高一英语第三单元教案
高一英语上册Unit3单元复习教案
高一英语上册 Unit 3 单元复习教案教学目标1.复习并掌握本单元的重点词汇和短语。
2.复习并掌握本单元的语法项目：情态动词。
3.复习并掌握本单元的语言技能：阅读理解、听力理解和口语表达。
教学准备•教师准备：单元教材、教案、多媒体设备。
•学生准备：课本、笔记。
教学过程Step 1：引入复习内容（5分钟）教师向学生简要介绍本次复习的内容，强调要复习的重点和难点，并提醒学生准备好复习资料。
Step 2：词汇和短语复习（20分钟）教师通过投影或板书的方式展示本单元的重点词汇和短语，并帮助学生温习发音和用法。
教师可以提供一些练习题，让学生用词汇和短语造句或翻译句子。
Step 3：语法项目复习（20分钟）教师复习本单元的语法项目：情态动词。
教师可以通过具体的例句和练习题来帮助学生理解情态动词的用法和意义，并提醒学生注意情态动词的否定形式和疑问形式的构成。
Step 4：阅读理解复习（30分钟）教师选择本单元的一篇阅读理解文章，并对学生进行阅读指导，帮助学生理解文章的主要内容和细节信息，并进行语言分析和讨论。
教师可以提供一些问题，让学生回答并展开讨论。
Step 5：听力理解复习（20分钟）教师选择本单元的一个听力材料，并播放两遍，让学生进行听力理解，并完成相关的听力练习题。
教师可以在完成后与学生一起检查答案，并帮助学生理解听力材料中的关键信息。
Step 6：口语表达复习（20分钟）教师设计一些口语练习题，帮助学生运用本单元的语言知识进行口语表达。
教师可以组织学生进行小组讨论或角色扮演，鼓励学生进行多轮交流。
Step 7：总结和反思（5分钟）教师与学生一起总结本次复习的内容，强调学生在哪些方面有进步，以及需要继续加强的部分。
同时，教师可以向学生征询他们对本次复习的反思和建议。
教学延伸如果教学时间允许，教师可以通过课堂游戏或活动来帮助学生巩固所学内容。
比如，教师可以设计一个单词接龙的游戏，让学生根据上一个单词的词尾选择合适的单词作为下一个单词。
人教版高一英语必修3Unit 3教学设计教案
Unit 3 The Million Pound Bank-Note学科：English 授课班级：Senior One 执教教师：授课时间：11/3一、学习内容分析及学习者分析本单元的主要内容是根据马克·吐温的名著《百万英镑》改编而成的剧本中的几个片断。
1. Warming Up部分提出问题，通过对马克·吐温及其作品的讨论引发学生学习兴趣，使学生对马克·吐温及其作品有个初浅的了解。
2. Pre-reading部分要求学生展开想象，假如自己有了一张百万英镑的钞票会怎么做，并阐述自己对《百万英镑》这部电影的评价。
3. Reading部分是剧本中第一幕的第三场。
富商兄弟俩打赌把一张百万英镑钞票给一个一无所有、诚实可靠的穷人，想看看会发生什么事。
最后他们物色到一个穷困潦倒、流落伦敦街头的美国小伙子Henry Adams。
教师可以引导学生通过戏剧情节的发展，了解、感受戏剧的语言。
同时，还可利用剧本的朗诵和表演帮助学生改进语音、语调。
4. Comprehending部分Fact or Opinion的练习和几个形容词的填空练习旨在检测学生对事实和观点的判断，加强对部分词语在语境中的理解和运用。
5. Learning about Language部分通过英语释义、语篇填空等形式帮助学习理解掌握本单元的重点词汇，并通过先发现再简单运用的模式帮助学生了解、掌握本单元的语法项目：宾语从句和表语从句。
6. Using Language部分中的Reading and acting介绍了第一幕的第四场。
这一场生动地讲述了衣衫褴褛的流浪汉Henry Adams到餐馆用餐先遭冷遇，而后由于拿出了一张百万英镑的大钞又倍受关照的有趣故事。
作者用诙谐的笔调讽刺了资本主义社会拜金主义者的丑陋嘴脸。
7. 在Listening and writing中又介绍了第五场，进一步印证了Henry Adams诚实正直的品格。
高一英语新教材教案Unit 3 Going Places(人教版高一英语上册教案教学设计)
Unit Three Going PlacesTeaching Goals:1. to talk about traveling and means of transportation;2. to grasp the ways of expressing good wishes;3. to review verb tenses;4. to use the Present Continuous Tense for future actions;5. to write travel letters.Teaching Key points:1. to grasp different verb tenses;2. to use the Present Continuous Tense for future actions;3. to do writing about traveling.Teaching difficult points:1. to grasp the Present Continuous Tense for future use;2. to write a travel letter;3. to learn to use the following phrases:1) get away from2) watch out3) protect sb/sth from4) see sb. off5) on the other hand6) as well asTeaching methods: listening, speaking, discussingThe First PeriodTeaching Aims:1. to get some knowledge about traveling;2. to promote the Ss’ abilities of imagination;3. to improve the Ss’ listening abilityTeaching procedures:Step One Warming up1. As the society develops, people can go places in many means of transportation. Ask the Ss to list means of transportation they have known.car, bus , train, plane, spaceship, …….2. Present the four pictures to the Ss and ask them to talk about what is happening in the pictures.1) He is driving too fast.2) He is littering waste things everywhere.3) He is