| 000 | 01338cam a2200349 i 4500 | ||
|---|---|---|---|
| 999 |
_c1391 _d1391 |
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| 001 | 17152527 | ||
| 003 | OSt | ||
| 005 | 20190606015730.0 | ||
| 008 | 120207s2013 mauab 000 0 eng | ||
| 010 | _a 2012932717 | ||
| 020 | _a9781337407762 (Student Book) | ||
| 040 |
_aDLC _beng _cJCRC |
||
| 042 | _apcc | ||
| 100 | 1 | _aVargo, Mari | |
| 245 | 1 | 0 |
_aPathways 1 : _bReading, Writing, and Critical Thinking (2nd edition) / _cMari Vargo and Laurie Blass. |
| 246 | 3 | 0 | _aPathways one |
| 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 | _aSCOPE AND SEQUENCE | ||
| 505 |
_aUnit 1. LIFE IN A DAY
_tAcademic Track: Career Studies/Social Science |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: A Day on Planet Earth — Video: A Global Conversation — Reading 2: A Day In a Life | ||
| 505 | _aREADING: Focus – Skimming for Gist — Scanning/Predicting, Understanding Main Ideas and Details, Understanding Purpose | ||
| 505 | _aCRITICAL THINKING: Focus – Inferring Meaning — Applying, Synthesizing, Reflecting | ||
| 505 | _aWRITING: Skill Focus: Writing Good Sentences — Language for Writing: Using Simple Present Tense — Writing Goal: Writing sentences to describe daily activities | ||
| 505 | _aVOCABULARY EXTENSION: Word Forms: Verbs and Nouns — Word Partners: verb + time | ||
| 505 |
_aUnit 2. DON'T GIVE UP!
_tAcademic Track: Psychology/Education |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: The World’s Oldest First Grader — Video: A School for Change — Reading 2: The Secret of Success? | ||
| 505 | _aREADING: Focus – Identifying Main Ideas of Paragraphs — Predicting, Understanding Main Ideas and Details, Sequencing, Understanding Purpose, Summarizing, Categorizing | ||
| 505 | _aCRITICAL THINKING: Focus – Identifying Evidence — Evaluating, Inferring, Applying | ||
| 505 | _aWRITING: Skill Focus: Ordering Ideas — Language for Writing: Using want and need — Writing Goal: Writing sentences about a personal learning goal | ||
| 505 | _aVOCABULARY EXTENSION: Word Link: in- and im- — Word Partners: verb + up | ||
| 505 |
_aUnit 3. WHY WE BUY
_tAcademic Track: Business/Marketing |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: The Psychology of Supermarkets — Video: Who Do You Trust? — Reading 2: The Power of Persuasion | ||
| 505 | _aREADING: Focus – Identifying Supporting Ideas — Predicting, Understanding Main Ideas and Details, Understanding Purpose, Categorizing, Summarizing | ||
| 505 | _aCRITICAL THINKING: Focus – Relating Ideas — Reflecting | ||
| 505 | _aWRITING: Skill Focus: Writing Paragraphs and Topic Sentences — Language for Writing: Connecting Ideas — Writing Goal: Writing a paragraph about the effectiveness of an ad | ||
| 505 | _aVOCABULARY EXTENSION: Word Partners: verb + control — Word Partners: natural + noun | ||
| 505 |
_aUnit 4. GREEN LIVING
_tAcademic Track: Environmental Science |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: Garbage Island — Video: Trash People — Reading 2: The Art of Recycling | ||
| 505 | _aREADING: Focus – Scanning for Details — Predicting, Understanding Main Ideas, Summarizing, Understanding a Process, Understanding Purpose, Sequencing | ||
| 505 | _aCRITICAL THINKING: Focus – Analyzing Problems and Solutions — Synthesizing, Applying, Inferring Meaning | ||
| 505 | _aWRITING: Skill Focus: Using Supporting Sentences — Language for Writing: Stating Problems and Proposing Solutions — Writing Goal: Writing a paragraph about possible solutions to an environmental issue | ||
| 505 | _aVOCABULARY EXTENSION: Word Link: re- — Word Partners: Antonyms | ||
| 505 |
_aUnit 5. FOOD JOURNEYS
_tAcademic Track: Cultural Studies |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: A Global Food Journey — Video: Images of Greenland — Reading 2: Cooking the World | ||
| 505 | _aREADING: Focus – Recognizing Pronoun References — Predicting, Summarizing, Understanding Main Ideas and Details | ||
| 505 | _aCRITICAL THINKING: Focus – Justifying Your Opinion | ||
| 505 | _aWRITING: Skill Focus: Paraphrasing Using Synonyms — Language for Writing: Giving Reasons — Writing Goal: Writing a paragraph explaining why people enjoy sharing pictures of food | ||
| 505 | _aVOCABULARY EXTENSION: Word Forms: Words as Nouns and Verbs — Word Forms: Changing Adjectives into Adverbs | ||
| 505 |
_aUnit 6. FUTURE LIVING
_tAcademic Track: Engineering/Technology |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: How Will We Live? — Video: Living on Mars — Reading 2: At Home on Mars | ||
