Unit 1 Laugh out loud!（单元分层自测·能力提升卷）英语外研版选择性必修第一册

**基本信息** 该单元卷以“Laugh out loud!”为主题，适配高二选择性必修第一册单元复习，通过学生工作坊、跨文化幽默等真实情境，融合语言理解与表达，提升语言能力和思维品质，贴合新高考命题趋势。 **题型特征** |题型|题量/分值|知识覆盖|命题特色| |----|-----------|----------|----------| |阅读第一节|15题/37.5分|幽默活动描述、跨文化理解|素材贴近学生生活（如Laugh Lab），问题从细节理解到主旨归纳，层次分明| |阅读第二节|5题/12.5分|语篇衔接|聚焦幽默修复策略，考查逻辑思维与语境分析能力| |语言运用第一节|15题/15分|词汇、语法|情境化（机器人演示故障），考查语境中语言运用与应变能力| |语言运用第二节|10题/15分|语法填空|围绕“微笑车”活动，融合语法与文化意识，强调人文关怀| |写作第一节|1题/15分|邮件写作|邀请交换生分享跨文化幽默实例，提升实际应用与跨文化沟通能力| |写作第二节|1题/25分|故事续写|基于喜剧小品创作，培养创新思维与共情能力，注重价值观引导|

………………○………………外………………○………………装………………○………………订………………○………………线………………○……………… ………………○………………内………………○………………装………………○………………订………………○………………线………………○……………… 此卷只装订不密封 ………………○………………内………………○………………装………………○………………订………………○………………线………………○……………… ………………○………………外………………○………………装………………○………………订………………○………………线………………○……………… … 学校：______________姓名：_____________班级：_______________考号：______________________ 2026-2027学年高二选择性必修第一册英语单元自测 Unit 1 Laugh out loud!·能力提升 （时间：100分钟　满分：120分） 学校：____________　班级：____________　姓名：____________　分数：____________ 注意事项： 1．答题前，考生务必将学校、班级、姓名填写在相应位置。 2．选择题选出答案后填涂在答题卡上；非选择题写在答题卡相应区域。 3．本卷不设听力，其余结构按新高考英语非听力部分设计。 第一部分　阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） 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。 A Choose Your Laugh Lab The Student Wellbeing Centre is offering four small-group Laugh Labs. Each session lasts 70 minutes and is open to students in Grades 10–12. You may book one session only, so choose the kind of humour you want to explore rather than the one that simply sounds funniest. Punchline to Poster — Tuesday Turn an ordinary school moment into a one-page comic poster. You will learn how captions, picture order and a final surprise work together. Drawing skill is not required; simple shapes are welcome. Bring one example of a poster whose message you remember. Quiet Comedy Studio — Wednesday Create a short scene without spoken words. Using movement, objects and facial expression, pairs will make a familiar problem look new. This session suits students who enjoy observing details or who would rather communicate physically than perform a speech. Wear clothes that allow easy movement. Kind Humour Clinic — Thursday Examine jokes that are almost funny but leave someone out. The group will identify the hidden target, change the point of view and test a kinder version. Personal stories may be used only with the permission of everyone recognisable in them. No joke has to be kept just because it took time to write. Minute Story Stage — Friday Shape a true, one-minute story about a small mistake that later became funny. You may tell it live or submit a recorded version. Peer feedback will focus on clarity, timing and whether listeners can laugh without anyone being made smaller. 1．Which session best suits a student who wants to explore humour without speaking? A. Punchline to Poster. B. Quiet Comedy Studio. C. Kind Humour Clinic. D. Minute Story Stage. 2．What rule applies in the Kind Humour Clinic? A. Every joke must be kept after revision. B. Students must reveal the names in personal stories. C. Recognisable people must agree before their stories are used. D. Participants should avoid changing the joke's point of view. 3．What do the four sessions have in common? A. They prepare students for paid comedy careers. B. They require advanced performance experience. C. They collect famous jokes for a school show. D. They develop humour through observation, creation or revision. B The Laugh That Waited Chen Rui joined a weekend programme at a community centre because he had been told that the older visitors loved jokes. On his first morning, he arrived with twelve punchlines written on cards. He delivered the first three quickly. Most people smiled, but Mr Sun, who sat near the window with a sketchbook, showed no reaction at all. Rui read the silence as rejection. He spoke faster, raised his voice and added larger gestures. Mr Sun still did not laugh. During the break, Rui complained to another volunteer that he was performing to a wall. The volunteer glanced at Mr Sun's hearing device and replied, “Perhaps you are performing at him, not with him.” Embarrassed, Rui sat beside Mr Sun and asked which joke had been unclear. Mr Sun turned the sketchbook around. He had drawn Rui's last story as four quick pictures, but the final frame was empty. Under it he had written, “Give me time to see the sound.” Rui realised that each punchline had arrived before Mr Sun had connected the words, expression and movement that made it work. The following Saturday, Rui brought one story, not twelve. He placed four picture cards on the table and let the group arrange them. Before revealing the final card, he waited. The pause felt long to Rui, yet nobody rushed to fill it. Mr Sun studied the pictures, drew a fifth frame and slid it into place. His ending was better than Rui's. The table broke into laughter, and Mr Sun laughed too—quietly at first, then with his shoulders shaking. Rui kept his unused punchlines, but they no longer felt like a performance plan. They became possible materials for a conversation. He had come to make people laugh and discovered that timing was not only the space before a punchline. It was also the space another person needed in order to enter the joke. 4．Why did Rui speak faster and use larger gestures? A. He mistook Mr Sun's silence for dislike. B. He wanted to test Mr Sun's hearing device. C. He had been asked to shorten the programme. D. He was competing with the other volunteer. 5．What did Mr Sun mean by “Give me time to see the sound”? A. He wanted Rui to draw instead of telling jokes. B. He needed time to connect words with visual clues. C. He preferred to read the punchline before the story. D. He hoped the programme would become completely silent. 6．How did Rui's approach change on the following Saturday? A. He replaced humour with a drawing lesson. B. He asked the volunteer to perform for him. C. He made the audience part of creating the joke. D. He used more punchlines to maintain attention. 7．Which title best captures the message of the story? A. Twelve Cards for a Perfect Show B. Why Loud Jokes Work Better C. A Sketchbook Without an Ending D. The Laugh That Waited C A Useful Wrong Answer A wrong answer changes a classroom for a few seconds. Everyone knows that something has gone off course, but nobody yet knows whether the moment will become useful, embarrassing or quickly forgotten. Humour can influence that decision. Used well, it acts like social punctuation: it marks the error as noticeable without turning the student into the error. Consider a teacher who writes a sentence on the board and leaves out a verb. A student points to the gap. The teacher looks at the sentence and says, “Apparently my verb has taken an early lunch.” The class laughs, the verb is restored and the lesson continues. The joke does not remove the need for accuracy. It lowers the social cost of noticing inaccuracy, particularly because the teacher aims the humour at her own wording rather than at the student who noticed it. The same method is harder when the student's answer is wrong. A quick joke about the answer may sound harmless to the teacher but become a label that classmates repeat. Safer humour moves one level away from the person. It can be directed at the confusing question, the surprising path of the discussion or the teacher's own unsuccessful explanation. The purpose is to reopen thinking, not to close the case with a laugh. Humour also has limits. If every correction becomes a comic performance, students may stop knowing which feedback matters. A learner who is genuinely worried may hear a playful reply as dismissal. In addition, laughter is unreliable evidence: people sometimes laugh because others do, because they are nervous or because they want the moment to end. A teacher still has to watch who speaks after the laugh and who becomes quieter. The best classroom humour therefore does not compete with serious learning. It protects the conditions that serious learning needs—attention, willingness to take a risk and permission to revise. A useful wrong answer is not one that becomes funny. It is one that can remain visible long enough for the class to examine it, change it and move forward together. 8．What does the author mean by humour acting as “social punctuation”? A. It makes every correction entertaining. B. It signals an error while keeping it manageable. C. It replaces the explanation after a wrong answer. D. It encourages students to ignore small mistakes. 9．Why does the teacher joke about her missing verb? A. To show that grammar is less important than confidence. B. To prevent the student from correcting her again. C. To direct humour at the situation rather than the student. D. To prove that teachers should plan jokes before class. 