smoking in the park.4) He is parking his car at a non-parking place.The Ss conclude: We must protect our environment while traveling and obey the rules.3. ask the Ss to discuss what they have to consider before they decide which means of transportation they will use.1) distance 2) weather 3) fare 4) whether it is easy to get tickets5) the time the journey will take4. Ask the Ss to discuss how would they like to go to the places and give reasons1) from Shanghai to London 2) from Beijing to Guangzhou3) from Chongqing to Chengdu 4) from Dalian to QingdaoStep Two Listening1. Teach the new words :1) board 2) boarding calls/cards/gate 3) destination2. The Ss listen and fill in the form:1 2 3Flight numberDestinationGate3. Listen and fill in the form:Where (travelers) What did he/she do? How did he/she travel?123454. check the answers with the class.Step Three Speaking1. Introduce the speaking task to the Ss.2. The Ss ask three classmates about the year and the place they want to travel to.Name Which year Where WhyThe Ss use the following patterns:1) Which year would you like to go to?2) Where would you go?3) Why would you go to China in the year ……?3. Ask one or two pairs to act out their dialogues.Step Four Workbook1. do the listening practice on page 97.1) listen to the tape and arrange the pictures in the right order.2) Ask the Ss to repeat the story in their own words.2. Discussion:1) What are the advantages and disadvantages of opening up a local mountain?Advantages: ________________________________Disadvantages: ______________________________2) What are the advantages and disadvantages of developing the lake?Step Five Assignments1. write a passage with the title “My opinion on developing the lake”2. Preview the text of Unit Three.The Second PeriodTeaching Aims:1. to promote the Ss’ ability of reading comprehension;2. to get some common knowledge about travel;3. to learn to use the following expressions:1) experience sth.2) get away from….3) a good way to do sth.4) watch out for..5) protect …from…6) come from..Teaching procedures:Step One Pre-reading1. ask the Ss to discuss:1) Do you like traveling? Why or why not?2) Where would you most like to travel? Why3) What do you think adventure is?2. teach the new words:1) a place you are going to ----- d_____________2) a means or way of carrying passengers or goods ---- t_____________3) any period of holiday ---- v_____________4) having the effect of poison ---- p______________5) being the main or important part of ----- b_________3. ask the Ss to describe what kinds of sport hiking and rafting are.Step Two Fast reading1. ask the Ss to answer the question:What is the passage about?(Adventure travel: hiking and rafting are used as examples)Step Three Careful reading1. ask the Ss to read through the passage again and then choose the correct answers.