First and foremost, since Focus on Grammar is a grammar book, the theme must provide a good fit with the grammar point being introduced. Some themes lend themselves naturally to a specific grammar point: Biographies with the simple past, for example. Time Capsules with nouns and quantifiers, for another. For other themes, it is a bit more challenging to find a good fit.

In an earlier edition of FOG, we spent weeks looking for an authentic text about the immigrant experience that used adjective clauses with object relative pronouns. We kept finding examples of adjective clauses with subject relative pronouns until we finally came across Eva Hoffman's Lost in Translation, which became the basis for a unit opening text in the format of a book review (level 4, unit 14). But the search was well worth it, because when the grammar point and theme meld together in the opening text, the unit seems to take on a life of its own and related topics naturally suggest themselves for the exercises and activities that follow.

As noted above, finding this fit is important because in FOG, and particularly in this new edition, the theme of the opening reading is carried through the entire unit—in focused exercises that practice the grammar, in listening and pronunciation activities, in open-ended speaking activities, and in writing.

There are other considerations beyond grammar that go into choosing unit themes. Here are a few:

User Feedback

Before the writing of each new edition begins, questionnaires go out to teachers who have been using the series. They are asked to rate their reaction to each unit opener on a scale of 1 (not at all satisfied) to 5 (very satisfied). This information is invaluable to us as we have to decide which unit themes to change, which to keep, and which to delete. Teachers also are invited to suggest new topics, and their suggestions are often incorporated into the new editions.

The Role of Relevance

Students learn best when they are engaged in the material, so it is important that the unit themes are relevant. A theme can be relevant in various ways:

Practical Application
A theme that has practical application to the students' lives is relevant. For example, Giving Directions (level 1, unit 9), Long Life (level 2, unit 7), Setting Goals (level 3, unit 7), Job Interviews (level 4, unit 28) and Travel (level 5, unit 3).

High Interest
A theme that is of high interest will capture the attention of students, pique their curiosity, and enhance learning. The theme may not have direct practical relevance as in how to find an apartment, but a high-interest theme is relevant because it arouses students' natural human curiosity about the famous, the unusual, the mysterious, the exciting, the dangerous. As a result, students get involved in the opening text, which presents the grammar, and then with the practice exercises that follow. Some examples are A Biography of Christopher Reeve (level 1, unit 23), Famous People (level 2, unit 1), Animal Intelligence (level 3, unit 28), Extreme Weather (level 4, unit 26), and Unsolved Mysteries (level 5, unit 14).

Universal Appeal
We all share common bonds. Everyone needs food, clothing, and shelter. We all have relationships and we all work and play. Themes that deal with these topics are relevant because they have universal appeal and they provide great opportunities for students to express their own opinions and for cross-cultural comparisons. For example, Clothing (level 1, unit 18), First Jobs (level 2, unit 3), Home (level 3, unit 19), Friends and Personality Types (level 4, unit 13), and Marriage (level 5, unit 2).

To further enhance a theme's universal appeal, Focus on Grammar presents examples from around the world. Ways of Traveling (level 1, unit 17), Cave Homes (level 2, unit 5), Poets (level 3, unit 2), Geography (level 4, unit 18), and Legends and Myths (level 5, unit 15) are some examples.

Cross-Cultural Relevance
Cross-cultural information is obviously important for ESL students living and studying in another country. But even for EFL students studying in their home country, today's shrinking world and global economy make information about other cultures a very valuable asset for understanding and getting along with others. To this end, Focus on Grammar presents many cross-cultural topics and opportunities for cross-cultural comparison.

For example, cross-cultural differences between Japan and the United States (level 1, unit 12), global business (level 2, unit 30), arriving "on time" and appropriate physical distance (level 3, unit 1), naming conventions (level 4, unit 1), and cultural differences in social interactions such as gift giving and sharing a meal at someone's home (level 5, unit 4).

Topical Topics
A theme that deals with topics of current interest is relevant and will help students understand and discuss news reports and articles about the topic. Some examples from FOG are Smartphones (level 2, unit 17), Climate Change (level 3, unit 12), Social Networking (level 4, unit 15), and Environmental Concerns (level 5, unit 7).

Critical Thinking
Today most educators recognize the value of teaching critical thinking skills and look for it in textbooks. The thought-provoking themes in FOG are highly relevant to students' lives outside of the language classroom because they model and elicit critical thinking processes and give practice in expressing thoughts accurately and appropriately in English — valuable skills for other courses and for jobs.

For example, the ability to state problems clearly, cite relevant information, interpret data, predict consequences, and draw appropriate conclusions can be practiced in many units throughout the series. City and Campus Planning (level 2, unit 24), Mysteries including an adaptation of a Sherlock Holmes story (level 3, unit 32), What if…? Alternate Histories (level 4, unit 24), and Puzzles (level 5, unit 5) are some examples of topics that encourage students to analyze situations and problem-solve.

Appropriateness
Since Focus on Grammar is sold all over the world and is used in many different types of academic settings, it is important to make sure that themes appeal to a wide audience — regardless of age, gender, and cultural differences. An article on sports, for example, can be made more universally appealing by introducing an international women's basketball tournament and discussing differences in how male and female athletes are perceived (level 3, unit 22).

Equally important is what themes to avoid. Certain topics, such as religion, sex, and politics, may make some teachers and students uncomfortable, temporarily shutting down the learning process. For this reason, we try to be sensitive to themes that might embarrass or offend. However, FOG doesn't shy away from controversial topics — there are texts about Smoking Rules Around the World (level 3, unit 23), Zoos and Water Parks (level 4, unit 10), and a whole unit devoted to the theme of Controversial Issues (level 5, unit 18).

Practical application, high interest level, universal appeal, cross-cultural relevance, topicality, critical thinking, appropriateness — each is an important attribute. And, of course, a relevant theme can have several or all of these qualities. A good theme can be interesting, practical, topical, and have universal appeal while at the same time exploring cross-cultural differences.

As you see, there are many factors that go into choosing a unit theme that fits the grammar, takes user feedback into consideration, and is relevant to students' lives and interests. We'd love to hear your reactions to some of the themes in the new edition of Focus on Grammar. We're already searching for new themes for the next edition, so if you have any suggestions (especially for adjective clauses with object relative pronouns!) please let us know!