Question

【题目】请认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词。请将答案写在答题卡上相应题号的横线上。每个空格只填1个单词。
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.
Sain 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 bad as they might think it was before and, in truth, it prevents these thoughts from appearing suddenly 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.
Professor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B- for those who did not.
Sain 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 prone 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.

Title: Overcoming test
Problem	Some students get nervous before a test, so they can't doeven if they know the material.
Reason	about the consequences them their attention and memory resources.
Solution	Write down their worries to the negative thoughts appearing suddenly.
Results of the researches	College students: with those sitting quietly, students writing about their fears improved their performance.
	Younger students: highly anxious students who did the writing instead of things unrelated to the test got grades.
ways to solve the problem	If students have no to write about their fears immediately, they can try it themselves at home or in the library.

Answer 1

【答案】nervousness/ anxiety；well；Worrying；costs；prevent/ stop/ keep；compared；considering；higher/better；Alternative/ Other/Optional；chance
【解析】本文是一篇记叙文，讲述的是一位心理学教授对考前焦虑症的学生的研究及帮助焦虑症学生的方法。

⑴ 根据第一段中的”Sian Beilock has studied these highly anxious test-takers.“可知，本文主题是“克服测试的焦虑”。故填nervousness/ anxiety。

⑵ 根据第一段中的”Some students get so nervous before a test, they do poorly even if they know the material.“可知，此处填well。

⑶根据第二段中的”And when we worry, it actually uses up attention and memory resources.“可知，此处填worry，因这里作主语，故用动名词，填Worrying。

⑷根据第二段中的”And when we worry, it actually uses up attention and memory resources.“可知，此处填costs。

⑸根据第四段中的”it prevents these thoughts from appearing suddenly when they're actually taking a test.“可知，此空填prevent/ stop/ keep。

⑹ 根据第七段中的”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.“可知，此处填compared。compared with与……相比较。

⑺根据第八段中的”They told them before final exams either to write about their feelings or to think about things unrelated to the test.“可知，此处填considering。

⑻ 根据第八段中的”They told them before final exams either to write about their feelings or to think about things unrelated to the test.“可知，此处填higher/better。

⑼根据右边的内容可知，是“解决问题的供选择的方法”。故填Alternative/ Other/Optional。

⑽根据最后一段中的”But what if students do not have a chance to write about their fears immediately before an exam or presentation?“可知，此处填chance。