Family and Friends Special Edition Grade 4 Intensive Program– Unit 1

CYLET Movers Unit 1 My favourite book (continued)
Language practice
Topics
 Invitations, orders, and requests




Appearance
Clothes
Actions

Functions
 Identifying invitations, orders, and requests



Matching sentence halves
Completing sentences

Grammar

Reported speech







Present simple
Present continuous
Imperatives
Can for requests
Quantifiers (both/some/all/most/one of)
have got

Vocabulary
 all, both, invite, Would you…?
Movers practice
 The Language practice section will help to prepare learners for all parts of the Movers Test.
Warmer
 Play a game to warm the class up and review the vocabulary learned so far.




Divide the class into two teams. Say a word from Unit 1 (a person / a place / a thing / an adjective) to a child from Team A.
Ask the child to make a sentence with the word.
Repeat with children from each team in turn, and award one point for each correct sentence.
Put the children into small groups to challenge each other to make a sentence with words from the unit.

Lead-in
 Play a game of Simon Says to practice imperative forms and review daily activities and actions.
 Give instructions to the class, for example, Simon says go for a drive / read a comic / text your friend / wash the car.
 Tell the class that they should only do the action if you say Simon says before it.
 If a child does the action when you did not say Simon says, they are out of the game. The last child (or group of children)
left in the game is the winner.


1 Look and complete the sentences.







Point to the picture, and say the names of the people speaking in the picture. Ask children around the class to read out the
speech bubble for each person.
Ask the class to say whether each speech bubble is an order, a request, or an invitation.

Show the class the sentences with the missing words below the picture and read out the example.
Explain to the class that they need to look at what the people are saying in the picture and complete the sentences.

Allow the children time to complete the sentences in their books. Move around the class as the children work and help if
necessary.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 4 Intensive Program– Unit 1



Invite children around the class to read out the completed sentences.

Answers

1 draw a house
2 go to the park
3 open the window
4 make a cake
5 wake up
Orders, requests, and invitations
 Write the headings Orders, Requests, and Invitations on the board.
 Ask the children to look at the speech bubbles in Exercise 1. Ask what words we use to give orders (imperative forms, e.g.,
Wake up!, Draw a house!). Ask what words we use to make requests (Can you …?, Please, can you …?). Then ask what
words we use to make invitations (Would you like to …?). Write their answers on the board.
 Write prompts on the board, e.g., make a cake, go to the beach, watch TV, sit down, read a book, go swimming, open the
door, write your name, do your homework, wash the car. Ask children around the class to use the prompts to give an order,
make a request, or make an invitation.
 You can put the children into pairs to practice the sentences if you like.
2 Read, look and draw lines.







Point to the pictures, and ask the children to say what people they can see and what the people look like, what they are
wearing, and what they are doing.

Focus attention on the words in bold. Explain that we use one of to talk about one person in a group, both of to talk about
two people in a pair, some of to talk about a number of people in a group, most of to talk about the majority of people in a
group, and all of to talk about a whole group.
Tell the children to read the sentence halves, look at the pictures, and draw lines to match the sentence halves.
Move around the class as the children complete the exercise in their books. Help if necessary.

Invite children around the class to read out the completed sentences.

Answers
1c
2f
3e
4a
5d
6b
3 Look again and complete the sentences.




Show the class the sentences with the missing words. Tell them to look at the pictures again and complete the sentences with
One / Both / All / Most / Some of the clowns / pirates.

Allow the children time to complete the sentences in their books. Move around the class as the children work and help if
necessary.
Invite children around the class to read out the completed sentences.

Answers
1 One of the clowns
2 Some of the pirates
3 All of the pirates
4 Both of the clowns

© Oxford University Press 2015

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Family and Friends Special Edition Grade 4 Intensive Program– Unit 1

CYLET Movers Mini-test
Reading & Writing, Part 5
Movers tip


In Part 5 of the Movers Reading and Writing Test, learners will need to identify what is being referred to in a text. Help
learners to recognize referring words and to understand what they refer to.

Lead-in
 Write sentences with referring words (it, him, her, them, they, us, there) on the board, one at a time. For example,
I’ve got lots of CDs. I love listening to them.
 Ask children around the class to find the referring word (them) and say what it refers to (CDs).
 Repeat with other sentences, e.g., Emma is my best friend. I see her every day. / I like pizza. I eat it every Friday. / I’m good
at football. It’s my favorite sport. / I love dogs. They’re my favorite animals. / My brother and I are going to the park.
Would you like to come with us?
Look at the pictures and read the story. Write some words to complete the sentences about the story. You can use 1, 2
or 3 words. There are two examples.







