000 28453nam a22025457a 4500
999 _c872
_d872
003 OSt
005 20221225213826.0
008 180116b xxu||||| |||| 00| 0 eng d
020 _a9780134133393 (Student Book)
040 _cJCRC
_aJCRC
_beng
100 _aMaurer, Jay
245 _aFocus on Grammar 5 :
_bAn Integrated Skills Approach /
_cJay Maurer.
250 _a5th ed.
260 _aNew York :
_bPearson Education,
_c2017.
300 _axxix, 452 p. :
_bill. ;
_c28 cm.
440 _aFocus on Grammar
500 _aCover page includes "with MyEnglishLab access code inside".
504 _aIncludes glossary, appendices 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:
_t- New 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.
_t- Updated 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.
_t- Additional communicative activities encourage collaboration and the application of the target grammar in a variety of settings.
_t- Expanded writing practice helps students to confidently apply each unit's grammar to their own writing.
_t- New comprehensive assessment program with a variety of new assessment tools informs instruction and ensures that progress is measurable.
_t- Revised MyEnglishLab delivers rich online content and video media to engage and motivate students" (Book Cover).
505 _aTABLE OF CONTENTS:
505 _aWelcome to Focus on Grammar
505 _aThe Focus on Grammar Unit
505 _aScope and Sequence
505 _aAbout the Author
505 _aAcknowledgments
505 _aReviewers
505 _aCredits
505 _aPART 1: PRESENT, PAST, AND FUTURE
505 _aUNIT 1: Present Time
_tTheme: The Digital World
505 _aGrammar
_tCan use the simple present for habitual actions and the present progressive for actions in progress
_tCan use the present perfect and the perfect progressive to connect the past with the present
_tCan correctly use action and non-action verbs to describe states
_tCan use adverbs with action words and adjectives with non-action verbs
505 _aReading
_tOpinion Editorial: Connected!
_tCan infer the author's attitude in a linguistically complex text that contains the author's opinions
505 _aListening
_tA conversation about identity theft
_tCan follow a group discussion on a complex topic such as identity theft
505 _aSpeaking
_tCan contribute fluently and naturally to a conversation about common uses of technology
505 _aWriting
_tCan write a detailed essay that highlights the benefits of an electronic device
505 _aVocabulary
_taccess AWL; associate (with); do without; downside; exposure AWL; origin; put things in perspective AWL; undeniably AWL
505 _aUNIT 2: Past Time
_tTheme: Intercultural Marriage
505 _aGrammar
_tCan use the simple past, the past progressive, the present perfect, and the past perfect to refer to past events
_tCan describe past habits and situations using would and used to
505 _aReading
_tMagazine Article: That Special Someone
_tCan infer the author's attitude in a linguistically complex text that contains a narrative
505 _aListening
_tA news broadcast
_tCan recognize important details in a news broadcast or interview about complex, unfamiliar topics
505 _aSpeaking
_tCan clearly and precisely offer opinions about past events or goals, agreeing or disagreeing with others' opinions
505 _aWriting
_tCan write a linguistically complex discursive essay about a past experience
505 _aVocabulary
_tacknowledge AWL; ethnic AWL; eventually AWL; furthermore AWL; priority AWL; rely AWL; sustain AWL; unique AWL
505 _aUNIT 3: Future Time
_tTheme: Travel
505 _aGrammar
_tCan use be going to and will to refer to future events
_tCan use the simple present for scheduled events, and be going to and the present progressive to describe future plans
_tCan use the future progressive, the future perfect, and the future perfect progressive to describe future actions or states
505 _aReading
_tAdvice Column: Get the Most Out of It
_tCan infer the author's attitude in a linguistically complex text that contains advice or suggestions
505 _aListening
_tA conversation about travel plans
