Tài liệu Focus on grammar 5 students book

ON Ii AN INTEGRATED SKILLS APPROACH THIRD EDITION JAY MAURER .. ••• ••• liliiii Focus ON GRAMMAR 5: An Integrated Skills Approach Copyright ~ 2006, 2000, 1994 by Pearson Education, Inc. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by anx,:eans, electronic, mechanical, photocopying, recor' , or otherwise, without the prior permission of the publisheL Pearson Education, 10 Bank Street, White Plains, NY 10606 Vice president, multimedia and skills: Sherry Preiss Executive editor: Laura Le Drean Development editor: John Barnes Production supervisor: Christine Edmonds Production editor: Diana P. George Art director: Ann France Marketing manager: Tunothy Benell Senior manufacturing manager: Nancy Flaggman Photo research: Aerin Csigay Cover design: Rhea Banker Cover images: Large shell, Nick Koudis, RF; background, Comstock Images, RF Text design: Quorum Creative Services, Rhea Banker Text composition: ElectraGraphics, Inc. Text font: 11113 Sabon, 10/13 Myriad Roman Illustrators: Chris Gash pp. 2, 70, 99, 244; Burmar Technical Corporation pp. 11,241; Brian Hughes p. 51; A. J. Garces pp. 221, 259; David Klug p. 321; Jock MacRae p. 320; Suzanne Mogensen pp. 175, 176; Andy Myer p. 349; Thomas Newsom pp. 110, 111, 393,401,402,414,415,442; Dusan Petricic pp. 9,28,86,141,216,335,336; Susan Scon pp. 52, 207, 253, 254, 293, 351; Meryl Treatner pp. 73, 81. Photo credits: p. 16 APlWide World Photos; p. 26 Ken PicltettlGetty Images; p. 30 Printed by permission of the Norman Rockwell Family Agency. Copyright C 1930 th, Nonnan RoclcweU Family Entities; p. 33 Getty Images; p. 56 Jack HollingsworthlGetty Images; p. 57 Ron ChapplelGetty boages; p. 68 China Tourism P,esalGetty Images; p. 89 Getty Images; p. 90 Stov, WoodIGetty Images; p. 101 Hugh SittonlGetty Images; p. 114 Getty Images; p. 128 Art Wol£elGetty Images; p. 139 SuperStock, JncJSuperStock; p. 153 APlWide World Photos; p.165 BettmannlCo'bis; p. 180 (left) Martin Ruegn"/Getty boages, (right) JOO a:"dIEcoscenelCocbis; p. 195 Photoles~ p. 196 (top) Photofest. (middle) New Line CinemaIIhe Kobal Collection, (bottom) Photofest; p. 231 M/Wide World Photos; p. 233 (left) Dale O'DdllSuP"Stock. (right) APlWid, Wodd Photos; p. 235 (l,ft) Wo1fgang Kaeb1edCo,bis. (right) Royalty-F,etpecfarianl be 0 negative force? How can they be a positive force? n Read Ihis article aboulexpecroriam. THE EXPECTATION SYNDROME Picfure another situation: Youf film-buff fnends ha\IC seen all three parts of the Academ~ Award-wlnnlng The LOtd of fhe Rings. They ra'V(! about its superb ooIor photography, Its fantastic computer.genel3fed scenes of strange-looking creatures, and its awesome special effc<::ts. They praise lIS senous. profound, and heartwarming treatment of the age-old oonnict bCt"",*n good and evil. The~ say It's the best Engllsf>.language movie of the last de<:ade, When you go to see one of the three parts, though, you're disappointed. You don't find il as excellenl as everyone has beefl sayin&- In fact, you feel It's a tedious. boring f1lO\/le and <;Oflsider It baslcall)' Just another $pecia~ effects lantasy film. These situallons Illustrate what we might call -UII~ expectation syndrome," a oonditlon In which events do not turn out as we leelthe~ will or ought to. Children olten do not meet \heir parents' Career expectations of them. Athleles do nol always win lhe conlests people expect tIIem to win. Greal literatUfe doosn't atways seem as good as 11 sho~ld. I asked psychialrist Rober\ Stevens whether e,pectations can aet~all)' make things turn out negatively, or whether this Is ".,..,"'Iy a philosophical question, an ~npleasant, frustrating irony of the human condition. RS: Well, what we're reall)' talking about here, I think, is the Immense power of the mind to control outcomes. For example, there's a medical condition called "focal dystonia," which is an abnormal muscle function caused b~ extreme concentration. Somehow, when athletes are concentrating too hard, it affc<::ts certain brain functions and they miss the basket. don't hit the ball, or lose the race. In effect, they'", letting their e.pectations eontrollhem. PO: Have you '-"'er had rocKET PIGESr THE EXPECTATION SYNDROME I Hope lor It, but I Don " Expect It r.,.... b7Je<.s.... Picture the scene: Il's the lourteetllh Willler Olympics in La~e Placid, New Vo'!