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THE POWER TO PAVE YOUR OWN LEARNING JOURNEY

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New Interactions is a fully revised and enhanced edition of the most trusted brand name in English for Academic Purposes, the pioneer series Interactions/Mosaic. This new edition offers powerful digital tools that support the content with relevancy and real-world application that is crucial to learning in a fast-paced, global world.

• The classroom becomes a dynamic and flexible learning environment that can facilitate lower-order thinking skills and promote higher-order reasoning.

• A wealth of innovative and adaptive learning tools and materials provide each student with a tailored learning journey.

• New Interactions: Listening and Speaking offers a variety of listening genres and systematically guides students through strategies and critical-thinking skills that help prepare them for academic achievement.

• New Interactions: Reading and Writing focuses on the writing process and the written product; it presents reading skills and strategies that prepare students for academic achievement through a variety of themes and high-interest topics.

READING AND WRITING

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LISTENING AND SPEAKING


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Jami HanreddyElizabeth Whalley


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New Interactions 4 Listening and SpeakingBy Jami Hanreddy Elizabeth Whalley, and McGraw-Hill Education Authors

New Edition Series Editor: Danae Kozanoglou

Copyright © 2020 by McGraw-Hill Education.

Published by McGraw-Hill Education.

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 retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Exclusive rights by McGraw-Hill Education for manufacture and export. This book cannot be re-exported from the country to which it is sold by McGraw-Hill Education.

ISBN: 9781447079996

mheducation.com


Table of ConTenTs

Scope and Sequence iv-vii

1 Rise to the Challenge! 2

2 Compete or Cooperate? 22

3 The Ties That Bind 42

4 Healthy Mind, Healthy Body 62

5 Hi-Tech, Low-Tech, or No Tech? 82

6 Dollars, Deeds, and Dreams 102

7 Standing Out From the Crowd 122

8 Imagine, Create, Succeed 142

9 Social Behavior 162

10 It's a Crime! 182

Acknowledgements 202

Image Credits 204

New Interactions 1


Chapter Goals ♦ Listening: Listening to a conversation for stressed

words and reductions, predicting what a speaker will say next, pragmatic understanding of a presentation, listening for tone of voice.

♦ Speaking: Sharing personal perspectives on lecturing and academic instruction, brainstorming and sharing predictions about presentation content, using appropriate expressions to request and offer clarification, discussing learning styles, solving riddles and brainteasers, giving a presentation on learning styles.

Focus on the Images ♦ Compare and contrast the pairs of images. ♦ Which images best represent your own educational

experiences? ♦ What kind of learner are you? Audio, visual,

or kinesthetic? Collaborative or independent? Competitive or creative?

Brainstorm and Associate ♦ Words and phrases that come to mind about

teaching methods and learning styles ♦ Suggestions for improving educational practices

Think and Comment“ A lecture is an occasion when you

numb one end to benefit the other.” John Gould, English ornithologist and bird artist

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2 Listening and Speaking 4


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1Listening 1 But That’s Not What I’m Used to!

Before You Listen

1 Topic Discuss the questions in pairs or small groups.

1. Have you ever been in a situation that was very different from what you expected and what you were used to? Explain the situation and your reaction.

2. Have you ever felt negative towards something new and different, but later realized that it was a positive change?

3. Would you say that you are open-minded and willing to try new things, or do you prefer things the way that you are used to them? Explain.

2 Vocabulary Listen to the underlined words and phrases that follow. Then use the context in the examples to match them with their definitions.

Examples Definitions

1. Not everyone understands or appreciates Jenna’s off-the-wall sense of humor.

A to talk continuously

2. Rather than go on and on about the issues in the education system, the chancellor preferred to discuss solutions.

B boring and repetitive

3. It is often difficult to interpret the plays and poetry of previous centuries.

C to have a connection with

4. Most teachers agree that their job is challenging and rewarding.

D to use information you already know to help you

5. Doing the same job every day for years can become very monotonous.

E the subject matter and ideas that are included

6. In the creative writing course, students are asked to draw on their personal experiences and imagination.

F very unusual; unconventional

7. One might say that creative individuals with innovative ideas are responsible for the progress and inventions the world benefits from today.

