Hendra, Leslie Anne
Evolve 3 : Full Contact with DVD / Leslie Anne Hendra, Mark Ibbotson, Kathryn O'Dell, Mari Vargo, Rhiannon Ball, and Noah Schwartzberg. - New York : Cambridge University Press, 2019. - xvi, 160 p., 72 p, 101 p. : col. ill. ; 28 cm + 1 DVD - Evolve .
"Welcome to EVOLVE, an innovative American English course for adults and young adults! We’ve drawn extensively on insights from language teaching experts and real students around the world to create a course that covers all skills and will support you and your students with the most effective and efficient ways to make progress in English. INSIGHT FROM STUDENTS: We asked over 2,000 students from all over the world what topics they would like to discuss in English and in what situations they would like to be able to speak more confidently. The ideas are included throughout the Student’s Book, ensuring that EVOLVE is relevant to students’ lives and reflects their realities, thus increasing engagement. Additionally, real students appear in short videos responding to discussion questions. These videos serve as ideas prompts and encourage discussion by giving students something real to react to. These videos also provide more attainable speaking models for students as the students featured in the videos are at the same level as the students using the book. These “peer models” give students confidence that they can achieve something similar, so they’re more likely to engage in the conversation themselves. INSIGHTS FROM TEACHERS: Teachers repeatedly told us that they value professional development opportunities, but they had difficulty fitting professional development into their busy lives. In order to help them discover techniques which will help their students learn, EVOLVE offers a unique integrated development program for teachers. Each unit of the Teacher’s Edition includes the presentation of a professional development technique which the teacher is then guided through how to incorporate in the lesson itself. In addition, there are opportunities for reflection on the technique they have used, and follow-up reading material to consolidate the theory behind the technique." (Publisher's Website) CONTENTS Unit 1 Who we are
LEARNING OBJECTIVES: Talk about people's personalities -- Ask and answer questions about people -- Make introductions and get to know people -- Write an email to get to know someone -- Ask questions to test a leader's personality
GRAMMAR: Information questions -- Indirect questions
VOCABULARY: Describing personality -- Giving personal information
PRONUNCIATION: Stressing new information
FUNCTIONAL LANGUAGE: Make introductions: say how you know someone; end a conversation -- Real-world strategy: Meet someone you've heard about
READING: We're family! An email to a cousin in a different country
WRITING: A message introducing yourself -- An email to a relative in another country -- Paragraphs
SPEAKING: Talk about questions you ask new people -- Ask and answer questions about famous people -- Introduce yourself and ask questions -- Describe someone's personality ; Time to speak: Decide what makes a good leader Unit 2 So much stuff
LEARNING OBJECTIVES: Talk about things you've had for a while -- Talk about things you own -- Switch from the topic to another -- Write an add for something you want -- Discuss items to take when you move
GRAMMAR: Present perfect with ever, never, for, and since -- Present perfect with already and yet
VOCABULARY: Describing possessions -- Tech features
PRONUNCIATION: Saying /t/ at the start of words -- Listening for /w/ sounds
FUNCTIONAL LANGUAGE: Introduce new topics; change the subject; stay on track -- Real-world strategy: Use short questions to show interest
LISTENING: It's useless right?: A podcast interview with a collector
WRITING: An online advertisement: An ad requesting something you want -- one and ones
SPEAKING: Talk about the ''history'' of personal objects -- Talk about how long you've had items -- Talk about personal interests -- Talk about someone's reasons for collecting -- Time to speak: Discuss things to take in a move
Unit 3 Smart moves LEARNING OBJECTIVES: Ask and answer questions about your city -- Talk about how to get from one place to another -- Ask for and give directions of a building -- Write a personal statement for a job application -- Give a presentation about a secret spot in your city
GRAMMAR: Articles -- Modals for advice
VOCABULARY: City features -- Public transportation
PRONUNCIATION: Saying consonant clusters at the start of a word
FUNCTIONAL LANGUAGE: Ask for directions, give directions -- Real-world strategy: Repeat details to show you understand
READING: Maybe you can help: An ad for volunteer jobs
WRITING: A volunteer application: A personal statement for an application -- Checking punctuation, spelling, and grammar
SPEAKING: Ask and answer city questions -- Talk about your routes to places in your city -- Give directions to places at school or work -- Talk about a volunteer job -- Time to speak: Discuss ''secret spots'' in your city
Review 1 (Review of Units 1-3) Unit 4 Think first
LEARNING OBJECTIVES: Describe opinions and reactions -- Make plans for a trip -- Offer and response to reassurance -- Write an email describing plans for an event -- Choose activities for different groups of people
GRAMMAR: "be going to" and "will" for predictions -- "will" for sudden decisions; present continuous for future plans -- Describing opinions and reactions -- Making decisions and plans
VOCABULARY: Describing opinions and reactions -- Making decisions and plans
PRONUNCIATION: Saying /p/ at the start of a word -- Listening for linked sounds - final /n/
FUNCTIONAL LANGUAGE: Offer reassurance; response to reassurance -- Real-world strategy: Use ''at least" to point out the good side of a situation
LISTENING: Business and pleasure: Colleagues discussing plans for a fun event for students
WRITING: An email with an event schedule: An email describing plans for an event -- Linking words to show order
SPEAKING: Talk about your plans for the week and weekend -- Make plans for a weekend trip -- Talk about difficult situations -- Choose the best group activity -- Time to speak: Plan a "microadventure"
Unit 5 And then...
