giáo án family and friends special edition grade 3

Family and Friends Special Edition Grade 3 Intensive Program‒ Review 1

Review 1
1 Write This, That, These or Those.
Answers
1 This
2 Those
3 That
4 These
5 This
6 That
2 Make the sentences into questions.
Answers
1 Have you got chicken?
2 Has he got a pizza?
3 Has she got a sandwich?
4 Has she got salad?
3 Match and write has or hasn’t.
Answers
1 No, she hasn’t.
2 No, he hasn’t.
3 Yes, she has.
4 Yes, he has.

Summative test 1
Resource and materials


Audio Track 20

1 Circle the correct word.

Answers ___/3
1 board
2 picture
3 drawers
2 Look and write
Answers ___/5
1 fish
2 salad
3 pizza
4 chicken
5 juice
3 Match the pictures with the beginning sounds.
Answers ___/6
1c
2a
3b
4d
5f
6e

© Oxford University Press 2015

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Family and Friends Special Edition Grade 3 Intensive Program‒ Review 1

4 Listen and circle the beginning sounds you hear. (Track 20)
Transcript 20
1. frog

2. crayon
3. brush
4. drum
Answers ___/5
1 fr
2 cr
3 br
4 dr
Summative test total /19

Skills test
Resource and materials


Audio Track 2122

Listening
1 Listen and write. (Track 21)
Transcript 21
1. thirty
2. seventy
3. ninety
4. twenty
5. one hundred
6. eighty
Answers ___/6
1 30
2 70
3 90
4 20

5 100
6 80
2 Listen and check () (Track 22).
Transcript 22
1. This is a computer.
2. That is a table.
3. This is a board.
4. This is my pencil case.
Answers ___/4
1 computer
2 table
3 board
4 pencil case
Reading
3 Read. Circle the correct answers.
Answers ___/ 3
1 three
© Oxford University Press 2015

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Family and Friends Special Edition Grade 3 Intensive Program‒ Review 1

2 eight
3 two
4 blue
4 Read again and write T (true) or F (false).
Answers ___/4
1F

2T
3T
4F
5F
Writing
5 Look and write.
Answers ___/5
1 salad
2 chicken
3 milkshake
4 pizza
5 fries
6 sandwich
Speaking
6 Look and say.
Answers ___/ 5
(In any order)
1 He has a pizza.
2 She has fries.
3 He has a milkshake.
4 She has chicken.
5 He has a salad.
6 She has a banana.
Skills test total ______/ 30

© Oxford University Press 2015

3

Family and Friends Special Edition Grade 3 Intensive Program‒ Review 2

Review 2
1 Make the sentences negative.
Answers
1 I don’t like fruit.
2 She doesn’t like balloons.
3 He doesn’t like chocolate.
4 I don’t like nuts.
5 He doesn’t like pastries.
6 She doesn’t like sweets.
2 Write the words in the correct order. Make questions and answers.
Answers
1 What does she like? She likes sweets.
2 Does he like pastries? Yes, he does.
3 Does she like bananas? No, she doesn’t.
4 What does he like? He likes nuts.

Summative test 2
1 Match.
Answers ______/5
1b
2e
3a
4d
5f
6c
2 Complete.
Answers ______/2
1 like / don’t like

2 doesn’t like / likes
3 likes / doesn’t like
3 Write.
Answers ______/5
1 math
2 art
3 music
4 P.E.
5 English
6 math
4 Look at the table and write.
Answers ______/3
1 Yes, he does.
2 No, she doesn’t.
3 Yes, she does.
4 No, he doesn’t.
5 Complete the words.
1 cloud
2 slide
3 star
© Oxford University Press 2015

1


Family and Friends Special Edition Grade 3 Intensive Program‒ Review 2
4 gloves
5 snow
6 smile