G a particular way of dealing with or doing something

8. Educators and students today are calling for a new approach to teaching.

H to explain what something means

9. The content of the computer science course is revised and updated every year.

I original and new

10. The college is making efforts to create a green campus that will better tie in with environmentally-friendly practices.

J difficult in a way that makes you interested



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hallenge!3 Predicting content You are going to listen to a conversation between two college students

discussing a new professor. Before you listen, underline the word or phrase you think is correct to complete each sentence. You can compare and make changes after you listen.

1. Karim thinks the lecture was (boring / unusual / innovative). 2. He thinks the professor should have (talked on and on / explained some theory / had students

work in groups).3. Sonya thinks the lecture was (challenging / monotonous / off-the-wall). 4. She thinks the professor’s approach (was typical / promoted important skills / wasn’t what she

expected). 5. Karim and Sonya probably (agree / disagree) at the end of the conversation.

While You Listen4 Listening and checking Listen to the conversation. Check (Q) the sentences in 3 that you guessed

correctly and correct the rest.

Professor Boyd, Nadia, and Sonya Trevor and Karim

Language Focus Stress

Stress is an important part of correct pronunciation in English. Words that carry information, such as nouns, verbs, adjectives, and adverbs are often stressed. This means they are spoken higher, louder, and more clearly than other (unstressed) words.

5 Listening for stressed words Before you listen to the conversation again, try to fill in the missing stressed words. Then listen to confirm, correct, and complete the answers.

Sonya: Hey, Karim. What did you think of our new (1) ?Karim: You mean Dr. Boyd in macroeconomics?

Sonya: Yeah. Did you like today’s (2) ?Karim: Lecture? I wouldn’t (3) call it that. Don’t you think it was a bit

(4) ?Sonya: What do you mean?

Karim: Well, (5) we take notes while the professor goes (6) and (7) about this theory and that theory. Instead, she immediately put us in (8) and had us try to (9) some graphs (10) teaching us anything.

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1Sonya: But aren’t typical lectures (11) ? This was new and (12) .Karim: I suppose…

Sonya: Don’t you (13) ? She was encouraging us to (14) for ourselves. (15) , I thought the lesson was (16) .

Karim: I don’t know… In our (17) first lesson, how are we (18) to know what to do? She could have pointed out a few things.

Sonya: Instead of being told (19) to know, we had to (20) on previous (21) to figure things out on our own. Besides, she (22) come around and offer (23) to each group.

Karim: But that’s (24) what I’m used to.

Sonya: That’s the whole (25) . If we want to (26) , we’ve got to (27) new things. This kind of (28) to teaching promotes (29) learning and other important skills like problem-solving and critical thinking – things we can use in the (30) world.

Karim: I (31) argue with that.

Sonya: And didn’t you notice how the (32) of the graphs also tied (33) with what we’re doing in our chem courses?

Karim: Yeah, I (34) find that (35) , which reminds me... Have you found a (36) partner?

Sonya: Not yet. How about you?

Language Focus Reductions

Reduced forms are a natural part of spoken English. Words that are not stressed are often shortened, or reduced. Listen to the example: If we want to improve, we’ve got to try new things.

Unreduced Pronunciation Reduced Pronunciationwant to wannagot to gotta

6 Comparing pronunciation Listen for the difference between unreduced and reduced pronunciation. Underline the words on the left whose reduced form is provided on the right.

Unreduced Pronunciation Reduced Pronunciation *

1. What did you think of the new professor? Whadja think of the new professor?2. Did you like today’s lecture? Didja like today’s lecture?3. What do you mean? Whaddaya mean?4. Don’t you see? Dontchu see?5. I don’t know… I dunno…6. …things we can use in the real world. …things we kin use in the real world.7. How about you? How boutchu?



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hallenge!Tip * The reduced forms are not acceptable spellings in formal written English.

After You Listen

7 Role-playing Act out the conversation with a partner. Practice pronouncing stressed words and reductions.

8 Sharing experiences Think about the following questions and make a few brief notes to help you remember your thoughts. Then discuss your answers in small groups or as a class.