Ask the children to look at the pictures. Explain that they are going to read a text about a boy named Fred and what he did last
weekend. Remind the children to read the whole text before they start trying to complete the sentences.

Ask the children to read the example sentences and say how many words have been used in each example.
Tell the children that they can use up to three words, but no more.
Ask the children to read the text and complete the sentences. Allow them time to complete the test in their books.
Ask the children to compare their answers with a partner and make any necessary changes.
Check the answers as a class.

Answers
1 younger
2 the garden
3 chicken and chips
4 take a photo
5 John
6 the supermarket
Five questions
 Ask the children to read the text again and write five questions about Fred’s weekend in their notebooks.
 The children can exchange notebooks with a partner, look at the text again, and answer their partners’ questions.

Listening, Part 5
Resources and materials
 Colored pencils (red, blue, orange, purple, brown)


Track 07

Lead-in


Review the words for clothes and colors by asking the children questions about the clothes they and other children are
wearing. Ask What color is (Nam’s jacket)? to children around the class.


Movers tip


In Movers Listening Part 5, make sure learners understand that they will have to draw or write something for one of the
questions. If they have to write something, it will not be a difficult word, and there will probably be something in the
picture that makes it a logical word to write.

Listen and colour and write. (Track 07)
 Ask children to look at the picture and say what people, things, or items of clothing they can see.
© Oxford University Press 2015

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Family and Friends Special Edition Grade 4 Intensive Program– Unit 1

 Tell the children to take out their colored pencils. Say Show me (red). The children hold up the correct colors.
 Tell the children that they should listen, find the correct items in the picture, and then color them.
 Tell them that they will also need to write a word in the picture.
 Play the recording twice for the children to complete the test.
 Check the answers as a class. Ask What color is the (bird)?
Answers
Pirate’s big hat (on boat): blue
Bird: red
Writing on towel: Sun
Pirate’s book: orange
Pirate’s jacket (looking at treasure): purple
Monkey: brown
Transcript 07
Presenter Look at the picture. Listen and colour and write.

1
Man Can you see the pirate?
Girl Which one? There are three pirates in the picture.
Man Oh yes. I mean the one who’s wearing a big hat.
Girl I can see him. He’s on the boat.
Man That’s right. Can you colour his hat blue?
Girl OK. That’s easy!
2
Girl What can I colour now?
Man What do you want to colour?
Girl I want to colour the bird!
Man I can’t see a bird. Where is it?
Girl It’s flying above the pirate.
Man Oh yes. Colour it
red. Girl All right.
3
Man I want you to write something now.
Girl OK. What shall I write?
Man Can you see the towel?
Girl Is it next to the pirate who’s reading?
Man That’s right. Write the word ‘sun’ on the towel.
Girl I’m writing it now.
Man Well
done! 4
Man What do you want to colour now?
Girl I’d like to colour the pirate’s book.
Man All right – what colour?
Girl Can I colour it orange?
Man Yes, that’s a good colour.
5

Man Can you see the third pirate?
Girl Yes, he’s looking at some treasure.
Man Yes, he is! And he’s wearing trousers and a jacket.
Girl Shall I colour his jacket purple?
Man That’s a good idea.
6
Man Do you want to colour one more thing?
Girl Yes please!
Man OK! Can you see the monkey?
© Oxford University Press 2015

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Family and Friends Special Edition Grade 4 Intensive Program– Unit 1

Girl Yes, it’s eating a banana.
Man That’s right. Colour the monkey brown, please.
Girl I’m doing it now.
Man The picture looks great now!
Memory game





Play a memory game. Tell the children to look at the picture in the Listening Test for one minute and think about what color
each item is.
The children close their books. Ask What colour is the (pirate’s hat)? / Is (the monkey) yellow? and invite a child to answer
from memory.

Repeat with other children around the class.

Alternatively, you could play this as a game in groups, with the children asking questions to the other children in their group.

Reading & Writing, Part 6
Lead-in
 Point to the picture and the title. Ask children to discuss in pairs what they know about monkeys. Ask questions, e.g.,
Where do monkeys live? What do monkeys eat? What color are monkeys? What can monkeys do?
Movers tip


In Part 6 of the Movers Reading and Writing Test, remind learners that they must choose words from the options given. It is
not necessary for them to think of a word to fit each blank.

