北师大版（2019）必修 第三册Unit 9 Learning Lesson 3 The Secrets of Your Memory名师教学设计

Unit 9 Lesson 3 名师教学设计
课时内容：
The Secrets of Your Memory
主题语境：人与自我
主题群：生活与学习
子主题：乐于学习，善于学习，终身学习
语篇类型：说明文
文本分析：
[What]本文介绍了记忆专家 Jemima Gryaznov针对四个问题作出解答。四个问题分别是：为什么我能记住童年发生的事情却记不住上周发生的事情？真的有人有摄影般精准的记忆能力吗？为什么我会忘记昨天学的新单词呢？我16岁，但有时候会忘记事情。我的记忆力是在变差吗？
[Why]通过学习，学生能更好地了解到人类大脑是如何工作的，并充分利用记忆专家 Jemima Gryaznov提出的建议，促进自己的学习，探索更多改善记忆的方法。
[How]本文简明扼要，逻辑清晰，列举了生活中常见的关于记忆的问题，能使读者产生共鸣。大量例子的运用，使建议更具说服力和真实感。
课时目标：
1.获取、梳理四个问题和对应的建议，并用思维导图绘制内容。
2.能用恰当的语言介绍人类记忆的一些事实。
3.探索更多改善记忆的方法，并运用到学习中。
4.掌握语法知识—主谓一致。
重点难点：
重点：
学生通过阅读，获取、梳理四个问题和对应的建议。
难点：
探索和讨论更多改善记忆的方法，并运用到学习中。
教学准备：
教师准备：
关于人类大脑和记忆力的相关资料。
学生准备：
1.预习本课词汇。
2.了解改善记忆力的方法。
教学过程：
Step I学习理解
活动一：感知与注意
1. Human memory.
(1) Ask students to look at the diagram about memory and discuss in groups.
(2) Talk about some common questions and facts about human memory.
Related information: Students often think they have a memory problem. They worry because they can’t remember vocabulary. They think something is wrong with their brain. In fact, the problem is not their brain or their memory. The problem is the way they study. If you want to improve your memory, it’s important to understand how it works. There are two kinds of memory: short-term and long-term. All information goes into your short-term memory first. But it can stay there for just a few minutes. In order to remember something for more than a few minutes, it must move into your long-term memory. Only some things move into your long-term memory. Which things This is an important question for a student. In fact, your long-term memory keeps things that are interesting or important to you. That’s why you remember big events in your favourite sports events. Your long-term memory keeps other things, too. It holds onto things that you have thought about and worked with. So if you want to remember words, you have to work with them in some way. Many students study vocabulary by repeating the words. This may be enough to remember them for a while. But after a day or a week, you may have lost them. The reason for this is very simple. Long-term memory is like a very big library with many, many books. And like a library, it is organised. When you put away a book—or a memory—you can’t just leave it everywhere. If you want to find it again, you have to put it in a certain place. Repeating a new word doesn’t help you remember it for long, because it doesn't give you any way to find it again. You need to make a place for the word in your long-term memory. There are many ways you can do this. You can write sentences with the word. Or you can make a very short story about it. You can also make a picture in your mind with the word. For example, if the word is height, you can think of the tallest person you know and try to guess his height. All of these activities are ways to work with words. They make the meaning of words stronger in your long-term memory. And they give you a way to find a word when you read it.
2. Do a survey.
(1) Ask students which of the following things they find easy to remember and let them explain why.
names and faces numbers: telephone numbers, passwords, etc. stories facts and arrangements things that happened long ago things that happened recently
(2) Ask students to do a survey to find out the easiest and the hardest things to remember.
3. Imagination.
(1) Ask students to imagine if they were going to meet a memory expert, what questions they would ask him/her.
(2) Encourage students to write down at least four questions that they would like to ask a memory expert in group of four.
Does bad memory mean low IQ
Does age play a role in the human brain’s ability to store and recall information
Why do some memory can last for a long time, even lifetime, while others can’t
Is there any special food that helps memory
(3) Let volunteers show questions. Each student of every group shares at least one question they would like to ask.
