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完形填空 Imagine you receive an e-mail .that looks something like this: ARE YOU GOING TO CLASS TODAY? How does 1this message make you feel? Why did the sender-九年级英语
[db:作者]  2019-11-12 00:00:00  互联网

题文

完形填空
        Imagine you receive an e-mail .that looks something like this: ARE YOU GOING TO CLASS TODAY? How does 1  this message make you feel? Why did the sender use 2 capital (大写) letters? Was he or she angry, 3 did that person just 4 to turn off the ‘Caps Lock’ (大写锁定) on the computer. This e-mail 'sounds' like the 5 is shouting because using all capital letters in an e-mail is   6 the way that people shout online.
        Knowing when and when not to 7 capital letters is just one 8 of online etiquette(礼仪).Don't do anything online that you wouldn't do in 9 life.
       Don’t use information that someone else has written, and 10 it's yours. Do share(分享) your knowledge of the Internet with others.
(     )1. A.reading  
(     )2. A. some    
(     )3. A. but      
(     )4. A. start    
(     )5. A. writer  
(     )6. A. hardly  
(     )7. A. copy    
(     )8. A. mistake  
(     )9. A.digital  
(     )10.A.speak    

B. typing    
B. all        
B. or        
B. begin      
B. worker    
B. carefully  
B.believe    
B. advice    
B. real      
B. tell      

C. watching  
C. any        
C. and        
C. forget    
C. nurse      
C. silently  
C. double    
C. example    
C. quiet      
C. talk      

D. leaving        
D. none            
D. so              
D. remember        
D. student        
D. usually        
D. use            
D. game            
D. healthy        
D. say            

题型：完形填空  难度：中档

答案

1.A 2.B 3.B 4.C 5.A 6.D 7.D 8.C 9.B 10.D

据专家权威分析，试题“完形填空 Imagine you receive an e-mail .that looks somethin..”主要考查你对  科教类阅读  等考点的理解。关于这些考点的“档案”如下：

科教类阅读

考点名称：科教类阅读

  • 科普类的阅读：
    科普类的阅读理解包含介绍科学知识、社会知识的短文。阅读这类短文时，要以事实为中心进行思考，抓住事物的特征、用途、相互关系等。
    如果是介绍社会现象的文章，要掌握所谈现象的内涵。

  • 答题技巧：
    1. 加强整体意识，把握文章的主要内容。在阅读的时候可给段落标上序号，并给重要的句子和
       关键词做上记号，尤其是各段中心句，为答题提供更快捷更多的信息源。
    2. 审清题干，发觉和把握试题中有效的提示性信息，确认命题的角度、阅读范围和答题方式。
    3. 定位阅读，强化对应意识。同时要注意原文利用和自我加工相结合。
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