资源简介

(共37张PPT)
课时1(1a-2d)
Unit 4 Our Memory
Section A What do we remember
Learning goals
1. 掌握并正确运用词汇：position, sadness, react, brain, retell, run out(of sth.), mix up, put sth. to good use
2.熟练掌握使用宾语从句表达记忆相关观点：① I don’t know why ... ② I
wonder how ...
3.掌握围绕 “记忆问题” 展开简单口头描述与交流的技能：描述记忆问题以及说明解决方法
Presentation
Which of the following are easy for you to remember Which are hard
Study Life Moment
numbers words rules speeches poems stories names ages appearances dates positions events happiness sadness
fear surprise
anger peace
1a
While-listening
Listen to the first conversation. Circle the things Peter needs to buy.
1b
While-listening
Listen again and complete the sentences.
1.Mum reminds Peter about buying _________by
saying, “It’s running out.”
2.Mum is going to make a strawberry cake, So Peter
has to buy _____________.
3.Mum advises Peter to take a _____________
next time.
sugar
strawberries
shopping list
advise sb to do sth 建议/劝告某人做某事
1c
Listening Scripts
Peter:
Mum:
Peter:
Mum:
Peter:
Mum:
Peter:
Hi, Mum.
Hi, Peter. What’s up
I can’t remember what things you asked me to buy.
OK, so tell me what you’ve got so far.
Let me see ... butter, milk, eggs, flour, …
Flour That’s not what I asked you to buy.
Oh, OK. I’ll put it back.
Listening Scripts
Mum:
Peter:
Mum:
Peter:
Mum:
Did you buy any sugar It’s running out.
Right! I wonder how I forgot about the sugar.
And don’t forget to buy strawberries.
I’m going to make a strawberry cake, remember
Oh, yeah! Anything else, Mum
One more thing, darling. Next time, take a shopping list!
Post-listening
Listen to the second conversation. Tick the things Billy forgot.
Fu Xing’s birthday to bring homework to school
to attend a lecture the time of the lecture
1d
Post-listening
Listen again and answer the questions.
1. How did Fu Xing react when Billy said sorry to her
2. In Fu Xing’s opinion, why has Billy been so forgetful recently
Fu Xing said that was OK, and then she asked Billy if everything was OK because Billy had been forgetting quite a lot recently.
In Fu Xing’s opinion, Billy has been so forgetful recently probably because he is too busy.
1e
Post-listening
1e
Listen again and answer the questions.
3. What advice did Fu Xing give him
Fu Xing advised Billy to hurry up to get his homework and go to Professor Green’s lecture on time.
Listening Scripts
Billy:
Fu Xing:
Billy:
Fu Xing:
Billy:
Morning, Fu Xing. Sorry I forgot your birthday yesterday.
Oh, that’s OK, Billy. But you’re forgetting quite a lot recently. Is everything OK
Yes, fine, thanks. I don’t know why I am so forgetful.
Maybe you’re too busy. Can I help you with anything
Thanks. You are a good friend ... Oh no! I left my homework at home! I need to go back!
Listening Scripts
Fu Xing: Billy:
Fu Xing: Billy:
Fu Xing:
Go! I’ll meet you at the school hall then.
Right, Professor Green’s lecture on how to improve your memory.
You’d better hurry up. It will begin at 9:00.
Oh, no. I thought it was 9:30!
Oh Billy, you really should go to that lecture on time!
Post-listening
Discuss the questions.
1f
1. What can you do to avoid Peter’s and Billy’s mistakes
To avoid Peter’s and Billy’s mistakes，I can make a list of things to do and
use a digital calendar to remind me
of important dates and tasks, or set alarms for events.
Post-listening
Discuss the questions.
1f
2. Do you have any memory problems If yes, what are they
Yes, I do. Sometimes I forget where I put small items like keys, or I might forget some important dates if I don’t write them
down.（答案不唯一，仅供参考）
Presentation
2a
Imagine you are attending Professor Green’s lecture too. What questions do you want to ask
1. Will I be more forgetful if I am
tired or don’t sleep well
2. Does repeating something out
loud make it easier to remember
3. What kinds of food are good for
improving memory？
While-listening
2b
Listen to the conversation between some students and Professor Green. Tick thetopics they are talking about.
What does linking knowledge mean
Why do we get some words mixed up
Why is riding a bike not so easy to forget
How can we put our brain to good use
混淆，弄乱，混合……
put sth to good use 有效使用（或利用）某物
While-listening
2c
Listen again. Complete the sentences based on Professor Green’s answers.
1. __________is like a chain, and new knowledge is
best remembered by ________ it with old
knowledge.
2. Pay attention to _______. Study how they are
________ from each other. Create a ________
for each word in your mind.
3.Scientists are still working on this ________.
Such kind of memory is probably ________
in a more stable area of our brain.
knowledge
linking
details
different
picture
mystery
stored
注意；关注
Listening Scripts
Billy:
Professor:
Fu Xing:
Professor:
Professor, I don’t quite understand what you said about linking knowledge.
Well, knowledge is like a chain, and new knowledge is best remembered by linking it with old knowledge. The more links you create, the more you remember.
Professor, I often get some words mixed up, like “kitchen” and “chicken”.
Pay attention to details. Study how they are different from each other. You can also create a picture for each word in your mind.
Listening Scripts
Peter:
Professor:
Peter:
Professor:
Hello, Professor, could you tell me why it is much easier to forget things to buy than to forget how to ride a bike
Scientists are still working on this mystery. For one thing, the memory of how to ride a bike is probably stored in a more stable area of our brain.
There are so many mysteries about our brain!
Exactly! And at your age, your brain is developing fast, so put it to good use!
Post-listening
2d
Work in groups. Discuss the questions.
