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(1)

Series Editor

David Paul

Liana Robinson

(2)

ENGLISH CHEST 1

STUDENT BOOK Liana Robinson

© 2011 Compass Publishing

All rights reserved. No part of this book may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, 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 http://www.compasspub.com

SBN: 978-1-59966-384-5

10 9 8 7 6 5 4 3 2 1 15 14 13 12 11 10

Photo Credits

pp. 6, 7, 8, 12, 15, 18, 21, 24, 27, 30, 32, 33, 34, 38, 44, 46, 47, 50, 56, 59, 60, 64, 66, 70, 76, 78, 82, 84, 85, 86 © Shutterstock, nc.

pp. 6, 8, 15, 18, 30, 38, 46, 47, 50, 56, 58, 61, 64, 66, 68, 76, 78, 82, 86 © iStockphoto nc.

p. 73 © upiterImages Corporation

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Lesson 1 What s Your Name? . . . 12

Lesson 2 Who s He? . . . 18

Lesson 3 Good Morning! . . . 24

Lesson 4 What s t? . . . 30

Syllabus . . . 4

How to Use This Book . . . 6

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

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Lesson

1 2 3 4 1 2 3 4 1 2 3 4 Unit 2

At School

Unit 3

At the Toy Store

Unit 1

n the Neighborhood

Lesson Objective

dentifying family members

dentifying the different times of day (morning, evening, afternoon, night)

dentifying a few singular objects

Becoming familiar with some classroom objects, and practicing counting

Becoming familiar with more classroom objects and colors

Extending students’ knowledge of plurals and numbers

Learning how to describe how students feel (hungry, hot…)

Becoming more familiar with some clothing, body parts, and colors

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

Becoming more familiar with how to express quantities and practice the names of some toys

Learning the names of the main characters in the series and the names of their classmates

• nformation question with what

• Subject pronouns: he, she

• nformation question with who

• Time of day greetings

• Singular nouns

• nformation question with what

• Plural nouns

• nformation question with how many

• Possessive adjectives: your, my

• nformation question with how old

• Be-verb: is, are

• Be-verb: is, are

• Possessive adjectives: his, her

• Verb: have (has)

• Statements - hurt my ___.

• Articles: a, an

Grammar Focus

• nformation question with how many

• There is/are ___.

4 Syllabus

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• Hi! / Hello!

• What’s your name?

- ’m Amy.

- My name is Eric.

• Who is he?

- He’s my dad.

• Good morning!

• t is day.

• What is it?

- t’s a kite.

• How many chairs?

• Let’s count!

- OK! One, two... four! Four chairs!

• 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.

• What color is his hair?

- He has dark brown hair.

• What color are her eyes?

- She has light blue eyes.

• Are you OK?

- Yes, am.

- No, ’m not. hurt my knee.

• What shape is it?

- t’s a circle.

- t’s an oval.

Sentence Patterns

• How many toy cars are there?

- There is one toy car.

- There are four toy airplanes.

• Greetings

• Names

• Family members

• Asking about people

• dentifying people

• Greetings

• Times of day

• dentifying objects

• Singular objects

• Cardinal numbers 1-5

• Plural objects

• Classroom objects

• Making comparisons

• Colors

• Cardinal numbers 6-10

• Asking age

• Telling age

• Asking about state of being

• dentifying state of being

• Body parts

• Clothing

• Colors

• Body parts

• Expressing pain

• Shapes

Functions

• Toys

• Asking the number of objects

• dentifying the number of objects

doll, ball, train, Katie, Amy, Rachel, Eric, Max, Jeff, girl, boy

dad, mom, grandma, grandpa, brother, sister, cake, balloon, present

morning, afternoon, evening, night, day, good-bye, sun, moon, clouds, stars

flower, tree, cat, bear, dog, kite, teddy bear, skateboard

one, two, three, four, five, desk, chair, door, umbrella, rain, pencil, book, ruler

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

shirt, socks, pants, shoes, hat, shorts, eyes, nose, hair, teeth, light, dark, white, purple, pink, brown, gray

doctor, nurse, arm, hand, leg, foot, head, knee, elbow, toe, finger

teacher, magician, artist, oval, circle, triangle, heart, square, rectangle, star

Vocabulary

bus, boat, skates, house, car, airplane, puzzle, sticker, puppet

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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.

Eric

is smart and easy-going.

He enjoys science, photography, and taekwondo. Some of his family lives in China!

Rachel

is talkative and athletic.

She likes to go to the park and spend time outdoors. She also likes to play the piano.

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.

Max

is energetic and kind.

He likes to listen to music and skateboard. He also likes to hang out with his older brother, Cody.

Katie

is friendly and nice.

She likes to sing and dance.

Her parents are from France, and she speaks French.

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.

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

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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 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 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 follow-up activity is a comprehension checking exercise. The format varies from unit to unit.

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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 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 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 Writing Chest is a simple writing activity that helps consolidate the target patterns.

The follow-up activity is a comprehension checking exercise. The format varies from unit to unit.

8 How to Use This Book

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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.

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.

A personalization activity accompanies the classroom games. This gives the children another opportunity to express themselves.

A special illustration accompanies each song.

This makes the song more interesting and memorable for the students.

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.

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(11)

What s Your Name?

Who s He?

Good Morning!

What s t?

(12)

Track 1

A. Listen and number.

B. Ask and answer.

1. 2.

What’s = What is ’m = am

Katie Eric Amy

doll train ball

What’s your name?

What’s your name?

My name is Tom.

’m enny.

12 Unit 1 Lesson 1

1

(13)

Track 2

Look!

Hi, what’s your name? ’m Amy.

My name is Eric.

My name is Katie.

name is Amy.

is Katie.

D. Trace and write your name.

1. 2. 3.

C. Talk, listen, and read.

.

(14)

What’s your name?

My name is _________________. / am ( ’m) _________________.

F. Picture prompts.

1. 2.

3.

Track 3

E. Look and say.

_____ am Ben.

_____ ___________ is Holly.

What’s your name?

14 Unit 1 Lesson 1

Max / Eric eff / Amy

Katie / Rachel

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G. Read and circle.

H. Match and trace.

Toot! Toot!

My name is Tony.

’m a train.

have toys!

have dolls!

have balls!

Toot! Toot! Dolls!

Toot! Toot! Balls!

1.

2.

3.

1. Tony is a (train / doll).

2. The train has (dolls and balls / girls and boys).

Track 4

(16)

What’s your name?

My name is Amy.

What’s your name?

Good!

’m Eric.

K. What are your classmates’ names?

. Answer and draw yourself.

What’s your name?

. Play. Toss the ball.

16 Unit 1 Lesson 1

.

(17)

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!

L. Listen and sing along.

Track 5

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