Unit1 Period2 ReadingB and Writing(分层作业)英语沪外版必修第三册

2． 阅读理解 Chemist Omar M. Yaghi has been awarded the 2025 Nobel Prize in Chemistry, sharing it with Richard Robson and Susumu Kitagawa. They were recognized for their discovery of metal-organic frameworks (MOFs) . From a small room above his father’s butcher shop to the world stage of science, Yaghi’s journey is as remarkable as his discovery. For Yaghi, a poor child, the path to education was far from easy. Born in 1965 to a refugee(难民） family in Amman, Jordan, Yaghi grew up in a “humble home.” “A dozen of us shared it with the cattle we raised,” he recalled. They had no electricity and very little clean water. After school, he had to help his father run the family shop. At 15, his father told him that he must go to the U. S. to study. Before finishing high school, he moved alone to Troy, New York. With little English, Yaghi had to take English courses at a community college while supporting himself by bagging groceries and mopping floors. Despite all these hardships, he managed to graduate in 1985 with a bachelor’s degree in chemistry. “I was in love with chemistry from the very beginning,” Yaghi once said. That passion led him to earn a Ph. D．at the University of Illinois in 1990, followed by a postdoctoral fellowship at Harvard. Over the years, he flourished in academia and came to be known as the “father of MOFs.” His influence was immense — between 2000 and 2010, he ranked as the world’s second most-cited chemist. Honors followed, and he was elected to several of the most respected and admired scientific academies at home and abroad. Beyond research, Yaghi has devoted himself to supporting young researchers in developing countries. He founded the Berkeley Global Science Institute to promote “science without borders.” With research centers across Asia and the Middle East, the institute encourages local scholars to join global scientific work early in their careers. Reflecting on his journey, Yaghi said, “Science is the greatest equalizing force in the world.” His parents had little formal education, but the pursuit of science completely transformed his life, which is a testament to the power of the universal language of science. 1．Why does the author mention Yaghi’s early life? A．To describe his humble childhood. B．To stress his tough path to success. C．To show his early passion for chemistry. D．To explain his family’s refugee background. 2．What can be inferred from the underlined sentence? A．Science can empower people beyond their origins. B．Science can thoroughly reduce race discrimination. C．Science is a primary driver of technological progress. D．Science is the only way to overcome social inequality. 3.．According to the passage, what kind of person is Omar Yaghi? A．Humble and insecure. B．Selfless and know-it-all. C．Ambitious and committed. D．Imaginative and big-headed. 4.．What’s the best title of this passage? A．The Global Impact of MOFs Research. B．The Remarkable Achievements of a Chemist. C．The Discovery of Metal-Organic Frameworks. D．The Journey from Refugee to the Nobel Prize. 四．句子选择 Andreas Schleicher sat down quietly toward the back of the room, trying not to attract attention. He did this sometimes, wandering into classes he had no intention of taking. (1) It was the mid-1980s, and he was studying physics at the University of Hamburg, one of Germany's leading universities. In his free time, however, he slipped into lectures the way other people watched television. This class was taught by Thomas Neville Postlethwaite, who called himself an "educational scientist." Schleicher found the title curious. (2) Schleicher's father was an education professor at the university and had always talked about education as a kind of mysterious art. "You cannot measure what matters in education — the human qualities," his father liked to say. From what Schleicher could tell, there was nothing scientific about education, which was why he preferred physics. (3) But this British fellow whose last name he could not pronounce seemed to think the other way