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09221cam a2200565 i 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20200227171845.0 |
| 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 |
9780194903943 (Student book with online practice) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
019490394X (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 |
Ward, Colin S. |
| 245 10 - TITLE STATEMENT |
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| Title |
Q : Skills for Success 3 : Reading and Writing (3rd ed.) / |
| Statement of responsibility, etc. |
Colin S. Ward and Margot F. Gramer. |
| 246 30 - VARYING FORM OF TITLE |
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| Title proper/short title |
Reading and writing. |
| Number of part/section of a work |
3. |
| 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, 214 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 |
|---|
| 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 - How do you make a good first impression?<br/> |
| Title |
Reading 1: Small Talk: A Big Deal<br/> |
| -- |
Critical Thinking Strategy: Identifying a causal chain<br/> |
| -- |
Reading Skill: Identifying main ideas and supporting details<br/> |
| -- |
Reading 2: 21st Century Job Interviews<br/> |
| -- |
Work with the Video: Advice on a Good First Impression<br/> |
| -- |
Vocabulary Skill: Using the dictionary to identify word forms<br/> |
| -- |
Writing Skill: Organizing and developing a paragraph<br/> |
| -- |
Grammar: Real conditionals: present and future<br/> |
| -- |
Unit Assignment: Write a "how to" paragraph<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 2 NUTRITIONAL SCIENCE - What makes food attractive?<br/> |
| Title |
Reading 1: Knowing Your Tastes<br/> |
| -- |
Critical Thinking Strategy: Making inferences<br/> |
| -- |
Reading Skill: Previewing a text<br/> |
| -- |
Reading 2: Eating with Our Eyes<br/> |
| -- |
Work with the Video: Soul Food<br/> |
| -- |
Vocabulary Skill: Use of context to understand words<br/> |
| -- |
Writing Skill: Using descriptive adjectives<br/> |
| -- |
Grammar: Use and placement of adjectives<br/> |
| -- |
Unit Assignment: Write a descriptive paragraph<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 3 INFORMATION TECHNOLOGY - How has technology affected our lives?<br/> |
| Title |
Reading 1: Cars Can Think<br/> |
| -- |
Critical Thinking Strategy: Identifying advantages and disadvantages<br/> |
| -- |
Reading Skill: Taking notes<br/> |
| -- |
Reading 2: Classroom without Walls<br/> |
| -- |
Work with the Video: How Algorithms Changed the World<br/> |
| -- |
Vocabulary Skill: Synonyms<br/> |
| -- |
Writing Skill: Writing a summary and a personal response<br/> |
| -- |
Grammar: Parallel structure<br/> |
| -- |
Unit Assignment: Write a summary and a personal response paragraph<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 4 MARKETING - Does advertising help or harm us?<br/> |
| Title |
Reading 1: Can Targeted Ads Change You?<br/> |
| -- |
Reading Skill: Distinguishing facts from opinions<br/> |
| -- |
Reading 2: In Defense of Advertising<br/> |
| -- |
Critical Thinking Strategy: Using a Venn diagram<br/> |
| -- |
Work with the Video: How Tech Companies Monetize Data<br/> |
| -- |
Vocabulary Skill: Suffixes<br/> |
| -- |
Writing Skill: Writing an opinion essay<br/> |
| -- |
Grammar: Compound sentences<br/> |
| -- |
Unit Assignment: Write an opinion essay<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 5 PSYCHOLOGY - How do people overcome obstacles?<br/> |
| Title |
Reading 1: How People Learn to Become Resilient<br/> |
| -- |
Critical Thinking Strategy: Justifying your opinion of a text<br/> |
| -- |
Reading Skill: Using referents to understand contract<br/> |
| -- |
Reading 2: The Climb of My Life<br/> |
| -- |
Work with the Video: Shona Regains Her Confidence<br/> |
| -- |
Vocabulary Skill: Using the dictionary to find the correct meaning<br/> |
| -- |
Writing Skill: Writing a narrative essay<br/> |
| -- |
Grammar: Shifts between past and present time frames<br/> |
| -- |
Unit Assignment: Write a narrative essay<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 6 NEUROLOGY - Are you a good decision maker?<br/> |
| Title |
Reading 1: The Lazy Brain<br/> |
| -- |
Reading Skill: Using a graphic organizer<br/> |
| -- |
Reading 2: Problem-Solvers: Which One Are You?<br/> |
| -- |
Critical Thinking Strategy: Classifying Information<br/> |
| -- |
Work with the Video: Intuition<br/> |
| -- |
Vocabulary Skill: Phrasal Verbs<br/> |
| -- |
Writing Skill: Stating reasons and giving examples<br/> |
| -- |
Grammar: Gerunds and infinitives<br/> |
| -- |
Unit Assignment: Write an analysis essay with reasons and examples<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 7 ECONOMICS - Can a business earn money while making a difference?<br/> |
| Title |
Reading 1: FEED Projects: How a Bag Can Feed Children in Many Ways<br/> |
| -- |
Reading Skill: Using a timeline<br/> |
| -- |
Reading 2: A New Business Model: Do Well While Doing Good<br/> |
| -- |
Critical Thinking Strategy: Adding details to support statements<br/> |
| -- |
Work with the Video: Ecotourism<br/> |
| -- |
Vocabulary Skill: Collocations with verbs<br/> |
| -- |
Writing Skill: Writing a cause/effect essay<br/> |
| -- |
Grammar: Complex sentences<br/> |
| -- |
Unit Assignment: Write a cause/effect essay<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 8 BEHAVIORAL STUDIES - What does it take to be successful?<br/> |
| Title |
Reading 1: Fast Cars, Big Money<br/> |
| -- |
Reading Skill: Scanning a text<br/> |
| -- |
Reading 2: Practice Makes... Pain?<br/> |
| -- |
Critical Thinking Strategy: Identifying problems and solutions<br/> |
| -- |
Work with the Video: Sports Scholarships in the USA<br/> |
| -- |
Vocabulary Skill: Collocations with adjectives + prepositions<br/> |
| -- |
Writing Skill: Writing an argumentative essay<br/> |
| -- |
Grammar: Sentence fragments<br/> |
| -- |
Unit Assignment: Write an argumentative 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 |
B1 (CEFR). |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Intermediiate. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Gramer, Margot F. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://www.oupcanada.com/catalog/9780194903943.html">https://www.oupcanada.com/catalog/9780194903943.html</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
