| 000 -LEADER |
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| fixed length control field |
01338cam a2200349 i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
17152527 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20190606000024.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
120207s2013 mauab 000 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2012932717 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781337407793 (Student Book) |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Transcribing agency |
JCRC |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
pcc |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Vargo, Mari |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Pathways 3 : |
| Remainder of title |
Reading, Writing, and Critical Thinking (2nd edition) / |
| Statement of responsibility, etc. |
Mari Vargo and Laurie Blass. |
| 246 30 - VARYING FORM OF TITLE |
|---|
| Title proper/short title |
Pathways three |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
2nd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Boston : |
| Name of publisher, distributor, etc. |
National Geographic Learning, |
| Date of publication, distribution, etc. |
2018. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
x, 262 p. : |
| Other physical details |
color ill., color maps ; |
| Dimensions |
28 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Pathways |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes an Index of Exam skills and tasks. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
"The Pathway to Academic Readiness |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Pathways Reading, Writing, and Critical Thinking, Second Edition uses National Geographic stories, photos, video, and infographics to bring the world to the classroom. Authentic, relevant content and carefully sequenced lessons engage learners while equipping them with the skills needed for academic success. Each level of the second edition features new and updated content. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Academic skills are clearly labeled at the beginning of each unit. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
New and updated reading passages incorporate a variety of text types, charts, and infographics to inform and inspire learners. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Explicit reading skill instruction includes main ideas, details, inference, prediction, note-taking, sequencing, and vocabulary development. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Critical thinking activities are integrated throughout each unit, and help develop learner independence. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
New and updated video sections use National Geographic video clips to provide a bridge between Readings 1 and 2, and to give learners ideas and language for the unit's writing task. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
An additional reading passage provides integrated skills practice. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Key academic and thematic vocabulary is practiced, and expanded throughout each unit. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Vocabulary extension activities cover word forms, word webs, collocations, affixes, and more, to boost learner's reading and writing fluency. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Pathways' approach to writing guides students through the writing process and develops learners' confidence in planning, drafting, revising, and editing. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Writing Goals and Language for Writing sections provide the focus and scaffolding needed for learners to become successful writers. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
An online workbook, powered by MyELT, includes video clips and automatically graded activities for learners to practice the skills taught in the Student Books. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Updated Revising Practice sections incorporate realistic model paragraphs and help learners refine their writing. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
New Guided online writing practice provides reinforcement and consolidation of language skills, helping learners to become stronger and more confident writers." (Introduction, p. viii-x) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENTS: |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Introduction to Pathways |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 1: SOCIAL RELATIONSHIPS<br/> |
| Title |
Academic Track: Behavioral Science<br/> |
| -- |
Reading 1: The Ape in the Office<br/> |
| -- |
Video: Elephant Orphans<br/> |
| -- |
Reading 2: Gender in the Wild <br/> |
| -- |
Academic Skills |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING<br/> |
| Title |
Focus<br/> |
| -- |
Identifying Main and Supporting Ideas<br/> |
| -- |
Predicting, Understanding Purpose, Summarizing, Catagorizing, Inferring Meaning, Understanding Main Ideas, Understanding Details |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING<br/> |
| Title |
Focus: Analyzing Evidence<br/> |
| -- |
Evaluating Evidence, Reflecting, Synthesizing |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING<br/> |
| Title |
Skill Focus: Writing Body Paragraphs<br/> |
| -- |
