资源简介

Unit 4 Our Memory
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:“How can we have a good memory ”,帮助学生建立科学的学习策略。
Section A 的引导性问题是“What do we remember ”。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,并初步区分短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。
Section B的引导性问题是“How can we improve our memory ”。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、间隔复习、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,避免出现语序和时态的错误。
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 Section A(la-1f)
第二课时 Section A(2a-2d)
第三课时 Section A(3a-3d)
第四课时Grammar Focus(4a-4c)
第五课时 Section B(1a-1e)&Vocabulary in Use
第六课时Section B(3a-3c)
第一课时Section A (1a-1f)
一、Teaching Objectives
In this class, students will：
1. listen for specific details to identify shopping items and forgotten events from the conversations.
2. talk about daily forgetfulness and give practical suggestions.
3. reflect on their own memory habits and discuss strategies to remember things better in daily life.
二、Teaching Advice
Lead-in
Look and Share 1. Have students look at the theme picture on the opening page and think about the questions on Page 31. 2. Invite some students to share their answers. 3. Present some common ways to keep memories and pre-teach some expressions. 4. Have students read the unit title and predict what they will learn in the unit.
Pre-listening
1a 1. Have students read the instruction and words in 1a and make sure they get the meanings. Explain new words if needed. 2. Ask students to talk about which of the following are easy/hard for them to remember in pairs. Students can be encouraged to add more details for each column. 3. Invite some students to share their answers.
While-listening
1b 1. Present the pictures in 1b and elicit the words from students. 2. Have students read the instruction and make sure they understand the task. 3. Have students listen to the first conversation and circle the things Peter needs to buy. 4. Play the recording again. Check the answers together. 1c 1. Ask students to read the sentences in lc and understand the meanings. Students can be encouraged to fill in the blanks from memory. 2. Play the recording again and have students complete the sentences. 3. Invite some students to share their answers and then check the answers with the whole class. 4. Have students listen again with the completed information. Explain the language points if needed. 1d 1. Have students read the instruction and the things in ld to get the meanings.
2. Have students listen to the second conversation and tick the things Billy forgot. 3. Invite some students to share their answers and then check the answers with the whole class. 1e 1. Have students read the questions in le and discuss in pairs. 2. Play the recording again and check the answers together. 3.Encourage students to brainstorm more useful advice for Billy. Listening Scripts Present the listening script and guide students to pay attention to the target vocabulary and expressions. Explain the language points if necessary.
Post-listening
1f 1. Have students read and think about the questions. 2. Ask students to work in pairs to discuss the questions and share their opinions. 3. Invite some students to share their answers in class. Provide some expressions and sentence patterns as language support. The teacher can also share his/her opinions first to set an example for students.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the language points and useful expressions on the blackboard.
Teaching Reflection
In this lesson,students actively engaged in listening tasks and effectively identified details.Pair work on memory habits and practical suggestions helped build their confidence in speaking. However, some students struggled to use target expressions fluently. Next time, I'll add more guided role-plays to reinforce vocabulary and create more opportunities for spontaneous communication.
第二课时Section A (2a-2d)
一、Teaching Objectives
In this class, students will：
1. listen for specific details to identify the questions students asked and complete Professor
Green's answers.
2. talk about memory problems and learning strategies using the target language.
3. discuss ways to link new and old knowledge and develop habits to use their brains better.
二、Teaching Advice
Lead-in
2a 1. Ask students to recall the lecture Billy mentioned in the last class,and invite 2-3 students to share what they think the lecture might cover. 2. Have students look at the questions in 2a and brainstorm 1-2 questions they want to ask Professor Green about memory. 3. Invite some students to share their questions and briefly discuss them as a class.
Pre-listening
1. Present the four questions in 2b and explain any new phrases (e. g. linking knowledge). 2. Ask students to predict which questions the students will ask in the conversation,and then compare their predictions in pairs.
