中小学教育资源及组卷应用平台
上外版2020年高中英语必修一
Unit
3
TRAVEL
Period
3
Grammar
in
Use
教学设计
课题
Adverbial
clauses
(review)
单元
Unit
3
学科
English
年级
Senior
Grade
1
教材
分析
In
this
period,
we
have
a
review
on
adverbial
clauses.
学习
目标
Knowledge
objectives:
review
all
types
of
adverbial
clauses;
Skill
objectives:
recognizing
adverbial
clauses
in
text,
and
properly
using
adverbial
clauses
in
writing
if
needed;
Emotional
objectives:
love
of
travel;
4.
Thinking
quality
objectives:
understanding
the
logic
of
adverbial
clauses;
重点
practising
recognizing
and
using
adverbial
clauses;
难点
Comprehension
tasks
of
Link
to
CEEPJ
2020
教学过程
教学环节
教师活动
学生活动
设计意图
Lead
in
PPT
2-8
presenting
the
basic
feature
of
adverbial
or
adverbial
clause:
free
placement;
illustrating
functions
of
adverbial
clauses
one
by
one;
1.
identifying
adverbial
in
sentences;
2.
doing
sentence-making
exercises
and
recognizing
the
different
functions
of
adverbial
clauses;
2
doing
preparations
for
the
following
lecture
on
adverbial
clauses;
讲授新课
PPT
9,
Grammar
in
Use
Adverbial
Clauses
Read
the
paragraph
and
underline
the
adverbial
clauses.
Tell
which
type
each
adverbial
clauses
belongs
to.
PPT
10-11,
Grammar
Highlights
PPT
12,
Grammar
in
Use
II.
Read
the
passage
and
complete
the
sentence
with
appropriate
conjunctions.
PPT
13,
Grammar
in
Use
III.
Describe
one
of
your
travel
experiences
with
the
help
of
the
following
questions.
Use
different
types
of
adverbial
clauses.
You
may
add
details
if
needed.
PPT
14-15,
My
Holiday
at
the
Beidaihe
Resort
PPT
16-19,
Group
Work
on
the
writing
IV.
Find
out
the
adverbial
clauses
in
the
passage
of
“Holiday
at
the
Beidaihe
Resort”.
Boy
1:
1.
Train
trips
are
usually
boring
unless
there
are
some
interesting
topics.
QM
Girl:
“...
unless
...”,
an
adverbial
of
condition.
Boy
2:
“...
who
kept
silent
since
he
went
on
the
train”,
...
Smile:
“...
since
...”,
an
adverbial
of
time.
PPT
17,
QM
Girl:
3.
His
voice
was
so
attractive
and
alike
to
the
original
dubbing
that
all
the
other
kids
were
shocked
and
looked
at
my
son
admiringly.
Boy
1:
...
so
...
that
...
,
an
adverbial
of
result.
Boy
2:
4.
...
because,
as
a
die-hard
fan
of
Harry
Porter,
these
lines
just
came
out
of
his
mouth
naturally
...
Smile:
because
...,
an
adverbial
of
reason.
PPT
18,
Boy
2:
5.
...
when
he
heard
the
talk
and
the
name
of
Harry
Porter.
Boy
1:
when
...
,
an
adverbial
of
time.
QM
Girl:
6.
Though
we
were
tired
and
hungry
after
a
five-hour
train
trip,
...
Smile:
Though
...,
an
adverbial
of
concession.
PPT
19,
Boy
2:
7.
...
when
I
was
immersed
in
the
sea
because
the
sea
water
takes
in
a
great
amount
of
heat
from
the
sun.
Boy
1:
when
...
,
an
adverbial
of
time;
because
...,
an
adverbial
of
reason.
QM
Girl:
8.
...
we
moved
on
to
another
touring
site
so
that
we
could
enjoy
the
attractions
of
an
eco-agriculture
garden.
Smile:
so
that
...,
an
adverbial
of
purpose.
PPT
20-30,
Link
to
CEEPJ
+
Group
Work
PPT
20,
I.
Choose
the
best
answer
to
the
question
below.
PPT
21-22，Group
Work
Boy
1:
If
we
turn
these
lines
into
a
table,
the
messages
would
be
more
obvious.
