Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

CYLET Starters Unit 10 Your day

Lesson One Words
Topics
 Daily routines
Functions
 Identifying daily activities
 Matching phrases to make sentences about daily routines
 Talking about your daily routine
Grammar
 Present simple
Vocabulary
 in the morning, in the afternoon, in the evening, at night
 Recycled: bed, radio, school, lessons, breakfast, football, book, television, dinner , park
have lessons/dinner/breakfast, play in the park, go to bed/my friend’s house, listen to the radio, walk in the park/to
school/to my friend’s house, watch TV
British English American English
football soccer

Starters practice
 Reading & Writing Parts 3 & 4
 Speaking Part 5
Warmer
 Play Hangman to warm the class up and review the phrases for hobbies.
 Divide the class into two teams. 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 which is not in the word, draw
the first part of a simple picture (e.g., 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
 Ask the class to say what words they can remember for daily routines. Write their suggestions on the board.
 Ask the children which things they do every day and when they do them.
Starters tip
 In Part 3 of the Starters Reading and Writing Test, teach learners to look at the pictures and try to think of words
which match each picture and how those words are spelled, before they look at the sets of jumbled letters. This way,
they will have an idea of what they are looking for when they look for the correct set of jumbled letters. They can
practice with the following activity.
1 Look at the letters. Write the words under the pictures.
 Point to the pictures and ask the children to say what each picture represents.
 Point to the jumbled words above the pictures. Tell the class to unscramble the letters and write the words below the
correct pictures. Remind the children to cross out the letters as they write them to make sure that they use all the
letters and that they use each letter only once.
 Allow the children time to complete the activity on the page. Move around the class as the children work and help if
necessary.

© Oxford University Press 2015 1

 Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

 Check answers by asking children around the class to say and spell the words.
Answers
1 bed 2 radio 3 school 4 lessons 5 breakfast 6 football 7 book 8 television 9 dinner 10 park
2 Draw lines and make five sentences about you.
 Read the words in the four columns.
 Explain that the children should draw lines to match the words and phrases and make five sentences which are true
for them. Tell them to use a word or phrase from each column in each of their sentences and tell them to try to use a
different verb in each sentence.
 Allow the children time to link their sentences on the page, and then ask children around the class to read their
sentences.
Answers
Children’s own answers
Writing Extension (Optional activity)
 Dive the class into pairs.
 Tell the children to write five more sentences individually about their daily routines on the page, and then compare
their sentences with their partner to see whether they do or don’t do any of the same activities at the same times.
Our daily routines (Optional activity)
 Tell the children to write three sentences about things they do in the morning, three sentences about things they do
in the afternoon, and three sentences about things they do in the evening.
 The children work in pairs and take turns asking and answering to find out what their partners do in the
morning/afternoon/evening. E.g., A: Do you have breakfast in the morning? B: Yes, I do. Do you ride your bike to
school in the morning? A: No, I don’t. Do you … etc.
 The children can then tell the class what their partner does in the morning, afternoon and evening.

© Oxford University Press 2015 2

 Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

Lesson Two Story & writing

Topics
 Daily routines
Functions
 Understanding and acting out a story
 Writing about your day
 Completing a speaking activity
Grammar
 Present simple (affirmative statements, questions and short answers)
Vocabulary
 Recycled: in the morning/afternoon/evening, at night, have breakfast, play football, play in the park, watch football
on TV, read stories
Starters practice
 Speaking Part 5
Material
 Audio track 71
Warmer
 Say In the morning/afternoon/evening, I …, and then mime one of the phrases from Exercise 2 on page 182. Ask the
children to guess what you are doing and make a sentence, e.g., In the morning, you have breakfast.
 The first child to make a correct sentence can start a sentence and mime a daily activity for the rest of the class to
guess.
Lead-in
 Ask questions to children around the class. Say What do you do in the (morning)?
 Encourage children to answer about themselves. They can look at the activities on page 182 to help them.
1 Listen and read. Then act.
 Ask the children to look at the pictures in the story. Ask What’s this? Who’s this? What are the boys doing? about
each picture.
 Play the recording (Track 71) for the children to listen and follow the story on the page.
 Play the recording again, pausing after each line for the children to listen and repeat, first chorally, and then
individually.
 Divide the class into pairs and allow the children time to practice acting out the story.
 Invite pairs of children to act out the story for the class.
Make your own dialogue. (Optional activity)
 Ask the children to work in their pairs and make a new dialogue about what they do in the morning, in the afternoon,
in the evening, and at night, using the story as a model.
 Invite pairs of children to act out their personalized dialogues for the class.
2 Write about your day.
 Read the sentence beginnings. Tell the children to think about what they do at different times in the day and
complete the sentences about themselves.
 Move around the class as the children work. Help if necessary.
 Invite children to read their completed sentences.
Answers
Children’s own answers