10．What risk of frequent joking is mentioned in paragraph 4? A. Important feedback may appear less serious. B. Students may become unable to understand humour. C. Teachers may spend too little time preparing lessons. D. Correct answers may be repeated by nervous learners. 11．What is the author's attitude towards classroom humour? A. Opposed, because laughter hides all learning problems. B. Uncertain, because its effects cannot be observed. C. Enthusiastic, provided every student laughs. D. Supportive, while stressing purpose and limits. D When a Joke Needs a Passport People often call a joke “untranslatable” when its words cannot cross neatly into another language. That description is sometimes accurate, but it can also end the discussion too early. A joke is not only a row of words. It is an arrangement of expectations between a speaker and an audience. Translating humour therefore means asking which part of that arrangement must travel. Wordplay presents the clearest difficulty. A science-museum guide might say that she has a “current relationship” with electricity. English listeners can hear current as both “present” and “flowing electricity”. A language without the same pair of meanings cannot carry the line word for word. Yet the translator still has choices. The guide might be given a different electrical misunderstanding, or the humour might move from vocabulary to the situation—for example, a display refusing to cooperate just as she praises its reliability. Such changes are sometimes criticised as disloyal. But loyalty to what? If every dictionary meaning survives and nobody recognises a joke, the words have travelled while the comic event has not. A strong translation may alter the surface in order to preserve the job the line performs: releasing tension, revealing a character, challenging authority or inviting the audience into shared knowledge. That shared knowledge creates an ethical problem as well as a technical one. Some jokes depend on a stereotype that the first audience accepts without noticing. A new audience may notice it immediately—or may not know enough to question it. The translator must decide whether to reproduce, signal, weaken or replace that assumption. There is no mechanical rule, but pretending that translation is neutral is itself a decision. Humour that travels light often grows from a recognisable situation: a plan failing, a proud person being surprised, or two people understanding the same words differently. Even then, timing and power matter. Who is allowed to misunderstand? Who pays for the laugh? These questions show why translating humour is more than solving a verbal puzzle. It is rebuilding a relationship between speaker, target and audience in a new room. 12．Why may a word-for-word translation fail to be funny? A. The new language may not share the same double meaning. B. Audiences dislike jokes about science and electricity. C. Translators usually remove the speaker from the scene. D. Dictionary meanings change whenever they cross borders. 13．What does the museum-guide example illustrate? A. Scientific language should not be translated creatively. B. A reliable display is necessary for successful humour. C. A translator may change the form to preserve the comic function. D. Situational humour is always stronger than wordplay. 14．What is closest in meaning to humour that “travels light” in paragraph 5? A. Humour delivered with a cheerful voice. B. Humour relying less on culture-specific knowledge. C. Humour reduced to a very short sentence. D. Humour that avoids all misunderstanding. 15．What is the main idea of the text? A. Wordplay should be removed from international communication. B. Ethical concerns make humour impossible to translate. C. Translators should preserve every dictionary meaning in a joke. D. Translating humour means rebuilding its effect and relationships. 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 How to Repair a Joke That Lands Badly A joke can fail for many reasons. The timing may be weak, the reference may be unfamiliar, or the line may make one person carry the cost of everyone else's amusement. What matters next is not proving that the joke was good. A repair starts with reading the room rather than reading the script again. ____16____ If the room changes, stop adding lines. A puzzled face may call for a brief explanation, while sudden silence may show that someone has been put on the spot. You do not need to hold a public trial of the joke, but you do need to make space for the response. The first reply should fit the evidence, not the speaker's panic. ____17____ A useful apology is short and specific: “I meant that as a joke, but it made you the target. I'm sorry.” It names the effect without demanding that the listener comfort the speaker. An apology should not become a request for immediate forgiveness. ____18____ The more the speaker explains how kind the intention was, the more work the hurt listener must do. Next, decide whether the line can be edited. A timing problem may need a shorter set-up. A private reference may need context. ____19____ Changing a single adjective will not repair a joke whose entire structure depends on making a group seem less intelligent or less welcome. Finally, ask a practical question: after the laugh, can everyone still speak? A good repair reopens the conversation and makes future participation easier. ____20____ It is to take creative risks while remaining responsible for their effect. A. A long defence can become a second performance at the listener's expense. B. A successful joke should never need to be explained to its audience. C. If the humour depends on a stereotype, replace the whole idea. D. The goal is not to remove every risk from humorous communication. E. First, notice what happened instead of pushing harder for a laugh. F. People from different backgrounds always prefer completely different jokes. G. Then choose a response that matches the kind of problem you have noticed. 第二部分　语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。 At the school science evening, Maya was ready to demonstrate a small robot that could answer questions and tell riddles. She had tested every part twice that afternoon, so the silence felt sharper than any alarm. When she pressed Start, however, the screen ____21____. The robot froze halfway through its greeting. The ____22____, expecting a smooth demonstration, became very quiet. Maya's first ____23____ was to apologise and leave the stage. For a moment, the open stage seemed much larger than it had during practice. Then her teammate Tomas ____24____, “Let the robot be itself.” Instead of ____25____ that nothing was wrong, Maya faced the visitors and ____26____ that the robot looked as nervous as she felt. “It has entered a thoughtful ____27____,” she added. A few people smiled. Maya then ____28____ the children in the front row to suggest questions the robot might be considering. Their guesses ranged from homework to space travel, and each answer bought Tomas more time. Because the machine could not ____29____, she answered in its voice. ____30____, Tomas quietly restarted the programme. The shared task changed the room's ____31____: people were no longer waiting for Maya to fail; they were helping the demonstration continue. When the screen finally ____32____, Maya no longer saw the delay as an interruption to the ____33____. It had become part of it. The robot delivered its riddle, but the loudest laugh was ____34____ by Maya's comment that it had needed “human technical support”. The breakdown had not made her funnier by itself. Her willingness to notice the moment and include the audience had created ____35____. 21．A. failed　 B. flashed　 C. expanded　 D. settled 22．A. engineer　 B. audience　 C. committee　 D. competitor 23．A. promise　 B. memory　 C. impulse　 D. advantage 24．A. argued　 B. announced　 C. complained　 D. whispered 25．A. pretending　 B. proving　 C. noticing　 D. doubting 26．A. denied　 B. admitted　 C. predicted　 D. repeated 27．A. route　 B. signal　 C. mood　 D. method 28．A. warned　 B. forced　 C. permitted　 D. invited 29．A. respond　 B. escape　 C. compete　 D. recover 30．A. Otherwise　 B. Meanwhile　 C. Therefore　 D. Instead 31．A. entrance　 B. schedule　 C. tension　 D. direction 32．A. spread　 B. hesitated　 C. collapsed　 D. recovered 33．A. performance　 B. argument　 C. examination　 D. advertisement 34．A. accidental　 B. earned　 C. private　 D. distant 35．A. competition　 B. instruction　 C. connection　 D. excuse 第二节（共10小题；每小题1.5分，满分15分） 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。 