000			10189nam a2200529 a 4500
999			_c2952 _d2952
001			019392312
003			UkOxU
005			20230730183348.0
008			121002s2012 enka 001 0 eng d
020			_a9781107602977 (Student's Book)
020			_a9781107603004 (Teacher's Manual)
035			_a(StEdALDL)1/2882226
040			_aStEdALDL _cStEdALDL _dUkOxU _dJCRC
049			_aCROBAR
100	1		_aSeal, Bernard
245	1	0	_aAcademic Encounters 4 : Human Behavior (Reading & Writing) / _cBernard Seal.
250			_a2nd ed.
260			_aNew York : _bCambridge University Press, _c2012.
300			_axv, 216 p. : _bill. ; _c26 cm.
440			_aAcademic Encounters
500			_aIncludes index.
505			_aIntroduction
505			_aTo the Student
505			_aUNIT 1: MIND, BODY, AND HEALTH _tWrite an essay on health risk factors.
505			_aChapter 1: THE INFLUENCE OF MIND OVER BODY _tContent: Reading 1 - What Is Stress? -- Reading 2 - Coping with Stress -- Reading 3 - Stress and Illness _tReading Skills: Thinking about the topic -- Predicting -- Reading for main ideas -- Thinking about what you already know -- Scanning -- Thinking critically _tWriting Skills: Parallel sentence structure -- Hedging _tVocabulary Skills: Guessing meaning from context -- Dealing with unknown words -- The Academic Word List _tAcademic Success Skills: Highlighting -- Preparing for a test -- Answering multiple-choice questions -- Taking notes using arrows
505			_aChapter 2 LIFESTYLE AND HEALTH _tContent: Reading 1 - Heart Disease -- Reading 2 - Smoking -- Reading 3 - Healthful Behavior _tReading Skills: Personalizing the topic -- Skimming -- Thinking about the topic -- Increasing reading speed -- Comprehension after speed reading -- Scanning -- Thinking critically -- Scientific terms -- Reading for main ideas _tWriting Skills: Comparing -- Understanding paragraph structure _tVocabulary Skills: Describing change -- Describing experimental results _tAcademic Success Skills: Answering true/false questions -- Preparing for a short-answer test -- Writing short answers to test questions
505			_aUNIT 2 DEVELOPMENT THROUGH LIFE _tWrite an essay comparing and contrasting two adjacent periods of life.
505			_aChapter 3 THE TEEN YEARS _tContent: Reading 1 - Defining Adolescence -- Reading 2 - Physical Change in Adolescence -- Reading 3 - Cognitive and Social Development in Adolescence _tReading Skills: Personalizing the topic -- Previewing art -- Reading for main ideas -- Previewing art and graphics -- Skimming -- Reading for details -- Thinking critically _tWriting Skills: Understanding paragraph structure -- Understanding text structure -- Hedging -- Gerunds as subjects _tVocabulary Skills: Word families -- Synonyms _tAcademic Success Skills: Definition answers on tests -- The SQ3R System (Part 1) -- Taking notes in the margins -- The SQ3R System (Part 2)
505			_aChapter 4 ADULTHOOD _tContent: Reading 1 - Early Adulthood -- Reading 2 - Middle Adulthood -- Reading 3 - Late Adulthood _tReading Skills: Personalizing the topic -- Previewing art and graphics -- Reading actively -- Thinking about the topic -- Applying what you have read -- Examining graphics -- Increasing reading speed -- Comprehension after speed reading _tWriting Skills: Using data from a graphic -- Journal writing -- Paragraph topics -- Paragraph main ideas -- Supporting main ideas -- Paraphrasing _tVocabulary Skills: Collocations -- Guessing meaning from context -- Describing change _tAcademic Success Skills: Synthesizing -- Group projects
505			_aUNIT 3: NONVERBAL MESSAGES _tProduce a handbook that will help someone who is not a member of your culture understand how your culture uses body language.
505			_aChapter 5 BODY LANGUAGE _tContent: Reading 1 - Gestural Communication -- Reading 2 - Facial Communication -- Reading 3 - Eye Communication _tReading Skills: Thinking about the topic -- Thinking of your own examples -- Thinking critically -- Skimming -- Personalizing the topic -- Increasing reading speed -- Comprehension after speed reading _tWriting Skills: Defining language -- Signaling examples -- Paraphrasing _tVocabulary Skills: Words related to the topic -- Guessing meaning from context -- Ways of looking _tAcademic Success Skills: Outlining practice -- Highlighting -- Taking notes -- Exploring key concepts -- Writing short answers to test questions
505			_aChapter 6 TOUCH, SPACE, AND CULTURE _tContent: Reading 1 - The Meaning of Touch -- Reading 2 - Spatial Messages -- Reading 3 - Nonverbal Communication and Culture _tReading Skills: Thinking about the topic -- Skimming -- Reading for details -- Gathering data -- Predicting _tWriting Skills: The passive voice -- Summarizing -- Using adverbs -- Generalizations about groups of people -- Transitional expressions _tVocabulary Skills: Word families -- Collocations _tAcademic Success Skills: Making a chart -- Answering a short-answer test question -- Exploring key concepts -- Synthesizing
505			_aUNIT 4: INTERPERSONAL RELATIONSHIPS _tWrite an essay in which you analyze one or two of your personal relationships.
