Unit 4 课时1 Section A 1a-1f（大单元分层作业）英语新教材人教版九年级上册

**基本信息** 本练习以分层设计为核心，通过A组巩固基础、B组能力进阶、C组思维拔高及拓展中考链接，构建从词汇句型到语篇应用的完整知识巩固路径，适配新授课差异化教学需求，提升语言能力与思维品质。 **分层设计** |层次|知识覆盖|设计特色| |----|----------|----------| |A组|核心词汇/基础句型|单词词组默写夯实语言基础，强化记忆与表达能力| |B组|词汇运用/语法应用|适当形式填空与单项选择，结合语境提升语言应用能力| |C组|语篇理解/思维训练|完形填空与阅读理解，培养逻辑分析与信息整合的思维品质| |拓展|中考真题/综合应用|链接中考阅读理解，提升应试能力与学习策略应用|

函学科网·上好课 www.zxxk.com 上好每一堂课 Unit 4 Our Memory 课时1 Section A(1a-1fD分层作业 作业导航 A组巩固过关 C组思维拔高 B组能力进阶 拓展链接中考 核心知识速记 词汇：position,sadness,un out(of sth),lecture,.react 句型： I can't remember what things you asked me to buy. 我记不清你嘱咐我要买哪些东西了。 I wonder how I forgot about the sugar. 我不清楚自己怎么把买糖这件事给忘了。 I don't know why I am so forgetful. 我不知道自己为何如此健忘。 A组 巩固过关 一、单词默写。 position;sadness;run out(of sth);lecture;react 二、词组默写。 can't remember what things to buy;run out;make a strawberry cake;a shopping list;forget one's birthday;so forgetful;leave one's homework at home;a lecture on how to improve memory 三、根据要求完成句子 1.to remember 2.that;buy 3.that;forgot 4.was;speaker 5.is;troubled B组 能力进阶 一、用方框内所给词的适当形式填空。 1.sadness 2.position 3.has run out 4.lecture 5.react 1/2 函学科网·上好课 www.zxxk.com 上好每一堂课 二、单项选择 CCDBB C组 思维拔高 一、完形填空 1.A2.B3.C4.A5.D6.C7.C8.A9.A10.A 二、阅读理解 A 11.B12.B13.B14.A15.B B 16.D17.E18.B19.A20.C 拓展 链接中考 一、阅读理解 21.A22.D23.B24.C 2/2Unit 4 Our Memory 课时1 Section A (1a-1f) 分层作业 A组 巩固过关 C组 思维拔高 B组 能力进阶 拓展 链接中考 ( 词汇 _________ /pə'ziʃn/n. 位置；地方;v.安置；使处于 _________ /'sædnəs/ n.悲伤 _________ 用完；耗尽 _________ /'lektʃə(r)/ n. 讲座；讲课 _________ /ri'ækt/v. 作出反应；回应 句型 I can ’ t remember _________ things you asked me to buy. 我记不清你嘱咐我要买哪些东西了。 I wonder _________ I forgot about the sugar. 我不清楚自己怎么把买糖这件事给忘了。 I don’t know _________ I am so forgetful. 我不知道自己为何如此健忘。 ) 一、单词默写。 ( 1 / 6 ) 学科网（北京）股份有限公司 1.___________ n. 位置；地方 2.___________ n. 悲伤 3.___________ 用完；耗尽 4.___________ n. 讲座；讲课 5.___________ v. 作出反应；回应 二、词组默写。 1. 1. 记不清要买的东西 _______________________ 2. 快要用完 _______________________ 3. 做草莓蛋糕 _______________________ 4. 购物清单 _______________________ 5. 忘记你的生日 _______________________ 6. 非常健忘 _______________________ 7. 把作业落在家里 _______________________ 8. 一场关于提升记忆力的讲座 _______________________ 三、根据要求完成句子 1. 彼得记不清妈妈让他买的东西，实在健忘。 It was forgetful of Peter ________ ________ what things his mum asked him to buy. 2. 糖快要用完了，妈妈让彼得记得买一些。 It was necessary ________ Peter ________ some sugar because it was running out. 3. 傅星觉得比利最近忘事太多，这件事让她很担心。 It was worrying ________ Billy ________ quite a lot of things recently. 4. 格林教授是研究提升记忆力讲座的主讲人。 Professor Green ________ a ________ of the lecture on improving memory. 5. 比利被自己糟糕的记忆力深深困扰。 Billy ________ greatly ________ by his poor memory. 一、用方框内所给词的适当形式填空。 run out lecture react sadness position 1. She looked full of ________ when she couldn’t remember her old friends’ names. 2. Can you tell me the ________ of the shopping mall on this map? 3. We have to buy more sugar, because it ________ already. 4. Professor Green will give a ________ about how to improve memory tomorrow. 5. How did Billy ________ when he found he left his homework at home? 二、单项选择 1．—I don’t know ________ I should talk to about my problem. —You can share it with your best friend. A．what B．when C．who D．which 2．Do you know ________ he listened to yesterday? A．how B．which C．what D．where 3．—Long time no see. You’ve changed so much. —So have you. Do you still remember ________? A．that we used to be B．what did we use to be C．that did we use to be D．what we used to be 4．Could you tell me ________ the next class will begin? A．what B．when C．that D．how 5．