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人教版九年级英语Unit4 Our Memory
大单元教学设计
单元名称 Unit 4 Our Memory 总课时数 7
单元主题 主题范畴：人与自我；子主题：乐学善学、勤于反思、记忆策略与学习效率
课标分析 （一）教学内容分析（Teaching Content Analysis） 感知单元核心词汇、短语的发音及用法，掌握与记忆、记忆方法、记忆策略相关的核心词汇和表达，以及宾语从句（连接代词/连接副词引导）的结构与功能。 理解语篇围绕“记忆与记忆方法”展开的逻辑脉络，把握不同语篇（对话、说明文、记叙文）的信息组织方式，理解“如何拥有好记性”这一主题。 在语境中运用宾语从句（连接代词what/which/who、连接副词how/where/when/why等引导）表达对记忆问题的看法、描述记忆经历、讨论记忆方法。 能在真实或模拟的交际情境中（如记忆方法交流、记忆问题讨论、家庭记忆分享），用得体的语言交流记忆经验、分享记忆方法、讨论记忆技巧。 识别口语语篇中与记忆相关的核心信息、观点及建议，回应他人的记忆咨询与经验分享。 在教师指导下参与角色扮演（记忆方法分享、记忆问题咨询）、小组讨论等活动，提升语言运用的灵活性。 口语表达中做到发音清晰、语调自然，用词恰当，能准确传达记忆相关想法与建议。 积极参与小组合作学习，共同完成记忆方法调查、记忆策略分享等任务，提升协作与沟通能力。 围绕“记忆与记忆方法”主题，独立撰写简短文段（如关于记忆挑战的日记、记忆方法介绍短文），做到意义连贯、表意准确。 （二）学业质量分析（Academic Quality Analysis） 能听懂关于记忆问题、记忆方法的对话、短文等语篇，借助关键词句、语境等复述主要内容。 能运用所学词汇和句型，通过口语或书面形式介绍自己的记忆方法、表达记忆策略建议及个人观点。 能参照范例仿写关于“记忆与记忆方法”主题的简单文段，语言准确、逻辑清晰、表达得体。 朗读相关语篇时，停顿自然、语音语调基本正确，能体现语篇的情感色彩（如回忆、分享、建议）。 能根据交际语境，运用恰当的语言形式表达对记忆问题的看法、提出合理建议，传递乐学善学、终身学习的生活态度。
单元整体框架 主题大观念（Big Idea of Theme） 认识到科学记忆方法和有效记忆策略是提高学习效率、实现终身学习的重要基础，学会识别不同的记忆方式、掌握实用的记忆方法，不仅能提升学习效果，还能培养自主学习能力，助力个人全面发展。 语言大观念（Big Idea of Language） 通过“Our Memory”主题的语义整合性学习，能提升对“记忆与记忆方法”相关话题的语言表达与理解能力，在听力信息捕捉、语篇结构构建等维度实现全面语言发展，进而自信、准确地运用语言描述记忆经历、分享记忆方法、交流记忆策略。 核心语法（Core Grammar） Object clauses with question words (what, which, who, how, where, when, why, whether). 核心问题（Big Question） How can we have a good memory 这一核心问题贯穿整个单元，旨在引导学生思考记忆的重要性、记忆原理、不同记忆方法的效果、如何提高记忆力及如何在日常生活中做好记忆管理，培养乐学善学、终身学习的生活态度。 单元内容结构（Unit Content Structure） Section A 1a-1d | Describe different types of memories; discuss what is easy/hard to remember; use core sentence patterns to talk about memory | What do we remember Section A 2a-2d | Listen to conversations about memory problems and solutions; express memory issues and suggestions | What do we remember Section A 3a-3d | Talk about a happy memory of your family; learn object clauses with question words in context | What do we remember Grammar Focus 4a-4d | Systematically learn object clauses with question words (what, which, who, how, where, when, why, whether) | What do we remember Section B 1a-1e | Read an informative text on how to improve memory; understand text structure; master related vocabulary and expressions | How can we improve our memory Vocabulary in use 2a-2c | Apply and expand vocabulary related to memory; master word formation and collocations | How can we improve our memory Section B 3a-3c | Write a diary entry about a memory challenge; complete the project debate | How can we improve our memory 重点（Key Points） 重点 (Key Points): - 掌握与记忆、记忆方法相关的词汇、短语和核心句型； - 能流利地交流个人记忆经历、分享记忆方法、讨论记忆策略； - 掌握宾语从句（连接代词/连接副词引导）的用法； - 树立科学记忆的观念，能设计简单的记忆策略分享方案。 难点（Difficulties） 难点 (Difficulties): - 运用丰富、准确的词汇和句型描述记忆经历与记忆方法； - 准确使用不同连接词引导宾语从句，区分其在语境中的含义； - 理解并运用说明文的语篇结构进行写作； - 在项目任务中整合所学知识，设计出实用的记忆方法调查方案并清晰表达。
单元语言大观念 通过“Our Memory”主题的语义整合性学习，能提升对“记忆与记忆方法”相关话题的语言表达与理解能力，在听力信息捕捉、语篇结构构建等维度实现全面语言发展，进而自信、准确地运用语言描述记忆经历、分享记忆方法、交流记忆策略。
教学内容分析 感知单元核心词汇、短语的发音及用法，掌握与记忆、记忆方法、记忆策略相关的核心词汇和表达，以及宾语从句（连接代词/连接副词引导）的结构与功能。 理解语篇围绕“记忆与记忆方法”展开的逻辑脉络，把握不同语篇（对话、说明文、记叙文）的信息组织方式，理解“如何拥有好记性”这一主题。 在语境中运用宾语从句（连接代词what/which/who、连接副词how/where/when/why等引导）表达对记忆问题的看法、描述记忆经历、讨论记忆方法。 能在真实或模拟的交际情境中（如记忆方法交流、记忆问题讨论、家庭记忆分享），用得体的语言交流记忆经验、分享记忆方法、讨论记忆技巧。 识别口语语篇中与记忆相关的核心信息、观点及建议，回应他人的记忆咨询与经验分享。 在教师指导下参与角色扮演（记忆方法分享、记忆问题咨询）、小组讨论等活动，提升语言运用的灵活性。 口语表达中做到发音清晰、语调自然，用词恰当，能准确传达记忆相关想法与建议。 积极参与小组合作学习，共同完成记忆方法调查、记忆策略分享等任务，提升协作与沟通能力。 围绕“记忆与记忆方法”主题，独立撰写简短文段（如关于记忆挑战的日记、记忆方法介绍短文），做到意义连贯、表意准确。
学情分析 1. 学情预测（Prediction） 学生对分享自己的记忆经历和讨论记忆方法表现出较高热情，但在描述记忆策略时可能词汇单一，表达不够准确；在使用宾语从句（连接词引导）时，可能混淆不同连接词的用法，对语序的把握不够清晰。在阅读说明文时，可能对语篇结构的把握不够清晰，影响阅读效率与写作模仿。部分学生可能缺乏系统的记忆策略意识，对“如何科学地提高记忆力”的理解存在偏差，在项目任务中难以提出合理的调查问题和记忆建议。 2. 应对策略（Strategies） 借助多媒体资源（如记忆方法视频、记忆案例、记忆工具展示等），丰富学生的感性认识，提供更多描述性词汇和表达范例，拓宽语言输入。 通过语篇分析、结构梳理、范例仿写等方式，帮助学生掌握说明文的写作技巧，提升书面表达能力。 引导学生开展小组讨论、角色扮演（记忆方法分享会、记忆策略咨询）、记忆方法调查等活动，围绕“如何拥有好记性”等话题深入探讨，培养科学的记忆方法和策略意识。 在项目任务中，提供详细的指导支架，帮助学生明确目标、合理分工、有效表达。
