Focus Second Edition 2

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FOCUS2
SECOND EDITION

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TEACHER’S BOOK 
A2+/B1

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Contents
 

Introduction T4
Focus 2 Unit walkthrough T6
Focus 2 Component overview T12
Using videos in the classroom T14
Assessment Package T15
Assessment for learning, GSE and 21st-century skills T17
Mediation in Focus Second Edition  T18
How to teach with projects T19
Focus Second Edition and Readers T20
How to flip the classroom with Focus  T21
Focus 2 Student’s Book with answer key
Contents 2
Unit 1 4
Unit 2 18
Unit 3 32
Unit 4 46
Unit 5 60
Unit 6 74
Unit 7 88
Unit 8 102
 Video worksheets 116
Grammar and Use of English reference and practice 132

Workbook answer key 160

Culture notes 171
Student’s Book audioscript 176
 Videoscript 193
Photocopiable resources 199
Life skills photocopiable resources 274

T3

Introduction
 

DEAR TEACHER,
We are writing to you to introduce the new edition of Focus, our five-level course for upper secondary students.
As writers, it is always a privilege to be invited to ‘have another go’ and we are grateful to our publisher Pearson
for giving us this opportunity. At the same time, we are particularly wary of introducing change for change’s sake.
’If it ain’t broke, don’t fix it’ is a maxim we set great store by. In our own classrooms, we are still using ideas and
teaching techniques that we learnt early on in our careers. Why? Because they still work.
Consequently, the changes you will find in this new edition have been influenced by three important factors:
1) Your feedback, which we are happy to say has been overwhelmingly positive and extremely helpful in identifying
areas to focus on.
2) Changing circumstances, where we have responded to the continuing evolvement of some exams – for instance:
a stronger focus on Use of English tasks.
3) New opportunities, in particular the strategic partnership between our publisher Pearson and the BBC. This has
enabled us to include some delightful BBC clips in each unit, adding an exciting new dimension to the course.
All that said, we still believe that writing language learning materials is not an exact science. A ‘one size fits all’ set
of materials just doesn’t exist. It can’t. There are too many variables:
• The students – number, age, personality, attitude, life and learning experience, home support, class dynamic …
• The school – syllabus, timetable, policies, Ministry reforms, classroom environment, equipment …
And most importantly, you:
• The teacher – your experience, your training, your beliefs, your motivation …
So we accept that everybody’s teaching context is unique and the perfect English course is an unattainable dream.
However, our own experience in the classroom has taught us to value three things above all when using teaching
and learning materials: reliability, flexibility and credibility.

Reliability
Quite simply, we want the materials to work. We don’t want the course to let you down in the classroom. So we
continue with our clean design, clear, easy-to-understand instructions and a wide variety of engaging topics, texts
and tasks that have been combined in a logical way that will make sense to you and to your students. We are
pragmatic. We’ve made it clear when a lesson starts and when a lesson ends. We don’t want to give you any nasty
surprises. We don’t want to overcomplicate things. The less time you spend setting activities up, the more time
your students spend practising the language. And maximising language practice time is key – particularly for the core
skills. Students learn by doing. They learn reading by reading more; listening by listening more; writing by writing
more; and speaking by speaking more. Let’s give them more time to ‘do’.
Needless to say, the course covers all the necessary language work appropriate for the level and follows
the Common European Framework of Reference (CEFR). We hope you will appreciate the stimulating and
memorable way in which each carefully selected grammar structure and vocabulary item is presented. But we are
well aware that presenting language is not even half the story. We have designed these materials so that they
systematically recycle the language that has been presented. ‘Use it or lose it’ is our motto. You will discover
that this course, with all its supporting print-based and digital materials, provides your students with the repeated
exposure and practice they require. Reliability = trust. We are confident you will be able to trust Focus Second Edition.

