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高中英语北师大版 2019 必修第三册 Unit 9 Learning习题
一、单词拼写
1.Please choose a __________ (话题) that interests you for the class discussion.
2.Doing more reading will help you __________ (提高) your English.
3.It is easier to __________ (记忆) new words by linking them with pictures.
4.Studies __________ (表明) that taking short breaks helps us learn better.
5.Students are encouraged to take an __________ (积极的) part in class discussions.
6.It is helpful to __________ (反思) on your mistakes after an exam.
7.Listen to the tape again and __________ (重复) each sentence after the speaker.
8.She was so interested in the book that she paid no __________ (注意力) to the time.
9.Reading widely is a good way to gain __________ (知识) about the world.
10.You can __________ (组织) your notes into three main parts to remember them better.
二、词性转化
1.learn (v.) → __________ (n.) 学习者
2.act (v.) → __________ (adv.) 积极地
3.understand (v.) → __________ (n.) 理解
4.educate (v.) → __________ (n.) 教育
5.suggest (v.) → __________ (n.) 建议
6.practise (v.) → __________ (n.) 练习
7.curious (adj.) → __________ (adv.) 好奇地
8.imagine (v.) → __________ (n.) 想象力
9.connect (v.) → __________ (n.) 联系
10.think (v.) → __________ (n.) 思考；想法
三、选词填空（从下列所给词中选择合适的单词并用其正确形式填空）
concentrate, effective, habit, method, note, progress, review, tip
1.Good learners often __________ on one thing at a time and avoid using their phones while studying.
2.Taking short breaks is an __________ way to keep your brain fresh during long study sessions.
3.Going over your lessons at the same time every evening helps you build a good study __________.
4.The teacher introduced a new __________ for learning new words: linking them with pictures.
5.Please __________ down the key points while the teacher is speaking.
6.If you keep practising every day, you will make steady __________ in English.
7.It is wise to __________ what you have learned within twenty-four hours, or you will forget most of it.
8.Here is a useful __________ for remembering English words: read them aloud three times and then cover the page.
四、七选五
根据短文内容，从短文后的选项中选出能填入空白处的最佳选项。选项中有两项为多余选项。
Have you ever studied hard for a test, felt confident, and then forgotten almost everything a week later You are not alone. Scientists have studied this problem for more than a hundred years, and their findings can help anyone learn better.
In the 1880s, a German psychologist named Hermann Ebbinghaus carried out a series of experiments on memory. He memorised long lists of meaningless syllables and tested himself at different times. He discovered that people forget most of what they learn within the first twenty-four hours. His famous "forgetting curve" shows that memory drops quickly at first and then more slowly.
1________ The answer is simple: review. Research suggests that looking at your notes again soon after learning can greatly slow down forgetting. Even a five-minute check on the same evening can make a big difference.
First, spread your review sessions over several days instead of cramming them into one long session. Reviewing a word list on Monday, Wednesday and Friday helps your brain build stronger connections than repeating it three times in a row on one evening. 2________
3________ When you close your book and try to write down the main points from memory, the effort of recalling information tells your brain that this material matters. Rereading, by contrast, often creates a false sense of knowing, because the words look familiar but the ideas are not truly connected.
4________ Forgetting some details does not mean that your study time was wasted. Memories that survive are usually the ones you use most. 5________ Start tonight: close this article, pick up your notes, and give your brain the practice it needs.
A. So how can we protect our new memories from this rapid drop
B. Ebbinghaus later repeated his experiments with thousands of school children.
C. Researchers call this way of reviewing "spaced practice".
D. Second, testing yourself is more powerful than simply rereading your notes.
E. Finally, remember that forgetting is a natural part of learning.
F. Drinking coffee before class can double your memory for a short time.
G. The key is to review regularly and give your brain time to strengthen what it has learned.
五、阅读理解
（一）
Taking notes by hand may seem old-fashioned in the age of laptops, but a recent study suggests that pens still have power. Researchers asked two groups of college students to watch the same short lecture. One group took notes on laptops, while the other used pen and paper.
The laptop group wrote almost twice as many words as the pen group, and most of their words were copies of what the lecturer said. The pen group, however, had to be selective. Because handwriting is slower, they could not record everything, so they summarised, simplified and connected ideas in their own words.
Twenty minutes after the lecture, all the students took a test on facts and deeper questions. On fact questions, the two groups performed similarly, since copying works well for simple recall. But on questions that required understanding and applying ideas, the handwriters clearly did better.
The researchers explain that typing fast allows students to take notes without really thinking, a process they call 'mindless transcription'. Handwriting forces the brain to process information first, and this deeper processing helps understanding and memory.
Does this mean laptops should be banned from classrooms Not exactly. The researchers point out that laptop notes are easier to search and share, and that typing helps students who write very slowly. The key, they say, is not the tool but how you use it: whatever you write with, try to put ideas into your own words instead of copying the lecturer word for word.