_tCan recognize details in a fast-paced conversation about a schedule or itinerary
505 _aSpeaking
_tCan speculate and make predictions about future plans or events
505 _aWriting
_tCan write a linguistically complex discursive essay about future goals and aspirations
505 _aVocabulary
_tacquire AWL; chart your own course; excruciatingly; hectic; inevitable AWL; maximize AWL; minimize AWL; out of whack
505 _aPART 2: MODALS AND OTHER AUXILIARIES
505 _aUNIT 4: Modals to Express Degrees of Necessity
_tTheme: Cultural Differences
505 _aGrammar:
_tCan use must, have to, and have got to to show strong necessity
_tCan use must not and don't have to show prohibition
_tCan use had better for warnings
_tCan use should or ought to to offer advice, and use be supposed to and be to to show expectations
_tCan make suggestions using could and might (have)
505 _aPronunciation:
_tReducing Modals and Modal-like Auxiliaries
505 _aReading:
_tPersonal Narrative: What We Should and Shouldn't Have Done
_tCan infer the author's attitude in a linguistically complex narrative about a personal experience
505 _aListening:
_tA conversation about suggestions
_tCan identify the suggestions that are being made in a fast-paced conversation between fluent speakers
505 _aSpeaking
_tCan discuss do's and don'ts in different cultures, using linguistically complex language
505 _aWriting
_tCan write a linguistically complex discursive essay, offering regrets, opinions, and/or advice about a past situation
505 _aVocabulary:
_talbeit AWL; colleague AWL; etiquette; gracious; occur AWL; odd AWL; overall AWL; reciprocate
505 _aUNIT 5: Modals to Express Degrees of Certainty
_tTheme: Mysteries
505 _aGrammar:
_tCan use may, might, could, and may not or might not + base form of the verb to convey the degree of certainty in the present
_tCan use may have, might have, could have, must have, and may not or might not + past participle to convey the degree of certainty in the past
_tCan use should and ought to + base form of the verb and may, might, and could + base form of the verb to convey the degree of certainty in the future
505 _aReading:
_tAcademic passage: Who Really Discovered America?
_tCan infer the author's attitude in a linguistically complex academic text that challenges established ideas
505 _aListening:
_tAn academic discussion
_tCan follow a group discussion on an academic topic
505 _aSpeaking:
_tCan clarify own points and ideas about an ambiguous event, using linguistically sophisticated language
505 _aWriting:
_tCan write a complex essay about a mystery, using modals to speculate about clues and possibilities
505 _aVocabulary:
_tcohort; debris; hypothesize AWL; nonetheless AWL; potential AWL; specification AWL; stem from; theory AWL
505 _aPART 3: PASSIVE VOICE
505 _aUNIT 6: Passives: Part 1
_tTheme: Crime
505 _aGrammar:
_tCan use the passive with the past, present, and future tenses and modals.
_tCan use the passive causative to talk about services or activities that people arrange for someone else to do
505 _aReading:
_tNews Article: Did He Get Away With It?
_tCan understand and form opinions about theories presented in a linguistically complex news article
505 _aListening:
_tAn interview about a crime
_tCan identify key details in a fast-paced interview conducted by native speakers
505 _aSpeaking:
_tCan critically evaluate evidence presented in an article to discuss and speculate about a crime
505 _aWriting:
_tCan write a linguistically complex essay about a crime, using the passive voice to illustrate actions
505 _aVocabulary:
_tdiminish AWL; equip (with) AWL; inadvertently; notwithstanding AWL; presumably AWL; proceed (to) AWL; recover AWL; reveal AWL
505 _aUNIT 7: Passives: Part 2
_tTheme: Legend and Myths
505 _aGrammar:
_tCan use stative passives to describe situations or states
_tCan use regular passives to report ideas, opinions, and beliefs
