2026年人教版九年级英语上册Unit 4 Our Memory 教案

2026年新教材人教版九年级上册英语Unit4OurMemory教案

第一课时SectionA(la-lf)

一、TeachingObjectives

Inthisclass,studentswill：

1.listenforspecificdetailstoidentifyshoppingitemsandforgotten

eventsfromtheconversations.

2.talkaboutdailyforgetfulnessandgivepracticalsuggestions.

3.reflectontheirownmemoryhabitsanddiscussstrategiestoremember

thingsbetterindailylife.

二、TeachingAdvice

I^ead-in

LookandShare

1.Havestudentslookatthethemepictureontheopeningpageand

thinkaboutthequestionson

Page31.

2.Invitesomestudentstosharetheiranswers.

3.Presentsomecommonwaystokeepmemoriesandpre-teachsome

expressions.

4.Havestudentsreadtheunittitleandpredictwhattheywilllearnin

theunit.

Pre-listening

la

1.Havestudentsreadtheinstructionandwordsin1aandmakesurethey

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getthemeanings.

Explainnewwordsifneeded.

2.Askstudentstotalkaboutwhichofthefollowingareeasy/hardfor

themtorememberin

pairs.Studentscanbeencouragedtoaddmoredetailsforeachcolumn.

3.Invitesomestudentstosharetheiranswers.

While-listening

lb

1.Presentthepicturesinlbandelicitthewordsfromstudents.

2.Havestudentsreadtheinstructionandmakesuretheyunderstandthe

task.

3.Havestudentslistentothefirstconversationandcirclethethings

Peterneedstobuy.

4.Playtherecordingagain.Checktheanswerstogether.

1c

1.Askstudentstoreadthesentencesin1candunderstandthemeanings.

Studentscanbe

encouragedtofillintheblanksfrommemory.

2.Playtherecordingagainandhavestudentscompletethesentences.

3.Invitesomestudentstosharetheiranswersandthencheckthe

answerswiththewholeclass.

4.Havestudentslistenagainwiththecompletedinformation.Explain

thelanguagepoints

ifneeded.

Id

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1.HavestudentsreadtheinstructionandthethingsinIdtogetthe

meanings.

2.Havestudentslistentothesecondconversationandtickthethings

Billyforgot.

3.Invitesomestudentstosharetheiranswersandthencheckthe

answerswiththewholeclass.

Ie

1.Havestudentsreadthequestionsinleanddiscussinpairs.

2.Playtherecordingagainandchecktheanswerstogether.

3.EncouragestudentstobrainstormmoreusefuladviceforBilly.

ListeningScripts

Presentthelisteningscriptandguidestudentstopayattentionlu(he

targetvocabulary

andexpressions.Explainthelanguagepointsifnecessary.

Post-listening

If

1.Havestudentsreadandthinkaboutthequestions.

2.Askstudentstoworkinpairstodiscussthequestionsandsharetheir

opinions.

3.Invitesomestudentstosharetheiranswersinclass.Providesome

expressionsand

sentencepatternsaslanguagesupport.Theteachercanalsosharehis/her

opinionsfirst

tosetanexampleforstudents.

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Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

Writethelanguagepointsandusefulexpressionsontheblackboard.

TeachingReflection

Inthislesson,studentsactivelyengagedinlisteningtasksand

effectivelyidentifieddetails.Pair

workonmemoryhabitsandpracticalsuggestionshelpedbuildtheir

confidenceinspeaking.However,somestudentsstruggledtousetarget

expressionsfluently.Nexttime,Tiladdmoreguidedrole-playsto

reinforcevocabularyandcreatemoreopportunitiesforspontaneous

communication.

第二课时SectionA(2a-2d)

一、TeachingObjectives

Inthisclass,studentswill：

1.listenforspecificdetailstoidentifythequestionsstudentsaskedand

completeProfessor

Green'sanswers.

2.talkaboutmemoryproblemsandlearningstrategiesusingthetarget

language.

3.discusswaysiolinknewandoldknowledgeanddevelophabitstouse

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theirbrainsbetter.

二、TeachingAdvice

Lead-in

2a

1.AskstudentstorecallthelectureBillymentionedinthelastclass,and

invite2-3studentsto

sharewhattheythinkthelecturemightcover.

2.Havestudentslookatthequestionsin2aandbrainstorm1-2

questionstheywantto

askProfessorGreenaboutmemory.

3.Invitesomestudentstosharetheirquestionsandbrieflydiscussthem

asaclass.

Pre-listening

1.Presentthefourquestionsin2bandexplainanynewphrases(e.g.

linkingknowledge).

2.Askstudentstopredictwhichquestionsthestudentswillaskinthe

conversation,andthen

comparetheirpredictionsinpairs.

