Unit 4 Section B (2a-3c) 教学设计 2026-2027学年人教版英语九年级上册

该初中英语教学设计聚焦“记忆力与记忆方法”主题，围绕14个核心词汇、词缀构词法及divide sth into短语展开。通过“记忆力调查”情境导入，联系学生日常记忆困扰，搭建从生活体验到词汇学习、阅读分析的渐进式学习支架。 资料亮点在于融合核心素养培养，词缀构词归纳（如-ful表“充满”、-able表“可被”）提升语言能力，Billy日记阅读与个人记忆计划写作形成输入输出闭环，培养思维品质与学习能力。情境与任务型教学法结合，助学生掌握科学记忆策略，教师易操作且课堂互动性强。

Unit 4 Section B (2a-3c) 教案 —— Our Memory（人教版（2024）九年级上册 2026-2027学年） 课题 Unit 4 Section B (2a-3c) 学科 英语 年级 九年级 教材版本 人教版（2024） 课时 1课时（45分钟） 课型 词汇与阅读综合课 教学方法 情境教学法、任务型教学法 教学用具 多媒体课件、黑板 一、教材分析 本课为人教版（2024）九年级上册 Unit 4 Our Memory 的 Section B（2a-3c）部分，围绕“记忆力与记忆方法”这一主题展开。2a 部分学习 14 个新词及核心表达 divide sth into；3a 通过词缀构词、句子填空、语篇填空和阅读 Billy 的日记，训练学生在语境中运用词汇的能力；3b-3c 引导学生制定个人记忆挑战计划并撰写日记，实现语言输入到输出的完整闭环。 二、学情分析 九年级学生已具备一定的词汇基础和阅读能力，但对词缀构词法（如 -ful, -able, -ness 等后缀）的系统认识不足，需要通过归纳练习加以巩固。feel stressed 和 divide...into... 是本课两个核心语言点，学生容易在搭配和介词上出错，需通过例句分析和针对性练习强化。 三、核心素养目标 1. 语言能力：掌握 increase, blood, wound, divide 等 14 个核心词汇及 divide sth into 短语；理解并运用 feel stressed 和 divide...into... 两个语言点。 2. 文化意识：了解科学记忆方法在学习生活中的应用价值，认识适合自己的学习方法最重要。 3. 思维品质：通过词缀构词归纳词汇规律，通过阅读日记梳理记忆策略，培养逻辑分析与信息整合能力。 4. 学习能力：运用词缀法扩大词汇量，通过制定记忆计划并写日记进行自我监控，发展自主学习能力。 四、教学重难点 重点：掌握 14 个新词的音、形、义；运用词缀法构词；理解 Billy 日记中的记忆策略。 难点：在语境中正确运用 feel stressed 和 divide...into... 表达；用英语制定个人记忆计划并撰写日记。 五、教学过程 （一）情景导入 Lead-in（5 min） 情景导入：记忆力调查 【教师活动】Good morning, class! Today we are going to learn Unit 4 Section B (2a-3c). Before we start, let me ask you a question: Do you always forget something? For example, do you forget your homework, or forget new words you just learned? 【学生活动】Yes, I often forget new words. / No, I have a good memory. / Sometimes I forget where I put my keys. 【教师活动】That's very common. Now, do you want to change? Do you want to find better ways to remember things? 【学生活动】Yes! / I want to try. / I hope so. 【教师活动】Great! Today we will learn some useful methods to improve your memory. We will also read a diary about how a boy named Billy overcame his memory challenge. Let's get started! 【知识点】本课主题为“记忆力与记忆方法”（Our Memory），围绕如何提升记忆力展开，引导学生反思自身记忆习惯并学习科学记忆策略。 【易错提示】increase 名词重音纠正 increase 作名词时重音在第一音节，读音为 /ˈɪŋkriːs/（增长）；作动词时重音在第二音节，读音为 /ɪnˈkriːs/（增加）。注意名词与动词的重音位置不同，切勿混淆。 【过渡语】Now that we know the topic, let's learn the new words first. （二）新词学习 New Words（10 min） 【教师活动】Please look at the new words on the screen. I will read each word and you repeat after me. Pay attention to the pronunciation and the part of speech. 1. increase /ˈɪŋkriːs/ n.增长 /ɪnˈkriːs/ v.增加 2. blood /blʌd/ n.血 3. wound /wuːnd/ n.伤口；创伤 v.使受伤 4. mall /mɔːl/ n.购物商场 5. notebook /ˈnəʊtbʊk/ n.笔记本 6. squirrel /ˈskwɪrəl/ n.松鼠 7. nut /nʌt/ n.坚果 8. wild /waɪld/ adj.野生的 9. dolphin /ˈdɒlfɪn/ n.海豚 10. recognize /ˈrekəɡnaɪz/ v.辨认出 11. outline /ˈaʊtlaɪn/ n.纲要 v.概述 12. divide /dɪˈvaɪd/ v.分成 13. fully /ˈfʊli/ adv.完全地 14. one-size-fits-all /ˌwʌn saɪz fɪts ˈɔːl/ adj.通用的 【学生活动】(Students repeat each word after the teacher, paying attention to stress and pronunciation.) 【教师活动】Now let's look at the key expression and sentences. The expression 'divide sth into' means “把某物分为……”. For example: divide the speech into short sections. Let's read the key sentences together. Expressions: divide sth into 把某物分为…… Key Sentences: ① In the past, I always felt stressed when I had to give a speech. ② Another method is to divide the speech into short sections. 【学生活动】(Students read the expression and sentences aloud, then try to make their own sentences.) 【知识点】构词法：one-size-fits-all 是一个复合副词，由 “一个尺码适合所有人”的字面意思引申为“通用的”。