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FOG 4th Edition Unit Teaching Notes (M02 - FOG - TM - L05 - 9974 - UTN)
FOG 4th Edition Unit Teaching Notes (M02 - FOG - TM - L05 - 9974 - UTN)
Part I Overview
Grammar Focus
Theme
Present Time
The Digital
World
2
3
Past Time
Marriage
Future Time
Travel
Unit 1 Overview
14
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UNIT 115
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Note 3
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Go to www.myfocusongrammarlab.com for
additional grammar practice.
Exercise 6: Listening
A
UNIT 117
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UT
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Unit 2 Overview
Theme: Marriage
Unit 2 focuses on language that is used to talk
about an arranged marriage in the United
States.
UNIT 219
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Read
Write these questions on the board:
1. How many Americans have arranged
marriages? (not very many)
2. Why did Weinlick choose the date of his
wedding before he found a bride? (He got
tired of being asked when he was going to tie
the knot.)
3. Whose idea was the selection process for
a bride? (It was the idea of his friend Steve
Fletcher.)
4. Where did Runze and Weinlick get
married? (at the Mall of America in
Minneapolis)
Establish a purpose for reading. Call on
students to read the questions to the class.
Remind students to think about the questions
as they read and listen to the text.
Have students read the text. Discuss the
answers to the questions as a class.
After You Read
A. Vocabulary
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Note 3
UNIT 221
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Exercise 8: Pronunciation
A
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Unit 3 Overview
Theme: Travel
Unit 3 focuses on language that is used to
discuss future plans and suggestions for travel.
Read
Write these questions on the board:
1. Why is the author of the article a good
source for travel tips? (because she is the
Times travel editor)
2. What are the five travel topics that the
author gives tips about in this article?
(jet lag, tours, accommodations, money /
valuables, and language / culture)
3. What is the primary purpose of this
article? (to offer tips to people who are
planning a trip in the future)
Establish a purpose for reading. Have
students read the questions. Remind students
to think about these questions as they read
and listen to the text.
Have students read the text, or play the audio
and have students follow along in their books.
Then have students work in pairs to discuss
the questions. Call on students to share
answers with the class.
Note: You may want to point out that the
answers to the first and third questions
require students to make inferencesan
important reading comprehension skill. When
we make inferences, we use what we already
know along with information in a text to
draw a conclusion about something that is
not stated explicitly. In the first question, the
text tells us that the author is a travel editor
for the Times. Based on prior knowledge of
what a travel editor does, we infer that the
author would be a good source of information
about travel tips.
After You Read
A. Vocabulary
UNIT 325
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B. Comprehension
Note 2
Go to www.myfocusongrammarlab.com for an
additional reading, and for reading and vocabulary
practice.
Note 3
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Note 6
Go to www.myfocusongrammarlab.com for
additional grammar practice.
Exercise 6: Listening
A
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UT
OF
Note:
T HE BOX ACTIVITIES
UNIT 329
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Part II Overview
Grammar Focus
Theme
Modals to Express
Degrees of Necessity
Cultural
Differences
Modals to Express
Degrees of Certainty
Puzzles
Unit 4 Overview
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Past
should
should have
UNIT 431
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Exercise 2: Modals
Have students quickly read the dialogue for
main ideas. Ask: What is the conversation
about? (tipping customs in Japan and in
another country, probably the United States)
Have students read the expressions with
modals in the box. You may want to review
which expressions describe obligation,
necessity, advice, and so on. You may also
want to review which expressions are about
the past or the present.
Have students complete the exercise
individually. Then have them compare
answers in pairs. Have students work in pairs
to practice the conversation twice, changing
roles after the first practice.
Exercise 3: Must / Have To / Should / Be
Supposed To
A
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Exercise 9: Discussion
A
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Unit 5 Overview
Theme: Puzzles
Unit 5 focuses on language that is used to talk
about mysterious events, myths, and legends
of the past.
UNIT 535
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A. Vocabulary
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UNIT 537
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Go to www.myfocusongrammarlab.com for
additional grammar practice.
Exercise 7: Pronunciation
A
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Nouns
Unit
Grammar Focus
Theme
Health
Definite and
Indefinite Articles
Environmental
Concerns
8
9
Quantifiers
Money
Modification of
Nouns
Expectations
Unit 6 Overview
Theme: Health
Unit 6 focuses on language that is used to
discuss factors that relate to health and
wellness.
