Family and Friends Special Edition Grade 4 Intensive Program– Unit 2

CYLET Movers Unit 2 This is my family (continued)

Words
Topics
 Adjectives and adverbs
Functions
 Matching adjectives to their opposites
 Matching activities with adverbs
Grammar
 Present continuous
 Adjectives
 Adverbs
Vocabulary
 badly, loud, loudly, quickly, quiet, quietly, slow, slowly
Movers practice
 The Language practice section will help to prepare learners for all parts of the Movers Test.
Warmer
 Play a game to warm the class up and review the vocabulary learned so far.
 Divide the class into small groups.
 Ask each group to name three words from known vocabulary sets: Family members, Places, people and things, Things
you can see on holiday, Things in the house, Things you can wear, Colors, Daily activities.
 Give the groups two minutes to complete the activity.
 Award one point for each correct set of words.
Lead-in
 Ask the class to think of adjectives they know. Write their suggestions on the board.
 Point to an adjective on the board and ask a child to make a sentence using the adjective.
 Repeat with other words and other children around the class.
 Ask the children to test each other in pairs.
1 Write the adjectives, then draw lines to the opposites.
 Point to each of the pictures and ask the children to say what adjective they think each picture represents.
 Show the class the adjectives in the box. Tell the children to write the adjectives under the correct pictures. Remind
them to copy the words exactly.
 Allow the children time to write the words in their books, and then ask children around the class to point to the
pictures and say, then spell, the adjectives.
 Tell the children that there are three pairs of opposites in Exercise 1. Tell them to draw lines to match the adjectives
to their opposites.
 Invite children around the class to say an adjective, and then invite other children to say the opposite.
Answers
1 quiet
2 quick
3 good
4 bad
5 loud

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6 slow
Opposites: good – bad, quick – slow, quiet – loud
Opposites
 Write some more adjectives and their opposites on the board, jumbled up, for example, big – small, old – young,
ugly – beautiful, clean – dirty, fast – slow, boring – exciting, easy – difficult, tall – short, short – long.
 Invite children to come to the board and match pairs of adjectives.
2 Read, look and draw lines.
 Tell the class that they are going to use adverbs in this activity. Remind them that an adverb tells us how someone
does something.
 Point to the picture of the grammar character and readout the speech bubble.
 Write the adjectives in Exercise 1 on the board. Ask children around the class to say how we form an adverb from
each adjective (good – well, bad – badly, quiet – quietly, loud – loudly, slow – slowly, quick – quickly). Write
their answers on the board.
 Point to the picture and ask the children to say what they can see, or what the people are doing, in the picture. Ask
the children to say which adjective on the board they think describes each person.
 Show the class the sentence halves. Tell them to make sentences describing the people in the picture.
 Invite children around the class to read out the sentences.
Answers
1 Daisy’s parents are playing badminton well.
2 Daisy’s grandfather is skating badly.
3 Daisy and Jack are singing loudly.
4 The horses are running quickly.
5 Daisy’s grandmother is talking quietly.
6 Daisy’s sister is walking slowly.
Movers tip
In Part 4 of the Movers Reading and Writing Test, remind learners to think about what kind of word best fits each
space, e.g., noun, verb, adjective, or adverb. This will help them to choose the correct options. Help children to
identify words or structures that will indicate what kind of word the answer will be.

Missing words
 Write sentences with missing adjectives or adverbs on the board, for example, I’m _____ at football. / I can play
football _____.
 Ask the children to say what kind of word is missing (adjective or adverb), and then ask them to suggest a word for
each gap.
Simon says
 Play a game of Simon Says using adverbs. Give instructions for the class to mime, e.g., Simon says walk quickly / swim
slowly / talk quietly / dance badly / paint well.
 Tell the class that they should only do the action if you say Simon says before it.
 If a child does the action when you did not say Simon says, they are out of the game. The last child, or group of
children, left in the game is the winner.

