Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

CYLET Flyers Unit 12 Going to town (continued)

Mini-test
Reading & Writing, Part 2
Lead-in
 Say true or false sentences about people and things in the classroom, e.g., There are three books on my desk. / One
boy is wearing a red T-shirt. Ask children around the class to say yes if a sentence is correct and no if a sentence is
incorrect. Ask the children to correct the false sentences.
Flyers tip
Teach learners to look carefully at the picture in Part 2 of the Flyers Reading and Writing Test. Remind them that only
one part of each sentence might be false, so they have to read the sentences and look at the picture carefully.

Look and read. Write yes or no.

 Tell the children to look at the examples. Point to the picture and read out the sentences. Ask the children to say
whether each sentence is correct (yes) or not (no).
 Show the class the example answers.
 Tell the children to look at the pictures, read the sentences, decide whether each sentence is true or false, and then
write yes or no.
 Allow the children time to complete the test in their books.
 Check answers by reading out the sentences and asking children around the class to say yes or no.
 Ask children around the class to correct the false sentences.
Answers
1 yes
2 no
3 no
4 yes
5 no
6 yes
7 no
Write five questions
 Ask the children to write five questions about the picture in the Reading and Writing Test, e.g., How many children
are there? Has the pirate got a beard? Where is the dog?
 Divide the class into teams. Children from each team in turn ask one of their questions for the other team to answer.
The children can look at the picture and answer, or try to answer from memory.
 Award one point for each correct answer. The team with the most points wins.

Listening, Part 5
Resources and materials
 Track 108
 Colored pencils: blue, pink, brown, orange, green
Lead-in
 Review the words for colors by asking the children to take out their colored pencils. Say Show me (green). The
children hold up the correct colors.
Flyers tip
In Flyers Listening Part 5, make sure that learners understand that they are not being tested on their ability to draw
or color accurately. As long as they have used the correct colors on the correct objects and have drawn a very basic
object in the correct place, they will not lose marks.

© Oxford University Press 2015 1

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

Listen and colour and write and draw. (Track 108)

 Ask children to look at the picture and say what items they can see.
 Tell the children that they should listen, find the correct items in the picture, and then color items, draw an item, or
write a word, according to what they hear.
 Play the recording (Track 108) twice for the children to complete the test.
 Check the answers as a class. Ask What colour is the (envelope nearest the chair)?
Answers
1 The envelope near the chair is blue.
2 The tights on the blanket are pink.
3 The smaller hill is brown.
4 The word ‘keys’ is written in the space above the keys.
5 The fire engine next to the car is orange.
6 There’s a green comb between the bin and the bed.
Transcript 108
Example
Girl Look, this is a picture of my bedroom. Do you like it?
Man Yes, but are you going to colour it now?
Girl OK. What shall I colour?
Man Well … colour one of the envelopes.
Girl Which one?
Man The one nearest to the chair … colour it blue.
Girl OK then.
Presenter This is an example. Now you listen and colour and write and draw.
1
Man Your room’s a bit untidy! Look at those tights.
Girl Yes … shall I colour them?
Man Well, colour the tights on the blanket.
Girl OK … I’ll colour them pink.
Man That’s a very nice colour.
2
Man You’ve got some interesting pictures on your wall.
Girl Yes, there’s a little girl going into some woods and there’s a strange animal and …
Man … and behind the woods there are two hills. Can you colour the smaller hill, please?
Girl OK then. What colour shall I do it?
Man Er, brown I think.
Girl OK, I’m doing that now.
Man Great!
3
Girl Can you see all my keys?
Man Oh yes, they’re next to the telephone. Can you write the word ‘keys’ in the space above them?
Girl Yes, I can do that! That’s easy!
Man That’s really good writing!
Girl Thanks!
4
Man Now there are two fire engines in the picture. Do you like fire engines then?
Girl Yes, I really like them.
Man Well, colour the fire engine that’s on the floor next to the car.
Girl What colour?
Man Colour it orange.
Girl That’s a funny colour for a fire engine!
Man Well, never mind!
Girl OK then. I’m colouring it now.
5
Man Now just one more thing. Can you see the comb?
Girl Yes, it’s on the shelf.

