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.
7. Humor:
Humor is often overlooked as a teaching tool, and it is too often not encouraged in college classrooms. Laughter releases stress and tension for both instructor and student. You should develop the ability to laugh at yourself and encourage students to do the same. It fosters a friendly classroom environment that facilitates learning. (Lou Holtz wrote that when his players felt successful he always observed the presence of good humor in the locker room.)
Obviously, adequate knowledge of the subject matter is crucial to your success; however, it's not the only crucial element. Creating a climate that facilitates learning and retention demands good nonverbal and verbal skills. To improve your nonverbal skills, record your speaking on video tape. Then ask a colleague in communications to suggest refinements.

II. Biography of Charlie Chaplin
Charlie Chaplin was born Charles Spencer Chaplin in London, England on 16 April 1889. His parents, Charles Chaplin, Sr and Hannah Hill were music hall entertainers but separated shortly after Charlie was born, leaving Hannah to provide for her children. In 1896 when Hannah was no longer able to care for her children, Charlie and his brother Sydney were admitted to Lambeth Workhouse and later, Hanwell School for Orphans and Destitute Children.
Charlie had already debuted in the music hall in 1894, when he had sung a song after his mother was taken hoarse.
1903-1906
Performs in Sherlock Holmes, as the newspaper boy Billy
1906-1907
The Casey Circus
1907-1910
Works with the Karno Pantomime Troupe
1910-1912
First tour of USA/Canada with Karno Troupe
1912-1913
Second tour of USA/Canada with Karno Troupe
May 1913
Accepts offer from Adam Kessel (who has interests in the Keystone Film Company) for $125/week
29 December 1913
Signs contract with Keystone
Jan/Feb 1914
Charlie Chaplin's first film: Making a Living
1914
Keystone films
Nov 1914
Signs with Essanay for $1,250/week to make 14 films during 1915
1915
Essanay films
27 Feb 1916
Signs with Mutual Film Corporation for $10,000/week plus $150,000 bonus
1916-1917
Mutual films
17 June 1917
Signs with First National Exhibitor's Circuit for $1,075,000/year

2． Words and expressions from Unit 3 A taste of English humour
verbal a. verbal skill 运用语言的能力 I wrote a memorandum to confirm our verbal agreement. 我写了份备忘录以确认我们的口头协议。This is a verbal translation of the prose. 这是那篇散文的逐字直译。verbal forms 动词的形态
mime n. A mime is the representation of action, character or mood using only gestures and movements rather than words, or the actor in such a performance, specifically a mimic. To mime is also the term given to a singer who performs to a pre-recorded song and only pretends to sing live. It is usually limited to performances by Pop music artists.
In ancient Greece and ancient Rome, a mime is a farcical drama characterized by mimicry and ludicrous representations of characters, or the script for such a performance.
farce n. A farce is a comedy written for the stage, or a film, which aims to entertain the audience by means of unlikely and extravagant - yet often possible - situations, disguise and mistaken identity, verbal humour of varying degrees of sophistication, which may include puns and sexual innuendo, and a fast-paced plot whose speed usually increases even further towards the end of the play, often involving an elaborate chase scene. Broad physical humor, and deliberate absurdity or nonsense, are also commonly employed in farce.
poverty n. Poverty is any of a wide range of circumstances associated with need, hardship and lack of resources. For some, poverty is a subjective and comparative term; for others, it is moral and evaluative; and for others, scientifically established. The principal uses of the term include:
Descriptions of material need, including deprivation of essential goods and services, multiple deprivation, and patterns of deprivation over time.
Economic circumstances, describing a lack of wealth (usually understood as capital, money, material goods, or resources especially natural resources). The meaning of "sufficient" varies widely across the different political and economic areas of the world. In the European Union, poverty is also described in terms of "economic distance", or inequality.
Social relationships, including social exclusion, dependency, and the ability to live what is understood in a society as a "normal" life: for instance, to be capable of raising a healthy family, and especially educating children and participating in society.
A person living in the condition of poverty is said to be poor.
tramp n. A tramp is an itinerant who travels from place to place, traditionally tramping, that is, walking. While they may do odd jobs from time to time, tramps aren't looking for regular work and support themselves by other means i.e. begging or theft. This is in contrast to hobos who travel from place to place (often by stealing rides on freight trains) looking for work, or schnorrers, who travel from city to city begging. Both the terms tramp and hobo (and the distinction between them) were in common use between the 1880s and the 1940s, and were not limited to the Great Depression. Schnorrer is a Yiddish term. Like hobo and bum, tramp is somewhat archaic in American English usage, having been subsumed by the more euphemistic homeless person.
failure n. Failure in general refers to the state or condition of not meeting a desirable or intended objective. It may be viewed as the opposite of success.
Oscar n. The Academy Awards, commonly known as The Oscars, are the most prominent film awards in the world. The Awards are granted by the Academy of Motion Picture Arts and Sciences, a professional honorary organization which as of 2003 had a voting membership of 5,816. Actors (with a membership of 1,311) make up the largest voting bloc. The most recent awards were the 77th Academy Awards.

fortune n. Fortune or fortune can refer to: Luck; Fortune magazine; The fortune Unix/Linux command; The name of a character from Metal Gear Solid 2: Sons of Liberty, a member of Dead Cell.
The goddess of fortune is Fortuna (or Tyche).
sense n. & v. She has no sense of time. 她没有时间观念。Your brother has a good sense of humor. 你兄弟很有幽默感。He is free from any sense of responsibility. 他丝毫没有责任感。He had the good sense to withdraw from the election contest. 他很明智,退出了竞选。
The word here is used in its figurative sense. 此词在这儿取的是它的比喻意义。Anyone in his right senses wouldn't do that. 神智清醒的人都不会去干那种事。What's the sense of arguing with him? 同他争论有什么用处呢? I sensed that I had made a serious mistake. 我意识到自己犯了个严重的错误。