Interactions 1 wt tài liệu viết 1

TC?L { YEN

SENTENCE DEVELOPMENT AND
INTRODUCTION TO THE PARAGRAPH

Cheryl Pavlik

Lawrence J. Zwier

Contributor, Focus on Testing

Meredith Pike-Baky

Writing Strand Leader

Interactions 1 Writing, Silver Edition

Published by McGraw-Hill ESL/ELT, a business unit of The McGraw-Hill Companies,
Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2007 by The
McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be
reproduced or distributed in any form or by any means, or stored in a database or re-
trieval system, without the prior written consent of The McGraw-Hill Companies, Inc.,
including, but not limited to, in any network or other electronic storage or transmission,
or broadcast for distance learning.

ISBN 18: 978-0-07-125829-6
ISBN 10: 0-07-125829-9 :
123456789 10 CTPMPM 11 10 09 08 07

The credits section for this book begins on page 192 and is considered an extension of
the copyright page. :

Cover photo: Steve Allen/Creatas Images

Printed in Singapore

INTERNATIONAL EDITION ISBN: 0-07-125829-9
Copyright © 2007. Exclusive rights by The McGraw-Hill Companies, Inc. for manufac-
ture and export. This book cannot be re-exported from the country to which it is sold
by McGraw-Hill. The International Edition is not available in North America.

McGraw-Hill

A Special Thank You

The Interactions/Mosaic Silver Edition team wishes to thank our extended team: teachers,
students, administrators, and teacher trainers, all of whom contributed invaluably to the

‘making of this edition.

Macarena Aguilar, North Harris College, Houston, u Cheryl Magnant, Sungkyunkwan University, Seoul,
Texas a Mohamad Al-Alam, Imam Mohammad Korea s Narciso Maldonado Iuit, Escuela Tecnica
University, Riyadh, Saudi Arabia a Faisal M. Al Mohanna Electricista, Mexico City, Mexico m Shaun Manning,
Abaalkhail, King Saud University, Riyadh, Saudi Hankuk University of Foreign Studies, Seoul,
Arabia; Amal Al-Toaimy, Women’s College, Prince Korea a Yoshiko Matsubayashi, Tokyo International
Sultan University, Riyadh, Saudi Arabia a Douglas University, Saitama, Japan a Scott Miles, Sogang
Arroliga, Ave Maria University, Managua, Nicaragua University, Seoul, Korea a William Mooney, Chinese
a Fairlie Atkinson, Sungkyunkwan University, Seoul, Culture University, Taipei, Taiwan R.O.C. a Jeff Moore,
Korea a Jose R. Bahamonde, Miami-Dade Community Sungkyunkwan University, Seoul, Korea = Mavelin de
College, Miami, Florida a John Ball, Universidad Moreno, Lehnsen Roosevelt School, Guatemala City,
de las Americas, Mexico City, Mexico a Steven Bell, Guatemala s Ahmed Motala, University of Sharjah,

