Unit 1 Laugh out loud!（复习讲义）英语外研版选择性必修第一册

该高中英语复习讲义围绕“人与自我——积极生活态度”主题，通过语篇复盘表格、核心词汇分类精讲框架及非限制性定语从句对比表格，构建“主题意义-语篇结构-语言知识-语用能力”的系统复习体系，清晰呈现核心词汇在真实语境中的运用和定语从句区分等重难点的内在联系。 讲义亮点在于“问题导向-迁移应用”设计，针对学生混淆-ed/-ing形容词等学情，通过“教材语境-用法辨析-即时小练”（如amuse的填空练习）提升语言能力；写作任务提供结构支架，要求用2处非限制性定语从句介绍幽默人物，培养思维品质。练习题覆盖词汇、语法、阅读和微写作，助力分层教学，支持学生自主复习与教师精准教学。

外研版选择性必修第一册Unit 1 Laugh out loud!（复习讲义） 复习要点 1. 围绕“人与自我——积极的生活态度”理解幽默的社会与情感价值。 2. 复盘 The best medicine 与 Looking on the bright side 的结构、观点和语言。 3. 掌握核心词汇、主题表达和非限制性定语从句。 4. 能用80—100词介绍喜剧演员或幽默人物。 复习重难点 重点：在真实语境中准确使用核心词汇和非限制性定语从句。 难点：区分限制性/非限制性定语从句，并将幽默的“娱乐功能”提升为“态度与价值”的表达。 学情诊断 常见问题：只记中文词义；混淆 -ed/-ing 形容词；误用 that 或省略非限制性从句关系词；阅读只定位原句、不概括论证；写作中人物信息堆砌、缺少评价。 一、单元语篇复盘：从“发笑”走向“积极生活态度” 1. The best medicine 语篇情境 儿童医院候诊区；患儿、家属、医护人员共同面对焦虑与疼痛。 人物与动机 Larry是一名clown doctor，希望通过专业、敏感的幽默改善儿童的就医体验。 行动链 观察情绪 → 与医护沟通 → 魔术/气球/夸张表演 → 转移注意 → 缓解紧张。 主题意义 幽默不是医疗的替代品，而是体现关怀、恢复联结和增强应对力量的方式。 【关键句】 People sit in the waiting area, looking through old magazines, all of which have been read many times. 【长难句抓手】主句 + 现在分词作伴随状语 + “all of which”引导非限制性定语从句。 【课堂追问】Why is a clown doctor's work more than simple entertainment? 2. Looking on the bright side Mark Twain 以wit和satire把幽默与严肃信息结合，用轻松语言揭示社会与人生。 Lin Yutang 以中英文写作传播中国哲学和生活智慧，幽默体现其开放、从容的人生态度。 共同点 幽默不是逃避现实，而是重新理解现实、保持乐观并与读者建立联系。 阅读策略 由事例和引语推断态度；区分“事实信息”与“作者评价”；概括共同主题。 【结构复盘】提出观点（幽默的重要性）→ 人物例证（Twain / Lin）→ 回扣主题（复杂生活中保持热情）。 【迁移任务】用一句非限制性定语从句概括其中一位作家与幽默的关系。 知识点1：核心词汇精讲（一） amusement / amuse：从“娱乐”到情绪反应 【教材语境】教材语境：an amusement park；小丑医生通过幽默减轻儿童在医院中的紧张与无聊。 1. amusement n. 娱乐；消遣；愉悦。常用：to one's amusement（令某人感到好笑的是），in amusement（开心地）。 2. amuse vt. 逗笑；使愉快；amused 表示“感到好笑的”，amusing 表示“令人发笑的”。 3. 易错提醒：人作主语常用 amused；事物或活动作主语、定语时常用 amusing。 【即时小练】To our ______, the boy told an ______ story, and even the nervous patients felt ______.（amuse） entertain：不只是“娱乐节目” 【教材语境】教材语境：Being a clown doctor means helping people by entertaining them. 1. entertain vt. 使快乐；招待。常用：entertain sb with sth（用某事物使某人快乐）。 2. entertainment n. 娱乐；娱乐活动；entertaining adj. 有趣的、令人愉快的；entertainer n. 表演者。 3. 迁移表达：The story is entertaining, but it also conveys a serious message. 【即时小练】The performer ______ the children with a magic trick, providing both ______ and comfort.（entertain） examine：检查、审视与考试 【教材语境】教材语境：医生检查受伤儿童，小丑医生则设法转移其注意力。 1. examine vt. 检查身体；仔细审视；考查。examination n. 检查；考试。 2. examine 强调系统、仔细地查看；check 常指核对是否正确或正常；test 强调通过测试获得结果。 3. 常用：examine a patient / examine the evidence / take an examination。 【即时小练】The doctor carefully ______ the child's ankle before ordering a further ______.（examine） impress：留下印象的双向表达 【教材语境】单元迁移：幽默表演既能让人发笑，也能给观众留下关于生活态度的深刻印象。 1. impress sb with sth（某事给某人留下印象）；be impressed by/with（对……印象深刻）。 2. leave/make a deep impression on sb 与 impress sb deeply 可相互转换。 3. impressive adj. 令人印象深刻的；impression n. 印象。 【即时小练】The audience were deeply ______ by her performance, which made a strong ______ on them.（impress） 知识点2：核心词汇精讲（二） deserve：主动形式表达被动意义 【教材语境】单元迁移：优秀的喜剧作品既有娱乐价值，也有思想深度，值得反复观看。 1. deserve to do sth 值得/应该做某事；deserve doing = deserve to be done 值得被……。 2. 常用：deserve attention / respect / praise；deserve to be remembered。 3. 易错提醒：deserve doing中的doing通常表示被动意义，不写成deserve being done。 【即时小练】Modern Times deserves ______ again because its humour still throws light on modern life.（watch） remark：评论、言论与“说到” 【教材语境】教材语境：幽默作家的机智言论往往既轻松又发人深省。 1. remark n. 言论；评论。make a remark on/about 对……发表评论。 2. remark v. 谈到；评论。remark that... 表示“评论说……”。 3. 辨析：remark侧重某次评论；comment既可指评论行为，也可指评论内容。 【即时小练】Lin made a witty ______ about names, and later ______ that humour reflected one's attitude to life.（remark） conclude：从证据走向结论 【教材语境】教材迁移：读者可从作家的语言和事例中推断其对幽默的态度。 1. conclude that... 得出结论；conclude with/by... 以……结束/通过……结束。 2. conclusion n. 结论。draw/reach/come to a conclusion 得出结论；in conclusion 总之。 