Lesson One Words: Objectives

Family and Friends Special Edition Grade 4 – Unit 10: You’re sleeping!
Lesson One Words

Objectives
 To identify words related to weddings
 To understand a short story
Language
 Language focus: listening, reading
 Vocabulary: wedding, guests, bride, band, invitation
 Extra vocabulary: watch (v), dance (v), sleep
Resources and materials
 Student Book p. 68
 Workbook p. 68
 Audio Tracks 98, 104–106
 Flashcards 88–92
 Story posters 9, 10
 Worksheet 1: Wedding words (one copy per child)
 Colored pencils
Introduction
Weather report: Ask the class about today's weather.
Song: Sing What time is it? from p. 62 (Track 98) to energize and warm up the class.
Warmer
 Ask children what they can remember from the story in the previous unit.
 Use Story poster 9 to retell the story with the class. Ask Where are Rosy, Tim, and Grandma? Can Tim see his aunt and
cousins? How does Grandma find them?
Lead-in
 Write Wedding on the board and see if children can tell you any words related to weddings.
 Use Flashcards to elicit the celebrations vocabulary for the lesson. Hold them up one at a time and see if children
know the word. Model the words they don’t know.
 Hold up the flashcards in a different order and repeat.
Presentation
Listen, point, and repeat. (Exercise 1)
 Ask children to look at the pictures of the wedding words on p. 68 in their Student Books.
 Play the first part of the recording (Track 104) for children to listen and point to the appropriate picture. Hold up the
flashcard as each word is said.
 Play the second part of the recording, pausing after each word, for children to repeat.
 Play the recording all the way through for children to listen, point, then say the words.
 Hold up the flashcards again in random order and ask the class to say the words.
Transcript (Track 104)
Listen and point.
wedding, guests, bride, band, invitation
bride, wedding, invitation, guests, band
Listen and repeat.
wedding, guests, bride, band, invitation
Where was it?
 Display the flashcards on the board. Give the class five seconds to look at the cards.
 Now turn all the flashcards over so that children can’t see them.
© Oxford University Press 2016 1

 Ask, e.g., Where’s bride? The children try to remember the position of the bride flashcard.
 Ask children to say the word and point to the card.
 Repeat with the other words in the set.
Listen and chant. (Exercise 2)
 Play the recording (Track 105) and teach the chant.
 Play again for children to repeat the words in the pauses. Repeat as many times as needed.
 Children say the chant as a class, without the recording.
wedding, wedding, wedding
guests, guests, guests
bride, bride, bride
band, band, band
invitation, invitation, invitation
Development
Listen and read. (Exercise 3)
 Use Story poster 10 to present the story. Talk about each frame one at a time with the class. Encourage predictions
about the story from different members of the class.
 Ask children to look at the story in their Student Books. Play the recording (Track 106) for them to listen and point to
the different speech bubbles as they hear the words.
 Ask questions to check comprehension, e.g., What are Mom and Dad watching? Who is at the wedding? What is Milly
doing?
 Ask the children to look at the story again. They find and point to the words from Exercise 1.
Consolidation
Stand up game
 Assign different celebration words from the vocabulary set to different groups of children.
 Read the following story, pausing between each sentence:
Today there’s a wedding in our town. I have an invitation. The bride is my sister. There are lots of guests. There’s a
great band. We all dance.
 Children stand up when they hear their words.
Worksheet 1: Wedding words
 Give out Worksheet 1 and some colored pencils to each child.
 Children work individually to draw a picture to represent each word.
 When they have finished, they compare with a partner to see if the pictures are the same of different.
Exercises: Workbook p. 68
Story time: A reader of your choice