LEARNING OBJECTIVES: Talk about lost and found things -- Talk about giving and needing help -- Talk about surprising situations -- Write a short story -- Tell and compare stories
GRAMMAR: Simple past -- Past continuous and simple past
VOCABULARY: Losing and finding things -- Needing and giving help
PRONUNCIATION: Showing surprise
FUNCTIONAL LANGUAGE: Give surprising news, react with surprise -- Real-world strategy: Repeat words to express surprise
READING: Storytelling: An article about how to tell a good story
WRITING: A true story: A story -- Expressions for storytelling
SPEAKING: Talk about things you have lost or found -- Describe a time you helped someone -- Talk about surprising personal news -- Say what makes a story good -- Time to speak: Share "amazing but true" story
Unit 6 Impact
LEARNING OBJECTIVES: Talk about urban problems -- Talk about problems and solutions -- Express concern and relief in different situations -- Write a post giving your point of view -- Decide if a ''green'' plan will work
GRAMMAR: Quantifiers -- Present and future real conditionals
VOCABULARY: Urban problems -- Adverbs of manner
PRONUNCIATION: Unstressed vowels at the end of the word -- Listening for weak words
FUNCTIONAL LANGUAGE: Express concern; express relief -- Real-world strategy: Use ''though'' to give a contrasting idea
LISTENING: Beating the traffic: A podcast about drone deliveries
WRITING: Online comment reacting to a podcast: Comment about a podcast -- Using questions to make points
SPEAKING: Discuss the impact of urban problems -- Talk about city problems and solutions -- Talk about worrisome situations -- Evaluate someone's ideas -- Time to speak: Discuss making cities "green"
Review 2 (Review of Units 4-6) Unit 7 Entertain us
LEARNING OBJECTIVES: Discuss your changing taste in music -- Talk about TV shows and movies -- Refuse invitations and respond to refusals -- Write a movie review -- Talk about changing tastes
GRAMMAR: ''used to'' -- Comparisons with (not) as...as
VOCABULARY: Music -- TV shows and movies
PRONUNCIATION: Saying /m/ in I'm
FUNCTIONAL LANGUAGE: Refuse invitations; respond to a refusal -- Real-world strategy: Soften comments
READING: Animation for all ages: An online articles about animated movies and TV shows
WRITING: A review of an animated movie: A movie review -- Organizing ideas
SPEAKING: Talk about how musical tastes have changed -- Compare favourite movies/TV shows -- Invite someone to an event and refuse an invitation -- Talk about humor in animated movies -- Time to speak: Discuss changing tastes in entertainment
Unit 8 Getting there
LEARNING OBJECTIVES: Talk about what you've been doing -- Talk about progress -- Catch-up with people's news -- Write a post about managing time -- Decide on better ways to use your time
GRAMMAR: Present perfect continuous -- Present perfect vs. Present perfect continuous
VOCABULARY: Describing experiences -- Describing progress
PRONUNCIATION: Saying /a/ and /ae/ vowel sounds -- Listening for weak forms of didn't
FUNCTIONAL LANGUAGE: Say how long it's been; ask about someone's news, answer -- Real-world strategy: Use that ''would be'' to comment on something
LISTENING: A time-saving tip: A podcast interview about time management
WRITING: A podcast about a podcast: A post about time management -- Time expressions
SPEAKING: Talk about what you've been doing recently -- Explain what you've been spending time on -- Talk to a friend you haven't seen for a while -- Talk about someone's new habits -- Time to speak: Prioritize tasks to improve balance
Unit 9 Make it work
LEARNING OBJECTIVES: Talk about college subjects -- Discuss rules for working and studying at home -- Express confidence and lack of confidence -- Write the main part of the resume -- Decide how to use your skills