1.What did the researchers ask the two groups of students to do
A. To take a test before watching a lecture.
B. To watch the same lecture and take notes in different ways.
C. To write a report about the lecturer.
D. To teach a short lesson to their classmates.
2.Why did the students using pen and paper summarise ideas in their own words
A. Because handwriting is too slow to record every word.
B. Because the lecturer asked them to do so.
C. Because they wanted to finish the test quickly.
D. Because they had read the lecture before.
3.In which type of questions did the handwriters perform better
A. Questions about simple facts.
B. Questions about typing speed.
C. Questions requiring understanding and applying ideas.
D. Questions about the length of the lecture.
4.What does "mindless transcription" in Paragraph 4 probably mean
A. Writing with beautiful handwriting.
B. Checking notes with a partner after class.
C. Typing as fast as the lecturer speaks.
D. Taking notes without thinking about the meaning.
5.What is the researchers' attitude towards using laptops in classrooms
A. Doubtful.
B. Enthusiastic.
C. Tolerant but cautious.
D. Disappointed.
（二）
When Li Hua moved to New Zealand with her family at fifteen, she could read English textbooks but could hardly follow a conversation. 'In class, the teacher's words sounded like a river flowing past me,' she says. 'I understood each word, but by the time I thought about one sentence, the speaker had already finished three more.'
At first, Li Hua tried to translate everything into Chinese in her head. This, she soon discovered, was exhausting and useless. A teacher at her school gave her a piece of advice that changed everything: stop translating and start thinking in English, even in simple sentences.
She began with small steps. She described the weather to herself while walking to school, named objects in English in the supermarket, and kept a diary in easy English. Slowly, the need to translate disappeared. Her brain started to deal with English directly.
To improve her listening, Li Hua watched the same short videos again and again, first with subtitles and then without. 'Repetition felt boring, but it worked,' she explains. 'The third time I watched a video, I could hear words that I had completely missed the first time.'
Two years later, Li Hua won a prize in a school speech contest. When asked for her secret, she laughed: 'There is no secret. I just made English part of my daily life instead of a subject I studied twice a week.'
6.What was Li Hua's main problem when she arrived in New Zealand
A. She could not read English textbooks.
B. She could not understand spoken English well.
C. She disliked her new teachers.
D. She forgot most Chinese words.
7.Why did Li Hua give up translating everything into Chinese
A. It made her tired and did not work well.
B. Her Chinese was not good enough.
C. The teacher banned it in class.
D. She wanted to forget Chinese.
8.Which of the following is one of Li Hua's "small steps"
A. Writing a diary in simple English.
B. Watching English movies all night.
C. Learning fifty new words a day.
D. Speaking only with foreigners.
9.How did Li Hua improve her listening
A. By listening to English songs every morning.
B. By asking teachers to speak slowly.
C. By watching the same videos again and again.
D. By recording her own voice.
10.What can be the best title for the text
A. The Difficulty of Living Abroad
B. Thinking in English: One Learner's Way
C. Why Translation Always Fails
D. How to Win a Speech Contest
习题答案解析
一、单词拼写
1.“话题”，不定冠词 a 后接可数名词单数，choose a topic 意为“选一个话题”，故填 topic。
2.“提高”，help sb do sth 结构中空处需填动词原形，improve 意为“提高；改进”，与宾语 your English 搭配，故填 improve。
