Unit 4 Our Memory 同步时文单元话题 同步阅读提分提升练习二 2026-2027学年人教版九年级英语上册

**基本信息** 本单元卷以“记忆科学”为主题，精选2026年全球记忆峰会等前沿时文素材，紧扣宾语从句核心语法，适配初中英语Unit 4复习，助力语言能力与思维品质提升。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |完形填空|10题15分|宾语从句引导词（that/why）、副词辨析|以间隔重复记忆法为情境，考查语法应用与逻辑推理| |阅读理解|15题30分|细节理解、主旨归纳|含睡眠与记忆、遗忘积极意义等科学研究，培养信息筛选与批判性思维| |六选五|5题10分|句际逻辑|围绕改善记忆力方法，考查语篇衔接能力| |语法填空|10题15分|宾语从句（how/whether）、非谓语动词|结合记忆峰会主题，强化语法在真实语境中的运用|

Unit 4 Our Memory 时文单元同步阅读提分练习二 完形填空------间隔重复：科学记忆法的突破 阅读A------睡眠中大脑如何整理记忆？ 阅读B------遗忘也有积极意义？剑桥大学新研究发现 阅读C------数字时代还需要背诵吗？ 六选五------改善记忆力的科学方法 语法填空------2026年全球记忆科学峰会：解锁大脑潜能 命题依据：《义务教育英语课程标准（2022年版）》 素材来源：时文报纸杂刊 单元核心语法：宾语从句（what / where / who / why / when / how / whether / that） 一、完形填空（共10小题，每小题1.5分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。 Spaced Repetition --- A Breakthrough in Scientific Memory Methods For decades, students have stayed up late cramming for exams, only to forget most of what they learned within days. But what if there was a better way? In 2025, a landmark study published in *Nature Neuroscience* confirmed ___1___ spaced repetition is one of the most effective ways to move information from short-term to long-term memory. Spaced repetition works by reviewing information at __2____ increasing intervals. Instead of studying the same material many times in one day, you review it after one day, then three days, then a week, then two weeks. Each time you successfully recall the information, the interval __3____. Dr. Robert Bjork, a leading memory researcher at UCLA, explains ___4___ spaced repetition works so well. "Each time you retrieve a memory, you strengthen the neural pathways connected to it. The act of ___5___ itself is what makes the memory stronger." Many students think that re-reading textbooks is the best way to study. ___6___ research shows that re-reading is actually one of the least effective methods. It gives learners a false sense of ___7___ because the material feels familiar. But familiarity is not the same as being able to recall information when you need it. __8____ is important for learners to understand that forgetting is a natural part of the learning process. In fact, a certain amount of forgetting can be helpful. When you struggle to recall something, the brain works harder to find that information, which makes the memory stronger for the next time. To use spaced repetition effectively, students should create a study schedule and stick to it. They should also test ___9___ regularly instead of just re-reading notes. Digital tools like Anki and Quizlet have built-in spaced repetition algorithms that make ___10___ easier than ever. The key takeaway is simple: don't cram. Instead, study a little bit every day and review what you've learned at increasing intervals. Your brain will thank you, and you'll remember what you've learned for years come. 1. A. what　　　B. that　　　C. if　　　D. whether 2. A. slowly　　B. gradually　C. quickly　D. suddenly 3. A. shortens　B. stays　　　C. increases　D. disappears 4. A. why　　　B. when　　　C. where　　D. how 5. A. reading　　B. writing　　C. recalling　D. sleeping 6. A. Because　　B. Although　C. So　　　D. But 7. A. security　B. confidence　C. progress　D. achievement 8. A. It　　　　B. This　　　C. That　　　D. What 9. A. themselves　B. ourselves　C. itself　　D. yourselves 10. A. it　　　　B. this　　　C. them　　　D. that 二、阅读理解（共15小题，每小题2分，满分30分） 阅读短文，从A、B、C、D四个选项中选出最佳选项。 