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 2

CYLET Movers Mini-test

Listening, Part 3
Resources and materials
 Track 15
Lead-in
 Ask children around the class to say where they went or what they did on different days of the week last week, e.g.,
What did you do (on Friday)? Did you go to (a café) on (Sunday)? Where did you go on (Saturday)? Who did you see on
(Wednesday)?
 Tell the children to ask and answer questions about last week in pairs.
Movers tip
In Part 3 of the Movers Listening Test, remind learners that they will be expected to use the days of the week only
once, and that one day of the week will not be used at all.

What did Peter do last week? Listen and draw a line from the day to the correct picture. There is one example. (Track 15)
 Ask children to look at the pictures. Ask them to say what they can see, where the people are, and what the people
are doing in each picture.
 Focus attention on the example. Play the first part of the recording while the children look at the example in their
books.
 Tell the children that they should listen, choose the correct days and the correct pictures, and then draw lines to
match the days to the pictures, as in the example.
 Play the recording twice for the children to complete the test.
 Check the answers as a class. Ask What did Peter do on (Monday)?and invite the children to answer.
Answers
Tuesday – he played football in the street
Wednesday – he watched a film/DVD
Thursday – he went sailing
Friday – he went to a café with his grandparents
Saturday – he went to the library
Sunday – he went to his grandparents’ house (on a farm)
Transcript 15
Presenter Look at the pictures. What did Peter do last week? Listen and draw a line from the day to the correct picture.
There is one example.
Woman What did you do last week, Peter?
Boy Well, I didn’t go to school! On Wednesday, my friends came to my house.
Woman What did you do?
Boy We watched my favorite film! It’s funny.
Woman Was it on the television?
Boy No, it’s a DVD.

Presenter Can you see the line from the word ‘Wednesday’? On Wednesday, Peter watched a film. Now you listen and
draw lines.
1
Woman What did you do on Sunday?
Boy I went to my grandparents’ house.
Woman Where do they live?
Boy They live on a farm.
Woman Have they got lots of animals?
Boy Yes. They’ve got cows, sheep, goats and chickens.
Woman Wow!

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2
Boy Thursday was a great day!
Woman What did you do?
Boy I went sailing!
Woman Great! Who did you go with?
Boy My uncle and my cousins. We sailed all day.
Woman Are you good at sailing?
Boy Yes – I think I am!
3
Woman Where did you go on Saturday?
Boy I went to the library with my father.
Woman What day was that?
Boy It was Saturday. We saw my aunt there.
Woman Were you surprised?
Boy No, she works there!
Woman Oh, I see!
4
Woman Was Tuesday a good day?
Boy Yes, it was. It was a hot day. I played football with my friends.
Woman Did you go to the park?
Boy No, we played in the street.
Woman Near your house?
Boy Yes, that’s right.
5
Woman What about Friday? What did you do then?
Boy I saw my grandma and grandpa again!
Woman Oh! Did you go to their house?
Boy No, we went to a café. We had lunch there.
Woman What did you have?
Boy I had sausages and chips.
Woman Very nice!
Memory game
 Ask the children questions about the pictures in the Listening Test, e.g., Did Peter go to the café on Monday? Did he
play football in the park? Did he go to the library on Thursday? Did he see his grandparents on Saturday?
 Invite children to look at their books and answer.
 You could play this as a game in two teams, awarding one point for each correct answer.

Reading & Writing, Part 3

Lead-in
 Practice short answers with the class. Ask questions using a variety of forms and invite children around the class to
give short answers. For example, you can ask: Is it raining today? Can you swim? Do you like playing tennis? Would
you like a drink? Shall I draw a picture? Are you reading? Do you want a rubber? Did you go to the cinema last
weekend? Could you swim when you were four?
 Ask children to call out the short answers that are true for them.
Movers tip
Give learners plenty of practice with multiple-choice questions to encourage them to understand the differences in
meaning, grammar, sense, and appropriacy between the options. This will help to prepare them for Part 3 of the
Movers Reading and Writing Test.

