资源简介

(共25张PPT)
Remember
人教版（2024）八年级
Think
Unit 4 Our
Memory
Learn
Section A 2a-2d (Listening & Speaking)
Professor Green's Lecture
Memory
最强大脑科学营
授课教师：XXX
Unit 1≤
Learning objectives
CONTENTS
Lead in
Pre-listening
While-listening
Post-listening
Practice
Production
Assessment & Homework
本节课分为八个环节，从听前预测
到听中获取信息，再到听后语法聚焦，
最后口语产出和评价。
EduBright
Learning objectives
Think
Learn
Remember
By the end of this lesson, I can:
why
what
how
听懂ProfessorGreen关于记忆的讲座，
获取关键信息。
Good
Memory
用宾语从句(what/why/how)
Every
Day!
讨论记忆问题。
Memory
运用听力中学到的记忆方法，
Notebook
描述自己的记忆经验。
Science
Enelhsh
Biology
目Look and share.
What are the people
looking at
What might be in
their photos
What ways do you use
to keep memories
Photo Album
Diary
词汇支架
Ask and answer
photo album
Tian'anmen
take photos
write diaries
Pre-listening — 2a Predict
Ask and answer
2a Imagine you are attending Professor Green's lecture too.
What questions do you want to ask
What does linking
Why do we get some
knowledge mean
words mixed up
Why is riding a bike
How can we put our
not so easy to forget
brains to good use
Pair work: Which question do you want to ask most Why
Left Brain & Right Brain
How do they work
左脑
右脑
together to create
a good memory
Music
Emotion
÷
Math
Art
Logic
左脑逻辑+右脑图像=
Creativity
高效记忆(Create a picture
Language
Aa
Imagination
in mind)
Look and say
While-listening
2a
Listen and tick
Let's watch
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
听力策略：Listen for question words (what/why/how)
English
Better Learning
2a Check
关键词
What does linking knowledge mean
Linking knowledge
Why do we get some words mixed up
Word mix-up
Why is riding a bike not so easy to forget
Bike riding
Brain use
How can we put our brains to good use
Let's show
四个问题学们都问了。ProfessorGreen是如何
回答的呢？让我们再听一遍，完成2b的填空。
While-listening - 2b Complete
Let's watch
2b Listen again and complete
is like a chain, and new knowledge is best
remembered by
it with old knowledge.
2. Pay attention to
. Study how they are
for each word in mind.
from each other. Create a
3. Scientists are still working on this
Such kind of
in a more stable area of
memory is probably
our brain.
English
听力策略：Listen for key nouns, verbs and adjectives.
While-listening — 2b Check
Read and learn
Linking knowledge is like a chain, and new
讲解：
knowledge is best remembered by
connecting it with old knowledge.
connectA with B
be different from
Pay attention to details. Study how they are
create a picture
different from each other. Create a picture
be stored in
for each word in mind.
核对答案。我们逐题讲解，
Scientists are still working on this question.
注意词性和搭配。然后跟读
Such kind of memory is probably stored in
这些关键句，模仿语音语调。
more stable area of our brain.
English
Better You
Listen and Repeat
Say
quickly
New knowledge is best remembered
by connecting it with old knowledge.
Pay attention to details. Study how they
are different from each other.
Create a picture for each word in mind.
Such kind of memory is probably stored
in a more stable area of our brain.
注意连读、重音和语调
Object Clauses
Language Focus:
Read and learn
I want to know what linking knowledge means.
Could you tell me why we get some words
mixed up
I wonder how we can put our brains to good use.
归纳：
引导词+陈述语序+时态呼应（主过从必过）
Grammar Practice
English
Let's show
Small
Do you know
the brain works
steps
Big
C. why
A. how
D. that
B. what
progress
Our teacher told us that a good memory
by
linking knowledge.
dd.was improved
A. improves
C. is improved
B.improved
Could you tell me
I can improve my memory
C. why
B. how
A. what
D.whether
Learn
答案：1.A 2.C 3.B
English
Remember
Better You
Grow
Pair Work
Ask and answer
替换词
I want to know what linking
knowledge means.
riding a bike /
Small
put our brains to good use
steps
It means connecting new
B
Big
评价
knowledge with old knowledge.
dreams
It's like a chain.
