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Ask questions that will help students become aware of the form of the structure. For example, for
modals to express degrees of certainty (FOG 5, Unit 6, pages 9192), ask students to study the charts look-
ing for examples where the negative is expressed in the usual way (e.g., must, must not, may, may not, might,
might not). Now have them look for examples where a modal doesnt have a negative counterpart using
the same modal (have [got] to, had to, should, ought to).
Have students use the examples in the charts to practice the form. In the unit on modals to express
degrees of certainty (FOG 5, Unit 6, pages 9192), you might ask students for the opposites of:
It must be true. (It cant be true. / It couldnt be true. /It must not be true.)
It cant be true. (It must be true. NOT It can be true.)
Use the charts with Grammar in Context. Ask students to look at Grammar in Context and find examples
that illustrate the points in the grammar charts. Students can also use the grammar terms in the charts to
label items in Grammar in Context.
Compare charts. For example, for the passive (FOG 5, Unit 13, pages 222223), there are charts for active
and passive sentences. Ask,What happens in a passive sentence to the object of an active sentence? (It
becomes the subject of the passive sentence.) What happens in a passive sentence to the subject of the
active sentence? (It becomes the object of by used to indicate the agent.) Ask, What happens in a passive
sentence to the verb in the active sentence? (It is replaced by a form of be + the past participle.)
Help students understand grammar terminology through the use of the charts. All Focus on Grammar
charts are clearly labeled. (Simple Present, Present Progressive, Action Verbs, Most Non-Action Verbs, Statement,
Tag, Short Answer, Speculations about the Present, Speculations about the Past, etc.) Ask questions to make
certain students understand what the labels mean.
Use the charts to practice items from a list. For example, in FOG 5, Unit 9, page 143, students could prac-
tice the quantifiers by making up sentences about themselves and classmates. Instead of She bought a
couple of gifts, they could say,I read a couple of books, I borrowed a few CDs,I have many friends,I
didnt use much salt, etc.
Ask students to provide personal examples. For example, Unit 15, page 260 of FOG 5, says,They enjoy
kayaking. I went swimming. Ask students to say what they enjoy and what they did (over the weekend,
e.g.). (I enjoy playing soccer. I went shopping.)
PAST TIME: AFTER A TIME IN THE PAST BUT BEFORE NOW (FUTURE IN THE PAST)
Was / Were Going To + Base Form Would + Base Form
He knew he was going to marry soon. He knew when the wedding would be.
Action Verbs
+ Adverb
He works constantly.
The computer is working well today.
THERE + BE
Simple Form
There were many requests for a new version.
There are some problems with the invention.
There wont be an alternative technology.
There appears to be a need for a simple device.
(continued)
Focus on Grammar 5, 3e, Unit 4 Copyright 2006 by Pearson Education, Inc.
ADDITIONS OF CONTRAST AND EMPHASIS
Statement Addition
Theyre not rich, but they ARE* successful.
Theyre rich; however, they ARENT powerful.
Shes never studied Italian, but she CAN speak it fairly well.
Hes had many years of German; he CANT speak it, though.
I dont have a computer at home, but I DO use one at work.
We have a lot of money; still, we DONT manage to be happy.
My mother is never home; she DOES keep in touch, however.
They didnt go to college; they DID become successful, though.
*Capital letters are used here to show which words are stressed for emphasis.
TAG QUESTIONS
Statement Tag Short Answers
Thats a good idea, isnt it? it is.
Youre working with Sam, arent you? I am.
Jeff has worked hard for this, hasnt he? Yes, he has.
We can visit your office, cant we? you can.
Annie works at the lab, doesnt she? she does.
Thats not a good idea, is it? its not.
Im not doing well, am I? youre not.
Jason hasnt called, has he? No, he hasnt.
They cant come now, can they? they cant.
Megan didnt study, did she? she didnt.
