000			15362nam a22006138i 4500
999			_c2866 _d2866
001			021680050
003			UkOxU
005			20200206184447.0
008			190424s2019 enk 000|0|eng|d
015			_aGBB976309 _2bnb
016	7		_a019381667 _2Uk
020			_a9781108414470 (Student Book with DVD)
035			_a(Uk)019381667
035			_a(StEdALDL)1/3802253
040			_aStDuBDS _beng _cStDuBDS _dJCRC
049			_aCROBAR
082	0	4	_a428.34 _223
100	1		_aHendra, Leslie Anne
245	1	0	_aEvolve 3 : Full Contact with DVD / _cLeslie Anne Hendra, Mark Ibbotson, Kathryn O'Dell, Mari Vargo, Rhiannon Ball, and Noah Schwartzberg.
260			_aNew York : _bCambridge University Press, _c2019.
300			_axvi, 160 p., 72 p, 101 p. : _bcol. ill. ; _c28 cm + _e1 DVD
440			_aEvolve
505			_a"Welcome to EVOLVE, an innovative American English course for adults and young adults! We’ve drawn extensively on insights from language teaching experts and real students around the world to create a course that covers all skills and will support you and your students with the most effective and efficient ways to make progress in English.
505			_aINSIGHT FROM STUDENTS: We asked over 2,000 students from all over the world what topics they would like to discuss in English and in what situations they would like to be able to speak more confidently. The ideas are included throughout the Student’s Book, ensuring that EVOLVE is relevant to students’ lives and reflects their realities, thus increasing engagement. Additionally, real students appear in short videos responding to discussion questions. These videos serve as ideas prompts and encourage discussion by giving students something real to react to. These videos also provide more attainable speaking models for students as the students featured in the videos are at the same level as the students using the book. These “peer models” give students confidence that they can achieve something similar, so they’re more likely to engage in the conversation themselves.
505			_aINSIGHTS FROM TEACHERS: Teachers repeatedly told us that they value professional development opportunities, but they had difficulty fitting professional development into their busy lives. In order to help them discover techniques which will help their students learn, EVOLVE offers a unique integrated development program for teachers. Each unit of the Teacher’s Edition includes the presentation of a professional development technique which the teacher is then guided through how to incorporate in the lesson itself. In addition, there are opportunities for reflection on the technique they have used, and follow-up reading material to consolidate the theory behind the technique." (Publisher's Website)
505			_aCONTENTS
505			_aUnit 1 Who we are _tLEARNING OBJECTIVES: Talk about people's personalities -- Ask and answer questions about people -- Make introductions and get to know people -- Write an email to get to know someone -- Ask questions to test a leader's personality _tGRAMMAR: Information questions -- Indirect questions _tVOCABULARY: Describing personality -- Giving personal information _tPRONUNCIATION: Stressing new information _tFUNCTIONAL LANGUAGE: Make introductions: say how you know someone; end a conversation -- Real-world strategy: Meet someone you've heard about _tREADING: We're family! An email to a cousin in a different country _tWRITING: A message introducing yourself -- An email to a relative in another country -- Paragraphs _tSPEAKING: Talk about questions you ask new people -- Ask and answer questions about famous people -- Introduce yourself and ask questions -- Describe someone's personality ; Time to speak: Decide what makes a good leader
505			_aUnit 2 So much stuff _tLEARNING OBJECTIVES: Talk about things you've had for a while -- Talk about things you own -- Switch from the topic to another -- Write an add for something you want -- Discuss items to take when you move _tGRAMMAR: Present perfect with ever, never, for, and since -- Present perfect with already and yet _tVOCABULARY: Describing possessions -- Tech features _tPRONUNCIATION: Saying /t/ at the start of words -- Listening for /w/ sounds _tFUNCTIONAL LANGUAGE: Introduce new topics; change the subject; stay on track -- Real-world strategy: Use short questions to show interest _tLISTENING: It's useless right?: A podcast interview with a collector _tWRITING: An online advertisement: An ad requesting something you want -- one and ones _tSPEAKING: Talk about the ''history'' of personal objects -- Talk about how long you've had items -- Talk about personal interests -- Talk about someone's reasons for collecting -- Time to speak: Discuss things to take in a move
