TY - BOOK AU - Cohen,Robert F. AU - Miller,Judy L. TI - NorthStar 5: Reading & Writing SN - 9780133382242 (Student book) AV - PE1128 .M444 2015 PY - 2015/// CY - White Plains, NY PB - Pearson Education KW - English language KW - Textbooks for foreign speakers KW - Spoken English KW - Problems, exercises, etc KW - Listening KW - Advanced N1 - "Building on the success of the previous editions, Northstar, Third Edition continues to engage and motivate students with new and updated contemporary topics delivered through a seamless integration of print and online components.; What is special about the new edition?; Blended approach with MyEnglishLab. ; Online activities offer support and expansion, fully blending the student book with MyEnglishLab for extra practice, ongoing assessment, and instant feedback.; New and updated themes and topics. ; Presented in a variety of genres--including literature and lectures--and in authentic reading and listening selections, the content challenges and engages students intellectually.; Explicit skills instruction. ; The inclusion of 2-3 explicit language skills in every unit allows students to build their language proficiency.; New and revised assessments tied to learning outcomes. ; Online assessments allow teachers to track students' progress mastery of material and skills.; A new design with thought provoking images. ; A compelling graphic look makes the content and activities come alive." (Book Cover); TABLE OF CONTENTS; Unit 1 THE BRAIN: Neuroscience and Empathy ; Reading 1: Do Mirror Neurons Give Us Empathy? ; Reading 2: From the Kindness of Strangers: Penniless Across America; READING ; Make and confirm predictions ; Identify the main ideas in a reading ; Identify different types of supporting details ; Scan a text to locate specific information ; Create timelines to enhance note-taking skills ; Summarize information from a text; WRITING ; Organize events using a life map ; Understand the elements of a clear narrative (character, technique, and theme) ; Use quotes appropriately for interest and authenticity ; Edit and revise writing for content, language, and conventions ; Task: Write an autobiographical narrative; INFERENCE: Infer and measure an author's degree of certainty; VOCABULARY: Infer word meaning from context ; Recognize and use word forms (nouns, verbs, adjectives, and adverbs); GRAMMAR: Recognize, form, and use past unreal conditionals; VIDEO: Memory Boost (ABC News); ASSESSMENTS: Check What You Know, Checkpoint 1 and 2, Unit 1 Achievement Test; Unit 2 LYING: Lies and Truth ; Reading 1: Looking for the Lie ; Reading 2: On the River; READING ; Make and confirm predictions ; Identify the main ideas in a reading ; Identify different types of supporting details ; Scan a text to locate specific information ; Recognize irony in a text; WRITING ; Complete a summary of a text ; Organize ideas using a chart ; Understand the elements and structure of an effective introduction ; Recognize a good thesis statement ; Edit and revise writing for content, language, and conventions ; Task: Write an introductory paragraph with a thesis statement; INFERENCE: Interpret the author’s words to understand intention; VOCABULARY: Infer word meaning from context ; Identify negative and positive connotations of words; GRAMMAR: Identify and use double comparatives for emphasis and to focus readers’ attention; VIDEO: Why Do Kids Lie? (ABC News); ASSESSMENT: Check What You Know, Checkpoints 1 and 2, Unit 2 Achievement Test; Unit 3 PERSONALITY – The Road to Success ; Reading 1: Gotta Dance ; Reading 2: Kids Learn Poise Through Dance; READING ; Make and confirm predictions ; Make and confirm predictions ; Identify the main ideas in a reading ; Identify different types of supporting details ; Scan a text to locate specific information ; Identify and categorize keywords to aid comprehension ; Identify connecting themes between two texts; WRITING ; Identify paragraph structure including a strong topic sentence, illustration, and conclusion ; Write a unified paragraph ; Edit and revise writing for content, language, and conventions ; Task: Write a topic sentence, illustration, and conclusion; INFERENCE: Make inferences to understand someone’s character; VOCABULARY: Infer word meaning from context ; Identify and use synonyms ; Identify and create noun and verb collocations ; Identify and create hyphenated adjectives; GRAMMAR: Distinguish between and use identifying and nonidentifying adjective clauses; VIDEO: Dale Carnegie Training Institute; ASSESSMENTS: Check What You Know, Checkpoints 1 and 2, Unit 3 Achievement Test; Unit 4 CROSS-CULTURAL INSIGHTS – What Is Lost In Translation? ; Reading 1: Lost in Translation and The Struggle to Be an All-American Girl ; Reading 2: From Bayamon to Brooklyn; READING ; Make and confirm predictions ; Identify the main ideas in a reading ; Identify different types of supporting details ; Scan a text to locate specific information ; Compare, contrast, and categorize information in two readings ; Create an