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09566cam a22004573 4500 |
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933722089 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20200228033642.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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160101s2015 xx 000 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780194905176 (Student Book) |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
BTCTA |
| Language of cataloging |
eng |
| Transcribing agency |
BTCTA |
| Modifying agency |
BDX |
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YDXCP |
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OCLCQ |
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MIS |
| Description conventions |
JCRC |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Earle-Carlin, Susan |
| 245 00 - TITLE STATEMENT |
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| Title |
Q : Skills for Success 5 : Listening and Speaking (3rd ed.) / |
| Statement of responsibility, etc. |
Susan Earle-Carlin. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
3rd ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
New York : |
| Name of publisher, distributor, etc. |
Oxford University Press, |
| Date of publication, distribution, etc. |
2020. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xi, 234 p. : |
| Other physical details |
col. ill. ; |
| Dimensions |
26 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Q : Skills for Success |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Critical Thinking: The unique central approach of the Q: Skills for Success series has been further enhanced in the Third Edition. New features help you analyze, synthesize, and develop your ideas.<br/> |
| Title |
Unit question: The thought-provoking unit questions engage you with the topic and provide a critical thinking framework for the unit.<br/> |
| -- |
Critical Thinking Strategy with video: Each unit includes a Critical Thinking Strategy with activities to give you step-by-step guidance in critical analysis of texts. An accompanying instructional video [...] provides extra support and examples.<br/> |
| -- |
Bloom's Taxonomy: Blue activity headings integrate verbs from Bloom's Taxonomy to help you see how each activity develops critical thinking skills.<br/> |
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Analysis: You can discuss your opinion of each listening text and analyze how it changes your perspective on the unit question. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Three types of Video:<br/> |
| Title |
Unit Video: The unit videos include high-interest documentaries and reports on a wide variety of subjects, all linked to the unit topic and question. "Work with Video" pages guide you in watching, understanding, and discussing the unit videos. The activities help you see the connection to the Unit Question and the other texts in the unit. In some units, one of the main listening texts is a video.<br/> |
| -- |
Critical Thinking Video: Narrated by the Q series authors, these short videos give you further instruction on the Critical Thinking Strategy of each unit using engaging images and graphics. You can use them to gain a deeper understanding of the Critical Thinking Strategy.<br/> |
| -- |
Skills Video: These instructional videos provide illustrated explanations of skills and grammar points in the Student Book. They can be viewed in class or assigned for a flipped classroom, for homework, or for review. One skill video is available for every unit. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Vocabulary: A research-based vocabulary program focuses on the words you need to know academically and professionally. The vocabulary syllabus in Q: Skills for Success is correlated to the CEFR and linked to two word lists: the Oxford 5000 and the OPAL (Oxford Phrasal Academic Lexicon)<br/> |
| Title |
The Oxford 5000 is an expanded core word list for advanced learners of English. As well as the Oxford 3000 core list, the Oxford 5000 includes an additional 2,000 words, guiding learners at B2-C1 level on the most useful, high-level words to learn.<br/> |
| -- |
The OPAL is a collection of four word lists that provide an essential guide to the most important words and phrases to know for academic English. The word lists are based on the Oxford Corpus of Academic English and the British Academic Spoken English corpus. The OPAL includes both spoken and written academic English and both individual words and longer phrases. Academic Language tips in the Student Book give information about how words and phrases from the OPAL are used and offer help with features such as collocations and phrases. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Extensive Reading is a program of reading for pleasure at a level that matches your language ability. There are many benefits to Extensive Reading: <br/> |
| Title |
It helps you to become a better reader in general; it helps to increase your reading speed; it can improve your reading comprehension; it increases your vocabulary range; it can help you improve your grammar and writing skills; it's great for motivation to read something that is interesting for its own sake. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Each unit if Q: Skills for Success Third Edition has been aligned to an Oxford Graded Reader based on the appropriate topic and level of language proficiency. The first chapter of each recommended graded reader can be downloaded from IQ Online Resources." (Introduction, pp. iv-vii) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CONTENTS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Welcome to Q: Skills for Success Third Edition<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
What is iQ Online? |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNIT 1 LINGUISTICS - How does language affect who we are?<br/><br/> |
| Title |
Listening 1: My Stroke of Insight: A Brain Scientist's Personal Journey |
| -- |
Critical Thinking Strategy: Writing a summary<br/> |
| -- |
Listening Skill: Making inferences<br/> |
| -- |
Note-taking Skill: Organizing notes in chronological order using a tiimeline<br/> |
| -- |
Listening 2: The Story of My Life<br/> |
| -- |
Work with the Video: Elderspeak<br/> |