GRAMMAR: Modals of necessity -- Modals of prohibition and permission
VOCABULARY: College students -- Employment
PRONUNCIATION: Grouping words
FUNCTIONAL LANGUAGE: Express confidence; express lack of confidence
READING: A job search: An online job ad and a résumé for the job
WRITING: A résumé: Experiences and activities for a résumé -- How to write a résumé
SPEAKING: Talk about subjects in school that prepare you for the future -- Present rules for working or studying at home -- Discuss plans for doing challenging activities -- Identify a job an ad is for -- Time to speak: Describe skills for an ideal job
Review 3 (Review of Units 7-9) Unit 10 Why we buy
LEARNING OBJECTIVES: Say what things are made of -- Talk about where things come from -- Questions or approve of someone's choices -- Write feedback about company's products -- Design a commercial
GRAMMAR: Simple present passive -- Simple past passive
VOCABULARY: Describing materials -- Production and distribution
PRONUNCIATION: Saying /u/, /au/, and /u/ vowel sounds -- Listening for contrastive stress
FUNCTIONAL LANGUAGE: Question someone's choices; approve someone's choices -- Real-world strategy: Change your mind
LISTENING: Not just customers-fans: A podcast about customers as fans
WRITING: Online customers feedback about products: Feedback about products -- ''However'' and ''although'' to contrast ideas
SPEAKING: describe how materials affect the environment -- Share where things you own were produced -- Talk about things you want to buy -- Talk about companies you like -- Time to speak: Discuss reasons why people buy things
Unit 11 Pushing yourself
LEARNING OBJECTIVES: Talk about how to succeed -- Talk about imaginary situations -- Give opinions and ask for agreements -- Write a personal story -- Talk about a person you admire
GRAMMAR: Phrasal verbs -- Present and future unreal conditions
VOCABULARY: Succeeding -- Opportunities and risks
PRONUNCIATION: Saying ''sh'' and ''dz'' sounds
FUNCTIONAL LANGUAGE: Ask for agreement; agree -- Real-world strategy: Soften an opinion
READING: Outside the comfort zone: An online article about benefits of leaving your comfort zones
WRITING: A story about a challenging new activity: A story about pushing yourself -- Comparing facts
SPEAKING: Talk about a failure and its effects -- Discuss what you might risk for money -- Express opinions about topics with tow sides -- Talk about pushing yourself -- Time to speak: Discuss what makes people successful
Unit 12 Life's little lessons
LEARNING OBJECTIVES: Talk about accidents -- Talk about extreme experiences -- Describe and ask about feelings -- Write an anecdote about a life lesson -- Plan a fun learning experience
GRAMMAR: Indefinite pronouns -- Reported speech
VOCABULARY: Describing accidents -- Describing extremes
PRONUNCIATION: Saying -ed at the end of a word -- Listening for 'll
FUNCTIONAL LANGUAGE: Describe your feelings; ask about or guess others' feelings -- Real-world strategy: End a story
LISTENING: Lesson learned? An expert presentation about life lessons
WRITING: A story about learning a lesson: An anecdote about a life lesson -- Using different expressions with similar meanings
SPEAKING: Talk about a small, amusing accident -- Describe an extreme experience -- Talk about emotions associated with an experience -- Talk about learning from mistakes -- Time to speak: Talk about activities to learn new skills
Review 4 (Review of Units 10-12) Grammar charts and practice Vocabulary exercises
9781108414470 (Student Book with DVD)
GBB976309 bnb
019381667 Uk
English language--Textbooks for foreign speakers.
English language--Spoken English.
