题文
Ann Whimey, a sophomore(大学二年级学生) 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 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."The young student was experiencing something called test anxiety. Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does. The student cannot write or think clearly because of the great nervousness. though poor scores are often a result of poor study habits, sometimes test anxiety causes low scores. Recently, test anxiety has been recognized as a real problem, not just an excuse or a false explanation of lazy students.
Special university counseling(咨询) 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 test shows their anxiety is high, the students can take courses to help them deal with their nervousness. These courses teach students how to relax their bodies. By controlling their nervousness, they can let their minds work at ease, learn information, then come out without difficulty in a test.
An expert at the University of California explains, "With almost all students, relaxation is felt after taking our program. Most of them have better control during their test. Almost all have some improvements. For some, the improvement is very great.
小题1:The title of the passage should beA．Tests at collegeB．Anxiety and TestsC．How to Get Rid of AnxietyD．Counseling Courses Help Students小题2:According to this passage, we mainly find poor scores may result from A．lazinessB．sleeplessnessC．nervousnessD．poor study habits小题3:In order to get rid of test anxiety, students should A．take tests to measure their anxietyB．take counseling courses to help themselvesC．let their minds work at easeD．learn to control their nervousness小题4:According to the counselor at the University of California, the program isA．successfulB．ineffectiveC．of great help to allD．worth showing off 题型：未知难度：其他题型
答案
小题1:B
小题2:C
小题3:B
小题4:A
解析
本文讲述了在部分学生中存在的考试焦虑症的话题，主要是因为紧张而引起的，在文章中还提出了一个解决考试焦虑症的方法。
小题1:B 主旨大意题。根据文章第二段前两句The young student was experiencing something called test anxiety. Because a student worries and is uneasy about a test, his or her mind does not work as well as it usually does.可知本文讲述的是考试焦虑症的话题，故B正确。
小题2:C 细节题。根据第二段3，4行The student cannot write or think clearly because of the great nervousness. though poor scores are often a result of poor study habits, sometimes test anxiety causes low scores.说明考试中得到低分是因为紧张，故C正确。
小题3:B 细节题。根据第三段第二行In these courses, counselors try to help students by teaching them how to manage test anxiety.说明如果想要消除考试焦虑症，可以咨询专家，故B正确。
小题4:A 推理题。根据文章最后一段An expert at the University of California explains, "With almost all students, relaxation is felt after taking our program. Most of them have better control during their test. Almost all have some improvements. For some, the improvement is very great.说明这个课程是成功的，很多患考试焦虑症的学生都从中受益了。故A正确。
点评：本文讲述了在部分学生中存在的考试焦虑症的话题。本文以细节题的考查为主，细节题是针对文中某个细节、某句话或某部分具体内容设置问题，正确答案的根据一定可以在原文中找到，即原文的改写往往成为正确选项。通常细节题的正确选项有以下特征：对原文句子中的关键词进行替换。把原文中的一些词换成意义相近的词，成为正确选项。词性或者语态的变化。把原文中的一些词变换一下词性，或者改变原文句子的语态，给考生制造障碍。语言简化。把原文中的复杂语言现象进行简化，成为正确答案。正话反说。把原文中的意思反过来表达而成为正确选项(适用于寻找错误选项的题目)。
考点
据考高分专家说，试题“Ann Whimey, a sophom.....”主要考查你对 [健康环保类阅读 ]考点的理解。健康环保类阅读
健康环保累阅读概念：
健康环保类文章常是介绍科学知识、生活常识和环境保护方面的短文。体裁有记叙文、 说明文、议论文和各种应用文。
健康环保类文章阅读技巧：
健康环保类文章常是介绍科学知识、生活常识和环境保护方面的短文。阅读此类短文要以现象或事物为中心进行思考，理解现象产生的原因、条件和客观规律等。同时要抓住事物的特征、用途和相互关系等。科普环保类文章一般为说明文，从结构上看大致可分为三个部分：
第一部分一般是文章的首段，主要用来提出文章的主题，即文章想要阐述、说明的主要内容；
第二部分是文章的主体，可由若干个段落组成，对文章的主题进行展开说明；
第三部分是结尾段，对文章的主题进行归纳总结。这类文章多用一般现在时，而且一般多使用客观性词语表述。有时为了强调客观性，也常使用被动语态。
从近几年的考试题来看，科普环保类的文章越来越与人们的实际生活相接近。由于此类文章缺乏故事情节，很多同学对此类文章感到费解。但一般的科普类文章都是就事论事，需要逻辑推理和想象的时候较少，因此此类阅读题也没有同学们想象中的那么难，只要多加训练，就能较好地答题。
【阅读策略】
1、概要(Summarizing)：
阅完材料后，将所阅材料浓缩，摘要，做出所阅材料的书面或口头梗概。
2、组织(Organization)：
阅读后根据阅读内容，识别观点、人物、事件之间的关系以及文章的结构关系。如：时间关系、比较或对比关系、相关关系及因果关系等。