宾语从句
★☆☆
关键词
Why do we get some words
流利自然
★★★
mixed up
Because we don't pay attention
to details.
Better
Together
2c Group Discussion Q1
Ask and answer
How can you link new
Q1
knowledge with old
knowledge Give an example.
strategy
Example:
I link new English words with
my favorite video games.
When I learn "strategy", I think
of game strategies.
English
Games
Group work: Share your examples.
Strategy
Group Discussion Q2
2C
Better
When should you pay attention
English
Brighter
to details
Future
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
Group work: Tick and explain why.
Ask and answer
2d Group Discussion Q3
Why should students put their
VS
brains to good use What is
your opinion
AI时代：人类记忆的价值在于情感、
0
创造与批判性思维。
Group work:
AI
Share your opinion.
Ask and answer
Discussion
2d Group D
nQ4≤
A
Healthier
tips to help develop your brain.
Here are some
Brain
A Brighter
Tick what works for you and add
more.
Future
do something
exercise
creative
your memory
learn something
get enough
□
sleep
new
Learn
stay confident
reduce stress
Grow
Be Better
科学补充；睡眠巩固记忆；
Add more:
减压保护海马体；自信减少焦虑。
Let's show
Production — Cross-curricular
Read and learn
Ebbinghaus
Forgetting Curve
科学记忆法：
Small
Steps
遗忘先快后慢：
100
Learn
及时复习
20分钟后遗忘42%，1天后遗忘66%。
Big
More
(20分钟内）
Memory
Progress
Grow
80-
retention
Better
(%)
20分钟后
60
遗忘42%
间隔重复
2
1天后
(当天、第二天、一周后)
40
遗忘66%
20
主动回忆
3
（合书回想）
1 day
1 week
1month
10min
20min
Time
Better
Good
Linking knowledge + Pay attention to details
Memory
A Brighter
Habits
Brighter
Future!
Read
You
Practice
Remember
Production: My Family Memory ≤
Task: Describe a happy memory of your family.
My Family Memory
要求：
使用宾语从句(Irememberthat...)
使用核心词汇(link,detail， stable，memory，picture)
表达真实情感。
Let's
show
示例：
I remember that we went to Beijing last year.
The memory is stored in a stable area of my brain.
Whenever I see the photo, I can create a vivid
picture in my mind.
Test Zone 1: Vocabulary & Grammar
Scientists are working on Brain-Computer Interfaces (BCI).
(improve) their memory.
They want to help people (1)
They found that linking new information with old (2)
(memory) is like building a chain. However, scientists are still
BCI
BCI
(3)
(study) how the brain stores memories. It is believed
that such memory is stored in a more (4)
(stability) area
of the brain.
Let's show
1.improve 2.memories 3.studying
4.stable
Test Zone 2: Reading
Comprehension
Questions
阅读材料
短视频流行导致注意力碎化。过度依赖
What is"digital amnesia"
搜索引擎可能削弱长期记忆（digitalamnesia）
专家建议像锻炼肌样锻炼脑，如深度阅读、
What does the writer suggest
学习新乐器。
us to do
Read and learn
阅读让我们明白，记忆需要主动
锻炼。核对答案。现在，请大家
进行自我评价。
Self-assessment
Better
我能用宾语从句讨论记忆问题。
Memory
Brighter
Future
我能听懂记忆讲座并获取关键信息。

我了解记忆的工作原理。
我掌握了提升记忆的方法。

5
我能描述一段家庭美好记忆。
请根据自己的表现，给每项打分。
Let's show
接下来，我们看看今天的作业。
三Homework
（提升）
Improving
（拓展）
（基础）
Basic
Extend
用宾语从句编写3组
运用艾宾浩斯遗忘曲线，
跟读2b听力材料，
制定一周单词复习计划。
关于记忆的问答。
模仿语音语调。
Do you think
Ebbinghaus
Forgetting Curve
that..
