Shanghai Education Press Third-year English e-textbook content
Shanghai edition third grade English (Oxford English 3A Shanghai edition)(compulsory education textbook) The textbook content is as follows: 4 Unit 1 Hello!...... 4 Unit 2 How are you?...... 8 Unit 3 Are you Kitty?...... 12 Revision 1...... 16 Project 1...... 18 Module 2 My family,my friends and me...... 20 Unit 4 My friends...... 20 Unit 5 My family...... 24 Unit 6 Me...... 28 Revision 2...... 32 Project 2...... 34 Module 3 Places and activities...... 36 Unit 7 In the classroom...... 36 Unit 8 At the fruit shop...... 40 Unit 9 In my room...... 44 Revision 3...... 48 Project 3...... 50 Module 4 The world around us...... 52 Unit 10 Numbers...... 52 Unit 11 Small animals...... 56 Unit 12 The four seasons...... 60 Revision 4...... 64 Project 4...... 66 Word list...... 68 Daily expressions...... 70 Read more exciting novels for free
Shanghai Education Press Fourth Grade English Open Class Knowledge Points
The English knowledge points of the second volume of the fourth grade published by Shanghai Education Press are as follows: 1. ** Usage of the measure word **: For example, There is a glass of watermelon juice. There are three glasses of strawberry juice. 2. ** The difference between a choice question and a normal question ** - ** General Questions **: Is the kite red and blue? Answer with a Yes or No, as in Yes, it is. / No, it isn’t. - ** Choose a question **: Is the kite red or blue? The answer must be either red or blue. 3. **like followed by different terms and verb ** - Plurality of countable nounts: like apples / like green ones. - Countable singular: like the apple / like the green one. - Uncountable Noun: Like jelly. - Verbs: like dancing = like to dance;would like to dance (would like to do = want to do);be like me / her / his father (interpreted as like, used as a preposition). 4. ** Exclamations **: What nice grapes! What a nice girl! (singular) 5. **whose question to the possessive **: Whose bag is this? - It’s peter’s. Whose knives are those? - They are his knives. (They're used to answer these/those) 6. ** The usage of so and too **: Explain as such, followed by adjectives, such as It's so thick. / He is so puzzled. It’s too noisy. 7. **How+ auxiliary verb + subject + verb **: For example, The pineapple is rough. How does the pineapple feel? This cherry is sweet. How does this cherry taste? 8. ** Imperative sentences and can sentences **: Always use the original form of the verb, even if there is now, it cannot be in the continuous tense. Imperative sentences like Let's make a card now. Kitty, don’t put your book on the floor. (Can Lucy read the book now?) 9. **There is the principle of proximity **: The following words must be clearly seen if they are countable terms to determine the verb. There is a cat and two dogs. There are two dogs and a cat. There is some paper. There are some paper rabbits. There are some sheep. There is some string. There is a lot of apple juice. (There are uncountable modifications in front). 10. The positions of both and all were placed after the be verb and before the do verb. As We are both tall. They are all blind. We both run fast. The brothers all touch the elephant. (before the verb do). 11. One of the boys is Tom. says one of the brothers。 12. ** The difference between normal and ongoing ** - ** Continuous tense **: When there are symbolic words in the sentence such as now, look, listen, it's... a few points (except for imperative sentences and can sentences), or a sentence with up and down situations indicates that the action is happening now, the structure is +doing, such as Listen, birds are singing. Where’s Sam? He is playing football outside. - ** Ordinarily **: When there are symbolic words such as every morning, on Moday, at weekends, always, usually, often, sometimes, never, at…etc. in the sentence, it means to state a certain fact. When the subject is I, you, in the plurals, the original form of the predicative verb; when the subject is in the third person singular, the verb is singular, as in Our classmate watches TV at weeds. His friends always stay at home. Kitty is reading a book. Kitty reads a book at two o’clock. 13. ** Ball games, three meals, musical instruments, etc. **: Do not add the before ball games, such as playing basketball; do not add the before three meals, such as having dinner; musical instruments must have the before, such as playing the drum. 14. ** Future Tense **: iconic words such as tomorrow, next Sunday, etc., the structure will+do / be going to do, such as She will go to the park. 15. ** Past tense **: iconic words like 'last night', such as' His clock stopped at ten thirty last night'. 16. ** The expression of time ** - **(I)** - The hour was six o'clock. - 1 - 29 points (except 15 points) used past: ten past seven (7:10). - 15: A quarter past two (2:15) - 30 points: Half past five (5:30) - 45 points: A quarter to two (1:45) - 30 - 59 points (except for 45 points, which was used for deduction) were used to: ten to seven (6:50). - **(2)**: Directly read the numbers, such as 7:10 seven ten, 2:15 two fifteen, 5:30 five thirty. 17. ** You need to add ing** after some words: go shopping / fishing / swimming;finish doing;learn painting. 18. ** As a subject, the first letter needs to be capitalized **: For example, Music class, Chinese class, English class, Math class; to explain it as music does not need to be capitalized, for example, music room, I am the music man. 19. ** Musical instruments and sounds **: Ding-ding- piano; Ting-ting- triangle; Zing-zing- violin; Boom-boom- drum. 20. ** About the festival **: On a particular day, the preposition is usually used, such as on Children's Day. However, the preposition is used before a traditional China festival, and all traditional China festivals have the, such as at the Spring Festival. In addition to expressing other meanings, the preposition can be changed, such as before the Spring Festival;after the Spring Festival;What do you need for the Spring Festival? In addition, there were thirty-one general knowledge points, including twenty-five questions from the fourth grade. The newly added questions included multiple choice questions, personal pronoun as an object, gerund as an object, infinitive as an object, Whose special questions, and the analysis of demonicative pronoun meaning. If you want to review the previous twenty-five questions, you can review the previous third-year and fourth-year articles. The new questions for the fourth-year questions will appear in the future articles. Among them, the special questions and the analysis of the meaning of the demonicative pronoun can refer to the previous articles. It was suggested to focus on the school teacher's tutorial and refer to the test questions of these knowledge points to consolidate the classroom knowledge. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What are the English recitations in the first volume of the new textbook published by the People's Education Press?