Read the text and the example. Choose the right words and write them on the lines.






Ask the children to look at the picture. Explain that they are going to read a text about monkeys. Remind the children to read the
whole text before they start trying to fill in the blanks.
Ask the children to read the example sentence and all of the possible answers. Ask them to think about why are is the best
answer.

Ask the children to read the rest of the text and choose the best answers. Explain to the children that they must copy
the words onto the lines, and that they must spell the words correctly. Tell the children to copy the words exactly and
not add anything extra. Remind them to read all of the possible answers, even if they think they have found the right
one before they have looked at them all.

Ask the children to compare their answers with a partner and make any necessary changes.
Check the answers as a class.

Answers
1 live
2 but
3 at
4 their
5 too
My favorite animal



Ask the children to write five sentences about their favorite animals in their notebooks and then exchange sentences with their
partners and check each others’ grammar and spelling.
The children can use their sentences to tell the class about their favorite animals.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 4 Intensive Program– Unit 1

Worksheet: Speaking
Resources and materials
 Colored pencils
1 Write about a book and draw.





Tell children to think about their favorite book. Ask children to call out the names of some of the books they like and write them
on the board.
Tell children they are going to write about the book and draw some pictures. Ask them to look at the worksheet and complete the
information. They can draw pictures in the spaces below the text, using the headings.
Walk around the class while the children complete the information and help where needed.

2 Ask and answer.




Put the children in pairs and tell them to talk about their favorite book without saying the title. They can use the
information in the worksheet to help them.
Their partner should listen and ask questions about the book, and then try to guess the title.
Children switch roles and repeat the exercise.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 4 Intensive Program– Unit 1

CYLET Movers Unit 1 This is my family
Words
Topics
 Families
Functions

 Identifying family members


Completing sentences

Vocabulary
 aunt, daughter, grandchild(ren), granddaughter, grandparent, grandson, grown-up, parent, son, uncle
Grammar
 Present simple


have got

British English
have got

American English
have

Movers practice
 Reading and Writing (all parts)
Warmer

Play a game to warm the class up and review the words for people, places, and things from Unit 1.



Divide the class into three teams.
Write the headings People, Places, and Things on the board.




Put children into small groups and give them two minutes to add as many words as they can under each heading. At the
end of the two minutes, ask the children to count up how many words they have. The group with the most words is the
winner.

Lead-in
 Point to the picture of Jack and read out the speech bubble.





Tell the children that they are going to think about families in this lesson.

Put children in pairs and ask them to say how many people there are in their family and how many brothers, sisters, or cousins they
have.
Call on a few children to share their information with the class.

1 Look and write the names.


Ask children to look at the family tree and say how many people they can see. Tell them to find Daisy in the family tree.



Focus attention on the text with the missing words. Tell children that they need to look at the family tree and write the correct
names to complete the text.
Allow the children time to complete the exercise in their books. Tell them to copy the names exactly and check that they have
spelled each word correctly.





Check answers by asking children around the class to read out sentences from the completed text.

Answers
1 Sue
2 Alex
3 Pat
4 Tony
5 May
© Oxford University Press 2015

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Family and Friends Special Edition Grade 4 Intensive Program– Unit 1

6 Bill
7 Ben
8 Anna
9 Jim/Jane
10 Jane/Jim
Quiz



Divide the class into two teams.




Award one point for each correct answer.

Ask questions about Daisy’s family tree to children from each team in turn, e.g., Who’s Daisy’s sister? What’s Daisy’s uncle’s
name?

2 Now look and write the numbers.





Point to the family tree in Exercise 1 and ask Who is Tony’s son? Who are May’s grandsons? Who is Pat’s daughter? Who are
Bill’s granddaughters? Is Sue / Anna a grown-up?
Focus attention on the sentences with the missing words in Exercise 2. Tell the children to read the sentences, look at the family
tree in Exercise 1, and count the correct people to complete the sentences.
Move around the class as the children complete the exercise. Help if necessary.
Invite children around the class to read out the completed sentences.

Answers
1 one, two
2 two
3 two, three, five
4 six, five
Movers tip


Learners will need to be familiar with words for family members for all parts of the Movers Tests, but especially Part 4 of the
Movers Speaking Test. Encourage learners to talk about their families to prepare for this part of the test.


My family tree



Give out a sheet of blank paper to each child and ask them to draw their own family tree, using the family tree in Exercise 1
as an example.

