閱讀短文，根據(jù)短文內(nèi)容，從短文后各題所給的A、B、C、D四個(gè)選項(xiàng)中，選擇最佳選項(xiàng)。

Last fall, many people shared social media(社交媒體) posts about scary clowns(可怕的小丑). The online posts said people dressed as clowns were waiting near schools planning to hurt students.

The clown story scared many people-but not the students in Diane Gardner's class Ms. Gardner teaches eighth-grade language arts. Her class did not believe the clown story.

“Some people got scared because they never looked into seeing who was posting the stories they were reading on social media,” said 13-year-old Patricia Rose from Ms. Gardner's class, “Sometimes people read just one story and automatically believed it was true,” her classmate Ivy Brooks added. “They should look to see where the story came from. Is it from a news group? Is it just a rumor- a circulating(流傳的) story of uncertain truth?”

The posts were actually not written by reporters. Many posts like these were made by teenagers who did not have any proof (證據(jù))of what they were posting. In the end, the clown story turned out to be a joke. It was fake news, or news that is wrong on purpose.

There are different kinds of fake news. Some have facts with incorrect information in them. A fact is something that can be proven true. Other fake news stories are opinions, but pretend (偽裝)to be facts. An opinion is something a person thinks. Opinions change from person to person. Fake news is a problem because it spreads(傳播)wrong information.

Being able to spot(認(rèn)出) fake news is an increasingly important skill today. Stories spread lightning-fast online. It is also easier than ever to share incorrect information. Almost anyone can make a website where lies look like facts.

This can make it hard to know what real news is. That is why Ms Gardner is teaching her students to think critically(審判地) so that they can avoid falling for fake stories.

In her class, Ms. Gardner often points out that the first step when reading news is to slow down. “First, stop and think,”she says. “Then, ask yourself some questions: Is there any proof in the story? Where is this story coming from? Did the writer have a reason to make up this story?”

Her students have also learned and practiced these things. After they read a news story, they decide if the news story has mostly facts, or mostly opinions. Then they check the facts, they do more research to see if the story is right.

To test her students Gardner showed them a website about an animal called the pacific Northwest Tree Octopus. The website is full of information on this tree-climbing sea creature. It even has a few unclear pictures. But, just like the scary clowns, it's totally made up.

Ms. Gardner said this was a good lesson for her students. She wanted them to double-check the information they see. Her advice is simple: “_________”

1.At the beginning of the passage, the writer mentions the clown story to_________.

A.show that students aren't scared easily

B.warn that clowns could be dangerous to students.

C.suggest that stories spread online can sometimes be fake.

D.prove that stories not written by reporters are made up

2.According to the passage, a good reader of news would probably_________.

A.spot opinions in stories that pretend to be facts

B.do more research to check the opinions in the story

C.avoid falling for fake stories by reading very slowly

D.believe a story that includes more facts than opinions

3.What advice might Ms Gardner give her students?

A.Question everything. B.Never spread fake news.

C.Act quickly, think slowly. D.Read today, lead tomorrow.

4.What can we learn from the passage?

A.Stories that spread fast online are most likely fake news.

B.Patricia Rose hates people who post stories on the Internet.

C.Ms Gardner believes social media is harmful to her students.

D.Social media has made it easier and faster to spread fake news.

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