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四、阅读理解
Language students often think they have memory problems. They worry because they can't remember words. In fact, the problem usually isn't with their memory. The problem is with how they study.
To remember words better, you need to understand how memory works. There are two kinds of memory: short-term and long-term. When you see, hear, or read something, it goes first into short-term memory. But short-term memory lasts for only a few seconds. You will only remember something longer if it goes into long-term memory. Your long-term memory is like a very big library with many books. And like a library, it's organized. When you put away a book—or memory—you can't just leave it anywhere. You have to choose a place where you can find it again.
How can you do this with vocabulary? The answer is to work with the word and think about the word in new ways. You can do this by writing new sentences that include it. Even better, you can invent a little story about the word, with people or places that you know. Another way is to make a picture in your mind with the word. For example, if the word is "height", you can think of the tallest person you know and try to guess his or her height. All of these activities are good ways to think about words. They make the meanings of words stronger in your long-term memory. And they give a way to find a word when you need it.
(
A. Because they have memory problems.
B. Because they are too worried.
C. Because they don't use a proper way.
D. Because they don't like to study.
(
A. Long-term memory keeps many books like a large library.
B. Long-term memory works like a well-organized library.
C. Long-term memory provides any book you want.
D. Long-term memory leaves memory anywhere.
(
A. Making sentences with the word.
B. Listening to some interesting stories.
C. Talking with people that you know.
D. Drawing pictures of the word on paper.
(
A. Language students' problems in study.
B. How to make the meanings of words stronger in your memory.
C. Short-term and long-term memory.
D. How to improve ways to remember words.
Language students often think they have memory problems. They worry because they can't remember words. In fact, the problem usually isn't with their memory. The problem is with how they study.
To remember words better, you need to understand how memory works. There are two kinds of memory: short-term and long-term. When you see, hear, or read something, it goes first into short-term memory. But short-term memory lasts for only a few seconds. You will only remember something longer if it goes into long-term memory. Your long-term memory is like a very big library with many books. And like a library, it's organized. When you put away a book—or memory—you can't just leave it anywhere. You have to choose a place where you can find it again.
How can you do this with vocabulary? The answer is to work with the word and think about the word in new ways. You can do this by writing new sentences that include it. Even better, you can invent a little story about the word, with people or places that you know. Another way is to make a picture in your mind with the word. For example, if the word is "height", you can think of the tallest person you know and try to guess his or her height. All of these activities are good ways to think about words. They make the meanings of words stronger in your long-term memory. And they give a way to find a word when you need it.
(
C
)1. In the writer's opinion, why can't students remember words?A. Because they have memory problems.
B. Because they are too worried.
C. Because they don't use a proper way.
D. Because they don't like to study.
(
B
)2. What does the underlined part in Paragraph 2 mean?A. Long-term memory keeps many books like a large library.
B. Long-term memory works like a well-organized library.
C. Long-term memory provides any book you want.
D. Long-term memory leaves memory anywhere.
(
A
)3. Which is one example of "thinking about the word in new ways" in the last paragraph?A. Making sentences with the word.
B. Listening to some interesting stories.
C. Talking with people that you know.
D. Drawing pictures of the word on paper.
(
D
)4. What does this passage mainly tell us?A. Language students' problems in study.
B. How to make the meanings of words stronger in your memory.
C. Short-term and long-term memory.
D. How to improve ways to remember words.
答案
1.C 2.B 3.A 4.D
解析
【分析】本题为英语阅读理解题，需先通读全文把握主旨，再针对每道题的题干回到原文定位关键信息，逐一比对选项排除错误答案，选出符合原文的正确选项。第1题需定位第一段关于记单词困难原因的表述；第2题需理解第二段划线句的比喻含义；第3题需定位最后一段“用新方式思考单词”的具体例子；第4题需概括全文核心内容。
【解析】1. 细节理解题：根据第一段“In fact, the problem usually isn't with their memory. The problem is with how they study.”可知，学生记不住单词的问题在于学习方法不当，而非记忆问题，故选C。
2. 词义猜测题：第二段划线句将长期记忆比作“大图书馆”，且强调“it's organized（有组织的）”，说明长期记忆像一个组织有序的图书馆，故选B。
3. 细节理解题：最后一段提到“thinking about the word in new ways”的方法包括“writing new sentences that include it（用单词造新句子）”，A项符合；B、C、D项均未在原文提及，故选A。
4. 主旨大意题：全文围绕“如何更好地记住单词”展开，即改进记单词的方法，D项符合；A项仅提到问题，未涉及解决方法；B、C项是文章部分内容，非主旨，故选D。
【答案】1.C 2.B 3.A 4.D
【知识点】英语阅读理解（细节理解、词义猜测、主旨大意）
【点评】本文是关于记忆与记单词方法的英语阅读材料，考查了细节理解、词义猜测和主旨大意三类常见阅读题型，要求学生能准确定位原文信息、理解比喻含义并概括核心内容，整体难度适中。
【难度系数】0.6
【解析】1. 细节理解题：根据第一段“In fact, the problem usually isn't with their memory. The problem is with how they study.”可知，学生记不住单词的问题在于学习方法不当，而非记忆问题，故选C。
2. 词义猜测题：第二段划线句将长期记忆比作“大图书馆”，且强调“it's organized（有组织的）”，说明长期记忆像一个组织有序的图书馆，故选B。
3. 细节理解题：最后一段提到“thinking about the word in new ways”的方法包括“writing new sentences that include it（用单词造新句子）”，A项符合；B、C、D项均未在原文提及，故选A。
4. 主旨大意题：全文围绕“如何更好地记住单词”展开，即改进记单词的方法，D项符合；A项仅提到问题，未涉及解决方法；B、C项是文章部分内容，非主旨，故选D。
【答案】1.C 2.B 3.A 4.D
【知识点】英语阅读理解（细节理解、词义猜测、主旨大意）
【点评】本文是关于记忆与记单词方法的英语阅读材料，考查了细节理解、词义猜测和主旨大意三类常见阅读题型，要求学生能准确定位原文信息、理解比喻含义并概括核心内容，整体难度适中。
【难度系数】0.6
