000			nam a22 7a 4500
999			_c1475 _d1475
005			20190112045430.0
008			180817b ||||| |||| 00| 0 eng d
020			_a9780077595210 (Student Book)
020			_a0077595211 (Student Book)
040			_cJCRC
100			_aHanreddy, Jami
245			_aMosaic 2 : _bListening/Speaking / _cJami Hanreddy and Elizabeth Whalley.
250			_a6th ed.
260			_aNew York : _bMcGraw-Hill ESL/ELT, _c2014.
300			_a xxi, 258 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			_aChapter 1: LANGUAGE AND LEARNING
505			_aFeatures: _tLecture: Why English? Henry Hitchings' Views on the Current Lingua Franca _tLearning Strategy: Listening for Main Ideas _tLanguage Function: Requesting the Main Point
505			_aListening: _tListening for main ideas in a lecture about English as the new lingua franca _tListening for details in a lecture about English as the new lingua franca _tListening for the main points of your classmates' English-language-learning autobiographies _tListening to evaluate whether speakers get to the point or beat around the bush _tListening for appropriate expressions and tone of voice for requesting the main point
505			_aSpeaking: _tExpressing ideas and opinions on the role of English as a world language _tRecollecting language-learning experiences _tComparing answers to questions about main points _tPresenting your English-language-learning autobiography _tComparing main points in English-language-learning autobiographies _tRequesting the main point during lectures and situation role-plays
505			_aCritical Thinking: _tSpeculating about why the number of world languages is decreasing _tUtilizing introduction, body, and conclusion to discern the main ideas in a lecture _tEvaluating a lecturer's style _tEvaluating speakers' effectiveness in getting to the main point _tEvaluating appropriateness of expressions and tone of voice _tSelecting context-appropriate expressions for requesting the main point
505			_aVocabulary Building: _tUsing definitions and context to place new vocabulary into appropriate sentences _tUnderstanding and using new vocabulary in discussions about language learning
505			_aFocus on Testing (TOEFL*iBT): Taking notes to answer basic-comprehension questions
505			_aChapter 2: DANGER AND DARING
505			_aFeatures: _tLecture: Hooked on Thrills _tLearning Strategy: Noting Specific Details _tLanguage Function: Saying Yes and No
505			_aListening: _tListening to note specific details in one of seven outline formats _tListening for ways of expressing yes and no and the feelings that are revealed
505			_aSpeaking: _tSharing prior knowledge of thrill-seekers and thrill-seeking activities _tSharing opinions about reasons for thrill seeking _tSharing personal thrilling experiences _tSharing speculations about which people are more likely to be thrill seekers than others _tComparing note-taking methods and results with classmates _tGiving a presentation about a daredevil stunt _tResponding to questions with a variety of yes and no expressions _tGiving and taking a survey on risk taking
505			_aCritical Thinking: _tIdentifying thrilling experiences and common reasons for thrill seeking _tChoosing a note-taking strategy that works best for you _tSpeculating about which people are more likely to be thrill seekers than others _tUsing a graphic organizer to reorganize information from notes that might be on a test _tUsing a prepared outline to give a presentation _tUsing a graphic organizer to rate strength of yes and no expressions _tSelecting yes and no expressions that match feelings
505			_aVocabulary Building: _tUsing definitions and context to place vocabulary words into appropriate sentences _tUnderstanding and using new vocabulary in discussions about danger and daring
505			_aFocus on Testing (TOEFL*iBT): Using notes to answer basic-comprehension questions about specific details
505			_aChapter 3: GENDER AND RELATIONSHIPS
505			_aFeatures: _tLecture: I Want a Wife _tLearning Strategy: Using Abbreviations _tLanguage Function: Extending Congratulations and Condolences
505			_aListening: _tListening for things that can be abbreviated when taking notes _tListening for expressions of congratulations and condolence in conversation _tListening for tone of voice to distinguish sincere from insincere congratulations