Boy
2:
Smile:
Great!
The
two
“when
...”
clauses
are
actually
adverbial
of
condition.
QM
Girl:
And
Table
2?
Boy
1:
Smile:
So
we
choose
C.
PPT
23-24,
I.
Choose
the
best
answer
to
the
question
below.
PPT
25-27,
Group
Work
Boy
1:
This
paragraph
is
really
hard.
Let’s
first
have
a
review
of
Table
1
and
Table
2.
Boy
2:
Smile:
That’s
right.
And
then?
Boy
1:
Boy
2:
Look,
the
blue
color
arrows
in
the
maps
indicates
activities
happened
deep
within
the
fat
cells.
Smile:
And
the
brown
red
arrow
indicates
the
direct
changes
on
the
surface
level.
QM
Girl:
Crystal
clear
now.
Smile:
So,
in
scientific
research
like
this
one,
“when
...”
is
actually
adverbial
clause
of
condition.
Boy
2:
And
the
general
research
method
is
to
compare
the
changes
of
the
study
objects
under
different
conditions
－
in
this
paragraph,
different
“whens”.
Boy
1:
And
mind
maps
are
very
helpful
in
interpreting
science
text.
PPT
28,
II.
Choose
the
proper
interpretation
of
the
underlined
sentence?
PPT
29-30,
Group
Work
Boy
1:
What
does
the
adverbial
clause
of
reason
mean
here
－
“because
there’s
always
a
risk
that
comes
with
humor.”
QM
Girl:
I
wonder
what
kind
of
a
risk
may
come
with
humor.
Boy
2:
I
think
the
risk
here
means
to
make
oneself
look
funny
and
ridiculous.
Smile:
Yeah.
When
you
are
telling
a
joke,
you
may
use
body
language
or
imitate
some
funny
postures
to
amuse
people.
In
this
way,
the
joke
teller
does
have
a
risk
of
self-depreciation.
Boy
1:
And
“People
need
permission
to
be
funny
in
social
settings”?
Whose
permission?
QM
Girl:
I
think
“need
permission
to
be
funny”
means
the
joke
teller’s
behaviours
are
expected
or
accepted
to
be
funny
by
all
the
parties
in
social
settings.
So
C
is
the
proper
interpretation.
Smile:
D
is
obviously
wrong.
Boy
2:
Both
A
and
B
are
wrong.
PPT
31,
What
have
we
learnt
today?
PPT
33,
Homework:
Identify
the
adverbial
clauses
in
the
following
paragraph.
Grammar
in
Use
Grammar
Highlight
Group
work
Link
to
CEEPJ
All
these
activities
can
be
carried
out
individually,
in
pairs
or
in
groups.
Students
may
find
the
task
I
easy.
Students
may
give
their
own
examples
of
adverbial
sentences.
Students
may
have
questions
of
the
as-clause
here
and
its
functions.
Discussions
are
welcomed
here.
Students
may
find
that
as
can
be
replace
by
while
or
when
here.
Students
may
write
their
own
paper
here,
or
just
do
recognition
task
here.
Here,
students
may
join
the
group
work
and
find
out
the
adverbial
clauses.
Students
may
find
the
recognition
task
rather
easy.
Students
may
find
questions
of
Link
to
CEEPJ
more
difficult.
And
they
should
think
actively
in
class.
Student
shall
actively
join
the
Group
Work
and
ask
questions
whenever
they
are
confused
here.
Students
may
join
the
Group
Work
and
present
their
own
opinions.
Students
may
have
different
questions
and
they
are
welcomed
to
bring
up
any
ideas
of
their
own
in
class.
In
“What
have
we
learn
today?”,
students
shall
think
over
what
has
been
listed,
and
take
some
notes
if
necessary.
Task
I
of
Grammar
in
Use
is
to
recognize
the
adverbial
clauses
and
their
functions.
Grammar
Highlights
is
designed
to
summarize
all
types
of
adverbial
clauses,
focusing
on
the
functions
and
conjunctions
Task
II
of
Grammar
in
Use
is
designed
to
practise
using
proper
conjunctions
of
adverbial
clauses.
