FOG 4th Edition Unit Teaching Notes - M02 FOG TM L05 9974 UTN PDF

Unit Teaching Notes
Part I Overview Action verbs, also called active verbs,

describe actions. Adverbs are usually used
Present, Past, and Future with action verbs. Non-action or stative
Unit Grammar Focus Theme verbs describe states such as appearance,
emotion, mental state, perception,
1 Present Time The Digital possession, and desire. Non-action verbs
World are most often used in the simple rather
2 Past Time Marriage than the progressive form. When used to
describe states, non-action verbs are usually
3 Future Time Travel
accompanied by adjectives.
There are some non-action verbs that can
Go to www.myfocusongrammarlab.com for the
express either states or actions. This use
Part and Unit Tests.
usually gives the verb a different meaning.
Note: PowerPoint grammar presentations, Both adjectives and adverbs can be used
test-generating software, and reproducible with these verbs, depending on their
Part and Unit Tests are on the Teachers meaning.
Resource Disc.
Theme: The Digital World
Unit 1 focuses on language that is used
to discuss various elements of modern
Unit 1 Overview technology and their application to personal
communication.
Grammar: Present Time
Unit 1 focuses on the meanings and uses of
four aspects of the present time frame and the
contrasts among them: the simple present,
Step 1: Grammar in Context (pages 24)
present progressive, present perfect, and See the general suggestions for Grammar in
present perfect progressive. Context on page 1.
Use the simple present to show actions,
events, or states that are true in general Before You Read
or happen habitually. Also use the simple Have students discuss the questions in small
present to narrate events that happen in groups.
sequence. Call on students to share the groups ideas
Use the present progressive to show actions with the class.
or events in progress at the moment but not
yet complete. Read
Write these questions on the board:
Use the present perfect and the present
perfect progressive to connect the past with
1. Does the author think digital
the present and show actions and states that communication and modern technology
began in the past and continue until now. have a positive or negative effect on our
Use the present perfect to describe
lives? (Overall he thinks the influence is
completed actions with a connection to the positive, with some negative effects.)
present. 2. Who are the people that the author uses as
This unit also reviews the distinction between
examples to support his point of view? (his
action and non-action verbs and explains their daughter, son, wife, and himself)
use in the present progressive. Some non- 3. What is the primary form of
action verbs that are commonly used in the communication that each person uses?
present progressive are highlighted. (daughter Allisonsocial networking sites;
son Nicktexting; wife Elenaemail;
authorblogging)
Establish a purpose for reading. Call on
students to read the questions. Remind
students to think about these questions as
they read and listen to the text.
14
M02_FOG5_TM_L05_9974_UTN.indd 14 5/19/11 7:49 AM

Have students read the text, or play the audio Have students look at the next chart, Action
and have students follow along in their books. and Non-Action Verbs. Have students name
Have students discuss the questions in pairs the action verbs and non-action verbs in
or groups of three. Call on pairs or groups to the chart. Write them on the board in two
share answers with the class. separate lists. (Action verbs: drive, take; Non-
action: know, want) Ask: How are these verbs
After You Read different? (Action verbs describe actions,
A. Vocabulary but non-action verbs describe states such as
Have students complete the vocabulary appearance, possession, and mental states.)
exercise on page 3 individually. Then have Elicit additional examples of each type of
them compare answers in pairs. verb. Write them on the board. Ask: Which
Circulate as students compare answers. Call kind of verb can be used in progressive
on pairs to read their answers aloud. forms? (action verbs)
Have students read the next chart, Some
B. Comprehension
Non-Action Verbs. Explain that some verbs
Have students complete the exercise on pages
have an action meaning and a non-action
34 individually. Then have them compare
meaning. Have students read the example
answers in pairs.
sentences aloud. Call on students to explain
Call on pairs to share their answers with the
how the meaning changes in each pair of
class. Have each student point out the place
sentences.
in the text where he or she found the answer
Have students read the last two charts.
to the question.
Explain that you can use adverbs with
Go to www.myfocusongrammarlab.com for an action verbs but not with non-action verbs.
additional reading, and for reading and vocabulary Similarly, adjectives usually go after certain
practice. non-action verbs (e.g., look, taste, feel) rather
than with action verbs.
Step 2: Grammar Presentation (pages 46)
Grammar Notes
See the general suggestions for Grammar
Note 1
Presentation on page 2.
Divide the class in half. Have one half read
Grammar Charts the first part of Note 1 and the example
Have students look over the first two charts. sentences in small groups. Have the other
Write these questions on the board and then half look at the second part of Note 1 and the
have students work in groups to discuss them. example sentences.
Then discuss the answers as a class. Have groups in the first half of the class
How many time periods (e.g., past, look through the opening reading for other
present, or future) are represented in these examples of the use of the simple present to
two charts? (only onethe present) show actions, states, or events that are true
According to the charts, how many in general or happen habitually. Have groups
different ways are there to talk about this in the other half find examples of the simple
time period? What are they? (foursimple present that show narration of events in a
present, present progressive, present perfect, sequence.
and present perfect progressive) Circulate as students are working and provide
Which two ways do we use to talk about help as needed. Call on students from each
this time period in general or right now? group to say which use they were looking for
(simple present and present progressive) and some of the examples they found.
Which two ways do we use to talk about a Note 2
time in the past until now? (present perfect Have a student read the note aloud.
and present perfect progressive) Set up a competitive activity. Establish a time
What form does each of these have? limit (1 to 3 minutes) and have students work
(simple presentbase form of verb + -s in groups or pairs to reread the opening text
or -es for third-person singular; present and find examples of the present progressive
progressivebe + base form of verb + -ing; used to show actions in progress at the
present perfecthave + past participle; moment. The group that finds the most
present perfect progressivehave been + correct examples wins.
base form of verb + -ing)
UNIT 115

Note 3 Have groups write sentences with each of
Using either procedure described in Note 1 or these verbs, adding adjectives or adverbs as
Note 2, have students look for examples of the appropriate. For example: She looked great!
present perfect or present perfect progressive. (adjective) She looked quickly at the letter.
Call on groups to read aloud the examples (adverb)
they found. Ask them why each example Call on students from each pair to share their
is in the present perfect or present perfect sentences with the class.
progressive, and whether the tense could be
Identify the Grammar: Have students
changed without changing the meaning.
identify the grammar in the opening reading on
Note 4 pages 23. For example:
Have students read the note and the Most of us hardly go anywhere today without
examples. Make sure they understand the a cell phone or iPhone, an iPod, or a
difference in meaning between the last two laptopor so it seems.
example sentences. Were trying to stay in 24/7 communication
Put students in pairs and have them write with each other.
similar example sentences in simple and MySpace has been around since 2003 and
progressive form. (Example: I speak three Facebook since 2005.
languages: Spanish, English, and French. Right Right now Nick is texting friendshes been
now Im speaking English.) Call on pairs to doing that for the last half hourand
share their sentences. shows no signs of stopping.
Note 5 Go to www.myfocusongrammarlab.com for
Have students look over the first two parts grammar charts and notes.
of the note. Make sure they dont look at
the section that talks about non-actions Step 3: Focused Practice (pages 69)
verbs that can be used to express action.
See the general suggestions for Focused
Then write these six headings on the board:
Practice on page 4.
Appearance, Emotions, Mental States,
Perceptions, Possession, and Want. Elicit Exercise 1: Discover the Grammar
non-action verbs for each category and write
A
them on the board. (Examples: appearance
Go over the example with the class. Make
seem; emotionslove; mental statesknow;
sure everyone understands why the example
perceptionshear; possessionown; want
answer is correct.
need)
Have students complete the exercise
Point out that one of the most common non-
individually. Then have them compare
action verbs is be. For example: He is a nice
answers in small groups. Go over the correct
fellow. Ask students: Do you think be could
answers as a class.
also be used to express an action? If students
answer yes, have students give an example B
sentence. For example: Today hes not being Go over the example with the class. Have
nice. In this example, be is similar to behaving students complete the exercise individually.
so it can be used in the present progressive. Then have them compare answers in groups.
Have students look at the next section of Go over the answers as a class. Have students
Note 5, where they will see the examples identify the non-action verbs that could be
using be that you have just given. Have each used as action verbs and give an example
group look over the list of verbs again. If they sentence for each one. (Example: Item 7
think the verbs can be used in the present feels: The doctor is feeling his leg carefully, but
progressive, have them try to come up with a she doesnt think its broken.)
synonym for the verb. For example: She has
a new house. (owns or possesses) and Shes Exercise 2: Simple Present / Present Progressive
having a baby (giving birth to). Have students complete the exercise
individually. Then go over the answers as a
Note 6 class.
In pairs, have students choose two or three As students provide correct answers, have
verbs from each category in Note 5 that can them explain why the answer is correct. For
be both non-action or action verbs. example: I telecommute is correct because it is
describing a habit.
16Unit Teaching Notes

Exercise 3: Present Perfect / Present Perfect Play the audio. Allow students time to write
Progressive their answers. Have students work in small
Read the instructions aloud. Make sure groups to compare answers. Then go over the
students understand that if both the present answers as a class.
perfect and present perfect progressive forms Provide students with a copy of the
are possible, they should use the present audioscript. In pairs, have them identify
perfect progressive form. the examples of simple present, present
Have students complete the exercise progressive, present perfect, and present
individually. Then have them compare perfect progressive and explain why each one
answers in pairs. Have pairs explain to each was used.
other why the present perfect progressive is
or is not appropriate in each case. Exercise 7: Pronunciation
Go over the answers as a class. Call on A
students to explain why the present perfect Have students read and listen to the
progressive is or is not appropriate. Elicit the Pronunciation Note. Have them repeat the
cases in which the present perfect progressive key words English and sing several times as
is inappropriate because the verb is non- you say them.
action (stative). Deliberately mispronounce sing to
point out the incorrect pronunciation. Then
Exercise 4: Action / Non-Action Verbs; Adverbs /
pronounce several words with the /ng/ sound
Adjectives
correctly and incorrectly. Have students raise
their hands when they hear an incorrect
individually. Then have them check answers
pronunciation.
in small groups.
Have each group think of a synonym for the B
verbs in the sentences that clarifies why they Go over the example with the class. Play
are non-action or action. For example, Your the audio and have students complete the
new iPhone appears similar to mine (Item 1). exercise.
Have students check their answers in pairs.
Exercise 5: Editing Replay the audio as needed.
Have students complete the exercise and
check answers in pairs. Then call on students C
to explain each error and correction. Have students take turns saying the sentences
for Part C. Have each pair practice the
Go to www.myfocusongrammarlab.com for sentences twice, so that each person has the
additional grammar practice. chance to say all of the sentences.
Circulate as pairs practice saying the
Step 4: Communication Practice (pages 1013) sentences. Make corrections as needed.
See the general suggestions for Communication
Exercise 8: Group Discussion
Practice on page 5.
A
Exercise 6: Listening Have students read the devices in the chart
A and the column headings. Allow students
Establish a purpose for listening. Read the a few minutes to complete the chart with
instructions and have students read the information about themselves, including
topics. Elicit key words, phrases, or questions comments.
students might hear for each topic. Write B
them on the board. Model the example conversation with
Play the audio and have students complete a student. Point out that the example
the exercise. Go over the answers as a class. conversation is based on the answers in the
Play the audio again. Have students chart.
compare what they hear with the words you Have students discuss their answers in small
wrote on the board. groups. Circulate, helping as needed.
B C
Establish a purpose for listening. Have Call on a student from each group to
students read the questions. Remind students summarize the groups answers for the class.
to think about these questions as they listen.
UNIT 117

Note: As a variation, have students exchange B
charts and report to the class about their Have students work in pairs to correct each
partners use of electronic devices. others work using the Editing Checklist. Have
each student revise and rewrite as needed.
Exercise 9: Class Discussion Have students post their papers in the
A classroom so the class can read them. You
Explain that students will read some can also publish them together in a booklet or
information about texting while driving and on a class website.
then discuss the issue. Ask: Lets have a quick
show of hands. Who thinks texting while
driving should be banned? Count the votes
UT
O
OF
and write them on the board.
Have students read the text to see if the
T HE BOX ACTIVITIES
information affects their opinion. Call on a
few students to read each paragraph of the Reading, Writing, Listening, and Speaking
text (or give students a few minutes to read Have students choose a topic from the unit:
the text silently). Answer any questions about staying connected through technology
the vocabulary, grammar, or cultural content the advantages or disadvantages
in the text. of a particular electronic device or
Have students practice reading the text communication medium, such as texting
aloud to each other in pairs. Remind them or email
to focus on the correct pronunciation of the identity theft
/ng/ sound. Point out that the /ng/ sound Have students who chose the same topic
in dangerous is different from the sound in work in groups. Then have each student
English. In dangerous, the g sounds more like find and read an article about the topic.
a /j/ sound (as in jury). Have them bring to class enough copies of
the article for the group. The groups then
B
read and discuss the articles.
Go over the questions as a class. Have
Have each student write two or three
students complete the class discussion.
paragraphs about the chosen topic. They
Note common grammar errors students
can use any of the text in the unit as a
make during the discussion. Then write the
model for their writing. The opening
errors on the board and have the class correct
reading on pages 23, the text in Exercise
them.
2 on page 7, the corrected text in Exercise
Exercise 10: Writing 5 on page 9, and the text in Exercise 9
on page 13 all provide good models for
A
students to use. Remind them to focus
If needed, review the definition and structure
on the use of present time verbs in their
of a paragraph. (A paragraph is a group of
writing and encourage them to incorporate
sentences that discuss one topic. The topic
all four of the target structures in their
sentence expresses the main idea of the
writing. Remind them to be mindful of the
paragraph, and the remaining sentences
form and use of non-action verbs.
provide details about the main idea.)
Have students look at the example and Reading, Listening, and Speaking
identify the topic sentence. Point out that
Bring in (or have students bring in) short
the writer makes a statement that is true for
articles from newspapers, magazines, or
him in the topic sentence. The rest of the
websites about the various topics included
sentences support his main idea by giving
in this unit. Have enough articles for every
reasons why the statement is true.
two or three students. Have students work
Have students write topic sentences for each
in pairs or groups to identify examples of
of their paragraphs. Have them compare
this units target structures.
topic sentences in pairs. Call on a few
students to share their topic sentences.
Correct the sentences as needed. Then have
students write their paragraphs, either in
class or as homework.

Have pairs or groups work together to Unit 2 Overview
prepare a short oral presentation to the
class about the article. Remind them that Grammar: Past Time
they can use notes for their presentations, Unit 2 focuses on the meanings and uses of
but they should not read word for word or a variety of past forms and how these forms
copy sentences directly from the article. can work alone and together to convey a range
Remind them to use target structures from of meanings regarding past time: the simple
past, the past progressive, the present perfect,
this unit in their presentations. Circulate as
used to / would + base form, past perfect, past
students are working and help as needed. perfect progressive, and the future in the
Have each pair or group present to the past.
class. If you have a very large class, you
The simple past expresses an action, event,
may want pairs or groups to give their oral or state completed at a general or specific
presentations to each other. time in the past. The simple past is the
definite past.
Go to www.myfocusongrammarlab.com for The past progressive expresses an action that
additional listening, pronunciation, speaking, and was in progress or not completed at a time
writing practice. in the past.
The present perfect expresses an action,
Note: event, or state completed at an indefinite
See the Focus on Grammar Workbook for time in the past. The present perfect is the
additional in-class or homework grammar indefinite past. Remember that the present
practice. perfect also connects the past and the
present.
Unit 1 Review (page 14) Used to and would + base form express a
Have students complete the Review and check habitual action, event, or state that was true
in the past but is no longer true.
their answers on Student Book page UR-1.
Review or assign additional material as needed. The past perfect shows an action, event, or
state that happened before a certain time in
Go to www.myfocusongrammarlab.com for the the past. Use the past perfect with the simple
Unit Achievement Test. past to show which of two past actions,
events, or states happened first.
The past perfect progressive expresses an
action that was in progress before another
past event.
Use was / were going to / would + base form
to describe an action, event, or state that
was planned or expected before now. This is
sometimes called the future in the past.
Theme: Marriage
Unit 2 focuses on language that is used to talk
about an arranged marriage in the United
States.

See the general suggestions for Grammar in
Context on page 1.
Before You Read

Have students work in groups to discuss the
questions.
Call on students to share their groups
answers with the class.
UNIT 219

Read Step 2: Grammar Presentation (pages 1719)
Write these questions on the board: See the general suggestions for Grammar
1. How many Americans have arranged Presentation on page 2.
marriages? (not very many)
2. Why did Weinlick choose the date of his Grammar Charts
wedding before he found a bride? (He got Have students read the first three grammar
tired of being asked when he was going to tie charts. Ask students:
the knot.) Which structures are used to express a
3. Whose idea was the selection process for definite time in the past? (the simple past
a bride? (It was the idea of his friend Steve and past progressive)
Fletcher.) What time frame is the present perfect
4. Where did Runze and Weinlick get used to express? (indefinite time in the
married? (at the Mall of America in past)
Minneapolis) What two structures are used to talk about
Establish a purpose for reading. Call on habitual or repeated past time? (used to or
students to read the questions to the class. would + base form)
Remind students to think about the questions Have students work in pairs to identify other
as they read and listen to the text. examples of these structures in the opening
Have students read the text. Discuss the reading and go over them as a class.
answers to the questions as a class. Have students read the last two grammar
charts. Write the two example sentences on
After You Read the board and underline the target structures:
A. Vocabulary He had met her before the wedding.
Have students cover the definitions in the He had been planning the wedding for
right-hand column. Have them read the months.
sentences in the left-hand column and try Point to the first sentence and ask: Is the
to guess the meanings of the boldfaced wedding in the past, present, or future? (the
expressions. Then have students discuss what past) Which was first: he met her, or they had
they mean in pairs and write a brief definition the wedding? (he met her)
for each one. Point to the second sentence and ask: Did the
Have students complete the exercise wedding happen yet? (yes) Was he planning
individually and go over the answers as a before or after the wedding? (before)
class. Have students compare the definition Have students work in pairs to identify other
they wrote with the correct answers. examples of these structures in the opening
Point out that when people guess at text. Go over them as a class.
meaning by reading the words and sentences
around a word or phrase they dont know, Grammar Notes
they are using context to get meaning. Note 1
Developing this reading skill will help Point out the examples of general and specific
students understand unknown words and time and elicit more examples of each.
expressions more easily and increase their If needed, refer students to Appendix 1 on
overall reading comprehension. page A-1 for a list of irregular verbs.
B. Comprehension Note 2
Have students complete the exercise Write this example from Note 2 on the board:
individually and then compare answers Runze was studying . . . when she decided to
in pairs or groups of three, sharing their get married. Have students label the verb
corrected false sentences with each other. forms.
Call on students to share their corrected Remind students that the restrictions
sentences with the class. regarding non-action verbs in the progressive
Go to www.myfocusongrammarlab.com for an discussed in Unit 1 apply to the past
additional reading, and for reading and vocabulary progressive as well as the present progressive.
practice. If needed, refer students to Appendices 2 and
3 for more information.

Have students share stories about what Show students how the usage changes when
they (or people they know) were doing when you use by or by the time. Explain that this is
they decided to get married. Then erase the a point in the past, so all actions before it will
verbs and elicit other examples. use the past perfect. For example:
By 8:30 a.m., I had gotten up, taken a shower,
Note 3 eaten breakfast, walked the dog, read the
To clarify the contrast in meaning between newspaper, and left for work. OR: By the time I
the simple past and the present perfect, left for work, I had gotten up, taken a shower,
have students work in pairs to write five to eaten breakfast, walked the dog, and read the
eight Have you ever . . . ? questions. Have newspaper.
two pairs work together to ask and answer Have students make a similar list of
their questions. When the answer is yes, the actions on a particular day. Then have them
question When? can be asked, prompting a discuss the events in small groups. Encourage
response in the simple past with a specific them to use the past perfect. Circulate as
time stated or implied. Call on students to students talk and give help as needed.
share their questions and answers with the
class. Note 6
Remind the class that the present perfect Have students read the note and the example
shows a connection between the past and sentence aloud. Ask students: When did she
the present. Point out the example sentence start working: before she got married or when
in the note. You can also point out that Did she got married? (before)
you eat dinner yet?, while not considered Have students use the past perfect to
correct, is commonly used these days. In describe amazing things about their
combination with the words yet, already, and childhood in groups. The events can be
just, the simple past is becoming increasingly true or imaginary. Be sure they include a
more common as a substitute for the present specific time reference. For example: By the
perfect in informal speech. time I was four, I had been playing the piano
professionally for three years. By the time I was
Note 4 twelve, I had been making movies for six years.
To clarify the difference in usage between
used to and would write on the board: Note 7
I used to____. I would ____. The term future in the past may be a bit
Have students use the words on the board to difficult for students to understand. Explain
make sentences with these cues: have a guitar, that it simply refers to states and actions
be a good student, live in the city. Ask students: planned or expected in the past. Remind
Why do these phrases all require used to? students that be going to is used to show
(The verbs express past possession, state, or future intention.
location.) Ask students: Can used to be used Model some sentences using the target
with active verbs as well? (Yes.) structures in Note 7. For example:
On the board write: When I was in high school, I knew I was
Luis used to play the guitar. going to be a teacher. I also knew I wouldnt
Then ask: Does he still play the guitar? (No.) begin my career in the United States. I knew
Then write: that after college I would probably live in a
Tania would practice the piano for hours foreign country for a while.
when she was young. Have students write several sentences
Ask: Does she still practice the piano? about future in the past plans or goals. Then
(Maybe; we dont know.) Point out that in have them share their sentences in pairs.
order to use would, we generally include a Identify the Grammar: Have students
time reference such as when she was young identify the grammar in the opening reading on
above, whereas used to can stand alone. pages 1516. For example:
Note 5 How many Americans have ever considered
Illustrate the use of the past perfect by asking friends or relatives to select their
listing your actions on a particular day in spouse for them?
chronological order. For example: Yet this is exactly what David Weinlick did.
At 6:30, I got up. I took a shower, and I had He had long been pondering marriage and
breakfast. I also walked the dog and read the had known for quite some time that he
newspaper. Then I left for work at 8:15. was going to get married in June of 1998.
UNIT 221

When the wedding would take place and
Have students practice the conversation
who would be invited he already knew.
in pairs, changing roles after the first practice.
He just didnt know whom he would be
marrying. Exercise 4: Simple Past / Past Perfect
Go to www.myfocusongrammarlab.com for Go over the example with the class. Ask if
grammar charts and notes. there are any other ways to combine the
sentences. (Yes: Jim Garcia and Jennifer
OLeary had known each other for three years
Step 3: Focused Practice (pages 1924)
when they graduated from high school.)
See the general suggestions for Focused Have students complete the exercise
Practice on page 4. individually. Call on students to write their
sentences on the board and read them aloud
Exercise 1: Discover the Grammar
to the class. Make sure that students use a
A comma if the dependent clause comes first.
Go over the example with the class. Have For further practice, after students read
a student explain why the action or state each sentence aloud, have another student
on the left occurred before the one on the say the sentence with the statements in
right. (Because the past perfect Weinlick reverse order. For example:
had knownrefers to an event in the past, S1: When they graduated from high school,
and the future in the past was going to Jim Garcia and Jennifer OLeary had
get marriedrefers to a future event that was known each other for three years.
expected in the past.) S2: Jim Garcia and Jennifer OLeary had
Have students complete Part A. Review the known each other for three years when
answers as a class. Have students explain why they graduated from high school.
each event is before or after the other.
Have students look again at the opening Exercise 5: Weinlick / Runze Updated
reading. In pairs, have them write three Have students read the questions. Then have
to five more sentences about the people them read the article for the answers. Allow
and events. Call on students to write their students time to write their answers.
sentences on the board. Then have the class Have students work in pairs to check their
identify the earlier and later occurring states/ answers. Have students in each pair take
events. turns asking and answering the questions.
B Exercise 6: Editing
Have students complete the exercise Go over the example with the class. Then
individually and check answers in pairs. have students complete the exercise
Call on students from each pair to share their individually.
answers. To check answers, have several students write
their corrected sentences on the board. Have
Exercise 2: Simple Past / Present Perfect
these students tell the class why each error is
a mistake and how their correction resolves
individually and work in pairs to check
the problem.
answers.
Go over the answers with the class. Call on Go to www.myfocusongrammarlab.com for
students from each pair to provide correct additional grammar practice.
answers.
Have students read the text aloud to each Step 4: Communication Practice (pages 2430)
other in pairs.
Exercise 3: Used To / Would Practice on page 5.
Read the instructions and go over the
Exercise 7: Listening
example with the class. Make sure students
understand that they should use would in A
their answers whenever possible. Establish a purpose for listening. Have
Have students complete the exercise students read the question. Remind them to
individually. Go over the answers as a class. think about the question as they listen.
Call on students to provide the correct Play the audio. Ask the class the question
answers and to explain why each choice is and go over the answer. Replay the audio if
correct. needed.

B B
Have students read the questions. Remind Have students compare their stories in pairs
them to think about the questions as they and confirm that the information they wrote
listen. Play the audio again. matches.
Call on students to read and answer the Have students read and discuss the questions
questions. in pairs. Circulate and help as needed. Call on
You may want to play the audio again to a few students to share their answers with the
clarify any discrepancies in students answers. class.
Have pairs write three to five questions
Exercise 8: Pronunciation about the story. Encourage them to use as
A many target structures from the unit as
Have students read and listen to the possible. Them have pairs exchange questions
Pronunciation Note. and answer them
If more practice is needed, say the example
sentences aloud and have students repeat. Exercise 10: Picture Discussion
Read the instructions aloud. Have students
B look at the picture and read the questions.
Read the instructions. Play the audio, Have students discuss the picture in pairs.
pausing as needed so students can repeat the As students are sharing ideas with the class,
sentences. make notes about the discussion on the board
Play the audio again and have students or have a student take notes.
underline the auxiliary verb in each sentence. Have students write a paragraph about
Go over the examples and have students name the picture on page 28. Encourage them to
the auxiliary verb that has been contracted. use the target structures from this unit in
For example, for Item 1, the verb is has. their paragraphs. Then have them share their
C paragraphs in pairs. You may also want to
Read the instructions. Play the audio, post them on the walls or a bulletin board in
pausing as needed so students can repeat the your classroom.
sentences.
Allow students time to underline the auxiliary
Have groups complete the exercise. Then
verbs. Go over the answers as a class.
have two groups work together. Each student
D tells the larger group about the significant
Have students complete this exercise in pairs. life change of another student in his or her
Have them take turns saying the sentences, first group. Then call on students to share
randomly choosing either the contracted or information with the class.
full forms. The listener should write what he
or she hears. Then have pairs check what they Exercise 12: Writing
wrote with each other. A
Have students read the example. Then have
Exercise 9: Information Gap them find examples of the target structures
A from the unit, including the present perfect
Divide students into pairs, Student A and and the use of future in the past.
Student B. Have the Student Bs turn to page Read the writing instructions. For each
30. Explain that they are looking at the same topic mentioned (a marriage, a job, college
story, but each person is missing information plans, a move), have students suggest how
that their partner has. They should ask and the situation could turn out differently than
answer questions to find the information. expected. For example: Before I moved to a
Have a pair read the example conversation new city, I didnt think I would miss my family
aloud. Make sure everyone understands very much, but I did.
that the information Student A asks for is in Have students compare ideas in pairs. Then
Student Bs text, and vice versa. have students write their paragraphs, either
Have students complete the activity in pairs. in class or as homework.
Circulate and help as needed.
B
Have students work in pairs to correct each
others work using the Editing Checklist. Have
UNIT 223

Have students post their papers in the Using the timeline, talk about the various
classroom so the class can read them. You events using the target structures in this
can also publish them together in a booklet or unit. For example:
on a class website. By the time I was six, I had lived in three
different countries and spoke two languages.
UT My father worked for the government, and
O
my parents had been living in Germany for

OF
T HE BOX ACTIVITIES two years when I was born. Before I was

born, my parents used to travel a lot around
Europe. They had been to France, Spain,
Listening and Speaking and Portugal, and thought they would go to
Bring in pictures of married people in your Belgium next. Then I arrived. They never got
family and describe their courtship and/or to Belgium! When I was a year old . . .
marriage to the class. Have students construct a similar timeline
Have students think of couples they know of significant events or a significant time
well (e.g., their parents, their grandparents, period in their lives. Have them work in
themselves) and prepare some notes pairs to practice talking about the events
describing their courtship and marriage. or time period using the target structures
Have them bring in a photo of the couple if in this unit. Then have two pairs work
possible. together and tell each other about the
Have students share their stories in small events or time period.
groups. Encourage them to use a variety
of past-time forms. Tell them that would +
base form should be especially useful here. Go to www.myfocusongrammarlab.com for
Have each group select one story to tell the additional listening, pronunciation, speaking, and
whole class. writing practice.
Note:
Listening and Writing See the Focus on Grammar Workbook for
Choose a movie that deals with the topic additional in-class or homework grammar
of marriagefor example, My Best Friends practice.
Wedding, Green Card, or Leap Year. Have
students watch the movieor parts of it Unit 2 Review (page 31)
and then write a summary of what theyve
Have students complete the Review and check
seen, using the past forms studied in this
unit.
Review or assign additional material as needed.
Note: For variation, you can bring in
photocopies of a magazine or newspaper Go to www.myfocusongrammarlab.com for the
article about a famous couple whose Unit Achievement Test.
marriage is in trouble. This kind of article
often looks back on the couples story,
which can also be discussed using the past
forms.
Writing and Speaking

Construct a timeline of significant events or
a significant time period in your life. Write
it on the board or prepare it as a handout.

Unit 3 Overview Read
Grammar: Future Time 1. Why is the author of the article a good
Unit 3 focuses on the meanings and uses of a source for travel tips? (because she is the
variety of tenses and aspects that are used to Times travel editor)
express future time. There are four aspects of 2. What are the five travel topics that the
the future time frame: simple future, future author gives tips about in this article?
progressive, future perfect, and future perfect (jet lag, tours, accommodations, money /
progressive. In addition, the simple present valuables, and language / culture)
and present progressive may also be used to 3. What is the primary purpose of this
express the future.
article? (to offer tips to people who are
Use the simple future will or be going planning a trip in the future)
to + the base form of a verb to express Establish a purpose for reading. Have
what you think will happen in the future.
students read the questions. Remind students
To express a future action decided on in the
moment, use will, not be going to. We most
to think about these questions as they read
often use be going to to talk about a planned and listen to the text.
or already developing future situation. Have students read the text, or play the audio
Use the future progressive to talk about an
and have students follow along in their books.
action that will be in progress at a certain Then have students work in pairs to discuss
time in the future. You can use will be or the questions. Call on students to share
going to be + the base form of a verb + -ing to answers with the class.
form the future progressive. Note: You may want to point out that the
You can also use the simple present to talk answers to the first and third questions
about a future action, state, or event that is require students to make inferencesan
part of a schedule. You can use the present important reading comprehension skill. When
progressive to talk about a future action or we make inferences, we use what we already
event that has already been arranged. know along with information in a text to
To talk about two separate actions in draw a conclusion about something that is
the future, use will or be going to in the not stated explicitly. In the first question, the
independent clause and the simple present text tells us that the author is a travel editor
in the dependent clause. for the Times. Based on prior knowledge of
Use the future perfect or the future perfect what a travel editor does, we infer that the
progressive to talk about an action, state, or author would be a good source of information
event that will happen or will be happening about travel tips.
before a certain time in the future.
After You Read
Theme: Travel
A. Vocabulary
Unit 3 focuses on language that is used to
discuss future plans and suggestions for travel. Have students scan the reading for each of
the boldfaced words and underline them.
Have them read the sentence in which they
find the word, make a guess about what each
Step 1: Grammar in Context (pages 3234) word means, and write it in their notebooks.
See the general suggestions for Grammar in Have students complete the exercise
Context on page 1. individually. Call on students to read their
answers aloud. As students share their
Before You Read answers, have them recall their guesses
Have students look at the pictures included in about the meanings of the words. Were their
the article. Ask them what problem the people guesses accurate?
have and elicit the term jet lag. Point out that guessing meaning by
Have students work in pairs or small groups reading the sentences around the word
to discuss the questions. is using context to understand meaning.
Call on students from each pair or group to This reading skill will help students better
share ideas with the class. understand unfamiliar texts with unknown
words.
UNIT 325

Have students complete the exercise Have a student read Note 2 aloud.
individually. Then have them compare Write the last example sentence on the board:
answers in pairs. Next week at this time well be climbing
Call on students to share their answers with Kilimanjaro.
the class. Have them point out the place in Change the information in the sentence so its
the text where they found the answers. true for you. (Example: Next week at this time
Have the class discuss how their travel Ill be having lunch with my friend.) Call on a
experiences relate to the tips given in the few students to say similar sentences about
article. themselves.
Go to www.myfocusongrammarlab.com for an Note 3
additional reading, and for reading and vocabulary Have students read Note 3 aloud. Point out
practice. that simple present can refer to a future
event that is part of a schedule or timetable.
Step 2: Grammar Presentation (pages 3536) Brainstorm some examples of things that fall
under this category. (Examples: flights, buses,
trains, classes, meetings, appointments, etc.)
Have students look at the example sentences.
Grammar Charts For example, ask: What events are part of a
Write these questions on the board: schedule? (a departure, a planes arrival)
How many different forms can we use to Have students list things they are
express the future? (six) scheduled to do in the next week. Then have
What are they? (simple future, future them describe these events in pairs using the
progressive, simple present, present simple present. (Example: I have biology class
progressive, future perfect, and future tomorrow at three oclock.)
perfect progressive) Note 4
Which two of these forms can be used Go over Note 4 as a class. Have students
to express a different time frame? What identify examples in the opening reading
time frame can they express? (The simple that show use of the present progressive to
present and present progressive can be used talk about a future action or event that has
to express the present time frame.) already been arranged.
Have students look over the grammar charts. Point out that this use of present progressive
Then have them work in pairs to discuss the is similar to the use of the simple present
questions. explained in Note 3.
Go over the answers as a class.
Note 5
Grammar Notes On the board, illustrate that when two future
actions are described in two clauses, one
Note 1
independent and one dependent, the one in
Divide the class into three groups. Have one
the dependent clause shows the earlier of the
group read the first part of Note 1 and the
two actions and is expressed in the simple
example sentences. Have the second group
present.
look at the second part of Note 1 and the
1 2
example sentences. Have the last group look
We will get to Italy. Then we will rent a car.
at the third section of Note 1.
When we get to Italy, we will rent / are going
Have each of the groups look through the
to rent a car.
opening reading for other examples of the use
Write these sentences on the board:
of will or be going to. Circulate as students are
As soon as class is over, Im going to go
working and provide help as needed.
shopping.
Have students from each of the groups work
When I get home, Ill make a list.
together. Have them share information about
Im going to watch a movie after I finish
the use of will and be going to that their
dinner.
original groups focused on and the examples
First have students identify the sequence of
they found in the opening reading.
actions by writing 1 over the first and 2 over
the second one. Then have them generate
more examples, replacing the underlined
words with their own ideas.

Note 6 Have students complete the exercise
To make the concept of the future perfect individually and compare answers in pairs.
more clear, it may help to start with a simple Go over the answers as a class.
example. Ask students what time todays class
B
started, what time it is now, and what time
Have students complete the exercise. Then
the class ends. Then write:
have them compare answers in small groups.
We started class at [start time]. It is now
[current time]. Class will end at [ending
time]. Exercise 2: Present Progressive Future
So far we have been in class for Read the instructions. Make sure students
minutes. understand to use the present progressive
By [ending time], we will have been in class whenever it is possible. Go over the example
for minutes. answer with the class and make sure students
Elicit the correct number of minutes for each understand why the present progressive is not
sentence and write them in the blanks. Then possible in this sentence.
have students read the completed sentences Have students complete the exercise. Go over
aloud. Point out that class is not over, but the the answers as a class.
last sentence describes what things will be
like when class ends. Exercise 3: Two Actions in the Future
Have students read the explanation and Have students complete the exercise
examples in Note 6. For each example individually. Then have them compare
sentence, ask: When is the speaker saying answers in pairs.
this? (before their trip ends, before the end In pairs, have students identify the
of the summer, before they finish their trip). sequence of the actions by writing 1 over the
What is the sentence describing? (what first action and 2 over the second one. Call on
things will be like when the trip or the summer students to share their answers with the class.
ends)
Exercise 4: Personal Inventory (Future)
Identify the Grammar: Have students Have students complete the exercise
identify the grammar in the opening reading on individually. Then have them compare answers
pages 3233. For example: in pairs.
So youre visiting some new countries this Have two pairs work together. Each
year? person in the pair tells the other pair three
You already have your tickets, and you leave things his or her partner just shared. For
in exactly four weeks. example:
A month from now youll be relaxing in the S1: Thong thinks hell be an engineer. In five
sunshine or visiting famous landmarks. years hell be living in Vietnam. As soon as
By the time you arrive, youll have been he leaves class today, hes going to work.
flying for eight to ten hours and wont be
able to keep your eyes open. Exercise 5: Editing
Go to www.myfocusongrammarlab.com for
work in pairs to check their answers.
grammar charts and notes.
Call on students to explain each error and
correction.
See the general suggestions for Focused Go to www.myfocusongrammarlab.com for
Practice on page 4. additional grammar practice.
Exercise 1: Discover the Grammar Step 4: Communication Practice (pages 4143)

A See the general suggestions for Communication
Read the instructions. Quickly review the Practice on page 5.
different future forms covered in this unit
and write them on the board. (Simple future Exercise 6: Listening
with will / be going to, future progressive A
with will / be going to, simple present, present Establish a purpose for listening. Read
progressive, future perfect, future perfect the instructions and the question. Remind
progressive.) Write these terms on the board. students to think about the question as they
listen.
UNIT 327

Play the audio. Go over the answer as a class. Note: For variation, you may want students
to exchange charts and report to the class
B
about their predictions and how they
Establish a purpose for listening. Have
compare or contrast with their partners
students read the sentences. Remind students
predictions.
to think about whether these statements are
true or false as they listen. Exercise 9: Group Discussion
Play the audio. Have students work in small
groups to compare their answers. Then go A
over the answers as a class. Ask students: How many countries do you
Have students correct the false statements think there are in the world? Write their
in pairs. Go over the answers as a class. guesses on the board. Then ask: How many
countries have you been to?
Exercise 7: Pronunciation Have students read the paragraph and
A compare their answers to the information in
Have students read and listen to the the paragraph.
Pronunciation Note. B
If more practice is needed, say the example Go over the questions as a class. Have
sentences aloud and have students repeat. students quickly reread the text in Part A with
B these questions in mind.
Read the instructions. Play the audio for the Model the example conversation with a
first item and pause the audio to go over the student. Point out that Speaker B asks a
example answer. follow-up question to keep the conversation
Play the rest of the audio and have students going. Have the students discuss the
complete the exercise. Have students compare questions in groups. Circulate and encourage
answers in pairs. them to ask follow-up questions.
Play the audio again. Pause after each item to C
check the correct answer as a class. Call on groups to share their ideas with the
C class.
Play the audio, pausing as needed so students Note: If you have a large class, you may want
can repeat the sentences. two or three groups to share their ideas with
each other rather than the whole class.
Exercise 8: Pair Discussion
Exercise 10: Writing
A
A
Have students read the items in the Event
Have students read the two suggested writing
column in the chart. For each item, ask for a
topics and the example. Ask: Which topic is
show of hands: Who thinks this will happen
the example about? (the second one) Have
in the next 25 years?
students look at the example and identify
Elicit other events that might or might not
the topic sentence. Point out that, in this
happen in the next 25 years. Write them on
example, the writer makes a statement about
the board. (Examples: wars end, flying cars
his dream vacation in the topic sentence and
become popular, global warming gets worse)
then other sentences support his main idea by
Have students check their predictions in the
giving details about that vacation.
chart and write another item in the last row.
If students choose to write about the first
B topic, the topic sentence will state an opinion
Read the example conversation with a and the other sentences will provide reasons
student. Then have students share their and examples that support the opinion.
predictions in pairs. Students who would like to respond to the
Circulate and help as needed. Encourage first question will be well prepared from the
students to give reasons for their predictions ideas generated from the preceding small
and ask follow-up questions. group discussion.
For those writing about their dream vacation,
C
write these questions on the board to generate
Call on pairs to share their answers with the
ideas and elicit vocabulary:
class or, for large classes, with a group.
What are some places you have always
wanted to go?