1. Many people think that a good teacher knows how to help you dig deeply, not only into a course topic but also into yourself. A How might a teacher get you to dig deeply? B What might you learn about yourself?

2. Have you ever taken a class in which the tutor did not lecture? If not, imagine you have participated in a course in which lecturing was not used. A What took the place of lecturing? Did you feel comfortable with this approach to teaching?

Why or why not? B How did you do on the tests for this course? Did you get a good grade? Did you

understand the material better? Why or why not? C Did you get to know the tutor and the other students better than in a lecture course? Do

you think this was an important factor in your learning? Why or why not? D Is memorizing all there is to learning? Or is there more to it? What might those things be?

3. There are many different kinds of learners, for example: aural, verbal, visual, kinesthetic, logical, interpersonal, intrapersonal. What kind of learner do you think you are? Why?

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1Listening 2 Presentation: Don’t Lecture Me – A New Paradigm

for the University of the Future

Before You Listen

• The human brain cannot possibly take in and remember all of the information presented during a typical lecture, yet this is the way most college students are taught, especially in their introductory courses.

• Because books were rare before the printing press, someone would often read a book aloud to others. In fact, the word lecture comes from the Latin word to read.

• From March 1 to 7, 2014, Arvind Mishra of India gave a lecture on “scientific computation” at Graphic Era University in Dehradun, India, that lasted 139 hours and 42 minutes. So far, it is listed as the longest marathon lecture in the Guinness World Records. According to the rules, Mishra could take a five-minute break every hour or accumulate the minutes and take longer breaks less often.

Did You Know

1 Topic Look at the images and discuss the questions in pairs or small groups.

1. Why do you think that most higher education courses and even some high school courses are taught mainly through lecturing?

2. What can students gain from attending lectures? Do you think there are better ways to learn and retain knowledge? What are they?

3. Not all lectures or lecturers are the same. What qualities make a lecture intriguing? What qualities make it boring? Is there such a thing as a perfect lecture that can appeal to every member of the audience at the same time? Explain.

What qualities make a lecture intriguing or boring?



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hallenge!2 Vocabulary Listen to the following underlined words and phrases which appear in the

presentation. Then use the context in the examples to match them with their definitions.

Examples Definitions

1. Many educators believe that lecturing to students is not the best method of teaching and that a new paradigm for education needs to be developed.

A to upset the usual way of doing something in a major or surprising way

2. This new paradigm to replace lectures in education has to be practical and efficacious.

B to change the character or appearance of something

3. Many students feel that lecturing is completely obsolete as a method for sharing knowledge. They would prefer more modern methods of learning.

C a clear and typical example that is a model for something

4. Lecturing presents a paradox. On the one hand, lecturing may be ineffective and obsolete, but on the other hand, it is what students are accustomed to.

D the mental ability to receive knowledge and ideas

5. Most students manage to succeed at university in spite of the fact that lectures are not the most efficacious method for learning.

E no longer useful because something newer exists; outdated

6. Educators at some colleges are trying to shake things up by introducing a totally new paradigm for education.

F able to produce the intended effect or result; successful

7. For example, some schools and colleges are introducing an integrated curriculum in which various subjects are interconnected through a central theme.

G an important or surprising fact that is made known for the first time

8. The purpose of an integrated curriculum is to develop the capacity of students for achievement in a variety of areas. These areas include academic studies, as well as critical thinking, problem-solving, social values, and life skills.

H a statement/situation that presents opposing views as true at the same time

9. It was a revelation to some students to hear that lectures were not effective and therefore would no longer be used as the main method of instruction.

I without being affected by something

10. In the 21st century, there is a call for schools at all levels to transform education in order to better prepare students for challenges of the future.

J made whole or complete by bringing together different parts

Listening 2 Presentation: Don’t Lecture Me – A New Paradigm for the University of the Future

Before You Listen

• The human brain cannot possibly take in and remember all of the information presented during a typical lecture, yet this is the way most college students are taught, especially in their introductory courses.

