000 | 01338cam a2200349 i 4500 | ||
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999 |
_c1910 _d1910 |
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001 | 17152527 | ||
003 | OSt | ||
005 | 20190607170642.0 | ||
008 | 120207s2013 mauab 000 0 eng | ||
010 | _a 2012932717 | ||
020 | _a9781133317081 (Student Book) | ||
040 |
_aDLC _beng _cDLC _erda _dJCRC |
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042 | _apcc | ||
050 | 0 | 0 |
_aPE1408 _b.B5323 2012 |
100 | 1 |
_aBlass, Laurie, _d1952- |
|
245 | 1 | 0 |
_aPathways 2 : _bReading, Writing, and Critical Thinking / _cLaurie Blass and Mari Vargo. |
260 |
_aBoston : _bNational Geographic Learning, _c2012. |
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300 |
_axvi, 224 p. : _bcol. ill., color maps ; _c28 cm. |
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440 | _aPathways | ||
505 | _a"Pathways is National Geographic Learning's new five-level academic skills series that features reading & writing and listening & speaking strands to help learners develop the language skills needed to achieve academic success. Learners develop academic literacy skills through content, images and video from National Geographic. This innovative series provides learners with a pathway to success! | ||
505 |
_aWith Pathways learners:
_tDEVELOP academic literacy skills _tCONNECT to the real world through content from National Geographic _tACHIEVE academic success _tClear connections between reading and writing skills help students master both skills naturally. _tAcademic reading skills and strategies embedded in the unit tasks prepare students to access a variety of realistic academic texts. _tStep-by-step writing instruction with integrated grammar and vocabulary provides instruction and practice on a variety of rhetorical forms. _tConsistent Integrated critical thinking tasks develop learners' ability to evaluate, analyze, and synthesize information from a wide range of sources." (Publisher's Website) |
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505 | _aCONTENTS | ||
505 |
_aUnit 1 HAPPINESS
_tAcademic Track: Health Science |
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505 |
_aACADEMIC PATHWAYS
_tLesson A: Identifying an author's main idea - Guessing meaning from context _tLesson B: Understanding a classification text _tLesson C: Introduction to the paragraph _tWriting a topic sentence |
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505 | _aVOCABULARY: Understanding meaning from context - Using new vocabulary in everyday context - Word Partners: factor | ||
505 | _aREADING: Interpreting Infographics - Predicting for main ideas - Understanding the gist - Identifying key details - Using clues in opening sentences - Skill Focus: Identifying main ideas | ||
505 | _aWRITING: Goal: Writing a paragraph - Grammar: Using simple past tense - Skill: Writing a topic sentence | ||
505 | _aVIEWING: Video: Longevity Leaders - Guessing meaning from context - Viewing for general understanding - Viewing for specific information | ||
505 | _aCRITICAL THINKING: Inferring word meaning from context - Analyzing and discussing information - Synthesizing information to identify similarities - CT Focus: Inferring meaning from context | ||
505 |
_aUnit 2 BIG IDEAS
_tAcademic Track: Interdisciplinary |
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505 |
_aACADEMIC PATHWAYS
_tLesson A: Understanding a biographical text - Identifying supporting ideas _tLesson B: Ranking ideas in order of priority _tLesson C: Supporting the main idea and giving details _tWriting a descriptive paragraph |
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505 | _aVOCABULARY: Understanding meaning from context - Identifying part of speech from context - Using new vocabulary in everyday context - Word Link: -tion, -able | ||
505 | _aREADING: Interpreting survey information - Predicting for main ideas - Understanding the gist - Identifying key details - Skill Focus: Identifying supporting ideas | ||
505 | _aWRITING: Goal: Writing a descriptive paragraph - Grammar: Using simple past tense - Skill: Supporting the main idea and giving details | ||
505 | _aVIEWING: Video: Solar Cooking - Viewing for general understanding - Viewing for specific information | ||
505 | _aCRITICAL THINKING: Identifying problems and solutions - Synthesizing information to identify similarities - Analyzing and ranking ideas and providing reasons - CT Focus: Deciding on criteria for ranking | ||
505 |
_aUnit 3 CONNECTED LIVES
_tAcademic Track: Anthropology/Sociology |
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505 |
_aACADEMIC PATHWAYS
_tLesson A: Skimming for gist - Making inferences _tLesson B: Reading a magazine article _tLesson C: Writing a concluding sentence _tWriting an opinion paragraph |
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505 | _aVOCABULARY: Understanding meaning from context - Using new vocabulary in everyday context - Word Link: -inter, -al - Word Partners: environmentally | ||
