catalogo 2013
TRANSCRIPT
ELT & SCHOOL PRODUCT
2013
LAT
INA
MER
ICA
PORTADA2013.indd 3 20/02/13 20:26
MH
SP
Table of ContentsPreschoolScope and sequence KINDER ......................... 4Magic Bubbles ................................................. 8Everyday English ............................................. 10
PrimaryScope and sequence PRIMARY .................... 12Triumphs ......................................................... 18Blue Planet ...................................................... 22English Zone ................................................... 24We Can! .......................................................... 26All of Us ............................................................ 27Mega Flash Plus ............................................. 28Grammar Zone ............................................... 29All Star Phonics ............................................... 30
Young AdultsScope and sequence YOUNG ADULTS .......... 32TakeAway English ........................................... 36Interactions/Mosaic ....................................... 40MegaGoal ...................................................... 43Hemispheres ................................................... 44My World ......................................................... 45
ExaminationsTOEFL ............................................................... 46TOEFL iBT .......................................................... 46McGraw-Hill IELTS ............................................ 46TKT ................................................................... 47IELTS ................................................................. 47
School ProductsPrimaryWonders .......................................................... 48Science A Closer Look ................................... 53My Math .......................................................... 54Everyday Mathematics .................................. 54
Middle SchoolGlenco iScience ............................................. 55Networks: Discovering Our Past ..................... 55Exploring Our World ........................................ 56Journey Across Time ....................................... 56Glencoe Expressions ...................................... 57
High SchoolGlencoe Literature .......................................... 57Jamestown Literature ..................................... 58Networks: World&Geography ........................ 58Glencoe Biology ............................................. 59Chemistry ........................................................ 59Glencoe Physics ............................................. 59
AP .................................................................. 60
NEWNEW
NEW
NEW
EditionNEW
EditionNEW
NEW
NEW
NEW
NEW
NEW
NEW
NEW
Scope
and S
eque
nce
Ma
gic
Bub
ble
s St
art
er
Un
it 1.
My
Sch
oo
lTe
ac
he
r: G
oo
d m
orn
ing
, C
hild
ren
.C
hild
ren
: Go
od
mo
rnin
g.
Mis
s: _
____
.Te
ac
he
r: W
ho
is (
na
me
)?C
hild
ren
: Hi,
(na
me
)!
I’m M
iss
____
_ .
A
re y
ou
(n
am
e)?
H
e is
(Pe
ter)
.
She
is (
Gin
a).
Tea
ch
er:
Ho
w a
re y
ou
tod
ay?
Ch
ildre
n: F
ine
, th
an
k yo
u,
an
d y
ou
?Te
ac
he
r: F
ine
, th
an
k yo
u.
Ca
len
da
r a
nd
Ce
leb
ratio
ns
Tea
ch
er:
Wh
at d
ay
is to
da
y?C
hild
ren:
It is
(d
ay
of t
he
w
eek
from
Mo
nd
ay
to
Frid
ay)
We
ath
er
Tea
cher
: To
da
y is
su
nny
, w
ind
y, c
lou
dy,
or r
ain
yC
hild
ren
: (Th
ey p
ick
on
e)
Tea
cher
: Is
it (w
eath
er)
tod
ay?
Ch
ildre
n: Y
es!
Posi
tion
sTe
ac
he
r: P
ut y
ou
r (p
art
of t
he
bo
dy)
up
.C
hild
ren
: He
re!
Tea
ch
er:
Pu
t yo
ur
(pa
rt o
f th
e b
od
y) d
ow
n.
Ch
ildre
n. H
ere
!Te
ac
he
r: P
ut y
ou
r ha
nd
s o
n
the
(ta
ble
, ch
air,
de
sk).
Ch
ildre
n: H
ere
!C
olo
rTe
ac
he
r: W
ha
t co
lor i
s th
is?
Ch
ildre
n: (
Say
co
lor)
.Sh
ap
es
an
d S
ize
sTe
ach
er: W
ha
t is
(Wh
at’s
) th
is?
Ch
ildre
n: C
ircle
Tea
ch
er:
Is it
(b
ig /
litt
le)?
Ch
ildre
n: (
Big
/ li
ttle
).
•Ex
pla
in w
ha
t clo
the
s yo
u
we
ar a
cc
ord
ing
to
the
we
ath
er
•Ex
pla
in w
ha
t clo
the
s m
em
be
rs o
f yo
ur f
am
ily
we
ar
Un
it 6.
My
Co
mm
un
ity
Giv
ing
an
d a
skin
g fo
r p
ers
on
al i
nfo
rma
tion
.-
Ag
e-
Na
me
-Pl
ac
e w
he
re y
ou
a
re fr
om
•N
eg
ativ
e s
tru
ctu
res
•Pr
ac
tice
ve
rb h
ave
•Pr
ac
tice
ve
rb h
ave
in th
e
ne
ga
tive
form
•Pr
ac
tice
ve
rb li
ke•
Pra
ctic
e v
erb
s h
ave
, lik
e, a
nd
wa
nt i
n th
e
inte
rrog
ativ
e fo
rm•
Exp
lain
wh
at a
ba
rber
, c
ash
ier,
mec
ha
nic
, g
ard
ener
, ch
ef, w
aite
r, w
aitr
ess,
co
ok,
an
d
cler
k d
o.
Un
it 7.
Fo
od
•G
ivin
g a
nd
ask
ing
for
pe
rso
na
l in
form
atio
n.
- A
ge
- N
am
e-
Pla
ce
wh
ere
yo
u
are
fro
m•
Ne
ga
tive
str
uc
ture
s•
Pra
ctic
e v
erb
ha
ve•
Pra
ctic
e v
erb
ha
ve in
the
n
eg
ativ
e fo
rm•
Pra
ctic
e v
erb
like
•Pr
ac
tice
ve
rbs
ha
ve,
like,
an
d w
an
t in
the
in
terro
ga
tive
form
•Ta
lk a
bo
ut w
ha
t yo
u h
ave
o
r ea
t fo
r bre
akf
ast
Ch
ildre
n: W
e c
ele
bra
te
(ce
leb
ratio
n).
Tea
ch
er:
Wh
at a
re th
e m
on
ths
of t
he
ye
ar?
Ch
ildre
n: (
Ch
ildre
n s
ay
the
m
on
ths
of t
he
ye
ar)
.Po
sitio
ns
•Re
view
Tea
cher
: (N
am
e o
f th
e
stu
den
t) p
lea
se s
tan
d in
fro
nt
of (
na
me
of t
he
stu
den
t).
Tea
ch
er:
Wh
ere
are
yo
u
(na
me
of t
he
stu
de
nt)
.C
hild
ren
: I a
m in
fro
nt o
f (n
am
e o
f stu
de
nt)
.Te
ac
he
r: W
he
re is
sh
e/h
e?
Ch
ildre
n: I
n fr
on
t of (
na
me
of
stu
de
nt)
.C
olo
rs•
Revi
ew a
ll.Sh
ap
es
an
d S
ize
s.•
Revi
ew a
ll.To
pic
—M
y C
loth
es
•Re
view
all
stru
ctu
res
Tea
ch
er:
Th
is s
we
ate
r is
(n
ew /
old
).Te
ac
he
r: H
ow
is th
is s
we
ate
r n
ew o
r old
?C
hild
ren
: New
/ O
ld.
Tea
ch
er:
So
this
sw
ea
ter i
s…Fa
rew
ell
Tea
ch
er:
Go
od
-bye
, ch
ildre
n!
Ch
ildre
n: G
oo
d-b
ye, t
ea
ch
er.
Tea
ch
er:
Ha
ve a
nic
e d
ay!
Ch
ildre
n: S
am
e to
yo
u.
Tea
ch
er:
Se
e y
ou
tom
orro
w!
Ch
ildre
n: S
ee
yo
u.
Un
it 6.
My
Co
mm
un
ity H
elp
ers
•Re
view
all
Ca
len
da
r a
nd
Ce
leb
ratio
ns
•Re
view
all
Posi
tion
s•
Revi
ew a
llW
ea
the
r•
Revi
ew a
ll
•Pr
ac
tice
ve
rb h
ave
a
ffirm
ativ
e a
nd
inte
rrog
ativ
e
form
•Pa
rts
of t
he
ho
use
, lo
ca
tion
o
f me
mb
ers
of t
he
fam
ily in
th
e h
ou
se.
Un
it 3.
My
Bod
y•
Pra
ctic
e c
an
with
ve
rbs
sme
ll, h
ea
r, lis
ten
to, c
atc
h,
co
mb
, bru
sh, c
lap
, to
uc
h,
wa
lk, d
an
ce
, ru
n, m
arc
h, r
un
, ta
lk, e
at,
blo
w, k
iss,
smile
, bite
, c
hew
, tip
-toe
•Pr
ac
tice
ve
rb w
ear
Un
it 4.
My
Toys
•Pr
ac
tice
the
ve
rb p
lay
in th
e
affi
rma
tive
an
d in
terro
ga
tive
fo
rm•
Pra
ctic
e th
an
k yo
u a
nd
yo
u’re
wel
co
me
Un
ida
d 5
. My
Clo
the
s•
Giv
ing
an
d a
skin
g fo
r p
ers
on
al i
nfo
rma
tion
.-
Ag
e-
Na
me
- Pl
ac
e w
he
re y
ou
a
re fr
om
•N
eg
ativ
e s
tru
ctu
res
•Pr
ac
tice
ve
rb h
ave
•Pr
ac
tice
ve
rb h
ave
in th
e
ne
ga
tive
form
•Pr
ac
tice
ve
rb li
ke•
Pra
ctic
e ve
rbs
have
, lik
e, a
nd
w
ant
in th
e in
terro
ga
tive
form
•Pr
ac
tice
ve
rb w
ear i
n
affi
rma
tive
an
d in
terro
ga
tive
fo
rm•
Exp
lain
wh
at c
loth
es y
ou
w
ear a
cc
ord
ing
to th
e
wea
ther
•Ex
pla
in w
ha
t clo
the
s m
em
be
rs o
f yo
ur f
am
ily
we
ar
Co
lors
•Re
view
all
Sha
pe
s a
nd
Siz
es
•Re
view
all
Nu
mb
ers
•C
ou
nt u
p to
10.
Top
ic—
Na
ture
Tea
ch
er:
Wh
at c
an
yo
u s
ee
in
a g
ard
en
?C
hild
ren
: Tre
es,
gra
ss, e
tc.
Tea
ch
er:
Sh
ow
me
the
…C
hild
ren
: He
re!
Tea
ch
er:
Wh
at c
an
yo
u s
ee
in
the
sky
du
ring
the
da
y?C
hild
ren
: Th
e s
un
, th
e
clo
ud
s, th
e b
irds,
etc
.Te
ac
he
r: W
ha
t ca
n y
ou
se
e
in th
e s
ky a
t nig
ht?
Ch
ildre
n: T
he
mo
on
a
nd
the
sta
rs.
Un
it 10
. Pe
tsG
ree
ting
•Re
view
all
Ca
len
da
r a
nd
Ce
leb
ratio
ns
•Re
view
all
We
ath
er
•Re
view
all
Co
lors
•Re
view
all
Sha
pe
s a
nd
Siz
es
•Re
view
all
Nu
mb
ers
•C
ou
nt u
p to
10.
Top
ic—
Pets
Tea
ch
er:
Do
yo
u h
ave
a p
et
at h
om
e?
Ch
ildre
n: Y
es.
/ N
o.
Tea
ch
er:
Wh
at i
s it?
Ch
ildre
n: A
do
g /
ca
t / fi
sh.
Tea
ch
er:
Do
es
(gra
nd
ma
/
gra
nd
pa
) h
ave
a p
et?
Ma
gic
Bub
ble
s 3
Un
it 1.
My
Sch
oo
lSc
ho
ol P
eo
ple
an
d S
ch
oo
l Pl
ac
es
•A
skin
g a
bo
ut p
eo
ple
’s
po
sitio
n in
the
sc
ho
ol,
usi
ng
na
me
s o
f em
plo
yee
s in
the
sc
ho
ol a
nd
pla
ce
s in
the
sc
ho
ol.
Use
pa
st te
nse
to ta
lk
ab
ou
t pe
op
le’s
po
sitio
n
in th
e s
ch
oo
l.
Un
it 2.
My
Ho
use
an
d F
am
ilyRe
view
of a
ll st
ruc
ture
s le
arn
t in
Ma
gic
Bu
bb
les
Sta
rte
r, 1,
an
d 3
.•
De
scrib
ing
pe
op
le u
sin
g
co
mp
ara
tive
s a
nd
su
pe
rlativ
es:
sh
ort
-sh
ort
er,
sho
rte
st, c
hu
bb
y-c
hu
bb
ier-
ch
ub
bie
st, t
hin
-thin
ne
r-th
inn
est
, yo
un
g-y
ou
ng
er-
you
ng
est
•
Use
pa
st a
nd
futu
re.
Un
it 3.
My
Bod
yRe
view
of a
ll st
ruc
ture
s le
arn
t in
Ma
gic
Bu
bb
les
Sta
rte
r, 1,
an
d 2
.•
Talk
ab
ou
t th
e lo
ca
tion
of
pa
rts
of f
ac
e.
•Ta
lk a
bo
ut t
he
pla
ce
yo
u
an
d y
ou
r stu
de
nts
live
in.
Un
it 4.
My
Toys
Revi
ew o
f all
stru
ctu
res
lea
rnt
in M
ag
ic B
ub
ble
s St
art
er,
1, a
nd
2.
•A
sk a
nd
talk
ab
ou
t wh
at
pre
sen
ts c
hild
ren
wa
nt t
o
rec
eiv
e in
the
ir b
irth
da
y a
nd
/ o
r Ch
ristm
as.
NEW
Nu
mb
er
Tea
ch
er:
Ho
w m
any
(sc
ho
ol
sup
plie
s) d
o y
ou
se
e?
Ch
ildre
n: 1
, 2, 3
…
Un
it 2.
My
Fam
ilyG
ree
ting
sTe
ac
he
r: W
ha
t is
you
r na
me
?C
hild
ren
: (C
hild
’s s
ay
his
/h
er
na
me
)Te
ac
he
r: W
ha
t is
my
na
me
?C
hild
ren
: Mis
s __
___
.C
ale
nd
ar
an
d C
ele
bra
tion
sTe
ac
he
r: W
ha
t are
the
da
ys o
f th
e w
ee
k?C
hild
ren
: Th
e d
ays
of t
he
we
ek
are
sev
en
: Mo
nd
ay,
Tue
sda
y, W
ed
ne
sda
y, Th
urs
da
y, Fr
ida
y, Sa
turd
ay,
an
d S
un
da
y.W
ea
the
rTe
ac
he
r: Is
it (
we
ath
er)
tod
ay?
Ch
ildre
n: N
o!
Posi
tion
Sam
e a
s U
nit
1.C
olo
rsSa
me
as
Un
it 1.
Top
ic—
My
Fam
ilyTe
ac
he
r: W
he
re is
the
(m
em
be
r of t
he
fam
ily).
Ch
ildre
n: H
ere
!Te
ac
he
r: W
ho
is h
e/s
he
?C
hild
ren
: (m
em
be
r of
the
fam
ily)
Un
it 3.
My
Bod
yG
ree
ting
sTe
ac
he
r: H
ow
are
yo
u
this
mo
rnin
g?
Ch
ildre
n: F
ine
, th
an
k yo
u. A
nd
yo
u?
Tea
ch
er:
Are
yo
u s
ad
o
r ha
pp
y?C
hild
ren
: Ha
pp
y!Te
ac
he
r: W
ho
is y
ou
r te
ac
he
r?C
hild
ren
: Mis
s __
___
.W
ea
the
rTe
ac
he
r: W
ha
t’s th
e w
ea
the
r lik
e to
da
y?C
hild
ren
: (su
nny
, win
dy,
clo
ud
y, ra
iny)
Tea
ch
er:
Lo
ok
ou
t th
e w
ind
ow
, is
the
su
n s
hin
ing
?C
hild
ren
: Ye
s. /
No
.Po
sitio
ns
Tea
ch
er:
Take
yo
ur (
co
lor)
c
rayo
n o
ut o
f th
e b
ox.
Top
ic—
My
Bod
yTe
ac
he
r: S
ho
w m
e y
ou
r (p
art
o
f th
e fa
ce
).C
hild
ren
: He
re!
Tea
ch
er:
Po
int t
o y
ou
r (p
art
of t
he
no
se).
Un
it 4.
My
Toys
Revi
ew o
f all
stru
ctu
res
se
en
be
fore
.
Un
ida
d 5
. My
Clo
the
sG
ree
ting
s•
Revi
ewC
ale
nd
ar
an
d C
ele
bra
tion
s•
Revi
ewTe
ac
he
r: W
ha
t do
yo
u
ce
leb
rate
in (
mo
nth
)?
Posi
tion
s•
Revi
ew a
llC
olo
rs•
Revi
ew a
llTo
pic
—M
y C
om
mu
nity
an
d
He
lpe
rsTe
ac
he
r: F
ind
the
(c
om
mu
nity
h
elp
er)
.
Un
it 7.
Fo
od
Gre
etin
g•
Revi
ew a
llC
ale
nd
ar
an
d C
ele
bra
tion
s•
Revi
ew a
llPo
sitio
ns
•Re
view
all
We
ath
er
•Re
view
all
Posi
tion
s•
Revi
ew a
llN
um
be
rs•
Co
un
t up
to 1
0.To
pic
—Fo
od
Tea
ch
er:
Wh
at d
o y
ou
like
to
ea
t?C
hild
ren
: Ca
ke, c
oo
kie
s, a
pp
les,
etc
ete
ra.
Tea
ch
er:
Wh
at d
o y
ou
like
to
drin
k?C
hild
ren
: Le
mo
na
de
, ora
ng
e
juic
e, s
od
a,
milk
, wa
ter.
Tea
ch
er:
Wh
at i
s it
tha
t yo
u
do
n’t
like
to e
at?
Ch
ildre
n: I
like
(m
ea
ls).
Tea
ch
er:
Are
yo
u h
un
gry
? A
re
you
thirs
ty?
Ch
ildre
n: Y
es.
Tea
ch
er:
Wh
at d
o y
ou
wa
nt
to d
rink?
Ch
ildre
n: I
wa
nt…
Un
it 8.
Tra
nsp
ort
atio
nG
ree
ting
•Re
view
all
Ca
len
da
r a
nd
Ce
leb
ratio
ns
•Re
view
all
We
ath
er
•Re
view
all
Co
lors
•Re
view
all
Sha
pe
s a
nd
Siz
es
•Re
view
all
Nu
mb
ers
•C
ou
nt u
p to
10
Top
ic—
Tra
nsp
ort
atio
nTe
ac
he
r: W
he
re is
the
(v
eh
icle
).Te
ac
he
r: S
ho
w m
e th
e
(ve
hic
le).
•Re
view
all
veh
icle
s
an
d p
eo
ple
wh
o d
rive
th
e v
eh
icle
s.Fa
rew
ell
Revi
ew a
ll
Un
it 9.
Na
ture
Gre
etin
g•
Revi
ew a
llC
ale
nd
ar
an
d C
ele
bra
tion
s•
Revi
ew a
llW
ea
the
r•
Revi
ew a
ll
Un
it 6.
My
Co
mm
un
ity
(Co
mm
un
ity H
elp
ers
)•
Giv
ing
an
d a
skin
g fo
r p
ers
on
al i
nfo
rma
tion
.-
Ag
e-
Na
me
- Pl
ac
e w
he
re y
ou
are
fro
m•
Ne
ga
tive
str
uc
ture
s•
Pra
ctic
e v
erb
ha
ve•
Pra
ctic
e v
erb
ha
ve in
the
n
eg
ativ
e fo
rm•
Pra
ctic
e v
erb
like
•Pr
ac
tice
ve
rbs
ha
ve, l
ike,
an
d
wa
nt i
n th
e in
terro
ga
tive
form
•Ex
pla
in w
ha
t a b
arb
er,
ca
shie
r, m
ech
an
ic, g
ard
ener
, ch
ef, w
aite
r, w
aitr
ess,
co
ok,
a
nd
cle
rk d
o.
Un
it 7.
Fo
od
•G
ivin
g a
nd
ask
ing
for
pe
rso
na
l in
form
atio
n.
- A
ge
- N
am
e-
Pla
ce
wh
ere
yo
u a
re fr
om
•N
eg
ativ
e s
tru
ctu
res
•Pr
ac
tice
ve
rb h
ave
•Pr
ac
tice
ve
rb h
ave
in th
e
ne
ga
tive
form
•Pr
ac
tice
ve
rb li
ke•
Pra
ctic
e v
erb
s h
ave
, lik
e, a
nd
w
an
t in
the
inte
rrog
ativ
e fo
rm•
Talk
ab
ou
t wh
at y
ou
ha
ve o
r ea
t fo
r bre
akf
ast
Un
it 8.
Tra
nsp
ort
atio
n a
nd
C
om
mu
nic
atio
n•
Giv
ing
an
d a
skin
g fo
r p
ers
on
al i
nfo
rma
tion
.-
Ag
e-
Na
me
- Pl
ac
e w
he
re y
ou
are
fro
m•
Ne
ga
tive
str
uc
ture
s•
Pra
ctic
e v
erb
ha
ve•
Pra
ctic
e v
erb
ha
ve in
the
n
eg
ativ
e fo
rm•
Ide
ntif
y ve
hic
les
Un
it 9.
Na
ture
•G
ivin
g a
nd
ask
ing
for
pe
rso
na
l in
form
atio
n.
- A
ge
- N
am
e-
Pla
ce
wh
ere
yo
u a
re fr
om
•N
eg
ativ
e s
tru
ctu
res
•Pr
ac
tice
ve
rb h
ave
•Pr
ac
tice
ve
rb h
ave
in th
e
ne
ga
tive
form
•A
sk a
nd
talk
ab
ou
t an
ima
ls
an
d p
lan
ts in
the
fore
st,
bea
ch, o
cea
n•
Talk
ab
ou
t wh
at a
nim
als
do
Un
it 10
. Wild
An
ima
ls•
Giv
ing
an
d a
skin
g fo
r p
ers
on
al i
nfo
rma
tion
.-
Ag
e-
Na
me
- Pl
ac
e w
he
re y
ou
are
fro
m•
Ne
ga
tive
str
uc
ture
s•
Pra
ctic
e v
erb
ha
ve•
Pra
ctic
e v
erb
ha
ve in
the
n
eg
ativ
e fo
rm•
Pra
ctic
e w
ith z
oo
an
ima
ls
Ma
gic
Bub
ble
s 1
Un
it 1.
My
Sch
oo
l•
Giv
ing
an
d a
skin
g fo
r p
ers
on
al i
nfo
rma
tion
.-
Ag
e-
Na
me
-Pl
ac
e w
he
re y
ou
a
re fr
om
•N
eg
ativ
e s
tru
ctu
res
•Pr
ac
tice
ve
rb h
ave
•Pr
ac
tice
ve
rb h
ave
in th
e
ne
ga
tive
form
•Pr
ac
tice
ve
rb li
kePr
ac
tice
ve
rbs
ha
ve, l
ike,
a
nd
wa
nt i
n th
e
inte
rrog
ativ
e fo
rm
Un
it 2.