\. The U.S. team is playing the Soviet team in the men's semifonal Ice hockey malch. The supposedly unbeatable SovIet squad, winners of the last four gold mlldals In hocke~, Is so accomplished that 11 has alroady beaten a team of National Hocke~ Leaguo all,stars, The American team is a group of college players who weren't even expected to make it to the medal rOOM, b~l here the~ are, Near1y everyone assumes the Soviet leam will win and fhe American leam will lose. Improbably, however, lhe Amerlcans defeat the Soviets, They then go on to beat the FinniSh team In the finals and win the gold medal. A sportseaster calling the match comes up with the famous line. "00)'0\1 believe in miracles?" Were !he Americans a better team than \he Solliets? Almost certainI)' not. Everyone (including the So\rIet players themsel'i'cs) el.Cessivcl)' on goals, our expectations lend to lake over, 8l1li Our mind places us outside the process. On the other hand, when we concentrate On the process instead of the goal, wc're often much more successful. Have you heard the phrase "t,ying too hard"? That's what people often de. PO: very interesting. What would be your recommendation about e'pectations, tllen? RS: Well. all I've been able 10 come up with so lar is that it's better to hope lor thIngs than to e.pectthem. AFTER YOU READ Circle (he lerter ofrhe Choke thot exp!o;m the meaning of the itolic;zed phrase. 1. It's the beSt E"glish"I,,"g,,"ge movie of Ihe Iasr (kc~'lc~. 1I's" t11<;;;110;: time in the past. PAST TIME PAST TIME: GENUIAl OR SPECifiC (OUINlTE) r':----O'------:----, Past Progressive Simple Pan Weinlick nH'd..t lO find a bride. He .dve,ti~..t on the Internel. He wa,looklng for ~eone Wdnlicl: :1I1tl in the past. .. BI! CAR£I'\IL! U.<:d 10 be a maniage cO""lirtq I_ ~, ....' form of ~ , ... ..,.. ,•• PO" form o! "") 2. ",.;;;,.,;;;";;;;,,."'_";;;.~;;;~=••"'.~"',"',,"'..."' ,"' •• ".;;;;~"'."."';;;;..:;;,."._...;;;;.";;;.~;;;.",,."'------- 6. fewer much many _ .. -------'",.."..''""''''~''-,;;;;,_=.. ..'",,'...''"~''.~ .'"..''~"''"...- - - - - -_;;;;-=, 5. a lot a little _=;;;.'""- - - - - -----""',,_=,,;;o'~"', ..,.'""" . ....."~....o.."" ; .. 3. IJ Grammar Not"" S--<, Compare your life now to your life five yeofl ago. Write eight sentences, u.irlg each of the quantifiers in the box. Read these statementJ in direct speech. 1$ the wggesfed chongelOlndirea speech Exampl..: I have more friends now [han I did five ycar!; ago. ~ 61 - EDITING Read rhis excerpt from a presidenr"sspeer;h. There Or" 12 mistakes in the use 01 quantifiers The first one is aiready carreered. Find and correer 11 more. correct (C) or incorrect (J)? _'_ 1. Direct: That" a.\" perceul ch~ngc. My fdluw cilizens: Wc arc at a time in our hi'lOry when we need 10 make some real .. Indirect: The rcponer said that was a 5 percent change. ..t many ~re sacrifice,. R..:enl prcsidem, have made ... greal--deil\.o~ promises they didn't keep. You may _ _ 2. Dim;t: In Ih"late't GGG poll, Candidate A leads Candidale l:! by fivc poims. not like everything I [c1l you IOnigh[, bu[ you deserve 10 hear the truth. On the ..:onOnly, Indircct: The reporter said lhat in the laleSI GGG poll, Candidale A had led Candidale B by five poims. wc've made little progress, blll we ,till have a gre" many work to do, so there are several mca,ures I'm proposing. _ _ 3. Di,..:t: Candidate Q has gained IwO poims On Candidate R. Indirect: n,e reporter saidlhat Candidate Q gainedlwo poims on Candidale R. ~ir,,[, I wam to raise '"xc, on the "ery wealthy Ixcause a few of them arc really paying Iheir share. Second, many of memocrs of Ihe middk dass are _ _ 4. Direct: This suggests that Candidate Q is gaining momentum and lila[ Candid'''e R is losing ground. carrying an unfair tax burden, so I'm asking for a tax cui for the middle c1as•. If I'm successful, mos< of you in the middle dass will be paying 10 pe,"ent rcss in [ue< next year, IndirecI: The reporter ..idlhis suggested ,ha[ Candidnre Q was gaining mume",um and thal Candidate R was losing ground. Ihough few uf you in Ihe higher-income group may sce your taxeS rise litr!e. S. Dir..:t: na[ means [ha[ the Blues have 10 win 7 seats 10 lake comrol. How do I intend to make up [he lost revenue? n,. problem wi[h Ihe national income Indir..:t: The reponer said Ihat meamlhat Ihe Blue' must have won 7 sears to rake comrol. taX is Iha[ lhere MC much loophok, in [he currem hw which allow any people 10 avoid _ _ 6. Direct: R,""em e'timale, by experts on pollution show [ha[ more [han 100 million Americans b,ealhe pollllled air. paying an}' taxes at all; I want 10 c10sc these loopholes. My additional plan i, to replace the losl revenue with a national ,ales lax, which is fairer hc<:ausc it applie, to e,·ct)· peoplc Indi,,·<.:t: The reporter .aid ,..:em estima[e, hy e_'I>errs on pollrllion showed thal more than JOO million Americans hreathe pollu[ed "ir. equally. Third, Wc have no money to fiuance heal..h care rclorm, and we've made a litlle progress in red"c;ng poJllllion and meeling clean air slandards. Therefore. 1 am asking fur a 50--cenr-a-gallon tax on gasoline, which will result in many more people ming puhlic [ransportalion and will CrCate additiunal revenuC. Thus, we will have enough of money 10 finance our new health care program and will help Ihe environment at Ihe same lime. A variety ofexercise types guide students from recognition to accurate production of the grammar structure. ----0 Focused Practice always ends with an editing exercise to teach students to find and correct typical mistakes. • Step 4: Communication Practice This section provides open-ended communicative activities giving students the opportunity to use the grammar structure appropriately and fluently. A listening activity gives students the opportunity to check their aural comprehension. • Many exercises and activities are art-based to provide visual cues and an interesting context and springboard for meaningful conversations. Communication Practice LISTENING 10 I PICTtJREDISCUSSION In sma'grot.yX.d&lJSJ IM~ Whor,*,"ifJhowoboufU01.l~ rriatiomhip5? Whatroooldffp«>pWfmdl flH' JIOUfI9? n Reod rhe~eqUl'Sfiom. Then listen to rheexctrpt frem (J memO')' rrrJinirtg worksl!op Lislen again and anSwer the questions In complete lenrences. I. What is the first PO;"! the ",orkshopleadrr mahs? " "''''·v''';''' n 2. According 10 her, why is it ;"'1'0'1(1111 to rClm'm"", dOe",.' "" Example, nam~-s? A: Wh,,! do )'OU think lh~ pielu'e shows? ij, For OflC" ,hinl;. if shows il's imponJI1l ,hal family members hue ",lose rdalionships. 4. Whu did ,m, visitor Idl r"" prople In rhe workshop ro do? 111 L WRITING _ Wrif~ ~ porograpln obout an ridmy prnoo)lOU.tnow and rr5p«t ~ soowol ,------------------- yoot upmmc~ wirtllhal prnoo and opIoIn why this JWrSotl is imporlant la you. EnmpM; 6. Why ...·ere IIx-y all able 10 ..,",tmt..... the Ia.r word "'" vis;.". uid? 7. ACC()rding 10 lhe workshoplcadcl, whar workshop have 10 learn to do? I. the It\OSl imporu.m rhing the f"l"icipanli in rh., 121 On~ of In., key ~..-wns in my lif~ was my Aunt H"rrlCf. She p",!i<'d "way" kw y~"'" 380, bUI ~hc hd~-d fO(''' d~,,1 wn.,n I wa. younger. I had Mn con"denng rollq;c but had cr will So amtoo .. 11 be am";ng "1 a~ 9. 're ou9hINU ... ltM_I