Put the children into small groups and ask them to show and describe their family trees to each other and talk about their family
members, making sentences like the ones in Activities 1 and 2.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 4 Intensive Program– Unit 1

CYLET Movers Reading & speaking
Topics
 Families



Appearances
Describing people

Functions
 Identifying family words that mean the same





Describing appearances
Listening for specific information
Asking and answering about families

Grammar
 Present simple


have got

Vocabulary
 beard, blond(e), circle, curly, fair, moustache, straight
British English
mum

American English
mom

Movers practice
 Reading and Writing (all parts)



Listening (all parts)
Speaking, Part 4

Resources and materials

 Tracks 08-09


Colored pencils

Warmer
 Play a game of Bingo to warm the class up and review the words from the previous lesson.
 Tell the children to write six family words in their notebooks in any order.
 Call out words for family from the last lesson in random order (keep a note of the words that you have called out).
 If a child has the word you call out in their notebooks, they can cross out that word. The first child to cross out all their words
wins the game.

Lead-in
 Draw a stick figure of a man and a stick figure of a woman on the board.






Divide the class into two teams.
Invite children from each team in turn to come to the board.
Say a word for a male or female family member. The children should write the word under the correct stick figure.
Award one point for each correctly placed and correctly spelled word.
Put the children into small groups to repeat the game.

1 Colour the pairs that mean the same.





Tell the class that we sometimes use different words for mum, dad, grandma, and grandpa. Ask the children to say what
different words there are for these family members in their language.
Point to the words in the boxes. Tell the class that there are four pairs of words that mean the same.

Tell the children to take out their colored pencils and choose four colors. They should color each pair of words in a different
color.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 4 Intensive Program– Unit 1



Allow the children time to color their words in their books, and then invite children to read out the pairs of words.

Answers
mother – mum
father – dad

grandfather – grandpa
grandmother - grandma
2 Read, look and write yes or no.
 Point to the picture of Daisy’s dad and ask the children to say what length and style hair he has.
 Focus attention on the questions next to the picture. Tell the children to read the questions, look at the picture, and write yes or
no.
 Allow the children time to complete the exercise, and then invite pairs of children to ask and answer the questions.

 Tell the class that two of the adjectives in the questions mean the same. Ask them to find and circle the adjectives.
Answers
glassess: no
long hair: no
curly hair: yes a
beard: yes dark
hair: no short
hair: yes
straight hair: no
a moustache: no3 Listen and draw and colour. (Track 08) Listen and draw lines. (Track 09)




Tell the class that they are going to hear Jack talking about some of his family members. They need to listen and color the people’s
hair and draw items, e.g., a beard, a moustache, and glasses, for each person.
Play the track twice for children to listen, color, and draw.

Invite children around the class to show the class their pictures and describe the people.

Answers
1 curly brown hair and a brown moustache
2 straight blonde hair and glasses
3 grey hair and a grey beard
4 curly black hair and glasses
Transcript 08
1
Adult Where’s your father, Jack?
Jack He’s the one with curly hair.
Adult Is it brown?

Jack That’s right. He’s got curly brown hair.
Adult Has he got a moustache?
Jack A moustache? Yes, he has. That’s brown too.
Adult Right, I can see him.
2
Adult Has your uncle got brown hair too?
Jack No. He’s got blonde hair. It’s straight.
Adult He’s got straight blonde hair. Has he got a beard?
Jack No, he hasn’t. But he’s wearing glasses.
Adult Oh yes. There he is.
3
Jack That’s my grandfather – look!
Adult Is he the one with a beard?
Jack Yes, a grey beard – and he’s got grey hair.
Adult Grey hair and a grey beard. Yes, I can see him now.
4
© Oxford University Press 2015

10


Family and Friends Special Edition Grade 4 Intensive Program– Unit 1

Adult Who’s that man?
Jack The one with curly hair?
Adult Yes. He’s got curly black hair. And he’s wearing glasses.
Jack Oh, that’s my cousin.


Tell the class that they are now going to hear Jack talking about how old the person is, where they live, and where they work.




Tell the children to listen and draw lines to match the people to the notes. Play the recording twice.



Invite children around the class to talk about each person.

Answers
1c
2a
3d
4b
Transcript 09
1
Adult How old is your dad?
Jack He’s 39.
Adult Where does he work?
Jack He works in a hospital. He’s a doctor.
2
Adult Does your uncle live in a house or a flat?
Jack He lives in a house, like me.
Adult How old is he?
Jack He’s 44.
3
Adult How old is your grandpa?
Jack He’s 62.
Adult Does he work?
Jack Yes, he works in the library.

