问题 阅读理解与欣赏

阅读下面的文言文段,完成问题。

于成龙传

  于成龙,字北溟,山西永宁人。顺治十八年,授广西罗城知县,年四十五矣。罗城居万山中,盛瘴疠,瑶、僮犷悍。方兵后,遍地榛莽,县中居民仅六家,无城郭廨舍。成龙到官,召吏民拊循之。申明保甲,盗发即时捕治,请于上官,谳实即处决,民安其居。邻瑶岁来杀掠,成龙集乡兵将捣其巢,瑶惧,誓不敢犯罗山境。民益得尽力耕耘。居罗山七年,与民相爱如家人父子。

  迁湖广黄冈同知,驻岐亭。岐亭故多盗,白昼行劫,莫敢谁何。成龙抚其渠彭百龄,令捕盗自赎。尝察知盗所在,伪为丐者,入其巢,与杂处十馀日,尽得其平时行劫状。乃出呼役械诸盗,他盗皆远窜。尝微行村堡,周访闾里情伪,遇盗及他疑狱,辄踪迹得之,民惊服

  十三年,署武昌知府。吴三桂犯湖南,师方攻岳州,檄成龙造浮桥济师,甫成,山水发,桥圮,坐夺官。三桂散伪箚遍湖北州县,麻城、大冶、黄冈、黄安诸盗,皆倚山结寨应三桂。妖人黄金龙匿兴宁山中,谋内乱。刘君孚者,尝为成龙役,善捕盗,亦得三桂剖,与金龙等结大盗周铁爪,据曹家河以叛。朝以成龙旧治得民心,檄往招抚。成龙调[注]知君孚虽反,众未合,犹豫持两端。兼程趋贼砦,距十里许止宿。榜示自首者免罪,来者日千计,皆贷之

  先遣乡约谕君孚,降者待以不死。乃策黑骡往,从者二,张盖鸣钲,迳入贼舍。呼君孚出见,叩头受抚,降其众数千。金龙走纸棚河,与其渠邹君申往保山砦,成龙擒斩之。朝以闻,请复官,即擢黄州知府。

  二十三年,江苏巡抚余国柱入为左都御史,安徽巡抚涂国相迁湖广总督,命成龙兼摄两巡抚事。未几,卒於官。

  成龙历官未尝携家属,卒时, * * 、都统及僚吏入视,惟笥中绨袍一袭、床头盐豉数器而已。民罢市聚哭,家绘像祀之。是年冬,上南巡至江宁,谕知府曰:“尔务效前总督于成龙正直洁清,乃为不负。”又谕大学士等曰:“朕博采舆评,咸称于成龙实天下廉吏第一。”(节选自《清史稿·于成龙传》)

  [注]调:xiòng,刺探。

1.对下列句中加粗字的解释不正确的一项是(     )

A.民得尽力耕耘——益:更加

B.成,山水发——甫:刚刚

C.桥圮,夺官——坐:因此

D.成龙兼两巡抚事——摄:代理

2.下列各句分别表现于成龙处事讲究策略和深得民心的一组是(     )

A.瑶惧,誓不敢犯罗山境/与民相爱如家人父子

B.伪为丐者,人其巢/民罢市聚哭,家绘像祀之

C.先遣乡约谕君孚,降者待以不死/朝以闻,请复官,即擢黄州知府

D.成龙擒斩之/咸称于成龙实天下廉吏第一

3.下列对原文有关内容的理解和分析,不符合原文意思的一项是(     )

A.于成龙直到45岁才步入仕途,但通过在罗城为官的政绩展示了自己的才能,深得百姓的拥戴。

B.在处理岐亭盗贼一事的过程中,于成龙的魄力和计谋均得到了很好的表现。

C.于成龙的下属刘君孚因为吴三桂的蛊惑而叛变,于成龙充分利用了心理战,使他归降。

D.康熙皇帝以于成龙为榜样来告诫江宁知府,并给予于成龙“天下廉吏第一”的至高褒奖。

4.将文言文阅读材料中画线的句子翻译成现代汉语。

(1)尝微行村堡,周访闾里情伪,遇盗及他疑狱,辄踪迹得之,民惊服。

译文:____________________________________________

(2)榜示自首者免罪,来者日千计,皆贷之。

译文:____________________________________________

(3)是年冬,上南巡至江宁,谕知府曰:“尔务效前总督于成龙正直洁清,乃为不负。”

译文:____________________________________________

答案

1.C

2.B

3.D

4.(1)他曾经到村落中去微行私访(暗中查访),遍访民间隐情,遇到盗贼以及其他可疑案件,就按其踪迹(追查其踪迹线索)抓到案犯,百姓非常惊叹佩服。(得分点:微行、狱、辄、踪迹)

(2)贴出文书告知自首的人可以免罪,前来自首的人每天数以千计,都饶恕了他们。(得分点:榜示、日、贷)

(3)这年冬天,皇帝南巡至江宁,告诉江宁知府说:“你一定要仿效前任总督于成龙正直清廉,才不辜负我。”(得分点:是、务、乃)

单项选择题
阅读理解

Quality after-school programs are designed to improve academic performance, decrease youth crimes and other high -risk behaviors, and help young people grow into healthy, successful adults.

The effect of quality after-school programs on academic performance is clear. Studies show that students who take part in such programs show better work habits, higher rates of homework completion, improved grades, and higher scores on achievement tests. They also have fewer absences and are less likely to blame. After-school programs also influence high-risk teen behavior. Various studies show decreased rates of crime, drug use, and teen sex among youth who join in well-run after-school programs when compared to similar youth who do not. Finally, after-school programs play an important role in supporting the following fields of development: physical development, mental development and social development. Thus, one can safely say that after-school programming is an effective method to help young people become contributing members of society.

Although there is enough proof from both small and large assessments that after-school programs can make a positive difference, it is important to note that not all programs are equal. First, dosage(时量)matters —young people who attend the most hours over the most years benefit more than members who attend less often or over a shorter period of time. Next, after-school programs make a bigger difference for those students who need help most and have the fewest choices. Finally, program qualities matter. After-school programs work best when they create unique opportunities for youth. They should provide opportunities, skill building meaningful involvement, expression suggestion, service, and work. Staff characteristics make an important difference in the quality of a program. The adults should treat youth as partners, create safe and fair environment, encourage personalized involvement, and actively create learning opportunities. In short, although after-school programs have promising future, how they are  designed and run matters.

1. Quality after-school programs can not help the students       .

A. have fewer attendances            B. improve academic performance

C. have high scores on tests           D. decrease high-risk teen behavior

2. According to the passage, a good after-school program is usually determined by       .

a. its unique opportunities            b. safe and fair environments

c. work staff characteristics           d. students’ willingness and family backgrounds

A. a, b, c, d          B. a, b, c       C. a, c, d         D. b, c, d

3. The main intention of the writer is to       .

A. present the problems with quality after -school programs

B. warn school leaders of quality after-school programs

C. compare quality after-school programs with bad ones

D. give an introduction of quality after -school programs

4. Which of the following structures suits the passage best?

   A. Quality Aims      

     After-school   Effects

      Program      Analysis   Conclusion

   B. Quality Aims      

     After-school   Causes    Effects

      Program      Analysis   Conclusion

C. Quality Aims      

     After-school   Causes      Conclusion

      Program      Analysis

   D. Quality Aims      

     After-school   Effects     Conclusion

      Program      Analysis