a 21st-century course for the modern student -...

A 21st-Century Course for the Modern Student

Proven Instruction that Ensures Academic Success

Interactions/Mosaic prepares students for university classes by fully integrating every aspect of student life. Based on 28 years of classroom-tested best practices, the new and revised content, fresh modern look, and new online component make this the perfect series for contemporary classrooms.

Emphasis on Vocabulary: Each chapter teaches vocabulary intensively and comprehensively. This focus on learning new words is informed by more than 28 years of classroom testing and provides students with the exact language they need to communicate confidently and fluently.

Modern Content: From social networking to gender issues and from academic honesty to discussions of Skype, Interactions/Mosaic keeps students connected to learning by selecting topics that are interesting and relevant to modern students.

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• 3 Revised Chapters, updated to refl ect contemporary student life:Chapter 1: Neighborhoods, Cities, and Towns Chapter 3: Family and FriendsChapter 5: Men and Women

• 6 all-new readings focusing on global topics and digital life

• Over 80 new vocabulary words that enhance profi ciency

• All new photos showcase a modern, multicultural university experience

NEW to Interactions Access Reading 6th Edition

, updated to refl ect contemporary student life:

Access Reading 6th EditionAccess Reading 6th EditionAccess Reading

Digital Component: The fully integrated online course offers a rich environment that expands students' learning and supports teachers' teaching with automatically graded practice, assessment, classroom presentation tools, online community, and more.

Practical Critical Thinking: Students develop their ability to synthesize, analyze, and apply information from different sources in a variety of contexts: from comparing academic articles to negotiating informal conversations.

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Question 1 Men’s Answers Women’s Answers

Is it important to have a high position at work?

Yes No Yes No


When you have a problem at school or work, what do you like to do?

I usually solve it myself.

I usually ask for help.

I usually solve it myself.



What does it mean when a person nods (moves the head up and down)?

PART 1 Reading Skills and Strategies

Men and Women in Business

Before You Read

1 Interviewing Other Students Look at the chart below. Walk around the room and ask as many students as possible the three questions below. Write their answers in this chart. For Questions 1 and 2, use symbols to show the number of people who gave each answer. For example, || = 2 people, |||| = 5 people. For Question 3, write your classmates’ answers in words.

/

2 Critical Thinking: Understanding a Graph Look at the graph on page 79. Then discuss the following questions.

1. Which field has more women? About what percent (%) are women? About what percent are men?

2. Which field has more men? About what percent are men? Women? 3. Which field has an almost equal (same) number of women and men? 4. This graph is about college graduates in the United States in 2008. Do you think

the numbers are different today? Are the numbers different in other countries?

78 CHAPTER 5

3 Previewing Vocabulary Read the words in the list. They are words from the next reading. Listen to their pronunciation. Do not look them up in a dictionary. Check ( ) the words that you don’t know.

Strategy

Understanding New Words in a ReadingYou do not always need to use a dictionary to find the meaning of a new word. Sometimes the meaning is in the sentence before or after the word.

ExampleMen and women also have different body language. They have different ways to communicate with their face and body.

(Body language means different ways to communicate with the face and body.)

Sometimes the meaning is after the phrase in other words.

ExampleExperts are paying attention to the differences in the ways businesswomen and men think and communicate—in other words, talk with and understand other people.

(Communicate means to talk with and understand other people.)

Nouns� body language� equality� eye contact� fields

� genders� hierarchy� position� suggestions

Verbs� communicate� connect� nod

Adjectives� comfortable� equal� funny� similar

Men and Women in Three Fields: Engineering, Education, and Business

Engineering Education

100%

90%

80%

70%

60%

50%

40%

30%

20%

10%

0%Business

Blue=Men Red=Women

Men and Women 79

Men’s Answers Women’s Answers

No

Women’s Answers


Women’s Answers

Look at the chart below. Walk around the Look at the chart below. Walk around the room and ask as many students as possible the three questions below. Write their answers in this chart. For Questions 1 and 2, use symbols to show the number of people who gave each answer. For example, || = 2 people, |||| = 5 people. For

Look at the graph on page 79.

Which field has more women? About what percent (%) are women? About what

Which field has more men? About what percent are men? Women? (same) number of women and men?

