Liana Robinson

Series Editor
David Paul
ENGLISH CHEST 1 STUDENT BOOK
Liana Robinson

© 2011 Compass Publishing

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Series Editor: David Paul

Acquisitions Editor: Liana Robinson
Development Editors: enna Myers, Caroline Murphy
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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

Learning the names of the main

1 characters in the series and the names
of their classmates
• nformation question with what

• Subject pronouns: he, she

Unit 1 2 dentifying family members
• nformation question with who

n the
Neighborhood dentifying the different times of day
3 (morning, evening, afternoon, night)
• Time of day greetings

• Singular nouns
4 dentifying a few singular objects
• nformation question with what

Becoming familiar with some classroom • Plural nouns

1 objects, and practicing counting • nformation question with how many

Becoming familiar with more classroom

2 objects and colors
• Possessive adjectives: your, my
Unit 2
At School • nformation question with how old
Extending students’ knowledge of
3 plurals and numbers • Be-verb: is, are

Learning how to describe how students

4 feel (hungry, hot…)
• Be-verb: is, are

Becoming more familiar with some • Possessive adjectives: his, her

1 clothing, body parts, and colors • Verb: have (has)

Becoming more familiar with how to

talk about body parts and talk to a • Statements
Unit 3 2 doctor about things that are wrong - hurt my ___.
with students
At the
Toy Store Being able to identify some basic
3 shapes
• Articles: a, an

Becoming more familiar with how to

• nformation question with how many
4 express quantities and practice the
names of some toys
• There is/are ___.

4 Syllabus
 Sentence Patterns Functions Vocabulary

• Hi! / Hello!
• What’s your name? • Greetings doll, ball, train, Katie, Amy, Rachel, Eric,
- ’m Amy. • Names Max, Jeff, girl, boy
- My name is Eric.

• Family members
• Who is he? dad, mom, grandma, grandpa, brother,
• Asking about people
- He’s my dad. sister, cake, balloon, present
• dentifying people

• Good morning! • Greetings morning, afternoon, evening, night,

• t is day. • Times of day day, good-bye, sun, moon, clouds, stars

• What is it? • dentifying objects flower, tree, cat, bear, dog, kite,
- t’s a kite. • Singular objects teddy bear, skateboard

• How many chairs?

• Cardinal numbers 1-5 one, two, three, four, five, desk, chair,
• Let’s count!
• Plural objects door, umbrella, rain, pencil, book, ruler
- OK! One, two... four! Four chairs!

rainbow, crayon, pen, backpack, paper,

• What color is your pen? • Classroom objects
eraser, notebook, pencil case,
- t’s black. • Making comparisons
paintbrush, marker, red, orange, yellow,
- My pen is orange. • Colors
green, blue, black
• How old are you?
• Cardinal numbers 6-10
- ’m eight years old. six, seven, eight, nine, ten, slide, swing,
• Asking age
• How old is he? see-saw, toy
• Telling age
- He’s six years old.

hot, cold, thirsty, hungry, sleepy, apple,

• Are you hungry? • Asking about state of being
milk, banana, orange juice, melon
- Yes, am. / No, ’m not. • dentifying state of being

• What color is his hair?

• Body parts shirt, socks, pants, shoes, hat, shorts,
- He has dark brown hair.
• Clothing eyes, nose, hair, teeth, light, dark, white,
• What color are her eyes?
• Colors purple, pink, brown, gray
- She has light blue eyes.

• Are you OK?

• Body parts doctor, nurse, arm, hand, leg, foot, head,
- Yes, am.
• Expressing pain knee, elbow, toe, finger
- No, ’m not. hurt my knee.

• What shape is it?

teacher, magician, artist, oval, circle,
- t’s a circle. • Shapes
triangle, heart, square, rectangle, star
- t’s an oval.

• Toys
• How many toy cars are there?
• Asking the number of objects bus, boat, skates, house, car, airplane,
- There is one toy car.
• dentifying the number of puzzle, sticker, puppet
- There are four toy airplanes.
objects

5
 Amy is fun and outgoing. She is Max is energetic and kind.
a girly-girl who likes to go to the He likes to listen to music and
mall and talk to her friends on the skateboard. He also likes to hang
phone. out with his older brother, Cody.

Eric is smart and easy-going. Katie is friendly and nice.

He enjoys science, photography, She likes to sing and dance.
and taekwondo. Some of his Her parents are from France, and
family lives in China! she speaks French.

Rachel is talkative and athletic. Jeff is funny and adventurous.

She likes to go to the park and He likes to tell jokes and water-ski.
spend time outdoors. She also He also likes to watch scary
likes to play the piano. 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.

Mr. Kitty appears

in the Listening Chest.
He helps draw
Ms. Monster attention to important
appears in various parts in conversations.
personalization
activities. She asks
students questions These icons appear
about themselves. 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 The Language Chest
introduces key vocabulary. introduces target patterns.
Look curiously at the First practice these patterns
pictures as if you are orally with the books closed.
discovering them with the Then open the books and
children. See if the children help the students discover
can help you by identifying what the children are saying.
any of the words, and then
help them discover the
words they do not know.
The students listen to the The grammar boxes help
audio recording and number both you and the students
the pictures accordingly. identify key grammatical
The recording presents the points. It is important not to
words in complete sentences. 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 Guide focuses on key
the target language patterns. The children look
together with the key at the guide and either use
vocabulary. The students it to talk about themselves
look at the picture and talk or pretend they are a puppet
about it - such as by or toy animal and imagine
identifying the things and what the puppet/animal
children in the picture. They would say.
then try to work out what
the children are saying.

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 The follow-up activity is a

recycles some of the key comprehension checking
vocabulary and/or target exercise. The format varies
patterns. The students try from unit to unit.
to read the text. They can
also talk or write about
themselves or the world
around them using the
patterns in the text.

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 Many of the songs can

set to a familiar tune. be altered to include the
Ending a unit with a song is personal information of
a great way to help students the students in the class.
retain the unit language The students can also listen
targets. We can introduce to the song again at home
the song by playing the or in the car with their
audio recording, getting the parents.
children to read the song
before playing the recording,
or simply by starting to sing
it with the children.

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!

My name is Eric.
Hi, what’s your name? ’m Amy.

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 eff / Amy

3.

Katie / Rachel
14 Unit 1 Lesson 1
 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