1. How can you link new knowledge with old knowledge Give an example.
I can link new knowledge with old knowledge by finding their similarities and differences.
For example, I already know the word “tell”. When I learn the new word “retell”, I can link it with “tell”. The prefix“re-”means “again”，so “retell” means “to tell again”.
Post-listening
2d
Work in groups. Discuss the questions.
2. When should you pay attention to details
studying how two words are different
noting down the main points of a lecture
retelling a story well
remembering what someone looks like
memorizing a rule exactly
Post-listening
2d
Work in groups. Discuss the questions.
3. Why should students put their brain to good use What is your opinion
In my opinion, students should put their brain to good use because their brain is developing fast at this age. And using brain well can help students improve memory and learn better.
Post-listening
2d
Work in groups. Discuss the questions.
4. Here are some tips for developing your brain. Tick what works for you and add more.
exercise your memory
learn something new
reduce stress
________________
do something creative
get enough sleep
stay confident
①spend time in nature
②keep a balanced diet
③exercise regularly
execises
Her ________ (立场) on this problem is very clear.
After reading the passage once, try to ______ (复述) it in your own words.
The teacher will ________ (打钩) the homework that is well done.
We have to hurry up, or our time will __________ (用完).
position
retell
tick
run out
execises
二、用所给单词的适当形式填空。
Everyone could see the __________ (sad) on her face when she talked about her lost pet.
The audience __________ (react) with laughter when the speaker told a funny story.
He often __________ (mix up) the dates of his exams and arrives on the wrong day.
sadness
reacted
mixes up
Language focus
1.position n.位置;地方 v.安置;使处于 (教材P32 1a)
（1）[名词]位置；地方
the position of ... ······的位置
in position 在适当的位置上
out of position 在不适当的位置上
He reversed the position of the two stamps. 他将两枚邮票的位置调换了一下。
Pass the ball when someone is in a better position. 当有人处于更有利的位置时，请传球。
Out of position, out of administration. 不在其位,不谋其政。
Language focus
作名词的其他含义： 职务； 职位 What position does he apply for
他申请什么职位
姿态；姿势 Keep the baby in a comfortable position.
使这个婴儿保持舒服的姿势。
观点；立场 My parents seldom change their position.
我的父母很少改变立场。
（2）[动词]安置；使处于
She quickly positioned herself behind the desk.
她迅速在桌子后面她的位置上坐好。
Language focus
2. sadness n. 悲伤(教材P32 1a)
由“sad(adj.悲伤的) + -ness(名词后缀)”构成。通常用作不可数名词，但当其前有形容词修饰时，形容词前可加不定冠词，表示“一种······的悲伤”。
full of sadness充满悲伤
with sadness悲伤地
She tried to hide her sadness with a smile, but we all noticed it. 她试图用微笑掩饰悲伤,但我们都注意到了。
I felt a deep sadness for his death.
我为他的逝世感到深深的悲痛。
Language focus
It’s running out. 快用完了 (教材P32 1c)
run out (of sth.) 用完；耗尽
辨析 run out 与 run out of 两个短语均表示“用完”，其区别如下： run out 相当于不及物动词，其后不接宾语。其主语通常是time、money等无生命的事物
run out of 相当于及物动词，后面可以接宾语。其主语通常是人
Language focus
词义拓展
run out (of ... ) (从……中)跑出来
It was an earthquake! He ran out of the house as quickly as he could.
地震了!他尽可能快地从屋里跑了出来。
语境串记
His salt ran out. He ran out of his house to the nearest store to buy some. 他的盐用完了。他跑出家到最近的商店买了点儿。
Language focus
How did Fu Xing react when Billy said sorry to her (教材P32 1e)
react /ri kt/ v. 作出反应；回应
react to ... 对……作出反应
react by doing sth. 以做某事的方式作为回应
How did Wilson react to your idea
威尔逊对你的想法有什么反应
Some animals react by running away when they are in danger.
有些动物遇到危险时会通过逃跑来作出反应。
词形拓展 reaction n.反应
What was her reaction to the news 她对这个消息有什么反应
Language focus
Why do we get some words mixed up (教材P33 2b)
get sth. done 使某事被做
相当于have sth. done，意为“使某事被做;请别人做某事”。其中done是动词的过去分词，作宾语补足语，且sth.与done存在逻辑上的动宾关系。
My bike is broken. I want to get it repaired.
我的自行车坏了,我想找人修一下。
Language focus
Why do we get some words mixed up (教材P33 2b)
mix up 混淆；弄乱
get sb./sth.mixed up 把某人/某物弄混
mix up A and B 把A和B弄混
mix up sb./sth. 弄混某人/某物
mix up sth. 把某物弄乱
用法拓展 mix v.（使）混合；融合
·mix ... and ... (together)
把······和······混合(在一起)
·mix (...) with ...
(把······)和······混合
·mix ... into ... 把······混入······
Language focus
put sth. to good use 有效使用(或利用)某物
词块拓展 与use相关的其他常用短语：
make full use of 充分利用
be in use 在使用中
it’s no use doing sth. 做某事没用
Language focus
retell / ri tel/ v. 复述
由“re-(前缀)+ tell(v.说,讲)”构成。其过去式和过去分词均为retold
词缀拓展 前缀re-意为“又;再;重新”，可构成名词或动词等。
review 复习 rebuild 重建
restart 重新开始 reuse 再次使用
Language focus
tick /t k/ v.给······打钩 n.对号;钩号
[及物动词]给……打钩
Please tick the appropriate box.
请在适合的方框内打钩。
[可数名词]对号;钩号
Put a tick in the box if you agree with this statement.
如果你同意这种说法，就在方框内打一个钩。
谢谢您的观看

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