Mosaic 6 Ed Level 2

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TEACHER’S
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MANUAL WITH
TESTS

ren a egmann
i i nezevic

Teacher’s Manual by
Robert D. Manheimer

Improve Your Experience '

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Mosaic 2 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: 978-1-25-907067-9
MHID: 1-25-907067-0

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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.

ww w.mhhe.com

www.elt.mcgraw-hill.com

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

CHAPTER
1 Language and Learning 2

CHAPTER
2 Danger and Daring 16

CHAPTER
3 Gender and Relationships 28

CHAPTER
4 Beauty and Aesthetics 40

CHAPTER
5 Transitions 54

CHAPTER
6 The Mind 68

CHAPTER
7 Working 82

CHAPTER
8 Breakthroughs 96

CHAPTER
9 Art and Entertainment 108

CHAPTER
10 Conflict and Resolution 122

Black Line Masters BLM 1

Black Line Masters Answer Key BLM 19
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iii

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.
• Procedural Notes
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.
• Answer Keys
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.
• Expansion Activities
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.
• Content Notes
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.
• Chapter Tests
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 lil
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being used. Teachers can simply copy and distribute the tests, then use the answer keys found in the w
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Teacher's Manual. The purpose of the chapter tests is not only to assess students’ understanding of c
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material covered in the chapter but also to give students an idea of how they are doing and what they ©
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multiple choice, fill-in-the blank, and true/false. Audioscripts are provided when used. o
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• Black Line Masters (Photocopiable Masters)

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

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.
• Placement Tests
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.
• Reading Strand
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.
• Listening/Speaking Strand
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 f luency. 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.

• Writing Strand
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.
• Grammar Strand
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.
• Focus on Testing for the TOEFL® iBT
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.
• Best Practices
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In each chapter of this Teacher's Manual, you’ll find Best Practices boxes that highlight a particular -H
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activity and show how this activity is tied to a particular Best Practice. The team of writers, editors, ra
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and teacher consultants has identified the following six interconnected Best Practices. M
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* TOEFL ® is a registered trademark of Educational Testing Services (ETS). This product is not endorsed or approved by ETS. g
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vi

Interactions/Mosaic Best Practices

Best Practices
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.

M aking Use of Academic Content

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.

O rganizing Information
Students learn to organize thoughts and notes through a variety of graphic organizers that
accommodate diverse learning and thinking styles.

S caffolding Instruction
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.

A ctivating Prior Knowledge

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.

I nteracting with Others

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.

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C ritical Thinking
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vii

1 Language and
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In this Students will read about language, technology, and

CHAPTER learning. The first reading discusses the research that
reports the cognitive advantages of multilingualism.
The second article describes the use of social media to
improve classroom participation and learning. The reading
skills of skimming, scanning, and summarizing will be
practiced. Ample opportunities are provided for students
to practice presenting their ideas on academic topics
both orally and in writing.

Chapter Opener
• Arrange students in small groups and have them
discuss the questions in the Connecting to the Topic
section.

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• Have students discuss the languages that they know.
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• Read the quotation by Johann Wolfgang von Goethe
(1749–1832). Do they know of other proverbs in
Johann Wolfgang von Goethe another language that refer to being multilingual?
German writer

Chapter Overview

Reading Selections Synthesizing Internet content: Taking notes

Why Bilinguals are Smarter by Yudhijit and presenting results
Bhattacharjee Writing Tip: Writing a summary statement
Speaking Up in Class, Silently, Using Social
Media by Tripp Gabriel Vocabulary Building
Getting meaning from context and word
Reading Skills and Strategies structure
Skimming for main ideas Focusing on words from the Academic
Scanning for specific information: Word List
expressions and set phrases Understanding the use of strong verbs in
Completing a summary context
Matching specialized terms to their
Critical-Thinking Skills definitions
Comparing ideas about a reading
Focus on Testing
Debating a topic: The use of social media
in schools Analyzing summary statements on reading
comprehension tests

Vocabulary
Nouns Verbs Adjectives
! aspects* ! laptop ! confiscate ! bilingual
! backchannel ! medium* ! distract ! cognitive
! biped ! microblogging ! enhance* ! digital
! cadre ! monolinguals ! focused* ! globalized
! cell phone ! platform ! ignore* ! inappropriate*
! cyberspace ! peers ! monitor*
! dementia ! processes* ! oversharing Adverb
! devices* ! series* ! require* ! randomly*
! function* ! skeptics ! sort
! imprint ! smartphone ! texting-on-task
! inhibition ! tasks*
lil ! interactions* ! Twitter
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see www.victoria.ac.nz/lals/resources/academicwordlist

TOEFL® is a registered trademark of Educational Testing Service (ETS). This product is not endorsed or approved by ETS.

