| 000 -LEADER |
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09718cam a2200565 i 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20200226180646.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
151002s2015 nyuab 000 0 eng d |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2015373691 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780194903950 (Student book with online practice) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0194903958 (Student book with online practice) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)ocn922373623 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
XMC |
| Language of cataloging |
eng |
| Transcribing agency |
XMC |
| Modifying agency |
DLC |
| -- |
JCRC |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
lccopycat |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
PE1128 |
| Item number |
.G6525 2015 |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
428.0071 |
| Edition number |
23 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Daise, Debra |
| 245 10 - TITLE STATEMENT |
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| Title |
Q : Skills for Success 4 : Reading and Writing (3rd ed.) / |
| Statement of responsibility, etc. |
Debra Daise and Charl Norloff. |
| 246 30 - VARYING FORM OF TITLE |
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| Title proper/short title |
Reading and writing. |
| Number of part/section of a work |
4. |
| 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 |
|---|
| Extent |
xi, 246 p. : |
| Other physical details |
ill. (colour), maps (colour) ; |
| Dimensions |
26 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Q : Skills for Success |
| 500 ## - GENERAL NOTE |
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| General note |
Cover title. |
| 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/> |
| -- |
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?<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNIT 1 SOCIOLOGY - What makes someone admirable?<br/> |
| Title |
Reading 1: We All Need a Role Model<br/> |
| -- |
Reading Skill: Previewing and predicting<br/> |
| -- |
Reading 2: Everyday Heroes<br/> |
| -- |
Work with the Video: Volunteer Hairdresser<br/> |
| -- |
Vocabulary Skill: Using the dictionary<br/> |
| -- |
Writing Skill: Organizing and developing an essay<br/> |
| -- |
Critical Thinking Strategy: Ordering ideas<br/> |
| -- |
Grammar: Restrictive relative clauses<br/> |
| -- |
Unit Assignment: Write an analysis essay |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 2 BEHAVIORAL SCIENCE - How do marketers get our attention?<br/> |
| Title |
Reading 1: Your Guide to Generation Z<br/><br/><br/> |
| -- |
Reading Skill: Highlighting and annotating<br/><br/><br/> |
| -- |
Reading 2: This Is Why You're Addicted to Your Phone<br/><br/><br/> |
| -- |
Critical Thinking Strategy: Discussing Ideas<br/><br/><br/> |
| -- |
Work with the Video: Predictive Advertising<br/><br/><br/> |
| -- |
Vocabulary Skill: Collocations with nouns<br/><br/><br/> |
| -- |
Writing Skill: Write a descriptive essay<br/><br/><br/><br/> |
| -- |
Grammar: Definite and indefinite articles<br/><br/><br/> |
| -- |
Unit Assignment: Write a descriptive essay<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
UNIT 3 DEVELOPMENTAL PSYCHOLOGY - What important lessons do we learn as young people?<br/><br/> |
| Title |
Reading 1: The Difference Between Fighting In and Belonging, and Why It Matters<br/><br/><br/> |
| -- |
Critical Thinking Strategy: Relating to the reading<br/><br/><br/> |
| -- |
Reading Skill: Making inferences<br/><br/><br/> |
| -- |
Reading 2: Life Lessons I Learned from My Dad in 23 Years<br/><br/><br/><br/> |
| -- |
Work with the Video: Robin Goodman on Children Who Want to Quit<br/><br/><br/> |
| -- |
Vocabulary Skill: Prefixes and suffixes<br/><br/><br/> |
| -- |
Writing Skill: Writing a narrative essay and varying sentence patterns<br/><br/><br/> |
| -- |
Grammar: Past perfect and past perfect continuous<br/><br/><br/> |
| -- |
Unit Assignment: Write a narrative essay<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 4 SCIENCE AND TECHNOLOGY - How can science improve lives?<br/><br/> |
| Title |
Reading 1: Five Innovative Technologies That Bring Energies to the Developing World<br/><br/><br/> |
| -- |
