| 000 | 01338cam a2200349 i 4500 | ||
|---|---|---|---|
| 999 |
_c1390 _d1390 |
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| 001 | 17152527 | ||
| 003 | OSt | ||
| 005 | 20190606145736.0 | ||
| 008 | 120207s2013 mauab 000 0 eng | ||
| 010 | _a 2012932717 | ||
| 020 | _a9781337407779 (Student Book) | ||
| 040 |
_aDLC _beng _cJCRC |
||
| 042 | _apcc | ||
| 100 | 1 |
_aBlass, Laurie _d1952- |
|
| 245 | 1 | 0 |
_aPathways 2 : _bReading, Writing, and Critical Thinking (2nd edition) / _cLaurie Blass and Mari Vargo. |
| 246 | 3 | 0 | _aPathways two |
| 250 | _a2nd ed. | ||
| 260 |
_aBoston : _bNational Geographic Learning, _c2018. |
||
| 300 |
_ax, 230 p. : _bcolor ill., color maps ; _c28 cm. |
||
| 440 | _aPathways | ||
| 504 | _aIncludes an Index of Exam skills and tasks. | ||
| 505 | _a"The Pathway to Academic Readiness | ||
| 505 | _aPathways Reading, Writing, and Critical Thinking, Second Edition uses National Geographic stories, photos, video, and infographics to bring the world to the classroom. Authentic, relevant content and carefully sequenced lessons engage learners while equipping them with the skills needed for academic success. Each level of the second edition features new and updated content. | ||
| 505 | _aAcademic skills are clearly labeled at the beginning of each unit. | ||
| 505 | _aNew and updated reading passages incorporate a variety of text types, charts, and infographics to inform and inspire learners. | ||
| 505 | _aExplicit reading skill instruction includes main ideas, details, inference, prediction, note-taking, sequencing, and vocabulary development. | ||
| 505 | _aCritical thinking activities are integrated throughout each unit, and help develop learner independence. | ||
| 505 | _aNew and updated video sections use National Geographic video clips to provide a bridge between Readings 1 and 2, and to give learners ideas and language for the unit's writing task. | ||
| 505 | _aAn additional reading passage provides integrated skills practice. | ||
| 505 | _aKey academic and thematic vocabulary is practiced, and expanded throughout each unit. | ||
| 505 | _aVocabulary extension activities cover word forms, word webs, collocations, affixes, and more, to boost learner's reading and writing fluency. | ||
| 505 | _aPathways' approach to writing guides students through the writing process and develops learners' confidence in planning, drafting, revising, and editing. | ||
| 505 | _aWriting Goals and Language for Writing sections provide the focus and scaffolding needed for learners to become successful writers. | ||
| 505 | _aAn online workbook, powered by MyELT, includes video clips and automatically graded activities for learners to practice the skills taught in the Student Books. | ||
| 505 | _aUpdated Revising Practice sections incorporate realistic model paragraphs and help learners refine their writing. | ||
| 505 | _aNew Guided online writing practice provides reinforcement and consolidation of language skills, helping learners to become stronger and more confident writers." (Introduction, p. viii-x) | ||
| 505 | _aCONTENTS | ||
| 505 | _aIntroduction to Pathways | ||
| 505 |
_aUnit 1. HAPPINESS
_tAcademic Track: Health Science / Sociology |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: Is There a Recipe for Happiness? — Video: Longevity Leaders — Reading 2: Four Keys to Happiness | ||
| 505 | _aREADING: Focus – Identifying the Main Idea — Predicting, Understanding the Main Idea and Details, Matching, Identifying Main Ideas | ||
| 505 | _aCRITICAL THINKING: Focus – Inferring Meaning from Context — Justifying Your Opinion, Synthesizing, Reflecting | ||
| 505 | _aWRITING: Skill Focus: Writing a Strong Topic Sentence — Language for Writing: Review of the Simple Present Tense — Writing Goal: Writing an opinion paragraph about whether people in your community are happy | ||
| 505 | _aVOCABULARY EXTENSION: Word Partners: Expressions with living — Word Forms: Words as Nouns and Verbs | ||
