4. CONTENTS
INTRODUCTION
TOUR OF A UNIT
xi
xv
l:@;iiII PRESENT, PAST, AND FUTURE: REVIEW AND EXPANSION
UNIT I Present Progressive and Simple Present
Magazine article about cross-cultural communication:
Whats Your Cross-Cultural IQ?
UNIT 2 Imperative
Article from a physical fitness magazine:
The Warrior Workout
UNIT 3 Simple Past
Biography of a 17th-century Japanese poet:
MatsuoBasho, 1644-1694
UNIT 4 Past Progressive and Simple Past
Transcript of a radio mystery play: The Alibi
UNIT 5 Used to
Weblog about the 1980s: The Awesome Eighties
UNIT 6 Future
Article about the future of space travel:
Where to Look for Jobs in the Future
UNIT 7 Future Time Clauses
Self-help magazine article about setting goals:
Go for It! What are your dreams for the future?
UNIT 8 Wh- Questions: Subject and Object
Court transcript-questioning a crime witness:
State ofIllinois v. Harry M. Adams
FROM GRAMMAR TO WRITING
CombiningSentenceswith Time Words
Writing a paragraph about an experience
REVIEW TEST
2
13
22
34
43
52
65
73
82
85
5. iv I CONTENT.S
lf§;iiil PRONOUNS AND PHRASAL VERBS
UNIT 9 Reflexive and Reciprocal Pronouns
Article from a psychology magazine:
Self-Talk
UNIT I0 Phrasal Verbs
Biography of biologist Dr. Eloy Rodriguez:
Planting Ideas
FROM GRAMMAR TO WRITING
Using Pronouns for Coherence
Writing instnlctions
REVIEW TEST
iaji;lllll
UNIT II
UNIT 12
MODALS AND SIMILAR EXPRESSIONS
Ablllty: Can, Could, Be able to
Biography ofdancer Mary Verdi-Fletcher:
Born to Dance
Permission: Can, Could, May, Doyou mind If
Article about roommate etiquette:
Always Ask First
94
105
115
118
124
135
UNIT 13 Requests: Can, Could, Will, Would, Wouldyou mind 144
E-mail messages (personal and business)
Mail's Here!
UNIT J4 Advice: Should, Oughtta, Had better
Article about Internet etiquette:
Neti.quette 101
uNIT 15 suggestions: Let's, Could, Why don't, Why not, Haw about 165
Website for International Youth Hostels:
Let's '!ravel!
FROM GRAMMAR TO WRITING 174
Using Appropriate Modals
Writing informal notes
REVIEW TEST 176
6. +§;iiC' PRESENT PERFECT
UNIT 16 Present Perfect: Sina and For
Article about Brazilian skateboarder Bob Burnquist:
King ofSkate
UNIT 17 Present Perfect:Already and Yet
Magazine article about how to give a party:
It's Party Ifme!
CONTllNTS I v
182
193
UNIT 18 Present Perfect: Indefinite Past 202
Article about adventure travel:
Been There? Done That?
Maybe it's time for something new • .. (or maybe not!)
UNIT 19 Present Perfect and Simple Past
Magazine article about modem lifestyles:
Commuter Marriages ·
UNIT 20 Present Perfect Progressive and Present Perfect
Magazine article about elephants:
African Elephants
FROM GRAMMAR TO WRITING
The Topic Sentence and Paragraph Unity
Writing a personal statement for a job application
REVIEW TEST
212
222
232
234
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N
_O
_JJ
_N
_S
_A
_ N_
D_A
_R
_T
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C_
LE
_S
_:_R
_E
_
v_
1E
_W
_ A
_N
_D
_ E
_
X_
PA
_ N_
s1
_
o_N
___
UNIT2 )
UNIT22
Nouns and Quantifiers
History text about Thor Heyerdahl's Ra expeditions:
Who Got There First? ·
Articles: Indefinite and Definite
'IWo fables byAesop:
The Antand The Dove
The Town Mouse and The Country Mouse
FROM GRAMMAR TO WRITING
Developing a Paragraph with Examples
Writing a paragraph about a holiday
REVIEW TEST
240
249
262
264
7. vi I CONTENTS
if4;Ji1i ADJECTIVES AND ADVERBS
UNIT 23 Adjectives and Adverbs
Real estate ad for two apartments:
Wakefiel.d House
UNIT 24 Adjectives: Comparisons with A.s•• •as and Than
Newspaper restaurant review:
A New Place for Pizza
UNIT 25 Adjectives: Superlatives
Travel brochure for Toronto:
A Superlative City
UNIT 26 Adverbs: As••• as, Comparatives, Superlatives
Jranscript ofa 1V sport program:
The Halftime Report
FROM GRAMMAR TO WRITING
Using Descriptive Adjectives
W1iting a descriptive paragraph
REVIEW TEST
iaj;ii9fi GERUNDS AND INFINITIVES
UNIT 27 Gerunds: Subject and Object
Online bulletin board about smoking:
Can't Stand Seeing Those Signs!
UNIT 28 Gerunds after Prepositions
College webpage:
Student Council
UNIT 29 Infinitives after Certain Verbs
Advice column:
AskAnnie
UNIT 30 Infinitives of Purpose
Article about camera phones:
Multi-Use Technology: When 1 + 1 =more than 2
268
277
289
297
307
309
316
324
333
341
8. UNIT 3 1 Infinitives with Too and Enough
'fum.script ofa radio talk show:
Voice ofthe People
UNIT 32 Gerunds and Infinitives
Magazine article about a common problem:
Stop Procrastinating-Now!
FROM GRAMMAR TO WRITING
Comblqfng Sentences with and, but, so, or
Writing a personal letter
REVIEW TEST
ifmlijlii MORE MODALS AND SIMILAR EXPRESSIONS
CONTP.NTS Ivii
348
356
367
369
UNIT 33 Preferences: Prefer, Would prefer, Would rather 376
Online questionnaire aboutpreferences:
Leisure-1lme Activities
UNIT 34 Necessity: Have (got) to, Must, Dort have to, Must not, Can't 388
Column about international travel:
Know Before You Go
UNIT 35 Expectations: Be supposed to 398
Excerpt from an etiquette book:
Wedding Wisdom
UNIT 36 Future Possibility: May, Mltfrt, Could 406
'ftanscript of a TV weatherreport:
Weather Watch
UNIT 37 Conclusions: Must, Have (got) to, May, Might, Could, Can't 414
Excerpt from a Sherlock Holmes·story:
The Red-Headed League
FROM GRAMMAR TO WRITING 426
Combining Sentenceswith because, although, even thouth
Writing a business letter
REVIEW TEST 428
9. viiiI Co1
m ..-.rrs
APPENDICES
1 IrregularVerbs A-1
2 Non-action Verbs A-2
3 Verbs and Expressions Used Reflexively A-2
4 Transitive Separable Phrasal Verbs A-3
s Intransitive Phrasal Verbs A-4
6 Irregular Plu!al Nouns A-4
7 Non-count Nouns A-4
8 Proper Nouns A-5
9 AdjectivesThat Form the Comparative and Superlative In Two Ways A-5
10 IrregularComparisons ofAdjectives, Adverbs, and Quantifiers A~
11 Partldplal Adjectives A~
12 Order ofAdjectives before a Noun A~
13 Verbs Followed bythe Gerund (Base Form ofVerb+ -Ing) A-7
14 Verbs Followed bythe Infinitive (To+ Base Form ofVerb) A-7
15 Verbs Followed by the Gerund or the Infinitive A-7
16 Verbs Followed by Object + Infinitive A-7
17 Adjective+ Preposition Combinations A-7
18 Verb+ Preposition Combinations A-8
19 Modals andTheir Functions A-8
20 Spelling Rules forthe Simple Present A-9
Third-Person Singular (he,she,It)
21 Spelling Rules for Base Form ofVerb +-Ing A-10
(Progressive and Gerund)
22 Spelling Rules for Base Form ofVerb + -ed A-10
(Simple Past and Past Partlclple of Regular Verbs)
23 Spelling Rulesfor the Comparative (-er) and.Superlative (-est) ofAdjectives A-11
24 Spelling Rules for Adverbs Ending In -/y A-11
25 Spelling Rules for Regular Plural Nouns A-11
26 Contractions with Verb Forms A-12
27 capitalizationand Punctuation Rules A-13
28 PronunciationTable A-14
29 Pronunciation Rules forthe Simple Present A-14
Third-Person Singular (he,she,It)
30 Pronundation Rules forthe Simple Pastand Past Participle A-15
of RegularVerbs
GLOSSARY OF GRAMMAR TERMS G-1
REVIEW TESTS ANSWER KEY RT-1
INDEX 1
-1
10. ABOUT THE AUTHORS
Marjorie Fuchs has taught ESL at New York City Technical College and
LaGuardia Community College of the City University of New York and EFL at the
Sprach Studio Lingua Nova in Munich, Germany. She has a master's degree in
Applied English Linguistics and a Certificate in TESOL from the University of
Wisconsin-Madison. She has authored and co-authored many widely used books
and multimedia materials, notably Crossroads, Top Twenty ESL Word Games:
Beginning Vocabulary Development, Families: Ten Card Garnes for language Learners,
Focus on Grammar 4: An Integrated Skills Approach, Focus on Grammar 3 CD-ROM,
Focus on Grammar 4 CD-ROM, Longman Englisli Interactive 3 and 4, Grammar
Express Basic, Grammar Express Basic CD-ROM, Grammar Express Intermediate,
and the workbooks to the Longman Dictionary ofAmerican English, the Longman
Photo Dictionary, The Oxford Picture Dictionary, Focus on Grammar 3 and 4, and
Grammar Express Basic.
Margaret Bonner bas taught ESL at Hunter College and the Borough of
Manhattan Community College of the City University of New York, at Taiwan
National University in Taipei, and at Vrrginia Commonwealth University in
Richmond. She holds a master's degree in Library Science from Columbia
University, and she has done work toward a Ph.D. in English Literature at the
Graduate Center of the City University of New York. She has authored and
co-authored numerous ESL and EFL print and multimedia materials, including
textbooks for the national school system ofOman, Step in.to Writing: A Basic Writing
Text, Focus on Grammar 4: An Integrated Skills Approach, Focus on Grammar 4
Workbook, Grammar Express Basic, Grammar Express Basic CD-ROM, Grammar
Express Basic Workbook, Grammar Express Intermediate, Focus on Grammar 3
CD-ROM, Focus on Grammar 4 CD-ROM, Longman English Interactive 4, and
The Ox{ord Picture Dictionary Intennediate Workbook.
Miriam Westheimer taught EFL at all levels ofinstruction in Haifa, Israel,
for a period of six years. She has also taught ESL at Queens College, at LaGuardia
Community College, and in the American Language Program ofColumbia
University. She holds a master's degree in TESOL and a doctorate in Curriculum and
Teaching from Teachers College ofColumbia University. She is the co-author ofa
communicative grammar program developed and widely used in Israel.
12. INTRODUCTION
_J_ The Focus on Grammar series
Written by ELT professionals, Focus on Grammar: An Integrated Skills 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 the 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 1 (Beginning, formerly Introductory)
• Level 2 (High-Beginning, formerly Basic)
• Level 3 (Intermediate)
• Level 4 (High-Intermediate)
• Level 5 (Advanced)
_J_ What is the Focus on Grammar methodology?
Both controlled and communicative practice
While students expect and need to learn the formal 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 ofeveryday issues.
A unique four-step approach
The series follows a four-step approach:
Step 1: Grammar in Context shows the new structures in natural contexts, 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 form 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.
13. xii I [)'.'TllODucnoN
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.
Acomplete classroom text and reference guide
Amajorgoal in the development of Focus on Gram
.mar has been to provide
students with books that seive 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 ofgrammar 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 self-
assessment. In addition, the tests in the newFocus on Grammar Assessment
Package provide teachers with a valid, reliable, and practical means of determining
students' appropriate levels of placement in the courseand ofassessing students'
achievement throughout lhe course. At Levels 4 (High-Intermediate) and 5
(Advanced), Proficiency Tests give teachers an overview of their students' general
grammar knowledge.
--L 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 ofsuggestions 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 ofpresentingselected grammar structures.
Workbook
The Workbook accompanying each level ofFocus 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.
14. INTRODUCTION Ixiii
Audio Program
All ofthe listening exercises from the Student Book, as well as the Grammarin
Context passages and other appropriate exercises, are included on the program's
CDs. In the book, the symbol [) 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 ofthese 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.
