Unit 4 Our Memory完形填空专练-2026-2027学年九年级英语上学期考点大通关（人教版）

**基本信息** 聚焦“记忆”主题，通过基础与提升两级训练，系统整合记忆相关词汇、语法及语篇理解，以生活化语境承载语言能力与学习能力培养。 **专项设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |基础篇|8篇|以记忆概念（短期/长期）、提升方法（注意力/复习/关联）为核心，考查基础词汇（如recall/memorize）及语法（连接词/时态）|从记忆种类界定到方法应用，构建“概念-策略-实践”认知链条| |提升篇|8篇|融入情感故事（如祖孙回忆、阿尔茨海默症），考查语境词汇辨析（如warmth/sadness）及深层语篇理解|从知识理解过渡到生活应用，体现“理论-情境-反思”逻辑进阶|

2026-2027学年九年级英语上学期考点大通关（人教版新教材） Unit 4 Our Memory完形填空专练 基础篇 （1） Do you want to improve your memory? To start with, it is important to understand 1 memory works. There are two main kinds of memory: short-term memory and long-term memory. Short-term memory helps you remember things that you may only 2 for a short time, like phone numbers 3 you need to make a phone call. Long-term memory is the ability to remember things for days, years, or 4 a lifetime. How do you make sure what you learn 5 your long-term memory? First, pay attention. Try taking 6 and writing down key points. Second, review what you learn 7 . The more you review, the more likely you will remember it. Third, make use of 8 . Create images by using tables, graphs, and mind maps. Fourth, 9 your memory by staying healthy. Sleep well and eat well 10 your brain needs food like an engine needs fuel. 1．A．how B．why C．what D．when 2．A．forget B．need C．want D．like 3．A．where B．why C．when D．what 4．A．ever B．never C．even D．only 5．A．enters B．leaves C．finds D．loses 6．A．photos B．notes C．turns D．care 7．A．hardly B．never C．regularly D．suddenly 8．A．senses B．mistakes C．chances D．choices 9．A．reduce B．boost C．lose D．break 10．A．so B．but C．because D．although （2） Memory is an essential learning ability for middle school students. Many students complain that they are 11 and easily forget knowledge they have learned. In fact, a good memory is not a natural gift for only a few people. It mainly depends on scientific learning 12 and daily habits. First, organizing knowledge in order is helpful. Clear and structured knowledge allows us to remember things more 13 and avoid confusion. Second, regular review is the best way to fight against forgetting. Timely review can stop us from 14 learned knowledge little by little. Third, connecting new knowledge with daily experience works well. The more connections we build, the 15 we can recall information when we need it. Many students want to know 16 they can improve their memory quickly. In fact, memory improvement requires great patience and long-term persistence. We should keep these useful methods 17 mind and stick to daily review. No good learning ability can be built overnight. In short, good memory comes from good habits and scientific methods. With continuous practice, every student can become a 18 and more efficient learner. 11．A．careful B．forgetful C．patient D．creative 12．A．problems B．difficulties C．mistakes D．methods 13．A．slowly B．quietly C．accurately D．carelessly 14．A．forget B．forgetting C．forgot D．forgotten 15．A．faster B．fast C．fastest D．slower 16．A．that B．what C．how D．why 17．A．on B．with C．at D．in 18．A．smarter B．lazier C．quieter D．softer （3） Sarah stood in front of the old photo album, her fingers trembling slightly. She was looking for a specific picture of her childhood, but the more she searched, the more she realized she couldn’t 19 where she had seen it last. It felt like trying to catch smoke with her bare hands. She walked into the living room where her brother Mark was reading. “Mark, do you 20 where Mom keeps the blue photo album from 2010?” Mark looked up, 21 . “I don’t remember seeing it recently. Maybe it’s in the attic (阁楼)?” Sarah sighed. Lately, it seemed that both of them were having trouble 22 things. They would walk into a room and forget why they were there, or forget a friend’s birthday until the last minute. It wasn’t just about photos; it was about little daily 23 that made life rich. Determined to solve this, Sarah decided to 24 a “Memory Journal”. Every night, she would write down three things that happened that day. At first, it was hard to recall details, but slowly, she found her brain becoming sharper. She even started using funny 25 to link names with faces. One evening, Mark picked up her journal. “This is a great idea,” he said. “I 26 forgot to buy milk today, but writing things down really helps.” Sarah smiled. She realized that while memories might fade (褪色), the 27 to strengthen them was in their own hands. It wasn’t just about remembering the past; it was about being more 28 in the present. 19．A．forget B．recall C．miss D．lose 20．A．know B．think C．remember D．believe 21．A．shouting B．laughing C．crying D．frowning 22．A．remembering B．finding C．losing D．sharing 23．A．stories B．moments C．plans D．tasks 24．A．keep B．borrow C．buy D．start 25．A．rules B．pictures C．words D．numbers 26．A．almost B．never C．always D．seldom 27．A．power B．time C．money D．need 28．A．careful B．nervous C．angry D．bored （4） Memories shape who we are. I often look at my family photo album. I wonder 29 so many happy moments stay in our mind for many years. Scientists explain that we can remember things better if we 30 feelings with events. When I see photos of my grandparents, warm feelings come to me at once. These feelings help the brain 31 information for a very long time. Lots of students say they have poor memory. In fact, everyone can learn to 32 their memory. The secret is to pay attention and keep practicing. If you feel 33 , it will be difficult for you to remember anything. You can try a useful skill: 34 new things with what you have already known. When you meet a new word, imagine a picture for it. It works well. I find 35 helpful to write down important things in notebooks. My grandma told me that she 36 all family photos for more than twenty years. She believes that photos 37 sweet memories. I also hope that I 38 hold onto all the warm moments forever. 29．A．what B．how C．which D．where 30．A．connect B．mix C．fill D．compete 31．A．store B．