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Ⅲ. 阅读下面短文,根据短文内容回答问题。
Last term, I faced a huge challenge: my memory. I could solve a math problem quickly, but when it came to remembering dates in history or vocabulary for English tests, my brain felt like a sieve(筛子). Everything I tried to keep inside just leaked away.
My worst moment came during the mid-term history exam. I had studied the timeline of World War II for two whole nights. But when I saw the question, “Name three key events in 1941,” my mind went completely blank. I felt so frustrated that I almost wanted to cry. I knew I had read the information; I just couldn’t find it in my head.
That night, I decided I had to change my method. Simply reading my notes over and over wasn’t working. I started experimenting. First, I tried drawing mind maps—I would put a central idea in the middle of a page and draw branches of key facts around it. Then, I began teaching my little brother what I’d learned. To my surprise, explaining things out loud helped me remember them much better. Finally, I stopped staying up late to study. Instead, I reviewed my notes for 20 minutes every morning and 20 minutes before dinner.
The next history test came a month later. When I saw a question about the Silk Road, I didn’t panic. In my mind, I saw the colorful map I had drawn, with clear branches labeled “Goods,” “Routes,” and “Culture.” The answers flowed easily onto my paper.
I didn’t get a perfect score, but my grade jumped from a D to a B+. More importantly, I learned an important lesson: a good memory isn’t something you are born with; it’s a skill you can build, one small habit at a time.
1. What problem did the writer have at the beginning of the story?
2. Why did the writer feel frustrated during the mid-term history exam?
3. List two new methods the writer tried to improve his memory.
4. What does the phrase “my brain felt like a sieve” mean in Paragraph 1?
5. What was the writer's final grade on the next history test, and what was the most important lesson he / she learned?
Last term, I faced a huge challenge: my memory. I could solve a math problem quickly, but when it came to remembering dates in history or vocabulary for English tests, my brain felt like a sieve(筛子). Everything I tried to keep inside just leaked away.
My worst moment came during the mid-term history exam. I had studied the timeline of World War II for two whole nights. But when I saw the question, “Name three key events in 1941,” my mind went completely blank. I felt so frustrated that I almost wanted to cry. I knew I had read the information; I just couldn’t find it in my head.
That night, I decided I had to change my method. Simply reading my notes over and over wasn’t working. I started experimenting. First, I tried drawing mind maps—I would put a central idea in the middle of a page and draw branches of key facts around it. Then, I began teaching my little brother what I’d learned. To my surprise, explaining things out loud helped me remember them much better. Finally, I stopped staying up late to study. Instead, I reviewed my notes for 20 minutes every morning and 20 minutes before dinner.
The next history test came a month later. When I saw a question about the Silk Road, I didn’t panic. In my mind, I saw the colorful map I had drawn, with clear branches labeled “Goods,” “Routes,” and “Culture.” The answers flowed easily onto my paper.
I didn’t get a perfect score, but my grade jumped from a D to a B+. More importantly, I learned an important lesson: a good memory isn’t something you are born with; it’s a skill you can build, one small habit at a time.
1. What problem did the writer have at the beginning of the story?
He couldn't remember information easily (especially for history or vocabulary). His memory was poor.
2. Why did the writer feel frustrated during the mid-term history exam?
Because his mind went completely blank, and he couldn't remember the three key events of 1941 even though he had studied them.
3. List two new methods the writer tried to improve his memory.
(Any two of these:) Drawing mind maps; teaching his little brother (explaining things out loud); reviewing notes for 20 minutes in the morning and 20 minutes before dinner.
4. What does the phrase “my brain felt like a sieve” mean in Paragraph 1?
It means the writer couldn't keep information in his head—everything fell out/leaked away easily, just like water through a sieve.
5. What was the writer's final grade on the next history test, and what was the most important lesson he / she learned?
He got a B+. The most important lesson was that a good memory is not something you are born with; it is a skill you can build with small habits.
答案
1. He couldn't remember information easily (especially for history or vocabulary). His memory was poor.
2. Because his mind went completely blank, and he couldn't remember the three key events of 1941 even though he had studied them.
3. (Any two of these:) Drawing mind maps; teaching his little brother (explaining things out loud); reviewing notes for 20 minutes in the morning and 20 minutes before dinner.
4. It means the writer couldn't keep information in his head—everything fell out/leaked away easily, just like water through a sieve.
5. He got a B+. The most important lesson was that a good memory is not something you are born with; it is a skill you can build with small habits.
2. Because his mind went completely blank, and he couldn't remember the three key events of 1941 even though he had studied them.
3. (Any two of these:) Drawing mind maps; teaching his little brother (explaining things out loud); reviewing notes for 20 minutes in the morning and 20 minutes before dinner.
4. It means the writer couldn't keep information in his head—everything fell out/leaked away easily, just like water through a sieve.
5. He got a B+. The most important lesson was that a good memory is not something you are born with; it is a skill you can build with small habits.