CD-ROM
The Focus on Grammar 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, listening,
and speaking 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
ofthe third edition ofFocus on Grammar. The components ofthe 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 ofthe Student Book
• PartAchievement Tests for each part ofthe StudentBook
2. General Proficiency Tests
• two Proficiency Tests at Level 4 (High-Intermediate)
• two Proficiency Tests at Level 5 (Advanced)
These tests can be administered at any point in the course.
3. Audio CD
The listening portions ofthe Placement, Diagnostic, and Achievement Tests are
recorded on CDs. The scripts appearin the Assessment Package.
4. Test-Generating Software
The test-banksoftware provides thousands ofquestions 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.
15. xiv I INraooucnoN
Transparencies (NEW)
Thansparencies 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.
Companion Website
The companion website contains a wealth ofinformation and activities for both
teachers and students. In addition to generalinformation about the course
pedagogy, the website provides extensive practice exercises for the classroom, a
language lab, or at home.
4- What's new in the third edition of the Student Book?
In response to users' requests, this edition has:
• a new four-color design
• easy-to-read color coding for the four steps
• new and updated reading texts for Grammar in Context
• post-readingactivities (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 Glossary ofGrammarTerms
• expanded Appendices ·
-t- References
Alexander, L. G. (1988). Longman English Grammar. White Plains: Longman.
Biber, D., S. Conrad, E. Finegan, S. Johansson, and G. Leech (1999). Longman
Grammar ofSpoken and Written English. White Plains: Longman.
Celce-Murcia, M., and D. Freeman (1999). The GrammarBook. Boston: Heinle and
Heinle.
Celce-Murcia, M., and S. Hilles (1988). Techni.ques and Resources in Teaching
Grammar. New York: Oxford University Press.
Firsten, R. (2002). The BLTGrammarBook. Burlingame, CA: Alta Book Center
Publishers.
Garner, B. (2003). Gamer's Modern American 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). Longman Dictionary ofEnglish Language and Culture. Harlow, UK:
Longman.
Willis, D. (2003). Rules, Patterns and Words. New York: Cambridge University Press.
16. TOUR OF A UNIT
Each unit in the Focus on Grammar Series presents a specific grammar structure
(or two, in case of a contrast) and develops a major theme, which is set by the
opening text. All units follow the same unique foUl'-step 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 ofthe grammar
structure in a natural context.
•Grammar in Context
BEFOREYOU READ
n 711ii'lkotaoClrtht"jtaf20WondrtyU>JNf<lktwhichbUJl'l'/ltU wi»Gl'~rt lhtmoujoln.
(omP4JtttS! ~sl$l>O(tru)ld}A~rlllson/deobotlrfobs<>ImtN1we.
(""1fJKIUtJ .tobob $.P«t fl(1t'ff
Which business will create the most jobs?
Did you guouspoco lrovet? If so. Profo111or Patdd: CollJns.,a: prolo11or ofecoDOmies l.n
Jc:p<m. ogre.1 with you. A1o •~nt leciwe he eoid. Mlt won't l:lo long betore ,,.ople
wlll coll lh.Jr tfO'YtlCOtfll&c:Ad b-k !Mlrtllghi. lO~Mooo.lmc.gl.fl•t Y
N. there ii
roorn<m tocnonow's IUght 101he Moon. Is l eaves at !kOOA.M. 1t•1 going to be full so
please oniv• owly tor di.clt·tn:
OfCIOUJ'f9. ""'flY Pf'OPl•dl.togr.. w1th Colllnt. Tboy think 'lXJC• U<rVtl wlll co.. too
much and!)()! many poople will ll"avol. ThGyotso think lhol pooplo won't fe ol 1afo
et10119b to Uavol lntospaice-. ButCollina's 1~b ilhOW'fl tbal the mojorityol J*l'Pl•
tblale l1wnl bo YIOllh to'vi1:19 tb•IJ moo.,- 10 l:t(rvt! 1.0.1
0 tpo(!IO, H• ekitaH tbot whll• ll
will PfQbably dart out o• onac1
1vlty !Mo fow rich l.ndl•fdl)(ll.. 11 will powvory
qWcldy- ju.1like tho OYlotion (airplan•)indu51ry grttw in I.holaid 100 years. Aftoroll,
Collin.t•m.itld.a.11$. tb• Wr1$bt bro!Mr. new 1
.h.ob lir1t plono In 1903.
Pre-reading questions createinterest,elicit
students'knowledge aboutthetopic, andlead
students to make predictionsaboutthe text.
I eo oobi e e -----~-
IfColllr11 l1 r1gb1 thot J>tOple wUl travel lo 1poc. 01
tourl1·1
.. then, Ulceoll 1011,rl•t.1. th.oy a N going to
day 1.n ho!el.1. Thoy or• 901np to want louncmd
tlay willco1tainly••P•C-t .omoe:1tcu1a:lr1m4tnt. All
ol thl• wlll r equlre mooy J>tOi>lt.Clld 1
ho1 wW
moa:n many n•w jobt.
Som•QI tlaM tJ)CIC'O Jobs wlU Jloe timllw: toEe.rib
Job•. but they will havo eomo UDI~cMll~
For lnrta.nco. how wlll a_~woitt r servo t'OOd bi
a grcvitr ·lrff t• tawant? And wbat obO'u.t fll.rle11
tKtl:w:l:'I? TO<ICbl~(ll) ae:~~CICM I.'#pOCO wW
N qW- somt D.-WtDO'Vff lnccldhkm 1
0 a k>I more
flexibllilf-in all dlroctLoas! But D01 all 1pace jobs
wUI be mc-:e dUfiai.lt. Somo wW Z,e easter, tho job
QI a porter forh~.ttaac•. Notl)(X't eorrytog h.crry
luggago: it wW}ult lloatalong , W.U. one thlnig Lt
« r!a:in about theae •J)Clce jobs- tboy won·'t be
boru>g1
Rl.EASEliOTC Uyou mluodtb.i• groat !~tu~. Profo1tor Colli.ti.a It: •P~~OI
lhe 1po,ee contereDC:e tomorrow nlvht o-t71XJP
lf.
AFTER YOU READ
Whal PtoltSSOtCo.YinsQPinion!RmNCltftl7ftmff'/rtMd1wirtT l"Trut)OIf C
F•ls•I
vricJ.trColtlns. .'i'tirf'fO'ltOWncp(~l,lfl(/vY<>"'
I. Space u-.-vel will creJ.1c more jobs i11 1hC' fo1ut('.
l. PtOpk ""'OCI' r~• ~fcttio..q;h 100';Yd in spate'.
J. Thespll<'t u11vcl bw;:int$$ won'r $fOW very quiclcly.
.f, At fu:St, only rkh ptoplc ;irl' p •ig ta u.avd ai ~a« cournn..
s.PeQP!c W'lll UVC' money 10 lt"•d l-fllO,~<'.
6.Thtrc wilt bl:' bo1ch1n s:p.acc.
7. Spl« to-In will be- co•nr lecdy difft'ren1ft0m ~nh job,.
8. Splltt' j(Jbf will h~'"e some intatlllni;. n'.cw probklrn.
Comns You
Apost-reading activityhelpsstudents
understandthetextand focus on the
grammarstructure.
17. xvi I TOUR OF A UNIT
Step 2: Grammar Presentation
This section is made up of grammar charts, notes, and examples. The grammar
charts focus on the forms ofthe grammar structure. The grammar notes and
examples focus on the meanings and uses of the structure.
Clearand easy-to-readgrammarcharts
present thegrammarstructure in allits
forms and combinations.
•Grammar Presentation
BE GOING TOFORTH.E FUTURE
Sr..t•m•nl'
~-fO!Yl'I
·-.. !NotJGoi't!o]k> ......
• m•
'~ ...
"'
... .. (not)9oln9 to lu ...
-
"
w.
'~
.,.
- a.~f.otm
.. ··-Goi'rtgto ofVefb Afflmw.11v~ ........
Am I ,.., '"·
,.,, .... -· ....
"' "' ""
k .... toi"'9 to
·
- ..,., YH, ... ... ... ""'
• ,, «•
.. ,,.. ,.,.,..
... ,,.. -'"·
_,,
""" ""'
....,,,.
Wb.~s-tiOfS
ltStfOmt
W?t-Wotd .. '"'l«< """'"
ofV!rb
WO,.,
Why
... "'"
9011'19 10
,_,
-E h
ac l
hort,s1mp e
grammarno e gives as
explanation ofone use ofthe structure.
Theaccompanying examples ensure
students'understanding ofthepoint.
Ml lh-lr•
... GRAMMARHOltS EX~MPlES
I. lhcrc att ~<t~ ....a)'S tQ talkabout thefuture.
Yo" cn.n UM':
· be~·~to • They'tt going; to havea meetil8.
"";11 • I think I'll JO.
• pruenl P""""''h..- • It'•taking: pl11cenext ~le.
• si.mp&e pn-~n1 • fl siarU a1 9:00A.M. on MoOO~y.
-
I """""
,.... P~Jt lt- r
"t11re
·~
~C.tl S<m!; So~ctltrK" only~ fOlll'I orIllefutll'CI
b 11pPf011rilltt', budnmany ®JCS more than one
form I~ P<*"lhk·
'l. To 1
n:tkeo 1
)1
-edk1.l.O:i• otgun~ about 1
hc.futun",
~'
• beioflf.8 IQ • Pco1*Ui' goi:nl to lr.11~110"f»CC..
.. ..
• wm • P~ w;IJ ln"~l 1
0 "p;acc.
r4 • 81! Crlll'.t'11J U$c btroJnzJo iml(llldofwfll,,.htfl • Lont n lhoscd:u'k ckluds!
jOolt'l¢lliiA$: f111ht ~I hc-)ps )"Oii mak,cti( Jt'f t;Obl$ 10n.ln.
pmlic1ion a.boot t~ futu~. NOT ltli rain,
J. To tlllk n.bou1 fumtt lnun11<1ru; orpl~.uw::
• he k(J(lf~ "' • l'm goiog to Ry 10 J.laN next v.'C'tk.
.. ..
• will • I'll Oy to M.al'3 nienv.w.lt.
.. ..
· ~ni p~~""- • l"1n Pybi1 to Ma.rst1ct~ '*'.'tk.
We olteil u.w wll/,;.I~ WCdttidc~c;thlfll.• • A: The.-shciw i'<ipcniQg nut wttk.
tl'll: moamn1o(lf>Cllins. lk Sound:$ imenos1
fog. I think l'Ugo.
~ oftcllIlle l.be-p~nt pf'OJl'US'lff-whenwe • rm Rylna 10Chk:ligo DQ:t month.
ull:.11bou1 ful1~pb.M-1ha1are~rc:adr~tAtd, l a!ttacty hli'C a ~.
Psonunda.tioci Nott
I.JI o.nfOtn'lil ~h.;oi..gto i$oft<o pr~ ~f;!tl!UW.,/~:ti,
Be careful/notes alertstudents to common
errors made bystudents ofEnglish.
-Timelinesclarify the meanmg ofverb forms.
18. TOUR OP A UNIT jxvii
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 beginswith
a"forrecognition only"exercise called
Discoverthe Grammar.
Focused Practice
1 IDISCOVERTHEGRAMMAR
R.t-odrlltqwuiow'I. T11mrilllfotM/tltruilthfcorft(rJtmtJJCt.
I. In whKh ~ttlKl' (IQwe: k1ww rhir chc dl11n1ond u1
cdd;10: i' i;onc?
a. He w:is nutinr, a dfan1
onJ l'l(d:l3cc,
@ He i;rak .a di.in.()l'ld n«k~.
2. lhi(h $ttll(1l('t 1db us: 1h.:11 1~ pvpk arrived •H d:ic mou1
m1
i1tt?
:1. They~«:(lriv•fltt to 1
.hcmw1t1
.aim.
I). They dun"'¢" 101hc l'll(kl111ai1
rt.
,. In ""'hkl1 $C'ntmi."C' v.·.J$ thr :ictiM fntctrupucl?
:a, Wh<111hc phone r•"S· he: iuaw"t«I n.
b. Wh.c111~ phootnng. he w.u looking Cothi$ tug.
'4. Wl11d1 Wfltc'l'I«' t.iJlo .lbo..11,.,.,~Kt.ions 1~1 W«C' 1n prQ&'<$S 1111hc: hmt d~l
a. Vink the oflien ,,.,.,
u qucnioni"SSll, F.'"C' wiis ~viru:, 10.,..-n.
b. W'tu:n tbt offittr qucMioocd ~I. fa·t Id erown.
S, In which sieatm« did tht frim.U.:arrive btfott lunch bc:g;lnl
a. '«'b1!11 0111 lntnd.' a.mvcd, 'I~ ""'fft t..Uitl,f;lut1ch.
b. Vh('n our frioenlk J.t~. 'llY :i1c l11ncb.