单元 学习 目标 Listening & Speaking: Understand conversations about memory problems and solutions, quickly capture key information (e.g., types of memory problems, causes, methods). Use sentence patterns to discuss memory problems, describe personal memories, and express opinions on memory strategies. Actively share personal memory experiences and participate in group discussions and role plays with natural pronunciation and intonation. Vocabulary: Master core vocabulary related to memory (e.g., short-term memory, long-term memory, recall, boost your memory, memorize, go through, keep … in mind, mix up, run out of, etc.). Grammar: Understand and master the use of object clauses with question words (what, which, who, how, where, when, why, whether). Correctly use object clauses with question words to express opinions, describe memories, and ask about memory strategies. Reading: Read informative texts about how memory works and how to improve memory. Identify text structure, extract key information, understand the main idea, and apply reading strategies such as skimming and scanning. Writing: Use the vocabulary and sentence patterns learned in this unit flexibly in conversations and texts. Follow the reading model to write a diary entry about a memory challenge, with accurate language, clear logic, and appropriate expression. Project: Work in groups to carry out a debate on “Do we need to memorize things ” or a survey on memory strategies. Learn to manage self-learning and master basic memory improvement techniques.
课时分配 第一课时 Section A 1a-1d 课型：听说课 (Listening & Speaking) 核心问题：What do we remember
第二课时 Section A 2a-2d 课型：听说课 (Listening & Speaking) 核心问题：What do we remember
第三课时 Section A 3a-3d 课型：对话课 (Dialogue) 核心问题：What do we remember
第四课时 Grammar Focus 4a-4d 课型：语法课 (Grammar) 核心问题：What do we remember
第五课时 Section B 1a-1e 课型：阅读课 (Reading) 核心问题：How can we improve our memory
第六课时 Vocabulary in use 2a-2c 课型：词汇运用 (Vocabulary) 核心问题：How can we improve our memory
第七课时 Section B 3a-3c + Project 课型：写作课 (Writing) 核心问题：How can we improve our memory
第 Ⅰ 课时
授课人 班级 课型 Listening & Speaking 授课日期
教学目标 Knowledge & Skills Objectives Vocabulary: Accurately recognize, understand and use core vocabulary about memory types: numbers, words, rules, speeches, poems, stories, ages, dates, events, happiness, sadness, fear, surprise, anger, peace. Master the classification of different types of memories. Sentence Patterns: Skillfully use sentence patterns like “Which of the following are easy for you to remember ” “I think … is easy/hard to remember because …” “I can remember … well.” to talk about memory experiences. Get initial exposure to object clauses with question words. Listening: Understand conversations about memory, accurately extract key information such as people’s memory types and plete the table with at least 75% accuracy. Speaking: Imitate the listening conversations, do simple role plays, and clearly and coherently express memory experiences and opinions with accurate pronunciation. Core Competency Objectives Language Ability: Improve vocabulary recognition, sentence pattern application, listening information extraction, and oral expression accuracy and fluency on the topic of memory. Cultural Awareness: Understand that memory is a common human experience. Realize that different people have different memory strengths. Cultivate the awareness of valuing and cherishing memories. Thinking Quality: Through vocabulary classification, listening prediction, and oral expression activities, develop logical thinking, quick response ability, and simple problem analysis skills. Learning Ability: Master learning strategies such as “classification,” “predicting listening content,” and “key word extraction.” Improve autonomous learning and cooperative communication skills.
教学重点 Recognition, understanding, and use of core vocabulary about memory types and classifications. Skillful use of core sentence patterns to talk about memory experiences in simulated scenarios. Accurate extraction of key information (people, memory types, feelings) in listening tasks and table completion. Flexible use of learned vocabulary and sentence patterns in role plays with clear and coherent expression.
教学难点 Accurate classification and use of different types of memory vocabulary (e.g., study vs. life vs. moment). Quick capture of key information in listening tasks and accurate matching with table content, overcoming difficulties from speech speed and linking. Natural and coherent use of learned sentence patterns to express memory experiences and opinions in role plays, avoiding mechanical recitation.
教学策略与方法 PWP (Pre-Listening, While-Listening, Post-Listening), Communicative Approach.
