对口高三《沁园春长沙》阅读练习及答案

2016年5月对口高三《沁园春·长沙》阅读答案

随堂巩固

一、语基落实

1.下列词语中加点的字,注音完全正确的一项是( )

A.橘子(jú) 桔梗(jú) 尽管(jǐn) 层林尽染(jìn)

B.寥廓(liáo) 绸缪(móu) 沉疴(kē) 百舸争流(kē)

C.沉浮(fú) 饿殍(piǎo) 苍茫(chāng) 沧海桑田(cāng)

D.伴侣(lǚ) 棕榈(lǘ) 酋长(qiú) 挥斥方遒(qiú)

2.下列诗句是对偶句的一项是( )

A.万山红遍, 层林尽染

B.长城内外, 惟余莽莽

C.同学少年, 风华正茂

D.五岭逶迤腾细浪, 乌蒙磅礴走泥丸

3.下列语句中加点的词语,使用不正确的一项是( )

A.《乱世隋唐》将带你穿越时空,和那些英雄人物一起去体验隋唐那段峥嵘岁月。

B.近年来,一些正值豆蔻年华的小伙子沉迷在网吧里,荒废了学业,浪费了青春,真让人痛惜不已。

C.50年的时间可以令一个风华正茂的青年老去,也可以见证中国甩掉贫困帽子一步步创造人间奇迹的历程。

D.大学生应该是最具备“天下兴亡,匹夫有责”意识的社会群体,然而或许是日益增长的就业压力抑制了他们指点江山的激情。

4.把下列句子组成语意连贯的语段,排序最恰当的一项是( )

①使用语言,不仅要用得对,在语法上不出毛病,而且要力求用得好,要有艺术性,有感染力,

这就要讲究运用语言的艺术,也就是要讲究一点修辞。

②有意用不符合语法常规的办法取得某种修辞效果是许可的,然而这只是偶一为之,并且要有些特定的条件。

③如果语言不符合语法,说都说不通,就没有什么好的修辞可言。

④语言是用来传递信息、交流思想、表达情感的。

⑤好的修辞,必然是符合语法规律的。

A.④①⑤③②

B.④③⑤①②

C.⑤②①④③

D.⑤③④①②

二、阅读理解

5.阅读文本选段,完成第5~8题。

沁园春

长沙

毛泽东

独立寒秋,湘江北去,橘子洲头。

看万山红遍,层林尽染;

漫江碧透,百舸争流。

鹰击长空,鱼翔浅底,

万类霜天竞自由。

怅寥廓,

问苍茫大地,

谁主沉浮?

携来百侣曾游。

忆往昔峥嵘岁月稠。恰同学少年,

风华正茂;

书生意气,

挥斥方遒。指点江山,

激扬文字,

粪土当年万户侯。

曾记否,

到中流击水,

浪遏飞舟?

5、下列对这首词的鉴赏,不正确的一项是( )

A.开头三句,点明了时间、地点和特定的环境,洋溢着词人乐观主义的革命激情。

B.一个“看”字,总领七句,描绘了独立橘子洲头所见到的一幅色彩绚丽的秋景图。

C.词人从山上、江面、天空、水底选择了几种典型景物进行描写,远近相间,动静结合,对照鲜明。

D.一个“恰”字,统领以下七句,形象地概括了早期革命者雄姿英发的战斗风貌和豪迈气概。

6.“鹰击长空”“鱼翔浅底”两句中的“击”和“翔”具有怎样的表意效果?请结合语句的含义进行简要分析。

答：“击”生动形象地刻画了雄鹰在天空翱翔的样子,给人以力量感;“翔”准确细地表现了鱼在水中自由自在游动的情态,给人以美的享受。

7.上片“看万山红遍”以下各句,下片“恰同学少年”以下各句,是铺叙,也就是古人所说“赋、比、兴”手法中的“赋”。此处使用“赋”能产生怎样的艺术效果?

答：词人使用铺陈排比的手法,先抒发了对美好秋景的赞美之情,然后回忆了“同学少年”的激情岁月。这样写,使词句连贯直下,非常有气势,为抒情、议论作好了铺垫。

解析:“赋”往往使用铺陈排比的手法,直接叙事、抒情。在这首词中,这两组排比语句,还具有营造气势,为下文作铺垫的作用。

8.这首词塑造了一个怎样的抒情主人公形象?