Could you please tell me ________ the post office is? A．what B．where C．when D．why 一、完形填空 Once there was a boy named Sam. He always had a poor memory and often 1 his schoolbooks. His teacher gave some 2 on how to improve it. Sam tried to use new information immediately. For example, when he met a new word, he would 3 it aloud. He also broke long texts into small 4 . Besides, he wrote key points over and over. 5 , he reviewed them before sleep. With these methods, his memory got better. His friends felt 6 because he could even help them. Sam said, “ 7 , memory can be trained.” He never 8 to practice. 9 but not least, he discussed with classmates. This 10 a big difference. 1．A．forgot B．found C．made D．lost 2．A．views B．suggestions C．problems D．books 3．A．say B．speak C．repeat D．tell 4．A．parts B．pages C．lines D．letters 5．A．First of all B．After all C．Last but not least D．What’s more 6．A．sad B．angry C．surprised D．worried 7．A．After all B．First of all C．In fact D．Above all 8．A．failed B．wanted C．liked D．hated 9．A．Last B．First C．After D．Above 10．A．made B．did C．got D．took 二、阅读理解 A Tom was a boy who always forgot his homework. His teacher, Mr. Lee, suggested he use mind maps. Tom drew a central node “Math” and linked it to “Formulas”, “Examples”. While drawing, he found he couldn’t link “Geometry” well. So he opened the book and learned again.   Then Tom formed a study pair with Lucy. He volunteered to explain his map. “If you can’t teach it simply, you don’t know it,” Lucy said. She pointed out his errors, and Tom corrected them.   Before the exam, Tom reviewed by retelling the maps instead of reading passively. Surprisingly, he got an A．He learned that smart memory is not about how long you sit, but how deeply you process. 11．Why did Tom forget things at first? A．He was lazy. B．He just read without linking. C．He hated school. D．He had no book. 12．What did the teacher advise? A．Repeat words. B．Use mind maps. C．Join a club. D．Watch videos. 13．The underlined word “passively” means ________. A．主动地 B．被动地 C．认真地 D．快速地 14．特色考法·事件顺序题　What is the correct order of Tom’s actions?   ① He explained maps to Lucy.   ② He drew a central node and links.   ③ He reviewed by retelling aloud.   ④ He found he couldn’t link Geometry well. A．②④①③ B．①②③④ C．②①④③ D．④②①③ 15．What is the main idea of the passage? A．Memorizing is the best way. B．Active processing helps memory. C．Exams are easy. D．Teachers are strict. B It is believed that a good memory comes naturally, while a bad memory cannot be changed. 16 Here is some advice for you. ▲Take an interest. 17 This can explain the reason why schoolboys remember football results clearly but have trouble with dates from their history lessons. ▲Repeat things in chunks (块). Repeating things in chunks is the best way to remember things for a short time. 18 The following numbers would be impossible for most of us to remember: 1492178919318483. But look at them in groups or chunks repeatedly and remembering them becomes much easier: 149 217 8919 318 483. ▲ 19 To remember long lists, try inventing a story which includes all the things you want to remember. In experiments, people were asked to remember up to 120 words in this way. When tested later, they could remember about 90% of them. The test result was really amazing. ▲Take physical exercise. Physical exercise is important for your memory, because it sends more oxygen (氧气) to your brain, and that makes your memory work better. 20 As we know, too much pressure is very bad for the memory. A．Invent a story. B．Putting numbers in groups may help you remember them. C．