Universidad la Salle, Mexico City, Mexico n Damian Sharjah, United Arab Emirates a Carlos Navarro,
Benstead, Sungkyunkwan University, Seoul, Korea a University of Costa Rica, San Jose, Costa Ricas Dan
Paul Cameron, National Chengchi University, Taipei, Neal, Chih Chien University, Taipei, Taiwan R.O.C.
Taiwan R.O.C. a Sun Chang, Soongsil University, Seoul, Margarita Novo, University of Costa Rica, SanJose, _
Costa Rica a Karen O'Neill, San Jose State University,
Korea a Grace Chao, Soochow University, Taipei, San Jose, California = Linda O’Roke, City College of
San Francisco, San Francisco, Californiaa Martha
Taiwan R.O.C. a Chien Ping Chen, Hua Fan University, Padilla, Colegio de Bachilleres de Sinaloa, Culiacan,
Taipei, Taiwan R.O.C. a Selma Chen, Chihlee Institute Mexico a Allen Quesada, University of Costa Rica, San
of Technology, Taipei, Taiwan R.O.C. a Sylvia Chiu, Jose, Costa Rica a Jim Rogge, Broward Community
Soochow University, Taipei, Taiwan R.O.C. a Mary College, Ft. Lauderdale, Florida a Marge Ryder, City
Colonna, Columbia University, New York, New York College of San Francisco, San Francisco, California.
# Lee Culver, Miami-Dade Community College, a Gerardo Salas, University of Costa Rica, San Jose,
Miami, Florida a Joy Durighello, City College of San Costa Rica a Shigeo Sato, Tamagawa University,
Francisco, San Francisco, California a Isabel Del Valle, Tokyo, Japan a Lynn Schneider, City College of San
ULATINA, San Jose, Costa Rica = Linda Emerson, Francisco, San Francisco, California s Devan Scoble,
Sogang University, Seoul, Korea a Esther Entin, Sungkyunkwan University, Seoul, Korea a Maryjane
Miami-Dade Community College, Miami, Florida a Scott, Soongsil University, Seoul, Korea a Ghaida
Glenn Farrier, Gakushuin Women’s College, Tokyo, Shaban, Makassed Philanthropic School, Beirut,
Japan a Su Wei Feng, Taipei, Taiwan R.O.C. a Judith Lebanon a Maha Shalok, Makassed Philanthropic
Garcia, Miami-Dade Community College, Miami, School, Beinif, Lebanon a John Shannon, University of
Florida a Maxine Gillway, United Arab Emirates Sharjah, Sharjah, United Arab Emirates a Elsa Sheng, ,
University, Al Ain, United Arab Emirates s Colin National Technology College of Taipei, Taipei, `
Gullberg, Soochow University, Taipei, Taiwan R.O.C. Taiwan R.0.C. a Ye-Wei Sheng, National Taipei College
a Natasha Haugnes, Academy of Art University, San of Business, Taipei, Taiwan R.O.C. = Emilia Sobaja,
Francisco, California a Barbara Hockman, City College - University of Costa Rica, San Jose, Costa Rica
of San Francisco, San Francisco, California a Jinyoung You-Souk Yoon, Sungkyunkwan University, Seoul,
Hong, Sogang University, Seoul, Korea a Sherry Hsieh, Koreaa Shanda Stromfield, San Jose State
Christ’s College, Taipei, Taiwan R.O.C. a Yu-shen Hsu, University, San Jose, California a Richard Swingle,
Soochow University, Taipei, Taiwan R.0.C. a Cheung Kansai Gaidai College, Osaka, Japan a Carol Sung,

Kai-Chong, Shih-Shin University, Taipei, Taiwan R.O.C. Christ’s College, Taipei, Taiwan R.O.C. a Jeng-Vih
Tim Hsu, National Kaohsiung First University of
Leslie Kanberg, City College of San Francisco, San Science and Technology, Kaohsiung, Taiwan R.O.C.
Francisco, California a Gregory Keech, City College a Shinichiro Torikai, Rikkyo University, Tokyo, Japan
of San Francisco, San Francisco, Californiaa Susan Sungsoon Wang, Sogang University, Seoul, Koreaa
Kelly, Sogang University, Seoul, Korea s Myoungsuk Kathleen Wolf, City College of San Francisco, San
Kim, Soongsil University, Seoul, Korean Youngsuk Francisco, California a Sean Wray, Waseda University
Kim, Soongsil University, Seoul, Korea a Roy Langdon, International, Tokyo, Japan s Belinda Yanda, Academy
Sungkyunkwan University, Seoul, Korea a Rocio of Art University, San Francisco, California a Su Huei
Lara, University of Costa Rica, San Jose, Costa Ricaa - Yang, National Taipei College of Business, Taipei,
Insung Lee, Soongsil University, Seoul, Korea a Andy Taiwan R.O.C. a Tzu Yun Yu, Chungyu Institute of
Leung, National Tsing Hua University, Taipei, Taiwan: Technology, Taipei, Taiwan R.O.C.
R.O.C. a Elisa Li Chan, University of Costa Rica, San _
Jose, Costa Rica a Elizabeth Lorenzo, Universidad
Internacional de las Americas, San Jose, Costa Rica


Welcome to Interactions/Mosaic Silver Edition.................... vi
Scope and Sequence...... T999 KT nh nh KT ch thu xii

Chapter Academic Life Around the World....... 2

§ Chapter Experiencing Nature...................... 20

Chapter b Living to Eat or Eating to Live?.......... 40

Chapter In the Community......................... 58

Chapter Home......................................... 76

Chapter | Cultures of the World..............:...... 92

Chapter Dã #

Health...................................... 108

Chapter Entertainment.and the Media........ 126.