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Vocabulary Skill: Negative prefixes<br/> |
| -- |
Grammar: Passive voice<br/> |
| -- |
Pronunciation: Emphatic word stress<br/> |
| -- |
Speaking Skill: Using figurative language<br/> |
| -- |
Unit Assignment: Narrate a personal experience<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNIT 2 BEHAVIORAL SCIENCE - What is the tipping point between work and fun?<br/> |
| Title |
Note-taking Skill: Organizing notes in chronological ordre using a timeline<br/> |
| -- |
Listening 1: The 21st-Century Workplace |
| -- |
Critical Thinking Strategy: Comparing and contrasting<br/> |
| -- |
Listening Skill: Listening for examples<br/> |
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Listening 2: The Truth about Living Off the Grid<br/> |
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Vocabulary Skill: Compound words<br/> |
| -- |
Grammar: Comparative structures<br/> |
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Pronunciation: Intonation with choices<br/> |
| -- |
Speaking Skill: Discussing preferences and alternatives<br/> |
| -- |
Unit Assignment: Present the work and fun aspects of an activity<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNIT 3 PSYCHOLOGY - How can the eyes deceive the mind?<br/><br/> |
| Title |
Note-taking Skill: Using prior knowledge to prepare and organize notes<br/> |
| -- |
Listening 1: Wild Survivors<br/> |
| -- |
Listening Skill: Recognizing appositives that explain<br/> |
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Listening 2: Caught Off Guard<br/> |
| -- |
Critical Thinking Strategy: Extending ideas<br/> |
| -- |
Work with the Video: Test Your Vision<br/> |
| -- |
Vocabulary Skill: Word forms and suffixes<br/> |
| -- |
Grammar: Relative clauses<br/> |
| -- |
Pronunciation: Stress shifts with suffixes<br/> |
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Speaking Skill: Clarifying information<br/> |
| -- |
Unit Assignment: Give a group presentation on the uses of visual deception<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNIT 4 INTERNATIONAL RELATIONS - How can we achieve global sustainability?<br/> |
| Title |
Note-taking Skill: Using a T-chart to take notes on problems and solutions<br/> |
| -- |
Listening 1: The Campaign to Humanize the Coffee Trade<br/> |
| -- |
Listening Skill: Listening for facts and figures<br/> |
| -- |
Listening 2: The UN Global Compact<br/> |
| -- |
Work with the Video: Tropical Rainforests<br/> |
| -- |
Vocabulary Skill: Collocations<br/> |
| -- |
Grammar: Reported speech<br/> |
| -- |
Pronunciation: Linking with final consonants<br/> |
| -- |
Speaking Skill: Citing Sources<br/> |
| -- |
Critical Thinking Strategy: Recognizing bias<br/> |
| -- |
Unit Assignment: Report on a global problem<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNIT 5 URBAN PLANNING - What should the modern city look like?<br/><br/> |
| Title |
Note-taking Skill: Organizing notes into a formal outline<br/> |
| -- |
Listening 1: Urban Settlements and Land Use Models<br/> |
| -- |
Listening Skill: Recognizing organizational cues<br/> |
| -- |
Listening 2: Creating a More Walkable Calgary<br/> |
| -- |
Critical Thinking Strategy: Making predictions<br/> |
| -- |
Vocabulary Skill: Words with multiple meanings<br/> |
| -- |
Grammar: Conditionals<br/> |
| -- |
Pronunciation:Thoughts groups<br/> |
| -- |
Speaking Skill: Giving advice<br/> |
| -- |
Unit Assignment: Role-play a podcast on life in a city or town<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 6 MARKETING - What inspires innovation?<br/> |
| Title |
Listening 1: Innovative Ideas in Medicine<br/> |
| -- |
Critical Thinking Strategy: Developing and presenting new ideas<br/> |
| -- |
Listening Skill: Distinguishing between facts and opinions<br/> |
| -- |
Note-taking Skill: Taking notes on process and development<br/> |
| -- |
Listening 2: America's Magnet for Innovation and Investments<br/> |
| -- |
Work with the Video: Inventionland<br/> |
| -- |
Vocabulary Skill: Idioms and informal expressions<br/> |
| -- |
Grammar: Noun clauses<br/> |
| -- |
Pronunciation: Conditional modals: affirmative and negative<br/> |
| -- |
Speaking Skill: Using formal and informal language<br/> |
| -- |
Unit Assignment: Market a new idea<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNIT 7 CULTURAL STUDIES - How do people react to change?<br/><br/> |
| Title |
Note-taking Skill: Using notes to summarize anecdotal evidence<br/> |
| -- |
Listening 1: The Reindeer People<br/> |
| -- |
Listening Skill: Recognizing attitudes<br/> |
| -- |
Listening 2: Change Is in the Making<br/> |
| -- |
Critical Thinking Strategy: Defending ideas<br/> |
| -- |
Work with the Video: China's Mass Migration<br/> |
| -- |
Vocabulary Skills: Phrasal verbs<br/> |
| -- |
Grammar: Gerunds and infinitives<br/> |
| -- |
Pronunciation: Consonant variations<br/> |
| -- |
Speaking Skill: Paraphrasing<br/> |
| -- |
Unit Assignment: Conduct a personal interview<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNIT 8 ENVIRONMENTAL STUDIES - Where should the world's energy come from?<br/> |
| Title |
Note-taking Skill: Organizing notes to prepare for a debate<br/> |
| -- |
Listening 1: Energy: What's the Least Worst Option?<br/> |
| -- |
Listening Skill: Listening for cause and effect<br/> |
| -- |
Listening 2: Tapping the Energy of the Tides<br/> |
| -- |
Critical Thinking Strategy: Interpreting information<br/> |
| -- |
Vocabulary Skill: Greek and Latin word roots<br/> |
| -- |
Grammar: Adverb clauses<br/> |
| -- |
Pronunciation: Sentence rhythm<br/> |
| -- |
Speaking Skill: Debating opinions<br/> |
| -- |
Unit Assignment: Debate the future of energy<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Vocabulary List and CEFR Correlation<br/> |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Rhetoric. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
English language |
| Form subdivision |
Conversation and phrase books. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
English language |
| Form subdivision |
Textbooks for foreign speakers. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching |
| -- |
Foreign speakers. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
<a href="https://www.oupcanada.com/catalog/9780194905176.html">https://www.oupcanada.com/catalog/9780194905176.html</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
