| 000 | 20921nam a22026537a 4500 | ||
|---|---|---|---|
| 999 |
_c870 _d870 |
||
| 003 | OSt | ||
| 005 | 20221225213636.0 | ||
| 008 | 180116b xxu||||| |||| 00| 0 eng d | ||
| 020 | _a9780133854886 (Student Book) | ||
| 040 | _cJCRC | ||
| 100 | _aFuchs, Marjorie | ||
| 245 |
_aFocus on Grammar 3 : _bAn Integrated Skills Approach / _cMarjorie Fuchs, Margaret Bonner, and Miriam Westheimer. |
||
| 250 | _a5th ed. | ||
| 260 |
_aNew York : _bPearson Education, _c2017. |
||
| 300 |
_axxix, 494 p. : _bill. ; _c28 cm. |
||
| 440 | _aFocus on Grammar | ||
| 504 | _aIncludes glossary, appendices, unit review answer key, and index. | ||
| 505 | _a"Building on the success of previous editions, Focus on Grammar continues to provide an integrated-skills approach to engage students and help them accomplish their goals of communicating confidently, accurately, and fluently. With comprehensive grammar coverage, abundant practice, and ongoing assessment Focus on Grammar delivers immediate and visible progress through its unique and proven pedagogy that takes learners from comprehension to communication. | ||
| 505 |
_aNew to this Edition:
_tNew and updated content engages, motivates, and appeals to learners from various cultural backgrounds. Many new readings and activities include topics of high interest to today's learners. _tUpdated charts and redesigned notes offer clear, corpus-informed grammar presentations that reflect real and natural language usage. Clear signposting draws attention to most common usage, the difference between spoken and written registers, and common errors. _tAdditional communicative activities encourage collaboration and the application of the target grammar in a variety of settings. _tExpanded writing practice helps students to confidently apply each unit's grammar to their own writing. _tNew comprehensive assessment program with a variety of new assessment tools informs instruction and ensures that progress is measurable. _tRevised MyEnglishLab delivers rich online content and video media to engage and motivate students" (Book Cover). |
||
| 505 | _aCONTENTS: | ||
| 505 | _aWelcome to Focus on Grammar | ||
| 505 | _aThe Focus on Grammar Unit | ||
| 505 | _aScope and Sequence | ||
| 505 | _aAbout the Authors | ||
| 505 | _aAcknowledgements | ||
| 505 | _aPART 1 PRESENT AND PAST | ||
| 505 |
_aUNIT 1 Present Progressive and Simple Present _tTheme: Different Cultures |
||
| 505 |
_aGrammar _tCan tell when to use the present progressive and the simple present to distinguish actions that are ongoing and actions that are habitual _tCan use non-action verbs to describe states and situations _tPronunciation: What do you and What are you |
||
| 505 |
_aReading _tInformation Article: What's Your Cross-Cultural IQ? _tCan derive the meaning of unknown words in a simple text _tCan recognize the main points in a straightforward text on a familiar topic |
||
| 505 |
_aListening _tInterviews with foreign students _tCan distinguish a present action from a habitual activity in short interviews |
||
| 505 |
_aSpeaking _tCan express beliefs and opinions about cultural topics and identify the opinions of others |
||
| 505 |
_aWriting _tCan write a basic description of a new experience, using a model for support if needed |
||
| 505 |
_aVocabulary
_tabroad; culture; distance; event; misunderstanding; native (adj) |
||
| 505 |
_aUNIT 2 Simple Past _tTheme: Poets |
