| 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 |
20190606145736.0 |
| 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 |
9781337407779 (Student Book) |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Transcribing agency |
JCRC |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
pcc |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Blass, Laurie |
| Dates associated with a name |
1952- |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Pathways 2 : |
| Remainder of title |
Reading, Writing, and Critical Thinking (2nd edition) / |
| Statement of responsibility, etc. |
Laurie Blass and Mari Vargo. |
| 246 30 - VARYING FORM OF TITLE |
|---|
| Title proper/short title |
Pathways two |
| 250 ## - EDITION STATEMENT |
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| 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, 230 p. : |
| Other physical details |
color ill., color maps ; |
| Dimensions |
28 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Pathways |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc. note |
Includes an Index of Exam skills and tasks. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
"The Pathway to Academic Readiness |
| 505 ## - FORMATTED CONTENTS NOTE |
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| 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 |
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| 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 |
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| 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 |
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| Formatted contents note |
CONTENTS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Introduction to Pathways |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 1. HAPPINESS<br/> |
| Title |
Academic Track: Health Science / Sociology<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
READING TEXTS AND VIDEO: Reading 1: Is There a Recipe for Happiness? — Video: Longevity Leaders — Reading 2: Four Keys to Happiness |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
READING: Focus – Identifying the Main Idea — Predicting, Understanding the Main Idea and Details, Matching, Identifying Main Ideas |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CRITICAL THINKING: Focus – Inferring Meaning from Context — Justifying Your Opinion, Synthesizing, Reflecting |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
WRITING: Skill Focus: Writing a Strong Topic Sentence — Language for Writing: Review of the Simple Present Tense — Writing Goal: Writing an opinion paragraph about whether people in your community are happy |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY EXTENSION: Word Partners: Expressions with living — Word Forms: Words as Nouns and Verbs |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 2. INVENTIVE SOLUTIONS<br/> |
| Title |
Academic Track: Technology<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
READING TEXTS AND VIDEO: Reading 1: The Power of Creativity — Video: Solar Solutions — Reading 2: Big Ideas, Little Packages |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
READING: Focus – Identifying Details — Predicting, Understanding the Main Idea(s) and Details, Identifying Details |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CRITICAL THINKING: Focus – Analyzing Problems and Solutions — Analyzing, Synthesizing, Evaluating |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
WRITING: Skill Focus: Supporting the Main Idea and Giving Details — Language for Writing: Review of the Simple Past Tense — Writing Goal: Writing a problem/solution paragraph about an invention and how it changed people’s lives |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY EXTENSION: Word Partners: adjective + power; power + noun — Word Link: -able and -ible |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 3. CONNECTED LIVES<br/> |
| Title |
Academic Track Theme: Communications / Sociology |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
READING TEXTS AND VIDEO: Reading 1: The Power of Crowds — Video: Citizen Scientists — Reading 2: Internet Island |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
READING: Focus – Taking Notes (Part 1) — Predicting, Understanding the Main Idea(s), Identifying Details, Understanding a Process, Sequencing |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CRITICAL THINKING: Focus – Making Inferences — Reflecting, Analyzing |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
WRITING: Skill Focus: Writing a Concluding Sentence — Language for Writing: Using the Present Perfect Tense — Writing Goal: Writing a descriptive paragraph about a crowdsourcing project |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY EXTENSION: Word Partners: adjective + contribution — Word Link: -al |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 4. SAVING OUR SEAS<br/> |
| Title |
Academic Track: Environmental Science |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
READING TEXTS AND VIDEO: Reading 1: Where Have All the Fish Gone? — Video: Saving Bluefin Tuna — Reading 2: What We Eat Makes a Difference |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
READING: Focus – Interpreting Visual Information — Predicting, Understanding the Main Idea(s), Understanding a Process, Identifying Problems and Solutions, Identifying Opinions |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CRITICAL THINKING: Focus – Evaluating an Argument — Synthesizing, Reflecting<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
WRITING: Skill Focus: Explaining a Chart or Graph — Language for Writing: Describing Charts and Graphs — Writing Goal: Writing a paragraph explaining the information presented in a graph |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY EXTENSION: Word Forms: Changing Nouns into Adjectives — Word Partners: verb + on |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 5. MEMORY AND LEARNING<br/> |
| Title |
Academic Track: Psychology / Biology |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING TEXTS AND VIDEO: Reading 1: The Art of Memory — Video: House of Cards — Reading 2: Sleep and Memory |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