Skills test 2
Resources and materials


Track 56–57

Listening
1 Listen and write the times you hear. (Track 56)
Transcript 56
1 I have lunch at 1 o’clock.
2 I get up at 8 o’clock.
3 I go to school at 9 o’clock.
4 I have dinner at 7 o’clock.
5 I go swimming at 5 o’clock.
6 I go home at 4 o’clock.
Answers ______/5
1 1 o’clock
2 8 o’clock
3 9 o’clock
4 7 o’clock
5 5 o’clock
6 4 o’clock
2 Listen and draw  or . (Track 57)
Transcript 57
Hello, I’m Helen.
1 Look, nuts! I like nuts.
2 Oh, balloons. I don’t like balloons. I’m scared of them.
3 I don’t like cake, but my mom does.
4 Mmm, I like plums. They are my favorite fruit.
5 Oh yes, I like candy. It’s a special treat.

Answers ______/4
1
2
3
4
5
Reading
3 Read and draw the times.
Answers ______/3
1 seven o’clock
2 eight o’clock
3 one o’clock
4 six o’clock
4 Read again and write T (true) or F (false).
Answers ______/5
1F
2F
3T
© Oxford University Press 2015

2


Family and Friends Special Edition Grade 3 Intensive Program‒ Review 2
4F
5T
6F
Writing
5 Look and complete the sentences.
Answers ______/5

1 likes
2 doesn’t like
3 likes
4 likes
5 doesn’t like
6 doesn’t like
Speaking
6 Look and answer.
Answers ______/3
1 We have math.
2 We have art.
3 We have English.
4 We have P.E.
Skills test total ______/ 25

© Oxford University Press 2015

3


Family and Friends Special Edition Grade 3 Intensive Program‒ Review 3

Review 3
1 Write.
Answers
1 It’s windy. It’s cold.
2 It’s raining. It’s cold.
3 It’s sunny. It’s hot.
2 Write sentences. Use the present continuous.
Answers

1 I’m taking photos.
2 She’s brushing her hair.
3 We’re listening to music.
4 You’re listening to music.
5 They’re making a cake.
6 He’s washing the car.

Summative test 3
Resources and materials


Audio Track 77

1 Write.
Answers ______/5
1 snowing / jeans
2 sunny / shorts
3 raining / boots
4 hot / skirt
5 snowing / hat
6 windy / scarf
2 Match the sentences with the clocks.
Answers ______/5
1c
2e
3a
4d
5f
6b
3 Order the words and write.

Answers ______/4
1 Put on your sun hat.
2 Don’t open the door.
3 Open the window.
4 Don’t put your coat on.
5 Don’t go outside.
4 Circle the wrong word. Write the correct word.
Answers ______/5
1 eating / dancing
2 making / reading
3 wearing / making
4 brushing / washing
5 talking / taking
© Oxford University Press 2015

1


Family and Friends Special Edition Grade 3 Intensive Program‒ Review 3
6 washing / brushing
5 Check () the words that rhyme.
Answers ______/3
1 lake / cake
2 cube / tube
3 bone / stone
4 nine / line
6 Listen and complete the words. (Track 77)
Transcript 77
1 nose
2 line

3 tube
4 rope
5 white
6 June
7 home
8 bike
9 flute
Answers ______/8
1 nose
2 line
3 tube
4 rope
5 white
6 June
7 home
8 bike
9 flute
Summative test total ______/30

Skills test
Resources and materials


Audio Track 78–79

Listening
1 Listen and check () the words you hear. (Track 78)
Transcript 78
1 I’m wearing a T-shirt.
2 He’s wearing boots.

