Unit 4 Our Memory语法选择专练-2026-2027学年九年级英语上学期考点大通关（人教版）

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语法选择专练 基础篇 （1） 1．B 2．C 3．B 4．A 5．B 6．C 7．C 8．A 9．A 10．C 【导语】文章讲述作者在阁楼发现旧木盒，起初失望，后经父亲讲解工具背后的故事，感悟到平凡事物中蕴含的真正价值。 【详解】1．句意：在一些报纸下面，我看见了一个旧木盒子。 old是以元音音素开头的单词，此处表示泛指 “一个盒子”，需用不定冠词an；a用于辅音音素开头的单词，the为定冠词表特指，均不符合语法规则。 2．句意：我出于好奇打开盒子，想看看里面装着什么。 how“如何”、where“在哪里” 均作状语，无法在从句中作宾语；what可在宾语从句中作held“容纳、装着”的宾语，符合 “查看盒子里的物品” 的语境。 3．句意：我深感失望。 disappoint是动词“使失望”，不能作表语；disappointing修饰事物“令人失望的”；disappointed修饰人“感到失望的”，本句主语是I，表达人的主观感受，因此选disappointed。 4．句意：只是一个装着无用东西的普通盒子。 with“带有、装有”，a box with useless things为固定搭配，意为“装着无用物品的盒子”；among“在……之中”、from“来自”均不符合句意。 5．句意：他拿起一个小小的钩状工具，脸上露出了温暖的笑容。 全文讲述上周末的往事，整体为一般过去时。spread的过去式还是spread；spreads是一般现在时第三人称单数，has spread是现在完成时，时态均不匹配。 6．句意：这个工具可以用来修理手表。 must“必须”、should“应该”均含强制、建议含义，不符合语境；could表示过去的能力、用途，意为“能够、可以”，贴合“这个工具具备修手表的功能” 的语境。 7．句意：我轻易就能想象，一个年轻人在窗边认真干活，目光专注地盯着细小的手表零件。 care“小心、在意”（动词 / 名词）；careful “仔细的”（形容词），用于修饰名词；carefully“仔细地”（副词），可修饰动词work，本句修饰动作working，因此选副词形式。 8．句意：它们不再是无用的东西，而是过往故事的讲述者。 not...but...是固定搭配，意为“不是……而是…… ”；or“或者、否则”、and“和、并且” 无法构成该固定句式，不符合句意逻辑。 9．句意：那个下午教会了我一个宝贵的道理：生活真正的价值藏在平凡的小事之中。 teach sb. sth.为固定用法，sb.需用宾格形式。me“我”（人称代词宾格）；my“我的”（形容词性物主代词）；mine“我的东西”（名词性物主代词），均不能teach的宾语。 10．句意：就在那时，我决定制作一个属于自己的“记忆盒”，来记录这些温暖的日常瞬间。 此处用动词不定式to record作目的状语，表“制作记忆盒” 的目的是记录美好瞬间；record“记录”（动词原形），recording“记录”（动名词 / 现在分词），均不能作目的状语。 （2） 11．B 12．C 13．A 14．C 15．C 16．A 17．A 18．C 19．B 20．B 【导语】本文讲述了上周五汤姆匆忙离开图书馆时错拿了一个女孩的书包，他赶回去归还，最后学到了“匆忙时容易记错东西”的教训的故事。 【详解】11．句意：他拿起旁边椅子上的一个黑色书包就冲了出去。 根据上文“Last Friday”可知故事发生在过去，要用一般过去时，take的过去式是took，符合语境。 12．句意：背包里有花香，里面放着一个女孩的笔记本、一个粉色铅笔盒和吃了一半的苹果。 此处表示“一个女孩的”，是单数名词的所有格，要用girl’s，修饰后面的名词notebook。 13．句意：他意识到自己错拿了陌生人的包，把自己重要的东西落在了那里。 by mistake是固定搭配，意为“错误地；无意中”，符合语境。in和on都不能和mistake构成这个含义的固定短语。 14．句意：他非常担心主人是不是已经走了，自己能不能拿回东西。 此处修饰形容词worried，要用副词deeply，表示“深深地；非常”。depth是名词“深度”，deep是形容词“深的”，均不能修饰形容词。 15．句意：想着要怎么才能拿回自己的背包，一阵强烈的惊慌感席卷了他。 此处是宾语从句，根据句意表示“如何；怎样”拿回背包，要用how引导。that引导宾语从句无实际意义，what在从句中要作主语或宾语，而本句从句不缺主宾，均不符合。 16．句意：他尽可能快地跑回去，因为他希望那个女孩还在图书馆里。 “他跑回去”和“希望女孩还在图书馆”是因果关系，后面是原因，要用because引导原因状语从句。 17．句意：当他到达时，一个女孩站在桌子旁边，看起来比汤姆更担心。 根据后面的than可知要用形容词比较级，worried的比较级是more worried。 18．句意：她一看到汤姆就紧张地抓着她丢失的背包。 此处修饰后面的名词backpack，要用形容词性物主代词her。 19．句意：“非常抱歉，”他说，“我离开前忘记检查了。” forget to do sth.是固定搭配，意为“忘记去做某事（事情没做）”，此处表示离开前忘了检查（没做检查这件事），要用to check。forget doing sth.表示“忘记做过某事（事情做了但忘了）”，不符合语境。 20．句意：然后他们很快一起笑了，汤姆那天学到了一个重要的教训：当你的记忆会捉弄你时，永远不要匆忙。 此处表示“一个教训”，是泛指，important以元音音素开头，要用不定冠词an。 （3） 21．B 22．C 23．B 24．B 25．A 26．C 27．B 28．B 29．B 30．C 【导语】本文是一篇记叙文，主要讲述Lorena英语学习遇到困难，后来利用表情符号辅助记忆词汇，最终在考试中取得进步的故事。 【详解】21．句意：她觉得自己总是在犯错，不想让自己尴尬。 此处表示“犯错”，应用复数泛指，故选mistakes。mistake“错误” (单数，缺少冠词)；a mistake“一个错误” (单数)，均不符合。 22．句意：那天晚上，Lorena把词汇写在小卡片上，到处练习。 根据“and”前“wrote the vocabulary on little cards”，可知句子是一般过去时，故选practised。practice“练习” (原形)，practices“练习” (三单)，均不符合。 23．句意：周五来临时，她只认识一半单词，这让她很沮丧。 “make sb. + 形容词”表示“使某人……”，此处宾语代指“Lorena”，用宾格her。she“她” (主格)，hers“她的” (名词性物主代词)，均不符合。 24．句意：Lorena花了半小时完成它。 “It takes sb. + 时间 + to do sth.”是固定句型，意为“做某事花费某人多长时间”，用不定式to finish。finish“完成” (原形)，finishing“完成” (动名词)，均不符合。 25．句意：Lorena用一些有趣的表情符号向Olivia解释动词时态。 通过什么方式，用介词“by”。with“和……一起”，in“在……里”均不符合。 26．句意：Olivia回消息说：“你太有趣了。表情符号是学英语最好的方式！” 根据前文Olivia觉得Lorena用表情符号解释时态很有趣，可知她认为这是“最好的”学英语方式，故选best。good“好的” (原级)，better“更好的” (比较级)，均不符合。 27．句意：Olivia的短信给了Lorena一个主意。 idea是可数名词单数，以元音音素开头，此处表示“一个主意”，用an。a“一个” (用于辅音音素前)，the“这个” (特指)，均不符合。 28．句意：对于每个单词或短语，她画表情符号来帮助自己仔细地记住它们。 修饰动词“remember”用副词carefully“仔细地”。careful“仔细的” (形容词)，care“关心” (动词/名词)，均不符合。 29．