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Suggested ideas Tense: past, present, or future Who you are describing His her appearance and clothing His her interests and hobbies and character General Personal Impression: beautifulpretty, handsome, plain, cool, smart, cute Age: adolescent, mature, middleaged, grownup, oldelderlysenior citizen, immature, in his earlymidlate twenties, teenager, toddler, infant, young, juvenile Height: averagemediumheight, short, tall Build or Figure: obesefatoverweight, slimthinskinny, plump, slender Hair: thickthin hair, blackbrowngreyblond hair, curlywavystraight hair, fringe, bushy, eyebrow to gobe bald, to grow a bearda moustachesideburns, to wear one’s hair updown, to wear a wig longshort hair Face: roundsquareovallongthin face, thick lips, fairdark complexion, flatpointed nose, to have freckles, a molea scar on the face, highnarrow forehead, rosy cheeks, to wear heavylight makeup Clothes: casual clothes, checked clothes, designer coat, sportswear, striped slur Interest: collecting stamp, gardening, sports, travelling, etc. Job: fulltime job, parttime job, selfemployed Their Life So Far: achievement, eminent, family background, high social status Character: humorous, a good listener, perfectionist, absentminded, imaginative, independent, intelligent, aggressive, artistic, introvert, irritating, attentive, kindheartedkind, broadminded, careless, narrowminded, openminded, caring, cheerful, optimistic, organised, competent, considerate, ourgoingextrovert, creative, patient, pessimistic, polite, curious, dependable, dependent, punctual, diligent, quicktempered, diplomatic, relaxed, reliable, disorganised, down to earthpractical, responsible, easygoing, selfconfident, efficientinefficient, sensitive, sociable, energetic, enthusiastic, excited, strictstern, thoughtful, flexible, to have a sense of humour, frank, trustworthy, reliable, friendly, understanding, generous, unselfish, gentle General Words: to hold somebody in respect, to lose contacttouch with mutual respect, to admire, to adore, to share happiness and sorrow with, to dependrely on (upon), to share the same interests, to have a lotlittle in common.
TC?L { YEN SENTENCE DEVELOPMENT AND INTRODUCTION TO THE PARAGRAPH Cheryl Pavlik Lawrence J Zwier Contributor, Focus on Testing Meredith Pike-Baky Writing Strand Leader Interactions 1 Writing, Silver Edition Published by McGraw-Hill ESL/ELT, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020 Copyright © 2007 by The McGraw-Hill Companies, Inc All rights reserved No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or re- trieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning ISBN 18: 978-0-07-125829-6 ISBN 10: 0-07-125829-9 : 123456789 10 CTPMPM 11 10 09 08 07 The credits section for this book begins on page 192 and is considered an extension of the copyright page : Cover photo: Steve Allen/Creatas Images Printed in Singapore INTERNATIONAL EDITION ISBN: 0-07-125829-9 Copyright © 2007 Exclusive rights by The McGraw-Hill Companies, Inc for manufac- ture and export This book cannot be re-exported from the country to which it is sold by McGraw-Hill The International Edition is not available in North America McGraw-Hill A Special Thank You The Interactions/Mosaic Silver Edition team wishes to thank our extended team: teachers, students, administrators, and teacher trainers, all of whom contributed invaluably to the ‘making of this edition Macarena Aguilar, North Harris College, Houston, u Cheryl Magnant, Sungkyunkwan University, Seoul, Texas a Mohamad Al-Alam, Imam Mohammad Korea s Narciso Maldonado Iuit, Escuela Tecnica University, Riyadh, Saudi Arabia a Faisal M Al Mohanna Electricista, Mexico City, Mexico m Shaun Manning, Abaalkhail, King Saud University, Riyadh, Saudi Hankuk University of Foreign Studies, Seoul, Arabia; Amal Al-Toaimy, Women’s College, Prince Korea a Yoshiko Matsubayashi, Tokyo International Sultan University, Riyadh, Saudi Arabia a Douglas University, Saitama, Japan a Scott Miles, Sogang Arroliga, Ave Maria University, Managua, Nicaragua University, Seoul, Korea a William Mooney, Chinese a Fairlie Atkinson, Sungkyunkwan University, Seoul, Culture University, Taipei, Taiwan R.O.C a Jeff Moore, Korea a Jose R Bahamonde, Miami-Dade Community Sungkyunkwan University, Seoul, Korea = Mavelin de College, Miami, Florida a John Ball, Universidad Moreno, Lehnsen Roosevelt