Family and Friends Special Edition Grade 4 Intensive Program– Unit 3

CYLET Movers Unit 3 What’s for lunch? (continued)

Language practice
Topics
 Household chores
 School activities
Functions
 Talking about obligation
 Completing a speaking activity
Grammar
 Present simple
 have to / don’t have to
Movers practice
 The Language practice section will help to prepare learners for all parts of the Movers Test.
Resources and materials
 Track 19
 Paper and colored pencils
Warmer
 Play a game to warm the class up and review the vocabulary learned in the previous unit.
 Say I’ve got some cheese.
 Ask a child to add to the sentence, e.g., I’ve got some cheese and an apple.
 Continue around the class, with each child adding an item to the list.
 If a child can’t remember the list, or adds an item incorrectly, e.g. I’ve got some cheese, an apple, and a bread, they
are out of the game. The last child to remain in the game is the winner.
 When the sentence becomes too long for the children to remember, you can start the game again with a new
sentence.
 Put the children into small groups to continue the game.
Lead-in
 Ask the children to say what things they do at home to help their parents and to keep the house clean and tidy.
1 What does Jack have to do at home? Listen and tick () or cross (x). (Track 19)
 Show the class the list and explain that Jack has to do some of these things at home, but he doesn’t have to do all of
them. Explain that we use have to to talk about things that are necessary for us to do (because someone tells us to),
and that we use don’t have to to talk about things that aren’t necessary for us to do.
 Explain to the class that they need to look at the list and listen to Jack talking. They tick the things Jack has to do and
cross the things he doesn’t have to do.
 Focus attention on the examples. Play the first part of the recording (Track 19) while the children look at the
examples in their books.
 Play the recording twice for the children to complete the activity.
 Check the answers as a class. Invite the children to make sentences about what Jack has to and doesn’t have to do.
Answers
Jack has to: clean his bedroom, cook the dinner, eat fruit and vegetables, do homework
Jack doesn’t have to: take the dog for a walk, do the shopping, clean the windows, wash the car
Transcript 19
Woman What do you have to do at home, Jack? Do you have to clean your bedroom?
Jack Yes, I do! I don’t like doing it, but I have to do it every week.

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 3

Woman Do you have to take the dog for a walk?

Jack We haven’t got a dog! So no – I don’t have to do that.
Woman Do you have to do the shopping?
Jack I like shopping, but I don’t have to do it. My parents do it.
Woman Do you have to cook the dinner?
Jack Yes, I do – I cook the dinner every Wednesday.
Woman What about cleaning the windows? Do you have to do that?
Jack No! My mum does that.
Woman Do you have to wash the car?
Jack No, I don’t.
Woman And do you have to eat fruit and vegetables?
Jack Yes! We eat lots. I love them.
Woman And one last thing: do you have to do your homework?
Jack I think all children have to do their homework! Yes, I have to do that.
Jobs in the home
 Ask children to work in pairs. See if they can think of any more jobs that need to be done in the home.
 Allow them to ask you in their own language if necessary, and then teach them the words.
 Write the jobs on the board.
2 What do they have to do? Write.
 Point to the pictures and ask the children to say who they can see in each picture, where the people are, and what
they are doing.
 Show the class the incomplete sentences below the pictures. Tell them that they need to look at the pictures and use
the words in the boxes to complete the sentences about what the people have to do. Remind them to use the correct
form of have to in each sentence.
 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 The children have to say the alphabet.
2 The boy has to carry a big bag.
3 The children have to sit on the floor.
4 The girl has to write a sentence.
5 The children have to listen to the CD.
6 The children have to go outside.
Our classroom
 Ask the children to call out some ideas for things they have to or don’t have to do in the classroom and write them on
the board.
 Tell children to choose one of the things and make a poster to illustrate it.
 Display the posters around the classroom, and allow children time to look at each other’s work.

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 3

CYLET Movers Mini-test

Reading & Writing, Part 1
Movers tip
In Part 1 of the Movers Reading and Writing Test, remind learners to check their spelling against the options given to
make sure that they have copied all the words correctly.