• Because books were rare before the printing press, someone would often read a book aloud to others. In fact, the word lecture comes from the Latin word to read.

• From March 1 to 7, 2014, Arvind Mishra of India gave a lecture on “scientific computation” at Graphic Era University in Dehradun, India, that lasted 139 hours and 42 minutes. So far, it is listed as the longest marathon lecture in the Guinness World Records. According to the rules, Mishra could take a five-minute break every hour or accumulate the minutes and take longer breaks less often.

Did You Know

1 Topic Look at the images and discuss the questions in pairs or small groups.

1. Why do you think that most higher education courses and even some high school courses are taught mainly through lecturing?

2. What can students gain from attending lectures? Do you think there are better ways to learn and retain knowledge? What are they?

3. Not all lectures or lecturers are the same. What qualities make a lecture intriguing? What qualities make it boring? Is there such a thing as a perfect lecture that can appeal to every member of the audience at the same time? Explain.

What qualities make a lecture intriguing or boring?

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1 Skills Focus Predicting What the Speaker Will Say Next

Making Predictions

Surprises may be welcome in certain situations, but if they occur frequently in a lecture or presentation, they may make it difficult to understand. In order to avoid surprises, it is useful to be ready for and anticipate what the speaker will say next. Here are two guidelines to help you make predictions.

1. Before you listen, consider what you may already know about the topic and also what you want to learn about the topic.

2. As you listen, predict what the speaker will say. When the speaker makes a statement: A Predict what she or he will say next. B Judge quickly whether you were right or wrong. C If you were right, move on to your next prediction. D If you were wrong, just put a question mark in your notes for clarification later

and move on to the next prediction.

When you focus on listening in this way, you are less likely to be distracted by thoughts of things such as lunch, your soccer game, or what you and your friend plan to do on the weekend.

Strategy

3 Considering the topic Brainstorm answers to the following questions in small groups. Take turns sharing ideas and write them in the small circles of the graphic organizer. Afterward, share your group’s ideas with the whole class.

1. Based on the title of the presentation, “Don’t Lecture Me – A New Paradigm for the University of the Future,” what do you think the speaker will discuss?

Don’t Lecture Me – A New Paradigm for the University of the Future

Why do we need a new

paradigm?



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hallenge!2. What questions do you have about the new paradigm?

What I want to find out about the new paradigm

Will we still write tests?

While You Listen4 Listening and making predictions Listen to the presentation, one section at a time. After each

section, try to predict what will happen next. Share your predictions with a partner. Then continue listening to see if your predictions were correct. If your prediction was not correct, write down what actually happened next.

Stop 1: Just call out your questions. What questions do you think the students will ask?

Stop 2: Then let’s begin with the first question. Why not lecture? What do you think the presenter’s answer will be to this question? Why?

Stop 3: OK, so who decided that we needed a new paradigm for learning? What do you think the presenter’s answer will be to this question?

Stop 4: Their goal is to provide students with the tools they need to succeed in a world in which the information that they might memorize today could be totally obsolete in the future. What does this mean? What do you think will be discussed next?

Stop 5: Our program… is totally based on a set of student learning outcomes and objectives rather than merely on faculty interests. What does this statement mean? What examples might be given?

Stop 6: What if I can’t figure out what’s expected of me here? What advice or solutions do you think the presenter will offer?

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“What if I can’t figure out what’s expected of me here?”

5 Comparing predictions Share your predictions from 4 and the clues you used to make them with the whole class. You might want to listen to the presentation again and share your predictions at each of the stops about what is going to come next in the presentation. What did you learn from your classmates’ predictions and their reasons for making them?

6 Taking notes Close your books. Listen to the entire presentation again and take notes in your notepad.

7 Pragmatic understanding Using your notes, try to answer the following questions. Then listen to the extracts from the presentation and check your answers.

1. Listen again to part of the presentation. Why does the professor say, “Any more? No?” A To see if the other students have these same concerns. B To find out if all students are present. C To find out if anyone has a different question. D So he can complete a list of good graduate schools.

