1.Plan your time carefully. Make a list of your weekly tasks. Then make a schedule or chart of your time. Fill in committed time such as eating, sleeping, meetings, classes, etc. Then decide on good, regular times for studying. Be sure to set aside enough time to complete your normal reading and work assignments. Of course, studying shouldn’t occupy all of the free time on the schedule. It’s important to set aside time for relaxation, hobbies, and entertainment as well. This weekly schedule may not solve all of your problems, but it will make you more aware of how you spend your time. Furthermore, it will enable you to plan your activities so that you have adequate time for both work and play.

2.Find a good place to study. Choose one place for your study area. It may be a deck or a chair at home or in the school library, but it should be comfortable, and it should not have distractions. When you begin to work, you should be able to concentrate on the subject.

3.Skim before you read. This means looking over a passage quickly before you begin to read it more carefully. As you preview the material, you get some idea of the content and how it is organized. Later when you begin to read you will recognize less important material and you may skip some of these portions. Skimming helps double your reading speed and improves your comprehension as well.

4. Make good use of your time in class. Listening to what the teacher says in class means less work later. Sit where you can see and hear well. Take notes to help you remember what the teacher says.

5. Study regularly. Go over your notes as soon as you can after class. Review important points mentioned in class as well as points you remain confused about. Read about these points in your textbook. If you know what the teacher will discuss the next day, skim and read that material too. This will help you understand the next class. If you review your notes and textbook regularly, the material will become more meaningful and you will remember it longer. Regular review leads to improved performance on tests.

6. Develop a good attitude about tests. The purpose of a test is to show what you have learned about a subject. The world won’t end if you don’t pass a test, so don’t worry excessively about a sin le test. Tests provide grades, but they also let you know what you need to spend more time studying, and they help make your new knowledge permanent.

There are other techniques that might help you with your studying. Only a few have been mentioned here. You will probably discover many others after you have tried these. Talk with your classmates about their study techniques. Share with them some of the techniques you have found to be helpful. Improving your study habits will improve your grades.

1.An average student with average intelligence is a student who ______.

    He met us at the parking garage (停车库) he'd recommended (推荐) and offered to pay for. "City life's great," he'd said, "except for finding a parking space." There was the slap on the back for my husband, and a kiss on the cheek for me. Then he led us out to the street for the two-block walk to his apartment.

    The North Side reminded me of a refined street festival that summer night – crowds of people, somehow looking well-dressed even in jeans, strolling up and down the sidewalks, stopping in at the dozens of restaurants.

    We were walking three abreast (并肩) downthe sidewalk. I was on the inside, closest to the buildings, and I saw him out of the corner of my eye.

    He was old, sitting on the doorstep of a store already locked for the night. He was bundled up in a dirty jacket that looked way too heavy for summer. Every few seconds, he called out to the passing people. "Got a quarter?" "Can you spare some change?"

    We'd seen people like him before, of course. We'd learned not to look them in the eye, to close our ears, to walk on by. Usually they expected to be ignored. Some of them tried to make you feel guilty (内疚), though, by telling you they needed money to feed their kids.

    So I steeled myself as we approached him. "Got any loose change you can spare?" he piped up.

    "Get lost!" our friend shouted, looking straight ahead.

    As we brushed by, I got a look at him. Gray hair; a creased (有皱痕的), worn face that, inexplicably (无法解释地), had a toothless smile on it.

    Then we were past him, not missing a step in our steady stride. "I get so sick of these guys leeching off of you," our friend grumbled under his breath.

   I slowed down, my steps faltering (犹豫). I had some change in my pocket. I could get it out, run back, drop it into the old man's hand, and catch up with the guys before they even knew I was gone. Or I could just tell them, "I'll be right back, guys; wait for me a second," and go back at my leisure. But then I'd have to listen to the lecture about being too soft-hearted and handing out money to any guy with a sob story to tell.

1.We learn from the first paragraph that the author and her husband ________.