21ATftAFFI( ACCIDEHT ~No~'~-
Ii CO/l'IPfttt 1htc011w1S01
ionwitllthepm.rptogrffllwt<H rht1imp1tposrhimo/tM
vttbs"1~1Mstt UstAppcndix I oo~OOOf.otMJpwfrhlntgvJor~
>1•"T'<'fl<'J , 1
hc dnvcr ...,,. ..i.~. •
1,.,__I ),~
i~ 11 lilflC'Cl in 11 b11tjtlJ.ty, atld she--~
,,_,,--- 'own.Whif.e dw
--...
=...
~
, --""'---,,
,-,
-=
""'°- 10$C1~<1t1~rccllrlwwlc.
Wl1
cn Jic --.,,
•.:
...
::
,
:--1htptdt$th.ll, she 11nn'IWit1dr
1
·" """
oo rhc br.:akcs., but i1 w;u: coo lace. The ''J('lim waMl1p.tfi~11nci:nion, ci1btt. Ht
--~
•...,
=~.-- 1M "ltttl ag.ai:n1.- red li1th1 whtn tht(:if --~,
~
..,
--
him. lie -~
,.
~
.,.
~
-
~- 1hc :11
1{1fo.a<hll'IS<"
Jt ~l.M he --~,..~
,_
--- ••
Exercises arecross-referencedto the
appropriategrammarnotes to
providea quickreview.
Avariety ofexerdse types guide students
from recognition toaccurateproduction of
the grammarstructure.
4 f BUZZ.ARO Gtom(lllal'Nolt$ 1"6
Combinottht/>(/Jfsolfttlrtnen. 1.Mthf>P<Nt~~ortMSif'tlpkpo$tfotmo/tht
wrb. ktll'.IC'lllbtt fOlftComtftrOSw~t)tttjUI!)'.
I. The blb:urd ~t;utcd. Mr. Ugo :n1cncled a p.iiny.
2. 1'hc wind beg.in co blow. Thedtcuiti1y Wtltl Out.
""''"------------ - ------------
J. Hf drQvc hQll'lr, Ht lisi«1c4 to h.isQr radio.
Whi~-------------------------
... H.r pullcd.o'tf 1odx steko/ 1
bc ro.ld. Ht CQUldn'r sec Bn)'thing.
------------"
'""-------------
S. He li~:ierltd 10 1he nc•'S· f-k htnd 11bo1.11 d~ b11Jllbry.
While ________________________ _
6. It ic09p«l , 1
i0>v!ng. Mt. Liso v.i-n1to ~he politt Matirnl.
to1itn ________________________ _
flfOdrNs~jO;JMolttitl)'. 11tttt°"ft¥M!Mrolesin 1~11.Jf!o/rilepastptogr~»Ne
4t>4rile~txm. Tilt6N1n:vsroit;,a.°'"~corrt:etM. INandcorn<t tbtmot(!.
lt°fm~l()JdClf/l(M'l(IWf~
h'f';.¢ '
IV'11At IO<t$·~ .U""" t}.i$ ~r.Mf ~SI"~! l uo.•«.J 4#.w -tJw.
S-ttul ~"-~~Mi ~ff~~~ 111t.fN.,(li«.~ ~~
NNtst tHlitX. At ihAt ~. I WS utUlf "ff f riv.J 8'll ctU11$$ -tJit$.WU't.
l (AJk./. - t -f> ~ Miii ~ kiM i.t l)M':t f llr ~· ~hr~. flt Ji.J. 6)
$atJ ~' 5°l-.ilt l -tAfn, U ~"'MM• «. ~(it~ f"lt fil4 k.td
°"'"'!-·bl!•WW"""""""'f·l-rt,,.Ji"-"
t....t;, .....
" " ~. Olf.{ I.~ "'''1·IL+.tA 6Jr $atJ iht pW:KpoOO.-t ~ LTtAt ii(.Ill .U-.t.
~· 1"1/Jf wue41m~f 1~-!Uf· 14 f"li«. Nrt$'tt.J -tl-.e ~ ~ W
pU-putt. ~~i- M ~!
Focused Practice always ends with
an editing exercise to teach students
to findandcorrect typicalmistakes.
19. xviii! TOUR OF A UNIT
Step 4: Communication Practice
This section provides open-ended communicative activities giving students the
opportunity to use the grammar structure appropriately and fluently.
Alistening activity gives students
the opportunity to check their
aural comprehension.
ne) Ui«r11
•Communication Practice
() ~.........,..,,.......~~~Looi«dw
dwkft...,_ Urtt:ll•tht~ 7hml$cm09Monddied:flwocdMbn"5fl
. .~ TiliMctdirll'Jt"""'*'(l/dwbnr~dloK;f~-
Hang Gliding
in Australia
Snow Mobiling
in Canada
l.O
Slcy Diving In
Callfomla
~
Relaxing on a
Dcsert lslnnd
•.o >.O 6.0
Manyexercises andactivities areartbased
to providevisualcues andan interesting
context andspringboard formeaningful
conversations.
J
Awritingactivityallowsstudentsto
use thegrammarstructure In a
varietyofformats.
roamzm
Ali')'IX""dosJmornqundcln&. Rttd°"'ltow,,_,Plot*"""~d«Jfonydthe
~thhps. Adtlloutlftlll'f~ ~*'*"f'lllUWWS,.,..fttmot't'
~ Gfcft~bdrtwlft........... Sh#tyot1.......,,,MllAOl'fn...
.........
• n&. horx
• akit a loa1 mp brat
• climb a mou1JU1t1
• Jwmiilla ri'l'ff
• sail• boar
• gou.mping
h •mpk; A; H1-·c yoo C"'n ridden a hood
B
: Yu,1Juvr. Iwu ._no~• ltk~ , ••
. 9~
lftoldrifquoc& "'°'..,,,.,,,....,,..,,...'IWl'Jfhf~bdl)w;
·Mr~.._.. IOP~ rvt'anu bma.•
OU..Ar6.d (l,l.J-1'11, ,....,.,,...,..,,.,. U$AI
W!ut dotsAtbm mna} Do )'OU fttf dw MllM w-•1? W1wft bTT JOG bttr!J ~ lun- fCN
~ bttlll dlu you -.W lite 10,.,
e.-i,i.t r""read di4' q"°" by 0-,ncAibld. I tbillk 1t nwaM •••
10fOH!HtINTERt<ET
E Ooosea«hon 1dventurevau1tktn. ~Krltt-JoOl'JM'oldw«rM#a)'IXIRnd.Haw
ywM.t~""1olfllfm1Would~lth1ot1y0tlft Why0twhynoU
•llttrnplr. l'Vt ""'"beef ort :in Afrito11" ubri, b1
1.1 I'd llb cogo on one. I love a.1
llm.alt , , •
An Internetactivitygivesstudents the opportunity
to expandon the contentofthe unitandinteract
with theircfassmates creatively andfluently.
20. 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,
using descriptive adjectives to develop a paragraph. Students are guided to practice
the point in a piece ofextended writing.
Anintroduction relates thegrammar
pointto the writing focus.
From Grammar toWriting
UsingDescriptiveAdjectives
°"scripcive •djtetiYtlCl.Ill help )'Oclt r('..drs bnttrpicnirt ~·h.u ~ lltt wti1i.ng 1bwt.
tx.nph,: I live in .an QpG_nn'tnl. ~
Ilive in• small comfomabk<11»bcd100m .ap;.irtfC"flt,
t IWe /-,.,o@(Ofl'lfOl"'obk-·~oprtmtltt t+iot Is do$c tos(".'IOOI, ~Ii~
l'OO!l'l It mt fO'>'Oritct'OMI. St's SUV!)',-.one! tll«rful. There's <I'!okb<ick fi~'·
.whfieh I1$6on ookl wi1tftr nlgh1s. ln ttlt QOt"nCtl there's oicf9t SOh.9"«1 «X.lth. I lob
10sit th<rt otd rcod..Nvtl to II & 11 $<tiOll ,.o<>tJ t~lc witho beoltt!(U~tamp ftom
.,, foYOt'ltcoun1, rrso ¢Uy IM..,t'OOIT,O'ld t uiJ;y spc.nd•ng til'lle-thtlt.
Writing formats includebusinessletters,
personalletters, notes,instructions,
paragraphs,reports, and essays.
...
Studentspracticepre-writingstrategies
suchas word-mapping, tree-diagramming,
andoutlining.
JOe! PM.TV!
-3.+IJdof'f'youwrite•• ,
J. '«'«le iB small groups" Put d:.e 1djcaives from 1h<: box U10 tbc (()lr«teaugorio.
Brair.!ionn ochnadjci«i~.s for ndi cac~ory. You an u1e a dictiOAatf tor belp.
11tjrai::!!ve <Mm comfortable t<n.y aite CllOf'l'OOUs
pgcous }la-r(' hidCOU$ hu~ Jhg( ) ket(
lovdy rough ~~n )of(" tlny ugly
:I.. d:.i•!$S dltt tiUl big:.C
•
!!
~
"'
~--------------
b. thiflil th.al ue-.1
iulJ1_,
"'"
"'
''-
• - - - - -- - - - -- - - -
c. th!nt;.l lh:n look good:....!!
'""°
""".
-"
'"'"
"'·-- -----------
d.. thinpdiac look bad:-"
"'"
'......,
""'"-
'·- - - - - - -
- - - - - -
<'• thil'l.gt that kdgood:-"
°""
"''C.·
- -
- - - -
- - - - - - - -
f. thi!W' chat fttl hod:-"
"'
" "'
" - - - -- - - -- - - - - - -
2. Think. about• rooto )"(lu koow. On l1 Kpanue pitteaf r:iper, 4~w a WOtd 1
nap lik<' 1he
(lfle i11£xetCik1. Uk SiOme oftM ;dj«tives. in cbe OO:ic abovt.
J. OilO.lu )'QW' map whh a putntr. Do yc.u w.u1
t 10 add cw ch:J.n~ •nradjccrivn}
&;.mpte: A: HowSOldlittheki~ebm~
8: Oh, it'$1i11y.
~p-trheo/Xlf09!0Pho&out~roomfrom EJ«r~J, 'hit)'OC.I'WQl'dtJl()p.
..S
-J.e.t:ti.of1o9tporog..-ophswithad.'ffttrntptirrner. ('omptttttM<llOtt.
Yu ... £X•l'l'IP~h)
look D D
&.I 0 D
.sa1('U 0 D
<Ow>d 0 0
W'Join wookl you Ilk<" more in!orm:uioti al>out~ -----------
_6_1
~lewi'th~poltfltf. Ols<uSSt<ICh~'«litklgQlltttiol'Ufrom bacM5.
11'lotnrf!Wtitf.)'O'ltown porc19ff)ph. NISWfrt.INf4utSn10ns1'XJrpoitnt1cJ.kcd
The section includespeer reviewand
editingofthe students'writing.
21. xx I TOUR BEYOND Tiii! UNIT
ReviewTest
This review section, covering all the grammar structures presented in the pa11, can
be used as a test. An Answer Key is provided at the back ofthe book.
Review Test
I.FOR R~NT. Uvc
:ip:uunnu. - - -
,.•
~-
-~,.
~~--
=
,--- rmt rn1kcs it a ---
.~
--.
,.~.~
,-
......,=~.~,__
hotr"' for one nudcn1
.
2. FOR SAl.f
_ Wonun's biq·dc. rm ::asking 1bt----------'°""pri«-ol56.'i
..-.-,....._,,
fQt ibis ---~
.~,_=
,~......,=---fivc4p('('d bil:c. I've ---.
.~-=~,
.....,
=,,--
UW'd i1 at 11U. Oon•r mi.I'Sthis--~.~,~
....,=~
,,~
••
~
..
~..,=,-- ~rg~tn.
). FREE 10:a----------family. Skipptt is ::a --~-~-=~-
•.<,....ir~ -..~;"''"""'a-,.'
and friendly pu;ipy. Ht bdi.:1..-n - - - - - - - - - - with dilJJ:rcn, and be Is very
t.!....., .....
--.
.
===·-
==.~
...--·We IUC lnO'ing W)' IOOfl, 50 ii JOU w;int S!ciPPf'I, p&tuc UC
IICirclfr~fftrttofrlltcMt<toruw.ttrt:HomJ)krct«hftllrtA<f,
1. I puscd myJr!vn's fe$1. h t«nkd mvch _ _ 1tus time,
(A) usy (C) c:uicsc
(8) cuitr (0 ) c;i~ly
l . Our 1t1m didn'r pl:ly __I exp«!fcd. I w.u dis1ppoin1cd.
