Family and Friends Special Edition Grade Intensive Program‒ Review Review 1 Write This, That, These or Those Answers This Those That These This That Make the sentences into questions Answers Have you got chicken? Has he got a pizza? Has she got a sandwich? Has she got salad? Match and write has or hasn’t Answers No, she hasn’t No, he hasn’t Yes, she has Yes, he has Summative test Resource and materials  Audio Track 20 Circle the correct word Answers _/3 board picture drawers Look and write Answers _/5 fish salad pizza chicken juice Match the pictures with the beginning sounds Answers _/6 1c 2a 3b 4d 5f 6e © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program‒ Review Listen and circle the beginning sounds you hear (Track 20) Transcript 20 frog crayon brush drum Answers _/5 fr cr br dr Summative test total /19 Skills test Resource and materials  Audio Track 2122 Listening Listen and write (Track 21) Transcript 21 thirty seventy ninety twenty one hundred eighty Answers _/6 30 70 90 20 100 80 Listen and check () (Track 22) Transcript 22 This is a computer That is a table This is a board This is my pencil case Answers _/4 computer table board pencil case Reading Read Circle the correct answers Answers _/ three © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program‒ Review eight two blue Read again and write T (true) or F (false) Answers _/4 1F 2T 3T 4F 5F Writing Look and write Answers _/5 salad chicken milkshake pizza fries sandwich Speaking Look and say Answers _/ (In any order) He has a pizza She has fries He has a milkshake She has chicken He has a salad She has a banana Skills test total / 30 © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program‒ Review Review Make the sentences negative Answers I don’t like fruit She doesn’t like balloons He doesn’t like chocolate I don’t like nuts He doesn’t like pastries She doesn’t like sweets Write the words in the correct order Make questions and answers Answers What does she like? She likes sweets Does he like pastries? Yes, he does Does she like bananas? No, she doesn’t What does he like? He likes nuts Summative test Match Answers /5 1b 2e 3a 4d 5f 6c Complete Answers /2 like / don’t like doesn’t like / likes likes / doesn’t like Write Answers /5 math art music P.E English math Look at the table and write Answers /3 Yes, he does No, she doesn’t Yes, she does No, he doesn’t Complete the words cloud slide star © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program‒ Review gloves snow smile Skills test Resources and materials  Track 56–57 Listening Listen and write the times you hear (Track 56) Transcript 56 I have lunch at o’clock I get up at o’clock I go to school at o’clock I have dinner at o’clock I go swimming at o’clock I go home at o’clock Answers /5 1 o’clock o’clock o’clock o’clock 5 o’clock o’clock Listen and draw  or  (Track 57) Transcript 57 Hello, I’m Helen Look, nuts! I like nuts Oh, balloons I don’t like balloons I’m scared of them I don’t like cake, but my mom does Mmm, I like plums They are my favorite fruit Oh yes, I like candy It’s a special treat Answers /4 1 2 3 4 5 Reading Read and draw the times Answers /3 seven o’clock eight o’clock one o’clock six o’clock Read again and write T (true) or F (false) Answers /5 1F 2F 3T © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program‒ Review 4F 5T 6F Writing Look and complete the sentences Answers /5 likes doesn’t like likes likes doesn’t like doesn’t like Speaking Look and answer Answers /3 We have math We have art We have English We have P.E Skills test total / 25 © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program‒ Review Review Write Answers It’s windy It’s cold It’s raining It’s cold It’s sunny It’s hot Write sentences Use the present continuous Answers I’m taking photos She’s brushing her hair We’re listening to music You’re listening to music They’re making a cake He’s washing the car Summative test Resources and materials  Audio Track 77 Write Answers /5 snowing / jeans sunny / shorts raining / boots hot / skirt snowing / hat windy / scarf Match the sentences with the clocks Answers /5 1c 2e 3a 4d 5f 6b Order the words and write Answers /4 Put on your sun hat Don’t open the door Open the window Don’t put your coat on Don’t go outside Circle the wrong word Write the correct word Answers /5 eating / dancing making / reading wearing / making brushing / washing talking / taking © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program‒ Review washing / brushing Check () the words that rhyme Answers /3 lake / cake cube / tube bone / stone nine / line Listen and complete the words (Track 77) Transcript 77 nose line tube rope white June home bike flute Answers /8 nose line tube rope white June home bike flute Summative test total /30 Skills test Resources and materials  Audio Track 78–79 Listening Listen and check () the words you hear (Track 78) Transcript 78 I’m wearing a T-shirt He’s wearing boots She’s wearing jeans He’s wearing a scarf Dad’s wearing a shirt I’m wearing a skirt Answers /5 T-shirt boots jeans scarf shirt skirt © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program‒ Review Listen and number (Track 79) Transcript 79 It’s sunny today It’s snowing It’s raining