Hendra, Leslie Anne <br/><br/>
Evolve 3 : Full Contact with DVD / 
Leslie Anne Hendra, Mark Ibbotson, Kathryn O'Dell, Mari Vargo, Rhiannon Ball, and Noah Schwartzberg. 
 - New York :  Cambridge University Press,  2019. 
 - xvi, 160 p., 72 p, 101 p. :  col. ill. ;  28 cm +  1 DVD 
 - Evolve .
<br/><br/>"Welcome to EVOLVE, an innovative American English course for adults and young adults! We’ve drawn extensively on insights from language teaching experts and real students around the world to create a course that covers all skills and will support you and your students with the most effective and efficient ways to make progress in English. INSIGHT FROM STUDENTS: We asked over 2,000 students from all over the world what topics they would like to discuss in English and in what situations they would like to be able to speak more confidently. The ideas are included throughout the Student’s Book, ensuring that EVOLVE is relevant to students’ lives and reflects their realities, thus increasing engagement. Additionally, real students appear in short videos responding to discussion questions. These videos serve as ideas prompts and encourage discussion by giving students something real to react to. These videos also provide more attainable speaking models for students as the students featured in the videos are at the same level as the students using the book. These “peer models” give students confidence that they can achieve something similar, so they’re more likely to engage in the conversation themselves. INSIGHTS FROM TEACHERS: Teachers repeatedly told us that they value professional development opportunities, but they had difficulty fitting professional development into their busy lives. In order to help them discover techniques which will help their students learn, EVOLVE offers a unique integrated development program for teachers. Each unit of the Teacher’s Edition includes the presentation of a professional development technique which the teacher is then guided through how to incorporate in the lesson itself. In addition, there are opportunities for reflection on the technique they have used, and follow-up reading material to consolidate the theory behind the technique." (Publisher's Website) CONTENTS Unit 1 Who we are<br/>  LEARNING OBJECTIVES: Talk about people's personalities -- Ask and answer questions about people -- Make introductions and get to know people -- Write an email to get to know someone -- Ask questions to test a leader's personality<br/>  GRAMMAR: Information questions -- Indirect questions<br/>  VOCABULARY: Describing personality -- Giving personal information<br/>  PRONUNCIATION: Stressing new information<br/>  FUNCTIONAL LANGUAGE: Make introductions: say how you know someone; end a conversation -- Real-world strategy: Meet someone you've heard about<br/>  READING: We're family! An email to a cousin in a different country<br/>  WRITING: A message introducing yourself -- An email to a relative in another country -- Paragraphs<br/>  SPEAKING: Talk about questions you ask new people -- Ask and answer questions about famous people -- Introduce yourself and ask questions -- Describe someone's personality ; Time to speak: Decide what makes a good leader Unit 2 So much stuff<br/>  LEARNING OBJECTIVES: Talk about things you've had for a while -- Talk about things you own -- Switch from the topic to another -- Write an add for something you want -- Discuss items to take when you move<br/><br/>  GRAMMAR: Present perfect with ever, never, for, and since -- Present perfect with already and yet<br/><br/>  VOCABULARY: Describing possessions -- Tech features <br/><br/>  PRONUNCIATION: Saying /t/ at the start of words -- Listening for /w/ sounds<br/><br/>  FUNCTIONAL LANGUAGE: Introduce new topics; change the subject; stay on track -- Real-world strategy: Use short questions to show interest<br/><br/>  LISTENING: It's useless right?: A podcast interview with a collector<br/><br/>  WRITING:  An online advertisement: An ad requesting something you want -- one and ones<br/><br/>  SPEAKING: Talk about the ''history'' of personal objects -- Talk about how long you've had items -- Talk about personal interests -- Talk about someone's reasons for collecting -- Time to speak: Discuss things to take in a move<br/> Unit 3 Smart moves  LEARNING OBJECTIVES: Ask and answer questions about your city -- Talk about how to get from one place to another -- Ask for and give directions of a building -- Write a personal statement for a job application -- Give a presentation about a secret spot in your city <br/><br/>  GRAMMAR: Articles -- Modals for advice<br/><br/>  VOCABULARY: City features -- Public transportation <br/><br/>  PRONUNCIATION: Saying consonant clusters at the start of a word<br/><br/>  FUNCTIONAL LANGUAGE: Ask for directions, give directions -- Real-world strategy: Repeat details to show you understand<br/><br/>  READING: Maybe you can help: An ad for volunteer jobs<br/><br/>  WRITING: A volunteer application: A personal