精编高级英语教案Unit4
高中英语新教材UNIT4教学设计
新修订高中阶段原创精品配套教材高中英语新教材UNIT4教学设计教材定制 / 提高课堂效率 /内容可修改Teaching Design of UNIT4, a New High School English Textbook教师：风老师风顺第二中学编订：FoonShion教育高中英语新教材UNIT4教学设计高一新教材Unit 4说课教案,教学设计高一新教材Unit 4说课教案,教学设计一．教学目标理论依据：《新课程标准》（实验稿）根据《新课程标准》（实验稿）关于总目标的定位及其实现途径和目标具体描述，结合高一学生实际和教材内容，我们把本单元的教学目标定为：1）语言知识：单词：理解、内化、运用以下生词：seismograph; iceberg; King Tut; // roar; fright; crack; // bookworm; couch potato; workaholic;// Buddha; agent等，扫除听读障碍，重点掌握一些传神动词：advance; seize; sweep; swallow; drag; pull; flow; shake; strike; struggle等。
词组：get on one’s feet; tree after tree语法：复习和运用定语从句用于描述人、物及事件。
2）语言技能：听：听懂一个关于不幸经历的小故事，抓住时间、地点、人物、发生的事件说：能用得体语言描述人、物、事件，并且有一定的逻辑。
读：Scanning, skimming, careful reading, generalization; inference等阅读微技能训练。
写：能运用First, Next, Then, Finally简要且富有逻辑地描写自己的一次难忘经历。
3）学习策略：学生一定程度形成自主学习，有效交际、信息处理、英语思维能力。
4）情感态度：学生能在多种英语学习情景中分享自己的幸与不幸，体验用英语交流的成功与喜悦，以及培养合作精神、互助精神。
北师大版高中英语教案--unit4lesson4
Unit4 lesson4 Virtual Tourism夏英明Teaching aims:1, Ss learn to use reading skills.2, Ss learn to use “do” and “make”.3, Ss learn to listen and find out main facts in an article.Key and difficult points:1, New words and phrases:offer, suggest, guide, volcano, suburb, harbour, central, settle, be located on,also, as well as, too,.2, Help Ss develop the awareness of culture.3, Help Ss use the reading strategies.Teaching methods:1, Ss-centered method.2, Read-to-learn method.3, Listen-to-learn method.Teaching aids:1, Multimedia to show photos, table.2, Blackboard to rewrite the key words and phrases.Teaching steps:1, Greet the C as usual.2, Warm-upHave Ss discuss something about China in terms of population, capital, famoussights, climate and so on.Location Population Features History Cli Show the C some photos about Auckland and help Ss to learn some new words:guide, volcano, suburb, harbour, locate, central, Maori, settle.3, Lead-inShow the C 5 sentences, have Ss read the article and judge them true or false.Call Ss to answer one by one, if he/she says it false, T will ask the S to give thedetailed information in the article.4, ListeningShow the C a table, have Ss read through it quickly, then play the tape for Ss listen and fill in the blanks.Check answers with the C.5, Reading strategies.Read the 5 aspects of reading strategies on page15, make sure they understand. 6，Topics and MatchGo through the 5 topics in Ex4 on page14, say “Now, match the topics a-f with the5 paragraphs in the article. There is one extra topic.”Check answers with the C.7, Hot words and matchLearn the meaning of “Hot words”on the internet page. Then read the front information of Ex5 on page15 for the C, and have Ss do as the requirement.Check answers with the C and help Ss to learn about the hot words on an Internet page.Learn the article with the C and point out the language points:Be located on, settle---be settled----settlement, as well as, as well, not only---but also8, Linking wordsCall Ss attention to the linking words in Ex6 on page15: also, as well as, too,Help Ss know the differences among them. Say “Complete the description with these linking words from the article”Check answers with Ss.9,“do” and “make”Go through the key words in Ex7 on page15 with Ss. Say “Which verb ,do or make, would you use with these words?”Check with the C.Say “Write 5 sentences about your life with examples from the list.”Check with the C.10,Underling the wordsGet Ss read the sentences in Ex8 on page15, and ask Ss to underline the correct word to complete each sentence.Check with the C. And help Ss to learn the different form of a word.11,SpeakingHave Ss do speaking Ex as required in Ex9 on page15.Get several Ss make a report about their plan about visiting Auckland for the C. Homework:Do Exs on page58,59.Get Ss write an article about our hometown .。
高级英语课程教案第二册第四课
Reference Books 1.The New Book of Knowledge2.Encyclopedia Britannica3.Encyclopedia Americana4.Any History of the U.S covering the 1960’s5.Any biographical sketch of John F. Kennedy附页附页Question 3A piece of News 附页附页1. John F. Kennedy (1917--1963), 35th President of the United StatesA. His family backgroundJohn Kennedy, whose ancestors came from Ireland, was the first Roman Catholic to become president of the United States. At 43 he was also the youngest man ever elected to the highest office of his country, although he was not the youngest to serve in it. Theodore Roosevelt was not quite 43 when the assassination of President McKinley elevated him to the Presidency.John Fitzgerald Francis Kennedy was born on May 29, 1917 in Brookline, Massachusetts. Brookline was the suburb of Boston where his grandfather had been elected to many public offices. Joseph P. Kennedy, father of the future president, was at 25 the youngest bank president in the country. He was to build one of the great private fortunes of his time. He and Rose Fitzgerald Kennedy raised a family of nine children. John was the second born.When the first Kennedy child, Joseph, Jr., was born, father Joe was reported to have said, “He’ll be the first Kennedy to become president of the United States.” But he was killed while piloting a bomber in World War II, and the leadership of the rising Kennedy generation passed to John.Thus young John Kennedy, often called Jack, inherited a background of politics, wealth and determination. The family circle was close and warm. The boys learned competition first in sports. They, played hard to win, a family trait in sports and politics all their lives. Young Kennedy attended private schools in Brookline and New York City; and then in 1931, he entered Choate School, in Wallingford, Connecticut to prepare for college, Young Kennedy, after a short spell at the London School of Economics and Princeton, entered Harvard. In 1940 he graduated from Harvard cum lauds.B. His political career and election as presidentIn 1945 the Hearst newspapers hired Kennedy to cover the United Nations preliminary conference in San Francisco. He covered the British elections that year, then decided he had had enough of journalism. He did not know whether he would like politics, but decided to try it. In 1946 he ran