around. Postlethwaite was part of a new group of researchers who were trying to analyze a soft subject in a hard way, much like a physicist might study education if he could. Schleicher listened carefully to the debate about statistics and sampling. In his mind, he started imagining what might happen if one really could compare what kids knew around the world, while controlling for factors like race or poverty in the analysis. He found himself raising his hand and joining the discussion. (4) In Schleicher's experience, German schools had not been as exceptional as German educators seemed to think. As a boy, he'd felt bored much of the time and earned ordinary grades. But as a teenager, several teachers had encouraged his fascination with science and numbers, and his grades had improved. In high school, he'd won a national science prize, which meant he was more or less guaranteed a well-paying job in a private company after college. That was exactly what he'd planned to do, until he stepped into Postlethwaite's lecture. (5) At the end of the class, the professor asked Schleicher to stay behind. He could tell that there was something different about this young man. "Would you like to help me with this research?" Schleicher stared back at him, shocked. "I know nothing about education." "Oh, that doesn't matter," Postlethwaite said, smiling. After that, the two men began to team up, eventually creating the first international reading test, a test that measured reading ability globally. A. His curiosity about the title led him to stay and listen carefully. B. This casual visit to a lecture would change the course of his life completely. C. Education, in his father's eyes, was an art that could never be quantified by numbers. D. He had never thought that a lecture on education would catch his attention so deeply. E. Most physicists at that time had little interest in the field of education research. F. This experience made him realize the huge gap between theory and practice in education. 1 / 9 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ 答案：modesty 解析：形容词性物主代词 His 后接名词形式 译文：他的谦逊与善良让他在同学和朋友中十分受欢迎。 8.This new policy has been (wide) spread among the local residents through social media. 答案：widely 解析：修饰动词 spread，用副词形式 译文：这项新政策已通过社交媒体在当地居民中广泛传播开来。 9.The doctor wrote a (prescribe) for the patient, advising her to take the medicine twice a day. 答案：prescription 解析：不定冠词 a 后接可数名词单数形式 译文：医生给这位病人开了一张处方，建议她每日服药两次。 10. (malaria) is still a serious health threat in some underdeveloped tropical areas. 答案：Malaria 解析：作句子主语，用名词原形，注意首字母大写 译文：疟疾在一些欠发达的热带地区仍然是严重的健康威胁。 2． 按要求翻译句子 1.袁隆平，一位毕生致力于研究杂交水稻的科学家，被誉为 “杂交水稻之父”。 (用同位语结构补充说明 “袁隆平” 的身份) 答案：Yuan Longping, a scientist who devoted his entire life to hybrid rice research, is honored as "the Father of Hybrid Rice". 解析：a scientist who...research 是袁隆平的同位语，用于补充说明其身份；句中还包含devote one’s life to (doing) sth.固定搭配，to后接名词或动名词，is honored as表“被誉为”，符合书面表达。 2. 就是在加拿大的一座小镇上，我第一次感受到了多元文化的魅力。 (使用 It is/was...that... 强调句结构) 答案：It was in a small town in Canada that I first felt the charm of multiculturalism. 解析：It was + 被强调部分（地点状语in a small town in Canada）+ that... 是强调句结构，去掉It was和that后，句子还原为I first felt the charm of multiculturalism in a small town in Canada，句子依然完整。 3.When we entered the classroom, we found the teacher correcting our homework carefully. (标出句中现在分词作宾补的部分) 答案：当我们走进教室时，发现老师正在认真批改我们的作业。（标注：correcting our homework） 解析：correcting our homework 是现在分词短语作found的宾语补足语，补充说明宾语the teacher的动作状态，表主动、进行，即“老师正在做批改作业这件事”。 4.The manager wants the new project finished before the end of this month. (标出句中过去分词作宾补的部分) 答案：经理要求这个新项目在本月底之前完成。（标注：finished） 解析：finished 是过去分词作wants的宾语补足语，补充说明宾语the new project的状态，表被动、完成，即“新项目被完成”。 5.为了保护濒危动物而付出时间和精力是值得的。 (使用 worthwhile 结构完成句子) 答案：It is worthwhile to spend time and energy protecting endangered animals. 解析：此处用It is worthwhile to do sth. 固定句型，it作形式主语，真正的主语是后面的不定式短语to spend time and energy protecting endangered animals；也可表达为It is worthwhile spending time and energy protecting endangered animals，即worthwhile后可接不定式或动名词。 3． 