Unit 2 The universal language单元整合作业 2026-2027学年高二英语上学期译林版选择性必修第一册

【应用场景】本作业为高二英语（译林版选择性必修第一册）Unit 2 The universal language 的单元整合作业，用于单元复习巩固环节的课后书面作业，也可作为单元复习课的当堂检测。基础巩固层（Ⅰ—Ⅲ题）与能力提升层（Ⅳ—Ⅵ题）为必做，拓展探究层（Ⅶ—Ⅷ题）为选做，教师可依据班级学情分层布置、弹性选择。 高二英语上学期单元整合作业 译林版选择性必修第一册 Unit 2 The universal language （教师版·完整参赛作品：含作业目标、作业内容、实施建议、答案解析与评价标准） 一、作业设计说明 （一）作品基本信息 作品名称 高二英语上学期单元整合作业（译林版选择性必修第一册 Unit 2 The universal language） 适用年级 高二上学期 学科 英语 教材与章节 译林版《英语》选择性必修第一册 Unit 2 The universal language（含 Welcome to the unit、Reading、Grammar and usage、Integrated skills、Extended reading 各板块） 作业类型 单元整合作业（分层设计：基础巩固＋能力提升＋拓展探究） 适用地区 通用（可结合本地区学情、考情微调） 题量与分值 共 8 大题、62 小题（含 2 项口头/实践展示任务），满分 100 分 建议时长 约 58 分钟：必做部分 43 分钟（基础层 18 分钟＋提升层 25 分钟），选做部分 15 分钟 （二）教材与学情分析 本单元围绕“人与社会”主题语境下的音乐文化展开，语篇类型涵盖海报、电子邮件、杂志文章与简介。Reading 部分的两封邮件（Alice 分享《梁祝》小提琴协奏曲，Harry 介绍纳什维尔的乡村音乐）指向单元核心命题：音乐是一种无需翻译的通用语言；Extended reading “Beethoven: a remarkable life” 则把视角从“听懂音乐”推进到“音乐如何支撑一个人面对苦难”。Grammar and usage 板块的核心语法是动词-ing 形式作主语和宾语，是本单元语言知识的重中之重，也是高二学生在写作中最易出错、最需要反复强化的语法项目。 学情方面，高二学生已具备一定的音乐文化积累和语篇阅读能力，对“音乐与情感”这一话题有话可说；但存在三个薄弱点：一是单元词汇的词形变化与固定搭配掌握不牢，产出时常常“认识但不会用”；二是动名词作主语、宾语的句型（It is no use doing / There is no denying that / devote ... to doing）在单句层面能判断，在语篇和写作中却容易与不定式、现在分词混淆；三是表达停留在“我喜欢这首歌，因为它很好听”的浅层，缺少文化理解与个人思考。因此本作业在夯实语言基础的同时，刻意设计了指向文化意识与思维品质的任务。 （三）作业目标（对应单元教学目标与核心素养） 序号 素养维度 作业目标（可观察行为动词） 1 语言能力 能正确写出本单元核心词汇的词形与搭配（composer, adaptation, defend, greet, enthusiastic, complicated, prediction, possess, reputation 等），能辨析并运用 tear apart, consist of, get down to, all of a sudden, for good measure, be meant for 等核心短语。 2 语言能力 能识别并正确使用动词-ing 形式作主语和宾语，掌握 It is no use doing / There is no denying that / be worth doing / devote ... to doing 等结构及动名词的完成式、被动式。 3 文化意识 能通过音乐主题语篇理解中外音乐文化的共通之处，说出“音乐是一种通用语言”的具体内涵，并乐于用英语向他人介绍中国音乐与乐曲背后的文化故事。 4 思维品质 能梳理语篇的情感线索与篇章逻辑，推断人物情感态度与写作意图，并对“音乐为何能连接人心”作出有依据的个人判断。 5 学习能力 能借助自评表反思本单元学习情况，主动规划词汇与语法的后续复习；能在实践任务中分工合作、选择适合自己的表达方式（说、写、画）完成展示。 （四）设计理念 1. 素养导向，目标可测。作业目标由单元教学目标分解而来，全部使用可观察的行为动词表述，并与语言能力、文化意识、思维品质、学习能力四个维度一一对应，做到“教—学—评”一致。 2. 分层弹性，减负增效。设置基础巩固层（必做）、能力提升层（必做）、拓展探究层（选做）三级台阶，必做部分 43 分钟，学有余力的学生加上选做共约 58 分钟，总量控制在 60 分钟以内，既保证基础覆盖，又为不同层次学生留出选择空间。 3. 语篇立意，主题统整。所有语篇（完形填空、语篇语法填空、阅读表达）均围绕“音乐连接人心”这一单元主题原创，形成“街角琴声—科学解释—车站琴声”的主题链，使语言训练自然承载育人价值。 4. 情境真实，学用结合。书面表达以英语角分享会为情境，实践任务以学校主题周为情境，让语言运用回到真实交际需要，避免机械刷题。 5. 评价前置，以评促学。附分层评价量规、等级评定标准与激励性评语范例，并提供学生自评表，引导学生从“做了多少题”转向“学会了什么、还差在哪里”。 （五）作业结构、题量、时长与分值一览表 层级 题号 题型 小题数 分值 建议时长 认知层级 第一部分　基础巩固层（必做） Ⅰ 单词拼写（根据首字母及中文提示） 10 15 约 6 分钟 识记·理解 Ⅱ 单句语法填空（动词-ing 形式） 10 10 约 6 分钟 理解·应用 Ⅲ 短语运用（根据汉语提示完成句子） 10 15 约 6 分钟 应用 第二部分　能力提升层（必做） Ⅳ 完形填空（原创语篇·15 空） 15 15 约 10 分钟 分析·综合 Ⅴ 语篇语法填空（原创语篇·10 空） 10 15 约 8 分钟 应用·分析 Ⅵ 阅读表达（原创语篇·5 题） 5 10 约 7 分钟 分析·评价 第三部分　拓展探究层（选做） Ⅶ 书面表达（发言稿·100 词左右） 1 12 约 8 分钟 创造 Ⅷ 跨文化实践任务（二选一） 1 8 约 7 分钟 创造·迁移 合计 必做 60 小题 + 选做 2 题 62 100 约 58 分钟（必做 43＋选做 15） 二、作业内容（与“学生版”同文，含答案解析） 第一部分　基础巩固层（必做，共 40 分，约 18 分钟） Ⅰ. 单词拼写　根据首字母及汉语提示，写出空缺处各单词的正确形式。（10 小题；每小题 1.5 分，满分 15 分） 1. The young c________ (作曲家) wrote his first piece for the piano at the age of nine. 2. The film is an a________ (改编) of a well-known novel, with music that perfectly matches the story. 3. Parents should d________ (保护) their children from the harmful effects of too much screen time. 4. A friendly smile is the best way to g________ (问候) a stranger in a new culture. 5. Not every song is s________ (合适的) for a school concert, so the lyrics need checking first. 6. Learning to play the erhu may seem c________ (复杂的) at first, but regular practice makes it easier. 7. Our music teacher is so e________ (热情的) about folk music that her classes are never boring. 8. The forecast gave a p________ (预测) of heavy rain for the weekend, so the school picnic was called off. 9. It is said that this ancient instrument p________ (拥有) a sound that can touch the deepest feelings of its listeners. 10. The small town has built a r________ (名声) for its lively folk music festival, attracting visitors from far and wide. 【答案】1. composer　2. adaptation　3. defend　4. greet　5. suitable　6. complicated　7. enthusiastic　8. prediction　9. possesses　10. reputation 1. composer　名词“作曲家”。compose(v.)→composer(n.)；句中作主语，注意与 composition(作品)区分。 2. adaptation　名词“改编本”。adapt(v.)→adaptation(n.)；an 后接单数名词。 3. defend　动词“保护”。defend sb from/against sth；“should + 动词原形”。 4. greet　动词“问候，招呼”。greet(v.)→greeting(n.)；to 后接动词原形。 5. suitable　形容词“合适的”。suit(v.)→suitable(adj.)；be suitable for 适合……，作表语。 6. complicated　形容词“复杂的”。