【设计意图】通过了解“人类记忆力”“长期记忆”“人类记忆力的常见问题”等相关信息，奠定了讨论的语言基础；做关于“记忆力”的调查，了解学生的记忆强项和劣势；分组讨论，提出自己在关于记忆力方面感到困惑的问题，为下一环节的阅读铺垫。这些活动可以激发每一个学生积极地参与到课堂活动中来，激发学生对主题的思考，激活学生的背景知识和相关经验，调动身体多种器官，大大提高学习效率。
活动二：获取与梳理
1. Read.
(1) Ask students to match the following suggestions with the four questions and put them back in the text. Let them compare their suggestions with the expert’s suggestions.
What can we learn from all this When remembering something new, try to connect it to our emotions. It is important to connect it with what we already know. Also, we can try to retell what we have learnt to a few others. Therefore, one of the golden rules to increase how much we remember is to review the material periodically, especially during the first day after learning. This “spaced review” soon after learning helps build stronger memories and it is more effective than waiting to review everything before exams. So take it easy. You are at a good age in terms of your memory. Make good use of it! As most of us do not have amazing memories like them, when memorising detailed learning materials, we simply need to focus on the important ideas and be curious about what we learn. Asking questions about what we learn also helps with memorisation. Another effective technique to remember things is to group similar ideas or information together so that they can be easily connected to things that are already known.
Suggested answers: — Question 1 — Question 3 — Question 4 — Question 2
(2) Ask students to discuss the two questions below and fill in the blanks.
What truths about memory does Jemima Gryaznov discuss in the text
What advice does she give to improve one’s memory
Truth and advice 1: _____________________________
Truth and advice 2: _____________________________
Truth and advice 3: _____________________________
Truth and advice 4: _____________________________
Suggested answers: Truth: We remember things that have strong connections in our mind, especially emotional connections. Advice: We need to make strong connections with things we want to remember in our mind, especially emotional connections. Truth: Nobody has a photographic memory. Advice: We need to focus on the important ideas and be curious about what we learn when memorising complex learning materials. Truth: The sharpest loss of memory occurs during the very early period after learning. Advice, We need to review the information at regular intervals, especially during the first day after learning it. Truth: Our memory reaches its full power at the age of 25. Advice: We need to train our memory to remember more when we’re older.
2. Ask students to read the text again, write T (true) or F (false) and correct the false statements.
( ) We remember certain events in our childhood, because we experienced many of them for the first time, and we felt strongly about them at the time.
( )When we tell a story many times, we forget important details.
( )Stephen Wiltshire has a photographic memory because he can draw a detailed picture of a city from memory after flying over it.
( )It has been proved that some people have a photographic memory.
( )The sharpest loss of memory occurs during the first five days.
( )Our memory starts to get worse in middle age.
Your corrections:
__________________________________________________________________________________________________________________________________________
Suggested answers: (T) (F) We can remember them clearly. (F) He is good at remembering particular things but does not have a photographic memory. (F) No one has been proved to have a photographic memory. (F) The sharpest loss of memory occurs during the very early period after learning. (F) Our memory starts to get worse after the age of 25.
【设计意图】以任务为目的，阅读后，鼓励学生补全语篇残缺部分，获取和梳理四个事实与四条建议，判断观点的正误并给予纠正，使学生内化已掌握的信息，强化学习内容，通过对文本的碎片整理，使学生对信息的瞬间记忆转为长期记忆。
3. Focus on language subject-verb agreement.
【备注】语法知识点讲解详见第二教案“重点语法精讲”。
活动三：概括与整合
Ask students to share the feelings of reading by answering the following question：
Have you found anything you feel excited, encouraged inspired or still puzzled
【设计意图】在获取一定信息后，整合已获取的信息形成新的知识结构，分享读后感受，感知并理解语言所表达的意义。
Step Ⅱ 应用实践
活动四：描述与阐释
Retell the text.
(1) Ask students to work in groups of 4. Everyone chooses a truth and an advice.
(2) Let students draw a mind map concluding the truths and advice.
(3) Ask students what suggestions they would provide for each of the four questions discussed. Discuss and add information to the mind map.
(4) Encourage students to retell the text with the help of the mind map.