for Congress as a Democrat, in a Boston district. Though he did not live there, Kennedy, by hard campaigning, defeated a large field of rivals. He was re-elected twice. Then he tried for election to the United States Senate against Republican Henry Cabot Lodge, who was supposed to be unbeatable in Massachusetts. It was a big Republican year in 1952, in Massachusetts and elsewhere, but Jack Kennedy beat Lodge by 70,000 votes.On September 12, 1953, Kennedy and Jacqueline Bouvier were married at Newport, Rhode Island. They had three children-Caroline; John, Jr., whom his father called John-John; and Patrick Bouvier, who lived but a few days.Kennedy missed being nominated for vice-president by a few votes in 1956. But he gained an introduction to millions of Americans who watched the Chicago Democratic Convention on television. When he decided to run for president in 1960, his name was widely known. Many thought that his religion and his youthful appearance would handicap him. Kennedy faced the religion issue frankly. He declared his firm belief in the separation of church and state. His wealth enabled him to assemble a staff and to get around the country in a private plane.Kennedy’s four television debates with Republican candidate, Richard M. Nixon, were a highlight of the 1960 campaign. The debates probably were important in Kennedy’ s close victory--303electoral votes to 219 for Nixon. The popular vote was breathtakingly close; Kennedy received only 18,574 more votes than Nixon--a fraction of 1 percent of the total vote.(excerpts from the New Book of Knowledge)C. AssassinationIn November 1963, President Kennedy journeyed to Texas for a speech-making tour. In Dallas on November 22, he and his wife were cheered enthusiastically as their open car passed through the streets. Suddenly, at 12:30 in the afternoon, an assassin fired several shots, striking the president twice, in the base of the neck and the head, and seriously wounding John Connally the governor of Texas, who was riding with the Kennedys. The president was rushed to Parkland Memorial Hospital, where he was pronounced dead about a half hour later. Within two hours, Vice president Johnson took the oath as president.On November 24, amid national and worldwide mourning, the President’s body lay in state on the rotunda of the U. S. Capitol. The next day, leaders of 92 nations attended the state funeral, and a million persons lined the route as a horsedrawn caisson bore the body to St. Matthew’s Cathedral for a requiem mass. While millions of Americans watched the ceremonies on television, the president was buried on an open slope in Arlington National Cemetery. There an eternal flame(常明火), lighted by his wife marks the grave.On the day of the assassination, the police arrested Lee Harvey Oswald, a 24-year-old ex-marine, for the president’s murder. Oswald, who had lived for a time in the Soviet Union, killed Dallas policeman J.D. Tippit while resisting arrest. Two days later, in the basement of the Dallas police station, Oswald himself was fatally shot by Jack Ruby, a nightclub owner.On November 29, President Johnson appointed a seven-member commission, headed by Chief Justice Earl Warren, to conduct a thorough investigation of the assassination and report to the nation. The commission’s report made public on Sept. 27, 1964, herd that Oswald fired the shots that killed the president. Further, to allay suspicions that the murder was a conspiratorial plot, it stated that the committee “found no evidence” that either Oswald or Ruby “was part of any conspiracy, domestic or foreign, to assassinate President Kennedy.”(from Encyclopedia Americana )2. InaugurationA. Inauguration Day:On April 30, 1789, George Washington stepped onto a balcony of Federal Hail in New York City, placed his hand on a Bible and swore to “preserve, protect and defend the Constitution of the United States. He then read an earnest speech, calling for “united and effective government”. Thus began a unique American institution--Inauguration Day--those dramatic hours when a new president faces the people for the first time.From 1793 until 1933 the induction of the new president was scheduled for noon on March 4, every fourth year. Under the 20th Amendment to the U. S Constitution it has taken place on January 20 since 1937. (Zachary Taylor was sworn in on March 5, 1849, to avoid taking the oath on Sunday.)The presidential oath, traditionally administered by the chief justice, is prescribed in Article II, section 1, of the Constitution. The incoming vice-president takes a similar oath. The ceremonies attending the swearing-in are extra-constitutional. Presidents who succeeded to the office on the death of the incumbent have been sworn in speedily and without ceremony.B. Inaugural Addresses: Memorable words have been uttered in inaugural addresses. In 1801, Thomas Jefferson called on a divided nation to uphold the basic principle of democracy, “absolute acquiescence in the will of the majority.” Abraham Lincoln, in 1861, warned the Southern states not to secede, appealing to “the mystic cords of memory, stretching forth from every battlefield and patriot grave.” In 1933 Franklin D. Roosevelt told Depression-racked Americans that” the only thing we have to fear is fear itself.” in 1961, John F. Kennedy said, “My fellow Americans: ask not what your country can do for you--ask what you can do for your country.”James Monroe, speaking from the steps of the Capitol, delivered the first outdoor inaugural address in 1871. Since then only the inauguration of William Howard Taft during a blizzard in 1909 has been held indoors.Not all inaugural speeches have been a success. Martin Van Buren was overshadowed by the outgoing president Andrew Jackson, and the crowd barely listened to him. Franklin Pierce, in 1853, tried in vain to make himself heard above a howling snow-storm. Rutherford B. Hayes, winner of the disputed election of 1876, had to endure boos, catcalls, and assassination threats.Some presidents contributed personal touches to the ceremony. Washington added to his oath “so help me God,” and kissed the Bible. In 1905, Theodore Roosevelt wore a ring containing a lock of hair cut form Lincoln’s head after he was shot. In 1937, Franklin D. Roosevelt rode bareheaded down Pennsylvania Avenue in an open car, sharing the driving rain with the spectators.C. The Inaugural Parade and Ball: The inaugural parade had grown from several hundred marchers to the record 40, 000 persons who walked past Woodrow Wilson in 1931. In 1965, Lyndon B.Johnson limited marchers to 15,000. Mrs. James Madison began thetradition of an inaugural ball in 1809. In 1809 some 6,000 peoplebought tickets to Ulysses S. Grant’s inaugural ball, and a near riotensued when the ball could not accommodate them. The ball hasgrown to such proportions that it is divided among four o fiveballrooms in Washington.