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Liana Robinson


Academic year: 2022

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Series Editor

David Paul

Liana Robinson



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: 978-1-59966-386-9

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

Photo Credits

pp. 6, 7, 8, 9, 12, 14, 16, 18, 22, 24, 30, 34, 38, 40, 41, 42, 44, 50, 53,

54, 56, 58, 64, 65, 66, 67, 70, 73, 74, 76, 78, 79, 80, 82, 84, 85, 86 © Shutterstock, nc.

pp. 6, 7, 8, 9, 12, 14, 16, 18, 22, 24, 34, 38, 40, 41, 42, 50, 53, 54,

56, 58, 59, 64, 66, 67, 68, 70, 72, 73, 74, 76, 78, 79, 82, 84 © iStockphoto nc.


Lesson 1 What Do You Do in the Morning?. . . 12

Lesson 2 Dad s in the Garage . . . 18

Lesson 3 Put the Mirror on the Wall . . . 24

Lesson 4 What Are You Doing?. . . 30

Lesson 1 Who s He? . . . 38

Lesson 2 What Does She Look Like?. . . 44

Lesson 3 How’s the Weather Today? . . . 50

Lesson 4 What Do You Like to Do? . . . 56

Lesson 1 Where Are You From? . . . 64

Lesson 2 Let’s Go to the talian Restaurant . . . 70

Lesson 3 Want a Sandwich, Please . . . 76

Lesson 4 Would You Like Some Broccoli?. . . 82

Syllabus . . . 4

How to Use This Book . . . 6



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


Unit 3

Cultures and Food

Unit 1

At Home

Lesson Objective

Students will be able to identify rooms/areas in a house.

Students will be able to identify household items and the location of these items in a house.

Students will talk about activities they are doing.

Students will learn to identify some occupations.

Students will learn how to describe someone or something

Students will learn to describe the weather and give reminders about weather appropriate clothing.

Students will be able to talk about outdoor activities and express their likes.

Students will tell where they are from and identify some countries.

Students will learn about foods and restaurants from different countries.

Students will be able to ask about food choices and articulate their own choices.

Students will learn to identify some additional food items and learn how to ask a polite question.

Students will talk about routine activities.

• n the morning/in the afternoon /in the evening/at night

• nformation question with where.

- Where’s __?

• Prepositions of place: in, on, under, behind, next to, in front of

- That is... - These are...

- Put it/them...

• Present progressive: be + (verb)ing

• nformation question with who - Who is __?

• Adjectives: blond, fat, thin, cute

• Look like

• nformation question with how.

- How’s the weather today?

• Command: Don’t forget __!

• nformation question with what.

- What do you like to do?

• Like + infinitive.

• nformation question with where.

- Where are you from?

- ’m from __.

• nformation question with what.

- Verb: want

- Suggestion: Let’s go to the __ restaurant.

• Do you want __ or __?

• want __, please.

Grammar Focus

• Please and thank you

• Would (for politeness) - Would you like some __?

4 Syllabus


• What do you do in the morning/


- play soccer.

- At night he watches TV.

• Where’s Grandma?

- She’s in the kitchen.

- Dad’s in the garage.

• This is a pretty clock.

• These are nice photographs.

• Put it in the dining room.

• Put them on the wall.

• What are you doing? - ’m typing an e-mail.

• What is he/she doing? - He is exercising.

• What are they doing?

- They are playing soccer.

• Who is he?

- He’s principal teacher.

• What does she look like?

- She’s cute.

• What do they look like? - They’re old.

• t is small and weak.

- They are big and strong.

• How’s the weather today?

- t’s snowy.

• Don’t forget your winter hat!

• What do you like to do?

- like to play golf.

• Where are you from?

- ’m from China.

• What do you want to eat?

- Let’s go to the talian restaurant.

• OK! like/love spaghetti!

• Are you hungry? - Yes, am.

• Do you want a waffle or scrambled eggs?

- want a waffle, please.

Sentence Patterns

• Would you like some pancakes?

- Yes, please. / No, thank you.

• Routine activities

• Family members

• dentifying parts of the house

• Household items

• dentifying locations

• Common activities

• Present progressive

• dentifying people and occupations

• Describing someone or something

• Weather

• Clothing

• Outdoor activities

• Expressing likes

• Countries

• dentifying food from different countries

• Expressing wants and likes

• Food

• Giving and making choices


• Food

• Being polite

put on my pajamas, wake up, take a shower, watch television, wash my face, go to school, eat breakfast/

lunch/dinner, do my homework, brush my hair, feed my dog, brush my teeth, sleep with wet hair, dry my hair motorcycle, tools, computer, toys, messy, Mom, Dad, Grandpa, Grandma, brother, sister, garage, kitchen, living room, bedroom, patio, yard, bathroom, dining room

