1.

1 VOCABULARY  LESSON 1

OVERVIEW Then play the recording for Ss to listen and check their
ideas.
Duration: 40 minutes
2 (T–S, S–T) Exercise 4. Give Ss 3 minutes to read the
Objectives: comments in the text to decide who benefits most:
• Can identify key details in a simple recorded the young or the older people. Elicit ideas from different Ss.
dialogue or narrative (P) (GSE 39 – A2+). Ask Ss to give reasons for their choices. Have a brief
• Can draw simple conclusions about people in class discussion.
pictures (e.g. he’s happy), using a limited range of
fixed expressions (P) (GSE 28 – A1). PRACTICE 2 | 4–5 minutes
• Can use simple language to describe people’s 1 (T–S, S–T) Exercise 5. Refer Ss to WORD STORE 1A p. 3.
personality and emotions (P) (GSE 39 – A2+). Give them 2 minutes to complete the activity with the
• Can scan a simple text to find specific information adjectives in red from the text. Then Ss listen and check
(P) (GSE 38 – A2+). their answers. Practise the adjectives using choral drilling
• Can ask and answer basic questions about family and individual repetition. Make sure Ss understand the
and friends in a limited way (P) (GSE 22 – A1). meaning of the adjectives in red from the text.
Resources: 2 (S–S, S–T, T–S) Ss do Exercise 6 individually. Give
• SB pp. 4–5; WORD STORE 1, p. 3 them 2 minutes to replace the phrases in brackets with
• TB: Culture notes p. 171; Photocopiable Resource 1 appropriate adjectives from WORD STORE 1A and then
pp. 201, 212; Photocopiable Resource 2 pp. 201, 213 1 extra minute to check their answers in pairs before
• WB pp. 4–5 doing a class check. Alternatively, this could be done in
• Online resources: Extra digital activities, Vocabulary the follow-up lesson or given as homework.
Checkpoint
3 (T–S, S–S, S–T) Exercise 7. Ask Ss if they think the
statements in Exercise 6 are true. Elicit ideas from
LESSON 1 individual Ss and have a brief class discussion.
Alternatively, this could be done in the follow-up lesson.
WARM-UP | 7 minutes
1 (T–S, S–T) Books closed. Give Ss 1 minute to think of
PRACTICE 3 | 4–5 minutes
as many personality adjectives as they can. Elicit one 1 (T–S, S–T) Exercise 8. Refer Ss to WORD STORE 1B p. 3.
adjective from each S. As Ss answer, write relevant Give Ss 2 minutes to complete the activity with the
adjectives in a column on the left of the board (as in underlined adjectives in the text. Then Ss listen and
Exercise 1 in the book). check their answers. Practise the adjectives using choral
drilling and individual repetition.
2 (T–S, S–T) Ask Ss the opposites of the adjectives written
on the board (as in Exercise 1 in the book, but still 2 (S–S, T–S, S–T) Ss do Exercise 9 individually. Give them
with books closed) and write the opposites next to the 2 minutes to complete the sentences with adjectives
adjectives. Tell Ss to turn to p. 4 and look at Exercise 1. from WORD STORE 1B and then 1 extra minute to
Give them only 1 minute to do the matching activity and check their answers in pairs before doing a class check.
then do a quick class check. Alternatively, this could be done in the follow-up lesson
or given as homework.
3 (T–S, S–T) Exercise 2. Tell Ss that they will describe
people they know using the adjectives in Exercise 1. 3 (S–S) Exercise 10. Ask Ss to change three of the names
Model the activity: My uncle David is a very serious man. in Exercise 9 to describe people they know. When Ss are
He rarely smiles. Give Ss 1 minute to prepare. Then elicit ready, put them in pairs and give them 1 minute to tell
descriptions from different Ss. As an alternative, you each other about these three people. Alternatively, this
could ask Ss to look at the photos on pp. 4–5 in pairs could be done in the follow-up lesson.
and describe the people using the adjectives in Exercise 1.
Model the activity. PRACTICE 4 | 5–6 minutes
A: I think this old man is interesting. 1 (T–S, S–T) Exercise 11. Refer Ss to WORD STORE 1C p. 3.
B: I agree. or I think he isn’t interesting. He is funny. Give Ss 1 minute to answer the questions in the WORD
Give Ss 2 minutes to work together and then invite them STORE with the highlighted sentences in the text. Then
to share their ideas with the class. Ss listen and check their answers. Practise the sentences
using choral drilling and individual repetition.
PRACTICE 1 | 10–11 minutes
2 (T–S, S–T) Ss do Exercise 12 individually. Give them
1 (S–S, S–T) Refer Ss to Exercise 3. Put them in pairs 3 minutes to rewrite the sentences with like if necessary,
and ask them to look at the photos and discuss the then check. Ask Ss to tick the sentences that are true for
questions. Give them 2–3 minutes to do this. When them.
they have finished, invite pairs to share what they have
discussed and have a brief class discussion.

© Pearson Education Limited Focus 2 Second Edition 1

 TIP
See Culture notes in TB p. 171 for information about
Queen Elizabeth II.

PRODUCTION | 7 minutes
(S–S, S–T, T–S) Refer Ss to Exercise 13. Read through the
rubric and the example and check understanding. Then give
Ss 2 minutes to write questions for the sentences in Exercise 12.
Monitor and support as they do this. When Ss are ready,
put them in pairs and give them 2 extra minutes to ask and
answer the questions they have written. Encourage them
to give as many reasons for their ideas as possible in their
answers. As Ss interact with each other, walk around taking
notes of what you hear. Ask individual Ss to share what their
partners said and then give some feedback based on your
notes.

HOMEWORK
1 Give Ss WB pp. 4–5 as homework.
2 Ask Ss to prepare for a 10–20-minute Vocabulary Quiz:
Assessment Package, Unit 1.1, Vocabulary.
3 Ask Ss to do Show What You Know in the WB, p. 6.

CONTINGENCY PLAN
1 Refer to TB pp. 4–5 for extra activities.
2 If you are short of time, some elements of the warm-up
and practice can be done in the follow-up lesson or
given as homework.

TIP
See the lesson plan for Unit 1 Video Worksheets, BBC
worksheet, for extra skills and vocabulary practice.

© Pearson Education Limited Focus 2 Second Edition 2

1.2 GRAMMAR LESSONS 2–3

OVERVIEW PRACTICE | 10 minutes

1 (S–S, T–S, S–T) Ss do Exercise 4 individually. Tell them to
Duration: 40+40 minutes
check their answers in pairs before doing a class check.
Objectives: Play the recording once and check the answers.
• Can ask and answer questions about habits and
routines (GSE 38 – A2+). TIP
Resources: See Culture notes in TB p. 171 for information about
• SB pp. 6, 132 Michelle Obama and Barack Obama.
• TB: Culture notes p. 171; Photocopiable Resource 3
pp. 201, 214
2 (S–S, T–S, S–T) Refer Ss to Exercise 5. Read the example
• WB p. 6
aloud and check understanding. Then ask Ss to do the
• Online resources: Extra digital activities, Grammar
task individually. Tell them to check their answers in pairs
Checkpoint; Teacher’s resources, Video 2
before doing class check.
– Grammar Animation
3 (T–S, S–T) Refer Ss to Exercise 6 and ask them to
complete the sentences to make them true for them.
LESSON 2 Monitor and support where necessary.

WARM-UP | 6 minutes PRODUCTION | 6 minutes

(T–S, S–S, S–T) Give an example of a role model of yours or (S–S, S–T, T–S) Refer Ss to Exercise 7. Tell them that in
show a photo of him/her and explain why he/she is your role a few minutes they will ask and answer questions. Model
model. Give as many details as you can. Refer Ss to Exercise 1. the activity by reading the example aloud. Tell Ss that they
Put Ss in pairs and give them 2 minutes to talk about their should use present tense yes/no and wh- question forms.
role models. Then invite pairs to share what they have Then give Ss 1–2 minutes to write questions about the
discussed with the class. information in Exercise 6. Monitor and support as they do this.
When Ss are ready, put them in pairs and give them 2 minutes
PRESENTATION | 16 minutes to ask and answer the questions they have written. As Ss
1 (S–S, T–S, S–T) Refer Ss to Exercise 2 and ask them to interact with each other, walk around taking notes of what
do the task individually. Tell Ss to check their answers you hear. Ask individual Ss to share what their partners
in pairs. Then play the recording once and check the said and then give some feedback based on your notes.
answers. Alternatively, you could put Ss in groups of four and tell
them that they will ask at least 3 questions to another group,
TIP e.g. Do you like sports? / Who enjoys learning languages in
your group? / What do you do in your free time? Give them
See Culture notes in TB p. 171 for information about
2–3 minutes to prepare and when they are ready, put the
Leonardo DiCaprio.
groups together so that they can ask and answer questions.

EXTRA ACTIVITY LESSON 3

Put Ss in pairs and give them time to practise the
WARM-UP | 3–5 minutes
dialogue in pairs. Then choose volunteers to role-play
the dialogue in front of the class. 1 (S–T, T–S) Explain to Ss that they are going to watch an
animated cartoon which will give them more context for
2 (S–S, S–T, T–S) Ss do Exercise 3 individually. Give them
the grammar.
2 minutes to complete the examples in the GRAMMAR
FOCUS and compare their answers in pairs before doing TIP
a class check. Explain that we put an auxiliary verb Using video in the classroom is one of the most effective
before the subject of the main verb to make questions. ways to engage and motivate Ss as they can see the
However, when we ask about the subject, we do not target language in a visual context and identify with the
use the auxiliary verb, e.g. Who inspires you? (Who is characters. Also, the target grammar structures in a video
the subject of the question) / Why do you admire him? context enables Ss to understand them better and
(you is the subject of the question). You could also give remember them longer.
Ss extra information and explain the position of the
preposition in wh- questions, e.g. Which charities does
he give money to?

© Pearson Education Limited Focus 2 Second Edition 1

2 (T–S, S–T) Ask Ss a few warm-up questions such as: Who PRODUCTION | 8–10 minutes
are the people? Where are they? What are they wearing? (S–S, S–T, T–S) Explain to Ss they are going to prepare
How is the flat decorated? What do you think they are similar dialogues in pairs. Explain that the dialogues won’t
going to talk about? The last question is particularly have to be exactly the same, but they will have to use
important as the video focuses on certain party topics. different question forms. Tell them to use each tense at least
Play Video 2 – Grammar Animation from the Teacher’s once, and to try to include subject questions and questions
resources and stop after the introduction (00:10). You can ending with prepositions. Divide Ss in pairs and give them
ask Ss what they usually talk about at parties. 2 minutes to prepare their dialogues. Monitor and check the
language in the meantime. Ss should present their dialogues
TIP in front of the class, to make it more engaging.

The questions asked in each lesson should revise TIP

vocabulary from the unit if possible.
Monitoring is an essential part of the teaching and
learning process. It helps you assess how well Ss are
PRESENTATION | 7–8 minutes coping with tasks. You can then adjust your expectations
1 (T–S, S–T) Ask Ss to watch the clip carefully and answer and approach in subsequent activities, especially while
the following questions: What’s Tim like? Do they like giving feedback. It also gives Ss the chance to ask for
the music? What’s the other boy having problems with? help and clarification.
Why can’t they hear each other? Play the video with the
subtitles off.
HOMEWORK
2 (S–T, T–S) Play the whole video once again, with subtitles.
1 Give Ss WB p. 6 as homework.
Ask Ss to pay special attention to the question forms.
2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
PRACTICE | 13–15 minutes Assessment Package, Unit 1.2, Grammar.
1 (T–S, S–T) Explain to Ss that the animation provides more
CONTINGENCY PLAN
context for the grammar of the lesson. Ask them if they
can remember any questions from the video. Make a list Refer to TB p. 6 for extra activities.
in two columns on the board: one for yes/no questions
and one for wh- questions. Do not worry if Ss do not TIP
remember all the questions – use the script to read out See the lesson plan for Unit 1 Video Worksheets, FOCUS
the parts with the target language and put the missing VLOG worksheet, for extra practice of the grammar topic.
questions on the board.

TIP
It is a good idea to elicit some target language from the
cartoons and put it on the board; it will serve as prompts
for the production exercise at the end.

2 For Ss who still do not understand how to form questions

or the difference between subject and object questions,
use the teacher’s explanation part of Video 2 – Grammar
Animation from the Teacher’s resources (02:31–05:52).
Optionally, if you feel they are doing well and can list
a few examples and provide explanation, then you can
omit the teacher’s part.

TIP
Play the cartoon for a third time in weaker groups or if Ss
want to watch it again. Then pause after each question.
Ask Ss to say what tense it is in and how it is formed.
You can ask them to repeat the questions.

Alternatively, go to GRAMMAR REFERENCE AND

PRACTICE 1.2 on p. 132 with Ss. Ask them to complete
Exercises 1–4 individually. Do a quick class check. This could
also be given as homework.

© Pearson Education Limited Focus 2 Second Edition 2

1.3 LISTENING LESSON 4

OVERVIEW 4 (S–S, T–S, S–T) Refer Ss to Exercise 6. Tell them that

they will listen to Tim giving Becky some advice about
Duration: 40 minutes international volunteering. Read through the questions
Objectives: with the class. Then play the recording so that Ss listen
• Can identify key details in a simple recorded and answer the questions. Then ask Ss to check their
dialogue or narrative (P) (GSE 39 – A2+). answers in pairs before doing a class check.
• Can follow the main points in a simple audio
recording aimed at a general audience (P) POST-LISTENING | 8 minutes
(GSE 43 – B1). 1 (S–S, S–T) Exercise 7. Tell Ss to imagine they could
• Can answer simple questions about their life and volunteer anywhere in the world. Ask them which country
experiences (P) (GSE 37 – A2+). they would choose. Put Ss in pairs and give them 2 minutes
to discuss. Encourage them to give reasons for their
Resources:
ideas. When they have finished, invite pairs to share
• SB p. 7; WORD STORE 1, p. 3
what they have discussed with the class.
• WB p. 7
2 (S–S, T–S, S–T) Ss do Exercise 8 individually. Before
playing the audio again, allow Ss time to have a look
LESSON 4 at the questions and answers so that they know what
they are listening out for. Play the recording and give
WARM-UP | 3 minutes Ss 1 extra minute to check their answers in pairs before
(T–S, S–T) Elicit the definition of the word voluntary from Ss. doing a class check.
Then ask some questions to introduce the topic, e.g. Can
3 (S–S, S–T, T–S) Elicit what stress means. Explain if
you give examples of voluntary work? Do you do voluntary
necessary. Refer Ss to Exercise 10 and tell them to
work? or Have you ever done voluntary work? If yes, where
categorise the adjectives depending on the stress.
do you work? If not, would you like to do voluntary work?
Model the activity for the word ambitious. Play and
PRE-LISTENING | 4 minutes pause the recording to give Ss time to write. Then
ask Ss to check their answers in pairs.
1 (T–S, S–T) Refer Ss to Exercise 1. Ask them if they know
the places in the box. Allow them time to think and use 4 (T–S, S–T) Exercise 11. Play the recording so that Ss
a dictionary if necessary. When they are ready, elicit listen and check their answers. Practise the adjectives
the answers and check. Then play the recording and using choral drilling and individual repetition.
practise the names of the places using choral drilling and 5 (T–S, S–T) Exercise 12. Refer Ss to WORD STORE 1D p. 3.
individual repetition. Give them 1 minute to complete the activity and play
2 (T–S, S–S, S–T) Exercise 2. Ask Ss if they would like to the recording so that Ss listen and check their answers.
do voluntary work in any of the places in Exercise 1. Practise the words using choral drilling and individual
Elicit ideas from individual Ss with reasons why and have repetition.
a brief class discussion. As an alternative, put Ss in pairs
and give them 2 minutes to discuss the question. Then
PRODUCTION | 8 minutes
ask individual Ss to share what their partners said, e.g. (S–S, S–T, T–S) Refer Ss to Exercise 9. Read through the
Amy would like to do voluntary work in a library because rubric with the class and make sure Ss understand it
she likes reading a lot. correctly. Then put Ss in pairs. Give them 3–4 minutes to ask
and answer the questions in Exercise 8 and decide whether
WHILE-LISTENING | 15 minutes they are good candidates for international voluntary work.
1 (S–T, T–S) Exercise 3. Tell Ss that they will listen to two As Ss interact with each other, walk around taking notes of
volunteers, Karen and Martin. Ask them to make notes what you hear. When they have finished, invite individual Ss
of where they do their voluntary work. Play the recording to tell the class if he/she is a good candidate with reasons
and then elicit the answers and check. why and then give some feedback based on your notes.

2 (S–S, T–S, S–T) Refer Ss to Exercise 4. Read through the HOMEWORK

rubric with the class and make sure Ss understand it
1 Give Ss WB p. 7 as homework.
correctly. Give Ss 3 minutes to do the matching activity.
Then give them 1 extra minute to check their answers in 2 Ask Ss to write 2–3 sentences to answer the question:
pairs before doing a class check. What are teenagers in your country like?
3 (S–S, T–S, S–T) Ss do Exercise 5 individually. Allow them CONTINGENCY PLAN
1 minute to read through the questions to make sure they
Refer to TB p. 7 for extra activities.
know exactly what to do. Remind Ss to focus on the names
while listening. Tell them to underline the key words if
necessary. Then play the recording again and ask Ss to
check their answers in pairs before doing a class check.

© Pearson Education Limited Focus 2 Second Edition 1

1.4 READING LESSON 5

OVERVIEW POST-READING | 10–11 minutes

Duration: 40 minutes 1 (S–S, S–T) Exercise 4. Put Ss in pairs and give them
2 minutes to discuss if they are typical of Generation Z.
Objectives: Then elicit ideas from individual Ss and have a brief class
• Can identify specific information in a simple factual discussion.
text (P) (GSE 39 – A2+).
2 (T–S, S–T) Exercise 5. Refer Ss to WORD STORE 1E p. 3.
• Can communicate in routine tasks requiring simple,
Give them 1 minute to complete the activity with the
direct exchanges of information (Ca) (GSE 36 – A2+).
verbs in blue in the text. Then Ss listen and check their
Resources: answers. Practise the verbs using choral drilling and
• SB pp. 8–9; WORD STORE 1, p. 3 individual repetition.
• WB pp. 8–9
3 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give them
2 minutes to complete the sentences with the correct
LESSON 5 preposition using WORD STORE 1E to help them.
Then give Ss 1 extra minute to check their answers in
WARM-UP | 3 minutes pairs before doing a class check.
(T–S, S–T) Books closed. Remind Ss the question What are 4 (S–S, S–T) Exercise 7. Give Ss 1 minute to change the
teenagers in your country like? from previous class. Ask them names in Exercise 6 to make some true sentences about
to read their answers and have a class discussion. people they know. Then put Ss in pairs and give them
2 minutes to tell each other about these people. When
EXTRA ACTIVITY they have finished, ask individual Ss to share what their
partners said.
Ask Ss to turn to pp. 8–9 and look at the photos. Ask
them how old they think the people in the photos are. 5 (S–S, T–S, S–T) Ss do Exercise 10 individually. Give them
Elicit ideas from different Ss and have a quick class 1–2 minutes to complete the table with the underlined
discussion. adjectives in the text and mark the stress. Then Ss listen
and check their answers. Practise the adjectives using
choral drilling and individual repetition.
PRE-READING | 3–4 minutes
(T–S, S–T) Refer Ss to Exercise 1. Give them 1 minute to TIP
complete the table and think about the answers to the
questions. When they are ready, invite individual Ss to talk Exercises 6, 7 and 10 could be done in the follow-up
about each person. lesson or given as homework.

WHILE-READING | 13–14 minutes

PRODUCTION | 7–8 minutes
1 (S–T, T–S) Exercise 2. Give Ss 3 minutes to read quickly
1 (T–S, S–T) Ss do Exercise 8 individually. Give them
through the text to compare their ideas in Exercise 1
1 minute to complete the questions with the correct
with the information in the article. Alternatively, play the
prepositions, then check.
recording of the article and have Ss listen and follow the
text. Then have a brief class discussion. 2 (S–S, S–T, T–S) Exercise 9. Tell Ss that in a few minutes
they will ask and answer the questions in Exercise 8.
2 (S–S, T–S, S–T) Ss do Exercise 3 individually. Get them
Tell them that they can use ideas and vocabulary from
to read the questions and underline the key words. Give
the text and verbs from WORD STORE 1E in their
them about 1 minute to do this and then check with the
conversations. Give Ss 1 minute to prepare individually.
whole class. Elicit from Ss that, in the text, they should
Then, put them in pairs and tell them that they must
be looking for the same key words, synonyms and
keep talking for a full 3 minutes. As Ss interact with each
antonyms or words connected to the key words to find
other, walk around taking notes of what you hear.
the right answer. Then give Ss 4 minutes to speed read
Ask individual Ss to share what their partners said and
the texts, not worrying about unknown words, and do
then give some feedback based on your notes.
the matching activity. Make sure Ss underline the words
which helped them find the answers, e.g. 1 But this HOMEWORK
generation is adventurous and adaptable – they are not
1 Give Ss WB pp. 8–9 as homework.
afraid of change. Then give Ss 1 extra minute to check
their answers in pairs before doing a class check. Elicit 2 Ask Ss to do Show What You Know in the WB, p. 10.
the answers and the references from the text.
CONTINGENCY PLAN
Refer to TB p. 8 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 1

1.5 GRAMMAR LESSONS 6–7

OVERVIEW PRACTICE | 10 minutes

1 (S–S, T–S, S–T) Ss do Exercise 4 individually. Give them
Duration: 40+40 minutes
2 minutes to complete the questionnaire and then
Objectives: 1 extra minute to check their answers in pairs before
• Can use like/hate/love with the -ing forms of verbs doing a class check.
(GSE 31 – A2).
2 (S–S, S–T) Exercise 5. Give Ss 2 minutes to do the
• Can use verb + -ing forms as the complement of
questionnaire. When they have finished, put them in
a sentence (GSE 37 – A2+).
pairs and give them 2 minutes to tell each other about
• Can use a range of verbs taking to + infinitive
their attitude to clothes. Then invite different Ss to share
(GSE 47 – B1).
their opinions with the class.
Resources: 3 (S–S, T–S, S–T) Refer Ss to Exercise 6. Give them
• SB pp. 10, 133 1 minute to complete the sentences and then 1 extra
• TB: Photocopiable Resource 4 pp. 201, 215 minute to check their answers in pairs. After doing
• WB p. 10 a class check, ask Ss which sentences are true for them.
• Online resources: Extra digital activities, Grammar Elicit answers from individual Ss.
Checkpoint; Teacher’s resources, Video 4
– Grammar Animation PRODUCTION | 7–8 minutes
1 (S–S, S–T, T–S) Refer Ss to Exercise 7. Give them
LESSON 6 3 minutes to complete the sentences about themselves
and to write five true and one false sentence. Monitor
WARM-UP | 6 minutes and support if necessary as they do this.
1 (T–S, S–T) Books closed. Write clothes on the board. 2 (S–S, S–T, T–S) Exercise 8. Put Ss in pairs and tell them
Elicit the words related to clothes from Ss. Draw a word that they will take turns to read the sentences in Exercise 7
web on the board and write students’ responses. to each other and guess which sentence is false. As Ss
interact with each other, walk around taking notes of
EXTRA ACTIVITY what you hear. Encourage Ss to share what their partners
said and then give some feedback based on your notes.
Describe one S in the class without saying his/her name
aloud. Ask Ss to guess which person you are describing,
e.g. He/She is wearing a white T-shirt and blue jeans. LESSON 7
Then ask volunteers to describe one person in the class
so that their friends can guess the name of the person WARM-UP | 5 minutes
who is being described. 1 (S–T, T–S) Explain to Ss that they are going to watch an
animated cartoon which will give them more context for
2 (T–S, S–S, S–T) Ask Ss to turn to p. 10 and look at the grammar.
Exercise 1. Give them 1 minute to do the matching 2 (T–S, S–T) Ask Ss a few warm-up questions such as:
activity. After doing a class check, put Ss in pairs and Who are the people? Where are they? What did you see
give them 1 minute to tell each other which of the in the video? What are the people in the video wearing?
clothes they have. Elicit answers from different Ss. Play Video 4 – Grammar Animation from the Teacher’s
3 (S–T, T–S) Refer Ss to Exercise 2. Ss work individually to resources (00:15). Ask Ss to describe the clothes in the
do the task. Then ask different Ss to share their ideas video.
with the class.
PRESENTATION | 7–8 minutes
PRESENTATION | 14 minutes 1 (T–S, S–T) Play the video with the subtitles off and
(S–S, T–S, S–T) Refer Ss to Exercise 3. Give them 2 minutes ask Ss to watch and listen carefully. Ask a few general
to read the GRAMMAR FOCUS and complete the examples comprehension questions.
and then 1 extra minute to check their answers in pairs 2 (T–S, S–T) Play the whole video once again, with subtitles.
before doing a class check. Ask Ss which verbs are followed Ask Ss to pay special attention to gerunds and infinitives.
by -ing form of a verb and which by to + infinitive. Elicit Ss’
answers and write them on the board. Write an example PRACTICE | 11–13 minutes
sentence for each verb, e.g. I avoid eating chocolate. 1 (T–S, S–T) Explain to Ss that the animation provides more
She can’t afford to buy a new house. Ask Ss to work with context for the topic of the lesson. Make a list in two
a partner and write at least three sentences using gerunds columns on the board: one for verbs + -ing form and
and infinitives. Then invite Ss to read their sentences aloud. one for verbs + to + infinitive. Ask Ss to categorise the
verbs from the video.

© Pearson Education Limited Focus 2 Second Edition 1

 If Ss do not remember all the verbs, use the script to
read out the parts with the target language and put the
missing verbs on the board. Then ask Ss to add more
verbs to the ones on the board. Optionally, with weaker
groups, play the animation again and pause after each
sentence. Ask Ss to say whether the verb is followed
the by -ing form or to + infinitive. Use the teacher’s
explanation part of Video 4 – Grammar Animation from
the Teacher’s resources (02:05–05:23) if necessary.
2 (T–S, S–T) Ask Ss which sentences they remember from
the video. Write the sentences that you elicit on the
board. Then tell Ss to make more sentences using the
verbs from the list. Alternatively, go to GRAMMAR
REFERENCE AND PRACTICE on p. 133 and ask the Ss
to complete Exercises 1–5 individually. Do a quick class
check. This could also be given as homework.

PRODUCTION | 10–12 minutes

1 (S–S, S–T, T–S) Ask Ss to make sentences using the same
sentence beginnings as in Exercise 6 (I can’t stand …,
I don’t mind …, I refuse …, etc). Put Ss in pairs and ask
them to talk to their partners. Check the verb forms with
the whole class.
2 (S–S, S–T, T–S) Put Ss in pairs and ask them to write
a short dialogue, similar to the one in the video, using
gerunds and infinitives to act out in front of the class.
Give Ss 3–4 minutes to prepare. Monitor and help where
necessary. First ask volunteers to act out. Then choose
other pairs randomly. Take notes of common mistakes
during the role-play. Give some feedback based on your
notes.

HOMEWORK
1 Give Ss WB p. 10 as homework.
2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
Assessment Package, Unit 1.5, Grammar.

CONTINGENCY PLAN
Refer to TB p. 10 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 2

1.6 USE OF ENGLISH  LESSON 8

OVERVIEW PRODUCTION | 8 minutes

(S–S, S–T, T–S) Refer Ss to Exercise 6. Tell them that in a few
Duration: 40 minutes
minutes they will discuss their ideas about the advantages
Objectives: of living in ‘one home’ for different generations. Read
• Can identify key details in a simple recorded through the rubric with the class. Then give them 1 minute
dialogue or narrative (P) (GSE 39 – A2+). to prepare individually. When they are ready, put Ss in pairs
• Can express their opinions on familiar topics, using and give them 2–3 minutes to discuss. As Ss interact with
simple language (P) (GSE 41 – A2+). each other, walk around taking notes of what you hear.
Resources: When they have finished, invite pairs to share what they
• SB pp. 11, 134 have discussed with the class and then give some feedback
• WB p. 11 based on your notes.

HOMEWORK
LESSON 8 1 Give Ss WB p. 11 as homework.
2 Ask Ss to find examples of emoticons and what they
WARM-UP & PRACTICE | 12 minutes
mean, e.g. :) (= happy) or :( (= sad).
1 (T–S, S–S, S–T) Books closed. Ask Ss questions about
their families, e.g. Is your family big or small? Who is 3 Ask Ss to prepare for a 10–20-minute Use of English
in your family? Who is in your extended family? Elicit Quiz: Assessment Package, Unit 1.6, Use of English.
answers from different Ss.
CONTINGENCY PLAN
2 (T–S, S–S, S–T) Ask Ss to turn to p. 11 and look at
Refer to TB p. 11 for extra activities.
Exercise 1. Give them 2 minutes to read the introduction.
When they are ready, ask questions to check understanding,
e.g. Where do you think this introduction was taken
from? What is it about? What are the reasons people
live with several generations in the same house? Then
put Ss in pairs and give them 2 minutes to discuss the
questions. Invite pairs to share their ideas with the class.
3 (T–S, S–T) Exercise 2. Tell Ss that they will listen to the
father’s views. Play the recording and then ask Ss which
of their ideas in Exercise 1 the father mentions. Elicit
ideas from different Ss.
4 (T–S, S–T) Ss do Exercise 3 individually. Play the recording
again so that Ss listen and choose the correct option,
then check as a class.

PRESENTATION | 13–14 minutes

(T–S, S–T) Refer Ss to Exercise 4 and ask them to do the task
individually. Tell Ss to check their answers in pairs before
doing a class check. Then play the recording once and check
the answers. Go through the LANGUAGE FOCUS with the
class. Ask Ss to make example sentences with so and such
and write them on the board. Alternatively, go to USE OF
ENGLISH REFERENCE AND PRACTICE 1.6 on p. 134 and
ask Ss to complete Exercises 1–4 individually. Do a quick
class check. This could also be given as homework.

PRACTICE | 5–6 minutes

(S–S, T–S, S–T) Ss do Exercise 5 individually. Give them
2 minutes to complete the text and then 1 extra minute to
check their answers in pairs. Then play the recording for Ss
to listen and check their answers.

© Pearson Education Limited Focus 2 Second Edition 1

1.7 WRITING LESSONS 9–10

OVERVIEW 5 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give them

2 minutes and then 1 extra minute to check their answers
Duration: 40+40 minutes in pairs before doing a class check.
Objectives: 6 (T–S, S–T) Exercise 7. Ask Ss to replace the underlined
• Can understand short, simple personal emails and phrases in the email with suitable phrases in Exercise 6.
letters (Ca) (GSE 37 – A2+). Give them 2 minutes to do this, then check.
• Can write short, simple personal emails/letters
7 (S–S, T–S, S–T) Refer Ss to Exercise 8. Give them 1 minute
about familiar topics, given prompts or a model (P)
to read the statements and decide which ones illustrate
(GSE 40 – A2+).
good or not good exchange students. Then put Ss in
Resources: pairs and give them 2–3 minutes to discuss. Encourage
• SB pp. 12–13 them to give reasons for their ideas. When they have
• TB: Photocopiable Resource 5 pp. 201–202, 216 finished, invite pairs to share what they have discussed
• WB pp. 12–13 with the rest of the class and have a brief class
• Online resources: Teacher’s Resources, Sample discussion.
answer for Exercise 11
8 (S–S, T–S, S–T) Ss do Exercise 9 individually. Give them
2 minutes to complete the examples in the LANGUAGE
LESSON 9 FOCUS with the correct prepositions and then 1 extra
minute to check their answers in pairs before doing
WARM-UP | 6–7 minutes a class check.
(S–S, S–T, T–S) Refer Ss to Exercise 1. Put them in pairs. 9 (S–S, T–S, S–T) Refer Ss to Exercise 10. Give them 2 minutes
Ask Ss to discuss five qualities to describe the ideal exchange to complete the questions, then check. Put Ss in pairs
student. Give Ss 2–3 minutes to discuss. When they finish, and give them 2 extra minutes to ask and answer the
ask Ss to share what they have discussed with their partners. questions. When they have finished, invite different Ss to
Then ask follow-up questions, e.g. Would you like to be an share what their partners said.
exchange student? Do you think you have the qualities you
discussed in Exercise 1? What qualities do you have? Have TIP
you ever written an email before? If yes, what was it about?
If you are short of time, some elements of the practice
Who did you write to? Have a class discussion.
could be done in the follow-up lesson or given as
PRACTICE | 33 minutes homework.
1 (T–S, S–S, S–T) Refer Ss to Exercise 2. Explain that they
are going to read the email from an exchange student
and find the topics he writes about. Ask Ss to do the LESSON 10
task individually and then to check their answers in pairs
PRODUCTION | 38 minutes
before doing a class check. Ask Ss in which paragraph
they find each topic, e.g. family – paragraph 1. 1 (T–S, S–T) Refer Ss to Exercise 11. Read through the
rubric with the class. Then give Ss 1 minute to read the
2 (S–S, T–S, S–T) Refer Ss to Exercise 3. Read through the email from Jenny. Elicit what Jenny would like to find
rubric with the class and check understanding. Then put out. (Tell me something about yourself. What music
Ss in pairs and give them 2 minutes to discuss. When and films do you like? What do you do in your free time?
they have finished, invite pairs to share what they have etc.) Then ask Ss to write an email to Jenny using all the
discussed with the class and have a class discussion. notes. Encourage Ss to use the ideas in the WRITING
3 (S–S, T–S, S–T) Ss do Exercise 4 individually. Give them FOCUS and Carlo’s email on p. 12 as a model. Give
2 minutes and then 1 extra minute to check their answers them 15 minutes to do this. As they are working, walk
in pairs before doing a class check. around monitoring, supporting and taking notes of any
4 (S–S, T–S, S–T) Refer Ss to the WRITING FOCUS in problems.
Exercise 5. Give them 3 minutes to complete the 2 (S–S, T–S) When they have finished writing, tell Ss to
examples with the phrases in purple in the email and self-check their emails.
then 1 extra minute to check their answers in pairs
before doing a class check. Go through the WRITING
FOCUS with the class and make sure Ss understand the
rules for how to write a personal email/letter.

© Pearson Education Limited Focus 2 Second Edition 1

 TIP
To help Ss with this, prepare a checklist beforehand
and give a copy of it to each S in the class. You can
write questions similar to the following on the list:
Have you answered all the questions in the task? Have
you organised your email into paragraphs? Have you
used information and phrases from the model and
WRITING FOCUS? Have you checked your spelling and
punctuation? Explain to Ss that they need to tick each
item on the checklist to show that they have checked
their piece of writing for that item. Monitor and support
as Ss work.

3 (S–S) Put Ss in pairs and tell them to swap their emails.

Ss should now check if their partner’s email includes
all the information and if everything is clear and then
they give it back.

TIP
Ss can edit each other’s work again using the checklist
you gave to them.

4 (S–S) Give Ss another 5 minutes to rewrite their work

before handing them in for your evaluation and
feedback. Finally, do a class feedback session.
5 (T–S, S–T) Give Ss a model text for Exercise 11 and ask
them to compare it with their own. Alternatively,
this could be omitted or could be done in a following
lesson if you are short of time.

HOMEWORK
1 Give Ss WB pp. 12–13 as homework.
2 Ask Ss to read Exercise 1 on p. 14 and make notes to
discuss in class.

CONTINGENCY PLAN
Refer to TB p. 12 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 2

1.8 SPEAKING  LESSON 11

OVERVIEW 4 (S–S, T–S, S–T) Refer Ss to the dialogues in Exercise 4.

Give them 2 minutes to cross out the response that is
Duration: 40 minutes not possible in each case and then 1 extra minute to
Objectives: check their answers in pairs. Then play the recording
• Can identify key details in a simple recorded so that Ss listen and check their answers. Practise the
dialogue or narrative (P) (GSE 39 – A2+). dialogues using choral drilling or individual repetition.
• Can show interest in conversation using fixed Alternatively, ask Ss to practise each dialogue with
expressions (P) (GSE 41 – A2+). a partner. Then choose different pairs to role-play the
• Can talk about their hobbies and interests, using dialogues.
simple language (P) (GSE 34 – A2). 5 (T–S, S–T) Refer Ss to Exercise 5. Play the recording so
Resources: that Ss listen and decide if the two speakers are similar
• SB p. 14 or different. Then do a quick class check.
• WB p. 14 6 (S–S, S–T, T–S) Ss do Exercise 6 individually. Give them
• Online resources: Teacher’s resources, Video 5 2 minutes and then 1 extra minute to check their answers
– Role-play Videos: Showing interest in pairs before doing a class check.

PRODUCTION | 8–10 minutes

LESSON 11 1 (S–S, S–T, T–S) Refer Ss to Exercise 7. Give them 2 minutes
WARM-UP | 5 minutes to complete the sentences to make them true for them.
Monitor and support if necessary.
(S–S, S–T, T–S) Refer Ss to Exercise 1. Put them in pairs and
give them 3 minutes to look at the activities in the box and 2 (S–S, S–T, T–S) Refer Ss to Exercise 8. Read through the
discuss the questions. When they have finished, invite pairs rubric and the instructions with the class and make sure
to share what they have discussed with the class. Ss have understood correctly. Then put Ss in A/B pairs
and give them 2 minutes to follow the instructions.
PRACTICE | 25 minutes Tell them that they should swap roles. As Ss interact with
1 (S–S, S–T, T–S) Refer Ss to Exercise 2. Tell them to look each other, take notes of what you hear. Then give some
at the photos and to describe who the people are, feedback based on your notes.
where they are and what they are doing. Then play
the recording or Role-play Video 5 from the Teacher’s EXTRA ACTIVITY
resources so that Ss listen or watch and answer the
Ask Ss to mingle with other Ss and do a class survey.
questions. Ask Ss to check their answers in pairs before
Tell Ss that they will find at least three Ss who say they
doing a class check.
are similar and at least three who say they are different.
2 (T–S, S–T) Refer Ss to Exercise 3. Play the recording or Then they will report the names, e.g. I’m really into
Video 5 again so that Ss listen or watch and complete music. Bree, Lara and Alex are into music, too. / I haven’t
the SPEAKING FOCUS, then check as a class. got any brothers or sisters. But Tim, Mona and Jin have.
3 (T–S, S–T, S–S) Go through the SPEAKING FOCUS box Explain to Ss they are going to prepare dialogues
with the class and make sure Ss understand the phrases. similar to the one in Video 5. Explain that the dialogues
Ask Ss to practise each dialogue in the box in pairs. Then won’t have to be exactly the same, but they will have
choose different pairs to role-play the dialogues. to use expressions from the SPEAKING FOCUS box.
Play Role-play Video 5 from the Teacher’s resources
TIP again if necessary. Then put Ss in pairs and give them
2 minutes to prepare their dialogues. Monitor and check
Focus on the intonation of the phrases in the box and the language in the meantime. Ss should present their
practise the phrases using choral drilling and individual dialogues in front of the class, to make it more engaging.
repetition.

HOMEWORK
EXTRA ACTIVITY 1 Give Ss WB p. 14 as homework.
Tell Ss that they will hear one side of the dialogue and 2 Ask Ss to study the Word list on p. 15.
they need to respond to the utterances as quickly as
possible. Play Role-play Videos A and B. This could be CONTINGENCY PLAN
done using choral or individual drilling. 1 Refer to TB p. 14 for extra activities.
2 Refer to TB p. 15 for Word list activities.

© Pearson Education Limited Focus 2 Second Edition 1

FOCUS REVIEW 1 LESSONS 12–13

OVERVIEW
EXTRA ACTIVITY
Duration: 40+40 minutes
Ask Ss to write their own sentences using different forms
Objectives: of the words in capitals.
• To revise the grammar and vocabulary of Unit 1
and give Ss important pre-test practice in reading, 3 (T–S, S–S, S–T) Give Ss 4 minutes to do Exercise 3
listening, speaking and writing skills. individually. Then put them in groups of three or four
Resources: and give them 2 extra minutes to compare their answers
• SB pp. 16–17 and try to convince each other that they are correct.
• TB: Photocopiable Resources 52–53 pp. 211, When groups have agreed on the answers, do a class
270–271; Photocopiable Resources 54–55 pp. 211, check.
272–273; Photocopiable Resource 6 pp. 202, 217
• WB pp. 16–17 EXTRA ACTIVITY
• Online resources: Extra digital activities, Listening Ask questions 1, 2 and 4 to individual Ss.
and Use of English

TIP
LESSON 12
Elicit the rules for how to form questions in the Present
WARM-UP | 5 minutes Simple, Present Continuous and Present Perfect Simple.
(S–S) Divide the class in two teams. Invite one S from each
team to come to the board. Assign them one vocabulary 4 (T–S, S–S, S–T) Ss do Exercise 4 individually. Give them
item from the unit to act out. The Ss’ teams should try to 4 minutes and then 1 extra minute to check their answers
guess the word. Alternatively, you could assign two Ss to in pairs before doing a class check.
act out the words at a time. Teams get a point for each word
they guess correctly. The team with the most points wins. EXTRA ACTIVITY

VOCABULARY AND GRAMMAR | 25 minutes Ask questions 2 and 6 to individual Ss.

1 (T–S, S–S, S–T) Ss do Exercise 1 individually. Give them
3 minutes and then 1 extra minute to check their answers USE OF ENGLISH | 15 minutes
in pairs. Make sure to check spelling and check and drill 1 (S–T, S–S, T–S) Ss do Exercise 5 individually. Give them
the pronunciation of the words. 3 minutes and then 1 extra minute to check their answers
in pairs before doing a class check. Alternatively, you could
EXTRA ACTIVITY use this exercise as an oral drill.
Ask Ss to write their own sentences using the words in 2 (S–S, S–T, T–S) Ss do Exercise 6 individually. Give them
the gaps. 2 minutes and then 1 extra minute to check their answers
in pairs before doing a class check.

TIP EXTRA ACTIVITY

At this stage, it is more useful to tell Ss to do the Put Ss in pairs and ask them to write similar sentences
activities alone, but to allow them to compare answers for both of the incorrect options. Tell them to use words
with others before giving feedback to avoid weaker Ss or phrases that are close in meaning to the ones in the
being put on the spot. remaining options. Then put pairs together in groups
of four and tell them to take turns to read out their
2 (T–S, S–S, S–T) Remind Ss about parts of speech and sentences and find out which words or phrases in each
how we identify words. Write polite and misery on the other’s sentences are similar in meaning to which option
board. Elicit what kind of words they are (adjective, noun) in Exercise 5.
and what other forms there are, e.g. impolite (adjective),
miserable (adjective). Refer Ss to Exercise 2. Tell them to
read the sentences, thinking of what kind of word could LESSON 13
go in the gaps. (adjective) Then give Ss 3 minutes to work
individually to complete the sentences. Tell them to check LISTENING | 6–8 minutes
their answers in pairs before doing a class check. (S–S, S–T, T–S) Ss do Exercise 7 individually. Tell them that
Make sure to check spelling and check and drill the they will listen to a conversation with Tony, who has taken
pronunciation of the words. part in an experiment and complete the summary with the
missing information.

© Pearson Education Limited Focus 2 Second Edition 1

Before playing the audio, ask Ss to read the summary so that
they know what they are listening out for. Play the recording
twice if necessary. Give Ss 1 minute to check their answers
in pairs and then check with the whole class. Ask some basic
comprehension questions to check understanding.

SPEAKING | 10–12 minutes

1 (S–S, T–S) Refer Ss to Exercise 8. Put them in A/B pairs.
Allow them time to read through their tasks and check
understanding. Elicit the sort of language they will need
to do the task. Refer them to SPEAKING FOCUS box
on p. 14 and tell them to use the phrases whenever
possible. Then ask them to prepare individually, but not
to write any notes. Monitor and support where necessary
as they do this. When they are ready, give Ss 3 minutes
to practise their dialogues. As Ss interact with each
other, go round the class monitoring and taking notes of
any problems or errors to discuss later. When they have
finished, invite volunteer Ss to act out their dialogues in
front of the class. Then give some feedback based on
your notes.
2 (S–S, S–T, T–S) Refer Ss to Exercise 9 to look at the
photo. Give them 1 minute to choose the most suitable
words in the box to describe it. When Ss are ready,
put them in pairs and tell them to look at the questions.
For each question, set a time limit for the pairs to discuss.
They should not move onto to the next question until
you tell them to. As Ss interact with each other, walk
around taking notes of what you hear. When the pairs
have discussed all three questions, invite each pair to tell
the class what they discussed. Then go over any issues
that came up while you were monitoring.

WRITING | 20 minutes
(T–S, S–T) Refer Ss to Exercise 10. Read through the rubric
and the writing task with Ss and check understanding.
Give Ss 15 minutes to write an email to a friend in the USA.
Remind them that they can use the Writing section in Unit 1
to help them. As they do this, walk around monitoring,
supporting and taking notes of any problems. When Ss have
finished, tell them to self-check their emails before handing
them in for your evaluation and feedback.

TIP
Peer evaluation method could be used to improve Ss’
writing skills.

HOMEWORK
1 Ask Ss to do Self-check 1.10, WB pp. 16–17, as homework.
2 Ask Ss to prepare for Unit Test 1: Assessment Package,
Unit 1.

CONTINGENCY PLAN
Refer to TB pp. 16–17 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 2

2.1 VOCABULARY  LESSON 1

OVERVIEW
TIP
Duration: 40 minutes
See Culture notes in TB p. 171 for information about web
Objectives: browsers and search engines.
• Can identify key details in a simple recorded
dialogue or narrative (P) (GSE 39 – A2+).
• Can express attitudes using simple language (P) EXTRA ACTIVITY
(GSE 47 – B1). If you have done the first Warm-up activity, refer Ss to
Resources: the list of digital inventions on board. Ask when they
• SB pp. 18–19; WORD STORE 2, p. 5 were invented again. This time Ss will know the answers
• TB: Culture notes p. 171; Photocopiable Resource 7 to five of them. Elicit the answers and write them next
pp. 202, 218–219; Photocopiable Resource 8 to the inventions on the board. Then put Ss in pairs and
pp. 202, 220 allow them time to go online and learn when the rest of
• WB pp. 18–19 the items on the list were invented. When they are ready,
• Online resources: Extra digital activities, Vocabulary elicit the answers and write them next to the inventions
Checkpoint on the board.

2 (S–S, T–S, S–T) Refer Ss to Exercise 4. Give them

LESSON 1 2 minutes to complete sentences 1–5 and check their
answers in pairs. Then play Part 2 again so that Ss listen
WARM-UP | 7–8 minutes
and check their answers.
1 (T–S, S–T) Ask Ss to keep their books closed. Write
digital inventions on the board. Brainstorm with Ss PRACTICE 2 | 4 minutes
as many inventions as possible and write them on 1 (T–S, S–T) Exercise 5. Refer Ss to WORD STORE 2A p. 5.
the board. Then ask Ss if they know when they were Give them 2 minutes to complete the quiz with the
invented. Elicit ideas from Ss and have a brief class compound nouns in red. Then Ss listen and check their
discussion, but do not confirm answers. Tell Ss that they answers. Practise the compound nouns using choral
will find out the answers later in the lesson. If you do not drilling and individual repetition. Ask concept check
think you will have enough time, skip this activity. questions to make sure Ss understand the meaning of
2 (T–S, S–T) Ask Ss to turn to p. 18 and look at Exercise 1. the compound nouns in red in the quiz.
Give Ss 1 minute to choose the correct verbs, then check 2 (S–S, T–S, S–T) Refer Ss to Exercise 6. Give them 2 minutes
as a class. Then give them 1–2 minutes to complete the to complete the questions and check their answers in
sentences to make them true for them. pairs before doing a class check. Alternatively, this could
be done in the follow-up lesson or given as homework.
TIP
3 (S–S, T–S) Exercise 7. Ask Ss to take turns to ask and
See Culture notes in TB p. 171 for information about answer the questions in Exercise 6. Monitor and give
social media. feedback. Alternatively, this could be done in the follow-up
lesson.
3 (S–S, T–S, S–T) Exercise 2. Put Ss in pairs and give them
2 minutes to compare the sentences they came up with PRACTICE 3 | 4 minutes
in Exercise 1. When they have finished, invite individual 1 (T–S, S–T) Exercise 8. Refer Ss to WORD STORE 2B p. 5.
Ss to share what their partners said. Then ask Ss how Give Ss 2 minutes to complete the activity with the
much time they typically spend online each day and science subjects in the quiz. Then Ss listen and check
what they do. Elicit answers from different Ss and have their answers. Practise the subjects using choral drilling
a brief class discussion. and individual repetition.
2 (S–S, S–T) Refer Ss to Exercise 9. Put them in pairs and
PRACTICE 1 | 10–12 minutes give them 2 minutes to discuss the questions. When they
1 (S–S, T–S, S–T) Exercise 3. Refer Ss to the first question have finished, invite individual Ss to share what their
in the Quiz. Go through the digital inventions in red partners said. Alternatively, this could be done in the
with Ss. Look at the list on the board again and add the follow-up lesson.
inventions that are in red in the quiz that have not already
been put there. Then give Ss 2 minutes to do the Science PRACTICE 4 | 5–6 minutes
and Technology Quiz. When they have finished, play the 1 (T–S, S–T) Exercise 10. Refer Ss to WORD STORE 2C p. 5.
recording so that Ss listen and check their answers. Give Ss 1–2 minutes to complete the activity with the
Then ask if they are surprised. Elicit ideas from individual infinitive form of the underlined verbs in Exercise 4.
Ss with reasons why and have a brief class discussion.

© Pearson Education Limited Focus 2 Second Edition 1

 Then Ss listen and check their answers. Practise the verbs
using choral drilling and individual repetition.
2 (S–S, T–S, S–T) Refer Ss to Exercise 11. Do the first one
as an example. Then give Ss 2 minutes to complete the
rest of the sentences. Ask Ss to check their answers in
pairs before doing a class check. Alternatively, this could
be done in the follow-up lesson or given as homework.

