WELCOME TO

NORTHSTAR
A BLENDED-LEARNING COURSE FOR THE 21ST CENTURY
Adapted for the Gulf region and 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 21st century.

New for the FOURTH EDITION

★ FULLY BLENDED MyEnglishLab
NorthStar aims to prepare students for academic success and digital literacy with its fully blended
online lab. The innovative new MyEnglishLab: NorthStar gives learners immediate feedback—anytime,
anywhere—as they complete auto-graded language activities online.

★ NEW and UPDATED THEMES, INCLUDING NEW REGIONAL CONTENT

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.

★ 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.

★ LEARNING OUTCOMES and ASSESSMENT

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.

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. 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.
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:
iv Welcome to NorthStar
 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.

How 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
 THE NORTHSTAR UNIT
1 FOCUS ON THE TOPIC
* Each unit begins with a photo that draws students into
the topic. Focus questions motivate students and encourage
them to make personal connections. Students make
inferences about and predict the content of the unit.

UNIT 2

Creative
Thinking
on the topic

1. What are the students learning in this class?

2. How will the teacher decide their grades?

3. What is the difference between this class and other classes like Math
or English?

Go to MyEnglishLab to check what you know.

27

MyEnglishLab
A short self-
assessment based on
each unit’s learning
outcomes helps students
check what they know
and allows teachers to
target instruction.

*indicates Critical Thinking

vi Welcome to NorthStar
2 FOCUS ON READING
Two contrasting, thought-provoking readings, from a
variety of authentic genres, stimulate students intellectually.

Can We TeaCh CreaTive Thinking in SChoolS?

By Martha Maddux Students predict content, verify their
Steve Jobs created the iPod. 5 In contrast, creative thinking results in
predictions, and follow up with a variety
Rashid Al Zlami writes
original answers—new answers that others of tasks that ensure comprehension.
don’t usually think of. 2 + 2 = 4 if you are
popular poetry.
counting houses or apples. But if a student
Mom made a delicious is counting 2 hungry foxes1 + 2 fat chickens,
dinner with the food she then 2+2 = 2 happy foxes.
found in the refrigerator.
READING TWO TIPS FOR Most people
6 SUCCESS think creative
IN COLLEGE: HOW thinking
TO BE isCREATIVE
Uncle Fred fixed our difficult to understand. They think it is hard CONNECT THE READINGS
broken car with a can to teach. They think they can’t measure or
opener. READ grade it. But it is not so complicated. Creative
STEP 1: Organize
Look at Reading One (R1) and Reading Two (R2) again. Choose phrases from the list to
thinking is putting different ideas together in complete the chart. The example answer is the only one that uses a phrase twice.
1 Look at the boldfaced wordsnew and phrases
ways. in the reading and think about these questions. • take risks • be curious
1 These creative people all did important
things. Some people were 1. Which
famouswords or phrases7 do you
and they knowskilled
Some the meanings
teachersof? teach creative • whatever you create, make a lot of it • schools
• logical thinking and facts • teach creative thinking
changed history; others were
2. Cannotyou
welluseknown
any of the wordsthinking all the
or phrases in atime, in addition to teaching
sentence? • helps us make new things [and] solve • combining ideas in new ways
and they only helped one family for a day. facts. They might teach students to measure everyday problems that don’t have
• help you use what you learn in your
one easy answer
the size classes to make something new and
2 None of the people 2 onNow theread
listthe page from a “Skills
finished forof a roominand
success also have
college” them describe
website. • college students original
the size of a room (“It’s the size of a racquetball
college. Many of the world’s most creative READING ONE (R1) READING TWO (R2)
court”; Or “It’s big enough for a football team
thinkers learned their creative skills outside of 1. Definition of creative combining ideas in new ways combining ideas in new ways
to practice”). They might teach facts about thinking
school.
history and also have students discuss possible 2. Opposite of creative

3 Tipsimportant
Creative thinking is a very for Successskill. inmeanings
College: How to
of a painting fromBethatCreative
time (“The
thinking

3. Why is creative thinking

It helps us make new things. It also helps us red colors seem angry, and that is how people important?

solve everyday problems 1thatAsdon’t

you begin college, you will receive lots of advice about how to be a
have one were feeling during that revolution”). They 4. Who or what needs to
good student; for example, always attend your classes, be organized, and change?
easy answer. Yet traditional schools often don’t might even tell students to create stories about
get to know your teachers. This is all great advice, and it will certainly help 5. What should they do? teach creative thinking a.
encourage creative thinking.you Many teachers
to succeed when
in your classes. But2+2 does
there not equal
is another 4! of advice that is
kind b.

