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
26. C 27. D 28. C 29. A 30. B
山东省高密市教科院2017届高三高考二轮复习英语《完型填空之说明文》学案
2017高三英语二轮复习 江苏专用 完型填空+阅读理解30
山东省高密市教科院2017届高三高考二轮复习英语《时态和语态》学案
2017高三英语二轮复习 江苏专用 语法对点强化训练30
山东省高密市教科院2017届高三高考二轮复习英语《形容词与副词》学案
山东省高密市教科院2017届高三高考二轮复习英语《完型填空之夹叙夹议》学案
2017高三英语二轮复习 江苏专用 完型填空+阅读理解2
2017高三英语二轮复习 江苏专用 语法对点强化训练21
2017高三英语二轮复习 江苏专用 语法对点强化训练31
2017高三英语二轮复习 江苏专用 语法对点强化训练5
2017高三英语二轮复习 江苏专用 完型填空+阅读理解31
山东省高密市教科院2017届高三高考二轮复习英语《非谓语动词》学案
2017高三英语二轮复习 江苏专用 完型填空+阅读理解29
2017高三英语二轮复习 江苏专用 语法对点强化训练1
2017高三英语二轮复习 江苏专用 语法对点强化训练27
山东省高密市教科院2017届高三高考二轮复习英语《名词》学案
2017高三英语二轮复习 江苏专用 语法对点强化训练18
2017高三英语二轮复习 江苏专用 语法对点强化训练10
2017高三英语二轮复习 江苏专用 语法对点强化训练20
2017高三英语二轮复习 江苏专用 语法对点强化训练25
2017高三英语二轮复习 江苏专用 语法对点强化训练17
2017高三英语二轮复习 江苏专用 语法对点强化训练16
2017高三英语二轮复习 江苏专用 语法对点强化训练9
2017高三英语二轮复习 江苏专用 语法对点强化训练6
2017高三英语二轮复习 江苏专用 语法对点强化训练8
2017高三英语二轮复习 江苏专用 语法对点强化训练28
2017高三英语二轮复习 江苏专用 完型填空+阅读理解34
2017高三英语二轮复习 江苏专用 完型填空+阅读理解35
山东省高密市教科院2017届高三高考二轮复习英语《书面表达》学案
2017高三英语二轮复习 江苏专用 语法对点强化训练15
不限 |
英语教案 |
英语课件 |
英语试题 |
不限 |
不限 |
上册 |
下册 |
不限 |