Here
“as”
may
connects
adverbial
clauses
of
time
and
reason.
Task
III
of
Grammar
in
Use
is
designed
to
practise
students’
writing.
In
the
English
writing
task
here,
varieties
of
adverbial
clauses
are
supposed
to
appear.
Adverbial
clause
recognition
is
again
required
here
with
the
purpose
of
sharpening
students’
skills
in
adverbial
clause
writing.
The
significance
of
adverbial
clauses
is
raised
here
for
discussion
first.
Sentences
of
Link
to
CEEPJ
are
carefully
chosen
with
the
purpose
of
recognizing
adverbial
clauses
in
texts
and
interpreting
them
properly.
Group
Work
here
functions
as
both
a
teacher
and
a
questioner
in
problem
solving.
Q
2,
Task
I
of
Link
to
CEEPJ
is
one
of
the
most
difficult
problems
of
Period
3.
It’s
a
real
test
to
students’
patience,
critical
thinking
and
basic
reading
skills.
Group
Work
and
mind
maps
here
are
very
useful
tools
in
leading
students
to
the
correct
answer
step
by
step.
Q
3,
Task
II
of
Link
to
CEEPJ
is
a
second
most
difficult
problem
of
Period
3.
The
answer
is
closely
related
to
the
analysis
of
an
adverbial
clause
of
reason.
Again,
Group
Work
here
successfully
solve
the
problem.
Summary
here
serves
both
as
a
review
of
period
3
and
a
checklist
for
students.
课堂小结
introducing
varieties
of
adverbial
clauses;
identifying
adverbial
clauses
in
text;
3.
table
grouping
all
types
of
adverbial
clauses;
4.
writing
Holiday
at
the
Beidaihe
Resort
using
adverbial
clauses
if
needed;
5.
Group
Work
discussion
on
the
adverbial
clauses
in
Holiday
at
the
Beidaihe
Resort;
6.
doing
comprehension
tasks
in
Link
to
CEEPJ
in
terms
of
adverbial
clauses;
1.
doing
sentence-making
and
identifying
adverbial
clauses;
2.
learning
about
different
functions
of
adverbial
clauses;
3.
using
adverbial
clauses
in
writing
if
needed;
4.
identify
adverbial
clauses
used
in
the
writing
task;
5.
completing
tasks
of
Link
to
CEEPJ;
1.
reviewing
adverbial
clauses;
2.
focusing
on
the
functions
of
adverbial
clauses;
3.
using
adverbial
clauses
properly
in
writing;
4.
using
the
pattern
of
“Link
to
CEEPJ
+
Group
Work”
to
deal
with
relevant
comprehension
tasks;
板书
After
she
arrived
in
Rome,
she
visited
the
Coliseum.
(Adverbial
of
time:
)
As
long
as
there
is
a
need,
we
will
provide
our
service.
(Adverbial
of
condition
)
Rome
is
such
a
fascinating
city
that
every
tourist
likes
it.
(Adverbial
of
result
)
You
need
a
guide
as
you
are
new
here.
(Adverbial
of
reason
)
English
differs
due
to
geographical
reasons
although
people
speak
the
same
language.
(Adverbial
of
concession
)
Eleanor
made
an
effort
to
find
local
restaurants
so
that
she
might
taste
the
popular
Italian
food.
(Adverbial
of
purpose
)
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上外版
高一年级上
Unit
3
TRAVEL
Grammar
in
Use
Period
3
Lead
in
Adverbial
(A
状语)
Adverbial
(A)
an
individual
word
(an
adverb)
a
clause
(an
adverb
clause)
Free
placement
of
adverbial
in
a
sentence
I
left
school
I
left.
I
leave
school
immediately.
When
the
bell
rang,
usually
at
4:15
p.m.
Lead
in
Adverbial
Clause
An
adverbial
clause
is
a
clause
used
as
an
adverb
within
a
sentence
to
indicate
time,
condition,
result,
reason,
purpose
or
concession.
I
left.
When
the
bell
rang,
Functions
an
adverbial
clause
to
indicate
time.
Lead
in
Adverbial
Clause
Use
the
words
and
phrases
given
below
to
make
a
new
sentence.
