Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

Unit 9 Practice test: Listening

Listening, Part 1
Resources and materials
 Track 78-79
Teacher’s note
When using the recordings for the Listening tests, teachers will have to replay the tracks for Parts 1-4. In the actual
test, students would hear each part twice.

Listen and draw lines. There is one example. (Track 78-79)

 Tell children to look at the picture and read the names at the top.
 Play the recording (Tracks 78-79) twice.
 Check answers with the class.
Transcript 78-79
Example
A: Hello. Can you help me? I need to know the names of all these children! ... And the teacher too!
B: Oh ... Well, our teacher is standing by the door. Her name’s Mrs. Baker!
A: Right ... good ... standing by the door you say?
B: Yes, that’s right.
1
B:
And can you see the girl carrying the fish and chips?
A: Yes.
B: Well that’s my best friend. Her name’s Lucy.
A: What ... the one with the blonde hair?
B: Yes.
A: She looks nice.
2
B: And do you see the girl who’s talking?
A: Well, there are two girls talking and not eating their lunch!
B: Oh yes – well the one holding the glass, she’s Jane.
A: Jane – with the glass?
B: That’s right!
3
A: Now then! That boy throwing chips!
B: Oh yes – he’s very naughty – his name’s Fred!
A: OK. And he’s the boy with the sweater and blonde hair?
B: Yes, that’s him!
A: Right!
4
B: And you see the girl with the short black hair?
A: You mean the one dropping her food on the floor?
B: Oh yes! Well, she’s Daisy.
A: Thank you.
5
A: Now who’s that boy?
B: Which boy?
A: That one there with the glasses. Look, taking the burger!
B: Oh, his name’s Peter. He likes burgers!
A: I can see that! OK. Thank you. Now you go and have your lunch.
B: OK. Bye then!

© Oxford University Press 2015 1

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

Listening, Part 2
Resources and materials
 Track 80-81
Listen and write. There is one example. (Track 80-81)
 Ask children to look at the missing information and remind them to predict the kind of word that they will need.
 Play the recording (Tracks 80-81) twice.
 Go through the answers with the class.
Answers
1 Wednesday
2 pirate
3 ice-creams
4 Dean
5 4 / four (o’clock)
Transcript 80-81
Example
A: Hello, Anna. So you went with the children in your class last week to that big park with all the different rides?
B: Yes, it was great.
A: Oh good! Well can you help me? I need to ask you some questions.
B: OK.
A: Well then ... first ... how old are you Anna?
B: Oh, I’m eleven.
A: Eleven?
B: Yes.
1
A:OK, and what day did you go to Play World Park?
B: Oh ... er ... last Wednesday I think.
A: Well, it was a nice sunny day last Wednesday.
B: Oh yes, that was the day!
2
A: Now – which ride did you like best?
B: Oh, well, I liked the train ride, but the pirate boat was my favourite.
A: So, shall I put the pirate boat then?
B: Yes.
A: OK. Good.
3
A: Now, did you and your friends go to the café in the park?
B: Yes.
A: OK. What did you all have in the caf ?
B: Oh, only ice creams.
A: So, you all had ice creams then?
B: Yes.
4
A: And the name of the teacher who went with you was Mr. Dean?
B: Yes, that’s right.
A: Is that D-DOUBLE E-N?
B: No it’s D-E-A-N.
5
A: And one last question… what time did you leave?
B: Well, the park closed at 5 o’clock but we left at 4.
A: At 4?
B: Yes, but we had a great day!
A: Good. That’s all. Thanks Anna.

