| 000 -LEADER |
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18045nam a2200745 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 |
20200213184232.0 |
| 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 |
9781108414517 (Student Book with DVD) |
| Qualifying information |
text |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781108408028 (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 6 : Full Contact with DVD / |
| Statement of responsibility, etc. |
Ben Goldstein, Ceri Jones, Mari Vargo, Christina de la Mare, Jennifer Farmer, 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, 161, iv, 73, 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 Robot Revolution |
| Title |
LEARNING OBJECTIVES: Discuss the potential uses of robots in everyday life -- Talk about developments in artificial intelligence -- Acknowledge arguments and propose counterarguments -- Write an essay about AI in our homes -- Present a proposal for a robot helper<br/> |
| -- |
GRAMMAR: Commenting adverbs with future forms -- Future perfect and future continuous<br/> |
| -- |
VOCABULARY: Using adverbs to add detail -- Talking about developments in technology<br/> |
| -- |
PRONUNCIATION: Listening for contrastive stress -- Saying expressions to show a counterargument<br/> |
| -- |
LISTENING: I get what you are saying... - A conversation about the innovations found in a new app<br/> |
| -- |
SPEAKING SKILLS: Acknowledge arguments and propose counterarguments<br/> |
| -- |
READING: Robotics to the rescue - An article ab out robots and humans working together<br/><br/> |
| -- |
WRITING: An essay - Introduce examples -- Organize ideas<br/> |
| -- |
SPEAKING: Talk about the tasks best suited to robots -- Discuss what things you would like AI to do in the future -- Offer and support your opinion -- Discuss interesting examples of AI; Time to speak: Present a proposal for a robot helper to address the needs of a particular job |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 2 The Labels We Live By<br/> |
| Title |
LEARNING OBJECTIVES: Discuss assumptions about behavior -- Talk about assumptions related to age -- Compare and discuss similar experiences -- Write a report based on graphs -- Conduct a survey about comsumerism and labels <br/> |
| -- |
GRAMMAR: Uses of "will" -- Uses of "would"<br/><br/> |
| -- |
VOCABULARY: Describing personality -- Using three-word phrasal verbs<br/><br/> |
| -- |
PRONUNCIATION: Listening for the intonation on interactional phrases -- Saying stressed syllables beginning with /p/, /k/, /t/<br/> |
| -- |
LISTENING: Same here! -- A conversation about how speaking another language changes the way you interact with the world<br/><br/> |
| -- |
SPEAKING: Discuss similar experiences <br/> |
| -- |
READING: Read the label -- An article about product labeling on healthy food products<br/> |
| -- |
WRITING: A report based on statistics and graphs -- Refer to data in graphs -- Use language for presenting statistical information<br/><br/> |
| -- |
SPEAKING: Talk about common types of social media users -- Talk about the right age to do different activities -- Discuss your experience with language learning -- Draw conclusions about consumer trends based on statistics; Time to speak: Do a survey about the importance of labels on shopping behavior; present your results<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 3 In Hindsight |
| Title |
LEARNING OBJECTIVES: Discuss past actions and their present results -- React to past situations -- Describe a negative experience; offer sympathy and reassurance -- Write a short story based on a set of facts -- Discuss and present an alternate history<br/> |
| -- |
GRAMMAR: Variations on past unreal conditionals -- Commenting on the past<br/><br/> |
| -- |
VOCABULARY: Thought processes -- Describing emotional reactions <br/> |
| -- |
PRONUNCIATION: Listening for weak forms in complex verb phrases -- Using intonation to show emphasis<br/> |
| -- |
LISTENING: A complete disaster! -- Two conversations about the same story<br/><br/> |
| -- |
SPEAKING SKILLS: Describe bad experiences -- Offer sympathy and reassurance<br/> |
| -- |
READING: Too good to be true: New stories about unlikely events<br/><br/> |
| -- |
