Unit 4 Our Memory 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“记忆策略”核心知识点，通过分类表格（Study、Life、Moment）及引导问题导入，激活学生对记忆内容的认知，再结合听力理解对话、阅读讲座内容逐步深入，构建从个人经验到策略应用的学习支架。 其亮点在于融合语言能力与思维品质，通过小组分享记忆经历、角色扮演“健忘朋友与记忆专家”等活动，提升语言表达与问题解决能力。采用任务型教学，结合听力训练、记忆策略总结（如关联新旧知识）和“Memory Improvement Plan Card”反思工具，帮助学生掌握实用策略，也为教师提供结构化教学流程与评估方法。

Unit 4 Our Memory 第5课时 Section B 2a—3c 1 Activity 1: Word-building challenge Use the root words ( act, forget, effect ) and affixes ( re-, un-, -ion, -ive, -or, -able, -ful, -ness, -ly) from 2a to create as many derivatives as possible in 5 minutes and mark their Chinese definitions. 行动 忘记 作用，效果 react 反应 actor 演员 effective 有效的 active 积极的 forgetful 健忘的 forgetfulness 健忘 forgettable易被忘记的 unforgettable难忘的 action 行动 effectiveness 有效性 effectively 有效地 2 Activity 1: Word-building challenge Comment and summarize the word-building rules of prefixes and suffixes. 词缀类型 词缀 含义 前缀 re- 再次、回 前缀 un- 不、否定 后缀 -ive ……的(形容词) 后缀 -ion 表行为、状态(名词) 后缀 -or 表人/物(名词) 后缀 -ful 充满……的（形容词） 后缀 -able 可……的、能……的(形容词) 后缀 -ness 性质、状态(名词) 后缀 -ly ……地(副词) 3 Activity 2: Complete and make Complete the sentences in 2b with the correct forms of the words from the word cloud. Then analyze the part of speech and usage of each target word in context. reacted case effective likely position address 4 Activity 2: Complete and make Complete the passage with the correct forms of the phrases in the box in 2c. keep in mind run out happen to goes through 5 Activity 2: Complete and make Then create contextual sentences using the target phrases ( e. g. , go through, keep in mind) and share them with the class. 6 Activity 3: Read, highlight and retell Read the passage carefully and use coloured pens to highlight the characteristics and examples of animal memory. 7 Activity 3: Read, highlight and retell Retell the passage in your own words, focusing on how different animals use memory. 8 Activity 4: Read and complete Read Billy’s diary entry in 3a silently and mark the opening (challenge), main body (methods), and conclusion (results). Challenge methods results 9 Activity 4: Read and complete Complete the table in 3a and discuss the narrative logic and tense features of the diary in groups. He used to feel stressed when giving a speech and often forget parts of it even after spending much time memorizing. To find the right way to memorize a speech successfully. Create a speech outline: remember key words first, form images of them and link them in order. Divide the speech into short sections and practise each section one by one. Have confidence in himself; don’t panic if forgetting some words, just remember key words and continue He followed all the methods and his speech was a great success. 10 Activity 5: Plan and write What is your biggest memory challenge? Use the table in 3a to create a plan to overcome the challenge. Then build a writing outline. 11 Activity 5: Plan and write Write the first draft of your diary independently. 12 Activity 6: Carry out peer review and revise Exchange your draft with a partner and conduct peer reviews based on “ content completeness, language accuracy, and structural clarity”. Content completeness 5 =Excellent 4 =Good 3 =Acceptable 2 =Needs improvement Language accuracy Structural clarity Revise your diary based on the feedback. 13 Activity 7: Share and ask Share your memory challenges and solutions in front of the class. Other students record useful methods and ask questions for further discussion. 14 1. Finish the self-check on the learning sheet. (Required) 2. Write a diary entry to start tracking your progress. (Required) 3. Interview a classmate to learn about his/ her memory challenge and solutions, and then write a short English sharing. (Optional) Homework 15 Thank you! 16 $Unit 4 Our Memory 综合实践课 Project: Debate: Do we need to memorize things? 1 Step 1: Think Determine debate preparation details Who will be the debater (1st/2nd/3rd/4th) of the group? Who will collect examples and data to support the opinions? Who will design the debate outline and polish the statements? Who will record the key points of the opponent‘s arguments for rebuttal? 2 Step 1: Think Independently think and sort viewpoints based on the question “Is it still necessary to memorize things when they can be found online?”, write down your personal opinion and 1-2 core reasons independently, and complete the initial viewpoint screening form. 3 Step 2: Plan Group integration and argument refinement Divide into the Pro side (We need to memorize things) and Con side ( We don’t need to memorize things) according to viewpoints. Each group collects members’opinions, supplements at least 3 core reasons in combination with the table in 4b, and forms a group argumentation framework. 4 Step 2: Plan Gather support and refine arguments Match specific examples (as required in 4c) for each argument by combining life experience, subject knowledge, or simple data; divide the work to draft opening statements, rebuttal questions, and concluding remarks, and revise within the group to ensure accurate language and rigorous logic. 