4
Adult How old is your cousin, Jack?
Jack He’s 21.
Adult Where does he live?
Jack He lives in a flat. And he works in a café.
Adult Does he like it?
Jack Yes, he loves it.
4 Listen and circle. Ask and answer. (Track 10)
 Read out the questions. Point to the options and tell the class to listen and circle the correct answers.


Play the recording (Track 10) for the children to listen and circle.

Answers
13
2 yes
36
Transcript 10
Adult Can I ask you some questions, please?
Child Yes!
Adult Thank you. Right – the first one. How many grown-ups live with you?
Child Well, I live with my mother and my father. And my grandmother lives with us too, so that’s three.
Adult Have you got any brothers or sisters?
Child I haven’t got any brothers, but I’ve got two sisters.
Adult How many cousins have you got?
© Oxford University Press 2015

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Family and Friends Special Edition Grade 4 Intensive Program– Unit 1

Child Er ... four. No – six. I’ve got six cousins.
Adult That’s a lot!
Child Yes!
Adult Thank you.

© Oxford University Press 2015

12


Family and Friends Special Edition Grade 4 Intensive Program– Unit 1

CYLET Movers Story
Topics
 Abilities (in the past)
Functions
 Understanding and acting out a story


Completing sentences about information in a table

Grammar

Present simple





Present continuous
Past simple
could / couldn’t

Vocabulary
 age, could (past of can), quickly, well (adv)
Movers practice
 Reading and Writing (all parts)
Resources and materials
 Track 11
Warmer
 Write the heading Families on the board.
 Start writing a word for a family member on the board. Write the letters slowly.
 The children should call out the word as soon as they think they know what it is.
 The first child to call out the word should spell the rest of the word, and then make a sentence about their own family using the


word.
You can put the children into small groups to play this game if you like, with different children taking turns to take on the role of
the teacher.

Lead-in




Ask children around the class to say some of the things they can do now, e.g., I can ride a bike / play the piano / speak English.
Ask Could you (ride a bike) when you were (two / three / four / five)?
Elicit short answers (Yes, I could. / No, I couldn’t.).


Movers tip

Useful practice for Part 5 of the of the Movers Reading and Writing Test can be gained by asking learners to predict
the outline of a story from the pictures. This will help to prepare learners for the type of information they will find in
the story.
1 Listen and read. Then act. (Track 11)






Ask children to look at the pictures in the story. Ask What’s this? Who’s this? Where are Jack and Daisy? What is the woman
doing? about each picture.
Ask the children to say what they think is happening in the story, based on the pictures.

Play the recording (Track 11) for the children to listen and follow the story in their books.
Play the recording again, pausing after each line for the children to listen and repeat, first chorally, then individually.
Divide the class into groups of three and allow the children time to practice acting out the story.

© Oxford University Press 2015

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Family and Friends Special Edition Grade 4 Intensive Program– Unit 1



Invite groups of children to act out the story for the class.


Can you remember?

Play a memory game. Tell the class to look at the story for one minute and try to remember the lines.






Tell the class to close their books.
Divide the class into two teams.
Ask a child from Team A to say the first line. Ask a child from Team B to say the second line, and so on.
If a child can’t remember the next line, play passes to the other team. Award one point for each correct line.
Children can play this game again in small groups.

2 Look and complete the sentences with could or couldn’t.





Focus attention on the table. Explain that the checks show the things that Daisy could do at each different age, and the crosses
show the things that she couldn’t do at each different age.
Show the class the sentences with the missing words below the table. Tell them that they need to read the sentences, look at the
table, and write could or couldn’t to complete the sentences.
Allow the children time to complete the exercise in their books.
Invite children around the class to read out the completed sentences.

Answers

1 couldn’t
2 could
3 couldn’t
4 couldn’t
5 could
6 could
What could Daisy do?
 Ask the children to work in pairs.



Tell them to take turns asking each other questions about Daisy. For example, Could Daisy (ride a horse) when she was (nine)?
Their partner should look at the table in Exercise 2 and answer Yes, she could. / No, she couldn’t.

