2026年新教材人教版九年级上册英语Unit 4 Our Memory 教案

第第页2026年新教材人教版九年级上册英语Unit4OurMemory教案SectionA(1a-1f)一、TeachingObjectivesInthisclass,studentswill：1.listenforspecificdetailstoidentifyshoppingitemsandforgotteneventsfromtheconversations.2.talkaboutdailyforgetfulnessandgivepracticalsuggestions.3.reflectontheirownmemoryhabitsanddiscussstrategiestorememberthingsbetterindailylife.

二、TeachingAdviceLead-inLookandShare1.HavestudentslookatthethemepictureontheopeningpageandthinkaboutthequestionsonPage31.2.Invitesomestudentstosharetheiranswers.3.Presentsomecommonwaystokeepmemoriesandpre-teachsomeexpressions.4.Havestudentsreadtheunittitleandpredictwhattheywilllearnintheunit.

Pre-listening1a1.Havestudentsreadtheinstructionandwordsin1aandmakesuretheygetthemeanings.Explainnewwordsifneeded.2.Askstudentstotalkaboutwhichofthefollowingareeasy/hardforthemtorememberinpairs.Studentscanbeencouragedtoaddmoredetailsforeachcolumn.3.Invitesomestudentstosharetheiranswers.While-listening1b1.Presentthepicturesin1bandelicitthewordsfromstudents.2.Havestudentsreadtheinstructionandmakesuretheyunderstandthetask.3.HavestudentslistentothefirstconversationandcirclethethingsPeterneedstobuy.4.Playtherecordingagain.Checktheanswerstogether.1c1.Askstudentstoreadthesentencesinlcandunderstandthemeanings.Studentscanbeencouragedtofillintheblanksfrommemory.2.Playtherecordingagainandhavestudentscompletethesentences.3.Invitesomestudentstosharetheiranswersandthenchecktheanswerswiththewholeclass.4.Havestudentslistenagainwiththecompletedinformation.Explainthelanguagepointsifneeded.1d1.Havestudentsreadtheinstructionandthethingsinldtogetthemeanings.

2.HavestudentslistentothesecondconversationandtickthethingsBillyforgot.3.Invitesomestudentstosharetheiranswersandthenchecktheanswerswiththewholeclass.1e1.Havestudentsreadthequestionsinleanddiscussinpairs.2.Playtherecordingagainandchecktheanswerstogether.3.EncouragestudentstobrainstormmoreusefuladviceforBilly.ListeningScriptsPresentthelisteningscriptandguidestudentstopayattentiontothetargetvocabularyandexpressions.Explainthelanguagepointsifnecessary.Post-listening1f1.Havestudentsreadandthinkaboutthequestions.2.Askstudentstoworkinpairstodiscussthequestionsandsharetheiropinions.3.Invitesomestudentstosharetheiranswersinclass.Providesomeexpressionsandsentencepatternsaslanguagesupport.Theteachercanalsosharehis/heropinionsfirsttosetanexampleforstudents.SummaryAskstudentstosummarizewhattheyhavelearnedinthislesson.BlackboardDesignWritethelanguagepointsandusefulexpressionsontheblackboard.TeachingReflectionInthislesson,studentsactivelyengagedinlisteningtasksandeffectivelyidentifieddetails.Pairworkonmemoryhabitsandpracticalsuggestionshelpedbuildtheirconfidenceinspeaking.However,somestudentsstruggledtousetargetexpressionsfluently.Nexttime,I'lladdmoreguidedrole-playstoreinforcevocabularyandcreatemoreopportunitiesforspontaneouscommunication.第二课时SectionA(2a-2d)一、TeachingObjectivesInthisclass,studentswill：1.listenforspecificdetailstoidentifythequestionsstudentsaskedandcompleteProfessorGreen'sanswers.2.talkaboutmemoryproblemsandlearningstrategiesusingthetargetlanguage.3.discusswaystolinknewandoldknowledgeanddevelophabitstousetheirbrainsbetter.