PRODUCTION | 6–7 minutes

(S–S, S–T, T–S) Exercise 12. Tell Ss that in a few minutes they
will discuss their ideas about the scientists in Exercise 11 and
branches of science. Tell Ss that they should use as many
words and phrases from WORD STORE 2A, 2B and 2C as
they can in their discussions. Give Ss 1 minute to prepare
individually. When they are ready, put them in pairs and give
them 2–3 minutes to discuss. Encourage them to give as
many reasons for their ideas as possible in their discussions.
As Ss interact with each other, walk around taking notes of
what you hear. When they have finished, invite pairs to share
what they have discussed with the class. Then give some
feedback based on your notes.

HOMEWORK
1 Give Ss WB pp. 18–19 as homework.
2 Ask Ss to prepare for a 10–20-minute Vocabulary Quiz:
Assessment Package, Unit 2.1, Vocabulary.
3 Ask Ss to do Show What You Know in the WB, p. 20.

CONTINGENCY PLAN
1 Refer to TB p. 18 for extra activities.
2 If you are short of time, some elements of the warm-up
and practice can be done in the follow-up lesson or
given as homework.

TIP
See the lesson plan for Unit 2 Video Worksheets, BBC
worksheet, for extra skills and vocabulary practice.

© Pearson Education Limited Focus 2 Second Edition 2

2.2 GRAMMAR LESSONS 2–3

OVERVIEW happening at a particular time in the past and that we

use the Past Simple and the Past Continuous together,
Duration: 40+40 minutes to show that a shorter activity happened while a longer
Objectives: activity was in progress.
• Can talk about past events or experiences, using
simple language (P) (GSE 41 – A2+). TIP
Resources: Use time lines to show the difference between the two
• SB pp. 20, 135 tenses.
• TB: Culture notes p. 171; Photocopiable Resource 9
pp. 202, 221 PRACTICE | 13–15 minutes
• WB p. 20
1 (S–S, T–S, S–T) Refer Ss to Exercise 4. Give them 5 minutes
• Online resources: Extra digital activities, Grammar
to complete the beginnings of two stories. If Ss are
Checkpoint; Teacher’s resources, Video 7
confused, tell them that if the activity takes a long time,
– Grammar Animation
it will most likely be continuous. Ss do the exercise
individually and check in pairs before doing a class
LESSON 2 check.
2 (T–S, S–T) Exercise 5. Ask Ss which story they would like
WARM-UP | 5 minutes
to continue reading. See a show of hands. Then elicit
1 (T–S, S–S, S–T) Books closed. Write these headings on reasons for their choices. Have a brief class discussion.
the board:
Printed books E-books TIP
Elicit the difference from Ss. Ask them if they like reading See Culture notes in TB p. 171 for information about
and if they read printed books or e-books. See a show of Charles Dickens and Abraham ‘Bram’ Stoker.
hands. Then write Advantages and Disadvantages in two
columns under each heading. Put Ss in groups of four 3 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give
and tell half of the groups to write as many advantages them 3 minutes and then 1 extra minute to check their
and disadvantages of printed books as they can and tell answers in pairs before doing a class check. Then Ss
the other half of the groups to write as many advantages tick the sentences that are true for them. Alternatively,
and disadvantages of e-books as they can. Give them this exercise could be done as an oral drill to involve
2 minutes to do this. When they are ready, elicit ideas everyone.
and write them on the board.
2 (T–S, S–T) Ask Ss to turn to p. 20 and look at Exercise 1. PRODUCTION | 8 minutes
Tell them to read what people say about e-books and 1 (S–S, S–T, T–S) Refer Ss to Exercise 7. Put them in pairs
printed books and compare these opinions with the ones and give them 3 minutes to write questions for the
on the board. sentences in Exercise 6, then check.
2 (S–S, S–T, T–S) Tell Ss to take turns to ask and answer the
PRESENTATION | 10–12 minutes
questions they have written. Tell the pairs that only the
1 (S–S, T–S, S–T) Refer Ss to Exercise 2. Check if Ss Ss asking the questions can have their books open,
understand the meaning of the words E ink and Eureka. and that the Ss answering the questions should keep
Then give Ss 2 minutes to read the text and answer the their books closed. Explain that this will help them to
questions and then 1 extra minute to check their answers listen more carefully. Encourage Ss to give full answers
in pairs before doing a class check. Then elicit the and additional information if possible. Model the activity:
answers and check. A: Were your parents studying when they met?
B: No, they weren’t studying when they met. They met
TIP when they were abroad.
See Culture notes in TB p. 171 for information about As Ss interact with each other, walk around taking notes
Joseph Jacobson. of what you hear. Invite Ss to share what their partners
said and then give some feedback based on your notes.
2 (S–S, T–S, S–T) Refer Ss to Exercise 3. Give them
1 minute to complete the examples in the GRAMMAR
FOCUS and then 2 extra minutes to read the examples
in pairs and discuss the rules. Then go through the
GRAMMAR FOCUS with the class. Explain the rules for
when to use which past form. Explain to Ss that the Past
Continuous is used to describe an action which was

© Pearson Education Limited Focus 2 Second Edition 1

LESSON 3 Alternatively, go to GRAMMAR REFERENCE AND PRACTICE 2.2
on p. 135 and ask Ss to complete Exercises 1–4. Do a quick
WARM-UP | 3–5 minutes class check. This could also be given as homework.
1 (T–S) Explain to Ss that they are going to watch an
animated cartoon which will give them more context for
PRODUCTION | 15 minutes
the grammar. (S–S) Explain to Ss that they are going to prepare similar
stories in groups. Encourage them to make their stories as
TIP interesting as possible. Explain that the will have to use the
tenses on the board. Divide Ss in groups of four and give
You can decide to work with the animation at the them 10 minutes to write their stories. As they do this,
beginning of the lesson as an introduction, after walk around monitoring and supporting where necessary.
explaining the grammar point via the dialogue or Ss should present their stories in front of the class, to make it
text on the page or at the end of the lesson. more engaging.

2 (T–S, S–T) Ask Ss a few warm-up questions: Who are the HOMEWORK
people? What are they doing? What time is it? What did 1 Give Ss WB p. 20 as homework.
Julia do before she called Sue? What do you think will
2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
happen next? Play Video 7 – Grammar Animation from
Assessment Package, Unit 2.2, Grammar.
the Teacher’s resources and stop after the introduction
(00:44). CONTINGENCY PLAN
PRESENTATION | 7–8 minutes Refer to TB p. 20 for extra activities.

1 (T–S, S–T) Ask Ss to watch the clip carefully and answer

TIP
the following questions: What was Julia’s neighbour
doing at six o’clock? What was Julia doing at 06:15? See the lesson plan for Unit 2 Video Worksheets, FOCUS
How did the curtains catch fire? What was Julia doing VLOG worksheet, for extra practice of the grammar
when her neighbour knocked at the door? Who did her topic.
neighbour call when Julia didn’t open the door? 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 verb
tenses (the Past Simple and the Past Continuous).

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 these two tenses from the
video. Write them in two columns 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 the
two tenses and what the difference in their meaning is.
2 (T–S, S–T) For Ss who still do not understand the
difference between the Past Simple and the Past
Continuous, use the teacher’s explanation part of Video 7 –
Grammar Animation from the Teacher’s resources
(01:57–04:24). If you feel they are doing well and can list
a few examples and provide 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
sentences where there are the Past Simple and the Past
Continuous tenses. Ask Ss to decide which tense is used
in each sentence and why. You can ask them to repeat
a sentence, turning the subtitles off, especially where
they had problems with a given example.

© Pearson Education Limited Focus 2 Second Edition 2

2.3 LISTENING LESSON 4

OVERVIEW
TIP
Duration: 40 minutes
Elicit the meaning of suffix. Write -ist on the board and
Objectives: say that it is one of the most common suffixes for nouns
• Can identify key details in a simple recorded that describe people (geologist, ecologist, etc.).
dialogue or narrative (P) (GSE 39 – A2+). Then elicit similar suffixes and put them on the board
• Can express attitudes using simple language (P) (-er, -or, -an) giving examples (teacher, director, musician).
(GSE 47 – B1).
• Can state personal learning goals, given a model (P) WHILE-LISTENING | 15–16 minutes
(GSE 46 – B1).
1 (T–S, S–T) Exercise 4. Tell Ss that they will listen to five
• Can use simple language to describe people’s
speakers talking about why they became scientists.
personality and emotions (P) (GSE 39 – A2+).
Ask them to decide which job in Exercise 3 each person
Resources: does. Play the recording, then check. Alternatively, this
• SB p. 21; WORD STORE 2, p. 5 exercise could be done in the follow-up lesson.
• WB p. 21
2 (S–S, T–S, S–T) Ss do Exercise 5 individually. Ask them
to read the list A–F so that they know what they are
LESSON 4 listening out for. Check if there are any words that Ss do
not know. Then play the recording again. Ask Ss to check
WARM-UP | 5 minutes their answers in pairs before doing a class check. Elicit
1 (T–S, S–T) Tell Ss to cover Exercise 1 and look at the the answers and the extra statement and check.
photos. Ask Ss how they would describe each photo
using just one word. Elicit words from different Ss and
POST-LISTENING | 8 minutes
write them on the board. 1 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give them
1–2 minutes to complete the table. Then Ss listen and
2 (T–S, S–T) Ask Ss to turn to p. 21 and to look at Exercise 1.
check their answers. The class repeat the words from the
Give them 1 minute to label the photos with the words
recording using choral drilling. Then check pronunciation
in the box. Then play the recording so that Ss listen and
individually. Make sure to check spelling before asking
check their answers. Make sure they understand the
Ss to underline the main stress in each word. Do a quick
meaning of all the words. Practise the words using choral
class check.
drilling and individual repetition. Ask Ss if any of the
words in the box are on the board. 2 (S–S) Refer Ss to Exercise 7. Read the example with the
class. Then put Ss in pairs and give them 1–2 minutes to
PRE-LISTENING | 10 minutes practise the words in Exercise 6. Monitor and support if
1 (S–S, T–S, S–T) Ss do Exercise 2 individually. Ask them necessary. Alternatively, this exercise could be done in
to read the questions so that they know what they are the follow-up lesson.
listening out for. Then play the recording. Ask Ss to 3 (S–T, T–S) Exercise 8. Refer Ss to WORD STORE 2D p. 5.
check their answers in pairs before doing a class check. Give them 1–2 minutes to complete the activity. Then
play the recording so that Ss listen and check their
TIP answers. Make sure to check spelling and check and
drill the pronunciation of the words using choral and
You can ask Ss what was said that might have made the
individual repetition.
questions difficult to answer. (1 She says her dad is an
archaeologist and wants her to do archaeology. 2 Last 4 (S–S, S–T, T–S) Ss do Exercise 9 individually. Give
week’s programme was about physics and only one of them 2 minutes to complete the statements and check
them watched it and next week’s programme is about their answers in pairs before doing a class check. Ask
marine biology.) concept check questions to make sure Ss understand the
meaning of the words. Alternatively, this exercise could
2 (S–S, T–S, S–T) Ss do Exercise 3 individually. Give them be done in the follow-up lesson or given as homework.
2 minutes to complete the job descriptions. Then Ss
listen and check their answers. Practise the jobs using EXTRA ACTIVITY
choral drilling and individual repetition. Then ask Ss if
they know anybody who does any of these jobs. Give Give time for Ss to make their own sentences using the
them 1 minute to talk about these people with a partner. words if necessary. Monitor and check.
When they have finished, invite different Ss to share what
their partners said.

© Pearson Education Limited Focus 2 Second Edition 1

PRODUCTION | 5 minutes
(S–S, S–T, T–S) Refer Ss to Exercise 10. Tell them that they
will discuss questions about careers. Give Ss 1 minute to
prepare individually. Then put them in pairs and give them
2 minutes to discuss the questions. As Ss interact with each
other, walk around taking notes of what you hear. When they
have finished, invite pairs to share what they have discussed
with the class. Then give some feedback based on your
notes.

HOMEWORK
1 Give Ss WB p. 21 as homework.
2 Ask Ss to find out three facts about Antarctic exploration.

CONTINGENCY PLAN
1 Refer to TB p. 21 for extra activities.
2 If you are short of time, some elements of the
while-listening and post-listening (Exercises 4, 7 and 9)
can be done in the follow-up lesson or given as
homework.

© Pearson Education Limited Focus 2 Second Edition 2

2.4 READING LESSON 5

OVERVIEW WHILE-READING | 10–11 minutes

Duration: 40 minutes 1 (S–S, T–S, S–T) Refer Ss to Exercise 5 and tell them to
read the questions. Then give Ss 3 minutes to read
Objectives: through the text and answer the questions. Ask Ss to
• Can identify key details in a simple recorded check their answers in pairs. Then elicit the answers
dialogue or narrative (P) (GSE 39 – A2+). and relevant information from the text and check.
• Can scan short texts to locate specific information Alternatively, play the recording of the article and have
(P) (GSE 44 – B1). Ss listen and follow the text.
• Can express attitudes using simple language (P)
2 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give them
(GSE 47 – B1).
5 minutes to read quickly through the text again and
• Can describe weather conditions in their country
choose the correct answers. As they complete the task,
using simple language (P) (GSE 36 – A2+).
Ss should find the information in the text which helps
• Can ask someone simple questions about their life
them decide why the other answer options are wrong.
and experiences (P) (GSE 36 – A2+).
Point out that a multiple choice task is similar to a true/
Resources: false activity but, for every question, there is one true
• SB pp. 22–23; WORD STORE 2, p. 5 sentence and three false ones. When Ss have finished,
• TB: Culture notes p. 171 give them 1 extra minute to check their answers in pairs.
• WB pp. 22–23 Elicit the answers and relevant information from the text.

POST-READING | 10 minutes
LESSON 5 1 (S–S, T–S, S–T) Refer Ss to Exercise 7. Give them 2 minutes
WARM-UP | 5 minutes to do the matching activity. Encourage them to read
around the words in blue in the text and try to work out
1 (T–S, S–T) Books closed. Display the images of the South
the meaning using the context. Then play the recording
Pole. Ask Ss if they know this place. Elicit the name of
so that Ss listen and check their answers. Practise the
the continent. Then ask: What is there in the North Pole?
words using choral drilling and individual repetition.
What is the weather like there in winter and summer?
How many people live there? Which animals live there? 2 (S–S, T–S, S–T) Ss do Exercise 8 individually. Give them
Have a brief class discussion. 2 minutes and then 1 extra minute to check their answers
in pairs before doing a class check. Then put Ss in pairs
TIP and give them 2 minutes to ask and answer the questions.
When they have finished, invite individual Ss to share
See Culture notes in TB p. 171 for information about what their partners said.
Antarctica.
EXTRA ACTIVITY
2 (T–S, S–S, S–T) Ask Ss to turn to p. 22 and look at
Give Ss 2–3 minutes to make sentences using the words
Exercise 1. Look at the photos of Antarctica and discuss
in blue from the text. Then ask individual Ss to share their
the questions as a class.
sentences with the class. Correct if any Ss are using the
PRE-READING | 7 minutes words incorrectly and point out what is wrong.
1 (S–S, S–T) Refer Ss to Exercise 2. Give them 1 minute
to look at the comments from people interested in 3 (T–S, S–T) Refer Ss to Exercise 9 and look at the words
working in Antarctica and tick the people they think are and phrases in the box. Play the recording and practise
suitable. Then put Ss in pairs and give them 2 minutes the words and phrases using choral drilling and individual
to compare their ideas. When they have finished, invite repetition. Then give Ss 2 minutes to complete the text
different pairs to share what they have discussed with the and 1 extra minute to check their answers in pairs before
class. Encourage them to give reasons for their choices doing a class check.
and have a brief class discussion. 4 (T–S, S–T) Exercise 11. Refer Ss to WORD STORE 2E p. 5.
2 (T–S, S–T) Exercise 3. Play the recording so that Ss listen Give Ss 1 minute to complete the activity. Then play
and check their ideas in Exercise 1 and 2. the recording so that Ss listen and check their answers.
Practise the adjectives using choral drilling and individual
3 (T–S, S–T) Exercise 4. Ask Ss whether they would like
repetition.
to work in Antarctica. Elicit ideas from different Ss with
reasons why and have a quick class discussion.
EXTRA ACTIVITY
Tell Ss to write sentences using the collocations in WORD
STORE 2E or give this as homework.

© Pearson Education Limited Focus 2 Second Edition 1

PRODUCTION | 7 minutes
(S–S, S–T, T–S) Refer Ss to Exercise 10. Tell Ss that they will
discuss their experiences of extreme temperatures. Give
them 2 minutes to read through the questions and prepare.
Then put them in pairs and tell them that they must keep
talking for a full 3 minutes. As Ss interact with each other,
walk around taking notes of what you hear. When they have
finished, invite individual Ss to share what their partners said.
Finally, give some feedback based on your notes.

HOMEWORK
1 Give Ss WB pp. 22–23 as homework.
2 Ask Ss to do Show What You Know 2.5 in the WB, p. 24.

CONTINGENCY PLAN
1 Refer to TB p. 22 for extra activities.
2 If you are short of time, some elements of the
post-reading can be done in the follow-up lesson or
given as homework.

© Pearson Education Limited Focus 2 Second Edition 2

2.5 GRAMMAR LESSONS 6–7

OVERVIEW Write used to, didn’t use to and Did … use to? on the
board. Drill the phrases with the class. Ask Ss to make
Duration: 40+40 minutes sentences. Elicit examples.
Objectives:
• Can identify key details in a simple recorded PRACTICE | 14–15 minutes
dialogue or narrative (P) (GSE 39 – A2+). 1 (S–S, T–S, S–T) Ss do Exercise 4 individually. Give them
• Can express attitudes using simple language (P) 3 minutes to complete the sentences and then 1 extra
(GSE 47 – B1). minute to check their answers in pairs before doing
a class check.
Resources:
• SB pp. 24, 136 2 (S–S, S–T) Exercise 5. Put Ss in pairs and give them
• TB: Culture notes pp. 171–172; Photocopiable 3 minutes to discuss the statements in Exercise 4. When
Resource 10 pp. 202, 222 they have finished, invite pairs to share what they have
• WB p. 24 discussed with the class.
• Online resources: Extra digital activities, Grammar 3 (S–S, S–T, T–S) Ss do Exercise 6 individually. Give them
Checkpoint; Teacher’s resources, Video 9 2 minutes and then 1 extra minute to check their answers
– Grammar Animation in pairs before doing a class check. Elicit from Ss why
used to cannot be used in sentences 3 and 5. Then elicit
which sentences are true for Ss.
LESSON 6
PRODUCTION | 7–8 minutes
WARM-UP | 5 minutes
1 (S–S, T–S, S–T) Refer Ss to Exercise 7. Put them in pairs
(T–S, S–S, S–T) Refer Ss to Exercise 1. Put them in pairs and
and give them 2–3 minutes to write questions for the
give them 2–3 minutes to discuss how the things in the
sentences in Exercise 6, then check.
photos are different today. When they have finished, elicit
ideas and have a brief class discussion. 2 (S–S, S–T, T–S) Tell Ss to take turns to ask and answer the
questions they have written. Tell the pairs that only the
TIP Ss asking the questions can have their books open,
and that the Ss answering the questions should keep
See Culture notes in TB pp. 171–172 for information their books closed. Explain that this will help them to
about record players, cars and clothes. listen more carefully. Encourage Ss to give full answers.
Model the activity:
PRESENTATION | 12–13 minutes A: Did your parents use to take you to school?
1 (S–S, T–S, S–T) Ss do Exercise 2 individually. Allow them B: Yes, they did. / Yes, they used to take me to school.
1 minute to read through the statements to make sure As Ss interact with each other, walk around taking notes
they know exactly what to do. Tell them to underline of what you hear. Invite Ss to share what their partners
the key words. (1 phone/sitting room 2 message 3 live/ said and then give some feedback based on your notes.
friends 4 loud music 5 camera/sixteenth 6 five or six
good friends) Play the recording only once and then give LESSON 7
Ss 1 minute to check their answers in pairs before doing
a class check. WARM-UP | 3–5 minutes
1 (T–S) Explain to Ss that they are going to watch an
TIP animated cartoon which will give them more context for
the grammar.
Before the class check, play the recording once again,
this time asking Ss to make notes of the words in the 2 (T–S, S–T) Ask Ss a few warm-up questions: Who are
text that helped them find the answers. Then collect the people? Where are they? What is the name of the
feedback from the whole class. programme? Which gadgets are there on the table?
What are they going to talk about? Play Video 9 –
2 (S–S, T–S, S–T) Refer Ss to Exercise 3. Give them 1 minute Grammar Animation from the Teacher’s resources and
to complete the GRAMMAR FOCUS and then 2 extra stop after the introduction (00:30). At this stage Ss
minutes to read the examples in pairs and discuss the should have understood that they are going to watch
rules. Then go through the GRAMMAR FOCUS with the interviews with three celebrities talking about their
class. Explain when to use used to and when to use the favourite gadgets.
Past Simple instead. Elicit more examples for each rule
PRESENTATION | 7–8 minutes
and write them on the board. Remind Ss that used to
is a regular past verb form and they mustn’t forget to 1 (T–S, S–T) Ask Ss to watch the clip carefully and answer
delete the -d ending in questions and negatives. the following questions: What is the band’s name? What
are the members’ names? How did Suzy’s hair use to be?

© Pearson Education Limited Focus 2 Second Edition 1

 Why wasn’t her hair a problem when she was a child?
Why did Sam’s suitcase use to be heavy? How did he use
to annoy everyone on the bus? Why does Tom like the
microwave? How long does it take him to make dinner?
What’s his hobby? Play the video with the subtitles off.
Then hold a class vote for the best gadget and ask Ss to
give reasons for their choices.
2 (T–S, S–T) Play the whole video once again, with
subtitles. Ask Ss to pay special attention to used to.

PRACTICE | 10–12 minutes

1 (T–S, S–T) Explain to Ss that the animation provides more
context for the topic of the lesson. Tell Ss that we use
used to to talk about past states and repeated actions.
Discuss how we form affirmative and negative sentences
and questions. Ask them if they can remember any
sentences with used to from the video. Make a list in
three columns 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 more
sentences on the board.
2 (T–S, S–T) For Ss who still do not understand when and
how to use used to, use the teacher’s explanation part
of Video 9 – Grammar Animation from the Teacher’s
resources (02:43–04:47). If you feel they are doing well
and can list a few examples and provide explanation,
then you can omit the teacher’s part.

TIP
You can play the animation for a third time in weaker
groups or if Ss really want to watch it. Then pause after
sentences where there is used to. Ask Ss to decide why
it is used and in which form. 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 2.5

on p. 136 and ask Ss to complete Exercises 1–5 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
dialogues in groups. Explain that the dialogues won’t have
to be exactly the same, but they will have to use some of
the language on the board. Divide Ss in groups of four and
let them prepare for the dialogue. Ss should present their
dialogues in front of the class, to make it more engaging.

HOMEWORK
1 Give Ss WB p. 24 as homework.
2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
Assessment Package, Unit 2.5, Grammar.
3 Ask Ss to think about a biographical film they have seen.
Who was it about? Students make short notes to talk
about the film.

CONTINGENCY PLAN
Refer to TB p. 24 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 2

2.6 USE OF ENGLISH  LESSON 8

OVERVIEW 2 (S–S, T–S, S–T) Ss do Exercise 5 individually. Give them

3 minutes and then 1 extra minute to check their answers
Duration: 40 minutes in pairs before doing a class check. Elicit the answers
Objectives: with accompanying reasons for choosing between the
• Can recognise a range of common linking words/ options. Then ask some basic comprehension questions
phrases signalling the sequence of events in short, to check understanding of the text if necessary.
simple narratives (P) (GSE 44 – B1).
• Can describe very basic events in the past using PRODUCTION | 7 minutes
simple linking words (e.g. then, next) (P) (GSE 38 – A2+). 1 (S–S) Refer Ss to Exercise 6. Read through the rubric
with the class and make sure Ss understood it correctly.
Resources:
Model the activity making five sentences about yourself.
• SB pp. 25, 137
One sentence should be false and the others true.
• TB: Culture notes p. 172
Then give Ss 2 minutes to write the sentences about
• WB p. 25
themselves. Monitor and support as they do this.
2 (S–S, T–S) Exercise 7. Remind Ss the sentences you have
LESSON 8 formed about yourself. Ask them to guess which one
is false. Encourage Ss to ask you questions to find the
WARM-UP | 5 minutes answer. Then put Ss in pairs and give them 2 minutes
(T–S, S–T) Refer Ss to the box in Exercise 1 and ask them to to do the same with their sentences. As Ss interact with
look at the photo. Ask Ss what they think the film is about. each other, monitor, support and take notes of what you
Tell them to use the ideas in the box. Elicit ideas from hear. Then give some feedback based on your notes.
different Ss and have a brief class discussion. Then play the
recording so that Ss listen and check their ideas. EXTRA ACTIVITY

PRESENTATION | 12–13 minutes Invite Ss to share the correct piece of information about
their partners.
1 (S–S, T–S, S–T) Ss do Exercise 2 individually. Allow them
1 minute to read through the statements to make sure
they know exactly what to do. Then play the recording HOMEWORK
again and give Ss 1 minute to check their answers in 1 Give Ss WB p. 25 as homework.
pairs before doing a class check.
2 Ask Ss to prepare for a 10–20-minute Use of English
Quiz: Assessment Package, Unit 2.6, Use of English.
TIP
See Culture notes in TB p. 172 for information about CONTINGENCY PLAN
NASA. Refer to TB p. 25 for extra activities.

2 (S–S, S–T, T–S) Refer Ss to Exercise 3. Give them 1 minute

to complete the information in the LANGUAGE FOCUS
and then 2 extra minutes to read the examples in pairs
and discuss the rules. Then go through the LANGUAGE
FOCUS with the class. Explain when to use which linkers
and time expressions. Elicit more examples with each
linker and time expression and write them on the board.
Alternatively, go to USE OF ENGLISH REFERENCE
AND PRACTICE 2.6 on p. 137 and ask Ss to complete
Exercises 1–3 individually. Do a quick class check. This
could also be given as homework.

PRACTICE | 12–13 minutes

1 (S–S, T–S, S–T) Ss do Exercise 4 individually. Give them
2 minutes and then 1 extra minute to check their answers
in pairs. After doing a class check, ask Ss to change the
sentences to make them true for them. When they are
ready, elicit sentences from different Ss and check.

© Pearson Education Limited Focus 2 Second Edition 1

2.7 WRITING LESSONS 9–10

OVERVIEW 4 (S–S, S–T, T–S) Refer Ss to Exercise 4. Tell them to

complete the examples in the WRITING FOCUS with the
Duration: 40+40 minutes words in purple in the story. Give Ss 2 minutes and then
Objectives: 1 extra minute to check their answers in pairs before
• Can follow the sequence of actions or events in doing a class check. Tell Ss that there are certain rules to
a text on a familiar everyday topic (P) (GSE 41 – A2+). write a good story. Read through the WRITING FOCUS
• Can follow the sequence of events in simple with Ss. Make sure Ss understand each rule and the
narrative texts by recognising common linking meaning of all the phrases. Wherever possible, suggest
words/phrases (P) (GSE 42 – A2+). alternative phrases to replace the ones given there.
• Can briefly say what they think will happen next in Either give some examples with each phrase or ask Ss to
a simple story or play (P) (GSE 42 – A2+). come up with some.
• Can rewrite a simple text to correct mistakes (P) 5 (S–S, T–S, S–T) Ss do Exercise 5 individually. Give them
(GSE 42 – A2+). 2–3 minutes and then 1 extra minute to check their
• Can write a story with a simple linear sequence (Ca) answers in pairs before doing a class check.
(GSE 45 – B1).
6 (T–S, S–T) Exercise 6. Ask Ss to choose one of the
Resources: extracts in Exercise 5 and think about what happened
• SB pp. 26–27 next. When they are ready, invite individual Ss to share
• TB: Culture notes p. 172; Photocopiable Resource 11 their ideas with the class.
pp. 203, 223
7 (S–S, T–S, S–T) Refer Ss to Exercise 7. Tell them to
• WB pp. 26–27
complete the LANGUAGE FOCUS with the underlined
• Online resources: Teacher’s Resources, Sample
linkers in the story. Give Ss 2 minutes to do this and then
answer for Exercise 9
1 extra minute to check their answers in pairs before
doing a class check. Go through the LANGUAGE FOCUS
LESSON 9 with the class. Wherever possible, suggest alternative
linkers to replace the ones given there. Either give some
WARM-UP | 5 minutes examples with each linker or ask Ss to come up with
(T–S, S–T) Books closed. Ask Ss the best story they have ever some. Write the examples on the board if necessary.
read. Elicit names of stories from different Ss. Then ask them 8 (S–S, T–S, S–T) Ss do Exercise 8 individually. Give them
who wrote the story, what happened, why they liked it, etc. 2–3 minutes and then 1 extra minute to check their
answers in pairs before doing a class check. Ask some
PRACTICE | 30–32 minutes basic comprehension questions to check understanding
1 (S–S, S–T) Ask Ss to turn to p. 26 and look at Exercise 1. of the story.
Put Ss in pairs and give them 2–3 minutes to tell each
other about a surprising or interesting thing that EXTRA ACTIVITY
happened to them on holiday. When they have finished,
Before getting Ss to do Exercise 8, tell Ss to close their
invite individual Ss to share what their partners said.
books and give them a copy of the story with the phrases
2 (S–S, T–S, S–T) Ss do Exercise 2 individually. Give them in italics blanked out. They will still be able to understand
2 minutes to read Paul’s story quickly and choose the the overall meaning of the story. Then ask Ss to think of
best title. Ask Ss to check their answer in pairs before possible linkers to complete the gaps. This will help them
doing a class check. Elicit why the other two options are to identify the purpose of each sentence. Finally, put the
not correct. missing linkers on the board (in the wrong order) for them
to compare with their own ideas and complete the gaps.
TIP
See Culture notes in TB p. 172 for information about
Cornwall.
LESSON 10
PRODUCTION | 38 minutes
3 (S–S, T–S, S–T) Ss do Exercise 3 individually. Give them
1 (T–S, S–T) Refer Ss to Exercise 9. Give Ss 1 minute to read
2 minutes and then 1 extra minute to check their answers
quickly through the rubric and the writing task and to
in pairs before doing a class check. Then ask some basic
underline the key words. Elicit key words from Ss and check
comprehension questions to check understanding of
understanding. Give Ss 15 minutes to write a story ending
the story, e.g. Where did the family decide to go? What
with I was so relieved. It was finally over! Remind them to
happened on the way to the village? What was Paul’s
use the WRITING FOCUS and the LANGUAGE FOCUS
dad’s surprise? Did Paul understand that something
to help them. Also, tell them that they can use Paul’s story
strange was going on? Do they still have that cottage?
as a model for their writing. As they do this, walk around
monitoring, supporting and taking notes of any problems.

© Pearson Education Limited Focus 2 Second Edition 1

2 (S–S) When they have finished writing, tell Ss to self-check
their stories.
3 (S–S) Then put Ss in pairs and tell them to swap their
stories. Ss should now check if their partner’s story
includes linkers and if everything is clear and then they
give it back.
4 (S–S) Give Ss another 5 minutes to rewrite their stories
before handing them in for your evaluation and
feedback. Finally, do a class feedback session.
5 (T–S, S–T) Give Ss a model text for Exercise 9 and ask
them to compare it with their own. Alternatively, this
could be omitted or could be done in a following lesson
if you are short of time.

HOMEWORK
1 Give Ss WB pp. 26–27 as homework.
2 Ask Ss to prepare notes about an adventure film that they
have seen. What happened? What happened in the end?
Students make short notes to talk about the film.

CONTINGENCY PLAN
Refer to TB p. 26 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 2

2.8 SPEAKING  LESSON 11

OVERVIEW PRODUCTION | 13–15 minutes

1 (S–S) Refer Ss to Exercise 5. Tell them that in a few minutes
Duration: 40 minutes
they will tell, listen and respond to a story. Put them in
Objectives: pairs. Give them 1 minute to choose a topic from the
• Can get the gist of short, simple stories if told slowly box or one of their own ideas. When they have decided
and clearly (P) (GSE 37 – A2+). on their topic, write these headings in five columns on
• Can describe past events or experiences using the board:
simple descriptive language to add interest (P)
Introduction  Background  Problem  Main events
(GSE 47 – B1).
Final comment
• Can narrate a story (C) (GSE 45 – B1).
• Can show interest in conversation using fixed Tell Ss to think about what they are going to say and
expressions (P) (GSE 41 – A2+). make notes under each heading. Give them 5 minutes
to do this.
Resources:
• SB p. 28 2 (S–S, S–T, T–S) Exercise 6. Ss act out their conversations.
• WB p. 28 Explain that one of them will tell the story and the other
• Online resources: Teacher’s resources, Video 10 will react and respond. Tell them to use their notes in
– Role-play Videos: Telling a story Exercise 5 and expressions from the SPEAKING FOCUS
in their conversations. Also, tell Ss to act out as realistic
as possible. Alternatively, Ss swap roles and follow the
LESSON 11 same procedure as above. As Ss interact with each other,
walk around taking notes of what you hear. Invite pairs
WARM-UP | 5 minutes to act out their conversations in front of the class. Finally,
(S–S, S–T, T–S) Refer Ss to Exercise 1. Put them in pairs and give some feedback based on your notes.
give them 2 minutes to look at the photo and discuss the
questions. Then encourage each pair to share what they HOMEWORK
have discussed with the class. 1 Give Ss WB p. 28 as homework.
2 Ask Ss to study the Word list on p. 29.
PRACTICE | 20–22 minutes
1 (T–S, S–T) Refer Ss to Exercise 2. Ask a few general CONTINGENCY PLAN
comprehension questions: Why did Tom go to Australia?
1 Refer to TB p. 28 for extra activities.
How was his climbing at the beginning? How did he feel?
How did he call for help? What does he think about 2 Refer to TB p. 29 for Word list activities.
climbing now? Play the recording or Role-play Video 10
so that Ss listen or watch and compare their ideas
in Exercise 1. Then invite volunteers to act out the
conversation.

EXTRA ACTIVITY
Tell Ss that they will hear one side of the dialogue and
they need to respond to the utterances as quickly as
possible. Play Videos A and B. This could be done using
choral or individual drilling.

2 (T–S, S–S, S–T) Ss do Exercise 3 individually. Give them

1–2 minutes and then 1 extra minute to check their
answers in pairs before doing a class check.
3 (T–S, S–S, S–T) Ss do Exercise 4 individually. Give them
3 minutes and then 1 extra minute to check their answers
in pairs before doing a class check. Go through SPEAKING
FOCUS and make sure Ss understand what to say, when
to say and how to say it while telling a story and listening
to one. Wherever possible, suggest alternative phrases
to replace the ones given there. Drill the phrases as
a whole class and with random individuals if necessary.

© Pearson Education Limited Focus 2 Second Edition 1

FOCUS REVIEW 2 LESSONS 12–13

OVERVIEW 3 (S–S, T–S, S–T) Ss do Exercise 3 individually. Give them

4 minutes and then 2 extra minutes to check their
Duration: 40+40 minutes answers in pairs before doing a class check. Recheck the
Objectives: concept of the two tenses (the Past Simple and the Past
• To revise the grammar and vocabulary of Unit 2 Continuous) and elicit reasons why each tense was the
and give Ss important pre-test practice in reading, most suitable.
listening, speaking and writing skills.
TIP
Resources:
• SB pp. 30–31 The main difficulty for Ss is knowing when to use each
• TB: Photocopiable Resources 50–51 pp. 211, tense and how the same activity can be seen as a long-term
268–269; Photocopiable Resources 54–55 pp. 211, activity (the Past Continuous) and a single action
272–273; Photocopiable Resource 12 pp. 203, 224 (the Past Simple), e.g. I was cooking dinner. I cooked
• WB pp. 30–31 dinner. Help by giving lots of practice and correction.
• Online resources: Extra digital activities, Reading
and Use of English 4 (S–S, T–S, S–T) Give Ss 3 minutes to do Exercise 4
individually and then to check their answers in pairs
before doing a class check. Elicit the answers with
LESSON 12 accompanying reasons for choosing between the
WARM-UP | 5 minutes options. Also elicit the rules for how to use used to
in positive, negative and question forms.
(S–S) Elicit ways of starting a story from Ss, e.g. It was
ten o’clock in the morning on 4 July 2003. Do an open class USE OF ENGLISH | 15 minutes
activity. Ask one student to give the first sentence of a story.
1 (S–S, S–T, T–S) Give Ss 3 minutes to do Exercise 5
Each S in turn has to add a sentence. At regular intervals,
individually and then to check their answers in pairs
recap on the complete story so far and give instructions to
before doing a class check.
Ss to use sequencers, the Past Continuous, etc.

VOCABULARY AND GRAMMAR | 20 minutes EXTRA ACTIVITY

1 (S–S, T–S, S–T) Ss do Exercise 1 individually. Give them Put Ss in pairs and ask them to write similar sentences
2 minutes and then 1 extra minute to check their answers for both of the incorrect options. Tell them to use words
in pairs before doing a class check. or phrases that are similar in meaning to the ones in the
options. Then put pairs together in groups of four and
EXTRA ACTIVITY tell them to take turns to read out their sentences and
find out which words or phrases in each other’s sentences
Ask Ss to make sentences using the extra verb. (discover)
are close in meaning to the options in Exercise 5.
Alternatively, ask Ss to find more nouns that go with each
of the verbs in the box.
2 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give them
3 minutes and then 1 extra minute to check their answers
2 (T–S, S–S, S–T) Remind Ss about parts of speech and
in pairs before doing a class check. Discuss the words
how we identify words. Write serve and protect on
and what they mean in each sentence.
the board. Elicit what kind of words they are (verbs)
and what other forms there are, e.g. server (noun), EXTRA ACTIVITY
protective (adjective). Refer Ss to Exercise 2. Tell them
to read the sentences, thinking of what kind of word Put Ss in pairs and ask them to write sentences using the
could go in the gaps. (noun) Then give Ss 2–3 minutes incorrect options. Elicit sentences and check.
to work individually to complete the gaps. Tell them to
check their answers in pairs before doing a class check.
Make sure to check spelling and check and drill the LESSON 13
pronunciation of the words.
READING | 10–11 minutes
EXTRA ACTIVITY (S–S, T–S, S–T) Ss do Exercise 7 individually. Ask them to
read the question and options before they read each text.
Elicit different forms of the words in capitals, e.g. Give Ss 3–4 minutes and 1 extra minute to check their
physician, physical, physically, solvent, soluble, unsolved, answers in pairs before doing a class check. Ask Ss how
chemical, conservation, conservative, measurable, they found the correct answers and to justify their answers.
immeasurable, exploratory. Ask Ss to write their own Alternatively, you could ask some basic comprehension
sentences using them. questions to check understanding of each text.

© Pearson Education Limited Focus 2 Second Edition 1

SPEAKING | 20–22 minutes
1 (S–S, S–T) Refer Ss to Exercise 8. Give them 1 minute
to complete the questions and then 1 extra minute to
check their answers in pairs before doing a class check.
Then give Ss 2 minutes to ask and answer the questions
in pairs. When they have finished, invite individual Ss to
share what their partners said.
2 (S–S, T–S, S–T) Refer Ss to Exercise 9. Put them in pairs
and give them 2 minutes to look at the photo and write
five words describing it. Elicit the words and write them
on the board.
3 (S–T) Refer Ss to Exercise 10. Tell them that they will
answer the questions imagining they are one of the
people in the photo. Allow Ss time to think and prepare.
When they are ready, invite different Ss to share their
ideas with the class. Hold a class vote for the best story.
4 (S–S) Exercise 11. Ask Ss when they last got lost and
what happened. Give them 1 minute to prepare. Then
ask as many Ss as possible to share their experiences
with the class. Alternatively, put Ss in pairs and give
them 2–3 minutes to share their experiences with
each other. As they do this, walk around monitoring,
supporting and taking notes of any problems. Then give
some feedback based on your notes.

WRITING | 5 minutes
(T–S, S–T) Refer Ss to Exercise 12. Give them 1 minute to
read through the writing task and make sure Ss understood
it correctly. Then give Ss 2–3 extra minutes to make some
notes to plan their story. As homework, tell Ss to write
a story for the Me and Technology section of the school
newspaper including the points in the writing task. Remind
them that they can use the Writing section in Unit 2 to help
them.

HOMEWORK
1 Ask Ss to do Self-check 2.10, WB pp. 30–31, as homework.
2 Ask Ss to prepare for Unit Test 2: Assessment Package,
Unit 2.
3 Ask Ss to prepare for Review Test 1: Assessment
Package, Unit 2.

CONTINGENCY PLAN
Refer to TB pp. 30–31 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 2

3.1 VOCABULARY  LESSON 1

OVERVIEW 3 (S–S, S–T) Refer Ss to Exercise 5. Put them in pairs and

give them 2 minutes to discuss the questions. Monitor
Duration: 40 minutes and support if necessary. When they have finished, invite
Objectives: individual Ss to share what their partners said.
• Can discuss films, books or plays in simple terms,
using fixed expressions (P) (GSE 50 – B1). PRACTICE 2 | 3 minutes
• Can understand the main points of narratives and 1 (S–T, T–S) Exercise 6. Refer Ss to WORD STORE 3A p. 7.
conversations about familiar topics (e.g. work, leisure) Give them 2 minutes to complete the activity with the
delivered in clear standard speech (Ca) (GSE 47 – B1). words in red from the text. Then Ss listen and check
• Can guess the meaning of an unfamiliar word from their answers. Make sure to check spelling and drill the
context (P) (GSE 55 – B1+). pronunciation of the words using choral and individual
• Can express opinions using simple language (P) repetition. Ask concept check questions to make sure Ss
(GSE 45 – B1). understand the meaning of the words.

Resources: 2 (T–S, S–T) Exercise 7. Ask Ss to think of an example of

• SB pp. 32–33; WORD STORE 3, p. 7 each type of TV programme in WORD STORE 3A. Elicit
• TB: Photocopiable Resource 13 pp. 203, 225 ideas and write them in a list on the board. Then ask:
• WB pp. 32–33 Which programmes do you never/rarely/sometimes/
• Online resources: Extra digital activities, Vocabulary often binge watch? Put Ss in pairs and give them
Checkpoint 1–2 minutes to talk with their partner. When they have
finished, invite individual Ss to share what their partners
said. Alternatively, this could be done in the follow-up
LESSON 1 lesson.

WARM-UP | 5 minutes PRACTICE 3 | 5–6 minutes

1 (S–S, S–T) Books closed. To see what Ss know, write 1 (T–S, S–T) Exercise 8. Refer Ss to WORD STORE 3B p. 7.
these headings in three columns on the board: Give them 2 minutes to complete the activity with the
Read Watch Listen to underlined adjectives in the text and add a translation.
Then Ss listen and check their answers. Make sure to
Then put Ss in pairs. Give them 2 minutes to think of as
check spelling and check and drill the pronunciation of
many words as they can for each heading. When they
the adjectives using choral and individual repetition.
have finished, elicit words from Ss and write relevant
Ask concept check questions to make sure Ss understand
ones under appropriate headings on the board.
the meaning of the adjectives.
2 (S–S, T–S, S–T) Exercises 1 and 2. Ask Ss to turn to p. 32
2 (S–S, T–S, S–T) Refer Ss to Exercise 9. Read through the
and to look at Exercise 1. Go through the words and
rubric with the class and check understanding. Then
phrases in the box with Ss. Look at the lists on the board
give Ss 2 minutes to put the adjectives from WORD
again and add the words that are in the box in Exercise 1
STORE 3B on the line. Next allow them time to check
that have not already been put there. Then elicit from Ss
their answers in pairs before doing a class check.
which of the things on the board they do.
Alternatively, this could be done in the follow-up lesson
PRACTICE 1 | 15 minutes or given as homework.

1 (S–S, S–T) Refer Ss to Exercise 3. Give them 2 minutes PRACTICE 4 | 5 minutes

to complete the sentences to make them true for them.
1 (T–S, S–T) Exercise 10. Refer Ss to WORD STORE 3C p. 7.
When Ss are ready, put them in pairs and give them
Give Ss 1–2 minutes to complete the activity using the
2 minutes to discuss their TV habits using the sentences
definitions to help them. Then Ss listen and check their
they have completed. Monitor and help if necessary.
answers. Make sure to check spelling and check and
When they have finished, invite individual Ss to share
drill the pronunciation of the words using choral and
their TV habits, giving reasons why or tell about their
individual repetition. Ask concept check questions to
partner’s TV habits.
make sure Ss understand the meaning of the words.
2 (T–S, S–T) Exercise 4. Ask Ss if they know what a ‘TV Then elicit the mystery word and check.
binge watcher’ is. Elicit ideas from different Ss and if
2 (T–S, S–T) Ss do Exercise 11 individually. Tell Ss that they
they say they do not know, ask them to try and guess,
will listen to Lucy talking about her favourite TV series.
but do not confirm answers at this stage. Tell Ss that they
Allow Ss time to read through the questions so that
will find out the answer when they read the text. Give Ss
they know what they are listening out for. Then play the
3 minutes to read the text and write a definition of a ‘TV
recording once and check the answers. Alternatively, this
binge watcher’. When they are ready, elicit definitions
could be done in the follow-up lesson.
from individual Ss and write the best one on the board.

© Pearson Education Limited Focus 2 Second Edition 1

PRODUCTION | 5–7 minutes
(S–S, S–T, T–S) Exercise 12. Tell Ss that in a few minutes they
will discuss their favourite TV series using the questions in
Exercise 11. Tell Ss that they should use as much vocabulary
from the WORD STORE 3A, 3B and 3C as they can in their
discussion. Give Ss 2 minutes to think and make notes,
put them in pairs and tell them that they must keep talking
for a full 3 minutes. As Ss interact with each other, walk
around taking notes of what you hear. When they have
finished, invite individual Ss to share what their partners said.
Then give some feedback based on your notes.

HOMEWORK
1 Give Ss WB pp. 32–33 as homework.
2 Ask Ss to prepare for a 10–20-minute Vocabulary Quiz:
Assessment Package, Unit 3.1, Vocabulary.
3 Ask Ss to do Show What You Know in the WB, p. 34.

CONTINGENCY PLAN
1 Refer to TB p. 32 for extra activities.
2 If you are short of time, some elements of the practice
can be done in the follow-up lesson or given as
homework.

TIP
See the lesson plan for Unit 3 Video Worksheets, BBC
worksheet, for extra skills and vocabulary practice.

© Pearson Education Limited Focus 2 Second Edition 2

3.2 GRAMMAR LESSONS 2–3

OVERVIEW
TIP
Duration: 40+40 minutes
See Culture notes in TB p. 172 for information about
Objectives: William Shakespeare, Mariah Carey, Christina Aguilera,
• Can form the superlative of longer regular Glastonbury Festival, The Palace Museum, Musée du
adjectives with most (GSE 36 – A2+). Louvre, Harry Potter and Pirates of the Caribbean.
• Can make comparisons with more + longer
adjectives (GSE 36 – A2+). 2 (S–S, S–T, T–S) Refer Ss to Exercise 2. Give them 1 minute
• Can form the superlative of regular adjectives to complete the GRAMMAR FOCUS and then 2 extra
with -est (GSE 36 – A2+). minutes to read the examples in pairs and discuss the
• Can make comparisons with regular shorter rules. Then go through the GRAMMAR FOCUS with the
adjectives + -er (GSE 38 – A2+). class.
• Can form irregular superlatives of adjectives and
adverbs such as best, worst (GSE 38 – A2+). TIP
• Can make irregular comparisons of adjectives and
adverbs such as better, worse (GSE 39 – A2+). Ss have probably used comparatives and superlatives
before, but (not) as … as may be new. Ss may make
Resources: errors in forming the sentence, e.g. using so … as or
• SB pp. 34, 138 so … like, because of L1 interference and such errors
• TB: Culture notes p. 172; Photocopiable Resource 14 may quickly become fossilised. Listen out for than in
pp. 203, 226–227 comparatives, as in the structure as … as and the in
• WB p. 34 superlatives, as well as the adjectives used and correct
• Online resources: Extra digital activities, Grammar thoroughly.
Checkpoint; Teacher’s resources, Video 12
– Grammar Animation
3 (S–S, S–T, T–S) Refer Ss to Exercise 3. Give them
2–3 minutes to complete the table and then 1 extra
LESSON 2 minute to check their answers in pairs before doing
a class check. Give more examples for each rule.
WARM-UP | 3 minutes
PRACTICE | 15–16 minutes
(T–S, S–S, S–T) Books closed. Write these headings on the
board: 1 (S–S, S–T, T–S) Ss do Exercise 4 individually. Before
they start, elicit which word always comes before
Film TV series
a superlative (the). Give Ss 2 minutes to complete
Put Ss in groups of four. Give them 2 minutes to think of as the questions and check their answers in pairs before
many items as they can for each category. When Ss have doing a class check. Monitor closely to check the
finished, elicit examples and write them under the headings accuracy of the target language. Check and drill the
on the board. Tell Ss that they will look at these lists again questions. Then tell them to discuss the questions in
later in the lesson. pairs. As they do this, go round the class monitoring and
taking notes of any problems or errors to discuss later.
PRESENTATION | 14–15 minutes
2 (S–S, T–S, S–T) Ss do Exercise 5 individually. Give them
1 (S–S, T–S, S–T) Ask Ss to turn to p. 34 and look at 2 minutes to complete the statements and then 1 extra
Exercise 1. Give them 2 minutes to do the Quick minute to check their answers in pairs. After the class
Culture Quiz and compare their answers with a partner. check, discuss the statements as a class.
Then elicit ideas, but do not confirm answers. Play the
recording so that Ss listen and check. Then ask Ss if they PRODUCTION | 6–7 minutes
are surprised and if they have seen/listened to/been to/
(S–S, S–T, T–S) Refer Ss to Exercise 6. Read through the
visited/watched the plays/singers/festivals/museums/
rubric and the example and check understanding. Then
films mentioned in the quiz. See a show of hands for
give Ss 3 minutes to write as many sentences as they can,
each.
comparing things now with the same things five years ago.
Walk around the class monitoring, supporting and taking
notes of problems as Ss do the activity. Then elicit Ss’
sentences before going over any issues that came up while
you were monitoring.

