| 000 | 01823cam a2200457Ia 4500 | ||
|---|---|---|---|
| 999 |
_c37 _d37 |
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| 001 | a16200517 | ||
| 003 | OSt | ||
| 005 | 20190607145433.0 | ||
| 008 | 120602s2014 maua 001 0 eng d | ||
| 020 | _a9781133317104 (Student's Book) | ||
| 020 | _a9781133317095 (Teacher's Guide) | ||
| 035 |
_a(OCoLC)794708302 _z(OCoLC)885211183 |
||
| 040 |
_aBTCTA _beng _cJCRC _dYDXCP _dGZD _dOCLCF _dLTSCA _dOCLCO _dOCL _dUtOrBLW |
||
| 050 | 4 |
_aPE1408 _b.V37 2014 |
|
| 100 | 1 | _aVargo, Mari | |
| 245 | 1 | 0 |
_aPathways 3 : Reading, Writing, and Critical Thinking / _cMari Vargo and Laurie Blass. |
| 246 | 3 | _aPathways three | |
| 250 | _a1st ed. | ||
| 260 |
_aBoston : _bNational Geographic Learning, _c2013. |
||
| 300 |
_axvi, 256 p. : _bcol. ill. ; _c28 cm. |
||
| 440 | _aPathways | ||
| 504 | _aIncludes index. | ||
| 505 | _a"Pathways is National Geographic Learning's new five-level academic skills series that features reading & writing and listening & speaking strands to help learners develop the language skills needed to achieve academic success. Learners develop academic literacy skills through content, images and video from National Geographic. This innovative series provides learners with a pathway to success! | ||
| 505 |
_aWith Pathways learners:
_tDEVELOP academic literacy skills _tCONNECT to the real world through content from National Geographic _tACHIEVE academic success |
||
| 505 |
_aFeatures:
_tNational Geographic articles, video, maps, and graphs engage students with academic content in a variety of genres and formats. _tClear connections between reading and writing skills help students become more effective readers and writers. _tAcademic reading skills and strategies, embedded in the unit tasks, prepare students to comprehend a variety of realistic academic texts. _tStep-by-step writing instruction, with integrated grammar and vocabulary, provides practice of a variety of rhetorical forms modeled on the academic classroom. _tIntegrated critical thinking tasks develop learners’ ability to evaluate, analyze, and synthesize information from a wide range of sources." (Book Cover) |
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| 505 | _aSCOPE AND SEQUENCE | ||
| 505 |
_aUnit 1 SOCIAL RELATIONSHIPS
_tAcademic Track: Interdisciplinary |
||
| 505 |
_aACADEMIC PATHWAYS:
_tLesson A: Identifying main and supporting ideas - Evaluating supporting arguments _tLesson B: Understanding related science news reports _tLesson C: Reviewing paragraph writing - Writing a comparison paragraph |
||
| 505 | _aVOCABULARY: Understanding meaning from context - Matching words with definitions - Applying vocabulary in a personalized context - Word Link: pre- - Word Partners: cooperate | ||
| 505 | _aREADING: Responding to text and photos - Skimming to make predictions - Identifying main ideas and key details - Identifying supporting ideas - Identifying meaning from context - Skill Focus: Identifying main and supporting ideas | ||
| 505 | _aWRITING: Goal: Writing about similarities and differences - Language: Making comparisons - Skill: Reviewing paragraph writing | ||
| 505 | _aVIEWING: Video: Elephant Orphans - Relating video content to a reading text - Viewing for general understanding and specific information | ||
| 505 | _aCRITICAL THINKING: Analyzing a text to identify function - Synthesizing information to identify similarities - Relating ideas to personal experience - CT Focus: Evaluating supporting arguments | ||
| 505 |
_aUnit 2 SCIENCE AND DETECTION
_tAcademic Track: History/Life Science |
||
| 505 |
_aACADEMIC PATHWAYS:
_tLesson A: Identifying a sequence of events - Distinguishing fact from speculation _tLesson B: Understanding a personal narrative/opinion article _tLesson C: Planning and writing an opinion paragraph |
||
| 505 | _aVOCABULARY: Understanding meaning from context - Matching words with definitions - Applying vocabulary in a personalized context - Word Link: extra-, com-/con- | ||
| 505 | _aREADING: Responding to text and photos - Skimming to make predictions - Identifying main ideas and supporting details - Sequencing historical events - Skill Focus: Identifying a sequence of historical events | ||
| 505 | _aWRITING: Goal: Writing an opinion paragraph about research - Language: Review of modals of obligation and possibility - Skill: Writing an opinion paragraph | ||
| 505 | _aVIEWING: Video: Columbus DNA - Relating video content to a reading text - Viewing for general understanding and specific information | ||
| 505 | _aCRITICAL THINKING: Interpreting evidence - Inferring attitude - Synthesizing information to make comparisons - Analyzing a text to identify sentence types - CT Focus: Distinguishing fact from speculation | ||
| 505 |
_aUnit 3 CITY SOLUTIONS
_tAcademic Track: Sociology |
||
| 505 |
_aACADEMIC PATHWAYS:
_tLesson A: Identifying reasons - Evaluating sources _tLesson B: Reading an interview _tLesson C: Writing a thesis statement - Writing a descriptive paragraph |
||
| 505 | _aVOCABULARY: Understanding meaning from context - Matching words with definitions - Applying vocabulary in a personalized context - Word Partners: income, majority | ||
| 505 | _aREADING: Identifying supporting details - Skimming to make predictions - Identifying supporting details and reasons - Identifying meaning from context - Interpreting maps - Skill Focus: Identifying reasons | ||
| 505 | _aWRITING: Goal: Writing a descriptive paragraph about a city - Language: Using the simple past and used to - Skill: Writing a thesis statement | ||
| 505 | _aVIEWING: Video: Solar Solutions - Relating video content to a reading text - Viewing for general understanding and specific information | ||
| 505 | _aCRITICAL THINKING: Synthesizing information and justifying an opinion - Relating ideas to personal experience - CT Focus: Evaluating sources | ||
| 505 |
_aUnit 4 DANGER ZONES
_tAcademic Track: Earth Science |
||
| 505 |
_aACADEMIC PATHWAYS
_tLesson A: Organizing your notes - Analyzing and evaluating evidence _tLesson B: Interpreting information in a multimodal text _tLesson C: Writing an introductory paragraph - Writing opinion paragraphs |
||
| 505 | _aVOCABULARY: Understanding meaning from context - Matching words with definitions - Applying vocabulary in a personalized context - Word Link: vict/vinc - Word Partners: tend (to) | ||
| 505 | _aREADING: Interpreting map and textual information - Understanding infographics - Identifying main ideas - Using titles and visuals to make predictions - Scanning for key details - Understanding a process - Identifying supporting ideas and reasons - Skill Focus: Organizing your notes | ||
| 505 | _aWRITING: Goal: Writing opinion paragraphs with recommendations - Language: Using parallel structure - Skill: Writing an introductory paragraph | ||
| 505 | _aVIEWING: Video: Hurricanes - Viewing to confirm predictions - Relating video content to a reading text - Viewing for general understanding and specific information | ||
| 505 | _aCRITICAL THINKING: Synthesizing information from multiple sources - Interpreting infographics to understand a process - CT Focus: Analyzing and evaluating evidence | ||
| 505 |
_aUnit 5 THE BUSINESS OF TOURISM
_tAcademic Track: Economics/Business |
||
| 505 |
_aACADEMIC PATHWAYS:
_tLesson A: Analyzing causes and effects - Analyzing a writer's argument _tLesson B: Reading related travel news reports _tLesson C: Writing well-developed body paragraphs - Writing a short cause-effect essay |
||
| 505 | _aVOCABULARY: Understanding meaning from context - Matching words with definitions - Applying vocabulary in a personalized context - Word Link: mot, dom/domin | ||
| 505 | _aREADING: Interpreting map and charts - Identifying main ideas and supporting details - Predicting the content of a reading - Identifying meaning from context - Skill Focus: Analyzing causes and effects | ||
| 505 | _aWRITING: Goal: Writing a short essay about geotourism - Language: Using If... (then)... - Skill: Writing well-developed body paragraphs | ||
| 505 | _aVIEWING: Video: Galapagos Tourism - Viewing to confirm predictions - Relating video content to a reading text - Viewing for general understanding and specific information | ||
| 505 | _aCRITICAL THINKING: Synthesizing information from multiple sources - Relating ideas to personal experience - Making inferences - CT Focus: Analyzing a writer's argument | ||
| 505 |
_aUnit 6 LANDSCAPE AND IMAGINATION
_tAcademic Track: Literature/Humanities |
||
| 505 |
_aACADEMIC PATHWAYS:
_tLesson A: Understanding referencing and cohesion - Understanding figurative languages _tLesson B: Interpreting a travel narrative and a novel extract _tLesson C: Writing a concluding paragraph - Writing an explanatory essay |
||
| 505 | _aVOCABULARY: Understanding meaning from context - Matching words with definitions - Applying vocabulary in a personalized context - Word Link: vid/vis, migr- | ||
| 505 | _aREADING: Responding to text and photos - Using captions and visuals to make predictions - Identifying main ideas - Identifying supporting details - Understanding similes - Identifying meaning from context - Identifying events to complete a timeline - Skill Focus: Understanding referencing and cohesion | ||
| 505 | _aWRITING: Goal: Writing an explanatory essay about literature - Language: Adding information with appositive phrases - Skill: Writing a concluding paragraph | ||
| 505 | _aVIEWING: Video: Rock Artists of Australia - Viewing to confirm predictions - Relating video content to a reading text - Viewing for general understanding and specific information | ||
| 505 | _aCRITICAL THINKING: Making inferences - Personalizing information in a reading - Identifying similes - CT Focus: Understanding figurative language | ||
| 505 |
_aUnit 7 GLOBAL APPETITES
_tAcademic Track: Interdisciplinary |
||
| 505 |
_aACADEMIC PATHWAYS:
_tLesson A: Interpreting visual information - Inferring a writer's tone and purpose _tLesson B: Understanding an environmental report _tLesson C: Using an outline to plan an essay - Writing a persuasive essay |
||
| 505 | _aVOCABULARY: Understanding meaning from context - Matching words with definitions - Using new vocabulary in everyday context - Word Partners: intensive, negative | ||
| 505 | _aREADING: Understanding infographics - Identifying key details - Using titles and visuals to make predictions - Identifying meaning from context - Identifying main ideas - Skill Focus: Interpreting visual information | ||
| 505 | _aWRITING: Goal: Writing a persuasive essay - Language: Using adjective clauses to add information - Skill: Using an outline to plan an essay | ||
| 505 | _aVIEWING: Video: The Greendex - Relating video content to a reading text - Viewing for general understanding and specific information | ||
| 505 | _aCRITICAL THINKING: Synthesizing information from multiple sources - Personalizing information in a reading - Justifying an opinion - CT Focus: Inferring a writer's tone and purpose | ||
| 505 |
_aUnit 8 MEDICAL INNOVATORS
_tAcademic Track: Health/Medicine |
||
| 505 |
_aACADEMIC PATHWAYS:
_tLesson A: Finding subjects in complex sentences - Making inferences _tLesson B: Understanding an article on technology _tLesson C: Researching information for an essay - Writing a research-based essay |
||
| 505 | _aVOCABULARY: Understanding meaning from context - Matching words with definitions - Applying vocabulary in a personalized context - Word Link: trans-; labor - Word Partners: procedure | ||
| 505 | _aREADING: Understanding information in a timeline - Identifying supporting details - Identifying meaning from context - Identifying main ideas - Skimming to make predictions - Using visual and textual clues to make predictions - Understanding referencing - Skill Focus: Finding subjects in complex sentences | ||
| 505 | _aWRITING: Goal: Writing a research-based essay about an innovator - Language: Referring to sources using quotes and paraphrases - Skill: Researching information for an essay | ||
| 505 | _aVIEWING: Video: Healthcare Innovator - Relating video content to a reading text - Viewing for general understanding and specific information | ||
| 505 | _aCRITICAL THINKING: Synthesizing information from multiple sources - Relating ideas to personal experience - Inferring a writer's audience - Inferring the purpose of an anecdote - CT Focus: Making inferences | ||
| 505 |
_aUnit 9 WORLD LANGUAGES
_tAcademic Track: Anthropology/Linguistics |
||
| 505 |
_aACADEMIC PATHWAYS:
_tLesson A: Understanding degrees of certainty - Considering counterarguments _tLesson B: Understanding a persuasive text _tLesson C: Using a graphic organizer to plan an essay - Writing an argument essay |
||
| 505 | _aVOCABULARY: Understanding meaning from context - Matching words with definitions - Using new vocabulary in everyday context - Word Link: lingu - Word Partners: attitude | ||
| 505 | _aREADING: Identifying supporting details - Identifying meaning from context - Identifying main ideas - Interpreting maps and charts - Interpreting visual information - Skill Focus: Understanding degrees of certainty | ||
| 505 | _aWRITING: Goal: Writing a persuasive essay about language - Language: Using words and phrases for presenting counterarguments - Skill: Using a graphic organizer to plan an essay | ||
| 505 | _aVIEWING: Video: Enduring Voices - Relating video content to a reading text - Viewing for general understanding and specific information - Using Prior Knowledge | ||
| 505 | _aCRITICAL THINKING: Synthesizing information from multiple sources - Applying information to own experience - Understanding predictors - CT Focus: Considering counterarguments | ||
| 505 |
_aUnit 10 SURVIVAL INSTINCT
_tAcademic Track: Psychology |
||
| 505 |
_aACADEMIC PATHWAYS:
_tLesson A: Identifying adverbial phrases - Inferring a writer's purpose _tLesson B: Understanding a factual text and personal narrative _tLesson C: Planning and writing a descriptive narrative |
||
| 505 | _aVOCABULARY: Understanding meaning from context - Using new vocabulary in everyday context - Brainstorming words to describe emotions - Word Link: sci - Word Partners: reaction | ||
| 505 | _aREADING: Identifying meaning from context - Identifying key details - Responding to text and photos - Using visual and textual clues to make predictions - Identifying main ideas of paragraphs - Organizing information in a Venn diagram - Skill Focus: Identifying adverbial phrases | ||
| 505 | _aWRITING: Goal: Writing a descriptive narrative essay to describe a real-life event - Language: Using past forms for narration - Skill: Planning a descriptive narrative | ||
| 505 | _aVIEWING: Video: Survival Lessons - Viewing to confirm predictions - Relating video content to a reading text - Viewing for general understanding and specific information | ||
| 505 | _aCRITICAL THINKING: Classifying information using a graphic organizer - Synthesizing information to make judgments - CT Focus: Inferring the purpose of stories and anecdotes | ||
| 650 | 0 |
_aEnglish language _xRhetoric _vHandbooks, manuals, etc. |
|
| 650 | 0 |
_aEnglish language _xWriting _vHandbooks, manuals, etc. |
|
| 650 | 0 |
_aReading comprehension _vHandbooks, manuals, etc. |
|
| 650 | 0 |
_aCritical thinking _vHandbooks, manuals, etc. |
|
| 650 | 7 |
_aEnglish language _xWriting. |
|
| 650 | 7 | _aReading comprehension. | |
| 650 | 7 | _aB2 (CEFR). | |
| 650 | 7 | _aHigh-intermediate. | |
| 655 | 7 | _aHandbooks and manuals. | |
| 700 | 1 |
_aBlass, Laurie _d1952- |
|
| 856 | 4 | 2 |
_uhttp://ngl.cengage.com/search/productOverview.do?N=200+4294918503&Ntk=NGL%7CP_EPI&Ntt=pathrw3%7C&Ntx=mode%2Bmatchallpartial _yPublisher's Website. |
| 856 | 4 | 2 |
_uhttp://www.cengage.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&product_isbn_issn=9781133942177 _zStudent Companion Site. |
| 942 |
_cMX _2z |
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