(from Encyclopedia Americana)附页附页3Text Analysis (Brief))Introduction tothe Passage1.Type of literature: political speech2.Object of a political speech:--to explain--to convince--to persuade3.Well organized and highly rhetorical4.Biblical style/language5.Often-quoted passagesEffective Writing Skills 1.Employing suitable rhetorical devices and words to create thedesired emotional impact2.clear order and appropriate tone to the different groups heis addressing3.Employing Biblical style deliberatelyRhetorical Devices 1.metaphor2.antithesis1.parallelism2.repetitionSpecial Difficulties 1. Biblical language/quotations/styleing the following methods for force, vividness and emotionalappeal:--Parallel and balanced structure--Repetition of important words--Antithesis3.Paraphrasing some sentences4.Identifying figures of speech 附页3The object of a political speech is to explain, convince and persuade the people that what he is saying and planning to do best represents their interests so they should support him. As president of the United States, Kennedy has to address a world- wide audience. He has to appeal not only to the American people but also to the different groups of nations in the international community.In order to understand and evaluate his speech better, we should also bear in mind that he became president during the cold war period when the world was divided into two hostile camps. The message of the address is clear. The United States, the self-appointed leader of the “free democracies”, is prepared to pay any price to defend human rights and the liberty and independence of free nations, so these nations should support and accept the leadership of the United States. There is veiled threat, warning and advice to the enemy camp. She is prepared to “oppose any foe” and “dare not tempt them with weakness”, so they should negotiate and cooperate.This speech is well organized and highly rhetorical. It is mostly persuasionwith very little explanation. As the address is generally short it has to rely chiefly on a successful appeal to emotions for it does not have time enough to cite facts and reasons which could convince. To do this successfully, the speaker must first understand the psychology of the audience to whom he is directing his words and then employ suitable rhetorical devices and words to create the desired emotional impact. The first five paragraphs of this speech is a general statement of basic policy goals. In paragraphs 6 to 9 he addresses different groups of allied nations or would-be allies. In 11--19 he speaks to his enemy. Finally he appeals to his countrymen for support and sacrifice. The order is clear and the tone appropriate to the different groups he is addressing.Besides figures of speech and the appropriate use of words, parallel and balanced structures, repetition of important words and phrases, and antithesis are employed for force, vividness and emotional appeal. Paras 6, 7, 8, 10, and 11 begin with the same type of phrases: “To those old allies...”, “To those new States...”, “To those peoples”, “To our sister republics...”, “To that world assembly...”and “to those nations... “. Paras15, 16, 17, 18 begin with the same type of phrases: “Let both sides...”. Besides these, there are many other examples of parallel structures. As for repetition of important words we have: all forces” and “belief” (para. 2); “committed” (para. 3);”good” and “free” (para. 9), etc. Finally antithesis is also often used for force and vividness, e.g. “United, there is little ...Divided, there is little...(para.. 6);” If a free society cannot who are rich.” (para.. 8); and “Let both sides explore... divide us.” (para.. 15).Another point that one notices is Kennedy’s deliberate use of a pseudo-Roman style or Biblical language in some places. Perhaps, he thinks this kind of language adds solemnity to some of his weightier sayings. Here are some examples that illustrate this point:1) And yet the same revolutionary belief for which our forbears fought is still at issue around the globe, the belief that the rights of man come not from the generosity of the state but from the hand of God. (para. 2)2) Let the word go forth from this time and place... (para. 3)3) to strengthen its shield of the new, and to enlarge the area in which its writ may run. (para. 10)4) And so, my fellow Americans ask not what... your country. (para. 25)Persuasion based on emotional appeal can be successful only on special occasions for it does not put forward sufficient facts and reasons to convince. It can be successful when the audience is excited and does not have much time to think or when the audience is already susceptible to the message of the speaker. Political demagogy, however, relies on emotional appeal for its success.。
高中英语必修四Unit 4-教学设计
Unit 4 Body Language:Reading 体现学科核心素养的教学设计一、学课型：阅读课Body Language也是一种语言，既是语言那就能用于交流，本单元中的reading是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同。
旨在通过对本课的阅读和学习引导学生正确认识和掌握“体态语”在交际中的作用和意义，使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。
二、教材分析：1、教学内容 Unit 4 Body language Reading "Communication: No problem?" (Module 4)2、教材处理该教材的阅读材料部分设计了导入、读前和读后练习。
笔者在实际教学中紧扣课文主题，结合读前和读后练习设计了导入、阅读、总结和作业四个主要教学步骤，旨在通过这些活动帮助学生掌握有效的阅读策略和技巧，同时提高学生的口语表达能力。
3、教学目标（1）知识目标①理解体态语的涵义、体态语的跨文化性；②理解体态语的文化差异。