(page 18)2. ask the Ss to compare hiking and rafting and the fill in the chart:Hiking RaftingSimilaritiesDifferences PlacesEquipmentCostSkills neededPossible dangersStep Four Language points1. experience 1) (n.) They have shared high school experiencesHe has a rich experience of studying.2) (v.) The young people want to experience colorful life.2. get away from… 1) He wants to get away from his fam ily.2) They want to get away from cold weather.3. get close to / take exercise4. watch out (for….) = be careful of……5. protect sb. from(against) +(n.)/doing…1) wear a hat to protect yourself from the sun.2) we should protect the forest from being destroyed.6. as with hiking = as it is with hikingStep Five Discussion1. ask the Ss to read through the passage and then discuss in groups of four.If you go for adventure travel, which do you prefer, hiking or rafting? Why?2. ask the Ss to discuss in groups of four:Do you think of any other adventure travel? What do you need to prepare? Step Six Workbook1. fill in the blanks with the correct word.(page 99)Step Seven Assignments1. Finish off workbook exercises;2. Do additional exercises.The Third PeriodTeaching Aims:1. to learn to use the Present Continuous Tense for future actions;2. to learn to use the patterns of express good wishes.Teaching procedures:Step One Revision1. check the homework with the Ss.2. ask one student to describe his experience of adventure travel.Step Two Dialogue1. read through the dialogue and then answer:What are Jane and Betty going to do?2. language points:1) go on holidays/ go on a journey/ go on a trip2) in a few days’ timeI will come back in two days.I wil l come back after two o’clock.3) be off to …../ go off to4) see sb. off = say goodbye to sb. at the station or airport5) my plane leaves at seven.The train arrives at eight./ The plane takes off at seven.6) I must be off = I must be leaving / I must go.7) Have a good trip = have a good journey/ have a good flight.Step Three Grammar1. ask the Ss to underline the verbs that express future.1) are going 2) leaves 3) will take2. The Present Continuous Tense is often used for plans in the near future:1) Bob is going with me to the airport.2) How are you getting there?3. The Present Continuous Tense --- Present use1) We are doing our exercises now.2) Adventure travel is becoming more and more popular.Step Four Express good wishes1. ask the Ss to find out the patterns about expressing good wishes:1) Have a nice time in …..2) Say hi to Bob from me.3) Have a good trip.4) The same to you.5) Enjoy yourself.6) Take care of yourself.Step Five Practice1. work in pairs:Questions Your answer Your par tner’s answerWhereWhenHowHow longWhenStep Six Discussion1. Ask the Ss to discuss :As times change, how will the way of our life change?action Past Present FutureTravelReadingWritingShoppingWorking2. ask the Ss to say something about the chart above in different tenses.In the past, people used to travel by horse. Today most people travel by car or by plane. In the future, people will perhaps travel by spaceship.Step Seven Workbook1. Do part 1 of grammar (page 99).2. Do part 3 orally.Step Eight Assignments1. Do the translation