| 000 -LEADER |
|---|
| fixed length control field |
02869 im a2200601 i 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
7518814 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20181103024907.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS |
|---|
| fixed length control field |
aa 000 0 |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION |
|---|
| fixed length control field |
sd*|sngznmuned |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
151124t20162016oncnnn qr 0j 0 eng |
| 016 ## - NATIONAL BIBLIOGRAPHIC AGENCY CONTROL NUMBER |
|---|
| Record control number |
2015906743X |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780199017881 (Student Book) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0199017883 (Student Book) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780199017898 (Class CD) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0199017891 (Class CD) |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
ocn971596281 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
NLC |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
NLC |
| Modifying agency |
OCLCO |
| -- |
OCLCF |
| -- |
OCLCQ |
| -- |
OCLCO |
| -- |
AEVC |
| -- |
JCRC |
| 055 #0 - CLASSIFICATION NUMBERS ASSIGNED IN CANADA |
|---|
| Classification number |
PE1128 |
| Item number |
B54 2016 |
| 090 ## - LOCALLY ASSIGNED LC-TYPE CALL NUMBER (OCLC); LOCAL CALL NUMBER (RLIN) |
|---|
| Classification number (OCLC) (R) ; Classification number, CALL (RLIN) (NR) |
428.34 HAV |
| Local cutter number (OCLC) ; Book number/undivided call number, CALL (RLIN) |
AEVC |
| 090 ## - LOCALLY ASSIGNED LC-TYPE CALL NUMBER (OCLC); LOCAL CALL NUMBER (RLIN) |
|---|
| Classification number (OCLC) (R) ; Classification number, CALL (RLIN) (NR) |
PE1128 .M2362 2016 |
| Local cutter number (OCLC) ; Book number/undivided call number, CALL (RLIN) |
AEGMCT |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Bieri, Frank |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Have Your Say 3 : |
| Remainder of title |
Listening and Speaking Skills and Practice / |
| Statement of responsibility, etc. |
Frank Bieri and Alex MacGregor. |
| 246 31 - VARYING FORM OF TITLE |
|---|
| Title proper/short title |
Have your say three |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Toronto : |
| Name of publisher, distributor, etc. |
Oxford University Press, |
| Date of publication, distribution, etc. |
2016. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
224 p : |
| Other physical details |
ill. ; |
| Dimensions |
28 cm |
| Accompanying material |
+ 1 CD. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Have Your Say |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"Have Your Say 3 is a Canadian oral skills text for intermediate to advanced ESL students. The series is based on the concept that learner-centredness and exposure to authentic, meaningful language enables learners to expand their communicative competence. The series incorporates features such as attention to pronunciation and vocabulary, careful scaffolding of activities, and grammar support for each communication focus. There is an MP3 CD (audio and video) available as an ancillary." |
| Assigning source |
Provided by publisher. |
| 520 3# - SUMMARY, ETC. |
|---|
| Summary, etc. |
Developed by two experienced Canadian ESL instructors, Have your say 3 is the third in a new three-level series designed to motivate learners and provide them with the means for developing both proficiency and confidence in their ability to communicate. Featuring abundant interactive and cooperative activities for pairs and groups, the learner-centred collaborative approach and the multiple listening selections from multiple sources facilitate sustained exposure to authentic, meaningful language while guiding students to explore and practise a range of language structures in a variety of engaging contexts. |
| 520 2# - SUMMARY, ETC. |
|---|
| Summary, etc. |