UNIT 641
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Grammar Notes
A. Vocabulary
Note 1
B. Comprehension
Note 2
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UNIT 745
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Note 2
UNIT 747
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Exercise 5: Editing
Have students complete the exercise
individually, then work in pairs to compare
their corrections.
Have students from each pair write their
corrected sentences on the board and explain
their corrections to the class.
Go to www.myfocusongrammarlab.com for
additional grammar practice.
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Exercise 9: Game
Have students read the answers in the chart.
Point out that many of the written answers
in the game come from the various texts and
exercises in this unit.
Read the instructions and model the example
with a student. Divide the class into teams
and have them ask and answer the questions.
Have a student keep score on the board.
Note: As a variation, you may want to
establish a time limit for each team to come
up with the question.
Exercise 10: Writing
A
UT
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T HE BOX ACTIVITIES
UNIT 749
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Go to www.myfocusongrammarlab.com for
additional listening, pronunciation, speaking, and
writing practice.
Note:
Grammar: Quantifiers
Unit 8 focuses on the meanings and uses of a
variety of quantifiers.
Quantifiers can be single words or phrases.
They specify the number or amount of
something. They are used with nouns and
pronouns and sometimes can be used alone.
Quantifiers are used with different types of
nouns: singular count nouns, plural count
nouns, or non-count nouns.
With singular count nouns, use quantifiers
such as one, each, and every.
With plural count nouns, use quantifiers
such as both, a couple of, a dozen, several, a
few, etc.
With non-count nouns, use quantifiers such
as a little, little, much, a great deal of, a great
amount of, etc.
With both plural count nouns and non-count
nouns, use quantifiers such as no, any, some,
enough, a lot of / lots of, plenty of, most, all,
etc.
Use a few / few with count nouns and a little
/ little with non-count nouns. Few and little
are used to mean hardly any or not much
at all.
Use many with count nouns and much with
non-count nouns. Much is not often used
in affirmative sentences but is common in
questions and negative statements and in too
much.
Theme: Money
Unit 8 focuses on language that is used to
discuss various forms of money that we use
today to purchase a wide variety of goods and
services.
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Grammar Notes
Note 1
UNIT 851
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Note 5
Go to www.myfocusongrammarlab.com for
grammar charts and notes.
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Exercise 7: Pronunciation
A
UNIT 853
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UT
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T HE BOX ACTIVITIES
For example:
local currency
shaving cream
travelers checks
toothpaste
photos sunscreen
documentation postcards
medications souvenirs
film gifts
art objects
jewelry
Have students think of a specific trip or
vacation and discuss with the group the
things they packed and brought back.
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.
Reading, Speaking, and Listening
Bring in (or have students bring in)
descriptions of holiday resort areasfor
example, Cancn, Mexico, or Saint Moritz,
Switzerlandwith information about
attractions, shopping, restaurants, nightlife,
currency, language, etc.
Have students work in small groups. Have
each group choose one of the holiday
resorts and discuss why they would or
would not like to go there. Remind them to
use quantifiers in their discussion. You may
want to write these examples on the board:
I wouldnt like Cancn in summer because
most of the hotels are crowded. Also, there
are only a few natural beaches.
I think Id like it because most hotels are
first-rate. People who take a vacation in
Cancn must spend a great deal of money!
Go to www.myfocusongrammarlab.com for
additional listening, pronunciation, speaking, and
writing practice.
Note:
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Unit 9 Overview
Theme: Expectations
Unit 9 focuses on language that is used to talk
about unrealized expectations and unexpected
outcomes.
UNIT 955
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UNIT 957
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Exercise 6: Listening
A
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UNIT 959
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OF
UT
T HE BOX ACTIVITIES
Part IV Overview
Noun Clauses
Unit
Grammar Focus
Theme
10
Noun Clauses:
Subjects, Objects,
and Complements
Humor
11
Direct and
Indirect Speech
Communication
and
Misunderstanding
Unit 10 Overview
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Theme: Humor
Unit 10 focuses on language that is used to tell
funny stories.
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Note 4
Point out that embedded questions are more
polite than direct questions.
