浙江自选模块测试试题.docx

1、浙江自选模块测试试题浙江自选模块测试试题题号:01科目:语文“中国古代诗歌散文欣赏”模块(10分)阅读下面的诗歌,然后回答问题。悲落叶北朝萧综悲落叶,联翩下重叠,重叠落且飞,纵横去不归。长枝交荫昔何密,黄鸟关关动相失。夕蕊杂凝露,朝花翻乱日。乱春日,起春风,春风春日此时同。一霜两霜犹可当,五晨六旦已飒黄。乍逐惊风举,高下任飘飏。悲落叶,落叶何时还?夙昔共根本,无复一相关,各随灰土去,高枝难重攀。注:萧综,字世谦,梁武帝次子,封豫章郡王,后投奔北魏。(1)简要分析这首诗的语言特点。(5分)(2)简要分析这首诗所蕴含的思想感情。(5分)参考答案:(1)全诗三、五、七字句长短错落。运用反复、对仗、顶

2、针等修辞手法。节奏起伏、顿挫,韵律哀婉动人。(2)作者以落叶自况,悲叹命运不济。人生如风中飘零的落叶,虽繁荣一时,终难免随风凋零,化作尘土。作者慨叹世事兴衰、朝代更替;曾经的繁盛朝代,显赫的王族、贵胄,都如落叶凋零。解析:(1)分析诗歌的语言特点可以从以下几个方面进行:句式、修辞、韵律和节奏。这首诗的句子长短不齐,参差有致,长短句结合;在修辞方面诗中“悲落叶”反复出现,运用了反复;“一霜两霜犹可当,五晨六旦已飒黄”运用了对仗,“联翩下重叠,重叠落且飞”运用了顶针。全诗押“e、ei、ang、an”等韵,节奏起伏,抑扬顿挫。(2)全诗用“悲落叶”贯串全诗,“悲”字直接地表达了作者的悲伤之情,“落叶

3、”更是寄寓了作者飘零无依之感。再结合作者的身世,可以体会到他命运不济的感慨。题号:02科目:语文“中国现代诗歌散文欣赏”模块(10分)阅读下面的诗歌,然后回答问题。幸存者高凯昨夜外面走过去一场暴风雨一棵大树被拦腰撞倒清晨一只小鸟独自在我的窗外唧唧喳喳说个不停我一推窗就飞走了一整天我都想去问那只孤单的小鸟是不是想找人诉说自己一生的命运其实我能想象得出昨夜的情景一场巨大的暴风雨突然将一窝小鸟噼里啪啦打翻在地结果只有一只小鸟幸运地活了下来无枝可依内心都是人世没有的伤痛(1)这首诗的第一句使用“走”描写暴风雨,为什么?(3分)(2)赏析这首诗的艺术手法。(7分)参考答案:(1)使用比拟手法,与下句“拦

4、腰撞倒”相呼应。写出诗人的心理感受:暴风雨凶猛且持久。(2)象征手法。小鸟的形象是一种象征,其意蕴指向人类社会,给予读者多元的联想空间。拟人手法。小鸟遭受了“人世没有的伤痛”,就有了向人诉说的欲望,形象鲜明生动。散文化语言。诗歌语言质朴,接近口语,且不押韵,却富含韵味。解析:(1)用“走”这一动作来描写暴风雨,用了拟人的修辞手法。在结构上与下句“拦腰撞倒”相呼应,描写生动形象。暗示了作者面对暴风雨时的心理感受。(2)结合全诗找出使用艺术手法的部分,进行具体的分析。“暴风雨”和“小鸟”等运用了象征的手法,小鸟象征了人类社会,暴风雨象征了灾难。暴风雨“走”、小鸟“说”运用了拟人的手法。题号:03科

5、目:数学“数学史与不等式选讲”模块(10分)(1)解不等式|x-1|+|x-4|5.(2)求函数y=|x-1|+|x-4|+x2-4x的最小值.答案:(1)当x1时,1-x+4-x5,得x0.此时x0;当14时,x-1+x-45,得x5.此时x5.综上所述,原不等式的解集是(-,05,+).(2)因为|x-1|+|x-4|(x-1)-(x-4)|=3,当且仅当1x4时取等号;x2-4x=(x-2)2-4-4,当且仅当x=2时取等号.故|x-1|+|x-4|+x2-4x3-4=-1,当x=2时取等号,所以y=|x-1|+|x-4|+x2-4x的最小值为-1.题号:04科目:数学“矩阵与变换和坐标