句意：其他单词很难，但她为所有单词都找到了表情符号。 前后是转折关系，“其他单词很难”与“她为所有单词都找到了表情符号”形成对比，用but。so“所以” (结果)，and“和” (并列)，均不符合。 30．句意：所有单词在测试中都写正确了！ 主语“All the words”与“write”之间是被动关系，且事情发生在过去，用一般过去时的被动语态were written。write“写” (原形)，wrote“写” (过去式主动)，均不符合。 （4） 31．C 32．B 33．C 34．A 35．B 36．C 37．B 38．B 39．A 40．B 【导语】本文是学生张晨写给教务处的信，介绍海南热带雨林国家公园的情况，呼吁学校开展相关环保报告。 【详解】31．句意：海南热带雨林国家公园拥有中国最大的热带雨林。 “in China”表明范围，因此此处是最高级，the largest“最大的”，符合语境。 32．句意：所以它被称为“热带雨林博物馆”。 主语it和call是被动关系，is called“被称为”，符合被动语态用法。 33．句意：它是海南长臂猿唯一的栖息地。 “only home”是特指的唯一栖息地，the表特指，符合用法。 34．句意：40多年前，随着雨林变得越来越小，长臂猿的数量不足10只。 “the rainforest got smaller and smaller”是伴随后续数量减少的背景，as“随着”，符合逻辑。 35．句意：那是因为它们只能生存于生态健康的森林中。 此处需要主格代词作主语，指代前文的gibbons，they“它们”，符合用法。 36．句意：多亏了植树政策，现在它们的数量达到了36只。 “Thanks to”是固定搭配，意为“多亏、由于”。 37．句意：更重要的是，它是中国绿色未来的象征，可以代代传承。 此处是副词作状语，修饰整个句子，副词importantly“重要地”，符合语法。 38．句意：在过去的五年里，海南为改善当地状况付出了巨大努力。 “In the past five years”是现在完成时的时间标志，has made是现在完成时结构，符合时态要求。 39．句意：我想知道我们能做些什么来和动植物和谐共处。 “we can do”后缺少宾语，what“什么”可作宾语，符合宾语从句的用法。 40．句意：我认为学校举办一场关于这个主题的报告是非常重要的。 “it’s+adj.+for sb. to do sth.”是固定句型，it是形式主语，此处应是不定式to give作真正主语。 提升篇 （1） 1．B 2．A 3．B 4．B 5．B 6．B 7．A 8．A 9．D 10．C 【导语】本文介绍了记忆的关键在于建立有意义的联系，并通过贝克/面包师悖论实验说明了故事和图像有助于记忆。 【详解】1．句意：但是，如果即使在一遍又一遍地阅读笔记后也很难记住信息，也许你没有以最好的方式学习。 根据“the notes again and again,”可知，此处指一遍又一遍地阅读笔记后，after是介词，后接动名词，reading符合语境。 2．句意：虽然有很多方法可以更好地记住事情，但最有效的方法是在信息之间建立有意义的联系。 根据“connections”及上下文，表示信息间的联系，between符合语境。 3．句意：在一项实验中，研究人员将人们分为两组，并展示了一张男子的面部照片。 根据上下文“showed”可知叙述过去实验，用一般过去时，divided符合语境。 4．句意：一组人知道这个人的名字叫贝克，而另一组人则知道这个人是面包师。 主语“name”是单数，时态为过去时，was符合语境。 5．句意：结果是令人惊讶的。 修饰物“results”用-ing形容词，修饰人用-ed，surprising符合语境。 6．句意：人们更容易记住这个人的工作，而不是他的名字，尽管这两个词是一样的。 根据“than”可知用比较级，more easily符合语境。 7．句意：你知道为什么会发生这种情况吗？ 根据下文“Here’s the reason”可知询问原因，why符合语境。 8．句意：原因如下：当你听说有人当面包师时，你的大脑会将这一事实与一系列有意义的想法联系起来。 “baker”是单数可数名词，辅音开头，用a修饰。 9．句意：这些联系在你的大脑中创造了一个故事，使信息更容易回忆。 结构“make sth.+adj.+to do”，to recall符合语境。 10．句意：贝克/面包师悖论表明，当新信息与有意义的故事或图像联系在一起时，记忆效果最佳。 与“stories”并列，用复数名词，images符合语境。 （2） 11．B 12．C 13．B 14．B 15．A 16．C 17．B 18．B 19．B 20．D 【导语】本文是一篇记叙文，讲述Lorena英语学习遇到困难，后来利用表情符号辅助记忆词汇，最终在考试中取得进步的故事。 【详解】11．句意：她觉得自己总是在犯错，不想让自己尴尬。 根据“make mistakes”固定搭配，可知应用复数泛指。根据语境，总是犯错表示多次，应用复数mistakes。其他选项单数缺冠词或词性不符。故选B。 12．句意：那天晚上，Lorena把词汇写在小卡片上，到处练习。 根据“and”前“wrote”，可知句子是一般过去时。根据语境，并列谓语时态需保持一致，前面wrote是一般过去式，这里也要用过去式practised。其他选项时态形式错误。故选C。 13．句意：周五来临时，她只认识一半单词，这让她很沮丧。 根据“make sb. + 形容词”结构，动词make后面接人称代词宾格，应用her。其他选项代词格不对。故选B。 14．句意：Lorena花了半小时完成它。 根据“It takes sb. + 时间 + to do sth.”句型，可知用不定式to do，即to finish。根据固定句型搭配要求。其他选项形式错误。故选B。 15．句意：Lorena通过使用一些有趣的表情符号向Olivia解释动词时态。 根据“using”表示方式，可知用介词by。根据语境，表示通过某种方法手段。with“和”；in“在……里”；on“在……上”均不符。故选A。 16．句意：Olivia回消息说：“你太有趣了。表情符号是学英语最好的方式！” 根据定冠词“the”，可知应用最高级best。根据语境，表达最高级赞美之意。good“好的”原级；better“更好的”比较级；well“好地”副词，均不符。故选C。 17．句意：Olivia的短信给了Lorena一个主意。 根据“idea”以元音音素开头，可知用an。根据语境，此处泛指一个主意。其他选项冠词用法错误。故选B。 18．句意：对于每个单词或短语，她画表情符号来帮助自己仔细地记住它们。 根据修饰动词“remember”，可知应用副词carefully。careful“仔细的”；care“关心”；careless“粗心的”均不符。故选B。 19．句意：其他单词很难，但她为所有单词都找到了表情符号。 前半句“其他单词很难”和后半句“她给所有单词都找到了对应的表情符号”是转折关系，用转折连词but。so“所以”；and“和”；or“或者”均逻辑关系不符。故选B。 20．句意：所有单词在测试中都写正确了！ 主语“All the words”和动词“write”是被动关系，且故事发生在过去，要用一般过去时的被动语态were written，故选D。 （3） 21．B 22．D 23．A 24．C 25．A 26．D 27．A 28．C 29．A 30．B 【导语】本文讲述了Amy为准备记忆测试伏案复习时，父亲端来果汁关心她休息，之后提醒她快到饭点，Amy快速收拾好到厨房边认真吃饭边规划后续复习的日常小故事。 【详解】21．句意：为了准备记忆测试，她要开始学习了。 根据“for the memory test”可知此处表示为考试而学习；且此处使用搭配start to do sth.，可知需用不定式to study。study“学习”和make“制作”形式错误；to make“去制作”语义错误。 22．句意：老师写在纸上的知识点很有帮助。 根据“by her teacher”“were helpful”及全文过去时态，可知此处需要过去分词written作后置定语。