10-6
Passive modal auxiliaries

288

I>.
10-7
Using past participles as adjectives (stative passive)
292
.

10-8
Participial adjectives: -ed vs -ing
297
10-9
Get
+
adjective;get
+
past participle

300
10-10
Using be usedlaccustomedto and get usedlaccustomed to

303
10-11
Usedtovs .bousedto

305
10-12Usingbear~edto


318

11-6
Nouns that can be count or noncount
322
.
.
11-7
Using units of measure with noncount nouns

324
-
.

;

11-8
Guidelines for article usage
326
11-9
Using the or
0
with names

338

11-10
Capitalization
339

359
Chapter
13
Chapter
14
GERUNDS AND INFINITIVES
13-1
Verb
+
gerund

368

13-2
Go+-ing
372
13-3
Verb+infinitive

373
13-4
Verb
+
gerund or infinitive

374
13-5
Preposition
+
gerund

.
.
;
7

4.1
1::
j
3

14-1
Noun clauses: introduction

403
14-2
Noun clauses that begin with
a
question word

404
14-3
Noun clauses with who. what. whose
+
be

407
14-4
Noun clauses that begin with ifor whether

409

422
14-10
Verb forms in reported speech

423
141 1
Common reporting verbs:
tell,
ask.
answsrlrepZy
.
.425
APPENDIX
1
PHRASALVERBS
Al-1
Phrasal verbs: introduction

432
A1-2
Phrasal verbs: intransitive

443
A1-3
Three-word phrasal verbs

446
A1-4
Phrasal verbs: a reference list


,

Gmmmar
(red cover),
Fundamentak ofEnglish Grammar
(black cover), and
Understanding
and Using English Grammar
(blue cover).
.I
The principal
aims
of all three texts in this series are to present clear, cogent
information about English grammar and usage, to provide extensive and varied practice
that encourages growth in all areas of language use, and to be interesting, useful, and
fun
for student and teacher alike. The approach is eclectic, with the texts seeking to balance
form-focused language-learning activities with abundant opportunities for engaged and
purposeful communicative interaction.
The new editions of the texts in the Azar Grammar Series include these changes:
The communicative aspects are more fully developed and explicit in the third
editions. This edition of
Fundamentals of English Grammar
includes a greatly
increased number of "real communication" opportunites for the teacher to exploit.
The text often uses the students' own life experiences as context and regularly
introduces topics of interest to stimulate the free expression of ideas in structured as
well as open discussions.
The
Azar

,
approaches for independent study.
A specific change in this edition of Fundamentah of English Grammar is the two
Appendices, one
with
phrasal verbs and one
with
preposition combinations. Rather
than asking students
to
study a whole chapter of these phrases at one time, the
text
uses appendices to present them in smaller groupings for teachers to intersperse
throughout the teaching term. Another specific change is the omission of
conditional sentences, which
are
presented in Understanding and Using English
Grammar.
The accompanying Teacher's Guide is written for both experienced and
inexperienced teachers. It contains amplified
grammar
notes the teacher might
want to present to the class or
will
find useful as background information. It
outlines various ways of approaching the materials in the classroom and frequently
suggests fresh teaching ideas for individual exercises beyond the directions in the
text. It seeks to share
with
the teacher an understanding of the rationale behind the

a Teacher's Guide, with teaching suggestions and additional notes on grammar, as
well
as the answers

.
to $e exercises
.
,.
,,.
*
aTestBank,?,,:,:
c.,,
~,
,;
.I?,',
,
,
,.,.,:
.,
8
:-
XIV
PREFACE
Acknowledgments
The third edition of
FEG
was reviewed by nine ESIfEFL professionals. I wish to express
my thanks to these colleagues for their exceedingly helpful insights and suggestions. They
are Steohanie
La

My great appreciation goes to Stacy Hagen, an experienced ESL author,* who created
new materials for the revised
Fundamentals
of
English Gmmmar
LWnkbook,
bringing fkesh
approaches and ideas. Working with her was a very good experience.
I wish to express special acknowledgment of the contributing writers for the previous
edition of the
Mrkbook:
Rachel Spack Koch, Susan Jamieson, Barbara Andrews, and Jeanie
Francis. Some of the exercise material originally created for that workbook has been woven
into this third edition of the student book, and
I
thank them for the ways in which this
material has enriched the text. I am additionally very grateful to Rachel Spack Koch for
her devotion and expertise in answering grammar and usage questions fkom teachers on
the current Azar Companion Web Site.
*SoMdAduica:A
Wasisfir
Lutning,
2000,
Pearson Educalion;
Wurer
Wr*ing
thmugh
Editing,
1999,
McGraw-Hill

Gwe-
White, Sue Van Etten, Joy Edwards, my great pirls Chelsea and Rachel, and
my
@+'
':,
'!;
XVI
ACKNOWLEDGMENTS
CONTENTS
1-1 The simple present and the 1-4 Final
-s
present progressive 1-5 Spelling of final
-81-es
1-2 Forms of the simple present and 1-6 Non-action verbs
the present progressive 1-7 Present verbs: short answers to yeslno
1-3 Frequency adverbs questions
EXERCISE
1.
Introductions.
Directions:
You and your classmates are going to interview each other and then introduce
each other to the rest of the class.
I,,:
,I
ICuNIo:
MARIA:
mo:
MARIB:
-0:
MARIA:

.
, ,
I'm from Mexico. Where are you from?
I'm from Japan.
Where are you living now?
.
,
.
.,
On
Fi
Avenue in an apartment. And you?
I'm living in a dorm.
How long have you been
in
(this
city)?
Three days.
Why did you come here?
',;
,,-,,'.

,
To study English at this school before
I
go to another school to study computer
programming. How about you?
I
came here two months ago. Right now I'm studying English. Later, I'm going
to study engineering at this school.