Last Saturday, the school service team visited a children's ward with a “smile cart”. They planned to spend the afternoon listening first and performing only when a child showed interest. The team, ____36____ members were all senior students, had prepared picture cards, soft toys and short stories. One volunteer, ____37____ (dress) in a bright coat and a curly wig, first met Nina, ____38____ had been sitting silently beside her bed. He did not begin with a joke. Instead, he placed a rubber chicken on the cart and waited. Nina tapped the chicken gently before asking why it looked so serious that Saturday. The pause, ____39____ might have felt awkward elsewhere, gave Nina control of the interaction. When laughter finally came, it ____40____ (grow) from a smile into a delighted grin. The teacher reminded the group that it was not the costume ____41____ mattered most but their attention. Before leaving, they wrote suggestions at the nurses' station, ____42____ staff could read them before the next visit. The students returned to school feeling ____43____ (confident) than before. Their aim was not ____44____ (entertain) at any cost, but to offer patience, respect and ____45____ (kind). 第三部分　写作（共两节，满分40分） 第一节（满分15分） 假定你是校英语社团负责人李华，社团将举办“Humour Across Cultures”工作坊。请给交换生 Alex 写一封邮件，内容包括： 1. 活动目的； 2. 时间、地点和主要活动； 3. 邀请他担任学生指导员并分享实例。 注意：1．写作词数应为80个左右； 2．请按如下格式作答。 Dear Alex, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours sincerely, Li Hua 第二节（满分25分） 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 Leo's group had been chosen to open the school's charity show with a five-minute comic sketch about a troublesome printer. Leo loved getting a laugh and wrote most of the dialogue. Mia, the newest and quietest member, designed the cardboard printer and checked every change to the script. Whenever someone suggested a new line, she would say softly, “Maybe we should test it once more.” During rehearsal, the printer door refused to stay closed. Leo stepped forward, copied Mia's careful voice and repeated, “Maybe we should test it once more,” while holding his hands exactly as she did. The other group members laughed. Several students watching from the hall laughed too. Mia smiled, but she lowered her hands and moved behind the cardboard machine. Ms Han, the drama teacher, stopped the scene. She asked what the joke revealed about the printer. Leo said it was only a quick impression and pointed out that everyone had laughed. “Everyone?” Ms Han asked. The room became quiet. Mia replied that the imitation was accurate, which was precisely why it felt uncomfortable. Leo wanted to explain that he had meant no harm, but rehearsal time was nearly over and the group moved on. Later, as Leo carried the script down the corridor, he heard two younger students repeating his line. One of them copied Mia's bent shoulders; the other laughed. Mia walked past with a roll of tape and pretended not to notice. For the first time, Leo understood that his joke had travelled farther than his intention. He crossed out the imitation. Without it, however, the final scene ended weakly. The charity show was the next afternoon, and the group still needed an ending. Leo looked through the art-room door and saw Mia alone, repairing the printer that had caused all the trouble in the first place. 注意： （1）续写词数应为150个左右。 （2）请按如下格式在答题卡的相应位置作答。 Leo found Mia in the art room, where she was repairing the cardboard printer._________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The next afternoon, the group walked onstage with a very different ending.____________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 试题 第3页（共12页） 试题 第4页（共12页） 试题 第1页（共12页） 试题 第2页（共12页） 学科网（北京）股份有限公司 $ 2026-2027学年高二选择性必修第一册英语单元自测 Unit 1 Laugh out loud!·能力提升 参考答案 第一部分　阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） 1—5：B C D A B　6—10：C D B C A　11—15：D A C B D 第二节（共5小题；每小题2.5分，满分12.5分） 16—20：E G A C D 第二部分　语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 21—25：A B C D A　26—30：B C D A B　31—35：C D A B C 第二节（共10小题；每小题1.5分，满分15分） 36—45：whose; dressed; who; which; grew; that; where; more confident; to entertain; kindness 第三部分　写作（共两节，满分40分） 第一节（满分15分） Dear Alex, Our English Club will hold a “Humour Across Cultures” workshop in Room 305 at 4:30 p.m. next Thursday. It aims to help students see why a joke that works in one language may fail in another. Participants will compare short jokes, rewrite one for a new audience, and discuss how humour can stay kind. Since you have studied in two countries, would you please join us as a student coach and share one example? We would be delighted to have you. Yours sincerely, Li Hua 第二节（满分25分） Leo found Mia in the art room, where she was repairing the cardboard printer. He apologised without explaining his intention and admitted that the joke had turned her habit into a label. Mia accepted the apology but pointed to the broken door. “The printer gives us enough material,” she said. Together they rewrote the ending so that every character blamed the machine for a different ridiculous problem. Mia added an error message: “Printer unavailable—currently considering a career change.” Leo asked her to deliver it, and she agreed on the condition that the humour stayed with the situation. The next afternoon, the group walked onstage with a very different ending. When the cardboard door fell open earlier than planned, Leo paused and announced that the printer had rejected strict working hours. Mia stepped out and added, “It now supports flexible openings.” The audience laughed at the accident, not at a classmate. Their improvised exchange gave the others time to reset the prop, and the sketch finished smoothly. After the show, Leo publicly thanked Mia for rewriting the scene. The loud response pleased him, but the more important change was quieter: Mia remained beside the group, smiling, as younger students asked how they had turned a mistake into a joke without turning a person into one. 原创精品资源学科网独家享有版权，侵权必究！1 学科网（北京）股份有限公司1 / 2 学科网（北京）股份有限公司 $ 2026-2027学年高二选择性必修第一册英语单元自测 Unit 1 Laugh out loud!·能力提升 （时间：100分钟　满分：120分） 全解全析 学校：____________　班级：____________　姓名：____________　分数：____________ 注意事项： 1．答题前，考生务必将学校、班级、姓名填写在相应位置。 2．选择题选出答案后填涂在答题卡上；非选择题写在答题卡相应区域。 3．本卷不设听力，其余结构按新高考英语非听力部分设计。 第一部分　阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） 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。 A Choose Your Laugh Lab The Student Wellbeing Centre is offering four small-group Laugh Labs. Each session lasts 70 minutes and is open to students in Grades 10–12. You may book one session only, so choose the kind of humour you want to explore rather than the one that simply sounds funniest. Punchline to Poster — Tuesday Turn an ordinary school moment into a one-page comic poster. You will learn how captions, picture order and a final surprise work together. Drawing skill is not required; simple shapes are welcome. Bring one example of a poster whose message you remember. Quiet Comedy Studio — Wednesday Create a short scene without spoken words. Using movement, objects and facial expression, pairs will make a familiar problem look new. This session suits students who enjoy observing details or who would rather communicate physically than perform a speech. Wear clothes that allow easy movement. Kind Humour Clinic — Thursday Examine jokes that are almost funny but leave someone out. The group will identify the hidden target, change the point of view and test a kinder version. Personal stories may be used only with the permission of everyone recognisable in them. No joke has to be kept just because it took time to write. Minute Story Stage — Friday Shape a true, one-minute story about a small mistake that later became funny. You may tell it live or submit a recorded version. Peer feedback will focus on clarity, timing and whether listeners can laugh without anyone being made smaller. 1．Which session best suits a student who wants to explore humour without speaking? A. Punchline to Poster. B. Quiet Comedy Studio. C. Kind Humour Clinic. D. Minute Story Stage. 2．What rule applies in the Kind Humour Clinic? A. Every joke must be kept after revision. B. Students must reveal the names in personal stories. C. Recognisable people must agree before their stories are used. D. Participants should avoid changing the joke's point of view. 3．What do the four sessions have in common? A. They prepare students for paid comedy careers. B. They require advanced performance experience. C. They collect famous jokes for a school show. D. They develop humour through observation, creation or revision. 【语篇导读】本文是一则学生活动中心幽默工作坊的招募信息，介绍四个项目的内容与规则，考查细节理解与共同点归纳。 1. B　【解析】细节理解。Quiet Comedy Studio 明确要求 create a short scene without spoken words，并以动作、物品和表情传达幽默。