This graph is about college graduates in the United States in 2008. Do you think the numbers are different today? Are the numbers different in other countries?

Highlights of Interactions Access Reading 6th Edition

Part 1: Reading Skills and Strategies Each chapter begins with a text on an engaging, academic topic and teaches students the skills that they need to be successful.

Communication for the Modern Student A focus on real-life and academic communication based on engaging readings prepares students for success in school and in life.

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Part 2: Main Ideas and Details Students are challenged by a second text and learn crucial reading skills like skimming for main ideas and finding supporting details.

9 Discussing the Reading Talk about your answers to the following questions.

1. In your experience, is position in the hierarchy of a group more important to men than to women? Give an example.

2. Would you like to have a high position in a group, or would you like to be in a group where everyone's position is equal? Why?

3. What do you mean when you nod? List all of the meanings for you. 4. The reading is about men and women in business. In what other situations can

you find differences between men and women (or boys and girls)? 5. The reading is about how men and women communicate in business in the

United States. How is the situation in your country similar and/or different?

PART 2 Main Ideas and Details

Gender and Communication on Campus

Before You Read

1 Making Predictions Look at the pictures. How are they different? What are the girls doing? What are the boys doing?

2 Previewing Vocabulary Read the words in the list. They are words from the next reading. Listen to their pronunciation. Do not look them up in a dictionary. Check ( ) the words that you don’t know.

Nouns� participation� status

Verbs� argue� participate

Adjectives� active� personal

Men and Women 83

5

10

15

20

Read

3 Reading Background Information Read these paragraphs about where gender differences begin.

Gender and Communication on Campus Experts on education find that boys and girls, men and women,

usually do better in single-gender classes. In other words, they do well in a class with other students of the same gender. Why? Their learning styles are different. The two genders feel comfortable with different styles of teaching.

As children, boys usually play in big groups with a hierarchy. They often argue about rules to their games. They are often loud and very active. As children, girls usually sit and talk with one best friend or in a small group. They often talk about their feelings or tell personal stories about their lives. In school, boys do well in a loud, active class. Girls do well in a class that has small groups. Interestingly, experts tell us that girls have better hearing than boys. In a classroom, it sometimes seems that boys aren’t paying attention. Often, this is because they don’t hear a teacher with a quiet voice.

In many college classes in the United States, participation is important. Teachers expect students to speak in class. In discussions, students often argue different sides of an issue. Men usually feel comfortable with this style of teaching. Speaking in a large group seems natural to them. It gives them status—a higher position—in the hierarchy of the class. Women don’t usually feel comfortable with this style. Many women don’t participate much in class discussions, but they do participate when the class breaks into small groups.

A

B

C

After You Read

4 Identifying the Main Idea What is the main idea of the reading?

A Girls usually feel comfortable in small groups; boys feel comfortable in large ones.

B Men usually participate more in college classes than women do.

C The two genders play differently as children and have different learning styles.

84 CHAPTER 5

ix

Emphasis on Vocabulary Each chapter presents, practices, and carefully recycles vocabulary-learning strategies and vocabulary words essential to the modern student.


PART 3 Practical English

Using Inclusive Language

1 Matching Words Read the words below. Match the words in Column A with the gender-neutral words in Column B.

Understanding Language and SexismSexism is the belief that one gender (male or female) is better than the other gender. Many people believe that language can be sexist; that is, language can give us the idea that men are better or more important than women. Some common phrases in English traditionally name men fi rst; for example, men and women, husbands and wives, and Mr. and Mrs.

There used to be words for jobs that included the idea of only men doing these jobs—words such as fireman and mailman. Some people believe these words give us the idea that only men can fi ght fi res or deliver the mail. Therefore, most people now use the words fire fighter and mail carrier to include the idea of both men and women. To make language more gender neutral or equal, people are changing the way they use langauge.

