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1、Chapter 5 MemoryA-Description of ClassStudents between the ages of 14-1530 girl students, 18 boy studentsIn our class, most of the students are interested in learning English. They always take an active part in the classroom activities to improve their English ability. A few of them are poor in Engl
2、ish, they hope to have a good environment to study English .B-Recent WorkNew words and expressions of the text一 Memory” learned.The content of the text一 Memory” understood.The structure and the function of the adverbial clause of condition briefly covered.C-ObjectivesTo have the further understandin
3、g about the content of thetext “Memory” .1. To Learn to describe the problems about memory and express the waysof improving the memory.2. To have the ability to discuss the importance of excellent memoryin real life and studies with the words, phrases and the patterns learned .D-ContentsObject 1. (e
4、stimated time:2 minutes)(a) Context: Words MemoryActivity and class organization: Memorizing 10 words in order as many as possible in half minute. (With the English song “ About Memoryv being played ) (c)Aids: overhead projector, a song.(d) Possible problems: If the student can memorize these words
5、well, he will be told the others his own good ways; If the student memorizes few words, he will be suggested to have more training on memory.Object 2. (estimated time:15minutes)Context: Understanding the content of memory in detail(a) Activity and class organization:1) . Looking at the PPTs and answ
6、ering questions of different forms about each paragraph of the text.2) . Giving a summary: We learn about performances, forming good/poor memory and methods of improving our memory.(b) Aids: overhead projector, picturesLanguage: get older, become worse, injure his brain, death, link methods, dramati
7、c.(c) Possible problems: Students may have difficulty of having further understanding about memory. Thus, it is necessary for the teacher to design different forms of questions to learn more about memory and have summaries.Object 3. (estimated time:13 minutes)Context: Finding the memorizing methods(
8、a) Activity and class organization:1) Watching a video.2) Filling in the table according to the answers to some questions about the video. MatterWays3) Finding some examples about dealing with the problems about memory in, their life and studies in groups (Learning to use the adverbial clause of con
9、dition in the suitable situations).(b) Aids: overhead projector, pictures.(c) Language: the adverbial clause of conditionPossible problems: When students are discussing how to improve their memory, the teacher should prepare some new words in advance to meet the students? needs.Object 4. (estimated
10、time:10 minutes)Context: Discussion about the importance of memory.(a) Activity and class organization:1) Each rgroup chooses one topic to have a further discussion.2) Each member of the group gives his own opinion.Topics:1) Can the electric products take the place of the human brains?2) , When peop
11、le gets old, their memory, must be poor.3) Is having good memory the best way to improve our study?4) Which is more important, the short 一 term memory or the long termmemory?(d) Language: the words, phrases and the patterns learned.(e) Possible problems:.Based on the practice above, the students wil
12、l have a further discussion about memory in groups with the help of the teacher.E-Additional work after classT- We believre each person can develop his own meaningful and efficient memory to make our life healthier and more beautiful. Please write an article about the topic “ A healthy life with exc
13、ellent memoryv .F-Post-class evaluationHave the students had a further understanding about memory?(1) Have the students learnt to express the ways of improving the memory withthe correct words, phases and patterns learned?(2) Do they have the ability to tell the importance of excellent memory in reallife and studies?(3) Do the classroom activities work effectively in helping the students learning?(4) Have the students in different levels gain any process in the lesson?