Units 3～4高频考点+语法+练习题 2026-2027学年人教版英语九年级上册

该初中英语知识清单是九年级上册Units 3~4期末复习讲义，涵盖宾语从句、by+doing学习方法表达、学习与记忆主题短语及阅读习惯短文写作等核心内容，通过考情透视、知识梳理、分层实战搭建从考点认知到能力应用的递进式学习支架。 清单以“考情-知识-实战”三维架构呈现知识体系，高频考点标星级（如宾语从句★★★★★），核心知识点配教材原句与易错警示（如by+doing后接动名词），写作指导提供三段式提纲与范文，分层实战题覆盖多种题型。既培养学生语言能力与学习能力，又为教师提供精准教学支持，助力高效复习。

专题02 Units 3~4（期末复习讲义）九年级上册 内 容 导 航 考情透视·目标导航 透析期末考向，锚定备考重心 知识梳理·方法技巧 梳理核心脉络，扫除知识盲区 考场练兵·分层实战 阶梯实战演练，验收复习成效 ❯❯❯考情透视·目标导航❮❮❮ 1. 复习目标 类别 具体内容 复习重点 1 掌握 by + doing 等学习方法表达，能描述自己的学习策略； 2 掌握 that / if / whether 引导的宾语从句及疑问词引导宾语从句的陈述语序； 3 掌握学习与记忆主题的教材高频短语，如 work on、connect...with、mix up、keep in mind、divide...into； 4 能写阅读习惯短文和“记忆挑战”日记。 复习难点 1 宾语从句连接词选择与陈述语序； 2 whether...or not 与 if/whether 的使用； 3 The more..., the better... 比较级结构； 4 区分短时记忆/长时记忆并准确表达记忆方法。 2. 高频考点速览 高频考点 考查形式 建议掌握度 宾语从句 that 单选、语法填空、完成句子 ★★★★★ 宾语从句 if / whether 单选、句型转换 ★★★★★ 疑问词引导宾语从句 单选、改错、句型转换 ★★★★★ by + doing 学习方法 完成句子、写作 ★★★★☆ The more..., the better... 单选、翻译 ★★★★☆ work on / step by step / build up 词汇运用、完形 ★★★★☆ mix up / link...with / keep in mind 词汇运用、阅读 ★★★★☆ short-term / long-term memory 阅读理解、写作 ★★★★☆ 3. 考情规律 题型 考察内容 词汇运用 常在学习方法、记忆技巧语境中考短语搭配和词形。 语法填空/句型转换 宾语从句是本专题核心：连接词 + 陈述语序 + 语义判断。 完形/阅读理解 常考学习策略、成长型思维、记忆方法，重视段落主旨和建议类信息。 书面表达 常写“我的学习/阅读习惯”或“如何改进记忆”。 ❯❯❯知识梳理·方法技巧❮❮❮ 【单元思维导图】 【单元思维导图】 ▶核心知识点1：by + doing：表达“通过某种方式学习” 教材原句： I study by taking notes a lot. 译文：我通过大量记笔记来学习。 By doing hands-on experiments, Peter finds that he can connect physics with something in real life. 译文：通过动手实验，彼得发现自己能把物理与现实生活联系起来。 用法 by 是介词，表示“通过；凭借”，后接动名词。 常用于回答 How do you learn/study...?。 易错警示： by 后不能直接接动词原形。 典例 Teng Fei improves his maths ______ doing more problems. A. in B. by C. for D. with 答案：B 解析：表示“通过做更多题”用 by + doing。 ▶核心知识点2：宾语从句：that 引导陈述内容 教材原句： I believe (that) reading is important for learning. 译文：我认为阅读对学习很重要。 Peter finds (that) he can connect physics with something in real life. 译文：彼得发现他能把物理和现实生活联系起来。 用法 that 引导宾语从句时，本身通常不作句子成分；在口语或非正式文体中常可省略。 主句常见 think, believe, find, understand, know 等。 易错警示： 宾语从句使用陈述语序。 典例 I believe ______ everyone has the ability to learn. A. that B. what C. where D. whether or not 答案：A 解析：后面是完整陈述内容，用 that 引导宾语从句。 ▶核心知识点3：宾语从句：if / whether 表示“是否” 教材原句： I wonder if / whether you could help me. 译文：我想知道你是否能帮我。 I want to know if / whether you read English books outside class. 译文：我想知道你课外是否读英语书。 用法 if / whether 都可引导表示“是否”的宾语从句。 出现 or not 时，教材例句使用 whether：Jim doesn’t know whether he can take part... or not. 易错警示： if 在这里不是“如果”，要根据语义判断。 典例 Terry wonders ______ it will be easy to study courses on AI. A. that B. if C. what D. why 答案：B 解析：“想知道是否容易”需要表示“是否”的 if/whether。 ▶核心知识点4：The more..., the better...：越……就越…… 教材原句： The more we practise, the better we learn. 译文：我们练习得越多，学得就越好。 The more you read, the faster and better you’ll become. 译文：你读得越多，就会读得越快、越好。 用法 结构为 The + 比较级..., the + 比较级...，表示两个变化同步发生。 more 可以修饰不可数名词或构成多音节形容词/副词的比较级。 易错警示： 两部分通常都要出现 the。 典例 ______ carefully you review, ______ clearly you will remember. A. More; more B. The more; the more C. The most; the most D. More; the most 答案：B 解析：“越认真复习，记得越清楚”使用 The more..., the more...。 ▶核心知识点5：suggest that... / take things step by step：提出学习建议 教材原句： He suggested that learners should read and take notes very carefully. 译文：他建议学习者认真阅读并做笔记。 You just have to take things step by step. 译文：你只需要一步一步来。 用法 suggest 可表示“建议”，后接 that 从句；教材句中使用 should + 动词原形。 step by step 意为“逐步地；循序渐进地”。 