While-listening

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2b

1.Havestudentsreadtheinstructionandmakesuretheyunderstandthe

task.

2.Playtherecordingandhavestudentscompletethetickingtask

individually.

3.Playtherecordingagainforstudentstochecktheiranswers,andthen

gooverthecorrect

answerswiththewholeclass.

2c

1.AskstudentstoreadProfessorGreen'sincompleteanswersin2cand

trytofillinthe

bkinksbasedontheiriiieniory.

2.Playtherecordingagainandhavestudentscompletethesentences.

Invitestudentsto

sharetheiranswers,andthencheckandexplainkeylanguagepoints.

3.Playtherecordingafinaltimeforstudentstolistenandrepeatthekey

sentencesaloud.

ListeningScripts

1.Distributethelisteningscriptandguidestudentstounderlinetarget

vocabularyand

expressions.

2.Explainanyremaininglanguagepointsandhavestudentspractise

readingthescriptinpairs.

Post-listening

2d

1.Dividestudentsintogroupsof3-4andassignthefourdiscussion

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questionsin2d.

2.Providesentenceframesassupport,e.g."Ilinknewknowledge

with.”and“We

shouldputourbrainstogoodusebecause

3.Givegroups8-10minutestodiscuss,andtheninvite2-3groupsto

sharetheirideas

withtheclass.

4.Summarizetheeffectivememorystrategiesmentionedandencourage

studentstoapply

themindailystudy.

ExtendedPost-listeningActivity

1.Askstudentstocreateapersonar'MemoryToolkit^posterornotes,

usingthestrategiesfrom

ProfessorGreen'slectureandtheirgroupdiscussion.

2.Givestudents5minutestowritedown3-4practicalmemorystrategies

thatworkforthem,

withabriefexampleforeach.

3.Havestudentspairuptopresenttheirtoolkitsandexplainwhythey

chosethosestrategies.

4.Invite2-3studentstosharetheirtoolkitswiththewholeclass,andthe

teachercanadd

1-2professionaltips(e.g.spacedrepetition)toenrichthetoolkit.

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5.Endbyencouragingstudentstousetheirtoolkitsfor1weekandshare

theirprogressinthenext

class,reinforcingthelesson'sthemeofusingscience-backedstrategiesto

improvememory.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

Writeusefulexpressionsandimportantlanguagepointsonthe

blackboard.

TeachingReflection

Inthislesson,studentsgraspedcorememorystrategieslikelinking

knowledgeandpayingattentiontodetails.The“MyMemoryToolkit”

activityeffectivelyhelpedthemapplywhattheyhavelearnedtopersonal

use.Nexttime,I'llprovideclearersentenceframestosupportless

confidentstudentsandensuresmootherdiscussions.

第三课时SectionA(3a-3d)

一、TeachingObjectives

Inthisclass,studentswill：

1.readtheconversationtoextractdetailsandcompletethecomparison

tableaboutfamilymembers'memorychanges.

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2.discussthemeaningof“keepinmindwhatheremembers,Jandexplain

theimportanceof

happymemories.

3.shareapersonalhappyfamilymemoryusingdescriptivedetails.

二、TeachingAdvice

Lead-in

LookandSay

1.Startwithaquickwarm-up:Askstudents:Haveyouevernoticedan

olderfamilymember

forgettingsmallthings?Howdidyoufeel?

2.Invite2-3studentstosharetheirexperiences,andthenintroducethe

lesson'stheme.

Pre-reading

Predict

1.Havestudentslookatthepicturein3aandanswerthefollowing

questions:

Whatarethepeopledoinginthephotos?Whatrelationshipdoyouthink

theyare?

2.Askstudentstopredictwhattheconversationisaboutaccordingtothe

questions.

3.Pre-teachkeyvocabularyandphrases.

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While-reading

3a

1.Havestudentsreadtheconversationandcompletethetable,noting

whatRick'sgrandmaand

ChenJie'sgrandpaforget,whattheyremember,andwhattodoforthem.

2.Invitesludenlstosharetheiranswers,andthencheckandclarifyany

confusingpoints.

3.Askstudentstounderline2-3sentencesthatshowthe

charactcrs^motions.

3b

1.AskstudentstorereadChenJie*sline:Insteadofwhatheforgets,I

keepinmindwhat

heremembers,

2.Havepairsdiscuss:doesthismean?Howcanthisideahelpus

careforfamily

memberswithmemorychanges?

3.Leadaclassdiscussiononthesecondquestion:arehappy

memoriesimportant?

Providesentenceframestosupportlessconfidentstudents.

4.Writekeyideasontheboardtosummarizethediscussion.

Post-reading

3c

1.Playtherecordingoftheconversation,andaskstudentstolistenfor

howemotionsare

shownthroughstressedwords(e.g.sosad,sweet,right).

