Focus on grammar 5 students book
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ON
Ii
AN INTEGRATED SKILLS APPROACH
THIRD EDITION
JAY MAURER
..
•••
•••
liliiii
Focus ON GRAMMAR 5: An Integrated Skills Approach
Copyright ~ 2006, 2000, 1994 by Pearson Education, Inc.
All rights reserved.
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stored in a retrieval system, or transmitted
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without the prior permission of the publisheL
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AKIllvell
Library of Congress Cataloging-in-Publication Data
Focus on grammaL An integrated skills approach - 3rd ed.
p.em.
ISBN 0-13-147466-9 (v. 1 : student book: alk. paper) -ISBN 0-13-189971-6 (v. 2: student book: alk.
paper) -ISBN 0-13-189984-8 (v. 3 : student book : alk. paper) - ISBN
0-13-190008-0 (v. 4: student book: alk. paper) -ISBN 0-13-191273-9 (v. 5: student book: alk. paper)
1. English language--Textbooks for foreign speakers. 2. English language-Grammar-Problerns,
exercises, etc.
PE1128.F5552005
428.2'4-dc22
2005007655
Printed in the United States of America
ISBN: 0-13-191273-9 (Student Book)
. 456789 10-WC-12 11 1009 08 07
ISBN: 0-13-191275-5 (Student Book with Audio CD)
45678 910-WC-121110 09 08 07
lON(,MI\N
WEB
Long.......conI offers online resources for
teachers and students. A£c£ss our Companion
Websiles, our online catalog, and our local
offices around the world.
Visit us at Ionglllllll.com.
CONTENTS
INTRODUCTION
TOUR OF A UNIT
II1II
UNIT
1
UNIT
2
Ix
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PAST, PRESENT, AND FUTURE
Present and Future lime
Travel magazine article about bargaining while traveling:
It's a Bargain!
Past lime
2
16
Social science magazine article about an unusual marriage:
A Marriage Made on the Internet?
UNIT
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
5 Modals to Express Degrees of Necessity
72
Travel magazine article about cultural differences:
What We Should and Shouldn't Have Done
UNIT
6
Modals to Express Degrees of Certainty
89
History magazine article:
Who Really Discovered America?
FROM GRAMMAR TO WRITING
103
Topic Sentences
REVIEW TEST
106
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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
Quantifiers
141
Business magazine article about money:
Whats Happening to Cash?
UNIT
10 Modification of Nouns
153
Magazine article about expectations:
The Expectation Syndrome: I Hope for It, but I Don't Expect It
FROM GRAMMAR TO WRITING
167
Agreement
REVIEW TEST
173
_ _ ADJECTIVE CLAUSES
UNIT
11 Adjective Clauses: Review and Expansion
180
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
14 The Passive to Describe Situations and to Report Opinions
Social science article about an unusual group of people:
Sacred Beasts
235
CoNrENTS
FROM GRAMMAR TO WRITING
Parallelism
248
REVIEW TEST
251
_
GERUNDS AND INFINITIVES
UNIT
15
Gerunds
258
Psychology magazine article about types of friends:
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:
Time to Sound Off
296
Adverb Clauses
310
Newspaper editorial about sports:
Are Sports Still Sporting?
UNIT
19
Adverb and Adverbial Phrases
326
News magazine article about compassion:
Compassion
UNIT 20
Connectors
340
Psychology magazine article about memory:
11)1 to Remember
FROM GRAMMAR TO WRITING
Sentences and Fragments
354
REVIEW TEST
358
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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
Direct and Indirect Speech
378
Journalism textbook article about the accuracy of news
reporting:
Is News Reporting Accurate?
FROM GRAMMAR TO WRITING
395
Writing Direct and Indirect Speech
REVIEW TEST
399
. . CONDITIONALS AND THE SUBJUNCTIVE
UNIT 23
Conditionals; other Ways to Express Unreality
406
Story from psychology magazine about trusting intuition:
Intuition
UNIT 24 More Conditions; The Subjunctive
421
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
5 Non-Count Nouns
A-4
6 Ways of Making Non-Count Nouns Countable
A-5
7 Nouns Often Used with the Definite Article
A-5
8 Countries Whose Names Contain the Definite Article
A-5
9 Selected Geographical Features Whose Names Contain the Definite Article
A-6
10 Verbs Used in the Passive Followed by a That Clause
11
Stative Passive Verbs + Prepositions
A-6
A-6
12 Verbs Followed by the Gerund
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
A-9
20 Words That Begin Dependent Clauses
A-9
21 Transitions: Sentence Connectors
A-1O
22 Transitions: Blocks ofText
A-1O
23 Reporting Verbs
A-1O
24 Verbs and Expressions Followed by the Subjunctive (Base Form)
A-ll
GLOSSARY OF GRAMMAR TERMS
REVIEW TESTS ANSWER KEY
INDEX
G-l
RT-l
1-1
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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
Grammar also maintains the same five-level progression as the second edition:
• Level! (Beginning, fonnerly Introductory)
• Level 2 (High-Beginning, fonnerly Basic)
• Level 3 (Intennediate)
• Level 4 (High-Intennediate)
• LevelS (Advanced)
qJ What is the Focus on Grammar methodology?