(A) as ~u n (C) " b.adl>
· <Js
(8 ) wdl (0 ) tw-n~r
(A) MOtCrit«I
(8) he ~u tit«I
(C) chc1
'lore rittd fie gteJ
(D) he g.cu I'll()(( tired
A (!I C 0
A 8 C 0
A 8 C 0
((!Ontim1
d}
The ReviewTests includemultiple-choice
questions in standardized testformats,giving
studentspractice in testtaking.
CVllk211
l. """"'
8. How mu'IY
.J. abo( .,• .1111
4. Howmucll 10. mum
$. "!ink 11. 11 IOI o(
'· okw 11. •'*
,,_
1111 (U...Ul
1, t ,O,lft
•.""
j , the 7. . ...
'"'"' ...
$. dl(', lhc 9. ~.;UI
m"'"""'
3. the
'"'"'
... MOM)'
$. Tt-.n'(I, $&.Iyo~
1. V-<st"Mbks
a (Ullltll)
1.b.~ l.11. ~
"'
.._
.." """
...,,,.
··-
.,,,. .,,,.
(. •he-
m(Unlt:l2:1arnftt)
2. 8 4, A 6.C
>. c $. A 1. •
-
a lUnltl3)
I.~ c-oiy .}. ... i;.oocl
c. Qw•p b. ~l,Jllflli
..""'= ,.. ~u
1. '- i11Cmlibl)' d. obcdi"'t
...... t. quiddr
t. hat.U,.
cl. l(rM!;¢
• IVnh•Uan426l
2.A S.8 ... 11.. D
'· c
.. c ••• U.. B
•• A 1. 0 ... c I )~ D
miuni.::tl)
1. c $, c .. 8 11. e
>. 0 ... ••• 12.. &
'·. 1. A 10. c
m(UlllU;25•nd 26)
l . Us1c:r,~<Ot1Mwd
J, ~~.Jlllikr
... tt..«kl. ll'!C'rC!tl«ndy
S. O'IOttohcn. b~
6. toudct, ,.,(((
1. -tfttqutndy, -
d (UM$24 1nd 26)
l. iJ.•,J.1~a>A~m'11cntll·C..
), hn'i OJ{u (av.·1oy) ;uToc.y~P"'1V••·
4. i.Jut~l'l' .UTooypsiu,
S. pb1(0kllll'~ot!W.~pb)'('llJ M
well .. 1ht Shock.
6. ~-. ,_ ., f.u1 11) ~(,llt ku't ~ fJ~ u)
jmfliln.
11(Unluu_,,.,
1.b.I~
~ 11.ltlbt
..""
...
'· bo.t
mtunlU2J..:::t6-)
1. •• big
b. l~I
·-·
d.. o::ttidlllf:
,, $-..
...
~
1diink c.odar h;!Jhtt11111c b.JadJ,y o4rer Uiit.
Myurbroke dow.-n oo ~Clf9tUSw•r duri,. nod!.
""'
boor diiJM<Jt~-• bu~ tlnw cldq. IA.II
th<rclor'an ~ w#ll!hg for111Qwrrud:.11ie
-
llM!!p:r-1WAIU'lf,1bt.._
ftC'f'l'Ollll ~.l WU.I
wl'<'Ck.wtw1' I&°' CO- tk. Qf<'Ollnt, diit w;ud1t
d;iywr
""
wue dodng:.bil!#S'I dNIor1M ync. Mr boM
...
ulkd aw.(rt, timtt*""'Ofl(' l(tkr.A..t..~e
(n.gwndy ht 1
r.dkd. rjicv.vm Itypod. Mrnc;u
wotty'5 1
iw.ttp,irbill lordw cu. I~" IMl'i u
M
b~P..tbi:4st111'1k.
l'~gioing IOU)' t() 1(1~ ~.....Thttr"JIn
.,_,.,,
..~~ ooablt1VCOftight.J•naw it
..~
lloHW«k .1Dd i.:ays it1hc bfttrr him tlH-.
~" en I
....
l11f¥ ·~ A/f(tdl( 1
110rit, I'll 1
i1kt. ~ b.lth
•nd: p 1.o baJ. l'lfl lookit1g: forw,ud rocoenuuow.
...
b O&ft'fbe.Qll t..dly"tod.ly!
The ReviewTests Answer Key provides
cross-references to the appropriateunit(s)
foreasyreview.
22. ACKNOWLEDGMENTS
Before acknowledging the many people who have contributed to the third edition of
Focus on Grammar, we wish to express our gratitude to those who worked on the
first and second editions, and whose influence is still present in the new work. Our
continuing thanks to:
• Joanne Dresner, who initiatedthe project and helped conceptualize the
general approach ofFocus on Grammar.
• Nancy Perry, Penny Laporte, Louisa Hellegers, and Joan Saslow, oureditors
for the first edition, and Fran~ise Leffler; our editor for the second edition,
for helping to bring the books to fruition.
• Sharon Hilles, our grammar consultant, for her insight and advice on the first
edition.
In the third edition, Focus on Grammar has continuedto evolve as we update
materials and respond to the valuable feedback from teachers and students who
have been using the series. We are grateful to the following editors and colleagues:
• Laura Le Drean, Executive Editor, for her dedication and commitment. In
spite of an incredibly full schedule, she looked at everypage of manuscript
and offered excellent suggestions. In addition, she was always available and
responsive to authors' concerns.
• Franeoise Leffler; SeniorDevelopment Editor; for her continued dedication to
the series and to improving Focus on Grammar with each new edition. As in
the previous edition, we relied on her unflagging attention to detail and her
wonderful sense ofstyle.
• Kathleen Silloway, Senior Production Editor, for pilotingthe bookthrough its
many stages ofproduction and for always giving us a heads up when more
FOG was about to roll in.
• Irene Schoenberg, for generously sharing her experience inteaching our first
two editions and for her enthusiastic support.
Finally, we are grateful, as always, to Rick Smith and Luke Frances, for their helpful
input and for standing by and supporting us as we navigated our way through our
thirdFOG.
We also wish to acknowledge the many reviewers for reading the manuscript and
offering many useful suggestions.
Aileen Allison, Golden Gate Language School, Campbell, CA; Larisa Alvarez Avila,
Centro Educativo Renacimiento, Merida, Yucatan, Mexico; Jaime Bolaiios, Colegio
Ker Liber, Guadalajara, Mexico; Vabania Carvajal Garcia, lnstituto Cultural Regina
Teresiano, Hermosillo, Sonora, Mexico; Julie Charland, Ateliers de Langues CSCG,
Quebec City, Quebec, Canada; Amelia Chavez Ruiz, Lake Forest School, Mexico
State, Mexico; Elisa Laura Chavira, Instituto Cumbre del Noroeste, Ciudad
23. xxiij ACKNOWl.F.DGMENTS
Obreg6n, Mexico; Ronald Clark, Boston University, Boston, MA; Judy Cleek,
University ofTennessee at Martin, Martin, TN; Elizabeth Clemente, Instituto
Tecnol6gico de Estudios Superiores de Monterrey, Atizapan, Mexico State, Mexico;
Sharon Cliff, Richmond College, Richmond, TX; Marilyn De Liro Alvarez,
Instituto "Las Brisas," Nuevo Le6n, Mexico; Susanna Eguren, Instituto Cultural
Peruano Norteamericano, Lima, Peru; Marcia Gethin-Jones, University of
Connecticut, Stamford, CT; Monica Hilding, Central Community School, Salt Lake
City, UT; Sue Hynes, Daley College, Chicago, IL; Silvia Icela Espinoza Galvez,
Colegio Lux, Hermosillo, Sonora, Mexico; Elizabeth Kelley, University of
California, San Diego, CA; Anlk Low, College Jean-de-Brebeuf, Montreal, Quebec,
Canada; Hank Mantell, International Education Progrruns, University of California,
Riverside, CA; Javier Martinez Garcia, Instituto Las Americas, Mexico City, D. F.,
Mexico; Darlene Mitchell, International English Center, Boulder, CO; Norma
Morales S8nchez, Instituto Carlos Gracido, Oaxaca, Mexico; Robin Persiani,
Sierra College, Grass Valley, CA; Mary Lou Price, University ofTexas at Austin,
Austin, TX; Mary Kay Purcell, University ofEvansville, Evansville, IN; Graciela
Ramirez Hernandez, Instituto Hispano Ingles de Mexico, Mexico City, Mexico;
Mark Rau, American River College, Sacramento, CA; Nicholas Renton, American
Culture and Language Program, Los Angeles, CA; Ernesto Romo, Lake Forest
School, Mexico State, Mexico; Rene Sandoval, Martin Luther King, Jr. School,
Guadalajara, Jalisco, Mexico; Allen Sellers, Oregon State University, Corvallis, OR;
Nicola Teague, San Diego State University, SanDiego, CA; Elena 0. Torres
Gonzalez, Instituto Tecnol6gico de Estudios Superiores de Monterrey, Atizapan,
Mexico State, Mexico; Maria Elena Vera de la Rosa, Lake Forest School, Mexico
State, Mexico; Magneli Villanueva Morales, Universidad Regiomontana,
Monterrey, Nuevo Le6n, Mexico; Elaine Wilson, Culture Works, London, Ontario,
Canada; Essio Zamora, Instituto Carlos Gracido, Oaxaca, Mexico; Ian Zapp,
Colegio Mexico lrlandes, Guadalajara, Jalisco, Mexico.
24.
25. Grammar in Context
BEFORE YOU READ
0 Lookat the cartoons. What are thepeople doing? Howdo they feel? Read this article
about cross~cultural communication.
WHAT'S YOUR CROSS-CULTURAL IQ?
Are you living in your native country or in another country? Do you ever
travel abroad? Do you understand the misunderstandings below?
Wtydoes he look
sosurlJ"ised? IjcJSt
wantto5q1hello
What is he doing
here?We don't have
al oppQintment.
SITUATION 1
Tomas is visiting Claude. Claude looks
very surprised. In Tomas's culture, people
often visit without calling first. But in
Claude's culture, people don't do that.
They always check with their friends
before they come over.
W'nat's wrong?
I'ntjUSt:saying
hello.
What is she doing?
Wtyis she killlling
me again?
.. "·
· · ~
.-··
... ,
.......
-.v ,...
SITUATION 2
Nicole and Sheila are saying hello and
kissing. They are both feeling very
uncomfortable. In Nicole's culture, people
usually kiss twice, once on each cheek.
In Sheila's culture, people don't kiss
more than once.
26. Present Progressive and Simple Present I 3
AFTER YOU READ
Complete each sentencewith the correctname.
1. - - - -----is visiting without calling first.
2. - -- - -- - - is surprised to have a visitor.
3. is kissing the other woman twice.
4. doesn't expect a second kiss.
Now circlethe correctanswerforyourownculture.
In my culture . . .
5. People usually call/ don't call before visiting.
6. When people say hello, they don't kiss I kiss.
Iii6f,IJ,lfiiiM
t414ijtditu;1 I
PRESENT PROGRESSIVE . SIMPLE PRESENT
Affirmat ive Statements Affirmative Statements
Base form
Subject Be ofVerb + -Ing Subject Verb
I am• I
travel.
You are You
He He
She is traveling now. She often travels.
It It
We We
You are You t ravel.
They They
•For contractions of I am, you are, etc., see Appendix 26 on page A-12.
Negative Statem ents Negative Statem ents
Base Form Base Form
Subject Be Not ofVerb + -ing Subject Do Not ofVerb
I am I do
He is not traveling now. He does not travel
We are We do
often.
(continued)
27. 4 I UNITl
Yes INo Questions
Base Form
Be Subject ofVerb + -ing
Is he traveling now?
Short Answers
Yes, is.
he
No, isn't.
Wh- Questions
Base Form
Wh- Word Be Subject ofVerb+ -ing
Where are you traveling now?
GRAMMAR NOTES
I. Use the present progressive to describe
something that is happening'rj~ht now
(for example, now, at the moment).
i!i1•
Now (it1e1:.ne
I1-1e!i !i'ell
Past-----X Future
I
The present progressive is often used to
show that the action is temporary.
2 . Use the simple present to describe what
regularly happens (for example, every day,
usually, always).
Now
I
Past - X-- X--X--X--X_..
H" ,;p,,ak,; ISptmi,;h.
Use the simple present to talk about
scientific facts.
Future
YesI No Questions
Base Form
Do Subject ofVerb
Does he travel often?
ShortAnswers
Yes, does.
he
No, doesn't.
