Abstract：This paper first introduces the definition of humor and the major theories on humor. Then，the paper gives a brief analysis of the problems that hinder the English teaching in Secondary Vocational Schools in China. Next，the paper discusses the significance of the application of theories on humor in English teaching in Secondary Vocational Schools. Finally the paper gives a brief introduction of the different forms of humor and their concrete application in English teaching in secondary vocational schools.
　　Key words：“humor”;Secondary Vocational Schools;English teaching;Significance;application
　　Ⅰ. Theoretical Background of Humor
　　In academic field，there are many kinds of definitions of humor，three important modern definitions of humor will be mentioned in this chapter. Meanwhile，three relevant but different types of theories of humor will be introduced in this chapter：relief theory，sociology theories and Minsky's theory which consists of three parts.
　　1.1 Definition of humor
　　The word “humor”originates from Latin. According to The New Oxford Dictionary of English，the very original meaning of “humor” is “one of four liquids（blood，phlegm，choler melancholy）in our body，said to determine people’s mental and physical qualities”.
　　1.2 Theories on Humor
　　1.2.1 Relief theory
　　According to the definition of humor，we know that humor creates laughter，brings people with mental and physical relaxation. That is what some scholars have mentioned in the Relief Theory on humor.
　　1.2.2 Minsky's theory
　　Minsky bases his theory on humor on Freud's notion of humor（1981）. Freud claims that our brain creates so-called "censors" in order to create barriers that prevent us from thinking "naughty" or "forbidden" thoughts. When we are able to elude these barriers by means of a humor，we experience a sudden release of "psychic energy" and this energy is discharged in the form of laughter.
　　Ⅱ. Significance of Applying Humor to English Teaching in secondary vocational schools
　　All those theories of humor mentioned above make it so powerful and significant in English teaching. But in China，some problems of English Classes in secondary vocational schools still exist. So it is feasible for Chinese English teachers to apply humor to English teaching to ameliorate the conditions of English classes and improve English teaching efficiency.
　　2.1 Some Problems of English Classes in secondary vocational schools in China 　　Although much effort has been made to push ahead with the quality-oriented education in China，the great influence of the examination-oriented education is still the essential factor that prevents the improvement of English teaching efficiency and quality in secondary vocational schools. Meanwhile，it also brings about several problems to English teaching.
　　2.2 Functions of Humor in English Teaching in secondary vocational schools
　　2.2.1 Enlivening the class atmosphere
　　Classroom atmosphere is an irrational factor，which not only influences English teaching art effect，but also plays an important part in the classroom environment. What is more，good humorous teaching art spreads rapidly and attracts students’ emotion，enlivening classroom atmosphere effectively so that it is unlike a pool of stagnant water.
　　2.2.2 Stimulating and maintaining students’ interest in English learning
　　Humor can help students retain subject matter，especially if the humor reinforces the class material（Hill 1988）. There are many reasons that many English teachers have witnessed for believing that the use of humor helps students learn.
　　Ⅲ. Application of Humor to English Teaching in secondary vocational schools
　　3.1. Classification of Humor
　　According to its forms of expression，humor can be classified into humorous music，humorous action，humorous picture and humorous language.
　　3.2 Application of different forms of humor in English teaching in secondary vocational schools
　　Ⅳ. Conclusion
　　Theories of humor introduced in chapter one tell us that humor makes laughter everywhere，including in the classroom. Humor also creates a relaxed class atmosphere so that students are able to accept knowledge happily and think effectively as well as promotes a real interaction between teachers and students，increasing the attractiveness and appeal of English teaching，greatly improving the efficiency and effectiveness of English teaching.
　　Bibliography：
　　[1]Berk，R. A. Professors Are From Mars，Students Are From Snickers[M]. Madison：Mendota Press. 1998.
　　[2]Bernabien，M. Emotional Affluence in Teaching[J]. London：HUMOR，the International Journal of Humor Research. 1996.
　　（作者單位：Xiaohe Vocational Middle School，Nanjiang County，Bazhong City）