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| Education | |
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| Goals | |
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| Understanding the American school system | |
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| Discussing study habits | |
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| Talking about schedules | |
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| Active Grammar | |
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| Present continuous tense statements | |
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| Present continuous tense questions | |
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| Present tense statements | |
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| Present tense questions | |
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| Adverbs of frequency | |
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| Nonaction verbs | |
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| Listening/Pronunciation | |
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| The roommates | |
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| Pronunciation: Do you | |
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| The big picture: The University of Texas at San Antonio | |
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| Reading | |
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| New Jersey Institute of Technology (N.J.I.T.) | |
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| Reading for details | |
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| Writing Our Stories | |
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| My schedule | |
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| Such as | |
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| Colonial Times (1607-1776) | |
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| Goals | |
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| Understanding a map | |
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| Talking about life in colonial times | |
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| Comparing life in colonial times and life today | |
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| Talking about childhood | |
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| Understanding proverbs | |
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| Active Grammar | |
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| Past tense statements | |
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| Past tense questions | |
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| Past tense: Be | |
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| Used to | |
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| Listening/Pronunciation | |
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| Colonial Life | |
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| Pronunciation: used to | |
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| Interview: Eric | |
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| The big picture: Benjamin Franklin | |
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| Proverbs | |
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| Reading | |
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| Plimouth Plantation | |
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| Vocabulary | |
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| Comprehension | |
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| Chronological order | |
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| Writing Our Stories | |
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| Growing up | |
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| Brainstorming | |
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| Family Matters | |
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| Goals | |
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| Discussing marriage and divorce statistics | |
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| Talking about divorce | |
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| Understanding the effects of divorce | |
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| Discussing future plans | |
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| Active Grammar | |
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| Future tense: Be + going to | |
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| Future tense: Will | |
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| Present continuous tense with future meaning | |
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| Promises and predictions: Will | |
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| Future time clauses | |
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| Listening/Pronunciation | |
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| Pronunciation: Stress | |
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| The big picture: The divorce agreement | |
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| Reading | |
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| Dating | |
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| Choosing a story title | |
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| Vocabulary in context | |
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| Voicing opinions | |
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| Writing Our Stories | |
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| More about me | |
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| Adjectives that describe personality | |
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| Like, love, enjoy, and go | |
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| Comparisons: Global and Local | |
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| Goals | |
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| Labeling a world map | |
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| Comparing countries | |
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| Reading charts and graphs | |
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| Comparing families | |
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| Active Grammar | |
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| Comparative and superlative forms | |
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| Comparing nouns | |
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| More/Fewer/Less + noun + than | |
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| As many + noun + as | |
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| As much + noun + as | |
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| As ... as | |
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| Listening/Pronunciation | |
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| Pronunciation: as .. as vs. not as ... as | |
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| Comparisons: Telecommunications | |
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| The big picture: What happened to my town? | |
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| Reading | |
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| Suburban sprawl | |
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| Detailing a process | |
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| Understanding a listing | |
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| Writing Our Stories | |
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| Three cities | |
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| Like, alike | |
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| Leisure Activities | |
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| Goals | |
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| Talking about hobbies and leisure activities | |
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| Asking about a person's hobbies and interests | |
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| Describing a process | |
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| Active Grammar | |
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| Question review | |
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| Yes/No questions | |
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| Who/Whom/Whose | |
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| How and Wh- questions | |
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| Tag questions | |
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| Listening/Pronunciation | |
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| Free time | |
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| Pronunciation: Tag questions | |
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| An interview: A Collector | |
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| The big picture: My hobby | |
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| Reading | |
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| Stamp collecting | |
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| Vocabulary in context | |
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| Reading for details | |
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| Writing Our Stories | |
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| How to ... | |
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| Using transition words | |
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| Driving | |
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| Goals | |
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| Reading traffic signs | |
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| Talking about personal plans and obligations | |
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| Describing an accident | |
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| Expressing opinions | |
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| Giving a warning | |
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| Identifying parts of a car | |
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| Active Grammar | |
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| Modals | |
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| Have to and must | |
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| Don't/Doesn't have to | |
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| Must not and cannot | |
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| Can/Can't | |
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| Should/Shouldn't | |
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| Had better/Had better not | |
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| Listening/Pronunciation | |
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| Rebecca's schedule | |
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| Pronunciation: can/can't | |
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| Interview: An accident | |
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| Pronunciation: 'd better/'d better not | |
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| The big picture: Getting a driver's license | |
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| Reading | |
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| The written test | |
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| Taking a multiple-choice test | |
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| Writing Our Stories | |
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| Giving directions | |
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| Writing directions | |
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| Avoiding unnecessary sentences | |
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| Sports | |
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| Goals | |
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| Discussing popular sports | |
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| Talking about well-known athletes | |
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| Active Grammar | |
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| Present perfect continuous | |
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| For and since | |
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| Yes/No questions | |
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| How long questions | |
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| Listening/Pronunciation | |
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| Pronunciation: Present continuous and present perfect continuous | |
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| Interview: Robert | |
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| Interview: Anna | |
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| The big picture: The soccer game | |
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| Reading | |
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| Lance Armstrong | |
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| Understanding vocabulary | |
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| Sentence sense | |
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| Writing Our Stories | |
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| A friendly letter | |
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| Compound sentences | |
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| Changes | |
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| Goals | |
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| Discussing family reunions | |
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| Describing changes | |
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| Talking about recent family events | |
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| Active Grammar | |
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| Present perfect tense | |
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| Present perfect versus simple past | |
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| Already and yet | |
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| Listening/Pronunciation | |
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| A phone call | |
