新人教必修4教案 Unit3 A taste of humor[Teaching Resources]

Part Two: Teaching Resources (第二部分：教学资源)
1．A text structure analysis of NONVERBAL HUMOUR
I. Type of writing and summary of the idea
Type of writing This is a piece of describtive writing.

Main idea of the passage:
Charlie Chaplin astonishes us with the deep feelings he can inspire in us for a character he is playing.
Topic sentence of 1st paragraph Some humour can be cruel.
Topic sentence of 2nd paragraph Charlie Chaplin is such an actor as to astonish us with the deep feelings.
Topic sentence of 3rd paragraph How did Charlie Chaplin make a sad situation entertaining?
Topic sentence of 4th paragraph The film of The Gold Rush is set in California.
Topic sentence of 5th paragraph Charlie Chaplin produced, directed, and wrote the movies he starred in.

II. A tree diagram of the text THEME PARKS —FUN AND MORE THAN FUN

Humours being cruel(para 1)

Charlie Chaplin astonishing us with the deep feelings(para 2)

Charlie Chaplin making a sad situation entertaining?(para 3)

The film of The Gold Rush set in California   where gold was discovered(para 4)

Charlie Chaplin producing, directing, and writing the movies he starred in(para 5)

III. A retold passage of the text
A possible version:
Sliding on a banana skin. Bumping into someone. Falling down a hole. These are some of the funny things we like to see other people doing. We feel content with ourselves because these other people are worse off than we are. And this feeling is so called “humour”.
Charlie Chaplin is a humourous actor. He astonishes us with humourous feelings he inspired in us. Born in poverty, he became famous by using a particular form of acting in  entertaining silent movies. He was a charming character, being well known throughout the world. He played a poor and homeless person, wearing large trousers, carrying a walking stick. Be a social failure, he was, in the movies, loved by all the people. By overcoming difficulties, by being kind to people unkind to him, by making a sad situation entertaining, by eating a boiled shoe, Charlie Chaplin make us happy and excited. His use of nonverbal humour excellent in the film The Gold Runed in the middle of the nineteenth century in ,California where gold was dicovered. In search of gold people rushed there, panning for gold, washing gold from water in a pan of water, hoping to ipick up gold. 
Such is Charlie Chaplin who produced, directed, and wrote movies that he starred in. He was given a special Oscar in 1972 for his lifetime outstanding work of bringing humour to us all.

2．Background information on theme parks
I. Six ways to improve your nonverbal communications

1. Eye contact:
Eye contact, an important channel of interpersonal communication, helps regulate the flow of communication. And it signals interest in others. Furthermore, eye contact with audiences increases the speaker's credibility. Teachers who make eye contact open the flow of communication and convey interest, concern, warmth and credibility.
2. Facial expressions:
Smiling is a powerful cue that transmits:
• Happiness
• Friendliness
• Warmth
• Liking
• Affiliation
Thus, if you smile frequently you will be perceived as more likable, friendly, warm and approachable. Smiling is often contagious and students will react favorably and learn more.
3. Gestures:
If you fail to gesture while speaking, you may be perceived as boring, stiff and unanimated. A lively and animated teaching style captures students' attention, makes the material more interesting, facilitates learning and provides a bit of entertainment. Head nods, a form of gestures, communicate positive reinforcement to students and indicate that you are listening.
4. Posture and body orientation:
You communicate numerous messages by the way you walk, talk, stand and sit. Standing erect, but not rigid, and leaning slightly forward communicates to students that you are approachable, receptive and friendly. Furthermore, interpersonal closeness results when you and your students face each other. Speaking with your back turned or looking at the floor or ceiling should be avoided; it communicates disinterest to your class.
5. Proximity:
Cultural norms dictate a comfortable distance for interaction with students. You should look for signals of discomfort caused by invading students' space. Some of these are:
• Rocking
• Leg swinging
• Tapping
• Gaze aversion
Typically, in large college classes space invasion is not a problem. In fact, there is usually too much distance. To counteract this, move around the classroom to increase interaction with your students. Increasing proximity enables you to make better eye contact and increases the opportunities for students to speak.
6. Paralinguistics:
This facet of nonverbal communication includes such vocal elements as:
• Tone
• Pitch
• Rhythm
• Timbre
• Loudness
• Inflection
For maximum teaching effectiveness, learn to vary these six elements of your voice. One of the major criticisms is of instructors who speak in a monotone. Listeners perceive these instructors as boring and dull. Students report that they learn less and lose interest more quickly when listening to teachers who have not learned to modulate their voices.

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