2012学年浙江省第一次五校联考自选模块试题卷及答案

2012学年浙江省第一次五校联考

自选模块试题卷

注意事项：

1.本试卷共18题，全卷共12页。满分60分，考试时间90分钟。 2.答题前，在答题卷密封区内填写学校、班级和姓名。

3.所有答案必须写在答题卷上，写在试卷上无效。将选做的题的题号按规定要求填写在答题纸的“题号”框号内。

4.考生课任选6道题作答，所答试题应与题号一致；多答视作无效。 5.考试结束，只需上交答题卷。

语 文

题号：01

“中国古代诗歌散文欣赏”模块（10分）

石君砚铭 （清）吴敏树

石君，余砚也。昔在辛卯之岁，与亡弟半圃读书岳麓，以钱三万，取之友人家。砚体甚巨，形制古异，无他文饰，惟池旁有“停云馆”三字。验其刻未工，盖谬为文待诏家物（1），以炫售者。然砚故良石也。半圃喜学书，余以砚属之，颇贵之，未肯轻用。及亡，余痛此砚遂废无事，命工稍镌治之，摩去旧刻，常供之案间。一日久雨始晴，日光照书室，砚在盖下，喷沸有声。怪而启之，清水盈溢，以此益知其尤，愈宝爱之，以姓号之石君。余既无能遭遇发扬于世，而文字日颇有名，恐遂抱砚为庸人役，故作为是铭，将求善工而刻之其背。

铭曰: 年可寿若老彭，吾不以墨之汁而佐彼之觥（2）;行可赠若班生（3），吾不以毫之颖而赆彼之程（4）。匪墨之私，匪毫之爱，恐污吾石君之生平。呜呼石君兮，吾与君铭。

【注】（1）文待诏：明代书画家文徵明。（2）觥（gōng）：古代酒器，此处指代祝寿的宴席。（3）班生:班景倩，唐代人。他从扬州采访使的位置提拔到朝廷任大理少卿，倪若水给他饯行，说:“班公是行若登仙，吾恨不得为驺仆!”后用班生事比喻声名直上，升迁要位。 （4）赆（jìn）:用财物给人送行。

1.结合文句，说说文中的“石君”有哪些特点？（3分）

2.这篇文章主要运用了什么表现手法？传达了作者怎样的情感？（7分）

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题号：02

“中国现代诗歌散文欣赏”模块（10分）

走吧

北岛

走吧， 落叶吹进深谷， 歌声却没有归宿。

走吧， 冰上的月光， 已从河面上溢出。 走吧，

眼睛望着同一片天空， 心敲击着暮色的鼓。 走吧，

我们没有失去记忆， 我们去寻找生命的湖。 走吧， 路呵路， 飘满了红罂粟。

1. 你怎么理解诗歌的最后一节？（4分）

请赏析此诗的艺术手法。（6分）

数 学

题号：03

“数学史与不等式选讲”模块（10分）

03．已知x,y,z?0,xyz?1． （Ⅰ）求2?x?y?z??3的最小值；

x?y?z2?x?y?1?（Ⅱ）证明：

z?y?z?1??x2?z?x?1??y2?x?y?z．

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题号：04

“矩阵与变换、坐标系与参数方程”模块（10分）

?x?2cos?04．在平面直角坐标系中，已知曲线C：?（?为参数），过C的左焦点F引倾斜角为?的

y?sin??直线l交曲线C于P、Q两点．

（Ⅰ）若直线l分别交直线x??2于A、B两点，|PQ|、||AF|?|BF||、|AB|成等比数列，求

|cos?|的值；

（Ⅱ）过F作另一直线l?交曲线C于R、S两点，当l?l?时，求四边形PRQS面积的最大值．

英 语

题号：05

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。

Can music help you concentrate at work? A new study by researchers at the University of Wales Institute has some interesting results.

The study from the University of Wales Institute examined the ability of 25 people （aged 1 to 30） to remember information while listening to various sounds. ①

Participants in the study were tested under three different conditions: in a quiet environment; while listening to music they liked; and while listening to music they didn’t like. The participants generally did better when they were working in silence. ② However, scientists also found that listening to music before doing the tests seemed to help concentration.

\describing their self-selected music as more pleasant, their performance was poor, just as it was when they listened to music they disliked,\ ③

This would appear to contradict the findings of scientists who have researched what is popularly known as the \Effect\This concept was invented by French scientist Dr. Alfred A. Tomatitis in 1991. Tomatitis published a book, Why Mozart? which described what he believed were the healing powers of listening to Mozart’s music.

He also suggested that Mozart’s music may help the brain to develop. ④ This led to a popular belief that listening to classical music could increase a child’s IQ. In fact, it was so widely believed at one time that the governor spending over 100,000 dollars a year to provide classical CDs for every child born in the state!

Another study seemed to further contradict the idea that music could help with concentration. As part of this research, university students were asked about their study habits. The researchers found that the majority of students prefer to work without music. And those who do listen to music prefer instrumental songs because lyrics

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are distracting , many said.

So, if you’re studying for an exam, turn off that ipod!

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. Further research suggested that the music might help children develop their intelligence. B. Some of them found their attention easily influenced due to environmental conditions. C. So, even if you’re listening to music you like, it’ll still interfere with your work.

D. In one task they had to remember a list of eight consonant letters, which were dictated to them. E. The background music seemed to make memorization and recall more difficult.

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。

⑤ After the book, Why Mozart? was published, what popular belief did people hold?

题号：06

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。

It was a time near the end of the American occupation of Japan that followed World War II. My mother, the oldest of three siblings, gave up a rare opportunity to go to college so that she could work two jobs and support her family after her mother died and her father fell ill. She was not only the sole source of income but also a ① and mother to two little girls. Amid all of this hardship she fell in love with an American soldier. She left war-torn Japan for America with the dreams of being better able to ② for her family and in particular, a better life for her two little sisters.

Life in America didn't turn out so well for my mother. The man she married turned out to be a severe alcoholic. Years went by and she never wrote home. She wouldn't be able to bear the news of anything ill ③ （become） of the two little sisters she left behind. She couldn't bear to tell them that anything less ④ good had become of her life.

I had always wondered about the relatives that I must have in Japan and as my mother ⑤

spoke of them, it created an empty space in my life. I assumed it was painful for her to bring up the past ⑥ I thought it was better not to ask. Finally I had the chance to go to Japan. I told my story to a Japanese family that had befriended me. They offered to help find my lost relatives for me.

My time in Japan was passing quickly ⑦ news, but the hope of meeting at least one of my relatives never faded away. Two days before I ⑧ to leave Japan, Yokiyo phoned me and exclaimed, \them!\aunt she spoke to immediately broke into ⑨, unable to speak with the joy of knowing her lost sister was still alive. My aunts were on the bus from Tokyo the very next day ⑩ （meet） me.

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