Mosaic 1 : Listening/Speaking /
Jami Hanreddy and Elizabeth Whalley.
- 6th ed.
- New York : McGraw-Hill ESL/ELT, 2014.
- xix, 221 p. : col. ill. ; 26 cm.
- Interactions/Mosaic .
"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