in their exercise booksThe Fourth PeriodTeaching Aims:1. to get some knowledge about eco-travel =eco-trip (ecological travel)2. to write a letter.Teaching proceduresStep One Revision1. check the answers with the Ss.2. review what we learned in the last period and ask the Ss to give some examples about the Present Continuous Tense.Step Two Reading and talking1. ask the Ss to answer the following:1) what does eco-travel mean?2) Why is eco-travel very popular now?2. language points:1) combine …with….We should combine theory with practice.2) On one hand…; on the other hand….3) as well asHis sisters as well as his brother like playing football.He likes maths as well as English.He plays football as well as basket ball.3. imagine going on an eco-trip and then prepare role cards for the discussion.Red River Village Snow mountainI think we should …..And we can learn about….We can help ….. I think we should …..And we can learn about….We can help …..4. work in groups of four.5. ask some groups to report their opinions.Step Three Writing1. ask the Ss to go through the schedule for Sue’s trip.2. Make the Ss know their tasks.3. give the Ss some tips:1) to think about you what you are going to write;2) to list good ideas and make some notes;3) consider what you are going to tell and what you need to explain.4. ask the Ss to say their letters orally and then point out the Ss should use the correct tenses.5. ask the Ss to write their lettersStep Four Assignments1. write their letters in their exercise books.The Fifth PeriodTeaching Aims:1. to review the words and phrases;2. to review the Present Continuous Tense.Teaching procedures:Step One Revision1. check the homework with the students.2. point out the mistakes the Ss have made in their writing.Step Two Word study1. ask the Ss to fill in the blanks using the new words:1) If you want to know the flight number, you should pay attention to the b____ calls.2) Cars, buses, trains and planes are means of t____________.3) Rafting is a good way to e_________ nature.4) Eco-travel is a form of travel that c_________ normal tourism with learning.5) If you do something wrong, you should be r____________ for it.Step Three Phrases1. ask the Ss to recall useful expressions in this unit:1) experience sth.2) get away from….3) a good way to do sth.4) watch out for..5) protect …from…6) come from..7) combine ….with…8) on the other hand9) as well as2. ask the Ss to make sentences using these phrases above.Step Four Grammatical revision1. ask the Ss to give some examples about the uses of The Present Continuous Tense.1) Present use2) Future use2. ask the Ss to summarize the forms of expressing future actions.1) will(shall) 2) be going to…. 