Both controlled and communicative practice
While students expect and need to learn the fonnal rules of a language, it is crucial
that they also practice new structures in a variety of contexts in order to internalize
and master them. To this end, Focus on Grammar provides an abundance of both
controlled and communicative exercises so that students can bridge the gap between
knowing grammatical structures and using them. The many communicative
activities in each Student Book unit provide opportunity for critical thinking while
enabling students to personalize what they have learned in order to talk to one
another with ease about hundreds of everyday issues.
A unique four-step approach
The series follows a four-step approach:
Step 1: Grammar in Context shows the new structures in natural context, such as
articles and conversations.
Step 2: Grammar Presentation presents the structures in clear and accessible
grammar charts, notes, and examples.
Step 3: Focused Practice of both fonn and meaning of the new structures is
provided in numerous and varied controlled exercises.
Step 4: Communication Practice allows students to use the new structures freely
and creatively in motivating, open-ended activities.
x
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
What are the components of each level of Focus on Grammar?
Student Book
The Student Book is divided into eight or more parts, depending on the level. Each
part contains grammatically related units, with each unit focusing on specific
grammatical structures; where appropriate, units present contrasting forms. The
exercises in each unit are thematically related to one another, and all units have the
same clear, easy-to-follow format.
Teacher's Manual
The Teacher's Manual contains a variety of suggestions and information to enrich
the material in the Student Book. It includes general teaching suggestions for each
section of a typical unit, answers to frequently asked questions, unit-by-unit
teaching tips with ideas for further communicative practice, and a supplementary
activity section. Answers to the Student Book exercises and audioscripts of the
listening activities are found at the back of the Teacher's Manual. Also included in
the Teacher's Manual is a CD-ROM of teaching tools, including PowerPoint
presentations that offer alternative ways of presenting selected grammar structures.
Workbook
The Workbook accompanying each level of Focus on Grammar provides additional
exercises appropriate for self-study of the target grammar for each Student Book
unit. Tests included in each Workbook provide students with additional
opportunities for self-assessment.
INrRODUCI1ON
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
•
•
•
•
a Placement Test to screen students and place them into the correct level
Diagnostic Tests for each part of the Student Book
Unit Achievement Tests for each unit of the Student Book
Part Achievement Tests for each part of the Student Book
2. General Proficiency Tests
• two Proficiency Tests at Level 4 (High-Intermediate)
• two Proficiency Tests at LevelS (Advanced)
These tests can be administered at any point in the course.
3. Audio CD
The listening portions of the Placement, Diagnostic, and Achievement Tests are
recorded on CDs. The scripts appear in the Assessment Package.
4. Test-Generatlng Software
The test-bank software provides thousands of questions from which teachers can
create class-appropriate tests. All items are labeled according to the grammar
structure they are testing, so teachers can easily select relevant items; they can
also design their own items to add to the tests.
Transparencies (NEW)
'Ihmsparencies of all the grammar charts in the Student Book are also available.
These transparencies are a classroom visual aid that will help instructors point out
important patterns and structures of grammar.
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I
lNrRODUCI1ON
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:
•
•
•
•
•
•
•
•
•
co
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
a GlOssaIY of Grammar Terms
expanded Appendices
References
Alexander, L. G. (1988). Longman English Grammar. White Plains: Longman.
Biber, D., S. Conrad, E. Finegan, S. Johansson, and G. Leech (1999). Longman
GramrrulT of spoken and Written English. White Plains: Longma n .
Celce-Murcia, M., and D. Freeman (1999). The Grammor Book. Boston: Heinle and
Heinle.
Celce-Murcia, M., and S. Hilles (1988). Techniques and Resources in Thaahing
Grammar. New York: Oxford University Press.
Firsten, R (2002). The ELT Grammar Book. Burlingame, CA: Alta Book Center
Publishers.
Gamer, B. (2003). Garners Modem Am.erU;an Usage. New York: Oxford University
Press.
Greenbaum, S. (1996). The Oxford English Grammar. New York: Oxford University
Press.
Leech, G. (2004). Meaning and the English Verb. Harlow, UK: Pearson.
Lewis, M. (1997). Implementing the Lexical Approach. Hove East Sussex, UK:
Language Teaching Publications.
Longman (2002). Lon.gman Dictionary ofEnglish lA.nguo.ge and Culture. Harlow, UK:
Longman.
Willis, D. (2003). Rules, Patterns and Words. New York: Cambridge University Press.
TOUR OF A UNIT
Each unit in the Focus an GrammDr series presents a specific grammar structure
(or two, in the case of a contrast) and develops a major theme, which is set by the
opening text. All units follow the same unique f01JI'ostep approach.
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
Read Ihis article aboulexpecroriam.
THE EXPECTATION SYNDROME
Picfure another situation: Youf film-buff fnends ha\IC seen all three parts of the Academ~
Award-wlnnlng The LOtd of fhe Rings. They ra'V(! about its superb ooIor photography, Its fantastic
computer.genel3fed scenes of strange-looking creatures, and its awesome special effc<::ts. They
praise lIS senous. profound, and heartwarming treatment of the age-old oonnict bCt"",*n good and
evil. The~ say It's the best Engllsf>.language movie of the last de<:ade, When you go to see one of
the three parts, though, you're disappointed. You don't find il as excellenl as everyone has beefl
sayin&- In fact, you feel It's a tedious. boring f1lO\/le and <;Oflsider It baslcall)' Just another $pecia~
effects lantasy film.
