九年级英语上册 Chapter 5 Memory reading教案 牛津沈阳版

1、Chapter 5 Memory reading一、 章节分析（Reading section ）（一）综述本单元的阅读部分的话题是关于记忆。从不同的角度介绍了记忆的类别，记忆的途径，以及如何提高记忆力的一些建议。与我们的学习生活密切相关，能够引起学生切身的回忆和表达欲，因此，教师应充分利用学生的兴趣，将不同人物的事例与记忆的特点相结合，来进行引导。本课的任务有两个：1 学生通过对课文的学习。掌握一些核心词汇，例如：connected, course, death, dramatic等2 通过学习课文，了解提高记忆力的方法，并学会用过去时态来描述自己记忆里的一次经历，为writing部分做准备

2、。（二）阅读目标1 知识目标学习课文中重点词、词组、句型和语法。2 能力目标通过阅读进一步了解记忆的类别，以及提高记忆力的一些有效的方法。3 情感目标找到记忆深处的那些令我们难忘的瞬间，与大家分享。（三）教学方法采用经验分享型教学法组织教学，通过听说，讨论，竞赛等具体活动，达到教学效果。（四）重点和难点1 词汇学习1) 核心词汇 basicdeathmethodconnectlinkimagineinjuredimprovedramaticmemorize2) 拓展词汇 essentiallong-termGuinness3) 词组和短语 get olderlose ones memorygo

3、 wrongbe angry withway of doingbe connected within hospitalread in a book4) 句型学习1. An easy way to do this is to imagine there is a “mile” between the first letter and the last letter.( 动词不定式做定语和做表语的用法)2. And Dominic OBrien from Britain remembered the correct order of 1,820playing cards, after seeing

4、 them just once.(现在分词用法)教学设计（Teaching Designs）教学内容教学实施建议教学资源参考Pre-reading 要学好本课,建议老师在这个阶段完成以下两个任务:l 通过快速瞬间记忆测试将学生带入英语热身环节。l 鼓励学生说出自己最早的记忆是从什么时候开始，并描绘出印象最深刻的一次记忆具体处理这部分内容的建议见链接1 百度资料牛津英语教学参考Page 80While-reading 这是本课的重点部分.不同的人从不同的角度谈记忆，有的是Short-term memory,有的是long-term memory，有的是link meth

5、od，有的说起了有着超常几的人，最后一个说起记忆应该与直接经验与体会挂钩，才能更深入。l 通过headline 以及skimming 引导同学们找出每一节的中心梗概，并用自己的话概括出来。P1-2: A joke about the fact that as people grow older, some of them start to lose their memories.P3-4: A story about a man who lost his memory after an accidentP5: The link method-making funny pictures in y

6、our mindcan help you to remember things.P6: Some facts about people with amazing memories.P7: We often remember things when something dramatic happensl Scanning 部分通过listening 后的True or False练习，使学生熟悉文章，还通过（P83）中的Read and think 使学生加深巩固对于文章内容的了解以及把握部分词汇的使用。这部分教师除了利用课本中所提供的素材和练习之外，建议老师还可以设计更多的一些问题，从一般疑问

7、句和选择疑问句到特殊疑问句，难度层层加大。而find the meanings部分的练习可以穿插在课文整体阅读和理解之后进行，这可以立刻把讲练结合起来，更重要的是可以立即发现问题，及时对掌握不牢的知识点进行检验。l 接下来的环节是Further understanding of the text。 学生在这一环节里，可以试图根据一些中心词汇，短语和句型，对文章进行简要的复述。同时鼓励他们根据自己对记忆的理解进行续写，这个设计安排既可以回顾课文的主要内容，还可以看出学生的理解是否准确，很多头脑风暴的力量在这一刻出现；这样安排的另一目的是为下一课时language部分作准备。l Consolida

8、tion and conclusion 指导学生完成课文后的Scanning部分的其他练习。本课教案设计见【链接3】Post-reading 安排学生讨论：What is our brain made up of? Which part influences our memory? How to improve our memory?同时推荐学生BBC趣味记忆测试材料：见链接2链接1说明：Warm up exercise, to arouse the interest of students。 Short Term Memory TestDirectionsYou are about to d

9、o a small short term memory test. A few letters will flash on your computer monitor for 3 seconds. Your job is to write down as many letters as you can remember after they disappear. Print out this page and use it as your data sheet. If you are ready.START TEST! Print out this chart and use it for y

