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
America had the least percentage of women (74) ▲ than boys in science. majoring in engineering. ? Later in life: Female STEM majors are more likely to be (75) ▲ by potential PhD advisors. IAT (77) ▲ how tightly two concepts are Tools It is (76) ▲ on GGI. tied together in people’s minds. ? The GGFs assessment of overall gender equality is not (79) ▲ to that country’s Women in liberal Western countries tend to scores on the science IAT. Findings (78) ▲ STEM. ? The GGI can’t (80) ▲ people’s cultural attitudes towards women in science, which are formed by a mix of history and culture. 六、书面表达（满分25分）
请阅读下面的漫画及相关文字，并按照要求写一篇150词左右的文章。
A: Today’s university students depend on their parents too much. You see, the boy even doesn’t know how to wash socks. B: Oh, it’s awful. Both parents and children are to blame. A: Yeah. Learning to be independent is a must. B: Parents can’t help children to do everything. And children should learn to take care of themselves, too. 写作内容
1. 用约30个词概括上面图文的主要内容； 2. 分析当前学生缺乏自理能力的原因； 3. 谈谈如何培养学生的自理能力(至少两条)。 写作要求
1. 写作过程中不能直接引用原文语句； 2. 作文中不能出现真实姓名和学校名称。
2017-2018学年高二下学期期末考试
英语试题答案
一、听力：
1—5 BCBCA 6—10 ACBAB 11—15 ACCBB 16—20 CACCB 二、单项选择：21-25 ACACB 26-30 DBCAD 31-35 CABDD
三、完形填空：36—40 DADCB 41—45 AABBC 46—50 DABCB 51—55 ADBCA 四、阅读理解：56—57 CC 58—60 DBD 61-64 DBAD 65-70 DACBCD 五、任务型阅读：
71. results/comes/originates/arises 72. influencing/shaping/affecting/determining 73. Compared 74. better 75. rejected/refused 76. based/ built/reliant 77. measures 78. avoid 79. related 80. explain 六、书面表达 One possible version:
University students rely too much on their parents in China, which is a very big problem. According to the picture, the boy is calling his mother for instructions on how to wash socks.
From my point of view, it’s parents and students that should take the blame for their lack of
self-independence. For one thing, parents discourage their children from trying to be independent. They usually take control of every little detail in the daily life, rather than give children chances to do some easy housework. For another, students take everything in their life for granted, thinking it’s parents’ duty to feed them, clothe them and even clean their messes.
Taking these factors into consideration, measures must be taken immediately to strengthen students’ self-independence. For parents, keep in mind that trust and encouragement make a difference. They are expected to motivate students to take responsibility for themselves. For us students, it’s high time that we should learn to meet challenges in life bravely. Text 1
M: I can’t find the key to the car. I need to go to the shops.
W: I’ll look for it later. Right now I want you to help fix the shelf before I paint it. Text 2
M: Hello, Emma. Are you sure that Christian has come back from Austria? W: Yes. His sister told me. I’m going to visit him this evening. M: Do you think I can go with you?
W: Of course you can. Wait at home and I’ll call you later. Text 3
W: Would you like to tell me something about your university life?
M: Sure. I was admitted to Cambridge in 1975, and I graduated four years later. I finally became a lawyer ten years after I graduated. Text 4
M: I’ve been thinking of learning to play an instrument. I can’t decide between the violin and the guitar. What do you think?
W: Knowing how musical you are, maybe you should take up painting! Text 5
M: Oh, what’s wrong with you, my dear?
W: I feel so bored. I have to stay at home all day long doing housework and taking care of the kids. They always make the house a mess. I can’t bear it! How I wish I hadn’t quit my job! Text 6
W: It’s almost vacation time. Have you found a summer job yet?