PART
1 Reading Skills and Strategies Student Book pages 4–13

Why Bilinguals are Smarter

Before You Read 1 Getting Meaning from Context and Word
Structure

Best Practice • A major goal of this section is to have students

realize that a great deal of vocabulary can be
Scaffolding Instruction learned implicitly, or without instruction.
In the following activities, students must break • Discuss the difference between passive and active
down words into smaller parts and use the context vocabulary in first and other languages. Point out
to figure out meaning. Learning to do this will that students can comprehend a much larger body
enable students to become less dependent on of vocabulary than they can actually produce or use.
dictionaries. This important skill is easier in reading, • Explain that the majority of these words and
where there are no time-processing constraints,
expressions, if not in the chapter’s vocabulary list,
than in listening, where there is not visual
do not need to be mastered as active vocabulary.
representation of the words and no time to analyze
the language while paying attention to the meaning. • The purpose of this activity is to make student
better able to use context and knowledge of affixes
(prefixes and suffixes) to figure out unknown words
and thus be less dependent on their dictionaries.

Strategy • Discuss guessing word meaning from context. Point

out that students should read past an unknown
Getting Meaning from Context word to guess accurately at its meaning; they must
and Word Structure read the next sentences or two to see if there is
information to clarify the meaning of the word.
Guessing the meaning of new words is a
valuable skill for English language learners • Tell students to also look for known or similar words
who often rely only on dictionaries. You can and roots within the unknown word.
demonstrate this strategy by handing out • Remind students that they can also use their
a reading passage with some of the words knowledge of grammar to figure out what part of
deleted and encouraging students to guess speech the word is.
at the missing words. • Encourage students to try to make educated
• Read the information in the first part of guesses at the meaning of new words based on the
the Strategy box. context as well as on the meaning of prefixes and
suffixes. If they cannot guess a meaning entirely,
• Refer students to the first sentence of
have them try to narrow down its meaning to a
the article on page 7 in the Student Book.
few possibilities. In such a case, writing down the
• Ask students to choose the correct possibilities in the margin and returning to it later
answer for the question in the Strategy may help things become clear.
box: What is the meaning of bilinguals?
• Read the directions for the activity with students.
(c. people who speak two languages)
• Complete the first item together with the class.
• Review the additional clue explained in
the last part of the Strategy box. Note • Have students work independently and then
that students whose native languages compare their answers together.
have Greek and Latin heritage may have
the equivalent of bi- as a prefix in
their language. ANSWER KEY
1. B 2. B 3. C 4. D
5. A 6. B 7. A 8. C

4 CHAPTER 1 Copyright © McGraw-Hill

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Student Book pages 4–13

Expansion Activity
Strategy
• The aim of this activity is to help students identify
English words with affixes and to comprehend Skimming for Main Ideas
them by breaking them down into smaller •Discuss the importance of skimming.
pieces—their roots. Read the Strategy box on page 6 in the
• Tell students that in English, prefixes are generally Student Book.
meaning-related and suffixes tend to change the • Demonstrate how to skim by holding
part of speech of the word. your book so that students can see it
• Also point out that most English affixes come from and running your finger quickly across the
both Latin and Greek and sometimes there are page as you skim the reading passage.
two with a similar meaning. (example: “uni-” and
“mono-”)
• Ask student to list as many prefixes and suffixes 2 Skimming for Main Ideas
in English as they can. Write the prefixes on one • Give students two minutes to skim the selection
side of the board and the suffixes on the other
and have them put a check in front of the ideas that
side. If feasible, create a chart to post on the
are discussed in the reading.
classroom wall for future reference.
• Ask students what information they used to find the
• Go through the lists and ask students to give
ideas. They should mention the title, introduction
examples of words using these prefixes and suffixes.
and conclusion.
• Encourage students to keep a list of these in their
personal dictionary.
• Bring in copies of a newspaper or magazine article ANSWER KEY
and ask students to highlight or underline all of the Check for: some advantages of being bilingual;
prefixes and suffixes they find. views about how the brain deals with the
interference of a second language; studies by
psychologists of children sorting objects by shape
Expansion Activity and color; how a second language improves the
REPRODUCIBLE
ability for inhibition; the influence of the bilingual
• The goal of this activity is to build on what students experience on older people
know about prefixes and suffixes in English.
• Photocopy and distribute Black Line Master 1
“Affixes” on page BLM 1 of this Teacher’s Manual. Content Note
• The activity is designed to teach students to focus
In the U.S., there is no official language at the
on the prefixes and suffixes found in English words.
federal level. Some people believe that English
• They are asked to recognize any similarities should be made the official language. Supporters
or differences between affixes in their native of this position believe that driver’s license exams
language and English. and election ballots, as well as other environmental
print, should not be translated into other languages.
They also oppose bilingual or dual language
education in which students study in another
language as well as English. You may wish to
discuss your students’ opinion of this position and
compare it to the situation in their country.