3) be doing…4) leaves(goes)Step Five Reading1. ask the Ss to read through the passage and then do the post-reading exercises.1) answer the questions:2) think of some similarities and differences.Step Six Writing1. ask the Ss to read the notice on page 101.2. the Ss try to write an essay to explain why they want to go.Step Seven Assignment1. write an essay in their exercise books.The Sixth PeriodTeaching Aims:1. to revise the words and phrases2. to revise the grammar item.3. to improve the Ss’ a bility of reading4. to get some feedback from the Ss.Exercises for Unit Three:一、用所给的词或短语填空：fall, prefer, raft, excite, think about, get close to, adventure;poison, separate, safe1. Let's go _________ on the Yellow River at the weekend.2. Before climbing a hill, you must consider your ________ carefully.3. There were so many _______ trees in front of us that we had to turn our car.4. You'd better ________ (not) the dry well. It’s too dangerous.5. Nothing is ________ than jumping off the peak of the Himalayas6. In which year would you _______ going to the moon?7. Even ________ films can kill people with serious heart trouble.8. Before they left home to travel, they _______ everything carefully.9. There are ________ spiders in the mountain, and yo u’ll be killed once bitten.10. We arrived together, but left _________.1. rafting2. safety3. fallen 4 not get close to 5 more adventurous6. prefer 7 exciting 8 (had) thought about 9 poisonous 10 separately二、句型转换：1. Wear sun-glasses to stop the sun from hurting your eyes.Wear sun-glasses to ______ ______ ______ ______ the sun.2. If you can't swim, you should not go rafting._______ you know _____ _____ ______, you should not go rafting.3. My birthday is several days away.My birthday is _____ _______ ______ ______ _______.4. They feel like going for a hike on the top of the mountain.They would like ______ _____ ________ on the top of the mountain.5. You can use a small boat to paddle down the river and stream.You can ____ ______ the river and stream ______ _____ ______ boat.(1. protect your eyes from 2. Unless; how to swim 3. in a few days’ time4. to go hiking5. paddle down; in a small )三、完成句子：1. 他摆脱不了对不幸损失的悲伤。
unit3schoollife高一英语教案
Unit3 School lifeⅠ、教学目标：知识：1、能正确朗读新单词yearly 、prom、celebration 、babysit、lawn 并掌握四会单词skill 、include、through、social、education 、besides、offer；2、了解美国高中学生的学校生活。
技能：1、能运用预测略读查读等方式把握文章结构；2、能利用提示谈论中美高中生活的异同。
过程与方法：培养学生养成良好的阅读习惯和形成有效的学习策略掌握一定的阅读方法与技巧使学生获取处理和使用文中的信息用英语直接思维用英语与他人交流发展用英语解决实际问题的能力以适应高速发展的信息社会的需要为可持续发展和终身学习打下良好的基础。
情感、态度、价值观：本单元主题是American high school life，学生通过学习本节课的内容，了解美国英语和英国英语的区别，培养学生的文化意识，拓展学生的国际视野，通过学生的跨文化交际意识和能力，以培养学生的综合语言运用能力。
Ⅱ、课题分析：本单元的主题是School life，这节课主要通过四个小标题：Courses、School Activities 、Friend 、Jobs，勾勒出本单元的话题，然后了解美国高中生活，再引出阅读文章American high school lifeⅢ、教学策略分析：面对的学生是高一年级的学生，有一定的听、说基础，因此以听说为主展开本课时的阅读教学。
充分利用计算机辅助课堂教学，通过powerpoint课件为学生创设更多的语言环境，充分发挥教师的主导作用，激发学生主动参与的欲望。
在课堂教学中，巧妙运用教学艺术，适当安排自学、小组讨论，竞赛等活动，使学生在更轻松更愉快的环境下实现更多的信息交流，提高课堂教学的效益。
Ⅳ、阅读设计思路：快读（Fast Reading）→细读(Intensive Reading) →操练(Practicing) →巩固(Consolidation) Ⅴ、教学过程（Teaching Steps）Step 1 Lead InI have a cheerful song would you like to share it with me？（理念：课前播放一首很欢快的英文歌曲“If you are happy”，渲染课堂气氛，营造英语学习气氛，学生跟着音乐拍手鼓掌很快进入英语学习角色，唤起学生的积极性与注意力。
高一英语第三单元教案
高一英语第三单元教案教案标题：高一英语第三单元教案 - 旅行和交通教学目标：1. 通过本单元的学习，学生将能够掌握与旅行和交通相关的词汇和表达方式。