don’t know how to teach it orlessmeasure

common: it.advice to help you use what you learn in your classes to make c.
8 Measuring creative thinking is not easy, but
something new and original!
4 Schools like to prove that students are it is possible. There is no one right or wrong STEP 2: Synthesize
learning. So they usually2 focus on teaching
The following tips may be answer
the mosttoimportant
a creativeones
thinking question.
that you get: TipsHow
on
Use ideas from the chart above, as well as your own ideas, to complete the conversation
between Othman and Salman, two engineering students.
logical thinking and facts, which
how toare beeasy to
creative. can a teacher (or a computer!) know if “2+2
measure. = 2” is a creative answer about foxes and Salman: My design class is making me crazy. I think I’m going to drop it.

Be curious Othman: But you are an engineering major! You have to take design.

2 + 2 = _____ Mahatma
3 Ghandi
This . . . important tip, Yesterday, Youssef _______ his
is the most Salman: I know. But I don’t understand what Professor Sousa wants me to do. I’m getting
0 was an and there are
English so many ways to first year at university.
politician. lots of Cs.
do it: If you walk the same way
2 led India to independence. began (continued on next page)
to school every day, take another
4 is the path.
current
List president
three classesofthat
India.
you begin
8 don’t know anything about at have begun Creative Thinking 37
your school. Then take one. When begun
your roommate invites you to a
cricket match,
Examples of traditional test questions say “YES!”
that have Even
right and if answers.
wrong
you don’t know anything about A cricket match
cricket, go and learn about it.
Students are challenged to
1
fox: a wild animal, like a small wolf
Being curious helps us learn new things. The more things we know about,
the more possibilities we have for combining information in original ways.
30 UNIT 2
One common definition of creative thinking is combining information in
new ways.
take what they have learned and
organize, integrate, and synthesize the
information in a meaningful way.

34 UNIT 2
MyEnglishLab
Auto-graded vocabulary
practice activities
reinforce meaning and
pronunciation.

Welcome to NorthStar vii

 EXPLICIT SKILL INSTRUCTION AND PRACTICE

CONNECT THE READINGS

STEP 1: Organize
Look at Reading One (R1) and Reading Two (R2) again. Choose phrases from the list to
complete the chart. The example answer is the only one that uses a phrase twice.
• take risks • be curious
• whatever you create, make a lot of it • schools
• logical thinking and facts • teach creative thinking
• helps us make new things [and] solve • combining ideas in new ways
everyday problems that don’t have
Step-by-step instructions and practice one easy answer
• help you use what you learn in your
classes to make something new and

guide students to exercise critical thinking and

• college students original

READING ONE (R1) READING TWO (R2)

to dig deeper by asking questions that move 1. Definition of creative combining ideas in new ways combining ideas in new ways

beyond the literal meaning of the text.

thinking

2. Opposite of creative
thinking

3. Why is creative thinking

important?

4. Who or what needs to

change?

5. What should they do? a.

READING SKILL teach creative thinking

b.
1 Read paragraph 3 of Reading Two again. The title of that paragraph is “Be curious.” c.
How many examples of specific ways to be curious can you find in that paragraph?
Underline them.
STEP 2: Synthesize
Recognizing examples Use ideas from the chart above, as well as your own ideas, to complete the conversation
examples help readers understand the general idea in a text. Usually in English, the writer gives the between Othman and Salman, two engineering students.
general idea (statement) first, then the specific examples. Sometimes the writer introduces examples
with the words for example. Salman: My design class is making me crazy. I think I’m going to drop it.

general statement: Othman: But you are an engineering major! You have to take design.
• Be curious.
specific examples: Salman: I know. But I don’t understand what Professor Sousa wants me to do. I’m getting

• If you walk the same way to school every day, take another path. lots of Cs.
• List three classes you know nothing about at your school. Then take one. (continued on next page)
• When your roommate invites you to a cricket match, say “YES!”

2 Read paragraphs 4 and 5 of Reading Two again. Each paragraph has a general statement Creative Thinking 37
and several examples. Write them in this e-chart.
paragraph 4

general statement example 1

example 2

paragraph 5
example 3
Explicit skill presentation
and practice lead to student
general statement example 1
mastery and success in an
example 2 academic environment.
example 3

Now discuss these questions with a partner.