complicate(v.)→complicated(adj.)；seem 后接形容词作表语。 7. enthusiastic　形容词“热情的”。be enthusiastic about 对……热情；enthusiasm(n.)为名词形式。 8. prediction　名词“预测”。predict(v.)→prediction(n.)；a 后接单数名词。 9. possesses　动词“拥有”。主语 this ancient instrument 为第三人称单数，且为一般现在时，故用 possesses；名词形式为 possession。 10. reputation　名词“名声，名誉”。have/build a reputation for 因……而享有名声。 Ⅱ. 单句语法填空　用括号内所给动词的正确形式填空（动词-ing 形式作主语和宾语）。（10 小题；每小题 1 分，满分 10 分） 1. ________ (practise) the violin for an hour every morning has become part of my daily routine. 2. It is no use ________ (argue) with him about which band is better — taste in music is personal. 3. There is no ________ (deny) that music can lift our spirits when we feel down. 4. I can't help ________ (tap) my feet whenever I hear a piece of jazz. 5. The students are looking forward to ________ (attend) the concert given by the school orchestra. 6. My brother devotes most of his spare time to ________ (collect) old records. 7. He insisted on ________ (pay) for the broken guitar strings. 8. ________ (master) a musical instrument takes years of patience. 9. We regret ________ (not, take) your advice about booking the tickets earlier; now they are all sold out. 10. Nobody likes ________ (laugh) at in public, so please be kind to the new student. 【答案】1. Practising　2. arguing　3. denying　4. tapping　5. attending　6. collecting　7. paying　8. Mastering　9. not having taken　10. being laughed 1. Practising　动名词作主语，谓语动词用单数（has become）；句首首字母大写。 2. arguing　It is no use doing sth 固定句型，it 为形式主语，动名词为真正主语。 3. denying　There is no doing sth 句型，意为“不可能做某事”，只能用动名词。 4. tapping　can't help doing sth 情不自禁做某事；注意与 can't help (to) do sth（不能帮忙做）区分。 5. attending　look forward to 中 to 为介词，后接动名词。 6. collecting　devote ... to doing sth 致力于做某事，to 为介词。 7. paying　insist on doing sth 坚持做某事，on 为介词。 8. Mastering　动名词作主语，谓语用单数 takes；句首首字母大写。 9. not having taken　动名词的完成式作宾语，表示动作先于谓语动词发生；否定词 not 置于动名词之前。 10. being laughed　动名词的被动式作宾语，逻辑主语与动名词为被动关系（被嘲笑）。 Ⅲ. 短语运用　根据汉语提示，用本单元所学短语完成句子，注意形式变化。（10 小题；每小题 1.5 分，满分 15 分） 1. The musical adaptation of the novel brings back to mind a young couple ________ (被战争拆散) by war. 2. A full orchestra ________ (由……组成) three sections: strings, wind and percussion. 3. The concert was reaching its climax when, ________ (突然), the power went out. 4. After a short break, we ________ (开始认真做) rehearsing that folk song. 5. The band ________ (因……而闻名) energetic live performances. 6. The performance ________ (以……结束) the whole audience singing together. 7. This gift ________ (打算给……用) those who love classical music. 8. In the school musical, she ________ (担任……的角色) the leading lady. 9. ________ (结果证明是) that the song had been written by a teenager, which amazed the audience. 10. As an extra safeguard, the engineers ran one more test ________ (作为额外增添). 【答案】1. torn apart　2. consists of　3. all of a sudden　4. got down to　5. has a reputation for　6. ended with　7. is meant for　8. took on the role of　9. It turned out　10. for good measure 1. torn apart　tear apart 使（关系密切的人）分离；此处用过去分词短语作后置定语修饰 couple。 2. consists of　consist of 由……组成，无被动语态；主语为单数，故用 consists of。 3. all of a sudden　all of a sudden 突然，猛地，作状语；亦可用 suddenly，但本单元要求掌握该短语。 4. got down to　get down to (doing) sth 开始认真做某事，to 为介词；由 After a short break 可知用一般过去时。 5. has a reputation for　have a reputation for 因……而闻名；主语 The band 为单数，用 has。 6. ended with　end with 以……结束；由 The performance 与上下文可知为一般过去时。 7. is meant for　be meant for 打算给……用；主语 This gift 为单数。 8. took on the role of　take on the role of 担任……的角色；与 In the school musical 呼应，用一般过去时。 9. It turned out　It turns/turned out that ... 结果证明是……；主句用一般过去时，it 为形式主语；句首大写 It。 10. for good measure　for good measure 作为额外增添，作状语。 第二部分　能力提升层（必做，共 40 分，约 25 分钟） Ⅳ. 完形填空（15 小题；每小题 1 分，满分 15 分） 阅读下面的短文，从每题所给的 A、B、C、D 四个选项中选出可以填入空白处的最佳选项。 