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Doreen Sykora is now a junior at McGill University. She had a difficult time when she first began college. She said, “I was always well prepared for my examinations. But when I go into class to take the exam, I would fall apart. I could just blank out because of nervousness and fear.” Hitoshi Sakamoto, an anthropology(人類(lèi)學(xué)) student at Temple University in Tokyo reports similar experiences.

These two young students were experiencing something called test anxiety. Because a student worries and is stressed(加壓力于) 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 severe tension and nervousness.

Now there are special university courses to help students. In these courses, advisors and psychologists try to help students by teaching them to manage test anxiety. Such a course helps students learn to live with stress and not fail because of it. First students take a practice test to measure their worry level. If the tests show that their stress level is high, the students can take a short course to manage the fear. These courses teach students how to relax their bodies. They get training to become calm in very tense situations. By controlling their nervousness, they can let their minds work more easily. Learned information then comes out without difficulty on a test.

Doreen Sykora saw immediate results after taking such a course. She now has enthusiasm about the relaxation methods. “Mostly, what I do is imagine myself in a very calm place. Then I imagine myself picking up a pencil. I move slowly and carefully. I breathe easily and let all the tension out. With each breath, more worry leaves me. It really works too. My grades have improved greatly! I’m really doing well at McGill now. This relaxation method works not only on examinations, but it has improved the rest of my life as well.”

For Hitoshi in Tokyo, the results were much the same. He is enjoying school a lot more and learning more.

1. What is the similarity between Doreen Sykora and Hitoshi Sakamoto?

A. They are students from the same university.

B. They failed in all the examinations.

C. They both had experiences of test anxiety.

D. They both had the same poor studying habits.

2. The phrase “blank out” in Paragraph 1 refers to “_______.”

A. lose interest in the exam           B. refuse to take the exam

C. get an extra paper                  D. be unable to think clearly

3. What’s the purpose of some special university student-help courses?

　　A. To help students to reduce test anxiety.   

　　B. To show a stress level experienced by students.

　　C. To learn more knowledge about test anxiety.

　　D. To have a better understanding of test anxiety.

Doreen Sykora is now a junior at McGill University. She had a difficult time when she first began college. She said, “I was always well prepared for my examinations. But when I go into class to take the exam, I would fall apart. I could just blank out because of nervousness and fear.” Hitoshi Sakamoto, an anthropology(人類(lèi)學(xué)) student at Temple University in Tokyo reports similar experiences.

These two young students were experiencing something called test anxiety. Because a student worries and is stressed(加壓力于) 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 severe tension and nervousness.

Now there are special university courses to help students. In these courses, advisors and psychologists try to help students by teaching them to manage test anxiety. Such a course helps students learn to live with stress and not fail because of it. First students take a practice test to measure their worry level. If the tests show that their stress level is high, the students can take a short course to manage the fear. These courses teach students how to relax their bodies. They get training to become calm in very tense situations. By controlling their nervousness, they can let their minds work more easily. Learned information then comes out without difficulty on a test.

Doreen Sykora saw immediate results after taking such a course. She now has enthusiasm about the relaxation methods. “Mostly, what I do is imagine myself in a very calm place. Then I imagine myself picking up a pencil. I move slowly and carefully. I breathe easily and let all the tension out. With each breath, more worry leaves me. It really works too. My grades have improved greatly! I’m really doing well at McGill now. This relaxation method works not only on examinations, but it has improved the rest of my life as well.”

For Hitoshi in Tokyo, the results were much the same. He is enjoying school a lot more and learning more.

1. What is the similarity between Doreen Sykora and Hitoshi Sakamoto?

A. They are students from the same university.

B. They failed in all the examinations.

C. They both had experiences of test anxiety.

D. They both had the same poor studying habits.

2. The phrase “blank out” in Paragraph 1 refers to “_______.”

A. lose interest in the exam           B. refuse to take the exam

C. get an extra paper                  D. be unable to think clearly

3. What’s the purpose of some special university student-help courses?

　　A. To help students to reduce test anxiety.   

　　B. To show a stress level experienced by students.

　　C. To learn more knowledge about test anxiety.

　　D. To have a better understanding of test anxiety.

Doreen Sykora is now a junior at McGill University. She had a difficult time when she first began college. She said, “I was always well prepared for my examinations. But when I go into class to take the exam, I would fall apart. I could just blank out because of nervousness and fear.” Hitoshi Sakamoto, an anthropology(人類(lèi)學(xué)) student at Temple University in Tokyo reports similar experiences.