© Oxford University Press 2015 3

 Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

Starters tip
 Learners should be able to give short answers using appropriate structures. This will help them in Part 5 of the
Starters Speaking Test. Students can practice this in the following.
Question round (Optional activity)
 Ask yes/no questions to children around the class, using a variety of structures. For example: Can you swim? Do you
have brown hair? Do you have breakfast in the morning? Do you like playing tennis? Does your mom have blue eyes?
Can your dad play football?
 Encourage the children to give short answers using the appropriate structures.
 As an extension, ask the children to write five questions for their partner, using different structures. The children can
then ask and answer questions in pairs.

© Oxford University Press 2015 4

 Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

Lesson Three Listening

Topics
 Daily routines
Functions
 Listening and numbering activities in order
 Listening and checking/crossing activities
Grammar
 Present simple
Vocabulary
 Recycled daily routine and hobby vocabulary
British English American English
cross write an X
have a bath take a bath
mum mom
tick check

Starters practice
 Listening Part 3
Material
 Audio tracks 72–73
Warmer
 Invite groups of children to act out the story from the previous lesson in front of the class.
Lead-in
 Ask questions to which the answer is likely to be negative, e.g., Do you have breakfast at night? Let the children
answer and correct you, e.g., No, I don’t. I have breakfast in the morning.
1 Lucy is talking about what she does in the morning. Listen and write numbers in the boxes.
 Ask the children to look at the pictures in Exercise 1. Ask them to say what Lucy is doing in each picture.
 Explain that the children need to listen and number the activities in the order they hear them.
 Play the first part of the recording (Track 72) while the children look at the example on the page.
 Play the recording twice for the children to complete the activity.
Answers
From left to right: 4, 1, 6, 5, 3 ,2
Transcript (Track 72)
Man: So Lucy tell me about your day. What do you do in the morning?
Lucy: Well, I have my breakfast.
Man: And what do you have for breakfast?
Lucy: Er ... an egg and some fruit.
Man: That’s very good! Then what do you do, Lucy?
Lucy: Oh well, then I say goodbye to Mum and I go to school. I walk to school with my brother, Tom.
Man: Do you like walking to school?
Lucy: It’s OK. Then … I get there, and I talk to my friends in the playground.
Man: That’s nice. What do you talk about?
Lucy: Oh … lots of things!
Man: Right ... and then do your lessons start?
Lucy: Yes, that’s right. We have three lessons in the morning.
Man: And do you like your teacher, Lucy?
Lucy: Yes, I do.

© Oxford University Press 2015 5

 Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

Man: That’s great! OK … and then what do you do?

