Table Of Content

A SIXTH EDITION C C E S Reading S TEACHER’S MANUAL WITH TESTS Pamela Hartmann James Mentel Teacher’s Manual by Laurie Blass har70557_title-Rnd01.indd 1 12/3/12 6:26 PM Interactions Access Reading, Teacher's Manual with Tests, Sixth 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 © 2013 by The McGraw-Hill Companies, Inc. All rights reserved. Printed in the United States of America. Previous editions © 2007, 2001, and 1995. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval 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. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 TK/TK 1 0 9 8 7 6 5 4 3 ISBN: 978-1-25-907055-6 MHID: 1-25-907055-7 Senior Vice President, Products & Markets: Kurt L. Strand Vice President, General Manager, Products & Markets: Michael J. Ryan Vice President, Content Production & Technology Services: Kimberly Meriwether David Director of Development: Valerie Kelemen Marketing Manager: Cambridge University Press Lead Project Manager: Rick Hecker Senior Buyer: Michael R. McCormick Designer: Page2, LLC Cover/Interior Designer: Page2, LLC Senior Content Licensing Specialist: Keri Johnson Manager, Digital Production: Janean A. Utley Compositor: Page2, LLC Printer: Quad/Graphics Cover photo: Carlos Caetano/Shutterstock.com The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill, and McGraw- Hill does not guarantee the accuracy of the information presented at these sites. www.mhhe.com www.elt.mcgraw-hill.com har70557_copyr-Rnd02.indd 1 11/29/12 4:56 PM Table of Contents Introduction Welcome to the Teacher's Manual iv The Interactions/Mosaic Program v Best Practices vii Student Book Teaching Notes and Answer Keys 1 Neighborhoods, Cities, and Towns 2 CHAPTER 2 Shopping and e-Commerce 16 CHAPTER 3 Family and Friends 30 CHAPTER 4 Health Care 42 CHAPTER 5 Men and Women 54 CHAPTER 6 Sleep and Dreams 66 CHAPTER 7 Work and Lifestyles 78 CHAPTER 8 Food and Nutrition 92 CHAPTER 9 Great Destinations 104 CHAPTER 10 Our Planet 116 CHAPTER Black Line Masters BLM 1 Black Line Masters Answer Key BLM27 Hill Chapter Tests T1 w- a Gr Chapter Test Answer Key T38 c M © Placement Test T40 ht yrig Placement Test Answer Key T51 p o C iii har70557_toc-Rnd03.indd 3 11/29/12 4:56 PM Welcome to the Teacher's Manual The Teacher's Manual of Interactions/Mosaic provides support and flexibility to teachers using the Interactions/Mosaic 18-book academic skills series. The Teacher's Manual provides step-by-step guidance for implementing each activity in the Student Book. The Teacher's Manual also provides expansion activities with photocopiable masters of select expansion activities, identification of activities that support a Best Practice, valuable notes on content, answer keys, audioscripts, end-of-chapter tests, and placement tests. Each chapter in the Teacher's Manual begins with an overview of the content, vocabulary, and teaching goals in that chapter. Each chapter in the Student Book begins with an engaging photo and related discussion questions that strengthen the educational experience and connect students to the topic. (cid:116)(cid:1) (cid:49)(cid:83)(cid:80)(cid:68)(cid:70)(cid:69)(cid:86)(cid:83)(cid:66)(cid:77)(cid:1)(cid:47)(cid:80)(cid:85)(cid:70)(cid:84) The procedural notes are useful for both experienced and new teachers. Experienced teachers can use the bulleted, step-by step procedural notes as a quick guide and refresher before class, while newer or substitute teachers can use the notes as a more extensive guide to assist them in the classroom. The procedural notes guide teachers through each strategy and activity; describe what materials teachers might need for an activity; and help teachers provide context for the activities. (cid:116)(cid:1) (cid:34)(cid:79)(cid:84)(cid:88)(cid:70)(cid:83)(cid:1)(cid:44)(cid:70)(cid:90)(cid:84) Answer keys are provided for all activities that have definite answers. For items that have multiple correct answers, various possible answers are provided. The answer key follows the procedural note for the relevant activity. Answer keys are also provided for the Chapter Tests and the Placement Tests. (cid:116)(cid:1) (cid:38)(cid:89)(cid:81)(cid:66)(cid:79)(cid:84)(cid:74)(cid:80)(cid:79)(cid:1)(cid:34)(cid:68)(cid:85)(cid:74)(cid:87)(cid:74)(cid:85)(cid:74)(cid:70)(cid:84) A number of expansion activities with procedural notes are included in each chapter. These activities offer teachers creative ideas for reinforcing the chapter content while appealing to different learning styles. Activities include games, conversation practice, presentations, and projects. These expansion activities often allow students to practice