Point out that embedded questions are used
for a wide range of purposeswhen we
really dont know the answer, when we are
unsure of the answer, when we want to say
something without being very direct about it,
and when we want to be polite. For example,
when requesting information from a stranger,
embedded questions are expected: Excuse
me, do you know / could you tell me / I wonder
if you could tell me (note double embedded
question) where the post office is.
Look at the example sentences in Note 4
and have students tell you what the original
questions were. Write them on the board.
1. Is she from around here?
2. Who is she?
3. What does incongruous mean?
4. How far is it to the nearest town?
On the board, write:
Im not sure. Who is she?
Have students combine the sentences to make
an embedded question. (Im not sure who
she is.) Ask them what has changed in the
question. (the word order and punctuation)
Note 5
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Note 7
UNIT 1063
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Exercise 5: Editing
You may want to write these words and their
definitions on the board:
vulgar
dealing with or talking about
sex and body wastes in a way
people think is disgusting and
not socially acceptable
punch line the last few words of a joke or
story that make it funny or
surprising
animated showing a lot of interest and
energy
Have students complete the exercise and
work in pairs to check answers. Then call on
students to explain each error and correction.
Go to www.myfocusongrammarlab.com for
additional grammar practice.
Exercise 7: Pronunciation
A
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UNIT 1065
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Unit 11 Overview
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Go to www.myfocusongrammarlab.com for an
additional reading, and for reading and vocabulary
practice.
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Note 6
Indirect Speech
Im going home.
Im tired.
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UT
OF
T HE BOX ACTIVITIES
Go to www.myfocusongrammarlab.com for
additional listening, pronunciation, speaking, and
writing practice.
Note:
Part V Overview
Adjective Clauses
Unit
Grammar Focus
Theme
12
Adjective Clauses:
Review and
Expansion
Personality
Types
13
Adjective Clauses
with Prepositions;
Adjective Phrases
Movies
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Unit 12 Overview
UNIT 1271
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Grammar Notes
Note 1
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UNIT 1273
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Exercise 6: Listening
206209)
See the general suggestions for Communication
Practice on page 5.
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UT
T HE BOX ACTIVITIES
OF
UNIT 1275
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Unit 13 Overview
Theme: Movies
Unit 13 focuses on language that is used to talk
about various types of movies.
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Grammar Notes
Note 1
UNIT 1377
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Note 5
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UNIT 1379
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UT
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T HE BOX ACTIVITIES
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Part VI Overview
Passive Voice
Unit
Grammar Focus
Theme
14
Unsolved
Mysteries
15
The Passive to
Describe Situations
and to Report
Opinions
Legends and
Myths
Unit 14 Overview
UNIT 1481
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B. Comprehension
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Grammar Notes
Note 1
Note 5
UNIT 1483
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Note 6
Note 9
Note 7
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UNIT 1485
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Exercise 8: Pronunciation
A
indict
to formally charge someone
with a crime
incarcerate to put someone in prison or jail
Have students complete the survey with their
own opinions. Then have them discuss the
questions in groups. Circulate, helping as
needed. Encourage students to give reasons
for their opinions.
B
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OF
Unit 15 Overview
UT
T HE BOX ACTIVITIES
Read
Write these questions on the board (or
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
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Grammar Notes
Note 1
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Note 5
UNIT 1589
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Team A
1. Which island is composed of the nations
of Haiti and the Dominican Republic?
(Hispaniola)
2. Which Central American country is
bordered by Panama and Nicaragua?
(Costa Rica)
3. Which people are considered by some to be
descendants of Atlanteans? (the Basques)
4. Which legendary creature is thought to live
in the Himalayas? (the yeti, or Abominable
Snowman)
5. Which individual is claimed to be
the assassin of U.S. President John F.
Kennedy? (Lee Harvey Oswald)
6. Which individuals are regarded as great
humanitarians? (Mother Teresa and Albert
Schweitzer)
Team B
1. Which Caribbean nation is composed of
many islands? (The Bahamas)
2. Which Caribbean nation is located about
90 miles south of Florida? (Cuba)
3. Which forest creature is said to live in the
Pacific Northwest? (Bigfoot)
4. Which lost continent is thought to be
located in the Atlantic Ocean? (Atlantis)
5. What planet was thought to be the center
of the universe before Copernicus? (the
earth)
6. Which presidents are regarded by many as
the greatest American presidents? (George
Washington and Abraham Lincoln)
Have students play the trivia game. Keep
score on the board. If your class is large, you
might want to have students work in groups
of four or six. Then divide each of those
groups into two teams.
