田单列传
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田单列传范文第1篇
A. its coverB. of which cover
C. whose coverD. cover of which
2. ―I am afraid I have to go. My mum will be angry if I stay late．
―_____. It’s still early．
A. Don’t be a wet blanket
B. I’m all ears
C. Don’t pull my leg
D. It’s not my cup of tea
3. Henry’s efforts ended in _____. That’s to say, he was_____as a leader．
A. failure; failureB. failure; a failure
C. a failure; a failureD. a failure; failure
4. ―Who are those people in green？
―A group_____itself the League for Peace．
A. callingB. calls
C. calledD. is called
5._____I met the girl, I thought she was kind and honest．
A. For the first timeB. The first time
C. First timeD. On the first time
6. The way I thought_____the problem is quite practical．
A. of to solveB. of solving
C. to solveD. solving
7. My cousin went to Canada two years ago. He_____there for a few months and then went to America.
A. workedB. would work
C. would be workingD. has been working
8. To make members of a team perform better, the trainer first of all has to know their_____and weaknesses．
A. strengthsB. benefits
C. techniquesD. values
9. John is always working hard._____is much possibility_____he will win the first place in the competition．
A. There; thatB. It; that
C. There; whetherD. It; whether
10. Many retired people are moving to the countryside because the natural environment there is much better than_____in the city．
A. thatB. those
C. oneD. ones
11. It_____we had stayed together for a couple of weeks_____I found we had a lot in common．
A. was until; when
B. was until; that
C. was not until; when
D. was not until; that
12._____is known to us all is that the 2008 Olympic Games will take place in Beijing．
A. ItB. This
C. WhatD. As
13. ―I do believe the scientific explanation that when a tomb is opened, the fresh air disturbs the viruses inside it. What about you？
―So do I. If_____in, the disturbed viruses can result in illness or even death．
A. breathingB. breathed
C. being breathedD. to breathe
14. He devoted most of his time to researching into space, believing his hard work would_____sooner or later．
A. pay outB. pay for
C. pay offD. pay up
15. If you get there early, could you please_____a seat for me？
A. reserveB. deserve
C. observeD. preserve
16. At the gate_____an old man_____rags．
A. lying; inB. lain; worn
C. laid; dressedD. lay; in
17. His drunk driving_____this accident,_____the death of twenty people．
