三年级英语背景故事简短

Vocabulary is commonly defined as "all the words known and used by a particular person".[1] Knowing a word, however, is not as simple as merely being able to recognize or use it. There are several aspects of word knowledge that are used to measure word knowledge. Productive and receptive knowledge The first major distinction that must be made when evaluating word knowledge is whether the knowledge is productive (also called achieve) or receptive (also called receive); even within those opposing categories, there is often no clear distinction. Words that are generally understood when heard or read or seen constitute a person's receptive vocabulary. These words may range from well-known to barely known (see degree of knowledge below). A person's receptive vocabulary is the larger of the two. For example, although a young child may not yet be able to speak, write, or sign, he or she may be able to follow simple commands and appear to understand a good portion of the language to which they are exposed. In this case, the child's receptive vocabulary is likely tens, if not hundreds of words, but his or her active vocabulary is zero. When that child learns to speak or sign, however, the child's active vocabulary begins to increase. It is also possible for the productive vocabulary to be larger than the receptive vocabulary, for example in a second-language learner who has learned words through study rather than exposure, and can produce them, but has difficulty recognizing them in conversation. Productive vocabulary, therefore, generally refers to words that can be produced within an appropriate context and match the intended meaning of the speaker or signer. As with receptive vocabulary, however, there are many degrees at which a particular word may be considered part of an active vocabulary. Knowing how to pronounce, sign, or write a word does not necessarily mean that the word that has been used correctly or accurately reflects the intended message; but it does reflect a minimal amount of productive knowledge. Degree of knowledge Within the receptive–productive distinction lies a range of abilities that are often referred to as degree of knowledge. This simply indicates that a word gradually enters a person's vocabulary over a period of time as more aspects of word knowledge are learnt. Roughly, these stages could be described as: Never encountered the word. Heard the word, but cannot define it. Recognize the word due to context or tone of voice. Able to use the word and understand the general and/or intended meaning, but cannot clearly explain it. Fluent with the word – its use and definition.

（喜欢就要——点击加关注、五星级好评、打赏主播、订阅文章、分享专辑、留言评论）这是短篇小说，是一段又一段的小故事，情节跌宕起伏、扣人心弦、是一本难得的经典力作。

【专业地道领读+重点词汇讲解】，单词|听力|语法|发音轻松搞定！

快乐学英语

这里是讲英语三年级的教科书内容，制作人：甜苒柒，快来收听吧！

“小学英语随堂故事”是为小学生设计的英语阅读书，按从易到难的标准共分为6册，每册包含30篇短文故事，每篇短文后还有词汇表、翻译、趣味练习及“中国之窗”等版块，中低年级侧重想象力的开发，高年级侧重思维能力的提升，旨在帮助读者提高英语阅读与听说水平。 本稿件针对三年级的小读者，文章难度从易到难，循序渐进。主题分类丰富多元，视野开阔，帮助读者在阅读的同时增长知识。选文后的还有词汇表、翻译、趣味习题、小剧场等版块，灵活又实用。书中插图生动有趣， 适合孩子阅读。

这次特邀嘉宾John同学和我搭档录音，大家可以感受一下纽约上州的美音希望新学期继续给大家带来帮助！多听多跟读，反复练习，达到自动化，可以自然而然地说出来想说的话哦在语言学习关键期， 要建立目标语言和大脑认知的直接联系，不要生硬翻译哦～

依据最新《国家英语课程标准》对中小学英语教学的分级要求，结合现行教材中课文的难易程度，本有声读物共9册，本读物为第三册，由一线优秀教师和教研员编写，内容由浅入深、循序渐进。所有录音内容均由外籍语言教师朗读、专业数字录音设备录制，语音语调纯正、地道，语言清晰、优美，语速适中，有利于学生模仿，具有较好的指导性。。选编的故事内容丰富，有幽默小品、成语、典故、童话、神话等各种题材，适合学生作趣味阅读和听说训练之用，帮助学生提高英语阅读和听说能力。

这是一本专门为三年级学生设计的英语课外读物，书中精选了50个短小精悍的寓言故事，并配以纯正的听力音频，旨在通过有趣的故事和高质量的音频来提高学生的英语听力能力和阅读能力。为了帮学生扫除听力障碍，每个故事后列出了比较难的单词，让学生在听故事...

英语随堂故事二年级，用于宝宝自学。

孩子三年级，刚接触英语，平时学校英语课比较少，读的机会也不多。为了让孩子尽可能多地去读，我和孩子约好一起努力，并记录我们的点滴进步。我们相信，每天进步一点点，坚持带来大改变！希望您不要带有挑剔的眼光，这只是一个亲子游戏。如果这对您有帮助或启发，我们会更开心的。您的鼓励和支持是我们坚持下去的动力！感恩所有的遇见！

三年级下册单词提前预习哦No pains ,no gains.

英语三年级上册......