Exercise 8: Game
Read the instructions and go over the
example with students.
Divide the class into teams and have them
work together to write the questions. Then
have students find the answers to the
questions. (Many of the answers can be
found in Exercises 2, 3, and 5 on Student
Book pages 257258 and 260.) You may want
to assign this portion as homework, or you
can provide each team with the following
answers:
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UT
OF
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Go to www.myfocusongrammarlab.com for
additional listening, pronunciation, speaking, and
writing practice.
Note:
Grammar Focus
Theme
16
17
Gerunds
Friendship
Infinitives
Procrastination
UNIT 1591
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Unit 16 Overview
Grammar: Gerunds
Unit 16 focuses on the meanings and uses of
gerunds.
A gerund is a noun made from a verb by
adding -ing to the base form of the verb.
Gerunds and gerund phrases perform the
same functions as nouns: subjects, objects,
or complements in sentences. Gerunds can
also be objects of prepositions. To make a
negative statement with a gerund, add not
before the gerund.
Gerunds function as objects after many
verbs and verb phrases in English. Some of
these are avoid, consider, enjoy, keep, and
mind.
In writing and formal speaking, use a
possessive noun or pronoun before a gerund
to show possession. In informal speech, it is
acceptable to use a noun or object pronoun
before a gerund to show possession.
Gerunds can occur in simple or past
form. We use simple gerunds to make
generalizations. To form a past gerund, use
having + a past participle. Past gerunds
indicate an action that occurred before the
main verb of the sentence. Past gerunds are
also used to emphasize a difference in time
between two actions.
Gerunds can also occur in the passive form.
For present passive gerunds, use being +
past participle. For past passive gerunds, use
having been + past participle.
Theme: Friendship
Unit 16 focuses on language that is used to
talk about friendship and the various types of
friendships one experiences in life.
Read
You may want to discuss the following words
and definitions as a class:
long since if something has long since
happened, it happened a long
time ago
awfully
very
Write the following questions on the board:
1. Why doesnt the author like the traditional
description of friends as either true or
false? (He recognizes at least six types.)
2. What are the authors six types of friends?
(convenience friends, special-interest friends,
long-term friends, cross-generational friends,
part-of-a-couple friends, best friends)
3. Why is Bill important to the author? (He is
a father figure and mentor.)
4. Who are Amanda and Gretta? (the authors
wife and the wife of a friend)
5. Who is Ken? (one of the authors two best
friends)
Establish a purpose for reading. Call on
several different students to read each of the
questions. Remind students to think about
these questions as they read and listen to the
text.
Have students read the text, or play the audio
and have students follow along in their books.
Have students discuss the questions in pairs
or groups of three. Call on students from each
group or pair to share answers with the class.
After You Read
A. Vocabulary
B. Comprehension
Go to www.myfocusongrammarlab.com for an
additional reading, and for reading and vocabulary
practice.
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Grammar Charts
Have students work in seven groups to
examine the grammar charts. Have each
group look at one section of the charts.
Have students come up with a rule for
forming the gerund in the section of the chart
they are examining and find an example
sentence of that type in the opening reading
(or their own example). Note: There is no
example of a past passive gerund in this text.
Have students in each group explain their
section to the class.
Grammar Notes
Note 1
Note 5
UNIT 1693
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jerk
someone who does things that
annoy or hurt other people
wilderness
a large area of land that has
never been built on or
changed by humans
chauffeured driven by someone
Have students complete the exercise and
work in pairs to check their answers. Then
call on students to explain each error and
correction.
Go to www.myfocusongrammarlab.com for
additional grammar practice.
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UNIT 1695
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Go to www.myfocusongrammarlab.com for
additional listening, pronunciation, speaking, and
writing practice.
Note:
Theme: Procrastination
Unit 17 focuses on language that is used to talk
about putting things off until a later time.
Grammar: Infinitives
Unit 17 focuses on the forms, meanings, and
uses of infinitives in the simple, past, and
passive forms.
An infinitive is to + the base form of the verb.
Infinitives often have the same functions as
nouns. They can act as subjects, objects, or
object complements. To make an infinitive
negative, place not before to.
Certain verbs are followed only by infinitives.