Copyright © McGraw-Hill Mosaic 2 Reading 5

PART
1 Student Book pages 4–13

Read 3 Scanning for Specific Information:

Expressions and Set Phrases
Introduction • Read the directions aloud.
• Read the Introduction with students. • You may wish to encourage students to mark the
• Have them answer the questions. text by highlighting or underlining once they find the
information they are looking for.
• Do the Example with the class. Ask students to
Why Bilinguals Are Smarter
locate the information in the reading passage.
• Have students read the passage silently within a (Paragraph A)
time limit or follow along as they listen to the audio. • Have students scan for the remaining items. You
• Tell students to underline any words or phrases that may wish to have them work in pairs.
are new or that they don’t understand. • Go over answers with the whole class.
• Remind students not to use a dictionary during this
part of the lesson.
ANSWER KEY
1. blessing in disguise 2. for instance 3. with
After You Read comparable ease 4. stay focused 5. twilight
years 6. onset of dementia

Strategy
Scanning for Specific Information:
Expressions and Set Phrases
• Read the information in the Strategy box
with students.
• Confirm that students understand that
scanning, unlike skimming, involves
looking for specific information. They
already know what they are looking for.

6 CHAPTER 1 Copyright © McGraw-Hill

Student Book pages 4–13

4 Testing Your Comprehension

ANSWER KEY
• Read the directions for this activity with students.
1. function 6. ignore
• Have them decide if the statements are true or
2. processes 7. tasks
false. They need to correct the false statements to
make them true. 3. tasks 8. require
• Review the answers with the class. 4. focused 9. series
5. aspects 10. randomly

ANSWER KEY
6 Guided Academic Conversation
1. F; Bilingualism improves all cognitive skills
2. T 3. T 4. F; Bilinguals are much better at • Put students into pairs.
solving mental puzzles than monolinguals. 5. F;
• Read the directions with the class.
Speaking more than one language improves the
brain’s command system and helps a person to • Tell students to write down the answers to the
stay focused on a task. 6. T 7. F; Monolinguals questions in this activity.
are more likely than bilinguals to suffer from • Circulate to assist where needed.
dementia in old age. • Have students work with another pair of students to
compare their answers.
5 Focusing on Words from the Academic
Word List
ANSWER KEY
• In this activity, students use words from the 1. There are fewer monolingual people in the
Academic Word List in a fill-in-the-blank exercise. world.
The goal of this activity is to have them use the
Remaining answers will vary.
vocabulary in context.
• Read the directions aloud.
• Remind students to cross off the words as they
use them.
• Let students know that they may have to read
farther into the passage to guess the correct word.
• Advise students that if they are unable to fill in one
or two items on the first pass, they may decide
on the answer through a process of elimination,
looking at the words that they haven’t crossed off.
• Have students compare their answers with a
partner to verify the correct answers.
• If there are any questions, have students return to
the reading passage to find the answers.

Copyright © McGraw-Hill Mosaic 2 Reading 7

PART
1 Student Book pages 4–13

Analyzing Summary Statements

• This activity will help student with test-taking
strategies on reading comprehension tests such as
the TOEFL® iBT.
• Read the instructions to the class.
• Walk students through the steps of analyzing the
answer choices.
• For the Practice section, have students work with
a partner to determine the statement that best
summarizes the reading.
• Discuss students’ choices and have them give their
reasons for their choice.

ANSWER KEY
B; the other two choices are false

TOEFL® is a registered trademark of Educational Testing Service (ETS). This product is not endorsed or approved by ETS.