10、our data: Trial #The letters I remember are:.1 2 3 4 5 6 链接2说明：BBC趣味记忆测试材料Explore your memory Sorry, you wont be able to use the Memory Tester as you dont have JavaScript turned on in your browser. Please turn JavaScript on and refresh this page.Stretch your memory with fun challenges designed by ex

11、perts. Your answers will help University of Edinburgh experimental psychologists with their research.Most people will not be able to get everything right. People with normal memories can have low scores.Duration: about 20 minutesClick here to start the test. (You will need Flash 7. See below for mor

12、e details.)Professor Robert Logie of the University of Edinburgh helped design this test.Please note, Explore your memory gives you feedback which is for demonstration purposes only and cannot diagnose memory disorders. You will need Flash 7 or above plug-in to take part. This is free and can be dow

13、nloaded from the website below:Download the latest version of Flash for free.For more help on downloading plug-ins, visit BBC Webwise.If you dont have Flash or have difficulty using a mouse, you can still find out about what is in the test. 链接3说明：阅读教案（chapter 6）l Language Objectives:Vocabulary teach

14、ing : the required Vocabulary from the text book(basicdeath method connect link imagine injured improve dramatic memorize,etc.)Also, some important words are introduced. (essential long-term short-term Guinness ,etc.)Studying and practicing the key sentence structure:An easy way to do this is to ima

15、gine there is a “mile” between the first letter and the last letter.( 动词不定式做定语和做表语的用法)And Dominic OBrien from Britain remembered the correct order of 1,820playing cards, after seeing them just once.(现在分词用法)l Ability Objectives:Presenting ideas of memory by using the key expressionl Emotional Objecti

16、ves: Understanding the importance of memory Through the study of the text, learn about it is possible to improve our memory.Teaching proceduresStep Onel Daily report: a story about a forgetful man Once there lived an old man in a town. He always forgot things. So then he went out, his wife always sa

17、id to him, Dons forget this.One day he went on a long trip alone. He went to the station and bought a ticket. Then he boarded the train. About an hour later, the conductor began to check tickets. He came to the old man and said, Will you please show me your ticket?The old man looked for his ticket i

18、n all his pockets, but he could not find it. I surely bought a ticket, but I cannot find it,said the old man. I believe you bought a ticket. All right. You dons have to buy another ticket said the conductor kindly, but the old man still looked worried and said, If I dons find my ticket, I cannot rem

19、ember my station. Where am I going?l Presenting the students some memory test on line 【链接1】与【链接2】Step Twol Skimming Skim the text and do EXBon page 80 at the same time encourage students to guess the meaning of some new words in this section from the context. T&F1. The older you get , the better you

20、r memory will get.2. Joyces article is about a man who lost his wife after an accident.3. Making pictures in your mind helps you to remember things.4. A man in China can remember everyones telephone number.5. Our memory gets better if something bad happens to us.l Scanning1. after playing the casset

21、te, students design questions by themselves, group work, one asks ,the other answers.教师在进行这一部分时，不要总是自己问问题，也课放手让学生自己设计问题，互相问答，一方面发挥学生自己的主体作用，也能通过设问引领学生进入课文的 学习。如：1 Where does the text come from?2 Why is the word “smiles”the longest word in the world? 3 How many examples can you find from the five par

22、agraph?4 Can our memory ability be improved or not? If can ,how to improve it?通过这样的讨论，课堂的气氛可以活跃起来，更可以通过一些需要思考后才能得以解决的问题调动其学生内在的挑战细胞，开始积极投入到进一步对文章的字面意思之外的内涵，在这里，已知的东西被复习，新的东西被开发，更多的无法预计的东西都在蠢蠢欲动。3. Read and think 这部分的练习主要是对于课文细节的把握，教师依然可以采取师生互动的方式进行。并且简明扼要地概括出每节的主题句。这个训练对于提高阅读理解能力有很大的帮助。5 P1-2: A jok

23、e about the fact that as people grow older, some of them start to lose their memories.6 P3-4: A story about a man who lost his memory after an accident7 P5: The link method-making funny pictures in your mindcan help you to remember things.8 P6: Some facts about people with amazing memories.9 P7: We