These situallons Illustrate what we might call -UII~ expectation syndrome," a oonditlon In which
events do not turn out as we leelthe~ will or ought to. Children olten do not meet \heir parents'
Career expectations of them. Athleles do nol always win lhe conlests people expect tIIem to win.
Greal literatUfe doosn't atways seem as good as 11 sho~ld. I asked psychialrist Rober\ Stevens
whether e,pectations can aet~all)' make things turn out negatively, or whether this Is ".,..,"'Iy a
philosophical question, an ~npleasant, frustrating irony of the human condition.
RS: Well, what we're reall)' talking about here, I think, is the Immense power of the mind to
control outcomes. For example, there's a medical condition called "focal dystonia," which is
an abnormal muscle function caused b~ extreme concentration. Somehow, when athletes are
concentrating too hard, it affc<::ts certain brain functions and they miss the basket. don't hit
the ball, or lose the race. In effect, they'", letting their e.pectations eontrollhem.
PO: Have you '-"'er had
rocKET PIGESr
THE EXPECTATION SYNDROME
I Hope lor It, but I Don " Expect It
r.,....
b7Je<.s....
Picture the scene: Il's the lourteetllh Willler
Olympics in La~e Placid, New Vo'!\. The U.S.
team is playing the Soviet team in the men's
semifonal Ice hockey malch. The supposedly
unbeatable SovIet squad, winners of the last
four gold mlldals In hocke~, Is so accomplished
that 11 has alroady beaten a team of National
Hocke~ Leaguo all,stars, The American team
is a group of college players who weren't even
expected to make it to the medal rOOM, b~l
here the~ are, Near1y everyone assumes the
Soviet leam will win and fhe American leam
will lose. Improbably, however, lhe Amerlcans
defeat the Soviets, They then go on to beat
the FinniSh team In the finals and win the gold medal. A sportseaster calling the match comes up
with the famous line. "00)'0\1 believe in miracles?" Were !he Americans a better team than \he Solliets? Almost certainI)' not. Everyone (including the So\rIet players themsel'i'cs) el
spent_ousl)' and energeticall)', The result: Theywon,
(cotllinued)
Pre-readlng questions create interest, elicit
students'knowledge about the topic, and lead
students to make predictions.
an~
experience with this phenomenon;n your personal everyday life?
RS: Yes. I coltainly have. Let me give you an example from skiing thal ShOWS that the mind has
immense power for both positive and negative things. There are days when, as a cautious
skier. I stand at lhe top 01 a Sleep, icy slope, plotting my every mOVe down the course, fearing
that I'll fall. Sure enough, I do fall. Other days I feel different. My expectations are miles
away. Ilorget about myself, ski well. and don't fall. When wc focus c>.Cessivcl)' on goals, our
expectations lend to lake over, 8l1li Our mind places us outside the process. On the other
hand, when we concentrate On the process instead of the goal, wc're often much more
successful. Have you heard the phrase "t,ying too hard"? That's what people often de.
PO: very interesting. What would be your recommendation about e'pectations, tllen?
RS: Well. all I've been able 10 come up with so lar is that it's better to hope lor thIngs than to
e.pectthem.
AFTER YOU READ
Circle (he lerter ofrhe Choke thot exp!o;m the meaning of the itolic;zed phrase.
1. It's the beSt E"glish"I,,"g,,"ge movie of Ihe Iasr (kc~'lc~. 1I's" t11
b. It's a mnvie in the English language.
2. Children oh"" do not meet tI,e;, ,,,,,ems' alr"er erpaldl;oll. of them.
a. The care(:r cxpeclations parenlS
b, The
car~w expectations
h~vc.
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
I. Use Ihe ~;mple pasl 10 eXPI"s~ ~n act;on, ..'wnl. or
stale completed al a general or "1"-><;;;110;: time in the
past.
PAST TIME
PAST TIME: GENUIAl OR SPECifiC (OUINlTE)
r':----O'------:----,
Past Progressive
Simple Pan
Weinlick nH'd..t lO find a bride.
He .dve,ti~..t on the Internel.
He wa,looklng for
~eone
Wdnlicl: :1I1
Remember Ihm man)' of the mOSI COmmon "crbs
ha"" irregular paSI (onns an
,pedal.
1, Use Ihe pasl pro~""i,'1' 10 express an action Ihal
PAST TIME: NOT SPECIfIC (lNDEFINITEl
"'as
in progo"CSS (~nol finish.cdl al a time in Ihe
Ru","c wa~ sh,dying phanm'cy al
the U";',,rSil)' when sh" deddc-.110
P.~SI.
gc. ,narriw,
Present Perfec:t
H(Js/H,,~ + Pall
"'''nlcd lu gct married.
(/.:cHcrall
She filled out ml applic:llion fonn
se,,,...1days bef",,, tl", ""
Pal1klple
How many Amcricans ha.'" ....\"Cr
an alTang..od ma,';age?