Read the text and choose the best answer. Vicky is talking to her friend Jane.
 Tell the children to look at the picture and say who or what they can see.

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 Explain to the class that Vicky is talking to her friend Jane, and that they need to choose the things Vicky says from
three options.
 Show the class the example. Tell the class to look at the three options and say why C is the correct answer.
 Tell the children to read the remaining questions and choose the best answers.
 Allow the children time to complete the test in their books.
 Check answers by reading out the questions and asking children around the class to read out the correct responses.
Answers
1A
2C
3A
4B
5B
6A
Make a dialogue
 Ask the children to use the questions and answers in the reading text to make a dialogue.
 Put the children into small groups to act out their dialogue in pairs and listen to each other.
 Ask a few pairs to act out their dialogue in front of the class.

Listening, Part 4
Resources and materials
 Track 16
Lead-in
 Review different question and answer forms by asking children around the class to answer questions about the
pictures in the Listening Test on page 35. For example, you can ask: What’s Peter doing in this picture? Where’s Peter
in this picture? What did Peter do on Sunday? Is Peter watching TV in this picture? When did Peter play football?
 Invite children around the class to look at the pictures and answer. Alternatively, you could play this as a game in two
teams, awarding one point for each correct answer.
Movers tip
 In Part 4 of the Movers Listening Test, remind learners to listen to the whole dialogue before deciding on their
answer. There are often distractors in the dialogues that could lead them to choose the wrong picture if they do not
listen until the end.
Listen and tick () the box. There is one example. (Track 16)
 Ask children to look at the pictures. Ask them to say what they can see, where the people and items are, and what
the people are doing.
 Focus attention on the example. Play the first part of the recording while the children look at the example in their
books.
 Tell the children that they should listen, choose the correct picture, and then put a tick in the box next to the correct
picture, as in the example.
 Play the recording twice for the children to complete the test.
 Check the answers as a class. Ask the questions and invite the children to answer with the correct letters.
Answers
1B
2A
3B
4C
Transcript 16
Presenter Look at the pictures. Listen and tick the box. There is one example.
Man What did you do on Saturday morning, Paul?

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Paul I went shopping with my mum.

Man Did you go to the supermarket?
Paul No, we went to the market.
Man The one next to the library?
Paul No, the one in the square.
Man Oh yes, I know.
Presenter Can you see the tick? Now you listen and tick the box.
1
Man What did you buy?
Paul First, we bought a plant for the living room.
Man A plant?
Paul Yes. Then Mum wanted to buy a fan.
Man Did she find one?
Paul No, there weren’t any fans in the market. But we bought some new toothbrushes!
2
Man What was the best part of the morning?
Paul Well ... we saw a clown!
Man A clown? Where? In the market?
Paul No, he wasn’t in the market.
Man Was he in a shop?
Paul No, he was outside, under a tree.
3
Man What did he do?
Paul I wanted him to dance, but he didn’t.
Man Did he sing?
Paul No, he bounced a ball.
Man Was he funny?
Paul Yes, he was. He was great!
4
Man What did you do after that?
Paul We went home. It was lunchtime.
Man Did you go in the car?
Paul No. My mum hasn’t got a car.
Man So did you catch a bus, or did you walk?
Paul We caught a bus.
Memory game
 Ask the children questions about the pictures in the Listening Test. For example, Did Paul go to the supermarket? Did
he buy a fan? Was the clown in the market? Did the clown bounce a ball? Did Paul and his mum walk home? Invite
children around the class to answer.
 You could play this as a game in small groups, awarding one point for each correct answer.