428.34
Evolve 3 : Full Contact with DVD / Leslie Anne Hendra, Mark Ibbotson, Kathryn O'Dell, Mari Vargo, Rhiannon Ball, and Noah Schwartzberg. - New York : Cambridge University Press, 2019. - xvi, 160 p., 72 p, 101 p. : col. ill. ; 28 cm + 1 DVD - Evolve .
"Welcome to EVOLVE, an innovative American English course for adults and young adults! We’ve drawn extensively on insights from language teaching experts and real students around the world to create a course that covers all skills and will support you and your students with the most effective and efficient ways to make progress in English. INSIGHT FROM STUDENTS: We asked over 2,000 students from all over the world what topics they would like to discuss in English and in what situations they would like to be able to speak more confidently. The ideas are included throughout the Student’s Book, ensuring that EVOLVE is relevant to students’ lives and reflects their realities, thus increasing engagement. Additionally, real students appear in short videos responding to discussion questions. These videos serve as ideas prompts and encourage discussion by giving students something real to react to. These videos also provide more attainable speaking models for students as the students featured in the videos are at the same level as the students using the book. These “peer models” give students confidence that they can achieve something similar, so they’re more likely to engage in the conversation themselves. INSIGHTS FROM TEACHERS: Teachers repeatedly told us that they value professional development opportunities, but they had difficulty fitting professional development into their busy lives. In order to help them discover techniques which will help their students learn, EVOLVE offers a unique integrated development program for teachers. Each unit of the Teacher’s Edition includes the presentation of a professional development technique which the teacher is then guided through how to incorporate in the lesson itself. In addition, there are opportunities for reflection on the technique they have used, and follow-up reading material to consolidate the theory behind the technique." (Publisher's Website) CONTENTS Unit 1 Who we are
LEARNING OBJECTIVES: Talk about people's personalities -- Ask and answer questions about people -- Make introductions and get to know people -- Write an email to get to know someone -- Ask questions to test a leader's personality
GRAMMAR: Information questions -- Indirect questions
VOCABULARY: Describing personality -- Giving personal information
PRONUNCIATION: Stressing new information
FUNCTIONAL LANGUAGE: Make introductions: say how you know someone; end a conversation -- Real-world strategy: Meet someone you've heard about
READING: We're family! An email to a cousin in a different country
WRITING: A message introducing yourself -- An email to a relative in another country -- Paragraphs
SPEAKING: Talk about questions you ask new people -- Ask and answer questions about famous people -- Introduce yourself and ask questions -- Describe someone's personality ; Time to speak: Decide what makes a good leader Unit 2 So much stuff
LEARNING OBJECTIVES: Talk about things you've had for a while -- Talk about things you own -- Switch from the topic to another -- Write an add for something you want -- Discuss items to take when you move
GRAMMAR: Present perfect with ever, never, for, and since -- Present perfect with already and yet
VOCABULARY: Describing possessions -- Tech features
PRONUNCIATION: Saying /t/ at the start of words -- Listening for /w/ sounds
FUNCTIONAL LANGUAGE: Introduce new topics; change the subject; stay on track -- Real-world strategy: Use short questions to show interest
LISTENING: It's useless right?: A podcast interview with a collector
WRITING: An online advertisement: An ad requesting something you want -- one and ones
SPEAKING: Talk about the ''history'' of personal objects -- Talk about how long you've had items -- Talk about personal interests -- Talk about someone's reasons for collecting -- Time to speak: Discuss things to take in a move
Unit 3 Smart moves LEARNING OBJECTIVES: Ask and answer questions about your city -- Talk about how to get from one place to another -- Ask for and give directions of a building -- Write a personal statement for a job application -- Give a presentation about a secret spot in your city
GRAMMAR: Articles -- Modals for advice
VOCABULARY: City features -- Public transportation
PRONUNCIATION: Saying consonant clusters at the start of a word
FUNCTIONAL LANGUAGE: Ask for directions, give directions -- Real-world strategy: Repeat details to show you understand
READING: Maybe you can help: An ad for volunteer jobs
WRITING: A volunteer application: A personal statement for an application -- Checking punctuation, spelling, and grammar
SPEAKING: Ask and answer city questions -- Talk about your routes to places in your city -- Give directions to places at school or work -- Talk about a volunteer job -- Time to speak: Discuss ''secret spots'' in your city
Review 1 (Review of Units 1-3) Unit 4 Think first
LEARNING OBJECTIVES: Describe opinions and reactions -- Make plans for a trip -- Offer and response to reassurance -- Write an email describing plans for an event -- Choose activities for different groups of people
GRAMMAR: "be going to" and "will" for predictions -- "will" for sudden decisions; present continuous for future plans -- Describing opinions and reactions -- Making decisions and plans
VOCABULARY: Describing opinions and reactions -- Making decisions and plans
PRONUNCIATION: Saying /p/ at the start of a word -- Listening for linked sounds - final /n/
FUNCTIONAL LANGUAGE: Offer reassurance; response to reassurance -- Real-world strategy: Use ''at least" to point out the good side of a situation
LISTENING: Business and pleasure: Colleagues discussing plans for a fun event for students
WRITING: An email with an event schedule: An email describing plans for an event -- Linking words to show order
SPEAKING: Talk about your plans for the week and weekend -- Make plans for a weekend trip -- Talk about difficult situations -- Choose the best group activity -- Time to speak: Plan a "microadventure"
Unit 5 And then...
