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二年级数学第三册第二单元教学设计1、和复习16的乘法口诀，复习用口诀算乘法；2、通过解决一些实际问题，进一步稳固对乘法含义的理解。
3、培养学生应用数学的能力。
课程资源的开发和利用：乘法口诀表、投影仪听说动物王国的成员正忙得不可开交！它们在忙什么呢？我们一起去看看吧！二、深化主题1、复习第一题让学生回忆认识乘法的内容，在什么情况下可以用乘法，强调只有在同数相加，即求几个几想加的和时，才可以用乘法计算。
然后让学生完成第一题。
2、复习第二、三题A、先让学生回忆学过了哪些乘法口诀，再指名背诵。
B、学生独立完成第二题C、合作完成第三题3、复习第四题引导学生进展游戏，分成两组进展，看哪组先过河。
4、复习第五题限时3分钟，让学生独立计算。
投影出示，指名口算，集体核对，教师巡视，了解正确率，并帮助计算有错误的学生分析错误的原因，及时订正错误。
5、复习第六题学生独立填写，集体订正。
6、复习第七题先让学生独立填写，然后交流并提出：你能各填出几道算式？7、复习第八题让学生看着题目，详细地说说先算什么，再算什么。
通过复习，你发现了什么？你打算还要怎样复习？作业设计：口算：26= 35= 56= 54=55= 63= 34= 24=46+6= 54+8= 44-7=主备教师：徐莉使用教师：备课时间：xx.9.17 上课时间：教学内容：教材第2223页，复习913题。
1、指导学生联系生活实际，仔细观察，提出一些用乘法计算的问题并解答。
2、培养学生的数学意识，激发学习数学的兴趣。
教学重、难点：培养学生理解并解决实际问题的能力。
课程资源的开发和利用：教学挂图、投影1、游戏：摸口诀说算式。
2、背口诀比赛。
1、复习第九题学生独立填写。
让学生说一说自己的思考过程。
2、复习第十题让学生联系场景图看懂文字信息的实际含义，再列式计算。
如果有些学生理解题意有困难，可以提醒他们数一数图中一共有几排屋。
3、复习第十一、十二题可以先让学生理解图意，通过引导，帮助学生有序地信息，再独立列式解答，并交流思考过程。
Book 3 Unit 2 Healthy eatingCOME AND EAT HERE (1)Wang Peiwei sat in his empty restaurant feeling very frustrated. It had been a very strange morning. Usually he got up early and prepared his menu of mutton kebabs, roast pork and fried rice. Then by lunchtime they would all be sold. His restaurant ought to be full of people. But not today! Why was it so? What could have happened? He thought of his mutton kebabs and fatty pork cooked in the hottest, finest oil. His fried rice was hot but did not taste of fat. His cola was sugary and cold and his ice cream was made of eggs, milk, cream and fruit. “Nothing could have been better,” he thought. Suddenly he saw his friend Li Maochang hurrying by. “Hello, Maochang,”he called, “Your usual?” But Maochang seemed not to hear. What was the matter? Something terrible must have happened if Maochang was not coming to eat with him as he always did.Pengwei followed Li Maochang into a newly-opened small restaurant at the end of the street. There was a sign in the window.Tired of all that fat? Want to be thinner?Come inside to Yong Hui’s slimming restaurant.Only slimming foods served here.Make yourself thin again.Curiosity drove Wang Pengwei inside. It was full of people. A verythin lady came forward. “Welcome!” she said, “My name is Yong Hui.I will take all that fat off you in two weeks if you eat here every day.” Then she gave a menu to Wang Peiwei. There were only two kinds of food and one drink on it: raw vegetables, fruit and water. Wang Peiwei was amazed at this and especially at the prices. It cost more than a good meal in his own restaurant. He could not believe his eyes! He threw away the menu and hurried outside. On his way home he thought about his own menu. Did it make people fat? He wondered if he should go to the library to find out. He couldn’t have Yong Hui getting away with telling people lies! He had better do some research!After reading, he realised what was wrong with