Chapter Social Life.................................. 144

Chapter SpOFfS...................................... 162

Appendices....... ¬ ct debe cues ee seseecsertetettieneseseenenens 180
Skills Index........ boc eceuteseetutueeettetereutervettereetetennees 189

Interactions/Mosaic Silver Edition is a fully-integrated, 18-book
academic skills series. Language proficiencies are articulated from the

beginning through advanced levels within each of the four language skill

strands. Chapter themes articulate across the four skill strands to
systematically recycle content, vocabulary, and grammar.

NEW to the Silver Edition:

World’s most popular and comprehensive academic skills series—
thoroughly updated for today’s global learners
Writing Articulation Chart outlines how the Interactions/Mosaic writing
program leads students from sentence building to academic essay writing
Writing revision process focuses on Revising (focusing on the big picture)

and Editing ocusing on the word and sentence level)
New strategies and activities for the TOEFL® iBT build invaluable test
taking skills

New “Best Practices” approach promotes excellence in language teaching

NEW to Interactions 1 Writing:

m All new content:—Chapter 10 Sports
Transparent chapter structure with consistent part headings, activity
labeling, and clear guidance—strengthens the academic experience:

Part 1:Before You Write

Part 2: Developing Writing Skills

Part 3: Revising and Editing

Part 4: Expansion Activities ,

Systematically structured, multi-step Writing Process culminates inao g
Writing Product task
New and direct connections between writing and grammar tie the
writing skill in focus with the grammar structures needed to develop each
writing skill
New communicative activities invite students to interact meaningfully with
target words to build vocabulary skills for writing
New self-evaluation rubric for each chapter supports the learner as he or
she builds confidence and autonomy in academic writing

ar

* TOEFL is a registered trademark of Education Testing Service (ETS). This publication is
not endorsed or approved by ETS.

vi

Our Interactions/Mosaic Silver Edition team has produced an edition
that focuses on Best Practices, principles that contribute to excellent lan-

guage teaching and learning. Our team of writers, editors, and teacher con-
sultants has identified the following six interconnected Best Practices:

aking Use of Academic Content

Materials and tasks based on academic content and experiences give
learning real purpose. Students explore real world issues, discuss aca-
demic topics, and study content-based and thematic materials.

Irganizing Information

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

caffolding Instruction = ©) > 2S ---. + - eee bì.

A scaffold is a physical structure that facilitates construction’ of a building.
Similarly, scaffolding instruction is a tool used to facilitate language learn-
ing in the form of predictable and flexible tasks. Some examples include

oral or written modeling by the teacher or students, placing information in
a larger framework, and reinterpretation.

ctivating Prior Knowledge

Students can better understand new spoken or written material when they
connect to the content. Activating prior krfowledge allows students to tap
into what they already know, building on this knowledge, and stirring a cu-
riosity for more knowledge.

nteracting with Others small group work,
world contact and
Activities that promote human interaction in pair work,
and whole class activities present opportunities for real
real world use of language.

ultivating Critical Thinking learn tools
academic
Strategies for critical thinking are taught explicitly. Students
that promote critical thinking skills crucial to success in the
world.

vil

interacting with Others Activating Prior Knowledge
Questions and topical quotes stimulate Chapter opening questions and pre-writing
interest, activate prior knowledge, and discussions activate prior knowledge and
launch the topic of the unit. A
create a foundation for the writing activity.

“what Sport {s this?
3 Have: ‘you done this:Sport? ‘Would you ever do this sport? Why ory not?

EFwnat sparts cio You tke? wiry do you lke them?

New design showcases compelling

instructional photos to.strengthen the
educational experience.

Making Use of Academic Content Enhanced focus on vocabulary
Academic themes, activities, and writing uilding promotes academic achievement.
topics prepare students for university life.