Passage A How the Brain Organizes Memories While We Sleep For years, scientists have known that sleep is important for memory. But exactly how the brain organizes memories during sleep remained a mystery — until now. In March 2026, a research team from New York University published a breakthrough study in *Science*. Using advanced brain imaging technology, they observed for the first time how the brain "replays" memories during deep sleep. The study found that during non-REM (rapid eye movement) sleep, the hippocampus — a seahorse-shaped structure deep in the brain — sends recently formed memories to the neocortex, where long-term memories are stored. The research team asked participants to learn a series of spatial navigation tasks. Then they monitored the participants' brain activity while they slept. Remarkably, the participants' brains replayed the tasks at about 20 times normal speed during deep sleep. This replay process helps strengthen the neural connections related to the new memories. Dr. György Buzsáki, the lead researcher, explained: "Sleep is not a passive state. It's an active process of memory consolidation. Your brain is working hard, sorting through the day's experiences and deciding what to keep and what to discard." The study also found that the quality of sleep matters more than the quantity. Participants who had uninterrupted deep sleep showed much better memory retention than those who slept the same number of hours but woke up frequently. "It's not just about getting eight hours," Dr. Buzsáki added. "It's about getting eight hours of good quality sleep." The findings have important implications for students and educators. "This research confirms what many teachers have long suspected," said Dr. Sarah Chen, an education researcher. "Students who get enough quality sleep perform better in their studies. Schools should consider later start times to allow for more natural sleep patterns." For students who want to improve their memory, the message is clear: put down the phone, turn off the screens, and get a good night's sleep. Your brain will do the rest. 11. What did the NYU research team discover in March 2026? A. The brain replays memories during deep sleep at high speed. B. Sleep is not important for memory. C. REM sleep is more important than non-REM sleep. D. The hippocampus stores all memories forever. 12. What is the function of the hippocampus according to the text? A. It stores all long-term memories directly. B. It sends recent memories to the neocortex. C. It helps participants learn spatial tasks. D. It controls the quality of sleep. 13. What does Dr. Buzsáki mean by "sleep is not a passive state"? A. People should not sleep too much. B. Sleeping is a waste of time. C. The brain actively processes memories during sleep. D. People cannot control their sleep. 14. According to the study, what matters more for memory? A. The total hours of sleep. B. The position of sleeping. C. The time of going to bed. D. The quality of uninterrupted sleep. 