Maurer, Jay <br/><br/>
Focus on Grammar 5 :  An Integrated Skills Approach /  
Jay Maurer. 
 - 5th ed.  
 - New York :  Pearson Education,  2017. 
 - xxix, 452 p. :  ill. ;   28 cm.  
 - Focus on Grammar .
<br/><br/> Cover page includes "with MyEnglishLab access code inside".  
<br/><br/>Includes glossary, appendices and index. 
<br/><br/>"Building on the success of previous editions, Focus on Grammar continues to provide an integrated-skills approach to engage students and help them accomplish their goals of communicating confidently, accurately, and fluently. With comprehensive grammar coverage, abundant practice, and ongoing assessment Focus on Grammar delivers immediate and visible progress through its unique and proven pedagogy that takes learners from comprehension to communication. New to this Edition:<br/><br/>  - New and updated content engages, motivates, and appeals to learners from various cultural backgrounds. Many new readings and activities include topics of high interest to today's learners.<br/>  - Updated charts and redesigned notes offer clear, corpus-informed grammar presentations that reflect real and natural language usage. Clear signposting draws attention to most common usage, the difference between spoken and written registers, and common errors.<br/>  - Additional communicative activities encourage collaboration and the application of the target grammar in a variety of settings. <br/>  - Expanded writing practice helps students to confidently apply each unit's grammar to their own writing.<br/>  - New comprehensive assessment program with a variety of new assessment tools informs instruction and ensures that progress is measurable.<br/>  - Revised MyEnglishLab delivers rich online content and video media to engage and motivate students" (Book Cover).<br/> TABLE OF CONTENTS: Welcome to Focus on Grammar<br/> The Focus on Grammar Unit<br/> Scope and Sequence<br/> About the Author<br/> Acknowledgments<br/> Reviewers <br/> Credits<br/> PART 1: PRESENT, PAST, AND FUTURE<br/> UNIT 1: Present Time<br/>  Theme: The Digital World<br/> Grammar<br/>  Can use the simple present for habitual actions and the present progressive for actions in progress<br/>  Can use the present perfect and the perfect progressive to connect the past with the present<br/>  Can correctly use action and non-action verbs to describe states  Can use adverbs with action words and adjectives with non-action verbs<br/> Reading<br/>  Opinion Editorial: Connected!<br/>  Can infer the author's attitude in a linguistically complex text that contains the author's opinions<br/> Listening <br/>  A conversation about identity theft<br/>  Can follow a group discussion on a complex topic such as identity theft<br/> Speaking<br/>  Can contribute fluently and naturally to a conversation about common uses of technology<br/> Writing<br/>  Can write a detailed essay that highlights the benefits of an electronic device<br/> Vocabulary<br/>  access AWL; associate (with); do without; downside; exposure AWL; origin; put things in perspective AWL; undeniably AWL<br/> UNIT 2: Past Time<br/>  Theme: Intercultural Marriage<br/> Grammar<br/>  Can use the simple past, the past progressive, the present perfect, and the past perfect to refer to past events<br/>  Can describe past habits and situations using would and used to<br/> Reading <br/>  Magazine Article: That Special Someone<br/>  Can infer the author's attitude in a linguistically complex text that contains a narrative<br/> Listening <br/>  A news broadcast<br/>  Can recognize important details in a news broadcast or interview about complex, unfamiliar topics<br/> Speaking <br/>  Can clearly and precisely offer opinions about past events or goals, agreeing or disagreeing with others' opinions<br/> Writing<br/>  Can write a linguistically complex discursive essay about a past experience<br/> Vocabulary<br/>  acknowledge AWL; ethnic AWL; eventually AWL; furthermore AWL; priority AWL; rely AWL; sustain AWL; unique AWL UNIT 3: Future Time<br/>  Theme: Travel Grammar<br/>  Can use be going to and will to refer to future events<br/>  Can use the simple present for scheduled events, and be going to and the present progressive to describe future plans<br/>  Can use the future progressive, the future perfect, and the future perfect progressive to describe future actions