Yong Hui’s restaurant. It was not giving its customers energy-giving food! After eating in her restaurant people would become tired very quickly. Perhaps this was a way to win his customers back! Peng Wei wrote his own sign. It said: Want to feel fit?Come and eat here!Our food gives you energy all day!The competition between the two restaurants was on!Daisy wished to be ＿＿＿so that she could wear all the latest, cool clothes designed for the young. She decided to do some ＿＿＿into what foods should be eaten to become thinner. She learned that one of the ＿＿＿of not eating enough was to become very tired quickly. When shewent to the doctor, he told her she could be thinner as well as healthy if she ate more vegetables like beans,＿＿＿and ＿＿＿.So she did. She felt very fit when she started eating more ＿＿＿foods as well as her usual energy–giving foods. She even began to enjoy eating all the vegetables＿＿＿rather than cooked. She soon looked like a model!COME AND EAT HERE (2)The next day Wang Pengwei’s restaurant was nearly full and he felt happier. Perhaps he would be able to earn his living after all and not have to close his restaurant. He did not look forward to being in debt because his restaurant was no longer popular. He smiled .But the smile left his face when he saw Yong Hui walking in. She did not look happy but glared at him as she moved round the customers. “May I ask w hat you were doing in my restaurant yesterday? I thought you were a new customer and now I find you came only to spy on me and my menu,” she shouted. “Please excuse me,” he calmly explained,“I wanted to know where all my customers had gone yesterday. I followed one of them and found them in your restaurant. I don’t want to upset you but I found your menu so limited that I stopped worrying and started advertising the benefits of my food. Why don’t you sit down and try a meal?”Yong Hui agreed to stay and soon they were both enjoying the dumplings, fatty pork and cola.When they were served the ice cream Yong Hui began to look ill. “I feel sick with all this fat and heavy food,”she said,“I miss my vegetables and fruit.”Wang Pengwei was just enjoying a secon d plate of dumplings so he sighed.“yes,”he added,“and I would miss my dumplings and fatty pork. But don’t you tired quickly?” “Well, now you mention it. I do have to rest a lot, ”admitted Yong Hui. “But don’t you think it would be better if you were a bit thinner?” she asked Wang Pengwei. “I’m sure you would feel much healthier.”They began chatting about menus and balanced diets. “My research has shown me that neither your restaurant nor mine offers a balanced diet,”explained Pengwei,“I don’t offer enough fibre and you don’t offer enough body–building or energy–giving foods. Perhaps we ought to combine our menus and provide a balanced menu with foods full of energy and fibre. ”So that is what they did ,They