易错警示： suggest 后不使用 suggest sb to do 这一结构来表达教材中的建议含义。 典例 The teacher suggested that we should ______ the key points after reading. A. summarize B. summarized C. summarizing D. to summarize 答案：A 解析：教材句型使用 suggest that... should do；should 后接动词原形 summarize。 ▶核心知识点6：work on / connect...with / build up：学习策略搭配 教材原句： It will find your weak points and give exercises to work on them. 译文：它会找出你的薄弱点并提供练习来改进它们。 Start simple and build up. 译文：从简单的开始，逐步加强。 用法 work on 意为“致力于；改进”；connect A with B 表示“把A和B联系起来”。 build up 表示“增加；加强；逐步建立”。 易错警示： connect 后常用 with；work on 后接名词、代词或动名词。 典例 A good learner tries to ______ new knowledge ______ real life. A. connect; with B. fill; with C. divide; into D. look; up 答案：A 解析：教材搭配 connect...with...“把……与……联系起来”。 ▶核心知识点7：疑问词引导宾语从句：连接词保留，语序变陈述 教材原句： I don’t understand what she’s going through. 译文：我不明白她正在经历什么。 Could you tell me why it is easy to forget a word? 译文：你能告诉我为什么一个单词容易被忘记吗？ 用法 who/what/which/when/where/why/how 等可引导宾语从句。 从句使用“主语 + 谓语”的陈述语序，不再使用一般疑问句倒装。 易错警示： 不能写 Could you tell me why is it easy...?。 典例 Could you tell me ______ the bookstore closes? A. when does B. when C. what does D. how is 答案：B 解析：宾语从句用陈述语序；when 本身作连接词，后应接 the bookstore closes。 ▶核心知识点8：run out (of) / remind...about：记忆问题语境 教材原句： It’s running out. 译文：它快用完了。 Mum reminds Peter about buying sugar. 译文：妈妈提醒彼得要买糖。 用法 run out 表示“用完；耗尽”，主语通常是物；run out of 后接被用完的东西。 remind sb about sth 表示“提醒某人某事”。 易错警示： run out 不直接接宾语；若要接宾语用 run out of。 典例 We have ______ paper. Please buy some on your way home. A. run out B. run out of C. worn out of D. mixed up 答案：B 解析：空格后有宾语 paper，应使用 run out of。 ▶核心知识点9：mix up / link...with / pay attention to：让记忆更牢 教材原句： I often get some words mixed up. 译文：我经常把一些单词弄混。 New knowledge is best remembered by linking it with old knowledge. 译文：新知识通过与旧知识建立联系，记得最牢。 Pay attention to details. 译文：注意细节。 用法 mix up 表示“混淆；弄乱”；link A with B 表示“把A和B联系起来”。 pay attention to 中 to 是介词，后接名词、代词或动名词。 易错警示： pay attention to doing，而不是 pay attention to do。 典例 To remember new ideas, try ______ them with what you already know. A. link B. linked C. linking D. to linking 答案：C 解析：try doing 表示“尝试做某事”；linking...with...符合教材记忆方法。 ▶核心知识点10：keep in mind / go through / happen to：谈记忆与经历 教材原句： I keep in mind what he remembers. 译文：我把他记得的事情放在心上。 I don’t understand what she’s going through. 译文：我不明白她正在经历什么。 用法 keep (...) in mind 表示“记住；放在心上”。 go through 可表示“经历”；happen to 表示“发生于；使遭遇”。 易错警示： keep in mind 后可接名词，也可接 what/how 等引导的从句。 典例 Instead of focusing on mistakes, ______ what you have done well. A. keep in mind B. run out C. mix up D. wear out 答案：A 解析：句意为“记住自己做得好的地方”，用 keep in mind。 ▶核心知识点11：short-term / long-term memory：两类记忆 教材原句： There are two main kinds of memory: short-term memory and long-term memory. 译文：记忆主要有两类：短时记忆和长时记忆。 用法 short-term memory 帮助记住短时间内需要的信息；long-term memory 可保存数天、数年甚至终身。 教材核心问题是：如何让学到的内容进入长时记忆。 易错警示： 判断类型要看“需要记多久”，不是看信息难不难。 典例 Remembering an address only until you write it down mainly uses ______ memory. A. long-term B. short-term C. lifetime D. visual 答案：B 解析：只需要短时间保存，属于 short-term memory。 ▶核心知识点12：use it or lose it / wear out / divide...into：记忆方法 教材原句： Second, use it or lose it. 译文：第二，用进废退。 However, you should not wear out your brain. 译文：但是，你不应该让大脑过度疲劳。 Another method is to divide the speech into short sections. 译文：另一种方法是把演讲分成较短的部分。 用法 use it or lose it 强调通过复习和使用巩固记忆；wear out 表示“使疲乏；磨损”。 