write是原形，wrote是过去式，are written是一般现在时的被动语态，均不符。 23．句意：她拿出自己的笔记本和一支红笔。 根据前文“for the memory test”可知学习通常需要拿出一个笔记本，且“her”后接名词原形notebook，与“a red pen”并列。notebooks是复数，notebook’s和notebooks’是所有格，均不符。 24．句意：墙上的钟安静地滴答走着。 根据过去背景动作，此处描述当时正在发生的声音，使用过去进行时was ticking。is ticking是现在进行时，ticks是一般现在时，will tick是一般将来时，均不符。 25．句意：她的父亲走到她的房间，敲了敲门。 此处使用搭配knock at the door，意为“敲门”，使用介词at。of“的”、in“在……里”、to“到”搭配不符。 26．句意：他手里拿着一杯果汁。 根据“a glass of juice”结构，可知需用完整量词短语a glass of。glass“玻璃”、a glass“一个玻璃杯”、glass of“玻璃杯的”语义不符。 27．句意：你能猜到我们需要多少单词吗？ 根据“Can you guess”可知后接宾语从句，需用陈述语序，即主语+谓语，how many words we need符合。how many words do we need是疑问句语序；what we need words和what do we need words结构错误。 28．句意：差不多是晚饭时间了！ 此处使用句型It is time for…，主语“It”搭配系动词is。be“是”、am“是”、are“是”搭配错误。 29．句意：艾米跳起身，穿好衣服，去往厨房。 根据主语“She”及“dress oneself”结构可知，Amy是女性，使用反身代词herself。himself“他自己”、he“他”人称不符；she是主格。 30．句意：她一边认真吃饭，一边规划接下来的复习安排。 此处修饰动词“ate”需用副词，且语境积极认真，carefully符合语境。careful“仔细的”、careless“粗心的”是形容词；carelessly“粗心地”语义矛盾。 （4） 31．A 32．C 33．B 34．B 35．A 36．B 37．B 38．A 39．C 40．A 【导语】本文是一篇毕业典礼上的发言稿。作者回顾了初中三年的时光，表达了对师爱的感激、对同学的珍惜以及对未来的决心和憧憬。 【详解】31．句意：上中学时，我常常想知道毕业什么时候会到来。 后文提到“它看起来特别遥远”，说明是好奇毕业的时间，选when（什么时候）符合语境。 32．句意：但现在，当我站在这里的告别仪式上，我简直不敢相信时间过得多么快。 此处为感叹句作宾语从句，修饰副词“quickly”，表示“多么快”要用“how”。结构为“how + 副词 + 主语 + 谓语”。 33．句意：我仍然记得开学第一天紧张的感觉。 前文提到时间过得快，此处是回忆过去，表示“仍然记得”，用“remember”。 34．句意：回顾过去，我意识到正是爱和关心照亮了我的整个初中生活。 此处为强调句型“it is…that…”，被强调部分是“love and care”，强调句型结构中连接词应用that，不能用which。 35．句意： 我学会了如何与他人相处并勇敢面对困难。 此处为“疑问词 + to do”作宾语，表示“如何”用“how”。 36．句意：我从未放弃，尽管那时事情相当困难。 前后句为让步关系（“困难”与“不放弃”相反），表示“尽管”用“though”。 37．句意：我还没决定去哪所高中。 此处为宾语从句，表示“哪一所”用“which”，修饰“senior high school”。 38．句意：但我知道我会继续努力为了实现我的梦想。 此处表示目的，后接动词原形“achieve”，需用“in order to”（为了）。 39．句意：我会珍惜那些一直陪伴我的同学们。 此处为定语从句修饰“classmates”（指人），从句缺主语，应用关系代词“who”或“that”，此处用who。 40．句意：我们共同分享的所有甜蜜时刻将永远留在我心中。 此处为定语从句修饰“moments”（指物），从句中“shared”缺宾语（分享什么？分享这些时刻），可用关系代词“that”或“which”作宾语，此处选择that。 （5） 41．A 42．B 43．A 44．A 45．D 46．A 47．C 48．D 49．B 【导语】本文讲述了作者在科学实验室上的一节关于记忆的课程，内容包括注意力测试、记忆实验、记忆过程介绍以及第二天活动的预告。 【详解】41．句意： 她想看看我们对细节的关注程度如何。 老师让我们闭上眼睛回忆房间里的物品，目的是测试我们“是否仔细”注意了细节。how well表示“多好、到什么程度”，符合“注意细节的程度”这一语境。how often“多久一次”、how long“多长时间”、how far“多远”均不符合。 42．句意： 我们必须写下我们能够回忆起来的东西。 空格后是“we could recall”，缺少宾语（回忆起来的内容），需用连接代词what引导宾语从句，作recall的宾语。who指人、which有选择范围、that引导宾语从句时通常不充当成分，均不符合。 43．句意： 我想知道为什么我的同桌能记住18个。 我只记住12个，同桌能记住18个，我对此感到好奇，因此询问“原因”，用why。when“什么时候”、where“哪里”、how“怎样”均不符合。 44．句意： 信息首先进入短时记忆。   描述一般性科学事实，用一般现在时；主语“Information”为不可数名词，谓语动词用第三人称单数形式goes。went是过去式，going动名词，to go不定式，均不符合。 45．句意： 她还建议我们写记忆日记。   “advise sb. to do sth.”为固定搭配，意为“建议某人做某事”，故用不定式to keep。keep原形不能直接接在advise us后；keeping动名词、kept过去式均不符合。 46．句意： 你能猜猜我们接下来要做什么吗？   后文回答“明天我们将邀请一位记忆力超好的爷爷来分享他的秘诀”，说明问的是“接下来做什么”。宾语从句应用陈述语序“what we will do next”。what will we do next是疑问语序；where will we go next语序错误且内容不符；where we will go next语序正确但内容不符。 47．句意： 明天我们将邀请一位拥有惊人记忆力的爷爷来分享他的秘诀。 先行词“a grandfather”指人，关系代词在定语从句中作主语，用who。which指物；whom作宾语；whose表所属，均不符合。 48．句意： 我迫不及待想听听他会说什么。   “can’t wait to do sth.”为固定搭配，意为“迫不及待做某事”，故用to hear。hear原形不能接在wait后；hearing动名词、heard过去式均不符合。 49．句意： 我真的很想知道我是否能把他的方法应用到我的学习中。   宾语从句表示“是否”，用if引导（也可用whether，但选项中没有）。that引导陈述句；what“什么”与句意不符；who“谁”不符合。 （6） 50．B 51．A 52．C 53．A 54．C 55．B 56．A 57．A 58．C 59．B 【导语】本文主要介绍了记忆的重要性及分类，分析了影响记忆的因素，并提出了通过科学方法训练和提高记忆力的建议。 【详解】50．句意：每个人都希望拥有良好的记忆力。 wish后接不定式作宾语，固定结构为wish to do sth，表示“想要/希望做某事”，to have符合。 51．句意：科学家把记忆分成两种：短期记忆和长期记忆。 divide sth. into sth.是固定搭配，意为“把某物划分为……”，符合此处对记忆分类的语境。 52．句意：我们很容易很快就遗忘这些记忆。 “It is+adj+for sb+to do sth.”是固定结构，“It”为形式主语，真正的主语是后面的不定式，因此此处需要用不定式to lose。 53．