| 000 -LEADER |
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nam a22 7a 4500 |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20190112045430.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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180817b ||||| |||| 00| 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780077595210 (Student Book) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0077595211 (Student Book) |
| 040 ## - CATALOGING SOURCE |
|---|
| Transcribing agency |
JCRC |
| 100 ## - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Hanreddy, Jami |
| 245 ## - TITLE STATEMENT |
|---|
| Title |
Mosaic 2 : |
| Remainder of title |
Listening/Speaking / |
| Statement of responsibility, etc. |
Jami Hanreddy and Elizabeth Whalley. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
6th ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
New York : |
| Name of publisher, distributor, etc. |
McGraw-Hill ESL/ELT, |
| Date of publication, distribution, etc. |
2014. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xxi, 258 p. : |
| Other physical details |
col. ill. ; |
| Dimensions |
26 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Interactions/Mosaic |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
"Interactions/Mosaic prepares students for university classes by fully integrating every aspect of student life. Based on 28 years of classroom-tested best practices, the new and revised content, fresh modern look, and new online component make this the perfect series for contemporary classrooms." (Publisher's Website) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENTS: |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 1: LANGUAGE AND LEARNING<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Features:<br/> |
| Title |
Lecture: Why English? Henry Hitchings' Views on the Current Lingua Franca<br/> |
| -- |
Learning Strategy: Listening for Main Ideas<br/> |
| -- |
Language Function: Requesting the Main Point |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
Listening for main ideas in a lecture about English as the new lingua franca<br/> |
| -- |
Listening for details in a lecture about English as the new lingua franca<br/> |
| -- |
Listening for the main points of your classmates' English-language-learning autobiographies<br/> |
| -- |
Listening to evaluate whether speakers get to the point or beat around the bush<br/> |
| -- |
Listening for appropriate expressions and tone of voice for requesting the main point |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Expressing ideas and opinions on the role of English as a world language<br/> |
| -- |
Recollecting language-learning experiences<br/> |
| -- |
Comparing answers to questions about main points<br/> |
| -- |
Presenting your English-language-learning autobiography<br/> |
| -- |
Comparing main points in English-language-learning autobiographies<br/> |
| -- |
Requesting the main point during lectures and situation role-plays |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Critical Thinking:<br/> |
| Title |
Speculating about why the number of world languages is decreasing<br/> |
| -- |
Utilizing introduction, body, and conclusion to discern the main ideas in a lecture<br/> |
| -- |
Evaluating a lecturer's style<br/> |
| -- |
Evaluating speakers' effectiveness in getting to the main point<br/> |
| -- |
Evaluating appropriateness of expressions and tone of voice<br/> |
| -- |
Selecting context-appropriate expressions for requesting the main point |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary Building:<br/> |
| Title |
Using definitions and context to place new vocabulary into appropriate sentences<br/> |
| -- |
Understanding and using new vocabulary in discussions about language learning |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Focus on Testing (TOEFL*iBT): Taking notes to answer basic-comprehension questions |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Chapter 2: DANGER AND DARING |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Features:<br/> |
| Title |
Lecture: Hooked on Thrills<br/> |
| -- |
Learning Strategy: Noting Specific Details<br/> |
| -- |
Language Function: Saying Yes and No |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
Listening to note specific details in one of seven outline formats<br/> |
| -- |
Listening for ways of expressing yes and no and the feelings that are revealed |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Sharing prior knowledge of thrill-seekers and thrill-seeking activities<br/> |
| -- |
Sharing opinions about reasons for thrill seeking<br/> |
| -- |
Sharing personal thrilling experiences<br/> |
| -- |
Sharing speculations about which people are more likely to be thrill seekers than others<br/> |
| -- |
Comparing note-taking methods and results with classmates<br/> |
| -- |
Giving a presentation about a daredevil stunt<br/> |
| -- |
Responding to questions with a variety of yes and no expressions<br/> |
| -- |
Giving and taking a survey on risk taking |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Critical Thinking:<br/> |