Lucy: Well, then I eat my lunch and ...
Man: Do you like having meals at school?
Lucy: Yes they’re very nice.
Man: Then, do you have lessons again?
Lucy: No! Then I play games with my friends in the playground.
Man: What a nice morning, Lucy!
Lucy: Yes!
2 Sam is talking about what he does in the afternoon and evening. Listen and tick () or cross ().
 Ask the children to look at the pictures in Exercise 2.
 Explain that they should listen, check the things Sam does, and cross the things he doesn’t do.
 Play the first part of the recording (Track 73) while the children look at the examples, and then play the recording
twice for the children to complete the activity.
Answers
1  write in a book in class  paint a picture in class
2  ride bike home  walk home
3  watch TV  eat dinner
4  play football  play basketball
5  play a game on the computer  play a board game
6  read a book  have a bath
Transcript (Track 73)
Man: So, Sam, tell me what you do in the afternoon and in the evening!
Sam: OK, well, I have lessons in the afternoon.
Man: Yes … do you do these nice paintings in the afternoon?
Sam: No, we don’t paint at school! We write in our books!
Man: OK, and what’s your favourite lesson, Sam?
Sam: Oh, it’s English!
Man: Really?
Sam: Yes. And then after school I go home.
Man: Do you walk home?
Sam: No, I don’t. I ride my bike!
Man: Oh, that’s nice.
Sam: Yes, it is. I enjoy riding my bike.
Man: And then what do you do, Sam?
Sam: Well, I don’t watch TV. I eat my dinner! I love eating dinner!
Man: And then?
Sam: Well, then I go to the park and play with my friends.
Man: So, do you play basketball there?
Sam: No, we play football. It’s great!
Man: That’s good.
Sam: Then I go home again, and I play games.
Man: On the computer?
Sam: No, I play a board game with snakes on it, with my big sister!
Man: Wow! That’s very nice. And do you read a book in the evening?
Sam: No, I don’t like reading! And then, at night, I go to bed.
Man: Do you have a bath?
Sam: Yes, I do! I love having baths!
Man: Great! Well … thanks for talking to me Sam. Bye now!
Sam: See you!

© Oxford University Press 2015 6

 Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

Lesson Four Language Practice

Topics
 Topics covered so far
Functions
 Identifying activities
 Spelling
 Talking about stories
Grammar
 Present simple
 Present continuous
Vocabulary
 Recycled animal, food, part of the body, furniture, and clothes vocabulary
Starters practice
 Reading & Writing Part 3
 Speaking Part 5
Warmer
 Play a game of Simon Says using the phrases for daily activities.
 Give instructions to the class, for example, Simon says walk to school/eat dinner/watch TV/listen to music/take a bath.
 Tell the class that they should only do the action if you say Simon says before it.
 If a child does the action when you did not say Simon says, they are out of the game. The last child left in the game is
the winner.
Lead-in
 Review the vocabulary learned so far by playing Odd One Out.
 Write three words from one vocabulary set and one word from a different vocabulary set on the board (in any order,
using daily activities, times of day, hobbies, sports, actions, classroom objects, parts of the body, toys, clothes, food,
animal, furniture, color or number words).
 Ask a child to say which word is the odd one out and why.
 Repeat with other children and other sets of words.
 You can play this as a game in two teams if you like.
1 What are these stories about? Write the first letter of each word in the pictures and find the answers.
 Ask children to look at the pictures and say what things they can see on each book cover. Ask the children to say what
letter each thing starts with.
 Read the sentences with the blanks. Tell the class to look carefully at the pictures and write the letter which each
thing begins with. Tell them to arrange the initial letters to make a word to complete each sentence.
 Move around the class as the children complete the activity. Help if necessary.
 Tell the children to put their hands up when they have completed the activity.
 Ask children around the class to say and spell the missing words.
Answers
1 food: food, orange, onion, table
2 sport: spider, pea, onion, robot, trousers
3 toys: table, orange, yo-yo, shoes
4 school: sock, chips, horse, onion, orange, lamp
5 horses: house, onion, radio, sock, egg, shoes
6 clothes: clock, lemon, onion, tree, horse, elephant, sheep
2 Read. Tell your friend about the stories you read.
 Ask the class to read the text in the speech bubbles, and then ask a pair of children to read out the speech bubbles for

© Oxford University Press 2015 7

 Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

the class.
 Tell the children to think about what kind of stories they like reading.
 The children work in pairs and practice a dialogue about the stories they read, using the dialogue on the page as a
model.
 Invite pairs of children to act out their dialogues for the class.
Make your own story puzzle. (Optional activity)
 Tell the children to make a puzzle like the ones in Exercise 1. They should write a sentence with blanks, with a space
for each letter in the missing word, and then draw pictures of items beginning with each letter in the missing word.
 Tell the children to exchange puzzles with a partner and try to complete each other’s puzzles.
What did you see? (Optional activity)
 Play a memory game. Tell the children to look at the pictures in Exercise 1 for one minute and try to remember as
many as they can.
 The children turn the page over. Ask children to name the vocabulary items they can remember. Write their
suggestions on the board, and see if the class can remember all of the items.
 Alternatively, you could play this as a game in two teams, awarding one point for each correct answer.

