| 000 -LEADER |
|---|
| fixed length control field |
28453nam a22025457a 4500 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20221225213826.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
180116b xxu||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9780134133393 (Student Book) |
| 040 ## - CATALOGING SOURCE |
|---|
| Transcribing agency |
JCRC |
| Original cataloging agency |
JCRC |
| Language of cataloging |
eng |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Maurer, Jay |
| 245 ## - TITLE STATEMENT |
|---|
| Title |
Focus on Grammar 5 : |
| Remainder of title |
An Integrated Skills Approach / |
| Statement of responsibility, etc. |
Jay Maurer. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
5th ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
New York : |
| Name of publisher, distributor, etc. |
Pearson Education, |
| Date of publication, distribution, etc. |
2017. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xxix, 452 p. : |
| Other physical details |
ill. ; |
| Dimensions |
28 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Focus on Grammar |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Cover page includes "with MyEnglishLab access code inside". |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes glossary, appendices and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
"Building on the success of previous editions, Focus on Grammar continues to provide an integrated-skills approach to engage students and help them accomplish their goals of communicating confidently, accurately, and fluently. With comprehensive grammar coverage, abundant practice, and ongoing assessment Focus on Grammar delivers immediate and visible progress through its unique and proven pedagogy that takes learners from comprehension to communication. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
New to this Edition:<br/><br/> |
| Title |
- New and updated content engages, motivates, and appeals to learners from various cultural backgrounds. Many new readings and activities include topics of high interest to today's learners.<br/> |
| -- |
- Updated charts and redesigned notes offer clear, corpus-informed grammar presentations that reflect real and natural language usage. Clear signposting draws attention to most common usage, the difference between spoken and written registers, and common errors.<br/> |
| -- |
- Additional communicative activities encourage collaboration and the application of the target grammar in a variety of settings. <br/> |
| -- |
- Expanded writing practice helps students to confidently apply each unit's grammar to their own writing.<br/> |
| -- |
- New comprehensive assessment program with a variety of new assessment tools informs instruction and ensures that progress is measurable.<br/> |
| -- |
- Revised MyEnglishLab delivers rich online content and video media to engage and motivate students" (Book Cover).<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
TABLE OF CONTENTS: |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Welcome to Focus on Grammar<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
The Focus on Grammar Unit<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Scope and Sequence<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
About the Author<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Acknowledgments<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reviewers <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Credits<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART 1: PRESENT, PAST, AND FUTURE<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 1: Present Time<br/> |
| Title |
Theme: The Digital World<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar<br/> |
| Title |
Can use the simple present for habitual actions and the present progressive for actions in progress<br/> |
| -- |
Can use the present perfect and the perfect progressive to connect the past with the present<br/> |
| -- |
Can correctly use action and non-action verbs to describe states |
| -- |
Can use adverbs with action words and adjectives with non-action verbs<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading<br/> |
| Title |
Opinion Editorial: Connected!<br/> |
| -- |
Can infer the author's attitude in a linguistically complex text that contains the author's opinions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening <br/> |
| Title |
A conversation about identity theft<br/> |
| -- |
Can follow a group discussion on a complex topic such as identity theft<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking<br/> |
| Title |
Can contribute fluently and naturally to a conversation about common uses of technology<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing<br/> |
| Title |
Can write a detailed essay that highlights the benefits of an electronic device<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary<br/> |
| Title |
access AWL; associate (with); do without; downside; exposure AWL; origin; put things in perspective AWL; undeniably AWL<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 2: Past Time<br/> |
| Title |
Theme: Intercultural Marriage<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar<br/> |
| Title |
Can use the simple past, the past progressive, the present perfect, and the past perfect to refer to past events<br/> |
| -- |
Can describe past habits and situations using would and used to<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading <br/> |
