North Star-Listening and Speaking-Level-1_3rd ed.pdf

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Authors
POLLY MERDINGER
LAURIE BARTON
Series Editors
FRANCES BOYD
CAROL NUMRICH
CONTENTS
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Welcome
to
NorthStar,
Third Edition
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Scope and Sequence
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xiv
Acknowledgments
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xviii
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ev1ewers ..........
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XIX
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UN IT
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U N IT 2
U N IT 3
U N
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4
A World of Friends
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Making Unusual Art .
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Special Possessions
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Creativity in Business
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Understanding Fears and Phobias
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Risks and Challenges
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Only Child-Lonely Child? .
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162
Soccer: The Beautiful Game .......................
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UNIT
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U N
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U N
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UN IT 8
Unit Word List ....
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217
Grammar Book References ....
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219
Audioscript
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220
Credits .
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235
The Phonetic Alphabet .......
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WELCOME TO
ORTH
A BLENDED-LEARNING COURSE FOR THE
21
sT
CENTURY
Building
on
the
success of previous editions,
NorthStar
continues
to engage
and
motivate
students
through new
and
updated
contemporary, authentic topics in a seamless integration of
print
and
online
content. Students will
achieve their
academic as well as
language
and personal goals
in
order
to meet
the challenges of
the 21
'
1
century.
New for the THIRD EDITION
NorthStar
aims to prepare
students for academic success and digital
literacy
with
its
fully
blended
on line
lab.
TI1e innovative new MyEnglishLab:
NorthStar
gives
learners immediate feedback-
anytime,
anywhere-as they
complete auto-graded
language
activities online.
*
Fully Blended MyEnglishLab
Current
and thought-provoking topics presented in
a variety
of
genres
promote
intellectual
stimulation.
The
authentic content engages students, links
them
to language use
outside of the
classroom,
and encourages
personal
expression and critical thinking.
*
NEW and UPDATED THEMES
*
EXPLICIT SKILL INSTRUCTION and PRACTICE
Language
skills
are
highlighted in
each
unit, providing
students with systematic and
multiple
exposures to language forms and
structures
in
a variety of contexts. Concise
presentations
and
targeted
practice in print
and
online
prepare students
for
academic
success.
A
variety
of
assessment
tools, including
online
diagnostic,
formative
and
summative assessments,
and
a
flexible gradebook,
aligned with
clearly identified
unit learning outcomes, allow
teachers to
individualize instruction
and
track
student
progress.
*
LEARNING OUTCOMES and ASSESSMENT
THE NORTHSTAR APPROACH TO CRITICAL THINKING
What is critical thinking?
Most textbooks include interesting questions for
students to discuss and
tasks
for students to
engage
in to develop language
skills.
And
often
these questions
and
tasks are labeled
critical
thinking. Look at this question
as
an
example:
When you
buy
fruits and vegetables, do you
usually look
for the cheapest
price?
Explain.
IV
Welcome to
NorthStar
The question may inspire a lively discussion with
students
exploring a variety of
viewpoints-but
it
doesn't necessarily develop critical thinking, Now look at another example:
When people in your neighborhood buy fruits and vegetables,
what
factors
are
the most important:
the price, the freshness, locally
grown, organic (without chemicals)? Make
a prediction and
explain.
How can you
find
out
if
your prediction is
correct?
This question does develop critical thinking. It
asks students to make predictions, formulate a hypothesis, and draw a conclusion-all higher-level
critical thinking
skills. Critical
thinking, as philosophers and psychologists
suggest,
is a
sharpening
and
a
broadening
of
the mind. A critical thinker engages in true problem
solving, connects
information in novel
ways,
and challenges assumptions.
A
critical thinker is
a
skillful, responsible
thinker who is
open-minded
and has the ability to
evaluate
information based on evidence.
Ultimately,
through
this
process
of
critical thinking,
students are
better able to decide what to think,
what to
say, or
what to do.
H
ow do we teach critical thinking?
It is
not enough to teach
"about"
critical thinking.
Teaching
the theory of critical thinking will not
produce critical thinkers. Additionally, it is not enough to simply expose students to good
examples
of critical
thinking without
explanation or explicit
practice
and
hope
our students will
learn by
imitation.
Students need to engage in specially designed exercises that
aim
to improve
critical-thinking skills.
This approach practices
skills
both implicitly
and
explicitly and is
embedded
in thought-provoking
content. Some strategies include:
• subject matter that is carefully
selected
and exploited
so
that students learn new concepts and
encounter
new perspectives.
• students identifying their
own
assumptions
about
the
world and
later
challenging
them.
•
activities
that
are
designed in
a way
that
students answer
questions
and
complete language-
learning tasks that may not have black-and-white
answers.
(Finding THE
answer
is often less
valuable than the process by which
answers are
derived.)
•
activities
that
engage
students in logical thinking,
where
they
support
their reasoning
and
resolve differences with their peers.
Infused throughout
each
unit
of each
book,
NorthStar
uses the
principles and strategies outlined
above,
including:
•
Make
Inferences:
inference comprehension
questions in
every
unit
• Vocabulary
and Comprehension: categorization activities
•
Vocabulary and Synthesize: relationship analyses (analogies); comparisons (Venn
diagrams)
•
Synthesize: synthesis of
information
from two
texts teaches
a "multiplicity" approach
rather
than
a
"duality"
approach to
learning; ideas
that seem to
be in
opposition on
the
surface
may
actually
intersect
and reinforce each
other
•
Focus on
the
Topic and
Preview: identifying
assumptions, recognizing attitudes and values, and
then re-evaluating
them
•
Focus on Writing/Speaking: reasoning and argumentation
•
Unit
Project:
judgment; choosing factual,
unbiased information for
research projects
•
Focus on Writing/Speaking and Express Opinions: decision-making; proposing solutions
Welcome to
NorthStar
v

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