Lesson Two Grammar

Objectives
 To ask and answer questions about what people are doing
 To act out a story
Language
 Language focus: listening, speaking
 Vocabulary: activities
What are you / they doing?
I’m / We’re / They’re talking.
What’s he / she doing?
He / She’s eating.
 Workbook p. 69
 Audio Tracks 106–107
 Story poster 10
Introduction
Song: Play a warm-up song.
Warmer: Vocabulary review
 Place the flashcards from the previous lesson on the board so that students can’t see them. Ask children to shout out
the words they learned last lesson.
 When they get one correct, turn over the flashcard so students can see it. Continue until they have remembered all
the vocabulary.
Lead-in
 Ask children if they can remember what happened in the story in the previous lesson. Show Story poster 10 to
encourage ideas.
 Cover the poster and ask children which celebrations words were mentioned in the story.
Presentation
Listen to the story and repeat. Act. (Exercise 1)
 Ask children to turn to the story on p. 68 in their Student Books. They check how many of the celebration words they
remembered in the lead-in activity.
 Play the recording (Track 106), pausing after each line of text for the children to repeat. Ask children to look at the
different actions people do in the story and, as a class, decide on actions for each part (see suggestions below).
 Divide the class into groups of seven to play the parts of Mom, Dad, Rosy, Tim, Milly, Grandma, and Grandpa.
 Play the recording a second time for children to mime the actions as they listen.
 If you wish, ask children to act out the story in their groups. (Note: Grandma and Grandpa don’t have speaking parts.)
 Monitor and help with pronunciation.
 Ask some groups to come to the front to perform for the class.
Story actions
Picture 1: Rosy points to the TV screen.
Picture 2: (on TV) Mom and Dad dance.
Picture 3: (on TV) Dad eats a piece of cake. Tim points to the TV screen.
Picture 4: (on TV) Grandpa gestures towards Grandma as she talks.
Picture 5: (on TV) Milly closes her eyes and rests her hands on her chest like a sleeping baby.
Picture 6: Rosy and Milly point to the TV screen and laugh.

Listen and say. (Exercise 2)

 Ask children to look at the pictures in the Let’s learn! box. Ask What can you see?
 Play the recording (Track 107), pausing after each question and answer for children to point to the picture and repeat.
 Write only the answers on the board. Play the recording again, miming the actions to reinforce meaning. Children
repeat again.
 Erase the last word only in each sentence and ask the children to suggest other words to replace them, e.g., I’m
dancing with Rosy, We’re watching a movie, He’s eating pizza, They’re singing. Say the new sentences for the children
to repeat.
 Invite different children to change the words to make new sentences.
Find the sentences.
 Ask the children to read the story on p. 68 again and to find and underline sentences similar to those in Exercise 2.
 Compare in pairs to see if they found the same sentences.
Development
Look and say. (Exercise 3)
 Ask children to look at the first picture. Draw attention to the speech bubbles. Ask one strong student to stand up.
Ask the question for him / her to answer while the class listens.
 Ask the children to work in pairs. They take turns asking and answering the questions about what the people are
doing.
 Monitor the activity. Help with pronunciation and model words and phrases where necessary.
Look again and circle. (Exercise 4)
 Ask children to look at the pictures. Point to each one for them to say the wedding words.
 Look at the first picture again. Ask What does she have? Establish that the girl has an invitation. Read the two options
out loud and ask children which one is correct (The girl has an invitation). Show children how the correct sentence is
circled as an example.
 Then ask Is she reading or singing? Children circle the word reading.
 Allow time for children to read the rest of the sentences and circle the correct words.
 Monitor and help where necessary. Go over the answers with the class.
Answers
1. an invitation, reading
2. band, playing
3. bride, wearing
4. guests, talking
Consolidation
Let’s practice!
 Ask students to look at the picture and speech bubble.
 Have a student demonstrate the sentence for the class by saying I’m eating cake and miming eating cake from a plate
with a fork.
 Have students work in pairs to take turns saying the sentence and miming the actions. Tell them to use other
vocabulary words on the page.
Miming game
 Ask a child to stand up. Whisper an action to him / her, e.g., Brush your teeth.
 Ask the class What’s he / she doing? Encourage them to respond, using the structure He’s / She’s …ing.
 The first child to answer correctly does the next mime.
 Put the class into groups of five to six students to play the game together thinking of their own mimes.