句意：只有当我们不断复习和使用知识时，它才能变成长期记忆。 本句为“Only”前置的部分倒装结构，情态动词“can”之后必须接动词原形become。 54．句意：如果我们熬夜，我们会感到疲惫，我们的大脑也会运转缓慢。 此处需要副词修饰动词“work”，表示“运转得缓慢”，slowly是副词，符合语法和语义要求。 55．句意：此外，健康的食物和适当的运动对我们的大脑有益。 be good for表示“对……有好处/有益”，符合此处讲提升记忆力的因素的语境。be good at“擅长”，be good with“善于应对”，be good to“对……友好”，词义均不符。 56．句意：当我们学习新事物时，我们应该尽力将它们与熟悉的事物联系起来。 try to do sth表示“尽力/努力做某事”，此处是作者给出的提升记忆力的明确建议，符合语境，应用to connect。 57．句意：如今，很多学生担心他们糟糕的记忆力。 此处需要形容词性物主代词修饰名词短语“poor memory”，their“他们的”符合。theirs是名词性物主代词，them是人称代词宾格，themselves为反身代词，均不符合修饰名词的语法要求。 58．句意：如果你坚持使用科学方法，你的记忆力将会一天天提高。 if引导的条件状语从句遵从“主将从现”规则：从句用一般现在时，主句用一般将来时，应用will improve。 59．句意：永远不要放弃，你会发现你比以前聪明得多。 句中有比较级标志词“than”，且“much”可以修饰形容词比较级，此处是现在和过去作对比，因此要用smart的比较级smarter。 （7） 60．B 61．D 62．C 63．C 64．B 65．A 66．B 67．D 68．C 69．A 【导语】本文讲述了作者和家人为祖母准备七十岁生日礼物——一本记忆册，祖母非常感动的故事，这让作者明白了礼物的真谛在于爱。 【详解】60．句意：我们想送她一份礼物，来表达我们的爱。 动词“give”后接人称代词宾格作宾语，可知用her。she“她”是主格，hers“她的”是名词性物主代词，herself“她自己”是反身代词，均不符。 61．句意：经过一番讨论，我们决定制作一本装满她人生故事和照片的记忆册。 此处使用搭配decide to do sth.，意为“决定做某事”，且语境为制作书，可知用to create。increase“增加”、to increase“去增加”语义不符，create“创造”不符合此处语法结构要求。 62．句意：我们花了好几天翻找旧照片。 此处使用搭配spend time (in) doing sth.，意为“花费时间做某事”，可知用动名词searching。search是原形，searched是过去式，to search是不定式结构，均不符。 63．句意：生日当天，奶奶打开这本册子，笑了。 根据“a memory book filled with stories and photos”可知前文已提到过这本记忆册，此处表示特指，使用定冠词the。a和an是不定冠词，/不填，均不符。 64．句意：她坐下来，逐页仔细翻看，好像不想错过任何一个细节。 根据“as if she didn’t want to miss any detail”可知不想错过任何细节，要仔细；修饰动词“turning”需用副词carefully。careful“仔细的”和quick“快的”是形容词；quickly“快地”语义不符。 65．句意：她给我们讲了她和爷爷是怎么相识的，还有他们一起经历的过往。 根据“told us”可知后接宾语从句，需用陈述语序，且句意为如何遇见，用how she met。how did she meet和what did she meet是疑问句语序；what she met语义不符。 66．句意：她的话逗得我们哈哈大笑，屋子里满是幸福的气息。 此处使用搭配make sb. do sth.，意为“使某人做某事”，后接动词原形laugh。laughed是过去式，laughs是第三人称单数，laughing是现在分词，均不符。 67．句意：这次经历让我明白，最好的礼物从来和价格无关。 根据定冠词“the”及语境可知，此处使用形容词最高级修饰名词“gifts”，best符合语境。good是原形，well是副词，better是比较级，均不符。 68．句意：奶奶现在把这本册子放在咖啡桌上。 “coffee table”是表面，物体放在桌面上用介词on。for“为了”、in“在……里”、at“在……”搭配不符。 69．句意：它提醒着我们所有人：家人是这世间最宝贵的财富。 根据动词“reminds”可知，“family is the greatest treasure of all”是宾语从句，结构完整，不缺成分，只起连接作用，使用引导词that。what“什么”、how“如何”、if“是否”语义不符。 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语法选择专练 基础篇 （1） Last weekend, I helped my father clean up the attic (阁楼). Under some newspapers, I saw 1 old wooden box. With curiosity, I opened the box to see 2 it held. There were no treasures inside. Instead, I found a collection of rusty (生锈的) tools. I was deeply 3 . “Just a simple box 4 useless things,” I sighed (叹气). My father, hearing my sigh, climbed up into the attic and sat beside me. A warm smile 5 across his face as he picked up a small, hook-like tool. “This tool 6 help fix (修理) watches,” he said softly. “It once took me three whole days to fix your mother’s favourite watch.” As he spoke, I could easily imagine a young man working 7 beside the window, and his eyes fully focused on the tiny watch parts. I looked at these things again. Suddenly, they seemed different. They were no longer useless things, 8 tellers of the past stories. That afternoon taught 9 a valuable lesson: the true value in life lies in the small and ordinary things. Right then, I decided to make my own “memory box” 10 these warm daily moments. 1．A．a B．an C．the 2．A．how B．where C．what 3．A．disappoint B．disappointed C．disappointing 4．A．with B．among C．from 5．A．spreads B．spread C．has spread 6．A．must B．should C．could 7．A．care B．careful C．carefully 8．A．but B．or C．and 9．A．me B．my C．mine 10．A．record B．recording C．