河南成教 / 大学英语
（阅读理解题） When you’ve read the same paragraph 10 times and you still make little of it as you are reading ancient Egyptian, and you’re not studying ancient Egyptian, it’s time for you to put the books down. Experts say good breaks are a critical part of exam preparation and actually make your brain work better.
Debbie Bruckner, the director of the Student Union Wellness Centre at the University of Calgary, says an overburdened brain stops processing new information. "You’ve got to put it into your short-term memory and then move it into your long-term memory," she says. To do that, you need to stop cramming new knowledge into your head.
Psychologist Joanne Mills says most people can concentrate for 45 minutes to an hour at a time, but then need 15 minutes to rest. She suggests picking your break activity—taking a walk, listening to music—and setting a timer for 15 minutes. "It’s a cue to your mind" she says.
Mills also suggests setting targets and stopping when you’ve reached them. "Some students will take that break even if they haven’t finished what they set out to do and then they don’t really relax or enjoy it because their mind is racing with ʻ I must, I should, I have to.’ “If you’re in the flow, ride the momentum until you come to a natural break in the material, then set the timer again and walk to the corner store.
Alternating which books you’re hitting also helps. Work on English for an hour, then switch to math. It’s like exercising multiple muscles at the gym, as different parts of your brain work for different subjects.
Bruckner says that to maintain a healthy mind-body-spirit temperament in the heat of exam season, sit down with your calendar.
"Make a schedule for a month—when your assignments are due, when your final exams are, what the weighting is for each," she says.
1. The author uses “ancient Egyptian” to infer to that the reading is _______.
2. According to Debbie Bruckner, to learn new knowledge well __________.
3. The word “cram” in the second paragraph is closest in meaning to _____.
4. If you haven’t finished the target you set, you should __________.
5. By saying “what the weighting is for each” the author means that you will know__________.
Debbie Bruckner, the director of the Student Union Wellness Centre at the University of Calgary, says an overburdened brain stops processing new information. "You’ve got to put it into your short-term memory and then move it into your long-term memory," she says. To do that, you need to stop cramming new knowledge into your head.
Psychologist Joanne Mills says most people can concentrate for 45 minutes to an hour at a time, but then need 15 minutes to rest. She suggests picking your break activity—taking a walk, listening to music—and setting a timer for 15 minutes. "It’s a cue to your mind" she says.
Mills also suggests setting targets and stopping when you’ve reached them. "Some students will take that break even if they haven’t finished what they set out to do and then they don’t really relax or enjoy it because their mind is racing with ʻ I must, I should, I have to.’ “If you’re in the flow, ride the momentum until you come to a natural break in the material, then set the timer again and walk to the corner store.
Alternating which books you’re hitting also helps. Work on English for an hour, then switch to math. It’s like exercising multiple muscles at the gym, as different parts of your brain work for different subjects.
Bruckner says that to maintain a healthy mind-body-spirit temperament in the heat of exam season, sit down with your calendar.
"Make a schedule for a month—when your assignments are due, when your final exams are, what the weighting is for each," she says.
1. The author uses “ancient Egyptian” to infer to that the reading is _______.
A.
very interesting
B.
hard to understand
C.
very boring
D.
of different culture
2. According to Debbie Bruckner, to learn new knowledge well __________.
A.
you need to stop learning new information
B.
you need to process it as quick as possible
C.
you should put it into your long-term memory
D.
you don’t need to put it into your short-term memory
3. The word “cram” in the second paragraph is closest in meaning to _____.
A.
put something into a container, especially in a hurry
B.
put many things into a place at one time that makes it completely full
C.
teach students as much as possible in a short time before the examination
D.
put too much knowledge into the brain, although there is hardly enough room for it.
4. If you haven’t finished the target you set, you should __________.
A.
still take the break in every 45 minutes
B.
wait until you come to a natural break in the material
C.
set the timer again and walk to the corner store
D.
stop thinking “I must, I should, I have to”
5. By saying “what the weighting is for each” the author means that you will know__________.
A.
which exam is the most important
B.
what time each exam is
C.
how to balance your time
D.
what is the most important task each time
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