Imagine youre going to visit this place. Writing. Reading, Speaking, and Listening
What will you do while you are there?
What time of year will you go? For how Have each student write four to five tips
long? about travel in his or her own country,
Will you go alone or with someone? Who? using the opening reading as a model.
Have students write their paragraphs, either Encourage students to use target structures
in class or as homework. from the unit.
Post the tips around the classroom. Then
B have students walk around the class and
Have students work in pairs to correct each read them.
others work using the Editing Checklist. Have Have students discuss the tips in pairs.
Have students post their papers in the
classroom so the class can read them. You Go to www.myfocusongrammarlab.com for
can also publish their writing in a booklet or additional listening, pronunciation, speaking, and
on a class website. writing practice.
Note:
See the Focus on Grammar Workbook for
UT additional in-class or homework grammar
O
OF
T HE BOX ACTIVITIES practice.
Unit 3 Review (page 44)

Listening, Reading, and Speaking
To provide practice for students to make
the distinction between using will for
unplanned actions and be going to to
express a planned or developing situation, Go to www.myfocusongrammarlab.com for the
play Lets Have a Party! Explain that Unit Achievement Test.
youre planning a party, and start by
offering to do something to organize it. For From Grammar to Writing (pages 4549)
example: Ill bring some fruit and cheese. See the general suggestions for From Grammar
Then ask a student: What will you bring? to Writing on page 9.
That student says what he or she will bring
and asks another student: What will you Go to www.myfocusongrammarlab.com for an
bring? Emphasize that the use of will additional From Grammar to Writing Assignment,
here represents each person spontaneously Part Review, and Part Post-Test.
expressing what he or she will bring. As
students say what theyll bring, write
the items on the board, along with each
students name or initials.
Have students recall what each person is
bringing. Stress that since the action is
now preplanned, the future with be going to
should be used. Point out that the present
progressive would also be appropriate.
Model the first statement and then have
students ask and answer questions about
what theyre going to bring. For example:
T: Tomiko is going to bring napkins.
Raoul, what is Olga going to bring?
S1: Olga is bringing paper plates. Felipe,
whats Song Hee going to bring?
S2: Song Hee is going to bring the music.
Chen, whats Sui going to bring?
UNIT 329

Part II Overview Use should or ought to to offer advice. They
usually mean that something is a good idea
Modals and Other Auxiliaries or the right thing to do. Should not rather
than ought to is used in questions and
Unit Grammar Focus Theme
negatives. Use should have or ought to have
4 Modals to Express Cultural to express advice about the past. Should have
Degrees of Necessity Differences and ought to have suggest that something did
5 Modals to Express Puzzles not happen, while shouldnt have and ought
Degrees of Certainty not to have suggest that it did. We can also
use shall in questions that ask for advice.
Go to www.myfocusongrammarlab.com for the Had better is stronger than should and ought
Part and Unit Tests. to. Use had better (not) to give a warning that
Note: PowerPoint grammar presentations, something negative will happen if advice
test-generating software, and reproducible isnt followed.
Part and Unit Tests are on the Teachers Use be supposed to to show an expectation.
Resource Disc. You can use be to + base form in formal
English to express a strong expectation.
Use could or might to make suggestions
Unit 4 Overview about the present or future that are not too
strong. Use could have or might have to talk
about a missed opportunity in the past.
Grammar: Modals to Express Degrees
of Necessity Theme: Cultural Differences
Unit 4 focuses on the meanings and uses Unit 4 focuses on language that is used to
of modals that are used to express varying discuss suggested, required, or prohibited
degrees of necessity. customs in other cultures
Modals are auxiliary verbs and have only one
form for first, second, and third person.
Use simple modals (modal + base form of Step 1: Grammar in Context (pages 5052)
verb) to show degrees of necessity in the See the general suggestions for Grammar in
present and future.
Context on page 1.
Use perfect modals (modal + have + past
participle of verb) to show degrees of Before You Read
necessity in the past. Have students work in small groups to
Modals show speakers attitudes: obligations, discuss the questions.
advice, expectations, and suggestions. Call on a few students to share their answers
Some expressions have meanings that are with the class.
similar to modals. Have to and have got to Ask students what they know about the
are similar to must. Be supposed to is similar origins of specific customs in their cultures.
to should. Be allowed to is similar to may.
Use must, have to, and have got to to show Read
strong necessity. Use must in more formal Write these questions on the board:
language to express a strong obligation that 1. What were some of the social (cultural)
cannot be avoided. Use have to in all forms errors that the author and his wife made
and situations, formal or informal. Use have during their visit to Masayuki and Yukikos
got to in conversation and informal writing. home? (They didnt leave their shoes
Use dont have to to express the negative of pointing toward the door. They brought
have got to. Use will have to to express future a gift that was both inappropriate and
necessity. Use had to + base form of the verb
unwrapped. Helen took more food than she
to express past necessity.
was able to finish. Helen offered to help in
Use must not to talk about something that the kitchen. They accepted an additional
is prohibited. Use didnt have to + base form
drink instead of politely refusing.)
of the verb to talk about something that was
2. What did the author do as a result of
not necessary in the past. Although must and
have to are similar in meaning, must not and feeling uncomfortable about aspects of
dont have to have very different meanings. the evening with his Japanese friends? (He
asked his friend Junichi about it because he
had lived in the United States and Japan.)

3. The author says that Masayuki and Yukiko Have students form new groups of four. In
never gave any indication that anything each group there should be a student who has
was wrong during the evening. What might a completed chart for a different meaning /
this say about Japanese culture? (Japanese use, so that students have access to all four
people are very polite and will not show that meanings and uses: obligation (necessity),
they are upset about something.) advice, expectation, and suggestion / no
Establish a purpose for reading. Have obligation (no necessity). Have each student in
students read the questions. Remind students the group share with the others the information
to think about these questions as they read from his or her completed chart. Call on
and listen to the text. students from each group to share information
Have students read the text or play the audio with the class.
and have students follow along in their books. Review subject-verb agreement with the class.
Have students discuss the questions in pairs Ask:
or groups of three. Call on students to share Does the modal should change when the
answers with the class. subject changes? (No. For example, both
you and he are followed by should.)
After You Read Which of the other modals are like this?
A. Vocabulary (must, ought to, could, might, can)
Have students complete the exercise For which modals does this rule not
individually. apply? (have to, have got to, and be
Have students compare answers in pairs. supposed to)
Circulate as students compare answers, Make sure students notice the verb forms
helping as needed. Call on students to read following the modals and elicit from them
their answers aloud. that the base form is used after simple modals
You may want to have students find the and the past participle is used after perfect
vocabulary words in the opening text and modals.
read the sentences where they appear.
Grammar Notes
B. Comprehension
Note 1
Do a listening exercise in which students
discriminate between the simple and perfect
answers in pairs.
forms of should, could, and might. Write
Call on students to share their answers with
on the board (or have students write in two
the class. Have each student point out the
columns on a sheet of paper):
place in the text where he or she found the
answer for the question. Present Past
Go to www.myfocusongrammarlab.com for an should should have
additional reading, and for reading and vocabulary
practice. Have students listen and point to the one they
hear (or have them respond on paper, placing
Step 2: Grammar Presentation (pages 5356) a check under the appropriate column) as
you say a series of sentences at normal speed.
See the general suggestions for Grammar (Examples: We should invite him. We should
Presentation on page 2. have invited him. We should have called her. I
Grammar Charts could write them. I could have written them.)
Since this unit will be partly review and Remind students that the formation of the
consolidation, focus on those modals or uses perfect modal requires the past participle,
of modals that are likely to be new to your which is often irregular. Elicit a few examples
class. (e.g., should have [write] written and might
Have students work in four groups. Assign have [come] come).
each group a section of the grammar chart: Note 2
obligation (necessity), advice, expectation, Have students read the modal-like
and suggestion / no obligation (no necessity). expressions and the example sentences. Have
Have each group write out the negative forms them practice saying each variation of the
and affirmative forms of each of the modals
in the chart, as well as an example of the
modal from the opening reading.
UNIT 431

sentence. For example, for the first example Explain to students that they need to be
sentence: careful in using had better. It is a strong
You must finish everything on your plate. expression and can seem rude or impolite if
You have to finish everything on your plate. not used correctly. It is usually used by people
You have got to finish everything on your plate. who have authority over others or with people
Explain that the meaning of these three they know very well.
sentences is basically the same, but there are
Note 7
small differences that will be discussed in the
Point out the difference between have to and
notes below.
supposed to. For example: You have to have
Note 3 a license to drive. (Its a requirement.) Youre
Have a student read Note 3 aloud. supposed to obey the speed limit. (This is the
Ask: Which expression is most often used to expectation and the law, but many people
express strong necessity? (have to) Which dont obey it.)
expression is used in conversation and Explain to students that be to + base form is
informal writing? (have got to) a very strong expression and can seem rude
Point out that must is very rarely used or impolite in both speech and writing. It
in speech to express necessity but is is usually used to express strong rules or by
more commonly seen in signs. (Example: people in a position of authority over others.
Employees must wash hands before returning
Note 8
to work.)
Tell students that these polite forms will be
Note 4 very useful to them. You could also point out
Have students read the note. Draw special that could have and might have referring to
attention to the Be Careful! explanation. past opportunity are close in meaning.
Write sentences on the board using the
modals and have students identify the
meaning by using the equivalent expressions.
pages 5051. For example:
For example:
Recently my wife and I had a cross-cultural
You must leave now. = It is necessary that
experience that taught us about some
you . . .
things we should have done differently.
You have to leave
Now we know what we should and shouldnt
now.
have done.
You must not leave = It is necessary that We knew youre supposed to take them off
now. you not . . . in a Japanese home.
You dont have to = It is not necessary Its OK to bring it in a plastic bag, but the gift
leave now. that you . . . has to be wrapped.
You didnt have to = It was not . . . you could have taken some flowers.
leave then. necessary that you . . . You mean youve got to eat everything thats
offered? I asked.
Note 5
You dont have to. But if you take
Point out that should is more commonly used
something, you must finish it.
than ought to, particularly in past forms.
Explain that shall used to be used as a form Go to www.myfocusongrammarlab.com for
of will. North Americans still occasionally grammar charts and notes.
use shall for the future, but when they do,
they are being very formal or trying to sound Step 3: Focused Practice (pages 5661)
funny or different. See the general suggestions for Focused
Note 6 Practice on page 4.
Point out the forms of had better and that it
is sometimes used in the past: Youd better Exercise 1: Discover the Grammar
not have scratched my car. (Youre in trouble Have students complete the exercise. Then
if you did.) The question form is also worth have them compare answers in small groups.
mentioning: Hadnt we better get going soon? Call on students from various groups to share
their answers with the class. Clarify any
discrepancies in answers among groups.

Have students look at the wrong Have students complete the exercise
answer choices for the items and write an individually. Then have them work in groups
appropriate restatement of these sentences to compare answers.
using modals. For example, for Item 1, the Have students from various groups share
wrong answer choice was It doesnt matter their sentences with the class.
whether or not you wear your shoes in a
Japanese home. Students should restate this Exercise 5: Editing
using modals: You dont have to take off your Have students complete the exercise and work
shoes in a Japanese home. in pairs to check their answers. Then call on
students to explain each error and correction.
Exercise 2: Modals Go to www.myfocusongrammarlab.com for
Have students quickly read the dialogue for additional practice.
main ideas. Ask: What is the conversation
about? (tipping customs in Japan and in
another country, probably the United States)
Step 4: Communication Practice (pages 6267)
Have students read the expressions with See the general suggestions for Communication
modals in the box. You may want to review Practice on page 5.
which expressions describe obligation,
necessity, advice, and so on. You may also
want to review which expressions are about A
the past or the present. Establish a purpose for listening. Read the
Have students complete the exercise instructions and the question. Remind students
individually. Then have them compare to think about the question as they listen.
answers in pairs. Have students work in pairs Play the audio. Go over the answer as a class.
to practice the conversation twice, changing B
roles after the first practice. Establish a purpose for listening. Have
students read the questions. Remind students
Exercise 3: Must / Have To / Should / Be
to think about the questions as they listen.
Supposed To
A groups to compare their answers. Then go
Read the instructions. Write the following over the answers as a class.
questions on the board: You may also want to provide students
1. Which two cultures are compared in the with a copy of the audioscript and have
text? (Bali in Indonesia and the United them work in pairs to practice reading the
States.) conversation. Call on a pair to role-play the
2. What are two differences in the way babies conversation for the class.
are treated? (In Bali, it is not good to let
babies cry or put them on the floor.) Exercise 7: Pronunciation
Have students read the text to find the A
answers to the questions. Go over the answers Have students read and listen to the
as a class. Pronunciation Note.
B If more practice is needed, read the examples
Have students read the sentences in pairs aloud and have students repeat.
and quickly try to complete the blanks based B
on what they remember about the text. Read the instructions. Play the audio,
Then have students read the text again and pausing as needed so students can repeat the
complete the exercise individually. Have them sentences.
compare answers in pairs. If students have difficulty, you may want to
Go over the answers as a class. Have students replay the audio so they can listen and repeat
explain why their answers are correct. again.
Exercise 4: Should Have / Could Have C
You may want to have students quickly reread Have students complete this exercise in pairs.
the opening text on pages 5051 to remind Have them take turns saying the sentences,
themselves of the topic and ideas in the randomly choosing either the full form or the
article. reduced form. The listener responds by saying
the other form of the sentence.
UNIT 433

Circulate as pairs practice saying the Divide the class into small groups. If possible,
sentences. Make corrections as needed. include students from different cultures in
each group. Have them compare answers.
Exercise 8: Information Gap Circulate, helping as needed. Encourage
Divide students into pairs, with one person students to give reasons and examples for
Student A and the other Student B. Have the their opinions.
Student Bs turn to page 67. Explain that they Call on each group to share their answers
are looking at the same story, but each person with the class. You may also want to spend
is missing information that their partner has. some time talking about other customs or
They should ask and answer questions to find behaviors that are obligatory or prohibited in
the information. different cultures.
Have a pair read the example conversation
aloud. Make sure everyone understands Exercise 10: Writing
that the information Student A asks for is in A
Student Bs text, and vice versa. Have students read the instructions.
Have students complete the activity in pairs. Brainstorm some examples of situations
Circulate and help as needed. Have students people often feel they should have handled
compare their completed stories when differently. (Examples: attending a gathering in
finished. Go over the answers as a class. another culture, tipping while on vacation)
You may want to have students read Have students look at the example and
through their versions of the story and identify the topic sentence. Point out that
underline unfamiliar vocabulary. Write these the writer begins by briefly describing the
items on the board and ask students what situation in the topic sentence. The other
they think the words mean. Discuss the sentences support his description by giving
definitions. Some of these might be: specific details about the situation.
be on a tight budget to have very little extra Have students write their paragraphs, either
money to spend in class or as homework.
astonished very surprised about
something, especially B
because it is unusual Have students work in pairs to correct each
or unexpected others work using the Editing Checklist. Have
grateful feeling that you want to each student revise and rewrite as needed.
thank someone If time permits, you may want to have
because of something students post their papers in the classroom
kind that they have so the class can read them. You could also
done publish them together in a booklet or on a
miserable extremely unhappy class website.
broadening if an experience is
broadening, it makes
it easier for you to
UT
O
OF
accept other peoples T HE BOX ACTIVITIES

beliefs or ways of
doing things
Listening, Speaking, Reading, and Writing,
Exercise 9: Discussion Point out to students that any behavior
A can be misinterpreted across cultures.
Have students read the list of behaviors Even positive actions such as expressing
in the chart. Answer any questions about appreciation can lead to misunderstanding.
vocabulary. For example, in some countries, if you say
Have students check the word that best Thank you a lot as Americans typically
describes their opinion about each behavior. do, you can be seen as cold, distant, or
superior. Instead, you say nice things about
B the person who did the kindness rather
Model the example conversation with a than thanking the person for the kindness.
student.

Unit 5 Overview
Have students work in small groups. Give
each group a scenario. For example: Grammar: Modals to Express Degrees
A classmate invites you to dinner. of Certainty
A friend gives you a book for your Unit 5 focuses on the meanings and uses
birthday. of modals and modal-like expressions that
Someone offers to show you the sights express varying degrees of certainty.
of the city. When we use modals and modal-like
Your teacher shows you how to do expressions to express certainty, we
something. speculate based on logic and facts. These
Have groups discuss how people in these structures can be used with both simple and
situations show appreciation in their progressive forms.
cultures. Then have them write short Use must, have to, and have got to + base
dialogues and role-play them for the class. form to express near certainty about the
present. Use cant, couldnt, and must not +
Reading, Writing, Listening, and Speaking base form to express negative speculation.
Do a search on the Internet (or have pairs Must not is slightly less certain and is
or groups of students do the search) on generally not used in the contracted form.
cross-cultural etiquette and / or cultural For questions, use could or couldnt.
awareness. Print out (part of) a test that Use may, might, and could + base form to
reflects cultural awareness. express less certain speculation about the
Have students take the test to find out how present. For negative speculation, use may
much they know about other cultures. Have not or might not + base form. May not is
never contracted, and the contracted form of
students work in small groups to comment
might not is rare. For questions, use could or
on the test and discuss what people must / might.
should / are supposed to / are not allowed
Use must have and had to have + past
to do in other cultures. Encourage students
participle to express near certainty about
to use the test as the basis for a discussion the past. For negative speculation about
of related experiences they might have had. the past, use cant or couldnt have + past
As students share their experiences, have participle to express impossibility. Use must
them encourage their classmates to give not have + past participle when you are less
their opinion by saying what they think certain. For questions, use can have or could
the person should / ought to have done or have.
could / might have done in the situations When you are speculating about the past
described. and are less certain (about 50 percent), use
may have, might have, or could have + past
participle. Remember that could have + past
Go to www.myfocusongrammarlab.com for participle has two meanings: possibility or
additional listening, pronunciation, speaking, and missed opportunity. For negative speculation
writing practice. about the past, use may not have or might
not have + past participle. For questions, use
Note:
might have or could have + past participle.
additional in-class or homework grammar For speculation about the future, use should
or ought to + base form to express near
practice.
certainty. Use may, might, or could + base
form to express less certainty about the
Unit 4 Review (page 68) future. For negative speculation about the
Have students complete the Review and check future, use may or might + not / never + base
their answers on Student Book page UR-1. form.
Review or assign additional material as needed. Theme: Puzzles
Go to www.myfocusongrammarlab.com for the Unit 5 focuses on language that is used to talk
Unit Achievement Test. about mysterious events, myths, and legends
of the past.
UNIT 535

Step 1: Grammar in Context (pages 6971) After You Read
See the general suggestions for Grammar in A. Vocabulary
Context on page 1. Have students cover the definitions in the
right-hand column. Have them read the
Before You Read sentences in the left-hand column and try
Have students work in pairs to discuss the to guess the meanings of the boldfaced
questions. expressions. Then have students work in pairs
Call on students to share their answers with to discuss what they mean and write a brief
the class. definition for each one.
Have students complete the exercise and go
Read over the answers as a class. Have students
You may want to point out unfamiliar compare the definition they wrote with the
vocabulary. Write the words on the board and correct answers.
ask students what they think the words mean. You may want to point out to students
Discuss the meanings as a class. For example: that when they guess at meaning by reading
fragment a small piece that has broken the words and sentences around a word or
off or that comes from phrase they dont know, they are using context
something larger to get meaning. Developing this reading skill
pottery objects made out of baked clay will help them understand unknown words
candidate a person, group, or idea that is and expressions more easily and increase
a good choice for something their overall reading comprehension.
hemisphere one of the halves of the earth
Write these questions on the board (or B. Comprehension
prepare them as a handout): Have students complete the exercise
1. According to the reading, who are the individually and then compare answers
best-known candidates for the title of in pairs or groups of three, sharing their
discoverers of the New World? (the corrected false sentences with each other.
Vikings) Call on students to share their corrected
2. What evidence is offered that the Vikings sentences with the class.
found the New World? (Viking records and Go to www.myfocusongrammarlab.com for an
artifacts) additional reading, and for reading and vocabulary
3. What evidence is offered that the Irish practice.
reached North America? (a written
account, religious artifacts, and stone
carvings found in Virginia)
4. Who were the real discoverers of America? See the general suggestions for Grammar
(the Native Americans who migrated across Presentation on page 2.
the Bering Strait more than 10,000 years
Grammar Charts
ago)
Students will most likely be familiar with
5. In what sense did Columbus discover
the forms and sentence patterns of modals,
America? (he started two-way
so in general their attention will be more on
communication between the Old and New
meaning than on form in this unit. However,
Worlds)
one aspect of form and meaning regarding
these modals that is quite challenging is that
students to read the questions to the class.
some modals are used only in affirmative
Remind students to think about the questions
statements. In addition, for some modals, the
as they read and listen to the text. Have
negative form does not mean the opposite of
students read the text. Discuss the answers to
the affirmative form. Students will need to
the questions as a class.
learn which modals to use to form negatives
and questions that convey the desired
meaning.

Have students study the charts and look for Ask students how they would express the
examples where the affirmative and negative opposite of It must be true. They will probably
form are both used and have the expected, say, It must not be true. Ask if they can think
opposite meanings. (Answers: must / must of other ways. (It cant be true.) Ask which
not, may / may not for present and future, of these shows stronger certainty. (It cant be
might / might not for present and future, must true.)
have / must not have, may have / may not
Note 3
have, might have / might not have)
Have students read the explanation and the
Have them look for examples where the
example sentences.
negative form of the modal does not have
You may want to point out that to express
the opposite meaning. (Answers: has (got) to,
possibility, may and might are used more
cant, couldnt, could for present and future,
frequently than could in affirmative
had to have, cant have, couldnt have, could
statements. However, in questions, could is
have) Write these modals on the board.
more commonly used than might. May cannot
For each modal on the board, elicit the modal
be used at all.
with the opposite meaning. Draw lines on
Ask students: Which of these modals can be
the board to connect pairs of modals with
used with not? (may and might) Can may or
opposite meanings.
might be contracted? (no)
has (got to)cant / couldnt / must not
could (present)may not / might not Note 4
had to havecant have / couldnt have / must Have students read Note 4. Read the example
not have sentences aloud and have students repeat.
could havemay not have / might not have Point out that must have + past participle
could (future)may not / might not and had to have + past participle are similar
in meaning, but had to have shows a greater
Grammar Notes certainty. For example:
Note 1 John must have gone home. (Im almost
Your students will probably already have certain that he did.)
some ideas about using modals to show John had to have gone home. (Its almost
certainty. Draw a line on the board and label impossible that he didnt.)
it 0% certain on one end and 100% certain
Note 5
on the other. Have students tell you where to
Students will need some practice with these
place the modals should, must, may, might,
past modals. Go over Note 5, model the
and could on this scale.
examples, and have students repeat.
Leave the diagram on the board for reference
Provide examples of the two meanings of
as you discuss the rest of the Grammar Notes.
could have + past participle:
Note 2 Mary could have left early. (Its possible that
Have students read the note. Ask students: she left early.)
Where do have to and have got to go in the Mary could have left early. (She didnt leave
diagram on the board? (with must, close to early, but it was possible to do so.)
100%)
Note 6
Ask students: How are have to, have got to,
Review the certainty scale with students.
and must different? If they generalize what
Have them place should and ought to on it.
they have already learned about must, they
Point out that the negative form of should and
may think that must is formal and more
ought to are not used to speculate about the
restricted in speech than have to or have got
future. Instead, students can use nonmodal
to. Point out that, on the contrary, when must
expressions like probably wont.
is used for probability, it is quite common in
informal speech. In fact, it is probably the Note 7
most usual way to express that something is Have students read the note. Read the
almost certainly true. On the other hand, have example sentences aloud and have students
got to is decidedly informal and is therefore repeat.
somewhat less useful than the other two.
UNIT 537

To contrast should and ought to with may, Exercise 2: Affirmative Modals
might, and could, have students work in pairs You may want to call students attention to
to decide which modals they would use in the these two words, which may be unfamiliar.
following sentences: Ask students what they think they mean and
1. Its four oclock. Their train be here discuss the definitions.
in a few minutes. (should, ought to) cohorts colleagues or associates
2. A: What are you going to wear to the retirement home a building where older
party? people live that provides
B: I dont know. I wear my blue suit. various services such as
(may, might) food, social activities,
3. A: When will we see you again? and medical care
B: I be back on the East Coast next Have students complete the exercise
spring. Theres a conference Im individually. Have them compare answers
planning to go to in April. (should) in pairs. Call on students from each pair to
provide correct answers.
Have students work in groups of three to
practice reading the conversation, changing
roles after each practice.
However, Columbus may not have been
the first non-Native American to visit the Exercise 3: Affirmative / Interrogative Modals
Western Hemisphere. You may want to point out vocabulary that
So many other potential discoverers have may be unfamiliar. Ask students what they
been nominated that the question might mean and discuss the definitions.
almost be rephrased as Who didnt dwelling a house, apartment, etc. where
discover America? people live
Scholars originally thought Vinland must flourishing growing or developing well
have been Newfoundland, but today it is devastate to damage something very badly
believed Vinland couldnt have been that or to destroy something
island since it is too far north for grapes to completely
grow. Have students complete the exercise
Could the climate have been warmer in individually. Go over the exercise as a class.
Ericksons day? Have students work in pairs to practice
Go to www.myfocusongrammarlab.com for reading the text to each other.
Exercise 4: Personal Inventory (Future)
Have the students read the instructions
Step 3: Focused Practice (pages 7479) and the examples. Brainstorm some
See the general suggestions for Focused accomplishments to write about. (Examples:
Practice on page 4. have children, win a prize, buy a home, become
famous)
Exercise 1: Discover the Grammar Have students complete the exercise
Have students complete the exercise. Go over individually. Then have them share their
the answers as a class. personal inventories in pairs. Call on students
To provide additional practice, you may to tell the class one or two things about
want to have students look again at the their partners they thought were the most
opening reading and work in pairs to write interesting.
three to five more sentences similar to the
ones in the exercise that are based on the Exercise 5: Editing
reading. Have pairs exchange papers. At the Go over the example with the class. Make
bottom or on the back of the paper, have sure everyone understands why the example
students make a scale with certain at one end is a mistake and how the correction resolves
and impossible at the opposite end. Then have the problem.
pairs work together to place the sentences in Have students complete the exercise
the correct spot along the scale. individually. Then have a few students write
their corrected sentences on the board. Have
students explain their corrections to the class.

Exercise 8: Pair Discussion
Have students work in pairs to read the
corrected text aloud to each other. A
Read the instructions aloud. Explain that
Go to www.myfocusongrammarlab.com for students will read four paragraphs that are
additional grammar practice. puzzles or riddles. Then they will try to solve
the puzzle in pairs.
Step 4: Communication Practice (pages 8083) Call on different students to read each
See the general suggestions for Communication puzzle aloud. Answer any questions about
Practice on page 5. vocabulary.
Go over the example answer. Have students
Exercise 6: Listening explain why this is one solution to the puzzle.
A (If the bank had a security camera, there would
Establish a purpose for listening. Have be evidence that the thief cashed the womans
students read the question in Part A, then check.) Brainstorm other possible answers
play the audio. Remind them to think about using the target language. (Example: The thief
the question as they listen. must have given the woman his name so she
Play the audio and allow students time to could write the check, so that made it easy to
answer the question. Go over the answer as a catch him.)
class. Have students work in pairs to discuss the
puzzles. Circulate and help as needed.
B
Have students read the statements. Remind B
them to think about the statements as Call on students from each pair to share their
they listen. Play the audio, pausing after ideas with the class.
each statement so students can circle their
answers. Exercise 9: Group Discussion
Go over the answers as a class. You may A
want to play the audio again to clarify any Have students quickly reread the information
discrepancies in students answers. about Atlantis on pages 7778. Have them
You may want to ask students how the look for explanations, interpretations, or
listening tasks in each part are different. (In opinions about the existence of Atlantis in the
Part A, they are listening to get the gist, or the text.
main idea. In Part B, they are listening for Elicit the explanations, interpretations, and
details.) Point out that these two purposes opinions from the text. Write them on the
for listening require different skills that both board. Examples:
need to be developed. Atlantis is a myth and never existed.
The present-day Basques might be
Exercise 7: Pronunciation descendants of Atlantis.
A Reports of a disaster on the island of
Have students read and listen to the Thira may have influenced the Atlantis
Pronunciation Note. legend.
If students have difficulty with this, say the Have students compare ideas in groups.
full and reduced pronunciations of to and Circulate and help as needed.
have. Have students repeat. B
B Call on students from each pair to share their
Go over the example with the class. Play ideas with the class.
the audio and have students complete the As students are sharing ideas in their
exercise. groups, have a student make notes about the
Have students work in pairs to check their discussion on the board. Leave the notes on
answers. Replay the audio as needed. the board for the next exercise.
C Exercise 10: Writing

Have students practice the conversations A
in pairs. Have each pair practice the Read the instructions, the topic list, and the
conversations twice, so that each person has examples. You may want to offer students
the chance to say all of the sentences. the option of writing about the mystery they
Circulate and make corrections as needed. discussed in the previous activity.
UNIT 539

Have students write their paragraphs, either Give students the articles that match their
in class or as homework. headlines so they can confirm their guesses.
B Follow up by having students write the
Have students use the Editing Checklist headline on the board and report to the
to revise and rewrite as needed. As an class about their guesses and what actually
alternative, have them work in pairs to happened.
correct each others work.
Writing, Reading, Speaking, and Listening
If time permits, you may want to have
students post their papers in the classroom Have students bring in a photo that was
so the class can read them. You could also taken at an event with family or friends.
publish them together in a booklet or on a Have pairs exchange photos. Tell students
class website. the task is to look at the photo and
speculate about the event it represents.
Their speculations should include the past,
UT present, and future.
O
OF
Have students write about the photo using

T HE BOX ACTIVITIES various modals of certainty to express their
speculations. Have students read what their
Listening and Speaking partners wrote about their photos and then
Note: As a rule, the lives of important tell each other true details of the event.
figures are surrounded by myths and
legends. When George Washington was Go to www.myfocusongrammarlab.com for
a little boy and used his new hatchet to additional listening, pronunciation, speaking, and
cut down a cherry tree, his angry father writing practice.
confronted him with the evidence. Little
George, realizing he had done wrong and Note:
understanding that he would be severely See the Focus on Grammar Workbook for
punished, said, I cannot tell a lie. I did it additional in-class or homework grammar
with my hatchet. Many American school practice.
children have heard and believe this story.
Yet it is totally false. Unit 5 Review (page 84)
Have students discuss similar legends in Have students complete the Review and check
small groups. Have them say whether they their answers on Student Book page UR-1.
think each is true and explain why it is Review or assign additional material as needed.
important, even if it is not true.
Have each group share one of the legends Go to www.myfocusongrammarlab.com for the
they discussed with the class. Unit Achievement Test.
Listening, Speaking, and Reading From Grammar to Writing (pages 8587)

Bring in several newspaper articles with See the general suggestions for From Grammar
headlines that lend themselves to to Writing on page 9.
discussion and speculation. Cut out the
Go to www.myfocusongrammarlab.com for an
headlines to separate them from the
additional From Grammar to Writing Assignment,
articles.
Part Review, and Part Post-Test.
Have students work in small groups. Give
each group a headline, and have students
make speculations about what could be
happening, what could have happened, and
what could happen next. Encourage the use
of a variety of modals to express degrees of
certainty.

Part III Overview Many non-count nouns are given a countable
meaning by using the plural form to mean
Nouns kind, type, or variety. For example, Many
Unit Grammar Focus Theme tasty cheeses are produced in France.
Count and Non- Health Some non-count nouns end in -s, such as
6 news or physics. Some count nouns have
Count Nouns
irregular plural forms.
7 Definite and Environmental
Indefinite Articles Concerns People and police are plural count nouns and
need a plural verb.
8 Quantifiers Money
Theme: Health
9 Modification of Expectations
Nouns Unit 6 focuses on language that is used to
discuss factors that relate to health and
wellness.
Part and Unit Tests.
Note: PowerPoint grammar presentations,
test-generating software, and reproducible
Part and Unit Tests are on the Teachers
Resource Disc. See the general suggestions for Grammar in
Context on page 1.
Before You Read

Unit 6 Overview Have students discuss the questions in small
groups or as a class.
Grammar: Count and Non-Count Nouns Have students share information about
Unit 6 focuses on the meanings and uses of health issues in their cultures.
count and non-count nouns.
Nouns name persons, places, and things. Read
There are two types of nouns: common Write these questions on the board:
and proper. Proper nouns name particular 1. What does Dr. Brand say about fast food?
persons, places, or things that are usually (Its OK in moderation. Its full of salt, sugar,
unique. In writing they are capitalized. cholesterol, and calories.)
Common nouns refer to persons, places, or 2. What are some ways to avoid the dangers
things in general and are not the names of of being in the sun? (wear sunblock and a
particular individuals, places, or things. hat with a brim)
The two types of common nouns are count 3. What does Dr. Brand tell Martina about
and non-count. Count nouns refer to things her husband? (Hes overweight and needs to
that you can count separately. They can be start exercising and losing weight.)
singular or plural. Non-count nouns refer
to things that you cannot count separately.
They usually have no plural form. We
students to read each of the questions.
normally use a singular verb with a non- Remind students to think about these
count noun and a singular pronoun to refer questions as they read and listen to the text.
to it. Have students read the text, or play the audio
There are several categories of non-count and have students follow along in their books.
nouns: abstractions, diseases, food and Have students discuss the questions in pairs
drink, natural phenomena, particles, and or groups of three. Then call on students to
other things. share answers with the class.
Many nouns have both count and non-count
meanings. Examples: experience, fish, history,
space, talk.
We can make certain non-count nouns
countable by adding a phrase that describes
their form, limit, or the container in which
they are found. We use these phrases to be
more specific or emphatic.
UNIT 641

After You Read Grammar Notes
A. Vocabulary Note 1
Have students complete the exercise Point out that some nouns that are
individually. Then have them compare considered proper and capitalized in English
answers in pairs. Have pairs work together are not capitalized in some other languages.
to take turns asking each other for the For example, in Spanish and French, days
definitions of the vocabulary words in the of the week, months of the year, names of
box. For example: languages, nationalities, and religions are
S1: What is BMI? not capitalized. On the other hand, some
S2: Its a numerical measurement of body languages capitalize words that are not
fatness. considered proper nouns in English. For
example, in German, the first letter of all
B. Comprehension
nouns is capitalized.
individually. Then have them compare Note 2
answers in pairs. Have students read the explanation and
Call on students to share their answers with example sentences. Point out the boldfaced
the class. Have each student point out the nouns in each sentence. For each noun, ask
place in the text where he or she found the students: Can you count this separately?
answer for the question. Write additional common nouns on
the board (for example, information, idea,
problem, time). Ask if they are count or
non-count.
practice.
Note 3
Step 2: Grammar Presentation (pages 9396) Give students a few minutes to read the
categories and examples. Explain any
unfamiliar vocabulary items.
Have students work in small groups and
Grammar Charts assign each group two or three categories.
Write these questions on the board (or Have them add five more non-count nouns
prepare them as a handout): to each category. If needed, refer students to
What are the two types of nouns found in Appendix 5 on page A-4 for a list of non-count
the first section of the chart? (common and nouns.
proper) Call on students to share their categories and
What types of words precede count nouns? examples with the class.
(articles or numbers) What are some Note 4
examples of these types of words? (a, an, Ask a question with a non-count noun that
the, one, two) can also have a countable meaning (for
What are some examples of non-count example, Do you drink coffee?). Then ask:
nouns? (rice, nutrition) What is a common way of asking for three
What are some examples of nouns that can orders of coffee? (three coffees)
have both count and non-count meanings? Point out that in countable use, a given noun
(hair, chicken, time, coffee, cheese, light) can usually be singular or plural.
What are some examples of phrases Elicit examples of non-count nouns that can
that are used to make non-count nouns also have a countable meaning. (Examples:
countable? (a piece of, a game of, a spoonful television, radio, chance, business, philosophy,
of, a loaf of, a pound of, a package of) film, theater) Have students try to make
Have students work in pairs or groups to sentences that express the count and
answer the questions using the grammar non-count meanings of these nouns.
charts. For the last three questions, have
students provide additional examples of their Note 5
own. Call on students to share their answers Students will probably need practice with
with the class. the use of non-count nouns in a count sense.
First, model the phrases in the right column.
Then have students repeat them after you.