3. 易错提醒：conclusion为可数名词时常与a/the连用。 【即时小练】The evidence led the researchers to the ______ that suitable humour could reduce anxiety.（conclude） mood / cheer up：情绪与积极调节 【教材语境】单元主题：幽默不能消除所有困难，却能改善情绪并帮助人们看到生活积极的一面。 1. mood n. 心情；情绪。in a good/bad mood；lift/improve one's mood。 2. cheer up（使）振作起来；cheer sb on 为某人加油；cheerful adj. 愉快的。 3. 辨析：mood通常指一段时间的心情状态；emotion泛指喜怒哀乐等具体情感。 【即时小练】A short, kind joke lifted his ______ and helped him ______ before the operation. 知识点3：话题表达与语篇迁移 话题词汇与表达迁移 表达功能 核心表达 迁移句型 积极态度 look on the bright side; maintain enthusiasm for life Humour can help us remain optimistic in difficult times. 幽默方式 wit; satire; physical comedy; a unique brand of humour The writer combines humour with a serious message. 情绪调节 cheer up; lift one's mood; reduce anxiety; ease tension A well-timed joke may make a stressful situation manageable. 人物评价 be remembered for; deserve admiration; make an impression on She deserves admiration for turning hardship into art. 交流边界 read the room; show sensitivity to; avoid aggressive humour Kind humour connects people, while hurtful humour pushes them apart. 主题升华 throw light on; convey optimism; reflect an attitude to life Good comedy entertains audiences and throws light on social issues. 【运用原则】优先把词汇放进“人物—行为—影响—评价”的完整句中，而不是孤立背诵。 【迁移训练】围绕“Humour can be both entertaining and meaningful”写3句话：提出观点、给出例子、作出评价。 知识点4：非限制性定语从句与单元写作 非限制性定语从句：观察—比较—归纳—运用 【观察】The clown doctor, who wore a rainbow wig, walked into the room. The child smiled, which surprised his mother. 比较维度 限制性定语从句 非限制性定语从句 与先行词关系 提供必要信息，去掉后指代可能不清 补充说明，去掉后主句仍完整 形式 通常不用逗号隔开 通常用逗号与主句隔开 关系词 可用that；作宾语时有时可省略 不能用that；关系词不能省略 指代范围 通常修饰名词/代词 可修饰名词，也可用which/as指代整个主句 关系词选择流程 ① 找先行词或判断是否指代整个主句 → ② 看从句缺少的成分 → ③ 再选择关系代词/关系副词。 人作主语：who；人作宾语：whom/who；所属关系：whose；物或整个主句：which；时间/地点状语：when/where。 as 与 which：as常有“正如”之意，位置较灵活；which指代前面整件事时通常位于主句之后。 介词 + which/whom：介词由搭配或语义决定，如 two of whom、in which；介词后不用who或that。 【高频错误】逗号后误用that；省略关系词；把where用于从句缺主语/宾语的结构；忽略whose的所属关系。 即时训练 1. The clown doctor, ______ wore a bright red nose, entered the waiting room. 2. The joke eased the tension, ______ made the child feel safer. 3. The hospital opened a playroom, ______ children could relax before treatment. 4. Lin Yutang, ______ works are read in both Chinese and English, had a unique sense of humour. 5. 改错：My uncle, that loves silent films, showed me Modern Times. 6. 合并：Chaplin created the Tramp. The character became an icon of silent film. 单元写作：介绍喜剧演员或幽默人物 【任务】用80—100词介绍一位喜剧演员或幽默人物，说明基本信息、代表作品/风格、幽默价值和个人评价；至少使用2处非限制性定语从句。 段落功能 内容任务 语言支架 开篇定位 人物身份 + 主要成就 X, who..., is remembered for... 主体展开 代表形象/作品 + 幽默方式 His/Her best-known work is..., which... 主题评价 幽默带来的影响和价值 What impresses me most is that... 结尾观点 个人评价 + 推荐理由 In my view, X deserves admiration because... 【自检】□ 80—100词 □ 2处非限制性定语从句 □ 事实准确 □ 有作品/风格 □ 有个人评价 （建议用时：45分钟　满分：60分　共34题） 一、语境词汇（每题1分，共8分） 1. The audience watched the short comedy in ______ (amuse). 2. A good story can both educate and ______ (entertain) its readers. 3. The nurse carefully ______ (examine) the boy's ankle before calling the doctor. 4. We were deeply ______ (impress) by the actor's control of facial expressions. 5. The film ______ (deserve) another viewing because its message remains meaningful. 6. The writer made a humorous ______ (remark) about his own mistake. 7. The study came to the ______ (conclude) that relevant humour improved attention. 8. A warm conversation lifted her ______ and helped her face the challenge. 二、语法与句式迁移（每题2分，共12分） 9. Mark Twain, ______ is remembered for his wit and satire, used humour to discuss serious issues. 10. The volunteer respected the child's choice, ______ helped build trust. 