Unit 1 People of Achievement单元作业设计 2026-2027学年上学期石家庄市桥西区高二英语人教版选择性必修第一册

石家庄市桥西区高二英语第一学期单元作业设计 （人教版选择性必修第一册 Unit 1 People of Achievement） 辅助材料 （一）单元整合作业多元过程性评价表 评价维度 优秀（A：90—100分） 良好（B：75—89分） 合格（C：60—74分） 待改进（D：59分以下） 语言基础运用 （A 组及语法填空） 核心词汇变形全对；非限制性定语从句关系词选用精准，逗号使用规范；答题工整。 词汇变形偶有微疵（1—2 处）；从句关系词基本准确，个别处漏写逗号。 词汇变形失误 3—5 处；that 与 which 混用、关系副词误用较多。 词汇基础薄弱，从句概念模糊，失误超过 6 处。 思维品质与阅读 （第 5 题） 深层推理透彻，主观探究观点独到且论证极具说服力。 能较好理解文章主旨，主观题观点明确，论据较充分。 理解停留在表层信息，主观分析较为简略，缺乏深度。 未能准确理解文本，探究题答非所问或未作答。 读写综合表达 （第 6 题） 紧扣主题；四要点齐全；事例生动；非限制性定语从句运用自然；卷面整洁美观。 要点完整；行文流畅；少量语言瑕疵不影响整体表意。 要点基本齐备；单句居多；语法及拼写错误较多。 要点残缺；词不达意；结构混乱，语言错误严重。 素养拓展与实践 （C 组选做） 积极探索，能熟练运用跨学科知识，见解深刻，富有创意。 认真完成选做任务，逻辑清晰，语言达意，具备良好探究力。 能完成选做任务，但内容平淡，未能很好体现探究精神。 未认真选做，敷衍抄袭，未能达到实践锻炼目标。 自评与同伴评 学生签名：______ 等级认定：______ 同伴签名：______ 修改建议：______ 教师评语：______ 综合赋分：______ 终审日期： 2026 年 ___ 月 ___ 日 （二）高考新课标应用文写作（第 6 题）五档评价量表（满分 25 分） 档次 分值 细 化 评 分 标 准 与 描 述 第五档 21—25 分 完全完成了试题规定的任务。覆盖全部四个写作要点；应用了较多的语法结构和词汇，能自然运用非限制性定语从句；具备较强的语言运用能力，极少语言错误，且仅为尽力使用较复杂结构时所致；有效使用了语句间的连接成分，行文连贯流畅，思想情感积极健康，书写极其规范工整。 第四档 16—20 分 完全完成了试题规定的任务。虽漏掉 1 个次要点，但覆盖主要内容；应用的语法结构和词汇能满足任务需求；有少量语言错误，但不影响理解；使用了简单的语句间连接成分，全文内容连贯；书写规范。 第三档 11—15 分 基本完成了试题规定的任务。虽漏掉一些内容，但覆盖关键要点；应用的语法结构和词汇能满足任务基本要求；有一些语法结构或词汇方面的错误，但不影响整体理解；基本能使用语句间连接成分；整体书写清楚。 第二档 6—10 分 未恰当完成试题规定的任务。漏掉较多主要内容，或写了一些无关内容；语法结构单调，词汇量有限；有较多语法结构或词汇方面的错误，影响了对内容的理解；缺乏语句间的连接成分，行文不够连贯；书写较潦草。 第一档 1—5 分 未完成试题规定的任务。明显遗漏大部分要点，写了许多无关内容；语法结构非常单调，词汇极其贫乏；较多严重语言错误，严重影响理解；毫无条理；书写凌乱。 零分 0 分 未能传达任何有效信息；写的内容与题目要求完全无关或仅照抄试卷其他语篇。 评价说明：1. 本量表总分 25 分，其中内容要点（含四要素覆盖）10 分、语言表达（含从句运用）10 分、篇章结构与书写 5 分；2. 词数不足 80 或超过 140 的，酌情扣 1—2 分；3. 鼓励学生先自评、再互评，最后由教师评定，三次评价结果一并记入单元学习档案。 （三）本单元核心词汇与词块速查表（供完成作业时查阅） 类别 词 汇 与 词 块 用 法 提 示 科学探究 crucial / vital crucial 意为“至关重要的”，vital 意为“极其重要的，必不可少的”，两词常与 to／for 连用。 科学探究 objective 形容词“客观的”，名词“目标”；with the objective of doing sth 意为“以……为目标”。 科学探究 evaluate / evaluation evaluate 为动词“评估”，名词形式为 evaluation，注意与 estimate 区分。 科学探究 distinct / distinction distinct 为形容词“截然不同的”，名词 distinction 意为“区别”；make a distinction between 意为“区分”。 科学探究 acknowledge 动词“承认，认可”；acknowledge defeat 意为“认输”，be acknowledged as 意为“被公认为”。 科学探究 obtain / extract / substance obtain 为“获得”，extract 作名词意为“提取物”，作动词意为“提取”，substance 意为“物质”。 科学探究 botanical / properties / liquid botanical 意为“植物的”，properties 意为“性质，特性”，liquid 意为“液体”。 品格精神 committed / commitment be committed to sth／doing sth 意为“致力于”，commitment 为名词“奉献，承诺”。 品格精神 insist on 意为“坚持（做）某事”，后接名词或动名词，如 insist on testing the medicine。 品格精神 circumstance / encounter circumstance 常用复数，under no circumstances 意为“决不”，位于句首引起倒装；encounter 意为“遭遇，偶遇”。 品格精神 gentle / novelist / patent gentle 意为“温和的”，novelist 意为“小说家”，patent 意为“专利”。 品格精神 sum up / by chance / team effort sum up 意为“总结”，by chance 意为“偶然地”，team effort 意为“团队的努力”。 （四）非限制性定语从句用法小结（本单元语法核心） 关系词 使用条件 教材例句 who 先行词指人，在从句中作主语或宾语 Tu Youyou, who was awarded the Nobel Prize, is a committed scientist. whom 先行词指人，在从句中作宾语（可用 who 替代） Lincoln, whom he admired, inspired his Three Principles. whose 表示所属关系，指人或物 Linda, whose circumstances are beyond our control, needs help. which 先行词指物，或指代前面整个主句 He tested the medicine on patients, most of whom recovered. where 先行词表地点，从句不缺主宾语 Tu Youyou went to Hainan, where malaria was more common. 介词＋which／whom 从句中需要介词时，可前置到关系词前 He evaluated 280,000 plants, from which 380 treatments were found. 特别提醒 非限制性定语从句不可用 that 引导；从句与主句之间必须用逗号隔开；which 指代整句时不可换成 what Einstein had to flee Germany, where Hitler was in power.（不可用 that） （本作业依据人教版（2019）选择性必修第一册 Unit 1 教材内容原创设计，语篇素材为原创或改编，仅供教学使用。） 第 页 共 页 学科网（北京）股份有限公司 $ 石家庄市桥西区高二英语第一学期单元作业设计 （人教版选择性必修第一册 Unit 1 People of Achievement） 【应用场景】本作业为人教版高中英语选择性必修第一册 Unit 1 People of Achievement 的单元整合作业，适用于单元新课授完后的阶段性检测与拓展提升，也可作为周末自主学习任务或单元复习讲评课载体。作业总分 100 分，建议完成时长 45—50 分钟（A 组基础巩固层 15 分钟＋B 组能力提升层 20 分钟＋C 组拓展实践层 10—15 分钟）。 一、作品基础信息 项目 填写内容 作品名称 石家庄市桥西区高二英语第一学期单元作业设计（人教版选择性必修第一册 Unit 1 People of Achievement） 学段学科 高中英语 适用年级 高二年级 教材版本 人教版（选择性必修第一册） 对应内容 第一单元 Unit 1 People of Achievement（单元整合作业） 作业类型 单元作业（阶段性检测与拓展提升） 完成时长 总时长50-60 分钟（A 组 15 分钟＋B 组 20 分钟＋C 组 15-25 分钟） 设计者 孙慧 二、设计背景与意图 1. 课标与教材分析 · 课标要求：本作业对应的学科核心素养是语言能力、文化意识、思维品质与学习能力（英语学科四大核心素养），需达成《普通高中英语课程标准（2017 年版 2025 年修订）》四维核心素养的学业质量标准。 · 教材地位：本单元主题为 People of Achievement（卓越人物），主题语境属"人与社会"，承载的核心概念为人物贡献与精神价值（爱因斯坦名言 "Try to become not a man of success, but try rather to become a man of value."），核心方法为词汇语境化、非限制性定语从句的结构化运用、人物介绍类语篇的写作，价值观为崇尚科学、尊重劳动、家国情怀。 · 教学重难点：本作业聚焦的重难点为非限制性定语从句（which 指代整个主句、where、"介词＋whom/which"结构）、单元抽象学术词汇的语境迁移、人物介绍类应用文"事例支撑品质"的展开手法。 2. 学情分析 维度 具体描述 已有基础 学生已能读懂人物传记类语篇的基本信息，对屠呦呦、爱因斯坦等人物有较高认同感；在必修阶段已系统学习限制性定语从句，具备辨认 that, which, who 等关系词的能力。 现有困惑 其一，非限制性定语从句是新增难点，常出现漏写逗号、该用 which 却用 that、which 指代整个主句时误用 what、"介词＋whom/which"结构选词不准等问题；其二，单元词汇多为学术性抽象词汇（objective, evaluate, distinct, acknowledge 等），易停留在识记层面，语境迁移能力不足；其三，人物介绍类写作容易写成流水账，缺少"事例支撑品质、结尾总结感受"的意识。 差异分析 班级内不同水平学生的差异体现为：基础层学生对词汇变形与从句关系词选择存在较多失误，需要 A 组基础巩固夯实；中上层学生具备较好的语篇理解与迁移能力，可通过 B 组真实语篇与 C 组探究任务发展高阶思维与跨学科素养。 3. 设计意图（一段话讲清即可） 本作业以"词汇语境化—语法结构化—写作支架化—素养实践化"为路径，设置 A、B、C 三个梯级（A 组夯实词汇与非限制性定语从句基础，B 组在真实语篇中迁移运用，C 组通过跨学科探究与项目任务发展高阶思维），落实教—学—评一体化，在真实情境驱动下改变孤立机械做题的旧模式，兼顾不同层次学生的差异化发展。 三、作业目标 目标维度 编号 具体目标 对应核心素养 评价证据 知识理解 A1 识记并复述本单元核心词汇（crucial, vital, committed, objective, botanical, evaluate, distinct, acknowledge, extract, obtain, substance, apparently, circumstance, encounter 等）及其同根词，能正确理解其词性变化与语境含义。 语言能力 正确率、概念复述（词汇变形与填空正确率） 知识理解 A2 辨别并理解非限制性定语从句的关系词选用规则（which 指代整个主句、关系副词 where、"介词＋whom/which"结构），明确其与限制性定语从句的表意差异。 语言能力 正确率、概念复述（合并句子与关系词填空） 能力运用 B1 运用本单元核心词块（insist on, sum up, by chance, be acknowledged as 等）与核心词汇在真实语篇（青蒿素主题语篇）中完成语境填空与语法填空。 语言能力、学习能力 过程记录、方法选用（语篇迁移正确率） 能力运用 B2 运用教材四条写作要点（外貌性格、感人故事、伟大之处、总结感受）及非限制性定语从句，完成 100 词左右的人物介绍应用文。 语言能力、思维品质 过程记录、方法选用（作文四要点齐全、从句运用自然） 思维发展 C1 梳理人物传记语篇的事实链条，概括人物性格特征，辨析作者对人物的评价态度，并能就"何为伟大""成功与价值"等议题作出有理有据的分析。 思维品质、文化意识 论证思路、创意思维体现（深层推理与开放探究表达） 思维发展 C2 通过跨学科探究（青蒿素提取工艺）、科技辩论、人物文化墙设计与读书报告等项目任务，比较、概括并创新表达对"卓越"的理解。 思维品质、学习能力 论证思路、创意思维体现（探究作品与项目成果） 情感态度 D1 认同屠呦呦、爱因斯坦等中外卓越人物的贡献与精神，体会"科学无国界，科学家有祖国"的家国情怀与团队协作意识，形成尊重劳动、崇尚奉献的价值取向。 文化意识 反思语、作品倾向（文化墙文案、访谈小结） 情感态度 D2 借助评价量表开展自评与互评，主动反思语言表达的得失并做出针对性修改，形成结构化整理知识与自主学习的习惯。 学习能力 反思语、作品倾向（自评互评记录） 四、作业内容与目标对应表 题号 题型 题目概要 对应作业目标编号 设计意图 参考答案/评价要点 1 词汇变形（A组） 核心词汇语境填空（适当形式/填词）10 题 语言能力、学习能力 夯实单元核心词汇及其同根词，落实词汇语境化 to obtain; botanical; evaluating; distinction; commitment; acknowledge; Apparently; insisted; circumstances; encountered 2 词块运用（A组） 从方框选短语并用正确形式填空，两项多余 语言能力 在句子语境中迁移运用单元核心词块 is acknowledged as; team effort; by chance; insisted on; sum up 3 语法专项（A组） 非限制性定语从句合并句子＋短文关系词填空 语言能力、思维品质 结构化掌握非限制性定语从句关系词选用与逗号规范 见答案解析（who/where/whose/which/that 等） 4 语法填空（B组） 青蒿素主题语篇，填词或适当形式 语言能力、思维品质 在真实语篇中综合运用语法与词汇 见答案解析（非限制性定语从句与词形变化） 5 阅读理解（B组） "Heroes in Your Eyes"主题短文阅读＋开放探究题 思维品质、文化意识 梳理语篇事实链，辨析评价态度，发展深层推理 见答案解析（第4题为开放探究题） 6 读写整合（B组） "Heroes in Your Eyes" 100 词人物介绍应用文 语言能力、文化意识、思维品质 按教材四要点写作，迁移核心词块与从句结构 三段式写作，四要点齐全，恰当运用从句 7 项目式学习（C组必做） "卓越人物文化墙"双语展板文案 文化意识、学习能力 跨学科融合，综合探究与创意表达 英文≥60词、中文≥50字，含事迹、品质、名言 8 跨学科探究（C组选做） 青蒿素提取工艺科学小报告（70—90词） 思维品质、学习能力 生物与英语跨学科融合，运用单元词汇 阐明低温提取原理，≥4个单元词汇并下划线标出 9 新情境辩论（C组选做） AI 时代"科学家精神"辩论发言稿（80—100词） 思维品质、文化意识 真实情境驱动，立场鲜明的思辨表达 反方一辩，≥2条论据，结合屠呦呦/爱因斯坦事例 五、作业评价 维度 A（优秀） B（良好） C（待改进） 权重 得分 知识理解（对应 A1、A2） 核心词汇变形全对；非限制性定语从句关系词选用精准，逗号使用规范；概念复述清晰准确。 词汇变形偶有微疵（1—2 处）；从句关系词基本准确，个别处漏写逗号；概念基本清楚。 词汇变形失误 3—5 处，that 与 which 混用、关系副词误用较多；概念模糊。 2 能力运用（对应 B1、B2） 语篇迁移全对；作文四要点齐全，事例生动，非限制性定语从句运用自然，方法恰当、理由充分。 语篇基本准确；作文要点完整、行文流畅，方法基本正确。 语篇失误较多，方法不当或缺失；作文要点残缺、结构混乱、语言错误严重。 30% 思维发展（对应 C1、C2） 深层推理透彻，开放探究观点独到且论证极具说服力，项目成果见解深刻、富有创意。 能较好理解主旨，主观题观点明确、论据较充分，探究任务逻辑清晰。 理解停留在表层，主观分析简略缺乏深度，探究任务内容平淡，思路混乱、缺乏证据。 25% 情感态度（对应 D1、D2） 主动投入，积极探索，积极交流，乐于协作；学习目标明确，能主动反思改进。 态度端正，能按要求完成任务，基本参与合作与自评互评。 学习态度消极，被动完成任务，合作意识弱，自评互评敷衍。 20% 6、 试题详情 （一）A 组 基础巩固层（必做，建议用时 15 分钟，共 30 分） 1. 核心词汇语境填空：用括号内所给单词的适当形式填空，或在空白处填入 1 个适当的单词。（每小题 1 分，共 10 分） （1）Instead of boiling the sweet wormwood, the team used a lower temperature ______ (obtain) the extract that worked. （2）High temperature apparently destroyed the ______ (botany) properties of the plant. （3）Tu Youyou's team spent years ______ (evaluate) 280,000 plants for their medical properties. （4）There is a clear ______ (distinct) between these two substances, so they should not be mixed. （5）Tu Youyou's ______ (commit) to medical research has inspired generations of young scientists. （6）Although the project got stuck again and again, she would not ______ (acknowledge) defeat. （7）______ (apparent), the boiling process had destroyed the active substance in the plant. （8）The team ______ (insist) on testing the medicine on themselves to make sure it was safe. （9）Under no ______ (circumstance) should a scientist fake experimental data. （10）Einstein often ______ (encounter) people on the street who asked him to explain things. 2. 单元核心词块运用：从方框中选择合适的短语并用其正确形式填空，其中有两项为多余项。（每小题 1 分，共 5分） insist on sum up by chance team effort acknowledge ... as lead to in the face of come across （1）Tu Youyou ______ one of the greatest scientists of our time, and her modesty has impressed the world. （2）According to Tu Youyou herself, the discovery of artemisinin was a ______ rather than the work of a single person. （3）While analysing the ancient medical texts, she found the key sentence ______. （4）The team ______ testing the medicine on themselves to make sure that it was safe. （5）At the end of the class, the teacher asked us to ______ what we had learnt about greatness. 3. 单元语法专项：非限制性定语从句（共 10 分） （1）用非限制性定语从句合并下列句子。（每小题 2 分，共 5 分） ①We were very impressed by the old man. He was not willing to acknowledge defeat. _______________________________________________________________________ ②Afterwards, Einstein had to flee Germany. Hitler was in power there. _______________________________________________________________________ ③There is nothing we can do to help Linda. Her circumstances are beyond our control. _______________________________________________________________________ ④The teacher asked us to listen to a speech by J.K. Rowling. It inspired us a lot. _______________________________________________________________________ ⑤The building under construction was designed by I.M. Pei. He was born in Guangzhou, China. _______________________________________________________________________ （2）阅读下面短文，在空白处填入适当的关系代词或关系副词。