FOCUS 5 UNIT 3 LESSON PLAN 5 USE OF ENGLISH

mins. to complete the extracts. Then play the

Duration: 40 mins. recording again so that Ss can listen and check
Objectives: ★ Can follow a wide range of their answers. Do a quick class check.
3) (S-S, S-T, T-S) Ss do Ex 4 individually. Give them
factual and creative texts and summarise
2 mins. to do the matching activity and to check
themes and opinions (GSE 70 – B2+).
their answers in pairs before doing a class check.
★ Can correctly place prepositions (particles) 4) (S-S, S-T, T-S) Refer Ss to Ex 5. Give them 2 mins.
with phrasal (separable) and prepositional to complete the LANGUAGE FOCUS and then
(inseparable phrasal) verbs (GSE 50 – B1). to check their answers in pairs, then check with
Resources: Focus 5 Unit 3 the whole class. In feedback, explain to Ss that
particles look like prepositions, but they don’t
★ pp.33, 128-129, Photocopiable Resource 8
function as prepositions. They are used in a variety
pp.213, 231, WB p.33
of combinations with verbs to form phrasal verbs.
Also explain that although sometimes it is difficult
PROCEDURE to find the meaning of a phrasal verb by looking
at the verb and it usually needs to be taken from
WARM-UP (5-7 mins.) context, particles can help to indicate the general
1) (S-T, T-S) Books closed. Create interest and meaning. Then go through the LANGUAGE
activate Ss’ knowledge of foods from around FOCUS with the class. At the end of each of the
the world. Ask: What is the weirdest food you have sections, either make some example sentences
ever eaten? Elicit answers from different Ss. Elicit using different phrasal verbs and elicit meaning
descriptions of the foods mentioned and/or show or ask Ss to come up with some.
their photos (on the Smartboard) if possible. OPTION – Go through Grammar and Use of
2) (S-S, S-T) Ask Ss to turn to p.33 and look at Ex 1. English 3.4 on pp.128-129 with Ss. Then tell them
Put Ss into pairs and give them 2 mins. to look to complete Ex 1 and 2 individually. Do a quick
at the photos and discuss the questions. Monitor class check. (This could be given as HW.)
and support as they interact with each other.
When they have finished, invite pairs to share PRACTICE (11-13 mins.)
what they have discussed with the rest of the 1) (S-S, S-T, T-S) Ss do Ex 6 individually. Give them 1
class and have a brief class discussion but do not min. and then 1 extra min. to check their answers
confirm answers at this stage. Tell Ss that they in pairs before doing a class check. In feedback,
will find out the answers in Ex 2. elicit phrasal verbs with the incorrect particles
and example sentences using them if necessary.
PRESENTATION (12-14 mins.) 2) (S-S, T-S, S-T) Ss do Ex 7 individually. Read through
1) (S-T, T-S) Tell Ss that they are going to listen to the rubric with the class and check understanding.
a podcast about dangerous food and check their Then give Ss 2 mins. to complete the sentences
answers to questions 2&3 in Ex 1. Tell them to and then 1 extra min. to check their answers in
listen very carefully and that they can make pairs before doing a class check.
notes in their notebooks while listening. Play 3) (S-S, S-T, T-S) Refer Ss to Ex 8. Put them into pairs
the recording ONCE. Then ask Ss which of the and give them 2 mins. to discuss the meaning of
dangerous foods surprised them. Elicit answers up in each case. Monitor and identify problems as
from individual Ss with reasons why. Then ask they do this. When they have finished, elicit the
them if they know any other foods that can make answers and check. Then give some feedback.
people ill. Elicit answers from different Ss and have
a brief class discussion. Again elicit descriptions PRODUCTION (5-7 mins.)
of the foods mentioned and/or show their photos 1) (S-S, S-T, T-S) Refer Ss to Ex 9. Read the instructions
(on the Smartboard) if possible (Ex 2). with the class and make sure Ss understand
2) (S-T, T-S) Ss do Ex 3 individually. Give them 2 what they will do. Then put them into pairs and

© Pearson Education Limited Focus 5 Second Edition 1

 FOCUS 5 UNIT 3 LESSON PLAN 5 USE OF ENGLISH

give them 3 mins. to follow the instructions.

Tell them to write their notes and answers in
their notebooks. Monitor, support and identify
problems as they do this. When they have
finished, elicit the contexts they might hear the
sentences in and check. Then invite pairs to read
out their sentences and other Ss try to guess the
context. Finally, give some feedback.

WRAP-UP (1-2 mins.)

1) (S-T, T-S) Ask Ss what they have done during the
lesson and what they have learnt.

HOMEWORK
1) Give Ss WB p.33 as HW.

CONTINGENCY PLAN
1) Refer to TB p.33 for extra activities.
2) Ask Ss to prepare for a 10–20-minute Use of
English Quiz: Assessment Package, Unit 3, Use of
English.

© Pearson Education Limited Focus 5 Second Edition 2