| 000 | 04995nam a22008298i 4500 | ||
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| 999 |
_c1318 _d1318 |
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| 001 | 020454099 | ||
| 003 | UkOxU | ||
| 005 | 20230806200739.0 | ||
| 008 | 150410s2015 enk 000|0|eng|d | ||
| 015 |
_aGBB545608 _2bnb |
||
| 020 | _a9781305251663 (Student Book) | ||
| 035 | _a(Uk)017154418 | ||
| 035 | _a(StEdALDL)1/3298656 | ||
| 040 |
_aStDuBDS _beng _cJCRC |
||
| 100 | 1 | 0 | _aBroukal, Milada |
| 245 | 1 | 0 |
_aWeaving It Together 3 : _bConnecting Reading and Writing / _cMilada Broukal. |
| 250 | _a4th ed. | ||
| 260 |
_aBoston, MA : _bNational Geographic Learning, _c2015. |
||
| 300 |
_avii, 233 p. : _bill. in col. ; _c26 cm. |
||
| 440 | _aWeaving It Together | ||
| 504 | _aIncludes Vocabulary Index, Editing Symbols, and Grading Rubric. | ||
| 505 | _aUnit 1: SYMBOLS | ||
| 505 | _aREADING 1: Color Me Pink | ||
| 505 |
_aWRITING 1:
_tSKILLS - Paragraph Structure _tPRACTICE - Writing a paragraph about colors |
||
| 505 | _aREADING 2: And the Lucky Number Is ... | ||
| 505 |
_aWRITING 2:
_tSKILLS - The Parts of an Essay; The Thesis Statement _tPRACTICE - Writing two body paragraphs about superstitions |
||
| 505 | _aUnit 2: CUSTOMS | ||
| 505 | _aREADING 1: Thanksgiving - Hawaiian Style | ||
| 505 |
_aWRITING 1:
_tSKILLS - The Introduction _tPRACTICE - Writing an introduction about preparing for an event |
||
| 505 | _aUnit 3: MIND AND BODY | ||
| 505 | _aREADING 1: Personality Revealed | ||
| 505 |
_aWRITING 1:
_tSKILLS - The Example Essay _tPRACTICE - Writing an example essay about character traits |
||
| 505 | _aREADING 2: Pets to the Rescue | ||
| 505 |
_aWRITING 2:
_tSKILLS - Using such as _tPRACTICE - Writing an example essay about keeping healthy |
||
| 505 | _aUnit 4: PEOPLE MAKING A DIFFERENCE | ||
| 505 | _aREADING 1: Saving Africa’s Largest Animals | ||
| 505 |
_aWRITING 1:
_tSKILLS - The Descriptive Essay _tPRACTICE - Writing a description essay about people |
||
| 505 | _aREADING 2: Educating Kenya’s Girls | ||
| 505 |
_aWRITING 2:
_tSKILLS - The Narrative Essay _tPRACTICE - Writing a narrative essay about a person’s life |
||
| 505 | _aUnit 5: FOOD | ||
| 505 | _aREADING 1: Sushi Crosses the Pacific | ||
| 505 |
_aWRITING 1:
_tSKILLS - The Comparison-and-Contrast Essay - Part I; Comparison and Contrast Words and Phrases; Using while and whereas _tPRACTICE - Writing an essay comparing food preparation and eating |
||
| 505 | _aREADING 2: What’s for Breakfast? | ||
| 505 |
_aWRITING 2:
_tSKILLS - The Comparison-and-Contrast Essay - Part II; Using although, even though, and though _tPRACTICE - Writing an essay comparing eating customs |
||
| 505 | _aUnit 6: LANGUAGE | ||
| 505 | _aREADING 1: Keeping It Secret | ||
| 505 |
_aWRITING 1:
_tSKILLS - Writing about Reasons; Introducing Reasons with because and as _tPRACTICE - Writing an essay that gives reasons for certain behaviors |
||
| 505 | _aREADING 2: English Around the World | ||
| 505 |
_aWRITING 2:
_tSKILLS - The Cause-and-Effect Essay; Words That Signal Cause and Effect; Using therefore and consequently _tPRACTICE - Writing an essay about the effects of the English language |
||
| 505 | _aUnit 7: ENVIRONMENT | ||
| 505 | _aREADING 1: Behind Bars at the Zoo | ||
| 505 |
_aWRITING 1:
_tSKILLS - The Argument Essay; Relevant Support _tPRACTICE - Writing an argument essay about human uses for animals |
||
| 505 | _aREADING 2: Crops, Codes, and Controversy | ||
| 505 |
_aWRITING 2:
_tSKILLS - Using Factual Details to Support Your Opinion _tPRACTICE - Writing an argument essay about agricultural practices |
||
| 505 | _aUnit 8: Readings from Literature | ||
| 505 | _aREADING 1: The Road Not Taken | ||
| 505 |
_aWRITING 1:
_tSKILLS - Imagery; Writing an Analysis of a Poem _tPRACTICE - Writing an analysis of a poem |
||
| 505 | _aREADING 2: The Story of the Mouse Merchant | ||
| 505 | _aWRITING 2: | ||
| 505 |
_aSKILLS - Personal Narrative
_tPRACTICE - Writing a personal narrative |
||
| 505 | _aVocabulary Index | ||
| 505 | _aEditing Symbols | ||
| 505 | _aGrading Rubric | ||
| 520 | _a"Weaving It Together helps learners build reading and writing skills through relevant readings and carefully structured writing exercises. By balancing these two necessary competencies, learners seamlessly develop both language and academic skills." (Publisher's Website) | ||
| 521 | _aIntermediate (B1/B2 - CEFR) ESL learners. | ||
| 650 | 0 |
_aEnglish language _vTextbooks for foreign speakers. |
|
| 650 | 0 | _aB1-B2 (CEFR). | |
| 650 | 0 | _aIntermediate to high-intermediate. | |
| 856 |
_uhttp://ngl.cengage.com/search/productOverview.do?N=4294918395+200&Ntk=P_EPI&Ntt=12032701546237253395693000901262180964&Ntx=mode%2Bmatchallpartial&homePage=false _zPublisher's Website. |
||
| 856 |
_uhttp://www.cengage.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=9781305251663 _zStudent Companion Website. |
||
| 942 |
_2z _cBK |
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