integrated language skills, not just the skills that the student book focuses on. Some of the expansion activities include photocopiable black line masters included in the back of the book. (cid:116)(cid:1) (cid:36)(cid:80)(cid:79)(cid:85)(cid:70)(cid:79)(cid:85)(cid:1)(cid:47)(cid:80)(cid:85)(cid:70)(cid:84) Where appropriate, content notes are included in the Teacher's Manual. These are notes that might illuminate or enhance a learning point in the activity and might help teachers answer student questions about the content. These notes are provided at the logical point of use, but teachers can decide if and when to use the information in class. (cid:116)(cid:1) (cid:36)(cid:73)(cid:66)(cid:81)(cid:85)(cid:70)(cid:83)(cid:1)(cid:53)(cid:70)(cid:84)(cid:85)(cid:84) Each chapter includes a chapter test that was designed to test the vocabulary, reading, writing, grammar, and/or listening strategies taught in the chapter, depending on the language skill strand Hill being used. Teachers can simply copy and distribute the tests, then use the answer keys found in the w- a Gr Teacher's Manual. The purpose of the chapter tests is not only to assess students’ understanding of c M material covered in the chapter but also to give students an idea of how they are doing and what they © ht need to work on. Each chapter test has four parts with items totaling 100 points. Item types include yrig p multiple choice, fill-in-the blank, and true/false. Audioscripts are provided when used. Co (cid:116)(cid:1) (cid:35)(cid:77)(cid:66)(cid:68)(cid:76)(cid:1)(cid:45)(cid:74)(cid:79)(cid:70)(cid:1)(cid:46)(cid:66)(cid:84)(cid:85)(cid:70)(cid:83)(cid:84)(cid:1)(cid:9)(cid:49)(cid:73)(cid:80)(cid:85)(cid:80)(cid:68)(cid:80)(cid:81)(cid:74)(cid:66)(cid:67)(cid:77)(cid:70)(cid:1)(cid:46)(cid:66)(cid:84)(cid:85)(cid:70)(cid:83)(cid:84)(cid:10) Each chapter includes a number of expansion activities with black line masters, or master worksheets, that teachers can copy and distribute. These activities and black line masters are iv har70557_intro-Rnd02.indd 4 11/29/12 4:56 PM optional. They can help reinforce and expand on chapter material in an engaging way. Activities include games; conversation practice; working with manipulatives such as sentence strips; projects; and presentations. Procedural notes and answer keys (when applicable) are provided in the Teacher's Manual. (cid:116)(cid:1) (cid:49)(cid:77)(cid:66)(cid:68)(cid:70)(cid:78)(cid:70)(cid:79)(cid:85)(cid:1)(cid:53)(cid:70)(cid:84)(cid:85)(cid:84) Each of the four language skill strands has a placement test designed to help assess in which level the student belongs. Each test has been constructed to be given in under an hour. Be sure to go over the directions and answer any questions before the test begins. Students are instructed not to ask questions once the test begins. Following each placement test, you’ll find a scoring placement key that suggests the appropriate book to be used based on the number of items answered correctly. Teachers should use judgment in placing students and selecting texts. The Interactions/Mosaic Program Interactions/Mosaic is a fully-integrated, 18-book academic skills series. Language proficiencies are articulated from the beginning through advance levels within each of the four language skill strands. Chapter themes articulate across the four skill strands to systematically recycle content, vocabulary, and grammar. (cid:116)(cid:1) (cid:51)(cid:70)(cid:66)(cid:69)(cid:74)(cid:79)(cid:72)(cid:1)(cid:52)(cid:85)(cid:83)(cid:66)(cid:79)(cid:69) Reading skills and strategies are strategically presented and practiced through a variety of themes and reading genres in the five Reading books. Pre-reading, reading, and post-reading activities include strategies and activities that aid comprehension, build vocabulary, and prepare students for academic success. Each chapter includes at least two readings that center around the same theme, allowing students to deepen their understanding of a topic and command of vocabulary related to that topic. Readings include magazine articles, textbook passages, essays, letters, and website articles. They explore, and guide the student to explore, stimulating topics. Vocabulary is presented before each reading and is built on throughout the chapter. High-frequency words and words from the Academic Word List are focused on and pointed out with asterisks (*) in each chapter’s Self- Assessment Log. (cid:116)(cid:1) (cid:45)(cid:74)(cid:84)(cid:85)(cid:70)(cid:79)(cid:74)(cid:79)(cid:72)(cid:16)(cid:52)(cid:81)(cid:70)(cid:66)(cid:76)(cid:74)(cid:79)(cid:72)(cid:1)(cid:52)(cid:85)(cid:83)(cid:66)(cid:79)(cid:69) A