© Oxford University Press 2015 2

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

Man Well, I’d like you to draw a comb for me. Do you think you can do that?
Girl Of course! I’m very good at drawing.
Man Great! Can you draw a comb between the bin and the bed then.
Girl Yes, and shall I colour it too?
Man Yes. Colour it green for me.
Girl There. It’s a nice picture. But I think I’ll tidy my room soon!
Man Why don’t you tidy it now?
Girl Well… a bit later perhaps!

© Oxford University Press 2015 3

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

Worksheet: Speaking
Do the speaking activity.
 Draw a stick figure boy and a stick figure girl on the board. Draw two speech bubbles. In the boy’s speech bubble,
write From the restaurant, go past the park and it’s on the left. In the girl’s bubble, write You’re at the fire station!
 Point to the pictures and read out the exchange. Ask children to repeat the question and answer in chorus.
 Explain to the class that they need to look at the map on page 245 of the Expansion Portfolio and then tell their
partner where each of the places in their set of four pictures is on the map. If you like, you can encourage the
children to ask their partner about each picture, e.g., A: Where’s the police station? B: It’s…
 Act out a few example exchanges, and then allow the children to continue the activity in pairs.
 Invite some pairs of children to act out the speaking activity in front of the class.

© Oxford University Press 2015 4

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

CYLET Flyers Unit 12 Eating out

Words
Topics
 Food and drink
 Adjectives
Functions
 Matching words to pictures
 Copying words
 Completing sentences
Grammar
 Present simple
Vocabulary
 biscuit, butter, chopsticks, dangerous, flour, fork, hard, honey, jam, knife, lovely, pepper, pizza, salt, soft, spoon, sugar
Flyers practice
 Reading and Writing (all parts)
Warmer
 Play a game to warm the class up and review places in a town.
 Divide the class into teams. Ask questions to children from each team in turn. For example, Where can you buy a
ticket / a book / some stamps?
 Encourage children to respond with full sentences, e.g. You could buy a ticket at the railway station. Award one point
for each correct sentence.
Lead-in
 Point to the picture of Holly and read out the speech bubble.
 Tell the children that they are going to think about food in this lesson. Ask children around the class to say any words
they can remember for food and drink. Write their suggestions on the board.
 Ask children around the class to say which of the foods on the board they like / don’t like.
Flyers tip
Describing pictures will help to prepare learners for the Flyers Speaking Test. Use the pictures in the Student Book or
pictures from magazines to help children practice describing pictures.

1 Write the numbers for the things in Holly’s kitchen.

 Ask children to look at the picture and say who or what they can see, where the people and items are, what the
people are doing, and how they feel.
 Ask children to read out the words and point to the correct items in the picture. Tell the children to write the
numbers next to the correct word.
 Allow the children time to complete the activity in their books.
 Check answers by pointing to the pictures and asking children to say, then spell, the words.
Answers
salt 8
knife 11
fork 10
spoon 7
chopsticks 3
pizza 2
pepper 9

© Oxford University Press 2015 5

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

flour 5
sugar 12
biscuits 1
butter 6
jam 4
honey 13
Slow words
 Slowly write the letters for one of the words in Exercise 1 on the board, pausing after each letter. The children try to
guess the word before you have written the whole word. When a child guesses the word correctly, they should spell
the rest of the word for you to complete it on the board. You can play this game in teams if you like.
2 Complete the sentences.
 Point to the pictures and ask the children to say what each picture shows.
 Ask a child to read out the adjectives in the bubbles.
 Tell the children to read the sentences and complete them with the adjectives.
 Move around the class as the children complete the activity. Help if necessary.
 Invite children around the class to read out their completed sentences.
Answers
1 soft
2 hard
3 lovely
4 noisy
5 dangerous
Adjective game
 Ask the children to suggest more adjectives. Write their suggestions on the board.
 Invite children around the class to make a sentence describing a person, place, or thing with one of the adjectives on
the board.
 Put the children into small groups to play the game if you like.