| Title |
Identifying thrilling experiences and common reasons for thrill seeking<br/> |
| -- |
Choosing a note-taking strategy that works best for you<br/> |
| -- |
Speculating about which people are more likely to be thrill seekers than others<br/> |
| -- |
Using a graphic organizer to reorganize information from notes that might be on a test<br/> |
| -- |
Using a prepared outline to give a presentation<br/> |
| -- |
Using a graphic organizer to rate strength of yes and no expressions<br/> |
| -- |
Selecting yes and no expressions that match feelings |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary Building:<br/> |
| Title |
Using definitions and context to place vocabulary words into appropriate sentences<br/> |
| -- |
Understanding and using new vocabulary in discussions about danger and daring |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Focus on Testing (TOEFL*iBT): Using notes to answer basic-comprehension questions about specific details |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 3: GENDER AND RELATIONSHIPS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Features:<br/> |
| Title |
Lecture: I Want a Wife<br/> |
| -- |
Learning Strategy: Using Abbreviations<br/> |
| -- |
Language Function: Extending Congratulations and Condolences |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
Listening for things that can be abbreviated when taking notes<br/> |
| -- |
Listening for expressions of congratulations and condolence in conversation<br/> |
| -- |
Listening for tone of voice to distinguish sincere from insincere congratulations |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Discussing the changing roles of women in education and the workplace<br/> |
| -- |
Discussing your family's economic arrangement<br/> |
| -- |
Discussing the most important qualities of the "perfect" wife and "perfect" husband<br/> |
| -- |
Sharing and comparing note-taking symbols<br/> |
| -- |
Guessing and explaining the meanings of abbreviations and symbols<br/> |
| -- |
Sharing expressions of congratulations and condolences from your communities/cultures<br/> |
| -- |
Expressing congratulations and condolences in a role-play |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Critical Thinking:<br/> |
| Title |
Identifying the qualities of a "perfect" husband and "perfect" wife<br/> |
| -- |
Identifying ways to abbreviate when taking notes<br/> |
| -- |
Using symbols to communicate messages<br/> |
| -- |
Using tone of voice as a cue to distinguish sincerity from insincerity<br/> |
| -- |
Choosing appropriate expressions of congratulations and condolences |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary Building:<br/> |
| Title |
Using definitions and context to place new vocabulary into blanks in an email<br/> |
| -- |
Understanding and using new vocabulary in discussions about household roles played by a husband and wife |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Focus on Testing (TOEFL*iBT): Answering questions involving pragmatic understanding of things such as tone of voice, hesitations, and word stress to interpret a speaker's attitudes, feelings, and intentions |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 4: AESTHETICS AND BEAUTY |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Features:<br/> |
| Title |
Conference Presentation: Looking Good Matters - Aesthetics as a Pillar of Industrial Design<br/> |
| -- |
Learning Strategy: Using Reference to Create Cohesion<br/> |
| -- |
Language Function: Admitting a Lack of Knowledge |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
Listening for the gist and main points of a lecture<br/> |
| -- |
Listening for reference words that create cohesion<br/> |
| -- |
Listening for formal and informal admissions of a lack of knowledge |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Sharing ideas about the importance of aesthetics in developing products<br/> |
| -- |
Discussing how cultural values affect ideas of beauty and aesthetic choices<br/> |
| -- |
Sharing personal aesthetic values<br/> |
| -- |
Speculating about why there are so many designs for a one-function object<br/> |
| -- |
Speculating about why a beautiful device is often more effective than an ugly one<br/> |
| -- |
Discussing the lecture about aesthetics and beauty<br/> |
| -- |
Using formal and informal expressions to admit a lack of knowledge<br/> |
| -- |
Role-playing an industrial design project team |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Critical Thinking:<br/> |
| Title |
Speculating about why standards of beauty seem to change from era to era, generation to generation<br/> |
| -- |
Ranking adjectives according to personal aesthetic values<br/> |
| -- |
Speculating about the role of aesthetics in the effectiveness of a device<br/> |
| -- |
Identifying reference words that provide cohesion and their referents<br/> |
| -- |
Speculating about what makes a product beautiful<br/> |
| -- |
Distinguishing when and how to admit a lack of knowledge<br/> |
| -- |