My
Ho
use
an
d F
am
ily•
Pra
ctic
e th
an
k yo
u a
nd
yo
u’re
wel
co
me
•Pr
ac
tice
ve
rb h
ave
a
ffirm
ativ
e a
nd
in
terro
ga
tive
form
•Pa
rts
of t
he
ho
use
, lo
ca
tion
of m
em
be
rs o
f th
e fa
mily
in th
e h
ou
se.
Un
it 3.
My
Bod
y•
Pra
ctic
e c
an
with
ve
rbs
smel
l, h
ear,
liste
n to
, ca
tch
, c
om
b, b
rush
, cla
p, t
ou
ch,
wa
lk, d
an
ce,
run
, ma
rch
, ru
n, t
alk
, ea
t, b
low
, kis
s, sm
ile, b
ite, c
hew
, tip
-toe
•Pr
ac
tice
ve
rb w
ear
Un
it 4.
My
Toys
•Pr
ac
tice
the
ve
rb p
lay
in th
e a
ffirm
ativ
e a
nd
in
terro
ga
tive
form
•Pr
ac
tice
tha
nk
you
an
d
you
’re w
elc
om
e
Un
ida
d 5
. My
Clo
the
s•
Giv
ing
an
d a
skin
g fo
r p
ers
on
al i
nfo
rma
tion
.-
Ag
e-
Na
me
-Pl
ac
e w
he
re y
ou
a
re fr
om
•N
eg
ativ
e s
tru
ctu
res
•Pr
ac
tice
ve
rb h
ave
•Pr
ac
tice
ve
rb h
ave
in th
e
ne
ga
tive
form
•Pr
ac
tice
ve
rb li
ke•
Pra
ctic
e v
erb
s h
ave
, lik
e, a
nd
wa
nt i
n th
e
inte
rrog
ativ
e fo
rm•
Pra
ctic
e v
erb
wea
r in
affi
rma
tive
an
d
inte
rrog
ativ
e fo
rm
Un
ida
d 5
. My
Clo
the
s Re
view
of a
ll st
ruc
ture
s le
arn
t in
Ma
gic
Bu
bb
les
Sta
rte
r, 1,
an
d 2
.•
Revi
ew s
imp
le p
rese
nt,
sim
ple
pa
st, a
nd
futu
re.
Un
it 6.
My
Co
mm
un
ityRe
view
of a
ll st
ruc
ture
s le
arn
t in
Ma
gic
Bu
bb
les
Sta
rte
r, 1,
an
d 2
.•
Revi
ew s
imp
le p
rese
nt,
sim
ple
pa
st, a
nd
futu
re.
Un
it 7.
Fo
od
Revi
ew o
f all
stru
ctu
res
lea
rnt
in M
ag
ic B
ub
ble
s St
art
er,
1, a
nd
2.
•Re
view
sim
ple
pre
sen
t, si
mp
le p
ast
, an
d fu
ture
.
Un
it 8.
Tra
nsp
ort
atio
n a
nd
C
om
mu
nic
atio
nRe
view
of a
ll st
ruc
ture
s le
arn
t in
Ma
gic
Bu
bb
les
Sta
rte
r, 1,
an
d 2
.•
Revi
ew s
imp
le p
rese
nt,
sim
ple
pa
st, a
nd
futu
re.
Un
it 9.
Na
ture
Revi
ew o
f all
stru
ctu
res
lea
rnt
in M
ag
ic B
ub
ble
s St
art
er,
1, a
nd
2.
•Re
view
sim
ple
pre
sen
t, si
mp
le p
ast
, an
d fu
ture
.
Un
it 10
. Se
a A
nim
als
Revi
ew o
f all
stru
ctu
res
lea
rnt
in M
ag
ic B
ub
ble
s St
art
er,
1, a
nd
2.
•Re
view
sim
ple
pre
sen
t, si
mp
le p
ast
, an
d fu
ture
.
Un
it 8.
Tra
nsp
ort
atio
n a
nd
C
om
mu
nic
atio
n•
Giv
ing
an
d a
skin
g fo
r p
ers
on
al i
nfo
rma
tion
.-
Ag
e-
Na
me
- Pl
ac
e w
he
re y
ou
a
re fr
om
•N
eg
ativ
e s
tru
ctu
res
•Pr
ac
tice
ve
rb h
ave
•Pr
ac
tice
ve
rb h
ave
in th
e
ne
ga
tive
form
•Id
en
tify
veh
icle
s
Un
it 9.
Na
ture
•G
ivin
g a
nd
ask
ing
for
pe
rso
na
l in
form
atio
n.
- A
ge
- N
am
e-
Pla
ce
wh
ere
yo
u a
re fr
om
•N
eg
ativ
e s
tru
ctu
res
•Pr
ac
tice
ve
rb h
ave
•Pr
ac
tice
ve
rb h
ave
in th
e
ne
ga
tive
form
•A
sk a
nd
talk
ab
ou
t an
ima
ls
an
d p
lan
ts in
the
fore
st,
be
ac
h, o
ce
an
•Ta
lk a
bo
ut w
ha
t an
ima
ls d
o
Un
it 10
. Fa
rm A
nim
als
•G
ivin
g a
nd
ask
ing
for
pe
rso
na
l in
form
atio
n.
- A
ge
- N
am
e-
Pla
ce
wh
ere
yo
u
are
fro
m•
Ne
ga
tive
str
uc
ture
s•
Pra
ctic
e v
erb
ha
ve•
Pra
ctic
e v
erb
ha
ve in
the
n
eg
ativ
e fo
rmPr
ac
tice
with
zo
o a
nim
als
Ma
gic
Bub
ble
s 2
Un
it 1.
My
Sch
oo
l•
Giv
ing
an
d a
skin
g fo
r p
ers
on
al i
nfo
rma
tion
.-
Ag
e-
Na
me
- Pl
ac
e w
he
re y
ou
are
fro
m•
Ne
ga
tive
str
uc
ture
s•
Pra
ctic
e v
erb
ha
ve•
Pra
ctic
e v
erb
ha
ve in
the
n
eg
ativ
e fo
rm•
Pra
ctic
e v
erb
like
Pra
ctic
e v
erb
s h
ave
, lik
e, a
nd
w
an
t in
the
inte
rrog
ativ
e
form
Un
it 2.
My
Ho
use
an
d F
am
ily•
Pra
ctic
e th
an
k yo
u a
nd
yo
u’re
wel
co
me
5
Scope
and S
eque
nce
Eve
ryd
ay
Eng
lish
1U
nit
1•
Gre
etin
gs
•C
olo
r wo
rds
•M
y fri
end
s a
re h
ere
with
m
e so
ng
•H
ap
py
an
d s
ad
•C
lass
roo
m v
oc
ab
ula
ry•
Nu
mb
er 1
•C
olo
rs w
ord
s •
Big
an
d li
ttle
•Tr
ac
ing
•G
oo
d B
ye s
on
g•
Cla
ssro
om
vo
ca
bu
lary
•N
um
be
r 1•
Wh
ich
do
es
no
t be
lon
g
(dis
crim
ina
tion
)•
Sha
ker s
on
g•
Tra
cin
g a
nd
ma
tch
ing
•Re
view
•
Ha
pp
y a
nd
sa
d•
Wh
ich
do
es
no
t be
lon
g
(dis
crim
ina
tion
)•
Cu
ttin
g
•Te
ll m
e c
ha
nt
Un
it 2
•C
olo
rs a
nd
sh
ap
es
voc
ab
ula
ry•
Big
an
d s
ma
ll•
Tra
cin
g a
nd
pa
tterin
g•
Co
lors
an
d s
ha
pe
s vo
ca
bu
lary
•W
hic
h d
oe
s n
ot b
elo
ng
(d
isc
rimin
atio
n)
•Tr
ac
ing
an
d c
utt
ing
•U
p a
nd
do
wn
•N
um
be
r 2•
Tra
cin
g a
nd
lac
ing
•Re
view
•
Tra
cin
g•
Nu
mb
ers
1-2
•C
olo
rs a
nd
sh
ap
es
•U
p a
nd
do
wn
Un
it 7
•Fa
rm a
nim
als
vo
ca
bu
lary
•Id
en
tifyi
ng
alik
e
an
d d
iffe
ren
t•
Tra
cin
g•
Farm
an
ima
ls c
ha
nt
•A
nim
al p
rod
uc
ts
voc
ab
ula
ry•
Nu
mb
ers
fro
m 1
-10
•W
ord
s b
eg
inn
ing
with
le
tters
S, T
, U•
Tra
cin
g•
Revi
ew
•W
ord
s w
ith b
eg
inn
ing
le
tters
S, T
, U
Un
it 8
•C
om
mu
nity
vo
ca
bu
lary
•Pr
ep
osi
tion
s—in
, in
fro
nt o
f, b
esi
de
, be
twe
en
—•
Co
mm
un
ity p
eo
ple
vo
ca
bu
lary
•A
like
an
d d
iffe
ren
t•
Nu
mb
ers
1-1
0•
Wo
rds
be
gin
nin
g w
ith
lette
rs V
, W, X
, Y, Z
•Tr
ac
ing
•Re
view
•A
ll a
lph
ab
et l
ette
rs•
Co
un
t an
d g
rap
h•
Nu
mb
ers
1-1
0
Un
it 6
•Fo
od
vo
ca
bu
lary
•Tr
ac
ing
•C
olo
rs•
Nu
mb
ers
1-4
•I l
ike
/ I
do
n’t
like
•N
um
be
rs 1
-4•
I lik
e /
I d
on
’t lik
e•
Sen
ses
voc
ab
ula
ry•
Ide
ntif
y th
e fi
ve s
en
ses
•M
y se
nse
s so
ng
•Re
view
•
Foo
d a
nd
se
nse
s vo
ca
bu
lary
•Id
en
tify
an
d m
atc
hin
g
Un
it 7
•Zo
o a
nim
als
vo
ca
bu
lary
•Id
en
tify
fur a
nd
fea
the
rs
diff
ere
nc
es
•Tr
ac
ing
•W
hic
h is
diff
ere
nt?
(d
isc
rimin
atio
n)
•A
nim
al v
oc
ab
ula
ry•
Tra
cin
g•
Wh
at i
s m
issi
ng
?•
Big
an
d s
ma
ll•
Fac
e v
oc
ab
ula
ry•
Nu
mb
ers
1-5
•Tr
ac
ing
•Pr
ep
osi
tion
s: in
, ou
t of,
un
de
r, a
nd
be
sid
e•
Five
litt
le c
roc
od
iles
ch
an
t•
Revi
ew•
Wh
ich
is d
iffe
ren
t?
(dis
crim
ina
tion
)•
Nu
mb
ers
1-5
•Pr
ep
osi
tion
s: in
, ou
t of,
un
de
r, a
nd
be
sid
e
Un
it 8
•Jo
bs
voc
ab
ula
ry•
Tra
cin
g
Eve
ryd
ay
Eng
lish
3U
nit
1•
Use
of c
ap
ital a
nd
sm
all
ca
se le
tters
wh
en
stu
de
nts
w
rite
the
ir n
am
e.
•Id
en
tify
ca
pita
l an
d s
ma
ll c
ase
lette
rs•
Nu
mb
ers
1 to
5•
Sou
nd
s o
f /w
h/,
/th
/, /
ee
/,•
We
sa
y h
ello
so
ng
•Th
e A
lph
ab
et
•Vo
we
ls a
nd
co
nso
na
nts
•Id
entif
y b
egin
nin
g le
tters
o
f wo
rds
•A
lph
ab
et s
on
g•
Vow
el s
on
g•
He
is m
y fri
en
d. S
he
is
my
frie
nd
.•
Wh
at a
re y
ou
? I a
m a
bo
y. I a
m a
girl
•So
un
d o
f /h
/ a
s in
he
. So
un
d o
f /sh
/ a
s in
sh
e.
•Re
view
•Vo
we
ls a
nd
co
nso
na
nts
•C
ap
ital a
nd
sm
all
lette
rs•
Sou
nd
of /
h/
as
in h
e.
Sou
nd
of /
sh/
as
in s
he
.
Un
it 2
•C
lass
roo
m v
oc
ab
ula
ry•
Sin
gu
lar a
nd
plu
ral
•I h
ave
__, l
ette
r•
Vow
el s
ou
nd
s o
f do
ub
le o
•C
lass
roo
m v
oc
ab
ula
ry•
San
db
ox
voc
ab
ula
ry•
Beg
inn
ing
lette
rs
an
d v
ow
els
•So
un
d o
f /c
h/
•Th
e A
so
ng
•C
lass
roo
m v
oc
ab
ula
ry•
Beg
inn
ing
lette
rs
an
d v
ow
els
•N
um
be
rs 1
to 5
Eve
ryd
ay
Eng
lish
2U
nit
1•
Gre
etin
gs
•M
y n
am
e is
___
____
. H
ow
a
re y
ou
?•
He
llo s
on
g•
Cla
ssro
om
vo
ca
bu
lary
•N
um
be
rs 1
-5•
Tra
cin
g•
Wo
rds
be
gin
nin
g w
ith
lette
rs A
, B, C
•Tr
ac
ing
•A
BC S
on
g•
Revi
ew•
Wo
rds
be
gin
nin
g w
ith
lette
rs A
, B, C
Un
it 2
•Pe
t sh
op
vo
ca
bu
lary
•Bi
g a
nd
sm
all,
mo
re
an
d le
ss•
Tra
cin
g•
Voc
ab
ula
ry w
ord
s•
Tra
cin
g•
Wo
rds
be
gin
nin
g w
ith
lette
rs D
, E, F
•Tr
ac
ing
•
Revi
ew•
Wo
rds
be
gin
nin
g w
ith
lette
rs D
, E, F
•Bi
g a
nd
sm
all,
mo
re
an
d le
ss
Un
it 3
•H
ou
se v
oc
ab
ula
ry•
Roo
ms
in a
ho
use
•Tr
ac
ing
•Th
ing
s in
a h
ou
se
voc
ab
ula
ry•
In /
on
/ u
nd
er
•W
ord
s b
eg
inn
ing
with
le
tters
G, H
, I•
Revi
ew
Un
it 6
•Zo
o a
nim
als
•So
un
d o
f /p
h/
an
d /
f/•
Nu
mb
ers
1-1
0•
Lon
g a
nd
sh
ort
•Bi
g a
nd
litt
le•
Nu
mb
ers
1-1
0•
Sou
nd
of /
sh/
•Fa
rm a
nim
als
•N
um
be
rs 1
-10
•Lo
ng
an
d s
ho
rt e
so
un
ds.
•So
un
d o
f /h
/, /
sh/,
So
ng
•Th
e fa
rm s
on
g•
Revi
ew•
Ad
jec
tive
s•
Sho
rt a
nd
lon
g e
so
un
ds
•So
un
d o
f /p
h/,
/f/
, /h
/, /
sh/s
ou
nd
s
Un
it 7
•Fo
od
co
urt
vo
ca
bu
lary
•N
um
be
rs 1
-10
•Sh
ort
an
d lo
ng
o s
ou
nd
s•
Foo
d v
oc
ab
ula
ry•
I lik
e /
I d
on
’t lik
e•
Nu
mb
ers
1-1
0•
Lon
g a
nd
sh
ort
o s
ou
nd
s•
Sou
nd
of /
ch
/•
Foo
d v
oc
ab
ula
ry•
Sin
gu
lar a
nd
plu
ral
•N
um
be
rs 1
-10
•Re
view
•Rh
ymin
g w
ord
s•
Sho
rt a
nd
lon
g o
so
un
ds
•So
un
d o
f /c
h/
Un
it 8
•A
qu
ariu
m a
nim
als
vo
ca
bu
lary
•N
um
be
rs 1
-10
•So
un
d o
f /sh
/•
Son
g, F
un
Pro
jec
t Ac
tivity
)•
Aq
ua
rium
vo
ca
bu
lary
•Vo
we
l le
tters
NEW
•Bi
g a
nd
sm
all
•M
atc
hin
gU
nit
3•
He
ad
an
d fa
ce
vo
ca
bu
lary
•Tr
ac
ing
an
d m
atc
hin
g•
Fee
ling
s vo
ca
bu
lary
•W
hic
h is
diff
ere
nt
(dis
crim
ina
tion
)•
Tra
cin
g•
I ha
ve fe
elin
gs
son
g•
Pets
vo
ca
bu
lary
•W
hic
h is
diff
ere
nt
(dis
crim
ina
tion
) •
Tra
cin
g, m
atc
hin
g, a
nd
la
cin
g•
Revi
ew
•Fe
elin
gs
an
d p
art
s o
f th
e
fac
e v
oc
ab
ula
ry•
Wh
ich
is d
iffe
ren
t?
(dis
crim
ina
tion
)•
Co
lors
Un
it 4
•Fa
mily
an
d c
olo
rs
voc
ab
ula
ry•
Tra
cin
g a
nd
ma
tch
ing
•Fa
mily
an
d h
ou
se
voc
ab
ula
ry
•C
olo
rs w
ord
s •
Up
an
d d
ow
n•
Clo
the
s vo
ca
bu
lary
•W
hic
h is
diff
ere
nt?
•Tr
ac
ing
•Re
view
•Fa
mily
an
d c
loth
es
voc
ab
ula
ry•
Up
an
d d
ow
n•
Wh
ich
do
es
no
t be
lon
g?
•N
um
be
rs 1
-3
Un
it 5
•Bu
gs
voc
ab
ula
ry•
Tra
cin
g•
Ma
ny a
nd
few
•W
hich
is d
iffer
ent?
(d
iscr
imin
atio
n)•
Inse
ct b
od
y vo
ca
bu
lary
•Id
en
tify
•N
um
be
rs 1
-3•
Inse
ct b
od
y vo
ca
bu
lary
•M
atc
hin
g•
Nu
mb
er 4
•A
nt s
on
g•
Revi
ew•
Ide
ntif
y a
nd
tra
cin
g•
Nu
mb
ers
1-4
•W
hic
h is
diff
ere
nt?
•
Oh
the
bu
gs
are
ve
ry
bu
sy s
on
g
•C
olo
rs•
Peo
ple
tha
t he
lp u
s so
ng
•W
ork
pla
ce
s vo
ca
bu
lary
•W
hic
h is
diff
ere
nt?
(d
isc
rimin
atio
n)
•N
um
be
rs 1
-5•
The
Litt
le R
ed
He
n
•Li
ste
nin
g, c
om
pre
he
nsi
on
, a
ctin
g, a
nd
rete
llin
g s
tory
•Re
view
•W
hic
h d
oe
s n
ot b
elo
ng
? (d
isc
rimin
atio
n)
•N
um
be
rs 1
-5•
Sto
ry c
ha
rac
ter a
ctiv
ity
•So
un
d o
f /th
/, lo
ng
e
sou
nd
an
d s
ho
rt e
so
un
d•
The
E s
on
g•
Revi
ew•
Vow
els
an
d c
on
son
an
ts•
Nu
mb
ers
1-5
•So
un
ds
of s
ho
rt a
an
d
sho
rt e
Un
it 3
•A
nim
als
•Pa
rk v
oc
ab
ula
ry•
Nu
mb
ers
fro
m 1
to 8
•Th
e I
son
g•
Voca
bu
lary
beg
inn
ing
w
ith le
tter o
•Le
tters
an
d v
ow
els
•Rh
ymin
g w
ord
s•
Sho
rt a
nd
lon
g o
so
un
ds
•Th
e O
so
ng
•Vo
cab
ula
ry b
egin
nin
g
with
lette
r u•
Lon
g a
nd
sh
ort
u s
ou
nd
s•
The
U s
on
g•
Revi
ew•
Lon
g a
nd
sh
ort
u a
nd
lon
g
an
d s
ho
rt o
so
un
ds
•A
, E, I
, O, U
ch
an
t
Un
it 4
•Pa
rts
of h
ead
an
d fa
ce
vo
ca
bu
lary
•Id
en
tify
sam
e a
nd
diff
ere
nt
•So
un
d o
f /th
/ a
s in
mo
uth
•W
e s
ay
he
llo s
on
g•
Co
lor w
ord
s•
Co
un
t an
d g
rap
h•
Wo
rds
big
, sm
all,
a
nd
rou
nd
•Lo
ng
an
d s
ho
rt e
so
un
ds
•C
olo
r wo
rds
•Id
en
tify
diff
ere
nt i
ma
ge
s
in a
row
•/w
h/
an
d /
hw
/ so
un
ds
•Th
e c
olo
rs’ s
on
g•
Revi
ew•
Co
nso
na
nts
an
d v
ow
els
•Sh
ort
an
d lo
ng
e s
ou
nd
s a
nd
/w
h/
•Rh
ymin
g w
ord
s
Un
it 5
•Bi
rth
da
y p
art
y vo
ca
bu
lary
•N
um
be
rs 1
-10
•Sh
ort
an
d lo
ng
o s
ou
nd
s a
nd
/th
/ so
un
d•
Fam
ily m
em
be
rs•
Sou
nd
s o
f /th
/, /
h/,
/sh
/•
Co
un
t an
d g
rap
h•
Toy
voc
ab
ula
ry•
Big
an
d s
ma
ll•
Co
un
t an
d g
rap
h•
Sho
rt a
nd
lon
g o
so
un
ds
•Bi
g a
nd
sm
all
son
g•
Revi
ew•
Sho
rt a
nd
lon
g o
so
un
ds.
Sou
nd
s o
f /th
/, /
h/,
/sh
/•
Rhym
ing
wo
rds
•Th
e fa
mily
is in
the
h
ou
se s
on
g
•N
um
be
rs 1
-10
•Sh
ort
an
d lo
ng
o
•So
un
d o
f /w
h/
•W
ord
s th
row
an
d c
atc
h•
Sha
pe
s vo
ca
bu
lary
•N
um
be
rs 1
-10
•Pa
tterin
g•
Sou
nd
of /
th/
•Re
view
•N
um
be
rs 1
-10
•Sh
ort
an
d lo
ng
o s
ou
nd
s•
Sou
nd
of /
th/
•C
olo
r •
Nu
mb
ers
1-5
Un
it 4
•To
ys v
oc
ab
ula
ry•
Tra
cin
g a
nd
ma
tch
ing
•Id
en
tifyi
ng
rhym
ing
wo
rds
•A
ctio
n v
erb
s vo
ca
bu
lary
•C
ou
nt a
nd
gra
ph
•W
ord
s b
eg
inn
ing
with
le
tters
J, K
, L•
Tra
cin
g•
Revi
ew•
Wo
rds
be
gin
nin
g le
tters
w
ith J
, K, L
Un
it 5
•Bi
rth
da
y p
art
y vo
ca
bu
lary
•N
um
be
rs fr
om
1-6
•Tr
ac
ing
•Sh
ap
es
voc
ab
ula
ry•
Co
un
t an
d g
rap
h•
Patte
rns
•W
ord
s b
eg
inn
ing
with
le
tters
M, N
, O•
Tra
cin
g•
Revi
ew
•W
ord
s b
eg
inn
ing
with
le
tters
M, N
, O•
Sha
pe
s
Un
it 6
•W
ea
the
r vo
ca
bu
lary
•I l
ike
/ I
do
n’t
like
•Tr
ac
ing
•So
ng
—Le
ave
s fa
ll d
ow
n
wh
en
it is
win
dy
•C
loth
es
voc
ab
ula
ry•
Nu
mb
ers
fro
m 1
-8•
Lon
g a
nd
sh
ort
•C
olo
r an
d c
loth
es
son
g•
Wo
rds
be
gin
nin
g w
ith
lette
rs P
, Q, R
•Tr
ac
ing
•Re
view
•
Wo
rds
be
gin
nin
g w
ith
lette
rs P
, Q, R
•Lo
ng
an
d s
ho
rt
7
8
Preschool Magic BubblesGloria Kleinert
Phonics section will help students practice every English language sound.