outline 由 out + line 复合而成，既可作名词（纲要）也可作动词（概述）。 【理解要点】词缀构词预习 本课 3a 将运用词缀法构词。常见后缀包括：-ful（full of，如 forgetful）、-able（can be，如 forgettable）、-ness（名词后缀，如 forgetfulness）、-tion/-sion（名词后缀，如 action）、-ive（形容词后缀，如 active）、-or（人物名词后缀，如 actor）。提前熟悉这些后缀有助于后续练习。 【教师活动】Now let's practice. Can you make a sentence with the word 'increase'? For example: The price of food has increased a lot. 【学生活动】The population is increasing fast. / We need to increase our vocabulary. / There was a steady increase in sales. 【过渡语】With these new words in mind, let's move on to 3a vocabulary exercises. （三）3a 词汇运用：词缀构词（8 min） 【教师活动】Now open your books to 3a. The task is: Use affixes to create as many new words as possible. Look at the word cloud on the screen. Can you find words that share the same root? Try to group them by their base words. Word cloud: react, action, active, actor, forgetful, forgettable, forgetfulness, unforgettable, effective, effectively, effectiveness 【学生活动】(Students work in pairs to group the words by root and identify the affixes used.) 【教师活动】Let's check. The first group is based on 'act': action (n.), active (adj.), actor (n.). The second group is based on 'forget': forgetful (adj.), forgettable (adj.), forgetfulness (n.), unforgettable (adj.). The third group is based on 'effect': effective (adj.), effectively (adv.), effectiveness (n.). Can you see the patterns? 【学生活动】Yes! -tion makes nouns, -ive makes adjectives, -ly makes adverbs, -ful means 'full of', -able means 'can be done', un- means 'not'. 【理解要点】词缀构词规律总结 前缀改变词义但不改变词性：un-（not，如 unforgettable）；后缀改变词性：-tion/-sion（→名词），-ive（→形容词），-ly（→副词），-ful（→形容词，“充满……的”），-able（→形容词，“可被……的”），-ness（→名词），-or（→人物名词）。掌握词缀规律可以快速扩大词汇量。 【教师活动】Excellent observation! Remember these patterns. They will help you guess the meaning of new words and expand your vocabulary quickly. （四）3a 词汇运用：句子填空（8 min） 【教师活动】Now let's do the sentence completion. Complete the sentences with the correct forms of the words from the word cloud. Let's read the sentences together. 1. The customer _____ badly to the price increase. 2. Starting over is not easy, but it is necessary in my _____. 3. His memory technique is simple but _____. 4. The man has lost a lot of blood. He is _____ to die from his wounds if not treated at once. 【学生活动】(Students complete the sentences individually, then check answers in pairs.) 【教师活动】Let's check the answers. Number 1: The customer reacted/reacts badly to the price increase. Number 2: ...necessary in my case. Number 3: ...simple but effective. Number 4: He is likely to die from his wounds. Did you get them right? 【学生活动】Yes! / I got most of them. / I need to review 'case' and 'likely'. 【教师活动】Now let's look at sentences 5 and 6. Read them carefully and fill in the blanks. 5. Our hotel is in a great _____ near the central mall. 6. I can't recall which notebook I wrote your email _____ in. 【学生活动】(Students fill in the blanks: position / address.) 【教师活动】Correct! Number 5: ...in a great position near the central mall. Number 6: ...I wrote your email address in. Well done! Now let's move from sentences to a longer passage and try the passage fill-in exercise. （五）3a 词汇运用：语篇填空（8 min） 【教师活动】Now let's complete the passage with the correct forms of the phrases in the box. The phrases are: go through, run out, happen to, keep in mind. Read the first part of the passage carefully. Phrases: go through, run out, happen to, keep in mind Research shows that many animals have good long-term memories. They _____ where food can be found and where it is safe. For example, when squirrels _____ of food, they go straight to the place where they hid nuts. Every autumn, wild geese fly thousands of... 