© Oxford University Press 2015

14


Family and Friends Special Edition Grade 4 Intensive Program– Unit 1

CYLET Movers Language practice
Topics
 Abilities (in the past)
Functions
 Writing about your own past abilities



Matching pictures to sentences

Completing sentences

Grammar
 Could / couldn’t
Movers practice
 The Language practice section will help to prepare learners for all parts of the Movers Test.
Resources and materials
 Blank paper
Warmer
 Play a game to warm the class up and review the vocabulary learned so far.





Write the following headings on the board: Family, People, Places, Holidays, Things in the house, Clothes, Colors, Daily activities.



Repeat with different words from the unit.

Give out blank pieces of paper to children in pairs and ask them to copy the headings.
Say a word from Units 1 - 7 and ask the children to write it under the correct heading on their paper.

When they have finished, write the word under the correct heading on the board for the children to check. Drill the word to
practice pronunciation.

Lead-in
 Elicit action words from the class, e.g., swim, run, cook, read, ride a bike.
 Ask the children to think about when they were five years old and tell their partner if they could or couldn’t do the actions.

1 Write four true sentences.




Tell the children to think about the things they could /couldn’t do when they were younger and write four true sentences about
themselves.

Allow the children time to write sentences in their books, and then ask them to compare their sentences with a partner.
Invite a few children to read out one of their sentences for the class.

Answers
Children’s own answers
Find someone who…


Tell the children to write two things they could do when they were five and two things they couldn’t do when they were five.



The children should then move around the class, asking and answering questions to find people who could /couldn’t do
the same things when they were five. The children should form pairs or groups with people who could / couldn’t do the
same activities.

2 Read, look and write the numbers. Complete the sentences with could or couldn’t.
 Point to the pictures and ask the children to say what the people are doing in each picture.


Tell the children to read the sentences and match them to the correct pictures by writing the numbers of the


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Family and Friends Special Edition Grade 4 Intensive Program– Unit 1

sentences in the boxes next to the correct pictures.




Allow the children time to complete this part of the exercise in their books, and then ask the children to point to the pictures and say
the correct numbers.

Tell the children to look at the pictures and decide whether the people could or couldn’t do the activities and then complete
the sentences with could or couldn’t.
Allow the children time to complete this part of the exercise and allow them to check their answers in pairs. Then ask children
around the class to read out the completed sentences.

Answers
1 couldn’t, could
2 couldn’t, could
3 could, couldn’t
4 could, couldn’t
5 couldn’t, could
6 could, couldn’t
Pictures from left to right: 6, 2, 3, 4, 5, 1
Draw a scene
 Ask children to draw a picture of a child that could or couldn’t do something, like the pictures in Exercise 2.

 Give them time to think and draw.
 Put the children into small groups to show their pictures. Ask the other children to guess what the children in the pictures
could and couldn’t do.

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Family and Friends Special Edition Grade 4 Intensive Program– Unit 1

Grammar: My friends
Objectives
 The present simple (1): be
Language

Flags: Australia, Egypt, the USA, Brazil, Russia, the UK



Question words: where, when, why, what, who, which, how old?
Countries: Australia, the UK, Egypt, Spain, the USA, Brazil, Russia, Thailand, Canada, Scotland

Resources and materials
 Blank paper
Lead-in
 Write the following countries on the board; Thailand, Russia, the U.S.A., Australia, Vietnam, China.
 Put the children into pairs and ask them to think of three foods, people, or things that they associate with each country.



For example, for the U.S.A., they might write hot dog, basketball, Disney World.

Put the children into small groups and ask each pair to read out the words they have chosen for one of the countries,
without saying the name of the country. The other children in the group should guess which country the words are related
to.

The present simple affirmative and negative: be
 Ask children to close their books.





Copy the grid from page 24 onto the board, but leave some of the words blank.
Invite children from around the room to come to the board and write in the missing words.
Ask children to open their books and check the answers on the board.
Read through the word bubbles in the grammar box together.

1 Complete the sentences. Use short forms.
 Ask children to look at the pictures and discuss them in pairs.




Tell them to complete the missing words with short forms, and remind them they can look at the grammar box above if they need
to.
Give the children time to complete the exercise and allow them to check their answers in pairs.
Invite children around the class to call out the answers.

