Unit 4 Our Memory （单元整体表格式教案） 2026-2027学年人教版（2024）英语九年级上册

这是一份Unit 4 Our Memory （单元整体表格式教案） 2026-2027学年人教版（2024）英语九年级上册，共11页。
Section A (1a-1f) 一、Teaching ObjectivesIn 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 AdviceLead-inPre-listeningWhile-listeningPost-listeningTeaching Reflection第二课时Section A (2a-2d) 一、Teaching ObjectivesIn this class, students will：1. listen for specific details to identify the questions students asked and complete ProfessorGreen'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 AdviceLead-inPre-listeningWhile-listeningPost-listeningTeaching Reflection第三课时Section A (3a-3d) 一、Teaching ObjectivesIn 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 ofhappy memories.3. share a personal happy family memory using descriptive details.二、Teaching AdviceLead-inPre-readingWhile-readingPost-readingTeaching Reflection第四课时Section A (4a-4c) 一、Teaching ObjectivesIn 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 AdviceLead-inExplore the GrammarGrammar RulesGrammar ExercisesTeaching Reflection第五课时Section B(1a-1e)&Vocabulary in Use 一、Teaching ObjectivesIn 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 personalizedmemory improvement plan.二、Teaching AdviceLead-inPre-readingWhile-readingPost-readingVocabulary in UseTeaching Reflection第六课时Section B(3a-3c) 一、Teaching ObjectivesIn 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 AdviceLead-inPre-writingWhile-writingPost-writingTeaching ReflectionLook and Share1. Have students look at the theme picture on the opening page and think about the questions onPage 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.1a1. 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 inpairs. Students can be encouraged to add more details for each column.3. Invite some students to share their answers.1b1. 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.1c1. Ask students to read the sentences in lc and understand the meanings. Students can beencouraged 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 pointsif needed.1d1. 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.1e1. 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 ScriptsPresent the listening script and guide students to pay attention to the target vocabularyand expressions. Explain the language points if necessary.1f1. 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 andsentence patterns as language support. The teacher can also share his/her opinions firstto set an example for students.SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite the language points and useful expressions on the blackboard.In this lesson,students actively engaged in listening tasks and effectively identified details.Pairwork 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.2a1. Ask students to recall the lecture Billy mentioned in the last class,and invite 2-3 students toshare what they think the lecture might cover.2. Have students look at the questions in 2a and brainstorm 1-2 questions they want toask Professor Green about memory.3. Invite some students to share their questions and briefly discuss them as a class.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 thencompare their predictions in pairs.2b1. 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 correctanswers with the whole class.2c1. Ask students to read Professor Green's incomplete answers in 2c and try to fill in theblanks based on their memory.2. Play the recording again and have students complete the sentences. Invite students toshare 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 Scripts1. Distribute the listening script and guide students to underline target vocabulary andexpressions.2. Explain any remaining language points and have students practise reading the script in pairs.2d1. 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“Weshould put our brains to good use because ...”.3. Give groups 8-10 minutes to discuss,and then invite 2-3 groups to share their ideaswith the class.4. Summarize the effective memory strategies mentioned and encourage students to applythem in daily study.Extended Post-listening Activity1. Ask students to create a personal“Memory Toolkit”poster or notes, using the strategies fromProfessor 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 add1-2 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 nextclass , reinforcing the lesson's theme of using science-backed strategies to improve memory.SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite useful expressions and important language points on the blackboard.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.Look and Say1. Start with a quick warm-up:Ask students: Have you ever noticed an older family memberforgetting small things?How did you feel?2.Invite 2-3 students to share their experiences ,and then introduce the lesson's theme.Predict1. 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.3a1. Have students read the conversation and complete the table, noting what Rick's grandma andChen 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.3b1. Ask students to reread Chen Jie's line: Instead o f what he forgets , I keep in mind whathe remembers.2. Have pairs discuss:What does this mean? How can this idea help us care for familymembers 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.3c1. Play the recording of the conversation,and ask students to listen for how emotions areshown through stressed words (e.g. so sad,sweet,right).2. Have students mark the stressed words in their textbooks,and then practise reading theconversation 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 tocomment on how well they conveyed the emotions.3d1. 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 peersto ask follow-up questions (e.g. How did you feel in that moment?).ReflectionRick feels sad because his grandma forgets his name,but she still remembers to savecookies 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.”Howcan 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 canwe do to create more happy memories with our loved ones, especially older family members?SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite useful expressions and language points on the blackboard.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 meaningfuldiscussions about intergenerational care and the value of happy memories, with many students sharing personal stories that demonstrated empathy and emotional growth.Look and SayWarm-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.4a1. 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 theirfindings with the class.3. Highlight key observations on the board.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.4b1. 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.4c1. 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.SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite the grammar rules on the blackboard.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.1a1.Warm-up Discussion:Ask students:What memory techniques do you use when studying fortests 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.Predict1.Show the title “How to Boost Your Memory”and ask students to predict:What kindsof 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 informationthey need to find while reading.Skim ReadingAsk students to read the text quickly and find out what the text is mainly about.1b1. 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 Reading1c1. Distribute the lc task and ask students to classify the four tasks into short-term (S) orlong-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.1d1. 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 Analysis1. 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/Stayhealthy) with supporting details.Para 7:Conclusion (encourages trying different techniques).2. Discuss the genre:This is an explanatory/advice article (expository writing) that usesclear , 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 tofind more examples in the text.1e1. 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 shareunique techniques.3.Invite 2-3 groups to share their best techniques with the class.2a1. 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.2b1. 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 andthe meaning of each sentence,4.Go over the answers as a class ,explaining the word form choices.2c1. 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?SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite the useful expressions and language points on the blackboard.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.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 hadexactly this problem with remembering speeches. We'll see how he solved it ,and thencreate our own plan and diary entry to beat our own memory challenges.3a1. 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.3b1. 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 methodsmore specific.3c1. Provide sentence frames to support drafting.2. Students draft their diary entries independently, using the plan and frames as a guide.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 anddetail.3.Share&.Celebrate: Invite 2-3 students to read their revised diary entries aloud, andhighlight effective strategies and the strong writing.SummaryAsk students to summarize what they have learned in this lesson.Blackboard DesignWrite the checklist on the black board.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 someneeded more guidance on making methods specific.