11. The hospital created a quiet room, ______ young patients could read or play. 12. She forgot one line, ______ was not unusual in a live performance. 13. 合并句子：Charlie Chaplin was a British actor. He created the Tramp. 14. 合并句子：The performance ended with a gentle joke. It made the audience think. 三、阅读理解（每题2.5分，共10分） Why Humour Helps Us Remember Students often remember a funny example long after they have forgotten the ordinary explanation around it. This experience is related to what psychologists call the humour effect: information is more likely to stay in memory when people see it as humorous. A joke, cartoon or amusing story can attract attention and give the new idea an emotional connection. Because the information is processed in more than one way, it may become easier to retrieve later. Such cues can be especially useful during revision, when students must distinguish similar ideas and recover them under time pressure. Humour can also increase interest. When learners expect a lesson to be enjoyable, they may listen more actively and take part more willingly. Relevant humour can make a difficult idea less threatening and give the class a shared point of reference. For example, a teacher might use a short comic situation to introduce a confusing grammar contrast, then guide students back to the rule and ask them to apply it in a new context. However, humour is not automatically helpful. If a joke has little connection with the learning goal, students may remember the joke but forget the concept. Too much humour can also divide attention. More seriously, humour that targets a student or a social group may create anxiety and weaken trust. The most useful classroom humour is therefore brief, relevant and kind. It supports the explanation instead of competing with it. Yet the funny detail should never carry the whole explanation; learners still need accurate examples, practice and feedback. This means teachers do not need to become performers. A surprising comparison, a carefully chosen cartoon or a light comment after a difficult task may be enough. Students can use the same principle when reviewing: they can connect a rule with a memorable image or create a harmless example of their own. Humour is not the lesson itself, but, when used with purpose, it can open a door through which learning enters more easily. 15. What is the humour effect? A. The tendency to laugh more in a group. B. The tendency to remember humorous information better. C. The ability to turn every lesson into a performance. D. The habit of using cartoons instead of explanations. 16. Why can relevant humour support learning according to paragraph 2? A. It removes the need to explain difficult rules. B. It allows students to avoid challenging tasks. C. It can increase attention and connect an idea with a shared context. D. It makes learners remember every detail of a lesson. 17. What can be inferred about ineffective classroom humour? A. It may attract attention away from the learning goal. B. It is mainly caused by students rather than teachers. C. It always makes a difficult idea more threatening. D. It works only when a teacher tells a long story. 18. What is the main purpose of the passage? A. To compare several types of classroom jokes. B. To prove that humour can replace traditional teaching. C. To advise students to become comedy performers. D. To explain how purposeful humour may help learning and where its limits lie. 