| 000 -LEADER |
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| fixed length control field |
09359nam a22003853i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
000043716854 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
CaOOAMICUS |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20231217225848.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
160819t20152015quc 000 0 eng |
| 016 ## - NATIONAL BIBLIOGRAPHIC AGENCY CONTROL NUMBER |
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| Record control number |
20160035007 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9782761358927 (English Skills) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)961377041 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
CaOONL |
| Language of cataloging |
fre |
| Description conventions |
rda |
| Transcribing agency |
CaOONL |
| Modifying agency |
JCRC |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Van Drom, Andy |
| 245 10 - TITLE STATEMENT |
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| Title |
Become : |
| Remainder of title |
Field-Related English Skills (Level 1) / |
| Statement of responsibility, etc. |
Andy Van Drom. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Montreal : |
| Name of publisher, distributor, etc. |
Pearson ERPI, |
| Date of publication, distribution, etc. |
2015. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
x, 158 p. : |
| Other physical details |
col. ill. ; |
| Dimensions |
28 cm. |
| Accompanying material |
+ Vocabulary Tracker |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Become |
| 500 ## - GENERAL NOTE |
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| General note |
"The Pronunciation Workshop" and "Become Skilled for Work and Study" sections feature at the end of each unit.<br/> |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes appendices and credits. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Introduction |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 1 BECOME A PROFESSIONAL, NOT A STEREOTYPE |
| Title |
Reading: Reading 1.1: Psychometric Tests - Do They Measure Up? -- Reading 1.2: Don't Be a Young Professional Stereotype -- Reading 1.3: How to Build an Unforgettable Personal Brand -- Reading 1.4: The Key Ingredient to the Success of Celebrity Chefs -- Understanding the purpose of a text -- Exploring the structure of a written text<br/> |
| -- |
Listening/Watching: Watching: Interview with Susan Cain -- Reflecting on the topic -- Exploring the structure of a recorded text<br/> |
| -- |
Speaking: Agreeing/disagreeing -- Orally summarizing/retelling information<br/> |
| -- |
Writing: Summarizing professional qualities in a personal brand mantra -- Writing a descriptive paragraph<br/> |
| -- |
Vocabulary: Revision: parts of speech (when looking up vocabulary) -- Describing professional qualities -- Expressions for agreeing/disagreeing, asking for an opinion, giving short answers -- Using transition words |
| -- |
Grammar: Revision: simple present, question form, question words -- Transition words (sequence, cause/effect) -- Forming the imperative<br/> |
| -- |
Pronunciation: Final -s in the third-person simple present and plural nouns -- Intonation in questions -- Pronunciation Workshop<br/> |
| -- |
Professional Skills: Using the dictionary -- Doing research (credible sources)<br/> |
| -- |
Final Task: Which Qualities Drive You? -- Become Skilled for Work and Study |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 2 SHARPEN YOUR SKILLS ONLINE<br/> |
| Title |
Reading: Reading 2.1: Can You Really Learn a Skill in a Week? -- Reading 2.2: Log On, Learn a Skill -- Reading 2.3: Lynda.com Founder: I Was Educating Online before Online Education Was Cool -- Reading 2.4: How to Become an Online Expert -- Distinguishing between scanning and skimming |
| -- |
Listening/Watching: Watching 2.1: MOOCs -- Watching 2.2: Khan Academy -- Focusing on general ideas or precise details -- Visualizing the topic<br/> |
| -- |
Speaking: Presenting an online course and the professional skills it teaches -- Presenting a proposal<br/> |
| -- |
Writing: Writing paragraphs: topic sentences and development of main ideas -- Writing a proposal<br/> |
| -- |
Vocabulary: Studying vocabulary efficiently -- Expressions for indicating probability -- Defining words from context<br/> |
| -- |
Grammar: -ed forms used as adjectives; -ing forms used as nouns -- Revision: simple past -- Modals: can -- Revision: progressive tenses<br/> |
| -- |
Pronunciation: -ed verb endings -- Syllable stress in nouns and verbs with the same spelling -- Pronunciation Workshop<br/> |
| -- |
Professional Skills: Studying vocabulary efficiently -- Evaluating sources and text types<br/> |
| -- |
Final Task: Which Skill Will You Teach? -- Become Skilled for Work and Study |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 3 PROFESSION: STUDENT/JOB SEEKER |
| Title |
Reading: Reading 3.1: How to Reap the Most Out of College (or Any) Education -- Reading 3.2: Data-Driven Insights on Landing Your Dream Job -- Reading 3.3: The Best Job Interview Question Ever -- Using a T-chart to distinguish main ideas and supporting details<br/> |
| -- |
Listening/Watching: Listening: Interview with Geoff Dubrow -- Watching: Generation Jobless -- Understanding the context of a message<br/> |
| -- |
Speaking: Describing personal experiences and objectives -- Role-playing a job interview -- Developing an elevator pitch<br/> |
| -- |
Writing: Writing a cover letter/application -- Writing a narrative paragraph -- Writing a resumé<br/> |
| -- |
Vocabulary: Using expressions to persuade -- Using precise adjectives, adverbs and action verbs -- Avoiding repetition<br/> |
| -- |
Grammar: Pronouns and antecedents -- Present perfect -- Contracted forms of verbs<br/> |
| -- |
