题型:任务型阅读 题类:常考题 难易度:普通
广东省肇庆市鼎湖中学2017-2018学年高一上学期英语期中考试试卷(含听力音频)
It is important for everyone to learn how to apologize effectively. You might think a simple “I'm sorry.” will take care of everything. There are some situations in which you need to apologize properly.
Apologize truly.
Apologizing through a half-hearted “sorry” will get you nowhere.. If you are really want to apologize, you must do it truly. Accept the fact that you are wrong. Contrary to what you might think, apologizing over and over again isn't going to help, especially you are apologizing to someone who is your boss.
Don't wait too long to apologize.
One piece of advice on how to apologize effectively is to do it as soon as you realize your mistake. Some people put off giving an apology because they think it will save them from the offended(被冒犯的) person's anger. However, that's just not polite. If you can't approach the person personally at once, send him or her a message first.
Don't expect too much.
You can't expect that person to forgive you immediately. If you are going to apologize, you have to be prepared for the worst. The conversation isn't going to be the most comfortable one either.
Learning how to apologize effectively is very important. It shows people that you are a very kind person.
A.Don't apologize again and again.
B.However, that's not exactly true.
C.Pay a visit to others ahead of time.
D.You'd better prepare yourself for anything.
E.But make sure you make an apology in person as well.
F.In fact, it might get you into even bigger trouble than before.
G.A lot of people don't know how to make an apology to their boss.
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.
Sain 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 truth, it prevents these thoughts from appearing suddenly 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.
Professor Beilock says highly anxious students who did the writing got an average grade of B+, compared to a B- for those who did not.
Sain 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 prone 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.
Title: Overcoming test {#blank#}1{#/blank#} | |
Problem | Some students get nervous before a test, so they can't do{#blank#}2{#/blank#}even if they know the material. |
Reason | {#blank#}3{#/blank#} about the consequences {#blank#}4{#/blank#}them their attention and memory resources. |
Solution | Write down their worries to {#blank#}5{#/blank#}the negative thoughts appearing suddenly. |
Results of the researches | College students:{#blank#}6{#/blank#} with those sitting quietly, students writing about their fears improved their performance. |
Younger students: highly anxious students who did the writing instead of {#blank#}7{#/blank#}things unrelated to the test got {#blank#}8{#/blank#}grades. | |
{#blank#}9{#/blank#} ways to solve the problem | If students have no {#blank#}10{#/blank#}to write about their fears immediately, they can try it themselves at home or in the library. |
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