问题 综合题

阅读下列材料:(25分)

材料一中国一向是世界上最富的国家,就是说,土地最肥沃,耕作最精细,人民最多而且最勤勉的国家。然而,许久以来,它似乎就停滞于静止状态了。今日旅行家关于中国耕作、勤劳及人口稠密状况的报告,与500年前视察该国的马可•波罗的记述比较,几乎没有什么区别。

——亚当•斯密《国富论》(1776年)

(1)你是否同意材料一中“中国经济‘停滞于静止状态”’的说法,请从经济政策调整的角度说明理由。(4分)

材料二 19世纪末的经济发展,再加上海洋运输和铁路上的交通革命,培植出一种真正的世界经济。到1900年时,欧洲人从阿根廷和澳大利亚进口牛肉和羊毛,从巴西进口咖啡,从智利进口硝酸盐,从阿尔及利亚进口铁矿石,从爪哇进口蔗糖。欧洲资本同样投向了海外,以建设铁路、矿山、电厂和银行。当然,国外市场也为欧洲剩余的制成品提供了市场。欧洲通过其资本、工业及军事能力而在19世纪末统治了世界经济。

——杰克逊·斯皮尔伯格《西方文明史》

(2)据材料二概括19世纪末世界经济发展的主要特点,并分析出现这一特点的原因。(5分)

材料三 不同历史时期中国工业比重图

(3)依据图l,指出中国民族工业发展的局限。(2分)与图l相比,图2发生了哪些变化?简要分析其原因。(6分)

材料四 漫画《时代的标志》:Welcome to MOSCOW(莫斯科),据说莫斯科的麦当劳是全世界经营最好的分店。

(4) 材料四漫画体现了什么现象?(2分)结合所学知识指出这一现象出现的政治背景(2分)。

材料五 美国学者哈斯虽然提出了以对“多极合作时代”的认识为中心;观点明确,史论结合“多极合作时代”这一新概念,但是却对这样的时代能否到来充满怀疑。……我认为“多极合作时代”将是21世纪上半叶世界格局的基本特征,处理好“多极时代”的大国关系将是“多极合作时代”能够成为现实的前提条件。

-----杨文昌《人民日报海外版》2008.9.13

(5)依据材料五并结合所学知识,阐述对“多极合作时代”的认识。(4分)(要求:以对“多极合作时代”的认识为中心;观点明确,史论结合。)

答案

(1)同意:抑商政策限制了工商业发展;闭关政策阻碍了中外交流,落后于世界。

或不同意:农耕经济持续发展;明清时期资本主义萌芽出现。(4分)

(2)特点:以欧洲为中心资本主义世界市场的形成。(2分)

原因:经济发展,科技革命(交通革命),资本输出,殖民扩张。(任三点 3分)

(3)局限:轻重工业比例严重失调。(或:重工业发展缓慢)(2分)

变化:轻重工业比例趋于平衡。(或:重工业得到发展)(2分)

原因:新中国的成立;开展一五计划,优先发展重工业。(4分)

(4)现象:经济全球化。(2分)背景:美苏两极对峙格局结束。(2分)

(5)观点一:“多极合作时代”能够实现。(1分)

理由:20世纪70年代以来,国际政治格局出现多极化趋势。两极格局结束后,世界主要国家在处理重大国际问题中以合作、谈判、协商为主。(3分)

观点二:“多极合作时代”不可能实现。(1分)

理由:两极格局结束后,出现一超多强的局面。美国极力构建单极世界,有些国家以战争解决一些地区矛盾。(3分)

第(1)问首先要亮明观点,同意或不同意,阐述理由时要注意从经济政策调整的角度,史论结合;第(2)问考察世界市场的最终形成,及促进世界市场形成的原因,结合所学知识回答即可;第(3)问从图片以可以看出,1869年、1919年轻重工业差距悬殊,比例严重失调;1952年、1957年重工业比重增大,轻重工业将 * * 衡。1952年、1957年重工业发展的原因可以从新中国的成立,开展一五计划,优先发展重工业等方面考虑;第(4)问从漫画内容麦当劳进入莫斯科(俄罗斯)反映了经济全球化的现象,政治背景注意从两极格局结束等方面考虑;第(5)问谈认识时注意以对“多极合作时代”的认识为中心,阐明观点,观点明确,史论结合。

阅读理解

Living in a foreign culture can be exciting, but it can also be confusing(令人迷惑的). Some Americans who taught English in other countries recently talked about their experiences.

On her first day in Micronesia(密克罗尼西亚), an island in the Pacific, Lisa thought people weren’t paying any attention to her. It was hot. She went into a store and asked, “Do you have cold drinks? ” The woman there said nothing. Lisa repeated the question. Still the woman said nothing. She later learned that the woman had answered her: She had raised her eyebrows(眉毛), which in Micronesia means “yes”.

Jane remembered an experience she had in Bulgaria(保加利亚), a country in Europe. She went to a restaurant. She asked the waiter, “Do you have cabbage today?” He nodded his head. Jane waited, but the cabbage never came. In that country, a nod means “no”.

Tom had a similar problem when he arrived in India. After explaining something in class, he asked his students if they understood. Some nod and others shake. He thought some students had not understood, so he explained again. When he asked again, they did the same thing. He soon knew that his students did understand. In India, people nod and shake their heads in different ways depending on where they come from. You have to know where a person is from to understand whether they mean “yes” or “no”.

小题1:These Americans in the passage found that they__________ .

A.should go abroad for vacations

B.needed to learn foreign languages

C.should often discuss their experiences

D.had problems with communication in other countries小题2:People in Micronesia show “yes” by ________ .

A.nodding heads

B.raising eyebrows

C.shaking heads

D.saying “no”小题3:Tom misunderstood(误解)his class at first because_______ .

A.he didn’t know much about Indian culture

B.he didn’t explain everything clearly enough

C.some students didn’t speak English

D.he didn’t know where the students came from小题4:Which of the following is TRUE?

A.In Bulgaria, nodding heads means “no”.

B.Jane taught English on a Pacific island.

C.Lisa was trying to buy some cabbage.

D.In India, only shaking heads means “yes”.小题5:The passage is mainly about_________ .

A.body language in foreign restaurants

B.class discussion in Indian schools

C.different language cultures in different countries

D.English teaching in other countries

单项选择题 A1/A2型题