We Can! 3 by Yoko Matsuka

We Can! 3 by Yoko Matsuka

Learning English in an environment where it is not needed can be a daunting task. However, with the help of We Can! 3, students can learn the language without having to worry about their environment. We Can! 3 is an innovative program that provides students with the opportunity to learn English in a fun and interactive way.

The program utilizes interactive lessons and activities that provide students with the tools they need to become proficient in English, regardless of their environment. With We Can! 3, students can develop their skills in various areas such as reading, writing, listening, speaking and more. This program is designed to help students learn English in an environment where they don’t need it.

By Yoko Matsuka

We Can! 3 is a program that emphasizes the importance of providing a good curriculum, a good teacher, and good teaching material in order to ensure successful learning outcomes.

The program focuses on the idea that the most effective way to help students succeed is to provide them with the best possible environment for learning. This includes having access to well-designed curriculums, knowledgeable teachers, and high-quality teaching materials.

Through We Can! 3, educators can create an optimal learning environment for their students and ensure they have all the tools they need to succeed.

We Can! Unique Features

  • Easy to Evaluate: The 384 goals make progress easy to see for students, teachers, and parents.
  • Spiral Curriculum: Students constantly recycle and reuse previously learned language.
  • English for Real Communication: Students use English in a real, practical way inside and outside the classroom.
  • Rhythm and Pronunciation: Students master rhythm and pronunciation skills through songs, chants, movement, drama, and role-plays.
  • Balanced Use of Phonics: Students learn good pronunciation and to read and write on their own.
  • Expansion of Discourse: Students develop language competence beyond the sentence level with carefully designed, fun, experience-based activities, and real interactions.
  • An Interactive Website: www.wecanenglishclub.com will offer electronic communication in English with friends around the world.


 At each level

  • Student Book + Student CD
  • Workbook + Student CD
  • Flashcards
  • Posters (10 per level)
  • Class Audio CD
  • Teacher’s Guide (English version)
  • Teacher’s Guide (Japanese version)


  • Phonics Workbooks 1-3
  • Phonics 1-3 Teacher’s Guide
  • Songs and Chants CD

Syllabus By Units and Topics


Unit 1: It’s Nice To Meet You

  • Finding Out Time:
  • Hi. I’m (Jack). What’s your name?
  • My name’s (Joe).
  • How old are you? I’m (nine) years old.
  • Where do you live? I live in (Tokyo).
  • Nice to meet you.
  • Nice to meet you, too.
  • Grammar in Action: Chant: I, You, He, She
  • I’m (Ted). You’re (Lara). He’s (Dave). She’s (Yui). Hello, friends! Nice to meet you. Let’s be friends.
  • Rhythms and Reading: Chant: I See You
  • I see you. If I see you, then you see me. If you see me, then I see you.
  • Phonics: Sounds: m, n, f, v, s, z, l, r
  • a red mop, a red fan, a red net, on the van, on the log, on the bed, six beds, six mops, six nets
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Unit 2: Dad’s Birthday

  • Finding Out Time:
  • What’s your dad’s/mom’s name? His name’s (Jim). Her name’s (Sally). When’s his/her birthday? His/her birthday’s (August 10th).
  • Months: January, February, March, April, May, June, July, August, September, October, November, December
  • Dates: 1st – 31st
  • Grammar in Action: my, your, his, her
  • Chant: My, Your, His, Her
  • My name’s (Jack).
  • Your/His/Her name’s …
  • My birthday’s (March 28th).
  • Your/His/Her birthday’s …
  • Rhythms and Reading: Chant: Miss Lucy and Tiny Tim
  • puts, bathtub, see, swim, drinks up, eats up, soap, tries, throat
  • Phonics: Sounds: w, y, j, h, k, qu, x
  • water, yo-yo, jug, hammer, kettle, quilt, box
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Unit 3: Sea Animals

  • Finding Out Time:
  • What’s that? It’s a (whale).
  • What do you think about it? I think it’s (big).
  • What are those? They’re (seals).
  • What do you think about them? I don’t think they’re (scary). I think a (seahorse) is (cute). I think (sharks) are (scary). I don’t think (whales) are (fast).
  • a walrus, a whale, a seahorse, seals, sharks, dolphins, fat, big, slow, cute, scary, fast
  • Grammar in Action: cute, cuter, the cutest, scary, scarier, the scariest, fast, faster, the fastest, big, bigger, the biggest
  • Chant: Sea Animals
  • Rhythms and Reading: Chant: Just Like Something
  • as slippery as an eel,
  • as fat as a walrus,
  • as big as a whale,
  • as fast as a dolphin,
  • as scary as a shark,
  • as cute as a baby seal,
  • as slow as a seahorse,
  • as noisy as a seagull
  • Phonics: Chant: Soft and hard c and g jingle
  • Sounds: soft and hard c: / k /, / s /, g: / g /, / j /
  • cat, cup, center, city, gum, gorilla, giant, gem
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Review 1: Units 1-3