statement for an application -- Checking punctuation, spelling, and grammar<br/><br/>  SPEAKING: Ask and answer city questions -- Talk about your routes to places in your city -- Give directions to places at school or work -- Talk about a volunteer job -- Time to speak: Discuss ''secret spots'' in your city<br/> Review 1 (Review of Units 1-3) Unit 4 Think first<br/>  LEARNING OBJECTIVES: Describe opinions and reactions -- Make plans for a trip -- Offer and response to reassurance -- Write an email describing plans for an event -- Choose activities for different groups of people<br/><br/>  GRAMMAR: "be going to" and "will" for predictions -- "will" for sudden decisions; present continuous for future plans -- Describing opinions and reactions -- Making decisions and plans <br/><br/>  VOCABULARY: Describing opinions and reactions -- Making decisions and plans<br/><br/><br/>  PRONUNCIATION: Saying /p/ at the start of a word -- Listening for linked sounds - final /n/<br/><br/>  FUNCTIONAL LANGUAGE:  Offer reassurance; response to reassurance -- Real-world strategy: Use ''at least" to point out the good side of a situation<br/><br/>  LISTENING: Business and pleasure: Colleagues discussing plans for a fun event for students <br/>  WRITING: An email with an event schedule: An email describing plans for an event -- Linking words to show order<br/><br/>  SPEAKING: Talk about your plans for the week and weekend -- Make plans for a weekend trip -- Talk about difficult situations -- Choose the best group activity -- Time to speak: Plan a "microadventure"<br/> Unit 5 And then...<br/>  LEARNING OBJECTIVES: Talk about lost and found things -- Talk about giving and needing help -- Talk about surprising situations -- Write a short story -- Tell and compare stories <br/><br/>  GRAMMAR: Simple past -- Past continuous and simple past<br/><br/>  VOCABULARY: Losing and finding things -- Needing and giving help <br/><br/>  PRONUNCIATION: Showing surprise<br/><br/>  FUNCTIONAL LANGUAGE: Give surprising news, react with surprise -- Real-world strategy: Repeat words to express surprise<br/><br/>  READING: Storytelling: An article about how to tell a good story<br/><br/>  WRITING: A true story: A story -- Expressions for storytelling<br/><br/>  SPEAKING: Talk about things you have lost or found -- Describe a time you helped someone -- Talk about surprising personal news -- Say what makes a story good -- Time to speak: Share "amazing but true" story<br/> Unit 6 Impact<br/>  LEARNING OBJECTIVES: Talk about urban problems -- Talk about problems and solutions -- Express concern and relief in different situations -- Write a post giving your point of view -- Decide if a ''green'' plan will work<br/><br/>  GRAMMAR: Quantifiers -- Present and future real conditionals <br/><br/>  VOCABULARY: Urban problems -- Adverbs of manner <br/><br/>  PRONUNCIATION: Unstressed vowels at the end of the word -- Listening for weak words<br/><br/>  FUNCTIONAL LANGUAGE: Express concern; express relief -- Real-world strategy: Use ''though'' to give a contrasting idea<br/><br/>  LISTENING: Beating the traffic: A podcast about drone deliveries <br/><br/>  WRITING: Online comment reacting to a podcast: Comment about a podcast -- Using questions to make points<br/><br/>  SPEAKING: Discuss the impact of urban problems -- Talk about city problems and solutions -- Talk about worrisome situations -- Evaluate someone's ideas -- Time to speak: Discuss making cities "green"<br/> Review 2 (Review of Units 4-6) Unit 7 Entertain us<br/>  LEARNING OBJECTIVES: Discuss your changing taste in music -- Talk about TV shows and movies -- Refuse invitations and respond to refusals -- Write a movie review -- Talk about changing tastes <br/><br/>  GRAMMAR: ''used to'' -- Comparisons with (not) as...as<br/><br/>  VOCABULARY: Music -- TV shows and movies <br/><br/>  PRONUNCIATION: Saying /m/ in I'm<br/><br/>  FUNCTIONAL LANGUAGE: Refuse invitations; respond to a refusal -- Real-world strategy: Soften comments <br/><br/>  READING: Animation for all ages: An online articles about animated movies and TV shows <br/><br/>  WRITING: A review of an animated movie: A movie review -- Organizing ideas <br/><br/>  SPEAKING: Talk about how musical tastes have changed -- Compare favourite movies/TV shows -- Invite someone to an event and refuse an invitation -- Talk about humor in animated movies -- Time to speak: Discuss changing tastes in entertainment <br/> Unit 8 Getting there<br/>  LEARNING OBJECTIVES: Talk about what you've been doing -- Talk about progress -- Catch-up with people's news -- Write a post about managing time -- Decide on better ways to use your time <br/><br/>  GRAMMAR: Present perfect continuous -- Present perfect vs. Present perfect continuous <br/><br/>  VOCABULARY: Describing experiences -- Describing progress<br/><br/>  PRONUNCIATION: Saying /a/ and /ae/ vowel sounds -- Listening for weak forms of didn't<br/><br/>  FUNCTIONAL LANGUAGE: Say how long it's been; ask about someone's