Advice
had better
had better not
You should leave early. You leave early.
shouldnt
ought to
should have
You left early. You shouldnt have left early.
ought to have
Expectation
are supposed to are not supposed to
You take a gift. You do this.
are to are not to
were supposed to were not supposed to
You take a gift. You do this.
were to were not to
MODIFICATION OF NOUNS
Adjective Modifier Noun Modifier Head Noun
Winter Olympics.
wonderful athletes.
I remember the
amazing hockey games.
unexpected U.S. victory.
Compound Modifiers
computer-generated scenes.
The movie has lots of
strange-looking creatures.
10-year-old girl.
The main character is a
long-haired, short-legged boy.
* = no pronoun
(continued)
Focus on Grammar 5, 3e, Unit 11 Copyright 2006 by Pearson Education, Inc.
WHOSE TO INDICATE POSSESSION
Whose + Noun
People Things
She is the woman whose son is so famous. Its the book whose reviews were so good.
She is the woman whose son I am tutoring. Its the book whose reviews I have just read.
* = no pronoun
(continued)
Focus on Grammar 5, 3e, Unit 12 Copyright 2006 by Pearson Education, Inc.
REDUCING ADJECTIVE CLAUSES TO ADJECTIVE PHRASES
Adjective Clause Adjective Phrase
Hes the actor whos from the film school. Hes the actor from the film school.
I saw the film which is based on that book. I saw the film based on that book.
Thats the man who was in charge of lighting. Thats the man in charge of lighting.
I read the scripts that are on my desk. I read the scripts on my desk.
(continued)
Focus on Grammar 5, 3e, Unit 13 Copyright 2006 by Pearson Education, Inc.
The Passive with Modals
Modals Be / have been Past Participle
can (not)
may (not)
might (not)
The case should (not) be reopened in the future.
ought (not) to
must (not)
had better (not)
could (not)
might (not)
The case must (not) have been reopened years ago.
should (not)
ought (not) to
GERUNDS
Gerund as Subject Gerund as Object
Gerund (Subject) Verb Object Subject Verb Gerund (Object)
Kayaking involves some risks. They enjoy kayaking.
Swimming builds endurance. I went swimming.
Not inviting him will cause resentment. We dont advise not inviting him.
Possessive + Gerund
Possessive Gerund
Emilys
her
Bob and Helen worry about having so few friends.
the childrens
their
INFINITIVES
It + Infinitive
It Be Adjective (For / Of + Noun / Pronoun) Innitive
It is foolish (for Alice / her) to procrastinate.
It was wrong (of Hal / him) not to go ahead.
* = not used
(continued)
Focus on Grammar 5, 3e, Unit 16 Copyright 2006 by Pearson Education, Inc.
Adjectives Followed by Infinitives
Adjective Innitive
Hal is reluctant to complete his work on time.
Hes careful not to make mistakes.
Theyre happy to hear the test has been postponed.
Adverb Functions
TO MODIFY VERBS The topic often causes controversy.
TO MODIFY ADJECTIVES The topic is extremely controversial.
TO MODIFY OTHER ADVERBS He treated the topic very fairly.
TO MODIFY ENTIRE SENTENCES Unfortunately, the topic is controversial.
Adverb Types
MANNER Some think he presents issues dishonestly.
TIME Miliary service for women has become controversial recently.
PLACE The director found a new position there.
FREQUENCY The programs subjects are often unpopular.
(continued)
Focus on Grammar 5, 3e, Unit 17 Copyright 2006 by Pearson Education, Inc.
Focus Adverbs: Placement and Meaning
just dont They think hes wrong.
They support what he says.
dont just They agree with him 100%.
Even she can do that. Anyone can do that task.
Its amazing how many
She can do even that.
things she can do.
Only men can Women cant.
participate.
Men can only They cant do anything else.
ADVERB CLAUSES
PLACEMENT AND PUNCTUATION
Main Clause Adverb Clause
We watched TV a lot when the Olympics were on.