其余项目都以海报、讨论或口头/录制故事为主要形式。 2. C　【解析】细节理解。该项目规定 personal stories may be used only with the permission of everyone recognisable in them。A、B、D均与原文相反。 3. D　【解析】主旨归纳。四个项目形式不同，但都要求学生观察生活、创造表达或修改幽默。A、B、C把局部或不存在的信息扩大为共同点。 【教师点拨】应用文先锁定需求关键词，再在项目说明中做同义匹配；共同点题要概括功能，避免被单个项目的显眼细节干扰。 B The Laugh That Waited Chen Rui joined a weekend programme at a community centre because he had been told that the older visitors loved jokes. On his first morning, he arrived with twelve punchlines written on cards. He delivered the first three quickly. Most people smiled, but Mr Sun, who sat near the window with a sketchbook, showed no reaction at all. Rui read the silence as rejection. He spoke faster, raised his voice and added larger gestures. Mr Sun still did not laugh. During the break, Rui complained to another volunteer that he was performing to a wall. The volunteer glanced at Mr Sun's hearing device and replied, “Perhaps you are performing at him, not with him.” Embarrassed, Rui sat beside Mr Sun and asked which joke had been unclear. Mr Sun turned the sketchbook around. He had drawn Rui's last story as four quick pictures, but the final frame was empty. Under it he had written, “Give me time to see the sound.” Rui realised that each punchline had arrived before Mr Sun had connected the words, expression and movement that made it work. The following Saturday, Rui brought one story, not twelve. He placed four picture cards on the table and let the group arrange them. Before revealing the final card, he waited. The pause felt long to Rui, yet nobody rushed to fill it. Mr Sun studied the pictures, drew a fifth frame and slid it into place. His ending was better than Rui's. The table broke into laughter, and Mr Sun laughed too—quietly at first, then with his shoulders shaking. Rui kept his unused punchlines, but they no longer felt like a performance plan. They became possible materials for a conversation. He had come to make people laugh and discovered that timing was not only the space before a punchline. It was also the space another person needed in order to enter the joke. 4．Why did Rui speak faster and use larger gestures? A. He mistook Mr Sun's silence for dislike. B. He wanted to test Mr Sun's hearing device. C. He had been asked to shorten the programme. D. He was competing with the other volunteer. 5．What did Mr Sun mean by “Give me time to see the sound”? A. He wanted Rui to draw instead of telling jokes. B. He needed time to connect words with visual clues. C. He preferred to read the punchline before the story. D. He hoped the programme would become completely silent. 6．How did Rui's approach change on the following Saturday? A. He replaced humour with a drawing lesson. B. He asked the volunteer to perform for him. C. He made the audience part of creating the joke. D. He used more punchlines to maintain attention. 7．Which title best captures the message of the story? A. Twelve Cards for a Perfect Show B. Why Loud Jokes Work Better C. A Sketchbook Without an Ending D. The Laugh That Waited 【语篇导读】本文是一篇记叙文，讲述Rui从误读听障观众的沉默，到学会放慢节奏、与观众共同创作幽默的成长过程。 4. A　【解析】因果推断。原文说 Rui read the silence as rejection，随后才加快速度、提高音量并扩大动作。B、C、D均无文本依据。 5. B　【解析】句意理解。下文解释他需要把 words, expression and movement 连起来，因此是“给我时间把声音变成可理解的画面”。A、C、D均把辅助方式误解为唯一要求。 6. C　【解析】细节归纳。他让大家排列图片，并接受 Mr Sun 补写结尾，从单向“表演给观众”转为共同创作。A、B、D与情节不符。 7. D　【解析】标题归纳。故事核心是耐心等待、给他人进入幽默的时间。A、B歪曲主题，C只概括中间道具而未覆盖人物成长。 【教师点拨】关注“误读沉默—获得反馈—调整方式—价值领悟”的人物弧线；标题题应覆盖冲突与成长，而非只抓道具。 C A Useful Wrong Answer A wrong answer changes a classroom for a few seconds. Everyone knows that something has gone off course, but nobody yet knows whether the moment will become useful, embarrassing or quickly forgotten. Humour can influence that decision. Used well, it acts like social punctuation: it marks the error as noticeable without turning the student into the error. Consider a teacher who writes a sentence on the board and leaves out a verb. A student points to the gap. The teacher looks at the sentence and says, “Apparently my verb has taken an early lunch.” The class laughs, the verb is restored and the lesson continues. The joke does not remove the need for accuracy. It lowers the social cost of noticing inaccuracy, particularly because the teacher aims the humour at her own wording rather than at the student who noticed it. The same method is harder when the student's answer is wrong. A quick joke about the answer may sound harmless to the teacher but become a label that classmates repeat. Safer humour moves one level away from the person. It can be directed at the confusing question, the surprising path of the discussion or the teacher's own unsuccessful explanation. The purpose is to reopen thinking, not to close the case with a laugh. Humour also has limits. If every correction becomes a comic performance, students may stop knowing which feedback matters. A learner who is genuinely worried may hear a playful reply as dismissal. In addition, laughter is unreliable evidence: people sometimes laugh because others do, because they are nervous or because they want the moment to end. A teacher still has to watch who speaks after the laugh and who becomes quieter. The best classroom humour therefore does not compete with serious learning. It protects the conditions that serious learning needs—attention, willingness to take a risk and permission to revise. A useful wrong answer is not one that becomes funny. It is one that can remain visible long enough for the class to examine it, change it and move forward together. 8．What does the author mean by humour acting as “social punctuation”? A. It makes every correction entertaining. B. It signals an error while keeping it manageable. C. It replaces the explanation after a wrong answer. D. It encourages students to ignore small mistakes. 9．Why does the teacher joke about her missing verb? A. To show that grammar is less important than confidence. B. To prevent the student from correcting her again. C. To direct humour at the situation rather than the student. D. To prove that teachers should plan jokes before class. 10．What risk of frequent joking is mentioned in paragraph 4? A. Important feedback may appear less serious. B. Students may become unable to understand humour. C. Teachers may spend too little time preparing lessons. D. Correct answers may be repeated by nervous learners. 11．What is the author's attitude towards classroom humour? A. Opposed, because laughter hides all learning problems. B. Uncertain, because its effects cannot be observed. C. Enthusiastic, provided every student laughs. D. Supportive, while stressing purpose and limits. 【语篇导读】本文是一篇说明议论文，阐释课堂幽默作为“社交创可贴”的作用机制、使用方法与频率限度。 8. B　【解析】概念理解。冒号后的解释是 marks the error as noticeable without turning the student into the error，即让错误可见但不把人标签化。A、C、D均越过文本边界。 9. C　【解析】写例目的。第二段明确强调 teacher aims the humour at her own wording rather than at the student。A、B、D均不是例子要证明的原则。 10. A　【解析】细节理解。If every correction becomes a comic performance, students may stop knowing which feedback matters，说明重要反馈的严肃性可能被削弱。B、C、D均偷换对象。 11. D　【解析】观点态度。作者肯定幽默能保护学习条件，同时连续说明对象、频率和反应判断的限制，属于有条件支持。A、B、C均绝对化。 【教师点拨】说明议论文要识别“定义—例证—风险—结论”结构；态度题关注转折和限定语，而非只看正面词汇。 D When a Joke Needs a Passport People often call a joke “untranslatable” when its words cannot cross neatly into another language. That description is sometimes accurate, but it can also end the discussion too early. A joke is not only a row of words. It is an arrangement of expectations between a speaker and an audience. Translating humour therefore means asking which part of that arrangement must travel. Wordplay presents the clearest difficulty. A science-museum guide might say that she has a “current relationship” with electricity. English listeners can hear current as both “present” and “flowing electricity”. A language without the same pair of meanings cannot carry the line word for word. Yet the translator still has choices. The guide might be given a different electrical misunderstanding, or the humour might move from vocabulary to the situation—for example, a display refusing to cooperate just as she praises its reliability. Such changes are sometimes criticised as disloyal. But loyalty to what? If every dictionary meaning survives and nobody recognises a joke, the words have travelled while the comic event has not. A strong translation may alter the surface in order to preserve the job the line performs: releasing tension, revealing a character, challenging authority or inviting the audience into shared knowledge. That shared knowledge creates an ethical problem as well as a technical one. Some jokes depend on a stereotype that the first audience accepts without noticing. A new audience may notice it immediately—or may not know enough to question it. The translator must decide whether to reproduce, signal, weaken or replace that assumption. There is no mechanical rule, but pretending that translation is neutral is itself a decision. Humour that travels light often grows from a recognisable situation: a plan failing, a proud person being surprised, or two people understanding the same words differently. Even then, timing and power matter. Who is allowed to misunderstand? Who pays for the laugh? These questions show why translating humour is more than solving a verbal puzzle. It is rebuilding a relationship between speaker, target and audience in a new room. 12．