Some verbs are followed by a noun or
pronoun + an infinitive. Still other verbs are
followed by an optional noun or pronoun +
an infinitive, depending on the meaning of
the verb.
Certain adjectives can be followed by
infinitives. These adjectives usually describe
people rather than things. Some of these
adjectives are afraid, amazed, excited,
fortunate, glad, happy, important, likely,
proud, reluctant, sorry, and willing.
When a noun is followed by an infinitive,
the infinitive gives information about the
noun. A noun + infinitive often expresses
advisability or necessity.
Some verbs can be followed only by
infinitives and others only by gerunds. There
are some verbs that can be followed by either
an infinitive or a gerund. Sometimes there
is no change in meaning between the use of
an infinitive or a gerund, but at other times
there is a significant change in meaning.
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Grammar Notes
A. Vocabulary
Note 1
B. Comprehension
Note 2
UNIT 1797
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Note 7
Note 4
Go to www.myfocusongrammarlab.com for
grammar charts and notes.
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Exercise 7: Listening
A
UNIT 1799
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Go to www.myfocusongrammarlab.com for
additional listening, pronunciation, speaking, and
writing practice.
Note:
Adverbs
Unit
Grammar Focus
Theme
18
Adverbs: Sentence,
Focus, and Negative
Controversial
Issues
19
20
Adverb Clauses
Sports
21
Connectors
UNIT 17101
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Unit 18 Overview
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Note 2
UNIT 18103
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Exercise 8: Pronunciation
A
UNIT 18105
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Unit 19 Overview
Theme: Sports
Unit 19 focuses on language that is used to
talk about sports, athletes, and sporting events.
excesses
actions that are socially or
morally unacceptable
because they are too extreme
javelin throw an event in which competitors
throw a light spear to see
who can throw it the farthest
rival
a person, group, or organization
that you compete with
also-ran
someone who has failed to win
a competition or an election
Write the following questions on the board
(or prepare them as a handout):
1. What has the author identified as the three
excesses in sports today? (misplaced focus
on fame, money, violence)
2. According to the author, why is the focus
on breaking records a problem in todays
Olympic games? (because its difficult to say
who a champion is when the difference in
their performances is just 1/10 of a second)
3. Who are the two athletes that the author
uses as examples of excesses in money?
(Kobe Bryant and Alex Rodriguez)
4. According to the author, how do we show
we value people? (by what we pay them)
5. Why did hockey player Steve Moore have
to be hospitalized? (because another player
hit him in the head with his stick)
Establish a purpose for reading. Call on some
students to read the questions to the class.
Remind students to think about the questions
as they read and listen to the text. Have
students read the text, or play the audio as
students follow along in their books. Discuss
the answers to the questions as a class.
After You Read
A. Vocabulary
UNIT 19107
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Note 2
Grammar Notes
Note 1
Note 4
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Exercise 7: Pronunciation
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UNIT 19111
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Unit 20 Overview
Theme: Compassion
Unit 20 focuses on language that is used
to describe stories and discuss acts of
compassion.
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pledge
to make a formal, often public,
promise to do or give
something to an organization,
country, etc.
Write the following questions on the board:
1. Why did the Greens try to escape from
the criminals? (They thought their new car
could outrun them.)
2. Why were the Greens attacked? (The
criminals thought they were carrying
precious stones.)
3. Why did Nicholass parents offer to donate
his organs to Italians in need of them? (to
return good for evil and so that someone
could have the future he lost)
4. What happened to the Greens after their
return to the United States? (They began to
receive requests to speak about their son and
the importance of organ donation.)
5. How did they react to these requests? (They
realized that they had found their lifes work.)
Establish a purpose for reading. Have
various students read each of the questions
aloud. Remind students to think about these
questions as they read and listen to the text.
Play the audio and have students read the
text. Have students discuss the questions in
pairs or groups of three. Then have students
from each group share answers with the class.
After You Read
A. Vocabulary
Grammar Charts
Have students scan the charts for the spaces
marked . Ask :Why are no adverb phrases
possible here? (because the subjects of the
two clauses are not the same)
Have students look at each of the charts. Ask:
What are the two types of adverb clauses
that are the focus of these charts? (adverb
clauses of time and reason) Ask: What is
the main difference between the first chart
and the others? (The first chart relates to the
reduction of active time clauses with be. The
rest focus on time clauses with verbs other
than be, reason clauses, and clauses with
passivesall of these involve more complicated
changes to reduce to phrases.)
