Unit4 Our Memory 单元教学设计（6课时）-人教版九年级英语上册

Unit4OurMemory

单元主题分析

本单元紧扣“记忆”这一核心主题，与新课标中“人与自我”主题范畴下的“积极的学习体

验，恰当的学习方法与策略，勤学善思”以及“自我认识，自我管理，自我提升”子主题高度

契合。其核心旨在引导学生认识记忆的运作机制、直面日常记忆挑战，并掌握科学的记忆提

升方法，从而全面深入地回答单元大问题："Howcanwchaveagoodmemory?”，帮助学生建立

科学的学习策略。

SectionA的引导性问题是“Whatdoweremember?该部分通过对话呈现了日常生活中的

记忆现象。学生将学习如何用英语描述记忆相关的问题'表达担忧与安慰，并初步区分航期

记忆与长期记忆的特点。学生将思考“记忆与情感、身份的关联”，并学习用英语进行共情

表达与初步的现象分析。

SectionB的引导性问题是“Howcanweimproveourmemory?”。该部分通过深度阅读与写作

任务，引导学生从现象观察深入到方法探究，系统学习提升记忆的科学策略，包括注意力聚

焦、间隔兔习、感官辅助与健康管理等。通过这些内容，学生不仅掌握记忆技巧的英语表达，

更学会结合自身需求选择适合的策略，并通过日记写作追踪个人记忆提升的过程，理解“科

学方法与持续实践”对自我提升的重要性。

总而言之，本单元以“认知记忆--应对挑战--提升能力”为主线，巧妙融合了语言学习、思维

训练、策略培养与情感关怀等多方面内容。通过生活化的场景呈现、结构化的知识讲解、实

践化的任务设计，引导学生不仅学会“谈论记忆”，更学会“管理记忆”，进而思考“如何运

用科学方法提升学习与

生活效率”，最终成长为具备自主学习能力与科学思维的学习者。

单元学习目标

通过本单元的学习，学生能够：

1.掌握与记忆相关的核心词汇、短语及句型，能准确描述记忆现象、表达相关情感与建议。

2.理解并运用特殊疑问词引导的宾语从句，完成句子转换、故事填空及口语表达任务。

3.读懂关于记忆特点与提升方法的说明性文章，提炼主旨、分析结构;能撰写记忆挑战日记。

4.能评估不同记忆策略的适用场景，结合自身情况选择合适方法，培养批判性思维与决策能力。

5.能将课堂所学记忆策略应用到日常学习中，养成科学规划、持续反思的自主学习习惯。

单元学习重难点

重点：

1.掌握与记忆主题相关的核心词汇，短语并能熟练运用特殊疑问词引导的宾语从句。

2.能参与记忆相关话题的对话交流，分享个人经历与观点,

3.掌握科学的记忆提升方法并能将这些策略迁移应用到日常英语学习中。

难点：

1.准确把握宾语从句的语序规则和时态一致性原则，避免出现语序利时态的错误。

2.结合具体语境，灵活运用相关词汇和句型，清晰、有条理地描述记忆现象、表达个人观点。

3.能将阅读中学到的科学记忆策略，与自身学习实际相结合，制定个性化的记忆提升方案，

单元课时划分

第一课时SectionA(la-lf)

第二课时SectionA(2a-2d)

第三课时SectionA(3a-3d)

第四课时GrammarFocus(4a-4c)

第五课时SectionB(1a-1c)&VocabularyinUse

第六课时SectionB(3a-3c)

第一课时SectionA(la-lf)

一、TeachingObjectives

Inthisclass,studentswill：

1.listenibrspecificdetailstoidentifyshoppingitemsandforgotteneventsfromthe

convcrsalioiis.

2.talkaboutdailyforgetfulnessandgivepracticalsuggestions.

3.reflectontheirownmemoryhabitsanddiscussstrategicstorememberthingsbetterindailylife.

二、TeachingAdvice

Lead-in

LookandShare

1.Havestudentslookatthethemepictureontheopeningpageandthinkaboutthequestionson

Page31.

2.Invitesomestudentstosharetheiranswers.

3.Presentsomecommonwaystokeepmemoriesandpre-teachsomeexpressions.

4.Havestudentsreadtheunittitleandpredictwhattheywilllearnintheunit.

Pre-listening

la

1.Havestudentsreadtheinstructionandwordsinlaandmakesuretheygetthemeanings.

Explainnewwordsifneeded.