& i Analyzing a Painting In small groups, use the following questions Using a Vocabulary Chart in this chapter, you are going to write a descriptive
Paragraph about Watson and the Shark Think about the vocabulary you will need to
to discuss the painting below: write your paragraph. What new vocabulary did you use in Activity 1? Add your words
to the chart,
4, What is the title of the painting?
2. What is a shark? & Using New Vocabulary Join a group of three students and do the following
with the words in the chart and the painting ivatsan and the Shark:
3. Which man is Watson? Why do you think he is naked? 1. Point to an example of each noun in the painting.
4. How many people are in the picture? 2. Point to one person or thing in the painting that can be described with
5. What is hoppening in the picture? each adjective in the chart.
6. How does the picture make you feel? 3. For each verb in the eturt, point to one person or thing in the painting dat
could go with that verb. Example: (verb) reach, point to the man in the
7. What can you see in the background? Where do you think this painting who is reaching.
Waiting with New Vocabulary write four sentences about the picture using
is happening? @$ many Gf the vocabulary words in the chart as you can. Underline the words you used
from the chart and count them, Which student in the class used the mast words from

2c cs: his or her chart?

4 Watson and the Shark, lohn Singlaton Copley, US, 1738-1815, Oi on carrvas 72 x 9Ố 1/4 Ìn, (182 wae Experiencing Nature 23
= 229.2 Om). Gift of Lars. George von Lengerks Meyer. Courtesy, Museum of Fine Arts, Boston,
Reproduced with permissor. © 2060 Museum of Fing Arts, Saston, All Rights Reserved.

22 Chapter2 exe

Organizing Information tools for
Graphic organizers provide ideas.

rganizing information and

ORD FAMILIES word families Using a Venn Diagram Look at the Venn diagram comparing basketball and
ta\ha chart in Activity 3, some words are part of the sama ward family. forms for differ-
baseball on page 166. Fill in the diagram with the phrases below. How are the sports the
of words that have similar meanings but may have different same? How are they different? Can you add any other characteristics?

of speech. Fer example: vin, winner, and winning. play any tmeofyear `. played inside _ team sport
play only in good weather played outside use bail and net
team will win the game. (verb) fast played with a ball use gloves and bats
Wit were the yinners. (noun) stow
Malta scored the winning goal. {adjective}

Finding Word Families find as many word families as you can in the
vocabulary\chart in Activity 3, and waite them below.

eopgse, apsosing

using Venn Diagrarks ® Abasketbal game

AvVenn diagram contaks overlapping circles and shows the similarities and dif- : Creating a Venn Diagram Create aVenn diagram. Write the names of the two
Sports you will vite about in your comparison paragraph. Then fill the diagremwith
ferences between two things. The parts af the circles that do not overlap contain ï their similarities and differences.
differences. The parts that do overlap contain similarities. Look at your diagram, Ara there more similarities or differences? If there are more simi
Iarities, you should focus your paragraph on the ways the two sports are similar. if there
BASKETBALL BASEBALL are more differences, you should focus on the differences.

« fast Finding intereeting Sases of Comparison
When twe things seem similar, It can be interesting ta read and waite about their
4 AVenn Dagan differences. Similarly, It can be interesting to discover the similarities in twa things
166 = Chapter 1D wes
that seen different.

Your paragraph will be more interesting if you think of unusual bases of com

parison. Basés Of comparison are Ways in whieh things can be compared. For
example, you could Compare basketball and baseball using the following bases of
comparison: origin of the game, number of players, and where tha game is played.

Cultivating Critical Thinking
Critical thinking strategies and activities
equip students with the skills they need for
academic achievement. :

› Scaffolding Instruction New strategies and activities for the
instruction and practice with sentence and TOEFL® iBT build invaluable test taking
paragraph skills help the student move Skills.
towards essay writing.

ea Peer Sharing teta partner read your paragrAaskphyo,ur partner to give two

reasons he or she agress or disagrees vith your opinion.

Ki Writing the Second Draft Rewrite your paragraph using your rubric
hyeluation. Then give your paragraph to your teacher for comments and corrections

en your teacher retums your paper, ask him or her about amy comments or
chrrections you don't understand.

using Adjectives `

One way to make a movie review interesting is to add adjectives that describe

setting, characters, and events. Try to choose adjectives that are a¢ specific as Describing Differences . : -

possible, and don't use the same adjective more than once in your paragraph. In this chapter, you leamed about using but and however to express differences.