© Oxford University Press 2015 2

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

Listening, Part 3
Resources and materials
 Tracks 82-83
What did Paul do last week? Listen and draw a line from the day to the correct picture. There is one example. (Tracks
82-83)
 Ask children to look at the pictures and think about what is happening in each one.
 Remind children to listen carefully before drawing a line to the correct picture.
 Play the recording (Tracks 82-83) twice.
 Go through the answers with the class.
Answers
Wednesday Sunday (example)
Thursday Friday
Monday Tuesday
Transcript 82-83
Example
A: Hi Paul. What did you do last week?
B: Oh, I wasn’t very well.
A: Oh dear!
B: But on Sunday I was OK. I went out with my family.
A: What did you do?
B: We went for a ride in the countryside in our car.
1
B: And I was at school on Monday.
A: And were you OK then?
B: No, I wasn’t very well at all.
A: So were you playing games in the playground?
B: No, I was only sitting in my English lesson.
2
A: So, did you go to school on Tuesday?
B: No, on Tuesday I was in bed all day.
A: And was that very boring?
B: Well, no, it wasn’t because I wasn’t awake!
A: Oh, that was OK then!
3
B: Yes, and it was OK on Thursday because on Thursday I watched a film on TV.
A: Did you like it?
B: Oh yes – it was the best film!! These bad men went to the bank in big, black cars and ...
A: So it was very exciting!
B: Yes!
4
A: And what about Wednesday?
B: Oh, I was in bed.
A: And did you sleep all day again?
B: No, I read some comics. Mum bought them for me.
A: That was nice of her.
B: Yes.
5
B: And on Friday I was better so I went to school again.
A: Oh, that’s good. Was it nice to see your friends again?
B: Yes – it was great. We played football in the playground.
A: So you were better then!
B: Yes. It was a good day!

© Oxford University Press 2015 3

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

Listening, Part 4
Resources and materials
 Track 84-85
Listen and tick () the box. There is one example. (Tracks 84-85)
 Tell the children to look at the pictures and quickly identify the differences between them.
 Play the recording (Tracks 84-85) twice.
 Go through the answers with the class.
Answers
1B
2A
3B
4C
5B
Transcript 84-85
Example
Which is Vicky’s teacher?
A: That’s my teacher – look ... there!
B: Which one is she Vicky? The one with the skirt and jacket on?
A: Yes ... and she’s got short black hair. See her?
B: Oh yes! I can now.
1
What hasn’t Jim got with him?
A: Are you going swimming, Jim?
B: Yes.
A: Have you got your towel?
B: Yes, in my bag.
A: And a drink?
B: Yes, yes. Oh wait! I haven’t got my swimming hat!
2
Where’s the station?
A: Where’s the station, please?
B: Oh, it’s easy to find. It’s up the road by that new caf .
A: Oh yes–I know now–and it’s opposite the hospital.
B: No, opposite the supermarket!
A: Oh OK, thanks!
3
What did Jack do last night?
A: What did you do last night, Jack?
B: I went to that cinema near the park.
A: What, with friends?
B: No, with my little brother. We saw a film about sharks!
A: That’s nice.
4
Which is Sue’s homework?
A: Can you help me with my homework, Dad? I’ve got to draw a map.
B: What – a map of the world?
A: No Dad! You know, of my town, but not only the roads. We have to draw pictures of the shops and things.
B: Oh right.
5
Which is Nick’s book?
A: I’m reading a very good book. It’s a story about a boy who goes to the moon!
B: Wow! Great!
A: Yes, and he sees a monster on the moon!

© Oxford University Press 2015 4

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

B: Only one monster?

A: Yes.
B: Oh.

Listening, Part 5
Resources and materials
 Tracks 86-87
 Colored pencils: purple, green, brown, pink, red, blue, orange
Listen and colour and write. (Tracks 86-87)
 Ask children to look at the picture. Before playing the recording, ask them to color the carrot orange. Tell them this is
the example.
 Play the recording (Tracks 86-87) twice and ask children to follow the instructions.
 Go through the answers with the class.
Answers
boy’s bag = purple
scarf = green
woman who is holding a pear, her hair = brown
baby rabbit’s ears = pink
man’s hat = red
woman who is wearing trousers, her trousers = blue
Transcript 86-87
Example
A: Hello, Jane.
B: Hello. That’s a nice picture.
A: Yes. Can you see the carrot in the road?
B: Yes, shall I colour it orange?
A: OK.
Presenter This is an example. Now you listen and colour and write.
1
A: Now, the bag...
B: There are two bags.
A: Oh yes. The boy’s bag then. Colour it purple.
B: OK. That’s a nice colour!
2
A: Right, good...now then...
B: Can I colour the scarf?
A: The scarf?
B: Yes – it’s in the road ... look!
A: Oh yes. OK.
B: Can I colour it green?
A: Yes. OK then.
3
A: OK Jane, now you see the woman who’s holding the pear.
B: The woman holding a pear ... yes.
A: Can you colour her hair brown?
B: OK. There we are!
4
A: Great. Now, can you see the woman who’s wearing trousers?
B:The woman who’s wearing trousers... yes. Can I colour them blue?
A: Yes, OK, that’s a nice colour.
5
A: Now ... there are two hats ...
B: Yes.
A: Well, can you see the man’s hat?