2. 学生将能够运用所学知识，描述旅行经历、交通方式以及给予旅行建议。
3. 学生将能够阅读和理解与旅行和交通相关的文章，并能够提取关键信息。
教学重点：1. 旅行和交通的词汇和表达方式。
2. 描述旅行经历和交通方式的能力。
3. 阅读理解能力的培养。
教学难点：1. 运用所学知识进行口头表达和书面表达。
2. 阅读理解文章并提取关键信息。
教学准备：1. 教材：高一英语教材第三单元相关课文和练习题。
2. 多媒体设备：投影仪、电脑等。
3. 教学辅助材料：单词卡片、图片、PPT等。
教学过程：一、导入（5分钟）1. 利用图片或视频引入旅行和交通的话题，激发学生的兴趣。
2. 提问学生他们最喜欢的旅行方式是什么，以及他们曾经去过的地方。
二、词汇和表达方式的学习（15分钟）1. 教师通过展示单词卡片或PPT等方式，教授与旅行和交通相关的词汇，如transportation, destination, journey, etc.2. 引导学生用所学词汇描述不同的交通方式，如by car, by train, by plane等。
三、听说训练（20分钟）1. 听力训练：播放相关听力材料，要求学生听取关键信息，如交通方式、目的地等。
2. 口语训练：学生以小组形式讨论自己的旅行经历，并用所学词汇进行描述。
四、阅读理解（20分钟）1. 学生阅读相关文章，并回答与旅行和交通相关的问题。
2. 教师引导学生从文章中提取关键信息，并进行讨论。
五、书面表达（15分钟）1. 学生根据所给提示，写一篇关于自己理想的旅行目的地的短文。
2. 学生互相交换作文，进行修改和改进。
六、巩固和拓展（10分钟）1. 教师总结本课所学内容，强调重点和难点。
2. 提供额外的练习题，帮助学生巩固所学知识。
七、作业布置（5分钟）1. 布置相关的练习题，要求学生完成并交给教师。
人教版高一英语第三单元教案优秀9篇
人教版高一英语第三单元教案优秀 9 篇本单元话题为“地震” ，主要描写了 1976 年唐山大地震，各项语言活动也都是围绕地震展开。
本单元共分八个部分。
一些不正常的自然现象及动物的反常表现;地震的来势汹汹并在顷刻间将整座城市夷为平地。
一起看看人教版高一英语第三单元教案！欢迎查阅！下面是我整理的9 篇《人教版高一英语第三单元教案》，希望朋友们参阅后能够文思泉涌。
教学准备教学目标Knowledge and ability: To help the Ss know about the history of the Amber room and develop their reading skills.Process and method:Ss acquire knowledge and improve ability through discussion and competition.Emotion, attitude and values: to arouse Ss's awareness of protecting the cultural relics.Understand cultural relics belong to the whole world and the human beings.教学重难点important point: Understand the content of the whole passage and master the different reading skills,such as ,skimming,scanning and so on.difficult point : how to solve the questions and find the useful information using the reading skills.教学工具课件教学过程Lead in1. show some pictures .2. show the pictures and a short video of amber room.purpose: motive Ss's interest.Hi, everyone. Let’s look at the screen. I’ll present you some pictures. They are all about cultural relics. Some of them are cultural sites. Some of them are natural sites. Only an international professional organization from UN has the right to decide on and name them.PresentationLook at the photos here. What do you know about the substance of “amber”? What do knowabout the cultural relics “the Amber Room”?discussion:Now, boys and girls, I met a “moral dilemma” 。
人教版英语必修一Unit 3(Reading：Journey down the Mekong)教案
Reading: Journey down the Mekong教案
Part 1:The Dream and The plan
Time：September 27,2016
Place:HuizhongMiddle school
Teacher:党连霞
School:永靖中学
Para. 3The preparations before the trip & details about theMekongRiver.
•Who are Wang Kun and Wang Wei?
•What is their dream?
。Who are Dao Wei and Yu Hang?
４．Sometimes, the river becomes a ________ and enters ____ ______.
５．At last, the river _____ enters the South China Sea.
６．If you travel with them ,you will see all the following except
A. desert B. a waterfall
C. a delta D. a glacier
通过skimming及scanning阅读策略，引领学生关注文本的主题及涉及主题的主要信息。（也是这节课的重点和难点）
Step 4：Summary
Wang Wei and ____.___ have dreamed about ____ a great ___ ___.It was Wang Wei who first had the idea to ____ along the entireMekongRiver. My sister doesn’t ___________ details, because she doesn’t know the best way of getting to places.
