FOCUS 5 UNIT 1 LESSON PLAN 10-11 FOCUS REVIEW 1

is the group with the most points at the end of

Duration: 40+40 mins. the activity.
Objectives: ★ To revise the grammar and Suggested words: stubborn, conjure, accurate,
vocabulary of Unit 1 and give Ss important compelling, condone, captivating, privileged,
exam practice in listening and writing skills. criminal, narrative, portrayal, praise, stricken, etc.

Resources: Focus 5 Unit 1 VOCABULARY (12-14 mins.)

★ pp.14-15, Photocopiable Resource 3 1) (S-S, S-T, T-S) Ss do Ex 1 individually. Give them 3
pp.211, 224-225. mins. and then 1 extra min. to check their answers
Online resources: Extra digital activities, in pairs before doing a class check. In feedback,
ask some basic comprehension questions to
Listening, Reading and Use of English
check understanding, e.g. What was the writer’s
grandfather like? How does the writer feel when s/he
INTRODUCTION looks at old photos? What is her/his opinion about
Review sections give Ss a chance to revise the old people?
grammar and vocabulary of each unit as well as giving 2) (S-S, S-T, T-S) Ss do Ex 2 individually. Give them 3
them important exam practice in reading, listening, mins. and then 1 extra min. to check their answers
speaking and writing skills. in pairs before doing a class check. In feedback,
There are two ways of approaching the review check/drill the pronunciation of the options.
sections: OPTION – Ask Ss to write sentences using the
Firstly, as individual exam practice where Ss are given incorrect options.
a time limit to complete tasks and work alone. You can 3) (T-S, S-S, S-T) Ss do Ex 3 individually. Give them
either mark their work or, at the end of the activity, 2 mins. and then 1 extra min. to check in pairs
give Ss the answers so that they can see how well they before doing a class check.
have done and where they have problems. OPTION – Give time for Ss to make their own
Secondly, in the same way as normal coursebook sentences using the phrases if necessary.
activities with prediction tasks and a variety of
GRAMMAR (10-12 mins.)
individual, pair and group work.
1) (S-S, S-T, T-S) Ss do Ex 4 individually. If necessary,
Instructions have been written for this form of activity.
do the first one as an example giving reasons for
PROCEDURE your choice of tense. Then give Ss 2-3 mins. to
choose the correct verb forms and then 1 extra
WARM-UP (5-7 mins.) min. to check their answers in pairs before doing
1) (S-S) Divide the class into four groups and a class check. In feedback, elicit the answers with
tell them to keep their Students’ Books and accompanying reasons for choosing between the
notebooks closed. Explain that you are going to verb tenses.
write some words on the board and you will be 2) (S-S, S-T, T-S) Ss do Ex 5 individually. Give them 3
writing them one letter at a time. As you write mins. to complete the sentences and then 1 extra
each letter, give each group a chance to try to min. to check their answers in pairs before doing
guess the word. Give groups one guess only for a class check. In feedback, make sure Ss give
each letter you write. Proceed until one of the reasons for their choice of tense.
groups guesses the word correctly and give them OPTION – Ask Ss to make their own sentences
a point. For example, T (elicit guesses), TO (elicit in as many verb forms as they can in 3 mins.
guesses), TOL (group guesses tolerant). If the Monitor, support and identify problems as they
group can correctly define the word or use it in do this. Then elicit sentences from individual Ss
a sentence, give them a second point but, if they and check before going over any issues that came
can’t, give the other groups a chance to do this so out while you were monitoring.
that they can earn the point. The winning group

© Pearson Education Limited Focus 5 Second Edition 1

 FOCUS 5 UNIT 1 LESSON PLAN 10-11 FOCUS REVIEW 1

USE OF ENGLISH (5-6 mins.) understanding. Then allow them time to write an
1) (S-S, S-T, T-S) Ss do Ex 6 individually. Give them outline of their reply email. Monitor and support
2 mins. and then 1 extra min. to check their as they do this. Then as HW tell Ss to write their
answers in pairs before doing a class check. In email using the writing section in Unit 1 to help
feedback, recheck the concept of each future in them.
the past form.
OPTION – Ask Ss to write their own sentences WRAP-UP (1-2 mins.)
using the future in the past forms. 1) (S-T, T-S) Ask Ss what they have done during the
lesson and what they have learnt.
WRAP-UP (1-2 mins.)
HOMEWORK
1) (S-T, T-S) Ask Ss what they have done during the
1) Ask Ss to do Self-check 1.8 in the WB, pp.14-15.
lesson and what they have learnt.
2) Ask Ss to prepare for Unit 1 test (Focus
Assessment Package).
FOLLOW-UP LESSON CONTINGENCY PLAN

USE OF ENGLISH (12-14 mins.) 1) If you finish the Use of English and Listening
sections earlier than expected, give time for
1) (S-S, S-T, T-S) Ss do Ex 7 individually. Give them
Ss to write their email in class. Otherwise, use
3 mins. and then 1 extra min. to check their
Photocopiable resource 3 as a filler.
answers in pairs before doing a class check. In
feedback, elicit the answers with accompanying
reasons for choosing between the options. Then
ask some basic comprehension questions to
check understanding of the text, e.g. What is Zack
like? How do you know the writer and Zack are best
friends?
OPTION – Give time for Ss to make sentences
with some of the incorrect options given.
2) (S-S, S-T, T-S) Ss do Ex 8 individually. Give them
3 mins. and then 1 extra min. to check their
answers in pairs before doing a class check. In
feedback, recheck the concept for each sentence.

LISTENING (7-8 mins.)

1) (S-S, S-T, T-S) Refer Ss to Ex 9 and tell them they
will listen to a talk about arguing. Ask them to
read through the sentences so that they know
what they are listening out for. Play the recording
for Ss to complete the sentences and then give
Ss 1 extra min. to check their answers in pairs
before doing a class check.
OPTION – Play the recording twice as necessary.

WRITING (5-7 mins.)

1) (S-S) Refer Ss to Ex 10. Tell Ss that they are
going to write an email of 220-260 words. Read
through the writing task with them and check

© Pearson Education Limited Focus 5 Second Edition 2