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Liana Robinson


Academic year: 2022

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Series Editor

David Paul

Liana Robinson




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, oan Quick Cover/ nterior Design: Design Plus

Email: info@compasspub.com http://www.compasspub.com

SBN: 978-1-59966-388-3

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

Photo Credits

pp. 6, 7, 8, 9, 12, 15, 16, 18, 20, 21, 22, 23, 24, 27, 28, 30, 33, 34, 35, 38, 40, 41, 44, 46, 48, 49, 50, 52, 53, 54, 55, 56, 59, 60, 61, 64, 67, 68, 70, 72, 73, 74, 75, 76, 79, 80, 82, 85, 86, 87 © Shutterstock, nc.

pp. 6, 8, 9, 14, 15, 16, 18, 20, 23, 28, 30, 33, 34, 35, 40, 42, 44, 46, 47, 48, 49, 60, 64, 70, 72, 74, 75, 76, 79, 80, 85, 87 © iStockphoto, nc.


Lesson 1 Who s Taller? . . . 12

Lesson 2 Want to Be a Photographer . . . 18

Lesson 3 My Brother s Smart and Athletic . . . 24

Lesson 4 Went ce Skating with My Family. . . 30

Lesson 1 Did You Finish Your Homework? . . . 38

Lesson 2 Do You Know How to Play Tennis? . . . 44

Lesson 3 Why Did He Go to the Dentist? . . . 50

Lesson 4 What Are You Going to Do for Your Birthday?. . 56

Lesson 1 How Do Get to the Library? . . . 64

Lesson 2 t’s Three Dollars and Fifty Cents . . . 70

Lesson 3 t’s White with Orange Stripes . . . 76

Lesson 4 We Need a Carton of Eggs and a ug of Water 82 Syllabus . . . 4

How to Use This Book . . . 6



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

School Friends

Unit 3


Unit 1

Friends and Family

Lesson Objective

Students will learn some more professions, and talk about their dreams for the future.

Students will describe people based on personal characteristics, and practice asking follow-up questions

Students will talk about past activities and practice asking follow-up questions.

Students will learn how to ask for help, and talk about school subjects.

Students will learn how to talk about their skills and abilities.

Students will learn about injuries and sicknesses and talk about some of their own past injuries.

Students will talk about their future birthday plans.

Students will be able to ask for and give directions.

Students will be able to ask about the prices of different items.

Students will learn how to give detailed descriptions of clothing and accessories.

Students will practice making shopping lists, and learn about different containers or quantities of food.

Students will learn how to compare things and ask for the opinions of others.

• Comparative adjectives: taller, shorter

• Expressing agreement/disagreement

• Giving reasons for things

• Using want to talk about the future:

want +infinitive

• Adjectives: smart, athletic...

• Using the preposition ‘like’ to ask for descriptions of personalities.

• Past tense

• Past tense time expressions: yesterday, yesterday morning/afternoon/evening, last week/month/summer (season)

• Past tense

• Modal Auxiliary: can - Can you help me?

• nfinitive verbs: to drive, to knit

• Catenative verb: know

• Auxiliary verb: will

• Subordinating conjunction: because

• nformation questions with why.

- Why did ____?

• Future: be going to

• Ordinal numbers (1st-31st)

• nformation questions with when and what.

• Commands

• Coordinating conjunction: and

• nformation questions with how.

• Written numbers: 1-100

• Exclamations: That’s cheap/expensive!

• nformation questions with how much.

• Preposition: with

• Look like

Grammar Focus

• Uncountable nouns

• Partitives: a ____ of

4 Syllabus


• Who is taller?

- think Sarah is taller than am.

- agree. / disagree.

• Which is worse, summer or winter?

• What do you want to be?

- want to be a photographer.

• Why?

- want to take beautiful photographs.

• What’s your brother like?

- He’s smart and athletic.

• Does he help you with your homework?

- Yes, he does. / No, he doesn’t.