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 2

Worksheet: Speaking
Resources and materials
 Colored pencils
1 Colour the boxes to show when you could do these things.
 Draw speech bubbles containing the following sentences on the board; Could you ride a bike when you were three? /
No, I couldn’t. / Could you swim when you were seven? / Yes, I could.
 Point to the speech bubbles, and read out the example exchange.
 Tell children to look at the table in the speaking activity and complete the table about themselves, ticking the things
they could do at each age and crossing the things they couldn’t do at each age.
2 Ask and answer. Colour the boxes for your partner.
 Act out a few example exchanges with children around the class, and then allow the children to ask and answer
questions in pairs and complete the table for their partner. Make sure the children don’t look at their partner’s chart.
Move around the classroom as the children work and help if necessary.
 Invite some pairs of children to act out the speaking activity in front of the class.

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 2

CYLET Movers Unit 2 What’s for lunch?

Words
Topics
 Food
Functions
 Identifying food items and tableware
Vocabulary
 bottle, bowl, cheese, coffee, cup, glass, hungry, pasta, plate, salad, sandwich, soup, tea, vegetable
Grammar
 Present simple
 have got
Movers practice
 Reading and Writing (all parts)
Warmer
 Play a memory game to warm the class up and review the words for family members from Unit 7.
 Ask children to tell you what words they can remember for family members. Write the words they say on the board.
 Tell the class to look at the words for one minute (or less) and then close their eyes. Erase two or three of the words
from the board.
 Tell the class to open their eyes and call out which words are missing. You can repeat the game a few times, erasing
different words each time.
 You can play this game in teams if you like, erasing words for each team in turn.
Lead-in
 Tell the children that they are going to think about food in this lesson.
 Ask children around the class to say what words they can remember for food and drinks. Write their suggestions on
the board.
 Ask children around the class to say which of the foods and drinks on the board they like / don’t like. Ask children to
discuss this in pairs.
Movers tip
To give learners practice in spelling words that they find difficult, ask individual learners to write words that they
have difficulty spelling on small cards. They can keep these in an envelope and look at them from time to time. Ask
learners to look at their cards, turn them over, and write the words. They could also write sentences containing the
words. They can then check their spelling against the words on the cards.

1 Write the words.

 Ask children to look at the picture and say what foods they can see.
 Read out the words in the box, and ask the children to point to the correct foods in the picture.
 Tell the children to write the correct words next to the numbers below the picture.
 Check answers by asking What’s number (1)? to children around the class.
Answers
1 pasta
2 vegetables
3 milk

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 2

4 water
5 sandwiches
6 soup
7 salad
8 tea
9 chicken
10 cheese
11 coffee
Slow writing
 Slowly write the letters for one of the words from 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.
 Children can continue playing the game in pairs, if you like.
2 Look at the picture in Exercise 1 and draw lines.
 Read out the words in bold in Exercise 2. Ask the children to point to the correct items in the picture in Exercise 1.
 Ask What’s (in this bowl / on this plate)? about the tableware in the picture.
 Show the class the sentence halves, and tell them to draw lines to make sentences about the picture in Exercise 1.
 Allow the children time to draw lines in their books, and then invite children around the class to read out the
sentences.
Answers
The man has got a bottle of water.
The girl has got a plate of pasta.
The woman has got a cup of tea.
The boy has got a glass of orange juice.
There is a bowl of soup.
Five sentences
 Tell the children to write five more sentences about the food in Exercise 1. Tell them to write I can see / They have
got… (a bowl of soup / a plate of chicken / a bowl of vegetables / a plate of sandwiches / a bowl of salad / a plate of
cheese).
 The children can then read their sentences out to the class.