© Pearson Education Limited Focus 2 Second Edition 1

 2 (T–S, S–T) For Ss who still do not understand when
EXTRA ACTIVITY
and how to use the target structures, use the teacher’s
Tell Ss to look at the lists on the board again. Put them explanation part of Video 12 – Grammar Animation from
in pairs and tell them to choose films and/or TV series the Teacher’s resources (02:36–05:44). If you feel they
from the lists and write sentences about them using each are doing well and can list a few examples and provide
of the structures in the GRAMMAR FOCUS box. explanation, then you can omit the teacher’s part.
For example:
The Avengers is the best superheroes series. TIP
Stranger Things is a better TV series than Glee. Play the animation for a third time in weaker groups or
if Ss really want to watch it. Then pause after sentences
The third Harry Potter film isn’t as good as the first.
where there is a comparative or superlative adjective
Mission Impossible a bit more exciting than Fast and or too or enough. Ask Ss to decide why it is used.
Furious. You can ask them to repeat a sentence, turning the
Give them 3 minutes to do this. Walk around the class subtitles off, especially where they had problems with
monitoring, supporting and taking notes of problems as a given example.
Ss do the activity. Then elicit Ss’ sentences before going
over any issues that came up while you were monitoring. Alternatively, go to GRAMMAR REFERENCE AND PRACTICE 3.2
on p. 138 and ask Ss to complete Exercises 1–4 individually.
Do a quick class check. This could also be given as homework.

LESSON 3 PRODUCTION | 15 minutes

WARM-UP | 3–5 minutes (S–S) Explain to Ss that they are going to prepare similar
dialogues in groups. Explain that the dialogues won’t have
1 (T–S) Explain to Ss that they are going to watch an
to be exactly the same, but they will have to use some of
animated cartoon which will give them more context
the language on the board. Divide Ss in groups of four and
for the grammar.
let them prepare for the dialogue. Ss should present their
2 (T–S, S–T) Ask Ss a few warm-up questions: Who are the dialogues in front of the class, to make it more engaging.
people? Why are they there? What is the name of the
programme? What are they going to do now? Play Video 12 – HOMEWORK
Grammar Animation from the Teacher’s resources and 1 Give Ss WB p. 34 as homework.
stop after the introduction (00:21). At this stage Ss
2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
should have understood that the judges are going to
Assessment Package, Unit 3.2, Grammar.
evaluate the holiday photos sent by people and choose
the best one. CONTINGENCY PLAN
PRESENTATION | 7–8 minutes Refer to TB p. 34 for extra activities.
1 (T–S, S–T) Ask Ss to watch the clip carefully and answer
the following questions: What is the prize for the winner?
Who are the judges? How many entries did they receive
for the competition? Which photo is the winner?
Play the video with the subtitles off. Then hold a class
vote for the happiest, funniest and the most interesting
photo and ask Ss to give reasons for their choices.
2 (T–S, S–T) Play the whole video once again, with
subtitles. Ask Ss to pay special attention to comparative
and superlative adjectives.

PRACTICE | 10–12 minutes

1 (T–S, S–T) Explain to Ss that the animation provides
more context for the topic of the lesson. Remind them
how we form comparative and superlative adjectives.
Also explain that we use too and enough to show
there is a problem with something. Then ask Ss if they
can remember any sentences with comparative and
superlative adjectives and too and enough from the
video. Elicit answers and 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 more sentences on the board.

© Pearson Education Limited Focus 2 Second Edition 2

3.3 LISTENING LESSON 4

OVERVIEW
EXTRA ACTIVITY
Duration: 40 minutes
Put Ss in pairs and give them 2 minutes to add six more
Objectives: countries and nationalities to the table in Exercise 6.
• Can follow the main points in a simple audio Elicit answers, write them on the board and check and
recording, if provided with written supporting drill the pronunciation of the words using choral and
material (P) (GSE 37 – A2+). individual repetition.
• Can understand the key points about a radio
programme on a familiar topic (P) (GSE 53 – B1+). 2 (T–S, S–T) Exercise 7. Refer Ss to WORD STORE 3D p. 7.
Resources: Give Ss 1–2 minutes to complete the activity. Then Ss
• SB p. 35; WORD STORE 3, p. 7 listen and check their answers. Practise the words using
• TB: Culture notes p. 172 choral drilling and individual repetition.
• WB p. 35
PRODUCTION | 5–7 minutes
(S–S, S–T, T–S) Refer Ss to Exercise 5. Tell them that they will
LESSON 4 discuss questions about pictures/photographs. Give them
1 minute to prepare individually. Then put Ss in pairs and
WARM-UP | 5–7 minutes give them 2 minutes to discuss the questions. As Ss interact
(T–S, S–T, S–S) Refer Ss to Exercise 1. Go through the with each other, walk around taking notes of what you hear.
words and phrases in the table with the class. Make sure Then invite pairs to share their ideas with the class. Finally,
Ss understand the meaning of all of them. Then give them give some feedback based on your notes.
2 minutes to discuss the questions using the words and
phrases in the table. Monitor and help if necessary. When HOMEWORK
they have finished, invite individual Ss to share what their 1 Give Ss WB p. 35 as homework.
partners said.
2 Ask Ss to make a list of the types of books they like and
PRE-LISTENING | 3 minutes do not like to read. They can use it for the discussion in
Exercise 2 on p. 36.
(S–S, T–S, S–T) Ask Ss if they have ever heard of JR.
Use the information about JR in the Culture notes in
TB p. 172 to help prompt Ss. Then refer Ss to Exercise 2.
Put them in pairs and give them 1 minute to decide which
words in Exercise 1 they can use to describe JR’s works
of art in the photos. Do not check at this stage.

WHILE-LISTENING | 10–12 minutes

1 (T–S, S–T) Exercise 3. Play the recording so that Ss can
check their ideas in Exercise 2. Ask them to number the
photos in the order they hear about them, then check.
2 (S–S, T–S, S–T) Ss do Exercise 4 individually. Before
playing the audio again, ask them to read the sentences
and options so that they know what they are listening
out for. Play the recording once again. Give Ss 1 minute
to check their answers in pairs, then elicit the answers
and what was said in the audio that helped them to
decide on the answers or that might have made the
question difficult to answer.

POST-LISTENING | 8–10 minutes

1 (T–S, S–T) Ss do Exercise 6 individually. Give them
1–2 minutes to complete the table. Then Ss listen and
check their answers. The class repeat the words from the
recording using choral drilling. Then check pronunciation
individually. Make sure to check spelling before asking
Ss to mark the stressed syllable for each word. Check
and drill problem words further. Then elicit in which
cases the word stress changes syllable and check.

© Pearson Education Limited Focus 2 Second Edition 1

3.4 READING LESSON 5

OVERVIEW
EXTRA ACTIVITY
Duration: 40 minutes
Tell Ss to look at all the photos on pp. 36–37 and ask if
Objectives: they have read/seen any of the books/films there. See
• Can scan short texts to locate specific information a show of hands and ask Ss to say anything they can
(P) (GSE 44 – B1). think of that is related to any of the books/films.
• Can understand the main points in simple
descriptive texts on familiar topics (P) WHILE-READING | 7 minutes
(GSE 39 – A2+).
1 (T–S, S–T) Ss do Exercise 4 individually. Give them
• Can express opinions using simple language (P)
2 minutes to read quickly through the article about
(GSE 45 – B1).
superhero films and choose the best title. When they are
• Can give simple reasons to explain preferences,
ready elicit the answer and check. Ask Ss why the other
given a model (P) (GSE 35 – A2).
two options are not correct.
Resources:
2 (S–S, T–S, S–T) Ss do Exercise 5 individually. Give them
• SB pp. 36–37; WORD STORE 3, p. 7
4 minutes to do the matching activity and then 1 extra
• TB: Photocopiable Resource 15 pp. 204, 228
minute to check their answers in pairs before doing
• WB pp. 36–37
a class check. Alternatively, play the recording of the
article and have Ss listen and follow the text. Make sure
LESSON 5 Ss give justifications for their answers.
3 (S–S, S–T) Exercise 6. Put Ss in pairs and give them
WARM-UP | 2 minutes 2 minutes to discuss the questions in Exercise 5. Then
(T–S, S–T) Ask Ss to keep their books closed. Write types invite them to share what they have discussed with the
of books on the board. Brainstorm with Ss as many types class and have a brief class discussion.
of books as possible and write them on the board.
Alternatively, this could be done as a group work activity. POST-READING | 12–14 minutes
Books closed. Put Ss in groups and ask them to make 1 (S–S, T–S, S–T) Ss do Exercise 7 individually. Give them
a list of as many types of books as possible in 1 minute. 2 minutes to match the words in blue in the article with
Then they can compare their lists. the definitions. Encourage Ss to read around the words
in blue in the article and try to work out the meaning
PRE-READING | 8–9 minutes using the context. Then play the recording so that Ss
1 (S–S, T–S, S–T) Ask Ss to turn to p. 36 and look at listen and check their answers. Practise the words using
Exercise 1. Look at the list on the board again and add choral drilling and individual repetition. Ask concept
the words that are on the list in Exercise 1 that have check questions to make sure Ss understand the
not already been put there. Then give Ss 2 minutes meaning of the words in blue in the article.
to translate the types of books using a dictionary
2 (S–S, T–S, S–T) Ss do Exercise 8 individually. Give them
if necessary. Ask Ss to compare their answers with
2 minutes to complete the sentences and then 1 extra
a partner before doing a class check.
minute to check their answers in pairs before doing
2 (T–S, S–S, S–T) Refer Ss to Exercise 2. Read through the a class check.
phrases with the class. Form a sentence with each of
them and check understanding. Then tell Ss to present EXTRA ACTIVITY
the lists they prepared as homework. Put Ss in pairs and
give them 2 minutes to discuss their taste in books using Ask Ss to make sentences using the newly acquired
the phrases and the words in Exercise 1. When they have vocabulary items. Then ask individual Ss to share their
finished, invite individual Ss to share their ideas, giving sentences with the class. Correct if any Ss are using the
reasons why. words incorrectly and point out what is wrong.

3 (S–S, S–T) Refer Ss to Exercise 3. Give them 1 minute

3 (T–S, S–T) Exercise 10. Refer Ss to WORD STORE 3E p. 7.
to read the list of comic book and film superheroes and
Give Ss 1–2 minutes to complete the activity with the
their superpowers. Then put Ss in pairs and give them
base forms of the underlined phrasal verbs in the article.
1–2 minutes to discuss the questions. When they have
Then play the recording so that Ss listen and check their
finished, invite pairs to share what they have discussed
answers. Practise the phrasal verbs using choral drilling
with the class.
and individual repetition.

© Pearson Education Limited Focus 2 Second Edition 1

 EXTRA ACTIVITY
Tell Ss to write sentences using the phrasal verbs in
WORD STORE 3E or give this as homework.

PRODUCTION | 5–7 minutes

(S–S, S–T, T–S) Exercise 9. Give Ss 2 minutes to change the
sentences in Exercise 8 to make them true for them. Monitor
and support as they do this. Then tell Ss that they will discuss
their tastes in film, actors, etc. Put them in pairs and tell
them that they must keep talking for a full 3 minutes.
As Ss interact with each other, walk around taking notes
of what you hear. When they have finished, invite individual
Ss to share what their partners said. Finally, give some
feedback based on your notes.

HOMEWORK
1 Give Ss WB pp. 36–37 as homework.
2 Ask Ss to do Show What You Know in the WB, p. 38.

CONTINGENCY PLAN
1 Refer to TB p. 36 for extra activities.
2 If you are short of time, some elements of the post-reading
can be done in the follow-up lesson or given as homework.

© Pearson Education Limited Focus 2 Second Edition 2

3.5 GRAMMAR LESSONS 6–7

OVERVIEW Either give some more examples of Past Simple and

Present Perfect sentences and elicit meaning or ask Ss to
Duration: 40+40 minutes come up with some.
Objectives:
• Can express opinions using simple language PRACTICE | 12 minutes
(P) (GSE 45 – B1). 1 (S–S, S–T, T–S) Ss do Exercise 4 individually. Give them
• Can ask and answer questions about past times and 2 minutes and then 1 extra minute to check their answers
past activities (C) (GSE 40 – A2+). in pairs before doing a class check. Reelicit the meaning
and use of the three time adverbials. You can also elicit
Resources:
the difference in sentence positioning of yet. Then ask Ss
• SB pp. 38, 139
which sentences are true for them.
• TB: Culture notes p. 172
• WB p. 38 2 (S–S, S–T, T–S) Refer Ss to Exercise 5. Give them 3 minutes
• Online resources: Extra digital activities, Grammar to complete the text and then 1 extra minute to check
Checkpoint; Teacher’s resources, Video 13 their answers in pairs before doing a class check.
– Grammar Animation Monitor and note any problems Ss are having. Ask Ss
to give reasons for their choice of tense.
3 (S–S, S–T, T–S) Refer Ss to Exercise 6. Go through the
LESSON 6 list with Ss. Then give them 3 minutes to individually
WARM-UP | 5–7 minutes write two sentences for each item on it and check their
answers in pairs before doing a class check. Ask Ss which
(T–S, S–S, S–T) Books closed. Write these headings on the
sentences are true for them.
board as in Exercise 1 in the book:
Favourite Favourite Favourite PRODUCTION | 10 minutes
band female singer male singer 1 (S–S, S–T, T–S) Refer Ss to Exercise 7. Put them in pairs
Then put Ss in groups of four. Give them 1–2 minutes to and give them 2 minutes to write questions about
think of as many names as they can for each category. When the sentences in Exercise 6, then check. Alternatively,
they have finished, choose three Ss to come to the board you can ask Ss to add to the list other experiences
and write names for one category each. Other Ss tell them they would like to have.
what to write and, by the end of the activity, all the names 2 (S–S) Tell Ss that in a few minutes they will take turns to
written by the whole class will be on the board. Then carry ask and answer the questions they have written. Repeat
out three class votes – one vote for Ss’ favourite band, the rule that, when talking about any time in the past,
one vote for Ss’ favourite female singer, and one vote for we use the Present Perfect but, for specific dates – we use
Ss’ favourite male singer. Finally, have an overall vote for Ss’ the Past Simple. Ask the first question: Have you seen
favourite musician. Then have a quick class discussion about a live band yet? and if any Ss answer yes, ask follow-up
Ss’ preferences. questions in the Past Simple: Who did you see? Where
did you see them? What were they like? Then put Ss in
PRESENTATION | 10 minutes
pairs and give them 5 minutes to carry out the dialogues.
1 (S–T, T–S) Ask Ss to turn to p. 38 and look at Exercise 2. As Ss interact, walk around taking notes of what you
Give them 2 minutes to read the text and answer the hear. Invite Ss to share what their partners said and then
question and check their answers in pairs. Then elicit the give some feedback based on your notes.
answer and check.

TIP LESSON 7
See Culture notes in TB p. 172 for information about WARM-UP | 3–5 minutes
Miley Cyrus and the BRIT School. 1 (T–S) Explain to Ss that they are going to watch an
animated cartoon which will give them more context for
2 (S–S, S–T, T–S) Refer Ss to Exercise 3. Give them 1 minute the grammar.
to complete the GRAMMAR FOCUS. Then go through 2 (T–S, S–T) Ask Ss to describe the first scene of the
the GRAMMAR FOCUS with the class. Explain the rules clip and to answer a few warm-up questions such as:
for when to use each verb tense. Ask: Has another term Who are the people? How old do you think they are?
ended at the BRIT School? (yes) Do we know exactly Where are they? What are they doing? Play Video 13 –
when? (no) Is it important? (no) Then, for the Past Simple, Grammar Animation from the Teacher’s resources and
ask: Did Leona Lewis win the X Factor? (yes) Do we know stop as soon as Ss see the first scene (00:11).
exactly when? (yes, in 2006). Elicit other time expressions
that could be used with the Past Simple, e.g. last night,
2 years ago, yesterday morning, etc.

© Pearson Education Limited Focus 2 Second Edition 1

PRESENTATION | 7–8 minutes HOMEWORK
1 (T–S, S–T) Make sure Ss understand the meaning of 1 Give Ss WB p. 38 as homework.
the word gig (a single performance by a musician or 2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
a group pf musicians). Ask Ss to watch the clip carefully Assessment Package, Unit 3.5, Grammar.
and answer the following questions: What does Jennifer
show the other two? What does she suggest? When was CONTINGENCY PLAN
their best gig? Who are the young people on the stage?
Refer to TB p. 38 for extra activities.
What did Jennifer make for John and Matthew? Which
country did they first go for a gig? Why is Matthew
TIP
angry? Who are the ‘people’ they are talking about?
Then play the video with the subtitles off. See the lesson plan for Unit 3 Video Worksheets,
2 (T–S, S–T) Play the whole video once again, with FOCUS VLOG worksheet, for extra practice of the
subtitles. Ask Ss to pay special attention to the verb grammar topic.
tenses (the Present Perfect and the Past Simple).

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 Past Simple
and the Present Perfect from the video. Write them in
two columns 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 the two tenses
and what the difference in their meaning is.
2 (T–S, S–T) For Ss who still do not understand the
difference between the Present Perfect and the Past
Simple, use the teacher’s explanation part of Video 13 –
Grammar Animation (02:16–04:43). If you feel they are
doing well and can list a few examples and provide
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 sentences
with the Present Perfect and the Past Simple. Ask Ss to
decide which tense is used in each sentence and why.
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 3.5

on p. 139 and ask Ss to complete Exercises 1–4 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
dialogues in groups. Explain that the dialogues won’t have
to be exactly the same, but they will have to use some of
the language on the board. Divide Ss in groups of three and
give them 3 minutes to prepare for the dialogue. Ss should
present their dialogues in front of the class, to make it more
engaging.

© Pearson Education Limited Focus 2 Second Edition 2

3.6 USE OF ENGLISH  LESSON 8

OVERVIEW 4 (S–S, S–T) Exercise 4. Put Ss in pairs and give them

2–3 minutes to discuss if they agree or disagree with the
Duration: 40 minutes statements in Exercise 3. When they have finished, invite
Objectives: pairs to share what they have discussed with the class.
• Can identify key details in a simple recorded
dialogue or narrative (P) (GSE 39 – A2+). PRACTICE | 10–12 minutes
1 (S–S, T–S, S–T) Ss do Exercise 5 individually. Give them
Resources:
2 minutes to complete the sentences and then 1 extra
• SB pp. 39, 140
minute to check their answers in pairs. Check answers
• WB p. 39
carefully, referring back to the rules and examples in the
LANGUAGE FOCUS. Then ask Ss if any of the sentences
LESSON 8 are true for them. Elicit ideas from different Ss and have
a quick class discussion.
WARM-UP | 3 minutes 2 (S–S, T–S, S–T) Ss do Exercise 6 individually. Read through
(T–S, S–T) Ask Ss to look at the photos on p. 39 and elicit the rubric with the class and check understanding. Do the
descriptions of them. Then ask Ss to try and guess where first one as an example if necessary. Give Ss 2–3 minutes
the photos were taken and what people can do in these to complete the sentences and then 1 extra minute to
places. Elicit ideas from different Ss. Ask them which clues in check their answers in pairs before doing a class check.
the photos have made them think so and have a brief class
discussion. PRODUCTION | 10 minutes
(S–S, S–T, T–S) Tell Ss to look at the sentences in Exercises 3,
PRESENTATION | 12–13 minutes 5 and 6 again. Give them 3 minutes to write sentences
1 (T–S, S–T) Exercise 1. Tell Ss that they will listen to four on a piece of paper using each of the structures in the
conversations between people who have just been to LANGUAGE FOCUS box. When they are ready, put Ss in
the places in the photos. Play the recording so that Ss pairs and tell them to swap their pieces of paper and rewrite
listen and match the conversations with the photos, then each of the sentences so that their sentence has a similar
check. meaning to their partner’s. Give them 3 minutes to do this.
2 (S–S, T–S, S–T) Refer Ss to Exercise 2. Allow them time Walk around the class monitoring, supporting and taking
to read through the sentences. Play the recording once notes of any problems as Ss do the activity. Then elicit Ss’
again so that Ss listen and choose the correct option. sentences before going over any issues that came up while
Then give Ss 1 minute to check their answers in pairs you were monitoring.
before doing a class check.
HOMEWORK
3 (S–S, T–S, S–T) Refer Ss to Exercise 3. Give them 3 minutes
1 Give Ss WB p. 39 as homework.
to read the LANGUAGE FOCUS and complete the
sentences. Then put Ss in pairs and give them 3 extra 2 Ask Ss to prepare for a 10–20-minute Use of English
minutes to read the LANGUAGE FOCUS, discuss the Quiz: Assessment Package, Unit 3.6, Use of English.
rules and check their answers. Do a class check and 3 Ask Ss to prepare short notes about the best and the
then go through the LANGUAGE FOCUS with the worst birthday present to give a teenager.
class. Explain how to use too and enough. Elicit more
examples and write them on the board. Alternatively, CONTINGENCY PLAN
go to USE OF ENGLISH REFERENCE AND PRACTICE 3.6 Refer to TB p. 39 for extra activities.
on p. 140 and ask Ss to complete Exercises 1–3 individually.
Do a quick class check. This could also be given as
homework.

TIP
It takes time for Ss to acquire confidence with quantifiers,
as most languages use them in different ways, e.g. they
do not distinguish between countable and uncountable
nouns or the word order is different. Ss will therefore
make mistakes as it is part of the learning process, e.g.
There are too much cars/too many traffics in the streets.
I’m not enough paid. It is important to present the
language clearly and correct errors at every opportunity.

© Pearson Education Limited Focus 2 Second Edition 1

3.7 WRITING LESSONS 9–10

OVERVIEW 2 (S–S, T–S, S–T) Ss do Exercise 4 individually. Give them

2–3 minutes to read the review again and answer the
Duration: 40+40 minutes questions. Ask them to check their answers in pairs
Objectives: before doing a class check.
• Can scan short texts to locate specific information 3 (S–S, S–T, T–S) Refer Ss to Exercise 5. Give them
(P) (GSE 44 – B1). 2–3 minutes to complete the WRITING FOCUS with
• Can identify key subject vocabulary in written the phrases in purple in the film review. Ask them to
descriptions (Wa) (GSE 45 – B1). check their answers in pairs before doing a class check.
• Can give or seek personal views and opinions in Then go through the WRITING FOCUS with Ss. Explain
discussing topics of interest (C) (GSE 46 – B1). what a film review should include, how to write each of
• Can write a short review of a restaurant, movie, etc. sections and which words or phrases to use. Wherever
using simple language (P) (GSE 46 – B1). possible, suggest extra or alternative phrases/words to
Resources: replace the ones given there. Either give examples with
• SB pp. 40–41 each phrase/word or ask Ss to come up with some.
• TB: Culture notes pp. 172–173; Photocopiable 4 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give them
Resource 16 pp. 204, 229 2 minutes and then 1 extra minute to check their answers
• WB pp. 40–41 in pairs before doing a class check.
• Online resources: Teacher’s Resources, Sample
answer for Exercise 11 TIP
See Culture notes in TB p. 173 for information about
LESSON 9 Jason Moore, Anna Kendrick, Rebel Wilson and Mickey
Rapkin.
WARM-UP | 5–6 minutes
1 (S–S, S–T) Books closed. Exercise 1. Put Ss in pairs and 5 (S–S, S–T) Refer Ss to Exercise 7. Put them in pairs and
give them 2 minutes to discuss the best or worst film give them 2 minutes to discuss the questions. When they
they have seen. Encourage Ss to give reasons for their have finished, invite individual Ss to share what their
ideas. When they have finished, invite individual Ss to partners said.
share what their partners said.
6 (S–S, S–T, T–S) Refer Ss to Exercise 8. Give them 2 minutes
2 (T–S, S–T) Put photos of Ryan Gosling and Harrison Ford to complete the LANGUAGE FOCUS with the underlined
on the board (you can easily find them on the Internet). adjectives in the reviews in Exercise 3 and Exercise 6
Elicit from Ss what they know about them (their jobs, and then to check their answers in pairs. When they are
films, etc.). Elicit the film they both acted in: Blade ready, elicit the answers and check. Then go through
Runner 2049. Ask Ss if they have seen this film and what the LANGUAGE FOCUS with the class. Make sure Ss
they know or want to know about it. Write on the board understand the meaning of all the adjectives in the
anything they say or ask about. LANGUAGE FOCUS and how and where to use them.
Be prepared to give further examples if necessary or ask
PRACTICE | 33–34 minutes Ss to come up with some.
1 (S–S, T–S, S–T) Exercises 2 and 3. Ask Ss to turn to p. 40.
7 (S–S, T–S, S–T) Ss do Exercise 9 individually. Give them
Tell them that they will read the review of the film Blade
2 minutes to complete the sentences with the correct
Runner 2049. Put Ss in pairs and give them 1 minute
adjectives from the LANGUAGE FOCUS and then
to make a list of the things they think might be included
1 extra minute to check their answers in pairs before
in the review. When they are ready, elicit ideas from the pairs
doing a class check.
and write them on the board. Then give Ss 2 minutes to
read the film review and check their answers. Ask Ss if 8 (S–S, S–T) Refer Ss to Exercise 10. Put them in pairs and
they managed to get the answers to any of their questions give them 2 minutes to discuss the questions. When they
in the warm-up section. Also ask them to identify any have finished, invite individual Ss to share what their
information that has been confirmed or been proven partners said.
incorrect on the board.
LESSON 10
TIP
PRODUCTION | 38–40 minutes
See Culture notes in TB pp. 172–173 for information
1 (T–S, S–T) Tell Ss that in a few minutes they will write
about Denis Villeneuve, Ryan Gosling, Harrison Ford,
Sir Ridley Scott. a review. Read through the writing task in Exercise 11
with the class. Then set a time limit for Ss to write an
outline of their review. Monitor and support as they do
this.

© Pearson Education Limited Focus 2 Second Edition 1

2 (T–S) Give Ss 30 minutes to write a film review for an
online teen magazine. Remind them to use the WRITING
FOCUS, the LANGUAGE FOCUS and model reviews on
pp. 40–41 to help them. As they do this, walk around
monitoring, supporting and taking notes of any problems.
3 (S–S) When they have finished writing, tell Ss to self-check
their reviews.
4 (S–S) Then put Ss in pairs and tell them to swap their
reviews. Ss should now check if their partner’s review
includes all the necessary information and if everything
is clear and then they give it back.
5 (S–S) Give Ss another 5 minutes to rewrite their reviews
based on the feedback they get from their partner before
handing them in for your evaluation and feedback. Finally,
do a class feedback session.
6 (T–S, S–T) Give Ss a model text for Exercise 11 and ask
them to compare it with their own. Alternatively, this
could be omitted or could be done in a following lesson
if you are short of time.

HOMEWORK
1 Give Ss WB pp. 40–41 as homework.
2 Ask Ss to read Exercise 1 on p. 42 and make notes to
discuss in class.

CONTINGENCY PLAN
Refer to TB p. 40 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 2

3.8 SPEAKING  LESSON 11

OVERVIEW
EXTRA ACTIVITY
Duration: 40 minutes
To practise the phrases, tell Ss you are going to find
Objectives: a photo/picture in the book and, from your description,
• Can express opinions using simple language (P) they have to try to find it in the book. As soon as
(GSE 45 – B1). someone does, they should shout out the page number
• Can draw simple conclusions about people in so that other Ss can see it as well. If Ss enjoy this activity,
pictures (e.g. he’s happy), using a limited range of the person who found the picture first can come to
fixed expressions (P) (GSE 28 – A1). the front and take your place, choosing a picture and
• Can give an extended description of everyday starting to describe it using the SPEAKING FOCUS box
topics (e.g. people, places, experiences) (N2000a) as a model.
(GSE 38 – A2+).
• Can give or seek personal views and opinions in 4 (S–S, S–T) Refer Ss to Exercise 5. Put Ss in pairs and give
discussing topics of interest (C) (GSE 46 – B1). them 2–3 minutes to discuss the questions. When they
Resources: have finished, invite different pairs to share what they
• SB p. 42 have discussed with the class.
• WB p. 42 5 (S–S) Exercise 6. Put Ss in A/B pairs. Give them 3 minutes
to look at Photos A and B and take turns to describe
them using phrases from the SPEAKING FOCUS.
LESSON 11 While Ss do this, go round the class monitoring and taking
WARM-UP | 5 minutes notes of any problems or errors to discuss when giving
feedback.
(S–S, S–T) Refer Ss to Exercise 1. Put them in pairs and
give them 2 minutes to look at the photos and discuss the 6 (T–S, S–S, S–T) Exercise 7. Play the recording so that
questions. Then encourage each pair to share what they Ss listen to model descriptions of Photos A and B and
have discussed with the class. compare their descriptions. Ask which descriptions
were better: theirs or the ones they have listened to.
PRACTICE | 22–24 minutes Elicit ideas from Ss with reasons why. Then do Exercise
1 (S–S, T–S, S–T) Refer Ss to Exercise 2. Read through the 6 again. When Ss have finished, ask them if their
adjectives in the box and check that Ss understand the descriptions were better this time.
meaning of all of them. Then put Ss in pairs and give
PRODUCTION | 8–10 minutes
them 3 minutes to categorise the adjectives under three
headings – describing people / feelings / places, then (S–S) Refer Ss to Exercise 8. Tell them that in a few minutes
check. they will take turns to talk about music and art. Read through
the instructions with the class and make sure Ss understood
2 (T–S, S–T) Exercise 3. Tell Ss that they will listen to
them correctly. Tell Ss that they should use phrases from
a description and decide which photo is described.
the SPEAKING FOCUS in their descriptions. Put them in
Play the recording once and then elicit ideas from
A/B pairs and give them 2 minutes to prepare. Remind
different Ss. Ask them to justify their choice.
them to follow the instructions. As Ss do this, walk around
3 (S–S, S–T, T–S) Ss do Exercise 4 individually. Give them taking notes of what you hear. When they have finished,
3 minutes to complete the description with words and invite individual Ss to present their descriptions in front of
phrases in the SPEAKING FOCUS and then 1 extra the class. Then give some feedback based on your notes.
minute to compare their answers with a partner. Then Alternatively, Ss swap roles and follow the same procedure
play the recording again so that Ss listen and check as above.
their answers. Go through SPEAKING FOCUS with the
class and make sure Ss understand the phrases which HOMEWORK
can be used while describing a photo/picture. Wherever 1 Give Ss WB p. 42 as homework.
possible, suggest alternative phrases to replace the ones
2 Ask Ss to study the Word list on p. 43.
given there. Drill the phrases as a whole class and with
random individuals if necessary. CONTINGENCY PLAN
1 Refer to TB p. 42 for extra activities.
2 Refer to TB p. 43 for Word list activities.

© Pearson Education Limited Focus 2 Second Edition 1

FOCUS REVIEW 3 LESSONS 12–13

OVERVIEW
EXTRA ACTIVITY
Duration: 40+40 minutes
Elicit different forms of the words in capitals, e.g. artistic,
Objectives: musician, historian, actor, action, active, and ask Ss to
• To revise the grammar and vocabulary of Unit 3 write their own sentences using them.
and give Ss important pre-test practice in reading,
speaking and writing skills. 3 (T–S, S–S, S–T) Ss do Exercise 3 individually. Give
Resources: them 2–3 minutes and then 1 extra minute to check
• SB pp. 44–45 their answers in pairs before doing a class check.
• TB: Photocopiable Resources 48–49 pp. 210–211, Alternatively, do this as an oral drill to involve everyone.
266–267; Photocopiable Resources 52–53 pp. 211, 4 (T–S, S–S, S–T) Ss do Exercise 4 individually. Give them
270–271; Photocopiable Resource 17 pp. 204, 2–3 minutes and then 1 extra minute to compare their
230–231 answers with a partner before doing a class check.
• WB pp. 44–45
• Online resources: Extra digital activities, Reading USE OF ENGLISH | 10–12 minutes
and Use of English 1 (S–T, S–S, T–S) Ss do Exercise 5 individually. Give
them 2–3 minutes and then 1 extra minute to check
their answers in pairs before doing a class check.
LESSON 12 Alternatively, do this as an oral drill to involve everyone.
WARM-UP | 5–7 minutes
EXTRA ACTIVITY
(T–S, S–S) Choose words from the unit and dictate them,
letter by letter, as anagrams. Ss work in groups of three and Put Ss in pairs and ask them to write similar dialogues for
as soon as they think they know what the word is, they put both of the incorrect options.
their hands up and stop the activity. If they are correct, they
win a point. If they are wrong, they cannot guess again until 2 (S–S, S–T, T–S) Ask Ss if they have ever been to Slovakia
at least one other group has tried to guess. Ideas for words and what it is famous for. Then refer them to Exercise 6.
to use and order of letters: PATHCER (chapter), TOXINIBEHI Give them 4 minutes and then 1 extra minute to check
(exhibition), PIRGNINIS (inspiring), PHYITORBAAGUO their answers in pairs before doing a class check. Make
(autobiography), CEPUSULTR (sculpture), TCERPIDLEAB sure Ss justify their answers. You could also ask some
(predictable), CADIUENE (audience), TENNNICO (innocent), basic comprehension questions to check understanding,
RAINNENTIGET (entertaining), SEALPAND (landscape), e.g. What is a cheap way of seeing attractive art? What is
PIRASMETECE (masterpiece), BINVESILI (invisible). Ignac Lamar like? What does the legend say about it?

VOCABULARY AND GRAMMAR | 20 minutes

1 (T–S, S–S, S–T) Refer Ss to Exercise 1. Give them 2 minutes
LESSON 13
to work individually to decide the odd word out in each READING | 6–8 minutes
group. Then put Ss in pairs and give them 2 extra minutes
(S–S, S–T, T–S) Ss do Exercise 7 individually. Ask them to
to discuss their answers and reasons. Elicit the answers
read the headings before they read the paragraphs. Give
with reasons why. Elicit the meanings of the remaining
Ss 3–4 minutes and 1 extra minute to check their answers in
three words, the things they have in common and the
pairs before doing a class check. Ask Ss how they found the
differences between them.
correct answers and to justify their choices.
2 (T–S, S–S, S–T) Remind Ss about parts of speech and
how we identify words. Write sing and amuse on the SPEAKING | 10–12 minutes
board. Elicit what parts of speech they are (verbs) and 1 (S–S, S–T, T–S) Refer Ss to Exercise 8. Give them 2 minutes
what other forms there are, e.g. singer, song (nouns), to decide which words from the box are the most suitable
amusing, amused (adjectives). Refer Ss to Exercise 2. to describe the photo. Ask them to compare their ideas
Tell them to read the sentences, thinking of what part of with a partner. Then tell Ss that in a few minutes they
speech could go in each gap. (1 noun 2 adjective 3 noun will describe the photo. Tell Ss that they should use the
4 adjective 5 adjective 6 noun) Then give Ss 2 minutes phrases from the SPEAKING FOCUS in their descriptions.
to work individually to complete the gaps. Tell them Give Ss 1–2 minutes to prepare. Remind them to say
to check their answers in pairs before the class check. who is in the photo, where she is and what she is doing.
Make sure to check spelling and check and drill the When they are ready, invite individual Ss to present
pronunciation of the words. a description of the photo in front of the class. Take notes
as Ss do this. Then give some feedback based on your
notes. Alternatively, you can build the best description of
the photo on the board together with the class.

© Pearson Education Limited Focus 2 Second Edition 1

2 (S–S, S–T, T–S) Refer Ss to Exercise 9. Put them in pairs
and give them 2 minutes to discuss the questions. When
they have finished, invite different pairs to share what
they have discussed with the class. Elicit which question
refers directly to the photo in Exercise 8.

WRITING | 20 minutes
(S–S, T–S, S–T) Refer Ss to Exercise 10. Read through the
rubric and the writing task with Ss and make sure they have
understood correctly. Then give Ss 15 minutes to write
a review of a film they have seen recently. Remind them that
they can use the Writing section in Unit 3 to help them.
As they do this, walk around monitoring, supporting and
taking notes of any problems. When Ss have finished, tell
them to self-check their reviews before handing them in for
your evaluation and feedback.

TIP
Peer evaluation method could be used to improve Ss’
writing skills.

HOMEWORK
1 Ask Ss to do Self-check 3.10, WB pp. 44–45 as homework.
2 Ask Ss to prepare for Unit Test 3: Assessment Package,
Unit 3.

CONTINGENCY PLAN
Refer to TB p. 44 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 2

4.1 VOCABULARY  LESSON 1

OVERVIEW
EXTRA ACTIVITY
Duration: 40 minutes
Give time for Ss to make their own sentences using the
Objectives: words and phrases if necessary or give this as homework.
• Can identify specific information in a simple factual
text (P) (GSE 39 – A2+). 2 (S–S, T–S, S–T) Refer Ss to Exercise 6. Give them
• Can infer speakers’ opinions in conversations on 2 minutes to do the exercise and then 1 extra minute to
familiar everyday topics (P) (GSE 51 – B1+). check their answers in pairs before doing a class check.
• Can ask and answer questions about habits and Alternatively, this could be done in the follow-up lesson
routines (C) (GSE 38 – A2+). or given as homework.
Resources: 3 (S–S, S–T) Exercise 7. Tell Ss that in a few minutes they
• SB pp. 46–47; WORD STORE 4, p. 9 will describe a flat or house that they know. Give them
• TB: Culture notes p. 173; Photocopiable Resource 18 1 minute to think and prepare. Then put Ss in pairs and
pp. 204, 232; Photocopiable Resource 19 give them 2 minutes to tell each other about a flat or
pp. 205, 233 house. Encourage them to use the words from WORD
• WB pp. 46–47 STORE 4A. When they have finished, invite individual Ss
• Online resources: Extra digital activities, Vocabulary to share their descriptions with the class. Alternatively,
Checkpoint this could be done in the follow-up lesson.

PRACTICE 3 | 8–9 minutes

LESSON 1 1 (T–S, S–T) Exercise 8. Refer Ss to WORD STORE 4B p. 9.
WARM-UP | 5 minutes Give them 2 minutes to translate the words in the activity.
Tell them to use a dictionary if necessary. When they
(T–S, S–T) Exercise 1 and Exercise 2. Books closed. To see
have finished, ask concept check questions to make
what Ss know, write your house on the left of the board.
sure Ss understand the meaning of the words. Then play
Elicit all the rooms in a house from Ss and write them in a list
the recording so that Ss listen and check their answers.
under the heading on the board. Then ask Ss to list at least
Check and drill the pronunciation of the words using
six items they can find in each room. Give them 1 minute to
choral and individual repetition. Finally, elicit which of
do this. When they have finished, elicit one item from each S.
the items they can see in Keret House.
As Ss answer, write relevant items next to the appropriate
rooms on the board. See how many rooms and items they 2 (S–S, S–T, T–S) Refer Ss to Exercise 9. Explain that they
thought of altogether. will listen to three people saying if they would like to live
in Keret House. Ask Ss to listen and complete the table.
PRACTICE 1 | 8–10 minutes Play the recording twice if necessary. Then elicit the
1 (S–S, S–T) Ask Ss to turn to p. 46 and look at Exercise 3. answers and check.
Before playing the audio, ask Ss to read through the
questions so that they know what they are listening out for. EXTRA ACTIVITY
Play the recording and then elicit the answers and check. Before doing Exercise 9, put Ss in pairs and give
them 2 minutes to think about the advantages and
TIP disadvantages of living in Keret House. Then play the
See Culture notes in TB p. 173 for information about recording so that Ss listen to three people talking about
Etgar Keret. it and compare their ideas with theirs. Elicit from Ss which
of their ideas are mentioned in the audio.

2 (S–S, S–T) Exercise 4. Put Ss in pairs and give them

2 minutes to discuss whether or not they would like to PRACTICE 4 | 4–5 minutes
live in the Keret House. When they have finished, invite (S–T, T–S) Refer Ss to WORD STORE 4C p. 9 and tell them
individual Ss to share their ideas, giving reasons why. to look at the box in Exercise 10 at the same time. Give Ss
1–2 minutes to complete the activity with the nouns in the
PRACTICE 2 | 5–6 minutes box. Then Ss listen and check their answers. Practise the
1 (S–T, T–S) Refer Ss to WORD STORE 4A p. 9 and tell words using choral drilling and individual repetition.
them to look at the box in Exercise 5 at the same time. Ask concept check questions to make sure Ss understand
Give Ss 2–3 minutes to complete the activity with the the meaning of the collocations in the WORD STORE.
words and phrases in the box. Then Ss listen and check
their answers. Check understanding of the words and
phrases in the box and practise them using choral
drilling and individual repetition.

© Pearson Education Limited Focus 2 Second Edition 1

 EXTRA ACTIVITY
Ask Ss to write three true sentences about themselves,
using any three of the phrases, e.g. I always make my
bed in the morning before I go to school. I have made
a decision to change my school. I hate doing the
washing-up. Ss then join together in groups of three to
share their sentences. Alternatively, put Ss in pairs.
Tell them to search online or to use a dictionary to find
five more collocations with the verbs make or do. When
pairs are ready, draw a table on the board with the headings
make and do. Invite pairs to write their ideas in the table.

PRODUCTION | 5–6 minutes

1 (S–S, T–S, S–T) Ss do Exercise 11 individually. Give them
1 minute to complete the activity and then 1 extra minute
to check their answers in pairs before doing a class check.
2 (S–S, S–T, T–S) Tell Ss that in a few minutes they will ask
and answer the questions in Exercise 11. Tell Ss that
they should use as much vocabulary from the WORD
STORE 4A, 4B and 4C as they can in their conversations.
Encourage them to give full answers and additional
information. Give Ss 1 minute to prepare, put them in
pairs and tell them that they must keep talking for a full
2 minutes. As Ss interact with each other, walk around
taking notes of what you hear. Ask individual Ss to share
what their partners said. Then give some feedback
based on your notes.

HOMEWORK
1 Give Ss WB pp. 46–47 as homework.
2 Ask Ss to prepare for a 10–20-minute Vocabulary Quiz:
Assessment Package, Unit 4.1, Vocabulary.
3 Ask Ss to do Show What You Know in the WB, p. 48.

CONTINGENCY PLAN
1 Refer to TB p. 46 for extra activities.
2 If you are short of time, some elements of the practice
can be done in the follow-up lesson or given as
homework.

TIP
See the lesson plan for Unit 4 Video Worksheets, BBC
worksheet, for extra skills and vocabulary practice.

© Pearson Education Limited Focus 2 Second Edition 2

4.2 GRAMMAR LESSONS 2–3

OVERVIEW formed and elicit when for and since are used. Then
ask some basic comprehension questions to check
Duration: 40+40 minutes understanding, e.g. When did the couchsurfer become
Objectives: a member? How much did he pay for different types of
• Can participate in short conversations in routine accommodation which he has stayed in? When did the
contexts on topics of interest (C) (GSE 41 – A2+). host become a couchsurfing host? Who is Miki? When
did she meet her? What do they have in common?
Resources: Why doesn’t Miki feel homesick?
• SB pp. 48, 141
• TB: Culture notes p. 173; Photocopiable Resource 20 2 (S–S, S–T, T–S) Refer Ss to Exercise 5. Give them 3 minutes
pp. 205, 234 to complete the sentences and then 1 extra minute to
• WB p. 48 check their answers in pairs before doing a class check.
• Online resources: Extra digital activities, Grammar Monitor and make notes of any problems Ss are having.
Checkpoint; Teacher’s resources, Video 16 Ask Ss to give reasons for their choice of for or since.
– Grammar Animation 3 (S–S, T–S, S–T) Refer Ss to Exercise 6. Give them 3 minutes
to write true sentences from the prompts. Monitor and
help if necessary. When they have finished, do the class
LESSON 2 check as an oral drill to involve everyone.
WARM-UP | 5–7 minutes
PRODUCTION | 7–9 minutes
(S–S, T–S, S–T) Refer Ss to Exercise 1. Give them 1 minute
1 (S–S, S–T, T–S) Refer Ss to Exercise 7. Put them in pairs
to tick the places where they have slept and then 2 extra
and give them 3 minutes to write as many questions as
minutes to tell their partner about it. Then elicit ideas from
they can about the sentences in Exercise 6. Monitor and
different Ss. Ask where else they have slept and what the
check.
most unusual place was.
2 (S–S) Tell Ss that they will take turns to ask and answer
PRESENTATION | 10–12 minutes the questions they have written. Tell the pairs that only
1 (T–S, S–T) Refer Ss to Exercise 2. Give them 2 minutes the Ss asking the questions can have their books open,
to read US TODAY. Then elicit what couchsurfing is and and that the Ss answering the questions should keep
check. Ask Ss whether they would like to do it or not. their books closed. Explain that this will help them to
Elicit ideas from different Ss with reasons why and have listen more carefully. Encourage Ss to give full answers.
a brief class discussion. Model the activity:
A: Who is your neighbour?
TIP B: My neighbour is Barry.
A: How long have you known him?
See Culture notes in TB p. 173 for information about
B: I’ve known him for four years.
couchsurfing.
A: Where did you meet?
2 (S–S, S–T, T–S) Refer Ss to Exercise 3. Give them 1 minute B: We met at school.
to complete the GRAMMAR FOCUS and then 2 extra Then give Ss 4 minutes to act out the conversations.
minutes to read the examples in pairs and discuss the As Ss interact with each other, walk around taking notes
rules. Then go through the GRAMMAR FOCUS with the of what you hear. When they have finished, invite some
class. Give Ss more examples of how for and since are pairs to present their dialogues in front of the class.
used and when they cannot be used, e.g. I have been Then give some feedback based on your notes.
in this class since/for … , I have been in this school
since/for … . Then write on the board: I was in primary LESSON 3
school for … Elicit from Ss why this is the Past Simple
and not the Present Perfect (because the Ss are not in WARM-UP | 3–5 minutes
primary school any longer). Elicit why Ss cannot use since 1 (T–S) Explain to Ss that they are going to watch an
with the Past Simple (because it suggests an unfinished animated cartoon which will give them more context for
activity which continues until the present moment). the grammar.
Ask Ss to come up with more examples of Present Perfect
2 (T–S, S–T) Ask Ss a few warm-up questions such as:
sentences.
Who are the people? What do they do? Where are they?
What are they doing? Can you describe the room?
PRACTICE | 12 minutes
Play Video 16 – Grammar Animation from the Teacher’s
1 (S–T, T–S) Ss do Exercise 4 individually. Give them resources and stop after the introduction (00:22). At this
3 minutes and then play the recording so that they stage Ss should have understood that they are going to
can check their answers. Recheck how Present Perfect watch Sarah’s interview with the actor, Henry Jenkins.
affirmative and negative sentences and questions are

© Pearson Education Limited Focus 2 Second Edition 1

PRESENTATION | 7–8 minutes HOMEWORK
1 (T–S, S–T) Ask Ss to watch the clip carefully and answer 1 Give Ss WB p. 48 as homework.
the following questions: How long has Sarah worked for 2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
a local television station? How long has Henry Jenkins Assessment Package, Unit 4.2, Grammar.
lived in his house? What is in his huge wardrobe? When
did he start acting? When did he get the ball? How old 3 Ask Ss to prepare to discuss the photo on p. 49.
is his mobile phone? How long has he had his shoes?
CONTINGENCY PLAN
Whose photo is on the wall? How long has he known her?
Where does Sarah go after the interview? Who is there? Refer to TB p. 48 for extra activities.
What does she tell her friend about? What is Sarah’s
wardrobe full of? How long has Sarah had them? Play TIP
the video with the subtitles off. See the lesson plan for Unit 4 Video Worksheets, FOCUS
2 (T–S, S–T) Play the whole video once again, with VLOG worksheet, for extra practice of the grammar
subtitles. Ask Ss to pay special attention to the verb topic.
tense (the Present Perfect).

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 Present Perfect 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 recheck the rules for
the Present Perfect and when to use for and since.
2 (T–S, S–T) For Ss who still do not understand the Present
Perfect, use the teacher’s explanation part of Video 16 –
Grammar Animation (02:17–04:17). If you feel they are
doing well and can list a few examples and provide
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 sentences
where there is the Present Perfect. Ask Ss to decide why
the Present Perfect is used and how the affirmative and
negative sentences and questions are 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 4.2

on p. 141 and ask Ss to complete Exercises 1–6 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
dialogues in groups. Explain that the dialogues won’t have
to be exactly the same, but they will have to use some of
the language on the board. Divide Ss in groups of three
and let them prepare the dialogue. Ss should present their
dialogues in front of the class, to make it more engaging.

