"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)

CONTENTS:

Introducing Interactions/Mosaic Sixth Edition

Chapter 1: NEW CHALLENGES

Features:
Presentation: Don’t Lecture Me: A New Paradigm for the University of the Future Learning Strategy: Listening to Make Predictions
Language Function: Offering and Requesting Clarification

Listening:

Critical listening to make predictions about what a speaker will say next
Listening for tone of voice that reveals intentions
Listening for expressions that offer clarification

Speaking:
Sharing personal perspectives on academic lecture styles
Brainstorming and sharing predictions about lecture content and real-world situations
Using appropriate expressions to request and offer clarification in formal and informal situations

Critical Thinking Skills:
Analyzing past, present and future lecturing styles
Using a graphic organizer to tap prior knowledge and enhance understanding
Predicting what an instructor will say next
Comparing and contrasting class predictions
Analyzing a lecture's style

Vocabulary Building:
Determining meaning from context
Categorizing to deepen understanding of concepts
Understanding and using new vocabulary in discussions of lecturing styles

Focus on Testing (TOEFL*iBT): Types of pragmatic-understanding questions

Chapter 2: COOPERATION AND COMPETITION

Features:
Lecture: Penguin partners at the Pole
Learning Strategy: Distinguishing Main Ideas and Supporting Details
Language Function: Asking for Confirmation of Understanding

Listening:
Distinguishing main ideas and details in lecture
Listening for appropriate use of intonation with confirmation of understanding expressions

Speaking:
Sharing personal observations of cooperation and competition
Collaborating to brainstorm plans for a scientific expedition
Comparing outlining strategies with classmates
Sharing predictions of main ideas and details of a lecture
Discussing how to reach consensus on a controversial topic
Presenting your views on a controversial topic
Asking for confirmation of understanding during a lecture or informal presentation
Making and challenging excuses in everyday situations

Critical Thinking Skills:
Speculating about penguin behavior
Using a graphic organizer to brainstorm plans for a scientific expedition
Predicting main ideas and supporting details
Identifying main ideas and supporting details
Constructing a basic outline to sort out main ideas and details Using an outline to organize notes on a research topic

Vocabulary Building:
Matching vocabulary words to appropriate context
Understanding and using new vocabulary words in discussions of cooperation and competition

Focus on Testing (TOEFL*iBT): Pragmatic understanding of a speaker's attitudes, opinions, strategies and goals

Chapter 3: RELATIONSHIPS

Features:
Lecture: Mom Always Liked You Best
Learning Strategy: Understanding Straw Man Arguments
Language Function: Making Generalizations

Listening:
Listening for straw man arguments
Listening for data and details refuting straw man arguments
Listening for expressions used for generalizations

Speaking:
Sharing perspectives on sibling and family relationships
Comparing and contrasting cross-cultural differences in sibling rank and relationships
Critiquing the effectiveness of straw man arguments to change listeners’ assumptions
Sharing assumptions about life experiences
Refuting others’ assumptions
Interviewing someone in the community to check assumptions
Making generalizations
Paraphrasing generalizations

Critical Thinking Skills:
Using a graphic organizer to compare and contrast sibling rank and relationships across cultures
Distinguishing straw man arguments from main points
Using an anticipatory guide to explore and test assumptions on a topic
Predicting straw man arguments
Critiquing the effectiveness of straw man arguments
Constructing effective arguments to refute assumptions
Doing research to check assumptions
Using adverbs of time to make generalizations

Vocabulary Building:
Using definitions and contextual cues to place vocabulary words into sentences
Writing about personal opinions and experiences to broaden understanding of new vocabulary concepts
Understanding and using new vocabulary words in discussions about sibling and family relationships
Paraphrasing and using synonyms to deepen understanding of vocabulary signalizing generalizations

Focus on Testing (TOEFL*iBT): Pragmatic understanding of a speaker’s feelings and intentions

Chapter 4: HEALTH AND LEISURE

Features:
Lecture: What Makes Us Tick: The Cardiac Muscle
Learning Strategy: Understanding and Using Analogies
Language Function: Expressing Opinions

Listening:
Listening for the “gist” or main ideas
Listening for expressions used to make analogies
Noting analogies in abbreviated form
Completing statements of personal opinion from a study session conversation

Speaking:
Sharing prior knowledge about the heart and other body parts
Comparing body parts to mechanical devices
Discussing the effectiveness of analogies
Brainstorming possible contexts for analogies
Sharing analogies that have become common expressions in one’s country
Expressing personal opinions about health and fitness
Role-playing characters involved in situations leading to debates about health issues