Exercise also makes you less stressed. D．In fact, you can do a lot to improve your memory. E．We all remember interesting things and always forget boring ones. 一、阅读理解 （2026北京中考） The internet has provided us with unmatched ways to get information but it is also sounding alarms. Some experts argue that the internet will produce forgetfulness in the minds of those learning to use it, because they won’t practise their memory. Is the internet really doing harm to our memories—or will our doubtful experts be proven wrong? After all, the brain’s attention system (系统) and preferences for novel experiences were already there long before the digital age, and our ability to remember is nearly inexhaustible (无穷尽的). According to Michael Merzenich, a brain researcher, every brain is a work in progress; it keeps changing throughout our lives, depending on how we use it. But our brains don’t work well when we’re not focused. When we repeatedly check text messages and social media during work, we are weakening our ability to form both short-and long-term memories, experts say. The flooding of information influences our ability to remember, too. Though our brains are designed to look for new data, too much of it may be causing this natural drive to go wild. The compulsion to continuously take in information means we often check social media when we should be doing “memory housekeeping” by giving our brains some rest. Another problem: the effortless way of receiving information online. Trying to actively recall (回忆) data is a good workout for the brain, but today we are using online search tools instead. However, the internet may be changing only what we remember, not our ability to do so, suggests Columbia University psychologist (心理学家) Betsy Sparrow. In fact, the internet is becoming an outside hard drive for our memories. Some worry that this is having a negative effect on society, but Sparrow suggests this will change our way of learning from a focus on remembering facts to one on understanding ideas. As is shown in a 2008 study, using the internet exercised the brain more than reading among older adults with strong computer skills. And two Harvard psychologists argue that not needing to remember facts might free our minds to focus on more meaningful tasks. “There may be costs caused by our increased dependence on the internet, but generally the benefits are going to outweigh those costs,” says Benjamin Storm, a psychologist. “It seems pretty clear that memory is changing, but is it changing for the better? At this point, we don’t know.” 21．What does the word “compulsion” in Paragraph 3 most probably mean? A．Longing. B．Ability. C．Chance. D．Promise. 22．What can we learn from the passage? A．Internet users remember facts better than non-users. B．Novel experiences improve the brain’s attention system. C．Checking social media can give the brain proper breaks. D．The internet may produce a change of focus in learning. 23．How does Benjamin Storm feel about the effects of the internet on memory? A．Uneasy and doubtful. B．Positive but still uncertain. C．Negative but still hopeful. D．Encouraged and confident. 24．What is the writer’s main purpose in writing this passage? A．To argue for a belief. B．To challenge a solution. C．To present different views. D．To examine causes and effects. $Unit 4 Our Memory 课时1 Section A (1a-1f) 分层作业 A组 巩固过关 C组 思维拔高 B组 能力进阶 拓展 链接中考 ( 词汇 position /pə'ziʃn/n. 位置；地方;v.安置；使处于 sadness /'sædnəs/ n.悲伤 run out(of sth) 用完；耗尽 lecture /'lektʃə(r)/ n. 讲座；讲课 react /ri'ækt/v. 