or states<br/> Reading  Advice Column: Get the Most Out of It<br/>  Can infer the author's attitude in a linguistically complex text that contains advice or suggestions<br/> Listening<br/>  A conversation about travel plans<br/>  Can recognize details in a fast-paced conversation about a schedule or itinerary<br/> Speaking   Can speculate and make predictions about future plans or events<br/> Writing<br/>  Can write a linguistically complex discursive essay about future goals and aspirations <br/> Vocabulary <br/>  acquire AWL; chart your own course; excruciatingly; hectic; inevitable AWL; maximize AWL; minimize AWL; out of whack<br/> PART 2: MODALS AND OTHER AUXILIARIES<br/> UNIT 4: Modals to Express Degrees of Necessity<br/>  Theme: Cultural Differences<br/> Grammar:<br/>  Can use must, have to, and have got to to show strong necessity<br/>  Can use must not and don't have to show prohibition<br/>  Can use had better for warnings<br/>  Can use should or ought to to offer advice, and use be supposed to and be to to show expectations<br/>  Can make suggestions using could and might (have)  Pronunciation: <br/>  Reducing Modals and Modal-like Auxiliaries Reading:<br/>  Personal Narrative: What We Should and Shouldn't Have Done<br/>  Can infer the author's attitude in a linguistically complex narrative about a personal experience<br/> Listening:<br/>  A conversation about suggestions<br/>  Can identify the suggestions that are being made in a fast-paced conversation between fluent speakers<br/> Speaking<br/>  Can discuss do's and don'ts in different cultures, using linguistically complex language <br/> Writing <br/>  Can write a linguistically complex discursive essay, offering regrets, opinions, and/or advice about a past situation<br/> Vocabulary:<br/>  albeit AWL; colleague AWL; etiquette; gracious; occur AWL; odd AWL; overall AWL; reciprocate<br/> UNIT 5: Modals to Express Degrees of Certainty<br/>  Theme: Mysteries<br/> Grammar:<br/>  Can use may, might, could, and may not or might not + base form of the verb to convey the degree of certainty in the present<br/>  Can use may have, might have, could have, must have, and may not or might not + past participle to convey the degree of certainty in the past<br/>  Can use should and ought to + base form of the verb and may, might, and could + base form of the verb to convey the degree of certainty in the future<br/> Reading:<br/>  Academic passage: Who Really Discovered America?<br/>  Can infer the author's attitude in a linguistically complex academic text that challenges established ideas<br/> Listening:<br/>  An academic discussion<br/>  Can follow a group discussion on an academic topic<br/> Speaking: <br/>  Can clarify own points and ideas about an ambiguous event, using linguistically sophisticated language<br/> Writing: <br/>  Can write a complex essay about a mystery, using modals to speculate about clues and possibilities <br/> Vocabulary: <br/>  cohort; debris; hypothesize AWL; nonetheless AWL; potential AWL; specification AWL; stem from; theory AWL<br/> PART 3: PASSIVE VOICE<br/> UNIT 6: Passives: Part 1<br/>  Theme: Crime<br/> Grammar:<br/>  Can use the passive with the past, present, and future tenses and modals.   Can use the passive causative to talk about services or activities that people arrange for someone else to do Reading:<br/>  News Article: Did He Get Away With It?<br/>  Can understand and form opinions about theories presented in a linguistically complex news article<br/> Listening:<br/>  An interview about a crime <br/>  Can identify key details in a fast-paced interview conducted by native speakers<br/> Speaking: <br/>  Can critically evaluate evidence presented in an article to discuss and speculate about a crime Writing:<br/>  Can write a linguistically complex essay about a crime, using the passive voice to illustrate actions<br/> Vocabulary:<br/>  diminish AWL; equip (with) AWL; inadvertently; notwithstanding AWL; presumably AWL; proceed (to) AWL; recover AWL; reveal AWL<br/>  UNIT 7: Passives: Part 2<br/>  Theme: Legend and Myths<br/><br/> Grammar:<br/>  Can use stative passives to describe situations or states <br/>  Can use regular passives to report ideas, opinions, and beliefs<br/> Reading: <br/>  Anthropology Passage: The Strangest of Peoples   Can distinguish between literal and allegorical meaning