variety of listening input, including lectures, academic discussions, and conversations help students explore stimulating topics in the five Listening/Speaking books. Activities associated with the listening input, such as pre-listening tasks, systematically guide students through strategies and critical thinking skills that help prepare them for academic achievement. In the Interactions books, the activities are coupled with instructional photos featuring a cast of engaging, multi-ethnic students participating in North American college life. Across the strand, lectures and dialogues are broken down into manageable parts giving students an opportunity to predict, identify main ideas, and effectively manage lengthy input. Questions, guided discussion activities, and structured pair and group work stimulate interest and interaction among students, often culminating in organizing their information and ideas in a graphic organizer, writing, and/or making a presentation to the class. Pronunciation is highlighted in every chapter, an aid to improving both listening comprehension and speaking fluency. Enhanced focus on vocabulary building is developed throughout and a list of target words for each chapter is provided so students can interact meaningfully with the material. Finally, Online Learning Center features MP3 files from the Student Book audio program for students to download onto portable digital audio players. v har70557_intro-Rnd02.indd 5 11/29/12 4:56 PM (cid:116)(cid:1) (cid:56)(cid:83)(cid:74)(cid:85)(cid:74)(cid:79)(cid:72)(cid:1)(cid:52)(cid:85)(cid:83)(cid:66)(cid:79)(cid:69) Activities in each of the four Writing books are systematically structured to culminate in a Writing Product task. Activities build on key elements of writing from sentence development to writing single paragraphs, articles, narratives, and essays of multiple lengths and genres. Connections between writing and grammar tie the writing skill in focus with the grammar structures needed to develop each writing skill. Academic themes, activities, writing topics, vocabulary development, and critical thinking strategies prepare students for university life. Instructional photos are used to strengthen engagement and the educational experience. Explicit pre-writing questions and discussions activate prior knowledge, help organize ideas and information, and create a foundation for the writing product. Each chapter includes a self-evaluation rubric which supports the learner as he or she builds confidence and autonomy in academic writing. Finally, the Writing Articulation Chart helps teachers see the progression of writing strategies both in terms of mechanics and writing genres. (cid:116)(cid:1) (cid:40)(cid:83)(cid:66)(cid:78)(cid:78)(cid:66)(cid:83)(cid:1)(cid:52)(cid:85)(cid:83)(cid:66)(cid:79)(cid:69) Questions and topical quotes in the four Grammar books, coupled with instructional photos stimulate interest, activate prior knowledge, and launch the topic of each chapter. Engaging academic topics provide context for the grammar and stimulate interest in content as well as grammar. A variety of activity types, including individual, pair, and group work, allow students to build grammar skills and use the grammar they are learning in activities that cultivate critical thinking skills. Students can refer to grammar charts to review or learn the form and function of each grammar point. These charts are numbered sequentially, formatted consistently, and indexed systematically, providing lifelong reference value for students. (cid:116)(cid:1) (cid:39)(cid:80)(cid:68)(cid:86)(cid:84)(cid:1)(cid:80)(cid:79)(cid:1)(cid:53)(cid:70)(cid:84)(cid:85)(cid:74)(cid:79)(cid:72)(cid:1)(cid:71)(cid:80)(cid:83)(cid:1)(cid:85)(cid:73)(cid:70)(cid:1)(cid:53)(cid:48)(cid:38)(cid:39)(cid:45)(cid:165)(cid:1)(cid:74)(cid:35)(cid:53) The TOEFL® iBT Focus on Testing sections prepare students for success on the TOEFL® iBT by presenting and practicing specific strategies for each language skill area. The Focus on Testing sections are introduced in Interactions 1 and are included in all subsequent levels of the Reading, Listening/Speaking, and Writing strands. These strategies focus on what The Educational Testing Service (ETS) has identified as the target skills in each language skill area. For example, “reading for basic comprehension” (identifying the main idea, understanding pronoun reference) is a target reading skill and is presented and practiced in one or more Focus on Testing sections. In addition, this and other target skills are presented and practiced in chapter components outside the Focus on Testing sections and have special