divide sth into... 表示“把某物分成……”。 易错警示： divide 后接 into，而不是 to。 典例 If a task is too large, divide it ______ several smaller steps. A. with B. from C. into D. by 答案：C 解析：固定搭配 divide sth into...。 ▶语法总结1：宾语从句：that / if / whether 结构/连接词 核心规则 教材例句/示例 that 表达陈述事实；口语中常可省略 I believe (that) reading is important. if / whether 表达“是否” I wonder if/whether you could help me. whether...or not 表达“是否……”，教材中与 or not 搭配 Jim doesn’t know whether...or not. 典例 I want to know ______ you use flashcards outside class. A. that B. whether C. what D. where 答案：B 解析：“想知道是否使用”应选 whether/if。 ▶语法总结2：疑问词引导宾语从句 结构/连接词 核心规则 教材例句/示例 what / who / which 从句中可作主语、宾语等 I can’t remember which book I borrowed. when / where 表示时间/地点 Do you know where he lives? why / how 表示原因/方式 I want to know how memory works. 语序 统一使用陈述语序 Could you tell me why it is easy...? 典例 She cannot remember ______ she put the opera ticket. A. where did B. where C. where does D. what did 答案：B 解析：连接词为 where，宾语从句用陈述语序：where she put...。 ▶写作指导1：My Reading Habits 【审题三步走】 1. 写阅读兴趣的来源或起点。 2. 写现在的阅读地点、频率、书籍类型和阅读方式。 3. 写阅读带来的作用，如 opened up new worlds / helped with schoolwork / made me more confident。 【三段式写作提纲】 段落 写作内容 第一段 兴趣来源：When/Why I began to love reading. 第二段 阅读习惯：where / what / how often / print or e-books. 第三段 阅读收获与未来计划。 【完整范文】 My Reading Habits I developed my love of reading when I was in primary school. At first, I read short stories with my mother. Now I read almost every day. I usually read at home or in the school library, and I especially enjoy popular science books and biographies. I prefer print books because I can take notes on the pages, but I also read e-books when I travel. Reading has opened up new worlds for me and helped me with my schoolwork. I believe that keeping this habit will make me a better learner. ▶写作指导2：My Memory Challenge 【审题三步走】 1. 先写具体记忆困难，如演讲时容易忘词。 2. 写目标与2—3种方法：关键词、图像、分段、复习、休息等。 3. 最后写实施结果和下一步改进。 【三段式写作提纲】 段落 写作内容 第一段 Challenge + Goal：我遇到什么问题，想达到什么目标。 第二段 Methods：关键词/图像/分段练习/保持自信。 第三段 Result：效果如何，今后怎样继续。 【完整范文】 My Memory Challenge Last week I found that I often forgot the key points when giving a short speech. I decided to change the way I prepared. First, I wrote an outline and kept only the key words. Then I linked each key word with a picture in my mind. I also divided the speech into three short sections and practised them one by one. After forty minutes of study, I took a short break so that I would not wear out my brain. Today I gave the speech successfully. I have learnt that a good method and confidence can make a big difference. ❯❯❯考场练兵·分层实战❮❮❮ 一、单词拼写（每小题1分，共4分） 根据句意及首字母提示填写单词。 1. A good learner should make full use of learning r________ on the Internet. 答案：resources 解析：教材 Unit 3 词汇 resource。 2. Please pay attention to your p________ when you read the new word aloud. 答案：pronunciation 解析：教材学习语境词汇。 3. Good sleep helps information enter your long-term m________. 答案：memory 解析：教材 Unit 4 核心概念。 4. This method is simple but very e________. 答案：effective 解析：教材用 effective 描述有效方法。 二、单项选择（每小题1分，共4分） 1. I wonder ______ you could give me some advice on learning English. A. that B. whether C. what D. where 答案：B 解析：表示“是否能给建议”，用 whether/if。 2. Could you tell me ______? A. why is memory important B. why memory is important C. why was memory important D. what is memory important 答案：B 解析：宾语从句使用陈述语序。 