Column A (only male or female)

1. f man-made 2. mankind 3. policeman 4. chairman 5. actress 6. wife or husband 7. housewife 8. salesman 9. waiter/waitress1 0. stewardess 11. headmaster 12. manpower

Column B (either male or female)

a. chair or chairperson b. salesperson c. spouse d. police officer e. f light attendant f. not natural, made by humans g. server (in a restaurant) h. humanity, people, human beings i. actor j. homemaker k. staff, workers l. principal, director

88 CHAPTER 5

2 Using Possessive Adjectives Read the sentences below. Write his, her, or his or her in the blanks. Then rewrite sentences 4, 7 and 9 by changing the subject, verb and object if necessary and by using the pronoun their.

1. A good student never uses his or her cell phone in class.

Good students never use their cell phones in class.

2. The tall man left laptop on the table.

3. The woman was angry at husband.

4. A doctor will pay a lot of money for education.

5. Some police officer parked car on the street in front of my house.

6. My teacher, Ms. Smith, always answers e-mail from us.

7. Every teacher needs to know subject well.

8. Mr. Jones is my Information Technology 101 professor, and I love

class.

9. Every person can make own decision.

10. A man can change mind, and a woman can change

mind, too.

Using Gender-Neutral Possessive AdjectivesPossessive adjectives show gender; his is used for a male, her is used for a female. But sometimes we don't know if a noun is male or female, or the noun may include both genders. In such cases, you can use his or her. Another style is to make the noun plural and use the possessive adjective their, which can be male or female or include both.

Every student needs his laptop.

(His refers to a male. We can use this only when every student is a male.)

Every student needs his or her laptop.

(Using his or her includes both male and female students.)

Students need their laptops.

(Making the sentence plural includes both male and female students.)

Men and Women 89

Part 3: Practical English From how to navigate a college campus to reading blogs, students engage in topics that prepare them for success in the real world.

Topics for the Modern Student Engaging social and academic topics draw the student in, making learning more engaging and more efficient.

x

laptop on the table.

A good student never uses

verb and object if necessary and by using the pronoun

Read the sentences below. Write Using Possessive Adjectives

refers to a male. We can use this only when every student is a male.)

Every student needs

verb and object if necessary and by using the pronoun

Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives

verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun

Using Possessive Adjectives Using Possessive Adjectives Read the sentences below. Write Read the sentences below. Write Read the sentences below. Write

his or herhis or her includes both male and female students.)his or her includes both male and female students.)

, her, or her, or her in the blanks. Then rewrite sentences 4, 7 and 9 by changing the subject,

clclc alal sasa ssss .

2. laptop on the table.

3. The woman was angry at husband.

4. A doctor will pay a lot of money for education.

is used for a female. But sometimes we don't know if a noun is male or female, or the noun may include

Read the sentences below. Write his in the blanks. Then rewrite sentences 4, 7 and 9 by changing the subject,

p

The tall man left laptop on the table.

The woman was angry at husband.

laptop on the table.

Using Possessive Adjectives Read the sentences below. Write in the blanks. Then rewrite sentences 4, 7 and 9 by changing the subject,

verb and object if necessary and by using the pronoun their. their. their

A good student never uses hisisi or her cell phone in class. cell phone in class.GoGoG od stutut deded ntstst nevevev r ususu e ththt eiriri cecec lllll ppl pl honesese inini cl

Using Gender-Neutral Possessive Adjectives

But sometimes we don't know if a noun is male or female, or the noun may include both genders. In such cases, you can use noun plural and use the possessive adjective their, which can be male or female or their, which can be male or female or theirinclude both.

Every student needs his laptop.

(His refers to a male. We can use this only when every student is a male.)His refers to a male. We can use this only when every student is a male.)His

Every student needs his or her laptop.

(Using his or her includes both male and female students.)his or her includes both male and female students.)his or her

Students need their laptops.


Using Possessive Adjectives Read the sentences below. Write

Using Gender-Neutral Possessive Adjectives

But sometimes we don't know if a noun is male or female, or the noun may include . Another style is to make the

, which can be male or female or


But sometimes we don't know if a noun is male or female, or the noun may include both genders. In such cases, you can use his or her. Another style is to make the his or her. Another style is to make the his or hernoun plural and use the possessive adjective their, which can be male or female or their, which can be male or female or their


includes both male and female students.)


both genders. In such cases, you can use . Another style is to make the . Another style is to make the . Another style is to make the . Another style is to make the . Another style is to make the his or herhis or herboth genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use noun plural and use the possessive adjective include both.include both.