1. How many examples are in each paragraph?
2. Do they help you understand the general statement?

Go to MyEnglishLab for more skill practice.

36 UNIT 2

MyEnglishLab
Key reading skills are reinforced
and practiced in new contexts.
Meaningful and instant feedback
provides students and teachers
with essential information to
monitor progress.

viii Welcome to NorthStar

3 FOCUS ON WRITING
Productive vocabulary targeted in the unit is reviewed, expanded upon,
and used creatively in this section and in the final writing task. Grammar
structures useful for the final writing task are presented and practiced. __________________ (your name) 11:25am March 25, 2013
Can anyone help me solve this problem? _______________________________

A concise grammar skills box serves as an excellent reference. _____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

GO TO MyEnglishLab FOR MORE VOCABULARY PRACTICE.

GRAMMAR
on writing
1 Read the paragraph. Underline the verbs that tell about the past. Then answer
the questions.
VOCABULARY
My mother helped me learn to keep working on problems. She always told me, “There are no
REVIEW
mistakes, only lessons.” In my first year of college, I failed math. I wanted to quit college. When
Complete the sentences with the correct words or phrases from the box.
she talked to me, I remembered all of the reasons for going to college. We looked at my math tests
combining fact original study
create focus on pieces take a risk and homework together. She helped me see which things were most difficult for me. When I took
curious logical prove
encourage measure solve math again, I went to extra study sessions. And I passed with a B+!

1. My favorite class is History and Literature of the American Revolution. 1. How is the simple past formed for most verbs (regular verbs)?
Combining English and History in one class is a great idea!
2. Which past tense verbs are irregular? What is the base form of each one of these verbs?
2. Tell me more about your life. I am .
SIMPLE PAST TENSE
3. I know you think you are a terrible painter. and sign up for the class
anyway! 1. When we talk about things that happened in the past, we My mother helped me.
use the simple past tense. I went to extra study sessions.
4. Being bored can help you be more creative. That is what a recent at
the University of Central Lancashire found. Base Form Simple Past
5. Each art student painted six for the final. 2. To form the simple past tense for regular verbs, add -ed to help helped
the base form of the verb. talk talked
6. Michelle hates numbers, but she became a math teacher? That’s not
If the verb ends in -e, add only -d. live lived
.
arrive arrived
7. You may not like online education, but it is a that more students are If the verb ends in a consonant + y, change the y to i and study studied
taking classes online every year. then add -ed. try tried
8. Karim just made an ebook of 14 poems. He is a great poet!
9. My roommate is not doing well in his classes. We need to him to do
better. 42 UNIT 2

10. For Creative Writing class, I have to a blog. I will put my writing
there, and other students can comment on it.
11. My advisor tells me I have to one major. But I can’t decide. I love
studying all different things!

(continued on next page)

Creative Thinking 39

MyEnglishLab
Auto-graded vocabulary and grammar practice activities
with feedback reinforce meaning, form, and function.

Welcome to NorthStar ix
 A TASK-BASED APPROACH TO PROCESS WRITING

FINAL WRITING TASK

In this unit, you read about the differences between creative thinking and logical thinking. You
also read some suggestions for how to be creative.
Now you are going to write a paragraph about a time you (or someone you know) used
creative thinking to solve a problem. Introduce the story. Describe the problem. Tell how you
(or someone else) used creative thinking (being curious, combining ideas, taking risks, making
a lot of something) to solve it. Use the vocabulary and grammar from the unit.*

PREPARE TO WRITE: Charting a Writing Prompt

Charting your writing prompt can help you make sure you answer all the parts of a question
when you write. The chart below has one row for each part of the question you will answer in
your paragraph.

1. Introduce the story Being curious helped me solve a big problem for my grandfather.
A final writing task gives students
an opportunity to integrate ideas,
2. Describe the problem My grandfather can’t type emails or texts because he has very shaky
hands.

3. Tell how you (or someone else) I was curious about iPads because so many people love them.
used creative thinking (being
curious, combining ideas, taking
risks, making a lot of something)
I found the VoiceText app.
It made me think of my grandfather.
vocabulary, and grammar presented in
to solve it.

Look at the chart and think about a time you or someone else used creative thinking to solve
the unit.
a problem. The problem might be a difficult assignment in school, or it might be an everyday
problem. Complete the chart. Then discuss your answers with a partner.

