【题目】“秦岭—淮河线”是我国的一条重要地理分界线，据此完成下列各题。
【1】有关这条分界线南北两侧区域差异的叙述，正确的是
A．秦岭—淮河以北耕地以旱地为主，主要糖料作物是甘蔗
B．秦岭—淮河以南耕地以水田为主，主要粮食作物是水稻
C．秦岭—淮河以北的典型植被是亚寒带针叶林
D．秦岭—淮河以南的植被主要是热带季雨林
【2】 造成上述差异的主要原因是
A．地形差异 B．海陆位置不同
C．纬度位置不同 D．山地阻挡作用
步步高达标卷系列答案科目：高中地理 来源： 题型：
【题目】我国是一个幅员辽阔的多民族的社会主义国家，据此回答下列问题。
【1】我国疆域的四个端点中，位于北温带的有：
①北端 ②南端 ③东端 ④西端
A．②③ B． ②④ C．①② D．①③④
【2】在我国陆上邻国中，与我国有着不连续疆界的国家是：
A．俄罗斯、蒙古 B．印度、缅甸
C．俄罗斯、印度 D．朝鲜、越南
【3】我国生活在牧区的少数民族有：
A．蒙古族、朝鲜族、布依族 B．维吾尔族、苗族、哈尼族
C．藏族、维吾尔族、朝鲜族 D．藏族、蒙古族、哈萨克
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科目：高中地理 来源： 题型：
【题目】2000～2010年内蒙古全区常住人口增长4.0%，同期乡村常住人口减少17.8%。乡村人口迁移对生态脆弱区植被覆被影响较大。据此，完成下列问题。
【1】内蒙古的人口变化表明（ ）
A．区内人口大量迁出
B．区内人口大量迁入
C．城市化快速发展
D．牧区生态持续恶化
【2】内蒙古乡村人口迁移最可能直接导致（ ）
A．乡村植被覆被减少
B．乡村植被覆被增加
C．城市植被覆被减少
D．城市植被覆被增加
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【题目】生物质能是以生物为载体，将太阳能以化学能形式储存的一种能量，它直接或间接地来源于植物的光合作用。读我国三个省区生物质能资源状况表，回答下列各题。
省区 | 面积（万km2） | 人口（万人） | 生物质能满足状况 | 薪柴总量（万kg） |
浙江 | 10．18 | 5493．8 | 可满足两个月 | 380．6 |
江苏 | 10．26 | 7939．49 | 可满足一个月 | 14．2 |
新疆 | 166 | 2232．78 | 严重缺乏区 | 79．9 |
【1】江苏和浙江的薪柴总量相差很大，主要原因是
A．省区面积差异较大 B．江苏人口较浙江少
C．浙江的水热条件较江苏好 D．浙江丘陵较江苏多
【2】新疆的生物质能资源远不能满足需求，其最主要原因是
A．人口迁入多，矿物能源少 B．海拔较高，雪山面积小
C．交通落后，运输不便 D．气候干旱，植被稀疏
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【题目】对比甲、乙、丙三个地区农业生产基本特征，回答下列各题。
地区 | 种植业比重 | 畜牧业比重 | 商品率 | 劳动力投入 |
甲 | 83% | 17% | 22% | 多 |
乙 | 45% | 55% | 90% | 少 |
丙 | 11% | 89% | 87% | 少 |
【1】甲地区最可能的农业地域类型是（ ）
A．混合农业 B．商品谷物农业
C．种植园农业 D．水稻种植业
【2】与乙地区农业相似的地区是（ ）
A．洞庭湖平原
B．澳大利亚墨累—达令盆地
C．西欧平原
D．巴西亚马孙平原
【3】提高丙地区土地载畜量的合理措施是（ ）
A．提高机械化水平
B．改善交通条件
C．建设高质量的人工草场
D．合理开垦土地
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【题目】“一带一路”东部连接快速发展的中国，西部连接发达的欧洲，而中部是亟待发展的中亚、南亚等地区，横贯亚欧大陆。据此回答下列各题。
【1】“新丝绸之路”自东向西经过的世界文化圈依次是东亚文化圈（ ）
A．伊斯兰文化圈、西欧文化圈、东欧文化圈
B．东欧文化圈、伊斯兰文化圈、西欧文化圈
C．西欧文化圈、东欧文化圈、伊斯兰文化圈
D．伊斯兰文化圈、东欧文化圈、西欧文化圈
【2】上海科研人员将太阳能技术与海水淡化工程巧妙“嫁接”，大幅度降低了海水淡化的成本。这一成果将惠泽“一带一路”上严重缺水而光热资源丰富的地区。这些地区主要是（ ）
A．大洋洲、西欧 B．东欧、东南亚
C．中亚、西亚 D．东亚、南亚
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【题目】云南省纬度低，地形复杂，天然竹林类型及面积居全国第一位，特别是大型丛生竹类独具特色和优势。近年来，云南省竹产业发展迅速。据此完成下列各题。
【1】云南省竹种丰富的自然原因可能是
A. 喀斯特地貌广布，地下水资源丰富
B. 湿热的气候适合竹类的生长
C. 云南省政府为竹产业的发展提供大量的资金
D. 山地垂直方向水热变化复杂，地域分异显著
【2】云南省发展竹产业的优势是
①竹种资源丰富 ②科技水平高 ③劳动力廉价 ④水陆交通便利 ⑤天然竹林面积广
A. ①②⑤ B. ③④⑤ C. ①③⑤ D. ②③④
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科目：高中地理 来源： 题型：
【题目】阅读理解。
Every man wants his son to be somewhat of a clone, not in features but in footsteps. As he grows you also age, and your ambitions become more unachievable. You begin to realize that your boy, in your footsteps, could probably accomplish what you hoped for. But footsteps can be muddied and they can go off in different directions.