6、系与参数方程”模块(10分)(1)以极坐标系Ox的极点O为原点,极轴Ox为x轴正半轴建立平面直角坐标系xOy,并在两种坐标系中取相同的长度单位.把极坐标方程cos +2sin =1化成直角坐标方程.(2)在直角坐标系xOy中,曲线C: (为参数),过点P(2,1)的直线与曲线C交于A,B两点.若|PA|PB|=,求|AB|的值.答案:(1)极坐标方程两边同乘以得cos +3sin =.又在直角坐标系下,x=cos ,y=sin ,=.故化成直角坐标方程x+y(x2+y2)= .又(0,0)满足原极坐标方程,故所求的直角坐标方程为x+y(x2+y2)= .(2)由题意,曲线C的直角坐标方程为x2

7、+2y2=2.设过点P(2,1),倾斜角为的直线的参数方程为 (t为参数),及点A,B对应的参数分别为t1,t2.将直线的参数方程代入x2+2y2=2得(2+tcos )2+2(1+tsin )2-2=0.即(1+sin2)t2+4(sin +cos )t+4=0.则=16(2sin cos -sin2)0,且t1+t2=-,t1t2=.由|PA|PB|=得|t1t2|=,故sin2=.又由0得0tan 2.故t1+t2=,t1t2=.所以|AB|=|t1-t2|=.题号:05科目:英语阅读理解(分两节,共5小题;每小题2分,共10分)阅读下面短文,并根据短文后的要求答题。Our cultur

8、al backgrounds influence how we make choices in nearly every area of our lives.From early on,members of individualist societies are taught the special importance of personal choice.As soon as children can talk,or perhaps as soon as they can accurately point,they are asked,“Which one of these would y

9、ou like?”By the age of four,he may well be expected to both understand and respond to the challenging question, “What do you want to be when you grow up?”From this children learn that they should be able to figure out what they like and dislike,what will make them happy and what wont.By contrast,mem

10、bers of collectivist societies place greater emphasis on duty.Children are often told,“If youre a good child,youll do what your parents tell you.” As you grow older,instead of being asked what you want,you may be asked,“How will you take care of your parents needs and wants?How will you make them pr

11、oud?”It is believed that your parents,and elders in general,will show you the right way to live your life so that you will be protected from a costly mistake. Get a piece of paper,and on the front write down all the aspects of your life in which you like having choice.On the back,list all the aspect

12、s in which you would prefer not to have choice,or to have someone else choose for you.Take a few extra minutes to make sure you havent left anything out.When I had 100 American and Japanese college students do this exercise,the front sides of the Americans pages were often completely filled with ans

13、wers such as“my job,”“where I live,”and “who I vote for.”In contrast,the backs,without exception,were either completely blank or contained only a single item,most commonly“when I die”or“when my loved ones die.”The Japanese showed a very different pattern of results,with not a single one wishing to h

14、ave choice all or nearly all of the time. Comparing responses between the two,Americans desired personal choice in four times as many domains of life as did the Japanese.第一节根据短文内容,从A、B、C、D和E中选出最适合填入短文空白处的选项,并将序号及相应答案写在答题纸上。选项中有一项是多余选项。A.It is evident from an early age that we absorb different ideas

15、about choice from the world around us.B.Lets try an exercise to explore how these different approaches might shape our daily lives.C.Because their happiness is on the line,their own opinions truly matter,and they must figure out how to judge the outcomes of their choices.D.In fact,on average they li

16、sted twice as many areas in which they did not want choice as compared to areas in which they did.E.From what you eat to what you study,it is what youre supposed to do thats most important.第二节根据短文所给的信息,用一个完整的句子回答下面的问题,并将序号及相应答案写在答题纸上。According to the passage,whats the major difference between the US

17、A and Japan in childrens education?答案:第一节(8分,每小题2分)CEBD第二节(2分)The difference is thatAmericansemphasize/place emphasis onpersonal choicewhile/whereasthe Japaneseemphasize/place emphasis onduty.题号:06科目:英语填空(共10小题;每小题1分,共10分)阅读下面的短文,在标有序号的空白处填入一个适当的词,或填入括号中所给单词的正确形式,并将序号及相应的答案写在答题纸上。Last summer my fami

18、ly moved to a new neighborhood.Ramon,a boy living right across the street from our new house,came by to hello.When school started,I was happy that Ramon was in my class.One day Mr.Rosen,our teacher,told us about the big Art and Music Festival coming up at school.He said,“Who wants to be in the show?