It’s windy today It’s hot Answers /4 1d 2a 3e 4c 5b Reading Read and write the names under the pictures Answers /3 Polly Harry Anna Ben Read again Circle the correct word Answers /5 park Anna soccer black Harry windy Writing Write the times Answers /3 forty-five ten four fifteen Look and complete the sentences Answers /5 sleeping taking a photo eating washing the car smiling brushing her hair Speaking Look and answer Answers /5 Children’s own answers Skills test total / 30 © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program‒ Review Review Write Use than and a comparative adjective Answers The horse is bigger than the sheep The sheep is smaller than the horse The donkey is louder than the goat The goat is quieter than the donkey The horse is faster than the donkey The donkey is slower than the horse Where were they yesterday? Answers He was at work at o’clock He was at school at o’clock They were at the park at o’clock They were at home at o’clock She was in bed at o’clock Write negative sentences about yesterday Answers He wasn’t at school at o’clock He wasn’t at home at o’clock They weren’t at the park at o’clock She wasn’t in bad at o’clock They weren’t at work at o’clock Write sentences Answers There are some teachers There aren’t any pupils There aren’t any tables There are some chairs There are some prizes There aren’t any boards Write Answers first second third fourth fifth sixth seventh eighth Write Answers families lollies parties pastries children men women sandwiches © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program – Unit 12 CYLET Movers Language practice Topics  Past activities Functions   Re-writing sentences with the same meaning Completing a rhyme Grammar   Past simple Prepositions Movers practice  The Language practice section will help to prepare learners for all parts of the Movers Test Resources and materials  Audio Track 92 Warmer     Play a game to warm the class up and revise the vocabulary learnt so far Divide the class into small teams Ask children from each team in turn to name three items in each set: Things you can see on holiday, Things in the house, Things you can wear, Colours, Daily activities and Places in a town Award one point for each correct set of words Lead-in    Write sentences with missing prepositions on the board, leaving gaps for the prepositions For example: I gave a book my friend / I bought a CD _ my mum / I made a card _ my sister / I cooked dinner _ my family Invite children to come to the board and complete the sentences with for or to You can play this as a game in two teams if you like, writing gapped sentences on the board for each team in turn and awarding one point for each correct answer Movers tip  Understanding how sentences can be turned around whilst retaining their meaning will help learners to prepare for Part of the Movers Reading and Writing Test Write sentences that mean the same     Point to each of the pictures and ask the children to say who or what they can see, and what the people are doing in each picture Focus attention on the example Explain to the class that we can rewrite sentences so that they mean the same thing Ask the children to say how the second sentence in the example is different from the first (there is no preposition, the direct and indirect objects have swapped positions) Allow the children time to re-write the remaining sentences on the page, and then invite children to read out their sentences for the class Answers The girl bought Daisy an ice cream Jack wrote Daisy an email Daisy made her brother a sandwich Jack told his brother a story Daisy showed Jack her picture Jack gave his mum a present More sentences  Write some more sentences on the board for the children to re-write For example: Daisy gave her brother a present © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program – Unit 12  / Jack bought a sandwich for Daisy If you like, you can play this as a game in two teams Invite children from each team in turn to come to the board and re-write a sentence Complete the rhyme Listen and say (Track 92)      Point to the pictures and ask the children to say what they can see or what the people have got in each picture Show the class the words in the box Then read out the gapped rhyme and ask the children to say which word they think completes each gap Tell the children to complete the rhyme with the missing words on the page Play the recording for the children to listen and check their answers Then play the recording again for the children to listen and say the rhyme Invite children around the class to read out the rhyme Answers an ice cream, a pear, some lunch, a chair, a story, a cake, a book, a snake Transcript 92 She bought me an ice cream, She bought me a pear I cooked her some lunch, And I pulled out a chair He told them a story, He made them a cake They read him a book, And they showed him a snake! © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program – Unit 12 Unit 12 Movers Mini-test Listening, Part Resources and materials  Audio Track 93 Lead-in    Describe a child in the class without saying their name Talk about what the child is wearing or doing, what he/ she looks like, and where he/she is For example: Can you see the boy with brown hair and green eyes? He’s wearing a red T-shirt and blue trousers He’s sitting at his desk and he’s writing in his notebook He’s next to the bookcase The rest of the class guesses the name of the child being described You can play this as a game in two teams if you like Movers tip  In Movers Listening Part 1, make sure that learners realize that there is one extra name which will not be mentioned They should not try to match all seven names to people in the pictures Listen and draw lines There is one example (Track 93)     Ask the children to look at the picture Ask What can you see? Where is he/she? What’s he/she doing? Elicit answers from children around the class Focus attention on the example Play the first part of the recording while the children look at the example on the page Tell the children that they should draw lines to match the names to the people, as in the example Play the recording twice for the children to complete the test Check the answers as a class Answers Transcript 93 Look at the picture Listen and look There is one example Woman Hello! Are you enjoying the beach? Boy Yes, it’s great! I’m here with my friends Woman Oh! Is that boy your friend? Boy Which one? © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program – Unit 12 Woman The one with the green bag I think he’s listening to music Boy Yes, that’s Fred He’s listening to his favourite band Can you see the line? This is an example Now you listen and draw lines Woman Who’s the girl that’s swimming in the sea? Boy I can see two girls in the sea Which one you mean? Woman The one who’s near the beach Boy Oh, that’s Vicky Woman Is Mary here too? Boy Yes She’s sitting on a towel She doesn’t like swimming Woman Is she wearing a red hat? Boy No She hasn’t got a hat She’s wearing a yellow dress Woman Oh yes, I can see her now Woman Who’s the boy on the boat? Boy The one who’s taking a photo? Woman No, the one who’s getting undressed Boy Oh, that’s Peter I think he wants to go for a swim! Woman And who’s the girl next to the shower? Boy Is she having a shower? Woman No, she’s waiting Boy That’s my friend Jane Woman Oh, right Boy Look at Jim! Woman What’s he doing? Boy I think he’s buying me an ice cream! Woman Oh – great! Memory game    Play a memory game Tell children to look at the picture in the Listening Test for one minute and think about what they can see and what the people are doing in the picture The children turn the page over Say true or false sentences about the picture, e.g., A girl is buying an ice cream / There are two sandcastles on the beach Invite children to answer Yes or No from memory You could play this as a game in two teams, awarding one point for each correct answer Reading & Writing, Part Movers tip  Give learners plenty of practice with the use of set (formulaic) expressions and short answers to help prepare them for Part of the Movers Reading and Writing Test Lead-in  Practice short answers with the class Ask questions using a variety of forms and invite children around the class to give short answers For example, you can ask: Is it Monday today? Can you ride a bike? Do you like watching films? Have you got blue eyes? Shall I open the window? Are you writing? Do you want a pen? Did you go to the park last weekend? Read the text and choose the best answer Kim is talking to her friend Anna      Tell the children to look at the picture and say who or what they can see Explain to the class that Kim is talking to her friend Anna and that they need to choose the things Kim says from three options Show the class the example Tell the class to look at the three options and say why C is the correct answer Tell the children to read the remaining questions and choose the best answers Allow the children time to complete the test on the page © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program – Unit 12  Check answers by reading out the questions and asking children around the class to read out the correct responses Answers 1A 2C 3B 4B 5A 6C Five questions   Ask the children to write five questions for their partner Tell them that their partner needs to be able to give a short answer to each question The children can then swap questions and write short answers to their partners’ questions, or use their questions and answers to make a dialogue to act out for the class Listening, Part Resources and materials  Audio Track 94 Lead-in   Revise different question and answer forms by asking children around the class to answer questions about the picture in the Listening Test on page 238, e.g., What’s (Vicky doing)? Where (is Jim)? What did (this boy buy)? Who (is wearing sunglasses)? Invite children around the class to look at the picture and answer Alternatively, you could play this as a game in two teams, awarding one point for each correct answer Movers tip  There is often a wide range of vocabulary in Part of the Movers Listening Test Make sure that learners are familiar with all the words in the Starters and Movers vocabulary lists to ensure they can achieve full marks Listen and tick () the box There is one example (Track 94)      Ask children to look at the pictures Ask them to say what they can see, where