| 000 -LEADER |
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| fixed length control field |
15219nam a2200757 i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
021687048 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
UkOxU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20200213193906.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS |
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m || | | |
| 007 - PHYSICAL DESCRIPTION FIXED FIELD--GENERAL INFORMATION |
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| fixed length control field |
cd ||||||||||| |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
190424s2019 enka 000|0 eng d |
| 015 ## - NATIONAL BIBLIOGRAPHY NUMBER |
|---|
| National bibliography number |
GBB976310 |
| Source |
bnb |
| 016 7# - NATIONAL BIBLIOGRAPHIC AGENCY CONTROL NUMBER |
|---|
| Record control number |
019381668 |
| Source |
Uk |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781108414494 (Student Book with DVD) |
| Qualifying information |
text |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781108407953 (DVD) |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(Uk)019381668 |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(StEdALDL)1/3802254 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
StDuBDS |
| Language of cataloging |
eng |
| Transcribing agency |
StDuBDS |
| Modifying agency |
UkOxU |
| -- |
JCRC |
| 049 ## - LOCAL HOLDINGS (OCLC) |
|---|
| Holding library |
CROBAR |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
428.34 |
| Edition number |
23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Goldstein, Ben |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Evolve 4 : Full Contact with DVD / |
| Statement of responsibility, etc. |
Ben Goldstein, Ceri Jones, Samuela Eckstut, Rhiannon Ball, Carolyn Clarke Flores, and Noah Schwartzberg. |
| 246 14 - VARYING FORM OF TITLE |
|---|
| Title proper/short title |
Evolve : full contact with DVD |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
New York : |
| Name of publisher, distributor, etc. |
Cambridge University Press, |
| Date of publication, distribution, etc. |
2019. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xvi, 160, iv, 72, 101 p. : |
| Other physical details |
col. ill. ; |
| Dimensions |
28 cm + |
| Accompanying material |
1 CD-ROM |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Evolve |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Divided into three parts. Student's book. Video resource book, Rhiannon Ball, Carolyn Clarke Flores, and Noah Schwartzberg. Workbook, Samula Eckstut. |
| 500 ## - GENERAL NOTE |
|---|
| General note |
DVD in wallet inserted before back page. |
| 500 ## - GENERAL NOTE |
|---|
| General note |
DVD includes videos referred to in the text. |
| 500 ## - GENERAL NOTE |
|---|
| General note |
B1+CEFR at foot of cover. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
"Welcome to EVOLVE, an innovative American English course for adults and young adults! We’ve drawn extensively on insights from language teaching experts and real students around the world to create a course that covers all skills and will support you and your students with the most effective and efficient ways to make progress in English. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
INSIGHT FROM STUDENTS: We asked over 2,000 students from all over the world what topics they would like to discuss in English and in what situations they would like to be able to speak more confidently. The ideas are included throughout the Student’s Book, ensuring that EVOLVE is relevant to students’ lives and reflects their realities, thus increasing engagement. Additionally, real students appear in short videos responding to discussion questions. These videos serve as ideas prompts and encourage discussion by giving students something real to react to. These videos also provide more attainable speaking models for students as the students featured in the videos are at the same level as the students using the book. These “peer models” give students confidence that they can achieve something similar, so they’re more likely to engage in the conversation themselves. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
INSIGHTS FROM TEACHERS: Teachers repeatedly told us that they value professional development opportunities, but they had difficulty fitting professional development into their busy lives. In order to help them discover techniques which will help their students learn, EVOLVE offers a unique integrated development program for teachers. Each unit of the Teacher’s Edition includes the presentation of a professional development technique which the teacher is then guided through how to incorporate in the lesson itself. In addition, there are opportunities for reflection on the technique they have used, and follow-up reading material to consolidate the theory behind the technique." (Publisher's Website) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENTS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 1 And we're off!<br/> |