19、Raise your hands.”The class became restless.About a dozen hands went up.I started to raise my hand, I stopped and put it down.I couldnt say a word.I just sat there while the others volunteered.“There is a piano in the hall.We could use a piano player,”said Mr.Rosen.Still I said nothing.And asked me

20、to perform at the festival,for I had never even told Ramon that I could play the piano.Every day when I went home to learn the Sonata in C Major(C大调奏鸣曲) by Mozart,I told him I had to do my homework.Every day it (sound) better and better and I grew more and more disappointed that I had not volunteere

21、d to play at the festival.One afternoon I was practicing as usual.Suddenly there was a at the door.I was in the middle of Mozarts Sonata,so I kept on playing.My mom opened the door and told me it was Ramon.“What nice ,”I heard him say.Then he walked into the living room and saw me (play) the piano.W

22、hen I finished,Ramon jumped up and clapped.He ran over to me and gave me a pat on the back.“Matthew,”he said,“that was great!I never even knew you could play the piano! were you keeping this a secret?”I didnt know to say.I felt foolish.Ramon had stopped by to borrow my math book because he had left

23、his at school mistake.Now he knew I played the piano.The next day in school,Ramon told Mr.Rosen that I was a great pianist.The rest is history.(10分,每小题1分)答案:saybut(yet/then)nobody(none)soundedknockmusicplayingWhywhatby题号:07科目:思想政治“经济学常识”模块(10分)2013年4月,英国前首相撒切尔夫人去世,引起世界各方人士关注。撒切尔夫人信奉自由市场原则,在上个世纪七、八十年

24、代担任英国首相期间放松政府管制,促成国有资产私有化,大幅削减福利开支,打击工会力量。面对凯恩斯主义给资本主义国家带来的“滞胀”现象,她一再表示“政府不能解决问题,政府本身就是问题。”撒切尔夫人的经济主张和经济政策对英国乃至整个西方国家经济的复苏起到了一定的推动作用。斯人已去,却为后人留下了一笔颇富争议的思想遗产。结合材料,指出撒切尔夫人的经济主张和经济政策体现的新自由主义经济思想。答案:撒切尔夫人的经济主张和经济政策体现的新自由主义经济思想有:第一,认为西方国家出现的“滞胀”现象,是各国长期执行凯恩斯主义政策的结果;第二,反对政府对经济的过多干预,主张政府作用最小化、市场自由化;第三,认为私有

25、制是最有效率的制度,是市场经济的唯一基础;第四,反对公有制,主张私有化。解析:将撒切尔夫人的经济主张和经济政策划分层次,解读出“放松政府管制、国有资产私有化、出现滞胀等信息,利用归纳法,从撒切尔夫人的主张中,归纳出新自由主义经济思想。题号:08科目:思想政治“生活中的法律常识”模块(10分)张三在2007年8月以40万元的价格购买了本市阳光小区的一套商品房。因生意资金周转的需要,2008年12月张三委托房产中介出售该商品房。李四对张三的商品房非常满意,并与张三签订了房屋买卖合同,约定于2009年8月16日之前付清房款50万元。张三看到房价快速上涨,2009年8月5日以80万元的价格将该商品房卖

26、给王五,双方签订购房合同并到房产登记部门办理了过户登记手续。李四得知这一情况后,向法院起诉,要求确认张三与王五的买卖行为无效。根据以上案情回答以下问题。(1)李四和王五谁该取得商品房的所有权?为什么?(5分)(2)未取得所有权的一方是否有权获得赔偿?为什么?(5分)答案:王五。理由:不动产的取得,必须到相关部门办理产权登记,才能取得所有权。本案中,张三与李四签订了房屋买卖合同,但未办理房屋登记过户手续,故李四不能取得商品房的所有权。张三与王五签订了购房合同并办理了房屋登记过户手续,故王五取得商品房的所有权。李四有权要求张三赔偿损失。理由:合同双方都有履行合同的义务, 违约方应当赔偿损失。张三与