the people or items are, and what the people are doing Focus attention on the example Play the first part of the recording while the children look at the example on the page Tell the children that they should listen, choose the correct picture, and then put a tick in the box next to the correct picture, as in the example Play the recording twice for the children to complete the test Check the answers as a class Ask the questions and invite the children to answer with the correct letters Answers 1B 2A 3B 4C Transcript 94 Look at the pictures Listen and look There is one example Man I like that sweater Is it new? Girl Yes My mum bought it for me yesterday Man Great! Girl And she bought me some socks too Man And your jeans? Are they new too? Girl No, they’re old Can you see the tick? Now you listen and tick the box © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program – Unit 12 Man Did you go to school today? Girl No! I don’t go to school on Saturdays! Man Oh, yes! Girl I went for a ride this morning Man On your bike? Girl No, on my horse He’s beautiful Man Did you go home after that? Girl Yes, I did It was lunchtime Man Is your house big? Girl No, it isn’t big, but it’s very nice! Man Have you got a garden? Girl No, we haven’t But there’s a balcony Man Which is your favourite room in the house? Girl Er I like my bedroom Man What have you got in your bedroom? Girl Well, there’s a bed! And I’ve got a cupboard Man And a bookcase? Girl No, my books are downstairs, in the living room Man What did you after lunch? Girl I went to the sports centre where my sister plays basketball Man Did you play basketball too? Girl No, I don’t like it Man Is there a pool there? Girl Yes, there is, but I didn’t swim I played tennis What did Sally do?   Ask the children questions about the pictures in the Listening Test For example: Did Sally ride her bike this morning? Has Sally’s house got a balcony? Is there a bookcase in Sally’s bedroom? Did Sally play basketball this afternoon? Invite children around the class to look at the page and answer You could play this as a game in two teams, awarding one point for each correct answer © Oxford University Press 2015 10 Family and Friends Special Edition Grade Intensive Program – Unit 12 Worksheet: Speaking Lead-in     Tell the children to imagine a holiday they went on last year Tell them it can be to anywhere in the world (or beyond!) Give them a few minutes to think about where they went and what they did Put the children into pairs to talk about their holiday Monitor and help where needed Choose a few children with interesting ideas to share their holiday with the whole class Imagine these are your holiday photos Complete the sentences    Put the children into pairs and tell one child to look at Worksheet A (page 241) and one child to look at Worksheet B (page 242) Tell them not to let their partner see their worksheet Write the first sentence on the board, This is the café where I ate Tell them they can fill in last word with their own ideas Give them time to complete the four sentences, keeping their words secret Imagine these are your friend’s holiday photos Ask and answer and write    Show the children Exercise and tell them they should ask their partner questions to complete the missing words Elicit the question for the first gap What did you eat? Act out a few example exchanges with children in the class, and then allow the children to carry out the activity in pairs Move around the classroom as the children work and help if necessary Invite some pairs of children to act out the speaking activity in front of the class © Oxford University Press 2015 11 Family and Friends Special Edition Grade Intensive Program – Unit 12 Grammar Unit 12 The school play Objectives  The past simple of be Language  hungry, wet, naughty, happy, kind Lead-in   Ask children if they have been in a school play Have they watched a school play? What stories they think would make good school plays? Put them into small groups to discuss Was and were    Look at the pictures at the top of the page What was the school play about? Read the sentences together Highlight the use of was and were Ask children to read through the grammar box Tell them to turn the page over and tell their partner what they can remember Circle the past simple forms of be     Ask children to look at the picture and tell their partner what they think happened Read the text to find out if they were right Show them the example and ask them to read the text again and circle the past simple forms of be Have children compare their answers with a partner and then go through the answers with the class by reading the text and stopping at the answer Answer Yesterday I was at the park My friends were at the park It was windy There was a boy and a kite The kite was in the tree The boy was sad There was a tall man The kite was on the ground Then it was in the sky We were all happy Feelings     Call on a few children in the class and ask How are you feeling today? Write their answers on the board Ask children if they can add any more feelings Accept any correct answers Drill pronunciation Tell children to ask the children around them how they are feeling Look and write