"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:

Chapter 1: LANGUAGE AND LEARNING

Features:
Lecture: Why English? Henry Hitchings' Views on the Current Lingua Franca
Learning Strategy: Listening for Main Ideas
Language Function: Requesting the Main Point

Listening:
Listening for main ideas in a lecture about English as the new lingua franca
Listening for details in a lecture about English as the new lingua franca
Listening for the main points of your classmates' English-language-learning autobiographies
Listening to evaluate whether speakers get to the point or beat around the bush
Listening for appropriate expressions and tone of voice for requesting the main point

Speaking:
Expressing ideas and opinions on the role of English as a world language
Recollecting language-learning experiences
Comparing answers to questions about main points
Presenting your English-language-learning autobiography
Comparing main points in English-language-learning autobiographies
Requesting the main point during lectures and situation role-plays

Critical Thinking:
Speculating about why the number of world languages is decreasing
Utilizing introduction, body, and conclusion to discern the main ideas in a lecture
Evaluating a lecturer's style
Evaluating speakers' effectiveness in getting to the main point
Evaluating appropriateness of expressions and tone of voice
Selecting context-appropriate expressions for requesting the main point

Vocabulary Building:
Using definitions and context to place new vocabulary into appropriate sentences
Understanding and using new vocabulary in discussions about language learning

Focus on Testing (TOEFL*iBT): Taking notes to answer basic-comprehension questions

Chapter 2: DANGER AND DARING

Features:
Lecture: Hooked on Thrills
Learning Strategy: Noting Specific Details
Language Function: Saying Yes and No

Listening:
Listening to note specific details in one of seven outline formats
Listening for ways of expressing yes and no and the feelings that are revealed

Speaking:
Sharing prior knowledge of thrill-seekers and thrill-seeking activities
Sharing opinions about reasons for thrill seeking
Sharing personal thrilling experiences
Sharing speculations about which people are more likely to be thrill seekers than others
Comparing note-taking methods and results with classmates
Giving a presentation about a daredevil stunt
Responding to questions with a variety of yes and no expressions
Giving and taking a survey on risk taking

Critical Thinking:
Identifying thrilling experiences and common reasons for thrill seeking
Choosing a note-taking strategy that works best for you
Speculating about which people are more likely to be thrill seekers than others
Using a graphic organizer to reorganize information from notes that might be on a test
Using a prepared outline to give a presentation
Using a graphic organizer to rate strength of yes and no expressions
Selecting yes and no expressions that match feelings

Vocabulary Building:
Using definitions and context to place vocabulary words into appropriate sentences
Understanding and using new vocabulary in discussions about danger and daring

Focus on Testing (TOEFL*iBT): Using notes to answer basic-comprehension questions about specific details

Chapter 3: GENDER AND RELATIONSHIPS

Features:
Lecture: I Want a Wife
Learning Strategy: Using Abbreviations
Language Function: Extending Congratulations and Condolences

Listening:
Listening for things that can be abbreviated when taking notes
Listening for expressions of congratulations and condolence in conversation
Listening for tone of voice to distinguish sincere from insincere congratulations

Speaking:
Discussing the changing roles of women in education and the workplace
Discussing your family's economic arrangement
Discussing the most important qualities of the "perfect" wife and "perfect" husband
Sharing and comparing note-taking symbols
Guessing and explaining the meanings of abbreviations and symbols
Sharing expressions of congratulations and condolences from your communities/cultures
Expressing congratulations and condolences in a role-play

Critical Thinking:
Identifying the qualities of a "perfect" husband and "perfect" wife
Identifying ways to abbreviate when taking notes
Using symbols to communicate messages
Using tone of voice as a cue to distinguish sincerity from insincerity
Choosing appropriate expressions of congratulations and condolences

Vocabulary Building:
Using definitions and context to place new vocabulary into blanks in an email
Understanding and using new vocabulary in discussions about household roles played by a husband and wife

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

Chapter 4: AESTHETICS AND BEAUTY

Features:
Conference Presentation: Looking Good Matters - Aesthetics as a Pillar of Industrial Design
Learning Strategy: Using Reference to Create Cohesion
Language Function: Admitting a Lack of Knowledge

Listening:
Listening for the gist and main points of a lecture
Listening for reference words that create cohesion
Listening for formal and informal admissions of a lack of knowledge

Speaking:
Sharing ideas about the importance of aesthetics in developing products
Discussing how cultural values affect ideas of beauty and aesthetic choices
Sharing personal aesthetic values
Speculating about why there are so many designs for a one-function object
Speculating about why a beautiful device is often more effective than an ugly one
Discussing the lecture about aesthetics and beauty
Using formal and informal expressions to admit a lack of knowledge
Role-playing an industrial design project team

