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| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780199022519 (Student Book) |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
JCRC |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Frame, Sue |
| 245 ## - TITLE STATEMENT |
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| Title |
Compass 1 : |
| Remainder of title |
All-in-one Integrated Skills and Grammar / |
| Statement of responsibility, etc. |
Sue Frame and Jacinthe Paillé. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Toronto, ON : |
| Name of publisher, distributor, etc. |
Oxford University Press, |
| Date of publication, distribution, etc. |
2017. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xvi, 206 p. : |
| Other physical details |
ill. in col. ; |
| Dimensions |
28 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Compass |
| 500 ## - GENERAL NOTE |
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| General note |
Includes a Grammar Guide, appendices and an index. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 1 HEAD START — Warm Up: Interview and introduce a partner to others — Reading: “How Would You Describe Your Personality to a Stranger?” — Discover Grammar: Simple Present — Speaking: Talk about daily life — Listening: “Teens Share What Defines Generation Z” — Pronunciation: Numbers — Reading: “Goal Setting: Visualize the Finish Line” — Writing: Describe a typical routine — Watching: “Happy!” — Revising and Editing: Simple present, prepositions, there is/there are, and word choice — Consolidating: Write about someone close to you - present on a role model - read and assess the results of a personality test — Unit 2 FOOD FOR THOUGHT — Warm Up: Practice using food-related expressions — Reading: “Choose Food, Not Food-like Substances” — Speaking: Describing food preferences — Vocabulary: Textures and tastes — Watching: “Locavore” — Discover Grammar: Simple Present and Present Progressive — Writing: Topic Sentences — Listening: “Digging into the Food Tech Boom” — Pronunciation: Endings: -s and –es — Reading: “Is Meatless Monday for Us?” — Revising and Editing: Simple present and modals — Consolidating: Write about apps - present on food-related topics - practise simple present and present progressive - review unit vocabulary — Unit 3 HAPPY CITIES — Warm Up: Discussing neighbourhoods — Reading: “Does Knowing Your Neighbours Make You Happier?” — Discover Grammar: Question Formation in the Simple Past — Listening: “Happy Cities” — Writing: Write about a happy experience — Vocabulary: Cognates — Watching: “Open Streets Toronto” — Pronunciation: Endings: -ed — Reading: “Bogota did it. Montreal did it. Copenhagen did it. Can Toronto?” — Speaking: Discuss 100 in 1 Day — Revising and Editing: Past tense, spelling, and prepositions — Consolidating: Read about community development - present on a community organization - write about a community event - review unit vocabulary. — Unit 4 BEATING THE ODDS — Warm Up: Discuss communication — Reading: “Deaf Rapper Makes Himself Heard on Hip-Hop Scene” and “Interview: Temple Grandin on Autism and Language” — Listening: “Fast Talking in a Fast World” — Speaking: Discuss speed in everyday life — Discover Grammar: Simple Past Pronunciation: The /th/ sound — Watching: “Sonic Magic: The Wonder and Science of Sound” — Reading: “The History of Sign Language” — Writing: Writing an Email to your Teacher — Revising and Editing: Simple past and revising emails — Consolidating: Write about communication - present on a unique communicator - review unit vocabulary — Unit 5 HIGHER, STRONGER, FASTER — Warm Up: Discuss physical activity — Reading: “Camille Leblanc-Bazinet Is, Officially, the Fittest Woman on Earth” — Speaking: Discuss sports — Watching: “Walk to Talk” — Writing: Supporting Your Opinion — Reading: “Blind Athlete Pushes His Limits” — Pronunciation: Can and Can’t — Discover Grammar: Modals — Listening: “Athletes Maintain Their Passion for Fitness” — Revising and Editing: Modals, and comparatives and superlatives — Consolidating: Write about physical activity - present on a sport - watch and summarize a video on an athlete - read and summarize articles on physical activity and risk — Unit 6 BEYOND WORDS — Warm Up: Discuss languages — Reading: “Seven Benefits of Being Bilingual” — Watching: “Advantage for Life” — Reading: “A Split in Linguistic Personalities: The Identity Shifts of People Living in Two Cultures” — Discover Grammar: Future Tense Pronunciation: Silent Letters — Listening: “The Limitless Vision of Robert Lepage” — Writing: Writing a Conclusion — Revising and Editing: Future tense — Consolidating: Practise future tense - write about technology and communication - present on language learning - review unit vocabulary — LEARNING STRATEGIES: Writing -- Strategies -- Speaking -- Strategies -- Reading Strategies -- Listening Strategies — GRAMMAR GUIDE: Chapter 1 Plural Nouns -- Chapter 2 Simple Present and Present Progressive -- Chapter 3 Information Questions (wh- questions) -- Chapter 4 Simple Past -- Chapter 5 Past Progressive -- Chapter 6 Future -- Chapter 7 Present Perfect -- Chapter 8 Pronouns and Possessive Adjectives -- Chapter 9 Modals -- Chapter 10 Prepositions -- Chapter 11 Spelling and Word Choice -- Chapter 12 Adjectives and Adverbs – Comparatives and Superlatives -- Chapter 13 Coordinating Conjunctions, Punctuation, and Capitalization — Appendix 1 Stative Verbs — Appendix 2 Irregular Verbs — Appendix 3 Commonly Misspelled Words — Appendix 4 Review of Verb Tenses |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc. |
"Compass 1 was developed for high-beginner to low-intermediate students of English as a second language. Written and reviewed by experienced teachers, the text incorporates four-skill instruction - reading, writing, listening and speaking - and in-depth vocabulary development. A comprehensive grammar section presents clear, simple and concise information with numerous practice opportunities. Key Features: High-interest, student-centred topics increase learner involvement and motivation; Authentic content from Canadian and international sources is level-appropriate and relevant to students' lives; A frequency-based approach to vocabulary recycles the most common (high frequency) words, which are practised multiple times in each unit for better student acquisition and retention; Less common (low frequency) words in readings, videos, and audio are glossed and defined to increase students' success; Practical learning strategies in each unit make learning easier, quicker, and more enjoyable; A concise Learning Strategies section allows students to become more independent and more effective at acquiring new language skills; Students encounter implicit and explicit grammar instruction, taking advantage of different types of learning; Grammar in Context boxes enable students to develop a much stronger understanding of how English works in real life." (Book Cover) |
| 521 ## - TARGET AUDIENCE NOTE |
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| Target audience note |
Compass 1 was developed for high-beginner to low-intermediate students of English as a second language. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
English language |
| General subdivision |
Textbooks for second language learners |
| -- |
French speakers. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
English language |
| General subdivision |
Problems, exercises, etc. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Anglais (Langue) |
| General subdivision |
Manuels pour francophones. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Anglais (Langue) |
| General subdivision |
Problèmes, exercices, etc. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
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| Personal name |
Paillé, Jacinthe |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
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| Uniform Resource Identifier |
<a href="http://oupcanada.com/catalog/9780199022519.html">http://oupcanada.com/catalog/9780199022519.html</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
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| Koha item type |
Livres |
