FOCUS 1 UNIT 1 LESSON PLAN 2-3 GRAMMAR
and explain that in Present Simple affirmative
Duration: 40+40 mins.
Objectives: ★ Can understand information
related to people’s daily routines (GSE 32 –
A2).
Resources: Focus 1 Unit 1
★ pp.14, 110, Photocopiable Resource 49
★ pp.176, 226, WB p.10, Teacher’s Multi-Rom
Grammar Animations Unit 1 Video 1.2.
PROCEDURE
WARM-UP (7-9 mins.)
1) (T-S, S-S, S-T) Ask: What are your favourite activities?
Ss’ answers should indicate how well they know
the Present Simple and common activity verbs.
Give Ss 2 mins. to discuss the question in pairs.
Elicit answers in feedback.
2) (S-S) Give Ss 1 min. to write a sentence which they
think may be true or false for their classmates.
They can use verbs and phrases from Lesson 1.1,
e.g. “I have a picnic on Sunday mornings.” When Ss
are ready, encourage them to mingle with their
classmates. They should find a partner and then
take turns to read out their sentence and to say
whether their partner’s sentence is true or false for
them. They should make a note of their partner’s
response and then find another partner. Give Ss
3 mins. to talk to as many of their classmates as
possible. When they have finished, invite Ss to
share their sentences with the class and report on
how many Ss said the sentence was true for them
and how many said it was false.
PRESENTATION (14-16 mins.)
1) (S-T, T-S) Refer Ss to Ex 1. Give them 2 mins. to
read Jamie’s blog. Then ask them just to raise
hands to show who is similar to Ella or Jamie.
2) (S-S, S-T, T-S) Refer Ss to Ex 2 and ask them to
do the task individually. Tell Ss to check their
answers in pairs before the class check.
3) (T-S, S-T) Explain to students the lesson is about
the Present Simple. Tell Ss that we use it to talk
about facts, routines, likes and dislikes. Discuss
how we form Present Simple affirmative and
negative sentences. Write examples on the board
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sentences the verb can have two forms: after
the subject I, you, we and they, the verb form is
the same as for the infinitive without to; after the
subject he, she and it, we add -s, -es or -ies to the
end of the verb. Explain that in Present Simple
negative sentences we need to add the auxiliary
verb don’t in front of the base form of the verb.
Point out that we add the third person -s to the
auxiliary verb (doesn’t) and not to the main verb.
OPTION – This could be done by using the
teacher’s explanation part of the Grammar
Animation Video 1.2 in the Teacher’s Multi-Rom.
(02:41-05:57)
4) (T-S, S-T) Go through the REMEMBER THIS part
with the Ss. Discuss the spelling rules for the
Present Simple third person singular form. Ask Ss
to think of more verbs which are followed by -s,
-es and -ies and write them up on the board.
PRACTICE (8-10 mins.)
1) (S-S, S-T, T-S) Ss do Ex 3 individually. Ask Ss to
check their answers in pairs before the class
check.
ADVICE – The present simple third person -s is
late acquired and can still cause problems even
for advanced learners. Constant correction, drills
and practice are needed to prevent fossilisation
of this common error. The same applies to don’t
and doesn’t.
2) (S-T, T-S) Play and pause the recording to give Ss
time to write. (Ex 4)
3) (S-T, T-S) Ss listen and check their answers.
Practise the verbs using choral drilling and
individual repetition. (Ex 5)
ADVICE – Demonstrate the difference between
voiced and unvoiced sounds, e.g. /s/ and /z/,
/t/ and /d/: Ask Ss to say the /s/ sound and put
their hands on their throats; they will not feel a
vibration. Then do the same for the voiced /z/
sound; this time they should feel a vibration. Drill
the pronunciation of the verbs. Explain to Ss that
third person verbs ending in a voiced consonant
add /s/, while those ending in an unvoiced
consonant add /s/, e.g. gets, leaves.
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 FOCUS 1 UNIT 1 LESSON PLAN 2-3 GRAMMAR
PRODUCTION (5-6 mins.)
1) (S-S) Divide the class into four groups and tell
them to stand together in a line. Explain that
the first student in each group should whisper
a true sentence about himself/herself to the
second student in the line. (E.g. I get up/don’t get
up at seven o’clock.) The second student should
convert the sentence to the third person singular