教学环节 师生活动 调整与思考
复习导入 Step 1 Teacher Activities: 1. Guide students to observe the opening page picture and think about the big question: “How can we have a good memory ” Ask: “What are the people looking at What might be in their photos What methods do you use to keep memories ” 2. Brainstorm different types of things people remember. Show related pictures to assist. Pre-teach new vocabulary (numbers, words, rules, poems, events, dates, etc.). 3. Help students realize that the unit theme is about memory and how memory works. Student Activities: 1. Observe the picture, think about and answer questions. 2. Actively participate in brainstorming, share known memory types and experiences. 3. Follow the teacher to learn new vocabulary, try pronunciation and memorization. Assessment: 1. Assess students’ existing knowledge level about memory through their answers and sharing. 2. Monitor participation and encourage every student to speak.
新课讲授 Step 2 1a Which of the following are easy for you to remember Which are hard : T: Guide students to read the categories in 1a: Study (numbers, words, rules, speeches, poems, stories), Life (ages, dates, events), Moment (happiness, sadness, fear, surprise, anger, peace). Have students discuss in pairs and tick which are easy/hard for them. Invite students to share their choices. S: Read the categories, discuss with partners, tick choices. Share answers and give reasons. Assessment: Check students’ understanding and ability to self-reflect on their memory. 1b (Listening): T: Guide students to read instructions and clarify task requirements. Play the recording. Have students listen and complete the table. Teaching Tip: Remind students to take quick notes using abbreviations to focus on key information. S: Read task requirements. Listen to the recording, take notes, complete the table. Check answers as a class. Assessment: Check listening answers, calculate accuracy rate, explain common issues. 1c (Listening): T: Guide students to read the 1c table and understand the meaning. Play the recording again. Students fill in the specific memories people talk about. Students share answers, check as a class. Play the recording once more for consolidation. S: Read the table. Listen again, fill in information. Share answers, check and correct. Listen once more to consolidate understanding. Assessment: Evaluate students’ listening comprehension ability through answer checking. Monitor their use of listening strategies. Retell: T: Guide students to retell the memories people talked about based on the complete table. Give an example: “Teng Fei thinks numbers are easy to remember because he uses them every day in maths class.” S: Based on the table information, try to retell each person’s memory experiences. Assessment: Evaluate students’ language organization and oral expression. 1d (Oral Output): T: Students work in pairs. Discuss what is easy or hard for them to remember about study, life, and moments. Encourage students to add more details and reasons. Invite 1-2 groups to share. Other students give feedback. S: Work in pairs, discuss personal memory experiences. Try to add more details and reasons. Share on stage, listen to peer feedback. Assessment: Use “peer evaluation” to assess language accuracy, fluency, and expressiveness. Teacher gives affirmation and constructive suggestions.
课堂小结 Step 3 T: 1. Guide students to review the lesson content using a mind map: Core Vocabulary (memory types) → Core Sentence Patterns (talking about memory) → Listening Strategies (prediction, key word extraction, note-taking) → Oral Application (pair discussion). 2. Emphasize key points: accurate classification of memory types, sentence patterns for expressing memory experiences, and techniques for capturing key information in listening. 3. Ask students to share their learning gains: “What did you learn today What do you think is the most useful part ” S: 1. Follow the teacher to review knowledge points, organize the learning framework. 2. Listen carefully to the key points emphasized by the teacher, consolidate weak areas. 3. Actively share learning gains, reflect on the key points and difficulties of this lesson. Assessment: 1. Praise students who can clearly share their learning gains; guide and encourage those who are less complete. 2. Monitor students’ ability to organize the knowledge system and grasp the core content.
作业设计 基础性作业 (Basic): 1. Copy the core vocabulary of memory types (numbers, words, rules, speeches, poems, stories, ages, dates, events, happiness, sadness, etc.), 3 times each with Chinese meaning. 2. Review the 1b/1c table and write 3 sentences describing your own memory strengths using the sentence patterns learned. 实践性作业 (Practical): 1. Ask your family members what they find easy or hard to remember. Record their answers in English. 2. Observe your own memory for one day. Write down 3 things you remembered easily and 3 things you forgot, and think about why. 拓展性作业 (Extended): 1. Research different types of memory (e.g., short-term memory, long-term memory, visual memory, auditory memory). Write a short paragraph (50 words) in English about what you learned. 2. Create a “Memory Wheel” poster showing different categories of things people remember, using at least 8 vocabulary items from this lesson.
板书设计
教学反思
第II课时
授课人 班级 课型 Listening & Speaking 授课日期
教学 目标 Knowledge & Skills Objectives Vocabulary: Master core vocabulary: memory problems, memory solutions, recall, forget, go through, keep … in mind, mix up, run out of, etc. Accurately recognize, spell and use them. Sentence Patterns: Understand and use sentence patterns to discuss memory problems: “I have trouble remembering …” “I always forget …” “How can I remember … ” “You could try …” “I find that … is helpful.” Get initial perception of object clauses with question words. Listening: Understand conversations about memory problems and solutions, extract key information, and complete information sorting tasks. Speaking: Use target language to discuss personal memory problems and share solutions, achieving communicative functions. Core Competency Objectives Language Ability: Through listening and speaking activities, improve the communicative ability to describe memory problems and share memory strategies. Cultural Awareness: Understand that memory problems are common for everyone. Develop empathy and a willingness to help others with memory issues. Thinking Quality: Through sorting memory problem information and constructing solution sharing, cultivate logical thinking and reflective ability. Propose reasonable and targeted suggestions for different memory problems. Learning Ability: Through autonomous learning, group cooperation, and role-play activities, cultivate independent inquiry, cooperative communication, and language practice abilities.
教学 重点 Understanding and use of core vocabulary, phrases, and sentence patterns about memory problems and solutions. Extraction of key information about memory problems in listening. Using target language to complete role-play and simulated dialogue tasks.
教学 难点 Accurate use of target sentence patterns to describe different memory problems and give appropriate solutions. Initial perception of object clauses with question words and correct word order. Flexible use of learned language in authentic situations for natural and fluent communication about memory issues.
教学策略与方法 Task-based language learning, Communicative Approach.
教学 环节 师生活动 调整与思考
复习导入 Step 1 T: Quick review of Period 1 content through Q&A: “What types of things do people remember ” Show several pictures of common memory problems (forgetting names, losing keys, mixing up dates, etc.), guide students to discuss these situations. S: Answer questions, review previous knowledge. Observe pictures, discuss common memory problems. Assessment: Check students’ mastery of previous lesson through Q&A, adjust teaching pace as needed.