8 CHAPTER 1 Copyright © McGraw-Hill

PART
2 Main Ideas and Details Student Book pages 14–21

Speaking Up in Class, Silently, Using Social Media

Before You Read Expansion Activity
• The aim of this Expansion Activity is to give
students additional practice with descriptive and
Strategy strong verbs and using a thesaurus.

Understanding the Use of Strong

• Write these sentences on the board: “She
dashed through the park.”“She strolled through
Verbs in Context
the park.”“She walked through the park.” Ask
•Read the information in the Strategy box
students which they would most likely use in
as a whole class.
their speaking and writing. Which sentences are
• Tell students that learning to use strong stronger and more descriptive? Why? (“dashed”
verbs can strengthen student writing as and “stroll” indicate the speed of the walk)
well as aid in comprehension. • Explain that the best place to look for words like
“stroll” and “dash” is a thesaurus. Dictionaries
may also provide strong synonyms.
1 Scanning for Strong Verbs in Context
• Show students the entries for “walk” in a
• Read the directions. thesaurus and a dictionary, or have students look
them up.
• Remind students that they are to scan the article for
the strong verbs. • Photocopy and distribute Black Line Master 2
“Replacing Weak Verbs with Stronger Ones”
• Tell students that the goal is to show them how strong
from page BLM 2 of this Teacher’s Manual. Have
verbs convey more information than weak verbs and
students complete this worksheet in class or as
to give students practice in identifying synonyms.
homework.
• Have students work independently and then
• Check their work.
compare their answers with a partner. Be sure
students give reasons for their answers.
• Circulate and call on students to share their
responses with the class.

ANSWER KEY
1. confiscated, warned
2. exploit, enhance
3. echoed, fed
4. monitored, absorb
5. entice, express
6. pose, shed, voicing
7. carried, pipe up
8. tune out
9. projected
10. mesh
11. widened

Copyright © McGraw-Hill Mosaic 2 Reading 9

PART
2 Student Book pages 14–21

2 Matching Specialized Terms to Their After You Read

Definitions
• Read the instructions aloud. Best Practice
• Have students work independently and then
compare their answers with a partner. Students often get bogged down in excessive
detail when reading and writing. Completing a
• Remind students to cross off the words as they
summary is a useful organizational tool to assist
use them.
student to simplify and organize their thinking.

ANSWER KEY
1. d 2. g 3. l 4. a 5. e 6. j 7. f 8. k
Strategy
9. b 10. h 11. i 12. c
Completing a Summary
•Ask a volunteer to read the information in
the Strategy box.
Read • Rather than write their own summary,
here students will complete portions of
Introduction the model summary that has already
• Read, or have a volunteer read, the information in been written.
the Introduction.

Speaking Up in Class, Silently,

Using Social Media
• Direct students to read the selection silently, or
have them follow along as you play the audio.
• Encourage students to read fluently by setting a
time limit (10 minutes).
• Tell students not to use a dictionary while they read
but to try to determine meaning from the context
and from the analysis of affixes.
• Students may wish to read the article a second (or
third) time to better understand the main idea of the
reading passage.
• Inform students that they will be completing a
summary of the article after they read it.

10 CHAPTER 1 Copyright © McGraw-Hill

Student Book pages 14–21

3 Completing a Summary 4 Guided Academic Conversation

• Go over the directions with the class.
• Remind students to cross out the words as they Best Practice
use them.
Interacting with Others
• Advise them that when they encounter an unknown Students at the university level in the U.S. are often
word, they should read past it because hints of its required to participate interactively with each other
meaning are often found a little later in the text. as part of class and lab work. Activities such as this
• Encourage students to try to fill in the words one will help students to become more comfortable
without looking back at the reading passage. working together in small groups. It will also help
• For a challenge, have students cover up the list of them organize thoughts as well as to work on ways
words provided and see if they can come up with of showing disagreement and ways of getting the
the correct words on their own. floor (being given the opportunity to speak in a
group setting).
• Have students work independently and then
compare their answers with a partner.
• The goals of this activity are to have students
discuss the reading’s topic in more detail and to
ANSWER KEY develop and express their own opinions. Pair and
1. confiscate 10. texting
small group activities help students get to know
each other.
2. devices 11. skeptics
• Read the directions.
3. cadre 12. laptops
• Divide the class into pairs. Students may wish to
4. enhance 13. distract make notes about their partner’s answers to the
5. backchannel 14. inappropriate questions in the activity.
6. questions 15. negative • Circulate and offer suggestions or answer
7. monitor 16. interactions questions.
8. digital 17. peers
• Have students share something that they learned
about their partner with the rest of the class.
9. distracted

Copyright © McGraw-Hill Mosaic 2 Reading 11

PART
2 Student Book pages 14–21

5 What Do You Think?

• Read the directions.
• Preview the questions that follow the paragraph
“Social Media Revolutions.”
• Have students work in small groups to read the
paragraph and to discuss the answers to the
questions.
• Ask for volunteers to share the key points of their
group’s discussion. You might want to conduct a
poll of the groups to determine students’ opinions
on items 2 and 3.