2. Listen again to part of the presentation. What is the professor’s opinion about lectures? A He thinks that professors and students should be allowed to use what they are used to. B He thinks that they are not particularly effective. C He thinks that they are a good way to teach and learn. D He thinks that they create problems for both teachers and learners.

3. How do you think the professor would answer the student’s question, “Can I get into a good graduate school from here?” A Yes, but not easily. B Yes, even though the process is mysterious. C Perhaps. You can try. D Yes. This program will prepare you well for any graduate program.



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hallenge!4. Listen again to part of the presentation.

Why does the professor mention UC Santa Cruz and Alverno College? A To show that the methods used at his university are well established. B To show that there are better programs than the one at his university. C To show that the programs at these schools are exactly the same. D To show that he is also very enlightened.

5. Listen again to part of the presentation. What is the professor implying when he says, “Our program… is based on a set of student learning outcomes and objectives rather than merely on faculty interests?”A That the students can choose their professors based on their interests. B That the professors are objectively concerned with student learning. C That the students will not be required to take a course on a particular topic merely

because a professor is doing research on that topic. D That the professors have a lot of interests and will help students set goals for learning

about those topics.

After You Listen

8 Speaking from your notes Using your own notes from the lecture, present the information about the new paradigm for university courses to a small group of classmates.

9 Considering concepts Fill in the following chart with examples and share your answers with your classmates.

Example 1 Example 2 Example 3Paradigm shifts Online banking is

increasingly popular in the digital age.

Obsolete items Typewriters have been replaced by computers.

Shaking things up The manager is hiring an entirely new sales team.

Transforming A caterpillar turns into a butterfly.

Significant revelations The Earth is round, not flat.

Paradoxes The only constant thing is change.

Integrated systems The Internet is a global interconnected network.

Efficacious things Efficacious medicine is able to combat illness or disease.

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The manager is shaking things up with an entirely new sales team.

10 Thinking critically Work in a group and discuss the following questions:

1. Do you agree with the new paradigm for universities that was mentioned in the presentation? What aspects do you agree or disagree with and why?

2. What changes would you like to see in academic instruction and curricula?3. At the end of the presentation, the professor asks students to share some of their own

positive educational experiences both inside and outside of the classroom. How would you respond?

Speaking 1 Learning Styles

1 Topic In a group, discuss ways in which you would ask for or give clarification.

1. Imagine that your friend was explaining a difficult situation to you and needed some advice. What would you do if you were not entirely clear on what your friend was saying?

2. Now imagine that your teacher or your boss was explaining something important. What would you do if you were not clear on what they were telling you?

3. How would you ask for clarification in these situations? Would your request be the same or different in each case? Why?

Language Focus Ways to Request Clarification

When you are the listener, you cannot be certain that the speaker will know when you need clarification. Therefore, when you don’t understand what someone is saying, don’t wait for offers of clarification. Request information when you need it, even if you have to politely interrupt the speaker.



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hallenge!Formal Expressions to Request Clarification

One of these: Followed by one of these: Could/Can/May I interrupt? Would you mind repeating that? Excuse me. Could/Would you repeat that, please? Pardon me. Could/Would you say that again, please? I beg your pardon. I didn’t get the last part (word, etc.). I’m sorry. What was that again?

Informal Expressions to Request Clarification

Huh? (very informal) What? I didn’t get the last part (word, etc.). What did you say? I didn’t catch that. You lost me.

2 Reading background information You are going to read excerpts from an article about learning styles. Read the background information and discuss the questions with a partner.

Steven A. Stahl was a professor at the University of Illinois and University of Georgia. He is recognized for his extensive research in the fields of literacy and reading fluency, especially beginning reading and vocabulary instruction. Numerous articles and textbooks have been published on these topics under his name. This article, Different Strokes for Different Folks? A Critique of Learning Styles, originally appeared in the journal, American Educator, in 1999.

1. Based on the title, what do you think the article is about?2. What learning styles are you familiar with?

3 Requesting clarification Work in pairs to practice politely interrupting a speaker to ask for clarification when you do not hear or understand what they are saying.