Language for Writing: Making Comparisons<br/> |
| -- |
Writing Goal: Writing two body paragraphs comparing animal and human behavior<br/> |
| -- |
Vocabulary Extension<br/> |
| -- |
Word Link: pre- |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 2: SCIENCE AND INVESTIGATION<br/> |
| Title |
Academic Track: Technology/Genetics<br/> |
| -- |
Reading 1: Tech Detectives<br/> |
| -- |
Video: Secrets in the Ice<br/> |
| -- |
Reading 2: King Tut's Family Secrets<br/> |
| -- |
Academic Skills |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING<br/> |
| Title |
Focus: Identifying a Sequence of Events<br/> |
| -- |
Predicting, Understanding Main Ideas, Understanding Details, Categorizing, Inferring Meaning |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING<br/> |
| Title |
Focus: Analyzing Levels of Certainty<br/> |
| -- |
Evaluating, Synthesizing |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING<br/> |
| Title |
Skill Focus: Writing a Summary<br/> |
| -- |
Language for Writing: Paraphrasing<br/> |
| -- |
Writing Goal: Writing two summaries<br/> |
| -- |
Vocabulary Extension<br/> |
| -- |
Word Link: -sit |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 3: CITY SOLUTIONS<br/> |
| Title |
Academic Track: Architecture/Urbanism<br/> |
| -- |
Reading 1: Living on an Urban Planet<br/> |
| -- |
Video: Farming Underground<br/> |
| -- |
Reading 2: The Urban Visionary<br/> |
| -- |
Academic Skills |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING<br/> |
| Title |
Focus: Analyzing Visual Information<br/> |
| -- |
Predicting, Summarizing, Understanding Main Ideas, Identifying Pros and Cons, Understanding Purpose, Inferring Meaning |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING<br/> |
| Title |
Focus: Analyzing Quotes<br/> |
| -- |
Justifying Your Opinion, Evaluating, Synthesizing |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING<br/> |
| Title |
Skill Focus: Writing Introductory and Concluding Paragraphs<br/> |
| -- |
Language for Writing: Using the Simple Past and the Present Perfect<br/> |
| -- |
Writing Goal: Writing a problem-solution essay about how a city solved a problem it faced<br/> |
| -- |
Vocabulary Extension<br/> |
| -- |
Word Partners: Expressions with income |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 4: DANGER ZONES<br/> |
| Title |
Academic Track: Earth Science<br/> |
| -- |
Reading 1: Sensing Disaster<br/> |
| -- |
Video: Hurricanes<br/> |
| -- |
Reading 2: Yellowstone's Smoking Bomb<br/> |
| -- |
Academic Skills |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING<br/> |
| Title |
Focus: Analyzing Visual Information<br/> |
| -- |
Predicting, Summarizing, Understanding Main Ideas, Identifying Pros and Cons, Understanding Purpose, Inferring Meaning<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING<br/> |
| Title |
Focus: Inferring<br/> |
| -- |
Applying, Analyzing Evidence<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING<br/> |
| Title |
Skill Focus: Writing a Process Essay<br/> |
| -- |
Language for Writing: Using Parallel Structures<br/> |
| -- |
Writing Goal: Writing a process essay about how people can prepare for a natural hazard<br/> |
| -- |
Vocabulary Extension<br/> |
| -- |
Word Forms: Changing Nouns and Adjectives to Verbs with -en |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 5: THE TRAVEL BUSINESS<br/> |
| Title |
Academic Track: Economics/Business<br/> |
| -- |
Reading 1: The New Face of Tourism<br/> |
| -- |
Video: Galapagos Tourism<br/> |
| -- |
Reading 2: Geotourism in Action |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING<br/> |
| Title |
Focus: Analyzing Causes and Effects<br/> |
| -- |
Predicting, Understanding Key Terms, Understanding Main Ideas, Understanding Purpose, Identifying Arguments, Skimming, Understanding Details, Inferring Meaning |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING<br/> |
| Title |
Focus: Evaluating Arguments <br/> |
| -- |
Synthesizing, Evaluating/Justifying |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING<br/> |
| Title |
Skill Focus: Writing a Cause-Effect Essay<br/> |
| -- |
Language for Writing: Using if..., (then) ...<br/> |
| -- |
Writing Goal: Writing a cause-effect essay about the positive and negative effects of tourism on a place<br/> |
| -- |
Vocabulary Extension<br/> |
| -- |
Word Forms: Adjectives and Nouns ending in -ive |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 6: INFORMATION DESIGN<br/> |
| Title |
Academic Track: Design/Communication<br/> |
| -- |
Reading 1: The Rise of Virtual Data<br/> |
| -- |
Video: Painting with Numbers<br/> |
| -- |
Reading 2: Visual Culture |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING<br/> |
| Title |
Focus: Identifying Arguments and Counterarguments<br/> |
| -- |
Predicting, Summarizing, Understanding Details, Interpreting Visual Information, Inferring Meaning, Understanding Main Ideas, Understanding Supporting Ideas |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING<br/> |
| Title |
Focus: Evaluating Visual Data<br/> |
| -- |
Evaluating Infographics, Applying, Synthesizing |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING<br/> |
| Title |
Skill Focus: Writing a Persuasive Essay<br/> |
| -- |
Language for Writing: Describing Visual Information<br/> |
| -- |
Writing Goal: Writing a persuasive essay and using visual data to support arguments<br/> |
| -- |