© Oxford University Press 2015 6

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

CYLET Flyers Story

Topics
 Food
 Senses (touch, sound, smell, sight, taste)
Functions
 Understanding and acting out a story
 Completing sentences with the correct words for the senses
Grammar
 Present simple
 Present continuous
 will (for offers)
Vocabulary
 feel, ill, look like, smell, sound, tastes
Flyers practice
 Reading and Writing (all parts)
Resources and materials
 Track 109
Warmer
 Ask children around the class to tell you their favorite foods. Ask how often they eat their favorite foods and why they
like them.
Lead-in
 Divide the class into teams.
 Tell the children to look at the picture in Exercise 1 on page 263 for one minute and then close their books.
 Ask children from each team in turn to name a food in the picture (from memory). Write their answers on the board.
 Award one point for each correct answer. If a child can’t think of a word, a child from the other team can answer for a
bonus point.
1 Listen and read. Then act. (Track 109)
 Ask children to look at the pictures in the story. Ask What’s this? Who’s this? Where is Holly / Mum / Harry / Katy?
What is he/she doing? How does he/she feel? about each picture.
 Play the recording (Track 109) 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.
 Ask children to find and say words for the senses from the story (look, smells, tastes, sounds, doesn’t look).
 Divide the class into groups of four and allow the children time to practice acting out the story.
 Invite groups of children to act out the story for the class.
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.
Flyers tip
In Parts 4, 5, & 6 of the Flyers Reading & Writing Test, the clues that help learners find the correct words for each
blank may come after the blank. Teach the children to read the words before and after each blank to help them find
the missing word.

© Oxford University Press 2015 7

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

2 Write the words in the sentences.

 Point to the pictures and ask the children to say who or what each picture shows.
 Ask a child to read out the words in the box. Check that children understand the meaning of each verb. Explain that
we use is like, looks like, smells like, etc., to say that something is similar to something else, even if it is not the same
thing.
 Read out the first sentence with the missing words and ask children to suggest the correct word to complete it.
 Move around the classroom as the children complete the rest of the sentences. Help if necessary.
 Invite children around the class to read out the completed sentences.
Answers
1 is
2 smells
3 sounds
4 feels
5 tastes
6 looks
Sentences with like
 Tell the children to use the words in the box in Exercise 2 to write six more sentences with like.
 Put the children into small groups to share their sentences.
 Invite children around the class to read out their sentences.

© Oxford University Press 2015 8

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

CYLET Flyers Speaking & listening

Topics
 Everyday objects
 Food and drink
Functions
 Playing a guessing game
 Listening and matching people to meals
Grammar
 Present simple
 Past simple
Flyers practice
 Listening, Part 1
 Speaking (all parts)
Resources and materials
 Track 110
 Cloth bags and a variety of small items for the ‘feel it’ game
Warmer
 Play a game of Hangman to warm the class up and review the words for food and drink.
 Divide the class into teams.
 Choose a word from the unit. 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 the team correctly guesses 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
 Review the phrases looks like / smells like / tastes like / sounds like / feels like by asking questions to children around
the class, e.g., What do tigers look like? What does perfume smell like? What does wool feel like? What do cats sounds
like? What does chocolate taste like?
1 Play the ‘feel it’ game in small groups.
 Ask children to look at the picture of Holly and Harry and say what the children are doing.
 Explain that Holly and Harry are playing a game. Ask children to read out the speech bubbles and check their
understanding of the game.
 Point to the picture of the grammar character and read out the speech bubble. Explain that when they play the game,
the children should feel the item in the bag and think about what it feels similar to.
 Demonstrate the game with one or two children in front of the class. Then hand out cloth bags with small items in
them and allow the children to play the game in small groups.
 Move around the class as the children play the game and make sure all children have a chance to feel and guess an
item.
 Switch the bags so that children can play the game again with different items.
Flyers tip
In Part 1 of the Flyers Listening Test, teach learners to number the smaller pictures and the people in the main
picture during the first playing of the recording, and then draw lines to complete the activity during the second
playing.