505			_aSpeaking: _tDiscussing the changing roles of women in education and the workplace _tDiscussing your family's economic arrangement _tDiscussing the most important qualities of the "perfect" wife and "perfect" husband _tSharing and comparing note-taking symbols _tGuessing and explaining the meanings of abbreviations and symbols _tSharing expressions of congratulations and condolences from your communities/cultures _tExpressing congratulations and condolences in a role-play
505			_aCritical Thinking: _tIdentifying the qualities of a "perfect" husband and "perfect" wife _tIdentifying ways to abbreviate when taking notes _tUsing symbols to communicate messages _tUsing tone of voice as a cue to distinguish sincerity from insincerity _tChoosing appropriate expressions of congratulations and condolences
505			_aVocabulary Building: _tUsing definitions and context to place new vocabulary into blanks in an email _tUnderstanding and using new vocabulary in discussions about household roles played by a husband and wife
505			_aFocus 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			_aChapter 4: AESTHETICS AND BEAUTY
505			_aFeatures: _tConference Presentation: Looking Good Matters - Aesthetics as a Pillar of Industrial Design _tLearning Strategy: Using Reference to Create Cohesion _tLanguage Function: Admitting a Lack of Knowledge
505			_aListening: _tListening for the gist and main points of a lecture _tListening for reference words that create cohesion _tListening for formal and informal admissions of a lack of knowledge
505			_aSpeaking: _tSharing ideas about the importance of aesthetics in developing products _tDiscussing how cultural values affect ideas of beauty and aesthetic choices _tSharing personal aesthetic values _tSpeculating about why there are so many designs for a one-function object _tSpeculating about why a beautiful device is often more effective than an ugly one _tDiscussing the lecture about aesthetics and beauty _tUsing formal and informal expressions to admit a lack of knowledge _tRole-playing an industrial design project team
505			_aCritical Thinking: _tSpeculating about why standards of beauty seem to change from era to era, generation to generation _tRanking adjectives according to personal aesthetic values _tSpeculating about the role of aesthetics in the effectiveness of a device _tIdentifying reference words that provide cohesion and their referents _tSpeculating about what makes a product beautiful _tDistinguishing when and how to admit a lack of knowledge _tCollaborating to design a more appealing product
505			_aVocabulary Building: _tUsing definitions and context to place new vocabulary into appropriate sentences _tUnderstanding and using new vocabulary in discussions about aesthetics and beauty
505			_aFocus on Testing (TOEFL*iBT): Answering comprehension questions with multiple answers
505			_aChapter 5: TRANSITIONS
505			_aFeatures: _tRadio Program: The Stages of Life - A View from Shakespeare _tLearning Strategy: Understanding and Using Figurative Language _tLanguage Function: "Telling It Like It Is"
505			_aListening: _tListening for analogies and metaphors and the words that signal them _tListening for tone of voice for "telling it like it is" _tListening for expressions that "tell it like it is" _tListening for contextual cues and tone of voice that reveal characters' situations and emotions
505			_aSpeaking: _tSharing feelings about life stages _tSharing ideas about E. Rogers's five levels of willingness to try new things _tRecalling and sharing experiences of transitions in life _tSharing personal experiences relating to new vocabulary concepts _tSharing ideas about free will, fate, and time _tDiscussing the meanings of analogies and metaphors in a radio program _tBrainstorming analogies _tRole-playing characters that "tell it like it is"
505			_aCritical Thinking: _tSpeculating about why some people are more willing to try new things than others _tUnderstanding and using figurative language _tTheorizing about free will and fate _tInterpreting quotes _tCompleting analogies and metaphors _tDeciphering the meanings of analogies and metaphors _tChoosing appropriate tone of voice and expressions when "telling it like it is" _tIdentifying what is revealed when speakers "tell it like it is" _tInferring speakers' attitudes from tone and expressions used _tUsing a graphic organizer to sort and categorize information
505			_aVocabulary Building: _tUsing context to match new vocabulary words to definitions _tUnderstanding and using new vocabulary in discussions about transitions
505			_aFocus on Testing (TOEFL*iBT): Answering classification questions that require sorting, classifying, or categorizing of information