505 _aReading:
_tAnthropology Passage: The Strangest of Peoples
_tCan distinguish between literal and allegorical meaning in an academic text
505 _aListening:
_tA news bulletin about a natural disaster
_tCan follow chronological sequence in extended informal speech at natural speed
505 _aSpeaking:
_tCan contribute fluently and naturally to a conversation about an academic topic
505 _aWriting:
_tCan write a linguistically complex discursive essay about a legend or myth form one's culture
505 _aVocabulary:
_tdevote (to) AWL; focal; obtain AWL; participation AWL; practitioner AWL; predominate AWL; repulsive; ritual
505 _aPART 4: GERUNDS AND INFINITIVES
505 _aUNIT 8: Gerunds
_tTheme: Friendship
505 _aGrammar:
_tCan use gerunds and gerund phrases in place of nouns, and as the subjects and objects of sentences
_tCan use a possessive noun or pronoun before a gerund to demonstrate possession
505 _aReading:
_tMagazine Article: Friends
_tCan infer the author's attitude in an expository text
505 _aListening:
_tA telephone conversation between friends
_tCan identify key details in a telephone conversation between native speakers, spoken at a normal rate
505 _aSpeaking:
_tCan contribute to group discussions about personal topics, even when speech is fast-paced and colloquial
505 _aWriting:
_tCan write a well-developed, grammatically varied essay about a personal experience
505 _aVocabulary:
_tabandon AWL; coincide AWL; compatible AWL; context AWL; likewise AWL; naive; seek AWL; vulnerable
505 _aUNIT 9: Infinitives
_tTheme: Procrastination
505 _aGrammar:
_tCan use infinitives as subjects and objects in the simple, past, and passive forms
_tCan use verbs with infinitives and/or gerunds
_tCan use an adjective or noun followed by an infinitive
505 _aReading:
_tMagazine Article: Seize the Day
_tCan infer the interviewee's opinions on a subject from an interview transcript
505 _aListening:
_tA news bulletin about a prison escape
_tCan recognize key information in a news bulletin spoken be a native speaker and containing reported speech
505 _aSpeaking:
_tCan contribute fluently and naturally to a personal interview, alternating between answering and asking questions
505 _aWriting:
_tCan write a well-developed, grammatically varied essay about a personal experience
505 _aVocabulary:
_tconnotation; illustrate AWL; motivate AWL; scenario AWL; straightforward AWL; syndrome; widespread AWL
505 _aPART 5: NOUNS
505 _aUNIT 10: Count and Non-Count Nouns
_tTheme: Health
505 _aGrammar:
_tCan use common nouns, proper nouns, regular and irregular count and non-count nouns, and nouns that are only plural
_tCan make certain non-count nouns countable by adding a phrase that gives them a form, a limit, or a container
505 _aReading:
_tTV Program Transcript: Concerned About Health? Ask the Expert
_tCan infer the interviewee's opinion on a subject from a long and linguistically complex interview transcript
505 _aListening:
_tA conversation about health issues
_tCan identify important details from a fast-paced conversation
505 _aSpeaking:
_tCan orally convey information from different sources, reconstructing arguments to present the overall result
505 _aWriting:
_tCan write a well-developed, grammatically varied essay about personal attributes
505 _aVocabulary:
_tadvocate (V) AWL; authority AWL; category AWL; deviate; hence; imperative (adj.); in moderation; offset AWL
505 _aUnit 11: Definite and Indefinite Articles
_tTheme: Disappearing Species
505 _aGrammar:
_tCan use indefinite nouns to describe things that are non-specific or general
_tCan use definite nouns to describe a particular person, place, or thing
_tCan use indefinite and definite articles in a variety of different situations
_tCan use no article with names of people, the names of most countries, and habitual locations
505 _aReading:
_tScientific Article: Going, Going... Gone?