3. Use the present perfect loexpress an aClion. evcnl.
The couple hs chose" lhe dale /of t~ parlY.
eon~id.,red
or state eompletc
They have already ... nllhl' invililtion•.
.. Br. CA.ReWL! Do"'1 use the pn:M.'m pelfcet willt a pa~l.
PAST TIME: HABITUAL OR REPEATEO
,.-,---------,
Used To+ Base Form
Would -t 8
She usedlo be .. pharmKi'l.
Somedays .he would work 12 1100,:1.
PAST TIME: BEFORE A TIME IN THE PAST
PlIst Perfe<:t
Pllst Perfect Progressive
Wcinlick gol marril!d a few )'ean<
ago.
NorWcinlicl:'
b I
. Ja
rew yea,." ago,
The tu·., met On June 8.1998.
time exp",~sion.
The ~;mple past;s thc
NOTJ'~
TI",y h,....., already "'Cl.
I ha.'e ml.,nded many ,w
Rcmembel'lh:ll Ihe pres<:1Il perfect al"" co"n,...ts the
pasl and Ihe present. (&..... Unil I.)
Hod + Piln Participle
He had met he. bel".... tile W'l'dding.
PAST TIME: AHER A TIME IN THE PAST BUT BEFORE Now ("FUTURE IN THE PAST")
W"slWere Going To + hse Form
H.. k"",whe w~'lIolnlllo m~..,. soon.
He knew when IIM! ~Hlg wO
4. Use .
longer tmc.
• K:,yoko used
You can also "se ....' mld, hasc fonn to ... ~prcss
actions or t"cnL~ that oc<:urred rcgularly d"ring a
peri<.>tl in the past.
.. BI! CAR£I'\IL! U.
meaning when th.·y .,~prcs.s 1),1SI ael;O"S, Howevcr,
only "sed /0 can show paSlloc.~lion, 5131", or
possession.
10
play I"n"is a
101.
When We WCI" chil
•
I """d 10
li.'e ill Chicago.
• Sarah ut><:d 10 be a maniage
cO""
NOTI~Chkago.
S.,,~,h ~
maniagc
cOllm:c1or.
W" -..Id It:"" a s"mmer ho",c.
Be careful notes alert students to common
errors made by students of English.
Notes provide guidelines about meaning,
usage, and level of formality.
Step 3: Focused Practice
This section provides students with a variety of contextualized controlled exercises
to practice both the forms and the uses of the grammar structure.
Focused Practice always begins with a·for
recognition on/~ exercise called Discover the
Grommar.
•
Exercises are cross-referenced to the
appropriate grammar notes to provide a
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
many
_
.. -------'",.."..''""''''~''-,;;;;,_=..
..'",,'...''"~''.~
.'"..''~"''"...- - - - - -_;;;;-=,
5.
a lot
a little
_=;;;.'""- - - - -
-----""',,_=,,;;o'~"',
..,.'"""
. ....."~....o..""
; ..
3.
IJ
Grammar Not"" S--<,
Compare your life now to your life five yeofl ago. Write eight sentences, u.irlg each of the
quantifiers in the box.
Read these statementJ in direct speech. 1$ the wggesfed chongelOlndirea speech
Exampl..: I have more friends now [han I did five ycar!; ago.
~
61
-
EDITING
Read rhis excerpt from a presidenr"sspeer;h. There Or" 12 mistakes in the use 01 quantifiers
The first one is aiready carreered. Find and correer 11 more.
correct (C) or incorrect (J)?
_'_ 1. Direct: That" a.\" perceul ch~ngc.
My fdluw cilizens: Wc arc at a time in our hi'lOry when we need 10 make some real
..
Indirect: The rcponer said that was a 5 percent change.
..t many
~re
sacrifice,. R..:enl prcsidem, have made ... greal--deil\.o~ promises they didn't keep. You may
_ _ 2. Dim;t: In Ih"late't GGG poll, Candidate A leads Candidale l:! by fivc poims.
not like everything I [c1l you IOnigh[, bu[ you deserve 10 hear the truth. On the ..:onOnly,
Indircct: The reporter said lhat in the laleSI GGG poll, Candidale A had led Candidale B
by five poims.
wc've made little progress, blll we ,till have a gre" many work to do, so there are several
mca,ures I'm proposing.
_ _ 3. Di,..:t: Candidate Q has gained IwO poims On Candidate R.
Indirect: n,e reporter saidlhat Candidate Q gainedlwo poims on Candidale R.
~ir,,[,
I wam to raise '"xc, on the "ery wealthy Ixcause a few of
them arc really paying Iheir share. Second, many of memocrs of Ihe middk dass are
_ _ 4. Direct: This suggests that Candidate Q is gaining momentum and lila[ Candid'''e R is
losing ground.
carrying an unfair tax burden, so I'm asking for a tax cui for the middle c1as•. If I'm
successful, mos< of you in the middle dass will be paying 10 pe,"ent rcss in [ue< next year,
IndirecI: The reporter ..idlhis suggested ,ha[ Candidnre Q was gaining mume",um and
thal Candidate R was losing ground.
Ihough few uf you in Ihe higher-income group may sce your taxeS rise litr!e.