Wh- Questions
Base Form
Wh-Word Do Subject ofVerb
Where do you usually travel?
EXAMPLES
• Tomas is visiting Claude.
• He's speaking English right now.
• I'm staying with friends at the moment,
but I plan to leave soon.
• Tomas talks to Claude every day.
• He usually wears jeans.
• He always speaks Spanish at home.
• Stress causes high blood pressure.
• Water bolls at 212°F (100°C).
28. 3. Use the present progressive to describe
·something that is happening in the extended
present time (for example, nowadays, these
days, this month, this year), even if it's not
happening at the moment of speaking.
Now
4. Use the simple present with adverbs of
frequency to express how often something
happens.
~"' '1-..'lio*
K,.f!' ~(/Ji
d rif- l' ~?;-~ ,;fl<
oX." ro0 <~ f-fi
/ / / / / /
---- -------------------.-.-.....--.....-......-.......
100% 0%
.... BE CAREFUL! Adverbs 0£ frequency usually
go before the main verb, but they go
after the verb be.
5. Use the simple present with most
non-action verbs. Do not use the present
progressive-even when the verb describes
a situation that exists at the moment of
speaking.
Non-action verbs usually desci:ibe ~or
situations but not actions. They are used to:
a. express emotions (hate, like, love, want,
feel, fear, trust)
USAGE NOTE: Unlike other verbs that
express emotion, feel is often used in the
progressive form.
b. describe mental states (know, remember,
believe, think [= believe], understand)
c. show possession (have, own, possess,
belong)
d. describe senses and perceptions
(hear, see, smell, taste, feel, notice, seem,
look[= seem], be, appear, sound)
Present Progressive and Simple l:'n:sent I s
• We're studying U.S. customs this month.
• Laura's studying in France this year.
• Are you studying hard these days?
• In Spain women always kiss on both
cheeks.
• In France women often kiss on both
cheeks.
• We rarely stand very close to each other.
• In China children never call adults
by their first names.
• They never come late.
• They are never late.
• Jane wants to go home now.
NOT Jane is Y1!tftMft~ to go home now.
• We like Claude a lot.
• Ricki feels homesick. OR
• Ricki is feeling homesick.
• I know a lot of U.S. customs now.
• Ari remembers your number.
• Cesar has two brothers.
• Some students own cars.
• I hear the telephone.
• Dina seems tired.
(continued)
29. 6 I UNr.r 1
6. B E CAREFUL! Some verbs that describe senses
and perceptions such as taste, smell, feel, and
look can have both a non-action and an
action meaning.
Reference Notes
NON· ACTION
• The soup tastes good. Try some.
ACTION
• She's tasting the soup to see if it needs
more salt.
For definitions and examples of grammar terms, see Glossary on page G-1.
For spelling rules on forming the present progressive, see Appendix 21 on page A-10.
For spelling rules on forming the third person singular of the simple present, sec Appendix 20 on page A-9.
For pronunciation rules for the simple present, see Appendix 29 on page A-14.
For a rist of non-action verbs, see Appendix 2 on page A-2.
For use of the present progressive and the simple present to talk about the future, see Unit 6.
Focused Practice
1 I DISCOVERTHE GRAMMAR
Readthesejournalentries by Brian,aCanadian summerexchange studentstudyingin
Argentina. Circle allthe verbs that describe whatis happeningnow. Underline the verbs
that describe whatregularly happens.
JUNE 28, I~ in a
seat 30.000 feet above the
E<:1rth en route to ArgentJn<:1!
I usually~ d inner at this
t ime, but right now I have an
awful headache from all the
excitement. My seatmate IS
eating my food. I guess It's
good. She looks happy.
JUNE 30, It 's 7,30 P.M. My
host parents are still working.
Carlos, my father, worl<:.s at
home. My little brother.
Ricardo. is cute. He looks
(and acts) a lot like Bobby.
Right now, he's looking over
my shoulder and trying to
read myjournal.
~
~
~
~
~
~
~
~
~
~
~
~
JUL Y 4, The weather IS cold
here. I usually spend the first
weekend of July at the beach.
· Today I'm walking around 1n a
heavy sweater.
AUGUST 6, I usually feel
great In the evening because
we take long naps in the
aftemoon, but tonight I feel
really t ired.
AUGUST 25, I0m feeling very
comfortable here now- but It's
almost time to go home! My
host parents usually cook a
light dinner, but tonight they 're
cooking a specia l dinner for
me. I miss t hem a lready!
I·
30. Present Progressiue a11d Simple Present I 7
2 I SCHEDULE CHANGES GrammarNotes 1-2
Look atBrian's schedule in Argentina. He usually has a regularschedule but todayis
different. Complete the sentences below. Use thepresent progressive or thesimplepresent.
Choose between affirmative andnegativeforms.
7:00-8:00
8 : 30- 12 : 30 atteAa c la s s
1 : 00- 2 : 00 ea t l unch
2:00-3:00 tak e a Ra ~
3:00-s:oo wor k i n the c a f eter i a
s:oo- 6: 30 ~e 1=1em e i.1e1 k
6 : 30-8 : 30 'l'l i y tQRRi5
8 : 30 have dinner
9: 30-10 : 00 ~P itll lll tt e P S
10:00-10 : 30 -tal~ e a s bg·1eP
1. Brian always rum; in the park
but today he ii; qettinq ready for a field trip
c"'ll ..oNe "'- '>:00 s...,,vr l-0&1....y!
w"'l-c.. "'vi&l.eo wH·.. Ev"'
+-"'oe "' w.,,Jl,o wil-.. 1-..e -t?.,,Nily
&l.o ..oNewovo
early in the morning,
2. Brian usually _______________ ___ _ between 8:30 and 12:30,
but today he __________ ___ __________ _____
3. He always _ _ __________ ____ _ ____ between 1:00 and 2:00.
4. It's 1:30. He - - - - - - - - - - -- - -- - - - -- -- -- - - -- ·
5. He normally ________________________ after lunch,
but today he _____ ______________________ .
6. Every day from 3:00 to 5:00, he - -- - - - - - -- - - -- - - - - - - ·
7. It's 5:00, but he ___________ ______________ __ now.
He _________ __________________ ___ instead.
8. It's 6:45, but he - - - -- - - - -- -- - -- - -- - - - - -- - -·
He-------------------------------~
9. It's 8:30. Brian ------------ - -- - -- - ------- ---·
10. He always ___ _ _ _________ ___ _________ at 8:30.
11. After dinner, Brian usually _________ ___ ____ _ _______ _,
but tonight he - - - - - - - - -- - -- - - - - - - - -- -- - -- -·
12. It's 10:15, but he _______ __________________
He _________________________________
31. 8 UNIT 1
3 I CULTURAL DIFFERENCES GrammarNotes 1-6
Somestudents are talking outside ofaclassroom. Complete theirconversations. Choose
between the simplepresent and thepresentprogressive forms ofthe verbs in parentheses.
A. L1-wu: Hi, Paulo. What ___...;;
a'""
re
'-""
yo
;..;;
u
;...;
d
;;.:
o
""
in
..;.;;
q
,___ _?
B.
1. (do you do I are you doing)
PAULO: Oh, I ___________ for class to begin.
2.{wait / 'm waiting)
L1-wu: How are you? You - -- ------ ---
3. (seemt •re s,.eming)
a little down.
PAULO: I'm just tired. I _____ _______ evenings
4. {work / 'm working)
this semester. Hey, is that your teacher over there?
L1-wu: Yes. She - ----------- to one ofmy
5.{talks / 'stalking)
classmates.
PAULO: What's wrong? He ------------
6.(doesn't lookl's not looking)
at her. He ____________ uncomfortable.
7.(seems/'s seeming)
LI-WU: Oh. That - - ---------- anything. In Taiwan it's not respectful to
8.(doesn't mean I isn't meaning)
look directly at your teacher.
TARO: There's Miguel. He ------------ to Luisa.
1.(talks / 'stalking)
MARISA: Yes. They ___________ a class together
2. (take / 're taking)
this semester.
TARO: They ---- - -------very close to each
3.(stand / 're standing)
other. - - - -------- they
4. (Do you thinkI Are you thinking)
-------- ----?
5. (date/ 're dating)
MARISA: N'o.l ___________ it
6. {don't think / 'm not thinking)
------------ anything special. I
7. {means / 'smeaning)
- - ---------- from Costa Rica, and people
8.{come/ 'm coming)
---------------that close to each other.
9. (usually stand / are usually standing)
32. PmaitProgressive and Simple Present I 9
41MORE CULTURAL DIFFERENCES GrammarNotes 1-6
Otherstudents are talkingoutsideofaclassroom. Complete theirconversations. Use the
simplepresent or the presentprogressive form ofthe verbsin parentheses.
A.
B.
RASHA: There's Hans. Why if!; he wa/kinq
1. (walk)
so fast? Class at 9:00.
l . (startJ
He still 10 minutes!
3.(have)
CLAUDE: He always fast. I think Swiss
4.(walkl
people often to be in a hurry.
S. (appear)
YOKO: Isn't that Sergio and Luis? Why
they _______ hands? They already
1. (shake)
_______ each other!
2.(know)
LI-JING: In Brazil, men.- ------- hands every time
3.(shake)
they---- ----
4.(meet)
YOKO: ____ women ---- - -- -hands too?
S.(shake)
5 I CULTURE SHOCK!
Complete the following paragraph. Use the correctform ofthe verbs in the box.
cause feel go live travel
GrammarNotes 1-6
New food, new customs, new routines-they all - ---'m
.;.;;;;.
a""k
e
,____ international travel
1.
interesting. But they also - -- ---- - culture shock for many travelers. ____ you
2.
now ______ __ or - ------ - in a culture different from your own? If so, why
3. 4.
---- you -------- so good (or so bad)? Some experts say that we often
s.
_____ _ _ through four stages of culture shock:
6.
Honeymoon Stage: In the firstweeks everything seems great.
Rejection Stage: Vou have negativefeelingsabout the new culture.
Adjustment Stage: Thinqs are getting betterthesedays.
Adaptation Stage: You arefinallycomfortable in the newculture.
Take the quizin Exercise6 andsee whatstageyou are in.
33. 10 I UNITl
Complete the following statements using thecoffectform ofthe verbs in the box. Then
check the statements thatare trueforyou now.
annoy
make
feel
think
0 1. l __~
lo
_
ve
___ it here!
improve
treat
live jOv(
understand want
0 2. People always _______ me very kindly.
0 3. The customs here often _______ me.
0 4. I _______here now, but I --~----I'll stay.
(negative)
0 S. I to go home!
0 6. My language skills a lot each month.
D 7. I a lot of new friends these days.
Grammar Notes 1- 6
0 8. I still _ _____ everything, but I ______ at home here.
(negative)
To checkyourQuizresults,go topage 92.
11EDITING
Readthis student'sjournal. Thereare eleven mistakesIn the use·ofthepresentprogressive
orsimplepresent. The firstmistake is already corrected. Findandcorrect ten more.
~
~
~
~
~
~
~
~
~
~
~
~
~
~
~
~
~
~
~
I'm sitting
It's 12:30 ant. ~ lll !:he library rfl.}kl now. Hy dasstnaiR.s are eoiJh; /IHICh.
torJ<ther, bti I'm not htmgry yet, ,It. lwme, we e.ai never tJus eor/y. Todao ourpurrv:i./
topl.e lS CJJ!tare slwc.k. It's a good l.optc for me t1l.}ht now beeouse I'm being prel:ig
hamest.ck I 1'11iSS my old. roufule. ,It. lwme we a/WCIJIS are eoiJh; a bi.g meal at 2.iJO lli
!:he afternoon. Tit.en we rest. &tt here lll Torodo I'm h.awig a 3f)() caNersail.on class.
Every d.au I almost fall Q$/eep lll class, Md my t.eac.h.er ask me, •Are fJOtl bored!'
Of cowse I'm not bored. I ,Ju.St Med. my afternoon ntzp! This class alwaus iS fW1. Tlus
semestu we work on a pro}f!d wdh. vt.deo cameras. 11y !Rom ts (Jfllim grOIJPs of
per;p/e fr0/11 d.lfiereli ct.dfures. We are a.na/yJ.R. •soct.aJ dtst.anee.• Thai mea.ns Jww close
t.o each other t.hese people da.nd.. kcordtn() t.o my neJ.tJ woleh., ti's 1255, so I kale
ntJW for my 1:00 class. TM.dws hue rw/JJ aren't /lkll!g iarrJvless!
