Unit 1 Reading and Thinking（阅读课分层作业）英语人教版选择性必修第二册

**基本信息** 高中英语选择性必修第二册UNIT 1同步练，分层设计清晰，从基础语言要素到综合语用能力递进，衔接科学，助力知识巩固与思维品质提升。 **分层设计** |层次|知识覆盖|设计特色| |----|----------|----------| |基础层（A）|核心词块、基础句式、证据链逻辑|必做题型聚焦基础巩固，如词块填空、句式翻译与证据角色匹配| |提高层（B）|同主题语篇理解、语法应用|原创语篇强化信息获取与分析，如阅读选择题、语法填空| |培优层（C）|科学调查报告写作|基于数据的综合表达，含自我评估引导，培养严谨思维与语言能力|

人教版高中英语选择性必修第二册 UNIT 1 SCIENCE AND SCIENTISTS Reading and Thinking 分层作业（学生原卷版） 姓名/班级/日期 __________________ __________________ __________________ 建议用时 25—30分钟 分层路径 基础层：A　｜　提高层：A+B　｜　培优层：A+B+C 作业目标 巩固证据链语言；理解调查过程；完成基于数据的科学说明 说明：本作业配合教材第1—3页及阅读课讲义使用。拓展语篇、语法填空与写作数据均为本项目原创。 A. 基础达标 A1 词块巩固 [必做] Complete the sentences with the correct forms of the expressions in the box. Each expression is used once. Word Bank: subscribe to | be to blame | draw a conclusion | be linked to | collect evidence | a substantial decrease | accordingly | transform 1. Before they ____________________, the students checked the results from three groups. 2. At first, many people ____________________ the theory that cholera was caused by bad air. 3. The broken pipe was later found to ____________________ for the polluted water. 4. The rise in cases seemed to ____________________ one shared water source. 5. The team interviewed families and marked cases on a map to ____________________. 6. After the safety measure was introduced, the number of new cases showed ____________________. 7. The risk was clear; ____________________, the experiment was stopped immediately. 8. Digital mapping has ____________________ the way researchers compare disease patterns. A2 句式迁移 [必做] Complete or translate the sentences. Use the evidence-based sentence patterns from the lesson. 1. The plants grew slowly. One theory was that ____________________. The other was that ____________________.（光照不足；浇水过多） ________________________________________________________________________________ 2. Eight students became ill after eating the same sandwich, which led the teacher to suspect that ____________________. ________________________________________________________________________________ 3. Students who reviewed weekly were more likely to ____________________ than those who ____________________.（长期保持信息；考前突击） ________________________________________________________________________________ 4. 翻译：真正重要的是，研究者没有忽视与其最初观点相矛盾的证据。 ________________________________________________________________________________ ________________________________________________________________________________ A3 证据链辨析 [必做] Match each statement with its role in the investigation. Write H, D, E, I or O. H = hypothesis　D = observation/data　E = supporting evidence　I = intervention　O = outcome 1. （　　）Snow believed that cholera might be caused by germs in food or water. 2. （　　）Many deaths were marked around the Broad Street water pump. 3. （　　）Workers at a nearby beer house drank beer instead of pump water and stayed healthy. 4. （　　）The handle of the water pump was removed. 5. （　　）The number of new cases fell sharply after the measure. 6. Which statement above is a possible explanation rather than direct evidence? ________ B. 能力提升 B1 同主题阅读：How Evidence Changed the Investigation [提高层] Read the original passage and choose the best answer for each question. The Mystery of the Wilted Seedlings The biology club at Riverside High prepared sixty tomato seedlings for a science exhibition. The seedlings were placed in identical pots and given the same kind of soil. Two weeks later, however, fifteen plants in the back row had yellow leaves and were growing more slowly. The students first guessed that the back row received less sunlight because it was close to a wall. Instead of accepting the first explanation, the club collected data. For three days, students recorded the hours of sunlight in every row. The figures were almost the same. They also checked the leaves for insects and tested the soil, but found no clear difference. Then one student noticed that the pots in the back row remained wet long after the others had dried. This observation led the group to suspect a drainage problem. To test the new idea, the students weighed the pots before watering and again thirty minutes later. The back-row pots retained about eighteen percent more water. A raised edge of the tray was pressing against several drainage holes. The students moved eight affected seedlings into fresh pots with clear drainage holes, while seven affected seedlings stayed in their original pots for comparison. All fifteen continued to receive the same light and amount of water. Ten days later, the repotted seedlings had produced healthy new leaves, while the comparison group had improved very little. The club concluded that poor drainage, rather than limited sunlight, was the most likely cause. In their report, however, they wrote that the evidence “supported” the conclusion instead of saying it “proved” it. They also suggested repeating the investigation with more plants and a longer observation period. 