served raw vegetables with the hamburgers and boiled the potatoes rather than fried them .Then they served fresh fruit with ice cream. In this way they cut down the fat and increased the fibre in the meal. Their balanced menus became such a success that before long Wang Pengwei became slimmer and Yong Hui heavier. After some time the found that their business cooperation had turned into a personal one .Finally they got married and lived happily ever after!THE TOWN HAS TO DECIDE(At the meeting that evening there are two speakers: one for and one against building a McDonald’s restaurant.)FOR BUILDING A MCDONALD’SI was excited when I heard that our community(社区) was to have its own McDonald’s restaurant. I thought about all those young people who would not have to go to the next town to buy their favourite burgers and chips. McDonald’s cares about healthy eating too and works with scientists to provide food that is of high quality,safe and healthy. It is also cheap .They often provide salads as well as burgers and chips. You can also choose between cola and milk shakes(奶昔). Of course it also means more work for our area that needs jobs badly. McDonald’s say the y are interested in doing what is right for the community and being a good neighbour. So I think they will be concerned about providing parking for the cars in our main street. Many of our young people will be only too happy to work for it. They make a promise to the people that work for them. They say,“We value you, your growing skills and your help to the company.”I can see nothing but good if this company comes to build its restaurant in our town.AGAINST BUILDING A MCDONALD’SI am very worried about McD onald’s building a restaurant in ourhometown. We are a small community and we enjoy our local dishes. I am not sure if McDonald’s food is as healthy as they say in their advertisements. When scientists look at it carefully they find high levels of fat, sugar and salt. This is very worrying. Too many young people are getting fat through eating too much fatty food. McDonald’s is not giving young people a good idea of what a healthy diet should be. Local Chinese food ,on the other hand, is full of fresh vegetables and fresh meat and fish. The food at a McDonald’s restaurant is always the same so I wonder if it is made or brought in from elsewhere. Although it is freshly cooked ,it must be less healthy than our own locally grown and cooked Chinese food.I also worry about all those cars bringing people to buy food in McDonald’s. First, there would be petrol fumes(气体),which would make our clean air dirty. Second, there’s the problem of all those cars that try to park and prevent other cars from moving quickly through our town. Third, what will happen to all the food containers if people decide to eat on the side of the road just out of town? Will they just throw them on the ground?I’m sure many young people would be happy to work for McDonald’s but will they be treated fairly(公平地)？