答：这首词塑造了一个风华正茂、意气风发、指点江山、胸怀天下、视“万户侯”为“粪土”的青年革命者形象。

解析:此题考查对词中抒情主人公形象的理解、把握,可以采用“摘引法”,从词中找出能体现词人形象特点的语句,然后加以概括。

9、词中起过度作用的句子：携来百侣曾游，忆往昔峥嵘岁月稠。

10、下片的“书生意气”具体体现的哪?(用文中的话回答)：

指点江山，激扬文学，粪土当年万户侯。

拓展作业

一、积累运用(12分,每小题3分)

1.下列词语中加点字的读音,每对都相同的一项是( )

A. 湘江/镶嵌染色/点燃飞翔/享受

B. 沉浮/符合寥廓/括号峥嵘/征兆

C. 茂盛/藐视挥斥/钥匙僧侣/鲁莽

D. 舟船/周详遒劲/追求遏止/碣石

2.下列各句中,加点的成语使用恰当的一项是( )

A.古人中不乏刻苦学习的楷模,悬梁刺股者、秉烛达旦者、闻鸡起舞者,历史上可谓汗牛充栋。

B.由于对农村问题有着极为深入的研究,所以他能够见仁见智,写出了极有价值的学术着作。

C.我们的各级领导干部只有勤政爱民,才能造成上行下效、弘扬正气的良好局面。

D.面对光怪陆离的现代观念,他们能从现实出发,汲取西方艺术的精华,探索新的艺术语言。

3.下列语句中没有语病的一项是( )

A.由于诗人表现在诗中的情,往往都经过了一个外化、物化、客观化的过程,也就是采用融情于景、借景抒情的方式,将感情形象而又充分地表现出来。

B.具体的作品是鉴赏的对象,而评论和研究的对象既可以是具体的作品,也可以是作家,还可以是

更大范围的文学现象、文学思潮、文学运动等。

C.诗词奉行节约原则,追求用最少的词,包含最大的美感容量,中国古典诗词尤其如此。而现代诗歌在这个方面似乎没有如此严格。

D.过去,学习诗文的人大半都从精选精读一些模范作品,用的是“集中全力打歼灭战”的办法,把数量不多的好诗文熟读成诵,然后再借鉴、模仿。

4.下面是元曲作家白朴写的一首关于“秋”的小令,请选出最能体现秋景的一组词( )

天净沙·秋

孤村落日残霞,

轻烟老树寒鸦,

一点飞鸿影下。

山，水, 草，叶，花。

A.青绿白红黄

B.远近黄红兰

C.残剩枯黄落

D.寒瘦败枫残

语基落实参考答案

1.答案:D

解析: A项,“桔梗”的“桔”应读“jié”;

B项,“百舸争流”的“舸”应读“gě”;