Lesson Three Song

Objectives
 To identify things people do to get ready for a celebration
 To use these words and phrases in the context of a song
Language
 Language focus: listening, speaking, reading
 Vocabulary: wash the car, brush my hair, take photos
 Extra vocabulary: get ready, by my side, excited, can’t wait
 Workbook p. 70
 Audio Tracks 108–109
 Flashcards 93–95
 Worksheet 2: We’re getting ready for the wedding! (one copy per child)
Culture note: Weddings in the United States
Couples getting married in the United States can choose between a wide variety of different settings and ceremonies.
They can have a religious wedding in a church or hold a civil (i.e., non-religious) ceremony in a town hall, a hotel, a college
campus, or even a park.
If it is a traditional wedding, it may take place in the bride’s hometown. The guests, the groom, his “best man’” (a close
friend or relative of the groom), and his groomsmen (other friends or relatives) arrive at the ceremony before the bride.
When the bride arrives, music is played and she enters with her father, followed by her bridesmaids and her maid of honor
(her closest friend or relative). The bride usually wears a white or cream colored dress, often with a long train. She may
also wear a veil over her face, which the father lifts before the couple says their vows. After the wedding service, guests
gather to congratulate the couple and throw flower petals, rice, or confetti (small pieces of colored paper) over them.
The wedding reception usually consists of a meal, followed by speeches by the maid of honor and the best man. After the
speeches, the bride and groom cut the cake and all of the guests are given a piece. Traditionally, the couple will save one
piece of cake to freeze and then eat a year later when they celebrate their first anniversary. In the evening, there is usually
dancing, with music provided either by a D.J. or by live music from a band.
Introduction
Warmer: What’s missing?
 Display Flashcards from lesson one on the board. Point to each one, one at a time, for children to say the words. Give
the class a few seconds to look at them.
 Ask children to turn around. Remove a flashcard.
 Display the flashcards again and ask What’s missing?
 When children have identified the missing flashcard, shuffle them again and repeat the procedure.
 Option: To make the game more challenging, add a random flashcard from earlier in the book each time!
Lead-in
 Use Flashcards to teach the new vocabulary. Hold up the cards one at a time and say the phrases for children to
repeat. Use mime to reinforce the meaning.
 Hold the flashcards up in a different order for children to repeat again.
Presentation


 Ask children to look at the pictures. Play the first part of the recording (Track 108) for children to point to the pictures
and say the phrases.
 Play the second part of the recording for children to repeat the phrases.
 Play the recording all the way through again for children to listen and then repeat.
 Ask individual children to say the words for the class.
 Hold up Flashcards one at a time for individual children to say the phrases.
Listen and point.
wash the car, brush my hair, take photos
brush my hair, take photos, wash the car
Listen and repeat.
wash the car, brush my hair, take photos
Whispers
 Arrange children into groups of at least six. Show a flashcard to the first child in each group. This child whispers the
phrase to the child next to him / her.
 Children continue whispering the phrase to the child next to them until the phrase reaches the final child.
 The final child says the phrase out loud, and the first child holds up the flashcard to see whether the phrase and the
flashcard are the same.
 Add flashcards showing words from earlier in the book to add interest and challenge.
Listen and sing. (Exercise 2)
 Ask children to look at the pictures next to the song. Point to each one for children to tell you what the people are
doing.
 Play the song (Track 109) once all the way through for the children to listen.
 Play the song once all the way through for children to listen. Then play it again as they follow the words in their books.
 Read each line of the song aloud for children to repeat.
 Play the recording for children to sing along.
Development
Sing and do. (Exercise 3)
 Ask children to look at the pictures and tell you which action to do for each verse of the song (see below for ideas).
 Play the recording for children to listen and do their actions. Then play it again as they follow the words in their
books.
 Read each line of the song out loud for children to repeat.
 Play the recording for children to sing along.
Song actions
I’m wearing a shirt / tie – button up shirt and straighten tie
I have my family by my side – Put hands out to either side
Mom’s making cakes – mime mixing cake mixture
Dad is washing the car – clean the car with a cloth
I’m brushing my hair – brush hair
My sister is taking lots of photos – hold up a pretend camera and take photos
Consolidation
Simon says
 Review the new structure with the class. Write I’m …ing and We’re …ing on the board.
 Ask the children to stand behind their desks.
 Explain that you’re going to give instructions. If the instruction starts with the words Simon says…, children must do as
you say. If not, they should stand still and wait for the next instruction. Any child who gets this wrong is out of the
game and must sit down.
 Give an instruction, e.g., Simon says I’m brushing my hair. Simon says I’m washing my car.
 Intermittently, insert an instruction that is not preceded by Simon says to see if any children follow the instruction.