3. The more you practise, ______ you will become. A. good B. better C. the better D. the best 答案：C 解析：The + 比较级..., the + 比较级...。 4. If the project is too large, you can divide it ______ small steps. A. with B. by C. into D. from 答案：C 解析：divide...into... 固定搭配。 三、完成句子（每小题2分，共4分） 1. 我认为阅读对学习很重要。 I believe ______ reading ______ important for learning. 答案：that; is 解析：that 引导宾语从句，可省略。 2. 你能告诉我记忆是怎样工作的吗？ Could you tell me ______ memory ______? 答案：how; works 解析：疑问词 how 引导宾语从句，用陈述语序。 四、完形填空（每小题1分，共5分） （教材主题语境改编） Hua Luogeng left high school when he was young, but he did not give up learning maths. He wondered (1) ______ there was a way to continue learning, so he taught himself by reading maths books. Later, he suggested that learners should read carefully and (2) ______ notes. He believed learning had challenges, but it was important to take things (3) ______ by step. His experience shows that successful learners do not simply wait for answers. They think about what they do not understand, work (4) ______ weak points, and keep learning. The more actively they learn, the (5) ______ they can understand. 1. A. that B. whether C. why was D. what did 2. A. take B. takes C. took D. taking 3. A. one B. step C. side D. hand 4. A. on B. in C. from D. into 5. A. good B. well C. better D. best 答案：1.B 2.A 3.B 4.A 5.C 1. wonder + whether 表示“想知道是否”。 2. should 后用动词原形。 3. step by step 固定短语。 4. work on“改进；致力于”。 5. The more..., the better...。 五、阅读理解A（每小题2分，共10分） （教材主题语境改编） Successful learners believe that everyone can improve. They set goals, take action, and see mistakes as chances to learn. They also practise new and difficult things instead of repeating only easy work. When they need help, they ask teachers or coaches for guidance and feedback. They learn from classmates who take study seriously and choose learning materials wisely. Most importantly, they see learning as part of daily life, not something that ends when school finishes. 1. What do successful learners believe? 答案：Everyone has the ability to learn and improve. 解析：首句主旨。 2. How do they see mistakes? 答案：As chances for learning. 解析：细节。 3. Why do they ask teachers or coaches for help? 答案：To get guidance, feedback, and the right way to practise. 解析：细节概括。 4. What should learners do with learning materials? 答案：Choose and use them wisely. 解析：细节。 5. What is the main idea of the passage? 答案：Habits and attitudes that help people become successful learners. 解析：全文主旨。 六、阅读理解B（每小题2分，共10分） （教材主题语境改编） Memory can be short-term or long-term. To move information into long-term memory, first pay attention and write down key points. Second, review what you learn, but take breaks so that you do not wear out your brain. Third, use your senses: make mind maps, create pictures, or listen to recorded information. Finally, stay healthy. Good sleep helps the brain organize memories, and exercise can reduce stress. Different methods work for different people, so it is useful to try several and find the best ones for you. 1. What should you write down when taking notes? 答案：Key points. 解析：细节。 2. Why should you take breaks? 答案：To avoid wearing out the brain. 解析：因果。 3. Name one way to use your senses. 答案：Make mind maps / create pictures / listen to recordings. 解析：细节。 4. How does sleep help memory? 答案：It helps the brain organize memories. 解析：细节。 5. Why should we try different methods? 