in an academic text<br/> Listening: <br/>  A news bulletin about a natural disaster<br/>  Can follow chronological sequence in extended informal speech at natural speed<br/> Speaking: <br/>  Can contribute fluently and naturally to a conversation about an academic topic<br/> Writing: <br/>  Can write a linguistically complex discursive essay about a legend or myth form one's culture<br/> Vocabulary:<br/>  devote (to) AWL; focal; obtain AWL; participation AWL; practitioner AWL; predominate AWL; repulsive; ritual<br/> PART 4: GERUNDS AND INFINITIVES<br/> UNIT 8: Gerunds<br/>  Theme: Friendship <br/> Grammar:<br/>  Can use gerunds and gerund phrases in place of nouns, and as the subjects and objects of sentences<br/>  Can use a possessive noun or pronoun before a gerund to demonstrate possession<br/> Reading:<br/>  Magazine Article: Friends <br/>  Can infer the author's attitude in an expository text<br/> Listening:<br/>  A telephone conversation between friends <br/>  Can identify key details in a telephone conversation between native speakers, spoken at a normal rate <br/> Speaking: <br/>  Can contribute to group discussions about personal topics, even when speech is fast-paced and colloquial<br/> Writing:<br/>  Can write a well-developed, grammatically varied essay about a personal experience<br/> Vocabulary:<br/>  abandon AWL; coincide AWL; compatible AWL; context AWL; likewise AWL; naive; seek AWL; vulnerable<br/> UNIT 9: Infinitives<br/>  Theme: Procrastination<br/> Grammar:<br/>  Can use infinitives as subjects and objects in the simple, past, and passive forms<br/>  Can use verbs with infinitives and/or gerunds<br/>  Can use an adjective or noun followed by an infinitive<br/> Reading:<br/>  Magazine Article: Seize the Day<br/>  Can infer the interviewee's opinions on a subject from an interview transcript<br/> Listening: <br/>  A news bulletin about a prison escape<br/>  Can recognize key information in a news bulletin spoken be a native speaker and containing reported speech<br/> Speaking:<br/>  Can contribute fluently and naturally to a personal interview, alternating between answering and asking questions<br/> Writing:<br/>  Can write a well-developed, grammatically varied essay about a personal experience <br/> Vocabulary:<br/>  connotation; illustrate AWL; motivate AWL; scenario AWL; straightforward AWL; syndrome; widespread AWL PART 5: NOUNS<br/> UNIT 10: Count and Non-Count Nouns<br/>  Theme: Health<br/> Grammar:<br/>  Can use common nouns, proper nouns, regular and irregular count and non-count nouns, and nouns that are only plural<br/>  Can make certain non-count nouns countable by adding a phrase that gives them a form, a limit, or a container<br/> Reading:<br/>  TV Program Transcript: Concerned About Health? Ask the Expert<br/>  Can infer the interviewee's opinion on a subject from a long and linguistically complex interview transcript<br/> Listening: <br/>  A conversation about health issues <br/>  Can identify important details from a fast-paced conversation<br/> Speaking: <br/>  Can orally convey information from different sources, reconstructing arguments to present the overall result<br/> Writing:<br/>  Can write a well-developed, grammatically varied essay about personal attributes <br/> Vocabulary: <br/>  advocate (V) AWL; authority AWL; category AWL; deviate; hence; imperative (adj.); in moderation; offset AWL<br/> Unit 11: Definite and Indefinite Articles<br/>  Theme: Disappearing Species<br/> Grammar:<br/>  Can use indefinite nouns to describe things that are non-specific or general <br/>  Can use definite nouns to describe a particular person, place, or thing  Can use indefinite and definite articles in a variety of different situations<br/>  Can use no article with names of people, the names of most countries, and habitual locations<br/> Reading:<br/>  Scientific Article: Going, Going... Gone?