Anne Whitney, a sophomore (大学二年级学生) atColorado State University, first had a problem takingtests when she began college. "I was always wellprepared for my tests. Sometimes I studied forweeks before a test. Yet I would go in to take thetest, only to find I could not answer the questionscorrectly. I would blank out because of nervousnessand fear. I couldn’t think of the answer. My lowgrades on the tests did not show what I knew to theteacher. " Another student in biology had similarexperiences. He said, "My first chemistry test wasvery difficult. Then, on the second test, I sat down to take it, and I was so nervous that I wasshaking. My hands were moving up and down so quickly that it was hard to hold my pencil. Iknew 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 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 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 has been recognized as a real problem, not just an excuse or a false explanation of lazy students.

Special university advising courses try to help students. In these courses, advisors 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 (heir anxiety is high, the students can take short courses to help them deal with (heir tensions. 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 our program. Most of them experience better control during their tests. Almost all have some improvement. With some, the improvement is very great. "

1. To "blank out" is probably______.

A. to be like a blanket B. to be sure of an answer

C. to be unable to think clearly D. to show knowledge to the teacher

2. Poor grades are usually the result of______.

A. poor sleeping habit B. laziness

C. lack of sleep D. inability to form good study habits

3. Test anxiety has been recognized as______.

A. an excuse for laziness B. the result of poor study habits

C. a real problem D. something that cannot be changed

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 tests to prove they are not anxious

5. A University of California advisor 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 advising 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 advising course

参考答案：

1. C 2. D 3. C 4. A 5. B