© Oxford University Press 2015 8

 Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

Unit 10 Mini-test
Reading & Writing, Part 4
Lead-in
 Ask the children to think about babies and tell you what babies can/can’t do.
Starters tip
 As correct spelling is required in the Starters Reading and Writing Test, encourage learners to write clearly. It may be
better if they print rather than use cursive writing.
Read this. Choose a word from the box. Write the correct word next to numbers 1–5. There is one example.
 Tell the children to look at the example. Point to the picture of the baby and read the text up to the word hair. Ask
the class to look at the pictures and words in the box and find the word hair. Show the class how the word hair has
been chosen from the box and written on the line as an example.
 Tell the class to read the text, look at the pictures, and then chose the word from the box which fits in each blank (1–
5).
 Tell the children to cross out the words in the box as they use them. Remind them to write clearly and to check their
spelling when they have finished writing the words.
 Allow the children time to complete the test on the page.
 Check answers by asking children around the class to say, and then spell, the words. If you like, you can ask children
around the class to read sentences from the text.
Answers
1 dress 2 sad 3 letters 4 doll 5 school

Listening, Part 4
Material
 Audio track 74
Lead-in
 Review prepositions of place by drawing a box on the board and drawing two balls in different positions (e.g., one ball
on a box and one ball behind the box). Invite a child to come to the board. Say Color the ball (behind) the box. The
child should color the correct ball.
 Repeat with other children and other simple pictures, practicing the prepositions on, under, between, next to, in, in
front of, and behind.
Starters tip
 Remind learners that they will hear each part of the Starters Listening Tests twice, so they don’t need to worry if they
can’t answer a question the first time.
Listen and colour.
 Ask children to look at the picture. Ask What’s this? Who’s this? Where is this frog? about the items in the picture.
 Tell the children to take out their colored pencils.
 Focus attention the frog in the tree. Play the first part of the recording (Track 74) while the children look at the
picture on the page and listen. Ask What color is the frog in the tree? (yellow). Give students time to color the frog
yellow.
 Play the rest of the recording. Tell the children that they should listen, find the correct frogs, and then color them.
 Play the recording twice for the children to complete the test.
 Check the answers as a class. Ask What color is the frog (next to the boy’s father)?
Answers
the frog in the tree – yellow
the frog next to the boy’s father – blue
the frog under the chair – pink
the frog in front of the ducks – orange
the frog between the cows – red

© Oxford University Press 2015 9

 Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

the frog behind the fish – green

Transcript (Track 74)
Look at the picture. Listen and look.
Boy: That’s a good picture of a park!
Woman: Yes it is, but can you see that frog in the tree there?
Boy: I can see apples in the tree … oh yes … and a frog too! That’s funny!
Woman: Yes, well can you colour it yellow, please.
Boy: A yellow frog? Yes, OK.
Woman: Great!
Color the frog in the tree yellow. Then listen and colour all of the frogs.
1
Boy: There’s a boy in the picture. He’s fishing with his father.
Woman: That’s right. And there’s a frog next to his father, look!
Boy: Next to his father? Oh yes. Can I colour it blue?
Woman: OK, colour that frog blue then.
Boy: I’m doing that now!
2
Woman: And look at the boy’s Mum. She’s reading a book.
Boy: Yes, and I can see a frog under her chair.
Woman: Under her chair? Oh yes … I can see it!
Boy: Shall I colour it pink?
Woman: Pink? Yes, that’s a nice colour.
3
Woman: Do you like the ducks? Look, there’s a mother duck and two babies.
Boy: Yes, and there’s a frog in front of the ducks?
Woman: In front of them? Yes, there is. Well colour that frog orange, please.
Boy: OK then. I’m colouring it orange now.
Woman: That’s very good.
Boy: Thanks!
4
Woman: And there’s a frog between the cows, too!
Boy: Where?
Woman: Look … between the cows … there!
Boy: Oh yes! Please, can I colour it red? That’s my favourite colour!
Woman: OK. Red’s a very nice colour!
5
Woman: Now, can you see the frog behind the fish?
Boy: Behind the fish … no I can’t!
Woman: Look again.
Boy: Oh yes – I can see it now. Shall I colour it green?
Woman: Well ... I don’t know …
Boy: Oh ... but it’s a very good colour for a frog!
Woman: Oh I know … OK , colour that one green then!
Boy: It’s a really nice picture now!