15. What is the main idea of this text? A. Quality sleep helps the brain organize memories better. B. Scientists have studied sleep for many years. C. Students should sleep at least ten hours a night. D. Memory has nothing to do with sleep. Passage B Forgetting Can Be Positive? Cambridge Study Offers New Perspective We often think of forgetting as a failure of memory. But a new study from Cambridge University, published in *Neuron* in July 2026, suggests that forgetting may actually be a feature, not a bug, of how our brains work. The research team, led by Dr. Michael Anderson, studied how the brain decides what information to keep and what to let go. Their findings challenge the common belief that a good memory means remembering everything. Instead, they argue that forgetting is an active process that helps the brain function more efficiently. "Our brains are constantly receiving huge amounts of information," Dr. Anderson explained. "If we remembered every single detail, it would be like having a computer with no storage space. Forgetting allows the brain to prioritize what's important and filter out unnecessary information." The study identified two types of forgetting: intentional and unintentional. Intentional forgetting is when we actively try to suppress unwanted memories. Unintentional forgetting happens naturally over time. Both types, the researchers found, are controlled by the same brain region — the prefrontal cortex. The researchers conducted experiments where participants were asked to memorize word pairs and then actively try to forget some of them. Brain imaging showed that the same neural mechanisms responsible for inhibition also play a role in letting go of unnecessary information. This suggests that forgetting is not a passive process of decay, but an active process of selection. One of the most surprising findings was that people who are better at forgetting are also better at retrieving important information. "It sounds counterintuitive, but there's a connection," said Dr. Anderson. "If you can effectively forget what's not important, you can access what is important more quickly." The research has practical implications for learning. "Instead of feeling frustrated when you forget something, remember that your brain is making decisions about what matters," Dr. Anderson added. "Forgetting is not the opposite of learning — it's part of learning." 16. What did the Cambridge University study suggest about forgetting? A. Forgetting is always bad for memory. B. Forgetting is an active and useful process. C. Forgetting only happens unintentionally. D. Forgetting has no connection to learning. 17. Why is forgetting useful according to Dr. Anderson? A. It makes people feel less stressed. B. It improves math skills. C. It helps the brain save storage space. D. It helps people sleep better. 18. What did brain imaging show about forgetting? A. Forgetting is a passive process of decay. B. Different brain regions control forgetting. C. Forgetting is a random process. D. The same mechanisms that control inhibition control forgetting. 19. What did the study find about people who are good at forgetting? A. They also remember important information better. B. They have poorer memory overall. C. They are not good at learning new things. D. They have larger brains. 20. What is the writer's purpose in writing this text? A. To complain about forgetting. B. To explain that forgetting can be positive and useful. C. To encourage people to never forget anything. D. To describe how to improve intentional forgetting. Passage C Is Memorizing Still Necessary in the Digital Age? In 2026, the question "Do we still need to memorize things when everything can be found online?" has become a hot topic in education circles worldwide. With smartphones and internet access available almost everywhere, many students wonder why they should spend time