C项,“苍茫”的“苍”应读“cāng”。

2.答案:D

3.答案:B 解析:B项,“豆蔻年华”,指十三四岁的女孩子。使用对象错误。

4.答案:A 解析: 解答此类题目应首先理解这几句话的表达中心,这几句话谈的是在语言表达中

如何使用“修辞”的问题,④句总说“语言”的作用,其余四句则围绕“修辞”来作论,

①句提出“使用语言”要讲究“修辞”,⑤句③句是对比论述“修辞”与“语法规律”的关系,②句紧承③句的内容说明应怎样使用“不符合语法常规”的“修辞”。

二、阅读理解

5.答案: A

解析: A项,“洋溢着词人乐观主义的革命激情”在前三句中没有体现。

6.答案: “击”生动形象地刻画了雄鹰在天空翱翔的样子,给人以力量感;“翔”准确细地表现了鱼在水中自由自在游动的情态,给人以美的享受。

7.答案:词人使用铺陈排比的手法,先抒发了对美好秋景的赞美之情,然后回忆了“同学少年”的激情岁月。这样写,使词句连贯直下,非常有气势,为抒情、议论作好了铺垫。

解析:“赋”往往使用铺陈排比的手法,直接叙事、抒情。在这首词中,这两组排比语句,还具营造气势,为下文作铺垫的作用。

8.答案:这首词塑造了一个风华正茂、意气风发、指点江山、胸怀天下、视“万户侯”为“粪土”的青年革命者形象。

解析:此题考查对词中抒情主人公形象的理解、把握,可以采用“摘引法”,从词中找出能体现词人形象特点的语句,然后加以概括。

拓展作业答案

一、积累运用

1.答案:B

解析: A项,分别读xiāng/xiāng, rǎn/rán, xiáng/xiǎng。

B项,分别读fú/fú, kuò/kuò, zhēng/zhēng。

C项,分别读mào/miǎo, chì/shi, lǚ/lǔ。

D项,分别读zhōu/zhōu, qiú/qiú, è/jié。

2.答案: D

解析: A项,“汗牛充栋”,形容书籍极多,不能用来形容“刻苦学习的楷模”。

B项,“见仁见智”,指对于同一个问题各人有各人的见解,是针对多个人而言。用在此处错误。C 项,“上行下效”,指上面或上辈的人怎样做,下面或下辈的人就学着怎样做(多指不好的事)。用在此句中属褒贬误用。

D项,“光怪陆离”,形容现象奇异、色彩繁杂。它没有明显的褒贬色彩,可以用来修饰“现代观念”。

3.答案:C

解析: A项,缺少主语,删除“由于”。

B项,陈述对象不一致,“具体的作品是鉴赏的对象”应改为“鉴赏的对象是具体的作品”。

D项,成分残缺,在“模范作品”后加“入手”。

4.答案: A

1.给下面加点的字注音。

橘子洲（）百舸（）寥廓（）

峥嵘（）挥斥方遒（）浪遏飞舟（）

岁月稠（）中流击水（）百发百中（）

答案：jú ɡě liáo zhēnɡ ｑｉúè chóu zhōnɡ zhònɡ

2.下列各组词语中没有错别字的一组是（）

A.曼江寥廓鱼翔浅底峥嵘岁月

B.遒劲激扬浪竭飞舟苍茫大地

C.竟争义气书生意气百舸争流

D.沉浮稠密风华正茂侯门似海

解析：A项中的“曼江”应为“漫江”。B项中的“浪竭飞舟”应为“浪遏飞舟”。C项中的“竟争”应为“竞争”。

答案：D

3.为下列加点的词语选择正确的解释。

（1）鹰击长空（）

A.搏击

B.攻击

C.抗击

D.打击

（2）怅寥廓（）

A.冷落稀少

B.迷茫高远

C.宽广辽阔

D.稀少荒芜

（3）问苍茫大地（）

A.宽广辽阔

B.空间辽远

C.旷远迷茫

D.苍翠迷茫

（4）峥嵘岁月稠（）

A.山势高峻

B.不平凡

C.崎岖、嶙峋

D.山高路远

（5）激扬文字（）

A.激励表扬

B.激烈昂扬

C.激浊扬清

D.激动昂扬

解析：根据语境可以推断出这五个词语的含义。（1）“鹰击长空”，实际上是“鹰击（于）长空”的省略，整个诗句调整为正常语序应该为“鹰（于）长空击”，意思就是“鹰在天空中奋飞”，因此应选“搏击”。（2）“怅寥廓”中“怅”是由上文所描绘的景物引发的感慨，慨叹的对象是“宇宙”。“寥廓”的语意只能是“宽广辽阔”。（3）可与（2）做相同的推理。（4）“峥嵘”修饰的对象是“岁月”，由此可推出B项是正确选项。同样，（5）也可作出正确的推断。

答案：（1）A （2）C （3）C （4）B （5）C

4.根据原文填写出上句或下句。

（1）看万山红遍，______________；漫江碧透，______________。

（2）______________，挥斥方遒。

（3）携来百侣曾游。______________。

答案：（1）层林尽染百舸争流（2）书生意气（3）忆往昔峥嵘岁月稠

课堂同步强化（10分钟）

1.下列说法不当的一项是（）

A.词最初称为“曲词”或“曲子词”，是配乐的。后来词也跟乐府一样，逐渐跟音乐分离了，成为诗的别体，所以有人把词称为“诗余”。又因词的句子有长有短，所以称为“长短句”。