S. Dir..:t: na[ means [ha[ the Blues have 10 win 7 seats 10 lake comrol.
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<:ausc it applie, to e,·ct)· peoplc
Indi,,·<.:t: The reporter .aid ,..:em estima[e, hy e_'I>errs on pollrllion showed thal more
than JOO million Americans hreathe pollu[ed "ir.
equally. Third, Wc have no money to fiuance heal..h care rclorm, and we've made a litlle
progress in red"c;ng poJllllion and meeling clean air slandards. Therefore. 1 am asking fur
a 50--cenr-a-gallon tax on gasoline, which will result in many more people ming puhlic
[ransportalion and will CrCate additiunal revenuC. Thus, we will have enough of money 10
finance our new health care program and will help Ihe environment at Ihe same lime.
A variety ofexercise types guide students
from recognition to accurate production of the
grammar structure.
----0
Focused Practice always ends with an editing
exercise to teach students to find and correct
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
Reod rhe~eqUl'Sfiom. Then listen to rheexctrpt frem
(J
memO')' rrrJinirtg worksl!op
Lislen again and anSwer the questions In complete lenrences.
I. What is the first PO;"! the ",orkshopleadrr mahs?
" "''''·v''';'''
n
2. According 10 her, why is it ;"'1'0'1(1111 to rClm'm"", dOe",.'
""
Example,
nam~-s?
A: Wh,,! do )'OU think lh~ pielu'e
shows?
ij, For OflC" ,hinl;. if shows il's
imponJI1l ,hal family members
hue ",lose rdalionships.
4. Whu did ,m, visitor Idl r"" prople In rhe workshop ro do?
111
L
WRITING
_
Wrif~ ~ porograpln obout an ridmy prnoo)lOU.tnow and rr5p«t ~ soowol
,-------------------
yoot upmmc~ wirtllhal prnoo and opIoIn why this JWrSotl is imporlant la you.
EnmpM;
6. Why ...·ere IIx-y all able 10 ..,",tmt..... the Ia.r word "'" vis;.". uid?
7. ACC()rding 10 lhe workshoplcadcl, whar
workshop have
10
learn to do?
I.
the
It\OSl
imporu.m rhing the f"l"icipanli in rh.,
121
On~ of In., key ~..-wns in my lif~ was my Aunt H"rrlCf. She p",!i<'d "way" kw
y~"'" 380, bUI ~hc hd~-d fO('''
d~,,1 wn.,n I wa. younger. I had Mn
con"denng rollq;c but had
m01'''y .
gl"t",
ON THE INTERNET
I'D
Choose a country (yovr own. If yov wishl and do 0 'ear", to find It5 ltondord of IMng
and lhe life expeClOncy lhere of moles and females. U5e the key word, lift Uptet,ney
and standard of living.along with thecovntryi name. Report rherelVill ofyovrstarch
la the clalI.
A writing activity allows students to use the .-----'
grammarstructure in a variety of formats.
Anmm~actMtygi~sstud~tsme
opportunity to expand on the content of the
unit and interact with their classmates
creatively and fluently.
TOUR BEYOND THE UNIT
In the Focus on Grammar series, the grammatically related units are grouped into
parts, and each part concludes with a section called From Grammar to Writing
and a Review Test section.
From Grammar to Writing
This section presents a point which applies specifically to writing, for example,
combining sentences with time words. Students are guided to practice the point in a
piece of extended writing.
Activities focus on issues Important for
successful writing.
Activities focus on issues Important for
successful writing.
From Grammar to Writing
Topic Sentences
4 j Look at the fo/Jawing sel"S ofsupporting details. For each set, write an appropriate tapic sentence.
L
_
on~
thing,
ther~'s
A COmmOn way of organizing a composition or other pie<:c of writing in English is
a. For
almost always a traffic jam I get sruck in, and I'm
10 begin Wilh a IOpic sentence. A
b. Also, there's not always a parking place wben I do get to work.
th,- Content of lh. cmire paragraph. AlIth. supporting examples and details of the
paragraph must fit under lhis sentCnc<:. I! is usually the first sentence in lh.
c. WOrSt of all, I'm spending more money on gas and car maintenance
oft~n
th~n
late to work.
I wOllid if I took
public transportation.
paragraph. Look at this paragraph from an essay.
For me, a dog is a OClI.! pet than a cal. Whcn I come home from work, for
example, my dog comes 10 meel me at the door. He is always glad 10 '"'" me.
J\-!r cat, on the other hand, wlIldo'{ Care le.. wh~th~r I'm at hom~ or not, as
long as I keep filling hcr foo<.l <.lish. Another good thing about" dog is that you
can teach him tricks. Cars, however, can't be bothered to learn anything new.
The besr 'hing abour a dog, though, is that h~'s a great companion. I Can rak~
my dog On hikes and walks. He goes ~v~rywh~re with m~. As w~ all know, you
can't ~ake" cat for a walk.
The rupic ,enterlce for thi, paragraph is ~For me, a dog is a bettcr PC' rhan a
car. n This Sent~nc~ rdl, th~ r~ad~r wha' to expect in rhe paragraph: some reasom
why the writer considers a dog a superior pet.
i+
Thi, paragraph contains many oupporting detail, bur na tapic
circle the lerrer of the best tOpiC sentence far the paragraph
2,
_
~
a.
