2019-2020学年高中英语新北师大版必修第三册Unit9LearningLesson3TheSecretsofYourMemory教案

Unit9LearningLesson3TheSecretsofYourMemory【教学目标】Studentswillbeableto1.readatextaboutmemory2.readfordetailandcorrectfalsestatements3.understandthemainthemeofeachparagraphinanextendedtext4.correctmistakesinasummaryofthereadingtext5.studyandunderstandthesubject–verbagreementrulesinsentences6.discusstipsonmemoryimprovement【教学重难点】1.readingfordetailandunderstandingthemainthemes2.Talkingaboutwaystoimprovememory【教学过程】1.Talkaboutmemorybyidentifyingthingsthatareeasytoremember.1)Insmallgroups,volunteerstudentsdiscusstheirfirstmemory.2)Volunteerscansharetheiranswerswiththeclass.3)Explaintostudentsthatthehumanbrainremembersinformationroughlycategorisedintobroadergroups.4)Readthebulletedlist.5)Conductasurveytofindoutwhichthingsaretheeasiestandthehardesttoremember.Eachstudentsharesthecategorytheyrememberbestandtheonetheystruggletoremember.2.Whatdoyouwanttoknowaboutmemory?1)Giveanexampleofoneortwoquestionsyouwouldliketoaskamemoryexpert,e.g.,Doesageplayaroleinthehuman’sbrainabilitytostoreandrecallinformation?Isthereanyspecialfoodthathelpsmemory?2)Inpairs,studentsnotedown4–5questionsthattheywouldliketoaskamemoryexpert.3)Ifpossible,studentscanfindtheanswersonline.4)Eachstudentsharesatleastonequestiontheywouldliketoask.3.Readthetextandfindout.1)AskstudentstoquicklyskimthroughthetextandfindoutifanyofthequestionstheynoteddowninActivity2areansweredbythememoryexpert.2)Studentssharethequestionsandanswersthatwereaddressed.4.Readagain,writeTorF,andcorrectfalsestatements.1)Readthestatements.Askvolunteerstudentstoreadthetext.Explainanydifficultwords.2)Readeachstatementagain.Studentsansweriftheyaretrueorfalsefrommemory.Donotconfirmtheiranswersatthispoint.3)Independently,studentsreadthroughthetexttochecktheiranswersandcorrectthefalsestatements.4)Tohelpstrugglingstudents,givethemtheparagraphnumberwheretheinformationforeachstatementisincluded.5)Readoutloudeachstatementandpauseaftereachoneforstudentstocallout“true”or“false”inchorus.Iftheansweris“false”,inviteavolunteertocometotheboardandwritethecorrectedstatement.5.PairWork:Offersuggestions.1)Inpairs,studentsreadeachparagraphinthetextanddiscussfurtheradvicethattheywouldsuggest.Reviseempathywiththestudents.Whatdoyoudowhenyoucan’tremembersomething?Whatmemorytricksdoyousuggest?2)Ifpossible,studentscanresearchonlinesomeadviceforeachquestion.3)Reviewtheanswersasaclass.Writetheusefuladviceontheboard.6.Matchsuggestionsandquestions.1)Readthrougheachsuggestion.Explainanydifficultwords.2)Studentsneedtoconnecteachcommenttooneofthefourparagraphsinthereadingtextonpages58and59.Then,studentswritethesuggestionsonthelinesprovidedinthetext.3)Reviewtheanswersasaclass.4)ComparethesuggestionsstudentsgaveinActivity5withthesuggestionsinActivity6.Whichsuggestionsaremorehelpful?Whichsuggestionworksbestforyou?Why?Whichsuggestionwassurprising?7.Findouttruthsandadvice.1)PointouttostudentsthateachofJemimaGryaznov’sanswerscanbedividedintotwosections:thetruthandtheadvicesection.Gothroughthefirstanswerwiththeclassandhavevolunteersidentifythetwopartstoillustratewhatstudentsneedtodo.2)StudentsnotethefourtruthsandadvicethatJemimaGryaznovgivesinthetext.3)Reviewtheanswersasaclass.Whichtruthisthemostsignificanttoyou?Why?8.GroupWork:Thinkandshare.1)StudentsunderlinethemostandleastconvincingwordsinthetextthatJemimaGryaznovputsforwardusingtwodifferentcolours.2)Studentsdiscusswhatmethodssheusestoconvinceothersandsharetheiranswersinsmallgroups.3)Challengestudentsineachgrouptoconvinceoneanotherofeachanswerthatisbeingquestioned.Conductaclasssurveytofindthemostandleastconvincinganswersharedbythemajorityofstudents.4)Assigngroupsofstudentstosearchonlineforadditionalinformationthatcouldbeersupportordenythisanswer.9.Findwordsandphrasestoreplaceunderlinedwords.1)Revisesynonymswithstudents.Inpairs,studentsreplacetheunderlinedwordsandphrasewiththewordsfromthetext.Remindstudentsthatthemeaningmustbesimilar.2)Helpstudentswhoarestrugglingbygivingthefirstletterofthewordortheparagraphnumberwherethewordcanbefound.3)Readaloudthesentencesandpausebeforeeachitemforstudentstocallouttheanswerinchorus.4)Encouragestudentstoprovidetheirownwordsorexpressionsfortheunderlinedpartinthesentences.10.Findsubjectsandusethecorrectverbstocompletesentences.1)Writethisexampleontheboard:“Weremembersthingsthathavestrongconnectionsinourmind.”Askstudentstothinkwhetherthere’sanythingwrongwiththesentence(theverb“remembers”shouldbepluraltomatchthesubject“we”.)Askstudentstocorrectthemistake,i.e.,changetheverbto“remember”.2)ExplaintostudentsthatinEnglishtheverbalwaysneedstomatchthesubjectintermsofsingular/pluralformandthatthisiscalled“subject–verbagreement”.Findoutwhetherthisisthecaseinthestudents’firstlanguage.3)Pointoutthatthe-ingformofverbs,whenusedasasubject,isconsideredassingular.4)Revisesubjectsofthesentencewithstudents;thesubjectofasentenceistheperson,place,thing,orideathatisdoingorbeingsomething.5)ReadthesentenceframesintheSentenceBuilder.Independently,studentscompletethetask.Remindstudentstofirstcirclethesubjectineachsentence.6)Inpairs,studentsreadtheiranswersandlisteniftheysoundcorrect.7)Reviewtheanswersasaclass.11.GroupWork:Readthetipsanddiscussthemost/leastusefulones.1)Insmallgroups,studentsreadanddiscussthetips.2)Eachstudentexplains,withreasoning,whichisthemostandleastusefultipsforlearningEnglish.3)Conductaclasssurveytofindoutthemostandleastpopulartipsofall.