| 000 -LEADER |
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| fixed length control field |
08163cam a2200637 i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
ocn982389560 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20191118155535.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
170330s2018 onca 000 0 eng |
| 015 ## - NATIONAL BIBLIOGRAPHY NUMBER |
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| National bibliography number |
20179009974 |
| Source |
can |
| 016 ## - NATIONAL BIBLIOGRAPHIC AGENCY CONTROL NUMBER |
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| Record control number |
(AMICUS)000045074530 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780199028726 (Teacher's Annotated ed.) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780199028719 (Student Book) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)982389560 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
NLC |
| Language of cataloging |
eng |
| Transcribing agency |
NLC |
| Modifying agency |
OCLCO |
| -- |
CaBVa |
| -- |
JCRC |
| 049 ## - LOCAL HOLDINGS (OCLC) |
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| Holding library |
VP@A |
| 055 #0 - CLASSIFICATION NUMBERS ASSIGNED IN CANADA |
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| Classification number |
PE1129 F7 |
| Item number |
B4153 2017 |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
428.2/441 |
| Edition number |
23 |
| 092 0# - LOCALLY ASSIGNED DEWEY CALL NUMBER (OCLC) |
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| Classification number |
428.34 Bu2B3e |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
McKnight, Becky |
| 245 10 - TITLE STATEMENT |
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| Title |
Explore : English for Field-Specific Success 3 / |
| Statement of responsibility, etc. |
Becky McKnight and Patrick Peachey. |
| 246 3# - VARYING FORM OF TITLE |
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| Title proper/short title |
Explore 3 |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
First ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
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| Place of publication, distribution, etc. |
Toronto : |
| Name of publisher, distributor, etc. |
Oxford University Press, |
| Date of publication, distribution, etc. |
2020. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xiii, 235 p. : |
| Other physical details |
col. ill. ; |
| Dimensions |
28 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
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| Title |
Explore |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Explore 3 is the third and final level of a theme-based, all-in-one integrated skills and grammar series that features high-interest Canadian and international content. In total, there are 5 units and it is expected that most teachers will complete 4 units during the 45-hour program. This built-in flexibility allows teachers to focus on the units they and their students find the most stimulating, and provides more variety for teachers who teach the same course successively. Unstudied units can also become extra testing material. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Explore 3 is aimed at high-intermediate to advanced students who want to improve their English for career purposes. The textbook contains two readings per unit, writing activities, listening activities, speaking activities, a pronunciation activity, an interpreting data activity, a revising and editing activity, and a watching activity, all of which are designed to meet the specific objectives outlined by the Quebec Ministry of Education. All themes and content in Explore have transferable connections to both technical and pre-university B Block programs. These connections are further reinforced by field-specific activities and projects in each unit that ensure students transfer what they have learned into practical application within their field of study, using both input and output skills. |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
This innovative textbook addresses the reality that there is rarely a common B Block demographic in CEGEPs or in individual classes. As a result, the book is designed to meet a wide variety of student needs. The goal: help teachers find common denominators that are meaningful to and manageable for the entire group, no matter students' level or field of study." (Publisher's Website) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENTS |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Acknowledgements |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Scope and Sequence |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Explore: How to Use the Book |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 1: JOB SATISFACTION<br/> |
| Title |
Warm Up: Discuss jobs and job satisfaction<br/> |
| -- |
Listening: "Positive psychology in the workplace: Thank God it's Monday"<br/> |
| -- |
Reading: "How to increase employee satisfaction for the Long Haul"<br/> |
| -- |
Watching: "Humour at Work" <br/> |
| -- |
Reading: "Top 10 Weird Job Interview Questions"<br/> |
| -- |
Speaking: Respond to unusual job interview questions |
| -- |
Grammar: Simple past and present perfect <br/> |
| -- |
Field-Specific Practice: Write cover letters and resumes<br/> |
| -- |
Pronunciation: -ed endings of the simple past tense verbs and past participles<br/> |
| -- |
Interpreting Data: Analyze an infographic |
| -- |
Writing: Write a well-structured paragraph |
| -- |
Revising and Editing: Correct verb-tense errors; improve paragraph structure<br/> |
| -- |
Wrap Up |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 2: READING BETWEEN THE LINES<br/> |
| Title |
Warm Up: Discuss the media<br/> |
| -- |
Interpreting Data: Analyze a graph<br/> |
| -- |
Reading: "Global Shortage of Lifesaving Drugs Fuels Rise in Superbugs"; "Antibiotic-Resistant Superbugs in Spotlight at High Level UN Meeting"<br/> |
| -- |
Writing: Use persuasive language<br/> |
| -- |
Speaking: Present a news report<br/> |
| -- |
Field-Specific Practice: Analyse connotative language in a news article<br/> |
| -- |
Listening: "The Fight Against 'Deep Fake' Videos"<br/> |
| -- |
Reading: "Misleading Headlines Can Influence Readers More Than Actual Content"<br/> |
| -- |
Watching: "Are Twitter Bots Invading Canadian Politics?"<br/> |
| -- |
Grammar: Simple present and past progressive<br/> |
| -- |
Pronunciation: The -s ending<br/> |
| -- |
Revising and Editing: Correct verb tense errors<br/> |
| -- |
Wrap Up |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 3: THINKING OUTSIDE THE BOX<br/> |
| Title |
Warm Up: Discuss creativity and innovation<br/> |
| -- |
Reading: "Four Innovations Changing Our World"<br/> |
| -- |
Grammar: Active voice and passive voice<br/> |
| -- |
Listening: "Lego Kits and Your Creative Soul"<br/> |
| -- |
Field-Specific Practice: Discuss creativity at work<br/> |
| -- |
Reading: "Innovative Ways Companies Are Changing the Workplace" |
| -- |
Writing: Paraphrase a text |
| -- |
Speaking: Present on an innovative company<br/> |
| -- |
Watching: "The Geography of Genius"<br/> |
| -- |
Interpreting Data: Analyze a chart<br/> |
| -- |
Pronunciation: Word stress and the schwa |
| -- |
Revising and Editing: Correct passive voice errors<br/> |
| -- |
Wrap Up |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 4: IT JUST ISN'T RIGHT<br/> |
| Title |
Warm Up: Discuss Corruption |
| -- |
Reading: "Why Corruption Should Matter to Everyone"<br/> |
| -- |
Listening: "Should Athletes Be Allowed to Hack Their Bodies to get an Edge"<br/> |
| -- |
Field-Specific Practice: Identify ethical issues related to a new technology<br/> |
| -- |
Writing: Write a persuasive essay<br/> |
| -- |
Reading: "It's Silly to Assume All Research Funded by Corporations Is Bent" |
| -- |
Grammar: Past form modals<br/> |
| -- |
Watching: "Social Media Ethics"<br/> |
| -- |
Speaking: Debate an Ethical Issue<br/> |
| -- |
Interpreting Data: Analyze a line graph<br/> |
| -- |
Pronunciation: English stress patterns<br/> |
| -- |
Revising and Editing: Revise for tone<br/> |
| -- |
Wrap Up |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 5: UNITED WE STAND<br/> |
| Title |
Warm Up: Conduct a survey |
| -- |
Reading: "Together we Succeed. Divided We Fall"<br/> |
| -- |
Watching: "The Importance of Open Innovation and Collaboration"<br/> |
| -- |
Field-Specific Practice: Present a case study<br/> |
| -- |
Reading: "Better Together: Why Construction Needs Collaboration to Work Efficiently"<br/> |
| -- |
Listening: "Is Mount Washington Observatory the Ultimate Zombie Fortress?"<br/> |
| -- |
Pronunciation: Voiced and voiceless /th/<br/> |
| -- |
Writing: Write an essay or a blog<br/> |
| -- |
Grammar: Gerunds<br/> |
| -- |
Interpreting Data: Analyze an infographic<br/> |
| -- |
Speaking: Present a news bulletin<br/> |
| -- |
Revising and Editing: Correct gerund and verb errors |
| -- |
Wrap Up |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PROJECTS<br/> |
| Title |
Project A: Job Search<br/> |
| -- |
Project B: Field-Specific Research <br/> |
| -- |
Project C: Survey <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
LEARNING STRATEGIES<br/> |
| Title |
Research Strategies<br/> |
| -- |
Reading Strategies<br/> |
| -- |
Listening Strategies<br/> |
| -- |
Writing Strategies<br/> |
| -- |
Speaking Strategies<br/> |
| -- |
Vocabulary Strategies |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
GRAMMAR GUIDE<br/><br/> |
| Title |
Chapter 1 Sentence Structure<br/> |
| -- |
Chapter 2 Commas, Semicolons, and Colons<br/> |
| -- |
Chapter 3 Verb Tense Review<br/> |
| -- |
Chapter 4 Review of Contrasting Tenses and Question Forms<br/> |
| -- |
Chapter 5 Modals (present and past tense forms)<br/> |
| -- |
Chapter 6 Conditionals (forst, second, third and mixed)<br/> |
| -- |
Chapter 7 Passive Voice<br/> |
| -- |
Chapter 8 Prepositional Verbs, Phrasal Verbs, and Adjective-Preposition Combinations<br/> |
| -- |
Chapter 9 Gerunds and Infinitives<br/> |
| -- |
Chapter 10 Nouns Clauses That Begin with a Question Word (wh- Noun Clauses)<br/> |
| -- |
Chapter 11 Quoted and Reported Speech<br/> |
| -- |
Chapter 12 Adjectives Clauses (or Related Clauses)<br/> |
| -- |
Chapter 13 Parts of Speech, Roots, and Affixes<br/> |
| -- |
Chapter 14 Common Vocabulary and Spelling Errors |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
APPENDICES<br/> |
| Title |
Appendix 1 Overview of English Verb Tenses<br/> |
| -- |
Appendix 2 Irregular Verbs<br/> |
| -- |
Appendix 3 Question Formation <br/><br/> |
| -- |
Appendix 4 How to Join Ideas with Proper Punctuation<br/><br/> |
| -- |
Appendix 5 Capitalization<br/><br/> |
| -- |
Appendix 6 Articles (a, an, and the) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Credits |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
About the Authors |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
Explore 2 is aimed at intermediate students who want to improve their English for career purposes. |
| 590 ## - LOCAL NOTE (RLIN) |
|---|
| Local note |
Set includes: 1 book, 1 DVD, 1 compact disc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Business English. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Textbooks for foreign speakers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Films for foreign speakers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Sound recordings for foreign speakers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
High-intermediate to advanced. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Peachey, Patrick |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://www.oupcanada.com/catalog/9780199028726.html">https://www.oupcanada.com/catalog/9780199028726.html</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