5 Step 3：Debate Formal debate process ①Opening statement (3 minutes each): The first debater of each side states the core viewpoint and arguments, clearly presenting the argumentation framework. ②Rebuttal session ( 5 minutes each): The second and third debaters of both sides take turns to question and refute, focusing on the loopholes in the opponent’s arguments. ③Free debate (8 minutes): All members participate in speaking to deepen the discussion around the core topic, with the teacher guiding the focus as needed. ④Concluding remarks (2 minutes each): The fourth debater of each side sorts out the team’s viewpoint, responds to the opponent’s doubts, and sublimates the main theme of the debate. 6 Step 3：Debate Audience interaction and questioning After the debate, students in the audience raise questions about the viewpoints of both sides, and the debater teams respond collectively to realize full-class participation in critical thinking. 7 Step 4: Evaluate Each group collects feedback from classmates and the teacher, sorts out the strengths and weaknesses in their debate, and revises and improves their arguments. 8 Step 4: Evaluate Intra-group peer evaluation Evaluate members’ contributions with star ratings (☆to ☆☆☆☆☆) based on the following dimensions: 9 Step 4: Evaluate Vote for the Best Debate Team The whole class votes for the Best Debate Team based on “completeness of argumentation, fluency of expression, and teamwork”. 10 Step 5: Reflect 11 Thank you! 12 $Unit 4 Our Memory 第2课时 Section A 3a—3d 1 Activity 1: Predict, talk and discuss Look at the pictures in 3a, predict what story happens in the conversation, and think about the following question. Why does Rick look worried? 2 Activity 2: Read, complete and discuss Read the conversation with three questions and complete the table in 3a. What did the elders forget? What did the elders remember? What should be done for them? He forgets how to get to the park. She forgets Rick’s name and forgets that Rick is her grandson. She remembers that her grandson loves cookies. Take her to the hospital, follow the doctor’s advice and give her special care. He remembers flying kites with Chen Jie in the park. Walk him to the park every weekend. Focus on what he still remembers. 3 Activity 2: Read, complete and discuss Read the conversation in 3a again and underline the sentences in the conversation that express emotions and analyze the speakers’ feelings. 4 Activity 3: Read and retell Read the conversation in 3a carefully and pay attention to the key sentences describing memory changes. 5 Activity 3: Read and retell Retell the conversation with the help of the table in 3a, focusing on the logical connection of information. 6 Activity 4: Listen, repeat and imitate Read along with the recording of 3a, paying attention to the pronunciation, intonation and emotional stress in key sentences. Imitate the recording sentence by sentence, focusing on the emotional changes of Rick and Chen Jie. 7 Activity 5: Role-play and perform Work in pairs to role-play the conversation between Rick and Chen Jie, and try to add more personal emotional expressions. 8 Activity 5: Role-play and perform Perform in front of the class, and the whole class comment on the performance according to the evaluation form. 9 Activity 6: Share Work in pairs to share a happy family memory, describing it from four aspects: when it happened, who was there, what they said or did, and what kinds of things they remember ( smells, tastes, sounds, weather, etc. ). 10 Activity 7: Think, answer and share Discuss the following questions and share your personal opinions. Share the discussion results, and summarize the practical ways to care for elders (accompany, listen, record memories). What does Chen Jie mean by “keep in mind what he remembers”? In your opinion, why are happy memories important? 11 1. Finish the self-check on the learning sheet. (Required) 2. Work in groups of 2 or 3 to make a poster titled “Tips for Caring for Elderly Relatives with Memory Challenges”. (Required) 3. Do one small thing for an elder in your family this week (e. g. , take a walk with them, listen to their stories from the past) and record your feelings. (Optional) Homework 12 Thank you! 13 null 93833.18 $Unit 4 Our Memory 第3课时 Section A Grammar Focus 1 Activity 1: Lead in and perceive I still remember that we won the basketball game last year. I wonder what you felt at that moment. Introduce the lesson with real-life scenarios. 2 Activity 1: Lead in and perceive Work in groups and each student makes one sentence using each of the connecting words what, when, where, why and that based on the “school memories” theme. Share your sentences in class and underline the object clause in each sentence. 3 Activity 2: Analyze, discuss and summarize Read the sentences in 4a, translate them into Chinese, and then have a group discussion. What are the rules for the word order in object clauses? How do we choose the right connecting words (what, when, where, why, that)? 我不明白她正在经历什么。 我记不起你让我买哪些东西了。 研究它们彼此之间有什么不同。 你能告诉我为什么很容易忘记一个单词吗？ 4 Activity 2: Analyze, discuss and summarize Summarize the key rules of the object clauses and share your findings in class. 语序： 宾语从句用陈述语序：引导词 + 主语 + 谓语，不用疑问倒装。 引导词： that：no meaning, for statements, can be omitted. 无词义，接陈述句，可省略。 what/which：refer to things 指代事物 how：for ways 表方式 why：for reasons 表原因 when：for time 表时间 where：for places 表地点 时态： 主句现在时，从句时态按需。 主句过去时，从句多用过去时态（客观真理除外）。 5 Activity 2: Analyze, discuss and summarize Summarize the key rules of the object clauses and share your findings in class. 