In American, McDonald’s does not allow Unions to operate in its restaurants and these are people who speak up for the workers. If ,as they say, the workers are happy with themwhy should they fear some workers joining a Union?So when I consider the food, the cars and the jobs, I think we should not allow McDonald’s to build their restauran t in our town.。
第三册第二单元“梦游天姥吟留别”应该怎样断读？在教学实践中，笔者发现，对高中课文第三册第三单元的古代诗歌《梦游天姥吟留别》这一标题，一般断读存在问题。
一般读为：“梦游天姥/吟留别”，按照这样的读法，应该是将“吟”理解为动词“吟唱”了。
但是，该诗的另一个标题却为：《梦游天姥山别东鲁诸公》，没有使用“吟”字。
可见，“梦游天姥吟留别”实际上是：通过记叙“梦游天姥”的经历，来“留（诗）（赠）别（东鲁诸公）”，这里的“吟”和《琵琶行》的“行”，《茅屋为秋风所破歌》中的“歌”一样，只是标明着古诗的一种体裁，没有实实在在的意思，可以不翻译。
古人的诗文（含标题）不使用标点符号，后人如果不对古代诗文得基本常识有一定了解，常常就会望文生义，根据今人习惯进行断读，而出现偏差。
根据古诗文知识可知：“歌”“行”“吟”是我国古代古体诗中的乐府旧题，《辞海》注释为：歌行：古代诗歌的一体。
汉魏以下的乐府诗，题名为“歌”和“行”的颇多，二者虽名称不同，其实并无严格的区别。
后虽有“歌行”一体。
其形式较自由。
大抵模仿乐府诗的风格，语言通俗流畅，文词比较铺展。
其中多有叙事之作。
如白居易《长恨歌》《琵琶行》。
“行”是乐曲的意思，见《史记·司马相如列传》司马贞《索隐》。
──《辞海》（1989年版缩印本）第1724页“歌行”条。
吟：诗体的名称。
如《梁甫吟》《天姥吟》《秦妇吟》。
──《辞海》（1989年版缩印本）第828页“吟”条③。
另外，古诗文标明体裁的名词往往用在标题结尾处，少见于句中，也是误读的原因之一。
其实，这种将标明体裁的名词用于句中的诗题虽不常见，但也并非特例。
例如李白的其他诗作中就有相似的例子：《白云歌送刘十六归山》。
唐代和李白同时期的著名诗人也有这样的诗作，如杜甫《短歌行赠王朗司直》；高适《赋得还山吟送沈四山人》；岑参《白雪歌送武判官归京》，《走马川行奉送出师西征》、《轮台歌奉送封大夫出师西征》等，就是十分明显的例子。
高中英语第三册第二单元作文Navigating the Complexities of Language Learning: An Exploration of High School English Textbook Unit 2As students embark on the journey of language acquisition, the second unit of a high school English textbook serves as a crucial stepping stone in their academic and personal growth. This unit delves into the intricacies of language, examining the nuances that shape our communication and the ways in which we can harness the power of words to express ourselves effectively.At the heart of this unit lies the fundamental understanding that language is not merely a collection of vocabulary and grammatical rules, but a dynamic and ever-evolving means of conveying meaning and connecting with others. The lessons within this unit challenge students to move beyond the surface-level mastery of language and instead explore the deeper layers of linguistic expression.One of the key themes explored in this unit is the role of context in shaping the meaning of language. Students are encouraged toanalyze how the same words or phrases can take on different connotations and implications depending on the setting, the audience, and the underlying intentions of the speaker or writer. This understanding is particularly crucial in the realm of cross-cultural communication, where nuances in language and cultural norms can easily lead to misunderstandings if not properly navigated.Through carefully curated reading and writing exercises, students delve into the complexities of language use in various contexts, such as formal and informal settings, personal and