B.文学史上一般把“五四”以后写作的诗歌称为现代诗歌，但毛泽东的《沁园春·长沙》因用了古典诗词的形式，所以属于古典诗歌。

C.词根据长短来分，有小令（58字以内）、中调（59—90字）和长调（91字以上）三种，词的一段叫阕，也叫片。

D.词牌就是词的乐曲与格式的名称，如“沁园春”。不同的词牌，其段数、句数、韵律、每句的字数、句式、声律，都有不同的规格。

解析：本题主要考查我们对诗歌常识的掌握情况。学习诗歌，首先要学习诗歌的基本常识，只有把握了这些常识，诗歌学习才能步入正轨。诗歌的分类复杂，现代诗是按照内容来分的，只要是现代人写的现代人的感情，就是现代诗，哪怕用古体的形式也是现代诗。

答案：B

2.本词中“看”字可称“领字”，它领起了下面的哪几句诗？

解析：“看”字作为领字，阅读时要稍微停顿。有的同学找的可能不全面，“万类霜天竞自由”也应该是看到的景象。

答案：万山红遍，层林尽染；漫江碧透，百舸争流。鹰击长空，鱼翔浅底，万类霜天竞自由。

3.从“看万山红遍，层林尽染”一句可以想到杜牧《山行》中的两句诗：______________。

解析：此题考查联想能力。

答案：停车坐爱枫林晚霜叶红于二月花

4. 本词上阕视野开阔，内容丰富，意象鲜明。作者站在橘子洲头，远眺______________，近观______________，仰望 ______________，俯察______________；看到的有红叶，有

______________，有蓝天，有 ______________，有______________，有游鱼；有动景，有______________，有远景，有 ______________：构成了一幅色彩绚丽、生意盎然的秋景图。

答案：岳麓山峰滚滚湘江万里蓝天清澈水底绿水白帆雄鹰静景近景

5.诗词讲究炼字，如宋祁的诗句“红杏枝头春意闹”，一个“闹”字写尽了春天的勃勃生机，前人评为“卓绝千古”。《沁园春·长沙》的上阕中，锤炼得十分精彩的字有哪些？请选出正确的一项（）

A.立、看、染、争

B.染、争、击、翔

C.立、透、竞、问

D.看、流、击、竞

解析：“染”字，活画出山上层层的枫林仿佛人工染成的一样，景色十分壮美。“争”字活现出江面上千帆竞发、争先恐后的热烈场面。“击”字准确地形容了雄鹰展翅、迅猛有力的矫健雄姿。“翔”字用得也相当精妙，“鱼翔浅底”可理解为：天空中的景象映射在清澈的湘江水中。水天一色，相映成趣，鱼儿游在水中，也游在空中。故一个“翔”字，便写活了这一景象，开拓出一种新的审美想象空间，鱼儿是在水中游，又是在空中翔，“翔”字不仅仅是用词的生动，更是一种意境的拓展。

答案：B

6.下列对《沁园春·长沙》这首词分析理解不当的一项是（）

A.上阕一个“看”字，总领七句，描绘了独立橘子洲头所见到的一幅色彩绚丽的秋景图。

B.上阕“怅寥廓”三句提出谁来主宰当时革命命运的问题，目的是对国民党右派阴谋夺权的行为予以重击。

C.下阕用“携”“忆”两句过渡，由描绘旧地重游，转入对革命者早期生活的回忆，而一个“忆”字引起了后面八句诗的铺叙。

D.最后“曾记否”以下三句，同上阕一样，是以设问句结尾，但实际上是对“谁主沉浮”的巧妙回答，表示要像当年中流击水那样，勇敢地投身于革命风浪中，急流勇进，担负起主宰国家命运的大任。

解析：B项，文中没有对国民党右派阴谋夺权的重击这个含义。

答案：B

7.下列对这首词写法的鉴赏,不恰当的一项是（）

A.情景交融。词人的心情是惆怅而激昂的，写长沙深秋景致，毫无一般旧诗歌里的那种肃杀、感伤的“悲秋”情调。

B.对比手法的运用。如“万山红遍”与“漫江碧透”是颜色的对比；“鹰击长空”与“鱼翔浅底”是动作的对比。

C.极富表现力的语言。本词用语精当、形象，极富表现力。如用“击”而不用“飞”，准确地表现出鹰的矫健飞腾；用“翔”而不用“游”，精当地描绘出鱼在水中轻快自如、像鸟一样盘旋的神态。

