试题与答案

(28分)阅读图文材料,回答下列问题。 材料一:下左图为我国某区域2013年7月

题型:综合

题目:

(28分)阅读图文材料,回答下列问题。

材料一:下左图为我国某区域2013年7月15日~8月15日海平面等压线分布图。

材料二:下右图为上海和海南西瓜产地气温和月西瓜产量统计图。

材料三:改革开放以来,上海城市化速度加快,旱地比重增加。

(1)与海南相比,从社会经济角度分析上海钢铁企业的优势条件。(8分)

(2)分析2013年7月15日~8月15日上海市区气温比往年同期高的原因。(8分)

(3)上海西瓜产量高的季节是        ,海南西瓜产量高的季节是        ,并分析原因。(12分)

答案:

(1)公路、铁路交通便利;资金雄厚;技术力量强;市场大;钢铁工业基础好;信息通达性好;对外联系、贸易便利;地理位置优越等。(每点2分,任答4点共8分)

(2)受副高影响大,晴天多;风力小;湿地面积变小;城区面积变大,热岛效应加强;台风影响较少。(每点2分,任答4点共8分)

(3)夏季(2分);冬春季(春季)(2分)。

夏季上海气温适宜种植西瓜(2分);且市场需求大(2分)。

冬春季全国其他地区气温低不适宜种植西瓜且市场需求较大,而海南气温适宜种植西瓜(2分);夏季全国普遍高温,西瓜种植广,海南西瓜竞争优势不明显而种植量下降(2分)。(注:言之有理酌情给分)

题目分析:(1)本题主要注重工业区为条件分析,我们要从自然区位和社会经济区位两方面加以分析。故本题答案是公路、铁路交通便利;资金雄厚;技术力量强;市场大;钢铁工业基础好;信息通达性好;对外联系、贸易便利;地理位置优越等。

主要考查气温的影响因素,2013年7月15日~8月15日上海市区气温比往年同期高的原因是受副高影响大,晴天多;风力小;湿地面积变小;城区面积变大,热岛效应加强;台风影响较少。

(3)通过对比分析农业生产与自然和社会经济之间的关系,故从纬度,市场等条件方面加以分析。

试题推荐
题型:阅读理解

Laws that would have ensured pupils from five to 16 received a full financial education got lost in the ‘wash up’. An application is calling on the next government to bring it back.

 At school the children are taught to add up and subtract(减法) but, extraordinarily, are not routinely shown how to open a bank account — let alone how to manage their finances in an increasingly complex and demanding world.

 Today the parenting website Mumsnet and the consumer campaigner Martin Lewis have joined forces to launch an online application to make financial education a compulsory element of the school curriculum in England. Children from five to 16 should be taught about everything from pocket money to pensions, they say. And that was exactly the plan preserved in the Children, Schools and Families bill that was shelved by the government in the so-called “wash-up” earlier this month — the rush to legislation before parliament was dismissed. Consumer and parent groups believe financial education has always been one of the most frustrating omissions of the curriculum.

 As the Personal Finance Education Group (Pfeg) points out, the good habits of young children do not last long. Over 75% of seven- to 11-year-olds are savers but by the time they get to 17, over half of them are in debt to family and friends. By this age, 26% see a credit card or overdraft(透支) as a way of extending their spending power. Pfeg predicts that these young people will “find it much harder to avoid the serious unexpected dangers that have befallen many of their parents' generation unless they receive good quality financial education while at school.”

 The UK has been in the worst financial recession(衰退)for generations. It does seem odd that — unless parents step in — young people are left in the dark until they are cruelly introduced to the world of debt when they turn up at university. In a recent poll of over 8,000 people, 97% supported financial education in schools, while 3% said it was a job for parents.

小题1:The passage is mainly about _____________.

A.how to manage school lessons

B. teaching young people about money 

C.how to deal with the financial crisis

D.teaching students how to study effectively小题2:It can be inferred from the first two paragraphs that __________.

A.laws on financial education have been effectively carried out

B.pupils should not be taught to add up and subtract

C.students have been taught to manage their finances

D.the author complains about the school education小题3:The website and the consumer campaigner joined to _________.

A.instruct the pupils to donate their pocket money

B.promote the connection of schools and families

C.ask the government to dismiss the parliament

D.appeal for the curriculum of financial education小题4:A poll is mentioned to ___________.

A.show the seriousness of the financial recession

B.stress the necessity of the curriculum reform

C.make the readers aware of burden of the parents

D.illustrate some people are strongly against the proposal

查看答案
题型:单项选择题

Anyone who doubts that children are born with a healthy amount of ambition need spend only a few minutes with a baby eagerly learning to walk or a headp toddler starting to talk. No matter how many times the little ones stumble in their initial efforts, most keep on trying, determined to master their amazing new skill. It is only several years later, around the start of middle or junior high school, many psychologists and teachers agree, that a good number of kids seem to lose their natural drive to succeed and end up joining the ranks of underachievers. For the parents of such kids, whose own ambition is often inseparately tied to their children’s success, it can be a bewildering, painful experience. So it is no wonder some parents find themselves hoping that ambition can be taught like any other subject at school.
It’s not quite that simple. "Kids can be given the opportunities, but they can’t be forced," says Jaequelynne Eccles, a psychology professor at the University of Michigan who led a study examining what motivated first-and-seventh-graders in three school districts. Even so, a growing number of educators and psychologists do believe it is possible to unearth ambition in students who don’t seem to have much. They say that by instilling confidence, encouraging some risk taking, being accepting of failure and expanding the areas in which children may be successful, both parents and teachers can reignite that innate desire to achieve.
Dubbed Brainology, the unorthodox approach uses basic neuroscience to teach kids how the brain works and how it can continue to develop throughout life. The message is that everything is within the kids’ control, that their intelligence is

malleable

.
Some experts say our education system, with its p emphasis on testing and rigid separation of students into different levels of ability, also bears blame for the disappearance of drive in some kids. Some educators say it’s important to expose kids to a world beyond homework and tests, through volunteer work, sports, hobbies and other extracurricular activities. "The crux of the issue is that many students experience education as irrelevant to their life goals and ambitions," says Michael Nakkula, a Harvard education professor who runs a Boston-area mentoring program called Project IF (Inventing the Future), which works to get low-income underachievers in touch with their aspirations. The key to getting kids to aim higher at school is to tell them the notion that classwork is irrelevant is not true, to show them how doing well at school can actually help them fulfill their dreams beyond it. Like any ambitious toddler, they need to understand that they have to learn to walk before they can run.

Paragraph 1 mentions some parents who would see their kids’ failure as ______.

A.natural

B.trivial

C.intolerable

D.understandable

查看答案
微信公众账号搜索答案