（2）能力目标①能读懂、理解文章，按要求筛选和提取所需信息，从而提高阅读能力；②能就作者的某些观点发表意见，展开讨论；③在真实语言环境中进行跨文化交际，培养学生的语用能力。
（3）情感目标①了解并尊重异国文化，在英语交流中能理解并尊重他人的情感，体现国际合作精神，培养学生的跨文化意识。
②在有趣的话题激励下，师生互动、生生互动，调动学生的学习兴趣。
三、教学重点和难点（1）教学重点①帮助学生了解、掌握并且会正确使用日常生活中的一些常用身势语；②把握篇章中心内容，获取文章关键信息。
（2）教学难点①培养学生的阅读策略和技巧。
②了解由于文化背景的差异而造成见面问候方式不同的现象。
四、教学设计（一）总体设计本节课是阅读课，教学重点是培养学生的阅读策略和技巧，同时引导学生用所学语言知识及写作技巧完成课后的书面表达练习。
高中英语人教版必修4【教学设计】Unit 4
Unit 4 Body language本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。
本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。
这节课主要侧重在阅读部分的学习，这种对课文的理解，本节课十本单元的第一节课。
本课的READING材料处于教材的第三部分，是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。
学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解Communication: No problem?（交际，毫无问题可言吗？）这一主题。
课后COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。
在READING前面有WARMING UP和PRE-READING 两部分。
W ARMING UP以列表对比（填充及增补）的形式，并通过W ARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。
高中英语人教版必修4Unit4教案
Unit 4 Body LanguageWarming up and reading白璐璐(一)there dimensional teaching aimsKnowledge and skill:1. Let the students know more about body language.2. Let the students can talk about body language freely.Ability aims:1. Encourage students to think about body language and talk about it.2. Learn to respect other cultures.3. Train students’ speaking ability through individual and group work.Emotional aims:1. To arise students’ interest in learning English.2. Let students have a better understanding of different customs.(二) Teaching important points1. Master language points and can use them to talk about body language.2. Learn to show respect to other cultures.(三) Teaching difficult points1. Talk about body language with partners by using new expressions.2. Have a better understanding of the whole passage.(四) Teaching methods1. Task-based teaching and learning.2. Pair work or group work to make every student learn in class.3. Asking-and- answering activity to help students understand the words andphrases.(五) Teaching aids:Blackboard and PPT(六) Teaching proceduresStep 1 GreetingToday we are going to use a different way to start our class, you guys need look at me and I will do some acting, you guys need do what I want you to do.Step 2 lead-in1. The definition of body language: a form of communication without using anywords.Body language: gesture, eye contact, facial expression, postureStep 3 warming up1. Different ways to meet or partShow some pictures about how to greet and how to say goodbye to each other.2. Do the gestureShow some picture about gesture and give the explanation of its different meanings. Step 4 ReadingTask 1 Fast readingRead the passage carefully and divide the passage into 4 parts. Match the main idea of each part.Para 1 A.Different people have different body language.Para 2&3 B. Summary of body language.Para 4 C. Meet the visitors at the airport.Para 5 D. People from different countries express greetings in differentways.Task 2 careful readingRead the first paragraph carefully and finish the T or F questions( T ) 1. Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year'sinternational students.( F ) 2. After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.( T ) 3. I stood for a minute watching them and then went to greet them.Read the second and third paragraph carefully and match the left with the right column.Mr Garcia (Columbia) Julia Smith (Britain)Darlene Coulon (France) Akria Nagata (Japan)George Cook (Canada) 1.shakes hands and kisses others twiceon each cheek2.approaches others closely andtouches their shoulder and kissesthem on the cheek3.does not stand very close to others ortouch strangers4.bows5.shakes handFind out the two mistakes the writer found in the airport: Mr. Garcia from He approaches Ms Smith(Columbia)________ The firstmistakeJulia Smith from She ______ ________ appearing_________Garcia.a Japanese He ________ to Mr. Cook and his nose _________ Mr.Cook’s _______ ________.The secondmistakeJapanese.Task 3. careful readingListen the rest part carefully and choose the right answer.1.Besides spoken language, people also use “unspoken language” through___.A.physical distanceB. actionsC. postureD. all above2. ___ prefer to bow rather than kiss others on the cheek.A.The FrenchB. The JapaneseC. The AmericanD. The Chinese3. Which countries approach others closely expect___.A. AmericaB. SpainC. ItalyD. England4. Why do we need study international customs?A.avoid difficultiesB. for funC.go to study abroadD. international communicationTask 4 Post readingAnswer the following questions1. “When in Rome, do as the Romans do.” What do you think this famous saying means?This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs.2. Did any students have similar greeting customs? If so, which ones?Yes. Tony from Colombia and Darlene from France had a similar greeting custom—a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom—a handshake, but Ahmed shakes hands only with men.Step 5 DiscussionGive a speech about how different countries greet others. Your speech should include the following information.You may start like this:It is my great honor to give you a speech here.As we all know ,not all cultures greet each other the same way. In France, …It’s necessary to learn about some body language, because it can reduce some misunderstanding and avoid difficulties in communications.Step 6 Daily sentencesWhen in Rome, do as the Romans doStep 7 EntertainmentCan you guess what the following gesture from Japan means?Step 8 Homework➢Recite the new words of unit 4 and prepare for next period.➢Finish the exercise I on page 27➢内容总结➢➢。
高英精品人教版必修4Unit4教案
