Fundamentals of english grammar third edition part 2 docx

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 307 Chapter 11 COUNTINONCOUNT NOUNS AND ARTICLES 11-1 Avs.an 312 ., ? . . 11-2 Countandnoncountnouns 313 11-3 Noncountnouns 314 11-4 Morenoncountnouns 315 11-5 Using several, a lot of, manylmuch, and afowla little 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 Chapter 12 ADJECTIVE CLAUSES 12-1 Adjective clauses: introduction 343 12-2 Using who and whom in adjective clauses 344 12-3 Using who. who(m). and that in adjective clauses 347 12-4 Using which and that in adjective clauses 348 12-5 Singular and plural verbs in adjective clauses 354 12-6 Using prepositions in adjective clauses 355 12-7 Using whose in adjective clauses 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 381 13-6 Using by and with to express how something is done 384 13-7 Using gerunds as subjects; using it + infinitive 387 13-8 It + infinitive: usingjor (someone) 388 13-9 Expressing purpose with in order to and for 391 13-1 0 Using infinj.tLvej.*& too and enough A!, 394 NOUN CLAUSES . . ; 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 X CONTENTS 14-5 Noun clauses that begin with that 414 14-6 Other uses of that-clauses 415 14-7 Substituting so for a that-clause in conversational responses 418 14-8 Quoted speech ; 420 14-9 Quoted speech vs . reported speech 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 449 APPENDIX 2 PREPOSITION COMBINATIONS A2-1 Preposition combiiations: introduction 453 A2-2 Preposition combinations: a reference list 463 ANSWERKEY 465 INDEX INDEX 1 Preface to the Third Edition Fundamentals of English Grammar is a developmental skills text for lower-intermediate and intermediate students of English as a second or foreign language. It combines clear and understandable grammar information with a variety of exercises and activities. FundammtaLF of English Gmmmar is the second in a series of three texts: Bmic English , 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 Grammar Series texts support the view of many experienced teachers that grammar-based and communicative approaches are not murually exclusive, but rather mutually supportive, and can advantageously co-exist in the same language program, even in the same class, even in the same lesson. Similarly, the interactive aspects of the texts receive greater emphasis in the third editions. Many of the exercises formerly designated ORAL or ORAL (BOOKS CLOSED) are now reformatted to be more clearly available for pair work or group work, in addition to still being viable as class work led by a teacher. This edition of FundammtaLF of English Gmmmar encourages interactivity but leaves it open for the users to decide what degree of interactivity best suits their needs. There is now an even wider variety of exercise types. This edition has a much larger number of free-response exercises and open-ended communicative tasks, while still providing ample controlled-response exercises to aid initial understanding of the form, meaning, and usage of the target structures. It also includes more writing topics, more speaking activities, new error-analysis exercises in every chapter, and . xiii additional extended-context exercises. Classroom teaching materials formerly found in the Wrkbook are now included in this student text, with the Wrkbook devoted solely to self-study exercises. The Wrkbook has a variety of practice , 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 text's content and approaches. Its principal purpose is to make the busy teacher's job easier. &I' .i , , . . , Fu?z&ment& of En&h Grammar consists of . , 1,' a Snuient Book without an answer key . . a Snrdent Book with an answer key - . a Wbook, consisting of self-study exercises for independent work : i,, a Chanbook, a reference book consisting of only the grammar charts , , . 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 Qua. International Center for American Endish: Diane Mahin, - - ~niveiity of ~ia& Amy Parker, Embassy CES Intensive English Program; ~a& Pietsch, Green River Community College; Thomas Pinkerton, North Miami Senior High School; Haydie Alvarado Santos, University of Puerto Rico; Hye-Young Urn, Myongji University, Seoul, Korea; Lyn Waldie, Helenic-American Union, Athens, Greece; Aida Zic, Montgomery College. My wholehearted thanks go to Shelley Hartle, who makes my job easy, and Editor Janet Johnston, who guides and assists us in so very many ways. Editor Margo Grant is simply super to work with, as are the many other skilled professionals at Pearson Education for their contributions to the publication of this work; in particular, Joanne Dresner, Anne Boynton- Tkigg, Allen Ascher, Pam Fishman, Rhea Banker, Linda Moser, Aliza Greenblatt, Ray Keating, Barry Katzen, Kate McLoughlin, Sylvia Herrera-Alaniz, Bruno Paul, Hugo Loyola, Mike Bennett, Stacy Whittis, Monika Popowin, Julie Hamrnond, and Amy Durfy. A special thank you is reserved for Production Editor Robert Ruvo, who stayed on top of everythimg and remained unflappable. I'd like to thank Carlisle Communications, Ltd., whose staff so excellently turned our disks into print pages. Without a doubt, they are the most skilled and reliable compositors I've worked with in twenty years. I also once again thank Don Martinetti, the illustrator, whose touches of whimsy are so delightful. My appreciation also goes to graphic designer Christine Shrader, creator of the swallow that heralds this third edition. 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 [co- author Jan Petanon); and SoundAduamw:A Ronuncintia Book, 1992, Pearson Education (co-author Pat Gmgan). : xv I am indebted especially and always to my many students through the years; I learned . nuch from them. I also am indebted to my fellow ESYEFL materials writers, past and sent; we learn much &om each orher. I would like to make special mention of Thomas well and Irene Schoenberg. In addition, my thanks go to Donna Cowan, University of Washington, Patti 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: ICUNIo: MARIA: . . KWO: ,.,!,'~2!, MARIA: ICuNIo: !I, qri MARIA: ICuNIo: MARU: mo: MARIA: KLINXo: , ,',,,.', Read and discuss the dialogue. Hi. My name is Kunio. Hi. My name is Maria. I'm glad to meet you. , . ,.:: . I'm glad to meet you, too. Where are you from? , . , , 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. :, 3: What do you do in your he time? 5 : ;: ., I read a lot. How about you? I like to get on the Internet. Really? What do you do when you're online? I visit many different Web sites. It's a good way to practice my English. That's interesting. I like to get on the Internet, too. . INDEX 1 Preface to the Third Edition Fundamentals of English Grammar is a developmental skills text for lower-intermediate and intermediate students of English as a second or foreign. 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. auxiliaries 28 8 I>. 10-7 Using past participles as adjectives (stative passive) 29 2 . 10-8 Participial adjectives: -ed vs -ing 29 7 10-9 Get + adjective;get + past participle