• What did you do last winter?

- went ice skating with my family.

• Did you enjoy it?

- Yes, did. / No, didn’t.

• Did you memorize the play for drama club?

- Yes, did. /

No, didn’t. t’s difficult. Can you help me?

- Of course! / Sure! / No problem.

• Do you know how to sail a boat?

- Yes, I do. Do you? /

No, don’t. Can you teach me?

- Sure!

• Why did Mark go to the nurse?

- He/She went to the nurse because he/she got a bloody nose.

• s he OK now?

- Yes, he is. / No, he isn’t.

• What are you going to do for your birthday?

- ’m going to go out to dinner with my family.

• When is it?

- t’s on April 9th.

• How do get to the video game store?

- Go over the bridge, and turn left after three blocks. You can’t miss it.

- Thank you!

• How much is this shampoo?

t’s two dollars and twenty-five cents.

- That’s cheap! ’ll take two. / That’s expensive! No thanks!

• What do your swim shorts look like?

- They’re green with yellow pockets.

• Are these them?

- Yes, they are. / No, they aren’t.

Sentence Patterns

• What do we need from the supermarket?

- We need a tub of butter and a ____.

• s that all?

- Yes, it is. / No, it isn’t. We also need a jar of mayonnaise.

• Comparatives

• Expressing agreement/


• Future dreams

• Professions

• Personal characteristics

• Asking follow-up questions

• Seasonal activities

• Asking follow-up questions

• Past tense

• School subjects

• Asking for help

• Past tense

• Skills and abilities

• Knowledge

• injuries and sicknesses

• Giving reasons

• Past tense

• Future tense—be going to

• Months

• Ordinal numbers (1st-31st)

• Giving directions

• Commands

• Asking prices

• Shopping transactions

• Describing clothing and accessories


• a ____ of

• Shopping list

• Food

taller, shorter, stronger, weaker, better, worse, faster, slower, smoother, rougher, cleaner, dirtier, larger, smaller, softer, harder, younger, older, lighter, heavier, rocks, plate, wooden chair, armchair, feather, brick, agree, disagree

photographer, architect, lifeguard, computer programmer, soldier, president, artist, lawyer, professional basketball player, musician, veterinarian (vet), astronaut, write computer programs, make our country better, design unique houses, paint and draw, help people in trouble, play in a band, take care of animals, visit another planet, play basketball all the time

smart, athletic, quiet, energetic, serious, nice, honest, shy, friendly, funny, talkative, hard-working, outgoing, fun, read a lot, have a lot of friends, tell a lot of jokes, talk to everyone, have a lot of fun, work all the time

played rugby, played badminton, went to football camp, learned how to surf, learned how to water-ski, went ice skating, helped my dad at work, built a tree house, traveled to Germany, hung out with my friends, went to space camp, see any sharks, get paid, paint it, study German, enjoy it, wear a space suit

muscles, heart, brain, blood, health class, PE (Physical Education), geography, drama club, science class, finish the project, study for the English test, learn the song , music class, learn the formulas, math class, make an animal, art class, history class

drive a car, fence, knit a scarf, play the flute, whistle, play table tennis, ice fish, sail a boat, use chopsticks, play chess, do a cartwheel, do laundry, make cookies, fold a paper airplane

toothbrush, dental floss, cavity, hospital, x-ray, broken bone, stomachache, headache, flu, bloody nose, fever, need braces, sore throat, earache, toothache, nurse, doctor, dentist, everything

