Fuchs, M., Bonner, M., & Westheimer, M. (2009). Focus on grammar 3: An integrated skills approach (4^th ed.). White Plains, NY: Pearson Education.

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There are dozens of solid ESL grammar textbooks on the market, each looking to find a niche in the field. Some follow more traditional presentation-practice formats, such as the well-known Azar and Hagen (2009) series, whereas others pair structures with particular language skills—such as speaking and writing in Folse’s (2010) Clear Grammar or reading and writing in Elbaum’s (2010) Grammar in Context—or highlight the interaction of form, meaning, and use, as in Larsen-Freeman’s (2007) Grammar Dimensions. Another choice that merits consideration as a basic grammar text is the five-level series Focus on Grammar: An Integrated Skills Approach, by Marjorie Fuchs, Margaret Bonner, and Miriam Westheimer. The title provides an accurate snapshot of the scope of text: It is first and foremost a grammar textbook, but it pays close attention to the various language skills. This review focuses on Book 3, which seems appropriate for intermediate-level students in the TOEFL 475–500 (iBT ~50–60) range, or Threshold/Intermediate (B1 “Independent User”) if you use the Common European Framework as a basis.

At nearly 500 pages, the text is fairly ambitious. That said, it is clearly laid out and does not give the impression of being overly crowded. It is divided into nine parts (e.g., “Part IV: Modals and Similar Expressions”), with each part subdivided into several grammatical topics (e.g., “Ability,” “Permission,” “Requests,” “Advice”), yielding a total of 32 units.

The individual units are relatively short, usually 12–14 pages, and share a similar format throughout. Each unit begins with “Grammar in Context,” a short reading of various high-interest themes (e.g., cross-cultural IQ, global warming, netiquette) and excerpts from authentic sources (e.g., a newspaper advice column, a travel brochure). These readings are followed by vocabulary and comprehension exercises to provide students with opportunities to interact before moving on to the unit’s grammar topic. Grammar is presented via simple charts, graphs and tables, explanatory notes, and sample sentences. Students are then directed to focused practice, a series of exercises to practice the grammar points in various ways—cloze and matching exercises, dialogue creation, recognition of forms, and an editing activity to hone proofreading skills.

Following this set of practice exercises, students turn to a series of activities that feature communication. More than simply a few discussion questions, these exercises draw in all language skills in a variety of ways: listening (conversations, interviews, TV commercials), pronunciation (including reductions, intonation, liaison, and stress), oral work (information gaps, problem solving, role-plays, questionnaires, picture work), and writing (with a follow-up editing checklist exercise). In my opinion, this culminating section of each unit is the book’s primary strength, inasmuch as it provides students with meaningful and creative practice of the grammatical structures. The result is a very effective formula of presentation, practice, and application in every unit, which makes the structures immediately relevant.

Each unit closes with a one-page review consisting of three exercises that include at least one on producing correct grammatical forms and another on editing.

It should be apparent by now that Focus on Grammar is thoughtfully organized and designed to make it thorough yet engaging. There are many other features that I could mention, but in the interest of space, I will highlight just a few. First is the layout. As noted earlier, it is clear, uncluttered, and visually appealing, with photos, graphics, realia, and multicolor charts that aid in organizing structures and concepts. Another feature is the book’s attention to recycling structures and vocabulary to keep previously learned material active. On a more academic level, the authors incorporate several items from the Academic Word List (Coxhead, 2011) in each unit’s readings and exercises.

As is the case with all five books in the Focus series, Book 3 has a wealth of ancillaries, both for students (workbook, CD-ROM with audio clips, and website) and teachers (teaching notes, PowerPoint presentations, and test-generating software).

It’s hard to point to any shortcomings in Focus; indeed, the book under review is in its fourth edition. In the introduction, the authors point to new features of this present update, such as expanded listening and pronunciation exercises, updated charts and readings, unit reviews, and the website.

Although Book 3 touches on a number of grammatical topics, the text—and indeed the entire five-book series—tends to be rather verb-heavy. Of the 32 units in this book, 24 dwell on verb-related topics, whereas only 8 are dedicated to other structures. For example, nouns, quantifiers, and articles are examined in only two units, and not until halfway through the text. The other books in the series are similar in balance, approximately 3-to-1 of verb-to-other topics. Of course, the English verb system merits careful, systematic treatment, but if your intermediate students are struggling more with noun clauses or determiners, this book alone might not give enough treatment to the problem areas and would require some supplementing—something that virtually every teacher faces with any textbook.

Focus on Grammar 3 provides a comprehensive approach to grammar for the intermediate-level student. It balances a clear presentation of main grammatical points with targeted practice of form and plenty of opportunities to apply the structures in meaningful and creative ways for written and spoken communication.

References

Azar, B., & Hagen, S. (2009). Understanding and using English grammar (4th ed.). White Plains, NY: Pearson Longman.

Coxhead, A. (2011). The academic word list. Retrieved from http://www.victoria.ac.nz/lals/resources/academicwordlist/information

Elbaum, S. (2010). Grammar in context (5th ed.). Boston, MA: Heinle Cengage Learning.

Folse, K. (2010). Clear grammar (2nd ed.). Ann Arbor: University of Michigan Press.

Larsen-Freeman, D. (Ed.). (2007). Grammar dimensions (4th ed.). Boston, MA: Thomson Heinle.

Dennis Bricault is a professor of Spanish and the director of ESL Programs at North Park University. His interests include materials development and pedagogical grammar.