导入新课
| Lead-in
Step1: Review the three forms of verbs: room form (be; go; do; have; make; know; come); past tense (was/were; went; did; had; made; knew; came); the past participle (been; gone; done; had; made; known; come).
Step2: The transformation rules of the three forms of verbs are divided into three categories to help students remember.
| 学生跟随教师回忆动词的三种形式，说出一些常见动词的原型、过去式和过去分词。
学生跟随老师将动词的变化形式的规律分为三种类型，并记录笔记
| 引导学生回忆动词的三种时态的变换规律，引出新课，为本课堂的语法学习奠下基础。
帮助学生对动词变化形式的规律做总结，帮助学生背记动词的原型，过去式和过去分词的转换规律
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讲授新课
| Language points
New words
Use ppt to show some words and phrases in the passage. Show the part of speech, meaning, example sentences and pictures to help the students to understand and remember them.
Presentation
Step 1
Ask the students to observe the three sentences in activity 1 and discuss the use of the past participle as attributive and object complement.
When the past participle is used as the object complement, it is often formed with the "have/get/feel/find/... object +-ed form".
Step 2
Ask the students to observe the logical relationship between the past participle and the noun in three examples. Draw a conclusion:
“过去分词与它相关联的名词时是被动关系”
Step 3
Ask the students to observe the position of the past participle when it is attributive. Draw a conclusion:
“单个分词作名词的定语时，其位置在名词前；
分词以短语形式出现则其位置在名词后”
Step 4
Ask the students to analyse the sentence components of participles or participles in three examples.
(1) Most people just use the shortened name: “the United Kingdom” or “the UK”. (as the attribute)
(2) They use the same flag, known as the Union Jack, ... (as the attribute)
(3) They had castles built all around England. (as the object complement)
Step 5
Gives more examples and asks the students to practice using the past participle as attributive and object complement.
The new product finally passed the required test. (as the attribute)
It is a house built by the Romans. (as the attribute)
He got his tooth pulled out yesterday. (as the object complement)
Unfortunately he had his leg broken yesterday. (as the object complement)
Step 6
Observe the difference in the position of the past participle attributives in the left and right columns of activity 2.
Guide the students to supplement the rules of past participle as attributive.
Draw a conclusion:
“后置定语：过去分词短语作定语时位于被修饰词之后;
前置定语：单个的过去分词作定语一般前置”
Step 7
Ask the students to look at the preceding attributives.
“a well-organised trip
state-owned company
hand-made gifts
heart-felt thanks”
And think about what conclusions they can draw: “当过去分词是复合形式，一般放在被修饰词前面作前置定语”
Step 7
Ask the students to analyze the following sentences.
“Example sentences：
Have you seen anything changed?
There was nothing changed at all after six months of negotiation.”
And think about what conclusions they can draw:
“当被修饰词是不定代词时，过去分词放在不定代词后面，作后置定语”
Practice
Ask students to finish activity-3. Read the sentences and underline the -ed form as the object complement.
Suggested answers: parked; charged; announced; left; surprised; fixed; boxed
Production
Ask students to finish activity-4. Rewrite the sentences with past participles as the attribute.
Suggested answers:
Loch Ness surrounded by beautiful natural landscape looks amazing.
Carl and his friends stayed with a generous family who offered them homemade bread with butter and honey.
The family' s ancestors once attended to wounded soldiers in the First World War.
The young people attracted by the legend of Loch Ness watched over the lake with their cameras and binoculars positioned on the hill.
Language points
New words
charge n. 收费；指控；主管
vt. 收费；控告；充电
in charge of 负责；主管
announce vt. 宣告；通知；声称
announce officially 正式宣布
announce machine 广播机；广播设备
amount n. 金额；数量
a large amount of 大量的（接不可数名词）
small amount 小额；小批量
gallery n. （艺术作品的）展览馆；画廊
art gallery 美术馆；画廊
photo gallery 图片库
ensure vt. 保证；确保； 担保
ensure public security 保安
quality ensure 质量保障；销售网络
landscape n. （陆上，尤指乡村的）风景
natural landscape 自然景观；天然景观
landscape engineering 园林工程
generous adj. 慷慨的；大方的；丰富的
be generous with 用…很大方
be generous in 乐于……
ancestor n. 祖宗；祖先
remote ancestor 远祖；远代的祖先
ancestor worship 祖先崇拜；祭祖
position n. 位置；姿态；职位
in position 就位；在适当的位置
geographical position 地理位置
| 学生看ppt，学习新单词，试着根据英文解释和图片理解单词，并通过示例词组和例句更深入地进行理解和应用
根据活动1的要求，找出动词的过去分词，并总结出结论
学生观察例句，小组讨论，根据老师给出的问题提示，总结语法知识点
学生分析老师给出的其它例句，做连线题
根据习题2的要求，分析前置定语的位置，思考并总结语法知识点
学生观察例句，小组讨论并分析当被修饰词是不定代词时，过去分词的位置一般放在哪里
学生读活动3中的句子，在ed形式下划线，作为宾语补语。
学生根据活动4内容，用目标语法改写句子
| 通过讲解单词地意思，词组和例句，让学生从多方面理解和熟悉单词，帮助学生记忆和应用
由简入深，带领学生一步步分析书上的例句
通过小组讨论，让学生能够根据自己的思路进行思考和总结，能够更好地理解语法知识点
通过做题方式巩固语法知识点，加强应用
通过引导和总结知识点的方式，帮助学生理解语法。
通过小组讨论形式，加强学生记忆，巩固知识点
通过做习题方式，深入理解语法知识点
通过输出性活动，加强理解和应用，检测学生对知识点的掌握程度
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