34. PresentProgressive and SimpkPresent 111
Communication Practice
8 I LISTENING
n listen to an interviewwith a newforeign student. Then listen again andcheck the
things the studentusually doesand the thingsshe is doing noworthese days.
Now or
Usually These Days
1. speak English 0 0
2. speak Spanish 0 0
3. live in a small town 0 0
4. Jive in a big city 0 0
5. walk slowly 0 0
6. wear a watch 0 0
7. study computer science . 0 0
9 I GETTINGTO KNOW YOU
Walk aroundyourclassroom. Askyourclassmates questions. Findsomeone who. . .
Name(s)
• likes visiting foreign countries
• isn't wearing a watch
• speaks more than two languages
• is studying something besides English
• doesn't watch sports on TV
• is planning to travel this year
• ~~~~~~~~~~~~
(add your own)
Example: A! Do you like visiting foreign countries?
B: Yes,Ido.Vhataboutyou?
Reportbackto the class.
Example: Tania and Jose like visiting foreign countries.
35. 12 I UNIT l
10 I WHAT'SHAPPENING?
Work in pairs. Look atthe photographs. Describe them. What's happening? Discuss possible
explanations foreach situation. Compareyour answerswith those ofyourclassmates.
Example: A: He's pointing. He looks angry.
B: Maybe he's just explaining something.
11 I QUESTIONABLE QUESTIONS?
Workin smallgroups. Lookat thequestions. Inyourculture, which questions are
appropriate toasksomeoneyoujustmet? Which are notappropriate? Compare
yourchoices with those ofyour classmates.
• How old are you? • How much rent do you pay?
• What do you do? • What are you studying?
12 1WRITING
• .Are you married?
• Where do you live?
Write aparagraph about a new experienceyou are having. Maybeyou areliving in a new
country, taking a new class, orworking ata newjob. Describe thesituation. How is it
different from whatyou usuallydo? How doyou feel in the situation?
Example: I usually live at home with my parents, but this month I'm living with my aunt and
uncle. Everything seems different. My aunt . . .
13 I ON THE INTERNET
I] Weatheroften affects whatpeoplein differentcultures do. Do asearch on weather for
a placeyou know well. Findout what the weatheris now. Then compare it to what the
weatherusually is this time ofyear. Tellyour classmates about the weatherandwhat
people usually do in this weather.
Example: In Haiti it usually rains this time of year, but today it's not raining. It rains so often in
Haiti that people usually ignore it. Chitdren often play outside in the rain.
36. Grammar in Context
BEFORE YOU READ
n Look at the pictures. What is the woman doing? What do you do to stay fit? Readpart
ofan exercise routinepresented in a fitness magazine.
THE JAB
Get into the basic position: Bend your
knees and place your right foot in front.
Raise your fists with your right r
hand in front. Now punch e
with your right fist. Don't stand
straight as you punch. Instead,
lean forward for more power.
Bring your fist back
immediately. Then
change sides.
THE POWER KICK
Get into the basic position and
move your weight onto your right
foot. Bend your elbows and bring your
left knee as high as your hip. Then kick to the
side. Don't point your toes as you kick.
37. 14 I UNrr2
AFTER YOU READ
Readthe following Instructions. CheckJabIfitIs fortheJab,orPowerKick ifitis forthe
PowerKick. Check Both ifit's forboth.
Jab Power Kick Both
1. Startin the basic position. D D D
2. Punch with one fist. D D D
3. Don't lean back. D D D
4. Bend both elbows. D D D
5. Put your weight on one foot. D D D
6. Don't point your toes. D D D
Grammar Presentation
IMPERATIVE
Affirmative Negative
Base Form Base Form
ofVerb Don't ofVerb
Bend your knees.
Don't
bend your knees.
Raise your fists. raise your fists.
GRAMMAR NOTES EXAMPLES
1. Use the imperative to:
a. give directions and instructions • Turn left at the light.
• Get into the basic position.
b. give orders or commands • Get up!
• Don't move!
c. give advice or make suggestions • Always warm up first.
• Don't exercise whenyou're sick.
d. give warnings • Be careful!
• Don't fall!
38. 2. Use the imperative also to:
a. make requests (use please in addition to the
imperative)
Imperative j 15
• Please read this article.
• Read this article, please.
b. make informal invitations • Have lunch with us tomorrow.
• Bring a friend.
USAGE NOTE: When using the imperative in a
formal situation, add p/e,ase.
• Please join us, Mrs. Rivera.
NoT.Jeitt us, Mrs. Rivera.
3. Note that the subject of an imperative statement
is you. However, do not say or wl"ite you.
• Stand up straight!
NOT ¥ett stand up straight!
• Don't hold your breath!
NOT ¥ett don't hold your breath!
.... B E CAREFUL! The imperative form is the same in
both the singular and the plural.
• John, point your toes.
• John and Susan, point your toes.
Focused Practice
1 IDISCOVERTHE GRAMMAR
Match an imperative in columnA with a situation in column 8.
Column A
1. Don't touch that!
__ 2. Buckle your seat belt.
__ 3. Look both ways!
__ 4. Dress warmly!
_ _ 5. Don't bend your knees.
_ _ 6. Mark each answer true or false.
__ 7. Come in! Make yourself at home.
_ _ 8. Try a little more pepper.
9. Walk two blocks on First Street.
ColumnB
a. Someone is visiting a friend.
b. Someone is going out into the cold.
c. Someone is crossing a street.
d. Someone is taking an exam.
e. Someone is driving a car.
f. Someone is giving directions.
g. Someone is exercising.
h. Someone is tasting some food.
i. Something is hot.
39. 16 1 UNIT 2
2 IHEALTHY SMOOTHIE GrammarNotes I a, 3
Lookatthepicturesshowing howto makea banana-strawberrysmoothie. Match averb
from columnAwith theappropriatewords from column 8 togiveinstructions formaking
thesmoothie. Then putthe sentences In thecorrectorder.
ColumnA ColumnB
Add the ingredients until smooth.
_ 1_slice------------six strawberries.
__ Cut a banana.
__Wash orange juice into the blender.
_ _ Blend the strawberries in half.
__ Pour the fruit to the orange juice.
Write eachsentenceundertheappropriatepicture.
1. Slice a banana.
40. Imperative I 17
3 I MARTIAL ARTS GrammarNotes 7c, 2b, 3
Complete the advertisement for a martialarts school. Use the affirmative ornegative
imperative form ofthe verbs in the box.
become
miss
choose
register
decrease
take
increase learn
wait
MARTIAL ARTS ACADEMY
_ __;c
o...:.
v.;..:.
n-'-
't-'-
t :..:.:
hi__
nk
-'--- that martial arts is onlyabout physical training. A good
1.
martial arts program offers manyother benefits as well.
_ ____ __ self-defense and more at the Martial Arts Academy:
2.
+ _______stress. Martial arts training helps you relax.
3.·
+ - - -- ---- concentration. Martial arts students learn to
4.
focus their attention.
+ _______fit. Strength and flexibility improve as you learn.
s.
We are offering an introductory trial membership. -------- this
6.
special opportunity. _____ ___ classes with Master Lorenzo
7.
Gibbons, a ninth-degree Black BeltMaster.
____ ____ classes from our convenient
8.
schedule. ____ ___
9.
_ _ ____ __ now for a two-week trial.
10.
Only $30. + Uniform included.
41. 18 1 Umr2
41EDITING
Read thisstudent'sjournal entry. There arefivemistakesin the useoftheimperative. The
firstmistake is alreadycorrected. Findandcorrectfourmore.
~
~
~
~
~
~
~
t::P
t::P
~
~
t::P
~
~
t::P
t::P
t::P
t::P
~
Fa- the Black. Belt essay, Master Gtbbons gave us this ?!ISSIQ'1f'nent:
Write
¥aJ '~about something 1~ to you. My topic was "The Rld'1t
Way,· the rules of life for the martJal arts.
Th-ee of these rules are ve<y 1~t to me:
• First, respects other people ti eat them the way you want them to
treat you.
• Second. helped people 1n need. In other words, use yo.r strength for
others, not use ItjUSt for yrur own good.
• Turd, no lie a- ~al. You can't defend others Vv'hen you feel Q.Jllty.
There are many other rules, but these are the ttvee most l"lXJl'1:ant
~to me.
Communication Practice
5 I LISTENING
() Usten to aTVchefdescribing howtomakepancakes. Then listen again andnumber
theInstructions in the correctorder.
_ _ Heat a frying pan and melt a small piece of butter in it.
_ 1_Beat two egg whites in a large bowl.
__ Add one and a quarter cups of whole wheat flour to the egg whites.
__ Flip the pancakes over.
__ Blend in some fruit.
__Mix thoroughly.
__Top them with fruit or yogurt.
__Pour some of the pancake mixture into the frying pan.
_ _ Add a cup of low-fat milk.
42. 61INFORMATION GAP: FINDTHE WAY
Work in pairs (A andBJ. You are both going to give driving directions to placeson themap.
StudentA,fol/owthe instructions on this page. Student8, turn to page 21.
1. Ask your partner for directions to the Martial Arts Academy. Draw the route.
Imperative J 19
Example: A: I want to go to the Martial Arts Academy. Can you give me directions?
B: Sure. Start at the corner of Carter and Adams.
2. Draw the route from Carter and Adams to the Sunrise Gym.
(Be careful! One-way streets are marked ~. Don't go the wrong way on a one-way street!)
Give your partner directions.
Example: B: I want to go to the Sunrise Gym. Can you give me directions?
A: Sure. Start at the corner of Carter and Adams.
When giving directions, use sentenceslike these:
Start at the corner of Carter and Adams.
(Don't) turn right.
Parkwood Ave
Cumberland St
Go straight.
Make a left turn.
When you are finished, compareroutes with yourpartner. Are they thesame?
Continue on 9th Street.
Stay on Founders.
43. 201 UN?r2
iJ IRECIPE EXCHANGE
Workin smallgroups. Wrltedown one ofyourfavoriterecipes. Ustthe ingredients and
write the instructions.
Example:
all1CI( A.V'D 6ASY 86A.V 1ACOS
I1re.Jiea1:s" I c.AA of beal!S /blo.u<, kiJ.rieJ/, Or pm1:o, 4 hard lbrn -talb Sht/IS,
I 1:Dtt10.:to , I oniort, le:t-hue., soJsa., spi<..es IW.Jtl~rt , cM~ powder
!11s-tru£.-hbns" firtSt Md dr~n -the be,a.ns . Add -the spiles. Silt!tt1er for Io tt1iro.t-tts .
Chop 1M 1:Dtt1a.1:D Md onion. Shred -the /e,-t;{u[.l.. fill -the, -talb shtlts
w~'..th -!:he beal!S, 1:Dtt1a.1:D, a.rtd onion. 'fop ~'..th -the, /e,-t;{uu a.rtd salsa..
Readyourrecipe toyourgroup. Answeryourclassmates'questions.
Example: A: How long do you rinse the beans?
B: Until the water looks clear. Use cold water. Don't use hot water.
s 1 CALM DOWN!
WorkInsmallgroups. Imagineyou havebeen In atrafflc]am foran hour. AfriendIs
waiting to meetyou on astnetcomer. Whatcanyousaytoyourselfto calmyourself
down? Shareyourlistwith theothergroups.
EXllmplr. A: Take a deep breath.
e·: Don't think about the traffic.
C: ...
9 j WRITING
Write directions from yourschooltoanotherlocation. Itcan beyourhome, astore,
the train station, oranyplaceyou choose.
EXllmplr. To get to my apartment from school, walk two bloqcs on Oak Street. Tum left on
Tenth Avenue. Then take the bus to Main and .. .
10 ION THE INTERNET
E Asa class, chooseaplace thatyou wouldlike to go to Inyourarea. Then workIn small
groups. Doa search on mapsand directionsandlookupdirections to thatplace.
Compare the directions. Arethey thesame? Ifnothoware theydifferent? Which
directions are thebest? Whyl
44. Imperative I21
IINFORMATION GAP FOR STUDENT B
1. Draw the route from Carter and Adams to the Martial Arts Academy.
(Be careful! One-way streets are marked ~. Don't go the wrong way on a one-way street!)
Give your partner directions.
Example: A: I want to go to the Martial Arts Academy. Can you give me directions?
B: Sure. Start at the corner of Carter and Adams.
2. Ask your partner for directions to the Sunrise Gym. Draw the route.
Example: B: I want to go to the Sunrise Gym. Can you give me directions?
A: Sure. Start at the corner of Carter and Adams.
When giving directions, use sentences like these:
Start at the corner of Carter and Adams.
(Don't) turn right.
Parkwood Ave
Cumberland St
Go straight.
Make a left turn.