（每小题 1 分，共 5 分） Sun Yat-sen (1866—1925) was widely considered to be the founder and forerunner of modern China. He was only in power for a short time, when he was president of the country in 1912. So it may seem odd to some people (1) ______ knowledge of China may be limited that he is such an important figure. However, his influence is not based on his time in office, but on his continuous struggle for a better society and his concern for all Chinese people. He also put forward many advanced ideas (2) ______ brought the Chinese people together, in particular, the Three Principles of the People. These principles were inspired by Lincoln, (3) ______ he admired, and were developed when he was travelling overseas, (4) ______ he went to find support for his country. The first principle is about nationalism, (5) ______ indicates that China should never be divided and should not be under any foreign control. （二）B 组 能力提升层（必做，建议用时 20 分钟，共 55 分） （原创）4. 语法填空　阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。（每小题 1.5 分，共 15 分） Tu Youyou, (1) ______ was awarded the 2015 Nobel Prize for Physiology or Medicine, is a committed and patient scientist. Her research led to the discovery of artemisinin, (2) ______ has saved hundreds of thousands of lives and improved health for millions of people. In 1969, she became the head of a project (3) ______ (aim) at finding a new treatment for malaria. Her team examined over 2,000 old medical texts and evaluated 280,000 plants, from (4) ______ they discovered and tested 380 distinct ancient treatments. One medical text suggested using the extract from sweet wormwood to treat a fever. However, boiling the plant (5) ______ (apparent) destroyed its medical properties, so their project got stuck. Tu Youyou analysed the texts again and, (6) ______ chance, found one sentence suggesting a different way. She concluded (7) ______ using a lower temperature could draw out the extract. After (8) ______ (fail) more than 190 times, the team finally succeeded in 1971. They even insisted on testing the medicine on (9) ______ (they) to make sure that it was safe. According to Tu Youyou, the discovery was a team effort. “The honour is not just mine,” she said. “There is a team behind me, and all the people of my country.” Her story shows us (10) ______ persistence and teamwork can achieve. （原创）5. 阅读理解（主题拓展：Heroes in Your Eyes）阅读下列短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。（第（1）—（3）题每题 3 分，第（4）题为开放探究题 6 分，共 15 分） When we hear the word “hero”, we usually picture someone like Tu Youyou or Albert Einstein — people whose names are printed in textbooks. But ask a group of teenagers who their heroes are, and the answers may surprise you. A girl in Shijiazhuang said that her hero was her grandmother, who had raised three children alone after her husband passed away. A boy mentioned his maths teacher, who stayed after school every day to help students who were struggling. Dr Liu, a sociologist at a university in Beijing, has spent ten years studying how young people understand greatness. Her research, which was published last year, shows that teenagers' ideas of heroism have changed a lot over the past twenty years. “Twenty years ago, most students chose scientists, soldiers or film stars,” she explains. “Today, more and more of them choose people they actually know — a parent, a neighbour, or a volunteer in their community.” This change, according to Dr Liu, is not a sign that young people have lower ambitions. Instead, it suggests that they are learning to see greatness in ordinary life. A person does not have to win a Nobel Prize to be great. What matters is whether he or she keeps doing the right thing, day after day, even when nobody is watching. Take Wang Shun, a delivery worker in Hangzhou, as an example. For eight years, he has delivered packages in the same neighbourhood, and he knows almost every elderly person on his route by name. During the pandemic, he bought medicine and vegetables for those who could not go out. Nobody asked him to do this, and he received no reward. When a reporter interviewed him, he simply said, “They are like my own grandparents.” Stories like Wang Shun's remind us that greatness is not only about what we achieve, but also about how we treat others. Tu Youyou saved millions of lives with a single discovery, which is certainly great. Yet the delivery worker who remembers an old lady's medicine, or the teacher who stays late to explain a difficult question, is also making the world a little better. Perhaps that is the real meaning of Einstein's words: “Try to become not a man of success, but try rather to become a man of value.” （1）What does the author suggest by mentioning the girl and the boy in paragraph 1? A. Teenagers today know little about famous scientists. B. Teenagers' heroes are often people around them. C. Teenagers prefer to talk with their family members. D. Teenagers are no longer interested in traditional heroes. （2）What can we learn about Dr Liu's research? A. It has lasted for more than twenty years. B. It was mainly carried out among university students. C. It shows a change in young people's idea of heroism. D. It proves that teenagers today have lower ambitions. （3）Why is Wang Shun mentioned in the passage? A. To show that delivery workers work very hard. B. To give an example of greatness in ordinary life. C. To explain how the pandemic changed people's daily lives. D. To encourage readers to take care of elderly people. （4）（探究题）The passage ends with Einstein's words: “Try to become not a man of success, but try rather to become a man of value.” Based on the passage and your own experience, what does “a man of value” mean to you? Write 40—60 words to explain your understanding. （原创）6. 读写整合应用文写作（高考新课标书面表达）（25 分） 假定你是李华，你校英文报正在举办以 “Heroes in Your Eyes” 为题的征文活动。请你写一篇 100 词左右的英语短文投稿，介绍一位你最敬佩的人（可以是屠呦呦、爱因斯坦、郎平等卓越人物，也可以是你身边的普通人，如父母、老师、邻居等）。 要求（参照教材写作要点）： (1) 描写他／她的外貌与性格； (2) 讲述一段他／她感人的生平故事或经历； (3) 说明他／她为何伟大； (4) 总结你对他／她的情感。 注意：1. 词数 100 左右；2. 可适当增加细节，以使行文连贯；3. 文中不得出现真实的人名、校名；4. 鼓励恰当运用非限制性定语从句和本单元核心词块。 Heroes in Your Eyes （三）C 组 拓展实践层（必做题+选做题，每题5分，共三题，共15分） （开放题）7.项目式学习实践（必做题）：设计“卓越人物文化墙”双语展板文案（5分） 【背景情境】学校将在教学楼连廊设立 “Hall of Achievements”（卓越人物文化墙）。 【任务要求】请选择一位卓越人物（如屠呦呦、钱学森、邓稼先、袁隆平、郎平等，可参考教材 Video Time 板块），为展板撰写一段精练优美的双语宣介词（英文不少于 60 词，中文不少于 50 字），包含人物核心事迹、卓越品质、经典名言或颁奖词，兼顾中英双语的文学色彩与思想深度。 选做题，每题5分，共10分。 【选做指南】以下四道特色任务旨在培养批判性思维、跨学科素养与社会探究能力。请根据你的兴趣特长自主选做两题，完成后在班级英语角或学习小组内交流展示。 （跨学科题）8. 生物与医学跨学科探究：青蒿素提取工艺的科学小报告（70—90 词） 【背景情境】结合高中生物学“植物有效成分的提取”相关知识及本单元课文 Tu Youyou Awarded Nobel Prize，用英语写一份关于青蒿素提取工艺突破的微报告。 【任务要求】 (1) 阐明屠呦呦团队采用“低温提取法（low-temperature extraction）”解决青蒿素活性受损这一关键难题的原理； (2) 至少使用 4 个本单元核心词汇或词块（如 crucial, extract, properties, substance, be committed to, in spite of 等），并在文中用下划线标出； (3) 词数 70—90 词。 （新情境题）9. 科技辩论会发言稿：AI 时代还需要“科学家精神”吗？（80—100 词） 【背景情境】校科技文化节正举办“AI 与人类未来”青年英语辩论赛。正方辩题为 “Artificial Intelligence Will Replace Traditional Scientists”，反方辩题为 “The Human Scientific Spirit Remains Irreplaceable”。 【任务要求】请以反方一辩身份撰写一段辩论发言稿。要求立场鲜明，结合科学家的独特品质（如好奇心、直觉、伦理担当、团队协作等）提出至少两条有力论据，并结合本单元屠呦呦或爱因斯坦的事例加以支撑，语言生动富有说服力。 （探究题）10. 身边榜样微访谈：平凡生活中的“无名英雄”（访谈小结 80 词左右） 【背景情境】卓越人物不仅是教科书里的科学大师，也包括在平凡岗位上默默奉献的人（如乡村教师、社区医生、快递员、环卫工人等）。 【任务要求】请与小组成员协作，访谈身边一位让你敬佩的劳动者，用英语写一份访谈小结。内容包含：1. 人物身份与日常工作；2. 最打动你的奉献品质；3. 为什么你认为他／她同样称得上 “a person of achievement”。要求至少使用5个单元词汇和 1 个非限制性定语从句。 （探究题）11. 人物传记读书报告（对应教材 Project: Prepare a book report）（100 词左右） 【任务要求】选择一部卓越人物的传记或自传（可参考教材推荐书目：Cao Xueqin Biography、《假如给我三天光明》、Steve Jobs 等），用英语撰写一份简要的读书报告，内容包括：1. 书名与作者；2. 传主的生平与主要贡献；3. 这本书最打动你的地方；4. 你对本书的总体评价以及是否推荐给他人阅读。 7、 答案与解析 （一）A 组 基础巩固层 1. 核心词汇语境填空（每小题 1 分，共 10 分） （1）to obtain　【解析】use sth to do sth，动词不定式表示目的，意为“用较低的温度来获取有效提取物”。 （2）botanical　【解析】修饰名词 properties 需用形容词，botany 的形容词形式为 botanical（植物的）。 （3）evaluating　【解析】spend time (in) doing sth 为固定结构，故用动名词 evaluating。 （4）distinction　【解析】形容词 clear 修饰名词，distinct 的名词形式为 distinction（区别，差别）。 （5）commitment　【解析】形容词性物主代词 Tu Youyou's 后接名词，commit 的名词形式为 commitment（奉献，承诺）。 （6）acknowledge　【解析】would not 后接动词原形，acknowledge defeat 意为“认输”，为课文原句表达。 （7）Apparently　【解析】位于句首修饰整个句子需用副词，注意首字母大写。 （8）insisted　【解析】叙述 1971 年前后的历史事实，用一般过去时；insist on doing sth 意为“坚持做某事”。 （9）circumstances　【解析】under no circumstances 为固定短语，意为“在任何情况下都不”，位于句首引起部分倒装，须用复数形式。 （10）encountered　【解析】根据课文语境叙述过去发生之事，用一般过去时 encountered（偶遇，遇到）。 2. 单元核心词块运用（每小题 1 分，共5分） （1）is acknowledged as　【解析】be acknowledged as 意为“被公认为”，结合后半句 has impressed 可知用一般现在时，主语为单数。 （2）team effort　【解析】a team effort 意为“团队的努力”，与 rather than the work of a single person 形成对照，为课文原句表达。 （3）by chance　【解析】by chance 意为“偶然地”，作状语修饰 found，对应课文 “by chance, she found one sentence”。 （4）insisted on　【解析】insist on doing sth 意为“坚持做某事”，此处叙述过去事实，用过去式。 （5）sum up　【解析】ask sb to do sth，sum up 意为“总结，概括”，符合课堂总结的语境。 【多余选项】lead to, in the face of, come across 未被使用。 3. 单元语法专项：非限制性定语从句（共 15 分） （一）用非限制性定语从句合并句子（每小题 2 分，共 10 分） （1）We were very impressed by the old man, who was not willing to acknowledge defeat. （2）Afterwards, Einstein had to flee Germany, where Hitler was in power. （3）There is nothing we can do to help Linda, whose circumstances are beyond our control. （4）The teacher asked us to listen to a speech by J.K. Rowling, which inspired us a lot. （5）The building under construction was designed by I.M. Pei, who was born in Guangzhou, China. 【解析】非限制性定语从句与主句之间必须用逗号隔开，且不能用 that 引导。第（2）题先行词 Germany 为地点，从句不缺主宾语，故用关系副词 where；第（3）题 circumstances 与 Linda 构成所属关系，用 whose；第（4）题 which 指代前面整个主句的内容，不能用 what；第（5）题先行词指人且在从句中作主语，用 who。 （二）短文关系词填空（每小题 1 分，共 5 分） （1）whose　【解析】修饰 knowledge，与 some people 构成所属关系，用关系代词 whose。 （2）that／which　【解析】此处为限制性定语从句（无逗号），先行词 ideas 指物且在从句中作主语，用 that 或 which。 （3）whom　【解析】非限制性定语从句，先行词 Lincoln 指人且在从句中作 admired 的宾语，用 whom（也可用 who）。 （4）where　【解析】先行词 overseas 表地点，从句 he went to find support 结构完整，故用关系副词 where。 （5）which　【解析】非限制性定语从句，先行词为 nationalism，从句缺主语，用 which，不能用 that。 （二）B 组 能力提升层 4. 语法填空（每小题 1.5 分，共 15 分） （1）who　【解析】非限制性定语从句，先行词 Tu Youyou 指人且在从句中作主语，用关系代词 who，不可用 that。 （2）which　【解析】非限制性定语从句，先行词 artemisinin 指物且在从句中作主语，用 which。 （3）aimed　【解析】project 与 aim 为逻辑上的被动关系，过去分词短语 aimed at 作后置定语，意为“旨在……的项目”。 （4）which　【解析】“介词＋关系代词”引导非限制性定语从句，先行词为 280,000 plants，指物，故用 from which。 （5）apparently　【解析】修饰动词 destroyed 需用副词 apparently（显然）。 （6）by　【解析】by chance 为固定短语，意为“偶然地”。 （7）that　【解析】conclude 后接宾语从句，从句 using a lower temperature could draw out the extract 结构完整，用连接词 that。 （8）failing　【解析】介词 after 后接动名词，故用 failing。 （9）themselves　【解析】test sth on oneself 意为“在自己身上试验”，主语为 they，故用反身代词 themselves。 （10）what　【解析】shows us 后接宾语从句，从句中 achieve 缺少宾语，表示“什么”，用连接代词 what。 5. 阅读理解（第（1）—（3）题每题 3 分，第（4）题 6 分，共 15 分） （1）B　【解析】推理判断题。第一段列举两位青少年心中的英雄——奶奶和数学老师，均为其身边的人，作者借此引出“青少年的英雄往往是身边人”这一话题，故选 B。 （2）C　【解析】细节理解题。第二段明确指出 Dr Liu 的研究表明 “teenagers' ideas of heroism have changed a lot over the past twenty years”，即青少年对英雄主义的理解发生了变化，故选 C。A 项混淆了“研究历时十年”与“观念变化二十年”；D 项与第三段 “not a sign that young people have lower ambitions” 相反。 （3）B　【解析】写作意图题。作者以快递员王顺为例，说明平凡岗位上的坚守同样伟大，用以支撑“伟大不只在成就，更在如何待人”这一论点，故选 B。 （4）探究题（开放探究 6 分） 【评分标准】准确理解 Einstein 名言的内涵（2 分）；能结合语篇或自身经历给出具体例证（2 分）；语言表达流畅、逻辑严密、无重大语法错误（2 分）。 【参考范例】To me, “a man of value” means a person who brings real benefit to others rather than simply chasing fame. My grandmother, who has looked after our family for forty years without complaint, is such a person. Her quiet devotion makes everyone around her feel safe and loved, and that is a value no prize can measure. 6. 读写整合应用文写作（25 分） 【参考范文】 Heroes in Your Eyes The person I admire most is my physics teacher, Mr Chen, who is a quiet man in his fifties with a pair of thick glasses. What makes him great is not any famous discovery, but his patience. Last winter, I could not understand the law of relativity at all, so I stayed behind after class almost every day for two weeks. Mr Chen never showed the least impatience; instead, he explained the same idea again and again with simple drawings until my eyes lit up. Once, he even missed his bus home because of me. To me, greatness means lighting a lamp in someone else's mind, which Mr Chen has done for hundreds of students like me. Whenever I meet a difficulty in my studies, I remember his warm smile, and I am determined to pass that light on to others. 【写作指导】本文为人物介绍类应用文，建议采用三段式：第一段点明人物身份，并用非限制性定语从句补充其外貌特征（如 …, who is a quiet man in his fifties with a pair of thick glasses）；第二段以一件具体小事支撑“耐心”这一品质，避免空泛议论；第三段用 which 引导的非限制性定语从句总结感受、升华主题。语言上可适当使用 with 复合结构、once 引导的时间状语从句以及 determine 相关词块，提升表达层次。 （三）C 组 拓展实践层（选做题参考答案与评分说明） 7.卓越人物双语展板文案参考范例（致敬梅兰芳）： 英文：Mei Lanfang, who devoted more than fifty years of his life to the stage, was a master of Beijing Opera and a true cultural ambassador of China. After eight years of attempts, he succeeded in bringing this ancient art to the United States, where his performances won the hearts of millions. On stage he created beauty; off stage he showed kindness and an unshakable love for his country. His art crossed borders, and his spirit still lights the way for Chinese culture today. 中文：梅兰芳先生一生舞台生涯逾五十载，是京剧艺术大师，也是中华文化的杰出使者。他历经八年努力，终将京剧带上美国舞台，令无数观众为之倾倒。台上他创造美，台下他存仁心、怀家国。艺传四海，风范长存。 8. 生物与医学跨学科探究参考范例： Tu Youyou's discovery of artemisinin shows how traditional wisdom can combine with modern biological methods. In ancient medical records, she noticed that the sweet wormwood was soaked rather than boiled. She realised that high temperature was destroying the active substance, so her team adopted low-temperature extraction, which preserved the chemical properties of the plant. Thanks to this crucial change, a safe and effective medicine was finally obtained after more than 190 failures. 9. 科技辩论会反方发言稿参考范例： Fellow students, our side firmly believes that the human scientific spirit remains irreplaceable. First, although AI can process huge amounts of data at great speed, it has no genuine curiosity and cannot decide which question is worth asking. Tu Youyou, who examined over 2,000 ancient texts, found her key clue by chance — not by calculation. Second, science demands ethical judgement and courage. Her team tested the medicine on themselves, which no machine would ever dare to do. AI is a powerful tool, but it is the human heart that chooses the direction. 10. 身边榜样微访谈参考范例： Our group interviewed Mr Zhang, a sanitation worker who has cleaned our school street for twelve years. Whatever the weather is like, he begins at 4:30 a.m. and keeps the neighbourhood spotless. He told us that he simply wants students to walk to school in a clean place. Although he has never won any prize, his quiet devotion, which lasts day after day, makes him a real person of achievement. Greatness, as Einstein said, is about being a man of value. 11. 人物传记读书报告参考范例： I have just finished reading Steve Jobs by Walter Isaacson, who interviewed Jobs more than forty times and also talked with hundreds of his friends and rivals. The book tells the life story of a man driven to succeed and driven to make perfect products. What impressed me most is that Jobs was never satisfied with “good enough”, which explains both his great achievements and his difficult personality. I would strongly recommend this book, because it shows us that greatness and imperfection can exist in the same person. 【C 组统一评分要点】观点明确、内容切题（2 分）；语言准确、行文连贯（2 分）；能恰当运用本单元词汇与从句结构（2 分）；有个人思考或创意表达（1.5 分）。 学科网（北京）股份有限公司 $ 石家庄市桥西区高二英语第一学期单元作业设计 （人教版选择性必修第一册 Unit 1 People of Achievement） 【应用场景】本作业为人教版高中英语选择性必修第一册 Unit 1 People of Achievement 的单元整合作业，适用于单元新课授完后的阶段性检测与拓展提升，也可作为周末自主学习任务或单元复习讲评课载体。作业总分 100 分，建议完成时长 45—50 分钟（A 组基础巩固层 15 分钟＋B 组能力提升层 20 分钟＋C 组拓展实践层 10—15 分钟）。 一、单元教材分析与学情分析 （一）单元教材分析 本单元主题为 People of Achievement（卓越人物），主题语境属“人与社会”，单元名言为爱因斯坦的 “Try to become not a man of success, but try rather to become a man of value.”。教材各板块内容如下： 1. Reading and Thinking：Tu Youyou Awarded Nobel Prize。语篇为新闻报道，记述屠呦呦团队从 2000 余种古方、280 000 种植物中筛选出 380 种有效提取物，在失败 190 余次后于 1971 年成功提取青蒿素的过程。核心词汇包括 crucial, vital, committed, objective, botanical, evaluate, distinct, acknowledge, extract, obtain, substance, properties, liquid, boil 等。 2. Learning About Language：Build up your vocabulary 板块通过释义匹配与同根词派生（distinct—distinction, evaluate—evaluation, commit—commitment, analyse—analysis）巩固单元词汇，并以鲁迅语篇训练 insist, obtain, objective, acknowledge, apparently, crucial 的语境运用。 3. Discover useful structures：本单元语法为“非限制性定语从句（Non-restrictive relative clauses）”，重点包括逗号分隔、关系代词 which 指代整个主句、关系副词 where 的选用、most of whom 等“代词＋介词＋关系代词”结构，以及与限制性定语从句的表意差异。 4. Using Language：阅读语篇 The Man Who Changed Our Understanding of the Universe 介绍爱因斯坦（1879—1955）的生平与品格；写作任务为 An introduction about someone you admire，教材给出四条评价要点（描写外貌与性格、讲述感人的生平故事、说明其伟大之处、总结自身感受）。 5. Project 与 Video Time：Project 为 Prepare a book report（撰写人物传记读书报告）；Video Time 为 Mei Lanfang: Great Artist, Cultural Ambassador，介绍梅兰芳将京剧推向世界的历程。 （二）学情分析 1. 已有基础：授课对象为石家庄市高二年级学生。学生已能读懂人物传记类语篇的基本信息，对屠呦呦、爱因斯坦等人物有较高认同感；在必修阶段已系统学习限制性定语从句，具备辨认 that, which, who 等关系词的能力。 2. 主要困难：其一，非限制性定语从句是新增难点，学生常出现漏写逗号、该用 which 却用 that、which 指代整个主句时误用 what、以及“介词＋whom／which”结构选词不准等问题；其二，单元词汇多为学术性抽象词汇（objective, evaluate, distinct, acknowledge 等），学生易停留在识记层面，语境迁移能力不足；其三，人物介绍类写作容易写成流水账，缺少“事例支撑品质、结尾总结感受”的意识。 3. 教学对策：本作业以“词汇语境化—语法结构化—写作支架化—素养实践化”为路径，设置 A、B、C 三个梯级，A 组夯实词汇与非限制性定语从句基础，B 组在真实语篇中迁移运用，C 组通过跨学科探究与项目任务发展高阶思维，落实教—学—评一体化。 二、单元作业目标 依据《普通高中英语课程标准（2017 年版 2025年修订）》，结合本单元主题内容与学情，制定如下四维核心素养作业目标： 素养维度 单 元 作 业 目 标 对应题号 语言能力 1. 能在语境中正确运用本单元核心词汇（crucial, vital, committed, objective, botanical, evaluate, distinct, acknowledge, extract, obtain, substance, apparently, circumstance, encounter 等）及其同根词； 2. 能正确理解并运用非限制性定语从句，包括关系代词 which 指代整个主句、关系副词 where 以及“介词＋whom／which”结构； 3. 能按照教材四条要点完成 100 词左右的人物介绍短文。 第 1—6 题 文化意识 1. 理解屠呦呦、爱因斯坦等中外卓越人物的贡献与精神，体会“科学无国界，科学家有祖国”的家国情怀与团队协作意识； 2. 认识到平凡岗位上的坚守同样是一种伟大，形成尊重劳动、崇尚奉献的价值取向。 第 3、5、6、9、11 题 思维品质 1. 能梳理人物传记语篇的事实链条，概括人物性格特征，并辨析作者对人物的评价态度； 2. 能就“何为伟大”“成功与价值”等思辨性议题作出有理有据的分析与表达。 第 5、7、8 题 学习能力 1. 能借助单元词汇与词块速查表自主完成学习任务，形成结构化整理知识的意识； 2. 能依据评价量表开展自评与互评，反思语言表达的得失并做出针对性修改。 全卷各题及量规 三、作业设计特色与创新点说明 1. 紧扣教材、素养导向：词汇、语法、语篇与写作任务的考点均源自或改编自本单元教材内容，语法考点严格对应教材 Discover useful structures 板块的非限制性定语从句，避免超纲与脱节。 2. 真实情境驱动：创设“校英文报 Heroes in Your Eyes 专栏征稿”“国际青少年科技论坛”“卓越人物文化墙”“人物传记读书报告”等真实语境，改变孤立机械做题的旧模式。 3. 梯级分层设计：A 组基础巩固（落实基石）、B 组能力提升（发展高阶思维）、C 组拓展实践（跨学科融合与综合探究），兼顾不同层次学生的差异化发展。 4. 突出原创与跨学科：全套试题紧扣最新高考命题趋势，标注（原创）、（探究题）、（开放题）、（跨学科题）、（新情境题）等特色标签，落实育人导向。 四、作业内容 【分层说明】A 组（基础巩固层，30 分）与 B 组（能力提升层，55 分）为全员必做，共 85 分；C 组（拓展实践层，15 分，含第7题必做， 8—11 题任选两题选做），全卷满分 100 分。请在对应答题区域规范书写。 （一）A 组 基础巩固层（必做，建议用时 15 分钟，共 30 分） 1. 核心词汇语境填空：用括号内所给单词的适当形式填空，或在空白处填入 1 个适当的单词。（每小题 1 分，共 10 分） （1）Instead of boiling the sweet wormwood, the team used a lower temperature ______ (obtain) the extract that worked. （2）High temperature apparently destroyed the ______ (botany) properties of the plant. （3）Tu Youyou's team spent years ______ (evaluate) 280,000 plants for their medical properties. （4）There is a clear ______ (distinct) between these two substances, so they should not be mixed. （5）Tu Youyou's ______ (commit) to medical research has inspired generations of young scientists. （6）Although the project got stuck again and again, she would not ______ (acknowledge) defeat. （7）______ (apparent), the boiling process had destroyed the active substance in the plant. （8）The team ______ (insist) on testing the medicine on themselves to make sure it was safe. （9）Under no ______ (circumstance) should a scientist fake experimental data. （10）Einstein often ______ (encounter) people on the street who asked him to explain things. 