Review 1: Units 1-3

Unit 4: Camp

  • Finding Out Time:
  • What do you want to do in the morning/afternoon/evening?
  • study time, adventure time, fun time, nature walking, craft, map reading, canoeing, mountain biking, trapeze, campfire singing, ghost stories, stargazing
  • Grammar in Action: exciting, more exciting, the most exciting, boring, more boring, the most boring, dangerous, more dangerous, the most dangerous
  • Chant: More and Most
  • Rhythms and Reading: Chant: Go Bananas
  • to the left, to the right, peel your banana, take a bite
  • Phonics: Chant: Silent e jingle
  • a-e, e-e, i-e
  • cake, name, lake, Pete, Eve, five, bike, time
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Unit 5: Sports

  • Finding Out Time:
  • What sport do you like? I like (tennis).
  • What sport do you want to try? I want to try (rock climbing).
  • What sport does your brother like? He likes (swimming).
  • What sport does he want to try? He wants to try (snowboarding).
  • Common sports: tennis, soccer, baseball, snowboarding, swimming
  • Dangerous sports: scuba diving, sky diving, hang gliding, bungee jumping, rock climbing
  • Grammar in Action: Chant: Verb Helpers
  • Do you…? Does he…? Does she…?
  • Do they…? Yes, I do. Yes, he/she does. Yes,
  • they do. No, I don’t. No, he/she doesn’t. No, they don’t.
  • basketball, golf, ski, snowboard, jog, karate, tae kwon do, kendo, tai chi
  • Rhythms and Reading: Chant: Hello Cheer
  • That’s the way we say hello. Now that you’ve got the beat, Listen to us stamp our feet.
  • Phonics: Chant: Silent e jingle
  • o-e, u-e
  • rose, nose, home, cube, June, cute
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Unit 6: Chores

  • Finding Out Time: What chores do you do? I (walk the dog).
  • Do you (take out the trash), too? Yes, I do sometimes.
  • What chores does (your sister) do? She (sets the table).
  • Does she (vacuum the floor)? Yes, she does sometimes.
  • walk the dog, wash the dishes, clean up my room, take out the trash, set the table, vacuum the floor, go shopping, fold the laundry
  • a super good/good/average/poor helper at home
  • Grammar in Action: walk/walks, set/sets, wash/washes, vacuum/vacuums, clean/cleans, go/goes, take/takes, fold/folds
  • Chant: Chores
  • Rhythms and Reading: Chant: Clever Robot
  • the smartest ever seen, keeps the house clean, bakes my bread, makes me a drink, sits by the fire, gives me a wink
  • Phonics: Chant: Silent e jingle
  • a-e, e-e, i-e, o-e, u-e
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Review 2: Units 4-6

Review 2: Units 4-6

Unit 7: Yesterday and Today

  • Finding Out Time: Times: seven o’clock, eight thirty, five forty-five, one ten, nine twenty, six forty
  • What time do you get up in the morning? I usually get up at (seven o’clock).
  • What time did you get up yesterday? Yesterday, I got up at (six thirty).
  • What time do you go to bed? I usually go to bed at (nine fifteen).
  • What time did you go to bed yesterday? Yesterday, I went to bed at (nine forty).
  • Grammar in Action: get up/got up, eat lunch/ate lunch, come home/came home, do my homework/did my homework, take a bath/took a bath, go to bed/went to bed
  • usually, yesterday
  • Rhythms and Reading:
  • Chant: What Time Do You Do It?
  • jump out of bed, brush my teeth, eat my lunch, sit with my friends, finish at school, ride my bike home, jump into bed, dream a lot
  • Phonics: Chant: Two-in-one consonant jingle
  • Sounds: sh, ch, ph, wh
  • sheep, ship, shark, cheese, chocolate, cherry, phone, photo, elephant, white, whale, whistle
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Unit 8: Jobs

  • Finding Out Time:
  • What does your dad do? He’s a (teacher).
  • What does your mom do? She’s a (doctor).
  • astronaut, singer, architect, pilot, nurse, engineer, cook, diver, teacher, computer technician, firefighter, businessman, housewife, lawyer, doctor
  • Grammar in Action:
  • Who’s he/she?
  • What does he/she do?
  • Where does he/she work?
  • Who are they?
  • What do they do?
  • Where do they work?
  • a train station, a space station, a hospital, a restaurant, a fast food restaurant
  • Chant: Space Station Crew
  • Rhythms and Reading: Chant: Jobs
  • When I grow up, I want to be (a baker).
  • hairdresser, TV star, scientist, writer, actor, sports star, singer
  • Phonics: Chant: Two-in-one consonant jingle
  • Sounds: th, ng, ck
  • think, three, throw, there, this, they, ring, sing, king, duck, back, rock
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Review 3: Units 7-8

Review 3: Units 7-8

Action Verb Chunks

Action Verb Chunks

We Can! 3 Word list

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