While-listening
2b 1. Have students read the instruction and make sure they understand the task. 2. Play the recording and have students complete the ticking task individually. 3. Play the recording again for students to check their answers,and then go over the correct answers with the whole class. 2c 1. Ask students to read Professor Green's incomplete answers in 2c and try to fill in the blanks based on their memory. 2. Play the recording again and have students complete the sentences. Invite students to share their answers,and then check and explain key language points. 3. Play the recording a final time for students to listen and repeat the key sentences aloud. Listening Scripts 1. Distribute the listening script and guide students to underline target vocabulary and expressions. 2. Explain any remaining language points and have students practise reading the script in pairs.
Post-listening
2d 1. Divide students into groups of 3-4 and assign the four discussion questions in 2d. 2. Provide sentence frames as support,e. g. “I link new knowledge with . ”and“We should put our brains to good use because ...”. 3. Give groups 8-10 minutes to discuss,and then invite 2-3 groups to share their ideas with the class. 4. Summarize the effective memory strategies mentioned and encourage students to apply them in daily study.
Extended Post-listening Activity 1. Ask students to create a personal“Memory Toolkit”poster or notes, using the strategies from Professor Green's lecture and their group discussion. 2. Give students 5 minutes to write down 3-4 practical memory strategies that work for them, with a brief example for each. 3. Have students pair up to present their tool kits and explain why they chose those strategies. 4.Invite 2-3 students to share their tool kits with the whole class, and the teacher can add 1-2 professional tips (e. g. spaced repetition) to enrich the toolkit. 5. End by encouraging students to use their tool kits for 1 week and share their progress in the next class , reinforcing the lesson's theme of using science-backed strategies to improve memory.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write useful expressions and important language points on the blackboard.
Teaching Reflection
In this lesson, students grasped core memory strategies like linking knowledge and paying attention to details. The “My Memory Toolkit” activity effectively helped them apply what they have learned to personal use. Next time, I'll provide clearer sentence frames to support less confident students and ensure smoother discussions.
第三课时Section A (3a-3d)
一、Teaching Objectives
In this class, students will：
1. read the conversation to extract details and complete the comparison table about family members' memory changes.
2. discuss the meaning of “keep in mind what he remembers”and explain the importance of
happy memories.
3. share a personal happy family memory using descriptive details.
二、Teaching Advice
Lead-in
Look and Say 1. Start with a quick warm-up:Ask students: Have you ever noticed an older family member forgetting small things How did you feel 2.Invite 2-3 students to share their experiences ,and then introduce the lesson's theme.
Pre-reading
Predict 1. Have students look at the picture in 3a and answer the following questions: What are the people doing in the photos What relationship do you think they are 2. Ask students to predict what the conversation is about according to the questions. 3. Pre-teach key vocabulary and phrases.
While-reading
3a 1. Have students read the conversation and complete the table, noting what Rick's grandma and Chen Jie's grandpa forget,what they remember,and what to do for them. 2. Invite students to share their answers,and then check and clarify any confusing points. 3. Ask students to underline 2-3 sentences that show the characters’emotions. 3b 1. Ask students to reread Chen Jie's line: Instead o f what he forgets , I keep in mind what he remembers. 2. Have pairs discuss:What does this mean How can this idea help us care for family members with memory changes 3. Lead a class discussion on the second question:Why are happy memories important Provide sentence frames to support less confident students. 4. Write key ideas on the board to summarize the discussion.
Post-reading
3c 1. Play the recording of the conversation,and ask students to listen for how emotions are shown through stressed words (e.g. so sad,sweet,right). 2. Have students mark the stressed words in their textbooks,and then practise reading the conversation in pairs ,mimicking the intonation from the recording. 3.Invite 2 -3 pairs to perform a short role-play for the class,and ask the audience to comment on how well they conveyed the emotions. 3d 1. Divide students into groups of 3-4,and assign the discussion task. 2.Walk around the classroom to offer language support. 3.Invite 3-4 students to share their memories with the whole class,and encourage peers to ask follow-up questions (e.g. How did you feel in that moment ). Reflection Rick feels sad because his grandma forgets his name,but she still remembers to save cookies for him. How does this show that love can stay even when memories fade Chen Jie says,“Instead of what he forgets,I keep in mind what he remembers.”How can this idea change the way we treat people who are struggling with memory loss
3. Happy memories are not just stories-they are a kind of “emotional glue”for families.What can we do to create more happy memories with our loved ones, especially older family members
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write useful expressions and language points on the blackboard.