Have students work in pairs or groups to Call on students from various groups to share
think of other words they can make countable their answers with the class.
by preceding them with these phrases:
a piece of (fruit, fish, cake, information, Exercise 2: Count / Non-Count Senses
advice) Have students complete the exercise. Go over
a grain of (sand, salt, truth) the answers as a class.
a cup of (coffee, tea, milk, sugar, flour) Call on students to explain why the answer
a pound of (meat, cheese, rice) is correct. For example: a reading is correct
Have groups continue to work together to because it refers to a specific event.
think of other common phrases that are used
Exercise 3: Non-Count Nouns Made Countable
to make non-count nouns countable and
provide examples of the nouns with which
they are used. Then call on students to share
answers in pairs.
their ideas with the class.
Note 6 In pairs, have students write four to five
Have students read the note and the example more pairs of sentences similar to those in
sentences. the exercise, but using different nouns. Then
Point out that, as Note 6 explains, there are have pairs exchange papers and complete
many non-count nouns that are used in a each others sentences. Have them check their
countable sense to mean a kind or type. Have answers in groups of four. Call on students
students brainstorm a list of others and write from each group to share their sentence pairs
them on the board. (Food, soup, and fruit are with the class.
just a few.)
Exercise 4: Personal Inventory (Past)
Note 7 Have students complete the exercise. Then
Elicit examples of other nouns ending in have them work in groups to compare their
-s that are usually singular (for example: answers.
linguistics, economics). Call on students from various groups to share
Give students example sentences using sentences about another person in the group.
criterion, phenomenon, and nucleus in both For example:
the singular and plural. The two best films that Rodrigo has seen
If needed, refer students to Appendix 4 on in the last year are and
page A-3 for a list of irregular noun plurals. . The two funniest people
Identify the Grammar: Have students he has ever met are and
identify the grammar in the opening reading on .
Exercise 5: Editing
Welcome to Ask the Expert.
Im Miranda Olson. My guest today is Dr. Mel
have them work in pairs to check their
Brand, and were going to devote todays
answers.
entire program to your questions about
Call on pairs to explain each error and
health.
correction.
So lets get right to it. . . . Tell us your name
and where youre from. Go to www.myfocusongrammarlab.com for
We hear a lot of negative stuff about fast additional grammar practice.
food, but my husband and kids love
hamburgers and fries and sodas. Step 4: Communication Practice(pages
Go to www.myfocusongrammarlab.com for 100103)
grammar charts and notes. See the general suggestions for Communication
Practice on page 5.
Practice on page 4. A
Exercise 1: Discover the Grammar students read the question in Part A. Remind
Have students complete the exercise and them to think about the question as they
compare their answers in small groups. listen.
UNIT 643

Play the audio. Ask the class the question in Have students complete the survey individually.
Part A and go over the answer. Replay the
B
audio if needed.
Call on students to share their answers from
B Part A. Make a tally chart on the board to
Have students read the questions. Remind record individuals responses.
them to think about the questions as they Have students use the tally chart to analyze
listen. Play the audio again. and discuss the trends that they see.
Call on students to read and answer the
questions in Part B. Exercise 10: Writing
You may want to play the audio again to A
clarify any discrepancies in students answers. Have students read the example. Have
Provide copies of the audioscript. Have students find examples of count and
students practice reading the conversation in non-count nouns in the paragraph.
pairs. Then have one or two pairs role-play Read the writing instructions. For each topic,
the conversation for the class. brainstorm specific things students could
write about.
Exercise 7: Pronunciation Have students write their paragraphs, either
A in class or as homework.
Have students listen to and read the
B
Pronunciation Note.
Have them repeat the examples several times
as you say them.
B Have students post their papers in the
Play the audio once, pausing so students can classroom so the class can read them. You
repeat the sentences. can also publish them together in a booklet or
Play the audio again. Pause after each on a class website.
sentence so students can circle their answers.
UT
O
C
OF
Circulate as pairs practice saying the T HE BOX ACTIVITIES

sentences. Make corrections as needed.
Listening and Speaking
Exercise 8: Discussion
Write this familiar American saying on
A
the board: You cant be too rich or too thin.
If students have not done Exercise 4 first,
Explain to students that this is a common
have them complete the exercise now.
saying in the United States, but more and
Model the example with a student. Encourage
more Americans are becoming obese.
students to give more information in their
Have students form teams of three or four.
answer and to ask follow-up questions.
Pairs of teams will debate the benefits of
Have students form groups and discuss their
different eating habits. One team will argue
answers. Be sure the students do not work
for the benefits of eating right and staying
in the same groups as they did when they
thin, stressing the physical, social, and
originally did Exercise 4.
economic benefits of being thin (e.g., health,
B attractiveness, economic benefit, longer life).
Call on students in each group to report The other team will argue for the benefits
answers to the class. of people eating whatever they want,
In very large classes, you may want to have including convenience and junk food. These
students report their answers to another benefits can be psychological, practical
group instead of the whole class. (e.g., time), cultural, or economic.
Give each team ample time to discuss the
Exercise 9: Personal Inventory benefits for which they are arguing. Then
A have the pairs of teams have a debate for
Have students quickly read the survey the class. Have class members vote for the
questions. Answer any questions about team that they find most convincing, and
vocabulary. have students share their reasons for voting
the way they did.

Reading, Listening, and Speaking Unit 6 Review (page 104)
Bring in (or have students bring in) Have students complete the Review and check
cookbooks or recipes from different their answers on Student Book page UR-1.
sources. Review or assign additional material as needed.
Have students work in small groups. Give Go to www.myfocusongrammarlab.com for the
each student a cookbook or a recipe. Have Unit Achievement Test.
students choose a recipe to read and then
list the ingredients in two columns, Count
Nouns and Non-Count Nouns. Encourage Unit 7 Overview
students to use a dictionary to look up Grammar: Definite and Indefinite Articles
words they might not know.
Unit 7 focuses on the meanings and uses of
Have students put a check in front of all
definite and indefinite articles.
the ingredients they like. Have students
discuss whether they would like to try the Nouns that refer to unspecified people,
places, or things are called indefinite nouns.
dish and support their answer by saying
Use the indefinite articles a and an before
which ingredients they like and which they indefinite singular count nouns.
dont. Tell students they can also suggest
Nouns are often indefinite the first time they
replacing some of the ingredients with
are mentioned, but usually become definite
others they like better. at the next mention.
Listening, Speaking, and Writing Use no article (referred to as zero article)
with indefinite plural count nouns, indefinite
Write this example on the board: non-count nouns, names of people, names of
There was so much snow on the road that most countries, and habitual places such as
we had to stop at a gas station. There we home or work.
ate some cake, drank a cup of hot coffee, Generic nouns talk about things in general
and filled the tank with gasoline. We had and represent all members of a class or
our skiing equipment in the trunk, and we category of persons, places, or things.
couldnt wait to get to the ski resort! There are three common ways to use nouns
Have students work in pairs and write generically: indefinite article + count noun;
three simple stories (50 to 60 words) using zero article + plural count nouns; zero
non-count nouns. Point out that each story article + non-count noun. You can also use
should contain at least five non-count the definite article + an adjective to make a
nouns in uncountable or countable use. If generic statement.
needed, refer students to Appendices 5 and A noun is definite when both speaker and
6 on pages A-4 and A-5 as they work, and listener know which person, place, or thing
encourage them to be creative. is talked about. Use the definite article the
Have pairs work together to share their with non-count and singular and plural
count nouns that are definite for you and
stories and decide on one to read to the
your listener.
class.
Use the definite article with things that are
unique. Sometimes an adjective can make a
Go to www.myfocusongrammarlab.com for noun represent something unique.
additional listening, pronunciation, speaking, and Use the definite article generically to talk
writing practice. about inventions, musical instruments, living
things, and the parts of the body.
Note:
See the Focus on Grammar Workbook for The definite article can be used to talk
about public places such as the bank or the
additional in-class or homework grammar
post office. It is also used with geographical
practice. regions or features (the Pacific Ocean, the
Grand Canyon). It can also be used with
the names of certain countries such as the
Netherlands or the United States or with the
names of ships such as the Titantic.
Theme: Environmental Concerns

about environmental issues and concerns.
UNIT 745

Step 1: Grammar in Context (pages 105107) Go over the answers as a class, clarifying any
See the general suggestions for Grammar in discrepancies in answers among students.
Context on page 1. B. Comprehension
Before You Read
individually and then compare answers
Have students work in small groups to
in pairs or groups of three, sharing their
discuss the questions.
corrected false sentences with each other.
Have students share their corrected sentences
the class.
with the class.
You may also want to have students talk
about environmental concerns that are Go to www.myfocusongrammarlab.com for an
specific to their areas of the world. additional reading, and for reading and vocabulary
practice.
Read
You may want to point out unfamiliar Step 2: Grammar Presentation (pages 108110)
vocabulary. Write the words on the board and
ask students what they think the words mean. See the general suggestions for Grammar
Discuss the meanings as a class. For example: Presentation on page 2.
gigantic extremely large Grammar Charts
cranes tall machines used by Have students work in groups of three. Assign
builders for lifting heavy each group one of the three different sections
things of the grammar chart to look at. Have them
deforestation the cutting or burning of all come up with specific examples from the
trees in an area reading that apply to the section of the chart
nutrients chemicals or foods that they are studying.
provide what is needed for Have students reform groups of three so
plants or animals to live that each new group has one person who
and grow has looked at a different section of the
scale the size, level, or amount of chart. Have students share information and
something examples with each other.
shy away from avoid because of worry, lack Circulate as students are working. Provide
of confidence, or anxiety assistance and clarification as needed.
Write these questions on the board: Grammar Notes
1. What is the real mystery of Easter Note 1
Island? (Why did the ecology of Easter The key to understanding the difference
Island change so drastically?) between the definite and indefinite article
2. How did Easter Island get its name? (It is the idea of what definite means. Similar
was discovered on Easter Sunday.) objects of different colors and sizes (colored
2. What caused the environmental pencils, markers, apples) can be used to
catastrophe on Easter Island? (the demonstrate this concept clearly. Place a
deforestation caused by human beings) number of these items on a table. Make sure
4. What lesson can we learn from the decline that you have more than one of certain colors.
of Easter Island? (We may fail to recognize Give students a command such as: Take a red
that we are destroying our environment pencil. On the board write:
until it is too late.) Take a pencil.
Establish a purpose for reading. Call on Ask students which colors they can use a / an
students to read the questions to the class. with. (They should identify the colors for which
Remind students to think about the questions there is more than one item.) Now write:
as they read and listen to the text. Have Take the pencil.
students read the text and discuss the answers Again, ask students which colors they can use
to the questions as a class. with the. (They should identify the colors for
After You Read which there is only one item.)
Give students an opportunity to practice
A. Vocabulary giving and responding to the commands with
Have students complete the exercise and each other.
work in pairs to compare their answers.

Note 2 On the board, write:
The concept of a noun becoming definite after pencil that Tran took is yellow.
the first mention is also nicely demonstrated Elicit the from the students. Repeat this
with the use of objects such as colored procedure with several other students. Have
pencils, crayons, or apples. Place groups of the class watch carefully so that pairs can
items on a table, with more than one each later describe who took what. For example:
of various colors. You can also use groups of S1: Maria took a book.
countable classroom objects such as books, S2: The book she took is blue.
pens, erasers, or pads of paper.
Note 6
Give students commands such as: Pick up a
Have a student read the note aloud. Then
yellow pencil and a red pencil. Give the yellow
have students brainstorm a list of other
pencil to Francisco, and give the red pencil to
unique things in groups (for example, the
Viktor.
sky, the moon, the earth, the ozone layer, the
Give students an opportunity to practice
atmosphere, the world, the environment).
giving and responding to the commands with
each other. Note 7
Introduce the use of the with generic nouns.
Note 3
Start with singular nouns and point out that
Have students form five different groups and
when generic reference is made to inventions
assign each group one of the five categories
or the names of musical instruments, it is
given for the zero article. Have each group
more common to use the than a / an. For
write more example sentences for the
example, in the expression play piano /
category. You may want to point out a few
violin, the is required.
more habitual locations such as church,
For plural forms, note that while the definite
downtown, or prison since there are a limited
article is possible with people and animal and
number of these.
plant species, it is actually more common to
Write the categories on the board and have
use the zero article for generic use. Note also
students from each group write some of their
that the definite article is not used with most
sentences under the appropriate heading.
other plural generic nouns.
Note 4
Note 8
Have students label the examples in Note 4 as
Have a student read the note aloud.
category a, b, or c. You may want to point out
Have students work in groups to brainstorm
that plural count nouns (b) and non-count
a list of other nouns for each category (for
nouns (c) are the most common types of
example, the mall, the Indian Ocean, the
generic nouns in English.
United Kingdom).
Brainstorm a variety of generic singular
count, singular non-count, and plural nouns Identify the Grammar: Have students
and write them on the board. Then do a quick identify the grammar in the opening reading on
oral drill. Say a noun from the board and pages 105106. For example:
have students say the correct article (or zero The other, greater mystery is what changed
article) and the noun. You may also want the island so drastically.
to elicit some complete sentences using the Easter Island, settled about the year 900
nouns. by Polynesians, lies in the South Pacific
Note: Since Notes 4 and 7 both deal with about 2,300 miles west of Chile, the
generic nouns, you may prefer to teach them country to which it belongs.
together. On landing, Roggeveen saw the island much
as it is today: a rather desolate place
Note 5
covered mostly by grassland, with no trees
Set up groups of countable objects such as
taller than 10 feet. However, Easter Island
books, pens, pencils, or erasers on a table.
was once much different: Most of it was a
Have a student take an object and then put
subtropical forest.
it down. Have another student describe the
action as you write on the board: Go to www.myfocusongrammarlab.com for
Ivan took a yellow pencil and put it down. grammar charts and notes.
UNIT 747

Step 3: Focused Practice (pages 110114) Exercise 5: Editing
See the general suggestions for Focused Have students complete the exercise
Practice on page 4. individually, then work in pairs to compare
their corrections.
Exercise 1: Discover the Grammar Have students from each pair write their
A corrected sentences on the board and explain
Read the instructions and go over the their corrections to the class.
example with the class. Go to www.myfocusongrammarlab.com for
Have students complete the exercise additional grammar practice.
individually. Then have them work in groups
of three to compare their answers. Step 4: Communication Practice(pages
Go over the answers as a group, clarifying any
115118)
discrepancies among students answers.
B Practice on page 5.
individually. Exercise 6: Listening
Go over the answers as a class. Call on A
students to explain why each answer is Establish a purpose for listening. Have
correct. students read the question in Part A. Remind
them to think about the question as they
Exercise 2: Articles
listen.
Play the audio and allow students time to
individually. Go over the answers as a class.
answer the question.
Have students work in pairs to decide which
Go over the answer with the class.
Grammar Note applies for each answer.
B
Exercise 3: Articles Have students read the statements. Remind
Have students look over both paragraphs them to think about them as they listen. Play
and underline unknown words. Have them the audio and have students complete the
work in pairs to share unknown words and exercise.
assist each other with meanings. Circulate Go over the answers as a class. Have different
as students are working. Make note of any students read the correct statements in Part
words that are still unfamiliar and go over B. You may want to play the audio again to
these as a class. clarify any discrepancies in students answers.
Have students complete the exercise Provide students with the audioscript. In
individually. Then have them compare pairs, have them practice the conversation
answers in pairs. twice, changing roles after the first practice.
Go over the answers as a class. Have students
explain why each answer is correct. Exercise 7: Pronunciation
A
Exercise 4: Generic Nouns
Have students read and listen to the
Pronunciation Note.
example with the class. Point out the use of
Have them repeat the examples (the statue,
articles in the example.
the environment) as you say them.
individually and work in small groups to B
compare answers. If more than one answer is Go over the example with the class. Play
possible, elicit all possible answers. the audio and have students complete the
Have each group think of three more exercise.
inventions or musical instruments and write Have students work in pairs to check their
two sentences about each, using the example answers. Replay the audio as needed.
sentences as a model. Have students from
C
each group share their ideas with the class.
Have students take turns saying the sentences
for Part C. Have each pair practice the
sentences twice, so that each person has the
chance to say all of the sentences.

Circulate as pairs practice the sentences.
Make corrections as needed. UT
O
OF
Exercise 8: Picture Discussion T HE BOX ACTIVITIES
Read the instructions. Have students look at
the picture and read the questions.
Reading, Writing, Listening, and Speaking
Have students discuss the picture in small
groups. Circulate and help as needed. Bring in pamphlets (or have students
Call on students from each group to share bring them) from different kinds of
their ideas with the class. environmental organizations. Alternatively,
Have students write a paragraph about search environmental organizations on the
the picture on page 116. Encourage them to Internet and print out information.
use the target structures from this unit in Have students work in groups and give each
their paragraphs. Then have students share group material about three environmental
their paragraphs in pairs. organizations. Have students read the
material. Have them discuss the aims of the
Exercise 9: Game organizations and talk about whether they
Have students read the answers in the chart. would like to join or contribute to any of
Point out that many of the written answers them. Encourage students to support their
in the game come from the various texts and views with specific reasons.
exercises in this unit. Have each group choose one of the
Read the instructions and model the example organizations and write a brief report
with a student. Divide the class into teams about it. Remind them to pay particular
and have them ask and answer the questions. attention to the use of articles as they write.
Have a student keep score on the board. The report should include the name and
Note: As a variation, you may want to purpose of the organization and its core
establish a time limit for each team to come beliefs. Have groups exchange reports and
up with the question. correct each others work using the Editing
Checklist. Then have each group report to
Exercise 10: Writing the class on the organization they wrote
A about. Discourage students from reading
Have students read the instructions and the reports they wrote. Have them use their
the example. Point out that in this writing reports as a guide instead.
assignment, students will be expressing an
opinion in the topic sentence of the first Reading, Writing, Speaking, and Listening
paragraph and providing reasons, facts, and Have students use the information in the
evidence to support that opinion in the rest text about nuclear power in Exercise 5
of the essay. Have students identify the topic on page 114 as the basis for an informal
sentence in the example and explain the debate about alternative forms of energy.
writers opinion. Divide the class into groups of three or four.
Have students read the list of possible issues. Assign each group one of the alternative
For each issue, have students brainstorm energy forms mentioned in the essay:
things they know about it and briefly share geothermal, wind, or hydroelectric power.
their views. Have each group research the energy
Have students write their paragraphs, either source and prepare a short oral
in class or as homework. presentation about the advantages of
that particular energy source. Encourage
B
students to deliver their presentation from
notes rather than reading text that they
have written.
Allow time for questions at the end of
each presentation. Then discuss which
classroom so the class can read them. You
presentation students thought was most
can also publish them together in a booklet or
convincing and why.
on a class website.
UNIT 749

Use some in affirmative statements and any
additional listening, pronunciation, speaking, and
in negative statements. For questions, use
writing practice. some to make offers. Use any in negative
Note: questions.
See the Focus on Grammar Workbook for You can often use a quantifier with of + the
additional in-class or homework grammar or another determiner to specify particular
practice. people or places. Example: We saw many of
her films. When there is no specific person,
place, or thing in mind, do not use of.
Unit 7 Review (page 119) Example: Many restaurants take credit cards.
their answers on Student Book page UR-1. Theme: Money
Review or assign additional material as needed. Unit 8 focuses on language that is used to
discuss various forms of money that we use
Go to www.myfocusongrammarlab.com for the today to purchase a wide variety of goods and
Unit Achievement Test. services.
Unit 8 Overview
Grammar: Quantifiers
Unit 8 focuses on the meanings and uses of a
Context on page 1.
variety of quantifiers.
Quantifiers can be single words or phrases. Before You Read
They specify the number or amount of Have students work in small groups to
something. They are used with nouns and discuss the questions or discuss them as a
pronouns and sometimes can be used alone. class.
Quantifiers are used with different types of You may also want students to share what
nouns: singular count nouns, plural count forms of payment are the most popular in
nouns, or non-count nouns. their home countries.
With singular count nouns, use quantifiers
such as one, each, and every. Read
With plural count nouns, use quantifiers You may want to point out unfamiliar
such as both, a couple of, a dozen, several, a vocabulary. Write the words on the board and
few, etc. ask students what they think the words mean.
With non-count nouns, use quantifiers such Discuss the meanings as a class. For example:
as a little, little, much, a great deal of, a great originate to start or develop in a
amount of, etc. specific place or from a
With both plural count nouns and non-count specific situation
nouns, use quantifiers such as no, any, some, balance the amount of money in
enough, a lot of / lots of, plenty of, most, all, your bank account
etc. huh? an expression said as a
Use a few / few with count nouns and a little response to a question
/ little with non-count nouns. Few and little to show lack of
are used to mean hardly any or not much understanding or to ask
at all. for clarification
Use many with count nouns and much with deduction an amount that is
non-count nouns. Much is not often used subtracted from
in affirmative sentences but is common in something
questions and negative statements and in too have little use for dislike; prefer not to have
much. or use
1. What gives paper money its value? (trust in
the government)
2. What is the most abstract type of money?
(electronic or e-money)

3. How does the transfer of electronic Grammar Notes
money work? (The balance in one account Note 1
is increased, and the balance in the other Point out that the following quantifiers are
account is correspondingly decreased.) not used alone when answering a question;
4. According to the reading, what are they need to be followed by a pronoun: each
some advantages of cash? (universal of them, every one (e.g., How many of the
acceptability, convenience, and personal bills did you pay? Every one.). The following
connection) quantifiers can stand alone if of is dropped:
5. What are some disadvantages of electronic a couple, a great deal, a lot, lots, plenty (e.g.,
money? (It encourages people to spend more I found some scarves on sale and bought a
than they have. Mistakes are easily made couple.). No becomes none (e.g., How much
and hard to correct.) time is left? None.).
Establish a purpose for reading. Have
students read the questions aloud. Remind Note 2
students to think about these questions as Point out that many quantifiers can be used
they read and listen to the text. with both count and non-count nouns. Some
Have students read the text individually and are limited to one or the other. Ask students:
discuss the questions in pairs or groups of Which quantifiers can be used for count
three. Call on students from each group to nouns only? Which for non-count? Then
share answers with the class. write these sentence frames on the board:
He looked carefully at coin. The
After You Read travelers have cash. She had
bills on her desk.
A. Vocabulary
Have students work in pairs to choose
quantifiers to complete the sentences. Then
individually.
have pairs share their ideas with the class.
Note 3
B. Comprehension
They have a few They have few
problems. problems.
answers in pairs.
They have a little They have little money.
money.
the class. Have each student point out the
Ask students how omitting a changes the
place in the text where he or she found the
meaning of the sentence. (In the first set of
answer to the question.
sentences a few implies that they have some
Go to www.myfocusongrammarlab.com for an problems. The second sentence is more positive.
additional reading, and for reading and vocabulary It implies that they have almost no problems.
practice. In the second set of sentences, the first sentence
is more positive. It implies that they have some
Step 2: Grammar Presentation (pages 122125) money. The second sentence implies that they
have almost no money.)
Presentation on page 2. Note 4
Have students read the note. Read the
Grammar Charts example sentences aloud and have students
Divide the class into enough groups so that repeat.
each group has a different section of the chart Have students work in pairs to replace
to examine. the nouns in each example sentence with
Write these questions on the board: others that are grammatically correct. For
What is the meaning of each of the quantifiers example, the first sentence, He doesnt have
in the section you are looking at? many friends, can be changed to He doesnt
What types of nouns are the quantifiers used have many relatives. However, it cannot be
with: count, non-count, or both? changed to He doesnt have many money. Call
Have groups read their assigned section of on students to share their sentences with the
the chart and discuss the question. Have class.
students from each group share answers with
the class.
UNIT 851

Draw students attention to the point about Identify the Grammar: Have students
the use of much in affirmative statements. identify the grammar in the opening reading on
Brainstorm other quantifiers that can be pages 120121. For example:
used in these sentences instead of much. In the succeeding centuries, many other
(Examples: a great deal of, a large amount of, items came to be used as currency: e.g.,
some) jewelry, land, and even cattle.
Say the example sentences with number and One example is fiat money, i.e., paper
amount and have students repeat them. You currency issued by a government.
may want to point out to students that this is No actual money is transferred.
a point that many native speakers of English Does this mean that cash no longer has any
have trouble with. advantages?
Note 5 Go to www.myfocusongrammarlab.com for
Point out that although some and any are grammar charts and notes.
both used in questions, any is neutral, while
some conveys a more positive expectation. Step 3: Focused Practice (pages 125129)
It is thus usually more polite to make offers
with some.
Practice on page 4.
Have students work in pairs to write four
sentences: an affirmative statement, a Exercise 1: Discover the Grammar
negative statement, an offer, and a negative Read the instructions. Point out that
question. students need to consider two things. First,
Call on several students to put their sentences is it grammatically possible to rewrite the
on the board, leaving a blank for some and sentence with the words in parentheses?
any. Have these students elicit the appropriate And second, if so, can you do so without
quantifier from the class and write it in the changing the basic meaning? Students should
blank. write Y only if they can answer yes to both
Note 6 questions.
To make the point clear, it may be helpful To illustrate this, go over the first two items
to give students more examples. Write a few with students. Point out that the answer
sentences on the board. Elicit which ones to Item 1 is N because it is grammatically
take most of and which take most and why. incorrect to use much with the count noun
For example: years. For Item 2, it is grammatically possible
1. Americans have credit card debt. to use some, but it changes the meaning of
(most, because Americans is a general the question. Using some implies that there
group) are probably advantages; using any implies
2. the Americans I know have that there might not be any.
many credit cards. (most of, because the Have students complete the exercise and
Americans I know is a specific group) work in pairs to compare answers. Call on
3. people are concerned about the students from various pairs to share their
economy. (most, because people is a general answers with the class and explain why each
group) answer is correct. Clarify any discrepancies in
4. the people in our class work very answers among groups.
hard. (most of, because the people in our
Exercise 2: Quantifiers
class is a specific group)
Have students complete the exercise. Go over
Draw students attention to the use of the in
the answers as a class.
Sentences 2 and 4. Point out that if you use of
Have various students explain why the answer
after a quantifier, the next word should be the
is correct. For example, for Item 1, fewer is
or another determiner such as my, your, his,
correct because it precedes countries, a plural
etc.
count noun. Less is used only with non-count
Have students work in groups to write more
nouns.
sentences with most / most of, many / many
of, few / few of, and all / all of. Call on students Exercise 3: Quantifiers
from each of the groups to share their Have students complete the exercise
sentences with the class. individually. Then have them work in pairs to
compare answers.

Have pairs practice reading the conversation Exercise 7: Pronunciation
twice, changing roles after the first practice. A
Exercise 4: Numbers
Pronunciation Note.
Have students look at the chart. Read the row
If more practice is needed, say other words
headings aloud and have students repeat.
that use the schwa in unstressed syllables and
Answer any questions about unfamiliar
have students repeat. Examples: thousand,
vocabulary such as birth rate, per, death rate,
problems, television, syllable.
life expectancy, and gross domestic product.
For each statistic, ask students if the figure B
from 2003 to 2009 is higher or lower than it Play the audio once, pausing so students can
was in 1960. You may want to point out that repeat the sentences.
even though life expectancy is measured in Play the audio again. Pause after each
years, the term life expectancy is non-count sentence so students can circle their answers.
when used in a sentence. Example: People Go over the answers as a class.
who have unhealthy lifestyles have less life
C
expectancy.
Circulate as pairs practice saying the
Read the instructions. Point out that one
sentences. Make corrections as needed.
of the quantifiers will be used twice. Have
students complete the exercise. Then have Exercise 8: Game
them work in groups to compare answers. Read the instructions and go over the
Go over the answers as a class. example with the students.
Divide the class into two teams and have
Exercise 5: Editing
them write the questions as a group. Have
them check page G-AK 2 of the Student Book
work in pairs to check their answers.
for the answers. (Note: You may want to
Call on students to explain each error and
assign this step for homework.)
correction.
To play the game, have the teams take turns
Go to www.myfocusongrammarlab.com for asking and answering questions. Keep score
additional grammar practice. on the board.
Exercise 9: Personal Inventory

Step 4: Communication Practice(pages
130132) A
See the general suggestions for Communication example with the class. Read the quantifiers
Practice on page 5. in the box and elicit example sentences
Exercise 6: Listening students could make with each one.
Have students write their sentences
A
individually. Circulate and help as needed.
students read the question in Part A. Remind B
them to think about the question as they Read the instructions. Elicit the definition of
listen. trend (something that a lot of people are doing
Play the audio. Ask the class the question in or is happening in a lot of places at the same
Part A and go over the answer. Replay the time). Give an example of this: People spend
audio if needed. more time online than they did five years
ago.
B
Have students discuss their answers in pairs.
Have students read the questions. Remind
them to think about the questions as they C
listen. Play the audio again. Call on pairs to share their answers with the
Call on students to read and answer the class.
questions in Part B. Have students suggest trends based on the
You may want to play the audio again to answers they hear.
clarify any discrepancies in students answers.
Provide copies of the audioscript. Have
students practice reading the conversation in
pairs. Then have one or two pairs role-play
the conversation for the class.
UNIT 853

Exercise 10: Writing For example:
A local currency shaving cream
Have students read the example. Read the travelers checks toothpaste
topics and ask students: Which topic goes photos sunscreen
best with the example? (a time when you ran documentation postcards
out of money) medications souvenirs
For each topic, brainstorm specific things film gifts
students could write about. art objects jewelry
Have students write their paragraphs, either Have students think of a specific trip or
in class or as homework. vacation and discuss with the group the
things they packed and brought back.
B
Encourage other group members to ask
follow-up questions. Remind students to
use quantifiers. You may want to model the
activity with a student first.
classroom so the class can read them. You Reading, Speaking, and Listening
can also publish them in a booklet or on a
Bring in (or have students bring in)
class website.
descriptions of holiday resort areasfor
example, Cancn, Mexico, or Saint Moritz,
UT Switzerlandwith information about
O
attractions, shopping, restaurants, nightlife,

OF
T HE BOX ACTIVITIES currency, language, etc.

Have students work in small groups. Have
Listening, Speaking, Reading, and Writing each group choose one of the holiday
resorts and discuss why they would or
Have students reread the article Whats
would not like to go there. Remind them to
Happening to Cash? on pages 120121.
use quantifiers in their discussion. You may
Have them work in groups to answer these
want to write these examples on the board:
questions:
I wouldnt like Cancn in summer because
1. According to the article, what kind of
most of the hotels are crowded. Also, there
purchases is cash generally used for?
are only a few natural beaches.
(small purchases such as flowers and hot
dogs, or for tips and gifts) I think Id like it because most hotels are
2. What other types of businesses do first-rate. People who take a vacation in
you know that prefer cash rather than Cancn must spend a great deal of money!
credit cards? (Some smaller, family-type
restaurants or businesses prefer cash and
certain kinds of labor are paid for with
cash.)
writing practice.
3. What business do you know that will not
take checks? (Many smaller restaurants, Note:
dry cleaners, shoe repair shops, and gas See the Focus on Grammar Workbook for
stations will not take checks.) additional in-class or homework grammar
4. What are some reasons you can think practice.
of that businesses prefer cash to credit
cards or checks? Unit 8 Review (page 133)
Discuss each groups answers as a class. Have students complete the Review and check
Listening and Speaking their answers on Student Book page UR-1.
Have students work in groups to
brainstorm a list of things people take or Go to www.myfocusongrammarlab.com for the
bring back from a vacation or a trip. Then Unit Achievement Test.
have groups share their answers with the
class and write them on the board.

Unit 9 Overview Before You Read
Read the questions aloud. To make them
Grammar: Modification of Nouns more concrete for students, you may want
Unit 9 focuses on the meanings and uses of to model answers for each question based
noun, adjective, and compound modifiers as on your own ideas and experiences. In the
well as order of adjectives. third question, you may want to clarify
Nouns can be modified by both adjectives what is meant by positive and negative force.
and other nouns. These modifiers usually In this context, the terms refer to whether
come before the noun they modify. When expectations can influence outcomes.
both an adjective and a noun modifier are Have students work in pairs to discuss the
used, the noun modifier is placed closer to questions.
the modified word. Call on students from each pair to share their
Participial adjectives are present and past answers with the class.
participles that are used to modify nouns.
A participial that ends in -ing describes Read
someone or something that causes a feeling. You may want to point out unfamiliar
A participial that ends in -ed describes vocabulary. Write the words on the board and
someone who experiences a feeling. have students scan the text for each word.
When a noun has more than one modifier, Have them read the entire sentence in which
the modifiers generally occur in a fixed order. the word appears and ask students what they
This order may be changed according to the think each word means. Discuss the meanings
emphasis a speaker or writer wants to give as a class. For example:
an adjective. Avoid using more than three syndrome qualities, events, or behaviors
adjective modifiers before a noun.
that are typical of a
When a noun has two or more modifiers particular type of problem
in the same category, separate them by a special effects unusual images or sounds in
comma. If the modifiers are in different
a movie or television
categories, do not separate them with a
program that have been
comma.
produced artificially
There are four common kinds of compound
tedious boring, tiring, and continuing
modifiers, or modifiers of more than one
for a long time
word. They are: number + noun; noun +
present participle; noun + past participle; immense extremely large
and adjective + past participle. When phenomenon something that happens or
compound modifiers precede a noun, they exists in society, science, or
are generally hyphenated. nature, and often something
Plural nouns used as modifiers become that people discuss or study
singular when they come before the noun. because it is difficult to
Avoid using more than two noun modifiers understand
together because it can be confusing. Write these questions on the board (or
prepare them as a handout):
Theme: Expectations 1. Why did everyone expect Constantina
Unit 9 focuses on language that is used to talk Dita to hold the lead for just a short time?
about unrealized expectations and unexpected (There were two other competitors that
outcomes. people expected might win.)
2. What reenergized Dita as she entered the
stadium? (the roaring crowd)
Step 1: Grammar in Context (pages 134136) 3. What is the expectation syndrome? (a
See the general suggestions for Grammar in condition in which events do not turn out
Context on page 1. as we feel they will or ought to)
4. What is focal dystonia? (an abnormal
muscle function caused by extreme
concentration)
5. What is Stevenss recommendation about
expectations? (It is better to hope for things
than to expect them.)
UNIT 955

Establish a purpose for reading. Have Have students compose group sentences
students read the questions. Remind students following the Order of Adjective Modifiers
to think about the questions as they read and chart. The first few times have them start and
listen to the text. end with the phrases in the chart, changing
Have students read the text. Discuss the only the adjectives.
answers to the questions as a class. Have students look at the third chart. Ask:
Why are there three different ways to order
After You Read the adjectives on the right but only one on
A. Vocabulary the left? (The order with different modifier
Have pairs look at the sentences on the categories is fixed, while the order with the
left and identify what part of speech each same categories is flexible.)
boldfaced word is. For example: surge in the Have students look at the last chart. Point
first sentence is used as a verb. Have them do out the past and present participles in the
the same for each of the definitions on the compound modifiers. Have students generate
right. Point out that understanding how an a few other compound modifiers following
unknown word is used in a sentence can often the examples in the chart.
help readers get the meaning.
Have pairs complete the exercise, discussing Grammar Notes
the part of speech for each boldfaced word Note 1
and definition as an aid to selecting an Have students read the note and the example
answer. sentence.
Have two pairs work together to check their Elicit noun and adjective modifiers that
answers. Go over the answers as a class. students can use instead of the ones in the
example. (Examples: Yao Ming is a great
B. Comprehension
Asian basketball player. David Beckham is a
handsome English soccer player.)
individually and then compare answers
in pairs or groups of three, sharing their Note 2
corrected false sentences with each other. Milk chocolate and chocolate milk illustrate
Call on various students to share their the importance of word order in English.
corrected sentences with the class. When the words are reversed, the meaning
changes. If needed, give students other
examples of this, such as house pet, country
home, piano player, and family dog.
practice.
Have students work in pairs for a minute or
two to generate as many examples as they can
Step 2: Grammar Presentation (pages 137139) think of in which a noun modifies another
See the general suggestions for Grammar noun. (Examples: soccer player, window seat,
Presentation on page 2. flower pot, vegetable seed, fruit basket, piano
student, tennis teacher)
Grammar Charts
Write this sentence on the board and label it Note 3
as shown: It may take students some time to understand
adj noun noun the principle that -ing causes a feeling and -ed
They rave about its superb color photography experiences a feeling.
compound modifier Write these sentences on the board but draw
adj pres participle adj a blank line for the adjective:
and its strange-looking, otherworldly The news was .
creatures. We were by the news.
Use this sentence to generate new ones. Have students supply the correct participial
Erase one word at a time and have students forms of these words: amaze, surprise,
supply a new word of the same category. interest, frighten, astonish.
You might wind up with something like this: Note 4
extraordinary black-and-white cinematography As you go over the categories, elicit more
and its odd-looking, extraterrestrial beings. examples of each from students. Point out
that the opinion category also includes
qualities such as intelligent, funny, generous,
and so on.