 Continue the game until there is only a small group of winners left standing.
Worksheet 2: We’re getting ready for the wedding!
 Ask children to close their books and give out the worksheet.
 Children should work individually to complete the blanks with the missing words.
 When they have finished, they should compare their worksheet with a partner to see if their answers are the same.
 Allow children to look back in their books to check the answers.

Lesson Four Phonics

Objectives
 To pronounce the sound /u/ in the middle of words
 To understand how magic e at the end of words changes the vowel sound
Language
 Language focus: listening, speaking
 Vocabulary: cube, flute, June, tube
 Extra vocabulary: month
 Workbook p. 71
 Audio Tracks 100, 110–112
 Phonics cards 35–38
 Worksheet 3: It’s my birthday! (one copy per child)
Introduction
Warmer: Miming game
 Play a miming game. Ask a child to stand up. Whisper an action to him / her, e.g., Brush your teeth.
 Ask the class What’s he / she doing? Encourage them to respond, using the structure He’s / She’s …ing. The first child
to answer correctly does the next mime.
 Put the children into small groups to continue the game.
Review
 Ask the children which sound they looked at in the last phonics lesson (/əʊ/). Do the chant from p. 63 (Track 100) to
energize the class and review the sound.
 Write the words from the lesson rope, stone, bone, and home on the board. Say the words with the class. Ask What
does magic e do?
Lead in
 Teach the sound and letters for the lesson using the Phonics cards. Hold up the phonics card for bus and elicit the
word.
 Say What’s the sound? (/ʌ/). Then hold up the card for the word June and the sound /u/ for the children to repeat in
chorus.
 Say bus and June several times, so that children can hear the two different vowel sounds. Remind children, Magic e
makes the vowel sound long.
 Repeat with the rest of the cards.
Presentation
 Ask children to look at the pictures in their Student Books. Tell them they are going to hear a recording of the
different sounds.
 Play the first part of the recording (Track 110) for children to listen and point to the pictures.
 Play the second part of the recording so that children can repeat the words and sounds.
 Play the recording all the way through for children to point and then repeat.
Listen and point.
/u/ June /u/ flute /u/ tube /u/ cube

/u/ flute /u/ cube /u/ June /u/ tube

Listen and repeat.
/u/ June /u/ flute /u/ tube /u/ cube
Listen and chant. (Exercise 2)
 Play the recording (Track 111) for children to listen to the chant.
 Play the chant again, stopping the recording after every line for children to repeat.
 Repeat, and encourage children to follow the chant in their books.
Development
Read the chant again. Circle the sound u_e. (Exercise 3)
 Write the first line of the chant on the board. Ask a child to come to the front and find and circle an example of the
sound u_e. He / She circles une in June.
 Allow time for the children to read the rest of the chant in their books and circle the other examples.
 Monitor the activity and help where needed.
 Go over the answers with the class.
Answers
This month is June
And it’s my birthday!
I have a fun cube,
I can play all day.
I have a new flute
For my birthday,
And a poster in a tube.
What a happy day!
Listen and complete the words. (Exercise 4)
 Ask children to look at the four pictures and identify the things they can see. Tell them they are going to hear a
recording of the words. They must listen and write the missing letters.
 Play the beginning of the recording (Track 112) and pause after the first word. Show children how the word has been
completed with the letters t and b.
 Play the rest of the recording for children to complete the remaining words.
 Play the recording again for children to complete their answers.
1 tube 2 June 3 flute 4 cube
Answers
1 tube 2 June 3 flute 4 cube
Consolidation
Let’s practice!
 Ask students to look at the picture and speech bubble. Say I have a new flute.
 Have a student read the sentence.
 Have students work in pairs and take turns saying the sentence. Tell them to use other vocabulary words on the page.
Can you remember?
 Put all of the magic e phonics cards from Units 7 – 10 on the board so that there is a separate row for each sound.
 Point to each word one at a time for children to say the sounds.
 Remove a card from each row. Point to the cards again for children to say the words. When they get to a blank space,
they say the word that used to be there.
 Continue until all of the cards have been taken down or until children cannot remember any more words.
Worksheet 3: It’s my birthday!
 Complete one worksheet as an example before the class and write the outline on the board. Demonstrate to the