3 She’s wearing jeans.
4 He’s wearing a scarf.
5 Dad’s wearing a shirt.
6 I’m wearing a skirt.
Answers ______/5
1 T-shirt
2 boots
3 jeans
4 scarf
5 shirt
6 skirt
© Oxford University Press 2015

2


Family and Friends Special Edition Grade 3 Intensive Program‒ Review 3
2 Listen and number. (Track 79)
Transcript 79
1 It’s sunny today.
2 It’s snowing.
3 It’s raining.
4 It’s windy today.
5 It’s hot.
Answers ______/4
1d
2a
3e
4c
5b

Reading
3 Read and write the names under the pictures.
Answers ______/3
1 Polly
2 Harry
3 Anna
4 Ben
4 Read again. Circle the correct word.
Answers ______/5
1 park
2 Anna
3 soccer
4 black
5 Harry
6 windy
Writing
5 Write the times.
Answers ______/3
1 forty-five
2 ten
3 four
4 fifteen
6 Look and complete the sentences.
Answers ______/5
1 sleeping
2 taking a photo
3 eating
4 washing the car
5 smiling
6 brushing her hair

Speaking
6 Look and answer.
Answers ______/5
Children’s own answers.
Skills test total ______/ 30
© Oxford University Press 2015

3


Family and Friends Special Edition Grade 3 Intensive Program‒ Review 4

Review 4
1 Write. Use than and a comparative adjective.
Answers
1 The horse is bigger than the sheep. The sheep is smaller than the horse.
2 The donkey is louder than the goat. The goat is quieter than the donkey.
3 The horse is faster than the donkey. The donkey is slower than the horse.
2 Where were they yesterday?
Answers
1 He was at work at 9 o’clock.
2 He was at school at 9 o’clock.
3 They were at the park at 5 o’clock.
4 They were at home at 8 o’clock.
5 She was in bed at 8 o’clock.
3 Write negative sentences about yesterday.
Answers
1 He wasn’t at school at 6 o’clock.
2 He wasn’t at home at 9 o’clock.
3 They weren’t at the park at 9 o’clock.

4 She wasn’t in bad at 5 o’clock.
5 They weren’t at work at 8 o’clock.
4 Write sentences.
Answers
1 There are some teachers.
2 There aren’t any pupils.
3 There aren’t any tables.
4 There are some chairs.
5 There are some prizes.
6 There aren’t any boards.
5 Write.
Answers
1 first
2 second
3 third
4 fourth
5 fifth
6 sixth
7 seventh
8 eighth
6 Write.
Answers
1 families
2 lollies
3 parties
4 pastries
5 children
6 men
7 women
8 sandwiches

© Oxford University Press 2015

1


Family and Friends Special Edition Grade 3 Intensive Program‒ Review 4

Summative test 4
Resources and materials


Audio Track 100

1 Circle the odd-one-out. Write.
Answers ______/5
1 sheep
2 goat
3 goose
4 donkey
5 cow
6 horse
2 Match.
Answers ______/5
1e
2a
3d
4c
5f
6b

3 Complete.
Answers ______/5
1 bigger than
2 taller than
3 quieter than
4 faster than
5 slower than
6 bigger than
4 Complete.
Answers ______/5
1 were
2 were
3 weren’t
4 weren’t
5 were
6 was
5 Match the letters and write.
Answers ______/5
1 tree
2 feet
3 cape
4 three
5 pine
6 cheese
6 Listen and check (). (Track 100)
Transcript 100
1 cub cub
2 cap cap
3 pine pine
4 cube cube

© Oxford University Press 2015

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Family and Friends Special Edition Grade 3 Intensive Program‒ Review 4
5 pin pin
6 cape cape
Answers ______/5
1 cube
2 cap
3 pine
4 cube
5 pin
6 cape
Summative test total ______/30

Skills test
Resources and materials


Audio Track 101–102

Listening
1 Listen and check () the correct picture. (Track 101)
Transcript 101
1 There were two cows at the farm.
2 There was a big horse.
3 There was a white goose.
4 There were three sheep.

