问题 阅读理解与欣赏

阅读下面的文言文,完成下面小题。

太湖石记

白居易

①古之达人,皆有所嗜。玄晏先生嗜书,嵇中散嗜琴,靖节先生嗜酒,今丞相奇章公嗜石。石无文无声,无臭无味,与三物不同,而公嗜之,何也?众皆怪之,我独知之。昔故友李生约有云:“苟适吾志,其用则多。”诚哉是言,适意而已。公之所嗜,可知之矣。

古时候通达事理、豁达豪放的人,都有自己的嗜好。皇甫谧嗜好读书,嵇康嗜好鼓琴,陶渊明嗜好喝酒,当今的宰相牛僧孺嗜好玩石头。石头没有文字也没有声音,没有气味也没有味道,跟书、琴、酒三种东西都不相同,而牛公却那么嗜好,是什么原因呢?很多人都觉得奇怪,只有我知道这其中的原因。过去我的朋友李生约说过:“东西如果能够适合我的志趣,它的用处就多了。”这话说得非常正确,就是说,称心合意的就好。因而,牛公之所以嗜好石头,就可以知道了。

②公以司徒保厘河洛,治家无珍产,奉身无长物,惟东城置一第,南郭营一墅,精葺宫宇,慎择宾客,性不苟合,居常寡徒,游息之时,与石为伍。石有族聚,太湖为甲,罗浮、天竺之徒次焉。今公之所嗜者甲也。先是,公之僚吏,多镇守江湖,知公之心,惟石是好,乃钩深致远,献瑰纳奇,四五年间,累累而至。公于此物,独不谦让,东第南墅,列而置之,富哉石乎。

牛公在河洛地区做司徒时,治家没有珍贵的财产,十分清贫,只有在城东购置一所邸宅,城南经营一处别墅,像宫宇一样精心修葺,谨慎地选择宾客,不搞无原则的附和,遵守传统道德,不拉帮结派,游玩休憩的时候,跟石头在一起。可供玩赏的石头有各种类别,太湖石是甲等,罗浮石、天竺石之类的石头都次于太湖石。现在牛公所喜爱的是甲等的。在此之前,牛公的手下官员,很多镇守在各地,知道牛公的心中,只有奇石才是他的喜好,因而广为搜寻,把奇珍瑰宝一样的石头向他缴纳、进献,在四五年的时间里,接连不断有人送来。牛公对于奇石这东西,独独不予谦让,都收下了,在他的城东宅邸、城南别墅,有序地陈列着,于是他的奇石多么丰富啊!

③厥状非一:有盘拗秀出如灵丘鲜云者,有端俨挺立如真官神人者,有缜润削成如珪瓒者,有廉棱锐刿如剑戟者。又有如虬如凤,若跧若动,将翔将踊,如鬼如兽,若行若骤,将攫将斗者。风烈雨晦之夕,洞穴开颏,若欱云歕雷,嶷嶷然有可望而畏之者。烟霁景丽之旦,岩堮霮,若拂岚扑黛,霭霭然有可狎而玩之者。昏旦之交,名状不可。撮要而言,则三山五岳、百洞千壑,覼缕簇缩,尽在其中。百仞一拳,千里一瞬,坐而得之。此其所以为公适意之用也。

这些石头的形状各不相同:有的盘曲转折,美好特出,像仙山,像轻云;有的端正庄重,巍然挺立,像神仙,像高人;有的细密润泽,像人工做成的带有玉柄的酒器;有的有棱有角、尖锐有刃口,像剑像戟。又有像龙的有像凤的,有像蹲伏有像欲动的,有像要飞翔有像要跳跃的,有像鬼怪的有像兽类的,有像在行走的有像在奔跑的,有像攖取的有像争斗的。当风雨晦暗的晚上,洞穴张开了大口,像吞纳乌云喷射雷电,卓异挺立,有令人望而生畏的。当雨晴景丽的早晨,岩石山崖结满露珠,像云雾轻轻擦过,黛色直冲而来,有和善可亲堪可赏玩的。黄昏与早晨,石头呈现的形态千变万化,无法描述。概要地说,就是三山五岳、百洞千壑,弯弯曲曲,丛聚集缩,尽在其中。自然界的百仞高山,一块小石就可以代表;千里景色,一瞬之间就可以看过来,这些都坐在家里就能享受得到。这就是所以使牛公称心合意的地方。

④尝与公迫视熟察,相顾而言,岂造物者有意于其间乎?将胚浑凝结,偶然成功乎?然而自一成不变以来,不知几千万年,或委海隅,或沦湖底,高者仅数仞,重者殆千钧,一旦不鞭而来,无胫而至,争奇骋怪,为公眼中之物,公又待之如宾友,视之如贤哲,重之如宝玉,爱之如儿孙,不知精意有所召耶?将尤物有所归耶?孰不为而来耶?必有以也。

我曾经跟牛公近距离地仔细观赏这些太湖石,面对面地谈论:这是造物主有意所为的吗?是混沌凝结之后偶然而成为这样的?然而自从石头形状形成以来,不知道经过几千几万年,或者委身在海的一隅,或者沉在湖底,高者仅有数仞,重量近千钧,一旦不用鞭赶自己来了,没有腿也到了,争奇呈怪,成为牛公眼中之物;对它们牛公又像对待宾客朋友一样对待,像看待贤哲一样看待,像对宝玉一样重视,像对儿孙一样疼爱,不知道是牛公专心专意召唤来的吗?是让这些稀罕的东西有所归宿吗?谁不为此而来呢?一定是有原因的。

