问题 阅读理解与欣赏

阅读下面的文言文,完成小题。(19分)

李靖,本名药师,雍州三原人也。少有文武才略,每谓所亲曰:“大丈夫若遇主逢时,必当立功立事,以取富贵。”仕隋为马邑郡丞。会高祖(李渊)击突厥,靖察高祖,知有四方之志,因自锁上变,将诣江都,至长安,道塞不通而止。高祖克京城,执靖将斩之。靖大呼曰:“(1)公起义兵 ,本为天下除暴乱,不欲就大事,而以私怨斩壮士乎?”高祖壮其言,太宗又固请,遂舍之。大宗寻召入幕府。

萧铣据荆州,遣靖安辑之,其年八月,集兵于夔州。铣以时属秋潦,江水泛涨,三峡路险,必谓靖不能进,遂休兵不设备。九月,靖乃率师而进,将下峡,诸将皆请停兵以待水退。靖曰:“兵贵神速,机不可失。若乘水涨之势,倏忽至城下,所谓疾雷不及掩耳,此兵家上策。纵彼知我,仓卒征兵,无以应敌,此必成禽也。”进兵至夷陵,铣将文士弘率精兵数万屯清江,靖纵兵击破之。至江陵,屯营于城下,铣甚惧,始征兵于江南,果不能至。靖又破其将杨君茂、郑文秀。铣遣使请降,靖即入据其城,号令严肃,军无私焉。或请籍铣将拒战死者赀以赏将士,靖曰:“王者之师,义存吊伐,百姓既受驱逼,拒战岂其所愿?宜弘宽大,以慰远近之心。降而籍之,恐非救焚拯溺之义。但恐自此以南城镇各坚守不下,非计之善。”于是遂止。江汉之域闻之,莫不争下。以功授上柱国。凡所怀辑九十六州,户六十余万,优诏劳勉。太宗嗣位,拜兵部尚书。

突厥诸部离叛,朝廷将图进取,以靖为代州行军总管,率骁骑三千自马邑出其不意,直趋恶阳岭以逼之。突利可汗不虞于靖,见官军奄至,于是大惧,相谓曰:“唐兵若不倾国而来,靖岂敢孤军而至?”一日数惊。(2)靖候知之,潜令间谍离其心腹,其所亲康苏密来降。四年,靖进击定襄,破之,可汗仅以身遁。太宗尝谓曰:“昔李陵提步卒五千不免身降匈奴尚得书名竹帛卿以三千轻骑深入虏庭克复定襄威振北狄古今所未有足报往年渭水之役”。

(选自《旧唐书·李靖传》,有删改。)

小题1:下列句中划线字的解释,不正确的一项是:(   )    (3分)

A.因自锁上变,将江都诣:前往

B.太宗固请,遂之舍:释放

C.宜宽大,以慰远近之心弘:广大

D.直恶阳岭以逼之趋:走,快走小题2:下列各组句子中,划线词的意义和用法相同的一组是:(   )    (3分)

A.诸将皆请停兵待水退必当立功立事,取富贵

B.靖乃率师进,将下峡降籍之,恐非救焚拯溺之义

C.铣甚惧,始征兵江南突利可汗不虞

D.拒战岂其愿重为乡党笑(《报任安书》)小题3:下面对原文有关内容的分析和概括,不正确的一项是:(   )    (3分)

A.李靖从小就有文材武略和远大志向。他看出李渊有经营天下的志向,就给自己戴上枷锁,将到朝廷报告重大事变。李渊抓住他,要杀他,他用豪言壮语解脱了自己。

B.萧铣占据荆州称帝。高祖命李靖平定。李靖挥师打败萧铣将领文士弘带的几万精兵。后来占据了江陵城,军队纪律严明,没有四下掳掠的现象。

C.平定萧铣之后,李靖又渡过南岭,由于他采取了正确的招抚策略,使岭南九十六州,六十余万户人民归人唐朝版图。

D.太宗准备对突厥用兵,任命李靖为代州行军总管。他率领骁骑三千,出敌不意,插到恶阳岭,使敌人十分惊慌,最后克复定襄,威振北狄,足与当年渭水之战相媲美。小题4:用“|”给文中画线部分断句。(3分)