Tickets cost more because athletes earn so much.
TYPES
Adverb Clauses of Time
Before I played basketball, I was a soccer player.
The coach met with her players after the game was over.
While the team was on the field, the fans cheered continuously.
(continued)
Focus on Grammar 5, 3e, Unit 18 Copyright 2006 by Pearson Education, Inc.
Adverb Clauses of Reason
Since she plays well, I want her on our team.
He was unable to play in the final game as he had hurt his ankle.
Now that television covers the games, billions of people can see the Olympics.
* = no change possible
CONNECTORS
Connectors: Functions
Coordinating Subordinating
Function Conjunctions Conjunctions Transitions
ADDITION and, nor, or besides, furthermore,
indeed, in addition,
moreover
CONDITION or if, even if, only if, unless otherwise
CONTRAST but, or, yet although, though, however, nevertheless,
even though, whereas, nonetheless, on the
while contrary, on the other
hand
CAUSE / REASON for as, because, since
EFFECT / RESULT so consequently,
otherwise, therefore,
thus
TIME after, before, when, afterwards,
while meanwhile, next
(continued)
Focus on Grammar 5, 3e, Unit 20 Copyright 2006 by Pearson Education, Inc.
Transitions: Connecting Sentences
Functions Examples
ADDITION She couldnt remember names. Furthermore, she forgot addresses.
Human brains lose mass. Indeed, they may lose 10 percent a year.
CONDITION Older people should eat several small meals Otherwise, their memory might deteriorate.
a day.
CONTRAST I often have trouble with names. However, I always remember faces.
We all forget things. Nevertheless, we shouldnt worry.
EFFECT / RESULT I wasnt concentrating when we met. Consequently, I couldnt recall her name.
He wanted to improve his memory. Therefore, he took a memory course.
TIME He studied for his course. Meanwhile, his wife read a book.
She completed the book. Next, she bought a memory video.
Complement
SUBJECT COMPLEMENT The problem was (that) the car was so expensive.
ADJECTIVE COMPLEMENT It is important (that) people develop a sense of humor.
Complement
SUBJECT COMPLEMENT The mystery is how he could afford the car.
ADJECTIVE COMPLEMENT Its amusing what she did with the bird.
Complement
SUBJECT COMPLEMENT The issue is whether she needs such costly gifts.
ADJECTIVE COMPLEMENT Hes uncertain whether shell like it.
INDIRECT SPEECH
DIRECT AND INDIRECT SPEECH: STATEMENTS
Direct Speech
Subject Reporting Verb Direct Statement
The report is wrong.
She said, Candidate A leads in the polls.
The Blues were defeated.
Indirect Speech
Subject Reporting Verb Noun / Pronoun Indirect Statement
said * the report was wrong.
She (that) Candidate A led in the polls.
told Aaron / him
the Blues had been defeated.
* = not used.
if
(Juana) she had read the paper.
The reporter asked whether
(her)
(or not) she thought they were going to win.
(continued)
Focus on Grammar 5, 3e, Unit 22 Copyright 2006 by Pearson Education, Inc.
Direct Speech: Wh- Questions
Subject Reporting Verb Direct Question
Where do you vote?
The mayor asked,
Who is ahead in the race?
(continued)
Focus on Grammar 5, 3e, Unit 23 Copyright 2006 by Pearson Education, Inc.
MIXED CONDITIONALS
Actual Situations Conditionals
If Clause Result Clause
past present
He didnt have children, so he is alone. If he had had children, he wouldnt be alone.
present past
His memory is not good, so he didnt If his memory were good, he would have bought his
buy his medicine. medicine.
INVERTED CONDITIONS
Inverted Condition (= Standard Condition) Result Clause
Were he in love, (If he were in love,) he would get married.
Were he not in love, (If he werent in love,) he wouldnt get married.
Had I seen her, (If I had seen her,) I would have called you.
Should we do it, (If we should do it,) we will celebrate.