<br/>  Can follow abstract argumentation, for example, the balancing of alternatives and the drawing of a conclusion<br/> Listening:<br/>  A conversation about a controversial topic<br/>  Can follow a fast-paced conversation between fluent speakers well enough to form one's own opinion about the topics discussed<br/> Speaking:<br/>  Can contribute to a group discussion about a controversial topic, using linguistically complex language<br/> Writing:<br/>  Can write a linguistically complex discursive essay about a topic of environmental or social importance<br/> Vocabulary:  considerable AWL; crucial AWL; diversity AWL; institute (v) AWL; nevertheless AWL; restrict AWL; strategy AWL; vanish<br/> UNIT 12: Quantifiers<br/>  Theme: Study Skills<br/> Grammar:<br/>  Can use a variety of different quantifiers with count and non-count nouns<br/>  Can use some, a few, and a little with affirmative statements, and any, few, and little with negative statements  Pronunciation: Reducing of in Quantifiers Reading:  Advice Column: The Study Habits of Successful Students<br/>  Can infer the author's attitude in a complex text that presents advice or suggestions<br/> Listening:  <br/>  A conversation between a professor and a student<br/>  Can follow a fast-paced conversation held by fluent speakers<br/> Speaking:<br/>  Can consult a variety of sources, using one's findings give a linguistically complex presentation about a country<br/> Writing: <br/>  Can write a well-developed essay that clearly states one's opinion about how to improve study habits<br/> Vocabulary:<br/>  allocate AWL; approximate (adj) AWL; aspect AWL; despair (v); orientation AWL; precise AWL; refine AWL; ultimately AWL<br/> UNIT 13: Modification of Nouns<br/>  Theme: Expectations<br/> Grammar:<br/>  Can use participial adjectives, noun modifiers, and compound modifiers to modify nouns<br/>  Can put multiple modifiers in a fixed order<br/>  Pronunciation: Modifiers of Nouns<br/> Reading:<br/>  Expository Article: I Hope for It, but I Don't Expect It<br/>  Can infer the author's attitude in a linguistically complex text that details different people's personal experiences<br/> Listening:<br/>  A conversation about performance <br/>  Can follow a fast-paced conversation well enough to recognize key details<br/> Speaking: <br/>  Can contribute fluently and naturally to a literary analysis of a short story or poem<br/> Writing:<br/>  Can write a discursive essay that discusses people's expectations about major life events in detail<br/> Vocabulary:<br/>  contrary AWL; emerge AWL; ensure AWL; intense AWL; outcome AWL; persist AWL; rave (about); thereby AWL<br/> PART 6: ADJECTIVE CLAUSES<br/> UNIT 14: Adjective Clauses: Introduction<br/>  Theme: Personality<br/> Grammar:<br/>  Can use who, which, that, whose, where, and when with adjective clauses to modify nouns<br/>  Can use adjective clauses as subjects or objects of sentences<br/>  Can distinguish between identifying and nonidentifying adjective clauses, using commas with nonidentifying adjective clauses <br/>  Pronunciation: Identifying and Nonidentifying Adjective Clauses<br/> Reading:<br/>  Psychology Article: What Type Are You?<br/>  Can extract information and ideas from a linguistically complex text about an academic subject<br/> Listening: <br/>  A conversation about university life<br/>  Can follow a fast-paced conversation about life in a university setting<br/> Speaking:<br/>  Can summarize findings appropriately in an oral report about a famous person<br/> Writing: <br/>  Can write a linguistically complex essay that supports an opinion with a multitude of ideas, facts, or references<br/> Vocabulary:<br/>  conflict (n) AWL; data AWL; discount (v); enable AWL; gravitate; insight AWL; moreover; secure (adj) AWL<br/> UNIT 15: Adjective Clauses and Phrases<br/>  Theme: Culture Shock<br/> Grammar:<br/>  Can use adjective clauses with prepositions<br/>  Can use the pattern quantifier + of + relative pronoun to refer to people or things, and noun + of which to refer to things only<br/>  Can reduce or change adjective clauses to adjective phrases<br/> Reading:<br/>  Sociology Article: What Is Culture Shock?