© Oxford University Press 2015 5

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

B: Yes, shall I colour his hat red?

A: Yes ... you do that!
B: There!

© Oxford University Press 2015 6

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

Unit 9 Practice test: Reading & Writing

Reading & Writing, Part 1
Look and read. Choose the correct words and write them on the lines. There is one example.
 Ask the children to look at the words and descriptions.
 Tell them to write the word next to the correct description. Remind them to be careful to copy the word correctly.
 Go through the answers with the class.
Answers
1 stars
2 bowls
3 bottles
4 moon
5 a bathroom
6 a toothbrush

Reading & Writing, Part 2

Look and read. Write yes or no. There are two examples.
 Ask children to look at the picture and example sentences.
 Tell them to read the sentences and write yes or no.
 Go through the answers with the class.
Answers
1 no
2 no
3 yes
4 yes
5 no
6 yes

Reading & Writing, Part 3

Read the text and choose the best answer. There is one example.
 Ask children to look at the picture and example question.
 Ask them to complete the exercise.
 Go through the answers with the class.
Answers
1C
2B
3A
4A
5B
6A

Reading & Writing, Part 4

Read the story. Choose a word from the box. Write the correct word next to numbers 1–6. There is one example.
 Tell children to quickly read the story all the way through.
 Remind them that the words they need are in the box on the next page.
 Ask them to complete the story with the words.
Answers
1 sunny
2 laughed
3 vegetables
4 farmer

© Oxford University Press 2015 7

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

5 big
6 write
Now choose the best name for the story.
Answer
7 Going to the farm

Reading & Writing, Part 5

Look at the pictures and read the story. Write some words to complete the sentences about the story. You can use 1, 2
or 3 words.
 Ask children to look at the pictures and read the story.
 Tell them to complete the exercise, and remind them to read the instructions carefully.
 Go through the answers with the class.
Answers
1 took
2 football
3 small
4 three friends
5 didn’t want
6 shower
7 played games
8 the kitchen
9 9 / nine (o’clock)
10 a (big) party

Reading & Writing, Part 6

Read the text and the example. Choose the right words and write them on the lines.
 Remind the children to read the text quickly all the way through.
 Tell them to choose the correct word for each blank.
 Go through the answers with the class.
Answers
1 something
2 take
3 because
4 not
5 like

© Oxford University Press 2015 8

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

Unit 9 Practice test: Reading & Writing

Reading & Writing, Part 1
Look and read. Choose the correct words and write them on the lines. There is one example.
 Ask the children to look at the words and descriptions.
 Tell them to write the word next to the correct description. Remind them to be careful to copy the word correctly.
 Go through the answers with the class.
Answers
1 a cloud
2 a hospital
3 ears
4 a rainbow
5 a library
6 teeth

Reading & Writing, Part 2

Look and read. Write yes or no. There are two examples.
 Ask children to look at the picture and example sentences.
 Tell them to read the sentences and write yes or no.
 Go through the answers with the class.
Answers
1 no
2 no
3 no
4 yes
5 no
6 yes

Reading & Writing, Part 3

Read the text and choose the best answer. There is one example.
 Ask children to look at the picture and example question.
 Ask them to complete the exercise.
 Go through the answers with the class.
Answers
1A
2C
3B
4A
5B
6C

Reading & Writing, Part 4

Read the story. Choose a word from the box. Write the correct word next to numbers 1–6. There is one example.
 Tell children to quickly read the story all the way through.
 Remind them that the words they need are in the box on the next page.
 Ask them to complete the story with the words.
Answers
1 cold
2 scarves
3 camera
4 village

© Oxford University Press 2015 9

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

5 ate
6 photos
Now choose the best name for the story.
Answer
7 Skating in the mountains

Reading & Writing, Part 5

Look at the pictures and read the story. Write some words to complete the sentences about the story. You can use 1, 2
or 3 words.
 Ask children to look at the pictures and read the story.
 Tell them to complete the exercise, and remind them to read the instructions carefully.
 Go through the answers with the class.
Answers
1 a field
2 drank
3 went
4 a walk
5 afraid
6 waited / shouted
7 go back
8 café
9 chips
10 a (new) kite