Collaborating to design a more appealing product |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary Building:<br/> |
| Title |
Using definitions and context to place new vocabulary into appropriate sentences<br/> |
| -- |
Understanding and using new vocabulary in discussions about aesthetics and beauty |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Focus on Testing (TOEFL*iBT): Answering comprehension questions with multiple answers |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 5: TRANSITIONS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Features:<br/> |
| Title |
Radio Program: The Stages of Life - A View from Shakespeare<br/> |
| -- |
Learning Strategy: Understanding and Using Figurative Language<br/> |
| -- |
Language Function: "Telling It Like It Is" |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
Listening for analogies and metaphors and the words that signal them<br/> |
| -- |
Listening for tone of voice for "telling it like it is"<br/> |
| -- |
Listening for expressions that "tell it like it is"<br/> |
| -- |
Listening for contextual cues and tone of voice that reveal characters' situations and emotions |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Sharing feelings about life stages<br/> |
| -- |
Sharing ideas about E. Rogers's five levels of willingness to try new things<br/> |
| -- |
Recalling and sharing experiences of transitions in life<br/> |
| -- |
Sharing personal experiences relating to new vocabulary concepts<br/> |
| -- |
Sharing ideas about free will, fate, and time<br/> |
| -- |
Discussing the meanings of analogies and metaphors in a radio program<br/> |
| -- |
Brainstorming analogies<br/> |
| -- |
Role-playing characters that "tell it like it is" |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Critical Thinking:<br/> |
| Title |
Speculating about why some people are more willing to try new things than others<br/> |
| -- |
Understanding and using figurative language<br/> |
| -- |
Theorizing about free will and fate<br/> |
| -- |
Interpreting quotes<br/> |
| -- |
Completing analogies and metaphors<br/> |
| -- |
Deciphering the meanings of analogies and metaphors<br/> |
| -- |
Choosing appropriate tone of voice and expressions when "telling it like it is"<br/> |
| -- |
Identifying what is revealed when speakers "tell it like it is"<br/> |
| -- |
Inferring speakers' attitudes from tone and expressions used<br/> |
| -- |
Using a graphic organizer to sort and categorize information |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary Building:<br/> |
| Title |
Using context to match new vocabulary words to definitions<br/> |
| -- |
Understanding and using new vocabulary in discussions about transitions |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Focus on Testing (TOEFL*iBT): Answering classification questions that require sorting, classifying, or categorizing of information |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 6: THE MIND |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Features:<br/> |
| Title |
Lecture: Dreams and Reality<br/> |
| -- |
Learning Strategy: Understanding and Using Comparison and Contrast<br/> |
| -- |
Language Function: "Looking at the Bright Side" |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
Listening for indicators of comparison and contrast<br/> |
| -- |
Listening for words signaling comparison and contrast<br/> |
| -- |
Listening for details of comparisons and contrasts<br/> |
| -- |
Listening for the positive view or the "bright side" expressed in conversations and a lecture |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Discussing advantages and disadvantages of a virtual reality experience<br/> |
| -- |
Sharing ideas about the nature, purpose, and effects of dreams<br/> |
| -- |
Discussing the content of dreams and when and how often they occur<br/> |
| -- |
Discussing dreams that look back and dreams that seem to look forward<br/> |
| -- |
Comparing and discussing answers to exercises with classmates<br/> |
| -- |
Comparing and contrasting dreams<br/> |
| -- |
Role-playing a team of psychoanalysts analyzing patients' dreams<br/> |
| -- |
Interviewing people about their dreams<br/> |
| -- |
Debating dream-related topics as an optimist or a pessimist<br/> |
| -- |
Role-playing seeing the "bright side" of bad situations |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Critical Thinking:<br/> |
| Title |
Speculating about the nature, purpose, and effects of dreams<br/> |
| -- |
Comparing and contrasting dreams<br/> |
| -- |
Analyzing and interpreting dreams<br/> |
| -- |
Summarizing or paraphrasing the positive view of the lecturer<br/> |
| -- |
Recognizing the "bright side" of a bad situation |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary Building:<br/> |
| Title |
Pooling knowledge and collaborating with classmates to match definitions to new vocabulary words<br/> |
| -- |
Using context and definitions to match new vocabulary words to their synonyms<br/> |
| -- |
