FOCUS 5 UNIT 1 LESSON PLAN 3 READING

vote for the best story. (Ex 2)

Duration: 40 mins. ADVICE – When we read in our first language, we
unconsciously employ a range of subskills, such
Objectives: ★ Can quickly scan long,
as reading for gist, reading for detail, reading
complex texts for key information (GSE 69 –
for specific information and reading to infer
B2+).
meaning. In our first language, we usually take
Resources: Focus 5 Unit 1 a ‘top-down’ approach by starting with general
★ pp.6-7, Word Store 1 p.3, WB pp.6-7, understanding then homing in on the detail.
Teacher’s Book p.171 When Ss practise reading, it’s important we also
encourage this approach by asking them to read
quickly for general understanding first. This will
PROCEDURE help them become more fluent readers.
2) (S-S, T-S, S-T) Ss do Ex 3 individually. Give them
WARM-UP (3 mins.)
5 mins. to read the article again and answer the
1) (S-T, T-S) Books closed. Create interest and
questions. When they have finished, ask them to
activate Ss’ background knowledge. Ask: When is
check their answers in pairs. In feedback, elicit the
the International Day of Friendship? If you cannot
answers and where each answer can be found in
get the answer, explain that the United Nations
the article.
declared 30 July as the International Day of
OPTION – Play the recording of the article and
Friendship with the idea that ‘friendship between
have Ss listen and follow.
peoples, countries, cultures and individuals can
ADVICE – See Culture Notes on TB p.171 for
inspire peace efforts and build bridges between
information about Mark Twain, The Adventures of
communities.’ Then ask: What makes a good
Tom Sawyer, Sheila Heti, How Should a Person Be?,
friend? Elicit ideas from different Ss and have a
Khaled Hosseini, Louisa May Alcott, Little Women,
brief class discussion.
William Shakespeare, Hamlet and Meg Wolitzer.
PRE-READING (5 mins.) POST-READING (12 mins.)
1) (S-S, S-T, T-S) Ask Ss to turn to p.6 and look at Ex
1) (S-S, T-S, S-T) Ss do Ex 4 individually. Give them
1. Give them 1 min. to read the results of a survey
2-3 mins. to complete the text and then 1 extra
into male and female attitudes towards friendship.
min. to check their answers in pairs before
Then put Ss into pairs and give them 2-3 mins. to
doing a class check. In feedback, ask concept
discuss whether they agree with the statements
check questions to make sure Ss understand
there giving reasons why. As Ss interact with
the meaning of the underlined words and/or ask
each other, go round the class monitoring and
some basic comprehension questions to check
supporting where necessary. When they have
understanding of the text.
finished, invite pairs to share what they have
OPTION – As HW, tell Ss to write their own
discussed with the rest of the class.
sentences using the blue words in the article.
WHILE-READING (10-12 mins.) 2) (S-T, T-S) Refer Ss to Word Store 1E p.3 and look
at Ex 5. Give Ss 1-2 mins. to complete the word
1) (S-S, S-T) Give Ss 2 mins. to look quickly through
store. Then give 2-3 mins for Ss to make as many
the article on friendships in literature and have
sentences as they can using, the word pairs.
a general idea about each of the stories. Then
Monitor, support and identify problems as they
put them into pairs and give them 2 mins. to
do this. When they are ready, elicit sentences
discuss which story they would most like to read.
from different Ss and check. Then give some
Encourage them to give reasons for their ideas.
feedback if necessary.
Monitor and support as they do this. When they
3) (S-S, T-S, S-T) Ss do Ex 6 individually. Give them
have finished, elicit ideas with reasons why and
2-3 mins. to complete the text and then 1 extra
have a brief class discussion. Then hold a class
min. to check their answers in pairs before

© Pearson Education Limited Focus 5 Second Edition 1

 FOCUS 5 UNIT 1 LESSON PLAN 3 READING

doing a class check. In feedback, make sure Ss

understand the meaning of the words in the box.
Then ask some basic comprehension questions
to check understanding of the text if necessary.
OPTION – As HW, tell Ss to write their own
sentences using the words in the box.

PRODUCTION (7-8 mins.)

1) (S-S, S-T, T-S) Refer Ss to Ex 7. Tell them that they
are going to have a discussion in pairs. Read
through the rubric and go through the topics
with the class and check understanding. Then put
Ss into pairs and give them 1 min. to choose one
of the topics and make notes of what you want
to say. Tell Ss that they must keep talking for a
full 3 mins. and that they should use as much
vocabulary from Ex 4, 5 and 6 as they can in their
discussions. As Ss interact with each other, walk
around taking notes on what you hear. 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.

WRAP-UP (1 min.)
1) (S-T, T-S) Ask Ss what they have done during the
lesson and what they have learnt.

HOMEWORK
1) Give Ss WB pp.6-7 as HW.
2) Ask Ss to do Show what you know 1.3 in the WB,
p.8.

CONTINGENCY PLAN
1) If you are short of time, some elements of the
post reading can be done in the follow-up lesson
or given as HW.

© Pearson Education Limited Focus 5 Second Edition 2