2. 单元核心词块运用：从方框中选择合适的短语并用其正确形式填空，其中有两项为多余项。（每小题 1 分，共 5分） insist on sum up by chance team effort acknowledge ... as lead to in the face of come across （1）Tu Youyou ______ one of the greatest scientists of our time, and her modesty has impressed the world. （2）According to Tu Youyou herself, the discovery of artemisinin was a ______ rather than the work of a single person. （3）While analysing the ancient medical texts, she found the key sentence ______. （4）The team ______ testing the medicine on themselves to make sure that it was safe. （5）At the end of the class, the teacher asked us to ______ what we had learnt about greatness. 3. 单元语法专项：非限制性定语从句（共 10 分） （1）用非限制性定语从句合并下列句子。（每小题 2 分，共 5 分） ①We were very impressed by the old man. He was not willing to acknowledge defeat. _______________________________________________________________________ ②Afterwards, Einstein had to flee Germany. Hitler was in power there. _______________________________________________________________________ ③There is nothing we can do to help Linda. Her circumstances are beyond our control. _______________________________________________________________________ ④The teacher asked us to listen to a speech by J.K. Rowling. It inspired us a lot. _______________________________________________________________________ ⑤The building under construction was designed by I.M. Pei. He was born in Guangzhou, China. _______________________________________________________________________ （2）阅读下面短文，在空白处填入适当的关系代词或关系副词。（每小题 1 分，共 5 分） Sun Yat-sen (1866—1925) was widely considered to be the founder and forerunner of modern China. He was only in power for a short time, when he was president of the country in 1912. So it may seem odd to some people (1) ______ knowledge of China may be limited that he is such an important figure. However, his influence is not based on his time in office, but on his continuous struggle for a better society and his concern for all Chinese people. He also put forward many advanced ideas (2) ______ brought the Chinese people together, in particular, the Three Principles of the People. These principles were inspired by Lincoln, (3) ______ he admired, and were developed when he was travelling overseas, (4) ______ he went to find support for his country. The first principle is about nationalism, (5) ______ indicates that China should never be divided and should not be under any foreign control. （二）B 组 能力提升层（必做，建议用时 20 分钟，共 55 分） （原创）4. 语法填空　阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。（每小题 1.5 分，共 15 分） Tu Youyou, (1) ______ was awarded the 2015 Nobel Prize for Physiology or Medicine, is a committed and patient scientist. Her research led to the discovery of artemisinin, (2) ______ has saved hundreds of thousands of lives and improved health for millions of people. In 1969, she became the head of a project (3) ______ (aim) at finding a new treatment for malaria. Her team examined over 2,000 old medical texts and evaluated 280,000 plants, from (4) ______ they discovered and tested 380 distinct ancient treatments. One medical text suggested using the extract from sweet wormwood to treat a fever. However, boiling the plant (5) ______ (apparent) destroyed its medical properties, so their project got stuck. Tu Youyou analysed the texts again and, (6) ______ chance, found one sentence suggesting a different way. She concluded (7) ______ using a lower temperature could draw out the extract. After (8) ______ (fail) more than 190 times, the team finally succeeded in 1971. They even insisted on testing the medicine on (9) ______ (they) to make sure that it was safe. According to Tu Youyou, the discovery was a team effort. “The honour is not just mine,” she said. “There is a team behind me, and all the people of my country.” Her story shows us (10) ______ persistence and teamwork can achieve. （原创）5. 阅读理解（主题拓展：Heroes in Your Eyes）阅读下列短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。（第（1）—（3）题每题 3 分，第（4）题为开放探究题 6 分，共 15 分） When we hear the word “hero”, we usually picture someone like Tu Youyou or Albert Einstein — people whose names are printed in textbooks. But ask a group of teenagers who their heroes are, and the answers may surprise you. A girl in Shijiazhuang said that her hero was her grandmother, who had raised three children alone after her husband passed away. A boy mentioned his maths teacher, who stayed after school every day to help students who were struggling. Dr Liu, a sociologist at a university in Beijing, has spent ten years studying how young people understand greatness. Her research, which was published last year, shows that teenagers' ideas of heroism have changed a lot over the past twenty years. “Twenty years ago, most students chose scientists, soldiers or film stars,” she explains. “Today, more and more of them choose people they actually know — a parent, a neighbour, or a volunteer in their community.” This change, according to Dr Liu, is not a sign that young people have lower ambitions. Instead, it suggests that they are learning to see greatness in ordinary life. A person does not have to win a Nobel Prize to be great. What matters is whether he or she keeps doing the right thing, day after day, even when nobody is watching. Take Wang Shun, a delivery worker in Hangzhou, as an example. For eight years, he has delivered packages in the same neighbourhood, and he knows almost every elderly person on his route by name. During the pandemic, he bought medicine and vegetables for those who could not go out. Nobody asked him to do this, and he received no reward. When a reporter interviewed him, he simply said, “They are like my own grandparents.” Stories like Wang Shun's remind us that greatness is not only about what we achieve, but also about how we treat others. Tu Youyou saved millions of lives with a single discovery, which is certainly great. Yet the delivery worker who remembers an old lady's medicine, or the teacher who stays late to explain a difficult question, is also making the world a little better. Perhaps that is the real meaning of Einstein's words: “Try to become not a man of success, but try rather to become a man of value.” （1）What does the author suggest by mentioning the girl and the boy in paragraph 1? A. Teenagers today know little about famous scientists. B. Teenagers' heroes are often people around them. C. Teenagers prefer to talk with their family members. D. Teenagers are no longer interested in traditional heroes. （2）What can we learn about Dr Liu's research? A. It has lasted for more than twenty years. B. It was mainly carried out among university students. C. It shows a change in young people's idea of heroism. D. It proves that teenagers today have lower ambitions. （3）Why is Wang Shun mentioned in the passage? A. To show that delivery workers work very hard. B. To give an example of greatness in ordinary life. C. To explain how the pandemic changed people's daily lives. D. To encourage readers to take care of elderly people. （4）（探究题）The passage ends with Einstein's words: “Try to become not a man of success, but try rather to become a man of value.” Based on the passage and your own experience, what does “a man of value” mean to you? Write 40—60 words to explain your understanding. （原创）6. 读写整合应用文写作（高考新课标书面表达）（25 分） 假定你是李华，你校英文报正在举办以 “Heroes in Your Eyes” 为题的征文活动。请你写一篇 100 词左右的英语短文投稿，介绍一位你最敬佩的人（可以是屠呦呦、爱因斯坦、郎平等卓越人物，也可以是你身边的普通人，如父母、老师、邻居等）。 要求（参照教材写作要点）： (1) 描写他／她的外貌与性格； (2) 讲述一段他／她感人的生平故事或经历； (3) 说明他／她为何伟大； (4) 总结你对他／她的情感。 注意：1. 词数 100 左右；2. 可适当增加细节，以使行文连贯；3. 文中不得出现真实的人名、校名；4. 鼓励恰当运用非限制性定语从句和本单元核心词块。 Heroes in Your Eyes （三）C 组 拓展实践层（必做题+选做题，每题5分，共三题，共15分） （开放题）7.项目式学习实践（必做题）：设计“卓越人物文化墙”双语展板文案（5分） 【背景情境】学校将在教学楼连廊设立 “Hall of Achievements”（卓越人物文化墙）。 【任务要求】请选择一位卓越人物（如屠呦呦、钱学森、邓稼先、袁隆平、郎平等，可参考教材 Video Time 板块），为展板撰写一段精练优美的双语宣介词（英文不少于 60 词，中文不少于 50 字），包含人物核心事迹、卓越品质、经典名言或颁奖词，兼顾中英双语的文学色彩与思想深度。 选做题，每题5分，共10分。 【选做指南】以下四道特色任务旨在培养批判性思维、跨学科素养与社会探究能力。请根据你的兴趣特长自主选做两题，完成后在班级英语角或学习小组内交流展示。 （跨学科题）8. 生物与医学跨学科探究：青蒿素提取工艺的科学小报告（70—90 词） 【背景情境】结合高中生物学“植物有效成分的提取”相关知识及本单元课文 Tu Youyou Awarded Nobel Prize，用英语写一份关于青蒿素提取工艺突破的微报告。 【任务要求】 (1) 阐明屠呦呦团队采用“低温提取法（low-temperature extraction）”解决青蒿素活性受损这一关键难题的原理； (2) 至少使用 4 个本单元核心词汇或词块（如 crucial, extract, properties, substance, be committed to, in spite of 等），并在文中用下划线标出； (3) 词数 70—90 词。 （新情境题）9. 科技辩论会发言稿：AI 时代还需要“科学家精神”吗？（80—100 词） 【背景情境】校科技文化节正举办“AI 与人类未来”青年英语辩论赛。正方辩题为 “Artificial Intelligence Will Replace Traditional Scientists”，反方辩题为 “The Human Scientific Spirit Remains Irreplaceable”。 【任务要求】请以反方一辩身份撰写一段辩论发言稿。要求立场鲜明，结合科学家的独特品质（如好奇心、直觉、伦理担当、团队协作等）提出至少两条有力论据，并结合本单元屠呦呦或爱因斯坦的事例加以支撑，语言生动富有说服力。 （探究题）10. 身边榜样微访谈：平凡生活中的“无名英雄”（访谈小结 80 词左右） 【背景情境】卓越人物不仅是教科书里的科学大师，也包括在平凡岗位上默默奉献的人（如乡村教师、社区医生、快递员、环卫工人等）。 【任务要求】请与小组成员协作，访谈身边一位让你敬佩的劳动者，用英语写一份访谈小结。内容包含：1. 人物身份与日常工作；2. 最打动你的奉献品质；3. 为什么你认为他／她同样称得上 “a person of achievement”。要求至少使用5个单元词汇和 1 个非限制性定语从句。 （探究题）11. 人物传记读书报告（对应教材 Project: Prepare a book report）（100 词左右） 【任务要求】选择一部卓越人物的传记或自传（可参考教材推荐书目：Cao Xueqin Biography、《假如给我三天光明》、Steve Jobs 等），用英语撰写一份简要的读书报告，内容包括：1. 书名与作者；2. 传主的生平与主要贡献；3. 这本书最打动你的地方；4. 你对本书的总体评价以及是否推荐给他人阅读。 五、作业实施建议 （一）实施原则与时间统筹 1. 弹性分层，轻负高效：A 组重在落实词汇与非限制性定语从句基础，保障合格率；B 组考查综合语篇理解与迁移运用能力，面向全体学生赋分；C 组作为弹性开放作业，鼓励学生发挥个性特长，严禁超负荷硬性摊派，落实“双减”政策精神。 2. 限时完成，培养实战应试品质：建议在自习课或课后限定 45—50 分钟内闭卷完成 A、B 组作答，强化时间观念与书写规范。 （二）批改辅导与讲评反馈 1. 诊断性批阅：客观题由备课组统一标准，可实行“生生结对互批＋教师抽查二次核定”；写作与主观探究题必须由任课教师全批全改，重点圈点非限制性定语从句中逗号遗漏、that 与 which 误用、which 指代主句时误用 what 等典型问题，提炼共性错误清单。 2. 针对性讲评：讲评课避免逐题对答案，应实施“微专题突破”——聚焦“非限制性定语从句与限制性定语从句的表意差异”“人物介绍类应用文的‘事例支撑品质’展开手法”。 3. 二次过关：请学生建立个人错题档案，一周后开展同类题二次过关，重点复测非限制性定语从句的关系词选择。 （三）优秀作业展示与长效激励 针对 C 组项目式作业和 B 组优秀书面表达，开设班级 “Heroes in Your Eyes” 专栏进行双语海报张贴与美文展示；开展“2 分钟课前优秀演讲（Role Model Presentation）”，实现作业由“纸笔静态完成”向“口语动态交流”的素养增值。 六、参考答案与详细解析 （一）A 组 基础巩固层 1. 核心词汇语境填空（每小题 1 分，共 10 分） （1）to obtain　【解析】use sth to do sth，动词不定式表示目的，意为“用较低的温度来获取有效提取物”。 （2）botanical　【解析】修饰名词 properties 需用形容词，botany 的形容词形式为 botanical（植物的）。 （3）evaluating　【解析】spend time (in) doing sth 为固定结构，故用动名词 evaluating。 （4）distinction　【解析】形容词 clear 修饰名词，distinct 的名词形式为 distinction（区别，差别）。 （5）commitment　【解析】形容词性物主代词 Tu Youyou's 后接名词，commit 的名词形式为 commitment（奉献，承诺）。 （6）acknowledge　【解析】would not 后接动词原形，acknowledge defeat 意为“认输”，为课文原句表达。 （7）Apparently　【解析】位于句首修饰整个句子需用副词，注意首字母大写。 （8）insisted　【解析】叙述 1971 年前后的历史事实，用一般过去时；insist on doing sth 意为“坚持做某事”。 （9）circumstances　【解析】under no circumstances 为固定短语，意为“在任何情况下都不”，位于句首引起部分倒装，须用复数形式。 （10）encountered　【解析】根据课文语境叙述过去发生之事，用一般过去时 encountered（偶遇，遇到）。 2. 单元核心词块运用（每小题 1 分，共5分） （1）is acknowledged as　【解析】be acknowledged as 意为“被公认为”，结合后半句 has impressed 可知用一般现在时，主语为单数。 （2）team effort　【解析】a team effort 意为“团队的努力”，与 rather than the work of a single person 形成对照，为课文原句表达。 （3）by chance　【解析】by chance 意为“偶然地”，作状语修饰 found，对应课文 “by chance, she found one sentence”。 （4）insisted on　【解析】insist on doing sth 意为“坚持做某事”，此处叙述过去事实，用过去式。 （5）sum up　【解析】ask sb to do sth，sum up 意为“总结，概括”，符合课堂总结的语境。 【多余选项】lead to, in the face of, come across 未被使用。 3. 单元语法专项：非限制性定语从句（共 15 分） （一）用非限制性定语从句合并句子（每小题 2 分，共 10 分） （1）We were very impressed by the old man, who was not willing to acknowledge defeat. （2）Afterwards, Einstein had to flee Germany, where Hitler was in power. （3）There is nothing we can do to help Linda, whose circumstances are beyond our control. （4）The teacher asked us to listen to a speech by J.K. Rowling, which inspired us a lot. （5）The building under construction was designed by I.M. Pei, who was born in Guangzhou, China. 【解析】非限制性定语从句与主句之间必须用逗号隔开，且不能用 that 引导。第（2）题先行词 Germany 为地点，从句不缺主宾语，故用关系副词 where；第（3）题 circumstances 与 Linda 构成所属关系，用 whose；第（4）题 which 指代前面整个主句的内容，不能用 what；第（5）题先行词指人且在从句中作主语，用 who。 （二）短文关系词填空（每小题 1 分，共 5 分） （1）whose　【解析】修饰 knowledge，与 some people 构成所属关系，用关系代词 whose。 （2）that／which　【解析】此处为限制性定语从句（无逗号），先行词 ideas 指物且在从句中作主语，用 that 或 which。 （3）whom　【解析】非限制性定语从句，先行词 Lincoln 指人且在从句中作 admired 的宾语，用 whom（也可用 who）。 （4）where　【解析】先行词 overseas 表地点，从句 he went to find support 结构完整，故用关系副词 where。 （5）which　【解析】非限制性定语从句，先行词为 nationalism，从句缺主语，用 which，不能用 that。 （二）B 组 能力提升层 4. 语法填空（每小题 1.5 分，共 15 分） （1）who　【解析】非限制性定语从句，先行词 Tu Youyou 指人且在从句中作主语，用关系代词 who，不可用 that。 （2）which　【解析】非限制性定语从句，先行词 artemisinin 指物且在从句中作主语，用 which。 （3）aimed　【解析】project 与 aim 为逻辑上的被动关系，过去分词短语 aimed at 作后置定语，意为“旨在……的项目”。 （4）which　【解析】“介词＋关系代词”引导非限制性定语从句，先行词为 280,000 plants，指物，故用 from which。 （5）apparently　【解析】修饰动词 destroyed 需用副词 apparently（显然）。 （6）by　【解析】by chance 为固定短语，意为“偶然地”。 （7）that　【解析】conclude 后接宾语从句，从句 using a lower temperature could draw out the extract 结构完整，用连接词 that。 （8）failing　【解析】介词 after 后接动名词，故用 failing。 （9）themselves　【解析】test sth on oneself 意为“在自己身上试验”，主语为 they，故用反身代词 themselves。 （10）what　【解析】shows us 后接宾语从句，从句中 achieve 缺少宾语，表示“什么”，用连接代词 what。 5. 阅读理解（第（1）—（3）题每题 3 分，第（4）题 6 分，共 15 分） （1）B　【解析】推理判断题。第一段列举两位青少年心中的英雄——奶奶和数学老师，均为其身边的人，作者借此引出“青少年的英雄往往是身边人”这一话题，故选 B。 （2）C　【解析】细节理解题。第二段明确指出 Dr Liu 的研究表明 “teenagers' ideas of heroism have changed a lot over the past twenty years”，即青少年对英雄主义的理解发生了变化，故选 C。A 项混淆了“研究历时十年”与“观念变化二十年”；D 项与第三段 “not a sign that young people have lower ambitions” 相反。 （3）B　【解析】写作意图题。作者以快递员王顺为例，说明平凡岗位上的坚守同样伟大，用以支撑“伟大不只在成就，更在如何待人”这一论点，故选 B。 （4）探究题（开放探究 6 分） 【评分标准】准确理解 Einstein 名言的内涵（2 分）；能结合语篇或自身经历给出具体例证（2 分）；语言表达流畅、逻辑严密、无重大语法错误（2 分）。 【参考范例】To me, “a man of value” means a person who brings real benefit to others rather than simply chasing fame. My grandmother, who has looked after our family for forty years without complaint, is such a person. Her quiet devotion makes everyone around her feel safe and loved, and that is a value no prize can measure. 6. 读写整合应用文写作（25 分） 【参考范文】 Heroes in Your Eyes The person I admire most is my physics teacher, Mr Chen, who is a quiet man in his fifties with a pair of thick glasses. What makes him great is not any famous discovery, but his patience. Last winter, I could not understand the law of relativity at all, so I stayed behind after class almost every day for two weeks. Mr Chen never showed the least impatience; instead, he explained the same idea again and again with simple drawings until my eyes lit up. Once, he even missed his bus home because of me. To me, greatness means lighting a lamp in someone else's mind, which Mr Chen has done for hundreds of students like me. Whenever I meet a difficulty in my studies, I remember his warm smile, and I am determined to pass that light on to others. 【写作指导】本文为人物介绍类应用文，建议采用三段式：第一段点明人物身份，并用非限制性定语从句补充其外貌特征（如 …, who is a quiet man in his fifties with a pair of thick glasses）；第二段以一件具体小事支撑“耐心”这一品质，避免空泛议论；第三段用 which 引导的非限制性定语从句总结感受、升华主题。语言上可适当使用 with 复合结构、once 引导的时间状语从句以及 determine 相关词块，提升表达层次。 （三）C 组 拓展实践层（选做题参考答案与评分说明） 7.卓越人物双语展板文案参考范例（致敬梅兰芳）： 英文：Mei Lanfang, who devoted more than fifty years of his life to the stage, was a master of Beijing Opera and a true cultural ambassador of China. After eight years of attempts, he succeeded in bringing this ancient art to the United States, where his performances won the hearts of millions. On stage he created beauty; off stage he showed kindness and an unshakable love for his country. His art crossed borders, and his spirit still lights the way for Chinese culture today. 中文：梅兰芳先生一生舞台生涯逾五十载，是京剧艺术大师，也是中华文化的杰出使者。他历经八年努力，终将京剧带上美国舞台，令无数观众为之倾倒。台上他创造美，台下他存仁心、怀家国。艺传四海，风范长存。 8. 生物与医学跨学科探究参考范例： Tu Youyou's discovery of artemisinin shows how traditional wisdom can combine with modern biological methods. In ancient medical records, she noticed that the sweet wormwood was soaked rather than boiled. She realised that high temperature was destroying the active substance, so her team adopted low-temperature extraction, which preserved the chemical properties of the plant. Thanks to this crucial change, a safe and effective medicine was finally obtained after more than 190 failures. 9. 科技辩论会反方发言稿参考范例： Fellow students, our side firmly believes that the human scientific spirit remains irreplaceable. First, although AI can process huge amounts of data at great speed, it has no genuine curiosity and cannot decide which question is worth asking. Tu Youyou, who examined over 2,000 ancient texts, found her key clue by chance — not by calculation. Second, science demands ethical judgement and courage. Her team tested the medicine on themselves, which no machine would ever dare to do. AI is a powerful tool, but it is the human heart that chooses the direction. 10. 身边榜样微访谈参考范例： Our group interviewed Mr Zhang, a sanitation worker who has cleaned our school street for twelve years. Whatever the weather is like, he begins at 4:30 a.m. and keeps the neighbourhood spotless. He told us that he simply wants students to walk to school in a clean place. Although he has never won any prize, his quiet devotion, which lasts day after day, makes him a real person of achievement. Greatness, as Einstein said, is about being a man of value. 11. 人物传记读书报告参考范例： I have just finished reading Steve Jobs by Walter Isaacson, who interviewed Jobs more than forty times and also talked with hundreds of his friends and rivals. The book tells the life story of a man driven to succeed and driven to make perfect products. What impressed me most is that Jobs was never satisfied with “good enough”, which explains both his great achievements and his difficult personality. I would strongly recommend this book, because it shows us that greatness and imperfection can exist in the same person. 【C 组统一评分要点】观点明确、内容切题（2 分）；语言准确、行文连贯（2 分）；能恰当运用本单元词汇与从句结构（2 分）；有个人思考或创意表达（1.5 分）。 七、作业评价标准与多维量规 （一）单元整合作业多元过程性评价表 评价维度 优秀（A：90—100分） 良好（B：75—89分） 合格（C：60—74分） 待改进（D：59分以下） 语言基础运用 （A 组及语法填空） 核心词汇变形全对；非限制性定语从句关系词选用精准，逗号使用规范；答题工整。 词汇变形偶有微疵（1—2 处）；从句关系词基本准确，个别处漏写逗号。 词汇变形失误 3—5 处；that 与 which 混用、关系副词误用较多。 词汇基础薄弱，从句概念模糊，失误超过 6 处。 思维品质与阅读 （第 5 题） 深层推理透彻，主观探究观点独到且论证极具说服力。 能较好理解文章主旨，主观题观点明确，论据较充分。 理解停留在表层信息，主观分析较为简略，缺乏深度。 未能准确理解文本，探究题答非所问或未作答。 读写综合表达 （第 6 题） 紧扣主题；四要点齐全；事例生动；非限制性定语从句运用自然；卷面整洁美观。 要点完整；行文流畅；少量语言瑕疵不影响整体表意。 要点基本齐备；单句居多；语法及拼写错误较多。 要点残缺；词不达意；结构混乱，语言错误严重。 素养拓展与实践 （C 组选做） 积极探索，能熟练运用跨学科知识，见解深刻，富有创意。 认真完成选做任务，逻辑清晰，语言达意，具备良好探究力。 能完成选做任务，但内容平淡，未能很好体现探究精神。 未认真选做，敷衍抄袭，未能达到实践锻炼目标。 自评与同伴评 学生签名：______ 等级认定：______ 同伴签名：______ 修改建议：______ 教师评语：______ 综合赋分：______ 终审日期： 2026 年 ___ 月 ___ 日 （二）高考新课标应用文写作（第 6 题）五档评价量表（满分 25 分） 档次 分值 细 化 评 分 标 准 与 描 述 第五档 21—25 分 完全完成了试题规定的任务。覆盖全部四个写作要点；应用了较多的语法结构和词汇，能自然运用非限制性定语从句；具备较强的语言运用能力，极少语言错误，且仅为尽力使用较复杂结构时所致；有效使用了语句间的连接成分，行文连贯流畅，思想情感积极健康，书写极其规范工整。 第四档 16—20 分 完全完成了试题规定的任务。虽漏掉 1 个次要点，但覆盖主要内容；应用的语法结构和词汇能满足任务需求；有少量语言错误，但不影响理解；使用了简单的语句间连接成分，全文内容连贯；书写规范。 第三档 11—15 分 基本完成了试题规定的任务。虽漏掉一些内容，但覆盖关键要点；应用的语法结构和词汇能满足任务基本要求；有一些语法结构或词汇方面的错误，但不影响整体理解；基本能使用语句间连接成分；整体书写清楚。 第二档 6—10 分 未恰当完成试题规定的任务。漏掉较多主要内容，或写了一些无关内容；语法结构单调，词汇量有限；有较多语法结构或词汇方面的错误，影响了对内容的理解；缺乏语句间的连接成分，行文不够连贯；书写较潦草。 第一档 1—5 分 未完成试题规定的任务。明显遗漏大部分要点，写了许多无关内容；语法结构非常单调，词汇极其贫乏；较多严重语言错误，严重影响理解；毫无条理；书写凌乱。 零分 0 分 未能传达任何有效信息；写的内容与题目要求完全无关或仅照抄试卷其他语篇。 评价说明：1. 本量表总分 25 分，其中内容要点（含四要素覆盖）10 分、语言表达（含从句运用）10 分、篇章结构与书写 5 分；2. 词数不足 80 或超过 140 的，酌情扣 1—2 分；3. 鼓励学生先自评、再互评，最后由教师评定，三次评价结果一并记入单元学习档案。 八、辅助材料 （一）本单元核心词汇与词块速查表（供完成作业时查阅） 类别 词 汇 与 词 块 用 法 提 示 科学探究 crucial / vital crucial 意为“至关重要的”，vital 意为“极其重要的，必不可少的”，两词常与 to／for 连用。 科学探究 objective 形容词“客观的”，名词“目标”；with the objective of doing sth 意为“以……为目标”。 科学探究 evaluate / evaluation evaluate 为动词“评估”，名词形式为 evaluation，注意与 estimate 区分。 科学探究 distinct / distinction distinct 为形容词“截然不同的”，名词 distinction 意为“区别”；make a distinction between 意为“区分”。 科学探究 acknowledge 动词“承认，认可”；acknowledge defeat 意为“认输”，be acknowledged as 意为“被公认为”。 科学探究 obtain / extract / substance obtain 为“获得”，extract 作名词意为“提取物”，作动词意为“提取”，substance 意为“物质”。 