| Title |
LEARNING OBJECTIVES: Talk about personal achievements -- Discuss good employee qualities -- Make and respond to introductions -- Write a comment on a blog post -- Practice a job interview<br/> |
| -- |
GRAMMAR: Tense review (simple and continuous) -- Dynamic and stative verbs<br/> |
| -- |
VOCABULARY: Describing accomplishments -- Describing key qualities<br/> |
| -- |
PRONUNCIATION: Saying the letter y<br/> |
| -- |
FUNCTIONAL LANGUAGE: Meet someone you don't know; introduce someone to others -- Real-world strategy: Respond to an introduction<br/> |
| -- |
READING: Flipping your job interview: An article on interview skills<br/> |
| -- |
WRITING: A comment: A comment on an article -- Agreeing and disagreeing<br/> |
| -- |
SPEAKING: Talk about a new activity -- Talk about personal achievements -- Describe your personal qualities -- Play an introduction game; Time to speak: Ask and answer interview questions |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 2 The future of food<br/> |
| Title |
LEARNING OBJECTIVES: Talk about trends -- Talk about preparing food -- Make offers in social situations -- Write the results of a survey -- Create a plan to improve a restaurant<br/> |
| -- |
GRAMMAR: Real conditions -- Clauses with after, until, when<br/> |
| -- |
VOCABULARY: Describing tends -- Preparing food<br/> |
| -- |
PRONUNCIATION: Saying the vowel /aɪ/, /ɪ̆/, and /eɪ/ -- Listening for deleted /t/ sounds<br/> |
| -- |
FUNCTIONAL LANGUAGE: Make, accept, and refuse offers in social situations; Real-world strategy: Acknowledge an acceptance<br/> |
| -- |
LISTENING: Cool food: A conversation between friends<br/> |
| -- |
WRITING: A report - The results of a survey about eating habits -- Reporting research results<br/> |
| -- |
SPEAKING: Talk about fusion foods -- Discuss ideas to avoid food waste -- Explain a favorite recipe -- Offer food and drink to others; Time to speak: Present a restaurant rescue plan |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 3 What's it worth? <br/> |
| Title |
LEARNING OBJECTIVES: Discuss time and money -- Discuss the value of things -- Apologize for damage or loss -- Write a product review -- Respond to a negative review<br/> |
| -- |
GRAMMAR: too and enough -- Modifying comparisons<br/> |
| -- |
VOCABULARY: Talking about time and money -- Talking about prices and value<br/> |
| -- |
PRONUNCIATION: Saying /s/ at the beginning of a word<br/> |
| -- |
FUNCTIONAL LANGUAGE: Make an apology and explain what happened - Real-world strategy: Respond to an apology<br/> |
| -- |
READING: Buyer beware! Short stories about good and bad online shopping experiences<br/> |
| -- |
WRITING: A product review - Product reviews -- Expressing opinions about product features<br/> |
| -- |
SPEAKING: Discuss things money can't buy -- Talk about quality of life -- Talk about relative value -- Talk about a past apology; Time to speak: Repair a customer relationship |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Review 1 (Review of Units 1-3) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 4 Going glocal<br/> |
| Title |
LEARNING OBJECTIVES: Speculate about a picture -- Talk about viral stories -- Exchange and discuss opinions -- Write a response to a post -- Design an ad for a product<br/> |
| -- |
GRAMMAR: Modals of speculation -- Subject and object relative clauses<br/> |
| -- |
VOCABULARY: Talking about advertising -- Talking about people in the media<br/> |
| -- |
PRONUNCIATION: Saying the vowel sounds /ɔ/ and /ɑ/<br/> |
| -- |
FUNCTIONAL LANGUAGE: Exchange and discuss opinions about possible actions; Real-world strategy: Make opinions more emphatic<br/> |
| -- |
LISTENING: Building a brand: A news report about a local company that went global<br/> |
| -- |
WRITING: A response: A social media post -- Writing about reasons and consequences<br/> |
| -- |
SPEAKING: Talk about all the signs we see -- Speculate about a picture -- Talk about viral stories -- Give and support opinions; Time to speak: Create and present and ad |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 5 True stories<br/> |
| Title |
LEARNING OBJECTIVES: Discuss different types of stories -- Talk about changes to plans -- React to bad news -- Write a formal apology -- Piece together a full story<br/> |
| -- |
GRAMMAR: Past perfect -- was/were going to; was/were supposed to<br/> |
| -- |
VOCABULARY: Describing stories -- Making and breaking plans<br/> |