_tCan follow abstract argumentation, for example, the balancing of alternatives and the drawing of a conclusion
505 _aListening:
_tA conversation about a controversial topic
_tCan follow a fast-paced conversation between fluent speakers well enough to form one's own opinion about the topics discussed
505 _aSpeaking:
_tCan contribute to a group discussion about a controversial topic, using linguistically complex language
505 _aWriting:
_tCan write a linguistically complex discursive essay about a topic of environmental or social importance
505 _aVocabulary:
_tconsiderable AWL; crucial AWL; diversity AWL; institute (v) AWL; nevertheless AWL; restrict AWL; strategy AWL; vanish
505 _aUNIT 12: Quantifiers
_tTheme: Study Skills
505 _aGrammar:
_tCan use a variety of different quantifiers with count and non-count nouns
_tCan use some, a few, and a little with affirmative statements, and any, few, and little with negative statements
_tPronunciation: Reducing of in Quantifiers
505 _aReading:
_tAdvice Column: The Study Habits of Successful Students
_tCan infer the author's attitude in a complex text that presents advice or suggestions
505 _aListening:
_tA conversation between a professor and a student
_tCan follow a fast-paced conversation held by fluent speakers
505 _aSpeaking:
_tCan consult a variety of sources, using one's findings give a linguistically complex presentation about a country
505 _aWriting:
_tCan write a well-developed essay that clearly states one's opinion about how to improve study habits
505 _aVocabulary:
_tallocate AWL; approximate (adj) AWL; aspect AWL; despair (v); orientation AWL; precise AWL; refine AWL; ultimately AWL
505 _aUNIT 13: Modification of Nouns
_tTheme: Expectations
505 _aGrammar:
_tCan use participial adjectives, noun modifiers, and compound modifiers to modify nouns
_tCan put multiple modifiers in a fixed order
_tPronunciation: Modifiers of Nouns
505 _aReading:
_tExpository Article: I Hope for It, but I Don't Expect It
_tCan infer the author's attitude in a linguistically complex text that details different people's personal experiences
505 _aListening:
_tA conversation about performance
_tCan follow a fast-paced conversation well enough to recognize key details
505 _aSpeaking:
_tCan contribute fluently and naturally to a literary analysis of a short story or poem
505 _aWriting:
_tCan write a discursive essay that discusses people's expectations about major life events in detail
505 _aVocabulary:
_tcontrary AWL; emerge AWL; ensure AWL; intense AWL; outcome AWL; persist AWL; rave (about); thereby AWL
505 _aPART 6: ADJECTIVE CLAUSES
505 _aUNIT 14: Adjective Clauses: Introduction
_tTheme: Personality
505 _aGrammar:
_tCan use who, which, that, whose, where, and when with adjective clauses to modify nouns
_tCan use adjective clauses as subjects or objects of sentences
_tCan distinguish between identifying and nonidentifying adjective clauses, using commas with nonidentifying adjective clauses
_tPronunciation: Identifying and Nonidentifying Adjective Clauses
505 _aReading:
_tPsychology Article: What Type Are You?
_tCan extract information and ideas from a linguistically complex text about an academic subject
505 _aListening:
_tA conversation about university life
_tCan follow a fast-paced conversation about life in a university setting
505 _aSpeaking:
_tCan summarize findings appropriately in an oral report about a famous person
505 _aWriting:
_tCan write a linguistically complex essay that supports an opinion with a multitude of ideas, facts, or references
505 _aVocabulary:
_tconflict (n) AWL; data AWL; discount (v); enable AWL; gravitate; insight AWL; moreover; secure (adj) AWL
505 _aUNIT 15: Adjective Clauses and Phrases
_tTheme: Culture Shock
505 _aGrammar:
_tCan use adjective clauses with prepositions
_tCan use the pattern quantifier + of + relative pronoun to refer to people or things, and noun + of which to refer to things only
_tCan reduce or change adjective clauses to adjective phrases
505 _aReading:
_tSociology Article: What Is Culture Shock?