© Oxford University Press 2015 10

 Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

Unit 10 Speaking
Materials
 One copy of the Speaking worksheet per pair of children
Speaking
 Put the children into pairs, A and B. Give each child part A or part B of the worksheet.
 Explain that the children should look at their pictures, which show what a character, Bill or Anna, does in a day. Child
A has pictures of Bill and sentences about Anna. Childe B has pictures of Anna and sentences about Bill.
 Child A says sentences to describe each picture, saying what Bill does in the morning, afternoon, evening, and at
night. Child B listens and writes the sentences. Then Child B says sentences about Bill for Child A to write.
 Act out the example exchange a child in the class and then allow the children to do the activity in pairs. Move around
the classroom as the children work and help if necessary.
 Invite some pairs of children to act out the activity in front of the class.
Possible answers
In the morning, Anna has breakfast. Then she walks to school. In the afternoon, she plays hockey. In the evening, she plays
board games. At night she, reads a book.
In the morning, Bill has breakfast. Then he has classes at school. In the afternoon, he talks to his friend. In the evening, he
plays soccer. At night, he goes to bed.

© Oxford University Press 2015 11

 Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

Grammar Unit 10 My friends

Lesson One
Objectives
 To describe people and things using have got and adjectives before nouns
Language
 Third person singular of have got in the affirmative and negative
 Words to describe people and things: long, short, brown, black, sides
British English American English
biscuit cookie
has got has
hasn’t got doesn’t have

Materials
 Pictures of people from magazines
Warmer
 Ask students questions to review vocabulary about appearance. Students stand if they have what you’re asking
about. E.g., Who has got long hair? (All students with long hair stand up). Who has got brown eyes? (All students with
brown eyes stand up).
Lead-in
 Divide students into pairs. Give each student a picture of a person from a magazine. Tell students to describe their
pictures to their partners saying what the person has got. E.g., She has got long hair. She has got green eyes. She has
got a blue bag.
 Ask a few students to describe their pictures for the class.
He’s got, she’s got and it’s got
 Ask children to look at the story at the top of the page. Draw children’s attention to the first sentence about Jamie.
Ask them to read and point to Jamie. Repeat with the next sentence, asking children to point to Jamie’s hair.
 Children read the remaining sentences, pointing as they do so.
 Ask children to read the explanation in the box. To check understanding, hold up the pictures of people and things
from magazines one by one. Say true/false sentences, e.g., She’s got long hair. He hasn’t got black eyes. Children clap
their hands if the sentence is true and stamp their feet if the sentence is false.
1 Read and circle.
 Ask children to look at Exercise 1. Draw their attention to the pictures. Divide the class into pairs and ask children to
go through the pictures together saying he, she, or it.
 Draw children’s attention to the first sentence. Ask children to read the sentence and look at the picture to elicit It.
Show the circle around It’s.
 Draw children’s attention to the second sentence. Ask children to read the sentence and look at the picture to elicit
She. Ask children to draw a circle around She.
 Children complete the exercise individually.
 Children compare their answers with their partner.
Answers
1 It’s
2 She
3 It’s
4 He’s
5 She’s
6 He
2 Look, read and write the names.