Independent writing prompts on the TOEFL? intemet-Based Test (87) often ask

Completing Sentences with Adjectives Look at the list of adjectives that you to write about the differences between the idaas in a reading and those in
describe movies on page 130. Then add an adjte o eac ch ot f ti he sv ente ences below. alecture.

4. Star Wars is afan exciting science-fiction movie. Practice The table below ilustrates differences between two Sports: skfing ang
2. Dracula isa horror movie about 2. snowboarding. Write one sentence to express each differencTeh.e first one is
dane for you as an example.
vampire.
love story about a couple ona sinking ship.
3. Titanicisa in... EMEASV aloUt a
4. Lord gƒthe Rữs

journey.

Using Adjectives in a Sentence Use adjectives to vite a sentence about Origin penotb Pop
your favorite movie. Then underline the adjectives.
Status in 1970s Not allowed on. hils at
commercial resors
Dress of Participants in
4 Writing Phrases with Adjectives Make a list of soomf eyour favorite movie 1970s clothes
characters. Look back at the fist of adjectives on page 130. In a group of three students,
isrite phrases describing those characters. 4. Askior usos tive nerrow boards, but @ uses only ¢

Exampie Foinste wide onc.
EL T—a magical visitor from another planet
2
Howard Hughes—an eccentric genius

USING APPOSITIVES

‘You can combine sentences using appositives. tn Chapter 3, you leamed that an appasi-
tive Is a word or phrase that modifies a noun or a noun phrase and follows it directly.
Appositives are set off from the rest of the sentence with commas.

Example
Har Solo is one of the heroes af Star Wars. He is a brave but egotistical pilot.
Han Soto, aebgravoe tbuit sticep!ilot is one of the heroes of Star Wers.

134 Chapter8 was mas Sports 177

Around the A descriptive para- Using a vocabulary chart interviewing a
World graph about a classmate

classmate Developing vocabulary
in a semantic field: daily Ordering information
activities in a paragraph

using a graphic
organizer

Writing topic
sentences

2 Experiencing A descriptive para- Using an illustration to Discussing a painting
Nature graph about a painting generate vocabulary
Generating vocabulary Ordering information
through discussion from general to spe-
cific

Grouping details in
spatial order

3 Living to Eat or A descriptive Generating vocabulary Free writing
Eating to Live? paragraph about through discussion
holiday foods Ordering information
Developing vocabulary from general to
in a semantic field: specific
words to describe
foods Using a graphic
organizer to
determine levels
of detail

Writing topic
sentences

Using connectors: and, Revising for content: topic Distinguishing fact
but, and so sentence, focus, and and opinion
Using also to add grouping of related ideas Choosing relevant
information interview questions
Editing for form: para-
graph format, third per-
son singular, negative
verb forms, and capital-
ization

Using descriptive Revising for content: Analyzing artwork
Distinguishing general
adjectives inclusion of important and specific
Determining spacial
Using prepositional details, order of order
phrases information, use of
adjectives #
-
Unifying a paragraph Editing for form:
with pronouns Use of articles,
paragraph and
Using the present sentence form
continuous

Using a, an, and the

Using count and Revising for content: Classifying foods

noncount nouns adding appositives and Analyzing a graphic
such as
: organizer
Editing for form: use |
Giving examples with of commas in lists, . Distinguishing
general and specific
such as plural nouns, and third information
Evaluating nouns:
.Using appositives" person singular count or noncount
identifying your
Punctuating lists strengths and
challenges
Spelling third-person
singular verbs

4 In the An informative Generating new vocabu- Organizing paragraphs
community letter to a friend lary through free writing in a letter
Developing vocabulary Using a graphic orga-
in a semantic field: ac- nizer to write direc-
tivities in a place; direc- tions
tion words

A personal narrative Generating new vocabu- Using a time line to or-
lary through discussion ganize information
Developing vocabulary
in a semantic field: life Choosing a topic
events
Limiting information