Have students work in pairs or small groups Have students work in small groups to change
to create the longest descriptions they the sentences into sentences with compound
can think of. You can start them off with modifiers. Go over the answers as a class.
something like: a beautiful, expensive antique,
Note 7
hand-finished 12-foot oak library table
Create a number of sentences with stacked
Point out that there are other participials
noun modifiers and have students work in
that dont involve causing or experiencing
pairs to unstack them so that no more than
feelings. For example: boiled / boiling, rolled /
two nouns occur in succession. For example,
rolling, carved / carving, written / writing,
write on the board:
processed / processing. They can be placed
She gave them a parent homework study
in various locations but are usually located
guide.
between colors and origins. For example: We
Students can change the sentence on the
bought a knife with a large, beautiful carved
board into either of the following:
wooden handle.
She gave the parents a study guide to use for
Note 5 helping their children do homework.
Point out that another option for two She gave the parents a study guide to help
modifiers in the same category is to combine them help their children with homework.
them with and if the words have a similar
function. For example: The dog is old and
tired. If they are contrastive, use but. For
example: The dog is old but energetic.
Picture the scene: Its the 29th Summer
The comma reflects a pause between the
Olympics in Beijing, China.
adjectives when speaking. Read the example
The Womens Marathon is about at the
sentences in Note 5 aloud and have students
halfway point when a Romanian runner,
repeat, pausing at the comma.
Constantina Dita, suddenly surges to the
Note 6 front of the pack.
To help students understand how compound As she enters the stadium, Dita begins to slow
adjectives are formed, provide sentences a bit, but the roaring crowd reenergizes her
based on the examples in Note 6 and and enables her to win the race with a time
point out how they have been converted to of two hours, 26 minutes, a 22-second lead
modifiers that precede the noun. For example: over the silver medalist.
The building where I work has ten stories.
(Its a ten-story building.)
That film won a prize. (Its a prize-winning
film.)
The problem relates to crime. (Its a crime- Step 3: Focused Practice (pages 139143)
related problem.) See the general suggestions for Focused
In the movie, the actor plays the part of Practice on page 4.
a pirate with long hair and one arm. (The
actor plays the part of a long-haired, one- Exercise 1: Discover the Grammar
armed pirate in the movie.) Have students complete the exercise. Review
Her daughter is 10 years old. (She has a the answers as a class.
10-year-old daughter.) Have students look again at the opening
Write these examples on the board: text. In pairs, have them find three to five
Its a bag that weighs 40 pounds. (Its a more sentences similar to the ones in the
.) exercise. Have pairs exchange papers and
That diet reduces your weight. (Its a circle the head nouns, underline adjective
.) modifiers once, and underline noun modifiers
The government controls that program. (Its a twice.
.)
That dog has long hair and three legs. (Its a
.)
His house is 100 years old. (Its a
.)
UNIT 957

Exercise 2: Multiple Modifiers Exercise 6: Listening
Go over the example with students. Elicit why A
the modifiers go in this order. (because when Remind students that generally there are two
there are both adjective and noun modifiers, the purposes for listening: listening to get the gist
noun modifier comes closer to the head noun; or main idea and listening for details. Have
see Note 2) Ask students: Why isnt there a students read the statements. Ask them what
comma between formal and office? (because they will be listening for in Part Athe gist or
commas are only used to separate modifiers details? (details)
in the same category; see Note 5) If students Play the audio and have students complete
struggle with the example, you may want to the exercise. Replay if needed. Go over the
have them review Notes 2, 4, and 5. answers as a class.
Have students complete the exercise and work
in groups of three to check their answers. Go B
over the answers as a class. Have students read the sentences. Then play
Have students practice reading the the audio, pausing as needed to give students
conversation in groups of three, changing enough time to write.
roles after each practice. Have students work in groups to check their
answers.
Exercise 3: Compound Modifiers Review their responses as a class. You may
Go over the example with the class. Point want to play the audio again to clarify any
out that students must form a compound discrepancies in students answers.
modifier and put an article (a, an, the) before
the modifier. You may also want to point out Exercise 7: Pronunciation
the use of hyphens. A
Have students complete the exercise. Go over Have students read and listen to the
the answers as a class. Pronunciation Note.
Have students practice reading the text in Have them repeat the examples several times
pairs. after you say each one.
Exercise 4: Creative Sentences B

Have students complete the exercise Have students complete the exercise and
individually and then work in groups of three work in pairs to compare answers.
to share their sentences with each other. Have students from each pair read the
Call on students from each group to share sentences that they identified as needing
sentences with the class. commas and explain why.
C
Exercise 5: Editing
Have pairs work together to take turns
reading the sentences. Have pairs read the
individually.
sentences twice so that each person can
Have various students write their corrected
practice saying every sentence.
sentences on the board. Have students explain
their corrections to the class. Exercise 8: Story Discussion
Have students practice reading the
A
corrected text aloud to each other in pairs.
Have a student read the title of the story.
Go to www.myfocusongrammarlab.com for Write the words death (lowercase) and
additional grammar practice. Death (capitalized) on the board. Have a
student explain the difference. (Death is a
Step 4: Communication Practice(pages personification of death; it is often a person or
144148) character in stories and movies). If possible,
bring in photos depicting the figure of Death
See the general suggestions for Communication from movies or television.
Practice on page 5. Write this question on the board: In the story,
who is going to die? Where is he going to
die? Have students read the story. Discuss
the answer to the questions as a class. (the
servant, in Samarra)

B Exercise 10: Writing
Have students read the sentences. Explain A
any unfamiliar vocabulary, such as Review the structure of an essay. For this
personification and fate. assignment, students will most likely have
Have students complete the exercise an introductory paragraph, one or two body
individually. paragraphs, and a concluding paragraph.
Go over the answers as a class. Call on Point out that in this writing assignment,
students to point to the part of the story students will be writing a narrative about
where they found the answer. something that occurred in the past. Point out
C that the topic sentence in the first paragraph
Read the instructions. To help guide the of the example clearly identifies a specific
discussion, write the following questions on situation. Elicit that the second sentence
the board: states the expectation.
1. Why did the servant run away? What did Have students brainstorm a list of situations
he expect? that they could write about and have them
2. What was Deaths plan? Did the servant each select one. Have them jot down a list
help Deaths plan or prevent it? of details associated with that event and
3. Do you think the servant could have done eliminate any of the details that are not
anything to avoid death? directly related to the topic: describing a
4. Do you believe in fate? Do you think situation that did not turn out as expected.
people can avoid or change their fate? Have students write their paragraphs, either
Have students discuss the questions as a class in class or as homework.
or, for large classes, in groups. B
Exercise 9: Picture Discussion
A each student revise and rewrite as needed.
Have students describe the picture in small Have students post their papers in the
groups. classroom so the class can read them. You
Circulate and help as needed. can also publish them together in a booklet or
B on a class website.
You may want to have different groups focus
on the expectations of the different groups of
people involved in the sinking of the Titanic.
For example, what were the expectations of
the builders? the passengers? the crew? the
company who owned the Titanic?
Note: As an alternative or extension to this
exercise, you may want to have groups do a
round-robin writing activity. One person in
the group writes a sentence describing the
picture (or what the picture suggests about
expectations) and passes the paper to the next
person. That person writes another sentence
and passes the paper to the next person. The
activity continues until each member of the
group has written one or two sentences. Have
two groups share their writing with each
other and select two sentences to share with
the class.
UNIT 959

From Grammar to Writing (pages 150153)
UT See the general suggestions for From Grammar
O
OF
to Writing on page 9.
T HE BOX ACTIVITIES
Listening and Speaking additional From Grammar to Writing Assignment,
Have students work in groups to consider
these questions about the Olympics:
1. What is it about the Olympics that
makes them so special and different Part IV Overview
from all other sports events?
2. Why do you think that people who are Noun Clauses
not usually interested in sports watch Unit Grammar Focus Theme
the Olympics?
10 Noun Clauses: Humor
Have groups talk about an Olympic
Subjects, Objects,
moment that was exciting for them. What and Complements
person or event was the most thrilling? Why?
11 Direct and Communication
Reading, Speaking, Listening, and Writing Indirect Speech and
Misunderstanding
Bring in (or have students bring in) a wide
variety of magazine advertisements for Go to www.myfocusongrammarlab.com for the
different kinds of products. Make sure half Part and Unit Tests.
of the advertisements contain modifiers. Note: PowerPoint grammar presentations,
The other half should be pictures only. test-generating software, and reproducible
Have students work in small groups Part and Unit Tests are on the Teachers
and give each group two or three Resource Disc.
advertisements with text. Have students
discuss them, identifying the adjective,
noun, and/or compound modifiers that are
Unit 10 Overview
used to describe the advertised products.
Give each group one or two of the ads Grammar: Noun Clauses: Subjects, Objects,
without text. Have the group work together and Complements
to write text that describes the product
Unit 10 focuses on the meanings and uses
in the pictures. Have each group make a of noun clauses as subjects, objects, and
poster with their ads and text and post complements.
them around the room.
Noun clauses are dependent clauses that
have the same functions as regular nouns.
Go to www.myfocusongrammarlab.com for They can be subjects, objects, subject
additional listening, pronunciation, speaking, and complements, or adjective complements.
Noun clauses begin with that, whether, if, or
writing practice.
question words.
Note: That introduces certain noun clauses and
See the Focus on Grammar Workbook for has no concrete meaning in these cases. It is
additional in-class or homework grammar often omitted when it introduces an object
practice. or complements a noun clause, especially
in speaking. That is never omitted when it
introduces a subject noun clause. Subject
noun clauses beginning with that are formal.
Unlike the word that, the word what refers to
their answers on Student Book page UR-2. something definite and serves as the object
Review or assign additional material as needed. in the noun clause. It cannot be omitted.
Go to www.myfocusongrammarlab.com for the In subject noun clauses, the fact that is
Unit Achievement Test. sometimes used in place of that. In noun
clauses that are objects of prepositions, the
fact that must be used in place of that.

When a question is changed to a noun Establish a purpose for reading. Call on
clause, it is an embedded question. several different students to read each of the
Embedded questions use statement word questions. Remind students to think about
order. An embedded question is more these questions as they read and listen to the
polite than a direct question. An embedded text.
question can occur within a statement Have students read the text or play the audio
or another question. When an embedded and have students follow along in their books.
question occurs within a statement, it is Have students discuss the questions in pairs
followed by a period. When it occurs within
or groups of three. Then have students from
a question, it is followed by a question mark.
each group or pair share answers with the
Wh- question words introduce embedded wh- class.
questions. The subject of an embedded wh-
question takes a singular verb. Do not use After You Read
do, does, or did in embedded questions.
A. Vocabulary
Use if and whether to introduce embedded
Have students complete the vocabulary
yes / no questions. If and whether are
exercise individually. Then have them
similar in meaning and are often used
interchangeably. Do not use if to introduce a compare answers in pairs. Circulate as
subject noun clause. Whether . . . or not can students compare answers.
replace whether in all noun clauses. If . . . Have different students read their answers
or not can replace whether in all but subject aloud.
noun clauses.
B. Comprehension
Theme: Humor Have students complete the exercise
Unit 10 focuses on language that is used to tell individually. Then have them compare
funny stories. answers in pairs.
Have different students share their answers
and corrected false statements with the class.
Step 1: Grammar in Context (pages 156158) Have each student point out the place in the
text where he or she found the answer for the
See the general suggestions for Grammar in question.
Context on page 1.
Before You Read additional reading, and for reading and vocabulary
Have students work in small groups to practice.
discuss the questions or discuss them as a
class. Step 2: Grammar Presentation (pages 159161)
If students discuss the questions in groups,
have students from each group share their
ideas with the class.
Grammar Charts
Read
Write these sentences on the board (or
1. Did the mother have a favorite son? (No,
1. The boys realized that their mothers final
she loved each one for his own uniqueness.)
days were approaching.
2. Why was their rivalry so intense? (Each
2. That the boys were intensely competitive
brother wanted to be number one in his
had always bothered the lady, but she
mothers affection.)
didnt know what to do about it.
3. Even though the brothers spent a lot of
3. The store owner told him this was a
money buying their mother expensive gifts,
specially trained parrot.
what did the mother need? (nothing)
4. I dont know if you believed me, though,
4. What did the mother suggest doing with
when I said I didnt need anything.
the mansion and the chauffeured car?
5. Plus, the fact that the chauffeur doesnt
(selling them)
speak English is a problem.
5. Why did she appreciate the trained parrot?
6. Curly was pleased that he had finally risen
(She thought it was a delicious chicken.)
to the number-one spot in his mothers
affections.
7. All I know is that the chicken you gave me
was delicious.
UNIT 1061

Have students study the grammar charts in Note 4
pairs or small groups. Have them look at the Point out that embedded questions are more
previous sentences, underlining the noun polite than direct questions.
clauses and circling the word that begins Point out that embedded questions are used
each noun clause. Then have them identify for a wide range of purposeswhen we
the function of noun clause(s) in each really dont know the answer, when we are
sentence (subject2, 5; object1, 3, 4; subject unsure of the answer, when we want to say
complement7; adjective complement6) something without being very direct about it,
Have them identify the sentences in which and when we want to be polite. For example,
that is optional or has been omitted when requesting information from a stranger,
(optional1, 7; omitted3) embedded questions are expected: Excuse
me, do you know / could you tell me / I wonder
Grammar Notes if you could tell me (note double embedded
Note 1 question) where the post office is.
Have students read the explanation and the Look at the example sentences in Note 4
examples. and have students tell you what the original
If students do not understand how objects questions were. Write them on the board.
and complements differ, read the example 1. Is she from around here?
sentence You can see that I am easily amused. 2. Who is she?
Point out that see has an object: the fact that 3. What does incongruous mean?
I am easily amused. Then read the example 4. How far is it to the nearest town?
sentence The question is whether people will On the board, write:
laugh. Point out that the verb, is, does not Im not sure. Who is she?
take an object. Whether people will laugh is the Have students combine the sentences to make
complement; it gives more information about an embedded question. (Im not sure who
the subject. she is.) Ask them what has changed in the
question. (the word order and punctuation)
Note 2
Have students read the note aloud. Note 5
Read the example sentences with that and Draw attention to the punctuation of
(where possible) those with that omitted and examples in Note 5. Ask students: Why is
have students repeat. there a question mark after the first one?
Say (or write on the board) a few sentences (because the embedded question is embedded
with subject and object noun clauses using in a question)
that. Have students tell you if that can be Write some wh- questions with do, does, or
omitted. did. For example: Where does she live? When
does he finish work? Have students make
Note 3
embedded questions starting with Do you
Help students develop fluency with the fact
know. (Do you know where she lives? Do you
that and its + adjective + noun clause.
know when he finishes work?) Once again, ask
Have students find example sentences in Note
students what has changed from the original
2 where the fact that could be used and say
question. (As with the preceding examples,
these aloud. For example: The fact that she
word order and punctuation changed. In these
was a funny person was apparent. The fact
examples, as the word order is changed, does
that Joe has a good sense of humor is obvious.
disappears.)
Point out that the fact that is less formal than
the word that to introduce the clause. Note 6
On the board, write: On the board write:
Its funny that you should say that. Is she from around here? I dont know.
Erase funny, eliciting other adjectives from Have students make an embedded question.
students, each time erasing the old adjective (I dont know if / whether she is from around
and writing in the new one. Then erase the here.) Ask: What has changed? (word order,
noun clause and elicit several substitutions punctuation, and the addition of if or whether)
for it. For example:
Its interesting (that) you should ask that
question.

Have students work in pairs to look at Call on students from various groups to share
Note 6 to find the expressions that are used their answers with the class. Discuss and
to introduce embedded questions. Have clarify any discrepancies in answers among
different students write these on the board. groups.
(Do you know, who knows, I have no idea,
were not sure, it is difficult to say) Ask if they Exercise 2: Embedded Questions
can think of any others and write them on the Have students read the instructions, the
board. (Examples: Could you [please] tell me, conversations in the chart, and the example
do you happen to know, its hard to say / see, I answer. Make sure students understand
cant imagine, can you guess, I wonder) how the example answer is based on the
Have students practice forming embedded conversations.
questions in pairs. One student says a yes / Have students complete the exercise. Go over
no question and the other changes it to an the answers as a class.
embedded question, using the expressions on Have students read the story aloud to
the board. each other in pairs.
Note 7 Exercise 3: Embedded Questions

Point out that when whether is used, or not A
can appear in two places: We dont know Have students read the instructions, the
whether or not she got the job. We dont know example, and the questions below. Tell
whether she got the job or not. When if is used, students to answer as though they dont know
the only position for or not is at the end of the the answers to the question, even if they do.
sentence: We dont know if she got the job or (Or, alternatively, model ways to answer using
not. an embedded question such as I know what
On the board write: a pun is. Its a joke based on words that sound
Whether she received it isnt known. the same.)
Ask: Can or not be added? (Yes, but only Explain that students will learn the answers
after whether: Whether or not she received it to these questions in the next part of the
isnt known.) exercise.
Identify the Grammar: Have students Have students ask and answer the questions.
identify the grammar in the opening reading on Circulate and provide help as needed.
pages 156157. For example: B
What wasnt so admirable was their rivalry, Have students read the text and look for the
for a spirit of one-upmanship had always answers to the questions in Part A. Then have
characterized their relationship. students ask and answer the questions in Part
Each brother constantly tried to figure out A again.
how he could outdo the other two. Go over the answers to the questions as a
What the sons wanted was a secure place in class.
their mothers affections. For more advanced classes, have pairs
Go to www.myfocusongrammarlab.com for choose one of the six types of humor and
grammar charts and notes. write a short story that exemplifies it. Have
pairs share their humorous stories with the
class.
See the general suggestions for Focused Exercise 4: Noun Clauses
Practice on page 4. You may want to discuss these words and
their definitions:
Exercise 1: Discover the Grammar eschew to deliberately avoid doing,
A using, or having something
Have students complete the exercise obfuscation deliberately making something
individually. unclear or difficult to
Have students compare answers in pairs. understand
Then go over the answers as a class. Have students complete the exercise, then
have them work in groups to compare their
B
answers. Call on students from various
groups to share their sentences with the class.
individually and compare answers in small
groups.
UNIT 1063

Have groups work together to create a Exercise 7: Pronunciation
bumper sticker (or talk about one they have A
seen). Have each group present the bumper Have students read and listen to the
sticker to the class. Have students from Pronunciation Note.
the class explain what each one means and Have students repeat the example questions
discuss any differences between the groups several times as you say them.
intended meaning and what the students in
the class say. B
Play the audio, pausing so students can mark
Exercise 5: Editing their answers.
You may want to write these words and their Replay the audio. Pause after each item and
definitions on the board: go over the correct answer.
vulgar dealing with or talking about C
sex and body wastes in a way Play the audio and have students repeat.
people think is disgusting and Have students practice saying the questions.
not socially acceptable Circulate and make corrections as needed.
punch line the last few words of a joke or
story that make it funny or Exercise 8: Pair Discussion
surprising A
animated showing a lot of interest and Have students read the article and underline
energy unfamiliar vocabulary. Write these items on
Have students complete the exercise and the board and ask students what they think
work in pairs to check answers. Then call on the words mean. Discuss the definitions.
students to explain each error and correction. Some of these might be:
Go to www.myfocusongrammarlab.com for aviation the science or practice of flying
additional grammar practice. aircraft
controller someone at an airport who gives
Step 4: Communication Practice(pages instructions to pilots by radio
about where and when they can
168171)
leave the ground or come down
See the general suggestions for Communication to the ground
Practice on page 5. cargo the goods being carried in a ship,
airplane, truck, etc.
handler someone whose job it is to deal
A with a particular type of object,
Establish a purpose for listening. Have especially to move it or lift it
students read the question in Part A. Remind cargo hold the part of a ship or a plane
them to think about the question as they where goods are stored
listen. pound a place where dogs and cats that
Play the audio. Ask the class the question in are found on the street are kept
Part A and go over the answer. Replay the until someone comes to get
audio if needed. them
B cockpit the part of an airplane in which
Have students read the questions. Remind the pilot sits
them to think about the questions as they gauge an instrument for measuring the
listen. amount, size, or speed of
Play the audio again. Allow students time to something
write their answers. B
Call on students to read and answer the Go over the example with the class.
questions in Part B. You may want to play the Have students complete the exercise. Call on
audio again to clarify any discrepancies in students to share the jokes they found the
students answers. funniest with the class.

Exercise 9: Class Discussion
A UT
O
OF
Read the instructions. You may want to
assign this for homework or suggest websites T HE BOX ACTIVITIES
where students can find jokes in English.
Have students work in pairs to practice their Reading, Listening, and Speaking
jokes with each other. Circulate and help as Bring in (or have students bring in)
needed. newspaper or magazine cartoons, jokes
B from magazines, or jokes and cartoons
Have students tell their joke or story to the from websites on laughter and humor.
class. Have students work in groups to discuss
For large classes, have students tell their jokes the jokes. Write this useful language for this
or stories in groups. discussion on the board:
What I like / dont like about this joke is . . .
C What I think is funny is . . .
After each joke, have students turn to a What isnt so funny is . . .
partner and tell each other what they think Its amusing that . . .
the joke means. What I dont understand about this joke is . . .
Call on students to share their ideas with the Can you explain what / why . . .
class. I wonder why . . .
What makes me laugh is . . .
A Reading, Listening, Speaking, and Writing
Have students look at the example and Do a search on the Internet (or have pairs
identify the topic sentence. Point out that the or groups of students do the search) for
writer begins by briefly setting the scene of funny bumper stickers.
the situation in the topic sentence. The next Have students work in groups or pairs. Give
two sentences add details about the situation, each group two or three bumper stickers.
and the last sentence begins the narrative or Have each group write a short explanation
story. of what the bumper sticker means. Remind
Remind students that this will be a narrative students to use noun clauses in their
essayone that tells a story. Point out writing. Post the bumper stickers and
that in this three- to five-paragraph essay, explanations around the room and give
students will describe the situation in the students an opportunity to look at them. As
first paragraph. In the next one to three a class, discuss which ones the students
paragraphs, they will give the details of the thought were the best and the worst and why.
story, and in the final paragraph they will
reveal what happened at the end.
B additional listening, pronunciation, speaking, and
Have students work in pairs to correct each writing practice.
each student revise and rewrite as needed. Note:
Have students post their papers in the See the Focus on Grammar Workbook for
classroom so the class can read them. You additional in-class or homework grammar
can also publish them together in a booklet or practice.
on a class website.
Unit Achievement Test.
UNIT 1065

Unit 11 Overview Step 1: Grammar in Context (pages 173175)
Grammar: Direct and Indirect Speech Context on page 1.
Unit 11 focuses on the forms, meanings, and
uses of reporting verbs and direct and indirect Before You Read
speech for questions and statements. It also Have students work in groups to discuss the
addresses changes in other types of words that questions.
take place when speech is reported. Have students from each group share their
We report speech in two ways: direct speech answers with the class.
and indirect speech. Direct, or quoted
speech, is the exact words a person spoke Read
or thought and is enclosed in quotation Write these questions on the board (or
marks. Direct speech is often introduced by prepare them as a handout):
reporting verbs. 1. What does Ellen Sands say that she
Indirect speech, or reported speech, is wants to talk about? (ways to avoid verbal
someones report of what another person conflict)
said or thought. It is not the exact words 2. What did she see at a restaurant in New
of a speaker and not enclosed in quotation York City? (She saw an Asian couple talking
marks. Indirect speech reports what a person
to their server.)
said in a noun clause or phrase introduced
by a reporting verb.
3. Why was the couple upset? (because the
service was slow)
If a statement is reported, that can be used
4. According to Sands, what mistake did the
to introduce it. If a question is reported, the
noun clause is introduced by if, whether (or
waitress make? (She didnt listen actively
not), or a wh- question word. and never answered the couples question.)
5. What is one other way Sands thinks we can
Say and tell are the most common reporting
verbs, and we usually use their simple past
avoid conflict? (by stating things positively
forms with both direct and indirect speech. rather than negatively)
We normally use the simple past form of
ask to report indirect questions. For yes /
students read the questions aloud. Remind
no questions, use if or whether (or not) to students to think about the questions as they
introduce the question and use statement read and listen to the text.
word order. Do not use do or did in indirect Have students read the text individually. Then
questions, and end them with a period, not a have them discuss their answers in pairs.
question mark.
Use question words to introduce indirect
After You Read
wh- questions. Use statement word order A. Vocabulary
to report indirect questions about the Have students cover the definitions in the
predicate. Use question word order to report right-hand column. Have students read the
indirect questions about the subject. sentences in the left-hand column and try
If the reporting verb is in the past, the to guess the meanings of the expressions in
verb in the noun clause often changes. We bold. Then have students work in pairs to
sometimes do not change verbs in a noun discuss what they mean and write a brief
clause in spoken English, especially if what definition for each one.
we are reporting happened a short time ago. Have students complete the exercise. Then
If general truths are reported, we often do
go over the answers as a class. Have students
not change verbs in the noun clause.
compare the definitions they wrote with the
Certain modals often change in indirect correct answers.
speech. Certain other words change as well.
B. Comprehension
Theme: Communication and
Misunderstanding
individually and then compare answers in
Unit 11 focuses on language that is used to talk pairs or groups of three.
about effective communication and potential Have various students share answers with the
misunderstandings during communication.
class. Clarify any discrepancies in students
answers. Have students point to the part of
the text where they found each answer.

Go to www.myfocusongrammarlab.com for an Hello, everyone. My name is Brad Ness, said
additional reading, and for reading and vocabulary the reporter. (The reporter told everyone that
practice. his name was Brad Ness. or The reporter
said that his name was Brad Ness.)
Step 2: Grammar Presentation (pages 176180) The service was very slow, the man said to
See the general suggestions for Grammar the waitress. (The man told the waitress that
Presentation on page 2. the service was very slow. or The man said
that the service was very slow.)
Grammar Charts The waitress didnt listen carefully, Brad,
Have students look at the first two charts. said Ellen Sands. (Ellen Sands told Brad
Ask: Can the verb said in the first chart be that the waitress didnt listen carefully. or
replaced by told? (No.) Why not? (The verb Ellen Sands said that the waitress didnt
tell is followed by a person. You tell someone listen carefully.)
something.) Have students from different pairs share their
Have students look at the charts that show answers with the class.
formation of indirect questions. Ask: In the Note 3
first set of examples, are the words if / whether Have students look at the three indirect
required? (Yes.) What about the examples questions in Note 3.
that report wh- questionsare the wh- Have students write the original questions
question words needed? (Yes.) from which the indirect questions were made.
Elicit that changing direct to indirect speech Have them work in pairs to compare answers
is essentially forming noun clauses and and identify the changes in the other words
embedded questions, which was studied in when the questions were transformed from
Unit 10. direct to indirect questions. Then go over
Tell students that there are some additional their answers as a class. For example:
complications with reported speech, and Mary, are you going to resign? asked Mrs.
turn their attention to the next two charts. Mason. (The change to an indirect question
Have pairs of students read aloud the direct includes the use of if changing Mary to she,
and indirect versions of each sentence in the and changing the verb from are . . . going to
charts. Ask: What is different in the indirect was going.)
version? (The pronoun changes from I to he.
The verb expresses an earlier time.) Note 4
Look at the last chart. Ask students what With the class, develop a list of wh- question
other words change. (pronouns, possessives, words and write them on the board.
this, here, ago, now, today, yesterday, and Have students work in small groups to write
tomorrow) one direct question with each word. Have
groups exchange questions and transform the
Grammar Notes direct questions into indirect questions.
Note 1 Call on students from each group to share
Have students read Note 1. their direct and indirect questions with the
Write the first two example sentences of direct class and explain the changes they made. For
speech on the board without punctuation and example:
invite different students to punctuate them Where is Tony? he He asked where Tony
properly. Point out that the final punctuation asked. was.
goes inside the closing quotation marks. What are you eating? Tom asked Martha
Tom asked Martha. what she was
Note 2 eating.
Have students read the explanation and Sit down! her Her mother told her
example sentences. Draw students attention mother said. to sit down.
to the usage note and the Be Careful! notes
that precede and follow it. Note 5
Write some sentences based on the opening Have students read the explanation. Read the
reading on the board (or prepare them as examples aloud and have students repeat.
a handout). Have students work in pairs to Say a question (or write it on the board)
change the sentences from direct to indirect and have students change it into an indirect
speech using the reporting verbs say and tell. question. Repeat until you have practiced
For example: each of the transformations mentioned in the
note.
UNIT 1167

Note 6 She said, I ate here three days ago. (She said
Write the following chart on the board or she had eaten there three days before.)
prepare it as a handout. I told my parents about it yesterday, she
explained (She explained that she had told
Direct Speech Indirect Speech her parents about it the day before.)
Jeong said that the Identify the Grammar: Have students
The sun sets earlier
sun sets earlier here in identify the grammar in the opening reading on
here in winter.
winter. pages 173174. For example:
Sara has just told me When the waitress brought the check, the
I arrived late this
she arrived late this man said, The bill seems very high. Did
morning.
morning. you include the service in it? How much
Im going home.
Tulu says hes going is the service?
home. When the waitress brought the check, the
Jared is saying that hes man said the bill seemed very high.
Im tired.
tired. He asked how much the service was.
Have students discuss in pairs why it is grammar charts and notes.
not necessary to change the verbs in each
reported statement.
Note 7 See the general suggestions for Focused
Have students work in pairs to compare the Practice on page 4.
examples of direct and indirect speech in
Note 7. Have them underline changes in verbs Exercise 1: Discover the Grammar
and circle changes in pronouns and other A
words. Have students from each pair share Read the instructions and go over the
their answers with the class. example with students.
To give students practice discriminating Have students complete the exercise. Then go
among modals that change and those that over the answers as a class. If needed, have
dont change in reported speech, write the students find the direct speech in the text so
following sentence on the board. Then have a they can see how the verbs changed.
student transform it into indirect speech:
Ana said, We can go out for dinner. (Ana B
said they could go out for dinner.) Have students complete the exercise
Replace can with could and elicit the individually. Then have them compare
indirect version. (Ana said they could . . . [no answers in pairs.
change].) Have various pairs share and explain their
Have students work in pairs to write answers to the class. Call on students to
sentences with direct speech for each of correct the incorrect sentences.
the remaining modals in Note 7. Then have
Exercise 2: Direct Speech to Indirect Speech
pairs exchange sentences and transform the
sentences into indirect speech. Have various
example with the class. Have students
pairs share their sentences with the class.
quickly check the headlines for unfamiliar
Note 8 vocabulary. Explain any new terms.
Have students read the example sentences Have students complete the exercise
aloud and note the changes in pairs. Then individually. Go over the answers as a class.
have two pairs work together to compare Have students create two or three
their changes. headlines about their classes, the school, or
Write sentences on the board with words that their classmates in small groups. Then have
change in indirect speech. Then have students them write the headlines on the board. Have
change the sentences into reported speech. students change the headlines to indirect
For example: speech. Then go over the changes as a class.
Tomiko asked, Have you been to this
restaurant? (Tomiko asked if I had been to Exercise 3: Indirect Speech to Direct Speech
that restaurant.) Have students complete the exercise
individually.

Call on students to write their direct speech B
questions on the board. Review the answers Have students read the sentences.
as a class. Play the audio. Pause as needed so students
can underline the words that use consonant
Exercise 4: Multiple Changes to Indirect Speech blending. Then replay the audio and have
Have students complete the exercise. Go over students write the letter that represents the /y/
the answers as a class. sound.
Have students rewrite the indirect speech Have students work in pairs to check their
account from Sallys point of view in small answers. Go over the answers as a class.
groups. For example: I asked my dad if he
could help me with my homework. He said C
he could and asked me what I needed. Have Have students form new pairs and practice
various groups write their sentences on the saying the sentences.
board and review them as a class. Circulate and provide correction as needed.
Exercise 5: Editing Exercise 8: Group Reporting

Have different students write their corrected If your class is large you might want to have
sentences on the board. Then have them students work in three or four groups so that
explain their corrections to the class. they are more involved. At the end have the
Have students practice reading the text directors of each group write the original
aloud in pairs. messages on the board next to the final
messages and, if there was a change, explain
Go to www.myfocusongrammarlab.com for how it occurred.
additional grammar practice. Note: As a variation, students in each group
can take turns being the director.
186189) Exercise 9: Picture Discussion
See the general suggestions for Communication A
Practice on page 5. Divide the class into groups. Have students
look at the picture and imagine what the
Exercise 6: Listening people are saying.
A Call on a student from each group to report
Establish a purpose for listening. Have students their answers to the class.
read the question in Part A. Remind them to B
think about the question as they listen. Read the instructions. You may need to teach
Play the audio and allow students time to answer the term objective.
the question. Go over the answer as a class. Elicit a list of people in the photo. Write the
B list on the board. Have the class give reasons
Have students read the questions. Remind why each person would or would not be
students to think about the questions as they objective. Write the reasons on the board.
listen. Play the audio. Allow students time to Have the class vote on who is most likely to
write their answers. give the most objective report.
Go over the answers as a class. You may Have students discuss in pairs an
want to play the audio again to clarify any accident they were involved in or witnessed.
discrepancies in students answers. Encourage them to use reported speech.
Provide students with the audioscript. Have Exercise 10: Writing
them underline the examples of direct speech
and change them into indirect speech individually. A
Then have them compare their sentences in Have students read the instructions and the
pairs. Go over the answers as a class. example.
Point out that a summary is shorter than the
Exercise 7: Pronunciation original event or story and must be in the
A students own words.
Have students read and listen to the B
Pronunciation Note. Have students use the Editing Checklist to
Have them repeat the examples several times revise and rewrite as needed, or have them
as you say them. correct each others work in pairs.
UNIT 1169

Have students post their papers in the Go to www.myfocusongrammarlab.com for
classroom so the class can read them. You additional listening, pronunciation, speaking, and
can also publish them in a booklet or on a writing practice.
class website. Note:
UT additional in-class or homework grammar
practice.
O
OF
T HE BOX ACTIVITIES
Reading, Speaking, and Listening Have students complete the Review and check
Bring in (or have students bring in) their answers on Student Book page UR-2.
magazine interviews with famous people. Review or assign additional material as needed.
Have students work in small groups. Go to www.myfocusongrammarlab.com for the
Give each group an interview to read and Unit Achievement Test.
discuss. Then have students in each group
underline interesting pieces of information From Grammar to Writing (pages 191193)
and select some things they would like to
See the general suggestions for From Grammar
share with the class. Have each person in
to Writing on page 9.
the group tell the class at least one piece of
information. Point out that for each piece Go to www.myfocusongrammarlab.com for an
of information, students should report both additional From Grammar to Writing Assignment,
the question and the answer. Encourage Part Review, and Part Post-Test.
students to use a variety of reporting verbs.
Reading, Writing, Speaking, and Listening

Have students work in pairs to write Part V Overview
a conversation similar to the one in
Exercise 4 on page 184. Tell them that Adjective Clauses
the conversation can have two or three
speakers.
Have two pairs work together to exchange 12 Adjective Clauses: Personality
conversations and write an account of Review and Types
their partners conversation using indirect Expansion
speech. 13 Adjective Clauses Movies
Have various groups share an original with Prepositions;
conversation and the account of it with the Adjective Phrases
class.
Listening, Speaking, Writing, and Reading Part and Unit Tests.
magazine or personal pictures that lend
Part and Unit Tests are on the Teachers
themselves to discussion and speculation. Resource Disc.
Have students work in groups. Give each
group a picture and have them discuss
what happened and what the people said to
each other. Have them write their ideas as
direct speech.
Have groups exchange pictures and papers
and rewrite the sentences using indirect
speech.
Have each group show the picture and tell
the class about it using indirect speech.
If you have a large class, have two groups
share their pictures and ideas with each
other.

Unit 12 Overview An adjective clause that distinguishes
one person or thing from another is an
Grammar: Adjective Clauses: Review and identifying adjective clause. It is not enclosed
Expansion in commas. If the adjective clause adds
extra information but does not make a
Unit 12 focuses on the meanings and uses
distinction between people or things, it is
of adjective clauses. It addresses placement
nonidentifying. It is enclosed in commas.
of adjective clauses, relative pronouns as
Object relative pronouns can be omitted only
subjects and objects, whose + noun to indicate
from identifying adjective clauses. Dont use
possession, and where and when in adjective
that as a relative pronoun in a nonidentifying
clauses. Identifying and nonidentifying
clause.
adjective clauses are also presented and
explained. You can use which to refer to an entire
previous idea in speech or informal writing.
Sentences with adjective clauses combine
In formal writing, use a noun at the
two sentences. The adjective clause is a
beginning of a which clause.
dependent clause that modifies a noun in
the main clause of the sentence. Adjective Theme: Personality Types
clauses can occur after or inside of a main Unit 12 focuses on language that is used to talk
clause. Adjective clauses often begin with about various types of personality traits.
relative pronouns such as who, whom,
which, or that. Adjective clauses can also
begin with whose, when, or where. The word
that begins the adjective clause usually Step 1: Grammar in Context (pages 196198)
comes after the noun or pronoun that the See the general suggestions for Grammar in
clause modifies. Context on page 1.
Use who, which, or that as the subjects of
verbs in adjective clauses. Who and that refer Before You Read
to people. Which and that refer to things. Have students complete the sentence in
That is less formal than who or which. the first question individually and compare
The verb in the adjective clause agrees answers in pairs. Then have students report
with the noun or pronoun that the clause about their partners to the class using the
modifies. Be careful not to use double sentence frame.
subjects in adjective clauses. Have groups discuss the second question.
Use who, whom, or that as objects of verbs Then have students from various groups
in adjective clauses. Whom is formal; who share their ideas with the class.
and that are less formal and are used in
conversation and informal writing. To refer Read
to things, use which or that as objects of Write these questions on the board (or
verbs in adjective clauses. Which is more prepare them as a handout):
formal. 1. How does the reading define introvert and
If the relative pronoun is an object, you can extrovert? (An introvert is a person whose
sometimes omit it in speech and informal energies are activated by being alone. An
writing. extrovert is a person whose energies are
The verb of an adjective clause agrees with activated by being with others.)
the subject of the clause, not the object. 2. How many different personality types does
Use whose to introduce an adjective clause the article discuss? (four)
that indicates possession. An adjective clause 3. What are the types? What is a
with whose can modify people or things. characteristic of each one? (Type A:
Whose cannot be omitted. competitive and have no-nonsense approach
Use where to modify a noun of place. Use an to life; Type B: socializers who love the
adjective clause with where only if you can spotlight; Type C: love details; Type D: like
restate the location with the word there. routine)
Use when or that to begin an adjective clause Establish a purpose for reading. Have
that modifies a noun of time. When and that students read each of the questions silently.
can be omitted in less formal language. Remind students to think about these
questions as they read and listen to the text.
UNIT 1271

Have students read the text, or play the audio Grammar Notes
and have students follow along in their books. Note 1
Discuss the answers to the questions as a Have students read the explanation and the
class. Have students identify the specific place examples aloud.
in the text where they found each answer. Have students find an example of an adjective
clause from the opening reading on Student
After You Read
Book pages 196197. Then have them tell
A. Vocabulary you the two sentences that are combined
Have students highlight the sentences in the in the example. (Example: The hosts have a
text that contain each of the boldfaced words new party game that involves comparing each
or phrases. Have them work in pairs to guess person to a flower. = The hosts have a new
at the meaning of each word by using context party game. The game involves comparing each
clues. Have them write the words and their person to a flower.)
meanings in their notebooks.
Have students complete the exercise Note 2
individually. Then have them compare Have students read the explanation and
answers in pairs. examples aloud.
Have different students read their answers Have students look at the opening reading
aloud. Then have them look at the meanings on Student Book pages 196197 and find
they wrote in their notebooks and compare adjective clauses that begin with who, whom,
them with the definitions in the exercise. which, that, whose, when, or where. For each
example, ask students: Is the adjective clause
B. Comprehension after the main clause or inside it?
individually. Then have them compare Note 3
answers in pairs. Read the note aloud. Read the examples
Have different students share their answers aloud and have students repeat.
and corrected false statements with the class. Have students say the examples again, this
Have each student point out the place in the time substituting another relative pronoun
text where he or she found the answer to the that is possible. (Examples: The Ings are the
question. people that bought the house. Sam is the man
who lives next door to me. Math is the subject
Go to www.myfocusongrammarlab.com for an that is the easiest for me.)
practice. Note 4
Have students read the example sentences
Step 2: Grammar Presentation (pages 199202) in this note and in Note 3. Ask: How are the
sentences different? (In Note 3, the relative
See the general suggestions for Grammar pronouns are the subjects of the verbs in the
Presentation on page 2. adjective clause, but in Note 4 they are objects.)
Grammar Charts Read the example sentences with who
Divide the class into five groups and assign and whom aloud. Have students repeat,
each group a section of the chart to examine. substituting whom for who and vice versa.
If you have a large class, more than one group Ask: Can you use whom as the subject of an
might examine the same section. adjective clause? (No.)
Have each group write a grammar rule for Have students read the information about
their section and give two examples that omitting the relative pronoun. Choose an
illustrate the rule: one from the chart and one example sentence from the note that can have
from the opening reading or of the groups its relative pronoun omitted and read it aloud.
own invention. Have students repeat twice, first with the
Have each group write their rules and relative pronoun then without it. (Example:
examples on the board. Leave these rules and Mr. Pitkin was the person who I mentioned.
examples posted as you work through the Mr. Pitkin was the person I mentioned.)
Grammar Notes. Note 5
Note: The rules that students will write Have students read the explanation and
are essentially the rules explained in the examples.
Grammar Notes on Student Book pages
200202.