Teaching Reflection
In this lesson,students effectively extracted details from the conversation to complete the comparison table, and most successfully grasped the core idea of focusing on what loved ones remember rather than what they forget. The deep-thinking reflection prompts sparked meaningful discussions about intergenerational care and the value of happy memories, with many students sharing personal stories that demonstrated empathy and emotional growth.
第四课时Section A (4a-4c)
一、Teaching Objectives
In this class, students will：
1. identify connecting words and correct word order in object clauses from the given sentences.
2. master the structure of object clauses with question words and rewrite sentences using this structure.
3. use object clauses to complete a story and create original sentences.
二、Teaching Advice
Lead-in
Look and Say Warm-up Discussion:Start with 2-3 questions to activate prior knowledge: Do you remember what we talked about in our last lesson Can you tell me how you usually study English after class
2. Write the questions on the board and underline the wh-words. 3.Ask students to notice how these questions change when they become part of a longer sentence.
Explore the Grammar
4a 1. Distribute the 4a worksheet and ask students to read the four sentences independently. 2. Have students discuss their observations in pairs,and then invite 2-3 pairs to share their findings with the class. 3. Highlight key observations on the board.
Grammar Rules
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: Where is the bookstore →Can you tell me where the bookstore is 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: Who took my photos →I don't know who took my photos. What happened →Please tell me what happened. 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: He says that he studies English every day. He says that he has learned English for 5 years. 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: She said she was a blogger. He told me he had finished the work. 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: The teacher taught us that the earth goes around the sun.
Grammar Exercises
4b 1. Explain the task and have students pay attention to the word order and the tense. 2. Have students complete the 5 items independently,and then check their answers in pairs. 3. Go over the answers as a class,and clarify any mistakes. 4. For challenging items,walk through the transformation step-by-step to reinforce the rules. 4c 1. Let students read the story and grasp the main idea. 2.Ask students to complete the story and check the answers in class. 3. Have students infer the fox's feelings and discuss the question. 4. Invite some students to share their answers and explain the language points if necessary.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the grammar rules on the blackboard.
Teaching Reflection
In this lesson, students effectively identified wh-words and grasped the statement word order in object clauses. The story activity helped them apply grammar rules in context, with most completing the task accurately. Next time, I'll add more targeted tense-matching practice and simplified examples to reinforce this point, ensuring all students master the core rules.
第五课时Section B(1a-1e)&Vocabulary in Use
一、Teaching Objectives
In this class, students will：
1. read the text to identify the two types of memory and core strategies for improving memory.
2. analyze the relationship between memory types and daily tasks, and evaluate which strategies work best for their own learning habits.
3. share personal memory techniques and apply the text's strategies to create a personalized
memory improvement plan.
二、Teaching Advice
Lead-in
1a 1.Warm-up Discussion:Ask students:What memory techniques do you use when studying for tests or remembering new words Are they useful 2.Invite 3-4 students to share their methods,and then write their ideas on the board. 3. Pre-teach key vocabulary and expressions with simple examples.
Pre-reading
Predict 1.Show the title “How to Boost Your Memory”and ask students to predict:What kinds of tips do you think the article will include 2. Have students discuss predictions in pairs,and then share 2-3 ideas with the class. 3. Present the 1b comprehension questions and ask students to note the key information they need to find while reading.
While-reading
Skim Reading Ask students to read the text quickly and find out what the text is mainly about. 1b 1. Ask students to read the text independently and answer the lb questions. 2. Have students compare answers in pairs,and then go over the correct answers as a class. 3. Clarify any confusing points.
