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nam a22 7a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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20190618143011.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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171115b xxu||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780199022564 (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 2 : |
| Remainder of title |
All-in-One Integrated Skills and Grammar / |
| Statement of responsibility, etc. |
Sue Frame. |
| 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 : |
| Name of publisher, distributor, etc. |
Oxford University Press, |
| Date of publication, distribution, etc. |
2017. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xvi, 226 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 |
"Compass 2 is a theme-based all-in-one integrated skills and grammar textbook that features high-interest Canadian and international content. It contains reading, writing, listening, speaking, and watching activities that are designed to meet the specific objectives (level, length and duration) outlined by the Quebec Ministry of Education. Each unit includes in-depth vocabulary development. A comprehensive grammar section allows ample practice opportunities for students. As an integrated-skills textbook, Compass 2 is designed with flexibility in mind, allowing teachers to choose the specific units they wish to use, and match the preferences and style of each instructor and the needs of each classroom. In total, there are six units and it is expected that most teachers will complete four or five units during the 45-hour program. The student book is accompanied by comprehensive online practice to further solidify learning." (Publisher's Website)<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CONTENTS:<br/> |
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| Formatted contents note |
Acknowledgments |
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How to use Compass 2 |
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Scope and Sequence |
| 505 ## - FORMATTED CONTENTS NOTE |
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Skills Units |
| 505 ## - FORMATTED CONTENTS NOTE |
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Unit 1 DISCOVERING YOU |
| 505 ## - FORMATTED CONTENTS NOTE |
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Warm Up: Use adjectives to describe your personality |
| 505 ## - FORMATTED CONTENTS NOTE |
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Reading: “Personality Traits” |
| 505 ## - FORMATTED CONTENTS NOTE |
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Vocabulary: Cognates and False Cognates |
| 505 ## - FORMATTED CONTENTS NOTE |
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Listening: “Branding Yourself: Emotional Intelligence” |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Discover Grammar: Simple Present and Present Progressive |
| 505 ## - FORMATTED CONTENTS NOTE |
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Reading: “What Disney Pixar’s Film Inside Out Teaches Us about Emotions: Seven |
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| Formatted contents note |
Seven Essential Lessons for Embracing Life’s Inevitable Highs and Lows” |
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Pronunciation: Third Person Singular: -s or -es |
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Writing: Write a paragraph |
| 505 ## - FORMATTED CONTENTS NOTE |
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Watching: “Emotional Intelligence” |
| 505 ## - FORMATTED CONTENTS NOTE |
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Speaking: Discuss emotional intelligence or take emotional intelligence quiz<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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Revising and Editing: Present tense and possessive adjectives<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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Consolidating: Write a descriptive paragraph; summarize a video clip; review unit vocabulary |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 2 EXPRESS YOURSELF |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Warm Up: Share personal experience in the arts |
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Reading: “Seven Incredible Ways Music Helps You Process Emotions” |
| 505 ## - FORMATTED CONTENTS NOTE |
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Discover Grammar: Simple Past and Past Progressive |
| 505 ## - FORMATTED CONTENTS NOTE |
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Pronunciation: Endings: –ed |
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Watching: “Henry Responds to Music from His Era” |
| 505 ## - FORMATTED CONTENTS NOTE |
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Speaking: Discuss creativity |
| 505 ## - FORMATTED CONTENTS NOTE |
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Reading: “Yes, Creativity Can Be Taught” |
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Listening: “Laurentian Students Check Out Art Therapy”<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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Revising and Editing: Simple past and past progressive |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Consolidating: Present on a visual artist; present on an artistic endeavour; write about six-word memoirs or summarize an article about teaching creativity; review unit vocabulary<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 3 FUTURE FOOD<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Warm Up: Discuss food insecurity<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Reading: “Tomorrow’s Meatball: What We All Could Be Eating 20 Years from Now”<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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Watching: “Why We Should Be Urban Farming” |
| 505 ## - FORMATTED CONTENTS NOTE |
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Writing: Work from a thesis statement |
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Speaking: Present on solutions to the global food crisis<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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Reading: “Is 3D Printing the Future of Global Food?” |
| 505 ## - FORMATTED CONTENTS NOTE |
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Discover Grammar: Future |
| 505 ## - FORMATTED CONTENTS NOTE |
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Pronunciation: Can and Can’t |
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Listening: “Sustainable, Efficient, and Slightly Nutty – What It’s Like to Eat Insect Burgers” |