memorizing facts that can be instantly searched. A survey conducted by the Chinese Academy of Education in early 2026 found that 67% of middle school students believe memorizing facts is "less important" than it was 20 years ago. However, 89% of the teachers surveyed said memorization is "still essential" for deep learning. Dr. Zhang Wei, a neuroscientist at Fudan University, explains why memorizing is still important. "When you memorize something, you're not just storing facts. You're building neural pathways that help you think. Facts are the building blocks of critical thinking. You can't think critically about something you don't know." Professor Li Jing from Beijing Normal University agrees. "In the digital age, we need two types of knowledge: foundational knowledge and searchable knowledge. Foundational knowledge — the facts you have in your head — helps you understand new information and connect ideas. Without it, searchable information is just meaningless data." However, educators also point out that the way we memorize has changed. Rote memorization — repeating facts without understanding — is outdated. Instead, students should focus on meaningful memorization: understanding concepts, creating connections, and applying knowledge to new situations. The new national English curriculum standards also reflect this shift. While memorizing vocabulary and grammar rules is still important, the focus has moved to using language in real-life contexts. Students are encouraged to remember not just words, but how to use them. "The goal is not to memorize everything," said Dr. Zhang. "The goal is to memorize the right things that help you think, create, and grow. In a world of endless information, what you know in your head is still what matters most." 21. What percentage of middle school students in the survey think memorization is less important? A. 89%　　B. 76%　　C. 67%　　D. 53% 22. According to Dr. Zhang Wei, why is memorizing still important? A. Because tests require memorization. B. Because teachers demand it. C. Because it is easy to memorize facts. D. Because facts help build critical thinking skills. 23. What is the difference between foundational knowledge and searchable knowledge according to Professor Li? A. Foundational knowledge helps understand new information. B. Foundational knowledge is more expensive. C. Searchable knowledge is more important. D. There is no difference between them. 24. What does the new English curriculum standards emphasize? A. Memorizing all vocabulary. B. Using language in real-life contexts. C. Reading without understanding. D. Avoiding memorization completely. 25. What is the writer's opinion on memorization in the digital age? A. Memorization is completely unnecessary. B. Only online information is reliable. C. Meaningful memorization is still valuable. D. Students should stop memorizing facts. 三、六选五（共5小题，每小题2分，满分10分） 阅读短文，从A-F六个选项中选出最佳一项，有一项多余。 