新课讲授 Step 2 Step 2a: T: Guide students to read the list of memory problems in 2a. Ensure understanding of each phrase. Have students check the problems they often experience and add 1-2 of their own. Invite students to share their choices. S: Read the list, check common problems. Add personal problems. Share choices and give reasons. Assessment: Monitor students’ vocabulary understanding and application ability. Step 2b: T: Play the recording. Students listen and complete the information matching task in 2b. Teaching Tip: Remind students to listen for key words like memory problems and suggested solutions. S: Listen to the recording, complete the matching task. Check answers. Assessment: Check listening comprehension and matching accuracy. Step 2c: T: Play the recording again. Students complete the missing information in the conversation. Guide students to notice the initial use of object clauses with question words (e.g., “I can’t remember where I put my keys.”). Check answers as a class, explain key sentence patterns. S: Listen again to complete the conversation. Pay attention to object clauses. Check answers, record key sentence patterns. Assessment: Evaluate students’ ability to identify details and understand sentence patterns. Step 2d (Role-play): T: Students work in pairs to role-play a conversation about memory problems and solutions. Encourage students to create new dialogues based on their own memory experiences. Invite 2-3 groups to present. Whole class gives feedback. S: Work in pairs, role-play the conversation. Try to create new dialogues using learned vocabulary and sentence patterns. Present on stage, listen to feedback. Assessment: Use “peer evaluation” to assess dialogue completeness, accuracy, and fluency.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) Core vocabulary: memory problems, solutions, recall, forget, go through, keep in mind, mix up, etc. (2) Core sentence patterns: describing memory problems (I have trouble remembering…), asking for help (How can I remember… ), giving suggestions (You could try…). (3) Grammar: initial perception of object clauses with question words. 2. Emphasize key points: using learned language to describe memory problems and share solutions. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of core knowledge through questioning. 2. Answer students’ questions in a timely manner.
作业 设计 基础性作业 (Basic): 1. Copy core vocabulary and phrases about memory problems and solutions, 3 times each. Memorize and dictate. 2. Complete the basic exercises in the workbook corresponding to 2a-2d. 实践性作业 (Practical): 1. Practice conversations about memory problems with classmates. Record a 1-minute audio or video. 2. Write down 3 memory problems you often have in English, and write 1 solution for each problem. 拓展性作业 (Extended): 1. Research more English expressions of memory strategies. Organize them into notes. 2. Try to write a short English conversation (6-8 sentences) about “helping a friend with a memory problem.”
板书 设计
教学反思
第 III课时
授课人 班级 课型 Dialogue 授课日期
教学目标 Knowledge & Skills Objectives Vocabulary: Master core vocabulary: happy memory, describe, recall, experience, view in your mind, recognize, address, password, etc. Accurately recognize, spell and use them. Sentence Patterns: Understand and use sentence patterns to describe a happy memory: “I remember when …” “I will never forget …” “What I remember most is …” “I can still recall …” Grammar: Master the use of object clauses with question words. Correctly use them to describe memories and express opinions. Reading & Speaking: Read and understand the dialogue about family memories, extract key information. Listen to related audio, do role plays. Use target language to describe a happy memory of your family. Core Competency Objectives Language Ability: Through reading, listening, and speaking activities, improve communicative ability to describe memories and share family experiences. Strengthen the ability to use object clauses with question words. Cultural Awareness: Understand the importance of family memories in different cultures. Develop an appreciation for cherishing happy moments with family. Thinking Quality: Through describing and organizing memory details, cultivate logical thinking and narrative ability. Structure personal memories in a clear and organized way. Learning Ability: Through autonomous learning, group cooperation, and role-play activities, cultivate independent inquiry, cooperative communication, and language practice abilities.
教学重点 Understanding and use of core vocabulary, phrases, and sentence patterns for describing memories. Use of object clauses with question words. Reading and understanding the dialogue, extracting key information; using target language for role-play and personal sharing.
教学难点 Accurate use of target sentence patterns to describe personal memories with rich details. Correct use of different question words in object clauses (what, when, where, how, who, why). Flexible use of learned language in authentic situations for natural and fluent storytelling about family memories.
教学策略与方法 Task-based language learning.
教学环节 师生活动 调整与思考
复习导入 新课讲授 Step 1 T: Quick review through Q&A: “What memory problems did we discuss yesterday ” Show a picture of a happy family moment. Guide students to discuss: “What happy memory do you have with your family Why is it special to you ” S: Answer questions, review previous knowledge. Observe the picture, discuss personal family memories. Assessment: Check students’ mastery through Q&A. Stimulate interest in the new lesson. Step 2 Step 3a: T: Guide students to read the 3a dialogue about a happy family memory. Ask: “What memory are they talking about Why is it special ” Have students discuss and share. Teach core vocabulary and expressions: recall, view in your mind, happy memory, etc. S: Read the dialogue, understand the content. Answer questions, discuss the topic. Learn new vocabulary, take notes. Assessment: Check students’ reading comprehension and vocabulary mastery. Step 3b: T: Guide students to read the dialogue again and complete a mind map or information sorting table about the memory described. Help students find key information: time, place, people, event, feelings, reasons why it’s special. S: Read again, complete information sorting. Find key information, fill in the table. Assessment: Evaluate students’ information extraction and summarization ability. Step 3c: T: Play the audio recording, guide students to follow along, paying attention to pronunciation and intonation. Have students role-play the dialogue. S: Follow the recording, imitate pronunciation and intonation. Work in pairs, role-play the dialogue. Assessment: Monitor students’ pronunciation, intonation, and fluency in role play. Step 3d: T: Divide students into groups. Guide them to share a happy memory of their own family using object clauses with question words. Remind students to use “I remember when …”, “What I remember most is …”, “I can still recall where …” etc. Demonstrate a sample. Invite groups to present. S: Work in groups, share a happy family memory. Use object clauses with question words to add details. Present on stage, listen to feedback. Assessment: Use “group evaluation” to assess content completeness, language accuracy, and emotional expression.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) Core vocabulary: happy memory, recall, view in your mind, recognize, etc. (2) Core sentence patterns: describing memories (I remember when…/What I remember most is…/I can still recall…). (3) Grammar: object clauses with question words. 2. Emphasize the emotional value of cherishing happy family memories. 3. Encourage students to share more memories with their families. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of core knowledge through questioning. 2. Answer students’ questions in a timely manner.