© Oxford University Press 2015 12

 Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

 Ask children to look at Exercise 2. Draw their attention to the pictures. Divide the class into pairs and ask children to
go through the pictures together saying what each person has got in the picture.
 Draw children’s attention to the first sentence. Ask children to read the sentence and look at the pictures. Ask Who
has got long hair? (Angie). Show Angie written on the line.
 Draw children’s attention to the second sentence. Ask children to read the sentence and look at the pictures. Ask
Who has got a puzzle? (Billy). Show Billy written on the line.
 Children complete the exercise individually.
 Read the sentences aloud. Children say the answers.
Answers
1 Angie
2 Billy
3 Emma
4 Dave
5 Emma
6 Dave
7 Angie
8 Angie
3 Write the words in the correct order.
 Write He’s a got biscuit. on the board. Elicit the correct sentence (He’s got a biscuit.) Ask children to look at Exercise 3
on the page. Draw their attention to the first sentence and show that it is the same as the example on the board.
 Draw children’s attention to the second sentence. Elicit the correct sentence (It’s got three sides). Ask children to
write the correct sentence on the page.
 Children complete the exercise individually.
 Divide the class into pairs. Children take turns pointing to the pictures and saying the sentences to check their
answers.
Answers
1 He’s got a biscuit.
2 It’s got three sides.
3 She hasn’t got black hair.
4 He’s got a bike.

© Oxford University Press 2015 13

 Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

Lesson Two
Objectives
 To describe people and things using have got and adjectives before nouns
Language
 Third person singular of have got in the affirmative and negative
 Words to describe people and things: long, short, brown, black, sides, triangle, square, rectangle
British English American English
grey gray
has got has
trousers pants

Warmer
 Play a memory game to warm up the class and review clothes, appearance, toy, and shape words.
 Write some of the words on the board (e.g., T-shirt, long hair, hat, puzzle, square). Tell the class to look at the words
for one minute (or less), and then close their eyes.
 Erase two or three words from the board. Tell the children to open their eyes and say which words are missing.
 Repeat the game, erasing different words each time. You can play this as a game in two teams if you like.
Lead-in
 Divide students into pairs. Have each pair get three objects from their desk or bag.
 Student take turns describing each other by appearance and by what they have. E.g., Vinh has got short hair and
brown eyes. He’s got a pen, a blue hat, and a small bag.
 Ask a few students to describe partner to the class.
4 Look and write. Use He’s got or She’s got and words from the box.
 Ask children to look at Exercise 4. Draw their attention to the words in the box and the pictures. Divide the class into
pairs and ask children to go through the words in the box matching them to one of the pictures.
 Draw children’s attention to the first sentence. Ask children to read the sentence and look at the picture and point.
Ask children to choose another phrase from the box for Billy and make a sentence using He’s got… Elicit one child’s
suggestion and write it on the board. Tell children to write the sentence on the page.
 Children complete the exercise individually.
 Write numbers 1–8 on the board. Ask individual children to come up and write their answers for the class to check.
Answers
(the following sentences in any order)
1 He’s got short hair.
2 He’s got a lunchbox.
3 He’s got a grey T-shirt.
4 He’s got white trousers.
also possible: He’s got a bag.

(the following sentences in any order)

5 She’s got long hair.
6 She’s got grey trousers.
7 She’s got a hat.
8 She’s got a white T-shirt.
also possible: She’s got a bag.
5 Look and write. Use It’s got and words from the box.
 Ask children to look at Exercise 5. Draw their attention to the words in the box and the pictures. Divide the class into
pairs and ask children to go through the words in the box matching them to one of the pictures.
 Draw children’s attention to number one. Ask children to read the sentences and look at the picture and point.
 Draw children’s attention to number two. Ask children to read the sentences, look at the picture, and then choose
words from the box to complete the sentences.
 Children complete the exercise individually.

