ON

Ii
AN INTEGRATED SKILLS APPROACH
THIRD EDITION

JAY MAURER

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Focus ON GRAMMAR 5: An Integrated Skills Approach
Copyright ~ 2006, 2000, 1994 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 anx,:eans, electronic, mechanical,
photocopying, recor' , or otherwise,

without the prior permission of the publisheL
Pearson Education, 10 Bank Street, White Plains, NY 10606
Vice president, multimedia and skills: Sherry Preiss
Executive editor: Laura Le Drean
Development editor: John Barnes
Production supervisor: Christine Edmonds
Production editor: Diana P. George

3

Simple and Progressive: Action and Non-Action Verbs

33

Magazine article about the effects of technology:
What Is Technology Doing to Us?
FROM GRAMMAR TO WRITING

46

The Sentence
REVIEW TEST

49

_ _ MODALS AND OTHER AUXILIARIES
UNIT

4

Be and Auxiliaries in Additions, Tags, and Short Answers

56

Psychology magazine article about birth order:
Does It Matter When You Were Born?

UNIT

I

CoNrF.!'lTS

_L...-N_O_U_N_S
UNIT

7

Count and Non-Count Nouns

_
114

Transcript of a TV presentation:
Concerned about Food? Ask the Expert
UNIT

8

Definite and Indefinite Articles

128

Science magazine article about an environmental disaster:
The Real Mystery ofEaster Island
UNIT

9


Psychology magazine article about personality types:
What l'jpe Are You?
UNIT

12 Adjective Clauses with Prepositions; Adjective Phrases

195

Movie review:
Hobbits and Other Creatures
FROM GRAMMAR TO WRITING

210

Punctuation of Adjective Clauses and Phrases
REVIEW TEST

214

_ _ PASSIVE VOICE
UNIT

13 The Passive: Review and Expansion

220

Newspaper article about an unsolved mystery:
Did He Get Away With It?
UNIT


Friends

UNIT

16

Infinitives

272

Magazine article about procrastination:
Seize the Day
FROM GRAMMAR TO WRITING
Parallelism of Gerunds and Infinitives

287

REVIEW TEST

290

~
UNIT I 7
UNIT

18

ADVERBS
Adverbs: Functions, Types, Placement, and Meaning
Transcript of a radio call-in show about military seIVice:


354

REVIEW TEST

358

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vi

I

CONTENTS

B!DII
UNIT 21

NOUN CLAUSES
Noun Clauses: Subjects, Objects, and Complements

364

Humorous story about brothers competing for their
mother's love:
The Three Brothers

UNIT 22


Social science magazine article about senior citizens:
Those Happy Golden Years?
FROM GRAMMAR TO WRITING

435

Avoiding Run-On Sentences and Comma Splices
REVIEW TEST

439


CONTENTS

APPENDICES
1 Irregular Verbs

A-l

2 Non-Action Verbs

A-2

3 Non-Action Verbs Sometimes Used in the Progressive

A-3

4 Irregular Noun Plurals

A-3


A-7

13 Adjective + Preposition Combinations

A-7

14 Verbs Followed by the Infinitive

A-7

15 Verbs Followed by the Gerund or Infinitive Without a Significant
Change in Meaning

A-8

16 Verbs Followed by the Gerund or the Infinitive With a Significant
Change in Meaning

A-8

17 Verbs Followed by Noun I Pronoun + Infinitive

A-8

18 Adjectives Followed by the Infinitive

A-9

19 Sentence Adverbs


1-1

I vii


ABOUT THE AUTHOR
Jay Maurer has taught English in binational centers, colleges, and universities in
Portugal, Spain, Mexico, the Somali Republic, and the United States; and intensive
English at Columbia University's American Language Program. In addition, he has
been a teacher of college composition and literature at Santa Fe Community College
and Northern New Mexico Community College. Mr. Maurer holds M.A. and M.Ed.
degrees in Applied Linguistics and a Ph.D. degree in The Teaching of English, all
from Columbia University. He is the co-author of the three-level Structure Practice in
Context series; co-author with Irene Schoenberg of the five-level True Colors series
and Focus on Grammar 1: An Integrated Skills Approach; co-author of the 17ue Voices
video series; co-author of Teen Zone II; and author of Focus on Grammar 5: An
Integrated Skills Approach. Currently he writes and teaches in Seattle, Washington.
Focus on Grammar 5: An Integrated Skills Approach, Third Edition, has grown out of
the author's experiences as a practicing teacher of both ESL and college writing.


