九年級英語新unit3sectionA

9thgradeEnglishnewunit3sectionacontents目錄IntroductionVocabularylearningListeningtrainingOralexpressionReadingcomprehensionGrammarknowledgeWritingtraining01IntroductionToengagestudentsinthetopicandpiquetheirinterestinthesubjectmatter,encouragingthemtoactivelyparticipateinclassdiscussionsandactivitiesTointroducestudentstoanewunitinthe9thgradeEnglishcurrentthatfocusesonaspecificthemeortopicToprovidestudentswithanoverviewoftheunit'scontentandhelpthemunderstandthecontextandrelevanceofthematerialPurposeandbackgroundVocabularyStudentswilllearnnewwordsandphrasesrelatedtotheunit'stheme,includingtheirdefinitions,pronunciations,andexamplesentencesGrammarStudentswillbeintroducedtonewgraphicalconceptsandstructuresthatarerelevanttotheunit'scontent,andwillpracticeusingtheminwrittenandoralexercisesReadingcomprehensionStudentswillreadandanalyzetextsrelatedtotheunit'stheme,focusingoncomprehensionskillssuchassummarizing,inferencing,andcriticalthinkingTeachingcontentandobjectivesWritingStudentswillpracticewritingskillsbycompletingtasks,reports,orotherwrittenassignmentsrelatedtotheunit'sthemeListeningandspeakingStudentswillparticipateinlisteningandspeakingactivitiessuchasdiscussions,roleplays,ordebitestoimprovetheiroralcommunicationskillsTeachingcontentandobjectives02Vocabularylearning

KeyvocabularyCategoryAstory,point,orpicturethatcanbeinterpretedtoreceiveahiddenmeaning,typicallyamoralorpoliticaloneMethodologyAfigureofspeechinwhichawordorphraseisappliedtoanobjectoractiontowhichitisnotLiterallyapplicableIronacontrastbetweenwhatisstatedandwhatismean,orbetweenwhatisexpectedtohappenandwhatactuallyhappensSymbolismSimileHyperboleOxymoronVocabularyexpansion01020304theuseofsymbolstorepresentideasorqualitiesAfigureofspeechthatcomparespeopleorthingsusingthewords"like"or"as"exaggeratedstatementsorclaimsnotmeantobetakenliterallyacombinationofhospitalsorincongruouswordsIdentifyandexplaintheuseofcategoryinagiventextRecognizeanddiscusstheroleofironinastoryorpointDiscussiononhowsymbol,size,hyperbole,andoxygencontributiontotheoverallmeaningandeffectofatextAnalyzeandinterpretmethodsandtheirimpactonatext'smeaningVocabularyapplication03ListeningtrainingActivatebackgroundknowledge01DiscussionswithstudentsonthetopicofthelisteningmaterialtoactivatetheirbackgroundknowledgeandmakepredictionsaboutthecontentPreviewkeyvocabulary02GooveranykeyvocabularyorphrasesthatmaybeunfamiliartostudentsinthecontextofthelisteningmaterialSetapurposeforlistening03ExplaintostudentswhattheywillbelisteningforandwhyitisimportantPreparationbeforelisteningListeningskillsPredictionEnhancestudentstomakepredictionsaboutthecontentofthelisteningmaterialbasedonthetopicandanyclubsprovidedInferencingHelpstudentsdeveloptheabilitytoinfermeaningfromcontextclubsandbackgroundknowledgeNotetakingTeachstudentshowtotakenoteswhilelistening,focusingonkeypointsandmainideasCriticallisteningEncouragestudentstolistencritically,evaluatingthecredibilityofthespeakerandtheaccuracyoftheinformationpresentedPracticeafterlisteningDiscussion:Facilityadiscussionamongstudentsaboutthecontentofthelisteningmaterial,encouragingthemtosharetheirunderstandingandopinionsComparisoncheck:AskstudentscomparisonquestionstoassesstheirunderstandingofthelisteningmaterialVocabularyreview:Reviewanynewvocabularyorphrasesintroducedinthelisteningmaterial,providingadditionalexamplesandcontextasneededFollowupactivities:Providefollowupactivitiessuchasroleplays,debites,orwritingassignmentsthatallowstudentstofurtherexplorethetopicscoveredinthelisteningmaterial04OralexpressionSituationaldialogueStudentswilllearnhowtoaskforandgivedirectionsinavarietyofsettings,includingacity,aschool,oramallAskingforandgivingdirectionsStudentswilllearnhowtogreetandintroducethemselvesindifferentsituations,suchasmeetinganewfriend,startingaclass,orjoiningagroupGreetingandintroductionStudentswillpracticehavingcasualconversationsabouttopicssuchasweather,homes,schoollife,andfamilyEverydayconversationsPreparingforajobinterviewStudentswillroleplayasbothinterviewersandintervieweestopracticeansweringcommonjobinterviewquestionsandlearnhowtopresentthemprofessionallyNegotiatingadealStudentswillplayasbuyersandsellerstonegotiateadealonaproductorservice,practicingtheirsupervisionandnegotiationskillsSolvingaproblemStudentswillroleplayasmembersofateamorcommitteetodiscussandsolveaproblem,practicingtheircollaborationandproblem-solvingskillsRoleplaying010203StoringStudentswillpracticetellingastoryfromtheirownlifeorimaging,focusingonengagingtheirlistenersandusingdescriptivelanguageExpressingopinionsStudentswilllearnhowtoexpresstheiropinionsondifferenttopics,suchascurrentevents,socialissues,orschoolpolicies,inaprospectiveandprospectivewayCreativewritingStudentswillengageincreativewritingactivitiessuchaswritingapoint,ashortstory,oraplayscripttoexpresstheirideasandemotionsFreeexpression05ReadingcomprehensionSkimmingScanningPredictingSummarizingReadingskillQuicklyscanningthetexttogetageneralideaofthemainpointsUsingcontextclustersandpriorknowledgetopredictthecontentofthetextSearchingforspecificinformationorkeywordswithinthetextIdentifyingthemostimportantideasandresettingtheminyourownwords