professional interactions, and even digital communication. They learn to recognize the subtle cues and subtext that can influence the interpretation of a message, and they develop the skills to adapt their language accordingly to ensure effective and respectful communication.Moreover, this unit encourages students to explore the power of language in shaping perceptions and influencing narratives. They examine how the choice of words, the tone, and the framing of a message can shape the way it is received and interpreted by the audience. This awareness empowers students to become more conscious and intentional communicators, recognizing the impact their language can have on others and the importance of using it responsibly and ethically.One of the standout features of this unit is its emphasis on the role of creativity in language learning. Students are challenged to move beyond the confines of rigid grammatical structures and explore the expressive potential of language through creative writing exercises. They are encouraged to experiment with different literary devices, such as metaphor, imagery, and storytelling, to convey their ideas and emotions in a more compelling and engaging manner.This creative approach not only enhances the students' linguistic skills but also fosters their critical thinking and problem-solving abilities. As they navigate the challenges of crafting compelling narratives or poetry, they learn to think outside the box, to consider multiple perspectives, and to find innovative ways to express their unique voices.Furthermore, this unit recognizes the importance of cultural awareness and sensitivity in language learning. Students are exposed to diverse literary works, both classic and contemporary, that reflect the rich tapestry of human experiences and perspectives. By engaging with these texts, they develop a deeper understanding and appreciation for the cultural nuances that shape language and communication.This cross-cultural exploration encourages students to challenge their own biases, to appreciate the diversity of linguistic traditions,and to cultivate empathy and respect for different modes of expression. In an increasingly globalized world, this awareness becomes invaluable, equipping students with the skills to navigate and thrive in multicultural environments.As students progress through this unit, they are not only acquiring a deeper understanding of the English language but also developing essential life skills that extend far beyond the classroom. The ability to communicate effectively, to think critically, and to appreciate diversity are all crucial components of personal and professional success in the 21st century.Moreover, the lessons learned in this unit can have a profound impact on students' personal growth and self-expression. By exploring the nuances of language and the power