FIFTH EDITION OHM) f) Grammar Marjorie Fuchs Margaret Bonner Tite TU eae wits MyEnglishLabFIFTH EDITION Focus on GrammarFocus on Grammar 3: An Integrated Skills Approach, Fifth Edition Copyright © 2017, 2012, 2006, 2000 by Pearson Education, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. Pearson Education, 221 River Street, Hoboken, NJ 07030 Staff credits: The people who made up the Focus on Grammar 3, Fifth Edition team, representing content creation, design, manufacturing, marketing, multimedia, project ‘management, publishing, rights management, and testing, are Pietro Alongi, Rhea Banker, Elizabeth Barker, Stephanie Bullard, Jennifer Castro, Tracey Cataldo, Aerin CCsigay, Mindy DePalma, Dave Dickey, Warren Fischbach, Pam Fishman, Nancy Flaggman, Lester Holmes, Gosia Jaros-White, Leslie Johnson, Barty Katzen, Amy ‘McCormick, Julie Molnar, Brian Panker, Stuart Radcliffe, jennifer Raspiller, Lindsay Richman, Robert Ruvo, Alexandra Suarez, Paula Van Ells, and Joseph Vella ‘Text design and layout: Don Williams Composition: Page Designs International Project supervision: Bernard Seal Contributing editors: Francoise Leffler and Bernard Seal Cover image: Andy Roberts/Getty Images Library of Congress Cataloging-in-Publication Data A catalog record for the print edition is available from the Library of Congress. Printed in the United States of America ISBN 10: 0-13-385488-4 ISBN 13: 978-0-13-385488-6 1 16UNIT1 UNIT2 UNITS UNIT 4 UNITS, UNITS UNIT7, UNIT8 UNITS UNIT 10 UNIT 14 UNIT 12 UNIT 13 UNIT 14 UNIT 15 UNIT 16 Welcome to Focus on Grammar The Focus on Grammar Unit ‘Scope and Sequence ‘About the Authors ‘Acknowledgments Reviewers Credits PART 1 Present and Past Present Progressive and Simple Present Simple Past Past Progressive and Simple Past Used to and Would Wh- Questions PART 2 The Future Future Future Time Clauses PART 3 Present Perfect Present Perfect: Since and For Present Perfect: Already, Yet, and Still Present Perfect: Indefinite Past Present Perfect and Simple Past Present Perfect Progressive and Present Perfect Ability and Possibility: Can, Could, Be able to Permission: Can, Could, May, Do you mind if Requests: Can, Could, Will, Would, Would you mind Advice: Should, Ought to, Had better vill 72 74 a1 102 104 118 129 144 157 172 174 189 202 24iv Contents (continued) UNIT 17, UNIT 18 UNIT 19. UNIT 20, UNIT 21 UNIT 22 UNIT 23 UNIT 24 UNIT 25 UNIT 26 UNIT 27 UNIT 28 UNIT 29 UNIT 30, UNIT 31 UNIT 32 Contents PART 5 Nouns, Quantifiers, and Articles Nouns and Quantifiers Articles: Indefinite and Definite PART 6 Adjectives and Adverbs Adjectives and Adverbs Adjectives: Comparisons with As...as and Than Adjectives: Superlatives Adverbs: As... as, Comparatives, Superlatives PART 7 Gerunds and Infi Gerunds: Subject and Object Infinitives After Certain Verbs More Uses of Infinitives Gerunds and Infinitives PART 8 Pronouns and Phrasal Verbs Reflexive and Reciprocal Pronouns Phrasal Verbs PART 9 More Modals and Similar Expressions Necessity: Have (got) to, Must, Can't Expectations: Be supposed to Future Possibility: May, Might, Could Present Conclusions: Must, Have (got) to, May, Might, Could, Can't Appendices Glossary of Grammar Terms Unit Review Answer Key Information Gaps, Student B Index 230 243 258 216 302 316 318 342 355 370 a4 427 453 415 485WELCOME TO URIS eT H EDITION BUILDING ON THE SUCCESS of previous editions, Focus on Grammar continues to provide an integrated-skills approach to engage students and help them understand, practice, and use English grammar. Centered on thematic instruction, Focus on Grammar combines comprehensive grammar coverage with abundant practice, critical thinking skills, and ongoing assessment, helping students accomplish their goals of communicating confidently, accurately, and fluently in everyday situations. New in the Fifth Edition New and Updated Content Focus on Grammar continues to offer engaging and motivating content that appeals to learners from various cultural backgrounds. Many readings and activities have been replaced or updated to include topics that are of high interest to today’s learners, Updated Charts and Redesigned Notes Clear, corpus-informed grammar presentations reflect real and natural language usage and allow students to grasp the most important aspects of the grammar. Clear signposting draws attention to common usage, the