27、李四签订的合同有效,但张三却一物二卖使得合同无法履行,张三的行为构成违约。解析:本题涉及民事权利、依法行使财产权、信守合同的相关知识。第(1)问解答要注意两个关键点,一是李四与张三签订合同;二是办理过户登记手续。利用行使财产权的相关法律知识,阐释出王五获得商品房的所有权。第(2)问可根据有效合同、违约责任等知识分析说明李四有权获得赔偿。题号:09科目:历史“历史上重大改革回眸”模块(10分)16世纪上半期欧洲掀起宗教改革运动。阅读材料,回答问题。材料一:马丁路德说:“世俗的世界,由宝剑统治,能够被眼睛看到;精神的世界,由恩典统治,并宽恕罪。”材料二:恩格斯说:“在路德遭到失败的地方,加尔文却获

28、得了胜利加尔文的教会的组织是完全民主的和共和的;而在上帝的王国已经共和化了的地方,人间的王国还能够仍然从属于君王、主教和领主吗?当德国的路德教变成诸侯手中的驯服工具的时候,加尔文教在荷兰创立了共和国”(1)下列说法不符合材料一中马丁路德原意的是(3分,答案序号写在答题纸上)A.上帝建立了两个世界:精神的和世俗的B.精神的世界归上帝统治C.世俗的世界与上帝无关,归世俗统治者统治D.上帝用恩典统治,世俗统治者用强权统治(2)结合材料二及所学知识,概括加尔文对“人间的王国”的贡献。(4分)(3)比较材料,结合所学知识,指出马丁路德的历史局限性。(3分)答案:(1)C(2)建立共和式长老制,实行政教合

29、一。(3)主张世俗的权力从属于君王、主教和领主,反封建不彻底。解析:(1)从材料一看,路德认为,世俗的世界由封建主用“宝剑”统治,即实行强权统治;精神的世界由上帝用恩典统治,并宽恕人们的罪责,由此分析,A、B、D三项都正确。路德主张宗教改革,而非废除宗教,世俗的世界由世俗统治者统治,但并非与上帝无关,无论是世俗的统治者还是精神的统治者,都应信奉上帝,故C项说法错误。(2)根据材料二中“加尔文的教会的组织是完全民主的和共和的”“加尔文教在荷兰创立了共和国”等信息可知,加尔文的贡献在于建立了民主共和式的长老制,实行政教合一。(3)根据材料一可知,马丁路德认为,世俗的世界由封建主用“宝剑”统治,即实

30、行强权统治,说明路德仅仅主张宗教改革,主张世俗的权力仍然从属君王、主教和领主,而加尔文则创立了民主共和国,对此恩格斯质疑路德“在上帝的王国已经共和化了的地方,人间的王国还能够仍然从属于君王、主教和领主吗”,说明路德反封建不彻底。题号:10科目:历史“世界文化遗产荟萃”模块(10分)阅读材料,回答问题。材料一:整个村落以敬爱堂为中心布局设计,前后两条溪流成弧形绕敬爱堂而过,流经家家户户门前,形成“门外青山如屋里,东家流水入西邻”的格局。在村西的西溪出口处,挖了一亩大的水塘,修建水口,在周围修筑亭台楼阁和石拱桥,广植树木,以蓄水挡风。摘编自徽州古村落材料二:第35届世界遗产大会将杭州西湖文化景观列

31、入世界文化遗产名录。西湖申遗成功后,杭州市承诺“六个不”:“还湖于民”目标不改变;门票不涨价;博物馆不收费;土地不出让;文物不破坏;公共资源不侵占,西湖是人民的西湖。据2011年6月26日报载(1)材料一反映的是哪一古村落的风貌?结合所学知识,写出这一古村落水系的作用。从人与自然关系的角度,指出古人利用和改造这一水系所体现的意思。(7分)(2)分析材料二,回答申报世界遗产的目的应该是什么。(3分)答案:(1)西递。方便村民用水,优化人居环境和生态环境。“天人合一”。(2)保护人类共同遗产,造福后代。解析:第(1)问,从材料一中的“徽州古村落”“敬爱堂”等信息,可知材料一反映的是西递村落的风貌。结合所学知识可知,西递村落水系主要是方便村民用水,优化人居环境和生态环境。村中有水系、敬爱堂、亭台楼阁、石拱桥、树木等,从人与自然关系的角度看,体现了古人“天人合一