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2.Havestudentsmarkthestressedwordsintheirtextbooks,andthen

practisereadingthe

conversationinpairs,mimickingtheintonationfromtherecording.

3.Invite2-3pairstoperformashortrole-playfortheclass,andaskthe

audienceto

commentonhowwelltheyconveyedtheemotions.

3d

1.Dividestudentsintogroupsof3-4,andassignthediscussiontask.

2.Walkaroundtheclassroomtoofferlanguagesupport.

3.Invite3-4studentstosharetheirmemorieswiththewholeclass,and

encouragepeers

toaskfollow-upquestions(e.g.Howdidyoufeelinthatmoment?).

Reflection

1.Rickfeelssadbecausehisgrandmaforgetshisname,butshestill

rememberstosave

cookiesforhim.Howdoesthisshowthatlovecanstayevenwhen

memoriesfade?

2.ChenJiesays,"Insteadofwhatheforgets,!keepinmindwhathe

remembers.How

canthisideachangethewaywetreatpeoplewhoarestrugglingwith

memoryloss?

3.Happymemoriesarenotjuststories-theyareakindof"emotional

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glue^fbrfamilies.Whatcan

wedotocreatemorehappymemorieswithourlovedones,especially

olderfamilymembers?

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

Writeusefulexpressionsandlanguagepointsontheblackboard.

TeachingReflection

Inthislesson,studentseffectivelyextracteddetailsfromtheconversation

tocompletethecomparisontable,andmostsuccessfullygraspedthecore

ideaoffocusingonwhatlovedonesrememberratherthanwhatthey

forget.Thedeep-thinkingreflectionpromptssparkedmeaningful

discussionsaboutintergenerationalcareandthevalueofhappy

memories,withmanystudentssharingpersonalstoriesthatdemonstrated

empathyandemotionalgrowth.

第四课时SectionA(4a-4c)

一、TeachingObjectives

Inthisclass,studentswill：

1.identifyconnectingwordsandcorrectwordorderinobjectclauses

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fromthegivensentences.

2.masterthestructureofobjectclauseswithquestionwordsandrewrite

sentencesusingthisstructure.

3.useobjectclausestocompleteastoryandcreateoriginalsentences.

二、TeachingAdvice

Lead-in

LookandSay

1.Warm-upDiscussion:Startwith2-3questionstoactivateprior

knowledge:

Doyourememberwhatwetalkedaboutinourlastlesson?

CanyoutellmehowyouusuallystudyEnglishafterclass?

2.Writethequestionsontheboardandunderlinethewh-words.

3.Askstudentstonoticehowthesequestionschangewhentheybecome

partofalongersentence.

ExploretheGrammar

4a

1.Distributethe4aworksheetandaskstudentstoreadthefoursentences

independently.

2.Havestudentsdiscusstheirobservationsinpairs,andtheninvite2-3

pairstosharetheir

findingswiththeclass.

3.Highlightkeyobservationsontheboard.

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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?^!don'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、

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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.

GrammarExercises

4b

1.Explainthetaskandhavestudentspayattentiontothewordorderand

thetense.

2.Havestudentscompletethe5itemsindependently,andthenchecktheir

answersinpairs.

3.Goovertheanswersasaclass,andclarifyanymistakes.

4.Forchallengingitems,walkthroughthetransformationstep-by-stepto

reinforcetherules.

4c

1.Letstudentsreadthestoryandgraspthemainidea.

2.Askstudentstocompletethestoryandchecktheanswersinclass.

3.Havestudentsinferthefox'sfeelingsanddiscussthequestion.

4.Invitesomestudentstosharetheiranswersandexplainthelanguage

pointsifnecessary.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

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Writethegrammarrulesontheblackboard.

TeachingReflection

Tnthislesson,studentseffectivelyidentifiedwh-wordsandgraspedthe

statementwordorderinobjectclauses.Thestoryactivityhelpedthem

applygrammarrulesincontext,withmostcompletingthetaskaccurately.

Nexttime,I'lladdmoretargetedtense-matchingpracticeandsimplified

examplestoreinforcethispoint,ensuringallstudentsmasterthecore

rules.

第五课时SectionB(la-le)&VocabularyinUse

一、TeachingObjectives

Inthisclass,studentswill：

1.readthelexltoidenlifythetwotypesofinemoryandcorestrategies

forimprovingmemory.

2.analyzetherelationshipbetweenmemorytypesanddailytasks,and

evaluatewhichstrategiesworkbestfortheirownlearninghabits.

3.sharepersonalmemorytechniquesandapplythetext'sstrategiesto

createapersonalized

memoryimprovementplan.

二、TeachingAdvice

Lead-in

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la

1.Warm-upDiscussion:Askstudents:Whatmemorytechniquesdoyou

usewhenstudyingfor

testsorrememberingnewwords?Aretheyuseful?

