Understanding and using english grammar international edition

C h a p te r 19 CONNECTIVES THAT EXPRESS CAUSE AND EFFECT, CONTRAST, AND C O N D IT IO N ........................................................................................................................3 9 7 19-1 19-2 19-3 19-4 19-5 19-6 19-7 19-8 19-9 C h a p te r 20 CONDITIONAL SENTENCES AND WISHES 20-1 20-2 20-3 20-4 20-5 20-6 20-7 20-8 20-9 20-10 A p p en d ix Using because o f and due t o ...................................................................................... 397 Cause and effect: using therefore , consequently, and so ...............................399 Summary of patterns and punctuation .....................................................................400 Other ways of expressing cause and effect: such . .. that and so . . . t h a t ................................................................................................................... 402 Expressing purpose: using so that ............................................................................ 404 Showing contrast (unexpected r e s u lt)....................................................................... 406 Showing direct contrast .................................................................................................408 Expressing conditions: using otherwise and or (else) ...................................... 410 Summary of connectives: cause and effect, contrast, and co n d itio n ................411 .......................................................................4 1 6 Overview of basic verb forms used in conditional sentences ............................416 True in the present or fu tu re.........................................................................................417 Untrue (contrary to fact) in the present or future ................................................ 419 Untrue (contrary to fact) in the p a s t .......................................................................... 421 Using progressive verb forms in conditional sentences ...................................... 427 Using “mixed time” in conditional sentences ........................................................428 Omitting i f ..........................................................................................................................429 Implied co n d itio n s...........................................................................................................430 Verb forms following w i s h ........................................................................................... 434 Using would to make wishes about the future ...................................................... 436 SUPPLEMENTARY GRAMMAR CHARTS .......................................................................... 4 3 9 Unit A: B asic A -l A-2 A-3 A-4 A-5 A-6 G ram m ar Term inology ...............................................................................................439 Subjects, verbs, and o b jects............................................................................................439 A djectives............................................................................................................................ 439 Adverbs .............................................................................................................................. 440 Prepositions and prepositional phrases .....................................................................440 The verb be ....................................................................................................................... 441 Linking v e r b s .....................................................................................................................441 Unit B: Q u e s tio n s ......................................................................................................................................... 442 B -l Forms of yes /no and information questions .......................................................... 442 B-2 Question words ................................................................................................................443 B-3 Shortened yes/no questions ......................................................................................... 445 B-4 Negative q u e stio n s...........................................................................................................445 B-5 Tag q u estio n s.....................................................................................................................446 Unit C: C o n tractio n s ..................................................................................................................................447 Unit D: N e g a tiv e s ......................................................................................................................................... 448 D -l Using not and other negative w o r d s ..........................................................................448 D -2 Avoiding double negatives ........................................................................................... 448 D -3 Beginning a sentence with a negative w o r d ............................................................. 448 Unit E: Preposition C o m b in a tio n s ....................................................................................................... 449 E Preposition combinations with adjectives and v erb s.............................................. 449 CONTENTS ix Unit F: The S u b ju n ctive .........................................................................................450 F UnitG: The subjunctivein noun c la u s e s ....................................................................450 Troublesome V e rb s ...................................................................................450 G R a is e / r i s e , s e t ls it , la y H i e ............................................................................ 450 Listening S c rip t............................................................................................................... 451 Answer K e y ..................................................................................................................... 465 In d e x ................................................................................................................................517 A udio CD Tracking List ................................................................................................ 530 x CONTENTS Preface to the Fourth Edition Understanding and Using English Grammar is a developmental skills text for intermediate to advanced English language learners. It uses a grammar-based approach integrated with communicative methodologies to promote the development of all language skills in a variety of ways. Starting from a foundation of understanding form and meaning, students engage in meaningful communication about real actions, real things, and their own real lives in the classroom context. Understanding and Using English Gram m ar functions principally as a classroom teaching text but also serves as a comprehensive reference text for students and teachers. The eclectic approach and abundant variety of exercise material remain the same as in the earlier editions, but each new edition incorporates new ways and means. In particular: • W A R M -U P E X E R C I S E S F O R T H E G R A M M A R C H A R T S Newly created for the fourth edition, these innovative exercises precede the grammar charts and introduce the point(s) to be taught. They have been carefully crafted to help students discover the target grammar as they progress through each warm-up exercise. • L IS T E N IN G P R A C T IC E Numerous listening exercises help students interact with the spoken language in a variety of settings that range from the relaxed, casual speech o f everyday conversation to the academic content of classroom lectures. An audio C D accompanies the student text, and a full audio script can be found in the back of the book. • A C A D E M IC R E A D IN G S Students can read and respond to a wide selection of carefully crafted readings that focus on the target grammar structure. • E X P A N D E D S P E A K IN G A C T IV IT IE S Students have even more opportunities in this fourth edition to share their experiences, express their opinions, and relate the target grammar to their personal lives. T h e text often uses the students’ own life experiences as context and regularly introduces topics of interest to stimulate the free expression of ideas in structured as well as open discussions. • C O R P U S -IN F O R M E D C O N T E N T Based on the findings of our corpus researcher, Gena Bennett, grammar content has been added, deleted, or modified to reflect the discourse patterns of spoken and written English. xi Understanding and Using English Gram m ar is accompanied by • A comprehensive W o r k b o o k , consisting of self-study exercises for independent work. • An all-new T e a c h e r ’s G u id e , with step-by-step teaching suggestions for each chart, notes to the teacher on key grammar structures, vocabulary lists, and expansion activities and PowerPoint presentations for key chapters. • An expanded T est B a n k , with additional quizzes, chapter tests, and mid-term and final exams. • T e s t - G e n e r a t o r software that allows teachers to customize their own tests using quizzes and tests from the Test Bank. • A z a r In te r a c tiv e , a computer-based program keyed to the text, provides easily understood content, all-new exercises, readings, listening and speaking activities, and comprehensive tests. • P o w e r P o in t presentations for key chapters. Based on real-world readings, these lessons are designed for use in the classroom as “beyond-the-book” activities. They can be found in the new Teacher’s Guide or downloaded from AzarGrammar.com. • A C h a r t b o o k , a reference book consisting only of the grammar charts. • A z a r G r a m m a r .c o m . This Web site provides a variety o f supplementary classroom materials and is a place where teachers can support each other by sharing their knowledge and experience. • F u n w ith G r a m m a r , a teacher resource text by Suzanne Woodward with communicative activities correlated with the Azar-Hagen Grammar Series. It is available as a text or as a download on AzarGrammar.com. The Azar-Hagen Grammar Series consists of • Understanding and Using English Gram m ar (blue cover), for upper-level students. • Fundamentals o f English Gram m ar (black), for mid-level students. • Basic English Gram m ar (red), for lower or beginning levels. PREFACE / Acknowledgments a A revision o f this scope could not have been done without the skills of top-notch professionals. We began with a group of outstanding reviewers whose detailed comments guided our writing. We wish to express our gratitude for their thoughtful reviews. They areTonie Badillo, El Paso Community College; Edina Bagley, Nassau Community College; Michael Berman, Montgomery College; Elizabeth Bottcher, Columbia University; Eric Clinkscales,Teikyo Loretto Heights University; Cathy Costa, Edmonds Community College; Ms. Carlin Good, Columbia University; Deanna Cecil Ferreira, English Language Institute; Linda Gossard, D P T Business School E S L Program; Dr. Sheila Hakner, St. John’s University; Martha Hall, New England School of English; Jennifer Hannon, Massachusetts Community College; Alyson Hanson, Gateway Community College; Joan Heiman, Community College of Denver; Steven Lasswell, Santa Barbara City College; Linda Leary, Albany Education; Louis Lucca, LaGuardia Community College; Kate Masterson, Boston Center for Adult Education; Phyllis M cCollum, D P T Business School E S L Program; David Moody, El Paso Community College; Jan Peterson, Edmonds Community College; Antonina Rodgers, Northern Virginia Community College; Lenka Rohls, LaGuardia Community College; Rebecca Suarez, The University of Texas at El Paso; Ann Marie Tamayo, Queens Community College; and Kelly Roberts Weibel, Edmonds Community College. We would like to thank a terrific support team that allows us to do what we do with enjoyment and ease: Shelley Hartle, managing editor par excellence, who worked magic on every page; Amy M cCormick, Azar product manager, who oversaw our project and handled our myriad requests with unfailing grace, humor, and skill; Ruth Voetmann, development editor, whose attention to detail helped polish each chart and exercise; Janice Baillie, expert production editor and copy editor; Sue Van Etten, our skilled and multi-talented business and Web site manager; Gena Bennett, corpus researcher, whose findings helped keep us abreast o f the nuances and changes in spoken and written discourse; and Robert Ruvo, our invaluable production liaison at Pearson Education. Finally, we’d like to thank the dedicated leadership team from Pearson Education that guided this project: JoAnn Dresner, Anne Boynton-Trigg, Rhea Banker, and Sherry Preiss. For the new design of this fourth edition we were lucky to have had the combined talents of Michael Cimilluca from Lindsay Communications, Ann France from Pearson Education, and freelance artist KrisW iltse. Our appreciation also goes to illustrators Don M artinetti and Chris Pavely for their humor and inspired artwork. Finally, we would like to thank our families for their unflagging patience and encouragement throughout this extensive revision. Their insights and support are a continual source of inspiration. Betty S. Azar Stacy A. Hagen x iii