高一英语《Unit3 Reading》教学设计
《Unit 3 Reading》教学设计（2）Teaching aims:1. Get the students to learn to use some important words and expressions.2. Train the students to analyze the questions and use the language points flexibly.Teaching stress: Remember language pointsTeaching difficulty: Use language points flexibly.Teaching procedure:Step1. Revision (Reciting)Ask the students to recite the text.Step2. Presentation1. Group discussion:Get the students to go through the test to find out the key points (what they can’t understand or what they think is very important)2. Key points presentation:Choose some students to write them down on the blackboard and then add something if necessary.Step3. PracticeEach language point is followed by some exercises to help consolidate it.Possible key points and exercises:1. Sentences:Eight Attributive clauses, including five高一英语教学设计Non-restrictive attributive ones.(Let students pay more attention to the sentences)2. Words and expressions:1). Dying to be thin2). work out3). stay slim4). figure5). be ashamed of6). Work7). in the last two months8). match9). follow one’s advice10). learn fromStep4. Consolidation1. Get the students to do some multiple choices told then check the answers.2. Translate some sentences:Step5. Homework;1. Remember the key points.2. Go on reciting the text.2。
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高一英语第三单元科目英语年级高一文件high1unit3.doc 标题AmericanEnglish（美式英语）章节第三单元关键词高一英语第三单元内容高中英语第一册 Unit3 一、【目地与要求】掌握本单元出现的单词和词组pronounce,medicine,British,however,European,reaso n,explain,havesomedifficultyindoing……,ask…for, andsoon,moreorless,change…into…,come about,bring in,agreatmany,等等……。
二、【日常交际用语】Wouldyoupleasesaythatagainmoreslowly? Howdoyoupronounce／spell…?I’msorryIknowonlyalittleEnglI’msorryIdon’tquitefollow三、【知识重点与难点分析】1.Ihavesomedifficultyinpronouncingsomeofthewordsi nEngl在某些英语单词的发音上我有些困难。
havesomedifficulty(in)doingsth 这是一个很常见的句型。
意思是“在做某事方面有困难”。
其中介词in常可省略。
在此句型中difficulty是用作不可数名词，所以前面不能加不定冠词“a”，也不能改为复数形式。
但difficulty前可加any,no等词，例如：Doyouhaveanydifficultyintranslatingthissentencein toEnglish? 你把这句子翻译成英语有困难吗？WEHADNODIFFICULTYINFINDINGHISHOUSEYESTERDAYEVEN 昨晚，我们毫不费劲地就找到了他的家。
2.Whendoyoutakeyournearexams? 你们下一次考试是什么时候？注意本句中用一般现在时表示将来发生的动作。
本句相当于：Whenwillyoutakeyournextexams? 此句用法只限于将来的事件是“列入日程”的，也就是说，是按计划或时刻表将要发生的事，则可以用一般现在时来表示将来。
例如：Whendoesthewintervocationbegin? 寒假什么时候开始？WhattimedoesthetrainleaveforShanghai? 开往上海的列车几点开车？ Theplanetakesoffatt飞机上午十点起飞。
3.Pardon?Wouldyoupleasesaythatagainmoreslowly?对不起，请慢点再说一遍好吗？Pardon?=Begpardon?=Ibegyourpardon? 是“对不起，请原谅”的意思。
这里当没听清楚或没听懂对方话时，希望对方重复一遍的礼貌用语。
意思是“Ididn’thear／underst andwhatyousaid”同下句“I’msorry,Idon’tquitefollowyou.”一样，也是希望对方重说一遍的用语。
4.WrittenEnglishismoreorlessthesameinbothBritaina ndAmerica,thoughtherearesomespellingdifferen 在英国和美国，书面英语大体上是相同的，尽管在拼法上有些差异。
moreorless作“或多或少”、“大约”、“差不多”、“几乎”解。
例如：Thisworkismoreorlessfinis这件工作大体上已经完成了。
I’vemoreorlessfinishedreadingtheb我差不多已经把这本书看完了。