Why may a word-for-word translation fail to be funny? A. The new language may not share the same double meaning. B. Audiences dislike jokes about science and electricity. C. Translators usually remove the speaker from the scene. D. Dictionary meanings change whenever they cross borders. 13．What does the museum-guide example illustrate? A. Scientific language should not be translated creatively. B. A reliable display is necessary for successful humour. C. A translator may change the form to preserve the comic function. D. Situational humour is always stronger than wordplay. 14．What is closest in meaning to humour that “travels light” in paragraph 5? A. Humour delivered with a cheerful voice. B. Humour relying less on culture-specific knowledge. C. Humour reduced to a very short sentence. D. Humour that avoids all misunderstanding. 15．What is the main idea of the text? A. Wordplay should be removed from international communication. B. Ethical concerns make humour impossible to translate. C. Translators should preserve every dictionary meaning in a joke. D. Translating humour means rebuilding its effect and relationships. 【语篇导读】本文是一篇议论文，讨论幽默在跨语言翻译中形式、功能与伦理关系的取舍，主张重建效果而非逐字直译。 12. A　【解析】细节推断。current 的双关依赖英语中同一词的两义，另一语言未必有相同组合。B、C无依据，D把“语义组合不对应”夸大为“词义必然改变”。 13. C　【解析】例证作用。原双关无法直译时，可改成另一电学误会或情境幽默，以保留 comic event/function。A、B偏离主题，D把“可替换”夸成“总是更强”。 14. B　【解析】词义猜测。后文列举普遍可识别的情境，说明“轻装旅行”指较少依赖特定语言或文化背景。A、C只取 light 的字面联想，D过于绝对。 15. D　【解析】主旨大意。全文从词语形式、喜剧功能、共享知识和权力关系说明幽默翻译是重建效果与关系。A、B、C均与作者立场相反。 【教师点拨】D篇重在论证链：直译困难只是起点，核心是形式、功能与伦理关系的取舍；主旨不能停留在“语言不同”。 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 How to Repair a Joke That Lands Badly A joke can fail for many reasons. The timing may be weak, the reference may be unfamiliar, or the line may make one person carry the cost of everyone else's amusement. What matters next is not proving that the joke was good. A repair starts with reading the room rather than reading the script again. ____16____ If the room changes, stop adding lines. A puzzled face may call for a brief explanation, while sudden silence may show that someone has been put on the spot. You do not need to hold a public trial of the joke, but you do need to make space for the response. The first reply should fit the evidence, not the speaker's panic. ____17____ A useful apology is short and specific: “I meant that as a joke, but it made you the target. I'm sorry.” It names the effect without demanding that the listener comfort the speaker. An apology should not become a request for immediate forgiveness. ____18____ The more the speaker explains how kind the intention was, the more work the hurt listener must do. Next, decide whether the line can be edited. A timing problem may need a shorter set-up. A private reference may need context. ____19____ Changing a single adjective will not repair a joke whose entire structure depends on making a group seem less intelligent or less welcome. Finally, ask a practical question: after the laugh, can everyone still speak? A good repair reopens the conversation and makes future participation easier. ____20____ It is to take creative risks while remaining responsible for their effect. A. A long defence can become a second performance at the listener's expense. B. A successful joke should never need to be explained to its audience. C. If the humour depends on a stereotype, replace the whole idea. D. The goal is not to remove every risk from humorous communication. E. First, notice what happened instead of pushing harder for a laugh. F. People from different backgrounds always prefer completely different jokes. G. Then choose a response that matches the kind of problem you have noticed. 作答：16．______　17．______　18．______　19．______　20．______ 【语篇导读】本文是一篇说明文，介绍笑话冷场后的五步修复法，强调识别问题、简短致歉、评估修改与事后反思。 16. E。承上启下。前文说关键不是证明笑话好，E项转向首要修复动作 notice what happened。 17. G。段落先区分 puzzled face 与 sudden silence，G项概括应根据问题类型选择相应回应。 18. A。后句继续说明解释善意会增加听者负担，A项的 long defence 与之形成同义衔接。 19. C。本段讨论能否局部修改；后句说只改形容词救不了依赖贬低群体的结构，C项正好提出整 idea 替换。 20. D。后句 It is to... 与 D项 The goal is not to... 构成完整的“不是……而是……”收束。 【教师点拨】七选五先找段落功能，再核对指代与同义复现；本题线索包括 First/Then/Next/Finally、problem/response、defence/explains、stereotype/whole structure。 第二部分　语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。 At the school science evening, Maya was ready to demonstrate a small robot that could answer questions and tell riddles. She had tested every part twice that afternoon, so the silence felt sharper than any alarm. When she pressed Start, however, the screen ____21____. The robot froze halfway through its greeting. The ____22____, expecting a smooth demonstration, became very quiet. Maya's first ____23____ was to apologise and leave the stage. For a moment, the open stage seemed much larger than it had during practice. Then her teammate Tomas ____24____, “Let the robot be itself.” Instead of ____25____ that nothing was wrong, Maya faced the visitors and ____26____ that the robot looked as nervous as she felt. “It has entered a thoughtful ____27____,” she added. A few people smiled. Maya then ____28____ the children in the front row to suggest questions the robot might be considering. Their guesses ranged from homework to space travel, and each answer bought Tomas more time. Because the machine could not ____29____, she answered in its voice. ____30____, Tomas quietly restarted the programme. The shared task changed the room's ____31____: people were no longer waiting for Maya to fail; they were helping the demonstration continue. When the screen finally ____32____, Maya no longer saw the delay as an interruption to the ____33____. It had become part of it. The robot delivered its riddle, but the loudest laugh was ____34____ by Maya's comment that it had needed “human technical support”. The breakdown had not made her funnier by itself. Her willingness to notice the moment and include the audience had created ____35____. 21．A. failed　 B. flashed　 C. expanded　 D. settled 22．A. engineer　 B. audience　 C. committee　 D. competitor 23．A. promise　 B. memory　 C. impulse　 D. advantage 24．A. argued　 B. announced　 C. complained　 D. whispered 25．A. pretending　 B. proving　 C. noticing　 D. doubting 26．A. denied　 B. admitted　 C. predicted　 D. repeated 27．A. route　 B. signal　 C. mood　 D. method 28．A. warned　 B. forced　 C. permitted　 D. invited 29．A. respond　 B. escape　 C. compete　 D. recover 30．A. Otherwise　 B. Meanwhile　 C. Therefore　 D. Instead 31．A. entrance　 B. schedule　 C. tension　 D. direction 32．A. spread　 B. hesitated　 C. collapsed　 D. recovered 33．A. performance　 B. argument　 C. examination　 D. advertisement 34．A. accidental　 B. earned　 C. private　 D. distant 35．A. competition　 B. instruction　 C. connection　 D. excuse 【语篇导读】本文是一篇记叙文，讲述科学晚会上机器人演示突发故障时，Maya以幽默重构尴尬、邀请观众参与并赢得连接的故事。 21. A　【解析】屏幕故障与后文 robot froze 构成因果，failed 符合情境。 22. B　【解析】现场等待演示并变安静的是 audience。 23. C　【解析】first impulse 指第一反应，和“道歉并离台”的冲动搭配。 24. D　【解析】舞台突发故障时队友低声提示，whispered 最符合语境。 25. A　【解析】instead of pretending that nothing was wrong 表示不假装一切正常。 26. B　【解析】她坦承机器人和自己一样紧张，admitted 构成真实面对问题。 27．C　【解析】a thoughtful mood 既拟人化又呼应 Unit 1 词汇 mood。 28．D　【解析】invite sb to do sth，邀请前排儿童参与。 29．A　【解析】机器暂时不能回答，所以 Maya 用机器人的声音代答；respond 符合语义。 30．B　【解析】Maya 与观众互动的同时，Tomas 重启程序，Meanwhile 表示并行。 31．C　【解析】共同参与使大家不再等待失败，改变的是 room's tension。 32．D　【解析】重启后屏幕恢复，recovered 与故障情境匹配。 33．A　【解析】延迟从演示表演的中断变成表演的一部分，performance 构成语义闭环。 34．B　【解析】笑声来自她恰当回应并带动观众，earned 表示通过表现赢得。 35．C　【解析】结尾升华：包容观众创造连接，connection 呼应全文。 第二节（共10小题；每小题1.5分，满分15分） 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。 