After some blood tests, Dr Stubs stood before...

After some blood tests, Dr Stubs stood before me, a tall man, but short on personality and sporting a cold expression. You have systemic lupus. he said matter-of-factly."Lupus, "he continued, "is an auto-immune disease and ….” I remember certain details but mostly I remember him talking about children. “Children are no harm. But childbirth would jumpstart additional symptoms that could be life threatening. You already have two kids anyway.”

As I got up to leave, shaken and drained, he said his parting words, “I would discourage any further research. There is no cure and nothing can prevent its progression.”

Still, I did research lupus and its symptoms tiredness and joint pain-were both consistent with what I was experiencing. And eventually some major organs could be affected, causing shutdown and possibly death.

I studied and found out that echinacea had a record in making immune system stronger. I decided that along with the plant I would strengthen my mindset by immersing myself in my family with my one-year-old son and three-year-old daughter.

After another visit, I decided never to go back to Dr. Stubs. How could one endure repeatedly hear desperately words coming from an emotionless mouth even though they were truth? The years passed. When I would feel tired and achy I pulled support from my children and their laughter.

Finally, after eight years, I went to Dr. Kirstein who was recommended by a friend. She stood there holding my hand and looking into my eyes warmly

"So, let’s talk a little

Instantly my defenses were down. Before I knew it, she had me running on and on about my children, my husband, my life and dreams. I told her about all the meaningful activities I was involved in, those things I might have never done without the disease.

After several follow-up tests, and greater research into my family history, Dr. Kirsteincame to conclusive answer. I did not have systemic lupus. There must be something wrong with the initial tests 8 years before.

I didn't know whether I should jump for joy or scream because I had been living the last eight years in fear of a fatal disease. But then I realized that I had been living every day, not so much in fear, but happiness Even day was a gift and I knew it.

1.Dr. Strubs warned the author against having more children because _____.

A. The process of giving birth put her life in danger.

B. Taking care of children will gradually worsen her disease.

C. Her disease will threaten the health of her children.

D. She already has enough children.

2.why did the author stop seeing doctor Strubs after two visits? .

A. Because she not qualified to treat her disease.

B. Because he recommended Dr.Kirkstein to her.

C. Because his cold attitude upset the author.

D. Because she suspected his diagnosis about her disease.

3.How did the author deal with the disease?

A. She calmly waited for major organs to shut down.

B. she took effective medicine regularly to fight the disease.

C. She turned to Dr. Kirstein to get cure for the disease

D. She tried to strengthen immune system and drew strength from family.

4.Why did the author think every day in the past 8 years was a gift?

A. Because systemic lupus was no longer a deadly disease.

B. Because she made every day valuable in spite of disease

C. Because she received a gift every day from her family

D. Because she only occasionally felt pain and tiredness.

高三英语阅读理解中等难度题查看答案及解析

Before testing this method on patients, Dr. Baker had         tests for two years

on three hundred dogs.

高三英语单项填空简单题查看答案及解析

The door opened and in ________we had never seen before.

A．did a tall man come

B．a tall man did come

C．came a tall man

D．a tall man came

高三英语单项填空简单题查看答案及解析

The summer before I went off to college, Mom stood me in her usual spot behind the ironing board (烫衣板)and said, “Pay attention: I’m going to teach you to iron.”

Mom clearly explained her 　 　 for this lesson. I was going to be　 　 and needed to learn this vital skill. Also, I would be meeting new people, and properly ironed clothes would help me make a good　 　 .

“Learn to iron a shirt,” Mom said, “and you can iron anything.”

But ironing shirts was not 　 　 work. It didn’t make use of long muscles we used to throw a baseball，and it wasn’t a 　 operation like ice-skating. Ironing was like driving a car on a street that has a stop sign every 10 feet, Moreover, an iron produced steam and it carried an element of 　 .If you touched the wrong part of it, you’d get burnt. If you forgot to turn it off when you 　 ,you might bum down the house.

As for technique, Mom 　 me to begin with the flat spaces outward, always pushing the iron forward into wrinkled (有褶皱的）parts. Collars had to be done right. Mom said they were close to your face, where everyone would 　 them.

Over the years, I’ve learned to iron shirts skillfully, which gives me a sense of 　 Whatever failures I suffer in my life, an ironed shirt tells me I am good at something. 　 　 ,through ironing I’ve learned the method for solving even the most troublesome problems. “　 　 wrinkles one at a time,” as Mom might have said, “and before long everything will get ironed out.”

