| 000 -LEADER |
|---|
| fixed length control field |
01548cam a2200361 i 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
17982777 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20190501171833.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
131227s2014 nyua 000 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
|---|
| LC control number |
2013050427 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780133382167 (Student book) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0133382168 (Student book) |
| 040 ## - CATALOGING SOURCE |
|---|
| Transcribing agency |
JCRC |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
|---|
| Classification number |
PE1128 |
| Item number |
.M444 2015 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Haugnes, Natasha |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
NorthStar 2 : |
| Remainder of title |
Reading & Writing / |
| Statement of responsibility, etc. |
Natasha Haugnes and Beth Maher |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
4th ed. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE, AND COPYRIGHT NOTICE |
|---|
| Place of production, publication, distribution, manufacture |
White Plains, NY : |
| Name of producer, publisher, distributor, manufacturer |
Pearson Education, |
| Date of production, publication, distribution, manufacture, or copyright notice |
2015. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xix, 221 pages : |
| Other physical details |
ill. in col. ; |
| Dimensions |
26 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
NorthStar |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
"Building on the success of the previous editions, Northstar, Third Edition continues to engage and motivate students with new and updated contemporary topics delivered through a seamless integration of print and online components.<br/> <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
What is special about the new edition? <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Blended approach with MyEnglishLab. Online activities offer support and expansion, fully blending the student book with MyEnglishLab for extra practice, ongoing assessment, and instant feedback. <br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
New and updated themes and topics. Presented in a variety of genres--including literature and lectures--and in authentic reading and listening selections, the content challenges and engages students intellectually. <br/><br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Explicit skills instruction. The inclusion of 2-3 explicit language skills in every unit allows students to build their language proficiency. <br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
New and revised assessments tied to learning outcomes. Online assessments allow teachers to track students' progress mastery of material and skills. <br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
A new design with thought provoking images. A compelling graphic look makes the content and activities come alive." (Book Cover)<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
TABLE OF CONTENTS:<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 1: Work - Finding the Ideal Job<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading 1: Finding the Ideal Job<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading 2: The Ideal Job<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading: Make and confirm predictions<br/> |
| Title |
identify the main ideas in a reading<br/> |
| -- |
identify the main ideas in a reading<br/> |
| -- |
Identify different types of supporting details<br/> |
| -- |
Scan a text to locate specific information<br/> |
| -- |
Predict content of a reading from visuals<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing: Organize ideas in a list<br/> |
| Title |
identify the topic sentence of a paragraph<br/> |
| -- |
Support a main idea with details and examples<br/> |
| -- |
Edit and revise writing for content, language, and conventions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Inference: Infer the author's opinion<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: Infer word meaning from context<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar: Distinguish between and use possessive and descriptive adjectives<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Video: Interview with a Skydiving Instructor, Video Activity<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 2: Student Life - Creative Thinking<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading 1: Can We Teach Creative Thinking in Schools?<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading 2: Tips for Success in College: How to Be Creative<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading: Make and confirm predictions<br/> |
| Title |
Identify the main ideas in a reading<br/> |
| -- |
Identify different types of supporting details<br/> |
| -- |
Scan a text to understand chronology<br/> |
| -- |
Recognize examples in a text<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing: Organize ideas in a chart<br/> |
| Title |
Add information to give extra support to the reader<br/> |
| -- |
Edit and revise writing for content, language, and conventions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Task: Write a paragraph telling a story with a topic sentence, supporting details, and a conclusion<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Inference: Infer connections between general statements and examples<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: Infer word meaning from context<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar: Recognize and use past tense with regular/irregular past simple forms<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Video: College Students Spark Creativity in Kids, Voice of America<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 3: Money - Making Money<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading 1: Making Money<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading 2: I Made It Myself<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading: Make and confirm predictions<br/> |
| Title |
Identify the main ideas in a reading<br/> |
| -- |
Identify different types of supporting details<br/> |
| -- |
Scan a text to locate specific information<br/> |
| -- |
Follow chronological sequence<br/> |
| -- |
Compare information from two readings<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing: Write sentence of comparison<br/> |
| Title |
Organize ideas using a cluster diagram<br/> |
| -- |
Edit and revise writing for content, language, and conventions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Task: Write a well-organized paragraph with clear explanations<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Inference: Infer information about situations in the future<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: Infer word meaning from context<br/> |
| Title |
Recognize antonyms<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar: Recognize and use the comparative form of adjectives<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Video: The History of Money<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 4: Etiquette - Subway Etiquette<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading 1: A Civilized Suggestion<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading 2: Riding the Subway in Japan<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading: Make and confirm predictions<br/> |