Last Saturday, the school service team visited a children's ward with a “smile cart”. They planned to spend the afternoon listening first and performing only when a child showed interest. The team, ____36____ members were all senior students, had prepared picture cards, soft toys and short stories. One volunteer, ____37____ (dress) in a bright coat and a curly wig, first met Nina, ____38____ had been sitting silently beside her bed. He did not begin with a joke. Instead, he placed a rubber chicken on the cart and waited. Nina tapped the chicken gently before asking why it looked so serious that Saturday. The pause, ____39____ might have felt awkward elsewhere, gave Nina control of the interaction. When laughter finally came, it ____40____ (grow) from a smile into a delighted grin. The teacher reminded the group that it was not the costume ____41____ mattered most but their attention. Before leaving, they wrote suggestions at the nurses' station, ____42____ staff could read them before the next visit. The students returned to school feeling ____43____ (confident) than before. Their aim was not ____44____ (entertain) at any cost, but to offer patience, respect and ____45____ (kind). 【语篇导读】本文是一篇记叙文，讲述学校服务队到儿童医院用情境幽默传递关怀，重点考查非限制性定语从句、时态与非谓语形式。 36．whose。非限制性定语从句修饰 team，关系词在从句中作 members 的定语，用 whose。 37．dressed。be dressed in 的非谓语形式，过去分词短语作后置定语。 38．who。非限制性定语从句修饰 Nina，先行词为人且关系词作主语，用 who。 39．which。非限制性定语从句修饰 The pause，关系词作主语，用 which。 40．grew。叙述上周事件，grow 的一般过去式为 grew。 41．that。It was not...but... 中的强调句型，连接词用 that。 42．where。非限制性定语从句修饰 station，关系词在从句中作地点状语，用 where。 43．more confident。than before 提示形容词比较级，confident 用 more confident。 44．to entertain。aim was not to do...but to do...，不定式作表语并与 to offer 并列。 45．kindness。与 patience、respect 并列作 offer 的宾语，需名词 kindness。 【教师点拨】36、38、39、42集中考查非限制性定语从句；注意 that 不能引导非限制性定语从句，但第41空属于强调句。 第三部分　写作（共两节，满分40分） 第一节（满分15分） 假定你是校英语社团负责人李华，社团将举办“Humour Across Cultures”工作坊。请给交换生 Alex 写一封邮件，内容包括： 1. 活动目的； 2. 时间、地点和主要活动； 3. 邀请他担任学生指导员并分享实例。 注意：1．写作词数应为80个左右； 2．请按如下格式作答。 Dear Alex, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours sincerely, Li Hua 【写作思路】目的与主题价值 → 时间、地点、活动 → 邀请担任学生指导员并分享跨文化实例。 【参考范文】 Dear Alex, Our English Club will hold a “Humour Across Cultures” workshop in Room 305 at 4:30 p.m. next Thursday. It aims to help students see why a joke that works in one language may fail in another. Participants will compare short jokes, rewrite one for a new audience, and discuss how humour can stay kind. Since you have studied in two countries, would you please join us as a student coach and share one example? We would be delighted to have you. Yours sincerely, Li Hua 【评分建议】内容覆盖5分，语言准确与得体5分，连贯和格式3分，主题表达与恰切语气2分。非限制性定语从句可作为语言亮点，但不机械要求。 第二节（满分25分） 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 Leo's group had been chosen to open the school's charity show with a five-minute comic sketch about a troublesome printer. Leo loved getting a laugh and wrote most of the dialogue. Mia, the newest and quietest member, designed the cardboard printer and checked every change to the script. Whenever someone suggested a new line, she would say softly, “Maybe we should test it once more.” During rehearsal, the printer door refused to stay closed. Leo stepped forward, copied Mia's careful voice and repeated, “Maybe we should test it once more,” while holding his hands exactly as she did. The other group members laughed. Several students watching from the hall laughed too. Mia smiled, but she lowered her hands and moved behind the cardboard machine. Ms Han, the drama teacher, stopped the scene. She asked what the joke revealed about the printer. Leo said it was only a quick impression and pointed out that everyone had laughed. “Everyone?” Ms Han asked. The room became quiet. Mia replied that the imitation was accurate, which was precisely why it felt uncomfortable. Leo wanted to explain that he had meant no harm, but rehearsal time was nearly over and the group moved on. Later, as Leo carried the script down the corridor, he heard two younger students repeating his line. One of them copied Mia's bent shoulders; the other laughed. Mia walked past with a roll of tape and pretended not to notice. For the first time, Leo understood that his joke had travelled farther than his intention. He crossed out the imitation. Without it, however, the final scene ended weakly. The charity show was the next afternoon, and the group still needed an ending. Leo looked through the art-room door and saw Mia alone, repairing the printer that had caused all the trouble in the first place. 注意：1. 续写词数应为150个左右； 2. 请按如下格式在答题卡的相应位置作答。 Leo found Mia in the art room, where she was repairing the cardboard printer._________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The next afternoon, the group walked onstage with a very different ending.____________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 【续写要点】第一段：Leo真诚道歉，Mia提出把幽默目标转向打印机和情境，两人共同改写；第二段：意外再次发生，团队用包容的即兴幽默化解，Leo公开认可Mia，主题落在“笑情境而非笑人”。 【参考范文】 Leo found Mia in the art room, where she was repairing the cardboard printer. He apologised without explaining his intention and admitted that the joke had turned her habit into a label. Mia accepted the apology but pointed to the broken door. “The printer gives us enough material,” she said. Together they rewrote the ending so that every character blamed the machine for a different ridiculous problem. Mia added an error message: “Printer unavailable—currently considering a career change.” Leo asked her to deliver it, and she agreed on the condition that the humour stayed with the situation. The next afternoon, the group walked onstage with a very different ending. When the cardboard door fell open earlier than planned, Leo paused and announced that the printer had rejected strict working hours. Mia stepped out and added, “It now supports flexible openings.” The audience laughed at the accident, not at a classmate. Their improvised exchange gave the others time to reset the prop, and the sketch finished smoothly. After the show, Leo publicly thanked Mia for rewriting the scene. The loud response pleased him, but the more important change was quieter: Mia remained beside the group, smiling, as younger students asked how they had turned a mistake into a joke without turning a person into one. 【评分建议】内容与原文衔接10分，语言与句式8分，篇章连贯5分，价值导向与书写2分。重点检查人物动机连续、两段首句衔接及“善意幽默”主题落点。 原创精品资源学科网独家享有版权，侵权必究！1 学科网（北京）股份有限公司1 / 23 学科网（北京）股份有限公司 $ 2026-2027学年高二选择性必修第一册英语单元自测 Unit 1 Laugh out loud!·能力提升 （时间：100分钟　满分：120分） 学校：____________　班级：____________　姓名：____________　分数：____________ 注意事项： 1．答题前，考生务必将学校、班级、姓名填写在相应位置。 2．选择题选出答案后填涂在答题卡上；非选择题写在答题卡相应区域。 3．本卷不设听力，其余结构按新高考英语非听力部分设计。 第一部分　阅读（共两节，满分50分） 第一节（共15小题；每小题2.5分，满分37.5分） 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。 A Choose Your Laugh Lab The Student Wellbeing Centre is offering four small-group Laugh Labs. Each session lasts 70 minutes and is open to students in Grades 10–12. You may book one session only, so choose the kind of humour you want to explore rather than the one that simply sounds funniest. Punchline to Poster — Tuesday Turn an ordinary school moment into a one-page comic poster. You will learn how captions, picture order and a final surprise work together. Drawing skill is not required; simple shapes are welcome. Bring one example of a poster whose message you remember. Quiet Comedy Studio — Wednesday Create a short scene without spoken words. Using movement, objects and facial expression, pairs will make a familiar problem look new. This session suits students who enjoy observing details or who would rather communicate physically than perform a speech. Wear clothes that allow easy movement. Kind Humour Clinic — Thursday Examine jokes that are almost funny but leave someone out. The group will identify the hidden target, change the point of view and test a kinder version. Personal stories may be used only with the permission of everyone recognisable in them. No joke has to be kept just because it took time to write. Minute Story Stage — Friday Shape a true, one-minute story about a small mistake that later became funny. You may tell it live or submit a recorded version. Peer feedback will focus on clarity, timing and whether listeners can laugh without anyone being made smaller. 1．Which session best suits a student who wants to explore humour without speaking? A. Punchline to Poster. B. Quiet Comedy Studio. C. Kind Humour Clinic. D. Minute Story Stage. 2．What rule applies in the Kind Humour Clinic? A. Every joke must be kept after revision. B. Students must reveal the names in personal stories. C. Recognisable people must agree before their stories are used. D. Participants should avoid changing the joke's point of view. 3．