问题 阅读理解与欣赏

阅读下面一段文言文,完成1—5题。

沈道虔,吴兴武康人也。少仁爱,好《老》、《易》,居县北石山下。孙思乱后饥荒,县令庾肃之迎出县南废头里,为立小宅,临溪,有山水之玩。时复还石山精庐,与诸孤兄子共釜庾之资,困不改节。受琴于戴逵,王敬弘深敬之。郡州府凡十二命,皆不就。

有人窃其园菜者,还见之,乃自逃隐;待窃者取足去后乃出。人拔其屋后笋,令人止之,曰:“借此笋欲令成林,更有佳者相与。”乃令人买大笋送与之,盗者惭不取,道虔使置其门内而还。常以捃拾自资,同捃者争穗,道虔谏之不止,悉以其所得与之,争者愧恧,后每争,辄云:“勿令居士知。”冬月无复衣,戴颙闻而迎之,为作衣服,并与钱一万。即还,分身上衣及钱,悉供诸兄弟子无衣者。乡里年少,相率受学。道虔常无食,无以立学徒。武康令孔欣之厚相资给,受业者咸得有成。太祖闻之,遣使存问,赐钱三万,米二百斛,悉以嫁娶孤兄子。征员外散骑侍郎,不就。累世事佛,推父祖旧宅为寺。至四月八日,每请像。请像之日,辄举家感恸焉。道虔年老,菜食,恒无经日之资,而琴书为乐,孜孜不倦。太祖敕郡县令随时资给。元嘉二十六年,卒,时年八十二。

(《宋书·卷九十三》)

1.下列句子加点的词语的解释,不正确的一项是(    )

A.更有佳者相与              相与:共同享用。

B.太祖敕郡县令随时资给      资给:随时供给

C.常以捃拾自资              自资:自己资助自己。

D.争者愧恧                  愧恧:惭愧。

2.下列各组句子中加点的词的意义和用法,不相同的一项是    (    )

A.①还见之,乃自逃隐        ②待窃者取足去后乃出

B.①戴颙闻而迎之            ②道虔使置其门内而还

C.①悉以嫁娶孤兄子          ②悉以其所得与之

D.①请像之日                ②恒无经日之资

3.将下列句子翻译成现代汉语。

①与诸孤兄子共釜庾之资。

②此笋欲令成林。

③时复还石山精庐。

④辄举家感恸焉。

4.下列句子分别编为四组,能够表现沈道虔仁慈性格的一组是    (  )

①待窃者取足去后乃出              ②分身上衣及钱,悉供诸兄弟子无衣者

③冬月无复衣,戴颙闻而迎之        ④征员外散骑侍郎,不就

⑤悉以嫁娶孤兄子

A.①③⑤    B.①②⑤  C.②③④    D.①③④

5.下列叙述不符合原文意思的一项是    (    )

A.县令庾肃之曾于饥荒之年接沈道虔到县城南边的废头里,并为他建了房屋。那里前临   小溪,有很美的山水。但沈道虔却还不时地回到石山他心仪的房子里。和那些成了孤儿的兄长的儿子们一起生活。

B.沈道虔曾跟随戴逵学弹琴,王敬弘深深地敬仰他,本郡和本州,多次征召过他,但他都没有前往应命。

C.有人偷沈道虔家菜园里的菜,沈道虔看到了,便偷偷躲了起来,生怕与偷菜的人发生   正面冲突,以免难堪。

D.沈道虔家乡的少年,都愿当他的学生,但道虔常常没饭吃,无法建立学舍。武康县令孔欣之周济了他,使他的学生得以成就学业。

答案

1.A。相与:送给你。2.A。A项①相当于“就”,②相当于“才”。B项连词,表示顺承关系。C项介词,相当于“用”D项结构助词,相当于“的”。3.①和那些成了孤儿的兄长的儿子们共用家传的器物。②我打算让这片竹笋长成竹林。③沈道虔还不时地回到石山他心仪的房舍里。④全家总是触景生情,感叹痛心。4.B。③表现道虔俭朴。④表现道虔品行高洁。5. C。“生怕与偷菜的人发生正面冲突,以免难堪”解释不当,原文的意思是生怕偷菜人发现自己,以免影响了偷菜。

