【人教版】小学英语 三年级 下册
本教材为义务教育教科书英语三年级下册（一年级起点），内容涵盖学校科目、校园环境、课后活动、家庭成员及日常生活等主题，旨在培养学生的听、说、读、写及自然拼读能力。
Lessons
Course Overview
📚 Content Summary
This textbook is Grade 3 English, Volume 2 (Starting from Grade 1) for compulsory education. The content covers topics such as school subjects, campus environment, after-school activities, family members, and daily life, aiming to develop students' listening, speaking, reading, writing, and phonics skills.
Starting from real-life scenarios, embark on a joyful new journey of English learning.
Author: 人民教育出版社 课程教材研究所 英语课程教材研究开发中心, (加拿大) 灵通教育有限公司
Acknowledgments: 加拿大灵通教育有限公司 (Lingo Learning Inc.) 提供版权合作
🎯 Learning Objectives
- Identify and name five core school subjects: computer class, art, music, math, and science.
- Ask and answer questions about school schedules using days of the week (Monday, Tuesday, Wednesday, Friday).
- Express personal likes and dislikes concerning school subjects using "Do you like...?" and "Yes, I do/No, I don't."
- Identify and name key school facilities including the music room, science lab, playground, art room, teachers' room, classroom, and toilet.
- Inquire and respond to the location of people using the "Where is...?" structure and identifying floors (Floor 1, 2, 3).
- Describe school layouts using the sentence frame "In this school, they have..."
- Identify and use four key after-school activity phrases: play chess, draw pictures, read books, and play sports.
- Express personal ability using the modal verbs "can" and "can't" in response to direct questions.
- Communicate future intentions using the "be going to" structure.
- Students will be able to identify and correctly spell vocabulary for school rooms (e.g., science room, library) and after-school activities.
Lessons
This unit introduces Grade 3 students to school subjects and weekly schedules. Students will learn to identify key subjects like math and science, express their preferences, and inquire about what classes take place on specific days of the week. The lessons culminate in practical literacy skills, focusing on reading personal letters and writing a structured response regarding their favorite school days.
Learning Outcomes
- Identify and name five core school subjects: computer class, art, music, math, and science.
- Ask and answer questions about school schedules using days of the week (Monday, Tuesday, Wednesday, Friday).
- Express personal likes and dislikes concerning school subjects using "Do you like...?" and "Yes, I do/No, I don't."
This lesson focuses on identifying various school facilities and navigating a three-story school building. Students will learn to inquire about the locations of people and rooms using specific floor levels (1, 2, and 3) and describe school layouts. The unit also integrates phonics practice with the "i-e" vowel pattern and concludes with a reading comprehension story about Lucky the dog’s adventures in school.
Learning Outcomes
- Identify and name key school facilities including the music room, science lab, playground, art room, teachers' room, classroom, and toilet.
- Inquire and respond to the location of people using the "Where is...?" structure and identifying floors (Floor 1, 2, 3).
- Describe school layouts using the sentence frame "In this school, they have..."
This unit focuses on enabling students to communicate their abilities and future intentions regarding after-school life. Students will master four specific activity phrases, learn to use "can/can't" for current abilities, and apply the "be going to" structure to describe upcoming plans. The lesson culminates in practical literacy skills, including reading informal notes and writing a short message about weekend intentions.
Learning Outcomes
- Identify and use four key after-school activity phrases: play chess, draw pictures, read books, and play sports.
- Express personal ability using the modal verbs "can" and "can't" in response to direct questions.
- Communicate future intentions using the "be going to" structure.
This lesson serves as a comprehensive review of the first half of the curriculum for Grade 3 students. It focuses on consolidating vocabulary related to school facilities and activities, reinforcing long vowel phonics patterns (a_e, i_e, o_e), and developing functional literacy through reading and responding to personal letters. The lesson culminates in a creative project where students organize their knowledge into a personalized "word book."
Learning Outcomes
- Students will be able to identify and correctly spell vocabulary for school rooms (e.g., science room, library) and after-school activities.
- Students will demonstrate mastery of phonics patterns (a_e, i_e, o_e) by accurately decoding and writing corresponding words.
- Students will be able to extract information from a reading passage (Peter's Letter) and write a short, structured reply.
This unit focuses on identifying core family members and understanding the structure of family relationships through the creation of a family tree. Students will develop oral communication skills through "Show and Tell" presentations and practice descriptive sentence structures to identify others. The unit concludes with a reading comprehension study of the narrative "Little Tadpoles Look for Their Mother."
Learning Outcomes
- Identify and name specific family members including mother, aunt, grandfather, and self ("me").
- Construct and correctly label a family tree to represent generational relationships.
- Inquire about and confirm family relations using "Is he/she...?" structures.
This unit focuses on identifying and describing various activities and hobbies that occur within a family setting. Students will learn to use the Present Continuous tense to talk about actions happening right now (e.g., "What is he doing?"), while developing their ability to match visual depictions of chores with written phrases and completing written tasks related to daily domestic life.
Learning Outcomes
- Identify common family activities such as "watering the plants," "feeding the fish," and "walking the dog."
- Ask and answer questions about ongoing actions using the formula: "What + be + subject + doing?"
- Accurately match character actions in a household setting to their corresponding written descriptions.
This unit focuses on teaching third-grade students how to identify and describe various rooms and layouts within a home. Students will learn specific vocabulary for rooms and furniture, practice using "There is/are" to describe interior spaces, engage with a narrative about a mischievous cat named "Trouble," and master phonics rules regarding long and short vowel sounds.
Learning Outcomes
- Students can identify and name six major rooms in a house (dining room, study, bedroom, bathroom, living room, kitchen).
- Students can describe home layouts and furniture placement using "There is/are."
- Students can demonstrate reading comprehension by tracking a character's (Trouble the cat) movement through a house.
This lesson serves as a comprehensive review of house-related vocabulary, family activities, and spatial prepositions for Grade 3 students. It integrates phonics consolidation (long vowel patterns) with reading comprehension through the "I have a busy family" passage and an interactive board game evaluation. The lesson concludes with "Story Time," focusing on a narrative about a moving day to apply language in a real-world context.
Learning Outcomes
- Students will be able to identify rooms in a house and describe family members' current activities using the Present Continuous tense.
- Students will master the "vowel-consonant-e" phonics patterns, specifically completing words like "snake."
- Students will demonstrate reading comprehension by answering location-based and activity-based questions from the provided texts and board game paths.