1. Introduce the story

2. Describe the problem

WRITE: A Complete Paragraph

Writing a Complete paragraph

A complete paragraph has three parts: a topic sentence, supporting sentences, and a conclusion.
3. Tell how you (or someone else)
used creative thinking (being In this assignment, do the following in each part:
curious, combining ideas, taking • topic sentence: Introduce the topic and make a general statement. (This may be one or two
risks, making a lot of something) sentences.)
to solve it.
• Supporting sentences: Explain the problem and the creative process you introduced in the
topic sentence.
• Conclusion: Tell the end of the story, or make a final comment about the story.
* For Alternative Writing Topics, see page 53. These topics can be used in place of the writing topic for
this unit or as homework. The alternative topics relate to the theme of the unit but may not target the 1 Read the paragraph. Put brackets [ ] around the three parts of the paragraph.
same grammar or rhetorical structures taught in the unit.
Being curious helped me solve a big problem for my grandfather. He can’t type emails or texts
46 UNIT 2
because he has very shaky hands. I was curious about iPads because so many people love them.

I borrowed my friend’s iPad and looked at all the games and other apps on the screen. I played a

few games and learned about a few apps. But the best app was VoiceText. I touched it, I talked,

then all of my words came on the screen. It was like someone else was typing my words! It made

me think of my grandfather. He can’t type, but he can talk! My cousins and I bought him an iPad

Students organize their

with VoiceText, and now he can text or email us any time!

ideas for writing using a (continued on next page)

particular structural or
rhetorical pattern.

Creative Thinking 47

MyEnglishLab
Key writing skills and strategies
are reinforced and practiced
in new contexts. Immediate
feedback allows students and
teachers to monitor progress
and identify areas that need
improvement.

x Welcome to NorthStar
 Students continue through the writing
process to learn revising techniques that
help them move toward coherence and
unity in their writing. Finally, students edit
their work with the aid of a checklist that
focuses on essential outcomes.

2 Each paragraph is missing one part. Circle the name of the part it is missing. 3 Now go back to the first draft of your paragraph. What will your reader be curious to
know more about? What can you add to give more information? Revise your paragraph
Paragraph 1
and add something creative (like visuals) to help your reader understand your message.
Last semester in English, I took a big risk and wrote a very creative essay about my
GO TO MyEnglishLab FOR MORE SKILL PRACTICE.
grandmother. My teacher loved it and told me it was very creative. After that, I began to take more
EDIT: Writing the Final Draft
risks in my writing. Now I am a better writer, and I also enjoy it more.
Go to MyEnglishLab and write the final draft of your paragraph. Carefully edit it for
grammatical and mechanical errors, such as spelling, capitalization, and punctuation. Make sure
What is missing? you use some of the vocabulary and grammar from the unit. Use the checklist to help you
write your final draft. Then submit your paragraph to your teacher.
a. Topic sentence
b. Supporting sentences FINAL DRAFT CHECKLIST
c. Conclusion
❑ Does your paragraph tell about a time you or someone else used creative
Paragraph 2 thinking?

My history teacher last semester used a very creative way to teach our class. During the ❑ Does it have a topic sentence?
❑ Does it have supporting sentences that tell about the problem, and the creative
first class, she got angry with students because they looked at their phones during class. For the
thinking process?
second class, she asked who had Twitter accounts. Half of the class raised their hands. She put
❑ Does it have a conclusion that finishes the story or adds a comment to the story?
us in pairs so that each pair had a phone with a Twitter account. She told us to search for the
❑ Does it have a picture, chart, or other element that helps the reader understand
hashtag #hist232 in Twitter. We did, and we found a history question from her! We discussed the the message better?

question with our partners, then tweeted the answer with the hashtag #hist232. We looked at all ❑ Do you use past tense verbs correctly?

our answers on the big screen at the front of the class. We had interesting conversations with each ❑ Do you use new vocabulary that you learned in this unit?

other on Twitter and in person.

What is missing?
a. Topic sentence
b. Supporting sentences
c. Conclusion

3 Now write the first draft of your paragraph about a time you (or someone else) used
creative thinking to solve a problem. Start with your topic sentence, explain the problem
and the process, and then finish with a conclusion. Use the ideas in your chart on page
46 to help you write your paragraph.

REVISE: Using Your Creative Skills

48 UNIT 2 Sometimes words do not communicate the whole message in a piece of writing. Visuals like Creative Thinking 51
pictures or charts can be useful, too. As you revise, use your creative skills, like including visuals,
to communicate better with your readers. Combine writing with another skill that you have.
Take a risk!

