问题 阅读理解与欣赏

阅读下面一段文字,完成1~5题。

  孙权,字仲谋。兄策既定诸郡,时权年十五,以为阳羡长。郡察孝廉,州举茂才。(建安)五年,策薨,以事授权,权哭未及息,策长史张昭谓权曰:“孝廉,此宁哭时邪?且周公立法而伯禽不师,非欲违父,时不得行也。况今 * * 宄竞逐,豺狼满道,乃欲哀亲戚,顾礼制,是犹开门而揖盗,未可以为仁也。”乃改易权服,扶令上马,使出巡军。是时,惟有会稽、吴郡、丹杨、豫章、庐陵,然深险之地犹未尽从,而天下英豪布在州郡,宾旅寄寓之士以安危去就为意,未有君臣之固。张昭、周瑜等谓权可与共成大业,故委心而服事焉。曹公表权为讨虏 * * ,领会稽太守,屯吴,使丞之郡行文书事。待张昭以师傅之礼,而周瑜、程普、吕范等为将率。招延俊秀,聘求名士,鲁肃、诸葛瑾等始为宾客。分部诸将,镇抚山越,讨不从命。

  (建安十三年)荆州牧刘表死,鲁肃乞奉命吊表二子,且以观变。肃未到,而曹公已临其境,表子琮举众以降。刘备欲南济江,肃与相见,因传权旨,为陈成败。备进住夏口,使诸葛亮诣权,权遣周瑜、程普等行。是时曹公新得表众,形势甚盛。诸议者皆望风畏惧,多劝权迎之。惟瑜、肃执拒之议,意与权同。瑜、普为左右督,各领万人,与备俱进,遇于赤壁,大破曹公军。公烧其余船引退,士卒饥疫,死者大半。备、瑜等复追至南郡。

  十六年,权徙治秣陵。明年,城石头,改秣陵为建业。闻曹公将来侵,作濡须坞。十八年正月,曹公攻濡须,权与相拒月余。曹公望权军,叹其齐肃,乃退。(《三国志·吴主传》)

  【注】①周公立法而伯禽不师:周公制定的礼法制度,他的儿子、受封于鲁国的伯禽却没有遵守。按照古人的解释,伯禽在服丧期间,徐戎(周代居住在今徐州一代的少数民族)作乱,伯禽就停止服丧而率兵讨伐,平定了徐戎。②濡须坞:修建在濡须口的堡坞,夹濡须水而筑。

1.对下列句子中加粗的词语的解释,不正确的一项是(     )

A.权哭未及——息:停止

B.会稽太守——领:兼任

C.曹公权为讨虏 * * ——表:任命

D.故心而服事焉——委:托付

2.下列各组句子中,加粗词的意义与用法相同的一组是(     )

A.且周公立法伯禽不师——曹公已临其境

B.以阳羡长——因传权旨,陈成败

C.待张昭师傅之礼——表子琮举众

D.使丞郡行文书事——惟瑜、肃执拒

3.下列各组句子中,全都直接表现孙权励精图治的一组是(     )

①策薨,以事授权 ②招延俊秀,聘求名士 ③乃改易权服,扶令上马

④公烧其余船引退 ⑤闻曹公将来侵,作濡须坞 ⑥权与相拒月余

A.①②④

B.①③⑥

C.③④⑤

D.②⑤⑥

4.下列对原文的叙述与分析不正确的一项是(     )

A.孙权继位之后,任用贤才,优礼士人,张昭、周瑜、鲁肃、诸葛瑾等人开始成为孙氏 * * 的核心人物,一时间,孙权手下人才济济。

B.荆州牧刘表死后,其子刘琮投降曹操。此时的东吴内部分为主战、主和两派,孙权不顾主降派张昭等反对,联合刘备与曹操决战,取得赤壁之战的胜利。

C.孙权到秣陵(建业)后,曹操来犯,孙权与曹操大战于濡须坞,双方均不能获胜。看到孙权阵容齐整,曹操只好撤兵。

D.孙权作为一代英主,面对曹操的入侵,敢于抗击。经过赤壁之战,把曹操赶回江北,后又经过濡须之战,稳定了东南的局势。

5.把文言文阅读材料中画横线的句子翻译成现代汉语。

①郡察孝廉,州举茂才。

答:______________________________________________________

②乃欲哀亲戚,顾礼制,是犹开门而揖盗,未可以为仁也。

答:______________________________________________________

③宾旅寄寓之士以安危去就为意,未有君臣之固。

答:______________________________________________________

答案

1.C

2.A

3.D

4.A

5.①郡里推荐他为孝廉,州里推举他为茂才(秀才)。

②(您)竟然还要哀伤兄长,顾全礼法制度,这好比是开门迎接强盗,不可以认为是仁义。

③投奔和借住在江东的中原人士,以江东 * * 的安危来考虑留下还是离去,还没有结成稳固的君臣关系。

单项选择题 A3/A4型题
阅读理解

阅读理解。

     The speaker, a teacher from a community college, addressed a sympathetic (赞同的) audience.

Heads nodded in agreement when he said, "High school English teachers are not doing their jobs." He

described the inadequacies of his students, all high school graduates who can use language only at a

grade 9 level.I was unable to determine from his answers to my questions how this grade 9 level had

been established.

     My topic is not standards nor its decline. What the speaker was really saying is that he is no longer

young; he has been teaching for sixteen years, and is able to think and speak like a mature adult.

     My point is that the frequent complaint of one generation about the one immediately following it is

inevitable. It is also human nature to look for the reasons for our dissatisfaction. Before English became

a school subject in the late nineteenth century, it was difficult to find the target of the blame for language

deficiencies (缺陷).But since then, English teachers have been under constant attack.

     The complainers think they have hit upon an original idea. As their own command of the language

improves, they notice that young people do not have this same ability. Unaware that their own ability

has developed through the years, they assume the new generation of young people must be hopeless

in this respect. To the eyes and ears of sensitive adults, the language of the young always seems

inadequate.

     Since this concern about the decline and fall of the English language is not perceived (察觉) as a

generational phenomenon but rather as something new and peculiar (特有的) to today's young people,

it naturally follows that today's English teachers cannot be doing their jobs. Otherwise, young people

would not commit offenses against the language.

1. The speaker the author mentioned in the passage believed that ________.

A. the language of the younger generation is usually inferior (差的) to that of the older generation

B. the students had a poor command of English because they didn't work hard enough

C. English teachers should be held responsible for the students' poor command of English

D. he was an excellent language teacher because he had been teaching English for sixteen years

2. In the author's opinion, the speaker _______.

A. had exaggerated (夸大) the language problems of the students

B. gave a correct judgment of the English level of the students

C. was right in saying that English teachers were not doing their jobs

D. could think and speak intelligently

3. The author's attitude towards the speaker's remarks is _______.

A. neutral

B. positive

C. compromising

D. critical

4. It can be concluded from the passage that ________.

A. it is justifiable (有理由的) to include English as a school subject

B. the author disagrees with the speaker over the standard of English at Grade 9 level

C. language improvement needs time and effort

D. language teaching is by no means an easy job

5. In the passage the author argues that _______.

A. young people would not commit offences against the language if the teachers did their jobs properly

B. it is unfair to blame the English teachers for the language deficiencies of the students

C. to eliminate (消除) language deficiencies one must have sensitive eyes and ears

D. to improve the standard of English requires the effort of several generations