form (e.g. Anıl gets up at seven o’clock.) and then
whisper this to the third student in the line. They
go on until the sentence reaches the last student
in the group. Then they check if the sentence is
correct or not. The process is repeated until all Ss
in the groups have had a chance to whisper their
sentence.
WRAP-UP (1-2 mins.)
1) (S-T, T-S) Ask Ss what they have done during the
lesson and what they have learnt.
FOLLOW-UP LESSON
PROCEDURE
WARM-UP (6-8 mins.)
1) (S-T, T-S) Explain to Ss that they are going to
watch an animated cartoon which will give them
more context for the grammar. Play Grammar
Animation Video 1.2 in the Teacher’s Multi-Rom
and pause after the introduction (00:16) Ask Ss
a few warm-up questions like: Who is she? Is it a
film/radio programme/TV show? What is it about?
Make sure Ss understand that it is an interview
about the members of the Jones family.
ADVICE – Teachers very often decide to cover
the grammar point on more than one lesson, as
the grammar often causes problems. Then the
animation can be a good starting point at the
beginning of the second lesson. It can also be
used for revision when needed.
2) (S-T, T-S) Play the video with the subtitles off and
ask Ss to watch and listen carefully. Stop at the
end of the animated cartoon (02:40). Ask a few
general comprehension questions like: How many
people are there in the family? What pet do they
have? Do they work hard at home? Do they have free
time activities?
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PRESENTATION (13-15 mins.)
1) (S-T, T-S) Play the animated cartoon once again,
with subtitles. Ask Ss to pay special attention
to the activities mentioned. (affirmative and
negative verb forms). Then elicit examples and
write them in two columns on the board.
ADVICE – It’s 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) (S-T, T-S) Ss do Ex 6 individually. Play the recording
twice as necessary, to allow Ss time to complete
and check their answers. Then discuss the
adverbs of frequency and what they mean.
OPTION – This could be done by using the
teacher’s explanation part of the Grammar
Animation Video 1.2 in the Teacher’s Multi-Rom.
(05:58-06:37)
3) (S-T, T-S) Refer Ss to Ex 7. Tell them to use the
examples in the GRAMMAR FOCUS 2 to help them
complete the rules, then check.
PRACTICE (6-8 mins.)
1) (S-T, T-S). Refer Ss to Ex 8. Model the activity by
reading the example aloud. Give Ss 3 mins. to
do the task individually. Then elicit answers from
individual Ss.
2) (S-T, T-S) Go through Grammar Focus 1.2 on
p.110 with Ss. Then tell them to complete Ex 1&2
individually. Do a quick class check.
OPTION – This could be given as HW.
PRODUCTION (5-7 mins.)
1) (S-S, S-T, T-S) Tell Ss that in a few minutes they will
tell each other about them and their family and
friends. Tell Ss that they should use adverbs of
frequency and write true sentences similar to the
ones in Ex 8. Give Ss 1-2 mins. to prepare. Monitor
and help with any vocabulary and with Ss’ ideas
where necessary. Then 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. Ask individual Ss
to give feedback on their partners and then give
some feedback based on your notes.
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 FOCUS 1 UNIT 1 LESSON PLAN 2-3 GRAMMAR

ADVICE – Monitoring is an essential part of the

teaching and learning process. It helps you assess
how well Ss are coping with tasks. You can then
adjust your expectations/approach in subsequent
activities, especially feedback. It also gives Ss the
chance to ask for help and clarification.

OPTION – (T-S, S-T, S-S) Before the lesson, make

a note of three sentences about yourself. One
sentence should be false and the others true, e.g. I
always go swimming on Saturday. I often go to discos.
I never eat breakfast. Read your sentences to the
class. Write them up on the board if necessary. Ss
guess the false sentence. If you have a confident
class, encourage them to ask you questions to
find the answer. Put Ss into pairs and give them 3
mins. to play the same game.

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 p.10 as HW.
2) Ask Ss to bring in a picture of a person from a
magazine to use in the next class.

CONTINGENCY PLAN
1) Refer to TB p.30 for extra activities.

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