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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(人類學) 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.

OK, I admit it: emoticons (表情符號) are popular. Some people even think they are fun. Many seem unable to get through an e-mail or Instant Message chat sentence without using one. Some feel that they add feeling and character to otherwise cold digital communications.

Some, however, such as editor and Hollywood scriptwriter John Blumenthal, blast (抨擊) the use of emoticons as “infantile (幼稚的) just like the people who use them”  He believes that words themselves should be enough. “If you’re being funny, happy or sad, that should be apparent (明顯的) from the comment that goes before the emoticon,” he argues.

In the eyes of Blumenthal, the use of emoticons is a gender issue. “Men don’t use emoticons very much. Maybe not at all,” he said. “Teenage girls and women seem to use them a lot. Maybe there’ s an emoticon gene.”

It’s an interesting opinion, but it is not shared by all.

In an interview with The New York Times, Dacher Keltner, professor of psychology at the University of California, said that emoticons are popular because our brains are programmed “to seek out representations of humanity”. He believes that they appeal not because they are shortcuts for the lazy, but because they tap into (融入) something beyond language. They reach to our need to be with and communicate with people.

All of these arguments may be somehow valid (正確的). Each one of us will choose to communicate in our own way. I do not have much time for emoticons. I tried to use one once and felt like I was stealing into a primary school class that I had no place being in. I’d rather let my words do the talking.

Friends, however, send me messages and e-mails full of emoticons. I have no problem with this. I don’t regard any of my friends as lazy or immature (不成熟的). It’s just a question of individuality. :)

1.According to the article, emoticons are popular because ______. 

A. most of them look funny

B. they are easy for lazy people to use

C. they add feeling and character to a communication

D. a reader cannot understand a message without them

2.Which of the following views would John Blumenthal agree with?  

A. Instant Message chatters are childish.[來源:Zxxk.Com]

B. It’s enough to use language in digital communication.

C. Men never use emoticons.     

D. There is an emoticon gene in everybody.

3.From the text, we can conclude that the author ______. 

A. feels he has no difficulty using emoticons

B. thinks emoticons don’t suit him

C. encourage his friends to use emoticons

D. believes that emoticons are suitable for everyone

4.What is the main point of the article? 

A. Advice on language used over the Internet.

B. The history of emoticons.

C. Arguments over the use of emoticons.

D. Reasons for the popularity of emoticons.

 

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(人類學) 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.

Of all the areas of learning the most important is the development of attitudes. Emotional reactions as well as logical thought processes affect the behavior of most people.

“The burnt child fears the fire” is one instance; another is the rise of figures like Hitler. Both these examples point up the fact that attitudes come from experience. In the one case the experience was direct and impressive; in the other it was indirect and gradual.

The classroom teacher in the elementary school is in strategic position to influence attitudes. This is true partly because children acquire attitudes from those adults whose word they respect.

Another reason it is true is that pupils often search somewhat deeply into a subject in school that has only been touched upon at home or has possibly never occurred to them before. To a child who has previously acquire little knowledge of Mexico, his teacher’s method of handling such a unit would greatly affect his attitude toward Mexicans.

The teacher can develop proper attitudes through social studies, science matters, the very atmosphere of the classroom, etc. However, when children come to school with undesirable attitudes, it is unwise to attempt to change their feelings by criticizing them. The teacher can achieve the proper effect by helping them obtain constructive experience.

To illustrate, first-grade pupils, afraid of policemen will probably change their attitudes after a classroom talk with the neighborhood officer in which he explains how he protects them. In the same way, a class of older children can develop attitudes through discussion, research, outside reading and all-day trips.

Finally, a teacher must constantly evaluate her own attitudes, because her influence can be harmful she has personal prejudices. This is especially true in respect to controversial issues and questions of which children should be encouraged to reach their own decisions as result of objective analysis of all the facts.

1.The author uses the phrase “the burnt child fears the fire” in order to __________.