3.“记忆”，to 后接动词原形构成不定式，memorise 意为“记忆；背熟”，与 new words 搭配，故填 memorise。
4.“表明”，主语 Studies 为复数，谓语用动词原形，suggest 后接 that 引导的宾语从句，故填 suggest。
5.“积极的”，an 后接以元音音素开头的形容词修饰名词 part，take an active part in 为固定搭配，意为“积极参加”，故填 active。
6.“反思”，to 后接动词原形，reflect on 意为“反思；仔细思考”，与 your mistakes 搭配，故填 reflect。
7.“重复”，and 连接两个并列的祈使动词，空处用动词原形，repeat 意为“重复”，与 each sentence 搭配，故填 repeat。
8.“注意力”，pay no attention to 为固定搭配，意为“对……不注意”，no 后需接名词，attention 作不可数名词，故填 attention。
9.“知识”，gain 后接名词作宾语，knowledge 作不可数名词，gain knowledge 意为“获得知识”，故填 knowledge。
10.“组织”，can 后接动词原形，organise...into 意为“把……组织成”，与 your notes 搭配，故填 organise。
二、词性转化
1.learn 动词“学习”，指人的名词形式是 learner，意为“学习者”，如：a fast learner（一个学得快的人）。
2.act 动词“行动”，其形容词是 active，副词形式是 actively，意为“积极地”，如：learn actively（积极地学习）。
3.understand 动词“理解”，名词形式是 understanding，意为“理解；领悟”，如：a good understanding of grammar（对语法的良好理解）。
4.educate 动词“教育”，去 e 加 -ion 构成名词 education，意为“教育”，作不可数名词，如：a good education（良好的教育）。
5.suggest 动词“建议”，名词形式是 suggestion，变 -t 为 -st 再加 -ion，如：a useful suggestion（一条有用的建议）。
6.practise 动词“练习”，名词形式是 practice，如：Practice makes perfect（熟能生巧）。
7.curious 形容词“好奇的”，去 -s 加 -ly 构成副词 curiously，意为“好奇地”，如：She asked curiously（她好奇地问）。
8.imagine 动词“想象”，去 e 加 -ation 构成名词 imagination，意为“想象力”，如：use your imagination（运用你的想象力）。
9.connect 动词“连接”，加 -ion 构成名词 connection，意为“联系；连接”，如：make connections between ideas（在观点之间建立联系）。
10.think 动词“思考”，名词形式是 thought，意为“思考；想法”，复数 thoughts，如：a deep thought（一个深刻的想法）。
三、选词填空
1.“专心”，空后介词 on 提示填动词，concentrate on 意为“专注于”，句中陈述一般情况用动词原形，故填 concentrate。
2.“有效的”，an 后接以元音音素开头的形容词修饰名词 way，effective 意为“有效的”，故填 effective。
3.“习惯”，a good study 后接单数名词作宾语，habit 意为“习惯”，build a good study habit 意为“养成好的学习习惯”，故填 habit。
4.“方法”，a new 后接单数名词，method 意为“方法”，与介词短语 for learning new words 搭配，故填 method。
5.“记下”，note down 为动词短语，意为“记下”，祈使句空处用动词原形，与 the key points 搭配，故填 note。
6.“进步”，make progress 为固定搭配，意为“取得进步”，progress 作不可数名词无复数，steady 修饰该名词，故填 progress。
7.“复习”，to 后接动词原形，review 意为“复习”，与 within twenty-four hours（二十四小时内）呼应，指及时复习，故填 review。
8.“小窍门”，a useful 后接单数名词，tip 意为“提示；窍门”，与冒号后的具体做法呼应，故填 tip。
四、七选五
1.A：上段末说遗忘曲线显示记忆先快后慢地下降，空白后“答案很简单：复习”，A 选项“那么我们如何保护新记忆免受这种快速下降？”提出问题，引出下文的回答，故选 A。
2.C：空白前列举了把复习分散到周一、周三、周五的做法，C 选项“研究者把这种复习方式称为‘间隔练习’”对上文做法进行命名和总结，衔接自然，故选 C。
3.D：下文说“当你合上书，凭记忆写出要点时，回想的努力会告诉大脑这些内容重要”，且与前段的 First 呼应，D 选项“第二，自我测试比单纯重读笔记更有效”引出该话题，故选 D。
4.E：下文说“忘记一些细节并不意味着你的学习时间被浪费了”，E 选项“最后，记住遗忘是学习的自然组成部分”与后文语义一致并引出本段，故选 E。
5.G：空白后“今晚就开始：合上这篇文章，拿起笔记，给大脑它需要的练习”，G 选项“关键是定期复习，给大脑时间巩固所学内容”总结上文并提出行动建议，故选 G。
五、阅读理解
1.B：第一段说 Researchers asked two groups of college students to watch the same short lecture，一组用笔记本电脑记笔记、另一组用纸笔，即用不同方式看同一讲座并记笔记，故选 B。
2.A：第二段说 Because handwriting is slower, they could not record everything，即书写太慢无法记下每个词，只能用自己的话总结简化，与 A 项原因一致，故选 A。
3.C：第三段说 On questions that required understanding and applying ideas, the handwriters clearly did better，即在需要理解和运用观点的题目上手写组表现更好，与 C 项对应，故选 C。
4.D：第四段说 typing fast allows students to take notes without really thinking，即打字太快使学生不加思考地记笔记，这正是 mindless transcription 的含义，与 D 项对应，故选 D。
5.C：末段说 Not exactly，并指出 laptop notes 便于搜索分享、打字对书写慢的学生有帮助，同时提醒关键在于如何使用，可见态度是接受但有所保留，故选 C。
6.B：第一段说 she could read English textbooks but could hardly follow a conversation，即能读课本却几乎听不懂对话，B 项“听不懂英语口语”符合文意，故选 B。
7.A：第二段说 This, she soon discovered, was exhausting and useless，即在脑中把一切译成中文令人疲惫且无用，A 项概括了这两个原因，故选 A。
8.A：第三段列举了 her small steps：describe the weather、named objects in English 和 kept a diary in easy English，A 项“用简单英语写日记”是其中之一，故选 A。
9.C：第四段说 Li Hua watched the same short videos again and again, first with subtitles and then without，即反复观看同一些短视频来提高听力，与 C 项方法一致，故选 C。
10.B：全文讲述李华把英语融入日常生活、用英语思考而提高的经历，末段点明 made English part of my daily life，B 项概括了这一主旨，故选 B。

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