| 000 -LEADER |
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| fixed length control field |
10543nam a22004693a 4500 |
| 001 - CONTROL NUMBER |
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| control field |
1036079860 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OcoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20231218003523.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
170314s2017 quc 000 0 eng |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9782761379519 (English Grammar Book) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9782761383547 (Skills - Teacher's Annotated Ed.) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)1036079860 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
CaOONL |
| Language of cataloging |
eng |
| Transcribing agency |
CaOONL |
| Modifying agency |
JCRC |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Van Drom, Andy |
| 245 10 - TITLE STATEMENT |
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| Title |
Become : |
| Remainder of title |
Field-Related English Skills (Level 2) / |
| 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. |
2017. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
166 p. : |
| Other physical details |
col. ill., maps ; |
| Dimensions |
28 cm. |
| Accompanying material |
+ English Grammar (116 p. : col. ill. ; 26 cm.) |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Become |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes appendices and credits. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 1. QUALIFIED SELVES |
| Title |
Reading: Reading 1.1, Part One: The Psychology of First Impressions -- Reading 1.1, Part Two: An Overview of Research on First Impressions -- Reading 1.2: Why "Soft Skills" Are More Important than a Great CV -- Reading 1.3: In a True Sharing Economy, the Reward is Gratitude -- Using scanning and skimming to read more efficiently<br/> |
| -- |
Listening/Watching: Watching 1.1: Personal Qualities and the Job Search -- Watching 1.2: Adam Grant on Givers and Takers -- Skimming an audiovisual document -- Reflecting on the topic -- Visualizing the topic<br/> |
| -- |
Speaking: Agreeing and disagreeing -- Orally summarizing information -- Presenting professional qualities<br/> |
| -- |
Writing: Writing a casual definition -- Writing a vision statement -- Writing an illustration paragraph and essay<br/> |
| -- |
Vocabulary: Acquiring vocabulary efficiently -- Describing professional qualities -- Expressing an opinion<br/> |
| -- |
Grammar: Simple present and simple past (revision) -- -ing forms used as nouns -- Question word replacing the subject<br/> |
| -- |
Pronunciation: English vowel sounds -- Pronunciation Workshop<br/> |
| -- |
Professional Skills: Using a unilingual dictionary -- Doing research (credible sources)<br/> |
| -- |
Final Task: Express to Impress -- Become Skilled for Work and Study |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 2. QUANTIFIED SELVES |
| Title |
Reading: Reading 2.1: Quantified Self: Meet the Quantified Employee -- Reading 2.2: My Secret Life Attending Two Universities at the Same Time -- Reading 2.3: Working Hard, Hardly Working -- Examining the purpose of a text -- Exploring the structure of a text<br/> |
| -- |
Listening/Watching: Watching 2.1: Deluged by Data -- Watching 2.2: The Adaptable Mind -- Understanding the social context of a message -- Focusing on general ideas or precise details<br/> |
| -- |
Speaking: Presenting a field-related tool -- Presenting on field-related skills -- Presenting your study program<br/> |
| -- |
Writing: Writing a process paragraph -- Writing a mission statement -- Writing a proposal<br/> |
| -- |
Vocabulary: Studying vocabulary efficiently -- Describing professional skills -- Expressing interest and understanding<br/> |
| -- |
Grammar: Interrogative forms with how -- Linking words -- Present progressive (revision) -- Simple past versus present perfect<br/> |
| -- |
Pronunciation: English consonant sounds -- Silent consonants -- Pronunciation Workshop<br/> |
| -- |
Professional Skills: Studying and using vocabulary efficiently -- Evaluating source and text types<br/> |
| -- |
Final Task: Make it Count -- Become Skilled for Work and Study |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 3. FUTURE SELVES |
| Title |
Reading: Reading 3.1: This is the Future of College -- Reading 3.2: The Fourth Industrial Revolution: What Happens with Employment? -- Idea mapping to grasp complex ideas and concepts -- Analyzing visual elements to understand complex ideas<br/> |
| -- |
Listening/Watching: Watching: The Future of Learning -- Making inferences<br/> |
| -- |
Speaking: Presenting a micro-lesson -- Describing personal experiences, objectives and expectations -- Role-playing a job interview<br/> |
| -- |
Writing: Writing a personal narrative paragraph -- Writing a resumé and professional profile -- Writing a formal letter or e-mail<br/> |
| -- |
Vocabulary: Introducing examples and clarifications -- Using precise adjectives, adverbs and action verbs<br/> |
| -- |
Grammar: Comparative forms -- Modals to predict the future -- Future with will/be going to/ present progressive<br/> |
| -- |
Pronunciation: -(e)s and -ed endings -- Pronunciation Workshop<br/> |
| -- |
Professional Skills: Understanding levels of formality -- Formatting letters and e-mails<br/> |
| -- |
Final Task: Apply for Your Future -- Become Skilled for Work and Study |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 4. LEVEL UP IN MOTIVATION |
| Title |
Reading: Reading 4.1: Gamification: Why We're All Players -- Reading 4.2: "Happiness" Is a $70K Minimum Wage -- Identifying main ideas, supporting ideas and examples<br/> |
| -- |
Listening/Watching: Watching: Should Students Be Paid for Good Grades? -- Listening for specific information; recognizing keywords -- Taking notes<br/> |
| -- |
Speaking: Expressing a critical opinion -- Presenting and explaining an idea -- Presenting a rant<br/> |
| -- |
Writing: Writing a critical paragraph -- Including first-hand observations -- Writing a review<br/> |
| -- |
Vocabulary: Cognates -- Diplomatic language -- Literal and figurative meanings<br/> |