Writing topic sen-

tences

6 Cultures of The conclusion Generating vocabulary Reading and discuss-
the World of a folktale from reading
narrative ing a folk tale
Generating vocabulary Using a plot diagram
through discussion Understanding the
elements of a story

xiv

Using the present tense Revising for content: Selecting the correct
and be going to for future paragraph division verb tense
Using prepositions of Editing for form: letter Evaluating community
location, direction, and format services
distance Relating directions
Using there, it, and they to a map

“St Brainstorming ideas
a Using the past tense Revising for content:
sẽ combining ideas with
: Combining sentences but, so, and and ~
- with because Evaluating a theory
| Editing for Form: by applying it to life
| Using before, after, punctuating dependent experience
| when, and as soon as clauses

Using when and while Revising for content: ? SOIET)
varying time words: clarity, relevance, and TOEFL? IB oe
when, while, before, sequence Ordering events Borrowing vocabulary

after, then, and as soon Editing for form: using Proposing an original | fromareading ˆ -
as editing symbols ending to a folktale
Interpreting the moral
of a folktale
Evaluating elements
of a story

7 Health An informational Developing vocabulary Using an idea map
paragraph about in a semantic field: Writing topic sen-
health treatments health tences
Using suffixes to gener-
ate new vocabulary

8 Entertainment A one-paragraph Developing vocabulary in Using a story web
and the Media movie review and a semantic field: movies identifying the ele-
analysis and characters ments of a story
Identifying positive and
negative adjectives

A narrative para- Developing vocabulary Interviewing a
graph about a in a semantic field: classmate
classmate leisure-time activities
Choosing a method of
Building vocabulary
organizing information
with suffixes Writing topic and
concluding sentences

A paragraph com- Developing vocabulary Using a Venn diagram
paring two sports in a semantic field:

sports Using a comparison
table
Generating new
vocabulary with word Writing topic and
families concluding sentences

xvi

Using restrictive relative Revising for content: rel- Defining broad terms TOEFL! [BT
clauses evance and transitions Brainstorming and Using transition
evaluating ideas words
Using in addition, Editing for form: editing Contrasting modern
however, for example symbols and punctuation and traditional medi-
with and and but cine
Giving reasons with
because and infinitives
of purpose

Using the historical Revising for content: Classifying adjectives TOEFL? [BT
present tense appositives and relevance as positive or negative ~
Categorizing movies
Using appositives Editing for form: spelling by genre Using the historical
of present and past Analyzing movie
Using adjectives to participles, capitalization choices present tense
describe character ia
and setting . : .

Choosing the correct Revising for content: Ordering ideas TOEFL? BT

verb tense combining ideas identifying poor - Managing time

Editing for form:
Using transitional words connecting words, and. concluding sentences oes
and phrases: also, in comparatives
addition, in fact, and Analyzing how you
however spend your time

Expressing cause and #
effect with so...that

Using comparative Revising for content: topic Categorizing sports TOEELO iat
adjectives and adverbs sentence and combining
Using both to write about Finding bases of PHI -
similarities sentences
Using but and however to comparison ~ Describing —
write about differences Editing for form: connecting - differences.
words and comparative
structures

Genre Focus: Descriptive"

Writing Product
A descriptive paragraph about a classmate

Writing Process
interview a classmate.
Distinguish fact and opinion.
Create a graphic organizer.
Learn about topic sentences.
Connect ideas with and, but, and so.
Use also to add information.

Learn to revise for content and edit for form.
Use a writing rubric to evaluate a first draft.

? Why or why not ?
?Why ?
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Reviewing Interview Questions A reporter for a school newspaper
is writing an article about new students on campus. Read the questions he will
ask the students.

1. What is your name?
2. Where are you from?
3. What classes are you taking?
4. What do you like about this school?
5. ‘What do you like to do in your free time?
6. What are your plans for the future?

A Interviewing a classmate

Writing Interview Questions In this chapter, you are going to interview a
classmate and write a descriptive paragraph about him or her. Write some questions
for your interview. Use some of the questions above, and write three new questions.

ob Sharing Your Interview Questions Your teacher will write some of your
questions on the board. Discuss them as a class. Are they good questions to ask?
Now look at your own questions. Are they good questions? Make any changes you
think are necessary.

4 Chapter 1 aaa