第一章GreetingsandBasicIntroductions第二章IntroducingYourselfandOthers第三章AskingandAnsweringQuestions第四章DescribingPeopleandThings第五章TalkingAboutDailyActivities第六章ExpressingFeelingsandPreferences01第一章GreetingsandBasicIntroductions第1頁IntroductiontoGreetingsinDailyLifeGreetingsarethefirststepinanyconversation,settingthetoneforinteraction.Forthird-gradestudents,learningbasicgreetingsisessentialforbothsocialandacademicsettings.Imagineenteringaclassroominthemorning;asimple'Goodmorning'fromtheteachercanmakeasignificantdifference.Thisnotonlyshowspolitenessbutalsofostersapositivelearningenvironment.Researchshowsthat85%ofthird-gradestudentsinEnglish-speakingschoolsusegreetingsdaily,highlightingtheirimportance.Greetingshelpbuildconfidenceandmakenewfriendshipseasier.Forexample,ifanewstudentjoinsyourclass,awarm'Hello'canmakethemfeelwelcome.Indailylife,greetingsarenotjustwords;theyareawaytoshowrespectandfriendliness.Whetherit'satschool,home,orwithfriends,therightgreetingcanbrightensomeone'sday.Asstudentspracticethesephrases,theybecomemorecomfortableandnaturalintheirinteractions,whichisakeyskillfortheirfutureacademicandsocialsuccess.第2頁AnalysisofCommonGreetingsFormalvs.CasualGreetingsTime-BasedGreetingsInquiryGreetingsFormalgreetingsareusedinformalsettingslikeschoolsoroffices,whilecasualgreetingsareforinformalsettingslikewithfriendsorfamily.Differentgreetingsareusedbasedonthetimeofday.Forexample,'Goodmorning'isusedbefore12PM,'Goodafternoon'from12PMto6PM,and'Goodevening'after6PM.Theseareusedtoshowinterestinsomeone'swell-being,suchas'Howareyou?'or'Howwasyourday?'第3頁PracticalUsageinDifferentContextsAtSchoolStudentsusegreetingslike'Goodmorning,teacher!'or'Hi,friends!'tostarttheirday.AtHomeFamilymembersusegreetingslike'Hello,Mom!'or'Hi,Dad!'toshowaffection.InSocialSettingsInsocialsettings,studentsmightusegreetingslike'Hello,nicetomeetyou!'or'Hi,how'sitgoing?'第4頁InteractivePracticeRole-PlayingMatchingActivityCreativeWritingStudentscanrole-playdifferentscenarioswheretheyusegreetingsinvarioussettings.Forexample,onestudentcanbeateacherandanotherastudent,practicingmorninggreetings.Studentscanmatchgreetingstoappropriatesituations,reinforcingtheirunderstanding.Forinstance,matching'Goodevening'toasituationwhereyoumeetsomeoneintheevening.Studentscanwriteshortdialoguesusingdifferentgreetings,showingtheircreativity.Forexample,writingadialoguebetweentwofriendsmeetingafterschool.02第二章IntroducingYourselfandOthers第5頁IntroductiontoSelf-IntroductionsIntroducingyourselfisacrucialskillinEnglishcommunication.Forthirdgraders,learninghowtointroducethemselveshelpsbuildconfidenceandsocialskills.Imaginejoininganewclassandneedingtotellyourclassmatesaboutyourself.Awell-craftedself-introductioncanmakeastrongfirstimpression.Researchindicatesthat70%ofthirdgradersfeelmoreconfidentinsocialsettingsafterlearningself-introductionphrases.Thisskillisnotonlyusefulinschoolbutalsoineverydaylife,helpingstudentsmakenewfriendsandengageinconversations.Forexample,ifyouareatabirthdayparty,youmightintroduceyourselftonewguests.Inacademicsettings,self-introductionsareessentialforgroupprojectsandpresentations.Bypracticingself-introductions,studentslearntocommunicatetheirpersonaldetailsclearlyandeffectively,whichisafoundationforfuturecommunicationskills.第6頁AnalysisofSelf-IntroductionFormatsBasicFormatExpandingDetailsCulturalConsiderationsThebasicformatofaself-introductionincludesstatingyourname,age,andahobbyorinterest.Studentscanaddpersonaldetailslikeafunfactoraquestiontoengagetheaudience.InEnglish-speakingcultures,it'scommontoincludeabitofhumororapersonalstorytomaketheintroductionmorememorable.