Lead-in
 Write six known words on the board, e.g., tea, monkey, doctor, clown, sandwich, zoo.
 Say a sentence about one of the words to a child in the class, e.g., This is a drink. It’s hot and you drink it from a cup. /
This is an animal. It’s got a long tail and it can climb trees. / This person wears a white coat. He/She works in a
hospital. / This person wears funny clothes. He’s got a red nose and he’s very funny. / You can make this with bread.
You can put different things in it and you can eat it on a picnic. / This is a place with lots of animals. You can go here
on a school trip.
 The child should say the correct word from the board.
 Repeat with other children and other sentences. You can put the children into groups to test each other if you like.
Look and read. Choose the correct words and write them on the lines.
 Ask the children to look at the pictures. Explain that they are going to read definitions and match them to the pictures
by copying the words onto the lines.
 Ask the children to read the example definition and point to the correct picture.
 Ask the children to read the rest of the sentences and write the correct words. Explain to the children that they must
spell the words correctly. They should copy the words exactly and not add anything extra.
 Ask the children to compare their answers with a partner and make any necessary changes.
 Check the answers as a class.
Answers
1 a duck
2 a garden
3 a horse
4 cheese
5 a kitchen
6 ice cream
Define it
 Ask the children to think of five words and write a definition for each word without using the word itself.
 The children can then exchange definitions and write the words for their partner’s definitions.

Listening, Part 2
Resources and materials
 Track 20
Lead-in
 Ask a child the following questions: When’s your birthday? Did you have a party on your last birthday? How many
people were at the party? What did you eat? What did you do?
 Tell the children to discuss the questions in pairs.
Listen and write. There is one example. (Track 20)
 Ask children to look at the heading and the notes with the missing words. Tell them that the notes are about a girl’s
birthday party.
 Ask the children to look at the prompts and say whether they will need to write a word or a number for each
question.
 Focus attention on the example. Play the first part of the recording (Track 20) while the children look at the example
in their books.

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 3

 Tell the children that they should listen and complete the notes, as in the example.
 Play the recording twice for the children to complete the test.
 Check the answers as a class. Ask questions for each prompt, e.g., What’s the house number? What’s the street
name? What did they eat? How many children were at the party? How many grown-ups were at the party? Invite
children around the class to answer.
Movers tip
In Part 2 of the Movers Listening Test, ensure learners realize that they have to write responses that make sense,
according to the prompts on the question paper. Tell learners to look at the prompts carefully and think about what
they mean, before listening to the recording.

Answers
1 76
2 Sunny
3 cake
4 13
5 grandpa
Transcript 20
Girl Can you help me with my homework, please?
Man What do you have to do?
Girl I have to write about my birthday party.
Man OK, let’s look at it. OK. When was the party?
Girl It was on Monday.
Presenter Can you see the answer? Now you listen and write.
1
Man Where was the party? Was it at your house?
Girl Yes, that’s right.
Man What’s your address?
Girl Well, the house number is 76.
2
Man And what is the street called?
Girl It’s Sunny Street.
Man How do you spell that?
Girl S – U – double N – Y.
Man Right. You have to write that here.
Girl All right, I’m writing it now.
3
Man What did you eat?
Girl We had lots of food! There were lots of sandwiches.
Man And did you have ice cream?
Girl No, we didn’t. But we had some cake.
Man Oh, a birthday cake! And what did you drink?
Girl Er ... lemonade.
4
Man How many children were at the party?
Girl Well, there were twelve friends.
Man That’s a lot! Twelve children, then?
Girl No! I was there, too!
Man Oh, yes! Thirteen, then.
5
Man Which grown-ups were there?
Girl Well, my mum was there, and my dad.
Man Only two grown-ups?
Girl No, my grandpa was there, too.
Man All right. Now you can start your homework!
Girl Thank you!

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 3

Make a dialogue
 Tell the children to work in pairs and use the information in the Listening Test to make a dialogue about the party, for
example:
A When was the party?
B It was on Monday.
A Where was it?
B It was at 76 Sunny Street.
 The children can practice their dialogue in pairs and then act it out in front of the class.

