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2.8.5: Unit Review (单元复习)

  • Page ID
    44135

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    Unit Review

    单元复习

    Can-do Checklist:

    After studying this unit, I can:

    • recognize and read aloud these words:

    上 年级 相当于 高一 初中 才 小学 打算 考 如果 研究生院 读 找 工作 留学 说 数学 天才 听 挺 语言 文化 怕 选 文科 这样 不用

    数理化 越来越 容易 不过 写 汉字 着急 慢 学期 门 课 节 比较 轻松 只 小时 参加 游泳 队 训练 真 忙 计算机 看到 邮件 取消 改到 早晨 导员 中文 系 事儿 聊 下 办公室 会 下次 约

    • write these characters from memory:

    高 言 才 找 慢 数 挺 化

    样 轻 晨 练 真 聊 累 邮

    • identify some elements of a classroom, a school schedule, or levels of schooling.

    • identify in writing some elements of a classroom, a school schedule, or levels of schooling.

    • identify names of classes and their locations on a class schedule.

    • understand what information is provided on a student ID card.

    • recognize familiar names of people and places in a public announcement.

    • understand names and titles when speakers are introduced.

    • follow directions to fill out a simple graphic organizer.

    • understand questions about class schedules in a text message.

    • understand simple feedback on a homework assignment.

    • fill out an online form to provide my class schedule.

    • interact online to ask and answer questions about a homework assignment.

    • exchange messages to set up the steps for an experiment.

    • ask and answer questions about homework.

    • respond to online survey questions to say where I want to study abroad and when.

    • exchange information about which classes are harder or easier than others and why.

    • say which school subjects are my most and least favorite.

    • give some simple information about my classroom and school.

    • exchange preferences about which subjects I like or dislike.

    • present information on something I learned about in a class or at work.

    • list my classes or work activities and tell what time they start and end.

    • create a bulleted list telling why a class is my favorite.

    • write some simple information about my classroom and school.



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