12 CHAPTER 1 Copyright © McGraw-Hill

PART
3 Tying It All Together Student Book pages 22–25

1 The Great Debate 2 Making Connections

• Write the Topic on the board: Backchanneling and • Read the three research topics with the class.
most other types of social media should have no
place in high school or university classrooms. • Have students choose the one that interests them
most. Ideally have each of the three items covered
• Ask students who agree to move to one side of the
by one or more students.
classroom.
• Explain to students that they will be presenting their
• Students who disagree, i.e., who believe that social
research findings to their classmates either in a
media can be beneficial in the classroom, should
small group or for the whole class.
gather at the other side of the classroom.
• Remind students to take notes and to record the
• Review the debate instructions on page 22 in the
URLs and dates of access for the information they
Student Book.
collect from the Internet.
• Remind students that they can either make a • Encourage students to use visuals or technology
new point, with supporting reasons for it, or they
tools to present their research.
can refute (disagree with) the previous student’s
statement and provide a supporting reason for their
opposing opinion.
• You may wish to provide sentence frames for
students to present their view, such as these:
“In my opinion… because…”“I disagree with
(student’s name) because…”“I believe that social
media is inappropriate in the classroom because…
”“Laptops/Tablets are/are not useful in the
classroom because…”
• Each student returns to his or her seat after
presenting an argument for or against the topic.
• After all students are seated, have them vote to
decide which point of view won today.

Copyright © McGraw-Hill Mosaic 2 Reading 13

PART
3 Student Book pages 22–25

Responding in Writing 3 Writing a Summary Statement

• Review the instructions.
Best Practice • Go over Step 1 with the class. Remind students
that they are writing a summary statement of a
Making Use of Academic Content paragraph in this activity. Answer the questions
Activities such as the one that follows are very together. (Answers: 1. 4 2. emphasize “brief”
similar to the types of activities that students may and “simple” 3. Choice (a) is the best answer.
be called on to perform in an English-speaking It covers the basic idea of communication and
university classroom. Summary statements bilingualism’s effect on the brain. Choice (b) is
are used frequently in academic writing and in wordy, not brief and simple. Choice (c) includes
annotated bibliographies. only one detail, about the effect of bilingualism on
the aging brain.
• Do Step 2 with students. Solicit what they believe
to be the main idea. (Answers: 4 sentences.
Answers will vary)
• Have students write a one-sentence summary of
the paragraph in Step 3. (Possible main idea of the
paragraph: Research shows that bilinguals monitor
their environment more efficiently.)
• Read the instructions in Step 4 with students. Have
them do the tasks.
• Put students into small groups and have them
complete Step 5.
• Debrief by asking the groups to share their best
paragraph summary from their group with the whole
class.

14 CHAPTER 1 Copyright © McGraw-Hill

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Student Book pages 22–25

Self-Assessment Log
• Explain to students that when they pause to
think about their learning, they can see the
progress that they have made and what they
still need to study. The Self-Assessment Log at
the end of each chapter helps students track
their own strengths and weaknesses and also
encourages them to take responsibility for their
own learning.
• Read the directions aloud.
• Have students check off the vocabulary
they have learned. Point out that this should
be vocabulary that they could easily use in
speaking or writing.
• Then have students check off the strategies that
they know how to use. Have them place a plus
sign (+) next to strategies that they are very
comfortable using and a minus sign (–) next to
those that they are less comfortable using.
• Ask students to find an activity related to each
strategy in the chapter for the strategies they
are not comfortable using. Instruct them to
review the information and the activity.
• Put students in small groups and have them
discuss any vocabulary words that they have
not checked. Encourage students to refer to a
dictionary if necessary.
• If possible, meet individually with each student
on a regular basis and review his or her Self-
Assessment Log. This provides an opportunity
for the student to ask questions and for you to
see where additional help may be needed, as
well as to offer encouragement.

