1.

2 GRAMMAR LESSONS 2–3

OVERVIEW
TIP
Duration: 40+40 minutes It may be worth pointing out that simple tenses and
Objectives: used to are rather factual, i.e. they do not express the
• Can discuss the main points of news stories about speaker’s emotion. In written English, the emotion in
familiar topics (CJa) (GSE 52 – B1+). a Present Continuous sentence has to be worked out
from the context, e.g. They’re always arguing. is most
Resources: probably expressing annoyance. He’s always buying
• SB pp. 6, 148
me presents. could express contentment or annoyance,
• TB: Culture notes p. 190; Photocopiable Resource 2
depending on the situation. In spoken English, the emotion
pp. 223, 239
is clear from the intonation. It may be worth practising
• WB p. 6
saying different sentences showing different emotions.
• Online resources: Extra digital activities, Grammar
Checkpoint; Teacher’s resources, Video 2 – Grammar
Animation PRACTICE | 17–19 minutes
1 (S–S, T–S, S–T) Exercise 4. Write the words used to and
would and the Past Simple on the board and ask Ss what
LESSON 2 they know about them. Elicit ideas and explain that all
structures can be used to talk about the past, but there
WARM-UP | 2 minutes
are some differences between them. Tell Ss that they are
(T–S, S–T) With books closed, create interest and activate Ss’ going to look at the sentences with these structures and
knowledge of the topic. Ask: Do you know any world famous try to work out what those differences are. Refer them to
people who struggled/failed at school? Elicit answers and Exercise 4 and read the rubric and the example aloud.
have a quick class discussion. Explain that would cannot be used to describe a past state.
Elicit examples of such verbs, e.g. love, live (in a place),
PRESENTATION | 12–13 minutes
understand, etc. Give Ss 2 minutes to complete the other
1 (T–S, S–T) Exercise 1. Ask Ss to turn to p. 6 and look at sentences and then 1 extra minute to check their answers
the story. Give them 2 minutes to read Gillian Lynne’s in pairs. For each answer, elicit a corresponding rule to
story and decide what she did when her mum and the say why Ss have chosen it.
psychologist left the room. When they have finished,
ask individual Ss to share their ideas with the class and TIP
have a quick class discussion.
Ss should already know used to and may have been
TIP introduced to would to talk about past habits. However,
they may be confused by ways of talking about present
See Culture notes in TB p. 190 for information about habits using will and the Present Continuous, and past
Gillian Lynne and Ken Robinson. habits using would and the Past Continuous. It is a good
idea to tell Ss that, unless they are really confident
2 (S–S, T–S, S–T) Exercise 2. Tell Ss that they are going to about using these forms in their writing, they should
listen to two friends talking about Gillian’s story and check stick to using the Present Simple for present habits and
their ideas in Exercise 1. Play the recording once. Ask Ss the Past Simple for past habits. However, it is worth
if their ideas were right. Then put them in pairs and give remembering the forms introduced here as they may
them 2 minutes to discuss what this story teaches them occur in tasks further on, such as transformations, gap-fills
about educating children. When they have finished, invite and comprehension activities. Tell Ss that if they are able
different pairs to share what they have discussed with the to use a variety of tenses or other structures accurately
class and have a brief class discussion. and appropriately in their writing, they will get higher
3 (S–S, S–T, T–S) Refer Ss to Exercise 3. Give them 2 minutes marks in their tests.
to read the GRAMMAR FOCUS and complete the examples
in the table using the verb forms in blue in the text in 2 (S–S, T–S, S–T) Refer Ss to Exercise 5. Read through
Exercise 1. Then give Ss 2 extra minutes to check their the rubric and the example with the class and check
answers and discuss the rules in the GRAMMAR FOCUS understanding. Then give Ss 2 minutes to write questions
in pairs. When they have finished, go through the GRAMMAR for the sentences in Exercise 4. Tell them to write the
FOCUS with the class. Explain the difference between questions in their notebooks. Then put Ss in pairs and tell
the sentences clearly. Also show how the Past and Present them to ask and answer their questions. Monitor, support
Continuous forms express the speaker’s emotion about and identify problems as they do this. When they have
the habits. Elicit how the speaker is feeling when he/she says, finished, invite individual Ss to share their partner’s answers
e.g. She is always disturbing people. (He/She is probably with the class.
annoyed and is showing disapproval.)