Critical Thinking:
Speculating about why standards of beauty seem to change from era to era, generation to generation
Ranking adjectives according to personal aesthetic values
Speculating about the role of aesthetics in the effectiveness of a device
Identifying reference words that provide cohesion and their referents
Speculating about what makes a product beautiful
Distinguishing when and how to admit a lack of knowledge
Collaborating to design a more appealing product

Vocabulary Building:
Using definitions and context to place new vocabulary into appropriate sentences
Understanding and using new vocabulary in discussions about aesthetics and beauty

Focus on Testing (TOEFL*iBT): Answering comprehension questions with multiple answers

Chapter 5: TRANSITIONS

Features:
Radio Program: The Stages of Life - A View from Shakespeare
Learning Strategy: Understanding and Using Figurative Language
Language Function: "Telling It Like It Is"

Listening:
Listening for analogies and metaphors and the words that signal them
Listening for tone of voice for "telling it like it is"
Listening for expressions that "tell it like it is"
Listening for contextual cues and tone of voice that reveal characters' situations and emotions

Speaking:
Sharing feelings about life stages
Sharing ideas about E. Rogers's five levels of willingness to try new things
Recalling and sharing experiences of transitions in life
Sharing personal experiences relating to new vocabulary concepts
Sharing ideas about free will, fate, and time
Discussing the meanings of analogies and metaphors in a radio program
Brainstorming analogies
Role-playing characters that "tell it like it is"

Critical Thinking:
Speculating about why some people are more willing to try new things than others
Understanding and using figurative language
Theorizing about free will and fate
Interpreting quotes
Completing analogies and metaphors
Deciphering the meanings of analogies and metaphors
Choosing appropriate tone of voice and expressions when "telling it like it is"
Identifying what is revealed when speakers "tell it like it is"
Inferring speakers' attitudes from tone and expressions used
Using a graphic organizer to sort and categorize information

Vocabulary Building:
Using context to match new vocabulary words to definitions
Understanding and using new vocabulary in discussions about transitions

Focus on Testing (TOEFL*iBT): Answering classification questions that require sorting, classifying, or categorizing of information

Chapter 6: THE MIND

Features:
Lecture: Dreams and Reality
Learning Strategy: Understanding and Using Comparison and Contrast
Language Function: "Looking at the Bright Side"

Listening:
Listening for indicators of comparison and contrast
Listening for words signaling comparison and contrast
Listening for details of comparisons and contrasts
Listening for the positive view or the "bright side" expressed in conversations and a lecture

Speaking:
Discussing advantages and disadvantages of a virtual reality experience
Sharing ideas about the nature, purpose, and effects of dreams
Discussing the content of dreams and when and how often they occur
Discussing dreams that look back and dreams that seem to look forward
Comparing and discussing answers to exercises with classmates
Comparing and contrasting dreams
Role-playing a team of psychoanalysts analyzing patients' dreams
Interviewing people about their dreams
Debating dream-related topics as an optimist or a pessimist
Role-playing seeing the "bright side" of bad situations

Critical Thinking:
Speculating about the nature, purpose, and effects of dreams
Comparing and contrasting dreams
Analyzing and interpreting dreams
Summarizing or paraphrasing the positive view of the lecturer
Recognizing the "bright side" of a bad situation

Vocabulary Building:
Pooling knowledge and collaborating with classmates to match definitions to new vocabulary words
Using context and definitions to match new vocabulary words to their synonyms
Understanding and using new vocabulary in discussions about the mind

Focus on Testing (TOEFL*iBT): Answering a realistic mix of question types (including basic-information questions, pragmatic-information questions, and classification questions)

Chapter 7: WORKING

Features:
Webcast: Japanese and American Business Management
Learning Strategy: Listening For and Noting Causes and Effects
Language Function: Persuading and Giving In

Listening:
Listening for expressions signaling causes and effects
Listening and taking notes on causes and effects
Listening for expressions used to introduce persuasive arguments, enticing offers, and giving in
Listening for people persuading and giving in

Speaking:
Sharing personal experiences of good or bad jobs and ideas about the "perfect" job
Discussing W. Edwards Deming's principles of quality improvement
Discussing criteria for job satisfaction
Discussing assumptions about U.S. workers' job priorities
Sharing opinions about cooperation in the workplace
Discussing the effects of innovations
Presenting and giving in to persuasive or enticing arguments
Debating work-related issues
Role-playing people persuading and giving in