Ittookmoreorlessawholedaytopainttheceil 粉刷天花板用了大约一整天的时间。
Ithinkit’smoreorlessacr我认为这或多或少是一种犯罪行为。
5.Howdidthesedifferencescomeabout? 这些差异是如何产生的呢？ comeabout意思是“发生”，“造成”。
与happen,takeplace意思相近。
Howdidthisaccidentcomeabout? 这个事故是怎么发生的？ Nobodyknowshowthechangecameabout? 没人知道这种变化是怎样发生的？Canyoutellmewhenitcameabout? 你能告诉我这是何时发生的吗？6.Atfirst,thelanguagestayedthesameasthelanguageusedinBritain,butslowlythelanguagebegantochangefrom onepartoftheworldtoanot起初，这种语言同在英国使用的语言仍然相同，但是，慢慢地它开始在一个又一个地区发生变化。
1)句中的stay是连系动词，作“保持（某种状态）”解。
相当于remain,keep的意思。
通常后边跟形容词作表语。
例如：Thisrestaurantstaysopentilltwelveo’cl 这家餐馆一直营业到12点。
Thetemperaturehasstayedhighthisw这个星期气温一直都很高。
2)thesameas／thesame…as 是“和…一样”的意思。
例如：Yourbikeisthesameasm你的自行车和我的自行车是一样的。
Ihavethesametroubleasyou(have). 我和你有同样的困难。
Ifeeljustthesameasyo我和你们的感觉是一样的。
Jennylooksthesameasbef珍妮看上去同过去一样。
MaryisaboutthesameageasyourmotMary大约是和你母亲同岁。
7.Sometimes,theEnglishspokeninAmericaorCanadaorAu straliachanged;butsometimesthelanguagespokenintheseplacesstayedthesame,whilethelanguageinEnglandch an有的时候，美国，加拿大或澳大利亚所说的英语发生了变化；但有的时候，这些地方所说的英语保持不变，而英国说的英语发生了变化。
1)在句中“spokeninAmericaorCanadaorAustralia”和“thelanguage”，其作用相当于定语从句。
如：Sometimes,theEnglishwhichwasspokeninAmericaorCana daorAustraliachanged;butsometimesthelanguage(Whic hwasspoken)inEnglandchan2.which在句中是并列连词，表示两种情况的对照，对比或相反的情况，意思是“进而”、“而”、“却”。
例如： Heistallwhilehiselderbrotherissh 他个子高而他的哥哥个子却矮。
Englishisunderstoodallovertheworldwhileturkishiss pokenbyonlyafewpeopleoutsideturkeyits英语世界通行，而土耳其语离开本国就很少有人说了。
8.ButAmericansstilltalkabout“fall”justaspeopled oinsomepartsofwesternEngl但是，美国人还是说“fall”，就像英格兰有些地区的人说“fall”一样。
1)本句中的助动词do与下句“InthesamewayAmericansusetheexpression”Iguess“(meaning“Ithink”)justastheBritishdid300yearsago .”中的did的用法是相同的。
它们分别代替上文中出现过的谓语动词“talk”和“use”，以避免不必要的重复。
2)justas,as是连词，引导一个表示方式的状语从句，意思是“正如”，“恰似”，“按照”。
例如：PleasedoasI’vetold请按我说的去做。
Ihavechangeditasyousugg我已按照你的建议作了修改。
Shelovessinginganddancing,justashermotherd 正如她母亲一样，她也喜欢唱歌跳舞。
Pleaseleaveeverythingjustasyoufin请让一切都保持原状吧。
9.agreatmany+名词／of代词，这里一个固定搭配用法，作“许多”，“非常多”解（=alargenumberof）.many在句中可用作形容词，也可用作代词。
例如：Agreatmanyworkerswentonstridelastw上周许多工人举行了罢工。
Nowagreatmanyofthemareoutofw现在他们当中许多人都失业了。
10.Thereareseveralreasonsfort这种情况的原因有几个。
1)the／one’sreasonforsthordoingsth是一个固定搭配的用法，作“…的原因、理由”解，thereason后不能用of。
thereasonwhy+从句，意思也是“…的原因”。
在口语中也可以用thereasont例如： Givemeyourreasonsfordoin告诉我你做那件事的理由。
Whatisthereasonforyourhurry? 你为什么这么匆忙？Thisisthereasonwhyhedidn’tpasstheexaminat 这就是他考试不及格的原因。
Thereasonthathedidn’tpasstheexamwasthathedidn’t workhardeno他考试不及格的原因是学习不够努力。
3)reason与cause的区别。
reason与cause作名词时都有“原因”和“理由”的意思。
reason通常指产生某种行为或想法的推理上的理由，而cause通常指导致某一事件发生的起因。
reason常和for连用，而cause常和of连用。
例如： Pleasegivemeyourreasonforabse请你把缺席的理由告诉我。
Thecauseofthefireisstillunkn这场大火的起因还不知道呢。
11.…theyalsobroughtinsomewordsfromtheirownlangua…他们也把自己语言中的一些词汇带到英国中来了。
bringin是动词词组。
意思是“带进来”，“请进来”，“赚得”，“带来收入”。
例如：We’llbringinaprofessortogiveusalectureonthediffe rencebetweenAmericanEnglishandBritishEngl 我们准备请一位教授来给我们讲一讲美国英语和英国英语的差异。