_tCan recognize organizational patterns within a linguistically complex text
505 _aListening:
_tA conversation between a student and a guidance counselor
_tCan follow a fast-paced conversation between native speakers
505 _aSpeaking:
_tCan use a complex graphic to describe their own cultural experiences, using linguistically complex language
505 _aWriting:
_tCan write a grammatically rich, discursive essay that describes a cultural experience in detail
505 _aVocabulary:
_tadjustment AWL; attain AWL; convert (v) AWL; disorientation; dwarf (v); flexible AWL; maturity AWL; wheras AWL
505 _aPART 7: ADVERBS
505 _aUNIT 16: Adverbs: Sentence, Focus, and Negative
_tTheme: Controversial Issues
505 _aGrammar
_tCan use sentence adverbs to modify the meaning of entire sentences
_tCan use focus adverbs before verbs to emphasize a word or phrase
_tCan use negative adverbs at the beginning of sentences to emphasize negative meaning
_tCan force inversion with here, there, neither, and so
505 _aPronunciation:
_tStressed Words After Focus Adverbs
505 _aReading:
_tRadio Transcript: Time to Sound Off
_tCan identify and make judgments about different opinions in a linguistically complex interview or transcript
505 _aListening:
_tAn excerpt from a radio call-in show
_tCan follow a fast-paced conversation about a controversial topic, identifying the speakers' opinions
505 _aSpeaking:
_tCan contribute fluently and naturally to a group debate about a controversial topic
505 _aWriting:
_tCan write a well-developed, grammatically varied essay that states and explains one's opinion on a controversial topic
505 _aVocabulary:
_tcompulsory; controversial AWL; fundamentally AWL; inherent; interfere (with); promote AWL; stereotype (n); voluntary AWL
505 _aUNIT 17: Adverb Clauses
_tTheme: Sports
505 _aGrammar:
_tCan use a variety of adverb clauses to indicate when, where, why, or under what condition something happens
_tCan use adverb clauses of contrast such as whereas, even though, and while to establish contrast with ideas expressed in independent clauses
505 _aReading:
_tSports Editorial: Are Sports Still Sporting?
_tCan follow abstract argumentation in an editorial, such as the balancing of alternatives and the drawing of conclusions
505 _aListening:
_tAn interview with an athlete
_tCan follow a fast-paced interview given by a fluent speaker well enough to recall detailed information
505 _aSpeaking:
_tCan offer, defend, and elicit an opinion that's derived from a question
505 _aWriting:
_tCan write a well-developed, grammatically varied essay that discusses the pros and cons of sports
505 _aVocabulary:
_tawry; derive AWL; factor (n) AWL; infer AWL; lurk; parallel AWL; prevalence; shift (v) AWL
505 _aUNIT 18: Adverb and Adverbial Phrases
_tTheme: Compassion
505 _aGrammar:
_tCan change adverb clauses of time and reason to adverb and adverbial phrases
_tCan change an adverb clause with the simple past or the past perfect to an adverb phrase by changing the verb to having + past participle
505 _aReading:
_tMagazine Article: Compassion
_tCan identify a sequence of events in a linguistically complex article
505 _aListening:
_tA news broadcast about world affairs
_tCan infer opionions in a linguistically complex news broadcast
505 _aSpeaking:
_tCan contribute to a fast-paced group discussion about experiences that were witnessed in the past
505 _aWriting:
_tCan write a complex discursive essay about a situation that was witnessed or experienced in the past
505 _aVocabulary:
_tcivility; confrontation; dawn (on); decrepit; elude; media; ooze (v); status AWL
505 _aUNIT 19: Connectors
_tTheme: Memory
505 _aGrammar:
_tCan use a range of common transition words to sequence events
_tCan use both coordinating and subordinating conjunctions to connect ideas within and between sentences
_tCan use a variety of transitions to connect sentences with independent clauses and blocks of text
505 _aScientific Article: Try to Remember
_tCan infer the author's attitude in a linguistically complex academic text
505 _aListening:
_tAn excerpt from a workshop
_tCan identify a speaker's point of view in a linguistically complex presentation
505 _aSpeaking:
_tCan give one's opinion in response to a literary quote and comment on the opinions of others
505 _aWriting:
_tCan write a detailed discursive essay about a memorable experience from the past
505 _aVocabulary:
_tcore AWL; deteriorate; enhance AWL; highlight AWL; induce AWL; mitigate; recollect; vivid
505 _aPART 8: NOUN CLAUSES
505 _aUNIT 20: Noun Clauses: Subjects, Objects, and Complements
_tTheme: Birth Order
505 _aGrammar:
_tCan form and use noun clauses as subjects, object, and complements
_tCan form and use embedded questions
_tCan form and use noun clauses with that, the fact that, if, and whether
_tCan add -ever to the end of wh- words to produce words that introduce noun clauses
505 _aReading:
_tPsychology Article: Does It Matter When You Were Born?