Unit 4 Body LanguageWarming up and reading(一)there dimensional teaching aimsKnowledge and skill:1. Let the students know more about body language.2. Let the students can talk about body language freely.Ability aims:1. Encourage students to think about body language and talk about it.2. Learn to respect other cultures.3. Train students’ speaking ability through individual and group work.Emotional aims:1. To arise students’ interest in learning English.2. Let students have a better understanding of different customs.(二) Teaching important points1. Master language points and can use them to talk about body language.2. Learn to show respect to other cultures.(三) Teaching difficult points1. Talk about body language with partners by using new expressions.2. Have a better understanding of the whole passage.(四) Teaching methods1. Task-based teaching and learning.2. Pair work or group work to make every student learn in class.3. Asking-and- answering activity to help students understand the words andphrases.(五) Teaching aids:Blackboard and PPT(六) Teaching proceduresStep 1 GreetingToday we are going to use a different way to start our class, you guys need look at me and I will do some acting, you guys need do what I want you to do.Step 2 lead-in1. The definition of body language: a form of communication without using anywords.Body language: gesture, eye contact, facial expression, postureStep 3 warming up1. Different ways to meet or partShow some pictures about how to greet and how to say goodbye to each other.2. Do the gestureShow some picture about gesture and give the explanation of its different meanings.Step 4 ReadingTask 1 Fast readingRead the passage carefully and divide the passage into 4 parts. Match the main idea of each part.Para 1 A.Different people have different body language.Para 2&3 B. Summary of body language.Para 4 C. Meet the visitors at the airport.Para 5 D. People from different countries express greetings indifferent ways.Task 2 careful readingRead the first paragraph carefully and finish the T or F questions( T ) 1. Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year'sinternational students.( F ) 2. After an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously.( T ) 3. I stood for a minute watching them and then went to greet them.Read the second and third paragraph carefully and match the left with the right column.Mr Garcia (Columbia) Julia Smith (Britain)Darlene Coulon (France) Akria Nagata (Japan)George Cook (Canada) 1.shakes hands and kisses others twiceon each cheek2.approaches others closely andtouches their shoulder and kisses them on the cheek3.does not stand very close to others ortouch strangers4.bows5.shakes handFind out the two mistakes the writer found in the airport:He approaches Ms Smith(Columbia)by _______ ______ _________ and_______ her on the ________The firstmistakeJulia Smith from She ______ ________ appearing_________ (Britain) and take a few steps _______ ______ Mr.Garcia.Japanese He ________ to Mr. Cook and his nose_________ Mr. Cook’s _______ ________. The secondmistakeGeorge Cook He ________ ________ _______ ________ tothe Japanese.Task 3. careful readingListen the rest part carefully and choose the right answer.1.Besides spoken language, people also use “unspoken language” through___.A.physical distanceB. actionsC. postureD. all above2. ___ prefer to bow rather than kiss others on the cheek.A.The FrenchB. The JapaneseC. The AmericanD. The Chinese3. Which countries approach others closely expect___.A.AmericaB. SpainC. ItalyD. England4. Why do we need study international customs?A.avoid difficultiesB. for funC.go to study abroadD. international communicationTask 4 Post readingAnswer the following questions1. “When in Rome, do as the Romans do.” What do you think this famous saying means?This saying means that when we are in a certain place, we should follow the customs of the people who live in that place, not our own customs.2. Did any students have similar greeting customs? If so, which ones?Yes. Tony from Colombia and Darlene from France had a similar greeting custom—a kiss. George from Canada and Ahmed from Jordan also had a similar greeting custom—a handshake, but Ahmed shakes hands only with men.Step 5 DiscussionGive a speech about how different countries greet others. Your speech should include the following information.You may start like this:It is my great honor to give you a speech here.As we all know ,not all cultures greet each other the same way. In France, …It’s necessary to learn about some body language, because it can reduce somemisunderstanding and avoid difficulties in communications. Step 6 Daily sentencesWhen in Rome, do as the Romans doStep 7 EntertainmentCan you guess what the following gesture from Japan means? Step 8 HomeworkRecite the new words of unit 4 and prepare for next period.Finish the exercise I on page 27。
高中英语人教版(新课程标准)必修4Unit 4【教案】
Unit 4 Body language本单元以Body Language——“体态语”为中心话题，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。
本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。
这节课主要侧重在阅读部分的学习，这种对课文的理解，本节课十本单元的第一节课。
本课的READING材料处于教材的第三部分，是一篇介绍性（记叙文）体裁的文章，主要介绍了各种文化背景下的“体态语”的异同，为学生提供了来自不同国度、不同语言文化背景的“体态语”及其在交际中的异同和影响的具体例证。
学生也可以结合自己在语言交际中所遇到的实际例子来进一步理解Communication: No problem?（交际，毫无问题可言吗？）这一主题。
课后COMPREHENDING 包括八个问题（前5个旨在检查学生对阅读材料细节的理解，6~7旨在引导学生对“体态语”的意义及文化差异的思考，第8个检查学生能否通过细节进行推理判断），通过对来自不同国度、不同语言文化背景的六个角色对待男女不同性别所使用的“体态语”异同的（学生在老师指导下的自我或小组讨论后的）归纳，进一步熟悉和掌握“体态语”在不同语言文化交际中的作用和意义。
在READING前面有WARMING UP和PRE-READING 两部分。
W ARMING UP以列表对比（填充及增补）的形式，并通过W ARMING UP的活动，让学生了解有声语言与“体态语”的对应关系，了解语言意义与行为意义（“体态语”）在交际中具有同等重要的作用。
高中英语人教版备课资料包必修4Unit4教案TeachingDesign
Unit 4 Body Language教材分析和教材重组教材分析本单元的中心话题是“身势语”，介绍了“身势语”的意义，“什么是身势语”，“如何理解身势语”以及“身势语的跨文化性”。
通过本单元的学习，可以帮助了解学习身势语对语言学习者的重要性。
本单元的语言技能训练和语言知识训练都是围绕“身势语”这一中心话题设计的。
1.Warming Up 让学生通过提示的句子用身势语将其意思表演出来，这部分的设计贴近学生，用表演的方式走进本单元的主题，形式活泼而又容易激发学生的学习兴趣，为本单元Reading部分的精彩故事做好了铺垫。
2.Pre-reading 通过三个问题使学生明白“身势语”的不可替代性，激发学生的阅读兴趣。
3.Reading 是一篇介绍性的文章，开头以一个接待员的身份观察来自不同国家的客人刚见面时对身势语的不同反应，从而引出文化不同而体态语不尽相同的中心话题，避免介绍文的枯燥，更益于学生接受。
prehending 共有2个练习，这2个练习的设置非常科学。
练习1就课文内容提出八个问题，前五个是对文章的理解，后3个是就以上内容提出自己的看法，有利于学生理解能力的提高；练习2是开放性的设计，要求学生表演出针对不同国家的人问候时的身势语，为进一步了解异国文化做准备。
5.Learning about Language 分为两部分，Discovering useful words and expressions是本单元的词汇练习题; Discovering useful structures是本单元的语法练习题，通过本单元的学习，要求学生熟练掌握-ing形式作定语和状语的语法功能。
ing Language分为三部分，Reading, and writing部分要求学生通过阅读另一篇文章了解更多的身势语文化并就此写一篇作文评价积极的身势语和消极的身势语，从而吸取精华去其糟粕，弘扬积极的文化精神。
Listening ，writing and speaking要求通过六幅图和听力内容说出故事中的体态语言，并用相关句型把它写出来，有利于学生写作能力的提高。
高中英语unit 4 教案人教新课标必修四
