Family and Friends Special Edition Grade 2 Intensive Program – Unit 9

CYLET Starters Unit 9 My hobbies

Lesson One Words
Topics
 Hobbies
Functions
 Identifying hobbies
 Matching verbs to nouns
 Asking and answering about hobbies
Grammar
 -ing forms
 like + verb + -ing
 Present continuous
Vocabulary
 doing sport, painting and drawing pictures, playing the piano or guitar, flying a kite, singing songs, making cakes,
listening to music, reading stories, fishing with Dad, running and jumping in the park, swimming in the sea
British English American English
doing sport… playing sports…
favourite favorite
sea ocean

Starters practice
 Reading & Writing Parts 4 & 5
 Speaking Part 5
Warmer
 Play Simon Says to warm up the class and review the words for sports and actions.
 Give instructions to the class, for example Simon says walk/bounce a ball/play tennis/play basketball.
 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
 Ask the class to say what words they can remember for hobbies. Write their suggestions on the board.
 Ask the children which hobbies they do and when they do them.
1 Look and draw lines to find the hobbies in the pictures.
 Point to the pictures and ask the children to say what the people in the pictures are doing.
 Read the words in the two columns. Focus attention on the example. Tell the class that they need to match the words
on the left to the words on the right to form phrases about hobbies.
 Allow the children time to complete the activity by drawing lines on the page.
 Check answers by asking children around the class to say the correct phrases.
 Read the phrases and ask the children to point to the correct pictures.
 Point to the pictures and ask children around the class to say the correct phrases.
Answers
1 doing sport
2 painting and drawing pictures
3 playing the piano or guitar
4 flying a kite
5 singing songs

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 Family and Friends Special Edition Grade 2 Intensive Program – Unit 9

6 making cakes
7 listening to music
8 reading stories
9 fishing with Dad
10 running and jumping in the park
11 swimming in the sea
2 Ask and answer.
 Point to the picture of the grammar characters and read the speech bubbles.
 Ask the question to children around the class. Encourage the children to answer, as in the example.
 Children ask and answer in pairs. Invite some pairs to ask and answer questions in front of the class.
Starters tip
 Verb-noun combinations are sometimes tested in Part 4 of the Starters Reading and Writing Test. Learners are given
the verbs and have to write the missing nouns. Looking at the verb in the sentence can help them choose the right
word from the box. Students can practice this skill in the following activity.
Fill the blanks (Optional activity)
 Write the following words in a box on the board: piano, park, sea, music, cakes, kites, stories, sport.
 Write gapped sentences on the board, one at a time, with one of the words above missing. For example: I can play
the _____. I’m making _____. I like listening to _____. I often read _____.
 Invite children around the class to call out, or come to the board and write, the missing words. You can play this as a
game in two teams if you like, with children from each team in turn completing a sentence.

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 Family and Friends Special Edition Grade 2 Intensive Program – Unit 9

Lesson Two Story & writing

Topics
 Hobbies
Functions
 Understanding and acting out a story
 Agreeing or disagreeing with statements
Grammar
 -ing forms
 like + verb + -ing
Vocabulary
 Recycled: singing, playing the guitar/piano, fishing with my dad, playing football/basketball, flying kites, making
cakes, painting pictures
British English American English
favourite favorite
football soccer

Starters practice
 Speaking Part 5
Materials
 Audio track 59
Warmer
 Mime one of the hobbies phrases. Ask the children to guess what you are doing.
 The first child to guess the hobby correctly can mime a hobby for the rest of the class to guess.
Starters tip
 Learners should feel confident about expressing their opinions, agreeing and disagreeing with statements. This will
help them in Part 5 of the Starters Listening Test. They can practice in the following activity.
Lead-in
 Write the phrases Me too! So do I! Oh, I don’t. on the board. Ask the children to say whether each phrase shows
agreement or disagreement.
 Say sentences about things you like, e.g., I love fishing. I like ice cream.
 Invite children around the class to choose and say a phrase from the board to show whether they agree/disagree with
your statement.
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 is Lucy doing in the photo?
about each picture.
 Play the recording (Track 59) 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 from Exercise 1 and make a new dialogue about their favorite hobbies, using
the story as a model.
 Invite pairs of children to act out their personalized dialogues for the class.
2 Read and write your answers.