| Title |
Identify the main ideas in a reading<br/> |
| -- |
Identify different types of supporting details<br/> |
| -- |
Scan a text to locate specific information<br/> |
| -- |
Identify the main elements of a story (background information, conflict, climax, and resolution)<br/> |
| -- |
Compare and contrast information from two readings<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing: Write responses to letters<br/> |
| Title |
Organize ideas in a list<br/> |
| -- |
Create sentences using parallel structure<br/> |
| -- |
Edit and redraft writing for content, language, and conventions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Task: Write an informal Web page<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Inference: Infer the author's attitude<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: Infer word meaning from context<br/> |
| Title |
Recognize word forms (nouns, verbs, adjectives)<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar: Recognize and use imperatives to give instructions and make polite requests<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Video: How to Ask for a Date<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 5: Food - We Are What We Eat<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading 1: A New Fish in Town<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading 2: Making Sense of the American Diet<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading: Make and confirm predictions<br/> |
| Title |
Identify the main ideas in each paragraph of a reading<br/> |
| -- |
Identify different types of supporting details<br/> |
| -- |
Scan a text to locate specific information<br/> |
| -- |
Analyze advantages and disadvantages<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing: Organize ideas using an e-chart<br/> |
| Title |
Support main ideas with reasons<br/> |
| -- |
Express contrasting ideas using but and however<br/> |
| -- |
Edit and revise writing for content, language, and conventions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Inference: Infer facts<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: Infer word meaning from context<br/> |
| Title |
Recognize and use word forms (nouns, verbs, adjectives, adverbs)<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar: Recognize and use too much/too many/too + adjective<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Video: Food from the Hood<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 6: Heroes - The Heart of a Hero<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading 1: What Is a Hero?<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading 2: Book Review: Harry Potter and the Sorcerer's Stone<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading: Make and confirm predictions<br/> |
| Title |
Identify the main ideas in a reading<br/> |
| -- |
Identify different types of supporting details<br/> |
| -- |
Scan a text to locate specific information<br/> |
| -- |
Follow chronological sequence in a reading<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing: Organize ideas using a list and an outline<br/> |
| Title |
Add examples and explanations to give extra support to the reader<br/> |
| -- |
Edit and revise writing for content, language, and conventions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Task: Write a paragraph telling a story<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Inference: Infer meaning from metaphors<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: Infer word meaning from context<br/> |
| Title |
Recognize and use word forms (nouns, verbs, adjectives, adverbs)<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar: Recognize and use time clauses in the present tense<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Video: All for One, ABC News<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 7: Health - What's Your Medicine?<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading 1: Leech<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading 2: Gross Medicine<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading: Use a title and headings to predict content<br/> |
| Title |
Identify the main ideas in a reading<br/> |
| -- |
Identify different types of supporting details<br/> |
| -- |
Scan a text to locate specific information<br/> |
| -- |
Take double entry notes to interact with the text<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing: Organize ideas using a cluster diagram<br/> |
| Title |
Signal basic chronological sequence using time order words<br/> |
| -- |
Edit and revise writing for content, language, and conventions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Task: Write a personal narrative paragraph<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Inference: Use inferences to make judgments about information in a text<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: Infer word meaning from context<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar: Recognize and use a variety of adverbs of manner<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Video: Chinese Medicine<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 8: Endangered Cultures<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading 1: Will Indigenous Cultures Survive?<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading 2: The Penan<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading: Study a map<br/> |
| Title |
Use a title to predict content<br/> |
| -- |
Identify the main ideas in a reading<br/> |
| -- |
Identify different types of supporting details and examples<br/> |
| -- |
Scan a text to locate specific information<br/> |
| -- |
Understand the purpose of quoted speech in a text<br/> |
| -- |
Support general statements in one text with examples from another text<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing: Organize ideas using an outline<br/> |
| Title |
Take notes from a reading to support an opinion<br/> |
| -- |
Support a main ideas with reasons<br/> |
| -- |
Recognize and write concluding sentences<br/> |
| -- |
Edit and revise writing for content, language, and conventions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Task: Write a paragraph that makes a prediction<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Inference: Infer the author's attitude<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: Infer word meaning from context<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar: Recognize and use be going to to make predictions<br/> |
| Title |
Recognize and use will to make predictions<br/> |
| -- |
Recognize and use the present progressive to describe future events<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Video: Maori Cultures |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Textbooks for foreign speakers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Spoken English |
| Form subdivision |
Problems, exercises, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Listening |
| Form subdivision |
Problems, exercises, etc. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Maher, Beth |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://pearsonerpi.com/en/elt/eap/northstar-reading-and-writing-level-2-student-book-with-myenglishlab-338216">https://pearsonerpi.com/en/elt/eap/northstar-reading-and-writing-level-2-student-book-with-myenglishlab-338216</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