1. Follow these instructions:Student A: Read Text A aloud to a partner. Your partner will interrupt from time to time

to ask for clarification. Mark those places in the text. Student B: Cover Text A but keep your book open to the Language Focus box on

this page. Listen carefully to your partner and when you don’t understand something clearly, use the expressions to ask for clarification.

2. Switch roles. Student B will read aloud Text B and Student A will ask for clarification.

Text AI work with a lot of different schools and listen to a lot of teachers talk. Nowhere have I seen a greater conflict between “craft knowledge” or what teachers know (or at least think they know) and “academic knowledge” or what researchers know (or at least think they know) than in the area of learning styles. Over the years, my experience has told me to trust teachers; it has also taught me that teachers’ craft knowledge is generally on target. I don’t mean to say that teachers are always right, but they have learned a great deal from their thousands of observations of children learning in classrooms. So, when teachers talk about the need to take into account children’s learning styles, and researchers roll their eyes at the sound of the term “learning styles,” there is more to it than meets the eye.

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1The whole notion seems fairly intuitive. Certainly, different people might learn differently from each other. It makes sense. Consider the following from the website of the National Reading Styles Institute (NRSI), a major proponent of the application of learning styles to the teaching of reading:

We all have personal styles that influence the way we work, play, and make decisions. Some people are very analytical, and they think in a logical, sequential way. Some students are visual or auditory learners; they learn best by seeing or hearing. These students are likely to conform well to traditional methods of study.Some people (we call them “global learners”) need an idea of the whole picture before they can understand it, while “analytic learners” proceed more easily from the parts to the whole. Global learners also tend to learn best when they can touch what they are learning or move around while they learn. We call these styles of learning “tactile” and “kinesthetic.” In a strictly traditional classroom, these students are often a problem for the teacher. She has trouble keeping them still or quiet.

This all seems reasonable, but it isn’t.

Text BThe reason researchers roll their eyes at learning styles is the utter failure to find that assessing children’s learning styles and matching to instructional methods has any effect on their learning. The area with the most research has been the global and analytic styles referred to earlier in the NRSI blurb. Over the past 30 years, the names of these styles have changed – from “visual” to “global” and from “auditory” to “analytic” – but the research results have not changed.Five research reviews, all published in well-regarded journals, found the same thing: One cannot reliably measure children’s reading styles and even if one could, matching children to reading programs by learning styles does not improve their learning. In other words, it is difficult to accurately identify children who are “global “and “analytic.” So-called global children do not do better in whole language programs than they would in more phonics-based programs. And so-called analytic children do not do better in phonics programs than they do in whole language programs. In short, time after time, this notion of reading styles does not work.

Are these children global learners?



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hallenge!

Are these children analytic learners?

This is an area that has been well researched. Many other approaches to matching teaching approaches to learning styles have not been well researched, if at all. I could not find studies in refereed journals, for example, documenting whether the use of Howard Gardner’s “Multiple Intelligences Model” improved instruction. This does not mean, of course, that the use of the model does not improve achievement, only that I could not find studies validating its use. The same is true of other learning style models.One cannot prove a negative. Even if all of these studies failed to find that matching children by learning styles helps them read better, it is always possible that another study or another measure will find that matching children to their preferred learning modality will produce results. But in the meantime, we have other things that we know will improve children’s reading achievement. We should look elsewhere for solutions to reading problems.

Tip Concepts in this article may be useful for your presentation at the end of the chapter.

Language Focus Ways to Offer Clarification

At times you might notice that people don’t seem to be following what you are saying. They may look confused, uncomfortable, or even nervous as they try to understand. One way to make sure that people understand what you are saying is to offer clarification when needed. To do this, you can either repeat the information more slowly or say it again using different words.

Expressions to Offer Clarification

Formal and/or informal: Generally informal: Are you following me? Did you catch that? Are you with me? Did you get that? Do you understand so far? Got it?Does that make sense to you? Is that clear? OK so far? Right? “Does that make sense to you?”

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1Tip Listeners are usually appreciative when you use these expressions to check

whether or not they need clarification. But be careful with your tone of voice. You don’t want to sound as if you were angry because they weren’t listening.

