科目:高中英语 来源:2013届江西省赣州市十一县(市)高三上学期期中联考英语试卷(带解析) 题型:阅读理解
Some students get so nervous before a test, they do poorly even if they know the material. Sian Beilock has studied these highly anxious test-takers.
Sian Beilock: “They start worrying about the consequences. They might even start worrying about whether this exam is going to prevent them from getting into the college they want. And when we worry, it actually uses up attention and memory resources.I talk about it as your cognitive horsepower that you could otherwise be using to focus on the exam.”
Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test.
Sian Beilock: “what we think happens is when students put it down on paper , they think about the worst that could happen and they reappraise the situation. They might realize it’s not as had as they might think it was before and, in essence(本质上), it prevents these thoughts from popping up when they’re actually taking a test.”
The researchers tested the idea on a group of twenty anxious college students. They gave them two short math tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test.
The researchers added to the pressure. They told the students that those who did well on the second test would get money. They also told them that their performance would affect other students as part of a team effort.
Professor Beilock says those who sat quietly scored an average of twelve percent worse on the second test. But the students who had written about their fears improved their performance by an average of five percent.
Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test.
Prefessor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B- for those who did not.
Sian Beilock: “What we showed is that for students who are highly test-anxious, who’d done our writing intervention, all of a sudden there was no relationship between test anxiety and performance. Those students most likely to worry were performing just as well as their classmates who don’t normally get nervous in these testing situations.”
But what if students do not have a chance to write about their fears immediately before an exam or presentation? Professor Beilock says students can try it themselves at home or in the library and still improve their performance.
【小题1】What may happen if students have the problem of test anxiety?
| A.Test anxiety can improve students’ performance to some degree. |
| B.Students’ attention and memory resources run out when worried. |
| C.Students may not be admitted into their favorite college if worried |
| D.Test anxiety is sure to cause students to fail the test. |
| A.In the first math test, students who sat quietly performed better. |
| B.In the second math test, students who wrote about their feelings did worse. |
| C.Some college students are highly anxious test-takers while others are not in the tests. |
| D.The result in the math test agrees with that in the biology test. |
| A.Giving out | B.Fading away | C.Becoming clearly | D.Appearing suddenly |
| A.A psychology professor. | B.A philosophy researcher. |
| C.A politics professor | D.A tutor |
| A.It is a common practice for students being worried before a test. |
| B.Being worried before tests does harm to students’ performance. |
| C.Anxious students overcome test anxiety by writing down fears. |
| D.It is important for students to overcome test anxiety. |
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科目:高中英语 来源:2010—2011学年福建省养正中学、安溪一中高一下学期期末联考英语试卷 题型:阅读理解
It’s great to receive your email. Now I’d like to tell you something
took place in my school yesterday. In the afternoon, we 【小题1】 _
h______ a growing-up ceremony for our coming 18-year-old 【小题2】 _
birthday. For _______ start we made an oath that 【小题3】
a grown-ups we should have a sense of duty for our society 【小题4】
from now on. Then we sho
wed our t to our parents 【小题5】 _
who had gone through hardships to ___ us up and 【小题6】 _
teachers who have been educating us (耐心地). And our 【小题7】
teachers also
gave us cards (表达) their good wishes to 【小题8】
us. Finally, we put on w__________ performances, singing and 【小题9】
dancing. We learned a lot from the _________(活动). I think it’s 【小题10】
very important for us. I will remember the day in my life
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科目:高中英语 来源:2013届云南省昆明市官渡区第二中学高三9月月考英语试卷(带解析) 题型:填空题
英语课上,老师要求同桌同学相互修改作文。假设以下作文为你同桌所写,请你对其进行修改。共有10处错误,每句最多两处。错误涉及一个单词的增加、删除或修改。
增加:在缺词处加一个漏词符号(∧),并在此符号下面写出该加的词。
删除:把多余的词用斜线(\)划掉。
修改:在错的词下划一横线,并在该词下面写出修改后的词。
注意:1 每处错误及其修改均仅限一词。
2 只允许修改10处,多者(从第11处起)不记分。
3 必须按答题要求做题,否则不给分。
Dear Tom,
It is great to receive your email. Now I’d like tell you something which took place in my school yesterday.