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 2

CYLET Movers Reading & speaking

Topics
 Food
Functions
 Categorizing types of food
 Completing definitions
 Asking and answering about food
Grammar
 Present simple
 Past simple
 can
Movers practice
 Reading and Writing (all parts)
 Listening, Part 4
 Speaking, Part 4
Resources and materials
 Track 17
Warmer
 Play a game of Bingo to warm the class up and review the words from the previous lesson.
 Tell the children to write six food words in their notebooks.
 Call out food words in random order (keep a note of the words that you have called out).
 If a child has the word you call out in their notebooks, they can cross out that word. The first child to cross out all
their words wins the game.
Lead-in
 Tell the children to look at the picture in Exercise 1, page 38.
 Ask questions about the picture, e.g. Has the boy got a glass of water? Is the salad in a bowl? Is there a plate of
sandwiches on the table?
 Invite children around the class to answer the questions.
 You can play this as a game in two teams if you like. Or ask the children to look at the picture for one minute, then
close their books, and answer the questions from memory.
1 Add more words and draw pictures.
 Read out the headings in the table. Ask the children to say more words for each box.
 Tell the children to write more food words and draw pictures to illustrate them in the correct boxes.
 You can set a time limit for this activity if you like.
 The children can compare their lists with a partner and see who has the most words, and then read out their lists of
words to the class.
Suggested answers
drinks: tea, coffee, milk, lemonade, water, hot chocolate, cola
meat: chicken, a sausage
fruit: orange, apple, lemon, (water)melon, pear, grapes, strawberries, cherries, mango, lime
vegetables: peas, potatoes, tomatoes, cucumber, beans, onions, peppers
other foods: butter, cheese, soup, sandwiches, crisps, cake, biscuits, ice cream
Movers tip
Give learners practice in reading and writing definitions of items on the Movers vocabulary list. This will help to

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prepare them for Part 1 of the Movers Reading and Writing Test.

2 Complete the definitions. Then answer the questions.

 Tell the children to read the sentences with the missing words and look at the pictures to help them complete the
definitions and answer the questions.
 Allow the children time to complete the activity in their books. Then invite children around the class to read out their
completed definitions and ask the questions for the rest of the class to answer.
Answers
1 bread, sandwich
2 vegetable, carrot
3 drink, coffee
4 juice, bottle
Define it!
 Tell the class to choose four more foods or drinks and write definitions and questions for their partner. Tell them that
they can use the definitions in Exercise 2 as examples.
 The children can write their definitions and questions in their notebooks, and then exchange notebooks with a
partner and answer each others’ questions.
3 Listen and circle. (Track 17) Ask and answer.
 Read out the questions. Point to the answer options, and tell the class that they need to listen and circle the correct
answers.
 Play the recording for the children to listen and circle the correct answers in their books.
 Check answers by asking the questions and inviting children around the class to answer.
 Tell the children to practice asking and answering the questions about themselves.
 Invite pairs of children to act out their questions and answers for the class.
Answers
1 sausages, egg, and milk
2 juice and tea
3 peas
Transcript 17
Adult Can I ask you some questions about food?
Child OK.
Adult Thanks. What did you have for breakfast today?
Child I had a big breakfast! I had sausages and an egg.
Adult And what did you have to drink?
Child Oh, I had some milk.
Adult Which drinks do you like best?
Child Juice ... and tea.
Adult What’s your favorite vegetable?
Child Er, I like carrots, but peas are my favorite.