作出反应；回应 句型 I can ’ t remember what things you asked me to buy. 我记不清你嘱咐我要买哪些东西了。 I wonder how I forgot about the sugar. 我不清楚自己怎么把买糖这件事给忘了。 I don’t know why I am so forgetful. 我不知道自己为何如此健忘。 ) 一、单词默写。 ( 1 / 6 ) 学科网（北京）股份有限公司 1.___________ n. 位置；地方 2.___________ n. 悲伤 3.___________ 用完；耗尽 4.___________ n. 讲座；讲课 5.___________ v. 作出反应；回应 【答案】position; sadness; run out(of sth); lecture; react 二、词组默写。 1. 1. 记不清要买的东西 _______________________ 2. 快要用完 _______________________ 3. 做草莓蛋糕 _______________________ 4. 购物清单 _______________________ 5. 忘记你的生日 _______________________ 6. 非常健忘 _______________________ 7. 把作业落在家里 _______________________ 8. 一场关于提升记忆力的讲座 _______________________ 【答案】can’t remember what things to buy; run out; make a strawberry cake; a shopping list; forget one's birthday; so forgetful; leave one's homework at home; a lecture on how to improve memory 三、根据要求完成句子 1. 彼得记不清妈妈让他买的东西，实在健忘。 It was forgetful of Peter ________ ________ what things his mum asked him to buy. 2. 糖快要用完了，妈妈让彼得记得买一些。 It was necessary ________ Peter ________ some sugar because it was running out. 3. 傅星觉得比利最近忘事太多，这件事让她很担心。 It was worrying ________ Billy ________ quite a lot of things recently. 4. 格林教授是研究提升记忆力讲座的主讲人。 Professor Green ________ a ________ of the lecture on improving memory. 5. 比利被自己糟糕的记忆力深深困扰。 Billy ________ greatly ________ by his poor memory. 【答案】1. to remember 2. that; buy 3. that; forgot 4. was; speaker 5. is; troubled 一、用方框内所给词的适当形式填空。 run out lecture react sadness position 1. She looked full of ________ when she couldn’t remember her old friends’ names. 2. Can you tell me the ________ of the shopping mall on this map? 3. We have to buy more sugar, because it ________ already. 4. Professor Green will give a ________ about how to improve memory tomorrow. 5. How did Billy ________ when he found he left his homework at home? 【答案】1．sadness 2．position 3．has run out 4．lecture 5．react 【解析】1．sadness 句意：当她记不起老朋友的名字时，满脸悲伤。介词 of 后需接名词，sadness 意为 “悲伤”，不可数名词，用原形。故填 sadness。 2．position 句意：你能在这张地图上告诉我商场的位置吗？定冠词 the 后接名词，position 意为 “位置；地方”，单数形式。故填 position。 3．has run out 句意：我们得再买点糖，糖已经用完了。根据 already 可知用现在完成时，主语 it 为单数，run out 表示 “用完、耗尽”，变形为 has run out。故填 has run out。 4．lecture 句意：格林教授明天将会开展一场关于如何提升记忆力的讲座。不定冠词 a 后接单数可数名词，lecture 意为 “讲座；讲课”。故填 lecture。 5．react 句意：比利发现作业落在家里时，他作何反应？助动词 did 后使用动词原形，react 意为 “作出反应；回应”。故填 react。 二、单项选择 1．—I don’t know ________ I should talk to about my problem. —You can share it with your best friend. A．what B．when C．who D．which 【答案】C 【详解】句意：——我不知道我应该跟谁谈论我的问题。——你可以和你最好的朋友分享。 what什么；when什么时候；who谁；which哪一个。根据答语“You can share it with your best friend.”可知，对方建议找最好的朋友分享，说明问句询问的是对象（人），应用who引导宾语从句。 2．Do you know ________ he listened to yesterday? A．how B．which C．what D．where 【答案】C 【详解】句意：你知道他昨天听了什么吗？ how如何；which哪一个；what什么；where哪里。从句中“listened to”后缺少宾语，指代听的内容，指物，应用what引导宾语从句并在从句中作宾语。 3．—Long time no see. You’ve changed so much. —So have you. Do you still remember ________? A．that we used to be B．what did we use to be C．that did we use to be D．what we used to be 【答案】D 【详解】句意：——好久不见。你变化太大了。——你也是。你还记得我们过去是什么样吗？ 宾语从句需使用陈述语序，即“连接词+主语+谓语”，选项B和C使用了疑问语序，故排除；根据句意可知，从句中be动词后缺少表语，应用what引导表示“什么”；that引导宾语从句时不作成分且从句结构需完整，故排除A。故选D。 4．Could you tell me ________ the next class will begin? A．what B．when C．that D．how 【答案】B 【详解】句意：你能告诉我下一节课什么时候开始吗？ what什么；when什么时候；that无词义；how怎样。根据后文“the next class will begin”，可知这里是询问时间，用when。 5．Could you please tell me ________ the post office is? A．what B．where C．when D．why 【答案】B 【详解】句意：你能告诉我邮局在哪里吗？ what什么；where哪里；when什么时候；why为什么。根据“the post office is”可知是在询问邮局的具体位置。