forget C．share D．control 32．A．lose B．improve C．break D．accept 33．A．relaxed B．excited C．nervous D．surprised 34．A．connecting B．connect C．connected D．connects 35．A．that B．it C．this D．one 36．A．keeps B．had kept C．will keep D．is keeping 37．A．bring back B．look for C．give up D．take away 38．A．can B．could C．would D．must （5） Do you have trouble remembering things? Some people can 39 everything clearly, while others easily forget. Memory is like a small library in our brain. 40 , you must give your brain enough attention. If you think about many things at the same time, you will feel your mind go 41 . When you meet a person you know, you should 42 him or her at once. If you can’t, you may not know how to 43 properly. Reading a 44 carefully and then closing your eyes to think is a good way. Some people also take notes to help themselves get a “memory 45 ” for future use. Everyone has different 46 on how to improve memory. Some think rest is the most important. Others believe practice is key. Just keep trying. 47 you keep using good ways, you will find your memory becomes much better. You will be able to remember faster and recall more easily 48 . 39．A．recall B．think C．guess D．write 40．A．Finally B．However C．To start with D．Later 41．A．gentle B．wild C．quiet D．normal 42．A．thank B．invite C．call D．recognize 43．A．walk B．sleep C．react D．read 44．A．lesson B．passage C．song D．story 45．A．ticket B．book C．card D．paper 46．A．ideas B．plans C．ways D．views 47．A．Unless B．Though C．If D．Before 48．A．lately B．later C．now D．today （6） Memory is very important for everyone. Scientists tell us that there are two kinds of memory: short-term memory and long-term memory. Short-term memory can only keep information 49 a few seconds. If we don’t review, we will forget it very soon. Long-term memory keeps things for a long time. We all hope 50 have a good long-term memory. Many students want to know 51 they can improve their memory. Here is some advice. First, try to connect new information 52 things you already know. Second, divide long texts into small parts. It is much easier 53 . Besides, enough sleep matters a lot. If you stay up late, your brain 54 well. Some people don’t know that tiredness makes memory much 55 . You may wonder 56 some people have better memory. In fact, good memory is not only a gift. It also needs practice. If you keep practicing these skills, you 57 great changes. Never give up when you find it hard 58 remember things. 49．A．for B．in C．at D．on 50．A．to B．for C．of D．/ 51．A．what B．how C．that D．where 52．A．of B．with C．for D．on 53．A．memorize B．memorizing C．to memorize D．memorized 54．A．won’t work B．don’t work C．didn’t work D．isn’t work 55．A．bad B．worse C．worst D．better 56．A．why B．what C．which D．when 57．A．see B．saw C．will see D．have seen 58．A．to B．for C．that D．with （7） Memory is one of the most important abilities we have. It helps us 59 our past experiences and learn from them. Without memory, we wouldn’t be able to 60 who we are or where we come from. There are different 61 of memory. Short-term memory holds information for a short period of time, while long-term memory can 62 information for many years. Scientists believe that we can 63 our memory through practice and proper training. One effective way to improve memory is to 64 new information with what we already know. For example, if you are learning a new word, try to 65 it to something familiar. Another way is to 66 the information regularly. Reviewing what you have learned helps move it from short-term memory to long-term memory. It is also important to get enough sleep and exercise. These activities help keep our brain 67 and our memory sharp. Remember, a good memory is not something you are born with—it is something you can 68 . 59．A．forget B．remember C．describe D．connect 60．A．remind B．remember C．know D．forget 61．A．positions B．details C．types D．abilities 62．A．lose B．store C．forget D．describe 63．A．improve B．reduce C．lose D．forget 64．A．connect B．separate C．remind D．describe 65．A．connect B．remind C．relate D．remember 66．A．review B．forget C．avoid D．ignore 67．A．sad B．healthy C．tired D．weak 68．A．lose B．forget C．develop D．describe （8） It is important to keep useful information 69 in mind when we learn. Many students try to memorize knowledge, but they often mix up facts easily. There are some effective techniques to help us learn better. To start with, you can divide your learning tasks into small parts. Don’t believe the one-size-fits-all way of study. In your study plan, you need to tell short-term goals from 70 ones. If you wear out yourself by studying nonstop, your learning speed will slow down. Last month, I went through a special experience. I planned to watch an opera and bought a ticket. Unluckily, something happened 71 me. I lost my wallet on the way to the airport. I felt great sadness and didn’t know what to do. A grown-up man saw my problem and gave me a hand. I still can’t 72 his face clearly, but I recall his warm words. Life gives us different situations. In my 73 , we should learn to react actively when meeting trouble. Try not to stay in bad feelings for long. If your energy runs 74 , stop and have a rest. You can put your free time to good use. For example, you can draw a graph or an 75 to organize your ideas. This method can boost your memory. Some people hope to increase their learning progress quickly. However, learning is not easy. It takes time to find a stable learning position. You can make an outline before you start learning. It helps you fully organize ideas and 76 long passages. Wild animals also teach us lessons. A squirrel stores nuts for winter. A dolphin can recognize its partners. Every living thing has its own way to live. We can learn from them and make useful learning 77 . Don’t wait until your confidence gets a wound. Try different skills and find what 78 you best. 69．A．widely B．fully C．wildly D．lately 70．A．long-term B．short-term C．