A. resulted in; causing
B. resulted from; caused
C. resulted from; causing
D. resulted in; caused
18. When some money went missing from the bank, he was believed_____it．
A. to have stolenB. to steal
C. stealingD. having stolen
19. The wounded soldier insisted he_____OK and that he_____sent to join in the fight．
A. was; wasB. be; be
C. was; beD. be; was
20. ―The storm in Thailand_____over 300 people homeless the other day．
―Yes, but most of them have been helped by the government.
A. madeB. had made
田单列传范文第2篇
长期以来古诗文教学一直不受学生的欢迎，高中古诗文教学陷入繁杂而乏味的困境。如何挖掘古诗文中能够吸引学生的元素，激发学生学习兴趣？本文重点从古汉语字形和成语入手探究一二。
一、还原古汉字，展现汉字鲜活的生命，帮助学生生动地理解词义
我们常会惊叹英语启蒙教学鲜活灵动，而文言课堂是老师硬着头皮，学生撑着眼皮。出现这种情况是因为我们忽略了汉字是现存唯一表义文字的优势。所谓象形“画成其物，随体诘诎”，指事“视而可识，察而可见”，会意“比类合谊，以见指”，形声“以事为名，取譬相成”。追溯汉字意义，一个个鲜活故事好像浮现在一个个汉字中，品味富含感情的词语就像跨越时空与千古文豪亲切对话，这样的课或许能充实不少的诗意与激情？
二、利用字形分析结合课文迁移法，完成课外文言文阅读练习，进一步增强学生学习文言文的信心
新课标要求高中生“阅读浅易文言文，能借助注释和工具书，理解词句含义，读懂文章内容。了解并梳理常见的文言实词、文言虚词、文言句式的意义或用法，注重在阅读实践中举一反三。”语文学习功夫在课外，检验学生是否具备一定的文言文阅读理解能力最终也要落实到课外，因而教师应有计划地通过课外的文言阅读练习巩固延伸课内教学的成果。
各地历年高考试题无疑是课外文言文阅读的丰富资源。如2001年全国卷《史记田单列传》“C.使老弱女子乘城。乘：巡视。”分析乘甲骨文字形，从大（人）从木，表示人爬在树上，结合语境应解释“登上”。再通过《氓》“乘彼垣”印证，使学生明白课内知识的重要性，让他们自觉扎根课内学习。《明史宋濂传》“B.已论赏赉。赉，赏赐”，分析赉字形“从贝来声，亦来贝义。”选项“赏赐”义正确。2005年浙江卷“B.庭除甚芜。除：废弃。”分析字形“除阜部”，应解释为“台阶”，还可以用《苏武传》“扶辇下除，触柱折辕”印证。
除了借助字形分析，学生课本学习的文言课文也是非常丰富的资源，教师要善于利用练习帮助学生整理课内知识点，建构有效的知识记忆。如①《后汉书袁安传》“洛阳令身出案行，案考察。”引导学生联想《廉颇蔺相如列传》“召有司案图”便能顺利做出判断。②2003年高考文言文阅读“A.讽帝大征四方奇技。讽：劝告。”联系《邹忌讽齐王纳谏》便能迎刃而解。
学生通过字形分析，联系课本熟悉的内容阅读完成课外文言练习，零散的文言知识在多次的练习回忆中能够加以归纳巩固，碰到陌生的词语借用字形推断出大致的意义，阅读理解浅易文言文便有了较好的基础。
三、借用成语帮助学生进一步熟悉常用词语的意义，建构常用词语的意义体系，提升阅读文言文的能力
文言词语浩瀚丰富，加上文言语境离我们生活较远，且学生各学科学习任务繁重，要求学生大量记忆掌握文言词语，非常熟悉并背诵许多文言课文显然不够现实。因而，利用现有的成语资源，引导学生借助其中的联系，建构较为完善的文言知识体系就显得非常重要。
这时一词多义的成语应能发挥重要作用。例如“之”作人称代词，有“他或它”“他或它们”，如“呼之欲出，取而代之”等；做助词，相当于“的”如“肺腑之言、天壤之别”等。还有“反”本义翻转如“易如反掌”，引申为反过来，倒过来；如“反戈一击、反求诸己”等，假借为“返”有“拨乱反正”等。“道”的成语众多，其中有用作本义“道路、路途”，有“背道而驰、任重道远、道听途说、明修栈道暗度陈仓”等；引申为“方法、门路、道理”，有“以其人之道还治其人之身、精于此道、盗亦有道，坐而论道”等；又引申为“政治主张、思想体系”，有“文以载道、志同道合、尊师重道、离经叛道”等。只要老师善于调动学生的成语储备，以字为纲推断的本义引申义，大多数学生都能建构一个较为丰富的词义体系。调动学生耳熟能详的成语，还可以帮助他们记忆较陌生词语的意义。《鸿门宴》中“披帷”解释“分开”，学生较为陌生，此时成语便可派上用场加深学生对此字的记忆，如“披荆斩棘，披沙拣金”等。讲到“被”通假“披”时，“被发文身、被坚执锐”便可借用。”还有“北，失败”，有“三战三北，追亡逐北”等。如“残”从歹（è），戋（jiān）声戋双戈，本义“伤害、毁坏”，有“骨肉相残、残花败柳”等；引申为“伤残”，有“老弱残兵”；再引申为“剩余”，有“残羹剩饭、风烛残年、苟延残喘”等；又引申为“将尽”，有“残冬腊月、收拾残局”等。有了众多的成语印证，陌生的词语便不再陌生，学生一定能够有个较为熟悉的印象。
另外，古今异义的现象也可运用成语辅助记忆。如“涕”古义为“眼泪”，有“感激涕零、破涕为笑”等。“汤”古为“沸水、热水”，成语有“赴汤蹈火、扬汤止沸、固若金汤”等。