5 There were two donkeys.
6 There was a black goat.
Answers ______/5
1 two cows
2 a big horse
3 a white goose
4 three sheep
5 two donkeys
6 a black goat
2 Listen and write. (Track 102)
Transcript 102
1 The horse is faster than the goat.
2 The donkey is smaller than the horse.
4 The cow is slower than the horse.
Answers ______/2
1 faster
2 smaller
3 slower
Reading
3 Read and match.
Answers ______/3
1d
2b
3a
4c

© Oxford University Press 2015

3

Family and Friends Special Edition Grade 3 Intensive Program‒ Review 4
4 Read the text again. Write T (true) or F (false).
Answers ______/5
1F
2F
3F
4F
5T
6T
Writing
5 Look and complete.
Answers ______/5
1 bigger than
2 faster than
3 taller than
4 slower than
5 smaller than
6 louder than
6 Complete the text.
Answers ______/5
1 were
2 weren’t
3 were
4 weren’t
5 was
6 wasn’t
Speaking
6 Answer the questions for your teacher.
Answers ______/5

Children’s own answers.
Skills test total ______/ 30

© Oxford University Press 2015

4


Family and Friends Special Edition Grade 3 Intensive Program‒ Starter

CYLET Starter Review: Play
Topics


Clothes, presents

Functions


Acting out a play

Grammar


Present simple

Vocabulary



Script 1: shoes, pants, socks, coat
Script 2: presents, semester, cake, chocolate cookies, flowers, parrot, tiger, elephant

Resources and materials



Track 01
Blank paper

Warmer




Ask children to work in small groups. Give each group a piece of blank paper and ask them to draw a simple picture of
a boy and girl. Draw a picture on the board as an example.
Give them 2 minutes and ask them to label as many items of clothing on the picture as they can. Monitor and help
with spelling where needed.
Give each group chance to show their picture to the class and talk about the words. The other groups can add any
words they don’t have to their own pictures.

Lead-in




Ask the class to look at the picture on page 2.
Tell them to work in pairs and point to and name any items of clothing they can see.
Ask them to discuss what they think is happening in the picture.

Play Script 1: Where is my hat?
Read the play script



Ask the children to read the play script quickly to find out if their predictions are correct. (Billy is looking for his
clothes.)
Write the following questions on the board and ask the children to find out the answers.
Where are Billy’s shoes? (Under the chair)
Where is Billy’s coat? (In the cabinet)
Where is Billy’s hat? (On his head)
What happens at the end of the story? (It’s sunny so everyone takes their warm clothes off)

Read again. Practice.




Put the children into seven groups and give each group a character, Billy, Rosy, Mom, Dad, Grandma, Grandpa, Tim.
Ask the children to practice the lines for their character in their group.
Read through the play script with the groups saying the lines for their character in chorus.

Song. (Track 01)




Tell children that there is a song in the play and there is a verse for each scene.
Show them the words of the song in the play script.

Play the song through once for the children to listen and play it again for them to sing along.

Act. (Track 01)


Put the children into groups with one of each of the characters in the play. (If there are not enough children, some

© Oxford University Press 2015

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Family and Friends Special Edition Grade 3 Intensive Program‒ Starter




children can play more than one character).
Ask the groups to practice acting out the play.
Ask each group to come to the front of the class and act out the play, the whole class can sing along with the song.
If you like, ask the class to vote on the best performance.

Play Script 2: A present for Miss Jones
Read the play script.



Ask the children to read the play script quickly to find out if their predictions are correct.
Write the following questions on the board and ask the children to find out the answers.
What present does John have? (a cake)

What present does Ella have? (chocolate cookies)
What present does Max have? (flowers)
What is Rosy’s idea? (draw some animals)
What happens to the presents? (they get spoilt)
What do the children do instead? (sing a song)

Read again. Practice.




Put the children into seven groups and give each group a character, Rosy, Tim, John, Ella, Max, Lily, Miss Jones.
Ask the children to practice the lines for their character in their group.
Read through the play script with the groups saying the lines for their character in chorus.

Act.





Put the children into groups with one of each of the characters in the play. (If there are not enough children, some
children can play more than one character).
Ask the groups to practice acting out the play.
Ask each group to come to the front of the class and act out the play, the whole class can sing along with the song.
If you like, ask the class to vote on the best performance.

