000			09718cam a2200565 i 4500
999			_c2903 _d2903
003			OSt
005			20200226180646.0
008			151002s2015 nyuab 000 0 eng d
010			_a2015373691
020			_a9780194903950 (Student book with online practice)
020			_a0194903958 (Student book with online practice)
035			_a(OCoLC)ocn922373623
040			_aXMC _beng _cXMC _dDLC _dJCRC
042			_alccopycat
050	0	0	_aPE1128 _b.G6525 2015
082	0	0	_a428.0071 _223
100	1		_aDaise, Debra
245	1	0	_aQ : Skills for Success 4 : Reading and Writing (3rd ed.) / _cDebra Daise and Charl Norloff.
246	3	0	_aReading and writing. _n4.
250			_a3rd ed.
260			_aNew York : _bOxford University Press, _c2020.
300			_axi, 246 p. : _bill. (colour), maps (colour) ; _c26 cm.
440			_aQ : Skills for Success
500			_aCover title.
505			_aCritical Thinking: The unique central approach of the Q: Skills for Success series has been further enhanced in the Third Edition. New features help you analyze, synthesize, and develop your ideas. _tUnit question: The thought-provoking unit questions engage you with the topic and provide a critical thinking framework for the unit. _tCritical Thinking Strategy with video: Each unit includes a Critical Thinking Strategy with activities to give you step-by-step guidance in critical analysis of texts. An accompanying instructional video [...] provides extra support and examples. _tBloom's Taxonomy: Blue activity headings integrate verbs from Bloom's Taxonomy to help you see how each activity develops critical thinking skills. _tAnalysis: You can discuss your opinion of each listening text and analyze how it changes your perspective on the unit question.
505			_aThree types of Video: _tUnit Video: The unit videos include high-interest documentaries and reports on a wide variety of subjects, all linked to the unit topic and question. "Work with Video" pages guide you in watching, understanding, and discussing the unit videos. The activities help you see the connection to the Unit Question and the other texts in the unit. In some units, one of the main listening texts is a video. _tCritical Thinking Video: Narrated by the Q series authors, these short videos give you further instruction on the Critical Thinking Strategy of each unit using engaging images and graphics. You can use them to gain a deeper understanding of the Critical Thinking Strategy. _tSkills Video: These instructional videos provide illustrated explanations of skills and grammar points in the Student Book. They can be viewed in class or assigned for a flipped classroom, for homework, or for review. One skill video is available for every unit.
505			_aVocabulary: A research-based vocabulary program focuses on the words you need to know academically and professionally. The vocabulary syllabus in Q: Skills for Success is correlated to the CEFR and linked to two word lists: the Oxford 5000 and the OPAL (Oxford Phrasal Academic Lexicon) _tThe Oxford 5000 is an expanded core word list for advanced learners of English. As well as the Oxford 3000 core list, the Oxford 5000 includes an additional 2,000 words, guiding learners at B2-C1 level on the most useful, high-level words to learn. _tThe OPAL is a collection of four word lists that provide an essential guide to the most important words and phrases to know for academic English. The word lists are based on the Oxford Corpus of Academic English and the British Academic Spoken English corpus. The OPAL includes both spoken and written academic English and both individual words and longer phrases. Academic Language tips in the Student Book give information about how words and phrases from the OPAL are used and offer help with features such as collocations and phrases.
505			_aExtensive Reading is a program of reading for pleasure at a level that matches your language ability. There are many benefits to Extensive Reading: _tIt helps you to become a better reader in general; it helps to increase your reading speed; it can improve your reading comprehension; it increases your vocabulary range; it can help you improve your grammar and writing skills; it's great for motivation to read something that is interesting for its own sake.
505			_aEach unit if Q: Skills for Success Third Edition has been aligned to an Oxford Graded Reader based on the appropriate topic and level of language proficiency. The first chapter of each recommended graded reader can be downloaded from IQ Online Resources." (Introduction, pp. iv-vii)
505			_aCONTENTS
505			_aWelcome to Q: Skills for Success Third Edition
505			_aWhat is iQ Online?
