通用學(xué)術(shù)英語(yǔ)綜合教程-讀寫 課件 大學(xué)英語(yǔ)IV-3-2-All You Need is Laugh

通用學(xué)術(shù)英語(yǔ)綜合教程（讀寫）EnglishforGeneralAcademicPurposesREADING&WRITING

Chapter3AllYouNeedisLaughReading1Reading2LearningObjectivesTograsptheuseoflinkingwordsandphrasesbasedoncontextualinformationTobuildanargumentwithclaim,reasons,evidenceandwarrantTosynthesizeresearchfromdifferentsourcesthroughcriticalthinking

AreSmartPeopleFunnier?TheoriesofHumorUCASReading2TheoriesofHumorChristinaRozek

UCASUCASReading1Reading2BeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsTheMagicofRealityattheGroceryStoreUCASReading1BeforeYouRead

UCASMenuWarming-upWatchthisvideo“Thepsychologyofhumor:Whyarethingsfunny”.Thinkaboutwhathumoris.

TheMagicofRealityWarming-upHow

funny

do

you

believe

thefollowingstatementsare?（1=notfunnyatall;5=veryfunny）UCASReading1BeforeYouRead

UCASMenuA.Thecustomsofficerswentbravelytotherescueofthecrewofawreckedship.Whentheyfinallygotthesailorashore,thecustomsmensaid:“Haveyouanythingtodeclare?”B.Adoctortellsaman,“Yourwifemusthaveabsoluterest.Hereisasleepingtablet.”“WhendoIgiveittoher?”themanasks.“Youdon’t,”explainsthedoctor,“youtakeityourself.”C.Thedoctorgavemeoneyeartolive.Sointheheatofthemoment,Ishothim.Andthejudgegaveme15years.Problemsolved.D.WhenIseelover’snamescarvedinatree,Idon’tthinkit’ssweet.Ijustthinkit’ssurprisinghowmanypeoplebringaknifeonadate.12345123451234512345

TheMagicofRealityDiscussionExplainingajokeislikedissectingafrog:youunderstanditbetter,butthefrogdiesintheprocess.Doyouagreewiththesaying?Whyorwhynot?UCASReading1BeforeYouRead

UCASMenuUCASReading1WhileYouReadUCASMenuQuestions

Whatarethethreetheoriesmentionedinthetext?Whatisthecontroversythattheauthorintroducedindiscussingthesuperioritytheory?Whendoesincongruityhumoroccur?HowdidDavistrytomakesenseofthemultipletheoriesofhumor?Whichtheoryisdiscussedwithmostwordsbytheauthor?Why?TheMagicofRealityAIlanguagemodelsareoftentrainedonavastamountoftextdata,includingjokesandhumor.Whenyouaskforajoke,theyoftengenerateonebasedonpatternsandstructurestheyhavelearnedfromthetrainingdata,byusingacommonsetupandpunchlineformattocreateajoke.UCASReading1AfterYouReadUCASMenuGroupactivityUseanAIlanguagemodel(e.g.ChatGPT)togenerateajoke;Tellittoeachotherinyourgroup;Explainwhichtheoryamongthosediscussedinthetextcanbetterexplaineachjoke.TheMagicofRealitySummarizetheclaimsofthefollowingsourcesaccordingtothetext.UCASReading1AfterYouReadUCASMenuAuthor(s)+YearClaim(s)Oring,2010(Para.3)McGhee,1979(Para.3)Kotthoff,2006(Para.4)Bing,2007(Para.5)DeanandAllen,2000(Para.6)Attardo,2009(Para.7)Hurleyetal.,2011(Para.7)Davis,1993(Para.8)Sexualhumoroftenconstrainssocialconditionsandisthusaggressiveinnature.Moststudiesofhumorfocusedonjokesproducedbymen;incongruityhumorstartswiththediscoveryofincongruityandendswithitsresolution.Womenhavelongusedsexualhumorasawaytoasserttheirsuperiorityovermen.Womenoftenusesexualhumorwhentherearenomalesaround;theyoftenrejectmen’sattempttoflirtwiththembypretendingnottounderstandtheirprovocativesexualjokes.Ajokeisinvariablycomposedoftheestablishmentoftheinitialassumptionanditsoverturn.Withoutthereleaseofanincongruity,peoplecanhardlyperceiveajokeasfunny.Jokesareawaytoventunwantedenergies.Superiority,incongruity,andreleasetheorieseachhasaparttoplayingeneratingtheperceptionofhumor.TheMagicofRealityTask1Examinehowtheboldfacedwords/phraseslinkideasinthefollowingsentences,andmatchthemwiththeirfunctionslistedinthebox.UCASReading1LanguageFocusUCASMenuFunctionsLinkingexpressionsShowingagreementIntroducingcontrast/concessionAddinginformationIndicatingcausalrelationshipThenegativehumorstyleistypicallyusedtoassertdominanceoverothers,thusshowingsuperiority.(Para.1)WhileKotthoff(2006)providesanexampleofwomen’shumoraddressingsexualandsexisttopicsinrelationtomen,Bing(2007)explorestheuseofsexualhumorinall-femalegroups.(Para.5)In

addition

to

the

superiority

theoriesofhumor,McGhee(1979)proposesthatincongruityisacentralcauseofhumor.(Para.6)Inaccordancewiththeirview,thefirstphraseofthejokesetsupanassumptionofwhatthejokewillbeabout,andtheassumptionisquicklyoverturnedbythepunchline,“permanently,”whilethelastsentenceofthejokeactsasasecondpunchline.(Para.6)4231TheMagicofRealityUCASReading1LanguageFocusUCASMenuVocabularyexerciseassert,controversy,demonstrate,exclusive,feigned,inhibit,misperception,subtle,repressed,reverse1.