In the afternoon we hold a grown –up ceremony for our coming 18 years old birthday. First we made an oath that as grown-up we should have a sense of duty for our social from now on. Then we showed our thanks for to our parents who had gone through hardships to bring us up and teachers who have been educating us patient. And our teachers also gave us cards expressed their good wishes to them. Finally, we put on wonderful performances, singing or dancing. We learned a lot from the activity. I think it’s very important for us. I will never forget the day in my life.
Yours,
Li Hua
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科目:高中英语 来源:2013-2014学年黑龙江省高三10月月考英语试卷(解析版) 题型:单项填空
We showed great pity to the poor old man, for ________ life was hard in the past.
A. whom B. whose C. who D. that
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科目:高中英语 来源:2012-2013学年江西省赣州市十一县(市)高三上学期期中考英语试卷(解析版) 题型:阅读理解
Some students get so nervous before a test, they do poorly even if they know the material. Sian Beilock has studied these highly anxious test-takers.
Sian Beilock: “They start worrying about the consequences. They might even start worrying about whether this exam is going to prevent them from getting into the college they want. And when we worry, it actually uses up attention and memory resources.I talk about it as your cognitive horsepower that you could otherwise be using to focus on the exam.”
Professor Beilock and another researcher, Gerardo Ramirez, have developed a possible solution. Just before an exam, highly anxious test-takers spend ten minutes writing about their worries about the test.
Sian Beilock: “what we think happens is when students put it down on paper , they think about the worst that could happen and they reappraise the situation. They might realize it’s not as had as they might think it was before and, in essence(本质上), it prevents these thoughts from popping up when they’re actually taking a test.”
The researchers tested the idea on a group of twenty anxious college students. They gave them two short math tests. After the first one, they asked the students to either sit quietly or write about their feelings about the upcoming second test.
The researchers added to the pressure. They told the students that those who did well on the second test would get money. They also told them that their performance would affect other students as part of a team effort.
Professor Beilock says those who sat quietly scored an average of twelve percent worse on the second test. But the students who had written about their fears improved their performance by an average of five percent.
Next, the researchers used younger students in a biology class. They told them before final exams either to write about their feelings or to think about things unrelated to the test.
Prefessor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B- for those who did not.
Sian Beilock: “What we showed is that for students who are highly test-anxious, who’d done our writing intervention, all of a sudden there was no relationship between test anxiety and performance. Those students most likely to worry were performing just as well as their classmates who don’t normally get nervous in these testing situations.”
But what if students do not have a chance to write about their fears immediately before an exam or presentation? Professor Beilock says students can try it themselves at home or in the library and still improve their performance.
1.What may happen if students have the problem of test anxiety?
A.Test anxiety can improve students’ performance to some degree.
B.Students’ attention and memory resources run out when worried.
C.Students may not be admitted into their favorite college if worried
D.Test anxiety is sure to cause students to fail the test.
2.Which of the following if TRUE?
A.In the first math test, students who sat quietly performed better.
B.In the second math test, students who wrote about their feelings did worse.
C.Some college students are highly anxious test-takers while others are not in the tests.
D.The result in the math test agrees with that in the biology test.
3.What does the underlined phrase “popping up” mean?
A.Giving out B.Fading away C.Becoming clearly D.Appearing suddenly
4.what is most probably Sian Beilock?
A.A psychology professor. B.A philosophy researcher.
C.A politics professor D.A tutor
5.What is the main idea of the passage?
A.It is a common practice for students being worried before a test.
B.Being worried before tests does harm to students’ performance.
C.Anxious students overcome test anxiety by writing down fears.
D.It is important for students to overcome test anxiety.
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