Flexibility
One of the things we learnt early on in our careers is that you teach the students, not the lesson plan. There
is no point in slavishly following a prescribed ‘teaching path’ through a set of materials if the students are not with
you. Your ability to react to emerging classroom situations and adapt your lesson accordingly is a vital teaching
skill. So while a course might provide you with a reliable framework that you feel comfortable with, you will always
need options, you will always need variety, you will always need alternative ways of presenting and practising
language. We strongly believe that a rigid unit structure does NOT have to be a teaching straitjacket. The lessons
themselves are brimful of different ideas, task types and interesting information. Then the supplementary material
we have developed, both print-based and digital, offers you almost limitless flexibility. You can give extra multiple
choice grammar exercises, do a communicative A/B information-gap activity or watch a specially selected BBC clip.
Flexibility = choice. We think you will appreciate the range of choice in Focus Second Edition.

T4

Credibility
So, while we are sure that a reliable and flexible course will help you, it’s this third characteristic that really counts.
 You have to believe in the materials. You have to understand and assess the broad educational and methodological
principles that underpin our materials and decide: are the ideas and the approach credible? Do they reflect your
own views of how languages are learned? We’d like to take this opportunity to summarise our thinking on this and
explain what lies at the heart of Focus Second Edition. We can do this by grouping our thoughts under three words
beginning with ‘M’: Motivation, Memory and Meaning.

Motivation
The American linguist and philosopher Noam Chomsky once said that almost everything in the education process
was about getting the students’ interest in what they’re being taught. This is our starting point: students learn
best when they are interested in the material. It’s as simple as that. We may not have got it right every time for
your particular teaching context, but our overriding concern has been to select topics, texts and tasks that engage
students both emotionally and intellectually. You need to organise the learning around things your students can
relate to – things that are part of their life experience or things that they aspire to. An engaged learner is a more
successful learner. We think course materials can play a big part in this key area of engagement.

Memory
‘Learning is remembering’, or so the adage goes. With the pressure all teachers are under to cover the syllabus,
complete the course and finish the book, we worry that not enough time is spent on recycling. Too much presentation,
not enough practice. Systematic recycling of new language is a core feature of Focus Second Edition. There
is a particular emphasis on vocabulary. The linguist David Wilkins noted back in the 1970s that while we can convey
very little without grammar, we can convey nothing without vocabulary. Words are the basic building blocks of any
language, but how many times do you need to see a new word before you truly acquire it? Ten? Twenty? Thirty
times? It’s definitely more than once! In the new Word Store sections, students using Focus Second Edition will
devote valuable time to new vocabulary, as well as learning a variety of ways of recording it.

Meaning
As the linguist and academic Rod Ellis reminds us, motivation in second language learning is derived from getting
meanings across successfully. We are strongly opposed to mechanistic practice and drills where form dominates
and meaning is irrelevant. If you ask your students to choose the correct quantifier in the question: How much/ 
many petrol is there in the car?  I’m sure most of them will correctly choose much. But they might also legitimately
wonder whose car we are talking about. And then think, ’But I don’t have a car. I’ve never bought petrol in my life.
I can’t even drive …’ Why not ask them to choose the correct quantifier in this question: How much/many water
do you drink?  Then, when they have chosen the correct quantifier, they can at least ask their partner the question.
Information is exchanged; students practise their speaking; the exercise is meaningful , not meaningless. This is one
tiny example of an approach to learning that we passionately believe in. Don’t practice language for the sake of it.
Language exists to make meanings, and our learning materials should reflect this.
These are some of the more important ideas that we hold dear. Over the years, they have influenced our teaching
and our writing. Credibility = belief. We want you to believe in Focus Second Edition.
So, now it’s over to you. We’d like to take this opportunity to wish you and your students every success.
Our warmest regards,
Sue and Vaughan

T5

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Focus 2  Component overview 

 

STUDENT’S BOOK and WORD STORE

• Introduction unit revising basic vocabulary and grammar, VOCABULARY 
 VIDEO
  SPEAKING ompetet esentencestoma e
28 Go to WORD STORE3 page 7

WORD STORE 3A TVprogrammes

3.1
t e m t r ue f o r yo u. e n i s c us s yo ur a i ts

and 8 topic-based units divided into 8 main teaching lessons: Watchinghabits • TVprogrammes
• adjectives • elements ofa film/TV drama
wit apartner. 6   1.44 o mp et e
n r e f r o m t e t e x t.
A wit t e w or s
e n i s t en , c e c a n r e p ea t .