Because home was dangerous. The school is weren'’t always open anymore, and education --- her mother insisted -- wasthe most important thing. Her mother had always pushed her: memorize everything, she ordered. "l have a pretty goodmemory," Berenice admitted last week. indeed, the other kids at school began to notice that Berenice always, somehow,knew the answers. "They started coming to me for help," she says. "They never called me a nerd(书呆子).Within two years Berenice was speaking English, though not well enough to get into one of New York's elite(精英的)public high school. She had to settle for a neighborhood school, James Madison, a school with a history of unlikelysuccess stories. "l didn’t realize what we had in Berenice at first,” says math teacher Judith Khan. "She was good atmath, but she was guiet. And the things she didn't know! She applied for a summer program in Buffalo and asked mehow to get there on the subway. But she always seemed to ask the right questions, She understood the big ideas. shecould think on her feet, she could explain dificult problems so the other kids couid understand them, Eventualy i realizedshe wasn’ t just pushing for grades, she was hungry for knowledge .. And you know it never occurred to me that she alsowas doing well in English and history, all these other subjects that had to be much tougher for her than math.因为家里很危险。学校不再总是开放，而教育——她母亲坚持认为——是最重要的事情。她的母亲总是督促她：记住一切，她命令道。"我有一个相当好的记忆力，"贝琳妮丝上周承认。实际上，学校里的其他孩子开始注意到贝琳妮丝总是不知怎的知道答案。"他们开始向我求助，"她说。"他们从不叫我书呆子。"两年内，贝琳妮丝开始说英语，尽管说得不够好，无法进入纽约的精英公立高中。她不得不满足于一所邻近的学校，詹姆斯·麦迪逊，这所学校有着不寻常的成功故事历史。"起初我没有意识到我们有贝琳妮丝这样的孩子，"数学老师朱迪思·汗说。"她在数学方面很好，但她很安静。而她不知道的事情！她申请了布法罗的一个夏令营，并问我如何乘地铁去那里。但她似乎总是问对问题，她理解大概念。她能够即兴思考，她能够解释难题，让其他孩子都能理解。最终我意识到她不仅仅是为了成绩而努力，她对知识有着渴望...你知道，我从未想过她在英语和历史等其他科目上也做得很好，这些科目对她来说肯定比数学难得多。

1.Berenice and her family came to the United States so that       

However, there was some decline in their psycho-motor speed. This means that it took them longer to accomplish mental tasks than it used to. But when speed was not a factor, they lost very little intellectual ability over the years. In general, Dr. Jarvik 's studies have shown that there is no decline in knowledge or reasoning ability. This is true not only with those in their 30s and 40s, but with those in their 60s and 70s as well.然而，他们的心理运动速度有所下降。这意味着他们完成心智任务的时间比以前更长了。但是，当速度不是问题时，他们这些年的智力能力几乎没有下降。总体而言，贾维克博士的研究表明，知识或推理能力并没有衰退。这不仅适用于30多岁和40多岁的人，同样适用于60多岁和70多岁的人。

It is true that older people themselves often complain that their memory is not as good as it once was. However, much of what we call"loss of memory"is not that at all. They usually are incomplete learning in the first place. For example, the older person perhaps had trouble hearing, or poor vision, or inattention, or was trying to learn the new thing at too fast a pace. In the cases where the older person's mind really seems to decay, it's not necessarily a sign of decay due to old age. Often it is simply a sign of depressed emotional state.确实，老年人自己常常抱怨他们的记忆力不如以前了。然而，我们所谓的“记忆力丧失”很多情况下并非如此。他们通常一开始就没有完全学会。例如，老年人可能听力有问题，或者视力不佳，或者注意力不集中，或者试图以过快的速度学习新事物。在那些老年人的思维似乎真的衰退的情况下，这并不一定是由于年老导致的衰退迹象。很多时候，这只是情绪低落的一个标志。

1. According to Dr. Jarvik's studies, middle-aged and older persons would expected to