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 Family and Friends Special Edition Grade 2 Intensive Program – Unit 9

 Point to the pictures and ask the class to say what the people are talking about (their hobbies).
 Read the sentences in the speech bubbles. Tell the class that they should write Me too! So do I! or Oh, I don’t, to
show whether they agree or disagree with each sentence.
 Allow the children time to complete the activity by writing the phrases in the speech bubbles.
 Check answers by asking children to read out the sentences in the speech bubbles in pairs.
Answers
Children’s own answers
Me too! Me too! (Optional activity)
 Tell the class to work in pairs. They should write five sentences about hobbies or things they like.
 The children should then read their sentences to their partners, one sentence at a time. Their partner should respond
to each sentence with Me too! So do I! or Oh, I don’t, depending on whether they agree or disagree with the
sentence.
 Invite pairs of children to act out exchanges in front of the class.
Watch my hobby. (Optional activity)
 Tell the children to think of three activities which they like doing.
 The children should work in pairs and take turns miming an activity for their partner to guess.
 The children then write down all three of their partner’s activities and tell the class what their partner likes doing.

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 Family and Friends Special Edition Grade 2 Intensive Program – Unit 9

Lesson Three Listening

Topics
 Sports
 Clothes
 Food
 Appearances
Functions
 Matching people to activities
 Listening for descriptions
Grammar
 Present continuous
 Present simple
 can
Vocabulary
 Recycled: toys, hobbies, and food vocabulary
Starters practice
 Speaking Parts 3, 4 & 5
 Listening Parts 1, 2 & 4
Materials
 Audio track 60
Warmer
 Invite groups of children to act out the story from the previous lesson in front of the class.
Lead-in
 Write the hobby phrases on the board in their base form (fly kites/read stories/listen to music/make cakes).
 Invite children around the class to make sentences about themselves, e.g., I like/love/don’t like flying kites.
Starters tip
 In the Starters Listening Test, learners will often hear the wrong answer mentioned before they hear the right one.
Teach learners to listen carefully and to wait until they have heard the full dialogue before completing their answers.
Students can practice this in the following exercise.
1 Listen and draw lines.
 Ask the children to look at the pictures in Exercise 1. Ask them to say who the people in the main picture are and
what activities they see in the small pictures.
 Explain that the children need to listen to match the people to the activities by drawing lines. Play the first part of the
recording (Track 60) while the children look at the example on the page.
 Tell the children that they will need to draw two lines from each person, to match each person to two activities.
 Play the recording twice for the children to complete the activity.
 Check the answers. Ask What does (Nick) like doing?
 As an extension, ask children to say which of the things in Exercise 1 they like/love/don’t like doing.
Answers

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 Family and Friends Special Edition Grade 2 Intensive Program – Unit 9

Sam – picture of the bike and toy tiger

Nick – picture of the horses and fishing pole
Jill – picture of the guitar and the book with ABC on it
Kim – picture of the cake and dolls
Lucy – picture of the ice cream cones and open book
Tom – picture of the person swimming and food on a plate
Transcript (Track 60)
Teacher: Hello Sam!
Sam: Hello!
Teacher: Can you tell me what you really like doing?
Sam: Oh … well, I really like riding my bike!
Teacher: Have you got a good bike?
Sam: Yes I have!
Sam: But you know my friend, Nick? Well, he enjoys riding horses. And he’s got a really big horse!
Teacher: Really? Wow! That’s great!
Sam: Yes! But he also likes fishing with his dad.
Teacher: Oh … OK. And what about your sisters, Sam? What do they like doing?
Sam: Oh, well, there’s Jill, she loves playing the guitar! And she enjoys school too! She likes learning English.
Teacher: Well that’s very good. And you’ve got a baby sister, too, haven’t you?
Sam: Yes … you mean Kim. Well, she likes eating cakes. Yes, she loves cakes! Babies don’t really have hobbies, but she
likes playing with her dolls. She’s got lots and lots of them. I really don’t know what she likes about them!
Teacher: So you don’t like dolls then?
Sam: No! I like my toy tiger – he’s great!
Teacher: That’s very nice. Thank you, Sam.
Sam: So, can I go and play now?
Teacher: Yes, of course you can … bye Sam!
Sam: Bye!
Teacher: Now Lucy, tell me about the things you like.
Lucy: Oh I don’t know really …
Teacher: Well, do you like eating cakes?
Lucy: Er, no, but I like eating ice creams.
Teacher: Do you?
Lucy: Yes, and, er, I really like reading. I read lots of stories.
Teacher: In class, you mean?
Lucy: Yes, and at home with my mum.
Teacher: That’s really nice, Lucy. And you’ve got a brother haven’t you?