Critical Thinking:
Speculating about what would be a "perfect" job
Ranking criteria for job satisfaction
Researching assumptions about job satisfaction
Hypothesizing about the best ways to run a company
Identifying causes and effects given directly or implied in a lecture
Identifying and sorting the effects of innovations
Collaborating to come up with an innovation to make things easier
Identifying and using expressions used to introduce persuasive arguments, enticing offers, and giving in
Formulating convincing arguments in a debate

Vocabulary Building:
Pooling prior knowledge with classmates to match definitions to new vocabulary words
Using definitions and context to fill in blanks in a paragraph with new vocabulary words
Understanding and using new vocabulary in discussions about working

Focus on Testing (TOEFL*iBT): Taking notes for and responding to speaking questions involving the integration of skills (listening, speaking, and reading)

Chapter 8: BREAKTHROUGHS

Features:
Lecture: Discovering the Laws of Nature
Learning Strategy: What to Do When You Don't Understand Complex Concepts
Language Function: Giving and Receiving Compliments

Listening:
Practice listening strategies for understanding difficult concepts in a lecture
Listening for appropriate and inappropriate compliments in conversations
Listening for compliments in daily life

Speaking:
Sharing prior knowledge about the laws of nature
Sharing personal breakthroughs
Pooling knowledge about complex scientific concepts
Discussing strategy preferences when dealing with difficult concepts
Role-playing giving and receiving compliments and "buttering someone up"
Sharing experiences of receiving inappropriate compliments
Role-playing a team of scientists working on and explaining a breakthrough device

Critical Thinking:
Speculating about the practical uses of a theory
Paraphrasing/summarizing notes
Selecting strategies for dealing with difficult concepts
Describing scientific processes
Analyzing situations in which compliments are given and received

Vocabulary Building:
Using definitions and context to choose sentences that use new vocabulary with multiple meanings in the same way as in the lecture
Using definitions and context to choose sentences that use new vocabulary words correctly

Focus on Testing (TOEFL*iBT): Answering questions about biographical narratives by paying special attention to the chronology of events

Chapter 9: ART AND ENTERTAINMENT

Features:
Radio Program: Reality TV: Really Good or Really Bad?
Learning Strategy: Distinguishing Between Fact and Opinion
Language Function: Expressing Doubt or Disbelief

Listening:
Listening to get the gist of a radio program
Listening for facts and opinions in a radio program
Listening for expressions of doubt and disbelief in formal and informal situations

Speaking:
Sharing prior knowledge and opinions about reality TV
Discussing the effects of reality TV on its audience
Sharing reality TV show preferences
Role-playing a reality TV show producer
Expressing doubt or disbelief in formal and informal situations
Completing conversations with appropriate expressions of doubt or disbelief
Presenting "facts" (real or imaginary) and expressing doubts in a challenge game about personal experiences

Critical Thinking:
Speculating about the popularity of reality shows and why people want to be on them
Speculating about the positive and negative effects of reality TV
Identifying the effects of reality TV shows on their audience
Completing a crossword puzzle
Using specific strategies to distinguish between fact and opinion
Choosing appropriate ways to express doubt or disbelief

Vocabulary Building:
Using clues to complete a crossword puzzle containing new vocabulary
Understanding and using new vocabulary in discussions about reality TV

Focus on Testing (TOEFL*iBT): Recognizing and answering questions about speaker's opinions

Chapter 10: CONFLICT AND RESOLUTION

Features:
Resident Advisor Training Session: Dealing with Conflicts
Learning Strategy: Predicting Exam Questions
Language Function: Acquiescing and Expressing Reservations

Listening:
Listening for and noting important information likely to be on exams
Listening for acquiescence and reservations
Listening for three suggestions about dealing with conflict and deciding whether to acquiesce or express reservations
Listening for ways to express reservations

Speaking:
Sharing why quotes "speak" to you and/or are funny
Sharing experiences with conflicts
Discussing RA duties and conflicts in dorms
Discussing what might/might not be included on an exam
Sharing notes to answer exam questions
Discussing possible differences in tests constructed for different courses
Collaborating to write exam questions
Asking and answering exam questions
Discussing when and how to acquiesce or express reservations
Role-playing characters who must acquiesce or express reservations

Critical Thinking:
Solving a decoding puzzle
Speculating about RA duties and types of conflicts they might deal with
Evaluating possible exam questions
Using notes to answer exam questions
Analyzing differences in tests for different courses
Writing good exam questions
Determining how and when to acquiesce or express reservations

Vocabulary Building:
Pooling knowledge to match definitions to new vocabulary words
Placing new vocabulary into a "decoding" puzzle, decoding the quotes about conflict in the puzzle, and discussing their meanings
Understanding and using new vocabulary words in discussions about dealing with conflicts

Focus on Testing (TOEFL*iBT): Taking notes on and answering questions about information and point of view in classroom interactions