© Oxford University Press 2015

2

Family and Friends Special Edition Grade 3 Intensive Program‒ Starter

CYLET Starters Starter Unit Review
Aims


Revising topics, vocabulary, grammar and test skills

Starters practice


The Review Unit will help to prepare learners for all parts of the Starters Tests.

Resources and materials


Track 0103

Warmer



Sing along with the song from the previous play script (Track 01) to warm up the class and review the vocabulary.
Split the class into two halves and have a singing competition where the children take turns to sing along with the
track. See if they can remember the words and sing the song without looking on the page.

Lead-in.




Write the headings Clothes, Food, Animals, Things in the house, and Colors on the board. Ask the class to say
vocabulary for each heading. Write their suggestions on the board.
Erase the words on the board. Ask children around the class to say three words from one of the groups.

1 Look at the picture for one minute. Listen to your teacher and write the answers.




Ask children to look at the picture for one minute, then turn the page over.
Ask questions about the picture. For example: Where is the bird / cow / pig / cat / horse / goat / frog / fish / duck?
Tell the children to write their answers in their notebooks.

Answers
The bird is on the wall.
The cow is between the tree and the house.
The pig is under the window / in front of the house.
The cat is on the house.
The horse is behind the house.
The goat is next to the horse.
The frog is in front of the pig / in the pond.
The fish is next to the frog / in the pond.
The duck is behind the fish / in the pond.
2 Look at the pictures. Do the crossword.


Allow the children time to look at the pictures and complete the crossword on the page.

Answers
Down:
1 bathroom 3 hall 4 garden
Across:
1 bedroom 2 kitchen 5 living room
3 Find ten differences. Talk to your friend about the pictures.



Ask children to look at the pictures and say what they can see.
Tell the class that there are ten differences between the two pictures. The children work in pairs to find and talk
about the ten differences.

Answers

© Oxford University Press 2015

3


Family and Friends Special Edition Grade 3 Intensive Program‒ Starter

Picture 1: eight apples; Picture 2: eight pears.
Picture 1: a sun; Picture 2: no sun.
Picture 1: light grey door; Picture 2: dark grey door.
Picture 1: seven flowers; Picture 2: six flowers.
Picture 1: a grandma and grandpa; Picture 2: a grandma.
Picture 1: two birds; Picture 2: three birds.
Picture 1: black T-shirt; Picture 2: white T-shirt.
Picture 1: no glasses; Picture 2: glasses.

Picture 1: boy has a bag; Picture 2: boy hasn’t got a bag.
Picture 1: chair and table; Picture 2: two chairs, no table.
4 What’s in Sue’s bag? Listen and draw lines. (Track 02)




Play the first part of the track and point out the example.
Tell the pupils that they should listen, find the correct items outside the big picture, then draw lines to the bag.
Play the track twice for the pupils to complete the activity.

Answers

In Sue’s bag: skirt, shirt, socks, banana, orange, glasses
Transcript (Track 02)
Sue: I’m going to Lucy’s house now, Mum!
Mum: Oh, but have you got all your things, Sue? What’s in your bag?
Sue: Oh… well… a skirt… and a shirt.
Mum: Good… and some shoes?
Sue: No Mum. I’m wearing my shoes!
Mum: OK, some clean socks then?
Sue: Yes, Mum, my blue socks are in the bag.
Mum: And these purple trousers?
Sue: No thanks, Mum!
© Oxford University Press 2015

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Family and Friends Special Edition Grade 3 Intensive Program‒ Starter

Mum: Well some fruit then? Put a banana in your bag.
Sue: A banana? Oh, OK.
Mum: And some grapes, Sue.
Sue: No Mum. I don’t like grapes!
Mum: Well, an orange then.
Sue: OK, Mum. I like oranges.
Mum: Oh… and your glasses, Sue!
Sue: Yes, they’re in the bag!
Mum: Good. And your watch?
Sue: No, I don’t want that!
Mum: This dress is very nice!
Sue: Oh Mum… no. That dress is very big! I’m going now! Bye!
Mum: Oh, OK then. Bye Sue… And Sue!
Sue: What now Mum?
Mum: Have a great time!
Sue: Oh… thanks Mum!
5 Look at the picture. Write the words.