2.Askstudentstotalkaboutwhichofthefollowingarccasyzhardfbrthemtorememberin

pairs.Studentscanbeencouragedtoaddmoredetailsloreachcolumn.

3.Invitesomestudentstosharetheiranswers.

While-listening

lb-

1.Presentthepicturesinlbandelicitthewordsfromstudents.

2.Havestudentsreadtheinstructionandmakesuretheyunderstandthetask.

3.HavestudentslistentothefirstconversationandcirclethethingsPeterneedstobuy.

4.Playtherecordingagain.Checktheanswerstogether.

1c

1.Askstudentstoreadthesentencesin1candunderstandthemeanings.Studentscanbe

encouragedtofillintheblanksfrommemory.

2.Playtherecordingagainandhavestudentscompletethesentences.

3.Invitesomestudentstosharetheiranswersandthenchecktheanswerswiththewholeclass.

4.Havestudentslistenagainwiththecompletedinformation.Explainthelanguagepoints

ifneeded.

Id

1.IlavestudentsreadtheinstiuctionandthethingsinIdtogetthemeanings.

2.HavestudentslistentothesecondconversationandtickthethingsBillyforgot.

3.Invitesomestudentstosharetheiranswersandthenchecktheanswerswiththewholeclass.

Ie

1.Havestudentsreadthequestionsinleanddiscussinpairs

2.Playtherecordingagainandchecktheanswerstogether.

3.EncouragestudentstobrainstormmoreusefuladvicefbrBilly.

ListeningScripts

Presentthelisteningscriptandguidestudentstopayattentiontothetargetvocabulary

andexpressions.Explainthelanguagepointsifnecessary.

Post-listening

If

I.Havestudentsreadandthinkaboutthequestions.

2.Askstudentstoworkinpairstodiscussthequestionsandsharetheiropinions.

3.Invitesomestudentstosharetheiranswersinclass.Providesomeexpressionsand

sentencepatternsaslanguagesupport.Theteachercanalsosharehis/heropinionsfirst

tosetanexampletorstudents.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writethelanguagepointsandusefi.ilexpressionsontheblackboard.

TeachingReflection

Inthislesson,studentsactivelyengagedinlisteningtasksandeffectivelyidentifieddctails.Pair

workonmemoryhabitsandpracticalsuggestionshelpedbuildtheirconfidenceinspeaking.

However,somestudentsstruggledtousetargetexpressionsfluently.Nexttime,I'lladdmore

guidedrole-playstoreinforcevocabularyandcreatemoreopportunitiesfbrspontaneous

communication.

第二课时SectionA(2a-2d)

一、TeachingObjectives

Inthisclass,studentswill：

1.listenfbrspecificdetailstoidentifythequestionsstudentsaskedandcompleteProfessor

Green'sanswers.

2.talkaboutmemotyproblemsandlearningstrategiesusingthetargetlanguage.

3.discusswaystolinknewandoldknowledgeanddevelophabitstousetheirbrainsbetter.

二、TeachingAdvice

Lead-in

2a

1.AskstudentstorecallthelectureBillymentionedinthelastclass.andinvite2-3studentsto

sharewhattheythinkthelecturemightcover.

2.Havestudentslookatthequestionsin2aandbrainstorm1-2questionstheywantto

askProfessorGreenaboutnemory.

3.Invitesomestudentstosharetheirquestionsandbrieflydiscussthemasaclass.

Pre-listening

1.Presentthefourquestionsin2bandexplainanynewphrases(e.g.linkingknowledge).

2.Askstudentstopredictwhichquestionsthestudentswillaskintheconversation,andthen

comparetheirpredictionsinpairs.

While-listening

2b

1.Havestudentsreadtheinstructionandmakesuretheyunderstandthetask.

2.Playtherecordingandhavestudentscompletethetickingtaskindividually.

3.Playtherecordingagainfbrstudentstochecktheiranswers,andthengooverthecorrect

answerswiththewholeclass.

2c

1.AskstudentstoreadProfessorGreen'sincompleteanswersin2candtrytofillinthe

blanksbasedontheirmemory.

2.Playtherecordingagainandhavestudentscompletethesentences.Invitestudentsto

sharetheiranswers,andthencheckandexplainkeylanguagepoints.

3.Playtherecordingafinaltimefbrstudentstolistenandrepeatthekeysentencesaloud.

ListeningScripts

1.Distributethelisteningscriptandguidestudentstounderlinetargetvocabularyand

expressions.