Every student needs Every student needs Every student needs Every student needs Every student needs Every student needs

refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.)

includes both male and female students.)his or herhis or her

laptops. laptops.theirStudents

2. The tall man left

The woman was angry at

A good student never uses

2 Using Possessive Adjectives his or her in the blanks. Then rewrite sentences 4, 7 and 9 by changing the subject, his or her in the blanks. Then rewrite sentences 4, 7 and 9 by changing the subject, his or herverb and object if necessary and by using the pronoun

1. A good student never uses

GoGoGA good student never uses

Using Possessive Adjectives Read the sentences below. Write Read the sentences below. Write Read the sentences below. Write Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives Read the sentences below. Write Read the sentences below. Write Read the sentences below. Write

verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun theirverb and object if necessary and by using the pronoun

A good student never uses d

A good student never uses A good student never uses

laptop on the table. laptop on the table.The tall man left The tall man left laptop on the table.The tall man left

The woman was angry at

A doctor will pay a lot of money for

The woman was angry at The woman was angry at

Using Gender-Neutral Possessive Adjectives Using Gender-Neutral Possessive Adjectives Using Gender-Neutral Possessive Adjectives is used for a female. Using Gender-Neutral Possessive Adjectives is used for a female. Using Gender-Neutral Possessive Adjectives is used for a female. Using Gender-Neutral Possessive Adjectives is used for a female. But sometimes we don't know if a noun is male or female, or the noun may include

Using Gender-Neutral Possessive AdjectivesBut sometimes we don't know if a noun is male or female, or the noun may include



Using Gender-Neutral Possessive Adjectives Using Gender-Neutral Possessive Adjectives Using Gender-Neutral Possessive AdjectivesPossessive adjectives show gender; Using Gender-Neutral Possessive AdjectivesPossessive adjectives show gender; Using Gender-Neutral Possessive AdjectivesPossessive adjectives show gender; Using Gender-Neutral Possessive AdjectivesPossessive adjectives show gender; his Using Gender-Neutral Possessive Adjectiveshis Using Gender-Neutral Possessive Adjectiveshis Using Gender-Neutral Possessive Adjectiveshis is used for a male, Using Gender-Neutral Possessive Adjectives is used for a male, Using Gender-Neutral Possessive Adjectives is used for a male, Using Gender-Neutral Possessive Adjectives is used for a male, his is used for a male, his Using Gender-Neutral Possessive Adjectiveshis is used for a male, his Using Gender-Neutral Possessive Adjectiveshis is used for a male, his Using Gender-Neutral Possessive Adjectiveshis is used for a male, his her Using Gender-Neutral Possessive Adjectivesher Using Gender-Neutral Possessive Adjectivesher Using Gender-Neutral Possessive Adjectivesher is used for a female. Using Gender-Neutral Possessive Adjectives is used for a female. Using Gender-Neutral Possessive Adjectives is used for a female. Using Gender-Neutral Possessive Adjectives is used for a female. her is used for a female. her Using Gender-Neutral Possessive Adjectivesher is used for a female. her Using Gender-Neutral Possessive Adjectivesher is used for a female. her Using Gender-Neutral Possessive Adjectivesher is used for a female. herBut sometimes we don't know if a noun is male or female, or the noun may include




Using Gender-Neutral Possessive Adjectives Using Gender-Neutral Possessive Adjectives Using Gender-Neutral Possessive AdjectivesPossessive adjectives show gender; Using Gender-Neutral Possessive AdjectivesPossessive adjectives show gender; Using Gender-Neutral Possessive AdjectivesPossessive adjectives show gender; Using Gender-Neutral Possessive AdjectivesPossessive adjectives show gender; But sometimes we don't know if a noun is male or female, or the noun may include