Weekly Plan
I wonder if
Mon
√
Do you know
√ Tue
whether ..
Wed
Thu
Fri
Sat
Vocabulary
Sun
提交方式：下节课带来分享。
Read and learn
You are the master
Let's show
of your memory!
-
Remember, your brain is like a muscle. Use it or lose it!
Put your brain to good use, and you will be the master
of your memory!
Thank you!人教版九年级上册Unit 4 Our Memory Section A (2a-2d)
教学设计
一、教学基本信息
课题 Unit 4 Our Memory Section A (2a-2d) Listening & Speaking
教材 人教版（2024）九年级英语上册
课时 第2课时（Section A 听说课），45分钟
授课对象 九年级学生
课型 听说课（Listening & Speaking）
单元大问题 How can we have a good memory
二、教材分析
本单元以"记忆"为主题，围绕单元大问题 How can we have a good memory 展开。Section A 2a-2d 是一节听说课，文本情境是学生们参加 Green 教授关于记忆的讲座并现场提问。
2a 要求学生想象自己也在讲座现场，提出自己想问的问题，为听力做预测铺垫。2b 是听录音勾选学生实际提出了哪些问题，四个选项分别对应 what / why / why / how 四个疑问词，训练学生捕捉讲座中提问环节的关键信息。2c 要求再听一遍，补全 Green 教授回答中的关键单词，从"听问题"深入到"听答案细节"。2d 是小组讨论环节，四个问题层层递进：从链接新旧知识举例，到什么时候注意细节，再到为什么要好好利用大脑（AI 时代人类记忆的价值），最后是发展大脑的实用建议。
本课时的语法主线是宾语从句，集中在 what / why / how 引导的宾语从句，用来询问和探讨记忆相关问题。词汇重点包括 linking knowledge, connect...with..., details, be different from, create a picture, stored, stable, mix-up 等。教材还融入了跨学科内容——艾宾浩斯遗忘曲线，把语言学习和科学记忆方法结合起来。
三、学情分析
九年级学生已经具备一定的英语听力基础，能听懂常规对话和简短独白，但对于讲座类、科普类的听力材料还不够适应，尤其是抓取细节填空这类任务容易丢分。
语法上，学生在八年级接触过宾语从句的基本概念，对 that 引导的宾语从句比较熟悉，但对 what / why / how 引导的宾语从句在真实语境中的运用还不够熟练，特别是陈述语序和时态呼应容易出错。
话题方面，"记忆"这个话题贴近学生生活——背单词、记知识点、回忆家庭往事，学生有话可说。但对于记忆的科学原理（如左右脑分工、艾宾浩斯遗忘曲线）比较陌生，需要借助图片和简单例子帮助理解。
四、教学目标
通过本课时的学习，学生能够：
1. 语言能力
听懂 Green 教授关于记忆的讲座片段，准确抓取四个问题及回答中的关键信息，完成 2b 勾选和 2c 填空任务。
掌握 linking knowledge, connect...with..., pay attention to details, be different from, create a picture, be stored in, stable, mix-up 等核心短语和词汇。
理解并运用 what / why / how 引导的宾语从句，在问答中正确使用陈述语序。
2. 文化意识
体会记忆对于家庭生活的意义，懂得珍惜家庭美好回忆；初步了解 AI 时代人类记忆在情感、创造与批判性思维上的独特价值，树立科学用脑、合理用网的观念。
3. 思维品质
通过听前预测、听中抓取信息、听后思辨讨论，训练分析、归纳能力；能结合自身学习经验举例说明如何链接新旧知识、什么时候注意细节，学会迁移运用记忆策略。
4. 学习能力
掌握"听疑问词获取信息""抓关键词"的听力策略；学会小组合作探究，了解艾宾浩斯遗忘曲线，能制定简单的科学复习计划。
五、教学重难点
类别 内容
教学重点 听懂讲座类听力材料，抓取 what / why / how 引导的关键信息 掌握 connect...with..., pay attention to details, be different from, be stored in 等核心短语 正确使用 what / why / how 引导的宾语从句
教学难点 听懂讲座中关于记忆原理的解释性语句，完成细节填空 宾语从句在真实问答中的灵活运用，特别是陈述语序的把握 把记忆策略和自身学习经验结合起来，用英语表达真实想法
六、教学方法与准备