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 Family and Friends Special Edition Grade 2 Intensive Program – Unit 9

Lucy: Yes, his name’s Tom.

Teacher: That’s right! Now what does he like doing?
Lucy: Oh, well, he really likes swimming in the sea. You know he’s very good.
Teacher: OK, and what does he like eating? Does he like ice cream too?
Lucy: No he doesn’t, but he really likes eating fish and chips.
Teacher: I like eating that for dinner, too.
Lucy: Yes, so do I.
Teacher: Well thank you, Lucy. You can go to class now.
Lucy: Oh , OK ... bye bye!

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 Family and Friends Special Edition Grade 2 Intensive Program – Unit 9

Lesson Four Language practice

Topics
 Topics covered so far
Functions
 Identifying objects
 Spelling
 Counting
Grammar
 Present simple with like
Vocabulary
 Recycled: ball, banana, burger, bird, book, baby, sausage, sheep, shoe, skirt, spider, snake
Starters practice
 Reading & Writing Parts 3, 4 & 5
Materials
 Audio track 61
Warmer
 Play a game of Bingo to warm up the class and review the phrases for hobbies.
 Tell the class to write six sentences about hobbies they like in their notebooks. Tell them to write complete sentences,
e.g., I like playing the guitar.
 Say sentences using I like + the hobbies phrases. Make a note of the hobbies phrases as you say them.
 If a child hears a sentence which is in his/her notebook, he/she can cross it out. The first child to cross out all their
sentences wins the game.
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 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 Find the things that Bill and Sue like in the picture. Write.
 Ask children to look at the picture and say what things they can see. Ask the children to say what letter (B or S) each
thing starts with.
 Read the sentences in the boxes. Tell the class to look carefully at the picture and write the things beginning with B
under the heading Bill in their notebooks and the things beginning with S under the heading Sue in their notebooks.
 Move around the class as the children do the activity. Help if necessary.
 Tell students to count the items for Bill and for Sue and to write the numbers on the page.
 Tell the children to put their hands up when they have completed the activity.
 Write the headings Bill and Sue on the board. Invite children around the class to say words for each person, or come
to the board and write words under the correct headings (Bill – ball, banana, burger, bird, book, baby; Sue – sausage,
sheep, shoe, skirt, spider, snake).
Answers
Bill: 6
Sue: 6
2 Spell the things that Sue likes and the things that Bill likes. Listen and check.

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 Family and Friends Special Edition Grade 2 Intensive Program – Unit 9

