7.
5 GRAMMAR
OVERVIEW
Duration: 40+40 minutes
Objectives:
• Can express their opinions in discussions on contemporary
social issues and current affairs (CSEa) (GSE 61 – B2).
Resources:
• SB pp. 106, 167
• TB: Culture notes p. 194; Photocopiable Resource 39
pp. 232, 281
• WB p. 106
• Online resources: Extra digital activities, Grammar
Checkpoint; Teacher’s resources, Video 32 – Grammar
Animation
LESSON 6
WARM-UP | 5 minutes
(S–S, T–S, S–T) Refer Ss to Exercise 1. Give them 1 minute
to read the Maths facts and choose the option they think is
correct. Then give Ss 1 extra minute to compare their answers
with a partner. Monitor and support as they do this. When Ss
are ready, elicit ideas from different Ss for each fact, but do
not confirm answers at this stage. Play the recording so that
Ss can listen and check their ideas. Then ask Ss if they are
surprised and what surprised them.
PRESENTATION | 10 minutes
(S–S, S–T, T–S) Refer Ss to Exercise 2. Give them 3 minutes
to read the GRAMMAR FOCUS and find examples of each
pattern in Maths facts and then 1 extra minute to compare
their answers with a partner before doing a class check.
Then go through the GRAMMAR FOCUS with the class.
Either give some more examples for each pattern and elicit
meaning, or ask Ss to come up with some and write them on
the board.
TIP
Write the direct form of the sentences on the board as
well so that Ss can compare them and understand the
concept better.
PRACTICE | 15–17 minutes
1 (S–S, T–S, S–T) Refer Ss to Exercise 3. Give them 3 minutes
to read the text and identify the missing word in each
underlined verb structure. Then give Ss 1 extra minute
to compare their answers with a partner. When they are
ready, play the recording so that Ss can listen and check
their answers. Then ask some basic comprehension questions
to check understanding, e.g. Why is Pythagoras important
in the history of Mathematics? What did Archimedes discover?
Why did Mathematics enter a dark age around 212 BC?
Why should ‘Arabic numerals’ rather be known as ‘Indian
numerals’?
© Pearson Education Limited  Focus 4 Second Edition
LESSONS 6–7
TIP
See Culture notes in TB p. 194 for information about
Pythagoras, Archimedes and the Maya people.
2 (S–S, T–S, S–T) Ss do Exercise 4 individually. Read the
example aloud. Then give Ss 3 minutes to complete the
remaining sentences. Tell them to write the answers in
their notebooks. Monitor and make sure Ss are using
the correct forms. When they have finished, give them
1 extra minute to check their answers in pairs before doing
a class check. Check the concept once more and elicit
the rules for how to form the Passive with each of the
reporting verbs.
3 (S–S, T–S, S–T) Ss do Exercise 5 individually. Read the
example aloud. Then give Ss 3 minutes to rewrite the
remaining sentences. Tell them to write the answers in their
notebooks. Monitor and make sure Ss are using the correct
forms. When they have finished, give them 1 extra minute
to check their answers in pairs before doing a class check.
Elicit which pattern in the GRAMMAR FOCUS each
sentence illustrates.
PRODUCTION | 6–7 minutes
(S–S, S–T, T–S) Exercise 6. Give Ss 1 minute to list the school
subjects they study by putting them in order from most
important to least important. When they are ready, put them
in pairs and give them 2 extra minutes to compare their lists.
Remind them to discuss how important Maths is. As Ss interact
with each other, go round the class monitoring and taking notes
of any problems or errors to discuss in feedback. When they
have finished, invite pairs to share what they have discussed with
the rest of the class. Then give some feedback based on your notes.
LESSON 7
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.
2 (T–S, S–T) Ask Ss a few warm-up questions like: Who are
the people? Where are they? What are they doing?
What are they talking about? Play Video 32 – Grammar
Animation from the Teacher’s resources and stop right
after the introduction (00:34). Make sure Ss understand
that brain expert Professor Tracey is the guest speaker
today at a university and that Dr M is going to interview
him about his latest research on the effects of technology
on the brain. Ask Ss what they know about the effects
of technology on the brain. Elicit ideas and have a brief
class discussion.
PRESENTATION | 7–8 minutes
1 (T–S, S–T) Ask Ss to watch the clip carefully and answer
a few general comprehension questions like: What does
the professor mean when he says the Internet is ‘rewiring
our brain’?
1
 According to the professor, how does social networking
affect the brain? Who has forgotten to switch their
phone off? How does Dr M feel when she understands
that it is Professor Tracey’s? 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 passive reporting structures.

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 with passive reporting structures
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. Explain that these
structures are used in more formal contexts to talk about
general feelings or beliefs or scientific research. Remind
Ss that they can use passive verbs such as thought, said
and considered. Elicit again in which structures these
verbs can be used.
2 (T–S, S–T) For Ss who still do not understand passive
reporting structures, use the teacher’s explanation part
of Video 32 – Grammar Animation (03:34–06:21). 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.

TIP
Play the animation for a third time in weaker groups or if
Ss really want to watch it. Then pause after each passive
reporting structure. Elicit the meaning and the form from Ss.
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 7.5

on p. 167 and ask Ss to complete Exercises 1–3 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 pairs. 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. Put Ss in pairs 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. 106 as homework.
2 Ask Ss to prepare for a 10–20-minute Grammar Quiz:
Assessment Package, Unit 7.5, Grammar.

CONTINGENCY PLAN
Refer to TB p. 106 for extra activities.

© Pearson Education Limited  Focus 4 Second Edition 2