worldwide D．lifelong 71．A．on B．to C．for D．at 72．A．recognize B．retell C．tick D．view 73．A．case B．position C．passage D．lecture 74．A．in B．up C．out D．off 75．A．engine B．image C．fuel D．account 76．A．discuss B．memorize C．react D．address 77．A．techniques B．chain C．password D．notebook 78．A．increases B．divides C．suits D．mixes 提升篇 （1） When I was little, I always stayed with my grandma in the kitchen on weekends. She had a worn blue paper box on the shelf, full of handwritten recipe cards. Each card carried her neat cursive and little notes, like “add more sugar for Lily” next to the strawberry cake recipe. That box was my favorite 1 of childhood. Last year, grandma passed away. I 2 the recipe box when I cleaned her old house. The edges of the cards were yellow, and some words were unclear because of years of flour (面粉) and water marks. I almost wanted to 3 at first, thinking I could never get those recipes back. Then I decided to restore (修复) them. I spent three weekends reading every card carefully and typing the words into my computer. I also added my own notes, like “use low-sugar milk for mom”. 4 the original cards are not as clear as before, they are still the most precious gift from grandma. Now I often make dishes according to these recipes. Every bite tastes like 5 and love. I decided to 6 the box to my own daughter when she grows up. I hope she can pass on not just the recipes, 7 the warm family memories behind them. Last week, I made grandma’s famous apple pie for the neighborhood party. All my neighbors loved it and asked 8 the recipe. I told them the story of the paper box, and they said it was the 9 story they had ever heard. Memories don’t have to be big and flashy. Sometimes the 10 little things can stay in our hearts forever. 1．A．secret B．memory C．plan D．prize 2．A．found B．broke C．sold D．threw 3．A．take up B．give up C．put up D．get up 4．A．Because B．So C．Although D．If 5．A．warmth B．danger C．fear D．doubt 6．A．lend B．give away C．borrow D．give up 7．A．or B．and C．but D．so 8．A．for B．with C．from D．against 9．A．boring B．sweetest C．coldest D．silly 10．A．smallest B．largest C．fastest D．heaviest （2） Children can be very similar to their parents. Gina Black is an 8­-year­-old girl. She is very friendly to other students at school. But she has a 11 memory. One day, her mother 12 to her school to have a parent-­teacher meeting in a hurry. When she arrived at the school, the teacher seemed a little 13 . She asked Mrs. Black to sit down. Then she said that Gina didn’t always listen to the 14 in class, and that she had a poor memory. “ 15 , she did the wrong page in the exercise book last week,” the teacher said. “And once I’ve even found her 16 at the wrong desk.” “I don’t 17 ,” Mrs. Black said. “Where could she get that from? Her 18 and I won’t do it like that.” The teacher went on to tell Mrs. Black not to be so 19 and in fact, her daughter still did well in school. “She is very sweet and cute,” the teacher said. At last, she added, “By the way, Mrs. Black, our 20 is tomorrow, not today.” 11．A．good B．ordinary C．poor D．active 12．A．arrived B．reached C．took D．went 13．A．surprised B．happy C．angry D．wounded 14．A．students B．teachers C．classmates D．soldiers 15．A．At last B．In fact C．For example D．At first 16．A．sitting B．sleeping C．playing D．reading 17．A．know B．believe C．mind D．understand 18．A．father B．sister C．brother D．child 19．A．excited B．worried C．interested D．enjoyable 20．A．class B．party C．match D．meeting （3） Eighty-year-old Li Xinsheng clearly remembers the day when her husband was diagnosed (诊断) with Alzheimer’s disease (阿尔茨海默症). “It was March 4, 2019,” she says. “We ate fish at a restaurant, and he 21 taking some to go. When we got home 15 minutes later, he asked me what was in the takeout box and where I got it. When I told him, he looked blank (茫然的) and said he couldn’t even 22 the simple thing. I was shocked. I realized it was a symptom (症状) of an illness rather than the common memory loss. The next day, I took him to the hospital for testing. He was diagnosed with early-stage Alzheimer’s disease.” She says it’s lucky that she acted quickly and took her husband to the hospital right away. She wasn’t used to her husband’s illness at first—he would even 23 the order of daily tasks like brushing his teeth and washing his face. So 24 filled her inner heart at that time. But now, she’s learned to take care of 25 so that her husband has someone to depend on. “I have to live 26 and do things that make me happy. 27 as time goes by, I would become ill too. I’m actually very lonely because I can’t have a proper conversation with him. As a result, I took up drawing and writing to look on the bright side,” she says. Recently, the couple took part in a(n) 28 dance-therapy (治疗) programme, Time to Dance. The programme 29 dance classes to people with Alzheimer’s disease and their caregivers. It has done something very meaningful. At the same time, it has brought 30 to people with Alzheimer’s disease, who are often left unnoticed and forgotten in a corner. 21．A．risked B．suggested C．required D．tried 22．A．say B．guess C．memorize D．forget 23．A．find out B．take up C．mix up D．work on 24．A．happiness B．freedom C．confidence D．sadness 25．A．him B．them C．it D．her 26．A．uncomfortably B．negatively C．actively D．quietly 27．A．Unless B．And C．So D．Or 28．A．nervous B．effective C．patient D．hopeless 29．A．offers B．produces C．changes D．listens 30．A．heat B．pride C．sadness D．warmth （4） How good is your memory? Can you remember what you ate for breakfast a week ago? Most people find it 31 to remember every detail of their lives. However, our brains are wired to remember what is important for survival. In the past, remembering where to find food or which places were dangerous was a matter of life and death. Today, we don’t face those same 32 , but our memory still works in a similar way. We tend to remember things that are 33 to us—like a friend’s birthday or an important exam date. Scientists have found that our memory works in two main ways: short-term and long-term. Short-term memory holds information for a few seconds, like a phone number you just 34 . Long-term memory stores information for years, like your childhood address. To move information from short-term to long-term memory, we need to 35 it. This is why reviewing your notes after class is so important. 