Unit 4 Our Memory Section A 2a-2d课件 2026-2027学年人教版九年级英语上册

该初中英语课件围绕“记忆”主题，聚焦记忆问题及解决方法，通过易混淆单词对比导入，结合思维导图、逻辑链图片引导学生讨论记忆方法，搭建从生活经验到Green教授讲座理论知识的学习支架，帮助衔接新旧知识。 其亮点在于以听力任务分层训练语言能力，通过听辨问题、补全建议培养信息提取能力，小组讨论结合自身经验提出“科学用脑”建议提升思维品质，分层作业（必做跟读、选做口语视频）促进学习能力发展。学生能在实践中运用词汇句型，教师可借助结构化资源提升教学效率。

Behold the human brain, its lumpy landscape, visibly split into a left and right side. This structure has inspired one of the most pervasive ideas about the brain, that the left side controls logic and the right creativity. And yet this is a myth unsupported by scientific evidence. So how did this misleading idea come about? And what does IT get wrong? It's true that the brain has a right in the left side. This is most apparent with the outer layer or the cortex. Internal regions like the stroke item, hypothalamus, filament and brain appear to be made from continuous tissue, but in fact, they're also organized with left and right sides. The left in the right sides of the brain do control different body functions such as movement and sight. The brain's right side controls the motion of the left ARM and leg, and vice versa. The visual system is even more complex. Each I has a left and right visual field. Both left visual fields are sent to the right side of the brain, and both right fields are sent to the left side, so the brain uses both sides to make a complete image of the world. Scientists don't know for sure why we have that crossing over. One theory is that began soon after animals developed more complex nervous systems because I gave the survival advantage of quicker reflexes. If an animal sees a predator coming from its left side, it's best off escaping to the right. So we can say that vision and movement control are two systems that rely on this left right structure. But problems arise when we also extend that idea to logic and creativity. This misconception began in the mid eighteen hundreds when two neurologists, broker and warney, examined patients who had problems communicating due to injuries. The researchers found damage to the patients left temporal loads, so they suggested that language is controlled by the left side of the brain that captured the popular imagination. Author robbert Lewis Stevenson then introduced the idea of a logical left hemisphere competing with an emotional right hemisphere represented by his characters doctor, jackal and mr. hide. But this idea didn't hold up when doctors and scientists examined patients who were missing a hemisphere here or had their two hemispheres separated. These patients showed a complete range of behaviors, both logical and creative. Later research showed that one side of the brain is more active than the other. For some functions, language is more localized to the left and attention to the right. So one side of the brain may do more work, but this varies by system rather than by person. There isn't any evidence to suggest that individuals have dominant size of the brain, or to support the idea of a left right split between logic and creativity. Some people may be particularly logical or creative, but that has nothing to do with the size of their brains, and even the idea of a logic and creativity being at odds with each other doesn't hold up well. Solving complex math problems requires inspired creativity, and many viBrant works of art have intricate logical frameworks. Almost every feet of creativity and logic Carries the mark of the whole brain, functioning as one. 云梯学校“教学评一体化”教学设计 课 题 Unit 4 Our Memory Section A (2a-2d) 目标分析 课标要求 · 能听懂关于科学现象的简短对话，获取细节信息；能用所学句型（如 Why don't you...? / You could...）