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
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Audio Track 20

1 Circle the correct word.

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
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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

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

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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

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


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

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

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
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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.

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.

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

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

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

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

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

© Oxford University Press 2015

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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





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.

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

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

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.


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

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

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Family and Friends Special Edition Grade 3 Intensive Program‒ Starter

Starter Unit Mini-test
Speaking
Topics


General

Aims







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.



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.





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



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.



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


1F2T3T4F5F
In our classroom





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.





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.

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



Wild animals

Functions




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

Vocabulary


crocodile, hippo, lizard, tiger, zoo

Grammar


Present simple

Starters practice


Reading and Writing, Part 3

Resources and materials



1 Complete the animal words. Listen and number. (Track 03)








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

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

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



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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