Use the past simple of be and the words from the box    Tell children to look at the pictures and discuss with a partner what they can see Try to match the words in the word box with the pictures Look at the example sentence together, and then give them time to complete the rest of the sentences individually Remind children to use the correct form of be Invite individual children to come to the board and write a sentence Check the completed sentences as a class Answers I was at the park I was happy It was wet They were naughty He was kind We were hungry Where were they yesterday? Look and write      Ask a few children around the class Where were you yesterday? Put the children into small groups to ask and answer the question Tell children to look at the pictures and name the places in pairs Give children time to write the full sentences individually Feedback with the full class © Oxford University Press 2015 12 Family and Friends Special Edition Grade Intensive Program – Unit 12 Answers She was at the zoo They were at the park She was at a shop They were in the garden Wasn’t and weren’t     Ask children to look at the picture and name the jobs that the children have in the school play Read the sentences together and highlight the negative form Read the grammar box together Split the class into two halves and make a chant with the affirmative and negative forms Half the class says I was and the other half respond I wasn’t Change roles and repeat Circle the correct past simple negative form of be   Ask children to look at the sentences and choose the correct option Check answers with the class Answers weren’t wasn’t wasn’t wasn’t weren’t Make the sentences negative     Write the first sentence on the board and elicit the negative form Give children time to complete the sentences Invite individual children around the room to come to the board and write the negative sentences Check the answers as a class Answers Jamie wasn’t a policeman Dave wasn’t a fireman Mum and Dad weren’t sad Alison wasn’t in the play Yesterday it wasn’t sunny Three sentences    Ask children to write three positive sentences in their notebooks about their class or their family Tell them to swap with a partner who will rewrite the sentences and make them negative Monitor and help where needed Write Use the correct affirmative or negative form of the verb be    Ask children to read the paragraph quickly and tell you what it is about (The school play) Tell them to read it again and complete the missing words Check answers in pairs and then with the full class Answers was wasn’t was were wasn’t was were Look at the picture True or false? Write T or F   Tell children to look at the picture and discuss as a class what is happening Look at the example sentence and ask children to explain how we know it wasn’t sunny (the rain, the umbrella, the © Oxford University Press 2015 13 Family and Friends Special Edition Grade Intensive Program – Unit 12   black cloud) Ask children to read the questions and look at the picture to decide if they are true or false Feedback with the class Answers 1T 2F 3T 4F 5F 6T © Oxford University Press 2015 14 Family and Friends Special Edition Grade Intensive Program – Unit 12 TOEFL Primary Unit 12 Speaking Look and listen Then point and say (Track 95)   Play the recording The children should point to each picture and repeat chorally Transcript 95 Boy She has a tidy room Boy He is a good boy Boy They are happy babies Boy It’s a bad duck Listen and point to the picture (Track 96)    Ask children to look at the picture of the school play Play the recording The children should listen and point to the correct image in the picture Transcript 96 Boy It was our school play on Saturday I was a horse in the play Girl My costume was big and white I was a chicken Boy I was a sheep in the play It was very funny! Listen and tell your friend about the photos (Track 97)       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 speakers talking about the first picture The children should continue by describing the people in the pictures to their partner They should ask about one picture each time, in turns Depending on the needs of the children, they can describe the people in the picture only, or they could try to describe the scene as well (see answer key below) Some examples are given to help children if necessary Suggested answers Proud parents (Look at this photo of the school play.) The families were proud Hot (Look at this photo of me/my friend/my brother, etc.) He was hot Cold (Look at this photo of me/my friend/my brother, etc.) He was cold Wedding (Look at this photo of the wedding.) They were happy Baby (Look at this photo of the baby/me/my sister, etc.) She was tired Transcript 97 Girl: Look at this photo of the school play The families were proud Now tell your friend about the photos Listen Circle three words and write Then tell your friend about your week (Track 97)         This task requires children to work in pairs Review the adjectives in the box, checking children’s understanding as necessary Play the recording The children should listen and circle the words they hear Ask the children to think about what happened last week They should choose