Reading & Writing, Part 6

Read the text and the example. Choose the right words and write them on the lines.
 Remind the children to read the text quickly all the way through.
 Tell them to choose the correct word for each blank.
 Go through the answers with the class.
Answers
1 their
2 eats
3 which
4 but
5 older

© Oxford University Press 2015 10

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

Unit 9 Practice test: Speaking

Speaking, Parts 1–4
 Words in italics are possible answers only.
 In Part 2, students are only expected to produce one or two basic sentences for each picture. We have included more
here to give examples about different things students could say.

To do To say Response (by student) Back-up

Usher to examiner: ”Hello.

This is (child’s name)*.”
Usher
brings
Examiner: Hello, *. My Hello / 9 Are you 9? 10?
candidate
name’s Jane / Ms. Smith.
in.

How old are you, *?

Look at these pictures. They Describes four other differences:

look the same, but some
Point to other differences the
things are different. • Car / plane
Point at candidate does not mention.
• Girl with long hair / short hair
Find the
1 Here there are two cups, but • Chips between burger and ice
difference Give first half of response:
here there’s one cup. cream / burger between chips
card.
and ice cream
”Here there’s a car, but here ...“
What other different things
can you see? • Woman pointing / not pointing

1. Point at the pictures.

(Many variations possible)
2. Ask questions about the pictures.

These pictures show a story. Now the pirates are sleeping.

Just look at the pictures What are the pirates doing now? And
Sam’s taking the box of treasure.
first. what’s Sam doing?
Point to
2 Story The pirates are looking for the
Two pirates have got some What are the pirates doing now?
card treasure. They can’t see Sam.
treasure. Sam lives on the Can they see Sam?
island. He’s watching the The pirates are on their boat.
pirates. Where are the pirates? Are they
They’re sad. Sam’s Mum’s got
happy? Who’s got the treasure?
the treasure and Sam’s got some
What’s Sam got? Are they both
cakes. They’re both very happy.
happy?

Point to
Find the Now look at these four
different pictures.
ones One is different. The apple is
different. Where are these children? (school)
card.
And these? (home) These things are
Candidate suggests a difference all ...? (round) but this window is
The onion, the bean, and the
3 Point to (any plausible difference is ......? (square) What are these people
the carrot are all vegetables, but doing? (dancing)
acceptable).
second, the apple isn’t.
third, and
And these? (climbing)
fourth Now you tell me about these
sets of pictures. Which one is
pictures different? (Why?)
in turn.

Now let’s talk about the (in my) bedroom / football /

Do you do your homework in your
Put away things you do when you’re watch TV
bedroom?
4 all not at school.
Do you play football?
pictures go to park
Where do you do your play with friends

© Oxford University Press 2015 11

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

homework? Do you watch TV?

What games do you play Do you like going to the park? Do you
after school? play with your friends?

What do you do with your

family in the evening?

Tell me about your

weekends.

OK, thank you, *. Goodbye. Goodbye

* Remember to use the child’s name throughout the test.

© Oxford University Press 2015 12

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

Grammar: Comparisons
Objectives
 Comparative and superlative adjectives
Language
 Adjectives: big, small, long, high, short, deep, slow, wide, tall, young, loud, quiet, fast, old
Lead-in
 Write on the board, Hanoi / Ho Chi Minh City. Elicit a comparison, for example, Ho Chi Minh City is bigger than Hanoi.
 Ask the children to work in pairs to think of three more comparisons between the two cities.
 Ask children to call out their comparisons and write them on the board.
Comparative adjectives
 Look together at the pictures in the grammar box. Ask the children if they used any of the adjectives in their
sentences about the two cities.
 Ask individual children to read out the sentences in the picture boxes.
 Look at the grammar box and read out the grammar rules together.
 Ask the children to close their books and see if they can remember the rules.
1 Add r, ger, or er to the words to make comparative adjectives.
 Write the example words on the board and elicit the comparative form of the first word.
 Give the children time to complete the activity.
 Invite individual children to come to the board and write the answers.
Answers
1 longer
2 shorter
3 younger
4 wider
5 deeper
6 higher
7 bigger
8 louder
2 Write the comparative adjectives.
 Ask children to look at the table in pairs and say the comparative adjectives.
 Give children time to write the words individually.
 Go through the answers together.
Answers
1 smaller
2 taller
3 louder
4 longer
5 quieter
6 bigger
7 slower
8 higher
9 faster
10 shorter
11 older
12 younger
3 Write sentences, using the comparative adjective of the word in brackets.
 Ask children to look at the pictures in pairs and discuss the answers.
 Give them time to write the sentences.