WRITING: An anecdote about a strange coincidence -- Create cohesion with "both, each, neither", etc.<br/><br/> |
| -- |
SPEAKING: Talk about different possibilities for events in the past -- Discuss how you might handle different problems -- Create and share the backstory leading up to a bad experience -- Discuss and question whether a story is believable; Time to speak: Talk about how changing one past event could affect the world today<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Review 1 (Review of Units 1-3) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 4 Close Up<br/> |
| Title |
LEARNING OBJECTIVES: Discuss the value of changing perspective -- Talk about how eyes function in humans and animals -- Discuss problems caused by staring at screens -- Write a personal profile statement for a résumé -- Create and present an action plan for a project<br/><br/> |
| -- |
GRAMMAR: Quantifiers and prepositions in relative clauses -- Noun clauses with question words<br/><br/> |
| -- |
VOCABULARY: Describing things -- Eye idioms and metaphors <br/><br/> |
| -- |
PRONUNCIATION: Listening for /t/ between vowels -- Saying the stressed syllable in related words <br/> |
| -- |
LISTENING: Look away! A presentation about the effects of screen time on our eyes <br/> |
| -- |
SPEAKING SKILLS: Clarify a problem<br/> |
| -- |
READING: Attention to detail! A quiz that reveals if you're a big-picture thinker or tend to focus on details <br/> |
| -- |
WRITING: A personal profile -- Use initial descriptive prepositional phrases for concise writing <br/><br/> |
| -- |
SPEAKING: Talk about the esthetics of close-up imagery -- React to images of animals' eyes -- Discuss what problems can occur because of excessive screen time -- Discuss a personal profile statement; offer suggestions for others -- Time to speak: Create a present an action plan that involves both big-picture and detail-oriented tasks <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 5 Remote |
| Title |
LEARNING OBJECTIVES: Discuss travelling to remote places -- Comment on loneliness and working in remote places -- Discuss cause and effect -- Write a company profile -- Prepare and present a case for working remotely<br/><br/> |
| -- |
GRAMMAR: Participle phrase in initial position -- Reduced relative clauses<br/> |
| -- |
VOCABULARY: Describing remote places -- Talking about influences<br/><br/> |
| -- |
PRONUNCIATION: Listening for linking between words -- Saying tense and lax vowels <br/> |
| -- |
LISTENING: Working from home -- A presentation about current trends in working from home<br/><br/> |
| -- |
SPEAKING SKILLS: Signal causes and effects<br/> |
| -- |
READING: Remote success story -- A news feature story about a business whose employees work virtually<br/><br/> |
| -- |
WRITING: A profile -- Use participle phrases to connect ideas <br/><br/> |
| -- |
SPEAKING: Discuss where and how you seek solitude -- Discuss the degree of solitude of different jobs -- Present and discuss ideas about the pros and cons of current topics -- Discuss the chances of success of different companies to operate virtually -- Time to speak: Make a case for working remotely<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 6 Surprise, Surprise<br/> |
| Title |
LEARNING OBJECTIVES: Discuss shocks and surprises -- Talk about great upset in sports and other contexts -- Discuss the differences between local and global brands -- Write a paragraph drawing from multiple sources -- Prepare a surprise for somebody <br/> |
| -- |
GRAMMAR: Clefts -- Question words with -ever<br/><br/> |
| -- |
VOCABULARY: Using adverbs to add attitude -- Using the prefixes under- and over-<br/><br/> |
| -- |
PRONUNCIATION: Listening for the pronunciation of foreign words and phrases -- Saying clefts<br/><br/> |
| -- |
LISTENING: A surprising comeback -- A new feature and interview about business revivals <br/> |
| -- |
SPEAKING SKILLS: Add emphasis <br/><br/> |
| -- |
READING: Jump scare -- Different perspectives on being scared<br/><br/> |
| -- |
WRITING: Summary of a text -- Paraphrase without repetition<br/><br/> |
| -- |