36 , memory is not like a video recording. It can be changed over time. Every time we 37 a memory, we might accidentally change a small detail. This is why eyewitness (目击者) accounts can sometimes be unreliable (不可靠的). 38 , understanding how memory works can help us improve it. Techniques like “spaced repetition” and “mind maps” are not just study tips; they are ways to work 39 our brain’s natural processes. So, the next time you forget where you put your keys, don’t be too hard on yourself. It’s just your brain’s way of deciding what 40 keeping. 31．A．easy B．impossible C．necessary D．helpful 32．A．problems B．dangers C．questions D．changes 33．A．boring B．strange C．important D．similar 34．A．heard B．wrote C．missed D．forgot 35．A．repeat B．change C．ignore D．create 36．A．However B．Therefore C．Besides D．Instead 37．A．forget B．recall C．lose D．store 38．A．Finally B．Suddenly C．Luckily D．Sadly 39．A．against B．with C．for D．without 40．A．starts B．avoids C．practices D．deserves （5） Our brain stores all kinds of memories, but many students struggle to remember knowledge well. To start 41 , we need to tell short-term memory and long-term memory apart. Short-term memory is weak. Once you run 42 of energy or feel anxiety, your mind will wear 43 easily. When we learn many new words and passages, it’s easy to mix facts 44 without useful memory skills. There are many practical techniques to boost our memory. We can divide long passages 45 several small parts. Drawing graphs and outlines helps organize messy images in our heads. When you go 46 a text, tick key sentences to deepen your memory. In your 47 , happy moments like family picnics form a stable memory chain and make it simpler to recall information later. One-size-fits-all methods never suit everyone. Some people remember images quickly, while others rely on written outlines. Heavy pressure will break your stable memory and bring sadness. We should keep all these useful skills 48 mind and practice them daily. If you fill your brain with too much fuel of information at once, you will feel tired and your memory will fail. Small daily practice builds a steady memory system and stops you from being worn 49 . We often mix up similar knowledge without clear plans. If you divide information into groups, you won’t get confused. Every time you finish a lecture, spend minutes making simple graphs to record key points. All these small ways work together to make your memory effective. Never feel sad about weak memory. As long as you practice properly, you can store more things in your brain and recall them fully 50 needed. 41．A．with B．to C．for D．off 42．A．in B．out C．up D．away 43．A．out B．off C．down D．over 44．A．up B．in C．into D．through 45．A．into B．in C．to D．for 46．A．over B．through C．out D．across 47．A．mind B．view C．case D．chain 48．A．on B．at C．in D．for 49．A．out B．down C．off D．away 50．A．when B．what C．why D．where （6） Have you ever walked into a room and forgotten why you went there? Don’t worry—it happens to everyone. Our memory is not perfect, 51 we can do many things to make it better. First, 52 is the key. When you learn something new, try to focus on it completely. Put away your phone and find a quiet place. Second, use “chunking” (组块). For example, it’s 53 to remember 149162536 than 14-9-16-25-36. Third, tell yourself stories. Our brain loves stories, and it 54 information better when there is a story behind it. Also, your lifestyle plays a big 55 . Getting enough sleep helps your brain store memories. Eating healthy food, such as blueberries and eggs, 56 your brain work better. Exercise increases oxygen to your brain, which 57 memory. Finally, don’t be too hard on yourself. Everyone 58 things sometimes. The important thing is to keep practicing. As the saying goes, “Use it 59 lose it.” Your brain is like a muscle—the more you use it, the 60 it becomes. 51．A．and B．but C．or D．so 52．A．attention B．action C．advice D．age 53．A．harder B．easier C．slower D．safer 54．A．forgets B．loses C．remembers D．creates 55．A．game B．role C．basketball D．rule 56．A．makes B．lets C．stops D．finds 57．A．worsens B．improves C．reduces D．forgets 58．A．remembers B．understands C．forgets D．learns 59．A．and B．but C．or D．so 60．A．weaker B．stronger C．slower D．worse （7） The Secret of a Good Memory Have you ever wondered why some people seem to remember everything while others often forget things? The answer lies not in their brain size but in their daily habits. People with good memories usually 61 their brains regularly, just like they exercise their bodies. They understand that memory is a 62 that can be improved with practice. One important habit is getting enough sleep. During sleep, your brain 63 the information you learned during the day. Without enough rest, new information may not 64 your long-term memory. Another useful method is to 65 new information with something you already know. For example, if you learn a new word, try to 66 it with a picture or a story. Stress is another factor that 67 memory. When you are stressed, your brain cannot work at its best. That’s why you might 68 a person’s name during an important conversation. To reduce stress, you can try deep breathing or taking short breaks. Finally, a healthy diet 69 a role in keeping a good memory. Foods like fish, nuts, and vegetables provide nutrients that help your brain function well. As the saying goes, “You are what you eat.” So, if you want to have a better memory, start by 70 small changes to your daily routine. 61．A．exercise B．ignore C．