3
1 usuallywatch wt   my am y / on my own / …
Icanuselanguagerelatedtofilms, 2 watchmost programmes ve / on eman / …   SPEAKING i n o f a n e xa m p e o f e ac t y p e o f
film-makingandTV. 3 usually watch programmes onm y p o n e / t e rogrammein WORDSTORE 3A.Whichprogrammes
V/…

 Vocabulary, Grammar (2 lessons), Listening, Reading, Use of

oyounever/rare y/sometimes/often ingewatc
4 ach day Iwatch oraround teen mnutes / e yourpartner.
SHOWWHATYOUKNOW ne our/…
5 alsowatch otherthings such as o u u e c p s /  WORD STORE 3B Adjectives
utt eworsan p r a s es i n t e o x u n e r a n a p p ro p ri a te v e r . usc vdeos / …
1.45 omp ete wit t e
6 yavourite programmeatthemomentis

English, Writing and Speaking

the telly Internet radio stations my favourite rockalbum n e r i ne a j e ct i ve s i n t e t e xt . A a t r a n s at i on .
blogson my laptop ashionmagazines horrormovies  .
enistenan repeat.
musiconmymobile e-books ouube clips 4 e a t e t ex t. a t si a i ng e wa tc e r
u t t e a j e ct i ve s f r om ont eine
ead atch i SPEAKING iscuss t equestions. c c or i n g t o o w p o s i ti v e o r n eg a ti v e y ou t i n t e y
1 Are you a binge watcher  r e. o me c an e o t , e pe n i n g on t e c on te xt .
blogs on my laptop

•  Video (BBC videos, Focus Vlogs, Grammar animations,   SPEAKING i n o f t r e e mo r e w or s a n p r a se s f o r e ac v e r .

i c o f t e m o y o u o e y o u r p ar t ne r.
Iread blogs on my laptop.
2 Whats the longestsingle time youve everspent
watching
3 Whatis the best series you've everseen
addictive
ositive

Role-play videos) in every unit – see references in The arts One episode  T audience i i tt ,
egative

WORD STORE 3C Elementsof a film/TVdrama

the Teacher’s Book at the top of the page and next to

s oT c han n i tt
Beauty isintheeyeof thebehold er. 1.46 o mp et e o n yw ti v ow es .
A proverb is never enough q ui ck yl .T he
and ascinati
t i s e t e s e e fi ni t o
wor
i nstoe pyou.
i s te n , c e c a n r e pe a t.
a t i s t e m y s te r y

I j u st h av et o t t 1 arti cially created images orsound in a drama

Ihave anembarrassing conessionto make – Iam a T binge watcher! nextepisode. 2 whatactors doin a drama

the exercises Ofcourse Idon’tmeantraditional T programmes– documentaries,

chatshows, realitytTV  –andthe old soap operas my grandmotherlikes
to watch.Theyre boring. o – I meanthe on-demandT series that
are so engaging and addictive.
y greatest
I r ea l l y il ke dr
are u n n y a n
t t
3
4
5
6
clothes an actorwears
the events in the story o a drama
the written words o a drama
the main people in a drama
withbrilliant 7 the place where ortime when a drama happens
henI wasa teenager,beore on-demandT , Iwasa bookworm. u t m y a b so t 8 the music thatis played during a drama

