| 000 | 01548cam a2200361 i 4500 | ||
|---|---|---|---|
| 999 |
_c1340 _d1340 |
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| 001 | 17982777 | ||
| 003 | OSt | ||
| 005 | 20190501181750.0 | ||
| 008 | 131227s2014 nyua 000 0 eng | ||
| 010 | _a 2013050427 | ||
| 020 | _a9780133382136 (Student book) | ||
| 020 | _a0133382133 (Student book) | ||
| 040 | _cJCRC | ||
| 050 | 0 | 0 |
_aPE1128 _b.M444 2015 |
| 100 | 1 | _aMills, Robin | |
| 245 | 1 | 0 |
_aNorthStar 2 : _bListening & Speaking / _cRobin Mills and Laurie Frazier. |
| 250 | _a4th ed. | ||
| 264 | 1 |
_aWhite Plains, NY : _bPearson Education, _c2015. |
|
| 300 |
_axix, 215 pages : _bill. in col. ; _c26 cm. |
||
| 440 | _aNorthStar | ||
| 505 | _a"Building on the success of the previous editions, Northstar, Third Edition continues to engage and motivate students with new and updated contemporary topics delivered through a seamless integration of print and online components. | ||
| 505 | _aWhat is special about the new edition? | ||
| 505 | _aBlended approach with MyEnglishLab. Online activities offer support and expansion, fully blending the student book with MyEnglishLab for extra practice, ongoing assessment, and instant feedback. | ||
| 505 | _aNew and updated themes and topics. Presented in a variety of genres--including literature and lectures--and in authentic reading and listening selections, the content challenges and engages students intellectually. | ||
| 505 | _aExplicit skills instruction.The inclusion of 2-3 explicit language skills in every unit allows students to build their language proficiency. | ||
| 505 | _aNew and revised assessments tied to learning outcomes. Online assessments allow teachers to track students' progress mastery of material and skills. | ||
| 505 | _aA new design with thought provoking images. A compelling graphic look makes the content and activities come alive." (Book Cover) | ||
| 505 | _aTABLE OF CONTENTS: | ||
| 505 | _aUnit 1: Work - Offbeat Jobs | ||
| 505 | _aListening 1: What's My Job? | ||
| 505 | _aListening 2: More Offbeat Jobs | ||
| 505 |
_aListening: Make and confirm predictions
_tIdentify main ideas and details _tConnect statements to specific speakers _tRecognize connectors that compare and contrast ideas |
||
| 505 |
_aSpeaking: Express opinions
_tAsk and answer questions about jobs, interests, and skills _tExpress interest _tExpress agreement and disagreement |
||
| 505 | _aTask: Create and dramatize job interviews | ||
| 505 | _aInference: Identify humor from a speaker's choice of words and tone | ||
| 505 | _aPronunciation: Recognize syllable stress | ||
| 505 | _aVocabulary: Infer word meaning from context | ||
| 505 | _aGrammar: Recognize and use descriptive adjectives | ||
| 505 | _aVideo: Interview with a Skydiving Instructor | ||
| 505 | _aUnit 2: Student Life - Where Does Time Go? | ||
| 505 | _aListening 1: Student Success Workshop | ||
| 505 | _aListening 2: A Student Discussion | ||
| 505 |
_aListening: Make and confirm predictions
_tIdentify main ideas and details _tConnect statements to specific speakers _tRecognize phrases that signal agreement and disagreement _tConnect information from two listenings |
||
| 505 |
_aSpeaking: Express opinions
_tExpress various levels of agreement and disagreement _tSupport opinions with examples |
||
| 505 | _aTask: Create, give, and report on a survey about student life | ||
| 505 | _aInference: Infer a speaker's intention based on questions the speaker asks | ||
| 505 | _aPronunciation: Recognize emphasis through intonation and stress | ||
| 505 |
_aVocabulary: Infer word meaning from context
_tUse familiar words to form collocations |
||
| 505 | _aGrammar: Recognize and use the present simple tense | ||
| 505 | _aVideo: College Students Spark Creativity in Kids, Voice of America | ||
| 505 | _aUnit 3: Money - A Penny Saved Is a Penny Earned | ||
| 505 | _aListening 1: A Barter Network | ||
| 505 | _aListening 2: The Compact | ||
| 505 |
_aListening: Make and confirm predictions
_tIdentify main ideas and details _tInterpret a timeline _tRecognize emphasis from intonation and stress _tCategorize information from two listenings |
||
| 505 |
_aSpeaking: Express agreement and disagreement
_tCompare products and services _tMake and respond to suggestions |
||
| 505 | _aTask: Negotiate for goods and services | ||
| 505 | _aInference: Infer a speaker's attitude from intonation and stress | ||
| 505 | _aPronunciation: Recognize word stress in numbers and prices | ||
| 505 | _aVocabulary: Infer word meaning from context | ||
| 505 | _aGrammar: Recognize and use comparative adjectives | ||
| 505 | _aVideo: The History of Money | ||
| 505 | _aUnit 4: Etiquette - What Happened to Etiquette? | ||
| 505 | _aListening 1: Whatever Happened to Manners? | ||
| 505 | _aListening 2: Our Listeners Respond - Why is there a lack of manners? | ||
| 505 |
_aListening: Make and confirm predictions
_tIdentify main ideas and details _tRecognize summary statements _tCategorize reasons from two listenings |
||
| 505 |
_aSpeaking: Express opinions
_tSummarize key information _tSupport reasons with examples _tMake and respond to requests and invitations |
||
| 505 | _aTask: Create and dramatize a situation about manners | ||
| 505 | _aInference: Infer contrasting ideas in statements from intonation and stress | ||
| 505 | _aPronunciation: Recognize rising and falling intonation in questions and statements | ||
| 505 |
_aVocabulary: Infer word meaning from context
_tRecognize and use idioms |
||
| 505 | _aGrammar: Recognize and use can, could and would in polite requests | ||
| 505 | _aVideo: How to Ask for a Date | ||
| 505 | _aUnit 5: Food - The Fat Tax | ||
| 505 | _aListening 1: The Nation Talks | ||
| 505 | _aListening 2: Listeners Call In | ||
| 505 |
_aListening: Make and confirm predictions
_tIdentify main ideas and details _tIdentify different types of supporting details _tRecognize language and intonation that signal clarification |
||
| 505 |
_aSpeaking: Express opinions and support them with reasons
_tAsk for and give advice _tAsk for and provide clarification or repetition |
||
| 505 | _aTask: Participate in a debate about the role of government in reducing obesity | ||
| 505 | _aInference: Infer facts | ||
| 505 | _aVocabulary: Infer meaning by recognizing phrases that signal hedging | ||
| 505 | _aPronunciation: Recognize intonation in questions requesting clarification or repetition | ||
| 505 |
_aVocabulary: Infer word meaning from context
_tRecognize and use words for healthy foods |
||
| 505 | _aGrammar: Recognize and use modals of possibility (may, might, could) | ||
| 505 | _aVideo: Food from the Hood | ||
| 505 | _aUnit 6: Heroes - Everyday Heroes | ||
| 505 | _aListening 1: The Subway Hero | ||
| 505 | _aListening 2: Psychology Lecture - Altruism | ||
| 505 |
_aListening: Make and confirm predictions
_tIdentify main ideas and details _tTake notes on a lecture _tRecognize phrases that signal the organization and ideas in a lecture _tSupport general ideas in one listening with specific examples from a second listening |
||
| 505 |
_aSpeaking: Express opinions
_tAsk follow-up questions _tRecognize and use signal phrases in presentations |
||
| 505 | _aTask: Prepare and give a presentation | ||
| 505 | _aInference: Infer a speaker's feelings or emotion from tone of voice and word choice | ||
| 505 | _aPronunciation: Recognize and pronounce the three -ed endings in the regular past tense | ||
| 505 |
_aVocabulary: Infer word meaning from context
_tCategorize words with similar meanings |
||
| 505 | _aGrammar: Recognize and use the simple past tense | ||
| 505 | _aVideo: All for One, ABC News | ||
| 505 | _aUnit 7: Health - Gaming Your Way to Better Health | ||
| 505 | _aListening 1: Gaming Your Way to Better Health | ||
| 505 | _aListening 2: Technology in the Classroom | ||
| 505 |
_aListening: Make and confirm predictions
_tIdentify main ideas and details _tRecognize phrases and intonation that express doubt _tAnalyze advantages and disadvantages |
||
| 505 |
_aSpeaking: Express opinions
_tGive and respond to advice _tExpress concern |
||
| 505 | _aTask: Prepare and present a TV commercial | ||
| 505 | _aInference: Infer a speaker's intended meaning from persuasive language | ||
| 505 | _aPronunciation: Recognize and produce reductions of modals | ||
| 505 | _aVocabulary: Infer word meaning from context | ||
| 505 | _aGrammar: Recognize and use modals of advice and necessity (should, ought to, have to) | ||
| 505 | _aVideo: Chinese Medicine | ||
| 505 | _aUnit 8: Endangered Cultures - Endangered Languages | ||
| 505 | _aListening 1: Language Loss | ||
| 505 | _aListening 2: My Life, My Language | ||
| 505 |
_aListening: Make and confirm predictions
_tIdentify main ideas and details _tInterpret a graph _tRecognize phrases that identify reasons and examples _tSupport ideas from one listening with examples from a second listening |
||
| 505 |
_aSpeaking: Express opinions
_tAgree and disagree with opinions _tPresent and defend a position _tGive reasons and examples to explain general statements |
||
| 505 | _aTask: Participate in a small-group discussion | ||
| 505 | _aInference: Infer a speaker's viewpoint | ||
| 505 | _aPronunciation: Recognize and use contractions and reductions with will and be going to | ||
| 505 |
_aVocabulary: Infer word meaning from context
_tRecognize and use synonyms |
||
| 505 | _aGrammar: Recognize and use the future with will and and be going to | ||
| 505 | _aVideo: Maori Cultures | ||
| 650 | 0 |
_aEnglish language _vTextbooks for foreign speakers. |
|
| 650 | 0 |
_aEnglish language _xSpoken English _vProblems, exercises, etc. |
|
| 650 | 0 |
_aListening _vProblems, exercises, etc. |
|
| 700 | 1 | _aFrazier, Laurie | |
| 856 |
_uhttps://pearsonerpi.com/en/elt/eap/northstar-listening-and-speaking-level-2-student-book-with-myenglish-338213 _zPublisher's Website. |
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| 942 |
_2z _cBK |
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