children that they should use their own ideas to complete the missing words.
 Give out a worksheet to each child and ask them to work individually.
 Monitor and help with ideas.
 Children compare their worksheets in groups of three to four students. Ask a few children to read them out loud to
the class.
 If time permits, they can decorate their poems and display them on the classroom walls.

Lesson Five Skills Time!

Objectives
 To read and understand a descriptive e-mail
 To complete questions with information from the text
Language
 Language focus: reading
 Vocabulary: review
 Extra vocabulary: summer, party, clean (v), letters, think, send, soon
 Structures: review
 Workbook p. 72
 Audio Tracks 109, 113
 Plain paper (one sheet per child)
Introduction
Song: Sing We’re getting ready for the wedding from p. 70 (Track 109) to energize the class.
Lead-in
 Discuss celebrations with the class. Ask the class Do you like celebrations? What things do you celebrate in Vietnam?
What do you do to get ready for celebrations?
 Ask children to look at the text and tell you what kind of text it is (an e-mail).
 Ask who it is to and who it is from (to Kim from Nga).
 Ask children to look at the pictures and tell you what the e-mail is about (getting ready for Tet).
Presentation
Look at the pictures. What are they doing? (Exercise 1)
 Ask children to look at the pictures again. Point to each one and ask What are they doing? Encourage children to
answer with the structure They’re …ing.
 Ask children to work in pairs and take turns asking and answering questions about what people are doing.
Answers
cleaning the apartment, choosing new clothes, preparing lucky money envelopes, preparing Tet cakes
Listen and read. (Exercise 2)
 Write some comprehension questions on the board, e.g., What are Nga’s family and friends doing to get ready for the
party? What’s Nga doing with her Aunt? What are Nga and her brother preparing?
 Tell children they are going to listen to a recording of Nga reading her e-mail out loud.
 Play the recording (Track 113). Children listen and follow in their books.
 Play the recording again and ask children to answer the comprehension questions.
 Play the recording again so children can check their answers.
Development
True or false
 Read the following sentences out loud for the children to scan the text and tell you if they are true or false:
It’s Nga’s birthday. (F)
Nga’s brother is helping with the cooking and cleaning. (T)
Nga is choosing dresses with her sister. (F)
The invitation is for the party. (T)

Nga doesn’t like the big cakes. (F)

Read again. Write. (Exercise 3)
 Ask children to close their books. Copy the example question and answer with the blanks from the Student Book onto
the board.
 Ask children to scan the text and find the missing words. Write the missing words in the blanks.
 Write some of your own sentences with blanks on the board, and repeat the process, e.g., What is Nga getting ready
for? She’s getting ready for ___________ (Tet). What is Nga’s family cleaning? They’re cleaning the ____________
(apartment).
 Ask children to look at the exercise in their Student Books. Allow time for children to re-read the text and complete
the answers to the questions with the correct words.
 Go over the answers with the class. Ask the questions for individual children to answer.
Answers
Who is Nga helping? She’s helping her mom and dad.
What is her aunt’s name? Her name’s Tam.
What color is Nga’s ao dai? It’s purple.
What color are the invitations? They’re red.
What cake does Nga’s brother like? He likes the little cakes.
Consolidation
It’s my picture.
 Play a drawing game with the class. Give each child a piece of plain paper.
 Tell children that you have drawn a picture of a family celebrating Tet and you are going to describe it to them.
Children listen to your description and draw what they hear.
 Describe the picture to the class, e.g., There is a table in the middle of the room. The table has Tet cakes and mangoes
on it. There is a blossom tree. There is a girl next to the table. She is wearing ai dai. There is a boy next to the tree. He
is wearing pants and a shirt…
 When you have finished your description, give children a few minutes to complete their drawings. Then hold up your
picture so that everyone can see it.
 Children compare it with their own versions.