| -- |
PRONUNCIATION: Saying consonants at the end of a word<br/> |
| -- |
FUNCTIONAL LANGUAGE: React to problems and try to find a solution; Real-world strategy: Accepting bad news<br/> |
| -- |
READING: The perfect apology: An article about corporate apologies<br/> |
| -- |
WRITING: An apology: A letter of apology from a company -- Using referents to avoid repetition<br/> |
| -- |
SPEAKING: Discuss good storytellers -- Tell someone's life story -- Tell the story of a change of plans -- Act out situations with bad news; Time to speak: Connect events to tell the story |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 6 Community action<br/> |
| Title |
LEARNING OBJECTIVES: Discuss charity and volunteer work -- Discuss acts of kindness -- Offer help with something -- Write a report about a community project -- Design a community project<br/> |
| -- |
GRAMMAR: Present and past passive -- Passive with modals<br/> |
| -- |
VOCABULARY: Discussing good works -- Describing good deeds<br/> |
| -- |
PRONUNCIATION: Saying /b/ or /v/ in the middle of a word -- Listening for /j/ between words<br/> |
| -- |
FUNCTIONAL LANGUAGE: Make, refuse, and accept offers of help; Real-world strategy: Imposing on somebody<br/> |
| -- |
LISTENING: Painting safer streets: A podcast about a community art project<br/> |
| -- |
WRITING: A report: A report on a community project -- Using quotes as support<br/> |
| -- |
SPEAKING: Talk about acts of kindness -- Discuss charity organizations -- Discuss helping others -- Make offers of help to strangers; Time to speak: Discuss helping your community |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Review 2 (Review of Units 4-5) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 7 Can we talk?<br/> |
| Title |
LEARNING OBJECTIVES: Discuss messaging apps - Discuss written vs. spoken communication -- Recount conversations and stories -- Write an email in formal and informal register -- Conduct a survey<br/> |
| -- |
GRAMMAR: Reported statements -- Reported questions<br/> |
| -- |
VOCABULARY: Describing communication -- Communicating online<br/> |
| -- |
PRONUNCIATION: Saying /s/ or /z/ at the end of a word<br/> |
| -- |
FUNCTIONAL LANGUAGE: Recount conversations and stories to another person; Real-world strategy: Get back on track<br/> |
| -- |
READING: The emoji code: An article about how social media is changing language<br/> |
| -- |
WRITING: Emails: Short emails to a friend and coworker -- Changing language to match register<br/> |
| -- |
SPEAKING: Talk about when not to use your phone -- Talk about social media apps -- Talk about the way you prefer to communicate -- Tell and react to stories; Time to speak: Talk about your attitudes to social media |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 8 Lifestyles<br/> |
| Title |
LEARNING OBJECTIVES: Talk about different work lifestyles -- Talk about wishes and regrets -- Talk through options to reach a decision -- Write a comment about a podcast -- Plan a digital detox weekend<br/> |
| -- |
GRAMMAR: Present unreal conditionals -- I wish<br/> |
| -- |
VOCABULARY: Describing jobs -- Talking about work/life balance<br/> |
| -- |
PRONUNCIATION: Saying the vowel /ɜ/ and /u/ -- Listening for emphasis<br/> |
| -- |
FUNCTIONAL LANGUAGE: Talk through options; encouraging actions; Real-world strategy: Offer a warning<br/> |
| -- |
LISTENING: Digital detox: A podcast debating the benefits of a digital detox<br/> |
| -- |
WRITING: A comment: A response to two comments -- Referencing another argument in your writing<br/> |
| -- |
SPEAKING: Discuss the work-lifestyle connection -- Talk about unusual jobs -- Talk about wishes and regrets -- Offer advice and discuss options; Time to speak: Plan a digital detox |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 9 Yes, you can!<br/> |
| Title |
LEARNING OBJECTIVES: Talk about rules and regulations -- Discuss rules and regulations in the past -- Make generalizations -- Write a letter of complaint -- Discuss improvements to your town<br/> |
| -- |
GRAMMAR: Prohibition, permission, obligation (present) -- Prohibition, permission, obligation (past)<br/> |
| -- |
VOCABULARY: Talking about places -- Talking about rules<br/> |
| -- |
PRONUNCIATION: Saying /d/ at the beginning of a word<br/> |
| -- |
FUNCTIONAL LANGUAGE: Make generalizations; Real-world strategy: Give contrasting information<br/> |
| -- |
READING: The story of the ramp: An article about the independent living movement<br/> |
| -- |
WRITING: A message: A complaint about a business -- Communicating attitude<br/> |
| -- |