Values Project Section encourage students to work in teams and practice everyday values.
Magic Bubbles is an appealing four-level series for a new generation of preschool children. It offers an integrated approach to introduce children from early stages to develop high order thinking skills through a wide range of manual activities, and a focus on listening and speaking. Children from two to six years of age are guaranteed to have fun discovering the world learning a new language. The series incorporates current methodology and the most up-to-date research into child development, such as neurolinguistic programming, which promotes effective communication through the all channels.
Key Features Tongue gym section to help students learn and reproduce English sounds naturally. Values section which encourages students to work in teams effectively. Mathematics section, it helps students practice the acquired knowledge regarding numbers, shapes, and sizes in real life situations. Cute songs, poems, and chants especially written for the series. Pull-out stories.
Components Student book with audio CD Teacher’s Guide with audio CD Flashcards
Grade 1Re
late
d Pr
imary Product
NEW
48
see page:
9
Preschool
Mathematics section, that helps students practice the new language regarding to numbers, shapes and
sizes in real-life situations.
Original songs specially written for the series.
Development of motor skills.
Grade 2
Grade 3
Correlation
CEFRL
Magic Bubbles Starter Leading to A1
Magic Bubbles 1 Leading to A1
Magic Bubbles 2 Leading to A1
Magic Bubbles 3 A1
9786071508393
Magic Bubbles Starter Student Book
978-607-15-0859-1
Magic Bubbles Starter Teacher's Guide
978-607-15-0860-7
Magic Bubbles 1 Student Book 978-607-15-0853-9
Magic Bubbles 1 Teacher's Guide 978-607-15-0856-0
Magic Bubbles 2 Student Book 978-607-15-0854-6
Magic Bubbles 2 Teacher's Guide 978-607-15-0857-7
Magic Bubbles 3 Student Book 978-607-15-0855-3
Magic Bubbles 3 Teacher's Guide 978-607-15-0858-4
COMPONENT
MGH ELT Flashcards 978-607-15-0839-3
10
PreschoolEveryday English
Dinorah Pous
BeginningEveryday English is a three-level series focused on the development and acquisition of the basic linguistic skills in English at early stages through students’ participation in common social practices; this is by achieving specific linguistic activities to promote the language acquisition gradually and naturally.
This program promotes either the use of linguistic or non-linguistic resources for the children to express themselves in different situations; Everyday English also fosters a positive attitude and holds students’ attention.
The activities in the series were designed to encourage students to work in teams by the development of projects related to the language taught during each unit reinforcing the collaborative attitude and motivation.
Features Competency-based instruction Contents developed focused on the practice of common social practices Includes phonics and mathematics content Includes projects in every unit Encourages students self-evaluation at the end of every unit Appealing audio program included in the Student Book
Components Student Book with CD Teacher’s Guide with CD Flashcards
Correlation
CEFRL
Everyday English 1 Leading to A1
Everyday English 2 Leading to A1
Everyday English 3 Leading to A1
NEW
Rela
ted
Kin
derg
arten-Primary Prod
uc
t
18
see page:
11
Preschool
Uni
t
IBibi and Bobby go to school
Hello teacher!
Hi!
Good morning!
Week 1
Language skill:• Greetings: Good morning, Hi, Hello, Good bye, Who is she? She is the teacher. What is she? She is a woman. Who is he? He is a boy. Where are they going? They are going to school. Point to the _____ .
Greet your teacher and your friends using the greetings from this page.•
9
Listen and trace the words.•
Andy bounces the ball
Language skill:•
How many times does Andy bounce the ball? Andy bounces the ball ____ times. How many times can you
bounce the ball? I can bounce the ball ____ times. What number is it? It is number ____ .
1 one
bounce
4 four
2 two
5 fi ve
3 three
20
Language skill:• What letter is it? It is the letter ____ . Who has the letter ____ . I have the letter ____ . He / She has
the letter ____ . What is the beginning letter of ____ ? The beginning letter of ____ is ____ . What is the
beginning letter sound of ____ ?
Trace the capital and small letters of the alphabet
•
Aa, Bb, Cc, Dd, Ee, Ff,
Gg, Hh, Ii, Jj, K, Ll, Mm,
Nn, Oo, Pp, Qq, Rr, Ss, Tt,
Uu, Vv, Ww, Xx, Yy, Zz.
47
Cut out cards below. Get together with a par tner and shuffl e cards. Have fun playing memory game.
•
Memory game
chairsnac
pencil
crayonpail
eraser
gluesandbox
fl ag
scissorstree
egg - nest
Language skill:•
Plays Memory Game by identifying and relating word to corresponding picture.
45
Language skill:•
Identifi es vowels and consonants in each word. Writes corresponding beginning letter beside each given pictures.
Review
Week 4
Count the •
Vowels and Consonants in each word. Write number in correct box.
Write the • beginning letter sound of each of the pictures below.
boy
scissorspencil
girlglue
teacher
V
V
C
C
18
Color shaer song
Tune: “Are you sleeping” Frere Jacque
Where is pin? (2) (teacher ass)
Here I am. (2) (student raises can "shaer"
to answer)
Shae it if you can (2) (teacher says this part)
This is pin. (2) (students with pin shaer
answer while shaing can)
Students each pick a color to paint their can (on placemat), and
• then let it dry while learning Color shaker song below sing the
song with color pink, blue, yellow, green, and orange.
Color shaKers song
33
Language skill:•
Pronounces correctly beginning letters a, c, and t . Identifi es shor t and long sound of vowel letter / a /, and / ch /
in given words. Ana is written with the short a sound as in apple, happy, chair. Table is written with the long a
sound as in crayon and name.
Listen, repeat, and copy words.•
Ana is happy at school
Week 2
apple chair
table
crayon
Good morning!My name is Ana.
Everyday English 1Everyday English 1 Student Book 978-607-15-0755-6
Everyday English 1 Teacher’s Guide 978-607-15-0790-7
Everyday English 2Everyday English 2 Student Book 978-607-15-0756-3
Everyday English 2 Teacher’s Guide 978-607-15-0789-1
Everyday English 3Everyday English 3 Student Book 978-607-15-0754-9
Everyday English 3 Teacher’s Guide 978-607-15-0788-4
MGH ELT Flashcards 978-607-15-0839-3
NEW
Rela
ted
Kin
derg
arten-Primary Prod
uc
t
Scope
and S
eque
nce
We
Ca
n!Le
vel 1
•W
ha
t’s th
is c
olo
r?•
Ma
ke a
lin
e. M
ake
a c
ircle
. G
o b
ac
k to
yo
ur s
ea
t.
Sit d
ow
n.
•W
ha
t’s th
is s
ha
pe
?•
Sin
gu
lar/
plu
ral
•C
ou
nta
ble
/un
co
un
tab
le•
Wh
at’s
the
we
ath
er
like
tod
ay?
•A
lph
ab
et A
to Z
: Big
lette
rs•
Alp
ha
be
t a to
z: S
ma
ll le
tters
. Sh
ort
, ta
ll, a
nd
ta
il le
tters
•So
un
ds:
A, B
, C, D
, E /
W
rite
: A to
E•
Sou
nd
s: F,
G, H
, I, J
/
Writ
e: F
to J
•So
un
ds:
K, L
, M, N
/
Writ
e: K
to N
•So
un
ds:
O, P
, Q, R
/
Writ
e: O
to R
•So
un
ds:
S, T
, U, V
/
Writ
e: S
to V
•So
un
ds:
W, X
, Y, Z
/ W
rite
: W
to Z
Leve
l 2•
Wh
at’s
the
ma
tter?
•I’m
we
arin
g ..
.•
Wh
at a
re y
ou
do
ing
?•
It’s
...•
Wa
tch
ou
t! It’
s a
/ a
n•
The
mo
use
is (
on
, in
, un
de
r, n
ext t
o, b
eh
ind
) th
e ..
.•
Wh
at’s
this
? /
Wh
at a
re
the
se?
It’s
a /
Th
ey’re
•Ph
on
ics
Jin
gle
(A
a–Z
z)•
Co
nso
na
nts
– P
an
d B
•C
on
son
an
ts –
T a
nd
D•
Co
nso
na
nts
– C
an
d G
•Vo
we
ls –
a, e
, i, o
, u•
Vow
els
– a
, e, i
•Vo
we
ls –
o, u
•Vo
we
l Rev
iew
– a
, e, i
, o, u
Leve
l 4•
Revi
ew o
f Bo
ok
3•
Ad
verb
s•
Ad
jec
tive
s•
I th
ink…
•C
on
jun
ctio
ns
–bu
t, a
nd
•O
rde
r of a
dje
ctiv
es
w
ith a
rtic
les
•To
o /
en
ou
gh
•Im
pe
rativ
e•
Ha
s to
/ h
ave
to•
Sub
jec
t an
d
ob
jec
t pro
no
un
s•
Wo
uld
yo
u li
ke to
…?
•Le
t’s…
•Pa
st p
rog
ress
ive
ten
se•
Mu
st /
mu
stn
’t•
Pre
sen
t pe
rfec
t te
nse
•Pa
st p
art
icip
les
•Pr
ese
nt p
erfe
ct t
en
se•
Mo
re p
ast
pa
rtic
iple
s•
Ho
w lo
ng
ha
ve y
ou
…?
•Fo
r / s
inc
e•
Alre
ad
y /
yet
•U
sed
to /
did
n’t
use
to•
To b
e b
orn
•W
he
n I
wa
s…
Leve
l 5•
Revi
ew o
f Bo
ok
4•
Rep
ort
ed
sp
ee
ch
•In
de
finite
pro
no
un
s w
ith
-thin
g, -
on
e, -
bo
dy,
a
nd
-wh
ere
•Sh
ou
ld /
sh
ou
ldn
’t•
I th
ink…
•Fu
ture
ten
se w
ith w
ill•
I pro
mis
e…
•Fi
rst c
on
diti
on
al
•M
ay
/ m
igh
t / c
ou
ld•
Refle
xive
pro
no
un
s•
To b
e a
ble
to•
Past
pa
rtic
iple
s•
Pass
ive
vo
ice
Leve
l 4•
Nu
mb
ers
1 –
10,
000.
(2)
p
lus
(2)
is (
4). (
5) m
inu
s (3
) is
(2)
.
(3)
time
s (3
) is
(9)
. (8)
d
ivid
ed
by
(2)
is (
4)•
Qu
est
ion
Ma
rke
rs•
Past
Ten
se R
eg
ula
r Ve
rb•
Past
Ten
se Ir
reg
ula
r Ve
rb•
Wh
ich
+ P
rese
nt a
nd
Pa
st Te
nse
•Pa
st Te
nse
Qu
est
ion
s
an
d A
nsw
ers
•G
oin
g To
•H
ow
Ma
ny a
nd
Ho
w M
uc
h•
Go
ing
To +
Ve
rb•
Sou
nd
s: a
i, a
y, e
a, e
e, e
y•
Sou
nd
s: o
a, o
e, o
w, u
i, u
e•
Sou
nd
s: a
u, a
w, o
i, o
y•
Sou
nd
s: o
u, o
w, o
o (
sho
rt),
oo
(lo
ng
)•
Sou
nd
s: a
r, o
r, u
r, ir
•So
un
ds:
er,
or,
ar
•So
un
ds:
kn
, ig
h, w
r•
Nu
mb
ers
: on
e –
twe
lve
•D
ays
: Su
nd
ay
– Sa
turd
ay
•M
on
ths:
Ja
nu
ary
–
De
ce
mb
er
•Pe
rso
na
l pro
no
un
s: I,
yo
u,
he
, sh
e, w
e, t
hey
Leve
l 5•
I (o
pe
ne
d th
e w
eb
b
row
ser)
this
mo
rnin
g. I
(s
ave
d th
e fi
le)
yest
erd
ay.
•M
y O
nlin
e P
rofil
e•
Ema
il W
ritin
g•
Ho
w D
oe
s th
e W
ea
the
r M
ake
Yo
u F
ee
l?•
Wh
at i
s it
ma
de
of?
Wh
at
are
they
ma
de
of?
•Ki
ds’
Inte
rest
s•
Will
/ W
ou
ld /
C
ou
ld y
ou
...?
Eng
lish
Zone
Leve
l 1•
Gre
etin
gs
an
d
intro
du
ctio
ns
•Pr
ese
nt v
erb
to b
e•
Pre
sen
t sim
ple
•H
ow
ma
ny•
The
re is
/Th
ere
are
•Pr
ep
osi
tion
s: in
, on
, u
nd
er,
be
twe
en
•Pr
ese
nt v
erb
to h
ave
(f
or p
oss
ess
ion
)•
Pre
sen
t ve
rb to
wa
nt
•Pr
ese
nt v
erb
to li
ke•
Imp
era
tive
s•
De
mo
nst
rativ
e a
dje
ctiv
es:
Th
is/T
he
se•
Saxo
n g
en
itive
: ‘s
•Le
t’s…
(fo
r inv
itatio
ns)
•Pr
ese
nt c
on
tinu
ou
s
(fo
r on
go
ing
ac
tion
s)
Leve
l 2•
Pre
sen
t ve
rb to
be
•Pr
ese
nt c
on
tinu
ou
s:
on
go
ing
ac
tion
s•
Pre
po
sitio
ns:
in, o
n,
un
de
r, n
ext t
o, b
etw
ee
n,
in fr
on
t of,
be
hin
d•
Pre
sen
t sim
ple
: all
form
s•
Ca
n (
for a
bili
ty)
•Pa
st v
erb
to b
e: p
ast
, a
ll fo
rms
•To
be
bo
rn•
The
re w
as/
The
re w
ere
•Pa
st s
imp
le a
ffirm
ativ
e:
ha
d, a
te, l
ive
d, w
alk
ed
, sw
am
, flew
•Li
ke/d
on
’t lik
e, l
ove
/ha
te•
Ord
erin
g fo
od
•C
om
pa
rativ
e a
dje
ctiv
es
All
of U
sLe
vel 1
•Ve
rb to
be
pre
sen
t sim
ple
•Pr
on
ou
ns
•In
de
finite
art
icle
s•
Wh
at i
s it?
It’s
a /
an
…
It is
n’t
a /
an
…•
Yes,
it is
. / N
o, i
t isn
’t.•
Plu
ral n
ou
ns
•W
ha
t are
they
? A
re th
ey…
? Th
ey’re
… /
Th
ey a
ren
’t…•
Yes,
they
are
. /
No
, th
ey a
ren
´t.
•W
ha
t is
/ a
re th
is /
tha
t /
the
se /
tho
se?
•Is
this
/ th
at…
? A
re th
ese
/
tho
se…
?•
My
/ Yo
ur /
His
/ H
er /
O
ur /
Th
eir
/ is
/ is
n’t
/
are
/ a
ren
’t•
Pre
po
sitio
ns
in /
o
n /
un
de
r•
Wh
ere
…?
Wh
ose
…?
Ho
w
old
is…
? H
ow
ma
ny…
?•
Posi
tion
of a
dje
ctiv
es
•Th
ere
is /
Th
ere
are
/ T
he
re
isn
’t /
The
re a
ren
’t•
Ca
n I
ha
ve…
?•
Poss
ess
ive
s•
Posi
tion
of a
dje
ctiv
es
•A
dve
rb v
ery
•Pr
ese
nt s
imp
le v
erb
to
ha
ve
Leve
l 2•
Revi
ew o
f Bo
ok
1•
Verb
to s
ee
Pre
sen
t sim
ple
•Ve
rb to
be
Pre
sen
t sim
ple
•D
em
on
stra
tive
Pro
no
un
s•
Ho
w m
any
…?
•Ve
rb to
be
•Ve
rb to
ha
ve /
to li
ke /
to
wa
nt /
to li
ve
Pre
sen
t sim
ple
Leve
l 4•
Verb
to b
e•
Pre
sen
t sim
ple
•Re
lativ
e c
lau
ses:
w
ho
, wh
ere
•So
am
I./I
do
too
.•
Tag
qu
est
ion
s•
Co
mp
ara
tive
s•
Sup
erla
tive
s•
Pre
sen
t sim
ple
: pa
ssiv
e•
Why
do
n’t
you
…:
(fo
r su
gg
est
ion
s)•
Sho
uld
(fo
r su
gg
est
ion
s)•
Pre
sen
t sim
ple
•Ze
ro c
on
diti
on
al (
wh
en
, if)
•Pa
st s
imp
le•
Past
co
ntin
uo
us
•In
terr
up
ted
pa
st:
Wh
en
/wh
ile•
Pre
sen
t pe
rfec
t (fo
r p
ers
on
al e
xpe
rien
ce
s, re
ce
nt e
ven
ts)
•A
dve
rbs:
eve
r, n
eve
r, si
nc
e,
for,
yet,
just
•Im
pe
rativ
es
•W
ill (
for p
red
ictio
ns
a
nd
arra
ng
em
en
ts)
•W
ou
ld, c
ou
ld re
qu
est
s (f
orm
al)
Leve
l 5•
Verb
to b
e•
Co
mp
ara
tive
s•
Sup
erla
tive
s•
Too
/en
ou
gh
•Pr
ese
nt s
imp
le v
s.
sim
ple
pa
st•
Use
d to
•M
ake
/le
t/a
llow
ed
•Ve
rb +
ge
run
d o
r in
finiti
ve
(en
joys
…in
g)
•M
igh
t/m
ay/
co
uld
(f
or p
oss
ibili
ty)
•H
ave
to/d
on
’t h
ave
to
Leve
l 3•
I, Yo
u, H
e, S
he
•m
y, yo
ur,
his
, he
r•
Mo
re a
nd
Mo
st•
Verb
He
lpe
rs: D
o y
ou
...?
Do
es
he
...?
Do
es
she
...?
Do
they
...?
•C
ho
res
•U
sua
lly, y
est
erd
ay
•W
ho
’s h
e/s
he
? W
ha
t do
es
he
/sh
e d
o?
Wh
ere
do
es
he
/sh
e w
ork
? W
ho
are
th
ey?
Wh
at d
o th
ey d
o?
Wh
ere
do
they
wo
rk?
•So
un
ds:
m, n
, f, v
, s, z
, l, r
•So
un
ds:
w, y
, j, h
, k, q
u, x
•So
ft a
nd
ha
rd c
an
d g
•So
un
ds:
so
ft a
nd
ha
rd c
: /
k /,
/ s
/, g
: / g
/, /
j /
•Si
len
t e a
-e, e
-e, i
-e, o
-e, u
-e•
Sou
nd
s: s
h, c
h, p
h, w
h•
Sou
nd
s: th
, ng
, ck
Leve
l 3•
Pre
sen
t ve
rb to
be
; Pa
st
verb
to b
e•
The
re is
/are
; Th
ere
wa
s/w
ere
•D
o v
s. m
ake
•H
ave
to (
for o
blig
atio
n)
•Pr
ese
nt c
on
tinu
ou
s;
Past
co
ntin
uo
us
•A
dve
rbs
of f
req
ue
nc
y,
of t
ime
•Im
pe
rativ
es
•H
ow
ma
ny…
?
Ho
w m
uc
h…
?•
A, a
n, s
om
e, a
ny•
Sho
uld
(fo
r ob
liga
tion
)•
Wa
s/W
ere
bo
rn•
go
ing
to (
for f
utu
re p
lan
s)•
Ca
n (
for p
oss
ibili
ty, a
bili
ty)
•H
ow
far/
big
/lo
ng
...•
Co
mp
ara
tive
s: -e
r, a
s …
as
•Pr
ese
nt p
ass
ive
: …is
ma
de
o
ut o
f…•
This
, th
at,
the
se, t
ho
se
•Pr
ese
nt c
on
tinu
ou
s•
Let’s
…•
Verb
to w
ea
r Pr
ese
nt c
on
tinu
ou
s•
Verb
s to
like
/ to
love
/
to h
ate
•C
on
jun
ctio
ns
bu
t /
be
ca
use
•C
an
/ c
an
’t (a
bili
ties)
•Ve
rb to
co
me
(fro
m)
Pre
sen
t sim
ple
Leve
l 3•
Revi
ew o
f Bo
ok
2•
The
re is
…/
The
re a
re…
/Th
ere
wa
s… /
Th
ere
we
re…
•C
ou
nta
ble
an
d
un
co
un
tab
le n
ou
ns
•So
me
/ a
ny /
ma
ny /
a
lot o
f•
Ho
w m
any
/ m
uc
h…
?•
Co
mm
an
ds
•Fr
eq
ue
nc
y a
dve
rbs
•Pr
ese
nt s
imp
le•
Ho
w o
ften
…?
•G
eru
nd
s•
Wh
at t
ime
…?
/ W
he
n…
?•
Futu
re w
ith g
oin
g to
•W
ou
ld y
ou
like
…?
•Ve
rb to
be
: sim
ple
pa
st•
Pre
po
sitio
ns
of p
lac
e:n
ext
to, b
etw
ee
n, o
pp
osi
te•
Sim
ple
pa
st: r
eg
ula
r an
d
irre
gu
lar v
erb
s
•Pa
st p
erfe
ct t
en
se w
ith
nev
er /
be
fore
•Pr
ep
osi
tion
by
(a
sp
ec
ific
tim
e)
•A
dve
rb s
o•
Co
nju
nc
tion
be
ca
use
•Im
pe
rativ
e•
You
’d b
ette
r…•
Why
do
n’t
you
…?
Leve
l 6•
Revi
ew o
f Bo
ok
5•
Pre
po
sitio
ns
•A
ltho
ug
h•
Mig
ht
•Fu
ture
tim
e w
ith
pre
sen
t co
ntin
uo
us
a
nd
pre
sen
t sim
ple
•H
ave
so
me
thin
g d
on
e –
p
ast
, pre
sen
t, fu
ture
, an
d
with
sh
ou
ld•
Past
pa
rtic
iple
s•
Pre
sen
t pro
gre
ssiv
e
co
ntin
uo
us
•H
ow
lon
g…
?•
Sec
on
d c
on
diti
on
al
•A
dje
ctiv
e o
rde
r Ad
jec
tive
s fo
r fe
elin
gs
•To
o a
s a
dve
rb•
I wis
h w
ith d
iffe
ren
t te
nse
s•
Mu
st h
ave
+ p
ast
p
art
icip
le•
Ma
y /
mig
ht /
co
uld
ha
ve
+ p
ast
pa
rtic
iple
•Sh
ou
ld h
ave
+ p
ast
p
art
icip
le•
Third
Co
nd
itio
na
l•
Be /
no
t be
allo
we
d to
•Ta
g q
ue
stio
ns
with
a
ll te
nse
s
•Ye
s, I w
ill /
No
, I w
on
’t /
Yes,
I ca
n /
No
, I c
an
’t b
ec
au
se...
If
you
co
uld
...,
wh
at /
w
hic
h /
wh
ere
...?
I w
ou
ld (
I’d).