1.A. reasons    B. rules    　　　　　 C. emotions    　　 D. methods

2.A. helpful    B. confident    　　　　　 C. powerful    　　 D. independent

3.A. conclusion    B. suggestion    　　　　　 C. impression    　　 D. observation

4.A. useful    B. easy    　　　　　 C. special    　　　　　 D. suitable

5.A. direct    B. single    　　　　　 C. smooth    　　　　　 D. strange

6.A. doubt    B. pressure    　　　　　 C. surprise    　　　　　 D. danger

7.A. went away    B. fell down    　　　　　 C. jumped off    　　 D. looked up

8.A. taught     B. chose    　　　　　 C. forced    　　　　　 D. sent

9.A. touch    B. design    　　　　　 C. see    　　　　　 D. admire

10.A. honesty    B. freedom    　　　　　 C. justice    　　　　　 D. pride

11.A. Instead    B. Besides    　　　　　 C. Otherwise    　　 D. However

12.A. Make up    B. Deal with    　　　　　 C Ask for    　　　　　 D. Rely on

高三英语完型填空中等难度题查看答案及解析

________ I'm mistaken, I've seen that tall man at a party before.

A．If　     B．As

C．Unless　     D．When

高三英语单项填空中等难度题查看答案及解析

It is required by law that a driving test _______ taken before a man gets a license.

A. was　　　　　　 B. be　　　　　　　　 C. were　　　　　　　 D. is

高三英语单项填空中等难度题查看答案及解析

Some students get so nervous before a test, they do poorly even if they know the material. Sian Beilock has studied these highly anxious test-takers.

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 test-takers 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 had 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 test-anxious, who’d done our writing intervention, 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.

1.What may happen if students have the problem of test anxiety?

A．Test anxiety can improve students’ performance to some degree.

B．Students’ attention and memory resources run out when worried.

C．Students may not be admitted into their favorite college if worried

D．Test anxiety is sure to cause students to fail the test.

2.Which of the following if TRUE?

A．In the first math test, students who sat quietly performed better.

B．In the second math test, students who wrote about their feelings did worse.

C．Some college students are highly anxious test-takers while others are not in the tests.

D．The result in the math test agrees with that in the biology test.

3.What does the underlined phrase “popping up” mean?

A．Giving out         B．Fading away        C．Becoming clearly    D．Appearing suddenly

4.what is most probably Sian Beilock?

A．A psychology professor.                  B．A philosophy researcher.

C．A politics professor                      D．A tutor

5.What is the main idea of the passage?

A．It is a common practice for students being worried before a test.

B．Being worried before tests does harm to students’ performance.

C．Anxious students overcome test anxiety by writing down fears.

D．It is important for students to overcome test anxiety.

高三英语阅读理解中等难度题查看答案及解析

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.

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.

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.

3.The result of the research suggests that ________.

A．proper amount of burden may turn out to be a good thing

B．facing the fears bravely may help one to achieve more

C．avoiding facing the problem may contribute to relaxation

D．taking no action before difficulty may result in success

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.

高三英语阅读理解中等难度题查看答案及解析

Some students get so nervous before a test, and they do poorly even if they know the material. Sian Beilock has studied these highly anxious test-takers.

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 test-takers 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 reassess the situation. They might realize it’s not as hard as they might think it was before and, in essence, 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 test-anxious, who’d done our writing intervention, 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.

1.What may happen if students have the problem of test anxiety?

A．Test anxiety can improve students’ performance to some degree.

B．Students’ attention and memory resources run out when worried.

C．Students may not be admitted into their favorite college if worried

D．Test anxiety is sure to cause students to fail the test.

2.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 test-takers while others are not..

3.What does the underlined phrase “popping up” mean?

A．Giving out                             B．Fading away

C．Becoming clear                         D．Appearing suddenly

4.What is the main idea of the passage?

A．It is a common practice for students to get worried before a test.

B．Being worried before tests does harm to students’ performance.

C．Anxious students overcome test anxiety by writing down fears.

D．It is important for students to overcome test anxiety.

高三英语阅读理解中等难度题查看答案及解析

听下面一段较长对话，回答以下小题。

1.What will the man do first after school?

A.Prepare for a test. B.See a film. C.Buy a book.

2.Where will the man meet his friends?

A.At a bookstore. B.At an ice-cream shop. C.At a cinema.

高三英语长对话中等难度题查看答案及解析