© Oxford University Press 2015 13

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

 Invite individual children from around the class to come to the board and write the answers. Check with the other
children to see if they agree.
Answers
1 A is higher than B.
2 A is older than B.
3 B is bigger than A.
4 B is wider than A.
5 A is quieter than B.
6 A is taller than B.
Compare your classroom
 Put the children into small groups and tell them they are going to compare things they can see in their classroom.
 Do a few examples with the class, e.g., The board is bigger than the window. The shelves are higher than the desks.
 Give the children three minutes to write as many comparative sentences as they can.
 At the end of the time limit, ask which group has the most sentences.
 Ask the winning group to read out their sentences to the class.
Superlative adjectives
 Select three items in the classroom that can be compared, for example, a pen, a book, and a bag. Say The book is
bigger than the pen. Elicit from the children The bag is the biggest.
 Look at the picture and read the grammar box together. Remind the child that we use the with superlative adjectives.
4 Write the superlative adjectives.
 Write the example word on the board and elicit the superlative adjective.
 Give the children time to complete the remaining superlative adjectives and allow them to check in pairs.
 Invite individual children to write the superlatives on the board and check with the class.
Answers
1 the smallest
2 the tallest
3 the loudest
4 the longest
5 the quietest
6 the biggest
7 the slowest
8 the highest
9 the fastest
10 the shortest
11 the oldest
12 the youngest
5 Look at the table. True or false? Write T or F.
 Ask the children to look at the table in pairs and discuss the information.
 Give them time to decide if the sentences are true or false.
 Go through the answers with the class.
Answers
1F
2F
3T
4F
5T
6T
6 Complete the sentences. Use a comparative or superlative form, and add than if necessary.
 Look at the example together and ask children to complete the exercise individually.
 Allow children to check their answers in pairs.

© Oxford University Press 2015 14

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

 Call on individual children to read out the completed sentences.

Answers
1 Mountain A is higher than Mountain B, but Mountain C is the highest.
2 River D is longer than River E, but River F is the longest.
3 Building G is smaller than Building H, but Building I is the smallest.
4 Mountain A is smaller than Mountain C, but Mountain B is the smallest.
5 River D is shorter than River F, but River E is the shortest.
7 Complete the sentences using a word from the box.
 Ask children to work individually to complete the sentences with the words in the box.
 Go through the answers with the class.
Answers
1 longest
2 bigger
3 smaller
4 younger
5 oldest
Information grid
 Ask children to work in pairs and tell them to draw a grid like the one in Activity 5.
 Tell them to complete the grid with their own information. They can use high, long, and tall or their own adjectives.
 When they have completed their grid, children exchange with another pair and discuss the information.
 Monitor the activity and help where needed.

© Oxford University Press 2015 15

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

TOEFL Primary Speaking

1 Listen, and point to the pictures. (Track 88)
 Ask children to look at the picture of the three boys.
 Check the names of the boys.
 The children should listen and point to the correct part of the image.
Transcript 88
Look at the picture. Listen and point.
Boy: Look at these boys. This is Adam, this is Ben and this is Carl. Adam is taller than Ben. He is also taller than Carl. Adam
is the tallest boy in the picture. Ben is taller than Carl, but shorter than Adam. Carl is the shortest boy in the picture.
2 Look at the pictures. Listen, point and repeat. (Track 89)
 Play the recording.
 The children should point to each picture and repeat chorally.
Transcript 89
Look at the pictures. Listen, point to the picture and repeat.
Boy: This is a high waterfall.
Girl: This is a high mountain.
Boy: This is a wide lake.
Girl: This is a deep lake.
3 Listen. Then test your partner. (Track 90)
 This task requires the children to work in pairs.
 Ask the children to look at the pictures.
 Play the recording.
 The children should listen to the speaker talking about the first picture.
 The children should take turns to look at the picture and make a sentence. The sentence can be true or false.
 Their partner should listen to the sentence and respond using ‘Yes, that’s right.’ or ‘No, they aren’t.’ (and give the
correct sentence). They should talk about one thing each time, in turns.
 Depending on the needs of the children, they can use as many different adjectives as they wish. They can also use
superlatives or comparatives.
Suggested answers
Animals:
Cheetahs are faster than mice/elephants.
Cheetahs are the fastest (animals).
Mice are smaller than elephants/cheetahs.
Elephants are bigger than cheetahs/mice.
Transportation:
Planes are faster/bigger than cars/bikes.
Planes are the fastest (transportation).
Cars are bigger/faster than bikes.
Cars are smaller/slower than planes.
Bikes are slower/smaller than cars/planes.
Bikes are the slowest/smallest (transportation).