Copyright © McGraw-Hill Mosaic 2 Reading 15

2 Danger and
R
E
T
P
A
H
C Daring

In this Students will read two passages about adventurous

CHAPTER people putting their lives at risk for entertainment or
self-fulfillment. Then students will practice their test-
taking skills by reading a scientific article that describes
the anatomy of fear and adrenaline. The first reading is
about a deadly mountain climbing expedition on Mount
Everest. The second reading is from Farley Mowat’s
autobiographical account, Never Cry Wolf, a book about
his experiences living among and researching wolves in
Canada. Both articles examine the rush of adrenaline that
goes with fear. Students will develop skills in previewing
reading, identifying more exact or colorful synonyms,
making inferences, comprehending phrases or idioms,
creating a storyboard, using flow charts to sequence
emotions and events, and expanding vocabulary.
lil

“ ”
-H
w
ra
I’ll try anything once. G
Chapter Opener c
M
©
t
Alice Roosevelt Longworth g
h
• Direct students’ attention to the photograph of a skier. ri
(1884–1980) daughter of y
p
o
Theodore Roosevelt, 26th Then have them work in small groups to discuss the C

president of the United States, questions in the Connecting to the Topic section.
as she was about to give birth • Call on students to share their ideas with the class.
at age 41 to her first child

16

Chapter Overview

Reading Selections Synthesizing Internet content: Taking notes

Into Thin Air by Jon Krakauer and presenting results

The World We Lost by Farley Mowat Writing Tip: Following a structure to write
letters
Reading Skills and Strategies
Vocabulary Building
Previewing a reading
Identifying more exact or colorful synonyms
Making inferences
Getting the meaning of everyday phrases
Identifying the theme from context

Critical-Thinking Skills Recalling vocabulary of fear and anger

Recapitulating the action of a narrative with Focusing on words from the Academic
a graphic organizer (storyboard) Word List
Analyzing discussion questions Inventing sentences on the spot for
vocabulary words
Using a graphic organizer (chain diagram) to
sequence events and emotions
Focus on Testing
Summarizing group opinions Answering schematic-table questions

Vocabulary
Nouns Adjectives Idioms and
! bravado ! shock ! appalled Expressions
! burrow ! sojourn ! aware ! blanket of clouds
! claustrophobia ! summit ! banal ! into an apparent
! compadres ! terror ! excruciating death trap
! den ! throng ! frightened ! moving at the
snail’s pace
! familiarity ! visibility* ! inevitable*
! on the roof of the
! fury ! irrational*
Verbs world
! gaggle ! reacted*
! amputated ! release of emotion
! gopher ! scrunched
! dallied ! striking summit
! measuring tape* ! spectacular poses*
! paralysis ! deteriorate ! sufficient*
enable* ! using up precious
!
ill
! prejudices ticks of the clock
-H ! rage ! fantasized Preposition
w
ra ! heeded ! despite*
c
G ! resentment
M
! self-preservation ! snapped (a photo)
©
t
h
g
ri
y
p
o
C

*These words are from the Academic Word List. For more information on this list,
see www.victoria.ac.nz/lals/resources/academicwordlist/

17

PART
1 Reading Skills and Strategies Student Book pages 28–36

Into Thin Air

Before You Read 1 Previewing a Reading
• Ask students why previewing a reading might be
Best Practice important or useful.
Activating Prior Knowledge Have students work in pairs to complete the activity.
A useful skill for students is to consider what they • Go over answers as a class.
already know about a subject before they read
a passage. This information is known as prior
knowledge and is based on a concept of second-
language learning known as schema theory. To make Strategy
this easily understandable for students, you might
Identifying More Exact or Colorful
use the example of the expression, “once upon a
time.” Based on students’ prior knowledge, they Synonyms
should know that if they read “once upon a time,” • Read the information in the Strategy box
they can expect a children’s story. Studies have as a class.
shown that activating schema, or helping students to • Tell students that using synonyms is an
think about what they already know about a subject, important skill in English. I danced up the
can be helpful in improving comprehension. The stairs gives more information than I went
main goal in preview reading activities is to activate up the stairs. Likewise, I gobbled down
students’ previous knowledge. OR nibbled at her cooking gives more
information than I ate her cooking.

Strategy
ANSWER KEY
Previewing a Reading straddling; hunched a shoulder; stared
The following steps can guide students
through previewing a reading:
• Look briefly at the title, headings, charts, 2 Identifying More Exact or Colorful
tables, graphs, and bibliography. Synonyms
• Look up any words in the titles or • The goal of this activity is to increase students’