FOCUS 5 UNIT 1 LESSON PLAN 8-9 WRITING
support as they do this. When they are ready,
Duration: 40+40 mins.
Objectives: ★ Can generally understand
details of events, feelings and wishes in
letters, emails and online postings (GSE 51 –
B1+).
★ Can express opinions on topics, using
linguistically complex language (GSE 74 –
B2+).
★ Can write a formal email/letter of invitation
with appropriate register and conventions
(GSE 60 – B2).
★ Can express the same idea with a different
level of formality appropriate to the audience
(GSE 70 – B2+).
Resources: Focus 5 Unit 1
★ pp.12-13, WB pp.12-13, Teacher’s Book
p.171
Online resources: Teacher’s Resources,
Sample answer for Exercise 9
PROCEDURE
WARM-UP (7-8 mins.)
1) (T-S, S-T) Books closed. Activate Ss’ interest in
the topic. Write “Family is not an important thing,
it’s everything.” on the board. Ask: How far do you
agree? Elicit answers from different Ss and have a
quick class discussion.
2) (S-S, S-T, T-S) Ask Ss to turn to p.12 and look at Ex
1. Put them into pairs and give them 2 mins. to
look at the photos on the poster and discuss the
questions. When they have finished, elicit what
the families are doing in each of the photos. Then
invite pairs to share their ideas about the second
question and have a quick class discussion.
Finally, elicit ideas from the whole class in answer
to the third question and write them in a list on
the board.
PRACTICE (30-32 mins.)
1) (S-S, S-T, T-S) Refer Ss to Ex 2. Give them 1-2
mins. to look at the poster again and read the
information. Then put Ss into pairs and give them
2 mins. to discuss the questions. Monitor and
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invite pairs to share what they have discussed
with the class.
2) (T-S, S-T) Ss do Ex 3 individually. Give them 3 mins.
to read Julia’s email and answer the questions.
Then elicit the answers and check.
ADVICE – See Culture Notes on TB p.171 for
information about a Member of Parliament (MP).
3) (S-S, T-S, S-T) Refer Ss to Ex 4. Tell them that
they are going to change the sections in purple
in Julia’s email to make it sound more formal.
Discuss the example with the class. Then put Ss
into pairs and give them 3 mins. to change the
other sections. Tell them to write their answers in
their notebooks. Monitor and support as they do
this. When they have finished, elicit Ss’ ideas but
do not confirm at this stage. Tell Ss that they will
find out the answer when they read the WRITING
FOCUS.
4) (T-S, S-T) Refer Ss to Ex 5. Give them 2 mins. to
read the WRITING FOCUS and compare the rules
in it with their ideas from Ex 4. In feedback, go
through the WRITING FOCUS with the class and
check Ss understand the rules for how to write in
a formal style. Either give some more examples
for each rule or ask Ss to come up with some.
5) (S-S, S-T, T-S) Refer Ss to Ex 6. Tell Ss that they will
rewrite the sentences in a more formal style using
the word in capitals and the WRITING FOCUS to
help them. Tell them to write their answers in
their notebooks. Monitor and make sure Ss are
using the correct forms as they do this. Then ask
Ss to check their answers in pairs before doing a
class check.
6) (S-S, T-S, S-T) Ss do Ex 7 individually. Give them
2 mins. to complete the LANGUAGE FOCUS and
then 1 extra min. to check their answers in pairs
before doing a class check. Then ask Ss to make
sentences using as many of the formal vocabulary
items as they can in 3 mins. Monitor, support
and identify problems as they do this. Then elicit
sentences from individual Ss and check.
WRAP-UP (1-2 mins.)
1) (S-T, T-S) Ask Ss what they have done during the
lesson and what they have learnt.
Focus 5 Second Edition 1
 FOCUS 5 UNIT 1 LESSON PLAN 8-9 WRITING

FOLLOW-UP LESSON WRAP-UP (1-2 mins.)

1) (S-T, T-S) Ask Ss what they have done during the
WRITING TASK (38 mins.) lesson and what they have learnt.
1) (T-S, S-T) Give a copy of the gap-fill activity you
HOMEWORK
prepared beforehand to each student in the
class. Give them 2 mins. to complete it using the 1) Give Ss WB pp.12-13 as HW.
WRITING FOCUS and LANGUAGE FOCUS to help 2) Ask Ss to study the Word list on pp.147-148 in
them. Monitor and support as they do this. Then the SB.
do a quick class check. (Ex 8) 3) Ask Ss to revise for Focus review 1 (lessons 1.1-
REMEMBER – Copy Julia’s email on SB p.12 and 1.7).
create a gap-fill activity to practise formal style
and vocabulary. (Put blanks instead of the
underlined sections and words/phrases in purple
in the email.) Make a copy for each student in
your class.
2) (S-S) Refer Ss to Ex 9. Read through the writing
task with the class and check understanding.
Then give Ss 30 mins. to write a letter of 220-
260 words inviting someone they feel would be
suitable to the youth centre where they are a
volunteer. Remind them to use the email they
completed in Ex 8, the WRITING FOCUS and the
LANGUAGE FOCUS to help them. As they do this,
walk around monitoring, supporting and taking
notes of any problems.
3) (S-S) When they have finished writing, tell Ss to
self-check their letters.
4) (S-S) Put Ss into pairs and tell them to swap their
letters. Ss should now check if their partner’s letter
includes all the information and if everything is
clear and then they give it back.
5) (S-S) Give Ss another 3 mins. to make changes to
their letters based on the feedback they get from
their partner. Then Ss hand them in for your
evaluation and feedback.
ADVICE – In a follow-up lesson, read the best
letter aloud so that Ss can compare theirs with
it. Alternatively, put Ss into groups of four and
give four letters to each of the groups. Then Ss
read and decide which letter is the best. Ask for a
summary of the best letter from each group with
reasons why they think it is the best. (Ss might be
provided with writing assessment criteria for this
task.)

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