news, answer -- Real-world strategy: Use that ''would be'' to comment on something<br/><br/>  LISTENING: A time-saving tip: A podcast interview about time management <br/><br/>  WRITING: A podcast about a podcast: A post about time management -- Time expressions <br/><br/>  SPEAKING: Talk about what you've been doing recently -- Explain what you've been spending time on -- Talk to a friend you haven't seen for a while -- Talk about someone's new habits -- Time to speak: Prioritize tasks to improve balance<br/><br/> Unit 9 Make it work<br/>  LEARNING OBJECTIVES: Talk about college subjects -- Discuss rules for working and studying at home -- Express confidence and lack of confidence -- Write the main part of the resume -- Decide how to use your skills <br/><br/>  GRAMMAR: Modals of necessity -- Modals of prohibition and permission <br/>  VOCABULARY: College students -- Employment<br/><br/>  PRONUNCIATION: Grouping words<br/><br/>  FUNCTIONAL LANGUAGE: Express confidence; express lack of confidence<br/><br/>  READING: A job search: An online job ad and a résumé for the job<br/><br/>  WRITING: A résumé: Experiences and activities for a résumé -- How to write a résumé<br/><br/>  SPEAKING: Talk about subjects in school that prepare you for the future -- Present rules for working or studying at home -- Discuss plans for doing challenging activities -- Identify a job an ad is for -- Time to speak: Describe skills for an ideal job<br/> Review 3 (Review of Units 7-9) Unit 10 Why we buy<br/>  LEARNING OBJECTIVES: Say what things are made of -- Talk about where things come from -- Questions or approve of someone's choices -- Write feedback about company's products -- Design a commercial <br/><br/>  GRAMMAR: Simple present passive -- Simple past passive <br/><br/>  VOCABULARY: Describing materials -- Production and distribution <br/><br/>  PRONUNCIATION: Saying /u/, /au/, and /u/ vowel sounds -- Listening for contrastive stress<br/>  FUNCTIONAL LANGUAGE: Question someone's choices; approve someone's choices -- Real-world strategy: Change your mind<br/><br/>  LISTENING: Not just customers-fans: A podcast about customers as fans<br/><br/>  WRITING: Online customers feedback about products: Feedback about products --  ''However'' and ''although'' to contrast ideas <br/><br/>  SPEAKING: describe how materials affect the environment -- Share where things you own were produced -- Talk about things you want to buy -- Talk about companies you like -- Time to speak: Discuss reasons why people buy things<br/> Unit 11 Pushing yourself<br/>  LEARNING OBJECTIVES: Talk about how to succeed -- Talk about imaginary situations -- Give opinions and ask for agreements -- Write a personal story -- Talk about a person you admire<br/><br/>  GRAMMAR: Phrasal verbs -- Present and future unreal conditions <br/><br/>  VOCABULARY: Succeeding -- Opportunities and risks <br/><br/>  PRONUNCIATION: Saying ''sh'' and ''dz'' sounds<br/><br/>  FUNCTIONAL LANGUAGE: Ask for agreement; agree -- Real-world strategy: Soften an opinion<br/><br/>  READING: Outside the comfort zone: An online article about benefits of leaving your comfort zones<br/><br/>  WRITING: A story about a challenging new activity: A story about pushing yourself -- Comparing facts<br/><br/><br/>  SPEAKING: Talk about a failure and its effects -- Discuss what you might risk for money -- Express opinions about topics with tow sides -- Talk about pushing yourself -- Time to speak: Discuss what makes people successful<br/><br/><br/> Unit 12 Life's little lessons<br/>  LEARNING OBJECTIVES: Talk about accidents -- Talk about extreme experiences -- Describe and ask about feelings -- Write an anecdote about a life lesson -- Plan a fun learning experience <br/><br/>  GRAMMAR: Indefinite pronouns -- Reported speech <br/><br/>  VOCABULARY: Describing accidents -- Describing extremes <br/><br/>  PRONUNCIATION: Saying -ed at the end of a word -- Listening for 'll<br/><br/>  FUNCTIONAL LANGUAGE: Describe your feelings; ask about or guess others' feelings -- Real-world strategy: End a story<br/><br/>  LISTENING: Lesson learned? An expert presentation about life lessons<br/><br/>  WRITING: A story about learning a lesson: An anecdote about a life lesson -- Using different expressions  with similar meanings <br/>  SPEAKING: Talk about a small, amusing accident -- Describe an extreme experience -- Talk about emotions associated with an experience -- Talk about learning from mistakes -- Time to speak: Talk about activities to learn new skills <br/> Review 4 (Review of Units 10-12) Grammar charts and practice Vocabulary exercises 
<br/><br/><label>ISBN: </label>9781108414470 (Student Book with DVD) 
<br/><br/><label>Nat. Bib. No.: </label>GBB976309  bnb 
<br/><br/><label>Nat. Bib. Agency Control No.: </label>019381667  Uk 
<br/><br/><label>Subjects--Topical Terms: </label><br/>English language--Textbooks for foreign speakers.<br/>English language--Spoken English.
<br/><br/><label>Dewey Class. No.: </label>428.34