作业 设计 基础性作业 (Basic): 1. Copy core vocabulary and phrases, 3 times each and make a sentence with each. 2. Complete the 3b table in English, ensuring accurate information about the memory in the dialogue. 3. Make sentences with 3 core vocabulary items and 2 object clauses with question words. 实践性作业 (Practical): 1. Ask your parents or grandparents about a happy family memory they have. Write it down in English and share it in the next class. 2. Bring a photo of a happy family memory to class. Write 3-5 sentences describing the memory in English. 拓展性作业 (Extended): 1. Write a short passage (50-80 words) in English about your happiest family memory, using at least 3 object clauses with question words. 2. Create a “Memory Page” for your family album, including a short description of the memory in English.
板书 设计
教学反思
第 IV课时
授课人 班级 课型 Grammar 授课日期
教学目标 Knowledge & Skills Objectives Structure & Usage: Master the formation and usage of object clauses with question words (what, which, who, how, where, when, why, whether). Accurately use them to express opinions, describe memories, and ask questions. Word Order: Understand and master the declarative word order rule in object clauses with question words. Correctly fill in blanks and use them in sentences. Application: Use target grammar to complete dialogue creation and scenario simulation tasks on the topic of memory. Reading: Read short passages about memory, improving reading comprehension and language application ability. Core Competency Objectives Language Ability: Through grammar exercises and dialogue practice, improve the accuracy and flexibility of language use. Cultivate the ability to use language to solve problems in real contexts. Cultural Awareness: Understand the expression habits of asking and answering questions in different cultures. Enhance cross-cultural communication awareness. Thinking Quality: Through analyzing grammar rules and creating communicative scenarios, cultivate logical thinking, critical thinking, and innovative thinking. Learning Ability: Guide students to actively explore grammar rules. Master autonomous learning and cooperative learning methods. Strengthen the concept of enjoying learning and being good at learning.
教学重点 Usage of object clauses with question words (what, which, who, how, where, when, why, whether). Declarative word order rule in object prehensive use of grammar knowledge and communicative sentence patterns in memory-related communication scenarios.
教学难点 Differentiation and accurate use of different question words in object clauses. Word order in object clauses (main clause + question word + subject + predicate + other), avoiding interrogative word order. Flexible use of target grammar and sentence patterns in real, natural conversations and scenario performances.
教学策略与方法 Task-based language learning, Inductive Approach.
教学环节 师生活动 调整与思考
复习导入 Step 1 T: Show several sentences and ask students to observe and find common features: 1. I can’t remember where I put my keys. 2. Do you know why we forget things 3. I don’t know how memory works. 4. Can you tell me what we need to remember for the test Guide students to discover the “main clause + question word + subordinate clause” structure. Introduce the topic — object clauses with question words. S: Observe sentences, find common features. Try to summarize the structure. Clarify the learning objectives. Assessment: Assess students’ grammatical perception through observation and summarization.
新课讲授 Step 2 Grammar Discovery: T: Present the Grammar Focus table. Systematically explain the two types of object clauses: 1. Object clauses with that (stating facts/opinions) — review from Unit 3; 2. Object clauses with question words (what, which, who, how, where, when, why, whether). Emphasize the word order rule — object clauses must use declarative word order. Through contrastive exercises, help students feel the difference between direct questions and object clauses. S: Observe the table, listen to the plete contrastive exercises, understand the word order rule. Take notes, record key points. Assessment: Check students’ understanding of grammar rules through exercises and questioning. 4a: T: Guide students to complete the sentence combination exercise in 4a, combining two sentences using object clauses with question words. Show an example first, then have students work independently. Check answers as a class, explain common errors. S: Observe the plete the exercise independently. Check answers, correct errors. Assessment: Evaluate students’ mastery of object clause structure. 4b: T: Guide students to complete the dialogue completion exercise in 4b. Help students choose the correct question word according to the context. Check answers as a class, explain the choice of question words in specific contexts. S: Read the dialogue, complete the missing words. Check answers, understand the choice of question words in context. Assessment: Monitor students’ ability to use grammar knowledge in context. 4c: T: Guide students to complete the sentence rewriting exercise in 4c, changing direct questions to object clauses. Emphasize changes in word order and tense. Check answers as a class. S: Complete the rewriting exercise. Pay attention to word order changes. Check answers. Assessment: Evaluate students’ comprehensive application of object clauses. 4d: T: Organize students to work in pairs. Use object clauses with question words to ask and answer questions about “memory”. Provide sentence structure support: A: Can you tell me what … B: I don’t know how … A: Do you remember where … B: I can’t remember why … Invite several groups to present. S: Work in pairs, use object clauses with question words to ask and answer questions. Present on stage, listen to feedback. Assessment: Use “peer evaluation” to assess grammatical accuracy and dialogue fluency.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) Definition: a clause that serves as the object in a sentence. (2) Types: with that (facts/opinions); with question words (what, which, who, how, where, when, why, whether). (3) Word order: declarative word order (main clause + question word + subject + predicate + other). (4) Key difference: direct question uses interrogative word order, but object clause uses declarative word order. 2. Share a memory aid: “Object clauses with question words — keep the question word but change the word order to declarative.” 3. Emphasize the connection between this unit’s grammar (object clauses with question words) and Unit 3’s grammar (object clauses with that/if/whether). S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of core knowledge through questioning. 2. Answer students’ questions in a timely manner.