OverviewofArticleContentThearticlediscussestheimportanceofreadingcomprehensioninacademicsuccessItoutlinesdifferentstrategiesthatstudentscanusetoimprovetheirreadingcomprehensionskillsThearticlealsoprovidesexamplesofhowreadingcomprehensionisassessedinstandardizedtestsWhatisthemainideaofthearticle?ThemainideaofthearticleisthatreadingcomprehensionisacriticalskillforacademicsuccessandtherearevariousstrategiesthatstudentscanusetoimproveitQuestionsandAnswersQuestionsandAnswersWhataresomestrategiesmentionedinthearticletoimprovereadingcomprehension?Somestrategiesmentionedinthearticleincludeskimming,scanning,predicting,andsummarizingWhyisreadingcomprehensionimportant?Readingcomprehensionisimportantbecauseitallowsstudentstounderstandandinterprettext,whichisessentialforsuccessinallsubjectareasItalsohelpsthemdevelopcriticalthinkingskillsandenhancetheiroverallacademicperformanceQuestionsandAnswersVSHowisreadingcomprehensionassessedinstandardizedtests?Readingcomprehensionistypicallyassessedinstandardizedteststhroughmultiplechoicequestions,shortanswerquestions,oressayquestionsthatrequirestudentstodemonstratetheirunderstandingofthetextQuestionsandAnswers06Grammarknowledge"Shewalkedtotheparkyesterday.""Theyhavelivedinthiscityforfiveyears.""Wewillmeetatthelibrarytomorrow."TensereviewModalverbssuchas"can,""could,""may,""right,""must,""rightto,""should,""will,"and"would"areusedtoexpressvariabledegreesoflikelihood,necessity,permission,opposition,andintention"Youshouldstudyhardforyourexams."Modalverbscanalsobeusedtomakerequests,offers,andsuggestionsmorepoliticalorformal,e.g.,"Couldyoupassmethesalt,please?"Usageofmodalverbs"Thestudentsarestudyingfortheirexams.""Becauseshewastired,shedecidedtogotobedearly."Puncture:usingappropriatePuncturemarkstoclarifythemeaningandstructureofsenses,e.g.,commas,chromosomes,colons,dashes,parentsesSentencestructureanalysis07WritingtrainingRequirements:Studentsareexpectedtowriteanarrativeessaybasedontheirpersonalexperiences,focusingonaspecificeventormomentthathadaprospectiveimpactonthemTheessayshouldincludeaclearbeginning,middle,andend,withwelldevelopedcharactersandemotionaldepthWritingrequirementsandtipsTips:+Startwithacaptioninghooktoengagethereader'sattention+Usedescriptivelanguagetopaint