应填where。 一、完形填空 Once there was a boy named Sam. He always had a poor memory and often 1 his schoolbooks. His teacher gave some 2 on how to improve it. Sam tried to use new information immediately. For example, when he met a new word, he would 3 it aloud. He also broke long texts into small 4 . Besides, he wrote key points over and over. 5 , he reviewed them before sleep. With these methods, his memory got better. His friends felt 6 because he could even help them. Sam said, “ 7 , memory can be trained.” He never 8 to practice. 9 but not least, he discussed with classmates. This 10 a big difference. 1．A．forgot B．found C．made D．lost 2．A．views B．suggestions C．problems D．books 3．A．say B．speak C．repeat D．tell 4．A．parts B．pages C．lines D．letters 5．A．First of all B．After all C．Last but not least D．What’s more 6．A．sad B．angry C．surprised D．worried 7．A．After all B．First of all C．In fact D．Above all 8．A．failed B．wanted C．liked D．hated 9．A．Last B．First C．After D．Above 10．A．made B．did C．got D．took 【答案】 1．A 2．B 3．C 4．A 5．D 6．C 7．C 8．A 9．A 10．A 【导语】本文是一篇记叙文，主要讲述了一个记忆力差的男孩Sam，在老师的建议下通过多种方法训练记忆力，最终取得进步并帮助他人的故事。 【详解】1．句意：他总是记忆力不好，经常忘记他的课本。 根据“poor memory”可知，记忆力不好经常忘记东西，forgot“忘记”符合语境。found“发现”；made“制作”和lost“丢失”与“记忆力不好”的语境不符。 2．句意：他的老师给了一些关于如何改善它的建议。 根据“on how to improve it”可知，此处指老师给了他一些改进建议，suggestions“建议”符合语境。views“观点”；problems“问题”和books“书”与“记忆力不好老师给出改进建议”的语境不符。 3．句意：例如，当他遇到一个新单词时，他会大声重复它。 根据“a poor memory”和记忆技巧可知，遇到新单词为了记住需要“重复”，repeat“重复”符合逻辑。say“说”；speak“说”和tell“告诉”与“反复重复记忆”的语境不符。 4．句意：他还把长文本分成小部分。 根据“broke long texts into small”和记忆策略，将长文章化整为零，分成“小部分”便于记忆，break into parts为常用表达，意为“分成部分”。pages“页”；lines“行”和letters“字母”与语境不符。 5．句意：而且，他在睡前复习它们。 根据“Besides, he wrote key points over and over.”和“he reviewed them before sleep.”可知，此处是指他记下关键点，并且在睡前复习它们，此处What’s more“而且”符合语境。First of all“首先”；After all“毕竟”和Last but not least“最后但同样重要的是”与语境不符。 6．句意：他的朋友们感到惊讶，因为他甚至能帮助他们。 根据前文的“poor memory”和“With these methods, his memory got better.”，以及“he could even help them”可知，Sam的记忆力变好并能帮朋友，使朋友们感到惊讶，surprised“惊讶的”符合语境。sad“伤心的”；angry“生气的”和worried“担心的”与“进步大使得朋友们感到惊讶”的语境不符。 7．句意：Sam说：“事实上，记忆力是可以训练的。” 根据“memory can be trained.”可知，此处强调一个客观真理或发现，用In fact“事实上”引出，符合语境。排除After all“毕竟”；First of all“首先”和Above all“最重要的是”。 8．句意：他从未不练习。 根据“With these methods, his memory got better.”可知，他坚持练习并取得了进步，说明他从未未做某事，never failed to do sth.是常用表达，意为“从未未能做某事”，即总是做。wanted“想要”；liked“喜欢”和hated“讨厌”与语境不符。 9．句意：最后但同样重要的是，他和同学们讨论。 此处考查固定短语last but not least，意为“最后但同样重要的是”。排除First“首先”；After“在……之后”和Above“在……之上”。 10．句意：这产生了很大的影响。 根据“With these methods, his memory got better.”可知，此处考查固定短语make a big difference，意为“产生大的影响”，made是make的过去式。排除did“做”；got“得到”和took“带；拿”。 二、阅读理解 A Tom was a boy who always forgot his homework. His teacher, Mr. Lee, suggested he use mind maps. Tom drew a central node “Math” and linked it to “Formulas”, “Examples”. While drawing, he found he couldn’t link “Geometry” well. So he opened the book and learned again.   Then Tom formed a study pair with Lucy. He volunteered to explain his map. “If you can’t teach it simply, you don’t know it,” Lucy said. She pointed out his errors, and Tom corrected them.   Before the exam, Tom reviewed by retelling the maps instead of reading passively. Surprisingly, he got an A．He learned that smart memory is not about how long you sit, but how deeply you process. 11．Why did Tom forget things at first? A．He was lazy. B．He just read without linking. C．He hated school. D．He had no book. 12．What did the teacher advise? A．Repeat words. B．Use mind maps. C．Join a club. D．Watch videos. 13．