教学方法：任务型教学法、听说法、小组合作学习法
教学准备：多媒体课件、教材配套音频、学生任务单
七、教学过程
Step 1 Lead-in: Look and share（约5分钟）
教师活动：
1.投影展示单元封面图——一家人围坐在一起翻看相册。
2.引导学生观察图片，依次提出三个问题：
What are the people looking at
What might be in their photos
What ways do you use to keep memories
3.根据学生回答，板书词汇支架：photo album, take photos, write diaries。
4.引出单元大问题：How can we have a good memory 告诉学生今天要去听一场关于记忆的讲座。
学生活动：观察图片，回答问题，两两之间简单交流自己保留记忆的方式。
设计意图：从学生熟悉的家庭相册场景切入，激活已有生活经验，自然引出单元主题，同时铺垫相关词汇。
Step 2 Pre-listening: 2a 预测（约7分钟）
教师活动：
1.创设情境：Imagine you are attending Professor Green's lecture too. What questions do you want to ask
2.呈现教材 2a 中四个学生提出的问题：
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
3. 组织 Pair work：Which question do you want to ask most Why 让学生两人一组交流。
4.点拨听力策略：听讲座时要特别注意疑问词 what / why / how，它们能帮我们快速抓住问题的核心。
补充活动：展示左脑右脑分工图，简单介绍左脑负责逻辑、语言、数学，右脑负责图像、音乐、想象。引出一个关键记忆方法：左脑逻辑 + 右脑图像 = 高效记忆（create a picture in mind）。为后面听力内容做铺垫。
学生活动：两人一组，选择自己最想问的问题并说明理由；观看左右脑图，初步了解左右脑分工。
设计意图：听前预测是听力训练的重要环节，让学生带着问题去听，降低听力焦虑；左右脑小知识为后面"create a picture"这个记忆方法做认知铺垫。
Step 3 While-listening（约12分钟）
Activity 1: 2b Listen and tick（约4分钟）
教师活动：
1.播放录音，学生边听边勾选学生实际提出了哪些问题。
2.核对答案：四个问题学生都问到了。
3.引导学生回顾：每个问题的关键词是什么？（linking knowledge / word mix-up / bike riding / brain use）
学生活动：听录音，勾选答案；核对后说出每个问题对应的关键词。
Activity 2: 2c Listen again and complete（约8分钟）
教师活动：
1.出示 2c 填空文本，提示听力策略：Listen for key nouns, verbs and adjectives. 特别注意空格前后的词。
2.播放录音，学生完成填空。
3.逐题核对答案并讲解：
第1题：Linking knowledge is like a chain... by connecting it with old knowledge. 讲解 connect A with B 的用法。
第2题：Pay attention to details... how they are different from each other. Create a picture for each word in mind. 讲解 pay attention to, be different from, create a picture in mind。
第3题：Scientists are still working on this question... probably stored in a more stable area of our brain. 讲解 be stored in, stable。
4.播放完整句子，学生跟读，注意连读和重音。
学生活动：第二遍听录音，完成填空；跟读关键句子，模仿语音语调。
设计意图：听力任务分层设计——先听问题大意（勾选），再听细节（填空），逐步提升难度；听完后及时落实词汇和短语，避免"听完就过"。
Step 4 Post-listening: 语法聚焦与口语练习（约15分钟）
Part 1: Grammar Focus — Object Clauses（约6分钟）
教师活动：
1.从听力材料中提取三个例句，投影展示：
I want to know what linking knowledge means.
Could you tell me why we get some words mixed up
I wonder how we can put our brains to good use.