Scientific Ways to Improve Your Memory Want to remember more and forget less? Science has some answers. Research from the past few years has revealed several effective methods to boost your memory. ______ First, use spaced repetition. Instead of cramming, review information at increasing intervals. Each time you recall something, the memory becomes stronger. ______ Second, get enough quality sleep. During deep sleep, your brain replays and organizes memories. ______ Third, practice active recall. Instead of just re-reading notes, test yourself. The effort of trying to remember is what strengthens the memory. ______ Fourth, connect new information to what you already know. Linking knowledge creates stronger neural pathways. ______ Finally, stay healthy. Exercise, good nutrition, and stress management all help your brain function at its best. A healthy body supports a healthy memory. A. Without enough sleep, new information may not enter your long-term memory. B. These techniques can help learners of all ages improve their memory. C. This method helps move information from short-term to long-term memory. D. This is why teaching others or discussing ideas with friends is so effective. E. Memorization is no longer needed in the age of smartphones. F. The harder your brain works to find the answer, the stronger the connection becomes. 四、语法填空（共10小题，每小题1.5分，满分15分） 阅读短文，在空白处填入1个单词或括号内单词的正确形式。 Global Memory Science Summit 2026: Unlocking Brain Potential On June 15, 2026, the Global Memory Science Summit opened in Shanghai. Over 1,000 scientists, educators, and technology experts from 42 countries gathered ______ (discuss) the latest discoveries about human memory. Dr. Li Ming, a neuroscientist from Tsinghua University, explained ______ memory works at the cellular level. "Every time you learn something new, your brain forms new connections between neurons. This process ______ (call) synaptic plasticity. It is the biological basis of all learning and memory." One of the most exciting presentations came from a team at the University of Tokyo. They demonstrated ______ a new brain stimulation technique can improve memory performance by 20% in healthy adults. The technique uses non-invasive electrical stimulation to enhance the activity of the hippocampus. ______ the researchers said, the results are "promising but still experimental." It is important ______ people to understand that memory is not fixed. "Your memory ability is not determined at birth," said Dr. Maria Gonzalez from the Max Planck Institute. "______ you train your memory regularly, you can see significant improvements at any age." The summit also addressed the growing concern about digital dependence. Many participants discussed ______ students are relying too much on smartphones and search engines. They concluded ______ learners should still develop strong foundational memory skills. "Technology should be a tool, not a substitute," Dr. Li added. The final session focused on the future of memory research. Scientists believe ______ within ten years, we will have a much deeper understanding of how the brain stores and retrieves information. This knowledge could lead to new treatments for memory disorders and better learning strategies for everyone. It is wise ______ young learners to start using science-based memory techniques today. With consistent practice, every student can unlock more of their brain's potential. 31. ______　　32. ______　　33. ______　　34. ______　　35. ______ 36. ______　　37. ______　　38. ______　　39. ______　　40. ______ 第二部分 答案解析 一、完形填空（第1--10题） 【答案】 1．B　　2．B　　3．C　　4．A　　5．C　　6．D　　7．B　　8．A　　9．A　　10．A 【解析】 本文介绍间隔重复记忆法的科学原理和实践方法。考查宾语从句引导词、连词、动词、名词及固定搭配。 1．句意：一项发表在《自然·神经科学》上的里程碑式研究证实了间隔重复是……最有效的方法之一。 解析： 本题考查宾语从句引导词。confirmed后接陈述句作宾语，从句部分"spaced repetition is one of the most effective ways"结构完整、意义完整，应用that引导。what引导名词性从句时需在从句中作主语或宾语；if/whether表示"是否"，语义不符。故选B。 2．句意：间隔重复通过在逐渐增加的时间间隔上复习信息来起作用。 解析： 本题考查副词词义辨析。