to record （2） Last Friday, Tom was in a hurry to leave the library before it closed. He 11 a black schoolbag from the chair next to his and rushed out. Only when he got home did he notice something strange: the backpack (背包) smelled of flowers, and inside lay a 12 notebook, a pink pencil case and a half-eaten apple. His face turned bright red. He realized he had taken a stranger’s bag 13 mistake and left his own important things behind. He was 14 worried if the owner had already left and if he could get his things back. Wondering 15 he could get his backpack back, he felt a strong feeling of panic (惊慌) wash over him. He ran back as fast as he could 16 he hoped the girl would still be in the library. When he arrived, a girl stood near the desk, looking even 17 than Tom. She nervously held 18 missing backpack as soon as she saw Tom. “I’m so sorry,” he said. “I forgot 19 before leaving.” The girl smiled kindly and said, “It’s okay.” Then they exchanged a quick laugh, and Tom learned 20 important lesson that day: Never rush when your memory could play tricks on you. 11．A．takes B．took C．has taken 12．A．girls’ B．girls C．girl’s 13．A．by B．in C．on 14．A．depth B．deep C．deeply 15．A．that B．what C．how 16．A．because B．but C．so 17．A．more worried B．most worried C．worried 18．A．she B．hers C．her 19．A．check B．to check C．checking 20．A．a B．an C．the （3） The English class was hard for Lorena. She didn’t do well in vocabulary tests. She felt like she was always making 21 , and didn’t want to embarrass (使……尴尬) herself. On Monday Ms Price announced there would be a vocabulary test on Friday. That night, Lorena wrote the vocabulary on little cards and 22 everywhere. When Friday came, she only knew about half the words and it made 23 quite upset. A week later, Ms Price gave some grammar homework. It took Lorena half an hour 24 it. Her friend Olivia texted that she needed help. Lorena explained the verb tense to Olivia 25 using some funny emojis (表情符号). Olivia texted back, “You are so funny. Emojis are the 26 way to learn English!” Olivia’s text gave Lorena 27 idea. Lorena reviewed her next vocabulary list on her notebook. For each word or phrase, she drew emojis to help her remember them 28 . The phrase “apple of my eye” was easy. She added an apple and an eye emoji next to the phrase. Other words were hard, 29 she found emojis for all of them. When she took her next test, she thought of the emojis she had chosen and wrote the English word. All the words 30 correctly on the test! 21．A．mistake B．mistakes C．a mistake 22．A．practice B．practices C．practised 23．A．she B．her C．hers 24．A．finish B．to finish C．finishing 25．A．by B．with C．in 26．A．good B．better C．best 27．A．a B．an C．the 28．A．careful B．carefully C．care 29．A．so B．but C．and 30．A．write B．wrote C．were written （4） Dear Dean’s Office, I am Zhang Chen, a student from Grade 9. I’m writing to talk about the serious environmental problems Hainan is facing. I think we students need to know about it. The National Park of Hainan Tropical Rainforest has 31 tropical rainforest in China. It is home to many rare (稀有的) and endangered species (物种). So it 32 “the museum of tropical rainforest”. There are many rare animals and plants in the park. It is 33 only home to Hainan gibbons (长臂猿). Over 40 years ago, 34 the rainforest got smaller and smaller, there were fewer than 10 gibbons left. That’s because 35 can only live in environmentally healthy forests. Thanks 36 the planting policy, there are 36 of them now. The park is also the world’s biggest “medicine store”. About 80 percent of the plants here can be used as medicine. More 37 , it is a symbol of China’s greener future that can be carried on by generation (一代) after generation. In the past five years, Hainan 38 great efforts to improve local situations. However, I’m still worried about the future of the species in Hainan. I wonder 39 we can do to live together with the animals and plants. I think it’s very important for our school 40 a report on this topic. Thank you. Yours sincerely, Zhang Chen 31．