TheRomanipracticeofchildmarriagehas

generated

____________

inmanycountries.

2.Themost

common

_______________

amonguninformedcitizensisthattheUnitedStatesisadoptingauniversalhealthcaresystem,whichishighlyuntrue.

3.Ifhis

____________

emotions

donotcomeoutinthesenonviolentways,theywillcomeoutinominousexpressionsofviolence.

4.Melodyshruggedhershouldersinagestureof

____________

indifference.

5.Researchhasrevealedinnateperceptualabilities

_____________

byhumaninfants.

6.Many

scholars

_________

thatcultureisonefactorthatplaysaroleinaggression.

7.Theirbenefitsvaryfrom

__________

cell

growth

toactuallyshrinkingthesizeoftumors.

8.Trainscan

__________

direction

atanumberofstationswhereaturnaroundloopisinstalled.9.Women,manyofwhomweremarried,tookavarietyofpaidjobsinamultitudeofvocationaljobs,manyofwhichwere

previously

______________

to

men.

10.It's

incredibly

__________,butthissmallchangealoneisenoughtosuggestthattheTimes,withitsrichhistory,isdigitallyfocusedandforward-thinking.

controversymisperceptionrepressedfeigneddemonstratedassertinhibitingreverseexclusivesubtleUCASReading1AcademicLiteracySkillsUCASMenuWhat&WhyInacademicwriting,inordertoprovideawell-roundedexplanation,authorsmayneedtobringtogethermultiplesourcesandshowhowtheyarerelatedtoordifferentfromeachother.Thisprocessiscalled“synthesis”andofteninvolvestheuseofdifferentlinkingexpressions.Synthesizingrequiresmorethansimplysummarizingasinglesourcematerial.Ifyouwanttoexplainaconceptoranevent,researchfromdifferentsourcescanbesynthesizedtoofferawell-roundedexplanation.SynthesisUCASReading1AcademicLiteracySkillsUCASMenuHowFindrelevantsourcesabouttopic;Readactivelytofindconnectionsbetweendifferentsources,suchasdifferentorsimilardefinitionsandexplanations,causesandeffects,andadvantagesanddisadvantages;Accuratelyrepresent(paraphrase/summarize)themeaningofthesources;Integrateinformationintoacohesivetext(underatopicsentenceincaseoflongersyntheses);Acknowledgethesources.Note:Synthesizingrequiresbothexplicitconnection(cohesion)andimplicitconnection(coherence)SynthesisUCASReading1AcademicLiteracySkillsUCASMenuTask2Thefollowingthreetextsareexamplesofsynthesis.Readthemandfillinblankswithproperexpressionsgivenintheboxes.Changetheformwhennecessary.Text1accordingto asto incontrasttomeanwhile though whileThereissomecontroversy,however,(1)__________whetherornotsexualhumorisinherentlynegativeorexpressessuperiorityoverothers.SigmundFreudisaclassicproponentofthetheorythatsexualhumorisnegative.(2)____________Oring(2010),Freud’sbookJokesandTheirRelationtotheUnconscioussuggeststhathumorisanoutletforaggressiveandsexualmotives,andexpressessuperiorityandmalicetowardothers.....(3)_____________Freud,McGhee(1979)claimsthatmoststudiesofsexualhumorhavefocusedonlyonhumorinwhichmenaretheproducers,(4)___________womenaretheobjectsofsexual,andoftensexist,viewpoints.(5)____________theseparationofsexualandsexisthumorsuggeststhatsexualhumormaynotbeinherentlyaggressiveornegative,Oring(2010),(6)______________,claimsthatsexualhumorisoftenmadenegativebyinhibitingsocialconditions.astoAccordingtoIncontrasttoWhileThoughmeanwhileUCASReading1AcademicLiteracySkillsUCASMenuText2asaconsequence also by enhancingmoderating suchas through thusAsathirdpotentialmechanism,humormightbenefithealthindirectlyby(1)___________theadverseeffectsofpsychosocialstressonhealth.Thereisalargebodyofresearchevidencethatstressfullifeexperiencescanhaveadverseeffectsonvariousaspectsofhealth,(2)___________suppressionoftheimmunesystem(Adler&Hillhouse,1996)andincreasedriskofheartdisease(Esler,1998),(3)_____________thechronicproductionofvariousstressrelatedhormones,suchascatecholaminesandcortisol.Thereis(4)______________aconsiderableamountofresearchindicatingthatcertainpersonalityvariablesandcopingstylescanservetomoderatethedegreetowhichpotentialstressorsleadtosuchadversehealthoutcomes(e.g.,Cohen&Edwards,1989).