A．stress the importance of keeping child from the fire

B．exemplify（例證） the opinion that attitudes come from experience

C．illustrate the important role of attitudes towards study in the early childhood

D．none of the above

2.According to the author, teachers may have great influence on children’s attitudes because___________.

A．they can use marks to judge students

B．they can control students’ behavior

C．they may judge a student from their own likes and dislikes

D．their words are usually respected by the children

3.Through which of the following factor a teacher CANNOT develop proper attitudes of students?

A．Social studies	B．Science matters
C．The very atmosphere of the classroom	D．Criticism of children’s behavior

4.In the author’s opinion, a teacher must constantly evaluate her own attitudes because_______.

A．her personal attitudes may affect her students if she is prejudiced

B．she need to improve herself too

C．she is also often influenced by her students

D．she may not have a constant attitude towards some controversial sues（控訴）

5.The main readers of this passage may be ___________.

A．psychologists conducting complicated experiments

B．parents who have children in school

C．school teachers

D．students in primary school

 

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Communication Principles

How you see yourself can make a great difference in how you communicate．“Every individual exists in a continually changing world of experience of which he（or she）is the center”．Many communication scholars and social scientists believe that people are products of how others treat them and of the messages others send them．But every day we experience the centrality of our selves in communication．A student．for instance，may describe a conflict with a teacher as unfair treatment：“I know my teacher doesn’t like the fact that I don’t agree with his opinions．and that’s why he gave me such a poor grade in that class．”The teacher might say the opposite．Each person may believe that he is correct and that the other person’s view is wrong．

The concept of serf originates in communication．Through verbal and nonverbal symbols, a child learns to accept roles in response to the expectations of others．You establish self-image。The sort of person you believe you are，by how others think of you．Positive，negative，and neutral messages that you receive from others all play a role in determining who you are．Communication itself is probably best understood as a dialogue process．Our understanding of communication comes from our interactions with other people．In a more obvious way．communication involves others in the sense that a competent communicator considers what the other person needs and expects when selecting messages to share．So，the communication begins with the self，as defined largely by others，and involves others，as defined largely by the self．

Communication Occurs almost every minute of your life．If you are not communicating  with yourself（thinking，planning，reacting to the world around you），you are observing others and drawing inferences from their behavior．Even if the other person did not intend a message for you．you gather observations and draw specific conclusions．A person yawns and you believe that person is bored with your message．A second person looks away from you and you conclude that person is not listening to you．A third person smiles（perhaps because of a memory of a joke he heard recently） and you believe that he is attracted to you．We are continually picking up meanings from others’ behaviors and we are constantly providing behaviors that have communicative value for them．

More often than not，you may have hurt someone accidentally and you may have tried to explain that you did not mean that. You may have told the other person that you were sorry for your statement．You may have made a joke out of your rude statement．Nonetheless，your comment remains both in the mind of the other person and in your own mind．You cannot go back in time and erase your messages to others．Communication cannot be reversed（倒退），nor can it be repeated．When you tried to re—create the atmosphere，the conversation，and the setting，nothing seemed right．Your second experience with a similar setting and person made far different results．

Paragraph outline	Supporting Details
Communication begins with the self	●People are somewhat products of others’ treatment and messages． ●we are always（71）  ▲  in communication with others．
Communication （72） ▲ others	●Experiences of others help children learn to accept roles． ●Messages from others help you（73）  ▲  who you are． ●Needs and（74）  ▲  of others should be considered．
Communication （75）  ▲ everywhere	●We are communicating with ourselves by thinking，planning and reacting to the outside world． ●We are always（76）  ▲  other people by observing even if they do not intend any message for you． ●We are constantly collecting meanings from others’（77）  ▲  ． ●We are constantly（78）  ▲  meanings by what we do．
Communication cannot be reversed nor repeated	●You may explain what you have done，but you cannot（79）  ▲    what remains in the other person’s mind． ●Yon may redo the conversation，but you（80）  ▲  achieve the same results．