School, Guatemala City, de las Americas, Mexico City, Mexico a Steven Bell, Guatemala s Ahmed Motala, University of Sharjah, Universidad la Salle, Mexico City, Mexico n Damian Sharjah, United Arab Emirates a Carlos Navarro, Benstead, Sungkyunkwan University, Seoul, Korea a University of Costa Rica, San Jose, Costa Ricas Dan Paul Cameron, National Chengchi University, Taipei, Neal, Chih Chien University, Taipei, Taiwan R.O.C Taiwan R.O.C a Sun Chang, Soongsil University, Seoul, Margarita Novo, University of Costa Rica, SanJose, _ Costa Rica a Karen O'Neill, San Jose State University, Korea a Grace Chao, Soochow University, Taipei, San Jose, California = Linda O’Roke, City College of San Francisco, San Francisco, Californiaa Martha Taiwan R.O.C a Chien Ping Chen, Hua Fan University, Padilla, Colegio de Bachilleres de Sinaloa, Culiacan, Taipei, Taiwan R.O.C a Selma Chen, Chihlee Institute Mexico a Allen Quesada, University of Costa Rica, San of Technology, Taipei, Taiwan R.O.C a Sylvia Chiu, Jose, Costa Rica a Jim Rogge, Broward Community Soochow University, Taipei, Taiwan R.O.C a Mary College, Ft Lauderdale, Florida a Marge Ryder, City Colonna, Columbia University, New York, New York College of San Francisco, San Francisco, California # Lee Culver, Miami-Dade Community College, a Gerardo Salas, University of Costa Rica, San Jose, Miami, Florida a Joy Durighello, City College of San Costa Rica a Shigeo Sato, Tamagawa University, Francisco, San Francisco, California a Isabel Del Valle, Tokyo, Japan a Lynn Schneider, City College of San ULATINA, San Jose, Costa Rica = Linda Emerson, Francisco, San Francisco, California s Devan Scoble, Sogang University, Seoul, Korea a Esther Entin, Sungkyunkwan University, Seoul, Korea a Maryjane Miami-Dade Community College, Miami, Florida a Scott, Soongsil University, Seoul, Korea a Ghaida Glenn Farrier, Gakushuin Women’s College, Tokyo, Shaban, Makassed Philanthropic School, Beirut, Japan a Su Wei Feng, Taipei, Taiwan R.O.C a Judith Lebanon a Maha Shalok, Makassed Philanthropic Garcia, Miami-Dade Community College, Miami, School, Beinif, Lebanon a John Shannon, University of Florida a Maxine Gillway, United Arab Emirates Sharjah, Sharjah, United Arab Emirates a Elsa Sheng, , University, Al Ain, United Arab Emirates s Colin National Technology College of Taipei, Taipei, ` Gullberg, Soochow University, Taipei, Taiwan R.O.C Taiwan R.0.C a Ye-Wei Sheng, National Taipei College a Natasha Haugnes, Academy of Art University, San of Business, Taipei, Taiwan R.O.C = Emilia Sobaja, Francisco, California a Barbara Hockman, City College - University of Costa Rica, San Jose, Costa Rica of San Francisco, San Francisco, California a Jinyoung You-Souk Yoon, Sungkyunkwan University, Seoul, Hong, Sogang University, Seoul, Korea a Sherry Hsieh, Koreaa Shanda Stromfield, San Jose State Christ’s College, Taipei, Taiwan R.O.C a Yu-shen Hsu, University, San Jose, California a Richard Swingle, Soochow University, Taipei, Taiwan R.0.C a Cheung Kansai Gaidai College, Osaka, Japan a Carol Sung, Kai-Chong, Shih-Shin University, Taipei, Taiwan R.O.C Christ’s College, Taipei, Taiwan R.O.C a Jeng-Vih Tim Hsu, National Kaohsiung First University of Leslie Kanberg, City College of San Francisco, San Science and Technology, Kaohsiung, Taiwan R.O.C Francisco, California a Gregory Keech, City College a Shinichiro Torikai, Rikkyo University, Tokyo, Japan of San Francisco, San Francisco, Californiaa Susan Sungsoon Wang, Sogang University, Seoul, Koreaa Kelly, Sogang University, Seoul, Korea s Myoungsuk Kathleen Wolf, City College of San Francisco, San Kim, Soongsil University, Seoul, Korean Youngsuk Francisco, California a Sean Wray, Waseda University Kim, Soongsil University, Seoul, Korea a Roy Langdon, International, Tokyo, Japan s Belinda Yanda, Academy Sungkyunkwan University, Seoul, Korea a Rocio of Art University, San Francisco, California a Su Huei Lara, University of Costa Rica, San Jose, Costa Ricaa - Yang, National Taipei College of Business, Taipei, Insung Lee, Soongsil University, Seoul, Korea a Andy Taiwan R.O.C a Tzu Yun Yu, Chungyu Institute of Leung, National Tsing Hua University, Taipei, Taiwan: Technology, Taipei, Taiwan R.O.C R.O.C a Elisa Li Chan, University of Costa Rica, San _ Jose, Costa Rica a Elizabeth Lorenzo, Universidad Internacional de las Americas, San Jose, Costa Rica Welcome to Interactions/Mosaic Silver Edition vi Scope