Unit 4 Body LanguagePart One: Teaching Design (第一部分：教学设计)1．A sample lesson plan for reading(COMMUNICATION: NO PROBLEM?)AimsTo help students develop their reading ability.To help students learn about body language.ProceduresI. Warming upWarming up by actingLook at the list of interpretation on the right side of the chart. Perform the action or the nonverbal behaviour on the left side.Examples Of Body LanguageWarming up by defining—What is body language?II. Pre-reading1. Looking and sayingLook at the man in the picture below. What does he say to you by his body language? Basically, how the ...... do I know? Or, I don’t know nothin!The shoulders are hunched and the hands are open signifying a big question mark.2. Talking and sharingBody language is the quiet, secret and most powerful language of all!According to experts, our non-verbal language communicates about 50% of what we really mean (voice tonality contributes 38%) while words themselves contribute a mere 7%.Our bodies send out messages constantly and often we don't recognize that we're communicating a lot more than we realize.Our understanding and use of non-verbal cues in facial expression are familiar to us nearly from birthIII. Reading1. Reading aloud to the recordingNow please listen and read aloud to the recording of the text COMMUNICATION: NO PROBLEM?. Pay attention to the pronunciation of each word and the pauses within eachsentence. I will play the tape twice and you shall read aloud twice, too.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.3. Reading to identify the topic sentence of each paragraphNext you are to skim the text to identify the topic sentence of each paragraph.4. Reading and transferring informationRead the text again to complete the table. Where is he/ she from? What does he/ she do when he/ she meet someone at the airport for the first time?5. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are difficult to understand. Now put your questions concerning the difficult points to me the teacher.6. Reading and translatingNow it’s time to translate the text into Chinese, sentence by sentence. Who will be the first to do it?IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1 and 2 on page 26 and 27.Closing down by checkingC heck some of the following basic non-verbal cues and you'll recognize that you already speak and translate much of the language.“I’m surprised!”“I’m shocked!”“I’m sad!”2．A sample lesson plan for Learning about Language (The ~ing form as the Attribute & Adverbial)AimsTo help students learn about The ~ing form as the Attribute & Adverbial.To help students discover and learn to use some useful words and expressions.To help students discover and learn to use some useful structures.ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 27 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.II. Learning about grammar1. Reading and thinkingTurn to page 25 and read with me the text of COMMUNICATION: NO PROBLEM? As you read along, pay attention to the uses of The ~ing form as the Attribute & Adverbial. (They are visitors coming from several countries. 作定语；Four people enter looking around in a curious way. 作状语；This is an exciting experience for you. 作定语; You stand watching and listening. 作状语；……)2. Doing exercises No. 1 and 2 on page 29Turn to page 29. Do exercises No. 1 and 2。
人教版高中英语必修4 Unit4 Reading 名师教学设计
Unit 4 Reading for information 名师教学设计一、教材分析1. 教学内容分析本节课是这个单元的第三课时，为精读课。
课文是以作者去机场迎接外国学生为场景，讲述了几个不同国家的学生由于文化背景的差异，初次见面时互相问候的方式迥然不同所导致的误会。
形象地表明了身势语与文化背景的密切关系，以及身势语不同的文化内涵和在跨文化交际中的重要作用。
2. 学生情况分析经过高一一学年的英语学习，一部分学生已经掌握了略读、跳读等一定的阅读技巧及阅读策略。
但还有一部分的学生基础不扎实，主动学习的积极性不高，因此，激发学生学习英语的兴趣至关重要。
高中英语的教学重点是使学生掌握基础的语言知识和语言技能，因而在教学过程中，考虑学生的实际情况，要因材施教，设置学生感兴趣的教学活动，将传统的教学方法与现代化多媒体技术相结合，才能调动学生的英语学习热情。
二、教学目标分析1. 知识与能力目标⑴通过对课文的阅读，能够掌握本课的单词和短语并利用他们完成各项阅读任务。
⑵通过设计不同层次的阅读任务，帮助学生巩固、强化和提高略读、细读、理解大意、理解重点细节和猜测词义等阅读策略。
2. 情感态度目标通过对文章的理解及学生小组场景表演，让学生懂得交流与沟通不仅仅局限于语言，还可以借助肢体语言形象表达出自己的情感，不同的文化背景的人们对身势语有不同的理解。
3. 学习策略目标通过对文章的阅读，利用不同的阅读任务，帮助学生完成快速阅读、精读等练习来提高学生的阅读能力。
4. 教学方法及教学手段⑴采用任务型教学方法，启发式教学，激发学生学习积极性，完成教学任务。
⑵运用现代化多媒体进行教学，丰富课堂内容，调动学生课堂气氛。
一、教学重点、难点1.教学重点使学生了解不同的文化背景的人，他们的身势语是不同的，尤其是打招呼的方式。
另外，在阅读的基础上，重视学生阅读方法和阅读技巧的引导，完成阅读能力的培养。
2.教学难点⑴如何利用略读、细读等阅读技巧完成所给的阅读任务，通过这样的阅读手段形成阅读策略。
高中英语_高中英语Book4 unit4教学设计学情分析教材分析课后反思
Book 4 Unit 4 Body language【教师寄语】Action is the proper fruit of knowledge. 行动是知识的巧果。
Learning aims:1. 基础回扣：复习课本后准确记忆单词以及相关派生词：approach, likely,associate, curious, major, misunderstand, spoken, truly, in general，at ease, in most cases 等。
熟练作答与课文内容有关的语法填空。
2. 能力提升：结合语境，熟练运用重点词汇approach, likely, major, in mostcases；能正确完成不定式做后置定语的结构；。
3. 情感升华：紧扣“body language”和“communicate”的话题，了解肢体语言在日常交流尤其是不同文化的人们之间的交流中起着重要的作用。
【预习案】（回顾思考，自主学习）Ⅰ.单词与派生1. vt. & vi.接近；走；n．接近；方法；途径_______________________________________2. adj.好奇的_________________ adv.好奇地________________n．好奇_________________3. adj.主要的__________________ n.大部分____________________4. vt. 误解；误会_____________ n.误解；误会_______________5. adj. 口语的_________________ adj. 未说出口的；非口语的-__________________6. adv. 真地；真诚地；真正地___________ adj. 真的，真诚的，真正的__________7. adj.可能地__________________Ⅱ.短语回顾1．总的来说；通常____________________2．舒适；快活；自由自在____________ 3．在大多数情况下____________________4．背对___________________________ 5．很可能……；有希望……____________________III. 根据课文内容填空。
高一英语上学期unit 4教案4
Teaching Plan for Unit 4Period 3 Grammar ( Attributive Clause)Teaching aims: 1) Talk about the Attributive Clause.2) Students can use the Attributive Clause.Key points: Students learn how to use the Attributive Clause. Teaching aids: 1) computer 2) blackboard 3) text-bookTeaching methods: Task-based Approach; Student-centered Approach Teaching Steps:Step 1. Greeting.Greet the students as usual.Step 2. Revision.Students read the text aloud one by one.Step 3. Talk about grammar “ Attributive Clause”1)Talk about the conjunctions of the Attributive clausea.People : who, whom, thatThe boy who/ that is handsome is Tom.( who acts as asubject, cannot be omitted)The boy whom./that/who I saw yesterday is Tom.( wjo,whom, that here act as object, can be omitted)The boy aboyt whom we talked is Tom. ( if there is apreposition, can only use whom, cannot be omitted)b.things; which , thatPlease pass me the cup which/ that is on the desk.Please pass me the cup which / that you gave me yesterday.Please pass me the cup about which you talked yesterday.c.whoseI know a boy whose mother is a doctor.I bought a book whose cover is beautiful.Step 4. Practise the Attributive Clause.1)Class work.2)Individual work.Step 5. Use the structure.Students use the Attributive Clause to describe oneobject or a person in the classroom..Step 6. Homework.Go over the Attributive Clause and do the exercises inworkbook.。
