| 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 |
20190501181750.0 |
| 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 |
9780133382136 (Student book) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0133382133 (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 |
Mills, Robin |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
NorthStar 2 : |
| Remainder of title |
Listening & Speaking / |
| Statement of responsibility, etc. |
Robin Mills and Laurie Frazier. |
| 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, 215 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/> |
| 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/> |
| 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/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| 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/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
New and revised assessments tied to learning outcomes. <br/>Online assessments allow teachers to track students' progress mastery of material and skills. <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
A new design with thought provoking images. <br/>A compelling graphic look makes the content and activities come alive." (Book Cover) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
TABLE OF CONTENTS:<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 1: Work - Offbeat Jobs<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening 1: What's My Job?<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening 2: More Offbeat Jobs<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening: Make and confirm predictions<br/> |
| Title |
Identify main ideas and details<br/> |
| -- |
Connect statements to specific speakers<br/> |
| -- |
Recognize connectors that compare and contrast ideas<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking: Express opinions<br/> |
| Title |
Ask and answer questions about jobs, interests, and skills<br/> |
| -- |
Express interest<br/> |
| -- |
Express agreement and disagreement<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Task: Create and dramatize job interviews<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Inference: Identify humor from a speaker's choice of words and tone<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Pronunciation: Recognize syllable stress<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 descriptive adjectives<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Video: Interview with a Skydiving Instructor<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 2: Student Life - Where Does Time Go?<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening 1: Student Success Workshop<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening 2: A Student Discussion<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening: Make and confirm predictions<br/> |
| Title |
Identify main ideas and details<br/> |
| -- |
Connect statements to specific speakers<br/> |
| -- |
Recognize phrases that signal agreement and disagreement<br/> |
| -- |
Connect information from two listenings<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking: Express opinions<br/> |
| Title |
Express various levels of agreement and disagreement<br/> |
| -- |
Support opinions with examples<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Task: Create, give, and report on a survey about student life<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Inference: Infer a speaker's intention based on questions the speaker asks<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Pronunciation: Recognize emphasis through intonation and stress<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: Infer word meaning from context<br/> |
| Title |
Use familiar words to form collocations<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar: Recognize and use the present simple tense<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 - A Penny Saved Is a Penny Earned<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening 1: A Barter Network<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening 2: The Compact<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening: Make and confirm predictions<br/> |
| Title |
Identify main ideas and details<br/> |
| -- |
Interpret a timeline<br/> |
| -- |
Recognize emphasis from intonation and stress<br/> |
| -- |
Categorize information from two listenings<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking: Express agreement and disagreement<br/> |
| Title |
Compare products and services<br/> |
| -- |
Make and respond to suggestions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Task: Negotiate for goods and services<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Inference: Infer a speaker's attitude from intonation and stress<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Pronunciation: Recognize word stress in numbers and prices<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 comparative 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 - What Happened to Etiquette?<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening 1: Whatever Happened to Manners?<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening 2: Our Listeners Respond - Why is there a lack of manners?<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening: Make and confirm predictions<br/> |
| Title |
Identify main ideas and details<br/> |
| -- |
Recognize summary statements<br/> |
| -- |
Categorize reasons from two listenings<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking: Express opinions<br/> |
| Title |
Summarize key information<br/> |
| -- |
Support reasons with examples<br/> |
| -- |
Make and respond to requests and invitations<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Task: Create and dramatize a situation about manners<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Inference: Infer contrasting ideas in statements from intonation and stress<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Pronunciation: Recognize rising and falling intonation in questions and statements<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: Infer word meaning from context<br/> |
| Title |
Recognize and use idioms<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar: Recognize and use can, could and would in 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 - The Fat Tax<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening 1: The Nation Talks<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening 2: Listeners Call In<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening: Make and confirm predictions<br/> |
| Title |
Identify main ideas and details<br/> |
| -- |
Identify different types of supporting details<br/> |
| -- |
Recognize language and intonation that signal clarification<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking: Express opinions and support them with reasons<br/> |
| Title |
Ask for and give advice<br/> |
| -- |
Ask for and provide clarification or repetition<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Task: Participate in a debate about the role of government in reducing obesity<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Inference: Infer facts<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: Infer meaning by recognizing phrases that signal hedging<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Pronunciation: Recognize intonation in questions requesting clarification or repetition<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: Infer word meaning from context<br/> |
| Title |
Recognize and use words for healthy foods<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar: Recognize and use modals of possibility (may, might, could)<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Video: Food from the Hood<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 6: Heroes - Everyday Heroes<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening 1: The Subway Hero<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening 2: Psychology Lecture - Altruism<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening: Make and confirm predictions<br/> |
| Title |
Identify main ideas and details |
| -- |
Take notes on a lecture<br/> |
| -- |
Recognize phrases that signal the organization and ideas in a lecture<br/> |
| -- |
Support general ideas in one listening with specific examples from a second listening<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking: Express opinions<br/> |
| Title |
Ask follow-up questions<br/> |
| -- |
Recognize and use signal phrases in presentations<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Task: Prepare and give a presentation<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Inference: Infer a speaker's feelings or emotion from tone of voice and word choice<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Pronunciation: Recognize and pronounce the three -ed endings in the regular past tense<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: Infer word meaning from context<br/> |
| Title |
Categorize words with similar meanings<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar: Recognize and use the simple past 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 - Gaming Your Way to Better Health<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening 1: Gaming Your Way to Better Health<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening 2: Technology in the Classroom<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening: Make and confirm predictions<br/> |
| Title |
Identify main ideas and details<br/> |
| -- |
Recognize phrases and intonation that express doubt<br/> |
| -- |
Analyze advantages and disadvantages<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking: Express opinions<br/> |
| Title |
Give and respond to advice<br/> |
| -- |
Express concern<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Task: Prepare and present a TV commercial<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Inference: Infer a speaker's intended meaning from persuasive language<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Pronunciation: Recognize and produce reductions of modals<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 modals of advice and necessity (should, ought to, have to)<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Video: Chinese Medicine<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 8: Endangered Cultures - Endangered Languages<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening 1: Language Loss<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening 2: My Life, My Language<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening: Make and confirm predictions<br/> |
| Title |
Identify main ideas and details<br/> |
| -- |
Interpret a graph<br/> |
| -- |
Recognize phrases that identify reasons and examples<br/> |
| -- |
Support ideas from one listening with examples from a second listening<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking: Express opinions<br/> |
| Title |
Agree and disagree with opinions<br/> |
| -- |
Present and defend a position<br/> |
| -- |
Give reasons and examples to explain general statements<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Task: Participate in a small-group discussion<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Inference: Infer a speaker's viewpoint<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Pronunciation: Recognize and use contractions and reductions with will and be going to<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: Infer word meaning from context<br/> |
| Title |
Recognize and use synonyms<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar: Recognize and use the future with will and and be going to<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 |
Frazier, Laurie |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://pearsonerpi.com/en/elt/eap/northstar-listening-and-speaking-level-2-student-book-with-myenglish-338213">https://pearsonerpi.com/en/elt/eap/northstar-listening-and-speaking-level-2-student-book-with-myenglish-338213</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