二、TeachingAdviceLead-in2a1.AskstudentstorecallthelectureBillymentionedinthelastclass,andinvite2-3studentstosharewhattheythinkthelecturemightcover.2.Havestudentslookatthequestionsin2aandbrainstorm1-2questionstheywanttoaskProfessorGreenaboutmemory.3.Invitesomestudentstosharetheirquestionsandbrieflydiscussthemasaclass.

Pre-listening1.Presentthefourquestionsin2bandexplainanynewphrases(e.g.linkingknowledge).2.Askstudentstopredictwhichquestionsthestudentswillaskintheconversation,andthencomparetheirpredictionsinpairs.While-listening2b1.Havestudentsreadtheinstructionandmakesuretheyunderstandthetask.2.Playtherecordingandhavestudentscompletethetickingtaskindividually.3.Playtherecordingagainforstudentstochecktheiranswers,andthengooverthecorrectanswerswiththewholeclass.2c1.AskstudentstoreadProfessorGreen'sincompleteanswersin2candtrytofillintheblanksbasedontheirmemory.2.Playtherecordingagainandhavestudentscompletethesentences.Invitestudentstosharetheiranswers,andthencheckandexplainkeylanguagepoints.3.Playtherecordingafinaltimeforstudentstolistenandrepeatthekeysentencesaloud.ListeningScripts1.Distributethelisteningscriptandguidestudentstounderlinetargetvocabularyandexpressions.2.Explainanyremaininglanguagepointsandhavestudentspractisereadingthescriptinpairs.Post-listening2d1.Dividestudentsintogroupsof3-4andassignthefourdiscussionquestionsin2d.2.Providesentenceframesassupport,e.g.“Ilinknewknowledgewith.”and“Weshouldputourbrainstogoodusebecause...”.3.Givegroups8-10minutestodiscuss,andtheninvite2-3groupstosharetheirideaswiththeclass.4.Summarizetheeffectivememorystrategiesmentionedandencouragestudentstoapplythemindailystudy.

ExtendedPost-listeningActivity1.Askstudentstocreateapersonal“MemoryToolkit”posterornotes,usingthestrategiesfromProfessorGreen'slectureandtheirgroupdiscussion.2.Givestudents5minutestowritedown3-4practicalmemorystrategiesthatworkforthem,withabriefexampleforeach.3.Havestudentspairuptopresenttheirtoolkitsandexplainwhytheychosethosestrategies.4.Invite2-3studentstosharetheirtoolkitswiththewholeclass,andtheteachercanadd1-2professionaltips(e.g.spacedrepetition)toenrichthetoolkit.5.Endbyencouragingstudentstousetheirtoolkitsfor1weekandsharetheirprogressinthenextclass,reinforcingthelesson'sthemeofusingscience-backedstrategiestoimprovememory.SummaryAskstudentstosummarizewhattheyhavelearnedinthislesson.BlackboardDesignWriteusefulexpressionsandimportantlanguagepointsontheblackboard.TeachingReflectionInthislesson,studentsgraspedcorememorystrategieslikelinkingknowledgeandpayingattentiontodetails.The“MyMemoryToolkit”activityeffectivelyhelpedthemapplywhattheyhavelearnedtopersonaluse.Nexttime,I'llprovideclearersentenceframestosupportlessconfidentstudentsandensuresmootherdiscussions.第三课时SectionA(3a-3d)一、TeachingObjectivesInthisclass,studentswill：1.readtheconversationtoextractdetailsandcompletethecomparisontableaboutfamilymembers'memorychanges.2.discussthemeaningof“keepinmindwhatheremembers”andexplaintheimportanceofhappymemories.3.shareapersonalhappyfamilymemoryusingdescriptivedetails.

二、TeachingAdviceLead-inLookandSay1.Startwithaquickwarm-up:Askstudents:Haveyouevernoticedanolderfamilymemberforgettingsmallthings?Howdidyoufeel?2.Invite2-3studentstosharetheirexperiences,andthenintroducethelesson'stheme.