Understanding and using new vocabulary in discussions about the mind |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Focus on Testing (TOEFL*iBT): Answering a realistic mix of question types (including basic-information questions, pragmatic-information questions, and classification questions) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 7: WORKING |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Features:<br/> |
| Title |
Webcast: Japanese and American Business Management<br/> |
| -- |
Learning Strategy: Listening For and Noting Causes and Effects<br/> |
| -- |
Language Function: Persuading and Giving In |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
Listening for expressions signaling causes and effects<br/> |
| -- |
Listening and taking notes on causes and effects<br/> |
| -- |
Listening for expressions used to introduce persuasive arguments, enticing offers, and giving in<br/> |
| -- |
Listening for people persuading and giving in |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Sharing personal experiences of good or bad jobs and ideas about the "perfect" job<br/> |
| -- |
Discussing W. Edwards Deming's principles of quality improvement<br/> |
| -- |
Discussing criteria for job satisfaction<br/> |
| -- |
Discussing assumptions about U.S. workers' job priorities<br/> |
| -- |
Sharing opinions about cooperation in the workplace<br/> |
| -- |
Discussing the effects of innovations<br/> |
| -- |
Presenting and giving in to persuasive or enticing arguments<br/> |
| -- |
Debating work-related issues<br/> |
| -- |
Role-playing people persuading and giving in |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Critical Thinking:<br/> |
| Title |
Speculating about what would be a "perfect" job<br/> |
| -- |
Ranking criteria for job satisfaction<br/> |
| -- |
Researching assumptions about job satisfaction<br/> |
| -- |
Hypothesizing about the best ways to run a company<br/> |
| -- |
Identifying causes and effects given directly or implied in a lecture<br/> |
| -- |
Identifying and sorting the effects of innovations<br/> |
| -- |
Collaborating to come up with an innovation to make things easier<br/> |
| -- |
Identifying and using expressions used to introduce persuasive arguments, enticing offers, and giving in<br/> |
| -- |
Formulating convincing arguments in a debate |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary Building:<br/> |
| Title |
Pooling prior knowledge with classmates to match definitions to new vocabulary words<br/> |
| -- |
Using definitions and context to fill in blanks in a paragraph with new vocabulary words<br/> |
| -- |
Understanding and using new vocabulary in discussions about working |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Focus on Testing (TOEFL*iBT): Taking notes for and responding to speaking questions involving the integration of skills (listening, speaking, and reading) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 8: BREAKTHROUGHS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Features:<br/> |
| Title |
Lecture: Discovering the Laws of Nature<br/> |
| -- |
Learning Strategy: What to Do When You Don't Understand Complex Concepts<br/> |
| -- |
Language Function: Giving and Receiving Compliments |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
Practice listening strategies for understanding difficult concepts in a lecture<br/> |
| -- |
Listening for appropriate and inappropriate compliments in conversations<br/> |
| -- |
Listening for compliments in daily life |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Sharing prior knowledge about the laws of nature<br/> |
| -- |
Sharing personal breakthroughs<br/> |
| -- |
Pooling knowledge about complex scientific concepts<br/> |
| -- |
Discussing strategy preferences when dealing with difficult concepts<br/> |
| -- |
Role-playing giving and receiving compliments and "buttering someone up"<br/> |
| -- |
Sharing experiences of receiving inappropriate compliments<br/> |
| -- |
Role-playing a team of scientists working on and explaining a breakthrough device |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Critical Thinking:<br/> |
| Title |
Speculating about the practical uses of a theory<br/> |
| -- |
Paraphrasing/summarizing notes<br/> |
| -- |
Selecting strategies for dealing with difficult concepts<br/> |
| -- |
Describing scientific processes<br/> |
| -- |
Analyzing situations in which compliments are given and received |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary Building:<br/> |
| Title |
Using definitions and context to choose sentences that use new vocabulary with multiple meanings in the same way as in the lecture<br/> |
| -- |
Using definitions and context to choose sentences that use new vocabulary words correctly |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Focus on Testing (TOEFL*iBT): Answering questions about biographical narratives by paying special attention to the chronology of events |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 9: ART AND ENTERTAINMENT |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Features:<br/> |
| Title |
Radio Program: Reality TV: Really Good or Really Bad?<br/> |
| -- |