Write the third example sentence on the Have students find more identifying and
board: nonidentifying adjective clauses in the
Harvey, whose house were renting, is a lawyer. opening reading. Have students explain why
Have students give you the two sentences that each one is identifying or nonidentifying and
are combined in this sentence. (Harvey is a how it affects the meaning.
lawyer. Were renting his house.) Have students read the rest of the note. Have
Have students find the whose sentence them find examples of each point in the
in the opening reading and break it into two opening reading.
sentences. (An extrovert is basically a person
whose energies are activated by being with
others. = An extrovert is basically a person.
His or her energies are activated by being with
Imagine youre at a party where you know
others.)
several people well.
Note 6 The hosts have a new party game that
Have students read the note. Draw their involves comparing each person to a
attention to the Be Careful! note. You may flower.
want to give more examples to help students Are you the kind of person who resembles a
understand this point. Write sentences such daisy, open to the world most of the time?
as the following on the board and have Or are you more like a morning glory, which
students break them into two sentences using opens up only at special moments?
there at the end of the second sentence:
This is the place where I live. (This is the
place. I live there.)
We passed the restaurant where we had our
wedding. (We passed the restaurant. We had Step 3: Focused Practice (pages 202206)
our wedding there.) See the general suggestions for Focused
Have students read the note about which or Practice on page 4.
that + preposition. Say sentences that use
which / that + preposition and have students Exercise 1: Discover the Grammar
change them into where sentences. (Example: A
This is the park that we play soccer at. = This is Read the instructions and go over the
the park where we play soccer.) example answer with the class. You may also
want to go over the second item as a class.
Note 7
Ask students: Why cant which be replaced
Read the note and the examples aloud. Elicit by that in the second item? (because you
other nouns of time that can appear in the cant use that as a relative pronoun in a
structure. (Examples: day, year, hour, decade, nonidentifying clausesee Grammar Note 8b)
moment, instant) Have students complete the exercise
Write on the board: individually and compare answers in pairs.
The day _________ was the happiest day of my Call on students from various pairs to share
life. their answers with the class. For no answers,
Read the sentence aloud, completing the have students explain why the relative
blank with information that is true for you. pronoun in the sentence cannot be replaced
(Example: The day my daughter was born was by the one in parentheses.
the happiest day of my life.) Call on students to
give more examples. Write them on the board. B
Have students complete this part and work in
Note 8
groups to compare answers.
Have students read the first part of the note Go over the answers with the class. Then
and the first two example sentences. Elicit ask: What is one important clue that tells
how the use of commas changes the meaning us whether the clause is identifying or
of the sentence. (In the first sentence, there nonidentifying? (Nonidentifying clauses are
is more than one man and the speaker is enclosed in commas.)
identifying the one that the sentence is about.
In the second, it is already understood which
man the sentence is about.)
UNIT 1273

Exercise 2: Relative Pronouns B
Have students complete the exercise. Go over Have students read the pairs of sentences.
the answers as a class. Point out that for many sentence pairs,
As students provide their answers, have students will have to decide if there is one
them explain which of the Grammar Notes or more than one of something. Ask: If
cited applies to that item. there is only one of something, will you hear
an identifying or nonidentifying clause?
Exercise 3: Identifying / Nonidentifying Clauses (nonidentifying) How can you tell if a clause
Read the instructions and go over the you hear is nonidentifying? (The speaker will
example answer. Draw students attention pause where there are commas enclosing the
to the instruction to use the first sentence in clause; nonidentifying clauses dont use that as
each pair as the main clause in the combined a relative pronoun.)
sentence. Remind students to think about the sentences
Have students complete the exercise. Call as they listen. Play the audio again.
on several students to write one of their Call on students to give their answers. You
sentences on the board. may want to play the audio again to clarify
Go over the answers as a class. Ask the other any discrepancies in students answers.
students whether the use of commas in the Provide copies of the audioscript. Have
sentences on the board is correct or incorrect students practice reading the conversation in
and why. groups, emphasizing the pauses where there
are commas enclosing nonidentifying clauses.
Exercise 4: Formal / Informal
Call on a group to role-play the conversation
Have students complete the exercise in
for the class.
groups of four.
Have pairs of students in each group share Exercise 7: Pronunciation
and discuss their answers for the spoken
A
report. Then have them create different pairs
to compare their answers to the written
Pronunciation Note. Then have students
report.
repeat the example sentences several times as
Exercise 5: Editing you say them.
Have students complete the exercise. B
Call on several students to write the corrected Play the audio, pausing as needed as students
sentences on the board and explain each error mark their answers. Have students work in
and correction. pairs to compare answers.
Go to www.myfocusongrammarlab.com for Go over the answers as a class and clarify any
additional grammar practice. discrepancies among students answers.
C
Step 4: Communication Practice(pages Circulate as pairs practice saying the
206209) sentences. Make corrections as needed.
See the general suggestions for Communication Have different students choose sentences
Practice on page 5. from each pair at random and read them to
the class. Have the other students explain the
Exercise 6: Listening meanings of the sentences.
A Exercise 8: Pair Discussion
students read the comprehension question. A
Remind them to think about the question as Read the instructions and the questions.
they listen. To help start the discussion, you may want to
Play the audio. Ask the class the question give an example of a conflict you have dealt
and go over the answer. Replay the audio if with (real or fictional).
needed. Have students discuss the question in pairs.
Circulate, helping as needed.
B
Call on students from each pair to report
their answers to the class.

Note: As a variation, you may want to have
students in each pair report about each other UT
O
to the class.
OF
T HE BOX ACTIVITIES
Exercise 9: Class Activity
A Speaking, Listening, and Writing
Write the name of each student on a separate
Have students work in pairs to discuss
piece of paper. Put the papers in a bag or box
whether they are extroverts or introverts
and have students pick a name at random.
and provide reasons and examples.
Read the instructions and the examples. Point
Have students in each pair write one or two
out that the sentences should not say the
paragraphs about whether their partner is
students name.
an introvert or extrovert and why.
Brainstorm a list of the relative pronouns
Publish students writing by making
students learned about in the grammar
copies of the paragraphs and putting them
charts and notes. Write the list on the board.
in a booklet.
Encourage students to use a variety of relative
words in their sentences, not just who or that. Reading, Writing, Speaking, and Listening
B Have students search the Internet for
Have students read their sentences aloud. various types of personality tests and bring
Have students listen and guess who each one or two to class.
sentence describes. Have students take one of the tests.
Call on students to read the sentences they Have students form pairs to discuss the
thought were the most creative. results of the test. Remind them to use
adjective clauses in their discussions.
A Reading, Writing, Speaking, and Listening
You may want to review the definition and Have students work in pairs. Each pair
structure of a paragraph. (A paragraph is will use a dictionary to find eight nouns
a group of sentences that discuss one topic. with definitions that use adjective clauses.
The topic sentence expresses the main idea of Encourage students to find definitions of
the paragraph, and the remaining sentences interesting words and to make sure the
provide details about the main idea.) definitions they choose include a variety of
Have students look at the example and relative pronouns.
identify the topic sentence. Ask students: Have two pairs work together to take turns
What is the purpose of this paragraph? (to reading the definitions aloud and guessing
introduce the main idea) Then ask: What do each others words.
you think the writer will do in the next three
paragraphs? (give details and examples that
support the main idea) What will the writer
do in the last paragraph? (restate what was
writing practice.
said in the first paragraph in a different way)
Have students write topic sentences for each Note:
of their paragraphs. Have them compare See the Focus on Grammar Workbook for
topic sentences in pairs. Call on a few additional in-class or homework grammar
students to share their topic sentences. practice.
Correct the sentences as needed. Then have
students write their paragraphs, either in Unit 12 Review (page 210)
class or as homework. Have students complete the Review and check
B their answers on Student Book page UR-2.
Have students work in pairs to correct each Review or assign additional material as needed.
others work using the Editing Checklist. Have Go to www.myfocusongrammarlab.com for the
each student revise and rewrite as needed. Unit Achievement Test.
classroom so the class can read them. You
on a class website.
UNIT 1275

Grammar: Adjective Clauses with
Context on page 1.
Prepositions; Adjective Phrases
Unit 13 focuses on the forms, meanings, Before You Read
and uses of adjective clauses used as objects Have students work in pairs or groups to
of prepositions, and various patterns that discuss the questions.
are used in adjective clauses. The unit also
Have various students share their answers
addresses reducing adjective clauses to
with the class.
adjective phrases and changing adjective
clauses to adjective phrases.
Read
The relative pronouns who(m), that, which, You may want to discuss these words and
and whose can all be used as objects of their meanings:
prepositions in adjective clauses. When the
decade a period of 10 years
preposition is at the beginning of the clause,
apartheid a system formerly used in
the language is more formal. A preposition
at the end of the clause is informal. When South Africa to separate
the clause begins with that, the preposition different people there based on
cannot be at the beginning. race, with privileges given to
After a preposition, we can omit who(m), those who were descendants of
that, and which. The preposition then moves Europeans
to the end of the clause. Whose cannot be persist to continue in spite of problems
omitted. or difficulties
Some adjective clauses have the pattern inhabitant a person or animal that lives in a
quantifier + of + relative pronoun. certain area
Quantifiers occur only in clauses with whom, exploiter a person who takes unfair
which, and whose and can refer to people or advantage of a person or
things. These types of clauses are formal. If situation, usually to benefit him
the clause occurs within the main clause, it or herself
is enclosed in commas. If the clause is after Write these questions on the board (or
the main clause, it is preceded by a comma. prepare them as a handout):
Some adjective clauses have the pattern noun 1. What is the purpose of the article? (to
+ of which. These clauses refer only to things. give readers a list of the best movies of the
If the clause occurs within the main clause, it decade)
is enclosed in commas. If the clause is after
2. What five films does the author
the main clause, it is preceded by a comma.
recommend? (Julie and Julia, Invictus,
We sometimes shorten, or reduce, adjective Avatar, Babel, and Slumdog Millionaire)
clauses to adjective phrases, but they have
3. Who is the real-life political leader that the
the same meaning. To reduce an adjective
author mentions? (Nelson Mandela)
clause with a be verb, omit the relative
pronoun and the be verb. Adjective clauses 4. Which film is the authors favorite?
with be verbs can be reduced only when (Slumdog Millionaire)
who, which, or that is the subject pronoun Establish a purpose for reading. Have
of the clause. If an adjective clause needs students read each of the questions silently.
commas, the corresponding phrase also Remind students to think about these
needs commas. questions as they read and listen to the text.
In an adjective clause with a verb other than Have students read the text, then discuss the
be, you can often change the clause to a questions as a class.
phrase by omitting the relative pronoun and
changing the verb to its ing form. You can After You Read
do this only when who, which, or that is the A. Vocabulary
subject pronoun of the clause. Have students cover the definitions in the
Theme: Movies right-hand column. Have students read
Unit 13 focuses on language that is used to talk the sentences in the left-hand column and
about various types of movies. try to guess the meanings of the boldfaced
expressions. Then have students work in pairs
to discuss what they mean and write a brief
definition for each one.

Have students complete the exercise and go Grammar Notes
over the answers as a class. Have students Note 1
compare the definition they wrote with the Have students label the example sentences as
correct answers. formal or informal and then work in pairs to
B. Comprehension compare answers.
Have students complete the exercise Have them transform the sentences from
individually and compare answers in pairs or formal to informal and vice versa, omitting
groups of three. the relative pronoun where possible.
Have various students share their answers Point out the last two example sentences.
with the class. Clarify any discrepancies in Ask: In which one of these it is possible
students answers. Have students refer to the to omit the relative pronoun and move the
text to defend their answers if needed. preposition to the end? (only the identifying
clause) Review identifying and nonidentifying
Go to www.myfocusongrammarlab.com for an clauses if necessary.
practice. Note 2
Ask: Which of the relative pronouns can
refer both to people and things? (whose)
Which refers only to people? (whom)
See the general suggestions for Grammar Which refers only to things? (which)
Presentation on page 2. Write a few sentences with this pattern on
the board, some with the clause in the middle
Grammar Charts
and some with the clause at the end, leaving
out the commas for students to supply. Then
1. The movie stars Morgan Freeman and
have students expand the sentences into
Matt Damon as Mandela and Pienaar,
two sentences. For example: The students in
both of whom play their roles to near
this class, most of whom are present today,
perfection.
are advanced. (The students in this class are
2. An American couple, played by Brad
advanced. Most of them are present today.)
Pitt and Cate Blanchet, are traveling in
Write these sentence frames on the board (or
Morocco when the wife is wounded by a
stray bullet.
I have two , both of whom .
3. Science-fiction films, a compelling example
I have two , both of which .
of which is Avatar, continue to be popular.
4. Mandela reaches out to Franois Pienaar, I have several , three of whom .
the captain of the mostly-white national I have many , none of whom .
rugby team, with whom he develops an I have lots of , some of which .
enduring friendship. Have students complete the sentences on
the board with true information about
5. Jamal recounts events in his life,
illustrating how he knew the answers to themselves. (Example: I have two brothers,
the questions. both of whom are living abroad.)
Have students work in pairs or groups to Note 3
match the sentences on the board with the Point out that this structure is formal and
chart that shows their structures. (Sentence is generally reserved for writing or formal
1 adjective clause with quantifier; Sentence speaking.
2 reducing adjective clauses to adjective Have students look at the example sentences
phrases; Sentence 3adjective clause with and notice the nouns that come before of.
noun; Sentence 4 adjective clause with (example, occurrences). Then ask: Why is
preposition; Sentence 5changing adjective example singular? Why is occurrences plural?
clauses to adjective phrases) (Example refers to one musical. Occurrences
Have students work in pairs to select one or refers to more than one strike.)
two more sentences from the text and identify
Note 4
which of the charts show their structure.
Have students read the examples.
Then have pairs share their sentences with
Ask: Is any information lost when the
the class.
adjective clause is shortened to a phrase?
(No.)
UNIT 1377

Note 5 Point out the adjective phrases in Items 3
Have students read the explanation and and 8 that use the -ing form of the verb. Ask:
the example sentences. Ask: When can Why do these phrases use the -ing form of
you shorten an adjective clause? (when it the verb? (because when there is no be verb in
contains who, which, or that as the subject an adjective clause, the reduced phrase uses the
pronoun + be.) -ing form of the verb)
Have students look at the grammar chart
titled Reducing Adjective Clauses to Exercise 2: Adjective Clauses with Quantifiers
Adjective Phrases. Have them read the Have students complete the exercise. Go over
example sentences aloud. the answers as a class.
Have students discuss these questions in
Note 6
pairs:
Have students read the note. Divide the class 1. What are the two relative pronouns that
into pairs and have them explain the rule to you used in your answers? (whom, which)
each other in their own words. 2. What rule helped you decide which one to
Have students look at the grammar chart use? (Whom refers to people; which refers to
titled Changing Adjective Clauses to things.)
Adjective Phrases. Have them read the
example sentences aloud. Exercise 3: Adjective Phrases
Identify the Grammar: Have students Read the instructions and go over the
identify the grammar in the opening reading on example. Point out that the adjective phrase
pages 211212. For example: comes from the first sentence except in Item
The trouble is, Ive seen a lot of movies since 4, where it comes from the second sentence.
2000, many of which are outstanding in Have students complete the exercise and
their own way. work in pairs to check their answers.
To narrow down my list Ill start with five Have students from various pairs share their
pictures that anyone interested in cinema answers with the class.
should revisit . . . Exercise 4: Clause to Sentence
Anyone having even the slightest interest in Have students complete the exercise. Go over
food should see this one. the answers as a class.
Clint Eastwood, whose films Im always In pairs, have students decide which
impressed with, directed with great skill. original sentences that contain adjective
Meanwhile, the American couples Mexican clauses could be reduced to adjective phrases.
housekeeper, to whom theyve entrusted (none of them) Why? (Adjective clauses with
their children, takes the kids to her sons quantifiers and the noun + preposition pattern
wedding in Mexico, where unfortunate cannot be reduced.)
events occur.
Go to www.myfocusongrammarlab.com for Exercise 5: Personal Inventory
grammar charts and notes. Read the instructions and go over the
examples. Brainstorm one or two additional
sentences that use the words in the box and
the clauses and phrases taught in this unit.
See the general suggestions for Focused Have students complete the exercise and
Practice on page 4. work in pairs to compare sentences.
Have them exchange papers and report about
their partners to the class.
A
Have students complete the exercise and Exercise 6: Editing
work in pairs to check their answers. Have students complete the exercise
Call on pairs to share and explain their individually.
answers to the class. Call on students to write their corrected
sentences on the board. Discuss the
B
corrections as a class. Then have pairs work
together to read their corrected letters to each
individually and work in pairs to compare
other.
answers.
Go over the answers as a class. Go to www.myfocusongrammarlab.com for
additional grammar practice.

Step 4: Communication Practice(pages Have a pair read the example conversation
222227) aloud. Make sure everyone understands
that the information Student A asks for is in
Student Bs text, and vice versa.
Practice on page 5.
Have students complete the activity in pairs.
Exercise 7: Listening Circulate and help as needed.
Show the movie A Beautiful Mind in class
A
(or have students watch it at home). Have
them write a letter (or email) about the film.
students read the question in Part A. Remind
Point out that the message should include
them to think about the question as they
the title, the actors names, the setting, a brief
listen.
summary of the story, and an opinion about
Play the audio and allow students time to
the film. Encourage students to use different
answer the question.
types of adjective clauses and phrases.
B Students can use the opening reading as a
Have students read the statements. Remind model for their writing.
them to think about them as they listen. Play
the audio and have students complete the Exercise 10: Group Discussion
exercise. Have students read the chart. Explain any
Have students work in pairs to check their unfamiliar vocabulary. If students are familiar
answers and correct the false statements. with American movies, brainstorm examples
Have various pairs share their corrected of movies that have each of the ratings.
statements with the class. Have students complete the questionnaire
Exercise 8: Pronunciation answers in groups. Circulate, helping as
A needed.
Have students read and listen to the Call on students from each group to share
Pronunciation Note, then have them repeat their ideas with the class.
the example sentences several times as you Have students discuss the following
say them. questions in pairs or small groups:
1. Is there a movie rating system in your
B home country?
Play the audio, pausing as needed as students 2. If so, how does it compare to the system
circle their answers. Have students work in in the United States? If not, do you think
pairs to compare their answers. there should be one? Why or why not?
Go over the answers as a class. Replay the
audio as needed to clarify any discrepancies Exercise 11: Picture Discussion
among students answers. A
C Have students look at the picture and briefly
Have students practice saying the sentences. describe what they see. Write key words and
Have students switch roles after the first phrases they use on the board.
practice so each person has a chance to say Go over the examples. Point out the use of
each sentence. adjective clauses and phrases in the example.
Circulate and make corrections as needed. Have students work in pairs to discuss the
picture. Encourage them to use adjective
Exercise 9: Information Gap clauses or phrases whenever possible.
Divide students into pairs, with one person
Student A and the other Student B. Have
Student B turn to page 227. Explain that they
are looking at the same movie review, but
each person is missing information that his or
her partner has. They should ask and answer
questions to find the information.
UNIT 1379

Have students work in pairs. Using the
picture, have Student A describe a person UT
O
OF
(or group of people) to Student B. Student B
locates that person in the picture and then T HE BOX ACTIVITIES
describes someone else for Student A to
locate. For example: Reading, Speaking, Listening, and Writing
S1: Im looking at someone who has just Bring in film reviews (or have students
stepped on a piece of chewing gum. bring them in) of big movie hits. Have
S2: (points to woman in the aisle in lower students work in groups. Give each group
right-hand corner) Im looking at a review for students to read. (Note: You
someone throwing something on the floor. may want to have all groups work with
B photocopies of the same review.)
Have students read the questions and the Have students imagine that the sequel to
example. the movie has been released and turned out
Have students discuss the questions as a to be an even more successful film. Have
class. Encourage them to give reasons for students decide on the setting, plot, main
their opinions and ask follow-up questions. actors, and director of the sequel.
Note: If you have a large class, as a variation Have each person in the group write his
you may want to have students discuss the or her own imaginary review, using the
questions in groups. reviews they read as a model. Remind
students to complete the reviews with their
Exercise 12: Writing own ideas and make any changes they think
A are necessary. Then have groups reconvene
Read the instructions. Have students look at and share their reviews with each other.
the example and identify the topic sentence.
Speaking and Listening
Brainstorm other movies (old or recent) that
students might want to review. Bring in (or have students bring in)
Have students write their reviews, either in photos that suggest an event that has just
class or as homework. happened or is about to happen. Each
Note: As a variation, you may want to have photo should include several people.
students bring in a movie review they read Give each student a photo. Then have
in a newspaper, magazine, or online. Have students work in pairs to describe the
students analyze the structure of the review people and events to each other. Remind
and then work in pairs to discuss what they students to use adjective clauses and
noted. Then have students write their own phrases in their descriptions.
reviews. Call on a few students to show their photos
and share their descriptions with the class.
B
Have students use the Editing Checklist
to revise and rewrite as needed. As an Go to www.myfocusongrammarlab.com for
alternative, have them work in pairs to additional listening, pronunciation, speaking, and
correct each others work. writing practice.
Have students post their papers in the Note:
classroom so the class can read them. You See the Focus on Grammar Workbook for
can also publish them together in a booklet or additional in-class or homework grammar
on a class website. practice.


Go to www.myfocusongrammarlab.com for the Use the passive voice (a) when you dont
Unit Achievement Test. know who performed the action or it is
not important to know who performed
From Grammar to Writing (pages 229232) the action, (b) when you want to avoid
mentioning the agent, or (c) when you want
See the general suggestions for From Grammar to focus on the receiver or the result rather
to Writing on page 9. than the agent.
Go to www.myfocusongrammarlab.com for an Use a by phrase with the passive voice (a) to
additional From Grammar to Writing Assignment, introduce new information about the agent,
Part Review, and Part Post-Test. (b) to give someone credit for something,
or (c) when the agent is surprising. Omit
the by phrase if you feel it is unnecessary or
undesirable to mention the agent.
Part VI Overview An indirect object may sometimes be the
subject of a passive sentence.
Passive Voice We often use modals and modal-like
auxiliaries in the passive voice. To form the
Unit Grammar Focus Theme present passive with a modal, use the modal
14 The Passive: Review Unsolved + be + past participle. To form the past
and Expansion Mysteries passive with a modal, use the modal + have
been + past participle.
15 The Passive to Legends and
Describe Situations Myths Use have got, had better, had to, must, ought
and to Report to, and should in passive sentences to express
Opinions advisability, necessity, and obligation.
Use can and could to express present and
Go to www.myfocusongrammarlab.com for the past ability. Use will and be going to to
Part and Unit Tests. talk about future events. Use cant, could,
may, and might to talk about possibility or
impossibility in the future.
Part and Unit Tests are on the Teachers The get passive is formed with get and is
Resource Disc. more informal than the passive with be. It is
used in conversation and informal writing.
The get passive can be used only with action
verbs.
Unit 14 Overview
The passive causative is formed with have or
get + object + past participle. There is little
Grammar: The Passive: Review and difference in meaning between these two
Expansion forms. The passive causative is used in past,
present, and future and with modals. Use
Unit 14 focuses on the forms, meanings,
the passive causative to talk about services
and uses of the passive voice and the passive
or activities that people arrange for someone
causative.
to do. Although the passive causative can
We say that the subject of a passive voice occur with a by phrase, this phrase is often
sentence is acted upon because the object omitted. Use a by phrase only when it is
in an active voice sentence most commonly necessary to mention the agent.
becomes the subject in the passive voice. The
subject of an active sentence becomes the Theme: Unsolved Mysteries
agent or disappears in a passive sentence. Unit 14 focuses on language that is used to talk
Only transitive verbs, those that can be about unsolved criminal mysteries.
followed by an object, can have a passive
form.
Passive sentences can occur in past, present, Step 1: Grammar in Context (pages 234236)
or future form. They are formed with be + a
past participle. To make a passive sentence See the general suggestions for Grammar in
negative, place not after the first verb word. Context on page 1.
Use the present and past progressive passive
to show that an action is not finished at a
certain time.
UNIT 1481

Before You Read Point out that in this type of exercise
Have students work in groups to discuss all the answer choices are the same part
the questions, or discuss them as a class. If of speech as the target word. In this case,
students discuss the questions in groups, have looking at the context (words and sentences
students from each group share their ideas around the target word) can help to
with the class. determine meaning. One way to do this is to
You may want to have students talk about replace the target word in the sentence with
famous unsolved mysteries or crimes in their the word choice that they think is correct. If
home countries. the sentence makes sense, it is likely that the
choice is correct.
Read
You may want to discuss these words and B. Comprehension
their meanings: Have students read the statements. You
parachute a piece of equipment fastened to may want to explain the meaning of
the back of people who jump denominations in Item 3.
out of airplanes which makes Have students complete the exercise
them fall slowly and safely to individually. Then have them work in pairs to
the ground check answers.
proceed to move in a particular direction Have different students write their corrected
cockpit the part of an airplane in which false statements on the board and indicate
the pilot sits where in the text they found the information
Write these questions on the board: that prompted their correction.
1. Cooper threatened to blow up the plane
unless he received three things. What were
they? ($200,000, four parachutes, and a
practice.
plane that would fly to Mexico)
2. What did the bills look like after eight and
a half years of being buried in the ground? Step 2: Grammar Presentation (pages 237240)
(They had decayed so much that only the See the general suggestions for Grammar
picture and serial numbers were visible.) Presentation on page 2.
3. Why do people think Cooper could not
have survived the jump? (a combination of Grammar Charts
the weather conditions and the impact of his Have students look at the first two sections
fall: the temperature was too cold7 degrees of the chart that show the transformation of
below zeroand he wore no survival gear) active voice to passive voice. Have students
4. Why did Cooper become a legend? (His explain the change in verb forms for the
story has been told in books, articles, and two example sentences. (Example: Cooper
a movie, and it is believed that he got away hijacked the planeThe verb is simple past.
with the crime.) The plane was hijacked (by Cooper)The verb
Establish a purpose for reading. Call on becomes simple past be + past participle.)
several different students to read each of the Write this sentence on the board:
questions aloud. Remind students to think Someone makes a movie about Cooper and
about these questions as they read and listen this mysterious crime.
to the text. Have students work in pairs or small groups
Have students read the text, or play the audio to examine the rest of the grammar charts.
and have students follow along in their books. Have them look at the above sentence and
Have students discuss the questions in pairs change it from active voice to each of the
or groups of three. Then go over the answers passive forms shown in the charts. For
as a class. example:
A movie is made about Cooper and this
After You Read mysterious crime.
A. Vocabulary A movie is being made about Cooper and his
Have students complete the exercise mysterious crime.
answers in pairs.

Grammar Notes
In small groups, have students make
Note 1 two lists. One list is names of inventions,
You may want to review transitive and paintings, book titles, song titles, and so on.
intransitive verbs. Point out that in a passive- The other list is the by phrase that goes with
voice sentence, it is the object from the active- each item on the name list. Have groups cut
voice sentence that becomes the subject. the names and the by phrases into individual
Therefore, if a verb is intransitive and cannot strips, mix them up, and place them in an
take an object, a transformation to the passive envelope. Have groups exchange envelopes,
voice is impossible. place the strips on a flat surface, and then
Note 2 match the title items with the appropriate
Emphasize that all passive-voice sentences by phrases. (Examples: The light bulb was
(except the passive causative and passives invented by Thomas Edison. Don Quixote was
with get) include some form of be. Then have written by Cervantes.)
students look back at the example sentences Note 5
in the grammar charts (except the last one), Review the distinction between direct and
circle any forms of be, and then identify them. indirect objects. Tell students that a direct
(Example: The plane was hijacked by Cooper object receives the action of the verb. Have
was is the form of be in the simple past.) students read the first example sentence
Have students identify the tense and aspect (The police arrested the suspect.). Ask: Who
of the verbs used in the examples. Elicit did the police arrest? (They arrested the
transformations of a few of them into the suspect.) Explain that for this reason, suspect
active voice using they. Have students identify is the direct object of the verb. Explain that
the tense and aspect, making sure that they an indirect object shows to whom / what or
see the parallel, for example: for whom / what the action occurred. Have
Cooper has not been caught. (present perfect) students read the second example sentence
They have not caught Cooper. (present perfect) (The FBI gave Cooper the money). Ask: What
Have students work in pairs to practice did the FBI give? (the money) To whom did
transforming active sentences into passive they give the money? (Cooper) What is the
ones. Have them look through the reading direct object? (money) What is the indirect
for ideas. (Example: Cooper ordered the flight object? (Cooper)
attendant to go to the cockpit. = The flight Place an object on each of several students
attendant was ordered to go to the cockpit by desks when students are out of the room.
Cooper.) When they return, have students make
Note 3 sentences in the active voice and identify the
Point out that in most cases, the active voice parts of the sentence:
is considered stronger than the passive, and indirect direct
it is generally preferred. However, there are subject object object
occasions when the passive is needed. Someone gave Maria a set of keys.
Go over the three categories listed in the note.
Perhaps the most interesting of these is the indirect direct
second: to avoid mentioning the performer subject object object
when it is inappropriate to do so. (Example: Someone gave Jaime a cell phone.
We were told not to use the photocopy machine Then have students transform each sentence
for personal use The speaker doesnt want to into two types of passive-voice sentences. For
say who told them this.) example:
Note 4 Maria was given a set Jaime was given a
Students may find Note 4 contradictory. If of keys. cell phone.
so, ask them which of the uses of the passive A set of keys was given A cell phone was
pointed out in Note 3 apply here. (c) Point out to Maria. given to Jaime.
that by phrases occur quite naturally in many Make sure students notice where those
contexts: books or plays written by an author, sentence parts went from the first set of
music sung / written / composed by someone, sentences to the second set. (Maria, the
paintings painted by an artist, inventions indirect object, became the subject in the
invented by a person, and so on. first sentence. A set of keys, the direct object,
became the subject in the second one.)
UNIT 1483

Note 6 Note 9
Have students work in small groups to Conduct a drill with the example sentences
test which modals can be used in each of in Notes 8 and 9. Sit in a circle with students.
the example sentences in the note. Write Begin by substituting get for have. Address
these categories on the board: advisability, one student, saying, for example: Tomiko,
obligation, necessity, ability, certainty, you should get your car serviced. Tomiko
possibility / impossibility. addresses another student with her sentence:
Have each group choose a different example Jos, I just had my car serviced. You should get
sentence from the note. Have them rewrite your car washed. Continue around the circle,
the sentence to express each of the categories alternating between get and have.
on the board. For example: When students finish this round, continue the
The criminal should be arrested. (advisability) drill, this time transforming the sentences to
The criminal must be arrested. (obligation, reflect a different time period. For example,
necessity) We had the windows washed becomes We are
The criminal has got to be arrested. going to have the windows washed.
(obligation, necessity) Have students work in pairs or small groups
The criminal had better be arrested. to personalize the practice by asking each
(obligation, necessity) other questions such as the following:
The criminal can be arrested. (ability) S1: Where do you get your car repaired?
The criminal might (or may) be arrested. S2: I get it repaired at a garage near my
(possibility) office. Do you cut your own hair or have
The criminal is going to be arrested. (future it cut?
certainty) S1: I dont have it cut. I cut it myself.
Have students write some of their sentences
on the board. As a class, decide which ones
could be expressed in the past and write those
forms.
Some crimes never get solved, and the case
Note 7 of Dan Cooper is one that hasnt been.
Point out that the get passive is often used Late in November of 1971, on a short flight
to emphasize action and to suggest that between Portland and Seattle, a flight
someone or something is subjected to another attendant was handed a note . . .
force. The plane proceeded to Seattle with none
Do a quick oral drill, calling on different of the other passengers even aware it was
students to substitute the appropriate form of being hijacked.
get for be in the example sentences in Note 6. They got off the plane, and Cooper got what
For example: The criminal got arrested. he was demanding: $200,000, all in $20
bills that had been photocopied by FBI
Note 8
agents so they could easily be identified.
Point out that passive causatives express
the idea that someone causes something Go to www.myfocusongrammarlab.com for
to happen. The example You should have grammar charts and notes.
your car serviced is similar in meaning to
Someone should service your car. Have Step 3: Focused Practice (pages 240244)
students change the remaining examples to See the general suggestions for Focused
sentences with active verbs. (Someone just Practice on page 4.
dry-cleaned my suit. Someone washed the
windows. Someone tunes up my car twice a Exercise 1: Discover the Grammar
year. Someone is going to cut her hair.) Have students complete the exercise and
compare their answers in small groups.
Call on students from different groups to
share their answers with the class. Discuss
and clarify any discrepancies in answers
among groups.
Exercise 2: Transitive / Intransitive

Have students complete the exercise. Go over

In pairs, have students transform the Have students complete the exercise. Have
passive-voice sentences into active-voice them work in pairs to check their answers.
sentences. Have different students write their Then call on students to explain each error
transformed sentences on the board. Then go and correction.
over them as a class. Go to www.myfocusongrammarlab.com for
Exercise 3: Progressive Passives
have them work in pairs to check answers. Step 4: Communication Practice(pages
Have different students share their answers 245248)
with the class. As students share, have them See the general suggestions for Communication
identify the clues in the text that helped them Practice on page 5.
decide whether to use the present or past
progressive passive. Exercise 7: Listening
A
Exercise 4: Various Passives Establish a purpose for listening. Have
You may want to point out and discuss the students read the question. Remind students
following vocabulary items: to think about the question as they listen. Ask:
sight to see something from a long What will you be listening fora main idea
distance away or for a short or details (main idea)
time You may also want to write the following
in order as it should be words on the board and discuss their
perplexing puzzling and difficult to meanings:
understand sustain to experience an injury, loss, or
Have students complete the exercise. Go over defeat
the answers as a class. massive large in comparison to what is
Have students take turns reading the typical or usual
article aloud in pairs. Play the audio and have students complete
Exercise 5: Passive Causative the exercise. Replay as needed. Go over the
answers as a class.
A
Have students complete the exercise. Have B
them work in pairs to check their answers. Establish a purpose for listening. Have
Circulate as students are working together, students read through the questions. Remind
noting any particular items that were students to think about these questions as
problematic for students. Go over the they listen. Ask: What will you be listening
problematic items as a class. Have students fora main idea or details? (details)
explain why each answer is correct. Play the audio and have students complete
the exercise. Go over the answers as a class.
B Note: Since students ability to understand
Have students complete the exercise this listening exercise and to answer the
individually and work in groups to check questions correctly depends on their
answers. understanding of the meaning conveyed by
Have students from each group share their the passive voice, it provides an excellent
answers with the class. Have students explain opportunity for them to understand the
why each answer is correct. importance of learning the grammatical
Have students practice reading the text content of this unit. It is also an excellent
aloud in groups. opportunity for you to assess their level of
mastery of it. You may want to play the audio
Exercise 6: Editing another time to give students the opportunity
You may want to write the following words to comprehend what they are hearing.
and their definitions on the board:
extraterrestrial a living creature that people
think may live on another
planet
speculation the act of guessing without
knowing all the facts about
something
UNIT 1485

Exercise 8: Pronunciation indict to formally charge someone
A with a crime
Have students read and listen to the incarcerate to put someone in prison or jail
Pronunciation Note. Tell students to listen Have students complete the survey with their
as you say the two example sentences, own opinions. Then have them discuss the
pronouncing the verb in the contracted form. questions in groups. Circulate, helping as
For example: The subjects been questioned. / needed. Encourage students to give reasons
The subjects being questioned. for their opinions.
Have students listen again and raise their B
hands if they think the action has already Call on students from each group to share
happened. Repeat the sentences randomly their ideas with the class.
several times. Go over the correct answer for Have students use the survey to interview
each sentence. two or three people from outside of the
B classroom. Then have them discuss their
Play the audio and have students complete findings in small groups.
the exercise.
Exercise 11: Picture Discussion
Go over the answers as a class. You may
want to play the audio again to clarify any A
discrepancies in students answers. Have students look at the photos and describe
what they see. Write any key vocabulary
C words on the board.
Circulate as pairs practice saying the lines. Have students read the questions and go over
Make corrections as needed. the example. Divide the class into groups
and have them discuss. Circulate, helping as
Exercise 9: Information Gap
needed.
Divide students into pairs with one person
as Student A and the other Student B. Have B
Student B turn to page 248. Have students Have each group compare answers with
look at the list of partial sentences. Explain another group.
that their partner has the other half of the Call on students from each group to share
sentences. They should read their halves to ideas with the class.
each other to put together the sentences.
If needed, model the activity with a student to Exercise 12: Writing
show how the first sentence is formed. A
Have students complete the activity in pairs. Read the instructions and have students read
Circulate and help as needed. Go over the the example.
identity of the mystery object with the class (a Point out that this is essentially a cause-effect
sandwich). essay. In it, students will describe an effect
In small groups, have students research (the mysterious incident) and then speculate
different kinds of sandwiches in the United about possible causes. Explain that in this
States and other countries. Examples: essay students will describe the incident in
cheese steak, poboy, panino (Italy); bahn the first paragraph. In the next paragraphs,
mi (Vietnam). Have groups describe the they will offer possible causes, and the final
sandwich using passive forms. What is it paragraph will be a summary paragraph or
called? Where was it first created? When was conclusion.
it created? How is it made? Have students write their essays, either in
Exercise 10: Survey and Discussion
B
A
Have students use the Editing Checklist to
Have students read the questions. If needed,
revise and rewrite as needed.
explain the meanings of the following words:
Note: As an alternative, have students use the
juvenile young; in some countries, after
checklist to correct each others work in pairs.
a certain age, a person can no
longer be considered a
juvenile

Unit 15 Overview
UT
O
Grammar: The Passive to Describe
OF
T HE BOX ACTIVITIES Situations and to Report Opinions
Reading, Listening, and Speaking uses of the stative passive and the passive in
clauses with it and phrases with to.
Have students do an Internet search for
Stative passives are common in English.
unsolved mysteries. Have each student
They can be used to describe states or
choose one mystery to research and make situations. Unlike other passive-voice
notes about. Some well-known unsolved sentences, most stative passives do not have
mysteries are The Babushka Lady, The a corresponding active-voice sentence and
Voynich Manuscript, and The Taos Hum. usually do not include a by phrase. In the
Have students work in pairs to tell each stative passive, there is normally no action
other about their mysteries. Remind taking place.
students to focus on use of the passive voice The stative passive is formed with be and a
in their conversations. past participle. The past participle functions
as an adjective and is often followed by a
Writing, Reading, Speaking, and Listening prepositional phrase.
Have students use Part B of Exercise Passive constructions are commonly used
5 on Student Book pages 243244 as a to report ideas, beliefs, and opinions.
model to write a short narrative about an They often occur in the form it + be + past
unpredictable day of their own, either real participle + that clause. This type of passive
or imagined. Remind them to focus on the sentence does have a corresponding active-
passive and the passive causative in their voice sentence. These structures can be used
only with verbs that can be followed by a
writing.
that clause. A by phrase in these types of
Have students work in pairs, exchange passives is optional.
papers, and correct each others work using
Another passive construction that is used to
the Editing Checklist on page 248. Have
report ideas, beliefs, or opinions is subject +
students share their feedback with each be + past participle + to phrase.
other orally and revise their narratives.
Passives with that clauses or to phrases
Have students form new pairs and
(infinitive phrases) are often used in
read their revised papers to each other. academic discourse and reporting the news.
Encourage them to ask questions about They provide a more objective impression by
the events of the narrative and then guess creating distance between the author and
whether it was real or imagined. the idea.
Theme: Legends and Myths

Go to www.myfocusongrammarlab.com for Unit 15 focuses on language that is used to talk
additional listening, pronunciation, speaking, and about legends and myths in different societies.
writing practice.
Note:
See the Focus on Grammar Workbook for Step 1: Grammar in Context (pages 250252)
additional in-class or homework grammar See the general suggestions for Grammar in
practice. Context on page 1.
Unit 14 Review (page 249) Before You Read

Have students complete the Review and check Have pairs discuss the questions. Call on a few
their answers on Student Book page UR-2. students to share their ideas with the class.
Review or assign additional material as needed. Read
Go to www.myfocusongrammarlab.com for the Write these questions on the board (or
Unit Achievement Test. prepare them as a handout):
1. Where do the Nacirema live? (between
Mexico and Canada)
2. What do the Nacirema spend a great deal
of time on? (the appearance and health of
their bodies)
UNIT 1587

3. What are some things the Nacirema do Grammar Notes
to preserve their bodies and appearance? Note 1
(They have a shrine room where they use Have students read the explanation and the
magical creams and use sticks with paste on examples.
their teeth.) Say a few passive sentences and have students
4. What is the author really writing about? say if they are examples of the stative passive.
(the importance of appearance and health in (Examples: A lot of coffee is grown in South
American culture; Nacirema is American Americanot stative passive. The house is
spelled backward.) located near the beachstative passive.)
different students to read the questions to Note 2
the class. Remind students to think about the Point out the examples of stative passives
questions as they read and listen to the text. found at the end of this note.
Have students read the text. Then have them Have students work in small groups to
work in pairs to discuss their answers. describe their hometowns and/or countries
using these stative passives.
After You Read
Note 3
A. Vocabulary Do a simple substitution drill to help students
Have students complete the exercise and go become comfortable with the it + be + past
over the answers as a class. participle + that construction. Write this
Have students choose four or five of the sentence on the board:
vocabulary words from the exercise and write It is assumed that this culture is very old.
original sentences for each one. Then have Erase assumed and have a student write
them discuss their sentences in pairs. a replacement verb into the sentence. For
B. Comprehension example:
Have students complete the exercise It is thought that this culture is very old.
individually and compare answers in pairs or This student selects the next student, who
small groups. substitutes a third verb, and so on, until all
Have different students share their answers the verbs listed in the note have been used.
with the class. Clarify any discrepancies in Have students look at the examples in the
students answers. Have students refer to the note and notice the way the passive sentence
text to defend their answers if needed. that they practiced has been transformed into
an active one (Scholars assume . . .). Have
Go to www.myfocusongrammarlab.com for an them similarly transform the other example
additional reading, and for reading and vocabulary sentences into active ones.
practice.
Note 4
Have students look at the first two examples
and notice how the first sentence has been
See the general suggestions for Grammar transformed from the active into the passive
Presentation on page 2. voice in the second sentence. Have them do
the same for the other examples in the note,
Grammar Charts
using people as a subject.
Divide students into four groups and assign
Point out the note about the use of consider.
each group one of the grammar charts. (For
Ask: Are there any examples of the passive
larger classes, divide the class into more
in this note where consider could be used
groups and assign each chart to more than
in place of the existing verb? (all of them)
one group).
Ask: Are there are any sentences where
Have groups read the chart and the examples.
the infinitive phrase could be dropped
Then have them find more examples of the
after consider? (He is considered [to be] the
structure in the opening reading on Student
author.)
Book pages 250251.
Point out the note about the need to follow
Call on students from each group to write
regard by as. Have students substitute regard
their examples on the board.
in as many of the examples in Note 4 as
possible and write the resulting sentences.
(He is regarded as the author. Native Americans
are regarded as the real discoverers.)