When you are finished,compare routes withyourpartner. Are they thesame?
Continue on 9th Street.
Stay on Founders.
45. Grammar in Context
BEFORE YOU READ
n look at thepicture and the textabove it. What didMatsuo Basho do? How long did he
live? Read thisshortbiographyofBasho.
.&±
1efajsuo 13asho, 161'f-iiJ'f
Matsuo Basho wrote more than 1,000 haiku
(three-line poems). He chose topics from
nature, daily life, and human emotions. He
became one of Japan's most famous poets,
and his work established haiku as an
important art form.
Basho was born Matsuo Munefusa near Kyoto
in 1644. ("Basho" is the name he later used as
a poet.) He did not want to become a samurai
(warrior) like his father. Instead, he moved to
Edo (present-day Tokyo) and studied poetry.
Then he became a teacher, and by 1681 he
had many students and admirers.
Basho, however, was restless. Starting in
1684, he traveled on foot and on horseback
all over Japan. Sometimes his friends joined
him and they wrote poetry together.Travel
waa difficultin the 17th century, and Basho
often got sick. He died In 1894, during a
journey to Osaka. At that time he had 2,000
students.
Ji * ......
Jfs for· jha/ po1
.;er
133 /he road -
1'f3 lwr·se a/e ~I
-11
a/suo 13asho
46. Simple Past I23
AFTER YOU READ
Readthe statements. CheckTrue orFa lse.
True Fa lse
1. Basho was born and studied in Japan. D D
2. Basho only traveled on foot. D D
3. He wrote poetry with his students. D D
4. He died at age 50. D D
Grammar Presentation
SIMPLE PAST: BE
Affirmative Statements Negative Statements
Subject Be Subject Be +Not
I was I wasn't
You were You weren't
He He
She was famous. She wasn't famous.
It It
We We
You were You weren't
They They
YesI No Questions Short Answers
Be Subject Affirmative Negative
- --
Was I you were. you weren't.
Were you I was. I wasn't.
he he he
Was she famous? Yes, she was. No, she wasn't.
it it it
we you you
Were you we were. we weren't.
they they they
(continued)
47. 24 I UNIT 3
Wh-Questions
Wh-Word Be Subject
was I
were you
Where he
When was she famous?
Why it
we
were you
they
SIMPLE PAST: REGULAR AND IRREGULAR VERBS
Affirmative Statements Negative Statements
Base Form
Subject Verb Subject Did not ofVerb
I I
You moved
to Japan.
He traveled
You move
to Japan.
He travel
She
It
She
didn't
It
We came*
in 1684.
You left*
We come
in 1684.
You leave
They They
•Come (came) and leave (left) are irregular verbs. See Appendix 1 on page A-1 for a list of irregular verbs.
YesI NoQuestions ShortAnsw4tr$
Base Form
Did Subject ofVerb Affirmative Negative
I you you
you move
to Japan?
he travel
I I
he he
Did
she
It
Yes,
she
did. No,
she
didn't.
it it
we come
in 1684?
you leave
you you
we we
they they they
48. Simpl.t Past I25
Wh- Questions
Base Form
Wh-Word Did Subject ofVerb
I
you move
to Japan?
he travel
When
did
she
Why it
we come?
you leave?
they
GRAMMAR NOTES EXAMPLES
1. Use the simple past to talk about actions, states, or • Basho ilived in the 17th century.
situations that are fiinjshed. • He was a poet.
Now • He wrote haiku.
Past -X------+-------1
,.~ Future
H~ W85 8 poet.
2. You can use the sim ple past with time expressions
that refer to the past. Some examples of past time
expressions are by 1681, in the 17th century, 300
years ago, last week.
3. The simple past of r egular verbs is formed by
adding -d or -ed to the base form of the verb.
1111- B E CAREFUL! There are often spelling changes
when you add -ed to the verb.
4. Many common verbs are irregular. Their simple
past is not formed by adding-d or -ed.
Reference Notes
• He didn't stay in one place.
• Where did he travel?
• By 1681 he had many students.
• He lived in the 17tli century.
• He died more than 300 years ago.
8ASEfORM S1MPU PAST
live ~ lived
join ~ joined
study ~ studied
hop ~ hopped
prefer ~ preferred
8 ASEfORM SIMPLE PAST
be ~ was/were
get ~ got
go ~ went
have ~ had
For spelling rules for the simple past of regular verbs, see Appendix 22 on page A-10.
For pronunciation rules for the simple past of regular verbs, see Appendix 30 on page A-15.
For a list of irregular verbs, see Appendix 1 on page A-1.
49. 26 I UNIT 3
Focused Practice
1 I DISCOVERTHE GRAMMAR
Readmore aboutBasho. Underline all the verbs in thesimple past. Then complete the time
line on the left.
/644 &shoIWS born.
1656 &slxlsft!lhertlied
1664
/6:$6
___ Sfwrknfsbuilfflle
&shoffvf.
1683
1684
___ &sho frtM;fet/fo
JJOrlltem Honshu.
_ __ &shoticket/his;de
fo visitors.
/(114
As the son of a samurai, Basho grew up in
the household ofTodo Yoshitada, a young
lord. After his father's death in 1656, Basho
stayed in the Yoshitada household. He and
Todo wrote poetry together, and in 1664
they published some poems. Two years
later, Todo died suddenly. Basho left the
area.
Basho moved around for several years.
In the 1670s, he went to Edo and stayed
there. He found friendship and success once
a.gain. Basho judged poetry contests,
published his own poetry, and taught
students. H is students built him a home
outside the city in 1681. They planted a
banana tree (basho in Japanese) in front
and called his home "Basho Hut." That is
how the poet got his name: Basho.
In spite of this success, Basho became
unhappy. He often wrote about loneliness.
His mother died in 1683, and he began his
travels a year later. His trip to the northern
part ofHonshu in 1689 was difficult, but
his travel diary about this journey, Narrow
Road to the Deep North, became one of
japan's greatest works of literature.
As a famous poet, Basho had many
visitors-too many, in fact. In 1693 he
locked his gate for a month, stayed alone,
and wrote. The following year he took his
final journey, to Osaka. He died there
among his friends.
50. Simple Past I27
2 IEMILY DICKINSON GrammarNotes 1-4
Complete this biographyofAmerican poetEmilyDickinson. Use thesimplepastform of
the verbsinparentheses. Go toAppendix 1on pageA-1 forhelpwith theIrregularverbs.
Emily Dickinson, oneofthe most popular American poets, lived
1. (live)
from 1830 to 1886. She _______ about love, nature, and time.
2. (write)
These - - -- - - - her favorite themes.
3.(be)
Dickinson - - -- - --an unusual Ii.Ee. After just one year
4.(lead)
ofcollege, she - - - -- - - a reclu~he almost never
S.{bocomo)
- - - - - -- her house in Amherst, Massachusetts. At home,
6.(leave)
she - - - - - - - visitors, and she only - - -- - --
7. (not have) 8.(wear)
white.
3 I MORE ABOUT EMILY DICKINSON GrammarNotes 1-4
Complete this fistoffacts aboutEmilyDickinson. Use thesimplepastform ofthe verbs In
parentheses. Go toAppendhc 1on pageA-1 forhelpwith theIrregularverbs.
1. Dickinson ___l_
ik_
ed
_ __ science.
(like)
2. She _______ it in school.
(study)
3. She _ _ ...,,..._ ___ very interested in chemistry.
(become)
4. Later she _______ about Arctic exploration.
(read)
S. She _ ______ ideas from science in many of her poems.
(use)
6. Emily Dickinson ___________ only poems.
(not write)
7. She also _______ letters.
(write)
8. But she - - - -- - - -- --the envelopes.
(notaddress)
9. Other people always - -- - - - - that for her.
(do)
10. During her lifetime, only 7 ofher 1,700 poems _ ______ in print.
(appear)
11. This - - - -- - - without her knowledge or permission.
(be)
51. 28 I UNIT 3
4 j A POEM BY EMILY DICKINSON GrammarNotes 1-4
Nowcomplete theseJines from a poem byEmilyDickinson. Use the simplepastform ofthe
verbs in the box. Go toAppendix 1on pageA-1forhelp with the irregular verbs.
bite
A bird came down the walk:
1.
He did not lrnow I ____
2.
drink
He ____ an angle-wonn in halves
3.
And ____ the fellow raw.
4 .
And then he ____ a dew
s.
From a convenient grass,
And then ____ sidewise to the wall
6.
To let a beetle pass.
5 I BASHO AND DICKINSON
eat hop see
GrammarNotes 1- 4
Read thesestatements aboutBasho. Then write questions al>outEmilyDickinson. Write a
yes/noquestion ifaverb is underlined,ora wh-question ifotherwords are underlined.
Then answeryourquestions using the information from Exercises 2 and3.
1. Basho~ a poet.
Q: Was Dickinson a poet?
A: Yes. she was.
2. He was born in 1644.
Q: When was Dickinson born?
A: She wa5 born in 1830.
3. He became famous during his lifetime.
A: _ ___ _______________ _ _ _____ _________
4. Basho recejyed many visitors.
A: ___ _______ ___ ___ ____ _______________
52. Simple Past I29
5. He traveled a lot.
6. Basho wr·ote more than 1.000 poems.
7. He wrote about nature.
Q: ~~~~~~~~~~~~~~~~~~~~~~~~~~~
A: ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
8. He died jn 1694.
6 IANA CASTILLO
Readthis articleaboutamodern writer. Then answerthe questionson thenextpage.
ANA C 1
S'l'ILLO is a modern poet, novelist, short
story writer, and teacher. She was born in Chicago
in 1953, and she lived there for 32 years. Otro
Canto, her first book of poetry, appeared in 197.7.
In her work, Castillo uses humor and a lively
mixture of Spanish and English (Spanglish). She
got her special writer's "voice" by living in a
neighborhood with many different ethnic groups.
She also thanks her father for her writing style.
GrammarNotes 1-4
"He had an outgoing and easy personality, and this . . . sense of humor. I got a lot from
him ... "
Castillo attended high school, college, and graduate school in Chicago. In the 1970s,
she taught English and Mexican history. She received a Ph.D. in American Studies from
Bremen University in Germany in 1992.
(continued)
53. 30 I UNIT 3
Readthestatements. WriteThat's right orThat's wrong andcorrecttheincorrect
statements.
1. Ana Castillo was born in Mexico City.
Thati; wrona. She wao:;n't born in Mexico City. She wao:; born in Chicaao.
2. She lived in Chicago until 1977.
3. Her father was very shy.
4. She grew up among people of different cultures.
5. Castillo got most of her education in Chicago.
6. She taught Spanish in the 1970s.
7. She went to France for her Ph.D.
71EDITING
Readthis student'sjournal. There are ten mistakesin the useofthesimplepast. The first
mistakeisalreadycorrected. Find andcorrectninemore.
~
~
~
~
~
~
~
~
~
~
~
~
~
~
~
~
Todzly ttl cless we reed a poem by Amencar'I poet Reba t Frost. I
enjoyed .
really el'P'f it. It wes about: a person who c.hoosed between two reeds
in a fa'est. MMy people believed the person ware Frost. He thinl:.ed
about his choice fa- e long time. The two roeds didn't lc:x:ibld very
diFFel ent. Ftnelly, he didn't ~ the road most people teke. He ~
the one less traveled on. At that time, he dtdt'l't 'l:houc;tt 1t wes an
'""'°'tant decision. but his choice change his life.
Sometimes I feel a little ltke Frost. Two years ago l decide to
move to a r;aw COl.l"ltry. Did I made the r!{jt dectsionr
54. Communication Practice
8 I LISTENING
n Listentopartofan interviewwith apoet. Then listen again,andwrite theyears on the
time line.
Simple Past I31
was parents moved began111 graduated won apoetry became
born leftTl.Ikey 111the U.S. write poetry from college award ateacher
-:~----~-----....------~
~ ------c-------c-------:1~•~
1970
9 I INFORMATION GAP: COMPLETETHE BIOGRAPHY
Workin pairs (A and8). StudentA,followthe instructions on thispage. Student8, turn to
page33.
1. Read the short biography below. Ask your partner questions to complete the missing
information.
Example: A: Where wasVladimir born?
B: He was born in Kiev.
2. Answer your partner's questions.
Example: B: When was he born?
A: He was born on May 6, 1981.
Vladimir Liapunov was born on May 6, 1981, in._ ___--'
K
""'
itw
'-'--- - -- ·
· His mother
was a ______ _ ____, and his father made shoes.