© Pearson Education Limited Focus 2 Second Edition 2

4.3 LISTENING LESSON 4

OVERVIEW 4 (S–S, S–T) Ss do Exercise 5 individually. Play the

recording and then give them 1 minute to check their
Duration: 40 minutes answers in pairs before doing a class check.
Objectives: 5 (S–S) Refer Ss to Exercise 6. Give them 2 minutes to
• Can follow the main points in a simple audio complete the sentences. Monitor and check. Then play
recording, if provided with written supporting the recording again so that Ss listen and check their
material (P) (GSE 37 – A2+). answers.
• Can identify key details in a simple recorded
dialogue or narrative (P) (GSE 39 – A2+). POST-LISTENING | 7–9 minutes
• Can talk about furniture and rooms using simple 1 (T–S, S–T) Refer Ss to Exercise 8. The class repeats the
language (P) (GSE 32 – A2). words from the recording using choral drilling. Then
Resources: check pronunciation individually. Then Ss listen again
• SB p. 49; WORD STORE 4, p. 9 and put the words in an appropriate column in the table.
• WB p. 49 Play and pause the recording to give Ss time to write.
Do not check at this stage.
2 (T–S, S–T) Exercise 9. Play the recording so that Ss listen
LESSON 4 and check their answers in Exercise 8. Then check and
WARM-UP | 3–5 minutes drill problem words further.
(T–S, S–T) Ask Ss to look at the photo. Ask them what they 3 (T–S, S–T) Refer Ss to WORD STORE 4D p. 10. Give
can say about the owner’s lifestyle, hobbies and interests them 1–2 minutes to complete the activity. Then Ss
giving reasons why. Have a brief class discussion. listen and check their answers. Practise the words using
choral drilling and individual repetition.
EXTRA ACTIVITY
PRODUCTION | 5–7 minutes
Books closed. To recap words from the vocabulary (S–S, S–T, T–S) Refer Ss to Exercise 7. Tell them that they will
lesson, divide the class in two teams. Choose two Ss take turns to describe their room as Daffyd and Karen did
to come to the board and sit on chairs facing the class. in Exercise 4. Give them 1 minute to prepare individually.
Write up a word from WORD STORE 4A and 4B on the Then put Ss in pairs and give them 3 minutes to talk about
board so that the class can see it, but the two Ss cannot. their most treasured possessions and say where they are and
The teams have to describe the word without saying it. where everything is in their room. As Ss interact with each
The first team to correctly guess the word wins a point. other, walk around taking notes of what you hear. Then ask
individual Ss to share what their partners said. Finally, give
PRE-LISTENING | 5 minutes some feedback based on your notes.
(S–S, T–S, S–T) Refer Ss to Exercise 1. Tell them to discuss HOMEWORK
how different or similar the bedroom in the photo is to
1 Give Ss WB p. 49 as homework.
their own room considering the size, decoration, furniture
and other details. Give them 2 minutes to do this. Monitor 2 Ask Ss to take short notes about unusual houses or
and support if necessary. When they have finished, invite places to live that they have read or heard about.
volunteers to describe their bedrooms.
CONTINGENCY PLAN
WHILE-LISTENING | 15 minutes Refer to TB p. 49 for extra activities.
1 (S–S, T–S, S–T) Ss do Exercise 2 individually. Before
playing the audio, ask them to read the statements so
that they know what they are listening out for. Play the
recording and give Ss 1 minute to check their answers in
pairs before doing a class check.
2 (S–S, T–S, S–T) Ss do Exercise 3 individually. Before
playing the audio again, ask them to read statements
A–F so that they know what they are listening out for.
Play the recording again and give Ss 1 minute to check
their answers in pairs before doing a class check.
3 (S–S, S–T) Exercise 4. Put Ss in pairs and give them
2 minutes to discuss which teenager’s attitude is most
similar to their own. Then invite volunteers to share their
ideas with the class.

© Pearson Education Limited Focus 2 Second Edition 1

4.4 READING LESSON 5

OVERVIEW POST-READING | 12–14 minutes

Duration: 40 minutes 1 (S–S, S–T, T–S) Ss do Exercise 5 individually. Give them
1 minute to do the matching activity and check their
Objectives: answers in pairs before doing a class check.
• Can scan short texts to locate specific information
2 (T–S, S–T) Exercise 6. Refer Ss to sentences A–F in
(P) (GSE 44 – B1).
Exercise 4. Ask them to underline examples of ‘clues’ in
• Can understand the main points in simple
these sentences. Monitor and support where necessary as
descriptive texts on familiar topics (P) (GSE 39 – A2+).
they do this. Ask Ss if the ‘clues’ ‘add’, ‘contrast’ or ‘refer’.
• Can suggest pros and cons when discussing a topic,
using simple language (P) (GSE 52 – B1+). 3 (S–S, T–S, S–T) Refer Ss to Exercise 7. Give them 1 minute
• Can give simple reasons to explain preferences, to complete the phrases and to check their answers in
given a model (P) (GSE 35 – A2). pairs. Then Ss listen and check their answers. Practise the
• Can give an extended description of everyday phrases using choral drilling and individual repetition.
topics (e.g. people, places, experiences) (N2000a) 4 (S–S, T–S, S–T) Ss do Exercise 8 individually. Encourage
(GSE 38 – A2+). them to read around the words in blue in the texts and
Resources: try to work out the meaning using the context. Give
• SB pp. 50–51; WORD STORE 4, p. 9 them 2 minutes to complete the questions and to check
• WB pp. 50–51 their answers in pairs. Then do a quick class check.
Ask concept check questions to make sure Ss understand
the meaning of the phrases. Alternatively, this can be
LESSON 5 done in the follow-up lesson or given as homework.

WARM-UP | 5 minutes EXTRA ACTIVITY

(S–S, T–S, S–T) Tell Ss to cover the texts and look at the
photos. Elicit descriptions of each of the places in the photos. Give Ss 3–4 minutes to make sentences using at
Then refer Ss to Exercise 1. Put them in pairs and give them least three of the words in blue in the texts. Then ask
2 minutes to discuss the questions. When they have finished, individual Ss to share their sentences with the class.
invite different pairs to share their ideas about the advantages Correct if necessary and point out what is wrong.
and disadvantages of living in each place. Then elicit Ss’ ideas
as to whether they would like to live in any of the places in 5 (T–S, S–T) Exercise 10. Refer Ss to WORD STORE 4E p. 9.
the photos. Encourage them to give reasons for their ideas Give them 1–2 minutes to complete the activity with the
and have a quick class discussion. Alternatively, you could words in the box. Then play the recording so that Ss listen
lead into the lesson using Ss’ notes that they prepared as and check their answers. Practise the collocations using
homework about unusual houses or places. choral drilling and individual repetition. Then allow Ss
time to write an example sentence for each collocation
PRE-READING | 4 minutes in the WORD STORE. When they have finished, elicit
(S–S, T–S, S–T) Refer Ss to Exercise 2. Ss may need access sentences from different Ss and check. Alternatively,
to dictionaries for this activity. Put them in pairs and give them you can give this as homework.
2 minutes to select the things in the box that they can see
in the photos. When they have finished, elicit answers from PRODUCTION | 5–6 minutes
different Ss and check. Make sure Ss know the meanings of (S–S, S–T, T–S) Exercise 9. Tell Ss that in a few minutes they
all the words in the box. will ask and answer the questions in Exercise 8. Give them
1 minute to prepare. Then put them in pairs and give them
WHILE-READING | 12 minutes 2–3 minutes to discuss. Encourage them to give additional
1 (S–S, T–S, S–T) Ss do Exercise 3 individually. Give them information and examples. As Ss interact with each other,
5 minutes to read the text and answer the questions walk around taking notes of what you hear and then give
and then 1 extra minute to check their answers in pairs some feedback based on your notes.
before doing a class check. Elicit the answers with
relevant information in the text. HOMEWORK
1 Give Ss WB pp. 50–51 as homework.
2 (S–S, T–S, S–T) Ss do Exercise 4 individually. Give them
3 minutes to read the text again and complete gaps 1–5 2 Ask Ss to do Show What You Know in the WB, p. 52.
with sentences A–F. Ask Ss to check their answers in pairs.
Then elicit the answers and check, making sure Ss give CONTINGENCY PLAN
reasons for their ideas. Alternatively, you can play the 1 Refer to TB p. 50 for extra activities.
recording of the article and have Ss listen and check 2 If you are short of time, some elements of the post-reading
their answers on their own. Ask some basic questions to can be done in the follow-up lesson or given as homework.
check comprehension of the texts further if necessary.

© Pearson Education Limited Focus 2 Second Edition 1

4.5 GRAMMAR LESSONS 6–7

OVERVIEW describing a future arrangement). Give Ss 3 minutes

to do the exercise. Then play the recording so that Ss
Duration: 40+40 minutes can listen and check their answers. Elicit why the other
Objectives: choice is wrong each time.
• Can identify key details in a simple recorded 2 (S–S, T–S, S–T) Refer Ss to Exercise 5. Give them 2 minutes
dialogue or narrative (P) (GSE 39 – A2+). to complete the email and then 1 extra minute to check
• Can describe plans and arrangements (Ca) their answers in pairs before doing a class check. Elicit
(GSE 39 – A2+). the answers with accompanying reasons for choosing
• Can write short, simple descriptive texts about between the three future forms.
familiar places using basic connectors, given
a model (P) (GSE 41 – A2+). PRODUCTION | 10 minutes
Resources: (S–S) Exercise 6. Tell Ss to imagine they are responsible
• SB pp. 52, 142 for organising an end-of-term party for their school year.
• WB p. 52 Put them in pairs. Give them 2 minutes to make decisions
• Online resources: Extra digital activities, Grammar about location, food and drink, music, decoration, theme, etc.
Checkpoint; Teacher’s resources, Video 18 Then give them 8 minutes to write an email to the class
– Grammar Animation to present their ideas. Remind them to use all three future
forms. Walk around the class monitoring, supporting and
taking notes of problems as Ss do the activity. Then give
LESSON 6 some feedback based on your notes.

WARM-UP | 5–7 minutes EXTRA ACTIVITY

(S–S, T–S, S–T) Refer Ss to Exercise 1. Explain to Ss that this
Invite pairs to read out their emails to the class. Then
exercise is an opportunity for them to express their opinion,
hold a class vote for the best party ideas.
and that there are no correct answers. Ask: What makes
a good house party? Give Ss 2 minutes to add their own
ideas to the ones in Exercise 1 and number them from most
to least important (1=very important, 5=not important).
LESSON 7
When Ss have finished, put them in pairs and give them
WARM-UP | 3–5 minutes
2 extra minutes to compare their ideas. Tell them to try to
convince each other that their choices are better. When pairs 1 (T–S) Explain to Ss that they are going to watch an
have agreed on the answers, elicit ideas with reasons why animated cartoon which will give them more context for
and have a brief class discussion. Then hold a class vote for the grammar.
the most important thing for a good house party. 2 (T–S, S–T) Ask Ss a few warm-up questions: Who are
the people? Where are they? What are they doing now?
PRESENTATION | 12 minutes What are they doing at the weekend? Play Video 18 –
1 (S–S, T–S, S–T) Refer Ss to Exercise 2. Before playing Grammar Animation from the Teacher’s resources and
the audio, ask Ss to read the questions. Then they read stop after the introduction (00:27). At this stage Ss
and listen to the dialogue and answer the questions. should have understood that the four friends (Mia, Luke,
Ask Ss to check their answers in pairs before doing Sophie and Jack) are going camping and they are going
a class check. to meet and make a plan for the trip. Ss will watch and
see what their plans are.
2 (S–S, S–T, T–S) Refer Ss to Exercise 3. Give them 1 minute
to complete the GRAMMAR FOCUS and then 2 extra
PRESENTATION | 7–8 minutes
minutes to read the examples in pairs and discuss the
rules. Then ask them to underline more examples of 1 (T–S, S–T) Ask Ss to watch the clip carefully and answer
future forms in the dialogue. When Ss have found the the following questions: What time and where are they
examples, ask them to match the examples with the meeting to make a plan? Who is going to borrow his/her
rules in the GRAMMAR FOCUS box. Then go through dad’s car? Who will bring a tent and a gas cooker?
the GRAMMAR FOCUS with the class. Explain when to Are they going to do some shopping? Why is Mia going
use which future form and the difference between a plan to be late? Why does Sophie go back home? What animals
and an arrangement (an arrangement is a plan involving are there around their tents? Play the video with the
someone else). subtitles off.
2 (T–S, S–T) Play the whole video once again, with
PRACTICE | 10 minutes subtitles. Ask Ss to pay special attention to the future
1 (T–S, S–T) Ss do Exercise 4 individually. Discuss the forms.
example with the class and elicit why the Present
Continuous is the correct option (the sentence is

© Pearson Education Limited Focus 2 Second Edition 1

PRACTICE | 10–12 minutes
1 (T–S, S–T) Explain to Ss that the animation provides
more context for the topic of the lesson (the Present
Continuous, be going to and will). Then ask Ss if they
can remember any sentences with future forms from the
video. Elicit answers and write them in three columns 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 them on the board. Then
discuss the three future forms and what the difference in
their meaning is.
2 (T–S, S–T) For Ss who still do not understand when
and how to use the target structures, use the teacher’s
explanation part of Video 18 – Grammar Animation
(02:00–04:26). If you feel they are doing well and can list
a few examples and provide 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 sentences
where there is a future form. Ask Ss to decide why it is
used. 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 4.5

on p. 142 and ask Ss to complete Exercises 1–4 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
dialogues in groups. Explain that the dialogues won’t have
to be exactly the same, but they will have to use some of
the language on the board. Divide Ss in groups of four
and let them prepare the dialogue. Ss should present their
dialogues in front of the class, to make it more engaging.

HOMEWORK
1 Give Ss WB p. 52 as homework.
2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
Assessment Package, Unit 4.5, Grammar.

CONTINGENCY PLAN
Refer to TB p. 52 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 2

4.6 USE OF ENGLISH  LESSON 8

OVERVIEW
TIP
Duration: 40 minutes It is important to clarify both the form and spelling of
Objectives: adverbs and their position in a sentence. Highlight these
• Can identify key details in a simple recorded points clearly and give Ss thorough controlled practice.
dialogue or narrative (P) (GSE 39 – A2+).
Resources: PRACTICE | 10 minutes
• SB pp. 53, 143 1 (S–T, T–S) Exercise 5. Give Ss 2–3 minutes to change
• WB p. 53 the sentences in Exercise 4 to make them true for them.
When they have finished, elicit sentences from individual
Ss and check.
LESSON 8
2 (S–S, T–S, S–T) Ss do Exercise 6 individually. Read
WARM-UP | 5–7 minutes through the rubric with the class and check understanding.
(S–S, T–S, S–T) Exercise 1. Ask Ss to look at the photos. Elicit Discuss the example with the class. Then give Ss
descriptions of the photos from Ss and ask if they have been 2–3 minutes to complete the other sentences and then
to any of these places. Then put Ss in pairs and give them 1 extra minute to check their answers in pairs before
2 minutes to discuss the advantages and disadvantages doing a class check. Elicit why the other two options are
of each place and where they would like to spend the incorrect for each sentence.
weekend. When they have finished, invite different pairs to
PRODUCTION | 7–8 minutes
share what they have discussed with the class. Encourage
them to give reasons for their ideas and have a quick class (S–S, S–T, T–S) Refer Ss to Exercise 7. Tell them that they
discussion. will make the sentences true for them. Make the sentences
true for you as an example. Then give Ss 3 minutes to make
PRESENTATION | 12–13 minutes their own sentences. Walk around the class monitoring,
1 (S–S, T–S, S–T) Refer Ss to Exercise 2. Tell them that they supporting and taking notes of problems as Ss do the
will listen to Robbie trying to decide which place to go to. activity. When they have finished, put Ss in pairs and tell
Ask Ss to make notes of his ideas in their notebooks. them to compare their sentences. Give them 2 minutes to
Then play the recording and ask Ss to compare their do this. Then elicit Ss’ sentences and check before going
notes with a partner. When they have finished, elicit how over any issues that came up while you were monitoring.
many of their ideas in Exercise 1 Robbie mentions. Then
HOMEWORK
elicit what Robbie decides to do and why and check.
1 Give Ss WB p. 53 as homework.
2 (S–S, T–S, S–T) Refer Ss to Exercise 3. Allow them time
to read through the sentences. Play the recording once 2 Ask Ss to think about what kind of information they
again so that Ss listen and choose the correct options. would include in a travel blog.
Then give Ss 1 minute to check their answers in pairs 3 Ask Ss to prepare for a 10–20-minute Use of English
before doing a class check. Quiz: Assessment Package, Unit 4.6, Use of English.
3 (S–S, S–T, T–S) Refer Ss to Exercise 4. Give them 3 minutes
to read the LANGUAGE FOCUS. Then give Ss 2 extra
CONTINGENCY PLAN
minutes to form appropriate adverbs from the adjectives Refer to TB p. 53 for extra activities.
in bold in sentences 1–6 below and put the words in the
correct order to make sentences. Monitor and support
if necessary as they do this. Then put Ss in pairs and
give them 3 minutes to read the LANGUAGE FOCUS,
discuss the rules and compare their answers. When they
have finished, go through the LANGUAGE FOCUS with
the class. Check and drill the adverbs. Ask Ss to give
example sentences for each adverb. See if Ss know any
other irregular adverbs, e.g. fast. If not, you could teach
them. Also, point out that the adverbs are stressed
and explain the position of adverbs in sentences.
Alternatively, go to USE OF ENGLISH REFERENCE AND
PRACTICE 4.6 on p. 143 and ask Ss to complete
Exercises 1–4 individually. Do a quick class check.
This could also be given as homework.

© Pearson Education Limited Focus 2 Second Edition 1

4.7 WRITING LESSONS 9–10

OVERVIEW
EXTRA ACTIVITY
Duration: 40+40 minutes
Allow Ss time to make sentences using the words and
Objectives: phrases in purple in the blog. Then ask individual Ss to
• Can write short, simple descriptive texts about share their sentences with the class. Correct if any Ss are
familiar places using basic connectors, given using the words incorrectly and point out what is wrong.
a model (P) (GSE 41 – A2+).
• Can write a description of a real or imagined event 4 (S–S, S–T, T–S) Refer Ss to Exercise 5. Tell them to
(e.g. a recent trip) (C) (GSE 53 – B1+). complete the examples in the WRITING FOCUS with
• Can use commas to separate clauses in a sentence the underlined words in the blog in Exercise 2. Give
(P) (GSE 45 – B1). Ss 2 minutes and then 1 extra minute to check their
Resources: answers in pairs before doing a class check. Go through
• SB pp. 54–55 the WRITING FOCUS with the class and make sure Ss
• TB: Culture notes p. 173; Photocopiable Resource 22 understand what information should be included in
pp. 205, 236 a blog and the words and phrases which can be used.
• WB pp. 54–55 Wherever possible, suggest alternative words and
• Online resources: Teacher’s Resources, Sample phrases to replace the ones given there. Drill the words
answer for Exercise 9 and phrases as a whole class and with random Ss if
necessary.
5 (S–S, S–T, T–S) Refer Ss to Exercise 6. Give them 3 minutes
LESSON 9 to complete the sentences to describe their own town
or region. When they have finished, ask Ss to compare
WARM-UP | 5–6 minutes
their sentences with a partner. Then ask individual Ss to
(S–S, T–S, S–T) Exercise 1. Books closed. Put Ss in pairs and read out their sentences to the class and then give some
ask them to list as many British cities as they can think of feedback.
in sixty seconds. See which pair have the list with the most
cities. Then elicit the names of the cities from Ss and write 6 (S–S, S–T, T–S) Refer Ss to Exercise 7. Give them 2 minutes
them on the board. See if Bath is among them. If it is not, to complete the LANGUAGE FOCUS with examples
add it to the list. Give information about it using the Culture of comma use in the blog in Exercise 2. Then ask Ss
notes in TB p. 173. to check their answers in pairs. When they are ready,
elicit the answers and check. Then go through the
PRACTICE | 31–33 minutes LANGUAGE FOCUS with the class. Make sure Ss
1 (S–S, S–T, T–S) Refer Ss to Exercise 2. Give them 1 minute understand when and how to use a comma. Be prepared
to speed read the blog about Bath, not worrying about to give further examples if necessary or ask Ss to come
unknown words, and circle the topics the blogger up with some.
mentions, then check. 7 (S–S, T–S, S–T) Ss do Exercise 8 individually. Give them
2 minutes to add commas to the text about Lake District.
TIP As they do this, walk around monitoring, supporting
and taking notes of any problems to discuss when
See Culture notes in TB p. 173 for information about the giving feedback. Then ask Ss to check their answers
Sally Lunn Bun and the Roman Baths. in pairs before doing a class check. Ask some basic
comprehension questions to check understanding of the
2 (S–S, S–T) Exercise 3. Put Ss in pairs and give them text if necessary.
2 minutes to discuss whether they would like to visit
Bath. Encourage them to give reasons for their ideas.
When they have finished, invite pairs to share what they
LESSON 10
have discussed with the class and have a brief class PRODUCTION | 38 minutes
discussion.
1 (T–S, S–T) Tell Ss that in a few minutes they will write
3 (S–S, T–S, S–T) Ss do Exercise 4 individually. Give them a blog entry. Refer them to Exercise 9. Read through the
2–3 minutes to do the matching activity. Then play the writing task with the class and make sure Ss understood
recording so that Ss listen and check their answers. it correctly. Then set a time limit for Ss to write an outline
Practise the words and phrases using choral drilling and of their blog entry. Monitor and support as they do this.
individual repetition. Ask concept check questions to
2 (T–S) Give Ss 30 minutes to write a blog entry where they
make sure Ss understand the meaning of the words and
describe their impressions after visiting a well-known
phrases.
tourist destination. Remind Ss to use the WRITING
FOCUS and the LANGUAGE FOCUS to help them.

© Pearson Education Limited Focus 2 Second Edition 1

 Also, tell them that they can use the blog entry on p. 54
as a model for their writing. As they do this, walk around
monitoring, supporting and taking notes of any problems.
3 (S–S) When they have finished writing, tell Ss to self-check
their blog entries.
4 (S–S) Then put Ss in pairs and tell them to swap their
blog entries. Ss should now check if their partner’s blog
entry includes all the information and if everything is
clear and then they give it back.
5 (S–S) Give Ss another 5 minutes to make changes to their
blog entry based on the feedback they got from their
partner before handing them in for your evaluation and
feedback. Finally, do a class feedback session.
6 (T–S, S–T) Give Ss a model text for Exercise 9 and ask
them to compare it with their own. Alternatively, this
could be omitted or could be done in a following lesson
if you are short of time.

HOMEWORK
1 Give Ss WB pp. 54–55 as homework.
2 Ask Ss to look at the attractions in Exercise 1 on p. 56
to prepare to discuss them.

CONTINGENCY PLAN
Refer to TB p. 54 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 2

4.8 SPEAKING  LESSON 11

OVERVIEW
EXTRA ACTIVITY
Duration: 40 minutes
Put Ss in pairs and give them time to practise the
Objectives: dialogue in pairs. Then invite volunteers to role-play the
• Can express belief, opinion, agreement and dialogue. As an alternative, tell Ss that they will hear one
disagreement politely (C) (GSE 45 – B1). side of the dialogue and they need to respond to the
• Can make and respond to suggestions (C) utterances as quickly as possible. Play Role-play Video
(GSE 41 – A2+). 19A and then Video 19B. This could be done using
choral or individual drilling.
Resources:
• SB p. 56
• TB: Culture notes, p. 173 4 (S–S, T–S, S–T) Ss do Exercise 4 individually. Tell them to
• WB p. 56 cover the SPEAKING FOCUS box and try to complete
• Online resources: Teacher’s resources, Video 19 the dialogue without referring to it. If there are any words
– Role-play Videos: Making suggestions or phrases they cannot remember, tell them to leave the
gaps blank and that they can complete them when they
listen to the audio. Give Ss 3 minutes to do this. Then play
LESSON 11 the recording again so that Ss listen and check their
answers.
WARM-UP | 5–6 minutes
(S–T, T–S) Books closed. Tell Ss to quickly draw something PRODUCTION | 7–9 minutes
that represents London for them. Give them 2 minutes to do 1 (S–S) Refer Ss to Exercise 5. Tell them that in a few
this. When they have finished, ask them to explain what they minutes they will prepare a dialogue about how to plan
drew (the pictures might be of a double-decker bus, Big Ben, a day out in Edinburgh. Tell Ss to look at the tourist
the Houses of Parliament, the London Eye, etc.). information and read the instructions. Then put them in
A/B pairs and give them 2 minutes to prepare.
PRACTICE | 23–25 minutes
1 (S–S, T–S, S–T) Ask Ss to turn to p. 56 and look at TIP
Exercise 1. Give them 2 minutes to read through the
See Culture notes in TB p. 173 for the information about
activities. Then put Ss in pairs and give them 3 minutes
the National Museum of Scotland, the Royal Botanic
to discuss which of the six activities they would like to do
Garden Edinburgh, Edinburgh Castle and Scottish
and why. When they have finished, invite pairs to share
country dancing.
their ideas, giving reasons why.

TIP 2 (S–S, S–T, T–S) Exercise 6. Give Ss 2 minutes to practise

their dialogue. Tell them that they should use the
See Culture notes in TB p. 173 for information about phrases from the SPEAKING FOCUS in their dialogues.
Oxford Street, Camden Market, the London Eye, Remind them to follow the instructions. As Ss do this,
the London Dungeon, Shakespeare’s Globe Theatre, walk around taking notes of what you hear. When they
Madame Tussauds. have finished, invite volunteers to act out their dialogue
in front of the class. Then give some feedback based on
2 (S–T, T–S) Refer Ss to Exercise 2. Tell them that they will your notes.
listen to Marcus and Ann and find out what they decide
to do and which activities they reject. Play the recording EXTRA ACTIVITY
so that Ss can listen and make notes of the answers.
Ss swap roles and follow the same procedure as above.
Do a quick class check. Elicit reasons why Marcus and
Ann reject some of the activities.
HOMEWORK
3 (T–S, S–T) Refer Ss to Exercise 3. Give them 2 minutes
to read the SPEAKING FOCUS individually. Then go 1 Give Ss WB p. 56 as homework.
through the SPEAKING FOCUS with the class and make 2 Ask Ss to study the Word list on p. 57.
sure Ss understand all the phrases. Wherever possible,
suggest alternative phrases to replace the ones given CONTINGENCY PLAN
there. Drill the phrases as a whole class and with random 1 Refer to TB p. 56 for extra activities.
Ss if necessary. Play the recording once again so that Ss
2 Refer to TB p. 57 for Word list activities.
listen and tick the expressions they hear, then check.

© Pearson Education Limited Focus 2 Second Edition 1

FOCUS REVIEW 4 LESSONS 12–13

OVERVIEW
EXTRA ACTIVITY
Duration: 40+40 minutes
Ask Ss to write their own sentences using the words in
Objectives: the gaps.
• To revise the grammar and vocabulary of Unit 4
and give Ss important pre-test practice in listening, 3 (S–S, S–T, T–S) Ss do Exercise 3 individually. Give them
speaking and writing skills. 3 minutes and then 1 extra minute to check their answers
Resources: in pairs. Do a class check. Elicit the difference between
• SB pp. 58–59 the Past Simple and the Present Perfect and when and
• TB: Photocopiable Resources 50–51 pp. 211, how to use for and since.
268–269; Photocopiable Resources 52–53 pp. 211, 4 (S–S, S–T, T–S) Ss do Exercise 4 individually. Give them
270–271; Photocopiable Resource 23 pp. 205, 3 minutes and then 1 extra minute to check their answers
237–238 in pairs before doing a class check. Recheck the concept
• WB pp. 58–59 of the three tenses and elicit reasons why each tense was
• Online resources: Extra digital activities, Listening the most suitable.
and Use of English
USE OF ENGLISH | 10–12 minutes
1 (S–S, S–T, T–S) Ss do Exercise 5 individually. Give them
LESSON 12 3 minutes and then 1 extra minute to check their answers
WARM-UP | 10–12 minutes in pairs. Then do a class check. Alternatively, you could
do this as an oral drill to involve everyone.
1 (T–S, S–T) Books closed. Write the London Eye on
the board. Elicit possible questions that could have 2 (S–T, S–S, T–S) Ss do Exercise 6 individually. Give them
this answer, e.g. Where can you get the best view of 3 minutes and then 1 extra minute to check their answers
London? Then write Venice on the board and again, in pairs before doing a class check. Discuss all of the
elicit possible questions that could have this answer, options and their meaning.
e.g. Where can you go on a gondola?
2 (S–S) Put Ss in groups of three and give each group LESSON 13
two pieces of paper. Tell the groups to work together
LISTENING | 5–7 minutes
to think of five questions and answers relating to facts
about the world. They should write the five questions (S–S, T–S, S–T) Refer Ss to Exercise 7 and tell them to read
on one piece of paper and the five answers on the through the statements so that they know what they are
other piece of paper. When the groups are ready, they listening out for. Play the recording twice if necessary and
should swap their answers with another group and try to then give Ss 1 minute to check their answers in pairs before
guess the questions to match the answers. Then the two doing a class check.
groups should share their ideas and find out how many
questions they guessed correctly. Invite groups to share SPEAKING | 8–10 minutes
some of their answers and questions with the rest of the 1 (S–S, S–T, T–S) Refer Ss to Exercise 8. Tell them that
class. in a few minutes they will discuss and decide which
accommodation in the pictures they would prefer for
VOCABULARY AND GRAMMAR | 16–18 minutes a month-long holiday. Tell Ss that they should use
1 (S–S, S–T, T–S) Ask Ss to turn to p. 58 and look at words and phrases from the SPEAKING FOCUS in their
Exercise 1. Give them 2 minutes to do the exercise dialogue. Give Ss 1–2 minutes to prepare. Remind them
and then 1 extra minute to check their answers in pairs to talk about each and every type of accommodation
before doing a class check. Remind Ss that there are in the pictures. As Ss interact with each other, go round
two extra words. the class monitoring and taking notes of any problems or
errors to discuss while giving feedback. When they have
EXTRA ACTIVITY finished, invite pairs to share their ideas with the class
with reasons why. Then give some feedback based on
Ask Ss to write sentences using the two extra words in your notes.
the box.
2 (S–S, S–T, T–S) Refer Ss to Exercise 9. Put them in pairs
and give them 2–3 minutes to describe the photo and
2 (S–S, S–T, T–S) Ss do Exercise 2 individually. Give them answer the questions. Then elicit ideas from different Ss
2 minutes and then 1 extra minute to check their answers and have a brief class discussion.
in pairs. Make sure to check spelling and check and drill
the pronunciation of the words.

© Pearson Education Limited Focus 2 Second Edition 1

WRITING | 22 minutes
(S–S, T–S, S–T) Refer Ss to Exercise 10. Give them 1 minute
to decide in what order the sentences (a–d) should be used
in the blog post, then check. Read through the writing task
with Ss and make sure they understood it correctly. Tell Ss to
imagine that they have been on a school trip to one of the
cities in their country. Then give them 20 minutes to write
a blog post where they share their impressions of this city.
Remind them that they can use the Writing section in Unit 4
to help them. As they do this, walk around monitoring,
supporting and taking notes of any problems. When Ss have
finished, they hand their blog posts in for your evaluation
and feedback.

HOMEWORK
1 Ask Ss to do Self-check 4.10, WB pp. 58–59 as homework.
2 Ask Ss to prepare for Unit Test 4: Assessment Package,
Unit 4.
3 Ask Ss to prepare for Review Test 2: Assessment
Package, Unit 4.

CONTINGENCY PLAN
Refer to TB p. 58 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 2

5.1 VOCABULARY  LESSON 1

OVERVIEW 3 (T–S, S–T) Exercise 4. Tell Ss that they will listen to a UK

school head teacher. Play the recording so that Ss listen
Duration: 40 minutes and find out what she changed in her school and why.
Objectives: Then elicit the answer and check.
• Can get the gist of short factual school texts (P) 4 (S–S, S–T, T–S) Ss do Exercise 5 individually. Before
(GSE 41 – A2+). playing the audio again, ask them to read the problems
• Can follow the main points in a simple audio recording so that they know what they are listening out for. Play the
aimed at a general audience (P) (GSE 43 – B1). recording and give Ss 1 minute to check their answers in
• Can describe plans and arrangements (Ca) (GSE 39 – A2+). pairs, then check.
Resources:
PRACTICE 2 | 3–4 minutes
• SB pp. 60–61; WORD STORE 5, p. 11
• TB: Photocopiable Resource 24 pp. 206, 239; 1 (T–S, S–T) Exercise 7. Refer Ss to WORD STORE 5A p. 11.
Photocopiable Resource 25 pp. 206, 240 Give them 2 minutes to complete the activity by matching
• WB pp. 60–61 the words or phrases in red in the text with their definitions.
• Online resources: Extra digital activities, Vocabulary Encourage Ss to read around the words in red in the text
Checkpoint and try to work out the meaning using the context.
Then Ss listen and check their answers. Check and drill
the pronunciation of the words using choral and individual
LESSON 1 repetition. Ask concept check questions to make sure Ss
understand the meaning of the words.
WARM-UP | 7 minutes
1 (T–S, S–T) Books closed. To see what Ss know, write EXTRA ACTIVITY
your school on the left of the board. Elicit names of
places in a school from Ss and write them in a list under Give Ss time to make their own sentences using the
the heading on the board. words or phrases in red in the text. Alternatively, this
could be done in the follow-up lesson or given as
2 (T–S, S–T) Ask Ss to turn to p. 60 and look at Exercise 1. homework.
Go through the places in the box with Ss. Look at the list
on the board again and add the places that are in the
2 (S–S, T–S, S–T) Refer Ss to Exercise 8. Give them
box in Exercise 1 that have not already been written on
2 minutes to complete the sentences and then 1 extra
the board. Ask: What is your favourite place in school?
minute to check their answers in pairs before doing
Elicit ideas from individual Ss with reasons why and have
a class check. Alternatively, this could be done in the
a brief class discussion. Alternatively, you could hold
follow-up lesson or given as homework.
a class vote on the favourite place in school and then on
the least favourite place. Then tell Ss to put the places PRACTICE 3 | 3–4 minutes
in order according to the amount of time they spend in
1 (T–S, S–T) Exercise 9. Refer Ss to WORD STORE 5B p. 11.
them. Number 1 will be the place in which they spend
Give them 1–2 minutes to complete the activity with the
the most time. When they have finished, elicit ideas from
base form of the underlined phrasal verbs in the text and
Ss with reasons why and have a brief class discussion.
in Exercise 5. Then Ss listen and check their answers.
PRACTICE 1 | 15 minutes Check and drill the pronunciation of the phrasal verbs
using choral and individual repetition. Ask concept check
1 (T–S, S–T) Refer Ss to Exercise 2 and ask them to look
questions to make sure Ss understand the meaning of
at the photos. Elicit descriptions of the classrooms,
the phrasal verbs.
the students and the atmosphere. Ask Ss which countries
they think these classrooms are in. Elicit ideas and then
tell them that the countries are Brazil, Finland and Japan,
EXTRA ACTIVITY
but do not tell which photo/text refers to which country. Give Ss time to make their own sentences using the
Give Ss 3 minutes to read the descriptions of the school phrasal verbs. Alternatively, this could be done in the
systems in these countries and find out themselves. follow-up lesson or given as homework.
When they have finished, elicit ideas from different Ss
and have a brief class discussion. Then tell them to go 2 (S–S, T–S, S–T) Refer Ss to Exercise 10. Give them
to p. 157 and check their ideas. 2 minutes to complete the sentences and then 1 extra
2 (T–S, S–T) Refer Ss to Exercise 3. Read through the rubric minute to compare their sentences with a partner before
and the table with the class and check understanding. doing a class check. Alternatively, this could be done in
Then give Ss 2–3 minutes to complete the table. When the follow-up lesson or given as homework.
they have finished, elicit ideas from different Ss for each
line in the table.

© Pearson Education Limited Focus 2 Second Edition 1

PRACTICE 4 | 3–4 minutes
1 (T–S, S–T) Exercise 11. Refer Ss to WORD STORE 5C p. 11.
Give them 1–2 minutes to complete the activity with
the base form of the highlighted words in the text and
in Exercise 5. Then Ss listen and check their answers.
Practise the words using choral drilling and individual
repetition.
2 (T–S, S–T) Refer Ss to Exercise 12. Give them 2 minutes
to complete the statements with the correct verb, then
check. Alternatively, this could be done in the follow-up
lesson or given as homework.

PRODUCTION | 5–6 minutes

1 (S–S, S–T) Give Ss 2–3 minutes to discuss whether they
agree or disagree with the statements in Exercise 12.
When they have finished, invite pairs to share what they
have discussed with the class and have a brief class
discussion. Alternatively, this could be done in the
follow-up lesson.
2 (S–S, S–T, T–S) Exercise 6. Tell Ss that they will prepare
a timetable for a ‘perfect school day’. Give them 2 minutes
to do this. Then put them in groups of four and give them
3 extra minutes to compare their timetables and decide
who has the best day. Tell Ss to try to convince each
other to their ideas and that they should use as much
vocabulary from the WORD STORE 5A, 5B and 5C as
they can in their discussions. As Ss discuss, walk around
taking notes of what you hear. When groups have agreed
on the answers, elicit ideas with reasons why and have
a brief class discussion. Then give some feedback based
on your notes.

EXTRA ACTIVITY
Tell Ss to look at the descriptions of the school systems
in Brazil, Finland and Japan. Put them in pairs and give
them 2 minutes to discuss and decide which one they
find the most/least interesting and why.

HOMEWORK
1 Give Ss WB pp. 60–61 as homework.
2 Ask Ss to prepare for a 10–20-minute Vocabulary Quiz:
Assessment Package, Unit 5.1, Vocabulary.
3 Ask Ss to do Show What You Know in the WB, p. 62.

CONTINGENCY PLAN
1 Refer to TB p. 60 for extra activities.
2 Do some elements of the practice in the follow-up lesson
and give some of them as homework.

TIP
See the lesson plan for Unit 5 Video Worksheets, BBC
worksheet, for extra skills and vocabulary practice.

© Pearson Education Limited Focus 2 Second Edition 2

5.2 GRAMMAR LESSONS 2–3

OVERVIEW
TIP
Duration: 40+40 minutes
There may be a lot of L1 interference in the way that this
Objectives: structure is formed with some languages using the future
• Can suggest pros and cons when discussing a topic, form twice, i.e. after if as well as in the result clause.
using simple language (P) (GSE 52 – B1+). Correct this thoroughly and give Ss plenty of practice
with this form. In addition, when the clause order changes,
Resources:
Ss may understand moving if, but may not change
• SB pp. 62, 144
the order of present and future tenses. This will be
• TB: Culture notes p. 174; Photocopiable Resource 26
particularly true with Ss whose mother tongue expects
pp. 206, 241
the meaning to change when word order changes.
• WB p. 62
• Online resources: Extra digital activities, Grammar
Checkpoint; Teacher’s resources, Video 21 – PRACTICE | 12–14 minutes
Grammar Animation 1 (S–T, T–S) Ss do Exercise 4 individually. Give them
2 minutes and then play the recording again so that
they listen and check their answers. Recheck how the
LESSON 2 First Conditional sentences are formed and focus on
the difference between sentences which start with the
WARM-UP | 4–5 minutes
conditional clause and those which start with the result
1 (S–T, T–S) Books closed. To see what Ss know, ask: What clause (beginning with If or beginning with will clause).
is a gap year? Elicit answers from different Ss. Make sure Elicit that the result clause still uses will + infinitive
that Ss understand a gap year is a year between leaving and the conditional clause still uses the Present Simple.
school and starting university which is usually spent Make sure Ss understand that with the First Conditional
travelling or working. the clause order can change.
2 (T–S, S–T) Refer Ss to Exercise 5. Ask them what other
TIP
reasons Ricky might have for going to South America.
See Culture notes in TB p. 174 for information about Elicit answers from different Ss and have a brief class
a gap year. discussion. Then play the recording so that Ss listen and
check their ideas.
2 (T–S, S–T) Ask Ss to turn to p. 62 and look at Exercise 1. 3 (T–S, S–T) Ss do Exercise 6 individually. Give them 3 minutes
Give them 1 minute to read UK TODAY. Then ask: to complete the activity and then play the recording again
Is it a good thing to do a gap year? Elicit answers from for Ss to check their answers. Elicit the rules for how the
individual Ss. Encourage them to give reasons for their First Conditional sentences are formed.
answers. Have a brief class discussion.
PRODUCTION | 7–9 minutes
PRESENTATION | 10–12 minutes
(S–S) Refer Ss to Exercise 7. Put them in A/B/C groups and
1 (T–S, S–T) Refer Ss to Exercise 2 and ask them to look have them do a role-play. Explain that Ss A are going to play
at the photo of Ricky’s parents and read the sentences. the role of the student, Ss B are going to play the role of the
Ask Ss who they think is in favour of Ricky doing a gap positive parent and Ss C are going to play the role of the
year and who is against it. Elicit ideas from different Ss. negative parent. Give them 1 minute to read the prompts
Then play the recording for Ss to check their ideas. about their roles and prepare. Remind them to be as realistic
2 (S–S, S–T, T–S) Refer Ss to Exercise 3. Give them 1 minute as possible and to use the First Conditional whenever possible
to complete the GRAMMAR FOCUS and then 2 extra in their role-plays. Tell them that they must keep talking for
minutes to read the examples in pairs and discuss the rules. a full 3 minutes. As Ss interact with each other, go round the
Then go through the GRAMMAR FOCUS with the class. class monitoring and taking notes of any problems or errors
Check that Ss understand how we use two different tenses to discuss when giving feedback. When they have finished,
in the structure and that the Present Simple follows if. invite groups to act out their role-plays in front of the class.
Give Ss more examples of the First Conditional and ask Then give some feedback based on your notes.
them to come up with their own sentences as well.
Make sure they understand that this structure describes
results of possible future actions, e.g. If I save money,
I will buy a car.

© Pearson Education Limited Focus 2 Second Edition 1

LESSON 3 PRODUCTION | 11–13 minutes
(S–S) Explain to Ss that they are going to create chains
WARM-UP | 3–5 minutes of conditional sentences in groups. Divide Ss in groups of four
1 (T–S) Explain to Ss that they are going to watch an animated or five. Give a piece of paper to each group. One S in each
cartoon which will give them more context for the grammar. group writes an If clause at the top of the piece of paper.
2 (T–S, S–T) Ask Ss a few warm-up questions like: Who is he? Then they pass their pieces of paper to the next S who
What is he like? Where is he? Can you describe the room? completes the second half of the conditional sentence any
What is he thinking? Play Video 21 – Grammar Animation way they like. The S then folds the piece of paper so the If
from the Teacher’s resources and stop after the introduction clause cannot be seen and passes it to the next S. He/She then
(00:19). Make sure Ss understand that Nick has to make uses the second half of the sentence to write the beginning
a decision between studying and spending time in clubs. half of a new conditional sentence. The S then folds the piece
of paper to hide the last sentence and passes it to the next S.
PRESENTATION | 7–8 minutes This process continues until each S writes two sentences.
1 (T–S, S–T) Ask Ss to watch the clip carefully and answer
As Ss do this, monitor and identify problems to discuss when
the following questions: What will happen if Nick studies giving feedback. When they have finished, invite one S from
a lot? How will he earn a lot of money? What will he buy each group to read their set of sentences aloud to the class.
if he has a lot of money? Where will he go on holiday? Then hold a class vote for the best set of sentences.
Play the video with the subtitles off.
HOMEWORK
2 (T–S, S–T) Play the whole video once again, with subtitles. 1 Give Ss WB p. 62 as homework.
Ask Ss to pay special attention to the First Conditional.
2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
PRACTICE | 10–12 minutes Assessment Package, Unit 5.2, Grammar.
1 (T–S, S–T) Explain to Ss that the animation provides more 3 Ask Ss to write two tips for studying for exams.
context for the topic of the lesson. Ask them if they can
remember any sentences with the First Conditional from CONTINGENCY PLAN
the video and write them on the board. Do not worry if Refer to TB p. 62 for extra activities.
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 why the
First Conditional is used and how the sentences are formed.
2 (T–S, S–T) For Ss who still do not understand the First
Conditional, use the teacher’s explanation part of Video 21 –
Grammar Animation from the Teacher’s resources
(01:45–03:34). If you feel they are doing well and can list
a few examples and provide 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 sentences
where there is the First Conditional. Ask Ss when the
First Conditional is used and how the First Conditional
sentences are 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 5.2

on p. 144 and ask Ss to complete Exercises 1–5 individually.
Do a quick class check. This could be also given as homework.

© Pearson Education Limited Focus 2 Second Edition 2

5.3 LISTENING LESSON 4

OVERVIEW 4 (T–S, S–T) Refer Ss to Exercise 5. Ask them if they have to

take an entrance exam to get into university in your country.
Duration: 40 minutes Elicit the answer. Then give Ss 2 minutes to read the
Objectives: information about British universities and decide if the
• Can identify key details in a simple recorded missing word is a noun or a number, then check.
dialogue or narrative (P) (GSE 39 – A2+).
• Can understand the main points of narratives and TIP
conversations about familiar topics (e.g. work, leisure)
See Culture notes in TB p. 174 for information about the
delivered in clear standard speech (Ca) (GSE 47 – B1).
universities in the UK.
• Can write simple texts giving key information about
their culture (e.g. food, national holidays, festivals)
(P) (GSE 43 – B1). 5 (T–S, S–T) Refer Ss to Exercise 6. Play the recording once
so that Ss listen and complete the text in Exercise 5.
Resources: Then do a class check.
• SB p. 63; WORD STORE 5, p. 11
• TB: Culture notes p. 174 POST-LISTENING | 6–7 minutes
• WB p. 63 1 (T–S, S–T) Refer Ss to Exercise 8. Play the recording so that
Ss listen and choose the number they hear. Do a class check.
Then the class repeats the words from the recording using
LESSON 4 choral drilling. Check pronunciation individually and drill
WARM-UP | 3 minutes problem numbers further.
(T–S, S–T) Books closed. Activate Ss’ interest in the topic. 2 (S–S) Exercise 9. Tell Ss to write six numbers similar to
Ask: Do you have exam stress? Elicit answers from different the ones in Exercise 8. Put them in pairs and give them
Ss with reasons why and have a brief class discussion. Then 2 minutes to take turns to dictate their numbers to their
brainstorm with Ss as many tips for dealing with exam stress partner. Then they check their answers.
as possible and write them on the board. Alternatively, this 3 (T–S, S–T) Exercise 10. Refer Ss to WORD STORE 5D p. 11.
could be done as a group activity. Give them 2 minutes to complete the activity. Then Ss
listen and check their answers. Check and drill the
PRE-LISTENING | 3 minutes
pronunciation of the collocations and phrasal verbs using
(T–S, S–S, S–T) Ask Ss to turn to p. 63 and look at Exercise 1. choral and individual repetition.
Go through the tips with Ss. Look at the list on the board
again and add the tips that are in Exercise 1 that have not EXTRA ACTIVITY
already been put there. Then put Ss in pairs and give them
2 minutes to discuss which tips on the board they follow. Give Ss 4 minutes to write example sentences with the
When they have finished, invite individual Ss to share what collocations and phrases with get in WORD STORE 5D.
their partners said. Monitor and support as they do this. When they have
finished, invite volunteers to share their sentences with
WHILE-LISTENING | 20 minutes the class. Then give some feedback.
1 (S–S, T–S, S–T) Ss do Exercise 2 individually. Play the
recording so that Ss listen to Grace and Tom talking PRODUCTION | 7 minutes
about exams and tick the tips in Exercise 1 that Grace (S–S, S–T, T–S) Exercise 7. Tell Ss that they will write an
mentions. Then give Ss 1 extra minute to check their information sheet which explains how to get a place at
answers in pairs before doing a class check. a university. Put Ss in groups of four or five and give them
2 (S–S, T–S, S–T) Ss do Exercise 3 individually. Give them 4 minutes to do this. Walk around the class monitoring,
2 minutes to do the matching activity and then 1 extra supporting and taking notes of problems as Ss do the
minute to check their answers in pairs before doing activity. When they have finished, invite groups to present
a class check. their information sheet to the class. Then go over any issues
3 (S–S, T–S, S–T) Ss do Exercise 4 individually. Allow them
that came up while you were monitoring.
1 minute to read through the statements to make sure
HOMEWORK
they know exactly what to do. Tell them to underline the
key words. Play the recording once again and then give 1 Give Ss WB p. 63 as homework.
Ss 1 minute to check their answers in pairs before doing 2 Ask Ss to make short notes about Michael Phelps,
a class check. Elicit the answers and ask Ss to correct Dr Temple Grandin, Keira Knightley and Richard Branson.
the false sentences based on relevant extracts from the
audio. (2 Grace says You always get good marks in class. CONTINGENCY PLAN
4 Grace says Of course I get nervous.) Refer to TB p. 63 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 1

5.4 READING LESSON 5

OVERVIEW
TIP
Duration: 40 minutes
Ask concept check questions to make sure Ss understand
Objectives: the meaning of the words in blue.
• Can scan short texts to locate specific information (P)
(GSE 44 – B1). 2 (S–S, S–T) Ss do Exercise 5 individually. Give them
• Can make and respond to suggestions (C) (GSE 41 – A2+). 2 minutes to complete the gaps with words in Exercise 4,
• Can derive the probable meaning of simple unknown then check. Ask Ss to complete the sentences with their
words from short, familiar contexts (Ca) (GSE 46 – B1). own ideas. Monitor and support as they do this.
Resources:
• SB pp. 64–65; WORD STORE 5, p. 11 EXTRA ACTIVITY
• TB: Culture notes p. 174 Give Ss time to make their own sentences using the
• WB pp. 64–65 words or give this as homework.

3 (T–S, S–T) Exercise 7. Refer Ss to WORD STORE 5E p. 11.

LESSON 5 Give them 1 minute to complete the activity with of or
WARM-UP | 5 minutes for and use the underlined words in the text. Then play
(S–T, T–S) Refer Ss to Exercise 1 and ask them to look at the the recording for Ss to listen and check their answers.
photos and the title of the article. Elicit the names of the Practise the words using choral drilling and individual
people in the photos. Then remind Ss of the short notes they repetition. Then allow Ss time to write an example
made about Michael Phelps, Dr Temple Grandin, Keira Knightley sentence with each word in the WORD STORE. When they
and Richard Branson. Ask them to answer the first question have finished, elicit sentences from different Ss and check.
using their notes. Then elicit ideas from different Ss for the Alternatively, you can give this as homework.
other questions in Exercise 1 and have a brief class discussion.
PRODUCTION | 5–7 minutes
TIP (S–S, S–T, T–S) Exercise 6. Put Ss in pairs. Give them 3 minutes
to compare their sentences in Exercise 5 to find out how
See Culture notes in TB p. 174 for information about similar or different they are. Monitor and identify problems
Michael Phelps, Dr Temple Grandin, Keira Knightley and as they do this. When Ss have finished, invite pairs to share
Sir Richard Branson. their similarities and differences with the class. Then give
some feedback.
WHILE-READING | 12–14 minutes
HOMEWORK
1 (T–S, S–T) Exercise 2. Give Ss 3 minutes to read quickly
1 Give Ss WB pp. 64–65 as homework.
through the text and check their ideas in Exercise 1.
Alternatively, play the recording of the article and have 2 Ask Ss to do Show What You Know in the WB, p. 66.
Ss listen and follow the text. When they have finished,
invite one or two Ss to tell the class which of their ideas CONTINGENCY PLAN
were right and which were wrong. 1 Refer to TB p. 64 for extra activities.
2 (S–S, T–S, S–T) Ss do Exercise 3 individually. Give them 2 If you are short of time, some elements of the post -reading
5 minutes to read through the text again and do the can be done in the follow-up lesson or given as homework.
matching activity. When they have finished, give Ss
1 extra minute to check their answers in pairs before doing
a class check.

