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    Anne Whitney, a sophomore(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 in 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. My low grades on the tests did not show what I knew to the teacher ."  Another student in microbiology and similar experiences. He said ,"My first chemistry test was very difficult. Then, on the second test, I sat down to take it, and I was so nervous that I was shaking. My hands were moving up and down so quickly that it was hard to hold my pencil. I knew the material and I knew the answers. Yet I couldn’t even write them down!"
    These two young students were experiencing something called test anxiety. Because a student worries and it uneasy about a test, his or her mind does not work as well as it usually does. The student can’t write or think clearly because of the extreme tension and nervousness. Although poor grades are often a result of poor study habits, sometimes test anxiety causes the low grades. Recently, test anxiety had been recognized as a real problem, not just an excuse or a false explanation of lazy students.
    Special university counseling 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 tests show their anxiety is high, the students can take short courses to help them deal with their tension. These courses teach students how to relax their bodies .Students are trained to become calm in very tense situations. By controlling their nervousness, they can let their minds work at ease .Learned information then comes out without difficulty on a test.
    An expert at the University of California explains. "With almost all students, relaxation and less stress are felt after taking out program .Most of then experience better control during their tests. Almost all have some improvement. With some, the improvement is very great."
    小题1:To "blank out" is probably______.
    A．to be like a blanketB．to be sure of an answer
    C．to be unable to think clearlyD．to show knowledge to the teacher
    小题2:Poor grades are usually the result of _______.
    A．poor hygienic(卫生的) habitsB．laziness
    C．lack of sleepD．being unable to form good study habits
    小题3:Test anxiety has been recognized as _______.
    A．an excuse for lazinessB．the result of poor habits
    C．a real problemD．something that can’t be changed
    小题4:To deal with this problem, students say they want to ______.
    A .take a short course on anxiety           
    B read about anxiety
    C. be able to manage or understand their anxiety
    D take test to prove they are not anxiety
    小题5:A University of California counselor said_______.
    A．all students could overcome the anxiety after taking a special test anxiety program
    B．almost all students felt less stress after taking a University of California counseling course
    C．students found it difficult to improve even though they had taken a special test anxiety course
    D．students found it easy to relax as soon as they entered a University of California counseling course

    本题信息：英语阅读理解难度一般 来源:未知
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本试题 “Anne Whitney, a sophomore(二年级学生) at Colorado State University, first had a problem taking tests when she began college. "I was always well pre...” 主要考查您对

新闻报道类阅读

等考点的理解。关于这些考点您可以点击下面的选项卡查看详细档案。
  • 新闻报道类阅读

新闻报道类阅读的概念：

阅读理解的选材明显地呈现出关注实际生活的趋势，这种趋势与当前基础教育改革的目标是一致的，而中学生学习语言的根本目标与基础教育学会求知，学会做事，学会合作，学会做人的目标是一致的，真实新颖的选材对基础英语教学课程改革具有重要的反作用。


新闻报道类阅读理解技巧点拨：       

        新闻报道类类文章有一共同特点，即都是由标题（Headline）、导语（Lead）、主体（Mainbody）、背景（Background）和结尾（End）五部分构成。标题是新闻报道中心思想高度而又精辟的概括；导语位于新闻报道的首段，高度概括新闻事实；主体则对导语概括的新闻事实进行详细叙述；新闻背景是指新闻事实之外，对新闻事实或新闻事实的某个部分进行解释或补充的材料；结尾往往是新闻事件的结果或动态展望，也是中心思想的概括并常常与新闻导语相呼应。
        新闻报道中的导语非常重要，它位于文章的第一段，通过它点出新闻的主题，五个W和一个H(When,Where,Who,What,Why和How)通常是构成一则完整消息不可缺少的要素。文章往往呈现出“倒金字塔”的特征，因此读懂首句或首段至关重要。
       另外，从句的使用也是此类文章的一大语言特色，因为从句信息量大，适合新闻报道的要求。此外，大量的副词和插入语的使用也是此类文章的特点。为使文章更客观、更具信服力，常用The study said…, Scientists believe that…Experts said…, It's reported that…, According to the survey…等语言。同事在阅读过程中，我们要对材料所提供信息如when, where, who, how, why等进行提问，将信息迅速提炼出来。


新闻报道类阅读应试策略：

【命题趋势】
阅读理解的选材明显地呈现出关注实际生活的趋势，这种趋势与当前基础教育改革的目标是一致的，而中学生学习语言的根本目标与基础教育学会求知，学会做事，学会合作，学会做人的目标是一致的，真实新颖的选材对基础英语教学课程改革具有重要的反作用。时文报道就在文章中体现了这一要求。主要表现在以下几个方面：
1、反映海内外事件，文章结构严谨，内容贴近生活，用现代英语反映现代生活。
2、如果是新闻报道，都有比较固定的写作格式，如文首通常有报道的地点或时间，第一句话常常是文章的导语，有助于了解文章的大致内容和主题。
3、如果是新闻报道则是记叙文，有地点、时间、人物、事物等要素。
4、有许多大量反映当代社会变化的新词汇和表达方式。
5、命题既重细节，又重推理和主旨。
6、大背景中的小事件，大事件中的小插曲往往是选材的热点。
【应试对策】
1、在平时学习中，关注生活，阅读新闻报道和广告类文章、把阅读时事文章作为学习英语的重要途径。
2、了解新的词汇和表达方式。如：tsunami海啸，MP3players(MP3)播放器，well_offsociety小康社会等。
3、抓住文章主题，准确捕捉细节和内涵，进行合理的推理。
4、品味新闻的标题，联系平时所积累的知识，为了解材料大意作铺垫。
5、了解新闻报道的特殊规律，其内容和多含何人、何地、何事、何时等，阅读时要抓住新闻的这一主要特点去理解判断。
6、要注意文中以黑体、大写、下划线等方式加以提示的文字，因为这很有可能是材料的核心或至少是一部分内容的概括。


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