【学生活动】(Students read the passage and fill in the blanks: keep in mind, run out.) 【教师活动】Good! Let's check: 'They keep in mind where food can be found...' and 'when squirrels run out of food...' Now let's continue reading the rest of the passage. ...kilometres south for the winter. Humans do not know for sure what _____ their minds during the journey, but wild geese seldom get lost. A similar situation _____ dolphins. They can recognize voices of other dolphins—even when they have not met each other for a long time. 【学生活动】(Students fill in the blanks: goes through, happens to.) 【教师活动】Excellent! 'what goes through their minds' and 'A similar situation happens to dolphins.' This passage shows us that animals also have amazing memories. The word 'recognize' here means “辨认出”, which is one of our new words today. 【过渡语】Having practiced vocabulary, let's now read Billy's diary to learn about his memory challenge and the methods he used. （六）3a 阅读理解：Billy的日记（10 min） 【教师活动】Now let's read Billy's diary entry about his memory challenge. After reading, you will complete a table about his challenge, goal, and methods. Let's read the first part together. 3a 阅读理解：Billy日记（第一部分） Friday, 20 November. In the past, I always felt stressed when I had to give a speech. I used to spend lots of time trying to memorize my speech, but I still forgot some parts. Last week, I decided to find out what the right way is to memorize a speech. I looked online and asked friends, and I found many useful methods. 【学生活动】(Students read the diary entry and underline key information about Billy's challenge and goal.) 【教师活动】What was Billy's challenge? And what was his goal? 【学生活动】His challenge was that he felt stressed and forgot some parts when giving a speech. His goal was to find out the right way to memorize a speech. 【教师活动】Exactly! Now let's read the second part to learn about his methods. 3a 阅读理解：Billy日记（第二部分） I learnt how to create a speech outline. Instead of trying to remember every word of my speech, I remembered the key words first. Then I formed images of these key words in my mind, and linked them in order. Another method is to divide the speech into short sections. I practised the first section until I could fully recall it. Then I moved on to the next. This helped me to find out which parts of the speech I needed to work on the most. 【学生活动】(Students continue reading and identify Method 1 and Method 2.) 【教师活动】What are the two methods Billy learned? Can you summarize them? 【学生活动】Method 1: Create a speech outline, remember key words, form images and link them in order. Method 2: Divide the speech into short sections and practice each section until fully recalled. 【教师活动】Well done! Now let's read the final part. 3a 阅读理解：Billy日记（第三部分） Finally, a friend told me that I should have confidence in myself. Nobody knows my speech except me. If I do forget some words, I shouldn't panic. Just remember the key words and continue! I followed all these great methods and my speech today was a great success! 【学生活动】(Students read the final part and identify Method 3 and the conclusion.) 