| 505 |
_aUnit 2. INVENTIVE SOLUTIONS
_tAcademic Track: Technology |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: The Power of Creativity — Video: Solar Solutions — Reading 2: Big Ideas, Little Packages | ||
| 505 | _aREADING: Focus – Identifying Details — Predicting, Understanding the Main Idea(s) and Details, Identifying Details | ||
| 505 | _aCRITICAL THINKING: Focus – Analyzing Problems and Solutions — Analyzing, Synthesizing, Evaluating | ||
| 505 | _aWRITING: Skill Focus: Supporting the Main Idea and Giving Details — Language for Writing: Review of the Simple Past Tense — Writing Goal: Writing a problem/solution paragraph about an invention and how it changed people’s lives | ||
| 505 | _aVOCABULARY EXTENSION: Word Partners: adjective + power; power + noun — Word Link: -able and -ible | ||
| 505 |
_aUnit 3. CONNECTED LIVES
_tAcademic Track Theme: Communications / Sociology |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: The Power of Crowds — Video: Citizen Scientists — Reading 2: Internet Island | ||
| 505 | _aREADING: Focus – Taking Notes (Part 1) — Predicting, Understanding the Main Idea(s), Identifying Details, Understanding a Process, Sequencing | ||
| 505 | _aCRITICAL THINKING: Focus – Making Inferences — Reflecting, Analyzing | ||
| 505 | _aWRITING: Skill Focus: Writing a Concluding Sentence — Language for Writing: Using the Present Perfect Tense — Writing Goal: Writing a descriptive paragraph about a crowdsourcing project | ||
| 505 | _aVOCABULARY EXTENSION: Word Partners: adjective + contribution — Word Link: -al | ||
| 505 |
_aUnit 4. SAVING OUR SEAS
_tAcademic Track: Environmental Science |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: Where Have All the Fish Gone? — Video: Saving Bluefin Tuna — Reading 2: What We Eat Makes a Difference | ||
| 505 | _aREADING: Focus – Interpreting Visual Information — Predicting, Understanding the Main Idea(s), Understanding a Process, Identifying Problems and Solutions, Identifying Opinions | ||
| 505 | _aCRITICAL THINKING: Focus – Evaluating an Argument — Synthesizing, Reflecting | ||
| 505 | _aWRITING: Skill Focus: Explaining a Chart or Graph — Language for Writing: Describing Charts and Graphs — Writing Goal: Writing a paragraph explaining the information presented in a graph | ||
| 505 | _aVOCABULARY EXTENSION: Word Forms: Changing Nouns into Adjectives — Word Partners: verb + on | ||
| 505 |
_aUnit 5. MEMORY AND LEARNING
_tAcademic Track: Psychology / Biology |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: The Art of Memory — Video: House of Cards — Reading 2: Sleep and Memory | ||
| 505 | _aREADING: Focus — Identifying Cause and Effect — Predicting, Understanding the Main Idea(s) and Details, Classifying, Understanding a Process | ||
| 505 | _aCRITICAL THINKING: Focus – Applying a Method for Internalization — Reflecting, Synthesizing | ||
| 505 | _aWRITING: Skill Focus: Using an Outline — Language for Writing: Using By + Gerund — Writing Goal: Writing a paragraph about how to improve your memory | ||
| 505 | _aVOCABULARY EXTENSION: Word Forms: Changing Nouns and Adjectives into Verbs — Word Partners: Expressions with state | ||
| 505 |
_aUnit 6. ANIMALS AND MEDICINE
_tAcademic Track: Health and Medicine |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: The Snake Chaser — Video: The Frog Licker — Reading 2: A Haven for Chimps | ||
| 505 | _aREADING: Focus – Identifying Pros and Cons — Predicting, Understanding the Main Idea(s) and Details, Understanding Pronoun References | ||
| 505 | _aCRITICAL THINKING: Focus – Understanding Metaphors and Similes — Reflecting, Evaluating, Inferring Meaning, Synthesizing | ||
| 505 | _aWRITING: Skill Focus: Writing an Argumentative Paragraph — Language for Writing: Making Concessions — Writing Goal: Writing a paragraph about whether scientists should use animals for medical research | ||