relevance to the TOEFL® iBT. For example, note-taking is an important testtaking strategy, particularly in the listening section of the TOEFL® iBT, and is included in activities within each of the Listening/Speaking books. All but two of the Interactions/Mosaic titles have a Focus on Testing section. Although Interactions Access Reading and Interaction Access Listening/ Speaking don’t include these sections because of their level, they do present and develop skills that will prepare students for the TOEFL® iBT. (cid:116)(cid:1) (cid:35)(cid:70)(cid:84)(cid:85)(cid:1)(cid:49)(cid:83)(cid:66)(cid:68)(cid:85)(cid:74)(cid:68)(cid:70)(cid:84) In each chapter of this Teacher's Manual, you’ll find Best Practices boxes that highlight a particular Hill w- a activity and show how this activity is tied to a particular Best Practice. The team of writers, editors, Gr c and teacher consultants has identified the following six interconnected Best Practices. M © * TOEFL® is a registered trademark of Educational Testing Services (ETS). This product is not endorsed or approved by ETS. yright p o C vi har70557_intro-Rnd02.indd 6 11/29/12 4:56 PM Interactions/Mosaic Best Practices (cid:35)(cid:70)(cid:84)(cid:85)(cid:1)(cid:49)(cid:83)(cid:66)(cid:68)(cid:85)(cid:74)(cid:68)(cid:70)(cid:84) Each chapter identifies at least six different activities that support six Best Practices, principles that contribute to excellent language teaching and learning. Identifying Best Practices helps teachers to see, and make explicit for students, how a particular activity will aid the learning process. (cid:46) (cid:66)(cid:76)(cid:74)(cid:79)(cid:72)(cid:1)(cid:54)(cid:84)(cid:70)(cid:1)(cid:80)(cid:71)(cid:1)(cid:34)(cid:68)(cid:66)(cid:69)(cid:70)(cid:78)(cid:74)(cid:68)(cid:1)(cid:36)(cid:80)(cid:79)(cid:85)(cid:70)(cid:79)(cid:85) Materials and tasks based on academic content and experiences give learning real purpose. Students explore real world issues, discuss academic topics, and study content-based and thematic materials. (cid:1) (cid:48) (cid:83)(cid:72)(cid:66)(cid:79)(cid:74)(cid:91)(cid:74)(cid:79)(cid:72)(cid:1)(cid:42)(cid:79)(cid:71)(cid:80)(cid:83)(cid:78)(cid:66)(cid:85)(cid:74)(cid:80)(cid:79) Students learn to organize thoughts and notes through a variety of graphic organizers that accommodate diverse learning and thinking styles. (cid:1) (cid:52) (cid:68)(cid:66)(cid:71)(cid:71)(cid:80)(cid:77)(cid:69)(cid:74)(cid:79)(cid:72)(cid:1)(cid:42)(cid:79)(cid:84)(cid:85)(cid:83)(cid:86)(cid:68)(cid:85)(cid:74)(cid:80)(cid:79) A scaffold is a physical structure that facilitates construction of a building. Similarly, scaffolding instruction is a tool used to facilitate language learning 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. (cid:1) (cid:34) (cid:68)(cid:85)(cid:74)(cid:87)(cid:66)(cid:85)(cid:74)(cid:79)(cid:72)(cid:1)(cid:49)(cid:83)(cid:74)(cid:80)(cid:83)(cid:1)(cid:44)(cid:79)(cid:80)(cid:88)(cid:77)(cid:70)(cid:69)(cid:72)(cid:70) Students can better understand new spoken or written material when they connect to the content. Activating prior knowledge allows students to tap into what they already know, building on this knowledge, and stirring a curiosity for more knowledge. (cid:1) (cid:42) (cid:79)(cid:85)(cid:70)(cid:83)(cid:66)(cid:68)(cid:85)(cid:74)(cid:79)(cid:72)(cid:1)(cid:88)(cid:74)(cid:85)(cid:73)(cid:1)(cid:48)(cid:85)(cid:73)(cid:70)(cid:83)(cid:84) Activities that promote human interaction in pair work, small group work, and whole class activities present opportunities for real world contact and real world use of language. (cid:1) (cid:36) (cid:83)(cid:74)(cid:85)(cid:74)(cid:68)(cid:66)(cid:77)(cid:1)(cid:53)(cid:73)(cid:74)(cid:79)(cid:76)(cid:74)(cid:79)(cid:72) Hill w- Strategies for critical thinking are taught explicitly. Students learn tools that promote critical a cGr thinking skills crucial to success in the academic world. M © ht g yri p o C vii har70557_intro-Rnd02.indd 7 11/29/12 4:56 PM 11 Neighborhoods, R E T P Cities, and Towns A H C In this Students will read about college campuses and campus CHAPTER life. They will learn how some college campuses are like neighborhoods or small cities. They will also read some advice for success in college. Predicting as a reading strategy, and reading and using large numbers are practiced. Students will also learn strategies for guessing the meaning of new words using is and are. Map reading and following textbook instructions are two key skills that students practice. The readings give students opportunities to express their opinions, acquire words from the list of 1,000 most- frequently used words in English, and expand their