The Advanced Grammar Book - Jocelyn Steer, Karen Carlisi 1998

Preface

То the Teacher

The Advanced Grammar Book is intended for the high level ESL student who has a solid foundation in the fundamentals of English grammar. This text provides the student with a sophisticated analysis of the grammatical structures of English and ample opportunity to practice using them, with the objective of increasing the student’s competence in both conversational and written English. The text is designed for both preuniversity and nonacademic students and as such includes a variety of exercises to develop oral and written competence, allowing the instructor to select those exercises that best suit the needs of a particular class.

The features that contribute to the text’s effectiveness are: • theme-based grammatical presentation and practice • inductive exercises • well-organized, thorough charts for presentation of the grammatical structures • special notes which focus on exceptions and related structures • ample opportunity for writing • a special problems section in each chapter to focus on common errors produced when using the target structure ® and the use of cartoons and authentic material.

Format and content of Chapters

The book is divided into fifteen chapters that are self-contained yet ordered with some consideration of grammatical sequence; for example, the verb section precedes the passives. Nevertheless, an instructor could teach the chapters in the order that would best satisfy the students’ needs.

THEME Each chapter of the book is based on a theme to capture the interest of the student and provide a “hook” for the grammatical structure being practiced. The theme is introduced at the outset of the chapter through discussion questions and continues to appear throughout the chapter in the written and spoken exercises in order to motivate the student to practice grammar in a meaningful way.

PREVIEW Following the introduction to the theme of the chapter is the preview section, which consists of a dialogue, letter, article, or interview to further develop the theme while introducing the student to the target structure. Vocabulary from the reading is isolated with definitions, and often a cultural note addresses an aspect of American culture related to the theme and depicted in the reading. An inductive exercise based on the reading requires the student to discover and make generalizations about the form and function of the grammatical point of the chapter.

GRAMMATICAL PATTERNS The grammatical patterns sections present the grammatical structures of the chapter. The structures covered in the book are those that the advanced student may have studied previously; however, every effort has been made to focus on uses that the student perhaps has not yet encountered or mastered. For this reason, most chapters are divided into two sections: the first, “Grammatical Patterns Part One,” is usually a more basic presentation, and the second, “Grammatical Patterns Part Two,” is a more complex treatment. Presentation of the grammatical structure is usually done in chart or list form, which can be assigned for homework and reviewed during class after the students have studied and are prepared to raise questions. A variety of spoken and written exercises that encourage meaningful practice help the advanced student to master and use the grammatical patterns rather than manipulate them artificially. These exercise types include rapid drill, paired oral practice, oral and written paraphrase, interviews, and roleplay.

FEATURES Each chapter contains several special features that provide focus and variety. The “special notes,” which are highlighted in boxes throughout the text, contain exceptions to rules and special reminders about the target structure. These can be brought to students’ attention during presentation and practice and used as study aids later. The “special problems” sections list common errors that students can make with the grammatical structure. In some chapters there is an excerpt from “authentic materials” written by well-known and respected writers such as the newspaper columnist Ellen Goodman. Each excerpt expands on the theme of the chapter and provides the student with further real-life context for the grammatical structure. At the end of each chapter, students are given a choice of “composition topics” related to the theme of the chapter. These may be assigned by the teacher as homework or journal writing, activities especially useful for classes that combine writing and grammar. Finally, in response to the increasing concern students have about the TOEFL, this text has targetted those structures and types of exercises that may be of assistance to students preparing to take this test. A symbol——identifies those explanations and exercises that are “TOEFL-relevant.”

Added Features

Many teachers have used The Advanced Grammar Book and appreciated the theme-based approach, the grammatical charts, and the opportunities to practice the grammatical structures through engaging oral and written exercises. For this reason, the guiding principles, approach, and content of the first edition have been maintained in the second edition. The following features have been added to the second edition to improve upon the effectiveness and appeal for advanced students and their teachers.

• Improved Charts

The charts have been revised to present the grammatical points clearly and concisely. With these revisions, the charts can better serve as a useful tool for out of class study, as well as a teaching tool for instructors.