2.Explainanyremaininglanguagepointsandhavestudentspractisereadingthescriptinpairs.

Post-listening

2d

1.Dividestudentsintogroupsof3-4andassignthefourdiscussionquestionsin2d.

2.Providesentenceframesassupport,e.g.t4Ilinknewknowledgewith."and”We

shouldputourbrainstogocdusebecause…”.

3.Givegroups8-10minutestodiscuss,andtheninvite2-3groupstosharetheirideas

withtheclass.

4.Summarizetheeffectivememorystrategiesmentionedandencouragestudentstoapply

themindailystudy.

ExtendedPost-listeningActivitjr

1.Askstudentstocreateapersonal"MemoryToolkiC'posterornotes,usingthestrategiesfrom

ProfessorGreen*slectureandtheirgroupdiscussion.

2.Givestudents5minutestowritedown3-4practicalmemorystrategiesthatworkfbrthem,

withabriefexamplefbreach.

3.Havestudentspairuptopresenttheirtoolkitsandexplainwhytheychosethosestrategics.

4.Invite2-3studentstosharetheirtoolkitswiththewholeclass,andtheteachercanadd

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

5.Endbyencouragingstudentstousetheirtoolkitsfbr1weekandsharetheirprogressinthenext

class,reinforcingthelesson*sthemeofusingscience-backedstrategiestoimprovememory.

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writeusefulexpressionsandimportantlanguagepointsontheblackboard.

TeachingReflection

Inthislesson,studentsgraspedcorememorystrategicslikelinkingknowledgeandpaying

attentiontodetails.The“MyMemoryToolkit”activityeffectivelyhelpedthemapplywhatthey

havelearnedtopersonaluse.Nexttime,Pllprovideclearersentenceframestosupportless

confidentstudentsandensuresmootherdiscussions.

第三课时SectionA(3a-3d)

一、TeachingObjectives

Inthisclass,studentswill：

1.readtheconversationIoextractdetailsandcompletethecomparisontableaboutfamily

members'memorychanges.

2.discussthemeaningofakeepinmindwhatheremembersvandexplaintheimportancecf

happymemories.

3.shareapersonalhappyfamilymemoryusingdescriptivedetails.

二、TeachingAdvice

Lead-in

LookandSay

1.Startwithaquickwarm-up:Askstudents:Haveyouevernoticedanolderfamilymember

forgettingsmallthings?Ho\vdidyoufeel?

2.Invite2-3studentstosharetheirexperiences,andthenintroducethelesson*stheme.

Pre-reading

Predict

1.1lavestudentslookatthepicturein3aandanswerthefollowingquestions:

Whatarethepeopledoinginthephotos?Whatrelationshipdoyouthinktheyare?

2.Askstudentstopredictwhattheconversationisaboutaccordingtothequestions.

3.Pre-teachkeyvocabularyandphrases.

While-reading

3a-

1.Havestudentsreadtheconversationandcompletethetable,notingwhatRick'sgrandmaand

ChenJie'sgrandpaforget,whattheyremember,andwhattodofbrthem.

2.Invitestudentstosharetheiranswers,andthencheckandclarifyanyconfusingpoints.

3.Askstudentstounderline2-3sentencesthatshowthecharacters'emotions.

3b

1.AskstudentstorereadChenJie*sline:Insteadofwhatheforgets,Ikeepinmindwhat

heremembers.

2.Havepairsdiscuss:doesthismean?Howcanthisideahelpuscareforfamily

memberswithmemorychanges?

3.Leadaclassdiscussiononthesecondquestion:Whyarehappymemoriesimportant?

Providesentenceframestosupportlessconfidentstudents.

4.Writekeyideasontheboardtosummarizethediscussion.

Post-reading

3c

I.Playtherecordingoftheconversation,andaskstudentstolistenforhowemotionsare

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

2.Havestudentsmarkthestressedwordsintheirtextbooks,andthenpractisereadingthe

conversationinpairs.mimickingtheintonationfromtherecording.

3.Invite2-3pairstoperformashortrole-playfortheclass,aidasktheaudienceto

commentonhowwelltheyconveyedtheemotions.

3d

1.Dividestudentsintogroupsof3-4,andassignthediscussiontask.

2.Walkaroundtheclassroomtoofferlanguagesupport.

3.Invite3-4studentstosharetheirmemorieswiththewholeclass,andencouragepeers

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

Reflection

1.Rickfeelssadbecausehisgrandmaforgetshisname,butshestillrememberstosave

cookiesfbrhim.Howdocsthisshowthatlovecanstayevenwhenmemoriesfade?