505			_aUNIT 1 SOCIOLOGY - What makes someone admirable? _tReading 1: We All Need a Role Model _tReading Skill: Previewing and predicting _tReading 2: Everyday Heroes _tWork with the Video: Volunteer Hairdresser _tVocabulary Skill: Using the dictionary _tWriting Skill: Organizing and developing an essay _tCritical Thinking Strategy: Ordering ideas _tGrammar: Restrictive relative clauses _tUnit Assignment: Write an analysis essay
505			_aUNIT 2 BEHAVIORAL SCIENCE - How do marketers get our attention? _tReading 1: Your Guide to Generation Z _tReading Skill: Highlighting and annotating _tReading 2: This Is Why You're Addicted to Your Phone _tCritical Thinking Strategy: Discussing Ideas _tWork with the Video: Predictive Advertising _tVocabulary Skill: Collocations with nouns _tWriting Skill: Write a descriptive essay _tGrammar: Definite and indefinite articles _tUnit Assignment: Write a descriptive essay
505			_aUNIT 3 DEVELOPMENTAL PSYCHOLOGY - What important lessons do we learn as young people? _tReading 1: The Difference Between Fighting In and Belonging, and Why It Matters _tCritical Thinking Strategy: Relating to the reading _tReading Skill: Making inferences _tReading 2: Life Lessons I Learned from My Dad in 23 Years _tWork with the Video: Robin Goodman on Children Who Want to Quit _tVocabulary Skill: Prefixes and suffixes _tWriting Skill: Writing a narrative essay and varying sentence patterns _tGrammar: Past perfect and past perfect continuous _tUnit Assignment: Write a narrative essay
505			_aUNIT 4 SCIENCE AND TECHNOLOGY - How can science improve lives? _tReading 1: Five Innovative Technologies That Bring Energies to the Developing World _tCritical Thinking Strategy: Categorizing Information _tReading Skill: Understanding comparisons and contrasts _tReading 2: This Device Pulls Water Out of Desert Air _tWork with the Video: Inventions to Save the Planet _tVocabulary Skill: Using the dictionary to distinguish between homonyms _tWriting Skill: Writing a compare and contrast essay _tGrammar: Subordinators and transitions to compare and contrast _tUnit Assignment: Write a compare and contrast essay
505			_aUNIT 5 NUTRITIONAL SCIENCE - Should science influence what we eat? _tReading 1: Eating Well: Less Science, More Common Sense _tReading Skill: Recognizing bias _tCritical Thinking Strategy: Analyzing texts for cause and effect relationships _tReading 2: A Personalized Nutrition Company Will Use Your DNA to Tell You What to Eat _tWork with the Video: Vitamin Deficiencies _tVocabulary Skill: Cause and effect collocations _tWriting Skill: Writing a cause and effect essay _tGrammar: Agents with the passive voice _tUnit Assignment: Write a cause and effect essay
505			_aUNIT 6 EDUCATION - Does school prepare you for work? _tReading 1: From Students to Employee: A Difficult Transition _tCritical Thinking Strategy: Justifying your opinions _tReading Skill: Using an outline _tReading 2: Making My First Post-College Career Decision _tWork with the Video: College Graduate _tVocabulary Skill: Word Forms _tGrammar: Reported speech with the present tense and shifting tenses _tWriting Skill: Writing a summary _tUnit Assignment: Write a summary
505			_aUNIT 7 GEOLOGY - Is discovery always a good thing? _tReading 1: Ocean Discoveries _tReading Skill: Recognizing facts and opinions _tReading 2: Alaska's Pebble Mine: Mineral vs. Nature _tWork with the Video: The Wind Power Debate _tCritical Thinking Strategy: Synthesizing information _tVocabulary Skill: Word roots _tWriting Skill: Writing an opinion essay _tGrammar: Adverb phrases of reason _tUnit Assignment: Write an opinion essay
505			_aUNIT 8 ENGINEERING - Can failure lead to success? _tReading 1: The Tacoma Narrows Bridge Collapse and the Lessons Learned _tCritical Thinking Strategy: Hypothesizing _tReading Skill: Identifying counterarguments and refutations _tReading 2: How to Design a Student Project That Benefits the Developing World _tWork with the Video: Chernobyl Disaster _tVocabulary Skill: Collocations with prepositions _tWriting Skill: Writing a persuasive essay _tGrammar: Adverb clauses of concession _tUnit Assignment: Write a persuasive essay
505			_aVocabulary List and CEFR Correlation
505			_aAuthors and consultants
650		0	_aReading comprehension _vProblems, exercises, etc.
650		0	_aEnglish language _xRhetoric _vProblems, exercises, etc.
650		0	_aB2 (CEFR).
650		0	_aHigh-intermediiate.
700	1		_aNorloff, Charl
856			_uhttps://www.oupcanada.com/catalog/9780194903950.html _zPublisher's Website.
942			_2z _cBK