of creative expression, students are empowered to find their unique voices, to articulate their thoughts and emotions with clarity and authenticity, and to engage in meaningful dialogues with their peers and the broader community.In conclusion, the second unit of a high school English textbook serves as a transformative experience for students, one that challenges them to delve into the complexities of language, to develop their critical thinking and communication skills, and to cultivate a deeper appreciation for the richness and diversity ofhuman expression. As students navigate this unit, they are not only strengthening their linguistic abilities but also laying the foundation for a lifetime of effective and meaningful communication.。
校园流行风引言校园是青少年时期最为活跃的地方，各种流行风潮在校园间迅速传播开来。
流行风潮既是学生们个人对时尚的追求，也是对个性的张扬。
本文将从学生们喜欢的服装、流行音乐、社交媒体等方面探讨校园流行风的发展与影响。
学生喜欢的服装在校园里，学生们对服装的选择有着自己独特的见解。
他们喜欢穿着时尚、个性的服装来展现自己的风格。
流行的服装风格各有不同，有些学生喜欢潮流品牌的时尚服饰，有些学生则更喜欢以休闲为主的服装。
无论是街头风、民族风还是复古风，学生们都在通过服装来表达自己的个性和审美。
同时，校园里的流行风也受明星和偶像影响较大。
许多学生会模仿偶像的穿着风格，这种模仿不仅仅是追逐时尚，更是对明星和偶像的崇拜和追捧。
有时，学生们会组织起来，在校园内举办时装秀，展示自己的穿搭风格，这也成为校园里独特的一道风景线。
流行音乐音乐在校园里也起到了非常重要的作用。
不同的音乐风格代表不同的文化和价值观，而学生们对音乐的喜好也各有不同。
流行音乐作为流行文化的一部分，与时尚风潮密切相关。
学生们会关注最新的音乐榜单，喜欢从中发现自己喜欢的歌曲和艺人。
校园里经常举办各种音乐交流活动，如学校音乐节、校园歌唱比赛等。
这些活动不仅让学生们展现才艺，也推动了学生之间对音乐的交流和分享。
一首火爆的流行歌曲往往能够成为校园内的热议话题，大家通过音乐的共鸣彼此联结在一起。
社交媒体的影响社交媒体的普及对校园流行风的传播起到了重要作用。
学生们通过社交媒体平台分享自己的生活、时尚搭配和喜欢的音乐等内容，这使得流行风潮可以更快地传播开来。
一篇流行潮文化相关的博客、一段热门视频，都能够在社交媒体上迅速走红。
同时，社交媒体也为学生们提供了更多展示自己的机会。
可以通过发布照片、写博客或视频来表达自己的观点和风格。
学生们可以在社交媒体上找到共同爱好的朋友，一同探讨流行文化话题，这对于校园内各种流行风潮的形成和传播起到了推动作用。
流行风对学生的影响校园流行风的发展不仅仅是一种追逐时尚的表现，它对于学生们的成长和影响也是不可忽视的。
尊敬的教师和同学们：大家好！我今天为大家介绍一下小学数学第三册第二单元的教学内容——数字排列与变换。
在我们的日常生活中，数字随处可见，是我们日常生活中必不可少的元素。
而数字排列与变换正是数学中研究数字排列以及数字变换的知识点。
一、数字排列我们所说的数字排列，指的是由给定数字组合成的数列。
比如，由数字1、2、3组成的三位数，有六个不同的排列方式：123、132、213、231、312、321。
这样的排列就叫做“全排列”。
我们常用的排列方式还有“部分排列”。
比如，由数字1、2、3组成的三位数中，如果规定第一位必须为1，那么可以排列出12、13两个数。
而如果规定第一位必须为2，那么可以排列出21、23两个数。
同理，如果规定第一位必须为3，则可以排列出31、32两个数。
这样的排列方式就叫做“三选二排列”。
数字排列是一种比较容易理解的数学概念，对于小学生来说，只需要掌握全排列和部分排列的概念即可，不需要过多的数学知识。
二、数字变换数字变换是指将一个数的各个位上的数字重新排列，形成一个新的数的过程。
比如，将231变换为312，就是数字变换的过程。
数字变换有两种类型：顺序不变，位数改变；顺序改变，位数不变。
顺序不变，位数改变的数字变换，指的是将一个多位数的各个数字重新排列，形成一个不同的多位数。
比如，将231变换为213。
这种数字变换的运算法则是：对于给定的多位数，我们可以先按照大小从小到大排序，然后将排好序的数字重新组合，形成一个新的多位数。
顺序改变，位数不变的数字变换，指的是将一个多位数的各个数字重新排列，仍然是一个多位数，只不过各个数字的位置改变了。
这种数字变换的运算法则是：我们可以先找到一个不变原则，比如，将数字排列中的第一个数保持不变，然后将其他数字按照一定的规律重组。
三、数字排列与变换的应用数字排列与变换是一项非常重要的数学技能，在日常学习生活中，我们经常会用到。
比如，我们做题时需要计算51和15的乘积，可以将其写成(5 ×10+1)×(1×10+5)的形式，然后将括号里的式子变换为(5+1)×(10+5)。
高中化学（大纲版）第三册第二单元胶体的性质及其应用第二节胶体的性质及其应用(备课资料)●备课资料一、胶体与溶液、浊液之间最本质的区别是什么？胶体与溶液、浊液之间最本质的区别是分散质粒子的大小不同。
溶液分散质直径＜10－9 m，浊液分散质的直径是＞10－7 m，而胶体的分散质直径介于二者之间。
溶液、胶体和浊液由于分散质粒子大小不同，而在性质上、外观上也有许多不同。
比较如下：二、胶体化学的研究历史人们在古代就接触和利用过很多种胶体。
例如，生活中遇到的面团、乳汁、油漆、土壤等，都属胶体范围。
1663年，卡西厄斯（Cassius）用氯化亚锡还原金盐溶液，制得了紫色的金溶胶。
从十九世纪初，人们开始了对胶体的科学研究。
1809年，列伊斯使用一支U型管，管底中部放一粘土塞子，盛水后通电。