At home they spoke ----------~· In 1999
Vlad and his family moved to-----------·
· At
first Vlad felt - - -- - -- ---· Then he got a
part-time job as a - - - - - - - -- -- ·· He worked in
a Russian restaurant. He met ___ _____ ___ at
work, and they got married in 2001. They had a baby in 2002.
____ _______ ago, Vlad enrolled at the local
community college. His goal is to own his own restaurant SOJlleday.
Whenyou are finished,compare the biographies. Arethey thesame?
55. 32 I UNTr 3
10 IDIFFERENT LIVES
WorkIn pairs. Reread the Information aboutMatsuo Basho (seepages22 and26) and
EmilyDickinson (seepage27). In whatways were the two poetssimilar? How were they
different? With yourpartner,writeas manyideas asyoucan. CompareyourIdeas with
thoseofyourclassmates.
Example: A;, Both Basho and Dickinson were poets.
B: Basho lived in the 17th century. Dickinson lived in the 19th century.
11 I RHYMING WORDS
Inpoetry, the last word ofa line sometimes rhymes with the last word ofanotherline.
Forexample, lookatthese firsttwo linesofa famous poem byJoyce Kilmer. In these lines,
seerhymes with tree.
I think that I shall never see
A poem lovely as a tree.
Work with apartner. Write down asmanysimplepastverbs asyou can thatrhyme with
the verbs In the box.
bought drew kept sent spoke
Example: Sent rhymes with bent, lent, meant, spent, and went.
Compareyourlists with those ofotherstudents. Who has the mostrhyming words?
12 1WRITING
Write ashortautobiography. Donotputyourname on it. Your teacherwill collectallthe
papers,mix them up,andredistribute them to the class. Readtheautobiographyyour
teachergivesyou. Then askyourclassmates questions to try to findits writer.
Example: Did you come here in 1990? OR When did you come here?
13 ION THE INTERNET
E Lookupa poetrywebsite. Find apoem thatyou like andtellsomeoneaboutthepoem.
Example: I read a I an poem yesterday. It was about .
I really liked I didn't like it because . . .
When I read the poem, I thought about . . .
56. Simple Past I33
IINFORMATION GAP FOR STUDENT B
1. Read the short biography below. Answer your partner's questions.
Example: A: Where was Vladimir born?
B: He was born in Kiev.
2. Ask your partner questions to complete the missing information.
Example: B: When was he born?
A: He was born on May 6, 1981.
Vladimir Liapunov was born on _ ___
M
_
a.._
v_
6.._
. _
19
_8
_1
___, in Kiev. His mother was
a dressmaker, and his father made----- - - - -- -
At home they spoke Russian. In - - -- - -- - - - -
Vlad and his family moved to Boston. At first Vlad felt lonely.
Then he got a part-time job as a cook. He worked in a
-----------· He met Elena at work, and they
got married in - - - - -- -----·· They had a baby
m -----------·A month ago, Vlad enrolled
at the local----------~ His goal is to own
his own restaurant someday.
Whenyou are finished, compare the biographies. Arethey the same?
57. Grammar in Context
BEFORE YOU! READ
(") Look at thepicture. Whatdoyou think happenedatUgo DiamondslastFridaynight?
What was the weatherlike thatnight? Readthis transcriptofa radio play.
™ $ 0 @ 45J--dJ Cl ~ fil
[Ding-dong!]
SAND
ERS: Coming!.. Coming!... Oh! Hi, Officer. Sorry I took so long. I was exercising in the
basement when you rang.
OFFICER: Officer Barker, City Police. Are you Sal Sanders?
SANDERS: Yes, I am.
OFFICER: Is your wife home? I'd like to ask her afew questions.
SANDERS: No, Eve is at work. She's a manager at Ugo Diamonds. You know, she was very upset
when she heard about the burglary.
OFFICER: Was your wife wortlng the night of the burglary?
SANDERS: No, she wasn't. We were staying at Cypress Ski Lodge when it happened. Don't tell
me we're suspects! ·
OFFICER: Just for the record, what were you and Mrs. Sanders doing between 6:00 P.M. and
9:00 P
.M. last Friday?
SANDERS: We were having dinner in our room.
OFFICER: Were you still eating '::;;::=''::;;:;:"'."~~~~=~:"'i
at 7:00?
SANDERS: No. Eve was making
acall.
OFFICER: What were you
doing while your
wifew11 talking?
SANDERS; IWU watching W
all
Strset Watch.
OFFICER: Hmmm ... Butthe
electricitywas out
because ofthe
bllzzard ...
58. AFTER YOU READ
WhatdidSolSonders tell the officer? Check thesentences.
D 1. He started to exercise before the doorbell rang.
D 2. He and his wife were home when.the burglary happened.
D 3. They were eating dinner at 7:00 P.M. on the night of the burglary.
D 4. He was watching TV at 7:00 P.M. that night.
Grammar Presentation
PAST PROGRESSIVE
Statements
Was/ Base Form
Subject Were (Not) ofVerb + ·Ing
I
-·
You
-
He Mdng yesterdayat 7:00 P.M.
She
- (not) WOl'klng when Eve mlled.
It sleeping whlleSal-talking.
We
You .....
They
Yes I No Questions Short Answers
Was/ Base Form
Were Subject ofVerb + -Ing Affirmative Negative
was I you
-· you ~
Were you I WU. I wasn't.
he ..ting yesterday at 7:00 P.M.7 he he
W.1 she wortlng when Eve called? Yes, she WU. ~. she wasn't.
It sleeping whlle Sal w.1tlilklng? It It
we you you
Were you we ...... we weren't.
they they they
(continued)
59. 36 J UNIT4
Wh- Questions
Was / Base Form
Wh-Word Wl!fl! Subject ofVerb+ing
was I
were you
he eating yesterday at 7:00 P.M.?
Why was she working when Eve called?
it sleeping while ·sal wastalking?
we
were you
they
GRAMMAR NOTES
1. Use the past progressive to describe an action that
was in pro~ss at a specific time in the past. The
action began before the specific time and may or
may not continue after the specific time.
Now
6:00
Past-~~---x_-
_.
-.-
..-.-
..-
_.--+-----... Future
we~ eati"~
.... BE CAR£FULI Non-action verbs arc not usually used
in the progressive.
2. Use the past progressive with the simple past to
talk about an action that was jntenupted by another
action. Use the simple past for the intenupting
action.
~fJ
fo~t-Oi
Now
Past-...-
~
---~-
---
--
-..-..-..
....
_.--+-----... Future
"'Qs exerci!>t1'~
• Use when to introduce the simple past action.
• Use while to introduce the past progressive action.
EXAMPLES
• My wife and I were eating at 6:00.
• What were you doing at 7:00?
• They weren't working that night.
• She h eard about the burglary.
Nar She wes heeriAg about the ·
burglary.
• I was exerclsl.ng when he called.
(I was exercising. The phone rang
and inle1rupted my exercising.)
• He was skiing when he fell.
• While he was siding, he fell.
60. 3. Use the past progressive with while to talk about
two actions in progress at the same time in the past.
Use the past progressive in both clauses.
Now
Past-----X------1----""'.,_ Future
~~~~~~-··
IVa5 talkil'l0
4. Notice that the time clause (the part of the sentence
with when or while) can come at the beginning or the
end of the sentence.
Use a comma after the time clause when it comes at
the beginning. Do not use a comma when it comes at
the end.
5. BE CAREFUL! A sentence with both clauses in the
simple past has a very different meanini from
a sentence with one clause in the simple past and
one clause in the past progressive.
a. Both clauses in the simple past:
Now
5aw drove
Past--- X---X---...J...___..,_ Future
b. One clause in the simple past, the other in the
past progressive:
Now
5aw
Past-
~
---~-
--
.--
.-
..-..
-..
-•---!.---.-.,Future
IVar:; drivil'lt,l
6. Use the past progressive to focus on the duratjon
of an action, not its completion.
Use the simple past to focus on the completion
of an action.
Reference Note
For a list of non-action veirbs, see Appendix 2 on page A-2.
Past Progressive and Simple Past I37
• While I was watching TV, my wife
was talking on the phone.
OR
• My wife was talking on the phone
while I was watching TY.
• When you called, I was eating.
OR
• I was eating when you called.
NOT I was eatingxwhen you called.
• When she saw the storm clouds,
she drove home.
(First she saw the stonn clouds;
then she drove home.)
• When she saw the storm clouds,
she was driving home.
(First she was driving home;
then she saw tlte storm clouds.)
• Paul was reading a book last night.
(We don't know ifhe finished it.)
• Paul read a book last night.
(He finished it.)
61. 38 I UNIT4
Focused Practice
1 I DISCOVER THE GRAMMAR
Read thequestion. Then circle the fetter ofthe correctsentence.
1. In which sentence do we know that the diamond necklace is gone?
a•. He was stealing a diamond necklace.
@ He stole a diamond necklace.
2. Which sentence tells us that the people arrived at the mountains?
a•.They were driving to the mountains.
b. They drove to the mounta.ins.
3. In which sentence was the action interrupted?
a. When the phone rang, he answered it.
b. When the phone rang, he was looking for his bag.
4. Which sentence talks about two actions that were in progress at the same time?
a. While the officer was questioning Sal, Eve was leaving town.
b. When the officer questioned Sal, Eve left town.
5. In which sentence did the friends arrive before lunch began?
a. When our friends arrived, we were eating lunch.
b. When our friends arrived, we ate lunch.
2 I ATRAFFIC ACCIDENT
0 Complete the conversation with thepastprogressive orthesimplepastform ofthe
verbs in parentheses. UseAppendix 7on page000forhelpwith irregularverbs.
REPoRTER: What was the cause of the accident, Officer?
GrammarNotes 1-6
OmCER: Well, it looks like the.re were many causes. First of all, when the accident
happened , the driver wai:; drivinq much too fast. The driver
1. (happen} 2.(drive}
is a suspect in a burglary, and she - - - - - - - town. While she
3. (leave}
______ _ , she - - -- - -- to someone on her cell phone.
4.(drive) 5.(speak)
When she-- ----.,-- -- the pedestrian, she immediately - -- - ----
6.(see) 7. (step)
on the brakes, but it was too late. The victim wasn't paying attention, either. He
_______ the street against a red light when the car - - -- - ---
s.(cross) 9 . (hit}
him. He ________ the approaching car because he ____ ____ to
10.(notsee) 11. (talk)
leaving
drove speaking
saw stepped
crossed hitting
didn't see was talking
62. PastPro~ssive and Simpk Past j 39
his friend. The friend - - - - ---- attention, either. He to
12. (not pay) 13. (listen)
music with his headphones. When he - - - - ---- the car, he -~~~---
14. (notice) 1s. (try)
to push his friend out of the way, but it was too late.
REPORTER: How is the victim doing?
OFFICER: Well, when the ambulance _______ ,he - - - - - --from a head
16.(arrive) 17.(bleed)
wound, but the doctors - - - - -- - the bleeding and they think he'll be OK.
18. (stop)
3 I ANSWER CAREFULLY GrommarNotts 1-6
Thepoliceare questioninganothersuspectIn lastFriday's burglary. Read this suspect's
answers. Use the words inparentheses and thepastprogressive orsimplepastto write the
police officer's questions.
1. OFFICER: What were you doing Friday nic:ihtf'
(What I you I doI Friday nightj
SUSPECT: I was visiting a friend.
2. OFFICER: ------------------------------------------------------
(Who exactlyI youI visit)
SUSPECT: My girlfriend. I got to her house at S:30, and then I drove her to work.
3. OFFICER: - -----------------------------------------------------
(sh• / work / at 7:00)
SUSPECT: Yes, she was working the late shift.
SUSPECT: No, she was working alone.
5. OFFICER:
(What / you I doI while she / work)
SUSPECT: I was reading the paper in her office.
6. OFFICER: But there was a terrible blizzard Friday night. The lights went out.
(What / you I do I when the lightsI go out)
SUSPl!CT: I took out my flashlight and looked for my girlfriend.
7. OFFICER:
(What I she / do I when you I find her)
SUSPECT: She was looking for me.
8. OFFICER: Then - - -- - - - -- - ----,...,-----,- -- - - -- - - - - --
(WhatI youI do)
SUSPECT: We quickly left the building.
9. OFFICl!R: ------------------------------------------------------
(Why I run I when the poli<eI see you)
SUSPECT: We were running because we wanted to get out of the storm.
didn't paying been listening
was noticing tried
arrived dleeding
was stopping
who exactly did you visit ?
is she work at 7:00 ?
dose anyone eles work with her ?
what were you doing while she at work ?
what are you doing, when the lights went out ?
what's she doing when you finding her ?
what were you do ?
why were you running when the police see you ?