..•
Ch
risto
ph
er C
olu
mb
us,
Am
elia
Ea
rha
rt, E
dm
un
d
Hill
ary
, Ne
il A
rmst
ron
g•
Rea
din
g a
nd
Th
inki
ng
: Th
e A
ma
zin
g S
tory
of
J. K
. Ro
wlin
g
Tita
nic
Ro
me
o a
nd
Ju
liet
A
rt A
dve
ntu
res:
Ya
yoi K
usa
ma
A
rt A
dve
ntu
res:
Ed
wa
rd L
ea
r
Leve
l 6•
Ad
jec
tive
s to
De
scrib
e P
ets
•I h
ave
a p
et d
og
. He
’s
(yo
un
g)
an
d (
no
isy)
.•
Verb
s: S
imp
le P
ast
•M
od
al V
erb
s•
You
ha
ve to
/ s
ho
uld
/
mu
st (
use
mo
re
sola
r en
erg
y).
/
You
sh
ou
ldn
’t /
mu
stn
’t (w
ast
e w
ate
r).
•Pe
rso
na
l Pro
no
un
s•
Go
ing
to +
pla
ce
•G
oin
g to
+ v
erb
•Pr
ep
osi
tion
s o
f Pla
ce
•C
on
jun
ctio
ns:
an
d, b
ut,
if,
so, o
r, a
s, b
ec
au
se•
Exc
lam
atio
ns:
Wh
at a
(f
an
tast
ic to
we
r)!
•C
om
pa
rativ
e a
nd
Su
pe
rlativ
e A
dje
ctiv
es
(fo
r ob
liga
tion
)•
Wis
h +
pa
st•
Firs
t co
nd
itio
na
l:
Pre
sen
t sim
ple
+ w
ill•
Pre
sen
t pe
rfec
t vs.
p
ast
sim
ple
•Pa
st s
imp
le: p
ass
ive
•Pa
st p
erfe
ct
•Pa
st v
s. p
ast
co
ntin
uo
us
•Re
po
rte
d o
rde
rs a
nd
st
ate
me
nts
: im
pe
rativ
es
an
d p
rese
nt t
en
ses
•C
on
jun
ctio
ns
Leve
l 6•
Verb
to b
e•
Pre
sen
t sim
ple
•Pr
ese
nt c
on
tinu
ou
s
(fo
r fu
ture
pla
ns)
•C
an
/co
uld
/ b
e a
ble
to
(fo
r ab
ility
, pe
rmis
sio
n)
•Ta
g q
ue
stio
ns
•Re
lativ
e c
lau
ses
•Pr
ese
nt p
erfe
ct (
ad
verb
s)•
Pre
sen
t pe
rfec
t co
ntin
uo
us
•C
om
pa
rativ
es
•Su
pe
rlativ
es
•Pa
st (
ac
tive
/pa
ssiv
e)
•Pa
st c
on
tinu
ou
s•
Past
pe
rfec
t•
Will
(fo
r req
ues
ts,
pre
dic
tion
s)•
Sec
on
d c
on
diti
on
al:
If
+ Pa
st +
wo
uld
•M
ay/
mig
ht (
for p
oss
ibili
ty)
•h
ave
to/
do
n’t
ha
ve to
/m
ust
(o
blig
atio
n)
•Re
po
rte
d s
pe
ec
h:
imp
era
tive
, pre
sen
t,
an
d p
ast
•G
oin
g to
(fo
r fu
ture
pla
ns)
•H
ow
ab
ou
t…?/
Why
d
on
´t w
e…
? (f
or m
aki
ng
su
gg
est
ion
s)•
You
’d b
ette
r (f
or g
ivin
g a
dvi
ce)
•Re
flexi
ve p
ron
ou
ns
•C
on
jun
ctio
ns
•Fo
r/to
/ so
…
tha
t (fo
r pu
rpo
se
an
d re
aso
ns)
13
Scope
and S
eque
nce
Blu
e P
lane
t 1
Sec
ond
ed
itio
nU
nit
1 •
Ou
r p
lan
et
ea
rth
•
The
su
n a
nd
th
e m
oo
n
•D
ay
an
d n
igh
t•
Wa
ter
on
ea
rth
Un
it 2
•Li
vin
g a
nd
no
nliv
ing
th
ing
s •
Wh
at
do
livi
ng
th
ing
s d
o?
•W
ha
t d
o li
vin
g
thin
gs
ne
ed
? •
Wh
at
do
an
ima
ls n
ee
d?
Revi
ew
1Re
vie
w 2
Un
it 3
•W
ha
t d
o p
lan
ts n
ee
d?
•Ro
ots
, ste
ms,
an
d le
ave
s •
Flo
we
rs a
nd
se
ed
s •
Wh
ich
pa
rts
of a
pla
nt
d
o w
e e
at?
Un
it 4
•So
me
an
ima
ls li
ve in
wa
ter
an
d o
the
rs o
n la
nd
. •
An
ima
ls w
alk
, fly,
an
d
swim
. •
Skin
, sc
ale
s, fe
ath
ers
, a
nd
fur
•D
olp
hin
s Re
vie
w 3
Revi
ew
4
Un
it 5
•M
y b
asi
c n
ee
ds
•I k
ee
p m
y b
od
y c
lea
n.
•I e
at
he
alth
y fo
od
.•
I exe
rcis
e m
y b
od
y.
Blu
e P
lane
t 4
Un
it 1
•H
ow
do
the
se
nse
s w
ork
?•
He
arin
g a
nd
se
ein
g•
Ho
w d
oe
s th
e b
od
y m
ove
?•
Hu
ma
n a
nd
a
nim
al s
pe
ed
s
Un
it 2
•Th
e e
nviro
nm
en
t is
div
ide
d
into
ec
osy
ste
ms
•Pr
od
uc
ers
, co
nsu
me
rs,
an
d d
ec
om
po
ser
•Ec
osy
ste
ms
inte
rac
t a
nd
ch
an
ge
•Re
pro
du
ctio
nRe
view
1Re
view
2
Un
it 3
•In
vert
eb
rate
s d
o n
ot
ha
ve b
ac
kbo
ne
s•
Inse
cts
ch
an
ge
an
d g
row
•C
en
tipe
de
s, m
illip
ed
es,
an
d w
orm
s•
Ara
ch
nid
s: s
pid
ers
a
nd
sc
orp
ion
s
Un
it 4
•W
ha
t are
cru
sta
ce
an
s?•
Mo
llusk
s w
ith s
he
lls•
Mo
llusk
s w
itho
ut s
he
lls•
Jelly
fish
, se
a u
rch
ins,
sta
rfish
, an
d
sea
an
em
on
es
Revi
ew 3
Revi
ew 4
Un
it 5
•So
urc
es
of e
ne
rgy
•H
ea
t is
pa
rt o
f ou
r ev
ery
da
y liv
es
•W
ate
r an
d w
ind
po
we
r•
Wh
at i
s c
om
bu
stio
n?
Blu
e P
lane
t 2
Un
it1•
The
ne
ed
s o
f liv
ing
thin
gs
•A
nim
als
live
in a
ll
diff
ere
nt p
lac
es
•Li
vin
g th
ing
s re
pro
du
ce
•Th
e li
fe c
ycle
s o
f bu
tterfl
ies
an
d fr
og
s
Un
it 2
•Pa
rts
of a
pla
nt a
nd
th
eir
fun
ctio
ns
•Th
e n
ee
ds
of p
lan
ts•
Ho
w d
o p
lan
ts g
row
?•
Part
s o
f a p
lan
t to
ea
tRe
view
1Re
view
2
Un
it 3
•W
ha
t is
the
we
ath
er?
•Th
e w
ea
the
r ch
an
ge
s w
ith
the
se
aso
ns
•Su
n a
nd
rain
•
Mo
vin
g a
ir is
ca
lled
win
d
Un
it 4
•Sk
in c
ove
rs o
ur b
od
ies
•Bo
ne
s h
old
up
an
d p
rote
ct
my
bo
dy
•O
ur r
ibs,
lun
gs,
an
d h
ea
rt•
Exe
rcis
e, f
oo
d, a
nd
rest
ke
ep
us
he
alth
yRe
view
3Re
view
4
Un
it 5
•W
ha
t are
rep
tile
s?•
Rep
tile
s m
ove
an
d e
at
•Ra
ttle
sna
kes
a
nd
cro
co
dile
s•
Turt
les,
tort
ois
es,
an
d
ch
am
ele
on
s
Blu
e P
lane
t 5
Un
it 1
•Th
ree
fore
st b
iom
es
•G
rass
lan
d a
nd
d
ese
rt b
iom
es
•M
arin
e a
nd
fre
shw
ate
r bio
me
s
Un
it 2
•A
ll liv
ing
thin
gs
are
ma
de
o
f ce
lls•
Sexu
al a
nd
ase
xua
l re
pro
du
ctio
n•
Ho
w d
o p
lan
ts re
pro
du
ce
?•
Hu
ma
n c
ells
, tis
sue
s,
an
d o
rga
ns
Revi
ew 1
Revi
ew 2
Un
it 3
•W
ha
t are
ma
mm
als
?•
Ma
mm
als
: th
eir
die
t a
nd
ho
me
s•
Mig
ratio
n a
nd
so
cia
l org
an
iza
tion
•El
ep
ha
nts
Un
it 4
•W
ha
t is
ma
gn
etis
m?
•U
ses
of n
atu
ral a
nd
a
rtifi
cia
l ma
gn
ets
•M
ag
ne
tism
in th
e s
ea
an
d
the
air
68•
An
ima
ls a
nd
ma
gn
etis
mRe
view
3Re
view
4
Un
it 5
•Th
e n
erv
ou
s sy
ste
m•
The
gla
nd
ula
r sys
tem
•M
en
an
d w
om
en
a
re d
iffe
ren
t•
A g
rea
t div
ers
ity
Blu
e P
lane
t 3
Un
it1•
Ch
ara
cte
ristic
s o
f liv
ing
thin
gs
•D
ese
rt h
ab
itats
•
Swa
mp
ha
bita
ts
•W
ate
r ha
bita
ts
Un
it 2
•Ea
rth
’s la
yers
22
•Re
new
ab
le a
nd
n
on
ren
ewa
ble
reso
urc
es
•O
verfi
shin
g a
nd
o
verh
un
ting
•Vo
lca
no
es
Revi
ew 1
Revi
ew 2
Un
it 3
•A
ll a
bo
ut w
ate
r •
The
po
we
r of w
ate
r an
d a
ir •
Ho
w d
o a
nim
als
an
d
pla
nts
sto
re w
ate
r?•
Red
uc
e, r
eu
se,
an
d re
cyc
le
Un
it 4
•M
am
ma
ls a
re v
ert
eb
rate
s•
Am
ph
ibia
ns
are
ve
rte
bra
tes
•Ba
ts a
re th
e o
nly
fly
ing
ma
mm
als
•W
ha
t do
ba
ts e
at?
Revi
ew 3
Revi
ew 4
Un
it 5
•A
ll liv
ing
thin
gs
bre
ath
e•
Ho
w d
o p
lan
ts re
spire
an
d
ma
ke fo
od
?•
Ho
w d
o p
lan
ts re
pro
du
ce
?•
The
foo
d c
ha
in
Blu
e P
lane
t 6
Un
it 1
•Th
e b
ig b
an
g th
eo
ry•
The
so
lar s
yste
m•
Ho
w e
art
h w
as
form
ed
•Pa
ng
ea
: “a
ll th
e e
art
h”
Un
it 2
•Bi
olo
gic
al e
volu
tion
•N
atu
ral s
ele
ctio
n•
Hu
ma
n e
volu
tion
•H
om
o s
ap
ien
sRe
view
1Re
view
2
Un
it 3
•Ta
xon
om
y•
Lio
ns
•Ti
ge
rs a
nd
jag
ua
rs•
Leo
pa
rds
an
d c
he
eta
hs
Un
it 4
•W
ha
t are
fun
gi?
•M
old
an
d y
ea
st•
Fun
gi:
the
go
od
an
d th
e b
ad
•Fu
ng
i an
d d
rug
sRe
view
3Re
view
4
Un
it 5
•Te
ch
no
log
y c
ha
ng
es
ou
r liv
es
•Tr
an
spo
rta
tion
thro
ug
h
the
ag
es
•Bo
ats
thro
ug
h h
isto
ry•
The
sto
ry o
f th
e b
icyc
le
Un
it 6
•W
ha
t is
a h
on
eyb
ee
?•
Qu
ee
ns,
dro
ne
s,
an
d w
ork
ers
•W
hy a
re b
ee
s a
ttra
cte
d
to fl
ow
ers
?•
The
be
ne
fits
of h
on
eyRe
view
5Re
view
6
Un
it 6
•O
ur fi
ve s
en
ses
•Ea
rs to
he
ar a
nd
eye
s
to s
ee
•To
ng
ue
for t
ast
e a
nd
a
no
se fo
r sm
ell
•H
an
ds
to to
uc
hRe
view
5Re
view
6
Un
it 7
•Bu
gs
live
in m
any
pla
ce
s.•
Wh
at d
o in
sec
ts n
ee
d
to li
ve?
•Sp
ide
rs a
nd
bu
tterfl
ies
•A
nts
Un
it 8
•H
ow
do
livi
ng
an
d
no
nliv
ing
thin
gs
mo
ve?
•W
ha
t ca
n m
ake
so
me
thin
g m
ove
?•
Mo
vin
g fa
st o
r slo
w•
Thin
gs
ca
n ro
ll, sl
ide
, a
nd
bo
un
ce
Revi
ew 7
Revi
ew 8
Un
it 6
•Ea
rth
’s la
yers
an
d n
atu
ral
reso
urc
es
•Ea
rth
an
d it
s p
late
s•
Na
tura
l ch
an
ge
s to
ea
rth
•M
an
-ma
de
ch
an
ge
s
to e
art
hRe
view
5Re
view
6
Un
it 7
•Ra
inb
ow
s a
nd
co
lors
•W
ha
t is
a s
ha
do
w?
•D
irec
tion
s a
nd
tim
e•
Mo
vem
en
ts o
f th
e m
oo
n
an
d e
art
h
Un
it 8
•Ev
ery
pe
rso
n h
as
fiv
e s
en
ses
•Th
ing
s to
he
ar a
nd
tast
e•
Thin
gs
to s
me
ll a
nd
fee
l•
An
ima
ls a
nd
the
ir
am
azi
ng
se
nse
sRe
view
7Re
view
8
Un
it 6
•W
ha
t are
prim
ate
s?•
Mo
nke
ys•
Ap
es
•Sc
ien
tists
wh
o
stu
dy
prim
ate
sRe
view
5Re
view
6
Un
it 7
•W
ha
t is
air?
•W
hy is
air
ess
en
tial?
•W
he
re is
wa
ter f
ou
nd
on
o
ur p
lan
et?
•D
rou
gh
ts, fl
oo
ds,
a
nd
po
llutio
n
Un
it 8
•To
ba
cc
o•
Alc
oh
ol
•D
rug
s•
Typ
es
of d
rug
sRe
view
7Re
view
8
Un
it 6
•La
rge
an
d s
ma
ll b
irds
•Pe
ng
uin
s•
Ost
rich
es
•H
um
min
gb
irds
Revi
ew 5
Revi
ew 6
Un
it 7
•Th
e fo
od
gu
ide
pyr
am
id•
Gra
ins,
veg
eta
ble
s, fru
its,
an
d m
ilk•
Me
at,
be
an
s, a
nd
oils
•H
ea
lthy
ea
ting
an
d o
the
r g
oo
d h
ab
its
Un
it 8
•W
ha
t are
din
osa
urs
?•
Mo
re a
bo
ut d
ino
sau
rs•
Diff
ere
nt d
ino
sau
rs•
Why
did
din
osa
urs
b
ec
om
e e
xtin
ct?
Revi
ew 7
Revi
ew 8
Un
it 7
•D
istr
ibu
tion
of p
op
ula
tion
s•
Spe
cie
s c
om
pe
te
for r
eso
urc
es
Un
it 8
•W
ha
t is
glo
ba
l wa
rmin
g?
•M
ore
ab
ou
t g
lob
al w
arm
ing
•D
oe
s g
lob
al w
arm
ing
lea
d
to e
xtin
ctio
ns?
•W
ha
t ca
n b
e d
on
e?
Revi
ew 7
Revi
ew 8
Un
it 6
•W
ha
t is
a fi
sh?
•A
sh
ark
is a
fish
•A
re a
ll sh
ark
s d
an
ge
rou
s?•
Inte
rest
ing
sp
ec
ies
o
f sh
ark
sRe
view
5
Revi
ew 6
Un
it 7
•Fo
od
is a
so
urc
e o
f en
erg
y•
Wh
at a
re c
alo
ries?
124
•H
ow
ma
ny c
alo
ries
are
in
diff
ere
nt f
oo
ds?
•H
ow
do
ou
r bo
die
s e
limin
ate
wa
ste
?
Un
it 8
•D
og
gro
up
s•
Wo
lve
s•
Wo
lve
s a
re c
arin
g p
are
nts
•W
olv
es
live
in p
ac
ksRe
view
7Re
view
8
15
Scope
and S
eque
nce
Me
ga
Fla
sh P
lus
Leve
l 1•
Reg
ula
r an
d
Irre
gu
lar P
lura
ls•
Ad
jec
tive
s Si
ze /
C
olo
r Ord
er
•N
um
be
rs /
Co
lors
/ P
lura
ls•
Sub
jec
t Pro
no
un
s, D
em
on
stra
tive
Pro
no
un
s•
Ind
efin
ite A
rtic
les
•Ve
rb –
Be
, C
on
trac
tion
s –
Be•
Pre
sen
t Sim
ple
Ten
se•
Poss
ess
ive
Pro
no
un
s –
M
y /
His
/ H
er
•M
od
al V
erb
– C
an
/ C
an
’t•
Qu
est
ion
Wo
rd –
Ho
w
Ma
ny?
/ W
he
re?
/ W
ha
t? /
W
he
re?
/ W
he
n?
•H
ave
/ B
od
y Pa
rts
/ Bi
g/
Litt
le /
Le
ft/Ri
gh
t•
Verb
s –
Be /
H
ave
/ A
dje
ctiv
es
•Ve
rbs
– H
e/S
he
ha
s/w
an
ts
/ H
ave
/Wa
nt
•Th
ere
is/T
he
re a
re /
C
olo
rs /
Clo
thin
g•
Qu
est
ion
s /
Verb
like
/
Do
/Do
es
•Ki
nd
s o
f Se
nte
nc
es
/ Pu
nc
tua
tion
•Ve
rb –
Se
e /
Co
nju
nc
tion
–
An
d /
Ad
jec
tive
Ord
er
Gra
mm
ar
Zone
Leve
l 1•
Verb
To B
e –
Pre
sen
t Te
nse
•Q
ue
stio
ns
& S
tate
me
nts
•Le
tters
of t
he
Alp
ha
be
t•
Gre
etin
gs
& E
xpre
ssio
ns
•N
ou
ns
& A
rtic
les
•W
h- Q
ue
stio
ns:
Wh
at?
/
Wh
ere
? /
Wh
o?
& W
ho
se?
•Si
ng
ula
r & P
lura
l No
un
s•
The
re Is
& T
he
re A
re /
Is
Th
ere
? &
Are
Th
ere
?•
Ho
w M
any
?•
Reg
ula
r & Ir
reg
ula
r Plu
rals
•Ve
rb To
Ha
ve –
Pr
ese
nt T
en
se (
1)•
Ap
ost
rop
he
+ s
fo
r Po
sse
ssio
n•
De
mo
nst
rativ
es;
Im
pe
rativ
es
•Re
gu
lar V
erb
s –
Pr
ese
nt T
en
se•
Co
nju
nc
tion
s•
Mo
da
l Ve
rb C
an
–
Pre
sen
t Te
nse
•N
ou
ns
& S
en
ten
ce
s•
Pre
sen
t Co
ntin
uo
us
Ten
se•
Sim
ple
Pre
sen
t•
Ad
jec
tive
s &
W
ea
the
r Exp
ress
ion
s
Leve
l 3•
Poss
ess
ive
No
un
s, Si
ng
ula
r a
nd
Plu
ral N
ou
ns
•Pr
ep
osi
tion
- O
n /
In/O
n/
Befo
re/A
fter /
In/A
t•
Co
ntra
ctio
ns
with
No
t•
Nu
mb
ers
1-1
,000
, Nu
mb
er
Wo
rd P
rob
lem
•Po
sse
ssiv
e A
dje
ctiv
es,
Poss
ess
ive
Pro
no
un
s•
Tim
e, T
ime
Exp
ress
ion
s•
Pre
sen
t Sim
ple
Te
nse
/ N
eg
ativ
e /
Q
ue
stio
ns/
Sho
rt•
Fre
qu
en
cy
Ad
verb
s•
An
tony
ms,
Ho
mo
nym
s•
Sim
ple
Pa
st
Ten
se /
Ne
ga
tive
/
Qu
est
ion
s /S
ho
rt•
Use
d to
vs.