Answers

1 ‘s
2 ‘s
3 ‘re
4 ‘s
5 ‘m
6 ‘re
7 ‘re
8 ‘re
9 ‘s
2 Write negative sentences.
 Write the following on the board Hoang / from / Thailand.
 Invite a child to come to the board and write the expanded sentence Hoang isn’t from Thailand.
 Ask children to look at the example sentence, and then give them time to complete the remaining questions. Remind them to
make the sentences negative.
 Invite individual children to come to the board to write the answers and check with the class.
Answers
1 Sally isn’t from the USA.
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Family and Friends Special Edition Grade 4 Intensive Program– Unit 1

2 You aren’t ten.
3 I’m not from Australia.
4 Mum and Dad aren’t from the UK.
5 We aren’t from Brazil.
6 Jack isn’t five.
My partner isn’t six

 Put the children into pairs, and ask them to write three negative sentences about their partner, e.g., Chi isn’t six.
 Ask a few children to share their sentences with the class.
The present simple questions and short answers: be




Ask the children to guess your hometown using the sentence Are you from (Danang)? Tell them as a class that they have five
guesses. Reply using the short answer Yes, I am or No, I’m not.
If they don’t guess within five questions, then you win!
Read through the grammar box together.

3 Where are these children from? Write.
 Allow the children time to look at the pictures together and identify the flags.



Have children complete the questions and short answers individually.
Go through the answers with the class.

Answers
1 Is he from Russia? Yes, he is.
2 Is she from Egypt? No, she’s not.
3 Is she from the USA? Yes, she is.
4 Is he from Thailand? No, he’s not.
4 Look at the table. Complete the sentences.
 Look at the table together with the children, and practice the pronunciation of the names and countries.





Do the example question together on the board, and highlight the two different forms used.
Give the children time to complete the sentences individually.
Write the sentence stems on the board, and invite individual children to come to the board to fill in the missing words.

Answers
1 Tony’s from Australia. He’s from Australia.
2 Jenny and George are from the USA. They’re from the USA.
3 Miguel’s from Spain. He’s from Spain.
4 Kanya’s from Thailand. She’s from Thailand.
5 Rafa and Pedro are from Brazil. They’re from Brazil.
6 Youssef’s from Egypt. He’s from Egypt.
5 Look at the table in exercise 4. Complete the questions and answers.
 Look at the example question together, and remind children to refer to the table above.



Give them time to work individually to write the correct answer.
Go through the answers as a class.

Answers
1 Are Jenny and George from Australia? No, they aren’t.
2 Is Kanya from Thailand? Yes, she is.
3 Is Tony from the USA? No, he isn’t.
4 Are Rafa and Pedro from Brazil? Yes, they are.
5 Is Miguel from Spain? Yes, he is.
6 Is Youssef from Thailand? No, he isn’t.
6 Read and complete the email using the correct form of be.
 Ask children to read the email quickly, and then ask them Have James and Gary met before? (No).
 Ask them to work individually to complete the missing words in the email.

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Family and Friends Special Edition Grade 4 Intensive Program– Unit 1



Go through the answers with the class.

Answers
1 are
2 ’m
3 ’s
4 ’m not
5 ’m
6 are
7 ’s
8 are
Email game
 Give each child a blank piece of paper and ask them to write their name on the top.





Take in the pieces of paper, mix them up, and give them back out to the class so that each child has a piece of paper with another
child’s name at the top.


Tell them to write an email to the person whose name is on their paper (imagining they have never met before). They can use the
email in Exercise 6 as a model if they like.
When they children have completed their emails, they should walk around the class and return the paper to the child they have
written to.
You can ask children to write a reply as homework, if you like.

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Family and Friends Special Edition Grade 4 Intensive Program– Unit 1

TOEFL Primary Listening
1 Listen. Read and look at the pictures. Circle A, B, or C. (Track 12)
Answers
1C
2B
3C
Transcript 12
Look at the example. Listen.
Hi! My name’s Jake.
B is circled because the boy’s name is Jake. Now look at the options for questions 1, 2 and 3. Listen and circle A, B or C for
these three questions.
Hi! My name’s Jake. I live in New York and I’m from the USA. I’m ten years old, but soon I will be eleven! It’ll be my
birthday on August 12. In the winter vacation, I was in Viet Nam with my family. We were in Ha Noi. It was cold but very
beautiful. We ate hot noodle soup to keep warm. I loved Viet Nam and I want to go there again!
2 Listen. Which sentence is correct? Circle A, B, or C. (Track 13)
Answers
4C

5C
6A
Transcript 13
Narrator:
Boy:
Girl:

Look at the three sentences in the example. Listen.

Hello. I’m Son. What’s your name?
Hi Son. I’m Thi.