1. What was the students’ first explanation for the weak plants? A. The soil contained insects. B. The plants received too little sunlight. C. The pots contained too little water. D. The seeds were of different kinds. 2. Which evidence most directly supported the drainage explanation? A. All pots contained the same kind of soil. B. The sunlight figures were almost the same. C. The back-row pots retained about 18% more water. D. The students prepared sixty seedlings. 3. Why did the students leave seven affected seedlings in their original pots? A. To provide a comparison group. B. To save time and materials. C. To protect them from sunlight. D. To test a different kind of soil. 4. What does the final paragraph show about the students? A. They believed one trial could prove every conclusion. B. They reported only the evidence that supported the first idea. C. They understood that scientific conclusions should remain open to further testing. D. They cared more about the exhibition than the investigation. B2 语法填空：Why Repeated Trials Matter [提高层] Read the passage and fill in each blank with one proper word or the correct form of the word in brackets. A class wanted 1. __________ (know) whether water temperature affected how quickly sugar dissolved. They designed three trials, and the same amount of sugar 2. __________ (use) in every cup. To compare the results 3. __________ (fair), the cups were identical and each student followed the same procedure. One student stirred each cup at the same speed, while another 4. __________ (record) the time. The first set of results appeared clear. However, the class repeated the test twice 5. __________ a single result might be misleading. During the second trial, one cup produced a result 6. __________ did not fit the pattern. This led the students 7. __________ (check) the thermometer. It 8. __________ (place) too close to the bottom of the cup, where the temperature was slightly higher. After 9. __________ (correct) the problem, the final measurements were 10. __________ (reliable) than the first set. C. 写作迁移 C1 基于数据写科学调查报告 [培优层] Write a 100—120-word report according to the data. Do not simply list the numbers. Classroom mini-investigation: How does background sound affect short-term concentration? Participants: 36 students, randomly divided into three groups of 12. Each group completed the same 20-question task. Condition Average correct answers / 20 Average completion time Quiet 17.2 12.4 minutes Instrumental music 16.5 13.1 minutes Songs with lyrics 13.8 15.6 minutes Your report should include: 1. the research question and basic method; 2. at least two pieces of comparative data; 3. a cautious conclusion using suggest / may / be likely to; 4. one limitation or a need for further testing. Writing area Self-check Self-check Yes Not yet I stated the research question and method. □ □ I used at least two pieces of data. □ □ I used cautious language such as suggest / may. □ □ I mentioned one limitation or need for further testing. □ □ Evidence becomes meaningful only when it is compared, explained and tested. 学科网（北京）股份有限公司 $ 人教版高中英语选择性必修第二册 UNIT 1 SCIENCE AND SCIENTISTS Reading and Thinking 分层作业（解析版） 姓名/班级/日期 __________________ __________________ __________________ 建议用时 25—30分钟 分层路径 基础层：A　｜　提高层：A+B　｜　培优层：A+B+C 作业目标 巩固证据链语言；理解调查过程；完成基于数据的科学说明 说明：本作业配合教材第1—3页及阅读课讲义使用。拓展语篇、语法填空与写作数据均为本项目原创。 开放性题目答案不唯一，示例仅供教师参考。 A. 基础达标 A1 词块巩固 [必做] Complete the sentences with the correct forms of the expressions in the box. Each expression is used once. Word Bank: subscribe to | be to blame | draw a conclusion | be linked to | collect evidence | a substantial decrease | accordingly | transform 1. Before they ____________________, the students checked the results from three groups. 2. At first, many people ____________________ the theory that cholera was caused by bad air. 3. The broken pipe was later found to ____________________ for the polluted water. 