000			nam a22 7a 4500
999			_c1474 _d1474
005			20190111050324.0
008			180817b ||||| |||| 00| 0 eng d
020			_a9780077595203 (Student Book)
020			_a0077595203 (Student Book)
040			_cJCRC
100			_aHanreddy, Jami
245			_aMosaic 1 : _bListening/Speaking / _cJami Hanreddy and Elizabeth Whalley.
250			_a6th ed.
260			_aNew York : _bMcGraw-Hill ESL/ELT, _c2014.
300			_a xix, 221 p. : _bcol. ill. ; _c26 cm.
440			_aInteractions/Mosaic
505			_a"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			_aCONTENTS:
505			_aIntroducing Interactions/Mosaic Sixth Edition
505			_aChapter 1: NEW CHALLENGES
505			_aFeatures: _tPresentation: Don’t Lecture Me: A New Paradigm for the University of the Future _tLearning Strategy: Listening to Make Predictions _tLanguage Function: Offering and Requesting Clarification
505			_aListening: _tCritical listening to make predictions about what a speaker will say next _tListening for tone of voice that reveals intentions _tListening for expressions that offer clarification
505			_aSpeaking: _tSharing personal perspectives on academic lecture styles _tBrainstorming and sharing predictions about lecture content and real-world situations _tUsing appropriate expressions to request and offer clarification in formal and informal situations
505			_aCritical Thinking Skills: _tAnalyzing past, present and future lecturing styles _tUsing a graphic organizer to tap prior knowledge and enhance understanding _tPredicting what an instructor will say next _tComparing and contrasting class predictions _tAnalyzing a lecture's style
505			_aVocabulary Building: _tDetermining meaning from context _tCategorizing to deepen understanding of concepts _tUnderstanding and using new vocabulary in discussions of lecturing styles
505			_aFocus on Testing (TOEFL*iBT): Types of pragmatic-understanding questions
505			_aChapter 2: COOPERATION AND COMPETITION
505			_aFeatures: _tLecture: Penguin partners at the Pole _tLearning Strategy: Distinguishing Main Ideas and Supporting Details _tLanguage Function: Asking for Confirmation of Understanding
505			_aListening: _tDistinguishing main ideas and details in lecture _tListening for appropriate use of intonation with confirmation of understanding expressions
505			_aSpeaking: _tSharing personal observations of cooperation and competition _tCollaborating to brainstorm plans for a scientific expedition _tComparing outlining strategies with classmates _tSharing predictions of main ideas and details of a lecture _tDiscussing how to reach consensus on a controversial topic _tPresenting your views on a controversial topic _tAsking for confirmation of understanding during a lecture or informal presentation _tMaking and challenging excuses in everyday situations
505			_aCritical Thinking Skills: _tSpeculating about penguin behavior _tUsing a graphic organizer to brainstorm plans for a scientific expedition _tPredicting main ideas and supporting details _tIdentifying main ideas and supporting details _tConstructing a basic outline to sort out main ideas and details _tUsing an outline to organize notes on a research topic
505			_aVocabulary Building: _tMatching vocabulary words to appropriate context _tUnderstanding and using new vocabulary words in discussions of cooperation and competition
505			_aFocus on Testing (TOEFL*iBT): Pragmatic understanding of a speaker's attitudes, opinions, strategies and goals
505			_aChapter 3: RELATIONSHIPS
505			_aFeatures: _tLecture: Mom Always Liked You Best _tLearning Strategy: Understanding Straw Man Arguments _tLanguage Function: Making Generalizations
505			_aListening: _tListening for straw man arguments _tListening for data and details refuting straw man arguments _tListening for expressions used for generalizations
505			_aSpeaking: _tSharing perspectives on sibling and family relationships _tComparing and contrasting cross-cultural differences in sibling rank and relationships _tCritiquing the effectiveness of straw man arguments to change listeners’ assumptions _tSharing assumptions about life experiences _tRefuting others’ assumptions _tInterviewing someone in the community to check assumptions _tMaking generalizations _tParaphrasing generalizations