Note: the children should compare animals with animals and vehicles with vehicles. They shouldn’t compare animals with
vehicles.
Transcript 90
Look at these pictures. Listen, and then talk to your partner about the pictures using a true or a false sentence.
Girl: Let me see. Cheetahs are faster than elephants.
Boy: Yes, that’s right. My turn. Planes are the slowest transportation.
Girl: No, they aren’t! Planes are the fastest transportation.
Now talk to your partner about the pictures using the information.
4 Listen. Ask and answer your partner. (Track 91)

© Oxford University Press 2015 16

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

 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, from their general knowledge.
Suggested answers
Are horses/cats/ants bigger/smaller than horses/cats/ants?
Are horses/cats/ants the smallest/biggest?
Is Thailand/China/South Korea bigger/smaller than Thailand/China/South Korea?
Is Thailand/China/South Korea the biggest/smallest?
Is Tam’s dad/big sister/little sister taller/shorter than Tam’s dad/big sister/little sister?
Is Son’s grandma/mom/baby cousin older/younger than Son’s baby cousin/grandma/mom?
Yes, he/she is.
No, he/she isn’t.
Transcript 52
Listen, and then ask your partner.
Boy: Let’s look at the information in the table.
Girl: OK. I’ll ask you a question. Are horses bigger than cats?
Boy: Yes, they are. Is Tam’s dad the shortest?
Girl: *laughs+ No, he isn’t. He’s the tallest!
Now it’s your turn. Work with your partner. Look at the information. Ask questions to your partner.
5 Listen and circle. Then make a quiz about Viet Nam! (Track 92)
 This task requires children to work in pairs.
 Play the recording.
 The children should listen to the quiz questions about Canada and circle the pictures they hear about.
 Ask the children to make a quiz about Viet Nam. They should ask three or four questions.
 Pairs can make quiz questions for the whole class or another pair, or students can make questions for each other in a
pair.
 It is a good idea to ask the children to write their quiz questions on paper. Give them ten minutes to do this.
 The children can use the pictures to help them or they can write questions about their own topic.
 When all the questions are ready, the children can do their quiz (in pairs, groups or as a class).
Example answers
What’s the tallest building in Viet Nam? Answer: Keangnam Ha Noi Landmark Tower
What’s the longest river in Viet Nam? Answer: Dong Nai
What’s the biggest cave in Viet Nam? Answer: Son Doong
What’s the highest mountain in Viet Nam? Answer: Fansipan
Transcript 92
Listen and circle the pictures you hear about.
Girl: Me first. I have a question for you in our quiz about Canada. What’s the highest mountain in Canada?
Boy: It’s Mount Logan.
Girl: Yes, well done! Your turn.
Boy: OK. What’s the longest river in Canada?
Girl: Er… I don’t know.
Boy: It’s the Mackenzie River.
Well done, they asked about mountains and rivers. Now make some quiz questions about your country, Viet Nam. Ask
and answer the quiz questions with your partner.