and Sequence T999 KT nh nh KT ch thu xii Chapter Academic Life Around the World 2 § Chapter Experiencing Nature 20 Chapter b Living to Eat or Eating to Live? 40 Chapter In the Community 58 Chapter Home 76 Chapter | Cultures of the World : 92 Chapter Dã # Health 108 Chapter Entertainment.and the Media 126 Chapter Social Life 144 Chapter SpOFfS 162 Appendices ¬ ct debe cues ee seseecsertetettieneseseenenens 180 Skills Index boc eceuteseetutueeettetereutervettereetetennees 189 Interactions/Mosaic Silver Edition is a fully-integrated, 18-book academic skills series Language proficiencies are articulated from the beginning through advanced levels within each of the four language skill strands Chapter themes articulate across the four skill strands to systematically recycle content, vocabulary, and grammar NEW to the Silver Edition: World’s most popular and comprehensive academic skills series— thoroughly updated for today’s global learners Writing Articulation Chart outlines how the Interactions/Mosaic writing program leads students from sentence building to academic essay writing Writing revision process focuses on Revising (focusing on the big picture) and Editing ocusing on the word and sentence level) New strategies and activities for the TOEFL® iBT build invaluable test taking skills New “Best Practices” approach promotes excellence in language teaching NEW to Interactions 1 Writing: m All new content:—Chapter 10 Sports Transparent chapter structure with consistent part headings, activity labeling, and clear guidance—strengthens the academic experience: Part 1:Before You Write Part 2: Developing Writing Skills Part 3: Revising and Editing Part 4: Expansion Activities , Systematically structured, multi-step Writing Process culminates inao g Writing Product task New and direct connections between writing and grammar tie the writing skill in focus with the grammar structures needed to develop each writing skill New communicative activities invite students to interact meaningfully with target words to build vocabulary skills for writing New self-evaluation rubric for each chapter supports the learner as he or she builds confidence and autonomy in academic writing ar * TOEFL is a registered trademark of Education Testing Service (ETS) This publication is not endorsed or approved by ETS vi Our Interactions/Mosaic Silver Edition team has produced an edition that focuses on Best Practices, principles that contribute to excellent lan- guage teaching and learning Our team of writers, editors, and teacher con- sultants has identified the following six interconnected Best Practices: aking Use of Academic Content Materials and tasks based on academic content and experiences give learning real purpose Students explore real world issues, discuss aca- demic topics, and study content-based and thematic materials Irganizing Information Students learn to organize thoughts and notes through a variety of graphic organizers that accommodate diverse learning and thinking styles caffolding Instruction = ©) > 2S - + - eee bì A scaffold is a physical structure that facilitates construction’ of a building Similarly, scaffolding instruction is a tool used to facilitate language learn- ing in the form of predictable and flexible tasks Some examples include oral or written modeling by the teacher or students, placing information in a larger framework, and reinterpretation ctivating Prior Knowledge Students can better understand new spoken or written material when they connect to the content Activating prior krfowledge allows students to tap into what they already know, building on this knowledge, and stirring a cu- riosity for more knowledge nteracting with Others small group work, world contact and Activities that promote human interaction in pair work, and whole class activities present opportunities for real real world use of language ultivating Critical Thinking learn tools academic Strategies for critical thinking are taught explicitly Students that promote critical thinking skills crucial to success in the world vil interacting with Others Activating Prior Knowledge Questions and topical quotes stimulate Chapter opening questions and pre-writing interest, activate prior knowledge, and discussions activate prior knowledge and launch the topic of the unit A create a foundation for the writing activity “what Sport {s this? 3 Have: ‘you done this:Sport? ‘Would you ever