| Title |
Magazine Article: That Special Someone<br/> |
| -- |
Can infer the author's attitude in a linguistically complex text that contains a narrative<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening <br/> |
| Title |
A news broadcast<br/> |
| -- |
Can recognize important details in a news broadcast or interview about complex, unfamiliar topics<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking <br/> |
| Title |
Can clearly and precisely offer opinions about past events or goals, agreeing or disagreeing with others' opinions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing<br/> |
| Title |
Can write a linguistically complex discursive essay about a past experience<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary<br/> |
| Title |
acknowledge AWL; ethnic AWL; eventually AWL; furthermore AWL; priority AWL; rely AWL; sustain AWL; unique AWL |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 3: Future Time<br/> |
| Title |
Theme: Travel |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar<br/> |
| Title |
Can use be going to and will to refer to future events<br/> |
| -- |
Can use the simple present for scheduled events, and be going to and the present progressive to describe future plans<br/> |
| -- |
Can use the future progressive, the future perfect, and the future perfect progressive to describe future actions or states<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading |
| Title |
Advice Column: Get the Most Out of It<br/> |
| -- |
Can infer the author's attitude in a linguistically complex text that contains advice or suggestions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening<br/> |
| Title |
A conversation about travel plans<br/> |
| -- |
Can recognize details in a fast-paced conversation about a schedule or itinerary<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking |
| Title |
Can speculate and make predictions about future plans or events<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing<br/> |
| Title |
Can write a linguistically complex discursive essay about future goals and aspirations <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary <br/> |
| Title |
acquire AWL; chart your own course; excruciatingly; hectic; inevitable AWL; maximize AWL; minimize AWL; out of whack<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART 2: MODALS AND OTHER AUXILIARIES<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 4: Modals to Express Degrees of Necessity<br/> |
| Title |
Theme: Cultural Differences<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar:<br/> |
| Title |
Can use must, have to, and have got to to show strong necessity<br/> |
| -- |
Can use must not and don't have to show prohibition<br/> |
| -- |
Can use had better for warnings<br/> |
| -- |
Can use should or ought to to offer advice, and use be supposed to and be to to show expectations<br/> |
| -- |
Can make suggestions using could and might (have) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Pronunciation: <br/> |
| Title |
Reducing Modals and Modal-like Auxiliaries |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading:<br/> |
| Title |
Personal Narrative: What We Should and Shouldn't Have Done<br/> |
| -- |
Can infer the author's attitude in a linguistically complex narrative about a personal experience<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
A conversation about suggestions<br/> |
| -- |
Can identify the suggestions that are being made in a fast-paced conversation between fluent speakers<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking<br/> |
| Title |
Can discuss do's and don'ts in different cultures, using linguistically complex language <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing <br/> |
| Title |
Can write a linguistically complex discursive essay, offering regrets, opinions, and/or advice about a past situation<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary:<br/> |
| Title |
albeit AWL; colleague AWL; etiquette; gracious; occur AWL; odd AWL; overall AWL; reciprocate<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 5: Modals to Express Degrees of Certainty<br/> |
| Title |
Theme: Mysteries<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar:<br/> |
| Title |
Can use may, might, could, and may not or might not + base form of the verb to convey the degree of certainty in the present<br/> |
| -- |
Can use may have, might have, could have, must have, and may not or might not + past participle to convey the degree of certainty in the past<br/> |
| -- |
Can use should and ought to + base form of the verb and may, might, and could + base form of the verb to convey the degree of certainty in the future<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading:<br/> |
| Title |
Academic passage: Who Really Discovered America?<br/> |
| -- |
Can infer the author's attitude in a linguistically complex academic text that challenges established ideas<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
An academic discussion<br/> |
| -- |
Can follow a group discussion on an academic topic<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking: <br/> |
| Title |
Can clarify own points and ideas about an ambiguous event, using linguistically sophisticated language<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing: <br/> |
| Title |
Can write a complex essay about a mystery, using modals to speculate about clues and possibilities <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: <br/> |
| Title |
cohort; debris; hypothesize AWL; nonetheless AWL; potential AWL; specification AWL; stem from; theory AWL<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART 3: PASSIVE VOICE<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 6: Passives: Part 1<br/> |
| Title |
Theme: Crime<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar:<br/> |
| Title |
Can use the passive with the past, present, and future tenses and modals. |
| -- |
Can use the passive causative to talk about services or activities that people arrange for someone else to do |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading:<br/> |
| Title |
News Article: Did He Get Away With It?<br/> |
| -- |
Can understand and form opinions about theories presented in a linguistically complex news article<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
An interview about a crime <br/> |
| -- |
Can identify key details in a fast-paced interview conducted by native speakers<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking: <br/> |
| Title |
Can critically evaluate evidence presented in an article to discuss and speculate about a crime |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing:<br/> |
| Title |
Can write a linguistically complex essay about a crime, using the passive voice to illustrate actions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary:<br/> |
| Title |
diminish AWL; equip (with) AWL; inadvertently; notwithstanding AWL; presumably AWL; proceed (to) AWL; recover AWL; reveal AWL<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 7: Passives: Part 2<br/> |
| Title |
Theme: Legend and Myths<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar:<br/> |
| Title |
Can use stative passives to describe situations or states <br/> |
| -- |
Can use regular passives to report ideas, opinions, and beliefs<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading: <br/> |
| Title |
Anthropology Passage: The Strangest of Peoples |
| -- |
Can distinguish between literal and allegorical meaning in an academic text<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening: <br/> |
| Title |
A news bulletin about a natural disaster<br/> |
| -- |
Can follow chronological sequence in extended informal speech at natural speed<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking: <br/> |
| Title |
Can contribute fluently and naturally to a conversation about an academic topic<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing: <br/> |
| Title |
Can write a linguistically complex discursive essay about a legend or myth form one's culture<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary:<br/> |
| Title |
devote (to) AWL; focal; obtain AWL; participation AWL; practitioner AWL; predominate AWL; repulsive; ritual<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART 4: GERUNDS AND INFINITIVES<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 8: Gerunds<br/> |
| Title |
Theme: Friendship <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar:<br/> |
| Title |
Can use gerunds and gerund phrases in place of nouns, and as the subjects and objects of sentences<br/> |
| -- |
Can use a possessive noun or pronoun before a gerund to demonstrate possession<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading:<br/> |
| Title |
Magazine Article: Friends <br/> |
| -- |
Can infer the author's attitude in an expository text<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
A telephone conversation between friends <br/> |
| -- |
Can identify key details in a telephone conversation between native speakers, spoken at a normal rate <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking: <br/> |
| Title |
Can contribute to group discussions about personal topics, even when speech is fast-paced and colloquial<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing:<br/> |
| Title |
Can write a well-developed, grammatically varied essay about a personal experience<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary:<br/> |
| Title |
abandon AWL; coincide AWL; compatible AWL; context AWL; likewise AWL; naive; seek AWL; vulnerable<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 9: Infinitives<br/> |
| Title |
Theme: Procrastination<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar:<br/> |
| Title |
Can use infinitives as subjects and objects in the simple, past, and passive forms<br/> |
| -- |
Can use verbs with infinitives and/or gerunds<br/> |
| -- |
Can use an adjective or noun followed by an infinitive<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading:<br/> |
| Title |
Magazine Article: Seize the Day<br/> |
| -- |
Can infer the interviewee's opinions on a subject from an interview transcript<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening: <br/> |
| Title |
A news bulletin about a prison escape<br/> |
| -- |
Can recognize key information in a news bulletin spoken be a native speaker and containing reported speech<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Can contribute fluently and naturally to a personal interview, alternating between answering and asking questions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing:<br/> |
| Title |
Can write a well-developed, grammatically varied essay about a personal experience <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary:<br/> |
| Title |
connotation; illustrate AWL; motivate AWL; scenario AWL; straightforward AWL; syndrome; widespread AWL |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART 5: NOUNS<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 10: Count and Non-Count Nouns<br/> |
| Title |
Theme: Health<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar:<br/> |
| Title |
Can use common nouns, proper nouns, regular and irregular count and non-count nouns, and nouns that are only plural<br/> |
| -- |
Can make certain non-count nouns countable by adding a phrase that gives them a form, a limit, or a container<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading:<br/> |
| Title |
TV Program Transcript: Concerned About Health? Ask the Expert<br/> |
| -- |
Can infer the interviewee's opinion on a subject from a long and linguistically complex interview transcript<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening: <br/> |
| Title |
A conversation about health issues <br/> |
| -- |
Can identify important details from a fast-paced conversation<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking: <br/> |
| Title |
Can orally convey information from different sources, reconstructing arguments to present the overall result<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing:<br/> |
| Title |
Can write a well-developed, grammatically varied essay about personal attributes <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: <br/> |
| Title |
advocate (V) AWL; authority AWL; category AWL; deviate; hence; imperative (adj.); in moderation; offset AWL<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 11: Definite and Indefinite Articles<br/> |
| Title |
Theme: Disappearing Species<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar:<br/> |
| Title |
Can use indefinite nouns to describe things that are non-specific or general <br/> |
| -- |
Can use definite nouns to describe a particular person, place, or thing |
| -- |
Can use indefinite and definite articles in a variety of different situations<br/> |
| -- |
Can use no article with names of people, the names of most countries, and habitual locations<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading:<br/> |
| Title |
Scientific Article: Going, Going... Gone?<br/> |
| -- |
Can follow abstract argumentation, for example, the balancing of alternatives and the drawing of a conclusion<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
A conversation about a controversial topic<br/> |
| -- |
Can follow a fast-paced conversation between fluent speakers well enough to form one's own opinion about the topics discussed<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Can contribute to a group discussion about a controversial topic, using linguistically complex language<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing:<br/> |
| Title |
Can write a linguistically complex discursive essay about a topic of environmental or social importance<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: |
| Title |
considerable AWL; crucial AWL; diversity AWL; institute (v) AWL; nevertheless AWL; restrict AWL; strategy AWL; vanish<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 12: Quantifiers<br/> |
| Title |
Theme: Study Skills<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar:<br/> |
| Title |
Can use a variety of different quantifiers with count and non-count nouns<br/> |
| -- |
Can use some, a few, and a little with affirmative statements, and any, few, and little with negative statements |
| -- |
Pronunciation: Reducing of in Quantifiers |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading: |
| Title |
Advice Column: The Study Habits of Successful Students<br/> |
| -- |
Can infer the author's attitude in a complex text that presents advice or suggestions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening: <br/> |
| Title |
A conversation between a professor and a student<br/> |
| -- |
Can follow a fast-paced conversation held by fluent speakers<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Can consult a variety of sources, using one's findings give a linguistically complex presentation about a country<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing: <br/> |
| Title |
Can write a well-developed essay that clearly states one's opinion about how to improve study habits<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary:<br/> |
| Title |
allocate AWL; approximate (adj) AWL; aspect AWL; despair (v); orientation AWL; precise AWL; refine AWL; ultimately AWL<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 13: Modification of Nouns<br/> |
| Title |
Theme: Expectations<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar:<br/> |
| Title |
Can use participial adjectives, noun modifiers, and compound modifiers to modify nouns<br/> |
| -- |
Can put multiple modifiers in a fixed order<br/> |
| -- |
Pronunciation: Modifiers of Nouns<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading:<br/> |
| Title |
Expository Article: I Hope for It, but I Don't Expect It<br/> |
| -- |
Can infer the author's attitude in a linguistically complex text that details different people's personal experiences<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
A conversation about performance <br/> |
| -- |
Can follow a fast-paced conversation well enough to recognize key details<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking: <br/> |
| Title |
Can contribute fluently and naturally to a literary analysis of a short story or poem<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing:<br/> |
| Title |
Can write a discursive essay that discusses people's expectations about major life events in detail<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary:<br/> |
| Title |
contrary AWL; emerge AWL; ensure AWL; intense AWL; outcome AWL; persist AWL; rave (about); thereby AWL<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART 6: ADJECTIVE CLAUSES<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 14: Adjective Clauses: Introduction<br/> |
| Title |
Theme: Personality<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar:<br/> |
| Title |
Can use who, which, that, whose, where, and when with adjective clauses to modify nouns<br/> |
| -- |
Can use adjective clauses as subjects or objects of sentences<br/> |
| -- |
Can distinguish between identifying and nonidentifying adjective clauses, using commas with nonidentifying adjective clauses <br/> |
| -- |
Pronunciation: Identifying and Nonidentifying Adjective Clauses<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading:<br/> |
| Title |
Psychology Article: What Type Are You?<br/> |
| -- |
Can extract information and ideas from a linguistically complex text about an academic subject<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening: <br/> |
| Title |
A conversation about university life<br/> |
| -- |
Can follow a fast-paced conversation about life in a university setting<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Can summarize findings appropriately in an oral report about a famous person<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing: <br/> |
| Title |
Can write a linguistically complex essay that supports an opinion with a multitude of ideas, facts, or references<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary:<br/> |
| Title |
conflict (n) AWL; data AWL; discount (v); enable AWL; gravitate; insight AWL; moreover; secure (adj) AWL<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 15: Adjective Clauses and Phrases<br/> |
| Title |
Theme: Culture Shock<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar:<br/> |
| Title |
Can use adjective clauses with prepositions<br/> |
| -- |
Can use the pattern quantifier + of + relative pronoun to refer to people or things, and noun + of which to refer to things only<br/> |
| -- |
Can reduce or change adjective clauses to adjective phrases<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading:<br/> |
| Title |
Sociology Article: What Is Culture Shock?<br/> |
| -- |
Can recognize organizational patterns within a linguistically complex text<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
A conversation between a student and a guidance counselor<br/> |
| -- |
Can follow a fast-paced conversation between native speakers<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Can use a complex graphic to describe their own cultural experiences, using linguistically complex language<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing: <br/> |
| Title |
Can write a grammatically rich, discursive essay that describes a cultural experience in detail<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary:<br/> |
| Title |
adjustment AWL; attain AWL; convert (v) AWL; disorientation; dwarf (v); flexible AWL; maturity AWL; wheras AWL<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART 7: ADVERBS<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 16: Adverbs: Sentence, Focus, and Negative<br/> |
| Title |
Theme: Controversial Issues<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar<br/> |
| Title |
Can use sentence adverbs to modify the meaning of entire sentences<br/> |
| -- |
Can use focus adverbs before verbs to emphasize a word or phrase<br/> |
| -- |
Can use negative adverbs at the beginning of sentences to emphasize negative meaning<br/> |
| -- |
Can force inversion with here, there, neither, and so<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Pronunciation: <br/> |
| Title |
Stressed Words After Focus Adverbs |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading: |
| Title |
Radio Transcript: Time to Sound Off<br/> |
| -- |
Can identify and make judgments about different opinions in a linguistically complex interview or transcript<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
An excerpt from a radio call-in show<br/> |
| -- |
Can follow a fast-paced conversation about a controversial topic, identifying the speakers' opinions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Can contribute fluently and naturally to a group debate about a controversial topic<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing: <br/> |
| Title |
Can write a well-developed, grammatically varied essay that states and explains one's opinion on a controversial topic<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary:<br/> |
| Title |
compulsory; controversial AWL; fundamentally AWL; inherent; interfere (with); promote AWL; stereotype (n); voluntary AWL<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 17: Adverb Clauses<br/> |
| Title |
Theme: Sports<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar:<br/> |
| Title |
Can use a variety of adverb clauses to indicate when, where, why, or under what condition something happens<br/> |
| -- |
Can use adverb clauses of contrast such as whereas, even though, and while to establish contrast with ideas expressed in independent clauses<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading: <br/> |
| Title |
Sports Editorial: Are Sports Still Sporting?<br/> |
| -- |
Can follow abstract argumentation in an editorial, such as the balancing of alternatives and the drawing of conclusions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
An interview with an athlete<br/> |
| -- |
Can follow a fast-paced interview given by a fluent speaker well enough to recall detailed information<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Can offer, defend, and elicit an opinion that's derived from a question<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing:<br/> |
| Title |
Can write a well-developed, grammatically varied essay that discusses the pros and cons of sports<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: <br/> |
| Title |
awry; derive AWL; factor (n) AWL; infer AWL; lurk; parallel AWL; prevalence; shift (v) AWL |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 18: Adverb and Adverbial Phrases<br/><br/> |
| Title |
Theme: Compassion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar:<br/> |
| Title |
Can change adverb clauses of time and reason to adverb and adverbial phrases<br/> |
| -- |
Can change an adverb clause with the simple past or the past perfect to an adverb phrase by changing the verb to having + past participle |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading:<br/> |
| Title |
Magazine Article: Compassion<br/> |
| -- |
Can identify a sequence of events in a linguistically complex article |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
A news broadcast about world affairs<br/> |
| -- |
Can infer opionions in a linguistically complex news broadcast |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Can contribute to a fast-paced group discussion about experiences that were witnessed in the past |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing:<br/> |
| Title |
Can write a complex discursive essay about a situation that was witnessed or experienced in the past |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary:<br/> |
| Title |
civility; confrontation; dawn (on); decrepit; elude; media; ooze (v); status AWL |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 19: Connectors<br/> |
| Title |
Theme: Memory |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar:<br/> |
| Title |
Can use a range of common transition words to sequence events<br/> |
| -- |
Can use both coordinating and subordinating conjunctions to connect ideas within and between sentences<br/> |
| -- |
Can use a variety of transitions to connect sentences with independent clauses and blocks of text |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Scientific Article: Try to Remember<br/> |
| Title |
Can infer the author's attitude in a linguistically complex academic text |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
An excerpt from a workshop<br/> |
| -- |
Can identify a speaker's point of view in a linguistically complex presentation |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Can give one's opinion in response to a literary quote and comment on the opinions of others |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing:<br/> |
| Title |
Can write a detailed discursive essay about a memorable experience from the past |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary:<br/> |
| Title |
core AWL; deteriorate; enhance AWL; highlight AWL; induce AWL; mitigate; recollect; vivid |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART 8: NOUN CLAUSES<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 20: Noun Clauses: Subjects, Objects, and Complements<br/><br/> |
| Title |
Theme: Birth Order |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar:<br/> |
| Title |
Can form and use noun clauses as subjects, object, and complements<br/> |
| -- |
Can form and use embedded questions<br/> |
| -- |
Can form and use noun clauses with that, the fact that, if, and whether<br/> |
| -- |
Can add -ever to the end of wh- words to produce words that introduce noun clauses <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading:<br/> |
| Title |
Psychology Article: Does It Matter When You Were Born?<br/> |
| -- |
Can recognize a connection between different theories in an academically rigorous text<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening: <br/> |
| Title |
A conversation about a child's problems<br/> |
| -- |
Can follow a fast-paced conversation between a family therapist and the parents of a troubled child<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Can elicit and participate in a conversation that is based on data from a survey or questionnaire<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing:<br/> |
| Title |
Can apply an academic theory to one's personal life in a well-developed, grammatically varied essay<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: <br/> |
| Title |
compelling (adj); configuration; conscientious; enterprise; innovator AWL; niche (n); sole (adj) AWL; temperament<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 21: Direct and Indirect Speech<br/> |
| Title |
Theme: Communication and Misunderstanding |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar:<br/> |
| Title |
Can report what someone said using direct and indirect speech in both question and sentence form<br/> |
| -- |
Can make the necessary changes to verb tenses, modals, possessive adjectives, and pronouns when using reported speech |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading:<br/> |
| Title |
Interview Transcript: Understanding Misunderstandings<br/> |
| -- |
Can extract information, ideas, and opinions from a respected expert in her field |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
An interview about communication techniques<br/> |
| -- |
Can identify the main ideas and opinions in a fast-paced interview with an expert in her field |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Can discuss communication techniques in a group setting, using linguistically complex language |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing:<br/> |
| Title |
Can write a complex essay that uses direct and indirect speech to provide a detailed account of an event witnessed in the past |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary:<br/> |
| Title |
address (v); arbitrary AWL; distressed (adj); duration AWL; inhibit AWL; rancor; rigid AWL; self-righteous |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
PART 9: CONDITIONALS AND THE SUBJUNCTIVE<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 22: Conditionals; Other Ways to Express Unreality<br/> |
| Title |
Theme: Achievements and Inventions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar:<br/> |
| Title |
Can use real conditionals to refer to general truths, facts, habits, and repeated events<br/> |
| -- |
Can use present and past unreal conditionals to refer to hypothetical (counterfactual) past results of a previous action or situation<br/> |
| -- |
Can use wish and if only to express sadness or a desire for a different situation<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading: <br/> |
| Title |
Scientific Article: How Would Our World Be Different?<br/> |
| -- |
Can extract information, ideas, and opinions from a linguistically complex text<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening: <br/> |
| Title |
A classroom discussion<br/> |
| -- |
Can follow a fast-paced classroom discussion about a technological concept<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking: <br/> |
| Title |
Can use real and unreal conditionals to discuss actual and hypothetical situations<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing:<br/> |
| Title |
Can write a linguistically complex, highly detailed essay about the impact of a technological development or invention<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary: <br/> |
| Title |
attribute (to) AWL; e.g.; evolve AWL; formulate AWL; i.e.; mutually AWL; ubiquitous; utilize AWL<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
UNIT 23: More Conditions; The Subjunctive<br/> |
| Title |
Theme: Advice |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Grammar: <br/> |
| Title |
Can use implied and inverted conditions<br/> |
| -- |
Can use the subjunctive as a verb form to express unreal conditions, wishes, and possibilities<br/> |
| -- |
Can use the subjunctive with the base form of the verb in noun clauses following verbs and adjectives of advice, necessity, and urgency<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Reading:<br/> |
| Title |
Advice Column: Ask Rosa<br/> |
| -- |
Can extract information, ideas, and opinions from a complex text that offers advice or suggestions<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
A conversation about advice<br/> |
| -- |
Can follow a fast-paced conversation held by fluent speakers<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking: <br/> |
| Title |
Can give a formal presentation to a group of peers, advising them to choose specific actions or outcomes<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Writing: <br/> |
| Title |
Can write a linguistically complex discursive essay that uses the subjunctive to describe past experiences related to following advice |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary:<br/> |
| Title |
capable AWL; manipulate AWL; mediate AWL; overbearing; semblance; slob; resistant; violate AWL |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendices<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Glossary of Grammar Terms<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit Review Answer Key<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Games and Pronunciation Answer Key<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Information Gaps, Student B<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Text Sources<br/> |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
Intended for English language learners at the B2-C1 level. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Textbooks for foreign speakers. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Grammar |
| General subdivision |
Problems and exercises. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://www.pearson.com/english/catalogue/english-skills/focus-on-grammar.html">https://www.pearson.com/english/catalogue/english-skills/focus-on-grammar.html</a> |
| Link text |
Publisher's Website. |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ottawa.bibliocommons.com/item/show/637932026">https://ottawa.bibliocommons.com/item/show/637932026</a> |
| Public note |
Check the Ottawa Public Library (OPL) catalog. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