Careful Reading 1c 1. Distribute the lc task and ask students to classify the four tasks into short-term (S) or long-term (L) memory. 2. Invite students to share their answers and explain their reasoning. 3. Have students reread the text to identify the four main memory strategies. 1d 1. Provide the mind map template and ask students to fill in the details. 2. Have students work individually and check their maps in small groups. 3. Invite a student to present their completed mind map to the class. Text Structure&Genre Analysis 1. Ask students to reread the text and label each paragraph's main purpose: Para 1:Introduction ( raises the question of improving memory). Para 2:Explains two types of memory and defines the core problem. Paras 3-6:Presents 4 key strategies (Pay attention/Use it or loseit/Use senses/Stay healthy) with supporting details. Para 7:Conclusion (encourages trying different techniques). 2. Discuss the genre:This is an explanatory/advice article (expository writing) that uses clear , logical structure and signal words (First,Second,A third way,Last but not least) to organize information. 3. Highlight how signal words help readers follow the author's ideas,and ask students to find more examples in the text.
Post-reading
1e 1. Divide students into 3 or 4 groups. Ask them to discuss the question. 2. Provide sentence frames. Walk around to offer support,and encourage students to share unique techniques. 3.Invite 2-3 groups to share their best techniques with the class.
Vocabulary in Use
2a 1. Ask students to work individually first,and then collaborate in pairs to compare their lists. 2. Invite students to share their words on the board. 3. Clarify the meaning of the less common words and encourage students to use dictionaries. 4. Guide students to identify the common meaning of these affixes. 2b 1. Have students read the 6 sentences to understand the context. 2. Ask students to complete the sentences independently.
3. Have students check their answers in pairs,focusing on how word forms fit the grammar and the meaning of each sentence, 4.Go over the answers as a class ,explaining the word form choices. 2c 1. Have students read the passage about animal memories and the phrases in the box. 2. Ask students to fill in the blanks independently, using the phrases correctly. 3. Have students compare their answers in small groups. 4. Invite a student to read the completed passage aloud,and then check the answers. 5. Lead a brief discussion:Which animal impressed you the most Why
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the useful expressions and language points on the blackboard.
Teaching Reflection
In this reading lesson, students effectively grasped the two types of memory and core improvement strategies, and the text structure analysis helped them recognize how signal words organize the expository content. However, some students hesitated to share their personal memory techniques in group discussions. Next time,I'll use think-pair-share to give them more confidence before whole-class sharing.
第六课时Section B(3a-3c)
一、Teaching Objectives
In this class, students will：
1. read Billy's diary to extract details about his memory challenge, goals, methods, and conclusion,
and complete the information table.
2. analyze the structure of a diary entry and use it to create a personal plan.
3. write a diary entry to track progress , using target vocabulary and strategies from the unit.
二、Teaching Advice
Lead-in
1. Quick Warm-up Questions: Have you ever struggled to remember something important- like a speech ,a test answer ,or a friend's birthday How did that feel 2.Let 2-3 students share a quick,1-sentence story. 3.Introduce the Model: Today ,we'll read a diary from a student named Billy,who had exactly this problem with remembering speeches. We'll see how he solved it ,and then create our own plan and diary entry to beat our own memory challenges.
Pre-writing
3a 1. Have students read Billy's diary entry independently,and then complete the table. 2. Invite students to share their completed tables,and then discuss the structure. Opening: States the challenge and goal. Body: Explains the methods used. Closing: Shares the result and feeling of success.
While-writing
3b 1. Ask students to think about their own biggest memory challenge. 2. Guide them to fill in a personal plan table using the 3a template. 3. Have students share their plans in pairs, and give feedback on how to make the methods more specific. 3c 1. Provide sentence frames to support drafting. 2. Students draft their diary entries independently, using the plan and frames as a guide.
Post-writing
1. Peer Feedback: Have students exchange drafts and use a checklist to give feedback. 2. Revise&.Improve:Students revise their drafts based on peer feedback, focusing on clarity and detail. 3.Share&.Celebrate: Invite 2-3 students to read their revised diary entries aloud, and highlight effective strategies and the strong writing.
Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write the checklist on the black board.
Teaching Reflection
In this writing lesson, the lead-in successfully connected students to personal memory challenges, and analyzing Billy's diary helped them grasp the structure clearly. Most students completed their personal plans and drafted diary entries effectively, though some needed more guidance on making methods specific.

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