These two young students were experiencing something called test anxiety. Because a student worries and is stressed(加壓力于) 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 severe tension and nervousness.

Now there are special university courses to help students. In these courses, advisors and psychologists try to help students by teaching them to manage test anxiety. Such a course helps students learn to live with stress and not fail because of it. First students take a practice test to measure their worry level. If the tests show that their stress level is high, the students can take a short course to manage the fear. These courses teach students how to relax their bodies. They get training to become calm in very tense situations. By controlling their nervousness, they can let their minds work more easily. Learned information then comes out without difficulty on a test.

Doreen Sykora saw immediate results after taking such a course. She now has enthusiasm about the relaxation methods. “Mostly, what I do is imagine myself in a very calm place. Then I imagine myself picking up a pencil. I move slowly and carefully. I breathe easily and let all the tension out. With each breath, more worry leaves me. It really works too. My grades have improved greatly! I’m really doing well at McGill now. This relaxation method works not only on examinations, but it has improved the rest of my life as well.”

For Hitoshi in Tokyo, the results were much the same. He is enjoying school a lot more and learning more.

What is the similarity between Doreen Sykora and Hitoshi Sakamoto?

A. They are students from the same university.

B. They failed in all the examinations.

C. They both had experiences of test anxiety.

D. They both had the same poor studying habits.

The phrase “blank out” in Paragraph 1 refers to “_______.”

A. lose interest in the exam           B. refuse to take the exam

C. get an extra paper                  D. be unable to think clearly

What’s the purpose of some special university student-help courses?

A. To help students to reduce test anxiety.   

B. To show a stress level experienced by students.

C. To learn more knowledge about test anxiety.

D. To have a better understanding of test anxiety.

2011年高考在即，高三學(xué)生目前正處在緊張復(fù)習(xí)迎考的氛圍中。假如你叫李想，揚(yáng)州市某高級(jí)中學(xué)高三學(xué)生，寒假之際，想和父母說(shuō)說(shuō)知心話(huà)，請(qǐng)你用英文在你的博客上給你父母寫(xiě)一封信。具體內(nèi)容如下：

知心話(huà)	感        恩	關(guān)切鼓勵(lì)，傾注愛(ài)心
	對(duì)父母的期望	1、多加交流，使自己保持良好狀態(tài) 2、創(chuàng)造條件，給自己提供適時(shí)幫助
寒假打算	考生自擬（至少寫(xiě)三點(diǎn)）

參考詞匯：高考college entrance examination。

寫(xiě)作時(shí)注意格式，詞數(shù)150。開(kāi)頭已給出，不計(jì)入總詞數(shù)。

Dear Mom and Dad,

Traditional Chinese Spring Festival is around the corner. On this special occasion, how I wish I could have a heart-to-heart talk with you.

 

 

 

I am quite confident of my future life and I do wish you good health and a happy new year.

                                                Yours sincerely,

                                           Li Xiang

2014年高考在即，高三學(xué)生目前正處在緊張復(fù)習(xí)迎考的氛圍中。假如你叫李華，長(zhǎng)沙市某高中的高三學(xué)生，寒假之際，想和父母說(shuō)說(shuō)知心話(huà)，請(qǐng)你用英文在你的博客上給你父母寫(xiě)一封信。具體內(nèi)容如下：

知心話(huà)
感　恩	關(guān)切鼓勵(lì)，傾注愛(ài)心
對(duì)父母的期望	1. 多加交流，使自己保持良好狀態(tài)
2. 創(chuàng)造條件，給自己提供適時(shí)幫助
寒假打算	考生自擬(至少寫(xiě)出三點(diǎn))

注意：

1. 寫(xiě)作時(shí)注意格式；

2. 詞數(shù)不少于120；

3. 開(kāi)頭和結(jié)尾已給出，不計(jì)入總詞數(shù)。

參考詞匯： 高考 college entrance examination

Dear Mom and Dad,

Traditional Chinese Spring Festival is around the corner. On this special occasion, how I wish I could have a heart­to­heart talk with you.

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