| 505 ## - FORMATTED CONTENTS NOTE |
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Revising and Editing: Topic sentences |
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Consolidating: Read about community development; present on a community organization; write about a community event; review unit vocabulary. |
| 505 ## - FORMATTED CONTENTS NOTE |
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Unit 4 BRIGHT IDEAS |
| 505 ## - FORMATTED CONTENTS NOTE |
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Warm Up: Share ideas on people who are making a difference |
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Reading: “Beyond Malala: Teenagers Changing the World” |
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Discover Grammar: Present Perfect |
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Vocabulary: Word Families |
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Pronunciation: Words beginning with h |
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Writing: Explain and support your ideas about a quotation |
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Reading: “The One Drop Foundation: An Interview with Guy Laliberté” |
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Watching: “Ocean Cleanup Project” |
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Listening: “Paying It Forward” |
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Revising and Editing: Past tense and word choice |
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Consolidating: Present about someone who is contributing to a community, write a personal response to a vide; read an article for the main idea; review unit vocabulary |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 5 THE SHARING ECONOMY |
| 505 ## - FORMATTED CONTENTS NOTE |
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Warm Up: Offer opinions on sharing goods |
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Reading: “The Sharing Economy” |
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Discover Grammar: Modals |
| 505 ## - FORMATTED CONTENTS NOTE |
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Watching: “How the Sharing Economy is Catching On” |
| 505 ## - FORMATTED CONTENTS NOTE |
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Pronunciation: Silent Letters |
| 505 ## - FORMATTED CONTENTS NOTE |
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Reading: “Facebook Flea Market Has Just One Route: No Cash Allowed” |
| 505 ## - FORMATTED CONTENTS NOTE |
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Speaking: Play trading game |
| 505 ## - FORMATTED CONTENTS NOTE |
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Listening: “The Pitfalls of Collaborative Consumption” |
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Writing: Write an argumentative essay |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Revising and Editing: Thesis statements, topic sentences, conclusion, and modal errors |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Consolidating: Write an essay about how the sharing economy is changing our lives, respond to a video about public spaces; present on a collaborative consumption project; review unit vocabulary.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 6 THE VOLUNTEER DILEMMA<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Warm Up: Interview classmates about volunteer experience |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Reading: “The Voluntourist Dilemma: Why We Still Volunteer Abroad” |
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Pronunciation: Word Stress |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Listening: “Volunteer Tourism” |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Discover Grammar: The Conditional |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Reading: “The Downside of Overseas Volunteering” |
| 505 ## - FORMATTED CONTENTS NOTE |
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Speaking: Prepare a volunteer recruitment campaign |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Watching: “The Voluntourist: Is Voluntourism Doing More Harm than Good?” |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Writing: Write an essay expressing your opinion on volunteering abroad<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Revising and Editing: Future tense |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Consolidating: Summarize an article, write an essay about a volunteer organization, present findings about a collaborative consumption organization, review unit vocabulary |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Learning Strategies:<br/> |
| Title |
Writing Strategies<br/> |
| -- |
Speaking Strategies<br/> |
| -- |
Reading Strategies<br/> |
| -- |
Listening Strategies |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Grammar Guide<br/> |
| Title |
Chapter 1 Plural Nouns<br/> |
| -- |
Chapter 2 Simple Present and Present Progressive<br/> |
| -- |
Chapter 3 Simple Past and Past Progressive<br/> |
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Chapter 4 Future<br/> |
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Chapter 5 Present Perfect and Present Perfect Progressive<br/> |
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Chapter 6 Pronouns and Possessive Adjectives<br/> |
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Chapter 7 Modals<br/> |
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Chapter 8 Spelling and Word Choice<br/> |
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Chapter 9 Adjectives and Adverbs - Comparatives and Superlatives<br/> |
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Chapter 10 Prepositions<br/> |
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Chapter 11 Conditional Sentences<br/> |
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Chapter 12 Combing Sentences, Punctuation, and Capitalization<br/> |
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Chapter 13 Word Forms<br/> |
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Chapter 14 Review Exercises<br/> |
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Appendix 1 Stative Verbs<br/> |
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Appendix 2 Irregular Verbs |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Index |
| 521 ## - TARGET AUDIENCE NOTE |
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| Target audience note |
For 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://www.oupcanada.com/catalog/9780199022564.html">http://www.oupcanada.com/catalog/9780199022564.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 |
