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根据短文内容,从方框内选择合适的单词并用其适当形式填空,使短文完整、连贯.before, challenge, choose, difficult, finish, with, influence, meet, stop, three Reading-九年级英语
[db:作者]  2019-11-12 00:00:00  零零社区

题文

根据短文内容,从方框内选择合适的单词并用其适当形式填空,使短文完整、连贯.
before, challenge, choose, difficult, finish, with, influence, meet, stop, three  
    Reading is important to children. It can (1)________ the way children think. However, (2)________
the right book for a child matters much. If parents choose an easy book for their child,  he or she needn't
deal with a (3)________, and he or she will make little progress in reading. If they choose a difficult book,
 the child can lose his or her interest and even (4)________ reading. The following are a  few  suggestions
for parents on how to choose the right books for their child.
    First, (5)________ buying a book, open it and have your child read a page of it.  Ask him or her to
raise a finger (手指) when he or she (6)________ a few new words. If the child raises all five fingers
before he or she has (7)________ the page, it means the book is too (8)________. If he or she  raises
no finger after reading the page, the book is probably too easy. Usually, two or (9)________  fingers
mean that the book is perfect for your child!
    Second, choose books that interest your child. Most children like books full of pictures and everyday
things in their lives.
    Third, choose books (10)________ short stories. These kinds of books will give children a  time to
rest as they read through the book.
题型：填空题  难度：中档

答案

1. influence      2. choosing         3. challenge    4. stop         5. before  
6. meets         7. finished         8. difficult     9. three           10. with

据专家权威分析，试题“根据短文内容,从方框内选择合适的单词并用其适当形式填空,使短文..”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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