000 -LEADER |
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nam a22 7a 4500 |
005 - DATE AND TIME OF LATEST TRANSACTION |
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20190111050324.0 |
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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180817b ||||| |||| 00| 0 eng d |
020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
International Standard Book Number |
9780077595203 (Student Book) |
020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
International Standard Book Number |
0077595203 (Student Book) |
040 ## - CATALOGING SOURCE |
Transcribing agency |
JCRC |
100 ## - MAIN ENTRY--PERSONAL NAME |
Personal name |
Hanreddy, Jami |
245 ## - TITLE STATEMENT |
Title |
Mosaic 1 : |
Remainder of title |
Listening/Speaking / |
Statement of responsibility, etc. |
Jami Hanreddy and Elizabeth Whalley. |
250 ## - EDITION STATEMENT |
Edition statement |
6th ed. |
260 ## - PUBLICATION, DISTRIBUTION, ETC. |
Place of publication, distribution, etc. |
New York : |
Name of publisher, distributor, etc. |
McGraw-Hill ESL/ELT, |
Date of publication, distribution, etc. |
2014. |
300 ## - PHYSICAL DESCRIPTION |
Extent |
xix, 221 p. : |
Other physical details |
col. ill. ; |
Dimensions |
26 cm. |
440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
Title |
Interactions/Mosaic |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
"Interactions/Mosaic prepares students for university classes by fully integrating every aspect of student life. Based on 28 years of classroom-tested best practices, the new and revised content, fresh modern look, and new online component make this the perfect series for contemporary classrooms." (Publisher's Website) |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
CONTENTS: |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Introducing Interactions/Mosaic Sixth Edition |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Chapter 1: NEW CHALLENGES |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Features:<br/> |
Title |
Presentation: Don’t Lecture Me: A New Paradigm for the University of the Future |
-- |
Learning Strategy: Listening to Make Predictions<br/> |
-- |
Language Function: Offering and Requesting Clarification |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Listening:<br/><br/> |
Title |
Critical listening to make predictions about what a speaker will say next<br/> |
-- |
Listening for tone of voice that reveals intentions<br/> |
-- |
Listening for expressions that offer clarification |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Speaking:<br/> |
Title |
Sharing personal perspectives on academic lecture styles<br/> |
-- |
Brainstorming and sharing predictions about lecture content and real-world situations<br/> |
-- |
Using appropriate expressions to request and offer clarification in formal and informal situations |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Critical Thinking Skills:<br/> |
Title |
Analyzing past, present and future lecturing styles<br/> |
-- |
Using a graphic organizer to tap prior knowledge and enhance understanding<br/> |
-- |
Predicting what an instructor will say next<br/> |
-- |
Comparing and contrasting class predictions<br/> |
-- |
Analyzing a lecture's style |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Vocabulary Building:<br/> |
Title |
Determining meaning from context<br/> |
-- |
Categorizing to deepen understanding of concepts<br/> |
-- |
Understanding and using new vocabulary in discussions of lecturing styles |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Focus on Testing (TOEFL*iBT): Types of pragmatic-understanding questions |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Chapter 2: COOPERATION AND COMPETITION |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Features:<br/> |
Title |
Lecture: Penguin partners at the Pole<br/> |
-- |
Learning Strategy: Distinguishing Main Ideas and Supporting Details<br/> |
-- |
Language Function: Asking for Confirmation of Understanding |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Listening:<br/> |
Title |
Distinguishing main ideas and details in lecture<br/> |
-- |
Listening for appropriate use of intonation with confirmation of understanding expressions |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Speaking:<br/> |
Title |
Sharing personal observations of cooperation and competition<br/> |
-- |
Collaborating to brainstorm plans for a scientific expedition<br/> |
-- |
Comparing outlining strategies with classmates<br/> |
-- |
Sharing predictions of main ideas and details of a lecture<br/> |
-- |
Discussing how to reach consensus on a controversial topic<br/> |
-- |
Presenting your views on a controversial topic<br/> |
-- |
Asking for confirmation of understanding during a lecture or informal presentation<br/> |
-- |
Making and challenging excuses in everyday situations |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Critical Thinking Skills:<br/> |
Title |
Speculating about penguin behavior<br/> |
-- |
Using a graphic organizer to brainstorm plans for a scientific expedition<br/> |
-- |
