Download Mosaic 6Ed Level1 Reading TM PDF

TitleMosaic 6Ed Level1 Reading TM
File Size11.5 MB
Total Pages196
Document Text Contents
Page 1

Brenda Wegmann
Miki Knezevic

Teacher's Manual by
Robyn Brinks Lockwood

TEACHER’S
MANUAL WITH

TESTS

Reading

SIXTH EDITION

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Page 2

Mosaic 1 Reading, Teacher's Manual with Tests, Sixth Edition

Published by McGraw-Hill ESL/ELT, a business unit of The McGraw-Hill Companies, Inc.
1221 Avenue of the Americas, New York, NY 10020. Copyright © 2013 by The McGraw-Hill
Companies, Inc. All rights reserved. Printed in the United States of America. Previous editions
© 2007, 2001, and 1995. No part of this publication may be reproduced or distributed in any
form or by any means, or stored in a database or retrieval system, without the prior written
consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or
other electronic storage or transmission, or broadcast for distance learning.

Some ancillaries, including electronic and print components, may not be available to customers
outside the United States.

This book is printed on acid-free paper.

1 2 3 4 5 6 7 8 9 0 TK/TK 1 0 9 8 7 6 5 4 3 2
ISBN: 978-1-25-907064-8
MHID: 1-25-907064-6

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Cover photo: Shutterstock.com

The Internet addresses listed in the text were accurate at the time of publication. The inclusion
of a website does not indicate an endorsement by the authors or McGraw-Hill, and McGraw-
Hill does not guarantee the accuracy of the information presented at these sites.

www.mhhe.com

www.elt.mcgraw-hill.com

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In this
CHAPTER

“ Let a person so act by day
that he or she may rest
happily by night. ”

Japanese proverb

Students will focus on human behavior. In the first

reading, they will learn about the ways people evaluate

their own culture and other cultures. Students will learn

about ethnocentrism and how it can be seen in many

aspects of culture—including literature and language. In

Part 2, students will read a short story about how people

are influenced by their environments. New vocabulary,

reading strategies, and critical thinking will be brought

together as students create dialogues in Part 3.

Chapter Opener

• Direct student’s attention to the photo and have them
work in small groups to discuss the questions in the
Connecting to the Topic section.

• Call on groups to recount their discussions with the
whole class.

• Read the Japanese proverb aloud and ask students
what they think it means.

9CHAPTER9HumanBehavior

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Vocabulary
Nouns
� aspect*
� barbarian
� bias*
� colleague*
� culture*
� despair
� ethnocentrism
� hue
� insomnia
� omission of syntax
� outcome*
� outlook
� self-evaluation
� subgroup
� world view

Adjectives
� aware*
� distasteful
� inconceivable*
� inhuman
� irrational*
� liberal*
� non-Western
� open-minded
� repugnant
� repulsive
� sexual*
� subarctic
� unnatural

Adverbs
� constantly*
� objectively*

Reading Selections
Ethnocentrism by John Friedl

A Clean, Well-Lighted Place by Ernest
Hemingway

Reading Skills and Strategies
Skimming for the main idea

Scanning for development of the main idea

Finding support for main ideas

Previewing for characters and plot

Expressing the theme

Critical-Thinking Skills
Comparing opinions

Analyzing love poems (Readings: three
poems)

Making inferences about characters

Synthesizing Internet content: Taking notes
and presenting results

Writing Tip: Creating a dialogue

Vocabulary Building
Using prefi xes to build new words

Scanning for words with clues

Focusing on words from the Academic
Word List

Getting the meaning of words from context

Focus on Testing
Answering questions on tests about an
author’s purposes or attitudes

(Reading: Gestural Ethnocentrism)

Chapter Overview

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

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PLACEMENT TEST T53

Test ReadingPL ACEMENT

2. What word is opposite in meaning to the word indigenous?
A native

B foreign
C natural
D vegetation

3. Which of the following is not mentioned in the passage as a negative environmental impact of a
golf course?

A the destruction of fragile native ecosystems
B soil erosion caused by cutting down trees
C pollution caused by traffic and maintenance equipment
D depletion of scarce fresh water resources

4. Which of the following best summarizes the environmental concerns of opponents of the use of land
for golf courses?

A They are concerned about the amount of land that a golf course covers.
B They are concerned about the impact of the process of constructing new golf courses.
C They are concerned about the impact of the maintenance of established golf courses.
D All of the above.

5. Based on Paragraphs C and D, we can infer that a “green” golf course is one that .
A consumes a great deal of water

B is environmentally sensitive
C is new and not degraded
D has grass, shrubs, and trees

6. Based on the information in Paragraph C, we can conclude that .
A it is certain that “green” golf courses have already been built

B it is certain that “green” golf courses will be built in the future
C it is not certain that any “green” golf courses have already been built or will be built in

the future
D opponents of golf courses accept the idea that “green” golf courses can actually provide

environmental benefits to their sites

7. Based on Paragraph D, we can infer that the author of the passage .
A agrees with Lawrence Woolbright

B disagrees with Lawrence Woolbright
C is willing to accept some environmental degradation and loss of habitat
D is opposed to all golf courses

8. What would be an appropriate title for this reading passage?
A A Brief History of Golf
B Golf ’s Dirty Side
C Why Make Golf Green?
D The Beauty of Golf

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Page 196

T54 PLACEMENT TEST ANSWER KEY Copyright © McGraw-Hill

Test Answer Key ReadingPL ACEMENT

Interactions/Mosaic
Reading Placement Test
Answer Key
Vocabulary I

1. A 2. B 3. D 4. C 5. B

6. A 7. D 8. D 9. B 10. A

Vocabulary II

1. C 2. B 3. B 4. D 5. B

6. A 7. D 8. C 9. D 10. D

Reading Passage 1

1. B 2. D 3. A 4. B 5. D 6. A 7. B

Reading Passage 2

1. B 2. C 3. A 4. D 5. B 6. D 7. B 8. B

Reading Passage 3

1. B 2. C 3. C 4. A 5. D 6. D 7. C

Reading Passage 4

1. C 2. B 3. C 4. D 5. B 6. C 7. A 8. C

This is a rough guide. Teachers should use their judgment in placing students and selecting texts.

SCORING FOR INTERACTIONS/MOSAIC READING PLACEMENT TEST

Score Placement

0–40 Interactions Access

41–55 Interactions 1

56–70 Interactions 2

71–85 Mosaic 1

86 –100 Mosaic 2

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