Pre
sen
t Si
mp
le Te
nse
•Fu
ture
Ten
se w
ith W
ill, w
ith
Go
ing
to, W
ill/W
on
’t•
Co
nju
nc
tion
s - S
inc
e/
Bec
au
se /
An
/Or/
But/
So•
Wa
s/W
ere
bo
rn /
Pr
ep
osi
tion
s –
In/O
n•
Fro
m /
Un
til•
Part
s o
f a S
tory
Leve
l 3•
Qu
est
ion
Wo
rds
Verb
s:
Infin
itive
s &
Ba
se F
orm
s•
Verb
s To
Be
& To
Ha
ve
/ A
dje
ctiv
es
•Su
bje
ct &
Ob
jec
t•
Sim
ple
Pre
sen
t•
Pre
sen
t Co
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ass
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rep
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l 5•
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•C
ap
italiz
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om
po
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en
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•A
pp
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s•
Pun
ctu
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Co
mm
a;
Qu
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rks,
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om
op
ho
ne
s•
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/An
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e•
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finin
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lau
ses
•C
om
po
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ten
ce
s•
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fixe
s a
nd
Su
ffixe
s•
Pro
ble
m W
ord
s –
Say
vs. T
ell
/ G
oo
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s. W
ell
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t / A
lrea
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/ Ju
st•
Rep
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rasa
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rbs
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ep
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s a
s A
dje
ctiv
es,
as
Ad
verb
s•
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mb
inin
g S
en
ten
ce
s w
ith
a P
rep
osi
tion
al P
hra
se•
Co
nju
nc
tion
s –
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d/B
ut/
Or/
So /
Be
ca
use
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tern
et S
ea
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iqu
es
Leve
l 5•
Verb
s —
Sim
ple
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sen
t•
De
finin
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use
s /
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tive
Pro
no
un
s•
Co
mp
ara
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&
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Ad
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s•
Verb
To W
ish
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t & A
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Firs
t Co
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l•
Imp
era
tive
s•
Sim
ple
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st &
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nt P
erfe
ct
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nt P
erfe
ct w
ith
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eve
r /
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Ad
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Past
Pa
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e V
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Seq
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nc
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/
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ive
Pro
no
un
s•
Sim
ple
Pa
st &
Pa
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Co
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Sub
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Th
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Pro
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/Me
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Co
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s w
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s
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l 4•
Ab
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No
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f Pla
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, A
t/In
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•N
um
be
rs 1
1 –
1,00
0,00
0•
Pun
ctu
atio
n•
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ten
ce
s•
Sub
jec
t, O
bje
ct P
ron
ou
ns,
Pro
no
un
s - I
/Me
•Re
lativ
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Wh
o /
Th
at/
Wh
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•C
ou
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N
on
co
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Qu
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Wo
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mu
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any
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w•
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da
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to
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on
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s•
Ad
verb
s o
f Tim
e•
Mo
da
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rb -
Co
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•C
om
pa
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a
nd
Co
ntra
stin
g•
Pro
ofre
ad
Leve
l 4•
So D
o I
/ N
eith
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o I
•Su
bje
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Verb
, Ob
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ing
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lativ
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lau
ses
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g Q
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stio
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pa
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dje
ctiv
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•Su
pe
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dje
ctiv
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ese
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es
& S
uffi
xes
•M
od
al V
erb
s•
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Co
nd
itio
na
ls•
Ad
jec
tive
s a
fter V
erb
s /
Ad
jec
tive
s e
nd
ing
in
–ed
an
d –
ing
•A
dve
rbs
of M
an
ne
r /
Ad
verb
s o
f De
gre
e•
Reg
ula
r & Ir
reg
ula
r Ve
rbs
— S
imp
le P
ast
•Si
mp
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ast
&
Past
Co
ntin
uo
us
•Pr
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nt P
erfe
ct /
Ad
verb
: N
eve
r / E
ver /
Alre
ad
y
/ Ye
t•
Co
nju
nc
tion
s•
Reg
ula
r & Ir
reg
ula
r Ve
rbs
— P
ast
Pa
rtic
iple
Fo
rm•
Pre
sen
t Pe
rfec
t with
Fo
r, Si
nc
e, J
ust
•Fu
ture
with
Go
ing
To /
M
od
al V
erb
Will
: De
cis
ion
s•
Will
& G
oin
g To
: Pre
dic
tion
s•
Tim
e P
rep
osi
tion
•A
dve
rbs
of F
req
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nc
y, M
an
ne
r & D
eg
ree
•Ve
rb Te
nse
s
Leve
l 6•
No
un
s a
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Pro
no
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no
un
It•
Ob
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no
un
s /
Dire
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an
d In
dire
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bje
cts
•G
uid
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Writ
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– C
ou
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; Fa
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; Ma
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/
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Info
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tter;
Revi
sin
g /
Pr
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frea
din
g•
Dire
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Re
po
rte
d
Spe
ec
h; P
art
s o
f Sp
ee
ch
•H
elp
ing
Ve
rbs;
Prin
cip
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Part
s o
f Ve
rbs;
Ph
rasa
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rbs
•Th
is/T
ha
t/Th
ese
/Th
ose
•Pr
efix
es
an
d S
uffi
xes
•Pr
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osi
tion
s –
In/O
n/A
t•
Pass
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Vo
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•Id
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s•
Pre
po
sitio
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/ C
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/ In
terje
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nte
nc
es;
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ou
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Se
nte
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•Pa
rts
of a
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•W
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•Fi
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co
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Co
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l•
Para
gra
ph
s /
Verb
Ten
ses
•Sy
no
nym
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An
tony
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on
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ctin
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n In
terv
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•D
raft
– In
trod
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tion
/
Bod
y; C
on
clu
sio
n•
Ora
l Pre
sen
tatio
ns
•W
ritin
g a
New
spa
pe
r•
Mo
da
l Ve
rb –
Sh
ou
ld; C
ou
ld
Leve
l 6•
Sim
ple
Pre
sen
t /
Pre
sen
t Co
ntin
uo
us
•Si
mp
le P
ast
with
Ag
o /
Pr
ese
nt P
erfe
ct w
ith F
or
& S
inc
e•
Pre
sen
t Pe
rfec
t / P
rese
nt
Perfe
ct C
on
tinu
ou
s•
Futu
re w
ith W
ill &
Ho
pe
•M
od
al V
erb
s —
Mu
st, M
ay,
Mig
ht &
Co
uld
•Se
co
nd
Co
nd
itio
na
l,
Third
Co
nd
itio
na
l•
Sim
ple
Pre
sen
t / A
ctiv
e &
Pa
ssiv
e V
oic
e•
Use
d To
& W
ou
ld /
Ph
rasa
l Ve
rbs
•Im
pe
rativ
es
/
Seq
ue
nc
e A
dve
rbs
•D
irec
t & In
dire
ct O
bje
cts
•Sy
no
nym
s &
An
tony
ms
•C
om
mo
nly
Co
nfu
sed
W
ord
s /
Co
mm
on
Sp
elli
ng
M
ista
kes
•In
de
finite
Pro
no
un
s•
Ind
efin
ite &
De
finite
Art
icle
s•
Tim
e A
dve
rbs
/ So
... T
ha
t•
De
finin
g R
ela
tive
Cla
use
s /
Rela
tive
Pro
no
un
s•
Pre
fer /
Wo
uld
Ra
the
r•
Past
Mo
da
l Ve
rbs
•Re
po
rte
d S
pe
ec
h /
Re
po
rtin
g V
erb
s•
Pre
po
sitio
ns
&
Co
nju
nc
tion
s•
Ad
jec
tive
Ord
er /
A
dje
ctiv
es
End
ing
in -e
d
& -i
ng
•C
ap
italis
atio
n &
Pu
nc
tua
tion
•A
dje
ctiv
es
& A
dve
rbs
Leve
l 2•
Verb
s To
Be
& To
Ha
ve —
Si
mp
le P
rese
nt
•N
ou
ns
/ N
ou
n P
lura
ls•
Part
s o
f Sp
ee
ch
/
Pre
po
sitio
ns
of P
lac
e•
Sim
ple
Pre
sen
t;
Pre
sen
t Co
ntin
uo
us
•W
hic
h /
Wh
at Q
ue
stio
ns
•Ve
rbs
To D
o &
To H
ave
•M
od
al V
erb
Ca
n /
C
on
jun
ctio
ns
•Pr
ep
osi
tion
s o
f Pla
ce
•Pa
rts
of a
Se
nte
nc
e•
Verb
To B
e —
Sim
ple
Pa
st
/ A
dje
ctiv
es
•Ve
rb To
Be
Bo
rn /
Ca
pita
ls•
The
re W
as
& T
he
re W
ere
•Ve
rb To
Ha
ve —
Sim
ple
Pa
st /
Au
xilia
ry V
erb
s•
Reg
ula
r & Ir
reg
ula
r Ve
rbs
— S
imp
le P
ast
•Ve
rbs
To L
ike
, Lo
ve &
Ha
te
/ C
on
jun
ctio
ns
•C
om
pa
rativ
e A
dje
ctiv
es
•H
ow
Ma
ny?
& H
ow
Mu
ch
?
17
18
PrimaryTriumphs
Reading Triumphs, Student Anthology.Grade 1, volume 1 9780021029303
Grade 1, volume 2 978002102931
Grade 2 9780021029327
Grade 3 9780021029334
Grade 4 9780021029341
Grade 5 9780021029358
Grade 6 9780021029365
Reading Triumphs, Practice Book Grade K 9780021029389
Grade 1 9780021029396
Grade 2 9780021029402
Grade 3 9780021029419
Grade 4 9780021029426
Grade 5 9780021029433
Grade 6 9780021029440
Reading Triumphs, Teacher's EditionGrade K 9780021029143
Grade 1 9780022078522
Grade 2 9780021029150
Grade 3 9780021029167
Grade 4 9780022078539
Grade 5 9780021029280
Grade 6 9780021029297
Triumphs Kindergarten SystemDecodable Readers that help
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Macm
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EA
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GPractice B
ook
K
Macm
illan/McGraw
-HillR
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GPractice B
ook
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R E A D I N G
Visit our Web site at www.macmillanmh.com
Practice Book
ISBN 0-02-192158-X
9 780021 921584
9 9 7 0 1
K Macmillan/McGraw-Hill
Practice Book
R E A D I N G
+
15 titles
Reading Triumphs is a comprehensive reading program designed for students in Kindergarten through Grade 6 who have a gap in acquiring basic reading skills.
Reading Triumphs offers early, frequent intensive instruction to close the achievement gap.
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Multiple Practice and Application OpportunitiesLock-in learning for long-term retention
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PrimaryTeacher Components
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Integrating Science and LanguageBlue Planet has been developed with first time English content teachers in mind, and takes them step-by-step through the instruction process to combine language and science effectively.
The science topics presented in Blue Planet are enriching and interesting, to stimulate students’ natural curiosity about the world around them. The topics are grade-level appropriate, but have been adapted to the language proficiency of an EFL classroom.
Students’ different learning styles have been taken into account. Attractive visual material in the Student Book, Project Book, Flashcards, and Posters appeals to visual learners. Additional activities for those students who are auditory or kinesthetic learners are included throughout the Teacher’s Guide.
Manipulation and experimental learning help students make a connection between what they can see, do, and touch and the scientific rationale for these things. There are numerous hands-on activities and experiments in the Student Book, Project Book, and Teacher’s Guide that will make learning science interesting and relevant for both students and teachers.
Special FeaturesStudent BookWords to KnowKey vocabulary appears in the same place on every double-page spread for students and teachers to refer to easily.
Project BookFoldablesThroughout all six levels students create foldables to summarize and review key learning tasks.
Hands-on ScienceExperiments performed individually, in pairs, or in small groups allow students to observe scientific concepts first hand.
Blue PlanetDinorah Pous
+ =Succesful students certified
23
PrimaryLevel 1Blue Planet 1 Student Book 978-607-15-0383-1
Blue Planet 1 Pack (SB+CD-ROM+Project Book)
978-000-03-0011-9
Blue Planet 1 Teacher’s Guide 978-607-15-0384-8
Blue Planet 1 Flashcards 978-607-15-0434-0
Level 2Blue Planet 2 Student Book 978-607-15-0394-7
Blue Planet 2 Pack(SB+CD-ROM+Project Book)
978-000-03-0012-6
Blue Planet 2 Teacher’s Guide 978-607-15-0395-4
Blue Planet 2 Flashcards 978-607-15-0435-7
Level 3Blue Planet 3 Student Book 978-607-15-0397-8
Blue Planet 3 Pack(SB+CD-ROM+Project Book)
978-000-03-0013-3
Blue Planet 3 Teacher’s Guide 978-607-15-0398-5
Blue Planet 3 Flashcards 978-607-15-0433-3
Level 4Blue Planet 4 Student Book 978-607-15-0416-6
Blue Planet 4 Pack(SB+CD-ROM+Project Book)
978-000-03-0014-0
Blue Planet 4 Teacher’s Guide 978-607-15-0417-3
Blue Planet 4 Posters 978-607-15-0436-4
Level 5Blue Planet 5 Student Book 978-607-15-0419-7
Blue Planet 5 Pack(SB+CD-ROM+Project Book)
978-000-03-0015-7
Blue Planet 5 Teacher’s Guide 978-607-15-0420-3
Blue Planet 5 Posters 978-607-15-0437-1
Level 6Blue Planet 6 Student Book 978-607-15-0422-7
Blue Planet 6 Pack(SB+CD-ROM+Project Book)
978-000-03-0016-4
Blue Planet 6 Teacher’s Guide 978-607-15-0423-4
Blue Planet 6 Posters 978-607-15-0438-8
FlashcardsLevels 1-3
FlashcardsLevels 4-6
Student´s Book Project Book Student´s CD-ROM
For Teachers
For Students
Additional information on science or language is
highlighted in boxes throughout the student book.
Did you know?
24
PrimaryEnglish Zone
Margarita Prieto ·Lauren Robbins
English Zone is a four-skills, six-level primary series that offers stimulating and diverse language learning experiences. As they further their facility in English, students engage in stimulating activities that link to school curriculum areas such as mathematics, social science, natural science, health, art, drama, and language arts. Special cross-curricular Zones in each unit offer content-based readings and task-based activities related to these subject areas.
The series also directly addresses the importance of building literacy by presenting self-contained, high-interest stories at each level. As students gain competence in reading and acquire the skills and strategies they need, related tasks gradually increase in complexity.
At each level, students are also introduced to a different set of characters who present language in real-life situations in meaningful and interesting ways.
A comprehensive Teacher's Guide provides additional support material, techniques, and activities for catering to multiple intelligences, as well as language support and strategies for building all four skills.
Components Student Book and CD Workbook Teacher’s Guide (interleaved)
New components Flashcards Interactive CD-ROM Poster Pack Test Pack
Correlation
CEFR CAMBRIDGE (YLE)
English Zone 1 A1 Starters
English Zone 2 A1+ Movers
English Zone 3 A1+ Movers
English Zone 4 A2 Flyers
English Zone 5 A2 Flyers
English Zone 6 A2+ KET
25
Primary
+ =Succesful students certified
English Zone
ReloadedComing 2014
Level 1Pack 1: Student Book, Workbook and CD 978-970-10-6009-4Student Book and CD 978-970-10-6003-2Workbook 978-007-12-1941-9Teacher’s Guide 978-007-12-1947-1Flashcards 978-007-11-0918-5Level 2Pack 2: Student Book, Workbook and CD 978-970-10-6010-0Student Book and CD 978-970-10-6004-9Workbook 978-007-12-1942-6Teacher’s Guide 978-007-12-1948-8Flashcards 978-007-11-0919-2Level 3Pack 3: Student Book, Workbook and CD 978-970-10-6011-7Student Book and CD 978-970-10-6005-6Workbook 978-007-12-1943-3Teacher’s Guide 978-007-12-1949-5Flashcards 978-007-11-0920-8Level 4Pack 4: Student Book, Workbook and CD 978-970-10-6012-4Student Book and CD 978-970-10-6006-3Workbook 978-007-12-1944-0Teacher’s Guide 978-007-12-1950-1Flashcards 978-007-11-0921-5Level 5Pack 5: Student Book, Workbook and CD 978-970-10-6013-1Student Book and CD 978-970-10-6007-0Workbook 978-007-12-1945-7Teacher’s Guide 978-007-12-1951-8Flashcards 978-007-11-0922-2Level 6Pack 6: Student Book, Workbook and CD 978-970-10-6014-8Student Book and CD 978-970-10-6008-7Workbook 978-007-12-1946-4Teacher’s Guide 978-007-12-1952-5Flashcards 978-007-11-0923-9For all levels.Interactive CD-ROM (for all levels) 978-007-11-0924-6Poster Pack 978-007-11-0925-3Test Pack 978-007-11-0233-9
26
Primary Beginning to IntermediateWe Can! is a new, exciting, and unique goal-oriented seven-level series for elementary students by one of the leaders in teaching English to children worldwide.
In We Can! Yoko Matsuka provides the means for developing the three indispensable elements for success in English —a good curriculum, a good teacher, and good teaching material.
Components Student Book with Audio CD Workbook with Audio CD Flashcards Posters (10 per level) Teacher’s Guide with Audio CD
We Can!Yoko Matsuka · Glenn McDougall
Level 1We Can! 1 Student Book 978-607-15-0480-7
We Can! 1 Workbook 978-607-15-0481-4
We Can! 1 Teacher’s Guide 978-607-15-0482-1
Level 2We Can! 2 Student Book 978-607-15-0483-8
We Can! 2 Workbook 978-607-15-0484-5
We Can! 2 Teacher’s Guide 978-607-15-0485-2
Level 3We Can! 3 Student Book 978-607-15-0486-9
We Can! 3 Workbook 978-607-15-0487-6
We Can! 3 Teacher’s Guide 978-607-15-0488-3
Level 4We Can! 4 Student Book 978-607-15-0489-0
We Can! 4 Workbook 978-607-15-0490-6
We Can! 4 Teacher’s Guide 978-607-15-0491-3
Level 5We Can! 5 Student Book 978-607-15-0492-0
We Can! 5 Workbook 978-607-15-0493-7
We Can! 5 Teacher’s Guide 978-607-15-0494-4
Level 6We Can! 6 Student Book 978-607-15-0495-1
We Can! 6 Workbook 978-607-15-0496-8
We Can! 6 Teacher’s Guide 978-607-15-0497-5Correlation
CEFR CAMBRIDGE (YLE)
We Can! 1 A1 Starters
We Can! 2 A1+ Movers
We Can! 3 A1+ Movers
We Can! 4 A2 Flyers
We Can! 5 A2 Flyers
We Can! 6 A2+ KET
O L Cwecanenglishclub.com
+ =Succesful students certified
27
PrimaryAll of UsJeanette Greenwell · Stephen Lawrence
Correlation
CEFR CAMBRIDGE (YLE)
All of Us 1 A1 Starters
All of Us 2 A1+ Movers
All of Us 3 A1+ Movers
All of Us 4 A2 Flyers
All of Us 5 A2 Flyers
All of Us 6 A2+ KET
Beginning to IntermediateAll of Us is an exciting four-skill, six-level primary series that takes the students on a fascinating journey across many lands and continents. Students learn English through a very structured approach with a lot of recycling. Each content-based unit contains vocabulary presentations, conversations, a grammar chart, a game, stories, and a song in an integrated context appealing to young learners.
Components Student Book Workbook Teacher’s Guide (interleaved) Audio CD CD-ROM Test Pack Flashcards Story Cards Readers (3 per level) Poster Pack (series)
+ =Succesful students certified
28
Primary
Level 1Student Book 978-007-12-8617-6
Teacher’s Guide 978-007-12-6592-8
Flashcards 978-007-12-6562-1
Level 2Student Book 978-007-12-8618-3
Teacher’s Guide 978-007-12-7310-7
Flashcards 978-007-12-6563-8
Level 3Student Book 978-007-12-8619-0
Teacher’s Guide 978-007-12-7311-4
Flashcards 978-007-12-6564-5
Level 4Student Book 978-007-12-8620-6
Teacher’s Guide 978-007-12-7515-6
Level 5Student Book 978-007-12-8621-3
Teacher’s Guide 978-007-12-7313-8
Level 6Student Book 978-007-12-8622-0
Teacher’s Guide 978-007-12-7314-5
Test Pack (for all levels) 978-007-33-8358-3
Poster Pack 978-007-12-7322-0
Beginning to IntermediateMega Flash Plus is the new and improved version of the best-selling primary grammar series, Mega Flash. It presents a step-by-step approach to learning grammar that recycles key grammar points while incorporating more complex structures as well as a new focus on developing writing skills.
Components Student Book + CD-ROM Teacher’s Guide Audio Program Flashcards (Levels 1-3) Poster Pack (Levels 4-6) Test Pack
Mega Flash PlusDinorah Pous
Correlation
CEFR CAMBRIDGE (YLE)
Mega Flash Plus 1 A1 Starters
Mega Flash Plus 2 A1+ Movers
Mega Flash Plus 3 A1+ Movers
Mega Flash Plus 4 A2 Flyers
Mega Flash Plus 5 A2 Flyers
Mega Flash Plus 6 A2+ KET
29
Primary
Correlation
CEFR CAMBRIDGE (YLE)
Grammar Zone 1 A1 Starters
Grammar Zone 2 A1+ Movers
Grammar Zone 3 A1+ Movers
Grammar Zone 4 A2 Flyers
Grammar Zone 5 A2 Flyers
Grammar Zone 6 A2+ KET
Level 1Workbook 978-007-12-8409-7
Teacher’s Guide 978-007-12-7296-4
CD-ROM 978-007-71-9110-8
Level 2Workbook 978-007-12-8410-3
Teacher’s Guide 978-007-12-7297-1
CD-ROM 978-007-71-9117-7
Level 3Workbook 978-007-12-8411-0
Teacher’s Guide 978-007-12-7298-8
CD-ROM 978-007-71-9126-9
Level 4Workbook 978-007-12-8412-7
Teacher’s Guide 978-007-12-7299-5
CD-ROM 978-007-71-9131-3
Level 5Workbook 978-007-12-8413-4
Teacher’s Guide 978-007-12-7300-8
CD-ROM 978-007-71-9138-2
Level 6Workbook 978-007-12-8414-1
Teacher’s Guide 978-007-12-7301-5
CD-ROM 978-007-71-9145-0
Test Pack 1-6 978-007-71-9108-5
Grammar ZoneIvor Williams
Beginning to High IntermediateGrammar Zone presents language structures in small chunks that closely follow the syllabi that are used in many established series for primary-age children. By manageable increments, students acquire understanding and confidence. The presentation of grammar rules is kept as simple as possible and takes into account children’s development at each level of the series.
Components (per level) Grammar Zone book Interactive CD-ROM Teacher’s Guide
30
Primary
Cop
yrig
ht ©
SR
A/M
cGra
w-H
ill. A
ll rig
hts
rese
rved
.
Unit 2: Consonant Sounds 49
Lesson 12: Consonant Sounds: k
Say each picture name. Circle the pictures that begin like kite.
Tongue Twister Crazy kite kits.
AllStar LA U2_SE.qxd 5/21/02 2:48 PM Page 49
All-STAR Phonics & Word Studies, Level A
Observe students during the guidedpractice activity. If students havedifficulty, use the All-STARIntervention Strategies on the nextpage as needed for reinforcement.
Read the directions and review theimages on pages 49 and 50 together.Work through the sample exerciseswith students before assigning pages 49 and 50 in the Student Workbook.Use the completed pages to assessstudents’ understanding. See page xxin this Teacher’s Edition for guidelines.
54
50 Unit 2: Consonant Sounds
Unit 2: Consonant Sounds 49
Lesson 12: Consonant Sounds: k
Say each picture name. Circle the pictures that begin like kite.
Tongue Twister Crazy kite kits.
Unit 2• Lesson 12
ObjectivesStudents will
• circle pictures whose names beginwith the /k/ sound.
• draw a line from the letter /k/ toeach picture whose name beginswith the /k/ sound.
Consonant Sounds: k
5-STAR Pointers
1
Use an overhead projector to reviewcorrect formation of the letter k.Discuss the similarities and differencesbetween the uppercase and lowercaseforms. Tell students that today they aregoing to learn the sound that the letterk stands for.
Show students a kite. Say, “The wordkite begins with the /k/ sound. Theconsonant k stands for the /k/ sound.”Remind them that the letter c can alsostand for the /k/ sound.
Instruct students to echo as you recitethis nonsense sentence several times:“A kitten kicked a key in the kitchen.”Brainstorm other words that begin withk and substitute them in the sentence.For example, “A kitten kissed a key inthe kitchen.” If students suggest a wordthat begins with c, tell them that morethan one letter stands for the /k/ sound.Tell them the word they said beginswith the letter c and has the /k/ soundat the beginning. Read the TongueTwister at the bottom of page 49 in theStudent Workbook to the class. Instructstudents to listen for the /k/ sound asthey repeat the Tongue Twister threetimes as fast as they can.
3
2
Allstar_LA_U2_TE.qxd 6/24/02 6:43 PM Page 50
All-STAR Phonics & Word Studies, Level A
Level KStudent Workbook 978-007-57-2558-9
Teacher’s Edition 978-007-57-2565-7
Level AStudent Workbook 978-007-57-2559-6
Teacher’s Edition 978-007-57-2566-4
Level BStudent Workbook 978-007-57-2560-2
Teacher’s Edition 978-007-57-2567-1
Level CStudent Workbook 978-007-57-2561-9
Teacher’s Edition 978-007-57-2568-8
Level DStudent Workbook 978-007-57-2562-6
Teacher’s Edition 978-007-57-2569-5
Level EStudent Workbook 978-007-57-2563-3
Teacher’s Edition 978-007-57-2570-1
Level FStudent Workbook 978-007-57-2564-0
Teacher’s Edition 978-007-57-2571-8
Grades K–6With All-STAR Phonics & Word Studies, your students will learn to sound out unfamiliar words using decoding strategies such as:
Sense clues Structural or morphemic analysis Spelling-sound clues
Components and SupportThe program provides students with focused instruction and practice in the following specific skill areas:
Emergent SkillsAcquiring pre-reading and pre-writing skillsLearning print awareness concepts
Alphabetic AwarenessMastering the shape, sound, and name of each letter in the alphabetRecognizing uppercase and lowercase letters
All-STAR Phonics & Word Studies
Alvin Granowsky, Ed.D. and Claudia Cornett, Ph.D.