three adjectives and write the day next to them Give five minutes for this Stop the recording to allow time for this Ask the children to tell their partner about three days in the week Remind them that this is last week, not this week Depending on the needs of the children, they could select an adjective for more days or every day of last week They should use as much language as they can They not need to follow the models exactly, but some example sentences are given to help children if they need it © Oxford University Press 2015 15 Family and Friends Special Edition Grade Intensive Program – Unit 12 Example answers It was raining on Monday I was wet I was sad on Tuesday My teacher was kind on Wednesday The children in my class were bad on Thursday I was hot and tired on Friday My soccer clothes were dirty on Saturday My bedroom was neat on Sunday Transcript 98 Listen and circle the words you hear Girl On Monday, I was tired Boy It was raining on Saturday I was in the house I was dry Girl On Wednesday, my brother was bad Boy There was soccer on Sunday I was tired in the evening and my shorts were dirty Well done How about you? How was your week? Choose three words Write the day next to the word Are you finished? Good Now tell your friend about your week Listen and draw Then talk to your friend (Track 99)        This task requires children to work in pairs Play the recording The children should listen to the description of Billy and look at the picture They should then follow the instructions of the speaker on the recording First, give the children three to four minutes to draw a picture of themselves as a baby or small child Stop the recording to allow time for this When they are ready, the children should work in pairs to tell each other about themselves when they were younger and how they are now Encourage the children to use as many adjectives as they can They should try to use three to four different adjectives An example is given to help children if they need it Example answers Look at this photo/picture I was three/two/one I was a good child/baby I wasn’t bad Now, I am happy and kind Transcript 99 Boy Hi! I’m Billy I’m six years old Look at this photo I was three I was a happy little boy I was a little bad Now, I am good I am happy now, too! My mom and dad are proud Now draw a picture of you when you were little Are you finished? Now tell your friend about you when you were little Listen to your friend, too © Oxford University Press 2015 16 Family and Friends Special Edition Grade Intensive Program – Unit 12 Worksheet: Extra writing Circle the false word Write the correct word     Ask children to look at the pictures and discuss what is happening in pairs Look at the example sentence together Give the children time to complete the activity Invite individual children to come to the board and write the words they corrected Answers (hungry) good (dry) wet (neat) untidy / messy (happy) sad Write     Children look at the house and name as many rooms and objects as they can Give them time to read the paragraph and write the missing words Write the answers on the board for children to check Tell them to read out the paragraph with a partner Answers was wasn’t was was was were was was © Oxford University Press 2015 17 Family and Friends Special Edition Grade Intensive Program – Unit 12 Worksheet: Values – Be kind Resources and materials  Colored pencils Look and draw     Ask children to look at the pictures and discuss in pairs They should say if they think the children are being kind or unkind Tell the children to draw a frowny face for an unkind action and a smiley face for a kind action Put the children into small groups to compare their answers Ask the groups to think of other actions that are kind or unkind and share their ideas Answers 1 2 3 4 5 6 Are you good? Draw    Tell children to think of a time when they have been good Give them five minutes to draw a picture of it Put the children into small groups to compare their pictures and talk about what happened Tell each group to choose one child’s picture to share with the full class Answers Children’s own ideas © Oxford University Press 2015 18 Family and Friends Special Edition Grade Intensive Program – Unit 12 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 have a total of 15 marks Grading for Unit tests is as follows: 14–15 11–13 7–10 4–6 0–3 Excellent Very good Good Satisfactory Needs further work Match Answers 1d 2b 3c 4e 5a Complete Answers floor cube picture cub Complete Answers were was were were was Underline the correct word Answers wasn’t weren’t weren’t wasn’t weren’t © Oxford University Press 2015 19 ... University Press 2015 Family and Friends Special Edition Grade Intensive Program‒ Review eight two blue Read again and write T (true) or F (false) Answers _/4 1F 2T 3T 4F 5F Writing Look and write Answers... /3 1d 2b 3a 4c © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program‒ Review 4 Read the text again Write T (true) or F (false) Answers /5 1F 2F 3F 4F... (true) or F (false) Answers /5 1F 2F 3T © Oxford University Press 2015 Family and Friends Special Edition Grade Intensive Program‒ Review 4F 5T 6F Writing Look and complete the sentences Answers