四、完形填空（每题1分，共15分） Hospital clowns are trained performers who work with medical teams to make children's hospital experiences less frightening. Researchers have 19 ______ their work in controlled studies, often comparing children who meet a clown with those who receive standard care. A systematic review 20 ______ evidence from several such studies. It found that many children showed lower anxiety 21 ______ a clown was present before an operation or another stressful procedure. The finding does not mean that laughter is a 22 ______ for medicine. Hospital clowns do not diagnose illness or give treatment. Their role is to use play, music, magic and gentle humour to 23 ______ tension. They also need to work closely with doctors and nurses because medical 24 ______ must always come first. Before visiting a room, performers may ask staff about the patient's condition and interests. This preparation helps them choose a safe and suitable activity without interrupting treatment. It also supports cooperation. 25 ______, not every child wants to meet a clown. Some may feel tired, worried or uncomfortable with costumes. A trained performer therefore watches the child's reaction and does not use the 26 ______ routine in every room. The child may choose to join a game, watch quietly or 27 ______ the visit. Respecting that choice is part of the intervention. The research suggests that hospital clowning can 28 ______ emotional care, especially during anxiety-provoking procedures. Yet the studies differed in size and design, so researchers remain 29 ______ about making claims that are too broad. The strongest conclusion is practical: sensitive humour can be a useful 30 ______ alongside professional care, provided that it is guided by 31 ______, teamwork 32 ______ the needs of each 33 ______. 19. A. ignored　 B. examined　 C. invented　 D. cancelled 20. A. collected　 B. refused　 C. predicted　 D. replaced 21. A. unless　 B. although　 C. when　 D. because of 22. A. reward　 B. substitute　 C. direction　 D. signal 23. A. create　 B. record　 C. reduce　 D. hide 24. A. procedures B. performances C. arguments　 D. memories 25. A. Therefore B. However　 C. Similarly　 D. Instead 26. A. same　 B. secret　 C. final　 D. daily 27. A. design　 B. refuse　 C. describe　 D. complete 28. A. support　 B. measure　 C. question　 D. prevent 29. A. careless　 B. silent　 C. cautious　 D. certain 30. A. tool　 B. disease　 C. risk　 D. rule 31. A. evidence B. costume　 C. medicine　 D. humour 32. A. or　 B. but　 C. and　 D. so 33. A. child　 B. performer　 C. parent　 D. researcher 五、微写作（15分） 34. 请用80—100词介绍一位喜剧演员或幽默人物。内容包括人物概况、代表作品或幽默风格、幽默的价值和个人评价；至少使用2处非限制性定语从句。 6 原创精品资源学科网独家享有版权，侵权必究！ 1 / 27 学科网（北京）股份有限公司 $ 外研版选择性必修第一册Unit 1 Laugh out loud!（复习讲义） 复习要点 1. 围绕“人与自我——积极的生活态度”理解幽默的社会与情感价值。 2. 复盘 The best medicine 与 Looking on the bright side 的结构、观点和语言。 3. 掌握核心词汇、主题表达和非限制性定语从句。 4. 能用80—100词介绍喜剧演员或幽默人物。 复习重难点 重点：在真实语境中准确使用核心词汇和非限制性定语从句。 难点：区分限制性/非限制性定语从句，并将幽默的“娱乐功能”提升为“态度与价值”的表达。 学情诊断 常见问题：只记中文词义；混淆 -ed/-ing 形容词；误用 that 或省略非限制性从句关系词；阅读只定位原句、不概括论证；写作中人物信息堆砌、缺少评价。 一、单元语篇复盘：从“发笑”走向“积极生活态度” 1. The best medicine 语篇情境 儿童医院候诊区；患儿、家属、医护人员共同面对焦虑与疼痛。 人物与动机 Larry是一名clown doctor，希望通过专业、敏感的幽默改善儿童的就医体验。 行动链 观察情绪 → 与医护沟通 → 魔术/气球/夸张表演 → 转移注意 → 缓解紧张。 主题意义 幽默不是医疗的替代品，而是体现关怀、恢复联结和增强应对力量的方式。 【关键句】 People sit in the waiting area, looking through old magazines, all of which have been read many times. 【长难句抓手】主句 + 现在分词作伴随状语 + “all of which”引导非限制性定语从句。 【课堂追问】Why is a clown doctor's work more than simple entertainment? 【参考】Because the performer reads patients' emotions, cooperates with medical staff and uses humour to reduce fear and restore connection. 2. Looking on the bright side Mark Twain 以wit和satire把幽默与严肃信息结合，用轻松语言揭示社会与人生。 Lin Yutang 以中英文写作传播中国哲学和生活智慧，幽默体现其开放、从容的人生态度。 共同点 幽默不是逃避现实，而是重新理解现实、保持乐观并与读者建立联系。 阅读策略 由事例和引语推断态度；区分“事实信息”与“作者评价”；概括共同主题。 【结构复盘】提出观点（幽默的重要性）→ 人物例证（Twain / Lin）→ 回扣主题（复杂生活中保持热情）。 【迁移任务】用一句非限制性定语从句概括其中一位作家与幽默的关系。 【示例】Mark Twain, who was famous for his wit and satire, used humour to throw light on serious issues. 