Functions
an
adverbial
clause
to
indicate
condition.
if,
I,
it,
stay
at
home,
rains,
will,
tomorrow
I
will
stay
at
home.
If
it
rains
tomorrow,
Lead
in
Adverbial
Clause
Functions
an
adverbial
clause
to
indicate
result.
so,
the
works,
tear
my
eyes
off
them,
that,
are,
couldn’t,
fascinating,
I,
The
works
are
so
fascinating
that
I
couldn’t
tear
my
eyes
off
them.
Use
the
words
and
phrases
given
below
to
make
a
new
sentence.
Lead
in
Adverbial
Clause
Functions
Eleanor,
loves
to
travel,
it,
enables,
her,
to
see
so
many
wonders
in
the
world,
because,
Eleanor
loves
to
travel
Use
the
words
and
phrases
given
below
to
make
a
new
sentence.
an
adverbial
clause
to
indicate
reason.
because
it
enables
her
to
see
so
many
wonders
in
the
world.
Lead
in
Adverbial
Clause
Functions
I,
answered
him
politely,
I,
even
if,
felt
weird
about
his
question,
still,
I
still
answered
him
politely
Use
the
words
and
phrases
given
below
to
make
a
new
sentence.
an
adverbial
clause
to
indicate
concession.
even
if
I
felt
weird
about
his
question.
Lead
in
Adverbial
Clause
Functions
Eleanor,
so
that,
she,
have
a
taste
of,
made
an
effort
to
find
some
local
restaurant,
could,
the
popular
Italian
foods,
Eleanor
made
an
effort
to
find
some
local
restaurants
Use
the
words
and
phrases
given
below
to
make
a
new
sentence.
an
adverbial
clause
to
indicate
purpose.
so
that
she
could
have
a
taste
of
the
popular
Italian
foods.
Grammar
in
Use
Adverbial
Clauses
I.
Read
the
paragraph
and
underline
the
adverbial
clauses.
Tell
which
type
each
adverbial
clauses
belongs
to.
On
a
winter
afternoon,
we
walked
along
the
Huangpu
River
though
a
cold
wind
was
blowing.
Clouds
moved
across
the
sky
and
at
times
hid
the
tip
of
the
Oriental
Pearl
Tower.
We
talked
as
we
walked.
We
tried
to
let
go
of
our
thoughts
about
study
yet
they
kept
creeping
into
our
conversations.
We
walked
for
about
an
hour
before
we
headed
back
to
school.
...
as
we
walked.
adverbial
of
concession
...
though
a
cold
wind
was
blowing.
...
before
we
headed
back
to
school.
adverbial
of
time
Grammar
Highlights
Type
of
adverbial
clauses
Meaning
Example
Conjunction
to
show
when
sth.
happens
to
express
a
condition
,
real
or
imagined
to
indicate
the
result(s)
of
an
act
or
event
time
condition
result
Adverbial
Clauses
before,
after,
as,
as
soon
as,
while,
when,
since,
until
if,
unless,
as
long
as
so
...
that,
such...
that
After
she
arrived
in
Rome,
she
visited
the
Coliseum.
As
long
as
there
is
a
need,
we
will
provide
our
service.
Rome
is
such
a
fascinating
city
that
every
tourist
likes
it.
Grammar
Highlights
Type
of
adverbial
clauses
Meaning
Example
Conjunction
to
give
a
reason
to
show
contrast
between
two
statements
to
express
an
aim
or
goal
of
an
act
reason
concession
purpose
Adverbial
Clauses
because,
since,
as,
now
that
although,
though,
even
though
so
that,
in
order
that
You
need
a
guide
as
you
are
new
here.
English
differs
due
to
geographical
reasons
although
people
speak
the
same
language.
Eleanor
made
an
effort
to
find
local
restaurants
so
that
she
might
taste
the
popular
Italian
food.
II.
Read
the
passage
and
complete
the
sentence
with
appropriate
conjunctions.
We
passed
by
sculptures
and
art
works
along
the
road
1______
we
counted
our
steps
and
watched
the
time.
In
the
distance,
sea
lions
on
the
docks
were
begging
for
fish.
But
we
could
not
get
closer
to
them
2_________
we
didn’t
have
enough
time,
which
was
a
pity.