答案：Because there is no one-size-fits-all method; different methods suit different people. 解析：末句归纳。 七、任务型阅读（每小题2分，共10分） （教材主题语境改编） Billy used to feel stressed before speeches because he tried to memorize every word. He later changed his method. He made an outline, remembered key words, and formed pictures in his mind. He also divided the speech into short sections and practised one section at a time. A friend reminded him to stay confident. After using these methods, Billy gave a successful speech. 1. What made Billy stressed before? 答案：Trying to memorize every word of a speech. 2. What did he make first? 答案：A speech outline. 3. How did he use images? 答案：He formed images of key words in his mind. 4. How did he divide his practice? 答案：He divided the speech into short sections. 5. What was the result? 答案：His speech was a great success. 八、书面表达（共15分） 请以“How I Learn Better”为题，结合 Unit 3 的学习策略写一篇约80—100词的短文。至少写三种你正在使用或准备使用的方法，并说明它们为什么有效。 【参考范文】 How I Learn Better I have found several ways that help me become a better learner. First, I set clear learning goals and work on one weak point at a time. Second, I learn by doing. For example, I use mind maps in history and do hands-on experiments in science. Third, I review my notes and test myself instead of only reading them again. I also ask teachers for guidance when I am confused. I believe that learning becomes more effective when I stay active and positive. The more carefully I reflect on my methods, the better I can learn. 【评分参考】方法具体5分；理由与教材表达4分；语言5分；结构与书写1分。 1/1 学科网（北京）股份有限公司 $专题02 Units 3~4(期末复习讲义)九年级上册 内 容 导 航 考情透视 目标导航 透析期末考向,锚定备考重心 知识梳理 方法技巧 梳理核心脉络,扫除知识盲区 考场练兵 分层实战 阶梯实战演练,验收复习成效 考情透视 目标导航 1. 复习目标 类别 具体内容 复习重点 1 掌握 by + doing 等学习方法表达,能描述自己的学习策略; 2 掌握 that / if / whether 引导的宾语从句及疑问词引导宾语从句的陈述语序; 3 掌握学习与记忆主题的教材高频短语,如 work on、connectwith、mix up、keep in mind、divideinto; 4 能写阅读习惯短文和“记忆挑战”日记。 复习难点 1 宾语从句连接词选择与陈述语序; 2 whetheror not 与 if/whether 的使用; 3 The more, the better 比较级结构; 4 区分短时记忆/长时记忆并准确表达记忆方法。 2. 高频考点速览 高频考点 考查形式 建议掌握度 宾语从句 that 单选、语法填空、完成句子 宾语从句 if / whether 单选、句型转换 疑问词引导宾语从句 单选、改错、句型转换 by + doing 学习方法 完成句子、写作 The more, the better 单选、翻译 work on / step by step / build up 词汇运用、完形 mix up / linkwith / keep in mind 词汇运用、阅读 short-term / long-term memory 阅读理解、写作 3. 考情规律 题型 考察内容 词汇运用 常在学习方法、记忆技巧语境中考短语搭配和词形。 语法填空/句型转换 宾语从句是本专题核心:连接词 + 陈述语序 + 语义判断。 完形/阅读理解 常考学习策略、成长型思维、记忆方法,重视段落主旨和建议类信息。 书面表达 常写“我的学习/阅读习惯”或“如何改进记忆”。 知识梳理 方法技巧 【单元思维导图】 【单元思维导图】 核心知识点1:by + doing:表达“通过某种方式学习” 教材原句: I study by taking notes a lot. 译文:我通过大量记笔记来学习。 By doing hands-on experiments, Peter finds that he can connect physics with something in real life. 译文:通过动手实验,彼得发现自己能把物理与现实生活联系起来。 用法 by 是介词,表示“通过;凭借”,后接动名词。 常用于回答 How do you learn/study?。 易错警示: by 后不能直接接动词原形。 典例 Teng Fei improves his maths doing more problems. A. in B. by C. for D. with 核心知识点2:宾语从句:that 引导陈述内容 教材原句: I believe (that) reading is important for learning. 译文:我认为阅读对学习很重要。 Peter finds (that) he can connect physics with something in real life. 译文:彼得发现他能把物理和现实生活联系起来。 用法 that 引导宾语从句时,本身通常不作句子成分;在口语或非正式文体中常可省略。 主句常见 think, believe, find, understand, know 等。 易错警示: 宾语从句使用陈述语序。 典例 I believe everyone has the ability to learn. A. that B. what C. where D. whether or not 核心知识点3:宾语从句:if / whether 表示“是否” 教材原句: I wonder if / whether you could help me. 译文:我想知道你是否能帮我。 I want to know if / whether you read English books outside class. 