作业设计 基础性作业 (Basic): 1. Complete the corrections and extensions for 4a and 4b exercises. Create 2 additional sentences for each grammar point. 2. Memorize the sentences in Grammar Focus and core communicative sentence patterns. 3. Create 2 object clauses with question words about memory for each of the following: what, where, how, why. 实践性作业 (Practical): 1. Create a conversation about memory with a classmate. Record a 3-minute audio or video, using the grammar and sentence patterns learned in this lesson. 2. Ask your classmates about their memory strategies. Write down 3 questions and answers using object clauses with question words. 拓展性作业 (Extended): 1. Research more about how memory works. Write a short paragraph (50-80 words) using at least 5 object clauses with question words. 2. Read an article about memory improvement. Extract object clause examples, analyze their structure, and write a 50-word appreciation.
板书 设计
教学反思
第 V课时
授课人 班级 课型 Reading 授课日期
教学目标 Knowledge & Skills Objectives Vocabulary: Master core vocabulary and phrases: short-term memory, long-term memory, wear out your brain, divide … into, one-size-fits-all, technique, boost your memory, be likely to do, attend a lecture, retell a story, memorize a rule, etc. Sentence Patterns: Understand and use sentence patterns: “In general, …” “In addition, …” “It’s important to …” “One way to improve memory is …” “This is because …” Reading: Read an informative text about how to improve memory. Identify text structure, extract key information, complete 1b-1c tasks. Reading Strategies: Use reading strategies (skimming, scanning, identifying topic sentences) to improve reading efficiency. Core Competency Objectives Language Ability: Through reading activities, improve the ability to understand informative text information in real contexts. Master reading strategies for informative texts. Cultural Awareness: Understand the similarities and differences of memory improvement strategies. Develop an open learning attitude. Thinking Quality: Through sorting text information and analyzing article structure, cultivate logical thinking and critical thinking. Learn to summarize and generalize. Learning Ability: Through reading strategy training, master reading skills such as skimming, scanning, and identifying topic sentences. Improve autonomous learning ability.
教学重点 Understanding and use of core vocabulary, phrases, and sentence patterns about memory improvement. Use of reading strategies (skimming for main idea, scanning for details, identifying topic sentences). Understanding the text structure of informative texts and extracting key information.
教学难点 Efficient use of reading strategies to obtain information and understand the main idea and details. Understanding and using new vocabulary and phrases in context. Using information from reading for oral expression and discussion.
教学策略与方法 PWP (Pre-reading, While-reading, Post-reading), Task-based language learning.
教学环节 师生活动 调整与思考
复习导入 Step 1 T: Guide students to review what they have learned: “What memory problems did we discuss What methods do you use to remember things ” Show a mind map about “how to improve memory.” Guide students to think about which methods can help improve memory. S: Answer questions, review previous knowledge. Observe the mind map, think about ways to improve memory. Assessment: Activate students’ background knowledge through Q&A and discussion, preparing for reading.
新课讲授 Step 2 Pre-reading: T: Guide students to read the title and subtitle, predict the content of the article. Ask: “What do you think the article is about What tips might it give ” Guide students to predict the main idea based on the title. S: Read the title, predict the content. Share predictions. Assessment: Evaluate students’ prediction ability and use of reading strategies. While-reading: T: 1. First reading (skimming): Guide students to read quickly, verify predictions, and get the main idea. 2. Second reading (scanning): Guide students to find key information and specific memory improvement tips, complete 1b information matching or table filling. 3. Third reading (intensive reading): Guide students to focus on details and new vocabulary, complete 1c detail comprehension exercises. Teaching Tip: Guide students to notice topic sentences and transition words (in general, in addition, in part, etc.) to help understand text structure. S: Read quickly, verify predictions, get main idea. Scan, complete information matching/table filling. Read intensively, focus on details and new vocabulary, complete exercises. Assessment: Evaluate students’ reading ability through the completion of each reading task. Post-reading: T: 1. Guide students to discuss the memory improvement tips in the article. Ask: “Which tip do you find most useful Why ” 2. Organize group discussion: students share their own memory strategies, discuss which methods work for them. 3. Invite group representatives to share discussion results. S: Answer questions, express opinions. Group discussion, share memory strategies. Representatives speak, listen to others’ sharing. Assessment: Use “group evaluation” to assess depth of discussion and language accuracy.
课堂小结 Step 3 T: 1. Guide students to review core content: (1) Core vocabulary: short-term memory, long-term memory, wear out your brain, divide into, boost your memory, techniques, etc. (2) Reading strategies: skimming for main idea, scanning for details, identifying topic sentences. (3) Text structure: introduction-body-conclusion of informative texts. 2. Emphasize key points: efficient use of reading strategies to obtain information, understand informative text structure and content. S: 1. Follow the teacher to review core knowledge, organize the framework. 2. Record summary content, supplement notes. 3. Raise any remaining questions. Assessment: 1. Check students’ mastery of reading strategies through questioning. 2. Answer students’ questions in a timely manner.
作业 设计 基础性作业 (Basic): 1. Copy core vocabulary and phrases, 3 times each and make a sentence with each. 2. Read the text fluently and be able to retell the main idea. 3. Complete the basic exercises in the workbook corresponding to this lesson. 实践性作业 (Practical): 1. Introduce 2 memory improvement methods learned in class to your family, using vocabulary learned today. 2. Try one memory improvement method from the text for one day. Write a short reflection in English about how it worked. 拓展性作业 (Extended): 1. Research more memory improvement techniques. Write a short passage (50-80 words) in English introducing 2 new techniques. 2. Create a “Memory Tips” poster in English, with accurate content and illustrations.
板书 设计
教学反思
第 Ⅵ 课时
授课人 班级 课型 Vocabulary 授课日期
教学目标 Knowledge & Skills Objectives Word Formation: Master the derivative changes of core vocabulary (e.g., sad/sadness, discuss/discussion, effect/effective, full/fully, pronounce/pronunciation). Understand the meaning of suffixes (-ness, -tion, -ive, -ly). Confusable Words: Master the differentiation of easily confused words (e.g., recall vs. remember, memorize vs. learn, short-term vs. long-term, effect vs. affect). Application: Flexibly use unit vocabulary in conversations and plete 2a-2c exercises. Output: Use learned vocabulary for oral expression and written writing. Core Competency Objectives Language Ability: Through vocabulary learning and exercises, improve the accuracy and flexibility of vocabulary use. Expand vocabulary size. Thinking Quality: Through vocabulary classification, differentiation, and application, cultivate logical thinking and summarization ability. Learning Ability: Master vocabulary learning strategies (word root/affix method, contextual memory method, classification method). Improve autonomous vocabulary learning ability. Cultural Awareness: Through vocabulary learning, understand different expressions of memory concepts and expand international perspective.