 Remind the class that, when we write lists of things, we put a comma after each item in the list apart from the last
one or two words. After the last item we put a period.
Note that both of the following are correct: I like apples, pears, lemons and limes. I like apples, pears, lemons, and
limes.
 Write sets of three to five words on the board, e.g., apples pears lemons limes.
 Invite children to come to the board and write the items in a list, e.g., Apples, pears, lemons, and limes.
 Point to the items in Exercise 1. Ask children around the class to say the plural forms of the words.
 Focus attention on Exercise 2. Tell the class to complete the lists with the items from Exercise 2. Tell them to use the
plural forms of the words.
 Allow the children time to complete the activity on the page.
 Play the recording (Track 61) for the children to listen and check their spelling.
 Invite children around the class to read the completed lists and spell the words.
Answers
Sue likes sausages, sheep, shoes, skirts, spiders, and snakes.
Bill likes balls, bananas, burgers, birds, books, and babies.
Transcript (Track 61)
Can you write the words for me please? Listen. Here are the things Sue likes. Now you listen and write.
Boy: Sausages. You spell that ... S-A-U-S-A-G-E-S
Girl: Sheep. You spell that ... S-H-double E- P
Boy: Shoes. You spell that ... S-H-O-E-S
Girl: Skirts. You spell that ... S-K-I-R-T-S
Boy: Spiders. You spell that ... S-P-I-D-E-R-S
Girl: Snakes. You spell that ... S-N-A-K-E-S
Here are the things that Bill likes.
Boy: Balls. You spell that – B- A- double L-S
Girl: Bananas. You spell that ... B – A – N – A – N – A – S
Boy: Burgers. You spell that ... B – U – R –G – E – R – S
Girl: Birds. You spell that ... B – I – R – D – S
Boy: Books. You spell that ... B – double O – K – S
Girl: Babies. You spell that ... B – A – B – I – E - S
Letter lists (Optional activity)
 Divide the class into pairs, and give each pair of children a letter.
 Tell the children to write as many words as they can think of beginning with their letter in their notebooks, without
showing their partner.
 The children can then compare lists with their partner and see who has the most words.
 Repeat by giving each pair of children a new letter.

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 Family and Friends Special Edition Grade 2 Intensive Program – Unit 9

Unit 9 Mini-test
Reading & Writing, Part 4
Lead-in
 Ask the children to think about gardens/yards and tell you what you can see or do in a garden/yard.
Starters tip
 The text in Part 4 of the Starters Reading and Writing Test is written mainly in the first person singular. Learners may
find this strange because the text is usually about an animal, a place or an object. It is important for learners to
understand that this is a kind of puzzle.
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 garden/yard and read the text up to the word
house. Ask the class to look at the pictures and words in the box and find the word house. Show the class how the
word house has been chosen from the box and written on the line as an example.
 Tell the class to read the rest of the text and look at the picture, and then chose the word from the box which fits in
each blank (1–5). Remind them to look for verb-noun combinations.
 Tell the children to cross out the words in the box as they use them. Remind them 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.
Answers
1 flowers 2 ball 3 jumping 4 stories 5 meal

Listening, Part 2
Lead-in
 Ask a child the following questions: What’s your name? How do you spell that? How old are you? How many
brothers/sisters have you got? What’s your mother’s name? How do you spell that?
 Write the child’s answers on the board. Then ask another child questions about the first child. Ask: What’s his/her
name? How do you spell that? How old is he/she? How many brothers/sisters has he got? What’s his mother’s name?
How do you spell that? The second child should use the information on the board to answer the questions.
 Repeat with other children around the class.
Starters tip
 In Part 2 of the Starters Listening Test, all names must be spelled correctly. They are spelled out letter by letter on the
recording. All first names will come from the names on the Starters wordlist.
Read the question. Listen and write a name or a number. There are two examples.
 Ask children to read the questions. Ask them to say whether they will need to write a name or a number for each
question.
 Play the first part of the recording (Track 62) while the children look at the examples on the page.
 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 name or number.
Ask the children to spell the names.
Answers
1. May
2. Anna
3. 14
4. Alex
5. 8
Transcript (Track 62)
Look at the picture. Listen and write a name or a number. There are two examples.
Woman: Hello! What’s your name?

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Ben: My name’s Ben.

Woman: And can you spell “Ben”?
Ben: Yes – it’s B-E-N.
Woman: Great! And how old are you, Ben?
Ben: I’m seven.
Woman: You’re seven?
Ben: Yes.
Can you see the answers? Now you listen and write a name or a number.
1
Woman: That’s a nice photo Ben! Is that you with your Mum?
Ben: Yes, it is!
Woman: So, what’s her name?
Ben: It’s May.
Woman: Is that M-A-Y?
Ben: Yes, that’s right.
2
Woman: Have you got brothers and sisters, Ben?
Ben I’ve got one sister.
Woman: And what’s her name?
Ben Oh … she’s Anna.
Woman: Is that A-double N-A?
Ben Yes, that’s right, Anna.
3
Woman: Now, you’re holding a robot in the photo. Is that your favourite toy?
Ben: Yes it is – but I’ve got lots of robots!
Woman: Have you? How many?
Ben: Well … I’ve got fourteen now!
Woman: Fourteen! That is a lot of robots!
4
Ben: I play robots with my friend!
Woman: Really? And what’s his name?
Ben: It’s Alex.
Woman: Can you spell Alex for me?
Ben: Yes, it’s A-L-E-X.
Woman: Well done!
5
Woman: And how old is your friend, Ben?
Ben: Oh he’s eight.
Woman: Eight?
Ben: Yes.
Woman: And is he a good friend?
Ben: Yes, he’s a very good friend!