© Oxford University Press 2015 9

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

2 Listen and draw lines. Which meal is not needed? (Track 110)
 Ask children to read out the speech bubbles in the picture at the top of the activity.
 Point to the main picture and ask the children to say who they can see. Refer the children back to the family tree on
Student Book page 225 to help them remember each character. Point to the smaller pictures around the main picture
and ask the children to name the foods.
 Play the first part of the recording (Track 110) for the children to listen and look at the example. Then play the rest of
the recording for the children to complete the activity in their books.
 Check answers by inviting children around the class to say what meal each person had and then to say which meal
was not needed.
Answers
Grandma 1
Michael 5
Emma 8
Harry 6
Holly 2
Helen 7
Grandpa 9
Mum 10
Dad 3
Meal 4 is not needed
Transcript 110
Harry Yesterday was Grandma’s birthday. She was eighty years old! We went to this really nice restaurant in town with all
the family!
Man That’s nice. Did your grandma enjoy the meal?
Harry Yes, she did. She had pizza with cheese on top, and a bowl of salad … And my Uncle Michael came. He ate a lot! He
had a really large burger with chips. And he put a lot of salt on his food too. Mum says that’s really bad!
Man OK, and what about the others? What did your little sister have?
Harry Emma? She ate sausages – she loves them! Oh yes … and some chips too. I had a bowl of soup and a burger. I really
liked my meal! It tasted great!
Man And what did Holly have?
Harry She had soup like me. But then she had two pizzas with cheese on them. She ate a lot! And she was a bit ill when
she got home!
Man Oh dear!
Harry And our cousin Helen came too. She had a very interesting meal. She ate chicken and rice. And you know, she ate
her meal with chopsticks! It looked very difficult! Grandpa had the same meal as my cousin Helen, but he didn’t use
chopsticks. He said he’s doesn’t know what’s wrong with knives and forks! I agree with him actually!
Man So you didn’t try to use chopsticks, then?
Harry No! I was too hungry! I wanted to eat my food quickly so I just used my knife and fork! But Mum ate with
chopsticks! She had chicken and green vegetables.
Man And what about your dad?
Harry Dad? Oh he had chicken. But he likes potatoes so he had them. Oh … and some carrots too.
Man No chopsticks?
Harry No!
Man And did you have anything else to eat?
Harry Yes, we took Grandma’s cake to the restaurant and we sang ’Happy birthday’ to her and then we all had a piece of
cake and lots of ice cream.
Man That sounds like a really lovely time!
Harry Yes, it was … well, until Holly got ill that is!

© Oxford University Press 2015 10

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

Words & speaking

Topics
 Feelings
Functions
 Completing sentences
 Talking about how things make you feel
Grammar
 Present simple
 Past simple
 Conditional clauses and result clauses
Vocabulary
 frightened, hear, spend
Flyers practice
 Reading and writing, Parts 4, 5, & 6
 Speaking, Part 4
Warmer
 Review words for food and drink by asking children around the class to say what they had for breakfast, lunch, and
dinner yesterday.
 Ask the children to discuss their meals in pairs.
Lead-in
 Ask the children to suggest words that describe feelings.
 Write their suggestions on the board.
 Divide the class into two teams. Invite a child from Team A to mime a feeling for the rest of their team. Encourage the
other children in the team to ask questions, e.g., Do you feel sad / hungry / cold?
 Award one point for each correct guess.
1 How does it feel? Complete the words in these sentences.
 Ask children to look at the pictures and say who they can see and how they think each person feels.
 Ask a child to read out the example sentence. Show the class how one letter has been written on each line.
 Tell the children that they need to look at the pictures and complete the sentences about how the people feel / felt.
 Remind them to write only one letter on each line.
 Allow the children time to complete the activity in their books. Then invite children around the class to read out the
completed sentences.
Answers
1 hungry
2 happy
3 ill
4 sad
5 bored
6 angry
7 hot
8 tired
9 frightened
Memory game
 Tell the class to look at the sentences in Exercise 1 for one minute and then close their books.
 Ask questions about the people in Exercise 1 to children around the class, e.g., How does Holly feel when she eats too
many pizzas? Encourage the children to respond with full sentences, e.g., When Holly eats too many pizzas, she feels

© Oxford University Press 2015 11

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

ill.
 You can play this as a game in two teams if you like, asking questions to children from each team in turn and
awarding one point for each correct answer.
Flyers tip
In Part 4 of the Flyers Speaking Test, learners will be asked questions about themselves. Make sure your class is
confident about expressing their thoughts, feelings, and ideas orally.

