Liana Robinson

Liana Robinson
Series Editor
David Paul

ENGLISH CHEST 1 STUDENT BOOK
Liana Robinson
© 2011 Compass Publishing
All rights reserved. No part of this book may be
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photocopying, recording, or otherwise, without prior
permission in writing from the publisher.
Series Editor: David Paul
Acquisitions Editor: Liana Robinson
Development Editors: enna Myers, Caroline Murphy
Cover/ nterior Design: Design Plus
email: info@compasspub.com
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SBN: 978-1-59966-384-5
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Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
How to Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Lesson 1 What s Your Name? ................................. 12
Lesson 2 Who s He? .............................................. 18
Lesson 3 Good Morning! ........................................ 24
Lesson 4 What s t? ............................................... 30
Lesson 1 Let’s Count!. ............................................. 38
Lesson 2 What Color s Your Pen?. ........................... 44
Lesson 3 How Old Are You? .................................... 50
Lesson 4 Are You Hungry? ...................................... 56
Lesson 1 He Has Dark Brown Hair. ......................... 64
Lesson 2 Are You OK?. ............................................ 70
Lesson 3 What Shape s t? ..................................... 76
Lesson 4 How Many Toy Cars Are There?. ................. 82

Lesson
Lesson Objective
Grammar Focus
1
Learning the names of the main
characters in the series and the names
of their classmates
• nformation question with what
Unit 1
2
dentifying family members
• Subject pronouns: he, she
• nformation question with who
n the
Neighborhood
3
dentifying the different times of day
(morning, evening, afternoon, night)
• Time of day greetings
4
dentifying a few singular objects
• Singular nouns
• nformation question with what
1
Becoming familiar with some classroom
objects, and practicing counting
• Plural nouns
• nformation question with how many
Unit 2
2
Becoming familiar with more classroom
objects and colors
• Possessive adjectives: your, my
At School
3
Extending students’ knowledge of
plurals and numbers
• nformation question with how old
• Be-verb: is, are
4
Learning how to describe how students
feel (hungry, hot…)
• Be-verb: is, are
1
Becoming more familiar with some
clothing, body parts, and colors
• Possessive adjectives: his, her
• Verb: have (has)
Unit 3
At the
Toy Store
2
3
Becoming more familiar with how to
talk about body parts and talk to a
doctor about things that are wrong
with students
Being able to identify some basic
shapes
• Statements
- hurt my ___.
• Articles: a, an
4
Becoming more familiar with how to
express quantities and practice the
names of some toys
• nformation question with how many
• There is/are ___.
4 Syllabus

Sentence Patterns
Functions
Vocabulary
• Hi! / Hello!
• What’s your name?
- ’m Amy.
- My name is Eric.
• Who is he?
- He’s my dad.
• Greetings
• Names
• Family members
• Asking about people
• dentifying people
doll, ball, train, Katie, Amy, Rachel, Eric,
Max, Jeff, girl, boy
dad, mom, grandma, grandpa, brother,
sister, cake, balloon, present
• Good morning!
• t is day.
• Greetings
• Times of day
morning, afternoon, evening, night,
day, good-bye, sun, moon, clouds, stars
• What is it?
- t’s a kite.
• dentifying objects
• Singular objects
flower, tree, cat, bear, dog, kite,
teddy bear, skateboard
• How many chairs?
• Let’s count!
- OK! One, two... four! Four chairs!
• Cardinal numbers 1-5
• Plural objects
one, two, three, four, five, desk, chair,
door, umbrella, rain, pencil, book, ruler
• What color is your pen?
- t’s black.
- My pen is orange.
• How old are you?
- ’m eight years old.
• How old is he?
- He’s six years old.
• Are you hungry?
- Yes, am. / No, ’m not.
• Classroom objects
• Making comparisons
• Colors
• Cardinal numbers 6-10
• Asking age
• Telling age
• Asking about state of being
• dentifying state of being
rainbow, crayon, pen, backpack, paper,
eraser, notebook, pencil case,
paintbrush, marker, red, orange, yellow,
green, blue, black
six, seven, eight, nine, ten, slide, swing,
see-saw, toy
hot, cold, thirsty, hungry, sleepy, apple,
milk, banana, orange juice, melon
• What color is his hair?
- He has dark brown hair.
• What color are her eyes?
- She has light blue eyes.
• Body parts
• Clothing
• Colors
shirt, socks, pants, shoes, hat, shorts,
eyes, nose, hair, teeth, light, dark, white,
purple, pink, brown, gray
• Are you OK?
- Yes, am.
- No, ’m not. hurt my knee.
• Body parts
• Expressing pain
doctor, nurse, arm, hand, leg, foot, head,
knee, elbow, toe, finger
• What shape is it?
- t’s a circle.
- t’s an oval.
• How many toy cars are there?
- There is one toy car.
- There are four toy airplanes.
• Shapes
• Toys
• Asking the number of objects
• dentifying the number of
objects
teacher, magician, artist, oval, circle,
triangle, heart, square, rectangle, star
bus, boat, skates, house, car, airplane,
puzzle, sticker, puppet
5