When I moved to the small town of Millbrook last autumn, I felt like a total stranger. The only thing I had brought with me was my old guitar. One Saturday morning I was sitting on the steps of the town hall, playing a tune I had written myself. Most people walked past without giving me a second ____1____. Then an old man in a worn coat stopped, and to my surprise, he listened to the ____2____ tune from beginning to end. When I finished, he said quietly, “That ____3____ me of my brother.” His name was Mr. Hale. He told me that he had played the trumpet in a band for thirty years, but after his brother died, he had ____4____ up playing for good. “Music was our ____5____,” he said. “When we played together, we didn’t need any words.” The following week I knocked on his door and suggested that we play something together. At first he ____6____, saying that his lips were too old and his ____7____ too short. But I simply sat down and played a slow blues tune. Slowly, he took out the trumpet, wiped off the dust and ____8____ in. What happened next was ____9____. Two people from ____10____ worlds found each other in the music. We played for two hours, having completely ____11____ track of time, and when we finally stopped, Mr. Hale was smiling in a way I had never seen before. After that, Saturday morning music became a ____12____ in our street. Neighbours began to open their windows, and soon some children from the street came to listen. One of them, a shy girl, asked whether she could learn the guitar. I said yes, and to my ____13____, she turned out to be a natural musician. Last month we gave a small concert in the town square. Mr. Hale’s hands were shaking as he raised the trumpet, but the first note was as ____14____ as ever, ringing through the square. The crowd fell silent, and I suddenly understood something: music had not only brought a lonely newcomer and a grieving old man together — it had ____15____ a whole street. 1．A．thought　B．glance　C．word　D．chance 2．A．short　B．familiar　C．simple　D．whole 3．A．reminds　B．warns　C．informs　D．convinces 4．A．taken　B．put　C．given　D．made 5．A．language　B．hobby　C．duty　D．talent 6．A．agreed　B．refused　C．hesitated　D．apologized 7．A．temper　B．memory　C．breath　D．hearing 8．A．moved　B．gave　C．took　D．joined 9．A．painful　B．magical　C．ordinary　D．risky 10．A．different　B．similar　C．modern　D．quiet 11．A．kept　B．missed　C．lost　D．given 12．A．tradition　B．problem　C．lesson　D．surprise 13．A．sorrow　B．shame　C．regret　D．delight 14．A．weak　B．clear　C．shaky　D．gentle 15．A．divided　B．shocked　C．united　D．emptied 【答案】1. B　2. D　3. A　4. C　5. A　6. B　7. C　8. D　9. B　10. A　11. C　12. A　13. D　14. B　15. C 题号 答案 考点与解析 1 B（glance） 名词搭配。give sb a glance 看某人一眼；without giving me a second glance 意为“没有再看我一眼”。thought 不用于 give sb a thought；word/chance 与语境不符。考点层级：词。 2 D（whole） 形容词辨析。后文 from beginning to end 提示“完整地听完”，故用 the whole tune。考点层级：篇（上下文照应）。 3 A（reminds） 动词搭配。remind sb of sth 使某人想起某事。warn/inform/convince 均不与 of 构成此意。考点层级：词。 4 C（given） 动词短语。give up doing sth 放弃做某事；与下句“再没碰过小号”呼应。考点层级：句（搭配）。 5 A（language） 名词辨析＋主题照应。后文“When we played together, we didn’t need any words”说明音乐是两人交流的方式，呼应单元主题“音乐是一种通用语言”。考点层级：篇。 6 B（refused） 动词辨析。后文 saying that his lips were too old 以及下句 But 的转折，说明老人起初是拒绝的。hesitated 无法与后面“直接说出理由”形成合理搭配。考点层级：句。 7 C（breath） 名词辨析。吹小号需要气息，与 lips 并列，his breath too short 意为“气息不足”。考点层级：词。 8 D（joined） 动词短语。join in 加入，参与（活动）。move in 搬入，give in 让步，take in 吸收，均不合语境。考点层级：词（短语）。 9 B（magical） 形容词辨析。后文两人在音乐中彼此靠近、气氛温暖，故为正面评价 magical（奇妙的）。painful/ordinary/risky 与语境冲突。考点层级：篇。 10 A（different） 形容词辨析。一位是初来乍到的年轻人，一位是失去亲人的老人，两人的世界截然不同，故为 different worlds。考点层级：篇。 11 C（lost） 动词短语。lose track of time 忘记时间。keep/miss/give track of 均不成立。考点层级：词（短语）。 12 A（tradition） 名词辨析。此后每逢周六都如此，邻居开窗、孩子来听，形成固定习惯与氛围，故为 became a tradition。考点层级：篇。 13 D（delight） 名词辨析。女孩“turned out to be a natural musician”是令人高兴的结果，故 to my delight 令我高兴的是。sorrow/shame/regret 均为负面情感。考点层级：篇。 14 B（clear） 形容词辨析。前有 but 转折，且后文 ringing through the square 说明音符依然清亮有力，故 clear。weak/shaky 与转折矛盾，gentle 与 ringing 不搭。考点层级：句。 15 C（united） 动词辨析＋主题升华。与前半句 brought ... together 构成递进，music had united a whole street 意为“音乐把整条街凝聚在一起”。考点层级：篇。 Ⅴ. 语篇语法填空（10 小题；每小题 1.5 分，满分 15 分） 阅读下面的短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。 Why does a melody written in Vienna two hundred years ago still move a teenager in Nanjing today? Scientists have been trying ____1____ (answer) this question for years, and their findings are surprising. Studies show that babies respond to music long before they can speak. Even the ____2____ (young) babies turn their heads towards a familiar tune. ____3____ (compare) with adults, they are surprisingly sensitive to changes in rhythm. This suggests that ____4____ ability to enjoy music is not learned from culture; it is built into the human brain. Music also affects us physically. Fast music makes the heart ____5____ (beat) faster, while slow music can slow down our breathing. That is ____6____ hospitals in many countries now use music to help patients relax before operations. The meaning of a piece of music, ____7____, is not fixed. A song that sounds sad to one listener may sound peaceful to another. ____8____ (bear) this in mind, perhaps we should stop asking what a piece of music “really” means and start asking what it does to us. One thing, though, is certain: whether we are listening to a symphony, a folk song or rock and roll, we are all ____9____ (use) the same instrument — the human heart. And that is why music will always be ____10____ universal language. 