Critical Thinking Strategy: Categorizing Information<br/><br/><br/> |
| -- |
Reading Skill: Understanding comparisons and contrasts<br/><br/><br/> |
| -- |
Reading 2: This Device Pulls Water Out of Desert Air<br/><br/><br/> |
| -- |
Work with the Video: Inventions to Save the Planet<br/><br/><br/> |
| -- |
Vocabulary Skill: Using the dictionary to distinguish between homonyms<br/><br/><br/> |
| -- |
Writing Skill: Writing a compare and contrast essay<br/><br/><br/> |
| -- |
Grammar: Subordinators and transitions to compare and contrast<br/><br/> |
| -- |
Unit Assignment: Write a compare and contrast essay<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 5 NUTRITIONAL SCIENCE - Should science influence what we eat?<br/> |
| Title |
Reading 1: Eating Well: Less Science, More Common Sense<br/><br/><br/> |
| -- |
Reading Skill: Recognizing bias<br/><br/><br/> |
| -- |
Critical Thinking Strategy: Analyzing texts for cause and effect relationships<br/><br/><br/> |
| -- |
Reading 2: A Personalized Nutrition Company Will Use Your DNA to Tell You What to Eat<br/><br/><br/> |
| -- |
Work with the Video: Vitamin Deficiencies<br/><br/> |
| -- |
Vocabulary Skill: Cause and effect collocations<br/><br/><br/> |
| -- |
Writing Skill: Writing a cause and effect essay<br/><br/><br/> |
| -- |
Grammar: Agents with the passive voice<br/><br/><br/> |
| -- |
Unit Assignment: Write a cause and effect essay<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 6 EDUCATION - Does school prepare you for work?<br/><br/> |
| Title |
Reading 1: From Students to Employee: A Difficult Transition<br/><br/><br/> |
| -- |
Critical Thinking Strategy: Justifying your opinions<br/><br/><br/> |
| -- |
Reading Skill: Using an outline<br/><br/><br/> |
| -- |
Reading 2: Making My First Post-College Career Decision<br/><br/><br/> |
| -- |
Work with the Video: College Graduate<br/><br/><br/> |
| -- |
Vocabulary Skill: Word Forms<br/><br/><br/> |
| -- |
Grammar: Reported speech with the present tense and shifting tenses<br/><br/><br/> |
| -- |
Writing Skill: Writing a summary<br/><br/><br/> |
| -- |
Unit Assignment: Write a summary<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 7 GEOLOGY - Is discovery always a good thing?<br/><br/> |
| Title |
Reading 1: Ocean Discoveries<br/><br/><br/> |
| -- |
Reading Skill: Recognizing facts and opinions<br/><br/><br/> |
| -- |
Reading 2: Alaska's Pebble Mine: Mineral vs. Nature<br/><br/><br/> |
| -- |
Work with the Video: The Wind Power Debate<br/><br/><br/> |
| -- |
Critical Thinking Strategy: Synthesizing information<br/><br/><br/> |
| -- |
Vocabulary Skill: Word roots<br/><br/><br/> |
| -- |
Writing Skill: Writing an opinion essay<br/><br/><br/> |
| -- |
Grammar: Adverb phrases of reason<br/><br/><br/> |
| -- |
Unit Assignment: Write an opinion essay<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 8 ENGINEERING - Can failure lead to success? |
| Title |
Reading 1: The Tacoma Narrows Bridge Collapse and the Lessons Learned<br/><br/> |
| -- |
Critical Thinking Strategy: Hypothesizing<br/><br/> |
| -- |
Reading Skill: Identifying counterarguments and refutations<br/><br/> |
| -- |
Reading 2: How to Design a Student Project That Benefits the Developing World<br/> |
| -- |
Work with the Video: Chernobyl Disaster<br/><br/> |
| -- |
Vocabulary Skill: Collocations with prepositions<br/><br/> |
| -- |
Writing Skill: Writing a persuasive essay<br/> |
| -- |
Grammar: Adverb clauses of concession<br/> |
| -- |
Unit Assignment: Write a persuasive essay<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary List and CEFR Correlation |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Authors and consultants<br/> |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Reading comprehension |
| Form subdivision |
Problems, exercises, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Rhetoric |
| Form subdivision |
Problems, exercises, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
B2 (CEFR). |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
High-intermediiate. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Norloff, Charl |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://www.oupcanada.com/catalog/9780194903950.html">https://www.oupcanada.com/catalog/9780194903950.html</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