505 | _aREADING: Interpreting maps and charts - Predicting for main ideas - Understanding the gist - Identifying key details - Scanning for key details - Skill Focus: Skimming for gist | ||
505 | _aWRITING: Goal: Writing an opinion paragraph - Grammar: Using present perfect tense - Skill: Writing a concluding sentence | ||
505 | _aVIEWING: Video: Lamu: Tradition and Modernity - Guessing meaning from context - Viewing for general understanding - Viewing for specific information | ||
505 | _aCRITICAL THINKING: Synthesizing information to identify similarities - Synthesizing information for group discussion - Analyzing text for function and purpose - CT Focus: Making inferences from a text | ||
505 |
_aUnit 4 DEEP TROUBLE
_tAcademic Track: Interdisciplinary |
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505 |
_aACADEMIC PATHWAYS
_tLesson A: Interpreting visual information - Examining problems and solutions _tLesson B: Understanding graphic information - Reading an interview _tLesson C: Explaining a chart or graph |
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505 | _aVOCABULARY: Understanding meaning from context - Using new vocabulary in everyday context - Word Link: mini- — Word Partners: reduce, informed | ||
505 | _aREADING: Interpreting maps - Understanding the gist - Identifying key details - Identifying purpose - Skill Focus: Interpreting visual information (graph/map) | ||
505 | _aWRITING: Goal: Writing a paragraph that explains a chart - Grammar: Describing charts and graphs - Skill: Explaining a chart or graph | ||
505 | _aVIEWING: Video: Saving Bluefish Tuna - Viewing to confirm predictions - Viewing for general understanding - Viewing for specific information | ||
505 | _aCRITICAL THINKING: Inferring word meaning from context - Evaluating author arguments - Synthesizing textual and visual information for discussion - Analyzing text for key information - CT Focus: Analyzing and evaluating problems and solutions presented in a text | ||
505 |
_aUnit 5 MEMORY AND LEARNING
_tAcademic Track: Health Science/Psychology |
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505 |
_aACADEMIC PATHWAYS
_tLesson A: Identifying cause and effect in an expository text _tLesson B: Synthesizing information from multiple texts _tLesson C: Using an outline to plan a paragraph - Writing a paragraph with supporting information |
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505 | _aVOCABULARY: Understanding meaning from context - Using new vocabulary in everyday context - Word Link: -ize, trans- — Word Partners: stress | ||
505 | _aREADING: Interpreting Infographics - Understanding the gist - Identifying key details - Classifying information using a T-chart - Identifying main ideas - Skill Focus: Identifying cause and effect | ||
505 | _aWRITING: Goal: Writing a paragraph with supporting information - Grammar: Using by + gerund - Skill: Using an outline | ||
505 | _aVIEWING: Video: Memory School - Viewing to confirm predictions - Viewing for general understanding - Viewing for specific information | ||
505 | _aCRITICAL THINKING: Inferring author opinion from the text - Synthesizing information for group discussion - Analyzing text for function and purpose - CT Focus: Applying a new method for internalization | ||
505 |
_aUnit 6 DANGEROUS CURES
_tAcademic Track: Medicine |
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505 |
_aACADEMIC PATHWAYS
_tLesson A: Identifying pros and cons - Identifying figurative language _tLesson B: Reading a biographical account _tLesson C: Showing both sides of an issue _tWriting a process paragraph |
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505 | _aVOCABULARY: Understanding meaning from context - Using new vocabulary in everyday context - Identifying part of speech from context - Word Link: dis- — Word Partners: relief | ||
505 | _aREADING: Comparing text and images - Understanding the gist - Identifying key details - Skill Focus: Identifying pros and cons | ||
505 | _aWRITING: Goal: Writing a persuasive paragraph - Grammar: Making concessions - Skill: Convincing a reader that something is true | ||
505 | _aVIEWING: Video: The Frog Licker - Viewing to confirm predictions - Viewing for general understanding - Viewing for specific information | ||
505 | _aCRITICAL THINKING: Synthesizing information to identify similarities - Synthesizing information for group discussion - Analyzing and organizing information into an outline - Analyzing text for function and purpose - CT Focus: Identifying for figurative language | ||
505 |
_aUnit 7 NATURE'S FURY
_tAcademic Track: Earth Science |
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505 |
_aACADEMIC PATHWAYS
_tLesson A: Identifying sequence in an expository text _tLesson B: Synthesizing information from multiple texts _tLesson C: Using a time line to plan a paragraph - Writing a process paragraph |