优质高一英语人教版必修4教案：Unit4Period5 SpeakingandWriting+Word版含解析
教学设计Period 5 Speaking and WritingThe General Idea of This PeriodThis period aims at getting the students to express themselves and acting out some body language.They are also encouraged to understand the meanings by watching the body language and give their own opinions.Teaching Important PointsTeach the students how to use body language in the most appropriate occasions.How to understand the unusual or funny or difficult body language used indifferent cultures.Teaching Difficult PointsEnable the students to realize the importance of body language in communication so that little or no misunderstanding may occur.How to write a short description of body language used in daily communication.Teaching MethodsGroup work to practise speaking.Task-based activity before writing composition.Teaching AidsA projector,some slides and a multiple-media computerThree Dimensional Teaching AimsKnowledge and SkillsHelp the students learn how to express themselves in body language when needed.Help the students understand others when body language is being used.Help the students to write a short passage about what hey have seen or experienced,in which body language has been used properly in communication to reachthe understanding or body language has been used so inappropriately as to cause misunderstanding.Process and StrategiesCreate a light atmosphere to get the students involved in class actively.Give instructions for the students to follow.Feelings and ValueThis part provide a situation to the students in which they apply body language in daily life,which helps the students to deepen their understanding of body language and thus avoid misunderstanding with people.Teaching ProceduresStep 1 RevisionCheck the students’ homework.And ask some students to say out the kinds of body language and the examples they have got or what they have observed in the body language of others.Step 2 SpeakingT:We have learnt so much about body language.Now it’s time for us to practise.Here there are two situations.For each situation,prepare a role play with your e both spoken words and body language to express your ideas.Then explain to the class what the differences are in Western and Chinese body language,and what they mean.I will give you 5 minutes to talk with your partner to make a dialogue.Situation one:You fall and hurt your foot while you are hiking on a lonely path.You need help,and see someone in the distance.YOU:Help!Help!Please come over here!PERSON:What do you want?I can’t hear you!(hand behind ear)Situation two:You are visiting a strange city and need to buy some tea and oranges.You only know a little English and want to know where you can get them and how much they cost.YOU:Can you help me please?I need some tea and some oranges.(smiling and leaning forward)SHOPKEEPER:No problem.How much tea do you need?And how many oranges?...After 5 minutes,ask some pairs to act out their dialogues.Possible version:Situation one:A:Help!Help!Please come over here!(waving and crooking your hand toward the placewhere you are lying)B:What do you want?I can’t hear you!(hand behind ear)A:Can you see me?Please come here!(waving and crooking your hand toward the placewhere you are lying)B:Why?I can’t understand you.(with a forefinger on the right side of the head)A:I hurt my foot when I fell.(pointing to your injured foot)B:All right.I am coming!(running)Situation two:A:Can you help me please?I need some tea and some oranges.(smiling and leaning forward)B:Pardon?What do you need?A:Tea (taking out the little sample) and oranges (using thumb and the forefinger to form a round shape).Where can I get some?(miming the question)B:Oh,this is tea.And some oranges,right?A:(Nodding your head) Yes.Where can I buy some?(repeating the mime)B:(Showing the way) This way,please!A:Thanks.(acting out the Chinese way to show thanks)B:Here you are.(They are entering the grocery store.)C:Can I help you?B:He wants to buy some tea and oranges.C:No problem.(To SA)How much tea do you need?And how many oranges?A:(Sticking out five fingers to show half kilo of tea,and two hands to show ten oranges)C:Here you are.A:How much are they?(drawing the sign of the US dollar $)C:(Working on the calculator) $9 in all including taxes.A:Here is ten dollars.(handing the ten-dollar note)C:Here is the change.A:Thanks.(nodding your thanks)Bye!Step 3 Oral compositionT:Good job!You all have given the excellent performance.Now there is one more problem for you to settle.Lin Pei is your classmate.You are worried about her.She is not friendly any more,and does not want to talk to you or her other friends.She seems to be sad.She stays alone.She is not doing her homework and the teacher is not pleased with her.She does not seem to care about how she looks.You discuss Lin Pei’s behaviour with your partner.Think about the problems she might have.Describe her “body language” or the behaviour that shows how she feels.Be ready to report to the class.Time is limited to 8 minutes.After 8 minutes,ask some students to air their view.S:I think there is something wrong with her.When I saw her recently,she would turn away from me and would not speak to me.S:When I saw her in class,she looked as if she had been crying.And she would not even look at me.She just looked straight out of the window.She seemed as if she could see nobody in her eyes.S:I agree with you.When I met her at the school gate and tried to have a word with her,she just bent down her head and passed me as if she hadn’t noticed me.S:I couldn’t agree with you more!This morning,when I went close to her,trying