牛津译林版2017-2018学年高二下学期期末学业水平考试英语试题

B. Prof Laurent Lantieri carried out two face surgeries on Mr. Hamon C. Mr. Hamon is the first one in the world to receive a face transplant D. Mr. Hamon received his second face transplant in 2016 63. What is the correct order of what happened to Mr. Hamon? a. His first transplanted face had to be removed.

b. He was given antibiotics. c. He suffers from neurofibromatosis. d. He received the first transplant. e. He caught a common cold. A. cdeba

B. ebdca

C. cbdea

D.ecbda

64. What is the best title of this passage? A, A man with two faces

D

Are you a different person when you speak a foreign language? That’s just one of the questions the New Yorker’s writer and native North Carolinian Lauren Collins explores in her autobiography, about her tough efforts to master French after marrying a Frenchman whose name —Olivier---she couldn’t even pronounce properly. When in French ranges from the humorously personal story to a deeper look at various theories of language acquisition and linguistics (语言学).

The couple met in London “on more or less neutral ground: his continent, my language.” But the balance shifted when they moved to Geneva for Olivier’s work. The normally voluble (健谈的) Collins found herself at a loss — “nearly speechless.” The language barrier, and her dependence on her husband for simple things like buying the right cut of meat worsened her mixed feelings about “unlovely, but not ridiculous” Geneva. She comments, “Language, as much as land, is a place. To be cut off from it is to be, in a sense, homeless.”

Her sense of alienation (疏离感) leads to an examination of America’s miserable record when it comes to foreign languages, “Linguists call America ‘the graveyard of languages’ because of its singular ability to take in millions of immigrants and make their native languages die out in a few generations,” Collins writes. Educated in Wilmington, N.C., and at Princeton, she could --- like the vast majority of Americans — only speak their mother tongue.

Eight months after she moved to Switzerland, Collins gives up on the natural acquisition of language and finally attends a French course. As she struggles with grammar and vocabulary, Collins notes smartly that vert (green),verre (glass), ver (worm), vers (toward), and vair (squirrel) compose a quintuple homonym (同形异义).

B. Prof Laurent Lantieri success stories D. A groundbreaking operation

C. Successful Double Transplants

“Although it’s difficult, French can try” she says.

French is actually considered among the easiest languages for an English speaker to learn, especially compared to Arabic or Mandarin Chinese. Collins, whose notably rich English vocabulary includes glossolalia (nonsense speech) and shibboleth (catchword or slogan), finds plenty of terrific French words to love. She writes, “English is a trust fund, an unearned inheritance (遗产), but I’ve worked for every bit of French I’ve banked.”

Unlike Jhumpa Lahiri, who became so hooked on Italian and used it to write In Other Words, Collins’s goals for learning French were more modest, “I wanted to speak French and to sound like North Carolina.” She also wanted to be able to deal with chimney sweeps and butchers, communicate with her in-laws, and “to touch Olivier in his own language.” She admits that she feels different speaking French. ‘‘Its austerity (朴素) made me feel more confused.”

Readers looking for the romantic spark of classic cross-cultural love stories featuring an outgoing American and a shy Frenchman will find flashes of it here. Among the many cultural differences the couple argue over are her enthusiastic American habit of applying the verb love to express enthusiasm for shoes, strawberries, and husbands alike. But there’s far more to Collins, book than fantastic comedy, and those who have experienced linguistic crossings themselves tend to find particular resonance (共鸣) in its inquiry into language, identity, and transcultural translation.

Arranged by chapters named for verb tenses, When in French works its way from The Past Perfect (Le plus-que-parfait) to The Present (Le Present) and The Conditional (Le Conditionnel). Collins ends on a delightful note with Le Futur---fitting for a new mother about to move with her hard-won French husband, French language, and Swiss-born daughter to the French-speaking city of her dreams, Paris.

65. Which of the following statements is NOT the reason why Collin studied French? A. She is eager to understand her husband in his own language. B. She aims at dealing with everyday life affairs in French. C. She wants to communicate with her husband’s relatives freely. D. She tries to apply French to serve her writing career.

