Series Director: Diane Larsen-Freeman

Grammar Dimensions
Form· Meaning· Use
4TH EDITION

Jan Frodesen
Janet Eyring
 Series Director: Diane Larsen-Freeman

Grammar Dimensions
Form· Meaning • Use
4TH EDITION

Jan Frodesen
Janet Eyring
�- ., HEINLE
1 - (ENGAGE Learning-
 FOURTH EDITION

Series Director: Diane Larsen-Freeman

Grammar Dimensions
Form • Meaning • Use
Jan Frodesen
Janet Eyring

NATIONAL /'
GEOGRAPHIC 6 HEINLE
1-. (ENGAGE Learning·
LEARNING

Australia , Brazil, Japan• Korea•Mexico• Singapore• Spain• United Kingdom• United States
 A Word from Diane Larsen-Freeman, Series Editor
Before Grammar Dimensions was published, teachers
would ask me, "What is the role of grammar in a
communicative approach?" T hese teachers recognized the
importance of teaching grammar, but they associated
grammar with form and communication with meaning, and
thus could not see how the two easily fit together. Grammar
Dimensions was created co help teachers and students
appreciate the fact that grammar is not just about form.
While grammar does indeed involve form, in order co
communicate, language users also need to know the meaning
of the forms and when co use chem appropriately. In face, it is
sometimes not che form, but the meaning or appropriate use of a
grammatical structure chat represents the greatest long-term
learning challenge for students. For instance, learning when it is appropriate co use the
present perfect tense instead of the past tense, or
being able co use two-word or phrasal verbs
meaningfully, represent formidable �
� �
challenges for English language learners. How is the What does the
grammar grammar
The three dimensions ofform, structure formed? structure mean?
meaning, and use can be depicted in a (aa:;urcey)
form
.
(meaning)

pie chart with their interrelationship meamng

illustrated by the three arrows:
Helping students learn to use
grammatical structures accurately,

use
meaningfully, and appropriately is the
fundamental goal of Grammar
When or why is the
Dimensions. It is consistent with grammar structure used?
the goal of helping students co (appropnatenessJ
communicate meaningfully in English, and
one chat recognizes the undeniable interdependence of grammar and communication.
To learn more about form, meaning, and use,
read The Grammar Book: An ESL/EFL
Teacher's Course, Second Edition, by Marianne
Celce-Murcia and Diane Larsen-Freeman.
ISBN: 0-8384-4725-2.
To understand more about teaching grammar
effectively, read Teaching Language: From
Grammar to Grammaring by Diane Larsen­
Freeman. ISBN: 0-8384-6675-3.
Enjoy the Fourth Edition of Grammar
Dimensions!

xii i FROM THE SERIES DIRECTOR

Welcome to Grammar Dimensions, Fourth Edition!
The clearest, most comprehensive and communicative grammar series available!
The fourth edition of Grammar Dimensions is more user-friendly and makes
teaching grammar more effective than ever.

�GRAMMAR DIMENSIONS IS COMPREHENSIVE AND CLEAR.

Grammar Dimensions systematically addresses the three dimensions of language­
form, meaning, and use-through clear and comprehensive grammar explanations
and extensive practice exercises. Each unit methodically focuses on each student's
dimension and then i.ntegrates what they have learned in end-of-unit activities.
In addition, grammatical structures are recycled throughout the series allowing
students to practice and build upon their existing knowledge.

�GRAMMAR DIMENSIONS IS COMMUNICATIVE.

Grammar Dimensions includes a large variety of lively, communicative, and
personalized activities throughout each unit, eliciting self-expression and personalized
practice. Interactive activities at the start of each unit serve as diagnostic tools directing
student learning rowards the most challenging dimensions of language structure.
Integrated activities at the end of each unit include reading, writing, listening, and
speaking activities allowing students tO practice grammar and communication in
tandem. New research activities encourage students to use authentic Internet resources
and to reflect on their own learning.

�GRAMMAR DIMENSIONS IS USER-FRIENDLY AND FLEXIBLE.

Grammar Dimensions has been designed to be flexible. Instrucrors can use the units
in order or as set by their curriculum. Exercises can be used in order or as needed by
the students. In addition, a tight integration between the Student Book, the
Workbook, and the Lesson Planner makes teaching easier and makes the series more
user-friendly.

!!GRAMMAR DIMENSIONS IS EFFECTIVE.

Students who learn the form, meaning, and use of each grammar structure will be able
to communicate more accurately, meaningfully, and appropriately.

WELCOME i xiii
 VERB TENSES IN
WRITTEN AND SPOKEN
COMMUNICATION
OPENING TASK
UNIT GOALS Describing In-Groups
'

• Use verb tenses ' • STEP 1

correctly to describe Read the following information about in-groups and find the
events and situations definition of this term.
'
• Use verb tenses Gordon Allport, a Harvard psychologist, used the term
consistently in-groups to describe the groups that individuals are
part of at one time or another. We are born into some
• Understand why tense in-groups, such as our ethnic groups, our hometowns,
and time frames may and our nationalities. We join other in-groups through
change our activities, such as going to school, making friends,
entering a profession, or getting married. Some in­
groups, such as ethnic groups, are permanent, but others
change as our activities, beliefs, and loyalties change.

UNIT 1
• STEP 2
Read the list of in-group memberships that Kay, a Thai-American woman in her mid-thirties,
currently belongs to or has belonged to in the past.

the family she grew up in students from her elementary and

her own family (husband Mark secondary school
and child Hanna) Princeton University students
Thai people (her ethnic group) Stanford Medical School students
residents of Bangkok (where she was born) physicians (her profession)
residents of Chicago (where she lived Buddhists (her religion)
from ages 8 to 18) National Organization for Women
residents of Palo Alto, California members
(the city she lives in now) her neighborhood volleyball team
her girlhood group of friends Sierra Club members
the Girl Scouts (as a child) residents of the United States

• STEP 3
Make a list of some in-groups to which you belonged as a child (pick an age between 5 and
12 years old). Some of these groups might be the same as present ones. Next, make a list of
in-groups that you belong lo now. Finally, create a third list which consists of your present
in-groups that you believe will remain important groups for you ten years from now.

• STEP 4
Compare your lists with another class member. Discuss which groups on your childhood lists
have changed and which have remained important groups to you at the present time.

• STEP 5
As an out-of-class assignment, write three paragraphs. For the first paragraph, describe a
childhood in-group that was especially important to you. For the second paragraph, write about
your current involvement in an in-group. In the third paragraph, speculate about what might be
some new in-groups for you in the future-for example, a new school, a profession, your own
family (as contrasted to your family of origin)-and when you think some of them might become
a part of your life. Save your paragraphs for Exercise 2.
VERB TENSES IN WRITTEN AND SPOKEN COMMUNICATION 1
 form meaning

FOCUS 1 The English Verb System: Overview

Verbs in English express how events take place in time. The verb tenses give two main kinds of
information:
Time Frame When the event takes place: now, at some time in the past, or at some time in
the future.
Aspect The way we look at an action or state: whether it occurs at a certain point in time (for
example, stop) or lasts for period of time (for example, study). (See Unit 2 for more
detail on verb aspect.)
Time frame and aspect combine in twelve different ways in English.

FUTURE*
Simple stop/stops stopped will stop
(at that point in study/studies studied will study
time) (simple present) (simple past) (simple future)
Progressive am/is/are stopping was/were stopping will be stopping
(in progress at that am/is/are studying was/were studying will be studying
point in time) (present progressive) (past progressive) (future progressive)
Perfect will have stopped
(before that time) will have studied
(present perfect) (future perfect)
Perfect has/have been stopping had been stopping will have been stopping
Progressive has/have been studying had been studying will have been studying
(in progress during (present perfect (past perfect (future perfect
and before that time) progressive) progressive) progressive)

•Please note that there are many ways to express the future time frame in English. The chart above gives examples of che future using will
only. See Focus 7 in Unit 2 for other ways.

2 UNIT 1 '
 form meaning

Other Forms of Cleft Sentences

EXAMPLES EXPLANATIONS ___________ __.

Wh-Cleft Question
(a) Who was it that gave you that In Wh-questions, it and be are inverted,
information? changing the order to be + it after the
(b) Why was it (chat) they decided to move? question word (question word + be + it).
In examples (b) and (c), that is in parentheses
(c) When was it (that) you left Shanghai?
because it is optional.

Yes-No Cleft Questions

(d) Was it out of pity (that) he lee the old We must also invert it and be in yes-no
man move into his house? quesnons.
(e) Is it Spanish 3 (chat) you're taking
chis quarter?

What a + Noun Phrase

(f) What a nice essay it was (that) you This type of cleft sentence (What a + noun
wrote about your father! phrase + it + be) expresses wonder, delight,
admiration, or surprise.

That Clauses
(g) I told you before (that) it was Marsha As you have seen in some exercises in this
who called you, not Marianne. unit, focus elements may be that clauses in
(h) The President announced (that) it was reported speech.
because he was ill that he would not
be seeking re-election.

FOCUSING AND EMPHASIZING STRUCTURES /I-Clefts and Wh-Clefts 451

fflEXERCISE 1D
Make up a cleft sentence or question for each situation that follows to emphasize some
piece of information.

Example: You told a friend that The Lord of the Rings was going to be on TV on Monday
night. He thought you said Tuesday and missed seeing it. Tell him what
you said.
I told you it was on Monday night that it was going to be on, not TuesdayI

1. You're not sure why a customer service representative at a bank wanted to know your
place of birth for a checking account application you were filling out. Ask him.
2. You want to compliment a classmate on a great speech that she gave in class the day
before.
3. You've been listening to a history lecture about China and missed hearing the date
when the Chinese revolution ended the Manchu dynasty. Politely ask your instructor
to tell you the date again.
4. You and your family are watching the news. T he newscaster has just announced
the cause of a major plane crash to have been an engine failure. A member of your
family was distracted and didn't hear this information. Tell him or her what the
newscaster said.
5. You have been trying to call a close friend for three hours, but the line has been busy.
You wonder who she could be on the line with. When you finally get through, you
ask her.
EXERCISES (second parts)

UNIT 4
List of Words for Short-Term Memory Experiment (page 61)
book, hand, street, tree, sand, rose, box, face, pencil, nail, pan, dog, door, school, shoe, cloud, watch,
lamp, stair, glue, bottle, card, movie, match, hammer, dance, hill, basket, house, river

Definition of the Serial Position Effect (page 61)

If a person is asked to recall a list of words in any order immediately after the list is presented, recall of
words at the beginning and end of the list is usually best; words in the middle of a list are not retained
as well. This observation is based on a model of learning that assumes the first words are remembered
well because they are rehearsed and because short term memory at that point is relatively empty. The
last words are remembered well because they are still in the short-term memory' if the person tries to
recall immediately.

UNIT 7
Opening Task (page 134)
Student B
Guess the Correct Answer:
1. (a) seahorse, (b) boa constrictor, (c) Canadian goose
2. (a) War and Peace by Leo Tolstoy, (b) The Great Gatsby by F Scott Fitzgerald,
(c) Pride and Prejudice by Jane Austen
3. (a) Thomas Edison, (b) Richard Nixon, (c) Henry Thoreau
4. (a) mucker, (b) hooker inspector, (c) belly builder
Create a Definition: (* indicates the correct answer)
5. a fly
It is actually classified as a beetle.
(a) dragonfly, (b) flycatcher, *(c) firefly
6. a person
He or she pretends to be someone else.
(a) cornball, *(b) imposter, (c) daytripper
(Continued)

ANSWER KEY -_. A-17

 7. a 1ar
Ancient Greeks and Romans used it to carry wine.
*(a) amphora, (b) amulet, (c) aspartame
8. a piece of clothing
It is composed of loose trousers gathered about the ankles,
(a) bodice, (b) causerie, *(c) bloomers

UNIT 8
Opening Task (page 148)

Paper Magnetic Compas Television

About A.D. 105 1100s 1920s

Safety Elevator Typewriter Laser

1853 1867 1960

Telephone Gasoline Automobile Airplane

1876 1885 1903

A-18
 Series Director: Diane Larsen-Freeman

Grammar Dimensions
Form • Meaning • Use form meaning

4TH EDITION
Jan Frodesen • Janet Eyring use

Through clear and comprehensive grammar explanations, extensive practice exercises, and lively
communicative activities, Grammar Dimensions, Fourth Edition provides students with the
language skills they need to communicate accurately, meaningfully, and appropriately.

Level: High-intermediate to • Reflection activities clarify students'

advanced learning styles and encourage students to
create personal learning strategies.
• Grammar explanations focused on • Workbooks provide additional exercises
form, meaning, and use help students to improve grammar, editing activities to
understand the target language. increase students' writing skills, and a
• Revised Opening Tasks can be used test-taking section to enhance students'
as a diagnostic or warm-up exercise to application skills. o
explore students' knowledge of each • Lesson Planners contain step-by-step
structure's form, meaning, and use. teaching instructions with a choice
• Updated topics, grammar charts, and · of lesson plans to suit the needs of
grammar exercises provide detailed individual classrooms and teachers.
grammar practice.
• The Use Your English purple pages offer Grammar Dimensions, Book 4, Fourth Edition
communicative activities that integrate
grammar with reading, writing, listening Text 978-1-4130-2752-5 1-4130-2752-0
and speaking opportunities. Split Text 4A 978-1-4240-0342-6 1-4240-0342-3
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• Internet activities explore outside TexUAudio CD Pkg. 978-1-4240-9431-8 1-4240-9431-3
sources of language to expand upon TexUAudio Tape Pkg. 978-1-4240-9418-9 1-4240-9418-6
students' communication and language. Workbook 978-1-4240-0355-6 1-4240-0355-5
• lnfoTrac® research activities enhance Audio CD 978-1-4240-0351-8 1-4240-0351-2
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Lesson Planner 978-1-4240-0359-4 1·4240-0359·8
Assessment CD-ROM 978-1-4240-0833-9 1-4240-0833-6
with ExamVie� Pro

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 Series Director: Diane Larsen-Freeman

Grammar Dimensions
Form ·Meaning· Use
4TH EDITION

Gene Parulis
 Series Director: Diane Larsen-Freeman

Grammar Dimensions
Form • Meaning • Use
Workbook

Gene Parulis

�.. '� HEINLE

I 11t (ENGAGE Learning·

-
Australia• Brazil• Japan• Korea, Mexico• Singapore• Spain, United Kingdom, United States
 VERBS
Aspect and Time Frames

REXERCISE 1 (Focus 1, page 14)

Fill in each blank with the simple present, simple future, or simple past form of the verb in
parentheses, as appropriate.

1. I once _______ (have) two beautiful Siamese cats.

2. Our office _______ (contact) you first thing in the morning. Don't leave until you hear
from us.
3. Chlorophyll _______ (make) leaves green.
4. In those days, we ____ __ _ (decorate) eggs for Easter, using many different colors.
5. Come January, we _______ (own) our house outright and no longer be mortgaged to
the bank.
6. We _______ (think) we _______ (see) a ghost on the stairway, but it was only
che moonlight and a puff of dust from a cracked window.
7. The lacesc figures _______ (reveal) that the average American family has pizza at least
once a week.
8. When I gee co college, I _______ (spend) a half hour every day writing in my journal.
9. Buy the new improved Nutri-Milk. Every serving _______ (give) a full day's supply of
vitamin C and calcium.
10. I _______ (believe) you only when you present me with incontrovertible proof.

II EXERCISE 2 (Focus 1, page 14)

For each sentence, do the following: (1) Identify the tense of the underlined verb. (2) Decide which
of the five uses in Focus 1 each verb represents and write the letter from the list below in the blank
before the sentence.

a. Expresses a general idea, relationship, or truth

b. Describes a habitual action
c. Describes a mental perception or an emotion
d. Expresses possession or a personal relationship
e. Establishes the time frame or a moment of focus
NONRESTRICTIVE
RELATIVE CLAUSES
L! EXERCISE 1 (Focus 1, page 166)

Complete the sentences below using a restrictive relative clause in (a) and a nonrestrictive relative
clause in (b).

Example: a. The violin that was used by Beethoven himself sold for $1,000,000.
b. The violin, which is an instrument I love , cakes years co learn co play well.

1. a. The cellular phone _______ hasn't been as good as I had hoped.

b. Cellular phones, _______ , are banned in certain restaurants.
2. a. If you want more information, you'll have to consult the database _______
b. If you want more information, you'll have to consult a database, _______
3. a. The McDonald's _______ is a favorite place for students to meet.
b. McDonald's, _______ , is the largest restaurant chain in the world.
4. a. The dog once saved a child's life.
b. The dog, , has often proved useful to people.
5. a. Clouds are called fog.
b. My younger sister loves to lie on the grass and look at clouds, _______
6. a. I got an A on the paper _______
b. The history paper I turned in, _______, got an A.
7. a. The encyclopedia has just been shipped.
b. The encyclopedia, , has evolved over the centuries.
8. a. Personal computers are needed to run many new programs.
b. Personal computers, , are found almost everywhere in the world today.
9. a. The fax machine frequently has a long line of people waiting to use it.
b. The fax machine, _______ , is used by children in Japan to exchange messages and
compare homework assignments.
10. a. The horse _______ was trained by my uncle.
b. The horse, _______ , was first domesticated over 2,500 years ago.

NONRESTRICTIVE RELATIVE CLAUSES 73

"' < x; - ••
[I EXERCISE 2 (Focus 2, page 171)

You are a new student at a college, living away from home, writing a letter to your good friend
Chris. You are including information about the following: the school, the students, your advanced
English course, your English teacher, the town, and your living situation. Below is a group of
nonrestrictive relative clauses. Find the best places to put the clauses in the letter that follows. You
will also have to add information of your own and punctuate correctly.

A. with whom I had a nice talk today at lunch

B. which is a pleasant community
C. which has four rooms in addition to a living room, kitchen, and bathroom
D. which I check every day
E. which has an enrollment of five thousand
F. all of whom are students
G. who come from all over the world
H. whose courses, I understand, are very popular
I. all of which make for some stimulating discussion
J. which is a place I've always wanted to visit
K. which so far has been challenging and quite interesting

Dear Chris,

I'm sorry I haven't written in a while, but life has been very busy these past weeks as I try to settle into

college and a new routine. Let me tell you a little about the school, the advanced English course I'm taking,

the town, and the place where I'm living.

The school _________________________________

The students, ________________________________ are

________________________________ with many ideas,

----------------------- I'm taking an advanced English course

______________________________ My English teacher

______________________________ is from San Francisco

-------------------------------- and has taught in

I feel fortunate to have this teacher -------------------------

 The school is located _________________ J managed to find a place to live

__________________________________ J share

That's all for now. I'll write more when I get the chance. Send ____________

I hope that everything is well with you and your family.

Your friend,

ffl EXERCISE 3 (Focus 2, page 171)

Below are tools, instruments, and accessories from various fields. Describe the object and identify
a field it typically is used in.

Example:
The microscope, which is an optical instrument with a lens or a
combination of lenses that magnify small objects, is used in
scientific and medical research.

1. stethoscope

2. hammer
 FOCUSING AND EMPHASIZING
STRUCTURES: /I-Clefts and
Wh·Clefts
clEXERCISE 1 (Focus 1, page 442)

The following columns consist of general knowledge information. Match the focus element with
the appropriate clause and then write a complete sentence beginning with It + be and linking the
two elements with that, who, or where. Make any other necessary changes.

Example: It was Florence that led the Renaissance in the arts. (3.�)

1. Carl Jung a. reached China during the rule of Kublai

2. Dubai Khan.

3. Florence b. made the first successful flight in a

gasoline-powered aircraft.
4. Marco Polo
c. is the pilgrimage to the holy city of Mecca
5. Versailles
during the twelfth month of the Islamic
6. the Wright Brothers year.
7. China d. the first book was printed.
8. the Black Death e. developed the psychoanalytical theory of
9. Wyoming archetypes.
10. the Haj f. is the most rural state in the United
States.
g. led the Renaissance in the arts.
h. the treaty that ended World War I was
signed.
1. the world's tallest building is located.
J • wiped out more than a third of Europe's
population in the fourteen century.
1.
2.
3.
4.
5.
6.

218 UNIT 25
 Series Director: Diane Larsen-Freeman

Grammar Dimensions
Form· Meaning· Use form meaning

4TH EDITION
Gene Parulis use

Through clear and comprehensive grammar explanations, extensive practice exercises, and lively
communicative activities, Grammar Dimensions, Fourth Edition provides students with the
language skills they need to communicate accurately, meaningfully, and appropriately.

The Grammar Dimensions Workbook provides additional support for the lessons taught in
the student book through:

• Additional exercises that allow students to refine their grammar skills.

• Editing activities that increase students' writing proficiency.
• A test-taking section that enhances students' ability to apply what they've learned.

I 111
ISBN-13: 97!-l-4240-0355-b
ISBN-10: l-4240-0355-5
#-
1# HEINLE 90000
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