||
| 505 |
_aGrammar _tCan refer to past actions, states or situations using regular and irregular past forms |
||
| 505 |
_aReading _tBiography: Matsuo Basho, 1644-1694 _tCan follow chronological sequences in a short biography |
||
| 505 |
_aListening _tAn interview with a poet _tCan recognize the main points of an interview that addresses familiar topics |
||
| 505 |
_aSpeaking _tCan convey simple biographical information to others, emphasizing the most important point |
||
| 505 |
_aWriting _tCan write a basic description of some important life events, using a model for support if needed |
||
| 505 |
_aVocabulary
_tadmirer; emotion; journey; restless; topic |
||
| 505 |
_aUNIT 3 Past Progressive and Simple Past _tTheme: Reporting Events |
||
| 505 |
_aGrammar _tCan use the past progressive to focus on the duration of a past action _tCan use the past progressive with the simple past to describe an action interrupted by another action |
||
| 505 |
_aReading _tNewspaper Article: Disaster at Sea _tCan follow chronological sequences in a short news article |
||
| 505 |
_aListening _tA witness's description of a traffic accident _tCan identify the main points of a description of an unfamiliar event |
||
| 505 |
_aSpeaking _tCan ask or answer questions about an unfamiliar event |
||
| 505 |
_aWriting _tCan write a basic description of an unfamiliar past event |
||
| 505 |
_aVocabulary
_talarmed; area; calm; disaster; sink; survivor |
||
| 505 |
_aUNIT 4 Used to and Would _tTheme: Changes |
||
| 505 |
_aGrammar _tCan use used to and would to refer to past habits and actions that are no longer happening and to convey contrast with the present |
||
| 505 |
_aReading _tInformation Article: Dubai: then and Now _tCan get the gist of a straightforward, familiar text about a popular location |
||
| 505 |
_aListening _tA conversation about the changes in a small town _tCan distinguish present events from past events in a conversation on familiar topics |
||
| 505 |
_aSpeaking _tCan describe one's past and present physical appearance and habits |
||
| 505 |
_aWriting _tCan write a description of a place and how it has changed |
||
| 505 |
_aVocabulary
_tdestination; major (adj); popular; revenue; traditional; transformation |
||
| 505 |
_aUNIT 5 Wh- Questions _tTheme: In Court |
||
| 505 |
_aGrammar _tCan ask wh- questions about the past |
||
| 505 |
_aReading _tCourt Transcript: State of Illinois v. Harry M. Adams _tCan scan an interview transcript for key information |
||
| 505 |
_aListening _tA conversation about a court trial _tCan identify the main point of a conversation |
||
| 505 |
_aSpeaking _tCan ask and answer basic interview questions |
||
| 505 |
_aWriting _tCan write a series of interview questions that elicit information about a past event |
||
| 505 |
_aVocabulary
_tdefendant; frightened; in a hurry; indicate; record (n) |
||
| 505 | _aPART 2 THE FUTURE | ||
| 505 |
_aUNIT 6: Future
_tTheme: Space Travel |
||
| 505 |
_aGrammar:
_tCan use be going to and will to refer to future facts or predictions _tCan use be going to and the present progressive to describe future plans _tCan use will to express quick decisions, offers, and promises _tCan use the simple present for scheduled events |
||
| 505 |
_aPronunciation:
_tGoing to or gonna |
||
| 505 |
_aReading:
_tRadio Program Transcript _tSpace Tourism _tNot Just Science Fiction |
||
| 505 |