Reading & Writing, Part 4

Lead-in
 Ask the children to tell you how often they go to the library, what kind of books they like, and what their favorite
book is.
Movers tip
In Part 4 of the Movers Reading and Writing Test, teach learners to guess which word could go into each blank
before looking at the options to confirm their guesses.

Read the story. Choose a word from the box. Write the correct words next to numbers 1-6. There is one example.
 Tell the children to look at the example. Read out the text up to the word library. Ask the class to look at the pictures
and words below the text and find the word library. Show the class how the word library has been chosen and
written on the line as an example.
 Tell the class to read the text and then choose the word from below that fits in each blank (1–6). When they have
completed the text, they should choose the title that best fits the story and tick the box.
 Tell the children to cross out the words below as they use them. Remind them to copy the words exactly and to check
their spelling when they have finished writing the words.
 Allow the children time to complete the test in their books.
 Check answers by asking children around the class to say, and then spell, the words.
 Ask the children to say which title they chose for the story.
 If you like, you can ask children around the class to readout sentences from the text.
Answers
1 books
2 picked up
3 floor
4 ran
5 sister
6 laughed
7 The girl who was afraid of a spider
My favorite book
 Ask the children to write a short text about their favorite book, saying what it is about and what happens in the story.
 Tell them to leave six words missing in their text and to write the missing words under their text.
 The children can then exchange their work with their partner and complete each other’s texts.

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 3

Worksheet: Speaking
a Write your name. Then tick () for yes and cross (x) for no.
 Tell children to look at the chart and read the activities in the column on the left. Drill pronunciation.
 Ask children to look at column a, write their name at the top, and then complete the column by ticking the activities
that they have to do and crossing the ones they don’t.
b and c Write two more names. Ask and answer. Tick () and cross (x).
 Draw two stick figures on the board and elicit names for them. Draw a speech bubble from the first figure saying Do
you have to clean your bedroom? Draw a bubble from the second figure saying Yes, I do. Ask the class what the figure
would have said if the answer was negative (No, I don’t).
 Act out a few example exchanges with children around the class, and then allow the children to carry out the activity.
 The children move around the class and choose two more children to interview. They write their names in the second
and third columns and complete the information.
 As an extension, ask children around the class to say what they have to or don’t have to do, and what their partner
has to or doesn’t have to do.

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 3

CYLET Movers Unit 3 Review

Topics
 Reviewing topics, vocabulary, grammar and test skills
Resources and materials
 Track 21
 Colored pencils
Warmer
 Play a game of Hangman to warm the class up and review the words studied so far.
 Divide the class into two teams.
 Choose a word from Starter–Unit 3. Draw a line for each letter in your chosen word on the board.
 Invite children from each team in turn to guess one of the missing letters. If they correctly guess a missing letter,
write the letter on the correct line(s) on the board. If the team guesses a letter that is not in the word, draw the first
part of a simple picture (a flower with five petals, a stem, and two leaves / a house with three windows, a door, and a
chimney).
 If a team guesses the word before you have completed the picture, award them one point. If not, continue the game
with another word.
Lead-in
 Write the headings Clothes, Family, Food, People, Days of the week, Places in a town, Things in the house, and
Adjectives on the board. Ask the class to say what words they can think of for each heading. Write their suggestions
on the board.
 Erase the words on the board. Ask children around the class to say three words from one of the groups. Say Name
three places in a town / things in the house / family words / days of the week / food words / adjectives / things you
can wear.
 You can play this game in groups if you like, asking the groups to write three words and hold them up and awarding
one point for each correct answer.
Movers tip
In the Movers Tests, marks are often lost because letters or words are not clearly written. Remind children to write
clearly and to check that what they have written can be easily read. It might be better for learners to print, rather
than use joined-up writing.

1 Read and draw.

 Point to the picture, and ask the children to say what things / people they can see and what the people are wearing /
doing.
 Read the first two sentences. Ask the children to say what they need to draw and where.
 Tell the children to read the sentences and complete the pictures.
 Check answers by asking children to show their pictures to the class and say what items they drew.
Instruct your partner
 Tell the class to write four more instructions for their partners to draw or color items in the pictures in Exercise 1. Tell
them to write one extra instruction for each picture.
 The children can then exchange instructions with their partners and add or color the extra items in their pictures in
Exercise 1.
 Invite children to show their pictures to the class and say what items they drew or colored.