Pre-readingPredict1.Havestudentslookatthepicturein3aandanswerthefollowingquestions:Whatarethepeopledoinginthephotos?Whatrelationshipdoyouthinktheyare?2.Askstudentstopredictwhattheconversationisaboutaccordingtothequestions.3.Pre-teachkeyvocabularyandphrases.While-reading3a1.Havestudentsreadtheconversationandcompletethetable,notingwhatRick'sgrandmaandChenJie'sgrandpaforget,whattheyremember,andwhattodoforthem.2.Invitestudentstosharetheiranswers,andthencheckandclarifyanyconfusingpoints.3.Askstudentstounderline2-3sentencesthatshowthecharacters’emotions.3b1.AskstudentstorereadChenJie'sline:Insteadofwhatheforgets,Ikeepinmindwhatheremembers.2.Havepairsdiscuss:Whatdoesthismean?Howcanthisideahelpuscareforfamilymemberswithmemorychanges?3.Leadaclassdiscussiononthesecondquestion:Whyarehappymemoriesimportant?Providesentenceframestosupportlessconfidentstudents.4.Writekeyideasontheboardtosummarizethediscussion.Post-reading3c1.Playtherecordingoftheconversation,andaskstudentstolistenforhowemotionsareshownthroughstressedwords(e.g.sosad,sweet,right).2.Havestudentsmarkthestressedwordsintheirtextbooks,andthenpractisereadingtheconversationinpairs,mimickingtheintonationfromtherecording.3.Invite2-3pairstoperformashortrole-playfortheclass,andasktheaudiencetocommentonhowwelltheyconveyedtheemotions.3d1.Dividestudentsintogroupsof3-4,andassignthediscussiontask.2.Walkaroundtheclassroomtoofferlanguagesupport.3.Invite3-4studentstosharetheirmemorieswiththewholeclass,andencouragepeerstoaskfollow-upquestions(e.g.Howdidyoufeelinthatmoment?).ReflectionRickfeelssadbecausehisgrandmaforgetshisname,butshestillrememberstosavecookiesforhim.Howdoesthisshowthatlovecanstayevenwhenmemoriesfade?ChenJiesays,“Insteadofwhatheforgets,Ikeepinmindwhatheremembers.”Howcanthisideachangethewaywetreatpeoplewhoarestrugglingwithmemoryloss?

3.Happymemoriesarenotjuststories-theyareakindof“emotionalglue”forfamilies.Whatcanwedotocreatemorehappymemorieswithourlovedones,especiallyolderfamilymembers?SummaryAskstudentstosummarizewhattheyhavelearnedinthislesson.BlackboardDesignWriteusefulexpressionsandlanguagepointsontheblackboard.TeachingReflectionInthislesson,studentseffectivelyextracteddetailsfromtheconversationtocompletethecomparisontable,andmostsuccessfullygraspedthecoreideaoffocusingonwhatlovedonesrememberratherthanwhattheyforget.Thedeep-thinkingreflectionpromptssparkedmeaningfuldiscussionsaboutintergenerationalcareandthevalueofhappymemories,withmanystudentssharingpersonalstoriesthatdemonstratedempathyandemotionalgrowth.第四课时SectionA(4a-4c)一、TeachingObjectivesInthisclass,studentswill：1.identifyconnectingwordsandcorrectwordorderinobjectclausesfromthegivensentences.2.masterthestructureofobjectclauseswithquestionwordsandrewritesentencesusingthisstructure.3.useobjectclausestocompleteastoryandcreateoriginalsentences.

二、TeachingAdviceLead-inLookandSayWarm-upDiscussion:Startwith2-3questionstoactivatepriorknowledge:Doyourememberwhatwetalkedaboutinourlastlesson?CanyoutellmehowyouusuallystudyEnglishafterclass?

2.Writethequestionsontheboardandunderlinethewh-words.3.Askstudentstonoticehowthesequestionschangewhentheybecomepartofalongersentence.

