Unit 4 Our Memory Section A (1a-2d) 课件 2026-2027学年人教版英语九年级上册

该初中英语课件围绕“Our Memory”主题，聚焦记忆相关词汇（如remember、forget、mix up）及宾语从句、“疑问词+不定式”等句型，通过“照片分享-表格对比”导入，从生活记忆经验过渡到Peter购物、Billy遗忘等听力材料，构建“生活情境-听力理解-语言运用”的学习支架。 其亮点在于融合思维品质与学习能力培养，通过梳理听力归纳科学记忆方法逻辑，小组讨论链接新旧知识实例，助力学生迁移记忆策略至词汇学习。结合脑科学知识与亲情记忆分享，渗透文化意识，教师可借助角色扮演、详细词汇辨析提升教学效率，学生语言运用与自主学习能力同步增强。

Unit 4 Our Memory Section A (1a-2d) 01 Teaching Objectives 语言能力:学生能够听懂有关记忆话题的两段对话,准确获取Peter购物清单、Billy遗忘事项以及Green教授记忆讲座中的关键信息;掌握remember、forget、mix up、go through等记忆主题词汇和短语,初步运用宾语从句及“疑问词+不定式”结构,就记忆难题和科学记忆方法进行口头表达与交流。 思维品质:学生能够通过梳理听力材料,归纳“新旧知识联结、区分相似单词、定期复习、充足睡眠”等科学记忆方法之间的逻辑关系;能够分析日常健忘现象的成因,结合自身学习经历评价不同记忆策略的有效性并作出合理判断,发展逻辑思维与批判性思维能力。 学习能力:学生能够运用听前预测、抓取关键词、记笔记等听力策略高效获取和处理信息;通过角色扮演、结对练习和小组讨论等活动复现并改编对话,提升合作学习能力;能够主动总结适合自己的记忆方法并迁移运用到英语词汇学习中,增强自主学习意识。 文化意识:学生能够了解脑科学领域关于记忆的研究成果,体会科学记忆方法对学习生活的价值,培养跨学科学习意识和科学探索精神;通过分享自身健忘经历和与家人相关的珍贵记忆,感受记忆背后蕴含的亲情与温情,学会珍惜与家人相处的美好时光。 02 Teaching Points 教学重点:学生能够听懂听力对话的主旨大意和关键细节,完成圈选、填空、问答等听力任务;掌握remember、forget、mix up、go through等记忆主题词汇及重点句型,并能运用所学语言复现和改编对话,就如何避免遗忘、提高记忆力进行简单的口头交流。 教学难点:学生能够准确理解Green教授讲座中三类科学记忆方法的具体内容及其原理,并将零散的听力信息整合为结构化的知识;能够在真实语境中灵活运用宾语从句和“疑问词+不定式”结构,完整、连贯地描述自身健忘经历并提出改善记忆的建议,实现语言的迁移与创新运用。 03 Section A (1a-2d) Look and share. 1. What are the people looking at? They are looking at a photo album together. 2. What might be in their photos? There might be photos of their family, famous places such as Tian'anmen, old buildings and happy family moments in the photos. 3. What methods do you use to keep memories? I take photos, keep diaries and keep some small meaningful things to keep memories. How to keep memories. Which of the following are easy for you to remember? Which are hard? Study Life Moment numbers words rules speeches poems stories names ages appearances dates positions events happiness sadness fear surprise anger peace For me, poems, stories and happy feelings are easy to remember. But numbers, rules, names and dates are hard for me to remember. Listen to the first conversation. Circle the things Peter needs to buy. Listen again and complete the sentences. 1. Mum reminds Peter about buying by saying, “It's running out.” 2. Mum is going to make a strawberry cake, so Peter has to buy . 3. Mum advises Peter to take a next time. sugar strawberries shopping list Role-playing 1. Peter: Hi, Mum. Mum: Hi, Peter. What's up? Peter: I can't remember what things you asked me to buy. Mum: OK, so tell me what you've got so far. Peter: Let me see butter, milk, eggs, flour, Mum: Flour? That's not what I asked you to buy. Peter: Oh, OK. I'll put it back. Mum: Did you buy any sugar? It's running out. Peter: Right! I wonder how I forgot about the sugar. Mum: And don't forget to buy strawberries. I'm going to make a strawberry cake, remember? Peter: Oh, yeah! Anything else, Mum? Mum: One more thing, darling. Next time, take a shopping list! Listen to the second conversation. Tick the things Billy forgot. Fu Xing's birthday to bring homework to school to attend a lecture the time of the lecture Listen again and answer the questions. 1. How did Fu Xing react when Billy said sorry to her? 2. In Fu Xing's opinion, why has Billy been so forgetful recently? Fu Xing said that was OK, and then she asked Billy if everything was OK because Billy had been forgetting quite a lot recently. In Fu Xing's opinion, Billy has been so forgetful recently probably because he is too busy. 3. What advice did Fu Xing give him? Fu Xing advised Billy to hurry up to get his homework and go to Professor Green's lecture on time. Role-playing 2. Billy: Morning, Fu Xing. Sorry I forgot your birthday yesterday. Fu Xing: Oh, that's OK, Billy. But you're forgetting quite a lot recently. Is everything OK? Billy: Yes, fine, thanks. I don't know why I am so forgetful. Fu Xing: Maybe you're too busy. Can I help you with anything? Billy: Thanks. You are a good friend Oh no! I left my homework at home! I need to go back! Fu Xing: Go! I'll meet you at the school hall then. Billy: Right, Professor Green's lecture on how to improve your memory. Fu Xing: You'd better hurry up. It will begin at 9:00. Billy: Oh, no. I thought it was 9:30! Fu Xing: Oh Billy, you really should go to that lecture on time! Discuss the questions. 