【答案】1. to answer　2. youngest　3. Compared　4. the　5. beat　6. why　7. however　8. Bearing　9. using　10. a 题号 答案 考点与解析 1 to answer 有提示。try to do sth 努力做某事；此处表示“试图回答”，不能用 trying doing。 2 youngest 有提示。Even the ... babies 表强调，语境为“即使是最年幼的婴儿”，用最高级 the youngest。 3 Compared 有提示。Compared with/to ... 与……相比，过去分词短语作状语；句首大写 Compared。 4 the 无提示。此处特指上文提到的“欣赏音乐的能力”，用定冠词 the。 5 beat 有提示。make sb/sth do sth 中 make 后接省略 to 的动词不定式，故填 beat。 6 why 无提示。That is why ... 那就是……的原因，后接结果；此处指“正因为如此，医院才……”。 7 however 无提示。插在主语与谓语之间作插入语，前后用逗号隔开，意为“然而”，用副词 however。 8 Bearing 有提示。Bearing this in mind 把这一点记在心里，现在分词短语作状语；句首大写。 9 using 有提示。are using 构成现在进行时，表示当前正在进行的动作。 10 a 无提示。a universal language 一种通用语言，用不定冠词表泛指；universal 以辅音音素 /j/ 开头，用 a。 Ⅵ. 阅读表达　阅读下面的短文，根据要求回答问题。（5 小题；每小题 2 分，满分 10 分） The Piano on Platform 3 Every evening at half past six, Daniel appeared at the piano on Platform 3 of the city’s central station. He never bought a ticket. He simply sat down, put his worn backpack beside the bench, and played. Daniel had once dreamed of studying at a music college. Then his father lost his job, and the family could no longer pay for his lessons. The piano at the station — painted bright yellow and donated by a local charity — was the only one he could still touch. At first, nobody paid much attention. Travellers hurried past, their eyes fixed on the departure board. But Daniel played the same way he had played in the school hall, as if the music mattered more than the audience. Then, one rainy Tuesday, an old man stopped. He stood there for the whole of Chopin’s Nocturne, leaning on his umbrella, saying nothing. When Daniel finished, the man asked, “Do you know who used to play that piece in this hall? My wife. Every year, on this very day.” He smiled and walked away. After that, the old man came every Tuesday. So did a young woman with a sleeping baby. So did a group of students who had missed their train. Gradually a small crowd began to gather around the yellow piano, and the station, usually a place people wanted to leave as fast as possible, became somewhere they chose to stay. Last month, a video of Daniel playing reached a charity that supports young musicians. They offered him a scholarship. “I’ll take it,” Daniel said, “but I’m keeping my Tuesday evenings here. Somebody might be waiting.” 1. Why could Daniel no longer take music lessons? (2 分) 参考答案：Because his father lost his job and the family could no longer pay for his lessons. 评分说明：细节理解题。定位第 2 段 Then his father lost his job, and the family could no longer pay for his lessons. 答案须包含“父亲失业”与“无力支付学费”两个要点，缺一扣 1 分。 2. What does “it” in the last paragraph refer to? (2 分) 参考答案：The scholarship (offered by the charity). 评分说明：代词指代题。上一句 They offered him a scholarship 中的 scholarship 即 it 所指；回答 scholarship 即可，写“the scholarship offered by the charity”亦可。 3. What can we infer about the station before Daniel started playing there? (2 分) 参考答案：It was a place that people wanted to leave as quickly as possible (a place people just passed through). 评分说明：推断题。依据第 5 段 the station, usually a place people wanted to leave as fast as possible 反推。答出“人们只想尽快离开／只是匆匆经过”即得分；只抄原句不概括扣 1 分。 4. What does the underlined sentence “as if the music mattered more than the audience” tell us about Daniel? (2 分) 参考答案：He played for the music itself rather than for attention or praise (he played sincerely / for his own love of music). 评分说明：句意理解题。mattered more than the audience 说明他把音乐本身看得比听众反应更重，即为音乐而弹、出于真心热爱。意思对即可，要点为“为音乐本身／出于热爱”。 5. In your opinion, why did the yellow piano bring strangers together? (about 30 words) (2 分) 参考答案：Because music needs no translation. When Daniel played, people forgot their own errands and shared the same feelings, so the piano became a reason for them to slow down and stay together. 评分说明：开放性表达题，考查思维品质与语言表达。评分要点：①观点明确（音乐跨越语言／唤起共同情感／提供沟通契机等）；②有文本依据或合理论证；③语言基本准确；④词数 25–35。观点合理、表达清楚即可给满分，观点含糊或语言错误较多酌情扣 1 分。 