The children work in pairs. They write the time when they start the activity, then find and complete the words below
the picture. When they have completed all the words, they write the time when they finished, then put their hands
up.

Answers
1 flowers
2 wall
3 door
4 dad
5 lamp
6 mirror

7 bookcase
8 table
9 fruit
10 dog
11 skirt
12 sofa
13 chair
14 shoes
15 T-shirt
16 trousers
17 mat
18 baby
19 sheep
20 handbag

© Oxford University Press 2015

5


Family and Friends Special Edition Grade 3 Intensive Program‒ Starter

Starter Unit Mini-test
Speaking
Topics


General

Aims



Revising vocabulary, grammar and test skills

Starters practice


This section prepares learners for all parts of the Starters Speaking Tests.

Warmer



Ask children around the class questions about themselves. For example: What’s your name? How do you spell that?
How old are you? What’s your favorite color?
Tell the children to make short dialogues asking and answering questions about themselves, then invite pairs of
children to act out their dialogues in front of the class.

Lead-in
Ask the class to say what words they can remember for food. Write their suggestions on the board.
Point to the words on the board and ask children around the class to say whether each word is a singular noun or a
plural noun.
Starters tip: Teach learners how to ask for repetition or clarification in English. This will make them more confident if they
don’t understand something during the Starters Speaking Test. Teach them phrases such as I don’t understand. I don’t
know. Sorry? Pardon? Can you say that again, please?




1 Look at the picture in Exercise 2. Write sentences about where to put these things.







Ask children to look at the picture in Exercise 2. Ask children around the class to say what they can see in the picture.
Read out the words around the picture.
Tell the children to work in pairs. Point to the boxes in Exercise 1 and explain that one child in each pair should write
sentences in the first box (Child A) and the other child in each pair should write sentences in the second box (Child B).
Tell children to use the prepositions of place and the words in the box to write sentences about where their partner
should put the different foods (in the picture in 2).
Allow the children time to write sentences on the page, then invite children around the class to read out their
sentences.

Answers
Children’s own answers.
2 Tell your friend where to put the things. Listen and draw lines.





Tell the class that they are now going to work in pairs and tell their partner where to put the different foods. They
should use the sentences they write in 1. Their partner should listen and draw lines from the smaller pictures to the
main picture on the page. Then the children should swap roles.
Move around the class as the children carry out the speaking activity in pairs. Monitor their performance and help if
necessary.
Invite children around the class to talk about where each item is in their completed picture.

Answers
Children’s own answers.
3 Tell your friends about: your house; your favourite food; your family.



Ask children to think about their house, their favourite food and their family and decide what they want to tell their
group.
Ask the children to practice in pairs, then put them into small groups to talk about one of the topics.

Answers
Children’s own answers.
© Oxford University Press 2015

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Family and Friends Special Edition Grade 3 Intensive Program‒ Starter
Extension



Tell the children to work in pairs and choose one of the other topics from the previous activity. Tell them to talk to
their partner about the topic.
Put the children into groups and tell each child to talk about their partner.

© Oxford University Press 2015

7

Family and Friends Special Edition Grade 3 Intensive Program‒ Starter

Grammar Starter Unit About us
Objectives




Have got (1)
There is and There are
Prepositions of place

Language


family, dad, mum, grandpa, grandpa, uncle, aunt, cousin
British English
have got
mum

American English
Have
mom

Lead-in.




Draw a simple family tree on the board with the names of your family. Talk about your family, say Thien is my father
and My is my mum. Giang is my sister etc.
Ask children to draw their own family tree, then talk to a partner about it.
Ask them Have you got a big family or a small family?

