Unit 7 The secret of memory Section 1 Experiencing and understanding language Listening 教学设计2025-2026学年沪教版（2024）八年级英语上册

该初中英语教学设计聚焦“记忆的秘密”主题，核心围绕记忆类型（图像、数字、单词）、记忆技巧（视觉游戏、数字分组等）及条件句（if/unless）展开。课堂导入通过展示记忆困扰图片，引导学生分享自身记忆问题，激活兴趣并搭建情境支架，自然衔接听前预测、听中测试体验与技巧学习。 资料特色在于主题贴近学生生活且任务驱动性强，听中让学生参与图像记忆、数字听写等真实测试，提升语言理解能力；听后小组讨论如何用技巧学习英语词汇，培养思维品质；语法教学融入记忆策略，如用if句表达“多练视觉游戏能提升视觉记忆”，夯实语言能力并强化学习能力，助力教师高效教学，学生学以致用。

Unit 7 The secret of memory-Section 1 Experiencing and understanding language-Listening This listening section in Unit 7 “The secret of memory” is designed to enhance students' listening skills while exploring the topic of memory. The listening materials consist of a memory test that focuses on three types of memory: memory for images, numbers, and words. Through this test, students will not only practice their listening comprehension but also gain insights into different memory types and techniques to improve them. The content is presented in a way that first engages students with a prediction activity related to the memory test. Then, they will listen to the test instructions and the actual test items, followed by post - listening discussions on memory techniques and how they can be applied in real - life learning situations. 教学目标 Students will be able to understand the main idea of the listening passage about the memory test, including the different types of memory being tested (images, numbers, words). Learn various memory techniques mentioned in the listening, such as using visual games to improve visual memory, grouping numbers to remember them more easily, and dealing with words with similar sounds. Master the usage of conditional clauses (if and unless) as they are used in the context of discussing memory improvement strategies. 教学重难点 Helping students accurately understand the details of the memory test in the listening material, such as the specific requirements of each test (for images, numbers, and words). Guiding students to master and remember the memory techniques introduced, and being able to explain them in their own words. Teaching students how to use conditional clauses correctly when expressing memory - improvement strategies. 1 Memory - related Vocabulary Visual memory: the ability to remember pictures, shapes, etc. Memory techniques: methods used to improve memory, such as visual games, grouping numbers. 2 Conditional Clauses If - clause: used to express a condition and its result. For example, “If we practise visual games more often, we will have better visual memory.” Unless - clause: means “if... not”. For example, “It is harder to remember words with similar sounds. Unless you put in extra effort to memorize them...” 3 Memory - related Expressions “put... into smaller groups” (for numbers): to break down a series of numbers into more manageable parts for better memory. 教学过程 1 Lead - in (5 minutes) Greet the students and start the class. Show some pictures on the PPT, such as a picture of a person looking at a complex diagram and a picture of a student struggling to remember a long list of numbers. Then ask the students: “What do you think these people are doing? Do you sometimes have problems with your memory, like forgetting things easily? Share some of your experiences.” Encourage several students to share their stories. This activity aims to arouse students' interest in the topic of memory and create a relevant context for the upcoming listening. 2 Pre - listening (10 minutes) Present the title of the listening passage “Memory Test” on the PPT. Let students look at the pictures or any related information provided in the textbook on this page. Ask them to predict what the listening might be about. For example, ask: “Based on what you see, do you think the memory test will focus on words, numbers, or something else? Why do you think so?” Guide students to have a brief discussion in pairs and then invite some pairs to share their predictions. Explain some key words and phrases related to the listening, such as “visual memory”, “memory techniques”. Write them on the blackboard and briefly explain their meanings. For example, “Visual memory is the ability to remember pictures, shapes, and so on. And memory techniques are methods we use to help us remember things better.” Teach students some pre - listening strategies, such as reading the questions before listening to get an idea of what to listen for, and looking for key words in the questions. Give an example: “If the question is ‘What is the first test in the memory test?’, the key words are ‘first test’ and ‘memory test’.” 3 While - listening (15 minutes) Play the recording of the memory test instructions for the first time. Students listen carefully without taking notes. After the first play, ask some general questions to check their overall understanding, such as “What are the three things that the memory test will test?” (Answer: Images, numbers, and words.) Play the recording again, this time for the actual memory test items. For the image part, students look at the relevant pictures in the textbook and listen to the instructions on what to do. They are required to try to remember the details of the images as instructed. For the number part, play the numbers once, and students listen and try to write down the numbers they hear. Do the same for the word part. After the second play, give students a few minutes to compare their answers with their partners. Encourage them to discuss any differences. Play the recording for the third time, this time focusing on the part where the memory techniques are introduced. Students listen carefully and take notes on the memory techniques mentioned, such as “If we practise visual games more often, we will have better visual memory.” and “We will remember numbers more easily if we put them into smaller groups.” 4 Post - listening (10 minutes) Organize a class discussion. Ask students: “What did you find most difficult in this memory test? Why?” Invite several students to share their thoughts. Then, based on the memory techniques they learned, ask: “How can we use these techniques to improve our memory in our daily study, for example, when learning English vocabulary or math formulas?” Divide students into small groups of 4 - 5 to discuss this question. Each group chooses a representative to report their discussion results to the class. Focus on the grammar part, the conditional clauses. Write some sentences from the listening material that contain “if” and “unless” clauses on the blackboard, such as “If we stay up late, we will be very tired the next day, and it will be more difficult to pay attention in class.” and “Unless you put in extra effort to memorize them, it is harder to remember words with similar sounds.” Explain the structure and usage of these two types of conditional clauses. Then give students some simple exercises, like filling in the blanks with the correct form of the verbs in the conditional clauses. For example: “If he ______ (study) hard, he will get good grades.” (Answer: studies) 5 Summary and Homework (5 minutes) Summarize the key points of this class, including the different types of memory tested, the memory techniques learned, and the usage of conditional clauses. Write the key points on the blackboard for students to copy down. Assign homework: Ask students to write a short passage about one memory technique they think is most useful to them, explaining why they think so and how they will apply it in their study. Encourage students to practice one of the memory techniques they learned, such as doing a visual memory game at home or trying to group numbers when memorizing phone numbers or other numerical information. 教学反思 After the class, it is necessary to reflect on the teaching process. First, in terms of the lead - in, students seemed quite engaged when sharing their memory - related experiences. However, more time could have been allocated to this part to fully activate their prior knowledge and make the transition to the listening more natural. During the pre - listening stage, most students were able to make reasonable predictions, but some students still had difficulty grasping the pre - listening strategies, such as identifying key words accurately. In future classes, more practice in this aspect should be provided. In the while - listening part, some students had trouble keeping up with the fast - paced numbers and words in the test. Maybe in the next teaching, it would be better to play the relevant parts of the recording a bit slower or give students more guidance on how to quickly record information. For the post - listening discussion, students actively participated in sharing their ideas on applying memory techniques. But in the grammar teaching of conditional clauses, some students still showed confusion in understanding the differences between “if” and “unless” clauses. More real - life examples and exercises are needed to reinforce this knowledge point. Overall, through this class, students have gained a better understanding of memory and related English knowledge. But there are still areas that need improvement in the teaching method and content arrangement to better meet the learning needs of students. 2 / 37 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$