1.
2 GRAMMAR
OVERVIEW
Duration: 40+40 minutes
Objectives:
• Can infer speakers’ opinions in conversations on
familiar everyday topics (P) (GSE 51 – B1+).
• Can understand the key points about a radio
programme on a familiar topic (P) (GSE 53 – B1+).
• Can express opinions and react to practical
suggestions of where to go, what to do, etc. (Ca)
(GSE 51 – B1+).
Resources:
• SB pp. 6, 132
• TB: Culture notes p. 171; Photocopiable Resource 2
pp. 205, 219
• WB p. 6
• Online resources: Extra digital activities, Grammar
Checkpoint; Teacher’s resources, Video 2 –
Grammar Animation
LESSON 2
WARM-UP | 4–5 minutes
(S–S, T–S, S–T) Exercise 1. Tell Ss to imagine they are going
to a music festival in the summer. Then put Ss in pairs and
give them 1–2 minutes to discuss what they would wear.
When they have finished, invite individual Ss to share their
ideas with the class.
PRESENTATION | 10–12 minutes
1 (S–S, T–S, S–T) Refer Ss to Exercise 2. Tell them to read
and listen to Jo Mack and answer the questions. Play
the recording once. Tell Ss to check their answers in pairs
before doing a class check.
TIP
See Culture notes in TB p. 171 for information about
Coachella.
2 (S–S, T–S, S–T) Refer Ss to Exercise 3. Give them 2 minutes
to read the GRAMMAR FOCUS and decide which verbs
in blue in Exercise 2 describe an action and which describe
a state. Then give Ss 1 extra minute to compare their
answers with a partner. When they are ready, go through
the GRAMMAR FOCUS with the class. Explain which verbs
in blue describe an action and which describe a state.
Ask Ss to think of more dynamic and state verbs and
write them on the board under the headings dynamic
verbs and state verbs. Then tell Ss to form sentences
using the verbs on the board.
© Pearson Education Limited  Focus 3 Second Edition
LESSONS 2–3
PRACTICE | 15–16 minutes
1 (S–S, T–S, S–T) Ss do Exercise 4 individually. Play the
recording for Ss to read and listen to Jo’s interview with
Anna. Then give Ss 2 minutes to decide which of the
underlined verb phrases are state verbs and which are
dynamic verbs. Ask them to check their answers in pairs
before doing a class check.
TIP
See Culture notes in TB p. 171 for information about
Kings of Leon.
EXTRA ACTIVITY
Ask Ss to practise the dialogue in pairs.
2 (S–S, S–T, T–S) Ss do Exercise 5 individually. Give them
2 minutes to complete Jo’s interview with Tom and then
1 extra minute to check their answers in pairs. When they
have finished, play the recording once and check the
answers.
TIP
See Culture notes in TB p. 171 for information about Foo
Fighters.
EXTRA ACTIVITY
Ask Ss to practise the dialogue in pairs.
3 (S–S, T–S, S–T) Exercise 6. Give Ss 1 minute to look at
Jo’s interview with Tom again and find two verbs with
both a dynamic and state meaning. Ask them to compare
their answers in pairs. Then elicit the verbs and the
differences in meaning and check.
4 (T–S, S–T) Refer Ss to Exercise 7. Give Ss 1 minute to
complete the sentences so that they are true for them.
Then elicit answers from different Ss and check.
PRODUCTION | 5–6 minutes
(S–S, S–T, T–S) Exercise 8. Put Ss in pairs. Tell them to ask
each other questions based on the sentences in Exercise 7.
Tell the pairs that only the Ss asking the questions can have
their books open, and that the Ss answering the questions
should keep their books closed. Explain that this will help
them to listen more carefully. Encourage Ss to give additional
information in their answers. Model the activity:
A: Do you need a new pair of trainers?
B: No, I don’t need a new pair of trainers, but I need a new
pair of trousers.
Monitor and help where necessary.
1
LESSON 3
WARM-UP | 3–5 minutes
1 (T–S, S–T) Explain to Ss that they are going to watch an
animated cartoon which will give them more context for
the grammar.
TIP
Using video in the classroom is one of the most effective
ways to engage and motivate Ss as they can see the
target language in a visual context and identify with the
characters. Also, the target grammar structures in a video
context enables Ss to understand them better and
remember them longer.
2 (T–S, S–T) Ask Ss a few warm-up questions: Who are
the people? What are they wearing? What is the video
going to be about? Play Video 2 – Grammar Animation
from the Teacher’s resources and stop after the introduction
(00:43). Ss will see the main character, Sarah the journalist,
in front of a house and an elderly man opening the door.
At this stage Ss should have understood the video is
going to be about very old twins and that the elderly
man is probably one of the twins’ sons.
TIP
The questions asked in each lesson should revise
vocabulary from the unit if possible.
TIP
Play the clip for a third time in weaker groups or if Ss
really want to watch it. Then pause after each sentence
where there is a dynamic or a state verb. Ask Ss to decide
what kind of verb is used in the sentence and why. 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 1.2
on p. 132 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 the verbs
on the board. Divide Ss into groups of four 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.
HOMEWORK
1 Give Ss WB p. 6 as homework.
2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
Assessment Package, Unit 1.2, Grammar.
3 Ask Ss to find out 2–3 facts about the numbers of people
who use social networking sites, mobile phones, texts, etc.
in different countries.

CONTINGENCY PLAN
PRESENTATION | 7–8 minutes
Refer to TB p. 6 for extra activities.
1 (T–S, S–T) Ask Ss to watch the clip carefully and answer
the following general comprehension questions:
Who is the interview with? Why are the two women
special? 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 forms.

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 dynamic or state verbs from the video.
Make a list in two columns on the board. Do not worry if
Ss do not remember all the verbs – use the script to read
out the sentences with the target language and put the
missing verbs 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 speaking exercise at the end.

2 (T–S, S–T) For Ss who still do not understand the

difference between state and dynamic verbs, use
the teacher’s explanation part of Video 2 – Grammar
Animation (03:15–06:38). If you feel they are doing well
and can list a few examples and provide an explanation,
then you can omit the teacher’s part.

© Pearson Education Limited  Focus 3 Second Edition 2