4 Recognizing tone of voice You will hear two conversations in which the speakers use the same expression to offer clarification. Listen for the difference in tone between a helpful question and an angry, critical, or scolding one. Then answer the questions.

Conversation 1 Ms. Torres is talking to a group of cruise ship employees.

1. Which expression does Ms. Torres use?

2. What is her intention when she uses this expression?

Conversation 2 Mrs. Gobel is talking to her children. Mrs. Gobel uses the same expression to offer clarification that Ms. Torres did in Conversation 1.3. What is Mrs. Gobel’s intention when she uses this expression?

5 Offering clarification Using the texts in 3, practice offering your partner clarification.

1. Follow these instructions:Student A: Read aloud Text A again. This time, at the points you have marked, use

expressions from the Language Focus box to offer clarification, that is, check that your partner clearly understands. Then try to rephrase those parts of the passage or repeat them more slowly.

Student B: Respond by acknowledging that you have understood or by asking further questions.

2. Switch roles. Student B will read aloud Text B and offer clarification.

6 Thinking critically Discuss the following questions with your partner. Then share your answers with your classmates.

1. In your own words, describe each of the learning styles mentioned in the article. 2. How do teachers and researchers view learning styles?3. Over 20 years after this article was published, there is still an ongoing debate about matching

learning styles to methods of instruction. Why do you think that is?4. At the end of Text B, the author states, “We should look elsewhere for solutions to reading

problems.” Where do you think solutions might be found?



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hallenge!Speaking 2 Brainteasers

1 Topic Discuss the following questions with your classmates:

1. Do you enjoy the challenge of solving riddles and brainteasers? These are thought-provoking questions that often have unexpected, funny, or clever answers.

2. Do you know any riddles or brainteasers? Share them with your group.

2 Solving problems Work with a partner to solve the following riddles and brainteasers. Follow these steps and take turns being both the listener and the speaker:

1. Speaker: Read the problem aloud to your partner. Listener: Keep your book closed. Do not read along with your partner. When you do not

understand something, ask for clarification. 2. Speaker: Read the problem again. This time, slow down a little and frequently use

expressions to check if your partner needs clarification. Listener: Try to solve the problem.

Problems 1. How much is 10 times 9 times 0 times 5 times 2 times 10 times 7 times 8 times 4 times 1? 2. There are three light switches at the bottom of the stairs to the attic. Each one corresponds

to one of three lights in the attic, but you cannot see the lights from where you stand. You can turn the switches on and off and leave them in any position. How can you identify which switch corresponds to which light bulb if you are only allowed one trip upstairs?

3. I am a word of five letters. People use me to make something to eat. If you remove my first letter, I become a form of energy. If you remove my first two letters, I become something you must do to live. If you scramble my last three letters, I become something delicious to drink. What am I?

4. You have a three-gallon jug and a five-gallon jug. You need to measure out exactly seven gallons of water. How do you do it?

5. A train leaves from Halifax, Nova Scotia, heading towards Vancouver, British Columbia, at 120 km/h. Three hours later, another train leaves Vancouver heading towards Halifax at 180 km/h. Assume there’s exactly 6,000 kilometers between Vancouver and Halifax. When the trains meet, which one is closer to Vancouver?

6. If a rooster laid 13 eggs and the farmer’s daughter took eight of them and then another rooster laid 12 eggs and four of them were rotten, how many of the eggs would be left?

7. A man is trapped in a room with only two possible exits: two doors. Through the first door, there is a room constructed from magnifying glass. The blazing sun instantly fries anyone or anything that enters. Through the second door, there is a fire-breathing dragon. How does the man escape?

8. You and a friend go out for lunch together, and the bill is $25. You and your friend each pay $15 in cash, which your server gives to the cashier. The cashier hands back $5 to the server. The server keeps $3 as a tip and hands back $1 to each of you. So, you and your friend each paid $14 for the meal, a total of $28. The server has $3, and that makes $31. Where did the extra dollar come from?

3 Comparing solutions When you have tried to solve all the problems with your partner, compare your answers with those of your classmates. Which problems were the most difficult to solve?

