Teaching content: Grade One in Senior High, Module Three, the Third Period

Teaching participants: the Eighth Senior High School in Chongqing,

40 students in total

Teaching items: past participle as attributives

Teaching method: PPP, Leaner-centered Teaching Approach,

Multimedia Approach, Inductive Approach

Teaching aids: PPT, blackboard, chalks, printed materials

Teaching objectives:

By the end of the lesson, students should be able to:

1. understand the meaning of past participle when it is used as attributive;

2. understand the function of “-ed+ noun”;

3. use “-ed+ noun” to describe something that is in the certain state;

4. use “-ed+ noun” flexible in different situations, especially the position of “-ed”

Focal point: the usage of past participle when it is used as attributive

Difficult point: the position of past participle in different situations

Teaching procedures:

Step 1: Warm up

a) ask students to review any usages of –ed form they have leaned

b) choose different students to write the structures of the –ed form they have learned on the blackboard and then speak out the function of the structures.

have/has/had+-ed form to express the finished action;

be+-ed form to express the passive action.

c ) choose other students to make up some sentences using the above usages

Step 2: Presentation

a) show students three pictures on PPT and ask them to describe the pictures in Chinese. (升起的太陽，落葉，破碎的杯子)

b) tell students we can use the new usage of –ed form to describe “升起的太陽，落葉，破碎的杯子” (the risen sun, fallen leaves, the broken cup) and write the three phrases on the blackboard

c) divide the students into four groups and ask each group to discuss the structure of the three phrases and the part of speech of “risen, fallen, broken”in the phrases according to their meaning

Structure: -ed + noun Part of speech: They are used as objectives

d) ask students to discuss and conclude the function of”-ed+ noun” according to the meaning of the three phrases and the part of speech of “risen, fallen, broken” in the phrases.

the function: -ed form is used as objective to modify noun

e) ask students to speak out the infinitive form of “risen, fallen, broken” and analyze their infinitive form is intransitive verb or transitive verb

risen rise vi. fallen fall vi. broken break vt.

f) ask students to recall the difference of intransitive verbs and transitive verbs and discuss the different function between the –ed form of intransitive verbs and transitive verbs when they are used as attributives

Intransitive verbs can not be used in passive voice

Transitive verbs can be used in passive voice to express passive action

g) The teacher concludes the detailed function of “-ed+noun”

Conclusion: When the past participle (–ed form) is used as an attributive to modify the nouns, it expresses finished action and passive action. However, the past participle of intransitive(Vi) verbs only express the finished action or a state. And the past participle of transitive(Vt) verbs not only express the finished action but also the passive action.

Step 3: Practice ( minuts )

a) give each student one printed material which contains three interesting and funny passages, ask them to fill the blanks using the proper form of given verbs and speak out the function of different forms. (in order to enable students to distinguish the three usage of –ed form and understand the function of –ed form further)

b) ask each group to discuss the word order of the underlined part of sentences in Grammar 1, page 24 of their textbook and choose some students to write the word order on the blackboard.

c) ask students to discuss the Question C in Grammar 1 and report their answers

d) The teacher concludes the position of –ed form which is used as attributives in different situations and give them more examples.

Conclusion: When the past participle is used as adjective to modify noun alone, it should be put before the noun, for example, fallen leaves.

However, when it is used as adjective to modify noun with its own additional part, it should be put behind the noun, for example, the novel written by LuXun, the guests invited to your party.

Step 4: Production

a) show students four pictures on PPT and ask them to describe the things on the pictures using proper verbs with proper phrases. (They can used different verbs to describe in order to help them recall any verbs which they think can be used here )

b) ask each group to make up one short passage or dialogue using the past participle phrases which appeared on the PPT, blackboard, printed material and textbook as many as possible.

c) ask each group to choose someone to report the short passage or dialogue

Step 5: Homework

Write a short passage to describe your unforgettable travel according to the text “ My First Ride on a Train”. Please use the past participle(as adjective) as many as possible in your passage.

Reflection: (to be written after the lesson)

Blackboard design:

adj

1. have+ -ed form ↗ ↑ ↖

function: to express the finished action

2. be+ -ed form the risen sun fallen leaves broken cup

function: to express the passive action

3. –ed form+ noun ↓ ↓ ↓

function: to express a kind of state or

finished action or passive action -ed+noun -ed+noun -ed+noun

↓ ↓ ↓

rise fall break

↓ ↓ ↓

vi vi vt

trained camels→ -ed+ noun Homework:………..

abandoned farms→ -ed+ noun

meals cooked by experts→ noun+ -ed

the novel written by luxun→ noun+ -ed