. Another style is to make the his or herboth genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use . Another style is to make the . Another style is to make the . Another style is to make the . Another style is to make the his or herhis or herboth genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use his or herboth genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use both genders. In such cases, you can use . Another style is to make the . Another style is to make the . Another style is to make the . Another style is to make the . Another style is to make the . Another style is to make the . Another style is to make the . Another style is to make the . Another style is to make the . Another style is to make the . Another style is to make the . Another style is to make the . Another style is to make the . Another style is to make the , which can be male or female or , which can be male or female or noun plural and use the possessive adjective noun plural and use the possessive adjective noun plural and use the possessive adjective noun plural and use the possessive adjective

include both., which can be male or female or , which can be male or female or noun plural and use the possessive adjective noun plural and use the possessive adjective noun plural and use the possessive adjective noun plural and use the possessive adjective

include both.include both.include both.include both.

laptop.Every student needs Every student needs Every student needs Every student needs laptop. laptop.hishisEvery student needs Every student needs Every student needs Every student needs Every student needs laptop.

refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.)

Every student needs

refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.)His refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.) refers to a male. We can use this only when every student is a male.)

Every student needs

includes both male and female students.)

Every student needs

his or her includes both male and female students.)his or her includes both male and female students.)his or her

Every student needs

his or her

Every student needs Every student needs

includes both male and female students.) includes both male and female students.)his or her(Using (Using his or her(Using includes both male and female students.)

theirStudents laptops. need laptops. laptops. laptops.their laptops. need Students need Students their need


Students

(Making the sentence plural includes both male and female students.)(Making the sentence plural includes both male and female students.)

Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives Using Possessive Adjectives Read the sentences below. Write Using Possessive Adjectives Using Possessive Adjectives Read the sentences below. Write Read the sentences below. Write Read the sentences below. Write Read the sentences below. Write Using Possessive Adjectives Using Possessive Adjectives Read the sentences below. Write Read the sentences below. Write Read the sentences below. Write Read the sentences below. Write Read the sentences below. Write Read the sentences below. Write Read the sentences below. Write

verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun theirtheirverb and object if necessary and by using the pronoun theirverb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun verb and object if necessary and by using the pronoun

1. A good student never uses A good student never uses A good student never uses A good student never uses A good student never uses A good student never uses A good student never uses A good student never uses A good student never uses d

A good student never uses A good student never uses A good student never uses d

A good student never uses A good student never uses A good student never uses hher

laptop on the table. laptop on the table. laptop on the table.The tall man left The tall man left The tall man left The tall man left laptop on the table. laptop on the table. laptop on the table. laptop on the table. laptop on the table. laptop on the table.The tall man left The tall man left The tall man left The tall man left laptop on the table. laptop on the table. laptop on the table.The tall man left

his, in the blanks. Then rewrite sentences 4, 7 and 9 by changing the subject,

is used for a female. But sometimes we don't know if a noun is male or female, or the noun may include

2. The tall man left laptop on the table.

The woman was angry at husband.

A doctor will pay a lot of money for

n cl


* These words are among the 1,000 most frequently used words in English.

Read the lists below. Check ( ) the strategies and vocabulary that you learned in this chapter. Look through the chapter or ask your instructor about the strategies and words that you do not understand.

Reading and Vocabulary-Building Strategies

� Understanding a graph� Understanding new words in a reading� Recognizing conclusions� Reading faster� Understanding and using gender-neutral language� Focusing on high-frequency words

Target Vocabulary

Nouns� body* language*� equality� eye* contact� fields*� genders� hierarchy� participation� position*� status� suggestions

Verbs� argue� communicate� connect� nod� participate

Adjectives� active� comfortable� equal*� funny� personal� similar*

Self-Assessment Log

Men and Women 93

Part 4: Vocabulary Practice The final section is dedicated to reviewing and intensively practicing words students learned throughout the chapter.

PART 4 Vocabulary Practice

1 Reviewing Vocabulary Read each sentence below and write True or False. New words from this chapter are underlined.

1. When you nod, you move your hands. False

2. Coffee and tea are similar.

3. Animals that live in groups may have a hierarchy.

4. If I have ten dollars and Fred has ten dollars, we have an equal amount

of money.

5. Medicine, teaching, and going to the movies are all fields.

6. Some movies are funny, and some movies aren't.

7. Women and men are the same gender.

8. The president of a company has a low status.

9. If you connect with someone, you probably don’t want to visit him or her.

10. A spouse usually lives with you.

Now rewrite the false sentences to make them true.