repertoire of place names, adjectives, and prepositions of place. Chapter Opener (cid:116) Read the overview paragraph on page 3 as students follow along. (cid:116) Direct students’ attention to the photo and have them work in groups to discuss the questions in the Connecting to the Topic box. (cid:116) Draw students’ attention to the quotation “College is the best time of your life…” Ask if they agree or disagree and why. (cid:116) Put this sentence on the board: College is . Tell students to copy the sentence and put in an adjective that describes “college” in the blank. If needed, give an Hill w- a example. (College is exciting.) Gr c M (cid:116) Put students in pairs to discuss their sentences. © ht g “ (cid:116) Call on students to share their sentences with the class. yri College is the best time op Expand the discussion by asking students to explain their C ” of your life… adjective choices. For example, ask: Why is college exciting? Author Unknown 2 har70557_ch01-Rnd04.indd 2 11/29/12 4:46 PM Chapter Overview Reading Selections Vocabulary Building College Campuses Today Previewing vocabulary An Email from College Understanding new words with is, are, is like, and are like Reading Skills and Strategies Developing vocabulary strategies Prereading: Thinking about the topic Understanding prepositions Making predictions Language Skills Previewing vocabulary Understanding large numbers Identifying main ideas and details in a reading Using prepositions Following textbook directions Critical-Thinking Skills Making predictions Synthesizing and discussing ideas from a reading Vocabulary Nouns Verbs Adjectives ! apartment ! health center ! exercise* ! modern* building ! learning resources ! give/gives* ! several* ! art gallery center ! go* ! wonderful ! campus/campuses ! neighborhood ! happen/ Prepositions ! college/colleges ! population happens* ! computers ! thousand* ! have/has* ! across from* ! conversation ! snack bars ! help/helps* ! in* ! cooking* ! transportation ! practice* ! on* (a street) ! dormitory/ ! tutor ! take/takes* ! on campus dormitories ! university/ ! on the corner ! email universities (of...) ! entertainment Hill w- a Gr c M © ht *These words are from the 1,000 most frequently used words in English. g yri p o C 3 har70557_ch01-Rnd04.indd 3 11/29/12 4:46 PM 1 PART Reading Skills and Strategies Student Book pages 4–9 College Campuses Today Before You Read 2 Making a Prediction (cid:116)(cid:1)Tell students to turn to page 6. 1 Thinking About the Topic (cid:116)(cid:1)Ask: What is this reading about? (college campuses today) How do you know? (from the title of the Best Practice reading, pictures, and graph) Activating Prior Knowledge (cid:116)(cid:1)Ask: What do the pictures and diagram (the graph) in the reading show you? (population in U.S. This activity uses students’ prior knowledge as a colleges and universities, transportation on campus, tool for preparing them to read. This type of activity student art gallery) will help students place what they already know about college campuses and cities into the larger (cid:116)(cid:1)Have students write down the answers. framework of this reading. When students become aware of what they already know about the topic, 3 Previewing Vocabulary they can better organize the new concepts about it. (cid:116)(cid:1)Tell student to look at the list of words and repeat them after you, or have students listen and repeat (cid:116)(cid:1)Have students read the questions in the activity them as you play the audio. and write brief answers. (cid:116)(cid:1)Direct students to mark the stress on each word (cid:116)(cid:1)Put students in pairs to discuss the questions. of more than one syllable as they say it: (cid:116)(cid:1)Call on students to share their answers with apartment, building, art, gallery, and so on. the class. (cid:116)(cid:1)Have students put a check mark ( ) next to the words they know. (cid:116)(cid:1)Tell students not to use a dictionary during this part Strategy of the lesson. Making a Prediction About the Topic Best Practice (cid:116)(cid:1)Read the information about making a prediction as a class. Scaffolding Instruction (cid:116)(cid:1)Tell students that they will make a Vocabulary strategies act as scaffolding to help prediction about the reading on page 6. students become independent readers. The next Strategy box will help students understand new words in the reading. In addition, over time, this and other vocabulary-guessing strategies will reduce students’ reliance on dictionaries. This makes students more ﬂ uent and independent readers. 4 CHAPTER 1 Copyright © McGraw-Hill har70557_ch01-Rnd04.indd 4 11/29/12 4:46 PM