Have got




Look at the picture and look at the boy. Explain that this is the boy’s family.
Give children time to read the sentences and point to the people in the picture.
Read the grammar box together.

1 Complete the sentences.




Look at the sentences and the words and the word box. Explain that the children need to complete the sentences
with the words in the box.
Give them time to complete the activity individually.
Allow them to check their answers in pairs, then as a class.

Answers
1 I’ve got / I’ve got
2 She’s got / She’s got
3 She’s got / She’s got
4 He’s got / He’s got
2 Write the words in the correct order. Then match.






Write the first jumbled sentence on the board and elicit the correct word order from the class (She’s got curly hair).
Leave this sentence on the board to support the children with the rest of the activity.
Show children that when they have completed the sentence they must match it with the picture.
Give children time to complete the activity. Monitor and help where needed.
Invite individual children to write the sentences in the correct order on the board. Allow the class to call out the
matching picture.

Answers
1 She’s got curly hair – a
2 He’s got black hair – c
3 She’s got long hair – d
4 She hasn’t got curly hair – d
5 He hasn’t got black hair – b
6 She hasn’t got black hair – a
7 She hasn’t got straight hair - a
3 Make the sentences negative.
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Look at the example together and allow the children time to complete the sentences.
Invite children to write the negative sentences on the board for the class to check.

Answers
© Oxford University Press 2015

8


Family and Friends Special Edition Grade 3 Intensive Program‒ Starter
1 he hasn’t got brown hair.
2 She hasn’t got long hair.
3 I haven’t got short hair.
4 He hasn’t got curly hair.
There is and there are; prepositions of place
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Ask children to look at the picture of the bedroom and read the word bubble.
Read the grammar box together.
Put the children into pairs and ask them to talk about the picture. They should say what there is, what there are, and
where the things are in the bedroom. Monitor and help where needed.
Ask a few pairs to share a sentence with the class.

4 Look at page 12. True or false. Write T or F.
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Ask children to read the sentences in pairs and decide if they are true or false.
Ask them to write T or F next to the sentences.
Check answers with the full class.

Answers

1F2T3T4F5F
In our classroom
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Ask children to work in pairs to write some true / false questions for another pair. The questions should be about the
classroom.
Tell children to use the model in exercise 4, elicit some examples and write them on the board, e.g. There is a window
next to the door. There are five coats on coat hooks.
When they have completed the sentences they should swap with another team and say if the questions are true or
false.
Children can swap the questions back and check the answers.

5 Look at page 12. Answer the questions.
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Look at the example sentence together.
Give children time to complete the activity. Remind them that they should answer in full sentences.
Invite individual children to come to the board to write the sentences.
Ask the class to check if they are correct.

Answers
1 There are eight kites.
2 There are three teddies.
3 There are six dolls.

4 There are two balls.
5 There are five books.
6 There are five puzzles.
6 Look at page 12. Complete the description.
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Ask children to look at the paragraph and the words in the word box. Tell them they should use each word only once.
Give children time to complete the paragraph.
Invite children to read out sentences to the class.

Answers
1 are
2 There’s
3 on
4 There
5 under
6 in

© Oxford University Press 2015

9


Family and Friends Special Edition Grade 3 Intensive Program‒ Starter

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 setting 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 3 have a total of 15 marks.
Grading for Unit tests is as follows:
1415
1113
710
46
03

Excellent
Very good
Good
Satisfactory
Needs further work

1 Match.
Answers _____/3
1c
2a
3d
4b
2 Complete.
Answers _____/4

1 fifteen
2 twenty
3 seventeen
4 thirteen
5 eleven
3 Circle the correct word.
Answers _____/3
1 black
2 curly
3 short
4 gray
4 Match.
Answers _____/5
1b
2f
3d
4c
5e
6a
Total: _____/15
© Oxford University Press 2015

