问题 单项选择题

当原料中断时要保证加热炉炉管出口温度不超过()。

A.400℃

B.500℃

C.600℃

D.800℃

答案

参考答案:A

阅读理解与欣赏

阅读下面文字,完成下面的题。  

我生命中的那簇野菊花

赵宁

  ①成长本是一个漫长的过程,历经岁月的不断锤炼打磨,才能由幼稚走向成熟,由怯弱走向勇敢。  

  ②我是母亲的第四个孩子。出世没几天,便被送进医院。医生告知,孩子心脏发育不好,有肺炎、先天性气管炎,很难养活。而我的父母亲, 始终不肯放鞭,一天天的打针吃药,细心的照管,使我终于幸存下来。  

  ③我所能记起的是五六岁前后的事情。当别的孩子在村里像兔子一样欢快追逐时,我躺在医院的病床上;当一群孩子相约戏水时,我被关在家里;当小伙伴们爬树、捉知了时,我只能远远地看着。我常搬着小凳子,坐在家门口,看他们跳皮筋、打沙包,时常心生悲哀,我甚至自 己一点也不喜欢自己。  

  ④深秋的一天,我睡得迷迷糊糊的,感到嘴里干渴,嚷着要喝水。父亲过来习惯地摸我的额头:“这么烫,又发烧了。”他迅速地给我穿戴好,叮嘱了母亲几句,就去推自行车,领我去镇上的医院。当我坐在父亲自行车的后座的时候,才知道,此刻天刚蒙蒙亮,路上几乎没有人。深秋的早晨寒气袭人,父亲飞快地骑着自行车,我则昏昏沉沉地靠在他的背上。镇医院离家并不远,很快就到了,听诊、化验、取药、打针这一系列过程,小小的我已是非常熟悉了……出了医院已是9 点多了,小镇上早已热闹起来,父亲带着我往家赶。晴朗的天

,阳光是金色的,照在一张张兴奄的脸上,我无力地靠在父亲的背上,什么也不想说,也不想看,我只觉得自己与这充满活力的景象格格不入,我像是被快乐遗弃的孩子,不知道自己还能不能长大。我无声地哭泣着,泪水将父亲的外套弄湿了一大片。他感到了什么,车子骑到前面一个转弯处忽然改变了方向,父亲对我说:“咱们抄小路能近点。我从来不知道这条小路也能通向村子。说是一条小路,其实是灌溉渠的渠岸,这条水渠很深,也很宽,渠岸大约一米宽,并不是很平坦。我坐在后座上,觉得有点紧张,便坐直了身子,也没有了一丝困意。  

  ⑤我的眼前忽然一亮,就在前方渠边斜坡JL竟然有一大片一大片白色的花,在阳光的照耀下,开得那样鲜艳, 那样精神。“爸爸,那是什么花?你放我下来吧。”我从自行车上跳了下来。父亲说:这是白菊花,像是野生的。”我蹲在了路边兴奋地看着这些花,A一丛丛 一簇簇。紧密地挨着,矮矮的,却精神抖擞,一些小虫在上面跳跃飞舞,花朵不大,可开得那样灿烂,没有一丝倦怠之意。我已无法准确地描绘那个时刻小小的我的心境, 我只记得那一刻有一幅画面深深地刻印在我脑海里:清凉的风,湛蓝的天,金闪闪的阳光,加上一大片白色的野菊花明艳美丽,清香袭人,一 个瘦弱的小 女孩看得痴迷, 看得锭放了久违的笑颜。而就在那一刻,她坚定地告诉自己,她要生长得像这花一样美丽……   

  ⑥那一天回家后,我破天荒头一回吃药没有让父母催促,那一大碗药,我第一次面无惧色,一饮而尽。只有我知道,我饮下去的是希望,是力量,是渴望生命如花绽放的动力, 那一刻一个六岁的小女孩觉得自己长大了。  

  ⑦多年以后,我终于摆脱了疾病,健康地长大,并没有留下一丝疾病侵扰的痕迹。B如果说生命是一件完美的艺术品,那么在我生命的这幅画卷中,那路边的野菊花就该是神来之笔吧

1.作者为什么以“我生命中的那簇野菊花”为题目?请结合文章简要分析作答。

                                                                                         

2.作者为什么在文章的前几段花去大量笔墨叙写“我”常年生病的情况? 

                                                                                         

3.本文有不少精彩的语句。请将文中画“____”线的 A、B两处从修辞手法运用的角度进行简要赏析。 

                                                                                        

4.阅读下面的材料。思考它与文章所表达的主旨相同吗?它们又给你怎样的启示?请结合你的认识谈谈自己的看法。

  材料:我们无法选择出生,无法选择父母,我们无法选择出生的历史时期与国家,以及成长的周遭环境。但是,在这些无法选择当中,我们却可以选择自己的生活态度:是勇敢无畏还是胆小怯懦,是目标坚定还是随波逐流。不论世界对我们所做的选择和决定有多么漠不关心,这些选择和决定是我们自己做出的。总而言之,这些选择和决定最终将构筑我们自己的命运。

                                                                                           

单项选择题

After World War Ⅱ the glorification of an ever-larger GNP formed the basis of a new materialism, which became a sacred obligation for all Japanese governments, businesses and trade unions. Anyone who mentioned the undesirable by-products of rapid economic growth was treated as a heretic. Consequently, everything possible was done to make conditions easy for the manufacturers. Few dared question the wisdom of discharging untreated waste into the nearest water body or untreated smoke into the atmosphere. This silence was maintained by union leaders as well as by most of the country’s radicals; except for a few isolated voices, no one protested. An insistence on treatment of the various effluents would have necessitated expenditures on treatment equipment that in turn would have given rise to higher operating costs. Obviously, this would have meant higher prices for Japanese goods, and ultimately fewer sales and lower industrial growth and GNP.

The pursuit of nothing but economic growth is illustrated by the response of the Japanese government to the American educational mission that visited Japan in 1947. After surveying Japan’s educational program, the Americans suggested that the Japanese fill in their curriculum gap by creating departments in chemical and sanitary engineering. Immediately, chemical engineering departments were established in all the country’s universities and technical institutions. In contrast, the recommendation to form sanitary engineering departments was more or less ignored, because they could bring no profit. By 1960, only two second-rate universities, Kyoto and Hokkaido, were interested enough to open such departments.

The reluctance to divert funds from production to conservation is explanation enough for a certain degree of pollution, but the situation was made worse by the type of technology the Japanese chose to adopt for their industrial expansion. For the most part, they simply copied American industrial methods. This meant that methods originally designed for use in a country that stretched from the Atlantic to the Pacific with lots of air and water to use as sewage receptacles were adopted for an area a fraction of the size. Moreover, the Japanese diet was much more dependent on water as a source of fish and as an input in the irrigation of rice; consequently discharged wastes built up much more rapidly in the food chain.

Which of the following is not a reason for the rapidity and intensity of pollution in Japan()

A. The Japanese were generally modeled on the American pattern of industrial development

B. Japan was unwilling to allocate funds for the solution to environmental problems

C. No sanitary engineering departments were set up in higher institutions in Japan

D. Japan placed too much emphasis on economic growth and neglected environment