Note 5 Have students work in pairs to write three
If students need more practice using passives to five more sentences based on the map.
with that clauses or infinitive phrases, have Then have pairs share their sentences with
them transform the example sentences into the class.
different passive constructions.
Note: You may want to point out that Exercise 3: Beliefs / Thoughts / Opinions
knowing when to use passive constructions A
is as important as knowing how to form Have students complete this part individually
them and the information presented in and compare answers in groups. Then have
this note about achieving formality and the groups share their answers with the class.
distance through the use of these particular
grammatical forms will be valuable to B
students in their academic work. You might Have different students write their sentences
also want to point out that an element of on the board and discuss them as a class.
good writing is sentence variety. Even in
situations that call for the use of the passive,
Have students read the instructions,
students will need to vary their writing to
the words in the box, and the example.
include active sentences as well; in fact, as a
Brainstorm some other sentences that could
rule they will want to use considerably more
be written using the words in the box and the
active than passive sentences in their writing.
target grammar.
Identify the Grammar: Have students Have students write their sentences
identify the grammar in the opening reading on individually. Circulate, helping as needed.
pages 250251. For example: Then have them work in groups to share their
The territory of the Nacirema is located sentences.
between the Canadian Cree and the Have students from different groups share
Tarahumara of Mexico. with the class information about someone
On the southeast their territory is bordered else in the group by changing the passive
by the Caribbean. structure in that persons sentence. For
In Nacirema culture the body is generally example:
believed to be ugly and likely to decay. S1 writes: Jorge Amado is considered one
of the greatest Brazilian writers.
S2 reports: In Paolos country, Jorge Amado
is regarded as one of the greatest
Brazilian writers.
See the general suggestions for Focused Exercise 5: Editing
Practice on page 4. Have different students write their corrected
sentences on the board. Then have students
Exercise 1: Discover the Grammar explain their corrections to the class.
A Have students work in pairs to practice
Have students complete the exercise reading the corrected text aloud to each other.
individually. Go to www.myfocusongrammarlab.com for
Go over the answers as a class. additional grammar practice.
B
Have students complete the exercise Step 4: Communication Practice(pages
individually and compare answers in small 261264)
groups. Then have groups rewrite the See the general suggestions for Communication
sentences with a by phrase or in the active Practice on page 5.
voice if possible.
Have different groups share and explain their Exercise 6: Listening
sentences to the class. A
Exercise 2: Stative Passives Establish a purpose for listening. Have
Have students complete the exercise students read the question. Remind them to
individually and compare answers in groups. think about the question as they listen.
Then go over the answers as a class.
UNIT 1589

Play the audio and allow students time to Team A
answer the question. Go over the answer as a 1. Which island is composed of the nations
class. of Haiti and the Dominican Republic?
Have students note down any information (Hispaniola)
that they recall from the listening in their 2. Which Central American country is
notebooks. bordered by Panama and Nicaragua?
(Costa Rica)
B
3. Which people are considered by some to be
Have students read the statements. Remind
descendants of Atlanteans? (the Basques)
them to think about them as they listen. Play
4. Which legendary creature is thought to live
the audio, pausing as needed so students can
in the Himalayas? (the yeti, or Abominable
mark their answers.
Snowman)
5. Which individual is claimed to be
want to play the audio again to clarify any
the assassin of U.S. President John F.
discrepancies in students answers.
Kennedy? (Lee Harvey Oswald)
Have students look at the information
6. Which individuals are regarded as great
they noted after the first listening. It is likely
humanitarians? (Mother Teresa and Albert
that they will not have remembered too
Schweitzer)
much. If so, ask students why they think this
is true. (In Part A, they are listening for a very Team B
specific piece of information that was given 1. Which Caribbean nation is composed of
toward the end of the listening. For this reason, many islands? (The Bahamas)
they may have missed hearing much of the 2. Which Caribbean nation is located about
other information.) 90 miles south of Florida? (Cuba)
3. Which forest creature is said to live in the
Exercise 7: Pronunciation Pacific Northwest? (Bigfoot)
A 4. Which lost continent is thought to be
Have students read and listen to the located in the Atlantic Ocean? (Atlantis)
Pronunciation Note. 5. What planet was thought to be the center
Say the example sentences and have the of the universe before Copernicus? (the
students watch how your lips change as each earth)
vowel is pronounced. Then say the examples 6. Which presidents are regarded by many as
again and have students repeat. the greatest American presidents? (George
Washington and Abraham Lincoln)
B
Have students play the trivia game. Keep
Play the audio and have students complete
score on the board. If your class is large, you
the exercise.
might want to have students work in groups
of four or six. Then divide each of those
want to play the audio again to clarify any
groups into two teams.
C Exercise 9: Picture Discussion
Circulate as pairs practice saying the A
sentences. Make corrections as needed. Have students look at the pictures.
Brainstorm what students know about each
Exercise 8: Game person. Write key words on the board.
Read the instructions and go over the Go over the instructions and the example.
example with students. Elicit another sentence or two about the
Divide the class into teams and have them pictures that use passive constructions.
work together to write the questions. Then Have students continue describing the
have students find the answers to the pictures in groups. Call on groups to share
questions. (Many of the answers can be their sentences with the class.
found in Exercises 2, 3, and 5 on Student
Book pages 257258 and 260.) You may want B
to assign this portion as homework, or you Have students read the questions and the
can provide each team with the following example.
answers: Have students discuss the questions in
groups. Encourage students to take notes
during their discussion.

Call on students from each group to share Go to www.myfocusongrammarlab.com for
their ideas with the class. additional listening, pronunciation, speaking, and
writing practice.
Note:
A
Have students read the instructions and the
example.
practice.
Review the features of a summary. (It should
be shorter than the original and written in the
students own words.) Unit 15 Review (page 265)
Brainstorm some legends or myths students Have students complete the Review and check
could write about. Then have students write their answers on Student Book page UR-2.
their summaries, either in class or as homework. Review or assign additional material as needed.
B Go to www.myfocusongrammarlab.com for the
Have students use the Editing Checklist to Unit Achievement Test.
revise and rewrite as needed.
Note: As an alternative, have students work From Grammar to Writing (pages 266268)
in pairs to correct each others work using the See the general suggestions for From Grammar
checklist. to Writing on page 9.
UT additional From Grammar to Writing Assignment,
O
OF

T HE BOX ACTIVITIES
Part VII Overview
Have students work in small groups to
discuss the following questions: Gerunds and Infinitives
1. What was the authors purpose in
writing the opening reading on Student
Book pages 250251? How do you 16 Gerunds Friendship
know? 17 Infinitives Procrastination
2. What evidence does the author provide
to support his or her criticism of Go to www.myfocusongrammarlab.com for the
American ideas about appearance and Part and Unit Tests.
health? Do you agree or disagree with Note: PowerPoint grammar presentations,
the authors criticism? Why or why not? test-generating software, and reproducible
Have groups share their ideas with the Part and Unit Tests are on the Teachers
class. Resource Disc.
Listening, Speaking, Writing, and Reading

Bring in information about the Nazca
lines in Peru from different sourcesfor
example, books about archaeological
mysteries, encyclopedias, travel magazines,
or websites.
Have students work in small groups.
Hand out the material and have students
read about this mystery of pre-Colombian
archaeology. Have students discuss what
they read and express their views about the
Nazca lines.
Have each group share information with
the class. Remind students to use the
passive to describe situations and report
opinions.
UNIT 1591

Unit 16 Overview Read
You may want to discuss the following words
Grammar: Gerunds and definitions as a class:
Unit 16 focuses on the meanings and uses of long since if something has long since
gerunds. happened, it happened a long
A gerund is a noun made from a verb by time ago
adding -ing to the base form of the verb. awfully very
Gerunds and gerund phrases perform the Write the following questions on the board:
same functions as nouns: subjects, objects, 1. Why doesnt the author like the traditional
or complements in sentences. Gerunds can description of friends as either true or
also be objects of prepositions. To make a
false? (He recognizes at least six types.)
negative statement with a gerund, add not
2. What are the authors six types of friends?
before the gerund.
(convenience friends, special-interest friends,
Gerunds function as objects after many
long-term friends, cross-generational friends,
verbs and verb phrases in English. Some of
part-of-a-couple friends, best friends)
these are avoid, consider, enjoy, keep, and
mind. 3. Why is Bill important to the author? (He is
a father figure and mentor.)
In writing and formal speaking, use a
4. Who are Amanda and Gretta? (the authors
possessive noun or pronoun before a gerund
to show possession. In informal speech, it is wife and the wife of a friend)
acceptable to use a noun or object pronoun 5. Who is Ken? (one of the authors two best
before a gerund to show possession. friends)
Gerunds can occur in simple or past Establish a purpose for reading. Call on
form. We use simple gerunds to make several different students to read each of the
generalizations. To form a past gerund, use questions. Remind students to think about
having + a past participle. Past gerunds these questions as they read and listen to the
indicate an action that occurred before the text.
main verb of the sentence. Past gerunds are Have students read the text, or play the audio
also used to emphasize a difference in time and have students follow along in their books.
between two actions. Have students discuss the questions in pairs
Gerunds can also occur in the passive form. or groups of three. Call on students from each
For present passive gerunds, use being + group or pair to share answers with the class.
past participle. For past passive gerunds, use
having been + past participle. After You Read
Theme: Friendship A. Vocabulary
Unit 16 focuses on language that is used to Have students complete the vocabulary
talk about friendship and the various types of exercise individually. Then have them
friendships one experiences in life. compare answers in pairs.
Circulate as students compare answers.
Call on students to read their answers aloud.
Step 1: Grammar in Context (pages 270272) B. Comprehension
See the general suggestions for Grammar in Have students complete the exercise
Context on page 1. individually. Then have them compare
answers in pairs.
Before You Read Call on students from each pair to share their
Have students discuss the first question in answers with the class. Have each student
pairs. Brainstorm a list of important qualities point out the place in the text where he or she
and traits in friendship. found the answer to the question.
Have students discuss the second question in
pairs. Brainstorm a list of kinds of friends.
Write these words on the board.
practice.


Grammar Charts Note 5
Have students work in seven groups to Have students break down the second
examine the grammar charts. Have each example sentence into two sentences and
group look at one section of the charts. label them to show the sequence:
Have students come up with a rule for 1
forming the gerund in the section of the chart I met Jane in my first week of college.
they are examining and find an example 2
sentence of that type in the opening reading This helped me throughout my college career.
(or their own example). Note: There is no Write the example sentence on the board
example of a past passive gerund in this text. (Having met Jane . . . ). Then write the
Have students in each group explain their following sentence frame on the board:
section to the class. Having helped me .
Give students one to two minutes to write as
Grammar Notes many sentences using the frame as they can.
Note 1 Then have students share their sentences.
Have students make lists of their hobbies and To practice gerunds in passive constructions,
what they like to do in their free time. Then you may want to write structures such as the
have them work in groups of four to talk following on the board and elicit others from
about the items on their lists. the students, encouraging them to use other
Have students from each group share their verbs:
lists. How many of the items on their lists I hate / dislike being . . . / I hate getting . . .
included gerunds? I like / enjoy being . . . / I like getting . . .
If you want to give students some practice
Note 2
with the past passive, write a frame such as
Have groups from the Note 1 activity divide
the following on the board:
into pairs.
Having been (past participle) is one of the
Have pairs work together to find out from
best things that ever happened to me.
each other what they enjoy doing and how
Then elicit sentences in which they talk about
much time they spend in an average week
their personal experiences.
or month practicing or doing what they like.
Then have them ask each other about things Identify the Grammar: Have students
they dont mind doing or avoid doing. identify the grammar in the opening reading on
Write the following verbs on the board: enjoy, pages 270271. For example:
spend time, practice, dont mind, avoid. I was having difficulty finding a subject for
Have the students in each pair report to the this months column . . .
class about their partners. Have them use the Ive long since stopped thinking in these
verbs on the board as they report. terms.
I didnt have a way of getting to the
Note 3
practices . . .
Have students work in pairs to make up new
. . . but Bill supported my becoming a
sentences using the verb and preposition
writer . . .
combinations shown in the examples.
Our having gone through difficult
Have students from each pair share some of
experiences has bonded us for life.
their sentences with the class.
Note 4
Do a quick oral drill, eliciting substitutions
for the nouns, pronouns, and gerunds in the
example. For example: Step 3: Focused Practice (pages 275280)
Petes dominating . . . (Marias dominating . . . , See the general suggestions for Focused
her dominating . . . , their dominating . . . , Practice on page 4.
their controlling . . .)
Elicit a few personal examples from the class Exercise 1: Discover the Grammar
using the same sentence frame or a variation. A
Have students read the instructions. If
needed, have students refer to the Grammar
Notes for the definitions of subject, object,
object of a preposition, and complement.
UNIT 1693

Have students complete the exercise. Go over jerk someone who does things that
the answers as a class. annoy or hurt other people
wilderness a large area of land that has
B
never been built on or
changed by humans
have them compare their answers in small
chauffeured driven by someone
groups.
Call on students from various groups to
work in pairs to check their answers. Then
share their answers with the class. Discuss
call on students to explain each error and
and clarify any discrepancies in answers
correction.
among groups. As students share their
answers from Part B, have them explain Go to www.myfocusongrammarlab.com for
what function the -ing word has if it is not a additional grammar practice.
gerund. (3kayaking is a participle (adjective)
that describes club; 6writing is a participle Step 4: Communication Practice(pages
(adjective) that describes class) 281283)
Exercise 2: Simple Gerunds See the general suggestions for Communication
A Practice on page 5.
Have students complete the exercise. Go over Exercise 6: Listening
Have students practice the conversation A
in pairs twice, changing roles after each Read the instructions. You may want to
practice. remind students that they learned about
orienteering in Exercise 2 on Student Book
B page 277.
Have students complete the exercise Establish a purpose for listening. Have
individually. Have pairs continue to work students read the questions. Remind students
together to check their answers. to think about the questions as they listen.
Play the audio and have students complete
Exercise 3: Simple / Past Gerunds the exercise. Replay as needed. Go over the
Have students complete the exercise and answers as a class.
work in pairs to check their answers. Then
go over the answers as a class. Have students B
explain why they chose a simple or past Establish a purpose for listening. Have students
gerund for each answer. read the statements. Remind students to
Have pairs continue to read the text about think about these statements as they listen.
Martha to each other. Play the audio and have students complete
the exercise.
Exercise 4: Active / Passive Gerunds Have students work in groups to compare
A their answers. Then go over the answers as a
Have students complete the exercise class. As students share their answers in Part
individually. B, have them correct the false statements.
Go over the answers as a class. Provide copies of the audioscript. Have
students practice reading the conversation
B in pairs. Have one pair role-play the
Divide the class into pairs. Read the conversation for the class.
instructions and model the example
conversation with a student. Exercise 7: Pronunciation
Have students take turns asking and A
answering the questions. Circulate and help Have students read and listen to the
as needed. Pronunciation Note. Have them repeat the
Call on a few students to share their partners examples several times as you say them.
answers.
B
Exercise 5: Editing Have students read the sentences and predict
You may want to write the following words which syllables will be stressed.
on the board and discuss their definitions: Play the audio, pausing as needed so students
can circle their answers.

Go over the answers as a class. Replay the How often do you see or talk to them?
audio as needed. What do you do when you are together?
What are some interesting experiences you
C
have had with them?
Circulate as pairs practice the sentences.
Have students select one person from their
Make corrections as needed.
brainstorm lists to write about. Have them
Exercise 8: Personal Inventory choose which category of friendship this
person fits into. Have them organize their
A
ideas in outline form. Then have them write a
Have students read the phrases that start each
first draft, using the outline as a guide.
item. Read the example aloud and brainstorm
other ways to complete the sentence with B
gerunds. (Examples: I especially enjoy sleeping Have students work in pairs to correct each
in on weekends. I especially enjoy not having to others work using the Editing Checklist. Have
commute so far to my new job.) each student revise and rewrite as needed.
Have students complete the exercise Have students post their papers in the
individually. classroom so the class can read them. You
B
on a class website.
Have students compare answers in pairs.
Encourage them to add extra information and
ask follow-up questions. UT
O
Note: If you have a large class or for
OF
variation, have two or three pairs work T HE BOX ACTIVITIES
together to complete this part. Have partners
report about each others inventories. Writing and Reading
Exercise 9: Group Discussion Have students write sentences expressing
A their own views about friendship. You may
Have students read the chart and the ratings want to use the following prompts and have
scale. Call on a few students to say how they students complete them:
would rate the items in the chart. A good friend should be grateful for .
Have students complete the chart individually Appreciating is very important.
with their own opinions. It is worth .
with a friend is very enjoyable.
B Not is a big mistake.
Divide the class into groups of four and have A good friend looks forward to .
them compare answers. Circulate, helping as Its important not to get angry at .
needed. A good friend doesnt mind .
Call on a student from each group to share Have students work in pairs to share their
their scores and any interesting information sentences. Then post students papers
they learned. If possible, keep track of scores around the room and give students time
on the board and calculate an average score to read them. Have students discuss the
for each item. sentences in small groups.
Have students survey two or three people
outside the class. Then have them report their Reading, Speaking, and Listening
findings in small groups. Have students bring in a favorite short story
about friendship. Have them exchange and
Exercise 10: Writing read each others stories.
A Make up some discussion guide questions
For this essay, have students use a typical using the grammar in this unit. Then have
writing process: brainstorm ideas, select, pairs discuss their stories with each other.
organize, and write. You may want to have some students
For the brainstorming stage in this process, tell the class about the stories they read
use the following questions to generate ideas and share a lesson they learned about
and elicit vocabulary: friendship from reading the story.
Who are four or five of your friends and how
did you meet them?
How long have you known them?
UNIT 1695

Infinitives occur in simple, past, and passive
forms. Use a simple infinitive to indicate an
writing practice. action in the same general time frame as the
Note: action in the main verb. Use a past infinitive
See the Focus on Grammar Workbook for to show an action that occurred before the
additional in-class or homework grammar action of the main verb. Passive infinitives
can be either present or past forms. Use a
practice.
past passive infinitive to indicate an action
that occurred before the action of the main
Unit 16 Review (page 284) verb.
Have students complete the Review and check Theme: Procrastination
about putting things off until a later time.

Grammar: Infinitives Context on page 1.
uses of infinitives in the simple, past, and Before You Read
passive forms. Have students work in groups to discuss the
An infinitive is to + the base form of the verb. questions.
Infinitives often have the same functions as Have students from various groups share
nouns. They can act as subjects, objects, or their answers with the class.
object complements. To make an infinitive
negative, place not before to. Read
Certain verbs are followed only by infinitives. Write the following questions on the board
Some verbs are followed by a noun or (or prepare them as a handout):
pronoun + an infinitive. Still other verbs are 1. What is the difference between
followed by an optional noun or pronoun + procrastinate and postpone? (Postpone
an infinitive, depending on the meaning of means to reschedule for a later time.
the verb. Procrastinate means to avoid doing
Certain adjectives can be followed by something. Postpone has a neutral sense.
infinitives. These adjectives usually describe Procrastinate has a negative connotation.)
people rather than things. Some of these 2. According to the author, what is the reason
adjectives are afraid, amazed, excited,
for procrastination? (fear of failure)
fortunate, glad, happy, important, likely,
3. What three principles does Dr. Stevens
proud, reluctant, sorry, and willing.
recommend for his clients who want to
When a noun is followed by an infinitive,
stop procrastinating? (never put things off,
the infinitive gives information about the
do not avoid painful or difficult things, and
noun. A noun + infinitive often expresses
advisability or necessity. carpe diemdo not put off living)
Some verbs can be followed only by
students read the questions silently. Remind
infinitives and others only by gerunds. There
are some verbs that can be followed by either them to think about the questions as they
an infinitive or a gerund. Sometimes there read and listen to the text.
is no change in meaning between the use of Have students read or listen to the text. Go
an infinitive or a gerund, but at other times over the answers to the questions as a class.
there is a significant change in meaning.
The words too and enough often occur
before infinitives. The use of too implies a
negative result.

After You Read Grammar Notes
A. Vocabulary Note 1
Have students cover the definitions in the Have students read the explanation and the
right-hand column. Have them read the example sentences. Read the first two and
sentences in the left-hand column and try last two example sentences aloud and have
to guess the meanings of the boldfaced students repeat. For each example, ask:
expressions. Then have students work in pairs What is the infinitive? Is it a subject, object,
to discuss what they mean and write a brief or complement?
definition for each one. Point out the it + infinitive example sentences
Have students complete the exercise and go and have students read them aloud.
over the answers as a class. Have students Brainstorm other adjectives students could
compare the definition they wrote with the use to replace advisable and important in the
correct answers. examples. Have students say the sentences
Remind students that when they guess at again and substitute these adjectives.
meaning by reading the words and sentences The elliptical use of to is a very useful
around a word or phrase they dont know, structure. Write the following conversation
they are using context to get meaning. One on the board and have students practice
important way to guess at meaning is to it in pairs. Then have them think of other
understand the function the unknown word questions that can be answered with the
has in the sentence. Have students identify elliptical use of to.
the part of speech for each of the definitions A: Are you going to the party?
on the right. B: Im planning to.
A: Why did you take a second job?
B. Comprehension
B: I had to. Ive got a lot of expenses
Have students look at the opening
reading on pages 285286 and find examples
pairs or groups of three.
of infinitives as subjects, as objects, as
Have various students share their answers
complements, and in it + infinitive structures.
and the corrected false statements with the
class. Clarify any discrepancies in students Note 2
answers. Have students refer to the text to Have students read the note. Then have them
defend their answers if needed. turn to Appendix 17 on page A-8.
Have students make one list of the verbs
that require a noun or pronoun before the
infinitive. Then have them write a list of the
practice.
verbs after which an object is optional.
Have students work in pairs. Student A,
Step 2: Grammar Presentation (pages 288291) looking at his or her lists, gives Student B,
See the general suggestions for Grammar who is not looking at the lists, a verb, and
Presentation on page 2. Student B makes a sentence. If it is a verb
that does not require a pronoun / noun object,
Grammar Charts Student B says, optional. Student A tells
Have students work in nine groups and assign Student B if he or she is right. Then have
one section of each chart to each group. them reverse roles and repeat the activity.
Have students study their section of the chart
and then write one or two more example Note 3
sentences that use the structure they are Have students look at the example sentences.
examining. For each example, ask: Which of the
Have students from each group write their common adjectives followed by infinitives
example sentences on the board and explain listed in the note could replace the ones in the
their section of the chart. Discuss the examples?
examples as a class. Have students read Appendix 18 on page A-8.
If you have a class that has fewer that 18
students, have students work in groups and
assign each group an appropriate number of
sections of the chart to examine.
UNIT 1797

Do a whole-class oral substitution drill. Have Note 7
students sit in a circle. Write the example Have students practice past and passive
sentence from the Appendix on the board. infinitives by adding past participles and
Call on a student to change the sentence with completing sentences such as the following:
an adjective from the list. For example: I was When I started high school I expected to
amazed to hear about that. Continue around have . . .
the circle, having each student change the The paper is supposed to be . . .
sentence with a different adjective from the By the time people are twenty-one years old,
list. they are expected to have . . .
Note 4 Identify the Grammar: Have students
Have students read the explanation and identify the grammar in the opening reading on
the examples. Brainstorm other nouns and pages 285286. For example:
infinitives that often go together. Write them Its written in longhand, but it has to be
on the board. (Examples: a good person to typed.
know, a nice / mean thing to say, an important I cant stop to type your paper now.
skill to have, a good time to visit) But Steve, you have to.
Write the example sentences and others on Steve, youve got to do it, or Ill flunk.
the board, replacing the nouns with blanks. No, Alice, theres not enough time to do it
For example: now.
is a good place to spend a vacation.
is a good trait to have.
is a good person to know.
is the best time to visit my
hometown. Step 3: Focused Practice (pages 292295)
When youre in (place), is the thing See the general suggestions for Focused
to do. Practice on page 4.
Have students work in pairs to complete the
sentences with their own ideas and opinions. Exercise 1: Discover the Grammar
Call on a few pairs to share their sentences A
with the class. Read the instructions and go over the
example with the class. If needed, review
Note 5 the information about infinitives as subjects,
Have students read the explanation and example objects, and complements in Note 1 on
sentences. Have students say the examples Student Book page 289.
aloud, then have them say the examples Have students complete the exercise
again and substitute other verbs from the individually and compare answers in pairs.
appropriate list. (Example: They managed to Go over the answers as a class.
find new jobs. They decided to find new jobs.)
Read the example sentences in (d). Have B
students work in pairs to explain in their own Have students complete the exercise. Go over
words how the meaning changes when an the answers as a class.
infinitive is used instead of a gerund. Have students work in pairs to correct the
Have students look at the additional verbs false statements.
in Appendices 14 and 15 on page A-7. Have various pairs share and explain their
corrected statements to the class.
Note 6
Go over the examples and elicit sentences Exercise 2: Verbs / Nouns / Infinitives
from the class using the same patterns. For Have students complete the exercise. Then
fun you might suggest students talk about have them work in pairs to check their
what they think about English or gerunds and answers.
infinitives in particular. For example: Have pairs take turns reading the completed
English is too to . text to each other.
There are too many to .
We learned enough to understand the basics Exercise 3: Past Infinitives
of gerunds and infinitives. Have students complete the exercise. Go over
Theres not enough time (for us) to learn it all. the answers as a class.

Have students explain why their answers Exercise 7: Listening
are correct. For example, to have cleaned is A
correct because the cleaning should have You may want to review the following
been completed before the parents called vocabulary with the class:
their son and daughter. inmate someone who is kept in a prison
or mental hospital
Exercise 4: Passive Infinitives
break-out an escape from prison
A install to put a piece of equipment
Have students complete the exercise. somewhere and connect it so
Go over the answers as a class. that it is ready to be used
B head to go in a particular direction
Model the example conversation with a sheriff the highest-ranking law officer
student. Then model it again with another of a county in the United States
student, but this time read Bs line yourself Establish a purpose for listening. Have
and add a reason or extra information to the students read the question. Remind them to
answer. think about the question as they listen.
Have students take turns asking and Play the audio and allow students time to
answering the questions in pairs. Circulate answer the question. Go over the answer as a
and help as needed. Encourage students to class.
give reasons, add extra information, and ask B
follow-up questions. Have students read the questions. Remind
Call on a few pairs to share their answers them to think about them as they listen.
with the class. Play the audio. Students may need some
time to write complete sentences. Allow them
Exercise 5: Too / Enough / Infinitives
to concentrate first on the content of their
answers by just jotting down key words.
work in groups of three to compare answers.
Then have them go back and construct full
Have students from each group share their
sentences using passive infinitives.
answers with the class.
Exercise 6: Editing want to play the audio again to clarify any
Read the instructions and go over the discrepancies in students answers.
example with the class. Provide copies of the audioscript. Have
Have students complete the exercise students underline the examples of infinitive
individually. Call on a few students to write structures. Then have them compare their
their corrected sentences on the board. Have answers in pairs. Review their answers as a
students explain their corrections to the class. class and have students say if each infinitive
Have students practice reading the text is a present, past, or passive infinitive.
aloud in pairs.
Exercise 8: Pronunciation
Go to www.myfocusongrammarlab.com for A
additional grammar practice. Have students read and listen to the
Pronunciation Note.
Step 4: Communication Practice(pages Have them repeat the examples several times
296301) as you say them.
See the general suggestions for Communication Brainstorm other familiar words that use
Practice on page 5. each of the vowel sounds. (Examples: //:
mad, glad; /a /: lot, odd; / /: but, hug)
B
Read the instructions and play the audio for
the first item. Go over the example answer.
Replay as needed so students understand why
the example answer is correct.
UNIT 1799

Play the rest of the audio and have students B
complete the exercise. Then have them work Divide students into groups of four. Read
in pairs to check their answers. the instructions and have students read the
Go over the answers as a class. Replay the example aloud.
audio to clarify any discrepancies in students Have students discuss each saying. Circulate
answers. and help as needed. Call on groups to share
their ideas with the class.
C
Have students share any similar sayings
Have students practice saying the sentences,
they can think of with the class, either in
switching roles after the first practice.
English or in another language.
Circulate and help as needed.
Have students form new pairs and write a Exercise 11: Picture Discussion
list of three or four words that have the same Have students discuss in groups. Call on
vowel sound as each of the examples. Have students from each group to share their ideas
each pair exchange lists with another pair with the class.
and write an original sentence using each of Have students write a memo in pairs to
the words. Have pairs return the lists and give the person in the picture. The memo should
their sentences to the original pair. Then have include a list of specific instructions that
them take turns reading the sentences to each will determine how the office area is to be
other. organized. Encourage students to use as
many different types of infinitive structures as
possible. Have pairs read their memos to the
A class.
Read the instructions and have students
read the topics for each item. Answer any Exercise 12: Writing
questions about vocabulary or meaning. A
Brainstorm possible sentences for a few of Review the structure of a narrative essay.
the topics and write them on the board. Point out that in this writing assignment
Have students complete the exercise students will be writing about a specific event.
individually. Have students read the example. Brainstorm
B other specific events students could write
Have students discuss their personal about.
responses. Then have them report about each Have students write their essays, either in
other to the class. class or as homework.
Have students interview people outside B
the class and note their responses to the Have students use the Editing Checklist
items in Part A. Then have them report their to revise and rewrite as needed. As an
findings in pairs. alternative, have them work in pairs to
correct each others work.
A classroom so the class can read them. You
Read the instructions and the example. can also publish them together in a booklet or
Have students read the sayings. Answer any on a class website.
questions about vocabulary. You may want
to review the following words and their
definitions with the class:
err to make a mistake
divine coming from God or a god;
supremely good
seek to look for something (in this case,
something spiritual) you need
individually.
Have students compare answers in pairs or
groups. Call on groups to share their answers
with the class.

UT additional listening, pronunciation, speaking, and
O
writing practice.
OF
T HE BOX ACTIVITIES Note:
Listening, Speaking, and Writing additional in-class or homework grammar
Bring in the movie Dead Poets Society. Have practice.
students watch the part of the film in which
Professor John Keating (Robin Williams) Unit 17 Review (page 302)
encourages his students to live their lives
to the fullest and says, among other things,
Carpe diem, lads! Seize the day. Make your
lives extraordinary!
Have students discuss Professor Keatings Go to www.myfocusongrammarlab.com for the
advice. On the board, write the following Unit Achievement Test.
questions (or prepare them as a handout):
1. What does Professor Keating advise his From Grammar to Writing (pages 303306)
students to do? See the general suggestions for From Grammar
2. What does he advise them not to do? to Writing on page 9.
3. What are some good reasons to seize
the day? Go to www.myfocusongrammarlab.com for an
4. How do the students react? additional From Grammar to Writing Assignment,
5. Are Professor Keatings ideas too Part Review, and Part Post-Test.
revolutionary for them to understand?
Are they reluctant or willing to follow
his advice? Why?
6. Do you think Professor Keating expects Part VIII Overview
to be admired by his students? What
Adverbs
motivates him to talk to his students the
way he does? Unit Grammar Focus Theme
Have students work in groups to discuss
18 Adverbs: Sentence, Controversial
the questions and then discuss them as a Focus, and Negative Issues
class.
You may want to have students use 19 Adverb Clauses Sports
the questions as a guide to writing a 20 Adverb and Adverbial Compassion

paragraph about the movie scene they Phrases
watched. Remind students that they should 21 Connectors Memory
pay particular attention to their use of
infinitives. Have them correct their work Go to www.myfocusongrammarlab.com for the
using the Editing Checklist on page 301. Part and Unit Tests.
Speaking and Listening test-generating software, and reproducible
Write the following questions on the board: Part and Unit Tests are on the Teachers
1. Do you think most people procrastinate? Resource Disc.
2. Do you tend to procrastinate?
3. What kinds of things do you generally
put off doing?
4. What are some of the reasons you (or
people you know) procrastinate?
5. What are the consequences?
6. Did your (or someone elses)
procrastination ever lead to something
good? What was it?
7. Did it ever have a very dramatic
consequence? What was it?
Have students work in groups to discuss
the questions on the handout.
UNIT 17101

Unit 18 Overview You may also want students to share what
they know about the military in their own
Grammar: Adverbs: Sentence, Focus, and countries. Is it voluntary or required? Are
Negative women allowed in the military? Can they
Unit 18 focuses on the form, meaning, and serve in combat positions?
placement of sentence adverbs, focus adverbs,
and negative adverbs. Read
Write the following questions on the board:
Adverbs modify verbs, adjectives, and
other adverbs. Some adverbs modify whole 1. What is Jerry Burns opinion of the
sentences. These are called sentence or military in general? (Service should be
viewpoint adverbs because they express an voluntary. A lot of evil things have been done
opinion or view about a whole sentence. by military forces. Maybe we shouldnt even
Sentence adverbs can be used in various have them.)
places in a sentence. If the adverb comes 2. Does Burns think that women are too weak
first or last in the sentence, separate it from to serve? (No, he doesnt think fighting is
the rest of the sentence by a comma. Within feminine.)
the sentence, an adverb usually comes after 3. What does Sarah Lopez think about
be or before other verbs and is not set off by
voluntary military service? (She thinks
commas.
military service should be required.)
Simple adverbs do not modify the whole 4. What is Lopezs reason for supporting
sentence. They modify single words within
required military service? (Its the only way
the sentence. Some adverbs can be simple or
to ensure fair treatment for all.)
sentence adverbs.
5. Does Sarah Lopez believe that combat is
Focus adverbs focus attention on a
feminine? (Yes.)
particular word or phrase and usually
Establish a purpose for reading. Have various
precede the word or phrase they are focused
on. Changing the position of a focus adverb students read each of the questions. Remind
will often change the meaning of the students to think about these questions as
sentence. they read and listen to the text.
Negative adverbs include such words Have students read the text, or play the audio
as hardly, in no way, little, neither, never, and have students follow along in their books.
not only, only, rarely, and seldom. When a Then have students discuss the questions in
negative adverb begins a sentence or clause, pairs or groups of three. Call on students to
place the verb or auxiliary before the subject share answers with the class.
to emphasize the negative meaning.
Here and there are adverbs that force After You Read
inversion of the subject when they occur at A. Vocabulary
the beginning of a sentence and the subject Have students complete the vocabulary
is a noun (rather than a pronoun). exercise individually. Then have them
Theme: Controversial Issues compare answers in pairs.
Have pairs work together to take turns
Unit 18 focuses on language that is used to
asking each other for the definitions of the
discuss controversies.
vocabulary words in the box. For example:
S1: What does uncensored mean?
S2: Unrestricted.
B. Comprehension
Context on page 1.
Before You Read answers in pairs.
You may want to discuss the following words Call on students to share their answers with
and their meanings: the class. Have each student point out the
voluntary done willingly, without being place in the text where he or she found the
forced or without being paid answer to the question.
combat organized fighting, especially in a Go to www.myfocusongrammarlab.com for an
war additional reading, and for reading and vocabulary
practice.