_tCan recognize a connection between different theories in an academically rigorous text
505 _aListening:
_tA conversation about a child's problems
_tCan follow a fast-paced conversation between a family therapist and the parents of a troubled child
505 _aSpeaking:
_tCan elicit and participate in a conversation that is based on data from a survey or questionnaire
505 _aWriting:
_tCan apply an academic theory to one's personal life in a well-developed, grammatically varied essay
505 _aVocabulary:
_tcompelling (adj); configuration; conscientious; enterprise; innovator AWL; niche (n); sole (adj) AWL; temperament
505 _aUNIT 21: Direct and Indirect Speech
_tTheme: Communication and Misunderstanding
505 _aGrammar:
_tCan report what someone said using direct and indirect speech in both question and sentence form
_tCan make the necessary changes to verb tenses, modals, possessive adjectives, and pronouns when using reported speech
505 _aReading:
_tInterview Transcript: Understanding Misunderstandings
_tCan extract information, ideas, and opinions from a respected expert in her field
505 _aListening:
_tAn interview about communication techniques
_tCan identify the main ideas and opinions in a fast-paced interview with an expert in her field
505 _aSpeaking:
_tCan discuss communication techniques in a group setting, using linguistically complex language
505 _aWriting:
_tCan write a complex essay that uses direct and indirect speech to provide a detailed account of an event witnessed in the past
505 _aVocabulary:
_taddress (v); arbitrary AWL; distressed (adj); duration AWL; inhibit AWL; rancor; rigid AWL; self-righteous
505 _aPART 9: CONDITIONALS AND THE SUBJUNCTIVE
505 _aUNIT 22: Conditionals; Other Ways to Express Unreality
_tTheme: Achievements and Inventions
505 _aGrammar:
_tCan use real conditionals to refer to general truths, facts, habits, and repeated events
_tCan use present and past unreal conditionals to refer to hypothetical (counterfactual) past results of a previous action or situation
_tCan use wish and if only to express sadness or a desire for a different situation
505 _aReading:
_tScientific Article: How Would Our World Be Different?
_tCan extract information, ideas, and opinions from a linguistically complex text
505 _aListening:
_tA classroom discussion
_tCan follow a fast-paced classroom discussion about a technological concept
505 _aSpeaking:
_tCan use real and unreal conditionals to discuss actual and hypothetical situations
505 _aWriting:
_tCan write a linguistically complex, highly detailed essay about the impact of a technological development or invention
505 _aVocabulary:
_tattribute (to) AWL; e.g.; evolve AWL; formulate AWL; i.e.; mutually AWL; ubiquitous; utilize AWL
505 _aUNIT 23: More Conditions; The Subjunctive
_tTheme: Advice
505 _aGrammar:
_tCan use implied and inverted conditions
_tCan use the subjunctive as a verb form to express unreal conditions, wishes, and possibilities
_tCan use the subjunctive with the base form of the verb in noun clauses following verbs and adjectives of advice, necessity, and urgency
505 _aReading:
_tAdvice Column: Ask Rosa
_tCan extract information, ideas, and opinions from a complex text that offers advice or suggestions
505 _aListening:
_tA conversation about advice
_tCan follow a fast-paced conversation held by fluent speakers
505 _aSpeaking:
_tCan give a formal presentation to a group of peers, advising them to choose specific actions or outcomes
505 _aWriting:
_tCan write a linguistically complex discursive essay that uses the subjunctive to describe past experiences related to following advice
505 _aVocabulary:
_tcapable AWL; manipulate AWL; mediate AWL; overbearing; semblance; slob; resistant; violate AWL
505 _aAppendices
505 _aGlossary of Grammar Terms
505 _aUnit Review Answer Key
505 _aGames and Pronunciation Answer Key
505 _aInformation Gaps, Student B
505 _aIndex
505 _aText Sources
521 _aIntended for English language learners at the B2-C1 level.
650 _aEnglish language
_vTextbooks for foreign speakers.
650 _aEnglish language
_vGrammar
_xProblems and exercises.
650 _aEnglish language.
856 _uhttps://www.pearson.com/english/catalogue/english-skills/focus-on-grammar.html
_yPublisher's Website.
856 _uhttps://ottawa.bibliocommons.com/item/show/637932026
_zCheck the Ottawa Public Library (OPL) catalog.
942 _2z
_cBK