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999			_c2876 _d2876
001			021687048
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005			20200213184232.0
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007			cd |||||||||||
008			190424s2019 enka 000|0 eng d
015			_aGBB976310 _2bnb
016	7		_a019381668 _2Uk
020			_a9781108414517 (Student Book with DVD) _qtext
020			_a9781108408028 (DVD)
035			_a(Uk)019381668
035			_a(StEdALDL)1/3802254
040			_aStDuBDS _beng _cStDuBDS _dUkOxU _dJCRC
049			_aCROBAR
082	0	4	_a428.34 _223
100	1		_aGoldstein, Ben
245	1	0	_aEvolve 6 : Full Contact with DVD / _cBen Goldstein, Ceri Jones, Mari Vargo, Christina de la Mare, Jennifer Farmer, and Noah Schwartzberg.
246	1	4	_aEvolve : full contact with DVD
260			_aNew York : _bCambridge University Press, _c2019.
300			_axvi, 161, iv, 73, 101 p. : _bcol. ill. ; _c28 cm + _e1 CD-ROM
440			_aEvolve
500			_aDivided into three parts. Student's book. Video resource book, Rhiannon Ball, Carolyn Clarke Flores, and Noah Schwartzberg. Workbook, Samula Eckstut.
500			_aDVD in wallet inserted before back page.
500			_aDVD includes videos referred to in the text.
500			_aB1+CEFR at foot of cover.
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 Robot Revolution _tLEARNING OBJECTIVES: Discuss the potential uses of robots in everyday life -- Talk about developments in artificial intelligence -- Acknowledge arguments and propose counterarguments -- Write an essay about AI in our homes -- Present a proposal for a robot helper _tGRAMMAR: Commenting adverbs with future forms -- Future perfect and future continuous _tVOCABULARY: Using adverbs to add detail -- Talking about developments in technology _tPRONUNCIATION: Listening for contrastive stress -- Saying expressions to show a counterargument _tLISTENING: I get what you are saying... - A conversation about the innovations found in a new app _tSPEAKING SKILLS: Acknowledge arguments and propose counterarguments _tREADING: Robotics to the rescue - An article ab out robots and humans working together _tWRITING: An essay - Introduce examples -- Organize ideas _tSPEAKING: Talk about the tasks best suited to robots -- Discuss what things you would like AI to do in the future -- Offer and support your opinion -- Discuss interesting examples of AI; Time to speak: Present a proposal for a robot helper to address the needs of a particular job
505			_aUnit 2 The Labels We Live By _tLEARNING OBJECTIVES: Discuss assumptions about behavior -- Talk about assumptions related to age -- Compare and discuss similar experiences -- Write a report based on graphs -- Conduct a survey about comsumerism and labels _tGRAMMAR: Uses of "will" -- Uses of "would" _tVOCABULARY: Describing personality -- Using three-word phrasal verbs _tPRONUNCIATION: Listening for the intonation on interactional phrases -- Saying stressed syllables beginning with /p/, /k/, /t/ _tLISTENING: Same here! -- A conversation about how speaking another language changes the way you interact with the world _tSPEAKING: Discuss similar experiences _tREADING: Read the label -- An article about product labeling on healthy food products _tWRITING: A report based on statistics and graphs -- Refer to data in graphs -- Use language for presenting statistical information _tSPEAKING: Talk about common types of social media users -- Talk about the right age to do different activities -- Discuss your experience with language learning -- Draw conclusions about consumer trends based on statistics; Time to speak: Do a survey about the importance of labels on shopping behavior; present your results
505			_aUnit 3 In Hindsight _tLEARNING OBJECTIVES: Discuss past actions and their present results -- React to past situations -- Describe a negative experience; offer sympathy and reassurance -- Write a short story based on a set of facts -- Discuss and present an alternate history _tGRAMMAR: Variations on past unreal conditionals -- Commenting on the past _tVOCABULARY: Thought processes -- Describing emotional reactions _tPRONUNCIATION: Listening for weak forms in complex verb phrases -- Using intonation to show emphasis _tLISTENING: A complete disaster! -- Two conversations about the same story _tSPEAKING SKILLS: Describe bad experiences -- Offer sympathy and reassurance _tREADING: Too good to be true: New stories about unlikely events _tWRITING: An anecdote about a strange coincidence -- Create cohesion with "both, each, neither", etc. _tSPEAKING: Talk about different possibilities for events in the past -- Discuss how you might handle different problems -- Create and share the backstory leading up to a bad experience -- Discuss and question whether a story is believable; Time to speak: Talk about how changing one past event could affect the world today
505			_aReview 1 (Review of Units 1-3)