SPEAKING: Talk about reactions to surprises -- Describe famous upsets -- Compare local and global industries where you live -- Write short summaries on articles about fear -- Time to speak: Plan a surprise for people based on interviews about their interests<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Review 2 (Review of Units 4-5) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 7 Roots |
| Title |
LEARNING OBJECTIVES: Discuss the growing interest in DNA testing and genealogy -- Talk about celebrations in your family and community -- Share a story about visiting a place with special significance -- Summarize information about a topic -- Present a plan to promote a cultural celebration<br/><br/> |
| -- |
GRAMMAR: Negative and limiting adverbials -- Fronting adverbials <br/><br/> |
| -- |
VOCABULARY: Talking about ancestry -- Talking about customs and traditions <br/> |
| -- |
PRONUNCIATION: Listening for missing /t/ and /d/ sounds -- Saying diphthongs <br/><br/> |
| -- |
LISTENING: The story of a returnee: An interview with someone who has just returned from her ancestral home <br/><br/> |
| -- |
SPEAKING SKILLS: Comment on your own story -- Express an opinion -- Respond to someone else's story<br/><br/> |
| -- |
READING: When a language dies -- A graph and text about languages in danger of extinction<br/> |
| -- |
WRITING: Summary of a story -- Parallel structures <br/><br/> |
| -- |
SPEAKING: Discuss the pros and cons of DNA tests -- Talk about the occasions that bring your family together -- Tell stories about visiting new places -- Synthesize the main points in a story -- Time to speak: Discuss a local festivity and decide the best way to promote it <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 8 Short<br/> |
| Title |
LEARNING OBJECTIVES: Discuss distractions and attention spans -- Talk about instincts and gut reactions -- Describe the best features and selling points of apps -- Write presentation slides -- Pitch a company, an idea, or a product to investors <br/> |
| -- |
GRAMMAR: Phrases with "get" -- Phrases with "as"<br/><br/> |
| -- |
VOCABULARY: Talking about attention and distraction -- Expression with "get"<br/><br/> |
| -- |
PRONUNCIATION: Listening for long word groups -- Saying primary secondary word stress <br/> |
| -- |
LISTENING: It's the app that you need -- A conversation between an app designer and a friend<br/><br/> |
| -- |
SPEAKING SKILLS: Speak persuasively about a product <br/><br/> |
| -- |
READING: The perfect pitch -- An article about developing a pitch for investors<br/><br/> |
| -- |
WRITING: Presentation slides -- Presentation formats <br/><br/> |
| -- |
SPEAKING: Talk about the distractions in your life -- Talk about how important instinct is in daily life -- Discuss the apps that make your life easier -- Compare presentation slides -- Time to speak: Present a pitch to investors for an idea or products <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 9 Health vs. Modern Life |
| Title |
LEARNING OBJECTIVES: Discuss the effects of a sedentary lifestyle -- Suggest ways to establish good sleep habits -- Ask and deflect probing questions -- Write about a clean-water initiative and how it works -- Present and explain choices that you have made for other people<br/><br/> |
| -- |
GRAMMAR: Referencing -- Continuous infinitives<br/> |
| -- |
VOCABULARY: Discussing health issues -- Discussing (lack of) sleep<br/> |
| -- |
PRONUNCIATION: Listening for stressed and unstressed grammar word -- Saying consonant clusters<br/><br/> |
| -- |
LISTENING: Clearing the air: An interview with a politician about clean air issues <br/><br/> |
| -- |
SPEAKING SKILLS: Ask probing questions -- Buy me to think / deflect questions<br/><br/> |
| -- |
READING: A thirsty world: Three short articles about water crises around the world and water charities that address them<br/><br/> |
| -- |
WRITING: A short article: Phrases to highlight viewpoint<br/><br/> |
| -- |
SPEAKING: Talk about ways to discourage a sedentary lifestyle -- Discuss a sleep plan for different people -- Discuss important local issues in a role-play activity -- Consider strengths and weaknesses of an initiative -- Time to speak: Present choices for other people based on their priorities<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Review 3 (Review of Units 7-9) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 10 Reinvention<br/> |
| Title |