The underlined word “passively” means ________. A．主动地 B．被动地 C．认真地 D．快速地 14．特色考法·事件顺序题　What is the correct order of Tom’s actions?   ① He explained maps to Lucy.   ② He drew a central node and links.   ③ He reviewed by retelling aloud.   ④ He found he couldn’t link Geometry well. A．②④①③ B．①②③④ C．②①④③ D．④②①③ 15．What is the main idea of the passage? A．Memorizing is the best way. B．Active processing helps memory. C．Exams are easy. D．Teachers are strict. 【答案】11．B 12．B 13．B 14．A 15．B 【导语】本文是一篇记叙文，主要讲述汤姆运用思维导图主动学习，收获好成绩的故事，告诉我们主动深度理解知识有助于记忆。 【详解】11．文章最后提到Tom通过复述地图而不是被动阅读取得了进步，并总结记忆在于“深度加工”（deeply process）而非坐着的时间。结合老师建议用思维导图建立链接（linked it to...），可推断他之前忘记东西是因为学习方法被动，只是阅读而没有建立知识链接。 12．根据第一段第二句“His teacher, Mr. Lee, suggested he use mind maps.”可知，老师建议使用思维导图。 13．根据画线词所在句“Tom reviewed by retelling the maps instead of reading passively.”，“retelling”（复述）是主动行为，与“passively”形成对比，因此passively意为“被动地”。 14．根据文章情节发展：第一段中Tom先画了中心节点和链接（②），在画的过程中发现几何链接不好（④）；第二段中他与Lucy结对并向她解释地图（①）；第三段考前通过复述进行复习（③）。正确顺序为②④①③。 15．文章最后一句“He learned that smart memory is not about how long you sit, but how deeply you process.”点明了全文主题，即主动深度加工有助于记忆。 B It is believed that a good memory comes naturally, while a bad memory cannot be changed. 16 Here is some advice for you. ▲Take an interest. 17 This can explain the reason why schoolboys remember football results clearly but have trouble with dates from their history lessons. ▲Repeat things in chunks (块). Repeating things in chunks is the best way to remember things for a short time. 18 The following numbers would be impossible for most of us to remember: 1492178919318483. But look at them in groups or chunks repeatedly and remembering them becomes much easier: 149 217 8919 318 483. ▲ 19 To remember long lists, try inventing a story which includes all the things you want to remember. In experiments, people were asked to remember up to 120 words in this way. When tested later, they could remember about 90% of them. The test result was really amazing. ▲Take physical exercise. Physical exercise is important for your memory, because it sends more oxygen (氧气) to your brain, and that makes your memory work better. 20 As we know, too much pressure is very bad for the memory. A．Invent a story. B．Putting numbers in groups may help you remember them. C．Exercise also makes you less stressed. D．In fact, you can do a lot to improve your memory. E．We all remember interesting things and always forget boring ones. 【答案】16．D 17．E 18．B 19．A 20．C 【导语】本文打破了“记忆力好坏无法改变”的固有观念，通过提出“培养兴趣”、“分块重复”、“编故事”和“体育锻炼”四条具体建议，说明人们可以通过多种方法来有效提升自己的记忆力。 【详解】16．前文提到人们认为记忆力无法改变，后文紧接着说“这里有一些建议给你”。因此空缺处应表示转折，说明记忆力是可以改善的。选项D“事实上，你可以做很多事情来改善你的记忆力”符合语境，起到承上启下的作用。 17．本段的小标题是“Take an interest”（感兴趣）。后文举例说明男生能清楚记住足球结果却记不住历史日期，是因为兴趣不同。选项E“我们都记得有趣的事情，总是忘记无聊的事情”是对小标题的进一步解释，也与后文的例子逻辑一致。 18．本段主要讲述“Repeat things in chunks”（分块重复事物）。后文具体举例说明将一长串数字分组后更容易记忆。选项B“将数字分组可能帮助你记住它们”紧扣本段主题和后面的数字例子。 19．此处位于段首，且格式与其他段落的小标题（如Take an interest）一致，应为祈使句形式的建议。后文内容建议“inventing a story”（编造一个故事）来记忆长列表。选项A“编一个故事”准确概括了本段主旨。 20．本段主题是“Take physical exercise”（进行体育锻炼）。空缺处后一句提到“太多的压力对记忆非常有害”。选项C“锻炼也能让你减少压力”既承接了本段的锻炼主题，又引出了后文关于压力的论述，逻辑通顺。 