On~
is that I often fan
asle~p
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
b. Tour guides
pr~sent
you with what they think is
int~resting,
but when you are in
charg~ nl
your Own "a cation, you do what }'Oll think is interesting.
For one thing, you should always remove your shoes wbco you enter a Japanese
borne, and you sbould leave them poiming toward the door. Another sUl;gestion is ru
make sur~ tbat you bring" gift for yOllr j.,pancsc bo,t" and ru be sure to wrap it. A
third r""omm~odation is to be appreciative of things in a Japanese bous~, bur not too
appr~ciativ~. Finally, remcmber th~t wbcn you ,it down to eat, you do not have to
acc~pt ~vuy kind of food that you are offered, bur you are expcCl~d to finish
whatever you do pm on your plate.
c. Individually planned vacations Can Ofleo be less expensive rhan guided lOUrS,
3,
_
a. Cars don't hark and wake Ill' ,he neighbors or bite the letter carrier,
b. Dogs
hav~
to be walked at least two
tim~s a
day, bllt cats
handl~
their own
--.s.+
Chokes
a. Visiting a Japanese borne is vuy
b. Taking a gift i, "cry important
wh~n
c, There are" number of things to
d, Wben you visit a
Japan~se
~nioyabl~.
ynu visit a Japane", home
ke~p
in mind when you visit a Jnpanesc home.
home, be SllrC no, to
e~t
tOO mucb.
-------
Write a paragraph ofseverai sentences abaUlOne af the following topics. a simllanapic that
mtere,ts you, or a topic sugge,ted by your teacher. Make wre rhat your paragraph has a tapic
,entence. Then ,hare your work wirh three or faur other srudenr.. Read each other~ paragraphs.
Identify tapic senrence~ Make wre thar each one is nor a fragment and that it is appropriate far the
paragraph.
Topics
• An annoying habit
• The best part of the day
• Night owls versus
~arly
birds
• The ideal vacation
A problem in society
• E:
Writing formats include business letters,
personal letters, notes, instructions,
paragraphs, reports, and essays.
~xercise.
c, Cars eat a lot Icss tban dogs.
The section ends with peer review and
editing of the students' writing.
Review Test
This review section, covering all the grammar stIuctures presented in the part, can
be used as a test. An Answer Key is provided at the back of the book.
Review Test
Read fM conVf'rsolion berw..en Sherry, Akiko. US", ond Jaime, whe ore 5pending Ille
school year in an internotional U<;hongt program in Spain, Comple!e the
conversation, using the ClJn in parentheses. Use would or will and correct forms of
IM going to {WllS I were going 10 or Is I ••, going 10J. Use will or would i(be
going to is not ~med. U5e conrfOCrions with ptOIIOW'Isubj«n.
SHURY: [wonder where Jaime and Demelrios are. Demrtr~said ---,,~'i.,_<~:;.,T.,::~,c--h~
REVIEW TESTS ANSWER KEY
by 12:30.11" already 12:45.
AKlKQ: Well, whtro I talked
to Jaime
;;
•. ~;;;;_"'''~,_~
Ihis moming, he IOld me he
the lrain if they don't COme soon.
AKIKO: No. He said ---c,c,=_",=_..----- at a restauram near the curle . . . Oh,
hen lhey come . . . AI last! Wh~ ha~ you gu~ been? -.:.;;,_"""_,""••"_,,,,,",,_;;;;;;._...--,
3 new
le~f ~nd
nO!
~
lue 3nymore? Th~r'$ what you ...id.
JAIME: Well, we promised ,hat ---,,0.,_=,.=.",
nOr
10 ~ lue all the ,ime! We'fC
working on it. Oh, by the way, 19or is coming 3her all. He says
- - -••""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
h, 'd spend
l u
Il, uK
a
... didl;am
..... i
••
t. does ......
... wauld like
.-""
III
.... •... 1ftfI
•• Nrid>cr will
So amtoo
.. 11 be am";ng "1 a~
9. 're
'11 ...... rctumod
ny rre nying
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
10. "'v.m.n!cd
1 .nd II
11 (U"ItJI
a.•r.
temb&<
d. 'm not
urn
1. •. didn',cam
.~,..,
10.
11.
7.
•. h.d
., did,,', u'" to
10• • isiled
., wao 'aking
J.I,.",dl.
would lO
IIIUNts
'- 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
0. would
The Review Tests include muhiple-cholce
quations in standardized test formats, giving
students practice in test taking.
lNcantrkted
"""'II_~
l.IsA: n.n., mtIl! Thq can ,,"eT ~ anywhen on rime. ~ _ _~,c~=_=~~.---_ _ miss
SHElRY: What about lunch? Did Jaime uy --c.c.~"".=_=~~.-----bringundwichn;r
II>ou9hINU
... ltM_I
_
"""'.. _~_INU_"""'iI"""'iI .. IN'"'"""
srop at [he post off1cr fo lIUIil a pad<... ~. l'1ut'. dw only thing I can think of.