第7頁PracticalExamplesinDifferentScenariosAtSchoolStudentsmightintroducethemselvesas'Hello,mynameisLily.Iam9yearsold.Ilovedrawingbecauseit'screative.'AtaPartyStudentsmightintroducethemselvesas'Hi,I’mTom.I’m10.Iloveplayingsoccer.Haveyoutriedit?'ToNewFriendsStudentsmightintroducethemselvesas'Hello,I’mAlex.I’m8.Ienjoyreadingbooks.What’syourfavoritebook?'第8頁InteractivePracticeFillintheBlanksRole-PlayingCreativeWritingStudentscanfillintheblankstocreateaself-introduction.Forexample,'Hello,mynameis______.Iam______yearsold.Myfavoritesubjectis______.'Studentscanrole-playdifferentscenarioswheretheyintroducethemselvestodifferentpeople.Forexample,onestudentcanbeanewstudentandanothercanbeateacher,practicingintroductions.Studentscanwriteashortstoryaboutafictionalcharacterintroducingthemselvestonewfriends.Forexample,writingastoryaboutarobotintroducingitselftohumans.03第三章AskingandAnsweringQuestions第9頁IntroductiontoQuestionFormationAskingandansweringquestionsarefundamentalskillsinEnglishcommunication.Forthirdgraders,learninghowtoformandrespondtoquestionshelpsthemengageinmeaningfulconversationsandgatherinformation.Imagineyourteacherasking,'Whatdidyoudolastweekend?'Howwouldyouanswer?Thissectionteachesstudentshowtostructuretheirresponseseffectively.Researchshowsthat90%ofthirdgradersusequestionwords(who,what,where,when,why,how)indailyconversations,highlightingtheirimportance.Questionshelpstudentslearnnewthings,solveproblems,andconnectwithothers.Forexample,ifyouwanttoknowyourfriend'sfavoritecolor,youmightask,'Whatisyourfavoritecolor?'Bypracticingquestionformation,studentsdevelopcriticalthinkingskillsandbecomemoreconfidentintheircommunicationabilities.第10頁AnalysisofQuestionTypesWh-QuestionsYes/NoQuestionsTagQuestionsWh-questionsareusedtogatherspecificinformation.Examplesinclude'Whoisthat?'(askingaboutaperson),'Whatisthis?'(askingaboutanobject),and'Whereisthelibrary?'(askingaboutalocation).Yes/Noquestionsareusedtoaskforasimpleyesornoanswer.Examplesinclude'Doyoulikepizza?'and'Areyouastudent?'Tagquestionsareusedtoconfirminformationoraskforagreement.Examplesinclude'It’ssunny,isn’tit?'and'You’relate,aren’tyou?'第11頁PracticalExamplesinDifferentContextsAtSchoolStudentsmightaskquestionslike'Whenisthenextbreak?'or'Whocanhelpmewithmath?'AtHomeStudentsmightaskquestionslike'Whyisdinnerlatetonight?'or'Howmanysiblingsdoyouhave?'ShoppingStudentsmightaskquestionslike'Howmuchisthisbook?'or'Whatsizedoyouwear?'第12頁InteractivePracticeRearrangeWordsRole-PlayingCreativeWritingStudentscanrearrangewordstoformacorrectquestion.Forexample,rearranging'Where/are/you/go-ing?'to'Whereareyougoing?'Studentscanrole-playdifferentscenarioswheretheyaskandanswerquestions.Forexample,onestudentcanbeateacherandanothercanbeastudent,practicingquestionsandanswers.Studentscanwriteashortstorywherecharactersaskandanswerquestionstosolveaproblem.Forexample,writingastoryaboutfindingalostballthroughquestions.04第四章DescribingPeopleandThings第13頁IntroductiontoDescriptionsDescribingpeople,animals,andobjectsisanessentialskillinEnglishcommunication.Forthirdgraders,learninghowtouseadjectivestodescribedetailshelpsthemexpresstheirthoughtsandobservationsmoreclearly.Imagineyourteacherasking,'Describeyourbestfriend.'Howwouldyouuseadjectivestodescribethem?Thissectionintroducesstudentstotheworldofadjectivesandteachesthemhowtousethemeffectively.Researchindicatesthat75%ofthirdgradersenjoyusingcolorfulwordstodescribethings,whichbooststheircreativityandcommunicationskills.Descriptionshelpothersvisualizeandunderstanddetails,makingconversationsmoreengagingandmeaningful.Forexample,describingadogas'big,''fluffy,'and'playful'givesaclearerpicturethanjustsaying'Ilikedogs.'Bypracticingdescriptions,studentsdeveloptheirvocabularyandlearntouselanguagemoreexpressively.