7.

2 GRAMMAR LESSONS 2–3

OVERVIEW Then give them 1 extra minute to compare their answers

with a partner before doing a class check. Elicit the rules
Duration: 40+40 minutes for how to form the Passive with present and past modal
Objectives: verbs again.
• Can express their opinions in discussions on contemporary
social issues and current affairs (CSEa) (GSE 61 – B2). TIP
Resources: See Culture notes in TB p. 194 for information about Bill
• SB pp. 102, 166 Gates, Apple, YouTube and the Nobel Prize.
• TB: Culture notes p. 194; Photocopiable Resource 38
pp. 232, 280 2 (S–S, T–S, S–T) Refer Ss to Exercise 4. Ask them to underline
• WB p. 102 the indirect object in each sentence, then check. Then give
• Online resources: Extra digital activities, Grammar Ss 2–3 minutes to rewrite the sentences in the Passive.
Checkpoint; Teacher’s resources, Video 30 – Grammar Tell Ss to write the sentences in their notebooks. Monitor
Animation and make sure Ss are using the correct forms. Then give
them 1 extra minute to check their answers in pairs. Check
the rules once more for how to form the Passive with the
LESSON 2 verbs that take two objects. Then ask Ss which sentences
are true for them. Elicit answers from different Ss.
WARM-UP | 6–7 minutes
1 (S–S, T–S, S–T) Books closed. Activate Ss’ interest in 3 (S–S, T–S, S–T) Ss do Exercise 5 individually. Give them
the topic. Ask: What would happen in your home if all 3 minutes to write sentences using the ideas. Tell Ss to write
screens were banned for six months? Put Ss in pairs and the sentences in their notebooks. Monitor and make sure
give them 2 minutes to discuss this question. When they Ss are using the correct forms. Then give them1 extra
have finished, invite pairs to share what they have discussed minute to check their answers in pairs before doing a class
with the class. check. Check the rules for how to form the Passive with
infinitives or -ing forms again.
2 (T–S, S–T) Ask Ss to turn to p. 102 and look at Exercise 1.
Give Ss 2 minutes to read what happened to the Maushart PRODUCTION | 5–6 minutes
family and compare their ideas. Then elicit the answers
(S–S, S–T, T–S) Tell Ss that in a few minutes they are going
from Ss.
to discuss the statements in Exercise 5. Give them 1 minute
to read the sentences again and prepare. Then put them
PRESENTATION | 8–10 minutes
in pairs and tell them that they must keep talking for a full
(S–S, T–S, S–T) Refer Ss to Exercise 2. Give them 2–3 minutes 2 minutes. As Ss interact with each other, walk around taking
to read the GRAMMAR FOCUS and complete the gaps and notes of what you hear. When they have finished, invite Ss
then 1 extra minute to check their answers in the text. Then to share what they have discussed with the class. Then give
do a class check and go through the GRAMMAR FOCUS with Ss. some feedback based on your notes.
Either give some more examples with each form and elicit
meaning or ask Ss to come up with some and write them
on the board. LESSON 3
WARM-UP | 3–5 minutes
TIP
1 (T–S) Explain to Ss that they are going to watch an animated
Ss should be able to use the Passive accurately at this cartoon which will give them more context for the grammar.
stage although they may still have problems forming
2 (T–S, S–T) Ask Ss a few warm-up questions like: Who is she?
continuous passive structures (i.e. they may use the Gerund
Where is she? What is she doing? What is the name
instead of the Past Participle for the main verb). Show clearly
of the programme? What is this week’s episode about?
how the main verb in the Passive never changes form,
Do you know anyone who found themselves in embarrassing
only the verb to be reflects the tense. With other structures,
situations because of technology? Who are they?
show Ss how they mirror the regular patterns, e.g. modals
Play Video 30 – Grammar Animation from the Teacher’s
are followed by the infinitive without to so in passive
resources and stop after the introduction (00:18). Elicit
forms they are followed by be in the infinitive form.
some examples from Ss. At this stage Ss should have
understood that Sarah, the journalist, is presenting a TV
PRACTICE | 15–17 minutes programme about technology which has a feature called
1 (S–S, T–S, S–T) Refer Ss to Exercise 3. Read the example Embarrassing Technology and that they are going to learn
aloud. Then give Ss 2 minutes to rewrite the sentences about some people’s stories when they watch the rest of
in the Passive. Tell them to write the passive sentences the programme.
in their notebooks. Monitor and make sure Ss are using
the correct forms.

© Pearson Education Limited  Focus 4 Second Edition 1

PRESENTATION | 7–8 minutes
1 (T–S, S–T) Ask Ss to watch the clip carefully. Then elicit
the details of each of the stories presented in the programme.
Play the video with the subtitles off.
2 (T–S, S–T) Play the whole video once again, with subtitles.
Ask Ss to pay special attention to the passive forms.

PRACTICE | 10–12 minutes

1 (T–S, S–T) Explain to Ss that the animation provides more
context for the topic of the lesson. Ask them if they can
remember any sentences in the Passive from the video.
Write them on the board. Do not worry if Ss do not
remember all the sentences – use the script to read out the
sentences with the target language and put the missing
ones on the board. Then discuss how the Passive is formed
with present and past modal verbs, with verbs followed by
the to infinitive, with verbs followed by the -ing form, with
verbs that take two objects and finally with the verb make.
2 (T–S, S–T) For Ss who still do not understand the advanced
passive forms, use the teacher’s explanation part of
Video 30 – Grammar Animation from the Teacher’s
resources (03:32–06:39). If you feel they are doing well
and can list a few examples and provide an explanation,
then you can omit the teacher’s part.

TIP
Play the animation for a third time in weaker groups or if
Ss really want to watch it. Then pause after each passive
sentence. For each sentence, ask Ss to decide which
passive form is used and how it is formed. You can ask
them to repeat a sentence, turning the subtitles off,
especially where they had problems with a given example.

Alternatively, go to GRAMMAR REFERENCE AND PRACTICE 7.2

on p. 166 and ask Ss to complete Exercises 1–3 individually.
Do a quick class check. This could also be given as homework.

PRODUCTION | 15 minutes
(S–S) Explain to Ss that they are going to prepare similar
programmes in groups. Explain that their programmes won’t
have to be exactly the same, but they will have to use some
of the language on the board. Put Ss in groups of three and
give them 3 minutes to prepare for the programme. Ss should
present their programme in front of the class, to make it more
engaging.

HOMEWORK
1 Give Ss WB p. 102 as homework.
2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
Assessment Package, Unit 7.2, Grammar.

CONTINGENCY PLAN
Refer to TB p. 102 for extra activities.

TIP
See the lesson plan for Unit 7 Video Worksheets, FOCUS
VLOG worksheet, for extra practice of the grammar topic.

© Pearson Education Limited  Focus 4 Second Edition 2