outline and take effective notes while reading; WRITING: Complete a summary ; Organize information using an outline and various graphic organizers ; Identify organizational structures and elements of comparison-and-contrast essays ; Combine sentences and ideas to improve clarity and eliminate repetition ; Edit and revise writing for content, language, and conventions ; Task: Write a comparison-and-contrast essay; INFERENCE: Infer a character’s meaning; VOCABULARY: Infer word meaning from context ; Identify and use synonyms ; Recognize suffixes to create related word forms; GRAMMAR: Recognize and use adverb clauses of comparison and contrast; VIDEO: Japanese Gardens; ASSESSMENTS: Check What You Know, Checkpoints 1 and 2, Unit 4 Achievement Test; Unit 5 BUSINESS – Size matters in Business ; Reading 1: Howard Schultz’s Formula for Starbucks© ; Reading 2: Swiping of Industry; READING ; Make and confirm predictions ; Identify the main ideas in a reading ; Identify different types of supporting details ; Scan a text to locate specific information ; Take effective notes that compare positive and negative ideas ; Categorize information from texts; WRITING: Organize information into categories ; Use transitional sentences to connect ideas within and between paragraphs ; Edit and revise writing for content, language, and conventions ; Task: Write an essay describing advantages and disadvantages; INFERENCE: Interpret the author’s intention to provide information or express an opinion; VOCABULARY: Infer word meaning from context ; Identify synonyms ; Recognize and use idiomatic expressions; GRAMMAR: Distinguish between and use infinitives and gerunds; VIDEO: Giving Back (ABC News); ASSESSMENTS: Check What You Know, Checkpoints 1 and 2, Unit 5 Achievement Test; Unit 6 SOCIAL MEDIA – Staying Connected ; Reading 1: Privacy Invasion and Social Media ; Reading 2: Using Social Networking Sites Wisely; READING ; Make and confirm predictions ; Identify the main ideas in a reading ; Identify different types of supporting details, examples, and reasons ; Scan a text to locate specific information ; Create subheadings for note-taking and summarizing ; Summarize problems and solutions using information from two texts; WRITING: Organize ideas using a list ; Support a main idea with reasons, facts, examples, and explanations ; Identify organizational structures and elements of cause-and-effect essays ; Edit and revise writing for content, language, and conventions ; Task: Writ a cause-and-effect essay; INFERENCE: Infer and understand an argument made by analogy; VOCABULARY: Infer word meaning from context ; Categorize vocabulary ; Recognize and use idiomatic expressions; GRAMMAR: Recognize and use adverb clauses and discourse connectors to express cause and effect; VIDEO: Making the Grade (ABC News); ASSESSMENTS: Check What You Know, Checkpoints 1 and 2, Unit 6 Achievement Test; Unit 7 THE ARTS – The Cellist of Sarajevo ; Reading 1: The Cellist of Sarajevo ; Reading 2: The Soloist; READING ; Make and confirm predictions ; Identify the main ideas in a reading ; Identify different types of supporting details ; Scan a text to locate specific information ; Identify and analyze figurative language ; Categorize information from two texts; WRITING ; Analyze the various organizational structures for narrative essays ; Develop an outline to organize ideas and structure for an essay ; Use descriptive language to add depth to writing ; Edit and revise writing for content, language, and conventions ; Task: Write a descriptive, narrative essay; INFERENCE: Understand characters’ motivations through close reading of descriptions; VOCABULARY: Infer word meaning from context ; Identify connotations of words ; Use participles as adjectives; GRAMMAR: Recognize and use the passive voice; VIDEO: Interlochen Arts Academy; ASSESSMENTS: Check What You Know, Checkpoints 1 and 2, Unit 7 Achievement Test; Unit 8 POVERTY – The End of Poverty ; Reading 1: Can Extreme Poverty Be Eliminated? ; Reading 2: Making Ends Meet; READING ; Make and confirm predictions ; Identify and summarize the main ideas in a reading ; Identify different types of supporting details ; Scan a text to locate specific information ; Summarize problems and solutions using information from two texts; WRITING ; Analyze the structure of an argumentative essay ; Create an outline to organize ideas ; Develop arguments, counterarguments, and refutations ; Compose statements of concession ; Edit and revise writing for content, language, and conventions ; Task: Write an argumentative essay; INFERENCE: Infer the author’s purpose; VOCABULARY: Infer word meaning from context ; Identify synonyms ; Identify negative and positive connotations of words; GRAMMAR: Recognize and use noun clauses in apposition; VIDEO: Young Innovators (CBC News); ASSESSMENTS: Check What You Know, Checkpoints 1 and 2, Unit 8 Achievement Test; Level: Advanced UR - https://pearsonerpi.com/en/elt/eap/northstar-reading-and-writing-level-5-student-book-with-myenglishlab-338224 ER -