painting, microwave, vase, toaster, refrigerator, lamp, painting, refrigerator, flowers, photograph, picture, mirror, clock, telephone, sofa, coffee table, bookcase, fan, box, counter, wall, next to, maybe

running, walking, eating, drinking, playing soccer/baseball/a computer game, watching television/a movie, doing homework, jogging, tired, washing the dishes, cleaning, shopping, coloring, holding, relaxing, working

police officer, soccer player, firefighter, student, cook, teacher, mail carrier, librarian, coach, farmer, dentist, shopkeeper, dangerous, criminal, strong, brave

blond, cute, ugly, fat, thin, small, weak, big, strong, tall, handsome, short, pretty, young, old, different, dark

lightning, storm, thunder, hot chocolate, blankets, rainy, stormy, snowy, freezing cold, winter hat, sunny, sunglasses, cloudy, sweater, windy, kite, cold, coat, warm, fan, hot, hat, bowling shoes, terrible, outside, hard, loud, bright, scary, safe, horrible

play golf, talk on the phone, play chess, go sailing, write in my diary, play tennis, climb trees, jog, fly kites, play catch, have picnics, play frisbee, walk the dog, take pictures, excited, vacation

France, China, taly, South Korea, Australia, Canada, ndia, Egypt, apan, the United States of America, South Africa, Germany, Brazil, Spain, welcome

watermelon, meat, rice, food, spaghetti, tacos, dumplings, sausages, sushi, fondue, ndian, French,

talian, Mexican, Chinese, German, apanese, Swiss, hamburger, curry

sandwich, tomato, lettuce, salad, chicken soup, waffle, scrambled eggs, soda, grape juice, hot dog, hamburger, turkey, apple pie, cheesecake, strawberry shake, chocolate shake, beef, eat out, stay home, present, cheeseburger


peas, carrots, broccoli, green beans, corn, pancakes, pineapple juice, toast, cereal, yogurt, mashed potatoes, bread, butter, vegetable, healthy, tasty, delicious



is fun and outgoing. She is a girly-girl who likes to go to the mall and talk to her friends on the phone.


is smart and easy-going.

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


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.


is energetic and kind.

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


is friendly and nice.

She likes to sing and dance.

Her parents are from France, and she speaks French.


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


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.


8 How to Use This Book

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.


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.


What Do You Do in the Morning?

Dad s in the Garage

Put the Mirror on the Wall

What Are You Doing?


Track 1

A. Listen and number.

in the morning  in the afternoon  in the evening  at night

12 Unit 1 Lesson 1

pa j amas shower

wake up eat breakfast 1 go to school

B. Ask and answer.

1. 2.

What do you do at night?

What do you do in the morning?

put on my pajamas.

take a shower.


Track 2

What do you do in the morning, Katie?

get dressed.

Do you take a shower?

Really? Do you sleep with wet hair?

No, dry it.

No, take a shower before go to bed.

C. Talk, listen, and read.

D. Complete the sentences for Katie.

1. _________ dressed _________ _________ morning.

2. _________ _________ shower before she _________ to bed.

3. dries _________ _________.


eat breakfast / morning

plays soccer / afternoon brushes her hair /


does her homework / evening

brushes her teeth / night

What do you do in the morning/afternoon/evening?

What do you do at night? ________.

F. Picture prompts.

1. 2. 3.

4. 5.

Track 3

____ wash my face.

14 Unit 1 Lesson 1

______ ____ _____ ____

in the morning?

_____ watch television with my mom and _____.

How about you?

E. Look and say.


G. Read and complete the sentences.

H. Write your own answers.

n the morning, go j ogging.

n the afternoon, play soccer.

n the evening, do my homework.

At night, read a book and then go to bed.

n the morning, he sleeps.

n the afternoon, he sleeps.

n the evening, he watches TV.

At night, he eats a lot and then sleeps.

1. She __________ j ogging __________ __________ morning.

2. She __________ soccer __________ __________ afternoon.

3. The dog __________ a lot and then __________ at night.

Track 4

1. n the morning, ________________________________________.

2. n the afternoon, _______________________________________.

3. n the evening, _________________________________________.

4. At night, ________________________________________________.


. Complete the chart.

. Play. Guess the sentences.

16 Unit 1 Lesson 1

brush my teeth take a shower wake up play soccer put on my pajamas feed my dog

know. He takes a bath at night.

I wash my face in the morning.



What do you do in the morning?


do my homework in the evening. What do you do in the evening?

Guess the sentence!


What Do You Do?

What do you do?

What do you do?

What do you do in the morning?

I brush my teeth, and I take a shower.

That’s what I do.

What do you do?

What do you do?

What do you do in the afternoon?

I go to the park, and I play with my friends.

That’s what I do.

K. Listen and sing along.

Track 5



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