© Oxford University Press 2015 17

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

Worksheet: Extra writing

Resources and materials
 Colored pencils: red, blue, green
1 Circle the verbs in red, the adjectives in blue, and the prepositions in green. Write them in the table.
 Ask children to read the text quickly and tell you whether Jack likes his city (yes, he does).
 Ask the children to give you an example of a verb, an adjective, and a preposition.
 Give them time to circle the relevant words in the text with the correct color.
 Go through the answers together.
Answers
Verbs: am, live, to be, go, drive, catch, play, swim, like
Adjectives: beautiful, pretty, small, big, famous
Prepositions: in, near, at, on
2 Complete the sentences. Write the adjectives in the right order.
 Ask children if they can remember which order we place adjectives in a sentence. Do a couple of examples on the
board.
 Ask children to complete the sentences.
 Invite children to come to the board and write their answers, and then go through the answers with the class.
Answers
1 small, red
2 big, blue
3 wide, brown
4 high, green
3 Read. Write the sentences with adverbs of frequency to make them true for you.
 Write on the board I go to school on Tuesdays. Ask them which adverb of frequency they should use (always) and
where it should be placed in the sentence (I always go to school on Tuesdays).
 Ask children to complete the remaining sentences so that they are true for them.
 Allow children to compare sentences with their partner.
Answers
Children’s own ideas

© Oxford University Press 2015 18

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

Worksheet: Values
Behaving in public
1 Match. Then write sentences with is or are.
 Ask children to look at the picture in pairs. Have them talk about what the people are doing and then write the names
in the correct spaces beneath.
 Ask the children to work individually to complete the sentences.
 Call on children around the class to read out their sentences.
Answers
1 Rob and Dan are dropping litter.
2 Ed is holding the door open.
3 Sara is shutting the door in someone’s face.
4 Simon and Jen are offering to help an older person.
5 Mrs. Green is pushing to the front.
6 Lee and Tim are helping visitors to their country.
7 Jo is shouting and being rude.
8 Ruth is waiting her turn.
2 Who’s being polite? Who’s being rude? Write the names.
 Put the children into small groups to discuss the values.
 Tell them to agree together whether the people are being polite or rude.
 Allow the groups to discuss and see if everyone agrees.
Answers
Polite: Ed, Simon, Jen, Lee, Tim, Ruth
Rude: Rob, Dan, Sara, Mrs. Green, Jo

© Oxford University Press 2015 19

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

Worksheet: Values
Behaving in public
Resources and materials
 Colored pencils
1 What do they say? Join and match.
 Ask the children to look at the pictures and think about what is happening.
 Ask them to look at the beginnings, middles, and ends of the sentences and give them time to match them.
 Go through the answers as a class, allowing individual children to read the sentences aloud.
Answers
1 Please, Mom, I’d like some ice cream. Can I have some?
2 They’d like a pizza with cheese and mushrooms.
3 Hello. I’d like a melon and some grapes, please.
4 Would you like some help with your bags?
5 Excuse me, is this the end of the line?
2 Write rules for good behavior in town.
 Discuss some ideas with the class about what they could write and draw. Tell them they can use ideas from the
previous activity or ideas of their own.
 Give them time to draw and write on their poster.
 Put the children into small groups to show and talk about their poster and why they chose it.

© Oxford University Press 2015 20

 Family and Friends Special Edition Grade 4 Intensive Program– Unit 9

Unit 9 test
Testing and evaluation
There is a test at the end of each unit that covers the core vocabulary and grammar content presented. Each test
contains vocabulary activities and grammar activities.

Administering a test
Testing is an important part of the teaching/learning process. Students can become anxious about tests, so it is
important to create a calm and supportive environment. Before giving a test, have a quick warm-up session on the
language to be covered in the test. Explain the scoring system to the class so that they feel responsible for their own
learning process. All the Unit tests in American Family and Friends Special Edition Grade 4 have a total of 15 points.

Grading for Unit tests is as follows:

14-15 Excellent
11-13 Very good
7-10 Good
4-6 Satisfactory
0-3 Needs further work
1 Circle.
Answers /3
1 river (example)
2 island
3 waterfall
4 mountain
2 Circle the correct word.
Answers /3
1 deep (example)
2 very old
3 high
4 tall
3 Check () the correct sentence.
Answers /4
1 Gina is smaller than Tim. (example)
2 Steve is taller than Anna.
3 Tim is shorter than Steve.
4 Gina is the smallest.
5 Steve is the tallest.
4 Underline the correct words.
Answers /5
1 the longest (example)
2 the highest
3 the tallest
4 the biggest
5 the fastest
6 the deepest

Total /15

© Oxford University Press 2015 21