_aListening:
_tConversations about current situations and future plans |
||
| 505 |
_aVocabulary:
_tedge (n); experience (v); incredible; purchase (v) AWL; sold out; takeoff (n) |
||
| 505 |
_aUNIT 7: Future Time Clauses
_tTheme: Setting Goals |
||
| 505 |
_aGrammar:
_tCan use a time clause to show the order between two future events _tCan use time words such as when and before with the simple present to refer to future events |
||
| 505 |
_aReading:
_tInformation Article: From Dream to Reality |
||
| 505 |
_aListening:
_t A conversation about future plans |
||
| 505 |
_aVocabulary:
_tachieve AWL; catalog (n); goal AWL; interview (n); path |
||
| 505 | _aPART 3 PRESENT PERFECT | ||
| 505 |
_aUNIT 8: Present Perfect: Since and For
_tTheme: Careers |
||
| 505 |
_aGrammar:
_tCan us the present perfect with since or for to show that something began in the past and continues into the present |
||
| 505 |
_aReading:
_tBiography: King of Skate |
||
| 505 |
_aListening:
_tA job interview |
||
| 505 |
_aVocabulary:
_tconsider oneself; dramatically AWL; opportunity; positive AWL; residence AWL; support oneself |
||
| 505 |
_aUNIT 9: Present Perfect: Already, Yet, and Still
_tTheme: Party Planning |
||
| 505 |
_aGrammar:
_tCan use the present perfect with already, yet, or still to refer to things that happened or did not happen at some point in the past |
||
| 505 |
_aReading:
_tInformation Article: It’s Party Time! |
||
| 505 |
_aListening:
_tA conversation about plans for a party |
||
| 505 |
_aVocabulary:
_tavailable AWL; organized (adj); professional (adj) AWL; specific AWL; successful |
||
| 505 |
_aUNIT 10: Present Perfect: Indefinite Past
_tTheme: Adventure Travel |
||
| 505 |
_aGrammar:
_tCan use the present perfect to show that something happened at an indefinite time in the past _tCan use the present perfect with adverbs of time and time expressions |
||
| 505 |
_aReading:
_tMagazine Article: Been There? Done That? |
||
| 505 |
_aListening:
_tA conversation with a travel agent |
||
| 505 |
_aVocabulary:
_tadventure; affordable; ancient; annual AWL; survey (n) AWL; transportation AWL |
||
| 505 |
_aUNIT 11: Present Perfect and Simple Past
_tTheme: Failure and Success |
||
| 505 |
_aGrammar:
_tCan recognize when to use the present perfect and the simple past |
||
| 505 |
_aReading:
_tInformation Article: Famous First-Time Failures |
||
| 505 |
_aListening:
_tAn interview with two college professors |
||
| 505 |
_aVocabulary:
_tattitude AWL, award (n), create AWL, discouraged (adj), reject (v) AWL |
||
| 505 |
_aUNIT 12: Present Perfect Progressive and Present Perfect
_tTheme: Climate Change |
||
| 505 |
_aGrammar:
_tCan use the present perfect progressive with since/for and time expressions _tCan recognize the difference between the present perfect and the present perfect progressive |
||
| 505 |
_aReading:
_tScientific Article: Global Warming: A Hot Topic |
||
| 505 |
_aListening:
_tConversations about recent finished and unfinished activities |
||
| 505 |
_aVocabulary:
_tclimate; design (v) AWL; develop; energy AWL; expert AWL; trend AWL |
||
| 505 | _aPART 4 MODALS AND SIMILAR EXPRESSIONS | ||
| 505 |
_aUNIT 13: Ability and Possibility: Can, Could, Be able to
_tTheme: Multilingualism |
||
| 505 |
_aGrammar:
_tCan express ability and possibility in the present, future, and past with can, could, and be able to |
||
| 505 |
_aReading:
_tSocial Science Article: Multilingualism |
||
| 505 |
_aListening:
_tA job interview |
||
| 505 |
_aVocabulary:
_tadult AWL; advantage; field (n); majority AWL; research (n) AWL; retired |
||
| 505 |
_aUNIT 14: Permission: Can, Could, May, Do you mind if
_tTheme: Roommates |
||
| 505 |
_aGrammar:
_tCan ask for, give, or deny permission with can, could, may, and do you mind if |
||
| 505 |
_aReading:
_tMagazine Article: Always Ask First |
||
| 505 |
_aListening:
_tShort conversations asking and giving permission |
||
| 505 |
_aVocabulary:
_tannoyed; assume AWL; establish AWL; gain (v); guidelines AWL; presentation |
||
| 505 |
_aUNIT 15: Requests: Can, Could, Will, Would, Would you mind
_tTheme: Messages |
||
| 505 |
_aGrammar:
_tCan use can, could, will, would, and would you mind to make requests |
||
| 505 |
_aPronunciation:
_tCould you, Would you, Will you, Can you |
||
| 505 |
_aReading:
_tEmails and Text Messages: Messages 4 u! |
||
| 505 |
_aListening:
_tShort conversations making and answering requests |
||
| 505 |
_aVocabulary:
_tappreciate AWL; deliver; distribute AWL; respond AWL; urgent |
||
| 505 |
_aUNIT 16: Advice: Should, Ought to, Had better
_tTheme: Internet Rules |
||
| 505 |
_aGrammar:
_tCan use should, ought to, and had better to offer or ask for advice or suggestions |
||
| 505 |
_aPronunciation:
_tOught to and Had better |
||
| 505 |
_aReading:
_tInformation Article: Netiquette 101 |
||
| 505 |
_aListening:
_tAn excerpt from a radio call-in show |
||
| 505 |
_aVocabulary:
_tavoid; behavior; communication AWL; identity AWL; normal AWL; protect |
||
| 505 | _aPART 5 NOUNS, QUANTIFIERS, AND ARTICLES | ||
| 505 |
_aUNIT 17: Nouns and Quantifiers
_tTheme: Time Capsules |
||
| 505 |
_aGrammar:
_tCan use proper nouns and common nouns, count nouns and non-count nouns _tCan use a range of basic quantifiers in affirmative and negative statements |
||
| 505 |
_aReading:
_tScientific Article: Time in a Bottle |
||
| 505 |
_aListening:
_tA discussion about a list of items |
||
| 505 |
_aVocabulary:
_tcivilization; impressed; intentional; interpret AWL; occasion (n); purpose |
||
| 505 |
_aUNIT 18: Articles: Indefinite and Definite
_tTheme: Stories |
||
| 505 |
_aGrammar:
_tCan use indefinite and definite articles to describe nouns _tCan distinguish when to use definite articles, indefinite articles, or no article when describing nouns |
||
| 505 |
_aReading:
_tFable: The Town Mouse and the Country Mouse |
||
| 505 |
_aListening:
_tShort Conversations about books and video games |
||
| 505 |
_aVocabulary:
_tenormous AWL; famous; honest; immediately; wonderful |
||
| 505 | _aPART 6 ADJECTIVES AND ADVERBS | ||
| 505 |
_aUNIT 19: Adjectives and Adverbs
_tTheme: Home |
||
| 505 |
_aGrammar:
_tCan form basic adverbs by adding –ly to adjectives _tCan use adverbs of manner, adverbs of degree, and one or several adjectives _tCan form and use participial adjectives |
||
| 505 |
_aReading:
_tAdvertisement: Wakefield House |
||
| 505 |
_aListening:
_tA conversation about online apartment ads |
||
| 505 |
_aVocabulary:
_tabsolutely; convenient; ideal; located in AWL; peaceful; satisfied |
||
| 505 |
_aUNIT 20: Adjectives: Comparisons with As…as and Than
_tTheme: Food |
||
| 505 |
_aGrammar:
_tCan use as… as with adjectives to express similarity _tCan form comparative adjectives and use them with than to express difference _tCan use two comparative adjectives to show an increase or decrease, or to show cause and effect |
