问题 阅读理解与欣赏

文言文阅读。(14分)

邹忌讽齐王纳谏

邹忌修八尺有余,而形貌昳丽。朝服衣冠,窥镜,谓其妻曰:“我孰与城北徐公美?”其妻曰:“君美甚,徐公何能及公也!”城北徐公,齐国之美丽者也。忌不自信,而复问其妾曰:“吾孰与徐公美?”妾曰:“徐公何能及君也!”旦日,客从外来,与坐谈,问之客曰:“吾与徐公孰美?”客曰:“徐公不若君之美也!”明日,徐公来。孰视之,自以为不如;窥镜而自视,又弗如远甚。暮寝而思之,曰:“吾妻之美我者,私我也;妾之美我者,畏我也;客之美我者,欲有求于我也。”

于是入朝见威王曰:“臣诚知不如徐公美。臣之妻私臣,臣之妾畏臣,臣之客欲有求于臣,皆以美于徐公。今齐地方千里,百二十城,宫妇左右,莫不私王;朝廷之臣,莫不畏王;四境之内,莫不有求于王。由此观之,王之蔽甚矣!”

王曰:“善。”乃下令:“群臣吏民,能面刺寡人之过者,受上赏;上书谏寡人者,受中赏;能谤讥于市朝,闻寡人之耳者,受下赏。”令初下,群臣进谏,门庭若市;数月之后,时时而间进;期年之后,虽欲言,无可进者。燕、赵、韩、魏闻之,皆朝于齐。此所谓战胜于朝廷。

小题1:解释下列句中划线的词(4分)

①吾妻之我者(           )     ②臣之妻臣(       )

③ 王之甚矣(           )     ④寡人之耳者( )

小题2:下面句子中的“于”字解释为“在”的一项是(     )(3分)

A.皆以美于徐公

B.四境之内莫不有求于王

C.能谤讥于市朝

D.皆朝于齐小题3:用现代汉语翻译下列句子。(4 分)

①我孰与城北徐公美?

②期年之后,虽欲言,无可进者。

小题4:请写出邹忌成功说服齐王在方式方法上有哪些可取之处。(3 分)

答案

小题1:①认为……美丽  ②偏爱③(受)蒙蔽  ④ 使……听到;传

小题1:C

小题1:一年以后,即使想要进谏,也受什么可说的了。

小题1:邹忌采用设喻说理的方法,言辞委婉地进行劝说,既不失对齐王的敬重,又使之受到启发,明白道理,并愉快地接受了意见。

小题1:此题考查学生对文言实词的理解能力,结合具体语境理解词义即可,有时还要注意词语的特殊用法。

小题1:本题考查对文言虚词的理解能力,结合具体语境理解词义即可。A项中“于”的意思为“比”,B项中“于”的意思为“对于”,C项中“于”的意思为“在”,D项中“于”的意思为“到”。

小题1:本题考查学生翻译文言文的能力。要求具有落实重点词语的能力,不能遗漏,同时要与上下文连贯,有时还要补出省略的主语,同时要抓住其中的关键字。

小题1:本题是一道开放题。结合文章的内容以及齐国大治来谈即可。

计算题
单项选择题

Passage Four

Despite a cooling of the economy, high technology companies are still crying out for skilled workers. The Information Technology Association of America projects that more than 800 000 technology jobs will go unfilled next year. The lack of qualified workers poses a huge threat to the U. S. economy.
The most commonly cited reason for this state of affairs is that the country’s agrarian-age education system, separated from the needs of the business world, fails to prepare students in the primary and secondary grades for twenty-first-century work. Yet an inadequate and outmoded education system is only part of the problem. A less tangible but equally powerful cause is an antique classification system that divides the workforce into two camps: white-collar knowledge workers and blue-collar manual laborers.
Blue-collar workers emerged in the United States during the Industrial Age as work migrated from farms to factories. White-collar office workers became a significant class in the twentieth century, outnumbering their blue-collar brethren by mid-century. But the white or blue paradigm has clearly outlived its utility. Corporations increasingly require a new layer of knowledge worker: a highly skilled multi-disciplinarian who combines the mind of the white-collar worker with the hands of the blue-collar employee. Armed with a solid grounding in mathematics and science (physics, chemistry and biology), these "gold-collar" workers--so named for their contributions to their companies and to the economy, as well as for their personal earning ability—apply that knowledge to technology. Of course, the gold-collar worker already exists in a wide range of jobs across a wide range of businesses: think of the maintenance technician who tests and repairs aircraft systems at American Airlines; the network administrator who manages systems and network operations at P&G; the advanced-manufacturing technician at Intel.
But until American business recognizes these people as a new class of worker, one whose collar is neither blue nor white, demands that schools do a better job of preparing employees for the twenty-first-century workforce will be futile. Certainly, polytechnic high schools, colleges, and universities have made heroic efforts to teach workers new skills. But because many people see these initiatives as primarily training blue-collar workers, adequate funds are not invested in such programs, leaving them short of state-of-the-art tools and experienced teachers. And because gold-collar workers need to constantly update their skills to stay current with emerging technology, learning must be a continuous process, one that is funded by companies as well as by taxpayers.

It can be inferred that the gold-collar workers differ from white-collar and blue-collar workers in that they ______.

A.wear gold-collar working clothes when they are on duty

B.do better in combining their contributions and earning abilities

C.grasp the knowledge and engage in labor work as well

D.apply the arts knowledge to technology