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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: 978-1-59966-387-6

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

Photo Credits

pp. 6, 7, 8, 9, 12, 15, 18, 20, 21, 22, 24, 26, 27, 30, 32, 34, 38, 40, 41, 44, 47, 48,

50, 52, 59, 60, 64, 66, 67, 68, 70, 72, 73, 76, 78, 79, 82, 84, 85, 86 © Shutterstock, nc.

pp. 6, 7, 8, 12, 18, 21, 27, 30, 33, 34, 47, 48, 52, 53, 56, 59, 60, 68, 70, 73, 76, 78, 79, 82, 85, 86 © iStockphoto nc.

p. 38 © upiter mages Corporation


Lesson 1 What Grade Are You in?. . . 12

Lesson 2 t’s Nine Thirty . . . 18

Lesson 3 Do You Have Any Hobbies? . . . 24

Lesson 4 Like Action Movies .. . . 30

Lesson 1 Be Quiet! . . . 38

Lesson 2 What Do Your Parents Do? . . . 44

Lesson 3 Where Do You Work? . . . 50

Lesson 4 ’m Going to the Post Office . . . 56

Lesson 1 Do You Ever Have Snowball Fights?. . . 64

Lesson 2 How Often Do You See a Beautiful Sunset?. . 70

Lesson 3 Helped My Dad Clean the House . . . 76

Lesson 4 Ate Pizza Yesterday . . . 82

Syllabus . . . 4

How to Use This Book . . . 6



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

Occupations and Places

Unit 3


Unit 1

Free Time

Lesson Objective

Students will learn the numbers 1-59, and practice telling time.

Students will learn how to express their hobbies and share some personal information.

Students will learn to differentiate types of movies, books, and music while expressing their likes.

Students will learn and identify rules at home and in public places.

Students will talk about occupations and practice asking follow-up questions about the occupations.

Students will talk about occupations.

Students will express where they are going, and give reasons for going to those places.

Students will learn about seasonal activities and the frequency in which they do these activities.

Students will talk about the frequency with which they do certain activities.

Students will learn about the past tense, and talk about what they did yesterday.

Students will talk about past social activities.

Students will learn about school subjects and

grades (year in school). • Ordinal numbers

• nformation subject it

• Hyphenated numbers (twenty-one)

• Do you have any __ or __?

• Like + noun

• Commands

• Coordinating conjunction: and

• nterrogative question with where - Where do you work?

• Preposition + place (at/in an office)

• Present progressive: be + (verb)ing

• Need vs. want

• Adverbs of frequency: sometimes, often, always, rarely, hardly ever, never

• Adverbs of frequency: usually, hardly ever, rarely

• Regular past tense (-ed, -d)

• rregular past tense: be

Grammar Focus

• rregular past tense verbs: read...

4 Syllabus


• What grade are you in?

- ’m in fourth grade.

• What’s your favorite class?

- My favorite class is science.

• What time is it?

- t’s nine thirty.

• Uh, oh! Hurry up.

- Great! We have plenty of time.

• Do you have any hobbies?

- Yes, like to go camping.

• Do you have any brothers or sisters?

- No, ’m an only child.

• What kind of movies do you like?

- like scary movies.

• What kind do you like?

- like action movies.

• What should we do at the movie theater?

- Show your ticket.

• And?

- Yes, be quiet.

• What do your parents do?

- My mom is a fashion designer and my dad is a reporter.

• Cool! Does your mom/dad make nice clothes?

- Sure!/No, don’t think so.

• Where do you work?

- work at/in an office.

• What do you do?

- make web pages. / ’m a web designer.

• Where are you going?

- ’m going to the museum.

• Why?

- want/need to see the paintings.

• Do you ever jump in mud puddles in spring?

- Yes, often jump in them in spring.

• Why?

- t’s fun!

• never go hiking early in the morning.

• How often do you see a full moon?

- Maybe once a year.

• What did you do yesterday?

- watched cartoons.

• Were they good?

- Yes, they were good.

Sentence Patterns

• Did you have a good time with Richard?

- Yes, we told scary stories.

- That sounds fun!

• Can come next time?

- Sure!

• Ordinal numbers (1st~10th)

• School subjects

• Telling time

• Numbers (1-59)

• Hobbies

• Sharing personal information

• Types of music/ books/


• Expressing likes

• Rules

• Commands

• Occupations

• Willingness

• Occupations

• ob descriptions

• Occupational places

• Present progressive

• Need vs. want

• Places

• Giving reasons

• Frequency

• Seasons

• Activities

• Frequency

• Activities

• Asking for clarification

• Past tense (-ed, -d)

• Past tense (Be)


• rregular past tense - y  i

- Double consonants

first, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth, science, music, math, Chinese, art, history, PE, English, computers, mountains, plants, forest

clock, watch, alarm clock, minute, hour, second, oh, o’clock

collect trading cards, do magic tricks, make jewelry, play the trumpet/piano, read comic books, go camping, skateboard, only child, kitten, hobbies,

jazz music, country music, pop music, rap, classical music, rock music, action movies, scary movies, dramas, comedies, fiction books, fairy tales, mysteries, poetry books, plays

don’t cheat, no food, don’t write in the books, no drinks, be quiet, listen to your teacher, put on your seat belt, don’t touch anything, don’t wear shoes in the house, take out the trash, don’t chew gum, don’t run near the pool, wear a swim cap, show your ticket and passport, don’t let strangers in your house, eat (all of) your vegetables

baker, writer, reporter, homemaker, professor, fashion designer, hairdresser, taxi driver, dentist, shopkeeper, actress, actor, scientist, nurse, lawyer, give us haircuts

fire station, firefighter, put out fires, restaurant, waiter, waitress, serve food, office, web pages, web designer, city, catch criminals, police officer, flower shop, sell flowers, florist, garage, fix cars, mechanic, airport, fly airplanes, pilot, library, help people find books, librarian

supermarket, bread, butter, post office, packages, letter, museum, see the paintings, library, a new book to read, bank, some money, mall, sweatshirt, pharmacy, medicine, movie theater, movie, gas station, gas

have a snowball fight, play with water guns, play tag, jump in mud puddles, go swimming, go skiing, wear snow boots, play tag, wear shorts, go rafting, sometimes, often, always, rarely, hardly ever, never, fountain, playground

watch the sunrise/ sunset, see a shooting star, look at the see an eclipse, stay home all weekend, check my e-mail, read the newspaper, get a sunburn, hardly ever, regularly, usually, once, twice

cleaned his room, watered the flowers, climbed a mountain, called her friend, washed the car, cooked dinner, watched cartoons, learned how to make pasta, practiced the xylophone, exercised at the gym, painted a picture, played cards, fixed one of my brother’s toys, fun, interesting, exciting, boring, hard, easy, was, were


read, studied, made a made a sandcastle/music video, came, told scary stories, had dessert/a barbecue, saw a boxing/tennis match, wrote a short story, went sledding, went to the pet shop, cool, neat, last week, last month, last weekend, the day before yesterday



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.


8 How to Use This Book

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 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 role-play 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 Writing Chest is a simple 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 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.


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.

The Song Chest wraps-up each lesson. Ending the day with a song is a great way for students to retain the language they have learned. All of the songs are set to familiar tunes in order to make it easier for students to remember the lyrics. Many of the songs can be altered to use the personal information of the students in class. In addition, students can review the songs at home.

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

A special illustration accompanies each song.

This makes the song more interesting and memorable to students.


What Grade Are You in?

t’s Nine Thirty

Do You Have Any Hobbies?

Like Action Movies


Track 1

12 Unit 1 Lesson 1

A. Listen and number.

mountains plants

forest music science 1

My favorite subject is music. My favorite subject is science.

What’s your favorite subject? What’s your favorite subject?

B. Ask and answer.

1. 2.


Track 2

D. Write the missing words and match.

1. ____________ sport are they His favorite subject is

playing? _________________.

2. What grade ____________ Max, They are playing

eff, and Luke in? _________________.

3. What is Luke’s favorite They are in ____________

____________? grade.

Max: Hi! ’m Max, and this is eff.

What’s your name?

Luke: My name is Luke.

Max: Do you want to play volleyball?

Luke: Sure!

eff: What grade are you in?

Luke: ’m in fourth grade.

eff: Really? We are, too!

Luke: ’m new. start school on Monday.

eff: Cool! What’s your favorite subject?

Luke: My favorite subject is music.

C. Talk, listen, and read.


Track 3

E. Look and say.

________ ________ favorite ___________?

14 Unit 1 Lesson 1

What grade are you in? ’m in ______ grade.

What’s your favorite subject/class? My favorite subject/class is ______.

________ grade ________ you ________?

’m ________ seventh ________.

My ___________ subject ________ math.

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th first second third fourth fifth sixth seventh eighth ninth tenth

F. Picture prompts.

1. 2. 3.

4. 5. 6.

PE English computers history




G. Read and answer the questions.


My name is Steven, and I am in fourth grade.

My favorite subject is science. I am learning about mountains, forests, animals, and oceans. We are lucky.

There is a forest near my school. Today, science class is in the forest!

I can see a lot of plants and animals. The forest is very interesting. There are big trees and big bears.

There are also small leaves and small bugs. Can we see any bears?

No, but we can see a lot of bugs!

1. What grade is Steven in?


2. Where is Steven’s science class today?

a. The class is on a mountain.

b. The class is on a boat in the ocean.

c. The class is in the forest.

He is in








Lisa Beth Track 4


Mary: What _________ are you in, Lisa?

Lisa: ’m in _________ grade. _________ grade are you in?

Mary: ’m in __________ _________. How about you, Beth?

Beth: ’m in _________ grade. _________ your favorite _____________?

Lisa: My _______________ subject is _______________.

Mary: That’s _________ favorite subject, too!

Beth: Really? don’t like _______________. My _______________

_____________ is history.

H. Complete the conversation.


16 Unit 1 Lesson 1

. Play. Guess the answers to get points for your team.

What grade are you in?

’m in tenth grade.

What’s your favorite subject?

My favorite subject is art.

. Answer the questions.

1. What grade are you in?


2. What’s your favorite class?


3. Who likes music?


4. Who likes art?


5. Who likes PE?


6. Who likes English?



What Grade Are You in?

Oh, what grade are you in?

What grade are you in?

First, second, third, fourth, fifth!

Oh, I’m in fifth grade.

I’m in fifth grade.

First, second, third, fourth, fifth!

Oh, what’s your favorite class?

What’s your favorite class?

Art, music, science, history!

Oh, my favorite class is history.

My favorite class is history.

Art, music, science, history!

Oh, what grade are you in?

What grade are you in?

Sixth, seventh, eighth, ninth, tenth!

Oh, I’m in tenth grade.

I’m in tenth grade.

Sixth, seventh, eighth, ninth, tenth!

Track 5

K. Listen and sing along.



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