就学习方法提出建议。 · 了解科学用脑的重要性，培养积极健康的学习习惯。 · 通过分析问题（如单词混淆）提出合理的解决策略。 教材分析 What：语篇为学生对 Green 教授提问及教授的回答，探讨记忆的奥秘和科学用脑的方法。 How：对话体裁，逻辑清晰（提问-解答），包含核心短语（link...with..., pay attention to...）和语法（Why引导的建议句）。 Why：引导学生将科学用脑的方法迁移到自身学习中，解决实际问题。 学情分析 已知基础：学生已掌握基本的听力技巧，熟悉提建议的简单句型，对“记忆”话题感兴趣。 潜在难点：听力中可能出现的新词汇（如 linking, mixed up）；在口语输出时，难以灵活运用目标语言结合自身经历给出具体建议。 教学目标 通过本节课学习，学生能够： 1.听懂并识别关于记忆的四个核心问题；能提取 Green 教授给出的三条具体建议。 2. 准确朗读并运用目标词汇（link, connect, pay attention to）和句型（Why don't you...?）。 3. 在小组讨论中结合自身学习经验，就“如何科学用脑”提出个性化建议。 教学重点 1. 听懂并获取对话中的关键细节信息（2b, 2c）。 2. 掌握核心短语 link...with..., pay attention to..., create a picture in mind。 3. 熟练运用 Why don't you...? / You could...提出建议。 教学难点 1. 听力中快速捕捉并拼写较长短语（如 put our brains to good use）。 2. 在开放性的 2d 讨论中，做到语言连贯、逻辑清晰且建议切实可行。 教学准备 多媒体课件（含听力音频、图片） 教法策略 任务型教学法（Task-based）、PWP 阅读模式、合作学习（Cooperative Learning）。 课时安排 1 课时 教学过程 教学步骤 教师活动 学生活动 评价 设计意图 Step 1 Lead-in 1. 展示两组对比图片： 提问引导互动：Which way helps you remember things better? Why? 2. 引出本课主题：Today we'll learn how our brain works and how to improve memory from Professor Green. 1. 观察图片，结合自身体验用简单英文或中文分享看法； 2. 初步感知“科学用脑”话题，进入学习语境。 课堂观察： 主动参与互动，说出1-2个相关表达。 激活已有认知，关联生活经验，自然引入主题，激发学习兴趣。 Step 2 Pre-listening 1. 呈现2b四个问题，带读新词（linking, mixed up, stable），结合图片讲解词义； 2. 引导学生观察教材大脑插图，提问：What questions will students ask Professor Green? Guess and match in 2b. 1. 跟读新词，掌握正确发音，理解词义； 2. 结合插图与常识预测对话内容，完成2b匹配任务。 提问反馈： 能正确认读新词； 预测符合对话逻辑。 扫清听力词汇障碍，渗透听前预测策略，降低听力难度。 Step 3 While-listening Task 1（2b）：播放第一遍听力，引导学生抓主旨，勾选学生实际提出的问题。 Task 2（2c）：播放第二遍听力，引导学生关注细节，完成填空。 难点讲解：梳理link...with... pay attention to doing be stored in等核心结构，带读重点句型。 1. 第一遍听：专注捕捉核心问题，独立完成2b勾选； 2. 第二遍听：记录关键词，完成2c填空，同桌核对答案； 3. 标记不理解的表达，听讲消化知识点。 巡视检查+集体核对： 2b任务正确率≥90%； 2c填空信息准确，能复述教授核心建议。 分层训练听力技能：泛听抓主旨、精听抓细节；通过文本梳理内化目标语言。 Step 4 Post-listening Activity 1 基础操练：组织学生朗读2d问题，带读选项词汇，纠正发音。Activity 2 情景输出：创设“学习经验分享会”任务，引导学生结合2d问题讨论科学用脑方法，提供语言支架：· Why don't you...?· You could...· It's helpful to...巡视指导，鼓励学生结合自身体验表达。 1. 朗读2d问题，熟悉选项内容；2. 四人小组讨论，结合日常学习例子，用目标句型分享记忆方法与学习建议；3. 推选代表进行班级汇报。 同伴互评+教师点评： 基础操练发音准确，句型使用无误； 汇报能脱稿，至少运用2个目标句型，建议具体、逻辑清晰。 从模仿内化到开放输出，逐步提升口语交际能力，实现知识迁移运用。 Step 5 Summary 引导学生共同梳理本课核心词汇、功能句型，升华主题：Good methods make learning easier. Let's use our brain wisely and study efficiently. 跟随教师回顾知识点，整理笔记，理解科学用脑的价值。 课堂观察： 能主动说出核心词汇与句型。 巩固所学内容，构建结构化知识体系，落实情感教育目标。 Homework： 必做：① 听录音跟读 2b, 2c 对话 3遍，模仿语音语调；② 完成配套练习册听说部分基础题。 选做：录制一段 1分钟的口语视频，用所学句型向同学或家人提出三条“科学用脑”的建议。 板书设计: Unit 4 Our Memory Section A (2a-2d) 【核心词汇】 link...with... (连接) pay attention to (注意) create a picture (想象画面) put brains to good use (善用大脑) 【功能句型】 — What does linking knowledge mean? — Why don't you...? — You could... 【听力技巧】 预测 → 抓关键词 → 精听细节 教学反思： 学科网（北京）股份有限公司 $Professor, I don't quite understand . what you said about linking knowledge. Well, knowledge is like a chain, and new knowledge is best remembered by linking IT with all knowledge. The more links you create, the more you remember. Professor, I often get some words mixed up, like kitchen and chicken. Pay attention to details, study how they are different from each other. You can also create a picture for each word in your mind. Hello. professor, could you tell me why IT is much easier to forget things, to buy them, to forget how to ride de a bike? Scientists are still working on this mystery. For one thing, the memory of how to ride a bike is probably stored in a more stable area of our brain. There are so many mysteries about . our brain exactly. And at your age, your brain is developing fast, so put IT to good use. UNIT4 Our Memory Section A What do we remember? 