Vocabulary Extension<br/> |
| -- |
Word Link: mis- |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 7: GLOBAL CHALLENGES<br/> |
| Title |
Academic Track: Environmental Science<br/> |
| -- |
Reading 1: A Need for Change<br/> |
| -- |
Video: The Snow Guardian<br/> |
| -- |
Reading 2: Eight Steps to a Sustainable Future |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING<br/> |
| Title |
Focus: Understanding Appositives<br/> |
| -- |
Predicting, Understanding Main Ideas, Understanding Details, Interpreting Visual Information, Understanding Problems and Solutions, Inferring Meaning |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING<br/> |
| Title |
Focus: Inferring Attitude<br/> |
| -- |
Evaluating |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING<br/> |
| Title |
Skill Focus: Writing an Opinion Essay<br/> |
| -- |
Language for Writing: Using Adjective Clauses<br/> |
| -- |
Writing Goal: Writing an opinion essay about the best way to ensure a sustainable future<br/> |
| -- |
Vocabulary Extension<br/> |
| -- |
Word Partners: Expressions with cut |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 8: MEDICAL INNOVATIONS<br/> |
| Title |
Academic Track: Health/Medicine<br/> |
| -- |
Reading 1: The Healer of Cordoba<br/> |
| -- |
Video: Healthcare Innovator<br/> |
| -- |
Reading 2: Medical Frontiers |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING<br/> |
| Title |
Focus: Understanding Passive Sentences<br/> |
| -- |
Predicting, Summarizing, Identifying Main Ideas, Sequencing, Understanding Details, Inferring Meaning, Understanding Referencing |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING<br/> |
| Title |
Focus: Inferring Purpose<br/> |
| -- |
Reflecting, Applying, Synthesizing |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING<br/> |
| Title |
Skill Focus: Evaluating Information Online<br/> |
| -- |
Language for Writing: Introduction to Quoting and Citing Sources<br/> |
| -- |
Writing Goal: Writing a research-based essay about a medical innovation and its significance<br/> |
| -- |
Vocabulary Extension: |
| -- |
Word Partners: Antonyms |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 9: WORLD LANGUAGES<br/> |
| Title |
Academic Track: Anthropology/Linguistics<br/> |
| -- |
Reading 1: The Future of English<br/> |
| -- |
Video: Enduring Voices<br/> |
| -- |
Reading 2: Vanishing Voices |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING<br/> |
| Title |
Focus: Understanding Predictions<br/> |
| -- |
Predicting, Understanding Main Ideas, Understanding Details, Inferring Meaning, Interpreting Visual Information, Understanding Effects, Understanding Certainty |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING<br/> |
| Title |
Focus: Applying Ideas<br/> |
| -- |
Synthesizing, Analyzing Arguments |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING<br/> |
| Title |
Skill Focus: Planning an Essay Using a T-Chart<br/> |
| -- |
Language for Writing: Presenting Counterarguments<br/> |
| -- |
Writing Goal: Writing a persuasive essay about whether everyone in the world should speak the same language<br/> |
| -- |
Vocabulary Extension<br/> |
| -- |
Word Partners: adjective + language |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 10: SURVIVAL INSTINCT<br/> |
| Title |
Academic Track: Psychology<br/> |
| -- |
Reading 1: Deadly Summit<br/> |
| -- |
Video: Survival Lessons<br/> |
| -- |
Reading 2: Breath of Life |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING<br/> |
| Title |
Focus: Identifying Adverbial Phrases<br/> |
| -- |
Skimming, Summarizing, Understanding Main Ideas, Sequencing, Inferring Meaning, Predicting, Understanding Details |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CRITICAL THINKING<br/> |
| Title |
Focus: Interpreting Figurative Language<br/> |
| -- |
Reflecting, Applying, Synthesizing |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
WRITING<br/> |
| Title |
Skill Focus: Writing a Descriptive Narrative Essay<br/> |
| -- |
Language for Writing: Using Past Forms for Narratives<br/> |
| -- |
Writing Goal: Writing a narrative essay about someone who survived a dangerous situation<br/> |
| -- |
Vocabulary Extension:<br/> |
| -- |
Word Forms: Adjectives ending in -ed and -ing |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary Extension |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Independent Student Handbook |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index of Exam Skills and Tasks |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
For learners of English as Second Language at the B2 level (CEFR). |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Rhetoric |
| Form subdivision |
Problems, exercises, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Report writing |
| Form subdivision |
Problems, exercises, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Critical thinking |
| Form subdivision |
Problems, exercises, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
B2 (CEFR). |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
High-Intermediate. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Blass, Laurie |
| Dates associated with a name |
1952- |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="http://ngl.cengage.com/sites/pathways/home">http://ngl.cengage.com/sites/pathways/home</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