1 Read the revisions of the paragraphs and finish the sentence below each one.
Paragraph 1

Being curious helped me solve a big problem for my

grandfather. He can’t type emails or texts because he has

Hi Grandpa! I just
very shaky hands. I was curious about iPads because so found a great app
for you
many people love them. I borrowed my friend’s iPad and

looked at all the games and other apps on the screen. I

played a few games and learned about a few apps. But the

best app was VoiceText. I touched it, I talked, then all of

my words came on the screen. It was like someone else

was typing my words! It made me think of my grandfather.

He can’t type, but he can talk! My cousins and I bought

him an iPad with VoiceText, and now he can text or email

us any time!

The picture gives the reader more information about .

Creative Thinking 49

Welcome to NorthStar xi
INNOVATIVE TEACHING TOOLS With instant access to a wide range of online
content and diagnostic tools, teachers can
customize learning environments to meet the
needs of every student.
USING MyEnglishLab,
NORTHSTAR TEACHERS CAN:
Deliver rich online content to engage
and motivate students, including:
• student audio to support listening and speaking skills.
• engaging, authentic video clips, including reports
adapted from television newscasts, tied to the unit
themes.
• opportunities for written and recorded reactions to be
submitted by students.

Use a powerful selection of

diagnostic reports to:
• view student scores by unit, skill, and activity.
• monitor student progress on any activity
or test as often as needed.
• analyze class data to determine steps for remediation
and support.

Reading and Writing 2 Name:

Use Teacher Resource eText to access: Unit 1 Achievement Test Date:

PART 1: READING SKILLS

• a digital copy of the student book for whole-class Read the article. Then use the information to complete the activities that follow.

1
instruction. Alex Mansfield drives a red sports car and wears a suit and tie to work every day.
He isn’t a businessman; Alex is a waiter at one of New York City’s most popular
restaurants. The food is very expensive at the restaurant, and Alex doesn’t make
a large salary, but he makes a huge amount of money from customers’ tips.1 “For
• downloadable achievement and placement tests. me, being a waiter is more than a job; it is a career,” he says. The restaurant hired
Alex right after his interview. The manager liked his long résumé: Alex has 15
years of experience and training as a waiter.
• printable resources including lesson planners, 2 Alex enjoys the money, and a busy restaurant is an ideal work setting for him. “I
have a good time, and I like talking to people,” he says. Alex never feels bored or
videoscripts, and video activities. tired at work.
© 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

3 Alex likes restaurants, but he thinks it is too much of a challenge to open a

• classroom audio. restaurant of his own. “I realized I don’t have the skills to run a business,” he
explains. “I studied business in college, but I didn’t do well.” Alex thinks his job
as a waiter has more rewards. He says, “As a waiter, I don’t have to worry about
• unit teaching notes and answer keys. money. Take my advice—in New York City there are 50,000 restaurants. There are
postings for jobs every day, so you will never be out of work!” He sounds like he
knows what he’s talking about.
1
tip: extra money you give someone for good service

A. Choose the best answer.

1. Alex thinks being a waiter is .
A. boring
B. difficult
C. fun

xii Welcome to NorthStar D. popular

2. Alex was hired because he .
A. wears a suit
B. is experienced
C. goes to college
D. likes restaurants
COMPONENTS PRINT or DIGITAL

STUDENT BOOK
★ Student Book
Two strands of the Student Book are available: Reading & Writing
and Listening & Speaking. The two strands for each of the four levels
provide a fully blended approach with the seamless integration of
print and online content.

★ Student Book with MyEnglishLab

MyEnglishLab Teachers assign MyEnglishLab activities to reinforce the skills
students learn in class and monitor progress through an online
gradebook. The automatically graded exercises in MyEnglishLab
NorthStar support and build on academic skills and vocabulary
presented and practiced in the Student Book/eText. The teacher-
graded activities include pronunciation, speaking and writing, and are
assigned by the instructor.

eTEXT ★ Teacher Resource eText

Each level and strand of NorthStar has an accompanying Teacher
Resource eText that includes a digital student book, unit teaching
notes, answer keys, downloadable achievement tests, classroom audio,
lesson planners, video activities, videoscripts, and a downloadable
placement test.

★ Workbook
The Workbook off ers extra support for students, giving opportunities
for extra practice both at home and in the classroom.
WORKBOOK

★ Online Audio
The Listening & Speaking audio contains the recordings and activities
as well as audio for the achievement tests. The Reading & Writing
strand contains the readings on audio.

Welcome to NorthStar xiii