阅读理解 Chemist Omar M. Yaghi has been awarded the 2025 Nobel Prize in Chemistry, sharing it with Richard Robson and Susumu Kitagawa. They were recognized for their discovery of metal-organic frameworks (MOFs) . From a small room above his father’s butcher shop to the world stage of science, Yaghi’s journey is as remarkable as his discovery. For Yaghi, a poor child, the path to education was far from easy. Born in 1965 to a refugee(难民） family in Amman, Jordan, Yaghi grew up in a “humble home.” “A dozen of us shared it with the cattle we raised,” he recalled. They had no electricity and very little clean water. After school, he had to help his father run the family shop. At 15, his father told him that he must go to the U. S. to study. Before finishing high school, he moved alone to Troy, New York. With little English, Yaghi had to take English courses at a community college while supporting himself by bagging groceries and mopping floors. Despite all these hardships, he managed to graduate in 1985 with a bachelor’s degree in chemistry. “I was in love with chemistry from the very beginning,” Yaghi once said. That passion led him to earn a Ph. D．at the University of Illinois in 1990, followed by a postdoctoral fellowship at Harvard. Over the years, he flourished in academia and came to be known as the “father of MOFs.” His influence was immense — between 2000 and 2010, he ranked as the world’s second most-cited chemist. Honors followed, and he was elected to several of the most respected and admired scientific academies at home and abroad. Beyond research, Yaghi has devoted himself to supporting young researchers in developing countries. He founded the Berkeley Global Science Institute to promote “science without borders.” With research centers across Asia and the Middle East, the institute encourages local scholars to join global scientific work early in their careers. Reflecting on his journey, Yaghi said, “Science is the greatest equalizing force in the world.” His parents had little formal education, but the pursuit of science completely transformed his life, which is a testament to the power of the universal language of science. 1．Why does the author mention Yaghi’s early life? A．To describe his humble childhood. B．To stress his tough path to success. C．To show his early passion for chemistry. D．To explain his family’s refugee background. 2．What can be inferred from the underlined sentence? A．Science can empower people beyond their origins. B．Science can thoroughly reduce race discrimination. C．Science is a primary driver of technological progress. D．Science is the only way to overcome social inequality. 3.．According to the passage, what kind of person is Omar Yaghi? A．Humble and insecure. B．Selfless and know-it-all. C．Ambitious and committed. D．Imaginative and big-headed. 4.．What’s the best title of this passage? A．The Global Impact of MOFs Research. B．The Remarkable Achievements of a Chemist. C．The Discovery of Metal-Organic Frameworks. D．The Journey from Refugee to the Nobel Prize. 答案：B A C D 解析：本文是一篇记叙文。主要讲述了诺贝尔化学奖得主奥马尔·M·亚吉从难民家庭出身，历经艰辛求学，在化学领域取得卓越成就，且致力于支持发展中国家青年研究者的非凡历程。 1．推理判断题。根据第二段中的“Despite all these hardships, he managed to graduate in 1985 with a bachelor’s degree in chemistry. (尽管历经这些艰辛，他仍于 1985 年顺利毕业，获得了化学学士学位。)”以及作者详细描述亚吉早年的贫困、难民背景、求学的艰辛及打工谋生的经历可知，作者提到这些经历是为了凸显他通往成功之路的艰难。故选B项。 2．推理判断题。根据最后一段中的“Reflecting on his journey, Yaghi said, “Science is the greatest equalizing force in the world.” His parents had little formal education, but the pursuit of science completely transformed his life, which is a testament to the power of the universal language of science.(回顾自己的历程，亚吉说：“科学是世界上最强大的平等力量。”他的父母几乎没有接受过正规教育，但对科学的追求彻底改变了他的人生，这正是科学这一通用语言力量的证明。)”可知，亚吉出身难民家庭，家境贫寒，但通过科学研究取得了世界级成就，改变了自身命运，因此画线句暗示“科学能赋予人们超越出身的力量”。故选A项。 3．推理判断题。根据第三段中的“That passion led him to earn a Ph.D. at the University of Illinois in 1990, followed by a postdoctoral fellowship at Harvard. Over the years, he flourished in academia and came to be known as the “father of MOFs.”(这份热情促使他于1990年在伊利诺伊大学获得博士学位，随后在哈佛大学获得博士后奖学金。多年来，他在学术界大放异彩，被誉为“金属有机框架之父”。)”