题文
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 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(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 testanxious，who'd done our writing intervention(排解)，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.
小题1:Which of the following is TRUE? A．The result in the math test agrees with that in the biology test.B．In the first math test, students who sat quietly performed better. C．In the second math test, students who wrote about their feelings did worse.D．Some college students are highly anxious testtakers while others are not in the tests.小题2:What may happen if students have the problem of test anxiety? A．Test anxiety is sure to cause students to fail the test.B．Test anxiety can improve students' performance to some degree.C．Students' attention and memory resources run out when worried.D．Students may not be admitted into their favorite college if worried.小题3:The result of the research suggests that ________.A．proper amount of burden may turn out to be a good thingB．facing the fears bravely may help one to achieve more C．avoiding facing the problem may contribute to relaxationD．taking no action before difficulty may result in success小题4:What is the main idea of the passage? A．It is important for students to overcome test anxiety.B．Anxious students overcome test anxiety by writing down fears.C．It is a common practice for students being worried before a test.D．Being worried before tests does harm to students' performance. 题型：未知难度：其他题型
答案
小题1:A
小题2:C
小题3:B
小题4:B
解析
文章大意：本文主要介绍考前写出紧张感有助于缓解压力，从而获得良好的表现。
小题1:A 细节理解题。通过阅读第五至第九段内容，特别是第七段和第九段可知，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A项。
小题2:C 细节理解题。由第二段第三句话“And when we worry，it actually uses up attention and memory resources.”可知，C项正确。
小题3:B 推理判断题。由最后一段可知，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，学生在考试中表现得会更好。所以B项正确。
小题4:B 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，学生在考试中表现得会更好。所以B项正确。
考点
据考高分专家说，试题“Some students get so.....”主要考查你对 [日常生活类阅读 ]考点的理解。日常生活类阅读
日常生活类阅读的概念：
日常生活这一话题主要涉及人们衣食住行等方面的活动。这一话题的选材主要针对人们日常的工作，生活以及学习情况。做这一类题时，最主要的是要把握好人物的活动内容，时间和地点。
日常生活类阅读题答题技巧：
【题型说明】
该类文章内容涉及到人们的言谈举止、生活习惯、饮食起居、服饰仪表、恋爱婚姻、消遣娱乐、节日起源、家庭生活等。文章篇幅短小，追根溯源，探索各项风俗的历史渊源，内容有趣。命题也以送分题为主，如事实细节题、语义转换题、词义猜测题和简单推理判断题等。虽然这类文章读起来感觉轻松，试题做起来比较顺手，但绝不能掉以轻心。因为稍不留神，就会丢分。
【备考提醒】
为了保证较高准确率，建议同学们做好以下几点：
1、保持正常的考试心态。笔者在教学中发现，越是容易的试题，同学们越是容易失分。为什么呢？因为在这种情况下，同学们极易产生麻痹思想，认为题目好做，就不引起高度重视，于是思维不发散、不周密。而命题人就是利用同学们的这一弱点，设计陷阱题。所以，无论试题难易与否，我们都要保持正常的考试心态。试题容易，不欣喜；试题难，不悲观。
2、根据前面讲到的方法，认认真真、细细心心做好事实细节题。
3、做好语义转换题。这类题是根据英语中一词多义和某些词语在文中能表达一定的修辞意义的原则而设计的。要求同学们解释某生词的含义，确定多义词或短语在文中的意思，确认文中的某个代词所指代的对象，或者对英语中特有的表达、格言、谚语进行解释。这种题要求同学们一定要根据上下文猜测词义或理解句子，切不可望文生义。
4、做好简单推理判断题。简单推理判断题要以表面文字为前提，以具体事实为依据进行推理，做出判断。这种推理方式比较直接，只要弄清事实，即可结合常识推断出合理的结论。