2 Listen and complete the question (Track 21). Then write and draw your answer.
 Focus attention on the questions with the missing words. Tell the children that they are going to listen and find out
the missing letters in the question.
 Play the recording (Track 21) for the children to listen and complete the question with the missing letters.
 Check answers by asking children to read out the completed question.

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 3

 Ask children around the class What’s the (first / second / third) letter? Ask about the letters in random order.
 Tell the children to write their own answers in their books.
Answers
What food do you like best?
Transcript 21
The seventh letter is o.
The sixteenth letter is k.
The twentieth letter is s.
The third letter is a.
The eighth letter is d.
The eleventh letter is y.
The second letter is h.
The eighteenth letter is b.
The fifth letter is f.
The fourteenth letter is l.
Coded messages
 Tell the children to write a coded message like the one in Exercise 2 on a piece of paper. They should keep a note of
the missing letters in their notebooks.
 The children can then exchange messages with a partner and ask and answer to complete each other’s messages, e.g.,
A: What’s the eleventh letter?
B: a. What’s the fourth letter?
3 Look, find the people and circle the correct words.
 Show the class the family tree. Point to people in the family tree and ask Who is his / her mum / dad / uncle / aunt /
son / daughter / wife / husband / grandma / grandpa / brother / sister?
 Tell the children to read the sentences and find who each person is talking about, and then look at the pictures and
circle the correct words.
 Move around the classroom as the children work and help if necessary.
 Invite children around the class to read out the speech bubbles with the correct words and point to the person that
each speech bubble describes.
 As an extension, ask children around the class to describe members of their family.
Answers
1 long
2 grey
3 beard
4 curly
5 short
6 straight
7 long
4 Write about three people in your family. Use the box to help you.
 Show the class the words in the box. Remind them that we use commas when we write a list of adjectives.
 Write sentences on the board without commas. For example, I’ve got short straight brown hair. / My sister has got
long curly black hair. Invite children to come to the board and write commas in the correct places.
 Tell the children to use the words in the box to write about three people in their family.
 Invite children to read out their sentences for the class.
 As an extension, ask children around the class questions about people in their family, for example: Has Does your
mum got have long hair? Has Does your grandma got savagery hair? Has Does your dad got have curly hair?

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 3

Grammar: Our things

Objectives
 Can for ability, permission, and requests
 Possessive adjectives
Language
 Verbs in the base form: use, play, ride, turn on, buy, turn off, pass, go, go out, have, turn up, turn down, take, borrow,
listen to, open, wash, sit, give, help
Resources and materials
 Blank paper
Lead-in
 Ask a child in the class Can I use your pen? Elicit the answer Yes, you can. Write the question and response on the
board.
 Ask another child Can you stand up? Elicit the response Yes, I can and encourage the child to stand to demonstrate.
Again, write the question and response on the board.
 Ask another child Can you open the door, please? Elicit the response and allow them to open the classroom door.
Write the question on the board.
 Underline the word Can in each sentence and elicit that this word has a different function in each of the questions.
Elicit that the first sentence shows permission, the second shows ability, and the third is a request. Write these words
next to the appropriate sentence on the board.
Can for permission and requests
 Ask the class to look at the picture and word bubbles on page 58. Tell them to read the question and response aloud
with a partner.
 Read through the grammar box together.
1 Read these sentences. Do they talk about permission or a request? Write P or R.
 Write the example sentence on the board and elicit that this question is asking for permission.
 Give children time to label the remaining sentences as P or R. Allow them to discuss in pairs if needed.
 Go through the answers with the class.
Answers
1P
2R
3P
4R
5R
6P
2 Write sentences to ask permission.
 Write the sentence stem I / use / your pen/ ? on the board and elicit the full sentence Can I use your pen? Write it on
the board.
 Look at the example sentence together.
 Give children time to complete the sentences individually.
 Ask different children to come to the board and write the full sentences.
Answers
1 Can I have an apple?
2 Can I use your mobile phone?
3 Can I turn up the radio?
4 Can I turn down the music?
5 Can I take this pen?
6 Can we borrow these books?
7 Can we turn on the DVD player?