1. What can you do to avoid Peter's and Billy's mistakes? 2. Do you have any memory problems? If yes, what are they? I can write down important things in a notebook or set reminders on my phone; I can also make a daily to-do list and check it regularly to ensure I don't forget tasks or appointments. Yes, I do. Sometimes I forget where I put my keys or my school things, and I also often forget the time of small tests at school. Imagine you are attending Professor Green's lecture too. What questions do you want to ask? Why do we sometimes forget good memories? What is the best way for teenagers to improve their memory? Why is it hard to remember some dates and numbers? Can our feelings change our memories? Listen to the conversation between some students and Professor Green. Tick the topics they are talking about. 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? Listen again. Complete the sentences based on Professor Green's answers. 1. is like a chain, and new knowledge is best remembered by it with old knowledge. 2. Pay attention to . Study how they are from each other. Create a for each word in mind. 3. Scientists are still working on this . Such kind of memory is probably in a more stable area of our brain. Knowledge linking details different mystery stored picture Role-playing 3. 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? 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! Work in groups. Discuss the questions. 1. How can you link new knowledge with old knowledge? Give an example. Review old knowledge before class. Find connection points between new and old knowledge. Apply new and old knowledge comprehensively through homework and exercises. Use familiar life experiences to link abstract knowledge. Try to explain new knowledge to classmates with the help of learned knowledge. Sort out wrong questions and mark the weak links between new and old knowledge. Work in groups. Discuss the questions. 2. When should you pay attention to details? studying how two words are different noting down the main points of a lecture retelling a story well remembering what someone looks like memorizing a rule exactly Work in groups. Discuss the questions. 3. Why should students put their brain to good use? What is your opinion? I think students should put their brain to good use. Our brain helps us learn, think and remember things. If we make good use of our brain, we can understand new knowledge better and get good memories. We can connect new lessons with what we have learned before. In this way, we can study more efficiently and learn more skills. If we don't use our brain often, it will be harder for us to remember and think. So it is important for us to put our brain to good use every day. 我认为学生应当充分利用大脑。大脑帮助我们学习、思考和记忆事物。如果我们充分用好大脑,就能更好地理解新知识,拥有良好的记忆力。我们可以把新课内容和以前学过的知识联系起来。这样我们学习效率会更高,学到更多本领。如果不经常动脑,我们记忆和思考就会变得更加困难。所以每天充分利用大脑对我们很重要。 Work in groups. Discuss the questions. 4. Here are some tips for developing your brain. Tick what works for you and add more. exercise your memory learn something new reduce stress do something creative get enough sleep stay confident 04 Vocabulary position n.位置,职位,姿势,处境,观点;v.