Unit9LearningLesson3TheSecretsofYourMemory【教學目標】Studentswillbeabletoreadatextaboutmemoryreadfordetailandcorrectfalsestatementsunderstandthemainthemeofeachparagraphinanextendedtextcorrectmistakesinasummaryofthereadingtextstudyandunderstandthesubject -verbagreementrulesinsentencesdiscusstipsonmemoryimprovement【教學重難點】readingfordetailandunderstandingthemainthemesTalkingaboutwaystoimprovememory【教學過程】Talkaboutmemorybyidentifyingthingsthatareeasytoremember.Insmallgroups,volunteerstudentsdiscusstheirfirstmemory.Volunteerscansharetheiranswerswiththeclass.Explaintostudentsthatthehumanbrainremembersinformationroughlycategorisedintobroadergroups.Readthebulletedlist.Conductasurveytofindoutwhichthingsaretheeasiestandthehardesttoremember.Eachstudentsharesthecategorytheyrememberbestandtheonetheystruggletoremember.Whatdoyouwanttoknowaboutmemory?Giveanexampleofoneortwoquestionsyouwouldliketoaskamemoryexpert,e.g.,Doesageplayaroleinthehumansbrain’abilitytostoreandrecallinformation?Isthereanyspecialfoodthathelpsmemory?Inpairs,studentsnotedown4 -5questionsthattheywouldliketoaskamemoryexpert.1/4/4Ifpossible,studentscanfindtheanswersonline.Eachstudentsharesatleastonequestiontheywouldliketoask.Readthetextandfindout.AskstudentstoquicklyskimthroughthetextandfindoutifanyofthequestionstheynoteddowninActivity2areansweredbythememoryexpert.Studentssharethequestionsandanswersthatwereaddressed.Readagain,writeTorF,andcorrectfalsestatements.Readthestatements.Askvolunteerstudentstoreadthetext.Explainanydifficultwords.Readeachstatementagain.Studentsansweriftheyaretrueorfalsefrommemory.Donotconfirmtheiranswersatthispoint.Independently,studentsreadthroughthetexttochecktheiranswersandcorrectthefalsestatements.Tohelpstrugglingstudents,givethemtheparagraphnumberwheretheinformationforeachstatementisincluded.Readoutloudeachstatementandpauseaftereachoneforstudentstocalloutinchorus.Iftheansweris “false”,inviteavolunteertocometotheboardandwritethecorrectestatement.PairWork:Offersuggestions.Inpairs,studentsreadeachparagraphinthetextanddiscussfurtheradvicethattheywouldsuggest.Reviseempathywiththestudents.Whatdoyoudowhenyoucan’tremembersomething?Whatmemorytricksdoyousuggest?Ifpossible,studentscanresearchonlinesomeadviceforeachquestion.Reviewtheanswersasaclass.Writetheusefuladviceontheboard.Matchsuggestionsandquestions.Readthrougheachsuggestion.Explainanydifficultwords.Studentsneedtoconnecteachcommenttooneofthefourparagraphsinthereadingtextonpages58and59.Then,studentswritethesuggestionsonthelinesprovidedinthetext.Reviewtheanswersasaclass.ComparethesuggestionsstudentsgaveinActivity5withthesuggestionsiAnctivity6.Whichsuggestionsaremorehelpful?Whichsuggestionworksbestforyou?Why?Whichsuggestionwassurprising?Findouttruthsandadvice.PointouttostudentsthateachofJemimaGryaznov ’sanswerscanbedividedintotwothetruthandtheadvicesection.Gothroughthefirstanswerwiththeclassandhavevolunteersidentifythetwopartstoillustratewhatstudentsneedtodo.StudentsnotethefourtruthsandadvicethatJemimaGryaznovgivesinthetext.ReviewtheanswersasaclassW.hichtruthisthemostsignificanttoyou?Why?GroupWork:Thinkandshare.StudentsunderlinethemostandleastconvincingwordsinthetextthatJemimaGryaznovputsforwardusingtwodifferentcolours.Studentsdiscusswhatmethodssheusestoconvinceothersandsharetheiranswersinsmallgroups.Challengestudentsineachgrouptoconvinceoneanotherofeachanswerthatisbeingquestioned.Conductaclasssurveytofindthemostandleastconvincinganswersharedbythemajorityofstudents.Assigngroupsofstudentstosearchonlineforadditionalinformationthatcouldbeersupportordenythisanswer.Findwordsandphrasestoreplaceunderlinedwords.Revisesynonymswithstudents.Inpairs,studentsreplacetheunderlinedwordsandphrasewiththewordsfromthetext.Remindstudentsthatthemeaningmustbesimilar.Helpstudentswhoarestrugglingbygivingthefirstletterofthewordortheparagraphnumberwherethewordcanbefound.Readaloudthesentencesandpausebeforeeachitemforstudentstocallouttheanswerinchorus.Encouragestudentstoprovidetheirownwordsorexpressionsfortheunderlinedpartinthesentences.Findsubjectsandusethecorrectverbstocompletesentences.Writethisexampleontheboard: “Weremembersthingsthathavestrongconnectionsinomind.”Askstudentstothinkwhetherthere ’sanythingwrongwiththesentence(theverbshouldbepluraltomatchthesubject “we”.)Askstudentstocorrectthemistake,i.e.,changethto“remember”.ExplaintostudentsthatinEnglishtheverbalwaysneedstomatchthesubjectintermsofsingular/pluralformandthatthisiscalled “subject-verbagreement”.Findoutwhetheinthestudents’firstlanguage.Pointoutthatthe-ingformofverbs,whenusedasasubject,isconsideredassingular.Revisesubjectsofthesentencewithstudents;thesubjectofasentenceisthe