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人教版高一英语必修一第四单元练习题

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2016-10-11

Ⅳ.阅读理解

(2014·湖北长阳一中月考)Some students get so nervous before a test, they do poorly even if they know the material. Sian Beilock has studied these highly anxious test­takers.

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 (认知的) 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 test­takers 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 bad as they might think it was before and, in essence, 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.

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.

Sian Beilock:“What we showed is that for students who are highly test­anxious, 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.

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 is 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 test­takers 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.Appearing suddenly.    B.Fading away.

C.Becoming clearly.        D.Giving out.

4.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.

语篇解读:本文主要介绍如何在考前有效缓解考试焦虑,从而获得良好的表现。

1.选B 细节理解题。第二段提到当学生在考前焦虑时,会耗尽自己的注意力和脑子里记忆的东西,从而影响自己在测试中的表现。故B选项符合题意。

2.选D 细节理解题。通过阅读第五至第九段内容可知,研究人员对20位有考试焦虑的大学生的数学测试和学生生物课的表现的两项研究结果一致:学生写下有关考前焦虑的状况有助于提高自己的表现,故选D项。

3.选A 词义猜测题。根据第四段Beilock的话可知,当学生把考前焦虑写下来时,他们会想到最糟糕的情况,然后重新评估情况。这样一来,他们可能意识到并不像他们之前想的那么糟糕,而事实上,这能阻止这些念头在考试时突然出现。

4.选C 主旨大意题。本文主要介绍应对学生考试焦虑的一种方法,即考试前把自己的焦虑写出来,能有效减缓焦虑的程度,让学生在考试中表现得更好。故答案为C项

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