4. The rise in cases seemed to ____________________ one shared water source. 5. The team interviewed families and marked cases on a map to ____________________. 6. After the safety measure was introduced, the number of new cases showed ____________________. 7. The risk was clear; ____________________, the experiment was stopped immediately. 8. Digital mapping has ____________________ the way researchers compare disease patterns. 【参考答案】1. drew a conclusion　2. subscribed to　3. be to blame　4. be linked to　5. collect evidence　6. a substantial decrease　7. accordingly　8. transformed 【解析】注意词形与搭配：subscribe需用过去式；be found to后接动词原形，因此保留be to blame；has后用过去分词transformed。 A2 句式迁移 [必做] Complete or translate the sentences. Use the evidence-based sentence patterns from the lesson. 1. The plants grew slowly. One theory was that ____________________. The other was that ____________________.（光照不足；浇水过多） 2. Eight students became ill after eating the same sandwich, which led the teacher to suspect that ____________________. 3. Students who reviewed weekly were more likely to ____________________ than those who ____________________.（长期保持信息；考前突击） 4. 翻译：真正重要的是，研究者没有忽视与其最初观点相矛盾的证据。 【参考示例】1. One theory was that the plants received too little sunlight. The other was that they were watered too much. 2. the shared food might be to blame 3. retain information for a longer time; crammed before the test 4. What really mattered was that the researcher did not ignore evidence that contradicted the original idea. 【解析】第1题使用并列对比；第2题用which led ... to suspect that ...连接现象与推测；第3题用more likely ... than ...比较；第4题用What really mattered was that ...突出关键科学品质。 A3 证据链辨析 [必做] Match each statement with its role in the investigation. Write H, D, E, I or O. H = hypothesis　D = observation/data　E = supporting evidence　I = intervention　O = outcome 1. （　　）Snow believed that cholera might be caused by germs in food or water. 2. （　　）Many deaths were marked around the Broad Street water pump. 3. （　　）Workers at a nearby beer house drank beer instead of pump water and stayed healthy. 4. （　　）The handle of the water pump was removed. 5. （　　）The number of new cases fell sharply after the measure. 6. Which statement above is a possible explanation rather than direct evidence? ________ 【参考答案】1. H　2. D　3. E　4. I　5. O　6. Statement 1. 【解析】假设是待检验的解释；数据和支持性证据用于检验假设；干预是基于结论采取的行动；结果用于观察行动是否产生变化。 B. 能力提升 B1 同主题阅读：How Evidence Changed the Investigation [提高层] Read the original passage and choose the best answer for each question. The Mystery of the Wilted Seedlings The biology club at Riverside High prepared sixty tomato seedlings for a science exhibition. The seedlings were placed in identical pots and given the same kind of soil. Two weeks later, however, fifteen plants in the back row had yellow leaves and were growing more slowly. The students first guessed that the back row received less sunlight because it was close to a wall. Instead of accepting the first explanation, the club collected data. For three days, students recorded the hours of sunlight in every row. The figures were almost the same. They also checked the leaves for insects and tested the soil, but found no clear difference. Then one student noticed that the pots in the back row remained wet long after the others had dried. This observation led the group to suspect a drainage problem. To test the new idea, the students weighed the pots before watering and again thirty minutes later. The back-row pots retained about eighteen percent more water. A raised edge of the tray was pressing against several drainage holes. The students moved eight affected seedlings into fresh pots with clear drainage holes, while seven affected seedlings stayed in their original pots for comparison. All fifteen continued to receive the same light and amount of water. Ten days later, the repotted seedlings had produced healthy new leaves, while the comparison group had improved very little. The club concluded that poor drainage, rather than limited sunlight, was the most likely cause. In their report, however, they wrote that the evidence “supported” the conclusion instead of saying it “proved” it. They also suggested repeating the investigation with more plants and a longer observation period. 1. What was the students’ first explanation for the weak plants? A. The soil contained insects. B. The plants received too little sunlight. C. The pots contained too little water. D. The seeds were of different kinds. 