Unit 9 Learning-Lesson 3 The Secrets of Your Memory 教案-2025-2026学年高中英语北师大版必修第三册

Unit 9 Learning-Lesson 3 The Secrets of Your Memory 教学目标和重难点 教学目标 Language ability: Master key words and sentence patterns, improve reading and expression skills. Cultural awareness: Understand memory-related scientific knowledge across cultures. Thinking quality: Cultivate analytical and critical thinking. Learning ability: Master practical memory strategies for lifelong learning. 教学重难点 Key points: Grasp the text structure, master core vocabulary (e.g., memory, recall, consolidate) and sentence patterns about memory principles. Difficult points: Understand Ebbinghaus’ forgetting curve and apply memory strategies in daily study. 教学过程 Step 1: Warm-up and Lead-in The teacher starts the class with two interactive activities to arouse students’ interest and activate their prior knowledge about memory. First, the teacher asks two open questions: “Do you still remember your childhood events? What kind of childhood event do you still remember and why?” Then, invite 2-3 students to share their experiences, such as a happy moment with family or a memorable game with friends. After that, organize a memory game: show 10 random words (e.g., apple, book, guitar, mountain, sunset, friend, school, clock, flower, bike) on the screen for 30 seconds, then hide the words and ask students to write down as many words as they can in the right order. Finally, count the correct words of each student, praise the top performers, and lead to the topic: “Memory is very common in our daily life, but do you know how it works? Today we will explore The Secrets of Your Memory.” Design Intention: The warm-up activities combine personal experience sharing and interesting games, which can quickly attract students’ attention and arouse their enthusiasm for participation. Sharing childhood memories helps students connect the text with their real life, reducing the distance between the text and themselves. The memory game not only activates students’ prior knowledge about memory but also lays a foundation for understanding the subsequent content about memory principles and forgetting rules. It also creates a relaxed and active classroom atmosphere, laying a good foundation for the smooth development of the following teaching links. Step 2: Pre-reading In this link, the teacher focuses on helping students master key vocabulary and predict the text content, laying a foundation for efficient reading. First, the teacher presents the core vocabulary of the text through pictures, context and example sentences, including nouns (memory, secret, expert, digit, brain cell), verbs (recall, consolidate, publish, prove), and key phrases (have connections with, as a result, fix...in memory, according to). For example, when explaining “consolidate”, the teacher says: “If you review new words every day, you can consolidate your memory of them.” When explaining “photographic memory”, show a picture of a person recalling details clearly and explain it as “the ability to remember every detail of a picture, a book or an event many years later”. After explaining the vocabulary, ask students to read the words aloud twice to strengthen their memory. Then, guide students to predict the text content. The teacher shows the title “The Secrets of Your Memory” and the picture of memory expert Jemima Gryaznov, and asks: “What do you think the text will talk about? What secrets of memory may be mentioned?” Encourage students to put forward their guesses freely, such as “How does memory work?”, “Why do we forget things?”, “Can some people remember everything?” and so on. The teacher writes down students’ guesses on the blackboard, and tells students to check whether their guesses are correct during reading. Design Intention: Vocabulary is the foundation of English reading. By explaining core vocabulary in combination with context and examples, students can not only master the meaning of words but also know how to use them, avoiding mechanical memorization. Predicting the text content before reading can activate students’ thinking, stimulate their desire to explore, and help them form a preliminary framework of the text, which is conducive to improving reading efficiency and accuracy. At the same time, it cultivates students’ ability to infer and predict information based on clues such as titles and pictures, which is an important part of improving their learning ability. Step 3: While-reading This link is divided into three parts: fast reading, careful reading and deep reading, which guides students to understand the text from shallow to deep, and gradually improve their reading ability and thinking quality. Fast Reading Ask students to read the text quickly, and complete two tasks: first, determine the genre of the text; second, find out the main content of the text and the four questions about memory mentioned in the text. After reading, invite students to share their answers. The teacher summarizes: The text is an exposition in the form of question and answer, where memory expert Jemima Gryaznov answers four common questions about memory, including why we can remember childhood events but not recent ones, whether photographic memory exists, why we forget new words, and whether teenagers’ memory is getting worse. Design Intention: Fast reading aims to train students’ ability to obtain key information quickly. By completing the two tasks, students