Example: When you nod, you move your head.

2 Listening: Focusing on High-Frequency Words. Listen and fill in the blanks in the sentences. Some of the words are new and some of the words are not new.

Men and women also have different 1

language.

They have different ways to 2

with their face and body.

Imagine an office full of 3

of both genders. Notice

their body language. Women like eye 4

. They need

to look directly into each 5

eyes. Men usually don’t

like eye 6

. In a meeting, women like to sit face to

face. Men like to sit side by 7

. In conversation, people

of both 8

often nod—move their head up and down.

5

90 CHAPTER 5

xi

communicate

Focusing on high-frequency words Understanding and using gender-neutral language


and words that you do not understand.this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies

) the strategies and vocabulary that you learned in this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies

) the strategies and vocabulary that you learned in this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies

Understanding and using gender-neutral language

this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies ) the strategies and vocabulary that you learned in

� genders� hierarchy� participation� position*� status� suggestions

comfortable

funny personal

� similar*

this chapter. Look through the chapter or ask your instructor about the strategies

Adjectives

comfortable

� nod� participate

� funny� personal

Read the lists below. Check ( this chapter. Look through the chapter or ask your instructor about the strategies and words that you do not understand.


� Understanding a graph� Understanding new words in a reading� Recognizing conclusions� Reading faster� Understanding and using gender-neutral language� Focusing on high-frequency words

Target Vocabulary

body* language*Verbs� argue� communicate� connect� nod

Adjectives� active� comfortable� equal*� funny


communicate communicate


nod funny

this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies


) the strategies and vocabulary that you learned in this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies Read the lists below. Check ( ) the strategies and vocabulary that you learned in this chapter. Look through the chapter or ask your instructor about the strategies


this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies and words that you do not understand.and words that you do not understand.and words that you do not understand.and words that you do not understand.and words that you do not understand.

Reading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building Strategies

Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words

� fields*� genders

hierarchy participation

body* language*

Target Vocabulary

Nouns� body* language*� equality� eye* contact� fields*

Target VocabularyTarget VocabularyTarget VocabularyTarget VocabularyTarget Vocabulary

Nouns body* language* body* language* body* language* body* language* body* language* equality � comfortable� communicate comfortable

� fields* nod � fields* funny

participation

) the strategies and vocabulary that you learned in this chapter. Look through the chapter or ask your instructor about the strategies



) the strategies and vocabulary that you learned in this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies




) the strategies and vocabulary that you learned in ) the strategies and vocabulary that you learned in this chapter. Look through the chapter or ask your instructor about the strategies


) the strategies and vocabulary that you learned in this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies this chapter. Look through the chapter or ask your instructor about the strategies and words that you do not understand.and words that you do not understand.and words that you do not understand.and words that you do not understand.and words that you do not understand.and words that you do not understand.and words that you do not understand.and words that you do not understand.and words that you do not understand.and words that you do not understand.and words that you do not understand.and words that you do not understand.and words that you do not understand.and words that you do not understand.and words that you do not understand.and words that you do not understand.and words that you do not understand.and words that you do not understand.and words that you do not understand.and words that you do not understand.

Reading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building Strategies

Reading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building StrategiesReading and Vocabulary-Building Strategies Recognizing conclusionsReading and Vocabulary-Building Strategies Recognizing conclusionsReading and Vocabulary-Building Strategies Recognizing conclusionsReading and Vocabulary-Building Strategies Recognizing conclusions Reading faster Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Reading faster Understanding and using gender-neutral language Reading faster Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Understanding and using gender-neutral language Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words Focusing on high-frequency words

Target VocabularyTarget VocabularyTarget VocabularyTarget VocabularyTarget VocabularyTarget VocabularyTarget Vocabulary

Nouns body* language* body* language*

Nouns body* language* � body* language* body* language* body* language* body* language* body* language* equality communicate communicate equality communicate comfortable comfortable comfortable� comfortable comfortable comfortable� communicate communicate communicate communicate communicate� communicate