We
decided
to
take
another
walk
the
next
day
3______
we
could
appreciate
more
works
of
art.
Grammar
in
Use
as
because
so
that
Adverbial
Clauses
Grammar
in
Use
III.
Describe
one
of
your
travel
experiences
with
the
help
of
the
following
questions.
Use
different
types
of
adverbial
clauses.
You
may
add
details
if
needed.
1.
What
place
comes
to
your
mind?
2.
When
did
you
go
there?
3.
Why
did
you
go
there?
4.
How
did
you
like
the
trip?
Adverbial
Clauses
It
was
the
early
autumn
of
2002.
My
family
and
the
other
two
families
were
on
a
holiday
trip
to
Beidaihe
Resort.
Train
trips
are
usually
boring
unless
there
are
some
interesting
topics.
The
Harry
Porter
Film
Series
was
then
hot
and
the
kids
were
fascinated
about
it.
They
imitated
the
Chinese
dubbing.
Little
Tiger,
my
five-year-old
son,
who
kept
silent
since
he
went
on
the
train,
suddenly
recited
part
of
the
famous
lines
of
the
film.
His
voice
was
so
attractive
and
alike
to
the
original
dubbing
that
all
the
other
kids
were
shocked
and
looked
at
my
son
admiringly.
I
knew
that
little
Tiger
was
not
to
show
off
because,
as
a
die-hard
fan
of
Harry
Porter,
these
lines
just
came
out
of
his
mouth
naturally
when
he
heard
the
talk
and
the
name
of
Harry
Porter.
Later,
little
Tiger
joined
their
discussion
of
the
Grammar
in
Use
Holiday
at
the
Beidaihe
Resort
movie.
Time
passed
quickly,
and
we
arrived
at
Beidaihe
Resort.
I
was
very
satisfied
with
our
lodging.
The
place
we
lived
was
a
two-storeyed
villa.
Standing
on
the
balcony
of
the
second
floor,
you
could
have
a
panoramic
view
of
the
landscape
and
the
sea
far
away.
Though
we
were
tired
and
hungry
after
a
five-hour
train
trip,
little
Tiger
and
I
were
very
excited
and
we
couldn’t
wait
to
go
to
the
sea.
It
was
cool
in
early
September
at
Beidaihe
Resort.
But
I
felt
warm
when
I
was
immersed
in
the
sea
because
the
sea
water
takes
in
a
great
amount
of
heat
from
the
sun.
We
had
a
wonderful
time
at
the
seaside.
After
a
two
days’
stay
at
the
Beidaihe,
we
moved
on
to
another
touring
site
so
that
we
could
enjoy
the
attractions
of
an
eco-agriculture
garden.
The
trip
to
Beidaihe
has
always
brought
me
sweet
memories.
Grammar
in
Use
My
Holiday
at
the
Beidaihe
Resort
Group
Work
1.
Train
trips
are
usually
boring
unless
there
are
some
interesting
topics.
IV.
Find
out
the
adverbial
clauses
in
the
passage
of
“
Holiday
at
the
Beidaihe
Resort”.
2.
“...
who
kept
silent
since
he
went
on
the
train”,
...
“...
unless
...”,
an
adverbial
of
condition.
“...
since
...”,
an
adverbial
of
time.
Group
Work
3.
His
voice
was
so
attractive
and
alike
to
the
original
dubbing
that
all
the
other
kids
were
shocked
and
looked
at
my
son
admiringly.
IV.
Find
out
the
adverbial
clauses
in
the
passage
of
“
Holiday
at
the
Beidaihe
Resort”.
4.
...
because,
as
a
die-hard
fan
of
Harry
Porter,
these
lines
just
came
out
of
his
mouth
naturally
...
...
so
...
that
...
,
an
adverbial
of
result.
because
...,
an
adverbial
of
reason.
6.
Though
we
were
tired
and
hungry
after
a
five-hour
train
trip,
...
Group
Work
5.
...
when
he
heard
the
talk
and
the
name
of
Harry
Porter.
IV.
Find
out
the
adverbial
clauses
in
the
passage
of
“
Holiday
at
the
Beidaihe
Resort”.