505			_aChapter 7: FRIENDSHIP _tContent: Reading 1 - What is Friendship? -- Reading 2 - The First Encounter -- Reading 3 - The Internet and Relationships _tReading Skills: Thinking about the topic -- Predicting -- Personalizing the topic -- Previewing art -- Skimming -- Reading for details -- Increasing reading speed -- Comprehension after speed reading _tWriting Skills: Efficient sentence structure -- Understanding paragraph structure -- Journal writing -- Paraphasing -- Summarizing _tVocabulary Skills: Using new words in context -- Words related to the topic -- Collocations _tAcademic Success Skills: Outlining practice -- Exploring key concepts
505			_aChapter 8: LOVE _tContent: Reading 1 - Attraction Theory -- Reading 2 - Love -- Reading 3 - Gender Differences in Loving _tReading Skills: Personalizing the topic -- Reading for main ideas -- Reading for details -- Thinking about the topic -- Predicting -- Thinking critically _tWriting Skills: Journal writing -- Using quotations -- The passive voice _tVocabulary Skills: Prepositions -- Words related to the topic -- Similar and different _tAcademic Success Skills: Mnemonics -- Preparing for a test -- Taking notes
520			_a"Academic Encounters is a sustained content-based series for English language learners preparing to study college-level subject matter in English. The goal of the series is to expose students to the types of texts and tasks that they will encounter in their academic course work and provide them with the skills to be successful when that encounter occurs. At each level in the series, there are two thematically paired books. One is an academic reading and writing skills book, in which students encounter readings that are based on authentic academic texts. In this book, students are given the skills to understand texts and respond to them in writing. The reading and writing book is paired with an academic listening and speaking skills book, in which students encounter discussion and lecture material specially prepared by experts in their field. In this book, students learn how to take notes from a lecture, participate in discussions, and prepare short presentations. The books at each level may be used as stand-alone reading and writing books or listening and speaking books. Or they may be used together to create a complete four-skills course. This is made possible because the content of each book at each level is very closely related. Each unit and chapter, for example, has the same title and deals with similar content, so that teachers can easily focus on different skills, but the same content, as they toggle from one book to the other. Additionally, if the books are taught together, when students are presented with the culminating unit writing or speaking assignment, they will have a rich and varied supply of reading and lecture material to draw on.
520			_aThe Academic Encounters series adopts a sustained content-based approach, which means that at each level in the series students study subject matter from one or two related academic content areas. There are two major advantages gained by students who study with materials that adopt this approach. Because all the subject matter in each book is related to a particular academic discipline, concepts and language tend to recur. This has a major facilitating effect. As students progress through the course, what at first seemed challenging feels more and more accessible. Students thus gain confidence and begin to feel that academic study in English is not as overwhelming a task as they might at first have thought. The second major advantage in studying in a sustained content-based approach is that students actually gain some in-depth knowledge of a particular subject area. In other content-based series, in which units go from one academic discipline to another, students’ knowledge of any one subject area is inevitably superficial. However, after studying a level of Academic Encounters students may feel that they have sufficiently good grounding in the subject area that they may decide to move on to study the academic subject area in a mainstream class, perhaps fulfilling one of their general education requirements." (Introduction, p. 8)
521			_aLevel 4 in the series focuses on psychology and human communication. The books are designed for students at the low-advanced to advanced level.
650		0	_aAcademic writing.
650		0	_aEnglish language _xRhetoric.
650		0	_aEnglish language _vTextbooks for foreign speakers.
650		0	_aReading.
650		0	_aC1 (CEFR).
650		0	_aLow-advanced to advanced.
856			_uhttps://www.cambridge.org/ca/cambridgeenglish/catalog/skills/academic-encounters-2nd-edition/academic-encounters-level-4-human-behavior-2nd-edition-students-book-reading-and-writing-and-writing-skills-interactive-pack?isbn=9781107457614&&format=DO _zPublisher's Website.
942			_2z _cBK