第三部分　拓展探究层（选做，共 20 分，约 15 分钟） 说明：以下两题请根据自己的兴趣与特长完成；第Ⅶ题必选，第Ⅷ题 A、B 两任务任选其一。 Ⅶ. 书面表达（12 分） 学校英语角将举办 “One Song, One Story” 分享会。请你写一篇发言稿，介绍一首对你具有特殊意义的乐曲（中外不限），内容包括： 1. 乐曲的基本信息（名称、类型、演奏乐器等）； 2. 它对你的特殊意义； 3. 你从中获得的启示。 （1）写作词数应为 100 左右； （2）可适当增加细节，使行文连贯； （3）发言稿的开头与结尾已为你写好，不计入总词数。 Good afternoon, everyone. Today I’d like to share a song that means a great deal to me. _________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Thanks for listening. 【写作指导】 第一步：审题。文体为发言稿（spoken English，语气亲切，可使用 I'd like to / Why not 等表达式）；人称以第一人称为主；时态以一般现在时为主，回忆往事用一般过去时；本单元的重点语法——动词-ing 形式作主语和宾语（Playing this song always calms me down. / I can't help thinking of my grandmother.）应主动在文中使用 1—2 处。 第二步：列要点。① 乐曲基本信息：Jasmine Flower / a Chinese folk song / played on the erhu；② 特殊意义：听到它想起祖母与安静的黄昏，考试前听它能平静下来；③ 启示：音乐不需要翻译，中外朋友的共同感受印证了“音乐是一种通用语言”。 第三步：连句成篇。使用 whenever / that moment made me realise that ... / Perhaps that is what makes music so powerful 等衔接手段，使行文连贯。 【参考范文】 Good afternoon, everyone. Today I’d like to share a song that means a great deal to me. It is Jasmine Flower, a well-known Chinese folk song often played on the erhu. I first heard it at my grandmother’s home as a child, and its gentle melody has stayed with me ever since. Whenever I feel stressed before an exam, listening to it calms me down and reminds me of those quiet evenings with my grandmother. Last year I played it for my Australian penfriend, and she said it sounded like a song her grandmother used to hum. That moment made me realise that music is truly a universal language: a few notes can speak to our hearts without a single word. Thanks for listening. 范文正文约 103 词（不含已给出的开头句与结尾句），符合“100 词左右”的要求；文中第 2 段以 listening to it 作主语，正面示范了本单元的动词-ing 作主语这一语法重点。行文按“基本信息—特殊意义—启示”三段展开，与教材 Integrated skills 中“介绍你最喜欢的歌手或乐队”的三段式结构一致。 Ⅷ. 跨文化实践任务（二选一，8 分） 任务 A（说·听）—— “Music Without Borders” 一分钟推荐 为学校主题周录制一段约 1 分钟的英文音频或视频，向外国朋友推荐一首中国民乐或民歌。需说明：曲名与主要演奏乐器、它描绘的画面或传达的情感、你的推荐理由。可先写 60–80 词的稿子，再录制。 任务 B（做·画）—— “Two Songs, Two Cultures” 英文小报 制作一张英文 mini-poster，选取一首中国乐曲与一首外国乐曲，从乐器（instruments）、节奏（rhythm）、情感（mood）、使用场合（occasions）四个方面进行对比，并在结尾写出一句你自己的结论（What does the comparison tell us about music?）。 【任务示例】 任务 A 示例稿（约 75 词）： Hello, everyone! I’d like to recommend a Chinese folk song called Jasmine Flower. It is usually played on the erhu, whose sound is soft and slightly sad. The melody describes a beautiful jasmine blossom and, to me, the quiet beauty of an old Chinese garden. I recommend it because it needs no translation: even my foreign friends say it makes them feel calm. Why not give it a listen tonight? 【评价量规】 维度 A（优秀） B（良好） C（合格） 内容完整 (substance) 乐曲信息、情感/画面、推荐或对比要点全部呈现，信息准确 要点基本齐全，个别信息模糊或缺失 要点缺失较多，信息笼统 语言准确 (language) 语法与用词基本无误，句式有一定变化，表达自然 语法或拼写有个别错误，不影响理解 错误较多，影响理解 文化理解 (culture) 能说出乐曲背后的文化元素，对比有依据，体现跨文化视角 能涉及文化元素，理解较为表层 基本未涉及文化内涵 表达与创意 (creativity) 语音清晰、节奏自然／版面整洁美观，有个人特色 语音或版面基本清楚，设计较平实 呈现仓促，缺乏设计 三、作业实施建议 1. 完成方式　基础层与提升层由学生独立完成，限时 43 分钟（可课内 20 分钟 + 课后 23 分钟分段完成）；拓展探究层由学生自主选择任务，允许同伴合作（2–3 人一组），也可独立完成。 2. 时间管理　建议按“Ⅰ、Ⅱ、Ⅲ 各 6 分钟——Ⅳ 10 分钟——Ⅴ 8 分钟——Ⅵ 7 分钟”逐题计时，训练学生的时间分配意识；选做部分不设硬性时间。 3. 提交方式　书面部分交作业本或纸质作业单；第Ⅷ题的音频/视频可提交至班级学习群，小报可张贴在教室“Music Corner”展示。 4. 批改与反馈　基础层与提升层全批全改，重点统计错误率超过 30% 的题目，在下一课时集中讲评；拓展层采用等级评价＋评语，选取优秀作品在班级分享，并请作者用英语介绍创作思路。 5. 错题跟进　要求学生把错题按“词汇词形—短语搭配—动名词用法—语篇理解”四类归档，一周后完成同类型的小测回练；教师建立“单元高频错题清单”，供单元复习课使用。 6. 分层调整建议　对基础薄弱班级，可只做必做部分，并把第Ⅶ题由书面发言稿改为口头分享；对基础较好的班级，可要求把第Ⅳ题的语篇改写为 80 词的英文故事梗概，实现一材多用。 四、作业评价标准 （一）必做部分评价说明 层级 分值 评价方式 结果解读 Ⅰ—Ⅲ 基础巩固层 40 分 按小题分值累计得分，不做等级折算；错题须当日订正并抄写正确形式。 得分 ≥ 34 分：基础扎实；24–33 分：基础尚可，需强化词形与搭配；< 24 分：需重新梳理单元词汇表。 Ⅳ—Ⅵ 能力提升层 40 分 按小题分值累计得分；第Ⅵ题第 5 小题为开放题，观点合理、语言准确即可满分。 得分 ≥ 34 分：语篇能力较好；24–33 分：能读懂但表达不精准；< 24 分：需加强语篇结构梳理与长难句分析。 （二）第Ⅶ题书面表达评分量规（12 分） 维度（权重） A（优秀） B（良好） C（合格） 内容（40%） 乐曲信息准确完整，意义与启示具体、有细节支撑 要点基本齐全，个别信息笼统 要点缺失较多，内容空泛 语言（30%） 语法与用词基本无误，句式有变化，衔接自然 有个别语法或拼写错误，不影响理解 错误较多，影响理解 结构（15%） 三段式清晰，发言人身份与语体得体，首尾呼应 结构基本清楚，语体大体得体 结构混乱，语体不当 书写与呈现（15%） 书写规范整洁，卷面清晰无涂抹 书写较清楚，有少量涂改 书写潦草，影响辨认 （三）第Ⅷ题实践任务评价量规（8 分） 维度 A（优秀） B（良好） C（合格） 内容完整 (substance) 乐曲信息、情感/画面、推荐或对比要点全部呈现，信息准确 要点基本齐全，个别信息模糊或缺失 要点缺失较多，信息笼统 语言准确 (language) 语法与用词基本无误，句式有一定变化，表达自然 语法或拼写有个别错误，不影响理解 错误较多，影响理解 文化理解 (culture) 能说出乐曲背后的文化元素，对比有依据，体现跨文化视角 能涉及文化元素，理解较为表层 基本未涉及文化内涵 表达与创意 (creativity) 语音清晰、节奏自然／版面整洁美观，有个人特色 语音或版面基本清楚，设计较平实 呈现仓促，缺乏设计 （四）整体等级评定标准 等级 分数区间 描述 A（优秀） 90–100 分 基础题正确率高，语篇理解准确，表达有细节、有思考，能体现跨文化意识。 B（良好） 75–89 分 基础题基本正确，语篇理解到位，表达清楚但细节或句式略显单薄。 C（合格） 60–74 分 主要考点基本掌握，语篇理解大体正确，表达中存在明显语言错误。 