Lesson Six Skills Time!

Objectives
 To listen and identify people from their descriptions
 To talk about what people are doing
 To write about Tet using the present continuous
Language
 Language focus: integrated skills
 Vocabulary: review
 Structures: review
 Student book p. 73
 Workbook p. 73
 Audio Track 114
 Colored pencils
 Worksheet 4: What’s in the picture? (one copy per child)
Introduction
Warmer: Freeze
 Ask children to stand up behind their desks.
 Call out the name of an action that children have learned recently and children must mime the action. When you
shout Freeze children must freeze in that position.
 If you wish, you can ask a child to take the role of teacher and choose the action and shout Freeze!
Lead-in
 Ask children what they can remember about the e-mail from the previous lesson. Ask what’s the e-mail about? What
does Nga do to get ready for the celebration?
 Allow children to look back at the text on p. 72 of their Student Books to see how much they remembered correctly.
Presentation
Listen and number. (Exercise 1)
 Ask children to look at the pictures in Exercise 1. Tell them These are the photos of Nga’s celebration. Ask Who’s this?
What’s he/she doing? Ask children to predict what they are going to hear.
 Tell children they are going to listen to a recording of Nga’s next e-mail to Kim. In the e-mail, Nga talks about the
photos.
 Play the recording (Track 114) for children to listen and point to the people as they are being described.
 Play the recording a second time for them to number the people in the order they are described.
 Play the recording again for them to complete their answers.
Dear Kim,
Now I have the photos of our Tet holiday.
1. In this picture, my aunt Tam is eating the banh chung. She likes it very much.
2. Here are my mom and dad. They are singing. They are very happy.
3. This is me. I’m wearing my new purple dress.
4. Here is my brother. He’s eating mangoes.
Answers
(in order on page) 3, 1, 2, 4

Point, ask, and answer. (Exercise 2)

 Ask children to read the words in the word box.
 Focus attention on the speech bubbles. Ask a child to stand up. Point to the first picture and read the question for
them to give the answer. Children repeat the question and answer in chorus.
 Ask children to work in pairs. They take turns pointing to the pictures and asking and answering questions about what
the people are doing.
 Monitor the activity and model the words where necessary.
 Ask some of the pairs to ask and answer questions for the class.
Find the ing.
 Ask children to look again at the word box in Exercise 2. Highlight that all these words use the ing form of the verb.
 Ask them to look back at the e-mail on p. 72 and underline any other examples of this they can find.
 Have children choose two sentences and copy them into their notebooks.
Development
Draw and write about your family at Tet. (Exercise 3)
 Ask children to think about how they celebrate Tet with their own family.
 Tell them to write about Tet activities they do with their family. They should choose three more things besides eating
and then complete the sentences.
 When they have finished the sentences, they draw a picture of their family enjoying the Tet celebrations.
 Put the children into pairs. Ask them to compare pictures and talk about their Tet celebrations.
 Monitor and help where needed.
Look again. Circle ing. (Exercise 4)
 Write the example sentence on the board: I am eating a little cake.
 Ask children if eating is a verb or adjective (verb).
 Choose one student to come to the board and circle the ing in eating in the sentence.
 Focus children’s attention on the sentences in Exercise 3.
 Explain that children will circle the ing in the sentences.
 Help as needed and check answers with the class.
Consolidation
Worksheet 4: What’s in the picture?
 Give out the worksheet to children individually.
 Ask them to read the sentences and draw a picture to show the meaning. They don’t need to draw carefully but just
do simple line drawings to show that they understand what is written above the picture.
 Ask children to compare the pictures in groups of three to four students to see if they show the same meaning.
Two truths and a lie
 Tell children you will tell them three things about your family traditions at Tet. Two things will be true and one will
not be true.
 The children should listen and guess which sentence is not true.
 The teacher should adapt the sentences for their own family. An example could be We eat watermelon. We visit my
Aunt in Vung Tau. We go out to drink coffee with our friends. (The sentence that is not true is number 2. My Aunt
doesn’t live in Vung Tau, she lives in Phan Thiet).
 Ask children to think of their own sentences, two should be true and one should not be true. Encourage them to be
creative.
 Children say their sentences to a partner who must guess which sentence is not true.
 Children can change partners as many times as time allows and find out how easy it is to guess the untrue sentence.

