FOCUS 1 UNIT 1 LESSON PLAN 6-7 GRAMMAR
OPTION – Ask Ss to practise the dialogue in pairs.
Duration: 40 mins.
Objectives: ★ Can understand basic
questions about free time activities (GSE 27 –
A1).
★ Can ask and answer questions about habits
and routines (GSE 38 – A2+).
Resources: Focus 1 Unit 1
★ pp.18, 111, Photocopiable Resource 3
★ pp.164, 179, WB p.14, Teacher’s Multi-
Rom Grammar Animations Unit 1 Video 1.5,
Teacher’s Book
★ pp.136-137
PROCEDURE
WARM-UP (8-10 mins.)
1) (T-S, S-S, S-T) Before class, prepare a Find someone
who… worksheet with ten questions. Use verbs
from previous lessons, e.g. Do you watch DVDs?
Make enough copies for all Ss. They mingle and
ask/answer the questions. If a student answers
yes to a question, the student asking the question
writes the name next to that question. He/She
then moves on to another person until all the
questions are answered or a time limit of 5 mins.
is reached. When they have finished, invite Ss
to report who does/doesn’t do what. Encourage
them to make full sentences, e.g. Ayşe, Harun,
Nilay and Mert watch DVDs but Serkan and Onur
don’t watch DVDs.
2) (T-S, S-T) Ask Ss to write three affirmative sentences
in the Present Simple (e.g. They like school. He gets
up at 7.15 a.m. I often chat with my friends.) Then
explain that Ss will look at these sentences again
later.
3) (S-S, S-T, T-S) Put Ss into pairs and tell them to look
at the photo of Ryan and the headline. Give them
only 1 min. to answer the questions in Ex 1, then
check.
PRESENTATION (13-15 mins.)
1) (S-T, T-S) Refer Ss to Ex 2 and ask them to do the
task individually. Play the recording once. Tell Ss
to check their answers in pairs before the class
check.
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Then choose volunteers to role play the dialogue.
2) (S-T, T-S) Tell Ss to look at Ex 3 and ask them to do
the task individually, then check.
3) (S-T, T-S) Ask Ss which words in negative sentences
have n’t added to them (do and does). Show how
we use these words to form questions and short
answers. Elicit when we use do (with I, you, we,
they) and when we use does (with he, she, it). Write
examples on the board. E.g. Do they like school?
Yes, they do. No, they don’t. Then ask Ss to look at
the sentences they wrote in the Warm-up activity.
Tell them to use their three sentences to make
questions and short answers.
OPTION – This could be done by using the
teacher’s explanation part of the Grammar
Animation Video 1.5 in the Teacher’s Multi-Rom.
(02:22-04:08)
PRACTICE (4-5 mins.)
1) (S-S, S-T, T-S) Elicit the correct word order in
Present Simple sentences: (question word) + do/
does + subject + main verb (+object). Refer Ss to Ex
4 and ask them to do the task individually. Tell Ss
to check their answers in pairs before the class
check.
PRODUCTION (10-12 mins.)
1) (S-S, S-T, T-S) Put Ss into pairs and tell them to
ask and answer the questions in Ex 4. Model the
activity by reading the example aloud. Tell the
pairs that only the student asking the questions
can have their books open, and that the student
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. E.g. Do you like
parties? Yes, I do. I love dancing. I go to a party every
week. Monitor and help where necessary. (Ex 5)
2) (S-S) Ask each student to write one Do/Does
question. Get a blank piece of paper and crush
it up into a ball. Invite one student to ask their
question and give them the paper ball so that they
can throw it to another student in the class. When
the second student has caught the paper ball,
they should answer the first student’s question
using the correct subject and auxiliary verb form.
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 FOCUS 1 UNIT 1 LESSON PLAN 6-7 GRAMMAR
Then the second student has a chance to ask their
own question, and they throw the paper ball to a
third student. The process continues until all Ss in
the class have asked and answered one question
or a time limit of 5 mins. is reached.
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 - REVISION (8-10 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 1.5 in the Teacher’s Multi-Rom
and pause after the introduction (00:29) Ask
Ss a few warm-up questions like: Who are the
people? Where are they? What is the name of the
programme? Make sure Ss understand that it is a
TV quiz and the competitors will answer questions
about each other.
2) (S-T, T-S) Resume the video. Ask students to pay
special attention to the question forms. Stop at
the end of the animated cartoon (02:21). Then
ask Ss if they can remember any questions from
the video. Elicit examples and write them in two
columns on the board: one for yes/no questions
and one for wh- questions. Don’t worry if students
don’t remember all the questions – use the script
to read out the sentences with the target language
and put the missing questions on the board.
PRESENTATION (10-12 mins.)
1) (T-S, S-T) Tell Ss to look at the wh- questions on the
board and pay special attention to the question
words. Elicit more question words and add them
to list, e.g. whose, where, why, which, how many,
how often, what time, what kind, etc. Make sure
they understand their meanings. Write examples
on the board using each of them.
OPTION – This could be done by using the
teacher’s explanation part of the Grammar
Animation Video 1.5 in the Teacher’s Multi-Rom.
(04:09-04:45)
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2) (T-S, S-T) Write these headings in four columns on
the board:
Question word Auxiliary Subject Main verb
Elicit examples of question words and write them
in the first column (e.g. when, where, how, what,
why, how often). Elicit the auxiliary verb forms for
the Present Simple and write them in the second
column (do/does). Elicit six different subjects and
write them in the third column (e.g. I, you, he, my
parents, my best friend, my dog). Elicit six main
verbs and write them in the fourth column (e.g.
go, relax, do, exercise, have, eat).
3) (T-S, S-T, S-S) Put Ss into pairs and ask them to
use the ideas on the board to make six different
questions. Explain that three questions must use
the auxiliary verb do, and three questions must
use the auxiliary verb does, and that Ss should
add their own endings where necessary. When
they have finished, invite Ss to read out their six
questions, and encourage other Ss in the class to
answer them where possible.
PRACTICE (9-11 mins.)
1) (S-S, S-T, T-S) Ss do Ex 6 individually. Give them 3
mins. to match the questions and answers. Then
they listen to check. Do a quick class check.
OPTION – This could be done as an oral drill to
involve everyone.
ADVICE – See Culture Notes on TB pp.136-137 for
information about Twitter and London Grammar.
2) (S-S, S-T, T-S) Ss do Ex 7 individually. Give them
2 mins. and then 1 extra min. to check in pairs
before doing a class check.
3) (S-T, T-S) Go through Grammar Focus 1.5 on
p.111 with Ss. Then tell them to complete Ex 1&2
individually. Do a quick class check.
OPTION – This could be given as HW.
PRODUCTION (6-8 mins.)
1) (S-S, S-T, T-S) Put Ss into pairs and tell them to
ask and answer the questions in Ex 7. Model the
activity by reading the example aloud. Monitor
and help where necessary. 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. (Ex 8)
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 FOCUS 1 UNIT 1 LESSON PLAN 6-7 GRAMMAR

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.14 as HW.
2) Ask Ss to make two lists with the headings Likes
and Dislikes. They write films, books, music and
sports under the headings.

CONTINGENCY PLAN
1) Refer to TB p.34 for extra activities.

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