TeachingCoursewareforGrade9EnglishVolume1(ForeignLanguageResearchEdition)-m11u目錄CourseIntroductionandTeachingObjectivesVocabularyandPhraseLearningReadingandUnderstandingofTexts目錄GrammarknowledgesortingandapplicationListeningtrainingandimprovementOralexpressionandcommunicationabilitycultivationImprovementofwritingskillsandpracticalexercises01CourseIntroductionandTeachingObjectivesThethemeofthisunitiscenteredaroundthetopicof"NaturalDisasters".Itexploresvarioustypesofnaturaldisasters,theircauses,effects,andhowtoprepareforandrespondtothem.ThemeTheunitisdesignedtoprovidestudentswithacomprehensiveunderstandingofnaturaldisasters,whichareafrequentanddevastatingoccurrencearoundtheworld.Bystudyingthisunit,studentswillgainknowledgeandawarenessabouttheimportanceofdisasterpreparednessandresponse.BackgroundThethemeandbackgroundofthisunitObjectivesToenablestudentstounderstandthecausesandeffectsofdifferenttypesofnaturaldisasters.Todevelopstudents'abilitytoread,listen,speak,andwriteaboutnaturaldisasters.TeachingobjectivesandrequirementsToraisestudents'awarenessoftheimportanceofdisasterpreparednessandresponse.TeachingobjectivesandrequirementsTeachingobjectivesandrequirements01Requirements02Studentsshouldbeabletouserelevantvocabularyandexpressionsrelatedtonaturaldisasters.03Studentsshouldbeabletounderstandandanalyzetextsandaudiomaterialsaboutnaturaldisasters.04Studentsshouldbeabletoexpresstheirideasandopinionsaboutnaturaldisastersinbothwrittenandoralforms.TextbookAnalysis:Thetextbookprovidesarangeofreadingandlisteningmaterialsaboutdifferenttypesofnaturaldisasters,alongwithexercisesandactivitiesdesignedtohelpstudentspracticetheirlanguageskills.Thematerialsareauthenticandengaging,allowingstudentstolearnaboutreal-lifesituationsandexperiencesrelatedtonaturaldisasters.TextbookAnalysisandKeyDifficultiesTextbookAnalysisandKeyDifficultiesKeyDifficultiesVocabulary:Someofthevocabularyrelatedtonaturaldisasterscanbecomplexandunfamiliartostudents.Teachersshouldprovideadditionalsupportandresourcestohelpstudentsunderstandandrememberthesewords.LanguageStructures:Thelanguagestructuresusedintheunitcanbechallengingforsomestudents.Teachersshouldfocusonprovidingclearexplanationsandexamples,aswellasopportunitiesforstudentstopracticeusingthestructuresincontext.CulturalUnderstanding:Theunitincludesmaterialsfromdifferentculturesandcountries,whichmayrequireadditionalexplanationanddiscussiontoensurethatstudentsfullyunderstandtheculturalcontextandimplicationsofthetopic.02VocabularyandPhraseLearningWordOriginsandMeaningsDetailedexplanationsofkeyvocabularywords,includingetymologiesanddefinitions,toenhancestudents'understandingofwordmeaningsandusage.WordFamiliesandRelatedWordsExpansionofvocabularythroughtheexplorationofwordfamilies,synonyms,antonyms,andotherrelatedwordstoimprovestudents'abilitytouselanguagemorepreciselyandeffectively.KeyvocabularyexplanationandexpansionExamplesandApplicationsofCommonPhrasesIntroductiontocommonidiomaticexpressionsandphrasalverbsinEnglish,withexamplesandcontextualizedexplanationstohelpstudentsunderstandandusethemappropriately.IdiomaticExpressionsandPhrasalVerbsGuidanceonhowtoconstructsentencesusingkeyphrasesandcorrectgrammar,withpracticalexamplesandexercisestoreinforcelearning.SentenceConstructionandGrammarUsageAvarietyofvocabularyexercises,includingmatching,fill-in-the-blank,andmultiple-choicequestions,tohelpstudentspracticeandreviewkeywordsandphrases.VocabularyExercisesRegularquizzesandteststoassessstudents'vocabularyknowledgeandapplication,providingfeedbackandopportunitiesforfurtherpracticeandimprovement.QuizzesandTestsVocabularyPracticeandTesting03ReadingandUnderstandingofTextsPurposeofIntroductionTofamiliarizestudentswiththetopicandcontextofthetext,andtoactivatetheirbackgroundknowledgeandinterest.ContentofIntroductionBrieflyintroducethetopic,author,andanyrelevanthistoricalorculturalbackgroundinformationrelatedtothetext.IntroductionandIntroductiontotheBackgroundoftheTextMainIdeaandTheme01Guidestudentstoidentifythemainideaandthemeofthetextthroughanalysisofkeydetailsandexamples.TextStructure02Helpstudentsunderstandtheoverallstructureofthetext,includingtheintroduction,body,andconclusion.LanguageFeatures03Pointoutnotablelanguagefeaturessuchasfigurativelanguage,sentencestructure,andvocabularythatcontributetothemeaningandstyleofthetext.SortingandInterpretationofTextContentPredictingEncouragestudentstopredictthecontentofthetextbasedonthetitle,headings,andanypriorknowledgetheymayhave.InferringGuidestudentstoinferthemeaningofunknownwordsorphrasesfromcontextclueswithinthetext.SummarizingHelpstudentssummarizethemainpointsofthetextintheirownwords,focusingonkeydetailsandexamples.SkimmingandScanningTeachstudentshowtoskimforthegeneralideaandscanforspecificdetailsusingappropriatereadingstrategies.Readingskillsguidanceandtraining04GrammarknowledgesortingandapplicationTenseandaspectThisunitfocusesonthepresentperfecttense,whichisusedtoexpressactionsthatstartedinthepastandcontinuetothepresentoractionsthathavebeencompletedintherecentpast.ModalverbsModalverbssuchas"can,""could,""may,"and"might"areintroducedinthisunittoexpresspossibility,permission,andability.PassivevoiceThepassivevoiceisexplained,whichisusedtoshowthatthesubjectofthesentenceisreceivingtheactionratherthanperformingit.SummaryandinductionofgrammarpointsinthisunitDisplayandanalysisoftypicalexamplesentencesModalverbs"Youmayborrowmybookifyoulike."Thissentenceusesthemodalverb"may"toexpresspermission.Presentperfecttense"Ihavefinishedmyhomework."Thissentenceshowsanactionthatwasstartedinthepastandhasbeencompletedintherecentpast.Passivevoice"Thehousewasbuiltin1900."Thissentenceusesthepassivevoicetoshowthatthehousewasbuiltbysomeoneelseandthesubjectisreceivingtheaction.Question1"I___myhomeworkyet,butI'lldoitlater."(A)haven'tfinished(B)didn'tfinish(C)haven'tbeenfinishing(D)hadn'tfinishedAnswerandexplanationThecorrectansweris(A)haven'tfinished.Thissentencerequiresthepresentperfecttensebecauseitexpressesanactionthatstartedinthepastandcontinuestothepresent.Theuseof"yet"alsoindicatesthattheactionisnotcomplete.SelectedandExplainedGrammarPracticeQuestionsQuestion2"You___smokeinhereifyouwantto."(A)can(B)could(C)may(D)mightAnswerandexplanationThecorrectansweris(C)may.Thissentenceusesthemodalverb"may"toexpresspermission.Theothermodalverbsintheoptionsdonotfitthecontextaswellas"may."SelectedandExplainedGrammarPracticeQuestions"Thecar___bymygrandfatherwhenhewasyoung."