505			_aUnit 4 Close Up _tLEARNING OBJECTIVES: Discuss the value of changing perspective -- Talk about how eyes function in humans and animals -- Discuss problems caused by staring at screens -- Write a personal profile statement for a résumé -- Create and present an action plan for a project _tGRAMMAR: Quantifiers and prepositions in relative clauses -- Noun clauses with question words _tVOCABULARY: Describing things -- Eye idioms and metaphors _tPRONUNCIATION: Listening for /t/ between vowels -- Saying the stressed syllable in related words _tLISTENING: Look away! A presentation about the effects of screen time on our eyes _tSPEAKING SKILLS: Clarify a problem _tREADING: Attention to detail! A quiz that reveals if you're a big-picture thinker or tend to focus on details _tWRITING: A personal profile -- Use initial descriptive prepositional phrases for concise writing _tSPEAKING: Talk about the esthetics of close-up imagery -- React to images of animals' eyes -- Discuss what problems can occur because of excessive screen time -- Discuss a personal profile statement; offer suggestions for others -- Time to speak: Create a present an action plan that involves both big-picture and detail-oriented tasks
505			_aUnit 5 Remote _tLEARNING OBJECTIVES: Discuss travelling to remote places -- Comment on loneliness and working in remote places -- Discuss cause and effect -- Write a company profile -- Prepare and present a case for working remotely _tGRAMMAR: Participle phrase in initial position -- Reduced relative clauses _tVOCABULARY: Describing remote places -- Talking about influences _tPRONUNCIATION: Listening for linking between words -- Saying tense and lax vowels _tLISTENING: Working from home -- A presentation about current trends in working from home _tSPEAKING SKILLS: Signal causes and effects _tREADING: Remote success story -- A news feature story about a business whose employees work virtually _tWRITING: A profile -- Use participle phrases to connect ideas _tSPEAKING: Discuss where and how you seek solitude -- Discuss the degree of solitude of different jobs -- Present and discuss ideas about the pros and cons of current topics -- Discuss the chances of success of different companies to operate virtually -- Time to speak: Make a case for working remotely
505			_aUnit 6 Surprise, Surprise _tLEARNING OBJECTIVES: Discuss shocks and surprises -- Talk about great upset in sports and other contexts -- Discuss the differences between local and global brands -- Write a paragraph drawing from multiple sources -- Prepare a surprise for somebody _tGRAMMAR: Clefts -- Question words with -ever _tVOCABULARY: Using adverbs to add attitude -- Using the prefixes under- and over- _tPRONUNCIATION: Listening for the pronunciation of foreign words and phrases -- Saying clefts _tLISTENING: A surprising comeback -- A new feature and interview about business revivals _tSPEAKING SKILLS: Add emphasis _tREADING: Jump scare -- Different perspectives on being scared _tWRITING: Summary of a text -- Paraphrase without repetition _tSPEAKING: Talk about reactions to surprises -- Describe famous upsets -- Compare local and global industries where you live -- Write short summaries on articles about fear -- Time to speak: Plan a surprise for people based on interviews about their interests
505			_aReview 2 (Review of Units 4-5)
505			_aUnit 7 Roots _tLEARNING OBJECTIVES: Discuss the growing interest in DNA testing and genealogy -- Talk about celebrations in your family and community -- Share a story about visiting a place with special significance -- Summarize information about a topic -- Present a plan to promote a cultural celebration _tGRAMMAR: Negative and limiting adverbials -- Fronting adverbials _tVOCABULARY: Talking about ancestry -- Talking about customs and traditions _tPRONUNCIATION: Listening for missing /t/ and /d/ sounds -- Saying diphthongs _tLISTENING: The story of a returnee: An interview with someone who has just returned from her ancestral home _tSPEAKING SKILLS: Comment on your own story -- Express an opinion -- Respond to someone else's story _tREADING: When a language dies -- A graph and text about languages in danger of extinction _tWRITING: Summary of a story -- Parallel structures _tSPEAKING: Discuss the pros and cons of DNA tests -- Talk about the occasions that bring your family together -- Tell stories about visiting new places -- Synthesize the main points in a story -- Time to speak: Discuss a local festivity and decide the best way to promote it
505			_aUnit 8 Short _tLEARNING OBJECTIVES: Discuss distractions and attention spans -- Talk about instincts and gut reactions -- Describe the best features and selling points of apps -- Write presentation slides -- Pitch a company, an idea, or a product to investors _tGRAMMAR: Phrases with "get" -- Phrases with "as" _tVOCABULARY: Talking about attention and distraction -- Expression with "get" _tPRONUNCIATION: Listening for long word groups -- Saying primary secondary word stress _tLISTENING: It's the app that you need -- A conversation between an app designer and a friend _tSPEAKING SKILLS: Speak persuasively about a product _tREADING: The perfect pitch -- An article about developing a pitch for investors _tWRITING: Presentation slides -- Presentation formats _tSPEAKING: Talk about the distractions in your life -- Talk about how important instinct is in daily life -- Discuss the apps that make your life easier -- Compare presentation slides -- Time to speak: Present a pitch to investors for an idea or products