他观察到粘土的悬浮粒子向阳极移动，而阴极一臂中的水位则上升。
这个实验证明了粘土粒和水两个相，带有相反的电荷，这种现象叫做“电泳”。
1827年，英国植物学家R·布朗（R·Brown，1773～1858）用显微镜观察水中悬浮的藤黄粒子，发现粒子不停顿地在运动着，后来人们就把胶体粒子所呈现的这个重要现象称作“布朗运动”。
1838年，阿歇森（Ascherson，德）在鸡蛋白的水溶液中加入一些橄榄油，使之呈悬浮的微滴。
他在研究这种油滴的行为时，看到鸡蛋白在油滴与水（介质）的界面上，形成了一层膜。
这一实验表明，在这种情况下蛋白质形成了几分子厚度的一层薄膜，而变得不能溶于水了，这种现象叫做“变性”作用，他同时还发现油滴在蛋白质的“保护”下也不能“聚结”了。
1845～1850年间，塞尔米（F·Selmi，意）对无机胶体作了系统的研究，包括AgCl溶胶的生成条件以及盐类对它的凝聚作用。
1857年，法拉第曾做试验，他使一束光线通过一个玫瑰红色的金溶胶。
这个溶胶原来也像普通的溶液一样是清澈的，但当光线射过时，从侧面可以看到在此溶胶中呈现出一条光路。
语文第三册第二单元作文说起语文第三册第二单元的学习，让我想起了一件特别有趣的事儿。
前段时间，我们一家人去乡下的奶奶家过周末。
奶奶家在一个山清水秀的小村庄，四周都是绿油油的稻田和连绵起伏的小山丘。
那天阳光正好，微风不燥，我们决定去山上摘果子。
一路上，我就像一只欢快的小兔子，蹦蹦跳跳的。
脚下的小路弯弯曲曲，像一条蜿蜒的小蛇。
路边的野花五颜六色，红的像火，粉的像霞，白的像雪，它们在微风中轻轻摇曳，仿佛在向我们打招呼。
我忍不住停下脚步，仔细观察起来。
那些花瓣上还挂着晶莹的露珠，在阳光的照耀下，闪闪发光，就像一颗颗璀璨的钻石。
走了一会儿，我们来到了一片果园。
果园里种满了各种各样的果树，有苹果树、梨树、桃树……每棵树上都挂满了沉甸甸的果实。
我兴奋地跑到一棵苹果树下，抬头望去，只见一个个红彤彤的苹果像小灯笼似的挂满了枝头。
我迫不及待地伸手去摘，可是怎么也够不着。
爸爸笑着说：“看我的！”只见他像只猴子一样，三两下就爬上了树，把苹果一个一个地摘下来递给我们。
我接过苹果，闻了闻，一股香甜的味道扑鼻而来，让人垂涎欲滴。
就在这时，我突然发现旁边的梨树上有一个特别大的梨子。
我心想：这个梨子一定很甜。
于是，我小心翼翼地爬上梨树，想要把它摘下来。
可是，当我快要够到梨子的时候，脚下一滑，差点从树上摔下来。
妈妈吓得尖叫起来：“小心啊！”好在爸爸及时抱住了我，我这才化险为夷。
不过，我的心还是砰砰直跳，好一会儿才缓过神来。
摘完果子，我们坐在果园里的草地上休息。
我拿出一个苹果，咬了一口，甜甜的汁液在嘴里四溢开来，那种感觉真是美妙极了。
看着爸爸妈妈脸上洋溢着的笑容，我心里也充满了幸福。
这次去奶奶家摘果子的经历，让我感受到了大自然的美好和亲情的温暖。
它就像语文课本中的一篇生动的文章，充满了色彩和情感。
现在回想起来，那些美丽的花朵、香甜的果子、家人的笑声，都成为了我记忆中最珍贵的画面。
这也让我更加明白，生活中的点点滴滴，都是语文的素材，只要我们用心去感受，就能写出最真实、最动人的文字。
第三册第二单元一、基础题⒈下列加点字注音全对的一组是（）Ａ懵（měn g）懂内帏（wéi）惨怛（dá）渣滓（zì）B 瀛（yíng）洲浅浅（jiān ）教诲（huì）铮（zhēn g）铮然C 教坊（fǎn g）无垠（yín）荫（yīn ）庇不可估量（liáng）D 嫉（jì）恨偏裨（pí）巾帻（zé）荷（hè）抢⒉下列各项中书写正确的一项是（）A 谈笑风声强聒不舍应地制宜锲而不舍B 不辍劳作同仇敌忾呕心沥血趋之若鹜C 眼花瞭乱筚路蓝缕披沙捡金人微言轻D 色厉内荏耳濡目染拾人牙惠孤注一掷⒊下列加点字解释正确的一项是（）A 贻笑大方（遗留）不假思索（凭借）可歌可泣（流泪）B 长乐未央（尽）不经之谈（经常）弥天大罪（满）C 左睇右盼（看）百无聊赖（依赖）生杀予夺（活）D 脍炙人口（烤熟的肉）华而不实（开花）强聒不舍（啰嗦）4. 在下面各句横线处依次填入的词语，最恰当的一组是：①演出刚结束，她就接到了她的孩子的班主任的电话，说她的孩子生病了，她没来得及﹎﹎就跑到学校去了。
②本人今天早上在餐厅不慎遗失了一只灰色书包，有拾到并归还者，本人愿意以一本《红楼梦》相酬谢，决不﹎﹎。
③随着宁淮高速公路的建成，这条﹎﹎十几个县市的公路将完成江苏省“四横四纵”高速公路网的“最后一尺”。
A．卸装失言贯串B．卸妆失言贯穿C．卸装食言贯穿D．卸妆食言贯串5.依次填入各横线处的关联词，最恰当的一项是 ( )＿＿我们＿＿把过去的一些文字逐字逐句抄一遍，＿＿不能解决任何问题，＿＿谈不到正确地解决什么问题。
那样，＿＿我们口头上大讲毛泽东思想，实际上＿＿是违反毛泽东思想。
A 假如仅而也即使也还B 如若只但更即使也还C 因为只所以也如果也还D 如果只那就更即使也只能6．下列句子中加点成语使用正确的一项是（）A 他的先进事迹罄竹难书，“模范党员”的称号他是当之无愧。
B 勤奋与天才息息相关，只有勤学刻苦，才能以汗水浇灌出天才。
C 他们同学多年，关系很好，可谓是相敬如宾。
D 谁讲得有道理，我就随声附和谁。
7. 下列各句中，句意明确、没有语病的一句是（）A 心灵是一剂药，上帝和凡人都参与了它的配制。
B 我要去的部落位置处于喀麦隆、乍得、中非交界一带。
C 看看企鹅偷东西的情景是十分滑稽的，它们的恶劣行径与人间的小偷竟有几分相像。
D 中国人民自从接受了马克思列宁主义思想之后，中国革命就在毛泽东同志的领导下改变了面貌。
8. 下列使用标点正确的一项是（）A 这一带在古代就是一个“少草木，多大沙”（《汉书•匈奴传》）的地方。
B “拿摩温”学着同样生硬的调子说：“这样她就打不成瞌睡了”。
C 去游说那些无力饲养可又不忍让他们的儿女饿死的同乡。
D 旁边人都说道：“梦湘先生论得透辟极了！于我心有戚戚焉！”9. 下列对应有误一项是（）A 《文学的趣味》——梁实秋——散文B 《明湖居听书》——刘鹗——小说C 《林黛玉进贾府》——曹雪芹——小说D 《内蒙访古》——翦伯赞——散文10．下列表述正确的一项是 ( )A 在一般自觉的阅读中，读物里的一切信息可能成为积累的对象；而在自发的阅读中，积累的对象则是由读者的阅读动机所决定的。
B 感知是对文章概貌的感觉和认知，还不曾涉及由表及里的分析。
C 作为一种叙事性文学体裁，小说以情节为主要手段来反映社会生活。
D 报告文学以生活中的真人真事为表现对象，经过适当的艺术加工，为了使人和事情更具有典型意义，可以进行必要的虚构。
11．下列有关应用文知识的表述不准确的一项是 ( )A 写作广告词要求实事求是，要主题鲜明，要追求新颖高雅。
B 会议记录的要求是快和准，“快”才能完整、全面地记录，“准”是为了忠实于愿意。