505			_aChapter 6: THE MIND
505			_aFeatures: _tLecture: Dreams and Reality _tLearning Strategy: Understanding and Using Comparison and Contrast _tLanguage Function: "Looking at the Bright Side"
505			_aListening: _tListening for indicators of comparison and contrast _tListening for words signaling comparison and contrast _tListening for details of comparisons and contrasts _tListening for the positive view or the "bright side" expressed in conversations and a lecture
505			_aSpeaking: _tDiscussing advantages and disadvantages of a virtual reality experience _tSharing ideas about the nature, purpose, and effects of dreams _tDiscussing the content of dreams and when and how often they occur _tDiscussing dreams that look back and dreams that seem to look forward _tComparing and discussing answers to exercises with classmates _tComparing and contrasting dreams _tRole-playing a team of psychoanalysts analyzing patients' dreams _tInterviewing people about their dreams _tDebating dream-related topics as an optimist or a pessimist _tRole-playing seeing the "bright side" of bad situations
505			_aCritical Thinking: _tSpeculating about the nature, purpose, and effects of dreams _tComparing and contrasting dreams _tAnalyzing and interpreting dreams _tSummarizing or paraphrasing the positive view of the lecturer _tRecognizing the "bright side" of a bad situation
505			_aVocabulary Building: _tPooling knowledge and collaborating with classmates to match definitions to new vocabulary words _tUsing context and definitions to match new vocabulary words to their synonyms _tUnderstanding and using new vocabulary in discussions about the mind
505			_aFocus on Testing (TOEFL*iBT): Answering a realistic mix of question types (including basic-information questions, pragmatic-information questions, and classification questions)
505			_aChapter 7: WORKING
505			_aFeatures: _tWebcast: Japanese and American Business Management _tLearning Strategy: Listening For and Noting Causes and Effects _tLanguage Function: Persuading and Giving In
505			_aListening: _tListening for expressions signaling causes and effects _tListening and taking notes on causes and effects _tListening for expressions used to introduce persuasive arguments, enticing offers, and giving in _tListening for people persuading and giving in
505			_aSpeaking: _tSharing personal experiences of good or bad jobs and ideas about the "perfect" job _tDiscussing W. Edwards Deming's principles of quality improvement _tDiscussing criteria for job satisfaction _tDiscussing assumptions about U.S. workers' job priorities _tSharing opinions about cooperation in the workplace _tDiscussing the effects of innovations _tPresenting and giving in to persuasive or enticing arguments _tDebating work-related issues _tRole-playing people persuading and giving in
505			_aCritical Thinking: _tSpeculating about what would be a "perfect" job _tRanking criteria for job satisfaction _tResearching assumptions about job satisfaction _tHypothesizing about the best ways to run a company _tIdentifying causes and effects given directly or implied in a lecture _tIdentifying and sorting the effects of innovations _tCollaborating to come up with an innovation to make things easier _tIdentifying and using expressions used to introduce persuasive arguments, enticing offers, and giving in _tFormulating convincing arguments in a debate
505			_aVocabulary Building: _tPooling prior knowledge with classmates to match definitions to new vocabulary words _tUsing definitions and context to fill in blanks in a paragraph with new vocabulary words _tUnderstanding and using new vocabulary in discussions about working
505			_aFocus on Testing (TOEFL*iBT): Taking notes for and responding to speaking questions involving the integration of skills (listening, speaking, and reading)
505			_aChapter 8: BREAKTHROUGHS
505			_aFeatures: _tLecture: Discovering the Laws of Nature _tLearning Strategy: What to Do When You Don't Understand Complex Concepts _tLanguage Function: Giving and Receiving Compliments
505			_aListening: _tPractice listening strategies for understanding difficult concepts in a lecture _tListening for appropriate and inappropriate compliments in conversations _tListening for compliments in daily life