© Pearson Education Limited Focus 4 Second Edition 1

3 (S–S, T–S, S–T) Refer Ss to Exercise 6. Read the example PRACTICE | 10–12 minutes
aloud and check understanding. Then give Ss 4 minutes 1 (T–S, S–T) Explain to Ss that the animation provides more
to write similar sentences in their notebooks. When they context for the topic of the lesson. Ask Ss if they can
have finished, give Ss 1–2 extra minutes to compare their remember any sentences expressing habits. Write them
sentences with a partner and find out who has changed on the board. Do not worry if Ss do not remember all the
the most. Elicit sentences from different Ss and check. sentences – use the script to read out the sentences with
4 (S–S, T–S, S–T) Ss do Exercise 7 individually. Give them the target language and put the missing ones on the board.
2 minutes and then 1 extra minute to check their answers
in pairs before doing a class check. TIP

PRODUCTION | 6–7 minutes It is a good idea to elicit some target language from the
cartoons and put it on the board; it will serve as prompts
(S–S, T–S, S–T) Exercise 8. Tell Ss that they are going to list
for the speaking exercise at the end.
the habits in Exercise 7 from the least to the most annoying.
Explain that this is an opportunity for them to express their
2 (T–S, S–T) For Ss who still do not understand when to
opinion, and that there are no correct answers. Give them
use each structure, use the teacher’s explanation part
1 minute to make their lists. Then put them in pairs and give
of Video 2 – Grammar Animation (02:24–05:20). If you
them 2 extra minutes to compare their ideas. Tell them to try
feel they are doing well and can list a few examples and
to convince each other that they are correct. When pairs have
provide an explanation, then you can omit the teacher’s part.
agreed on the answers, elicit ideas with reasons why and have
a brief class discussion. Then ask them if they know people
who had or have any of these habits. TIP
Play the animation for a third time in weaker groups or if
LESSON 3 Ss really want to watch it. Then pause after each sentence
where there is a habit. Ask Ss which structure is used in
WARM-UP | 3–5 minutes the sentence and why. Ask them to repeat the sentence,
1 (T–S, S–T) Explain to Ss that they are going to watch an turning the subtitles off, especially where they had some
animated cartoon which will give them more context for problems with a given example.
the grammar.
Alternatively, go to GRAMMAR REFERENCE AND PRACTICE 1.2
TIP on p. 148 and ask Ss to complete Exercises 1–4 individually.
Do a quick class check. This could also be given as homework.
Using video in the classroom is one of the most effective
ways to engage and motivate Ss as they can see the target PRODUCTION | 15 minutes
language in a visual context and identify with the characters. (S–S) Explain to Ss that they are going to prepare similar
Also, the target grammar structures in a video context dialogues in pairs. Explain that the dialogues won’t have
enables Ss to understand them better and remember to be exactly the same, but they will have to use some of
them longer. the language on the board. Put Ss in pairs and give them
2 minutes to prepare for the dialogue. Ss should present their
2 (T–S, S–T) Ask Ss a few warm-up questions like: Who is Sarah dialogues in front of the class, to make it more engaging.
meeting today? What does Max Anthony do? How do you
know that? Play Video 2 – Grammar Animation from the HOMEWORK
Teacher’s resources and stop after the introduction (00:21). 1 Give Ss WB p. 6 as homework.
Ss will see the main character, Sarah the journalist, presenting
the topic and the guest of the day. At this stage Ss should 2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
have understood that they are going to watch an interview Assessment Package, Unit 1.2, Grammar.
with the well-known cartoonist Max Anthony and that
CONTINGENCY PLAN
he is going to talk about his school days.
Refer to TB p. 6 for extra activities.
PRESENTATION | 7–8 minutes
1 (T–S, S–T) Ask Ss to watch the clip carefully and answer TIP
a few general comprehension questions like: Where do See the lesson plan for Unit 1 Video Worksheets, FOCUS
Sarah and Max meet? What is Max’s studio like? What was VLOG worksheet, for extra practice of the grammar topic.
his sister like? What does his sister think about his cartoons?
What did Max do during lessons? Why? What did his
teachers think about that? What did the head teacher
say to his mother? Who does Max take after? What does
his father do? 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 present and past habits.

© Pearson Education Limited Focus 4 Second Edition 2