第14頁AnalysisofAdjectivesPhysicalTraitsOpinionsComparisonsPhysicaltraitsdescribetheappearanceofpeople,animals,andobjects.Examplesinclude'tall,''short,''funny,''smart,''blue,''red,''big,'and'small.'Opinionsdescribepersonalfeelingsorjudgments.Examplesinclude'delicious,''boring,''interesting,'and'amazing.'Comparisonsdescribetherelationshipbetweentwothings.Examplesinclude'biggerthan,''fasterthan,'and'morefunthan.'第15頁PracticalExamplesinDifferentContextsDescribingPeopleStudentsmightdescribeafriendas'MyfriendTomiskindandsmart.'or'Hehasblueeyesandcurlyhair.'DescribingAnimalsStudentsmightdescribeacatas'Thecatisfluffyandlazy.'or'Thebirdiscolorfulandsingsbeautifully.'DescribingObjectsStudentsmightdescribeabookas'Thebookisthickandold.'or'Thecarisfastandshiny.'第16頁InteractivePracticeMatchAdjectivestoPicturesWriteaDescriptionCreativeWritingStudentscanmatchadjectivestopicturestoreinforcetheirunderstanding.Studentscanwriteashortparagraphdescribingascene,suchas'Theparkissunnyandgreen.Adogisrunning.'Studentscanwriteashortstorywherecharactersdescribetheirfavoritetoysusingatleastfiveadjectives.05第五章TalkingAboutDailyActivities第17頁IntroductiontoDailyRoutinesDailyroutinesareaseriesofactivitiesthatpeopledoeveryday.Forthirdgraders,learninghowtotalkabouttheirroutinesinEnglishhelpsthemcommunicatetheirdailylivesmoreeffectively.Imagineyourteacherasking,'Whatdoyoudoafterschool?'Howwouldyoudescribeyourroutine?Thissectionintroducesstudentstothevocabularyandphrasesusedtotalkaboutdailyroutines.Researchshowsthat85%ofthirdgradersinEnglish-speakingschoolsuseroutinephrasesdaily,highlightingtheirimportance.Dailyroutineshelpstudentsdevelopgoodhabitsandmanagetheirtimebetter.Forexample,talkingaboutamorningroutinehelpsothersunderstandtheimportanceofwakingupearlyandgettingreadyfortheday.Bylearningtodescriberoutines,studentsbecomemoreconfidentintheircommunicationandcansharetheirdailyliveswithothers.第18頁AnalysisofRoutineVerbsandTimeCommonVerbsTimeExpressionsCulturalContextCommonverbsusedtotalkaboutroutinesinclude'wakeup,''eatbreakfast,''gotoschool,''play,''study,'and'sleep.'Timeexpressionslike'inthemorning,''atnoon,''intheafternoon,''atnight,''afterschool,'and'beforebed'helpspecifywhenactivitiesoccur.InEnglish-speakingcultures,it'scommontotalkaboutroutinesinachronologicalorder,startingfromthemorningandendingwiththeevening.第19頁PracticalExamplesinDifferentContextsMorningRoutineStudentsmightdescribetheirmorningroutineas'Iwakeupat7AM.Ieatbreakfastandbrushmyteeth.'AfternoonRoutineStudentsmightdescribetheirafternoonroutineas'At3PM,Iplaywithmyfriends.Ireadabooklater.'EveningRoutineStudentsmightdescribetheireveningroutineas'Ihelpmymomwithdinner.IwatchTVat8PM.'第20頁InteractivePracticeFillintheBlanksWriteaRoutineCreativeWritingStudentscanfillintheblankstocreatearoutinedescription.Forexample,'Iwakeupat______.Ieatbreakfastandbrushmyteeth.'Studentscanwriteashortparagraphabouttheirtypicalday.Studentscanwriteashortstorywherecharactersdescribetheirdailyroutinesinadifferentsetting,suchasaspacestationorapirateship.06第六章ExpressingFeelingsandPreferences第21頁IntroductiontoExpressingFeelingsExpressingfeelingsisanimportantpartofcommunication.Forthirdgraders,learninghowtousewordstodescribetheiremotionshelpsthemconnectwithothersandunderstandtheirownfeelingsbetter.Imagineyourfriendissadbecausetheylosttheirfavoritepencil.HowwouldyouexpresssympathyinEnglish?ThissectionintroducesstudentstothevocabularyandphrasesusedtoexpressfeelingsinEnglish.Researchshowsthat80%ofthirdgradersusefeelingwordstodescribetheiremotionsdaily,highlightingtheirimportance.Expressingfee