译文:我想知道你课外是否读英语书。 用法 if / whether 都可引导表示“是否”的宾语从句。 出现 or not 时,教材例句使用 whether:Jim doesn’t know whether he can take part or not. 易错警示: if 在这里不是“如果”,要根据语义判断。 典例 Terry wonders it will be easy to study courses on AI. A. that B. if C. what D. why 核心知识点4:The more, the better:越……就越…… 教材原句: The more we practise, the better we learn. 译文:我们练习得越多,学得就越好。 The more you read, the faster and better you’ll become. 译文:你读得越多,就会读得越快、越好。 用法 结构为 The + 比较级, the + 比较级,表示两个变化同步发生。 more 可以修饰不可数名词或构成多音节形容词/副词的比较级。 易错警示: 两部分通常都要出现 the。 典例 carefully you review, clearly you will remember. A. More; more B. The more; the more C. The most; the most D. More; the most 核心知识点5:suggest that / take things step by step:提出学习建议 教材原句: He suggested that learners should read and take notes very carefully. 译文:他建议学习者认真阅读并做笔记。 You just have to take things step by step. 译文:你只需要一步一步来。 用法 suggest 可表示“建议”,后接 that 从句;教材句中使用 should + 动词原形。 step by step 意为“逐步地;循序渐进地”。 易错警示: suggest 后不使用 suggest sb to do 这一结构来表达教材中的建议含义。 典例 The teacher suggested that we should the key points after reading. A. summarize B. summarized C. summarizing D. to summarize 核心知识点6:work on / connectwith / build up:学习策略搭配 教材原句: It will find your weak points and give exercises to work on them. 译文:它会找出你的薄弱点并提供练习来改进它们。 Start simple and build up. 译文:从简单的开始,逐步加强。 用法 work on 意为“致力于;改进”;connect A with B 表示“把A和B联系起来”。 build up 表示“增加;加强;逐步建立”。 易错警示: connect 后常用 with;work on 后接名词、代词或动名词。 典例 A good learner tries to new knowledge real life. A. connect; with B. fill; with C. divide; into D. look; up 核心知识点7:疑问词引导宾语从句:连接词保留,语序变陈述 教材原句: I don’t understand what she’s going through. 译文:我不明白她正在经历什么。 Could you tell me why it is easy to forget a word? 译文:你能告诉我为什么一个单词容易被忘记吗? 用法 who/what/which/when/where/why/how 等可引导宾语从句。 从句使用“主语 + 谓语”的陈述语序,不再使用一般疑问句倒装。 易错警示: 不能写 Could you tell me why is it easy?。 典例 Could you tell me the bookstore closes? A. when does B. when C. what does D. how is 核心知识点8:run out (of) / remindabout:记忆问题语境 教材原句: It’s running out. 译文:它快用完了。 Mum reminds Peter about buying sugar. 译文:妈妈提醒彼得要买糖。 用法 run out 表示“用完;耗尽”,主语通常是物;run out of 后接被用完的东西。 remind sb about sth 表示“提醒某人某事”。 易错警示: run out 不直接接宾语;若要接宾语用 run out of。 典例 We have paper. Please buy some on your way home. A. run out B. run out of C. worn out of D. mixed up 核心知识点9:mix up / linkwith / pay attention to:让记忆更牢 教材原句: I often get some words mixed up. 译文:我经常把一些单词弄混。 New knowledge is best remembered by linking it with old knowledge. 译文:新知识通过与旧知识建立联系,记得最牢。 Pay attention to details. 译文:注意细节。 用法 mix up 表示“混淆;弄乱”;link A with B 表示“把A和B联系起来”。 pay attention to 中 to 是介词,后接名词、代词或动名词。 易错警示: pay attention to doing,而不是 pay attention to do。 典例 To remember new ideas, try them with what you already know. A. link B. linked C. linking D. to linking 核心知识点10:keep in mind / go through / happen to:谈记忆与经历 教材原句: I keep in mind what he remembers. 译文:我把他记得的事情放在心上。 I don’t understand what she’s going through. 译文:我不明白她正在经历什么。 用法 keep () in mind 表示“记住;放在心上”。 go through 可表示“经历”;happen to 表示“发生于;使遭遇”。 易错警示: keep in mind 后可接名词,也可接 what/how 等引导的从句。 典例 Instead of focusing on mistakes, what you have done well. A. keep in mind B. run out C. mix up D. wear out 核心知识点11:short-term / long-term memory:两类记忆 教材原句: There are two main kinds of memory: short-term memory and long-term memory. 译文:记忆主要有两类:短时记忆和长时记忆。 