505			_aUnit 9 Health vs. Modern Life _tLEARNING OBJECTIVES: Discuss the effects of a sedentary lifestyle -- Suggest ways to establish good sleep habits -- Ask and deflect probing questions -- Write about a clean-water initiative and how it works -- Present and explain choices that you have made for other people _tGRAMMAR: Referencing -- Continuous infinitives _tVOCABULARY: Discussing health issues -- Discussing (lack of) sleep _tPRONUNCIATION: Listening for stressed and unstressed grammar word -- Saying consonant clusters _tLISTENING: Clearing the air: An interview with a politician about clean air issues _tSPEAKING SKILLS: Ask probing questions -- Buy me to think / deflect questions _tREADING: A thirsty world: Three short articles about water crises around the world and water charities that address them _tWRITING: A short article: Phrases to highlight viewpoint _tSPEAKING: Talk about ways to discourage a sedentary lifestyle -- Discuss a sleep plan for different people -- Discuss important local issues in a role-play activity -- Consider strengths and weaknesses of an initiative -- Time to speak: Present choices for other people based on their priorities
505			_aReview 3 (Review of Units 7-9)
505			_aUnit 10 Reinvention _tLEARNING OBJECTIVES: Talk about future food options and how likely they are -- Discuss new ways to use natural energy sources -- Discuss the advantages of rethinking daily habits -- Write a summary of a discussion about the new economy -- Present and evaluate an idea for reinventing pet ownership _tGRAMMAR: Simple past for unreal situations -- It constructions _tVOCABULARY: Discussing global food issues -- Discussing global energy issues _tPRONUNCIATION: Listening for sound changes in connected speech -- Saying the /ng/ sound _tLISTENING: A life without plastic: A conversation about the challenges and value of going plastic-free _tSPEAKING SKILLS: Defend an opinion -- Conclude a turn _tREADING: What's yours is mine -- Short texts from a forum about new economic models _tWRITING: A summary of a discussion -- Avoiding opinion in a summary -- Marking opinion in a summary _tSPEAKING: Discuss alternative food options -- Discuss renewable energy -- Debate alternative lifestyle choices that benefit the environment -- Consider the conclusions from a discussion -- Time to speak: Debate the pros and cons of a local initiative
505			_aUnit 11 True Colors _tLEARNING OBJECTIVES: Discuss the importance of color for businesses -- Talk about color expressions and their meaning -- Respond to questions in different ways -- Write a short opinion essays -- Create a flag for a specific group _tGRAMMAR: Subject-verb agreement -- Articles _tVOCABULARY: Describing color associations -- Color expressions _tPRONUNCIATION: Listening for uncertainty -- Saying vowels before consonants _tLISTENING: It tastes like green! -- A Q&A session with two experts on the psychology of color _tSPEAKING SKILLS: Respond to questions for different purposes _tREADING: A sense of identity -- An article on the significance of colors in sports marketing _tWRITING: An opinion essay -- Express and support opinions with examples _tSPEAKING: Discuss the best color scheme for different products and companies -- Discuss color expressions -- Consider what effect color has on taste expectations -- Discuss the arguments presented by others and offer feedback for improvements -- Time to speak: Discuss and present the characteristics that define a group's identity
505			_aUnit 12 Things Change _tLEARNING OBJECTIVES: Answer job interview questions about change -- Talk about places that have changed drastically -- Tell a story that you heard from someone else -- Write a review of a movie or book -- Create a structured story from pictures _tGRAMMAR: The present subjunctive -- Perfect initiative _tVOCABULARY: Talking about change -- Describing change _tPRONUNCIATION: Listening for sound changes in colloquial speech -- Reading aloud _tLISTENING: "And that's when it all changed!" -- A story about a celebrity impersonator _tSPEAKING SKILLS: Retell a story -- Refer to the original story -- Skip details _tREADING: "The next thing you know,..." -- An article about the structure of a successful movie script _tWRITING: Movie review -- Write concise descriptions (multi-clause sentences) _tSPEAKING: Practice giving job interview answers -- Talk about how things have changed dramatically -- Retell a story -- Describe plots and turning points -- Time to speak: Develop a creative story based on pictures
505			_aReview 4 (Review of Units 10-12)
505			_aGrammar charts and practice
505			_aVocabulary exercises
650		0	_aEnglish language _xSpoken English.
650		0	_aEnglish language _vTextbooks for foreign speakers.
650		0	_aEnglish language _vFilms for foreign speakers.
650		0	_aC1 (CEFR).
650		0	_aAdvanced.
700	1		_aJones, Ceri _d1965-
700	1		_aVargo, Mari
700	1		_ade la Mare, Christina
700	1		_aFarmer, Jennifer
700	1		_aSchwartzberg, Noah
856			_uhttps://www.cambridge.org/ca/cambridgeenglish/catalog/adult-courses/evolve _zPublisher's Website.
942			_2z _cMX