[译文]沈道虔,是吴兴武康人。少年时便非常仁厚,喜爱老、庄哲学,居住在县城边的石山之下。县城南边的废头里,为他建起房屋,那里前临小溪,有很美的山水。而沈道虔却还不时地回到石山他心仪的房舍里,和那些成了孤儿的兄长的儿子们共用家传的器物。不论多么困难,他都不改变节操。他跟随戴逵学会弹琴,王敬弘深深地敬仰他,本郡和本州多次征召他,他都没有应命。

一次,有人偷了沈道虔家菜园里的菜,沈道虔回来看到了,自己便躲了起来,等偷菜的人拿够了离开后,他才出来。有人拔他家屋后的竹笋,他便派人让那人不要拔,说:“我打算让这片竹笋长成竹林,另有更好的竹笋给你。”于是便叫家里人买更大的竹笋送给那人,那位盗笋的人非常惭愧,坚决不要。沈道虔便让人放在那人的屋里再离开。他常常以拾稻麦过日子,跟他一起拾麦的人抢麦穗,道虔劝他们不要这样做,他们不听,道虔便把自己的全部给他们,争抢的人非常惭愧,以后每次挣抢时总是说:“不要叫沈先生知道了。”他冬天没有夹衣,戴颙听说便把他接来,为他做好衣服并送给他二万钱。道虔回去之后,把自身的衣服和钱都送给了侄子中没有衣服的。家乡的少年,都愿当他的学生。道虔常常没饭吃,无法建立学舍。武康县令孔欣之便周济了他很多物资,使他的学生得以成就学业,太祖听说后,派人慰劳他,赐钱三万,大米二百斛。沈道虔把它们全部用作兄弟孩子们嫁娶的费用。道虔接着被征调为员外散骑侍郎,他未应征。沈道虔家好几代信奉佛教,他便把长辈们原居住的

故宅改为寺庙,每年到四月初八,都敬请佛像。请佛像的那一天,全家人总是触景生情,感叹痛心。沈道虔年老,吃的是素食,常常一天不能吃饱,他却以弹琴写字为乐,孜孜不倦。太祖敕令本郡县随时给他帮助。元嘉二十六年去世,时年八十二岁。

多项选择题 案例分析题
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The history of English is conventionally, if perhaps too neatly, divided into three periods usually called old (or Anglo-Saxon) English, Middle English, and Modern English. The earliest period begins with the migration of certain Germanic tribes from the continent to Britain in the fifth century A. D, though no records of their language survive from before the seventh century, and it continues until the end of the seventh century or a bit later. By that time, Latin, Old Norse (the language of the Viking invaders), and especially the Anglo-Norman French of the dominant class after the Norman Conquest in 1066 had begun to have a substantial impact on the vocabulary, and the well-developed inflectional system that typifies the grammar of Old English had begun to break down.

The period of Middle English extends roughly form the twelfth century through the fifteenth. The influence of French (and Latin, often by way of French) upon the vocabulary continued throughout the period, the loss of some inflections and the reduction of others accelerated, and many changes took place within the grammatical systems of the language. A typical prose passage, specially one from the later part of the period, will not have such a foreign look to us as the prose of Old English, but it will not be mistaken for contemporary writing either.

The period of Modern English extends from the sixteenth century to our own day. The early part of this period saw the completion of a revolution in vowel distribution that had begun in late Middle English and that effectively brought the language to something resembling its present pattern. Other important early developments include the stabilizing effect on spelling of the printing press and the beginning of the direct influence of Latin, and to a lesser extent, Greek on the vocabulary. Later, as English came into contact with other cultures around the world and distinctive dialects of English developed in the many areas which Britain had colonized, numerous other languages made small but interesting contributions to our word-stock.

The earliest written record of English available to us started()

A. from the seventh century

B. from the fifth century

C. from the twelfth century

D. from the ninth century