Predicting main ideas and supporting details<br/> |
-- |
Identifying main ideas and supporting details<br/> |
-- |
Constructing a basic outline to sort out main ideas and details |
-- |
Using an outline to organize notes on a research topic |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Vocabulary Building:<br/> |
Title |
Matching vocabulary words to appropriate context<br/> |
-- |
Understanding and using new vocabulary words in discussions of cooperation and competition<br/> |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Focus on Testing (TOEFL*iBT): Pragmatic understanding of a speaker's attitudes, opinions, strategies and goals |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Chapter 3: RELATIONSHIPS |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Features:<br/> |
Title |
Lecture: Mom Always Liked You Best<br/> |
-- |
Learning Strategy: Understanding Straw Man Arguments<br/> |
-- |
Language Function: Making Generalizations |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Listening:<br/> |
Title |
Listening for straw man arguments<br/> |
-- |
Listening for data and details refuting straw man arguments<br/> |
-- |
Listening for expressions used for generalizations |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Speaking:<br/> |
Title |
Sharing perspectives on sibling and family relationships<br/> |
-- |
Comparing and contrasting cross-cultural differences in sibling rank and relationships<br/> |
-- |
Critiquing the effectiveness of straw man arguments to change listeners’ assumptions<br/> |
-- |
Sharing assumptions about life experiences<br/> |
-- |
Refuting others’ assumptions<br/> |
-- |
Interviewing someone in the community to check assumptions<br/> |
-- |
Making generalizations<br/> |
-- |
Paraphrasing generalizations |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Critical Thinking Skills:<br/> |
Title |
Using a graphic organizer to compare and contrast sibling rank and relationships across cultures<br/> |
-- |
Distinguishing straw man arguments from main points<br/> |
-- |
Using an anticipatory guide to explore and test assumptions on a topic<br/> |
-- |
Predicting straw man arguments<br/> |
-- |
Critiquing the effectiveness of straw man arguments<br/> |
-- |
Constructing effective arguments to refute assumptions<br/> |
-- |
Doing research to check assumptions<br/> |
-- |
Using adverbs of time to make generalizations |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Vocabulary Building:<br/> |
Title |
Using definitions and contextual cues to place vocabulary words into sentences<br/> |
-- |
Writing about personal opinions and experiences to broaden understanding of new vocabulary concepts<br/> |
-- |
Understanding and using new vocabulary words in discussions about sibling and family relationships<br/> |
-- |
Paraphrasing and using synonyms to deepen understanding of vocabulary signalizing generalizations |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Focus on Testing (TOEFL*iBT): Pragmatic understanding of a speaker’s feelings and intentions |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Chapter 4: HEALTH AND LEISURE |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Features:<br/> |
Title |
Lecture: What Makes Us Tick: The Cardiac Muscle<br/> |
-- |
Learning Strategy: Understanding and Using Analogies<br/> |
-- |
Language Function: Expressing Opinions |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Listening:<br/> |
Title |
Listening for the “gist” or main ideas<br/> |
-- |
Listening for expressions used to make analogies<br/> |
-- |
Noting analogies in abbreviated form<br/> |
-- |
Completing statements of personal opinion from a study session conversation |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Speaking:<br/> |
Title |
Sharing prior knowledge about the heart and other body parts<br/> |
-- |
Comparing body parts to mechanical devices<br/> |
-- |
Discussing the effectiveness of analogies<br/> |
-- |
Brainstorming possible contexts for analogies<br/> |
-- |
Sharing analogies that have become common expressions in one’s country<br/> |
-- |
Expressing personal opinions about health and fitness<br/> |
-- |
Role-playing characters involved in situations leading to debates about health issues |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Critical Thinking Skills:<br/> |
Title |
Using a graphic organizer to build background knowledge<br/> |
-- |
Understanding and using analogies<br/> |
-- |
Using a graphic organizer to chart analogies and what they mean<br/> |
-- |
Evaluating the effectiveness of an analogy<br/> |
-- |
Imagining possible contexts for analogies<br/> |
-- |
Distinguishing facts from personal opinions<br/> |
-- |
Choosing appropriate expressions to introduce opinions |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Vocabulary Building:<br/> |
Title |
Using definitions and contextual cues to place vocabulary words into sentences<br/> |
-- |
Understanding and using new vocabulary in discussions about the heart and health |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Focus on Testing (TOEFL*iBT):<br/> |
Title |
Pragmatic understanding of opinions<br/> |