昔李陵提步卒五千不免身降匈奴尚得书名竹帛卿以三千轻骑深入虏庭克复定襄威振北狄古今所未有足报往年渭水之役

小题5:将文言文阅读材料中画横线句子翻译成现代汉语。(7分)

(1) 公起义兵,本为天下除暴乱,不欲就大事,而以私怨斩壮士乎?(4分)

(2) 靖候知之,潜令间谍离其心腹,其所亲康苏密来降。(3分)

答案

小题1:C

小题1:A

小题1:D

小题1:太宗尝谓曰:“昔李陵提步卒五千,不免身降匈奴,尚得书名竹帛。卿以三千轻骑深入虏庭,克复定襄,威振北狄,古今所未有,足报往年渭水之役”。

小题1:(1) 您拉起正义的队伍,本应为天下除暴乱,为什么不想成就大事,却要因为个人的私怨杀掉壮士呢?

(2) 李靖侦察知道这种情况,暗中让间谍挑拨他心腹之人(将领),使突利可汗所亲近的康苏密前来投降。

小题1:弘:发扬  (3分)

小题1:A项“以”为连词,表承接,“来”;B项“而”,一作承接,一作转折,“反而,却”;C项 “于”,一作“从”讲,一作“对”讲;D项“所”,一组成所字结构,一是被动。  (3分)

小题1:D项应是:足够报当年在渭水被他们打败的仇恨  (3分)

小题1:此题考查文言断句能力,结合句意进行断句。

小题1:(1)大意、句式、“起”、“就”(2)大意、“候”、“潜”各1分。

单项选择题
单项选择题

Guthrie’s contiguity principle offers practical suggestions for how to break habits.

One application of the threshold method involves the time young children spend on academic activities. Young children have short attention spans, so the length of time they can sustain work on one activity is limited. Most activities are scheduled to last no longer than 30 to 40 minutes. However, at the start of the school year, attention spans quickly wane and behavior problems often result. To apply Guthrie’s theory, a teacher might, at the start of the year, limit activities to 15 to 20 minutes. Over the next few weeks the teacher could gradually increase the time students spend working on a single activity.

The threshold method also can be applied to teaching printing and handwriting. When children first learn to form letters, their movements are awkward and they lack fine motor coordination. The distances between lines on a page are purposely wide so children can fit the letters into the space. If paper with narrow lines is initially introduced, students’ etters would spill over the borders and students might become frustrated. Once students can form letters within the larger borders, they can use paper with smaller borders to help them refine their skills.

The fatigue method can be applied when disciplining disruptive students who build paper airplanes and sail them across the room. The teacher can remove the students from the classroom, give them a large stack of paper, and tell him to start making paper airplanes. After the students have made several airplanes, the activity should lose its attraction and paper will become a cue for not building airplanes.

Some students continually race around the gym when they first enter their physical education class. To employ the fatigue method, the teacher might decide to have these students continue to run a few more laps after the class has begun.

The incompatible response method can be used with students who talk and misbehave in the media center. Reading is incompatible with talking. The media center teacher might ask the students to find interesting books and read them while in the center. Assuming that the students find the books enjoyable, the media center will, over time, become a cue for selecting and reading books rather than for talking with other students.

In a social studies class some students regularly fall asleep. The teacher realized that using the board and overhead projector while lecturing was very boring. Soon the teacher began to incorporate other elements into each lesson, such as experiments, and debates, in an attempt to involve students and raise their interest in the course.

Which of the following is not the example of applying the threshold method()

A. Parents introduce spinach in small bites or mixed with a food that the child enjoys over time so that the child will not refuse to eat it

B. Teachers introduce academic content in short blocks of time for young children and gradually increase session length but not to where students become frustrated or bored

C. Paper with wider lines is first used and then paper with narrow lines is introduced step by step to help children learn printing and handwriting

D. A child might be made to throw toys until it is no longer fun by his parents in order to change his behavior of repeatedly throwing toys