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Anne Whitney, a sophomore at Colorado State University, first had a problem taking tests when she began college. I was always well prepared for my tests. Sometimes I studied for weeks before a test. Yet I would go in to take the test, only to find I could not answer the questions correctly. I would blank out because of nervousness and fear. I couldnt think of the answer. My low grades on the tests did not show what I knew to the teacher. Another student in biology had similar experiences. He said, My first chemistry test was very difficult. Then, on the second test, I sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the material and I knew the answers. Yet I couldnt even write them down!
These two young students were experiencing something called test anxiety. Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades. Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students.
Special university advising courses try to help students. In these courses, advisors try to help students by teaching them how to manage test anxiety. At some universities, students take tests to measure their anxiety. If the tests show (heir anxiety is high, the students can take short courses to help them deal with (heir tensions. These courses teach students how to relax their bodies. Students are trained to become calm in very tense situations. By controlling their nervousness, they can let their minds work at ease. Learned information then comes out without difficulty on a test.
An expert at the University of California explains, With almost all students, relaxation and less stress are felt after taking our program. Most of them experience better control during their tests. Almost all have some improvement. With some, the improvement is very great.
26. To blank out is probably______.
A. to be like a blanket B. to be sure of an answer
C. to be unable to think clearly D. to show knowledge to the teacher
27. Poor grades are usually the result of______.
A. poor sleeping habit B. laziness
C. lack of sleep D. inability to form good study habits
28. Test anxiety has been recognized as______.
A. an excuse for laziness B. the result of poor study habits
C. a real problem D. something that cannot be changed
29. To deal with this problem, students say they want to______.
A. take a short course on anxiety
B. read about anxiety
C. be able to manage or understand their anxiety
D. take tests to prove they are not anxious
30. A University of California advisor said______.
A. all students could overcome the anxiety after taking a special test anxiety program
B. almost all students felt less stress after taking a University of California advising course
C. students found it difficult to improve even though they had taken a special test anxiety course
D. students found it easy to relax as soon as they entered a University of California advising course
参考答案:
26. C 27. D 28. C 29. A 30. B
英语讲义【72】名词修饰语㈡
英语讲义【51】合成形容词
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英语讲义【56】具副词功能的“连词+现在分词短语”
英语讲义【93】不规则动词的类别
英语讲义【29】句子转折词的桥梁
英语讲义【83】容易犯错的形容词从句
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英语讲义【71】名词修饰语㈠
英语讲义【64】容易混淆的形容词和副词
英语讲义【80】形容词从句的位置
英语讲义【52】表达数目和数量的特别方法
英语讲义【62】不定式动词短语修饰形容词
英语讲义【37】几个发展迅速的词缀
英语讲义【57】生动活泼的转化词
英语讲义【74】名词分句
英语讲义【78】名词修饰名词
英语讲义【39】垂悬结构
英语讲义【55】形容词的位置
英语讲义【84】助动词与情态动词
英语讲义【65】切忌囫囵吞枣
英语讲义【94】句子结构不当
英语讲义【40】复数名词的误用
英语讲义【103】句型不同,句义有别
英语讲义【38】麻烦的复数名词
英语讲义【45】“One of...”中的复数名词
英语讲义【50】具副词功能的现在分词短语
英语讲义【59】名词修饰语的排列秩序
英语讲义【104】中英词序不同
英语讲义【82】修饰语位置错误
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