1 . It’s easy to think that a man who’s scaled Mount Everest is fearless. But adventurer and survivalist Bear Grylls says nothing could be further from the truth.“    1    and it’s part of my job,” he says. Then how does he deal with fear?   He advises befriending your fear and using it to fuel you. He created the way of S-T-O-P.

S—Stop and step back

    2     — deadlines,difficult conversations, getting out of our social comfort zones, job interviews, etc. Don’t give in to the anxiety of the moment or just act immediately. Think twice before you leap.

T—Take a break

It’s hard to think clearly when you’re in fight-or-flight mode. Take a moment to gain some distance from the situation and get your thinking brain back online.    3    .

O—Observe

In high-stress situations, it’s natural for people to just get super focused on that one thing. But Grylls suggests, “Look at your surroundings.    4    . You’re going to see alternatives and options.” Who’s in your corner? What resources do you have? Make sure you’re on alert (警惕) and getting the full picture.

P—Plan

You’re cool, calm and you’ve collected your resources-it’s time to move ahead. Create a strategic plan of action — or two!     5     .

“The vital elements to surviving in any tough scenario are not tools or food,“ Grylls says, “They are a resourceful spirit and a courageous attitude.”

A．Deep breaths and a concentration practice are a good start

B．And keep moving forward

C．Fear is a huge part of my life

D．I feel sorry for missing the peak

E．You’re going to see escape routes

F．And quietly wait for someone to come

G．We all have those everyday moments of panic

2 . Math is a necessary skill that people use throughout their lives. Unfortunately, many children and adults feel stressed and anxious when they have to do math. They may be experiencing what is called “math anxiety”. Because of this, many people believe that they are bad at math and don’t like math.

A recent research has shown that some children as young as 6 years old may feel anxious about math. A team of researchers asked 154 children in grades 1 and 2 questions like “How do you feel when taking a big test in your math class?” The children expressed how nervous they felt by pointing to a position on a scale (刻度), where there were different faces from a very nervous face on the left to a calm face on the right. After answering these questions, the children took a math test. These researchers found that almost half of the children who participated in the study said that they were at least somewhat nervous about doing math. Also, children with higher math anxiety got worse scores on the math test.

Scientists have also found that math anxiety develops in children who experience certain kinds of social situations that influence their thoughts or feelings. This means that the child’s emotions, opinions, or behaviors are affected by things that other people say or do. For example, teachers with high math anxiety were more likely to have students with poorer math achievements at the end of the school year.

Good news is that researchers have found tools to help people with math anxiety. These tools are called interventions (干预). For example, researchers did an intervention where they asked children with math anxiety to write about their math-related worries. Then they found that children’s math test scores improved. Therefore, it is advised to talk to classmates and teachers about math anxiety. This is the first step toward helping to reduce the possibly harmful effects of math anxiety.

1. What does the underlined word “this” refer to in Paragraph 1?

A．Math ability.	B．Stressful life.
C．Math anxiety.	D．Painful memory.

2. How did the researchers measure kids’ anxiety?

A．By making a math project.

B．By recording math scores.

C．By asking kids questions.

D．By showing teaching problems.

3. What can be learned from Paragraph 3?

A．Anxiety determines math ability.

B．One’s math anxiety can affect others.

C．Students are born with math anxiety.

D．Children should avoid social situations.

4. What is suggested for students with math anxiety?

A．Talking about it.	B．Working harder.
C．Using math tools.	D．Attending lectures.

3 . 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。

I was in 7th grade when my mom was diagnosed with breast cancer. It was very sudden and unexpected for our family and obviously I was beaten. I tried my best to balance my first year of middle school and my home life, even if I knew this was impossible. I hated coming home from school every day for fear of what I would see when I got home. I hated seeing my mom sick all the time; she was not herself and all I wanted was for her to stop treatment and get better. Luckily, I had lots of support from my family, friends, and teachers during this hard time to help get me through it.

At the beginning of the year, I was determined to stay on track with my homework and studying and get through my first year at middle school successfully. Slowly, I started to become more distracted while at home with taking care of my mom, cleaning the house and helping my grandma cook our meals. While I was at school, I could escape and put my mom’s sickness in the back of my mind while I hung out with my friends and enjoyed playing. I noticed that my quiz and test grades were increasingly getting worse, but I never brought this to the attention of my mom because I did not want to worry her. Eventually, all of my grades were lower than C’s.

I knew that I was not doing well at school, and I needed to get my grades back up. I knew that a lot of my teachers were cutting me some unimportant work because they knew what was happening at home. Ms. Zazoski, my English teacher was the most supportive teacher that I have ever had and I am so glad that I was in her class that year.

注意：
1. 续写词数应为150左右;
2. 请按如下格式在答题卡的相应位置作答。

One day my teacher had me stay after school to have a talk with her.

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That was the motivation that I needed to improve my grades.

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4 . Everyone feels anxious or nervous at times. Feelings like these can surface when you face a challenge.     1     You might feel anxious when it’s your turn to speak in class. These feelings can be uncomfortable, but you can manage with the help of the following tips.

●Start with a growth mindset (思想倾向).

Some people have a fixed mindset. They might think, “This is how I am. I get anxious before speaking in class. So I don’t raise my hand.” With a fixed mindset, people don’t think things can change. But people with a growth mindset know they can get better at just about everything — with effort and practice.     2    

●Notice what anxiety feels like for you.

Get to know the body feelings that are part of anxiety. When you’re anxious, do you feel “butterflies”? Shaky hands? A faster heartbeat? Know that these feelings are part of the body’s normal response to a challenge.     3     Next time they happen, try to notice the feelings without getting upset. Accept them and let them be there.

●    4    

When you’re anxious, it’s common to tell yourself things like, “I can’t do this.” Or “What if I mess this up?” Instead, tell yourself something that could help you face the moment with a bit of courage, “It’s OK to feel anxious. I can do this anyway.” It’s facing the anxiety that helps you manage it. This is called exposure.

Learning to cope with anxiety takes time and patience. Most of all, it takes practice and willingness to face it. It starts with one small step.     5    

A．Give it all of your attention.

B．That includes dealing with anxiety.

C．Talk yourself through anxiety and face it.

D．They’re not harmful and they fade on their own.

E．It can help you “reset” and be ready to move forward.

F．For example, you might feel nervous before taking big exams.

G．The more you practice, the better you’ll get at managing anxiety.