Pronunciation: Unstressed syllables and words -- Linking consonants and vowels -- Pronunciation Workshop<br/> |
| -- |
Professional Skills: Understanding levels of formality -- Formatting letters and e-mails<br/> |
| -- |
Final Task: Pitch Yourself -- Become Skilled for Work and Study |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 4 THE CREATIVE SPARK |
| Title |
Reading: Reading 4.1: There Has Never Been a Better Time to Be a Young Person with a Big Idea -- Reading 4.2: How Caffeine Can Cramp Creativity -- Connecting ideas across readings<br/> |
| -- |
Listening/Watching: Watching 4.1: The Google Science Fair: Ann Makosinski's Hollow Flashlight -- Watching 4.2: We Are Makers -- Listening for specific information<br/> |
| -- |
Speaking: Describing field-related topics from original angles<br/> |
| -- |
Writing: Writing thesis statements and topic sentences<br/> |
| -- |
Vocabulary: False cognates -- Creating new words<br/> |
| -- |
Grammar: Determiners -- Non-count nouns -- Punctuating quotes<br/> |
| -- |
Pronunciation: Short/long vowels -- Linking vowel sounds -- Pronunciation Workshop<br/> |
| -- |
Professional Skills: Avoiding plagiarism -- Using direct quotations<br/> |
| -- |
Final Task: What Do You Propose? -- Become Skilled for Work and Study |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 5 MOTIVATION VERSUS PROCRASTINATION<br/> |
| Title |
Reading: Reading 5.1: Why Procrastination Doesn't Need a Cure - and Might Even Make You More Productive -- Reading 5.2: The Surprising History of the To-Do List and How to Design One That Actually Works -- Comparing and contrasting texts to understand different points of view<br/> |
| -- |
Listening/Watching: Watching 5.1: Interviews with Charles Duhigg and Kelly McGonigal -- Watching 5.2: Interview with Angela Lee Duckworth -- Taking notes -- Understanding questions to predict answers<br/> |
| -- |
Speaking: Describing schedules and future plans -- Presenting an overview<br/> |
| -- |
Writing: Comparing and contrasting<br/> |
| -- |
Vocabulary: Using referring verbs to introduce paraphrases -- Using transition words to compare and contrast information<br/> |
| -- |
Grammar: Modals: obligation -- Expressing the future: will versus be going to<br/> |
| -- |
Pronunciation: /th/ sounds -- Word stress in multi-syllable nouns and adjectives -- Pronunciation Workshop<br/> |
| -- |
Professional Skills: Taking notes -- Paraphrasing and summarizing<br/> |
| -- |
Final Task: Become a Motivator for Yourself and Others -- Become Skilled for Work and Study |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 6 CONNECT<br/> |
| Title |
Reading 6.1: How Not to Be Alone -- Reading 6.2: The Open-Office Trap -- Using visual elements (pictures, graphics, tables) to understand complex information<br/><br/> |
| -- |
Listening/Watching: Listening 6.1: Interview with Amy Cuddy -- Listening 6.2: Interview with Clive Thomson -- Listening for logical links that connect ideas<br/> |
| -- |
Speaking: Presenting data and facts<br/> |
| -- |
Writing: Writing a report<br/> |
| -- |
Vocabulary: Verbs representing movement; adverbs indicating extent of a change -- Words describing numbers<br/> |
| -- |
Grammar: Comparative and superlative adjectives -- Passive voice -- Conjunctions -- Prepositions<br/> |
| -- |
Pronunciation: /h/ sounds -- Word stress in multi-syllable nouns and adjectives -- Pronunciation Workshop<br/> |
| -- |
Professional Skills: Interpreting and describing numbers and visual information -- Presenting visual information<br/> |
| -- |
Final Task: How Do You Connect? -- Become Skilled for Work and Study |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 7 CHALLENGES AND CHOICES<br/> |
| Title |
Reading: Reading 7.1: Flummoxed by Failure - or Focused? -- Reading 7.2: Why Humans Are Bad at Multi-tasking -- Analyzing arguments and making inferences<br/><br/> |
| -- |
Listening/Watching: Listening 7.1: Interview with Malcolm Gladwell -- Listening 7.2: Interview with Sheryl Sandberg -- Understanding opinions and attitudes<br/> |
| -- |
Speaking: Expressing a critical opinion<br/> |
| -- |
Writing: Writing an argumentative essay<br/> |
| -- |
Vocabulary: Precise, objective language -- Transition words to explain sequence of events, introduce examples<br/> |
| -- |
Grammar: Conditionals -- Modals: probability -- Complex sentences<br/> |
| -- |
Pronunciation: Silent Consonants -- Emphasis in sentences -- Pronunciation Workshop<br/> |
| -- |
Professional Skills: Outlining and structuring an argument -- Revising and editing<br/> |
| -- |
Final Task: Be Critical of Society's Challenges -- Become Skilled for Work and Study |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendices |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
Become: Field-Related English Skills, Level 1 is aimed at all low-intermediate ESL students. With content that focuses on personal and professional development topics, it is relevant to learners in a variety of fields or programs. Reflecting a critical-thinking approach, Become encourages students to improve their listening and reading comprehension skills and to consolidate their knowledge and understanding of vocabulary and grammar. Ultimately, it allows them to express themselves clearly in speech and writing on topics that are relevant both to themselves and and to their fields of studies. Become: Field-Related English Skills is offered with a Vocabulary Tracker. (Book Cover) |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
Pour les francophones étudiant l'anglais en tant que langue seconde. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://www.erpi.com/en/become-1-combo-gram-book-prat-12m-d2-9782766103492.html">https://www.erpi.com/en/become-1-combo-gram-book-prat-12m-d2-9782766103492.html</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