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505 | _aVOCABULARY: Understanding meaning from context - Using new vocabulary in everyday context - Identifying part of speech from context - Word Partners: occur, experience | ||
505 | _aREADING: Interpreting maps and captions - Understanding the gist - Identifying key details - Identifying main ideas - Identifying supporting examples - Skill Focus: Identifying sequence | ||
505 | _aWRITING: Goal: Writing a process paragraph - Grammar: Verb forms for describing a process - Skill: Organizing a process paragraph | ||
505 | _aVIEWING: Video: Lightning - Viewing to confirm predictions - Viewing for general understanding - Viewing for specific information | ||
505 | _aCRITICAL THINKING: Synthesizing information to identify similarities - Analyzing and discussing content - Inferring and identifying reasons - CT Focus: Evaluating sources for reliability, and purpose | ||
505 |
_aUnit 8 BUILDING WONDERS
_tAcademic Track: Anthropology and Sociology/Archaeology |
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505 |
_aACADEMIC PATHWAYS
_tLesson A: Scanning for specific information _tLesson B: Reading a comparison text _tLesson C: Using a Venn diagram to plan a paragraph _tWriting a comparison paragraph |
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505 | _aVOCABULARY: Understanding meaning from context - Using new vocabulary in everyday context - Word Link: trans- — Word Partners: style | ||
505 | _aREADING: Analyzing and relating textual information - Understanding the gist - Identifying supporting details - Identifying main ideas - Skill Focus: Scanning for specific information | ||
505 | _aWRITING: Goal: Writing a comparison paragraph - Grammar: Using comparative adjectives - Skill: Identifying and writing about things you wish to compare | ||
505 | _aVIEWING: Video: The Pyramids of Giza - Viewing to confirm predictions - Viewing for general understanding - Viewing for specific information | ||
505 | _aCRITICAL THINKING: Using prior knowledge to reflect on content - Evaluating arguments - Analyzing information to complete a Venn diagram - CT Focus: Identifying and analyzing similarities and differences (e.g., using graphic organizers) | ||
505 |
_aUnit 9 FORM AND FUNCTION
_tAcademic Track: Life Science |
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505 |
_aACADEMIC PATHWAYS
_tLesson A: Distinguishing facts from theories _tLesson B: Synthesizing information from related texts _tLesson C: Paraphrasing and summarizing _tWriting a summary |
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505 | _aVOCABULARY: Understanding meaning from context - Using new vocabulary in everyday context - Identifying synonyms - Word Partners: theory, involved | ||
505 | _aREADING: Interpreting text and images - Understanding the gist - Identifying supporting details - Identifying main ideas - Skill Focus: Identifying and differentiating theories from facts | ||
505 | _aWRITING: Goal: Writing a summary - Grammar: Using synonyms - Skill: Explaining key ideas of a passage in your own words | ||
505 | _aVIEWING: Video: Flying Reptiles - Using prior knowledge - Viewing for general understanding - Viewing for specific information | ||
505 | _aCRITICAL THINKING: Synthesizing information to identify similarities - Applying theories to different scenarios - Analyzing and discussing content - Analyzing text for function and purpose - CT Focus: Evaluating evidence | ||
505 |
_aUnit 10 MOBILE REVOLUTION
_tAcademic Track: Business and Technology |
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505 |
_aACADEMIC PATHWAYS
_tLesson A: Taking notes on an expository text _tLesson B: Reading linked texts in a blog _tLesson C: Using a T-chart to plan a paragraph _tWriting a problem-solution paragraph |
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505 | _aVOCABULARY: Understanding meaning from context - Using new vocabulary in everyday context - Word Partners: challenge, imagine | ||
505 | _aREADING: Interpreting maps, charts, and captions - Understanding the gist - Identifying sequence - Identifying main ideas - Skill Focus: Taking notes and using graphic organizers | ||
505 | _aWRITING: Goal: Writing a problem-solution paragraph - Grammar: Using modals to discuss abilities and possibilities - Skill: Describing a problem and suggestion a solution | ||
505 | _aVIEWING: Video: Cell Phone Trackers - Viewing to confirm predictions - Viewing for general understanding - Viewing for specific information | ||
505 | _aCRITICAL THINKING: Synthesizing information to identify similarities - Analyzing and discussing information - Identifying problems and solutions - CT Focus: Relating information to personal experience | ||
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. |
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856 |
_uhttps://ngl.cengage.com/search/productOverview.do?N=4294918573+200&Ntk=P_EPI&Ntt=205989344118850256412614304531819459687&Ntx=mode%2Bmatchallpartial&homePage=false _zPublisher's Website. |
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942 |
_2z _cBK |