<br/>  Can recognize organizational patterns within a linguistically complex text<br/> Listening:<br/>  A conversation between a student and a guidance counselor<br/>  Can follow a fast-paced conversation between native speakers<br/> Speaking:<br/>  Can use a complex graphic to describe their own cultural experiences, using linguistically complex language<br/> Writing: <br/>  Can write a grammatically rich, discursive essay that describes a cultural experience in detail<br/> Vocabulary:<br/>  adjustment AWL; attain AWL; convert (v) AWL; disorientation; dwarf (v); flexible AWL; maturity AWL; wheras AWL<br/> PART 7: ADVERBS<br/> UNIT 16: Adverbs: Sentence, Focus, and Negative<br/>  Theme: Controversial Issues<br/> Grammar<br/>  Can use sentence adverbs to modify the meaning of entire sentences<br/>  Can use focus adverbs before verbs to emphasize a word or phrase<br/>  Can use negative adverbs at the beginning of sentences to emphasize negative meaning<br/>  Can force inversion with here, there, neither, and so<br/> Pronunciation: <br/>  Stressed Words After Focus Adverbs Reading:  Radio Transcript: Time to Sound Off<br/>  Can identify and make judgments about different opinions in a linguistically complex interview or transcript<br/> Listening:<br/>  An excerpt from a radio call-in show<br/>  Can follow a fast-paced conversation about a controversial topic, identifying the speakers' opinions<br/> Speaking:<br/>  Can contribute fluently and naturally to a group debate about a controversial topic<br/> Writing: <br/>  Can write a well-developed, grammatically varied essay that states and explains one's opinion on a controversial topic<br/> Vocabulary:<br/>  compulsory; controversial AWL; fundamentally AWL; inherent; interfere (with); promote AWL; stereotype (n); voluntary AWL<br/> UNIT 17: Adverb Clauses<br/>  Theme: Sports<br/> Grammar:<br/>  Can use a variety of adverb clauses to indicate when, where, why, or under what condition something happens<br/>  Can use adverb clauses of contrast such as whereas, even though, and while to establish contrast with ideas expressed in independent clauses<br/> Reading: <br/>  Sports Editorial: Are Sports Still Sporting?<br/>  Can follow abstract argumentation in an editorial, such as the balancing of alternatives and the drawing of conclusions<br/> Listening:<br/>  An interview with an athlete<br/>  Can follow a fast-paced interview given by a fluent speaker well enough to recall detailed information<br/> Speaking:<br/>  Can offer, defend, and elicit an opinion that's derived from a question<br/> Writing:<br/>  Can write a well-developed, grammatically varied essay that discusses the pros and cons of sports<br/>  Vocabulary: <br/>  awry; derive AWL; factor (n) AWL; infer AWL; lurk; parallel AWL; prevalence; shift (v) AWL UNIT 18: Adverb and Adverbial Phrases<br/><br/>  Theme: Compassion Grammar:<br/>  Can change adverb clauses of time and reason to adverb and adverbial phrases<br/>  Can change an adverb clause with the simple past or the past perfect to an adverb phrase by changing the verb to having + past participle Reading:<br/>  Magazine Article: Compassion<br/>  Can identify a sequence of events in a linguistically complex article Listening:<br/>  A news broadcast about world affairs<br/>  Can infer opionions in a linguistically complex news broadcast Speaking:<br/>  Can contribute to a fast-paced group discussion about experiences that were witnessed in the past Writing:<br/>  Can write a complex discursive essay about a situation that was witnessed or experienced in the past Vocabulary:<br/>  civility; confrontation; dawn (on); decrepit; elude; media; ooze (v); status AWL UNIT 19: Connectors<br/>  Theme: Memory Grammar:<br/>  Can use a range of common transition words to sequence events<br/>  Can use both coordinating and subordinating conjunctions to connect ideas within and between sentences<br/>  Can use a variety of transitions to connect sentences with independent clauses and blocks of text Scientific Article: Try to Remember<br/>  Can infer the author's attitude in a linguistically complex academic text Listening:<br/>  An excerpt from a workshop<br/>  Can identify a speaker's point of view in a linguistically complex presentation Speaking:<br/>  Can give one's opinion in response to a literary quote and comment on the opinions of others Writing:<br/>  Can write a detailed discursive essay about a memorable experience from the past Vocabulary:<br/>  core AWL; deteriorate; enhance AWL; highlight AWL; induce AWL; mitigate; recollect; vivid PART 8: NOUN CLAUSES<br/> UNIT 20: Noun Clauses: Subjects, Objects, and Complements<br/><br/>  Theme: Birth Order Grammar:<br/>  Can form and use noun clauses as subjects, object, and complements<br/>  Can form and use embedded questions<br/>  Can form and use noun clauses with that, the fact that, if, and whether<br/>  Can add -ever to the end of wh- words to produce words that introduce noun clauses <br/> Reading:<br/>  Psychology Article: Does It Matter When You Were Born?<br/>  Can recognize a connection between different theories in an academically rigorous text<br/> Listening: <br/>  A conversation about a child's problems<br/>  Can follow a fast-paced conversation between a family therapist and the parents of a troubled child<br/> Speaking:<br/>  Can elicit and participate in a conversation that is based on data from a survey or questionnaire<br/> Writing:<br/>  Can apply an academic theory to one's personal life in a well-developed, grammatically varied essay<br/> Vocabulary: <br/>  compelling (adj); configuration; conscientious; enterprise; innovator AWL; niche (n); sole (adj) AWL; temperament<br/> UNIT 21: Direct and Indirect Speech<br/>  Theme: Communication and Misunderstanding Grammar:<br/>  Can report what someone said using direct and indirect speech in both question and sentence form<br/>  Can make the necessary changes to verb tenses, modals, possessive adjectives, and pronouns when using reported speech Reading:<br/>  Interview Transcript: Understanding Misunderstandings<br/>  Can extract information, ideas, and opinions from a respected expert in her field Listening:<br/>  An interview about communication techniques<br/>  Can identify the main ideas and opinions in a fast-paced interview with an expert in her field Speaking:<br/>  Can discuss communication techniques in a group setting, using linguistically complex language Writing:<br/>  Can write a complex essay that uses direct and indirect speech to provide a detailed account of an event witnessed in the past Vocabulary:<br/>  address (v); arbitrary AWL; distressed (adj); duration AWL; inhibit AWL; rancor; rigid AWL; self-righteous PART 9: CONDITIONALS AND THE SUBJUNCTIVE<br/> UNIT 22: Conditionals; Other Ways to Express Unreality<br/>  Theme: Achievements and Inventions<br/> Grammar:<br/>  Can use real conditionals to refer to general truths, facts, habits, and repeated events<br/>  Can use present and past unreal conditionals to refer to hypothetical (counterfactual) past results of a previous action or situation<br/>  Can use wish and if only to express sadness or a desire for a different situation<br/> Reading: <br/>  Scientific Article: How Would Our World Be Different?<br/>  Can extract information, ideas, and opinions from a linguistically complex text<br/> Listening: <br/>  A classroom discussion<br/>  Can follow a fast-paced classroom discussion about a technological concept<br/> Speaking: <br/>  Can use real and unreal conditionals to discuss actual and hypothetical situations<br/> Writing:<br/>  Can write a linguistically complex, highly detailed essay about the impact of a technological development or invention<br/> Vocabulary: <br/>  attribute (to) AWL; e.g.; evolve AWL; formulate AWL; i.e.; mutually AWL; ubiquitous; utilize AWL<br/> UNIT 23: More Conditions; The Subjunctive<br/>  Theme: Advice Grammar: <br/>  Can use implied and inverted conditions<br/>  Can use the subjunctive as a verb form to express unreal conditions, wishes, and possibilities<br/>  Can use the subjunctive with the base form of the verb in noun clauses following verbs and adjectives of advice, necessity, and urgency<br/> Reading:<br/>  Advice Column: Ask Rosa<br/>  Can extract information, ideas, and opinions from a complex text that offers advice or suggestions<br/> Listening:<br/>  A conversation about advice<br/>  Can follow a fast-paced conversation held by fluent speakers<br/> Speaking: <br/>  Can give a formal presentation to a group of peers, advising them to choose specific actions or outcomes<br/> Writing: <br/>  Can write a linguistically complex discursive essay that uses the subjunctive to describe past experiences related to following advice Vocabulary:<br/>  capable AWL; manipulate AWL; mediate AWL; overbearing; semblance; slob; resistant; violate AWL Appendices<br/> Glossary of Grammar Terms<br/> Unit Review Answer Key<br/> Games and Pronunciation Answer Key<br/> Information Gaps, Student B<br/> Index<br/> Text Sources<br/> 
<br/><br/> Intended for English language learners at the B2-C1 level. 
<br/><br/><label>ISBN: </label>9780134133393 (Student Book) 
<br/><br/><label>Subjects--Topical Terms: </label><br/>English language--Textbooks for foreign speakers.<br/>English language--Problems and exercises.--Grammar<br/>English language.