INTRODUCTION
CD The Focus on Grammar series
Written by ESUEFL professionals, Focus on Grammar: An Integrated SkiUs
Approach helps students to understand and practice English grammar. The primary
aim of the course is for students to gain confidence in their ability to speak and
write English accurately and fluently.
The third edition retains this popular series' focus on English grammar through
lively listening, speaking, reading, and writing activities. The new Focus on


I

INTRODUCTION

Thorough recycling

Underpinning the scope and sequence of the Focus on Grammar series is the belief
that students need to use target structures many times, in different contexts, and at
increasing levels of difficulty. For this reason, new grammar is constantly recycled
throughout the book so that students have maximum exposure to the target forms
and become comfortable using them in speech and in writing.
A complete classroom text and reference guide

A major goal in the development of Focus on Grammar has been to provide
students with books that serve not only as vehicles for classroom instruction but
also as resources for reference and self-study. In each Student Book, the
combination of grammar charts, grammar notes, a glossary of grammar terms, and
extensive appendices provides a complete and invaluable reference guide for
students.
Ongoing assessment

Review Tests at the end of each part of the Student Book allow for continual selfassessment. In addition, the tests in the new Focus on Grammar Assessment
Package provide teachers with a valid, reliable, and practical means of determining
students' appropriate levels of placement in the course and of assessing students'
achievement throughout the course. At Levels 4 (High-Intermediate) and 5
(Advanced), Proficiency Tests give teachers an overview of their students' general
grammar knowledge.

[jJ

Audio Program
All of the listening exercises from the Student Book, as well as the Grammar in
Context passages and other appropriate exercises, are ~uded on the program's
CDs. In the book, the symbol n appears next to the listening exercises. Another
symbol (), indicating that listening is optional, appears next to the Grammar in
Context passages and some exercises. All of these scripts appear in the Teacher's
Manual and may be used as an alternative way of presenting the activities.
Some Student Books are packaged with a separate Student Audio CD. This CD
includes the listening exercise from each unit and any other exercises that have an
essential listening component.
CD-ROM
The Focus on Gramnuu CD-ROM provides students with individualized practice
and immediate feedback. Fully contextualized and interactive, the activities broaden
and extend practice of the grammatical structures in the reading, writing, speaking,
and listening skills areas. The CD-ROM includes grammar review, review tests,
score-based remedial practice, games, and all relevant reference material from the
Student Book. It can also be used in conjunction with the Longman Interactive
American Dictionary CD-ROM.
Assessment Package (NEW)
An extensive, comprehensive Assessment Package has been developed for each level
of the third edition of Focus on Granmulr. The components of the Assessment
Package are:
1. Placement, Diagnostic, and Achievement Tests

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a Placement Test to screen students and place them into the correct level


Companion Website

The companion website contains a wealth of information and activities for both
teachers and students. In addition to general information about the course
pedagogy, the website provides extensive practice exercises for the classroom, a
language lab, or at home.

[j] What's new in the third edition of the Student Book?
In response to users' requests, this edition has:

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a new four-eolor design
easy-to-read color coding for the four steps
new and updated reading texts for Grammar in Context
post-reading activities (in addition to the pre-reading questions)
more exercise items
an editing (error analysis) exercise in each unit
an Internet activity in each unit


Step 1: Grammar in Context
The conversation or reading in this section shows the grammar structure in a
natural context. The high-interest text presents authentic language in a variety of
real-life formats: magazine articles, web pages, questionnaires, and more. Students
can listen to the text on an audio CD to get accustomed to the sound of the grammar
structure in a natural context.

Modification of Nouns

•

m

Grammar in Context

BEFORE YOU READ

D

What il rhedjffe,encebeIWeen hopjng for 5Qmelhing fa happen and expecting if!O
happen? Dl'SClJSS (his wilh yourc/o55motes.

D
D

In your experience does what you expect fO happen usually happen? Give an example.
How can e>tpecfarianl be 0 negative force? How can they be a positive force?

n

child..,n have.

A post-1f!Qdlng Qctlvity helps students
understand the text and focus on the grammar

structure.


Step 2: Grammar Presentation
This section is made up of grammar charts, notes, and examples. The grammar
charts focus on the fonns of the grammar structure. The grammar notes and
examples focus on the meanings and uses of the structure.

Clear and easy-to-read grammar charts
present the grammar structure in all its forms
and combinations.

•

Each grammar note gives a short, simple
explanation of one use of the structure. The
accompanying examples ensure students'
understanding of the point.

GRAMMAR NOTES

Grammar Presentation

EXAMPLES
R"'l~.c

NorWcinlicl:'
b I
. Ja
rew yea,." ago,
The tu·., met On June 8.1998.

time exp",~sion.

The ~;mple past;s thc
quick review.
Focused Practice

1 I DISCOVER THE GRAMMAR

IJ
I.

5 I APERSONAL INVENTORY

Look again at the opening reading. Find an exomple of each af the following changes
from direct to indirect ~peech. Wrire fhe exomples on the lines providM.
fllat

1,.1<=% ~roub,'ino I Uli, "'a~ I~* r"",J>lirtq

I_ ~, ....' form of ~ , ... ..,.. ,•• PO" form o! "")
2.