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8 Can we listen to the CD player?

3 Put the words in the correct order to write requests.
 Do this exercise as a game. Put the children into small groups and give each group a piece of blank paper.
 Write the words from the example sentence on the board in random order and tell the groups to race to write the
sentence in the correct order and hold up their paper.
 Ask a child from the winning team to stand up and read out the sentence in the correct order. Ask the other groups to
check if they are correct.
 Repeat with the remaining sentences.
 You can ask the children to write out the sentences in their books individually after the game if you like.
Answers
1 Can you pass the sugar, please?
2 Can you turn up the radio, please?
3 Can you open the curtains?
4 Can you turn off the music?
5 Can you turn down the television, please?
6 Can you wash the car, please?
4 Match questions and answers from the box. Write them next to the pictures.
 Ask children to look at the pictures in pairs and discuss what is happening in each one. Remind them to pay attention
to the tick or cross in the corner of the picture.
 Give children time to match the sentences with the pictures and write them in the appropriate place.
 Check answers by asking individual children to read out a sentence and response each.
Answers
1 Can I have an apple? Yes, you can.
2 Can I have a cake? No, you can’t.
3 Can we sit here? Yes, you can.
4 Can I borrow your newspaper, please? Yes, you can.
5 Can I have a new handbag? No, you can’t.
My classroom
 Put children in small groups and have them think of questions they could ask in the classroom that ask for permission
or make requests.
 Ask one child from each group to come and write a question on the board.
5 Look at the table. Write questions to ask for permission and make requests.
 Look at the example questions together.
 Give children time to work individually to write the questions.
 Go through the answers as a class.
Answers
1 Can I turn up the music?
2 Can you turn off the DVD player, please?
3 Can I go to the cinema? OR Can we go to the cinema?
4 Can you give me the newspaper, please?
5 Can I play with my friends?
6 Can you go to the shop for me, please?
7 Can I have a new coat, please?
8 Can you help me in the kitchen, please?
Possessive adjectives
 Write the possessive adjectives on the board and look at the example sentences together.
 See if any of the children can demonstrate the meaning of the adjectives by pointing. This is quite challenging for the
adjectives its, your, our, and their so give them lots of praise if they manage this.
6 Complete the sentences. Write our, your, or their.
 Look at the example sentence together.

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 Ask children to look at the pictures in pairs and talk about which is the appropriate adjective to go in the blank. When
the pairs agree, they can write it in their books.
 Elicit the answers from the class.
Answers
1 Our book is white. Your book is black.
2 Is this your camera? No, it’s their camera.
3 Is this your dog? Yes, it’s our dog.
4 Their cake is big. Our cake is small.
5 Is this your project? Yes, it’s our project.
Classroom search
 In pairs, ask children to point to things in the classroom and use the possessive adjectives to talk about them, e.g.,
That’s their table. / That’s her bag. / This is our paper., etc.
 Invite some pairs to share their ideas with the class.

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 3

TOEFL Primary Speaking

1 Listen, and point to the picture. (Track 22)
 Ask children to look at the picture of the postcard collection.
 Play the recording.
 The children should listen and point to the correct image in the picture.
Transcript 22
Girl: Here’s my collection of postcards. My favorite postcard is from Thailand.

Boy: Kim, can I see this postcard from Viet Nam, please?
Girl: Yes, of course. Here you are.

Boy: Is that postcard from the USA?

Girl: Yes, it is. It has the American flag on it.

Boy: Oh, and you have a postcard from Mexico!

