1、Unit 9 LearningLesson 3 The Secrets of Your Memory【教学目标】Students will be able to 1. read a text about memory2. read for detail and correct false statements3. understand the main theme of each paragraph in an extended text4. correct mistakes in a summary of the reading text5. study and understand the
2、 subjectverb agreement rules in sentences6. discuss tips on memory improvement【教学重难点】1.reading for detail and understanding the main themes2. Talking about ways to improve memory 【教学过程】1. Talk about memory by identifying things that are easy to remember. 1)In small groups, volunteer students discuss
3、 their first memory.2) Volunteers can share their answers with the class.3) Explain to students that the human brain remembers information roughly categorised into broader groups.4) Read the bulleted list.5) Conduct a survey to find out which things are the easiest and the hardest to remember. Each
4、student shares the category they remember best and the one they struggle to remember.2. What do you want to know about memory? 1)Give an example of one or two questions you would like to ask a memory expert, e.g., Does age play a role in the humans brain ability to store and recall information? Is t
5、here any special food that helps memory?2) In pairs, students note down 45questions that they would like to ask a memory expert.3) If possible, students can find the answers online.4) Each student shares at least one question they would like to ask.3. Read the text and find out. 1) Ask students to q
6、uickly skim through the text and find out if any of the questions they noted down in Activity 2 are answered by the memory expert.2) Students share the questions and answers that were addressed.4. Read again, write T or F, and correct false statements. 1)Read the statements. Ask volunteer students t
7、o read the text. Explain any difficult words.2) Read each statement again. Students answer if they are true or false from memory. Do not confirm their answers at this point.3) Independently, students read through the text to check their answers and correct the false statements.4) To help struggling
8、students, give them the paragraph number where the information for each statement is included.5) Read out loud each statement and pause after each one for students to call out “true” or “false” in chorus. If the answer is “false”, invite a volunteer to come to the board and write the corrected state
9、ment.5. Pair Work: Offer suggestions. 1) In pairs, students read each paragraph in the text and discuss further advice that they would suggest. Revise empathy with the students. What do you do when you cant remember something? What memory tricks do you suggest?2) If possible, students can research o
10、nline some advice for each question.3) Review the answers as a class. Write the useful advice on the board.6. Match suggestions and questions. 1) Read through each suggestion. Explain any difficult words.2) Students need to connect each comment to one of the four paragraphs in the reading text on pa
11、ges 58 and 59. Then, students write the suggestions on the lines provided in the text.3) Review the answers as a class.4) Compare the suggestions students gave in Activity 5 with the suggestions in Activity 6.Which suggestions are more helpful? Which suggestion works best for you? Why?Which suggesti
12、on was surprising?7. Find out truths and advice. 1) Point out to students that each of Jemima Gryaznovs answers can be divided into two sections: the truth and the advice section. Go through the first answer with the class and have volunteers identify the two parts to illustrate what students need t
13、o do.2) Students note the four truths and advice that Jemima Gryaznov gives in the text.3) Review the answers as a class. Which truth is the most significant to you? Why?8. Group Work: Think and share. 1) Students underline the most and least convincing words in the text that Jemima Gryaznov puts fo
14、rward using two different colours.2) Students discuss what methods she uses to convince others and share their answers in small groups.3) Challenge students in each group to convince one another of each answer that is being questioned.Conduct a class survey to find the most and least convincing answ
15、er shared by the majority of students.4) Assign groups of students to search online for additional information that could beer support or deny this answer.9. Find words and phrases to replace underlined words. 1) Revise synonyms with students. In pairs, students replace the underlined words and phra
16、se with the words from the text.Remind students that the meaning must be similar.2) Help students who are struggling by giving the first letter of the word or the paragraph number where the word can be found.3) Read aloud the sentences and pause before each item for students to call out the answer i
17、n chorus.4) Encourage students to provide their own words or expressions for the underlined part in the sentences.10. Find subjects and use the correct verbs to complete sentences. 1) Write this example on the board: “We remembers things that have strong connections in our mind.” Ask students to thi
18、nk whether theres anything wrong with the sentence (the verb “remembers” should be plural to match the subject “we”.) Ask students to correct the mistake, i.e., change the verb to “remember”.2) Explain to students that in English the verb always needs to match the subject in terms of singular/plural
19、 form and that this is called “subjectverb agreement”. Find out whether this is the case in the students first language.3) Point out that the -ing form of verbs, when used as a subject, is considered as singular.4) Revise subjects of the sentence with students; the subject of a sentence is the perso
20、n, place, thing, or idea that is doing or being something.5) Read the sentence frames in the Sentence Builder. Independently, students complete the task. Remind students to first circle the subject in each sentence.6) In pairs, students read their answers and listen if they sound correct.7) Review t
21、he answers as a class.11. Group Work: Read the tips and discuss the most/least useful ones. 1) In small groups, students read and discuss the tips.2) Each student explains, with reasoning, which is the most and least useful tips for learning English.3) Conduct a class survey to find out the most and least popular tips of all.