505			_aCritical Thinking Skills: _tUsing a graphic organizer to compare and contrast sibling rank and relationships across cultures _tDistinguishing straw man arguments from main points _tUsing an anticipatory guide to explore and test assumptions on a topic _tPredicting straw man arguments _tCritiquing the effectiveness of straw man arguments _tConstructing effective arguments to refute assumptions _tDoing research to check assumptions _tUsing adverbs of time to make generalizations
505			_aVocabulary Building: _tUsing definitions and contextual cues to place vocabulary words into sentences _tWriting about personal opinions and experiences to broaden understanding of new vocabulary concepts _tUnderstanding and using new vocabulary words in discussions about sibling and family relationships _tParaphrasing and using synonyms to deepen understanding of vocabulary signalizing generalizations
505			_aFocus on Testing (TOEFL*iBT): Pragmatic understanding of a speaker’s feelings and intentions
505			_aChapter 4: HEALTH AND LEISURE
505			_aFeatures: _tLecture: What Makes Us Tick: The Cardiac Muscle _tLearning Strategy: Understanding and Using Analogies _tLanguage Function: Expressing Opinions
505			_aListening: _tListening for the “gist” or main ideas _tListening for expressions used to make analogies _tNoting analogies in abbreviated form _tCompleting statements of personal opinion from a study session conversation
505			_aSpeaking: _tSharing prior knowledge about the heart and other body parts _tComparing body parts to mechanical devices _tDiscussing the effectiveness of analogies _tBrainstorming possible contexts for analogies _tSharing analogies that have become common expressions in one’s country _tExpressing personal opinions about health and fitness _tRole-playing characters involved in situations leading to debates about health issues
505			_aCritical Thinking Skills: _tUsing a graphic organizer to build background knowledge _tUnderstanding and using analogies _tUsing a graphic organizer to chart analogies and what they mean _tEvaluating the effectiveness of an analogy _tImagining possible contexts for analogies _tDistinguishing facts from personal opinions _tChoosing appropriate expressions to introduce opinions
505			_aVocabulary Building: _tUsing definitions and contextual cues to place vocabulary words into sentences _tUnderstanding and using new vocabulary in discussions about the heart and health
505			_aFocus on Testing (TOEFL*iBT): _tPragmatic understanding of opinions _tExpressing opinions on standardized tests
505			_aChapter 5: HIGH TECH, LOW TECH
505			_aFeatures: _tLecture: Spaceflight - A Simulation _tLearning Strategy: Taking Notes on a Field Trip _tLanguage Function: Shifting Between Active and Passive Voice
505			_aListening: _tListening for information to complete a handout on phases of a space mission _tListening for information to label and explain a diagram of a space exploration device _tListening to note measurements and amounts of things on a space mission _tListening for passive voice in conversations and during a spaceflight simulation
505			_aSpeaking: _tSharing prior knowledge about space exploration and high-tech versus low-tech solutions _tDebating the pros and cons of the privatization of space travel _tSharing Internet research on space exploration _tCollaborating to match labels to sequenced pictures of a space mission _tSaying numbers _tDescribing the phases of a space mission and the use of the RMA _tReporting a news event using passive voice
505			_aCritical Thinking Skills: _tAnalyzing the pros and cons of the privatization of space travel _tUtilizing specific strategies to get the most out of field trips _tResearching to build background knowledge _tMatching labels to sequenced pictures _tIdentifying the parts and functions on a diagram _tSelecting relevant notes to give a summary _tDistinguishing uses of the active and passive voice
505			_aVocabulary Building: _tUsing definitions and contextual cues to place vocabulary words into sentences _tUnderstanding and using new vocabulary in discussions about space exploration
505			_aFocus on Testing (TOEFL*iBT): Note-taking during listening passages
505			_aChapter 6: MONEY MATTERS
505			_aFeatures: _tRadio Program: The World Bank Under Fire _tLearning Strategy: Understanding and Constructing Pro and Con Arguments _tLanguage Function: Agreeing and Disagreeing
505			_aListening: _tListening for pro and con arguments about the World Bank _tUnderstanding expressions linking pros and cons _tListening for appropriate uses of expressions to agree and disagree