forget D．waste 62．A．gift B．skill C．secret D．problem 63．A．creates B．organizes C．deletes D．hides 64．A．enter B．escape C．leave D．avoid 65．A．compare B．confuse C．connect D．compete 66．A．replace B．associate C．cover D．mix 67．A．improves B．helps C．affects D．creates 68．A．remember B．forget C．recall D．recognize 69．A．plays B．makes C．does D．has 70．A．resisting B．rejecting C．making D．avoiding （8） Science Gives Us Great Memory Methods Many students worry about their poor memory. They often 71 lots of knowledge soon after learning it. Some think they are born with bad memory, but scientists tell us memory can be trained with useful strategies. In the past, I only depended on repeated recitation to memorize texts. It was tiring 72 me to review pages over and over with no clear guidance. I easily mixed up similar words and forgot key points quickly. Later I learned effective memory skills from memory lectures. First, activate old knowledge to 73 new information into a chain. It helps the brain store things in long-term memory instead of short-term memory. Second, create vivid pictures in mind for each word. This simple trick greatly 74 my recall ability. Third, divide large passages into small parts and review regularly. Never push your brain to the point where it gets worn out. Many students only memorize for exams and forget everything after tests. This is a waste of time and effort. It is wise 75 us to build long-term memory for lifelong learning. When you meet hard material, do not 76 it aside. Use mind maps and graphs to organize ideas clearly. These useful resources make difficult content much easier to understand. Besides learning skills, daily habits also play an important part. Enough sleep lets the brain 77 and sort all memories overnight. Proper food supplies enough fuel for brain activity. Taking exercise every day can also 78 your memory power. If you keep using these methods, you will not 79 easily when you recite poems or speeches. You will find that good memory does not come by accident, but from consistent efforts and scientific 80 . 71．A．recall B．forget C．memorize D．review 72．A．of B．for C．to D．with 73．A．link B．cut C．divide D．mix 74．A．harmed B．boosted C．wasted D．reduced 75．A．of B．for C．to D．at 76．A．put B．take C．turn D．get 77．A．break down B．open up C．slow down D．react to 78．A．wear B．damage C．boost D．waste 79．A．give up B．wake up C．pick up D．make up 80．A．sadness B．techniques C．cases D．opinions 学科网（北京）股份有限公司 $ 2026-2027学年九年级英语上学期考点大通关（人教版新教材） Unit 4 Our Memory完形填空专练 基础篇 （1） 1．A 2．B 3．C 4．C 5．A 6．B 7．C 8．A 9．B 10．C 【导语】本文是一篇说明文，主要介绍了短期记忆和长期记忆，并提出集中注意力、定期复习、利用感官及保持健康四条改善记忆力的建议。 【详解】1．句意：首先，理解记忆是如何工作的很重要。 “memory works”结构完整，缺方式状语，可知此处用how引导宾语从句。排除why“为什么”；what“什么”和when“什么时候”。 2．句意：短期记忆帮助你记住你可能只需要短时间的事情，像当你需要打电话时的电话号码。 根据“for a short time”可知，此处指暂时需要，need“需要”符合语境。forget“忘记”；want“想要”和like“喜欢”与语境不符。 3．句意：短期记忆帮助你记住你可能只需要短时间的事情，像当你需要打电话时的电话号码。 根据“you need to make a phone call”可知，此处表示时间，用when“当……时候”引导的时间状语从句。排除where“哪里”；why“为什么”和what“什么”。 4．句意：长期记忆是指能够记住几天、几年甚至一生的事情。 根据“days, years, or…lifetime”可知，此处表示递进关系，even“甚至”符合语境。ever“曾经”；never“从不”和only“仅仅”没有递进的用法。 5．句意：如何确保你学的东西进入长期记忆？ 根据“long-term memory”可知，此处指信息进入长期记忆状态，enters“进入”符合语境。leaves“离开”；finds“找到”和loses“丢失”与“所学东西进入长期记忆状态”的语境不符。 6．句意：尝试记笔记并写下关键点。 根据“writing down key points”可知，此处考查固定短语take notes“记笔记”。photos“照片”；turns“轮流”和care“关心，照顾”与语境不符。 7．句意：其次，定期复习你学的东西。 根据“The more you review, the more likely you will remember it.”可知，此处regularly“定期地”符合语境。hardly“几乎不”；never“从不”和suddenly“突然”与“经常复习，从而形成长期记忆”的语境不符。 8．句意：第三，利用感官。 根据“Create images by using tables, graphs, and mind maps.”可知，此处指利用“感官创建想象”，senses“感官”符合语境。mistakes“错误”；chances“机会”和choices“选择”与语境不符。 9．句意：第四，通过保持健康来增强记忆力。 根据“staying healthy”可知，是正面作用，根据语境，健康能提升记忆，boost“增强”符合语境。reduce“减少”；lose“失去”和break“破坏”与语境不符。 10．句意：睡好吃好，因为你的大脑需要食物，就像发动机需要燃料一样。 “your brain needs food”是“Sleep well and eat well”的原因，用because“因为”引导原因状语从句，其后接原因。so“因此”后接结果；but“但是”表转折；although“虽然”表让步。 （2） 11．B 12．D 13．C 14．B 15．A 16．C 17．D 18．A 【导语】本文是说明文。指出好记忆力取决于方法和习惯，提供组织知识、定期复习等建议，帮助学生通过练习成为更高效的学习者。 【详解】11．句意：许多学生抱怨他们健忘，很容易遗忘学过的知识。 后文“easily forget knowledge”提示学生容易忘事，forgetful意为“健忘的”；careful“细心的”、patient“耐心的”、creative“有创造力的”，均和容易遗忘的语境不符。 12．句意：它主要依靠科学的学习方法和日常习惯。 下文分段介绍各类提升记忆的办法，methods意为“方法”；problems“问题”、difficulties“困难”、mistakes“错误”，不符合文意。 13．句意：清晰有条理的知识能让我们更准确地记忆事物，避免混淆。 清晰结构化的知识有助于精准记忆，accurately意为“准确地”；slowly“缓慢地”、quietly“安静地”、carelessly“粗心地”，语义不匹配。 14．句意：及时复习可以防止我们一点点遗忘已学知识。 固定搭配stop sb.from doing sth.，from后接动名词，forgetting符合语法；forget动词原形、forgot过去式、forgotten过去分词，均不符合搭配规则。 15．句意：我们建立的联系越多，需要信息时回忆起来就越快。 固定句型the+比较级，the+比较级，表示“越……，越……”，选用比较级faster；fast原级、fastest 最高级、slower更慢的，逻辑不符。 16．句意：很多学生想知道如何快速提升记忆力。 从句询问提升记忆力的方式，how意为“如何、怎样”；that无实义，what“什么”，why“为什么”，不符合句意。 17．句意：我们应该牢记这些有用的方法，坚持日常复习。 固定搭配keep...in mind意为“牢记……”，介词用in；on、with、at不能构成该短语。 18．句意：经过持续练习，每位学生都能成为更聪慧、效率更高的学习者。 文章讲述科学记忆方法助力学习，smarter意为“更聪明的”；lazier“更懒惰的”、quieter“更安静的”、softer“更柔和的”，不符合学习进步的语境。 （3） 19．B 20．C 21．D 22．A 23．B 24．D 25．B 26．A 27．A 28．A 【导语】本文是一篇记叙文，讲述了Sarah因记性变差而开始写“记忆日记”，通过每日记录和记忆技巧改善记忆力，并意识到加强记忆的力量掌握在自己手中，也让自己更关注当下。 【详解】19．句意：她越找，越意识到她不记得上次在哪里看到过它了。 此处表示“回想不起”上次见到的位置，应用recall（回忆；记起）。forget意为“忘记”与“看到过”矛盾，miss意为“想念”，lose意为“丢失”，均不符合语境。 20．句意：Mark，你记得妈妈把2010年的蓝色相册放在哪里吗？ 询问哥哥是否“记得”位置，与上文她无法回忆形成呼应，且后文Mark回答“我不记得最近看到过”，用remember最直接。know意为“知道”虽也可，但不如remember贴合“记忆”主题；think意为“认为”，believe意为“相信”，均不准确。 21．句意：Mark抬起头，皱着眉头。 结合下文“I don’t remember seeing it recently”可知Mark无法回答，表情应是困惑或为难的，frowning（皱着眉头）符合。shouting意为“喊叫”，laughing意为“笑”，crying意为“哭”，均不符合。 22．句意：最近似乎他们两个人都很难记住事情。 全文围绕记忆问题，此处表示“记住事情”有困难，应用remembering（记住）。finding意为“找到”，losing意为“丢失”，sharing意为“分享”，均不切题。 23．句意：不仅仅是照片，而是那些使生活丰富的日常瞬间。 使生活丰富的应是日常的“时刻”或“片段”，应用moments（时刻）。stories意为“故事”，plans意为“计划”，tasks意为“任务”，均不如moments贴切。 24．句意：……Sarah决定开始写一本“记忆日记”。 后文描述她每晚写下当天发生的事，表示“开始”这个行动，应用start（开始）。keep也可表示“记日记”，但此处强调从无到有的启动，start更合适。 25．句意：她甚至开始用有趣的图片把名字和面孔联系起来。 用图片作为联想记忆的工具（如将名字与某个画面联系）是常见的记忆术，应用pictures（图片）。rules意为“规则”，words意为“词语”，numbers意为“数字”，均不如图片直观且符合“把名字和面孔联系起来”的创意方式。 