III (UnltSl ppoocd
.L 'n; ...
to
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
project.
o
Marjorie Fuchs, Margo Bonner, Miriam Westheimer, and Irene Schoenbergthe other members of the FOG author team-for their support and
encouragement.
o
That genius, whoever he or she is, who created the joke about the parrot that
has been floating around in cyberspace for some time now. The same for the
unknown authors of the bumper stickers.
o
Nancy Blodgett and Kathleen Silloway for their expertise in moving the
project along.
o
Jane Curtis, whose experience and many excellent comments were invaluable
in refraIning the grammar charts and notes and the From Grammar to Writing
exercises. Many thanks.
o
Laura Le Drean, for her confidence and excellent direction of the entire
project. Thanks very much.
o
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
xx
I
ACKNOWLF.DGMENTS
Espinoza Galvez, Colegio Lux, Hermosillo, Sonora; Elena Lattarulo, Cuesta
College, San Luis Obispo, CA; Louise Mavalankar, Truman College, Chicago, IL;
Brlan McDonald, English Language Program, Grossmont College; Martha
McGaughey, Language 'fraining Institute, NJ; Myo Myint, Mission College, Santa
Clara, CA; Georgina Orozeo, Institute Cumbre, Ciudad Obreg6n, Senora; Kathleen
Pierce, Bell Language School, Brooklyn, NY; Rhonda Ramirez, Garland High
School, TX; Ernesto Romo, Lake Forest School, Mexico State, Mexico; Fiorilla
Ruggiero, Penn Valley Community College, MO; Fernando Rujeles, Centre
Colombo Americano, Bogota, Colombia; Ren~ Sandoval, Martin Luther King, Jr.
School, Guadalajara, Jalisco; Rusten Seven, Dokuz Eylul University School of
Languages, Izmir, 'furkey; Marfa Elena Vera de la Rosa, Lake Forest School,
Mexico State, Mexico; Magneli Villanueva Morales, Universidad Regiomontana,
Monterrey, Nuevo Le6n; Carolyn VlZCaya, Colegio Villa Rica, Boca del Rio, Mexico
CREDITS
Pages 2-3: Based on Rich Beattie, "How to Bargain for Anything. . . Anywhere: 1raveI
Holidily, September 1998, pp. 56, 58, 60.
Pages 9-10: David Holmstrom, "This Man's Been Nearly Everywhere." John Clouse.
Christian Science Monitor, March 10, 1998, p. 1. Copyright 1998. The Christian Science
Publishing Society. Reproduced with permission. All rights reserved. For permission to
reprint, fax your request to 617-450-2031 or e-mail to
Pages 16--17: Based on information in "A Match Made in the Mall: Minnesota Anthropology
Student Weds Bride Chosen by Family and Friends," Dallas Morning News, June 14, 1998, p.
7A, copyright: The Associated Press; "Here Come the Bridal Candidates: Society: Friends of
28-year-old will vote to select his mate. As election day nears, Dad is not so sure of the plan,"
Home Edition; Los Angeles TImes, June 8, 1998, p. A-19.
Page 26: Adapted from Phil McCombs, Washington Post. In lAkes Area News.
brainerddispatch.com. Web posted February 24, 2001.
Pages 56--57: Based on "Born First or Last: Does It Matter?" by Carol Kramer; Internet. OCP
General Research, l.
Pages 69-70: John Rosemond, "Asian Parents Differ on Childrearing." Albuquerque Journal,
July I, 1993. Family psychologist John Rosemond is the author of eight best-selling
parenting books and is one of America's most popular speakers. For more information, see
his website at www.rosemond.com.
Pages 72-74: Based on information in Rex Shelley, Culture Shock: Japan (Portland, OR:
Graphic Arts Publishing, 1993).
Page 81: Based on information in Norine DressIer, Multicultural Manners: New Rules of
Etiquette for a Changing Society (New York: John Wiley & Sons, 1996), pp. 94, 98-99.
Pages 89-90: Based on information in "SI. Brendan's Isle,"
www.castletown.comlbrendan.htm and "Who the Heck Did 'Discover' the New World?" by
Donald Dale Jackson. Smithsonian, September 1991, pp. 76-85.
Pages 98-99: Based on information in David Feldman, lmponderables: The Solution to the
Mysteries ofEveryday Life. (New York: William Morrow, 1986, 1987).
Page 100: For riddle 1: Eric Elfman, Almanac ofthe Gross, Disgusting, and Totally Repulsive
(New York: Random House, 1994); for riddles 2 and 3: Louis G. Cowan, The Quiz Kids,
Questions and Answers (Akron, Ohio: Saalfield Publishing, 1941); for riddle 4: Ann Elwood
and Carol Orsag Madigan, The Macmillan Book ofFascinating Facts (New York: Macmillan,
1989).
Pages 114-115: Based on Emma Duncan, "A Survey of Food," The Economist, December 13,
2003.
Page 121: Charlyn Fargo, "Fusion Cooking Melds Cultures and Tastes," Copley News Service
(San Diego, CA), August 5, 1998, p. F5.
Pages 128-129: Based on Jared Diamond, "1Wilight at Easter," The New York Review of
Books, Volume 51, Number 5, March 25, 2004.
Page 134: Some information taken from The World Almanac and Book ofFacts 2004 (New
York: World Almanac Education Group, Inc., 2004), pp. 183, 192.
xxii!