| -- |
Grammar: Articles and determiners -- Conditionals -- Modals of ability and possibility<br/> |
| -- |
Pronunciation: /th/ sounds and the before vowels and consonants -- Pronunciation Workshop<br/> |
| -- |
Professional Skills: Avoiding plagiarism -- Collecting, organizing and presenting data<br/> |
| -- |
Final Task: Find Your Motivation -- Become Skilled for Work and Study |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 5. SPEED UP OR SLOW DOWN? |
| Title |
Reading: Reading 5.1: Stress Literally Shrinks Your Brain -- Reading 5.2: Inside the Adult Colouring Book Craze -- Understanding the purpose of quotations and paraphrases<br/> |
| -- |
Listening/Watching: Watching 5.1: Age of Anxiety -- Watching 5.2: Arianna Huffington on Work-Life Balance -- Listening for different points of view -- Listening for logical links between ideas<br/> |
| -- |
Speaking: Expressing advice -- Presenting an overview -- Presenting a Toastmasters-style speech<br/> |
| -- |
Writing: Writing a comparison and contrast paragraph -- Including other voices in writing -- Writing a summary and fact sheet<br/> |
| -- |
Vocabulary: Expressing likeness of outcomes -- Using referring verbs to introduce paraphrases and quotations<br/> |
| -- |
Grammar: Superlative forms -- Imperative -- Punctuation in quotes and reported speech<br/> |
| -- |
Pronunciation: Syllable stress -- Syllable stress rules for specific nouns, adjectives and verbs -- Pronunciation Workshop<br/> |
| -- |
Professional Skills: Paraphrasing, quoting and summarizing -- Using direct quotations and bibliographical references<br/> |
| -- |
Final Task: De-stress -- Become Skilled for Work and Study |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 6. CREATIVE COLLABORATION |
| Title |
Reading: Reading 6.1: My Adventures in Co-Working Spaces -- Reading 6.2: Etsy Wants to Crochet Its Cake, and Eat It Too -- Connecting ideas across readings<br/> |
| -- |
Listening/Watching: Watching: Everything is a Remix: The Elements of Creativity -- Relating examples to main ideas -- Connecting ideas across audiovisual documents<br/> |
| -- |
Speaking: Describing field-related topics -- Describing problems and proposing solutions -- Giving peer feedback -- Giving a conference-style presentation<br/> |
| -- |
Writing: Writing a problem/solution paragraph -- Describing field-related topics from original angles -- Giving peer feedback -- Writing an activity report<br/> |
| -- |
Vocabulary: Expressing recommendations -- Gender-neutral communication<br/> |
| -- |
Grammar: Conjunctions -- Compound and complex sentences -- Passive voice<br/> |
| -- |
Pronunciation: Word stress and rhythm -- Linking consonants and vowels -- Pronunciation Workshop<br/> |
| -- |
Professional Skills: Preparing and delivering a presentation<br/> |
| -- |
Final Task: Collaborate toward Creative Success -- Become Skilled for Work and Study |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 7. CURIOSITY AND RISK |
| Title |
Reading: Reading 7.1: Why "No Plan B" Is the Only Plan -- Reading 7.2: How the Students Transformed a Dream into a Million-Dollar Company -- Deep reading<br/> |
| -- |
Listening/Watching -- Watching 7.1: Humans of New York -- Watching 7.2: Startupland -- Understanding opinions and attitudes to detect bias<br/> |
| -- |
Speaking: Expressing an informed and convincing point of view -- Asking questions and conducting an interview -- Participating in a panel discussion<br/> |
| -- |
Writing: Writing and argumentative paragraph and essay -- Writing a white paper<br/> |
| -- |
Vocabulary: Idiomatic verbs -- Connecting argumentative claims and evidence -- Indicating emphasis<br/> |
| -- |
Grammar: Prepositional and phrasal verbs -- Gerunds and infinitives<br/> |
| -- |
Pronunciation: Emphasis in sentences -- Intonation in questions -- Pronunciation Workshop<br/> |
| -- |
Professional Skills: Outlining and structuring an argument -- Editing and revising your work<br/> |
| -- |
Final Task: The Curious and Risky Road to Success -- Become Skilled for Work and Study |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
My eLab:<br/> |
| Title |
Reading: Additional reading comprehension exercises<br/> |
| -- |
Listening/Watching: Additional listening and watching exercises<br/> |
| -- |
Vocabulary: Additional vocabulary exercises<br/> |
| -- |
Pronunciation: Additional pronunciation practice<br/> |
| -- |
Professional Skills: Additional skills practice |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listen Up |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendices |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Credits |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"Become: Field-Related English Skills, Level 2 is aimed at all intermediate-level 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 pertaining both to themselves and to their fields of study. Become: Field-Related English Skills is offered with a Vocabulary Tracker." (English Skills Book Cover) |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
"Become: Field-Related English Grammar, Level 2 covers all the essential grammar points that intermediate ESL students need to master. Comprehensive charts and clear explanations are designed to help students consolidate their knowledge of grammar rules. Exercises, communicative tasks and additional online drills offer relevant practice opportunities that will enable them to apply that knowledge in their writing and speaking tasks." (English Grammar Book Cover) |
| 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 |
| General subdivision |
Grammar. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Problems, exercises, etc. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Vocabulary. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
A2-B1 (CEFR). |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Intermediate. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://pearsonerpi.com/en/elt/block-b/become-level-2-skills-teachers-annotated-book-138354">https://pearsonerpi.com/en/elt/block-b/become-level-2-skills-teachers-annotated-book-138354</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
