阅读短文，根据意思，判断所给句子的正误。正确的写T，错误的写F。并在答题卡上将T或F写在对应题号的方格内。As I am now a middle school

题文

阅读短文，根据意思，判断所给句子的正误。正确的写T，错误的写F。并在答题卡上将T或F写在对应题号的方格内。 As I am now a middle school student, I have many friends, but there is one I like best. I first met him when I began to go to school.Though he looks rious, he is interesting. Often he is clever, sometimes even much fun. He knows every language in the world, all the things in history, and the words of all the great articles. Everyone who knows him loves him. To me, he is a great teacher as well as a good friend.My friend is always ready to help me. Though I may be not very smart, I can ask him for help again and again. When I am bored, he tells me something interesting. When I am lonely, he always stays with me. He is a friend not only to me but to all the people around the world.Do you want to know his name? His name is “Reading.小题1:The writer thinks his best friend looks rious.小题2:The writer’s best friend only knows one language.小题3:The writer’s best friend doesn’t help people who are not smart.小题4:When the writer feels bored, his best friend tells him something interesting.小题5:The writer’s best friend is “Reading”.

题型：未知 难度：其他题型

答案

小题1:T小题2:F小题3:F小题4:T小题5:T

点击查看科教类阅读知识点讲解,巩固学习

解析

这篇短文中作者主要介绍了自己的好朋友——阅读，以此给我们讲述了阅读能给我们带来哪些好处。小题1:根据第二段Though he looks rious, he is interesting.描述，可知本句描述正确。小题2:根据第二段He knows every language in the world,描述，可知本句描述错误。小题3:根据短文第三段My friend is always ready to help me. Though I may be not very smart, I can ask him for help again and again.描述，可知本句描述错误。小题4:根据第三段When I am bored, he tells me something interesting.描述，可知本句描述正确。小题5:根据短文最后一段Do you want to know his name? His name is “Reading.描述，可知本句描述正确。点评：本文浅显易懂，各个小题都能在文中找到适当依据。只要认真阅读短文，注意前后联系，就能顺利完成阅读。文章所设试题主要考察细节查找，做题关键是找出原文的根据，认真核查小题和原文的异同。

考点

据考高分专家说，试题“阅读短文，根据意思，判断所给句子的正误。.....”主要考查你对 [科教类阅读 ]考点的理解。

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。