• Emphasis on Written Activities

The second edition places increased emphasis on written activities since students at this level benefit from continual reinforcement of the grammatical structures through writing. Essay and letter writing as well as paraphrasing and editing exercises provide this practice.

A new section, “Focus on Writing,” has been added to each chapter. The purpose of this section is to emphasize the functions or uses of the target grammatical structure most often applied in writing. By setting apart a section focusing on writing, students can be made aware of the specific distinctions in the written and spoken application of the grammar point.

• Updated readings and topics

Since the text is theme-based, any content was outdated has been replaced with topics of interest which will maintain currency over time. In this way, the text will continue to engage students in the grammar as a vehicle for expression.

• Expanded appendices

A number of longer charts originally included within the chapter have been moved to the appendices. By doing this, the flow of the chapter is not interrupted and the appendices provide additional study and reference tools for students and instructors.

• Workbook

The second edition includes a workbook with exercises to accompany each chapter of the text. The exercises in the workbook correspond to the theme of the chapter so that students can get additional practice in applying the grammatical structures for authentic communicative purposes.

• Revised Instructor’s Manual With Unit Tests

The Instructor’s Manual has been revised to provide teaching suggestions for each chapter in addition to the answer key. For teachers who may be less experienced with advanced grammar, _ these guidelines will provide the necessary foundation they need to ensure clear presentation and explanation. The instructor’s manual will also include a unit test for each chapter to assist teachers in their assessment of student progress.

• CD-Rom

Grammar 3D is an ideal supplement to The Advanced Grammar Book, 2nd ed. It provides comprehensive instruction and practice in 34 of the key grammar structures found in the text.

Grammar 3D is appropriate for high-beginning to advanced students, and allows students to progress at their own pace. Students can access each grammar category at 3 or 4 levels of difficulty. They can then move to a lower level if they need basic review, or to a higher level for additional challenge.

An instructional “help page” allows students to access grammar explanations before they begin an exercise, or at any place within an exercise. Instruction is also provided through feedback that helps students understand their errors and guides them toward correct answers.

How to Use This Book

The Preview section is an inductive exercise that can be used by the instructor as a diagnostic tool to determine what the students already know. The students can benefit from the exercises as a pretest. If the instructor is uncomfortable with an inductive approach, the preview section can be used as a review after the chapter is completed.

The charts can be studied at home, and students can come to class with specific questions. If used in class, the charts can become an inductive tool. Have students cover the section in the chart identifying the rule, and ask them to generate the rule by examining the sentences. In many cases, the chapter has been divided into basic and more complex treatment of the grammatical structure. The “Grammatical Patterns One” section can be skimmed if it is a review.

The readings can be assigned as homework or read in class. Especially when the reading is a dialogue or interview, assigning roles and reading aloud in class can be beneficial.

Encourage students to cooperate on written activities as well as speaking activities. Even fill-in- the-blank exercises can be completed in pairs to encourage interaction. Very often the student is required to write a response after a short discussion, an activity that also lends itself to paired work.

Acknowledgments

I’d like to thank the ALI/PD-02 support group for listening patiently to my grammatical monologues—especially on the progressive. Special thanks, too, to Dick Yorkey for getting me started on writing materials. Finally, the greatest thanks go to my husband, Jo, for his unending patience, support, and understanding.

Jocelyn Steer

I’d like to thank my students—they continue to inspire me long after they take the grammar out into the world.

Karen Carlisi

The authors and publisher would like to thank the following individuals who offered many helpful insights and suggestions.

Barbara Bliss   Boston University

Glenda Bro    Mt. San Antonio College, CA

Cathleen Cake   Tulane University, LA

Shawn Connelly   CSU, Hayward

Patrice Connerton  George Washington University

Eric Dwyer    University of Texas

Sally Gearhart   Santa Rosa -Junior College, CA

Joyce Hutchings   Georgetown University

Robin Lombard   University of Texas-Arlington

Debbie Ockey   CSU, Fresno

Amy Parker    ELS Language Center, CA

Caroline Schwatzwalder North Shore Community College, MA

Mary Kay Seles   University of Washington

Colleen Weldele   Palomar College, CA