505			_aSpeaking: _tSharing opinions about the importance of money _tExploring relative values of modern conveniences versus preserving natural resources _tSharing prior knowledge about and personal experiences with banks _tBrainstorming challenging questions about the World Bank _tBrainstorming ways to invest money _tPresenting ideas on ways to invest money _tAgreeing and disagreeing with things about the World Bank _tSupporting or challenging items in the news _tSimulation game: Planning for the prosperity of a nation
505			_aCritical Thinking Skills: _tEvaluating the worth of a project _tUsing a sunray graphic organizer to tap prior knowledge _tIdentifying the pros and cons of banks _tMatching pro and con arguments _tFormulating challenging questions _tEvaluating whether answers are adequate or not _tBrainstorming, organizing, and presenting ideas to a group on the best ways to invest money _tDetermining how to agree/disagree confidently, yet politely _tSupporting or challenging items in the news _tSpeculating about how to make a country more prosperous
505			_aVocabulary Building: _tUsing definitions and contextual clues to complete a crossword puzzle _tUnderstanding and using new vocabulary in discussions about money matters
505			_aFocus on Testing (TOEFL*iBT): Making inferences when listening to informal conversations and listening passages
505			_aChapter 7: REMARKABLE INDIVIDUALS
505			_aFeatures: _tCelebrity Profile: Lance Armstrong, Uphill Racer _tLearning Strategy: Listening for Chronological Order _tLanguage Function: Expressing Likes and Dislikes, Pleasure and Displeasure
505			_aListening: _tListening for time and sequence words as clues to chronological order _tListening to sort events in a person’s life into general chronological time periods and to complete a timeline _tListening for expressions of likes and dislikes, pleasure and displeasure _tListening for consequences of choice of expressions of likes and dislikes, pleasure and displeasure, and tone of voice
505			_aSpeaking: _tSharing opinions about types of remarkable feats _tSharing stories about remarkable feats _tCollaborating to complete a Venn diagram of remarkable feats _tCollaborating to put story parts into chronological order _tCollaborating to complete a timeline of life events _tTelling a story in chronological order _tReaching consensus on ways to express likes and dislikes, pleasure and displeasure in real world situations _tDiscussing likes and dislikes, pleasure and displeasure regarding goals and interests
505			_aCritical Thinking Skills: _tComparing/contrasting and ranking remarkable feats _tUsing a Venn diagram to show things groups have in common _tUsing time and sequence words as clues to chronological order _tTuning in to the logic of chronological order _tPutting story parts into chronological order _tUsing a graphic organizer to sort events into general chronological time periods _tUsing a timeline to sort events into narrow chronological time periods _tChoosing appropriate ways to express likes and dislikes, pleasure and displeasure
505			_aVocabulary Building: _tPooling knowledge with classmates to match words to definitions _tUsing new vocabulary to answer contextualized questions
505			_aFocus on Testing (TOEFL*iBT): Expressing preferences on standardized tests
505			_aChapter 8: CREATIVITY
505			_aFeatures: _tLecture: Drive and Creativity in the Workplace: The Mismatch Between What Science Knows and What Business Does _tLearning Strategy: Listening for Signal Words _tLanguage Function: Divulging Information
505			_aListening: _tListening for signal words to guide note-taking _tListening for the main points in a lecture about drive and creativity _tListening for tone of voice and body language signals _tListening for ways of divulging information _tListening for divulged information
505			_aSpeaking: _tSharing ideas about what motivates you at work, school, and play _tDiscussing different ways to become more creative _tSharing puzzle and problem solutions that use your creativity _tCreatively using tone of voice and body language signals to communicate _tCompleting and role-playing conversations containing divulged information
505			_aCritical Thinking Skills: _tComparing kinds of creativity _tIdentifying when and where you have been the most creative _tSolving a brainteaser puzzle _tIdentifying the main points in a lecture on drive and creativity _tIdentifying tone of voice and body language signals _tIdentifying whether “divulged” information is critical _tDistinguishing and using appropriate ways to divulge information