505			_aUnit 3 Smart moves _tLEARNING OBJECTIVES: Ask and answer questions about your city -- Talk about how to get from one place to another -- Ask for and give directions of a building -- Write a personal statement for a job application -- Give a presentation about a secret spot in your city _tGRAMMAR: Articles -- Modals for advice _tVOCABULARY: City features -- Public transportation _tPRONUNCIATION: Saying consonant clusters at the start of a word _tFUNCTIONAL LANGUAGE: Ask for directions, give directions -- Real-world strategy: Repeat details to show you understand _tREADING: Maybe you can help: An ad for volunteer jobs _tWRITING: A volunteer application: A personal statement for an application -- Checking punctuation, spelling, and grammar _tSPEAKING: Ask and answer city questions -- Talk about your routes to places in your city -- Give directions to places at school or work -- Talk about a volunteer job -- Time to speak: Discuss ''secret spots'' in your city
505			_aReview 1 (Review of Units 1-3)
505			_aUnit 4 Think first _tLEARNING OBJECTIVES: Describe opinions and reactions -- Make plans for a trip -- Offer and response to reassurance -- Write an email describing plans for an event -- Choose activities for different groups of people _tGRAMMAR: "be going to" and "will" for predictions -- "will" for sudden decisions; present continuous for future plans -- Describing opinions and reactions -- Making decisions and plans _tVOCABULARY: Describing opinions and reactions -- Making decisions and plans _tPRONUNCIATION: Saying /p/ at the start of a word -- Listening for linked sounds - final /n/ _tFUNCTIONAL LANGUAGE: Offer reassurance; response to reassurance -- Real-world strategy: Use ''at least" to point out the good side of a situation _tLISTENING: Business and pleasure: Colleagues discussing plans for a fun event for students _tWRITING: An email with an event schedule: An email describing plans for an event -- Linking words to show order _tSPEAKING: Talk about your plans for the week and weekend -- Make plans for a weekend trip -- Talk about difficult situations -- Choose the best group activity -- Time to speak: Plan a "microadventure"
505			_aUnit 5 And then... _tLEARNING OBJECTIVES: Talk about lost and found things -- Talk about giving and needing help -- Talk about surprising situations -- Write a short story -- Tell and compare stories _tGRAMMAR: Simple past -- Past continuous and simple past _tVOCABULARY: Losing and finding things -- Needing and giving help _tPRONUNCIATION: Showing surprise _tFUNCTIONAL LANGUAGE: Give surprising news, react with surprise -- Real-world strategy: Repeat words to express surprise _tREADING: Storytelling: An article about how to tell a good story _tWRITING: A true story: A story -- Expressions for storytelling _tSPEAKING: Talk about things you have lost or found -- Describe a time you helped someone -- Talk about surprising personal news -- Say what makes a story good -- Time to speak: Share "amazing but true" story
505			_aUnit 6 Impact _tLEARNING OBJECTIVES: Talk about urban problems -- Talk about problems and solutions -- Express concern and relief in different situations -- Write a post giving your point of view -- Decide if a ''green'' plan will work _tGRAMMAR: Quantifiers -- Present and future real conditionals _tVOCABULARY: Urban problems -- Adverbs of manner _tPRONUNCIATION: Unstressed vowels at the end of the word -- Listening for weak words _tFUNCTIONAL LANGUAGE: Express concern; express relief -- Real-world strategy: Use ''though'' to give a contrasting idea _tLISTENING: Beating the traffic: A podcast about drone deliveries _tWRITING: Online comment reacting to a podcast: Comment about a podcast -- Using questions to make points _tSPEAKING: Discuss the impact of urban problems -- Talk about city problems and solutions -- Talk about worrisome situations -- Evaluate someone's ideas -- Time to speak: Discuss making cities "green"
505			_aReview 2 (Review of Units 4-6)
505			_aUnit 7 Entertain us _tLEARNING OBJECTIVES: Discuss your changing taste in music -- Talk about TV shows and movies -- Refuse invitations and respond to refusals -- Write a movie review -- Talk about changing tastes _tGRAMMAR: ''used to'' -- Comparisons with (not) as...as _tVOCABULARY: Music -- TV shows and movies _tPRONUNCIATION: Saying /m/ in I'm _tFUNCTIONAL LANGUAGE: Refuse invitations; respond to a refusal -- Real-world strategy: Soften comments _tREADING: Animation for all ages: An online articles about animated movies and TV shows _tWRITING: A review of an animated movie: A movie review -- Organizing ideas _tSPEAKING: Talk about how musical tastes have changed -- Compare favourite movies/TV shows -- Invite someone to an event and refuse an invitation -- Talk about humor in animated movies -- Time to speak: Discuss changing tastes in entertainment