difference between written and spoken registers, and common errors. Additional Communicative Activities ‘The new edition of Focus on Grammar has been expanded with additional communicative activities that encourage collaboration and the application of the target grammar in a variety of settings. Expanded Writing Practice Each unit in Focus on Grammar now ends with a structured "From Grammar to Writing” section. Supported by pre-writing and editing tasks, students engage in activities that allow them to apply the target grammar in writing. New Assessment Program The new edition of Focus on Grammar features a variety of new assessment tools, including course diagnostic tests, formative and summative assessments, and a flexible gradebook. The assessments are closely aligned with unit learning outcomes to inform instruction and measure student progress, Revised MyEnglishLab ‘The updated MyEnglishLab offers students engaging practice and video grammar presentations anywhere, anytime. Immediate feedback and remediation tasks offer additional opportunities for successful mastery of content and help promote accuracy. Instructors receive instant access to digical content and diagnostic tools that allow them to customize the learning environment to ‘meet the needs of their students Welcome to Focus on Grammarvi The Focus on Grammar Approach At the heart of the Focus on Grammar series is its unique and successful fourstep approach that lets learners move from comprehension to communication within a clear and consistent structure, The books provide an abundance of scaffolded exercises to bridge the gap between identifying grammatical structures and using them with confidence and accuracy. The integration of the four skills allows students to learn grammar holistically, which in turn prepares them to understand and use English more effectively. STEP 4: Grammar in Context integrates grammar and vocabulary in natural contexts such as articles, stories, dialogues, and blog posts. Students engage with the unit reading and theme and. get exposure to grammar as it is used in real life. STEP 2: Grammar Presentation presents the structures in clear and accessible grammar charts and notes with multiple examples of form and meaning. Corpus-informed explanations and examples reflect natural usage of the target forms, differentiate between written and conversational registers whenever appropriate, and highlight common errors to help students avoid typical pitfalls in both speaking and writing, STEP: Focused Practice provides numerous and varied contextualized exercises for both the form and meaning of the new structures, Controlled practice ensures students’ understanding of the target grammar and leads to mastery of form, meaning, and use. ‘STEP 4: Communication Practice provides practice with the structures in listening exercises as Well as in communicative, open-ended speaking activities. These engaging activities provide ample opportunities for personalization and build students’ confidence in using English, Students also develop their critical thinking skills through problem-solving activities and discussions. Each unit now culminates with the From Grammar to Writing section. Students learn about common errors in writing and how to recognize them in their own work. Engaging and motivating writing activities encourage students to apply grammar in writing through structured tasks from pre-writing to editing, Recycling Underpinning the scope and sequence of the Focus on Grammar series is practice that allows students to use target structures and vocabulary many times, in different contexts, New grammar and vocabulary are recycled throughout the book. Students have maximum exposure, leading them to become confident in using the language in speech and in writing, Assessment Extensive testing informs instruction and allows teachers and students to measure progress. + Unit Reviews at the end of every unit assess students’ understanding of the grammar and allow students to monitor their own progress. + Diagnostic Tests provide teachers with a valid and reliable means to determine how well students know the material they are going to study and to target instruction based on students’ needs. + Unit Review Tests, Mid- and End-of-Term Review Tests, and Final Exams measure students’ ability to demonstrate mastery