B is circled because the girl’s name is Thi and the boy’s name is Son. Now read the sentences in questions 4, 5 and 6. Listen
and circle the correct sentence for the conversation.
Boy:
Girl:

Hello. I’m Son. What’s your name?
Hi Son. I’m Thi.

Question 4
Girl:
I’m from Viet Nam and I live in Sai Gon. Where are you from?
Boy:
I’m from Viet Nam, too! But I live in Ha Noi.
Question 5
Boy:
I was in Sai Gon with my family this summer. It was very hot!
Girl:
Yes, it is hot in summer in Sai Gon. How about Ha Noi?

Boy:
Ha Noi is very hot in summer, too. But there is a lot of rain.
Question 6
Girl:
How old are you, Son?
Boy:
I’m nine. And you?
Girl:
I’m nine, too. It was my birthday yesterday!
Boy:
Really? Happy birthday! It’s my birthday tomorrow!
Girl:
Oh! Happy birthday to you, too!
Boy:
I’m having a party at my house. Do you want to come to my party? My family, my cousins and my neighbors will
be there.
Girl:
That sounds fun! Yes, please!
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Family and Friends Special Edition Grade 4 Intensive Program– Unit 1

3 Listen and answer the questions. Circle A, B, or C. (Track 14)
Answers
7B
8C
9B

10 A
Transcript 14
Look at the question in the example. Listen to the woman talking about two countries.
Australia and Brazil.
Australia and Brazil are very big countries.
A is circled because the woman is talking about Australia and Brazil. Now read questions 7, 8, 9 and 10. Listen and circle
the correct answers for questions 7, 8, 9 and 10.
Australia and Brazil
Australia and Brazil are very big countries. Australia is smaller than Brazil, but only by a little bit. In Australia, people speak

English. They don’t speak English in Brazil, but many people learn English! Many people in Brazil and Australia love soccer;
they also like going to the beach in summer. Do you know that in Brazil and Australia, summer is from December to
February? That’s different from Viet Nam!
In Australia, there’s a famous, big rock, called Ayres Rock. It is in a very hot and dry place in the middle of Australia. In
Brazil, there’s the Amazon jungle. It is hot there, too, but it is rainy and wet. Lots of wild and dangerous animals live in
Brazil and Australia, like spiders and snakes. In Australia, you can see kangaroos and koalas, too.
Don’t forget: when you meet a person from Brazil, say bom dia, but when you meet a person from Australia, say g’day!

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Family and Friends Special Edition Grade 4 Intensive Program– Unit 1

Worksheet: Extra writing
Resources and materials
 Colored pencils
1 Complete the puzzle. Find the answer to the question↓ and draw the flag.
 Ask the children to work in pairs and look at the flags to name the countries.




Draw their attention to the crossword, and tell them they need to write the country names to reveal the answer to the puzzle
question.
Allow children to complete the exercise individually and check the answers as a class.

Answers
1 Brazil
2 USA
3 Vietnam
4 Korea
5 Thailand
6 Mexico
Puzzle question: Australia
2 Look and complete.
 Ask children to look at the pictures and the sentences. Look at the example and highlight the words in the box.




Ask children to work individually to complete the sentences.

Check answers as a class, and then ask children to draw their own flag in the box and write a sentence about
themselves.

Answers
1 She’s from Brazil.
2 They’re from the USA.
3 She’s from Thailand.

4 He’s from Vietnam.

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Family and Friends Special Edition Grade 4 Intensive Program– Unit 1

Unit test
Testing and evaluation

There is a test at the end of each unit that covers the core vocabulary and grammar content presented. Each test
contains vocabulary activities and grammar activities.
Administering a test
Testing is an important part of the teaching/learning process. Students can become anxious about tests, so it is important
to create a calm and supportive environment. Before giving a test, have a quick warm-up session on the language to be
covered in the test. Explain the scoring system to the class so that they feel responsible for their own learning process. All
the Unit tests in American Family and Friends Special Edition Grade 4 have a total of 15 points.

Grading for Unit tests is as follows:
14-15
11-13
7-10
4-6
0-3

Excellent
Very good
Good

Satisfactory
Needs further work

1 Write the countries.
Answers
1 the USA (example)
2 Australia
3 Thailand
4 Brazil
2 Complete.
Answers
1 summer (example)
2 fall
3 winter
4 spring
5 Winter
6 garden
3 Underline the correct word.
Answers
1 are (example)
2 ‘re
3 ‘m
4 are
5 ‘re
6 ‘s
7 ‘s
8 is

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