2 How do these things make you feel? Tell a friend.

 Ask a child to read out the prompts in the bubbles. Tell the children to think about how each of these things makes
them feel.
 Elicit a few example sentences from children around the class, e.g., When I hear strange noises, I feel frightened.
 Tell the children to work in pairs and tell their partner how each of the things makes them feel.
 Invite one or two children to tell the class how some of the things make them feel, and then ask other children to tell
the class how some of the things make their partner feel.
How did you feel?
 Tell the class to think about some things that happened to them recently (good things or bad things).
 Tell the children to write five sentences about things that happened and how they felt, e.g. When my brother broke
my mobile phone, I felt angry.
 Invite children to read out their sentences to the class.

© Oxford University Press 2015 12

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

Grammar: Family memories

Objectives
 The past simple (1): have
 The past simple (2): be
 Connectors
Vocabulary
 Adjectives: long, handsome, clever, friendly, pretty, red, fair, dark, black, brown, short, happy, cheerful, young,
hungry, sunny, shy, kind, generous, mean, miserable, old, relaxed
Warmer
 Write the adjectives to be studied in the unit on the board.
 Put the children into teams with four to six children in each.
 Say one of the adjectives, e.g., relaxed, and ask one of the teams to make a grammatically correct sentence that
shows the meaning of the word. If the team gives you a correct sentence, award them one point. If the sentence is
incorrect or doesn't show the meaning of the word, allow one of the other teams to try to take the point.
 Encourage the children to say a full sentence and include the meaning of the word in the sentence. For example, I am
relaxed doesn’t illustrate the meaning; I am reading a book so I am relaxed is acceptable.
Lead-in
 Ask the children to tell their partner how they are feeling today. Ask a few children around the class how they are
feeling.
The past simple: have and be
 Ask the class to look at the picture and word bubbles on page 266. Ask What are the people doing? (looking at a
photo album).
 Read through the grammar box together.
1 Write sentences using the past simple of be.
 Write the example sentence stem on the board. Highlight to the children that they should write an affirmative
sentence when they see a  and a negative sentence when they see an X.
 Elicit the example sentence and write it on the board.
 Give children time to work through the sentences and write the answers. Allow them to check with a partner.
 Invite individual children to come to the board and write the answers.
Answers
1 Rob wasn’t handsome.
2 Chloe and Eric were clever.
3 Eric and Mia weren’t friendly.
4 Julia and Kate were pretty.
5 Chloe was pretty.
6 Rob was clever.
7 Kate wasn’t clever.
8 Eric wasn’t handsome.
2 Look at the pictures of the Hill family when they were younger. True or false? Write T or F.
 Ask the children to look at the pictures in pairs and describe how the people looked when they were younger.
 Give children time to read the sentences and write T or F.
 Go through the answers with the class.
Answers
1T
2T
3F
4T
5T

© Oxford University Press 2015 13

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

3 Write sentences about the Hill family. Use the past simple negative of have.
 Ask children to use the pictures in the previous exercise to write true sentences about the Hill family. In some of the
sentences, the notes provided are not true so the children will need to write a true negative sentence followed by a
true positive one.
 Allow the children to say the sentences in pairs first, and then give them time to write the sentences in their books.
 Go through the answers with the class.
Answers
1 Bob didn’t have long hair. He had short hair.
2 Sue didn’t have short hair. She had long hair.
3 Philip had straight hair.
4 Cathy didn’t have short hair. She had long hair.
5 Jill and Julie didn’t have short hair. They had long hair.
4 Look at the picture. Complete the sentences below with the past simple of be or have.
 Ask the children to look at the picture and talk about what they can see in pairs.
 Ask them to look at the example sentences and give them time to complete the exercise.
 Allow children to check their answers in pairs.
 Invite some children to write their sentences on the board.
Answers
1 Harry was a baby.
2 Mrs. Jones had long hair.
3 Charlie and Mr. Jones were happy.
4 Mr. Jones was cheerful.
5 Molly was young.
6 Grandma Jones was pretty.
7 Grandpa Jones was hungry.
8 The weather was sunny.
9 Mrs. Jones and Harry had dark hair.
10 Charlie had a bike.
And and but
 Write on the board The weather is sunny and hot. Yesterday the weather was windy and rainy. Last week the weather
was sunny, but windy.
 Underline the words relating to weather: sunny, hot, windy, rainy. Elicit which words are positive (sunny, hot) and
which are negative (windy, rainy).
 Draw a circle around and and but in the sentences.
 Look at the grammar box and read the rules together.
5 Circle the correct answer.
 Look at the example sentence together.
 Give children time to work individually to circle the correct word. Remind them that first they must decide if the
adjectives used are positive or negative.
 Go through the answers as a class.
Answers
1 and
2 but
3 and
4 but
5 and
6 and
6 Write complete sentences using and or but in the correct place.
 Ask the children to look at the example sentence and say whether the adjectives are positive or negative. Highlight
that but is used.
 Ask children to work through the sentences, first deciding if the adjectives are positive or negative and then selecting