Ferris wheel, roller coaster, bumper cars, amusement park, horseback riding, water park, go out to dinner, go bowling, invite some friends to my house, open presents and eat cake, have a sleep over, play mini golf, go on a treasure hunt, have a party

left, crosswalk, right, block, hill, bridge, go straight for (two) blocks, cross the street at the crosswalk, around the corner, walk up/down the hill, under/over the bridge, turn right/

left, through the park, straight on Keller Street

dollars, cents, magazines, DVD, newspaper, shampoo, conditioner, crackers, gum, toothpaste, batteries, soap, expensive, cheap

dots, stripes, patterned, buttons, zipper, wallet, purse, swim shorts, pockets, swimsuit, belt, tights, vest, scarf, raincoat, shoelaces, sunglasses


soup, soda, butter, mayonnaise, ketchup, bread, eggs, jam, tuna, rice, cereal, milk, juice, water, potato chips, cookies, ice cream, sugar, beans, potatoes, hotdogs, honey, chocolate, a can of, a bag of, a pack of, a jar of, a carton of, a bottle of, a jug of, a tub of, a loaf of, a box of, a bar of



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 begins every lesson. It introduces students to important vocabulary found in the lesson. Students see pictorial representations for the words with labels underneath. First, the teacher goes over the words with students. Then, students listen to the audio and number the pictures accordingly. The audio presents the words in sentence form. This activity helps students increase their vocabulary and trains them to listen for key words in sentences.

The Listening Chest features the main

characters. Here, the target language is used in a conversation that emulates a real-life situation.

Students read and listen to the conversation with their attention being drawn to the target language in blue.

This activity helps motivate students to learn by showing them a practical application for the target language. It also helps students define the new words and concepts.

The Language Chest exposes students to some of the target language found in the lesson.

Students can identify with the children in the activity because they are similar to the students themselves.

After students review the material, they should practice talking to each other. This activity gets students acquainted with the target language.

The grammar boxes appear when necessary.

They remind teachers to go over the grammar points and help students understand the grammar.

The follow-up activity is a comprehension checking exercise. It helps students summarize what happened in the conversation. The format varies from lesson to lesson in order to help students become better test-takers.


The Talk Chest presents the complete target language and new vocabulary. Previously students were introduced to these concepts, but the Talk Chest is where students memorize the new language.

The students and teacher talk about the big picture first. Then, students try to fill in the missing words. This activity gives students their first chance to produce the target language.

The Reading Chest recycles some of the vocabulary and/or target language in a written passage. The passages come in a variety of formats such as

newspaper articles, diary entries, letters, e-mails, and magazine articles. The new context is interesting for students and applicable to their lives. This activity shows students how much they have learned. It also helps to increase reading proficiency.

The Guide shows students the language pattern. All of the words that do not change from one example to another are printed in the guide. The words that change are represented by blank lines. This helps students with sentence construction.

The Picture Prompts section gives students further practice. The words under each picture fit into the framework of the guide above. First, students listen to each conversation.

Then, they practice through role-playing with partners.

The follow-up activity is a comprehension checking exercise. It helps students summarize what happened in the passage. The format varies from lesson to lesson in order to help students become better test-takers.

8 How to Use This Book


The Writing Chest is an activity that challenges students to use the skills they have learned. In order to remain interesting, the format varies from lesson to lesson. Students should be encouraged to proofread their work and correct any mistakes that they find.

The Activity Chest appears as a classroom game or board game. It is a fun way for students to play constructively in the classroom. This activity consolidates everything that students have learned in the lesson, and gives the teacher one last chance to evaluate everyone’s progress. The activities are adaptable for use in a variety of classrooms.

In addition, they do not require excessive preparation from the teacher.

Each Writing Chest page contains two different writing activities.

A personalization activity accompanies the classroom games. This gives students the opportunity to express themselves and talk to one another.


Who s Taller?

Want to Be a Photographer My Brother s Smart and Athletic

Went ce Skating with My Family


Track 1

12 Unit 1 Lesson 1

stronger / weaker better / worse taller / shorter

think Sarah is taller than am.

Who is taller?

Which are better?

think the pink ones are better than the yellow ones.


A. Listen and number.

B. Ask and answer.

1. 2.


stronger weak

weaker tall

taller good

better short

shorter bad


who = people or animals with names

which = ob j ects or animals without names

Ken Bob Buster Lulu Kelly Paula


Track 2

Amy: Hi, Max! Hi, Eric!

Max & Eric: Hi!

eff: May ask you a question?

Eric: Sure!

Amy: Who is stronger, you or Max?

Eric: think ’m stronger than Max.

Max: No way! ’m stronger!

eff: Ha! Ha! Let’s have a contest!

Max & Eric: OK!

Amy: Who is stronger, Max or Eric?

eff: think Eric is stronger than Max.

Amy: Really? don’t agree. think Eric is weaker than Max.

eff: saw Eric at Taekwondo class.

He’s strong!

Amy: Eric does Taekwondo! didn’t know.

eff: Yes, he does. He’s very good.

. . . 9, 10, 11!

. . . 13! Max wins!

D. Circle Yes or No.

1. Does Amy think Max is weaker than Eric? Yes No 2. Does eff think Eric is stronger than Max? Yes No

3. s Eric good at Taekwondo? Yes No

4. Was Amy right? s Max stronger than Eric? Yes No

5. Was eff right? s Eric stronger than Mac? Yes No

C. Talk, listen, and read.


Track 3

E. Look and say.

___ don’t agree. ___ ________ Lucky ____ slower.

___ ________ Lucky ____ faster than Star.

14 Unit 1 Lesson 1

F. Picture Prompts.

1. 2. 3.

4. 5. 6.

Who/Which is _____? think _____ is _____ than _____.

don’t agree. / agree.

dirty  dirtier heavy  heavier

Goldie Bubbles

Snowy Mimi

_______ ________ faster?

light / heavy / feather / brick large / small / Goldie / Bubbles clean / dirty /

red plate / white plate smooth / rough /

black rocks / red rocks

young / old / Mimi / Snowy soft / hard /

armchair / wooden chair


Tigers Beat the Heat!

The Los Angeles Tigers beat the Hollywood Heat 3-2 yesterday in the final of the middle school soccer tournament. It was a very exciting game.

Matt Brown of the Tigers said,

“We were worried because the Heat has older, taller, and stronger

players. I think we won because we were faster and we tried very hard.”

The Tigers had good teamwork and their kicking was excellent.

The Tigers coach, Tony Cox, said:

“The boys played very well. Their passing and teamwork were better than the Heat. The boys practiced hard all year and now they are champions! Go Tigers!”

Sports News

Tuesday, November 1


Matt Brown (yellow) scores the winning goal.

G. Read and answer the questions.

Track 4

1. Which team was taller and stronger than the other team?

The ___________ was ___________ and ___________ than the ___________.

2. Which team had better teamwork?

a. The Tigers had better teamwork.

b. Both teams had good teamwork.

c. The Heat had better teamwork.

3. Who is Tony Cox?

He is the ___________ of the Los Angeles ___________.


. Answer the questions.

1. Which is heavier, a cat or a shoe?

think a _______________ is _______________ than a _______________.

2. Who is stronger, a boy or a man?


3. Which is worse, summer or winter?


4. Who is taller, you or your teacher?


16 Unit 1 Lesson 1

tennis ball smoother smaller think rougher red bag which


baseball agree


H. Complete the conversations.

1. A: _______________ is larger?

B: think the _______________ is larger than

the baseball.

A: don’t _______________. think the tennis ball is _______________ than the _______________.

2. A: _______________ is _______________?

B: think the _______________ is rougher than the

light brown bag.

A: don’t _______________. _______________ the red bag is _______________ than the light

brown bag.


1. Who is taller than you? ____________ is taller than am.

don’t agree. think you’re shorter than am.

Good! You used taller and shorter.

Who is taller?

think ’m taller than you are.

. Play. Choose an object and make a conversation.

K. Talk to your classmates and complete the chart.

2. Who has cleaner shoes than you?

3. Who has a heavier backpack than you?

4. Who has larger hands than you?

5. Who can run faster

than you?



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