SPEAKING: Talk about street art and graffiti -- Talk about rules for work or school -- Talk about unusual laws from the past -- Talk about different customs and cultures; Time to speak: Discuss how to make life easier for people with special needs |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Review 3 (Review of Units 7-9) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 10 What if...?<br/> |
| Title |
LEARNING OBJECTIVES: Speculate about events in the past -- Talk about alternatives and possibilities -- Keep your listener engaged -- Write comments in an online discussion -- Debate the most influential discovery or invention in history<br/> |
| -- |
GRAMMAR: Past unreal conditions -- Modals of past probability<br/> |
| -- |
VOCABULARY: Talking about discoveries -- Discussing right and wrong<br/> |
| -- |
PRONUNCIATION: Saying long and short vowel sounds -- Listening for weak words<br/> |
| -- |
FUNCTIONAL LANGUAGE: Keep your listener engaged; Real-world strategy: Show interest in a story<br/> |
| -- |
LISTENING: I can't live without it! A podcast about the impact different inventions have had on our lives<br/> |
| -- |
WRITING: A comment - A comment on the podcast -- Using words and phrases for similarity and contrast<br/> |
| -- |
SPEAKING: Share photobombing stories -- Talk about hypothetical past events -- Speculate about the past events that led to current situations -- Tell and react to a story about something that is hard to believe; Time to speak: Discuss significant inventions and discoveries in human history |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 11 Contrasts<br/> |
| Title |
LEARNING OBJECTIVES: Discuss college life -- Discuss scientific facts -- Discuss alternatives and give recommendations -- Write a comment presenting an argument -- Present a proposal to solve a problem<br/> |
| -- |
GRAMMAR: Gerund and infinitive after forget, remember, stop -- Causative verbs help, let, make<br/> |
| -- |
VOCABULARY: Talking about college educations -- Talking about science<br/> |
| -- |
PRONUNCIATION: Stressing long words<br/> |
| -- |
FUNCTIONAL LANGUAGE: Discuss alternatives and respond to suggestions; Real-world strategy: Give a personal recommendation<br/> |
| -- |
READING: Embrace the technological revolution? Not me! An opinion about technological advances<br/> |
| -- |
WRITING: A response - A response to an opinion piece -- Transition phrases<br/> |
| -- |
SPEAKING: Talk about appearances -- Describe an event you'll never forget -- Talk about folk remedies -- Role play giving recommendations; Time to speak: Reach a compromise to resolve a problem |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 12 Looking back<br/> |
| Title |
LEARNING OBJECTIVES: Describe a special photo and the story behind it -- Discuss childhood memories -- Recall and share past experiences -- Write a summary and response about pets -- Recall and discuss a national moment<br/> |
| -- |
GRAMMAR: Adding emphasis -- Substitution and referencing<br/> |
| -- |
VOCABULARY: Talking about the senses -- Describing memories<br/> |
| -- |
PRONUNCIATION: Saying consonant clusters -- Listening for transitions<br/> |
| -- |
FUNCTIONAL LANGUAGE: Recall a memory; Real-world strategy: Share experiences<br/> |
| -- |
LISTENING: Man's best friend? A student debate about the relationship between humans and dogs<br/> |
| -- |
WRITING: A summary and response - A summary of and response to an opinion -- Linking contrasting ideas<br/> |
| -- |
SPEAKING: Test your memory and compare results -- Tell the story behind a photo -- Discuss childhood memories -- Retell a personal story; Time to speak: Share your experience of a national moment |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Review 4 (Review of Units 10-12) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar charts and practice |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary exercises |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Spoken English. |
| 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 |
| Form subdivision |
Films for foreign speakers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
B1+ (CEFR). |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Intermediate to high intermediate. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Jones, Ceri |
| Dates associated with a name |
1965- |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Eckstut-Didier, Samuela |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Ball, Rhiannon |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Flores, Carolyn Clarke |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Schwartzberg, Noah |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://www.cambridge.org/ca/cambridgeenglish/catalog/adult-courses/evolve">https://www.cambridge.org/ca/cambridgeenglish/catalog/adult-courses/evolve</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Matériaux mélangés |