D（待提升） < 60 分 词汇词形与动名词用法错误集中，语篇理解偏差较大，需个别辅导并补做同类练习。 （五）激励性评语范例 1. 你的发言稿把“曲子”和“祖母的黄昏”写在一起，细节很动人；如果再把 “be meant for” 或 “have a reputation for” 用进去，语言就更地道了。 2. 第Ⅳ题 15 题只错 2 题，说明你能跟上篇章的情感变化；下一步把错的两处动词短语抄写并各造一个句子。 3. 小报的四个对比维度选得很准，乐器的英文名称也全对；下次可以试着在结论里回答“音乐为什么能跨越文化”。 五、设计特色与教学反思 （一）设计特色 · 一材多用，主题统整。三篇原创语篇（完形填空、语篇语法填空、阅读表达）全部围绕“音乐连接人心”原创编写，既是语言训练材料，也是单元主题的延伸阅读，避免了作业与单元教学“两张皮”。 · 语言基础与语篇能力并重。基础层 40 分中，词汇词形、动名词用法、核心短语各占其一，提升层 40 分则由完形、语篇语法填空、阅读表达构成，形成“词—句—篇”的完整能力链条。 · 分层可见、选择可见。三级台阶在题号、分值、时长上均有明确标识，学生一眼就能看清“必做”与“选做”的边界，真正实现弹性作业。 · 评价工具完整。提供分层量规、等级标准与激励性评语范例，并配学生自评表，使作业同时具备诊断、激励与导向功能。 · 育人价值明确。从“贝多芬失聪后仍不放弃希望”到“一个少年用琴声让陌生老人重新开口唱歌”，作业始终在回答“音乐为什么值得被听懂”这一人文命题。 （二）教学反思 本作业在编写中重点解决了三个问题：一是防止“机械化”，所有基础题均给出语境句而非孤立词表，学生在做题时必须读懂句子；二是防止“分层形式化”，三层不在难度上机械递减，而是在认知层级上逐级上升（识记—理解—应用—分析—创造）；三是防止“唯分数”，拓展层的两项任务都采用量规评价，允许学生依据自身特长选择“说”或“做”。后续教学中，教师可依据学生完成数据，把错误率较高的考点补充进单元复习课件，形成作业与课堂的闭环。 附：学习反思自评表（建议随学生版一并印发） 评价内容 A B C 我能写出本单元核心词汇的正确形式（composer, adaptation, defend, enthusiastic, possesses, reputation 等）。 我能判断动词-ing 形式在句中是作主语还是作宾语，并正确使用其完成式和被动式。 我能用本单元核心短语（consist of, get down to, all of a sudden, be meant for, for good measure 等）完成表达。 我能读懂音乐主题的语篇，并说出人物情感、作者态度或写作意图。 我能用英语介绍一首乐曲及其对我的意义，并说明音乐为什么能跨越语言与文化。 我的收获：____________________________________________________________________ 我的困惑：____________________________________________________________________ 教师寄语：____________________________________________________________________ 学科网（北京）股份有限公司 $ 【应用场景】本作业为高二英语（译林版选择性必修第一册）Unit 2 The universal language 的单元整合作业，用于单元复习巩固环节的课后书面作业，也可作为单元复习课的当堂检测。基础巩固层（Ⅰ—Ⅲ题）与能力提升层（Ⅳ—Ⅵ题）为必做，拓展探究层（Ⅶ—Ⅷ题）为选做，教师可依据班级学情分层布置、弹性选择。 高二英语上学期单元整合作业 译林版选择性必修第一册 Unit 2 The universal language 适用地区：通用（可结合本地区学情、考情微调） 适用年级：高二上学期　　教材：译林版《英语》选择性必修第一册　单元：Unit 2 The universal language 作业类型：单元整合作业（分层设计·基础＋提升＋拓展） 满分：100 分　　建议总时长：约 58 分钟（必做部分 43 分钟，选做部分 15 分钟） 班级：________　　姓名：________　　学号：________　　得分：________ 本作业你将能够 1. 【语言能力】能正确写出本单元核心词汇的词形与搭配（composer, adaptation, defend, greet, enthusiastic, complicated, prediction, possess, reputation 等），能辨析并运用 tear apart, consist of, get down to, all of a sudden, for good measure, be meant for 等核心短语。 2. 【语言能力】能识别并正确使用动词-ing 形式作主语和宾语，掌握 It is no use doing / There is no denying that / be worth doing / devote ... to doing 等结构及动名词的完成式、被动式。 3. 【文化意识】能通过音乐主题语篇理解中外音乐文化的共通之处，说出“音乐是一种通用语言”的具体内涵，并乐于用英语向他人介绍中国音乐与乐曲背后的文化故事。 4. 【思维品质】能梳理语篇的情感线索与篇章逻辑，推断人物情感态度与写作意图，并对“音乐为何能连接人心”作出有依据的个人判断。 5. 【学习能力】能借助自评表反思本单元学习情况，主动规划词汇与语法的后续复习；能在实践任务中分工合作、选择适合自己的表达方式（说、写、画）完成展示。 第一部分　基础巩固层（必做，共 40 分，约 18 分钟） Ⅰ. 单词拼写　根据首字母及汉语提示，写出空缺处各单词的正确形式。（10 小题；每小题 1.5 分，满分 15 分） 1. The young c________ (作曲家) wrote his first piece for the piano at the age of nine. 2. The film is an a________ (改编) of a well-known novel, with music that perfectly matches the story. 3. Parents should d________ (保护) their children from the harmful effects of too much screen time. 4. A friendly smile is the best way to g________ (问候) a stranger in a new culture. 5. Not every song is s________ (合适的) for a school concert, so the lyrics need checking first. 6. Learning to play the erhu may seem c________ (复杂的) at first, but regular practice makes it easier. 7. Our music teacher is so e________ (热情的) about folk music that her classes are never boring. 8. The forecast gave a p________ (预测) of heavy rain for the weekend, so the school picnic was called off. 9. It is said that this ancient instrument p________ (拥有) a sound that can touch the deepest feelings of its listeners. 10. The small town has built a r________ (名声) for its lively folk music festival, attracting visitors from far and wide. Ⅱ. 单句语法填空　用括号内所给动词的正确形式填空（动词-ing 形式作主语和宾语）。（10 小题；每小题 1 分，满分 10 分） 1. ________ (practise) the violin for an hour every morning has become part of my daily routine. 2. It is no use ________ (argue) with him about which band is better — taste in music is personal. 3. There is no ________ (deny) that music can lift our spirits when we feel down. 4. I can't help ________ (tap) my feet whenever I hear a piece of jazz. 5. The students are looking forward to ________ (attend) the concert given by the school orchestra. 6. My brother devotes most of his spare time to ________ (collect) old records. 7. He insisted on ________ (pay) for the broken guitar strings. 8. ________ (master) a musical instrument takes years of patience. 