用法 short-term memory 帮助记住短时间内需要的信息;long-term memory 可保存数天、数年甚至终身。 教材核心问题是:如何让学到的内容进入长时记忆。 易错警示: 判断类型要看“需要记多久”,不是看信息难不难。 典例 Remembering an address only until you write it down mainly uses memory. A. long-term B. short-term C. lifetime D. visual 核心知识点12:use it or lose it / wear out / divideinto:记忆方法 教材原句: Second, use it or lose it. 译文:第二,用进废退。 However, you should not wear out your brain. 译文:但是,你不应该让大脑过度疲劳。 Another method is to divide the speech into short sections. 译文:另一种方法是把演讲分成较短的部分。 用法 use it or lose it 强调通过复习和使用巩固记忆;wear out 表示“使疲乏;磨损”。 divide sth into 表示“把某物分成……”。 易错警示: divide 后接 into,而不是 to。 典例 If a task is too large, divide it several smaller steps. A. with B. from C. into D. by 语法总结1:宾语从句:that / if / whether 结构/连接词 核心规则 教材例句/示例 that 表达陈述事实;口语中常可省略 I believe (that) reading is important. if / whether 表达“是否” I wonder if/whether you could help me. whetheror not 表达“是否……”,教材中与 or not 搭配 Jim doesn’t know whetheror not. 典例 I want to know you use flashcards outside class. A. that B. whether C. what D. where 语法总结2:疑问词引导宾语从句 结构/连接词 核心规则 教材例句/示例 what / who / which 从句中可作主语、宾语等 I can’t remember which book I borrowed. when / where 表示时间/地点 Do you know where he lives? why / how 表示原因/方式 I want to know how memory works. 语序 统一使用陈述语序 Could you tell me why it is easy? 典例 She cannot remember she put the opera ticket. A. where did B. where C. where does D. what did 写作指导1:My Reading Habits 【审题三步走】 1. 写阅读兴趣的来源或起点。 2. 写现在的阅读地点、频率、书籍类型和阅读方式。 3. 写阅读带来的作用,如 opened up new worlds / helped with schoolwork / made me more confident。 【三段式写作提纲】 段落 写作内容 第一段 兴趣来源:When/Why I began to love reading. 第二段 阅读习惯:where / what / how often / print or e-books. 第三段 阅读收获与未来计划。 【完整范文】 My Reading Habits I developed my love of reading when I was in primary school. At first, I read short stories with my mother. Now I read almost every day. I usually read at home or in the school library, and I especially enjoy popular science books and biographies. I prefer print books because I can take notes on the pages, but I also read e-books when I travel. Reading has opened up new worlds for me and helped me with my schoolwork. I believe that keeping this habit will make me a better learner. 写作指导2:My Memory Challenge 【审题三步走】 1. 先写具体记忆困难,如演讲时容易忘词。 2. 写目标与2—3种方法:关键词、图像、分段、复习、休息等。 3. 最后写实施结果和下一步改进。 【三段式写作提纲】 段落 写作内容 第一段 Challenge + Goal:我遇到什么问题,想达到什么目标。 第二段 Methods:关键词/图像/分段练习/保持自信。 第三段 Result:效果如何,今后怎样继续。 【完整范文】 My Memory Challenge Last week I found that I often forgot the key points when giving a short speech. I decided to change the way I prepared. First, I wrote an outline and kept only the key words. Then I linked each key word with a picture in my mind. I also divided the speech into three short sections and practised them one by one. After forty minutes of study, I took a short break so that I would not wear out my brain. Today I gave the speech successfully. I have learnt that a good method and confidence can make a big difference. 考场练兵 分层实战 一、单词拼写(每小题1分,共4分) 根据句意及首字母提示填写单词。 1. A good learner should make full use of learning r on the Internet. 2. Please pay attention to your p when you read the new word aloud. 3. Good sleep helps information enter your long-term m. 4. This method is simple but very e. 