Worksheet 1: Wedding words
1 Draw a picture of the following things. Then compare with a partner.

Are your pictures the same or different?
A bride Guests
A band An invitation

Worksheet 2: We’re getting ready for the wedding!
1 Can you remember the missing words from the song?

Try to write them without looking in your books!
We’re getting ready for the wedding!
We’re getting ready for the wedding.
My cousin is the lovely ______________.
I’m wearing a shirt,
I’m wearing a _____________.
I have my family by my side!
Mom’s making ________________for the wedding.
Dad is washing the ________________.
My sister is wearing
A big, pink ________________.
How excited we all are!
We’re getting ready for the wedding.
Now I’m brushing my ______________.
My sister is taking
Lots of ____________________.
We can’t wait to be there!

Worksheet 3: It’s my birthday!
1 Imagine it is your birthday. Complete the correct month of your birthday in the first space. Then imagine
what presents you have gotten.
2 Write the presents in the space. Then illustrate the poem with pictures of your gifts.
This month is _______________.
And it’s my birthday.
I have a _____________ ,
I can play all day.
I have a new _________________
For my birthday,
And a _____________________.
What a happy day!

Worksheet 4: What’s in the picture?
1 Draw a picture to illustrate the sentences.
He’s listening to music. She’s walking in the park.
They’re dancing. They’re eating apples.

Family and Friends Special Edition Grade 4 ‒ Unit 10
TOEFL Primary Unit 10 Listening
1 Listen and look at the pictures. Circle A, B, or C. (Track 51)
Answers
1A
2B
3A
Transcript 51
Example.
Girl Look at the bride’s dress!
1
Girl What are they doing?
Boy They’re dancing.
2.
Girl Shh. The baby’s sleeping.
3.
Boy Is she brushing her hair?
Woman Yes, she is.
2 Listen. Which sentence or conversation sounds correct? Circle A, B, or C. (Track 52)
Answers
1C
2A
3C
Transcript 52
Example
A
Girl What’s she doing?
Boy She’s eating breakfast.
B
Girl What’s she doing?
Boy She’s eating homework.
C
Boy What’s she doing?
Boy He’s washing breakfast.
1-A
Girl I’m at a party. I’m sleeping.
B
Boy I’m at a wedding. I’m riding my bike and playing soccer.
C
Boy I’m at a party. I’m singing and dancing.
2-A
Boy Can you see Long? He’s wearing a red T-shirt and blue jeans.
Girl Oh yes. He’s dancing.
B
Girl Yes, he’s not here.
C
Girl He likes the red T-shirt.
3-A
Girl Where’s dad?
Boy He’s wearing a shirt and black pants.
B
19
© Oxford University Press 2015
Girl Where’s dad?

Boy He’s talking photos.
C
Girl Where’s dad?
Boy He’s outside. He’s washing the car.
3 Listen and read. Circle A, B, or C. (Track 53)
Answers
1C
2B
3A
4C
Transcript 53 (13)
Girl: Hi. I’m Mi. My family is very excited today. We are getting ready for my sister’s birthday party. She’s eighteen years
old today! Mom is making cakes and cookies. My little sister is eating the cakes! My brother is playing outside with our
cousins. I’m taking photos of my family!
Transcript 53 (4)
4. What is Vy’s sister doing?
Girl Hi, Vinh! Come in.
Boy Thanks, Vy. Thank you for inviting me to your house.
Girl You’re welcome. What would you like to do?
Boy I know. Let’s watch TV.
Girl OK.
Girl Oh no. My dad’s watching TV. We can’t watch TV.
Boy Do you like music? Let’s listen to music.
Girl No. We can’t listen to music. My sister’s doing her homework.
Boy Oh.
Girl Let’s go outside and play.
Girl Good idea. Come on, let’s go!
20
Worksheet: Extra writing

