FOCUS 5 UNIT 9 LESSON PLAN 3 GRAMMAR
the GRAMMAR FOCUS.
Duration: 40 mins.
Objectives: ★ Can express opinions on
topics, using linguistically complex language.
(GSE 74 – B2+)
★ Can invert subject and verb after initial
complex adverbials (GSE 74 – B2+).
Resources: Focus 5 Unit 9
★ pp.104, 142-143, Photocopiable Resource
26 pp.218-219, 255, WB p.104.
Online resources: Extra digital activities,
Grammar Checkpoint
PROCEDURE
WARM-UP (7-8 mins.)
1) (T-S, S-T) Books closed. Activate Ss’ interest in the
topic. Ask: Have you ever been in a natural disaster?
What and how was it? Elicit ideas from different Ss.
2) (S-S, T-S, S-T) Ask Ss to turn to p.104 and look at
Ex 1. Put them into pairs and give them 2 mins.
to look at the photo and discuss the questions.
Monitor and support as they do this. When they
have finished, elicit descriptions of the situation
in the photo. Then elicit Ss’ ideas as to the short-
and long-term consequences of that situation and
have a brief class discussion.
3) (T-S, S-T) Give Ss 1-2 mins. to read the report
about the short- and long-term effects of flash
flooding and compare them with their answers
in Ex 1. Then ask for a show of hands to find out
whose answers were the same and whose were
different. Then ask some basic comprehension
questions to check understanding of the report if
necessary. (Ex 2)
PRESENTATION (12-13 mins.)
1) (S-S, T-S, S-T) Refer Ss to Ex 3. Read through the
rubric with the class and check understanding.
Then put Ss into pairs and give them 2 mins. to
compare sentences and answer the questions.
Monitor and support as they do this. When they
are ready, invite pairs to share their ideas with the
rest of the class and have a brief class discussion
but do not confirm answers at this stage. Tell Ss
that they will find out the answer when they read
© Pearson Education Limited
2) (S-T, T-S) Refer Ss to Ex 4. Give them 2-3 mins.
to read the GRAMMAR FOCUS and check their
answers in Ex 3. Then go through the GRAMMAR
FOCUS with the class. Discuss when/why to use
inversions and how to form them. Give further
examples/explanations where necessary.
OPTION – Go through Grammar and Use of
English 9.3 on pp.142-143 with Ss. Then tell them
to complete Ex 1 on p.143 individually. Do a quick
class check (This could be given as HW).
PRACTICE (8-10 mins.)
1) (S-S, S-T, T-S) Ss do Ex 5 individually. Give them
2 mins. to complete the sentences and then 1
extra min. to check their answers in pairs. Ss can
refer to the GRAMMAR FOCUS to help them. In
feedback, check the structure for each sentence
re-eliciting the rules for how to form inversions.
2) (S-S, S-T, T-S) Ss do Ex 6 individually. Give them 3
mins. to write the sentences and to check their
answers in pairs before doing a class check. Tell
Ss to write their answers in their notebooks.
Monitor and identify problems as they do this. In
feedback, recheck the form and concept for each
sentence.
OPTION – Give Ss time to write sentences similar
to the first ones in the exercise. Then put Ss into
pairs and tell them to swap their sentences and
rewrite their partner’s sentences so that they
have a similar meaning. Then elicit sentences
from different Ss and check.
PRODUCTION (7-8 mins.)
1) (S-S, S-T, T-S) Tell Ss that in a few minutes they will
discuss extreme weather conditions. Give Ss 1
min. to think of some recent examples of extreme
weather which have been in the news. Tell them
to make notes of the details and prepare to speak.
Then put Ss into pairs and give them 3 mins.
to discuss. As Ss interact with each other, walk
around taking notes on what you hear. Encourage
them to use inversion of the adverbials where
necessary. When they have finished, invite pairs
to share what they have discussed with the class.
Then give some feedback based on your notes.
(Ex 7)
Focus 5 Second Edition 1
 FOCUS 5 UNIT 9 LESSON PLAN 3 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.104 as HW.
2) Ask Ss to prepare for a 10–20-minute Grammar
Quiz: Assessment Package, Unit 9, Grammar.

CONTINGENCY PLAN
1) Refer to TB p.104 for extra activities.

© Pearson Education Limited Focus 5 Second Edition 2