| 000 -LEADER |
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| fixed length control field |
09809nam a22004337a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20230815031551.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
180522b ||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781424009084 (Student Book) |
| 040 ## - CATALOGING SOURCE |
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| Transcribing agency |
JCRC |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Sandy, Chuck. |
| 245 ## - TITLE STATEMENT |
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| Title |
Active Skills for Communication : |
| Remainder of title |
Book 1 / |
| Statement of responsibility, etc. |
Chuck Sandy and Curtis Kelly. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Boston, MA : |
| Name of publisher, distributor, etc. |
Heinle Cengage Learning, |
| Date of publication, distribution, etc. |
2009. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
128 p. : |
| Other physical details |
ill. ; |
| Dimensions |
28 cm. |
| Accompanying material |
+ 1 Audio CD. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Active Skills |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 1 Class album |
| Title |
Challenge: Interviewing a classmate and making a class album |
| -- |
Skills: Greeting people; Sharing personal information<br/> |
| -- |
Fluency: Asking politely with May I ask... |
| -- |
Language: Personal information; Wh- questions & answers; Yes/no questions & answers; Clarifying phrases<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 2 Favorite Photos<br/> |
| Title |
Challenge: Sharing personal photos and information<br/> |
| -- |
Skills: Describing people, places, and events |
| -- |
Fluency: Asking follow-up questions<br/> |
| -- |
Language: Present simple tense questions & answers; Past simple tense questions & answers; People, places, and events; Adjectives<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 3 Personal Goals |
| Title |
Challenge: Making an action plan and presenting a goal |
| -- |
Skills: Explaining intentions and future plans<br/> |
| -- |
Fluency: Giving advice with should<br/> |
| -- |
Language: Intentions with would like to/really want to + infinitive; Future with be going to + infinitive; Infinitives; Time expressions |
| -- |
Project 1 : Self-Improvement Plan; Recycling themes and language from Unit 3; Making and explaining a self-improvement plan poster |
| -- |
Unit 4 Believe It or Not |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 4 |
| Title |
Challenge: Telling short stories in a true/lie game |
| -- |
Skills: Describing past experiences<br/> |
| -- |
Fluency: Showing interest<br/> |
| -- |
Language: Past simple tense; Present perfect tense with Have you ever...; Time expressions; Adjectives<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 5 Where I grew up |
| Title |
Challenge: Making a map and taking classmates on a tour |
| -- |
Skills: Describing past routines and important memories |
| -- |
Fluency: Describing in detail |
| -- |
Language: Past routines with used to + when; Past simple tense; Present simple tense; Locations<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 6 Bargain shopper |
| Title |
Challenge: Bargaining for goods in a shopping simulation |
| -- |
Skills: Describing goods; Buying and selling goods |
| -- |
Fluency: Refusing an offer<br/> |
| -- |
Language: Bargaining expression; Shopping goods; Adjectives; Locations |
| -- |
Project 2 : Flea Market; Recycling themes and language from <br/>Unit 6; Selling, buying, and bargaining<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 7 The Perfect Gift |
| Title |
Challenge: Explaining an imaginative gift idea |
| -- |
Skills: Describing significant people and showing gratitude<br/> |
| -- |
Fluency: Giving and receiving<br/> |
| -- |
Language: Would like to + infinitive to express wishes; Because and for + ing to give reasons; Special occasions; Expressing thanks |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 8 Party Planner |
| Title |
Challenge: Planning a party with a partner and inviting classmates |
| -- |
Skills: Giving invitations and asking for information |
| -- |
Fluency: Accepting and declining invitations |
| -- |
Language: Future with be going to + infinitive; Asking for a suggestion with should; Inviting, accepting, and declining expressions; Parties and gatherings |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 9 Music Profile |
| Title |
Challenge: Interviewing a classmate and presenting a music profile<br/>Skills: Sharing information on music tastes<br/> |
| -- |
Fluency: Reporting with He said... and He told her... |
| -- |
Language: Wh- questions & answers; Yes/no questions & answers; Recommendations; Music genres |
| -- |
Project 3 : Radio DJ; Recycling themes and language from Unit 9; Making a DJ recording and presenting a favorite song |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 10 Style makeover |
| Title |
Challenge: Interviewing a classmate and presenting a new clothing style |
| -- |
Skills: Describing clothing and styles<br/> |
| -- |
Fluency: Giving advice politely with Why don't you try...<br/> |
| -- |
Language: Present simple tense; Present progressive tense; Adjectives and comparatives; Clothing items |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 11 Honesty<br/> |
| Title |
Challenge: Telling and discussing dilemma situations |
| -- |
Skills: Describing difficult situations and giving opinions<br/> |
| -- |
Fluency: Asking for clarification |
| -- |
Language: Present simple tense; Hypothetical questions & answers using would; Hypothetical questions with would you (ever)... |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Unit 12 Making things better |
| Title |
Challenge: Discussing a problem at school and presenting the solution |
| -- |
Skills: Describing problems, asking for advice, and making suggestions |
| -- |
Fluency: Encouraging others to speak |
| -- |
Language: Result clauses with so; Determiners not enough, too much, too many, more; Suggestions with should and could |
| -- |
Project 4 : What I Have Learned; Evaluating progress and successes from Unit 12; Self-evaluation |
| 520 3# - SUMMARY, ETC. |
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| Summary, etc. |
"Active Skills for Communication is an exciting new three-level series that develops learners' speaking and listening skills. Written by ELT specialists Curtis Kelly and Chuck Sandy, with series consultant Neil J. Anderson, the series uses the ACTIVE approach to help learners become more fluent, confident-and active-speakers of English. Each unit contains easy-to-follow, step-by-step activities that lead toward a major speaking task. The tasks are based on real-life situations and are designed to increase self confidence and foster positive attitudes towards learning English." (Publisher's Website) |
| 520 2# - SUMMARY, ETC. |
|---|
| Summary, etc. |
Unit 1 Class album<br/><br/>Challenge: Interviewing a classmate and making a class album<br/>Skills: Greeting people; Sharing personal information<br/>Fluency: Asking politely with May I ask...<br/>Language: Personal information; Wh- questions & answers; Yes/no questions & answers; Clarifying phrases<br/><br/>Unit 2 Favorite Photos<br/><br/>Challenge: Sharing personal photos and information<br/>Skills: Describing people, places, and events<br/>Fluency: Asking follow-up questions<br/>Language: Present simple tense questions & answers; Past simple tense questions & answers; People, places, and events; Adjectives<br/><br/>Unit 3 Personal Goals<br/><br/>Challenge: Making an action plan and presenting a goal<br/>Skills: Explaining intentions and future plans<br/>Fluency: Giving advice with should<br/>Language: Intentions with would like to/really want to + infinitive; Future with be going to + infinitive; Infinitives; Time expressions<br/>Project 1 : Self-Improvement Plan; Recycling themes and language from Unit 3; Making and explaining a self-improvement plan poster<br/><br/>Unit 4 Believe It or Not<br/><br/>Challenge: Telling short stories in a true/lie game<br/>Skills: Describing past experiences<br/>Fluency: Showing interest<br/>Language: Past simple tense; Present perfect tense with Have you ever...; Time expressions; Adjectives<br/><br/>Unit 5 Where I grew up<br/><br/>Challenge: Making a map and taking classmates on a tour<br/>Skills: Describing past routines and important memories<br/>Fluency: Describing in detail<br/>Language: Past routines with used to + when; Past simple tense; Present simple tense; Locations<br/><br/>Unit 6 Bargain shopper<br/><br/>Challenge: Bargaining for goods in a shopping simulation<br/>Skills: Describing goods; Buying and selling goods<br/>Fluency: Refusing an offer<br/>Language: Bargaining expression; Shopping goods; Adjectives; Locations<br/>Project 2 : Flea Market; Recycling themes and language from <br/>Unit 6; Selling, buying, and bargaining<br/><br/>Unit 7 The Perfect Gift<br/><br/>Challenge: Explaining an imaginative gift idea<br/>Skills: Describing significant people and showing gratitude<br/>Fluency: Giving and receiving<br/>Language: Would like to + infinitive to express wishes; Because and for + ing to give reasons; Special occasions; Expressing thanks<br/><br/>Unit 8 Party Planner<br/><br/>Challenge: Planning a party with a partner and inviting classmates<br/>Skills: Giving invitations and asking for information<br/>Fluency: Accepting and declining invitations<br/>Language: Future with be going to + infinitive; Asking for a suggestion with should; Inviting, accepting, and declining expressions; Parties and gatherings<br/><br/>Unit 9 Music Profile<br/><br/>Challenge: Interviewing a classmate and presenting a music profile<br/>Skills: Sharing information on music tastes<br/>Fluency: Reporting with He said... and He told her...<br/>Language: Wh- questions & answers; Yes/no questions & answers; Recommendations; Music genres<br/>Project 3 : Radio DJ; Recycling themes and language from Unit 9; Making a DJ recording and presenting a favorite song<br/><br/>Unit 10 Style makeover<br/><br/>Challenge: Interviewing a classmate and presenting a new clothing style<br/>Skills: Describing clothing and styles<br/>Fluency: Giving advice politely with Why don't you try...<br/>Language: Present simple tense; Present progressive tense; Adjectives and comparatives; Clothing items<br/><br/>Unit 11 Honesty<br/><br/>Challenge: Telling and discussing dilemma situations<br/>Skills: Describing difficult situations and giving opinions<br/>Fluency: Asking for clarification<br/>Language: Present simple tense; Hypothetical questions & answers using would; Hypothetical questions with would you (ever)...<br/><br/>Unit 12 Making things better<br/><br/>Challenge: Discussing a problem at school and presenting the solution<br/>Skills: Describing problems, asking for advice, and making suggestions<br/>Fluency: Encouraging others to speak<br/>Language: Result clauses with so; Determiners not enough, too much, too many, more; Suggestions with should and could<br/>Project 4 : What I Have Learned; Evaluating progress and successes from Unit 12; Self-evaluation |
| 521 ## - TARGET AUDIENCE NOTE |
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| Target audience note |
Level: Beginner |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Oral communication |
| General subdivision |
Study and teaching. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Interpersonal communication |
| General subdivision |
Study and teaching. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
Written communication |
| General subdivision |
Study and teaching. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
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| Topical term or geographic name entry element |
English language |
| General subdivision |
Study and teaching. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Kelly, Curtis. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="http://ngl.cengage.com/search/productOverview.do?N=4294918395+200&Ntk=P_EPI&Ntt=144751787519083902678847417332073084251&Ntx=mode%2Bmatchallpartial&homePage=false">http://ngl.cengage.com/search/productOverview.do?N=4294918395+200&Ntk=P_EPI&Ntt=144751787519083902678847417332073084251&Ntx=mode%2Bmatchallpartial&homePage=false</a> |
| Public note |
Publisher's website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
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| Source of classification or shelving scheme |
|
| Koha item type |
Matériaux mélangés |