",.;;;,.,;;;";;;;,,."'_";;;.~;;;~=••"'.~"',"',,"'..."'
,"'
••

".;;;;~"'."."';;;;..:;;,."._...;;;;.";;;.~;;;.",,."'-------

6.

fewer
much


How do I intend to make up [he lost revenue? n,. problem wi[h Ihe national income

Indir..:t: The reponer said Ihat meamlhat Ihe Blue' must have won 7 sears to rake
comrol.

taX is Iha[ lhere MC much loophok, in [he currem hw which allow any people 10 avoid

_ _ 6. Direct: R,""em e'timale, by experts on pollution show [ha[ more [han 100 million
Americans b,ealhe pollllled air.

paying an}' taxes at all; I want 10 c10sc these loopholes. My additional plan i, to replace the
losl revenue with a national ,ales lax, which is fairer hc

typical mistakes.

•


Step 4: Communication Practice
This section provides open-ended communicative activities giving students the
opportunity to use the grammar structure appropriately and fluently.
A listening activity gives students the

opportunity to check their aural
comprehension.

•

Many exercises and activities are art-based to
provide visual cues and an interesting context
and springboard for meaningful
conversations.

Communication Practice
LISTENING

10 I PICTtJREDISCUSSION
In sma'grot.yX.d&lJSJ IM~ Whor,*,"ifJhowoboufU01.l~

rriatiomhip5? Whatroooldffp«>pWfmdl flH' JIOUfI9?

n

when watching the TV

scr~~n,

no maller bow interesting the

video is,
b. Another is that warching movies is hasically a social experience, and I'm usually alone when
I watch videos.
c. The main reason is ,har rhe TV screen, no malter how large ir is, diminishes rhe impact rhat
you get when warcbing a movie on the big

scr~en.

3,

_
a. Nothing spontaneous usually happens all a

guid~d

tour, but

I'v~

had lots 01 spontaneous

experiellces when I planned m;' own vacation.

~entence. Read the paragraph. Then


- - -••""c..""....., - - - a later Irain and meet us at rhree o'clock. OK, lime',
a·w.,ting. Let', gel On lhe tr.in!

a

a
'0

•• D

.C

wc1Iea,,~'rcgoinglOe.'

.. Wcren'f you

go~ 10

lum over

'dltJnitsl-11

dlUIIIUI
I.b. 'd.mnke
c. u~d '0 'moke
d. 'd .moke
1.•. would t.ke
I. 'd go
,. u... d '0 own

I.

... 're being

1.•. h•• written

... hu been writing

J" . • re

... ha ••
b. ha. d••eloped

deYclop;nl\

[Unit41
1. So did
l. ....... 'frirbcr

1. 'n been warking
'- ...v.... 'ffllll'C OIt
J, 're t1lring

h.-in!:
•.•. ha. been

lUnlt4)
1. t.'m

l ..........·t ~vcd


'- did

1. ""'f going
(to 1:"1
J. you

7. _'d''1
•. hc'U •• kc

l

lUnibl-JI
•. D

.... tw.""'·PIl&'O

s.

........,..

..
,. c

(Uniu I ancl11
1. ~going
l. 'rc";Il&IO

... ·d ... vc
... """'tn be

l. shouldn'f ...""
... aren't suppoocd rO
s. 'n; supposed.o
os.shooldhavc
7.•hould hav. broughl
I. do"', ha •• 10

•.

10•• ho"ldn·r

11. i""pl"""dtodo

The Answer Key to the Review Tests provides
aoss-reIere_ to the appropriate unit(s) for
easy review.


ACKNOWLEDGMENTS
Writing the Third Edition of Focus on Graml'l'UlT 5 has been even more interesting
and challenging than the first two times. I'm indebted to many people who helped
me in different ways. Specifically, though, I want to express my appreciation and
gratitude to:
o

My students over the years.

o Fran~oise

Lefller, for her excellent editing work in the early stages of the


John Barnes, my editor, for his patience with me, his excellent eye for detail,
and his overall vision. He has been instrumental in making this a better book.

Above all I am grateful to:
o

My friends at West Side who have encouraged me.

o

My wife Priscilla for her love and wonderful support.

o

My best friend.

I am also grateful to the following reviewers:
Mary Ann Archbold, South Bay Adult School, Redondo Beach, CA; Shella
Badanic, Douglas College, New Westminister, BC; John T. Campbell, Southeast
Missouri State University, MO; Tony Carnerie, Allaint International University-San
Diego, CA; Amelia Chavez Ruiz, Lake Forest School, Mexico State, Mexico;
Elizabeth Clemente, Instituto Tecnol6gico de Estudios Superiores de Monterrey,
Atizapan, Mexico State; SUSBnna Eguren, Instituto Cultural Peruano
Norteamericano, Lima, Peru; Shirley Freeden, University of Saskatchewan,
Saskatoon, Saskatchewan; Stegan Haag, Langara College, Vancouver, BC; Martha
Hall, The New England School of English, Cambridge, MA; Molly Hashman,
Calgary, AB; Vicki L. Holmes, University of Nevada, Las Vegas, NV; Sllvia Icela