Scope
and S
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Me
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pa
st p
art
icip
le•
The
…th
e…
co
mp
ara
tive
s
Un
it 10
•Ph
rasa
l ve
rbs
•Se
pa
rab
le a
nd
n
on
sep
ara
ble
ph
rasa
l ver
bs
•Th
ree
-wo
rd p
hra
sal v
erb
s
Un
it 11
•Pa
ssiv
e m
od
als
•Th
e p
ass
ive
with
re
po
rtin
g v
erb
s
Un
it 12
•Pr
ese
nt h
ypo
the
tica
l c
on
diti
on
als
ve
rsu
s p
ast
hy
po
the
tica
l co
nd
itio
na
ls•
Imp
lied
co
nd
itio
na
ls•
As
if /A
s th
ou
gh
for
un
rea
l situ
atio
ns
Me
ga
Go
al 6
Un
it 1
•O
the
r, o
the
rs, a
nd
an
oth
er
•Em
ph
atic
do
Un
it 2
•U
sed
to v
ers
us
be
use
d to
•W
ou
ld fo
r re
pe
ate
d a
ctio
n
in th
e p
ast
ve
rsu
s u
sed
to•
Wa
s/W
ere
go
ing
to (
futu
re
in th
e p
ast
)
Un
it 8
•Ve
rb: h
ave
—a
ffirm
ativ
e,
qu
est
ion
s, a
nsw
ers
Un
it 9
•Be
+ g
oin
g•
Pre
po
sitio
ns:
by,
to, i
n
Un
it 10
•D
em
on
stra
tive
s: th
is/t
ha
t a
nd
the
se/t
ho
se•
Sin
gu
lar a
nd
plu
ral n
ou
ns
Un
it 11
•Ve
rb: l
ike
—a
ffirm
ativ
e,
ne
ga
tive
, qu
est
ion
, sh
ort
an
swe
rs
Un
it 12
•A
uxi
liary
ve
rb: c
an
/ca
n’t—
a
ffirm
ativ
e, n
eg
ativ
e,
qu
est
ion
s, sh
ort
an
swe
rs
Un
it 7
•Ve
rb: l
ive
+ p
rep
osi
tion
•Pr
ep
osi
tion
s o
f pla
ce
: ac
ross
fro
m, b
etw
ee
n, n
ext t
o, o
n,
ne
ar,
far f
rom
Imp
era
tive
s fo
r d
irec
tion
s
Un
it 8
•Pr
ese
nt p
rog
ress
ive
ten
se—
affi
rma
tive
, ne
ga
tive
, q
ue
stio
ns,
sho
rt a
nsw
ers
•Q
ues
tion
s w
ith w
ha
t +
pre
sen
t pro
gre
ssiv
e
Un
it 9
•Si
mp
le p
rese
nt t
en
se—
affi
rma
tive
, th
ird
pe
rso
n e
nd
ing
s•
Qu
est
ion
s w
ith w
ha
t
Un
it 10
•Si
mp
le p
rese
nt t
ense
: st
ate
men
ts a
nd
qu
estio
ns—
affi
rma
tive,
neg
ativ
e,
qu
estio
ns,
sho
rt a
nsw
ers
•A
dje
ctiv
es
(po
sitio
n)
Un
it 11
•A
dve
rbs
of f
req
uen
cy:
alw
ays
, u
sua
lly, s
om
etim
es, n
ever
•Ti
me
exp
ress
ion
s: b
efo
re,
afte
r, th
en
, eve
ry d
ay
•Pr
ep
osi
tion
s: a
t, in
, on
in ti
me
ex
pre
ssio
ns
Un
it 12
•M
od
al:
ca
n—
affi
rma
tive
, n
eg
ativ
e, q
ue
stio
ns,
sh
ort
an
swe
rs•
Verb
: lik
e +
infin
itive
Un
it 13
•Fu
ture
: be
+ g
oin
g to
—a
ffirm
ativ
e, n
eg
ativ
e,
qu
est
ion
s, sh
ort
an
swe
rs•
Tim
e e
xpre
ssio
ns
for t
he
fu
ture
: to
mo
rrow
, nex
t we
ek,
n
ext m
on
th
Un
it 14
•O
bje
ct p
ron
ou
ns
•N
eed
/ w
an
t / li
ke
+ in
finiti
ve•
Let’s
+ v
erb
Un
it 15
•Si
mp
le p
ast
ten
se: b
e—
affi
rma
tive
, ne
ga
tive
, q
ue
stio
ns,
sho
rt a
nsw
ers
•To
be
bo
rn
Un
it 16
•Si
mp
le p
ast
ten
se: a
ffirm
ativ
e,
ne
ga
tive
, qu
est
ion
s, sh
ort
a
nsw
ers
•Re
gu
lar p
ast
ten
se v
erb
s•
Irre
gu
lar p
ast
ten
se v
erb
s•
Tim
e e
xpre
ssio
ns
for t
he
pa
st:
yest
erd
ay,
last
nig
ht,
last
m
on
th
Un
it 7
•Pr
ep
osi
tion
+ g
eru
nd
•A
ltho
ug
h, e
ven
tho
ug
h, i
n
spite
of
•A
s so
on
as,
wh
en
•So
…(t
ha
t)
Un
it 8
•C
on
diti
on
al s
en
ten
ce
s w
ith
if-c
lau
se:
ima
gin
ary
situ
atio
ns
•C
on
diti
on
al s
en
ten
ce
s w
ith
mig
ht a
nd
co
uld
•Ve
rb: W
ish
Un
it 9
•N
ee
ds
to b
e (
do
ne
)•
Ha
ve/g
et s
om
eth
ing
(d
on
e)
•Pa
st p
art
icip
les
a
s a
dje
ctiv
es
Un
it 10
•Pa
st p
erfe
ct t
en
se—
qu
est
ion
s, sh
ort
an
swe
rs•
Ca
n’t,
co
uld
, co
uld
n’t,
mu
st,
ma
y, o
r mig
ht
Un
it 11
•Sh
ou
ld h
ave
+
pa
st p
art
icip
le•
Co
nd
itio
na
l se
nte
nc
es:
hy
po
the
tica
l situ
atio
ns
in
the
pa
st•
If w
ith c
ou
ld a
nd
mig
ht
Un
it 12
•Re
po
rte
d s
pe
ec
h•
Rep
ort
ed
qu
est
ion
s•
Wo
rd c
ha
ng
es
in
rep
ort
ed
sp
ee
ch
•Re
po
rtin
g v
erb
s
Me
ga
Go
al 5
Un
it 1
•A
uxi
liary
ve
rbs:
do
, ha
ve, b
e
Un
it 2
•Th
e p
ass
ive
•Pa
st p
erfe
ct a
nd
pa
st
pe
rfec
t pro
gre
ssiv
e
Un
it 3
•A
dve
rbs
of d
eg
ree
•Se
nte
nc
e a
dve
rbs
Un
it 4
•D
irec
t an
d in
dire
ct o
bje
cts
•To
an
d fo
r be
fore
ind
irec
t o
bje
cts
Un
it 5
•Su
bju
nc
tive
•I’d
like
yo
u +
infin
itive
/•
I wa
nt y
ou
+ in
finiti
ve
Un
it 6
•G
eru
nd
s a
fter v
erb
s•
Infin
itive
s a
fter v
erb
s
•Si
mp
le p
ast
ten
se: r
eg
ula
r a
nd
irre
gu
lar
•ve
rbs—
info
rma
tion
q
ue
stio
ns,
yes/
no
•q
ue
stio
ns,
sho
rt a
nsw
ers
Un
it 7
•Th
ere
wa
s/Th
ere
we
re•
Why
/Be
ca
use
•A
dve
rb: a
go
•Pr
on
ou
ns:
so
me
on
e, n
o o
ne
, n
oth
ing
, any
thin
g
Un
it 8
•Sh
ou
ld/S
ho
uld
n’t
•C
lau
ses
with
wh
en
Un
it 9
•Sh
ou
ld, w
hy d
on
’t/d
oe
sn’t,
a
nd
let’s
for s
ug
ge
stio
ns
•G
o +
ve
rb +
-in
g•
Ha
ve to
/Ha
d to
Un
it 10
•Po
sse
ssiv
e a
dje
ctiv
es
•Po
sse
ssiv
e p
ron
ou
ns
•Q
ue
stio
n w
ord
: wh
ose
•Pr
on
ou
n: o
ne
/on
es
•Q
ua
ntit
ativ
e: t
oo
Un
it 11
•C
om
pa
rativ
e a
nd
su
pe
rlativ
e fo
rms
of
ad
jec
tive
s
Un
it 12
•Fu
ture
with
be
go
ing
to
—a
ffirm
ativ
e, n
eg
ativ
e,
yes/
no
qu
est
ion
s,
sho
rt a
nsw
ers
•In
form
atio
n q
ue
stio
ns
•Po
sitio
n o
f ad
jec
tive
s
Un
it 13
•Fu
ture
with
will
—a
ffirm
ativ
e,
ne
ga
tive
, ye
s/n
o q
ue
stio
ns,
sho
rt a
nsw
ers
•In
form
atio
n q
ue
stio
ns
Un
it 14
•C
an
, co
uld
, will
, wo
uld
•I’l
l, Le
t me
•W
an
t + o
bje
ct n
ou
n/
pro
no
un
+ in
finiti
ve•
Tell
an
d a
sk +
ob
jec
t no
un
/p
ron
ou
n +
Infin
itive
Un
it 15
•Pa
st p
rog
ress
ive
—a
ffirm
ativ
e,
ne
ga
tive
, ye
s/n
o q
ue
stio
ns,
sh
ort
an
swe
rs•
Past
pro
gre
ssiv
e +
wh
en
Un
it 16
•Pr
ese
nt p
erfe
ct—
affi
rma
tive
, n
eg
ativ
e, y
es/
no
qu
est
ion
s,
sho
rt a
nsw
ers
•Pr
ese
nt p
erfe
ct v
ers
us
sim
ple
pa
st
Un
it 3
•Fu
ture
pe
rfec
t•
Futu
re p
erfe
ct p
rog
ress
ive
•Th
e fu
ture
with
de
pe
nd
en
t tim
e c
lau
ses
Un
it 4
•Bo
th...
an
d, n
ot o
nly
... b
ut
als
o, e
ithe
r... o
r, n
eith
er..
. no
r•
Ind
ep
en
de
nt c
lau
ses
with
a
nd
, bu
t, o
r, so
, an
d y
et
Un
it 5
•A
dve
rb c
lau
ses
•Be
ca
use
, be
ca
use
of,
sin
ce
, a
nd
no
w th
at (
In o
rde
r) to
a
nd
so
(th
at)
•If,
eve
n if
, in
ca
se, o
nly
if, a
nd
u
nle
ss•
Wh
ere
, wh
ere
ver,
a
nd
eve
ryw
he
re
Un
it 6
•Ve
rbs
+ in
finiti
ves
or g
eru
nd
s w
ith d
iffer
ent m
ean
ing
s•
Pass
ive
form
s o
f in
finiti
ves
an
d g
eru
nd
s•
Au
xilia
ry v
erb
s a
fter b
ut a
nd
a
nd
Un
it 7
•M
od
als
in th
e p
ast
: ma
y ha
ve/m
ight
ha
ve, c
oul
d
have
, mus
t ha
ve, s
houl
d
have
, wa
s/w
ere
sup
po
sed
to•
Pass
ive
mo
da
ls in
the
pa
st
Un
it 8
•Su
ch
. . .
tha
t/so
. . .
tha
t•
Red
uc
ing
ad
verb
cla
use
s
Un
it 9
•N
ou
n c
lau
ses
be
gin
nin
g
with
tha
t•
No
un
cla
use
s a
fter v
erb
s•
No
un
cla
use
s
afte
r ad
jec
tive
s•
No
un
cla
use
s a
s su
bje
cts
of
sen
ten
ce
s
Un
it 10
•N
oun
cla
uses
as
rep
orte
d
spee
ch v
ersu
s q
uote
d s
pee
ch•
Rule
s a
nd
exc
ep
tion
s to
the
se
qu
en
ce
of t
en
ses
•N
ou
n c
lau
ses
beg
inn
ing
with
w
het
her
or i
f
Un
it 11
•A
dje
ctiv
e c
lau
ses
an
d
rela
tive
pro
no
un
s•
Rela
tive
pro
no
un
s a
s su
bje
cts
of a
dje
ctiv
e cl
au
ses
•Re
lativ
e p
ron
ou
ns
as
ob
jec
ts o
f ad
jec
tive
cla
use
s
Un
it 12
•U
sin
g w
he
re a
nd
wh
en
in
ad
jec
tive
cla
use
s•
Usi
ng
wh
ose
in a
dje
ctiv
e
cla
use
s
Un
it 6
•C
om
pa
rativ
e a
nd
su
pe
rlativ
e fo
rms
o
f ad
jec
tive
s•
Co
mp
aris
on
s w
ith a
s . .
. a
s•
Ind
irec
t qu
est
ion
s
Un
it 7
•Ta
g q
ue
stio
ns—
a
ffirm
ativ
e, n
eg
ativ
e•
Ne
ga
tive
qu
est
ion
s•
Be a
ble
to
Un
it 8
•M
od
al a
uxi
liarie
s: m
ust
/m
ust
n’t/
mu
st n
ot a
nd
sh
ou
ld/s
ho
uld
n’t
•A
dve
rbs
of m
an
ne
r
Un
it 9
•Re
lativ
e p
ron
ou
ns:
wh
o,
tha
t, w
hic
h•
Past
pro
gre
ssiv
e w
ith w
he
n
an
d w
hile
Un
it 10
•Pr
ese
nt p
erfe
ct w
ith
alre
ad
y, ye
t, ju
st—
q
ue
stio
ns,
an
swe
rs•
Verb
+ g
eru
nd
•Tw
o-w
ord
ve
rbs
Un
it 11
•C
on
diti
on
al s
en
ten
ce
s w
ith p
rese
nt a
nd
fu
ture
form
s•
I’d ra
the
r
Un
it 12
•Ve
rb +
infin
itive
•Ve
rb +
no
un
/pro
no
un
+
infin
itive
•It’
s… +
infin
itive
•Ex
pre
ssio
ns
of a
dvi
ce
w
ith in
finiti
ves
•G
eru
nd
s a
s su
bje
cts
33
Scope
and S
eque
nce
Take
Aw
ay
Eng
lish
1•
Ma
kin
g in
trod
uc
tion
s•
Wh
at’s
yo
ur d
ate
of b
irth
?•
Be: a
ffirm
ativ
e, n
eg
ativ
e•
An
inte
rna
tion
al s
ch
oo
l•
Wh
at’s
yo
ur n
atio
na
lity?
/M
ore
job
s•
Be: y
es
/ n
o q
ue
stio
ns
an
d
sho
rt a
nsw
ers
; in
form
atio
n
qu
est
ion
s•
Wh
at t
ime
do
yo
u h
ave
m
ath
cla
ss?
•D
aily
ac
tiviti
es
•Si
mp
le p
rese
nt
•W
ha
t’s y
ou
r fa
vorit
e s
tore
?•
Pla
ce
s to
go
an
d th
ing
s
to b
uy
•Th
ere
is /
Th
ere
are
(a
ffirm
ativ
e, n
eg
ativ
e,
qu
est
ion
s)•
Me
et m
y fa
mily
•W
ho
’s h
e? /
Wh
at’s
he
like?
•Po
sse
ssiv
e a
dje
ctiv
es
an
d
po
sse
ssiv
e n
ou
ns
•W
ha
t da
y is
it?
•W
he
re d
id y
ou
go
?•
Sim
ple
pa
st te
nse
: be
, re
gu
lar v
erb
s, irr
eg
ula
r ve
rbs;
affi
rma
tive
, n
eg
ativ
e, q
ue
stio
ns
•W
ha
t’s th
e w
ea
the
r lik
e?
•A
ctiv
itie
s•
Pre
sen
t co
ntin
uo
us
•St
ayi
ng
at a
ho
tel
•W
ha
t’s th
e b
est
wa
y
to g
et d
ow
nto
wn
?•
Sim
ple
pre
sen
t an
d
pre
sen
t co
ntin
uo
us
for
the
futu
re•
Ente
rta
inm
en
t pla
ce
s•
Pla
ce
s to
go
an
d th
ing
s
to d
o•
Pre
po
sitio
ns
in, o
n, a
nd
at
•H
olid
ays
an
d fe
stiv
als
•C
ele
bra
tion
s •
Co
un
t an
d
no
n-c
ou
nt n
ou
ns
Take
Aw
ay
Eng
lish
4•
A h
ap
pin
ess
qu
iz•
It w
as
hila
riou
s!•
Ge
run
ds
•Th
e ro
ad
to e
mp
loym
en
t•
Wo
rk fa
cto
rs a
nd
situ
atio
ns
•Pr
ese
nt p
erfe
ct
vers
us
sim
ple
pa
st
•A
pp
lien
ce
s a
nd
dev
ice
s•
Ho
w d
oe
s it
wo
rks
?•
Phra
sal v
erb
s •
Fac
ial f
ea
ture
s•
Fac
ial e
xpre
ssio
ns
•St
ativ
e v
erb
s•
Cla
ssic
mo
vie
s•
Mo
vie
talk
•U
ses
of m
ake
•A
ba
d w
ee
k•
Go
od
an
d b
ad
luc
k•
Pass
ive
vo
ice
•Sp
en
din
g c
ho
ice
s•
Pric
es
an
d m
on
ey•
Use
d to
•H
om
em
ad
e to
ys•
Putt
ing
it to
ge
the
r•
Seq
ue
nc
ing
inst
ruc
tion
s•
Pro
ble
ms
an
d a
dvi
ce
•Pr
ob
lem
s, p
rob
lem
s•
Sec
on
d c
on
diti
on
al
•Pa
rts
of t
he
be
ast
•Sh
ow
me
the
evi
de
nc
e•
Poss
ibili
ty in
the
pa
st
Take
Aw
ay
Eng
lish
2•
Job
s•
Revi
ew: q
ue
stio
ns
in th
e
sim
ple
pre
sen
t Ad
verb
s
of f
req
ue
nc
y•
Job
de
scrip
tion
s•
Wh
ere
do
yo
u g
o
on
va
ca
tion
?•
Go
+ g
eru
nd
•Va
ca
tion
ac
tiviti
es
•W
ha
t’s th
e c
ity li
ke?
•C
om
pa
rativ
es
a
nd
su
pe
rlativ
es
•Te
ll m
e a
bo
ut t
he
city
.•
End
an
ge
red
an
ima
ls•
Ca
n a
nd
ca
n’t
for a
bili
ty
an
d p
erm
issi
on
•A
nim
al a
ctio
ns
•W
ha
t’s s
po
rts
do
yo
u p
lay?
•M
ust
an
d h
ave
to•
Spo
rt a
ctio
ns
•G
oo
d lu
ck
an
d b
ad
lu
ck
cu
sto
ms
•Re
view
: sim
ple
pa
st
•Ex
pre
ssio
ns
with
ge
t•
Thin
gs
pe
op
le c
olle
ct
•Pr
ese
nt p
erfe
ct
•Vo
ca
bu
lary
bu
ildin
g•
Fee
ling
s•
Past
co
ntin
uo
us
vers
us
sim
ple
pa
st
•A
cc
ide
nts
ha
pp
en
!•
Ma
de
with
ch
oc
ola
te•
The
pa
ssiv
e v
oic
e•
Co
oki
ng
inst
ruc
tion
s •
In n
ee
d o
f he
lp•
Ob
jec
t pro
no
un
s•
Wa
ys to
he
lp
He
mis
phe
res
Leve
l 1•
The
sim
ple
pre
sen
t•
Affi
rma
tive
an
d
ne
ga
tive
sta
tem
en
ts•
Yes
/ n
o a
nd
wh
qu
est
ion
s•
Sho
rt a
nsw
ers
•A
dve
rbs
of f
req
ue
nc
y•
Tim
e e
xpre
ssio
ns
•Th
ere
is /
the
re a
re•
Som
e /
any
•C
ou
nt a
nd
n
on
-co
un
t no
un
s•
The
sim
ple
pa
st: r
eg
ula
r a
nd
irre
gu
lar v
erb
s•
De
mo
nst
rativ
e a
dje
ctiv
es
an
d p
ron
ou
ns
this
, th
at,
the
se, t
ho
se, t
his
on
e,
tha
t on
e•
Mo
da
ls fo
r ab
ility
: Ca
n /
c
an
’t fo
r pre
sen
t Co
uld
/
co
uld
n’t
for p
ast
•C
om
pa
rativ
e a
nd
su
pe
rlativ
e fo
rms
o
f ad
jec
tive
s•
The
pre
sen
t co
ntin
uo
us
the
se d
ays
, no
wa
da
ys•
Mo
da
ls fo
r re
qu
est
s a
nd
p
erm
issi
on
wo
uld
yo
u, c
an
yo
u, c
ou
ld y
ou
, ma
y I,
ca
n
I, c
ou
ld I
•Ex
pre
ssio
ns
of q
ua
ntit
y to
ex
pre
ss a
nu
mb
er o
r an
a
mo
un
t a lo
t, so
me
, no
ne
, a
few
, a li
ttle
, any
, no
t any
, se
vera
l, h
ow
mu
ch
, h
ow
ma
ny•
Be g
oin
g to
for f
utu
re p
lan
s a
nd
inte
ntio
ns
•Ve
rb +
to +
ve
rb li
ke, n
ee
d,
wa
nt,
ha
ve, d
ec
ide
, pla
n,
exp
ec
t, h
op
e, p
lan
+
infin
itive
•Th
e p
rese
nt p
erfe
ct w
ith
for a
nd
sin
ce
Take
Aw
ay
Eng
lish
3•
Un
de
rsta
nd
ing
lan
gu
ag
es
•H
ow
we
ll d
o y
ou
sp
ea
k
the
lan
gu
ag
e?
•Si
mp
le p
rese
nt a
nd
p
rese
nt c
on
tinu
ou
s •
Form
al a
nd
ca
sua
l clo
the
s•
Diff
ere
nt a
ge
s,
diff
ere
nt c
loth
ing
•Ve
rb p
atte
rns
(ve
rb +
in
finiti
ve o
r ve
rb-in
g)
•Te
ll m
e a
bo
ut y
ou
r fa
mily
•Li
fe e
ven
ts•
Pre
sen
t pe
rfec
t an
d
pa
st p
erfe
ct
•C
lass
ifyin
g a
nim
als
•G
ivin
g a
nd
resp
on
din
g
to in
form
atio
n•
Sim
ple
pa
st a
nd
p
ast
co
ntin
uo
us
•A
pa
rtm
en
t fo
r re
nt
•W
ha
t’s in
the
livi
ng
roo
m?
•Sh
ou
ld fo
r ad
vic
e /
im
pe
rativ
e fo
r in
stru
ctio
ns
•C
ha
rity
eve
nts
•W
ha
t do
yo
u d
o a
nd
w
he
re d
o y
ou
go
to s
tay
in
sh
ap
e?