教学重点 Derivative change rules of core vocabulary and differentiation of confusable words. Accurate use of vocabulary in context. Mastery and application of vocabulary learning strategies.
教学难点 Understanding and flexible application of derivative change rules. Accurate differentiation and use of confusable words in specific contexts. Applying learned vocabulary to real contexts for expression.
教学策略与方法 Task-based language learning, Inductive Approach.
教学环节 师生活动 调整与思考
新课讲授 Step 1 T: Quick review of unit vocabulary through Q&A. Show a vocabulary list, have students quickly say the Chinese meaning. Ask: “How many words can you think of related to memory ” Guide students to brainstorm. S: Quick response, review vocabulary. Brainstorm, recall more vocabulary about memory. Assessment: Check students’ vocabulary mastery through quick Q&A, preparing for the next step. Step 2 2a Vocabulary Classification: T: Guide students to complete the vocabulary classification exercise in 2a. Classify vocabulary into categories: “memory types,” “memory strategies,” “memory problems,” “feelings,” etc. Guide students to summarize word formation rules (e.g., -ness, -tion, -ly, -ful). Teaching Tip: Guide students to notice the meanings and usage of suffixes in memory-related vocabulary. S: Complete vocabulary classification. Summarize word formation rules, take notes. Share findings. Assessment: Evaluate students’ vocabulary classification ability and word formation rule summarization. 2b Vocabulary Differentiation: T: Guide students to complete the vocabulary differentiation exercise in 2b. Use example sentences to help students understand the differences between confusable words. Guide students to summarize key differentiation points. S: Complete vocabulary differentiation exercise. Understand differences between confusable words, record key points. Participate in summarization, share differentiation methods. Assessment: Monitor students’ ability to distinguish confusable words and use them accurately. 2c Text Completion: T: Guide students to complete the text completion exercise in 2c, using unit vocabulary to fill in the blanks. Students work independently first, then check with deskmates. Check answers as a class, explain key vocabulary usage. S: Complete the text completion exercise independently. Check with deskmates, correct each other. Check answers, record key vocabulary usage. Assessment: Evaluate students’ ability to use vocabulary in context. Extension Activity: T: Organize group work. Students write a short passage (about 80 words) about “my memory improvement strategies” using unit vocabulary. Provide a writing framework: introduction (present the memory challenge) → body (share 2-3 strategies) → conclusion (summarize the effect). Invite group representatives to share. S: Work in groups, write a short passage. Use learned vocabulary for expression. Share results, listen to feedback. Assessment: Use “group evaluation” to assess content completeness, vocabulary accuracy, and creativity.
课堂总结 Step 3 T: 1. Guide students to review the lesson content using a mind map: Vocabulary Classification (memory types/strategies/problems) → Word Formation (suffixes: -ness, -tion, -ly, -ful) → Confusable Word Differentiation → Vocabulary Application (context completion/short writing). 2. Emphasize key points: word formation rules and accurate vocabulary use. Briefly emphasize easily confused words again. 3. Ask students to share their learning gains and summarize vocabulary learning strategies. S: 1. Follow the teacher to review knowledge points, organize the learning framework. 2. Listen carefully to key points, consolidate weak areas. 3. Actively share learning gains, reflect on key points and difficulties. Assessment: 1. Praise students who can clearly share their learning gains; guide and encourage those who are less complete. 2. Monitor students’ ability to organize the knowledge system.
作业 基础性作业 (Basic): 1. Complete the remaining exercises for 2a-2c. 2. Copy key vocabulary (including derivatives and confusable words), 3 times each and make a sentence with each. 3. Use a mind map to summarize the key points of confusable word differentiation. 实践性作业 (Practical): 1. Introduce 2 memory strategies to your family, using vocabulary learned today. 2. Observe your own memory habits for a day. Record 3 memory-related scenarios in English, using 2-3 vocabulary items learned today for each scenario. 拓展性作业 (Extended): 1. Research more English suffixes (e.g., -ness, -tion, -ly, -ful, -ive). Accumulate 10 related derivative words. 2. Work in groups to write a short passage (about 80 words) about “effective memory techniques,” using at least 5 vocabulary items learned today.
板书 设计
教学反思
第 ⅥI 课时
授课人 班级 课型 Writing 授课日期
教学目标 Knowledge & Skills Objectives Comprehensive Use: Integrate all vocabulary, sentence patterns, and grammar learned in this unit to complete the 3a writing task — a diary entry about a memory challenge. Writing Structure: Master the writing structure of a diary entry. Organize articles following the “date-greeting-body-closing” structure. Model Writing: Follow the reading model to write a diary entry describing a personal memory challenge, the strategies used, and the outcome. Project: Work in groups to carry out a debate on “Do we need to memorize things ” or present memory improvement strategies. Core Competency Objectives Language Ability: Through writing activities, improve written expression ability and text organization ability. Express opinions accurately and coherently. Thinking Quality: Through writing conception and article structure organization, cultivate logical thinking and critical thinking. Learn to express opinions in an organized way. Cultural Awareness: Through sharing memory strategies, understand different learners’ memory methods. Cultivate the awareness of respecting differences and learning from each other. Learning Ability: Through writing strategy training, master the complete writing process: conception, drafting, revision, and finalization. Improve autonomous learning ability.
教学重点 Mastery and organization of diary entry writing prehensive use of unit vocabulary, sentence patterns, and grammar for writing. Design and implementation of the project debate or presentation.
教学难点 Using rich vocabulary and sentence patterns for written expression, with accurate language and substantial content. Correct use of object clauses with question words to express opinions and describe experiences in writing. Effective integration of learned knowledge in the Project, designing a reasonable debate argument or survey plan and presenting it clearly.