Critical Thinking Skills:
Using a graphic organizer to build background knowledge
Understanding and using analogies
Using a graphic organizer to chart analogies and what they mean
Evaluating the effectiveness of an analogy
Imagining possible contexts for analogies
Distinguishing facts from personal opinions
Choosing appropriate expressions to introduce opinions

Vocabulary Building:
Using definitions and contextual cues to place vocabulary words into sentences
Understanding and using new vocabulary in discussions about the heart and health

Focus on Testing (TOEFL*iBT):
Pragmatic understanding of opinions
Expressing opinions on standardized tests

Chapter 5: HIGH TECH, LOW TECH

Features:
Lecture: Spaceflight - A Simulation
Learning Strategy: Taking Notes on a Field Trip Language Function: Shifting Between Active and Passive Voice

Listening:
Listening for information to complete a handout on phases of a space mission
Listening for information to label and explain a diagram of a space exploration device
Listening to note measurements and amounts of things on a space mission
Listening for passive voice in conversations and during a spaceflight simulation

Speaking:
Sharing prior knowledge about space exploration and high-tech versus low-tech solutions
Debating the pros and cons of the privatization of space travel
Sharing Internet research on space exploration
Collaborating to match labels to sequenced pictures of a space mission
Saying numbers
Describing the phases of a space mission and the use of the RMA
Reporting a news event using passive voice

Critical Thinking Skills:
Analyzing the pros and cons of the privatization of space travel
Utilizing specific strategies to get the most out of field trips
Researching to build background knowledge
Matching labels to sequenced pictures
Identifying the parts and functions on a diagram
Selecting relevant notes to give a summary
Distinguishing uses of the active and passive voice

Vocabulary Building:
Using definitions and contextual cues to place vocabulary words into sentences
Understanding and using new vocabulary in discussions about space exploration

Focus on Testing (TOEFL*iBT): Note-taking during listening passages

Chapter 6: MONEY MATTERS

Features:
Radio Program: The World Bank Under Fire
Learning Strategy: Understanding and Constructing Pro and Con Arguments
Language Function: Agreeing and Disagreeing

Listening:
Listening for pro and con arguments about the World Bank
Understanding expressions linking pros and cons
Listening for appropriate uses of expressions to agree and disagree

Speaking:
Sharing opinions about the importance of money
Exploring relative values of modern conveniences versus preserving natural resources
Sharing prior knowledge about and personal experiences with banks
Brainstorming challenging questions about the World Bank
Brainstorming ways to invest money
Presenting ideas on ways to invest money
Agreeing and disagreeing with things about the World Bank
Supporting or challenging items in the news
Simulation game: Planning for the prosperity of a nation

Critical Thinking Skills:
Evaluating the worth of a project
Using a sunray graphic organizer to tap prior knowledge
Identifying the pros and cons of banks
Matching pro and con arguments
Formulating challenging questions
Evaluating whether answers are adequate or not
Brainstorming, organizing, and presenting ideas to a group on the best ways to invest money
Determining how to agree/disagree confidently, yet politely
Supporting or challenging items in the news
Speculating about how to make a country more prosperous

Vocabulary Building:
Using definitions and contextual clues to complete a crossword puzzle
Understanding and using new vocabulary in discussions about money matters

Focus on Testing (TOEFL*iBT): Making inferences when listening to informal conversations and listening passages

Chapter 7: REMARKABLE INDIVIDUALS

Features:
Celebrity Profile: Lance Armstrong, Uphill Racer
Learning Strategy: Listening for Chronological Order
Language Function: Expressing Likes and Dislikes, Pleasure and Displeasure

Listening:
Listening for time and sequence words as clues to chronological order
Listening to sort events in a person’s life into general chronological time periods and to complete a timeline
Listening for expressions of likes and dislikes, pleasure and displeasure
Listening for consequences of choice of expressions of likes and dislikes, pleasure and displeasure, and tone of voice

Speaking:
Sharing opinions about types of remarkable feats
Sharing stories about remarkable feats
Collaborating to complete a Venn diagram of remarkable feats
Collaborating to put story parts into chronological order
Collaborating to complete a timeline of life events
Telling a story in chronological order
Reaching consensus on ways to express likes and dislikes, pleasure and displeasure in real world situations
Discussing likes and dislikes, pleasure and displeasure regarding goals and interests

Critical Thinking Skills:
Comparing/contrasting and ranking remarkable feats
Using a Venn diagram to show things groups have in common
Using time and sequence words as clues to chronological order
Tuning in to the logic of chronological order
Putting story parts into chronological order
Using a graphic organizer to sort events into general chronological time periods
Using a timeline to sort events into narrow chronological time periods
Choosing appropriate ways to express likes and dislikes, pleasure and displeasure

