000			15219nam a2200757 i 4500
999			_c2868 _d2868
001			021687048
003			UkOxU
005			20200213193906.0
006			m || | |
007			cd |||||||||||
008			190424s2019 enka 000|0 eng d
015			_aGBB976310 _2bnb
016	7		_a019381668 _2Uk
020			_a9781108414494 (Student Book with DVD) _qtext
020			_a9781108407953 (DVD)
035			_a(Uk)019381668
035			_a(StEdALDL)1/3802254
040			_aStDuBDS _beng _cStDuBDS _dUkOxU _dJCRC
049			_aCROBAR
082	0	4	_a428.34 _223
100	1		_aGoldstein, Ben
245	1	0	_aEvolve 4 : Full Contact with DVD / _cBen Goldstein, Ceri Jones, Samuela Eckstut, Rhiannon Ball, Carolyn Clarke Flores, and Noah Schwartzberg.
246	1	4	_aEvolve : full contact with DVD
260			_aNew York : _bCambridge University Press, _c2019.
300			_axvi, 160, iv, 72, 101 p. : _bcol. ill. ; _c28 cm + _e1 CD-ROM
440			_aEvolve
500			_aDivided into three parts. Student's book. Video resource book, Rhiannon Ball, Carolyn Clarke Flores, and Noah Schwartzberg. Workbook, Samula Eckstut.
500			_aDVD in wallet inserted before back page.
500			_aDVD includes videos referred to in the text.
500			_aB1+CEFR at foot of cover.
505			_a"Welcome to EVOLVE, an innovative American English course for adults and young adults! We’ve drawn extensively on insights from language teaching experts and real students around the world to create a course that covers all skills and will support you and your students with the most effective and efficient ways to make progress in English.
505			_aINSIGHT FROM STUDENTS: We asked over 2,000 students from all over the world what topics they would like to discuss in English and in what situations they would like to be able to speak more confidently. The ideas are included throughout the Student’s Book, ensuring that EVOLVE is relevant to students’ lives and reflects their realities, thus increasing engagement. Additionally, real students appear in short videos responding to discussion questions. These videos serve as ideas prompts and encourage discussion by giving students something real to react to. These videos also provide more attainable speaking models for students as the students featured in the videos are at the same level as the students using the book. These “peer models” give students confidence that they can achieve something similar, so they’re more likely to engage in the conversation themselves.
505			_aINSIGHTS FROM TEACHERS: Teachers repeatedly told us that they value professional development opportunities, but they had difficulty fitting professional development into their busy lives. In order to help them discover techniques which will help their students learn, EVOLVE offers a unique integrated development program for teachers. Each unit of the Teacher’s Edition includes the presentation of a professional development technique which the teacher is then guided through how to incorporate in the lesson itself. In addition, there are opportunities for reflection on the technique they have used, and follow-up reading material to consolidate the theory behind the technique." (Publisher's Website)
505			_aCONTENTS
505			_aUnit 1 And we're off! _tLEARNING OBJECTIVES: Talk about personal achievements -- Discuss good employee qualities -- Make and respond to introductions -- Write a comment on a blog post -- Practice a job interview _tGRAMMAR: Tense review (simple and continuous) -- Dynamic and stative verbs _tVOCABULARY: Describing accomplishments -- Describing key qualities _tPRONUNCIATION: Saying the letter y _tFUNCTIONAL LANGUAGE: Meet someone you don't know; introduce someone to others -- Real-world strategy: Respond to an introduction _tREADING: Flipping your job interview: An article on interview skills _tWRITING: A comment: A comment on an article -- Agreeing and disagreeing _tSPEAKING: Talk about a new activity -- Talk about personal achievements -- Describe your personal qualities -- Play an introduction game; Time to speak: Ask and answer interview questions
505			_aUnit 2 The future of food _tLEARNING OBJECTIVES: Talk about trends -- Talk about preparing food -- Make offers in social situations -- Write the results of a survey -- Create a plan to improve a restaurant _tGRAMMAR: Real conditions -- Clauses with after, until, when _tVOCABULARY: Describing tends -- Preparing food _tPRONUNCIATION: Saying the vowel /aɪ/, /ɪ̆/, and /eɪ/ -- Listening for deleted /t/ sounds _tFUNCTIONAL LANGUAGE: Make, accept, and refuse offers in social situations; Real-world strategy: Acknowledge an acceptance _tLISTENING: Cool food: A conversation between friends _tWRITING: A report - The results of a survey about eating habits -- Reporting research results _tSPEAKING: Talk about fusion foods -- Discuss ideas to avoid food waste -- Explain a favorite recipe -- Offer food and drink to others; Time to speak: Present a restaurant rescue plan
505			_aUnit 3 What's it worth? _tLEARNING OBJECTIVES: Discuss time and money -- Discuss the value of things -- Apologize for damage or loss -- Write a product review -- Respond to a negative review _tGRAMMAR: too and enough -- Modifying comparisons _tVOCABULARY: Talking about time and money -- Talking about prices and value _tPRONUNCIATION: Saying /s/ at the beginning of a word _tFUNCTIONAL LANGUAGE: Make an apology and explain what happened - Real-world strategy: Respond to an apology _tREADING: Buyer beware! Short stories about good and bad online shopping experiences _tWRITING: A product review - Product reviews -- Expressing opinions about product features _tSPEAKING: Discuss things money can't buy -- Talk about quality of life -- Talk about relative value -- Talk about a past apology; Time to speak: Repair a customer relationship
505			_aReview 1 (Review of Units 1-3)
505			_aUnit 4 Going glocal _tLEARNING OBJECTIVES: Speculate about a picture -- Talk about viral stories -- Exchange and discuss opinions -- Write a response to a post -- Design an ad for a product _tGRAMMAR: Modals of speculation -- Subject and object relative clauses _tVOCABULARY: Talking about advertising -- Talking about people in the media _tPRONUNCIATION: Saying the vowel sounds /ɔ/ and /ɑ/ _tFUNCTIONAL LANGUAGE: Exchange and discuss opinions about possible actions; Real-world strategy: Make opinions more emphatic _tLISTENING: Building a brand: A news report about a local company that went global _tWRITING: A response: A social media post -- Writing about reasons and consequences _tSPEAKING: Talk about all the signs we see -- Speculate about a picture -- Talk about viral stories -- Give and support opinions; Time to speak: Create and present and ad
505			_aUnit 5 True stories _tLEARNING OBJECTIVES: Discuss different types of stories -- Talk about changes to plans -- React to bad news -- Write a formal apology -- Piece together a full story _tGRAMMAR: Past perfect -- was/were going to; was/were supposed to _tVOCABULARY: Describing stories -- Making and breaking plans _tPRONUNCIATION: Saying consonants at the end of a word _tFUNCTIONAL LANGUAGE: React to problems and try to find a solution; Real-world strategy: Accepting bad news _tREADING: The perfect apology: An article about corporate apologies _tWRITING: An apology: A letter of apology from a company -- Using referents to avoid repetition _tSPEAKING: Discuss good storytellers -- Tell someone's life story -- Tell the story of a change of plans -- Act out situations with bad news; Time to speak: Connect events to tell the story
505			_aUnit 6 Community action _tLEARNING OBJECTIVES: Discuss charity and volunteer work -- Discuss acts of kindness -- Offer help with something -- Write a report about a community project -- Design a community project _tGRAMMAR: Present and past passive -- Passive with modals _tVOCABULARY: Discussing good works -- Describing good deeds _tPRONUNCIATION: Saying /b/ or /v/ in the middle of a word -- Listening for /j/ between words _tFUNCTIONAL LANGUAGE: Make, refuse, and accept offers of help; Real-world strategy: Imposing on somebody _tLISTENING: Painting safer streets: A podcast about a community art project _tWRITING: A report: A report on a community project -- Using quotes as support _tSPEAKING: Talk about acts of kindness -- Discuss charity organizations -- Discuss helping others -- Make offers of help to strangers; Time to speak: Discuss helping your community
505			_aReview 2 (Review of Units 4-5)
505			_aUnit 7 Can we talk? _tLEARNING OBJECTIVES: Discuss messaging apps - Discuss written vs. spoken communication -- Recount conversations and stories -- Write an email in formal and informal register -- Conduct a survey _tGRAMMAR: Reported statements -- Reported questions _tVOCABULARY: Describing communication -- Communicating online _tPRONUNCIATION: Saying /s/ or /z/ at the end of a word _tFUNCTIONAL LANGUAGE: Recount conversations and stories to another person; Real-world strategy: Get back on track _tREADING: The emoji code: An article about how social media is changing language _tWRITING: Emails: Short emails to a friend and coworker -- Changing language to match register _tSPEAKING: Talk about when not to use your phone -- Talk about social media apps -- Talk about the way you prefer to communicate -- Tell and react to stories; Time to speak: Talk about your attitudes to social media
505			_aUnit 8 Lifestyles _tLEARNING OBJECTIVES: Talk about different work lifestyles -- Talk about wishes and regrets -- Talk through options to reach a decision -- Write a comment about a podcast -- Plan a digital detox weekend _tGRAMMAR: Present unreal conditionals -- I wish _tVOCABULARY: Describing jobs -- Talking about work/life balance _tPRONUNCIATION: Saying the vowel /ɜ/ and /u/ -- Listening for emphasis _tFUNCTIONAL LANGUAGE: Talk through options; encouraging actions; Real-world strategy: Offer a warning _tLISTENING: Digital detox: A podcast debating the benefits of a digital detox _tWRITING: A comment: A response to two comments -- Referencing another argument in your writing _tSPEAKING: Discuss the work-lifestyle connection -- Talk about unusual jobs -- Talk about wishes and regrets -- Offer advice and discuss options; Time to speak: Plan a digital detox
505			_aUnit 9 Yes, you can! _tLEARNING OBJECTIVES: Talk about rules and regulations -- Discuss rules and regulations in the past -- Make generalizations -- Write a letter of complaint -- Discuss improvements to your town _tGRAMMAR: Prohibition, permission, obligation (present) -- Prohibition, permission, obligation (past) _tVOCABULARY: Talking about places -- Talking about rules _tPRONUNCIATION: Saying /d/ at the beginning of a word _tFUNCTIONAL LANGUAGE: Make generalizations; Real-world strategy: Give contrasting information _tREADING: The story of the ramp: An article about the independent living movement _tWRITING: A message: A complaint about a business -- Communicating attitude _tSPEAKING: Talk about street art and graffiti -- Talk about rules for work or school -- Talk about unusual laws from the past -- Talk about different customs and cultures; Time to speak: Discuss how to make life easier for people with special needs
505			_aReview 3 (Review of Units 7-9)
505			_aUnit 10 What if...? _tLEARNING OBJECTIVES: Speculate about events in the past -- Talk about alternatives and possibilities -- Keep your listener engaged -- Write comments in an online discussion -- Debate the most influential discovery or invention in history _tGRAMMAR: Past unreal conditions -- Modals of past probability _tVOCABULARY: Talking about discoveries -- Discussing right and wrong _tPRONUNCIATION: Saying long and short vowel sounds -- Listening for weak words _tFUNCTIONAL LANGUAGE: Keep your listener engaged; Real-world strategy: Show interest in a story _tLISTENING: I can't live without it! A podcast about the impact different inventions have had on our lives _tWRITING: A comment - A comment on the podcast -- Using words and phrases for similarity and contrast _tSPEAKING: Share photobombing stories -- Talk about hypothetical past events -- Speculate about the past events that led to current situations -- Tell and react to a story about something that is hard to believe; Time to speak: Discuss significant inventions and discoveries in human history
505			_aUnit 11 Contrasts _tLEARNING OBJECTIVES: Discuss college life -- Discuss scientific facts -- Discuss alternatives and give recommendations -- Write a comment presenting an argument -- Present a proposal to solve a problem _tGRAMMAR: Gerund and infinitive after forget, remember, stop -- Causative verbs help, let, make _tVOCABULARY: Talking about college educations -- Talking about science _tPRONUNCIATION: Stressing long words _tFUNCTIONAL LANGUAGE: Discuss alternatives and respond to suggestions; Real-world strategy: Give a personal recommendation _tREADING: Embrace the technological revolution? Not me! An opinion about technological advances _tWRITING: A response - A response to an opinion piece -- Transition phrases _tSPEAKING: Talk about appearances -- Describe an event you'll never forget -- Talk about folk remedies -- Role play giving recommendations; Time to speak: Reach a compromise to resolve a problem
505			_aUnit 12 Looking back _tLEARNING OBJECTIVES: Describe a special photo and the story behind it -- Discuss childhood memories -- Recall and share past experiences -- Write a summary and response about pets -- Recall and discuss a national moment _tGRAMMAR: Adding emphasis -- Substitution and referencing _tVOCABULARY: Talking about the senses -- Describing memories _tPRONUNCIATION: Saying consonant clusters -- Listening for transitions _tFUNCTIONAL LANGUAGE: Recall a memory; Real-world strategy: Share experiences _tLISTENING: Man's best friend? A student debate about the relationship between humans and dogs _tWRITING: A summary and response - A summary of and response to an opinion -- Linking contrasting ideas _tSPEAKING: Test your memory and compare results -- Tell the story behind a photo -- Discuss childhood memories -- Retell a personal story; Time to speak: Share your experience of a national moment
505			_aReview 4 (Review of Units 10-12)
505			_aGrammar charts and practice
505			_aVocabulary exercises
650		0	_aEnglish language _xSpoken English.
650		0	_aEnglish language _vTextbooks for foreign speakers.
650		0	_aEnglish language _vFilms for foreign speakers.
650		0	_aB1+ (CEFR).
650		0	_aIntermediate to high intermediate.
700	1		_aJones, Ceri _d1965-
700	1		_aEckstut-Didier, Samuela
700	1		_aBall, Rhiannon
700	1		_aFlores, Carolyn Clarke
700	1		_aSchwartzberg, Noah
856			_uhttps://www.cambridge.org/ca/cambridgeenglish/catalog/adult-courses/evolve _zPublisher's Website.
942			_2z _cMX