| 505 | _aVOCABULARY EXTENSION: Word Link: en- — Word Web: Adjectives for Emotion | ||
| 505 |
_aUnit 7. NATURE'S FURY
_tAcademic Track: Earth Science |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: When Tornadoes Strike — Video: Lightning — Reading 2: Wildfires! | ||
| 505 | _aREADING: Focus – Identifying Sequence — Predicting, Understanding Main Ideas and Details, Understanding Cause and Effect, Interpreting Maps, Understanding a Process | ||
| 505 | _aCRITICAL THINKING: Focus — Evaluating Sources for Credibility — Synthesizing | ||
| 505 | _aWRITING: Skill Focus: Organizing a Process Paragraph — Language for Writing: Describing a Process — Writing Goal: Writing an explanatory paragraph about a natural or biological process | ||
| 505 | _aVOCABULARY EXTENSION: Word Link: ex- — Word Forms: Changing Adjectives into Adverbs | ||
| 505 |
_aUnit 8. BUILDING WONDERS
_tAcademic Track: Architecture / Archaeology |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: Unfinished Masterpiece — Video: A Daring Design — Reading 2: Amazing Structures | ||
| 505 | _aREADING: Focus – Identifying Relevant Information — Predicting, Understanding the Main Idea(s) and Details, Matching, Scanning, Identifying Evidence | ||
| 505 | _aCRITICAL THINKING: Focus – Interpreting Quotes — Reflecting, Synthesizing, Evaluating an Argument | ||
| 505 | _aWRITING: Skill Focus: Writing a Comparison Paragraph — Language for Writing: Using Comparative Adjectives — Writing Goal: Writing a paragraph comparing two different structures | ||
| 505 | _aVOCABULARY EXTENSION: Word Partners: adjective + style — Word Link: trans- | ||
| 505 |
_aUnit 9. FORM AND FUNCTION
_tAcademic Track: Life Science |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: What Are Feathers For? — Video: Flying Reptiles — Reading 2: Design by Nature | ||
| 505 | _aREADING: Focus – Identifying Theories — Predicting, Understanding the Main Idea, Identifying Details | ||
| 505 | _aCRITICAL THINKING: Focus – Evaluating Evidence — Inferring Meaning, Applying, Synthesizing | ||
| 505 | _aWRITING: Skill Focus: Writing a Summary Paragraph — Language for Writing: Using Synonyms — Writing Goal: Writing a paragraph summarizing a section of the reading passage “Design by Nature” | ||
| 505 | _aVOCABULARY EXTENSION: Word Partners: adjective + advantage — Word Link: pro- | ||
| 505 |
_aUnit 10. SMART ADVICE
_tAcademic Track: Business |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: Turning Ideas into Reality — Video: The Community Builder — Reading 2: Lessons in Business | ||
| 505 | _aREADING: Focus – Taking Notes (Part 2) — Predicting, Understanding the Main Idea and Details, Identifying Sequence, Applying, Identifying Opinions | ||
| 505 | _aCRITICAL THINKING: Focus – Applying an Idea to a New Context — Inferring, Synthesizing, Inferring Meaning | ||
| 505 | _aWRITING: Skill Focus: Giving Details that Support Advice — Language for Writing: Using the Zero Conditional to Give Advice — Writing Goal: Writing a paragraph giving advice about preparing to go to college | ||
| 505 | _aVOCABULARY EXTENSION: Word Partners: Expressions with challenge — Word Partners: Expressions with quality | ||
| 505 | _aVocabulary Extension | ||
| 505 | _aIndependent Student Handbook | ||
| 505 | _aIndex of Exam Skills and Tasks | ||
| 521 | _aFor learners of English as Second Language at the B1-B2 (Intermediate to High-Intermediate) level (CEFR). | ||
| 650 | 0 |
_aEnglish language _xRhetoric _vProblems, exercises, etc. |
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| 650 | 0 |
_aReport writing _vProblems, exercises, etc. |
|
| 650 | 0 |
_aCritical thinking _vProblems, exercises, etc. |
|
| 650 | 0 | _aB1-B2 (CEFR). | |
| 650 | 0 | _aIntermediate to High-Intermediate. | |
| 700 | _aVargo, Mari | ||
| 856 |
_uhttp://ngl.cengage.com/sites/pathways/home _zPublisher's Website. |
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| 942 |
_2z _cBK |
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