Step 2: Grammar Presentation (pages 311313) Note 2
See the general suggestions for Grammar Have students read the note and the
Presentation on page 2. examples. Have students work in groups to
explain in their own words how the meaning
Grammar Charts differs in each pair of example sentences. Call
Elicit from students some of the basic facts on a few groups to give their explanation.
about adverbs. (They often end in -ly; they can Students may need additional practice. Write
modify verbs, adjectives, or other adverbs.) the following sentence frames on the board
Then point out that this unit provides a more and have students practice them in pairs or
detailed examination of adverbs. groups:
Have students look at the sentences in the Only kids like to eat .
first chart. Ask: What word does the adverb Kids only like to eat .
clearly modify in these sentences? (In these Even my grandmother knows how to .
examples, clearly is a sentence adverb. It My grandmother even knows how to .
modifies the entire sentence rather than a single Call on a few groups to share their sentences
word.) and explain how the meaning is different.
Have students look at the next two charts. Then have groups try to write one or two
Ask: Does the placement of adverb in any pairs of sentences in which the position
of the examples change the meaning of of even, just, only, or almost changes the
these sentences? (In the second chart [focus meaning.
adverbs], in each set of examples, moving Note 3
the adverb changes the meaning of the initial Have students read the explanation and the
sentence. The ideas are oppositeor nearly examples. Read each example aloud several
opposite. In the third chart [negative adverbs], times and have students repeat.
the meaning doesnt change.) Then ask: What Point out that sentences beginning with
changes in the example sentences in the last negative adverbs other than neither sound
chart when the adverb moves? (The position more formal in English.
of the subject and verb is inverted and an Do a quick transformation drill. Say a few
auxiliary verb is added. The meaning does not sentences with negative adverbs in the middle
change, but there is more emphasis on the of the sentence and have students change
meaning of the adverb.) them so the sentence begins with the negative
Grammar Notes adverb. (Example: I never wake up early
on Saturdays. / Never do I wake up early on
Note 1 Saturdays.)
Have students read the note and the
examples. Then have students work in groups Note 4
of four to come up with a clear explanation of Divide the class into groups. Have students
the rule in their own words. Call on various go over the note and come up with a clear
groups to share their explanation with the explanation of it and some original sentences
class. that exemplify the point. Circulate as students
Have students read the two example are working and provide help as needed.
sentences that contrast sentence adverbs and Call on students from each group to share
simple adverbs. (Clearly, he is a very good their explanations and examples.
speaker. / He speaks clearly.) Have students Identify the Grammar: Have students
work in groups again to explain the difference identify the grammar in the opening reading on
in their own words. pages 308309. For example:
Point out that when be follows a modal verb, Basically, I think military service should be
the adverb comes after the modal (Example: voluntary.
Nuclear weapons can hopefully be eliminated.) And Im definitely against women in combat.
Have students circle the adverbs in the Maybe we shouldnt even have them.
opening reading on pages 308309. For each Im a pretty accepting guy, but even I find
adverb ask: Is it a sentence adverb or a that suggestion extreme.
simple adverb?
UNIT 18103

Step 3: Focused Practice (pages 314317) Exercise 5: Negative / Focus Adverbs
See the general suggestions for Focused Read the instructions and have students look
Practice on page 4. at the chart. Answer any questions about
vocabulary. You may want to define terms
Exercise 1: Discover the Grammar such as retired, drafts, allows, and combat.
Have students complete the exercise individually Have students complete the exercise. Explain
and compare answers in small groups. that in this exercise students should think
Call on students from various groups to share only about the countries in the chart, not
their answers with the class. other countries whose policies they know
In groups, have students rewrite the about. Go over the answers as a class.
sentences with focus or negative adverbs, Have students discuss how these policies
changing their position. Go over the rewritten compare to those in their home countries.
sentences as a class. Discuss how the changes Encourage them to use focus and negative
influenced the meaning or the structure of the adverbs.
sentences.
Exercise 6: Editing
Exercise 2: Sentence Adverbs Have students complete the exercise and
Have students complete the exercise. Call on work in pairs to check their answers. Then
different students to write their sentences on call on students to explain each error and
the board. correction.
As you discuss each sentence, ask: Where Go to www.myfocusongrammarlab.com for
else can we place these adverbs? Will that additional grammar practice.
placement affect the punctuation in the
sentence?
Exercise 3: Focus Adverbs 318321)
Have students complete the exercise individually See the general suggestions for Communication
and work in pairs to check their answers. Practice on page 5.
Have students in pairs write three more Exercise 7: Listening
sentences with blanks and answer choices A
similar to those in the exercise. Then have Note: The listening is a continuation of the
pairs exchange papers and complete each opening conversation on Student Book pages
others sentences. Have them check their 308309. You may want to have students
answers in groups of four. Call on students reread the opening conversation first, then
from each group to share their sentence pairs complete the listening exercises.
with the class. Establish a purpose for listening. Have
students read the question. Remind students
Exercise 4: Negative Adverbs
to think about the question as they listen.
examples. You may want to point out to
groups to compare answers. Then go over the
students that in most items they will keep
answer as a class.
the two sentences separate, but for one item
they will need to combine the sentences. Have B
students quickly read the negative adverbs Have students read the questions. Answer any
in parentheses and tell you the item that questions about vocabulary. Remind students
will need to be combined. (Item 5, because to think about the questions as they listen.
the adverb not only + subject + verb does not Play the audio and have students complete
create an independent clause) the exercise. Replay the audio as needed.
Have students complete the exercise. Then Have students compare answers in pairs.
have them work in groups to compare Go over the answers as a class. You may
answers. need to replay the audio to clarify any
Call on students from different groups to discrepancies in students answers.
write their sentences on the board. As you go
over the sentences, have students decide if the
adverb could be moved. Have them explain
how moving the adverb would affect the
structure of the sentence.

Provide copies of the audioscript. Have capital punishment execution of or killing
students underline the adverbs in pairs and a person who has been
discuss what type each one is. Have pairs convicted of
practice the conversation twice, changing committing a crime
roles after each practice. cloning a scientific process in
which a plant, animal,
Exercise 8: Pronunciation or other organism
A that is genetically
Have students read and listen to the identical to its parent
Pronunciation Note. Then have them repeat is created
the examples several times as you say them. Explain that for each issue there are two
Make sure students understand how the sides. For example, regarding capital
change in stress affects the meaning in the punishment, one side believes it should be
examples. Point out that the word after a used and the other side believes it should not
focus or negative adverb is stressed, not the be used. Brainstorm the sides or positions for
adverb itself. each of the topics. Write them on the board
Play the audio, pausing after each sentence so and leave them up for the next exercise.
students can write their answers. Have students choose a topic they want to
Go over the answers as a class. Replay the discuss and find a partner who has chosen the
audio if needed. same topic.
B B
Circulate as pairs practice saying the Read the instructions. Remind students that
sentences. Make corrections as needed. different sides or positions for each issue
were written on the board in Exercise A.
Exercise 9: Personal Inventory Have students think of facts and arguments
A that support each side of the issue. Circulate,
Read the instructions and have students read helping as needed.
the adverbs. For each adverb, give an example Call on pairs to share their ideas with the
sentence that is true for you. Brainstorm class. Write their ideas on the board and leave
others with the students and write them on the information there for the next exercise.
the board.
Have students complete the exercise Exercise 11: Debate
individually. Read the instructions. Have the class vote
Note: To help focus students, you may want on a topic to debate (or choose the topic
to give them a topic to think about as they yourself). Divide the class into teams and give
write their sentences. For example, ask them them time to research their opinions.
to write about their opinions about women You may want to establish some basic rules
serving in combat. for the debate. For example, each side can
take turns speaking for two minutes, no
B interruptions are allowed, and each side is
Have students compare sentences in pairs. allowed (or not) to ask the other questions.
Call on various students to tell the class about Set a time limit and have the class debate.
their partners answers. Note: As a variation, you may want students
Note: If you have a large class, you may want to work in groups of four for this activity: two
to have two pairs work together to report students who will debate one side of the issue
their examples. and two who will debate the other side.
Exercise 10: Pros / Cons Exercise 12: Writing
A A
Have students read the list of topics. You may Read the instructions. As you explain
want to review the definitions of the following each step of preparing and organizing the
items: composition, you may want to give the
students examples of how you would do this
for a specific topic or point of view.
UNIT 18105

Brainstorm some topics that students can Writing, Reading, Listening, and Speaking
write about. Point out that students can write
about a topic they discussed or debated in Have students work in groups to create a
Exercise 11. talk show of their own. It can be similar
Have students research, plan, and write their to or different from the one in the opening
essays, either in class or as homework. conversation on Student Book pages 308
Note: As a variation, you may want to 309. Have each group decide on a topic and
have students use the information about decide who will be the host and the guests.
organizing their essay to create a simple Remind students that guests should have
outline first. Have them read each others opposing views about the issue.
outlines in pairs and make suggestions for Have students write a script. They can
changes. Then have students write their use the opening conversation as a model.
essays. Remind them to focus on using various
types of adverbs in their conversations.
B Have each group present the show to
Have students work in pairs to correct each the class. At the end of the show, class
others essays using the Editing Checklist. members can be callers who ask specific
Then have students revise and rewrite their questions of the guests and/or host about
essays. their positions on the issue.
Post the essays around the room. Have
students circulate and read each essay.
Have students choose one essay that has a Go to www.myfocusongrammarlab.com for
viewpoint opposite to their own but also has additional listening, pronunciation, speaking, and
a convincing argument. Then discuss them as writing practice.
a class. Note:
UT practice.
O
OF
T HE BOX ACTIVITIES
Listening and Speaking Have students complete the Review and check
Have students work in pairs. Write several
controversial topics on individual slips
of paper. You can use the ones that have Go to www.myfocusongrammarlab.com for the
been presented in the unit or have students Unit Achievement Test.
brainstorm a list of topics they think are
controversial.
Put the slips of paper in a hat or a basket
and have each pair draw a topic. Tell
students that they are candidates for an
important government position, and their
success in being elected depends on a
debate that will be broadcast on national
TV.
Give pairs ample time to prepare their
arguments about the issue. Have students
make notes to assist them in their debate.
Have teams present their debates to the
class. Hold an election and have class
members vote for the candidates they
thought were the most convincing.

Unit 19 Overview excesses actions that are socially or
morally unacceptable
Grammar: Adverb Clauses because they are too extreme
Unit 19 focuses on the meanings and uses of javelin throw an event in which competitors
various types of adverb clauses, as well as their throw a light spear to see
placement and punctuation. who can throw it the farthest
Adverb clauses are dependent clauses. Unlike rival a person, group, or organization
independent clauses, they cannot stand that you compete with
alone; they need another clause to be fully also-ran someone who has failed to win
understood. Adverb clauses indicate how, a competition or an election
when, why, where, or under what conditions
Write the following questions on the board
things happen. They may also introduce a
contrast.
(or prepare them as a handout):
1. What has the author identified as the three
Adverb clauses begin with subordinating
excesses in sports today? (misplaced focus
conjunctions, which may be single words or
phrases. Adverb clauses may occur before or
on fame, money, violence)
after an independent clause and sometimes 2. According to the author, why is the focus
occur within the independent clause. on breaking records a problem in todays
Adverb clauses of time indicate when
Olympic games? (because its difficult to say
something happens. They are introduced who a champion is when the difference in
by a variety of words and expressions that their performances is just 1/10 of a second)
signal time. 3. Who are the two athletes that the author
Adverb clauses of place indicate where uses as examples of excesses in money?
something happens, and adverb clauses of (Kobe Bryant and Alex Rodriguez)
reason indicate why something happens. 4. According to the author, how do we show
Adverb clauses of condition indicate under we value people? (by what we pay them)
what conditions something happens. 5. Why did hockey player Steve Moore have
Adverb clauses of contrast make a contrast to be hospitalized? (because another player
with the idea expressed in the independent hit him in the head with his stick)
clause. Establish a purpose for reading. Call on some
students to read the questions to the class.
Theme: Sports
Remind students to think about the questions
Unit 19 focuses on language that is used to as they read and listen to the text. Have
talk about sports, athletes, and sporting events.
students read the text, or play the audio as
students follow along in their books. Discuss
the answers to the questions as a class.
See the general suggestions for Grammar in After You Read
Context on page 1. A. Vocabulary
Before You Read work in pairs to compare answers.
Have students work in small groups to Go over the answers as a class, clarifying any
discuss the questions. discrepancies in answers among students.
Call on students to share their answers with Have students practice pronouncing these
the class. words.
You may also want to have students talk
about the significance of sports and sporting B. Comprehension
events in their countries. Have students complete the exercise
individually and compare answers in pairs or
Read groups of three.
You may want to point out unfamiliar Go over the answers as a class. As students
vocabulary. Write the words on the board and share answers, have them identify where
have students say what they think the words in the text they found the answers to the
mean. Discuss the meanings as a class. For questions.
example:
endorsement saying in an advertisement
that people should buy a
practice.
particular product
UNIT 19107

Step 2: Grammar Presentation (pages 326329) Note 2
See the general suggestions for Grammar Have students look at each of the example
Presentation on page 2. sentences. Have them identify the
subordinating conjunction in each.
Grammar Charts Ask: What happens to the clause when the
Have the class work in seven different groups subordinating conjunction is removed? (It
and assign each group one chart to examine. becomes an independent clause.)
Have students look at the example sentences Note 3
in their assigned charts and say if the Some of the example sentences deal with
sentences are simple, compound, or complex. future time. Have students look at the verbs
(All of the examples sentences are complex: one in both the main and the subordinate clauses.
independent clause and one dependent clause). Ask: In which clause is the future form
Have students identify the dependent clauses used? (the main clause) What if the order of
in the examples and the one word in each the clauses is changed? (Will is still used only
that prevents the clause from standing on its in the main clause.) What about be going to
own. (In every case it is the adverbial word that can it be used in a dependent clause? (No.)
makes it a dependent clause.) Have students work in pairs to take turns
Ask students: What do you notice about the saying the example sentences as they are
placement of adverbial clauses in the charts? written and then reverse the order of the
(They can come before or after the main clauses.
clause.) Ask: Does a change in position result Ask students: Are there other subordinating
in a change in meaning? (No.) conjunctions that could replace as soon as in
Grammar Notes the first example? (when)
Note 1 Note 4
Review the definition of clause with the class List the subordinating conjunctions in this
(a group of words that contains a subject and note on the board and write the following
a verb). Then have students work in groups sentences frames:
to come up with a definition of independent Ill sit at the stadium.
clause (a clause that is a complete sentence on Famous athletes go .
its own) and dependent clause (a clause that Put the tickets for the game .
is not a sentence on its own. It needs another We can park the car .
clause to make a complete sentence.) Have students work in groups to complete
Have groups talk about what they remember the sentences with adverb clauses of place.
about these types of sentences: simple (Examples: Ill sit where I have the best view
sentence (a sentence that consists of one at the stadium. We can park the car wherever
independent clause); compound sentence there is an open space.)
(a sentence with two independent clauses Have groups write one or two sentences for
joined by a coordinating conjunction such each frame. Call on various groups to share
as and, but, or or); a complex sentence (a their sentences with the class. Ask: In which
sentence with one independent clause and one sentences is the adverb clause inside the main
dependent clause). Elicit definitions of these clause? (the sentences created from the first
sentences from various groups, filling in gaps frame)
in the definitions when necessary. Note 5
Ask: What is another name for independent Point out that in conversation because and
clause? (main clause) What is another name since are more commonly used than as to
for dependent clause? (subordinate clause) express reason. In writing, however, as is used
In a complex sentence, in which clause is the a great deal.
main idea usually found? (the independent or
main clause)
Ask: Why do some of the example sentences
have commas while others dont? (In the
ones with commas, the dependent clause
comes first.)

Go over the examples with since and as
Have students look through Appendix 20
used to express both time and reason. Have
to find additional subordinating conjunctions
students write a few sentences using since
that can introduce clauses of contrast. (in
and as each way. Then have students work
spite of / despite the fact that)
in pairs, exchange papers with a partner,
and identify which of the partners sentences Identify the Grammar: Have students
have clauses of time and which have clauses identify the grammar in the opening reading on
of reason. Have students from various pairs pages 323324. For example:
share their sentences with the class and have As I write this editorial, the World Cup is in
the class identify which type of clause each full swing in South Africa.
sentence contains. But while sports may look good on the
In small groups, have students look at surface, problems are lurking underneath.
Appendix 20 on page A-9 and identify other Because he penalized a player in the 2008
subordinating conjunctions that express European Championships, a British referee
reason. (because of / due to / on account of received death threats.
the fact that / inasmuch as) Then have them When the Olympics began about 2,700
write sentences using these subordinating years ago in Greece, the contests were
conjunctions and share them with the class. related to war.
We see it wherever we look, and its certainly
Note 6
not decreasing.
Write the following sentences on the board.
Then ask students which conjunction (even if Go to www.myfocusongrammarlab.com for
or only if) goes with each sentence: grammar charts and notes.
We are taking this trip to the Olympics for
sure. we cant get tickets for our Step 3: Focused Practice (pages 329333)
favorite events, we are going. (even if) See the general suggestions for Focused
Ill give you my cell number for emergencies. Practice on page 4.
Use it you need to. (only if)
Have students look at the fourth example. Exercise 1: Discover the Grammar
Ask: How can you use if in place of unless in Have students complete the exercise and
this sentence and keep the same meaning? work in groups of three to compare answers.
(If you dont train a great deal, you wont be a Go over the answers as a group, clarifying any
champion.) discrepancies among students answers.
Ask: In which of the other example sentences
could you use unless? What changes would Exercise 2: Word Order
you need to make in each sentence to keep Have students complete the exercise. Go over
the same meaning? (You wont improve the answers as a class.
unless you practice daily. Bi-Yun wont make Have students decide in pairs which
the team unless another athlete drops out.) Grammar Note applies for each answer.
Note 7 Exercise 3: Combining Sentences
Point out that clauses of contrast that Have students complete the exercise, then
show unexpected results can be seen as the have pairs work together to compare answers.
opposite of clauses of reason, which have a Have students from each pair write their
predictable cause and effect relationship. sentences on the board. As you go over
Write some simple sentences that show an these sentences, ask students what other
unexpected result. For example: We stayed subordinating conjunctions would work in
up all night to watch the competition. I wasnt each sentence without changing the meaning.
tired. Then have students work in pairs to
combine these sentences using adverbial Exercise 4: Writing Adverb Clauses
clauses. For example: Though we stayed up all Have students look at the pictures and
night to watch the competition, I wasnt tired. describe what they see. Ask: What teams
Have students from various pairs write their are playing? What sports? What is the score?
sentences on the board and go over them as a Who is probably going to win?
class. Have students read the first item. Brainstorm
ways to complete the sentence. (Example: The
Sharks will win the game provided that the ball
goes in the basket.)
UNIT 19109

Have students complete the exercise. Go over C
the answers as a class. Then have students Have students practice saying the sentences.
work in pairs to read the completed sentences Circulate and help as needed.
to each other. Have students take turns saying the
sentences again in pairs, first with the clauses
Exercise 5: Editing in the order that they appear and then
Have students work in pairs to complete the reversing the order of the clauses.
exercise.
Have students from each pair write their Exercise 8: Personal Inventory
corrected sentences on the board and explain A
their corrections to the class. Read the instructions and go over the
Have students read the corrected text picture and the example with students.
aloud to each other in pairs. Brainstorm other sentences about the future
Go to www.myfocusongrammarlab.com for with when.
additional grammar practice. You may want to have students review the Be
Careful! note in Note 3 about the use of will
and be going to in complex sentences with
time clauses. Ask: Do you use will or be going
334338) to in the dependent clause? (No. Use simple
See the general suggestions for Communication present instead.)
Practice on page 5. Have students complete the exercise
individually.
A B
Establish a purpose for listening. Read the Have pairs discuss their answers. Then have
instructions and the question. Remind students them exchange books and check each others
to think about the question as they listen. sentences for correct punctuation.
Play the audio. Go over the answer with the Call on students to tell the class about their
class. partners answers.
B Exercise 9: Picture Discussion

Establish a purpose for listening. Have A
students read the questions. Remind them to Have students look at the picture and
think about the questions as they listen. describe what they see. If needed, explain
Play the audio. Since these questions require vocabulary such as brawl, punch, and rivalry.
complex answers, you may want to play the Have students discuss the events in the
audio more than once. picture and the questions in the instructions.
Have students complete the exercise and Circulate and help as needed.
work in pairs or groups of three to compare Have students talk in groups about
their answers. Then have students identify similar sports incidents that they have
what type of adverb clause was required for witnessed or heard about.
each sentence.
B
Exercise 7: Pronunciation Call on students from each group to share
A their ideas with the class.
Have students read and listen to the Have the class vote on whether sports have
Pronunciation Note. become too violent.
Say the examples aloud and have students Exercise 10: Writing
repeat.
A
B Read the instructions and the topics. Point
Have students quickly read the sentences. out that in this writing assignment students
Play the audio for the first sentence and go will be expressing an opinion in the topic
over the example answer as a class. Make sure sentence of the first paragraph and providing
students can hear the pause and understand reasons, facts, and evidence to support that
why the comma has been added. opinion in the rest of the essay. Have students
Have students complete the exercise and identify the topic sentence in the example and
work in pairs to check their answers. articulate what the writers opinion is.

Have students identify the sentence in Speaking, Listening, Writing, and Reading
the example in which the author provides
the reason for his opinion. (In particular, Write the following sentences on the board:
I strongly believe that sports provide Its not whether you win or lose thats
opportunities to people who dont have many important; its how you play the game.
other opportunities.) Point out that the next The only thing that matters is winning.
sentence is the beginning of an example Then write the following sentence on the
that the writer uses to support the reason he board:
states. The only thing that matters is winning.
Elicit from students that this essay will most Given the roots of the Olympic games in
likely have two to three more paragraphs that war, this ancient Greek ideal might make
provide additional reasons and examples for sense.
their opinions. Have students work in small groups to
Have students write their essays in class or as decide which of these ideals provides a
homework. better guiding principle for modern sports.
Then have them write a three- to four-
B paragraph opinion essay expressing their
Have students use the Editing Checklist view. Remind students to focus on using
to revise and rewrite as needed. As an adverb clauses in their writing.
alternative, have them work in pairs to Have students work in pairs to correct each
correct each others work. others essays using the Editing Checklist.
Post the essays around the room. Have
students circulate and read each essay.
Have students choose one essay that has a Go to www.myfocusongrammarlab.com for
viewpoint opposite to their own but also has additional listening, pronunciation, speaking, and
a convincing argument. Then discuss them as writing practice.
a class. Note:
UT practice.
O
OF
T HE BOX ACTIVITIES
Reading, Speaking, and Listening Have students complete the Review and check
advertisements for sports equipment or
any other kind of item that is suitable Go to www.myfocusongrammarlab.com for the
for people who practice sports. Have Unit Achievement Test.
students work in small groups. Hand out
several advertisements to each group.
Have students study the advertisements
and discuss the message behind each one.
Encourage students to use adverb clauses
of reason, condition, and contrast as they
describe the messages. Write the following
examples on the board to prompt students:
You will beat your opponent only if you
wear [brand].
Since our equipment is the best, you wont
be able to reach the top without it.
Although its expensive, you cant afford not
to have it.
If you drink [brand], you will have more
energy.
Follow up by having students share
with the class their views about the
advertisements and their messages.
UNIT 19111

Unit 20 Overview A clause with a passive verb can be changed
to an adverbial phrase with a past participle.
Grammar: Adverb and Adverbial Phrases If the subordinating conjunction can be
Unit 20 focuses on the form and uses of adverb omitted without changing the meaning,
and adverbial phrases and the reduction of delete the subject and any auxiliaries in the
various types of adverb clauses to phrases. passive sentence.
A clause is a group of words with a subject Theme: Compassion

and a verb that expresses time. A phrase does Unit 20 focuses on language that is used
not have a subject and a verb that expresses to describe stories and discuss acts of
time. A phrase often has a present or past compassion.
participle.
Some adverb clauses can be shortened to
adverb phrases in ways similar to the ways
adjective clauses can be shortened: by Step 1: Grammar in Context (pages 340342)
reducing them or changing them. Negative See the general suggestions for Grammar in
adverb phrases contain the word not or never Context on page 1.
before the participle.
Adverb clauses can be reduced to adverb Before You Read
phrases when the clause has a form of be. Have students work in small groups to discuss
Omit the subject and be. You can reduce the the questions, or discuss them as a class.
adverb clause to a phrase only if the subject You may also want students to share stories
in both clauses of the sentence refers to the they know about people who have shown
same person or thing. Adverb phrases can compassion in the midst of personal pain and
come first or second in the sentence. If the suffering.
original sentence has commas, keep the
commas in the reduced sentence. Read
Some adverb clauses can be changed to You may want to have students scan the text
adverb phrases when the clause has no form for the following words and guess at their
of be. Omit the subject and change the verb meanings using context clues. Have them jot
to its -ing form. You can reduce the adverb down the definitions in their notebooks. Have
clause to a phrase only if the subject in both students share their definitions. Discuss and
clauses of the sentence refers to the same
clarify them as a class:
person or thing. Keep the subordinating
ruins the parts of buildings that are
conjunction (after, before, since, or while) and
the original punctuation. left after the rest have been
destroyed
Change a simple past or past perfect verb
shatter to break suddenly into very
in an adverb clause to the -ing form or to
having + past participle in an adverb phrase. small pieces or to make
something break this way
Upon or on + -ing in an adverb phrase
outdistance to run, ride, etc., faster than
usually has the same meaning as when in an
adverb clause. other people, especially in a
race so that you are far ahead
The subordinating conjunction is sometimes
alert to officially warn someone of a
omitted in a phrase. A phrase without a
subordinating conjunction is called an problem or danger, so that he
adverbial phrase. In a time clause, the or she can be ready to deal
subordinating conjunction can be omitted with it
when the clause is changed to an adverbial coma a state in which someone is
phrase if the meaning remains clear. unconscious for a period of
However, do not omit the subordinating time, usually after a serious
conjunction in a passive construction. accident or illness
Adverb clauses of reason can be changed to transplant the operation of moving an
adverbial phrases, but because, since, or as at organ, piece of skin, etc., from
the beginning of a clause must be omitted in one persons body to another
the adverbial phrase. civility a high level of civilized behavior
irony a situation that is unusual or
amusing because something
strange happens or the
opposite of what is expected
happens or is true

pledge to make a formal, often public, Grammar Charts
promise to do or give Have students scan the charts for the spaces
something to an organization, marked . Ask :Why are no adverb phrases
country, etc. possible here? (because the subjects of the
Write the following questions on the board: two clauses are not the same)
1. Why did the Greens try to escape from Have students look at each of the charts. Ask:
the criminals? (They thought their new car What are the two types of adverb clauses
could outrun them.) that are the focus of these charts? (adverb
2. Why were the Greens attacked? (The clauses of time and reason) Ask: What is
criminals thought they were carrying the main difference between the first chart
precious stones.) and the others? (The first chart relates to the
3. Why did Nicholass parents offer to donate reduction of active time clauses with be. The
his organs to Italians in need of them? (to rest focus on time clauses with verbs other
return good for evil and so that someone than be, reason clauses, and clauses with
could have the future he lost) passivesall of these involve more complicated
4. What happened to the Greens after their changes to reduce to phrases.)
return to the United States? (They began to Write the following questions on the board:
receive requests to speak about their son and In reducing or changing adverb clauses to
the importance of organ donation.) phrases:
5. How did they react to these requests? (They What words from the clause were omitted in
realized that they had found their lifes work.) the phrase?
Establish a purpose for reading. Have What word forms were changed?
various students read each of the questions Have students work in four groups. Assign
aloud. Remind students to think about these each group one chart to examine and answer
questions as they read and listen to the text. the questions for each example sentence. If
Play the audio and have students read the you have a large class, you may have more
text. Have students discuss the questions in than one group working on each section.
pairs or groups of three. Then have students Have students form new groups of four,
from each group share answers with the class. making sure that there is one person from
each of the previous groups in the new
After You Read groups. Have students in the new groups
A. Vocabulary share their answers to the questions about the
Have students work in pairs. Have them cover chart that they examined.
the definitions in the right-hand column
and guess at the definitions of the boldfaced Grammar Notes
words. Have them discuss their guesses with Note 1
their partners. Have students read the note. Then ask: What
Have students complete the exercise are the two ways that adverb clauses can be
individually. Go over the answers as a class. made into phrases? (by reducing the original
As you talk about each answer, have students clause [omitting words] or, for some clauses,
share what their initial guesses were. by changing the words)
Have students complete the exercise Have students read the note. Then ask: When
individually. Then have them compare can adverb clauses be reduced to phrases?
answers in pairs. (when the clause has a form of be and the
Call on various students to share their subjects in both clauses of the sentence refer to
answers with the class. Have them point out the same person or thing)
the place in the text where they found the
Note 3
answer to the question.
Have students look at the examples. Ask:
Go to www.myfocusongrammarlab.com for an How are the verbs in these examples
additional reading, and for reading and vocabulary different from the ones in the previous
practice. examples? (They are not forms of be. They
are other verbs: visited and saw.) How do we
Step 2: Grammar Presentation (pages 343346) change these clause to adverb phrases? (omit
the subject and change the verb to its -ing
form)
UNIT 20113

Write sentences such as the following on the Note 7
board and have students complete them with Have students read the note.
information about a real or fictional vacation: Write some sentences on the board and have
After , we checked into our hotel. students reduce the clauses to phrases. For
While , we made plans for the next day. example:
Before , we had lunch in a restaurant. Since the Greens were compassionate people,
After , we went shopping at . . . they chose to donate Nicholass organs.
Before _____ , we visited . . . (Being compassionate people, the Greens
chose to donate Nicholass organs.)
Note 4
As he wasnt willing to stop for the thieves,
Have students read the note. Ask: What are
Mr. Green kept driving. (Not willing to stop
the two ways to reduce a simple past or past
for the thieves, Mr. Green kept driving.)
perfect verb in an adverb clause? (omit the
Because they had been affected by this
subject and change the verb to the -ing form or
tragedy, the Greens wanted to help other
to having + past participle)
people. (Having been affected by this tragedy,
Say a simple past or past perfect sentence
the Greens wanted to help other people.)
with an adverb time clause with after and
have students reduce the clause in both ways. Note 8
(Example: After Id woken up, I realized my Have students work in pairs to generate three
alarm clock was broken. / After waking up, I or four sentences with adverb clauses that
realized my alarm clock was broken. / After have passive verbs. Have them base their
having woken up, I realized my alarm clock sentences on the reading. (Example: Because
was broken.) he was hit by a bullet, Nicholas was critically
Have students continue the same activity injured.)
in groups of three. Each student takes turns Then have pairs exchange sentences and
saying a sentence, changing the clause to reduce the adverb clauses to phrases.
an -ing phrase, and changing the clause to a (Example: Hit by a bullet, Nicholas was
phrase with having + past participle. critically injured.)
Go over the Be Careful! note and write several
Note 5
sentences with adverb clauses on the board
Have students read the note. Explain that
for students to transform into phrases. For
adverb clauses with when often do not sound
example:
correct when reduced to adverb phrases in
Before they were affected by this tragedy, the
the normal way described in Notes 1 through
Greens were a happy family. (Before being
4. A good rule of thumb is to replace when
affected by this tragedy, the Greens were a
with upon or on.
happy family.)
Say an example sentence with when and
Then write the following sentence on the
have students reduce the clause to a phrase.
board and ask students if it is a possibility:
Example: When he boarded the plane, he
Affected by this tragedy, the Greens were a
immediately fell asleep. (Upon / On boarding
happy family. (No. Deleting the subordinating
the plane, he immediately fell asleep.)
conjunction and be changes the meaning, and
Have students continue practicing this in
the resulting sentence doesnt make sense.)
pairs.
Note 6
Have students read the note and the example
sentences.
Having spent a wonderful day exploring
You may want to point out that this sort of
the ruins at Paestum in southern Italy,
change is most common when the events in
Reg and Maggie Green were driving south
the adverb phrase and the main clause are
in the area of Italy known as the boot, their
happening at the same time. Subordinating
children Nicholas and Eleanor sleeping
conjunctions such as after and before cannot
peacefully in the back seat.
usually be omitted because this will change
Not knowing what to do, Reg carefully
the meaning.
weighed the options.
Shots rang out, shattering both windows on
the drivers side of the car.

Step 3: Focused Practice (pages 346352) Have students complete the exercise
See the general suggestions for Focused individually and work in pairs to compare
Practice on page 4. answers. Then go over the answers as a class.
For the yes / no items, have various students
Exercise 1: Discover the Grammar explain why their answers are correct. For
A the rewrite items, have various students write
Have students complete the exercise their sentences on the board and explain
individually and work in pairs to compare them.
answers. Exercise 4: Adverb Phrases / Main Clauses
Call on students from various pairs to share Many students will find this activity quite
their answers with the class. challenging, so you may want to guide them
B using the following steps.
Read the instructions and go over the Have students look at the pictures. Point out
example with the students. that the pictures tell a story. Have students
Have students complete the exercise work in pairs or groups to work out the plot
individually. of the story. Explain that students should just
Call on various students to share their work out the story for now and not worry
answers with the class. about grammar. Call on a few groups to tell
the story in their own words.
Exercise 2: Adverb Clauses to Phrases Write the key events of the story on the board.
Have students complete the exercise If your class needs extra help, you may want
individually. to write a description of each picture using
Go over the answers as a class. Have various full adverb clauses. Examples:
students write their shortened sentences on 1. When a tourist couple came out of the
the board. train station, they saw a boy selling
guidebooks.
Exercise 3: Clauses / Phrases 2. When the boy saw the couple, he said to
A the man, Guidebook, sir?
Establish a purpose for reading. Write the 3. Because they didnt have any money, they
following questions on the board: told the boy they couldnt buy anything.
1. What happened to the elephant Damini? 4. After they thought about the situation, they
Why? (She apparently died of grief after the decided to buy a guidebook from the boy.
death of another elephant she was close to.) 5. When they found a bank, they went inside
2. How did the two elephants come to be in and changed money.
the same zoo? (Damini was taken from 6. When they returned to the train station,
owners who were illegally transporting her the boy was gone.
and brought to the zoo; Champkali was 7. After they learned from a policeman where
brought on a kind of maternity leave.) the boy was, they went to find him.
3. How did Champkali die? (She died after 8. After theyd found the boy, they bought a
giving birth to a stillborn calf.) map.
4. Why do people think Damini was Go over the example and have students
experiencing grief? (She shed tears and complete the exercise in pairs or small
lost interest in food. Also, an expert said groups. Have strong students write sentences
that elephants are very social animals that using their own ideas. If students need more
form close bonds with others and experience help, have them work with the sentences you
emotions.) wrote on the board and reduce or change the
Have students read the questions. Then have adverb clauses.
them read the article and find the answers. Go over the answers as a class. Have students
Go over the answers as a class. practice telling the story again, this time
using adverb phrases wherever possible.
B
Have students read the instructions for each Exercise 5: Editing
item. Make sure everyone understands that Have students check their answers in pairs.
the instructions are different from item to Then call on students to explain each error
item. Answer any questions about how to and correction.
complete the exercise.
UNIT 20115

Step 4: Communication Practice(pages Exercise 9: Group Discussion
353356) A
See the general suggestions for Communication Read the instructions and the questions. If
Practice on page 5. needed, have students reread the article on
Student Book pages 340341.
Exercise 6: Listening Go over the example answer. Remind students
A to give reasons and extra information when
Have students read through the list of they answer the first question, not simply
subjects. Remind them to keep these subjects answer yes or no.
in mind as they listen to the audio. Have students discuss the questions in pairs.
Play the audio and have students complete Circulate and help as needed.
the exercise. B
Go over the answers as a class. You may Call on students to share their partners
need to play the audio again to clarify answers with the class.
B
Have students read the questions. Remind A
students to think about the questions as they Point out that this is a narrative essay
listen. Then play the audio, pausing as needed students will be telling the story of something
so students have time to write their answers. that happened or that they witnessed.
Have students compare their answers in small Remind students that effective narrative
groups. Then go over the answers as a class. writing includes sensory details. Have
Provide copies of the audioscript and have students look at the example and identify the
students practice reading it in pairs. Then sensory details. (I suddenly felt the car slow
have one pair read the audioscript to the down and heard a grinding noise.)
class. Have students work in pairs or small groups
to brainstorm ideas of events to write about.
Exercise 7: Pronunciation Then have students write their essays, either
A in class or as homework.
Have students read and listen to the B
Pronunciation Note. Say the examples aloud Have students use the Editing Checklist to
and have students repeat. correct their work. Then have them revise
B and rewrite as needed. As an alternative, have
Play the audio, pausing as needed so students them work in pairs to edit each others work.
have time to circle their answers. Have students work in small groups to share
Go over the answers as a class. their writing with one another.
C
As students repeat each sentence, circulate
and provide feedback as needed.

A
Circulate as students are writing. Provide help
as needed.
B
Have two pairs work together and discuss
their sentences.
Have each student report at least one
sentence about his or her partner to the class.

UT Have students complete the Review and check
O
OF
T HE BOX ACTIVITIES Review or assign additional material as needed.
Reading, Speaking, Listening, and Writing Go to www.myfocusongrammarlab.com for the

Bring in stories (or have students
bring them in) that deal with love and
compassion. They can be fictional stories or Unit 21 Overview
fables such as Androcles and the Lion or
true stories from magazines, newspapers, Grammar: Connectors
or organizations that help people in need, Unit 21 focuses on the forms, meanings, and
such as UNICEF. uses of three types of discourse connectors.
Have students work in groups to read and There are three main types of connectors:
discuss the stories. Then write the following coordinating conjunctions, subordinating
example on the board: conjunctions, and transitions.
Having run away from his master, Coordinating conjunctions join two
Androcles made for the woods. On seeing independent clauses. They are usually
the lion in pain, Androcles grew bold and preceded by a comma. Subordinating
conjunctions connect ideas within a
decided to help.
sentence. They come at the beginning
Have students look at the grammar charts
of subordinate (dependent) clauses. If
again. Have them use ideas from the stories the subordinate clause comes first in the
to write sentences using adverbial phrases. sentence, it is followed by a comma. Unless
Have students from various groups share it sets up a contrast, a subordinate clause
their sentences with the class. that follows an independent clause is not
preceded by a comma.
Transitions connect ideas between sentences
Have students reread the opening text. or larger sections of text. Transitions that
Point out that the outpouring of sorrow, the connect sentences can come at the
reactions of shame on the part of Italians, beginning, end, or within a sentence. At
and the Greens receiving Italys highest the beginning of a sentence, a transition
honor indicate that organ donation was is preceded by a period or semicolon and
probably very unusual in Italy at that time. followed by a comma. At the end of a
sentence, it is preceded by a comma.
Have students discuss the following
questions in small groups: There are five types of transitions that
1. What are the attitudes toward organ connect sentences. These can show addition,
condition, contrast, effect / result, and time.
donation in your nation or region?
2. Are you a registered organ donor? Transitions that connect larger blocks of text
Would you be if you were asked? Why or usually come at the beginning of a sentence
and are followed by a comma. They have
why not?
a variety of uses: to list ideas in order of
3. What are the arguments for and against time or importance, to give examples, to
organ donation in your culture? summarize, or to add a conclusion.
4. How have attitudes toward organ
donation changed in your lifetime? Theme: Memory
about different types of memory and how we
Go to www.myfocusongrammarlab.com for can improve our ability to remember.
writing practice.
Note: Step 1: Grammar in Context (pages 358360)
See the Focus on Grammar Workbook for See the general suggestions for Grammar in
additional in-class or homework grammar Context on page 1.
practice.
Before You Read
Have students work in pairs to discuss the
questions.
UNIT 21117

Have various students share their answers After You Read
with the class and list them on the board. A. Vocabulary
Save them for future reference. Have pairs look at the sentences on the left
and identify what the part of speech of each
Read
boldfaced word is. For example, core in the
Write unfamiliar vocabulary on the board.
first sentence is used as a noun. Have them
Have students scan the text for each word
do the same for each of the definitions on the
and read the entire sentence in which the
right. For example, lessen the seriousness of a
word appears. Ask what they think each word
harmful action is a verb plus object. Point out
means and discuss the meanings as a class.
that understanding how an unknown word
For example:
is used in a sentence can often help readers
worrisome something that makes you
understand the meaning.
anxious
Have pairs complete the exercise, discussing
deterioration the state of becoming worse or
the part of speech for each boldfaced word
developing into a bad
and its definition as an aid to selecting an
situation
answer.
vivid memories, dreams,
Have two pairs work together to check
descriptions, etc. that are so
their answers. Clarify any discrepancies in
clear that they seem real
students answers as a class.
the real trick the best way to solve a
problem or to get a good B. Comprehension
result Have students complete the exercise
Point out that using context to guess
pairs or groups of three.
meanings of unknown words is an important
reading comprehension skill that will help Go to www.myfocusongrammarlab.com for an
students to more easily understand what they additional reading, and for reading and vocabulary
read. practice.
Write the following questions on the board
(or prepare them as a handout): Step 2: Grammar Presentation (pages 360364)
1. What are the two types of memory that the
author distinguishes between? (long-term
and short-term)
2. Where do short-term memory operations Grammar Charts
occur? (the frontal lobes of the brain) Have students look at the examples in the first
3. As we age, how much mass do the frontal chart. Ask: Is the meaning expressed by the
lobes lose per decade? (as much as 5 to 10 different sentences the same or different?
percent) (pretty much the same) Why would a speaker
4. According to the author, what is one way or writer choose one form over another?
to remember names? (create a mental (Each form has a slightly different emphasis,
picture you can relate to the person, place, allowing the speaker or writer to choose the
or thing you want to recall) best one to connect with what came before.)
Establish a purpose for reading. Have Photocopy the remaining charts
students read the questions. Remind students individually, but white out various sections
to think about the questions as they read and of each chart. Then make enough copies for
listen to the text. the class. Have students complete the charts
Have students read the text. Discuss the in small groups. Then have them check their
answers to the questions as a class. answers against the charts in their books.
Grammar Notes
Note 1
Have students name as many coordinating
conjunctions as possible from memory,
and write them on the board. Then have
students look at the charts and complete the
list. Repeat the process for subordinating
conjunctions and transitions.