教学策略与方法 Process writing approach, Task-based language learning, Cooperative learning.
教学环节 师生活动 调整与思考
新课讲授 Step 1 T: Quick review of unit content through Q&A. Show the list of core vocabulary and sentence patterns. Ask: “What is the most useful memory strategy you’ve learned in this unit Why ” Guide students to discuss and share. Introduce the writing task: write a diary entry about a memory challenge. S: Answer questions, review unit content. Share learning gains. Clarify the writing task. Assessment: Check students’ comprehensive mastery through Q&A, preparing for the writing task. Step 2 Pre-writing (3a): T: Guide students to read the writing requirements and model in 3a. Analyze the structure and language features of the diary entry model. Guide students to analyze the “date → greeting → body (challenge → strategies → outcome) → closing” structure. Help students notice transition words, emotional expressions, and the use of object clauses with question words. S: Read the writing requirements and model. Analyze the model structure, record key writing points. Learn the use of transition words and object clauses. Assessment: Evaluate students’ model analysis ability and writing strategy mastery. While-writing (3b): T: Guide students to write their own diary entry about a memory challenge following the diary structure. Provide a writing scaffold: Date & Greeting → Body (describe the memory challenge → what strategies you tried → what the result was → how you felt) → Closing. Remind students to use vocabulary, sentence patterns, and object clauses with question words learned in this unit. Circulate and provide guidance. S: Write the diary entry following the model and scaffold. Use learned vocabulary, sentence patterns, and object clauses. Ask the teacher for help when encountering problems. Assessment: Through circulating, identify students’ writing difficulties in time and provide individual guidance. Post-writing (3c): T: Organize peer evaluation. Students exchange diary entries and give revision suggestions. Provide evaluation criteria: Content completeness (challenge, strategies, outcome, feelings), Language accuracy (vocabulary, grammar, sentence patterns), Structure clarity (diary format), Creativity (personal insights and expressions). Invite 2-3 students to present their entries. Whole class gives feedback. S: Exchange diary entries, do peer evaluation. Give revision suggestions based on evaluation criteria. Revise own entry. Present on stage, listen to feedback. Assessment: Use “peer evaluation” and “teacher evaluation” to assess writing outcomes. Project: T: Assign the Project task: Work in groups to prepare for a debate on “Do we need to memorize things ” or create a presentation on “How to improve memory.” Guide students to research arguments, organize their ideas, and prepare their presentation. Provide debate structure: opening statement → arguments → rebuttal → closing statement. Invite groups to present their debate or share their findings. S: Work in groups, research arguments for/against memorization. Organize ideas, prepare presentation. Present the debate or share findings. Assessment: Through group presentations, evaluate students’ cooperation ability, language application ability, and creative thinking.
课堂总结 Step 3 T: 1. Guide students to review the unit content and build a complete knowledge system: Core Vocabulary (memory types/strategies/problems) → Core Sentence Patterns (describing memories/asking for help/giving suggestions) → Core Grammar (object clauses with question words) → Reading Strategies (skimming/scanning/topic sentences) → Writing Skills (diary entry structure). 2. Emphasize the core meaning of “Our Memory”: understanding how memory works can help us become better learners. 3. Guide students to reflect on their learning process and gains. Encourage students to apply what they have learned to actual learning. S: 1. Follow the teacher to review the unit knowledge system, build a complete framework. 2. Reflect on own learning process and gains, identify weak areas and improvement directions. 3. Actively participate in class discussion, share learning experiences and insights. Assessment: 1. Praise students who can comprehensively and systematically summarize the unit knowledge. 2. Monitor students’ reflective ability, evaluate whether they can accurately identify their learning gains and shortcomings. 3. Understand students’ overall mastery through sharing, providing reference for subsequent teaching.
作业 基础性作业 (Basic): 1. Memorize the core vocabulary and sentence patterns of the unit. Use learned sentence patterns to describe a memory challenge (at least 3 sentences). 2. Revise the 3b diary entry carefully, ensuring accurate language expression. 实践性作业 (Practical): 1. Complete the debate or presentation with the group. Record the gains and feedback from the activity. 2. Try one new memory improvement strategy for the next week. Keep a simple diary in English about your progress. 拓展性作业 (Extended): 1. Write an English essay (80-100 words) discussing “Do we need to memorize things ” Express your own opinion with supporting arguments. 2. Research more about memory science. Write a short report (80-100 words) about one interesting fact about how memory works.
板书 设计
教学反思
设计说明（Design Notes）
本教学设计以《义务教育英语课程标准（2022年版）》为依据，以“核心素养”为导向，以“Our Memory”为主题，围绕“How can we have a good memory ”这一核心问题，设计了7个课时的教学方案。
设计理念 (Design Philosophy):
主题引领，整体设计 (Theme-led, Holistic Design): 以“记忆与记忆方法”为主题，贯穿整个单元，将语言学习与主题探究深度融合，引导学生在学习语言的同时，思考如何拥有好记性。
2. 素养导向，目标明确 (Competency-oriented, Clear Objectives): 以语言能力、文化意识、思维品质和学习能力四大核心素养为目标，设计层次清晰、可操作、可评价的教学目标。
3. 学为中心，活动驱动 (Learner-centered, Activity-driven): 以学生为主体，设计听说读写看等多种语言实践活动，让学生在真实语境中运用语言，实现“做中学、用中学”。
4. 教学评一体化 (Integration of Teaching, Learning, and Assessment): 将评价融入教学全过程，通过课堂观察、同伴互评、教师评价等多种方式，及时了解学生的学习情况，调整教学策略。
5. 分层作业，因材施教 (Differentiated Homework, Tailored Teaching): 设计基础性、实践性和拓展性三个层次的作业，满足不同层次学生的需求，促进每个学生的发展。
Notes:
教师可根据实际教学进度和学生情况，灵活调整课时安排和教学环节。
2. 建议充分利用多媒体资源，丰富教学内容和形式，激发学生的学习兴趣。
3. 建议加强小组合作学习，培养学生的合作能力和交际能力。
4. 建议注重过程性评价，关注学生的学习过程和进步，及时给予反馈和鼓励。

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