LEARNING OBJECTIVES: Talk about future food options and how likely they are -- Discuss new ways to use natural energy sources -- Discuss the advantages of rethinking daily habits -- Write a summary of a discussion about the new economy -- Present and evaluate an idea for reinventing pet ownership<br/> |
| -- |
GRAMMAR: Simple past for unreal situations -- It constructions <br/><br/> |
| -- |
VOCABULARY: Discussing global food issues -- Discussing global energy issues <br/><br/><br/> |
| -- |
PRONUNCIATION: Listening for sound changes in connected speech -- Saying the /ng/ sound<br/><br/> |
| -- |
LISTENING: A life without plastic: A conversation about the challenges and value of going plastic-free<br/><br/> |
| -- |
SPEAKING SKILLS: Defend an opinion -- Conclude a turn<br/><br/> |
| -- |
READING: What's yours is mine -- Short texts from a forum about new economic models<br/><br/> |
| -- |
WRITING: A summary of a discussion -- Avoiding opinion in a summary -- Marking opinion in a summary<br/> |
| -- |
SPEAKING: Discuss alternative food options -- Discuss renewable energy -- Debate alternative lifestyle choices that benefit the environment -- Consider the conclusions from a discussion -- Time to speak: Debate the pros and cons of a local initiative<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 11 True Colors<br/> |
| Title |
LEARNING OBJECTIVES: Discuss the importance of color for businesses -- Talk about color expressions and their meaning -- Respond to questions in different ways -- Write a short opinion essays -- Create a flag for a specific group<br/><br/><br/> |
| -- |
GRAMMAR: Subject-verb agreement -- Articles<br/><br/> |
| -- |
VOCABULARY: Describing color associations -- Color expressions<br/><br/> |
| -- |
PRONUNCIATION: Listening for uncertainty -- Saying vowels before consonants <br/> |
| -- |
LISTENING: It tastes like green! -- A Q&A session with two experts on the psychology of color<br/><br/> |
| -- |
SPEAKING SKILLS: Respond to questions for different purposes <br/><br/><br/> |
| -- |
READING: A sense of identity -- An article on the significance of colors in sports marketing <br/> |
| -- |
WRITING: An opinion essay -- Express and support opinions with examples<br/><br/> |
| -- |
SPEAKING: Discuss the best color scheme for different products and companies -- Discuss color expressions -- Consider what effect color has on taste expectations -- Discuss the arguments presented by others and offer feedback for improvements -- Time to speak: Discuss and present the characteristics that define a group's identity<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 12 Things Change<br/> |
| Title |
LEARNING OBJECTIVES: Answer job interview questions about change -- Talk about places that have changed drastically -- Tell a story that you heard from someone else -- Write a review of a movie or book -- Create a structured story from pictures<br/><br/><br/> |
| -- |
GRAMMAR: The present subjunctive -- Perfect initiative<br/> |
| -- |
VOCABULARY: Talking about change -- Describing change<br/> |
| -- |
PRONUNCIATION: Listening for sound changes in colloquial speech -- Reading aloud<br/><br/> |
| -- |
LISTENING: "And that's when it all changed!" -- A story about a celebrity impersonator |
| -- |
SPEAKING SKILLS: Retell a story -- Refer to the original story -- Skip details <br/> |
| -- |
READING: "The next thing you know,..." -- An article about the structure of a successful movie script<br/><br/> |
| -- |
WRITING: Movie review -- Write concise descriptions (multi-clause sentences)<br/><br/> |
| -- |
SPEAKING: Practice giving job interview answers -- Talk about how things have changed dramatically -- Retell a story -- Describe plots and turning points -- Time to speak: Develop a creative story based on pictures<br/> |
| 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 |
C1 (CEFR). |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Advanced. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Jones, Ceri |
| Dates associated with a name |
1965- |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Vargo, Mari |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
de la Mare, Christina |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Farmer, Jennifer |
| 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 |