•Fu
ture
form
s: w
ill, b
e g
oin
g
to, s
imp
le p
rese
nt
•Th
e h
um
an
bo
dy
•W
he
re d
oe
s it
hu
rts?
•M
od
al v
erb
revi
ew•
Fly
me
to th
e M
oo
n•
Build
yo
ur v
oc
ab
ula
ry!
•W
ou
ld fo
r hyp
oth
etic
al
situ
atio
ns
•Th
e a
vera
ge
Am
eric
an
•Ti
me
flie
s!•
Pre
sen
t pe
rfec
t co
ntin
uo
us
•Fa
mo
us
exp
ed
itio
ns
•Eq
uip
me
nt f
or
a c
am
pin
g tr
ip•
Pass
ive
vo
ice
Leve
l 3•
Qu
est
ion
s in
the
sim
ple
p
rese
nt a
nd
sim
ple
pa
st•
Qu
an
tifie
rs n
o, s
om
e, a
lot
of,
a w
ho
le lo
t of,
mo
st o
f (t
he
), a
few
, ma
ny, a
litt
le•
Revi
ew th
e s
imp
le p
rese
nt,
pre
sen
t co
ntin
uo
us,
sim
ple
p
ast
, an
d p
ast
co
ntin
uo
us
•G
eru
nd
s a
nd
infin
itive
s:
diff
ere
nc
es
in m
ea
nin
gs
follo
win
g s
top
, re
me
mb
er,
forg
et
•D
ep
en
de
nt a
nd
in
de
pe
nd
en
t cla
use
s•
Sim
ple
pre
sen
t fo
r fu
ture
•Q
ua
ntifi
ers
: a fe
w, f
ew,
a li
ttle
, an
d li
ttle
•Th
e p
ast
pe
rfec
t an
d
the
sim
ple
pa
st•
Mo
da
ls o
f po
ssib
ility
: c
ou
ld, m
ay,
mig
ht
•Re
stric
tive
ad
jec
tive
c
lau
ses
•Th
e p
ass
ive
ve
rb fo
rm•
Futu
re re
al c
on
diti
on
al
•Re
po
rte
d s
pe
ec
h
My
Wo
rld
Leve
l 1•
Verb
be
: affi
rma
tive
sin
gu
lar;
qu
est
ion
s, sh
ort
an
swe
rs•
Qu
est
ion
s w
ord
: Wh
at,
Ho
w
old
, Wh
ere
, Wh
o, W
he
n, H
ow
m
any
, Wh
ich
on
e, H
ow
mu
ch
•Po
sse
ssiv
e a
dje
ctiv
es:
my,
you
r, h
is/h
er,
ou
r, yo
ur,
the
ir•
Verb
be
: plu
ral,
ne
ga
tive
, in
form
atio
n q
ue
stio
ns
•D
efin
ite/I
nd
efin
ite a
rtic
les:
th
e; a
/an
•Si
ng
ula
r/p
lura
l no
un
s•
De
mo
nst
rativ
e p
ron
ou
ns:
th
is/t
ha
t-th
ese
/th
ose
•A
dje
ctiv
es: s
hort,
tall,
blo
nd, e
tc.
•Ve
rb h
ave
: affi
rma
tive
, n
eg
ativ
e, q
ue
stio
ns,
sh
ort
an
swe
rs•
Poss
ess
ive
’s•
Verb
s lik
e/l
ove
+ o
bje
ct,
Verb
w
an
t + o
bje
ct
•Th
ere
is/T
he
re a
re•
Pre
po
sitio
ns:
in, o
n, n
ext t
o,
und
er, b
etw
een;
at,
in, a
t, in
, a
cros
s fro
m, i
n fr
on
t of,
on
the
c
orn
er
•Pr
ese
nt p
rog
ress
ive
ten
se:
affi
rma
tive
, qu
est
ion
s,
sho
rt a
nsw
ers
•A
uxi
liary
ve
rb: c
an
(a
bili
ty):
a
ffirm
ativ
e, n
eg
ativ
e,
qu
est
ion
s, a
nd
sh
ort
an
swe
rs•
Let’s
+ v
erb
Leve
l 2•
Verb
be
; Pa
st te
nse
ve
rb b
e:
wa
s/w
ere
; o b
e b
orn
•Q
ue
stio
ns
wo
rds:
Wh
o, W
ha
t, W
he
re, W
hy•
Pre
sen
t pro
gre
ssiv
e•
Verb
like
+ in
finiti
ve; V
erb
w
an
t + in
finiti
ve•
Som
e/a
ny•
Co
un
t/n
on
-co
un
t no
un
s•
Sim
ple
pre
sen
t te
nse
•Fr
eq
ue
nc
y a
dve
rbs:
alw
ays
, u
sua
lly, s
om
etim
es,
nev
er
•Ti
me
exp
ress
ion
s: e
very
da
y, b
efo
re, a
fter,
the
n•
Ord
er o
f ad
jec
tive
s•
Imp
era
tive
for a
dvi
ce
•O
bje
ct p
ron
ou
ns
afte
r p
rep
osi
tion
s•
Au
xilia
ry v
erb
ca
n•
Futu
re w
ith g
oin
g to
•Ti
me
exp
ress
ion
s: to
mo
rrow
, n
ext w
ee
k, n
ext m
on
th,
yest
erd
ay,
last
nig
ht
•Si
mp
le p
ast
ten
se: r
eg
ula
r/irr
eg
ula
r ve
rbs
Leve
l 3•
Freq
uenc
y a
dve
rbs
a
nd e
xpre
ssio
ns•
Ge
run
ds
as
ob
jec
ts
of v
erb
s•
Ne
ga
tive
qu
est
ion
s w
ith
why
(fo
r su
gg
est
ion
s)•
Why
? Be
ca
use
. . .
•A
dve
rb o
f de
gre
e: t
oo
•C
ou
nt a
nd
n
on
-co
un
t no
un
s•
Exp
ress
ion
s o
f qu
an
tity:
so
me
/any
, a fe
w, a
litt
le,
a lo
t•
Info
rma
tion
qu
est
ion
s w
ith
go
ing
to•
Ag
reei
ng
with
so
or
eith
er, n
eith
er•
Sim
ple
pa
st te
nse
•In
finiti
ve o
f pu
rpo
se•
The
re w
as
/ Th
ere
we
re•
Co
uld
: pa
st te
nse
of c
an
•Pa
st p
rog
ress
ive
ten
se
with
wh
en•
Co
mp
ara
tive
s, Su
pe
rlativ
es
•A
uxi
liary
ve
rb s
ho
uld
•Fu
ture
ten
se w
ith w
ill
Leve
l 4•
Past
ten
se•
Use
d to
•A
go
•C
on
jun
ctio
ns
so
an
d b
ec
au
se•
Ha
ve to
/ h
ad
to•
Ind
irec
t qu
est
ion
s w
ith D
o
you
kn
ow
. . .
? a
nd
Co
uld
yo
u te
ll m
e .
. . ?
•Pr
ep
osi
tion
s o
f pla
ce
•Re
lativ
e c
lau
ses
with
wh
o,
tha
t, w
hic
h•
Au
xilia
ry v
erb
s: m
ay,
mig
ht
•W
ill .
. ., C
an
/Co
uld
. . .
.,
Wo
uld
yo
u .
. .?
•I’l
l + in
finiti
ve•
Ma
y I .
. . ?
(fo
r pe
rmis
sio
n)
•D
o y
ou
min
d if
. . .
?•
Firs
t co
nd
itio
na
l: I’l
l . .
. if .
. .
•Pr
ese
nt p
erfe
ct t
en
se;
Pre
sen
t pe
rfec
t te
nse
with
fo
r, si
nc
e•
Ad
verb
eve
r•
Sec
on
d c
on
diti
on
al:
I’d .
. .
if +
pa
st te
nse
•Pa
ssiv
e fo
rm•
Tag
qu
est
ion
s
Leve
l 2•
The
sim
ple
pre
sen
t an
d
the
pre
sen
t co
ntin
uo
us
•Th
e s
imp
le p
ast
•U
sed
to a
nd
wo
uld
for
pa
st h
ab
its•
Mo
da
ls fo
r su
gg
est
ion
s, a
dvi
ce
, an
d n
ec
ess
ity
sho
uld
/ s
ho
uld
n’t,
co
uld
, o
ug
ht t
o, m
ust
/ m
ust
n’t,
h
ave
to /
do
n’t
ha
ve to
•Fu
ture
pla
ns:
Be
go
ing
to
an
d th
e p
rese
nt
co
ntin
uo
us
•Fu
ture
pla
ns:
Will
for p
lan
s m
ad
e a
t th
e m
om
en
t o
f sp
ea
kin
g•
Futu
re p
red
ictio
ns:
W
ill c
on
trast
ed
with
be
g
oin
g to
•Fu
ture
pre
dic
tion
s:
Ma
y a
nd
mig
ht f
or
less
ce
rta
inty
•Fu
ture
rea
l co
nd
itio
na
l (t
he
1st
co
nd
itio
na
l)•
The
pa
st c
on
tinu
ou
s a
nd
th
e s
imp
le p
ast
•U
sin
g g
eru
nd
s
an
d in
finiti
ves
to ta
lk
ab
ou
t ac
tiviti
es
•Pr
ese
nt u
nre
al c
on
diti
on
al
(th
e 2
nd
co
nd
itio
na
l)•
The
pa
ssiv
e v
erb
form
in
the
pre
sen
t, p
ast
, a
nd
futu
re•
The
pre
sen
t pe
rfec
t ve
rsu
s th
e s
imp
le p
ast
•Th
e p
rese
nt p
erfe
ct
co
ntin
uo
us
vers
us
the
p
rese
nt p
erfe
ct
Leve
l 5•
Exp
ress
ion
s o
f fre
qu
en
cy
•Ti
me
exp
ress
ion
s•
Pre
sen
t pro
gre
ssiv
e
(fo
r th
e fu
ture
)•
Verb
+ g
eru
nd
•W
he
n a
nd
If c
lau
ses
(t
o e
xpre
ss fu
ture
tim
e)
•C
on
jun
ctio
ns
of t
ime
: b
efo
re, a
fter,
as
soo
n
as,
un
til•
Pre
sen
t pe
rfec
t with
ye
t, a
lrea
dy,
just
•Pr
ese
nt p
erfe
ct p
rog
ress
ive
•Pa
st p
erfe
ct
•Pa
st p
rog
ress
ive
with
wh
ile•
Co
nn
ec
tors
/tim
e w
ord
s:
first
, nex
t, th
en
, afte
r th
at,
be
fore
, wh
en
, wh
ile•
Mo
da
l au
xilia
ries:
mu
st,
ha
ve to
, ca
n, c
ou
ld, m
ay,
mig
ht,
mu
st•
Ha
d b
ette
r•
Refle
xive
pro
no
un
s•
Rep
ort
ed
sp
ee
ch
•Re
po
rte
d q
ue
stio
ns
•Re
po
rte
d c
om
ma
nd
s
an
d re
qu
est
s•
Co
mp
ara
tive
as
. . .
as
•C
om
pa
rativ
e s
o .
. . th
at
•Pr
on
ou
ns:
-bo
dy,
-o
ne
, -th
ing
•A
dve
rbs:
-wh
ere
•Pa
ssiv
e v
oic
e•
Verb
wo
nd
er
Leve
l 4•
Pre
sen
t pe
rfec
t an
d
pre
sen
t pe
rfec
t co
ntin
uo
us
•U
sin
g a
dve
rbs
with
ve
rbs,
ad
jec
tive
s, a
nd
at t
he
b
eg
inn
ing
of s
en
ten
ce
s to
in
dic
ate
op
inio
n•
Use
d to
do
ve
rsu
s b
e u
sed
to
do
ing
•W
ou
ld a
lwa
ys•
Usi
ng
ca
usa
tive
ve
rbs
•U
sin
g c
orre
lativ
e
co
nju
nc
tion
s to
join
se
nte
nc
es:
bo
th /
an
d,
eith
er /
or,
ne
ithe
r / n
or
•A
dje
ctiv
e c
lau
ses
with
su
bje
ct r
ela
tive
pro
no
un
s•
Rest
ricte
d v
ers
us
un
rest
ricte
d c
lau
ses
•Pa
st p
erfe
ct c
on
tinu
ou
s•
Ad
jec
tive
cla
use
s w
ith
ob
jec
t ad
jec
tive
cla
use
s u
sin
g w
ho
/ w
ho
m /
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35
36
Young Adults
TakeAway EnglishPeter Loveday
Takeaway English is a topic-based young adult/adult ELT course, adapted from the Net Languages’ General English Online self-study course. It is a four level course that takes students from beginning/basic user to upper-intermediate/independent user.
Features A multi-layered syllabus that interweaves lexical, grammatical, and phonological components in a natural language context.
A focus on each of the four language skills: listening, speaking, reading, and writing.
Meaningful and interesting contexts that are up-to-date and relevant to a global audience.
Natural conversations that allow students to practice the language and role play in meaningful situations.
A consistent strategy strand that ensures development of academic and critical thinking skills.
A test-taking strategy section in each unit that helps students practice skills leading to success.
Ample opportunities for personalization and reflection on the topics.
Multiple classroom interactions—whole class work, pair work, group work, and independent study.
A simple before/during/after approach to listening/reading/writing that encourages best practices in teaching all skills and that make the book easy to follow.
Numerous opportunities for recycling throughout a unit and across units.
Five original and contemporary songs in each level alternating with culture sections that add variety and richer contexts for students to learn from.
A fun and meaningful project in each unit. A grammar reference section that provides a clear and easy point for learning and reviewing grammar topics.
A Video program that practices the unit skills in an engaging conversation format is available in the OLC.
A Workbook that provides additional practice, exam practice, and self-assessment.
An interleaved Teacher’s Book that includes a multitude of teaching tips, video activities, scripts, and answer keys
37
Young AdultsLESSON ALESSON ALESSON A
It’s written on your face
START
Facial features1 Work with a partner. Name as many parts of
his or her face in English as you can.
2 Match the words to the letters in the picture. Then listen and check.
1. I eyelash 6. cheek
2. eyebrow 7. wrinkle
3. lip 8. forehead
4. jaw 9. cheekbone
5. chin 10. dimple
3 Work with a partner. Read the conversation. Which family do you think they’re talking about? Explain.
A: Do you think he looks more like his mother or his father?
B: I think he looks more like his mother. They have the same features. He has his mother’s eyes.
A: Do you think so? I think he looks like his father. Look… the shape of their faces is the same, and they have the same eyebrows.
B: Yeah, maybe. But their mouths are really different.
Talk about it!
4 Work with a partner. Talk about who you look like in your family.
A: Who do you look like in your family?
B: I think I look like my grandmother. We have the same eyes. I also look like my father. He has…
04 01
In this unit you...• talk about facial features• discuss facial expressions• give and receive a compliment
Grammar• stative verbs
A
B
C
E
D
F
G
I
H
J
1
2
ENGLISH express
They and them can refer to a singular indefi nite person without needing to say he or she.
If someone looks happy, we tend to believe they are happy.
4
38 thirty-eight
Review
2
126 one hundred twenty-six
VOCABUL ARY
1 Which word or expression is different? With a partner, explain how it is different.
1. rob steal borrow burgle
2. bill coin receipt luck
3. borrow bend earn lend
4. bend cut fold blame
5. hole string cardboard hold
6. clip glue rubber band scissors
7. depressed disappointed regret jealous
8. spend pass earn waste
A: I think borrow is different because it’s not about taking things without permission.B: Yes, that’s right.
2 Write four more which word is different lists for another pair. Use words from Units 1 to 10.
1. horns, claws, fur, trouble
GR A MM AR
1 Circle the correct answer to complete each sentence.
1. You didn’t see a UFO—you have, because they don’t exist.
a. wouldn’t b. might not c. couldn’t d. shouldn’t
2. Nobody speaks English in the class.
a. never b. not c. ever d. no
3. You need a cardboard disk.
a. fairly thick b. white thick c. fairly white d. thick-fairly
4. I am interested seeing what you bought.
a. to b. in c. about d. without
5. He live in Germany before he came to Brazil.
a. is used to b. ought to c. has to d. used toworkbookpages 87-90
Grammar Takeaway
1 Takeaway
Gerunds Gerunds are ing verbs that function as nouns. Like nouns, they can be the subject of a sentence, the direct object of a sentence, a subject complement, or the object of a preposition. Gerund phrases function in the same way.
Gerunds and gerund phrases as subject
Swimming is great exercise.Eating ice cream always makes me feel better.
Gerunds and gerund phrases as direct object of a sentence
I don’t know of any doctor who recommends smoking.The teacher does not appreciate my chewing gum in class.
Gerunds and gerund phrases as subject complement
Her favorite sport is rollerblading.My idea of happiness is hiking in the mountains.
Gerunds and gerund phrases as object of a preposition
She got in trouble for getting home late.He fi nally succeeded in graduating from college.
Gerunds after certain verbs
I like eating chocolate! We enjoy playing volleyball.He hates being late. Have you fi nished doing your homework?
130 one hundred thirty
one hundred forty-one 141
KEY TO PHONETIC SYMBOLS
VowelsSymbol Sample word/æ/ hat
/eˆ/ name
/å…/ father
/ø…/ mall
/´/ get
/i/ he
/\/ about
/\r/ teacher
/±r/ early
/ˆ/ gift
/aˆ/ line
/o¨/ old
/u…/ do
/¨/ book
/øˆ/ boy
/a¨/ town
/√/ mother
ConsonantsSymbol Sample word/b/ bike
/d/ day
/dΩ/ just, age
/f/ fine
/˝/ give
/h/ happy
/k/ car
/l/ let
/m/ make
/n/ no
/˜/ sing
/p/ pick
/r/ run
/s/ son
/ß/ shoe
/t/ ten
/tß/ watch
/ü/ thousand
/∂/ this
/v/ very
/w/ wife
/j/ yes
/z/ zero
/Ω/ televisionCorrelation
Level SeriesCambridge
ESOL CEFR TOEIC®
TOEFL® iBT
TOEFL® PBT
Low Beginning Takeaway English 1 A1 10-250 0-19 310 - 346
High Beginning Takeaway English 2 KET A2 326-400 30- 40 394 - 433
Intermediate Takeaway English 3 PET B1 506-600 53 - 64 474 - 510
Low Advanced Takeaway English 4 FCE B2 695-780 79 -95 549 - 587
Takeaway English 1Takeaway English 1 Student Book 978-607-15-0585-9
Takeaway English 1 Workbook 978-607-15-0586-6
Takeaway English 1 Teacher’s Guide 978-607-15-0587-3
Takeaway English 2Takeaway English 2 Student Book 978-607-15-0588-0
Takeaway English 2 Workbook 978-607-15-0589-7
Takeaway English 2 Teacher’s Guide 978-607-15-0590-3
Takeaway English 3Takeaway English 3 Student Book 978-607-15-0591-0
Takeaway English 3 Workbook 978-607-15-0592-7
Takeaway English 3 Teacher’s Guide 978-607-15-0593-4
Takeaway English 4Takeaway English 4 Student Book 978-607-15-0594-1
Takeaway English 4 Workbook 978-607-15-0595-8
Takeaway English 4 Teacher’s Guide 978-607-15-0596-5
TakeAway English could include a BULATS (Cambridge University certification) for each level.
BULATS is one of the most recognized English test in the world.
Components Student Book with CD Workbook Teacher’s Guide (interleaved) Audio Program EZTest® CD-ROM with Test Generator Online Learning Center The course is also available online with two extra levels 5 and 6
Notes:1. Score gain estimates are based on an average of 70–120 hours of study per level (classroom time plus workbook,
language lab, and self-study).2. Studies have shown that a student’s native language can influence the rate by which a test score increases over the
course of study. For example, speakers of Romance languages may gain faster than speakers of Arabic, Japanese, Chinese, or Korean.
38
Young Adults
Takeaway TV
Takeaway OLC
Vocabulary activities
Progress Reports
O L Chttp://mhhe.com/elt/takeaway1e>
Progress Reports
39
Young Adults
Teacher’s view
Individual grading
This allows students and teachers to work through the material in a structured and coherent way, following the original Net Languages course design, which systematically covers all aspects of the language.
Each section contains a number of interactive activities designed to stimulate and motivate, as well as improve the students’ current level of competence.
Each level is divided into 10 theme-based units, each focusing on one key aspect of the language (reading, listening, grammar, vocabulary, pronunciation, etc.).
Takeaway Online
Takeaway Onllinehttp://www.takeawayenglish-online.com
++Customize your Institutional Program!
Student’s reportsEasy for the teachers to evaluate their students and the time they spend doing each activity.
40
Young Adults
Interactions Access
A 21st-Century Course for the Modern StudentProven Instruction that Ensures Academic Success
Interactions/Mosaic prepares students for university classes by fully integrating every aspect of student life. Based on 28 years of classroom-tested best practices, the new and revised content, fresh modern look, and new online component make this the perfect series for contemporary classrooms.
Highlights of the 6th Edition Full color design for all levels All new photos showcase a modern, multi-cultural university experience More than 60 new words have been added in each book to help students deal with today’s communication demands.
All books contain 3 completely new chapters wit a special focus on global topics and digital life.
All the reading and listening texts have been thoroughly updated.
FeaturesModern, academic content
From social networking to gender issues and from academic honesty to discussions of Skype, Interactions/Mosaic gives learning a real purpose by selecting topics and activities that are interesting and relevant.
Activating prior knowledge Questions, photos and quotes stimulate the students’ interest and activate prior knowledge at the launch of the unit topic.
Critical thinking Students develop their ability to synthesize, analyze, and apply information from different sources in a variety of context.
Emphasis on vocabulary Each chapter presents, practices, and carefully recycles vocabulary-learning strategies, high-frequency words and words from the Academic Word Lists.
Clear focus on strategies Strategies essential to academic success are systematically taught and practiced. The strategies are clearly explained and then applied to the texts.
Test preparation Focus on Testing sections prepare students for success on the TOEFL®iBT and other exams by presenting and practicing key question types.
Self-evaluation Self Assessment Logs encourage students to reflect on and evaluate their learning and take responsibility for improving.
Organizing information Graphic organizers provide tools for generating and organizing information and ideas.
Internet search Students utilize the strategies and critical thinking skills they have learned in a real life context to do Internet research and report on their findings.