can grasp the genre and main content of the text in a short time, form an overall understanding of the text, and lay a foundation for careful reading. At the same time, it helps students master the reading skill of skimming, which is very practical in daily English learning. Careful Reading Divide students into 4 groups, and assign each group a question in the text to study in depth. Each group reads the corresponding part carefully, finds the key information to answer the question, and sorts out the logical relationship of the content. The specific tasks are as follows: Group 1: Why can we remember events in childhood but not what happened last week? Group 2: Do some people really have a photographic memory? Group 3: Why do we forget the new words we learnt yesterday? Group 4: Is teenagers’ memory getting worse? During the group discussion, the teacher walks around the classroom, observes students’ discussion situation, and provides guidance when necessary. For example, if students have difficulty finding key information, the teacher can prompt them to pay attention to signal words such as “because”, “also”, “as a result”, “according to”. After the discussion, each group sends a representative to share their answers. The teacher corrects and supplements, and sorts out the key points of each part: For Group 1, the reasons are strong emotional connections of childhood events and repeated retelling; For Group 2, no one has proved the existence of real photographic memory, but some people have amazing memories, such as Daniel Tammet and Stephen Wiltshire; For Group 3, it is natural and related to Ebbinghaus’ forgetting curve, and timely review can help remember; For Group 4, teenagers’ memory is not getting worse, because memory reaches full power at 25. After the group sharing, the teacher guides students to sort out the text structure: the text adopts the structure of “question + answer”, and each question is followed by a detailed explanation, including facts, examples and suggestions, which makes the text logical and easy to understand. Design Intention: Careful reading is the key link to help students understand the details of the text. By grouping discussion, students can communicate and cooperate with each other, share their ideas, and improve their ability of cooperation and communication. Assigning different tasks to each group can make students focus on the key content, avoid blind reading, and improve reading efficiency. The teacher’s guidance can help students solve difficulties in time, ensure that students grasp the key information of each part, and lay a foundation for deep reading. Sorting out the text structure helps students understand the logical relationship of the text and cultivate their ability of logical thinking. Deep Reading On the basis of careful reading, the teacher guides students to conduct in-depth exploration and cultivate their critical thinking and analytical ability. The teacher puts forward the following questions: 1. What writing methods does the author use to convince readers? 2. Do you agree with the author’s views on memory? Why or why not? 3. What can we learn from the text to improve our memory? First, guide students to analyze the writing methods. Through discussion, students can find that the author uses examples (Daniel Tammet and Stephen Wiltshire), scientific facts (Ebbinghaus’ forgetting curve), and question-and-answer structure to make the content more persuasive and easy to understand. Then, encourage students to express their own views on the author’s views. For example, some students may think that the author’s view on childhood memories is correct because their own childhood memories are also full of emotions; some students may question whether there is really no photographic memory, and the teacher can guide students to think from a scientific perspective and emphasize that the text mentions “no one has proved it”, which reflects the rigor of scientific research. Finally, guide students to summarize the memory strategies mentioned in the text, such as timely review, repeated retelling, and establishing emotional connections with the content to be remembered. Design Intention: Deep reading aims to guide students to go beyond the surface of the text, analyze the writing methods and author’s views, and express their own opinions, so as to cultivate their critical thinking and analytical ability. Asking students to summarize memory strategies can connect the text content with their own learning, realize the transfer and application of knowledge, and lay a foundation for the subsequent post-reading link. At the same time, it helps students understand the rigor and persuasiveness of expository writing, improving their language ability and thinking quality. Step 4: Post-reading This link focuses on consolidating the text content, applying the learned knowledge, and improving students’ language expression ability and learning ability. It is divided into two activities: language practice and group discussion. Language Practice The teacher designs two exercises to help students consolidate the key vocabulary and sentence patterns learned in the text. Exercise 1: Fill in the blanks with the correct form of the given words (memory, recall, consolidate, publish, prove). 1. He tried his best to ______ the happy moments with his family. 2. The scientist ______ a new book about memory last year. 3. It has been ______ that timely review can improve memory. 