A．large B．larger C．the largest 32．A．calls B．is called C．is calling 33．A．a B．an C．the 34．A．as B．until C．though 35．A．their B．they C．them 36．A．in B．for C．to 37．A．important B．importantly C．importance 38．A．makes B．has made C．made 39．A．what B．where C．that 40．A．give B．to give C．giving 提升篇 （1） Having a good memory is the key to learning effectively. But if it’s hard to remember information even after 1 the notes again and again, perhaps you’re not studying in the best way. While there are many methods to remember things better, the most effective method is making meaningful connections 2 pieces of information. This idea is the Baker/baker paradox (悖论). In an experiment, researchers 3 people into two groups and showed a photo of a man’s face. One group knew the man’s name 4 Baker, while the other group knew the man worked as a baker. A few days later, the researchers asked both groups about the man’s identity. The results were 5 . People remembered the man’s job 6 than his name, even though both words were the same. Do you know 7 this happened? Here’s the reason: when you hear that someone works as 8 baker, your mind connects this fact to a network of meaningful ideas. You might picture someone baking food or wearing a tall white hat. These connections create a story in your brain, making the information easier 9 . However, the name “Baker” doesn’t form the same kind of meaningful connections. It’s only linked to the man’s face, which is a weak connection. If you forget the face, you may also forget the name completely. The Baker/baker paradox shows that memory works best when new information is connected with meaningful stories or 10 . 1．A．read B．reading C．discuss D．discussing 2．A．between B．after C．off D．without 3．A．divide B．divided C．will divide D．have divided 4．A．be B．was C．are D．were 5．A．surprise B．surprising C．surprised D．surprises 6．A．easily B．more easily C．most easily D．the most easily 7．A．why B．which C．whether D．what 8．A．a B．an C．some D．/ 9．A．recall B．recalling C．recalls D．to recall 10．A．image B．the image’s C．images D．images’ （2） English class was hard for Lorena. She didn’t do well in vocabulary tests. She felt like she was always making 11 , and didn’t want to embarrass (使……尴尬) herself. On Monday Ms Price announced there would be a vocabulary test on Friday. That night, Lorena wrote the vocabulary on little cards and 12 everywhere. When Friday came, she only knew about half the words and it made 13 quite upset. A week later, Ms Price gave some grammar homework. It took Lorena half an hour 14 it. Her friend Olivia texted (给……发短信) that she needed help. Lorena explained the verb tense to Olivia 15 using some funny emojis (表情符号). Olivia texted back, “You are so funny. Emojis are the 16 way to learn English!” Olivia’s text gave Lorena 17 idea. Lorena reviewed her next vocabulary list on her notebook. For each word or phrase, she drew emojis to help her remember them 18 . The phrase “apple of my eye” was easy. She added an apple and an eye emoji next to the phrase. Other words were hard, 19 she found emojis for all of them. When she took her next test, she thought of the emoji she had chosen and wrote the English word. All the words 20 correctly on the test! 11．