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 Family and Friends Special Edition Grade 2 Intensive Program – Unit 9

Unit 9 Speaking
Materials
 One copy of the Speaking worksheet per child
Our hobbies
 Hand out copies of the worksheet.
 Point to the pictures and have students name the hobbies.
 Working individually, children complete the column headed “Me” with the hobbies and activities they like. They can
use the pictures to give them ideas.
 Children then talk to three other friends and write their names at the top of the other columns. They tell their partner
what they enjoy. The other child replies So do I, Me too, or Oh, I don’t. Children record the responses.
 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 2 Intensive Program – Unit 9

Grammar Unit 9 My lunch

Lesson One
Objectives
 To use affirmative and negative forms of have got with I
Language
 First person singular of have got in the affirmative and negative
 Items of food: sandwich, banana, biscuit, pear, drink, apple, egg
British English American English
I have got… I have…
I haven’t got… I don’t have…
biscuit cookie

Materials
 Family and Friends 1 Flashcards 79–82, 84, and Phonics card 1
 Sheets of paper (one per child)
Warmer
 Play a game of Where was it? to review food vocabulary.
 Put a number the flashcards face up on your desk, a table, or on the board. Give the class five seconds to look at the
cards.
 Now turn all of the cards over so that they are face down.
 Ask Where’s the pear? The children try to remember the position of the card.
 Give several children an opportunity to guess. Ask them to say the word before they point to the card.
Lead-in
 Give each child a sheet of paper. Ask them to draw a lunchbox.
 Say things that are in the lunchbox for children to draw., E.g. two sandwiches, a pear, and a drink.
 Divide the class into pairs. Children tell each other what they have drawn to check their answers.
I’ve got and I haven’t got
 Ask children to look at the story at the top of the page. Draw children’s attention to Jamie’s first sentence. Ask them
to read it and point to the sandwich. Repeat with the next sentence, asking children to point to two sandwiches.
 Draw children’s attention to the second frame. Ask them to read Jamie’s sentence and point to the banana. Ask them
to read the second sentence and look for a banana (there is not one).
 Ask children to read the explanation in the box. To check understanding, put two flashcards on the board to elicit a
sentence. E.g., I’ve got a sandwich and a pear. Remove one flashcard to elicit new sentences. I’ve got a sandwich. I
haven’t got a pear. Repeat with different flashcards.
1 Alison or Jamie? Write A or J.
 Ask children to look at Exercise 2. Draw their attention to the picture. Divide the class into pairs and ask children to
name the people and food they see in the picture.
 Draw children’s attention to the first sentence. Ask children to read the sentence and look at the picture to elicit
Alison. Show the letter A on the line.
 Draw children’s attention to the second sentence. Ask children to read the sentence and look at the picture to elicit
Jamie. Ask children to write the letter J on the line.
 Children complete the exercise individually.
 Say each sentence aloud. Children stand up and say Alison or sit down and say Jamie to check their answers.
Answers
1A
2J
3J
4J

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 Family and Friends Special Edition Grade 2 Intensive Program – Unit 9

5A
6A
7J
8A
2 Write the words in the correct order.
 Write two I’ve got sandwiches on the board. Elicit the correct sentence (I’ve got two sandwiches.) Ask children to look
at Exercise 2 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 (I’ve got two apples). 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 I’ve got two sandwiches.
2 I’ve got two apples.
3 I haven’t got an apple.
4 I’ve got a drink.
5 I’ve got an egg.
6 I haven’t got two biscuits.
3 Look and write.
 Ask children to look at Exercise 3. Draw their attention to the pictures. Divide the class into pairs and ask children to
name the people and food they see in the pictures.
 Draw children’s attention to the first sentence. Ask them to read it and point to the picture. Then ask children to read
the second sentence, point to the picture, and say the words that go in the blank (a biscuit). Tell children to write a
biscuit on the line.
 Children complete the exercise individually.
 Say the complete sentences aloud for children to check their answers.
Answers
1 I’ve got a sandwich. I haven’t got a biscuit.
2 I’ve got a drink. I haven’t got an apple.