LEARNING OBJECTIVES: Talk about lost and found things -- Talk about giving and needing help -- Talk about surprising situations -- Write a short story -- Tell and compare stories
GRAMMAR: Simple past -- Past continuous and simple past
VOCABULARY: Losing and finding things -- Needing and giving help
PRONUNCIATION: Showing surprise
FUNCTIONAL LANGUAGE: Give surprising news, react with surprise -- Real-world strategy: Repeat words to express surprise
READING: Storytelling: An article about how to tell a good story
WRITING: A true story: A story -- Expressions for storytelling
SPEAKING: Talk about things you have lost or found -- Describe a time you helped someone -- Talk about surprising personal news -- Say what makes a story good -- Time to speak: Share "amazing but true" story
Unit 6 Impact
LEARNING OBJECTIVES: Talk about urban problems -- Talk about problems and solutions -- Express concern and relief in different situations -- Write a post giving your point of view -- Decide if a ''green'' plan will work
GRAMMAR: Quantifiers -- Present and future real conditionals
VOCABULARY: Urban problems -- Adverbs of manner
PRONUNCIATION: Unstressed vowels at the end of the word -- Listening for weak words
FUNCTIONAL LANGUAGE: Express concern; express relief -- Real-world strategy: Use ''though'' to give a contrasting idea
LISTENING: Beating the traffic: A podcast about drone deliveries
WRITING: Online comment reacting to a podcast: Comment about a podcast -- Using questions to make points
SPEAKING: Discuss the impact of urban problems -- Talk about city problems and solutions -- Talk about worrisome situations -- Evaluate someone's ideas -- Time to speak: Discuss making cities "green"
Review 2 (Review of Units 4-6) Unit 7 Entertain us
LEARNING OBJECTIVES: Discuss your changing taste in music -- Talk about TV shows and movies -- Refuse invitations and respond to refusals -- Write a movie review -- Talk about changing tastes
GRAMMAR: ''used to'' -- Comparisons with (not) as...as
VOCABULARY: Music -- TV shows and movies
PRONUNCIATION: Saying /m/ in I'm
FUNCTIONAL LANGUAGE: Refuse invitations; respond to a refusal -- Real-world strategy: Soften comments
READING: Animation for all ages: An online articles about animated movies and TV shows
WRITING: A review of an animated movie: A movie review -- Organizing ideas
SPEAKING: Talk about how musical tastes have changed -- Compare favourite movies/TV shows -- Invite someone to an event and refuse an invitation -- Talk about humor in animated movies -- Time to speak: Discuss changing tastes in entertainment
Unit 8 Getting there
LEARNING OBJECTIVES: Talk about what you've been doing -- Talk about progress -- Catch-up with people's news -- Write a post about managing time -- Decide on better ways to use your time
GRAMMAR: Present perfect continuous -- Present perfect vs. Present perfect continuous
VOCABULARY: Describing experiences -- Describing progress
PRONUNCIATION: Saying /a/ and /ae/ vowel sounds -- Listening for weak forms of didn't
FUNCTIONAL LANGUAGE: Say how long it's been; ask about someone's news, answer -- Real-world strategy: Use that ''would be'' to comment on something
LISTENING: A time-saving tip: A podcast interview about time management
WRITING: A podcast about a podcast: A post about time management -- Time expressions
SPEAKING: Talk about what you've been doing recently -- Explain what you've been spending time on -- Talk to a friend you haven't seen for a while -- Talk about someone's new habits -- Time to speak: Prioritize tasks to improve balance
Unit 9 Make it work
LEARNING OBJECTIVES: Talk about college subjects -- Discuss rules for working and studying at home -- Express confidence and lack of confidence -- Write the main part of the resume -- Decide how to use your skills