My son Jody has hated school since day one in kindergarten. Science projects waited until the last moment. Book reports weren’t written until the final threat.
I’ve been a newspaperman all my adult life. My daughter is a university graduate working toward her master’s degree in English. But Jody? When he entered the tenth grade he became a “vo-tech” student(技校学生). They’re called “motorheads” by the rest of the student body.
When a secretary in my office first called him “motorhead”, I was shocked. “Hey, he’s a good kid,” I wanted to say. “And smart, really.”
I learned later that motorheads are, indeed, different. They usually have dirty hands and wear dirty work clothes. And they don’t often make school honor rolls(光荣榜).
But being the parent of a motorhead is itself an experience in education. We who labor in clean shirts in offices don’t have the abilities that motorheads have. I began to learn this when I had my car crashed. The cost to repair it was estimated at $800. “Hey, I can fix it,” said Jody. I doubted it , but let him go ahead, for I had nothing to lose.
My son ,with other motorheads,fixed the car. They got parts(零件）from ajunkyard, non-toasting toaster have been fixed.Neighbours and co-workers trust their car repair to him.
Since that first repair job, a broken air-conditioner, a non-functioning washer and a non-toasting toaster have been fixed. Neighbors and co-workers trust their car repairs to him.
These kids are happiest when doing repairs. They joke and laugh and are living in their own relaxed world. And their minds are bright despite their dirty hands and clothes.
I have learned a lot from my motorhead: publishers need printers, engineers need mechanics, and architects need builders. Most important, I have learned that fathers don’t need clones in footsteps or anywhere else.
My son may never make the school honor roll. But he made mine.
【1】What used to be the author’s hope for his son?
A. To avoid becoming his clone.
B. To resemble him in appearance.
C. To develop in a different direction.
D. To reach the author’s unachieved goals.
【2】What can we learn about the author’s children?
A. His daughter does better in school.
B. His daughter has got a master’s degree.
C. His son tried hard to finish homework.
D. His son couldn’t write his book reports.
【3】The author let his son repair the car because he believed that_______.
A. His son had the ability to fix it.
B. it would save him much time.
C. it wouldn’t cause him any more loss
D. other motorheads would come to help.
【4】 In the author’s eyes, motorheads are _______.
A. tidy and hardworking
B. cheerful and smart
C. lazy but bright
D. relaxed but rude
【5】What did the author realize in the end?
A. It is unwise to expect your child to follow your path.
B. It is important for one to make the honor roll.
C. Architects play a more important role than builders.
D. Motorheads have greater ability than office workers.
【语篇解读】这是一篇记叙文。作者一开始希望自己的儿子能效仿他，完成他没有实现的目标。但是他的儿子学习成绩不理想，只上了技校。一次作者的车坏了，儿子和同学帮助作者修好了车，让作者改变了自己的看法。
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科目：高中地理 来源： 题型：
【题目】阅读理解。
On one of her trips to New York several years ago, Eudora Welty decided to take a couple of New York friends out to dinner. They settled in at a comfortable East Side cafe and within minutes, another customer was approaching their table.
“Hey, aren’t you from Mississippi?” the elegant, white-haired writer remembered being asked by the stranger. “I’m from Mississippi too.”
Without a second thought, the woman joined the Welty party. When her dinner partner showed up, she also pulled up a chair.
“They began telling me all the news of Mississippi,” Welty said. “I didn’t know what my New York friends were thinking.”
Taxis on a rainy New York night are rarer than sunshine. By the time the group got up to leave, it was pouring outside. Welty’s new friends immediately sent a waiter to find a cab. Heading back downtown toward her hotel, her big-city friends were amazed at the turn of events that had changed their Big Apple dinner into a Mississippi.
“My friends said: ‘Now we believe your stories,’” Welty added. “And I said: ‘Now you know. These are the people that make me write them.’”
Sitting on a sofa in her room, Welty, a slim figure in a simple gray dress, looked pleased with this explanation.
“I don’t make them up,” she said of the characters in her fiction these last 50 or so years. “I don’t have to.”
Beauticians, bartenders, piano players and people with purple hats, Welty’s people come from afternoons spent visiting with old friends, from walks through the streets of her native Jackson, Miss., from conversations overheard on a bus. It annoys Welty that, at 78, her left ear has now given out. Sometimes, sitting on a bus or a train, she hears only a fragment(片段) of a particularly interesting story.
5.What happened when Welty was with her friends at the cafe?
A. Two strangers joined her.
B. Her childhood friends came in.
C. A heavy rain ruined the dinner.
D. Some people held a party there.
6.The underlined word “them” in Paragraph 6 refers to Welty’s.
A. readers B. parties C. friends D. stories
7.What can we learn about the characters in Welty’s fiction?
A. They live in big cities.
B. They are mostly women.
C. They come from real life.
D. They are pleasure seekers.
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