24、often remember things when something dramatic happens4. Further understanding of the text利用key words尝试把整个文章分成五段进行复述。Arthur: short-term memory long-term memory a joke Joyce : essential accident forgotPansy: improve memorize smilesTony Guinness telephone numberMillie : feelings remember 链接4说明：关于memory

25、的补充阅读材料，拓展学生的阅读能力，并加深对课文主题的理解。MemoryShort-termSome of the information in sensory memory is then transferred to short-term memory. Short-term memory allows one to recall something from several seconds to as long as a minute without rehearsal. Its capacity is also very limited: George A. Miller, when

26、working at Bell Laboratories, conducted experiments showing that the store of short term memory was 72 items (the title of his famous paper, The magical number 72). Modern estimates of the capacity of short-term memory are lower, typically on the order of 4-5 items, and we know that memory capacity

27、can be increased through a process called chunking. For example, if presented with the string:FBIPHDTWAIBM people are able to remember only a few items. However, if the same information is presented in the following way:FBI PHD TWA IBM people can remember a great deal more letters. This is because t

28、hey are able to chunk the information into meaningful groups of letters. Beyond finding meaning in the abbreviations above, Herbert Simon showed that the ideal size for chunking letters and numbers, meaningful or not, was three. This may be reflected in some countries in the tendency to remember pho

29、ne numbers as several chunks of three numbers with the final four-number groups generally broken down into two groups of two.Short-term memory is believed to rely mostly on an acoustic code for storing information, and to a lesser extent a visual code. Conrad (1964)1 found that test subjects had mor

30、e difficulty recalling collections of words that were acoustically similar (e.g. dog, hog, fog, bog, log).Long-termThe storage in sensory memory and short-term memory generally have a strictly limited capacity and duration, which means that information is available for a certain period of time, but

31、is not retained indefinitely. By contrast, long-term memory can store much larger quantities of information for potentially unlimited duration (sometimes a whole life span). For example, given a random seven-digit number, we may remember it for only a few seconds before forgetting, suggesting it was

32、 stored in our short-term memory. On the other hand, we can remember telephone numbers for many years through repetition; this information is said to be stored in long-term memory. While short-term memory encodes information acoustically, long-term memory encodes it semantically: Baddeley (1966)2 di

33、scovered that after 20 minutes, test subjects had the least difficulty recalling a collection of words that had similar meanings (e.g. big, large, great, huge).Short-term memory is supported by transient patterns of neuronal communication, dependent on regions of the frontal lobe (especially dorsola

34、teral prefrontal cortex) and the parietal lobe. Long-term memories, on the other hand, are maintained by more stable and permanent changes in neural connections widely spread throughout the brain. The hippocampus is essential to the consolidation of information from short-term to long-term memory, a

35、lthough it does not seem to store information itself. Rather, it may be involved in changing neural connections for a period of three months or more after the initial learning.One of the primary functions of sleep is improving consolidation of information, as it can be shown that memory depends on g

36、etting sufficient sleep between training and test, and that the hippocampus replays activity from the current day while sleeping.ModelsModels of memory provide abstract representations of how memory is believed to work. Below are several models proposed over the years by various psychologists. Note

37、that there is some controversy as to whether there are several memory structures, for example, Tarnow (2005) finds that it is likely that there is only one memory structure between 6 and 600 seconds.Multi-store (Atkinson-Shiffrin memory model)The multi-store model (also known as Atkinson-Shiffrin me

38、mory model) was first recognised in 1968 by Atkinson and Shiffrin.The multi-store model has been criticized for being too simplistic. For instance, long-term memory is believed to be actually made up of multiple subcomponents, such as episodic and procedural memory. It also proposes that rehearsal i

39、s the only mechanism by which information eventually reaches long-term storage, but evidence shows us capable of remembering things without rehearsal.Working memoryIn 1974 Baddeley and Hitch proposed a working memory model which replaced the concept of general short term memory with specific, active

40、 components. In this model, working memory consists of three basic stores: the central executive, the phonological loop and the visuo-spatial sketchpad. In 2000 this model was expanded with the multimodal episodic buffer.3The central executive essentially acts as attention. It channels information to the three component processes: the phonological loop, the visuo-spatial sketchpad, and the episodic buffer.The phonological loop stores auditory information by silently rehearsing sounds or words in a continuous loop; the articulatory process (the inner voice) continuously speaks the words