• Word list at the end of each unit Iused to sitdownwitha gripping novel, andreadchaptera terchapter,
sometimesa whole bookina day. ow, Im twenty-sevenandIdo the
a v ou rti e t y p
is fantasy o science
fiction
i 9 the way a drama nishes
1.47 i s te n t o u c yt a i n g a o u t e r f a vo u ri t e
s e ri e s a n w r ti e e r a n sw e rs . e n i s t en a g ani a n
ec .
1 Whatis youravourite series

• Focus Reviews after every unit: Vocabulary and Grammar 2

3
owor where doyou watch it

owmanyepisodeshaveyouwatched

practice; Use of English and skills in an exam format THE MUSKETEERS

4 Whatkind o series is it

5 Whatis the setting

 
6 Whatis the plotormain storyline
11 Watchthe BBC video.  

• Clear lesson objectives (‘I can…’) taken from the Global Scale Fortheworksheet,gotopage120. 7 Whatdoyou like mostaboutit

SPEAKING iscussyourfavourite
uestionsin xercise11.
 
seriesusingt e

of English (GSE) 32 33

•  Video worksheets for the BBC clips and Focus Vlogs

• Grammar and Use of English Reference and Practice: detailed explanations of all the grammar and Use of English topics
covered in the units
• Lists of prepositions, phrasal verbs, pronouns and numerals as well as irregular verbs
• WORD STORE booklet with additional vocabulary and Use of English practice
Access code to EXTRA DIGITAL ACTIVITIES AND RESOURCES
• Grammar and Vocabulary Checkpoints to help students check how ready they are for class tests and to monitor
their progress
• Reading, Listening and Use of English banks of texts and exercises
• All audio and video resources
Access code to PEARSON PRACTICE ENGLISH APP
• Student’s Book audio
• Word lists with audio
•  Video

STUDENT’S BOOK and WORD STORE with ONLINE PRACTICE

This version of the Student’s Book contains everything described above (Student’s Book and WORD STORE, extra digital
activities and resources, Pearson Practice English app) PLUS:
• Interactive Workbook with instant feedback
• Gradebook to review students’ performance

WORKBOOK 
• Mirrors the Student’s Book unit structure and pagination
2 Science and technology WORDSTORE 2B | Word building
3 Completethesentences withthe correctform ofthe
SHOWWHAT YOU’VE LEARNT

• REMEMBER THIS boxes drawing attention to tricky language

wordsincapitals. 5 Choosethe correctanswersA–C.
1 Ican’tenterthe website. Something is wrong.
REMEMBERTHIS
VOCABULARY  AmI using the correct   ?
A keyboard
Log on and log n both mean startusing a computer 

6.2 2.1 systemorwebsite you oten have toentera username B password

Online • phones and computers C  textmessage
and password todothis, butnotalways).

• REMEMBER BETTER boxes with tips on remembering new

• wordbuilding • collocations
heirantonyms are l o go and og out. 2 I’ve started using a new   . Itype in whatI’m
looking foron the Internetand itfinds the websites
Iwantreally quickly.
REMEMBERBETTER
SHOWWHATYOUKNOW A broadband

language
Whenyoulearn phrasalverbs,checkin thedictionary B username
ompetet esentenceswit te correctform oft e oronlineand findtheantonym.We oftenbut notalways) C search engine
v er s f ro m t e o x. w u theoppositepre position,e.g
3 Sarah spendsa lotoftime specimens inthe
s w t c o n≠ s w t c o .
download ollow go post update visit countryside. She truly enjoys being a biologist.
A   ritet eopposite s. sea ictionaryifnecess ary. A collecting
o w d o I post this photograph o us on social   Charles Darwin, the world famous biologist ,travelled B developing

• Speaking Bank with useful phrases in the Speaking lessons media scroll up ≠ scrolldown tomany exotic places such as the Galapagos Islands. C inventing
1 Idont understandwhyso manypeople 1 turn up the volume)≠   BIOLOGY 
celebrities on witter. 2 turn on ≠   4 Kevin wants tobe a computer    when he is older.
1 GalileoGalilei, a famous , was
2 Akito   online the momentshe wakes up 3 log on ≠   A science
the firstperson tosee the rings ofSaturn. He did this
tocheck hersocialmedia messages. B scientist
ompetet esentence swit prasa versfrom using his telescope in 1610. ASTRONOMY 
3 Ive never    this website beore. Ithas C  biologist
. 2 The famous Isaac Newton was