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 2

CYLET Movers Story

Topics
 Food
Functions
 Understanding and acting out a story
 Completing sentences with a, an, or some
Grammar
 Present simple
 have to
 Would you like…?
 have got
 a / an / some
 countable and uncountable nouns
Vocabulary
 have (got) to
Movers practice
 Reading and Writing (all parts)
Resources and materials
 Track 18
Warmer
 Play a game to review the words for foods.
 Divide the class into teams.
 Address children from each team in turn. Say Tell me a (fruit / vegetable / meat / drink).
 Award one point for each correct word.
Lead-in
 Ask children around the class to say what they usually have for breakfast, lunch, and dinner.
 Ask children to discuss this in pairs or small groups.
1 Listen and read. Then act. (Track 18)
 Ask children to look at the pictures in the story. Ask What’s this? Who’s this? Where are Jack and Daisy? What is Jack
/ Daisy doing? about each picture.
 Play the recording (Track 18) for the children to listen and follow the story in their books.
 Play the recording again, pausing after each line for the children to listen and repeat, first chorally, then individually.
 Divide the class into pairs, and allow the children time to practice acting out the story.
 Invite pairs of children to act out the story for the class.
Can you remember?
 Divide the class into two teams. Tell Team A to practice and try to remember Jack’s lines, and tell Team B to practice
and try to remember Daisy’s lines.
 Allow the class time to try to memorize the lines of the story.
 Invite a child from each team to come to the front of their class without their books. The children should act out the
story as far as they can remember. The rest of the class can follow in their books. When one child forgets a line,
another child from their team can come and take their place to continue the story.
Movers tip

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Recognizing countable and uncountable nouns, and using the correct articles and quantifiers, will help learners
perform well in Part 5 of the Movers Reading and Writing Test.

2 Write a, an or some. Then answer the question.

 Point to the pictures, and ask the children to say what food or drink each person has. Ask them to say whether each
food or drink is countable or uncountable (remind the class that we can count countable nouns – one apple, two
apples – but we can’t count uncountable nouns).
 Show the class the sentences with the missing words in the speech bubbles. Tell them to complete the sentences
with a if the word is singular, countable, and begins with a consonant; an if the word is singular, countable, and
begins with a vowel; or some if the word is plural or uncountable.
 Allow the children time to complete the sentences in their books, and then invite children around the class to read
out the completed sentences.
 Tell the children to answer the question below the pictures. Ask a pair of children to read out the question and
answer.
Answers
1 an
2 some
3 some
4a
5 some
6 some
Uncountable nouns: lemonade, chocolate

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CYLET Movers Language practice

Topics
 Food
Functions
 Identifying food items
 Spotting differences between two similar pictures
 Completing sentences / questions
Grammar
 Present simple
 Countable and uncountable nouns
 some / any
 How much / How many
Vocabulary
 before, How much, only, party
Movers practice
 The Language practice section will help to prepare learners for all parts of the Movers Test.
Warmer
 Review the vocabulary learned so far by playing Odd One Out.
 Write three words from one vocabulary set (Food, Family, People, places, and things, Holiday words, Things in the
house, Clothes, Actions, Colors, Daily activities) and one word from a different vocabulary set on the board (in any
order).
 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.
Lead-in
 Write food words on the board, one at a time, using a mixture of singular, plural, countable, and uncountable nouns.
 Ask children around the class to say the word with a, an, or some.
 You can play this as a game in two teams if you like, writing words for children from each team in turn and awarding
one point for each correct answer.
 Ask the children to test each other in pairs.
1 Circle five differences. Complete the sentences.
 Ask the children to look at the pictures and say what foods or other items they can see.
 Tell the class that there are five differences between the two pictures.
 Explain that the fill-in-the-blank-sentences below the pictures are only about picture 1.
 Focus attention on the sentences with the missing words, and remind the class that we use some in affirmative
sentences and any in negative sentences and questions.
 Explain that we use There aren’t any with countable nouns and There isn’t any with uncountable nouns.
 The children circle the differences in the pictures and then complete the sentences about picture 1 in their books,
using the words in the box.
 Invite children around the class to read out the completed sentences.
Answers
1 cakes
2 sandwiches
3 juice
4 chocolate