SCOPE AND CONTENT :<br/><br/>Chapter 1: THE IMPACT OF ENGLISH<br/> - Listening 1: Al Jazeera Panel Discussion - Global English<br/>- Before You Listen<br/>- Note-Taking<br/>- Listening for the Main Ideas<br/>- Listening Comprehension<br/>- Personalizing<br/>- Vocabulary and Language Chunks<br/> - Speaking 1<br/>- Communication Focus 1: Describing by classifying<br/>1. Classifying Objects<br/>2. Classifying What People Say<br/> - Listening 2: British Council Panel Discussion - Who Cares about English?<br/>- Before You Listen<br/>- Note-Taking<br/>- Listening for the Main Ideas<br/>- Listening Comprehension<br/>- Personalizing<br/>- Vocabulary and Language Chunks<br/> - Listening and Note-Taking Strategies<br/>- Identifying a speaker's intent<br/>- Previewing questions before listening to build context<br/>- Focusing on ideas rather than words<br/>- Using a chart to connect notes to speakers<br/>- Identifying varying points of view<br/> - Speaking 2<br/>- Communication Focus 2: Describing problems and suggesting solutions<br/>1, Describe the Problem<br/>2. Suggest Solutions<br/>- Being concise to keep the listener's attention<br/> - Grammar<br/>- Describing with adjective clauses and participial adjectives<br/>- Matching verb tenses with the time of the context<br/> - Pronunciation<br/>- Recognizing and using voiced sounds<br/>- Pronouncing consonants (-s endings)<br/>- Pronouncing consonants (-ed endings)<br/>- Pronouncing vowel sounds<br/>Communicating in the Real World<br/>Self-Evaluation<br/><br/>Chapter 2: COMMUNICATION TECHNOLOGY<br/>LISTENING<br/> - Listening 1: CBC Interview - Internet Linguistics<br/> - Listening 2: CBC Narrative - Living in Two Worlds<br/> - Listening and Note-Taking Strategies<br/>- Making a pre-listening plan<br/>- Making a personal connection to what you hear in order to remember details more easily<br/>- Using symbols, short forms, and abbreviations<br/>- Organizing a narrative chronologically<br/>SPEAKING<br/> - Communicative Focus and Speaking Strategies<br/>- Communication Focus 1: Asking questions to gather information<br/>1. Closed Questions<br/>2. Open Questions<br/>3. Indirect Questions<br/>- Summarizing information<br/>- Paraphrasing information<br/>- Expressing an analysis<br/>- Rephrasing to facilitate communication<br/>- Organizing an analysis for presentation<br/> - Grammar<br/>- Using interrogatives<br/>- Using reported speech<br/> - Pronunciation<br/>- Reducing vowel sounds<br/>- Recognizing syllables<br/>- Applying syllable stress<br/><br/>Chapter 3: HUMANS AND TECHNOLOGY<br/>LISTENING<br/> - Listening Selections<br/>1. CBC Interview - Surveillance Society<br/>2. CBC Interview - Getting Good Gadgets<br/> - Listening and Note-Taking Strategies<br/>- Recognizing bias<br/>- Prioritizing ideas<br/>- Focusing on questions<br/>- Building a visual system<br/>SPEAKING<br/> - Communicative Focus and Speaking Strategies<br/>- Making inferences<br/>- Using discourse markers<br/>- Supporting a proposition with infographics<br/>- Stating opinions<br/> - Grammar<br/>- Modals<br/> - Pronunciation<br/>- Recognizing thought groups<br/>- Applying thought group stress<br/><br/>Chapter 4: OUR RELATIONSHIP WITH NATURE<br/>LISTENING<br/> - Listening Selections<br/>1. CBC Interview - Fish Swimming in Pharmaceutical Soup<br/>2. PBS News Hour Report - Can a City Produce Zero Waste?<br/> - Listening and Note-Taking Strategies<br/>- Listening for cause and effect<br/>- Recognizing transitions and sequencing<br/>- Organizing by cause and effect<br/>- Organizing by introduction, body, conclusion<br/>SPEAKING<br/> - Communicative Focus and Speaking Strategies<br/>- Giving instruction and explaining procedures<br/>- Expressing obligation<br/>- Managing a discussion<br/>- Developing a proposal<br/>- Making a presentation<br/>- Using sequencing words<br/>- Identifying with listeners<br/> - Grammar<br/>- Using the imperative<br/>- Using articles correctly<br/> - Pronunciation<br/>- Linking words within thought groups<br/>- Deleting sounds in words<br/><br/>Chapter 5: THE INFLUENCE OF THE MEDIA<br/>LISTENING<br/> - Listening