2.Invite3-4studentstosharetheirmethods,andthenwritetheirideason

theboard.

3.Pre-teachkeyvocabularyandexpressionswithsimpleexamples.

Pre-reading

Predict

l.Showthetitle“HowtoBoostYourMemory“andaskstudentsto

predict:Whatkinds

oftipsdoyouthinkthearticlewillinclude?

2.Havestudentsdiscusspredictionsinpairs,andthenshare2-3ideaswith

theclass.

3.Presentthelbcomprehensionquestionsandaskstudentstonotethe

keyinformation

theyneedtofindwhilereading.

While-reading

SkimReading

Askstudentstoreadthetextquicklyandfindoutwhatthetextismainly

about.

lb

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1.Askstudentstoreadthetextindependentlyandanswerthelb

questions.

2.Havestudentscompareanswersinpairs,andthengooverthecorrect

answersasaclass.

3.Clarifyanyconfusingpoints.

CarefulReading

1c

1.Distributethe1ctaskandaskstudentstoclassifythefourtasksinto

short-term(S)or

long-term(L)memory.

2.Invitestudentstosharetheiranswersandexplaintheirreasoning.

3.Havestudentsrereadthetexttoidentifythefourmainmeinury

strategies.

Id

1.Providethemindmaptemplateandaskstudentstofillinthedetails.

2.Havestudentsworkindividuallyandchecktheirmapsinsmall

groups.

3.Inviteastudenttopresenttheircompletedmindmaptotheclass.

TextStructure&GenreAnalysis

1.Askstudentstorereadthetextandlabeleachparagraph'smain

purpose:

Para1introduction(raisesthequestionofimprovingmemory).

Para2:Explainstwotypesofmemoryanddefinesthecoreproblem.

Paras3-6:Presents4keystrategies(Payattention/Useitorloseit/Use

senses/Stay

healthy)withsupportingdetails.

Para7:Conclusion(encouragestryingdifferenttechniques).

2.Discussthegenre:Thisisanexplanatory/advicearticle(expository

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writing)thatuses

clear,logicalstructureandsignalwords(First,Second,Athirdway,Last

butnotleast)

toorganizeinformation.

3.Highlighthowsignalwordshelpreadersfollowtheauthor'sideas,and

askstudentsto

findmoreexamplesinthetext.

Post-reading

le

1.Dividestudentsinto3or4groups.Askthemtodiscussthequestion.

2.Providesentenceframes.Walkaroundtooffersupport,andencourage

studentstoshare

uniquetechniques.

3.Invite2-3groupstosharetheirbesttechniqueswiththeclass.

VocabularyinUse

2a

1.Askstudentstoworkindividuallyfirst,andthencollaborateinpairsto

comparetheirlists.

2.Invitestudentstosharetheirwordsontheboard.

3.Clarifythemeaningofthelesscommonwordsandencouragestudents

tousedictionaries.

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4.Guidestudentstoidentifythecommonmeaningoftheseaffixes.

2b

1.Havestudentsreadthe6sentencestounderstandthecontext.

2.Askstudentstocompletethesentencesindependently.

3.Havestudentschecktheiranswersinpairs,focusingonhowword

formsfitthegrammarand

themeaningofeachsentence,

4.Goovertheanswersasaclassexplainingthewordformchoices.

2c

1.Havestudentsreadthepassageaboutanimalmemoriesandthephrases

inthebox.

2.Askstudentstofillintheblanksindependently,usingthephrases

correctly.

3.Havestudentscomparetheiranswersinsmallgroups.

4.Inviteastudenttoreadthecompletedpassagealoud,andthencheckthe

answers.

5.Leadabriefdiscussion:W/zzc/ianimalimpressedyouthemost?Why?

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

BlackboardDesign

Writetheusefulexpressionsandlanguagepointsontheblackboard.

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TeachingReflection

Inthisreadinglesson,studentseffectivelygraspedthetwotypesof

memoryandcoreimprovementstrategies,andthetextstructureanalysis

helpedthemrecognizehowsignalwordsorganizetheexpositorycontent.

However,somestudentshesitatedtosharetheirpersonalmemory

techniquesingroupdiscussions.Nexttime,I'llusethink-pair-shareto

givethemmoreconfidencebeforewhole-classsharing.

第六课时SectionB(3a-3c)

一、TeachingObjectives

Inthisclass,studentswill：

1.readBilly*sdiarytoextractdetailsabouthismemorychallenge,goals,

methods,andconclusion,

andcompletetheinformationtable.

2.analyzethestructureofadiaryentryanduseittocreateapersonal

plan.

3.writeadiaryentrytotrackprogress,usingtargetvocabularyand

strategiesfromtheunit.

二、Teach