1 Write and match.
 Write the letters wddeing on the board and ask children to work out what the word is (wedding).
 Tell them to look at the example and show them there are two parts. They must work out the word and then match it
with a picture.
 Give the children time to complete the activity. Allow them to check in pairs and make changes.
 Elicit the answers from around the class.
Answers
1 wedding – a
2 band – d
3 guests – b
4 bride – c
5 invitations – f
6 cake - e
2 Look and complete.
 Put the children into small groups. Give them two minutes and tell them to look at the pictures and say what the
people are doing.
 Ask them to work individually to complete the sentences.
 Write the gapped sentences on the board and invite children to come up and complete the gaps.
 Check answers with the full class.
Answers
1 watching
2 is / doing / making
3 is / doing / washing
4 is / doing / taking
5 doing / They’re dancing
21
Worksheet: Values – Let’s work together!

1 Match.
 Look at the pictures and ask What are the people getting ready for? (a party).
 Give children time to match the pictures.
 Go through the answers with the class.
 Ask children if they can think of any more jobs that need to be done before a birthday party. Write their ideas on the
board.
Answers
1c 2e 3d 4b 5a
2 Write the names.
 Look at the pictures of the people and read the sentences to be completed.
 Complete the table with the names of the person doing each job.
 Check answers with the full class.
 Put the children into groups of five and tell them to pretend that they are planning a party. Ask them to decide which
person will be in charge of each job.
Answers
wrap presents – Emma
take photos – Dad
make a cake – Rob
write invitations – Mom
make sandwiches - Kate
22
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 4 have a total of 15 marks.
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 Label the picture.
Answers
1 guests
2 bride
3 dress
4 cake
5 band
6 invitations
2 Look and complete.
Answers
1 eating
2 taking
3 brushing
4 washing
5 talking
6 dancing
3 Match the sentences with the short forms.
Answers
1b 2f 3e 4a 5d 6c
23

Lesson One Words: Objectives

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Family and Friends Special Edition Grade 4 – Unit 10: You’re sleeping!

Lesson One Words

© Oxford University Press 2016 1

© Oxford University Press 2016 2

Lesson Two Grammar

© Oxford University Press 2016 3

Listen and say. (Exercise 2)

© Oxford University Press 2016 4

Lesson Three Song

© Oxford University Press 2016 5

Listen, point, and repeat. (Exercise 1)

© Oxford University Press 2016 6

© Oxford University Press 2016 7

Lesson Four Phonics

© Oxford University Press 2016 8

/u/ flute /u/ cube /u/ June /u/ tube

© Oxford University Press 2016 9

© Oxford University Press 2016 10

Lesson Five Skills Time!

© Oxford University Press 2016 11

Nga doesn’t like the big cakes. (F)

© Oxford University Press 2016 12

Lesson Six Skills Time!

© Oxford University Press 2016 13

Point, ask, and answer. (Exercise 2)

© Oxford University Press 2016 14

Worksheet 1: Wedding words

1 Draw a picture of the following things. Then compare with a partner.

© Oxford University Press 2016 15

Worksheet 2: We’re getting ready for the wedding!

1 Can you remember the missing words from the song?

We’re getting ready for the wedding!

We’re getting ready for the wedding.

My cousin is the lovely ______________.

I’m wearing a shirt,

I’m wearing a _____________.

I have my family by my side!

Mom’s making ________________for the wedding.

Dad is washing the ________________.

A big, pink ________________.

How excited we all are!

We’re getting ready for the wedding.

Now I’m brushing my ______________.

We can’t wait to be there!

© Oxford University Press 2016 16

Worksheet 3: It’s my birthday!

This month is _______________.

And it’s my birthday.

I can play all day.

I have a new _________________

What a happy day!

© Oxford University Press 2016 17

Worksheet 4: What’s in the picture?

1 Draw a picture to illustrate the sentences.

He’s listening to music. She’s walking in the park.

They’re dancing. They’re eating apples.

© Oxford University Press 2016 18

Girl Where’s dad?

Worksheet: Extra writing

Worksheet: Values – Let’s work together!

Grading for Unit tests is as follows:

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