9. We regret ________ (not, take) your advice about booking the tickets earlier; now they are all sold out. 10. Nobody likes ________ (laugh) at in public, so please be kind to the new student. Ⅲ. 短语运用　根据汉语提示，用本单元所学短语完成句子，注意形式变化。（10 小题；每小题 1.5 分，满分 15 分） 1. The musical adaptation of the novel brings back to mind a young couple ________ (被战争拆散) by war. 2. A full orchestra ________ (由……组成) three sections: strings, wind and percussion. 3. The concert was reaching its climax when, ________ (突然), the power went out. 4. After a short break, we ________ (开始认真做) rehearsing that folk song. 5. The band ________ (因……而闻名) energetic live performances. 6. The performance ________ (以……结束) the whole audience singing together. 7. This gift ________ (打算给……用) those who love classical music. 8. In the school musical, she ________ (担任……的角色) the leading lady. 9. ________ (结果证明是) that the song had been written by a teenager, which amazed the audience. 10. As an extra safeguard, the engineers ran one more test ________ (作为额外增添). 第二部分　能力提升层（必做，共 40 分，约 25 分钟） Ⅳ. 完形填空（15 小题；每小题 1 分，满分 15 分） 阅读下面的短文，从每题所给的 A、B、C、D 四个选项中选出可以填入空白处的最佳选项。 When I moved to the small town of Millbrook last autumn, I felt like a total stranger. The only thing I had brought with me was my old guitar. One Saturday morning I was sitting on the steps of the town hall, playing a tune I had written myself. Most people walked past without giving me a second ____1____. Then an old man in a worn coat stopped, and to my surprise, he listened to the ____2____ tune from beginning to end. When I finished, he said quietly, “That ____3____ me of my brother.” His name was Mr. Hale. He told me that he had played the trumpet in a band for thirty years, but after his brother died, he had ____4____ up playing for good. “Music was our ____5____,” he said. “When we played together, we didn’t need any words.” The following week I knocked on his door and suggested that we play something together. At first he ____6____, saying that his lips were too old and his ____7____ too short. But I simply sat down and played a slow blues tune. Slowly, he took out the trumpet, wiped off the dust and ____8____ in. What happened next was ____9____. Two people from ____10____ worlds found each other in the music. We played for two hours, having completely ____11____ track of time, and when we finally stopped, Mr. Hale was smiling in a way I had never seen before. After that, Saturday morning music became a ____12____ in our street. Neighbours began to open their windows, and soon some children from the street came to listen. One of them, a shy girl, asked whether she could learn the guitar. I said yes, and to my ____13____, she turned out to be a natural musician. Last month we gave a small concert in the town square. Mr. Hale’s hands were shaking as he raised the trumpet, but the first note was as ____14____ as ever, ringing through the square. The crowd fell silent, and I suddenly understood something: music had not only brought a lonely newcomer and a grieving old man together — it had ____15____ a whole street. 1．A．thought　B．glance　C．word　D．chance 2．A．short　B．familiar　C．simple　D．whole 3．A．reminds　B．warns　C．informs　D．convinces 4．A．taken　B．put　C．given　D．made 5．A．language　B．hobby　C．duty　D．talent 6．A．agreed　B．refused　C．hesitated　D．apologized 7．A．temper　B．memory　C．breath　D．hearing 8．A．moved　B．gave　C．took　D．joined 9．A．painful　B．magical　C．ordinary　D．risky 10．A．different　B．similar　C．modern　D．quiet 11．A．kept　B．missed　C．lost　D．given 12．A．tradition　B．problem　C．lesson　D．surprise 13．A．sorrow　B．shame　C．regret　D．delight 14．A．weak　B．clear　C．shaky　D．gentle 15．A．divided　B．shocked　C．united　D．emptied Ⅴ. 语篇语法填空（10 小题；每小题 1.5 分，满分 15 分） 阅读下面的短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。 Why does a melody written in Vienna two hundred years ago still move a teenager in Nanjing today? Scientists have been trying ____1____ (answer) this question for years, and their findings are surprising. Studies show that babies respond to music long before they can speak. Even the ____2____ (young) babies turn their heads towards a familiar tune. ____3____ (compare) with adults, they are surprisingly sensitive to changes in rhythm. This suggests that ____4____ ability to enjoy music is not learned from culture; it is built into the human brain. Music also affects us physically. Fast music makes the heart ____5____ (beat) faster, while slow music can slow down our breathing. That is ____6____ hospitals in many countries now use music to help patients relax before operations. The meaning of a piece of music, ____7____, is not fixed. A song that sounds sad to one listener may sound peaceful to another. ____8____ (bear) this in mind, perhaps we should stop asking what a piece of music “really” means and start asking what it does to us. One thing, though, is certain: whether we are listening to a symphony, a folk song or rock and roll, we are all ____9____ (use) the same instrument — the human heart. And that is why music will always be ____10____ universal language. Ⅵ. 