Learning Strategy: Distinguishing Between Fact and Opinion<br/> |
| -- |
Language Function: Expressing Doubt or Disbelief |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
Listening to get the gist of a radio program<br/> |
| -- |
Listening for facts and opinions in a radio program<br/> |
| -- |
Listening for expressions of doubt and disbelief in formal and informal situations |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Sharing prior knowledge and opinions about reality TV<br/> |
| -- |
Discussing the effects of reality TV on its audience<br/> |
| -- |
Sharing reality TV show preferences<br/> |
| -- |
Role-playing a reality TV show producer<br/> |
| -- |
Expressing doubt or disbelief in formal and informal situations<br/> |
| -- |
Completing conversations with appropriate expressions of doubt or disbelief<br/> |
| -- |
Presenting "facts" (real or imaginary) and expressing doubts in a challenge game about personal experiences |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Critical Thinking:<br/> |
| Title |
Speculating about the popularity of reality shows and why people want to be on them<br/> |
| -- |
Speculating about the positive and negative effects of reality TV<br/> |
| -- |
Identifying the effects of reality TV shows on their audience<br/> |
| -- |
Completing a crossword puzzle<br/> |
| -- |
Using specific strategies to distinguish between fact and opinion<br/> |
| -- |
Choosing appropriate ways to express doubt or disbelief |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary Building:<br/> |
| Title |
Using clues to complete a crossword puzzle containing new vocabulary<br/> |
| -- |
Understanding and using new vocabulary in discussions about reality TV |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Focus on Testing (TOEFL*iBT): Recognizing and answering questions about speaker's opinions |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Chapter 10: CONFLICT AND RESOLUTION |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Features:<br/> |
| Title |
Resident Advisor Training Session: Dealing with Conflicts<br/> |
| -- |
Learning Strategy: Predicting Exam Questions<br/> |
| -- |
Language Function: Acquiescing and Expressing Reservations |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Listening:<br/> |
| Title |
Listening for and noting important information likely to be on exams<br/> |
| -- |
Listening for acquiescence and reservations<br/> |
| -- |
Listening for three suggestions about dealing with conflict and deciding whether to acquiesce or express reservations<br/> |
| -- |
Listening for ways to express reservations |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Speaking:<br/> |
| Title |
Sharing why quotes "speak" to you and/or are funny<br/> |
| -- |
Sharing experiences with conflicts<br/> |
| -- |
Discussing RA duties and conflicts in dorms<br/> |
| -- |
Discussing what might/might not be included on an exam<br/> |
| -- |
Sharing notes to answer exam questions<br/> |
| -- |
Discussing possible differences in tests constructed for different courses<br/> |
| -- |
Collaborating to write exam questions<br/> |
| -- |
Asking and answering exam questions<br/> |
| -- |
Discussing when and how to acquiesce or express reservations<br/> |
| -- |
Role-playing characters who must acquiesce or express reservations |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Critical Thinking:<br/> |
| Title |
Solving a decoding puzzle<br/> |
| -- |
Speculating about RA duties and types of conflicts they might deal with<br/> |
| -- |
Evaluating possible exam questions<br/> |
| -- |
Using notes to answer exam questions<br/> |
| -- |
Analyzing differences in tests for different courses<br/> |
| -- |
Writing good exam questions<br/> |
| -- |
Determining how and when to acquiesce or express reservations |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary Building:<br/> |
| Title |
Pooling knowledge to match definitions to new vocabulary words<br/> |
| -- |
Placing new vocabulary into a "decoding" puzzle, decoding the quotes about conflict in the puzzle, and discussing their meanings<br/> |
| -- |
Understanding and using new vocabulary words in discussions about dealing with conflicts |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Focus on Testing (TOEFL*iBT): Taking notes on and answering questions about information and point of view in classroom interactions |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Textbooks for foreign speakers. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Study and teaching as a second language. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
College readers. |
| 650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language. |
| 700 ## - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Whalley, Elizabeth |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://www.mheducation.ca/highereducation/products/9780077595210/mosaic+2+listening+and+speaking+student+book/">https://www.mheducation.ca/highereducation/products/9780077595210/mosaic+2+listening+and+speaking+student+book/</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