POST-READING | 12–13 minutes

1 (S–S, S–T, T–S) Ss do Exercise 4 individually. Give them
2–3 minutes to match the words in blue in the text with
the definitions. Tell Ss that the phrases in italics can help
them understand the meaning of the words in blue in the
text. When they have finished, give Ss 1 extra minute to
check their answers in pairs before doing a class check.
Make sure Ss understand that reading the sentences or
phrases around the unknown words in a text helps them
work out their meaning using the context.

© Pearson Education Limited Focus 2 Second Edition 1

5.5 GRAMMAR LESSONS 6–7

OVERVIEW PRACTICE | 11–12 minutes

1 (S–S, T–S, S–T) Ss do Exercise 3 individually. Give them
Duration: 40+40 minutes
4 minutes to do the exercise and then 1 extra minute to
Objectives: check their answers in pairs before doing a class check.
• Can draw simple conclusions about the information Elicit the answers with accompanying reasons for choosing
given in a factual text on a familiar topic (P) (GSE 45 – B1). between the relative pronouns.
• Can convey simple relevant information emphasising
2 (S–S, T–S, S–T) Ss do Exercise 4 individually. Give them
the most important point (Ca) (GSE 45 – B1).
2–3 minutes to complete the definitions and then 1 extra
Resources: minute to check their answers in pairs before doing a class
• SB pp. 66, 145 check. Elicit the answers with accompanying reasons for
• TB: Culture notes p. 174; Photocopiable Resource 27 choosing between the relative pronouns.
pp. 206, 242 3 (T–S, S–T) Exercise 5. Ask Ss to look at the sentences
• WB p. 66 in Exercise 4 again and tick the sentences where the
• Online resources: Extra digital activities, Grammar relative pronoun can be left out. Elicit the sentences
Checkpoint; Teacher’s resources, Video 22 – where the relative pronoun can be left out with the
Grammar Animation reason why and check.

PRODUCTION | 10–12 minutes

LESSON 6
1 (S–S) Refer Ss to Exercise 6. Tell them that they will
WARM-UP | 3–4 minutes prepare a manifesto about their ideas for a perfect
(T–S, S–T) Books closed. Activate Ss’ interest in the topic. school. Put Ss in groups of three. Tell them to think
Ask Ss to describe their perfect school. Elicit ideas from about classrooms and study areas, gardens and sports
different Ss with reasons why and have a brief class discussion. grounds, equipment and technology, school uniforms
and canteen. Give Ss 5 minutes to prepare their
PRESENTATION | 10–12 minutes manifesto. Remind them to use relative clauses. Walk
1 (S–S, S–T) Ask Ss to turn to p. 66 and look at Exercise 1. around the class monitoring, supporting and taking
Make sure Ss understand the meaning of manifesto. notes of problems as Ss do the activity.
Then give them 1 minute to read an extract from 2 (S–T, T–S) Exercise 7. Invite groups to present their
The British Students’ Manifesto. Then ask: How is this manifesto to the class. Then hold a class vote for the
school similar to or different from your school? Elicit best manifesto before going over any issues that came
answers from individual Ss. up while you were monitoring.

TIP LESSON 7
See Culture notes in TB p. 174 for information about
WARM-UP | 3–5 minutes
Children’s Manifesto.
1 (T–S) Explain to Ss that they are going to watch an animated
cartoon which will give them more context for the grammar.
2 (S–S, S–T, T–S) Refer Ss to Exercise 2. Give them 1 minute
to complete the GRAMMAR FOCUS and then 2 extra 2 (T–S, S–T) Ask Ss a few warm-up questions like: Who are
minutes to read the examples in pairs and discuss the the people? Where are they? What are they doing? Play
rules. Then go through the GRAMMAR FOCUS with the the Video 22 – Grammar Animation from the Teacher’s
class. Tell Ss that we use a relative pronoun to introduce resources and stop after the introduction (00:18). At this
a relative clause. Elicit where the relative pronoun usually stage Ss should have understood that the teacher introduces
comes. Then tell Ss that the important thing is which a new student (George) to Becky – another student and
relative pronoun to use and whether or not you can leave that they will watch Becky showing George around the
that pronoun out. Give Ss more examples of relative school. Ask: Which places at the school do you think she
clauses and encourage other examples from the class. will take him to show? Elicit ideas, but do not confirm
answers at this stage.
TIP
PRESENTATION | 7–8 minutes
There may be a lot of L1 interference when deciding on
1 (T–S, S–T) Ask Ss to watch the clip carefully and answer
which pronoun to use, e.g. the overuse of what instead of
a few questions: What are the teachers like? What kind
which, e.g. Here is a picture what I took. Also there may
of teachers does George like? What doesn’t George eat?
be word order issues and Ss may have trouble adding the
What kind of books does Becky like? Why did George
object, e.g. This is the picture that I took it this morning.
leave his last school? What do they both like? Play the
These need special attention and extra practice.
video with the subtitles off.

© Pearson Education Limited Focus 2 Second Edition 1

2 (T–S, S–T) Play the video once again, with subtitles on.
Ask Ss to pay special attention to relative clauses.

PRACTICE | 10–12 minutes

1 (T–S, S–T) Explain to Ss that the animation provides more
context for the topic of the lesson. Then ask Ss if they
can remember any sentences with relative clauses. Elicit
answers and 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
more sentences on the board. Then discuss why we use
a relative pronoun (to introduce a relative clause) and
where the relative pronoun usually comes (immediately
after the person, thing or place it refers to). Then elicit
from Ss when you can leave the pronoun out.
2 (T–S, S–T) For Ss who still do not understand when
and how to use the target structure, use the teacher’s
explanation part of Video 22 – Grammar Animation from
the Teacher’s resources (01:50–04:08). If you feel they
are doing well and can list a few examples and provide
explanation, then you can omit the teacher’s part.

TIP
You can play the animation for a third time in weaker
groups or if Ss really want to watch it. Then pause after
sentences where there is a relative clause. Elicit from Ss
if the relative pronoun can be omitted with reasons why.
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 5.5

on p. 145 and ask Ss to complete Exercises 1–6. 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
dialogues in groups. Explain that the dialogues won’t have
to be exactly the same, but they will have to use some of
the language on the board. Divide Ss in groups of three and
let them prepare for the dialogue. Ss should present their
dialogues in front of the class, to make it more engaging.

HOMEWORK
1 Give Ss WB p. 66 as homework.
2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
Assessment Package, Unit 5.5, Grammar.

CONTINGENCY PLAN
Refer to TB p. 66 for extra activities.

TIP
See the lesson plan for Unit 5 Video Worksheets, FOCUS
VLOG worksheet, for extra practice of the grammar
topic.

© Pearson Education Limited Focus 2 Second Edition 2

5.6 USE OF ENGLISH  LESSON 8

OVERVIEW PRACTICE | 10 minutes

(S–S, T–S, S–T) Exercise 6. Give Ss 2–3 minutes to complete
Duration: 40 minutes
the sentences. When they have finished, give them 1 extra
Objectives: minute to check their answers in pairs before doing a class
• Can identify key details in a simple recorded check. Elicit why the other conjunctions are incorrect for
dialogue or narrative (P) (GSE 39 – A2+). each sentence.
Resources:
PRODUCTION | 7–8 minutes
• SB pp. 67, 146
• WB p. 67 (S–S, S–T, T–S) Refer Ss to Exercise 7. Give them 2 minutes
to complete the sentences with their own ideas. Walk around
the class monitoring, supporting and taking notes of any
LESSON 8 problems as Ss do the activity. When they have finished,
put Ss in pairs and give them 1–2 minutes to compare their
WARM-UP | 5–7 minutes sentences. Then elicit Ss’ sentences and check before going
(S–S, S–T) Ask Ss to look at the photo. Elicit which sport is over any issues that came up while you were monitoring.
played with each of the balls in the photo. Then refer Ss to
Exercise 1. Put them in pairs and give them 2 minutes to HOMEWORK
look at the list of team sports and discuss the questions. 1 Give Ss WB p. 67 as homework.
When they have finished, invite individual Ss to share what
2 Ask Ss to prepare for a 10–20-minute Use of English
their partners said.
Quiz: Assessment Package, Unit 5.6, Use of English.
PRESENTATION | 12–13 minutes
CONTINGENCY PLAN
1 (S–S, T–S, S–T) Refer Ss to Exercise 2. Allow them time
Refer to TB p. 67 for extra activities.
to read through the questions so that they know what
they are listening out for. Then play the recording once.
Give Ss 1 minute to check their answers in pairs before
doing a class check.
2 (S–S, S–T) Exercise 3. Ask Ss if they know anyone
who spends all their free time training for something.
Put them in pairs and give them 1–2 minutes to discuss
in pairs. Then invite individual Ss to share what their
partners said.
3 (T–S, S–T) Refer Ss to Exercise 4. Give them 2 minutes
to complete the sentences. Then play the recording
once again so that Ss listen and check their answers.
4 (S–S, S–T, T–S) Refer Ss to Exercise 5. Give them 2 minutes
to read the LANGUAGE FOCUS. Then give Ss 2 extra
minutes to choose the most appropriate conjunction in
sentences 1–5. Monitor and support if necessary as they
do this. Then put Ss in pairs and give them 3 minutes
to read the LANGUAGE FOCUS, discuss the rules and
compare their answers. When they have finished, check
their answers and go through the LANGUAGE FOCUS
with the class. Check and drill the conjunctions. Either
give some more examples with each of the conjunctions
and elicit meaning or ask Ss to come up with some.
Alternatively, go to the USE OF ENGLISH REFERENCE
AND PRACTICE 5.6 on p. 146 and ask Ss to complete
Exercises 1–3. Do a quick class check. This could also be
given as homework.

© Pearson Education Limited Focus 2 Second Edition 1

5.7 WRITING LESSONS 9–10

OVERVIEW 4 (S–S, S–T, T–S) Refer Ss to Exercise 5. Give them 2 minutes

to read and complete the LANGUAGE FOCUS with
Duration: 40+40 minutes examples in the email in Exercise 2 and then 1 extra
Objectives: minute to check their answers in pairs. When they are
• Can understand basic types of standard letters and ready, elicit the answers and check. Then go through
emails on familiar topics (e.g. enquiries, complaints) the LANGUAGE FOCUS with the class. Make sure Ss
(Ca) (GSE 46 – B1). understand when to use indirect questions and how
• Can write a formal email/letter requesting to form them. Be prepared to offer further examples if
information (P) (GSE 54 – B1+). necessary or ask Ss to come up with their own examples.

Resources: 5 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give them

• SB pp. 68–69 3 minutes to complete the indirect questions and then
• TB: Culture notes p. 174; Photocopiable Resource 28 1 extra minute to check their answers in pairs before
pp. 206, 243 doing a class check.
• WB pp. 68–69 6 (S–S, S–T, T–S) Ss do Exercise 7 individually. Give them
• Online resources: Teacher’s Resources, Sample 3 minutes to rewrite the email so that it is more formal
answer for Exercise 8 and then 1 extra minute to check their answers in pairs.
As they do this, walk around monitoring, supporting and
taking notes of any problems. Then do a class check and
LESSON 9 give some feedback.
WARM-UP | 6–8 minutes
1 (T–S, S–T) Books closed. Activate Ss’ interest in the topic. LESSON 10
Ask: Which factors do you consider while choosing
PRODUCTION | 38 minutes
a school to do a course? Elicit answers and have a brief
class discussion. Then hold a class vote for the most 1 (T–S, S–T) Exercise 8. Refer Ss to the writing task. Give
important factor. them 1 minute to read quickly through the rubric and the
advertisement and underline the key words. Elicit them
2 (T–S, S–T) Ask Ss to turn to p. 68 and look at Exercise 1.
from Ss. Then read through the information Ss should
Give them 2 minutes to read the ad and write down three
include and check understanding. Give Ss 15 minutes
questions they would like to ask about the school. Then
to write an email to the school including all required
elicit the questions.
information. Remind Ss to use the WRITING FOCUS and
the LANGUAGE FOCUS to help them. Also, tell them that
TIP they can use Analisa’s email as a model for their writing.
See Culture notes in TB p. 174 for information about As they do this, walk around monitoring and supporting
IELTS, TOEFL, PTE and Cambridge English Qualifications. if necessary.
2 (S–S) When Ss have finished writing, tell them to self-check
PRACTICE | 30–32 minutes their emails.
1 (T–S, S–T) Refer Ss to Exercise 2. Give them 2 minutes
to read Analisa’s email and see if she asked any of the TIP
questions they wrote down and what other questions she To help Ss with this, prepare a checklist beforehand
asked. Elicit answers and check. and give a copy of it to each S in the class. You can
2 (T–S, S–T) Ss do Exercise 3 individually. Give them 1 minute write questions similar to the following on the list:
to put the sentences in order, then check. Have you used indirect questions? Have you started
and closed the email with the correct phrases? Have you
3 (S–S, S–T, T–S) Refer Ss to Exercise 4. Tell them to read
mentioned all the points in the question? Have you checked
the WRITING FOCUS and complete the examples with
your spelling and punctuation? Explain to Ss that they
the phrases in purple in the email in Exercise 2. Give Ss
need to tick each item on the checklist to show that
2 minutes and then 1 extra minute to check their answers
they have checked their piece of writing for that item.
in pairs before doing a class check. Go through the
Monitor and support as they do this.
WRITING FOCUS with the class and check Ss understand
the phrases which can be used while writing an email /
a letter of enquiry. Wherever possible, suggest alternative 3 (S–S) Then put Ss in pairs and tell them to swap their
words and phrases to replace the ones given there. emails. Ss should now check if their partner’s email
Drill the words and phrases as a whole class and with includes all the information and if everything is clear and
random individuals if necessary. then they give it back.

© Pearson Education Limited Focus 2 Second Edition 1

 TIP
Ss can edit each other’s work again using the checklist
you gave to them.

4 (S–S) Give Ss another 5 minutes to make changes to

their emails based on the feedback they got from their
partner before handing them in for your evaluation and
feedback. Finally, do a class feedback session.
5 (T–S, S–T) Give Ss a model text for Exercise 8 and ask
them to compare it with their own. Alternatively, this
could be omitted or could be done in a following lesson
if you are short of time.

HOMEWORK
1 Give Ss WB pp. 68–69 as homework.
2 Ask Ss to make a list of phrases they know for giving
opinions, agreeing and disagreeing, e.g. I think, In my
opinion, I agree, I don’t agree. Begin the class by pooling
their ideas and writing them on the board.

CONTINGENCY PLAN
Refer to TB p. 68 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 2

5.8 SPEAKING  LESSON 11

OVERVIEW 4 (S–S) Refer S to Exercise 5. Go through the rubric and

the instructions with the class and check understanding.
Duration: 40 minutes Then put Ss in pairs and give them 2–3 minutes to discuss
Objectives: the subjects in the box following the instructions. As they
• Can express belief, opinion, agreement and do this, walk around monitoring and taking notes of any
disagreement politely (C) (GSE 45 – B1). problems for later feedback.
• Can give brief reasons and explanations, using
simple language (P) (GSE 45 – B1). PRODUCTION | 10 minutes
(S–S) Refer Ss to Exercise 6. Read through the rubric and the
Resources:
instructions and make sure Ss understood them correctly.
• SB p. 70
Tell them that in a few minutes they will have a conversation
• WB p. 70
about how their school should spend the money. Then put
• Online resources: Teacher’s resources, Video 24 –
them in pairs and give them 1 minute to prepare. Tell them
Role-play Videos: Giving an opinion
that they should use expressions from the SPEAKING FOCUS
in their conversations. Remind them to follow the instructions.
LESSON 11 As Ss do this, walk around taking notes of what you hear.
When they have finished, invite pairs to share their ideas
WARM-UP | 5–6 minutes with reasons why with the class. Then give some feedback
(S–S, T–S, S–T) Exercise 1. Activate Ss’ interest in the topic. based on your notes.
Ask: Is there anyone who wants to leave school early and not
HOMEWORK
go to university? See a show of hands. Then put Ss in pairs
and give them 2 minutes to think of three reasons why some 1 Give Ss WB p. 70 as homework.
Ss choose to leave school early and not go to university. 2 Ask Ss to study the Word list on p. 71.
When they have finished, elicit the reasons and have a brief
class discussion. CONTINGENCY PLAN
1 Refer to TB p. 70 for extra activities.
PRACTICE | 22–24 minutes
2 Refer to TB p. 71 for Word list activities.
1 (S–S, S–T, T–S) Ss do Exercise 2 individually. Ask them
to read the statements so that they know what they are
listening out for. Then play the recording or Role-play
Video 24 from the Teacher’s resources. Give Ss 1 extra
minute to check their answers in pairs before doing
a class check.
2 (T–S, S–T) Refer Ss to Exercise 3. Play the recording
or Video 24 again so that Ss can listen and number
the expressions in the order they hear them, then check.
Then go through the SPEAKING FOCUS and make
sure Ss understand the expressions. Wherever possible,
suggest alternative expressions to replace the ones
given there. Drill the expressions as a whole class and
with random individuals if necessary.

EXTRA ACTIVITY
Invite volunteers to act out the dialogue in pairs using
the audioscript. Alternatively, tell Ss that they will hear
one side of the dialogue and they need to respond
to the utterances as quickly as possible. Play Video A
and then Video B. This could be done using choral
or individual drilling. You can tell Ss to refer to the
audioscript to help them.

3 (S–S, T–S, S–T) Ss do Exercise 4 individually. Give them

2 minutes to choose the correct option and then 1 extra
minute to check their answers in pairs before doing a class
check. Alternatively, this could be done as an oral drill to
involve everyone.

© Pearson Education Limited Focus 2 Second Edition 1

FOCUS REVIEW 5 LESSONS 12–13

OVERVIEW 4 (S–S, T–S, S–T) Ss do Exercise 4 individually. Give them

3 minutes and then 1 extra minute to check their answers
Duration: 40+40 minutes in pairs before doing a class check. Make sure Ss justify
Objectives: their answers. Then, as a class, identify the relative
• To revise the vocabulary and grammar of Unit 5 pronouns that can be omitted.
and give Ss important pre-test practice in reading,
speaking and writing skills. USE OF ENGLISH | 12–14 minutes
1 (S–S, T–S, S–T) Ss do Exercise 5 individually. Give them
Resources:
3 minutes and then 1 extra minute to check their answers
• SB pp. 72–73
in pairs before doing a class check. Elicit example sentences
• TB: Photocopiable Resources 48–49 pp. 210–211,
with some of the incorrect options.
266–267; Photocopiable Resources 54–55 pp. 211,
272–273; Photocopiable Resource 29 pp. 206–207, 244 2 (S–S, S–T, T–S) Ss do Exercise 6 individually. Give them
• WB pp. 72–73 4 minutes and then 1 extra minute to check their answers
• Online resources: Extra digital activities, Reading and in pairs before doing a class check. Make sure Ss justify
Use of English their answers. Then ask some basic comprehension questions
to check understanding if necessary.

LESSON 12 LESSON 13
WARM-UP | 6–8 minutes
READING | 8–10 minutes
(S–S) Put Ss in small groups. Make sure they know the meaning
1 (S–S, T–S, S–T) Refer Ss to Exercise 7. Give them 3 minutes
of supersitition. Write on the board: If you break a mirror ...
to read the text and do the matching activity and then
and elicit possible answer, e.g. you will get seven years of
1 extra minute to check their answers in pairs before doing
bad luck. Tell the groups that they are going to write conditional
a class check. Make sure Ss give justifications for their
sentences about superstitions which they can make them up,
answers. Then ask some basic comprehension questions
but they must be belieavable. Also tell Ss they cannot finish
to check understanding, e.g. Why did Door Step School
with you will have bad luck because they need to give more
project start? Where were the class at the beginning?
information. Give groups about 4 minutes to write as many
How many teachers and students are there now? What
sentences as they can. Then each group reads out their
has changed since 1988?
superstitions and the rest of the class have to decide whether
they are true or not. Probably most of them will not be true, 2 (S–S, T–S, S–T) Ss do Exercise 8 individually. Give them
but that does not matter. 2–3 minutes and then 1 extra minute to check their answers
in pairs before doing a class check.
VOCABULARY AND GRAMMAR | 18–20 minutes
1 (S–S, T–S, S–T) Ss do Exercise 1 individually. Give them
SPEAKING | 10 minutes
2 minutes and then 1 extra minute to check their answers 1 (S–S, S–T, T–S) Refer Ss to Exercise 9. Read through the
in pairs. Elicit the meaning of the incorrect options and speaking task with the class and check understanding.
ask Ss to make sentences with them. Then give Ss 1 minute to think and prepare. When they
are ready, put Ss in pairs and give them 3 minutes to
2 (S–S, T–S, S–T) Ss do Exercise 2 individually. Give them
take turns to tell their partner which photo shows the
2 minutes and then 1 extra minute to check their answers
most effective method of learning Science subjects and
in pairs. Make sure to check spelling and check and drill
why they rejected the other option. As they do this, walk
the pronunciation of the words.
around monitoring, supporting and taking notes of any
problems. When they have finished, invite individual
EXTRA ACTIVITY Ss to share their ideas with the class. Then give some
Ask Ss to write their own sentences using the words in feedback based on your notes.
the gaps. 2 (S–S, S–T, T–S) Refer Ss to Exercise 10. Put them in pairs
and give them 2 minutes to discuss the questions. When
3 (S–S, S–T, T–S) Ss do Exercise 3 individually. Give them they have finished, invite different pairs to share what
2 minutes and then 1 extra minute to check their answers they have discussed with the class and have a brief class
in pairs before doing a class check. Make sure Ss justify discussion.
their use of forms to confirm that they have understood
usage. In particular, Ss may get confused when changing WRITING | 16–18 minutes
the clause order. Remind them that we can put the if clause (S–S, T–S, S–T) Refer Ss to Exercise 11. Read through the
as the second clause and the tenses will not change, e.g. rubric and the writing task with Ss and check understanding.
He won’t pass his exams if he doesn’t revise properly. Then give Ss 15 minutes to write an email to the organisers.
NOT He doesn’t pass his exams if he won’t revise properly.

© Pearson Education Limited Focus 2 Second Edition 1

Remind them that they can use the Writing section in Unit 5
to help them. As they do this, walk around monitoring,
supporting and taking notes of any problems. When Ss have
finished, they hand their emails in for your evaluation and
feedback.

HOMEWORK
1 Ask Ss to do Self-check 5.10, WB pp. 72–73, as homework.
2 Ask Ss to prepare for Unit Test 5: Assessment Package,
Unit 5.

CONTINGENCY PLAN
Refer to TB p. 72 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 2

6.1 VOCABULARY  LESSON 1

OVERVIEW PRACTICE 2 | 6 minutes

1 (T–S, S–T) Exercise 7. Refer Ss to WORD STORE 6A p. 13.
Duration: 40 minutes
Give them 2 minutes to complete the activity with the words
Objectives: and phrases in red in the text and Exercise 5. Then Ss
• Can identify key details in a simple recorded dialogue listen and check their answers. Practise the collocations
or narrative (P) (GSE 39 – A2+). using choral drilling and individual repetition. Ask concept
• Can express belief, opinion, agreement and check questions to make sure Ss understand the meaning
disagreement politely (C) (GSE 45 – B1). of the collocations.
Resources: 2 (S–S, S–T, T–S) Refer Ss to Exercise 8. Give them 2 minutes
• SB pp. 74–75; WORD STORE 6, p. 13 to complete the statements and then 1 extra minute to
• TB: Culture notes p. 174; Photocopiable Resource 30 check their answers in pairs before doing a class check.
pp. 207, 245; Photocopiable Resource 31 pp. 207, 246 Alternatively, this could be done in the follow-up lesson
• WB pp. 74–75 or given as homework.
• Online resources: Extra digital activities, Vocabulary
Checkpoint EXTRA ACTIVITY
Give Ss time to make their own sentences using the
LESSON 1 collocations. Alternatively, this could be done in the
follow-up lesson.
WARM-UP | 6–7 minutes
1 (T–S, S–T) Books closed. Give Ss 1 minute to think of as 3 (T–S, S–S, S–T) Refer Ss to Exercise 9. Read through
many jobs as they can. As you elicit answers, write relevant the rubric and the example with the class and check
jobs on the board. Then elicit the jobs of Ss’ parents. understanding. Then elicit ideas from different Ss and
2 (T–S, S–T) Ask Ss to turn to p. 74 and look at Exercise 1. have a brief class discussion. Alternatively, this could be
Give them 1 minute to complete the names of jobs, done in the follow-up lesson.
then check.
PRACTICE 3 | 5 minutes
3 (S–S, T–S, S–T) Refer Ss to Exercise 2. Give them 1–2 minutes
1 (T–S, S–T) Exercise 10. Refer Ss to WORD STORE 6B p. 13.
to complete the table and then 1–2 extra minutes to
Give them 1 minute to complete the activity with the
compare their answers with a partner. Elicit ideas from
underlined adjectives in the text. Then Ss listen and
different Ss and their reasons why.
check their answers. Practise the adjectives using choral
PRACTICE 1 | 8–10 minutes drilling and individual repetition. Ask concept check
questions to make sure Ss understand the meaning of
1 (T–S, S–T) Refer Ss to Exercise 3. Give them 2 minutes
the adjectives.
to read about four people’s worst work experiences and
do the matching activity. When they have finished, elicit
EXTRA ACTIVITY
ideas with reasons why, but do not confirm answers at
this stage. Give Ss time to make their own sentences using the
adjectives. Alternatively, this could be done in the
TIP follow-up lesson.

See Culture notes in TB p. 174 for information about

2 (S–S, T–S, S–T) Ss do Exercise 11 individually. Give them
work experience.
2 minutes and then 1 extra minute to check their answers
in pairs before doing a class check. Alternatively, this could
2 (T–S, S–T) Exercise 4. Play the recording so that Ss listen
be done in the follow-up lesson or given as homework.
and check their ideas in Exercise 3. Ask Ss who they think
had the worst work experience. Elicit answers from different PRACTICE 4 | 5 minutes
Ss with reasons why and have a brief class discussion.
1 (T–S, S–T) Exercise 12. Refer Ss to WORD STORE 6C p. 13.
3 (T–S, S–T) Refer Ss to Exercise 5. Give them 1–2 minutes Give them 1 minute to complete the activity with the base
to answer the questions. When they have finished, play form of the highlighted phrasal verbs in the text. Then Ss
the recording again so that Ss listen and check their answers listen and check their answers. Practise the phrasal verbs
to the questions. using choral drilling and individual repetition. Ask concept
check questions to make sure Ss understand the meaning
of the phrasal verbs.

© Pearson Education Limited Focus 2 Second Edition 1

 EXTRA ACTIVITY
Give time for Ss to make their own sentences using the
phrasal verbs. Alternatively, this could be done in the
follow-up lesson.

2 (S–S, T–S, S–T) Ss do Exercise 13 individually. Give Ss

2 minutes to choose the correct particle and complete
the sentences. When they have finished, give them 1 extra
minute to compare their ideas with a partner. Then elicit
ideas from individual Ss and have a brief class discussion.
Alternatively, this could be done in the follow-up lesson.

PRODUCTION | 5–7 minutes

(S–S, S–T, T–S) Exercise 6. Tell Ss that in a few minutes they
will talk about whether they would like to be their own boss.
Tell Ss that they should use as much vocabulary from WORD
STORE 6A, 6B and 6C as they can in their conversations.
Give Ss 1 minute to prepare, put them in pairs and tell them
that they must keep talking for a full 2 minutes. As Ss interact
with each other, walk around taking notes of what you hear.
When they have finished, invite individual Ss to share what
their partners said. Then give some feedback based on your
notes.

HOMEWORK
1 Give Ss WB pp. 74–75 as homework.
2 Ask Ss to prepare for a 10–20-minute Vocabulary Quiz:
Assessment Package, Unit 6.1, Vocabulary.
3 Ask Ss to do Show What You Know in the WB, p. 76.

CONTINGENCY PLAN
1 Refer to TB p. 74 for extra activities.
2 If you are short of time, some elements of the practice
can be done in the follow-up lesson or given as homework.

TIP
See the lesson plan for Unit 6 Video Worksheets, BBC
worksheet, for extra skills and vocabulary practice.

© Pearson Education Limited Focus 2 Second Edition 2

6.2 GRAMMAR LESSONS 2–3

OVERVIEW June would say If it snowed tomorrow, I would build

a snowman. Elicit or explain the reasons why we use the
Duration: 40+40 minutes First Conditional in the first sentence and the Second
Objectives: Conditional in the second sentence (snow in Switzerland
• Can give or seek personal views and opinions in in December is very likely in the future, whereas snow in
discussing topics of interest (C) (GSE 46 – B1). Egypt in June is very unlikely, impossible or imaginary).
Then discuss why the Second Conditional is used in the
Resources: examples in the quiz (they describe imaginary situations,
• SB pp. 76, 147 because I don’t actually have time, didn’t win the lottery,
• TB: Photocopiable Resource 32 pp. 207, 247 don’t have to describe myself in six words, don’t need
• WB p. 76 money, am not super rich). Point out that to give advice
• Online resources: Extra digital activities, Grammar we often use the structure If I were you, I would …, e.g.
Checkpoint; Teacher’s resources, Video 26 – You should wear a jacket. If I were you, I’d wear a jacket.
Grammar Animation

TIP
LESSON 2 Conditional forms in English are relatively easy compared
WARM-UP | 5 minutes to many other languages as they do not use the subjunctive.
It might be useful to point this out to Ss. However, they
(S–S, S–T, T–S) Exercise 1. Books closed. Activate Ss’ interest
often confuse hypothetical (Second Conditional) forms
in the topic. Ask: How can Ss earn money? Elicit: doing
in the main clause and say, e.g. If I would have more
part-time jobs. Write part-time jobs on the board. Brainstorm
time, I would learn other languages. To help Ss with this
with Ss as many part-time jobs as possible and write them
problem, provide sufficient practice and feedback.
in a list under the heading on the board. Then put Ss in pairs
and give them 1–2 minutes to discuss which jobs they would/
wouldn’t like to do. When they have finished, elicit ideas PRACTICE | 11–13 minutes
from individual Ss with reasons why and have a brief class 1 (S–S, S–T, T–S) Ss do Exercise 4 individually. Give them
discussion. 3 minutes to complete the statements and then 1 extra
minute to check their answers in pairs. Monitor and
PRESENTATION | 12 minutes note any problems Ss are having. Remind Ss that it is
1 (T–S, S–T) Ask Ss to turn to p. 76 and look at Exercise 2. possible to reverse the order of the two clauses, but
Give them 3 minutes to do the questionnaire and find when the if clause comes at the beginning, it is followed
out what their ideal part-time job is. Then ask individual by a comma, e.g. If I was super rich, I would live in a big
Ss to share the result with the class. Ask Ss if they are house. = I would live in a big house if I was super rich.
surprised by the results. 2 (S–S, T–S, S–T) Exercise 5. Ask Ss if they agree with
2 (T–S, S–T) Remind Ss about when we use the First Conditional the statements in Exercise 4. Elicit ideas from individual
and what we use it for (to talk about the result of a likely Ss for each of the statements and have a brief class
or possible future situation). Then write on the board: discussion.
First Conditional If + Present Simple, + will + infinitive. 3 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give them
Leave this on the board so that you can refer to it later. 3 minutes to rewrite the sentences and then 1 extra minute
3 (S–S, S–T, T–S) Refer Ss to Exercise 3. Give them 1 minute to check their answers in pairs before doing a class check.
to complete the GRAMMAR FOCUS and then 2 extra Monitor and note any problems Ss are having. Check the
minutes to read the examples in pairs and discuss the forms and rules for Second Conditional again.
rules. Then go through the GRAMMAR FOCUS with the 4 (S–S, S–T, T–S) Ss do Exercise 7 individually. Give them
class. Write the structure on the board underneath the 3 minutes to complete the sentences and then 1 extra
structure of the First Conditional: Second Conditional minute to check their answers in pairs before doing
If + Past Simple, + would + infinitive. Point out that when a class check.
using the Second Conditional, it is more formal to use
were instead of was, e.g. If it were (was) warmer, I would PRODUCTION | 8–10 minutes
go swimming. Explain, though, that in informal speech it
1 (S–S, T–S, S–T) Refer Ss to Exercise 8. Put them in pairs
is fine to use was. Then discuss the difference between
and give them 3 minutes to write questions about the
the First Conditional and the Second Conditional (the
imaginary situations in Exercise 7. Monitor and check.
First Conditional is used when the situation is likely
and the Second Conditional is used when the situation 2 (S–S) Tell Ss that they will take turns to ask and answer
is unlikely, impossible or imaginary). Give an example the questions they have written. Tell the pairs that only
to show the difference between the two structures, the Ss asking the questions can have their books open,
e.g. a Swiss student in December might say If it snows and that the Ss answering the questions should keep
tomorrow, I will go skiing., but an Egyptian student in their books closed. Explain that this will help them to

© Pearson Education Limited Focus 2 Second Edition 1

 listen more carefully. Encourage Ss to give full answers
and as much detail as possible. Model the activity:
TIP
A: If you wanted advice about getting a job, who would Play the animation for a third time in weaker groups or
you ask? if Ss really want to watch it. Then pause after sentences
B: If I wanted advice about getting a job, I’d ask my where the Second Conditional is. Ask Ss when the
uncle because he’s worked in various sectors for Second Conditional is used and how Second Conditional
20 years and is a very successful businessman now. sentences are formed. You can ask them to repeat
Then give them 4 minutes to carry out conversations. a sentence, turning the subtitles off, especially where
As Ss interact with each other, walk around taking notes they had problems with a given example.
of what you hear. Then give some feedback based on
your notes. Alternatively, go to GRAMMAR REFERENCE AND PRACTICE 6.2
on p. 147 and ask Ss to complete Exercises 1–5 individually.
EXTRA ACTIVITY Do a quick class check. This could also be given as homework.
Invite Ss to share what their partners said.
PRODUCTION | 11–13 minutes
(S–S) Explain to Ss that they are going to create chains of
LESSON 3 conditional sentences in groups. Divide Ss in groups of four
or five. Give a piece of paper to each group. One S in each
WARM-UP | 3–5 minutes group writes their If clause at the top of the piece of paper
1 (T–S) Explain to Ss that they are going to watch an animated and passes it to the next S who completes the second half
cartoon which will give them more context for the of the conditional sentence any way they like. The S then
grammar. folds the piece of paper so the If clause cannot be seen and
2 (T–S, S–T) Ask Ss few warm-up questions: What time of passes the piece of paper to the next S. He/she then uses
the day is it? Who are the people? What do they do? the second half of the sentence to write the beginning half
What is a model’s/nurse’s lifestyle like? Play Video 26 – of a new conditional sentence. The S then folds the piece of
Grammar Animation from the Teacher’s resources and paper to hide the last sentence and passes it to the next S.
stop after the introduction (00:16). Make sure Ss understand This process continues until each S writes two sentences.
that they are going to watch and learn about some As Ss do this, monitor, support and identify problems to
people’s regrets about their jobs. discuss when giving feedback. When they have finished,
invite one S from each group to read their set of sentences
PRESENTATION | 7–8 minutes aloud to the class. Then hold a class vote for the best set of
1 (T–S, S–T) Ask Ss to watch the clip carefully and answer
sentences.
a few general questions: What kind of dresses do models
HOMEWORK
wear? Who can’t sleep at night? Where do models go
every night? Who wants to eat in restaurants? What 1 Give Ss WB p. 76 as homework.
would Tim the Builder have if he worked in an office? 2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
Who wants to go out for a walk? If Charles the Manager Assessment Package, Unit 6.2, Grammar.
didn’t work in an office, what would he wear? Play the
video with subtitles off. CONTINGENCY PLAN
2 (T–S, S–T) Play the whole video once again, with subtitles. Refer to TB p. 76 for extra activities.
Ask Ss to pay special attention to the Second Conditional.
TIP
PRACTICE | 10–12 minutes
See the lesson plan for Unit 6 Video Worksheets, FOCUS
1 (T–S, S–T) Explain to Ss that the animation provides more VLOG worksheet, for extra practice of the grammar topic.
context for the topic of the lesson. Ask them if they can
remember any sentences with the Second Conditional
from the video and 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
why the Second Conditional is used and how sentences
are formed.
2 (T–S, S–T) For Ss who still do not understand the Second
Conditional, use the teacher’s explanation part of Video 26 –
Grammar Animation from the Teacher’s resources
(01:17–03:48). If you feel they are doing well and can list
a few examples and provide explanation, then you can
omit the teacher’s part.

© Pearson Education Limited Focus 2 Second Edition 2

6.3 LISTENING LESSON 4

OVERVIEW
TIP
Duration: 40 minutes
Before the class check, you can play the recording once
Objectives: again, this time asking Ss to make notes of the words in
• Can identify key details in a simple recorded the text that helped them find the answers.
dialogue or narrative (P) (GSE 39 – A2+).
• Can understand the main points of narratives and POST-LISTENING | 10–12 minutes
conversations about familiar topics (e.g. work,
1 (S–S, T–S, S–T) Refer Ss to Exercise 4. Give them
leisure) delivered in clear standard speech (Ca)
1–2 minutes to complete the collocations. When they
(GSE 47 – B1).
have finished, play the recording so that Ss listen and
• Can give or seek personal views and opinions in
check their answers. Check and drill the pronunciation
discussing topics of interest (C) (GSE 46 – B1).
of the words using choral and individual repetition.
Resources: Make sure Ss understand the meaning of all the
• SB p. 77; WORD STORE 6, p. 13 collocations.
• WB p. 77
EXTRA ACTIVITY
LESSON 4 Ask Ss to think of one more job for each of the
characteristics in Exercise 4. Elicit ideas from different Ss
WARM-UP | 4 minutes with reasons why.
(T–S, S–T) Ask Ss to open the books on p. 77 and look at the
photos. Elicit descriptions of the photos from different Ss. 2 (T–S, S–T) Refer Ss to Exercise 6. The class repeat the
Ask them what they can say about the people’s lifestyle, words from the recording using choral drilling. Then check
hobbies and interests giving reasons why. Have a brief class pronunciation individually. Then Ss listen again and
discussion. underline the stressed syllable in each word. Play and
pause the recording to give Ss time to do this, then check.
PRE-LISTENING | 5 minutes
3 (T–S, S–T) Exercise 7. Give Ss 1 minute to find the word
(T–S, S–S, S–T) Refer Ss to Exercise 1. Go through the adjectives
in each group that has one more syllable than the other
in the box with Ss and make sure they understand the meaning
words, then check.
of all them. Then put Ss in pairs and give them 2 minutes to
discuss what kind of person they have to be to do the jobs 4 (T–S, S–T) Exercise 8. Refer Ss to WORD STORE 6D p. 13.
in the photos. Monitor and support if necessary. When they Give them 1–2 minutes to complete the activity. Then Ss
have finished, invite pairs to share their ideas with the class. listen and check their answers. Practise the words using
choral drilling and individual repetition.
WHILE-LISTENING | 10–12 minutes
1 (S–S, T–S, S–T) Ss do Exercise 2 individually. Before
PRODUCTION | 5–7 minutes
playing the audio, ask them to read the questions and (S–S, S–T, T–S) Refer Ss to Exercise 5. Read through the
look at the photos so that they know what they are listening rubric and the example with the class. Then put Ss in pairs
out for. Play the recording and give Ss 1 minute to check and give them 2 minutes to discuss whether they would
their answers in pairs, then elicit the answers and check. like to be an airline pilot. Tell them to use the collocations
in Exercise 4 to help them. As Ss interact with each other,
2 (S–S, T–S, S–T) Ss do Exercise 3 individually. Allow them
walk around taking notes of what you hear. When they have
1 minute to read through the statements to make sure
finished, ask individual Ss to share what their partners said.
they know exactly what to do. Tell them to underline the
Finally, give some feedback based on your notes.
key words. (1 Mary/doesn’t want/pilot 2 hasn’t/university
3 Mary/job/change 4 career/with children) Play the recording HOMEWORK
only once and then give Ss 1 minute to check their answers
Give Ss WB p. 77 as homework.
in pairs before doing a class check. Elicit the answers and
ask Ss to correct the false sentences giving relevant CONTINGENCY PLAN
extracts from the audio. (1 Well, why not? It’s a great job. /
Refer to TB p. 77 for extra activities.
I think you have the right qualities. 3 I love it! There are
lots of good things about my job. 5 If I were captain,
I would earn even more. / I may become captain after
another ten years.)

© Pearson Education Limited Focus 2 Second Edition 1

6.4 READING LESSON 5

OVERVIEW 2 (S–S, S–T, T–S) Ss do Exercise 6 individually. Give them

2 minutes to complete the sentences with the compound
Duration: 40 minutes nouns in Exercise 5 and then 1 extra minute to compare
Objectives: their sentences with a partner. Then elicit the answers
• Can make basic inferences from simple information in and check.
a short text (P) (GSE 38 – A2+).
• Can skim a short text to identify its main purpose (P) EXTRA ACTIVITY
(GSE 45 – B1).
Give time for Ss to make their own sentences using the
• Can describe someone’s personality in a basic way,
compound nouns. Alternatively, this could be done in
if guided by prompts (P) (GSE 39 – A2+).
the follow-up lesson or given as homework.
• Can make simple predictions about the future, given
a model (P) (GSE 42 – A2+).
3 (S–S, S–T) Exercise 7. Give Ss 1 minute to replace the
Resources: names in Exercise 6 with the names of their classmates.
• SB pp. 78–79; WORD STORE 6, p. 13 When they are ready, put Ss in pairs and give them
• WB pp. 78-79 1–2 minutes to compare their sentences with a partner.
When they have finished, invite different Ss to share their
ideas with the class giving reasons why.
LESSON 5
4 (S–T, T–S) Exercise 9. Refer Ss to WORD STORE 6E p. 13.
WARM-UP | 4 minutes Give Ss 1–2 minutes to complete the activity and mark
1 (T–S, S–T) Books closed. To see what Ss know, ask them: the stress. Then Ss listen and check their answers.
What are you like? Encourage them to make sentences Practise the adjectives using choral drilling and individual
beginning with I’m …, I’m sometimes … and I’m not … . repetition.
Elicit answers from different Ss and write appropriate
adjectives in a list on the board. PRODUCTION | 6–7 minutes
(S–S, S–T, T–S) Refer Ss to Exercise 8. Tell them that in a few
2 (T–S, S–T) Ask Ss to turn to p. 78 and look at the box in
minutes they will make predictions about their future life and
Exercise 1. Go through the adjectives in the box with Ss.
career five, ten and twenty years from now. Read through
Look at the list on the board again and add the adjectives
the questions with the class. Give them 1 minute to think
that are in the box in Exercise 1 that have not already
and prepare. Then put Ss in pairs and give them 3 minutes
been put there.
to discuss. While they do this, monitor, identify problems
PRE-READING | 6 minutes and take notes. When they have finished, invite individual Ss
to share what their partners said. Then give some feedback
(S–S, T–S, S–T) Refer Ss to Exercise 2. Read through the
based on your notes.
task with the class and check understanding. Then put Ss in
pairs and give them 2–3 minutes to follow the instructions. HOMEWORK
Monitor and support where necessary. When they have
1 Give Ss WB pp. 78–79 as homework.
finished, invite different pairs to share what they think about
each other with the class. 2 Ask Ss to do Show What You Know in the WB, p. 80.

WHILE-READING | 10 minutes CONTINGENCY PLAN

1 (T–S, S–T) Ss do Exercise 3 individually. Give them 2 minutes Refer to TB p. 78 for extra activities.
to read quickly through the text and choose the best
title. Alternatively, play the recording of the article and
have Ss listen and follow the text. When they are ready,
elicit the answer and check. Ask Ss why the other two
options are incorrect.
2 (S–S, T–S, S–T) Ss do Exercise 4 individually. Give them
4 minutes to read the article again and do the matching
activity. Then give Ss 1 extra minute to check their answers
in pairs before doing a class check.

POST-READING | 13–14 minutes

1 (S–S, T–S, S–T) Refer Ss to Exercise 5. Give them 2 minutes
to complete the definitions with the words in blue in the
text and to check their answers in pairs. Then do a quick
class check.

© Pearson Education Limited Focus 2 Second Edition 1

6.5 GRAMMAR LESSONS 6–7

OVERVIEW PRACTICE | 10–12 minutes

1 (S–S, T–S, S–T) Ss do Exercise 5 individually. Discuss
Duration: 40+40 minutes
the difference between needn’t and mustn’t (needn’t
Objectives: is used to express lack of necessity, mustn’t is used to
• Can identify key details in a simple recorded dialogue express prohibition). Give Ss 2 minutes to complete
or narrative (P) (GSE 39 – A2+). the sentences and then 1 extra minute to check their
• Can give an extended description of everyday topics answers in pairs. Check the concept again if necessary.
(e.g. people, places, experiences) (N2000a) (GSE 38 – A2+).
2 (S–S, S–T, T–S) Ss do Exercise 6 individually. Discuss
Resources: the difference between have to and can (have to is
• SB pp. 80, 148 used to express necessity or rules, can is used to
• TB: Photocopiable Resource 33 pp. 207, 248 express permission). Give Ss 2 minutes to complete
• WB p. 80 the sentences and then 1 extra minute to check their
• Online resources: Extra digital activities, Grammar answers in pairs. Then do a class check and tell Ss to
Checkpoint; Teacher’s resources, Video 28 – answer the questions.
Grammar Animation
TIP

LESSON 6 This could be done as an oral drill to involve everyone.

WARM-UP | 4–6 minutes 3 (T–S, S–T) Refer Ss to Exercise 7. Give them 3 minutes to
(S–S, T–S, S–T) Refer Ss to Exercise 1 and look at the saying. write sentences with has to and doesn’t have to for each
Put Ss in pairs and give them 2 minutes to discuss what the job using the phrases in the box and their own ideas.
meaning of the saying is and what kind of jobs they think Then elicit sentences from individual Ss and check.
it describes. When they have finished, elicit ideas from
different pairs and have a brief class discussion. PRODUCTION | 7–9 minutes
(S–S) Refer Ss to Exercise 8. Tell them to think of three people
PRESENTATION | 12–14 minutes with different jobs. Give them 3 minutes to write similar
1 (T–S, S–T) Refer Ss to Exercise 2. Before playing the sentences to those in Exercise 7. Remind them to use modal
audio, ask Ss to read the sentences. Then Ss listen to verbs. When they have finished, tell them that they will take
three people talking about their jobs and choose the turns to tell their partner about each person they have written
correct option. Do a quick class check. about. Put Ss in pairs and give them 3 minutes to do this.
2 (S–T, T–S) Ss do Exercise 3 individually. Give them 2 minutes Walk around the class monitoring, supporting and taking
to choose the correct option. Then play the recording notes of problems as Ss do the activity. Then go over any
again so that Ss listen and check their answers. issues that came up while you were monitoring.

3 (S–S, S–T, T–S) Refer Ss to Exercise 4. Give them 2 minutes

to complete the GRAMMAR FOCUS and then 2 extra LESSON 7
minutes to discuss the rules. Then go through the
WARM-UP | 3–5 minutes
GRAMMAR FOCUS with the class. Check the concept
and the usage. For each modal, elicit more sentences 1 (T–S) Explain to Ss that they are going to watch an animated
that are true for Ss, e.g. I must do my homework. Also cartoon which will give them more context for the grammar.
remind Ss of the grammar of modal verbs. With the 2 (T–S, S–T) Ask Ss a few warm-up questions: Who are the
exception of have to and need to, modals do not use to people? (Make sure Ss understand the meaning of intern.)
before the infinitive. Elicit from Ss that modal verbs are Where are they? What do you think is going to happen?
auxiliary verbs. Put will and have on the board. Ask Ss Play Video 28 – Grammar Animation from the Teacher’s
if they can use these before modal verbs. The answer is resources and stop after the introduction (00:20). At this
no, except for have to and need to. Explain to Ss that stage Ss should have understood that it is Simon’s first
have to and need to are not modal verbs. day at work and someone will show him around.

TIP PRESENTATION | 7–8 minutes

1 (T–S, S–T) Ask Ss to watch the clip carefully and answer
Due to both L1 and L2 (English) interference, Ss may
a few questions: What time does Simon have to start
confuse both the meaning and form of the modal verbs
work? What time can he leave work? Can he wear a jacket
can/must with have to, e.g. I can’t to go. / You don’t can
and a tie? What can’t he wear? Why doesn’t the receptionist
smoke here. Highlight and check the meaning and form
have to follow the rules? Why does he need to bring
of the verbs carefully and provide thorough contextualised
sandwiches for lunch? What does he need to do at
practice.
the end of each day? What is the one rule he has to
remember? Play the video with the subtitles off.

© Pearson Education Limited Focus 2 Second Edition 1

2 (T–S, S–T) Play the whole video once again, with
subtitles. Ask Ss to pay special attention to the modal
auxiliary verbs, have to and need to.

PRACTICE | 10–12 minutes

1 (T–S, S–T) Explain to Ss that the animation provides more
context for the topic of the lesson (necessity, obligation
and permission). Discuss how we form sentences with
modal auxiliary verbs, have to and need to. Then ask Ss
if they can remember any sentences with modal auxiliary
verbs, have to and need to from the video. Elicit answers
and 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 more
sentences on the board. Then check the form and the
concept of necessity, obligation and permission again.
2 (T–S, S–T) For Ss who still do not understand when and
how to use modal auxiliary verbs, use the teacher’s
explanation part of Video 28 – Grammar Animation
(01:42–04:15). If you feel they are doing well and can list
a few examples and provide 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 sentences
where the modal auxiliary verbs, have to or need to are.
Ask Ss to decide why they are used. 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 6.5

on p. 148 and ask Ss to complete Exercises 1–4 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
dialogues in groups. Explain that the dialogues won’t have
to be exactly the same, but they will have to use some of
the language on the board. Divide Ss in groups of three and
let them prepare for the dialogue. Ss should present their
dialogues in front of the class, to make it more engaging.