2.引导学生观察归纳：
引导词：what / why / how
语序：陈述语序（主语在前，谓语在后）
时态呼应：主句是过去时，从句要用对应的过去时态
3.做三道课堂小练习（课件 Test Zone 1 中的语法题）：
Do you know ____ the brain works (how / what / why / that) → A. how
Our teacher told us that a good memory ____ by linking knowledge. (improves / improved / is improved / was improved) → C. is improved
Could you tell me ____ I can improve my memory (what / how / why / whether) → B. how
学生活动：观察例句，归纳宾语从句的结构特点；完成选择题并核对答案。
Part 2: Pair Work — 替换练习（约4分钟）
教师活动：给出替换词，让学生两人一组做问答练习：
A: I want to know what linking knowledge means.
B: It means connecting new knowledge with old knowledge.
评价标准：宾语从句使用正确★☆☆，关键词使用★★☆，流利自然★★★。
学生活动：两人一组，用替换词做问答练习。
Part 3: Group Discussion — 2d（约5分钟）
教师活动：把学生分成四人小组，讨论教材 2d 的四个问题。给出任务单，引导学生有条理地讨论：
a.Q1 How can you link new knowledge with old knowledge Give an example.
参考示例：I link new English words with my favorite video games. When I learn "strategy", I think of game strategies. 鼓励学生结合自己的学科学习举例。
b.Q2 When should you pay attention to details
给出五个选项让学生勾选并说明理由：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。
c.Q3 Why should students put their brains to good use What is your opinion
教师简单提示：Now we have AI tools. But human memory carries our feelings and creativity. 引导学生发表自己的看法。
d.Q4 Tips to develop your brain. Tick what works for you and add more.
六个选项：exercise your memory / do something creative / learn something new / get enough sleep / reduce stress / stay confident。鼓励学生补充更多建议。
每组选 1-2 个问题向全班分享。教师补充艾宾浩斯遗忘曲线小知识：遗忘是先快后慢的，20分钟后就忘了42%，一天后忘了66%。所以要及时复习、间隔重复。
学生活动：小组讨论四个问题，每组推选代表向全班分享。
设计意图：语法从听力材料中来，又回到口语运用中去，避免孤立讲语法；小组讨论把听力中学到的记忆策略和学生真实的学习生活联系起来，实现从输入到输出的闭环。
Step 5 Production: My Family Memory（约4分钟）
教师活动：布置写作小任务：Describe a happy memory of your family.
要求：
使用宾语从句（I remember that...）
使用本课核心词汇（link, detail, stable, memory, picture）
表达真实情感
给出参考范例：
I remember that we went to Beijing last year. The memory is stored in a stable area of my brain. Whenever I see the photo, I can create a vivid picture in my mind.
学生写3-5句话，邀请2-3位同学朗读分享。
学生活动：完成小写作，自愿分享。
设计意图：回扣单元封面"家庭相册"的情境，综合运用本课的语言知识，让学生在真实的情感表达中巩固所学。
Step 6 Summary & Homework（约2分钟）
课堂小结：和学生一起回顾：
1.今天从 Green 教授那里学到了哪几种提升记忆的方法？
2.宾语从句的两个要点是什么？（引导词 + 陈述语序）
分层作业：
层次 作业内容
基础 跟读 2c 听力材料，模仿语音语调，朗读3遍。
提升 用宾语从句编写3组关于记忆的问答句子（Do you think that... / I wonder if... / Do you know whether... ）。
拓展 结合艾宾浩斯遗忘曲线，制定一份一周单词复习计划表，下节课带来分享。
八、板书设计
Unit 4 Our Memory Section A (2a-2d) Useful phrases: connect...with... pay attention to details be different from create a picture in mind be stored in Object Clauses: I want to know what... Could you tell me why... I wonder how... → 引导词 + 陈述语序 Good memory tips: link new & old knowledge notice details get enough sleep
九、教学反思
1.学生能不能听懂讲座类听力？2c 填空部分哪个空格错得最多？需不需要再放一遍？
2.宾语从句的陈述语序学生掌握得怎么样？哪些学生还有困难？
3.小组讨论环节，学生参与度如何？有没有学生说不出自己的例子？
4.艾宾浩斯遗忘曲线这个跨学科补充，学生感兴趣吗？需不需要再展开？
5.My Family Memory 写作任务，学生用宾语从句和核心词汇的情况如何？
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