科学探究 botanical / properties / liquid botanical 意为“植物的”，properties 意为“性质，特性”，liquid 意为“液体”。 品格精神 committed / commitment be committed to sth／doing sth 意为“致力于”，commitment 为名词“奉献，承诺”。 品格精神 insist on 意为“坚持（做）某事”，后接名词或动名词，如 insist on testing the medicine。 品格精神 circumstance / encounter circumstance 常用复数，under no circumstances 意为“决不”，位于句首引起倒装；encounter 意为“遭遇，偶遇”。 品格精神 gentle / novelist / patent gentle 意为“温和的”，novelist 意为“小说家”，patent 意为“专利”。 品格精神 sum up / by chance / team effort sum up 意为“总结”，by chance 意为“偶然地”，team effort 意为“团队的努力”。 （二）非限制性定语从句用法小结（本单元语法核心） 关系词 使用条件 教材例句 who 先行词指人，在从句中作主语或宾语 Tu Youyou, who was awarded the Nobel Prize, is a committed scientist. whom 先行词指人，在从句中作宾语（可用 who 替代） Lincoln, whom he admired, inspired his Three Principles. whose 表示所属关系，指人或物 Linda, whose circumstances are beyond our control, needs help. which 先行词指物，或指代前面整个主句 He tested the medicine on patients, most of whom recovered. where 先行词表地点，从句不缺主宾语 Tu Youyou went to Hainan, where malaria was more common. 介词＋which／whom 从句中需要介词时，可前置到关系词前 He evaluated 280,000 plants, from which 380 treatments were found. 特别提醒 非限制性定语从句不可用 that 引导；从句与主句之间必须用逗号隔开；which 指代整句时不可换成 what Einstein had to flee Germany, where Hitler was in power.（不可用 that） （本作业依据人教版（2019）选择性必修第一册 Unit 1 教材内容原创设计，语篇素材为原创或改编，仅供教学使用。） 第 页 共 页 学科网（北京）股份有限公司 $ 石家庄市桥西区高二英语第一学期单元作业设计 （人教版选择性必修第一册 Unit 1 People of Achievement） 1、 作业内容 （一）A 组 基础巩固层（必做，建议用时 15 分钟，共 30 分） 1. 核心词汇语境填空：用括号内所给单词的适当形式填空，或在空白处填入 1 个适当的单词。（每小题 1 分，共 10 分） （1）Instead of boiling the sweet wormwood, the team used a lower temperature ______ (obtain) the extract that worked. （2）High temperature apparently destroyed the ______ (botany) properties of the plant. （3）Tu Youyou's team spent years ______ (evaluate) 280,000 plants for their medical properties. （4）There is a clear ______ (distinct) between these two substances, so they should not be mixed. （5）Tu Youyou's ______ (commit) to medical research has inspired generations of young scientists. （6）Although the project got stuck again and again, she would not ______ (acknowledge) defeat. （7）______ (apparent), the boiling process had destroyed the active substance in the plant. （8）The team ______ (insist) on testing the medicine on themselves to make sure it was safe. （9）Under no ______ (circumstance) should a scientist fake experimental data. （10）Einstein often ______ (encounter) people on the street who asked him to explain things. 2. 单元核心词块运用：从方框中选择合适的短语并用其正确形式填空，其中有两项为多余项。（每小题 1 分，共 5分） insist on sum up by chance team effort acknowledge ... as lead to in the face of come across （1）Tu Youyou ______ one of the greatest scientists of our time, and her modesty has impressed the world. （2）According to Tu Youyou herself, the discovery of artemisinin was a ______ rather than the work of a single person. （3）While analysing the ancient medical texts, she found the key sentence ______. （4）The team ______ testing the medicine on themselves to make sure that it was safe. （5）At the end of the class, the teacher asked us to ______ what we had learnt about greatness. 3. 单元语法专项：非限制性定语从句（共 10 分） （1）用非限制性定语从句合并下列句子。（每小题 2 分，共 5 分） ①We were very impressed by the old man. He was not willing to acknowledge defeat. _______________________________________________________________________ ②Afterwards, Einstein had to flee Germany. Hitler was in power there. _______________________________________________________________________ ③There is nothing we can do to help Linda. Her circumstances are beyond our control. _______________________________________________________________________ ④The teacher asked us to listen to a speech by J.K. Rowling. It inspired us a lot. _______________________________________________________________________ ⑤The building under construction was designed by I.M. Pei. He was born in Guangzhou, China. _______________________________________________________________________ （2）阅读下面短文，在空白处填入适当的关系代词或关系副词。（每小题 1 分，共 5 分） Sun Yat-sen (1866—1925) was widely considered to be the founder and forerunner of modern China. He was only in power for a short time, when he was president of the country in 1912. So it may seem odd to some people (1) ______ knowledge of China may be limited that he is such an important figure. However, his influence is not based on his time in office, but on his continuous struggle for a better society and his concern for all Chinese people. He also put forward many advanced ideas (2) ______ brought the Chinese people together, in particular, the Three Principles of the People. These principles were inspired by Lincoln, (3) ______ he admired, and were developed when he was travelling overseas, (4) ______ he went to find support for his country. The first principle is about nationalism, (5) ______ indicates that China should never be divided and should not be under any foreign control. （二）B 组 能力提升层（必做，建议用时 20 分钟，共 55 分） （原创）4. 语法填空　阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。（每小题 1.5 分，共 15 分） Tu Youyou, (1) ______ was awarded the 2015 Nobel Prize for Physiology or Medicine, is a committed and patient scientist. Her research led to the discovery of artemisinin, (2) ______ has saved hundreds of thousands of lives and improved health for millions of people. In 1969, she became the head of a project (3) ______ (aim) at finding a new treatment for malaria. Her team examined over 2,000 old medical texts and evaluated 280,000 plants, from (4) ______ they discovered and tested 380 distinct ancient treatments. One medical text suggested using the extract from sweet wormwood to treat a fever. However, boiling the plant (5) ______ (apparent) destroyed its medical properties, so their project got stuck. Tu Youyou analysed the texts again and, (6) ______ chance, found one sentence suggesting a different way. She concluded (7) ______ using a lower temperature could draw out the extract. After (8) ______ (fail) more than 190 times, the team finally succeeded in 1971. They even insisted on testing the medicine on (9) ______ (they) to make sure that it was safe. According to Tu Youyou, the discovery was a team effort. “The honour is not just mine,” she said. “There is a team behind me, and all the people of my country.” Her story shows us (10) ______ persistence and teamwork can achieve. （原创）5. 阅读理解（主题拓展：Heroes in Your Eyes）阅读下列短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。（第（1）—（3）题每题 3 分，第（4）题为开放探究题 6 分，共 15 分） When we hear the word “hero”, we usually picture someone like Tu Youyou or Albert Einstein — people whose names are printed in textbooks. But ask a group of teenagers who their heroes are, and the answers may surprise you. A girl in Shijiazhuang said that her hero was her grandmother, who had raised three children alone after her husband passed away. A boy mentioned his maths teacher, who stayed after school every day to help students who were struggling. Dr Liu, a sociologist at a university in Beijing, has spent ten years studying how young people understand greatness. Her research, which was published last year, shows that teenagers' ideas of heroism have changed a lot over the past twenty years. “Twenty years ago, most students chose scientists, soldiers or film stars,” she explains. “Today, more and more of them choose people they actually know — a parent, a neighbour, or a volunteer in their community.” This change, according to Dr Liu, is not a sign that young people have lower ambitions. Instead, it suggests that they are learning to see greatness in ordinary life. A person does not have to win a Nobel Prize to be great. What matters is whether he or she keeps doing the right thing, day after day, even when nobody is watching. Take Wang Shun, a delivery worker in Hangzhou, as an example. For eight years, he has delivered packages in the same neighbourhood, and he knows almost every elderly person on his route by name. During the pandemic, he bought medicine and vegetables for those who could not go out. Nobody asked him to do this, and he received no reward. When a reporter interviewed him, he simply said, “They are like my own grandparents.” Stories like Wang Shun's remind us that greatness is not only about what we achieve, but also about how we treat others. Tu Youyou saved millions of lives with a single discovery, which is certainly great. Yet the delivery worker who remembers an old lady's medicine, or the teacher who stays late to explain a difficult question, is also making the world a little better. Perhaps that is the real meaning of Einstein's words: “Try to become not a man of success, but try rather to become a man of value.” （1）What does the author suggest by mentioning the girl and the boy in paragraph 1? A. Teenagers today know little about famous scientists. B. Teenagers' heroes are often people around them. C. Teenagers prefer to talk with their family members. D. Teenagers are no longer interested in traditional heroes. （2）What can we learn about Dr Liu's research? A. It has lasted for more than twenty years. B. It was mainly carried out among university students. C. It shows a change in young people's idea of heroism. D. It proves that teenagers today have lower ambitions. （3）Why is Wang Shun mentioned in the passage? A. To show that delivery workers work very hard. B. To give an example of greatness in ordinary life. C. To explain how the pandemic changed people's daily lives. D. To encourage readers to take care of elderly people. （4）（探究题）The passage ends with Einstein's words: “Try to become not a man of success, but try rather to become a man of value.” Based on the passage and your own experience, what does “a man of value” mean to you? Write 40—60 words to explain your understanding. （原创）6. 读写整合应用文写作（高考新课标书面表达）（25 分） 假定你是李华，你校英文报正在举办以 “Heroes in Your Eyes” 为题的征文活动。