Unit 4 Our Memory教案 2026-2027学年人教版九年级英语上册

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第五课时Section B(1a-1e)&Vocabulary in Use 一、Teaching Objectives In 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 personalized memory improvement plan.二、Teaching Advice Lead-in Pre-reading While-reading Post-reading Vocabulary in Use Teaching Reflection 1a 1.Warm-up Discussion:Ask students:What memory techniques do you use when studying for tests 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.Predict 1.Show the title “How to Boost Your Memory”and ask students to predict:What kinds of 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 information they need to find while reading.Skim Reading Ask students to read the text quickly and find out what the text is mainly about. 1b 1. 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 Reading 1c 1. Distribute the lc task and ask students to classify the four tasks into short-term (S) or long-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. 1d 1. 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 Analysis 1. 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/Stay healthy) with supporting details. Para 7:Conclusion (encourages trying different techniques). 2. Discuss the genre:This is an explanatory/advice article (expository writing) that uses clear , 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 to find more examples in the text.1e 1. 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 share unique techniques. 3.Invite 2-3 groups to share their best techniques with the class.2a 1. 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. 2b 1. 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 and the meaning of each sentence, 4.Go over the answers as a class ,explaining the word form choices. 2c 1. 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?Summary Ask students to summarize what they have learned in this lesson. Homework Finish the related exercises in the books produced by Youyi. Blackboard Design Write 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.