二、单项选择(每小题1分,共4分) 1. I wonder you could give me some advice on learning English. A. that B. whether C. what D. where 2. Could you tell me ? A. why is memory important B. why memory is important C. why was memory important D. what is memory important 3. The more you practise, you will become. A. good B. better C. the better D. the best 4. If the project is too large, you can divide it small steps. A. with B. by C. into D. from 三、完成句子(每小题2分,共4分) 1. 我认为阅读对学习很重要。 I believe reading important for learning. 2. 你能告诉我记忆是怎样工作的吗? Could you tell me memory ? 四、完形填空(每小题1分,共5分) (教材主题语境改编) Hua Luogeng left high school when he was young, but he did not give up learning maths. He wondered (1) there was a way to continue learning, so he taught himself by reading maths books. Later, he suggested that learners should read carefully and (2) notes. He believed learning had challenges, but it was important to take things (3) by step. His experience shows that successful learners do not simply wait for answers. They think about what they do not understand, work (4) weak points, and keep learning. The more actively they learn, the (5) they can understand. 1. A. that B. whether C. why was D. what did 2. A. take B. takes C. took D. taking 3. A. one B. step C. side D. hand 4. A. on B. in C. from D. into 5. A. good B. well C. better D. best 五、阅读理解A(每小题2分,共10分) (教材主题语境改编) Successful learners believe that everyone can improve. They set goals, take action, and see mistakes as chances to learn. They also practise new and difficult things instead of repeating only easy work. When they need help, they ask teachers or coaches for guidance and feedback. They learn from classmates who take study seriously and choose learning materials wisely. Most importantly, they see learning as part of daily life, not something that ends when school finishes. 1. What do successful learners believe? 2. How do they see mistakes? 3. Why do they ask teachers or coaches for help? 4. What should learners do with learning materials? 5. What is the main idea of the passage? 六、阅读理解B(每小题2分,共10分) (教材主题语境改编) Memory can be short-term or long-term. To move information into long-term memory, first pay attention and write down key points. Second, review what you learn, but take breaks so that you do not wear out your brain. Third, use your senses: make mind maps, create pictures, or listen to recorded information. Finally, stay healthy. Good sleep helps the brain organize memories, and exercise can reduce stress. Different methods work for different people, so it is useful to try several and find the best ones for you. 1. What should you write down when taking notes? 2. Why should you take breaks? 3. Name one way to use your senses. 4. How does sleep help memory? 5. Why should we try different methods? 七、任务型阅读(每小题2分,共10分) (教材主题语境改编) Billy used to feel stressed before speeches because he tried to memorize every word. He later changed his method. He made an outline, remembered key words, and formed pictures in his mind. He also divided the speech into short sections and practised one section at a time. A friend reminded him to stay confident. After using these methods, Billy gave a successful speech. 1. What made Billy stressed before? 2. What did he make first? 3. How did he use images? 4. How did he divide his practice? 5. What was the result? 八、书面表达(共15分) 请以“How I Learn Better”为题,结合 Unit 3 的学习策略写一篇约80—100词的短文。至少写三种你正在使用或准备使用的方法,并说明它们为什么有效。 1/1 学科网(北京)股份有限公司 $