请你写一篇 100 词左右的英语短文投稿，介绍一位你最敬佩的人（可以是屠呦呦、爱因斯坦、郎平等卓越人物，也可以是你身边的普通人，如父母、老师、邻居等）。 要求（参照教材写作要点）： (1) 描写他／她的外貌与性格； (2) 讲述一段他／她感人的生平故事或经历； (3) 说明他／她为何伟大； (4) 总结你对他／她的情感。 注意：1. 词数 100 左右；2. 可适当增加细节，以使行文连贯；3. 文中不得出现真实的人名、校名；4. 鼓励恰当运用非限制性定语从句和本单元核心词块。 Heroes in Your Eyes （三）C 组 拓展实践层（必做题+选做题，每题5分，共三题，共15分） （开放题）7.项目式学习实践（必做题）：设计“卓越人物文化墙”双语展板文案（5分） 【背景情境】学校将在教学楼连廊设立 “Hall of Achievements”（卓越人物文化墙）。 【任务要求】请选择一位卓越人物（如屠呦呦、钱学森、邓稼先、袁隆平、郎平等，可参考教材 Video Time 板块），为展板撰写一段精练优美的双语宣介词（英文不少于 60 词，中文不少于 50 字），包含人物核心事迹、卓越品质、经典名言或颁奖词，兼顾中英双语的文学色彩与思想深度。 选做题，每题5分，共10分。 【选做指南】以下四道特色任务旨在培养批判性思维、跨学科素养与社会探究能力。请根据你的兴趣特长自主选做两题，完成后在班级英语角或学习小组内交流展示。 （跨学科题）8. 生物与医学跨学科探究：青蒿素提取工艺的科学小报告（70—90 词） 【背景情境】结合高中生物学“植物有效成分的提取”相关知识及本单元课文 Tu Youyou Awarded Nobel Prize，用英语写一份关于青蒿素提取工艺突破的微报告。 【任务要求】 (1) 阐明屠呦呦团队采用“低温提取法（low-temperature extraction）”解决青蒿素活性受损这一关键难题的原理； (2) 至少使用 4 个本单元核心词汇或词块（如 crucial, extract, properties, substance, be committed to, in spite of 等），并在文中用下划线标出； (3) 词数 70—90 词。 （新情境题）9. 科技辩论会发言稿：AI 时代还需要“科学家精神”吗？（80—100 词） 【背景情境】校科技文化节正举办“AI 与人类未来”青年英语辩论赛。正方辩题为 “Artificial Intelligence Will Replace Traditional Scientists”，反方辩题为 “The Human Scientific Spirit Remains Irreplaceable”。 【任务要求】请以反方一辩身份撰写一段辩论发言稿。要求立场鲜明，结合科学家的独特品质（如好奇心、直觉、伦理担当、团队协作等）提出至少两条有力论据，并结合本单元屠呦呦或爱因斯坦的事例加以支撑，语言生动富有说服力。 （探究题）10. 身边榜样微访谈：平凡生活中的“无名英雄”（访谈小结 80 词左右） 【背景情境】卓越人物不仅是教科书里的科学大师，也包括在平凡岗位上默默奉献的人（如乡村教师、社区医生、快递员、环卫工人等）。 【任务要求】请与小组成员协作，访谈身边一位让你敬佩的劳动者，用英语写一份访谈小结。内容包含：1. 人物身份与日常工作；2. 最打动你的奉献品质；3. 为什么你认为他／她同样称得上 “a person of achievement”。要求至少使用5个单元词汇和 1 个非限制性定语从句。 （探究题）11. 人物传记读书报告（对应教材 Project: Prepare a book report）（100 词左右） 【任务要求】选择一部卓越人物的传记或自传（可参考教材推荐书目：Cao Xueqin Biography、《假如给我三天光明》、Steve Jobs 等），用英语撰写一份简要的读书报告，内容包括：1. 书名与作者；2. 传主的生平与主要贡献；3. 这本书最打动你的地方；4. 你对本书的总体评价以及是否推荐给他人阅读。 二、参考答案与详细解析 （一）A 组 基础巩固层 1. 核心词汇语境填空（每小题 1 分，共 10 分） （1）to obtain　【解析】use sth to do sth，动词不定式表示目的，意为“用较低的温度来获取有效提取物”。 （2）botanical　【解析】修饰名词 properties 需用形容词，botany 的形容词形式为 botanical（植物的）。 （3）evaluating　【解析】spend time (in) doing sth 为固定结构，故用动名词 evaluating。 （4）distinction　【解析】形容词 clear 修饰名词，distinct 的名词形式为 distinction（区别，差别）。 （5）commitment　【解析】形容词性物主代词 Tu Youyou's 后接名词，commit 的名词形式为 commitment（奉献，承诺）。 （6）acknowledge　【解析】would not 后接动词原形，acknowledge defeat 意为“认输”，为课文原句表达。 （7）Apparently　【解析】位于句首修饰整个句子需用副词，注意首字母大写。 （8）insisted　【解析】叙述 1971 年前后的历史事实，用一般过去时；insist on doing sth 意为“坚持做某事”。 （9）circumstances　【解析】under no circumstances 为固定短语，意为“在任何情况下都不”，位于句首引起部分倒装，须用复数形式。 （10）encountered　【解析】根据课文语境叙述过去发生之事，用一般过去时 encountered（偶遇，遇到）。 2. 单元核心词块运用（每小题 1 分，共5分） （1）is acknowledged as　【解析】be acknowledged as 意为“被公认为”，结合后半句 has impressed 可知用一般现在时，主语为单数。 （2）team effort　【解析】a team effort 意为“团队的努力”，与 rather than the work of a single person 形成对照，为课文原句表达。 （3）by chance　【解析】by chance 意为“偶然地”，作状语修饰 found，对应课文 “by chance, she found one sentence”。 （4）insisted on　【解析】insist on doing sth 意为“坚持做某事”，此处叙述过去事实，用过去式。 （5）sum up　【解析】ask sb to do sth，sum up 意为“总结，概括”，符合课堂总结的语境。 【多余选项】lead to, in the face of, come across 未被使用。 3. 单元语法专项：非限制性定语从句（共 15 分） （一）用非限制性定语从句合并句子（每小题 2 分，共 10 分） （1）We were very impressed by the old man, who was not willing to acknowledge defeat. （2）Afterwards, Einstein had to flee Germany, where Hitler was in power. （3）There is nothing we can do to help Linda, whose circumstances are beyond our control. （4）The teacher asked us to listen to a speech by J.K. Rowling, which inspired us a lot. （5）The building under construction was designed by I.M. Pei, who was born in Guangzhou, China. 【解析】非限制性定语从句与主句之间必须用逗号隔开，且不能用 that 引导。第（2）题先行词 Germany 为地点，从句不缺主宾语，故用关系副词 where；第（3）题 circumstances 与 Linda 构成所属关系，用 whose；第（4）题 which 指代前面整个主句的内容，不能用 what；第（5）题先行词指人且在从句中作主语，用 who。 （二）短文关系词填空（每小题 1 分，共 5 分） （1）whose　【解析】修饰 knowledge，与 some people 构成所属关系，用关系代词 whose。 （2）that／which　【解析】此处为限制性定语从句（无逗号），先行词 ideas 指物且在从句中作主语，用 that 或 which。 （3）whom　【解析】非限制性定语从句，先行词 Lincoln 指人且在从句中作 admired 的宾语，用 whom（也可用 who）。 （4）where　【解析】先行词 overseas 表地点，从句 he went to find support 结构完整，故用关系副词 where。 （5）which　【解析】非限制性定语从句，先行词为 nationalism，从句缺主语，用 which，不能用 that。 （二）B 组 能力提升层 4. 语法填空（每小题 1.5 分，共 15 分） （1）who　【解析】非限制性定语从句，先行词 Tu Youyou 指人且在从句中作主语，用关系代词 who，不可用 that。 （2）which　【解析】非限制性定语从句，先行词 artemisinin 指物且在从句中作主语，用 which。 （3）aimed　【解析】project 与 aim 为逻辑上的被动关系，过去分词短语 aimed at 作后置定语，意为“旨在……的项目”。 （4）which　【解析】“介词＋关系代词”引导非限制性定语从句，先行词为 280,000 plants，指物，故用 from which。 （5）apparently　【解析】修饰动词 destroyed 需用副词 apparently（显然）。 （6）by　【解析】by chance 为固定短语，意为“偶然地”。 （7）that　【解析】conclude 后接宾语从句，从句 using a lower temperature could draw out the extract 结构完整，用连接词 that。 （8）failing　【解析】介词 after 后接动名词，故用 failing。 （9）themselves　【解析】test sth on oneself 意为“在自己身上试验”，主语为 they，故用反身代词 themselves。 （10）what　【解析】shows us 后接宾语从句，从句中 achieve 缺少宾语，表示“什么”，用连接代词 what。 5. 阅读理解（第（1）—（3）题每题 3 分，第（4）题 6 分，共 15 分） （1）B　【解析】推理判断题。第一段列举两位青少年心中的英雄——奶奶和数学老师，均为其身边的人，作者借此引出“青少年的英雄往往是身边人”这一话题，故选 B。 （2）C　【解析】细节理解题。第二段明确指出 Dr Liu 的研究表明 “teenagers' ideas of heroism have changed a lot over the past twenty years”，即青少年对英雄主义的理解发生了变化，故选 C。A 项混淆了“研究历时十年”与“观念变化二十年”；D 项与第三段 “not a sign that young people have lower ambitions” 相反。 （3）B　【解析】写作意图题。作者以快递员王顺为例，说明平凡岗位上的坚守同样伟大，用以支撑“伟大不只在成就，更在如何待人”这一论点，故选 B。 （4）探究题（开放探究 6 分） 【评分标准】准确理解 Einstein 名言的内涵（2 分）；能结合语篇或自身经历给出具体例证（2 分）；语言表达流畅、逻辑严密、无重大语法错误（2 分）。 【参考范例】To me, “a man of value” means a person who brings real benefit to others rather than simply chasing fame. My grandmother, who has looked after our family for forty years without complaint, is such a person. Her quiet devotion makes everyone around her feel safe and loved, and that is a value no prize can measure. 6. 读写整合应用文写作（25 分） 【参考范文】 Heroes in Your Eyes The person I admire most is my physics teacher, Mr Chen, who is a quiet man in his fifties with a pair of thick glasses. What makes him great is not any famous discovery, but his patience. Last winter, I could not understand the law of relativity at all, so I stayed behind after class almost every day for two weeks. Mr Chen never showed the least impatience; instead, he explained the same idea again and again with simple drawings until my eyes lit up. Once, he even missed his bus home because of me. To me, greatness means lighting a lamp in someone else's mind, which Mr Chen has done for hundreds of students like me. Whenever I meet a difficulty in my studies, I remember his warm smile, and I am determined to pass that light on to others. 【写作指导】本文为人物介绍类应用文，建议采用三段式：第一段点明人物身份，并用非限制性定语从句补充其外貌特征（如 …, who is a quiet man in his fifties with a pair of thick glasses）；第二段以一件具体小事支撑“耐心”这一品质，避免空泛议论；第三段用 which 引导的非限制性定语从句总结感受、升华主题。语言上可适当使用 with 复合结构、once 引导的时间状语从句以及 determine 相关词块，提升表达层次。 （三）C 组 拓展实践层（选做题参考答案与评分说明） 7.卓越人物双语展板文案参考范例（致敬梅兰芳）： 英文：Mei Lanfang, who devoted more than fifty years of his life to the stage, was a master of Beijing Opera and a true cultural ambassador of China. After eight years of attempts, he succeeded in bringing this ancient art to the United States, where his performances won the hearts of millions. On stage he created beauty; off stage he showed kindness and an unshakable love for his country. His art crossed borders, and his spirit still lights the way for Chinese culture today. 中文：梅兰芳先生一生舞台生涯逾五十载，是京剧艺术大师，也是中华文化的杰出使者。他历经八年努力，终将京剧带上美国舞台，令无数观众为之倾倒。台上他创造美，台下他存仁心、怀家国。艺传四海，风范长存。 8. 生物与医学跨学科探究参考范例： Tu Youyou's discovery of artemisinin shows how traditional wisdom can combine with modern biological methods. In ancient medical records, she noticed that the sweet wormwood was soaked rather than boiled. She realised that high temperature was destroying the active substance, so her team adopted low-temperature extraction, which preserved the chemical properties of the plant. Thanks to this crucial change, a safe and effective medicine was finally obtained after more than 190 failures. 9. 科技辩论会反方发言稿参考范例： Fellow students, our side firmly believes that the human scientific spirit remains irreplaceable. First, although AI can process huge amounts of data at great speed, it has no genuine curiosity and cannot decide which question is worth asking. Tu Youyou, who examined over 2,000 ancient texts, found her key clue by chance — not by calculation. Second, science demands ethical judgement and courage. Her team tested the medicine on themselves, which no machine would ever dare to do. AI is a powerful tool, but it is the human heart that chooses the direction. 10. 身边榜样微访谈参考范例： Our group interviewed Mr Zhang, a sanitation worker who has cleaned our school street for twelve years. Whatever the weather is like, he begins at 4:30 a.m. and keeps the neighbourhood spotless. He told us that he simply wants students to walk to school in a clean place. Although he has never won any prize, his quiet devotion, which lasts day after day, makes him a real person of achievement. Greatness, as Einstein said, is about being a man of value. 11. 人物传记读书报告参考范例： I have just finished reading Steve Jobs by Walter Isaacson, who interviewed Jobs more than forty times and also talked with hundreds of his friends and rivals. The book tells the life story of a man driven to succeed and driven to make perfect products. What impressed me most is that Jobs was never satisfied with “good enough”, which explains both his great achievements and his difficult personality. I would strongly recommend this book, because it shows us that greatness and imperfection can exist in the same person. 【C 组统一评分要点】观点明确、内容切题（2 分）；语言准确、行文连贯（2 分）；能恰当运用本单元词汇与从句结构（2 分）；有个人思考或创意表达（1.5 分）。 第 页 共 页 学科网（北京）股份有限公司 $ 石家庄市桥西区高二英语第一学期单元作业设计 （人教版选择性必修第一册 Unit 1 People of Achievement） （一）A 组 基础巩固层（必做，建议用时 15 分钟，共 30 分） 1. 核心词汇语境填空：用括号内所给单词的适当形式填空，或在空白处填入 1 个适当的单词。