一、阅读理解 （2026北京中考） The internet has provided us with unmatched ways to get information but it is also sounding alarms. Some experts argue that the internet will produce forgetfulness in the minds of those learning to use it, because they won’t practise their memory. Is the internet really doing harm to our memories—or will our doubtful experts be proven wrong? After all, the brain’s attention system (系统) and preferences for novel experiences were already there long before the digital age, and our ability to remember is nearly inexhaustible (无穷尽的). According to Michael Merzenich, a brain researcher, every brain is a work in progress; it keeps changing throughout our lives, depending on how we use it. But our brains don’t work well when we’re not focused. When we repeatedly check text messages and social media during work, we are weakening our ability to form both short-and long-term memories, experts say. The flooding of information influences our ability to remember, too. Though our brains are designed to look for new data, too much of it may be causing this natural drive to go wild. The compulsion to continuously take in information means we often check social media when we should be doing “memory housekeeping” by giving our brains some rest. Another problem: the effortless way of receiving information online. Trying to actively recall (回忆) data is a good workout for the brain, but today we are using online search tools instead. However, the internet may be changing only what we remember, not our ability to do so, suggests Columbia University psychologist (心理学家) Betsy Sparrow. In fact, the internet is becoming an outside hard drive for our memories. Some worry that this is having a negative effect on society, but Sparrow suggests this will change our way of learning from a focus on remembering facts to one on understanding ideas. As is shown in a 2008 study, using the internet exercised the brain more than reading among older adults with strong computer skills. And two Harvard psychologists argue that not needing to remember facts might free our minds to focus on more meaningful tasks. “There may be costs caused by our increased dependence on the internet, but generally the benefits are going to outweigh those costs,” says Benjamin Storm, a psychologist. “It seems pretty clear that memory is changing, but is it changing for the better? At this point, we don’t know.” 21．What does the word “compulsion” in Paragraph 3 most probably mean? A．Longing. B．Ability. C．Chance. D．Promise. 22．What can we learn from the passage? A．Internet users remember facts better than non-users. B．Novel experiences improve the brain’s attention system. C．Checking social media can give the brain proper breaks. D．The internet may produce a change of focus in learning. 23．How does Benjamin Storm feel about the effects of the internet on memory? A．Uneasy and doubtful. B．Positive but still uncertain. C．Negative but still hopeful. D．Encouraged and confident. 24．What is the writer’s main purpose in writing this passage? A．To argue for a belief. B．To challenge a solution. C．To present different views. D．To examine causes and effects. 【答案】21．A 22．D 23．B 24．C 【导语】本文是一篇议论文，围绕互联网对人类记忆力的影响展开多方观点讨论，一方面指出分心刷屏、被动检索信息会削弱记忆形成能力，另一方面多位研究者认为互联网只是改变记忆存储内容与学习模式，整体利大于弊，但记忆最终向好还是向坏尚无定论。 【详解】21． 根据第三段上下文“The compulsion to continuously take in information means we often check social media...”可知，这种“compulsion”驱使人们不断查看社交媒体，甚至影响了大脑休息。结合选项，A项Longing（渴望、强烈愿望）最符合这种难以控制的冲动之意。 22． 根据第四段中Betsy Sparrow的观点“...this will change our way of learning from a focus on remembering facts to one on understanding ideas.”可知，互联网可能会改变我们的学习方式，从关注记忆事实转变为关注理解理念。 23． 根据最后一段Benjamin Storm的话“generally the benefits are going to outweigh those costs”（总体上利大于弊，态度积极）以及“At this point, we don't know.”（目前我们还不知道，表示不确定），可以看出他的态度是积极但仍存不确定性的。 24．通读全文可知，文章第一段提出专家担心互联网导致健忘，随后几段分别引用了Michael Merzenich、Betsy Sparrow、Harvard psychologists以及Benjamin Storm等不同专家的观点，讨论了互联网对记忆力的负面影响和正面改变。作者并未单方面论证某一种信念，而是客观呈现了关于该话题的不同观点。 $