According to the information provided so far, some of the recitation content in the 2024 New People's Education edition of the seventh grade's first volume of English can be found, such as the greeting related content in Starter Unit 1 (How do you greet people?) How do you spell your name? Starter Unit 2: What do you have in your schoolbag? What colour is it? However, there was insufficient information about the complete recitation of the first volume of the new textbook of the People's Education Press, so he could not answer it accurately and comprehensively. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The Teaching Design of Grade Four English Quality Course published by Shanghai Education Press
The following is the teaching design of the fourth grade primary school English class,"At the shop": - ** Teaching goal ** - [Knowledge goal: One is to request something using a formula, and the other is to respond to a request using a formula.] - ** Ability objective **: First, initiate/maintain interaction to draw out responses; second, use example sentences to communicate with other students. - ** Emotional goal **: Students are required to help their parents with household chores such as shopping. - ** Teaching Focus ** - Words: apple, banana, orange, pear. - How much is it? (Asking about the price of a single item), How much are they? (Asking about the price of multiple items). - ** Teaching Difficulties ** - Use the pronunciation knowledge to regulate the child's pronunciation of fruits. - Create a situation and learn the sentence patterns for asking about the price of fruits. - Pay attention to the questions and answers that the child needs to distinguish between buying a single fruit and many fruits. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A case study of English teaching design for the fourth grade of primary school published by Shanghai Education Press
The following is a case study of a fourth-grade English teaching design: ** 1. Teaching objectives ** 1. Language Ability Target - Students are able to understand, speak, and read communication phrases such as "Welcome to" and "What are these/those?" They're...”“Are these/those...? Yes, they are./ No, they aren't”。 - Able to understand, speak, and read vocabulary, including "they're = they are","pig","cow","chicken","duck", etc., and able to understand, speak, read, and write "farm","they","pig","apple","those", etc. 2. Learning Ability Target - Students are able to read or act out conversations proficiently, and improve their oral English skills through imitation and practice. ** 2. Difficulties in Teaching ** 1. Sentence Patterns - “What are these/those? Are these/those...?”The intonation and usage of sentence patterns needed to be mastered. 2. vocabulary - The pronunciation of the words "farm","they","those","chicken","apple","pear", the difference between the usage of "a" and "an", and the plurals of the words were the more difficult parts for students to master. ** 3. Teaching preparation ** 1. Prepare animal headdresses, fruits, and animal cards for classroom interaction and vocabulary teaching. 2. Create a powerpoint presentation to help show the knowledge points in the teaching process. 3. Prepare student study plans to facilitate students 'learning and record key content. ** 4. Teaching process ** 1. Step1 Before class - Let the students listen to and sing the song "Old MacDonald had a farm" to create an English learning atmosphere. At the same time, introduce the farm theme of this lesson. 2. Step 2. Warming up - Free talk: Teachers interact with students and ask for their names, friends, and other basic information, such as "Hello, boys and girls." I'm your new English teacher. I'm very glad to be here. I want to be your friend. OK, firstly, I want to know your names. What's your name? Whos your friend? Nice to meet you. Welcome to my class.”Guide the students to have a simple conversation in English. - Learn to say "Welcome to…" First, let the students understand "Welcome to my class" and answer it. Then, learn to say "Welcome to my class" yourself. You can express it to the teacher in class and the teacher in class. - Lead-in and learn: The teacher reviews the song sung before class and guides the students to recall the farm scene in the song, leading to the learning of the phrase "on the farm." 3. Step 3. Presentation and practice - Learn "What are these/those?" And pigs/cows/ducks/chickens” - By showing the animal cards, the teacher asked,"What are these?" Guide the students to answer "They're pigs." At the same time, he taught them new words. - Then he asked,"Are these pigs?" Lead the students to answer with "Yes" or "No" and continue to ask "What are these?" Learn other animal words, such as "They're cows." The usage of "those" was taught in a similar way. - Let's say. A chant activity. Through rhythmic chant, deepen the students 'memory of sentence patterns and words, such as "These, these." What are these? Pigs, pigs. They're pigs. Those, those. What are those? Cows, cows. They're cows.” 4. Step 4. Text - learning - Task 1: Let the students listen to "Who is on the farm too?" Cultivate the students 'listening comprehension ability. - Task 2: Listen and tick: Whats on the farm? Test the students 'mastery of words related to farms. - Task 3: Watch the animation "Let's watch" and place the animals and plants on the farm in the correct positions to improve the students 'comprehensive application of knowledge. - Task 4: Read "Let's follow" and pay attention to the pronunciation and intonation. Ask the students to read out their feelings and help them improve the accuracy of their spoken English. - Task 5: Read "Let's read." Through role-playing, the students could understand the dialogue better and practice their oral expression. - Task 6: Start a "Farm Show!" The teacher guides the students to use their imagination to create and act out the dialogue. The students are encouraged to speak more and improve their comprehensive language skills, such as "A (farmer) : Welcome to my farm." B (visitor) : What are these? A : They're apples...”。 <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Where can I buy a textbook from the People's Education Press?