to start a conversation between us,she crossed her arms in front of her and didn’t look at me.And then she turned away immediately.Step 4 WritingGive the students 8 minutes to collect their ideas and begin to write theircomposition.T:Now write some advice for Lin Pei.Describe her body language and explain why it worries you.Ask her if she can tell you why she is acting in this way.Encourage her to understand that body language shows how you are feeling and is important for good communication.Possible version:Lin Pei,these days you stay alone and look sad.When you saw me today,you even turned away from me and would not talk.I know you are not happy about your grades at school and you are afraid of being laughed at by others.In actual fact,I am still your friend and will always be.You need not be so worried about your lessons you have missed.Just try to be more concentrated and attentive in class.Also you should tell me how I can help you with your lessons.I think we can work together to improve our grades little by little.So why not cheer up and be happy?I hope to see your smiling face again very soon.Lin Pei,these days you are not doing your homework and the teacher is not pleased with you.When the teacher asks you for the homework,you will just shake your head and roll your eyes.When I see you in class,you are even having a daydream.You are not listening to the teacher but looking out of the window.You seem not have lost interest in the subjects.Is it because you could not understand the teacher?If not,why don’t you raise your hand and ask the teacher to explain once more the problems you are not clear about.Or why don’t you turn to me for help?I am still your good friend and as long as you want to make up for the lessons you have missed,I will try to help you and so will your other friends!I am sure you will soon become a really happy student again.Step 5 HomeworkFinish the composition.The Design of the Writing on the BlackboardUnit 4 Body languagePeriod 5 Speaking and Writing1.Revision2.SpeakingSituation one:You fall and hurt your foot while you are hiking on a lonely path.You need help,and see someone in the distance.YOU:Help!Help!Please come over here!PERSON:What do you want?I can’t hear you!(hand behind ear)...Situation two:You are visiting a strange city and need to buy some tea and oranges.You only know a little English and want to know where you can get them and how much they cost.YOU:Can you help me please?I need some tea and some oranges.(smiling and leaning forward)SHOPKEEPER:No problem.How much tea do you need?And how many oranges?...3.Oral composition4.WritingRecord after TeachingActivities and ResearchThe students may prepare a short dialogue in which they discuss the behaviour of his classmate Lin Pei and then act it out in a class-setting.Reference for TeachingAdditional InformationA letter to Lin PeiDear Lin Pei,I’m really worried about you.I know that your mum is really ill and you have been doing all the work at home.You are worried about your mum and your dad has a new job so he is not at home very much.The problem is that you seem angry with everybody.You won’t talk to us.You just shake your head when we ask if we can help and nod when we ask if you are OK.You just turn away and leave,or stand looking at the floor with your arms crossed if we try to talk to you.Although you haven’t said anything to us,we understand your body language.I know you are not angry.You are just worried and sad.Let us help you with the problems because we are friends.Please tell us what we can do for you and your family.Yours,Xiao Ming。
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Unit 4 Writing Between the Lines
Before Reading
Global Reading
Detailed Reading
Unit 4 Writing Between the Lines
Before Reading
Global Reading
Detailed Reading
After Reading
If your respect for magnificent binding or typography gets in the way, buy yourself a cheap edition and pay your respects to the author.
Paraphrase this sentence. If you write notes in the book yourself, the words and sentences will stand out more distinctly in your mind and last longer in your memory.
Unit 4 Writing Between the Lines
Before Reading
Global Reading
Detailed Reading
After Reading
I contend, quite bluntly, that marking up a book is not an act of mutilation but of love.
Rewrite the sentence into “If…not” structure. If you don’t write between the lines, you are not likely to do the most efficient kind of reading.
Explain this sentence in your own words. If you don’t write notes in your book while reading, very probably you will not read most efficiently.
Paraphrase this sentence. Don’t believe that a reader is only expected to take in passively what is in the book; the reader should also contribute ideas in the course of reading.
Paraphrase this sentence.
If the elaborate cover, style of printing or layout prevents you from marking up a book, then you’d better buy a cheap edition in which you can show your respect to the writer by writing notes in it.
Unit 4 Writing Between the Lines
Before Reading
Global Reading
Detailed Reading
After Reading
Unless you do, you are not likely to do the most efficient kind of reading.
Paraphrase this sentence.
I argue plainly that making marks in a book is t but to show its worth and value.
Unit 4 Writing Between the Lines
Unit 4 Writing Between the Lines
Before Reading
Global Reading
Detailed Reading
After Reading
But don’t let anybody tell you that a reader is supposed to be solely on the receiving end.
Before Reading
Global Reading
Detailed Reading
After Reading
But this act of purchase is only the prelude to possession.
Explain this sentence in your own words.
After Reading
Full ownership comes only when you have made it a part of yourself…
Paraphrase this sentence.
Only when you have fully absorbed it can you say that you own the book completely.
Unit 4 Writing Between the Lines
Before Reading
Global Reading
Detailed Reading
After Reading
Well, the physical act of writing, with your own hand, brings words and sentences more sharply before your mind and preserves them better in your memory.