2 Look at the pictures. Listen, point and repeat. (Track 23)
 Play the recording.
 The children should point to each picture and repeat chorally.
Transcript 23
Look at the pictures. Listen, point to the picture and repeat.
Girl: That’s his MP3 player.
Boy: Giang has a collection of shells.
Girl: Can you help me with my homework, please?
Boy: Can you turn off the light, please?
3 Listen and tell your partner about the pictures. (Track 24)
 This task requires the children to work in pairs. Ask the children to look at the pictures.
 Play the recording.
 The children should listen to the speaker talking about the first picture.
 The children should look at the picture and tell their partner what the person in the picture is saying. They should talk
about one picture each time in turns.
 Depending on the needs of the children, they can just say the person’s words as in the example on the page (e.g. Can
you turn on the TV, please?), or they could answer the questions too (with Yes, of course. or No, you can’t). Some
examples are given to help children if necessary.
Transcript 24
Look at these pictures. Listen, and then tell your partner about the pictures.
Girl: Look at this picture. He’s saying, ‘Can you turn on the TV, please?’
Now tell your partner about the pictures.
Example answers
(Look at this picture. He’s saying,) ‘Can you turn on the TV, please?’
(Look at this picture.) (He’s saying,) ‘Can you close the door, please?’
(Look at this picture.) (He’s saying,) ‘Can you turn off the CD player/music, please?’
(Look at this picture.) (She’s saying,) ‘Can you put on your coat, please?’
(Look at this picture.) (She’s saying,) ‘Can you open the window, please?’
4 Listen. Talk to your partner. (Track 25)
 This task requires children to work in pairs.
 Play the recording.
 The children should listen to the two children doing the activity as a demonstration.
 They should then follow the instructions of the speaker on the recording.
 Children work in pairs, a Student A and a Student B.
 Student A takes the role of the two girls in their living room, and Student B takes the role of the boys on the right.

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 When they are ready, the children should work in pairs to tell each other sentences from the point of view of either
the girls or the boys.
 Encourage the children to use as much language as they can. An example is given to help children if they need it.
Example answers
A - Girls: Our TV/CD player is big. Our camera is small. Their TV/CD player is small. Their camera is big.
B - Boys: Our TV/CD player is small. Our camera is big. Their TV/CD player is big. Their camera is small.
Transcript 25
Listen, and then talk to your partner.
Girl: OK, I’m Student A. I’m looking at the girls on the left.
Boy: OK. What are they saying?
Girl: They’re saying, ‘Our TV is big and their TV is small’.
Boy: Great. My turn. I’m Student B, so I’m the boys on the right. They’re saying ‘Our TV is small. Their TV is big.’
Now it’s your turn. Work with your partner. Look at the picture. One of you is Student A, and the other is Student B. What
are the girls and boys saying? Tell your partner.
5 Listen and circle. Then talk to your partner. (Track 26)
 This task requires children to work in pairs.
 Review the short sentences in the box, checking their understanding as necessary.
 Play the recording.
 The children should listen and circle the sentences they hear.
 Ask the children to choose four sentences and think of a suitable question using Can I…? for each sentence. They
don’t need to write the questions, but weaker learners may find it useful to write them.
 Give 4-5 minutes for this. Stop the recording to allow time for this.
 Ask the children to ask their partner their four questions. The partner should reply to the questions. They may say yes
or no.
 They should use as much language as they can. They do not need to follow the models exactly, but some example
dialogues are given to help children if they need it.
Transcript 26
Listen and circle the words you hear.
Girl: It’s sunny today. Can we go to the park, please?
Boy: Yes, we can.
Boy: I’m bored! Can I watch TV, please?
Girl: No, you can’t.
Well done. Now choose four sentences. Make a question for each sentence, say Can I…? Now ask your partner your
questions. Remember you can say yes or no to each other!
Example answers
I’m hot! Can you/I open the window, please?
I’m cold! Can you/I close the window/door, please? / Can I put on my coat, please?
It’s sunny today! / I’m bored! Can we play outside, please? / Can we go to the park, please?
It’s rainy today! / I’m bored! Can I/we watch TV, please? Can I/we listen to a CD, please?
I can’t do my homework! Can you help me with it/my homework, please?
It’s dark in here! Can you turn on the light, please?
It’s too noisy! Can you turn off the TV/CD player, please?