2.ChenJiesays,"insteadofwhatheforgets,!keepinmindwhatheremembers.,5How

canthisideachangethewaywetreatpeoplewhoarcstrugglingwithmemoryloss?

3.Happymemoriesarenotjuststories-theyareakindof“emotionalglue^forfamilies.Whatcan

wedotocreatemorehappymemorieswithourlovedones,especiallyolderfamilymembers?

Sumniaiy

Askstudentstosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writeusefulexpressionsandlanguagepointsontheblackboard.

TeachingReflection

Inthislesson,studentscffcciivclyextracteddetailsfromtheconversationtocompletethe

comparisontable,andmostsuccessfiillygraspedthecoreideaoffocusingonwhatlovedones

rememberratherthanwhattheyforget.Thedeep-thinkingreflectionpromptssparkedmeaningful

discussionsaboutintergenerationalcareandthevalueofhappymemories,withmanystudents

sharingpersonalstoriesthatdemonstratedempathyandemo:ionalgrowth.

第四课时SectionA(4a-4c)

一、TeachingObjectives

Inthisclass,studentswill：

1.identifyconnectingwordsandcorrectwordorderinobjectclausesfromthegivensentences.

2.masterthestructureofobjectclauseswithquestionwordsandrewritesentencesusingthis

structure.

3.useobjectclausestocompleteastoryandcreateoriginalsentences.

二、TeachingAdvice

Lead-in

LookandSay

1.Wann-upDiscussion:Startwith2-3questionstoactivatepriorknowledge:

Doyourememberwhatwetalkedaboutinourlastlesson?

CanyoutellmehowyouusuallystudyEnglishafterclass?

2.Writethequestionsontheboardandunderlinethewh-words.

3.Askstudentstonoticehowthesequestionschangewhentheybecomepartofalonger

sentence.

ExploretheGrammar

4a

1.Distributethe4aworksheetandaskstudentstoreadthefeursentencesindependently.

2.Havestudentsdiscusstheirobservationsinpairs,andtheninvite2-3pairstosharetheir

findingswiththeclass.

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?—*1don'tknowwhotookmyphotos.

Whathappened?—>Plcasctellmewhathappened.

♦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:

“由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.

HesaysthathehaslearnedEnglishfbr5years.

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."直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.

GrammarExercises

4b

1.Explainthetaskandhavestudentspayattentiontothewordorderandthetense.

2.Havestudentscompletethe5itemsindependently,andthenchecktheiranswersinpairs.

3.Goovertheanswersasaclass,andclarifyanymistakes.

4.Forchallengingitems,walkthroughthetransformationstep-by-steptoreinforcetherules.

4c

1.Letstudentsreadthestoryandgraspthemainidea.

2.Askstudentstocompletethestoryandchecktheanswersinclass.

3.Havestudentsinferthefox'sfeelingsanddiscussthequestion.

4.Invitesomestudentstosharetheiranswersandexplainthelanguagepointsifnecessary.

Summary-

Askstudentstosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writethegrammarrulesontheblackboard.

TeachingReflection

Inthislesson,studentseffectivelyidentifiedwh-wordsandgraspedthestatementwordorderin

objectclauses.Thestoryactivityhelpedthemapplygrammarrulesincontext,withmost

completingthetaskaccurately.Nexttime,I'lladdmoretargetedtense-matchingpracticeand

simplifiedexamplestoreinforcethispoint,ensuringallstudentsmasterthecorerules.

第五课时SectionB(1a-le)&Vocabulary"inUse

一、TeachingObjectives

Inthisclass,studentswill：

1.readthetexttoidentifythetwotypesofmemoryandcorestrategicsforimprovingmemory.

2.analyzetherelationshipbetweenmemorytypesanddailytasks,andevaluatewhichstrategies

workbestfbrtheirownlearninghabits.

3.sharepersonalmemorytechniquesandapplythetext'sstrategiestocreateapersonalized

memoryimprovementplan.

二、TeachingAdvice

Lead-in

Ta-

1.Warm-upDiscuss沁n:Askstudents:Whatmemorytechniquesdoyouusewhenstudyingfbr

testsorrememberingnewwords?Arctheyusefill?

2.Invite3-4studentstosharetheirmethods,andthenwritetheirideasontheboard.

3.Pre-teachkeyvocabularyandexpressionswithsimpleexamples.