A．mistake B．mistakes C．a mistake D．mistaking 12．A．practise B．practises C．practised D．practising 13．A．she B．her C．hers D．herself 14．A．finish B．to finish C．finishing D．finished 15．A．by B．with C．in D．on 16．A．good B．better C．best D．well 17．A．a B．an C．the D．/ 18．A．careful B．carefully C．care D．careless 19．A．so B．but C．and D．or 20．A．write B．wrote C．are written D．were written （3） Amy looked at her desk. She was starting 21 for the memory test. The key points 22 by her teacher on the paper were helpful. She took out her 23 and a red pen. The clock on the wall 24 quietly. Her father walked to her room and knocked 25 the door. He had 26 juice in his hand. “Take a break,” he said with a smile. “Can you guess 27 ?” He winked. Before Amy could answer, he went on, “It 28 almost time for dinner!” Amy jumped up, dressed 29 , and went to the kitchen. She ate 30 while planning her next review. 21．A．study B．to study C．make D．to make 22．A．write B．wrote C．are written D．written 23．A．notebook B．notebooks C．notebook’s D．notebooks’ 24．A．is ticking B．ticks C．was ticking D．will tick 25．A．at B．of C．in D．to 26．A．glass B．a glass C．glass of D．a glass of 27．A．how many words we need B．how many words do we need C．what we need words D．what do we need words 28．A．be B．am C．is D．are 29．A．herself B．himself C．he D．she 30．A．careful B．carefully C．carelessly D．careless （4） When I was in middle school, I often wondered 31 graduation would ever come. It seemed so far away. But now, as I stand here at the farewell ceremony, I can’t believe 32 quickly the time has passed. I still 33 the nervous feeling on my first school day. Looking back, I realize it is love and care 34 brightened my whole junior life. I have learned 35 to get along with others and face troubles bravely. I never gave up, 36 things were quite hard at that time. I haven’t decided 37 senior high school I will attend. But I know I will keep working hard 38 achieve my dreams. I will value the classmates 39 stayed with me all these years. All the sweet moments 40 we shared will stay in my mind forever. 31．A．when B．that C．whether D．what 32．A．that B．what C．how D．whether 33．A．remind B．remember C．forget D．imagine 34．A．who B．that C．where D．when 35．A．how B．that C．what D．whose 36．A．because B．though C．unless D．since 37．A．when B．which C．that D．where 38．A．in order to B．so that C．such that D．because of 39．A．which B．whom C．who D．whose 40．A．that B．what C．whether D．how （5） Last Tuesday, our class had a lesson about memory in the school science lab. Before the class, our teacher, Ms. Chen, asked us to close our eyes and try to remember every object in the room. She wanted to see 41 we paid attention to details. During the experiment, she showed us 20 everyday items for one minute, and then covered them with a cloth. We had to write down 42 we could recall. To my surprise, I only remembered 12 items. I wondered 43 my deskmate could remember 18. He said it was because he grouped similar items together in his mind. After that, Ms. Chen introduced how the brain processes memory. She said, “Information 44 into short-term memory first. If you review it, it moves to long-term memory.” She also advised us 45 a memory journal to record what we learned each day. Before the bell rang, Ms. Chen asked, “Can you guess 46 ?” We shook our heads. “Tomorrow we will invite a grandfather 47 has an amazing memory to share his secrets!” We all cheered loudly. I can’t wait 48 what he will say. I really want to know 49 I can apply his methods to my study. 