NEW
Interactions Access Listening/Speaking
9781259070310
Interactions Access Reading
9781259070303
IM 5 levelsReading Listening/Speaking Writing Grammar
Interactions Access Interactions AccessInteractions 1 Interactions 1 Interactions 1 Interactions 1Interactions 2 Interactions 2 Interactions 2 Interactions 2Mosaic1 Mosaic1 Mosaic1 Mosaic1Mosaic2 Mosaic2 Mosaic2 Mosaic2
NEW
Online Component
41
Young AdultsInteractions
NEW
NEW
Correlation
SeriesCambridge
ESOLCEFR
TOEIC® Bridge*
Listen / ReadTOEIC®
TOEFL® iBT
TOEFL® PBT
Interactions Access KET A2 70-74 70-72 400-465 40-46 433-453
Interactions 1 KET A2 74-78 72-76 470-540 47-52 457-473
Interactions 2 KET/PET A2-B1 78-88 82-86 545-615 53-64 477-510
Notes:1. Score gain estimates are based on 70–120 hours of study per level (classroom time plus workbook, language lab, and self-
study)2. Studies have shown that a student’s native language can influence the rate by which a test score increases over the
course of study. For example, speakers of Romance languages may gain faster than speakers of Arabic, Japanese, Chinese, or Korean
NEW
NEW
Interactions 1 Listening/Speaking 9781259070341
Interactions 1 Reading 9781259070327
Interactions 1 Writing 9780071258296
Interactions 1 Grammar 9780071258173
Interactions 2 Listening/Speaking 9781259070358
Interactions 2 Reading 9781259070334
Interactions 2 Writing 9780071258319
Interactions 2 Grammar 9780071258197
Mosaic 1 Reading 9781259070365
Mosaic 1 Listening/Speaking 9781259070389
Mosaic 1 Grammar 9780071258333
Mosaic 1 Writing 9780071258456
Mosaic 2 Reading 9781259070372
Mosaic 2 Listening/Speaking 9781259070396
Mosaic 2 Grammar 9780071258357
Mosaic 2 Writing 9780071258470
42
Young Adults
Mosaic
The Interactions/Mosaic team has produced an edition that focuses on Best Practices— principles that contribute to excellent language teaching and learning. Our team of writers, editors, and teacher consultants have identified the following six interconnected Best Practices:
Making Use of Academic Content Organizing information Scaffolding Instruction Activating Prior Knowledge Interacting with Others Cultivating Critical Thinking
Components Student Book with Audio Highlights Teacher’s Edition Audio CDs Online Learning Center EZ Test® CD ROM Test Generator
Correlation
SeriesCambridge
ESOLCEFR
TOEIC® Bridge*
Listen / ReadTOEIC®
TOEFL® iBT
TOEFL® PBT
Mosaic 1 PET B1 88-90 86-88 620-685 65-76 513-543
Mosaic 2 PET/FCE B1-B2 88-90 88-90 690-785 77-91 547-577
Notes:1. Score gain estimates are based on 70–120 hours of study per level (classroom time plus workbook, language lab, and self-
study)2. Studies have shown that a student’s native language can influence the rate by which a test score increases over the
course of study. For example, speakers of Romance languages may gain faster than speakers of Arabic, Japanese, Chinese, or Korean
NEW
NEW
NEW
NEW
43
Young AdultsBeginning to Upper-IntermediateMegaGoal is a dynamic American English series for international communication designed for teenagers and young adults that takes students from absolute beginners to high-intermediate level. The Intro level and Books 1-6 integrate the four skills, present the grammar in context, and help students develop natural conversation. With eye-catching art and high-interest topics MegaGoal is easy and enjoyable to teach and to learn from.
Components Student Book Workbook Teacher’s Guide (interleaved) Audio Program Test Generator
MegaGoal IntroStudent 978-007-71-9791-9
WorkBook 978-007-71-9816-9
Teacher’s Guide 978-007-71-9817-6
MegaGoal 1Student 978-007-33-8460-3
WorkBook 978-007-71-9792-6
Teacher’s Guide 978-007-71-9794-0
MegaGoal 2Student 978-007-71-9786-5
WorkBook 978-007-71-9796-4
Teacher’s Guide 978-007-71-9797-1
MegaGoal 3Student 978-007-71-9787-2
WorkBook 978-007-71-9800-8
Teacher’s Guide 978-007-71-9801-5
MegaGoal 4Student 978-007-71-9788-9
WorkBook 978-007-71-9804-6
Teacher’s Guide 978-007-71-9805-3
MegaGoal 5Student 978-007-71-9789-6
WorkBook 978-007-71-9808-4
Teacher’s Guide 978-007-71-9809-1
MegaGoal 6Student 978-007-71-9790-2
WorkBook 978-007-71-9812-1
Teacher’s Guide 978-007-71-9813-8
MegaGoalManuel dos Santos
+ =Succesful students certified
O L Chttp://www.mcgraw-hill-educacion.com/megagoal_olc/
44
Young AdultsElementary to Upper-IntermediateHemispheres is a four-level integrated skill series for adults and young adults that puts skills-building back into integrated skills! The course is uniquely suitable for students either studying general English language or those studying English with a view toward more academic work. The series strategically develops both language skills and critical thinking skills. The thought-provoking topics and appealing user-friendly design invite learners into the skills development without hesitation.
Components Student Book with Audio Highlights Student Workbook Teacher’s Edition Audio CD DVD DVD Workbook EZ TEST® CD-ROM Test Generator
Level 1Student Book w/ Audio CD 978-007-12-6443-3Workbook 978-007-12-6439-6Interleaved Teacher’s Manual 978-007-31-9927-6Audio CDs (2) 978-007-31-9929-0DVD 978-007-32-1297-5DVD Workbook 978-007-12-8467-7EZTest® CD-ROM Test Generator 978-007-71-9090-3Level 2Student Book w/ Audio Cd 978-007-12-64440 Workbook 978-007-12-64402 Interleaved Teacher’s Manual 978-007-32-07452Audio CDs (2) 978-007-32-13026 DVD 978-007-32-13033 DVD Workbook 978-007-12-84684EZTest® CD-ROM Test Generator 978-007-71-90910 Level 3Student Book w/ Audio CD 978-007-12-6445-7Workbook 978-007-12-6441-9Interleaved Teacher’s Manual 978-007-32-0743-8Audio CDs (2) 978-007-32-1306-4 DVD 978-007-32-1307-1 DVD Workbook 978-007-12-8469-1EZTest® CD-ROM Test Generator 978-007-71-9258-7Level 4Student Book w/ Audio CD 978-007-12-6446-4 Workbook 978-007-12-6442-6 Interleaved Teacher’s Manual 978-007-32-0741-4Audio CDs (2) 978-007-32-1310-1 DVD 978-007-32-1311-8 DVD Workbook 978-007-12-8470-7EZTest® CD-ROM Test Generator 978-007-71-9261-7
HemispheresCameron, Iannuzzi, Maynard,
Renn, Scarry, and Vargo
The Hemispheres Online Learning Center provides a variety of thematically related activities and additional practice of the skills from the Student Book.
Students also get immediate feedback on their answers. If they need help with how to do any of the activities, click on the “Help” button in the upper right-hand corner of the screen.
O L Chttp://www.elt.mcgraw-hill.com/hemispheres/
45
Young Adults
Correlation
SeriesCambridge
ESOLCEFR
TOEIC® Bridge* Listen / Read
TOEIC®TOEFL®
iBTTOEFL®
PBT
My World 1 N/A A1 46-64 46-70 10-250 9-18 310-343
My World 2 KET A1 46-64 46-70 10-250 19-29 347-393
My World 3 KET A2 64-84 70-86 255 - 400 30-40 397-433
My World 4 PET B1 64-84 70-86 405 - 600 41-52 437-473
My World 5 PET B1.1 84 - 86 - 405 - 600 53-64 477-510
My World 6 PET B1.2 N/A N/A 605 - 700 65-78 513-547
Beginning to IntermediateThis exciting six-level secondary course from best-selling author Manuel dos Santos takes learners from beginner to intermediate level. My World integrates the day-to-day aspects of teenagers’ lives with real-life English learning situations and models.
My World covers the four skills of reading, writing, listening, and speaking in a fun and meaningful way. Theme-based units that appeal to teenagers combine language input (New Language, Grammar) with skills work, while four review units recycle vocabulary and structures and present entertaining and catchy original and cover songs.
My WorldManuel dos Santos
Notes: 1. Score gain estimates are based on an average of 70-120 hours of study per level (classroom time plus workbook,
language lab, and self study)2. Studies have shown that a student’s native language can influence the rate by which a test score increases over
the course of study (e.g., speakers of Romance languages may gain faster than speakers of Arabic, Japanese, Chinese, or Korean languages)
NewEdition
Coming 2014
Components Student Book and CD Workbook Teacher’s Guide Class CD
Poster Pack (all levels)
Test Pack (all levels) EZ Test (all levels)
O L Chttp://myworld.mhhe.com
46
A Short Intensive Course.
Examinations Official Guide to the TOEFL Test With CD-ROM,
4th Edition.
McGraw-Hill's IELTS with Audio CD.
The Official Guide to the New TOEFL iBT Student Book with
Interactive CD.This Official Guide to the TOEFL Test is the best, most reliable guide to the test that is used around the world to assess foreign applicants to US and Canadian universities for English proficiency. It includes real TOEFL questions for practice. The accompanying CD-ROM provides three authentic TOEFL iBT practice tests just like the one students will encounter on test day.
NEW
E
di t i o N
The International English Language Testing System (IELTS) is a paper-based test that consists of four modules—Listening, Reading, Writing, and Speaking. Provides intensive instruction and practice for this exam with examples of every question type, plus four complete sample tests with explanations. The audio CD packaged with the book provides audio tracks for all listening portions of the test.
ISBN: 9780071771269
ISBN: 9780071761178
Table of Contents.
Introducing the TOEFLOfficial TOEFL iBT Test 1Reading•Listening•Speaking•Writing
Answers and Audio ScriptsOfficial TOEFL iBT Test 2Reading•Listening•Speaking•Writing
Answers and Audio ScriptsOfficial TOEFL iBT Test 3Reading•Listening•Speaking•Writing
Answers and Audio ScriptsOfficial TOEFL iBT Test 4Reading•Listening•Speaking•Writing
Answers and Audio ScriptsOfficial TOEFL iBT Test 5Reading•Listening•Speaking•WritingAnswers and Audio Scripts
ISBN: 9780071766586
Table of Contents.1. Introducing the TOEFL iBT2. TOEFL iBT Reading3. TOEFL iBT Listening4. TOEFL iBT Speaking5. TOEFL iBT Writing6. Authentic TOEFL Practice Test 17. Authentic TOEFL Practice Test 2
CD:Authentic TOEFL Practice Test 1Authentic TOEFL Practice Test 2Authentic TOEFL Practice Test 3
47
ExaminationsThis excellent book offers you the possibility of self-training to sit the TKT exam. Success in TKT indicates that teachers have a strong understanding of core classroom skills.
ISBN: 9781486204440
TKT is a must for every teacher with teaching
experience, or for people who would like to become certified English teachers.
Did you know?
+ =Succesful students certified
Features: Varied teaching methodologies Language need for teaching language Different ways to use existent resources Lesson planning Classroom management Student’s needs.
IELTS for Academic Purposes: A Short Intensive CourseMalcolm Mann, Steve Taylore-Knowles
Features Ideal for both classroom-based instruction and self-study
Placement Test helps students identify strengths and weaknesses and how best to use the course
Systematic development of key exam skills and techniques
Five complete IELTS practice tests
Components Student Book Interactive CD-ROM (including Self-Study Guide) Student’s Book Audio CD Bandscore Booster Bandscore Booster Audio CD Teacher’s Book
Student’s book w/CD-ROM 9780071269513
Bandscore Booster w/Audio CD 9780071269537
Teacher’s book w/Audio CD 9780071269568
Practice Test w/Audio CD 9780071269575
The TKT Preparation Course.
Wonders gives you Flexibility that matches the way you want to teach—print, digital, or both.
Engaging ideas for instruction, with a manageable scope and sequence.
Confidence that the demands of the Common Core are being met!
Wonders gives your students Scaffolding they need to meet the rigors of complex text. Proven strategies that aid comprehension. Access to the world’s best literature and nonfiction.
Wonders Kindergarten SystemStart your students on the path to College and Career Readiness with Wonders for Kindergarten.
BY MARY NEWELL DEPALMA
+
+
Reading/Writing Workshop Small Books
ComplementalYour Turn Practice Book
For purchase only
Reading/Writing Workshop Big Books
BIGBook
Grade K 978-0-02-119363-9
McGraw-Hill’s comprehensive reading/language arts program, Wonders, offers
proven tools and strategies for helping teachers give students what they need to
succed. High-quality literature, coupled with explicit instruction and ample practice, insures all students have what they need to learn and
grow as lifelong readers and writers.
Check availability in your country.
48
PrimaryWonders Reading/Writing WorkshopGrades 1-6Concise and focused, the Wonders Reading/Writing Workshop is a powerful instructional tool that provides students with systematic support for the close reading of complex text. (Includes grammar handbook in every volume starting at Grade 2.)
Grade 1
Grade 1
Wonders Literature AnthologyGrades 1-6Bursting with stories and informational text selections by award-winning authors and illustrators, the Wonders Literature Anthology lets students apply strategies and skills from the Reading/Writing Workshop to extended, complex text.
Grade 1 978-0-02-119532-9
Your Turn Practice BooksGrades K-6These books provide students’ first guided practice, with fresh reading selections for every week!
More components
Teaching PostersGrades K-1
WeeklyAssessment
Grade 1
Assessing the Common Core State Standards
PRINT TEMPLATE
UnitAssessment
Grade 1
Assessing the Common Core State Standards
PRINT TEMPLATE
WeeklyAssessment
Grade 1
Assessing the Common Core State Standards
PRINT TEMPLATE
Student Weekly AssessmentsGrades 1-6
Unit and Benchmark AssessmentsGrades K-6
49
Primary
Grade2
Grade3
Grade4
Watch us come alive at mhreadingwonders.com
Grade2
Grade6
Grade3
Grade4
Grade5
Grades 1-6
Wonders Literature Anthology
Reading Wonders Literature Anthology
Grade 1 Volume 1 9780021195305
Grade 1 Volume 2 9780021142453
Grade 1 Volume 3 9780021195312
Grade 1 Volume 4 9780021195114
Grade 2 9780021187928
Grade 3 9780021189984
Grade 4 9780021142477
Grade 5 9780021192236
Grade 6 9780021187126
Wonders Reading/Writing Workshop
Grade 1 Volume 1 9780021196524
Grade 1 Volume 2 9780021197286
Grade 1 Volume 3 9780021197293
Grade 1 Volume 4 9780021195855
Grade 2 9780021188666
Grade 3 9780021191116
Grade 4 9780021190560
Grade 5 9780021191864
Grade 6 9780021187119
Your Turn Practice Book
Grade 2 978-0-02-118867-3
Grade 3 978-0-02-118999-1
Grade 4 978-0-02-119057-7
Grade 5 978-0-02-119224-3
Grade 6 978-0-02-118713-3
Grade5
Grade6
50
Primary
Wonders offers you the freedom and flexibility of 100% digital implementation. Everything in print formats can also be delivered digitally—the Reading/Writing Workshop, Literature Anthology, leveled readers, complete teaching support, and more.
Easy menu
Quick links
Control group
You can select between Whole Group or Small Group activities
Have all your week organized since the begining
See a complete status with due date and comments of every assignment.
Differentiated Instruction
Classroom Management by Assigment or Group
Manage and Assign
School to Home
Engage your students in online discussions on lesson topics
Section designed to share objectives and activities with the parents.
Ask for your
trial
51
Primary
Macmillan/McGraw-Hill’s dynamic science program, Science A Closer Look, offers students exciting and accessible standards-based lessons. Engaging activities promote curiosity and foster the development of science inquiry skills. Through a consistent and structured learning cycle, students confidently build upon their experiences to develop a lifelong understanding of science concepts.
Components: Student book Activity Lab Book Reading Essentials BookTeacher’s guide.
Online components: eStudent Edition Online-1 year subscription eTeacher Edition Online-1 year subscription
eStudent Edition Online-6 year subscription eTeacher Edition Online-6 year subscription
Grades PreK-6Macmillan/McGraw-Hill
Science a Closer Look
Also available in Spanish
Now Content Modulesupdated copyright 2014
Additional module Science, Engineering, and Techonology
1. Animals and Their Homes2. Plants3. Motion and Energy4. Weather and Sky
1. Our Earth2. Matter3. Habitats4. Motion Energy
1. Weather and Space2. Ecosystems3. Living Things4. Forces and Energy
1. Living Things2. Ecosystems3. Earth and Its Resources4. Forces and Energy
1. Matter2. Ecosystems3. Earth and Its Resources4. Weather and SpaceNEW
53
Primary
Grades K-5
Grades 6-8
My MathLead your students to “Aha moments”
Everyday MathematicsExpect More. Achieve More.
Features: Expect a research base like no other. Expect a proven instructional design. Expect more engaged and prepared students. Expect more for teachers. Achieve extraordinary results
Students using EM have achieved substantially higher scores at the elementary level in geometry, measurement, and algebra.
Did you know?
Rela
te
d product
Glencoe Math
Components: Student Package
Volume 1 Volume 2 Teacher Package
Volume 1 Volume 2
Also available in Spanish
Introducing the new and improved eSampler available now!
O L Chttps://www.mheonline.com/esamplers/mymathnew/
Online components: eStudent Edition 1 year subscription eTeacher Edition 1 year subscription
eStudent Edition 6 year subscription eTeacher Edition 1 year subscription
Download Everyday Mathematics
Games Apps
See a demo site.
54
Middle School
Glencoe iScience
Discovering Our Past:A History of the World
Inspire students with a manageable program that incorporates both digital and print solutions and saves teachers time so they can focus on what they do best—teach!
Components: Student book Teacher’s guide.
Online components: StudentWorks Plus Online-1 year subscription TeacherWorks Plus Online-1 year subscription
StudentWorks Plus Online- 6 year subscription TeacherWorks Plus Online-1 -6year subscription
McGraw-Hill networks™: A Social Studies Learning System combines print resources grounded in solid pedagogy with a full suite of teaching and learning tools for a flexible, customized learning experience.
The Teacher Experience
• Teacher Edition: Maximize learning and minimize preparation time with lesson plans, activities, and assessment support based on the research of Jay McTighe, co-author of Understanding by Design
• Teacher Lesson Center: Stop searching and start Networking with everything you need for planning, presentation, assessment, and instruction.
Components: Student Edition Reading Essentials and Study Guide Teacher Edition
Essential teacher access Full teacher access
Online Components: Student Learning Center 6 year subscription Teacher Lesson Center 6 year subscription
Student Learning Center 1 year subscription Teacher Lesson Center 1 year subscription
Student Learning Center
Check availability in your country.
See a demo video.
McGraw-Hill Networks
55
Middle School
Boehm - Armstrong - HunkinsNational Geographic
Spielvogel • National Geographic
Exploring Our World
Exploring Our World combines geography and cultures and infuses history, economics,government/citizenship, and current events to provide a balance of content, skills, and activities that addresses the needs of middle school students.
Exploring Our WorldUnit 1 The WorldUnit 2 The United States and CanadaUnit 3 Latin AmericaUnit 4 EuropeUnit 5 RussiaUnit 6 North Africa, Southwest Asia, and Central Asia.Unit 7 Africa South of the SaharaUnit 8 South AsiaUnit 9 East Asia and Southeast Asia
Unit 10 Australia, Oceania, and Antarctica
Journey Across TimeThe perfect combination of content, skills, and story, Journey Across Time makes world history appealing and accesible to all middle school students.
Components: Student Edition Reading Essencials and Note Taking Guidebook
Teacher Wraparound Edition
Components: Student Edition TeacherWorks Plus CD-ROM Active Reading Note-Taking Guide Workbook
Journey Across TimeUnit 1 Early CivilizationsUnit 2 The Ancient WorldUnit 3 New Empires and New FaithsUnit 4 The Middle AgesUnit 5 A Changing WorldUnit 6 Modern Times
Journey Across Time: The Early AgesUnit 1 Early CivilizationsUnit 2 The Ancient WorldUnit 3 New Empires and New FaithsUnit 4 The Middle AgesUnit 5 A Changing World
Grades: 6,7,8
Grades: 6,7,8
Check availability in your country.
56
Middle School
Appropiate for grades 6,7,8,
Components: Student Edition Teacher Edition Grammar and Language Workbook Spelling Power Workbook
Expressions is a comprehensive Enlgish Language Development program for middle school students.
Features: Includes adapted and authentic selections with reading, literary, grammar, vocabulary, and writing skill instruction that parallel the core anthology
Integrates seamlessly with Glencoe Literature Offers grade-appropriate skill instruction Provides easy-to-use planning and assessment
Components: Student Edition Teacher Edition Listening Library CD Practice Workbook
Glencoe Expressions
Glencoe Literature
High School
A new literature program provides the highest quality literature and presents it to students in a way that connects and bridges to broader ideas.
Appropiate for grades 6,7,8,9,10,11,12
Features: Connects outstanding literature through single-focus meaningful questions and ideas.
Seamlessly integrates skills and strategies with the literature to provide a real context for student learning
Ensures targeted instruction with differentiated support in the Teacher Edition and ancillaries
Only available in Mexico
Only available in Mexico
57
High School
World History and Geography is the first high school world history program to fully integrate print and digital resources into a seamless curriculum for today’s technology-ready students. Networks combines print resources grounded in solid pedagogy with a full suite of teaching and learning tools for a flexible, customized learning experience.
Components: Student Edition Teacher Edition
Online components: Student Learning Center, 6-year subscription Teacher Lesson Center, 6 year subscription Student Learning Center, 1-year subscription Teacher Lesson Center, 1 year subscription
World History & Geography
Spielvogel
Jamestown Literature:
An Adapted Reader Grades: 6-12
Jamestown Literature provides “must-have” collections of literature adapted to lower reading levels to help struggling readers access the same literature selections as their peers.
Features: Differentiate instruction with accessible texts in interactive format
Support English Language Learners with English Coach feature
Reinforce vocabulary and monitor reading comprehension with side margin notes
Represent all genres including short stories, myth/folktale, drama/epic, and nonfi ction
Components: Student Edition Annotated Teacher Edition
Modern Times
Check availability in your country.
Student Learning Center
NEW
See an informative video.
McGraw-Hill Networks
58
High School
ChemistryChemistry
Glencoe Physics
Glencoe BiologyGlencoe Biology combines dynamic content, engaging lab experiences, and a rich array of resources to ensure that every student understands the Big Ideas of Biology.
Components: Student Edition eTeacherdEdition DVD
Online Components: eStudentEdition Online 6-year subscription eTeacherEdition Online 6-year subscription eStudentEdition Online 1-year subscription
Concepts and Applications
Matter and Change
Principles & Problems
This program attracts, enlightens, and engages students to successfully “bond” with chemistry at every level.
Components: Student Edition eTeacherEditionDVD
Online components: eStudentEditionOnline, 6-year subscription eTeacherEdittionOnline, 6-year subscription eStudentEditionOnline, 1-year subscription
This compelling conceptual presentation actively engages students to excite them about chemistry.
Components: Student Edition TeacherWorks Plus CD-ROM
Online Components: eStudentEdition Online 6-year subscription
eStudentEdition Online 1-year subscription
Presenting the balance between rigor, relevance, and accessibility that you’ve been looking for in a physics program.
NEW
Components: Student Edition Teacher Edition eTeacherEdition DVD
Essential teacher access
Online components: eStudentEdition Online 6-year subscription eStudentEdition Online 6-year subscription
eTeacherEdition Online 1-year subscription eTeacherEdition Online 1-year subscription
Full teacher access
59
AP
60
McGraw-Hill Advanced Placement2013 New titles & Bestsellers.
You know, no two students are alike.
LearnSmart™ knows too.
Now with
Interactive eBook, auto-graded assignments/assessments,
Adaptive diagnostic learning techonology
and more!
Grade less. Teach more. Engage online.
AP Enviromental ScienceCunnigham
AP BiologyMader
University PhysicsBauer- Westfall
AP ChemistryChang
AP PhysicsGiambattista9780077339685
AP Enviromental ScienceEnger
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