CREorrs
Page 135: Excerpted from "Earthweek: A Diary of the Planet: by Steve Newman,
ClChronicle Features 2004. In The Seattl.e TImes, February 27, 2004, p. A3.
Page 149: The World Almanac and Book of Facts, 2004 (New York: World Almanac Education
Group, Inc., 2004), p. 13.
Page 164: Adapted from the introduction to Appointment in Samarra, by John O'Hara. New
York: Harcourt, Brace, and Company, 1934. Story originally written by W. Somerset
Maugham in his play Sheppey.
Pages 180-181: Adapted from "What's Your Personality 'JYpe?" New Woman, August 1998,
pp. 6S-71, by Barbara Barron-TIeger and Paul D. TIeger, authors of Do What You Are, Nurture
by Nature, and The Art of Speed&ading People.
Pages 206 and 209: A Beautiful Mind, copyright Cl 2002 by Leonard Maltin, from LEONARD
MAL:r1N'S 2003 MoVIE & VIDEO GUIDE, by Leonard Maltin. Used by permission of Dutton
Signet, a division of Penguin Putnam, Inc.
Pages 22~221: Based on information in Mark McGwire, "IS Minutes of Fame," Biography
Magazine, September 1998; and Richard Severn, "D. B. Cooper: Perfect Crime or Perfect
Folly?" Seattl.e 1!mes, November 17, 1996.
Rac:
Pages 235-236: Adapted from Patricia Hughes, "The Sacred
in Focusing on GlDbal
Poverty and Development by Jayne C. Millar (Washington, D.C.: Overseas Development
Council, 1974).
Page 250: Adapted from E. Randall F1oyd, Great American Mysteries (little Rock: August
House Publishers, 1990).
Pages 252: Adapted from Kenneth C. Davis's Don't Know Much About History? (New York:
Avon Books, 1990), pp. 13--14.
Pages 258-259: Based on Judith Viorst's essay "Friends, Good Friends, and Such Good
Friends: in Alfred Rosa and Paul Eschholz, eds., Models for Writer:s: Short Essays for
Composition, 3rded. New York: St. Martin's Press,1989.
Pages 317-318: Based on information in Tamim Ansary, "What Makes a Sport Olympic?"
www.encnetlfeatureslcolumnl?page=tamimhome.
Page 318, ExercUe 4: Alex SaIkever, Special to The Christian Science Monitor, "When Sports
Become Too Extreme: The Christian Science Monitor, March 24,1998, p. 1. Reprinted by
permission of the author.
Pages 326-327: Based on information in Brad Darrach, "Journey: A Brave Family Changes
Horror into Healing after a Child Dies: life, October I, 1995, pp. 42+.
Page 333: Sutapa Mukerjee, "A Caring Elephant That Died of Grief: The Seattl.e PostInte11igencer, May 6, 1999, Copyright: The Associated Press.
Pages ~341: Based on information in Emily Yoffe, "How Quickly We Forget:
U. S. News & World Report, October 13, 1997, p. 52.
Pages 364-365: Author unknown. The story is adapted from one that has been circulating
on the Internet for a number of years.
Page 372: Includes material adapted from "Humor," The World Book EncyclDpedia, Volume
H. (Chicago: World Book, 1998), pp. 435-436; and "Humour and Wit: Encyclopedia
Britannica, Macropaedia (Chicago: Encyclopedia, 1998), p. 686.
Page 373: Some items from Funny Bumper Stick=. The Canonical list of Bumper Stick=.
www.ruighaver.netlbumperstickersllist.htm.
Page 376: David Field, "They Do Have a Sense of Humor: USA 1bday, September 22, 1998.
Reprinted with permission.
Pages 378-379: Adapted from Project for Excellence in Journalism, Five Common Mistakes
Journalists Make with Numbers. Washington, D. C. journalism.org. Web posted October 2002.
11 Grammar in Context
BEFORE YOU READ
a Where do you like to travel?
11 Look at the picture. When you travel, do you ever bargain to get a betterprice?
11 Is it fair to try to get a lower price for an item, or is it better to pay the price the seller
wants?
() Read this article about learning how to bargain.
It's a Bargain!
by Tammy Samuelson
,
I
n an open-air
market in Turkey,
a tourist is admiring
the beautiful oriental rugs
on display. She finds one
she likes and asks the price. "One thousand
dollars," the vendor says. Knowing she
shouldn't pay the full price, she says, "Six
hundred!" "Nine hundred!" the vendor
counters. The woman throws up her hands in
mock frustration and walks away. The vendor
goes after her. Not long afterwards, both
vendor and buyer agree on eight hundred
dollars, a 20 percent reduction. Both vendor
and customer are smiling and happy. They've
just participated in a ritual that has existed
worldwide for centuries.
So you're visiting another country this
year? You already have your tickets, and you
leave next Thesday at 4 P.M. A week from now
you'll be relaxing in the sunshine or visiting
famous landmarks. By the end of the summer,
of course, you'll have been traveling for
several weeks, and it'll be time to think about
bringing back some souvenirs for friends and
family. Souvenirs cost money, though, so
maybe if you do some bargaining, you'll be
able to get some good buys.... What? You