2. Which evidence most directly supported the drainage explanation? A. All pots contained the same kind of soil. B. The sunlight figures were almost the same. C. The back-row pots retained about 18% more water. D. The students prepared sixty seedlings. 3. Why did the students leave seven affected seedlings in their original pots? A. To provide a comparison group. B. To save time and materials. C. To protect them from sunlight. D. To test a different kind of soil. 4. What does the final paragraph show about the students? A. They believed one trial could prove every conclusion. B. They reported only the evidence that supported the first idea. C. They understood that scientific conclusions should remain open to further testing. D. They cared more about the exhibition than the investigation. 【参考答案】1. B　2. C　3. A　4. C 【解析】1. 第一段末句直接说明最初假设是靠墙导致光照不足。2. “保留约18%更多水分”直接测量了排水差异。3. 保留原状组用于与换盆组进行控制比较。4. 使用supported而非proved，并提出扩大样本、延长观察，体现结论的审慎性。 B2 语法填空：Why Repeated Trials Matter [提高层] Read the passage and fill in each blank with one proper word or the correct form of the word in brackets. A class wanted 1. __________ (know) whether water temperature affected how quickly sugar dissolved. They designed three trials, and the same amount of sugar 2. __________ (use) in every cup. To compare the results 3. __________ (fair), the cups were identical and each student followed the same procedure. One student stirred each cup at the same speed, while another 4. __________ (record) the time. The first set of results appeared clear. However, the class repeated the test twice 5. __________ a single result might be misleading. During the second trial, one cup produced a result 6. __________ did not fit the pattern. This led the students 7. __________ (check) the thermometer. It 8. __________ (place) too close to the bottom of the cup, where the temperature was slightly higher. After 9. __________ (correct) the problem, the final measurements were 10. __________ (reliable) than the first set. 【参考答案】1. to know　2. was used　3. fairly　4. recorded　5. because　6. that/which　7. to check　8. had been placed　9. correcting　10. more reliable 【解析】1. want to do；2. sugar与use为被动关系；3. 修饰compare用副词；4. 与stirred并列用一般过去时；5. 表原因；6. 定语从句修饰result；7. lead sb. to do；8. 放置发生在发现之前，用过去完成时被动；9. after为介词；10. 由than判断比较级。 C. 写作迁移 C1 基于数据写科学调查报告 [培优层] Write a 100—120-word report according to the data. Do not simply list the numbers. Classroom mini-investigation: How does background sound affect short-term concentration? Participants: 36 students, randomly divided into three groups of 12. Each group completed the same 20-question task. Condition Average correct answers / 20 Average completion time Quiet 17.2 12.4 minutes Instrumental music 16.5 13.1 minutes Songs with lyrics 13.8 15.6 minutes Your report should include: 1. the research question and basic method; 2. at least two pieces of comparative data; 3. a cautious conclusion using suggest / may / be likely to; 4. one limitation or a need for further testing. Purpose investigate whether background sound affects short-term concentration Method 36 students; three equal groups; same 20-question task Evidence quiet: 17.2 / 12.4 min; instrumental: 16.5 / 13.1 min; lyrics: 13.8 / 15.6 min Conclusion quiet may support concentration; lyrics may distract Limitation small sample; one task; more repeated trials needed 【参考范文】 Our class investigated whether background sound affected short-term concentration. Thirty-six students were divided into three equal groups and completed the same 20-question task under different conditions. The quiet group achieved the highest average score, 17.2, and finished fastest, in 12.4 minutes. The instrumental group performed slightly less well, with 16.5 correct answers and an average time of 13.1 minutes. By contrast, the lyrics group scored only 13.8 and needed 15.6 minutes. The results suggest that songs with lyrics may distract students during short tasks, while quiet conditions may support concentration. However, the sample was small and the investigation tested only one task, so more trials are needed before drawing a firm conclusion. 【评分建议：10分】 维度 分值 判定要点 任务完成 3 目的、方法、结论和局限完整 证据使用 3 至少使用两组数据并形成比较 语言表达 3 逻辑清楚，表达准确，使用谨慎结论语 规范意识 1 词数合适，不把一次调查写成绝对定论 【常见问题】①只罗列数字，没有比较；②使用prove等绝对词；③遗漏方法或局限；④把样本结果扩大为所有学生的普遍规律。 【解析】建议学生使用by contrast, slightly, suggest, may, more trials are needed等表达，体现数据比较和科学审慎。 Evidence becomes meaningful only when it is compared, explained and tested. 学科网（北京）股份有限公司 $