New Interactions 19


Chap

Ter

1Speaking 3 Learning Styles vs. Teaching Methods

Skills Focus Researching and Presenting

1 Topic Work in a group of three or four students. You are going to give a presentation on models or theories of different learning styles. You will also report on research that has been carried out to examine whether teaching methods can be adapted to these models.

2 Brainstorming In your group, start by brainstorming different types of learning styles and their characteristics along with examples. Record your ideas in a mind map. You may want to consider some of the learning styles that were mentioned in the texts in Speaking 1.

3 Researching and documenting As a group, look into various models of learning styles. Assign each member of the group a certain model or theory to focus their research on: 1. Research the characteristics of the learning styles. 2. Investigate the results of research that has tested the effectiveness of teaching methods for

the learning style model. 3. Collect data and relevant images. 4. Cite the sources of your research and images.

Tip Evaluate reliability of internet sources. When using information that you find on the Internet for research assignments, it is important to determine that the information is accurate and comes from a trustworthy source. Consider the following criteria:

Purpose: What is the purpose of the website? Is it educational? Who is the target audience?

Publisher: Do you recognize the name of the publishing source? Is information such as contact details or “about us” available?

Author: Who wrote the article? Can you verify the author’s qualifications? Has the author listed a bibliography and cited references? Are the author’s arguments objective and factual?

Currency: Is the information on the website up to date? Do the links work? Source: Check the domain suffix at the end of the URL. It will give you a general

idea of the website’s content and purpose. Here are some examples: .edu (educational) .org (nonprofit organization) .mil (military) .gov (government) .com (commercial business) .net (network organization)

4 Collaborating and preparing Collaborate with your group and decide on the information and images that you will include in your presentation and in what order each of you will present.

5 Presenting Rehearse your presentation before presenting it to your class. After all groups have given their presentations, discuss the findings of your research as a class.

6 Blogging Comment on whether colleges need to change instruction methods and curricula in order to provide students with the necessary skills to succeed in the future. Post your comments on OUR BLOG or OUR BLOARD (a board or other surface in class that you can post comments or other work on).



rise To The C

hallenge!SELF-EVALUATION

Reflect on your learning and assess your progress. Read and circle the number that represents your progress. Use the key below.

5 outstanding 4 very good 3 satisfactory 2 limited 1 unsatisfactory

LISTENINGI can use what I know about a topic and make predictions. 5 4 3 2 1I can distinguish stressed items as information carriers. 5 4 3 2 1I can distinguish between reduced and unreduced pronunciation. 5 4 3 2 1I can listen and predict what a speaker will say next. 5 4 3 2 1I can get meaning from context while listening. 5 4 3 2 1I can take notes on a presentation. 5 4 3 2 1I can answer questions of pragmatic understanding. 5 4 3 2 1I can identify the speaker’s purpose from their tone of voice. 5 4 3 2 1VOCABULARYI can use context clues to match words and definitions. 5 4 3 2 1I can relate vocabulary to concepts by giving relevant examples. 5 4 3 2 1GRAMMARI can use language functions appropriately to offer clarification. 5 4 3 2 1I can use language functions appropriately to ask for clarification. 5 4 3 2 1SPEAKINGI can share my educational experiences. 5 4 3 2 1I can express my views on the effectiveness of lectures. 5 4 3 2 1I can brainstorm and share predictions about presentation content. 5 4 3 2 1I can give a summary of a presentation using my notes. 5 4 3 2 1I can think critically about and discuss lecturing and academic instruction. 5 4 3 2 1I can use expressions to offer and request clarification. 5 4 3 2 1I can think critically about and discuss learning styles. 5 4 3 2 1I can try to solve riddles and brainteasers. 5 4 3 2 1I can research, prepare, and deliver a presentation to an audience. 5 4 3 2 1RESEARCH AND DOCUMENTI can search and find relevant sources on the Internet. 5 4 3 2 1I can evaluate and select appropriate sources and information. 5 4 3 2 1I can use information selectively to create my own document. 5 4 3 2 1I can cite the references that I used in my research. 5 4 3 2 1

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Brenda WegmannMiki Knezevic

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