© Oxford University Press 2015 14

 Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

 Read the sentences aloud for the class to check their answers.
Answers
1 It’s got four sides. It’s a square.
2 It’s got two long sides and one short side. It’s a triangle.
3 It’s got two long/short sides and two long/short sides. It’s a rectangle.
6 Make the sentences negative.
 Ask children to look at Exercise 6. Draw their attention to the first sentence. Elicit the negative form (He hasn’t got
long hair.) Show children the answer written on the line.
 Draw children’s attention to the second sentence. Elicit the negative form (She hasn’t got black hair.) Tell children to
write the answer on the line.
 Children complete the exercise individually.
 Divide the class into pairs. Children take turns to say the affirmative and negative sentences.
Answers
1 He hasn’t got long hair.
2 She hasn’t got black hair.
3 It hasn’t got big eyes.
4 She hasn’t got green socks.
5 He hasn’t got black trousers.
7 Look and write.
 Ask children to look at Exercise 7. Draw their attention to the grid. Ask Has Jamie got a puzzle? (Yes), Has Jamie got a
doll? (No).
 Divide the class into pairs. Children go through the chart together saying what each person has and hasn’t got.
 Draw children’s attention to the sentences about Jamie. Read the sentences aloud and ask children to point at the
correct part of the chart.
 Draw children’s attention to the sentences about Jamie. Ask children to look at the chart and say the first sentence
about Jamie (He has got a puzzle.) Write the sentence on the board and tell children to write it on the page. Repeat
with the second sentence about Jamie.
 Children complete the exercise individually.
 Read the complete sentences out in a random order. Children say Jamie/Dave/Angie/The cat and check their own
answer.
Answers
Jamie
1 He’s got a puzzle.
2 He hasn’t got a doll.
3 He’s got a ball.
Angie
4 She hasn’t got a puzzle.
5 She’s got a doll.
6 She hasn’t got a ball.
Dave
7 He’s got a puzzle.
8 He hasn’t got a doll.
9 He hasn’t got a ball.
The cat
10 It hasn’t got a puzzle.
11 It hasn’t got a doll.
12 It’s got a ball.

© Oxford University Press 2015 15

 Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

TOEFL Primary Listening

1 Listen and look at the pictures. Circle A, B, or C.
Answers
1A
2A
3C
Transcript (Track 75)
Example.
Girl: This is long hair.
1. Girl: My brother has curly hair.
2. Boy: This is my friend, James. He has short, curly hair.
3. Girl: What shape is this?
Boy: It’s a triangle.
2 Listen. Which sentence sounds correct? Circle A, B, or C.
Answers
1B
2B
3A
Transcript (Track 76)
Example.
A.
Boy: My eyes are brown, and my hairs are black.
B.
Girl: My eyes is brown, and my hair is black.
C.
Girl: My eyes are brown, and my hair is black.
1-A.
Girl: This is my sister. She has long eyes.
B.
Boy: This is my sister. She has brown, curly hair.
C.
Teacher: This is my sister. He has short hair.
2-A.
Girl: It has three sides. What is it?
Boy: It’s a square.
B.
Girl: It has three sides. What is it?
Boy: It’s a triangle.
C.
Girl: It has three sides. What is it?
Boy: It’s a circle.
3-A.
Girl 1: Is that your sister? She has long, black hair.
Girl 2: My sister? No, she’s my best friend, Giang.
B.
Girl: Is that your sister? She has long, black hair.
Boy: My sister has long, black hair, too.
C.
Boy: Is that your sister? She has long, black hair.
Girl: Yes, she is. She has short hair.
3 Listen, draw and color.
 The children will need color pens or pencils for this task.

© Oxford University Press 2015 16

 Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

Answers
The children should color the eyes blue and the shirt blue and pink.
They should draw long, curly hair and color it blonde (yellow).
Trancript (Track 77)
Listen. Draw and color the picture.
Girl: This is Lucy. She is my best friend. She’s eight years old. She has big, blue eyes. She has long hair. It’s curly and blonde.
She has a blue and pink shirt. It’s nice!
4 Listen, read, and circle A, B, or C.
Answers
1B
2B
3C
Transcript (Track 78)
Boy: Hello! My name is Son, and these are my two best friends. This is Nam, and this is Vinh. Nam has short, black hair and
Vinh’s hair is brown and curly. Vinh’s sister is Oanh. She is my sister’s friend. She has long, black hair and big, brown eyes.
She is very nice. All my friends are very nice! We like playing in the park.