⑤石有大小,其数四等,以甲、乙、丙、丁品之,每品有上、中、下,各刻於石阴。曰“牛氏石甲之上”、“丙之中”、“乙之下”。噫!是石也,千百载后散在天壤之内,转徙隐见,谁复知之?欲使将来与我同好者,睹斯石,览斯文,知公嗜石之自。

这些太湖石有大有小,牛公将它们分作四等,分别以甲、乙、丙、丁表示,每一等又分上、中、下三级,分别刻在石头的背面,例如“牛氏石甲之上、丙之中、乙之下”等等。啊呀呀,这些石头,如果不刻上记号,千百年以后散失在天地之内,转来移去,或隐或现,谁还能知道是谁的石头呢?写作这篇文章是要让将来跟我一样爱好石头的人,看到这些石头,读到这篇文章,知道牛公嗜好石头的原因。

⑥会昌三年〔37〕五月丁丑记。

会昌三年五月丁丑日记。

小题1:对下列句子中加点的词的解释,不正确的一项是

A.古之达人,皆有所嗜达:通达

B.石无文无声,无臭无味臭:气味

C.罗浮、天竺之徒次焉族:门徒,徒弟

D.或委海隅,或沦湖底委:抛弃、舍弃小题2:下列各组句子中,加点的词的意义和用法相同的一组是

A.此其所以为公适意之用也。 师道之不传也久矣吾

B.其数四等,以甲、乙、丙、丁品之日以尽矣,荆卿岂无意哉

C.一旦不鞭而来,无胫而至百仞一拳,千里一瞬,坐而得之。

D.游息之时,与石为伍。沛公军霸上,未得与项羽相见。小题3:请用“/”给下列文段断句。(3分)

公以司徒保厘河洛治家无珍产奉身无长物惟东城置一第南郭营一墅精葺宫宇慎择宾客

小题4:请分条概括白居易在文章中启示我们鉴赏太湖石的方法?(4分)[

小题5:把文言文阅读材料中画横线的句子翻译成现代汉语。(10分) 

(1) 东第南墅,列而置之,富哉石乎。(3分)

译文:                                                                   

(2) 尝与公迫视熟察,相顾而言,岂造物者有意于其间乎?(4分)

译文:                                                                   

(3) 是石也,千百载后散在天壤之内,转徙隐见,谁复知之?  (3分)

译文:                                                                   

答案

小题1:C

小题2:D

小题3:公以司徒保厘河洛,治家无珍产,奉身无长物,惟东城置一第,南郭营一墅,精葺宫宇,慎择宾客。

小题4:①注入想象。②不同时令去看③不同角度去看④善于比附。

小题5:

(1) 在他的城东宅邸、城南别墅,有序地陈列着,于是他的奇石多么丰富啊!。

(2) 我曾经跟牛公近距离地仔细观赏这些太湖石,面对面地谈论:这是造物主有意所为的吗?

(3) 这些石头,如果不刻上记号,千百年以后散失在天地之内,转来移去,或隐或现,谁还能知道是谁的石头呢?

小题1:(族:类别)

小题2:(A助词,的/取独,不译;B介词,用/副词,已经;C.连词,表转折/连词,表承接;D.介词,和、跟、同)

小题3:略

小题4:略

小题5:略

单项选择题
阅读理解

Teaching includes more than leadership. Some of the teacher's time and effort is directed toward instruction, some toward evaluation(评价). But it is the teacher as a group leader who creates an effective organizational structure and good working environment so that instruction and evaluation activities can take place. A group that is totally disorganized, unclear about its goals, or constantly fighting among its members will not be a good learning group. The leadership pattern includes helping to form and keep up a positive learning environment so that instruction and evaluation activities can take place.

On the first day of class the teacher faces a room filled with individuals. Perhaps a few closely united groups and friendships already exist. But there is no sense of belonging. If teachers are successful leaders, they will help students develop a system of relationships that encourages cooperation.

Standards and rules must be set up that keep order, ensure justice, and protect individual rights, but are not against school policy. What happens when one student hurts another's individual rights? Without clear guidelines agreeable to students, teachers, and administration(行政管理), the classroom can be in disorder. Students may break rules they did not know existed. If standards are set without opinions from the class, students may spend a great deal of creative energy in ruining the class environment, finding ways to break rules.

No matter how skillful the teacher is in uniting students and setting up a positive atmosphere, the task is never complete. Regular maintenance(保持) is necessary. Conflicts(冲突) arise. The needs of individual members change. A new kind of learning task requires a new organizational structure. Sometimes out pressures such as holidays, upcoming tests or athletic contests, or family troubles cause pressure in the classroom. One task for the teacher is to bring back a positive environment by helping students deal with conflicts, changes and pressure.

68. This article is written mainly for the purpose of ______.

A. providing information for teaching    

B. studying the teacher's behavior in the classroom

C. comparing the teacher's behaviors with students'    

D. teaching and organizing a class

69. The teacher, in some way, is a leader because ______.

A. he must well-organize a class and keep a good learning environment

B. he deals with students in the same way as a leader does

C. he should develop agreement among students

D. he has to keep his class in order and give instruction and evaluation

70. Which of the following is not true?

A. If the teacher well unites his student sand creates a positive atmosphere, he then will complete his task.

B. If guidelines are not acceptable both to students and teachers, the classroom can be a mess.

C. Outside pressure may cause pressure among students.

D. Students need the teacher just as sheep need a shepherd(羊倌).