放置 in position 在恰当的位置,就位 out of position 不在合适位置,不得体 be in a … position 处于…… 的处境 be in a position to do sth 有条件/资格做某事 take up a position 就职;占据某个位置 one's position on sth 某人对于某事的立场 易混辨析:position, job, work, occupation position 属于正式用语,多指机构、组织内有地位、层级的职位。 job 可数名词,泛指一份具体工作,口语书面都通用,不强调社会地位。 work 不可数名词,泛指 “工作” 这个抽象概念,不能说 a work。 occupation 非常正式,多用于填表,意思是 “职业”。 易混辨析:position, location, place position 侧重相对的方位、坐标,既可以指实物位置,也可引申职位、处境。 location 侧重建筑、景点等事物的坐落地点、选址,多用于客观地点描述。 place 普通通用词,泛指任意地方,使用范围最广。 sadness n.悲伤,难过,悲哀,伤心事,令人难过的事 with sadness 悲伤地;带着悲伤 a sense of sadness 一丝悲伤感 sad adj. 悲伤的,难过的;令人难过的 sadly adv. 悲伤地;遗憾的是 be sad about/at sth 为某事感到难过 be sad to do sth 做某事感到难过 易混辨析:sadness /sorrow/grief sadness 普通用词,泛指内心的难过、伤感,程度可轻可重,日常、考试最常用。可以是淡淡的忧伤,也可以是普通的难过。 sorrow 较书面,程度比 sadness 更深,多指因失去、不幸带来的悲痛哀伤,常和介词 over/at 搭配。 grief 程度最强,指重大变故(亲人离世等)带来巨大、难以释怀的悲痛,语气最重。 run out (of sth.) (某物)用完、耗尽 例句:Our food has run out. 我们的食物已经吃完了。 We have run out of food. 我们把食物吃完了。 ️易错:run out 没有被动语态,不能说:Our food has been run out.( 错误) 易混辨析:run out (of) /use up /give out run out:不及物;主语为物;无被动;表 “某物耗尽”。 run out of + 宾语:及物短语;主语多为人;of 后加被消耗的东西。 use up:及物短语,必须接宾语,可用于被动:be used up。主语可以是人或物。 give out:(物)耗尽、用完(不及物,主语是物,同 run out);(人)筋疲力尽;发出(光、热、信号)。 react v.作出反应,回应,(物质)起化学反应,反对,反抗 react to 对…… 作出反应 react with 与…… 起化学反应 react against 反抗;反对 react on / upon 对…… 产生影响 reaction n. 反应;回应;化学反应 reaction to sth 对…… 的反应 in reaction to 作为对…… 的回应 易混辨析:react /respond/reply react 侧重受到外界刺激之后本能、情绪上的反应,不一定用语言,可以是表情、行为。常用搭配 react to sth。 respond 侧重“回应、作出答复”,既可以是语言回答,也可以是行动上的响应;正式度高于 react。固定搭配 respond to。 reply 多指口头或书面的答复,只针对提问、信件,是语言文字层面的回复。搭配 reply to sth。 get sth. done 使某事被做,让别人做某事,使某物遭受…… 例句:I will get my hair cut tomorrow. 我明天要去剪头发。(不是自己剪,找理发师) He got his wallet stolen on the bus. 他在公交车上钱包被偷了。 易混辨析:get sth done /have sth done /get sb to do /have sb do /make sb do get sth done = have sth done:两者绝大多数场景可以互换,表示“让别人把某事做掉”。get 口语色彩更强;have sth done 书面、口语都通用。 get sb to do sth:让 / 说服某人去做某事;后面接不带被动的不定式 to do,宾语是人。侧重说服、劝说。 have sb do sth:让某人做某事;不带 to 的不定式 do;主语直接命令、安排某人做。 make sb do sth:迫使、强迫某人做某事,带有强制意味;被动要还原 to:be made to do。 mix up 混淆,分不清(人或事物);弄乱,搅乱 例句:I always mix up the two twin sisters. 我总是分不清这对双胞胎姐妹。 Someone mixed up all the papers on my desk. 有人把我桌上的文件全都弄乱了。 易混辨析:mix up /mix with /mix …with… mix up:混淆人/事物;弄乱物品。侧重分辨不清或者秩序被打乱,不侧重物理搅拌混合。 mix A with B:把 A 与 B(物理)混合在一起,指物质搅拌、掺和。 mix with(不及物)与人交往、相处 易错提醒: 代词只能放中间:mix them up ;mix up them 表示 “A 与 B 混淆” 两种写法:mix up A and B = mix A up with B 被动:A and B are mixed up A 与 B 被混淆 put sth. to good use 充分利用某物,好好利用某物 例句:You should put your spare time to good use. 你应当好好利用你的业余时间。 被动形式:sth be put to good use 例句:The old machine can still be put to good use. 这台旧机器仍然可以得到充分利用。 易混辨析:put sth to good use /make good use of /take advantage of put sth to good use:动词短语;宾语放在 put 后面;侧重把已有事物投入实际使用,发挥功用。句式:put + 宾语 + to good use make good use of sth:高考最高频,含义 “充分利用”。句式是 make good use of + 宾语,of 后面接要利用的对象。可以变为被动:Good use is made of sth。 take advantage of sth:(褒义)利用(机会、有利条件);(贬义)欺骗、占……的便宜。 retell v.复述,重述,转述 例句:Please retell the story in your own words. 请用你自己的话复述这个故事。 retell a story 复述故事 retell what you have heard 转述你听到的内容 retell sth in one's own words 用某人自己的话复述某事 易混辨析:retell /repeat/recount retell 侧重用自己的语言复述故事、情节,不要求一字不差,可以改写、简化,多用于课文、故事复述。 repeat 普通用词,多指一字不差地重复说、重做,重复原话或动作。 recount 偏书面正式,指详细叙述、细数发生过的事件,侧重把经历一件件讲出来。多出现于阅读。 tick v.(钟表)发出滴答声,打钩;n.滴答声,对勾,标记 例句:Please tick the boxes that apply to you. 请在符合你情况的方框内打钩。 tick away / by (时间)一分一秒流逝、过去 tick sth off 给……打钩;列举 tick over 引擎低速运转,事情平稳进展 on the tick 准时,分秒不差 易混辨析:tick /click/tap tick:多指钟表持续、重复的“滴答”;英式英语中专指书面的 “打√”。 click:是短促清脆的“咔哒”,按键、鼠标、门锁闭合发出的一声脆响。 tap:侧重轻敲、轻拍,可以是动作也可以是敲击的声音,多指手指、物体轻叩表面。 05 Homework Review the words learned in this class. Preview the content for the next class. See you in the next class! null 48613.336 null 51016.477 null 63815.812 $