Interactions Reading. Teacher's Manual with Tests

211 Pages·19.745 MB·English

by  Hartmann Pamela, Mentel James.

A
SIXTH EDITION
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Reading
S
TEACHER’S
MANUAL WITH
TESTS
Pamela Hartmann
James Mentel
Teacher’s Manual by
Laurie Blass
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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.
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ISBN: 978-1-25-907055-6
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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
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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.
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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.
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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.
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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.
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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.
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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-
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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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need to work on. Each chapter test has four parts with items totaling 100 points. Item types include yrig
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multiple choice, fill-in-the blank, and true/false. Audioscripts are provided when used. Co
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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
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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.
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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.
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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.
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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.
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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.
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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.
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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.
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In each chapter of this Teacher's Manual, you’ll find Best Practices boxes that highlight a particular Hill
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activity and show how this activity is tied to a particular Best Practice. The team of writers, editors, Gr
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* TOEFL® is a registered trademark of Educational Testing Services (ETS). This product is not endorsed or approved by ETS. yright
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Interactions/Mosaic Best Practices
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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.
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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.
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Students learn to organize thoughts and notes through a variety of graphic organizers that
accommodate diverse learning and thinking styles.
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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.
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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.
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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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11
Neighborhoods,
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Cities, and Towns
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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
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example. (College is exciting.) Gr
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College is the best time op
Expand the discussion by asking students to explain their C
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of your life… adjective choices. For example, ask: Why is college
exciting?
Author Unknown
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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
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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
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