Amy is fun and outgoing. She is
a girly-girl who likes to go to the
mall and talk to her friends on the
phone.
Max is energetic and kind.
He likes to listen to music and
skateboard. He also likes to hang
out with his older brother, Cody.
Eric is smart and easy-going.
He enjoys science, photography,
and taekwondo. Some of his
family lives in China!
Katie is friendly and nice.
She likes to sing and dance.
Her parents are from France, and
she speaks French.
Rachel is talkative and athletic.
She likes to go to the park and
spend time outdoors. She also
likes to play the piano.
Jeff is funny and adventurous.
He likes to tell jokes and water-ski.
He also likes to watch scary
movies.
These six children are the main characters of the book. They appear in the Listening Chest. They are all
friends, and they go to the same school. They help teach students the target language and conversational
expressions.
Ms. Monster
appears in various
personalization
activities. She asks
students questions
about themselves.
Mr. Kitty appears
in the Listening Chest.
He helps draw
attention to important
parts in conversations.
These icons appear
before most of the
exercises. They signal
the different types of
activities to students.
These children represent the
students themselves. They
appear in the Language Chest,
and they introduce part of the
target language of each unit.
6 How to Use This Book

The Word Chest
introduces key vocabulary.
Look curiously at the
pictures as if you are
discovering them with the
children. See if the children
can help you by identifying
any of the words, and then
help them discover the
words they do not know.
The students listen to the
audio recording and number
the pictures accordingly.
The recording presents the
words in complete sentences.
The Language Chest
introduces target patterns.
First practice these patterns
orally with the books closed.
Then open the books and
help the students discover
what the children are saying.
The grammar boxes help
both you and the students
identify key grammatical
points. It is important not to
explain or analyze the
grammar. Let the students
acquire it through trial and
error as they work through
the unit.
The Listening Chest
features the main characters.
The target language is
used in a real-life situation.
The children first practice
the dialogue orally with
books closed, then listen to
the dialogue, and finally
open the books and read it.
The target language is
highlighted in blue text.
The follow-up activity is a
comprehension checking
exercise. The format varies
from unit to unit.
7

The Talk Chest presents
the target language
together with the key
vocabulary. The students
look at the picture and talk
about it - such as by
identifying the things and
children in the picture. They
then try to work out what
the children are saying.
The Guide focuses on key
patterns. The children look
at the guide and either use
it to talk about themselves
or pretend they are a puppet
or toy animal and imagine
what the puppet/animal
would say.
The picture prompts focus
on key patterns. The
students first look at the
picture and try to work out
what to say. They then listen
to the audio recording while
looking at the pictures.
The Reading Chest
recycles some of the key
vocabulary and/or target
patterns. The students try
to read the text. They can
also talk or write about
themselves or the world
around them using the
patterns in the text.
The follow-up activity is a
comprehension checking
exercise. The format varies
from unit to unit.
The Writing Chest is a
simple writing activity that
helps consolidate the target
patterns.
8 How to Use This Book

The Activity Chest a
classroom game or board
game. It is a fun way for
the students to practice and
consolidate the patterns
and vocabulary introduced
in the unit. The activities
can be used in a variety of
classrooms and do not
require a lot of preparation.
A personalization activity
accompanies the classroom
games. This gives the
children another opportunity
to express themselves.
The Song Chest is a song
set to a familiar tune.
Ending a unit with a song is
a great way to help students
retain the unit language
targets. We can introduce
the song by playing the
audio recording, getting the
children to read the song
before playing the recording,
or simply by starting to sing
it with the children.
Many of the songs can
be altered to include the
personal information of
the students in the class.
The students can also listen
to the song again at home
or in the car with their
parents.
A special illustration
accompanies each song.
This makes the song more
interesting and memorable
for the students.
9

What s Your Name?
Who s He?
Good Morning!
What s t?

Track 1
A. Listen and number.
Katie Eric 1 Amy
doll train ball
B. Ask and answer.
1. What’s your name? 2.
What’s your name?
’m enny.
My name is Tom.
What’s = What is
’m = am
12 Unit 1 Lesson 1

Track 2
C. Talk, listen, and read.
Look!
Hi, what’s your name?
’m Amy.
My name is Eric.
My name is Katie.
D. Trace and write your name.
1. 2. 3.
name is
is
Amy.
Katie.
.
13

E. Look and say.
What’s your name?
_____ ___________ is Holly.
_____ am Ben.
What’s your name?
My name is _________________. / am ( ’m) _________________.
F. Picture prompts.
Track 3
1. 2.
Max / Eric
3.
eff / Amy
14 Unit 1 Lesson 1
Katie / Rachel

Track 4
G. Read and circle.
Toot! Toot!
My name is Tony.
’m a train.
have toys!
have dolls!
have balls!
Toot! Toot! Dolls!
Toot! Toot! Balls!
1. Tony is a (train / doll).
2. The train has (dolls and balls / girls and boys).
H. Match and trace.
1.
2.
3.
15

. Play. Toss the ball.
What’s your name?
My name is Amy.
Good!
What’s your name?
’m Eric.
. Answer and draw yourself.
What’s your name?
.
K. What are your classmates’ names?
16 Unit 1 Lesson 1

Track 5
L. Listen and sing along.
The Hello Song
Hi! Hi! Hi! Hello! Hello!
What’s your name?
My name is Max.
What’s your name?
My name is Ann.
Hi! Hi! Hi! Hello! Hello!
17