题文

重排短文段落，使其内容连贯，意思顺畅，并将正确序号填在短文后面的横线上。

(1) But how? He kept thinking about this as he walked home. Maybe he could clear the snow away       for theneighbors. But it was summer now, and there was no snow. (2) Joe wanted to buy a bike. He had asked his parents for the money and they said he must earn it       himself. (3) Just then Joe saw one of his classmates, Dick, delivering newspapers. "I could do that ," he thou       ght, "Maybe I could even get the bike right away. I could pay for it a little each week." (4) When Joe arrived home, he told his mother all about it. His mother smiled and said, "I think it's a       great idea." (5) He ran to Dick, and asked a lot of questions about getting a paper route. He learned that the job       took about three hours each morning. Dick gave him the phone number of the newspaper manger. ________   ________   ________   ________   ________

题型：阅读理解  难度：中档

答案

21354

据专家权威分析，试题“重排短文段落，使其内容连贯，意思顺畅，并将正确序号填在短文后..”主要考查你对  故事类阅读  等考点的理解。关于这些考点的“档案”如下：

故事类阅读

考点名称：故事类阅读

• 故事类阅读：
  文章一般描述的是某一件具体事情的发生发展或结局，有人物、时间、地点和事件。
  命题往往从故事的情节、人物或事件的之间的关系、作者的态度及意图、故事前因和后果的推测等方面着手，考查学生对细节的辨认能力以及推理判断能力。
  阅读这类材料时，同学们一定要根据主要情节掌握文章主旨大意，同时抓住每一个细节，设身处地根据文章内容揣摩作者的态度和意图，根据情节展开想象，即使是碰到深层理解题也可迎刃而解。

• 故事类阅读注意：
  初中生接触到的阅读材料大都是故事类。
  阅读故事类的材料，应该抓住人物线索、地点线索、时间线索和情节发展线索。
  
  特别注意的是，以上线索往往是并存的。因为情节的发展总是涉及到人物的变化、时间的推移、场景的变换等。
  而阅读材料后的阅读理解往往会围绕这些内容设计一些事实类的理解题。
  
  凡事实类的理解题都可以从阅读材料的表层文字中找到答案。
  
  在阅读故事类短文时，应理解文章的深层含义，也就是它的主题。在此需要注意的是，现在的阅读理解题在测试事实类的理解题的同时，往往有一道推理类理解测试题．