6 Activity 3: Complete and learn Combine two sentences into one using object clauses in 4b, using connecting words and the right word order. 7 Activity 3: Complete and learn Check answers in pairs and explain the reasons for your choices. Bob does not know who took his wallet. Can you tell me when the next test is? I do not understand why you didn’t invite him to the picnic. Pardon me, could you please show me where I can get a bus to the airport? 8 Activity 3: Complete and learn Focus on the logical conjunctions in the sentences and learn confusing points 连接词 that(陈述句), that 无意义，可省略 if/whether(一般疑问句)是否，不可省 特殊疑问句(特殊疑问词),不可省 9 Activity 4: Read and complete Read the story in 4c and discuss its main idea with a partner. This story shows the selfless maternal love of Mother Fox, who dropped her grapes to warn her baby of danger, and her grown-up kid finally learned the truth after finding a grapevine years later. 10 Activity 4: Read and complete Fill in the blanks in the story with the given words in the box in 4c. that what what why where why 11 Activity 4: Read and complete Retell the story using the completed sentences, focusing on the object clauses. 12 Activity 5: Make up a conversation Work in groups to make up a short conversation about “ happy memories and care for elders”, using at least 3 object clauses with different connecting words. Then act out the conversation in class. Grammar accuracy 5=Excellent 4=Good 3=Acceptable 2=Needs improvement Context appropriateness Oral fluency 13 Activity 6: Make a memory plan Make an individual “Memory Improvement Plan” using at least 2 object clauses (e. g. , “I hope that I can remember more things by making lists. ”). Share your plan in small groups and improve it with your classmates’ advice. 14 1. Finish the self-check on the learning sheet. (Required) 2. Conduct an interview with your family members about their most unforgettable memories, and record the answers using at least 5 object clauses. (Required) 3. Use that, what, where and why to write a short story about a precious family memory (at least 3 object clauses). (Optional) Homework 15 Thank you! 16 $Unit 4 Our Memory 第4课时 Section B 1a—1e 1 Activity 1: Recall and share Share one memory technique you often use (e. g. , repeating new words, associative memory ). Then talk with your deskmates in English using the sentence pattern: “ I usually... to remember things. It works because...” Method of Imagery Association Method of Loci Story Chaining Method 2 Activity 2: Look and predict Look at the title of the text “How to Boost Your Memory”, and predict what the text is about. What might the text be about based on the title “How to Boost Your Memory”? 3 Activity 3: Skim and grasp Read the text quickly and answer the questions in 1b. 1.What is the real question about improving one’s memory? 2.What is the right way to take notes? 3.Why is taking a break necessary for your brain? 4.How can you use your senses to help you remember better? 5.Why is staying healthy important for a good memory? How do you make sure what you learn enters your long-term memory? We should write down key points instead of every word in a passage. Because reviewing too much will wear out our brain. We can create images to organize information, make up stories and listen to recorded information. Good sleep helps the brain organize memories. Healthy food supports brain work. Exercise boosts memory and mind, and reduces stress and anxiety. 4 Activity 3: Skim and grasp Read the text again, finish the exercise (write S for short-term memory or L for long-term memory) in 1c, and analyze why each task belongs to short-term or long-term memory. L L S L 5 Activity 4: Read, complete and discuss Read the text in 1b carefully and complete the mind map in 1d to sort out the “four main ways to improve memory” and their specific suggestions. take notes and write down key points sleep well; eat well; exercise create images with table, graphs, mind maps; create a story; use other senses review what you learn; study for 40 minutes and then take a break; discuss or teach others 6 Activity 4: Read, complete and discuss Read the text once more, underline the sentences that show different memory techniques, and discuss in groups how these methods help information enter long-term memory. 7 Activity 5: Complete and discuss Work in groups and add more memory techniques to the list in 1e. making up a story repeating aloud 8 Activity 5: Complete and discuss Share the added techniques with the class and explain how they help remember things. Discuss which ones you find most useful in your own learning. 9 Activity 6: Perform and understand Work in pairs: one acts as a student with memory trouble and the other acts as a memory expert who gives advice using the methods from the text and his/her personal experience. For example: I can’t remember English words! You can use your senses—read the word aloud and write it down! 10 Activity 6: Perform and understand Perform in front of the class and vote for the best performance according to the evaluation form. 11 1. Finish the self-check on the learning sheet. (Required) 2. Use at least 3 memory techniques from the passage to describe how you will prepare for your next English test.