26．句意：我今天差点忘记买牛奶了，但写下来真的很有帮助。 “almost forgot”表示“差点忘记”，符合日常口语表达，且后文说明写下来有帮助，说明确实差点遗忘。never意为“从不”，always意为“总是”，seldom意为“很少”，均不符合逻辑。 27．句意：她意识到虽然记忆可能褪色，但加强它们的力量掌握在自己手中。 通过写一本“记忆日记”来加强记忆，此处指“能力”或“力量”，应用power（力量）。time意为“时间”，money意为“金钱”，need意为“需要”，均不能表达“主观能动性”的含义。 28．句意：不仅仅是记住过去，而是关于在当下更加留心。 在当下留心观察生活，才能形成记忆，应用careful（小心的；留心的）。nervous意为“紧张的”，angry意为“生气的”，bored意为“无聊的”，均不符合积极关注当下的语境。 （4） 29．B 30．A 31．A 32．B 33．C 34．A 35．B 36．B 37．A 38．A 【导语】本文讲述记忆的重要性及科学原理，提供提高记忆力的方法，并通过祖母的例子表达留住美好记忆的愿望。 【详解】29．句意：我想知道这么多快乐时光是如何在我们脑海中停留多年的。 空格处引导宾语从句，结合语境“我想知道这么多快乐的时光如何能在我们脑海里留存许多年”，此处需要表达方式的疑问词how“如何”，符合语义逻辑。 30．句意：科学家解释，如果我们把情感与事件联系起来，我们能更好地记住事情。 此处指科学家解释我们能更好地记忆，是因为可以把感受和事件关联，固定搭配connect...with...表示“把……和……联系起来”， 31．句意：这些情感帮助大脑储存信息很长时间。 大脑可以存储信息，store作动词，表示“储存”，对应记忆留存的含义，符合逻辑。 32．句意：事实上，每个人都能学习提高他们的记忆力。 前文提到很多学生说记忆力差，此处转折表示“每个人都能学会提升记忆力”，improve“提升、改善”符合语境。 33．句意：如果你感到紧张，很难记住任何事情。 根据“difficult...to remember”可知，此处为负面状态。根据语境，紧张会影响记忆，nervous“紧张的”符合语境。 34．句意：你可以尝试一个有用的技巧：将新事物与已知事物联系起来。 此处是冒号引出的对skill的解释，要用动名词作同位语，对应前文的try a skill“尝试一项技能”，故用connecting，构成“技能是把新事物和已知事物建立关联”的语义。 35．句意：我发现把重要的事写在笔记本上很有帮助。 句型“find+it+形容词+to do sth.”表示“发现做某事是……的”，其中it作形式宾语，真正的宾语是后面的不定式短语，符合该语法结构。 36．句意：我祖母告诉我她保存所有家庭照片二十多年了。 句中时间状语“for more than twenty years”是完成时的标志，且主句为一般过去时（grandma told me），因此用过去完成时had kept。 37．句意：她相信照片能唤起甜蜜的回忆。 此处指照片能唤起甜蜜的回忆，bring back表示“使回忆起，带回”，符合文意。 38．句意：我也希望我能永远留住所有温暖时刻。 此处表达“我也希望我能永远留住所有温暖的瞬间”，表示能力、可能性，用情态动词can，符合语义；could是can的过去式，此处为一般现在时的愿望，无需过去式。 （5） 39．A 40．C 41．B 42．D 43．C 44．B 45．C 46．D 47．C 48．B 【导语】本文主要介绍了记忆力因人而异，并提供了多种改善记忆力的方法，如集中注意力、认人、阅读思考和做笔记等，鼓励大家坚持尝试。 【详解】39．句意：有些人能清晰地记起所有事情，而另一些人则容易忘记。 根据前文“remembering things”及后文“while others easily forget”的对比可知，此处需要一个动词表示清晰地“回忆起”。recall意为“回忆，记起”，符合语境。think意为“思考”，guess意为“猜测”，write意为“写”，均不能与“remember”形成近义复现。 40．句意：首先，你必须让你的大脑有足够的注意力。 根据后文引出的是第一条具体建议可知，此处需要一个表示顺序的短语引出开头。To start with意为“首先，一开始”，符合语境。Finally意为“最后”，However意为“然而”，Later意为“后来”，均不能表示开头的顺序。 41．句意：如果你同时想很多事情，你会感到你的思绪变得混乱。 根据前文同时想很多事会导致注意力分散可知，思绪会变得混乱不堪。go wild意为“变得疯狂”，wild意为“狂野的，失控的”，符合语境。gentle意为“温柔的”，quiet意为“安静的”，normal意为“正常的”，均不能准确描述注意力分散时大脑的混乱状态。 42．句意：当你遇到一个认识的人时，你应该立刻认出他或她。 根据前文“When you meet a person you know”可知，遇到认识的人时应该认出来。recognize意为“认出，识别”，符合语境。thank意为“感谢”，invite意为“邀请”，call意为“打电话”，均非见到熟人时的第一反应。 43．句意：如果你做不到，你可能不知道该如何恰当地回应。 根据前文无法认出熟人可知，空后“properly”描述的是如何做出反应。react意为“反应，回应”，符合语境。walk意为“走路”，sleep意为“睡觉”，read意为“阅读”，均与面对熟人时的社交行为无关。 44．句意：仔细阅读一段文章，然后闭上眼睛思考是一个好方法。 根据前文“Reading a”及后文“then closing your eyes to think”可知，闭眼思考之前读的是一段文字。passage意为“段落，文章”，符合语境。lesson意为“课”，song意为“歌曲”，story意为“故事”，均不符合语境。 45．句意：有些人也做笔记来帮助自己获得一张“记忆卡片”以备将来使用。 根据前文“take notes”及后文“for future use”可知，做笔记是为了形成便于日后复习的工具。memory card意为“记忆卡片”，card意为“卡片”，符合语境。ticket意为“票”，book意为“书”，paper意为“纸”，均不符合语境。 46．句意：每个人对于如何提高记忆力都有不同的看法。 根据后文“Some think... Others believe...”可知，不同的人有不同的观点。views意为“看法、观点”，符合语境。ideas意为“主意”，plans意为“计划”，ways意为“方法”，均不符合语境。 47．句意：如果你坚持使用好方法，你会发现你的记忆力变得更好。 根据句意，后文“your memory becomes much better”是前文“keep using good ways”的条件下产生的结果。If意为“如果”，引导条件状语从句，符合语境。Unless意为“除非”，Though意为“虽然”，Before意为“在……之前”，均不符合逻辑。 48．句意：你将能记得更快，稍后回忆起来也更轻松。 根据前文“remember faster and recall more easily”及句末位置可知，此处需要时间副词表示“稍后，以后”。later意为“以后，稍后”，符合语境。lately意为“最近”，now意为“现在”，today意为“今天”，均不符合时间逻辑。 （6） 49．A 50．A 51．B 52．B 53．C 54．A 55．B 56．A 57．C 58．A 【导语】本文是一篇说明文，主要介绍了短期记忆和长期记忆的区别，并给出了一些提高记忆力的建议，强调了睡眠和练习对记忆力的重要性。 【详解】49．句意：短期记忆只能将信息保存几秒钟。 空后a few seconds是一段时间，介词for后接时间段，表示动作持续多久。in、at、on均不能接时间段表持续。 50．句意：我们都希望拥有良好的长期记忆。 固定搭配hope to do sth.意为“希望做某事”，不定式to后接动词原形。for和of不符合搭配。 51．句意：很多学生想知道他们如何可以改善记忆力。 后文给出很多提升记忆的建议，此处表达“如何、怎样”，用连接副词how。what询问事物，that无实义，where询问地点，均不符合语境。 52．句意：首先，试着把新信息和你已经知道的事物联系起来。 固定短语connect…with…意为“把……和……联系起来”，是固定搭配。of，for和on搭配不对。 53．句意：这样记忆会容易得多。 固定句型It is + adj. + to do sth.，It作形式主语，真正主语为后面不定式，因此用to memorize。memorize原形，memorizing现在分词，memorized过去分词，均不符合。 54．句意：如果你熬夜，你的大脑就无法好好运转。 if引导条件状语从句，遵循“主将从现”，从句一般现在时，主句用一般将来时，work是实义动词，否定用won’t work。don’t work主语需为复数，didn’t work时态错误，isn’t work语法错误。 55．句意：一些人不知道疲惫会让记忆力变得差得多。 much后面要接形容词比较级，结合句意疲惫让记忆变得更差，bad的比较级为worse。bad原级，worst最高级，better语义相反。 56．句意：你也许会好奇为什么一些人记忆力更好。 后文解释好记忆不只是天赋，还需要练习，本处询问原因，用why。what询问事物，which表选择，when询问时间，均不符合。 57．句意：如果你坚持练习这些技巧，你将会看见巨大的改变。 if引导条件状语从句，主将从现，从句为一般现在时，主句用一般将来时will see。see一般现在时，saw一般过去时，have seen现在完成时，时态不匹配。 58．句意：当你发现记东西很难的时候，永远不要放弃。 固定句型find it +adj.+to do sth.，it作形式宾语，真正宾语是后面不定式to remember。for、that和with不符合搭配。 （7） 59．B 60．C 61．C 62．B 63．A 64．A 65．C 66．A 67．B 68．C 【导语】本文介绍了记忆的重要性、种类以及通过练习、联系已知信息和定期复习等方法来改善记忆力的建议。 【详解】59．句意：它帮助我们记住过去的经历并从中学习。 记忆的功能是帮助人们记住过往经历，remember“记住”符合语境。 60．句意：没有记忆，我们将无法知道我们是谁或来自哪里。 此处表达对自身身份的认知，用know“知道”更贴切。remember侧重“记起具体内容”，不如know贴合逻辑。 61．句意：有不同种类的记忆。 后文紧接着介绍了短期记忆、长期记忆两类不同的记忆，因此此处指不同种类的记忆，types“种类”符合语境。 62．句意：短时记忆只能短暂储存信息，而长时记忆可以储存信息多年。 长时记忆的特点是可以把信息储存很多年，store“储存”符合语境。 63．句意：科学家认为，我们可以通过练习和合理训练来提升记忆力。 结合后文“through practice and proper training”，能推断这里是说我们可以通过训练提升记忆力，improve“提升”符合逻辑。 64．句意：提升记忆力的一个有效方法，是把新信息和我们已知的内容关联起来。 固定搭配connect...with...表示“把……和……联系起来”，此处指把新信息和已有的旧信息联系起来。 65．句意：例如，当你学习一个新单词时，试着把它和熟悉的事物联系起来。 固定搭配relate...to...表示“把……与……建立关联”，此处指把新单词与熟悉的事物建立关联。 66．句意：另一种方法是定期复习信息。 根据后文“Reviewing what you have learned...”可知，这里的方法是定期复习信息，review“复习”与后文呼应。 67．句意：这些活动帮助保持大脑健康且记忆敏锐。 前文提到充足的睡眠和运动，它们的作用是让大脑保持健康，healthy“健康的”符合语境。 68．句意：记住，好的记忆不是天生的，而是你可以培养的。 前文说好记性不是天生的，对应的就是它是可以后天培养、锻炼出来的能力，develop“发展，培养”符合逻辑。 （8） 69．B 70．A 71．B 72．A 73．A 74．C 75．B 76．B 77．A 78．C 【导语】本文讲述有效学习的方法与心态，强调将信息完整记忆的重要性，介绍分割任务、合理休息、图表辅助等技巧，并结合个人经历与动物行为启示，鼓励积极应对困难并找到最适合自己的学习方式。 【详解】69．句意：学习时，将有用信息完整地记在脑海中很重要。 根据下文“记忆知识”及“防止混淆”可知，信息应被“完整地”记住，应选用fully，表示“完全地、充分地”。widely“广泛地”、wildly“疯狂地”、lately“最近”，均不符合语境。 70．句意：在你的学习计划中，你需要区分短期目标和长期目标。 根据前文“short-term goals”及并列结构可知，此处应为相对概念“长期目标”，应选用long-term，表示“长期的”。short-term是短期（已出现），worldwide“世界范围的”、lifelong“终身的”，均不构成对比。 71．句意：不幸的是，我发生了意外。 “happen to sb.”为固定搭配，表示“某事发生在某人身上”。应选用to。on、for、at均不构成此搭配。 72．句意：我仍记不清他的脸，但我记得他温暖的话语。 根据“but I recall his warm words”可知，前文说记不清脸，应选用recognize，表示“认出、辨认”。retell“复述”、tick“打勾”、view“观看”，均不符合“辨认面孔”的语义。 