C 说明书的形式有短文式和条款式两种，推荐商品等用条款式的说明书，介绍产品的保养方法往往采用短文式的说明书。
D 目标、步骤、措施是计划内容的三要素。
12. 下面句子所用的表达方式说明错误的一项是（）A 织成衣服的一缕缕的纱，编成袜子的一根根的线，穿在身上都是光滑舒适而愉快的。
可是从原棉制成这种纱线的过程，就不像穿衣服那样的愉快了。
（描写）B 打杂的恼了，顺手夺过一盆另一个包身工正在摸桌子的冷水，迎头泼在“芦柴棒”头上。
（描写）C 举一个例，杨树浦某厂的条子车间三十二个女工里面，就有二十四个包身工。
一般的比例，大致相仿。
（说明）D 黑夜，静寂得像死一般的黑夜！但是，黎明的到来，毕竟是无法抗拒的。
索洛警告美国人当心枕木下的尸首，我也想警告某一些人，当心呻吟着的那些锭子上的冤魂！（抒情）13．下列各句运用的修辞手法判断完全正确的一项是（）⑴但光与影有着和谐的旋律，如梵婀玲上奏着的名曲。
⑵特别是那些高秆植物颀长而整齐，等待检阅的队伍似的。
⑶问苍茫大地，谁主沉浮？⑷我们都曾见过西装革履烫发旗袍高跟鞋的一对儿。
A 比喻比喻反问借代B 比喻拟人反问借代C 通感拟人设问借代D 通感比喻设问借代14. 依次填入下面一段文字横线处的语句，与上下文衔接最恰当的一组是（）发射窗口定在凌晨。
___________。
火箭__________，如同一条喷吐着烈焰的蛟龙，映红了整个山谷。
________，将塔架导流槽内的蓄水化作一团浓雾，天女散花般四处散开。
短短几秒钟，火箭精灵般地钻入了云层。
_______________……①沉睡的群山，深邃的夜空，被一声轰鸣突然惊醒②一声轰鸣，突然惊醒沉睡的群山和深邃的夜空③拔地而起，以雷霆万钧之势④以雷霆万钧之势，拔地而起⑤喷射的火焰⑥火焰喷射⑦我的眼睛追随着箭尾，突然热泪盈盈⑧我突然热泪盈盈，眼睛追随着箭尾A．②④⑥⑧B．②③⑥⑦C．①③⑤⑧D．①④⑤⑦15. 下列有关文化文学常识的表述，错误的一项是（）A《雷雨》的作者是曹禺，他的原名叫万家宝。
B《史记》是纪传体历史文学巨著，它是正史二十四史的第一部。
鲁迅赞誉为"史家之绝唱，无韵之离骚"，是说它既是史学巨著，又是文学巨著。
C茅盾的代表作是长篇小说《子夜》，他与郭沫若一起创立了现代文学史上著名的文学团体"文学研究会"D韩愈是唐宋八大家"之一，字退之，唐代河南河阳人，其作品对我国古代散文的发展有深远的影响。
二．现代文阅读（一）到了十二点半钟，看那台上，从后台帘子里面，出来一个男人：穿了一件蓝布长衫，长长的脸儿，一脸疙瘩，仿佛风干福橘皮似的，甚为丑陋，但觉得那人气味到还沉静。
出得台来，并无一语，就往半桌后面左手一张椅子上坐下。
慢慢的将三弦子取来，随便和了和弦，弹了一两个小调，人也不甚留神去听。
后来弹了一枝大调，也不知道叫什么牌子。
只是到后来，全用轮指，那抑扬顿挫，入耳动心，恍若有几十根弦，几百个指头，在那里弹似的。
这时台下叫好的声音不绝于耳，却也压不下那弦子去，这曲弹罢，就歇了手，旁边有人送上茶来。
停了数分钟时，帘子里面出来一个姑娘，约有十六七岁，长长鸭蛋脸儿，梳了一个抓髻，戴了一副银耳环，穿了一件蓝布外褂儿，一条蓝布裤子，都是黑布镶滚的。
虽是粗布衣裳，到十分洁净。
来到半桌后面右手椅子上坐下。
那弹弦子的便取了弦子，铮铮钅从钅从弹起。
这姑娘便立起身来，左手取了梨花简，夹在指头缝里，便丁了当当的敲，与那弦子声音相应；右手持了鼓捶子，凝神听那弦子的节奏。
忽羯鼓一声，歌喉遽发，字字清脆，声声宛转，如新莺出谷，乳燕归巢，每句七字，每段数十句，或缓或急，忽高忽低；其中转腔换调之处，百变不穷，觉一切歌曲腔调俱出其下，以为观止矣。
旁坐有两人，其一人低声问那人道：“此想必是白妞了罢？”其一人道：“不是。
这人叫黑妞，是白妞的妹子。
他的调门儿都是白妞教的，若比白妞，还不晓得差多远呢！他的好处人说得出，白妞的好处人说不出；他的好处人学的到，白妞的好处人学不到。
你想，这几年来，好顽耍的谁不学他们的调儿呢？就是窑子里的姑娘，也人人都学，只是顶多有一两句到黑妞的地步。
若白妞的好处，从没有一个人能及他十分里的一分的。
”说着的时候，黑妞早唱完，后面去了。
这时满园子里的人，谈心的谈心，说笑的说笑。
卖瓜子、落花生、山里红、核桃仁的，高声喊叫着卖，满园子里听来都是人声。
16.写琴师及黑妞的说唱，对其表述不恰当的一项是（）A.写琴师演奏及黑妞的说唱艺术是为白妞的出场作铺垫。
B．琴师的演奏和黑妞的说唱虽然悦耳动听，但观众仍未满足，等待白妞出场，可见白妞说唱艺术的高超。
C．第①②段展示琴师与黑妞的精湛技艺，后面写白妞精妙绝伦的说唱，作者如此安排人物的出场顺序，意在表现中国晚清时期民间说唱艺术的繁荣。
D．选文以琴师的相貌丑陋衬托其演奏技艺的高超。
17.选文中“字字清脆，声声宛转，如新莺出谷，乳燕归巢”一句与白居易的《琵琶行》中的音乐描写相比，都用到的修辞手法有（）A．对偶通感 B. 比喻对比 C. 对偶比喻 D. 痛感对比18.第③段中对观众的一段话理解正确的一项是（）A.通过对观众的语言描写,表现观众很有鉴赏力.B. 通过对观众的语言描写,侧面表现白妞更受观众喜爱.C. 通过对观众议论性的评述,对黑妞的演唱进行否定.D. 通过对观众的对比议论,侧面烘托白妞的高超技艺.19.选段文字未采用的描写手法是（）A.心理描写B.环境描写C.动作描写D.肖像描写（二）每一个人都有属于自己的地平线，都有属于自己的封闭的圈——由自己建构的环形山，谁想让自己的“环形山”里面积大些，谁就得站得高些。
视界越开阔就越看得清地平线。
然而，不少在大城市长大的孩子，连地平线也不曾见过。
他们平素里放眼环睹，见到的无非是重楼千尺，高墙四壁，人车争路。
把地平线还给孩子吧，人，只有感到了圈子的存在，才有可能走出圈子。
随着视野的延展，当我把视点移向别人，移向身外的无边广大世界，我郁闷的心似乎八面来风了。
原来，地平线竟是以自我为中心览世阅人的产物，是一个人远眺世界的目力极限，只要这个立足点不变，就永远也走不出自己的圈子。
以自我为中心，即使你的身躯很魁伟，看到的也仍然是一个圈子；而当你想到身外还有别人，想到别人也在审度这个世界，你就会知道，在别人目力不及之处，你就在他的地平线之外；当你想到这星球上的芸芸众生每一个人都有视物极限，你又会知道，我们脚下的大地每一处都是地平线；当你懂得任何事物都是功与过的双面体，想到儿时虽然没有追上地平线，却凭借它的诱惑，它的前导，走出了父母温暖的怀抱，看到了别处的村落，看到了吹蒲公英的牧童和收获太阳花的村姑，河上人家的粗布帆和缓缓转动的风车木轮，还知道了太阳花又叫望日莲，你又会对地平线表示百倍的谢忱了。
人之所以感觉到世界环闭，人生于世如藏身巨蚌之一隅，或许，是他的思想还没有冲破牢笼？冲破思想牢笼，就要扩展自己的襟怀，就要想到这星球本是众人的星球。