Though
...,
an
adverbial
of
concession.
when
...
,
an
adverbial
of
time.
Group
Work
7.
...
when
I
was
immersed
in
the
sea
because
the
sea
water
takes
in
a
great
amount
of
heat
from
the
sun.
IV.
Find
out
the
adverbial
clauses
in
the
passage
of
“
Holiday
at
the
Beidaihe
Resort”.
8.
...
we
moved
on
to
another
touring
site
so
that
we
could
enjoy
the
attractions
of
an
eco-agriculture
garden.
when
...
,
an
adverbial
of
time;
because
...,
an
adverbial
of
reason.
so
that
...,
an
adverbial
of
purpose.
Link
to
CEEPJ
I.
Choose
the
best
answer
to
the
question
below.
CEEPJ:
The
College
Entrance
Examination
Papers
of
Jiangsu
2020
Most
obviously,
the
men
displayed
lower
blood
sugar
levels
at
the
start
of
their
workouts
when
they
had
skipped
breakfast
than
when
they
had
eaten.
As
a
result,
they
burned
more
fat
during
walks
on
an
empty
stomach
than
when
they
had
eaten
first.
On
the
other
hand,
they
burned
slightly
more
calories
(卡路里),
on
average,
during
the
workout
after
breakfast
than
after
fasting.
1.
What
happened
to
those
who
ate
breakfast
before
exercise
during
workouts?
A.
They
successfully
lost
weight.
B.
They
consumed
a
bit
more
calories.
C.
They
burned
more
fat
on
average.
D.
They
displayed
higher
insulin
(胰岛素)
levels.
Group
Work
If
we
turn
these
lines
into
a
table,
the
messages
would
be
more
obvious.
Great!
The
two
“when
...”
clauses
are
actually
adverbial
of
condition.
at
the
start
of
workouts
blood
sugar
level
breakfast
/
no
breakfast
A.
skipping
breakfast
B.
eating
breakfast
Table
1
lower
blood
sugar
level
higher
blood
sugar
level
Group
Work
And
Table
2?
So
we
choose
C.
during
the
workouts
(on
average)
breakfast
/
no
breakfast
A.
skipping
breakfast
B.
eating
breakfast
Table
2
More
fat
was
burned.
More
calories
was
burned.
Link
to
CEEPJ
CEEPJ:
The
College
Entrance
Examination
Papers
of
Jiangsu
2020
But
it
was
the
effects
deep
within
the
fat
cells
that
may
have
been
the
most
significant,
the
researchers
found.
Multiple
genes
behaved
differently,
depending
on
whether
someone
had
eaten
or
not
before
walking.
Many
of
these
genes
produce
proteins
(蛋白质)
that
can
improve
blood
sugar
regulation
and
insulin
(胰岛素)
levels
throughout
the
body
and
so
are
associated
with
improved
metabolic
(新城代谢的)
health.
These
genes
were
much
more
active
when
the
men
had
fasted
before
exercise
than
when
they
had
breakfasted.
I.
Choose
the
best
answer
to
the
question
below.
Link
to
CEEPJ
CEEPJ:
The
College
Entrance
Examination
Papers
of
Shanghai
2020
2.
What
happened
within
the
fat
cells
if
someone
didn’t
eat
before
walking,
according
to
the
study?
A.
Many
genes
consumed
fat
actively
within
the
fat
cells.
B.
Many
genes
behaved
differently
within
the
fat
cells.
C.
Proteins
are
actively
produced
related
to
the
improvement
of
blood
sugar
modification
and
insulin
(胰岛素)
levels
throughout
the
body.
D.
Many
genes
behaved
inactively
within
the
fat
cells.
I.
Choose
the
best
answer
to
the
question
below.
Group
Work
This
paragraph
is
really
hard.
Let’s
first
have
a
review
of
Table
1
and
Table
2.
lower
blood
sugar
level
burning
more
fat
Skipping
breakfast
at
the
start
of
workouts
during
the
workouts
That’s
right.
And
then?
Group
Work
And
the
brown
red
arrow
indicates
the
direct
changes
on
the
surface
level.