READING: Focus — Identifying Cause and Effect — Predicting, Understanding the Main Idea(s) and Details, Classifying, Understanding a Process |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CRITICAL THINKING: Focus – Applying a Method for Internalization — Reflecting, Synthesizing |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
WRITING: Skill Focus: Using an Outline — Language for Writing: Using By + Gerund — Writing Goal: Writing a paragraph about how to improve your memory |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY EXTENSION: Word Forms: Changing Nouns and Adjectives into Verbs — Word Partners: Expressions with state |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 6. ANIMALS AND MEDICINE <br/> |
| Title |
Academic Track: Health and Medicine |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING TEXTS AND VIDEO: Reading 1: The Snake Chaser — Video: The Frog Licker — Reading 2: A Haven for Chimps<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
READING: Focus – Identifying Pros and Cons — Predicting, Understanding the Main Idea(s) and Details, Understanding Pronoun References<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CRITICAL THINKING: Focus – Understanding Metaphors and Similes — Reflecting, Evaluating, Inferring Meaning, Synthesizing |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
WRITING: Skill Focus: Writing an Argumentative Paragraph — Language for Writing: Making Concessions — Writing Goal: Writing a paragraph about whether scientists should use animals for medical research |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY EXTENSION: Word Link: en- — Word Web: Adjectives for Emotion |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 7. NATURE'S FURY<br/> |
| Title |
Academic Track: Earth Science |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING TEXTS AND VIDEO: Reading 1: When Tornadoes Strike — Video: Lightning — Reading 2: Wildfires! |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
READING: Focus – Identifying Sequence — Predicting, Understanding Main Ideas and Details, Understanding Cause and Effect, Interpreting Maps, Understanding a Process |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CRITICAL THINKING: Focus — Evaluating Sources for Credibility — Synthesizing |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
WRITING: Skill Focus: Organizing a Process Paragraph — Language for Writing: Describing a Process — Writing Goal: Writing an explanatory paragraph about a natural or biological process |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY EXTENSION: Word Link: ex- — Word Forms: Changing Adjectives into Adverbs<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 8. BUILDING WONDERS<br/> |
| Title |
Academic Track: Architecture / Archaeology |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
READING TEXTS AND VIDEO: Reading 1: Unfinished Masterpiece — Video: A Daring Design — Reading 2: Amazing Structures |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
READING: Focus – Identifying Relevant Information — Predicting, Understanding the Main Idea(s) and Details, Matching, Scanning, Identifying Evidence |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CRITICAL THINKING: Focus – Interpreting Quotes — Reflecting, Synthesizing, Evaluating an Argument |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
WRITING: Skill Focus: Writing a Comparison Paragraph — Language for Writing: Using Comparative Adjectives — Writing Goal: Writing a paragraph comparing two different structures |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY EXTENSION: Word Partners: adjective + style — Word Link: trans- |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 9. FORM AND FUNCTION<br/> |
| Title |
Academic Track: Life Science |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING TEXTS AND VIDEO: Reading 1: What Are Feathers For? — Video: Flying Reptiles — Reading 2: Design by Nature |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
READING: Focus – Identifying Theories — Predicting, Understanding the Main Idea, Identifying Details |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CRITICAL THINKING: Focus – Evaluating Evidence — Inferring Meaning, Applying, Synthesizing |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
WRITING: Skill Focus: Writing a Summary Paragraph — Language for Writing: Using Synonyms — Writing Goal: Writing a paragraph summarizing a section of the reading passage “Design by Nature” |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY EXTENSION: Word Partners: adjective + advantage — Word Link: pro- |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 10. SMART ADVICE<br/> |
| Title |
Academic Track: Business |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
READING TEXTS AND VIDEO: Reading 1: Turning Ideas into Reality — Video: The Community Builder — Reading 2: Lessons in Business |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
READING: Focus – Taking Notes (Part 2) — Predicting, Understanding the Main Idea and Details, Identifying Sequence, Applying, Identifying Opinions |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CRITICAL THINKING: Focus – Applying an Idea to a New Context — Inferring, Synthesizing, Inferring Meaning |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
WRITING: Skill Focus: Giving Details that Support Advice — Language for Writing: Using the Zero Conditional to Give Advice — Writing Goal: Writing a paragraph giving advice about preparing to go to college |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
VOCABULARY EXTENSION: Word Partners: Expressions with challenge — Word Partners: Expressions with quality |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Vocabulary Extension |
| 505 ## - FORMATTED CONTENTS NOTE |
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| 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 B1-B2 (Intermediate to High-Intermediate) 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 |
B1-B2 (CEFR). |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Intermediate to High-Intermediate. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Vargo, Mari |
| 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 |
