Family and Friends Special Edition Grade Intensive Program– Unit CYLET Movers Unit 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 (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 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 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 Family and Friends Special Edition Grade Intensive Program– Unit Invite children around the class to read out the completed sentences Answers draw a house go to the park open the window make a cake 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 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, 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 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 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 One of the clowns Some of the pirates All of the pirates Both of the clowns © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Unit CYLET Movers Mini-test Reading & Writing, Part Movers tip In Part 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, or 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 younger the garden chicken and chips take a photo John 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 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 Family and Friends Special Edition Grade Intensive Program– Unit 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 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! Girl What can I colour now? Man What 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 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! Man What 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 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 Man Do you want to colour one more thing? Girl Yes please! Man OK! Can you see the monkey? © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Unit 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 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 monkeys live? What monkeys eat? What color are monkeys? What can monkeys do? Movers tip In Part 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 live but at their 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 Family and Friends Special Edition Grade Intensive Program– Unit Worksheet: Speaking Resources and materials Colored pencils 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 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 Family and Friends Special Edition Grade Intensive Program– Unit CYLET Movers Unit 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 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 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 Sue Alex Pat Tony May © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Unit Bill Ben Anna 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? Now look and write the numbers Point to the family tree in Exercise 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 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 one, two two two, three, five 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 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 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 and © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Unit 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 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 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 Family and Friends Special Edition Grade Intensive Program– Unit 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 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 curly brown hair and a brown moustache straight blonde hair and glasses grey hair and a grey beard curly black hair and glasses Transcript 08 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 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 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 © Oxford University Press 2015 10 Family and Friends Special Edition Grade Intensive Program– Unit 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 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 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 Adult How old is your grandpa? Jack He’s 62 Adult Does he work? Jack Yes, he works in the library 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 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 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 11 Family and Friends Special Edition Grade Intensive Program– Unit 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 Intensive Program– Unit 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 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 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 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 13 Family and Friends Special Edition Grade Intensive Program– Unit 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 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 at each different age, and the crosses show the things that she couldn’t 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 couldn’t could couldn’t couldn’t could 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 and answer Yes, she could / No, she couldn’t © Oxford University Press 2015 14 Family and Friends Special Edition Grade Intensive Program– Unit 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 - 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 the actions Write four true sentences Tell the children to think about the things they could /couldn’t 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 when they were five and two things they couldn’t when they were five The children should then move around the class, asking and answering questions to find people who could /couldn’t the same things when they were five The children should form pairs or groups with people who could / couldn’t the same activities 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 © Oxford University Press 2015 15 Family and Friends Special Edition Grade Intensive Program– Unit 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 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 couldn’t, could couldn’t, could could, couldn’t could, couldn’t couldn’t, could could, couldn’t Pictures from left to right: 6, 2, 3, 4, 5, Draw a scene Ask children to draw a picture of a child that could or couldn’t something, like the pictures in Exercise 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 © Oxford University Press 2015 16 Family and Friends Special Edition Grade Intensive Program– Unit 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 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 ‘s ‘s ‘re ‘s ‘m ‘re ‘re ‘re ‘s 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 Sally isn’t from the USA © Oxford University Press 2015 17 Family and Friends Special Edition Grade Intensive Program– Unit You aren’t ten I’m not from Australia Mum and Dad aren’t from the UK We aren’t from Brazil 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 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 Is he from Russia? Yes, he is Is she from Egypt? No, she’s not Is she from the USA? Yes, she is Is he from Thailand? No, he’s not 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 Tony’s from Australia He’s from Australia Jenny and George are from the USA They’re from the USA Miguel’s from Spain He’s from Spain Kanya’s from Thailand She’s from Thailand Rafa and Pedro are from Brazil They’re from Brazil Youssef’s from Egypt He’s from Egypt Look at the table in exercise 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 Are Jenny and George from Australia? No, they aren’t Is Kanya from Thailand? Yes, she is Is Tony from the USA? No, he isn’t Are Rafa and Pedro from Brazil? Yes, they are Is Miguel from Spain? Yes, he is Is Youssef from Thailand? No, he isn’t 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 © Oxford University Press 2015 18 Family and Friends Special Edition Grade Intensive Program– Unit Go through the answers with the class Answers are ’m ’s ’m not ’m are ’s 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 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 © Oxford University Press 2015 19 Family and Friends Special Edition Grade Intensive Program– Unit TOEFL Primary Listening 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, and 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! 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, and 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 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 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 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! © Oxford University Press 2015 20 Family and Friends Special Edition Grade Intensive Program– Unit 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, and 10 Listen and circle the correct answers for questions 7, 8, 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! © Oxford University Press 2015 21 Family and Friends Special Edition Grade Intensive Program– Unit Worksheet: Extra writing Resources and materials Colored pencils 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 Brazil USA Vietnam Korea Thailand Mexico Puzzle question: Australia 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 She’s from Brazil They’re from the USA She’s from Thailand He’s from Vietnam © Oxford University Press 2015 22 Family and Friends Special Edition Grade Intensive Program– Unit 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 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 Write the countries Answers the USA (example) Australia Thailand Brazil Complete Answers summer (example) fall winter spring Winter garden Underline the correct word Answers are (example) ‘re ‘m are ‘re ‘s ‘s is © Oxford University Press 2015 23 ...Family and Friends Special Edition Grade Intensive Program– Unit Invite children around the class to read out the completed sentences Answers... pirates Both of the clowns © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Unit CYLET Movers Mini-test Reading & Writing, Part Movers tip In Part of the... of clothing they can see © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program– Unit Tell the children to take out their colored pencils Say Show me (red)