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020			_a9780199022519 (Student Book)
040			_cJCRC
100			_aFrame, Sue
245			_aCompass 1 : _bAll-in-one Integrated Skills and Grammar / _cSue Frame and Jacinthe Paillé.
250			_a1st ed.
260			_aToronto, ON : _bOxford University Press, _c2017.
300			_axvi, 206 p. : _bill. in col. ; _c28 cm.
440			_aCompass
500			_aIncludes a Grammar Guide, appendices and an index.
505			_aUnit 1 HEAD START — Warm Up: Interview and introduce a partner to others — Reading: “How Would You Describe Your Personality to a Stranger?” — Discover Grammar: Simple Present — Speaking: Talk about daily life — Listening: “Teens Share What Defines Generation Z” — Pronunciation: Numbers — Reading: “Goal Setting: Visualize the Finish Line” — Writing: Describe a typical routine — Watching: “Happy!” — Revising and Editing: Simple present, prepositions, there is/there are, and word choice — Consolidating: Write about someone close to you - present on a role model - read and assess the results of a personality test — Unit 2 FOOD FOR THOUGHT — Warm Up: Practice using food-related expressions — Reading: “Choose Food, Not Food-like Substances” — Speaking: Describing food preferences — Vocabulary: Textures and tastes — Watching: “Locavore” — Discover Grammar: Simple Present and Present Progressive — Writing: Topic Sentences — Listening: “Digging into the Food Tech Boom” — Pronunciation: Endings: -s and –es — Reading: “Is Meatless Monday for Us?” — Revising and Editing: Simple present and modals — Consolidating: Write about apps - present on food-related topics - practise simple present and present progressive - review unit vocabulary — Unit 3 HAPPY CITIES — Warm Up: Discussing neighbourhoods — Reading: “Does Knowing Your Neighbours Make You Happier?” — Discover Grammar: Question Formation in the Simple Past — Listening: “Happy Cities” — Writing: Write about a happy experience — Vocabulary: Cognates — Watching: “Open Streets Toronto” — Pronunciation: Endings: -ed — Reading: “Bogota did it. Montreal did it. Copenhagen did it. Can Toronto?” — Speaking: Discuss 100 in 1 Day — Revising and Editing: Past tense, spelling, and prepositions — Consolidating: Read about community development - present on a community organization - write about a community event - review unit vocabulary. — Unit 4 BEATING THE ODDS — Warm Up: Discuss communication — Reading: “Deaf Rapper Makes Himself Heard on Hip-Hop Scene” and “Interview: Temple Grandin on Autism and Language” — Listening: “Fast Talking in a Fast World” — Speaking: Discuss speed in everyday life — Discover Grammar: Simple Past Pronunciation: The /th/ sound — Watching: “Sonic Magic: The Wonder and Science of Sound” — Reading: “The History of Sign Language” — Writing: Writing an Email to your Teacher — Revising and Editing: Simple past and revising emails — Consolidating: Write about communication - present on a unique communicator - review unit vocabulary — Unit 5 HIGHER, STRONGER, FASTER — Warm Up: Discuss physical activity — Reading: “Camille Leblanc-Bazinet Is, Officially, the Fittest Woman on Earth” — Speaking: Discuss sports — Watching: “Walk to Talk” — Writing: Supporting Your Opinion — Reading: “Blind Athlete Pushes His Limits” — Pronunciation: Can and Can’t — Discover Grammar: Modals — Listening: “Athletes Maintain Their Passion for Fitness” — Revising and Editing: Modals, and comparatives and superlatives — Consolidating: Write about physical activity - present on a sport - watch and summarize a video on an athlete - read and summarize articles on physical activity and risk — Unit 6 BEYOND WORDS — Warm Up: Discuss languages — Reading: “Seven Benefits of Being Bilingual” — Watching: “Advantage for Life” — Reading: “A Split in Linguistic Personalities: The Identity Shifts of People Living in Two Cultures” — Discover Grammar: Future Tense Pronunciation: Silent Letters — Listening: “The Limitless Vision of Robert Lepage” — Writing: Writing a Conclusion — Revising and Editing: Future tense — Consolidating: Practise future tense - write about technology and communication - present on language learning - review unit vocabulary — LEARNING STRATEGIES: Writing -- Strategies -- Speaking -- Strategies -- Reading Strategies -- Listening Strategies — GRAMMAR GUIDE: Chapter 1 Plural Nouns -- Chapter 2 Simple Present and Present Progressive -- Chapter 3 Information Questions (wh- questions) -- Chapter 4 Simple Past -- Chapter 5 Past Progressive -- Chapter 6 Future -- Chapter 7 Present Perfect -- Chapter 8 Pronouns and Possessive Adjectives -- Chapter 9 Modals -- Chapter 10 Prepositions -- Chapter 11 Spelling and Word Choice -- Chapter 12 Adjectives and Adverbs – Comparatives and Superlatives -- Chapter 13 Coordinating Conjunctions, Punctuation, and Capitalization — Appendix 1 Stative Verbs — Appendix 2 Irregular Verbs — Appendix 3 Commonly Misspelled Words — Appendix 4 Review of Verb Tenses
520			_a"Compass 1 was developed for high-beginner to low-intermediate students of English as a second language. Written and reviewed by experienced teachers, the text incorporates four-skill instruction - reading, writing, listening and speaking - and in-depth vocabulary development. A comprehensive grammar section presents clear, simple and concise information with numerous practice opportunities. Key Features: High-interest, student-centred topics increase learner involvement and motivation; Authentic content from Canadian and international sources is level-appropriate and relevant to students' lives; A frequency-based approach to vocabulary recycles the most common (high frequency) words, which are practised multiple times in each unit for better student acquisition and retention; Less common (low frequency) words in readings, videos, and audio are glossed and defined to increase students' success; Practical learning strategies in each unit make learning easier, quicker, and more enjoyable; A concise Learning Strategies section allows students to become more independent and more effective at acquiring new language skills; Students encounter implicit and explicit grammar instruction, taking advantage of different types of learning; Grammar in Context boxes enable students to develop a much stronger understanding of how English works in real life." (Book Cover)
521			_aCompass 1 was developed for high-beginner to low-intermediate students of English as a second language.
650			_aEnglish language _xTextbooks for second language learners _xFrench speakers.
650			_aEnglish language _xProblems, exercises, etc.
650			_aAnglais (Langue) _xManuels pour francophones.
650			_aAnglais (Langue) _xProblèmes, exercices, etc.
700			_aPaillé, Jacinthe
856			_uhttp://oupcanada.com/catalog/9780199022519.html _zPublisher's Website.
942			_2z _cBK