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Tài liệu nghiên cứu Interactions 1 wt tài liệu viết 1, tổng hợp lý thuyết và thực hành, cung cấp kiến thức chuyên sâu về ., phục vụ nghiên cứu và ứng dụng thực tiễn

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Mục lục chi tiết

1. CHƯƠNG 1: ACADEMIC LIFE AROUND THE WORLD

2. CHƯƠNG 2: EXPERIENCING NATURE

3. CHƯƠNG 3: LIVING TO EAT OR EATING TO LIVE?

4. CHƯƠNG 4: IN THE COMMUNITY

5. CHƯƠNG 5: CULTURES OF THE WORLD AND THE MEDIA

6. CHƯƠNG 6: SOCIAL LIFE

7. SKILLS INDEX

TÀI LIỆU LIÊN QUAN

Mẫu luận văn chất lượng cho sinh viên cao đẳng

125
6
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Tài liệu tham khảo môn Soạn thảo Văn bản

178
28
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Công tác văn thư lưu trữ tại Tổng cục Thuế Trung ương

109
5
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Thực hiện pháp luật về hộ tịch tại Thủ Dầu Một, Bình Dương

87
1
0

Giám sát Hội đồng Nhân dân TP Phan Thiết, Tỉnh Bình Thuận

106
4
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Cải cách pháp luật kiểm soát quyết định hành chính tại

185
1
0

Chứng Thực UBND Phường: Nghiên Cứu Từ Quận Ba Đình, Hà Nội

85
14
0

Chứng thực ủy ban nhân dân cấp xã tại huyện Chư Pưh, Gia

81
2
0

Thủ Tục Hải Quan Điện Tử: Lý Luận và Ứng Dụng

71
2
0

Nghiên cứu công tác soạn thảo và ban hành văn bản tại

89
3
0
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TC?LYE { N 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. 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. a Sun Chang, Soongsil University, Seoul, Margarita Novo, University of Costa Rica, SanJose, _ Korea a Grace Chao, Soochow University, Taipei, Costa Rica a Karen O'Neill, San Jose State University, Taiwan R. a Chien Ping Chen, Hua Fan University, San Jose, California = Linda O’Roke, City College of Taipei, Taiwan R. a Selma Chen, Chihlee Institute San Francisco, San Francisco, Californiaa Martha of Technology, Taipei, Taiwan R. a Sylvia Chiu, Padilla, Colegio de Bachilleres de Sinaloa, Culiacan, Soochow University, Taipei, Taiwan R. a Mary Mexico a Allen Quesada, University of Costa Rica, San Colonna, Columbia University, New York, New York Jose, Costa Rica a Jim Rogge, Broward Community # Lee Culver, Miami-Dade Community College, College, Ft. Lauderdale, Florida a Marge Ryder, City Miami, Florida a Joy Durighello, City College of San College of San Francisco, San Francisco, California. Francisco, San Francisco, California a Isabel Del Valle, a Gerardo Salas, University of Costa Rica, San Jose, ULATINA, San Jose, Costa Rica = Linda Emerson, Costa Rica a Shigeo Sato, Tamagawa University, Sogang University, Seoul, Korea a Esther Entin, Tokyo, Japan a Lynn Schneider, City College of San Miami-Dade Community College, Miami, Florida a Francisco, San Francisco, California s Devan Scoble, Glenn Farrier, Gakushuin Women’s College, Tokyo, Sungkyunkwan University, Seoul, Korea a Maryjane Japan a Su Wei Feng, Taipei, Taiwan R. a Judith Scott, Soongsil University, Seoul, Korea a Ghaida Garcia, Miami-Dade Community College, Miami, Shaban, Makassed Philanthropic School, Beirut, Florida a Maxine Gillway, United Arab Emirates Lebanon a Maha Shalok, Makassed Philanthropic University, Al Ain, United Arab Emirates s Colin School, Beinif, Lebanon a John Shannon, University of Gullberg, Soochow University, Taipei, Taiwan R. Sharjah, Sharjah, United Arab Emirates a Elsa Sheng, , a Natasha Haugnes, Academy of Art University, San National Technology College of Taipei, Taipei, ` Francisco, California a Barbara Hockman, City College Taiwan R. a Ye-Wei Sheng, National Taipei College of San Francisco, San Francisco, California a Jinyoung of Business, Taipei, Taiwan R. = Emilia Sobaja, Hong, Sogang University, Seoul, Korea a Sherry Hsieh, - University of Costa Rica, San Jose, Costa Rica Christ’s College, Taipei, Taiwan R. a Yu-shen Hsu, You-Souk Yoon, Sungkyunkwan University, Seoul, Soochow University, Taipei, Taiwan R. a Cheung Koreaa Shanda Stromfield, San Jose State Kai-Chong, Shih-Shin University, Taipei, Taiwan R. University, San Jose, California a Richard Swingle, Leslie Kanberg, City College of San Francisco, San Kansai Gaidai College, Osaka, Japan a Carol Sung, Francisco, California a Gregory Keech, City College Christ’s College, Taipei, Taiwan R. a Jeng-Vih of San Francisco, San Francisco, Californiaa Susan Tim Hsu, National Kaohsiung First University of Kelly, Sogang University, Seoul, Korea s Myoungsuk Science and Technology, Kaohsiung, Taiwan R. Kim, Soongsil University, Seoul, Korean Youngsuk a Shinichiro Torikai, Rikkyo University, Tokyo, Japan Kim, Soongsil University, Seoul, Korea a Roy Langdon, Sungsoon Wang, Sogang University, Seoul, Koreaa Sungkyunkwan University, Seoul, Korea a Rocio Kathleen Wolf, City College of San Francisco, San Lara, University of Costa Rica, San Jose, Costa Ricaa - Francisco, California a Sean Wray, Waseda University Insung Lee, Soongsil University, Seoul, Korea a Andy International, Tokyo, Japan s Belinda Yanda, Academy Leung, National Tsing Hua University, Taipei, Taiwan: of Art University, San Francisco, California a Su Huei R. a Elisa Li Chan, University of Costa Rica, San _ Yang, National Taipei College of Business, Taipei, Jose, Costa Rica a Elizabeth Lorenzo, Universidad Taiwan R. a Tzu Yun Yu, Chungyu Institute of Internacional de las Americas, San Jose, Costa Rica Technology, Taipei, Taiwan R. Welcome to Interactions/Mosaic Silver Edition. vi Scope and Sequence. T9 9 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. 76 Chapter | Cultures of the World.and the Media. Chapter Social Life. ¬ 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: All new content:—Chapter 10 Sports m 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 ina 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 og 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. 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 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. ultivating Critical Thinking Strategies for critical thinking are taught explicitly. Students learn tools that promote critical thinking skills crucial to success in the academic 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. 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 write your paragraph. What new vocabulary did you use in Activity 1? Add your words & i Analyzing a Painting In small groups, use the following questions to the chart, to discuss the painting below: 4, What is the title of the painting? 2. What is a shark? 3. Which man is Watson? Why do you think he is naked? 4. How many people are in the picture? 5. What is hoppening in the picture? 6. How does the picture make you feel? 7. What can you see in the background? Where do you think this is happening? & 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: 1. Point to an example of each noun in the painting. Point to one person or thing in the painting that can be described with each adjective in the chart. 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 painting who is reaching. Waiting with New Vocabulary write four sentences about the picture using @$ 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 his or her chart? 2c cs: 4 Watson and the Shark, lohn Singlaton Copley, US, 1738-1815, Oi on carrvas 72 x 9Ố 1/4 Ìn, (182 = 229. 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.

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