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| Verb forms | |
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| Pronunciation: Clarifying information | |
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| Reunion plans | |
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| The big picture: Gossip | |
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| Pronunciation: Surprise intonation | |
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| Reading | |
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| A family newsletter | |
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| Skimming for the main idea | |
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| Skimming for details | |
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| Looking at vocabulary | |
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| Writing Our Stories | |
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| A news article | |
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| Getting the facts | |
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| Job Performance | |
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| Goals | |
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| Discussing jobs | |
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| Describing employee performance | |
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| Making career choices | |
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| Understanding a performance evaluation | |
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| Active Grammar | |
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| How long/How many | |
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| Repeated past actions | |
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| Indefinite time expressions | |
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| Adverbs of frequency | |
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| Simple past versus present perfect | |
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| Listening/Pronunciation | |
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| Pronunciation: Simple past versus present perfect | |
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| A Metro Transit driver | |
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| The big picture: Performance evaluations | |
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| Reading | |
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| The changing workforce | |
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| Vocabulary | |
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| Understanding numbers | |
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| Writing Our Stories | |
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| Looking at careers | |
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| Researching a job | |
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| Describing a job | |
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| Regrets and Possibilities | |
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| Goals | |
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| Expressing regret | |
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| Talking about past possibilities | |
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| Expressing probability or deduction | |
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| Showing sympathy or empathy | |
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| Active Grammar | |
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| Should have | |
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| May have, might have, could have | |
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| Must have | |
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| Adjectives with -ed and -ing | |
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| Listening/Pronunciation | |
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| Regrets | |
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| The burglary | |
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| Pronunciation: Past modals | |
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| Pronunciation: Word stress | |
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| The big picture: In the counselor's office | |
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| Reading | |
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| Weekend and after-school language and culture programs | |
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| Vocabulary in context | |
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| Giving opinions about a reading | |
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| Writing Our Stories | |
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| My regrets | |
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| Using quotation marks | |
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| Let's Get Organized! | |
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| Goals | |
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| Discussing organization and time-management strategies | |
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| Making a to-do list | |
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| Organizing a study schedule | |
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| Giving advice | |
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| Active Grammar | |
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| Verb + infinitive | |
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| Verb + object + infinitive | |
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| Be + adjective + infinitive | |
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| Listening/Pronunciation | |
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| Eric's to-do list | |
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| Pronunciation: Syllable stress | |
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| The big picture: The first test | |
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| Reading | |
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| Active learning | |
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| Looking at vocabulary | |
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| Discussing learning strategies | |
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| Writing Our Stories | |
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| Study time | |
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| Preposition review | |
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| Becoming a Citizen | |
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| Goals | |
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| Understanding the citizenship process | |
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| Describing feelings before and after moving to the U.S. | |
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| Discussing the reasons people become citizens | |
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| Expressing opinions about current issues | |
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| Active Grammar | |
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| Verb + gerund | |
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| Preposition + gerund | |
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| Verb + preposition + gerund | |
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| Be + adjective phrase + gerund | |
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| Contrast of infinitives and gerunds | |
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| Listening/Prounciation | |
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| New citizens | |
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| Gerunds | |
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| Pronunciation: Linking | |
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| Citizenship decisions | |
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| The big picture: Running a campaign | |
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| Reading | |
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| The citizenship test | |
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| Taking a multiple-choice test | |
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| Writing Our Stories | |
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| A political platform | |
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| Giving an opinion and stating reasons | |
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| Sentence fragments | |
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| Business and Industry | |
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| Goals | |
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| Locating states | |
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| Understanding a product map | |
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| Researching a state | |
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| Discussing well-known companies and their products | |
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| Describing a process | |
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| Active Grammar | |
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| Present tense-passive voice | |
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| Wh- questions | |
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| Listening/Pronunciation | |
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| Passive wh- questions | |
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| Pronunciation: Verb, noun, and adjective forms and syllable stress | |
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| The big picture: T-shirts-From the field to your closet | |
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| Reading | |
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| An alternative energy source | |
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| Sentence sense | |
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| Pro or con? | |
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| Writing Our Stories | |
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| Business and industry in my country | |
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| Drawing a product map | |
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| For example, such as, and induding | |
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| Technology Today | |
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| Goals | |
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| Looking at some recent inventions | |
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| Discussing advances in technology | |
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| Learning about inventions and inventors | |
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| Active Grammar | |
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| Past tense-passive voice | |
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| Wh- questions | |
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| Listening/Pronunciation | |
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| Recent inventions | |
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| Pronunciation: Compound nouns | |
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| School in Taiwan | |
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| The big picture: Shopping | |
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| Reading | |
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| Cell phone controversy | |
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| Looking at vocabulary | |
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| Understanding a research study | |
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| Writing Our Stories | |
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| An opinion letter | |
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| Stating an opinion | |
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| Giving reasons | |
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| Country Music | |
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| Goals | |
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| Discussing different types of music | |
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| Expressing musical preferences | |
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| Learning about popular country music singers | |
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| Active Grammar | |
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| Adjective clauses with who | |
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| Adjective clauses with who, whom, which, and whose | |
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| Adjective clauses with when and where | |
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| Listening/Pronunciation | |
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| Country music | |
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| The big picture: Fan Fair | |
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| Reading | |
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| Shania Twain | |
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| Skimming for information | |
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| Scanning for information | |
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| Chronological order | |
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| Writing Our Stories | |
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| My autobiography | |
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| Developing a time line | |
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| Run-on sentences | |
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| Appendix A | |
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| Audio Script | |
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| Irregular Verbs | |
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| Skills Index | |
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| Map of the United States | |