-- |
Expressing opinions on standardized tests |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Chapter 5: HIGH TECH, LOW TECH |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Features:<br/> |
Title |
Lecture: Spaceflight - A Simulation<br/> |
-- |
Learning Strategy: Taking Notes on a Field Trip |
-- |
Language Function: Shifting Between Active and Passive Voice |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Listening:<br/> |
Title |
Listening for information to complete a handout on phases of a space mission<br/> |
-- |
Listening for information to label and explain a diagram of a space exploration device<br/> |
-- |
Listening to note measurements and amounts of things on a space mission<br/> |
-- |
Listening for passive voice in conversations and during a spaceflight simulation |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Speaking:<br/> |
Title |
Sharing prior knowledge about space exploration and high-tech versus low-tech solutions<br/> |
-- |
Debating the pros and cons of the privatization of space travel<br/> |
-- |
Sharing Internet research on space exploration<br/> |
-- |
Collaborating to match labels to sequenced pictures of a space mission<br/> |
-- |
Saying numbers<br/> |
-- |
Describing the phases of a space mission and the use of the RMA<br/> |
-- |
Reporting a news event using passive voice |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Critical Thinking Skills:<br/> |
Title |
Analyzing the pros and cons of the privatization of space travel<br/> |
-- |
Utilizing specific strategies to get the most out of field trips<br/> |
-- |
Researching to build background knowledge<br/> |
-- |
Matching labels to sequenced pictures<br/> |
-- |
Identifying the parts and functions on a diagram<br/> |
-- |
Selecting relevant notes to give a summary<br/> |
-- |
Distinguishing uses of the active and passive voice |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Vocabulary Building:<br/> |
Title |
Using definitions and contextual cues to place vocabulary words into sentences<br/> |
-- |
Understanding and using new vocabulary in discussions about space exploration |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Focus on Testing (TOEFL*iBT): Note-taking during listening passages |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Chapter 6: MONEY MATTERS |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Features:<br/> |
Title |
Radio Program: The World Bank Under Fire<br/> |
-- |
Learning Strategy: Understanding and Constructing Pro and Con Arguments<br/> |
-- |
Language Function: Agreeing and Disagreeing |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Listening:<br/> |
Title |
Listening for pro and con arguments about the World Bank<br/> |
-- |
Understanding expressions linking pros and cons<br/> |
-- |
Listening for appropriate uses of expressions to agree and disagree |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Speaking:<br/> |
Title |
Sharing opinions about the importance of money<br/> |
-- |
Exploring relative values of modern conveniences versus preserving natural resources<br/> |
-- |
Sharing prior knowledge about and personal experiences with banks<br/> |
-- |
Brainstorming challenging questions about the World Bank<br/> |
-- |
Brainstorming ways to invest money<br/> |
-- |
Presenting ideas on ways to invest money<br/> |
-- |
Agreeing and disagreeing with things about the World Bank<br/> |
-- |
Supporting or challenging items in the news<br/> |
-- |
Simulation game: Planning for the prosperity of a nation |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Critical Thinking Skills:<br/> |
Title |
Evaluating the worth of a project<br/> |
-- |
Using a sunray graphic organizer to tap prior knowledge<br/> |
-- |
Identifying the pros and cons of banks<br/> |
-- |
Matching pro and con arguments<br/> |
-- |
Formulating challenging questions<br/> |
-- |
Evaluating whether answers are adequate or not<br/> |
-- |
Brainstorming, organizing, and presenting ideas to a group on the best ways to invest money<br/> |
-- |
Determining how to agree/disagree confidently, yet politely<br/> |
-- |
Supporting or challenging items in the news<br/> |
-- |
Speculating about how to make a country more prosperous |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Vocabulary Building:<br/> |
Title |
Using definitions and contextual clues to complete a crossword puzzle<br/> |
-- |
Understanding and using new vocabulary in discussions about money matters |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Focus on Testing (TOEFL*iBT): Making inferences when listening to informal conversations and listening passages |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Chapter 7: REMARKABLE INDIVIDUALS |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Features:<br/> |
Title |
Celebrity Profile: Lance Armstrong, Uphill Racer<br/> |
-- |
Learning Strategy: Listening for Chronological Order<br/> |
-- |
Language Function: Expressing Likes and Dislikes, Pleasure and Displeasure |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Listening:<br/> |
Title |