Proteins
modifying
blood
sugar
and
insulin
level
Improving
the
metabolic
health
burning
more
fat
Look,
the
blue
color
arrows
in
the
maps
indicates
activities
happened
deep
within
the
fat
cells.
Genes
in
the
fat
cells
producing
more
proteins
Skipping
breakfast
during
the
workouts
burning
more
fat
Group
Work
Crystal
clear
now.
And
the
general
research
method
is
to
compare
the
changes
of
the
study
objects
under
different
conditions
－
in
this
paragraph,
different
“whens”.
So,
in
scientific
research
like
this
one,
“when
...”
is
actually
adverbial
clause
of
condition.
And
mind
maps
are
very
helpful
in
interpreting
science
text.
Link
to
CEEPJ
CEEPJ:
The
College
Entrance
Examination
Papers
of
Jiangsu
2020
3.
When
it
comes
to
in-person
humor,
effort
counts
a
lot.
When
people
see
you
trying
to
be
funny,
it
frees
them
to
try
it
themselves.
So
even
if
your
own
efforts
at
humor
fall
short,
you
might
be
freeing
the
long
kept
humor
in
others.
People
need
permission
to
be
funny
in
social
settings
because
there’s
always
a
risk
that
comes
with
humor.
For
in-person
humor,
quality
isn’t
as
important
as
you
might
think.
Your
attitude
and
effort
count
a
lot.
A.
People
should
be
allowed
to
be
funny
when
they
tell
a
joke
at
social
gatherings.
B.
People
should
ask
for
permission
to
tell
a
joke
in
social
settings.
C.
To
tell
a
joke
in
social
gatherings
may
make
people
ridiculous
and
it
is
to
be
accepted
by
all
the
parties.
D.
To
be
a
joke
teller
is
a
dreadful
thing.
II.
Choose
the
proper
interpretation
of
the
underlined
sentence?
Group
Work
What
does
the
adverbial
clause
of
reason
mean
here
－
“because
there’s
always
a
risk
that
comes
with
humor.”
I
wonder
what
kind
of
a
risk
may
come
with
humor.
Yeah.
When
you
are
telling
a
joke,
you
may
use
body
language
or
imitate
some
funny
postures
to
amuse
people.
In
this
way,
the
joke
teller
does
have
a
risk
of
self-depreciation.
I
think
the
risk
here
means
to
make
oneself
look
funny
and
ridiculous.
Group
Work
And
“People
need
permission
to
be
funny
in
social
settings”?
Whose
permission?
D
is
obviously
wrong.
I
think
“need
permission
to
be
funny”
means
the
joke
teller’s
behaviours
are
expected
or
accepted
to
be
funny
by
all
the
parties
in
social
settings.
So
C
is
the
proper
interpretation.
A.
People
should
be
allowed
to
be
funny
when
they
tell
a
joke
at
social
gatherings.
B.
People
should
ask
for
permission
to
tell
a
joke
in
social
settings.
C.
To
tell
a
joke
in
social
gatherings
may
make
people
ridiculous
and
it
is
to
be
accepted
by
all
the
parties.
D.
To
be
a
joke
teller
is
a
dreadful
thing.
Both
A
and
B
are
wrong.
Summary
What
have
we
learnt
today?
√
Classifying
adverbial
clauses
according
to
the
functions
in
sentence;
√
Link
to
CEEPJ:
reading
comprehension
closely
related
to
the
use
of
adverbial
clauses;
√
Grammar
Highlights;
√
Practising
identifying
adverbial
clauses
in
lines;
√
Writing
a
holiday
paper
using
as
many
adverbial
clauses
as
possible;
Homework
Identify
the
adverbial
clauses
in
the
following
paragraph.
When
it
comes
to
in-person
humor,
effort
counts
a
lot.
When
people
see
you
trying
to
be
funny,
it
frees
them
to
try
it
themselves.
So
even
if
your
own
efforts
at
humor
fall
short,
you
might
be
freeing
the
long
kept
humor
in
others.
People
need
permission
to
be
funny
in
social
settings
because
there’s
always
a
risk
that
comes
with
humor.
For
in-person
humor,
quality
isn’t
as
important
as
you
might
think.
Your
attitude
and
effort
count
a
lot.
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