（每小题 1 分，共 10 分） （1）Instead of boiling the sweet wormwood, the team used a lower temperature ______ (obtain) the extract that worked. （2）High temperature apparently destroyed the ______ (botany) properties of the plant. （3）Tu Youyou's team spent years ______ (evaluate) 280,000 plants for their medical properties. （4）There is a clear ______ (distinct) between these two substances, so they should not be mixed. （5）Tu Youyou's ______ (commit) to medical research has inspired generations of young scientists. （6）Although the project got stuck again and again, she would not ______ (acknowledge) defeat. （7）______ (apparent), the boiling process had destroyed the active substance in the plant. （8）The team ______ (insist) on testing the medicine on themselves to make sure it was safe. （9）Under no ______ (circumstance) should a scientist fake experimental data. （10）Einstein often ______ (encounter) people on the street who asked him to explain things. 2. 单元核心词块运用：从方框中选择合适的短语并用其正确形式填空，其中有两项为多余项。（每小题 1 分，共 5分） insist on sum up by chance team effort acknowledge ... as lead to in the face of come across （1）Tu Youyou ______ one of the greatest scientists of our time, and her modesty has impressed the world. （2）According to Tu Youyou herself, the discovery of artemisinin was a ______ rather than the work of a single person. （3）While analysing the ancient medical texts, she found the key sentence ______. （4）The team ______ testing the medicine on themselves to make sure that it was safe. （5）At the end of the class, the teacher asked us to ______ what we had learnt about greatness. 3. 单元语法专项：非限制性定语从句（共 10 分） （1）用非限制性定语从句合并下列句子。（每小题 2 分，共 5 分） ①We were very impressed by the old man. He was not willing to acknowledge defeat. _______________________________________________________________________ ②Afterwards, Einstein had to flee Germany. Hitler was in power there. _______________________________________________________________________ ③There is nothing we can do to help Linda. Her circumstances are beyond our control. _______________________________________________________________________ ④The teacher asked us to listen to a speech by J.K. Rowling. It inspired us a lot. _______________________________________________________________________ ⑤The building under construction was designed by I.M. Pei. He was born in Guangzhou, China. _______________________________________________________________________ （2）阅读下面短文，在空白处填入适当的关系代词或关系副词。（每小题 1 分，共 5 分） Sun Yat-sen (1866—1925) was widely considered to be the founder and forerunner of modern China. He was only in power for a short time, when he was president of the country in 1912. So it may seem odd to some people (1) ______ knowledge of China may be limited that he is such an important figure. However, his influence is not based on his time in office, but on his continuous struggle for a better society and his concern for all Chinese people. He also put forward many advanced ideas (2) ______ brought the Chinese people together, in particular, the Three Principles of the People. These principles were inspired by Lincoln, (3) ______ he admired, and were developed when he was travelling overseas, (4) ______ he went to find support for his country. The first principle is about nationalism, (5) ______ indicates that China should never be divided and should not be under any foreign control. （二）B 组 能力提升层（必做，建议用时 20 分钟，共 55 分） （原创）4. 语法填空　阅读下面短文，在空白处填入 1 个适当的单词或括号内单词的正确形式。（每小题 1.5 分，共 15 分） Tu Youyou, (1) ______ was awarded the 2015 Nobel Prize for Physiology or Medicine, is a committed and patient scientist. Her research led to the discovery of artemisinin, (2) ______ has saved hundreds of thousands of lives and improved health for millions of people. In 1969, she became the head of a project (3) ______ (aim) at finding a new treatment for malaria. Her team examined over 2,000 old medical texts and evaluated 280,000 plants, from (4) ______ they discovered and tested 380 distinct ancient treatments. One medical text suggested using the extract from sweet wormwood to treat a fever. However, boiling the plant (5) ______ (apparent) destroyed its medical properties, so their project got stuck. Tu Youyou analysed the texts again and, (6) ______ chance, found one sentence suggesting a different way. She concluded (7) ______ using a lower temperature could draw out the extract. After (8) ______ (fail) more than 190 times, the team finally succeeded in 1971. They even insisted on testing the medicine on (9) ______ (they) to make sure that it was safe. According to Tu Youyou, the discovery was a team effort. “The honour is not just mine,” she said. “There is a team behind me, and all the people of my country.” Her story shows us (10) ______ persistence and teamwork can achieve. （原创）5. 阅读理解（主题拓展：Heroes in Your Eyes）阅读下列短文，从每题所给的 A、B、C、D 四个选项中选出最佳选项。（第（1）—（3）题每题 3 分，第（4）题为开放探究题 6 分，共 15 分） When we hear the word “hero”, we usually picture someone like Tu Youyou or Albert Einstein — people whose names are printed in textbooks. But ask a group of teenagers who their heroes are, and the answers may surprise you. A girl in Shijiazhuang said that her hero was her grandmother, who had raised three children alone after her husband passed away. A boy mentioned his maths teacher, who stayed after school every day to help students who were struggling. Dr Liu, a sociologist at a university in Beijing, has spent ten years studying how young people understand greatness. Her research, which was published last year, shows that teenagers' ideas of heroism have changed a lot over the past twenty years. “Twenty years ago, most students chose scientists, soldiers or film stars,” she explains. “Today, more and more of them choose people they actually know — a parent, a neighbour, or a volunteer in their community.” This change, according to Dr Liu, is not a sign that young people have lower ambitions. Instead, it suggests that they are learning to see greatness in ordinary life. A person does not have to win a Nobel Prize to be great. What matters is whether he or she keeps doing the right thing, day after day, even when nobody is watching. Take Wang Shun, a delivery worker in Hangzhou, as an example. For eight years, he has delivered packages in the same neighbourhood, and he knows almost every elderly person on his route by name. During the pandemic, he bought medicine and vegetables for those who could not go out. Nobody asked him to do this, and he received no reward. When a reporter interviewed him, he simply said, “They are like my own grandparents.” Stories like Wang Shun's remind us that greatness is not only about what we achieve, but also about how we treat others. Tu Youyou saved millions of lives with a single discovery, which is certainly great. Yet the delivery worker who remembers an old lady's medicine, or the teacher who stays late to explain a difficult question, is also making the world a little better. Perhaps that is the real meaning of Einstein's words: “Try to become not a man of success, but try rather to become a man of value.” （1）What does the author suggest by mentioning the girl and the boy in paragraph 1? A. Teenagers today know little about famous scientists. B. Teenagers' heroes are often people around them. C. Teenagers prefer to talk with their family members. D. Teenagers are no longer interested in traditional heroes. （2）What can we learn about Dr Liu's research? A. It has lasted for more than twenty years. B. It was mainly carried out among university students. C. It shows a change in young people's idea of heroism. D. It proves that teenagers today have lower ambitions. （3）Why is Wang Shun mentioned in the passage? A. To show that delivery workers work very hard. B. To give an example of greatness in ordinary life. C. To explain how the pandemic changed people's daily lives. D. To encourage readers to take care of elderly people. （4）（探究题）The passage ends with Einstein's words: “Try to become not a man of success, but try rather to become a man of value.” Based on the passage and your own experience, what does “a man of value” mean to you? Write 40—60 words to explain your understanding. （原创）6. 读写整合应用文写作（高考新课标书面表达）（25 分） 假定你是李华，你校英文报正在举办以 “Heroes in Your Eyes” 为题的征文活动。请你写一篇 100 词左右的英语短文投稿，介绍一位你最敬佩的人（可以是屠呦呦、爱因斯坦、郎平等卓越人物，也可以是你身边的普通人，如父母、老师、邻居等）。 要求（参照教材写作要点）： (1) 描写他／她的外貌与性格； (2) 讲述一段他／她感人的生平故事或经历； (3) 说明他／她为何伟大； (4) 总结你对他／她的情感。 注意：1. 词数 100 左右；2. 可适当增加细节，以使行文连贯；3. 文中不得出现真实的人名、校名；4. 鼓励恰当运用非限制性定语从句和本单元核心词块。 Heroes in Your Eyes （三）C 组 拓展实践层（必做题+选做题，每题5分，共三题，共15分） （开放题）7.项目式学习实践（必做题）：设计“卓越人物文化墙”双语展板文案（5分） 【背景情境】学校将在教学楼连廊设立 “Hall of Achievements”（卓越人物文化墙）。 【任务要求】请选择一位卓越人物（如屠呦呦、钱学森、邓稼先、袁隆平、郎平等，可参考教材 Video Time 板块），为展板撰写一段精练优美的双语宣介词（英文不少于 60 词，中文不少于 50 字），包含人物核心事迹、卓越品质、经典名言或颁奖词，兼顾中英双语的文学色彩与思想深度。 选做题，每题5分，共10分。 【选做指南】以下四道特色任务旨在培养批判性思维、跨学科素养与社会探究能力。请根据你的兴趣特长自主选做两题，完成后在班级英语角或学习小组内交流展示。 （跨学科题）8. 生物与医学跨学科探究：青蒿素提取工艺的科学小报告（70—90 词） 【背景情境】结合高中生物学“植物有效成分的提取”相关知识及本单元课文 Tu Youyou Awarded Nobel Prize，用英语写一份关于青蒿素提取工艺突破的微报告。 【任务要求】 (1) 阐明屠呦呦团队采用“低温提取法（low-temperature extraction）”解决青蒿素活性受损这一关键难题的原理； (2) 至少使用 4 个本单元核心词汇或词块（如 crucial, extract, properties, substance, be committed to, in spite of 等），并在文中用下划线标出； (3) 词数 70—90 词。 （新情境题）9. 科技辩论会发言稿：AI 时代还需要“科学家精神”吗？（80—100 词） 【背景情境】校科技文化节正举办“AI 与人类未来”青年英语辩论赛。正方辩题为 “Artificial Intelligence Will Replace Traditional Scientists”，反方辩题为 “The Human Scientific Spirit Remains Irreplaceable”。 【任务要求】请以反方一辩身份撰写一段辩论发言稿。要求立场鲜明，结合科学家的独特品质（如好奇心、直觉、伦理担当、团队协作等）提出至少两条有力论据，并结合本单元屠呦呦或爱因斯坦的事例加以支撑，语言生动富有说服力。 （探究题）10. 身边榜样微访谈：平凡生活中的“无名英雄”（访谈小结 80 词左右） 【背景情境】卓越人物不仅是教科书里的科学大师，也包括在平凡岗位上默默奉献的人（如乡村教师、社区医生、快递员、环卫工人等）。 【任务要求】请与小组成员协作，访谈身边一位让你敬佩的劳动者，用英语写一份访谈小结。内容包含：1. 人物身份与日常工作；2. 最打动你的奉献品质；3. 为什么你认为他／她同样称得上 “a person of achievement”。要求至少使用5个单元词汇和 1 个非限制性定语从句。 （探究题）11. 人物传记读书报告（对应教材 Project: Prepare a book report）（100 词左右） 【任务要求】选择一部卓越人物的传记或自传（可参考教材推荐书目：Cao Xueqin Biography、《假如给我三天光明》、Steve Jobs 等），用英语撰写一份简要的读书报告，内容包括：1. 书名与作者；2. 传主的生平与主要贡献；3. 这本书最打动你的地方；4. 你对本书的总体评价以及是否推荐给他人阅读。 第 页 共 页 学科网（北京）股份有限公司 $