41．A．how well B．how often C．how long D．how far 42．A．who B．what C．which D．that 43．A．why B．when C．where D．how 44．A．goes B．went C．going D．to go 45．A．keep B．keeping C．kept D．to keep 46．A．what we will do next B．what will we do next C．where will we go next D．where we will go next 47．A．which B．whom C．who D．whose 48．A．hear B．hearing C．heard D．to hear 49．A．that B．if C．what D．who （6） Memory is very important in our study and life. Everyone wishes 50 a good memory. But do you know how our memory works? Scientists divide memory 51 two kinds: short-term memory and long-term memory. Short-term memory can only keep information for a few seconds. It is easy for us 52 these memories soon. However, long-term memory can store things for a long time. Only when we review and use knowledge constantly, can it 53 long-term memory. Many factors can influence our memory. Enough sleep is necessary. We will feel tired and our brain will work 54 if we stay up late. Besides, healthy food and proper exercise are good 55 our brain. What’s more, active thinking also improves memory. When we learn new things, we should try 56 them with familiar things. Nowadays, many students are worried about 57 poor memory. In fact, memory can be trained. If you keep using scientific methods, your memory 58 day by day. Never give up, and you will find you are much 59 than before. 50．A．have B．to have C．having D．had 51．A．into B．to C．in D．from 52．A．lose B．losing C．to lose D．lost 53．A．become B．to become C．becoming D．became 54．A．slow B．slower C．slowly D．more slow 55．A．at B．for C．with D．to 56．A．to connect B．connect C．connected D．connecting 57．A．their B．theirs C．them D．themselves 58．A．improves B．improved C．will improve D．has improved 59．A．smart B．smarter C．smartest D．the smartest （7） Last week was my grandmother’s 70th birthday. We wanted to give 60 a gift that would show our love. After much discussion, we decided 61 a memory book filled with stories and photos from her life. We spent days 62 old photos. My father found a photo of Grandma holding me as a baby. “She looked so happy here! ” he said. Then, we wrote short notes to explain each photo. My sister added colorful drawings to make the pages look lively. On her birthday, Grandma opened 63 book and smiled. “This is the most special gift I’ve ever received, ” she said. She sat down, turning each page 64 , as if she didn’t want to miss any detail. That evening, we ate cakes and listened to Grandma’s stories about her youth. She told us 65 Grandpa and the experiences they had. Her words made us 66 and the house was full of happiness. This experience taught me that the 67 gifts are not about price. What truly matters is the effort and love we put into them. Even a simple book can become special when it carries true memories. Grandma now keeps the book 68 her coffee table. Every time visitors come, she shares it proudly. It reminds us all 69 family is the greatest treasure of all. 60．A．she B．her C．hers D．herself 61．A．increase B．to increase C．create D．to create 62．A．search B．searched C．searching D．to search 63．A．a B．an C．the D．/ 64．A．careful B．carefully C．quick D．quickly 65．A．how she met B．how did she meet C．what she met D．what did she meet 66．A．laughed B．laugh C．laughs D．laughing 67．A．good B．well C．better D．best 68．A．for B．in C．on D．at 69．A．that B．what C．how D．if 学科网（北京）股份有限公司 $