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 Family and Friends Special Edition Grade 2 Intensive Program – Unit 9

Lesson Two
Objectives
 To ask and answer questions with Have you got…?
Language
 Second person singular interrogative of have got with first person singular short answers
 Items of food: sandwich, banana, biscuit, pear, drink, apple, egg, orange
 Extra vocabulary: pencil, books, shoes, pencil case
British English American English
Have you got…? Do you have…?
Yes, I have. Yes, I do.
No, I haven’t. No, I don’t.

Materials
 Family and Friends Grade 2 Flashcards 79–82, 84, and Phonics card 1
Warmer
 Play a game of What have I got? to review food vocabulary.
 Use the flashcards to elicit the vocabulary for the game.
 Hold up one card so that the class can only see the back of it.
 Ask What have I got? for children to make guesses.
 When the card has been guessed correctly, put it on the board.
 Hold up a second card and repeat the procedure.
 Continue until all the cards are on the board.
Lead-in
 Place the flashcards on the board. Take one or two down at a time. Say sentences starting with I’ve got… E.g., I’ve got
an apple. If the flashcard is on the board, children say Yes. If the flashcard is not on the board, children say No.
Have you got…? Yes, I have. No, I haven’t.
 Ask children to look at the story at the top of the page. Draw children’s attention to the first frame. Ask them to read
Mom’s questions and guess the answer by looking at Jamie’s bag. They then read Jamie’s answer.
 Draw children’s attention to the second frame. Ask them to read Mom’s question and guess the answer by looking at
the picture. They then read Jamie’s answer
 Ask children to read the explanation in the box. To check understanding, give different children different flashcards
and ask questions with Have you got..? Children answer Yes, I have or No, I haven’t based on the flashcard they are
holding. Repeat with different children.
4 Match.
 Ask children to look at Exercise 4. Draw their attention to the first question. Ask them to read the question and look
at the picture. Elicit the answer (Yes, I have). Show children the line to Yes, I have.
 Draw children’s attention to the second question. Ask them to read the question and look at the picture. Elicit the
answer (No, I haven’t). Ask children to draw a line to No, I haven’t. Tell them they can draw the line to the first or the
third item in the list of answers.
 Children complete the exercise individually.
 Say each question individually. Children say the correct answers.
Answers
1 Yes, I have.
2 No, I haven’t.
3 Yes, I have.
4 No, I haven’t.
5 Write the words in the correct order. Make questions.
 Write got Have you a lunchbox on the board. Elicit the correct question (Have you got a lunchbox?) Ask children to
look at Exercise 5 on the page. Draw their attention to the first question and show that it is the same as the example

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 Family and Friends Special Edition Grade 2 Intensive Program – Unit 9