73．句意：以我的情况来说，我们应学会积极应对麻烦。 此处指作者以自身情况为例进行介绍，“in my case”为固定表达，意为“以我的情况来说、在我的情况中”。position“位置”、passage“段落”、lecture“讲座”，均不构成此搭配。 74．句意：如果你的精力耗尽，停下来休息。 根据“stop and have a rest”，可知前提是精力不足。“run out”为固定短语，表示“用完、耗尽”，符合逻辑。应选用out。run in“跑进”、run up“积累”、run off“跑掉”，均不符合“精力用完”的含义。 75．句意：例如，你可以画一张图表或一张图片来整理你的想法。 空处与graph并列，且用于“组织思路”的工具，应选用image，表示“图像”。engine“引擎”、fuel“燃料”、account“账户”，均不合理。 76．句意：它能帮助你充分整理思路并背诵长篇段落。 根据前文“organize ideas and...long passages”可知，此处指帮助“记忆”长段落，应选用memorize，表示“记忆”。discuss“讨论”、react“反应”、address“处理”，均不贴合“记忆”主题。 77．句意：我们可以从它们中学习，并形成有用的学习技巧。 根据全文主题，此处指学习的方法和技巧，应选用techniques，表示“技巧、方法”。chain“链条”、password“密码”、notebook“笔记本”，均不符合。 78．句意：尝试不同技巧，找到最适合你的那一种。 根据“find what...you best”可知，指找到适合自己的方法，应选用suits，表示“适合”。increases“增加”、divides“划分”、mixes“混合”，均不符合。 提升篇 （1） 1．B 2．A 3．B 4．C 5．A 6．B 7．C 8．A 9．B 10．A 【导语】本文讲述了作者在祖母去世后修复其手写菜谱盒的故事，通过保存和传承这些菜谱，作者不仅留住了祖母的味道，也留住了温暖的家族记忆，感悟到最平凡的小事也能永存心间。 【详解】1．句意：那个盒子是我童年最喜爱的记忆。 根据上文“When I was little, I always stayed with my grandma in the kitchen on weekends”及全文对祖母和菜谱的怀念可知，那个盒子承载着作者的童年回忆，memory“记忆”，符合语境。secret“秘密”；plan“计划”；prize“奖品”，均不符合“童年回忆”的语义。 2．句意：我在清理她的老房子时找到了那个菜谱盒。 根据“when I cleaned her old house”可知，作者在打扫时“发现”了盒子，found“找到；发现”符合语境。broke“打破”；sold“卖掉”；threw“扔掉”，均不符合“发现遗物”的语境。 3．句意：起初我几乎想要放弃，以为再也无法恢复那些菜谱了。 根据“thinking I could never get those recipes back”可知，作者一开始想要“放弃”，give up“放弃”符合语境。take up“开始从事”；put up“举起”；get up“起床”，均不符合“失去信心”的语义。 4．句意：虽然原始卡片不如以前清晰了，但它们仍然是祖母给我的最珍贵的礼物。 根据“the original cards are not as clear as before”和“they are still the most precious gift”可知，前后为让步关系，表示“虽然……但仍然……”，Although“虽然”符合语境。Because“因为”；So“所以”；If“如果”，均不符合让步逻辑。 5．句意：每一口都尝起来像温暖和爱。 根据“and love”及祖母菜谱带来的感受可知，每一口都包含“温暖”，warmth“温暖”符合语境。danger“危险”；fear“恐惧”；doubt“怀疑”，均不符合“祖母烹饪”的温馨情感。 6．句意：我决定等女儿长大后把这个盒子赠送给她。 根据上文祖母把菜谱盒留给作者，以及下文“I hope she can pass on not just the recipes, but the warm family memories behind them”可知，作者决定将盒子“赠予”女儿，让这份家族记忆传承下去。give away“赠送”符合语境。lend“借出”；borrow“借入”；give up“放弃”，均不符合“传承家族物品”的语义。 7．句意：我希望她传递的不仅仅是菜谱，还有背后的温暖家庭记忆。 not just...but...为固定搭配，意为“不仅……而且……”，but符合语境。or“或者”；and“和”；so“所以”，均不符合not just...but的固定结构。 8．句意：所有邻居都很喜欢，并向我索要菜谱。 ask for为固定搭配，意为“索要；请求”，for符合语境。with“和”；from“从”；against“反对”，均不符合“索要菜谱”的搭配。 9．句意：他们说这是他们听过的最甜蜜的故事。 根据“all my neighbors loved it”及全家温暖的回忆可知，这是“最甜蜜的”故事，sweetest“最甜蜜的”符合语境。boring“无聊的”；coldest“最冷的”；silly“愚蠢的”，均不符合“温暖感人”的语义。 10．句意：有时候最微小的事物也能永远留在我们心中。 根据“little things”及全文主旨——平凡小事承载深情可知，此处用smallest“最小的”，与“little”呼应，符合语境。largest“最大的”；fastest“最快的”；heaviest“最重的”，均不符合“平凡小事”的主题。 （2） 11．C 12．D 13．A 14．B 15．C 16．A 17．D 18．A 19．B 20．D 【导语】本文讲述了Gina Black因记忆力差而在学校闹出一些小乌龙，妈妈去参加家长会时却发现是自己记错了日期的幽默故事，暗示了Gina的健忘可能遗传自母亲。 【详解】11．句意：但她记忆力很差。 根据后文老师提到她做错题页、坐错座位等表现，可知她的记忆力不好，poor“差的”符合语境。good“好的”、ordinary“普通的”、active“活跃的”均与后文描述矛盾。 12．句意：一天，她的母亲匆忙赶到学校参加家长会。 表示“去某地”，且后文有to her school，固定搭配“go to+地点”表示“去某地”，应用went。arrived后加介词at/in再接地点；reached后直接接地点；took意为“带走/乘坐”，不符合语境。 13．句意：当她到达学校时，老师似乎有点惊讶。 因为家长会其实是明天，母亲今天却来了，所以老师感到意外，surprised“惊讶的”符合语境。happy“高兴的”、angry“生气的”、wounded“受伤的”均不符合情境逻辑。 14．句意：然后她说Gina在课堂上并不总是听老师讲课，而且她的记忆力很差。 在课堂上授课的是老师，teachers“老师”符合语境。students“学生”、classmates“同学”、soldiers“士兵”均不是课堂讲授者。 15．句意：“例如，上周她在练习本上做错了页码，”老师说。 此处是举例说明Gina记忆力差的具体表现，For example“例如”符合语境。At last“最后”、In fact“事实上”、At first“起初”均不能引出具体事例。 16．句意：“有一次我甚至发现她坐错了桌子。 ” 学生在教室上课就是坐在自己座位上，记忆力差会坐错位置，此处表示发现她坐错了位置。sitting“坐着”，符合语境。sleeping“睡觉”；playing“玩耍”；reading“阅读”，均不符合“坐错桌子”的语境。 17．句意：“我不明白，”Black太太说。 妈妈听到老师说女儿记忆力差，说自己不明白怎么会出现这个问题，“I don’t understand”符合上下文。know“知道”、believe“相信”、mind“介意”均不符合“对女儿行为感到困惑”的语境。 18．句意：“她从哪里学来的？她父亲和我不会那样做。” 开头提到孩子和父母相像，这里妈妈说“我和孩子爸爸都不会这样”，此处指代父亲，father符合语境。sister“姐妹”、brother“兄弟”、child“孩子”均不符合家庭成员对应关系。 19．句意：老师继续告诉Black太太不要太担心，事实上，她的女儿在学校仍然表现很好。 根据下文“her daughter still did well in school”可知，老师让Black太太放宽心，不要过于忧虑。worried“担心的”，符合语境。excited“兴奋的”；interested“感兴趣的”；enjoyable“令人愉快的”，均不符合“老师安慰家长”的语境。 20．句意：最后，她补充说：“顺便说一下，Black太太，我们的家长会是明天，不是今天。” 文章开头提到parent-teacher meeting，此处呼应主题，meeting“会议”符合语境。class“课”、party“聚会”、match“比赛”均与前文设定的事件不符。 （3） 21．B 22．C 23．C 24．D 25．A 26．C 27．D 28．B 29．A 30．D 【导语】本文主要讲述了Li Xinsheng照顾患阿尔茨海默症的丈夫的经历，以及他们参加舞蹈治疗项目后的积极变化。 【详解】21．句意：我们在一家餐馆吃鱼，他建议带一些走。 根据“ate fish at a restaurant”及“taking some to go”可知，在餐馆吃完饭提议打包是常见行为，suggest doing sth.表示“建议做某事”。 22．句意：他说他甚至记不住这件简单的事。 根据上文丈夫问盒子里是什么以及“Alzheimer’s disease”可知，他记忆力受损，无法记住刚发生的事。couldn't even memorize 表示甚至无法记住。 23．句意：他甚至会混淆刷牙和洗脸等日常任务的顺序。 根据“Alzheimer’s disease”及“order of daily tasks”可知，病人容易搞混事情顺序，mix up 意为“混淆”，符合语境。 24．句意：所以那时悲伤充满了她的内心。 根据上文丈夫病情严重及“She wasn’t used to her husband's illness at first”可知，面对困境, 她感到难过，sadness符合当时消极的心境。 25．句意：但现在，她学会了照顾他，这样她的丈夫就有人可以依靠了。 根据“so that her husband has someone to depend on”可知，她照顾的对象是丈夫，应用宾格 him指代。 26．句意：我必须积极地生活，做让我快乐的事。 根据“do things that make me happy”及下文应对疾病的态度可知，需要积极面对生活，actively 符合语境。 27．句意：否则随着时间的推移，我也会生病。 根据前句“要积极生活”与后句“我会生病”之间是反面假设关系，Or意为“否则”，符合逻辑。 28．句意：最近，这对夫妇参加了一个有效的舞蹈治疗项目。 根据下文“It has done something very meaningful”可知，该项目有意义且起作用，effective 意为“有效的”，符合文意。 29．句意：该项目为阿尔茨海默症患者及其照顾者提供舞蹈课程。 根据“dance classes to people”可知，项目提供课程，offer sth. to sb.为固定搭配，意为“向某人提供某物”。 30．句意：同时，它给阿尔茨海默症患者带来了温暖。 根据“who are often left, unnoticed and forgotten”可知，患者常被忽视，项目给予了关怀，warmth喻指“温暖/关怀”，符合语境。 （4） 31．B 32．B 33．C 34．A 35．A 36．A 37．B 38．C 39．B 40．D 【导语】本文是一篇说明文，解释了人类记忆的两种主要方式（短期和长期记忆）以及记忆的可变性，并提供了一些利用大脑自然机制来改善记忆的方法。 【详解】31．句意：大多数人发现要记住他们生活中的每一个细节是不可能的。 前文提问“你能记住一周前早餐吃了什么吗？”暗示大多数人无法记住所有细节，因此应用impossible（不可能的）。easy意为“容易的”，necessary意为“必要的”，helpful意为“有帮助的”，均不符合“记不住”的普遍情况。 32．句意：今天，我们不再面对同样的危险……。 前文提到过去记住食物地点和危险地点是生死攸关的事，现在生存威胁减少，因此应用dangers（危险）。problems意为“问题”，questions意为“问题（疑问）”，changes意为“变化”，均不能准确对应“生命危险”的具体内容。 33．句意：我们倾向于记住对我们重要的事情——比如朋友的生日或重要的考试日期。 生日和考试日期对个人具有重要性，应用important（重要的）。boring意为“无聊的”，strange意为“奇怪的”，similar意为“相似的”，均不符合这些例子的特征。 34．句意：短期记忆保存信息几秒钟，比如你刚刚听到的电话号码。 刚听到的电话号码在短期记忆中停留片刻，应用heard（听到）。wrote意为“写下”，missed意为“错过”，forgot意为“忘记”，均不符合“刚获得信息”的短暂保存情境。 35．句意：为了把信息从短期记忆转移到长期记忆，我们需要重复它。 后文提到课后复习笔记的重要性，说明需要“重复”来巩固，应用repeat（重复）。change意为“改变”，ignore意为“忽视”，create意为“创造”，均不能解释“复习”的作用。 36．句意：然而，记忆不像录像。 