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How can we have a good memory
Section A 2a-2d
Unit Four
Our Memory
语言能力
1
学习能力
2
文化意识
3
思维品质
4
to find out the suggestions in Mr. Green’s lecture on improving memory
to master the ability of listening for details; to use object clauses; to work in pairs
to put our brains in good use
to develop our brains; to express their thoughts
Learning objectives
Lead in
Lead in
Think about this
Have you ever mixed up these words
angel
angle
quiet
quite
chicken
Kitchen
What did Peter forget
What about Billy
Remember this
Lead in
Why do we mix up things
Why do we forget things
Lead in
a lecture
on how to improve your memory
Lead in
Professor Green
Let’s find out!
We all have
memory problems and often forget things.
Do you want
to know why our brain
forgets things, and how to remember things better
Hi! I’m
Professor Green.
Lead in
Pre-listening
Imagine you are attending Professor Green’s lecture too. What questions do you want to ask
2a
Why do I forget new words quickly
How can I stop mixing up similar words
How can I improve my memory
...
...
Why can’t I remember students’ names
While-listening
Listen to the conversation between some students and Professor Green. Tick the topics they are talking about.
2b
□ 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 brains to good use
Attention to the Key words
before listening
把...混淆
While-listening
Listen to the conversation between some students and Professor Green. Tick the topics they are talking about.
2b
□ 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 brains to good use
I don't quite understand what you said about linking knowledge.
I often get some words mixed up, like “kitchen” and “chicken”.
Could you tell me why it is much easier to forget things to buy than to forget how to ride a bike
What do you think Professor Green will say about these three questions
While-listening
Listen again and complete the sentences.
2c
__________ is like a chain, and new knowledge is best remembered by _______ it with old knowledge.
Pay attention to _______. Study how they are _________ from each other. Create a _______ for each word in mind.
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
something that is difficult to explain
not easy to change or move
Our brain itself is a mystery.
Post-listening
Billy: Professor, I don’t quite understand what you said about linking knowledge.
Professor: 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.
Fu Xing: Professor, I often get some words mixed up, like “kitchen” and “chicken”.
Professor: Pay attention to details. Study how they are different from each other. You can also create a picture for each word in your mind.
Peter: Hello, Professor, could you tell me why it is much easier to forget things to buy than to forget how to ride a bike
Professor: 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.
Peter: There are so many mysteries about our brain!
Professor: Exactly! And at your age, your brain is developing fast, so put it to good use!
What advice does the professor give
Post-listening
Billy: Professor, I don’t quite understand what you said about linking knowledge.
Professor: 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.
Fu Xing: Professor, I often get some words mixed up, like “kitchen” and “chicken”.
Professor: Pay attention to details. Study how they are different from each other. You can also create a picture for each word in your mind.
Peter: Hello, Professor, could you tell me why it is much easier to forget things to buy than to forget how to ride a bike
Professor: 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.
Peter: There are so many mysteries about our brain!
Professor: Exactly! And at your age, your brain is developing fast, so put it to good use!
What questions do the students ask
Post-listening
Billy: Professor, I don’t quite understand what you said about linking knowledge.
Professor: 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.
Fu Xing: Professor, I often get some words mixed up, like “kitchen” and “chicken”.
Professor: Pay attention to details. Study how they are different from each other. You can also create a picture for each word in your mind.
Peter: Hello, Professor, could you tell me why it is much easier to forget things to buy than to forget how to ride a bike
Professor: 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.
Peter: There are so many mysteries about our brain!
Professor: Exactly! And at your age, your brain is developing fast, so put it to good use!
Which question doesn’t have an answer
maybe
What’s your opinion on this question
“ Could you tell me why it is much easier to forget
things to buy than to forget how to ride a bike ”
Post-listening
Further thinking
Post-listening
Try to retell.
Questions and answers
What does linking knowledge mean
Why do we get some words mixed up
Why is riding a bike not so easy to forget
knowledge is like a chain, and new knowledge is best remembered by … with ... The more…you..., the more you...
Pay attention to... Study how they … each other. You can also … for each word in your mind.
Scientists are still working on this ... For one thing, the memory of how to ... is probably
...
Show Time
Let’s watch
What do you know about our brain How does it work？
Our brain is like a muscle.
The more we use it in the right way, the stronger it becomes.
Don’t be afraid of forgetting.
Try the suggestions Professor Green gave,
you will find learning becomes easier!
Post-listening
Work in groups. Discuss the questions.
2d
1. How can you link new knowledge with old
knowledge Give an example.
I connect new vocabulary with words I already know. For example, when learning “sadness”, I link it with “sad”, then “-ness” is a symbol of a noun.
Post-listening
Work in groups. Discuss the questions.