GRAMMAR: Modals of necessity -- Modals of prohibition and permission
VOCABULARY: College students -- Employment
PRONUNCIATION: Grouping words
FUNCTIONAL LANGUAGE: Express confidence; express lack of confidence
READING: A job search: An online job ad and a résumé for the job
WRITING: A résumé: Experiences and activities for a résumé -- How to write a résumé
SPEAKING: Talk about subjects in school that prepare you for the future -- Present rules for working or studying at home -- Discuss plans for doing challenging activities -- Identify a job an ad is for -- Time to speak: Describe skills for an ideal job
Review 3 (Review of Units 7-9) Unit 10 Why we buy
LEARNING OBJECTIVES: Say what things are made of -- Talk about where things come from -- Questions or approve of someone's choices -- Write feedback about company's products -- Design a commercial
GRAMMAR: Simple present passive -- Simple past passive
VOCABULARY: Describing materials -- Production and distribution
PRONUNCIATION: Saying /u/, /au/, and /u/ vowel sounds -- Listening for contrastive stress
FUNCTIONAL LANGUAGE: Question someone's choices; approve someone's choices -- Real-world strategy: Change your mind
LISTENING: Not just customers-fans: A podcast about customers as fans
WRITING: Online customers feedback about products: Feedback about products -- ''However'' and ''although'' to contrast ideas
SPEAKING: describe how materials affect the environment -- Share where things you own were produced -- Talk about things you want to buy -- Talk about companies you like -- Time to speak: Discuss reasons why people buy things
Unit 11 Pushing yourself
LEARNING OBJECTIVES: Talk about how to succeed -- Talk about imaginary situations -- Give opinions and ask for agreements -- Write a personal story -- Talk about a person you admire
GRAMMAR: Phrasal verbs -- Present and future unreal conditions
VOCABULARY: Succeeding -- Opportunities and risks
PRONUNCIATION: Saying ''sh'' and ''dz'' sounds
FUNCTIONAL LANGUAGE: Ask for agreement; agree -- Real-world strategy: Soften an opinion
READING: Outside the comfort zone: An online article about benefits of leaving your comfort zones
WRITING: A story about a challenging new activity: A story about pushing yourself -- Comparing facts
SPEAKING: Talk about a failure and its effects -- Discuss what you might risk for money -- Express opinions about topics with tow sides -- Talk about pushing yourself -- Time to speak: Discuss what makes people successful
Unit 12 Life's little lessons
LEARNING OBJECTIVES: Talk about accidents -- Talk about extreme experiences -- Describe and ask about feelings -- Write an anecdote about a life lesson -- Plan a fun learning experience
GRAMMAR: Indefinite pronouns -- Reported speech
VOCABULARY: Describing accidents -- Describing extremes
PRONUNCIATION: Saying -ed at the end of a word -- Listening for 'll
FUNCTIONAL LANGUAGE: Describe your feelings; ask about or guess others' feelings -- Real-world strategy: End a story
LISTENING: Lesson learned? An expert presentation about life lessons
WRITING: A story about learning a lesson: An anecdote about a life lesson -- Using different expressions with similar meanings
SPEAKING: Talk about a small, amusing accident -- Describe an extreme experience -- Talk about emotions associated with an experience -- Talk about learning from mistakes -- Time to speak: Talk about activities to learn new skills
Review 4 (Review of Units 10-12) Grammar charts and practice Vocabulary exercises
9781108414470 (Student Book with DVD)
GBB976309 bnb
019381667 Uk
English language--Textbooks for foreign speakers.
English language--Spoken English.
428.34