前文讲述记忆的转化机制，后文指出记忆会随时间变化，二者是转折关系，应用However（然而）。Therefore意为“因此”，Besides意为“此外”，Instead意为“相反”，均不符合转折逻辑。 37．句意：每次我们回忆一段记忆，我们可能会不小心改变一个小细节。 回忆时可能改变细节，应用recall（回忆）。forget意为“忘记”，lose意为“丢失”，store意为“储存”，均不能与“改变细节”构成因果关系。 38．句意：幸运的是，理解记忆如何工作可以帮助我们改进它。 前文提到记忆不可靠，后文说理解机制能帮助改进，是积极转向，应用Luckily（幸运地）。Finally意为“最终”，Suddenly意为“突然”，Sadly意为“悲伤地”，均不能表达这种幸运的转折。 39．句意：像“间隔重复”和“思维导图”这类技巧不只是学习小窍门，更是顺应我们大脑自然运作规律的方法。 “work with”表示“与……配合”，即顺应大脑的运作方式。against意为“反对”，for意为“为……”，without意为“没有”，均不符合“利用自然过程”的含义。 40．句意：这只是你大脑决定什么值得保留的方式。 “deserves keeping”表示“值得保留”，应用deserves。starts意为“开始”，avoids意为“避免”，practices意为“练习”，均不能表达“有价值而保留”的含义。 （5） 41．A 42．B 43．A 44．A 45．A 46．B 47．C 48．C 49．A 50．A 【导语】本文介绍提升记忆力的实用技巧，包括区分短时与长时记忆、分段学习、画图表、标记关键句、保持良好心态和日常练习，强调合理方法比死记硬背更重要。 【详解】41．句意：首先，我们需要区分短期记忆和长期记忆。 “to start with”为固定短语，表示“首先”。应选用with，表示“以……开始”。to、for、off均不构成此固定搭配。 42．句意：一旦你耗尽精力或感到焦虑，你的头脑就会容易疲惫。 “run out of”为固定搭配，表示“用完、耗尽”。应选用out。in“进入”、up“向上”、away“远离”，均不符合“精力耗尽”的含义。 43．句意：一旦你耗尽精力或感到焦虑，你的头脑就会容易疲惫。 “wear out”为固定短语，表示“使疲惫、耗尽”。应选用out。off“离开”、down“向下”、over“结束”，均不构成此意。 44．句意：如果没有有用的记忆技巧，很容易混淆事实。 “mix…up”为固定搭配，表示“混淆、搞乱”。应选用up。in“进入”、into“到……里”、through“通过”，均不符合“混淆”的含义。 45．句意：我们可以把长段落分成几个小部分。 “divide…into”为固定搭配，表示“把……分成”。应选用into。in“在……里”、to“到”、for“为了”，均不正确。 46．句意：当你通读一篇文章时，勾出关键句来加深记忆。 “go through”为固定短语，表示“浏览、通读”。应选用through。over“在……上方”、out“出去”、across“横过”，均不符合“阅读”的含义。 47．句意：就你而言，像家庭野餐这样的快乐时刻会形成稳定的记忆链，让之后回忆信息变得更简单。 “in your case”为固定表达，表示“就你而言、在你的情况中”。应选用case，表示“情况”。mind“想法”、view“观点”、chain“链条”，均不符合“个人情况”的语境。 48．句意：我们应该把这些有用的技巧记在脑海里，并每天练习。 “keep…in mind”为固定搭配，表示“记住、把……放在心上”。应选用in。on“在……上”、at“在”、for“为了”，均不正确。 49．句意：每天的小练习能建立稳定的记忆系统，防止你精疲力竭。 “wear out”再次出现，表示“使疲惫”。应选用out。down“向下”、off“离开”、away“远离”，均不构成此意。 50．句意：只要你练习得当，你就能在脑中储存更多东西，并在需要时将它们完整地回忆起来。 “when needed”为“when they are needed”的省略，表示“当需要时”，符合文意。应选用when，引导时间状语从句。what“什么”、why“为什么”、where“哪里”，均不符合。 （6） 51．B 52．A 53．A 54．C 55．B 56．A 57．B 58．C 59．C 60．B 【导语】本文主要讲述了记忆并非完美，但我们可以通过多种方式提升记忆力，包括集中注意力、使用组块法、编故事以及保持健康的生活方式等。 【详解】51．句意：我们的记忆并非完美，但我们可以做很多事情来让它变得更好。 前文提到“记忆不完美”，后文说“可以做很多事情改善它”，前后存在转折关系，but“但是”符合语境，and“和”、or“或者”和so“所以”不符合语境。 52．句意：首先，注意力是关键。 下文“try to focus on it completely”表明，提升记忆力的关键是集中注意力，attention“注意力”符合语境，action“行动”、advice“建议”和age“年龄”不符合语境。 53．句意：例如，记住149162536比记住14-9-16-25-36更难。 组块记忆法是把长串数字拆成小段来降低记忆难度，所以反过来记没拆分的长串数字149162536，要比记拆分后的14-9-16-25-36更难，harder“更难的”符合语境。easier“更容易的”、slower“更慢的”和safer“更安全的”不符合语境。 54．句意：我们的大脑喜欢故事，当背后有故事时，它能更好地记住信息。 前文“brain loves stories”表明，故事有助于记忆，remembers“记住”符合语境。forgets“忘记”、loses“丢失”和creates“创造”不符合语境。 55．句意：此外，你的生活方式起着重要作用。 固定搭配play a big role“起重要作用”，此处指生活方式对记忆力影响很大，role“作用”符合语境。game“游戏”、basketball“篮球”和rule“规则”不符合语境。 56．句意：吃健康的食物，如蓝莓和鸡蛋，能让你的大脑更好地工作。 “healthy food”是主语，后接宾语“your brain work better”，make sb./sth. do sth.“让某人/某物做某事”符合结构，makes“使得”符合语境。lets“让”（接不带to的不定式）、stops“停止”和finds“发现”不符合语境。 57．句意：运动能增加流向大脑的氧气，从而改善记忆力。 运动增加氧气，对记忆有积极影响，improves“改善”符合语境。worsens“恶化”、reduces“减少”和forgets“忘记”不符合语境。 58．句意：每个人有时都会忘记事情。 前文“don’t be too hard on yourself”和后文“keep practicing”表明，忘记是正常现象，forgets“忘记”符合语境。remembers“记住”、understands“理解”和learns“学习”不符合语境。 59．句意：俗话说：“用进废退。” “Use it or lose it”是固定谚语，表示“不用就会失去”，or“否则”符合语境。and“和”、but“但是”和so“所以”不符合语境。 60．句意：你的大脑就像肌肉——你越使用它，它就变得越强壮。 前文将大脑比作肌肉，使用越多则越强壮，stronger“更强壮的”符合语境。weaker“更虚弱的”、slower“更慢的”和worse“更差的”不符合语境。 （7） 61．A 62．B 63．B 64．A 65．C 66．B 67．C 68．B 69．A 70．C 【导语】本文是一篇说明文。主要介绍了好记忆力的秘密，包括锻炼大脑、充足睡眠、联想记忆、减轻压力和健康饮食等习惯。 【详解】61．句意：记忆力好的人通常会经常锻炼大脑，就如同锻炼身体一样。 根据后文“just like they exercise their bodies”类比锻炼身体，此处应为锻炼大脑，exercise“锻炼”符合。ignore“忽视”，forget“忘记”，waste“浪费”，均不符合语境。 62．句意：他们明白记忆力是一项可以通过练习提升的技能。 根据定语“that can be improved with practice”可知，能通过练习提高的是技能，skill“技能”匹配。gift“天赋”，secret“秘密”，problem“难题”，不符合文意。 63．句意：在睡眠期间，大脑整理你白天学到的信息。 “your brain...the information”表明，是整理信息。organizes“整理、梳理”，符合睡眠时大脑加工信息的常识。creates“创造”，deletes“删除”，hides“隐藏”，逻辑不通。 64．句意：如果休息不足，新信息可能无法进入长期记忆。 “new information may not...your long-term memory”表明，是新信息可能无法进入长期记忆，enter“进入”，符合记忆形成原理。escape“逃离”，leave“离开”，avoid“避免”，与句意相反。 65．句意：另一个有效的方法是把新信息和已知事物建立联系。 固定搭配connect…with…，意为“把……和……联系起来”。compare“对比”，confuse“使困惑”，compete“竞争”，搭配与含义不符。 66．句意：例如，当你学习新单词，尝试把它和一幅图画或者一个故事关联起来。 根据记忆技巧常识，associate…with是固定搭配，意为“把……和……联系起来”。replace“替换”，cover“覆盖”，mix“混合”，不符合记忆方法的语境。 67．句意：压力是另一个会影响记忆力的因素。 根据下文“brain cannot work at its best”可知，压力有负面影响，affects“影响”，符合语境。improves“提升”，helps“帮助”过于片面；creates“创造”，语义不通。 68．句意：这就是为什么你在重要交谈中可能会忘记别人的名字。 前文说明压力让大脑无法最佳运转，因此会forget“忘记”。remember“记住”，recall“回忆”，recognize“认出”，和语境矛盾。 69．句意：最后，健康饮食对保持良好记忆力起到作用。 固定短语play a role in…，意为“在……方面起作用”。makes、does、has无法构成该短语。 70．句意：所以如果你想要拥有更好的记忆力，可以从对你的日常习惯做出微小改变开始。 “start by...small changes”表明，此处指做出微小改变，固定搭配make changes，意为“做出改变”。resisting“抵抗”，rejecting“拒绝”，avoiding“避免”，语义不匹配。 （8） 71．B 72．B 73．A 74．B 75．B 76．A 77．C 78．C 79．A 80．B 【导语】本文介绍几种科学有效的记忆方法，讲述记忆力可以通过策略训练提升，讲解联想串联、构建画面、分段复习等记忆技巧，同时说明睡眠、饮食、运动等日常习惯对记忆的作用，指出好记忆力来自持续练习与科学方法。 【详解】71．句意：很多学生记忆力差，经常刚学完知识很快就遗忘。 前文提到学生担心记忆力不好，前后逻辑是学习后很快忘记知识，应用forget。recall回忆，memorize记忆，review复习，均不符合语境。 72．句意：一遍遍翻看书页复习，没有清晰指引，对我来说十分疲惫。 固定句型It is +形容词 + for sb. to do sth.，形容词tiring描述事情的特征，并非形容人的品质，介词用for。of用于形容人物品性，to、with不适用此句型。 73．句意：首先调动旧知识，把新信息串联成链条。 根据后文into a chain（形成链条），需要将信息连接起来，link“连接”符合文意。cut切割，divide划分，mix混合，和“形成信息链条”逻辑不符。 74．句意：这个简单的技巧极大提升了我的回忆能力。 前文介绍有效的记忆方法，方法带来积极效果，boosted表示提升、增强。harmed伤害，wasted浪费，reduced降低，都是消极含义，不符合上下文。 75．句意：对我们来说，为终身学习建立长期记忆是明智的。 “It is + 形容词 + for sb to do”固定句型，表示“对某人来说做某事是……的”，wise此处描述“构建长期记忆”这件事，不是形容人的品格，for符合结构。of用于描述行为者的品质，to和at无法搭配此句型。 76．句意：当你遇到难懂的学习材料，不要把它搁置一旁。 固定短语put aside搁置、放到一边，符合遇到难题不要放弃搁置的语境。take aside领到一旁，turn aside避开，get aside没有这类常用搭配。 77．句意：充足的睡眠可以让大脑放慢节奏，在夜里整理所有记忆。 结合常识，睡眠时大脑放缓运转、整理记忆，slow down“减速、放缓”符合语境。break down出故障，open up开启，react to作出反应，语义不通。 78．句意：每天锻炼同样能够增强你的记忆力。 整篇文章围绕提升记忆力展开，运动起到积极作用，boost增强符合文意。wear磨损，damage损害，waste浪费，均为负面词义。 79．句意：如果你持续运用这些方法，背诵诗歌、演讲稿时就不会轻易放弃。 结合语境，掌握科学记忆方法后不容易半途而废，give up放弃符合句意。wake up醒来，pick up捡起、学会，make up编造，不符合上下文。 80．句意：你会发现好记忆力不是偶然得来的，而是依靠持续努力与科学技巧。 全文通篇介绍各类记忆方法、技巧，techniques技巧、方法契合主旨。sadness悲伤，cases事例，opinions观点，和文章主题不匹配。 学科网（北京）股份有限公司 $