© Oxford University Press 2015 14

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

and or but to complete the sentences.

 Go through the answers with the class, asking individual children to read out their sentences.
Answers
1 Cathy is friendly, but shy.
2 Jeanie is mean and miserable.
3 Mary is mean, but happy.
4 Ted is handsome, but shy.
5 The weather is hot and sunny.
6 My brother is friendly, but shy.
7 Bradley is young and cheerful.
8 Alex is shy, but friendly.
Five sentences
 Ask children to work in small groups.
 Tell them to think of five sentences about their classroom, school, or town that use the words and or but and to write
them down.
 Ask the groups to share their sentences with the class. Find out how many groups wrote the same sentences and if
the children agree with the statements.

© Oxford University Press 2015 15

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

TOEFL Primary Speaking

1 Listen, and point to the pictures. (Track 111)
 Ask children to look at the four pictures.
 The children should listen and point to the correct image.
Transcript 111
Look at the pictures. Listen and point.
Boy: This is Huy. Yesterday he didn’t have breakfast with his family. He had breakfast in the kitchen.
Girl: Huy had lunch with his friends at school. He had a sandwich and an apple.
Boy: He didn’t have dinner with his friends. He had dinner at home with his family.
Girl: And Huy didn’t have a soccer class yesterday. He had a swimming class.
2 Look at the pictures. Listen, point and repeat. (Track 112)
 Play the recording.
 The children should point to each picture and repeat chorally.
Transcript 111
Look at the pictures. Listen, point to the picture and repeat.
Boy: This is my brother. He’s shy.
Girl: This is my sister. She’s short.
Boy: This is my grandpa when he was young. He was handsome.
Girl: This is my cousin when he was young. He was friendly.
3 Listen, and talk to your partner. (Track 113)
 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 model - the speaker is talking about the first picture.
 The children should take turns to look at the pictures and make a sentence using an adjective and is/was.
 Depending on the needs of the children, they can use as many different adjectives and/or tenses as they wish. They
could also use superlatives or comparatives (e.g. My grandma is short. She’s shorter than my grandpa).
Suggested answers
1 My grandpa/dad/brother/Mr. Chu/he was/is handsome/relaxed.
2 The boy/my brother/he is worried. My grandma/she isn’t happy.
3 My dad/he is worried/relaxed.
4 My grandma/she is short/old/isn’t happy/cheerful.
Transcript 113
Look at these pictures. Listen, and then talk to your partner about the pictures.
Girl: Let me see. This looks like a picture of Mr. Chu when he was young.
Boy: Yes, I think so, too. He was handsome.
Girl: Yes. And in this picture, the boy is worried.
Now talk to your partner about the pictures.
4 Listen. Talk to your partner. (Track 114)
 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 to ask each other questions using the words in the table and the information it shows.
 Encourage the children to use as much language as they can. They could use more nouns than shown on the table, for
example. An example is given to help children if they need it.

Suggested answers
When Trang was two years old, she was short /shy / she had short hair.

© Oxford University Press 2015 16

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

Now Trang is tall/friendly / she has long hair.

