2019届高三上学期期初调研测试英语试卷含答案

Researchers, with the help of brain scans, have uncovered shocking differences in perception（感知）between Westerners and Asians, what they see when they look at a city street, for example, or even how they perceive a simple line in a square, according to findings published in a leading science journal.

In western countries, culture makes people think of themselves as highly independent individuals. When looking at scenes, Westerners tend to focus more on central objects than on their surroundings. East Asian cultures, however, emphasize inter-dependence. When Easterners look at a scene, they tend to focus on surroundings as well as the object.

Using an experiment involving two tasks, Dr Hedden asked subjects to look at a line simply to estimate its length, a task that is played to American strengths. In another, they estimated the line’s length relative to the size of a square, an easier task for the Asians.

The level of brain activity, by tracking blood flow, was then measured by Brain Scanners. The experiment found that although there was no difference in performance, and the tasks were very easy, the levels of activity in the subjects’ brains were different. For the Americans, areas linked to attention lit up more, when they worked on the task they tended to find more difficult — estimating the line’s size relative to the square. For the Asians, the attention areas lit up more during the harder task also — estimating the line’s length without comparing it to the square. The findings are a reflection of more than ten years of previous experimental research into East-West differences.

In one study, for instance, researchers offered people a choice among five pens; four red and one green. Easterners were more likely to choose a red pen while Westerners were more likely to choose the green one.

Culture is not affecting how you see the world, but how you choose to understand and internalize（使内化）it.

But such habits can be changed. Some psychological studies suggest that when an Easterner goes to the West or vice versa, habits of thought and perception also begin to change. Such research gives us clues on how our brain works and is hopeful for us to develop programs to improve our memory, memory techniques and enhance and accelerate our learning skills. 57. According to the passage, Chinese people are most likely to ________. A. more emphasize independent thinking B. always focus more on their surroundings C. focus on the context as well as the object D. think of Westerners as highly independent units

58. We know from the passage that people’s brains will be more active when ________. A. the task is much easier

B. the blood flow is tracked D. the task is more difficult

C. people begin to choose colors

59. What does Dr Hedden's experiment in Paragraph 4-5 indicate? A. Culture has a great impact on the way people talk and behave. B. Easterners and Westerners perceive the world differently. C. People's perception of the world can be changed. D. Americans are better at calculating than the Asians. 60. It can be inferred from the passage that ________. A. Easterners prefer collectivism to individualism B. East Asian cultures lay more emphasis on independence C. it took over ten years to find out how to improve our brainpower D. Americans will change their habits of perception when they’re in Britain

D

My grandmother Rosalind Einhorn was born exactly fifty-two years before I was, on August 28, 1917. Like many poor Jewish families in New York City, hers lived in a small, crowded apartment close to their relatives. Her parents, aunts and uncles addressed her male cousins by their given names, but she and her sister were referred to only as “Girlie”. During the Depression, my grandmother was pulled out of Morris High School to help support the household by sewing fabric flowers onto undergarments that her mother could resell for a tiny profit. No one in the community would have considered taking a boy out of school. A boy’s education was the family’s hope to move up the financial and social ladder. Education for girls, however, was less significant both financially, since they were unlikely to contribute to the family’s income, and culturally, since boys were expected to study the Torah while girls were expected to run a “proper home”. Luckily for my grandmother, a local teacher insisted that her parents put her back into school. She went on not only to finish high school but to graduate from U.C. Berkeley.

After college, “Girlie” worked selling pocketbooks and accessories at David’s Fifth Avenue. When she left her job to marry my grandfather, David’s had to hire four people to replace her. Years later, when my grandfather’s paint business was struggling, she jumped in and took some of the hard steps he was unwilling to take, helping to save the family from financial ruin. She displayed her business ability again in her forties. After being diagnosed

（诊断）with breast cancer, she beat it and then devoted herself to raising money for the clinic that treated her by selling some watches. Girlie ended up with a profit that Apple would envy. I have never met anyone with more energy and determination than my grandmother. When my grandmother had children of her own — my mother and her two brothers — she emphasized education for all of them. My mother attended the University of Pennsylvania. When she graduated in 1965 with a degree in French literature, she surveyed a workforce that she believed consisted of two career options for women: teaching or nursing. She chose teaching. She began a Ph. D. programme, got married, and then dropped out when she became pregnant with me. It was thought to be a sign of weakness if a husband needed his wife’s help to support their family, so my mother became a stay-at-home parent and an active volunteer. The centuries-old division of labor stood.

Even though I grew up in a traditional home, my parents had the same expectations for me, my sister, and my brother. All the three of us were encouraged to do well in school, do equal routine tasks, and participate in after-school activities. We were all supposed to be athletic too. My brother and sister joined sports teams, but I was the kid who got picked last in gym, despite my athletic shortcomings. I was raised to believe that girls could do anything boys could do and that all career paths were open to me.

When I arrived at college in the fall of 1987, my classmates of both genders seemed equally focused on academics. I don’t remember thinking about my future career differently from the male students. I also don’t remember any conversations about someday balancing work and children. My friends and I assumed that we would have both. Men and women competed openly and aggressively with one another in classes, activities，and job interviews. Just two generations removed from my grandmother, the playing field seemed to be level.

But more than twenty years after my college graduation, the world has not evolved nearly as much as I believed it would. Almost all of my male classmates work in professional settings. Some of my female classmates work full-time or part-time outside the home and just as many are stay-at-home mothers and volunteers like my mom. This mirrors the national trend. In comparison to their male counterparts（相同能力者）, highly trained women are scaling back and dropping out of the workforce in high numbers. 61. Why were the writer’s grandma and her sisters called “Girlie”? A. They had not yet got their given names.

B. They were highly valued by their elders. C. They shared apparent similarities in many ways. D. They were regarded as less important than boys.

62. What conclusion can we draw about the writer’s grandmother? A. She was an extraordinarily able and tough woman. B. She was full of ideas for solving various problems. C. She benefited greatly from her family background. D. She had special ways of teaching her own children.

63. What might people think when the writer’s mother gave up her job? A. Her freedom of choice ought to be well respected. B. Her job should be taken over by a younger person. C. It was a real shame about her losing that good job. D. It was quite normal for a woman like her to do so.

64. From the description of the writer’s own life, we can see ________. A. great expectations in the students’ minds B. seeming social progress in certain aspects C. innocent friendship between boys and girls D. positive attitudes to work and competitions

65. By writing the passage the writer intends to reveal ________. A. the necessity of women’s education B. the importance of women’s liberation C. the existence of gender discrimination D. the lives of three generations of women