(5)______________,ahumorousoutlookonlifeandabilitytoseethefunnysideofone’sproblemsmayenableindividualstocopemoreeffectivelywithstress(6)_____________allowingthemtogainperspectiveanddistancethemselvesfromstressfulsituations,(7)____________theirfeelingsofmasteryandwell-beinginthefaceofadversity(Lefcourt&Martin,1986;Martinetal.,1993;Martin&Lefcourt,1983).(8)___________________,theseindividualsmayexperiencefeweroftheadverseeffectsofstressontheirphysicalhealth.moderatingsuchasthroughalsoThusbyenhancingAsaconsequenceUCASReading1AcademicLiteracySkillsUCASMenuText3also suchas aswellasEspecially forexample furthermoreHumorandlaughtermaynotdirectlycauselearning;however,humorcreatesanenvironmentthatpromoteslearning.Evidencedocumentsthatsometypeofhumor,(1)_____________,humorthatrelatestocoursematerial,attractsandsustainsattentionandproducesamorerelaxedandproductivelearningenvironment.Humor(2)____________reducesanxiety,enhancesparticipation,andincreasesmotivation.Humorhaspositivephysiologicaleffects,(3)______________decreasingstresshormoneslikeepinephrineandcortisolandincreasingtheactivationofthemesolimbicdopaminergicrewardsystem.(4)_______________,teachingisaboutrelationships,andhumorbuildsbondsaswellasbrains,bystrengtheningtherelationshipbetweenstudentandteacher.Thiseffectmayincreaseinteractionswithstudentandteacher,(5)_____________studentandpeers,anddrawoutmoreintrovertedstudents.Inthisbriefreview,wediscussthehistoryandrelationshipbetweenhumor,laughing,learning,andhealth,(6)____________thepowerful,universallanguageoflaughter.forexamplealsosuchasFurthermoreaswellasespeciallyUCASReading1AcademicLiteracySkillsUCASMenuTask3Youareabouttosynthesizethefollowingstatementswiththetopic"FunnyIsMoney?lsUsingHumorinCommercialAdvertisingEffective?”Pleasegroupthestatementsintothreecategories:Yes,No,Havingnoclearstance.YesNoHavingnoclearstanceUsinghumorinadvertisementandmarketingmakesyourofferseemmore“human”andbuildsrelationshipwithyouraudience(MagdaKay,FounderofPsychologyforMarketers).Ingeneral,55%ofexecutivesbelievethathumorissuperiorcomparedwithnon-humoradvertising(Weinbergeretal.,1995).Manyadvertisementswhichincorporatehumorandintendtobefunnydonotsucceedinbeingperceivedashumorous(Alden&Hoyer,1993).Insomecases,audiencemaynotfindhumorinadvertisementtobefunny(Beard,2008).Thoughsomeexamplesofincreasedpersuasiondoexist,they(humor)tendtobequalifiedbygender,priorattitudeandthenatureofproductortheeventpromoted(Weinberger&Gulas,1992).Whenhumorhasnotclearrelationwiththebrand,thenviewers’attentionwouldbemoreonhumorouspartandnotonthebrandname.Thisoccurrenceinpracticeiscalledthe“VampireEffect”(Eisend,2011).Themajorityofpractitionersbelievethathumorousadsarebestsuitedtoatargetaudiencecomposedofbettereducatedyoungermales(Madden&Weinberze,1984).Advertisementexecutivesbelievethatnon-durableproducts,suchaswine,snackfood,beeretc.,arebestsuitableforusinghumorinadvertisement(Toncar,2001).High-involvementdurableproducts,suchasperfumesandfashionclothes,arelesssuitableforuseofhumor(Miller&Waller,2004).Humorousmarketingisespeciallyriskywhencontentthreatensspecificpeopleratherthanpeopleingeneral(Warren&McGraw,2013).1,2,83,4,6,9,105,7UCASReading1AcademicLiteracySkillsUCASMenuTask4ReadthestatementsinTask3again.Usethefollowingwordsandphrasestorevisethefollowingsynthesistomakeitmorecoherent.accordingto asaresult arguably evenworse forexamplehowever morelikely moreover if similarly (1)_______________MagdaKay,apsychologist,humorpresentinadvertisementscanattractcustomers’attentionandcreateempathy,whichis(2)________________toincreasepurchase.Overhalfofadvertisingexecutivespreferhumoradvertisingtonon-humoradvertising(Weinbergeretal.,1995)This,(3)____________,doesnotmeanthathumorisequallyeffectiveinallkindsofadvertising.(4)_________________,usinghumorinnon-durableproducts,suchasalcoholicdrinks,fastfood,canbemoreeffectiveinmarketingthanindurableproducts(Toncar,2001).Stewart(1986)foundthatmorethan40%ofnon-durableproductadvertiseme