HOMEWORK
1 Give Ss WB p. 80 as homework.
2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
Assessment Package, Unit 6.5, Grammar.
3 Ask Ss to write two tips for studying for exams.

CONTINGENCY PLAN
Refer to TB p. 80 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 2

6.6 USE OF ENGLISH  LESSON 8

OVERVIEW PRODUCTION | 7–9 minutes

(S–S, S–T, T–S) Refer Ss to Exercise 6. Read through the rubric
Duration: 40 minutes
and the example with the class and check understanding.
Objectives: Give Ss 3 minutes to write similar questions using beginnings
• Can identify key details in a simple recorded 1 or 2 and an appropriate adjective in the box or their own
dialogue or narrative (P) (GSE 39 – A2+). ideas. Walk around the class monitoring, supporting and
• Can give detailed accounts of experiences, taking notes of problems as Ss do the activity. When they
describing feelings and reactions (C) (GSE 49 – B1). have finished, put Ss in pairs and tell them to ask and answer
Resources: the questions they have written. Give them 2 minutes to do
• SB pp. 81, 149 this. Then invite volunteer pairs to act out their conversation
• WB p. 81 in front of the class before going over any issues that came
up while you were monitoring.

LESSON 8 HOMEWORK
1 Give Ss WB p. 81 as homework.
WARM-UP | 5–7 minutes
2 Ask Ss to find adverts for summer jobs in English and
(S–S, T–S, S–T) Refer Ss to Exercise 1. Give them 1–2 minutes bring them to class.
to read UK TODAY. Then discuss the questions as a class.
Elicit ideas from as many Ss as possible. Encourage them to 3 Ask Ss to prepare for a 10–20-minute Use of English
give reasons for their ideas. Quiz: Assessment Package, Unit 6.6, Use of English.

PRESENTATION | 15–16 minutes CONTINGENCY PLAN

1 (S–S, T–S, S–T) Refer Ss to Exercise 2. Tell them that they Refer to TB p. 81 for extra activities.
will listen to Sharon and Adam talking to their teacher
about their work experience. Ask Ss to read through
the questions in the table so that they know what they
are listening out for. Then play the recording so that Ss
listen and complete the table. Give Ss 1 extra minute to
compare their answers in pairs, then check.
2 (S–S, T–S, S–T) Refer Ss to Exercise 3. Give them 3 minutes
to read the LANGUAGE FOCUS and complete the
adjectives with -ed or -ing in comments 1–7 in the
conversation. Monitor and support if necessary as they
do this. Then put Ss in pairs and give them 3 minutes
to read the LANGUAGE FOCUS, discuss the rules and
compare their answers. (Exercise 4) When they have
finished, play the recording again so that Ss listen and
check their answers.
3 (T–S, S–T) Go through the LANGUAGE FOCUS with the
class. Check and drill the adjectives ending in -ed and -ing.
Ask Ss to give example sentences. Alternatively, go to
USE OF ENGLISH REFERENCE AND PRACTICE 6.6
on p. 149 and ask Ss to complete Exercises 1–3.
Do a quick class check. This could also be given as
homework.

PRACTICE | 5–6 minutes

(S–S, T–S, S–T) Ss do Exercise 5 individually. Give them
2 minutes to choose the correct sentence and then 1 extra
minute to check their answers in pairs before doing a class
check. Elicit why the other two options are incorrect.
Alternatively, this could be done as an oral drill to involve
everyone.

© Pearson Education Limited Focus 2 Second Edition 1

6.7 WRITING LESSONS 9–10

OVERVIEW 5 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give them

3 minutes to read the advert and sentences 1–6 from
Duration: 40+40 minutes different candidates and decide if the people are right
Objectives: or wrong for the job. Then give them 1 extra minute
• Can understand information in advertisements for to check their answers in pairs. Elicit the answers with
jobs and services (P) (GSE 45 – B1). reasons why.
• Can vary the formality of greetings in emails/letters 6 (S–S, S–T, T–S) Refer Ss to Exercise 7. Give them
based on intended recipients (P) (GSE 55 – B1+). 2–3 minutes to complete the LANGUAGE FOCUS with
• Can write a basic letter of application with limited the underlined phrases in Exercise 6 and then to check
supporting details (P) (GSE 48 – B1). their answers in pairs. When they are ready, elicit the
Resources: answers and check. Then go through the LANGUAGE
• SB pp. 82–83 FOCUS with the class. Make sure Ss understand the
• TB: Photocopiable Resource 34 pp. 207–208, 249 meaning of all the phrases in the LANGUAGE FOCUS.
• WB pp. 82–83 Either give some examples or ask Ss to come up with some.
• Online resources: Teacher’s Resources, Sample 7 (S–S, T–S, S–T) Ss do Exercise 8 individually. Give them
answer for Exercise 9 2 minutes to make the sentences more formal and tick
the ones that they could truthfully include in a letter of
application. Then give Ss 1 extra minute to check their
LESSON 9 answers in pairs before doing a class check.
WARM-UP | 6–8 minutes
1 (S–S, T–S, S–T) Refer Ss to Exercise 1. Give them 3 minutes LESSON 10
to read the job advert and answer the questions and then
PRODUCTION | 38 minutes
1 extra minute to check their answers in pairs before doing
a class check. 1 (T–S, S–T) Refer Ss to Exercise 9. Give Ss 1 minute to
read through the writing task and underline the key
2 (T–S, S–T) Read through the advert with the class. Check
words. Elicit them from Ss. Then read through the points
the meaning of reliable, previous and flexible. Then ask
Ss should include and check understanding. Give Ss
Ss if they would be interested in this job if they saw it in
15 minutes to write a job application including those
their local newspaper. Elicit answers from individual Ss
points. Remind Ss to use the WRITING FOCUS and the
and have a quick class discussion.
LANGUAGE FOCUS boxes to help them. Also, tell them
that they can use Richard’s letter in Exercise 3 as a model
PRACTICE | 30–32 minutes
for their writing. As they do this, walk around monitoring,
1 (T–S, S–T) Refer Ss to Exercise 2. Ask Ss to imagine that supporting and taking notes of any problems.
they want to apply for the job. Give them 2 minutes to
tick five pieces of information they should include in their 2 (S–S) When they have finished writing, tell Ss to self-check
letter of application. Elicit the reasons for their choices, their letters/emails.
but do not confirm answers at this stage. 3 (S–S) Then put Ss in pairs and tell them to swap their work.
2 (S–T, T–S) Ss do Exercise 3 individually. Give them 2 minutes Ss should now check if their partner’s letter/email includes
to read the letter of application and check their ideas all the information and if everything is clear and then they
in Exercise 2. Then give Ss 2 extra minutes to cross out give it back.
the three sentences that are NOT appropriate. Check 4 (S–S) Give Ss another 5 minutes to make changes to their
answers as a class. letters/emails based on the feedback they got from their
3 (S–S, S–T, T–S) Refer Ss to Exercise 4. Tell them to read partner before handing them in for your evaluation and
the WRITING FOCUS and complete the examples with feedback. Finally, do a class feedback session.
the phrases in purple in the letter in Exercise 3. Give Ss 5 (T–S, S–T) Give Ss a model text for Exercise 9 and ask
2 minutes and then 1 extra minute to check their answers them to compare it with their own. Alternatively, this
in pairs before doing a class check. Go through the could be omitted or could be done in a following lesson
WRITING FOCUS with the class and check Ss understand if you are short of time.
the words and phrases which can be used while writing
a job application. Wherever possible, suggest extra or HOMEWORK
alternative words and phrases to replace the ones given 1 Give Ss WB pp. 82–83 as homework.
there. Drill the words and phrases as a whole class and
2 Ask Ss to make short notes that they can use to answer
with random individuals if necessary.
the questions in Exercise 1 on p. 84.
4 (S–S, T–S, S–T) Ss do Exercise 5 individually. Give them
3 minutes to complete the sentences and then 1 extra minute CONTINGENCY PLAN
to check their answers in pairs before doing a class check. Refer to TB p. 82 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 1

6.8 SPEAKING  LESSON 11

OVERVIEW 3 (S–S) Ss do Exercise 4 individually. Give them 2 minutes

to do the matching activity and to check their answers in
Duration: 40 minutes pairs. Do not check at this stage.
Objectives: 4 (T–S, S–T) Exercise 5. Play the recording so that Ss listen
• Can give informal advice on everyday matters, using and check their answers in Exercise 4. Practise the sentences
a range of fixed expressions (P) (GSE 48 – B1). using choral drilling and individual repetition.
• Can make and respond to suggestions (C) (GSE 41 – A2+).
• Can ask for advice on a wide range of subjects (P) PRODUCTION | 7–9 minutes
(GSE 57 – B1+). 1 (S–S) Refer Ss to Exercise 6. Give them 3 minutes to read
Resources: the statements and make notes of the advice they would
• SB p. 84 give in each case. Monitor and support if necessary as
• WB p. 84 they do this.
• Online resources: Teacher’s resources, Video 29 – 2 (S–S, S–T, T–S) Exercise 7. Tell Ss that they will make
Role-play Videos: Asking for and giving advice dialogues. Put them in A/B pairs and read through the
instructions with the class. Then tell them that they
should use expressions from the SPEAKING FOCUS in
LESSON 11 their conversations. Remind them to follow the instructions.
WARM-UP | 5–6 minutes As Ss do this, walk around taking notes of what you
hear. When they have finished, invite pairs to act out
(S–S, T–S, S–T) Refer Ss to Exercise 1. Give them 1 minute
their conversation in front of the class. Then give some
to read Modelling – Some Facts and 2 extra minutes to
feedback based on your notes.
discuss the questions in pairs. When they have finished,
elicit answers from different pairs and have a brief class
EXTRA ACTIVITY
discussion.
Ss swap roles and follow the same procedure as above.
PRACTICE | 22–24 minutes
1 (S–S, T–S, S–T) Ss do Exercise 2 individually. Allow them
HOMEWORK
1 minute to read through the statements to make sure
they know exactly what to do. Tell them to underline the 1 Give Ss WB p. 84 as homework.
key words. Play the recording only once and then give 2 Ask Ss to study the Word list on p. 85.
Ss 1 minute to check their answers in pairs before doing
a class check. CONTINGENCY PLAN
2 (T–S, S–T) Refer Ss to Exercise 3. Play the recording so 1 Refer to TB p. 84 for extra activities.
that Ss listen and tick the expressions they hear, then check. 2 Refer to TB p. 85 for Word list activities.
Go through the SPEAKING FOCUS with the class and make
sure Ss understand all of the expressions. Wherever possible,
suggest extra expressions or alternative ones to replace
the ones given there. Drill the expressions as a whole class
and with individual Ss if necessary.

EXTRA ACTIVITY
Put Ss in pairs and give them time to practise the dialogue
in pairs (using the audioscript if necessary). Then invite
volunteers to role-play the dialogue in front of the class.
As an alternative, tell Ss that they will watch Nick and
Lisa talking about work experience. Play Video 29 twice
if necessary. Tell Ss that they will hear one side of the
dialogue and they need to respond to the utterances as
quickly as possible. Play Video 29A and then Video 29B.
This could be done using choral or individual drilling.

© Pearson Education Limited Focus 2 Second Edition 1

FOCUS REVIEW 6 LESSONS 12–13

OVERVIEW
EXTRA ACTIVITY
Duration: 40+40 minutes
Ask Ss to write their own sentences using the words in
Objectives: the gaps.
• To revise the vocabulary and grammar of Unit 6
and give Ss important pre-test practice in speaking, 3 (S–S, T–S, S–T) Ss do Exercise 3 individually. Give them
listening and writing skills. 2 minutes and then 1 extra minute to check their answers
Resources: in pairs. Do a class check. Check the rules for when to use
• SB pp. 86–87 Second Conditional sentences again and how to form them.
• TB: Photocopiable Resources 48–49 pp. 210–211, 4 (S–S, T–S, S–T) Ss do Exercise 4 individually. Give them
266–267; Photocopiable Resources 52–53 pp. 211, 2–3 minutes and then 1 extra minute to check their
270–271; Photocopiable Resource 35 pp. 208, 250 answers in pairs before doing a class check. Recheck the
• WB pp. 86–87 concept of modals and elicit reasons why each modal/
• Online resources: Extra digital activities, Listening modal-like expression was the most suitable.
and Use of English
USE OF ENGLISH | 10–12 minutes
1 (S–S, S–T, T–S) Ss do Exercise 5 individually. Give them
LESSON 12 4 minutes and then 1 extra minute to check their answers
WARM-UP | 10 minutes in pairs before doing a class check. Make sure Ss justify
their answers and elicit why the other two options cannot
1 (T–S, S–T) Books closed. Ask Ss if they have ever seen
be correct.
a film about a famous person. If they have, ask who the
person was and which actor played them in the film. 2 (S–S, S–T, T–S) Ss do Exercise 6 individually. Give them
Give some examples, e.g. Ashton Kutcher – Steve Jobs, 3 minutes and then 1 extra minute to check their answers
Daniel Day Lewis – Abraham Lincoln, Anthony Hopkins – in pairs before doing a class check. Then ask some basic
Richard Nixon, Will Smith – Mohammed Ali. comprehension questions to check understanding, e.g.
Who did he want to become when he was a little boy?
2 (T–S, S–T) Give each S a piece of paper and tell them
Who did he want to become when he was at primary
to work on their own. Ask Ss to write this question and
school? Who did he want to become after high school?
then to answer it: If Hollywood made a film about your
What does he think about software developing?
(the student’s) life, who would play you and your family?
Why? Explain that their answer should be a full sentence,
i.e. If Hollywood made a film about my life, … would LESSON 13
play me because … . When Ss have finished, collect all
SPEAKING | 20 minutes
the pieces of paper. Read out Ss’ answers one by one
and encourage the class to try to guess who wrote each 1 (S–S, S–T, T–S) Refer Ss to Exercise 7. Give Ss 1–2 minutes
answer. to complete the questions, then check. Put Ss in pairs
and give them 3 minutes to ask and answer the questions.
VOCABULARY AND GRAMMAR | 18–20 minutes As Ss interact with each other, walk around taking notes
1 (S–S, T–S, S–T) Ss do Exercise 1 individually. Give them of what you hear. Invite Ss to share what their partners
2 minutes and then 1 extra minute to check their answers said and then give some feedback based on your notes.
in pairs. Make sure to check spelling and check and drill 2 (S–S, S–T, T–S) Refer Ss to Exercise 8. Tell them that in
the pronunciation of the words. a few minutes they will describe the photos and discuss
the questions below. Remind them to say who is in the
EXTRA ACTIVITY photo, where they are and what they are doing. First,
give Ss 1–2 minutes to describe their photo to each
Ask Ss to write their own sentences using the words in
other. Then invite individual Ss to give a description of
the gaps.
the photo in front of the class. When they have finished,
give Ss 3 extra minutes to discuss the questions. As Ss
2 (T–S, S–S, S–T) Remind Ss about parts of speech and interact with each other, walk around taking notes of
how we identify words. Write apply on the board. Elicit what you hear. Then give some feedback based on your
what kind of word it is (verb) and what the noun form of notes.
it is. (application) Refer Ss to Exercise 2. Tell them to read
the sentences, thinking of what kind of word could go
in the gaps. (adjective) Then give Ss 3 minutes to work
individually to complete the gaps. Tell them to check
their answers in pairs before the class check. Make sure
to check spelling and check and drill the pronunciation
of the words.

© Pearson Education Limited Focus 2 Second Edition 1

LISTENING | 6–8 minutes
(S–S, S–T, T–S) Refer Ss to Exercise 9 and tell them to read
through the statements to make sure they know what
information is asked for. Play the recording once and then
give Ss 1 minute to check their answers in pairs before doing
a class check. Ask Ss to correct the false statements giving
relevant extracts from the audio. Play the recording twice if
necessary.

WRITING | 6–8 minutes

1 (T–S, S–T) Refer Ss to Exercise 10. Read through the rubric
and the example arguments with Ss and make sure they
understood them correctly. Then give Ss 3–4 minutes to
note down arguments they could use to persuade the
business owner to employ them. Monitor and support if
necessary as they do this. When they have finished, elicit
ideas from different Ss and have a brief class discussion.
2 (T–S, S–T) Refer Ss to Exercise 11. Read through the writing
task with Ss and check understanding. Then tell Ss to
write a job application to the business owner as their
homework. Remind them that they can use the Writing
section in Unit 6 to help them.

HOMEWORK
1 Ask Ss to do Self-check 6.10, WB pp. 86–87.
2 Ask Ss to prepare for Unit Test 6: Assessment Package,
Unit 6.
3 Ask Ss to prepare for Review Test 3: Assessment
Package, Unit 6.

CONTINGENCY PLAN
Refer to TB p. 86 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 2

7.1 VOCABULARY  LESSON 1

OVERVIEW 3 (S–S, T–S, S–T) Ss do Exercise 7 individually. Give them

2 minutes to complete the sentences with shops and
Duration: 40 minutes services in WORD STORE 7A. Monitor and support
Objectives: where necessary as they do this. When Ss have finished,
• Can scan short texts to locate specific information (P) ask them to compare their sentences with a partner.
(GSE 44 – B1). Then elicit sentences from different Ss and check.
• Can give brief reasons and explanations, using simple Alternatively, this could be done in the follow-up lesson.
language (P) (GSE 45 – B1).
PRACTICE 3 | 5–6 minutes
Resources:
1 (T–S, S–T) Exercise 8. Refer Ss to WORD STORE 7B p. 15.
• SB pp. 88–89; WORD STORE 7, p. 15
Give them 1–2 minutes to complete the activity with
• TB: Photocopiable Resource 36 pp. 208, 251;
the underlined words in the survey. Then Ss listen and
Photocopiable Resource 37 pp. 208, 252
check their answers. Practise the words using choral
• WB pp. 88–89
drilling and individual repetition. Ask concept check
• Online resources: Extra digital activities, Vocabulary
questions to make sure Ss understand the meaning of
Checkpoint
the underlined words in the survey.
2 (S–S, T–S, S–T) Refer Ss to Exercise 9. Give them 2 minutes
LESSON 1 to answer the questions and then 2 extra minutes to
compare their answers with a partner. Then collect feedback
WARM-UP | 5 minutes from the whole class. Alternatively, this could be done in
1 (T–S, S–T) Ask Ss to keep their books closed. To see what the follow-up lesson.
Ss know, give them 2 minutes to think of as many names
of clothes and accessories as they can. Then elicit the name PRACTICE 4 | 3–4 minutes
of one piece of clothing or accessory from each S. As Ss (T–S, S–T) Exercise 10. Refer Ss to WORD STORE 7C p. 15.
answer, write relevant words (as in Exercise 1 in the book) Give Ss 1–2 minutes to complete the activity with the highlighted
in a list on the board. phrases in the survey. Then Ss listen and check their answers.
2 (S–S, T–S, S–T) Ask Ss to turn to p. 88 and look at Exercise 2. Practise the collocations using choral drilling and individual
Give Ss 1–2 minutes to put the words on the board in groups repetition. Ask concept check questions to make sure Ss
1–5 and then 1 extra minute to compare their lists with understand the meaning of the compound nouns in red in
a partner. When they have finished, elicit answers from the quiz.
different Ss and have a brief class discussion.
EXTRA ACTIVITY
PRACTICE 1 | 8–10 minutes
Give time for Ss to make their own sentences using the
1 (T–S, S–T) Ss do Exercise 3 individually. Give them collocations or give this as homework.
2–3 minutes to read four people’s answers to an online
survey about shopping and answer the questions.
Then collect feedback from the whole class. PRODUCTION | 6–7 minutes
(S–S, T–S, S–T) Refer Ss to Exercise 11. Give them 2 minutes
2 (S–S, S–T) Exercise 4. Put Ss in pairs. Give them 1–2 minutes
to choose the correct option. Do a class check. Then put Ss
to tell each other which person is most like them.
in pairs and tell them that in a few minutes they will take turns
Encourage them to give reasons for their ideas. When
to ask and answer the questions in Exercise 12. For each
they have finished, invite individual Ss to share what their
question, set a time limit. Explain, they should not move onto
partners said.
to the next question until you tell them to. Encourage them
PRACTICE 2 | 6–7 minutes to give as much detail as possible and to use as much vocabulary
from the WORD STORE 7A, 7B and 7C as they can in their
1 (T–S, S–T) Exercise 5. Refer Ss to WORD STORE 7A p. 15.
conversations. Model the activity:
Give them 1–2 minutes to complete the activity with the
A: Do you ever go window shopping?
words in red in the survey. Then Ss listen and check their
B: Yes, I do. I like window shopping because it makes me
answers. Practise the words using choral drilling and
happy and I get fashion and decorating ideas.
individual repetition.
A: How often do you go?
2 (S–S, T–S, S–T) Refer Ss to Exercise 6 and look at the B: I go almost every week.
shopping list. Ask Ss which shops they would go in to As Ss interact with each other, walk around taking notes of
buy each of the items on the list. Elicit answers from what you hear. When they have finished, ask individual Ss to
different Ss and have a quick class discussion. share what their partners said and then give some feedback
Alternatively, this could be done in the follow-up lesson. based on your notes. Alternatively, when the pairs have
discussed all six questions, join pairs together in groups of
four and tell them to compare their ideas.

© Pearson Education Limited Focus 2 Second Edition 1

Give them 3 minutes to do this. When they are ready, invite
each group to tell the class what they discussed and whether
they agreed or disagreed with one another. Then go over
any issues that came up while you were monitoring.
HOMEWORK
1 Give Ss WB pp. 88–89 as homework.
2 Ask Ss to do Show What You Know in the WB, p. 90.
3 Ask Ss to prepare for a 10–20-minute Vocabulary Quiz:
Assessment Package, Unit 7.1, Vocabulary.

CONTINGENCY PLAN
1 Refer to TB p. 88 for extra activities.
2 If you are short of time, some elements of the warm-up
and practice can be done in the follow-up lesson or given
as homework.

TIP
See the lesson plan for Unit 7 Video Worksheets, BBC
worksheet, for extra skills and vocabulary practice.

© Pearson Education Limited Focus 2 Second Edition 2

7.2 GRAMMAR LESSONS 2–3

OVERVIEW Explain how we form questions in the Passive: correct

form of verb be + object of the active sentence + the Past
Duration: 40+40 minutes Participle of the main verb (+ by + subject of the active
Objectives: sentence). Remind Ss that the main verb in the Passive
• Can skim a short text to identify its main purpose (P) is always in the Past Participle form. Refer Ss to the
(GSE 45 – B1). irregular verbs table on p. 159 and remind them to
review the Past Participle forms as often as possible.
Resources:
• SB pp. 90, 150
• TB: Culture notes p. 175; Photocopiable Resource 38 TIP
pp. 208, 253; Photocopiable Resource 39 pp. 208, 254 Ss usually find the Passive form easy to understand,
• WB p. 90 but may make mistakes with the form, e.g. He didn’t was
• Online resources: Extra digital activities, Grammar arrested. The thief was never catched. They may also use
Checkpoint; Teacher’s resources, Video 31 – Grammar the Passive when the active would be more appropriate,
Animation e.g. The money was stolen by me. vs I stole the money.
It is important to check the form and usage of the Passive
carefully and provide appropriate practice in natural
LESSON 2 contexts.
WARM-UP | 5 minutes
(S–S, T–S, S–T) Refer Ss to Exercise 1. Put them in pairs and PRACTICE | 12–14 minutes
give them 3 minutes to discuss the questions. Then encourage 1 (S–S, T–S, S–T) Ss do Exercise 4 individually. Give them
each pair to share what they have discussed with the class 1 minute to complete the examples in the table using
and have a brief discussion. the passive forms in blue in the text in Exercise 2. Then
give Ss an extra 1 minute to check their answers in pairs
PRESENTATION | 10–12 minutes before doing a class check.
1 (S–S, T–S, S–T) Ss do Exercise 2 individually. Give them 2 (S–S, T–S, S–T) Ss do Exercise 5 individually. Give them
3 minutes to read the text and answer the question. 2 minutes and then 1 extra minute to check their answers
Then give Ss an extra 1 minute to check their answers in pairs before doing a class check. Ask Ss to give reasons
in pairs. Elicit the answer and check. for their choices.
3 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give them
TIP
3 minutes to complete the sentences and then 1 extra
See Culture notes in TB p. 175 for information about the minute to check their answers in pairs. Monitor and correct
Fairtrade Foundation. if necessary. Then do a class check.

2 (S–S, S–T, T–S) Refer Ss to Exercise 3. Give them 2 minutes PRODUCTION | 8–10 minutes
to read the GRAMMAR FOCUS and find all the passive (S–S, T–S) Exercise 7. Give Ss 2 minutes to rewrite the sentences
verb forms in the text in Exercise 2. Then go through the in Exercise 6 to make them true about themselves. Monitor
GRAMMAR FOCUS with the class. Discuss the rules for and help if necessary. When they have finished, give Ss
when and how to use the Passive. Ask: Are the sentences 1–2 extra minutes to make questions based on the sentences
in the present or past Passive? Do we know who grows in Exercise 6. When they are ready, put them in pairs and tell
Fairtrade products? (no) Is it important? (no) Write this them to take turns to ask and answer the questions they have
sentence on the board: They don’t pay farmers enough. written. Tell the pairs that only the Ss asking the questions
Elicit the tense of the sentence (Present Simple) and can have their books open, and that the Ss answering the
rewrite it as: Farmers are not paid enough. Explain to questions should keep their books closed. Explain that this
Ss that the Passive is formed by using the correct form will help them to listen more carefully. Encourage Ss to give
of the verb be + the Past Participle of the main verb additional information in their answers. Model the activity:
and that the object of the active sentence becomes A: Was your house built more than fifty years ago?
the subject of the passive sentence. Either give some B: Yes, it was built about seventy years ago.
more examples of the Passive and elicit the meaning My great-grandfather bought it when he was young.
or ask Ss to come up with some. Then ask: What do we As Ss interact with each other, walk around taking notes of
use if we want to say who did the action? Write on the what you hear. When they have finished, invite individual
board: People’s lives were improved by Fairtrade. Elicit Ss to share what their partners said and then give some
the preposition by. Then write the question form of the feedback based on your notes.
sentence on the board: Are farmers paid enough?

© Pearson Education Limited Focus 2 Second Edition 1

LESSON 3 PRODUCTION | 15 minutes
(S–S) Explain to Ss that they are going to prepare similar
WARM-UP | 3–5 minutes dialogues in groups. Explain that the dialogues won’t have
1 (T–S) Explain to Ss that they are going to watch an animated to be exactly the same, but they will have to use some of
cartoon which will give them more context for the grammar. the language on the board. Divide Ss in groups of four and
2 (T–S, S–T) Ask Ss a few warm-up questions: Who are the give them 3 minutes to prepare for the dialogue. Ss should
people? How old do you think they are? Where are they? present their dialogues in front of the class, to make it more
What are they doing? and ask them to describe the first engaging.
scene. Play Video 31 – Grammar Animation from the
HOMEWORK
Teacher’s resources and stop as soon as Ss see the first
scene (00:16). 1 Give Ss WB p. 90 as homework.
2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
PRESENTATION | 7–8 minutes Assessment Package, Unit 7.2, Grammar.
1 (T–S, S–T) Check that Ss understand the meaning of
garage sale (an occasion when people sell things, often CONTINGENCY PLAN
in their garage or outside their house, that they no longer Refer to TB p. 90 for extra activities.
want). Ask Ss to watch the clip carefully and answer a few
general questions: How much are the shoes? What are they
made of? Why is Zoe selling the jam her aunt made?
What does Jack think about Zoe? Is Jack telling the truth
to the customer? How much does he get for the sunglasses?
Whose are they? Are they actually so cheap? Then 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.

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,
why and when it is used.
2 (T–S, S–T) For Ss who still do not understand the Passive,
use the teacher’s explanation part of Video 31 – Grammar
Animation from the Teacher’s resources (02:24–04:49).
If you feel they are doing well and can list a few examples
and provide 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 passive
sentences. Ask Ss to decide why the Passive form is used
and which tense the sentence is in. 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. 150 and ask Ss to complete Exercises 1–5 individually.
Do a quick class check. This could also be given as homework.

© Pearson Education Limited Focus 2 Second Edition 2

7.3 LISTENING LESSON 4

OVERVIEW
EXTRA ACTIVITY
Duration: 40 minutes
Give time for Ss to make their own sentences using the
Objectives: collocations or give this as homework.
• Can identify key details in a simple recorded
dialogue or narrative (P) (GSE 39 – A2+).
2 (S–S, S–T, T–S) Refer Ss to Exercise 7. Tell Ss to read
• Can understand the main points of a short, informal
through the words aloud in pairs and elicit how each
interview on a familiar topic (P) (GSE 43 – B1).
should be pronounced. Elicit from Ss what is different
• Can give straightforward descriptions on a variety of
about all these words (some of the letters are silent in
familiar subjects (Ca) (GSE 47 – B1).
each word). Ss circle any silent letters they are sure about
Resources: before they listen. Play the recording so that Ss listen
• SB p. 91; WORD STORE 7, p. 15 and circle all silent letters in each word. Then give them
• WB p. 91 1 minute to check their answers in pairs before doing
a class check. (Exercise 8) Play the recording again to
drill the pronunciation of the words using choral and
LESSON 4 individual repetition. To finish, elicit from Ss other words
that have silent letters, e.g. answer, business, cupboard,
WARM-UP | 5 minutes
daughter, every, half, grandmother, island, lamb,
(S–S, T–S, S–T) Refer Ss to Exercise 1. Put them in pairs and neighbour, sandwich, Wednesday, yoghurt, lasagne,
give them 2–3 minutes to look at the photos and discuss the bought, court, grandpa, cousin. You can let Ss look
questions. Then encourage each pair to share what they have through the book to find more examples.
discussed with the class and have a brief class discussion.
3 (T–S, S–T) Exercise 9. Refer Ss to WORD STORE 7D p. 15.
PRE-LISTENING | 2 minutes Give Ss 1–2 minutes to complete the activity. Then Ss
listen and check their answers. Practise the words using
(T–S, S–T) Hold a class vote for the best present for a mother;
choral drilling and individual repetition.
then for a boyfriend/girlfriend or husband/wife; and finally
for a classmate.
EXTRA ACTIVITY
WHILE-LISTENING | 12 minutes Give time for Ss to make their own sentences using
1 (T–S, S–T) Refer Ss to Exercise 2. Tell them that they will words from the WORD STORE. Correct if any Ss are
listen to a radio programme about buying presents. Play using the words incorrectly and point out what is wrong.
the recording so that Ss listen and match presents A–H Alternatively, this could be given as homework.
to the three people. Then elicit the answers and check.
2 (S–S, T–S, S–T) Ss do Exercise 3 individually. Give them PRODUCTION | 8–10 minutes
2 minutes to do the matching activity and then to check (S–S, S–T, T–S) Tell Ss that in a few minutes they will talk
their answers in pairs. Make sure Ss understand the meaning about the last time they bought a present for somebody.
of the words and phrases. Give or elicit more examples Tell Ss that in their conversations they should think about
using the phrases if necessary. the questions in Exercise 6. Give them 2 minutes to prepare
3 (S–S, T–S, S–T) Ss do Exercise 4 individually. Allow them individually. Then put them in pairs and tell them that they
1 minute to read through the statements to make sure must keep talking for a full 3 minutes. As Ss interact with
they know exactly what to do. Tell them to underline the each other, walk around taking notes of what you hear.
key words. Play the recording once again and then give Ask individual Ss to share what their partners said and then
Ss 1 minute to check their answers in pairs before doing give some feedback based on your notes.
a class check.
HOMEWORK
POST-LISTENING | 10 minutes 1 Give Ss WB p. 91 as homework.
1 (S–S, T–S, S–T) Ss do Exercise 5 individually. Give them 2 Ask Ss to think about how often they shop online and
2 minutes to complete the task and then to check their what they usually buy online to prepare to discuss
answers in pairs before doing a class check. Then ask Ss Exercise 1 on p. 92.
which piece of advice is not given in the interview. Elicit
the answer and check. Ask Ss which piece of advice is CONTINGENCY PLAN
the best. Elicit ideas from different Ss with reasons why Refer to TB p. 91 for extra activities.
and have a brief class discussion.

© Pearson Education Limited Focus 2 Second Edition 1

7.4 READING LESSON 5

OVERVIEW 2 (S–S, T–S, S–T) Ss do Exercise 4 individually. Get them

to read the statements and the options in the exercise
Duration: 40 minutes and underline the key words. Give them about 1 minute
Objectives: to do this and then check with the whole class. Remind
• Can extract key factual information such as dates, Ss that, in the text, they should be looking for the same
numbers and quantities from a presentation (P) key words, synonyms and antonyms or words connected
(GSE 45 – B1). to the key words to find the right answers. Then give Ss
• Can scan short texts to locate specific information (P) 5–6 minutes to read the text and find the answers.
(GSE 44 – B1). Make sure Ss underline the words in the text that help
• Can identify specific information in simple letters, them find the answers. Then give Ss 1 extra minute to
brochures and short articles (Ca) (GSE 37 – A2+). check their answers in pairs before doing a class check.
• Can understand simple factual titles and headlines Elicit the answers and the references from the text.
relating to common events (P) (GSE 39 – A2+).
• Can discuss everyday, practical issues when the POST-READING | 10–11 minutes
conversation is conducted slowly and clearly (Ca) 1 (T–S, S–T) Exercise 5. Refer Ss to WORD STORE 7E p. 15.
(GSE 49 – B1). Give Ss 1–2 minutes to complete the activity with the words
• Can express belief, opinion, agreement and or phrases in blue in both texts. Then play the recording
disagreement politely (C) (GSE 45 – B1). so that Ss listen and check their answers. Practise the
words/phrases using choral and individual repetition.
Resources:
• SB pp. 92–93; WORD STORE 7, p. 15 2 (S–S, T–S, S–T) Refer Ss to Exercise 6. Give them 2 minutes
• TB: Culture notes p. 175 to complete the sentences and then 1 extra minute to
• WB pp. 92–93 check their answers in pairs before doing a class check.
Elicit the most interesting fact from different Ss and have
a brief class discussion. Alternatively, this could be done
LESSON 5 in the follow-up lesson or given as homework.

WARM-UP | 5 minutes
EXTRA ACTIVITY
1 (T–S, S–T) Books closed. Create interest and activate
vocabulary Ss already know by asking: Do you shop online? Give time for Ss to make sentences using the words or
What do you usually buy online? Why? Then ask Ss what phrases in the texts. You could do this in the follow-up
they cannot usually buy online. Elicit ideas and have a brief lesson or give this as homework.
class discussion.
3 (S–S, T–S, S–T) Refer Ss to Exercise 8. Give them 2 minutes
2 (S–S, S–T) Ask Ss to turn to p. 92 and look at Exercise 1.
to complete the sentences with the words in the box to
Put Ss in pairs and give them 2 minutes to discuss the
make them true for them. Then give Ss 1 extra minute to
questions. When they have finished, invite individual Ss
compare their sentences with a partner. When they have
to share with the class what their partners said.
finished, elicit sentences from different Ss.
PRE-READING | 5 minutes
PRODUCTION | 5–6 minutes
(S–S, T–S, S–T) Refer Ss to Exercise 2. Give them 2 minutes
(S–S, S–T, T–S) Refer Ss to Exercise 7. Tell them that in a few
to complete the information about Amazon with the numbers
minutes they will discuss online shopping stores and the future
in the box. When they have finished, elicit ideas, but do not
forms of payment. Give Ss 1 minute to look at the questions
confirm answers. Play the recording so that Ss listen and check
and prepare individually. Then put them in pairs and tell them
their ideas. Ask Ss if they are surprised at the facts about
that they must keep talking for about 2 minutes. As Ss interact
Amazon. Elicit ideas and have a quick class discussion.
with each other, walk around taking notes of what you hear.
Invite pairs to share their ideas with the class and then give
TIP
some feedback based on your notes.
See Culture notes in TB p. 175 for information about
Amazon and drones. HOMEWORK
1 Give Ss WB pp. 92–93 as homework.
WHILE-READING | 12–13 minutes 2 Ask Ss to do Show What You Know in the WB, p. 94.
1 (T–S, S–T) Ss do Exercise 3 individually. Give them
1–2 minutes to complete the headings in the text with the CONTINGENCY PLAN
words in the box. When they have finished, give them 1 Refer to TB p. 92 for extra activities.
3 extra minutes to read through the text quickly and check 2 If you are short of time, some elements of the post-reading
their answers. Alternatively, play the recording of the text can be done in the follow-up lesson or given as homework.
and have Ss listen and follow it. Then do a quick class check.

© Pearson Education Limited Focus 2 Second Edition 1

7.5 GRAMMAR LESSONS 6–7

OVERVIEW
TIP
Duration: 40+40 minutes It takes time for Ss to acquire confidence with quantifiers
Objectives: as most languages use them in different ways, e.g. they
• Can scan a simple text, identifying the main topic(s) do not distinguish between countable and uncountable
(P) (GSE 40 – A2+). nouns or the word order is different. Ss will therefore
• Can compare quantities in a basic way (P) (GSE 32 – A2). make mistakes as part of the learning process, e.g. There
are too much cars/too many traffics in the streets. I’m
Resources:
not enough paid. It is important to present the language
• SB pp. 94, 151
clearly and correct errors at every opportunity.
• TB: Culture notes p. 175
• WB p. 94
• Online resources: Extra digital activities, Grammar PRACTICE | 15 minutes
Checkpoint; Teacher’s resources, Video 32 – Grammar 1 (S–S, T–S, S–T) Ss do Exercise 5 individually. Give them
Animation 3 minutes and then 1 extra minute to check their answers
in pairs before doing a class check.

LESSON 6 2 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give Ss

2 minutes to complete the sentences and then 1 extra
WARM-UP | 5 minutes minute to check their answers in pairs before doing
(S–S, T–S, S–T) Refer Ss to Exercise 1. Put them in pairs and a class check.
give them 3 minutes to discuss the questions. Then encourage 3 (T–S, S–T) Exercise 7. Refer Ss to the REMEMBER THIS
each pair to share what they have discussed with the class box. Give them 1 minute to read it. Then ask about
and have a brief class discussion. the difference between few and a few, and little and
a little – few and little mean ‘a very small number’,
PRESENTATION | 10–12 minutes but a few and a little mean ‘some’. Compare: I’ve got
1 (T–S, S–T) Ss do Exercise 2 individually. Give them 2 minutes a little money (this has a fairly positive meaning, i.e.
to read the text and answer the question. Then elicit the I’ve got some money) and I’ve got little money (this has
answer and check. a negative meaning, i.e. I’m rather poor). Then give Ss
2 minutes to rewrite the sentences in Exercise 6. Do a quick
TIP class check. Elicit which sentences in Exercises 6 and 7
are true and check.
See Culture notes in TB p. 175 for information about
Blake Mycoskie One for One, TOMS and TOMS Eyewear. 4 (S–S, T–S, S–T) Ss do Exercise 8 individually. Give them
2 minutes to make the sentences negative. Then do a class
check and ask individual Ss which sentences are true for
2 (T–S, S–T) Refer Ss to Exercise 3. Give them 2 minutes
them.
to decide which of the underlined nouns in the text in
Exercise 2 are countable and which are not. Then elicit
PRODUCTION | 8–9 minutes
the answers and check.
1 (S–S, T–S, S–T) Refer Ss to Exercise 9. Put them in pairs
3 (S–S, S–T, T–S) Refer Ss to Exercise 4. Give them 1 minute and give them 3 minutes to write questions using
to complete the GRAMMAR FOCUS and then 2 extra How much …? or How many …? with the activities in
minutes to read the rules in pairs and discuss them. Exercise 8 and the activities in the box. Monitor and
Then go through the GRAMMAR FOCUS with the class. support as they do this, then check.
Explain that countable nouns refer to items we can count
(e.g. one egg, two eggs). We use a/an or one with the 2 (S–S) Tell Ss that they will take turns to ask and answer
singular form and some or a number greater than one the questions they have written. Encourage Ss to give
with the plural form. Also tell Ss that uncountable nouns full answers and additional information wherever possible.
are singular (e.g. milk, cheese). They do not have a plural Model the activity:
form, but some nouns are always plural (e.g. trousers, A: How much bread do you eat?
shorts). Both uncountable nouns and plural nouns are B: I eat lots of bread at breakfast, but very little at lunch
preceded by some and never by a/an or a number. and dinner.
Explain that we use a lot of/lots of in positive sentences Then put Ss in pairs and give them 3 minutes to carry
and that we can use both forms with countable and out conversations. As Ss interact with each other, walk
uncountable nouns. Explain that we use much/many in around taking notes of what you hear. Invite Ss to share
negative sentences and questions, and that we use many what their partners said and then give some feedback
with countable nouns and much with uncountable nouns. based on your notes.

© Pearson Education Limited Focus 2 Second Edition 1

LESSON 7 PRODUCTION | 15 minutes
(S–S) Explain to Ss that they are going to prepare similar
WARM-UP | 3–5 minutes dialogues in pairs. Explain that the dialogues won’t have to
1 (T–S) Explain to Ss that they are going to watch an be exactly the same, but they will have to use some of the
animated cartoon which will give them more context language on the board. Put Ss in pairs and let them prepare
for the grammar. for the dialogue. Ss should present their dialogues in front of
2 (T–S, S–T) Ask Ss a few warm-up questions: Who is he? the class, to make it more engaging.
What is he doing? Who is he talking to on the phone?
HOMEWORK
What are they talking about? What do you think his
mother wants him to buy? Play Video 32 – Grammar 1 Give Ss WB p. 94 as homework.
Animation from the Teacher’s resources and stop after 2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
the introduction (00:27). At this stage Ss should have Assessment Package, Unit 7.5, Grammar.
understood that Robert is on the phone with his mother
who asks him to buy things from the supermarket and CONTINGENCY PLAN
Robert makes a list of them while watching a football Refer to TB p. 94 for extra activities.
match.
TIP
PRESENTATION | 7–8 minutes
1 (T–S, S–T) Ask Ss to watch the clip carefully and answer See the lesson plan for Unit 7 Video Worksheets, FOCUS
a few questions: What does Robert’s mum want him to VLOG worksheet, for extra practice of the grammar topic.
buy? What kind of meat? How much did his mum give
him? How much did he pay for the things he bought?
How much beef did he buy? Did he buy milk? Does she
know that he was watching the match? 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 quantifiers.

PRACTICE | 10–12 minutes

1 (T–S, S–T) Explain to Ss that the animation provides more
context for the topic of the lesson. Discuss the difference
between countable and uncountable nouns, which quantifiers
are used with countable nouns, which with uncountable
nouns and which with both. Also discuss which quantifiers
are usually used in affirmative sentences and which in
negative sentences and questions. Then ask Ss if they can
remember any sentences with quantifiers from the video.
Elicit answers and 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 more sentences on the board.
2 (T–S, S–T) For Ss who still do not understand when and
how to use quantifiers, use the teacher’s explanation part
of Video 32 – Grammar Animation from the Teacher’s
resources (02:53–06:15). If you feel they are doing well
and can list a few examples and provide 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 sentences
where there is a quantifier. Ask Ss what it means and how
it is used. 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 7.5

on p. 151 and ask Ss to complete Exercises 1–4 individually.
Do a quick class check. This could also be given as homework.

© Pearson Education Limited Focus 2 Second Edition 2

7.6 USE OF ENGLISH  LESSON 8

OVERVIEW PRACTICE | 10 minutes

1 (S–S, T–S, S–T) Ss do Exercise 5 individually. Read through
Duration: 40 minutes
the rubric with the class and check understanding. Do the
Objectives: first one as an example with the class. Then give Ss
• Can identify key details in a simple recorded 2–3 minutes to rewrite the other sentences and then 1 extra
dialogue or narrative (P) (GSE 39 – A2+). minute to check their answers in pairs before doing a class
Resources: check.
• SB pp. 95, 152 2 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give them
• TB: Culture notes p. 175 1–2 minutes to complete the sentences with an appropriate
• WB p. 95 indefinite pronoun and then 1 extra minute to check their
answers in pairs before doing a class check. Ask Ss which
sentences are true for them. Elicit answers from different Ss.
LESSON 8
PRODUCTION | 7–8 minutes
WARM-UP | 5–6 minutes
(S–T, T–S) Give Ss 3 minutes to write more sentences that
1 (T–S, S–T) Ask Ss to look at the photos. Elicit descriptions are true for them using indefinite pronouns. Walk around the
of the photos from Ss and ask how often they go to these class monitoring, supporting and taking notes of problems
places. Tell Ss that these photos are from street markets. as Ss do the activity. When they have finished, elicit Ss’
Ask Ss if they know any famous street markets from around sentences and check before going over any issues that came
the world. Elicit the name of Camden Market from Ss. up while you were monitoring.
Ask them what they know about it.
2 (S–S, T–S, S–T) Refer Ss to Exercise 1. Put them in pairs HOMEWORK
and give them 2 minutes to discuss the questions. When 1 Give Ss WB p. 95 as homework.
they have finished, invite different pairs to share what
2 Ask Ss to prepare for a 10–20-minute Use of English
they have discussed with the class.
Quiz: Assessment Package, Unit 7.6, Use of English.
PRESENTATION | 12–14 minutes
CONTINGENCY PLAN
1 (S–S, T–S, S–T) Refer Ss to Exercise 2. Tell them that they
Refer to TB p. 95 for extra activities.
will listen to two people at Camden Market in London.
Ask Ss to number the photos in the order in which they
visit the shops. Then play the recording and ask Ss to
check their answers in pairs before doing a class check.
Elicit what the two people bought at Camden Market
and check.
2 (S–S, T–S, S–T) Ss do Exercise 3 individually. Give them
2 minutes and then play the recording once again for Ss
to listen and check their answers.

TIP
See Culture notes in TB p. 175 for information about
Dr Martens.

3 (S–S, S–T, T–S) Refer Ss to Exercise 4 and give them

2–3 minutes to read the LANGUAGE FOCUS and choose
an appropriate indefinite pronoun to replace the underlined
phrases in sentences 1–7. Monitor and support if necessary
as they do this. Then put Ss in pairs and give them 3 minutes
to read the LANGUAGE FOCUS, discuss the rules and
compare their answers. When they have finished, go through
the LANGUAGE FOCUS with the class. Check and drill
the indefinite pronouns. Make sure Ss understand when
we use indefinite pronouns and how we use them.
Give an example sentence for each pronoun. Alternatively,
go to USE OF ENGLISH REFERENCE AND PRACTICE 7.6
on p. 152 and ask Ss to complete Exercises 1–4 individually.
Do a quick class check. This could also be given as homework.

© Pearson Education Limited Focus 2 Second Edition 1

7.7 WRITING LESSONS 9–10

OVERVIEW 5 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give them

3 minutes to rewrite the exchange to make it more formal.
Duration: 40+40 minutes Remind Ss that they can use the LANGUAGE FOCUS
Objectives: to help them. When they have finished, elicit the formal
• Can understand basic types of standard letters and form of each sentence in the exchange from a different S
emails on familiar topics (e.g. enquiries, complaints) and check.
(Ca) (GSE 46 – B1).
• Can vary the formality of greetings in emails/letters LESSON 10
based on intended recipients (P) (GSE 55 – B1+).
• Can write a basic email/letter of complaint PRODUCTION | 38 minutes
requesting action (P) (GSE 51 – B1+). 1 (T–S, S–T) Refer Ss to Exercise 7. Read through the rubric
Resources: and the writing task with the class and make sure Ss have
• SB pp. 96–97 understood it correctly. Then give Ss 15 minutes to write
• TB: Photocopiable Resource 40 pp. 208, 255 a formal email of complaint. Remind Ss to use the
• WB pp. 96–97 WRITING FOCUS and the LANGUAGE FOCUS to help
• Online resources: Teacher’s Resources, Sample them. Also, tell them that they can use Email 2 as a model
answer for Exercise 7 for their writing. As they do this, walk around monitoring,
supporting and taking notes of any problems.
2 (S–S) When Ss have finished writing, tell them to self-check
LESSON 9 their emails.
WARM-UP | 5–7 minutes 3 (S–S) Then put Ss in pairs and tell them to swap their
(S–S, S–T) Refer Ss to Exercise 1. Give them 1 minute to tick emails. Ss should now check if their partner’s email
the problems that they, their family or friends have had when includes all the information and if everything is clear and
buying something. Then put Ss in pairs. Give them 2 minutes then they give it back.
to tell each other about the problems they have ticked. 4 (S–S) Give Ss another 5 minutes to make changes to their
Monitor and support if necessary. When they have finished, emails based on the feedback they got from their partner
invite Ss to share what their partners said. before handing them in for your evaluation and feedback.
Finally, do a class feedback session.
PRACTICE | 30–32 minutes
5 (T–S, S–T) Give Ss a model text for Exercise 7 and ask
1 (S–S, T–S, S–T) Ss do Exercise 2 individually. Give them
them to compare it with their own. Alternatively, this
1 minute to read Email 1 and answer the questions and
could be omitted or could be done in a following lesson
then 1 extra minute to check their answers in pairs
if you are short of time.
before doing a class check.
2 (T–S, S–T) Refer Ss to Exercise 3. Give them 2 minutes to HOMEWORK
read the tips in the WRITING FOCUS and decide which 1 Give Ss WB pp. 96–97 as homework.
tips Email 1 does NOT follow. Elicit the answers and
2 Ask Ss to make short notes about shopping to be able to
check.
discuss the questions in Exercise 1 on p. 98.
3 (S–S, S–T, T–S) Refer Ss to Exercise 4. Tell them to read
Email 2 and underline examples of formal language in CONTINGENCY PLAN
the email. Give Ss 2 minutes to do this and then 1 extra Refer to TB p. 96 for extra activities.
minute to check their answers in pairs before doing a class
check. Go through the WRITING FOCUS with the class
and check Ss understand what to include in a formal
written complaint.
4 (S–S, S–T, T–S) Refer Ss to Exercise 5. Give them 2 minutes
to complete the examples in the LANGUAGE FOCUS
with words and phrases in Email 2 and then to check their
answers in pairs. When they are ready, elicit the answers
and check. Then go through the LANGUAGE FOCUS
with the class. Make sure Ss understand when to use formal
language and which words and phrases they should use
to make their language more formal. Be prepared to give
further examples if necessary or ask Ss to come up with
some.