| 505 | _aREADING: Focus – Identifying Examples — Predicting, Understanding Main Ideas and Details, Sequencing, Identifying Problems and Solutions | ||
| 505 | _aCRITICAL THINKING: Focus – Inferring Attitude — Applying, Synthesizing, Justifying Your Opinion | ||
| 505 | _aWRITING: Skill Focus: Using Pronouns to Avoid Repetition — Language for Writing: Using And, But, and So — Writing Goal: Writing a paragraph about a typical day in the year 2050 | ||
| 505 | _aVOCABULARY EXTENSION: Word Link: -able — Word Forms: Changing Verbs into Nouns | ||
| 505 |
_aUnit 7. EXPLORATION
_tAcademic Track: Earth Science |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: Secret Cities — Video: The Lost World — Reading 2: Into the Unknown | ||
| 505 | _aREADING: Focus – Identifying Facts and Speculations — Predicting, Understanding Main Ideas and Details, Understanding Purpose, Summarizing | ||
| 505 | _aCRITICAL THINKING: Focus – Understanding Analogies — Applying, Analyzing | ||
| 505 | _aWRITING: Skill Focus: Introducing Examples — Language for Writing: Expressing Interests and Desires — Writing Goal: Writing a paragraph about a place worth exploring | ||
| 505 | _aVOCABULARY EXTENSION: Word Forms: Adjectives and Nouns for Measurement — Word Partners: run + adverb/preposition | ||
| 505 |
_aUnit 8. MUSIC WITH A MESSAGE
_tAcademic Track: Art/Music |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: The Power of Music — Video: World Music — Reading 2: Music for Change | ||
| 505 | _aREADING: Focus – Taking Notes — Predicting, Understanding Main Ideas and Details | ||
| 505 | _aCRITICAL THINKING: Focus – Interpreting Idiomatic Language —Inferring Meaning, Synthesizing, Evaluating | ||
| 505 | _aWRITING: Skill Focus: Planning a Narrative Paragraph — Language for Writing: Using Time Expressions — Writing Goal: Writing a paragraph about the life of a musician or a performer | ||
| 505 | _aVOCABULARY EXTENSION: Word Link: dis- — Word Forms: Changing Adjectives into Nouns | ||
| 505 |
_aUnit 9. ANIMAL BEHAVIOR
_tAcademic Track: Life Science/Anthropology |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: The Animal Trainer — Video: Gorilla Toolmakers — Reading 2: Do Monkeys Have Feelings? | ||
| 505 | _aREADING: Focus – Recognizing Noun Clauses — Skimming, Understanding Main Ideas and Details, Understanding Pronoun Reference, Predicting, Summarizing | ||
| 505 | _aCRITICAL THINKING: Focus – Inferring Opinion — Reflecting, Applying | ||
| 505 | _aWRITING: Skill Focus: Writing a Comparison Paragraph — Language for Writing: Making Comparisons — Writing Goal: Writing a paragraph comparing the behavior of two different animals | ||
| 505 | _aVOCABULARY EXTENSION: Word Link: -er and –or — Word Forms: Homonyms | ||
| 505 |
_aUnit 10. THE POWER OF IMAGES
_tAcademic Track: Communication/Visual Arts |
||
| 505 | _aREADING TEXTS AND VIDEO: Reading 1: How Photography Connects Us — Video: Photo Camp — Reading 2: A Very Close Encounter | ||
| 505 | _aREADING: Focus – Identifying Subordinating Conjunctions — Predicting, Understanding Main Ideas and Details, Sequencing, Paraphrasing | ||
| 505 | _aCRITICAL THINKING: Focus – Evaluating Using Criteria — Analyzing, Applying | ||
| 505 | _aWRITING: Skill Focus: Writing an Opinion Paragraph — Language for Writing: Describing Spatial Relationships; describing emotions — Writing Goal: Writing a paragraph to explain why a photograph is good | ||
| 505 | _aVOCABULARY EXTENSION: Word Link: vis — Word Forms: Changing Verbs into Adjectives | ||
| 505 | _aVocabulary Extension | ||
| 505 | _aIndependent Student Handbook | ||
| 505 | _aIndex of Exam Skills and Tasks | ||
| 521 | _aFor learners of English as Second Language at the B2 level (CEFR). | ||
| 650 | 0 |
_aEnglish language _xRhetoric _vProblems, exercises, etc. |
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| 650 | 0 |
_aReport writing _vProblems, exercises, etc. |
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| 650 | 0 |
_aCritical thinking _vProblems, exercises, etc. |
|
| 650 | 0 | _aA2-B1 (CEFR). | |
| 650 | 0 | _aHigh-Beginner to Intermediate. | |
| 700 |
_aBlass, Laurie _d1952- |
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| 856 |
_uhttp://ngl.cengage.com/sites/pathways/home _zPublisher's Website. |
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| 942 |
_2z _cBK |
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