ExploretheGrammar4a1.Distributethe4aworksheetandaskstudentstoreadthefoursentencesindependently.2.Havestudentsdiscusstheirobservationsinpairs,andtheninvite2-3pairstosharetheirfindingswiththeclass.3.Highlightkeyobservationsontheboard.

GrammarRules特殊疑问词引导的宾语从句语序当从句原本是特殊疑问句时,保留特殊疑问词,但其后必须紧跟主语,再将剩余的谓语动词等按陈述句语序排列。例如:Whereisthebookstore?→Canyoutellmewherethebookstoreis?注意:当特殊疑问词在从句中作主语时,语序本身就和陈述句一样,无需改变。例如:Whotookmyphotos?→Idon'tknowwhotookmyphotos.Whathappened?→Pleasetellmewhathappened.时态1.宾语从句的时态不是独立的,它常常受到主句谓语动词时态的影响和制约。具体规则如下:“主现从任意”:主句是现在的时态(一般现在时/现在进行时/现在完成时),从句的时态不受限制，可以根据要表达的实际时间来选择任何需要的时态。例如:HesaysthathestudiesEnglisheveryday.HesaysthathehaslearnedEnglishfor5years.2.“主过从必过”:主句是过去的时态(一般过去时/过去进行时),从句也要变为相应的过去时。例如:Shesaidshewasablogger.Hetoldmehehadfinishedthework.3.“真理永一现”:无论主句是什么时态,如果从句描述的是客观真理、科学事实、格言或永恒状态,从句始终使用一般现在时。例如:Theteachertaughtusthattheearthgoesaroundthesun.

GrammarExercises4b1.Explainthetaskandhavestudentspayattentiontothewordorderandthetense.2.Havestudentscompletethe5itemsindependently,andthenchecktheiranswersinpairs.3.Goovertheanswersasaclass,andclarifyanymistakes.4.Forchallengingitems,walkthroughthetransformationstep-by-steptoreinforcetherules.4c1.Letstudentsreadthestoryandgraspthemainidea.2.Askstudentstocompletethestoryandchecktheanswersinclass.3.Havestudentsinferthefox'sfeelingsanddiscussthequestion.4.Invitesomestudentstosharetheiranswersandexplainthelanguagepointsifnecessary.SummaryAskstudentstosummarizewhattheyhavelearnedinthislesson.BlackboardDesignWritethegrammarrulesontheblackboard.TeachingReflectionInthislesson,studentseffectivelyidentifiedwh-wordsandgraspedthestatementwordorderinobjectclauses.Thestoryactivityhelpedthemapplygrammarrulesincontext,withmostcompletingthetaskaccurately.Nexttime,I'lladdmoretargetedtense-matchingpracticeandsimplifiedexamplestoreinforcethispoint,ensuringallstudentsmasterthecorerules.第五课时SectionB(1a-1e)&VocabularyinUse一、TeachingObjectivesInthisclass,studentswill：1.readthetexttoidentifythetwotypesofmemoryandcorestrategiesforimprovingmemory.2.analyzetherelationshipbetweenmemorytypesanddailytasks,andevaluatewhichstrategiesworkbestfortheirownlearninghabits.3.sharepersonalmemorytechniquesandapplythetext'sstrategiestocreateapersonalizedmemoryimprovementplan.

二、TeachingAdviceLead-in1a1.Warm-upDiscussion:Askstudents:Whatmemorytechniquesdoyouusewhenstudyingfortestsorrememberingnewwords?Aretheyuseful?2.Invite3-4studentstosharetheirmethods,andthenwritetheirideasontheboard.3.Pre-teachkeyvocabularyandexpressionswithsimpleexamples.

Pre-readingPredict1.Showthetitle“HowtoBoostYourMemory”andaskstudentstopredict:Whatkindsoftipsdoyouthinkthearticlewillinclude?2.Havestudentsdiscusspredictionsinpairs,andthenshare2-3ideaswiththeclass.3.Presentthe1bcomprehensionquestionsandaskstudentstonotethekeyinformationtheyneedtofindwhilereading.While-readingSkimReadingAskstudentstoreadthetextquicklyandfindoutwhatthetextismainlyabout.1b1.Askstudentstoreadthetextindependentlyandanswerthelbquestions.2.Havestudentscompareanswersinpairs,andthengooverthecorrectanswersasaclass.3.Clarifyanyconfusingpoints.