D.本首词上阕集中写景，下阕主要通过叙事来抒情，情中显志。

解析：D项，诗歌上阕不是全部写景，而是景中含情，情景交融。

答案：D

课后巩固训练（30分钟）

夯实基础

1.下列词语中加点字的读音，全都相同的一项是（）

A.中（ｚｈōｎɡ）中意中看恶语中伤中流砥柱

B.劲（jìnɡ）劲敌遒劲疾风劲草刚劲挺拔

C.应（yīnɡ）应届应许应对如流应有尽有

D.鲜（xiǎn）鲜见鲜有寡廉鲜耻屡见不鲜

解析：A项中“中意、恶语中伤”的“中”均读“ｚｈòｎɡ”，C项“应对如流”的“应”读“yìnɡ”，D项“屡见不鲜”的“鲜”读“xiān”。

答案：B

2.下面对诗句朗读节奏的切分不正确的一项是（）

A.忆往／昔／峥嵘／岁月／稠

B.激扬/文字，粪土／当年／万户侯

C.看／万山／红遍，层林／尽染

D.问／苍茫／大地，谁／主沉浮

解析：A项，“往昔”是个完整的短语，诵读时中间不能停顿。诗歌的诵读节拍有“二音节”和“三音节”之说，但诵读诗歌时，首先要注重诗句整体语意表达的完整，不可拘泥于音节的多少而把短语强行拆开。

答案：A

3.依次填入下列各句横线处的词语，最恰当的一组是（）

(1)教育部在2004年秋季全面实行了一项重大的政策措施，即对义务教育阶段推行“一费制”的收费办法，并施行听证公开制度，把收费置于社会舆论的___________之下。

(2)微生物“偷渡”到太空并在空间繁殖，目前已成为载人航天领域中一个___________解决的严重问题。

(3)发生在西班牙的“3·11”事件___________唤起了全欧洲对死难者的同情和对恐怖主义的憎恨，___________使欧洲停止了类似的“双速欧洲”之类的争吵。

A.监控亟待不但／反而

B.监督亟待不但／也

C.监督急需不但／也

D.监控急需不但／反而

解析：监控：监督控制；监督：查看并督促。据（1）句语意，此句应选用“监督”。急需：紧急需要；亟待：急迫地需要。解决“微生物‘偷渡’到太空并在空间繁殖”的问题应是“急迫需要”解决的问题，故本处应选“亟待”。(3)句是并列关系的复句，应选“不但／也”；而“不但／反而”表示的是“反向递进”的关系。

答案：B

4.下列各句中，没有语病的一句是（）

A.正是由于这个观点的改变，不仅使“国力牌名袜”在上海市场一鸣惊人，而且影响了上海人对袜品的消费观念，推动了上海袜品行业的革命。

B.《2010年高考资讯》的主编人员是由教育部有关部门的领导、高考专家组成员、中国教育报资深记者等组成的。

C.2010年《断背山》获第63届金球奖最佳剧情类影片、最佳导演、最佳剧本、最佳歌曲四项大奖。

D.教材既面向大多数学生，编得有适当的弹性，确保落实基本要求，又能够适应部分学生进一步提高的要求。

解析：A项成分残缺，缺主语，“国力牌名袜”应放在“不仅”前，并去掉“使”。B项句式杂糅，应删去“由”和“等组成的”。D项语序不当，应将“编得有适当的弹性”提前，写成“教材编写有一定的弹性，既面向大多数学生，确保落实基本要求，又能够适应部分学生进一步提高的要求”。

答案：C

5.下列句子标点符号使用不正确的一项是（）

A.2010年6月1日开始，北京公交、地铁将儿童免票线的标准提高到1.2米，建国以来一直沿用的1.1米儿童线同时成为历史。

B.鲁迅对中国青年寄予着很大的希望，“愿中国青年摆脱冷气，只是向上走”（《热风·随感录四十一》），于是写下了这篇《死火》。

C.200毫升38%的盐酸跟足量的大理石反应，可以生成二氧化碳多少克？（38%盐酸的密度是

1.19克/厘米）

D.你可曾想到白发苍苍的老父老母？可曾想到嗷嗷待哺的儿女？可曾想到孩子们稚嫩的心灵？将因此而蒙受巨大的创伤！

解析：D项是一个连续问的句子，第三个问句中“心灵”后的问号把语气隔断，应将问号改为逗号，将最后的感叹号改为问号。

答案：D

高考英语阅读理解三篇

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