Write the following questions on the board:
In reducing or changing adverb clauses to
phrases:
What words from the clause were omitted in
the phrase?
What word forms were changed?
Have students work in four groups. Assign
each group one chart to examine and answer
the questions for each example sentence. If
you have a large class, you may have more
than one group working on each section.
Have students form new groups of four,
making sure that there is one person from
each of the previous groups in the new
groups. Have students in the new groups
share their answers to the questions about the
chart that they examined.
Grammar Notes
Note 1
B. Comprehension
Note 2
Go to www.myfocusongrammarlab.com for an
additional reading, and for reading and vocabulary
practice.
Note 3
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Note 7
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353356)
See the general suggestions for Communication
Practice on page 5.
Exercise 6: Listening
A
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Grammar: Connectors
Unit 21 focuses on the forms, meanings, and
uses of three types of discourse connectors.
There are three main types of connectors:
coordinating conjunctions, subordinating
conjunctions, and transitions.
Coordinating conjunctions join two
independent clauses. They are usually
preceded by a comma. Subordinating
conjunctions connect ideas within a
sentence. They come at the beginning
of subordinate (dependent) clauses. If
the subordinate clause comes first in the
sentence, it is followed by a comma. Unless
it sets up a contrast, a subordinate clause
that follows an independent clause is not
preceded by a comma.
Transitions connect ideas between sentences
or larger sections of text. Transitions that
connect sentences can come at the
beginning, end, or within a sentence. At
the beginning of a sentence, a transition
is preceded by a period or semicolon and
followed by a comma. At the end of a
sentence, it is preceded by a comma.
There are five types of transitions that
connect sentences. These can show addition,
condition, contrast, effect / result, and time.
Transitions that connect larger blocks of text
usually come at the beginning of a sentence
and are followed by a comma. They have
a variety of uses: to list ideas in order of
time or importance, to give examples, to
summarize, or to add a conclusion.
Theme: Memory
Unit 21 focuses on language that is used to talk
about different types of memory and how we
can improve our ability to remember.
UNIT 21117
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Note 2
Note 4
Otherwise, . . .
Tom bought
However, . . .
a book about
how to improve
your memory.
. . . he bought
some audio
CDs.
. . . he had a
difficult time
remembering
names.
. . . his memory
improved.
As a result, . . .
. . . his anxiety
in new
situations may
have increased.
Note 3
. . . his memory
didnt improve.
Before that . . .
UNIT 21119
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Exercise 8: Game
Read the instructions and go over the
example with the class. To demonstrate how
to play the game, read the example sentences
aloud. Students take notes with their books
closed. Then have students say or write down
the example sentences using their notes.
Divide the class into teams. Set a time limit,
and have the teams write statements with
connectors. Then have students play the game
while you keep score.
Have members of each team exchange
statements with each other or the opposite
team. Then have students write sentences
with the same information and meaning but
different connectors. Have students share
the original and rewritten sentences with the
class.
Exercise 9: Picture Discussion
Have students look at the picture. Help with
vocabulary as needed.
Read the instructions and have students
complete the exercise in pairs. Remind them
to focus on using various types of connectors.
Have students from various pairs share their
observations with the class.
Exercise 10: Writing
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Unit 22 Overview
Part IX Overview
Grammar Focus
Theme
22
Conditionals; Other
Ways to Express
Unreality
Intuition
23
More Conditions;
The Subjunctive
Advice
Theme: Intuition
Unit 22 focuses on language that is used to talk
about intuition and speculation.
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UNIT 22123
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Grammar Notes
Note 1
Note 4
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Note 7
UNIT 22125
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Exercise 6: Editing
Have students complete the exercise
individually and work in pairs to check their
answers.
Have various students write their sentences
on the board and explain each error and
correction.
Go to www.myfocusongrammarlab.com for
additional grammar practice.
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Theme: Advice
Unit 23 focuses on language that is used to ask
for and give advice.
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Grammar Notes
Note 1
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UNIT 23131
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Go to www.myfocusongrammarlab.com for an
additional From Grammar to Writing Assignment,
Part Review, and Part Post-Test.
UNIT 23133
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