What do the four sessions have in common? A. They prepare students for paid comedy careers. B. They require advanced performance experience. C. They collect famous jokes for a school show. D. They develop humour through observation, creation or revision. B The Laugh That Waited Chen Rui joined a weekend programme at a community centre because he had been told that the older visitors loved jokes. On his first morning, he arrived with twelve punchlines written on cards. He delivered the first three quickly. Most people smiled, but Mr Sun, who sat near the window with a sketchbook, showed no reaction at all. Rui read the silence as rejection. He spoke faster, raised his voice and added larger gestures. Mr Sun still did not laugh. During the break, Rui complained to another volunteer that he was performing to a wall. The volunteer glanced at Mr Sun's hearing device and replied, “Perhaps you are performing at him, not with him.” Embarrassed, Rui sat beside Mr Sun and asked which joke had been unclear. Mr Sun turned the sketchbook around. He had drawn Rui's last story as four quick pictures, but the final frame was empty. Under it he had written, “Give me time to see the sound.” Rui realised that each punchline had arrived before Mr Sun had connected the words, expression and movement that made it work. The following Saturday, Rui brought one story, not twelve. He placed four picture cards on the table and let the group arrange them. Before revealing the final card, he waited. The pause felt long to Rui, yet nobody rushed to fill it. Mr Sun studied the pictures, drew a fifth frame and slid it into place. His ending was better than Rui's. The table broke into laughter, and Mr Sun laughed too—quietly at first, then with his shoulders shaking. Rui kept his unused punchlines, but they no longer felt like a performance plan. They became possible materials for a conversation. He had come to make people laugh and discovered that timing was not only the space before a punchline. It was also the space another person needed in order to enter the joke. 4．Why did Rui speak faster and use larger gestures? A. He mistook Mr Sun's silence for dislike. B. He wanted to test Mr Sun's hearing device. C. He had been asked to shorten the programme. D. He was competing with the other volunteer. 5．What did Mr Sun mean by “Give me time to see the sound”? A. He wanted Rui to draw instead of telling jokes. B. He needed time to connect words with visual clues. C. He preferred to read the punchline before the story. D. He hoped the programme would become completely silent. 6．How did Rui's approach change on the following Saturday? A. He replaced humour with a drawing lesson. B. He asked the volunteer to perform for him. C. He made the audience part of creating the joke. D. He used more punchlines to maintain attention. 7．Which title best captures the message of the story? A. Twelve Cards for a Perfect Show B. Why Loud Jokes Work Better C. A Sketchbook Without an Ending D. The Laugh That Waited C A Useful Wrong Answer A wrong answer changes a classroom for a few seconds. Everyone knows that something has gone off course, but nobody yet knows whether the moment will become useful, embarrassing or quickly forgotten. Humour can influence that decision. Used well, it acts like social punctuation: it marks the error as noticeable without turning the student into the error. Consider a teacher who writes a sentence on the board and leaves out a verb. A student points to the gap. The teacher looks at the sentence and says, “Apparently my verb has taken an early lunch.” The class laughs, the verb is restored and the lesson continues. The joke does not remove the need for accuracy. It lowers the social cost of noticing inaccuracy, particularly because the teacher aims the humour at her own wording rather than at the student who noticed it. The same method is harder when the student's answer is wrong. A quick joke about the answer may sound harmless to the teacher but become a label that classmates repeat. Safer humour moves one level away from the person. It can be directed at the confusing question, the surprising path of the discussion or the teacher's own unsuccessful explanation. The purpose is to reopen thinking, not to close the case with a laugh. Humour also has limits. If every correction becomes a comic performance, students may stop knowing which feedback matters. A learner who is genuinely worried may hear a playful reply as dismissal. In addition, laughter is unreliable evidence: people sometimes laugh because others do, because they are nervous or because they want the moment to end. A teacher still has to watch who speaks after the laugh and who becomes quieter. The best classroom humour therefore does not compete with serious learning. It protects the conditions that serious learning needs—attention, willingness to take a risk and permission to revise. A useful wrong answer is not one that becomes funny. It is one that can remain visible long enough for the class to examine it, change it and move forward together. 8．What does the author mean by humour acting as “social punctuation”? A. It makes every correction entertaining. B. It signals an error while keeping it manageable. C. It replaces the explanation after a wrong answer. D. It encourages students to ignore small mistakes. 9．Why does the teacher joke about her missing verb? A. To show that grammar is less important than confidence. B. To prevent the student from correcting her again. C. To direct humour at the situation rather than the student. D. To prove that teachers should plan jokes before class. 10．What risk of frequent joking is mentioned in paragraph 4? A. Important feedback may appear less serious. B. Students may become unable to understand humour. C. Teachers may spend too little time preparing lessons. D. Correct answers may be repeated by nervous learners. 11．What is the author's attitude towards classroom humour? A. Opposed, because laughter hides all learning problems. B. Uncertain, because its effects cannot be observed. C. Enthusiastic, provided every student laughs. D. Supportive, while stressing purpose and limits. D When a Joke Needs a Passport People often call a joke “untranslatable” when its words cannot cross neatly into another language. That description is sometimes accurate, but it can also end the discussion too early. A joke is not only a row of words. It is an arrangement of expectations between a speaker and an audience. Translating humour therefore means asking which part of that arrangement must travel. Wordplay presents the clearest difficulty. A science-museum guide might say that she has a “current relationship” with electricity. English listeners can hear current as both “present” and “flowing electricity”. A language without the same pair of meanings cannot carry the line word for word. Yet the translator still has choices. The guide might be given a different electrical misunderstanding, or the humour might move from vocabulary to the situation—for example, a display refusing to cooperate just as she praises its reliability. Such changes are sometimes criticised as disloyal. But loyalty to what? If every dictionary meaning survives and nobody recognises a joke, the words have travelled while the comic event has not. A strong translation may alter the surface in order to preserve the job the line performs: releasing tension, revealing a character, challenging authority or inviting the audience into shared knowledge. That shared knowledge creates an ethical problem as well as a technical one. Some jokes depend on a stereotype that the first audience accepts without noticing. A new audience may notice it immediately—or may not know enough to question it. The translator must decide whether to reproduce, signal, weaken or replace that assumption. There is no mechanical rule, but pretending that translation is neutral is itself a decision. Humour that travels light often grows from a recognisable situation: a plan failing, a proud person being surprised, or two people understanding the same words differently. Even then, timing and power matter. Who is allowed to misunderstand? Who pays for the laugh? These questions show why translating humour is more than solving a verbal puzzle. It is rebuilding a relationship between speaker, target and audience in a new room. 12．Why may a word-for-word translation fail to be funny? A. The new language may not share the same double meaning. B. Audiences dislike jokes about science and electricity. C. Translators usually remove the speaker from the scene. D. Dictionary meanings change whenever they cross borders. 13．What does the museum-guide example illustrate? A. Scientific language should not be translated creatively. B. A reliable display is necessary for successful humour. C. A translator may change the form to preserve the comic function. D. Situational humour is always stronger than wordplay. 14．What is closest in meaning to humour that “travels light” in paragraph 5? A. Humour delivered with a cheerful voice. B. Humour relying less on culture-specific knowledge. C. Humour reduced to a very short sentence. D. Humour that avoids all misunderstanding. 15．