People's Education Version textbooks can be purchased in various book stores, bookstores, or online bookstores. For details, you can refer to the following common purchase methods: 1. Go to your local bookstore or large online bookstores such as Amazon, Jingdong, Taobao, etc. 2. Online bookstores such as Zhuoyue, Dangdang, and Jingdong could also search for and purchase PEP textbooks. 3. Some second-hand bookstores or idle trading platforms such as Facebook Marketplace, Xianyu, etc. can also buy PEP textbooks. 4. On some online education platforms such as Taobao Education, Netease Cloud Class, etc., you can also buy the textbooks of the People's Education Version. No matter which method you choose to purchase, it is recommended to carefully read the contents of the book before purchasing to ensure that it meets your learning needs. At the same time, they also had to pay attention to whether the books they bought had copyright issues to avoid intellectual property rights.
Shanghai English third grade textbook electronic edition, volume 2
You can view the Shanghai version of the third grade English e-textbook materials (electronic version) through the website of the National Primary and Secondary School Smart Education Platform. The specific steps were as follows: Open the website and log in to the account. In the left navigation bar, select "Primary School","English" for the subject,"Shanghai Education Version" for the version, and "Third Grade" for the grade. At this time, the corresponding textbook would appear. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
What is the edition of Shanghai's primary school English textbook?
The English textbook currently used in Shanghai was the Shanghai edition of the Oxford University, produced by the Shanghai Education Press. However, the primary school English textbooks had been updated recently. The new version of the textbooks was published by New Century Press. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Third-year English electronic textbook
There was the CD of Primary English Grade 3, Volume 2, published by the People's Education Electronic Audition Press in 2012. It matched with the Primary English (PEP) textbook published by the People's Education Press and was suitable for children aged 10 - 12. There was also an electronic version of the PEP textbook, Grade 3 Starting Point. In addition, there was also English (Year 1), Year 3, Volume 2 teaching materials available for use. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Shanghai edition third grade English textbook e-book download
You can reply to the [textbook] on the public account of the teaching website to receive the Shanghai Education Oxford Primary School English Third Grade electronic textbook (PDF-version) for free. You can also open the teaching materials section of the National Primary and Secondary School Wisdom Education Platform website.(website: <anno data-annotation-id ="333f88f6 - 4f12 - 4fd2 - 8f16 - 8f16 - 8f1111f1111118"></anno></anno>(website: <anno data-annotation-id ="333333488 - 4f16 - 4f16 - 4f16 - 8f11111111111118"></anno></anno> <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
How to summarize the content of the textbook and summarize English
Here are some ways to summarize the content of English textbooks: 1. ** In terms of vocabulary ** - Thematically summarize: Gather words under the same topic (such as family, school, food, etc.) so that it is easy to remember and associate them. For example, father, mother, sister, brother, etc. under the family theme. - Part of speech induction: classify words of different parts of speech such as terms, verb, and adjectives. For example, book, desk, chair, run, jump, read, etc. This would help to understand the usage of words of different parts of speech in sentences. 2. ** In terms of grammar ** - Rule summary: Arrange the grammar rules according to the entries, such as the usage of the simple present tense (the third person singular verb change, etc.), the singular and pluralistic change rules of the verb, etc. For example, under normal circumstances, the number of plurals would be added with-s, and the number of terms ending with s, x, ch, sh would be added with-es, and so on. - Sentence structure induction: organize the key sentence patterns, such as There is/are... And the structure of all kinds of questions (general questions, special questions). 3. ** Text content ** - [Thesis summary: After reading each text, extract the main idea.] You can find the central sentence (usually at the beginning or end of the paragraph). If there is no central sentence, you can summarize the keywords in the paragraph to determine the main theme. - Plot Combing: For texts with story plots, sort out the beginning, development, climax, and ending of the story. 4. ** Overall summary of units ** - Each unit usually revolved around a specific topic. It could summarize the vocabulary, grammar, text, etc. in the unit and clarify the key knowledge of the unit. If the grammar of this unit was the present continuous tense, then the vocabulary and examples related to the present continuous tense would be integrated and learned. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>