2d
1. How can you link new knowledge with old
knowledge Give an example.
When I learn about inertia in physics, I link it with my experience of riding on the bus.
Let’s watch
How Bill Gates remembers what he reads
Post-listening
Work in groups. Discuss the questions.
2d
2. When should you pay attention to details
to study how two words are different
to note down the main points of a lecture
to retell a story well
to remember what someone looks like
to memorize a rule exactly
What’s more
I should pay attention to details when I ...
Details are important when ...
Post-listening
Work in groups. Discuss the questions.
2d
3. Why should students put their brains to good use
What is your opinion
Let’s watch
Why should students put their brains to good use
Post-listening
Work in groups. Discuss the questions.
2d
3. Why should students put their brains to good use
What is your opinion
The more you use,
The smarter your brain will be.
Post-listening
Work in groups. Discuss the questions.
2d
4. Here are some tips to help develop your brain.
Tick what works for you and add more.
□ exercise your memory □ do something creative
□ learn something new □ get enough sleep
□ reduce stress □ stay confident
□ __________________ □ _________________
review regularly
exercise regularly
spend time in nature
...
Sharing Time
I have some tips to help develop our brains. First...
Put your brain to good use.
The more you use,The smarter your brain will be.
Good learners wanted
Listen carefully
Speak clearly
Read aloud
Work actively
Show respect
Note something important
Members Listen carefully Speak clearly Read aloud Work actively Show respect Note In total
Group leader
Member 1
Member2
Member3
Evaluate yourself
Language Points
被动
把……和……联系起来
宾语从句：陈述句语序
Billy: Professor, I don’t quite understand what you said about linking knowledge.
Professor: 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.
Fu Xing: Professor, I often get some words mixed up, like “kitchen” and “chicken”.
Professor: Pay attention to details. Study how they are different from each other. You can also create a picture for each word in your mind.
Peter: Hello, Professor, could you tell me why it is much easier to forget things to buy than to forget how to ride a bike
Language Points
在某人这个年纪
充分利用
Professor: 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.
Peter: There are so many mysteries about our brain!
Professor: Exactly! And at your age, your brain is developing fast, so put it to good use!
For one thing … For another …
一方面，另一方面
Language Points
Why do we get some words mixed up
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 Points
Why do we get some words mixed up
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···
当sb./sth.为代词时
应放在mix与up之间
Language Points
How can we put our brains to good use
put sth. to good use 有效使用(或利用)某物
We should put the money to good use to help disabled people.
= We should make good use of the money to help disabled people.我们应该好好利用这些钱来帮助残疾人。
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 Points
For one thing, the memory of how to ride a bike is
probably stored in a more stable area of our brain.
stable /'ste bl/ 〔形容词〕
(1)稳定的；稳固的
The ladder doesn’t seem to be stable.
这架梯子好像不太稳。
(2)稳重的；沉稳的 常用于形容人。
After years of learning, he is more stable than before.
经过多年的学习，他比以前更沉稳了。
词块拓展
stable adj. 稳定的；沉稳的
unstable adj. 不稳定的；(行为、情绪)
反复无常的
stability n. 稳定(性)；稳固(性)
Exercises
Exercises
语法填空
I use flashcards ____________ (memorize) new vocabulary.
Wilbur’s heart was full of ________ (sad) when the spiders left.
The teacher always encourages his students ________ (retell) the stories.
People’s ________ (react) to weather changes comes from long-time life experience.
to memorize
sadness
to retell
reaction
Exercises
语法填空
5. The ________ about wild animals were very interesting and popular. (lecture)
6. If we don’t save energy, it ________ (run) out soon.
7. How carelessly someone ________ (mix) up all the application forms just now!
lectures
will run
mixed
Exercises
情景对话补全,有一个多余选项。
Billy: Professor, I don’t quite
understand what you said about
linking knowledge.1.______
Professor: 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.
Fu Xing: Professor, I often mix up words like kitchen and chicken.2.____
Professor: Pay attention to details and imagine pictures in your mind.
Peter: Could you tell me why we forget things to buy but not bike-riding
skills 3. _____
Professor: Scientists are still studying it. Skill memory stays in a stable
brain area.
Peter: Wow! 4. ________
Professor: Exactly! Your brains grow fast, so 5. ______
Peter: Thank you so much!
A. How can I remember similar words
B. What does linking knowledge mean
C. Why do we forget shopping tasks easily
D. Are there many secrets in our brain
E. How long will our memory last
F. How should teenagers use their brains
B
A
C
D
F
Must-do必做
Listen and read the tape scripts.
Memorize your words/phrases/notes.
Choose-to-do选做
Talk with your partner and discuss about tips of developing your brain and improving your memory.
try to memorize the tape script
Homework
Thanks for listening！

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