Note 2 Note 4
Remind students that an independent clause Have students read the note and the
has a subject and a verb. Have them identify examples. Write the following on the board in
the subjects and the verbs in the first two three columns.
example sentences. (I forget / I write / I heard /
In addition, . . . . . . his memory
you did mean)
didnt improve.
Since students studied adverb clauses
in the previous unit, they should be familiar
with subordinating conjunctions and the . . . he bought
some audio
comma rules. To establish the connection Otherwise, . . .
CDs.
between these and other connectors, have
students transform the first two examples
. . . he had a
in Note 1. Have them change the structure
Tom bought difficult time
of the first sentence to a complex sentence
a book about However, . . . remembering
using a subordinating conjunction. (Although how to improve names.
I try hard, I can never remember new peoples your memory.
names.) Then have them change the second
. . . his memory
sentence to two independent clauses joined
improved.
by a coordinating conjunction. (I cant As a result, . . .
remember her name, but I can remember her
. . . his anxiety
face.)
in new
Note 3 situations may
You may want to point out that some have increased.
transitions, such as however, can be used Before that . . .
comfortably in all sentence positions
indicated. Others are more restricted. Tell Have students connect the sentence at the
students that, when in doubt, the initial left with transitions and clauses to create
position is always safe. logical sentences. (Example: Tom bought a
In small groups, have students look at book about how to improve your memory. In
Appendix 21 on page A-9. Ask them to identify addition, he bought some audio CDs.)
words that could replace the transition words Brainstorm other transitions that could
in the example sentences. Go over their replace the ones in the chart. (Example: in
choices as a class. addition can be replaced with additionally,
furthermore, plus, etc.)
Note 5
Point out that sentence connectors help us
anticipate the kind of information that is
coming next when we read or listen. The
transitions that connect blocks of text show
us the broad outlines of a writers or speakers
overall plan.
Have students reread Try to Remember,
underlining the transitions that connect
blocks of text. Then go over these as a class.
Have students look at Appendix 22 on
page A-10 in pairs. Ask them to choose
transitional words or phrases that can replace
those in the text. Discuss those as a class.
Youre with a friend, and suddenly up walks
somebody youve known for a long time.
However, just as you say, Nancy, Id like you
to meet . . . , your mind goes blank.
UNIT 21119

I wouldnt be too concerned, though, for its Point out that the pictures tell a story. Have
also very common. students work in groups to work out the story
I was worried about memory loss on my part; in their own words. Call on a few groups to
therefore, I decided to do some research tell the story.
into the problem. Have students read the instructions and
First: There are two types of memory, long- the prompts in parentheses. Brainstorm
term and short-term. sentences to write for the first item.
(Example: Hank woke up late, and he didnt
take a shower. In addition, he didnt have
breakfast.)
Have students complete the exercise individually
Step 3: Focused Practice (pages 364368) and compare answers in pairs. Call on students
See the general suggestions for Focused to write their sentences on the board.
Practice on page 4.
Exercise 5: Editing
Exercise 1: Discover the Grammar Have students complete the exercise
A
individually and compare answers in pairs.
Have students complete the exercise Call on various students to write their
individually. Then have them compare corrected sentences on the board. Have
answers in pairs. students explain their corrections to the class.
Review the answers as a class. Have students practice reading the
corrected text aloud to each other in pairs.
Have students look at the opening reading
in pairs and find more examples of each type Go to www.myfocusongrammarlab.com for
of connector. Have them write the sentences additional grammar practice.
in random order on a piece of paper. Have
pairs exchange papers and label each Step 4: Communication Practice(pages
connector as indicated in the exercise. 369372)
B See the general suggestions for Communication
Have students complete the exercise Practice on page 5.
individually. Then have them discuss their
answers in groups. Exercise 6: Listening
Circulate as students are working. Identify A
any items that seem problematic and go over Have students read the sentences. Remind
them as a class. students to keep these sentences in mind as
they listen.
Exercise 2: Combining Sentences with Connectors Play the audio and have students complete
Have students complete the exercise the exercise.
individually and work in groups of three to Go over the answers with the class. Replay
check their answers. the audio if needed.
Have students from each group write their
sentences on the board. Discuss the sentences B
as a class. Have students read the questions. Then play
the audio and have students complete the
Exercise 3: Completing Sentences exercise. You may need to play the audio
with Connectors more than once in order for students to write
Have students complete the exercise answers for all of the questions.
individually and work in pairs to compare Have students work in groups to check their
answers. answers.
Go over the answers as a class. Go over the answers as a class. If needed, play
Have students practice reading the the audio again so students can check their
completed text to each other in pairs. answers.
Exercise 4: Writing Sentences with Conjunctions / Exercise 7: Pronunciation
Transitions A
Have students look at the pictures and Have students read and listen to the
describe what they see. Answer any questions Pronunciation Note. Say the examples aloud
about vocabulary. several times and have students repeat.

B B
Play the audio, pausing after each item, so Have students use the Editing Checklist to
students have time to write answers. correct their work. Then have them revise
Have students compare their answers in and rewrite as needed. As an alternative, have
pairs. them work in pairs to edit each others work.
Call on students to write their answers on the Have students share their writing in small
board, including the commas or semicolons groups.
they added. Discuss the sentences as a class.
C UT
O
Circulate as students practice saying the
OF
sentences. Give help as needed. T HE BOX ACTIVITIES
Exercise 8: Game
Reading, Speaking, Listening, and Writing
example with the class. To demonstrate how Have students conduct an Internet search
to play the game, read the example sentences on tips for improving memory. Have them
aloud. Students take notes with their books print out material and bring it to class.
closed. Then have students say or write down Have students exchange articles in pairs
the example sentences using their notes. and underline the connectors. Then have
Divide the class into teams. Set a time limit, them discuss what they found and identify
and have the teams write statements with what type of connector each one is.
connectors. Then have students play the game Have students write two paragraphs about
while you keep score. one of the methods to improve memory
Have members of each team exchange that they discussed. Remind them to use
statements with each other or the opposite various types of connectors. In the first
team. Then have students write sentences paragraph, have them explain how the
with the same information and meaning but method works. In the second paragraph,
different connectors. Have students share have them express their views on the
the original and rewritten sentences with the method.
class.
Exercise 9: Picture Discussion Have students watch relevant parts of the
Have students look at the picture. Help with movie 50 First Dates, a romantic comedy
vocabulary as needed. about a veterinarian named Henry Roth
Read the instructions and have students (Adam Sandler), who falls in love with
complete the exercise in pairs. Remind them Lucy Whitmore (Drew Barrymore). Lucy
to focus on using various types of connectors. never remembers that she is dating Henry
Have students from various pairs share their because she suffers from short-term
observations with the class. memory loss, a disorder which causes her
to forget everything every night.
Exercise 10: Writing Have students discuss the following
A questions in small groups:
Review the structure of an essay. This What would you have done if you were
assignment will most likely include an Henry?
introductory paragraph, one or two body How does Henrys father behave?
paragraphs, and a concluding paragraph. How does Lucys father behave?
Point out that this assignment will be a
narrative about a past event, and the topic
sentence in the example identifies a specific Go to www.myfocusongrammarlab.com for
event. additional listening, pronunciation, speaking, and
Have students brainstorm an event to write writing practice.
about. Then have them choose one event and Note:
list details associated with the event. Make See the Focus on Grammar Workbook for
sure they eliminate any details that are not additional in-class or homework grammar
related to the event. practice.
Have students write their essays, either in
UNIT 21121

Unit 21 Review (page 373) Unit 22 Overview
Have students complete the Review and check Grammar: Conditionals; Other Ways
their answers on Student Book page UR-3. to Express Unreality
Go to www.myfocusongrammarlab.com for the uses of a variety of structures that express real
Unit Achievement Test. conditions or unreality.
Conditional sentences describe situations
From Grammar to Writing (pages 374376) that occur (or do not occur) because of
certain conditions. They consist of two
See the general suggestions for From Grammar clauses: a dependent condition clause and
to Writing on page 9. an independent result clause. There are two
Go to www.myfocusongrammarlab.com for an types of conditionals: real and unreal.
additional From Grammar to Writing Assignment, Real (or factual) conditionals describe
Part Review, and Part Post-Test. situations that occur regularly or are likely
or possible in the future. Unreal conditionals
describe situations that are untrue, unlikely,
or impossible in the past or present. In
conditional sentences, the clause can occur
Part IX Overview
in either order without a change in meaning.
Conditionals and the Subjunctive Either or both clauses can be negative.
We use present real conditionals to talk
about general truths, scientific facts, or
22 Conditionals; Other Intuition habits and repeated events. The simple
Ways to Express present is used in both clauses. We can also
Unreality use the present progressive in the if clause.
23 More Conditions; Advice In future time situations, use the simple
The Subjunctive present or the present progressive in the if
clause and the future with will or be going to,
Go to www.myfocusongrammarlab.com for the may, might, can, or could in the result clause.
Part and Unit Tests. Use the present unreal conditionals to
Note: PowerPoint grammar presentations, talk about unreal, untrue, imagined, or
test-generating software, and reproducible impossible conditions and their results. Use
Part and Unit Tests are on the Teachers the simple past form of verbs in the if clause.
Resource Disc. If the verb is be, use were for all persons. In
the result clause, use could, might, or would
+ the base form of the verb.
Use the past unreal conditional to talk about
past unreal, untrue, imagined, or impossible
conditions and their unreal results. Use the
past perfect in the if clause and could, might,
or would have + past participle in the result
clause. We can use past unreal conditionals
to express regret about a situation that
actually happened in the past.
Times in the if clause and the result clause
are sometimes different. Present unreal and
past unreal conditionals can be mixed in the
same sentence.
We often use unreal conditionals to express
regret or sadness. We can also use wish + a
noun clause to express sadness or desire for
a different situation. If only has a meaning
similar to that of wish. If only is followed by
a noun clause without that.
Theme: Intuition
about intuition and speculation.

Step 1: Grammar in Context (pages 378380) Note: You may want to point out that, in this
See the general suggestions for Grammar in type of exercise, all of the answer choices are
Context on page 1. the same part of speech as the target word.
In this case, looking at the context (the words
Before You Read and sentences around the target word) can
Have students work in groups to discuss help to determine meaning. One way for
the questions or discuss them as a class. If students to do this is to replace the target
students discuss the questions in groups, have word in the sentence with the word choice
students from each group share their ideas that they think is correct. If the sentence
with the class. makes sense and is logical in terms of other
sentences, it is likely that the choice is
Read correct.
You may want to discuss these words and
their meanings: B. Comprehension
serial killer someone who has killed several Have students complete the exercise
people, one after the other, individually.
often in the same way Have students work in pairs to check their
curb the edge of a street, between answers.
where people can walk and Go to www.myfocusongrammarlab.com for an
cars can drive additional reading, and for reading and vocabulary
Write these questions on the board: practice.
1. On what kind of day did the story take
place? (very hot) Step 2: Grammar Presentation (pages 381384)
2. In American culture, which sex is supposed
to have intuition? (females)
3. Why was Donna unhappy about stopping
to help Mr. Wilkerson? (At first, she was Grammar Charts
afraid he might do harm to them. Then she Have students compare the examples in the
was also concerned that by the time they got first two charts (Present and Future Real
to the yard sale, all the good merchandise Conditional; Present Unreal Conditionals).
would be gone.) Both talk about present situations. Ask: Do
4. Did Donna think the mans story about both use present verb forms? (No, the verb
traveling around the country was true? forms in the unreal conditionals are past.)
(No.) Ask: What about subject-verb agreement
5. What was the irony in the story? (Donna in Charts 1 and 2? (Subject-verb agreement
and Thain probably assumed that the man is normal with the real conditionals. For the
was not very well off. In fact, he must present unreal conditional, instead of it was
have been quite wealthy if he sent them / wasnt, we see it were / werent, which is
$100,000.) actually subjunctive. Students will learn more
Establish a purpose for reading. Have several about the subjunctive in the next unit.)
different students read each of the questions Have students look at the third chart (Past
aloud. Remind students to think about these Unreal Conditionals). Ask: In Chart 3, what
questions as they read and listen to the text. verb forms are used? (In the if clause, the
Have students read the text, or play the audio past perfect is used. In the result clause, would
and have students follow along in their books. have + past participle is used.)
Have students discuss the questions in pairs Have students look at the last chart (Other
or groups of three. Call on students from each Ways to Express Unreality). Ask: In this
group or pair to share answers with the class. chart, what verb forms are used for the
present and future? (would, could) Which
After You Read
form is used for the past? (past perfect) Ask:
A. Vocabulary In each sentence, what actually happens?
Have students complete the exercise (She will miss the sale. They cant buy the
individually and compare answers in pairs. bureau. They arrived late.)
UNIT 22123

Grammar Notes Note 4
Note 1 Have students read the note and the
Have students work in pairs to generate three examples. Draw students attention to the Be
or four more examples of situations or events Careful! note. You may want to point out that,
that occur regularly or that are likely or in informal speech, many native speakers
possible in the future. (Examples: It is hot in use would have in the if clause of past
the summer. My train is late.) Then brainstorm unreal conditionals, but it is still considered
events that are untrue, unlikely, or impossible. incorrect, especially in writing and in formal
(Examples: I win the lottery. I am president of speech.
the United States.) Write the following sentence frame on the
Have students from each pair share their board again and have students supply the
ideas with the class. verb forms. Write them below the blanks:
If I ,I .
Note 2 had + past participle could have
Have students look at the present real might have + past
conditional examples in Note 2 and point out participle
that either the simple present or the present would have
progressive can be used in the if clause. Have students think about things they wish
Have two students come to the board and would have been true or things they regret.
change the verbs in if clauses of the first two Have them write about them in sentences
sentences to the present progressive. Have using the frame on the board and share their
a third student change the verb in the third sentences in groups. For example:
example to the simple present. Ask: Do these If I had studied English when I was young, I
changes affect the meaning of the sentences? might have gotten my degree by now.
(No.) If I had lived 100 years ago, I would have
Have students look at the examples that never left my home village.
express future time situations. Have various If I had worked more last summer, I could
students replace the modals in the result have bought a new motorcycle.
clauses with the other modals listed. Ask: Do
these substitutions change the meaning of the Note 5
sentences? (In some case they do, but only Write the following statements on the board.
because the modals have different meanings.) Have students read the sentences aloud and
say whether each clause is about a past or
Note 3 future condition or result.
On the board write this sentence frame: If I hadnt read that book, I wouldnt know the
If I ,I . answer. (past condition; present result)
Have students tell you what can go into the If I were rich, I would be in the Bahamas
blanks, and write these words under the enjoying the sun. (present condition; present
blanks on the board: result)
If I ,I . If I hadnt been there, I wouldnt have gotten
were could hurt. (past condition; past result)
simple past might + base form If my car werent at the garage, I would have
would lent it to you. (present condition; past result)
Have students think about three things they Have students match the conditional
wish were true, with at least one related to sentences with the types of conditions and
being something and one involving having results they express. Then have students
something. Have them write these as replace the underlined segments with their
sentences and share them in small groups. own ideas.
For example:
If I were president of the country, Id / I Note 6
wouldnt . . . Point out that the central meaning of wish
If I had 10,000 extra dollars, Id . . . is a desire that a situation be different from
If I could talk to one famous person in what it is. A wish involves a contrary-to-fact
history, Id talk to . . . situation.

Have students write down three general Exercise 2: Present Real Conditionals
situations (not actions) that they want to Go over the example answer with students.
be different. Then have them make a wish Point out that the word farmers is capitalized,
statement about each and share these with a so the sentence begins with that word.
partner. (Example: I dont get to see my wife Have students complete the exercise
much because she works a lot. I wish she had a individually. Call on various students to write
different job.) their sentences on the board and go over
Next, have them write a sentence with wish them as a class.
+ would / could + base form expressing a Have students rewrite the sentences so
single future action that would change each that the condition and result clauses switch
situation wished about. (Example: I wish places. (Example: Item 1: If the springtime
my wife would look for a better job with fewer temperature drops below zero, farmers
hours.) sometimes lose their crops.)
Note 7 Exercise 3: Present / Future Conditionals
Have students read the note and the Have students complete the exercise
examples. individually. Then have them check their
Have students write down three things: answers in pairs.
something they want now, something they Go over the answers as a class.
regret about the past, and something theyd Have students practice the conversation
like to change in the future. Have students in pairs twice, changing roles after the first
express their wishes with sentences starting practice.
with if only. (Examples: If only I had a car . . .
If only I had passed my history test . . . If only Exercise 4: Wish / If Only Sentences
Maria would stop smoking . . .) A
Identify the Grammar: Have students Have students look at the pictures and
identify the grammar in the opening reading on describe what they see. Ask: What situation
pages 378379. For example: do you think the people want to change?
I wish I had an iced tea right now. Brainstorm some ideas. Then read the
Id sure get out of this heat if I were him . . . instructions and go over the example answer
Hes going to faint if he doesnt get out of as a class.
the sun. Have students complete the exercise
Hell probably kill us and steal the car if we individually. Then have students work in pairs
pick him up. to compare answers. Call on students to write
If only that bureau would still be there! their sentences on the board. Discuss the
sentences as a class.
grammar charts and notes. B
example answer.
See the general suggestions for Focused individually. Go over the answers as a class.
Practice on page 4. Have students take turns reading both sets
of sentences (wish and if only) to each other.
A Exercise 5: Mixed / Past Unreal Conditionals
Have students complete the exercise individually Have students quickly read the story for
and compare answers in small groups. unfamiliar vocabulary items. Answer any
Call on students from various groups to share questions.
their answers with the class. Discuss and Have students complete the exercise
clarify any discrepancies in answers among individually and work in pairs to check their
groups. answers. Circulate as students are working
together, noting any particular items that
B
are problematic for students. Go over the
problematic items as a class.
example answer with students.
Have students practice reading the text
aloud to each other.
individually. Call on various students to share
and explain their answers to the class.
UNIT 22125

Exercise 6: Editing C
Have students complete the exercise Circulate as pairs practice saying the
individually and work in pairs to check their sentences. Provide help as needed.
answers.
Have various students write their sentences Exercise 9: Conditional Game
on the board and explain each error and Read the instructions and go over the
correction. example with students.
Divide the class into teams and have them
Go to www.myfocusongrammarlab.com for work together to write the questions. Then
additional grammar practice. have students find the answers to the
questions. You may want to assign this
Step 4: Communication Practice(pages portion as homework. Or you can provide
390394) each team with the following answers:
See the general suggestions for Communication Team A
Practice on page 5. 1. Where would you be if you were in the
capital of Honduras? (Tegucigalpa)
Exercise 7: Listening 2. How old would you have to be if you were
A the president of the United States? (at least
Have students read the list of subjects. 35)
Remind them to listen and check the subjects 3. Where would you be traveling if the
that are not mentioned. monetary unit was the won? (South Korea
Play the audio and have students complete or North Korea)
the exercise. 4. Where would you be if you were visiting
Go over the answers as a class. Angkor Wat? (Cambodia)
5. Who would you have been if you had been
B the emperor of France in 1804? (Napoleon)
Have students read the questions. Remind 6. Who would you have been if you had
them to keep these questions in mind as they been the first prime minister of India?
listen. (Jawaharlal Nehru)
Play the audio and have students complete 7. What country would you have been from if
the exercise. You may have to play the audio you had been Marco Polo? (Italy)
more than once so students have enough time 8. What mountain would you have climbed
to write complete sentences. if you had been with Edmund Hillary and
Have students work in pairs to check their Tenzing Norgay? (Mt. Everest)
answers. Go over the answers as a class.
Give each pair a copy of the audioscript. Team B
Have them identify the target structures and 1. How old would you be if you were an
whether each is real or unreal. octogenarian? (in your 80s)
2. Where would you be traveling if you were
Exercise 8: Pronunciation in Machu Picchu? (Peru)
A 3. What would you be if you were the largest
Have students read and listen to the mammal? (the blue whale)
Pronunciation Note. Have students listen 4. What country would you be in if you
as you say the two example sentences, were standing and looking at Angel Falls?
pronouncing the verb in the contracted form. (Venezuela)
Have students listen again and raise their 5. Who would you have been if you had been
hands if they think the action has already the inventor of the telephone? (Alexander
happened. Repeat the sentences randomly Graham Bell)
several times. After each one, tell students 6. What kind of creature would you have
whether they were correct. been if you were a stegosaurus? (a
dinosaur)
B 7. What would have been your occupation if
Play the audio, pausing as needed so students you were Genghis Khan? (a powerful ruler
can circle their answers. and conqueror)
Go over the answers as a class. You may 8. Who would you have been if you had been
want to play the audio again to clarify any Siddartha Gautama? (the Buddha)

Have students play the trivia game. Keep
score on the board. If your class is large, you UT
O
might want to have students work in groups
OF
of four or six. Then divide each of those T HE BOX ACTIVITIES
groups into two teams.
Writing, Speaking, and Listening
In small groups, have students outline
A
a biography of Quentin Wilkerson, the
Have students read the instructions and the
generous old man who left the young
prompts. Brainstorm ways to complete the
couple $100,000 in the opening reading.
sentences.
Have them use what little information is
Have students complete the exercise individually.
given about his life in the story and invent
Encourage students to write statements about
more about him. You may want to write
other people as well as themselves.
these questions on the board as a guide:
B 1. How old is he?
Have students compare answers in pairs. 2. Why is he traveling around the country?
Then have students report about each other to 3. Why is he traveling alone?
the class. Be sure that each person shares at 4. Why does he travel by bus?
least two sentences about his or her partner. 5. How did he make his money?
Note: As a variation and for large classes, 6. Why doesnt he have any children?
have each pair report their answers to 7. Why wont he be traveling around any
another pair instead of the whole class. more?
Have each group share their biography
Exercise 11: Group Discussion outline with the class.
A
Give students time to read the opening Reading, Speaking, and Listening
reading again. Bring in a magazine or newspaper story
Have students read the questions and discuss about a situation that ended well because
them in small groups. someone made the right decision at the
Circulate and provide help as needed. right time.
Have students read the story and discuss:
B
(a) what would have happened if the person
Have students make sure that each person in
had reacted differently; (b) what they think
the group shares something with the class (or,
the person wished at that moment; and (c)
for large classes, with another group) about
what they would have done themselves if
what the group decided.
they had been in that situation.
Have students discuss these questions: Have
You can also choose to have students
you ever received a gift that you thought was
discuss fictional stories. Two of these are
too generous? How did it make you feel? Why?
The Truth About Pyecraft by H. G. Wells,
Exercise 12: Writing in which Pyecraft, a fat man obsessed with
losing weight, makes a decision which he
A
then regrets, and The Honest Man and The
Establish some guidelines about this writing
Devil, by Hilaire Belloc, in which a man
task. You may want to specify a certain
decides to have nothing to do with the devil
number of paragraphs for students to write.
and is then surprised by the consequences
Remind students that this assignment is
of his decision. Have students discuss
essentially a narrativetelling a story about
questions similar to the ones suggested
something that has occurred.
above.
Have students use a graphic organizer to
brainstorm a list of possible situations and a
few details about each one. Then have them Go to www.myfocusongrammarlab.com for
choose one situation to write about. additional listening, pronunciation, speaking, and
writing practice.
B
Have students correct their work using Note:
the Editing Checklist or have them use the See the Focus on Grammar Workbook for
checklist to correct each others work in pairs. additional in-class or homework grammar
Have students revise their writing. practice.
UNIT 22127

Unit 22 Review (page 395) The subjunctive is used in noun clauses
Have students complete the Review and check following verbs of advice, necessity, and
their answers on Student Book page UR-3. urgency. Do not use infinitives in subjunctive
Review or assign additional material as needed. noun clauses with these types of verbs.
However, some of these verbs can be
Go to www.myfocusongrammarlab.com for the followed by a gerund phrase.
Unit Achievement Test. The subjunctive is also used after
adjectives of advice, necessity, and urgency.
Subjunctive verbs after these types of
Unit 23 Overview
adjectives occur in the pattern it + be +
Grammar: More Conditions; The Subjunctive adjective + that clause. In this type of clause
we do not usually omit that.
uses of the subjunctive in implied and inverted Theme: Advice
conditionals and noun clauses.
Unit 23 focuses on language that is used to ask
Conditions are sometimes implied rather for and give advice.
than directly stated in an if clause. In a
sentence with an implied condition, there
is no change in the result clause, but the
clause that expresses the condition may be Step 1: Grammar in Context (pages 396398)
implied through the use of certain words. See the general suggestions for Grammar in
The condition clause may precede or follow Context on page 1.
the result clause.
Unreal conditions with had, should, and Before You Read
were are sometimes expressed by inverting Have students work in pairs or groups to
the subject and verb and deleting if. There is discuss the questions.
no change in the result clause. The inverted Have various students from each group share
condition clause can precede or follow the answers with the class. Brainstorm advice
result clause. Inverted conditionals with and solutions for the problems students
should imply that an action or event is not mention.
likely to happen. This is much different
from the usual meaning of should. Negative Read
inversion is formed by adding not after the Write these questions on the board (or
inverted subject and verb. Do not contract
not and the verb. Sentences with inverted
conditional clauses are more formal than
1. What is the problem that Jason writes to
conditionals with if. Rosa about? (Hes upset because he thinks
his college roommate is a slob, and the lack
Although the use of the subjunctive is
somewhat uncommon in English, it is
of neatness bothers him.)
commonly used in present unreal conditions 2. What are Rosas suggestions? (Ask Hank
with the use of were. Were is not used for if he really likes living this way; show him
past situations in conditionals. how to clean up; remind him that Jason has
In another form of the subjunctive, we use a a right to an orderly and clean living space.)
noun clause with the base form of the verb. 3. What does Rosa say is an important
Form the negative by placing not before the thing? (She says that Hank shouldnt feel
base form. To form a passive subjunctive, criticized.)
use be + the past participle. In passive 4. What does Carla feel like at times?
subjunctives, we can usually omit that. (She feels like shes married to his family
members).
5. What are two examples that Carla gives to
explain her complaint? (She says that his
family members drop in without letting her
know theyre coming, his sister constantly
asks her to do favors for her, and his cousin
asks to borrow money but doesnt pay it
back.)
6. What does Rosa think will help make Carla
and Jims marriage stronger? (a little bit of
communication)

Establish a purpose for reading. Have various Grammar Notes
students read the questions to the class. Note 1
Remind students to think about the questions Have students read the note.
as they read and listen to the text. Have students work in pairs to use the
Have students read the text. Then have them example sentences in the first grammar chart
work in pairs to discuss their answers. to practice forming nonstandard conditions.
Have one partner cover the leftmost column
After You Read
and, looking at the implied condition column,
A. Vocabulary re-create the equivalent sentences using with,
Have students complete the exercise. Go over without, but for, if so, if not, and otherwise.
the answers as a class. The other partner provides helpful feedback
Have students choose four or five of the as needed. Then have partners switch roles.
vocabulary words from the exercise and write Elicit other examples from the class. Start
original sentences for each one. Then have with a prompt. (Example: Id better balance
them compare and discuss their sentences in my checkbook.) Have students suggest some
pairs. nonstandard conditions (if not, otherwise)
B. Comprehension and complete the thought. (Example: If not /
Have students complete the exercise Otherwise, Im likely to bounce some checks.)
individually and compare answers in pairs or Note 2
groups of three. Have students read the note.
Have various students share their answers Have students work in pairs. Have one
with the class. Clarify any discrepancies in partner cover the leftmost column in the
students answers. Have students refer to the second grammar chart, look at the standard
text to defend their answers if needed. condition column, and re-create the
Go to www.myfocusongrammarlab.com for an equivalent sentence as an inverted condition.
additional reading, and for reading and vocabulary The other partner provides helpful feedback
practice. as needed. Then have partners switch roles.
Note 3
Step 2: Grammar Presentation (pages 399402) Students will most likely be familiar with the
See the general suggestions for Grammar structures in Note 3 because they studied
Presentation on page 2. them in the last unit as present and past
unreal conditionals. Point out that if I were
Grammar Charts you is a particularly useful structure in
Have students look at the first chart. Ask: English. If you feel they need more practice
In general, which are easier to construct, with it, have them work in pairs posing
implied or nonstandard conditions? problems and offering advice. For example:
(nonstandard conditions) S1: My rent is too high.
Point out that most of the nonstandard S2: If I were you, Id look for a new
condition structures are very commonly used apartment.
in conversation except for one. Ask: Which
Note 4
nonstandard condition structure is not
Write these sentences on the board (without
commonly used in conversation? (but for,
underlining the words):
which is, in fact, quite formal and very rarely
1. They insist we be available when they
used)
drop in.
Have students look at the second chart and
2. When I suggest she call first, she becomes
describe the difference in form between
angry.
the inverted conditions and the standard
3. I would recommend she talk with her
conditions. (word order, deletion of if)
husband.
Have students look at the third and fourth
charts. Ask: What do you notice about 4. Id rather Jim not tell his parents how I
the form of the verbs in the subjunctive feel.
clauses? (Theyre base formsthey dont show 5. Its important that Elena not criticize his
agreement with the subject.) parents.
6. Id propose she communicate directly
with him.
7. Its not advisable for her to be upset.
UNIT 23129

8. Id recommend Jason look into ways to Had I known what a slob Hank really is, I
help Hank understand. never would have agreed.
9. Its essential that we understand each What would you recommend I do?
others points of view. If so, ask him if he really likes having dirty
10. Its imperative for her to communicate dishes and bugs all over the place.
with her husband.
Have students identify the noun clauses and
the verbs they contain. (All but Sentences 7
and 10 have noun clauses.) Ask: What do
you notice about the verb form in the noun Step 3: Focused Practice (pages 402408)
clauses in each of the sentences? (Its the See the general suggestions for Focused
base form.) Practice on page 4.
Leave the sentences on the board for Notes 5
and 6. Exercise 1: Discover the Grammar
A
Note 5
Have students work in groups to compare
Have various students underline the verbs their answers.
in each of the sentences on the board that Have various groups share and explain their
trigger the use of the subjunctive. Ask: What answers to the class.
do you notice about the use of that in these
sentences? (That is used in some of the B
sentences and omitted in others.) Can that be Have students complete the exercise
used after the underlined verbs? (Yes, but individually. Go over the answers as a class.
its not required.) Which sentences contain For each incorrect rewrite, have various
a negative subjunctive? (4 and 7) How is it students write a correct rewrite on the board
formed? (Not is added before the base form of and discuss them as a class.
the verb.)
This note presents some useful alternatives Exercise 2: Implied Conditionals
to the subjunctive. Have students look at First, have students work individually to
the sentences again and consider in which underline the conditional sentences. Go over
cases the subjunctive might be replaced by a the answers as a class.
gerund phrase. (2, 6, and 8) Next, have students rewrite the sentences
they underlined. Have them work in pairs to
Note 6 compare answers. Then go over the answers
Have students look at the sentences again. as a class.
Ask: Have students practice the conversation
Which sentences have a structure that is twice in pairs, changing roles after each
different from the other sentences? (5, 7, practice. Then have them practice the
9, and 10) conversation again, substituting the sentences
What is the different structure? (In these with nonstandard conditions they wrote in
four sentences the main clause has the the exercise.
pattern it + be + adjective.)
How are Sentences 7 and 10 different Exercise 3: Inverted / Implied Conditionals
from Sentences 5 and 9? (Sentences 5 A
and 10 have the alternate pattern it + be + Have students work individually to complete
adjective + for + noun or object pronoun + the exercise and compare answers in groups.
infinitive, which is more informal.) Call on various groups to share their answers
Why does that appear in some of these with the class.
sentences and not others? (In 5 and 9 it
can be omitted, but usually isnt. In 7 and B
10 for replaces that and cannot be omitted. Have various students write their sentences
In the rest of the sentences that is optional.) on the board and discuss them as a class.
Have students work in pairs to practice
Identify the Grammar: Have students reading the completed text aloud to each
identify the grammar in the opening reading on other.
Hank and I were best friends in high school,
so when he suggested we room together in
college I thought it was a great idea.

Exercise 4: Verbs of Urgency and Subjunctives B
Have students look at the pictures and Have students read the questions. Remind
describe what they see. Read the instructions them to think about them as they listen.
and go over the example with the class. Play the audio and have students complete
Have students complete the exercise the exercise. You may want to play the audio
individually and work in groups to share their more than once to allow students enough
sentences. time to write answers in complete sentences.
Exercise 5: Adjectives of Urgency and Subjunctives Have students look at the information
A they noted after the first listening. It is likely
Have students read the instructions and that they did not remember too much. If so,
the words in the box. Go over the example ask students why they think this is true. (In
answer so students understand how to use the Part A, they are listening for a very specific
prompts in parentheses and the words in the piece of information. For this reason, they
box to complete the sentences. may have missed hearing much of the other
Have students complete the exercise individually. information).
Go over the answers with the class.
Exercise 8: Pronunciation
B
A
Read the instructions. If needed, show
students how to rewrite the first sentence.
Pronunciation Note.
(It is desirable for young people to have good
Say the examples aloud several times and
self-esteem.) You may want to point out that
have students repeat.
students should use young people or them as
nouns or object pronouns. B
Have students complete the exercise. Call on Read the instructions and go over the
various students to write their sentences on example answers.
the board. Discuss the sentences as a class. Play the audio, pausing as needed so students
Have students take turns reading the can write their answers.
sentences in Parts A and B in pairs. Go over the answers as a class.
Exercise 6: Editing C
Have students complete the exercise Circulate as pairs practice. Provide feedback
individually and work in pairs to check as needed.
answers.
Have various students write their corrected
sentences on the board and explain each error A
and correction. Read the instructions and have students look
at the prompts. Remind students to pay close
Go to www.myfocusongrammarlab.com for attention to the structures in each item.
additional grammar practice. Have students complete the exercise.
Circulate and help as needed. Have them refer
Step 4: Communication Practice(pages to the grammar charts and notes as needed to
409412) complete the sentences.
See the general suggestions for Communication B
Practice on page 5. Have students report about each other to the
class.
A Exercise 10: Group Discussion
Have students read the question. Remind A
them to think about the question as they Have students read the statements. Answer
listen. any questions about vocabulary.
Play the audio and allow students time to Have students complete the exercise.
answer the question. Go over the answer as a Encourage them to take notes on why they
class. agree, disagree, or are not sure about each
Have students write down in their item.
notebooks any information that they recall
from the listening.
UNIT 23131

B
Go over the instructions and the example. UT
O
Point out that the speaker gives reasons for
OF
his or her opinion and the other person asks T HE BOX ACTIVITIES
follow-up questions.
Have students discuss their answers. Writing, Reading, Listening, and Speaking
Circulate, helping as needed.
Have each student write two letters to an
Call on groups to report their answers to the
advice columnist seeking advice about
class. Be sure that, as students report their
two different situations. They can use the
groups opinions to the class, each member of
opening text as a model.
the group contributes to the reporting.
Have students give each of their letters to a
Exercise 11: Picture Discussion different classmate. Have students respond
Have students look at the pictures and share to the letters and give their responses to the
what they know about the place. Ask them appropriate student.
about what tourists can do there, what the Have students work with a new partner to
weather is like, what the local customs are, discuss one of the situations and the advice
and if there is anything people should or they received. Make sure students use their
shouldnt do while there. own words to describe the situation orally
Read the instructions and go over the and do not simply exchange papers to read.
example. Brainstorm other pieces of advice Have students change partners and
for travel to the United Kingdom. (Examples: repeat the process for the second letter.
I recommend that she ride a double-decker bus.
Reading, Listening, and Speaking
Its essential that she remembers to drive on
the left, not on the right.) Encourage students Bring in (or have students bring in) a
to use a variety of verbs and adjectives. If variety of articles that make suggestions,
needed, refer students to Appendix 24 on express opinions, or give advice.
page A-10. Have students work in small groups to
Have students choose a place theyd like to read one of the articles and discuss it. Have
discuss and form groups with students who students take notes about their discussion
chose the same place. Have them complete and deliver a group report to the class.
the exercise. Circulate and help as needed. Encourage students to use the language
they learned in this unit. You may also want
Exercise 12: Writing to write the following sentence frames on
A the board:
Have students read the instructions and the The article suggests (that) .
example. Brainstorm other examples of good The experts recommend (that) .
or bad advice that students have taken. You might ; if so, .
Explain that students will write a narrative Should you , .
essay. Review the key parts of the essay. (A Without perseverance, you wont be able to
statement of whether the advice was good or .
bad, identification of the situation and a clear With a bit of patience, youll soon be able to
description of it, the sequence of events, and .
the ultimate resolution or outcome.) Its important (that) .
Have students use the prewriting process Its essential (that) .
to plan and organize their essays. Its advisable (that) .
Have students write their essays, either in
class or as homework. Go to www.myfocusongrammarlab.com for
B additional listening, pronunciation, speaking, and
Have students use the Editing Checklist to writing practice.
revise and rewrite as needed or have students Note:
work in pairs to correct each others work. See the Focus on Grammar Workbook for
practice.

Unit 23 Review (page 413) From Grammar to Writing (pages 414417)
Have students complete the Review and check See the general suggestions for From Grammar
their answers on Student Book page UR-3. to Writing on page 9.
Go to www.myfocusongrammarlab.com for the additional From Grammar to Writing Assignment,
Unit Achievement Test. Part Review, and Part Post-Test.
UNIT 23133

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Unit Teaching Notes

Part I Overview Action verbs, also called active verbs,

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16Unit Teaching Notes

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18Unit Teaching Notes

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Step 1: Grammar in Context (pages 1517)

Before You Read

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20Unit Teaching Notes

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22Unit Teaching Notes

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my parents had been living in Germany for

T HE BOX ACTIVITIES two years when I was born. Before I was

Writing and Speaking

24Unit Teaching Notes

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26Unit Teaching Notes

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Exercise 1: Discover the Grammar Step 4: Communication Practice (pages 4143)

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28Unit Teaching Notes

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T HE BOX ACTIVITIES practice.

Unit 3 Review (page 44)

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30Unit Teaching Notes

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32Unit Teaching Notes

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accept other peoples T HE BOX ACTIVITIES

34Unit Teaching Notes

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36Unit Teaching Notes

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38Unit Teaching Notes

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C Exercise 10: Writing

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Have students write about the photo using

Listening, Speaking, and Reading From Grammar to Writing (pages 8587)

40Unit Teaching Notes

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Before You Read

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42Unit Teaching Notes

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Circulate as pairs practice saying the T HE BOX ACTIVITIES

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Theme: Environmental Concerns

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