| 000 | 01125cam a2200289Ii 4500 | ||
|---|---|---|---|
| 999 |
_c2062 _d2062 |
||
| 001 | 906009364 | ||
| 003 | OCoLC | ||
| 005 | 20190124035557.0 | ||
| 008 | 150331s2015 at a 000 1 eng | ||
| 020 | _a9781305264595 (Student Book) | ||
| 020 | _a1305264592 (Student Book) | ||
| 040 |
_aAU@ _beng _erda _cAU@ _dOCLCO _dOCLCF _dOCLCQ _dLTSCA _dUtOrBLW _dJCRC |
||
| 042 | _aanuc | ||
| 100 | 1 | _aBlass, Laurie | |
| 245 | 1 | 0 |
_a21st Century Reading 1 : _bCreative Thinking and Reading with TED Talks / _cRobin Longshaw and Laurie Blass. |
| 246 | 3 | _aTwenty first Century Reading. | |
| 260 |
_aBoston, MA : _bNational Geographic Learning, _bCengage Learning, _c2015. |
||
| 300 |
_a160 p. : _bcol. ill. ; _c28 cm. |
||
| 440 | _a21st Century Reading | ||
| 500 | _aIncludes video transcripts for TED Talks. | ||
| 505 | _a"21st Century Reading was created through a partnership between TED, a nonprofit dedicated to spreading ideas through short, powerful talks and National Geographic Learning. 21st Century Reading provides the ideal forum for learners of English to make connections with topics ranging from science to business to global issues. Using TED Talks as the springboard to share ideas, this new four-level reading series shows learners how to understand and respond to ideas and content in English. | ||
| 505 | _aFeaturing extraordinary stories presented by inspiring thinkers and doers, TED Talks ignite curiosity and introduce learners to ideas which can change the world. | ||
| 505 | _aTED Talks use authentic language, delivered by experts in their field, providing learners with models of English that are real and relevant to their academic studies. | ||
| 505 | _aCritical and Creative Thinking skills – including analysis, evaluation, synthesis, reflection, inference, and problem-solving – are fully integrated into every unit, to help learners develop academic skills. | ||
| 505 | _aScaffolded reading and vocabulary tasks guide learners to a better understanding of the key ideas, skills, and language." (Publisher's Website) | ||
| 505 | _aSCOPE AND SEQUENCE: | ||
| 505 | _aUNIT 1: LIFE CHANGES (Interdisciplinary) | ||
| 505 | _aLesson A | ||
| 505 |
_aReading
_tThe Power to Change: Biographical article |
||
| 505 |
_aReading skills
_tUnderstanding sequence words _tCreating a timeline |
||
| 505 |
_aCritical Thinking
_tInterpreting a person’s statement _tReflecting on own experience |
||
| 505 | _aLesson B | ||
| 505 |
_aTED Talks
_tTry Something New for 30 Days / _rMatt Cutts |
||
| 505 |
_aAcademic Skills
_tUnderstanding main ideas and key details _tRecognizing attitude _tIdentifying facts and opinions |
||
| 505 |
_aCritical Thinking
_tEvaluating challenges _tReflecting on own experience |
||
| 505 |
_aProject
_tPlanning a 30-day challenge |
||
| 505 | _aUNIT 2: TEAM POWER (Business / Leadership) | ||
| 505 | _aLesson A | ||
| 505 |
_aReading _tThe Marshmallow Challenge : Research article |
||
| 505 |
_aReading Skills
_tIdentifying main ideas in paragraphs _tIdentifying supporting details |
||
| 505 |
_aCritical Thinking
_tInterpreting a person’s statement _tReflecting on own experience |
||
| 505 | _aLesson B | ||
| 505 |
_aTED Talks
_tBuild a Tower, Build a Team / _rTom Wujec |
||
| 505 |
_aAcademic Skills
_tUnderstanding main ideas and key details _tUnderstanding stages in a process _tSummarizing main ideas |
||
| 505 |
_aCritical Thinking