Pre-reading

Predict

1.Showthetitle“HowtoBoostYourMemory“andaskstudentstopredict:Whatkinds

oftipsdoyouthinkthearticlewillinclude?

2.Havestudentsdiscusspredictionsinpairs,andthenshare2-3ideaswiththeclass.

3.Presentthelbcomprehensionquestionsandaskstudentstonotethekeyinformation

theyneedtofindwhilereading.

While-reading

SkimReading

Askstudentstoreadthetextquicklyandfindoutwhatthetextismainlyabout,

lb

1.Askstudentstoreadthetextindependentlyandanswerthelbquestions.

2.Havestudentscompareanswersinpairs,andthengooverthecorrectanswersasaclass.

3.Clarifyanyconfusingpoints.

CarefulReading

1c

1.Distributethe1ctaskandaskstudentstoclassifythefourtasksintoshort-term(S)or

long-term(L)memory.

2.Invitestudentstosharetheiranswersandexplaintheirreasoning.

3.Havestudentsrereadthetexttoidentifythefourmainmemorystrategies.

Id

I.Providethemindmaptemplateandaskstudentstofillinthedetails.

2.Havestudentsworkindividuallyandchecktheirmapsinsmallgroups.

3.Inviteastudenttopresenttheircompletedmindmaptotheclass.

TextStructurc&GcnrcAnalysis

1.Askstudentstorereadthetextandlabeleachparagraph'smainpurpose:

Para1introduction(raisesthequestionofimprovingmemory).

Para2:Explainstwotypesofmemoryanddefinesthecoreproblem.

Paras3-6:Presents4keystrategies(Payattention/Useitorloseit/Usesenses/Stay

healthy)withsupportingde:ails.

Para7:Conclusion(encouragestryingdifferenttechniques).

2.Discussthegcnrc:Thisisancxplanatory/adviccarticle(expositorywriting)thatuses

clear,logicalstructureandsignalwords(First,Second,Athirdway,Lastbutnotleast)

toorganizeinfbnnation.

3.Highlighthowsignalwordshelpreadersfollowtheauthor'sideas,andaskstudentsto

findmoreexamplesinthetext.

Post-reading

le

1.Dividestudentsinto3or4groups.Askthemtodiscussthequestion.

2.Providesentenceframes.Walkaroundtooffersupport,andencouragestudentstoshare

uniquetechniques.

3.Invite2-3groupstosharetheirbesttechniqueswiththeclass.

VocabularyinUse

2a

1.Askstudentstoworkindividuallyfirst,andthencollaborateinpairstocomparetheirlists.

2.Invitestudentstosharetheirwordsontheboard.

3.Clarifythemeaningofthelesscommonwordsandencouragestudentstousedictionaries.

4.Guidestudentstoidentifythecommonmeaningoftheseaffixes.

2b

1.Havestudentsreadthe6sentencestounderstandthecontext.

2.Askstudentstocompletethesentencesindependently.

3.Havestudentschecktheiranswersinpairs,focusingonhowwordformsfitthegrammarand

themeaningofeachsentence,

4.Goovertheanswersasaclassexplainingthewordfbnnchoices.

2c

1.Havestudentsreadthepassageaboutanimalmemoriesandthephrasesinthebox.

2.Askstudentstofillintheblanksindependently,usingthephrasescorrectly.

3.Havestudentscomparetheiranswersinsmallgroups.

4.Inviteastudenttoreadthecompletedpassagealoud,andthenchecktheanswers.

5.Leadabriefdiscussion:animalimpressedyouthemost?Why?

Summary

Askstudentstosummarizewhattheyhavelearnedinthislesson.

Homework

FinishtherelatedexercisesinthebooksproducedbyYouyi.

BlackboardDesign

Writetheusefulexpressionsandlanguagepointsontheblackboard.

TeachingReflection

Inthisreadinglesson,studentseffectivelygraspedthetwotypesofmemoryandcore

improvementstrategies,andthetextstructureanalysishelpedthemrecognizehowsignalwords

organizetheexpositorycontent.However,somestudentshesitatedtosharetheirpersonalmemory

techniquesingroupdiscussions.Nexttime,I'llusethink-pair-sharetogivethemmoreconfidence

beforewhole-classsharing.

第六课时SectionB(3a-3c)

一、TeachingObjectives

Inthisclass,studentswill：

1.readBilly'sdiaryloextractdetailsabouthismemorychallenge,goals,methods,andconclusion,

andcomplet