Azar 3e fundamentals of engr SB

additional extended-context exercises. Classroom teaching materials formerly found in the Wrkbook are now included in this student text, with the Wrkbook devoted solely to self-study exercises. The Wrkbook has a variety of practice approaches for independent study. , A specific change in this edition of Fundamentah of English Grammar is the two Appendices, one with phrasal verbs and one with preposition combinations. Rather than asking students to study a whole chapter of these phrases at one time, the text uses appendices to present them in smaller groupings for teachers to intersperse throughout the teaching term. Another specific change is the omission of conditional sentences, which are presented in Understanding and Using English Grammar. The accompanying Teacher''s Guide is written for both experienced and inexperienced teachers. It contains amplified grammar notes the teacher might want to present to the class or will find useful as background information. It outlines various ways of approaching the materials in the classroom and frequently suggests fresh teaching ideas for individual exercises beyond the directions in the text. It seeks to share with the teacher an understanding of the rationale behind the text''s content and approaches. Its principal purpose is to make the busy teacher''s job easier. &I'' .i , . . . . , Fu?z&ment& of En&h Grammar consists of . , 1 , '' a Snuient Book without an answer key . . a Snrdent Book with an answer key - . a Wbook, consisting of self-study exercises for independent work : i,, a Chanbook, a reference book consisting of only the grammar charts , , . a Teacher''s Guide, with teaching suggestions and additional notes on grammar, as well as the answers . . . . to $e exercises . ,. ,,. * aTestBank,?,,:,: c . , , ,; .I?,'', , , ,.,.,: ,. :, ~, XIV PREFACE 8 Acknowledgments The third edition of FEG was reviewed by nine ESIfEFL professionals. I wish to express my thanks to these colleagues for their exceedingly helpful insights and suggestions. They are Steohanie La Qua. International Center for American Endish: - - Diane Mahin, ~ n i v e i i t yof ~ i a &Amy Parker, Embassy CES Intensive English Program; ~ a Pietsch, & Green River Community College; Thomas Pinkerton, North Miami Senior High School; Haydie Alvarado Santos, University of Puerto Rico; Hye-Young Urn, Myongji University, Seoul, Korea; Lyn Waldie, Helenic-American Union, Athens, Greece; Aida Zic, Montgomery College. My wholehearted thanks go to Shelley Hartle, who makes my job easy, and Editor Janet Johnston, who guides and assists us in so very many ways. Editor Margo Grant is simply super to work with, as are the many other skilled professionals at Pearson Education for their contributions to the publication of this work; in particular, Joanne Dresner, Anne BoyntonTkigg, Allen Ascher, Pam Fishman, Rhea Banker, Linda Moser, Aliza Greenblatt, Ray Keating, Barry Katzen, Kate McLoughlin, Sylvia Herrera-Alaniz, Bruno Paul, Hugo Loyola, Mike Bennett, Stacy Whittis, Monika Popowin, Julie Hamrnond, and Amy Durfy. A special thank you is reserved for Production Editor Robert Ruvo, who stayed on top of everythimg and remained unflappable. I''d like to thank Carlisle Communications, Ltd., whose staff so excellently turned our disks into print pages. Without a doubt, they are the most skilled and reliable compositors I''ve worked with in twenty years. I also once again thank Don Martinetti, the illustrator, whose touches of whimsy are so delightful. My appreciation also goes to graphic designer Christine Shrader, creator of the swallow that heralds this third edition. My great appreciation goes to Stacy Hagen, an experienced ESL author,* who created new materials for the revised Fundamentals of English Gmmmar LWnkbook, bringing fkesh approaches and ideas. Working with her was a very good experience. I wish to express special acknowledgment of the contributing writers for the previous edition of the Mrkbook: Rachel Spack Koch, Susan Jamieson, Barbara Andrews, and Jeanie Francis. Some of the exercise material originally created for that workbook has been woven into this third edition of the student book, and I thank them for the ways in which this material has enriched the text. I am additionally very grateful to Rachel Spack Koch for her devotion and expertise in answering grammar and usage questions fkom teachers on the current Azar Companion Web Site. *SoMdAduica:A Wasisfir Lutning, 2000, Pearson Educalion; Wurer Wr*ing thmugh Editing, 1999, McGraw-Hill [coauthor Jan Petanon); and SoundAduamw:A RonuncintiaBook, 1992, Pearson Education (co-author Pat Gmgan). : xv . I am indebted especially and always to my many students through the years; I learned nuch from them. I also am indebted to my fellow ESYEFL materials writers, past and sent; we learn much &om each orher. I would like to make special mention of Thomas well and Irene Schoenberg. In addition, my thanks go to Donna Cowan, University of Washington, Patti G w e @+'' :'', ''!; White, Sue Van Etten, Joy Edwards, my great pirls Chelsea and Rachel, and my XVIACKNOWLEDGMENTS CONTENTS 1-1 1-2 1-3 The simple present and the present progressive Forms of the simple present and the present progressive Frequency adverbs 1-4 1-5 1-6 1-7 Final -s Spelling of final -81-es Non-action verbs Present verbs: short answers to yeslno questions EXERCISE 1. Introductions. Directions: You and your classmates are going to interview each other and then introduce each other to the rest of the class. I,,: ,I Read and discuss the dialogue. Hi. My name is Kunio. Hi. My name is Maria. I''m glad to meet you. ICuNIo: MARIA: mo: MARIB: -0: MARIA: ICUNIo: MARIA: . . ,.,!,''~2!, KWO: MARIA: ICuNIo: !I, qri MARIA: ICuNIo: MARU: m o : MARIA: KLINXo: ,'',,,.'', , .., . , .. : : - . I''m glad to meet you, too. Where are you from? , . , , I''m from Mexico. Where are you from? I''m from Japan. . , . ., Where are you living now? On F i Avenue in an apartment. And you? I''m living in a dorm. How long have you been in (this city)? Three days. .'',;., ,,-,,''. Why did you come here? To study English at this school before I go to another school to study computer programming. How about you? I came here two months ago. Right now I''m studying English. Later, I''m going to study engineering at this school. :, 3 : What do you do in your h e time? : ;: ., I read a lot. How about you? I like to get on the Internet. Really? What do you do when you''re online? I visit many different Web sites. It''s a good way to practice my English. That''s interesting. I like to get on the Internet, too. 5 . ..,.'': v. ". I have to write your full name on the board when I introduce you to the class. How do you spell your name? :. . . '' KUNIO: My first name is Kunio. K-U-N-1-0. My family name is Akiwa. :~'' . .C : I. . , . .? . MARIA: Kunio Akiwa. Is that right? , < ., KUNIO: Yes, it is. And what is your name again?" MARIA: My first name is Maria. M-A-R-I-A. My last name is Lopez. .+ . ,. .. . .~. KUNIO: Thanks. It''s been nice talking with you: -c;.:! . .,#.! . :. , , '' ,; ,&-,, &.: ,.~, ...;6.- , ''.jk?: MARIA: I enjoyed it, too. . . . ~,: hv+~: -:? , , , '' .,., .., -3.;-. , I PART U. Use the information in the dialogue to complete Kunio''s introduction of Maria to the class. KUMO: I would like to introduce Maria Lopez. Maria, would you please stand up? Thank you. Maria is from Mexkco . Right now, she''s living . She has been here She came here to before she . In her free time, she .,.:L: NOWit is Maria''s turn to introduce Kunio to the class. What is she going to say? Create an introduction. Begin with "I would like to introduce Kunio . . . ." PART III. P ~ R TIK Pair up with another student in the class. Interview each other. Then introduce each other to the rest of the class. In your conversation, find out your classmate''s: name length of time in this city native country or hometown reason for being here residence fkee-time activities or hobbies Take notes during the interview. PARTK Write the names of your classmates on a sheet of paper as they are introduced in class. 17 EXERCISE 2. Introducing yourself in writing. Direcrions: Write answers to the questions. Use your own paper. With your teacher, decide what to do with your writing. suggestims: a. Give it to a classmate to read. Your classmate can then summarize the information in a spoken report to a small group. b. Pair up with a classmate and correct errors in each other''s writing. c. Read your composition aloud in a small group and answer any questions about it. d. Hand it in to the teacher, who will correct the errors and return it to you. e. Hand it in to the teacher, who will keep it and return it at the end of the term, when your English has progressed, for you to correct your own errors. 2 CHAF''TER 1 QUESTIONS: . 1. What is your name? 2. Where are you from? .., .,. .. . : ; '''' ,, ,, . .. ''2 , ~ , . .'' .~, . 3. Where are you living? 4, Why are you here (in this city)? a. Are you a student? If so, what are you studying? . ''b. Do you work? If so, what is your job? , '', , , . c . Do you have another reason for being here? ! ,, .; r ,,, , I. '',>. z!>!!,. ''. '', .,.