活动五：内化与应用
1. Replace the underlined words and phrase with the words from the text.
Jemima Gryaznov thinks people remember that have strong sentimental attachment.
When we do things with enthusiasm, we tend to remember them well.
When we try to remember detailed materials, we should focus on the important ideas.
Jemima Gryaznov suggested another effective method to remember things: grouping s information together.
A good strategy to increase memory is to review the material you are trying to remember often.
Suggested answers: ① emotional ② excitement ③ memorise ④ technique ⑤ periodically
2. Circle the subjects of the sentences in the Sentence Builder. Then use the correct form of the verbs to complete the sentences.
Suggested answers: subjects（略） helps; are; are; is
3. Choose the correct options.
If anybody has/have any tips for memorising information, I would like to hear them.
Many experts says/say that you should review information periodically after you learn it.
Each of the students is /are trying one of these memorising techniques this week.
Both of my English teachers tells/tell me to ask questions to identify the most important information I need to remember.
Writing information down clearly makes/make it easier for you to review it later.
Suggested answers: has ②say ③is ④tell ⑤makes
【设计意图】在学习理解的基础上，引导学生绘制思维导图和展开复述。通过练习，使学生掌握本课重要词汇的运用。探索主谓一致的语法规则，达到灵活运用的目的，逐步实现对语言知识的内化，促进语言运用的自动化。
Step Ⅲ 迁移创新
活动六：推理与论证
Be a teacher to explain what has learnt and prepare practice for the class.
【设计意图】“小老师”模式是一种创新的实验教学方式，将老师传授转变为学生展示，体现了“让学生参与到日常教学中来”的可行性和优越性。
活动七：批评与评价
赏析语篇的写作手法和语言特点，探讨其与主题意义的关联。
（1）写作手法
How has the expert tried to make her statements to each question convincing What methods has she used and what signal words can you find
Suggested answers: To make her statements convincing the expert used: ·Examples: For example... ·Figures: a famous forgetting curve ·quote；According to. ·numbers：25，200，40 其他两个问题：（略）
（2）语言特点
文本以问答的形式呈现，在浅显、易懂的前提下，用平实、科学、严谨的语言，向我们说明了一个比较抽象的问题——人的记忆。
Example 平实（plain language） Childhood memories are often very emotional. Don’t worry. This is natural for many people. 科学、严谨（scientific and rigorous language） For example, Daniel Tammet can remember the first 22, 514 digits of pi… In 1885, Hermann Ebbinghaus published a book called… Our memory reaches its full power at the age of 25. At that point…After this age...By the age of 40...By middle age…
【设计意图】学生通过赏析文本，加强对文本主旨的探究。学生在探究的过程中能够形成对科学、严谨的语言特点的正确认识。同时也有利于其养成科学、严谨的学习态度。
活动八：想象与创造
Express yourself.
(1) Read the tips for improving your memory.
Five Tips for Improving Your Memory Sleep well: If you don’t sleep properly, you “lose” many of your memories. Do physical exercise: When you exercise, more oxygen goes to your brain and makes your memory work better. Do mental exercise：It is important to exercise your brain just like your body. New activities are more challenging than familiar ones. Be interested: Ask yourself questions about what you are learning. We learn better if we are interested. Form a mental picture: For example, if you want to remember the name “John Keys”, imagine his face with a big key on it. The stranger the picture, the better.
(2) Discuss in groups which tips seem most/least useful Which, if any, would be useful for English learning
【设计意图】学生阅读五个提高记忆力的小窍门，然后组内讨论。在这一活动中学生可以训练互动交流的意识，将知识内化为自己的学习技能。通过组织更多的交流活动，激发他们的参与意识，真正成为课堂的主人，很好地去实践“学以致用”，实现向素养方向的转化。
板书设计：
Unit 9 Learning Period IV Lesson 3 I.学习理解 活动一：感知与注意 1. Human memory. 2. Do a survey. 3. Imagination. 活动二：获取与梳理 活动三：概括与整合 II.应用实践 活动四：描述与阐释 Retell the text. 活动五：内化与应用 Ⅲ.迁移创新 活动六：推理与论证 活动七：批评与评价 活动八：想象与创造
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