【教师活动】What was the third method? And what was the result? 【学生活动】Method 3: Have confidence and don't panic if you forget words. The result was that his speech was a great success! 【知识点】Billy 的记忆策略体现了科学记忆法的核心：① 创建讲稿纲要（outline）并记住关键词；② 将讲稿分成短小的部分（divide into sections）分段练习；③ 保持自信，忘词时不惊慌。这些方法将“分块记忆”与“关键词联想”相结合，是实用的记忆技巧。 【过渡语】From Billy's diary, we've found two important language points. Let's study them in detail. （七）语言点学习 Language Points（15 min） Language Point 1: feel stressed 语言点学习：stressed 的用法 【知识点】stressed [形容词] 焦虑的；紧张的；压力大的。常见搭配：feel stressed 感到有压力，be stressed out 压力大；筋疲力尽。例句：I feel stressed before exams. She is stressed out these days. 【教师活动】Let's look at the sentence from Billy's diary: 'In the past, I always felt stressed when I had to give a speech.' Here, 'feel stressed' means “感到紧张/压力大”. We can also say 'be stressed out', which means being under a lot of pressure. Now let's practice. 【重点强调】feel stressed 用法 feel stressed 强调“感到压力/紧张”的状态，其中 stressed 是过去分词形容词。be stressed out 语气更重，强调“压力很大，筋疲力尽”。注意：stress 本身可作名词（压力）和动词（强调）。 Practice 1: I ___ stressed when I have too much homework. A. feel B. get feel C. feeling D. feels Answer: A (feel) Practice 2: He is ________(stress) out because of the coming exam. Answer: stressed 【学生活动】(Students complete the practice exercises and explain their choices.) 【教师活动】Good! In Practice 1, we use 'feel' because the subject is 'I' and we need the base form after the modal context. In Practice 2, we need the adjective form 'stressed' after 'is'. Language Point 2: divide...into... 语言点学习：divide 的用法 【知识点】divide [动词] （把……）分成。常见搭配：divide sth into... 把某物分为……。例句：We can divide our work into small steps to finish it easily. Nature divides a year into four seasons. 【教师活动】Now let's look at the second language point: 'Another method is to divide the speech into short sections.' Here, 'divide...into...' means “把……分成……”. For example: We can divide our class into four groups. Let's practice. 【易错提示】divide into 介词搭配 divide sth into... 中介词必须用 into，不能用 in 或 to。常见错误：divide the class in four groups（×）→ 应为 divide the class into four groups（√）。另外，divide 还可以接 among/between 表示“在……之间分配”，如 divide the cake among the children。 Practice 1: The manager divided the workers ___ three teams. A. of B. at C. into D. with Answer: C (into) Practice 2: 请把这些书分成三堆。 Please ___ these books ___ three piles. Answer: divide, into 【学生活动】(Students complete the practice and make their own sentences with divide...into....) 【教师活动】Perfect! Remember: divide sth into... is the correct pattern. Can you make your own sentence? 【学生活动】We can divide the cake into eight pieces. / The teacher divided us into two teams. / I divided my homework into three parts. 【过渡语】Now that we understand the language points, let's go back to 3a and complete the table about Billy's memory challenge. （八）3a 表格完成（5 min） 3a 表格：Billy记忆挑战方案 【教师活动】Now let's complete the table in 3a based on Billy's diary. Fill in the challenge, goal, methods, and conclusion. Work with your partner. Challenge Felt stressed and forgot some parts when giving a speech. Goal Find out the right way to memorize a speech. Method 1 Create a speech outline, remember key words, form images and link them in order. Method 2 Divide the speech into short sections and practice each section until fully recalled. Method 3 Have confidence and stay calm if you forget words. Conclusion The methods helped Billy's speech succeed. 