CarefulReading1c1.Distributethelctaskandaskstudentstoclassifythefourtasksintoshort-term(S)orlong-term(L)memory.2.Invitestudentstosharetheiranswersandexplaintheirreasoning.3.Havestudentsrereadthetexttoidentifythefourmainmemorystrategies.1d1.Providethemindmaptemplateandaskstudentstofillinthedetails.2.Havestudentsworkindividuallyandchecktheirmapsinsmallgroups.3.Inviteastudenttopresenttheircompletedmindmaptotheclass.TextStructure&GenreAnalysis1.Askstudentstorereadthetextandlabeleachparagraph'smainpurpose:Para1:Introduction(raisesthequestionofimprovingmemory).Para2:Explainstwotypesofmemoryanddefinesthecoreproblem.Paras3-6:Presents4keystrategies(Payattention/Useitorloseit/Usesenses/Stayhealthy)withsupportingdetails.Para7:Conclusion(encouragestryingdifferenttechniques).2.Discussthegenre:Thisisanexplanatory/advicearticle(expositorywriting)thatusesclear,logicalstructureandsignalwords(First,Second,Athirdway,Lastbutnotleast)toorganizeinformation.3.Highlighthowsignalwordshelpreadersfollowtheauthor'sideas,andaskstudentstofindmoreexamplesinthetext.Post-reading1e1.Dividestudentsinto3or4groups.Askthemtodiscussthequestion.2.Providesentenceframes.Walkaroundtooffersupport,andencouragestudentstoshareuniquetechniques.3.Invite2-3groupstosharetheirbesttechniqueswiththeclass.

VocabularyinUse2a1.Askstudentstoworkindividuallyfirst,andthencollaborateinpairstocomparetheirlists.2.Invitestudentstosharetheirwordsontheboard.3.Clarifythemeaningofthelesscommonwordsandencouragestudentstousedictionaries.4.Guidestudentstoidentifythecommonmeaningoftheseaffixes.2b1.Havestudentsreadthe6sentencestounderstandthecontext.2.Askstudentstocompletethesentencesindependently.

3.Havestudentschecktheiranswersinpairs,focusingonhowwordformsfitthegrammarandthemeaningofeachsentence,4.Goovertheanswersasaclass,explainingthewordformchoices.2c1.Havestudentsreadthepassageaboutanimalmemoriesandthephrasesinthebox.2.Askstudentstofillintheblanksindependently,usingthephrasescorrectly.3.Havestudentscomparetheiranswersinsmallgroups.4.Inviteastudenttoreadthecompletedpassagealoud,andthenchecktheanswers.5.Leadabriefdiscussion:Whichanimalimpressedyouthemost?Why?SummaryAskstudentstosummarizewhattheyhavelearnedinthislesson.BlackboardDesignWritetheusefulexpressionsandlanguagepointsontheblackboard.TeachingReflectionInthisreadinglesson,studentseffectivelygraspedthetwotypesofmemoryandcoreimprovementstrategies,andthetextstructureanalysishelpedthemrecognizehowsignalwordsorganizetheexpositorycontent.However,somestudentshesitatedtosharetheirpersonalmemorytechniquesingroupdiscussions.Nexttime,I'llusethink-pair-sharetogivethemmoreconfidencebeforewhole-classsharing.第六课时SectionB(3a-3c)一、TeachingObjectivesInthisclass,studentswill：1.readBilly'sdiarytoextractdetailsabouthismemorychallenge,goals,methods,andconclusion,andcompletetheinformationtable.2.analyzethestructureofadiaryentryanduseittocreateapersonalplan.3.writeadiaryentrytotrackprogress,usingtar