gradually意为"逐渐地"，与后文"一天、三天、一周、两周"的递增间隔吻合。slowly侧重"速度慢"；quickly"快速地"；suddenly"突然地"，均不符合"逐步递增"的语境。故选B。 3．句意：每次你成功回忆信息，间隔时间就增加。 解析： 本题考查动词词义辨析。根据间隔重复的核心原理，成功回忆后下一次间隔应延长，increases表示"增加"。shortens"缩短"、stays"保持"、disappears"消失"，均与原理相悖。故选C。 4．句意：Robert Bjork博士解释了间隔重复为什么如此有效。 解析： 本题考查宾语从句引导词。explain后接从句，根据后文内容（每次回忆增强神经通路）可知，这是在解释"原因"，应用why引导。when（时间）、where（地点）、how（方式）均不符合逻辑。故选A。 5．句意：回忆本身的行为才是让记忆更强的关键。 解析： 本题考查动名词词义辨析。本句解释记忆增强的原因，"回忆"（recalling）已学信息的过程是核心。reading"阅读"、writing"写作"、sleeping"睡觉"均非前文强调的行为。故选C。 6．句意：但是研究表明重读实际上是最无效的方法之一。 解析： 本题考查连词辨析。前句说"很多学生认为重读是最好的方法"，后句说"重读是最无效的方法"，前后构成转折关系，应用But。Because表因果，Although表让步，So表结果，均不符合。故选D。 7．句意：它给学习者一种虚假的信心，因为材料感觉很熟悉。 解析： 本题考查名词词义辨析。熟悉感让学生误以为自己已经掌握，这是一种虚假的"信心"（confidence）。security"安全感"、progress"进步"、achievement"成就"，均不切合"误以为掌握"的语境。故选B。 8．句意：对学习者来说，理解遗忘是学习过程的自然部分很重要。 解析： 本题考查形式主语。It为形式主语，真正的主语是后面的不定式to understand...。This/That作指示代词不能作形式主语；What引导主语从句需在从句中作成分。故选A。 9．句意：他们也应该定期测试自己。 解析： 本题考查反身代词。主语为students（复数第三人称），应用themselves表示"测试自己"。ourselves（我们自己）、itself（它自己）、yourselves（你们自己），人称均不一致。故选A。 10．句意：像Anki和Quizlet这样的数字工具内置了间隔重复算法，使这比以往任何时候都更容易。 解析： 本题考查形式宾语。it作形式宾语，指代"使用间隔重复"这件事，真正的宾语是后面的不定式to use spaced repetition（被省略）。this/that不能作形式宾语；them指代复数名词，不符。故选A。 二、阅读理解 #Passage A（第11--15题） 【答案】 11．A　　12．B　　13．C　　14．D　　15．A 【解析】 本文报道纽约大学2026年3月在《科学》杂志发表的睡眠与记忆研究，揭示大脑在深睡期间如何高速回放并组织记忆。 11．句意：纽约大学研究团队在2026年3月发现了什么？ 解析： 本题考查细节理解。原文"observed for the first time how the brain 'replays' memories during deep sleep... at about 20 times normal speed"，即"大脑在深睡期间以高速回放记忆"。B项"睡眠对记忆不重要"与原文矛盾；C项"REM睡眠比非REM睡眠更重要"原文未提及；D项"海马体永久储存所有记忆"与原文"海马体将记忆发送到新皮层"不符。故选A。 12．句意：根据文章，海马体的功能是什么？ 解析： 本题考查细节理解。原文"the hippocampus... sends recently formed memories to the neocortex"，即海马体将近期记忆发送到新皮层。A项"直接储存长期记忆"错误（新皮层储存长期记忆）；C项"帮助学习空间任务"是实验内容而非海马体功能；D项"控制睡眠质量"原文未提及。故选B。 13．句意：Buzsáki博士说"睡眠不是被动状态"是什么意思？ 解析： 本题考查语义理解。原文"It's an active process of memory consolidation. Your brain is working hard"，即"大脑在睡眠中主动处理记忆"。A项"人们不应睡太多"、B项"睡眠浪费时间"、D项"人们无法控制睡眠"均与原文无关。故选C。 14．句意：根据研究，什么对记忆更重要？ 解析： 本题考查细节理解。原文"the quality of sleep matters more than the quantity... uninterrupted deep sleep showed much better memory retention"，说明"不间断优质睡眠的质量"更重要。A项"总睡眠时长"原文认为不如质量重要；B项"睡姿"、C项"入睡时间"均未提及。故选D。 15．句意：本文的主旨是什么？ 解析： 本题考查主旨大意。全文围绕"优质睡眠帮助大脑更好地组织记忆"这一核心展开。B项"科学家研究睡眠多年"过于宽泛；C项"学生应睡至少十小时"原文未提具体时长；D项"记忆与睡眠无关"与原文矛盾。故选A。 #Passage B（第16--20题） 【答案】 16．B　　17．C　　18．D　　19．A　　20．B 【解析】 本文报道剑桥大学2026年7月在《神经元》发表的研究，提出遗忘是大脑主动选择信息的有用过程。 16．句意：剑桥大学的研究对遗忘提出了什么观点？ 解析： 本题考查细节理解。原文"forgetting may actually be a feature, not a bug... an active process that helps the brain function more efficiently"，即"遗忘是积极主动且有用的过程"。A项"遗忘对记忆总是有害"与原文矛盾；C项"遗忘只发生在无意中"与原文"两种遗忘"不符；D项"遗忘与学习无关"与原文"遗忘是学习的一部分"矛盾。故选B。 17．句意：根据Anderson博士，为什么遗忘有用？ 解析： 本题考查细节理解。原文"If we remembered every single detail, it would be like having a computer with no storage space"，说明遗忘帮助大脑"节省储存空间"。A项"减少压力"、B项"提高数学能力"、D项"帮助睡眠"，原文均未提及。故选C。 18．句意：脑成像显示了关于遗忘的什么信息？ 解析： 本题考查细节理解。原文"the same neural mechanisms responsible for inhibition also play a role in letting go of unnecessary information"，即"控制抑制的同一机制也控制遗忘"。A项"遗忘是被动衰退过程"与原文"主动选择过程"矛盾；B项"不同脑区控制遗忘"与原文"同一脑区"不符；C项"遗忘是随机过程"原文未提及。故选D。 19．句意：研究发现擅长遗忘的人有什么特点？ 解析： 本题考查细节理解。原文"people who are better at forgetting are also better at retrieving important information"，即"能有效遗忘不重要信息的人，提取重要信息的能力也更强"。B、C、D项原文均未提及。故选A。 20．句意：作者写这篇文章的目的是什么？ 解析： 本题考查写作目的。全文从正面角度解释遗忘的积极作用，旨在改变人们"遗忘=失败"的固有观念。A项"抱怨遗忘"、C项"鼓励永不遗忘"、D项"描述如何改善有意遗忘"均不符。故选B。 #Passage C（第21--25题） 【答案】 21．C　　22．D　　23．A　　24．