【学生活动】(Students complete the table in pairs and share their answers with the class.) 【教师活动】Great work! You've successfully summarized Billy's memory challenge and solutions. This table will be a model for your own memory plan in 3b. 【过渡语】Now it's your turn. Let's use Billy's table as a model to create your own memory challenge plan in 3b. （九）3b 记忆挑战计划（8 min） 3b 记忆挑战计划指导 【教师活动】Now let's move to 3b. The task is: What is your biggest memory challenge? Use the table in 3a to create a plan to overcome the challenge. Here are some tips to help you. Tips: ● Divide your goal into smaller ones if it is difficult. ● List three methods to improve your memory. ● There is no one-size-fits-all method. Practise to find out what works the best for you. 【教师活动】Think about your biggest memory challenge. Is it remembering new words? Or remembering formulas? Or remembering historical facts? Write down your challenge, your goal, and at least three methods you will try. 【学生活动】(Students think about their own memory challenges and create their plans using the 3a table format. They write: Challenge / Goal / Method 1-3 / Conclusion.) 【教师活动】Now share your plan with your partner. Tell them: What is your challenge? What are your three methods? 【学生活动】My challenge is remembering English words. My methods are: 1. Use word cards every day. 2. Group words by topic. 3. Review before sleeping. / My challenge is remembering math formulas. My methods are: 1. Write them down three times. 2. Explain them to a friend. 3. Practice with exercises. 【知识拓展】记忆技巧拓展 Billy 使用的“关键词联想”和“分块记忆”是两种经典记忆法。其他实用技巧包括：间隔重复法（spaced repetition，按遗忘曲线定期复习）、费曼技巧（通过教别人加深理解）、位置记忆法（method of loci，将信息与空间位置关联）。记住：“There is no one-size-fits-all method”，找到最适合自己的方法才最重要。 【过渡语】Having made your plan, let's start tracking your progress by writing a diary entry in 3c. （十）3c 日记写作（8 min） 3c 日记写作任务 【教师活动】Now let's do 3c. Write a diary entry to start tracking your progress. Reward yourself for each small step forward. You are sure to get better! You can follow Billy's diary format: write the date, describe your challenge, your methods, and how you feel. Write at least 5 sentences. 【学生活动】(Students write their own diary entries about their memory challenges and the methods they plan to use. They follow the format of Billy's diary.) 【教师活动】Now let's share. Who would like to read their diary entry to the class? 【学生活动】(Several students volunteer to read their diary entries. The class gives feedback and encouragement.) 【教师活动】Wonderful! Remember to keep tracking your progress every day. Reward yourself for each small step forward, and you will surely get better! 【过渡语】We've covered a lot today. Let's summarize what we've learned. 六、板书设计 Key Vocabulary Language Points Memory Methods increase v./n. 增加/增长 blood n. 血 wound n. 伤口 v. 使受伤 divide v. 分成 recognize v. 辨认出 outline n. 纲要 v. 概述 feel stressed 感到紧张 be stressed out 压力大 divide sth into... 把某物分为…… one-size-fits-all 通用的 1. Create an outline remember key words 2. Divide into sections practice each part 3. Have confidence stay calm mall n. 购物商场 notebook n. 笔记本 squirrel n. 松鼠 nut n. 坚果 wild adj. 野生的 dolphin n. 海豚 fully adv. 完全地 ① In the past, I always felt stressed when I had to give a speech. ② Another method is to divide the speech into short sections. 3a 词缀构词规律： -ful, -able, -ness -tion, -ive, -ly, -or un- (前缀，表否定) Topic: Our Memory Unit 4 Section B (2a-3c) Our Memory 学科网（北京）股份有限公司 $