� equality comfortable communicate comfortable

fields* eye* contact fields* funny

equal* funny nod nod�� fields*

eye* contact fields* � funny� funny funny funny� nod nod�� fields* nod

Target VocabularyTarget VocabularyTarget VocabularyTarget VocabularyTarget VocabularyTarget Vocabulary participationTarget Vocabulary participationTarget Vocabulary participationTarget Vocabulary participation participationTarget Vocabulary participationTarget Vocabulary participationTarget Vocabulary participation

Self-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment LogSelf-Assessment Log

Self-Assessment LogSelf-Assessment Log



Self-Assessment Log


comfortable

� genders hierarchy participation

funny personal

�

equal* funny

Results for Students A carefully structured program presents and practices academic skills and strategies purposefully, leading to strong student results and more independent learners.


Scope and SequenceChapter Reading Selections Reading Skills and Strategies Critical-Thinking Skills Vocabulary Building Language Skills

1 Neighborhoods, Cities, and Towns p2

College Campuses Today

An Email From College

Prereading: Thinking about the topic

Making predictions

Previewing vocabulary

Identifying main ideas and details in a reading

Following textbook directions

Making predictions

Synthesizing and discussing ideas from a reading


Understanding new words with is, are, is like, and are like

Developing vocabulary strategies

Understanding prepositions

Understanding large numbers

Using prepositions

2 Shopping and E-Commerce p20

Internet Shopping

Predicting the Future of Shopping



Understanding new words: using punctuation clues

Understanding quotation marks

Identifying the topic and main idea of a paragraph

Summarizing

Analyzing predictions from the past and about the future

Identifying a good summary


Safely using passwords on websites


Understanding new words from examples


Reviewing verb tenses

3 Friends and Family p38

New Ways of Staying Connected

Cell Phones Save Lives


Skimming


Recognizing organization in an essay

Identifying main ideas and details

Reading a blog

Using a graphic organizer to organize ideas in an essay

Making predictions

Using the Internet as a dictionary tool


Understanding new words: using pictures

Using a print dictionary: alphabetical order

Understanding pronouns

Interviewing other students

Using pronouns

4 Health Care p56 Health News for Body and Mind

Are You Healthy? (Questionnaire)



Understanding italics

Understanding the main ideas

Making predictions

Reading and answering a questionnaire

Analyzing and comparing answers

Finding important details



Finding meaning after which or who

Identifying and matching vocabulary words and defi nitions


Changing nouns to adjectives

Identifying body parts

Identifying opposites

Giving advice

Understanding guide words in a dictionary

Describing illnesses


xii

har1963X_fm_S-S-Rnd04.indd 12 7/31/12 2:24 PM

Chapter Reading Selections Reading Skills and Strategies Critical-Thinking Skills Vocabulary Building Language Skills

1 Neighborhoods, Cities, and Towns p2

College Campuses Today

An Email From College


Making predictions


Identifying main ideas and details in a reading

Following textbook directions

Making predictions



Understanding new words with is, are, is like, and are like

Developing vocabulary strategies

Understanding prepositions

Understanding large numbers

Using prepositions

2 Shopping and E-Commerce p20

Internet Shopping

Predicting the Future of Shopping




Understanding quotation marks

Identifying the topic and main idea of a paragraph

Summarizing

Analyzing predictions from the past and about the future



Safely using passwords on websites


Understanding new words from examples


Reviewing verb tenses

3 Friends and Family p38

New Ways of Staying Connected

Cell Phones Save Lives


Skimming


Recognizing organization in an essay

Identifying main ideas and details

Reading a blog

Using a graphic organizer to organize ideas in an essay

Making predictions

Using the Internet as a dictionary tool


Understanding new words: using pictures

Using a print dictionary: alphabetical order



Using pronouns

4 Health Care p56 Health News for Body and Mind

Are You Healthy? (Questionnaire)