阅读表达　阅读下面的短文，根据要求回答问题。（5 小题；每小题 2 分，满分 10 分） The Piano on Platform 3 Every evening at half past six, Daniel appeared at the piano on Platform 3 of the city’s central station. He never bought a ticket. He simply sat down, put his worn backpack beside the bench, and played. Daniel had once dreamed of studying at a music college. Then his father lost his job, and the family could no longer pay for his lessons. The piano at the station — painted bright yellow and donated by a local charity — was the only one he could still touch. At first, nobody paid much attention. Travellers hurried past, their eyes fixed on the departure board. But Daniel played the same way he had played in the school hall, as if the music mattered more than the audience. Then, one rainy Tuesday, an old man stopped. He stood there for the whole of Chopin’s Nocturne, leaning on his umbrella, saying nothing. When Daniel finished, the man asked, “Do you know who used to play that piece in this hall? My wife. Every year, on this very day.” He smiled and walked away. After that, the old man came every Tuesday. So did a young woman with a sleeping baby. So did a group of students who had missed their train. Gradually a small crowd began to gather around the yellow piano, and the station, usually a place people wanted to leave as fast as possible, became somewhere they chose to stay. Last month, a video of Daniel playing reached a charity that supports young musicians. They offered him a scholarship. “I’ll take it,” Daniel said, “but I’m keeping my Tuesday evenings here. Somebody might be waiting.” 1. Why could Daniel no longer take music lessons? (2 分) __________________________________________________________________ 2. What does “it” in the last paragraph refer to? (2 分) __________________________________________________________________ 3. What can we infer about the station before Daniel started playing there? (2 分) __________________________________________________________________ 4. What does the underlined sentence “as if the music mattered more than the audience” tell us about Daniel? (2 分) __________________________________________________________________ 5. In your opinion, why did the yellow piano bring strangers together? (about 30 words) (2 分) __________________________________________________________________ __________________________________________________________________ 第三部分　拓展探究层（选做，共 20 分，约 15 分钟） 说明：以下两题请根据自己的兴趣与特长完成；第Ⅶ题必选，第Ⅷ题 A、B 两任务任选其一。 Ⅶ. 书面表达（12 分） 学校英语角将举办 “One Song, One Story” 分享会。请你写一篇发言稿，介绍一首对你具有特殊意义的乐曲（中外不限），内容包括： 1. 乐曲的基本信息（名称、类型、演奏乐器等）； 2. 它对你的特殊意义； 3. 你从中获得的启示。 （1）写作词数应为 100 左右； （2）可适当增加细节，使行文连贯； （3）发言稿的开头与结尾已为你写好，不计入总词数。 Good afternoon, everyone. Today I’d like to share a song that means a great deal to me. _________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Thanks for listening. Ⅷ. 跨文化实践任务（二选一，8 分） 任务 A（说·听）—— “Music Without Borders” 一分钟推荐 为学校主题周录制一段约 1 分钟的英文音频或视频，向外国朋友推荐一首中国民乐或民歌。需说明：曲名与主要演奏乐器、它描绘的画面或传达的情感、你的推荐理由。可先写 60–80 词的稿子，再录制。 任务 B（做·画）—— “Two Songs, Two Cultures” 英文小报 制作一张英文 mini-poster，选取一首中国乐曲与一首外国乐曲，从乐器（instruments）、节奏（rhythm）、情感（mood）、使用场合（occasions）四个方面进行对比，并在结尾写出一句你自己的结论（What does the comparison tell us about music?）。 附：学习反思自评表 请对照自己的完成情况，在相应栏内画“√”（A 掌握　B 基本掌握　C 需要帮助）。 评价内容 A B C 我能写出本单元核心词汇的正确形式（composer, adaptation, defend, enthusiastic, possesses, reputation 等）。 我能判断动词-ing 形式在句中是作主语还是作宾语，并正确使用其完成式和被动式。 我能用本单元核心短语（consist of, get down to, all of a sudden, be meant for, for good measure 等）完成表达。 我能读懂音乐主题的语篇，并说出人物情感、作者态度或写作意图。 我能用英语介绍一首乐曲及其对我的意义，并说明音乐为什么能跨越语言与文化。 我的收获：____________________________________________________________________ 我的困惑：____________________________________________________________________ 教师寄语：____________________________________________________________________ 学科网（北京）股份有限公司 $