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5 presents
2 Write about picture 2. Use the words from Exercise 1.
 Tell the children that they need to write sentences about picture 2. Tell them that they can use the sentences in
Exercise 1 as an example, and that they should use the words in the box in Exercise 1 to write their sentences.
 Move around the class as the children work and help if necessary.
 Invite children around the class to read out their sentences.
Example answer
There are some presents, and there is some chocolate. There isn’t any juice, and there aren’t any sandwiches. There are
some cakes.
Spot the difference
 Ask the children to talk about the differences between the two pictures in pairs, e.g., In picture 1, there isn’t any
chocolate. In picture 2, there is some chocolate.
Memory game
 Play a memory game.
 Tell the class to look at the pictures in Exercise 1 for one minute and then close their books.
 Ask questions about the two pictures to children around the class, e.g., Is there any juice in picture 1? Are there any
presents in picture 2? The children try to answer from memory. If they answer correctly, they can stay in the game. If
they answer incorrectly, they are out of the game. The last child left in the game is the winner.
3 Look and complete the questions.
 Ask the children to look at the picture and say what foods or drinks they can see. Ask them to say whether each word
is countable or uncountable.
 Focus attention on the questions with the missing words and remind the class that we use How many with countable
nouns and How much with uncountable nouns.
 Allow the children time to complete the questions in their books, and then invite the children to ask and answer the
questions in pairs.
Answers
1 water
2 apples
3 cheese
4 bananas

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 2

Grammar: My hobbies
Objectives
 The present simple (2): like + -ing
Language
 Hobbies: playing computer games, reading newspapers, going to the cinema, playing chess, fishing, climbing trees,
playing tennis, horse riding, skateboarding, playing the piano, drawing, playing volleyball, reading, swimming,
cooking, surfing
Resources and materials
 Blank paper
Lead-in
 Write on the board I like (cooking) or another activity that is true for you.
 Ask the children What do you like doing? Elicit some answers, and write them the board. Make sure the answers are
given using the –ing form, and allow children time to self correct if needed.
The present simple: like +ing
 Look together at the picture in the grammar box.
 Point out that one child is smiling and the other is not. Ask two children to read out the speech bubbles.
 Look at the grammar box and read out the grammar rule together.
1 Write sentences using like +-ing.
 Write the example sentence stem on the board and elicit the full sentence.
 Give the children time to complete the remaining sentences.
 Invite individual children to come to the board and write an answer.
 Read through the answers together.
Answers
1 Mr Jones likes reading newspapers.
2 My aunt likes going to the cinema.
3 Our cousins like playing chess.
4 I like fishing.
5 My brother and I like climbing trees.
2 Look at the pictures and sentences. Write the correct sentences.
 Look at the pictures, and draw children’s attention to the cross or tick in the corner of the picture. Tell them to read
the sentences and change them according to the information in the picture.
 Look at the example picture. Ask Does he like playing tennis? Elicit yes. Read the sentence I don’t like playing tennis
and elicit that this is incorrect. Highlight the correct sentence written below.
 Give children time to correct the sentences.
 Go through the answers together.
Answers
1 I like playing tennis.
2 She doesn’t like playing tennis.
3 We don’t like horse riding.
4 They like skateboarding.
5 I don’t like playing the piano.
6 They don’t like drawing.
7 They like playing volleyball.
8 She doesn’t like reading.
You like drawing

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 2

 Ask the children to stand up. Tell them that you will say an activity, and they must guess if the people around them
like or don’t like doing it. For example, if you say reading, the children must approach someone near them and say
either you like reading or you don’t like reading. The child will then tell them if they are correct or incorrect.
 Call out activities at random, and encourage the children to make guesses about the children around them. They
should approach multiple children about each activity.
3 Look at the table and complete the sentences.
 Look at the table together, and drill pronunciation of the activities and the names.
 Look at example 1 and 2, and ask children to point to the part of the chart that shows the answer.
 Give children time to complete the sentences. Remind them to use the grammar box at the beginning of page 41 if
needed.
 Invite individual children to read out the answers as full sentences.
Answers
1 Jane likes playing the piano.
2 Jane doesn’t like drawing.
3 Anna and Jane like reading.
4 Jim doesn’t like playing the piano.
5 Jim likes drawing.
6 Simon and Oscar like horse riding.
7 Simon doesn’t like reading.
8 Anna and Oscar don’t like swimming.
9 Anna likes reading.
10 Oscar likes horse riding.
Like + -ing questions and short answers
 Say to the class Do you like (swimming)? Elicit the answers Yes, I do and No, I don’t and write them on the board.
 Look at the picture in the grammar box together.
4 Complete the questions with Do or Does.
 Look at the questions and read the example together. Refer children back to the grammar box if needed.
 Give the children time to complete the questions.
 Read through the answers together and write them on the board.
Answers
1 Does
2 Do
3 Does
4 Does
5 Do
6 Do
5 Match 1-5 with a-e.
 Look at the example question together, and remind children to cross out the answers as they use them.
 Give them time to work individually to write the correct answers.
 Go through the answers as a class.
Answers
1e
2a
3b
4c
5d
What do you like?
 Tell the class you are going to ask them questions about some activities and they must stand up if they like them and