of skills taught in the course. + The Placement Test is designed to help teachers place students into one of the five levels of the Focus on Grammar course. ‘Welcome to Focus on GrammarThe Importance of Context Akey clement of Focus on Grammar is presenting important grammatical structures in. context. The contexts selected are most relevant to the grammatical forms being introduced. Contextualized grammar practice also plays a key role in improving fluent use of grammar in communicative contexts. It helps learners to develop consistent and correct usage of target structures during all productive practice, The Role of Corpus ‘The most important goal of Focus on Grammar has always been to present grammar structures using natural language. ‘To that end, Focus on Grammar has incorporated the findings of corpus linguistics,* while never losing sight of what is pedagogically sound and useful. By taking this, approach, Focus on Grammar ensures that: + the language presented reflects real, natural usage + themes and topies provide a good fit with the grammar point and elicit the target grammar naturally + findings of the corpus research are reflected in the syllabus, readings, charts, grammar notes, and practice activities + examples illustrate differences between spoken and written registers, and formal and informal language + students are exposed to common errors in usage and learn how to recognize and avoid errors in their own speech and writing Focus on Grammar Efficacy “The fifth edition of Focus on Grammar reflects an important efficacy initiative for Pearson courses—to be able to demonstrate that all teaching materials have a positive impact on student learning, To support this, Focus on Grammar has been updated and aligned to the Global Scale of English and the Common European Framework (CEFR) to provide granular insight into the objectives of the course, the progression of learning, and the expected outcomes a learner will be able to demonstrate upon successful completion. ‘To learn more about the Global Scale of English, vis ‘www:English.com. Components ‘Student Books with Essential Online Resources include access codes to the course audio, video, and self-assessment. ‘Student Books with MyEnglishLab offer a blended approach with integration of print and ‘online content. Workbooks contain additional contextualized practice in print format. Digital Teacher's Resources include printable teaching notes, GSE mapping documents, answer keys, audio scripts, and downloadable tests. Access to the digital copy of the student books allows teachers to project the pages for whole-class instruction. FOG Go app allows users to access the student book audio on their mobile devices. “A principal resource has been Douglas Biber etal, Long Grammar of Spoken an Witten English, Harlow: Pearson Education Lid, 1999. Welcome to Focus on Grammar vilThe Focus on Grammar Unit Focus on Grammar introduces grammar structures in the context of unified themes. All units follow a four-step approach, taking learners from grammar in context to communicative practice. Thematic units add a layer to learning so that by the end of the unit students will be able to discuss the content using the grammar points they have just studied GRAMMAR IN CONTEXT i= Be Before You Read activities ‘create interest and elicit students’ Vocabulary exercises help students knowledge about the topic. improve their command of English, sent aurhtgeentrante ne —_ aerating ‘Matsuo Basho, 1644-1694 Bitbeptien sue” Fetes ehccron, Engaging, highnteret readings ina variety of Comprehension and Discussion pe ee areas tat eee toca Teale contents, As students read, thoy encounter cithetetanddaw scents CLD Me for nergy ae tthe ger stiri othe pot Snes Vili The Focus on Grammar UnitSTEP 2 | GRAMMAR PRESENTATION The Focus on Grammar Unit ixSTEP 3 FOCUSED PRACTICESTEP 4 | COMMUNICATION PRACTICE The Focus on Grammar Unit xiFROM GRAMMAR TO WRITING UNIT REVIEW UNIT 22 REVIEW xii The Focus on Grammar UnitMyEnglishLab ‘MyEnglishLab delivers rich tected ‘online content to engage and Foren motivate students. ——— steer “ua =~. MyEnglishLab provides students with: ‘rich interactive practice in grammar, reading, listening, speaking, and writing oan Gedsaied rewgel acon ganar peer feedback on rong eaves @ +rrlnnacviles '* grade reports that display performance Sha