||
| 505 |
_aReading:
_tNewspaper Article: A New Place for Pizza |
||
| 505 |
_aListening:
_tA conversation about opinions on food |
||
| 505 |
_aVocabulary:
_tcrowded; delicious; evident AWL; relaxed AWL; varied AWL |
||
| 505 |
_aUNIT 21: Adjectives: Superlatives
_tTheme: Cities |
||
| 505 |
_aGrammar:
_tCan form the superlative with –est _tCan form the superlative of longer regular adjectives with most |
||
| 505 |
_aReading:
_tTravel Brochure: A Superlative City |
||
| 505 |
_aListening:
_tA conversation about travel plans |
||
| 505 |
_aVocabulary:
_tcontinent (n); dynamic AWL; feature (n) AWL; financial AWL; multicultural; public (adj) |
||
| 505 |
_aUNIT 22: Adverbs: As…as, Comparatives, Superlatives
_tTheme: Sports |
||
| 505 |
_aGrammar:
_tCan use as…as with adverbs to express similarity _tCan form comparative adverbs and use them with than to express difference _tCan form the superlatives with –est or most _tCan use two comparative adverbs to show an increase or decrease, or to show cause and effect |
||
| 505 |
_aReading:
_tOpinion Article: Separation of the Sexes? |
||
| 505 |
_aListening:
_tA debate |
||
| 505 |
_aVocabulary:
_tcompete; debate (n) AWL; insult (n); require AWL; source (n) AWL; value (n) |
||
| 505 | _aPART 7 GERUNDS AND INFINITIVES | ||
| 505 |
_aUNIT 23: Gerunds: Subject and Object
_tTheme: Health Issues |
||
| 505 |
_aGrammar:
_tCan use a range of common verbs followed by a gerund _tCan use a gerund as the subject or the object of a verb |
||
| 505 |
_aReading:
_tInformation Article: No Smoking Around the World from A to Z |
||
| 505 |
_aListening:
_tA conversation about health advice |
||
| 505 |
_aVocabulary:
_tapprove of; ban (v); illegal AWL; in favor of; permit (v); prohibit AWL |
||
| 505 |
_aUNIT 24: Infinitives After Certain Verbs
_tTheme: Happiness |
||
| 505 |
_aGrammar:
_tCan use a wide range of verbs followed by an infinitive |
||
| 505 |
_aPronunciation:
_tWant to or Wanna |
||
| 505 |
_aReading:
_tPsychology Article: Can People Learn to Be Happy? |
||
| 505 |
_aListening:
_tA casual conversation between two friends |
||
| 505 |
_aVocabulary:
_tappropriate (adj) AWL; focus (v) AWL; interact AWL; participate in AWL; significant (adj) AWL; tend to |
||
| 505 |
_aUNIT 25: More Uses of Infinitives
_tTheme: Smart Devices |
||
| 505 |
_aGrammar:
_tCan use an infinitive with to or in order to to express purpose and intention _tCan make statements with the verb be plus and adjective/adverb followed by an infinitive _tCan say something is possible or not possible, using too or enough with adjectives and adverbs |
||
| 505 |
_aReading:
_tInformation Article: The World in Your Hand – or on Your Wrist |
||
| 505 |
_aListening:
_tA TV ad |
||
| 505 |
_aVocabulary:
_tbenefit (n) AWL; combine (v); device AWL; function (n) AWL; multipurpose; old-fashioned |
||
| 505 |
_aUNIT 26: Gerunds and Infinitives
_tTheme: Procrastination |
||
| 505 |
_aGrammar:
_tCan use a range of common verbs followed by a gerund _tCan use a range of common verbs followed by an infinitive _tCan use a range of common verbs followed by a gerund or an infinitive |
||
| 505 |
_aReading:
_tMagazine Article: Stop Procrastinating – Now! |
||
| 505 |
_aListening:
_tAn interview with a student about her study habits |
||
| 505 |
_aVocabulary:
_tanxious; discouraging (adj); project (n) AWL; tactic; task AWL; universal |