505			_aSpeaking: _tSharing prior knowledge about the laws of nature _tSharing personal breakthroughs _tPooling knowledge about complex scientific concepts _tDiscussing strategy preferences when dealing with difficult concepts _tRole-playing giving and receiving compliments and "buttering someone up" _tSharing experiences of receiving inappropriate compliments _tRole-playing a team of scientists working on and explaining a breakthrough device
505			_aCritical Thinking: _tSpeculating about the practical uses of a theory _tParaphrasing/summarizing notes _tSelecting strategies for dealing with difficult concepts _tDescribing scientific processes _tAnalyzing situations in which compliments are given and received
505			_aVocabulary Building: _tUsing definitions and context to choose sentences that use new vocabulary with multiple meanings in the same way as in the lecture _tUsing definitions and context to choose sentences that use new vocabulary words correctly
505			_aFocus on Testing (TOEFL*iBT): Answering questions about biographical narratives by paying special attention to the chronology of events
505			_aChapter 9: ART AND ENTERTAINMENT
505			_aFeatures: _tRadio Program: Reality TV: Really Good or Really Bad? _tLearning Strategy: Distinguishing Between Fact and Opinion _tLanguage Function: Expressing Doubt or Disbelief
505			_aListening: _tListening to get the gist of a radio program _tListening for facts and opinions in a radio program _tListening for expressions of doubt and disbelief in formal and informal situations
505			_aSpeaking: _tSharing prior knowledge and opinions about reality TV _tDiscussing the effects of reality TV on its audience _tSharing reality TV show preferences _tRole-playing a reality TV show producer _tExpressing doubt or disbelief in formal and informal situations _tCompleting conversations with appropriate expressions of doubt or disbelief _tPresenting "facts" (real or imaginary) and expressing doubts in a challenge game about personal experiences
505			_aCritical Thinking: _tSpeculating about the popularity of reality shows and why people want to be on them _tSpeculating about the positive and negative effects of reality TV _tIdentifying the effects of reality TV shows on their audience _tCompleting a crossword puzzle _tUsing specific strategies to distinguish between fact and opinion _tChoosing appropriate ways to express doubt or disbelief
505			_aVocabulary Building: _tUsing clues to complete a crossword puzzle containing new vocabulary _tUnderstanding and using new vocabulary in discussions about reality TV
505			_aFocus on Testing (TOEFL*iBT): Recognizing and answering questions about speaker's opinions
505			_aChapter 10: CONFLICT AND RESOLUTION
505			_aFeatures: _tResident Advisor Training Session: Dealing with Conflicts _tLearning Strategy: Predicting Exam Questions _tLanguage Function: Acquiescing and Expressing Reservations
505			_aListening: _tListening for and noting important information likely to be on exams _tListening for acquiescence and reservations _tListening for three suggestions about dealing with conflict and deciding whether to acquiesce or express reservations _tListening for ways to express reservations
505			_aSpeaking: _tSharing why quotes "speak" to you and/or are funny _tSharing experiences with conflicts _tDiscussing RA duties and conflicts in dorms _tDiscussing what might/might not be included on an exam _tSharing notes to answer exam questions _tDiscussing possible differences in tests constructed for different courses _tCollaborating to write exam questions _tAsking and answering exam questions _tDiscussing when and how to acquiesce or express reservations _tRole-playing characters who must acquiesce or express reservations
505			_aCritical Thinking: _tSolving a decoding puzzle _tSpeculating about RA duties and types of conflicts they might deal with _tEvaluating possible exam questions _tUsing notes to answer exam questions _tAnalyzing differences in tests for different courses _tWriting good exam questions _tDetermining how and when to acquiesce or express reservations
505			_aVocabulary Building: _tPooling knowledge to match definitions to new vocabulary words _tPlacing new vocabulary into a "decoding" puzzle, decoding the quotes about conflict in the puzzle, and discussing their meanings _tUnderstanding and using new vocabulary words in discussions about dealing with conflicts
505			_aFocus on Testing (TOEFL*iBT): Taking notes on and answering questions about information and point of view in classroom interactions
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/9780077595210/mosaic+2+listening+and+speaking+student+book/ _zPublisher's Website.
942			_2z _cBK