问题 填空题

产品说明书既可以介绍产品又可以()。

答案

参考答案:传授知识和技能

阅读理解与欣赏

阅读下面的文言文,完成小题。(共20分)

范文程少好读书,颖敏沉毅,与其兄文寀并为沈阳县学生员。天命三年,太祖既下抚顺,文寀、文程共谒太祖。太祖伟文程,与语,器之,顾谓诸贝勒曰:“此名臣后也,善遇之!”

太宗即位,召直左右。天聪三年,明围我师大安口,文程以火器进攻,围解。太宗自将略永平,留文程守遵化,敌掩至,文程率先力战,敌败走。五年,师围大凌河,降其城,而蒙古降卒有阴戕其将叛去者,上怒甚,文程从容进说,贷死者五百余人。时明别将壁西山之巅独负险坚守未下文程单骑抵其垒谕以利害乃请降。上悦,以降人尽赐文程。

崇德元年,以文程为内秘书院大学士。文程所典皆机密事,每入对,必漏下数十刻始出;或未及食息,复召入。上重文程,每议政,必曰:“范章京知否?”脱有未当,曰:“何不与范章京议之?”众曰:“范亦云尔。”上辄署可。文程尝以疾在告,庶务填委,命待范章京病已裁决。抚谕各国书敕,皆文程视草。初,上犹省览,后乃不复详审,曰:“汝当无谬也。”

世祖即位,命隶镶黄旗。睿亲王多尔衮帅师伐明,文程上书言:“中原百姓蹇离丧乱,备极荼毒,思择令主,以图乐业。曩者弃遵化,屠永平,两次深入而复返。彼必以我为无大志,惟金帛子女是图,因怀疑贰。今当申严纪律,秋毫勿犯,宣谕进取中原之意:官仍其职,民复其业,录贤能,恤无告。大河以北,可传檄定也。”顺治二年,江南既定,文程上疏言:“治天下在得民心,士为秀民。士心得,则民心得矣。请再行乡、会试,广其登进。”从之。

十一年八月,上加恩辅政诸臣,特加文程少保兼太子太保,文程疏谢,因自陈衰病,乞休。九月,上降温谕,进太傅兼太子太师,致仕。上以文程祖宗朝旧臣,有大功于国家,礼遇甚厚:文程疾,尝亲调药饵以赐;遣画工就第图其像,藏之内府;赉御用服物,多不胜纪。圣祖即位,特命祭告太宗山陵,伏地哀恸不能起。

康熙五年八月庚戌,卒,年七十。谥文肃,御书祠额曰“元辅高风”。

(节选自《清史稿·范文程传》)

小题1:对下列句子中划线词语的解释,不正确的一项是                 【     】

A.敌至,文程率先力战掩:袭击

B.文程所皆机密事典:掌管

C.录贤能,无告恤:忧虑

D.遣画工第图其像就:前往小题2:下列各组句子中,划线词的意义和用法相同的一组是            【     】

A.此名臣后吾其还

B.文程火器进攻其无礼于晋

C.后不复详审于是赵王斋戒五日

D.士心得,民心得矣北虽貌敬,实愤怒小题3:下列对原文的赏析,不正确的一项是                           【     】

A.范文程是清初著名的政治家,官至太傅兼太子太师,死后加谥文肃,康熙帝亲自为他书写书祠堂匾额,可见他极受清太祖、太宗等多朝帝王的器重。

B.清太宗对范文程用而不疑,尽显王者风范;范文程则极尽人臣之道,运筹帷幄,屡建奇功,是清太宗不可或缺的助手和参谋,两人有深厚的君臣之谊。

C.范文程是具有远见的政治家,世祖即位,他上言进取中原的策略;江南平定后,他又上疏开科考,广揽人才,提出治理天下在于取得民心的主张。

D.清世祖认为范文程是祖宗朝的旧臣,对国家有大功,所以不仅晋升其官职而且还亲自为其调制药丸,派遣画师为其画像,范文程深受感动,上疏感谢。小题4:用“/”文中波浪线的部分断句。(3分)

时 明 别 将 壁 西 山 之 巅 独 负 险 坚 守 未 下 文 程 单 骑 抵 其 垒 谕 以 利 害 乃 请 降。

小题5:将下列句子译成现代汉语。

(1)彼必以我为无大志,惟金帛子女是图,因怀疑贰。(4分)

                                                               

(2)顾吾念之,强秦之所以不敢加兵於赵者,徒以吾两人在也。(4分)

                                                               

单项选择题

What’s your earliest childhood memory Can you remember learning to walk Or talk The first time you heard thunder or watched a television program Adults seldom (1) events much earlier than the year or so before entering school, (2) children younger than three or four (3) retain any specific, personal experiences.

A variety of explanations have been (4) by psychologists for this "childhood amnesia". One argues that the hippo-campus, the region of the brain which is (5) for forming memories, does not mature until about the age of two. But the most popular theory (6) that, since adults don’t think like children, they cannot (7) childhood memories. Adults think in words, and their life memories are like stories or (8) one event follows (9) as in a novel or film. But when they search through their mental (10) for early childhood memories to add to this verbal life story, they don’t find any that fit the (11) It’s like trying to find a Chinese word in an English dictionary.

Now psychologist Annette Simms of the New York State University offers a new (12) for childhood amnesia. She argues that there simply aren’t any early childhood memories to (13) . According to Dr. Simms, children need to learn to use someone else’s spoken description of their personal (14) in order to turn their own short-term, quickly forgotten (15) of them into long term memories. In other (16) , children have to talk about their experiences and hear others talk about (17) — Mother talking about the afternoon (18) looking for seashells at the beach or Dad asking them about their day at Ocean Park. Without this (19) reinforcement, says Dr. Simms, children cannot form (20) memories of their personal experiences.

3()

A.largely

B.rarely

C.merely

D.really