4. We need to ______ our knowledge through practice every day. 5. Childhood ______ are often very precious to everyone. Exercise 2: Translate the following sentences into English using the key phrases learned. 1. 他的成功与他的努力有密切联系。(have connections with) 2. 她每天复习单词，以便巩固记忆。(consolidate one’s memory) 3. 结果，他记住了所有的知识点。(as a result) 4. 根据这项研究，青少年的记忆力正在发展中。(according to) Ask students to complete the exercises independently, then check the answers together, and explain the common mistakes. For example, remind students of the correct form of verbs (such as the past tense of “publish” is “published”) and the correct use of phrases (such as “have connections with” is followed by nouns or pronouns). After that, ask students to read the completed sentences aloud to strengthen their memory and application of vocabulary and sentence patterns. Design Intention: Language practice is an important link to consolidate the learned knowledge. By filling in the blanks and translation exercises, students can further master the use of key vocabulary and sentence patterns, avoid mechanical memorization, and improve their language application ability. Checking answers together and explaining mistakes can help students find their own deficiencies in time, correct their mistakes, and deepen their understanding of knowledge. Group Discussion Organize students to carry out group discussion with the topic: “How can we apply the memory strategies learned in the text to our English study?” Divide students into groups of 4-5, and ask each group to discuss and summarize 3-4 practical methods. During the discussion, the teacher guides students to combine their own English learning experience, such as how to remember new words, how to review texts, how to remember grammar rules, etc. For example, students may put forward: review new words in time after class, retell the text content to consolidate memory, connect new words with interesting stories to establish emotional connections, etc. After the discussion, each group sends a representative to share their methods, and the teacher comments and supplements, encouraging students to apply these methods to their daily English study. Finally, the teacher summarizes: The memory strategies mentioned in the text are not only applicable to English study but also to other subjects. We should combine our own actual situation, choose suitable memory methods, and improve our learning efficiency. Design Intention: Group discussion connects the text content with students’ actual learning, realizes the transfer and application of knowledge, and helps students apply the learned memory strategies to English study, improving their learning ability. Through discussion and sharing, students can learn from each other’s experience, broaden their thinking, and improve their ability of cooperation and communication. The teacher’s summary helps students clarify the practical significance of the text content, stimulate their enthusiasm for applying memory strategies, and lay a foundation for lifelong learning. Step 5: Summary and Homework Summary The teacher invites students to summarize the key content of this class, including the main content of the text, core vocabulary, key sentence patterns and memory strategies. Then the teacher makes a final summary: In this class, we learned about four common questions about memory and their answers, mastered key vocabulary and sentence patterns related to memory, and understood practical memory strategies. We should not only remember the knowledge in the text but also apply these memory strategies to our daily study and life, improve our learning efficiency, and develop good learning habits. Design Intention: Letting students summarize the class content can help them sort out the knowledge learned in this class, strengthen their memory, and improve their ability of induction and summary. The teacher’s final summary can help students clarify the key points of the class, deepen their understanding of the text content, and guide students to apply the learned knowledge to practice, realizing the teaching goal of “learning for use”. Homework Assign three levels of homework to meet the needs of different students: 1. Basic homework: Copy the core vocabulary and key sentence patterns of the text, and read the text aloud for 15 minutes every day to consolidate the basic knowledge. 2. Intermediate homework: Write a short passage of 80-100 words about “How I Improve My Memory”, using the vocabulary and sentence patterns learned in this class and the memory strategies summarized in the discussion. 3. Advanced homework: Surf the Internet to find more scientific knowledge about memory, and write a short report of 120-150 words to share with the class in the next class. Design Intention: Designing hierarchical homework can meet the learning needs of different students. Basic homework helps students consolidate the basic knowledge of the text; intermediate homework helps students improve their writing ability and apply the learned knowledge; advanced homework encourages students to expand their knowledge, cultivate their ability of independent inquiry and information collection, and improve their learning ability. At the same time, it lays a foundation for the next class’s sharing activity, promoting the continuous development of teaching. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $