Language teaching theory and methods Books
Peter Lang AG Classroom-Based Language Assessment
Book SynopsisWhile research into aspects of standardised language tests is growing, the area of classroom-based language assessment (CBLA) is still not well-defined and relatively under-researched. Studies investigating CBLA practices within the ESL/EFL school contexts as well as the tertiary level have stressed the need for further research as the picture is not yet complete. The volume aims to address this challenge by presenting a wide scope of research interests that discuss theoretical and practical underpinnings of CBLA. It is also meant to promote the notion of CBLA for a wide membership of the language teaching and testing community covering topics that consider both realities and prospects of CBLA in the assessment world.Table of ContentsContents: Pauline Rea-Dickins: Foreword. Formative Assessment: Scoping the Horizons – Matthew E. Poehner/Rumia Ableeva: Dynamic Assessment and Learner Engagement in the Activity of Development – Liz Hamp-Lyons/Nicole Tavares: Interactive Assessment - A Dialogic and Collaborative Approach to Assessing Learners’ Oral Language – Janna Fox/Peggy Hartwick: Taking a Diagnostic Turn: Reinventing the Portfolio in EAP Classrooms – Christine Doe: The Integration of Diagnostic Assessment into Classroom Instruction – Yuko Goto Butler/Wei Zeng: The Roles that Teachers Play in Paired-assessments for Young Learners – Sehnaz Sahinkarakas/Kagan Buyukkarci: Teachers’ Perceptional Changes on Formative Assessment Practices – Barbara Blair/Eli Moe/Bente Barsnes: Impact of Norwegian Government Assessment Policies on ESL Classroom Practices – Mirja Tarnanen/Ari Huhta: Foreign Language Assessment and Feedback Practices in Finland – Jo Lewkowicz/Elżbieta Zawadowska-Kittel: Classroom-based Assessment: the Polish Experience – Dina Tsagari: Investigating the ‘Assessment Literacy’ of EFL State School Teachers in Greece – Liying Cheng: Supporting Student Learning: Assessment of Learning and Assessment for Learning.
£44.96
McGraw-Hill Education Easy English StepbyStep for ESL Learners Second
Book SynopsisPublisher's Note: Products purchased from Third Party sellers are not guaranteed by the publisher for quality, authenticity, or access to any online entitlements included with the product.Get the skills you need to begin communicating in English quickly and easily!Communicating in a new language can be intimidating. This accessible guide will give you the tools and confidence to understand and converse in English with confidence. Based on the idea that the quickest route to learning a language is through a solid foundation in the basics, Easy English Step-by-Step, Second Edition presents a successful building block approach to mastering English, with important concepts linked together by clear explanations, appropriate exercises, and helpful answers.The first steps introduce you to the everyday expressions of the language, allowing you to communicate in a variety of everyday situations almost immediately.Table of ContentsDedication Contents Introduction 1 Meeting People Greeting People Formal and Informal Greetings Conversation: Greeting People Saying Good-Bye Meeting People The Six Steps to Meeting Someone Conversation: Meeting People Grammar: Subject Pronouns Grammar: BE Verb Grammar: Adjectives Talking About the Weather Using the Negative Using Intensifier Adverbs Vocabulary: Phrasal Verbs Reading About It Step 1: Pre-Read Step 2: Read Actively Step 3: Understand What You Read Let’s Read Together Writing About It How to Begin a Sentence How to End a Sentence Do It Out There! Weekly Log 2 Habits, Customs, and Routines Talking About Habits, Customs, and Routines Talking About Family Grammar: Using the Simple Present Verb Tense Grammar: Using Adverbs of Frequency Grammar: Asking WH Questions in the Simple Present Tense Grammar: Yes/No Questions with Non-BE Verbs in the Simple Present Tense Vocabulary: Phrasal Verbs for Daily Activities Introducing Someone Conversation: Introducing Someone to Someone Else Reading About It Let’s Read Together Topics and Main Ideas Reading Actively Writing About It Subject-Verb Agreement with the Simple Present Verb Tense Proper Nouns Do It Out There! Weekly Log 3 Food: Shopping and Restaurants Talking About What People Are Doing Now Grammar: Using the Present Progressive Verb Tense Grammar: Asking WH Questions in the Present Progressive Tense Grammar: Count and Noncount Nouns Grammar: Definite and Indefinite Articles Eating at a Restaurant Vocabulary: Phrasal Verbs for Eating, Food, and Restaurants Conversation: Making Polite Requests at a Restaurant Reading About It Topics and Main Ideas Discovering Meaning Through Context Writing About It Using Commas in a List Do It Out There! Weekly Log 4 Getting Around Town Walking Around Town: Giving and Getting Directions Conversation: Asking for Directions Vocabulary: City Center Grammar: Using the Imperative Vocabulary: Expressions Used in Directions Vocabulary: Prepositions of Place Grammar: There Is/There Are Describing Your Town Communication Strategy: Understanding Directions Taking Public Transportation Conversation: Public Transportation Schedules Grammar: The Simple Present Verb Tense for Schedules Vocabulary: Public Transportation Vocabulary: Expressions of Time Vocabulary: Phrasal Verbs for Getting Around Town Reading About It Let’s Read Together Discovering Meaning Through Context Writing About It Identifying the SVO Sentence Structure Do It Out There! Weekly Log 5 Recreation and Hobbies Talking About Last Weekend Conversation: Talking About What You Did Grammar: Using the Simple Past Verb Tense Time Expressions for the Past Tense Vocabulary: Recreation and Hobbies Grammar: Asking Questions with the Simple Past Verb Tense Grammar: The Simple Past BE Verb Expressing Attitudes for Recreation and Hobbies Grammar: Gerunds and Infinitives Grammar: Possessive Adjectives Communication Strategy: Encouraging Someone Communication Strategy: Expressing Disbelief Conversation: Talking About the Weekend Vocabulary: Phrasal Verbs for Recreation and Hobbies Reading About It Discovering Meaning Through Context: Contrast Let’s Read Together Writing About It Interjections: Using the Exclamation Point and Question Mark Writing About Past Actions Do It Out There! Weekly Log 6 Making Friends Talking to New Friends Conversation: Making a New Friend Communication Strategy: Small Talk How to Make Friends Grammar: Possessive Pronouns Grammar: Demonstrative Adjectives Grammar: Demonstrative Pronouns Spending Time with Friends Communication Strategy: Making Invitations Communication Strategy: Accepting Invitations Communication Strategy: Declining Invitations Communication Strategy: Suggesting Activities Communication Strategy: Sharing Contact Information Vocabulary: Phrasal Verbs for Plans and Activities Conversation: Putting It All Together Reading About It Let’s Read Together Writing About It The SVC Sentence Structure Identifying the SVC Sentence Structure Do It Out There! Weekly Log 7 Health and Medicine Talking About Illness Real Conversation: Describing Pain Grammar: Using the Present Perfect Progressive Tense Communication Strategy: Describing Symptoms Vocabulary: Symptoms and Ailments Consulting a Doctor Communication Strategy: Giving Advice Communication Strategy: Asking for Advice Communication Strategy: Asking for Permission Vocabulary: Phrasal Verbs for Health Conversation: Putting It All Together Reading About It Let’s Read Together Identifying Supporting Ideas in a Paragraph Writing About It Structure of a Paragraph Do It Out There! Weekly Log 8 Shopping and Clothing Talking About Shopping Conversation: At a Clothing Store Grammar: Using the Future Verb Tense Communication Strategy: Offering and Asking for Help Vocabulary: Clothing Vocabulary: Phrasal Verbs for Shopping Prepositions of Time Grammar: Object Pronouns Talking About Clothes Vocabulary: Adverbs and Adjectives Vocabulary: Comparatives Vocabulary: Superlatives Communication Strategy: Asking for and Giving Opinions Conversation: Putting It All Together Reading About It Let’s Read Together Writing About It Review: Structure of a Paragraph Do It Out There! Weekly Log Appendix: Useful Resources for ESL Students Answer Key Index
£11.69
Oxford University Press English File UpperIntermediate Workbook Without
Book SynopsisEnglish File's unique, lively and enjoyable lessons are renowned for getting students talkingEnglish File, fourth edition, has been built on tried and trusted methodology and contains uniquely motivating lessons and activities that encourage students to discuss topics with confidence. This Upper-Intermediate Workbook Without Key is suitable for CEFR language level B1+.NEW TO THIS EDITIONNew and updated texts, topics, and listenings, based on feedback from English File teachersEach Student Book comes with access to new Online Practice, providing learners with extra practice and activities for each FileOnline Practice includes new Sound Bank videos, with the unique opportunity to watch a native speaker pronounce the sound, and new interactive videos where students can take part in the drama themselvesNew video listening activities are integrated into each even-numbered File. These short documentaries and dramas make class time more dynamic and excitingThe Classroom Presentation Tool show
£26.01
Cambridge University Press Bilingualism Matters
Book SynopsisWritten in an accessible style, this is a comprehensive yet concise guide to bilingualism, taking us on a journey on how the brain processes languages. Offering an overview of current research in the field, yet clear and easy to read, it is suitable for both scholars and general readers.Trade Review'Garraffa, Sorace and Vender provide a lucid and comprehensive introduction to the fascinating topic of bilingualism. The lifespan approach highlights the relevance and significance of bilingualism to individuals and society. Schwieter has done a great service to us all by translating and adapting the book into English, making it accessible to many more readers across the world.' Li Wei, Director and Dean, University College London, Institute of Education'Why does bilingualism matter? Although the active use of two or more languages is common, bilingualism continues to be misunderstood. The consequences of that misunderstanding are deep, with implications for development and education in the earliest years of life and for health across the lifespan. This book provides a much needed accessible overview of the science of language learning and bilingualism. It celebrates the idea that the variation in human experience that is reflected in language is actually the norm rather than the exception, with bilingual brains that adapt and flourish when language learning is supported. Bilinguals matters because people matter and because language is with us everywhere.' Judith Kroll, University of California'This is a very accessible and comprehensive introduction to bilingualism, from language development in childhood to the neurological correlates of knowing two languages. Garraffa, Sorace, and Vender have managed to find the right tone of voice to present the often complex and nuanced research-based evidence in a way that is informative and easy to read. This book is an invaluable resource for anyone interested in finding out more about the many and fascinating facets of bilingualism.' Ludovica Serratrice, University of Reading'… as a speech and language therapist, I was particularly delighted to see the inclusion of bilingualism in Developmental Language Disorder and other contexts not usually discussed. The emphasis on the evidence-base, and the positive outcomes of being bilingual are clearly articulated. This engaging and thought-provoking book will challenge the reader to change their preconceptions of bilingualism'. Sean Pert, The University of Manchester, Chair RCSLT'Bilingualism Matters is an excellent resource for teachers, parents and researchers interested in bilingualism to access research from a neuroscience perspective to support their work. I will draw on this resource to advocate for bilingual programs, and to support my social science research with interdisciplinary evidence. I recommend this book to anyone seeking an accessible resource which summarises key neuroscience findings in relation to bilingualism across the lifespan.' Ruth Fielding, Monash UniversityTable of Contents1. Who is bilingual?; 2. The development of two languages: phonology, lexicon, and morphosyntax; 3. Bilingualism across the lifespan; 4. Two languages in one brain; 5. Bilingualism and atypical development; 6. Bilingualism and society; Glossary.
£18.99
Delta Publishing Teaching Teenagers
Book Synopsis
£30.40
Pearson Education Speakout 3ed C1C2 Teachers Book with Teachers
Book Synopsis
£51.22
McGraw-Hill Education WONDERS PRACTICE BOOK GRADE K V2 STUDENT EDITION
Book Synopsis
£7.60
McGraw-Hill Education Practice Makes Perfect Intermediate English
Book SynopsisGet the expert instruction and practice needed to take your English skills to the next level! Practice Makes Perfect: Intermediate English Grammar for ESL Learners helps you take your English grammar skills to a higher level and gives you the confidence to speak and write in your new language. This accessible workbook leads you through English grammar using concise, easy-to-understand language designed to keep you focused on achieving your goal of total fluency. Youâll learn how to master such tricky topics as verbs, modal, auxiliaries, the passive voice, participial adjectives, subject-verb agreement, and more. The book includes tons of practice and review exercises. Plus, the interactive quizzes available on the app make it easy for you to study on-the-go. Practice Makes Perfect: Intermediate English Grammar for ESL Learners, 3rd Edition features: âTable of ContentsPreface 1 The sentenceNoun phrasesVerb phrasesModifiers 2 The verb phrase 3 The verbLinking verbsIrregular verbsTenses 4 The progressive tensesThe present progressiveThe past progressiveThe future progressive 5. The perfect tensesThe present perfectThe past perfectThe future perfect 6 Modal auxiliariesShades of meaningSpecial auxiliaries 7 The progressive forms of modal auxiliaries 8 The auxiliary doUsing do in questionsUsing do in negative sentences 9 The passive voiceUsing the passive 10 The passive form of modal auxiliariesThe future tenseThe past tense 11 The stative passiveAdjectives and participlesThe progressive form vs. the stative passivePrepositions 12 Past participles with get 13 Participal adjectivesPresent participlesPast participles 14 Subject-verb agreementThird-person singular and pluralThe verb beExpressions of quantityCollective nounsAuxiliary verbsComplex sentences 15 Agreement with nounsPersonal pronouns and collective nounsIndefinite pronounsComplex nouns 16 Using otherAdjectives Pronouns 17 GerundsDistinguishing gerunds from present participlesThe possessive 18 ConjunctionsCoordinating conjunctionsConjunctions and their meaningCorrelative conjunctionsSubordinating conjunctionsAdverbs that act as conjunctions 19 PrepositionsCompound prepositionsNoun and pronoun objectsMore than one prepositional phrase 20 Adjectives and adverbsAdjectivesAdverbs 21 Filler subjects and impersonal subjectsFiller subjectsImpersonal subjects 22 ClausesIndependent clausesDependent clausesRelative clauses 23 PunctuationThe periodThe commaThe semicolonThe colonThe question markThe exclamation pointThe apostropheQuotation marksThe hyphen and the dashParentheses and brackets 24 Capitalization, numbers, and italicsCapitalizationNumbersItalics Appendix: Review exercisesAnswer key McGraw-Hill Language Lab app:240 Progress Checks and Review Quizzes (unique to app)
£11.69
Multilingual Matters Learning Strategy Instruction in the Language
Book SynopsisThis comprehensive collection, comprising both theoretical and practical contributions, is unique in its focus on language learning strategy instruction (LLSI). The chapters, written by leading international experts, embrace both sociolinguistic and psycholinguistic perspectives. The issues presented include different models of strategy instruction and how they can be tailored according to context and the learners’ age and attainment level. The collection will be an important resource for researchers in the field, both for its critical perspectives and its guidance on collaborating with teachers to design interventions to implement strategy instruction. It also identifies key areas for research, including the teaching of less studied groups of strategies such as grammar and affective strategies. The book will prove equally valuable to language teachers through the provision of detailed teaching materials and tasks. Those engaged in professional development, whether pre- or in-service teacher education, will find a wealth of concrete ideas for sessions, courses and assignments.Trade ReviewThis long-overdue edited collection explores a variety of topics regarding strategy instruction in relation to theory, research, and practice. Its implications for the learner and the teacher are enormous. I highly commend this book, which is undoubtedly a must-read for those interested in strategy instruction in the L2 classroom. * Osamu Takeuchi, Kansai University, Japan *Chamot and Harris should be applauded for the wonderful work presented in this fine collection. They are both champions of language learning strategy research and practice, and this book well represents their action and achievement. Through this work Chamot’s legacy will also be strongly remembered. Such work will continue to benefit language learners around the world in the years to come. * Lawrence Zhang, University of Auckland, New Zealand *This book brings together a range of different perspectives on language learner strategies. The authors consider important issues related to strategy instruction design, including questions of theory as well as practical concerns, the role of the teacher, self-regulation and autonomy and feedback, making it valuable to a range of readers. * Suzanne Graham, University of Reading, UK *This book is suitable for anybody who is interested in research on LLS and LLSI. The "Questions" proposed at the end of each chapter could all become topics for future research by both expert scholars and novice researchers. Supported by the work in this volume, we anticipate the start of a new era of LLSI with interdisciplinary support. -- Lixiang Gao, Northeast Normal University, China * System, 2020 *It goes without saying that the edited collection will be of enormous value to practitioners, materials writers, and researchers alike, providing them with comprehensive information on multifarious up-to-date issues in the domain of LLS and LLSI, the decisions involved in undertaking strategy instruction as well as the areas in this respect that are worthy of exploration. -- Olga Trendak, University of Łódź, Poland * SSLLT 8 (4) *The book not only invigorates explicit and integrated teaching of language learning strategies but also is a timely contribution to the knowledge base on theoretical issues and key implications that will benefit both language teacher educators and researchers. -- Saeed Karimi-Aghdam, Nord University, Norway * The Journal of Applied Linguistics and Applied Literature, Volume 8, Issue 2 *Table of ContentsForeword. Cynthia White Introduction. Anna U. Chamot and Vee Harris Part 1. Issues: Models and Contexts Chapter 1. Luke Plonsky: Language Learning Strategy Instruction: Recent Research and Future Directions Chapter 2. Peter Yongqi Gu: Approaches to Learning Strategy Instruction Chapter 3. Vee Harris: Diversity and Integration in Language Learning Strategy Instruction Chapter 4. Do Coyle: Designing Strategic Classrooms: Self-assessment in Enabling Self-regulated Learning Chapter 5. Ernesto Macaro: Language Learner Strategies and Individual Differences Chapter 6. Marcella Menegale: Integrating Language Learning Strategy Instruction into Content and Language Integrated Learning Programs Part 2. Issues: Less Studied and Less Taught Groups of Strategies Chapter 7. Miroslaw Pawlak: Grammar Learning Strategies Instruction in the Foreign Language Classroom: The Case of Students in Degree Programs in English Chapter 8. Anna Uhl Chamot and Vee Harris: Language Learning Strategy Instruction for Critical Cultural Awareness Chapter 9. Andrew D. Cohen: Strategy Instruction for Learning and Performing Target-language Pragmatics Part 3. Implications: The Learners Chapter 10. Pamela Gunning, Joanna White, and Christine Busque: Designing Effective Strategy Instruction: Approaches and Materials for Young Language Learners Chapter 11. Angeliki Psaltou-Joycey: Designing Materials and Guidelines for Language Learning Strategy Instruction Chapter 12. Anna Uhl Chamot: Differentiation in Language Learning Strategy Instruction Chapter 13. Jill Robbins: Teaching Language Learning Strategies with Technology Part 4. Implications: The Teachers Chapter 14. Christina Gkonou and Rebecca L. Oxford: Teachers’ Formative Assessment, Reflection, and Affective Strategy Instruction in Language Learning Strategy Instruction Teacher Education Chapter 15. Joan Rubin and Claudia Acero Rios: Empowering Teachers to Promote Learner Self-Management Chapter 16. Anna Uhl Chamot, Vee Harris, Carol Griffiths, Pamela Gunning, Martha Nyikos and Birsen Tutüniș: Teacher Education for Language Learning Strategy Instruction: Approaches and Activities Chapter 17. Christine Goh: What We Still Need to Learn About Language Learning Strategies Instruction: Research Directions and Designs Afterword. Anna Uhl Chamot and Vee Harris
£31.46
Delta Publishing by Klett Activities for Task-Based Learning: Integrating a
Book Synopsis
£27.00
Multilingual Matters Language Learning and Teaching in a Multilingual
Book SynopsisThe majority of people around the world live in multilingual societies, and so it follows that plurilingualism should be considered normal. This book proposes a flexible and adaptive framework for designing and implementing language learning environments and tasks, which will be useful for practitioners working in classrooms where many languages are already spoken. The authors begin by presenting a state-of-the-art review of current research on language learning, language teaching and multilingual language acquisition. This is followed by a qualitative review of 37 multilingual research projects, which are treated as case studies to inform the practical guidance that constitutes the remainder of the book. The information and practical framework contained within this book will be of interest to researchers, teachers and teacher educators.Trade ReviewThis book is an essential resource for researchers and students concerned with the design, empirical investigation and evaluation of language learning environments in multilingual contexts. It provides a wide-ranging and admirably compact overview of theoretical issues, summarizes and comments illuminatingly on 37 published case studies, and explores the practicalities of programme design. An indispensable reference tool and handbook. * David Little, Trinity College Dublin, Ireland *This book focuses on how recent research findings on language learning have been implemented in classrooms. As French academics with strong connections to the North African, European and Anglophone spheres, the authors offer a fresh and dynamic take on issues associated with multilingualism and language teaching around the world. * Jean-Marc Dewaele, Birkbeck, University of London, UK *[This] book is interesting and clear. It coheres throughout all its chapters, yielding a smooth and pleasant reading and showing the way in which the researchers move from straightforward objectives from the very beginning [...] The 37 case studies are an open proposition for continuing research, inspiring teachers, and language educators to try out and explore with students. -- Verónica V Ghirardotto, Universidad Nacional de Córdoba, Argentina * LINGUIST List 32.908 *Table of ContentsIntroduction PART I - Reference Theories: Inter-Relationships and Complementarities Chapter 1. Neurophysiology, Cognition and Language Chapter 2. Language and Cognitive Development in a Plurilingual Perspective Chapter 3. Multilingual Practices Chapter 4. Psycholinguistics and SLA: Useful Constructs Revisited Chapter 5. Cultures, Affects and Identities Chapter 6. The Potential of Information and Communication Technology for Language Learning Chapter 7. Context PART II - Multilingual Practices in Action Chapter 8. Organisation of the Study Chapter 9. North America Chapter 10. Africa Chapter 11. European Large-Scale Projects and Intercomprehension Networks Chapter 12. European Small-Scale Projects Chapter 13. Telecollaboration Chapter 14. Learning Languages in Multilingual Contexts: Where are we Now? Chapter 15. When Theory and Practice Meet PART III - Designing Contextualised Language Learning Environments in a Plurilingual Perspective Chapter 16. Multilingual Language Learning and ICT Chapter 17. Designing Courses and Tasks in a Multilingual Perspective Chapter 18. Modelling the Work Bibliography
£28.45
Cambridge University Press & Assessment 100 Great Activities The Best of the Cambridge
Book Synopsis
£31.45
Multilingual Matters Lifelong Motivation and Foreign Language Learning
Book SynopsisThis book delves into the captivating experiences of exceptionally motivated older adult language learners, examining the factors which generate and sustain motivation throughout a learner's life. The narrative approach traces the motivational dynamics embedded in lifelong language learning and considers its impact on wellbeing in later years.
£89.96
Cambridge University Press Own it Level 3 Teachers Book with Digital
Book SynopsisOwn It! is a four-level lower Secondary course which helps students gain confidence and become future ready through global topics and collaborative projects. We live in a rapidly changing world. With Own It!, teens develop the confidence and competencies they need to forge their own path in this ever-evolving global landscape. From developing critical and creative thinking skills and social/emotional aptitudes to working effectively in a group, Own it! helps create confident, future-ready learners who are able to meet the challenges ahead. The pages from the Student''s Book are fully integrated into the Teacher''s Book for easy access to the tips, unit aims, answers, graded extension activities, homework assignments and references to relevant online resources.
£37.56
HarperCollins Publishers COLLINS COBUILD POCKET ENGLISHENGLISHURDU DICTIONARY Collins Cobuild Pocket Diction
Book SynopsisThe Collins Cobuild Pocket English-English-Urdu Dictionary is a brand new, illustrated dictionary aimed at learners of English.
£13.29
HarperCollins Publishers Key Words for Electrical Engineering B1 Collins COBUILD Key Words
Book SynopsisCollins COBUILD Key Words for Electrical Engineering is a brand-new vocabulary book aimed at anyone who wants to study or work in the field of electrical engineering. The title contains the 500 most important words and phrases you will need to succeed and includes practice material to make sure you really learn them.
£9.49
HarperCollins Publishers Workbook 2
Book SynopsisReinforce the grammar and language points covered in Pupil Book 2 with plenty of practice for everyone. Ensure the top end is stretched with the more challenging tasks included.Focus solely on grammar and language, crucial aspects of the new secondary curriculumEasy to use and personalise with the write-in formatSlot easily into teaching plans with content that exactly matches Pupil Book topicsSet for homework, with grammar summary boxes to support independent studyBoost engagement with the attractive full-colour designAssess progress with the Mission accomplie? feature
£8.81
HarperCollins Publishers Introducing English to Young Children Reading and
Book SynopsisA practical teacher guide book for teaching young children to read and write in English.Trade Review.
£13.59
HarperCollins Publishers First English Words Teachers Book Age 37
Book SynopsisAn essential guide for teachers using First English Words in the classroom.With lesson plans, photocopiable resources and helpful advice, this Teacher's Book contains all the support you need for using the award-winning picture dictionary First English Words with your young learners. Discover the range of activities that are possible with First English Words and develop a love for learning English amongst children in the classroom.Sample lesson plans based around the themes and vocabulary of First English WordsTechniques that can be applied to every theme in order to build your own lesson plansPhotocopiable resources to support the lesson plansIdeas for activities and gamesAlso available: First English Words, First English Words Activity Book 1, First English Words Activity Book 2, First English Words Activity Pack.Trade ReviewPraise for the picture dictionary First English Words: ‘A book that will be read over and over again’ HRH The Duke of Edinburgh English Language Book Awards 2012
£28.50
HarperCollins Publishers Practice Tests for A1 Movers
Book SynopsisGive your child the support they need in EnglishThese new practice test materials for Cambridge English: Movers (also known as Young Learners English: Movers) support young learners and include comprehensive guidance for both teachers and parents. By working through the practice tests, children will feel ready for what they need to do on the day of the test, and will also have fun whilst they are learning.The book includes: 3 full practice tests with a colourful and clear design to motivate and encourage young learners, and prepare them for what they will see in the real test Audio is available online with recordings by young native English speakersThe Teacher's Guide and a Parent's Guide are available online, and are full of information and support for anyone preparing their child for their first Cambridge English test.For Teachers and Parents (available online) A full guide to each part of the test Ideas for exam preparation activities Model answer recordings for the Speaking paper recorded by young native English speakers so that learners hear examples of correct English again and again Cambridge English vocabulary list with the key words learners need to know Audio scripts for the Listening and Speaking sections Answer keyTrade Review.
£11.69
HarperCollins Publishers Practice Tests for A2 Key KET
Book SynopsisAll the practice you need for a top score in the Cambridge English A2 Key qualification.With the realistic test papers and helpful advice in Collins Practice Tests for A2 Key (KET), you will feel confident and fully prepared for what to expect on the day of the test. It contains:8 complete practice tests, fully updated for the revised 2020 exam specificationAnswer keys and model answersAdditional practice by topic more sample questions to help you prepare for the Speaking paperDownloadable audio and audio scripts for the Listening and Speaking papersVisual materials for the Speaking paper, plus model answersA mini-dictionary of difficult words from the tests, taken from our COBUILD dictionariesWith Collins Practice Tests for A2 Key, students will know what to expect from the real test:Material and layout has been carefully prepared to replicate the real testIntroduction contains a full guide to the different sections of the test, along with tips and practical advice on how to revise aTrade Review.
£18.69
HarperCollins Publishers COBUILD Idioms Dictionary
Book SynopsisThis new edition of the Collins COBUILD Idioms Dictionary offers comprehensive and up-to-date coverage of the most important English idioms from around the world.
£14.39
HarperCollins Publishers COBUILD Phrasal Verbs Dictionary
Book SynopsisThis new edition of the Collins COBUILD Phrasal Verbs Dictionary offers comprehensive and up-to-date coverage of the most important phrasal verbs in English.
£14.39
McGraw-Hill Education - Europe Reading Wonders ReadingWriting Workshop Grade 5
Book SynopsisConcise and focused, the Wonders Reading/Writing Workshop is a powerful instructional tool that provides students with systematic support for the close reading of complex text. Introduce the weekâs concept with video, photograph, interactive graphic organizers, and more Teach through mini lessons that reinforce comprehension strategies and skills, genre, and vocabulary Model elements of close reading with shared, short-text reads of high interest and grade-level rigor
£63.07
McGraw-Hill Education - Europe Common Core Achieve GED Exercise Book Science
Book SynopsisCommon Core Achieve is a groundbreaking blended test-prep program that helps adult learners prepare for high school equivalency exams more quickly and retain more of what they learn. It is aligned to College and Career Readiness Standards for Adult Education and built upon the new standards and assessment targets for the 2014 GED Test, TASCâ test, and HiSETâ Exam. Contextualized skill instruction engages learners while preparing them for test success, postsecondary credentials or certification programs, and family-sustaining careers.Includes 1 copy of the Common Core Achieve GED Science Exercise Book.
£30.23
McGraw-Hill Education - Europe Corrective Reading Decoding Level B2 Student Book
Book SynopsisCorrective Reading provides intensive intervention for students in Grades 4-12 who are reading one or more years below grade level. This program delivers tightly sequenced, carefully planned lessons that give struggling students the structure and practice necessary to become skilled, fluent readers and better learners. Four levels for decoding plus four for comprehension address the varied reading deficits and skill levels found among older students. Includes a point system based on realistic goals to motivate students who are often expected to fail.
£54.76
McGraw-Hill Education - Europe Corrective Reading Decoding Level A Student
Book SynopsisCorrective Reading provides intensive intervention for students in Grades 4-12 who are reading one or more years below grade level. This program delivers tightly sequenced, carefully planned lessons that give struggling students the structure and practice necessary to become skilled, fluent readers and better learners. Four levels for decoding plus four for comprehension address the varied reading deficits and skill levels found among older students. Includes a point system based on realistic goals to motivate students who are often expected to fail.
£93.47
McGraw-Hill Education - Europe Corrective Reading Decoding Level B1 Student
Book SynopsisCorrective Reading provides intensive intervention for students in Grades 4-12 who are reading one or more years below grade level. This program delivers tightly sequenced, carefully planned lessons that give struggling students the structure and practice necessary to become skilled, fluent readers and better learners. Four levels for decoding plus four for comprehension address the varied reading deficits and skill levels found among older students. Includes a point system based on realistic goals to motivate students who are often expected to fail.
£73.70
McGraw-Hill Education - Europe Corrective Reading Decoding Level C Student
Book SynopsisCorrective Reading provides intensive intervention for students in Grades 4-12 who are reading one or more years below grade level. This program delivers tightly sequenced, carefully planned lessons that give struggling students the structure and practice necessary to become skilled, fluent readers and better learners. Four levels for decoding plus four for comprehension address the varied reading deficits and skill levels found among older students. Includes a point system based on realistic goals to motivate students who are often expected to fail.
£131.21
McGraw-Hill Education - Europe Language for Thinking Teacher Materials
Book SynopsisLanguage for Thinking builds upon the concepts, vocabulary, and statement patterns introduced in Language for Learning. Carefully organized sequences of activities, exceptional vocabulary development, extensive practice, sequencing and retelling exercises, and inference activities set the stage for reading comprehension and the grammatical analysis of written language.
£974.56
McGraw-Hill Education - Europe Spelling Mastery Level B Student Workbooks Pkg.
Book SynopsisSpelling Mastery teaches students dependable spelling skills by blending the phonemic, morphemic, and whole-word approaches. Spelling Mastery interweaves these three approaches according to students' skill development and provides straightforward lessons to help you efficiently and effectively teach the spelling skills students need to become proficient writers.
£119.99
McGraw-Hill Education - Europe Essentials of English Grammar
Book SynopsisA reference to the English language and for people with grammar questions. It features a glossary of grammar terms and coverage of stylistic conventions. It includes examples that guide you through the rules for parts of speech, punctuation, capitalization, spelling, frequently confused words, and much more.Table of ContentsPart I Essentials of Grammar; 1: Parts of Speech; 2: Punctuation and Punctuation Style; 3: Sentences and Sentence Patterns; 4: Capitalization, Abbreviations, and Numbers; 5: Spelling and Word Division; Part II Style Considerations; 6: Sentences; 7: Brevity; 8: Clarity; 9: Accuracy; 10: Gender-Inclusive Language; Appendix A: Principal Parts of Irregular Verbs; Appendix B: Verb-Preposition Combinations; Appendix C: Frequently Confused Words; Appendix D: Frequently Misspelled Words; Glossary; Index
£16.99
McGraw-Hill Education - Europe Improve Your English English in the Workplace DVD
Book SynopsisBuild your English-speaking skills by simply watching and listeningPeople do not talk like language-learning books are written. They pause, say âœumâ and âœer,â and even forget to finish their sentences! This can be confusing for new speakers of English, but Improve Your English: English in the Workplace helps you understand what your coworkers are saying and gives you confidence to talk with them naturally and easily.The DVD shows speakers of English talking about their careers, job searches, average days, and other work-related topics. These chats are unscripted and unrehearsed, so you'll hear how people really talk around the office or worksite. You will gain confidence in your English skills with help from: A workbook that features a transcript of the DVD, definitions of unfamiliar vocabulary and phrases, and skill-building questions at the end of each chapter to help you remember what you have learned English speakers from different Table of ContentsEnglish in the WorkplaceDVD1 What Kind of Work Do You Do? (Part I)2 What Kind of Work Do You Do? (Part II)3 An Average Day4 Looking for Work5 Interviewing for a Job6 Training for Work7 Communication at Work8 Dressing for Work9 Problems at Work10 Technology at WorkBooklet with transcript, vocabulary, cultural notes, discussion questions
£14.82
McGraw-Hill Education - Europe Perfect Phrases ESL Everyday Business
Book SynopsisNow you'll know what to say atthe right time in any situationESL specialist Natalie Gast knows from her experiencethat the workplace presents some unique situations. Inthis book she presents scenarios, business slang, andother linguistic issues that typical language texts donâtgo into--for example, how to break the ice with smalltalk or ask for clarification. These hundreds of phrases will help younot only survive but thrive in your chosen field.Table of ContentsPreface/How To Use This BookPart I – The Global Work ForceFind a MentorObserve, Observe, and Then Observe Some MoreAsk Questions and Listen to the AnswersAvoid Saying, "In My Country, We . . . "Part II - Small TalkInteracting in a Small GroupGiving and Accepting ComplimentsGiving, Accepting, and Refusing InvitationsPART III – Using the TelephoneSpeak Up and Speak OutYour Voice MailLeaving MessagesSpeaking with Someone Who Is Difficult to UnderstandSpeaking with Someone Who Has Difficulty Understanding YouPART IV - Presenting YourselfBefore You PresentHow to Say ItAnswering QuestionsPart V - Networking within Your Organization and BeyondWhom Do You Know?How To NetworkFollow-UpPart VI - Stress At WorkWhat Is StressUse The Good StressLose the Bad StressPart VII - DirectionsDirections on the JobGiving and Following Directions To Get SomewhereOther Directions To ConsiderAppendix - American Business Culture in a Nutshell
£15.99
McGraw-Hill Education - Europe McGrawHills Conversational American English
Book SynopsisLearnmore than 3,000 English expressions and speak and understand the language easilyAs a new speaker of English, you may hear some expressions in your daily conversations that you do not understand--yet. McGraw-Hill's Conversational American English will help you learn these expressions, so not only do you know what a person is saying to you, but that you can use the expression yourself! More than 3,000 expressions are organized by theme, so you can find what you are looking for quickly. And each topic is illustrated to further help you understand context.The book features: Common expressions are batched into 350 themes, ranging from general greetings and asking how someone is, to the more specific needs, like showing disbelief, asking someoneâs intentions, and expressions for a forgotten word or name A comprehensive thematic glossary provides an additional means for the learner to locate expressions by key words and concepts Topics Table of ContentsBasic Social Encounters1. Greetings2. Small Talk3. Introductions4. Ending a Conversation5. Good-Byes6. Agreeing7. DisagreeingConversational Encounters8. Focusing Attention9. Launching the Conversation10. Making Friends11. Complex Matters12. Disputes13. Discussion and ResolutionPolite Encounters14. Prefaces15. Communication Barriers
£20.69
McGraw-Hill Education - Europe Practice Makes Perfect English Pronouns and
Book SynopsisAn engaging presentation of pronoun and preposition usage in English, combined with extensive practice for beginning and intermediate ESL learnersPractice Makes Perfect: English Pronouns and Prepositions offers a detailed examination of these two essential aspects of grammar, which language learners need to master to communicate with confidence. This book provides clear explanations of the usage of pronouns and prepositions, followed by practical examples illustrating and clarifying each point. A variety of exercises provide ample opportunity to practice.Table of Contentscontents not available
£14.24
McGraw-Hill Education - Europe Create Success
Book SynopsisResearch shows the best chance a student has at success and persistence in college is to get involved and engaged with the school within 30 days of orientation through relationships, whether with an instructor, staff, or other students. Create Success provides students and instructors with the tools needed to foster these relationships. With agile social learning, instructors can immediately facilitate an active and engaged classroom environment and help students create connections with each other and the school community.AgileâWhat you need, when you need it. The modular approach of Create Success allows for complete and easy customization from the start. Each of the modules is self-contained, can be used as a stand-alone workshop, and can be taught in any order. New modules can also be created easily and added with this approach. âEach module is 32 pages, focused on a single topic, and designed for consistency.âYou can deliver the Table of Contents1. Foundations for Student Success2. Taking Charge of your Education3. Setting Goals4. Building Positive Relationships5. Learning Strategies6. Taking Notes7. Studying for Quizzes and Exams8. Writing with Clarity9. Managing Time10. Managing Money11. Focusing on Health12. Building a Career Foundation
£73.93
McGraw-Hill Education - Europe A Troubleshooting Guide for Writers Strategies
Book SynopsisA Troubleshooting Guide for Writers is a compendium of strategies for handling all aspects of writing, from prewriting through editing. Designed for use independently by students as a resource book or as an in-class text, A Troubleshooting Guide for Writers helps students discover specific strategies for improving their writing processes and for solving specific writing problems. Known for its concise, effective coverage and student-friendly style, A Troubleshooting Guide for Writers offers an exceptional variety of writing strategies for students.Table of ContentsA Troubleshooting Guide for Writers: Strategies and Process, Fifth Edition Myths About Writing: An Introduction Part One: A Troubleshooting Guide to Prewriting Chapter One: "I Don't Know What to Write." Chapter Two: "How Do I Write a Thesis?" Chapter Three: "How Do I Get My Ideas to Fit Together?" Part Two: A Troubleshooting Guide to Drafting Chapter Four: "I Know What I Want to Say, But I Can't Say It." Chapter Five: "I'm Having Trouble With My Introduction." Chapter Six: "How Do I Back Up What I Say?" Chapter Seven: "I Don't Know How To End." Chapter Eight: "I Can't Think of the Right Word." Part Three: A Troubleshooting Guide to Revising Chapter Nine: "I Thought my Draft was Better Than This." Chapter Ten: "I Don't Know What to Change." Chapter Eleven: "Is It Cheating if Someone Helps Me?" Chapter Twelve: "My Ideas Seem All Mixed Up." Chapter Thirteen: "My Draft is too Short." Chapter Fourteen: "My Draft is too Long." Chapter Fifteen: "My Writing Seems Boring." Chapter Sixteen: "My Writing Sounds Choppy." Part IV: A Troubleshooting Guide to Editing Chapter Seventeen: "I Don't Find My Mistakes." Chapter Eighteen: "I Used a Period and a Capital Letter, So Why Isn't This a Sentence?" Chapter Nineteen: "How Can This be a Run-on or a Comma Splice? It's Not Even Long." Chapter Twenty: "It is I; It is Me-What's the Difference?" Chapter Twenty-One: "How do I Know Which Verb Form to Use?" Chapter Twenty-Two: "I'm Unsure About Modifiers." Chapter Twenty-Three: "Can't I Just Place a Comma Wherever I Pause?" Chapter Twenty-Four: "What if I Want to Quote Somebody?" Chapter Twenty-Five: "I Have Trouble with Apostrophes." Chapter Twenty-Six: "I Never Know What to Capitalize." Chapter Twenty-Seven: "I Can't Spell." Part V: A Troubleshooting Guide to Research Chapter Twenty-Eight: "How Do I Find Good Sources-and Why Do I Need Them?" Chapter Twenty-Nine: "What Do I Do with the Sources I Find?" Chapter Thirty: "What Does an Essay With Sources Look Like?" Appendixes Appendix A: "English is Not My First Language" Appendix B: "I Get Nervous Writing in Class" Appendix C: "I Need a Writing Topic" Index
£73.87
McGraw-Hill Education - Europe Improving Reading Skills
Book SynopsisNow in its 7th edition, Improving Reading Skills features a wide variety of carefully chosen readings that engage, encourage, and challenge students. Ideal for introductory and intermediate developmental reading courses, this new edition has been thoroughly revised and now includes two new parts, expanded part introductions, an even broader range of levels for the reading selections, increased emphasis on annotating, paragraphing, and summarizing, and a new section in part five.Table of ContentsContents PrefaceTo the StudentImproving Your VocabularyFive Techniques for Acquiring WordsUsing Context CluesUsing Print and Online DictionariesPractice Selection Dave BarryTips for Women: How to Have a Relationship with a Guy We’re not talking about different wavelengths here. We’re talking about different planets, in completely different solar systems. Elaine cannot communicate meaningfully with Roger about their relationship any more than she can meaningfully play chess with a duck. Because the sum total of Roger’s thinking on this particular topic is as follows: Huh?Comprehension WorksheetPart 1 Getting Started: Practicing the BasicsIdentifying the Main Idea and Writer’s PurposeThe Difference Between Fiction and NonfictionThe Difference Between an Article and an EssayIdentifying the Main Idea in ParagraphsImplied Main IdeasThesis Statements in Articles and EssaysIdentifying the Writer’s Purpose1. David Sedaris, Hejira It wasn't anything I had planned on, but at the age of twenty-two, after dropping out of my second college and traveling across the country a few times, I found myself back in Raleigh, living in my parents' basement. After six months spent waking at noon, getting high, and listening to the same Joni Mitchell record over and over again. I was called by my father into his den and told to get out.2. Sherman Alexie, Superman and Me A smart Indian is a dangerous person, widely feared and ridiculed by Indians and non-Indians alike. I fought with my classmates on a daily basis. They wanted mc to stay quiet when the non-Indian teacher asked for answers, for volunteers. for help. We were Indianchildren who were expected to be stupid. Most lived up to those expectations inside the classroom but subverted them on the outside.3. Joe Abbott, To Kill a Hawk It was the summer of 1971, and a dozen friends and I had driven down the breathtakingly steep and tortuous road into Shelter Cove in southern Humboldt County to camp on the black sand beaches. We were pretty young then, and ill-prepared, and we quickly gobbled down our meager food supplies. So I and a couple others went down into the cove to poach abalones among the rocks.4. Rose Guilbault, School Days “What is that?” Mona scrunched her nose at my doll. “Don’t you have a Barbie?” The other girls twittered. What was a Barbie? I wondered. And why was my doll looked down on? I felt embarrassed and quickly stuffed my unworthy toy back into the paper bag. I would not be invited to play with them again.5. Colby Buzzell, Johnny Get Your Textbook (blog) The first day on campus brought back flashbacks. Not of the war, but of high school andmy first day of basic training when I was absolutely convinced that I had made the biggestmistake of my life. I found myself spending the majority of my free time asking god please. "Turn me into a bird so I can fly far, far away."6. John Bussey, Old Hat for the New Normal "Dad," I teased, "a box of fresh donuts from just $2.50! How can you pass up a deal likethat?" "That's nothing," he said. "Wait until tomorrow when they're a day child, they'll be a buck and a quarter." Part 2 Refining the BasicsAnnotating, Paraphrasing, and Summarizing AnnotatingParaphrasingSummarizing7. Caroline Hwang, The Good DaughterMy parents didn't want their daughter to be Korean, but they don't want her fully American, either. Children of immigrants are living paradoxes.8. Studs Terkel, Somebody Built the PyramidsMike Fitzgerald . . . is a laborer in a steel mill. "I feel like the guys who built the pyramids, Somebody built'em. Somebody built the Empire State Building, too. There's hard work behind it. I would like to see a building, say The Empire State, with a footwidestrip from top to bottom and the name of every bricklayer on it, the name of every electrician. So when a guy walked by, he could take his son and say, 'See, that's me overthere on the 45th floor. I put that steel beam in."'9. Sherry Turkle, The Nostalgia of the YoungOne high school senior recalls a time when his father used to sit next to him on the couch, reading. "He read for pleasure and didn't mind being interrupted." But when his father, a doctor, switched from books to his BlackBerry, things became less clear. "He could beplaying a game or looking at a patient record, and you would never know... He is in that same BlackBerry zone."10. Elizabeth Bernstein, How Facebook Ruins FriendshipsNotice to my friends. I love you all dearly.But I don't give a hoot that you are "having a busy Monday," your child "took 30 minutes to brush his teeth," your dog "just ate an ant trap" or you want to "save the piglets." And I really, really don't care which Addams Family member you most resemble.11. Chris Rose, Hell and Back For all of my adult life, I regarded depression and anxiety as pretty much a load of hooey. I never accorded any credibility to the idea that they are medical conditions. Nothing scientific about it. You get sick, get fired, fall in love, get laid, buy a new pair of shoes, join a gym, get religion, seasons change, whatever; you go with the flow, dust yourself off, get back in the game. I thought antidepressants were for desperate housewives and fragile poets.12. Virginia Morell, Minds of Their Own Many of Alex's cognitive skills, such as his ability to understand the concepts of same and different, are generally described only to higher mammals' parlicularly primates. But parrots, like great apes (and humans), live a long time in complex societies. And likeprimates, these birds must keep track of the dynamics of changing relationships and environments.” 13. Olivia Wu, Alfresco Marriage Market Sitting on a bench with his sign resting on his half--bared chest, shirt unbuttoned in thesweltering heat, he says the son he is trying to marry off is his last-"1976, Year of the Dragon, 1.74 meters," a computer engineer, 3,000 RMB ($375 monthly salary), seeking a female 2 to 3 years younger with an associate degree." Part 3 Tackling More Challenging ProseMaking Inferences14. Carla Rivera, From Illiterate to Role Model Even now, [Eileen, his wife] said, it's hard for her to believe his reading ability was so limited. "He just seemed to do fine," she said. "He learned to compensate. If we went to a restaurant, he [already] knew what to order off a menu or he could tell by the pictures. When he couldn't, he would just order a hamburger."15. John Schwartz, Extreme Makeover: Criminal Court Edition When John Ditullio goes on trial on Monday, jurors will not see the large swastika tattooedon his neck. Or the crude insult tattooed on the other side of his neck. Or anv of the other markings he has acquired since being jailed on charges related to a double stabbing that wounded a woman and killed a teenager in 2006. 16. "The Waiter" (Steve Dublanica), Why Be a Waiter Quite a few waiters have lives that are train wrecks. A famous chef once observed that therestaurant business is a haven for people who don't fit in anywhere else. That's true. The restaurant business can be like the French Foreign Legion-without the heavy weaponry. 17. Steve Striffler, Undercover in a Chicken FactoryI learn quickly that "unskilled" labor requires immense skill. The job of hariner is ertremely complicated. In a simple sense the harinero empties 5O-pound bags of-flour allday.The work is backbreaking, but it takes less physical dexterity than many other jobs on the line. At the same time, the job is multifaceted and cannot be quickly learned. The harinero adiusts the breader and rebreader, monitors the marinade, turns the power on andoff, and replaces old flour with fresh flour. All this would be relatively manageable if the lines ran well. They never do.18. Martin Lindstrom, Fear and Ice Chips: Selling Illusions of Cleanliness Knowing that even the suggestion of fruit evokes powerful associations of health, freshnessand cleanliness, brands across all categories have gone fruity on us, infusing everything from shampoos to bottled waters with pineapple, oranges, peaches, passion fruit andbanana fragrances-engineered in a chemist's laboratory, of course.19. Lawrence Shames, The Hunger for More Americans have always been optimists, and optimists have always liked to speculate. In Texas in the 1880s, the speculative instrument of choice was towns, and there is no tale more American than this. What people would do was buy up enormous tracts of parched and vacant land, lay out a Main Street, nail together some wooden sidewalks, and start slapping up buildings. . . . The developers would erect a flagpole and name a church, and once the workmen had packed up and moved on, the town would be as empty as the sky.20. Val Plurnwood. Being Prey: Surviving a Crocodile Attack When the whirling terror stopped again I surfaced again, still in the crocodile's grip next to a stout branch of a large sandpaper fig growing in the water. I grabbed the branch, vowing to let the crocodile tear me apart rather than throw me again into that spinning, suffocating hell. For the first time I realized that the crocodile was growling. as if angry.Part 4 Mastering Reading about Complex IdeasPatterns of Development Patterns of Development List of Facts or Details Examples Reasons - Cause and Effect Description of a Process ContrastTransitional ElementsSome Final Considerations21. Debra Dickerson, Raising Cain. . . I just mean to say that children primarily meant to me that I’d always be taking care of someone, a fate too many women accept as given. When you grow up a poor black girl in a huge family you spend your life caring for the whole world. Children, I knew, meant that I’d be a human mop and short-order cook forever.22. Tamara Lush, Living Inside a Virtual World ln 2007, Van Cleave had three different World of Warcraft accounts (each at a cost of $14.95 a month). A secret Paypal account paid for two of the accounts so his wife wouldn't hound him about the cost. He spent $224 in real money to buy fake gold, so he could get an in-game "epic-level sword" and some "top-tier armor" for his avatar. Changes in Van Cleave's personality began to appear. 23. Dan Ariely, The Problem of Procrastination and Self-Control As a university professor, I'm all too familiar with procrastination. At the beginnilg of ever),semester my students make heroic promises to themselves-vowing to read their assignments on time, submit their papers on time, and in general, stay on top of things. Andevery semester I've watched as temptation takes them out on a date, over to the student union for a meeting, and off on a ski trip in the mountains-while their workload falls farther and farther behind. In the end, they wind up impressing me, not with their punctualitv, but with their creativity-inventing stories, excuses, and family tragedies to erplain their tardiness. 24. Carlin Flora, Hello, My Name Is Unique Increasingly, children are also named for prized possessions. In 2000, birth certificates revealed that there were 298 Armanis, 269 Chanels, 49 Canons, 6 Timberlands, 5 Jaguars and 353 girls named Lexus in the U.S.25. Marc Ian Barasch, Why Do We Walk On By? My panhandling skills are nil. Each rejection feels like a body blow. I can see the little comic-strip thought balloon spring from people's brows- Get a job! I work!26. Stephanie Banchero and Stephanie Simon, My Teacher Is an App Noah and Allison Schnacky, aspiring actors who travel frequently, initially chose Florida Virtual for its flexibility. Noah says that he likes expressing his thoughts at the keyboard, alone in his room, instead of in a crowded class. But there are downsides. After fallingbehind in algebra, he tried to set up a 15-minute call with his teacher. She was booked solid-for a month.27. Jared Diamond, Easter's EndAs ve try to imagine the decline of Easter [Island's] civilization, we ask ourselves, "Why didn't they look around, realize what they were doing, and stop before it was too late? What were they thinking when they cut down the last palm tree?"Part 5 Reading About IssuesPersuasive Writing and Opinion PiecesThe Principles of Persuasive WritingThe Aims of Persuasive WritingHow to Read Persuasive WritingTypes of ClaimsKinds of EvidenceThe RefutationThe Structure of an ArgumentPractice EditorialPractice Editorial: Elizabeth Royte, “A Fountain on Every Corner,” The New York Times An entire generation of Americans has grown up thinking public faucets equal filth, and the only water fit to drink comes in plastic, factory-sealed. It’s time to change that perception . . .28. John Stossel, The College Scam (www.RealClearPolitics.com) What do Michael Dell, Mark Zuckerberg, Bill Gates and Mark Cuban harre in common? They're all college dropouts. Richard Branson, Simon Cowell and Peter Jennings have in common? They never went to college at all.29. John Edgar Wideman, The Seat Not Taken, The New York Times I'm a man of color, one of the few on the train and often the only one in the quiet car, andI've concluded that color explains a lot about my experience. Unless the car is nearly full, color will determine, even if it doesn't exactly clarify, why 9 times out of 10 people will shun a free seat if it means sitting next to me.30. Andy Brooks and Steve Weber, "Disarming the Hooligans Among Us," San Francisco Chronicle This new virtual stadium certainly can be a nasty place. It's no holds barred on someteams' Facebook pages, and you don't have to look hard to find videos of fan-on-fan violence on YouTube.31. David Brooks, "lf It Feels Right. . ." The New York Times When asked to describe a moral dilemma they had faced, two-thirds of the young peopleeither couldn't answer the question or described problems that are not moral at all, like whether they could afford to rent a certain apartment or whether they had enough quarters to feed the meter at a parking spot.32. Courtney E. Martin, Is the American Dream an lllusion? (www.AlterNet.org) You know the story: Once upon a time there was a hardworking, courageous young man,born in a poor family, who came to America, put in blood, sweat and tears, and eventually found riches and respect. But knowing the statistics on social mobility and the everwidening gap between rich and poor, I just can't stomach this "happily ever after" scenario. It is too clean. Real life is full of messy things like racism and the wage gap and child care and nepotism.33. Peter Turnley, The Line-Photographs from the U.S.-Mexican BorderPart 6 Reading Short Fiction 34. J. Robert Lennon, Town Life A small town not far from here gained some small notoriety when a famous movie actress, fed up with the misanthropy and greed of Hollywood moved there with her husband, children, and many dogs and horses.35. Yuyun Li, SouvenirThe girl looked at the old an, unconvinced by his widower's sorrow. This was not the last time she had been approached this way, older men claiming that she reminded them of their dead wives and first loves.36. Guy de Maupassant, The NecklaceShe was one of those pretty and charming girls who, as if through some blunder of fate, are born into a family of pen-pushers.37. Jack London, To Build a FireFifty degrees below zero meant eighty-odd degrees of frost. Such fact impressed him asbeing cold and uncomfortable, and that was all. It did not lead him to meditate upon his frailty as a creature of temperature,, and upon man's frailty in general, able only to live within certain narrow limits of heat and cold; and from there on it did not lead him to the conjectural field of immortality and man's place in the universe.Part 7 Everyday ReadingReading Newspaper and Magazine Articles (Print or online)David Brown, Test Rat a Good Samaritan, The Washington Post Lisa M. Krieger, Uncovering Glimpse of Young Universe, San Jose Mercury News"Comfort Food on the Brain." UtneReading WarrantiesWarranty Information for a Sentry Fire-Safe Box-Owner's ManualReading a Credit Card InsertChase Sapphire Visa Credit Card-ldentity Theft ProtectionReading and Comparing Package Labels-Kraft Macaroni & Cheese Dinner vs. Annie's Macaroni & CheeseReading RecipesTwo Macaroni and Cheese RecipesReading BlogsInterpreting Graphic Material-Pie Charts, Bar Graphs, and Line GraphsUsing e- Readers-An OverviewReading Comprehension Progress ChartIndex of Authors and ReadingsInder of Vocabulary Preview WordsReading Comprehension Progress Chart
£98.50
McGraw-Hill Education - Europe New Worlds An Introduction to College Reading
Book SynopsisCONNECT READING provides a personalized learning plan for each student, continually developed and refined as students achieve mastery. Each student plan is created through an individualized diagnostic that evaluates skills from 7th-grade level through college-readiness, for second-language learners, international students, adult students, and traditional high-schoolers. Offered completely online, CONNECT READING can be used in conjunction with NEW WORLDS or OPENING DOORS, which provide a printed experience that teaches critical reading skills through close reading of anthologized chapters from best-selling undergraduate texts in Psychology, Sociology, Business, and more.Table of Contents* - New reading selections To the InstructorTo the Student PART ONE: A NEW WORLD OF LEARNING: READING AND STUDYING IN COLLEGECHAPTER 1: INTRODUCTION TO READING AND STUDYING: BEING SUCCESSFUL IN COLLEGENEW INFORMATION AND SKILLS What do you need to know about the reading and studying process?What are the keys to studying college textbooks?What is comprehension monitoring and why is it important?How can you be selective as you read and study?How can you organize as you read and study?How can you rehearse information to remember it?What is the SQ3R study system?How can you adjust your reading rates when you study?How can you improve your reading speed?What do you need to do to be successful in college?Why is it important to set goals?What are learning preferences?Chapter Review CardsHow can you find information online?READINGSSelection 1-1: "A Mother's Answer" from The Big Picture: Getting Perspective on What's Really Important" by Ben Carson and Gregg Lewis (Nonfiction)*Selection 1-2: "Fire Up Your Memory with Proven Strategies!" from Peak Performance: Success in College and Beyond" by Sharon Ferrett(Student Success)*Selection 1-3: "The When and How of Preparing for Tests" from P.O.W.E.R. Learning: Strategies for Success in College and Life by Robert S. Feldman(Study Skills)CHAPTER 2: DEVELOPING A COLLEGE-LEVEL VOCABULARY: A NEW WORLD OF WORDSNEW INFORMATION AND SKILLSWhy is it important to develop a college-level vocabulary?What are context clues and how do you use them?What are word-structure clues and how do you use them?How do you use a dictionary pronunciation key?What is figurative language and how do you interpret figures of speech? Other things to keep in mind when developing your college-level vocabulary.The most common and helpful roots, prefixes, and suffixes in English come from Latin and ancient Greek.A word’s etymology (origin and history) indicates the word parts it was created from, including Latin orCertain punctuation marks in a sentence can signal a definition.Chapter Review CardsTest Your Understanding: Using Context Clues, Part 1Test Your Understanding: Using Context Clues, Part 2Test Your Understanding: Using Word-Structure Clues, Part 1Test Your Understanding: Using Word-Structure Clues, Part 2Test Your Understanding: Interpreting Figurative Language, Part 1Test Your Understanding: Interpreting Figurative Language, Part 2READINGS*Selection 2-1: "Overwhelming Obstacles" from Peak Performance: Success in College and Beyond by Sharon Ferrett (Student Suscess>*Selection 2-2: "Autism: A Public Health Emergency" from selected Internet Sources (Public Health)*Selection 2-3: "Thinking in Pictures: Autism and Visual Thought" from Thinking in Pictures: My Life with Autism by Temple GrandinPART TWO: A NEW WORLD OF UNDERSTANDING: USING CORE COMPREHENSION SKILLS WHEN YOU READ COLLEGE TEXTBOOKSCHAPTER 3: DETERMINING THE TOPICWhat is the topic of a paragraph, and why is it important?What are the clues for determining the topic of a paragraph?Clue 1: Look for a Heading or Title That Indicates the TopicClue 2: Look for a Word, Name, or Phrase in the Paragraph That Appears in Special PrintClue 3: Look for a Word, Name, or Phrase That Is Repeated throughout the ParagraphClue 4: Look for a Word, Name, or Phrase Referred to throughout the Paragraph by Pronouns or Other WordsOther things to keep in mind when determining the topicYou should use a name, word, or phrase, but never a sentence, to express the topic. This means you must know the difference between a phrase and a sentence.You must know the difference between “general” and specific.”A longer passage has an overall topic.Checkpoint: Determining the TopicChapter Review CardsTest Your Understanding, Determining the Topic, Part OneTest Your Understanding: Determining the Topic, Part Two READINGS*Selection 3-1: "Parenting Style: Does it Matter?" from Human Development by Diane Papalia, Sally Olds, and Ruth Feldman (Human Development)Selection 3-2: "Giving a Speech? If You’re Nervous, You’re Normal!" from Public Speaking for College and Career by Hamilton Gregory (Speech Communication)*Selection 3-3: "State-of-the-Art and High-Tech Ways of Dealth" from Understanding Your Health by Wayne Payne, Dale Hahn, and Ellen Lucas(Health)CHAPTER 4: LOCATING THE STATED MAIN IDEA NEW INFORMATION AND SKILLSWhat is a stated main idea sentence, and why is it important?What is the method for identifying the stated main idea sentence?Which sentence in a paragraph can be the stated main idea sentence?First Sentence of the ParagraphLast Sentence of the ParagraphA Sentence within the ParagraphOther things to keep in mind when locating the stated main idea sentenceAll stated main idea sentences have certain characteristics in common.Avoid these three common mistakes when locating the stated main ideaSignal words or phrases can help you locate a stated main idea and locate a stated main idea that ispresented as a conclusion. A longer passage often has an overall main idea that is stated, too.Checkpoint: Locating the Stated Main IdeaChapter Review CardsTest Your Understanding: Locating the Stated Main Idea, Part OneTest Your Understanding: Locating the Stated Main Idea, Part Two Readings*Selection 4-1: "Who's the Boss? Leaders, Managers, and Leadership Style" from Understanding Business" by William Nickels, James McHugh, and Susan McHugh (Business)*Selection 4-2: "Arranged Marriage: Adventures and Changes" from Marriages and Families: Intimacy, Diversity, and Strengths by David Olson, John DeFrain, and Linda Skogrand (Marriage and Family)*Selection 4-3: "Concussions: Don't Shrug them Off" from Selected internet sources (Health)CHAPTER 5: FORMULATING AN IMPLIED MAIN IDEA NEW INFORMATION AND SKILLSWhat is an implied main idea, and why is it important?Three formulas for using information in a paragraph to formulate an implied main ideaFormula 1: Add an Essential Word or Phrase to a Sentence in the Paragraph That Almost States the Main IdeaFormula 2: Combine Two Sentences from the Paragraph into a Single SentenceFormula 3: Summarize Important Ideas into One Sentence or Write One Sentence That Gives a General Inference Based on the DetailsOther Things to Keep in Mind When Formulating an Implied Main Idea SentenceYou must always use a sentence—not just a phrase—to express a formulated main idea. This means you must know the difference between a sentence and a phrase.All formulated (implied) main idea sentences have certain characteristics.A longer passage often has an implied overall main idea that you must formulate, too.Checkpoint: Formulating an Implied Main Idea Chapter Review CardsTest Your Understanding: Formulating an Implied Main Idea, Part OneTest Your Undersanding: Formulating an Implied Main Idea, Part Two READINGSSelection 5-1: Two Artistic Tributes: The Vietnam Memorial and the AIDS Quilt from Living with Art by Rita Gilbert(Art Appreciation)*Selection 5-2: "Companies Struggle with 'Inside Jobs' and Outside Threats" from Management Information Systems for the Information Age by Stephen Haag and Maeve Cummings (Management Information Systems)Selection 5-3: "Avian Flu: A Coming Pandemic?" from Biology by Sylvia Mader (Biology)CHAPTER 6: IDENTIFYING SUPPORTING DETAILSNEW INFORMATION AND SKILLSWhat are supporting details, and why are they important?What is the method for identifying supporting details?Major and minor detailsOther Things to Keep in Mind When Identifying Supporting DetailsWatch for clues that indicate a list of details.Avoid overmarking your textbook by numbering the supporting details in a paragraph rather than highlighting or underlining them.Listing the details on separate lines in your study notes or on review cards can help you learn the information more efficiently.Checkpoint: Identifying Supporting DetailsChapter Review CardsTest Your Understanding: Identifying Supporting Details, Part OneTest Your Understanding: Identifying Supporting Details, Part Two READINGSSelection 6-1: "Hold It! You Can Recycle That! Recycling: A Twenty-First Century Necessity" from Environmental Science: A Study of Interdependence by Eldon Enger and Bradley Smith (Environmental Science)Selection 6-2: "The Life of Buddha" from The 100: A Ranking of the 100 Most Important People in History by Michael Hart (History)Selection 6-3: "The New Immigrants: Asian Americans and Latinos from Nations to Nations: A Narrative History of the American Republic by James Davidson et al.(History)CHAPTER 7: RECOGNIZING AUTHORS' WRITING PATTERNS NEW INFORMATION AND SKILLSWhat are authors' writing patterns and why are they important?Transition words that signal the relationship of ideas within sentences and between sentencesFive Common Writing PatternsDefinition patternList patternSequence patternComparison-contrast patternCause-effect patternAdditional Paragraph PatternsDefinition and Example PatternGeneralization and Example PatternLocation or Spatial Order PatternSummary PatternClassification PatternAddition PatternStatement and Clarification PatternOther things to keep in mind when recognizing authors' writing patternsLi sts and sequences differ in an important way.Avoid identifying every paragraph as having a list pattern.Authors often mix patterns in the same paragraph.A longer selection may contain several patterns and have an overall pattern as well.Checkpoint: Recognizing Authors' Writing PatternsChapter Review CardsTest Your Understanding: Recognizing Authors’ Writing Patterns, Part OneTest Your Understanding: Recognizing Authors’ Writing Patterns, Part Two Reading Selections:*Selection 7-1: "Viruses: Easily Spread and Ever Evolving" from Connect Core Concepts in Health by Paul Insel and Walton Roth (Health)Selection 7-2: The Right to Vote: Valued but Under Utilized from We the People: A Concise Introduction to American Politics by Thomas E. Patterson(Government)*Selection 7-3: "Are you Shopping Smart?" from Personal Finance by Jack Kapoor, Les Dlabay, and Robert Hughes PART THREE: A NEW WORLD OF READING AND THINKING CRITICALLYCHAPTER 8: READING CRITICALLY NEW INFORMATION AND SKILLSWhat is critical reading, and why is it important? What is author’s point of view, and how can you determine it?What is author’s purpose, and how can you determine it?What is author’s intended audience, and how can you determine it?What is author's tone and how can you determine it?Other things to keep in mind when reading criticallyYou should avoid seeing the purpose of everything you read as to inform.If the author’s purpose is to persuade you to adopt his or her point of view, you should determine whichside of an issue he or she favors.Understanding the author’s tone will enable you to grasp the true or intended meaning, even when theauthor’s words may appear to be saying something different.There are two forms of irony: irony in tone and irony in situations.Sarcasm and irony are not the same thing.Checkpoint: Reading CriticallyChapter Review CardsTesting Your Understanding: Reading Critically, Part OneTesting Your Understanding: Reading Critically, Part Two READINGSSelection 8-1: From For One More Day by Mitch Albom(Literature)Selection 8-2: "I Never Made It to the NFL" from The Last Lecture by Randy Pausch with Jeffrey Zaslow(Memoir)Selection 8-3: "Dispelling the Myths about Millionaires" from Understanding Business by William Nickels, James McHugh, and Susan McHugh (Personal Business)CHAPTER 9: THINKING CRITICALLY NEW INFORMATION AND SKILLSWhat is thinking critically, and why is it important? What are facts and opinions, and why is it important to be able to distinguish between them?What are inferences, and why is it important to make them? Other things to keep in mind when thinking criticallyFacts and opinions may or may not appear together.Authors sometimes present opinions in such a way that they appear to be facts.There are other critical thinking skills, such as recognizing propaganda devices and recognizing fallacies, that can also be used to evaluate written material.Checkpoint: Thinking CriticallyChapter Review CardsTest Your Understanding: Thinking Critically: Fact and OpinionTest Your Understanding: Thinking Critically: Making Logical InferencesREADINGSb>*Selection 9-1: "Taboos and Myths about Conflict and Anger" from Marriages and Families: Intimacy, Diversity, and Strengths by George Johnson (Marriage and Family)Selection 9-2: "Planet Under Stress: Curbing Population Growth" from The Living World: Basic Concepts by George Johnson (Biology)*Selection 9-3: "For Better or Worse: Divorce" from Human Development by Diane Papalia, Sally Olds, and Ruth Feldman (Human Development)PART FOUR: A NEW WORLD OF STUDYING: EFFECTIVE AND EFFICIENT STUDY TECHNIQUESCHAPTER 10: APPROACHING COLLEGE READING AND STUDYINGNEW INFORMATION AND SKILLSWhat is the three-step process for studying college textbooks?Step 1: Prepare to ReadStep 2: Ask and Answer Questions to Guide Your ReadingStep 3: Review by Rehearsing Your AnswersWhat are textbook features?Chapter Introductions and Chapter ObjectivesChapter OutlinesVocabulary Aids and GlossariesBoxesChapter SummariesStudy Questions and Activities Other Textbook featuresHow can you interpret visuals and graphic aids?How can you interpret visual aids?PhotographsDiagramsMapsCartoonsHow can you interpret graphic aids?Line graphsPie chartsBar graphsFlowchartsTablesOther things to keep in mind when studying textbook material.You will benefit from examining the features in all of your textbooks at the beginning of the semester.Chapter Review CardsTest Your Understanding: Interpreting Graphic AidsREADINGSelection 10-1: "Living with Stress" from P.O.W.E.R. Learning: Strategies for Success in College and Life by Robert Feldman (Student Success)CHAPTER 11: PREPARING FOR TESTS: STUDY-READING, REHEARSAL, AND MEMORYNEW INFORMATION AND SKILLSHow are rehearsal and memory related?How can you underline, highlight, and annotate your textbooks? How can you take notes from textbooks?Guidelines for OutliningGuidelines for MappingGuidelines for SummarizingGuidelines for following directionsOther things to keep in mind as you prepare for tests by applying Core Comprehension SkillsWhen you study, choose the study techniques (underlining, highlighting, annotating, outlining, mapping, summarizing, making review cards or test review sheets) that (a) are appropriate to the type of material you are studying, (b) correspond with how you will e tested on the material, and (c) best suit your learning style.Learn how to handle outline, summary, and mapped notes questions on standardized reading tests.Chapter Review CardsREADINGSelection 11-1: "Information Technology, The Internet, and You" from Computing Essentials by Timothy O'Leary and Linda O'Leary (Information Technology)ESSENTIAL SKILLS REVIEW TESTSIntroduction to Essential Skills Review TestsEssential Skills Review Test 1Essential Skills Review Test 2Essential Skills Review Test 3Essential Skills Review Test 4Essential Skills Review Test 5Essential Skills Review Test 6Essential Skills Review Test 7Essential Skills Review Test 8Essential Skills Review Test 9Essential Skills Review Test 10Appendix 1 Glossary of Key TermsAppendix 2 Master Vocabulary ListINDEXInstructor's Guide
£103.68
McGraw-Hill Education - Europe Opening Doors
Book SynopsisCONNECT READING provides a personalized learning plan for each student, continually developed and refined as students achieve mastery. Each student plan is created through an individualized diagnostic that evaluates skills from 7th-grade level through college-readiness, for second-language learners, international students, adult students, and traditional high-schoolers. Offered completely online, CONNECT READING can be used in conjunction with NEW WORLDS or OPENING DOORS, which provide a printed experience that teaches critical reading skills through close reading of anthologized chapters from best-selling undergraduate texts in Psychology, Sociology, Business, and more.Table of Contents* - New reading selections for this editionTo the Instructor: Getting Started in Opening DoorsTo the StudentPART ONE: ORIENTATION: PREPARING AND ORGANIZING YOURSELF FOR SUCCESS IN COLLEGECHAPTER ONE: MAKING YOURSELF SUCCESSFUL IN COLLEGESkillsDoing What Successful Students DoMotivating YourselfSetting Your GoalsIdentifying How You Prefer to Learn Mananging Your TimeSetting Up a Weekly Study Schedule Making the Most of Your Study TimePlanning Further Ahead: Creating a Monthly Assignment Calendar and Using a Daily To Do ListCreating Your Summary: Developing Chapter Review CardsReadings *Selection 1-1 “Why Go to College" from P.O.W.E.R. Learning: Strategies for Success in College and Life by Robert S. Feldman (Student Success)*Selection 1-2 “Getting Ready for Prime Time: Learning the Skills Needed to Succeed Today and Tomorrow” from Understanding Business by William Nickels, James McHugh, and Susan McHugh(Business)*Selection 1-3 “Saved” from The Autobiography of Malcom X, as told to Alex Haley (Literature)CHAPTER TWO: APPROACHING COLLEGE READING AND DEVELOPING A COLLEGE-LEVEL VOCABULARYSkills Understanding the Reading ProcessImproving Your ReadingPredicting as You ReadMonitoring Your Comprehension Adjusting Your Reading RateDeveloping a College-Level VocabularyUsing Context CluesUsing Word-Structure ClassUsing a Dictionary Pronunciation KeyUnderstanding Denotations and Connotations of WordsUnderstanding Figurative LanguageA Word about Standardized Reading Tests: Context Clues and Figurative LanguageCreating Your Summary: Developing Chapter Review CardsTest Your Understanding: Context Clues, Part 1Test Your Understanding: Context Clues, Part 2Test Your Understanding: Word-Structure, Part 1Test Your Understanding: Word-Structure, Part 2Test Your Understanding: Figurative Language, Part 1Test Your Understanding: Figurative Language, Part 2Readings*Selection 2-1 “Making It Happen: Creating Positive Change to Become a Peak Perfomer” from Peak Performance: Success in College and Beyond by Sharon K. Ferrett (Student Success) *Selection 2-2 “Terrorism in a Global Age” from Nation of Nations: A Narrative History of the American Republic by James Davidson et al. (History)*Selection 2-3 “A Whale of a Survival Problem” from The Nature of Life by John Postlehwait and Janet Hopson (Biology)CHAPTER THREE: APPROACHING COLLEGE ASSIGNMENTS: READING TEXTBOOKS AND FOLLOWING DIRECTIONSSkillsCollege Textbooks: Methods for Reading and Studying EffectivelyThe SQ3R Study SystemThe Three-Step Process for Reading and Studying TextbooksStep 1: Prepare to ReadStep 2: Ask and Answer Questions to Enhance your ReadingStep 3: Review by Rehearsing the Answers to Your Questions Following Directions in Textbooks and on TestsGuidelines for Following DirectionsCreating Your Summary: Developing Chapter Review CardsReadings*Selection 3-1 “African Americans: The Struggle for Equality” from The American Democracy by Thomas E. Patterson(Government)*Selection 3-2 “Parenthood: Now, Later,...Never?” from Human Development by Diane E. Papalia, Sally Wendkos Olds, and Ruth Feldman(Human Development)*Selection 3-3 “Art in the Service of Religion” from Living with Art by Rita Gilbert (Art Appreciation)PART TWO: COMPREHENSION: UNDERSTANDING COLLEGE TEXTBOOKS BY READING FOR IDEASCHAPTER FOUR: DETERMINING THE TOPIC AND THE STATED MAIN IDEASkillsThe Topic of a ParagraphWhat is the Topic of a Paragraph, and why is it important?Determining and Expressing the Topic The Stated Main Idea of a ParagraphWhat is a stated main idea, and why is it important? Locating the Stated Main Idea SentenceHow to tell if you have identified the stated main idea sentenceHow to avoid two common errors in locating a stated main ideaStated Overall Main Ideas in Longer PassagesA Word about Standardized Reading Tests: Topics and Stated Main IdeasCheckpoint: Locating the Stated Main IdeaCreating your Summary: Developing Chapter Review CardsTest Your Understanding: Determining the Topic and the Stated Main Idea, Part 1Test Your Understanding: Determining the Topic and the Stated Main Idea, Part 2Readings*Selection 4-1 "A Warning to Students: Plagiarism, Term Papers, and Web Research” from Using Information Technology: A Pratical Introduction to Computers and Communication by Brian K. Williams and Stacy C. Sawyer(Information Technology)*Selection 4-2 “Classes without Walls: Distance Learning” from P.O.W.E.R. Learning: Strategies for Success in College and Life by Robert S. Feldman(Student Success)*Selection 4-3 “Muhammad” from The 100: A Ranking of the Most Influential Persons in History by Michael K. Hart (History)CHAPTER FIVE: FORMULATING IMPLIED MAIN IDEASSkills Implied Main Ideas in ParagraphsWhat is an Implied Main Idea?Why is formulating implied main ideas important?Formulating an Implied Main IdeaSteps to FollowThree Formulas for Using Information in a Paragraph to Formulate the Main IdeaRequirements for Correctly Formulated Main Idea SentencesImplied Overall Main Ideas in Longer PassagesA Word about Standardized Reading Tests: Implied Main IdeasCheckpoint: Formulating Implied Main IdeasCreating Your Summary: Developing Chapter Review CardsTest Your Understanding: Formulating Implied Main Ideas, Part 1Test Your Understanding: Formulating Implied Main Ideas, Part 2Readings*Selection 5-1 “Identity Theft: You are at Risk” from several internet sources (Personal Finance)*Selection 5-2 “Violence in Television and Video Games: Does the Media's Message Matter?” from Esentials of Understanding Psychology by Robert S. Feldman (Psychology)CHAPTER SIX: Identifying Supporting DetailsSkills Supporting Details in ParagraphsWhat are Supporting Details?Why are Supporting Details important?Identifying and Listing Supporting Details Major and Minor Detail, and How to Tell the DifferenceA Word about Standardized Reading Tests: Supporting DetailsCheckpoint: Identifying Supporting DetailsCreating Your Summary: Developing Chapter Review CardsTest Your Understanding: Identifying Supporting Details, Part 1Test Your Understanding: Identifying Supporting Details, Part 2Readings*Selection 6-1 “Shaping Your Health: The Millennial Generation and Early Adulthood” from Understanding Your Health by Wayne A. Payne, Dale B. Hahn, and Ellen B. Lucas (Health)*Selection 6-2 “Quacks and Quackery” from Concepts of Fitness and Wellness by Charles Corbin, Greg Welk, William Corbin, and Karen Welk (Health)*Selection 6-3 “What Can Be Done to Help Third World Countries” from A Beginner's Guide to the World Economy by Randy Charles Epping (Economics)CHAPTER SEVEN: Recognizing Authors’ Writing PatternsSkills Patterns of Writing What are authors' writing patterns?Why is recognizing writing patterns important?Recognizing Author's Writing Patterns List PatternSequence PatternDefinition PatternComparison-Contrast PatternCause-Effect PatternSpatial Order PatternAvoid Seeing Everything as a List PatternCheckpoint: Recognizing Authors’ Writing PatternsOther Writing PatternsAddition PatternGeneralization and Example PatternStatement and Clarification PatternSummary PatternMixed PatternCheckpoint: Other Writing PatternsRelationships within and between Success1.Clarification2.Example3.Addition4.Sequence5.Comparison6.Contrast7.Cause-Effect8.Problem-Solution9.Spatial Order10.Summary/Conclusion11.ConcessionA Word about Standardized Reading Tests: Authors' Writing PatternsCheckpoint: Relationships within and between SentencesCreating Your Summary: Developing Chapter Review CardsTest Your Understanding: Basic Writing Patterns, Part 1Test Your Understanding: Recognizing Authors’ Writing Patterns, Part 2Readings*Selection 7-1 “E-Commerce? It's E-Normous” from Understanding Business by William Nickels, James McHugh and Susan McHugh(Business) *Selection 7-2 “The Development of Rock Music and Rock in American Society” from Music: An Appreciation by Roger Kamien (Music Appreciation)*Selection 7-3 “Reactions to Impending Death” from Essentials of Psychology by Dennis Coon (Psychology) CHAPTER EIGHT: Reading CriticallySkills What Is Critical Reading?Critical Reading SkillsDetermining an Author's Purpose and Intended AudienceDetermining an Author's Point of View, Tone, and Intended MeaningA Word about Standardized Reading Tests: Critical ReadingCheckpoint: Reading CriticallyCreating Your Summary: Developing Chapter Review CardsTest Your Understanding: Reading Critically, Part 1Test Your Understanding: Reading Critically, Part 2Readings*Selection 8-1 "Prologue" from The Illustrated Man by Ray Bradbury (Literature)*Selection 8-2 “Think Before You Speak: Public Speaking in a Multicultural World” from The Art of Public Speaking by Stephen E. Lucas (Speech Communication) *Selection 8-3 From The Things They Carried by Tim O'Brien (Literature) CHAPTER NINE: Thinking CriticallySkills What Is Thinking Critically, and Why Is It Important? Critical Reading SkillsWhy Readers Fail to Think CriticallyDistinguishing Facts from Opinions and Determining Whether Opinions are Well SupportedEvaluating an Author's AgreementIdentifying Propaganda DevicesA Word about Standardized Reading Tests: Critical ThinkingCheckpoint: Thinking CriticallyCreating Your Summary: Developing Chapter Review Cards Test Your Understanding: Thinking Critically, Part 1Test Your Understanding: Thinking Critically, Part 2Readings*Selection 9-1 “Poverty in America and Improving Social Welfare through Public Education” from The American Democracy by Thomas E. Patterson(Government)*Selection 9-2 “Your Financial Wellness” from Connect Core Concepts in Health by Paul Insel and Walton Roth(Health) *Selection 9-3 “Our Ecological Footprint: Do We Consume Too Much” from Environmental Science" A Study of Interrelationships by Eldon Enger and Bradley Smith (Environmental Science) PART THREE: SYSTEMS FOR STUDYING TEXTBOOKS: DEVELOPING A SYSTEM THAT WORKS FOR YOU CHAPTER TEN: SELECTING AND ORGANIZING TEXTBOOK INFORMATIONSkills Studying Better Rather than HarderThree Keys to Studying College TextbooksKey 1: SelectivityKey 2: OrganizationKey 3: RehearsalMaking Textbooks: Underlining, Highlighting, and AnnotatingTaking Notes from Textbooks: Outlining, Mapping, and SummarizingTaking Notes on a LaptopGuidelines for OutliningGuidelines for the Cornell Method of Note-TakingGuidelines for MappingGuidelines for SummarizingGuidelines for Interpreting Graphs and Visual AidsHow Can You Interpret Visual Aids?Bar Graphs Line Graphs Pie ChartsTablesPhotographsDiagramsMapsCartoonsCreating Your Summary: Developing Chapter Review CardsReading *Selection 10-1: “The Age of Globalization” from American History: A Survey by Alan Brinkley(History) CHAPTER ELEVEN: REHEARSING TEXTBOOK INFORMATION AND PREPARING FOR TESTSSkills Rehearsal and MemorYStudying for TestsGeneral GuidelinesFive-Day Test Review PlanCreating Review Cards to Prepare for a TestCreating Test Review SheetsCreating Your Summary: Developing Chapter Review CardsESSENTIAL SKILLS REVIEW TESTS 1-10Appendix 1 Glossary of Key Reading and Study Skills TermsAppendix 2 A List of Word Parts: Prefixes, Roots, and SuffixesAppendix 3: Master Vocabulary ListCreditsIndex
£103.68
McGraw-Hill Education Reading and All That Jazz
Book SynopsisReading and All That Jazz, an introductory-to-intermediate reading text, motivates and engages readers with contemporary and relevant readings while building the essential reading skills and vocabulary needed for literal and critical comprehension. With multiple practice opportunities and an adaptive learning plan via Connect Reading, Reading and All That Jazz provides for genuine thinking, assessment, and interpretation.
£89.00
McGraw-Hill Education English Brushup
Book Synopsis
£64.35
McGraw-Hill Education - Europe Reading and Study Skills
Book SynopsisBy focusing on a wide range of reading and study skills required in the academic world, Reading and Study Skills gives instructors the flexibility to address student needs that might otherwise require several texts. The highly versatile organization divides topics into focused, self-contained modules that can be covered in any order resulting in a text that can be adapted to fit any teaching or learning situation. From its step-by-step, comprehensive coverage of the essential reading and study skills, to its practical, sensible style and tone, this text encourages and motivates students to get the most out of their reading and shows them how to master key study skills in order to have rewarding college experiences.Table of ContentsPart One: Motivational Skills •••Preview •••Your Attitude: The Heart of the Matter •••Setting Goals for Yourself •••Learning Survival Strategies •••Part Two: Study Skills •••Preview •••Taking Classroom Notes •••Time Control and Concentration •••Textbook Study I: The PRWR Study Method •••Textbook Study II: Using PRWR •••Textbook Study III: Applying PRWR to a Textbook Chapter •••Building a Powerful Memory •••Taking Objective Exams •••Taking Essay Exams •••Using Research Skills •••Part Three: A Brief Guide to Important Word Skills •••Preview •••Using the Dictionary •••Understanding Word Parts •••Vocabulary Development •••Part Four: Reading Comprehension Skills •••Preview •••Introduction •••Ten Key Skills •••Comprehension and Rapid Reading •••Skill 1: Recognizing Definitions and Examples •••Skill 2: Recognizing Enumerations •••Skill 3: Recognizing Headings and Subheadings •••Skill 4: Recognizing Signal Words •••Skill 5: Recognizing Main Ideas in Paragraphsand Short Selections •••Skill 6: Knowing How to Outline •••Skill 7: Knowing How to Summarize •••Skill 8: Understanding Graphs and Tables •••Skill 9: Making Inferences •••Skill 10: Thinking Critically •••Part Five: Skim Reading and Comprehension •••Preview •••Introduction •••How to Skim-Read •••Selection 1: Visual Assertion •••Selection 2: Science and the Search for Truth •••Selection 3: The Nature of Power •••Selection 4: Defense Mechanisms •••Selection 5: Fatigue •••Skim-Reading Progress Chart •••Questions on the Skim-Reading Selections •••Part Six: Rapid Reading and Comprehension •••Preview •••Introduction •••Selection 1: From The Autobiography of Malcolm X •••Selection 2: Learning to Keep Your Cool during Tests •••Selection 3: Wired for Touch •••Selection 4: The Scholarship Jacket •••Selection 5: Dare to Think Big •••Selection 6: Winning the Job Interview Game •••Selection 7: A Door Swings Open •••Selection 8: From Nonreading to Reading •••Selection 9: The Certainty of Fear •••Selection 10: What You Need to Know to Succeed at Math •••Rapid Reading Progress Chart •••Reading Rate Table •••Part Seven: Mastery Tests •••Preview •••Motivational Skills •••Taking Classroom Notes •••Time Control and Concentration •••Textbook Study I •••Textbook Study II •••Textbook Study III •••Building a Powerful Memory •••Taking Objective Exams •••Taking Essay Exams •••Taking Objective and Essay Exams •••Using Research Skills •••Using the Dictionary •••Understanding Word Parts •••Vocabulary Development •••Definitions and Examples •••Enumerations •••Headings and Subheadings •••Signal Words •••Main Idea •••Outlining •••Summarizing •••Understanding Graphs and Tables •••Making Inferences •••Thinking Critically •••Skim Reading •••Rapid Reading Passage •••Part Eight: Additional Learning Skills •••Preview •••Studying Mathematics and Science •••Reading Literature and Making Inferences •••Reading for Pleasure: A List of Interesting Books •••Writing Effectively •••Acknowledgments •••Index •••
£103.68
McGraw-Hill Education - Europe English Essentials
Book SynopsisJohn Langan's English Essentials offers guidance through the grammar, punctuation, and usage skills needed for success in college and beyond. In short, English Essentials is an efficient, accessible, and helpful guide to mastering practical English skills.The book is divided into four parts -- Part One covers fifteen basic skills; Part Two offers more in-depth information about those and other skills; Part Three presents the essential skills of proofreading, and Part Four covers spelling improvement and dictionaryuse. This student-friendly organization and structure makes the book easy to navigate and a flexible guide.Each section provides essential instructions followed by ampleactivities to encourage learning in the best possible way: by doing.Table of ContentsPreface to the Instructor IntroductionAbout the BookBecoming a Better WriterWriting Assignments Part One: Fifteen Basic Skills Preview 1: Parts of Speech2: Subjects and Verbs 3: Irregular Verbs 4: Subject-Verb Agreement 5: Sentence Types 6: Fragments I 7: Fragments II 8: Run-Ons and Comma Splices I 9: Run-Ons and Comma Splices II 10: The Comma 11: The Apostrophe 12: Quotation Marks 13: Homonyms 14: Capital Letters 15: Parallelism Part Two: Extending the Skills Preview 16: Preparing a Paper 17: Punctuation Marks 18: Pronoun Forms 19: Pronoun Problems 20: Adjectives and Adverbs 21: Misplaced and Dangling Modifiers 22: Word Choice 23: Numbers and Abbreviations 24: More about Subjects and Verbs 25: More about Subject-Verb Agreement 26: More about Verbs 27: Even More about Verbs 28: More about Run-Ons and Comma Splices 29: More about Commas 30: More about Apostrophes 31: More about Quotation Marks 32: More about Homonyms 33: More about Capital Letters Part Three: Proofreading Preview 34: Basics about Proofreading 35: Ten Proofreading Tests Part Four: Related Matters Preview 36: Spelling Improvement 37: Dictionary UseIndex
£58.32
McGraw-Hill Education - Europe Language for Writing Student Workbook
Book SynopsisUse Language for Writing to lead your students toward independence as writers. This revision and expansion of Distar Language III teaches not only writing skills, but also the vocabulary, sentence, and organizational skills that underpin good writing.
£19.97
McGraw-Hill Education - Europe Reading Lab 2b Student Record Book 5pack Levels
Book SynopsisA truly effective program evolves to meet changing classroom needs. With Reading Labs 2a, 2b, 2c, students build crucial skills through reading selections in a wide range of topic areas. Your students will build strong reading and comprehension skills.
£37.80
McGraw-Hill Education - Europe Reading Lab 2c Student Record Book 5pack Levels
Book SynopsisA truly effective program evolves to meet changing classroom needs. With Reading Labs 2a, 2b, 2c, students build crucial skills through reading selections in a wide range of topic areas. Your students will build strong reading and comprehension skills.
£37.08