Listening for time and sequence words as clues to chronological order<br/> |
-- |
Listening to sort events in a person’s life into general chronological time periods and to complete a timeline<br/> |
-- |
Listening for expressions of likes and dislikes, pleasure and displeasure<br/> |
-- |
Listening for consequences of choice of expressions of likes and dislikes, pleasure and displeasure, and tone of voice |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Speaking:<br/> |
Title |
Sharing opinions about types of remarkable feats<br/> |
-- |
Sharing stories about remarkable feats<br/> |
-- |
Collaborating to complete a Venn diagram of remarkable feats<br/> |
-- |
Collaborating to put story parts into chronological order<br/> |
-- |
Collaborating to complete a timeline of life events<br/> |
-- |
Telling a story in chronological order<br/> |
-- |
Reaching consensus on ways to express likes and dislikes, pleasure and displeasure in real world situations<br/> |
-- |
Discussing likes and dislikes, pleasure and displeasure regarding goals and interests |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Critical Thinking Skills:<br/> |
Title |
Comparing/contrasting and ranking remarkable feats<br/> |
-- |
Using a Venn diagram to show things groups have in common<br/> |
-- |
Using time and sequence words as clues to chronological order<br/> |
-- |
Tuning in to the logic of chronological order<br/> |
-- |
Putting story parts into chronological order<br/> |
-- |
Using a graphic organizer to sort events into general chronological time periods<br/> |
-- |
Using a timeline to sort events into narrow chronological time periods<br/> |
-- |
Choosing appropriate ways to express likes and dislikes, pleasure and displeasure |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Vocabulary Building:<br/> |
Title |
Pooling knowledge with classmates to match words to definitions<br/> |
-- |
Using new vocabulary to answer contextualized questions |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Focus on Testing (TOEFL*iBT): Expressing preferences on standardized tests |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Chapter 8: CREATIVITY |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Features:<br/> |
Title |
Lecture: Drive and Creativity in the Workplace: The Mismatch Between What Science Knows and What Business Does<br/> |
-- |
Learning Strategy: Listening for Signal Words<br/> |
-- |
Language Function: Divulging Information |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Listening:<br/> |
Title |
Listening for signal words to guide note-taking<br/> |
-- |
Listening for the main points in a lecture about drive and creativity<br/> |
-- |
Listening for tone of voice and body language signals<br/> |
-- |
Listening for ways of divulging information<br/> |
-- |
Listening for divulged information |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Speaking:<br/> |
Title |
Sharing ideas about what motivates you at work, school, and play<br/> |
-- |
Discussing different ways to become more creative<br/> |
-- |
Sharing puzzle and problem solutions that use your creativity<br/> |
-- |
Creatively using tone of voice and body language signals to communicate<br/> |
-- |
Completing and role-playing conversations containing divulged information |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Critical Thinking Skills:<br/> |
Title |
Comparing kinds of creativity<br/> |
-- |
Identifying when and where you have been the most creative<br/> |
-- |
Solving a brainteaser puzzle<br/> |
-- |
Identifying the main points in a lecture on drive and creativity<br/> |
-- |
Identifying tone of voice and body language signals<br/> |
-- |
Identifying whether “divulged” information is critical<br/> |
-- |
Distinguishing and using appropriate ways to divulge information |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Vocabulary Building:<br/> |
Title |
Using definitions and contextual cues to place vocabulary words into sentences<br/> |
-- |
Using new vocabulary in discussions about creativity |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Focus on Testing (TOEFL*iBT): Listening for signal words and other cues to take better notes during listening passages on standardized tests |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Chapter 9: HUMAN BEHAVIOR |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Features:<br/> |
Title |
Lecture: Group Dynamics<br/> |
-- |
Learning Strategy: Recognizing Digressions<br/> |
-- |
Language Function: Using Tag Questions to Ask for Information or Confirmation, or to Challenge |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Listening:<br/> |
Title |
Listening for expressions introducing digressions and returns to the main topic<br/> |
-- |
Listening for and understanding the reasons for digressions<br/> |
-- |
Listening for specific information in a lecture<br/> |
-- |
Listening for tone conveying intention in tag questions<br/> |
-- |
Listening for genuine, rhetorical, and challenging tag questions in conversations and in a lecture |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Speaking:<br/> |
Title |
Speculating about behavior<br/> |