Selections<br/>1. McGill University Round-Table Discussion - Hurdles to Ensuring Human Rights<br/>2. CBC Interview - Meet Anne Marie Owens<br/> - Listening and Note-Taking Strategies<br/>- Visualizing mind maps<br/>- Anticipating answers and questions<br/>- Developing a mind map for a panel discussion<br/>- Preparing a notes chart for interviews<br/>SPEAKING<br/> - Communicative Focus and Speaking Strategies<br/>- Beginning a group presentation<br/>- Participating in a panel discussion<br/>- Moderating a panel discussion<br/>- Explaining complex ideas<br/>- Building social networks<br/>- Maintaining a neutral position<br/>- Using anecdotes to add a personal touch<br/> - Grammar<br/>- Expressing degrees of certainty<br/>- Using the subjunctive mood<br/> - Pronunciation<br/>- Applying common contractions<br/>- Applying fast speech strategies<br/><br/>Chapter 6: SOCIAL CHANGE<br/>LISTENING<br/> - Listening Selections<br/>1. The Lost Lectures - Sarah Corbett: A Craftivist Story<br/>2. The Congress of the Humanities and Social Sciences Lecture - Dan Tapscott: Macrowikinomics: Social Sciences and Social Change in the Age of Social Media<br/> - Listening and Note-Taking Strategies<br/>- Understanding meaning by recognizing emphasis<br/>- Asking critical questions while listening, to stay engaged and focused<br/>- Using organizational cues<br/>- Recognizing emphatic strategies<br/>SPEAKING<br/> - Communicative Focus and Speaking Strategies<br/>- Synthesizing content from multiple sources<br/>- Using rhetorical language<br/>- Managing a seminar<br/>- Opening a discussion by briefly paraphrasing or summarizing information<br/>- Controlling tone<br/>- Adding depth to discussions by asking deeper-level questions<br/> - Grammar<br/>- Reporting speech - questions and commands<br/> - Pronunciation<br/>- Using common intonation patterns - Part 1<br/><br/>Chapter 7: YOUNG PEOPLE AND THE BUSINESS WORLD<br/>LISTENING<br/> - Listening Selections<br/>1. Cornell University Lecture - Ralph Christy: Why Small is Still Beautiful<br/>2. CBC Debate - Interns: To Pay or Not to Pay<br/> - Listening and Note-Taking Strategies<br/>- Asking reflective questions<br/>- Avoiding bias<br/>- Pausing and reflecting<br/>- Organizing by speaker<br/>SPEAKING<br/> - Communicative Focus and Speaking Strategies<br/>- Evaluating arguments<br/>- Debating - presenting arguments<br/>- Debating - presenting counter-arguments<br/>- Familiarizing oneself with contextual vocabulary<br/> - Grammar<br/>- Using emphatic structures<br/>- Using noun clauses as embedded questions<br/> - Pronunciation<br/>- Using common intonation patterns - Part 2<br/><br/>Chapter 8: TRANSITIONING TO PROFESSIONAL LIFE<br/>LISTENING<br/> - Listening Selections<br/>1. CBC Interview - The New Resumé<br/>2. McGill University Interview - Social Networking and Your Electronic Footprint<br/> - Listening and Note-Taking Strategies<br/>- Recognizing lists of examples or steps buried in a speakers' speech<br/>- Visualizing what the speaker is saying<br/>- Organizing by contrasting<br/>- Organizing by pros and cons<br/>SPEAKING<br/> - Communicative Focus and Speaking Strategies<br/>- Preparing for a job interview<br/>- Arguing persuasively<br/>- Negotiating<br/>- Promoting yourself<br/>- Speaking persuasively<br/> - Grammar<br/>- Applying the passive voice<br/> - Pronunciation<br/>- Projecting and speaking clearly<br/>- Pausing for effect |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
For advances learners of English in Intensive English, EAP, and post-secondary academic preparation programs. |
| 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 |
Study and teaching |
| -- |
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. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
MacGregor, Alex |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="http://www.oupcanada.com/catalog/9780199017881.html">http://www.oupcanada.com/catalog/9780199017881.html</a> |
| Link text |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Matériaux mélangés |