10


Family and Friends Special Edition Grade 3 Intensive Program – Unit 1

CYLET Starters Unit 1 Going to the zoo
Lesson 1 Words
Topics

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Wild animals

Functions
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Identifying wild animals
Completing gapped words
Numbering pictures in the correct order

Vocabulary
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crocodile, hippo, lizard, tiger, zoo

Grammar
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Present simple

Starters practice
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Reading and Writing, Part 3

Resources and materials
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Blank paper
Audio Track 03

Warmer
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Play Hangman to warm the class up and introduce some words for wild animals.
Divide the class into two teams. Draw a line for each letter in your chosen word on the board.
Invite children from each team in turn to guess one of the missing letters. If the team correctly guesses a missing
letter, write the letter on the correct line(s) on the board.
If the team guesses a letter that is not in the word, draw the first part of a simple picture (a flower with five petals, a
stem, and two leaves / a house with three windows, a door, and a chimney).
If a team guesses the word before you have completed the picture, award them one point. If not, continue the game
with another word.
If children don’t know the word, draw a simple picture of the animal on the board to help them.

Lead-in
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Ask the class to say what words they can remember for wild animals. Write their suggestions on the board.
Ask children around the class to describe the animals on the board. You can ask questions such as How many legs has
it got? What color is its body? Has it got a tail? Can it swim / run / fly?

1 Complete the animal words. Listen and number. (Track 03)
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Point to the picture of Sam and Lucy and read out the speech bubble.
Point to the pictures and ask the children to name the animals.
Focus attention on the gapped words beneath each picture. Tell the class that they need to look at the pictures and
write the correct letters to complete the words.
Allow the children time to complete the activity on the page.
Check answers by asking children to say, then spell, the words.
Tell the children that they are going to hear the children talking about the zoo with Mom. Explain that they need to
listen for the animal words and number the pictures in the order they hear them.
Play the track twice for the children to complete the activity. Check answers by asking What’s number (1)?

Answers
1. crocodile
© Oxford University Press 2015

1


Family and Friends Special Edition Grade 3 Intensive Program – Unit 1
2. snake
3. monkey

4. giraffe
5. tiger
6. hippo
7. spider
8. lizard
9. fish
10. bird
Transcript 03
1
Mom: What shall we do at the zoo today? You can choose!
Tom: Well, I’d like to see the crocodiles, please.
Mom: OK, do you like crocodiles?
Tom: Yes, I do!
2
Mom: What would you like to see, Nick?
Nick: Oh, I’d like to see the snakes!
Lucy: Oh, I don’t like snakes.
Nick: Why not?
Lucy: They’re ugly!
Nick: Oh.
3
Mom: Would you like to see the monkeys, Sam? They’re really funny animals.
Sam: Yes, I would! I like monkeys!
4
Ann: Well, my favorite animals are giraffes!
Mom: OK, we can see some giraffes at the zoo.
5
Sam: Would you like to see the tigers, Ann?
Ann: No, I wouldn’t! I think they’re very angry animals. I don’t like them!
Sam: No, they aren’t.

Ann: Yes, they are!
6
Mom: OK, would you like to see the hippos next?
Jill: I would. They’re really nice animals. I’ve got a toy hippo!
7
Tom: And there are some very big spiders at the zoo.
Jill: Oh, I wouldn’t like to see them!
8
Tom: Why? I think they’re great! And lizards are good too! I’d like to see them!
Mom: Would you?
Tom: Yes, I really would!
9
Lucy: And then we can see some really big fish!
Sam: OK, I’d like to see the fish.
10
Nick: And can we see the birds there too?
Mom: The birds – OK. I’d like to do that! Well, here we are!
All children: Yes! Let’s go in now!
Starters tip
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Remind learners to think about double consonants and combinations of consonants which make other sounds (for
example ph, mb) when they are spelling words.
Tell the children that the animal words on page 15 are singular, but the animal words on the recording are plural. Ask
the children to say the singular and plural forms of each of the animal words.

© Oxford University Press 2015

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