tne on as ‘MyEnglishLab delivers innovative teaching ‘tools and useful resources to teachers. With MyEnglishLab, teachers can: ** View student scores by unit and activity ‘+ monitor student progress on any activity ortest * analyze olass data to determine steps for remediation and support MyEnglishLab also provides teachers with: ‘*a digital copy of the student book for ‘whole-class instruction ‘+ downloadable assessments, including the placement test, that can be administered on MynglishLab or in print format * printable resources including teaching notes, ‘suggestions for teaching grammar, GSE mapping documents, answer keys, and audio scripts, The Focus on Grammar Unit xitiScope and Sequence PART 1 Present and Past ran The Future Ea) Pa 1 Can tell when to use the Information Article: What's Your present progressive and the Cross-Cultural 1Q? Present Progressive and | simple present co distinguish |g Can derive the meaning of Simple Present actions that are ongoing and | unknown words in a simple text Page 4 actions that are habitual THEME Different Cultures Can use non-action verbs to describe states and situations PRONUNCIATION What do you and What are you Can recognize the main points im a straightforward text on a familiar topic Simple Past Page 18 THEME Poets 1m Can refer to past actions states, or situations using regular and {regular past forms Biography: Matsuo Basho, 1644-1694 Can follow chronological sequences in a short biography 3 Past Progressive and Simple Past Page 33 THEME Reporting Events ‘Can use the past progressive to focus on the duration of a past action Can use the past progressive with the simple past to describe an action interrupted by another action, Newspaper Article: Disaster fat Sea 1 Can follow chronological sequences in a short news article 4 Used to and Would Page 47 THEME Changes Can use used t0 and would to refer to past habits and actions that are no longer happening and to convey contrast with the present Information Article: Dubai: Then and Now Can get the gist of a straightforward, familiar text about a popular location Wh- Questions Page 61 THEME In Court 1 Can ask wh- questions about the past Court Transcript: State of llinois Harry M. Adams Can sean an interview transcript for key information Future Page 74 THEME Space Travel 1 Can use be going to and will to refer to future facts or predictions Can use be going to and the present progressive to describe future plans Can use will to express quick decisions, offers, and promises 1m Can use the simple present for scheduled events PRONUNCIATION Going to or gonna Radio Program Transcript: Space Tourism: Not Just Science Fiction 1 Can identify relevant information in an interview transcript PART 2 CONTINUES ¥ xiv Scope and SequenceTac Ba [nn Cre Interviews with foreign | man express belicfsand | m@Can write abasic | abroad students opinions about cultural | description of anew | culeure Oa Can distinguish a present | topics and identify the | experience, using a distance (n) action from a habitual | Pinions of others smiodel for support event scsivityin short interviews if needed misunderstanding native (adi) ‘An interview with a poet | lm Can convey simple Can write abasic | admirer Can recognize the main | biographical information | description of some _| emotion points of an interview that | © others, emphasizing the | important life events, | journey (n) addresses familiar topies | Most important point using a model for restless support if needed A witness's description of | mi Can ask or answer Can write abasie | alarmed a wfc accident questions about an description of an area Can identify the main | unfamiliar event unfamiliar past event | calm (adj) points of a description of disaster an unfamiliar event sink (v) survivor Dm Acconversation about the | m Can describe one’s Can write a destination changes in a small town | past and present physical | description of a place | major (ad) E08 ‘Can distinguish present | appearance and habits | and how ichas changed | popular ‘events from past events revenue [i in a conversation on traditionall familiar topics transformation 4 Aconversation abouta | ll Canaskand answer | man write aseries of | defendant court trial basic interview questions _| interview questions that | frightened 1m Can identify the main elicit information about | in a hurry