• Exam Speaking sections in each unit with speaking tasks 4

5
some excellentinormation on it!
Its very importantto   yoursocialmedia
prole. hen everybody has the latestin ormation
aboutyou.
ean isthe onlypersonIknowthat stillbuys s.
he inormation you need is atthe bottomo
the webpage. You need to scrolldown .
1 Icant study with thatloud music playing.
lease willyou the volume.
born on Christmas Day 1642. And it’s nottrue that
an apple hithimon the head. PHYSICS
3 Larry Page, the whohelped start
the company Google, is nowworth $44.5 billion.
5 Ben emailed the documentto me. Imade a copy of 
iton paperwith the
A keyboard
B web browser
foryou.

2 se yourusername and password to C  laserprinter 

in an exam format ostpeople music on computersnow. COMPUTERSCIENCE

tothe website.
3   the beore you gotobed. 4 The NobelPrize is named afterAlfred Nobel. He was 6 I’mbusy at the moment. I’m   notes on this film
a and he is famous formaking aboutastronomy.
WORDSTORE 2A| Phonesand computers dynamite. CHEMISTRY  A making
o m p e te t e t e x ts w i t c o mp o un n o un s . efirst 5 Euclid was a and many people call B doing
an ast ettersaregiven. himthe FatherofGeometry. He wrote one ofthe first C taking

• Self-check after each unit with Vocabulary, Grammar and

Thankyouorjoining www.eng s 4 earn.c om,
textbooks forteaching Maths. MATHEMATICS 7 Mostpeople havea Internetconnectionnow
thenumberonewebsite orlanguagelearners.We have
sent you an emailwithyour   e and other WORDSTORE 2C| Collocations becauseit’sfast.
login details.Follow thelinkin theemailand choose A web browser
4 Choosethe correctverbs. B broadband
 3   o ninecharacte rsormore. nd
C desktop

Use of English exercises

e s kt o o m pu t er   1 When you do / make an experiment, it’s notalways
remember,you can usea 4   r 
  asuccess.
p  r toprint yourpersonaldaily wordlist, 8 Ineed a new   formy desktop computer. The
2 Iprefer  collecting / taking specimens. It’s betterthan ‘Enter’keydoesn’twork.
soyou can study any time,anywhere!
working in the laboratory. A keyboard
3 Was itMaria Skłodowska-Curie thatinvented / B laptop
discovered  radium? C username

•  Vocabulary Bank – a topic-based word list with vocabulary howitworks.com–Internetsearches

4 The Scottish man, John Logie Baird, invented /
discovered  television in 1925.
5 Please take / do theimportantmeasurementsthis
afternoon,Adam.
9  You mustbe very creative to   something
completely newand usefulforpeople touse.
A invent
B discover
 

from all units, followed by exercises

6  Famousscientistsoften develop / observe important C observe
Yourcomments on thetopic of teenagecommunication
theories.
10 James’ fatheris a(n) . Hedevelops newdrugs for 
7  Doyou prefer taking / doing notes on a computeror  people whoare sick.
a piece ofpaper? A astronomer 
8  Today we can do / make research on the Internet. In B chemist
  the pastit wasn’tsoeasy. C physicist

• Focus 1 Grammar Review – grammar explanations and revision 9 Scientists spend a lotoftime just observing /
discoveringt  heirexperiments.
 /10

of the grammar taught in level 1.

19

• Grammar: Train and Try Again – additional grammar activities

• Writing Bank with phrases from the WRITING FOCUS boxes in the Student’s Book
• Answer keys to the Self-check, Grammar: Train and Try Again and Focus 1 Grammar Review sections

T12