(A)wasbuilt(B)hasbeenbuilt(C)hadbeenbuilt(D)isbuiltQuestion3Thecorrectansweris(A)wasbuilt.Thissentencerequiresthepassivevoicebecauseitshowsthatthecarwasbuiltbysomeoneelse.Theuseof"whenhewasyoung"indicatesthattheactiontookplaceinthepast,sothesimplepasttenseisused.AnswerandexplanationSelectedandExplainedGrammarPracticeQuestions05ListeningtrainingandimprovementAuthenticanddiverselisteningmaterialsSelectauthenticanddiverselisteningmaterialssuchasnews,interviews,podcasts,andlecturestoexposestudentstoawiderangeofaccents,speeds,andtopics.ControlledplaybackspeedAdjusttheplaybackspeedofthelisteningmaterialstosuitthestudents'level,startingwithslowerspeedsandgraduallyincreasingthespeedastheirlisteningskillsimprove.InteractivelisteningactivitiesIncorporateinteractivelisteningactivitiessuchaslisteningcomprehensionquizzes,fill-in-the-blankexercises,andmultiple-choicequestionstoengagestudentsandassesstheirunderstanding.SelectionandplaybackoflisteningmaterialsActivelisteningstrategiesTeachstudentsactivelisteningstrategiessuchaspredictingcontent,identifyingkeywordsandphrases,andtakingnotestoimprovetheircomprehension.ListeningforspecificinformationTrainstudentstolistenforspecificinformationbygivingthemtargetedquestionsortaskstocompletewhilelistening.InferencinganddeductivereasoningEncouragestudentstouseinferencinganddeductivereasoningskillstointerpretandanalyzetheinformationtheyhear.GuidanceandpracticeoflisteningskillsSelectedandExplainedListeningPracticeQuestionsDesignquestionsthatfocusonvocabularyandlanguagestructuretohelpstudentsrecognizeandunderstandkeywordsandphrasesincontext.VocabularyandlanguagestructurequestionsProvidecomprehensionquestionsthatteststudents'understandingofthemainideas,details,andoverallmessageofthelisteningmaterials.ComprehensionquestionsIncludecriticalthinkingquestionsthatchallengestudentstoanalyze,evaluate,andsynthesizetheinformationtheyhear.Criticalthinkingquestions06Oralexpressionandcommunicationabilitycultivation要點三ActivityPurposeTocultivatestudents'oralexpressionandcommunicationabilitiesbysimulatingreal-lifescenariosandencouragingactiveparticipation.要點一要點二DesignPrinciplesRole-playingactivitiesshouldbedesignedtobeauthentic,engaging,andinclusive,withclearobjectivesandinstructions.ImplementationStrategiesTeacherscanuseavarietyoftechniquessuchasmodeling,demonstration,andscaffoldingtosupportstudents'languageproductionandcommunicationskills.要點三Designandimplementationofrole-playingactivitiesTopicSelectionCriteriaTopicsshouldbeage-appropriate,relevanttostudents'livesandinterests,andconducivetostimulatingmeaningfuldiscussions.GuidanceTechniquesTeacherscanprovidediscussionprompts,encourageactivelisteningandresponding,andfacilitateturn-takingandequalparticipationamongstudents.MonitoringandFeedbackTeachersshouldmonitorstudents'participationandprovidefeedbackontheirlanguageuse,communicationstrategies,anddiscussionskills.TopicselectionandguidanceforgroupdiscussionsQuestionTypesOralpracticequestionsshouldcoverarangeofquestiontypessuchasclosed-ended,open-ended,andfollow-upquestionstoencouragediverselanguageproduction.ExplanationandModelingTeacherscanexplainthepurposeofeachquestiontype,modelhowtoanswerdifferenttypesofquestions,andprovideexamplesofgoodresponses.StudentPracticeStudentsshouldbegivenopportunitiestopracticeansweringoralquestionsindividually,inpairs,oringroups,withteacherfeedbackandguidance.SelectedandExplainedOralPracticeQuestions07ImprovementofwritingskillsandpracticalexercisesAssignmentofwritingtasksProvidestudentswithclearwritingassignmentsthatarecloselyrelatedtothecontentofthetextbookandmeettherequirementsofthecurriculumstandards.要點一要點二Explanation