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英语论文范例-The Application of Humor in Senior English(3)

2013-06-13 01:23
(10)  I wish I were taller and stronger

E.g. when the teachers explain the phrase the more…the more, they can cite such an example:

（11）     A: Why don’t you study hard?
B: The more we study, the more we forget.
The more we forget, the less we know.
The less we know, the less we forget.
The less we forget, the more we know.
So, why we study?

2.2.2  Giving a Situation
In order to create a happy environment for students, teachers can put the content of the text into certain situations and design some interesting stories. The feature is putting word, action, motion together. By this way, the teachers can invoke students’ enthusiasm for English.
As we know, the present tense can express the future actions (the difference between the present tense and the present progressive). The present tense of transitory verbs describes the transitory action at present, that is, momentary actions. The present progressive, indicates the durative action at present.
The teachers can give these examples:

(12)     The car stops (the present tense describes the transitory action).
(13)     The car is stopping (the present progressive describes the duration action).

In order to explain clearly, the teacher can give two situations: (1)A man is driving his car along the street, a boy who rides a bike dashes off in front of his car from crossing road. He has to stop his car immediately. He says angrily: “you want to die”. (2) A man is driving his car along the street. He smells the delicious taste of chicken far from 100m away. He decides to buy it. He reduces the speed, and then stops the car in front of the shop.

In addition, when the teacher explain the difference between “-ing” participle and “-ed” participle. The teacher often tells the students: “-ing” participle act as predicative, it is active meaning. It indicates the property and feature the subject has. While “-ed” participle act as predicative, it is passive meaning. It indicates the influence the outside world has on the subject. In contrast, a humorous teacher will give the students such a situation: Once there was a young man who loved a girl very much. One day he showed his affection to the girl with flowers in his hand and kneeled down in front of this girl. Unfortunately, this girl did not love the man, so she said to the young man, “You are interested, but you are not interesting”（刑殿普 2005）.

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 Through this, students can be clear about the difference of these two participles. It impresses the students a lot.

2.3  Using Humorous Classroom Language
Classroom language is the language the teachers use in the process of teaching and in the organization of classroom teaching. It is the major instrument between the communication of teachers and students. The teachers rely on classroom language to explain knowledge, while the students acquire knowledge by the understanding of it. Therefore, it is of great importance. According to the requirement of New Curriculum Standard, the teachers should use more vivid and humorous language to activate classroom atmosphere so as to promote understanding and facilitate memory.

2.3.1  Humor on Classroom Management
Humor can also be used to communicate issues related to classroom management. Teachers can correct bad behavior in a humorous way, without unduly embarrassing any class members. Humor has been used successfully to explain classroom rules and foster understanding and rapport between the teacher and the students. Humor in the classroom is not the answer to all classroom management issues, but it is an excellent preventive measure and can often diffuse tense situations.
Most teachers become annoyed when students talk during class or their cell phone rings during a lecture. By the using humorous language, the teacher can stop the disruptive behavior and maintain a positive classroom atmosphere. Instead of saying something like, “This is the rules for our students and I expect you to follow them”. Instead, the teachers can use humorous language.
For example, when the teacher notice a students who doesn’t listen to him and the students is watching a bird outside. Therefore, the teacher can pause and have a sigh intentionally: “Gosh! I feel very grieved that I am not as attractive as a little bird.” The whole class burst into laugh, when this naughty student understood it, he also laughed, but with flush, “I am sorry”. So from this we can see the glamour of humorous language. It not only reminds the students that they should concentrated in the class, but also protect the self-respect of the students.

2.3.2  Impromptu Humor

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In the class, there are many unexpected situations. Teachers should change the plan and use humor according to the specific situation. For example, when a teacher was explaining the phrase on the move, he cited the example: Americans are always on the move. At that moment, the upstairs students were moving their chairs that caused great noise. Therefore, the teacher gave another example: The class upstairs is also on the move. The students all laughed happily.