do this sport? Why ory not? EFwnat sparts cio You tke? wiry do you lke them? New design showcases compelling instructional photos to.strengthen the educational experience Making Use of Academic Content Enhanced focus on vocabulary Academic themes, activities, and writing uilding promotes academic achievement topics prepare students for university life & i Analyzing a Painting In small groups, use the following questions Using a Vocabulary Chart in this chapter, you are going to write a descriptive Paragraph about Watson and the Shark Think about the vocabulary you will need to to discuss the painting below: write your paragraph What new vocabulary did you use in Activity 1? Add your words to the chart, 4, What is the title of the painting? 2 What is a shark? & Using New Vocabulary Join a group of three students and do the following with the words in the chart and the painting ivatsan and the Shark: 3 Which man is Watson? Why do you think he is naked? 1 Point to an example of each noun in the painting 4 How many people are in the picture? 2 Point to one person or thing in the painting that can be described with 5 What is hoppening in the picture? each adjective in the chart 6 How does the picture make you feel? 3 For each verb in the eturt, point to one person or thing in the painting dat could go with that verb Example: (verb) reach, point to the man in the 7 What can you see in the background? Where do you think this painting who is reaching Waiting with New Vocabulary write four sentences about the picture using is happening? @$ many Gf the vocabulary words in the chart as you can Underline the words you used from the chart and count them, Which student in the class used the mast words from 2c cs: his or her chart? 4 Watson and the Shark, lohn Singlaton Copley, US, 1738-1815, Oi on carrvas 72 x 9Ố 1/4 Ìn, (182 wae Experiencing Nature 23 = 229.2 Om) Gift of Lars George von Lengerks Meyer Courtesy, Museum of Fine Arts, Boston, Reproduced with permissor © 2060 Museum of Fing Arts, Saston, All Rights Reserved 22 Chapter2 exe Organizing Information tools for Graphic organizers provide ideas rganizing information and ORD FAMILIES word families Using a Venn Diagram Look at the Venn diagram comparing basketball and ta\ha chart in Activity 3, some words are part of the sama ward family forms for differ- baseball on page 166 Fill in the diagram with the phrases below How are the sports the of words that have similar meanings but may have different same? How are they different? Can you add any other characteristics? of speech Fer example: vin, winner, and winning play any tmeofyear ` played inside _ team sport play only in good weather played outside use bail and net team will win the game (verb) fast played with a ball use gloves and bats Wit were the yinners (noun) stow Malta scored the winning goal {adjective} Finding Word Families find as many word families as you can in the vocabulary\chart in Activity 3, and waite them below eopgse, apsosing using Venn Diagrarks ® Abasketbal game AvVenn diagram contaks overlapping circles and shows the similarities and dif- : Creating a Venn Diagram Create aVenn diagram Write the names of the two Sports you will vite about in your comparison paragraph Then fill the diagremwith ferences between two things The parts af the circles that do not overlap contain ï their similarities and differences differences The parts that do overlap contain similarities Look at your diagram, Ara there more similarities or differences? If there are more simi Iarities, you should focus your paragraph on the ways the two sports are similar if there BASKETBALL BASEBALL are more differences, you should focus on the differences « fast Finding intereeting Sases of Comparison When twe things seem similar, It can be interesting ta read and waite about their 4 AVenn Dagan differences Similarly, It can be interesting to discover the similarities in twa things 166 = Chapter 1D wes that seen different Your paragraph will be more interesting if you think of unusual bases of com parison Basés Of comparison are Ways in whieh things can be compared For example, you could Compare basketball and baseball using the following bases of comparison: origin of the game, number of players, and where tha game is played Cultivating Critical Thinking Critical thinking strategies and activities equip students with the skills they need for academic achievement :