FOCUS 1 UNIT 1 LESSON PLAN 5 READING
POST READING (10 mins.)
Duration: 40 mins.
Objectives: ★ Can read a simple text and
extract factual details (GSE 35 – A2).
Resources: Focus 1 Unit 1
★ pp.16-17, Word Store 1 p.3, Photocopiable
Resource 2
★ pp.164, 178, WB pp.12-13, Teacher’s Book
p.136
PROCEDURE
WARM-UP (5-6 mins.)
1) (S-T, T-S) Ask Ss to keep their books closed. Write
household chores on the board. Check that Ss
understand what it means. Brainstorm with Ss
as many household chores as possible and write
them (as Ex 1 in the book) on the board. Put Ss
into pairs. Tell them to think about their family
and give them 2 mins. to discuss who usually does
these things in their family. Then ask individual Ss
to tell who does what in their house.
OPTION – This could also be done as a group work
activity. Books closed. Put Ss into groups and ask
them to make a list of as many household chores
as possible in 2 mins. Then they can compare
their lists.
PRE-READING (1 min.)
1) (S-T, T-S) Ss do Ex 2 individually. Give Ss only 1
min. to do this.
WHILE READING (15-17 mins.)
1) (S-T, T-S) Refer Ss to Ex 3. Give them 2 mins. to
read quickly through the text and complete the
matching exercise. Ask Ss to check their answers
in pairs before the class check.
ADVICE – Explain to Ss that they should be looking
in the text for the same key words (Tom, Billy,
Sharon, Eve, construction, programmer) to find the
right answer.
2) (S-T, T-S) Give Ss 10 mins. to read the article again
and do Ex 4 individually. Ask Ss to check their
answers in pairs before the class check.
OPTION – Play the recording of the article and
have Ss listen and follow the text.
PHOTOCOPIABLE © Pearson 2018. All rights reserved.
1) (S-T, T-S) Remind Ss about parts of speech and
about how we identify words. Elicit an example
word for each, e.g. chair (noun), come (verb), great
(adjective). Ask Ss to work individually to do Ex 5,
then check. Elicit more examples from the article
and write them on the board under the headings
noun, verb, adjective.
2) (S-T, T-S) Ss do Ex 6 individually. Give them 2 mins.
and then 1 extra min. to check in pairs before
doing a class check.
ADVICE – See Culture Notes on TB p.136 for
information about Sherlock Holmes.
OPTION – This could be given as HW.
3) (S-T, T-S) Refer Ss to Word Store 1E p.3 and look
at Ex 8. Give Ss 1 min. to complete the word store
and play the recording so that Ss listen and check
their answers. Do a quick class check.
OPTION – This could be given as HW.
4) (S-T, T-S) Refer Ss to Ex 9. Give Ss 2 mins. to
complete the sentences and then check.
OPTIONS – i) This could be done as an oral drill to
involve everyone.
ii) This could be given as HW.
PRODUCTION (5-6 mins.)
1) (S-S) Refer Ss to Ex 7. Tell Ss that they will tell each
other what they think about at-home dads. Tell
them that they can use ideas from the reading
text. Give them 1-2 mins. to prepare, put them
into pairs and tell them that they must keep
talking for a full 2 mins. As Ss interact with each
other, walk around taking notes on what you
hear and then give some feedback based on your
notes.
WRAP-UP (1-2 mins.)
1) (S-T, T-S) Ask Ss what they have done during the
lesson and what they have learnt.
HOMEWORK
1) Give Ss WB pp.12-13 as HW.
2) Ask Ss to do Show what you know 1.5 in the WB,
p.14.
CONTINGENCY PLAN
1) Refer to TB p.32 for extra activities.
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