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 2

sit down if they don’t like them.

 Say Do you like playing computer games? The children who do like them stand up, and the children who don’t like
them sit down. Ask the children to answer in chorus Yes, I do or No, I don’t.
 Repeat with other activities e.g., playing volleyball, reading, swimming, playing guitar, riding a bike, drawing,
skateboarding, studying English!
6 Look at the chart. Write questions and short answers.
 Ask children to look at the chart and example answer. Tell them they are going to write questions and answers with
minimal prompts.
 Give children time to complete the answers individually.
 Invite children to come to the board and write one question and answer each.
Answers
1 Do your friends like reading? Yes, they do.
2 Does Mary like playing the guitar? No, she doesn’t.
3 Do you like drawing? Yes, I do.
4 Does John like fishing? Yes, he does.
5 Do Mum and Dad like skateboarding? No, they don’t.
6 Do you and Charlie like surfing? No, we don’t.
Ask and answer
 Ask children to work in pairs and interview each other using the hobbies in the chart as prompts.
 Walk around the class and help where needed.
 Ask the children to find out how many things they both like.

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 2

TOEFL Primary Unit 2 Reading

1 Read the children s profiles. Circle A, B, or C.
Answers
1A
2C
3B
2 Read the email and answer the questions. Circle A, B, or C.
4B
5C
6A
3 Read and answer the questions. Circle A, B, or C.
7C
8B
9C
10 B

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 2

Worksheet: Extra writing

Resources and materials
 Colored pencils
1 What do they like? Match and write.
 Show the children how to follow the lines to the activity and find out what each child likes.
 Give them time to complete the activity.
 Invite children to write their answers on the board and check spelling and pronunciation.
Answers
1 Emma likes fishing.
2 Jacob likes doing gymnastics.
3 Anna likes taking photos.
4 Sadie likes shopping.
5 Ben likes reading comics.
2 Look and write.
 Ask children to work in pairs and talk about the table, saying what each child likes and doesn’t like.
 Give them time to complete the sentences.
 Go through the answers with the class.
Answers
1 Emma likes reading comics and shopping. She doesn’t like taking photos.
2 Ben likes shopping and taking photos. He doesn’t like reading comics.
3 Ben and Jacob like taking photos. Emma doesn’t like taking photos.
4 Ben doesn’t like reading comics. Emma and Jacob like reading comics.
5 Does Jacob like shopping? No, he doesn’t.
6 Does Emma like shopping? Yes, she does.

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 Family and Friends Special Edition Grade 4 Intensive Program– Unit 2

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 Complete the words.
Answers
1 play basketball (example)
2 visit family
3 take photos
4 read comics
5 do gymnastics
2 Read and circle.
Answers
1 likes (example)
2 doesn’t like
3 don’t like
4 like
3 Write like, likes, doesn’t like, or don’t like.
Answers
1 likes (example)
2 doesn’t like
3 like
4 likes
5 don’t like
4 Match.
Answers
1 b (example)
2d
3e
4c
5a

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