(Required) 3. Collect more memory techniques from your classmates and share them next class.(Optional) Homework 12 Thank you! 13 $Unit 4 Our Memory 第1课时 Section A 1a—2d 1 Activity 1: Think and share Look at the classification table in 1a and answer two guiding questions. Which items are easy for you to remember? Why? Which items are hard for you to remember? Why? 2 Activity 1: Think and share Describe your memory characteristics with simple sentences. For example： I remember stories easily because they are interesting. 3 Activity 1: Think and share Work in groups, share a personal experience about poor memory and describe how you fixed it at that time. 4 Activity 2: Look and predict Look at the pictures in 1b, predict what Peter needs to buy, and give reasons for your predictions. 5 Activity 3: Listen and finish Listen to the first conversation. Circle the things Peter needs to buy. 6 Activity 3: Listen and finish Listen to the first conversation again and complete the sentences in 1c. 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 7 Activity 4: Listen, tick and answer Listen to the second conversation in 1d. Tick the things Billy forgot. Think about why Billy is so forgetful. □ Fu Xing’s birthday □ to attend a lecture □ to bring his homework to school □ the time of the lecture √ √ √ 8 Activity 4: Listen, tick and answer Listen to the second conversation again, discuss the questions in 1e in groups, and organize clear answer points. 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? ____________________________________________________________ 3. What advice did Fu Xing give him? ____________________________________________________________ She said, “Oh, that’s OK” and asked Billy if everything is OK. Because he is too busy. To go to Professor Green’s lecture on time. 9 Activity 5: Read, listen and finish Read the questions in 2b and predict the core content of Professor Green’s lecture. □ 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 brain to good use? 10 Activity 5: Read, listen and finish Imagine you are attending Professor Green’s lecture and think about what questions you would like to ask. 11 Activity 5: Read, listen and finish Listen to the conversation between some students and Professor Green and tick the topics they are talking about in 2b. □ 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 brain to good use? √ √ 12 Activity 5: Read, listen and finish Listen to the conversation again and summarize the core content of the lecture. 13 Activity 5: Read, listen and finish Listen to the conversation between some students and Professor Green again and complete the sentences based on Professor Green’s answers in 2c. 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 your mind. 3. Scientists are still working on this _______________. Such kind of memory is probably ____________ in a more stable area of our brain. Knowledge details different picture mystery stored linking 14 Activity 6: Read in roles Read the listening script in roles, imitate the pronunciation and intonation, and focus on practising the suggestion sentence patterns in the conversations. S1: Professor, I don’t quite understand what you said about linking knowledge. P: 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. S2: Professor, I often get some words mixed up like kitchen and chicken. P: Pay attention to details. Study how they are different from each other. You can also create a picture for each word in your mind. S1: Hello professor, could you tell me why it is much easier to forget things to buy than to forget how to ride a bike? P: 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. S1: There are so many mysteries about our brain . P: Exactly. And at your age, your brain is developing fast, so put it to good use. 15 Activity 7: Discuss and share Discuss the questions in 1f and 2d in groups, and share your group’s opinions. 16 Simulate a conversation between a “ forgetful friend” and a “memory expert” and give memory advice using the vocabulary and expressions learned in this lesson. Then vote for the best performance according to the evaluation form. Activity 8: Role-play 17 Summarize the memory strategies learnt in the lesson and discuss in groups how to use these strategies in your study. Activity 9: Summarize and apply For example： 1. making a shopping list 2. link new knowledge with old knowledge 18 Review the whole lesson and summarize the core memory strategies and language points. Activity 10: Reflect and plan 19 Fill in the “ Memory Improvement Plan Card”, writing down your own memory problems and targeted improvement strategies (based on the lesson content). Activity 10: Reflect and plan 20 1. Finish the self-check on the learning sheet. (Required) 2. Record a “memory challenge” you encountered this week ( e. g. , forgetting to bring homework, mixing up the time, etc. ), and use the memory techniques learnt in this lesson to write down your solution process and improvement plan (about 80 words). (Required) 3. Create a handwritten poster with the theme “ Tips for a Better Memory”. Use simple drawings and English expressions to share 3-5 practical tips for improving memory with your classmates. (Optional) Homework 21 Thank you! 22 null 72071.055 null 56736.996 null 66558.68 null 64573.324 null 77296.055 星越教育 null 62509.758 $