The Fourth Period Grammar
Teaching goals 教學(xué)目標(biāo)
1. Target language目標(biāo)語言
a. 重點(diǎn)詞匯和短語
committee, bear, jam, mess, expectation, embarrasses, traffic jam, set about, take up
b. 重點(diǎn)句子
So nothing went according to plan and that is why...
The twin sisters are so much alike that...
The weather upset... so much that...
When I watch..., I feel as if...
2. Ability goals能力目標(biāo) 
Enable the students to use the past participle as the attribute. 
3. Learning ability goals學(xué)能目標(biāo)
Help the students learn how to use the past participle as the attribute. 
Teaching important & difficult points教學(xué)重難點(diǎn)
How to use the past participle as the attribute. 
Teaching methods 教學(xué)方法
Individual work and practice.
Teaching aids教具準(zhǔn)備
A projector and a blackboard.
Teaching procedures & ways教學(xué)過程與方式
Step Ⅰ Revision 
Check the students’ homework and ask the students to retell the text. 
A sample retelling version:
My mother lived in the countryside and was upset about the snakes in the yard. She wanted me to help her get rid of them. How to catch these snakes without hurting them?
First I checked if there were products that might help, but there seemed to be only some powders. So I had to find out a new way. I began researching the habits of snakes. Then I decided on three possible ways and used the last one: to cool the snakes and catch them. 
I bought an ice-cream maker and took the bowl from the machine. I put some jelly on the outside and inside walls of the bowl. Then I put the bowl into the freezer and waited. At the same time, I prepared some ice-tubes. 
In the following two days, I tried to catch them. But I failed. 
Then I decided to use a net to catch the snakes after they became passive. This time, I made it. My friends and relations pressed me to send my invention to the patent office to get recognition. So I filled the form and filed my patent application with the patent office and waited for the result. 
Ask the students to translate some sentences or spell some key words in the text.
Show the following.
Put the following sentences into Chinese. 
1. The first thing I did was to see if there were any products that might help me, but there only seemed to be powders designed to kill snakes.
2. Between the outside and the inside walls of the bowl there is some jelly, which freezes hard when cooled.
3. Nor will you receive a patent until a search has been made to find out that your product really is different from everybody else’s.
Sample answers:
1. 我做的第一件事是看看是否有能幫我忙的產(chǎn)品，但是好像只有一些用來捕殺蛇的粉末。
2. 在碗內(nèi)外側(cè)有一些果子凍，當(dāng)冷卻時它們會凍得很結(jié)實(shí)。
3. 直到做了一次調(diào)查后發(fā)現(xiàn)你的產(chǎn)品確實(shí)與眾不同，這時你才會獲得專利。
Step Ⅱ Grammar focus
T: Now, please look carefully at some examples on the slides and answer some questions below:
Show the following.
1. The Titanic is a sunk ship in the ocean.
2. The book intended as a surprise to him was lost in the mail.
3. He seems moved to tears by the film.
4. If bitten by a snake, you should call for help.
5. We left them caught in the storm.
Qs:
1. What’s the function of the words in bold?
2. What kind of voice do they have? Why?
3. What part of speech does each of them have?
4. What’s the difference between the structures of the first two sentences? Can you rewrite them in the attributive clause?
T: Now, please talk with your partner and then we will deal with the questions one by one.
S1: All the words in bold in the sentences are all past participles, which explain and add more information to the meanings of the sentences. 
S2: Usually the past participle shows the passive voice to the related part of the sentence. For example in the first two sentences, the verbs sunk and intended indicate the passive relationship to the nouns they modify ship and book while in the third and the fourth sentences the passive relationship is between the subject He and moved; you and bitten. From the last sentence, we know they were caught in the storm.
S3: The past participles act as attribute as in the first two examples while they serve as predicative, adverbial, object complement respectively in the next three examples.
S4: The past participle in the first sentence modifies the noun following it while in the second sentence the modified noun is in front of the past participle. They can be rewritten as The Titanic is a ship which is sunk in the ocean. The book which was intended as a surprise to him was lost in the mail.
Step Ⅲ Discovering useful structures
T: First I’d like you to look at the example and talk about the part of speech of the past participle and then look through the text and find out three more sentences used in this way. I’ll give you three minutes. Then we’ll check the answers together.
Ask the students to do Exercise 1 on page 23 and Exercises 2-4 on page 24. And then check the answers. 
Step Ⅳ Using structures (Workbook)
T: First let’s look at the pictures on page 65 and try to talk about them using the -ing form and the past participles. I’d like you to talk about each picture by asking and answering the questions and try to use complete sentences so that you may know the relationship between the verb form and the exact thing it explains, for example, as to the first picture, one may ask.
Show the following.
S: What are the boys doing?
R: They are looking at the bulletin board showing the result of the football match.
S: What is disappointing?
R: The score of their team is disappointing to them.
T: Now, work in pairs and practise talking about the pictures. 
Check the answers. And then ask the students to do Exercise 2. 
T: Next, try to rewrite the sentences in Exercise 2, paying attention to the sentences given and try to use verbs in their -ing forms and past participle forms so as to make the two sentences similar in meanings. Then we’ll have a check together in about ten minutes.
Step Ⅴ Homework
Ask the students to do the following. 
1. Finish the exercises on grammar in this unit.
2. Preview the reading materials in Using Language .