书写文摘

题目：
阅读理解。 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 couldn't think of the answer. My low grades on the tests did not show what I knew to the teacher." Another student in microbiology had similar experiences. He said, "My first chemistry test was very difficult. Then, on the second test, I sat down to take it, but 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 couldn't even write them down!" These two young students were experiencing something called test anxiety. Because a student worries and he is uneasy about a test, his or her mind does not work as well as it usually does. The student can't 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 counseling courses try to help students. In these courses, counselors 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 their anxiety is high, the students can take short courses to help them deal with their tension. 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." 1. To "blank out" in the first paragraph is probably______. A. to be like a blanket B. to be unsure of an answer C. to show wrong knowledge to the teacher D. to be unable to think clearly 2. Poor grades are usually the result of _______. A. poor hygienic habits B. laziness C. lack of sleep D. inability to form good study habits 3. To deal with this problem, students say they want to ______. A. take a short course on anxiety B. read about anxiety and know how to deal with it C. be able to manage or understand their anxiety D. take tests to prove they are not anxious 4. What can be inferred from the passage? A. all students could overcome the anxiety after taking a special test anxiety  program B. most of the students felt relaxed after taking a University of California counseling course C. students found it difficult to improve even if they had taken a special test anxiety course

答案

1-4: DDAB

扩展知识

考点名称：故事类阅读 故事类阅读是初中英语经常遇到的考试题型，这类题目规律性很强，同学们只要多练习就可以很快掌握故事类英语阅读题目。 故事，可以解释为旧事、旧业、先例、典故、花样等涵义，同时，也是文学体裁的一种，侧重于事情过程的描述，强调情节跌宕起伏，从而阐发道理或者价值观。 故事类阅读理解选材来源于日常生活，给人以似曾相识的感觉。体裁一般是记叙文，包含记叙文的时间、地点、人物、事件等要素。写作手法多采用时间、空间或逻辑线索贯穿文章始终。命题以细节为主，推理为辅。应特别注意对人物的外貌、语言、动作和思想的描写，从而把握人物性格特点和作者的情感态度。若是叙述性的文章，要读懂起因、经过、结果。若是故事性文章应读懂故事的发生、发展、高潮、结局。 故事类的结构特点： (1)一般故事性文章，应读懂故事的发生，发展，高潮和结局； (2) 哲理故事，要理解故事所蕴含的哲理意义； (3)逸闻趣事，应体会对话的风趣性，进而才能感受幽默的精髓。 阅读这类材料时，同学们一定要根据主要情节掌握文章主旨大意，同时抓住每一个细节，设身处地根据文章内容揣摩作者的态度和意图，根据情节展开想象，即使是碰到深层理解题也可迎刃而解。