||
| 505 | _aPART 8 PRONOUNS AND PHRASAL VERBS | ||
| 505 |
_aUNIT 27: Reflexive and Reciprocal Pronouns
_tTheme: Self-Talk |
||
| 505 |
_aGrammar:
_tCan use each other and one another, and reflexive pronouns |
||
| 505 |
_aReading:
_tPsychology Article: Self-Talk |
||
| 505 |
_aListening:
_tWorkplace conversations |
||
| 505 |
_aVocabulary:
_tfault (n); impact (v) AWL; maintain AWL; reaction AWL; realize; temporary AWL |
||
| 505 |
_aUNIT 28: Phrasal Verbs
_tTheme: Science |
||
| 505 |
_aGrammar:
_tCan use a range of phrasal verbs _tCan use phrasal verbs with separated objects |
||
| 505 |
_aReading:
_tScientific Article: Planting Ideas |
||
| 505 |
_aListening:
_tClassroom conversations about a science class |
||
| 505 |
_aVocabulary:
_tget by; go on; grow up; pick out; pick up; take off |
||
| 505 | _aPART 9 MORE MODALS AND SIMILAR EXPRESSIONS | ||
| 505 |
_aUNIT 29: Necessity: Have (got) to, Must, Can’t
_tTheme: Rules and Regulations |
||
| 505 |
_aGrammar:
_tCan use have to, have got to, and must to refer to or ask about necessity or obligation _tCan use don’t / doesn’t have to to express absence of obligation and must and can’t to express prohibition |
||
| 505 |
_aPronunciation:
_tHave to or Hafta, Got to or Gotta |
||
| 505 |
_aReading:
_tInformation Article: Know Before You Go |
||
| 505 |
_aListening:
_tConversations about driving |
||
| 505 |
_aVocabulary:
_tequipment AWL; hassle (n); inspect AWL; regulation AWL; strict; valid AWL |
||
| 505 |
_aUNIT 30: Expectations: Be supposed to
_tTheme: Manners |
||
| 505 |
_aGrammar:
_tCan talk about expectations and obligations using supposed to and not supposed to |
||
| 505 |
_aReading:
_tArticle: It Was Supposed to Be a Nice Evening |
||
| 505 |
_aListening:
_tA radio show about etiquette and manners |
||
| 505 |
_aVocabulary:
_tdefinite AWL; familiar; issue (n) AWL; norm AWL; rude; sense (v) |
||
| 505 |
_aUNIT 31: Future Possibility: May, Might, Could
_tTheme: Weather |
||
| 505 |
_aGrammar:
_tCan use may, might, and could to express likelihood in the present and near future |
||
| 505 |
_aReading:
_tNews Transcript: Weather Watch |
||
| 505 |
_aListening:
_tA weather forecast |
||
| 505 |
_aVocabulary:
_taffect (v) AWL; exceed AWL; forecast (n); local (adj); region AWL |
||
| 505 |
_aUNIT 32: Present Conclusions: Must, Have (got) to, May, Might, Could, Can’t
_tTheme: Mysteries |
||
| 505 |
_aGrammar:
_tCan come to conclusions about present situations using must, have (got) to, may, might, could, and can’t |
||
| 505 |
_aReading:
_tStory Excerpt: The Red-Headed League |
||
| 505 |
_aListening:
_tA conversation about a mystery |
||
| 505 |
_aVocabulary:
_tadvertisement; amazed; method AWL; position (n); salary |
||
| 505 | _aAppendices | ||
| 505 | _aGlossary of Grammar Terms | ||
| 505 | _aUnit Review Answer Key | ||
| 505 | _aKey to Exercise with Guessed Answers | ||
| 505 | _aInformation Gaps, Student B | ||
| 505 | _aIndex | ||
| 521 | _aIntended for English language learners at the B1 level. | ||
| 650 |
_aEnglish language _vTextbooks for foreign speakers. |
||
| 650 |
_aEnglish language _vGrammar _xProblems and exercises. |
||
| 650 | _aEnglish language. | ||
| 700 | _aBonner, Margaret | ||
| 700 | _aWestheimer, Miriam | ||
| 856 |
_uhttps://www.pearson.com/english/catalogue/english-skills/focus-on-grammar.html _yPublisher's Website. |
||
| 942 |
_2z _cBK |
||