the 9th grade english homework help

the 9th grade english homework help

Improving English Language Skills for 9th Grade Students

1. Introduction to English Language Learning

In line with these educational issues, this study aims to measure the effect of teaching using English movies as an active audio-visual aid to promote learners’ speaking and writing skills. This teaching innovation is a response to The Competitive Skills Development Plan (A.D. 2006-2013), which provides guidance for educational reform. Specifically, four Primary Strategies have been proposed to motivate students, including: 1) Developing human rights in an ethical and democratic society, 2) The ability to communicate, live, and learn, 3) The ability to work effectively, and 4) The ability to utilize information and communication technology (ICT). This study focuses on the “ability to communicate, live, and learn” primary strategy by attempting to enhance students’ speaking and writing skills. Additionally, this study aims to enhance their leadership skills, in the sense of the ability to lead their community. Considering students’ understanding, The Competitive Skills Development Plan 2006 realizes that the word “Students” will be used instead of “Learners”.

In Thailand, as part of the foreign language curriculum, high school students are expected to possess “Four Language Skills” (FLS), which include speaking, reading, listening, and writing skills. However, research indicates that Thai students are still weak in using speaking and writing skills in English. This weak attainment has been attributed to weaknesses in teaching speaking skills, students’ attitudes towards speaking in the classroom, and the impracticality of the communicative language teaching method. To improve students’ speaking skills, teaching techniques such as cooperative learning, individualization, and teaching with newspapers have been proposed. For writing skills, techniques such as teaching with newspapers/bulletin boards, essays, individualization, and literature have been recommended. However, despite these teaching methodologies, students in Thailand still struggle with the FLS benchmarks.

2. Reading Comprehension Strategies

Reading comprehension is the most important predictor of academic success in high school. However, students’ poor reading skills impede their ability to understand material in content area textbooks or laboratory manuals. Teachers cannot make assumptions about the literacy skills of their students, especially those teaching subjects other than language arts. It is essential that all teachers be able to assist their students in mastering essential reading strategies that will make them successful readers of textbooks. This chapter describes three comprehension strategies: the KWL strategy, generated questions, and the RAP strategy. Each of these comprises an important step in the process of looking at content. When students understand the meaning of concepts, their ability to read complex content informational texts will increase. The techniques can be used to help attract students to the content area and to see why the comprehension strategy is important. The dialogue will underscore how practice with these techniques will assist them in applying each strategy on their own when they are reading independently.

3. Writing Techniques and Tips

Since literature essays and creative pieces lean toward arguing and expressing ideas and can often blur together, we will start with that format. Simply, literary writing freedom ends where scientific or a report writing process begins. In the former, in literature essays or research papers, a student has a right to present an opinion on a subject, influence and/or make the reader think, argue to prove a point, predict or imagine. The latter requires stating facts and backing them up with evidence (information) before summarizing your ideas and proof, making them more important than writing style. The format offers no place for personal opinions. Furthermore, the style of the first substantially involves a free, rather extensive style of press, while the latter will usually require using particular types of formal English: essays are supposed to obey a specific set of rules, avoiding slang and abbreviation, and reports must meet academic writing standards.

4. Grammar and Vocabulary Building

Every name of a person, place, thing, idea, feeling, or quality is a noun. If we see a person, a thing, an idea, a feeling, or a quality and puzzle about what the name of that is, then we can be pretty sure that whatever that puzzle is, that is a noun. The noun is the word that we, as youngsters, learned enough to indicate. The noun is then the word that is the naming word. In English sentences, the nouns on whom, of which, or about which we speak are most important. We use many other parts of speech, but without a knowledge of the noun, we cannot use the language. With that and a knowledge of the verb, we can express many facts or events.

In order to master the noun, the first thing to be done is to understand what a noun is. A noun can be defined as a naming word. Let us try to understand this. We might use the word “things”. We need a word that is more definite. A thing is a noun. Let us try again. When we say “child”, something definite comes to mind. Child is therefore a noun. Bird is a name. Man is a name. Girl is a name. Lion is a name. House is a name. Table is a name. Sun is a name. Dog is a name. Cow is a name. Book is a name. Pen is a name. Rose is a name. Love is a name. At last, we agree on a definition of noun which will encompass all sorts of things that come to mind when we ask ourselves, what is a noun.

5. Effective Communication Skills

The quality of listening is directly related to the quality of the spoken message. A shared collaboration is the key to successful learning. Conversations, spoken presentations, and reports are all necessary to achieve success in all areas of study. Students do much of their information gathering for every subject through listening. Clarifications, directions, and explanations will be offered during the pre-writing stages. An organized and structured progression will create a pattern for communication, which is both easy to deliver and easier to receive. In order for exiting thoughts to become visual ones, communication skills are necessary.

The value of communication is immense. The first and foremost skill every student must master is reading. Reading is an active, imaginative, purposeful behavior of comprehending the meaning of a sequence of written symbols. The success of the reading experience depends on the reader’s background, the purpose, and the reading material’s appropriateness. Reading commands the comprehension of text, fluency, word recognition, vocabulary knowledge, and the ability to extract the main message of the story.