505			_aVocabulary Building: _tUsing definitions and contextual cues to place vocabulary words into sentences _tUsing new vocabulary in discussions about creativity
505			_aFocus on Testing (TOEFL*iBT): Listening for signal words and other cues to take better notes during listening passages on standardized tests
505			_aChapter 9: HUMAN BEHAVIOR
505			_aFeatures: _tLecture: Group Dynamics _tLearning Strategy: Recognizing Digressions _tLanguage Function: Using Tag Questions to Ask for Information or Confirmation, or to Challenge
505			_aListening: _tListening for expressions introducing digressions and returns to the main topic _tListening for and understanding the reasons for digressions _tListening for specific information in a lecture _tListening for tone conveying intention in tag questions _tListening for genuine, rhetorical, and challenging tag questions in conversations and in a lecture
505			_aSpeaking: _tSpeculating about behavior _tDiscussing the benefits of volunteerism _tSharing preferences regarding time spent alone and time spent with others _tSharing prior knowledge about social behaviors _tDiscussing the whys and hows of digressions in informal situations _tPredicting and discussing digressions in a lecture _tReporting to the class about digressions heard outside of class _tDiscussing group dynamics _tUsing tag questions to ask for information or confirmation, or to challenge
505			_aCritical Thinking Skills: _tSpeculating about human behavior _tIdentifying and analyzing the reasons for digressions and returns to the main topic _tUsing a graphic organizer to chart predictions about reasons for, and expressions introducing digressions _tAnalyzing groups dynamics _tDiscerning subtle differences between genuine, rhetorical, and challenging tag questions _tUsing a graphic organizer to chart types and elements of tag questions
505			_aVocabulary Building: _tChoosing definitions that fit words as they are used in particular contexts _tUnderstanding and using new vocabulary in discussions about human behavior
505			_aFocus on Testing (TOEFL*iBT): Pragmatic understanding of transition phrases relating to digressions
505			_aChapter 10: CRIME AND PUNISHMENT
505			_aFeatures: _tLecture: Human Choice - Predetermination or Free Will? _tLearning Strategy: Paraphrasing _tLanguage Function: Wishes, Hopes, and Desires
505			_aListening: _tListening to paraphrase parts of a lecture _tListening for expressions of wishes, hopes, and desires in conversations and lectures _tListening to paraphrase wishes, hopes, and desires
505			_aSpeaking: _tDiscussing if punishments fit their crimes _tDiscussing whether “unfair” laws should be broken _tDiscussing harsh punishments as deterrents to crime _tSharing personal experiences with “wrongdoing” _tSharing prior opinions about predetermination and free will _tReading paraphrases aloud to classmates _tParaphrasing issues/problems for group discussions _tParaphrasing a speaker’s wishes, hopes, and desires _tSharing hopes and wishes _tRole-playing characters expressing hopes and wishes
505			_aCritical Thinking Skills: _tParaphrasing what an instructor says about predetermination and free will _tParaphrasing what an instructor says about predetermination and free will _tParaphrasing an instructor’s wishes, hopes, and desires _tDistinguishing the subtle difference between hopes and wishes _tUsing graphic organizers such as tables and charts to organize information
505			_aVocabulary Building: _tPooling knowledge with classmates to match words to definitions _tUnderstanding and using new vocabulary in discussions about predetermination and free will
505			_aFocus on Testing (TOEFL*iBT): _tAnswering idea-connection questions _tAnswering multiple-choice and table format questions
505			_aAppendix
505			_aAudioscript
505			_aVocabulary Index
505			_aSkills index
650			_aEnglish language _vTextbooks for foreign speakers.
650			_aEnglish language _vStudy and teaching as a second language.
650			_aCollege readers.
650			_aEnglish language.
700			_aWhalley, Elizabeth
856			_uhttps://www.mheducation.ca/highereducation/products/9780077595203/mosaic+1+listening+and+speaking+student+book/ _zPublisher's Website.
942			_2z _cBK