What is the main idea of the text? A. Wordplay should be removed from international communication. B. Ethical concerns make humour impossible to translate. C. Translators should preserve every dictionary meaning in a joke. D. Translating humour means rebuilding its effect and relationships. 第二节（共5小题；每小题2.5分，满分12.5分） 阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。选项中有两项为多余选项。 How to Repair a Joke That Lands Badly A joke can fail for many reasons. The timing may be weak, the reference may be unfamiliar, or the line may make one person carry the cost of everyone else's amusement. What matters next is not proving that the joke was good. A repair starts with reading the room rather than reading the script again. ____16____ If the room changes, stop adding lines. A puzzled face may call for a brief explanation, while sudden silence may show that someone has been put on the spot. You do not need to hold a public trial of the joke, but you do need to make space for the response. The first reply should fit the evidence, not the speaker's panic. ____17____ A useful apology is short and specific: “I meant that as a joke, but it made you the target. I'm sorry.” It names the effect without demanding that the listener comfort the speaker. An apology should not become a request for immediate forgiveness. ____18____ The more the speaker explains how kind the intention was, the more work the hurt listener must do. Next, decide whether the line can be edited. A timing problem may need a shorter set-up. A private reference may need context. ____19____ Changing a single adjective will not repair a joke whose entire structure depends on making a group seem less intelligent or less welcome. Finally, ask a practical question: after the laugh, can everyone still speak? A good repair reopens the conversation and makes future participation easier. ____20____ It is to take creative risks while remaining responsible for their effect. A. A long defence can become a second performance at the listener's expense. B. A successful joke should never need to be explained to its audience. C. If the humour depends on a stereotype, replace the whole idea. D. The goal is not to remove every risk from humorous communication. E. First, notice what happened instead of pushing harder for a laugh. F. People from different backgrounds always prefer completely different jokes. G. Then choose a response that matches the kind of problem you have noticed. 第二部分　语言运用（共两节，满分30分） 第一节（共15小题；每小题1分，满分15分） 阅读下面短文，从每题所给的A、B、C、D四个选项中选出可以填入空白处的最佳选项。 At the school science evening, Maya was ready to demonstrate a small robot that could answer questions and tell riddles. She had tested every part twice that afternoon, so the silence felt sharper than any alarm. When she pressed Start, however, the screen ____21____. The robot froze halfway through its greeting. The ____22____, expecting a smooth demonstration, became very quiet. Maya's first ____23____ was to apologise and leave the stage. For a moment, the open stage seemed much larger than it had during practice. Then her teammate Tomas ____24____, “Let the robot be itself.” Instead of ____25____ that nothing was wrong, Maya faced the visitors and ____26____ that the robot looked as nervous as she felt. “It has entered a thoughtful ____27____,” she added. A few people smiled. Maya then ____28____ the children in the front row to suggest questions the robot might be considering. Their guesses ranged from homework to space travel, and each answer bought Tomas more time. Because the machine could not ____29____, she answered in its voice. ____30____, Tomas quietly restarted the programme. The shared task changed the room's ____31____: people were no longer waiting for Maya to fail; they were helping the demonstration continue. When the screen finally ____32____, Maya no longer saw the delay as an interruption to the ____33____. It had become part of it. The robot delivered its riddle, but the loudest laugh was ____34____ by Maya's comment that it had needed “human technical support”. The breakdown had not made her funnier by itself. Her willingness to notice the moment and include the audience had created ____35____. 21．A. failed　 B. flashed　 C. expanded　 D. settled 22．A. engineer　 B. audience　 C. committee　 D. competitor 23．A. promise　 B. memory　 C. impulse　 D. advantage 24．A. argued　 B. announced　 C. complained　 D. whispered 25．A. pretending　 B. proving　 C. noticing　 D. doubting 26．A. denied　 B. admitted　 C. predicted　 D. repeated 27．A. route　 B. signal　 C. mood　 D. method 28．A. warned　 B. forced　 C. permitted　 D. invited 29．A. respond　 B. escape　 C. compete　 D. recover 30．A. Otherwise　 B. Meanwhile　 C. Therefore　 D. Instead 31．A. entrance　 B. schedule　 C. tension　 D. direction 32．A. spread　 B. hesitated　 C. collapsed　 D. recovered 33．A. performance　 B. argument　 C. examination　 D. advertisement 34．A. accidental　 B. earned　 C. private　 D. distant 35．A. competition　 B. instruction　 C. connection　 D. excuse 第二节（共10小题；每小题1.5分，满分15分） 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。 Last Saturday, the school service team visited a children's ward with a “smile cart”. They planned to spend the afternoon listening first and performing only when a child showed interest. The team, ____36____ members were all senior students, had prepared picture cards, soft toys and short stories. One volunteer, ____37____ (dress) in a bright coat and a curly wig, first met Nina, ____38____ had been sitting silently beside her bed. He did not begin with a joke. Instead, he placed a rubber chicken on the cart and waited. Nina tapped the chicken gently before asking why it looked so serious that Saturday. The pause, ____39____ might have felt awkward elsewhere, gave Nina control of the interaction. When laughter finally came, it ____40____ (grow) from a smile into a delighted grin. The teacher reminded the group that it was not the costume ____41____ mattered most but their attention. Before leaving, they wrote suggestions at the nurses' station, ____42____ staff could read them before the next visit. The students returned to school feeling ____43____ (confident) than before. Their aim was not ____44____ (entertain) at any cost, but to offer patience, respect and ____45____ (kind). 第三部分　写作（共两节，满分40分） 第一节（满分15分） 假定你是校英语社团负责人李华，社团将举办“Humour Across Cultures”工作坊。请给交换生 Alex 写一封邮件，内容包括： 1. 活动目的； 2. 时间、地点和主要活动； 3. 邀请他担任学生指导员并分享实例。 注意：1．写作词数应为80个左右； 2．请按如下格式作答。 Dear Alex, ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Yours sincerely, Li Hua 第二节（满分25分） 阅读下面材料，根据其内容和所给段落开头语续写两段，使之构成一篇完整的短文。 Leo's group had been chosen to open the school's charity show with a five-minute comic sketch about a troublesome printer. Leo loved getting a laugh and wrote most of the dialogue. Mia, the newest and quietest member, designed the cardboard printer and checked every change to the script. Whenever someone suggested a new line, she would say softly, “Maybe we should test it once more.” During rehearsal, the printer door refused to stay closed. Leo stepped forward, copied Mia's careful voice and repeated, “Maybe we should test it once more,” while holding his hands exactly as she did. The other group members laughed. Several students watching from the hall laughed too. Mia smiled, but she lowered her hands and moved behind the cardboard machine. Ms Han, the drama teacher, stopped the scene. She asked what the joke revealed about the printer. Leo said it was only a quick impression and pointed out that everyone had laughed. “Everyone?” Ms Han asked. The room became quiet. Mia replied that the imitation was accurate, which was precisely why it felt uncomfortable. Leo wanted to explain that he had meant no harm, but rehearsal time was nearly over and the group moved on. Later, as Leo carried the script down the corridor, he heard two younger students repeating his line. One of them copied Mia's bent shoulders; the other laughed. Mia walked past with a roll of tape and pretended not to notice. For the first time, Leo understood that his joke had travelled farther than his intention. He crossed out the imitation. Without it, however, the final scene ended weakly. The charity show was the next afternoon, and the group still needed an ending. Leo looked through the art-room door and saw Mia alone, repairing the printer that had caused all the trouble in the first place. 注意： （1）续写词数应为150个左右。 （2）请按如下格式在答题卡的相应位置作答。 Leo found Mia in the art room, where she was repairing the cardboard printer._________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ The next afternoon, the group walked onstage with a very different ending.____________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 原创精品资源学科网独家享有版权，侵权必究！1 1 / 12 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $