Liana Robinson

1
Series Editor
David Paul
 Syllabus ............................................................... 4
How to Use This Book .............................................. 6

Unit 1 n the Neighborhood

Lesson 1 What s Your Name? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Lesson 2 Who s He? .............................................. 18
ENGLISH CHEST 1 STUDENT BOOK
Lesson 3 Good Morning! ........................................ 24
Liana Robinson
Published in Indonesia by PT. ASTA ILMU SUKSES (member of mentari group) Lesson 4 What s t? ............................................... 30
© 2012 Compass
ENGLISH CHESTPublishing
1 STUDENT BOOK
Liana
Second
Robinson2013
First Reprinted
Published Reprinted 2014 by PT. ASTA ILMU SUKSES
in Indonesia
Unit 2 At School
Third Reprinted 2015
Fourth
© 2012Reprinted
Compass2016
Publishing
Fifth Reprinted 2017 Lesson 1 Let’s Count! .............................................. 38
First
SixthReprinted
Reprinted2013
2018
Second
Seventh Reprinted
Reprinted 2014
2019
Lesson 2 What Color s Your Pen?............................ 44
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,
Lesson 3 How Old Are You? .................................... 50
photocopying, recording, or otherwise, without prior
permission in writing from the publisher. Lesson 4 Are You Hungry? ...................................... 56
Series Editor: David Paul

Unit 3 At the Toy Store

Acquisitions Editor: Liana Robinson
Development Editors: enna Myers, Caroline Murphy
Cover/ nterior Design: Design Plus

SBN: 978-1-59966-384-5 Lesson 1 He Has Dark Brown Hair ........................... 64

10 9 8 7 6 5 4 3 2 Lesson 2 Are You OK?............................................. 70
15 14 13 12 11

Lesson 3 What Shape s t? ..................................... 76

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.
Lesson 4 How Many Toy Cars Are There?.................. 82
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
 Syllabus
Lesson Lesson Objective Grammar Focus Sentence Patterns Functions Vocabulary

• Hi! / Hello!
Students will learn the names of the
• What’s your name? • Greetings doll, ball, train, Katie, Amy, Rachel, Eric,
1 main characters in the series and the
names of their classmates.
• nformation question with what
- ’m Amy. • Names Max, Jeff, girl, boy
- My name is Eric.

• Family members
Students will begin to identify family • Subject pronouns: he, she • Who is he? dad, mom, grandma, grandpa, brother,
Unit 1 2 members. • nformation question with who - He’s my dad.
• Asking about people
• dentifying people
sister, cake, balloon, present

n the
Students will be able to identify the
Neighborhood • Good morning! • Greetings morning, afternoon, evening, night,
3 different times of day (morning,
evening, afternoon, night).
• Time of day greetings
• t is day. • Times of day day, good-bye, sun, moon, clouds, stars

Students will identify a few singular • Singular nouns • What is it? • dentifying objects flower, tree, cat, bear, dog, kite,
4 objects. • nformation question with what - t’s a kite. • Singular objects teddy bear, skateboard

Students will become familiar with • How many chairs?

• Plural nouns • Cardinal numbers 1-5 one, two, three, four, five, desk, chair,
1 some classroom objects and practice
counting.
• nformation question with how many
• Let’s count!
- OK! One, two, . . . , four! Four chairs!
• Plural objects door, umbrella, rain, pencil, book, ruler

rainbow, crayon, pen, backpack, paper,

• What color is your pen? • Classroom objects
2 Students will become familiar with
more classroom objects and colors.
• Possessive adjectives: your, my - t’s black. • Making comparisons
eraser, notebook, pencil case,
paintbrush, marker, red, orange, yellow,
Unit 2 - My pen is orange. • Colors
green, blue, black
• How old are you?
At School • nformation question with how old - ’m eight years old.
• Cardinal numbers 6-10
six, seven, eight, nine, ten, slide, swing,
3 Students will extend their knowledge
of plurals and numbers. • Be-verb: is, are • How old is he?
• Asking age
• Telling age
seesaw, toy
- He’s six years old.

• Are you hungry?

4 Students will learn how to describe how
they feel (hungry, hot . . . ).
• Adjectives: hungry, thirsty . . .
• Be-verb: is, are
- Yes, am. / No, ’m not.
• s he thirsty?
• Asking about state of being
• dentifying state of being
hot, cold, thirsty, hungry, sleepy, apple,
milk, banana, orange juice, melon
- Yes, he is. / No, he isn't.
• What color is his hair?
• Body parts shirt, socks, pants, shoes, hat, shorts,
Students will become more familiar with • Possessive adjectives: his, her - He has dark brown hair.
1 some clothing, body parts, and colors. • V
erb: have (has) • What color are her eyes?
• Clothing
• Colors
eyes, nose, hair, teeth, light, dark, white,
purple, pink, brown, gray
- She has light blue eyes.

Students will become more familiar

• Are you OK?
with how to talk about body parts • Body parts doctor, nurse, arm, hand, leg, foot, head,
Unit 3 2 and talk to a doctor about things
• Statements: hurt my __. - Yes, am.
- No, ’m not. hurt my knee.
• Expressing pain knee, elbow, toe, finger
that are wrong with them.
At the
• What shape is it?
Toy Store Students will be able to identify some teacher, magician, artist, oval, circle,
3 basic shapes.
• Articles: a, an - t’s a circle.
- t’s an oval.
• Shapes
triangle, heart, square, rectangle, star

• Toys
Students will become more familiar with • How many toy cars are there?
• Asking the number of objects bus, boat, skates, house, car, airplane,
4 how to express quantities and practice
the names of some toys.
• nformation question with how many - There is one toy car.
- There are four toy cars.
• dentifying the number of puzzle, sticker, puppet
objects

4 Syllabus 5
 How to Use This Book

English Chest Characters A Guide for Teachers

Amy is fun and outgoing. She is Max is energetic and kind.

Word Chest introduces key Language Chest introduces
a girly-girl who likes to go to the He likes to listen to music and
vocabulary. Look curiously target patterns. First practice
mall and talk to her friends on the skateboard. He also likes to hang
at the pictures as if you are these patterns orally with
phone. out with his older brother, Cody.
discovering them with the the books closed. Then open
students. See if the students the books and help the
can help you by identifying students discover what the
Eric is smart and easy-going. Katie is friendly and nice.
any of the words, and then children are saying.
He enjoys science, photography, She likes to sing and dance.
help them discover the
and taekwondo. Some of his Her parents are from France, and
words they do not know.
family lives in China! she speaks French.
The students listen to the
audio recording and number The grammar boxes help
the pictures accordingly. The both you and the students
Rachel is talkative and athletic. eff is funny and adventurous. identify key grammatical
recording presents the words
She likes to go to the park and He likes to tell jokes and water-ski. points. It is important not
in complete sentences.
spend time outdoors. She also He also likes to watch scary to explain or analyze the
likes to play the piano. movies. grammar. Let the students
acquire it through trial and
error as they work through
the unit.
These six children are the main characters of the book. They appear in 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 Listening Chest. Listening Chest features
He helps draw attention the main characters. The
Ms. Monster to important parts in target language is used in
appears in various conversations. a real-life situation. The
personalization students first practice the
activities. She asks dialog orally with books
students questions closed, then listen to the
These icons appear
about themselves. dialog, and finally open the
before most of the
books and read it. The target
exercises. They signal
language is highlighted in
the different types of
blue text.
activities to students.

These children represent the The follow-up activity is a

students themselves. They comprehension checking
appear in Language Chest, exercise. The format varies
and they introduce part of the from unit to unit.
target language of each unit.

6 How to Use This Book 7

 Talk Chest presents the
target language together
with the key vocabulary. The
students look at the picture,
and practice speaking by
identifying the items they
see. They then try to work
out what the children are
saying.
Guide focuses on key
patterns. The children look
at the guide and use it to
talk about themselves. They
can also pretend to speak
as if they are puppets or
toy animals.
Activity Chest is 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.

Picture Prompts focus on

key patterns. The students
first look at the picture and A personalization activity
try to work out what to say. accompanies the classroom
They then listen to the audio games. This gives the
recording while looking at students another opportunity
the pictures. to express themselves.

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 follow-up activity is a
comprehension checking
exercise. The format varies
from unit to unit.
Writing Chest is a simple
writing activity that helps
consolidate the target
patterns.
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's language targets. We
can introduce the song by
playing the audio recording,
getting the students to read
the song before playing the
recording, or simply by
starting to sing it with 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.
A special illustration
accompanies each song.
This makes the song more
interesting and memorable
for the students.

8 How to Use This Book 9

Lesson 1 What s Your Name?

Lesson 2 Who s He?

Lesson 3 Good Morning!

Lesson 4 What s t?
 Track 2

C. Talk, listen, and read.

Track 1
Look!

A. Listen and number.

Katie Eric 1 Amy

My name is Eric.
Hi, what’s your name? ’m Amy.
doll train ball
My name is Katie.

B. Ask and answer.

1. What’s your name? 2. What’s your name?

D. Trace and write your name.

1. 2. 3.

’m enny.
My name is Tom.

What’s = What is ’m = am name is is

Amy. Katie.
12 Unit 1 Lesson 1 13
 Track 4

E. Look and say. G. Read and circle.

What’s your name? Toot! Toot!

My name is Tony.
’m a train.
_____ ___________ is Holly. have toys!
have dolls!
have balls!
Toot! Toot! Dolls!
Toot! Toot! Balls!

_____ am Ben.
1. Tony is a (train / doll).
2. The train has (dolls and balls / girls and boys).
What’s your name?
My name is _________________. / am ( ’m) _________________.

F. Picture prompts. Track 3

H. Match and trace.
1. 2.
1.

Max / Eric eff / Amy 2.

3.

3.

Katie / Rachel
14 Unit 1 Lesson 1 15
 Track 5

. Play. Toss the ball. L. Listen and sing along.

What’s your name?

The Hello Song
My name is Amy.
Hi! Hi! Hi! Hello! Hello!
What’s your name?
My name is Max.
Good!
What’s your name?
What’s your name? My name is Ann.
Hi! Hi! Hi! Hello! Hello!

’m Eric.

. Answer and draw yourself.

What’s your name?

K. What are your classmates’ names?

16 Unit 1 Lesson 1 17