© Pearson Education Limited Focus 2 Second Edition 1

7.8 SPEAKING  LESSON 11

OVERVIEW
EXTRA ACTIVITY
Duration: 40 minutes Tell Ss that they will hear one side of the dialogue and
Objectives: they need to respond to the utterances as quickly as
• Can describe what they are looking for when possible. Play Videos 34A and 34B and then Videos 35A
shopping (Ea) (GSE 44 – B1). and 35B. This could be done using choral or individual
• Can make a complaint (C) (GSE 51 – B1+). drilling. You can tell Ss to refer to the audioscript to help
• Can use simple, fixed expressions to make offers in them.
a simple business transaction (P) (GSE 45 – B1).
Resources: PRODUCTION | 15 minutes
• SB p. 98 1 (S–S) Refer Ss to Exercise 6. Tell them that in a few minutes
• WB p. 98 they will role-play a dialogue in a shop. Tell Ss that they
• Online resources: Teacher’s resources, Video 34 and should use phrases from the SPEAKING FOCUS in their
Video 35 – Role-play Videos: Shopping role-plays. Put them in A/B pairs and give them 3 minutes
to prepare their conversations. As Ss do this, go round
the class monitoring and taking notes of any problems or
LESSON 11 errors to discuss when giving feedback.
WARM-UP | 5 minutes 2 (S–S, S–T, T–S) Exercise 7. Tell Ss to practise their
(S–S, T–S, S–T) Refer Ss to Exercise 1. Put them in pairs and conversations. As Ss interact with each other, walk around
give them 2 minutes to discuss the questions. Then encourage taking notes of what you hear. Invite pairs to act out their
each pair to share what they have discussed with the class role-plays in front of the class. Finally, give some feedback
and have a brief class discussion. based on your notes.

PRACTICE | 20 minutes EXTRA ACTIVITY

1 (S–S, T–S, S–T) Ss do Exercise 2 individually. Give them Ss swap roles, working in new pairs. Follow the same
2 minutes to do the matching activity and then 1 extra procedure as above. Alternatively, explain to Ss they are
minute to check their answers in pairs before doing a class going to prepare dialogues similar to the ones in Videos
check. Drill the comments if necessary. 34 and 35. Explain that the dialogues won’t have to be
2 (S–S, T–S, S–T) Refer Ss to Exercise 3 and ask them to exactly the same, but they will have to use expressions
look at the pictures. Elicit descriptions of the pictures from the SPEAKING FOCUS box. Play Video 34 and then
from different Ss. Tell Ss that they will listen to two Video 35 again if necessary. Then put Ss in pairs and give
conversations and decide which dialogue words a–h are them 2 minutes to prepare their dialogues. Monitor and
linked to. Play the recording or Videos 34 and 35 once. check the language in the meantime. Ss should present
Then allow Ss 1 minute to check their answers in pairs their dialogues in front of the class, to make it more
before doing a class check. engaging.
3 (T–S, S–T) Exercise 4. Ask Ss to summarise what happens
in each dialogue using the words in Exercise 3. Elicit answers HOMEWORK
from different Ss and check. 1 Give Ss WB p. 98 as homework.
4 (T–S, S–T) Refer Ss to Exercise 5. Give them 2 minutes to 2 Ask Ss to study the Word list on p. 99.
complete the SPEAKING FOCUS with the words in the box.
Then play the recording or Videos 34 and 35 again so CONTINGENCY PLAN
that Ss listen/watch and check their answers. Go through 1 Refer to TB p. 98 for extra activities.
the SPEAKING FOCUS with the class and make sure Ss
2 Refer to TB p. 99 for Word list activities.
understand the phrases which can be used while shopping
for clothes and making complaints. Wherever possible,
suggest extra or alternative phrases to replace the ones
given there. Drill the phrases as a whole class and with
random individuals if necessary.

© Pearson Education Limited Focus 2 Second Edition 1

FOCUS REVIEW 7 LESSONS 12–13

OVERVIEW
EXTRA ACTIVITY
Duration: 40+40 minutes
Elicit different forms of the words in capitals in the
Objectives: exercise, e.g. earner, investor, unpaid, underpaid,
• To revise the vocabulary and grammar of Unit 7 repay, product, production, reproduction, productivity,
and give Ss important pre-test practice in reading, productive, reproductive, seller, employer, employment,
speaking and writing skills. unemployment, unemployed, etc. and ask Ss to write
their own sentences using them.
Resources:
• SB pp. 100–101
• TB: Photocopiable Resources 48–49 pp. 210–211, 3 (S–S, T–S, S–T) Ss do Exercise 3 individually. Give them
266–267; Photocopiable Resources 52–53 pp. 211, 3 minutes and then 1 extra minute to check their answers
270–271; Photocopiable Resource 41 pp. 209, 256–257 in pairs before doing a class check. Revise how we use
• WB pp. 100–101 and form the Passive.
• Online resources: Extra digital activities, Reading and 4 (S–S, T–S, S–T) Ss do Exercise 4 individually. Give them
Use of English 2 minutes and then 1 extra minute to check their answers
in pairs before doing a class check. Elicit the answers
with accompanying reasons for choosing between the
LESSON 12 quantifiers.
WARM-UP | 6–8 minutes USE OF ENGLISH | 12–14 minutes
(S–S) Books closed. Put Ss in groups of four. They should 1 (S–S, T–S, S–T) Ss do Exercise 5 individually. Give them
work together to make true sentences, using these sentence 3 minutes and then 1 extra minute to check their answers
beginnings: in pairs before doing a class check. Elicit example
We’ve got a lot of ... We’ve got a few ... sentences with some of the incorrect options.
We’ve got too many ... We haven’t got much ... 2 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give them
We’ve got a little ... We’ve got too much ... 4 minutes and then 1 extra minute to check their answers
in pairs before doing a class check. Make sure Ss justify
We haven’t got many ... We’ve got very few ... their answers and elicit why the other two options are
We haven’t got any ... We’ve got very little ... incorrect. Then ask some basic comprehension questions
to check understanding, e.g. What’s Kara’s job? What does
Give them 2 minutes to write their ideas for each sentence
beginning in the notebooks. When they have finished, she do as a mystery shopper? Does she like her job?
invite groups to take turns to read out their ideas, e.g. books What are the benefits of mystery shopping? How often
and encourage the other groups to guess the complete does she get paid?
sentence, e.g. They’ve got a lot of books.
LESSON 13
VOCABULARY AND GRAMMAR | 18–20 minutes
1 (S–S, T–S, S–T) Ss do Exercise 1 individually. Give them READING | 7–8 minutes
2 minutes and then 1 extra minute to check their answers (S–S, S–T, T–S) Ss do Exercise 7 individually. Tell them to read
in pairs. Elicit answers with reasons why and check. the questions and options before they read the text. Give Ss
4–5 minutes to do the activity and 1 extra minute to check
2 (T–S, S–S, S–T) Remind Ss about parts of speech and
their answers in pairs before doing a class check. Ask Ss what
how we identify words. Write live and protect on the
helped them find the correct answers and to justify their
board. Elicit what kind of words they are (verbs) and what
choices. Then ask some basic comprehension questions to
other forms of them there are, e.g. living, life (noun), live,
check understanding if necessary.
lively (adjective), protection, protector (noun), protective
(adjective). Refer Ss to Exercise 2. Tell them to read the
SPEAKING | 7–8 minutes
sentences, thinking of what kind of word could go in the
gaps (noun). Then give Ss 2 minutes to work individually (S–S, S–T, T–S) Refer Ss to Exercise 8. Read through the
to complete the gaps. Tell them to check their answers speaking task with the class and check understanding. Then
in pairs before doing a class check. Make sure to check give Ss 1 minute to think and prepare. When they are ready,
spelling and check and drill the pronunciation of the words. put Ss in A/B pairs and give them 3 minutes to role-play
the dialogue in a clothes shop. As they do this, walk around
monitoring, supporting and taking notes of any problems.
When they have finished, invite different pairs to act out
their dialogue in front of the class. Then give some feedback
based on your notes.

© Pearson Education Limited Focus 2 Second Edition 1

WRITING | 20–22 minutes
1 (S–T, T–S) Ss do Exercise 9 individually. Give them 1 minute
to do the matching activity, then check. Then give them
2 extra minutes to add one more possible problem for
each of the products. Elicit ideas from different Ss and
check.
2 (T–S, S–T) Refer Ss to Exercise 10. Read through the rubric
and the writing task with Ss and make sure they understood
it correctly. Then ask Ss to use one of the products in
Exercise 9 and do the writing task.
3 (S–S) Exercise 10. Give Ss 15 minutes to write an email of
complaint. Remind them that they can use the Writing
section in Unit 7 to help them. As they do this, walk around
monitoring, supporting and correcting if necessary.
When Ss have finished, they hand their emails in for your
evaluation and feedback.

HOMEWORK
1 Ask Ss to do Self-check 7.10, WB pp. 100–101, as homework.
2 Ask Ss to prepare for Unit Test 7: Assessment Package,
Unit 7.

CONTINGENCY PLAN
Refer to TB p. 100 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 2

8.1 VOCABULARY  LESSON 1

OVERVIEW PRACTICE 2 | 5–7 minutes

1 (S–T, S–T, T–S) Exercise 6. Refer Ss to WORD STORE 8A
Duration: 40 minutes
p. 17. Give them 2 minutes to complete the activity.
Objectives: Then Ss listen and check their answers. Check understanding
• Can compare their own and others’ possessions using of the words in red in the text and practise the words
simple language (Ca) (GSE 37 – A2+). using choral drilling and individual repetition.
• Can scan short texts to locate specific information (P)
2 (T–S, S–S, S–T) Refer Ss to Exercise 7. Give them 1 minute
(GSE 44 – B1).
to choose the correct option. Do a class check. Then put
Resources: Ss in pairs and give them 2 minutes to ask and answer
• SB pp. 102–103; WORD STORE 8, p. 17 the questions. Monitor, support and identify problems as
• TB: Photocopiable Resource 42 pp. 209, 258–259; they do this. When they have finished, invite individual
Photocopiable Resource 43 pp. 209, 260 Ss to share what their partners said. Alternatively, this
• WB pp. 102–103 could be done in the follow-up lesson.
• Online resources: Extra digital activities, Vocabulary
Checkpoint EXTRA ACTIVITY
Give time for Ss to make their own sentences using the
LESSON 1 words in WORD STORE 8A or give this as homework.

WARM-UP | 5–7 minutes

PRACTICE 3 | 5–7 minutes
1 (S–S, T–S, S–T) Ask Ss to keep their books closed. Write
1 (T–S, S–T) Exercise 8. Refer Ss to WORD STORE 8B p. 17.
face and body parts on the board. Then put Ss in pairs
Give them 2 minutes to complete the activity with the
and give them 2 minutes to think of as many face and
base form of the verb in the underlined collocations in
body parts as they can. When they have finished, elicit
the text and add a translation. Then Ss listen and check
words from Ss and write relevant ones (as in Exercise 1
their answers. Check understanding of the collocations
in the book) in a list on the board. Alternatively, this could
and practise them using choral drilling and individual
be done as a group activity. Books closed. Put Ss in groups
repetition.
and ask them to make a list of as many face and body
parts as possible in 2–3 minutes. Then they can compare 2 (T–S, S–S, S–T) Ss do Exercise 9 individually. Give them
their lists. 2–3 minutes to do the matching activity and to check
their answers in pairs before doing a class check. Then
2 (T–S, S–T) Ask Ss to turn to p. 102 and look at Exercise 1.
give them 2 extra minutes to discuss whether they agree
Go through the words in the box with Ss. Look at the
with the statements or not. When they have finished, invite
list on the board again and add the words that are in
pairs to share what they have discussed with the class.
Exercise 1 that have not already been put there. Then give
Alternatively, this could be done in the follow-up lesson.
Ss 1–2 minutes to put the body parts in order from head
to toe in each set of words, then check.
EXTRA ACTIVITY
EXTRA ACTIVITY Give time for Ss to make their own sentences using the
words in WORD STORE 8B or give this as homework.
Play a game of Simon Says with the different body and
face parts you revised.
PRACTICE 4 | 5–7 minutes
3 (S–S, T–S) Exercise 2. Put Ss in pairs and give them 2 minutes 1 (T–S, S–T) Exercise 10. Refer Ss to WORD STORE 8C p. 17.
to take turns to point to a part of their body and ask their Give Ss 1–2 minutes to complete the activity with the base
partner to say the word. Monitor and check if Ss are still form of the verb in the highlighted phrasal verbs in the text.
having problems with the words. Drill the words further if Then Ss listen and check their answers. Check understanding
necessary. of the phrasal verbs and practise them using choral drilling
and individual repetition.
PRACTICE 1 | 7–8 minutes 2 (T–S, S–T) Ss do Exercise 11 individually. Give them
1 (S–S, S–T) Refer Ss to Exercise 3. Put them in pairs and give 1–2 minutes and then 1 extra minute to check their answers
them 2 minutes to discuss the questions. When they have in pairs before doing a class check.
finished, invite individual Ss to share what their partners
said. EXTRA ACTIVITY
2 (S–S, T–S, S–T) Ss do Exercise 4 individually. Give them Give time for Ss to make their own sentences using
3 minutes to do the matching activity and then 1 extra the phrasal verbs in WORD STORE 8B or give this as
minute to check their answers in pairs before doing homework.
a class check.

© Pearson Education Limited Focus 2 Second Edition 1

3 (S–S, S–T) Exercise 12. Put Ss in pairs. Give them 2 minutes
to read the sentences in Exercise 11 to each other and
say if they are true for them or their partner. When they
have finished, invite individual Ss to say which sentences
are true for their partner. Alternatively, this could be
done in the follow-up lesson.

PRODUCTION | 5–6 minutes

(S–S, S–T, T–S) Exercise 5. Tell Ss that they will discuss the
apps mentioned in the text. Then put Ss in pairs and give them
1 minute to think and make notes. Encourage them to give
reasons and to explain their ideas in as much detail as possible.
Tell them that they must keep talking for a full 2 minutes.
As Ss interact with each other, walk around taking notes of
what you hear. When they have finished, invite Ss to share
their ideas with the class and have a brief class discussion.
Then give some feedback based on your notes. Finally, hold
a class vote for the best / the most useful / the least useful app.

EXTRA ACTIVITY
Put Ss in groups of four. Tell them to discuss and decide
which app they would like to use. Give them a time limit
and then invite the groups to try to persuade the rest of
the class to their ideas.

HOMEWORK
1 Give Ss WB pp. 102–103 as homework.
2 Ask Ss to prepare for a 10–20-minute Vocabulary Quiz:
Assessment Package, Unit 8.1, Vocabulary.
3 Ask Ss to do Show What You Know in the WB, p.104.

CONTINGENCY PLAN
1 Refer to TB p. 102 for extra activities.
2 If you are short of time, some elements of the warm-up
and practice can be done in the follow-up lesson or
given as homework.

TIP
See the lesson plan for Unit 8 Video Worksheets, BBC
worksheet, for extra skills and vocabulary practice.

© Pearson Education Limited Focus 2 Second Edition 2

8.2 GRAMMAR LESSONS 2–3

OVERVIEW
TIP
Duration: 40+40 minutes This structure can cause a number of problems to the Ss.
Objectives: It does not always have an equivalent structure in L1 so
• Can skim a short text to identify its main purpose (P) Ss may not understand why it is necessary. On the other
(GSE 45 – B1). hand, Ss may overuse it, thinking it is always necessary
when there are two past events mentioned in the same
Resources:
sentence. The Past Perfect is normally only necessary
• SB pp. 104, 153
when, without it, we would be unable to determine the
• TB: Culture notes p. 175; Photocopiable Resource 44
order of events. In other cases, we use the Past Simple.
pp. 209, 261
Correct Ss and try to show them why their choice of
• WB p. 104
structure is wrong.
• Online resources: Extra digital activities, Grammar
Checkpoint; Teacher’s resources, Video 37 –
Grammar Animation PRACTICE | 10 minutes
1 (S–S, S–T, T–S) Ss do Exercise 3 individually. Give them
2 minutes to read Part 2 of the story and choose the
LESSON 2 correct option and then 1 extra minute to check their
answers in pairs before doing a class check. Elicit who/
WARM-UP | 5–6 minutes
what saved Fabrice Muamba’s life and check.
1 (T–S, S–T) Tell Ss to cover Part 1 of a story and look at
the photo. Elicit descriptions of the photo. Then tell Ss 2 (S–S, S–T, T–S) Ss do Exercise 4 individually. Give them
that Fabrice Muamba is a very lucky footballer and ask 2 minutes to decide what happened first in each sentence
them to try and guess what happened to him. Elicit answers and then 1 extra minute to check their answers in pairs
from different Ss, but do not confirm their ideas at this stage. before doing a class check. Ask Ss what they notice about
the verb forms used for the first and second action
2 (S–T, T–S) Exercise 1. Give Ss 1–2 minutes to read Part 1 (the Past Perfect is used for the action that happened first
of the story to check their predictions and find out what and the Past Simple for the one that happened second).
happened to Fabrice Muamba. Elicit the answer and check.
PRODUCTION | 8 minutes
TIP 1 (T–S, S–T) Refer Ss to Exercise 5. Tell them that they
See Culture notes in TB p. 175 for information about will write six Past Perfect sentences about themselves
Fabrice Muamba. using By the age of … and phrases in the box or their
own ideas. Read the example aloud and make a few
sentences about yourself to give an example for Ss.
PRESENTATION | 14–15 minutes
Then give them 4 minutes to write their own sentences.
1 (S–S, S–T, T–S) Refer Ss to Exercise 2. Give them 2 minutes Monitor and support if necessary.
to read the GRAMMAR FOCUS and answer the questions.
2 (S–S, S–T, T–S) Exercise 6. Put Ss in pairs and give them
Elicit the answers and check. Then go through the
2 minutes to read their sentences in Exercise 5 to each
GRAMMAR FOCUS with the class. Look at the form
other and find out how similar they are. Monitor while
(had + the Past Participle) and explain the rules for the
Ss talk and make notes of their performance (accuracy
Past Perfect (to refer to an action that happened before
of language, pronunciation and fluency) for feedback or
a particular point in the past). Also explain that in the
assessment if required. When they have finished, invite
Past Perfect we sometimes use time expressions with by.
different pairs to share how similar they are with the
Give examples and then ask Ss to come up with some as
class. Then give some feedback based on your notes.
well.

TIP LESSON 3
It is important for Ss to understand that the Past Perfect WARM-UP | 3–5 minutes
is used to refer to the ‘earlier past’. When we are talking
1 (T–S, S–T) Explain to Ss that they are going to watch an
about two or more consecutive past actions, i.e. actions
animated cartoon which will give them more context for
that happened at the same point in the past, we use
the grammar.
the Past Simple, not the Past Perfect. Compare: When
I arrived, he had left. (He wasn’t there when I arrived. 2 (T–S, S–T) Ask Ss a few warm-up questions: What is Crime
He had left refers to the earlier past, i.e. the time before Watch? Which room is it? What is it like? What is in
I arrived.) When I arrived, he left. (He was there when the room? Play Video 37 – Grammar Animation from
I arrived, and then he left. We are referring to the same the Teacher’s resources and stop after the introduction
point in the past – there is no ‘earlier past’ involved.) (00:19). At this stage Ss should have understood that
they are going to watch a winter crime story.

© Pearson Education Limited Focus 2 Second Edition 1

PRESENTATION | 7–8 minutes HOMEWORK
1 (T–S, S–T) Ask Ss to watch the clip carefully and answer 1 Give Ss WB p. 104 as homework.
a few general questions: Where was the owner of the 2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
house? Why did the burglar hide in the balcony? Why Assessment Package, Unit 8.2, Grammar.
was he trapped there? How long did he stay there?
Play the video with the subtitles off. CONTINGENCY PLAN
2 (T–S, S–T) Play the whole video once again, with subtitles. Refer to TB p. 104 for extra activities.
Ask Ss to pay special attention to the Past Perfect.
TIP
PRACTICE | 10–12 minutes
See the lesson plan for Unit 8 Video Worksheets, FOCUS
1 (T–S, S–T) Explain to Ss that the animation provides more
VLOG worksheet, for extra practice of the grammar topic.
context for the topic of the lesson. Ask them if they can
remember any sentences in the Past Perfect 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. Check the rules for the Past
Perfect again.
2 (T–S, S–T) For Ss who still do not understand the Past
Perfect, use the teacher’s explanation part of Video 37 –
Grammar Animation from the Teacher’s resources
(01:05–02:58). If you feel they are doing well and can list
a few examples and provide 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 sentences
where there is the Past Perfect. Ask Ss to decide why the
Past Perfect is used and how the affirmative and negative
sentences and questions are formed. Ask them to repeat
the sentence, turning the subtitles off, especially where
they had some problems with a given example.

Alternatively, go to GRAMMAR REFERENCE AND PRACTICE 8.2

on p. 153 and ask Ss to complete Exercises 1–4 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
crime stories. Explain that the stories won’t have to be
exactly the same, but they will have to use some of the
language on the board. Give Ss 4 minutes to prepare their
crime stories. Ss should present their stories in front of the
class, to make it more engaging.

© Pearson Education Limited Focus 2 Second Edition 2

8.3 LISTENING LESSON 4

OVERVIEW 3 (S–S, T–S, S–T) Ss do Exercise 5 individually. Allow them

30 seconds to read the questions. Then play the recording
Duration: 40 minutes again so that Ss listen and make notes of the answers.
Objectives: Give Ss 1 extra minute to check their answers in pairs
• Can understand the main points of a short, informal before doing a class check.
interview on a familiar topic (P) (GSE 43 – B1).
• Can identify key details in a simple recorded POST-LISTENING | 8–9 minutes
dialogue or narrative (P) (GSE 39 – A2+). 1 (T–S, S–T) Refer Ss to Exercise 7. The class repeat the
• Can give straightforward descriptions on a variety of sounds from the recording using choral drilling. Then
familiar subjects (Ca) (GSE 47 – B1). check pronunciation individually.
Resources: 2 (T–S, S–T) Refer Ss to Exercise 8. Give them 2 minutes
• SB p. 105; WORD STORE 8, p. 17 to complete the examples in Exercise 7 with the words
• TB: Culture notes p. 175 in the box. Then they listen and check their answers.
• WB p. 105 Practise the words using choral drilling and individual
repetition. Check and drill problem words further.
3 (T–S, S–T) Exercise 9. Refer Ss to WORD STORE 8D p. 17.
LESSON 4 Give them 1–2 minutes to complete the activity with the
WARM-UP | 3–4 minutes nouns in the box. Then Ss listen and check their answers.
Practise the words using choral drilling and individual
(T–S, S–T) Exercise 1. Books closed. Activate Ss’ interest in
repetition.
the topic. Ask: What do you know about Central Park?
Elicit ideas from Ss, but do not confirm answers at this stage. PRODUCTION | 6–7 minutes
Tell Ss that they will find out the answers later in the lesson.
(S–S, S–T, T–S) Refer Ss to Exercise 6. Tell them that in a few
PRE-LISTENING | 4–5 minutes minutes they will talk about the biggest public park near them.
Give them 1 minute to think about the questions and make
(T–S, S–T) Ask Ss to turn to p. 105 and look at Exercise 2.
notes. Then put Ss in pairs and give them 2–3 minutes to
Give them 2 minutes to read US TODAY and to try and
discuss the questions. Encourage them to use as much
guess the missing numbers using the ones in the box.
vocabulary from the WORD STORE 8D as possible in their
When they have finished, ask them to compare their ideas
discussions. As Ss interact with each other, walk around taking
with a partner. Then elicit ideas from Ss, but do not confirm
notes of what you hear. Then invite different pairs to share
answers at this stage. Elicit from different Ss which fact in
what they have discussed with the class. Finally, give some
the US TODAY is the most interesting and have a brief class
feedback based on your notes.
discussion.
HOMEWORK
WHILE-LISTENING | 12–14 minutes
1 Give Ss WB p. 105 as homework.
1 (T–S, S–T) Exercise 3. Tell Ss that they will listen to the
introduction of a podcast about Central Park. Play the 2 Ask Ss to make short notes about the causes of air
recording so that Ss listen and check their ideas in pollution, the health problems it causes and ways
Exercise 2. Then elicit what other things they can do in to reduce it. They can use the notes to discuss the
Central Park. Elicit the answers and check. questions in Exercise 2 on p. 106.

TIP CONTINGENCY PLAN

Refer to TB p. 105 for extra activities.
See Culture notes in TB p. 175 for information about
Central Park.

2 (S–S, S–T, T–S) Ss do Exercise 4 individually. Before

playing the complete podcast, ask Ss to read the questions
and options so that they know what they are listening
out for. Play the recording and give Ss 1 minute to check
their answers in pairs. Then elicit the answers and what
was said in the audio that helped them to decide on the
answers or that might have made the question difficult
to answer.

© Pearson Education Limited Focus 2 Second Edition 1

8.4 READING LESSON 5

OVERVIEW 2 (S–S, T–S, S–T) Ss do Exercise 7 individually. Give them

2 minutes to answer the questions with words in Exercise 6
Duration: 40 minutes and then 1 extra minute to check their answers in pairs
Objectives: before doing a class check. Alternatively, this could be
• Can scan short texts to locate specific information (P) done as an oral drill to involve everyone.
(GSE 44 – B1).
• Can infer information from the labels on basic EXTRA ACTIVITY
diagrams (e.g. bar charts, timelines) in simple
Give Ss 3–4 minutes to make their own sentences using
informational texts (P) (GSE 46 – B1).
at least three of the collocations in Exercise 6. Then ask
• Can speak in general terms about environmental
individual Ss to share their sentences with the class.
problems (P) (GSE 52 – B1+).
Correct if any Ss are using the words incorrectly and
Resources: point out what is wrong.
• SB pp. 106–107; WORD STORE 8, p. 17
• WB pp. 106–107 3 (S–T, T–S) Exercise 10. Refer Ss to WORD STORE 8E p. 17.
Give Ss 1–2 minutes to complete the activity with the
correct noun, verb or adjective in the text. Ss listen and
LESSON 5 check their answers. Then allow them time to mark the
WARM-UP | 2 minutes stress. Do a class check and practise the words using
choral drilling and individual repetition.
(T–S, S–T) Books closed. Write pollution on the board. Draw
a word web on the board and brainstorm words related to PRODUCTION | 10 minutes
pollution. Write Ss’ responses in the word web.
1 (S–S, S–T, T–S) Refer Ss to Exercise 8. Tell them that in
PRE-READING | 5 minutes a few minutes they will discuss how environmental
problems affect the world, their country and them. Read
1 (T–S, S–T) Ask Ss to turn to p. 106 and look at Exercise 1.
through the rubric and the environmental problems with
Give them 1 minute to look at the graph about air pollution
the class and check understanding. Give them 1 minute
and label the photos, then check.
to think and make notes. Then put Ss in pairs and tell
2 (T–S, S–T) Refer Ss to Exercise 2. Elicit ideas from as them that they must keep talking for a full 3 minutes.
many Ss as possible for each of the questions and have Encourage them to give reasons for their ideas. As Ss
a brief class discussion. interact with each other, walk around taking notes of
what you hear. When they have finished, invite pairs to
WHILE-READING | 13 minutes share what they have discussed with the class. Then give
1 (T–S, S–T) Exercise 3. Give Ss 3 minutes to read quickly some feedback based on your notes.
through the text and check their ideas in Exercise 2.
2 (T–S, S–T) Refer Ss to Exercise 9. Give them 3 minutes
Alternatively, play the recording of the article and have
to list three things that they, their country or the world
Ss listen and follow the text. Ask Ss what they think about
could do to solve the problem of air, water and land
the Smog Free Tower. Elicit ideas from different Ss and
pollution. When they are ready, elicit ideas from different
have brief class discussion.
Ss and have a brief class discussion.
2 (S–S, S–T, T–S) Ss do Exercise 4 individually. Tell them to
read the text again and answer the questions. Give Ss 4 HOMEWORK
minutes to do this and then 1 extra minute to check their 1 Give Ss WB pp. 106–107 as homework.
answers in pairs before doing a class check. Elicit the
2 Ask Ss to do Show What You Know in the WB, p. 108.
answers and the references from the text.
3 Ask Ss to find some news stories in English and bring
3 (S–S, S–T, T–S) Ss do Exercise 5 individually. Give them
them to the next class.
2 minutes to complete the notes and then 1 extra minute
to check their answers in pairs before doing a class check. CONTINGENCY PLAN
Ask concept check questions to make sure Ss understand
1 Refer to TB p. 106 for extra activities.
the meaning of the collocations. Alternatively, this can
be done in the follow-up lesson or given as homework. 2 If you are short of time, some elements of the post-reading
and production can be done in the follow-up lesson or
POST-READING | 10 minutes given as homework.
1 (S–S, T–S, S–T) Refer Ss to Exercise 6. Give them 2 minutes
to complete the collocations with the words in blue in
the text and then 1 minute to check their answers in pairs.
Then Ss listen and check their answers. Practise the
collocations using choral drilling and individual repetition.

© Pearson Education Limited Focus 2 Second Edition 1

8.5 GRAMMAR LESSONS 6–7

OVERVIEW
TIP
Duration: 40+40 minutes
The tense changes required for Reported Speech are not
Objectives: common for all languages. If Ss use this structure with
• Can scan short texts to locate specific information (P) time expressions, these have to change, e.g. yesterday
(GSE 44 – B1). becomes the day before/the previous day. Try to avoid
• Can report the opinions of others, using simple using them for now. The rules for the Reported Speech
language (P) (GSE 51 – B1+). are quite complex, so it is important not to expose Ss
to too much information at first. In this lesson, Ss learn
Resources:
only four tense/verb changes: Present Simple, Present
• SB pp. 108, 154
Continuous, Present Perfect, Past Simple, and two
• TB: Culture notes p. 175; Photocopiable Resource 45
reporting verbs, say and tell. To help Ss acquire the rules,
pp. 210, 262
give them extensive controlled practice and feedback.
• WB p. 108
• Online resources: Extra digital activities, Grammar
Checkpoint; Teacher’s resources, Video 39 – Grammar 4 (T–S, S–T) Refer Ss to the REMEMBER THIS box. Read
Animation the examples aloud. Check the reporting verbs. Ask:
Which verb has an object: said or told? Elicit told and
the object (the reporters), and elicit other examples, e.g.
LESSON 6 me, you, him/her, it, us, them.

WARM-UP | 3–4 minutes PRACTICE | 12 minutes

(T–S, S–T) Books closed. Ask Ss who the oldest person they 1 (S–S, S–T, T–S) Refer Ss to Exercise 4. Read the example
know is, how active he/she is, what he/she can do on his/her aloud. Then give Ss 4 minutes to rewrite the other
own and what he/she can’t, etc. Elicit answers from different sentences and use them to complete the text. Tell Ss
Ss and have a brief class discussion. to write the answers in their notebooks. Monitor and
support as Ss work. Then give them 1 extra minute
PRESENTATION | 15–16 minutes to compare their answers with a partner before doing
1 (S–S, T–S, S–T) Ask Ss to turn to p. 108, cover the text a class check. Recheck the tense changes and then elicit
in Exercise 1 and look at the photo. Elicit from Ss how why the officials didn’t believe Dharam.
old they think the man in the photo is. Elicit ideas with 2 (S–S, T–S, S–T) Ss do Exercise 5 individually. Give them
reasons why, but do not confirm answers at this stage. 2 minutes and then 1 extra minute to check their answers
Tell Ss that they will find out the answer when they read in pairs before doing a class check. Recheck the use of
the text. Give them 2 minutes to read the text and answer reporting verbs.
the questions in Exercise 1. Ask them to check their answers
in pairs before doing a class check. Ask if Ss are surprised. 3 (S–S, T–S, S–T) Ss do Exercise 6 individually. Read the
example aloud. Recheck the tense changes. Then give
TIP Ss 3 minutes to rewrite the sentences in Exercise 5
in Direct Speech. Tell Ss to write the answers in their
See Culture notes in TB p. 175 for information about notebooks. Monitor and support as they work. Then
Stanislaw Kowalski. give them 1 extra minute to compare their answers with
a partner before doing a class check. Alternatively, this
2 (S–S, S–T, T–S) Refer Ss to Exercise 2. Give them 2 minutes could be done as an oral drill to involve everyone.
to compare the Direct Speech 1–6 with the Reported
Speech in blue in the text and see what changes there PRODUCTION | 7–8 minutes
are to the verb forms and pronouns. When they have (S–S, S–T, T–S) Refer Ss to Exercise 7. Read through the
finished, elicit the answers and check. Ask Ss which things task with the class. Then give them 2 minutes to write five
change in Reported Speech (pronouns may have to change true facts about themselves. Tell them that they can use
depending on who is doing the reporting, the verb may some of the facts in the box or their own ideas. When they
have to change depending on what the tense is). have finished, put them in pairs and ask them to take turns
to tell each other what they have written. Monitor and
3 (S–T, T–S) Refer Ss to Exercise 3. Give them 2 minutes to
identify problems to discuss when giving feedback. When
read the GRAMMAR FOCUS and complete the examples.
Ss have finished, give them 2 minutes to report back what
Then go through the GRAMMAR FOCUS with Ss. Elicit
their partners told them. As Ss interact with each other,
the tense change rules using the examples in the text.
walk around taking notes of what you hear. When they
have finished, invite different Ss to report their partner’s
sentences. Then give some feedback based on your notes.

© Pearson Education Limited Focus 2 Second Edition 1

LESSON 7 PRODUCTION | 15 minutes
(S–S) Explain to Ss that they are going to prepare similar
WARM-UP | 3–5 minutes dialogues in pairs. Explain that the dialogues won’t have
1 (T–S, S–T) Explain to Ss that they are going to watch an to be exactly the same, but they will have to use some of
animated cartoon which will give them more context for the language on the board. Put Ss in pairs and give them
the grammar. 3 minutes to prepare the dialogue. Ss should present their
2 (T–S, S–T) Check Ss understand the meaning of the word dialogues in front of the class, to make it more engaging.
warden. Then ask them a few warm-up questions: Where
HOMEWORK
is Sarah? What is she going to do? What is she going to ask
traffic wardens? What crazy stories do you think traffic 1 Give Ss WB p. 108 as homework.
warden Angela is going to tell her? Play Video 39 – 2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
Grammar Animation from the Teacher’s resources and Assessment Package, Unit 8.5, Grammar.
stop after the introduction (00:27). Elicit answers, but
do not confirm them at this stage. Tell Ss that they will CONTINGENCY PLAN
find out the answers when they watch the rest of the Refer to TB p. 108 for extra activities.
animated cartoon.

PRESENTATION | 7–8 minutes

1 (T–S, S–T) Ask Ss to watch the clip carefully. Ask Ss if
their predictions were right or if they are surprised.
Then ask a few general questions: How many parking
tickets has Angela given out? What do people feel about
Angela and why? Do you believe the woman who said
she had been very long? Why not? Why couldn’t the
man put money in the meter? Why does Angela think
the woman needs new glasses? What was the funniest
story for Angela? 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 Reported Speech.

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 Reported Speech sentences 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. Ask again how tenses change
in Reported Speech. Remind Ss that we also need to
change the pronouns depending on the context. Then
explain which reporting verbs are used while reporting
sentences.
2 (T–S, S–T) For Ss who still do not understand how to report
statements, use the teacher’s explanation part of Video 39 –
Grammar Animation (03:02–05:40). If you feel they are
doing well and can list a few examples and provide
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 reported
sentence. Ask Ss to decide which reporting verb is used
and what changes were made. Ask them to repeat the
sentence, turning the subtitles off, especially where they
had some problems with a given example.

Alternatively, go to GRAMMAR REFERENCE AND PRACTICE 8.5

on p. 154 and ask Ss to complete Exercises 1–5 individually.
Do a quick class check. This could also be given as homework.

© Pearson Education Limited Focus 2 Second Edition 2

8.6 USE OF ENGLISH  LESSON 8

OVERVIEW PRACTICE | 10 minutes

1 (S–S, T–S, S–T) Refer Ss to Exercise 5. Give them 2 minutes
Duration: 40 minutes
to complete the sentences and then 1 extra minute to
Objectives: check their answers in pairs before doing a class check.
• Can identify key details in a simple recorded Elicit the sentences that are true for them from different Ss.
dialogue or narrative (P) (GSE 39 – A2+).
2 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give them
Resources: 2–3 minutes and then 1 extra minute to check their
• SB pp. 109, 155 answers in pairs before doing a class check. Elicit which
• WB p. 109 phrasal verbs can be formed with the incorrect options.

PRODUCTION | 7–8 minutes

LESSON 8 (S–S, S–T, T–S) Exercise 7. Tell Ss that in a few minutes they
will take turns to ask and answer the questions in Exercise 6.
WARM-UP | 5–7 minutes
Give them 1 minute to think and prepare. Then put Ss in pairs
1 (S–S, T–S, S–T) Ask Ss to look at the photo. Elicit descriptions and give them 3 minutes to ask and answer the questions.
of the photo. Ask Ss to try and guess who the people are Encourage them to give as much detail as possible for each
and how they feel. Elicit ideas from different Ss and have question. As Ss interact with each other, walk around taking
a brief class discussion, but do not confirm their ideas at notes of what you hear. When they have finished, ask individual
this stage. Ss to share what their partners said and then give some
2 (S–S, T–S, S-T) Refer Ss to Exercise 1. Tell them that the feedback based on your notes.
photo is of Jenny and her mum and that they have just
moved to a new town. Give them 2 minutes to try to HOMEWORK
answer the questions and then compare their answers 1 Give Ss WB p. 109 as homework.
with a partner. When they have finished, elicit answers
2 Ask Ss to prepare for a 10–20-minute Use of English
from different Ss, but do not confirm their ideas. Tell Ss
Quiz: Assessment Package, Unit 8.6, Use of English.
that they will find out the answers when they listen to the
recording. CONTINGENCY PLAN
PRESENTATION | 12–13 minutes Refer to TB p. 109 for extra activities.

1 (T–S, S–T) Exercise 2. Play the recording so that Ss listen

and check their ideas in Exercise 1. Elicit if the conversation
ends positively and check.
2 (S–S, T–S, S–T) Refer Ss to Exercise 3. Allow them time
to read through the questions. Play the recording once
again so that Ss listen and tick ‘Jenny’ or ‘Mum’. Then
give Ss 1 minute to check their answers in pairs before
doing a class check.
3 (S–S, S–T, T–S) Refer Ss to Exercise 4. Give them 2 minutes
to read the LANGUAGE FOCUS. Then give Ss 2 extra
minutes to decide whether the phrasal verbs in blue in
Exercise 3 are type 1, type 2 or type 3. Monitor and support
if necessary as they do this. Then put Ss in pairs and give
them 2 minutes to read the LANGUAGE FOCUS, discuss
the rules and compare their answers. When they have
finished, go through the LANGUAGE FOCUS with the
class. Check and drill the phrasal verbs. Ask Ss to give an
example sentence for each phrasal verb. See if Ss know
any other phrasal verbs. If not, you could teach them
some by using them in sentences and pointing out which
type they are. Alternatively, go to USE OF ENGLISH
REFERENCE AND PRACTICE 8.6 on p. 155 and ask Ss
to complete Exercises 1–4 individually. Do a quick class
check. This could also be given as homework.

© Pearson Education Limited Focus 2 Second Edition 1

8.7 WRITING LESSONS 9–10

OVERVIEW 4 (S–S, S–T, T–S) Refer Ss to Exercise 5. Give them

2–3 minutes to complete the examples in the LANGUAGE
Duration: 40+40 minutes FOCUS with the underlined sentences in the text in
Objectives: Exercise 1 and then to check their answers in pairs.
• Can identify the main topic and related ideas in When they are ready, elicit the answers and check.
a structured text (P) (GSE 49 – B1). Then go through the LANGUAGE FOCUS with the class.
• Can contrast two ideas in simple connected text using Make sure Ss understand different structures with make
a range of common linking words/phrases (e.g. but, and how they differ in meaning. Either give some examples
although, on the other hand) (P) (GSE 53 – B1+). or ask Ss to come up with some.
• Can write simple informal emails/letters and online 5 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give them
postings giving news or opinions (P) (GSE 46 – B1). 3 minutes and then 1 extra minute to check their answers
Resources: in pairs before doing a class check. Elicit which sentences
• SB pp. 110–111 are true for Ss. Encourage them to give as much detail as
• TB: Culture notes p. 175; Photocopiable Resource 44 possible in their answers.
pp. 210, 263
• WB pp. 110–111 LESSON 10
• Online resources: Teacher’s Resources, Sample
answer for Exercise 7 PRODUCTION | 38 minutes
1 (T–S, S–T) Refer Ss to Exercise 7. Give them 2 minutes
to read quickly through the text and the writing task
LESSON 9 and underline the key words. Elicit key words from Ss.
WARM-UP | 5–6 minutes Then read through the information Ss should include
and check understanding. Give Ss 15 minutes to write
(T–S, S–T) Exercise 1. Refer Ss to the online forum page and
a reader’s comment including this information. Remind
read the question aloud. Elicit ideas from different Ss and
Ss to use the WRITING FOCUS and the LANGUAGE
have a brief class discussion. Then give Ss 1 minute to read
FOCUS boxes to help them. Also, tell them that they
the post. When they have finished, ask whether they agree
can use Daisy’s comment in Exercise 3 as a model for
or disagree with the views expressed. Elicit ideas from
their writing. As they do this, walk around monitoring,
different Ss with reasons why.
supporting and taking notes of any problems.

TIP 2 (S–S) When they have finished writing, tell Ss to self-check

their comments.
See Culture notes in TB p. 175 for information about the
3 (S–S) Then put Ss in pairs and tell them to swap comments.
blue light of smartphones.
Ss should now check if their partner’s comment includes
all the information and if everything is clear and then they
PRACTICE | 31–33 minutes give it back.
1 (S–S, S–T, T–S) Refer Ss to Exercise 2. Tell them to complete 4 (S–S) Give Ss another 5 minutes to make changes to their
the WRITING FOCUS with the linkers in purple in the comments based on the feedback they got from their
article in Exercise 1. Give Ss 1–2 minutes and then 1 extra partner before handing them in for your evaluation and
minute to check their answers in pairs before doing a class feedback. Finally, do a class feedback session.
check. Go through the WRITING FOCUS with the class
and make sure Ss understand the phrases which can be 5 (T–S, S–T) Give Ss a model text for Exercise 7 and ask
used while giving an opinion in a piece of writing. them to compare it with their own. Alternatively, this
Wherever possible, suggest alternative linkers and phrases could be omitted or could be done in a following lesson
to replace the ones given there. Drill the linkers and phrases if you are short of time.
as a whole class and with random individuals if necessary.
HOMEWORK
2 (S–S, T–S, S–T) Ss do Exercise 3 individually. Give them
Give Ss WB pp. 110–111 as homework.
2 minutes to complete the reader’s comment on the post
in Exercise 1 with appropriate phrases and then 1 extra CONTINGENCY PLAN
minute to check their answers in pairs before doing a class
Refer to TB p. 110 for extra activities.
check.
3 (T–S, S–T) Refer Ss to Exercise 4. Read through the summary
of opinions expressed by both writers. Give Ss 2 minutes
to answer the questions. When they have finished, elicit
the answers for questions 1 and 2 and check. Then ask
individual Ss to say who they agree with, giving reasons
why and have a brief class discussion.

© Pearson Education Limited Focus 2 Second Edition 1

8.8 SPEAKING  LESSON 11

OVERVIEW
EXTRA ACTIVITY
Duration: 40 minutes
Tell Ss that they will hear one side of the dialogue and
Objectives: they need to respond to the utterances as quickly as
• Can understand a limited range of basic language possible. Play Videos 40A and 40B and then Videos 41A
related to common symptoms and illnesses (P) and 41B. This could be done using choral or individual
(GSE 39 – A2+). drilling. You can tell Ss to refer to the audioscript to help
• Can describe basic symptoms to a doctor, but with them.
limited precision (Ca) (GSE 54 – B1+).
• Can give basic advice using simple language (P) PRODUCTION | 8–10 minutes
(GSE 39 – A2+).
1 (S–S) Refer Ss to Exercise 5. Put them in A/B pairs to
• Can make and respond to suggestions (C) (GSE 41 – A2+).
prepare a dialogue. Give them 2 minutes to read the
• Can make simple recommendations for a course of
instructions and prepare. Tell Ss that they should use
action in familar everyday situations (P) (GSE 45 – B1).
expressions from the SPEAKING FOCUS whenever
Resources: possible in their dialogues. As Ss do this, go round the
• SB p. 112 class monitoring and taking notes of any problems or
• WB p. 112 errors to discuss when giving feedback.
• Online resources: Teacher’s resources, Video 40 and 2 (S–S, S–T, T–S) Exercise 6. Tell Ss to practise their dialogues.
Video 41 – Role-play Videos: A doctor’s appointment As Ss interact with each other, walk around taking notes
of what you hear. Invite pairs to act out their dialogues in
front of the class. Finally, give some feedback based on
LESSON 11 your notes.
WARM-UP | 4–5 minutes
(S–S, T–S, S–T) Books closed. Activate language connected
EXTRA ACTIVITY
to health and illnesses by asking: When was the last time you Ss swap roles and work in new pairs. Follow the same
were ill/injured? What was wrong? What happened? Did you procedure as above. Alternatively, explain to Ss they are
go to the doctor? What medicine/treatment did you have? going to prepare dialogues similar to the ones in Videos 40
Did you take time off school? How long? and 41. Explain that the dialogues won’t have to be
exactly the same, but they will have to use expressions
PRACTICE | 22–24 minutes from the SPEAKING FOCUS box. Play Video 40 and then
1 (T–S, S–T) Ask Ss to turn to p. 112 and look at Exercise 1. Video 41 again if necessary. Then put Ss in pairs and give
Check understanding of the words in the box. Then give them 2 minutes to prepare their dialogues. Monitor and
Ss 2 minutes to complete the sentences with the words check the language as Ss work. Ss should present their
in the box. Monitor and support where necessary. When dialogues in front of the class, to make it more engaging.
they have finished, elicit sentences from different Ss and
check.
HOMEWORK
2 (T–S, S–T) Ss do Exercise 2 individually. Give them 2 minutes 1 Give Ss WB p. 112 as homework.
to read the dialogue and choose the correct option.
Then play the recording or Video 40 for Ss to listen or 2 Ask Ss to study the Word list on p. 113.
watch and check their answers.
CONTINGENCY PLAN
3 (T–S, S–T) Ss do Exercise 3 individually. Give them 2 minutes
1 Refer to TB p. 112 for extra activities.
to read and listen or watch Part 2 of the dialogue and
answer the questions. Then play the recording or Video 41 2 Refer to TB p. 113 for Word list activities.
for Ss to listen or watch and check their answers.
4 (S–T, T–S) Refer Ss to Exercise 4. Give them 2 minutes to
complete the SPEAKING FOCUS with verbs in Part 2 of
the dialogue. Do a quick class check. Then go through
the SPEAKING FOCUS. Wherever possible, suggest
extra or alternative expressions. Drill the expressions as
a whole class and with random individuals if necessary.

© Pearson Education Limited Focus 2 Second Edition 1

FOCUS REVIEW 8 LESSONS 12–13

OVERVIEW Tell them to check their answers in pairs before doing

a class check. Make sure to check spelling and check and
Duration: 40+40 minutes drill the pronunciation of the words.
Objectives:
• To revise the vocabulary and grammar of Unit 8 EXTRA ACTIVITY
and give Ss important pre-test practice in listening,
Ask Ss to write their own sentences using different forms
speaking and writing skills.
of the words in capitals in the exercise.
Resources:
• SB pp. 114–115 3 (S–S, T–S, S–T) Ss do Exercise 3 individually. Give them
• TB: Photocopiable Resources 52–53 pp. 211, 270–271; 2–3 minutes and then 1 extra minute to check their answers
Photocopiable Resources 54–55 pp. 211, 272–273; in pairs before doing a class check. Recheck the rules
Photocopiable Resource 47 pp. 210, 264–265 for the two past tenses and how they are used with
• WB pp. 114–115 conjunctions like after, before and by the time.
• Online resources: Extra digital activities, Listening
4 (S–S, T–S, S–T) Ss do Exercise 4 individually. Give them
and Use of English
3 minutes and then 1 extra minute to check their answers
in pairs before doing a class check. Check the tense changes
LESSON 12 and the use of reporting verbs again.