on the board.
 Draw children’s attention to the second question. Elicit the correct question (Have you got two sandwiches?). Ask
children to write the correct question on the page.
 Children complete the exercise individually.
 Children take it turns asking each other the questions to check their answers. Children then answer the questions for
themselves.
Answers
1 Have you got a lunchbox?
2 Have you got two sandwiches?
3 Have you got an egg?
4 Have you got a banana?
6 Look and write.
 Ask children to look at Exercise 6. Draw their attention to the picture. Divide the class into pairs and ask children to
name the people and food they see in the picture.
 Draw children’s attention to the first question. Ask children to read the question and look at the picture to elicit the
answer. Show children the answer written on the line.
 Draw children’s attention to the second question. Ask children to read the question and look at the picture to elicit
the answer (No, I haven’t). Ask children to write No, I haven’t on the line.
 Children complete the exercise individually.
 In pairs, children take turns saying the questions and the answers to check their own answers.
Answers
1 Yes, I have.
2 No, I haven’t.
3 No, I haven’t.
4 Yes, I have.
5 Yes, I have.
6 No, I haven’t.
7 Look and write.
 Ask children to look at Exercise 7. Draw their attention to the pictures. Divide the class into pairs and ask children to
name the people’s names and food they see in the pictures.
 Write Emma: ________________ a pear? Jamie: _____, ________________. On the board. Elicit the words which
complete the question (Have you got) and write them on the line. Point to the name Jamie. Ask children to look in
Jamie’s lunchbox and answer the question (Yes, I have.) Write the answer on the line. Draw children’s attention to
the first question and answer on the page and show them that they are the same as the example on the board.
 Write Jamie: ________________ a biscuit? Dave: _____, ________________. On the board. Elicit the words which
complete the question (Have you got) and write them on the line. Point to the name Dave. Ask children to look in
Dave’s lunchbox and answer the question (Yes, I have.) Tell children to write the question and answer for number 2
on the page.
 Children complete the exercise individually.
 Call on different children to say the questions and answers for the class to check their own answers.
Answers
1 Have you got a pear? Yes, I have.
2 Have you got a biscuit? Yes, I have.
3 Have you got a pear? No, I haven’t.
4 Have you got a sandwich? No, I haven’t.
5 Have you got a sandwich? Yes, I have.
6 Have you got a pear? Yes, I have.

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 Family and Friends Special Edition Grade 2 Intensive Program – Unit 9

TOEFL Primary Speaking

1 Look and listen. Then point and say.
 Play the recording (Track 63).
 The children should point to each picture and repeat the words chorally.
Transcript (Track 63)
Boy: This is a drink.
Girl: This is a sandwich.
Girl: This is a pear.
Boy: These are grapes.
2 Listen and repeat. Point to the picture.
 Play the recording (Track 64).
 The children should listen and point to the correct picture. Note there are more pictures than they need.
Transcript (Track 64)
Girl: I have an apple.
Boy: This is my lunch.
Girl: Oh no! I don’t have a sandwich.
Girl: I have an orange.
3 Listen and act. Talk to your friend and act.
 Divide the class into pairs.
 Play the recording (Track 65). The children listen to the speaker.
 The children should act in response to the speaker.
 The children tell each other to “put on” or “take off” some clothing. The partner should act (pretend) as they are told.
 Each child should have three to four turns.
 Some examples are given for the children to follow if they need to.
Note: The children should not take off or put on any clothing, this is an acting (miming) activity.

Transcript (Track 65)

Let’s pretend!
Woman: Lan, hurry up! Put on your shoes.
Girl: OK, mom.
Now act. Show your friend “put on your shoes.”
Good. Let’s try again.
Girl: Hi, Hoa! Please take off your coat.
Girl: OK.
Now talk to your friend and act.
Example answers:
Put on your shoes/socks/hat/coat!
Take off your shoes/hat/socks!
Response: OK!
4 Listen and draw. Then tell your friend about your lunch.
 Divide the class into pairs.
 Play the recording (Track 66). Children listen to the instructions. Stop the recording when the boy instructs the
children to draw their lunch.
 Children draw in the lunchbox labeled “Your lunch.” Allow 2-3 minutes for children to draw four things in their
lunchbox.
 Then the children describe their lunch box to their partner. The partner listens and draws in the lunchbox labeled
“Your friend’s lunch.”
 Each child should describe the four things in their lunchbox.
 Some examples are given for the children to follow if they need to.
Example answers

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 Family and Friends Special Edition Grade 2 Intensive Program – Unit 9