505			_aUnit 8 Getting there _tLEARNING OBJECTIVES: Talk about what you've been doing -- Talk about progress -- Catch-up with people's news -- Write a post about managing time -- Decide on better ways to use your time _tGRAMMAR: Present perfect continuous -- Present perfect vs. Present perfect continuous _tVOCABULARY: Describing experiences -- Describing progress _tPRONUNCIATION: Saying /a/ and /ae/ vowel sounds -- Listening for weak forms of didn't _tFUNCTIONAL LANGUAGE: Say how long it's been; ask about someone's news, answer -- Real-world strategy: Use that ''would be'' to comment on something _tLISTENING: A time-saving tip: A podcast interview about time management _tWRITING: A podcast about a podcast: A post about time management -- Time expressions _tSPEAKING: Talk about what you've been doing recently -- Explain what you've been spending time on -- Talk to a friend you haven't seen for a while -- Talk about someone's new habits -- Time to speak: Prioritize tasks to improve balance
505			_aUnit 9 Make it work _tLEARNING OBJECTIVES: Talk about college subjects -- Discuss rules for working and studying at home -- Express confidence and lack of confidence -- Write the main part of the resume -- Decide how to use your skills _tGRAMMAR: Modals of necessity -- Modals of prohibition and permission _tVOCABULARY: College students -- Employment _tPRONUNCIATION: Grouping words _tFUNCTIONAL LANGUAGE: Express confidence; express lack of confidence _tREADING: A job search: An online job ad and a résumé for the job _tWRITING: A résumé: Experiences and activities for a résumé -- How to write a résumé _tSPEAKING: Talk about subjects in school that prepare you for the future -- Present rules for working or studying at home -- Discuss plans for doing challenging activities -- Identify a job an ad is for -- Time to speak: Describe skills for an ideal job
505			_aReview 3 (Review of Units 7-9)
505			_aUnit 10 Why we buy _tLEARNING OBJECTIVES: Say what things are made of -- Talk about where things come from -- Questions or approve of someone's choices -- Write feedback about company's products -- Design a commercial _tGRAMMAR: Simple present passive -- Simple past passive _tVOCABULARY: Describing materials -- Production and distribution _tPRONUNCIATION: Saying /u/, /au/, and /u/ vowel sounds -- Listening for contrastive stress _tFUNCTIONAL LANGUAGE: Question someone's choices; approve someone's choices -- Real-world strategy: Change your mind _tLISTENING: Not just customers-fans: A podcast about customers as fans _tWRITING: Online customers feedback about products: Feedback about products -- ''However'' and ''although'' to contrast ideas _tSPEAKING: describe how materials affect the environment -- Share where things you own were produced -- Talk about things you want to buy -- Talk about companies you like -- Time to speak: Discuss reasons why people buy things
505			_aUnit 11 Pushing yourself _tLEARNING OBJECTIVES: Talk about how to succeed -- Talk about imaginary situations -- Give opinions and ask for agreements -- Write a personal story -- Talk about a person you admire _tGRAMMAR: Phrasal verbs -- Present and future unreal conditions _tVOCABULARY: Succeeding -- Opportunities and risks _tPRONUNCIATION: Saying ''sh'' and ''dz'' sounds _tFUNCTIONAL LANGUAGE: Ask for agreement; agree -- Real-world strategy: Soften an opinion _tREADING: Outside the comfort zone: An online article about benefits of leaving your comfort zones _tWRITING: A story about a challenging new activity: A story about pushing yourself -- Comparing facts _tSPEAKING: Talk about a failure and its effects -- Discuss what you might risk for money -- Express opinions about topics with tow sides -- Talk about pushing yourself -- Time to speak: Discuss what makes people successful
505			_aUnit 12 Life's little lessons _tLEARNING OBJECTIVES: Talk about accidents -- Talk about extreme experiences -- Describe and ask about feelings -- Write an anecdote about a life lesson -- Plan a fun learning experience _tGRAMMAR: Indefinite pronouns -- Reported speech _tVOCABULARY: Describing accidents -- Describing extremes _tPRONUNCIATION: Saying -ed at the end of a word -- Listening for 'll _tFUNCTIONAL LANGUAGE: Describe your feelings; ask about or guess others' feelings -- Real-world strategy: End a story _tLISTENING: Lesson learned? An expert presentation about life lessons _tWRITING: A story about learning a lesson: An anecdote about a life lesson -- Using different expressions with similar meanings _tSPEAKING: Talk about a small, amusing accident -- Describe an extreme experience -- Talk about emotions associated with an experience -- Talk about learning from mistakes -- Time to speak: Talk about activities to learn new skills
505			_aReview 4 (Review of Units 10-12)
505			_aGrammar charts and practice
505			_aVocabulary exercises
650		0	_aEnglish language _vTextbooks for foreign speakers.
650		0	_aEnglish language _xSpoken English.
700			_aIbbotson, Mark
700			_aO'Dell, Kathryn
700			_aVargo, Mari
700			_aBall, Rhiannon
700			_aSchwartzberg, Noah
856			_uhttps://www.cambridge.org/ca/cambridgeenglish/catalog/adult-courses/evolve _zPublisher's Website.
942			_2z _cMX