© Oxford University Press 2015 17

 Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

Worksheet: Extra writing

1 Circle the false word. Write the correct word.
 Ask children to look at Exercise 1. Divide the class into pairs. Children look at each picture and talk about the hairstyle
in each picture.
 Draw children’s attention to the first sentence. Ask them to read the sentence, look at the picture, and say the wrong
word. Show them the circle around short. Ask them for the correct word. Show them long written on the line.
 Draw children’s attention to the second sentence. Ask them to read the sentence, look at the picture, and say the
wrong word (straight). Tell them to circle straight in the sentence. Ask them for the correct word (curly). Tell them to
circle curly on the line.
 Children complete the exercise individually.
 Read the corrected sentences and have students check their answers.
Answers
1 She has short hair. long
2 He has straight hair. curly
3 He has long hair. short
4 She has curly hair. straight
2 Look and write.
 Ask children to look at Exercise 2. Read the words at the top of the exercise as children look at the symbols. Tell them
they are going to look at symbols and make sentences.
 Draw children’s attention to the first sentence. Ask them to say what each symbol means using the key at the top of
the exercise (She, straight, green). Read the sentence written on the line on the page: She has straight hair and green
eyes.
 Draw children’s attention to the second sentence. Ask them to say what each symbol means (He, straight, green). Ask
students to say a sentence using the words (He has straight hair and green eyes.) Tell students to write the line on the
page.
 Call on students to read the sentences and write them on the board. Students check their answers.
Answers
1 She has straight hair and green eyes.
2 He has straight hair and green eyes.
3 She has curly hair and blue eyes.
4 She has black hair and blue eyes.
5 He has black hair and green eyes.

© Oxford University Press 2015 18

 Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

Worksheet: Values — Good friends

Materials
 Colored pencils
1 Look and draw.
 Ask children to look at Exercise 1. Draw their attention to the first picture. Ask Good or bad? (bad). Show them the
sad face.
 Draw children’s attention to the second picture. Ask Good or bad? (good). Ask children to draw a happy face in the
face circle.
 Children complete the activity individually.
 Say the number of each picture individually. Ask children to make happy or sad faces to show you their answers and
check with those around them.
Answers
1 2 3 4 5
2 Draw your friend. Write.
 Ask children to look at Exercise 2. Draw their attention to the picture box. Distribute colored pencils. Tell children to
draw their friend and color.
 Ask children to look at the paragraph template. Ask them to read and tell you what they should write about (their
friend’s appearance). Elicit some example sentences (e.g., She has long hair. He has brown eyes.) and write them on
the board.
 Children complete the exercise individually.
 Divide the class into pairs. Children show each other their pictures and read their writing.
Answers
Children’s own answers

© Oxford University Press 2015 19

 Family and Friends Special Edition Grade 2 Intensive Program – Unit 10

Unit test
Testing and evaluation
There are twelve one-page Unit tests which cover the vocabulary and grammar content presented in each core unit.
Each test contains vocabulary activities and grammar activities. The Unit tests can be administered at the end of each
unit.

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 Family and Friends Special Edition Grade 2 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 Write  or .
Answers
12345
2 Write and draw the shapes.
Answers
(Award a point for writing the correct word, and a point for drawing the correct shape.)
1 circle 2 square 3 triangle
3 Look. Complete the sentences.
Answers
1 She doesn’t have straight hair. She has curly hair.
2 It doesn’t have/hasn’t got two sides. It has/has got three sides.
3 He doesn’t have/hasn’t got long hair. He has/has got short hair.
4 It doesn’t have/hasn’t got three sides. It has/has got four sides.
4 Match.
Answers
1c 2e 3a 4b 5d

© Oxford University Press 2015 20