【正文】 Bibliography Henry Bergson. Laughter： An Essay on the Meaning of the Comic[M]. New York: The Macmillan Company, 1980: 68— 70. Sigmund Freud. Jokes and Their Relation to the Unconscious [M]: London: Penguin, 1991: 55. Williams Kant. The Conflict of the Faculties[M]. Lincoln: University of Nebraska Press, 1992： 36— 40. Paul E., Jeffery H. Goldstein. Handbook of Humor Research[M]. New York：Springerverlag, 1983： 47. Palmer, J. Taking Humor Seriously[M]. New York: 11 New Fetter Lane, 1994: 94. Raskin, Victor. Semantic Mechanisms of Humor [M]. Dordrecht: D. Reidel, 1985: 63. Xiao Sa. Humor Psychology[M]. Shanghai: Shanghai Social Sciences Academy Press, 1991. 徐立新 . 幽默語篇研究 . 開封 : 河南大學(xué)出版社， 2021. 曉林 . 英語笑話集錦 . 上海世界圖書出版公司， 1997. 。 10 徐立新 , 《幽默語篇研究》 , 開封 : 河南大學(xué)出版社， 2021年，第 78頁。 7 徐立新 ,《幽默語篇研究》，開封 : 河南大學(xué)出版社， 2021年，第 45頁。 try our best to be skilled in the four application forms of humor。 turning a joke into an exercise, when students finish the exercise, the fun will e into being。s promise”. Another example for teaching the word “charge” Dentist: “I’ m sorry. Madame, but I’ll have to charge you 25 dollar pulling your son’ s teeth.” Mother: “25dollars!But you said you only charged five dollars for an extraction.” Dentist: “I usually do. But your son yelled so loud, he scared four other patients out of the office.” This example makes students understand the usage of the phrases “charge sb some money” and “charge some money for sth”. It is better than teaching directly. B. Turning a Joke into an Exercise Turning a joke into an exercise makes students get into a process of solving problems. After explaining subordinate clause and doing exercise systematically, the teacher make a joke into an exercise: Landlord: “In a word, when are you going to pay your arrears( 欠款 )?” Author: “I will satisfy your demands___I receive money___the Publisher will pay me___he accepts the novel I am going to send him___the work is finished___I am about to mence___I have found a suitable subject and necessary inspiration.” if, as soon as ,when, which C. Improvisation of Humor The teacher should be good at changing teaching plan freely and improvising humorous words according to the situation at that time in the classroom. A teacher explain the phrase “on the move”. He said: “Americans are always on the move”. At the mom ent, the sound came from upstairs which was made by moving desks and chairs. So the teacher said: “The class upstairs is also on the move.” The students accept the language point with a big smile on their faces. D. Appraisal with Humorous Words Exercises are an important part in teaching process. Students finishing exercises can make themselves consolidate what they have learnt. While the teacher evaluating the exercises can make themselves know how much their students have learnt. So when the teachers appraise the exercises, they should use some humorous words. Now there is am example when a teacher read a piece of position: Your position is both good and original。 (2 )his theory seems to have neglected an essential feature of humor. Plato(2021)[7]suggested that all humor could be explained in this way. People laugh whenever something or someone is degraded, thus making them superior. Most often , the feelings of superiority and degradation work hand in hand. Examples of verbal humor involve derision and include ethnic jokes. These give people the opportunity to assert their superiority over others. Sometimes even when the caricature makes him or her look ical or ugly, a derisive form of physical humor can be found, for example, when a person in a slapstick edy slips on a banana peel, or is otherwise hurt, people laugh because they identify with their superiority over the situation. Sometimes, a joke describes a situation in which some character acts folly, inpetently, etc. It may be that this allows the audience to feel superior to the character. Incongruity Theory Aristotle(1991)[8]should be regarded as the first to mention something approaching a theory of incongruity. In the book Rhetoric he indicates that an effective device resulting laughter is to set up a particular expectation in the audience, and then to contradictor subvert it. Kant and Schopenhauer refer incongruity as the contradiction of expectations in the generation of laughter. Suls defines incongruity as “the discrepancy between two mental representations, one of which is an expectation (presumably derived from, for example, the main body of a joke preceding the punch line) and the other is some idea or percept (for example, as contained in the punch