B　　25．C 【解析】 本文探讨数字时代背诵的必要性，引用调查数据和专家观点，提出"有意义记忆"仍然重要。 21．句意：调查中百分之多少的中学生认为记忆不那么重要？ 解析： 本题考查细节理解。原文"67% of middle school students believe memorizing facts is 'less important'"，故C项正确。A项89%是教师认为记忆"仍然必要"的比例；B项76%、D项53%均为干扰项。故选C。 22．句意：根据张伟博士，为什么记忆仍然重要？ 解析： 本题考查细节理解。原文"Facts are the building blocks of critical thinking"，即"事实是批判性思维的基石"。A项"因为考试需要记忆"、B项"因为老师要求"、C项"因为记忆事实容易"，均非张伟的观点。故选D。 23．句意：根据李静教授，基础知识和可搜索知识有什么区别？ 解析： 本题考查细节理解。原文"Foundational knowledge... helps you understand new information and connect ideas"，即"基础知识帮助理解新信息并建立联系"。B项"基础知识更昂贵"、C项"可搜索知识更重要"、D项"两者无区别"均与原文不符。故选A。 24．句意：新的英语课程标准强调什么？ 解析： 本题考查细节理解。原文"the focus has moved to using language in real-life contexts"，即"在真实语境中使用语言"。A项"记忆所有词汇"、C项"不理解地阅读"、D项"完全避免记忆"均不符合。故选B。 25．句意：作者对数字时代记忆的看法是什么？ 解析： 本题考查作者观点。原文"The goal is to memorize the right things that help you think, create, and grow"，即作者认为"有意义的记忆"仍然有价值。A项"记忆完全不必要"、B项"只有在线信息可靠"、D项"学生应停止记忆事实"均与文章主旨相悖。故选C。 三、六选五（第26--30题） 【答案】 26．B　　27．C　　28．A　　29．F　　30．D 【解析】 本文总结科学改善记忆的五种方法，每段介绍一种具体方法。考查句际逻辑关系和段落主题概括。 26．解析： 首句总起，后文列举具体方法，B项"These techniques can help learners of all ages improve their memory"起承上启下作用，概括全文主旨。E项"记忆在智能手机时代不再需要"与全文主题矛盾。故选B。 27．解析： 对应"间隔重复"方法，C项"This method helps move information from short-term to long-term memory"解释该方法的核心作用。其他选项无"this method"的指代对象。故选C。 28．解析： 对应"优质睡眠"，A项"Without enough sleep, new information may not enter your long-term memory"从反面说明睡眠的重要性。A项与段落主题"睡眠"直接相关。故选A。 29．解析： 对应"主动回忆"，F项"The harder your brain works to find the answer, the stronger the connection becomes"解释主动回忆增强记忆的原理。F项与"effort of trying to remember"形成呼应。故选F。 30．解析： 对应"连接新知识与已有知识"，D项"This is why teaching others or discussing ideas with friends is so effective"给出具体应用场景。D项中"discussing ideas with friends"体现了"与他人一起学习"的连接方式。故选D。 四、语法填空（第31--40题） 【答案】 31．to discuss　　32．how　　33．is called　　34．that　　35．As 36．for　　　　　37．If　　38．whether　　39．that　　40．for 【解析】 本文报道2026年全球记忆科学峰会，涵盖记忆的生物学基础、最新研究成果及对教育的启示。中考语法填空考点覆盖：非谓语动词（不定式）、宾语从句引导词（how/that/whether）、被动语态、固定搭配（as...said）、介词（for）、条件状语从句引导词（if）、连词辨析等。 31．解析： 考查非谓语动词——不定式。gathered为目的状语，表示"聚集在一起是为了讨论"，应用不定式to discuss。若填discussing则为伴随状语，语义不符；若填discuss则缺少连词。故填to discuss。 32．解析： 考查宾语从句引导词。explained后接宾语从句，从句部分"memory works at the cellular level"结构完整（主语memory+谓语works），但缺少"方式"状语。应用how表示"如何"，在从句中作方式状语。why（原因）与内容不符；when（时间）、where（地点）均不匹配。故填how。 33．解析： 考查动词语态——一般现在时被动语态。主语This process与call之间为被动关系（"这个过程被叫做"），应用被动语态。全文时态为一般现在时，主语为单数，故填is called。 34．解析： 考查宾语从句引导词。demonstrated后接宾语从句，从句部分"a new brain stimulation technique can improve memory performance by 20% in healthy adults"结构完整、意义完整，应用that引导（在demonstrate后一般不省略）。what在从句中需作成分，此处不作任何成分。故填that。 35．解析： 考查固定搭配。as the researchers said为固定结构，意为"正如研究人员所说"，as为关系代词，指代整个主句内容。若填Like（介词，后接名词）则语法错误；若填which则缺少先行词。故填As（首字母大写）。 36．解析： 考查介词。It is + adj. + for sb to do为固定句型，表示"对某人来说做某事是怎样的"。important描述的是"事"的客观性质，应用for。若用of则形容词应描述人物品格（如kind/nice）。故填for。 37．解析： 考查条件状语从句引导词。前后句为"如果你定期训练记忆"与"你可以在任何年龄看到显著进步"之间的条件关系，应用If引导。Unless表"除非"，语义相反；Although表"尽管"，不符合逻辑。故填If（首字母大写）。 38．解析： 考查宾语从句引导词。discussed后接宾语从句，从句部分"students are relying too much on smartphones"结构完整，但句意需表达"是否"存在这种依赖，应用whether（在discuss后表"讨论是否"）。that引导陈述事实从句，语义不符"讨论一个疑问性话题"的语境。故填whether。 39．解析： 考查宾语从句引导词。concluded后接宾语从句，从句部分"learners should still develop strong foundational memory skills"结构完整、意义完整，应用that引导（在concluded后一般不省略）。故填that。 40．解析： 考查介词。It is + adj. + for sb to do为固定句型，wise描述的是"事"的客观性质（做这件事是明智的），应用for。若用of则需描述人物本身品质（如It is wise of him，此时wise描述的是"他"的品格）。故填for。 2 学科网（北京）股份有限公司 $