WARM-UP | 5 minutes USE OF ENGLISH | 12–14 minutes

(T–S, S–T) Books closed. Write each word from these 1 (S–S, T–S, S–T) Ss do Exercise 5 individually. Give them
sentences on a separate piece of card in large letters. 3 minutes and then 1 extra minute to check their answers
in pairs before doing a class check. Alternatively, this could
I played my new computer game after I had finished my
be done as an oral drill to involve everyone.
homework. (12)
I was really hungry all morning because I hadn’t had time for EXTRA ACTIVITY
breakfast. (13)
Put Ss in pairs and ask them to write similar dialogues for
By the time I got to the party, my friends had eaten all the
both of the incorrect options.
cake. (15)
For the first sentence, give twelve Ss one card (i.e. one word) 2 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give them
each. Ask this group to come to the front of the class. 2 minutes and then 1 extra minute to check their answers
They must not look at their classmates’ words. Ss must hold in pairs before doing a class check. Elicit example
up their words so that the rest of the class can see them. sentences with some of the incorrect options.
The class tells the Ss with the word cards in what order to
stand, so that their words form a sentence. The Ss holding
the cards say their words aloud to find out what sentence LESSON 13
they have formed. Repeat with the other two sentences
LISTENING | 6–8 minutes
(using thirteen Ss and fifteen Ss).
(S–S, T–S, S–T) Refer Ss to Exercise 7 and tell them to read
VOCABULARY AND GRAMMAR | 18–20 minutes through the statements and options to make sure they know
what information is asked for. Play the recording twice if
1 (S–S, S–T, T–S) Ss do Exercise 1 individually. Give them
necessary. Then ask Ss to check their answers in pairs before
2–3 minutes and then 1 extra minute to check their answers
doing a class check. Elicit what was said in the recording
in pairs. Check and drill the pronunciation of the words
which helped them choose the correct answers.
and elicit the meaning of the incorrect options.
SPEAKING | 25 minutes
EXTRA ACTIVITY
1 (T–S, S–T) Refer Ss to Exercise 8. Give them 2 minutes to
Ask Ss to write sentences using the options in Exercise 1. do the matching activity, then check.
2 (S–S, S–T, T–S) Tell Ss to take turns to ask and answer the
2 (T–S, S–S, S–T) Remind Ss about parts of speech and about questions they have matched in Exercise 8. Tell Ss that
how we identify words. Write construct on the board. they can use the phrases from the SPEAKING FOCUS
Elicit what kind of word it is (verb) and what the noun and in their dialogues. Encourage them to give reasons and
adjective forms of it there are (construction, constructive). additional information. As Ss interact with each other,
Refer Ss to Exercise 2. Tell them to read the sentences, walk around taking notes of what you hear. When they
thinking of what kind of word could go in the gaps. (1 noun, have finished, invite Ss to share what their partners said
2 adjective, 3 noun, 4 adjective, 5 noun) Then give Ss and then give some feedback based on your notes.
4 minutes to work individually to complete the gaps.

© Pearson Education Limited Focus 2 Second Edition 1

3 (S–S, S–T, T–S) Refer Ss to Exercise 9 and ask them to look
at the posters. Tell them that in a few minutes they will
choose the poster which they think is more suitable for
a campaign promoting healthy lifestyle to accompany
World Health Day. Tell Ss that they should explain why
they chose the poster and why they rejected the other one.
Also remind them that they should use the phrases from
the SPEAKING FOCUS in their dialogues. Give Ss
1–2 minutes to think and prepare. Then put them in pairs
and give them 3 minutes to share their preferences with
each other. Tell Ss to justify their answers. As Ss interact
with each other, go round the class monitoring and taking
notes of any errors to discuss when giving feedback.
When they have finished, invite individual Ss to share what
their partners said. Then give some feedback based on
your notes and finally, hold a class vote for the most
suitable poster.
4 (S–S, S–T, T–S) Put Ss in pairs and tell them to look at the
questions in Exercise 10. For each question, set a time
limit for the pairs to discuss. They should not move onto
the next question until you tell them to. As Ss interact with
each other, walk around taking notes of what you hear.
When the pairs have discussed all four questions, join
pairs together in groups of four and tell them to compare
their ideas. Give them 3 minutes to do this. When they
are ready, invite each group to tell the class what they
discussed and whether they agreed or disagreed with
one another. Then go over any issues that came up while
you were monitoring.

WRITING | 4–5 minutes

(S–S, T–S, S–T) Refer Ss to Exercise 11. Read through the rubric,
the writing task and the information Ss should include.
Make sure Ss have understood it correctly. Give Ss 1 minute
to put the pieces of information in the order they should
be presented, then check. (Exercise 12) Tell Ss to write
a reader’s comment on an Internet forum as homework.
Tell Ss to hand in their comments in the next lesson for your
evaluation and feedback.

HOMEWORK
1 Ask Ss to do Self-check 8.10, WB pp. 114–115.
2 Ask Ss to prepare for Unit Test 8: Assessment Package,
Unit 8.
3 Ask Ss to prepare for Review Test 4: Assessment
Package, Unit 8.
4 Ask Ss to prepare for End-of-year Test: Assessment
Package, End-of-year Test.

CONTINGENCY PLAN
Refer to TB p. 114 for extra activities.

© Pearson Education Limited Focus 2 Second Edition 2

VIDEO WORKSHEET 1 BBC

OVERVIEW 3 (T–S, S–T) Refer Ss to Exercise 3 and look at the words

and phrases in the box. Ask Ss which of the words and
Duration: 40 minutes phrases they think they will hear in the video and in what
Objectives: context. Elicit ideas from Ss and have a brief class discussion,
• To give students an opportunity to improve their but do not confirm answers at this stage. Tell Ss that they
reception skills and further enhance their vocabulary. will find out the answers when they watch the video.

Resources: WHILE YOU WATCH | 10–12 minutes

• SB p. 116 BBC Video Worksheet
1 (T–S, S–T) Exercise 4. Play the video so that Ss watch and
• Online resources: Teacher’s resources, Video 1 – BBC
check their ideas in Exercise 3. Elicit what is unusual about
Student Accommodation
student accommodation at Humanitas.
2 (S–S, T–S, S–T) Ss do Exercise 5 individually. Give them
INTRODUCTION 2 minutes to complete the sentences with the numbers
These short video clips produced by the BBC are authentic in the box and then 1 extra minute to check their answers
and contain natural spoken language. They are an extension in pairs. Then play the video again so that Ss watch and
of the topics covered in all vocabulary lessons. Each video check their answers. Ask Ss if the facts surprised them.
is accompanied by a Video worksheet and students are Elicit ideas with reasons why and have a brief class
prompted to discuss the topics covered in the videos and discussion.
relate them to their own experiences, improving their critical 3 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give them
thinking skills. BBC videos can be used at the beginning or 2 minutes to complete the sentences and then 1 extra
at any other time in the unit. Students can also be asked minute to check their answers in pairs. Then play the video
to watch these videos at home. This allows the teacher to once again so that Ss watch and check their answers.
check understanding before the lesson and adjust their
lesson plan if students have found the language particularly AFTER YOU WATCH | 7–8 minutes
easy or difficult. (S–S, S–T, T–S) Refer Ss to Exercise 7. Tell them that in a few
minutes they will discuss their opinions about the advantages
WARM-UP | 5–6 minutes and disadvantages of living in this kind of student
1 (T–S, S–T) Lead in and create interest in the lesson by accommodation. Read through the KEY PHRASES aloud
asking Ss what they want to study at university. Elicit and tell Ss that they should use these phrases to express
ideas from different Ss. Then ask where they will stay their ideas. Read the example aloud and give some more
if they have to leave their family home to study in examples using the KEY PHRASES. First, give Ss 1 minute
a different city/country. Elicit the words dormitory and to prepare individually. Then put them in pairs and tell them
student accomodation. Check understanding of these that they must keep talking for about 2–3 minutes. As Ss
words. interact with each other, walk around taking notes of what
2 (S–S, T–S, S–T) Exercise 2. Ask: What is considered you hear. When they have finished, invite pairs to share
typical student accommodation in your country? what they have discussed with the class. Then give some
Put Ss in pairs and give them 2 minutes to discuss. feedback based on your notes.
When they have finished, elicit ideas from different Ss
and have a brief class discussion.

BEFORE YOU WATCH | 11–13 minutes

1 (S–S, T–S, S–T) Refer Ss to Exercise 1. Put them in pairs
and give them 2 minutes to do the matching activity.
Tell them to use their dictionaries if necessary. When they
are ready, elicit the answers and check. Drill the collocations
if necessary. Either give some examples with the collocations
and elicit meaning or ask Ss to come up with some.
2 (T–S, S–T) Tell Ss that today they are going to watch
a video about student accommodation. Ask Ss to look at
the photo. Elicit descriptions of the photo. Ask Ss who
they think the people are, where they are and what they
are doing there and have a brief class discussion.

© Pearson Education Limited Focus 2 Second Edition 1

VIDEO WORKSHEET 1 FOCUS VLOG

OVERVIEW 3 (S–S, T–S, S–T) Exercise 4. Put Ss in pairs. Give them

2 minutes to discuss what makes them happy. Encourage
Duration: 40 minutes them to give reasons for their ideas. When they have
Objectives: finished, invite individual Ss to share what their partners
• To help Ss improve their productive accuracy said and have a brief class discussion.
and expose students to real language they can 4 (S–S, S–T) Refer Ss to Exercise 5. Read through the rubric
encounter in their lives. with the class and check understanding. Then give Ss
Resources: 2 minutes to complete the profile information. When they
• SB p. 117 Focus Vlog Worksheet are ready, put them in pairs and give them 2 extra minutes
• Online resources: Teacher’s resources, Video 3 – to share their profiles with each other and to try and guess
FOCUS VLOG About happiness which piece of information is not true. Monitor and support
as they do this. When they have finished, invite individual
Ss to tell the class about their partner and if their guesses
INTRODUCTION were right.
These short clips have been given the form of a vlog. Filmed
PRODUCTION | 9–10 minutes
on the streets of London, they feature real people answering
questions that touch upon their lives and opinions, while (S–S, S–T, T–S) Refer Ss to Exercise 6. Read through the speaking
following the topics and themes covered in the lesson they task with the class and check understanding. Then put Ss in
appear in. They present the target grammar structures in pairs. Remind them that they should use adjectives in the box
a real context in small, easy-to-manage chunks for the Ss to in their answers. For each question, set a time limit for the
model their own speech on. The vlogs feature unscripted, pairs to discuss. They should not move onto to the next
authentic, spontaneous speech of speakers of English from question until you tell them to. As Ss interact with each other,
the UK as well as from other countries. Vlogs can be used at walk around taking notes of what you hear. When the pairs
the end of the Grammar lesson that they appear in. Ss can have discussed all the questions, invite individual Ss to share
also be asked to watch these videos at home. This allows the what their partners said. Then go over any issues that came
teacher to check understanding before the lesson and adjust up while you were monitoring.
their lesson plan if Ss have found the language particularly
easy or difficult.

WARM-UP | 7–8 minutes

1 (S–S, T–S, S–T) Ask Ss to keep their books closed. Create
interest in the lesson by asking: What makes young
people happy? Put Ss in pairs and ask them to write as
many things as they can in 1 minute. When they have
finished, elicit one thing from each pair. As Ss answer,
write relevant things in a list on the board.
2 (S–S, T–S, S–T) Ask Ss to turn to p. 117 and look at
Exercise 1. Look at the list on the board again and add
the things that make young people happy that are in
the box in Exercise 1 that have not already been put
there. Then ask Ss to decide which three things are likely
to make young people happiest. Elicit answers from
different Ss and have a brief class discussion. Then hold
a class vote for the thing which makes young people the
happiest.

PRACTICE | 18–20 minutes

1 (S–S, T–S, S–T) Ss do Exercise 2 individually. Play the video
so that Ss watch and complete the table. Then give them
2 extra minutes to check their answers in pairs before
doing a class check. Play the video twice if necessary.
2 (S–S, T–S, S–T) Ss do Exercise 3 individually. Give them
2 minutes to complete the quotes and then 1 extra minute
to check their answers in pairs. When they have finished,
play the video again so that Ss watch and check their
answers.

© Pearson Education Limited Focus 2 Second Edition 1

VIDEO WORKSHEET 2 BBC

OVERVIEW 3 (T–S, S–T) Exercise 5. Ask Ss to look at the photo. Ask:

What kind of event is it? Why did Greg choose this place
Duration: 40 minutes to do the experiment? Elicit ideas from different Ss, but
Objectives: do not confirm answers at this stage. Play the next part
• To give students an opportunity to improve their of the video (00:53–01:30) so that Ss watch and check
reception skills and further enhance their vocabulary. their ideas. Then do a class check.

Resources: 4 (S–S, S–T, T–S) Ss do Exercise 6 individually. Before playing

• SB p. 118 BBC Video Worksheet the rest of the video (01:30–03:13), ask Ss to read the
• Online resources: Teacher’s resources, Video 6 – BBC events so that they know what they are watching out for.
Urban legends Play the video and then give Ss 1 extra minute to check
their answers in pairs before doing a class check.

WARM-UP | 3–4 minutes AFTER YOU WATCH | 6–7 minutes

(T–S, S–T) Books closed. Create interest by activating vocabulary (S–S, S–T, T–S) Refer Ss to Exercise 7. Tell them that Greg Foot
Ss already know. Ask: What is an urban legend/myth/tale? has done a series of videos like the one they have watched.
Elicit answers from different Ss. Use the information about Read through the names of his videos and ask Ss which of
urban legends below (or the definition on p. 118) to help them they would be most interested in. Give them 1 minute
prompt Ss and make sure all Ss understand what it means. to tick three of them and then 1 extra minute to compare
Then elicit examples of urban legends from Ss. their choices with a partner. When they have finished, elicit
ideas from different Ss with reasons why and have a class
TIP discussion.
An urban legend is a modern fictional tale that passes
from one person to another. They are told as the truth,
but most of them end up being mostly false. They reach
a wide audience, because they are passed along from
person to person like the news.

BEFORE YOU WATCH | 10 minutes

1 (T–S, S–T) Ask Ss to turn to p. 118 and look at Exercise 1.
Tell them that only one of sentences 1–5 is a fact. Give Ss
1 minute to think about the sentences. When they are
ready, elicit ideas from different Ss and have a brief class
discussion. Then tell Ss the correct answer and ask if they
are surprised.
2 (T–S, S–T) Ss do Exercise 2 individually. Give them 1 minute
and then 1 extra minute to check their answers in pairs
before doing a class check. Ask concept check questions
to make sure Ss understand the meaning of the target
words. Practise the words using choral drilling and individual
repetition. Then give Ss 2–3 minutes to make their own
sentences using the words. Ask individual Ss to share their
sentences with the class. Correct if any Ss are using the
words incorrectly explaining why.

WHILE YOU WATCH | 15–17 minutes

1 (S–T, T–S) Ss do Exercise 3 individually. Give them 2 minutes
to complete the presenter’s introduction to the video
and then 1 extra minute to compare their answers with
a partner. When they have finished, elicit answers from
different Ss, but do not confirm them at this stage.
2 (S–T, T–S) Exercise 4. Play the first part of the video (up to
0:53) so that Ss watch and check their answers in Exercise 3.
Then elicit Ss’ ideas about the question in Exercise 3 and
have a brief class discussion.

© Pearson Education Limited Focus 2 Second Edition 1

VIDEO WORKSHEET 2 FOCUS VLOG

OVERVIEW PRODUCTION | 13–15 minutes

(S–S, S–T) Refer Ss to Exercise 5. Tell them that in a few
Duration: 40 minutes
minutes they will discuss their opinions about technology.
Objectives: Read through the speaking task with the class and check
• To help Ss improve their productive accuracy understanding. Read the example aloud and give more
and expose students to real language they can examples if necessary. Then give Ss 2 minutes to prepare
encounter in their lives. individually. When they are ready, put Ss in pairs. For each
Resources: question, set a time limit for the pairs to discuss. They
• SB p. 119 Focus Vlog Worksheet should not move onto to the next question until you tell
• Online resources: Teacher’s resources, Video 8 – them to. As Ss interact with each other, walk around taking
FOCUS VLOG About technology notes of what you hear. When the pairs have discussed all
four questions, join pairs together in groups of four and tell
them to compare their ideas. Give them 3 minutes to do this.
WARM-UP | 5–6 minutes When they are ready, invite each group to tell the class what
(S–S, T–S, S–T) Refer Ss to Exercise 1. Tell them that in a few they discussed and whether they agreed or disagreed with
minutes they will ask and answer the questions. Give Ss 1 minute one another. Then go over any issues that came up while
to prepare individually. Then put them in pairs and tell them you were monitoring.
that they must keep talking for about 2–3 minutes. As Ss
interact with each other, walk around monitoring, supporting
and taking notes of any problems. When they have finished,
ask individual Ss to share what their partners said.

PRACTICE | 15–17 minutes

1 (S–S, T–S, S–T) Ss do Exercise 2 individually. Play the video
so that Ss watch the interviews where people talk about
problems they have had with technology. Tell Ss they should
tick the correct boxes. Then give Ss 1 extra minute to check
their answers in pairs before doing a class check.
2 (S–S, T–S, S–T) Refer Ss to Exercise 3. Put them in pairs
and give them 2–3 minutes to discuss and decide if
sentences 1–6 are true or false. When they have finished,
play the video so that Ss watch and check their answers.
Then elicit the answers. Ask Ss to correct the false sentences
giving relevant extracts from the clip.

TIP
Before the class check, you can play the video once
again, this time asking Ss to make notes of the extracts
that helped them find the answers.

3 (S–S, T–S, S–T) Exercise 4. Put Ss in pairs and give them

3 minutes to tell each other if they have ever had any of
the problems in Exercise 3 and about the last time they
had a problem with technology. Monitor and help with
any vocabulary and with Ss’ ideas where necessary.
When they have finished, invite individual Ss to share what
their partners said.

© Pearson Education Limited Focus 2 Second Edition 1

VIDEO WORKSHEET 3 BBC

OVERVIEW 4 (S–S, T–S, S–T) Ss do Exercise 5 individually. Give them

2–3 minutes to complete a summary of the scene using
Duration: 40 minutes words from Exercise 4 in the correct form. Then give Ss
Objectives: 1 extra minute to check their answers in pairs before
• To give students an opportunity to improve their doing a class check.
reception skills and further enhance their vocabulary.
EXTRA ACTIVITY
Resources:
• SB p. 120 BBC Video Worksheet Allow Ss time to read the summary and to try and learn
• Online resources: Teacher’s resources, Video 11 – BBC it by heart. Then ask them to close their books. Invite
The Musketeers volunteer Ss to tell the summary to the class. Encourage
other Ss to help when a S cannot remember something.

WARM-UP | 5–6 minutes

AFTER YOU WATCH | 7–8 minutes
(T–S, S–T) With books closed, create interest and activate
Ss’ knowledge by having a class discussion based on the (S–S, S–T, T–S) Refer Ss to Exercise 6. Tell them that in a few
following questions, e.g. What is The Three Musketeers? minutes they will discuss their opinions about The Musketeers
Have you read it? What kind of a novel is it? When was and TV series. Give Ss 1 minute to think and prepare individually.
it written? Who wrote it? Who are the musketeers? Have Then put them in pairs and tell them that they must keep
a class discussion. talking for a full 2 minutes. As Ss interact with each other,
walk around taking notes of what you hear. When they have
TIP finished, invite different Ss to share their ideas with the class.
Encourage them to give reasons for their ideas. Then give
The Three Musketeers is a historical adventure novel some feedback based on your notes.
by Alexandre Dumas. It was published in French as
Les Trois Mousquetaires in 1844. It tells the adventures
of four fictional heroes who lived under the French kings
Louis XIII and Louis XIV who reigned during the 17th
and early 18th centuries. At the beginning of the story,
D’Artagnan arrives in Paris from Gascony in the hope
that he could join the Musketeers of the Guard. However,
he can’t realise his dream immediately. He meets the
three musketeers Athos, Porthos, and Aramis. The four
become involved in affairs of state and court.

BEFORE YOU WATCH | 4–5 minutes

(S–S, T–S, S–T) Ask Ss to turn to p. 120 and look at Exercise 1.
Give them 1 minute to read the sentences and choose the
correct option and 1 extra minute to check their answers in
pairs before doing a class check.

WHILE YOU WATCH | 17–19 minutes

1 (S–S, T–S, S–T) Refer Ss to Exercise 2. Allow them 1 minute
to read through the questions before playing the video.
Play the video without sound. Then give Ss 1–2 extra
minutes to compare their ideas with a partner. When they
have finished, elicit ideas from different Ss and have a brief
class discussion, but do not confirm answers at this stage.
2 (T–S, S–T) Exercise 3. Play the video with sound so that
Ss watch and check their ideas in Exercise 2. Then do
a class check.
3 (S–S, T–S, S–T) Ss do Exercise 4 individually. Give them
2–3 minutes to complete the dialogues and then 1 extra
minute to check their answers in pairs. Then play the video
again so that Ss watch and check their answers. Alternatively,
this could be done as an oral drill to involve everyone.

© Pearson Education Limited Focus 2 Second Edition 1

VIDEO WORKSHEET 3 FOCUS VLOG

OVERVIEW As they do this, walk round the class monitoring and

taking notes of any problems or errors to discuss when
Duration: 40 minutes giving feedback. When they have finished, invite individual
Objectives: Ss to tell the rest of the class about the people they made
• To help Ss improve their productive accuracy notes about in their tables. Then give some feedback
and expose students to real language they can based on your notes.
encounter in their lives. 2 (S–S, S–T, T–S) Ask Ss if they know what a pie chart is.
Resources: Elicit ideas and check. Use the information in the box
• SB p. 121 Focus Vlog Worksheet to help prompt Ss. Then give an example of a pie chart
• Online resources: Teacher’s resources, Video 14 – on the board. Ask concept check questions to check
FOCUS VLOG London attractions understanding. Then refer Ss to Exercise 6 and read
through the rubric with them. Put them in groups of
three or four and give them 3 minutes to write a survey
WARM-UP | 3–4 minutes question about Ss’ film and TV preferences. Tell them
(T–S, S–T) Lead in and create interest in the lesson by asking that their questions should begin with Who ... and they
Ss where they will go on holiday this year. Then ask if they should give three options. Monitor and support if
have ever been abroad and if so, which countries they have necessary as they do this. When they have finished, invite
been to. Ask which country they would like to go to and if each group to ask their question to the class and tell them
they have been to London. Elicit ideas from different Ss and to note down the answers. Then give Ss 3–4 minutes
have a brief class discussion. to gather their findings and draw a pie chart showing
the results. When they are ready, invite each group
PRACTICE | 15–16 minutes to present their findings. Listen and take notes of any
1 (S–S, S–T) Ask Ss to turn to p. 121 and look at Exercise 1. problems or errors. Then give some feedback based on
Tell them to imagine they can have a day out in London. your notes.
Put them in pairs and give them 3 minutes to discuss the
activities they would and wouldn’t like to do in London.
Encourage them to give reasons for their preferences.
Monitor closely to provide support where necessary.
When they have finished, ask individual Ss to share what
their partners said.
2 (S–S, T–S, S–T) Refer Ss to Exercise 2. Tell Ss that in a few
minutes they are going to watch Oliver, Ella and Chelsea.
Read through the questions they answer. Play the video
so that Ss watch and tick the things from Exercise 1 they
mention. Then give Ss 1 extra minute to compare their
answers with a partner. When they have finished, elicit
the answers and check.
3 (S–S, T–S, S–T) Ss do Exercise 3 individually. Allow them
1 minute to read through the questions to make sure
they know exactly what to watch out for. Play the video
again and then give Ss 1 minute to check their answers
in pairs before doing a class check.
4 (T–S, S–T) Exercise 4. Ask Ss if they have done anything
interesting in their city recently. Ask what they did and
what they liked about it. Elicit answers from different Ss
and have a brief class discussion.

PRODUCTION | 16–18 minutes

1 (T–S, S–T) Refer Ss to Exercise 5. Read through the rubric
and check understanding. Read the example aloud and
give some more examples if necessary. Then give Ss
1–2 minutes to find someone in the class who fits each
description in the table and write their names in the first
column. When they are ready, give Ss 5 more minutes to
collect more information about the people whose names
they wrote in the table by asking them further questions.

© Pearson Education Limited Focus 2 Second Edition 1

VIDEO WORKSHEET 4 BBC

OVERVIEW 3 (S–S, T–S, S–T) Refer Ss to Exercise 5. Before playing the

rest of the video, allow Ss time to read the questions.
Duration: 40 minutes After Ss watch the video, put them in pairs and give them
Objectives: 2–3 minutes to discuss the questions. As Ss interact with
• To give students an opportunity to improve their each other, walk around taking notes of what you hear.
reception skills and further enhance their vocabulary. When they have finished, invite pairs to share what they
have discussed with the class. Then give some feedback
Resources: based on your notes.
• SB p. 122 BBC Video Worksheet
• Online resources: Teacher’s resources, Video 15 – BBC AFTER YOU WATCH | 7–8 minutes
Cave houses
(S–S, S–T, T–S) Refer Ss to Exercise 6. Tell them that in a few
minutes they will discuss their anwers to the questions.
WARM-UP | 3 minutes Read through the KEY PHRASES aloud and tell Ss that they
(T–S, S–T) Ask Ss to look at the photo. Elicit descriptions of should use these phrases to express their ideas. Read the
the photo and ask where they think it was taken and if they example aloud and give some more examples using the
have been to such a place before. Elicit ideas from different KEY PHRASES. Next, give Ss 1 minute to prepare individually.
Ss and have a brief class discussion. Then put them in pairs and tell them that they must keep
talking for about 2–3 minutes. As Ss interact with each other,
BEFORE YOU WATCH | 10–12 minutes walk around taking notes of what you hear. When they have
1 (S–S, T–S, S–T) Ss do Exercise 1 individually. Give them finished, invite pairs to share what they have discussed with
2 minutes to label the photos and then 1 extra minute to the class. Then give some feedback based on your notes.
check their answers in pairs before doing a class check.
Make sure Ss understand the meaning of the words.
2 (T–S, S–T) Refer Ss to Exercise 2 and look at the adjectives
in the box. Ask Ss to decide which adjectives are appropriate
to describe the landscape. Elicit ideas from different Ss
and check. Ask if they used any of these adjectives while
describing the photo in the warm-up section. Make sure
Ss understand the meaning of all the adjectives. Practise
them using choral drilling and individual repetition if
necessary. Then allow Ss time to add more adjectives
to the list. When they are ready, elicit adjectives from
different Ss and check.

EXTRA ACTIVITY
Give Ss 2–3 minutes to make sentences using the adjectives.
Then ask individual Ss to share their sentences with the
class. Correct if any Ss are using them incorrectly and
point out what is wrong.

WHILE YOU WATCH | 14–15 minutes

1 (T–S, S–T) Exercise 3. Tell Ss that they are going to watch
a video about the landscape in the photo and that this
place is called Cappadocia, which is in Central Turkey.
Ask Ss to watch and check whether they can hear any of
the adjectives in Exercise 2 in the clip. Play the video and
elicit from Ss the adjectives they could hear and check.
2 (S–S, T–S, S–T) Refer Ss to Exercise 4. Put them in pairs
and give them 2–3 minutes to discuss if the sentences
are true or false. When they have finished, invite individual
Ss to share their ideas with the rest of the class, but do
not confirm answers at this stage. Play the first part of
the video again (up to 2:00) so that Ss watch and check
their ideas.

© Pearson Education Limited Focus 2 Second Edition 1

VIDEO WORKSHEET 4 FOCUS VLOG

OVERVIEW PRODUCTION | 20 minutes

1 (S–S, S–T, T–S) Refer Ss to Exercise 5. Read through
Duration: 40 minutes
the rubric and the things to consider with the class and
Objectives: check understanding. Then put Ss in groups of four and
• To help Ss improve their productive accuracy give them 5 minutes to discuss their ideas. Walk around
and expose students to real language they can taking notes of what you hear as they do this. When they
encounter in their lives. have finished, invite each group to tell the class what
Resources: they discussed and whether they agreed or disagreed
• SB p. 123 Focus Vlog Worksheet with one another. Then go over any issues that came up
• Online resources: Teacher’s resources, Video 17 – while you were monitoring.
Focus Vlog Where people live 2 (S–S, S–T, T–S) Refer Ss to Exercise 6. Read through the rubric
and the example with the class and check understanding.
Then put Ss in pairs and give them 2–3 minutes to decide
WARM-UP | 10 minutes
on the top three things to consider when looking for
1 (S–S, T–S, S–T) Ask Ss to keep their books closed. To see a new house. As Ss interact with each other, walk around
what Ss know, write these headings in four columns on taking notes of what you hear. When they are ready,
the board: invite individual Ss to share their opinions with the rest
Type of house Location Inside Outside of the class. Then give some feedback based on your
notes.
Then put Ss in pairs. Tell them to think of as many words
as they can for each heading in 2 minutes. When they
have finished, ask Ss to tell you their words and write them
on the board. Ss should tell you what category they go
into as well.
2 (T–S, S–T) Ask Ss to turn to p. 123 and look at Exercise 1.
Go through the places in the box with Ss. Look at the list
on the board again and add the places that are in the
box in Exercise 1 that have not already been put there.
Then give Ss 1 minute to put the words in the box under
an appropriate heading. When they have finished, do
a class check.

PRACTICE | 10 minutes
1 (S–S, T–S, S–T) Ss do Exercise 2 individually. Before playing
the video, allow Ss time to read the sentences so that they
know what they are watching out for. Then play the video
and give Ss 1 extra minute to check their answers in pairs
before doing a class check.
2 (S–S, T–S, S–T) Ss do Exercise 3 individually. Play the video
again so that Ss watch the interviews and write how long
the people lived in the places. Ask them to compare their
answers with a partner before doing a class check.
3 (S–S, S–T) Exercise 4. Put Ss in pairs and give them 2 minutes
to tell each other what they like about their house or flat
and how long they have lived there. When they have
finished, invite individual Ss to share what their partners
said.

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VIDEO WORKSHEET 5 BBC

OVERVIEW 3 (T–S, S–T) Exercise 5. Play the second part of the video
(01:38–03:11) and ask Ss if anybody mentions the ideas
Duration: 40 minutes they discussed in Exercise 4. Elicit answers from different
Objectives: Ss and check.
• To give students an opportunity to improve their 4 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give them
reception skills and further enhance their vocabulary. 2 minutes to do the matching activity and then 1 extra
Resources: minute to check their answers in pairs before doing a class
• SB p. 124 BBC Video Worksheet check. Ask concept check questions to make sure Ss
• Online resources: Teacher’s resources, Video 20 – BBC understand the meaning of all the collocations. Practise
South Korean schools the collocations using choral drilling and individual
repetition.
5 (S–S, T–S, S–T) Ss do Exercise 7 individually. Give
WARM-UP | 4–5 minutes
them 2 minutes to complete the sentences with the
(S–S, T–S, S–T) Ask Ss to keep their books closed. Create collocations in Exercise 6 in the correct form and then
interest in the lesson by writing school and learning on the 1 extra minute to check their answers in pairs before
board. Put Ss in pairs and give them 1 minute to think of doing a class check.
as many words or phrases related to school and learning as
they can. When they have finished, elicit one word/phrase
EXTRA ACTIVITY
from each pair. As Ss answer, write relevant words/phrases in
a list under the heading on the board. Give Ss 3 minutes to make their own sentences using at
least three of the collocations. Then ask individual Ss to
BEFORE YOU WATCH | 5–7 minutes share their sentences with the class. Correct if any Ss are
1 (S–S, T–S, S–T) Ask Ss to turn to p. 124 and look at using the words incorrectly and point out what is wrong.
Exercise 1. Give them 1 minute to tick the words or phrases
they associate with school and learning. When they have 6 (S–S, T–S, S–T) Exercise 8. Tell Ss that they are going
finished, elicit ideas from different Ss and have a brief to watch the whole video again and mark who says the
class discussion. Then look at the list on the board again sentences in Exercise 7. You can tell them to write M for
and add the words/phrases that are in Exercise 1 that Hye Min’s mother, L for Professor Lee and P for the presenter
have not already been put there. next to the sentences. Play the video and then give Ss
2 (S–S, T–S, S–T) Exercise 2. Give Ss 2 minutes to list three 1 extra minute to check their answers in pairs before doing
of the most important things to them at school. Then give a class check.
Ss 1 extra minute to compare with a partner. When they
AFTER YOU WATCH | 6–7 minutes
have finished, elicit ideas from individual Ss. Encourage
Ss to explain their choices. Then have a brief class (S–S, T–S, S–T) Refer Ss to Exercise 9. Read the questions
discussion. Finally, vote for the most important thing at aloud. Then put Ss in groups of three or four and give them
school and then for the least important one. 3 minutes to discuss. Monitor and help with any vocabulary
and with Ss’ ideas where necessary. When they have finished,
WHILE YOU WATCH | 18–20 minutes invite groups to share what they have discussed with the class
1 (S–S, S–T, T–S) Ss do Exercise 3 individually. Before playing and a have a brief class discussion.
the video, ask them to read the questions so that they
know what they are watching out for. Play the first part of
the video (up to 1:38) and then give Ss 1 extra minute to
check their answers in pairs before doing a class check.
2 (S–S, T–S, S–T) Refer Ss to Exercise 4. Tell them that in
a few minutes they will discuss their opinions about the
advantages and disadvantages of the South Korean
education system. Tell Ss that they should think about
the standard of education and young people’s health.
Ss work individually for about 1 minute. Then put them
in pairs and tell them that they must keep talking for
a full 2 minutes. When they have finished, invite pairs to
share what they have discussed with the class and have
a brief class discussion on the topic.

© Pearson Education Limited Focus 2 Second Edition 1

VIDEO WORKSHEET 5 FOCUS VLOG

OVERVIEW

Duration: 40 minutes
Objectives:
• To help Ss improve their productive accuracy
and expose students to real language they can
encounter in their lives.
Resources:
• SB p. 125 Focus Vlog Worksheet
• Online resources: Teacher’s resources, Video 23 –
FOCUS VLOG About education

WARM-UP | 8 minutes
1 (T–S, S–T) Books closed. Write this on the board:
A perfect student is someone who ... Give Ss 2 minutes
to think and complete the definition. When they are ready,
elicit ideas from different Ss and have a brief class
discussion.
2 (S–S, T–S, S–T) Ask Ss to turn to p. 125 and look at
Exercise 1. Give them 1 minute to read through the qualities
and see if the qualities they mentioned in their definitions
are among them. Then put Ss in pairs and give them
2 minutes to discuss and choose the qualities they would
use to describe a perfect student. When they have finished,
elicit ideas from different Ss.

PRACTICE | 15 minutes
1 (S–S, T–S, S–T) Ss do Exercise 2 individually. Allow them
1 minute to read through the questions to make sure
they know exactly what to do. Tell them to underline the
key words. Play the video and then give Ss 1 minute to
check their answers in pairs before doing a class check.
2 (T–S, S–T) Exercise 3. Ask for a show of hands to find out
which Ss think that they are perfect or not. Invite different
Ss to give reasons. Then have a brief class discussion.

PRODUCTION | 15 minutes
1 (S–S, S–T) Refer Ss to Exercise 4. Tell them that in a few
minutes they will discuss their study habits. Give Ss 1 minute
to look at the questions and prepare individually. Then put
Ss in pairs and tell them that they must keep talking for
a full 3 minutes. As Ss interact with each other, walk around
monitoring, supporting and taking notes of any problems.
When they have finished, ask individual Ss to share what
their partners said and then give some feedback based
on your notes.
2 (T–S, S–T) Ask Ss if they know how to write a survey.
Elicit ideas and check. Use the information in the box to
help prompt Ss. Give examples and then ask concept
check questions to check understanding. Then refer Ss
to Exercise 5 and read through the rubric with them.
As homework, ask Ss to organise an online survey with
eight multiple-choice questions, give out the link and
collect data over a period of time. Later, Ss will present the
results to the class.

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VIDEO WORKSHEET 6 BBC

OVERVIEW 4 (S–S, T–S, S–T) Ss do Exercise 6 individually. Give them

3 minutes to complete the email to Dallas and then 1 extra
Duration: 40 minutes minute to check their answers in pairs. Then play the video
Objectives: gain if necessary for Ss to check their answers.
• To give students an opportunity to improve their
reception skills and further enhance their vocabulary. AFTER YOU WATCH | 7–8 minutes
(S–S, S–T, T–S) Refer Ss to Exercise 7. Tell them that in a few
Resources:
minutes they will discuss the most dangerous jobs in the world.
• SB p. 126 BBC Video Worksheet
Read through the task and the example with the class.
• Online resources: Teacher’s resources, Video 25 – BBC
Then give Ss 1 minute to think and prepare individually.
Window cleaning
When they are ready, put them in pairs and tell them that
they must keep talking for a full 2 minutes. As Ss interact
WARM-UP | 5 minutes with each other, walk around taking notes of what you hear.
(T–S, S–T) Books closed. Lead in and create interest in the When they have finished, invite different Ss to share their
lesson by asking Ss if they know what the highest buildings ideas with the class. Encourage them to give reasons for
in the world are and where they are. Elicit ideas from different their ideas. Then give some feedback based on your notes.
Ss and write them in a list on the board. Use the information
below to help prompt Ss. Show photos of the buildings if
possible.

TIP
Lotte World Tower, South Korea – 1,819 ft / 555 m
Ping An International Finance Centre, China – 1,965 ft / 599 m
Makkah Royal Clock Tower, Saudi Arabia – 1,972 ft / 601 m
Shanghai Tower, China – 2,073 ft / 632 m
Burj Khalifa, United Arab Emirates – 2,717 ft / 828 m

BEFORE YOU WATCH | 8–9 minutes

1 (S–S, T–S, S–T) Ask Ss to turn to p. 126 and look at Exercise 1.
Put them in pairs and give them 2 minutes to discuss the
questions. When they have finished, invite pairs to share
what they have discussed with the rest of the class and
have a brief class discussion.
2 (S–S, T–S, S–T) Refer Ss to Exercise 2. Give them 2 minutes
to decide whether the adjectives are positive, negative
or can be both and then 1 extra minute to compare their
answers with a partner. When they have finished, elicit
ideas from different Ss and check.

WHILE YOU WATCH | 14–16 minutes

1 (S–S, T–S, S–T) Exercise 3. Tell Ss that they are going to
watch a video and tick the words from Exercise 2 they
can hear. Also ask them to make notes of how many times
each word is used. Play the video once. Then give Ss 1 extra
minute to check their answers in pairs before doing a class
check.
2 (S–S, T–S, S–T) Refer Ss to Exercise 4. Put them in pairs
and give them 1–2 minutes to discuss the questions.
When they have finished, elicit the answers and check.
3 (S–S, T–S, S–T) Ss do Exercise 5 individually. Give them
2 minutes to complete quotes 1–5 and then 1 extra
minute to check their answers in pairs. Then play the
video again so that Ss watch and check their answers.

© Pearson Education Limited Focus 2 Second Edition 1

VIDEO WORKSHEET 6 FOCUS VLOG

OVERVIEW

Duration: 40 minutes
Objectives:
• To help Ss improve their productive accuracy
and expose students to real language they can
encounter in their lives.
Resources:
• SB p. 127 Focus Vlog Worksheet
• Online resources: Teacher’s resources, Video 27 –
FOCUS VLOG About dream jobs

WARM-UP | 6–7 minutes

(S–S, T–S, S–T) Refer Ss to Exercise 1. Put them in pairs and
give them 2 minutes to ask and discuss the questions. Monitor
and support if necessary as they interact with each other.
When they have finished, elicit answers for the first question
and have a brief class discussion. Then ask individual Ss to share
with the class what their partners answered to questions 2, 3
and 4.

PRACTICE | 20 minutes
1 (S–S, T–S, S–T) Ss do Exercise 2 individually. Allow them
1 minute to read through the questions to make sure
they know exactly what to watch out for. Play the video
so that Ss watch and do the matching activity. Then give
Ss 1 extra minute to check their answers in pairs before
doing a class check.
2 (S–S) Refer Ss to Exercise 3. Put them in pairs and give
them 2 minutes to discuss and decide if sentences 1–5
are true or false. When they have finished, play the video
again so that they watch and check their answers.
3 (T–S, S–T) Refer Ss to Exercise 4. Read through the things
to consider in a job with the class. Then give Ss 3 minutes
to choose three of them which they consider the most
important in a job and make notes of their reasons.
When they have finished, elicit ideas from different Ss
and have a brief class discussion.
4 (T–S, S–T) Refer Ss to Exercise 5. Give them 2 minutes to
read the list in Exercise 4 again and decide which things
they are able to do (skills), which things they like doing
(passions) and which things they dream of doing (ambitions).
When they are ready, elicit ideas from different Ss and
have a brief class discussion.

PRODUCTION | 10 minutes
(T–S, S–T) Ask Ss what they know about Europass CV. Elicit
ideas, but do not confirm ideas at this stage. Tell Ss that they
will find out the answer when they read about it in the box.
Refer them to Exercise 6 and give them 2 minutes to read.
Then ask Ss to fill in their CV online. If it is not possible to do
this in class, give this as homework and ask Ss to write their CV
in the notebooks.

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VIDEO WORKSHEET 7 BBC

OVERVIEW AFTER YOU WATCH | 12–14 minutes

(S–S, T–S) Refer Ss to Exercise 7. Read through the speaking
Duration: 40 minutes
task with the class and check understanding. Then put Ss
Objectives: in two groups and give them 2–3 minutes to brainstorm
• To give students an opportunity to improve their arguments to support their case and prepare. When they
reception skills and further enhance their vocabulary. are ready, give them 7–8 minutes to discuss. Tell them to try
Resources: to convince each other that they are correct. Monitor and
• SB p. 128 BBC Video Worksheet take notes of any problems or errors to discuss when giving
• Online resources: Teacher’s resources, Video 30 – BBC feedback.
Cheap shopping

WARM-UP | 2 minutes
(T–S, S–T) Lead in and create interest in the lesson. Ask Ss
how often they go shopping and what they last bought.
Elicit answers from different Ss.

BEFORE YOU WATCH | 4 minutes

(S–S, T–S, S–T) Ask Ss to turn to p. 128 and look at Exercise 1.
Give them 1 minute to do the mini-questionnaire and then
1 extra minute to compare their answers with a partner.
When they have finished, elicit answers from different Ss
and ask them what they think their answers say about them.
Have a brief class discussion.

WHILE YOU WATCH | 16–18 minutes

1 (S–S, T–S, S–T) Refer Ss to Exercise 2. Give them 1–2 minutes
to try and guess how much each item costs and then
1 extra minute to compare their answers with a partner.
When they have finished, elicit ideas from different Ss,
but do not confirm answers at this stage. Tell Ss that they
will find out the answers when they watch the video.
2 (T–S, S–T) Exercise 3. Play the first part of the video (up to
0:33) so that Ss watch and check their answers in Exercise 2.
Elicit what is weird about the price of things and check.
3 (S–S, T–S, S–T) Ss do Exercise 4 individually. Allow them
1 minute to read the leaflet about the Mall of America.
Then play the next part of the video (00:33–01:42) so that
Ss listen and complete the sentences. Give Ss 1 extra minute
to check their answers in pairs before doing a class check.
4 (T–S, S–T) Refer Ss to Exercise 5. Allow them time to read
the questions first. When they are ready, play the next
part of the video (01:42–03:33) so that Ss watch and answer
the questions. Then elicit the answers and check.
5 (T–S, S–T) Exercise 6. Ask Ss the possible disadvantages
of fast fashion. Elicit ideas from different Ss and have
a class discussion. Write their ideas in a list on the board.
Then play the last part of the video (3:33–03:55). Ask Ss
to compare the ideas in the video with their ideas on the
board. Elicit answers from different Ss.

© Pearson Education Limited Focus 2 Second Edition 1

VIDEO WORKSHEET 7 FOCUS VLOG

OVERVIEW HOMEWORK
Write the following questions on the board:
Duration: 40 minutes
What had you learnt by the time you left school?
Objectives:
• To help Ss improve their productive accuracy What had you achieved by your 18th birthday?
and expose students to real language they can Who/What had helped you to achieve these goals?
encounter in their lives.
Tell Ss to ask them to three adults and make notes
Resources: of their answers.
• SB p. 129 Focus Vlog Worksheet
• Online resources: Teacher’s resources, Video 33 –
FOCUS VLOG About clothes

WARM-UP | 4–5 minutes

(S–S, S–T) Refer Ss to Exercise 1. Tell them that in a few minutes
they will discuss their opinions about jeans. Give Ss 1 minute
to prepare individually. Then put them in pairs and tell them
that they must keep talking for about 2 minutes. As Ss interact
with each other, walk around monitoring and supporting if
necessary. When they have finished, ask individual Ss to share
what their partners said.

PRACTICE | 7–8 minutes

1 (S–S, T–S, S–T) Ss do Exercise 2 individually. Allow them
1 minute to read through the sentences to make sure they
know exactly what to watch out for. Play the video and
then give Ss 1 minute to check their answers in pairs
before doing a class check.
2 (S–S, T–S, S–T) Ss do Exercise 3 individually. Allow them
1 minute to read through the questions to make sure they
know exactly what to watch out for. Play the video again
for Ss to complete the activity. Then ask Ss to check their
answers in pairs before doing a class check.

PRODUCTION | 25–28 minutes

1 (S–S, T–S, S–T) Refer Ss to Exercise 4. Tell them that they
are going to prepare a list of five questions about fashion.
Read through the examples with the class and check
understanding. Then put them in pairs and give them
3 minutes to prepare their list. When Ss have finished,
ask them if they know what an infographic is. Elicit ideas
and check. Use the information in the box to help prompt Ss.
Then show Ss examples of infographics. Ask concept check
questions to make sure they understand.
2 (S–S, S–T, T–S) Give Ss 5 minutes to ask their questions
to other Ss and collect the answers. When they have
finished, give them 8 minutes to prepare an infographic
with the results. Tell them that they can either draw the
infographics or use an online tool to create them.
Monitor and support as they do this. When Ss are ready,
invite different pairs to present their findings using graphs
and charts in a survey infographic. Listen and take notes
of any problems or errors. Then give some feedback based
on your notes.

© Pearson Education Limited Focus 2 Second Edition 1

VIDEO WORKSHEET 8 BBC

OVERVIEW 4 (S–T, T–S) Ss do Exercise 6 individually. Give them 1 minute

to do the matching activity, then check. Ask Ss which
Duration: 40 minutes activity they think uses the most/least energy. Elicit ideas
Objectives: from different Ss, but do not confirm their answers at this
• To give students an opportunity to improve their stage. Play the last part of the video (03:07–03:34) for Ss
reception skills and further enhance their vocabulary. to watch and check their ideas. Ask if they are surprised.

Resources: AFTER YOU WATCH | 7–8 minutes

• SB p. 130 BBC Video Worksheet
(S–S, S–T, T–S) Refer Ss to Exercise 7. Give them 2 minutes
• Online resources: Teacher’s resources, Video 36 – BBC
to make a list of activities they can do to keep fit without
Keeping fit
going to the gym. Monitor and support where necessary as
they do this. When they are ready, read the example aloud
WARM-UP | 5 minutes and invite individual Ss to make similar sentences and share
(S–S, T–S, S–T) Ask Ss to keep their books closed. Create their ideas with the class. Have a class discussion. Take notes
interest in the lesson by writing keeping fit on the board. of what you hear. Then give some feedback based on your
Ask Ss to write as many ways to keep fit as they can in notes.
1 minute. When they have finished, elicit one method from
each pair. As Ss answer, write relevant words and phrases
in a list under the heading on the board.

BEFORE YOU WATCH | 10 minutes

1 (S–S, T–S, S–T) Ask Ss to turn to p. 130 and look at Exercise 1.
Look at the list on the board again and add the ways to
keep fit from Exercise 1 that have not already been put
there. Then ask Ss their preferred ways of keeping fit.
Elicit answers from different Ss and have a brief class
discussion.
2 (S–S, T–S, S–T) Ss do Exercise 2 individually. Give them
1–2 minutes to do the matching activity and then 1 extra
minute to check their answers in pairs before doing a class
check. Ask Ss which activities they think use the most and
which the least energy. Elicit ideas from different Ss and
have a brief class discussion.

WHILE YOU WATCH | 15 minutes

1 (T–S, S–T) Refer Ss to Exercise 3. Allow them time to
complete the doctor’s recommendation. Elicit ideas from
different Ss, but do not confirm their answers at this stage.
Play the first part of the video (up to 0:32) for Ss to watch
and check their answer. Ask if they are surprised.
2 (S–S, T–S, S–T) Ss do Exercise 4 individually. Allow them
1 minute to read through the sentences to make sure they
know exactly what information is missing. When they are
ready, play the next part of the video (00:32–01:50) so that
Ss watch and complete the sentences. Then give them
1 extra minute to check their answers in pairs before doing
a class check.
3 (S–S, T–S, S–T) Refer Ss to Exercise 5. Give them 1 minute
to tick the activities that they think are ‘exercise’ and then
1 extra minute to compare their answers with a partner.
Then play the next part of the video (01:50–03:07) for Ss
to watch and check their answers.

© Pearson Education Limited Focus 2 Second Edition 1

VIDEO WORKSHEET 8 FOCUS VLOG

OVERVIEW

Duration: 40 minutes
Objectives:
• To help Ss improve their productive accuracy
and expose students to real language they can
encounter in their lives.
Resources:
• SB p. 131 Focus Vlog Worksheet
• Online resources: Teacher’s resources, Video 38 –
FOCUS VLOG About achievements

WARM-UP | 3 minutes
(T–S, S–T) Refer Ss to Exercise 1. Tell them to think of a victory.
Ask what they achieved, how they prepared, who helped them
and how they helped them. Elicit answers from different Ss.

PRACTICE | 7–8 minutes

1 (S–S, T–S, S–T) Ss do Exercise 2 individually. Allow them
time to read the sentences so that they know exactly what
to watch out for. Then play the video so that Ss watch
and do the matching activity. Ask Ss to check their answers
in pairs before doing a class check.
2 (S–S, S–T) Exercise 3. Put Ss in pairs and give them 2 minutes
to discuss what they had learnt by the time they left
primary school. Monitor and help with any vocabulary.
When they have finished, invite individual Ss to share
what their partners said.

PRODUCTION | 28–30 minutes

(S–S, T–S, S–T) Exercise 4. Remind Ss of the questions they
would ask to three adults as homework. Tell them that in
a few minutes the will prepare a short presentation about
the people they have interviewed. Refer Ss to Exercise 5.
Read through the things they should do for each of them
and check understanding. Then give Ss 10 minutes to
prepare their presentations. Monitor and support where
necessary. When they are ready, invite individual Ss to share
their presentations with the class. Listen and take notes of
problems and errors. Then give some feedback based on
your notes.

© Pearson Education Limited Focus 2 Second Edition 1