point of a conversation a past event indicate record (n) Conversations about Can askand answer | ml Can write a edge (n) ‘current situations and —_| questions about plans paragraph about experience (v) future plans and intentions a prediction incredible Can recognize main | m Can make furuse purchase (v) EI points of conversations on _| arrangements and plans sold out familiar topics with reference to a diary takeoff (a) Can distinguish between | oT schedule actions happening now and facure plans = Academic Word List item ‘Scope and Sequence‘Y PART 2 CONTINUED 7 Can use a time clause t0 Information Article: From Dream show the order between two | to Reality Future Time Clauses fucure events 1 Can follow a sequence Page 91 Can use time words such as__ | of two future events in a THEME Setting Goals when and before with the simple _| straightforward, factual text present to refer to future events 3 8 RGamiceeire: [See aie a ier ART with since or rte show that | gi Can identify Key details in a ei Present Perfect: something began in the past and | Shore i, * Present | Since and For continues into the present Perfect | Pase 10: THEME Careers 9 Can use the present perfect | Information Article: I's with already, yt or stil. refer to | Party Time! Present Perfect: things that happened or did not | wm Can identify key details in an Already, Yet, and Sti — | happen at some time inthe past | iiaenaree a Page 118 THEME Panty Planning 10 1Can use the present perfect to | Magazine Article: Ben Theret ee show that something happened at | Dove That? resent Perfect: an indefinite time in the past sata Ehret Indefinite Past in Goneeenia Roe an use the present perfect | a short magazine article on an Page 129 with adverbs of ime and ime | everyday ropic THEME Adventure Travel | expressions 11 Can recognize when to use | Information Article: Famous De ees the present perfect and the irat-Time Failures resent Perfect an simple past mc key an recognize key details in ‘Simple Past fa short, factual text that relates Page 144 the core theme to everyday THEME Failure and Success experiences 12 ‘Can use the present perfect | Scientific Artie: Global progressive with since/for and | Warming: A Hot Topic Preece Forte time expressions Can follow a short, rogreseWe: ™ Can recognize the difference _| straightforward text on a Present Perfect See s between the present perfect and _| scientific topic Page 157, the present perfect progressive THEME Climate Change xvi Scope and Sequencesem Ao Tri Pe ‘A conversation about ‘Can describe future Can write a achieve St farare plans plans and intentions description of farure | catalog (n) '§ Can follow chronological | ml Can discuss the onder of | Plans and goals goal Con sequences in extended | furure events using furure | Can show the time | interview (n) informal speech at time clauses onder of furure events | path navural speed ‘Ajob interview Can carry out a Can write a consider oneself Can determine tie prepared, structured paragraph about a dramatically Tength of time of events | interview with some pperson’s experience and_| opportunity mentioned in an interview | spontaneous follow-up | accomplishments positive ‘questions residence | support oneself ‘A-conversation about Can discuss what has | m Can write a available tam) plans for a party ‘or hasnt happened in paragraph about a goal | organized (adi) Can recognize and ‘everyday plans and the steps needed to. | professional (ad)) discuss tasks on a to-do list reach it specific CU of plan: successful Aconversation witha | li Can briefly give Can write a adventure travel agent explanations and reasons | paragraph in response _| affordable ‘Can identify the main | for opinions to a quote from ancient points of a conversation | li Can ask and answer literature annual about travel plans ‘questions about past survey (n) C0 ates: transportation ‘An interview with two | miCan discuss past events | mi Can write a attitude tm college professors and experiences and paragraph about a award (n) Can establish the time | Provide necessary details | personal experience of | create E11 frame of important details. | about them failure and success discouraged (adi) in an interview reject (¥) EI Conversations about Can express opinions | Can write an email | climate recent finished and and attituces and or letcer that describes | design (v) = unfinished activities reasons and explanations | one’s recent activities, | develop Can determine the time | forthem both finished and energy Ea frame’of thain‘eveniaiin unfinished expert E24 wend short conversations “Academic Word List item ‘Scope and Sequence xviiPART 4 Modals and Similar Expressions PART 5 Nouns, Quantifiers, UNIT Sn Py 3 1 Can express ability and Social Science Article: possibilty in the present, furure, | Multilingualism Ability and Possibility: | and past with can, could, and be | m Can follow a shore, Can, Could, Be able to | able to straightforward social science text, Page 174 THEME Mulslingualism 14 Can ask for, give, or deny permission with cam, could, may, Magazine Article: Always Ask First Permission: Can, Could, | and do you mind if {Can skim a simple text about ‘May, Do you mind it ‘a day-to-day topic in order to Page 189 identify key concepts THEME Roommates 5 1 Can use can, could, wil Emails and Text Messages: ‘would, and would you mind to | Messages 4 ut pera Com Cees) makcreipera '§ Can identify important details = alana PRONUNCIATION Could you, Would | related to requests in emails and yeaa ‘you, Will you, Can you text messages Page 202 THEME Messages 16 Advice: Should, Ought to, Had better Page 214 THEME Internet Rules Can use should, ought ro, and, had better to offer or ask for advice or suggestions PRONUNGIATION Ought to and Had better Information Article: Netiquette 101 Can skim a text on rules and advice to identify key concepts Nouns and Quantifiers Page 230, THEME ‘Time Capsules 1m Can use proper nouns and ‘common nouns, count nouns and hnon-count nouns Can use a range of basic ‘quantifiers in affirmative and ‘negative statements ‘Scientific Article: Time in a Bottle 1m Can identify the main points in a short, straightforward text on a scientific topic Page 243 THEME Stories 1 Can use indefinite and definite articles to describe nouns Can distinguish when t0 ‘use definite articles, indefinite articles, or no article when describing nouns Fable: The Town Mouse and the Country Mouse Can skim a story to identify key concepts Scope and SequenceLISTENING SPEAKING Ton Ce A job interview ‘Can compare and Can waite a adult 1 Can identify importane | contrast alternatives about | paragraph in response | advantage details ina job interview | plans and activities toaquestion about —_| field (n) Can effectively progress and aspirations | majority a8 participate in a classroom research (n) discussion about an retired academic topic Short conversations asking | m Can come to a Can writeashort | annoyed and giving permission | resolution with others by _| note or email that assume EM 1 Can distinguish between | #8king for permission to do | explains a day-to-day | establish EX whether permission was | something situation and asks or | gain v) ‘granted or refused in a responds to arequest | guidelines [= short conversation forpermission todo | presemtation something Short conversations Can create and discuss a_| mf Can write and appreciate 28 making and answering | daily schedule that involves | respond to a request ina | deliver requests making requests of others | text or email message | distbute mm Can identify details respond related to a schedule ina urgent short conversation An excerpt from aradio | m Can express opinions in| Can write abasic | avoid calkin show regard to possible solutions | email or letter of behavior ‘Can evaluate statements | 8d provide brief reasons | complaint and request _| communication £28 Of advice from radio and. | and explanations for them | che recipient to ‘identity television shows take action normal protect Adiscussion about alist | mCanusetumtaking | mCanwriteanote | civilization of items to maintain a discussion, | or lettcr that lists and | impressed Can identify de while emphasizing one’s | describes quantities _| intentional conversation abou day to- | ¥8 points of items incerpret day topics occasion (n) purpose Short conversations about | m Can summarize and give | m Can write a enormous 8 books and video games | opinions on the moral of | paragraph about @ famous mCan understand and | a fable personal experience that | honest incerpret important details ilustrates the meaning | immediately intdeconmerstions of amoral wonderful about day-to-day activities IN= Academic Word List item ‘Scope and Sequence