-- |
Discussing the benefits of volunteerism<br/> |
-- |
Sharing preferences regarding time spent alone and time spent with others<br/> |
-- |
Sharing prior knowledge about social behaviors<br/> |
-- |
Discussing the whys and hows of digressions in informal situations<br/> |
-- |
Predicting and discussing digressions in a lecture<br/> |
-- |
Reporting to the class about digressions heard outside of class<br/> |
-- |
Discussing group dynamics<br/> |
-- |
Using tag questions to ask for information or confirmation, or to challenge |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Critical Thinking Skills:<br/> |
Title |
Speculating about human behavior<br/> |
-- |
Identifying and analyzing the reasons for digressions and returns to the main topic<br/> |
-- |
Using a graphic organizer to chart predictions about reasons for, and expressions introducing digressions<br/> |
-- |
Analyzing groups dynamics<br/> |
-- |
Discerning subtle differences between genuine, rhetorical, and challenging tag questions<br/> |
-- |
Using a graphic organizer to chart types and elements of tag questions |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Vocabulary Building:<br/> |
Title |
Choosing definitions that fit words as they are used in particular contexts<br/> |
-- |
Understanding and using new vocabulary in discussions about human behavior |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Focus on Testing (TOEFL*iBT): Pragmatic understanding of transition phrases relating to digressions |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Chapter 10: CRIME AND PUNISHMENT |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Features:<br/> |
Title |
Lecture: Human Choice - Predetermination or Free Will?<br/> |
-- |
Learning Strategy: Paraphrasing<br/> |
-- |
Language Function: Wishes, Hopes, and Desires |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Listening:<br/> |
Title |
Listening to paraphrase parts of a lecture<br/> |
-- |
Listening for expressions of wishes, hopes, and desires in conversations and lectures<br/> |
-- |
Listening to paraphrase wishes, hopes, and desires |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Speaking:<br/> |
Title |
Discussing if punishments fit their crimes<br/> |
-- |
Discussing whether “unfair” laws should be broken<br/> |
-- |
Discussing harsh punishments as deterrents to crime<br/> |
-- |
Sharing personal experiences with “wrongdoing”<br/> |
-- |
Sharing prior opinions about predetermination and free will<br/> |
-- |
Reading paraphrases aloud to classmates<br/> |
-- |
Paraphrasing issues/problems for group discussions<br/> |
-- |
Paraphrasing a speaker’s wishes, hopes, and desires<br/> |
-- |
Sharing hopes and wishes<br/> |
-- |
Role-playing characters expressing hopes and wishes |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Critical Thinking Skills:<br/> |
Title |
Paraphrasing what an instructor says about predetermination and free will<br/> |
-- |
Paraphrasing what an instructor says about predetermination and free will<br/> |
-- |
Paraphrasing an instructor’s wishes, hopes, and desires<br/> |
-- |
Distinguishing the subtle difference between hopes and wishes<br/> |
-- |
Using graphic organizers such as tables and charts to organize information |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Vocabulary Building:<br/> |
Title |
Pooling knowledge with classmates to match words to definitions<br/> |
-- |
Understanding and using new vocabulary in discussions about predetermination and free will |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Focus on Testing (TOEFL*iBT):<br/> |
Title |
Answering idea-connection questions<br/> |
-- |
Answering multiple-choice and table format questions |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Appendix |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Audioscript |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Vocabulary Index |
505 ## - FORMATTED CONTENTS NOTE |
Formatted contents note |
Skills index |
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
Topical term or geographic name entry element |
English language |
Form subdivision |
Textbooks for foreign speakers. |
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
Topical term or geographic name entry element |
English language |
Form subdivision |
Study and teaching as a second language. |
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
Topical term or geographic name entry element |
College readers. |
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
Topical term or geographic name entry element |
English language. |
700 ## - ADDED ENTRY--PERSONAL NAME |
Personal name |
Whalley, Elizabeth |
856 ## - ELECTRONIC LOCATION AND ACCESS |
Uniform Resource Identifier |
<a href="https://www.mheducation.ca/highereducation/products/9780077595203/mosaic+1+listening+and+speaking+student+book/">https://www.mheducation.ca/highereducation/products/9780077595203/mosaic+1+listening+and+speaking+student+book/</a> |
Public note |
Publisher's Website. |
942 ## - ADDED ENTRY ELEMENTS (KOHA) |
Source of classification or shelving scheme |
|
Koha item type |
Livres |