This is my lunch. I have grapes and two sandwiches. I have a drink. It’s juice.
Transcript (Track 66)
Boy: This is my lunch. I have two sandwiches and a drink. It’s water. I have a banana, too.
What do you have for your lunch? Draw four things for your lunch.
Boy: Well done. Tell your friend about your lunch. Then listen to your friend and draw in “your friend’s lunch”.
5 Listen. Then talk to your friend.
 Divide the class into pairs.
 The children should have their school bag with them for this activity.
 Ask the children to look at the pictures. Check that they know the vocabulary.
 Play the recording (Track 67). The children listen to the recording and follow the instructions.
 Children should play the guessing game in turns to find out what their partner has in their bag.
 Each child should have three to four turns.
 Each child uses as much language they are able, in order to complete the task. They do not need to follow the model
on the recording exactly, but some examples are given for the children to follow if they need to.
Transcript (Track 67)
Girl: Is this your bag?
Boy: Yes, it is.
Girl: Do you have your lunch in your bag?
Boy: Yes, I do. I have a sandwich and an orange for lunch.
Girl: Do you have an umbrella in your bag?
Boy: No, I don’t.
Girl: Do you have a hat in your bag?
Boy: No, I don’t, but I have shorts. Are they your shorts?
Girl: Yes, they are! Thank you!
Girl: Now you can play. Guess what your friend has in his or her school bag.
Example answers:
Question: Do you have an umbrella/a hat/your lunch/a drink/shoes/shorts in your bag?
Response:Yes, I do. / No, I don’t.

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 Family and Friends Special Edition Grade 2 Intensive Program – Unit 9

Worksheet: Extra writing

1 Look and circle.
 Ask children to look at Exercise 1. Draw their attention to the first picture. Elicit the word (grapes). Ask children to
spell the word and write it on the board as they do. Show children the circle around grapes in the grid.
 Draw children’s attention to the second picture. Elicit the word (orange). Ask children to spell the word and write it
on the board as they do. Ask children to find and circle the word orange in the grid.
 Children complete the exercise individually.
 Divide the class into pairs. Children compare their answers with their partner.
Answers

Circles around all the words in the grid.

2 Look and write.
 Ask children to look at Exercise 2. Draw their attention the first picture and check box. Elicit the sentence I have a
pear. Show children the sentence on the line.
 Draw children’s attention the second picture and check box. Elicit the sentence I don’t have a sandwich. Show
children the sentence on the line.
 Children complete the exercise individually.
 Read each sentence aloud for children to check their answers.
Answers
1 I have a pear.
2 I don’t have a sandwich.
3 I don’t have a drink.
4 I have a banana.
6 I don’t have a cookie.

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 Family and Friends Special Edition Grade 2 Intensive Program – Unit 9

Worksheet: Values — Healthy food

Materials
 Colored pencils
1 Find and color the healthy food.
 Write apples, pears in one column on the board. In another column, write cookies, cake. Elicit or tell children that the
first column is for healthy food and the second is for unhealthy food. Elicit some more suggestions for each column.
 Ask children to look at Exercise 1 and read the rubric. Ask them to point to and say some of the foods which they will
color. Ask them to point to and say some foods they will not color.
 Distribute colored pencils. Children complete the exercise individually.
 Divide the class into pairs. Children check their answers with a partner.
Answers
Color the drink/water, the sandwich, the apples, the pears, and the tomatoes.
2 Read, draw, and color.
 Ask children to look at Exercise 2. Draw their attention the first sentence. Ask a child to come to the front of the class
and draw two bananas on the board. Ask the class to hold up the correct colored pencil for the picture (yellow).
 Tell children to draw two bananas in the box and then color them yellow.
 Children complete the exercise individually.
 Draw a big box on the board. Ask different children to come and draw in the box. If you have appropriately colored
board pens, ask them to color the fruit as well. If not, ask children to hold up the correctly colored pencil for each
food.
Answers
Children draw and color two yellow bananas, one green apple, three red apples, and five green grapes in the box.

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 Family and Friends Special Edition Grade 2 Intensive Program – Unit 9

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 Circle the correct word.
Answers
1 orange
2 drinks
3 tomato
4 sandwich
2 Complete the words.
Answers
1 orange
2 grapes
3 pear
4 banana
5 apple
3 Write a or an.
Answers
1 an orange
2 a lion
3 a kite
4 an egg
5 an apple
6 a banana
4 Order the words.
Answers
1 I have a drink.
2 I don’t have a sandwich.
3 I don’t have a lunchbox.
4 I have a cookie.

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