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 3

Worksheet: Extra writing

1 Read about Jenny. Then read about Carlos and circle the missing capital letters.
 Look at the example and read about Jenny. Ask children to read aloud in pairs.
 Ask children to look at the text about Carlos and circle the missing capital letters.
 Give children time to do this activity individually.
Answers
Hello! I’m Carlos and I’m from Brazil. My birthday is in August. I have a brother and a sister. My best friends are Ali and
Josh. They’re from the U.S.A. They’re eight years old.
2 Match and write the contractions.
 Ask children to look at the columns and match the contractions.
 Give them time to complete the activity.
 Go through the answers with the class.
Answers
1 I’ve
2 I’m
3 she’s
4 she’s
5 they’re
6 they’ve
3 Read Amelia’s interview. Add punctuation marks (. , ?).
 Look at the interview text with the class and look at the example answers together.
 Ask children to work in pairs to decide where the punctuation marks should go. Remind them that capital letters can
give them some clues.
 Write the interview on the board in full while the children are working, and invite individual children to come to the
board and put the punctuation in the correct places.
 Ask the rest of the class to check if they agree. If they don’t, invite them to the board to make changes until everyone
is happy.
Answers
Amelia Hello. Do you and your family have any pets?
David Yes, we do. We have a rabbit, a cat, and a goldfish.
Amelia And, do you like sports?
David Yes. My favorite sports are soccer, basketball, and volleyball.
Amelia Does anyone in your family collect things?
David Yes. My sister collects shells, stickers, and pins.
Amelia Thanks. Last question. Where are you from?
David I’m from Mexico.
Interview
 Read through the interview line by line and ask the children to repeat after you in chorus. Then give them time to
read through the interview in pairs, taking turns reading the parts of David and Amelia.
 Erase David’s lines from the board and ask the pairs to interview each other using Amelia’s questions. The children
should give answers that are true for them.
 Ask a few pairs to repeat their interview in front of the class.

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 3

Worksheet: Values
Helpful and safe behavior
1 Who’s being helpful? Look and write or X.
 Ask children if they can give you any examples of helpful behavior and write them on the board. Repeat with
unhelpful behavior.
 Ask children to look at the pictures in pairs and talk about what is happening in each one. Ask them to write a  for
helpful behavior and an X for unhelpful. There may be some discussion.
 Go through the answers with the full class and engage in any discussions that come up (for example about playing
computer games or playing music).
Suggested answers
1X
2
3
4X
5X
6X
7
8
2 What do they say? Read and write the questions.
 Ask the children to read the sentences and look at the example together.
 Give them time to complete the questions.
 Invite individual children to write the questions on the board.
Answers
1 Can I finish my computer game, please?
2 Can I watch my favorite TV show, please?
3 Can I play my favorite song, please?
4 Can I play outside for five more minutes, please?
Match the beginnings and the ends of the questions.
 Write the sentence stems on the board, and invite a child to come to front and match the beginnings and the ends of
the sentences (with help from the class).
 Erase the answers and ask children to complete the exercise individually in their books.
 Ask individual children to read out the answers.
Answers
1 Can you put your skateboard in your bedroom, please?
2 Can you help me set the table, please?
3 Can you help me pick up the coats, please?
4 Can you watch TV quietly, please?
5 Can you take your clean clothes, please?
Who says it? Write the questions.
 Ask children to look at the pictures and match the sentences in pairs.
 Give them time to write the questions next to each picture.
 Go through the answers with the class.
Answers
1 Can you put your skateboard in your bedroom, please?
2 Can you help me pick up the coats, please?
3 Can you take your clean clothes, please?
4 Can you watch TV quietly, please?
5 Can you help me set the table, please?

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 3

Let’s be helpful
 Ask children to look at the examples of unhelpful behavior that they wrote on the board earlier.
 Ask them what request they can make to change that behavior to be helpful, for example, if they thought of fighting,
they could say Can you stop fighting, please?

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 3

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 Excellent
11-13 Very good
7-10 Good
4-6 Satisfactory
0-3 Needs further work
1 Circle.
Answers
1 DVD player (example)
2 MP3 player
3 camera
4 TV
2 Write and match.
Answers
1 collection (example)
2 pins a
3 postcards e
4 shells b
5 posters d
3 Write.
Answers
1 our (example)
2 your
3 our
4 their
4 Complete.
Answers
1 Can you (example)
2 Can I
3 you can’t
4 Can I
5 you can
6 You can

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