FOCUS 5 UNIT 1 LESSON PLAN 7 SPEAKING
ask some basic comprehension questions to
Duration: 40 mins.
Objectives: ★ Can understand the speaker’s
point of view on most topics delivered at
natural speed and in standard language (GSE
65 – B2).
★ Can speculate about causes, consequences
or hypothetical situations (GSE 64 – B2).
Resources: Focus 5 Unit 1
★ p.11, WB p.11
PROCEDURE
WARM-UP (7-8 mins.)
1) (S-S, T-S, S-T) Refer Ss to Ex 1 and look at the
photos and descriptions. Check understanding of
all the words/phrases e.g. pensive (thinking deeply
about something, especially because you are sad
or worried), aloof (not friendly or interested in
other people), introspective (tending to think a
lot about your own thoughts, feelings, etc.) and
uptight (worried or nervous and not able to relax).
Then put Ss into pairs and give them 1 min. to
decide which person in the photos best fits each
description. When they have finished, elicit ideas
from the pairs and have a quick class discussion.
Then give Ss 1 extra min. to think of other words
or phrases they would use to describe the people
in the photos.
2) (S-S, S-T) Give Ss 2 mins. to compare their list of
words or phrases with a partner. Tell them to
justify their choices if they are different. When
they have finished, elicit ideas from different Ss
with their justifications. (Ex 2)
PRACTICE (20 mins.)
1) (S-T, T-S) Tell Ss that they are going to listen to
Chris and Jess talking about one of the photos
and find which photo she is describing and which
phrases she uses from Ex 1. Play the recording
ONCE and then do a class check. (Ex 3)
2) (T-S, S-T) Ss do Ex 4 individually. Give them 3
mins. to read the SPEAKING FOCUS and complete
the text. When they have finished, play the
recording again so that Ss can listen and check
their answers. Then do a quick class check and
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check understanding if necessary.
3) (T-S, S-T) Go through SPEAKING FOCUS and check
Ss understand how to say what while offering
initial thoughts, justifying their speculations,
rethinking their ideas and hedging (the concept of
cautious language). Wherever possible, suggest
alternative phrases to replace the ones given
there. Drill the phrases as a whole class and with
random individuals if necessary.
4) (S-S, T-S, S-T) Refer Ss to Ex 5. Read through the
rubric with the class and check understanding.
Then put Ss into pairs and give them 2-3 mins.
to do the task. Monitor and support as they do
this. When they are ready, invite pairs to tell
the class how they think the person in Photo A
should be described, giving justifications for their
speculations and have a brief class discussion.
PRODUCTION (8-10 mins.)
1) (S-S, S-T, T-S) Refer Ss to Ex 6. Put Ss into pairs
and tell them that they are going to talk about
the person in Photo B. Tell Ss that they should
use phrases from the SPEAKING FOCUS and
the questions to help them. Give Ss 1-2 mins. to
make notes and prepare. When they are ready,
give them 3 mins. to discuss. As Ss interact with
each other, walk around taking notes on what
you hear. When they have finished, invite pairs
to tell the class what they discussed and have a
brief class discussion. Then go over any issues
that came out while you were monitoring.
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.11 as HW.
2) For the next class, copy Julia’s email on SB p.12
and create a gap-fill activity to practise formal
style and vocabulary. (Put blanks instead of the
underlined sections and words/phrases in purple)
Make a copy for each student in your class.
Focus 5 Second Edition 1