2a-2d Learning Objectives At the end of the class,we can : 1.听懂并识别关于记忆的四个核心问题;能提取 Green 教授给出的三条具体建议。 2. 准确朗读并运用目标词汇(link, connect, pay attention to)和句型(Why don't you...?)。 3. 在小组讨论中结合自身学习经验,就“如何科学用脑”提出个性化建议。 lead-in kitchen/chicken;house/horse;bad/bed Do you ever mix up these words? Why or why not? 弄混,弄乱 For example: Yes, I sometimes mix up these word pairs. They have similar spellings and close pronunciations. For example, kitchen and chicken look almost the same, and house sounds like horse when I speak fast. Look at the pictures and talk: Which way helps you remember things better? Why? Free talking mind map logical chain Today we'll learn how our brain works and how to improve memory from Professor Green. Look! Billy,Fu Xing and Peter are asking questions after the lecture! Pre-listening While-listening 2b Listen to the conversation between the students and Professor Green. Tick the questions students asked. What does linking knowledge mean? Why do we get some words mixed up? Why is riding a bike not so easy to forget? How can we put our brains to good use? 有效地使用某物 While-listening Knowledge linking details different picture mystery stored 链条 稳定的,稳固的 Listening Scripts Listen and repeat. Section A, 2b and 2c Billy: Professor, I don't quite understand what you said about linking knowledge. Professor: Well, knowledge is like a chain, and new knowledge is best remembered by linking it with old knowledge. The more links you create, the more you remember. Fu Xing: Professor, I often get some words mixed up, like "kitchen" and "chicken". Professor: Pay attention to details. Study how they are different from each other. You can also create a picture for each word in your mind. Peter: Hello, Professor, could you tell me why it is much easier to forget things to buy than to forget how to ride a bike? Listening Scripts Professor: Scientists are still working on this mystery. For one thing, the memory of how to ride a bike is probably stored in a more stable area of our brain. Peter: There are so many mysteries about our brain! Professor: Exactly! And at your age, your brain is developing fast, so put it to good use! Listening Scripts 2.What do you know about our brain? Watching and thinking What do you know about our brain? How does it work? 必做: 背诵1c+1e关键句(5句);完成1a词汇默写。 选做: ①(基础):仿写3句“我的记忆问题+建议”(控制句型)。 Our brain is like a muscle. The more we use it in the right way, the stronger it becomes. Don’t be afraid of forgetting. Try the methods we learned today, and you will find learning becomes easier! Post-listening I connect new vocabulary with words I already know. For example, when learning “sadness”, I link it with “sad” — but “-ness” is a symbol of a noun. re+tell v. 复述 v. 记住 Post-listening v. 打勾号 Students should use their brains well because learning is not just about memorizing — it’s about understanding, creating, and solving problems. If we train our brains wisely, we become better thinkers, better learners, and more confident in facing challenges. In my opinion, using our brains a lot helps us improve in school, feelings and social life. Summary Brain & Memory Problems:mix up words / forget things / link knowledge Solutions:link old & new knowledge / pay attention to details / build mental pictures Conclusion:Put our brain to good use! 必做: 背诵1c+1e关键句(5句);完成1a词汇默写。 选做: ①(基础):仿写3句“我的记忆问题+建议”(控制句型)。 Homework 必做: ① 听录音跟读 2b, 2c 对话 3遍,模仿语音语调;② 完成配套练习册听说部分基础题。 选做: 录制一段 1分钟的口语视频,用所学句型向同学或家人提出三条“科学用脑”的建议。 null 65565.93 $