知识点1：核心词汇精讲（一） amusement / amuse：从“娱乐”到情绪反应 【教材语境】教材语境：an amusement park；小丑医生通过幽默减轻儿童在医院中的紧张与无聊。 1. amusement n. 娱乐；消遣；愉悦。常用：to one's amusement（令某人感到好笑的是），in amusement（开心地）。 2. amuse vt. 逗笑；使愉快；amused 表示“感到好笑的”，amusing 表示“令人发笑的”。 3. 易错提醒：人作主语常用 amused；事物或活动作主语、定语时常用 amusing。 【即时小练】To our ______, the boy told an ______ story, and even the nervous patients felt ______.（amuse） 【答案】amusement; amusing; amused。 【解析】名词作介词宾语；-ing形容词修饰story；-ed形容词说明人的感受。 entertain：不只是“娱乐节目” 【教材语境】教材语境：Being a clown doctor means helping people by entertaining them. 1. entertain vt. 使快乐；招待。常用：entertain sb with sth（用某事物使某人快乐）。 2. entertainment n. 娱乐；娱乐活动；entertaining adj. 有趣的、令人愉快的；entertainer n. 表演者。 3. 迁移表达：The story is entertaining, but it also conveys a serious message. 【即时小练】The performer ______ the children with a magic trick, providing both ______ and comfort.（entertain） 【答案】entertained; entertainment。 【解析】第一空作谓语并与语境中的过去动作一致；第二空作providing的宾语。 examine：检查、审视与考试 【教材语境】教材语境：医生检查受伤儿童，小丑医生则设法转移其注意力。 1. examine vt. 检查身体；仔细审视；考查。examination n. 检查；考试。 2. examine 强调系统、仔细地查看；check 常指核对是否正确或正常；test 强调通过测试获得结果。 3. 常用：examine a patient / examine the evidence / take an examination。 【即时小练】The doctor carefully ______ the child's ankle before ordering a further ______.（examine） 【答案】examined; examination。 【解析】第一空为谓语；第二空由冠词a和形容词further判断用名词。 impress：留下印象的双向表达 【教材语境】单元迁移：幽默表演既能让人发笑，也能给观众留下关于生活态度的深刻印象。 1. impress sb with sth（某事给某人留下印象）；be impressed by/with（对……印象深刻）。 2. leave/make a deep impression on sb 与 impress sb deeply 可相互转换。 3. impressive adj. 令人印象深刻的；impression n. 印象。 【即时小练】The audience were deeply ______ by her performance, which made a strong ______ on them.（impress） 【答案】impressed; impression。 【解析】be impressed by/with为固定搭配；make an impression on sb为固定表达。 知识点2：核心词汇精讲（二） deserve：主动形式表达被动意义 【教材语境】单元迁移：优秀的喜剧作品既有娱乐价值，也有思想深度，值得反复观看。 1. deserve to do sth 值得/应该做某事；deserve doing = deserve to be done 值得被……。 2. 常用：deserve attention / respect / praise；deserve to be remembered。 3. 易错提醒：deserve doing中的doing通常表示被动意义，不写成deserve being done。 【即时小练】Modern Times deserves ______ again because its humour still throws light on modern life.（watch） 【答案】watching / to be watched。两种结构均表示“值得被观看”。 remark：评论、言论与“说到” 【教材语境】教材语境：幽默作家的机智言论往往既轻松又发人深省。 1. remark n. 言论；评论。make a remark on/about 对……发表评论。 2. remark v. 谈到；评论。remark that... 表示“评论说……”。 3. 辨析：remark侧重某次评论；comment既可指评论行为，也可指评论内容。 【即时小练】Lin made a witty ______ about names, and later ______ that humour reflected one's attitude to life.（remark） 【答案】remark; remarked。 【解析】第一空为名词；第二空为谓语，且与made保持一般过去时。 conclude：从证据走向结论 【教材语境】教材迁移：读者可从作家的语言和事例中推断其对幽默的态度。 1. conclude that... 得出结论；conclude with/by... 以……结束/通过……结束。 2. conclusion n. 结论。draw/reach/come to a conclusion 得出结论；in conclusion 总之。 3. 易错提醒：conclusion为可数名词时常与a/the连用。 【即时小练】The evidence led the researchers to the ______ that suitable humour could reduce anxiety.（conclude） 【答案】conclusion。 【解析】介词to后需要名词，且the conclusion that...为常用结构。 mood / cheer up：情绪与积极调节 【教材语境】单元主题：幽默不能消除所有困难，却能改善情绪并帮助人们看到生活积极的一面。 1. mood n. 心情；情绪。in a good/bad mood；lift/improve one's mood。 2. cheer up（使）振作起来；cheer sb on 为某人加油；cheerful adj. 愉快的。 3. 辨析：mood通常指一段时间的心情状态；emotion泛指喜怒哀乐等具体情感。 【即时小练】A short, kind joke lifted his ______ and helped him ______ before the operation. 【答案】mood; cheer up。 【解析】lift one's mood和cheer up均为本单元高频主题表达。 知识点3：话题表达与语篇迁移 话题词汇与表达迁移 表达功能 核心表达 迁移句型 积极态度 look on the bright side; maintain enthusiasm for life Humour can help us remain optimistic in difficult times. 幽默方式 wit; satire; physical comedy; a unique brand of humour The writer combines humour with a serious message. 情绪调节 cheer up; lift one's mood; reduce anxiety; ease tension A well-timed joke may make a stressful situation manageable. 人物评价 be remembered for; deserve admiration; make an impression on She deserves admiration for turning hardship into art. 交流边界 read the room; show sensitivity to; avoid aggressive humour Kind humour connects people, while hurtful humour pushes them apart. 主题升华 throw light on; convey optimism; reflect an attitude to life Good comedy entertains audiences and throws light on social issues. 【运用原则】优先把词汇放进“人物—行为—影响—评价”的完整句中，而不是孤立背诵。 【迁移训练】围绕“Humour can be both entertaining and meaningful”写3句话：提出观点、给出例子、作出评价。 【示例】Humour can be both entertaining and meaningful. Mark Twain, who was famous for his wit, used jokes to discuss serious issues. His writing shows that laughter can help readers understand life from a new angle. 知识点4：非限制性定语从句与单元写作 非限制性定语从句：观察—比较—归纳—运用 【观察】The clown doctor, who wore a rainbow wig, walked into the room. The child smiled, which surprised his mother. 比较维度 限制性定语从句 非限制性定语从句 与先行词关系 提供必要信息，去掉后指代可能不清 补充说明，去掉后主句仍完整 形式 通常不用逗号隔开 通常用逗号与主句隔开 关系词 可用that；作宾语时有时可省略 不能用that；关系词不能省略 指代范围 通常修饰名词/代词 可修饰名词，也可用which/as指代整个主句 关系词选择流程 ① 找先行词或判断是否指代整个主句 → ② 看从句缺少的成分 → ③ 再选择关系代词/关系副词。 人作主语：who；人作宾语：whom/who；所属关系：whose；物或整个主句：which；时间/地点状语：when/where。 as 与 which：as常有“正如”之意，位置较灵活；which指代前面整件事时通常位于主句之后。 介词 + which/whom：介词由搭配或语义决定，如 two of whom、in which；介词后不用who或that。 【高频错误】逗号后误用that；省略关系词；把where用于从句缺主语/宾语的结构；忽略whose的所属关系。 即时训练 1. The clown doctor, ______ wore a bright red nose, entered the waiting room. 【答案】who 2. The joke eased the tension, ______ made the child feel safer. 【答案】which 3. The hospital opened a playroom, ______ children could relax before treatment. 【答案】where 4. Lin Yutang, ______ works are read in both Chinese and English, had a unique sense of humour. 【答案】whose 5. 改错：My uncle, that loves silent films, showed me Modern Times. 【答案】that → who；非限制性定语从句不能用that。 6. 合并：Chaplin created the Tramp. The character became an icon of silent film. 【答案】Chaplin created the Tramp, which became an icon of silent film. 单元写作：介绍喜剧演员或幽默人物 【任务】用80—100词介绍一位喜剧演员或幽默人物，说明基本信息、代表作品/风格、幽默价值和个人评价；至少使用2处非限制性定语从句。 段落功能 内容任务 语言支架 开篇定位 人物身份 + 主要成就 X, who..., is remembered for... 主体展开 代表形象/作品 + 幽默方式 His/Her best-known work is..., which... 主题评价 幽默带来的影响和价值 What impresses me most is that... 结尾观点 个人评价 + 推荐理由 In my view, X deserves admiration because... 【事实核验示例】Charlie Chaplin的生平与 Modern Times 信息依据 Charlie Chaplin 官方网站；题源编号 S6。 【参考范文】 Charlie Chaplin, who was born in London in 1889, became one of the best-known figures of silent film. His most famous character was the Little Tramp, whose small hat, walking stick and unusual walk made him recognisable around the world. Chaplin used physical comedy to entertain audiences, but his films also showed care for ordinary people. Modern Times, which turns the pressures of factory life into comedy, is a good example. I admire Chaplin because he combined laughter with serious social ideas and gave hope to people facing difficulty. 【教师点拨】范文使用who、whose、which三处非限制性定语从句，并以“代表形象—表演方式—作品价值—个人评价”形成完整评价链。 【自检】□ 80—100词 □ 2处非限制性定语从句 □ 事实准确 □ 有作品/风格 □ 有个人评价 （建议用时：45分钟　满分：60分　共34题） 一、语境词汇（每题1分，共8分） 1. The audience watched the short comedy in ______ (amuse). 2. A good story can both educate and ______ (entertain) its readers. 3. The nurse carefully ______ (examine) the boy's ankle before calling the doctor. 4. We were deeply ______ (impress) by the actor's control of facial expressions. 5. The film ______ (deserve) another viewing because its message remains meaningful. 6. The writer made a humorous ______ (remark) about his own mistake. 7. The study came to the ______ (conclude) that relevant humour improved attention. 8. A warm conversation lifted her ______ and helped her face the challenge. 【题源】教材语境与用户提供的Unit 1课文讲解同源改编；题源编号 S1、S2。 【答案】1 amusement；2 entertain；3 examined；4 impressed；5 deserves；6 remark；7 conclusion；8 mood。 二、语法与句式迁移（每题2分，共12分） 9. Mark Twain, ______ is remembered for his wit and satire, used humour to discuss serious issues. 10. The volunteer respected the child's choice, ______ helped build trust. 11. The hospital created a quiet room, ______ young patients could read or play. 12. She forgot one line, ______ was not unusual in a live performance. 13. 合并句子：Charlie Chaplin was a British actor. He created the Tramp. 14. 合并句子：The performance ended with a gentle joke. It made the audience think. 【题源】依据外研版教材 Using language 语法项目及外研社公开课例改编；题源编号 S1、S3。 9. who 10. which 11. where 12. which 13. Charlie Chaplin, who was a British actor, created the Tramp. 14. The performance ended with a gentle joke, which made the audience think. 【易错提醒】9—12题关系词均不能省略；非限制性定语从句不能使用that。 三、阅读理解（每题2.5分，共10分） Why Humour Helps Us Remember Students often remember a funny example long after they have forgotten the ordinary explanation around it. This experience is related to what psychologists call the humour effect: information is more likely to stay in memory when people see it as humorous. A joke, cartoon or amusing story can attract attention and give the new idea an emotional connection. Because the information is processed in more than one way, it may become easier to retrieve later. Such cues can be especially useful during revision, when students must distinguish similar ideas and recover them under time pressure. Humour can also increase interest. When learners expect a lesson to be enjoyable, they may listen more actively and take part more willingly. Relevant humour can make a difficult idea less threatening and give the class a shared point of reference. For example, a teacher might use a short comic situation to introduce a confusing grammar contrast, then guide students back to the rule and ask them to apply it in a new context. However, humour is not automatically helpful. If a joke has little connection with the learning goal, students may remember the joke but forget the concept. Too much humour can also divide attention. More seriously, humour that targets a student or a social group may create anxiety and weaken trust. The most useful classroom humour is therefore brief, relevant and kind. It supports the explanation instead of competing with it. Yet the funny detail should never carry the whole explanation; learners still need accurate examples, practice and feedback. This means teachers do not need to become performers. A surprising comparison, a carefully chosen cartoon or a light comment after a difficult task may be enough. Students can use the same principle when reviewing: they can connect a rule with a memorable image or create a harmless example of their own. Humour is not the lesson itself, but, when used with purpose, it can open a door through which learning enters more easily. 15. What is the humour effect? A. The tendency to laugh more in a group. B. The tendency to remember humorous information better. C. The ability to turn every lesson into a performance. D. The habit of using cartoons instead of explanations. 16. Why can relevant humour support learning according to paragraph 2? A. It removes the need to explain difficult rules. B. It allows students to avoid challenging tasks. C. It can increase attention and connect an idea with a shared context. D. It makes learners remember every detail of a lesson. 17. What can be inferred about ineffective classroom humour? A. It may attract attention away from the learning goal. B. It is mainly caused by students rather than teachers. C. It always makes a difficult idea more threatening. D. It works only when a teacher tells a long story. 18. What is the main purpose of the passage? A. To compare several types of classroom jokes. B. To prove that humour can replace traditional teaching. C. To advise students to become comedy performers. D. To explain how purposeful humour may help learning and where its limits lie. 【15答案】B　第一段直接解释：被认为幽默的信息更容易留在记忆中。 【16答案】C　第二段指出幽默能提高兴趣、促进参与，并为新知识提供共同语境。 【17答案】A　第三段说明无关或过量的幽默会分散注意，使学生记住笑话而忘记概念。 【18答案】D　全文既说明幽默促进记忆和兴趣的机制，也强调相关、简短、友善等使用边界。 四、完形填空（每题1分，共15分） Hospital clowns are trained performers who work with medical teams to make children's hospital experiences less frightening. Researchers have 19 ______ their work in controlled studies, often comparing children who meet a clown with those who receive standard care. A systematic review 20 ______ evidence from several such studies. It found that many children showed lower anxiety 21 ______ a clown was present before an operation or another stressful procedure. The finding does not mean that laughter is a 22 ______ for medicine. Hospital clowns do not diagnose illness or give treatment. Their role is to use play, music, magic and gentle humour to 23 ______ tension. They also need to work closely with doctors and nurses because medical 24 ______ must always come first. Before visiting a room, performers may ask staff about the patient's condition and interests. This preparation helps them choose a safe and suitable activity without interrupting treatment. It also supports cooperation. 25 ______, not every child wants to meet a clown. Some may feel tired, worried or uncomfortable with costumes. A trained performer therefore watches the child's reaction and does not use the 26 ______ routine in every room. The child may choose to join a game, watch quietly or 27 ______ the visit. Respecting that choice is part of the intervention. The research suggests that hospital clowning can 28 ______ emotional care, especially during anxiety-provoking procedures. Yet the studies differed in size and design, so researchers remain 29 ______ about making claims that are too broad. The strongest conclusion is practical: sensitive humour can be a useful 30 ______ alongside professional care, provided that it is guided by 31 ______, teamwork 32 ______ the needs of each 33 ______. 【题源】根据 BMJ/PMC 医院小丑干预系统综述改编；题源编号 S5。 19. A. ignored　 B. examined　 C. invented　 D. cancelled 20. A. collected　 B. refused　 C. predicted　 D. replaced 21. A. unless　 B. although　 C. when　 D. because of 22. A. reward　 B. substitute　 C. direction　 D. signal 23. A. create　 B. record　 C. reduce　 D. hide 24. A. procedures B. performances C. arguments　 D. memories 25. A. Therefore B. However　 C. Similarly　 D. Instead 26. A. same　 B. secret　 C. final　 D. daily 27. A. design　 B. refuse　 C. describe　 D. complete 28. A. support　 B. measure　 C. question　 D. prevent 29. A. careless　 B. silent　 C. cautious　 D. certain 30. A. tool　 B. disease　 C. risk　 D. rule 31. A. evidence B. costume　 C. medicine　 D. humour 32. A. or　 B. but　 C. and　 D. so 33. A. child　 B. performer　 C. parent　 D. researcher 【19答案】B　examined与controlled studies构成合理语义：研究者检验其效果。 【20答案】A　系统综述汇集并比较多项研究证据。 【21答案】C　when引导时间状语从句，说明小丑在场时。 【22答案】B　a substitute for medicine意为“药物/医疗的替代品”。 【23答案】C　reduce tension为固定、合理搭配。 【24答案】A　医疗程序和安全必须优先。 【25答案】B　前文谈益处，后文说明并非每个孩子都接受，构成转折。 【26答案】A　根据儿童反应调整，不能每个房间使用相同流程。 【27答案】B　儿童可以参加、观看或拒绝探访。 【28答案】A　support emotional care表示支持情绪照护。 【29答案】C　研究设计不同，因此对宽泛结论保持谨慎。 【30答案】A　幽默是专业照护的辅助工具。 【31答案】A　guided by evidence与后面的teamwork、needs并列。 【32答案】C　evidence、teamwork和needs为三个并列条件。 【33答案】A　each child与全文以患儿需求为中心一致。 五、微写作（15分） 34. 请用80—100词介绍一位喜剧演员或幽默人物。内容包括人物概况、代表作品或幽默风格、幽默的价值和个人评价；至少使用2处非限制性定语从句。 【评分标准】内容5分（信息完整、事实准确）；结构3分；语言5分（含至少2处正确的非限制性定语从句）；书写与规范2分。 【参考表达】可使用本讲义写作板块的Charlie Chaplin范文，也可选择其他事实可核验的人物。 6 原创精品资源学科网独家享有版权，侵权必究！ 1 / 27 学科网（北京）股份有限公司 $