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.

Since my family were not going to be helpful, I decided I would look for one all by myself and not tell them about it till I’d got one．

I had seen an agency （中介机构） advertised in a local newspaper．I rushed out of the __41_ in search of it．I was wildly excited, and as _42_ as if I were going on the stage．Finding the ___43__ quite easily, I ran breathlessly through a door which said “Enter without knocking, if you please．”

The simple atmosphere of the office __44__ me．The woman looked carefully at me __45_ through her glasses, and then 46  me in a low voice．I answered softly．All of a sudden I started to feel rather  47   She wondered why I was looking for this sort of  48   I felt even more helpless when she told me that it would be  49  to get a job without  50   I wondered whether I ought to leave,   51 the telephone on her desk rang．I heard her say:

“52  , I’ve got someone in the 53   at this very moment who might 54  ．” She wrote down a 55   and held it out to me, saying: “Ring up this lady．She wants a 56  immediately．In fact, you would have to start tomorrow by cooking a dinner for ten people．”

“Oh yes,” said I ----  57  having cooked for more than four in my life．I  58  her again and again, and rushed out to the  59  telephone box．I collected my thoughts, took a deep breath, and rang the number．I said confidently that I was just what she was looking for．

I spent the next few hours 60  cook books．

1.A．bed                  B house                          C．agency                   D．office

2.A．proud                 B．please                    C．nervous                  D．worried

3.A．family                B．door                      C．place                     D．stage

4.A．calmed            B．excited                   C．frightened              D．disturbed

5.A．as usual              B．for a while             C．in a minute             D．once again

6.A．advised              B．examined               C．informed               D．questioned

7.A．encouraged         B．dissatisfied             C．hopeless                 D．pleased

8.A．place                  B．job                        C．advice                    D．help

9.A．difficult                  B．helpless                  C．possible                 D．unusual

10.A．ability              B．experience              C．knowledge             D．study

11.A．after                  B．since                      C．until                       D．when

12.A．Above all           B．As a matter of fact   

             C．As a result           D．In spite of that

13.A．family               B．house                     C．office                     D．restaurant

14.A．hire                  B．accept                    C．suit                         D．offer

15.A．letter                 B．name                     C．note                    D．number

16.A．cook                     B．help                       C．teacher             D．secretary

17.A．almost               B．never                     C．nearly                  D．really

18.A．answered           B．promised                C．thanked                  D．told

19.A．outside              B．local                      C．closest              D．nearest

20.A．borrowing         B．buying                   C．reading                D．writing

第Ⅱ卷(非选择题，共35分)
注意事项：将答案写在答题卡上，写在本试卷上无效。
第四部分：写作(共两节，满分35分)
第一节：短文改错(共10小题；每小题1分，满分10分)
文中共有10处语言错误，每句中最多有两处。错误涉及一个单词的增加、删除或修改。
增加：在缺词处加一个漏字符号(∧)，并在其下面写出该加的词。
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．每处错误及其修改仅限一词。
2．只允许修改10处，多者(从第11处起)不计分。
When I was studying in Kansas City last year，a hurricane swept through the city．We were sitting round the kitchen table while we heard the alarm．We ran down into the basement and laid on the floor．Then I heard a noise，like approaching train，which got louder and louder．The house began to shake! And then ，all of a sudden，it stopped．We went to upstairs and tried the door to the kitchen，so it wouldn't open．The house directly across the street had completely been disappeared! We were relieved to see people coming from the basement unharming．Amazing，the upstairs of the house was unaffected．But the hurricane had broken all the windows in the kitchen，and the wind had blown the kitchen table—the one we were sitting minutes before—against the door to the basement．

US universities are among the best in the world. Since World War Ⅱ, American scientists --- mostly working in universties or colleges --- have won more than half of all Nobel Prizes in physics and medicine. Foreign students rush to the United States by the tens of thousands. Last year they earned more than one quarter of the doctoral degrees awarded in the country. Yet while American universities produce the great research and great graduate program, they sometimes pay little attention to the task that lies at their very core: the teaching of undergraduate students.

With the increase in fees, educators feel obliged to improve undergraduate teaching. In speeches and interviews the nation’s higher educators have rediscovered teaching. Robert Rosenzweig, president of the Association of American Universities,  said,  “Our organization was never very concerned about teaching. In the last 18 months, we have spent more time on undergraduate education than on any other subject.”

Despite such promising efforts, no one doubts that research still outranks teaching at some of the leading universities, not least because it is a surer and faster way to earn status. Some people don’t think it has to be that way. They argue that the reward system for college faculty can be changed, so that professors will be encouraged to devote more time and effort to teaching. They say that they are beginning to believe that the first ten years of the 21st century may come to be remembered as the decade of the undergraduate.

That would bring it full circle. For more than two centuries after the founding of Harvard College in 1636, the instruction of undergraduate students was an essential condition of American higher education.

1.According to the passage, at some of the leading American universities ________.

A．research is declining in importance          B．teaching now ranks above research

C．teaching is a sure way to gain position        D．research still ranks above teaching

2.It is implied in the passage that about 200 years ago undergraduate instruction ________.

A．began to change all of a sudden

B．was already threatened by research work

C．was the central part of higher education

D．began to be neglected in most universities

3.What would be the best title for the passage?

A．University education in the US             B．University education challenged

C．Teaching and research in universities        D．Undergraduate teaching rediscovered

On his way to the airport，it ________him all of a sudden that he had forgotten his passport.