Understanding italics

Understanding the main ideas

Making predictions

Reading and answering a questionnaire

Analyzing and comparing answers

Finding important details



Finding meaning after which or who

Identifying and matching vocabulary words and defi nitions


Changing nouns to adjectives

Identifying body parts

Identifying opposites

Giving advice

Understanding guide words in a dictionary

Describing illnesses


xiii



5 Men and Women p76 Men and Women in Business




Understanding new words in a reading

Understanding main ideas and details


Making predictions

Reading faster: reading in phrases

Understanding a graph

Making predictions

Recognizing and writing conclusions


Checking vocabulary


Discussing ideas from the reading

Understanding language and sexism

Using gender-neutral possessive adjectives

6 Sleep and Dreams p94

The Purpose of Sleep and Dreams

A Dream Narrative



Finding the meaning of new words: meaning after or

Identifying details

Thinking about the topic

Identifying the main idea

Understanding mood

Finding the meaning of new words from context

Searching for and analyzing information on the Internet


Understanding words from their parts

Finding the meaning of words: meaning after or



Interviewing students


7 Work and Lifestyles p112

Volunteering

My Special Year



Finding the meaning of new words: looking at colons

Understanding sentences with the word that

Finding the main ideas and important details

Checking vocabulary

Organizing details using a T-chart

Making inferences

Reading and analyzing a chart


Understanding words from their parts: suffi xes


8 Food and Nutrition p130

New Foods, New Diets

Eating Bugs


Previewing a reading


Identifying the main ideas in a reading

Using opposites to understand a new word

Identifying the topic in a paragraph

Finding details

Organizing details using a graphic organizer


Analyzing information



Figuring out words with more than one meaning


xiv



5 Men and Women p76 Men and Women in Business




Understanding new words in a reading

Understanding main ideas and details


Making predictions

Reading faster: reading in phrases

Understanding a graph

Making predictions

Recognizing and writing conclusions


Checking vocabulary



Understanding language and sexism

Using gender-neutral possessive adjectives

6 Sleep and Dreams p94

The Purpose of Sleep and Dreams

A Dream Narrative



Finding the meaning of new words: meaning after or

Identifying details

Thinking about the topic

Identifying the main idea

Understanding mood

Finding the meaning of new words from context

Searching for and analyzing information on the Internet


Understanding words from their parts

Finding the meaning of words: meaning after or



Interviewing students


7 Work and Lifestyles p112

Volunteering

My Special Year



Finding the meaning of new words: looking at colons


Finding the main ideas and important details

Checking vocabulary

Organizing details using a T-chart

Making inferences



Understanding words from their parts: suffi xes


8 Food and Nutrition p130

New Foods, New Diets

Eating Bugs


Previewing a reading


Identifying the main ideas in a reading


Identifying the topic in a paragraph

Finding details

Organizing details using a graphic organizer


Analyzing information



Figuring out words with more than one meaning


xv



9 Great Destinations p148

Adventure Vacations

Your Travel Personality (Questionnaire)

Tours and Traveling


Previewing the reading


Finding the main idea and details

Making predictions

Reading a website and analyzing information

Reaching a conclusion: paying attention to evidence



Identifying support for opinions


Understanding words for directions

Understanding words from their prefi xes

Using go + verb + -ing for activities


Stating and explaining opinions

10 Our Planet p168 The Ocean in Trouble

Repairing the Environment



Finding the meaning of words from context

Identifying the main idea and details

Reading a paragraph that includes a chart

Understanding relationships between ideas

Using a graphic organizer to show relationships

Making inferences

Discussing and synthesizing a reading

Reading and analyzing a graph

Reading and analyzing a pie chart

Comparing facts and fi gures


Understanding words from their parts: over in a word

Understanding words that can be more than one part of speech


Using facts and fi gures

xvi



9 Great Destinations p148

Adventure Vacations

Your Travel Personality (Questionnaire)

Tours and Traveling


Previewing the reading


Finding the main idea and details

Making predictions


Reaching a conclusion: paying attention to evidence



Identifying support for opinions



Understanding words from their prefi xes

Using go + verb + -ing for activities


Stating and explaining opinions

10 Our Planet p168 The Ocean in Trouble

Repairing the Environment



Finding the meaning of words from context

Identifying the main idea and details

Reading a paragraph that includes a chart

Understanding relationships between ideas

Using a graphic organizer to show relationships

Making inferences

Discussing and synthesizing a reading

Reading and analyzing a graph

Reading and analyzing a pie chart

Comparing facts and fi gures


Understanding words from their parts: over in a word

Understanding words that can be more than one part of speech


Using facts and fi gures

xvii


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