_tInferring reasons _tReflecting on personal strengths _tApplying ideas |
||
| 505 |
_aProject
_tDesigning a team-building task |
||
| 505 | _aUNIT 3: OCEAN WONDERS (Life Science) | ||
| 505 | _aLesson A | ||
| 505 |
_aReading
_tMessages from the Sea: Scientific article |
||
| 505 |
_aReading Skills
_tIdentifying purpose _tIdentifying referents |
||
| 505 |
_aCritical Thinking _tInferring meaning from context _tEvaluating and justifying an opinion |
||
| 505 | _aLesson B | ||
| 505 |
_aTED Talks
_tUnderwater Astonishments / _rDavid Gallo |
||
| 505 |
_aAcademic Skills
_tUnderstanding main ideas and key details _tRecognizing tone and message _tSynthesizing information using a Venn diagram |
||
| 505 |
_aCritical Thinking
_t Questioning a speaker _tReflecting on own experience |
||
| 505 |
_aProject _tResearching and presenting examples of adaptation |
||
| 505 | _aUNIT 4: WHAT WE WEAR (Sociology / Fashion) | ||
| 505 | _aLesson A | ||
| 505 |
_aReading
_tThe Science of Style: Research report |
||
| 505 |
_aReading Skills
_t Making connections _tUnderstanding a process |
||
| 505 |
_aCritical Thinking
_tInferring reasons _tReflecting on own experience |
||
| 505 | _aLesson B | ||
| 505 |
_aTED Talks _tWearing Nothing New / _rJessi Arrington |
||
| 505 |
_aAcademic Skills
_tUnderstanding main ideas and key details _tRecognizing point of view _tComparing messages |
||
| 505 |
_aCritical Thinking
_tInterpreting statements _tReflecting on personal style |
||
| 505 |
_aProject _tResearching for a poster session on clothing |
||
| 505 | _aUNIT 5: MOMENTS AND MEMORIES (Psychology / History) | ||
| 505 | _aLesson A | ||
| 505 |
_aReading
_tPreserving the Past: Biographical article |
||
| 505 |
_aReading Skills
_tIdentifying approximate numbers _tUnderstanding visuals |
||
| 505 |
_aCritical Thinking
_tInferring meaning from context _tReflecting on own experience |
||
| 505 | _aLesson B | ||
| 505 |
_aTED Talks
_tOne Second Every Day / _rCesar Kuriyama |
||
| 505 |
_aAcademic Skills
_tUnderstanding main ideas and key details _tRecognizing a message _tIdentifying true statements |
||
| 505 |
_aCritical Thinking _tInterpreting a statement _tSynthesizing ideas _tEvaluating an argument _tReflecting on own experience |
||
| 505 |
_aProject _tPlanning a media show about memories |
||
| 505 | _aUNIT 6: BUILDING SOLUTIONS (Architecture and Design) | ||
| 505 | _aLesson A | ||
| 505 |
_aReading _tLiving Spaces: Magazine-style article |
||
| 505 |
_aReading Skills
_tOrganizing supporting details _tUnderstanding reasons |
||
| 505 |
_aCritical Thinking _tSynthesizing information _tAnalyzing problems |
||
| 505 | _aLesson B | ||
| 505 |
_aTED Talks
_tIngenious Homes in Unexpected Places / _rIwan Baan |
||
| 505 |
_aAcademic Skills
_tUnderstanding main ideas and key details _tSummarizing ideas using a concept map _tRecognizing attitude |
||
| 505 |
_aCritical Thinking
_tInferring reasons _tApplying ideas to own experience |
||
| 505 |
_aProject
_tResearching for a talk about an unusual structure |
||
| 505 | _aUNIT 7: ROADS TO FAME (Communication / Sociology) | ||
| 505 | _aLesson A | ||
| 505 |
_aReading
_tGoing Viral: Magazine-style article |
||
| 505 |
_aReading Skills
_tScanning for numbers _tUnderstanding a graph _tIdentifying transition words |
||
| 505 |
_aCritical Thinking
_tInferring attitude _tReflecting on own experience |
||
| 505 | _aLesson B | ||
| 505 |
_aTED Talks
_tWhy Videos Go Viral / _rKevin Allocca |
||
| 505 |
_aAcademic Skills
_tUnderstanding main ideas and key details _tRecognizing a message _tSummarizing ideas using a concept map |
||
| 505 |
_aCritical Thinking
_tApplying ideas to other contexts _tReflecting on reasons |
||
| 505 |
_aProject
_tResearching and presenting a viral video |
||
| 505 | _aUNIT 8: FACE OFF (Conservation / Engineering) | ||
| 505 | _aLesson A | ||
| 505 |
_aReading
_tLions Killed Near Nairobi: News report |
||
| 505 |
_aReading Skills
_tIdentifying cause and effect _tVisualizing details _tUnderstanding infographics |
||
| 505 |
_aCritical Thinking
_tReasoning and justifying an opinion _tReflecting on possible solutions |
||
| 505 | _aLesson B | ||
| 505 |
_aTED Talks
_tMy Invention that Made Peace with Lions / _rRichard Turere |
||
| 505 |
_aAcademic Skills
_tUnderstanding main ideas and key details _tRecognizing tone and message _tSummarizing ideas using a process diagram |
||
| 505 |
_aCritical Thinking
_tMaking predictions _tInterpreting meaning _tQuestioning a speaker |
||
| 505 |
_aProject
_tResearching and presenting on human–animal conflict |
||
| 505 | _aUNIT 9: COMMUNITY VOICES (Visual Arts / Sociology) | ||
| 505 | _aLesson A | ||
| 505 |
_aReading
_tArt in the Community: Biographical article |
||
| 505 |
_aReading Skills
_tUnderstanding a paragraph’s purpose _tUnderstanding references |
||
| 505 |
_aCritical Thinking
_tInterpreting a reaction _tMaking predictions _tApplying ideas to other contexts |
||
| 505 | _aLesson B | ||
| 505 |
_aTED Talks
_tBefore I Die, I Want To… / _rCandy Chang |
||
| 505 |
_aAcademic Skills
_tUnderstanding main ideas and key details _tMaking predictions _tRecognizing point of view |
||
| 505 |
_aCritical Thinking
_tInterpreting a speaker’s statement _tMaking predictions _tSynthesizing and applying ideas |
||
| 505 |
_aProject
_tConducting a survey about your community |
||
| 505 | _aUNIT 10: ROBOTS AND US (Technology / Robotics) | ||
| 505 | _aLesson A | ||
| 505 |
_aReading _tRobots Like Us: Scientific article |
||
| 505 |
_aReading Skills
_tIdentifying main and supporting ideas in paragraphs _tMaking comparisons |
||
| 505 |
_aCritical Thinking
_tEvaluating pros and cons _tReflecting on own experience |
||
| 505 | _aLesson B | ||
| 505 |
_aTED Talks
_tThe Rise of Personal Robots / _rCynthia Breazeal |
||
| 505 |
_aAcademic Skills
_tUnderstanding main ideas and key details _tUnderstanding sequence _tSummarizing main ideas |
||
| 505 |
_aCritical Thinking
_tAnalyzing problems |
||
| 505 |
_aProject
_tCreating a design for a new robot |
||
| 521 |
_aStudents at a low-intermediate (US), B1 (CEFR) level _bPublisher's Website. |
||
| 650 | 0 |
_aEnglish language _vTextbooks for foreign speakers. |
|
| 650 | 0 | _aReaders (Adult) | |
| 650 | 0 | _aReading. | |
| 650 | 0 | _aLow-intermediate (US) level | |
| 650 | 0 | _aB1 level | |
| 700 | 1 | _aLongshaw, Robin | |
| 856 |
_uhttps://eltngl.com/search/productOverview.do?N=4294918395+200&Ntk=P_EPI&Ntt=11840822349767401631992991544234139383&Ntx=mode%2Bmatchallpartial&homePage=false _yPublisher's Website. |
||
| 856 |
_uhttps://ngl.cengage.com/21centuryreading/student/?_ga=2.5167089.391821014.1546957667-1551892647.1546957667 _yStudent Companion Site. |
||
| 856 |
_uhttps://ngl.cengage.com/21centuryreading/teacher/?_ga=2.101513283.391821014.1546957667-1551892647.1546957667 _yTeacher Companion Site. |
||
| 942 |
_2z _cBK |
||