66. What does she mean by her comments “Language, as much as land, is a place. To be cut off from it is to be, in a sense, homeless.” in paragraph2?

A. Understanding the language of a country helps you find the sense of belonging there. B. If you understand the language of one country, you can get a house easily there. C. You should forget your native language in order to get a home in a foreign country.

D. Language, as well as land, is a place on which you can build your own home. 67. What can be inferred from Paragraph 3?

A. Only English-speaking people can immigrate into America.

B. Other languages except English are forbidden in American’s universities. C. American culture replaces immigrants, native languages gradually. D. So many immigrants may die very soon in America.

68. Who can find particular resonance (共鸣) in When in French? A. Those who have to learn a foreign language. B. Those who have suffered from linguistic crossings. C. Those who became addicted to French. D. Those whose native languages have died out.

69. Which of the following has the closest meaning to the underlined word “Le Futur” in the last paragraph? A. The past

B. The Present Perfect

C. The Future

D. The Present Continuous

70. This text would be probably found in .

A. science section of a local newspaper B. literature section of a science journal C. biography section of a social magazine D. review and recommendation of a magazine.

第二卷（共35分）

注意事项：请将第二卷上的答案写在答题纸上！ 五、任务型阅读（共10空，每小题1分，满分10分）

认真阅读下列短文，并根据所读内容在文章后表格中的空格里填入最恰当的单词。 注意：每空一词。

A recent study points out a so-called “gender-equality paradox(性别平等悖论)”:there are more women in STEM (science, technology, engineering, mathematics) in countries with lower gender equality. Why do women make up 40 percent of engineering majors in Jordan, but only 34 percent in Sweden and 19 percent in the U.S.? The researchers suggest that women are just less interested in STEM, and when liberal Western countries let them choose freely, they freely choose different fields.

We disagree.

From cradle to classroom, a wealth of research shows that the environment has a major influence on girls’ interest and ability in math and science. Early in school, teachers, unconscious prejudice push girls away from STEM. By their preteen years, girls outperform boys in science class and report equal interest in the subject, but

parents think that science is harder and less interesting for their daughters than their sons, and these misunderstandings predict their children’s career choices.

Later in life, women get less credit than men for the same math performance. When female STEM majors write to potential PhD advisors, they are less likely to get a response. When STEM professors review applications for research positions, they are less likely to hire “Jennifer” than “John,” even when both applications are otherwise identical—and if they do hire “Jennifer,” they pay her $4,000 less.

These findings make it clear that women in Western countries are not freely expressing their lack of “interest” in STEM. In fact, cultural attitudes and discrimination are shaping women’s interests in a way that is anything but free, even in otherwise free countries.

“Gender-equality paradox” research misses those social factors because it relies on a broad measure of equality called the Gender Gap Index (GGI), which tracks indicators such as wage difference, government representation and health outcomes. These are important markers of progress, but if we want to explain something as complicated as gender representation in STEM, we have to look into people’s heads.

Fortunately, we have ways to do that. The Implicit Association Test (IAT) is a well-validated tool for measuring how tightly two concepts are tied together in people’s minds. The psychologist Brian Nosek and his colleagues analyzed over 500,000 responses to a version of the IAT that measures mental associations between men/women and science, and compared results from 34 countries. Across the world, people associated science more strongly with men than with women.

But surprisingly, these gendered associations were stronger in supposedly egalitarian (主张平等的) Sweden than they were in the U.S., and the most pro-female scores came from Jordan. We re-analyzed the study’s data and found that the GGI’s assessment of overall gender equality of a country has nothing to do with that country’s scores on the science IAT.

That means the GGI fails to account for cultural attitudes toward women in science and the complicated mix of history and culture that forms those attitudes. Comparison A recent study The author’s idea “Gender-equality paradox” (71) ▲ from The environment including cultural attitudes Opinions the personal reason that women are less and discrimination is (72) ▲ women’s interested in STEM. Facts interests. (73) ▲ with Jordan and Sweden, ? Early in school: Girls perform