可知，亚吉对化学充满热情，追求学术成就，体现了他的“雄心壮志”；根据第四段中的“Beyond research, Yaghi has devoted himself to supporting young researchers in developing countries. He founded the Berkeley Global Science Institute to promote “science without borders.”(除了研究，亚吉还致力于支持发展中国家的青年研究者。他创办了伯克利全球科学研究所，倡导“无国界科学”。)”可知，他投身于支持发展中国家科研事业，体现了他的“有担当”。故选C项。 4．主旨大意题。通读全文，尤其是第一段中的“From a small room above his father’s butcher shop to the world stage of science, Yaghi’s journey is as remarkable as his discovery.(从父亲肉铺楼上的小房间到世界科学舞台，亚吉的历程与其发现一样非凡。)”和最后一段中的“His parents had little formal education, but the pursuit of science completely transformed his life.(他的父母几乎没有接受过正规教育，但对科学的追求彻底改变了他的人生。)”可知，文章核心围绕亚吉从难民家庭出身，历经艰辛最终获得诺贝尔化学奖的人生旅程展开，标题“从难民到诺贝尔奖的蜕变之路”概括了本文主题，适合作为最佳标题。故选D项。 四．句子选择 Andreas Schleicher sat down quietly toward the back of the room, trying not to attract attention. He did this sometimes, wandering into classes he had no intention of taking. (1) It was the mid-1980s, and he was studying physics at the University of Hamburg, one of Germany's leading universities. In his free time, however, he slipped into lectures the way other people watched television. This class was taught by Thomas Neville Postlethwaite, who called himself an "educational scientist." Schleicher found the title curious. (2) Schleicher's father was an education professor at the university and had always talked about education as a kind of mysterious art. "You cannot measure what matters in education — the human qualities," his father liked to say. From what Schleicher could tell, there was nothing scientific about education, which was why he preferred physics. (3) But this British fellow whose last name he could not pronounce seemed to think the other way around. Postlethwaite was part of a new group of researchers who were trying to analyze a soft subject in a hard way, much like a physicist might study education if he could. Schleicher listened carefully to the debate about statistics and sampling. In his mind, he started imagining what might happen if one really could compare what kids knew around the world, while controlling for factors like race or poverty in the analysis. He found himself raising his hand and joining the discussion. (4) In Schleicher's experience, German schools had not been as exceptional as German educators seemed to think. As a boy, he'd felt bored much of the time and earned ordinary grades. But as a teenager, several teachers had encouraged his fascination with science and numbers, and his grades had improved. In high school, he'd won a national science prize, which meant he was more or less guaranteed a well-paying job in a private company after college. That was exactly what he'd planned to do, until he stepped into Postlethwaite's lecture. (5) At the end of the class, the professor asked Schleicher to stay behind. He could tell that there was something different about this young man. "Would you like to help me with this research?" Schleicher stared back at him, shocked. "I know nothing about education." "Oh, that doesn't matter," Postlethwaite said, smiling. After that, the two men began to team up, eventually creating the first international reading test, a test that measured reading ability globally. A. His curiosity about the title led him to stay and listen carefully. B. This casual visit to a lecture would change the course of his life completely. C. Education, in his father's eyes, was an art that could never be quantified by numbers. D. He had never thought that a lecture on education would catch his attention so deeply. E. Most physicists at that time had little interest in the field of education research. F. This experience made him realize the huge gap between theory and practice in education. 答案1.B 2.A 3.E 4.F 5.D 解析B：前文提到施莱歇尔溜进无意选修的课，后文讲述这次听课的背景和影响，该句起到承上启下的作用，点明这次偶然听课的重大意义。 A：前文提到他对 “教育科学家” 的头衔感到好奇，该句衔接此内容，说明好奇心促使他留下来认真听讲。 E：前文说他偏爱物理、认为教育无科学性，该句补充当时物理学家对教育研究的态度，为后文英国学者的相反观点做铺垫。 F：前文他参与教育相关讨论，后文讲述其对德国教育的亲身感受，该句体现讨论引发的思考，连接上下文。 D：前文说他本规划毕业后进企业，该句说明教育讲座打破了他的原有规划，为后文教授邀请他做研究做铺垫。（干扰项为 C，该句内容与后文父亲的观点重复，且无法衔接上下文逻辑） 1 / 9 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $