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01587cam a2200325Mi 4500 |
| 001 - CONTROL NUMBER |
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904235402 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20190616024240.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
150107s2015 maua e 001 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781111350192 (Student book) |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
AU@ |
| Language of cataloging |
eng |
| Transcribing agency |
AU@ |
| Modifying agency |
OCLCO |
| -- |
OCLCF |
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YDXCP |
| -- |
OCLCQ |
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UtOrBLW |
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JCRC |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Mackey, Daphne |
| 245 10 - TITLE STATEMENT |
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| Title |
Grammar Explorer 1 / |
| Statement of responsibility, etc. |
Daphne Mackey; Rob Jenkins and Staci Sabbagh Johnson (Series Editors). |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Boston : |
| Name of publisher, distributor, etc. |
National Geographic Learning, |
| Date of publication, distribution, etc. |
2015. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
463, A7, G4, I5, C1 p. : |
| Other physical details |
col. ill. ; |
| Dimensions |
28 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Grammar Explorer |
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"Grammar Explorer prepares students for academic success through captivating National Geographic content and assignments that mirror the requirements of academic life. Going beyond clear grammar charts and instruction, Grammar Explorer challenges students to think critically while using grammar in their listening, speaking, reading, and writing." (Publisher's Website) |
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CONTENTS |
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Inside a Unit |
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Unit 1 - PEOPLE (The Verb Be) |
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Lesson 1: Simple Present of Be — Contractions with Be<br/> |
| Title |
Reading: Say hello! |
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1.1 Simple Present of Be: Affirmative Statement<br/> |
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1.2 Contractions with Be |
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Lesson 2: Be + Singular Noun — Be + Plural Noun<br/> |
| Title |
Reading: Dereck and Beverly Joubert |
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1.3 Be + Singular Noun |
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1.4 Be + Plural Noun |
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1.5 Simple Present of Be: Negative Statements |
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Lesson 3: Descriptive Adjectives<br/> |
| Title |
Reading: Tank the Bear |
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1.6 Descriptive Adjectives |
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Lesson 4: Possessive Adjectives — Possessive Nouns<br/> |
| Title |
Reading: Sami Reindeer Herders |
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1.7 Possessive Adjectives |
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1.8 Possessive Nouns |
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Review the Grammar |
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Connect the Grammar to Writing: Write about Two Family Members |
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Unit 2 - CELEBRATIONS (The Verb Be: Questions) |
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Lesson 1: Simple Present of Be: Yes/No Questions<br/> |
| Title |
Reading: Happy name day! |
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2.1 Simple Present of Be: Yes/No Questions |
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2.2 Simple Present of Be: Short Answers |
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Lesson 2: Prepositions of Place; Questions with Where + Be<br/> |
| Title |
Reading: Eiffel Tower Tour |
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2.3 Prepositions of Place |
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2.4 Question with Where + Be |
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Lesson 3: Question about Time and Weather<br/> |
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Reading: New Year's Celebrations around the World |
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2.5 Question about Time |
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2.6 Questions with When — Prepositions of Time (Part 1) |
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2.7 Questions about the Weather |
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Lesson 4: This, That, These, Those<br/> |
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Reading: Holi Festival |
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2.8 This, That, These, Those |
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2.9 Questions and Answers with This, That, These, Those |
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Review the Grammar |
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Connect the Grammar to Writing: Write about a Celebration |
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Unit 3 - WORK (Simple Present: Part 1) |
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Lesson 1: Simple Present: Affirmative Statements<br/> |
| Title |
Reading: Doctor Bugs |
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3.1 Simple Present: Affirmative Statements |
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3.2 Simple Present Spelling Rules: -s and -es Endings |
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3.3 Irregular Verbs: Do, Go and Have |
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Lesson 2: Simple Present: Negative Statements and Contractions<br/> |
| Title |
Reading: Life on the Space Station |
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3.4 Simple Present: Negative Statements |
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3.5 Prepositions of Time (Part 2) |
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3.6 Like, Need, and Want + Infinitive |
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Lesson 3: Verbs + Objects<br/> |
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Reading: Elephant Keepers |
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3.7 Verb + Object / Verb + Preposition + Object |
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3.8 Object Pronouns |
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Lesson 4: Imperatives<br/> |
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Reading: How to Get a Job in Game Design |
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3.9 Imperatives: Affirmative |
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3.10 Imperatives: Negative |
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Review the Grammar |
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Connect the Grammar to Writing: Write about a Job |
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Unit 4 - LIFESTYLES (Simple Present: Part 2) |
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Lesson 1: Simple Present: Yes/No Questions and Short Answers<br/> |
| Title |
Reading: The People from the Nicoya Peninsula |
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4.1 Simple Present: Yes/No Questions |
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4.2 Simple Present: Short Answers to Yes/No Questions |
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Lesson 2: Frequency Adverbs and Expressions<br/> |
| Title |
Reading: Night Markets |
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4.4 Frequency Adverbs |
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4.5 Frequency Expressions |
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Lesson 3: Simple Present: Wh- Questions<br/> |
| Title |
Reading: The Amish |
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4.7 Simple Present: Wh- Questions |
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4.8 Who Questions about a Subject |
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Review the Grammar |
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Connect the Grammar to Writing: Write about a Job |
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Unit 5 - FOOD AND HOSPITALITY (Count and Non-Count Nouns) |
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Lesson 1: Count and Non-Count Nouns; Articles<br/><br/> |
| Title |
Reading: At the Grand Hotel |
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5.1 Count and Non-Count Nouns |
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5.2 Using A/An with Count Nouns |
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5.3 A/An vs The |
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Lesson 2: Measurement Words; Some, Any<br/> |
| Title |
Reading: Erik's Food Blog |
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5.4 Measurement Words |
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5.5 Some, Any |
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Lesson 3: Much, Many, A Lot of; A Few, A Little<br/> |
| Title |
Reading: The Hadza People |
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5.6 Much, Many, A Lot Of |
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5.7 A Few, A Little |
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5.8 Questions with How Much and How Many |
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Review the Grammar |
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Connect the Grammar to Writing: Write about a Job |
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Unit 6 - HOMES AND COMMUNITIES (There Is / There Are) |
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Lesson 1: There Is/There Are<br/> |
| Title |
Reading: Side Trips from Shanghai |
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6.1 There Is/There Are: Statements |
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6.2 There Is/There Are: Yes/No Questions and short Answers |
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6.3 How Much ... Is there / How Many ... Are There? |
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Lesson 2: Too Much/Too Many; Enough/Not Enough<br/> |
| Title |
Reading: Home Design |
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6.4 Too Much/Too Many + Noun |
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6.5 Enough/Not Enough + Noun |
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Lesson 3: Indefinite Pronouns<br/> |
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Reading: Dune Shacks |
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6.6 Indefinite Pronouns: Nothing, Anything, Something, Everything |
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6.7 Indefinite Pronouns: No One, Nobody, Anyone, Anybody, Someone, Somebody, Everyone, Everybody |
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Review the Grammar |
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Connect the Grammar to Writing: Write Your Opinion about a Place |
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Unit 7 - EXTREMES (Present Progressive) |
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Lesson 1: Present Progressive: Statements<br/> |
| Title |
Reading: Highliners |
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7.1 Present Progressive: Affirmative Statements |
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7.2 Present Progressive: Negative Statements |
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Lesson 2: Present Progressive: Questions<br/> |
| Title |
Reading: An Interview with Stephen Alvarez |
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7.4 Present Progressive: Yes/No Questions and Short Answers |
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7.5 Present Progressive: Wh-Questions |
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7.5 Wh- Questions with Who |
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Lesson 3: Simple Present vs. Present Progressive<br/> |
| Title |
Reading: Tornado! |
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7.6 Simple Present vs. Present Progressive |
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7.7 Non-Action Verbs |
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Review the Grammar |
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Connect the Grammar to Writing: Write about the Activities in Your Life |
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Unit 8 - TRAVEL (The Past: Part 1) |
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Lesson 1: Simple Past of Be: Statements<br/> |
| Title |
Reading: Next Stop ... A Travel Blog |
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8.1 Simple Past of Be: Statements |
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8.2 Past Time Expressions with Last, Yesterday, and Ago |
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Lesson 2: Simple Past of Be: Questions<br/> |
| Title |
Reading: Iceland |
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8.3 Simple Past of Be: Yes/No Questions |
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8.4 Simple Past of Be: Wh- Questions |
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Lesson 3: Simple Past: Affirmative Statements<br/> |
| Title |
Reading: Antarctic Adventure |
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8.5 Simple Past: Affirmative Statements with Regular Verbs |
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8.6 Spelling Rules: -ed Forms |
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8.7 Simple Past Irregular Verbs: Group 1 |
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Lesson 4: Simple Past: Negative Statements<br/> |
| Title |
Reading: Amazon Explorer Ed Stafford |
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8.8 Simple Past: Negative Statements |
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8.9 Simple Past Irregular Verbs: Group 2 |
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8.10 Simple Past Irregular Verbs: Group 3 |
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Review the Grammar |
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Connect the Grammar to Writing: Write a Blog Entry about a Trip |
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Unit 9 - ACHIEVEMENTS (The Past: Part 2) |
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Lesson 1: Simple Past: Questions<br/> |
| Title |
Reading: Wangari Maathai |
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9.1 Simple Past: Yes/No Questions and Short Answers |
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9.2 Simple Past: Wh- Questions |
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9.3 Wh- Questions with Who or What |
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Lesson 2: Past Time Clauses<br/> |
| Title |
Reading: Ernest Shackleton's Expedition |
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9.4 Past Time Clauses with Before and After |
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9.5 Past Time Clauses with When |
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Lesson 3: Past Progressive<br/> |
| Title |
Reading: Tenzing Norgay |
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9.6 Past Progressive |
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9.7 Simple Past vs. Past Progressive |
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Review the Grammar |
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Connect the Grammar to Writing: Write a Biography |
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Unit 10 - HUMAN AND ANIMAL ENCOUNTERS (Adjectives and Adverbs) |
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Lesson 1: Adjectives<br/> |
| Title |
Reading: Fennec Foxes |
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10.1 Modifying Nouns with Adjectives |
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10.2 Adjectives with How and What Questions |
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10.3 Using Nouns as Adjectives |
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Lesson 2: Adverbs of Manner and Adjectives<br/> |
| Title |
Reading: Gorilla Encounter |
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10.4 Adjectives vs. Adverbs of Manner |
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10.5 Linking Verbs + Adjectives |
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10.6 Adverbs and Adjectives with the Same Form |
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Lesson 3: Adjectives and Adverbs with Too, Very, and Enough<br/> |
| Title |
Reading: Save the Iberian Lynx |
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10.7 Too/Very + Adjective or Adverb |
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10.8 Adjective or Adverb + Enough |
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Review the Grammar |
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Connect the Grammar to Writing: Write about an Animal |
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Unit 11 - CHALLENGES AND ABILITIES (Modals: Part 1) |
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Lesson 1: Can/Could<br/> |
| Title |
Reading: Look! I can fly! |
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11.1 Can/Could for Ability and Possibility: Statements |
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11.2 Can/Could for Ability and Possibility: Questions |
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Lesson 2: Be Able To — Know How To<br/> |
| Title |
Reading: Winter the Dolphin |
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11.3 Be Able To |
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11.4 Know How To |
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Lesson 3: And, But, and So<br/> |
| Title |
Reading: Challenges for Athletes |
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11.5 And, But, So |
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11.6 Contrasts after But |
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Review the Grammar |
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Connect the Grammar to Writing: Write about a Challenge |
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Unit 12 - AMAZING PLACES (Comparative and Superlative Adjectives) |
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Lesson 1: Comparative Adjectives<br/> |
| Title |
Reading: Two Amazing Mountains |
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12.1 Comparative Forms of short Adjectives |
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12.2 Comparative Forms of Long Adjectives |
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12.3 Questions with Comparatives |
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Lesson 2: Superlative Adjectives<br/> |
| Title |
Reading: Gorilla The National Museum of Anthropology |
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12.4 Superlative Forms of Short Adjectives |
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12.5 Superlative Forms of Long Adjectives |
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12.6 Questions with Superlatives |
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Lesson 3: Possessive Pronouns; Whose<br/> |
| Title |
Reading: Frank Gehry: An Unusual Architect |
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12.7 Possessive Pronouns |
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| Formatted contents note |
12.8 Wh- Questions with Whose |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Review the Grammar |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Connect the Grammar to Writing: Write a Comparison between Two Places |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 13 - CUSTOMS AND TRADITIONS (Modals: Part 2) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Lesson 1: Should/Shouldn't<br/> |
| Title |
Reading: Subject: A Business Trip to Tokyo |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
13.1 Should for Advisability: Statements |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
13.2 Should for Advisability: Questions |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Lesson 2: May and Can — Have To/Don't Have To<br/> |
| Title |
Reading: You can't do that here! |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
13.3 Can/May for Permission |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
13.4 Have To for Necessity: Statements |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
13.5 Have To for Necessity: Questions |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Lesson 3: Can/Could/Would: Polite Requests and Offers<br/> |
| Title |
Reading: Disappearing Cultures |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
13.6 Can You/Could You/Would You for Polite Requests |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
13.7 Can I/Could I/Would You Like for Polite Offers |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Review the Grammar |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Connect the Grammar to Writing: Write a Request |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 14 - EDUCATION AND LEARNING (The Future) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Lesson 1: Future with Be Going To and Present Progressive<br/> |
| Title |
Reading: An Unusual College Experience |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
14.1 Future with Be Going To: Statements |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
14.2 Future with Be Going To: Questions |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
14.3 Future with Present Progressive |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Lesson 2: Future with Will — Possibility with May/Might<br/> |
| Title |
Reading: The Internet and the Future of Education |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
14.4 Future with Will: Statements |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
14.5 Future with Will: Questions |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
14.6 Possibility with Might/May |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Lesson 3: If Clauses — Future Time Clauses<br/> |
| Title |
Reading: Color and Test Scores |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
14.7 If Clauses |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
14.8 Future Time Clauses with Before, After and When |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Review the Grammar |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Connect the Grammar to Writing: Write a Personal Statement |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Appendices |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Glossary of Grammar Terms |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Index |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Grammar. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Grammar |
| Form subdivision |
Problems, exercises, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Textbooks for foreign speakers. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Jenkins, Rob |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Johnson, Staci Sabbagh |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ngl.cengage.com/search/productOverview.do?N=200%204294918573&Ntk=P_EPI&Ntt=21086438991900147791980302430723813365&Ntx=mode+matchallpartial#AboutTheProduct">https://ngl.cengage.com/search/productOverview.do?N=200%204294918573&Ntk=P_EPI&Ntt=21086438991900147791980302430723813365&Ntx=mode+matchallpartial#AboutTheProduct</a> |
| Public note |
Publisher's Website. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="http://www.cengage.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=9781111350192">http://www.cengage.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=9781111350192</a> |
| Public note |
Student Companion Site. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