Vocabulary Building:
Pooling knowledge with classmates to match words to definitions
Using new vocabulary to answer contextualized questions

Focus on Testing (TOEFL*iBT): Expressing preferences on standardized tests

Chapter 8: CREATIVITY

Features:
Lecture: Drive and Creativity in the Workplace: The Mismatch Between What Science Knows and What Business Does
Learning Strategy: Listening for Signal Words
Language Function: Divulging Information

Listening:
Listening for signal words to guide note-taking
Listening for the main points in a lecture about drive and creativity
Listening for tone of voice and body language signals
Listening for ways of divulging information
Listening for divulged information

Speaking:
Sharing ideas about what motivates you at work, school, and play
Discussing different ways to become more creative
Sharing puzzle and problem solutions that use your creativity
Creatively using tone of voice and body language signals to communicate
Completing and role-playing conversations containing divulged information

Critical Thinking Skills:
Comparing kinds of creativity
Identifying when and where you have been the most creative
Solving a brainteaser puzzle
Identifying the main points in a lecture on drive and creativity
Identifying tone of voice and body language signals
Identifying whether “divulged” information is critical
Distinguishing and using appropriate ways to divulge information

Vocabulary Building:
Using definitions and contextual cues to place vocabulary words into sentences
Using new vocabulary in discussions about creativity

Focus on Testing (TOEFL*iBT): Listening for signal words and other cues to take better notes during listening passages on standardized tests

Chapter 9: HUMAN BEHAVIOR

Features:
Lecture: Group Dynamics
Learning Strategy: Recognizing Digressions
Language Function: Using Tag Questions to Ask for Information or Confirmation, or to Challenge

Listening:
Listening for expressions introducing digressions and returns to the main topic
Listening for and understanding the reasons for digressions
Listening for specific information in a lecture
Listening for tone conveying intention in tag questions
Listening for genuine, rhetorical, and challenging tag questions in conversations and in a lecture

Speaking:
Speculating about behavior
Discussing the benefits of volunteerism
Sharing preferences regarding time spent alone and time spent with others
Sharing prior knowledge about social behaviors
Discussing the whys and hows of digressions in informal situations
Predicting and discussing digressions in a lecture
Reporting to the class about digressions heard outside of class
Discussing group dynamics
Using tag questions to ask for information or confirmation, or to challenge

Critical Thinking Skills:
Speculating about human behavior
Identifying and analyzing the reasons for digressions and returns to the main topic
Using a graphic organizer to chart predictions about reasons for, and expressions introducing digressions
Analyzing groups dynamics
Discerning subtle differences between genuine, rhetorical, and challenging tag questions
Using a graphic organizer to chart types and elements of tag questions

Vocabulary Building:
Choosing definitions that fit words as they are used in particular contexts
Understanding and using new vocabulary in discussions about human behavior

Focus on Testing (TOEFL*iBT): Pragmatic understanding of transition phrases relating to digressions

Chapter 10: CRIME AND PUNISHMENT

Features:
Lecture: Human Choice - Predetermination or Free Will?
Learning Strategy: Paraphrasing
Language Function: Wishes, Hopes, and Desires

Listening:
Listening to paraphrase parts of a lecture
Listening for expressions of wishes, hopes, and desires in conversations and lectures
Listening to paraphrase wishes, hopes, and desires

Speaking:
Discussing if punishments fit their crimes
Discussing whether “unfair” laws should be broken
Discussing harsh punishments as deterrents to crime
Sharing personal experiences with “wrongdoing”
Sharing prior opinions about predetermination and free will
Reading paraphrases aloud to classmates
Paraphrasing issues/problems for group discussions
Paraphrasing a speaker’s wishes, hopes, and desires
Sharing hopes and wishes
Role-playing characters expressing hopes and wishes

Critical Thinking Skills:
Paraphrasing what an instructor says about predetermination and free will
Paraphrasing what an instructor says about predetermination and free will
Paraphrasing an instructor’s wishes, hopes, and desires
Distinguishing the subtle difference between hopes and wishes
Using graphic organizers such as tables and charts to organize information

Vocabulary Building:
Pooling knowledge with classmates to match words to definitions
Understanding and using new vocabulary in discussions about predetermination and free will

Focus on Testing (TOEFL*iBT):
Answering idea-connection questions
Answering multiple-choice and table format questions

Appendix

Audioscript

Vocabulary Index

Skills index