Module2MyNewTeachersPeriod3TeachingContent:(Readingandvocabularyforrevision,GrammarandWriting)TeachingAimsandDemands:Languageknowledge1.Newwords:nervous,patient,serious,amusing,admit,appreciate,avoid,scientific,physics,literature,summaries,respect…2.Grammar:verbsfollowedbyV–ing3.Writing:punctuationusageinwritingReadingskillUnderstandinghowtodescribeapersonAffectionandattitudesUnderstandingnewteachersandformingpositiveattitudestowardsthestudiesofallsubjectsinseniorhigh.Learningstrategies1.Categorizingadjectivesusedtodescribecharactersofpeople2.SummingupverbsfollowedbyV-ing.3.Learninghowtopunctuateaparagraph.CulturalawarenessGettingpreparedforthecomparisonofeducationsystems,teacher-studentrelationshipandotheraspectsbetweenChinaandforeigncountries.TeachingAidsMulti-mediaTeachingProceduresⅠ.RevisionHelpstudentstorevisewordsthatislearntinPeriodTwoofthismodulebydoingActivity2P13.HelpthestudentstoreviewtheadjectivesusedtodescribeapersonbydoingExercise5(WorkbookP74).Askthestudentstoread“MyNewTeachers”andthenchecktheirunderstandingofthepassagebydoingActivity4P13.Ⅱ.GrammarlearningLeadinthestudyofgrammarbycarryingoutthefollowingactivities.1．WhatverbshaveyoufoundthatcanbefollowedbyV-ingfromthepassageyou’vejustread?(Askstudentstospeakouttheverbslike“like,avoid,hate,keep,admit,enjoy”)2．Lookatthepassageagain.AskthestudentstofindthesentenceswiththeverbsfollowedbyV-ing.(AskstudentstounderlinethesentencesinthepassageandthenTeachershowsthemonthescreenwiththeverbsunderlined.)Encouragethestudentstofindoutthemselveswhythesentencesarewritteninthiswaybyasking“Whatdoyounoticeabouttheverbsthatfollowtheunderlinedverbs?”(Thestudentsmayworkinpairs.)Collecttheanswersfromthestudents.(Theverbsarefollowedbythegerundratherthantheinfinitiveusedastheobjectoftheverbsunderlined.)5．Helpthestudentstosumupthewordsthey’velearnedwhichcanbefollowedbyV-ing.Ⅲ.LanguageuseHelpstudentstolearntousetheverbsfollowedbyV-ingasobject.1.Activity2P14.2.GetthestudentstoworkinpairsintroducingeachotherbyusingtheverbsinActivity2.Andthenaskseveralpairstoactitoutinclass.3.Activity3P14.(Askthestudentstowritedown3moretruesentencesaboutthemselvesusingthewordsandthenshowtheirworkonthescreen.)IV.WritingAskthestudentstoreadanyparagraphin“ReadingandVocabulary”againfirst.Givethestudentseachapieceofpaperwiththeparagraphthey’vejustreadbutwithoutanypunctuationsoranycapitalizedwords.Andaskthestudentstopunctuatethisparagraph,usingfullstops,capitalletters,questionmarksandcommaswherenecessary.(Showthestudents’workonthescreenandseeifthestudentscandoitcorrectly.Theremightbesomedifferencesfromthepunctuationsusedinthepassage,butiftheyareacceptable,theyareO.K.)Getthestudentstodiscusswhytheypunctuatethepassagelikethisbyaskingsomequestions.Whydoyoupunctuateyourpassagelikethis?WhyarepunctuationsimportantinwritingWhatisalsoimportantbesidespunctuationsinwriting?(Helpthestudentstosumupbythemselveshowtousepunctuationsinapassage.Andremindthemoftheimportanceofpunctuationmarksandcapitalletters.)V.PracticeAskthestudentstopunctuatethepassageonP18.(GetthestudentstoworkonthisindividuallyandthencheckinpairsandTeachercanshowtwoorthreestudents’workonthescreen,sothestudentsmayhaveadiscussionaboutwhoseisbetterandwhy.Indoingthistheycanpractisewhatthey’velearnedjustnow.)2.Iftimeisallowed,Teachermayprepareanotherpassagewithoutpunctuationsorcapitallett...