Transcript 114
Listen, and then talk to your partner.
Boy: Let’s look at the two pictures of the girl. Her name is Trang.
Girl: OK. I’ll start. When Trang was two years old, she was short.
Boy: Yes. Now she’s eight years old. She’s tall.
Now it’s your turn. Work with your partner. Talk about Trang.
5 Listen to your partner and draw. (Track 115)
 This task requires children to work in pairs.
 Play the recording.
 The children should listen to the model.
 They then describe themselves when they were three.
 They listen to each other and draw a picture of their partner in the box provided.
 They should write their partner’s name under the picture.
 Give them 5 minutes for each child (10 minutes in total).
Example answers
When I was three years old, I was/wasn’t short/friendly/young/shy/etc.
When I was three years old, I had long/short hair/toys/etc.
Transcript 115
Listen to the example.
Girl: OK, me first. When I was three years old, I wasn’t shy. I was friendly and cheerful. I was short. I had short hair. I
had a toy train and a doll.
Boy: That’s great. I’ll draw a picture of you here. How do you spell your name?
Girl: T-A-M, Tam.
Boy: Thanks, I’ll write it here, under the picture.
Now tell your partner about when you were three years old. Listen to your partner and draw a picture of him or her. Then
write his or her name under the picture.

© Oxford University Press 2015 17

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

Worksheet: Extra writing

1 Circle the best word.
 Write the example sentence on the board (without the answer) and encourage the children to select the correct
word.
 Give them time to complete the activity individually.
 Write the numbers 1–6 on the board and invite individual children to come and write the correct word.
Answers
1 or
2 and
3 or
4 or
5 and
6 and
2 Read and mark the paragraphs 1, 2, and 3. Match the topics.
 Ask children to read the text quickly and tell you what it is about (planes).
 Elicit from the children the reason we use paragraphs (to separate ideas or topics). Ask the children to find the places
where we could start a new paragraph.
 Ask the children to read the headings and decide on the titles for each paragraph.
 Go through the answers together.
Answers
1 There were no planes
2 The Wright brothers
3 The first planes
3 Match the sentences. Write them again with and or but.
 Look at the example sentence together.
 Ask children to first match the sentences. Tell them to match all the sentences before they write them out to be sure
that they choose the correct sentence halves.
 Give them time to write the full sentences with and or but.
 Invite individual children to write their sentences on the board.
 Check the answers with the full class.
Answers
1d
2e
3a
4c
5b
1 In 1900 there were cars, but there were no planes.
2 People had dreams, but they didn’t have good ideas.
3 The first plane was lighter, and it was easier to move.
4 Old planes were small, and they were dangerous.
5 New planes are big, and they can go a long way.

© Oxford University Press 2015 18

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

Worksheet: Values
Resources and materials
 Colored pencils
1 Circle the good behavior in red and the bad behavior in blue.
 Ask children to look at the picture in pairs and talk about which behaviors are good and which are bad.
 Tell them to circle the behaviors as requested in the instructions.
 Tell the children to compare their pictures with another pair and see if their answers are the same. There may be
some discussion.
Answers
Children’s own ideas
2 How do they feel? Circle the best word.
 Tell children to look at the pictures and choose the best word.
 Give them time to complete the activity.
 Go through the answers with the class.
Answers
1 worried
2 shy
3 generous
4 mean
5 happy
6 cheerful

© Oxford University Press 2015 19

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

Worksheet: Values
Resources and materials
 Colored pencils

1 Write must or mustn’t.

 Ask children to read the sentences and decide on the best word.
 Tell them to write it in the blank to complete the sentence.
 Go through the answers with the class and discuss the reasons we must or mustn’t do the things.
Answers
1 must
2 mustn’t
3 must
4 must
5 mustn’t
2 Are you a good friend? Write and draw.
 Tell children to think about how they are a good friend. Tell them to use colored pencils to draw a picture and write a
sentence to show this.
 Put the children into small groups to read their sentences and show their pictures.
 Ask each group to choose one child to share their sentence and picture with the class.

© Oxford University Press 2015 20

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 12

Unit 12 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 Match the opposites.
Answers /4
1 b (example)
2e
3a
4c
5d
2 Underline the correct word.
Answers /6
1 was (example)
2 wasn’t
3 was
4 were
5 was
6 were
7 was
3 Circle the correct word.
Answers /5
1 Did (example)
2 were
3 did
4 were
5 was
6 had
Total /15

© Oxford University Press 2015 21