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Meeting New People
Top Notch: English for Today's World 2, Third
Edition
Overview
Top Notch is a comprehensive English language course designed to help students achieve a high level of proficiency in speaking, listening, reading, and writing. The Third Edition of Top Notch 2 is the teacher's edition and lesson planner for the course.
Components
The Top Notch 2 course includes the following components:
Student's Book Workbook Teacher's Edition and Lesson Planner Classroom Audio Program Top Notch TV Video Program and Activity Worksheets Top Notch Pop Song Audio Program Website with additional resources
About the Authors
The Top Notch series was developed by Joan Saslow and Allen Ascher, experienced English language teaching professionals. The Third Edition was created with the assistance of Daria Ruzicka.
Using the Top Notch Teacher's Edition and Lesson Planner
The Teacher's Edition and Lesson Planner provides comprehensive support and guidance for instructors using the Top Notch 2 course. It includes:
Detailed lesson plans for each unit Answers to exercises and activities Suggestions for additional practice and extension activities Grammar Readiness Self-Check to assess student preparedness Grammar Booster and Writing Booster sections for supplementary instruction Lyrics for the Top Notch Pop songs
Grammar Readiness Self-Check
The Grammar Readiness Self-Check is a diagnostic tool that allows students to assess their familiarity with the grammar concepts covered in the Top
Notch 2 course. This can help instructors identify areas that may require additional review or support.
Lesson Planner
The Lesson Planner provides detailed, step-by-step instructions for teaching each unit of the Top Notch 2 course. It includes learning objectives, suggested timelines, and guidance on presenting the material effectively.
Getting Acquainted
Communication Goals
Get reacquainted with someone Greet a visitor to your country Discuss gestures and customs Describe an interesting experience
Vocabulary
Tourist activities The present perfect
Grammar
The present perfect Statements and yes/no questions Form and usage Past participles of irregular verbs With already, yet, ever, before, and never
Grammar Booster
The present perfect Information questions Yet and already: expansion, common errors Ever, never, and before: use and placement
Going to the Movies
Communication Goals
Apologize for being late Discuss preferences for movie genres Describe and recommend movies Discuss effects of movie violence on viewers
Cars and Driving
Communication Goals
Discuss a car accident Describe a car problem Rent a car Discuss good and bad driving
Vocabulary
Bad driving habits Car parts Ways to respond (with concern/relief) Phrasal verbs for talking about cars Car types
Grammar
Vs. the simple past tense Direct objects with phrasal verbs
Grammar Booster
The past continuous: other uses Nouns and pronouns: review
Personal Care and Appearance
Communication Goals
Ask for something in a store Make an appointment at a salon or spa Discuss ways to improve appearance Define the meaning of beauty
Vocabulary
Salon services Personal care products Discussing beauty
Grammar
Indefinite quantities and amounts Some and any, A lot of / lots of, many, and much Indefinite pronouns: someone / no one / anyone
Grammar Booster
Some and any: indefiniteness Too many, too much, and enough Comparative quantifiers fewer and less Indefinite pronouns: something, anything, and nothing
Top Notch: A Comprehensive English
Language Course
Course Overview
Top Notch is a six-level communicative English course that prepares adults and young adults to interact successfully and confidently with both native and non-native speakers of English. The goal of Top Notch is to make English unforgettable through:
Multiple exposures to new language Numerous opportunities to practice it Deliberate and intensive recycling
The course has two beginning levels - Top Notch Fundamentals for true beginners and Top Notch 1 for false beginners. It is benchmarked to the Global Scale of English and tightly correlated to the Can-do Statements of the Common European Framework of Reference. Each full level of Top Notch contains material for 60-90 hours of classroom instruction and can be tailored to blended learning with an integrated online component, MyEnglishLab.
Key Features
Explicit Vocabulary and Grammar
Clear captioned picture-dictionary illustrations with accompanying audio take the guesswork out of meaning and pronunciation. Grammar presentations containing both rules and examples clarify form, meaning, and use. The unique "Recycle this Language" feature continually puts known words and grammar in front of students' eyes as they communicate, to make sure language remains active.
High-Frequency Social Language
Twenty memorable conversation models provide appealing natural social language that students can carry "in their pockets" for use in real life. Rigorous controlled and free discussion activities systematically stimulate recycling of social language, ensuring that it's not forgotten.
Methodology
Overview
Each two-page lesson in the textbook is designed for a 45 to 60 minute period. For a 45-minute class, use the shorter estimated teaching times as a guide. For a 60-minute class, use the longer estimated times. Actual teaching time may vary depending on students' needs, program schedule, and teaching style. Write the actual teaching time in the space provided for future reference. Activities labeled "Option" include suggested teaching times that should be added to the lesson. The optional digital activities referenced throughout the Teacher's Edition are available in ActiveTeach to enrich the lesson. By clicking on the icon, you can access digital full-color vocabulary flash cards for dynamic presentation, practice, or review.
More Exercises
Additional exercises are provided for each grammar presentation and each reading. The Extra Grammar Exercises can be presented as interactive digital activities or printed out and distributed as handouts. The Extra Reading Comprehension Exercises can be presented in the classroom as an oral activity or printed out as handouts for written responses.
Conversation Activator
This exciting video tool accompanies the Conversation Activator activities in each unit. The Conversation Activator has two scenes: Scene 1: Actors demonstrate how to change and personalize the Conversation Model. Scene 2: The actors extend their conversation, saying as much as they can. You can print out the video script from the "Teacher Resources" menu in ActiveTeach or show a transcript from the video player.
Pronunciation Support
This extra pronunciation support features a coach who models and expands the pronunciation topic. The video provides animated examples to further clarify the topic and offers further spoken practice.
Top Notch Pop Song Video and Karaoke Video
The Top Notch Pop songs are accessible in two video formats: With a vocalist Karaoke-style, without the vocalist Both videos feature the song lyrics with a "bouncing ball," enabling students to sing or "rap" the songs. The audio-only versions of the songs are also available by clicking the audio icons on the Top Notch Pop Lyrics page at the end of the Student's Book. Top Notch Pop song activities are available for each unit's song, providing practice of the unit grammar and vocabulary, as well as comprehension exercises of the lyrics.
Digital Games
Choose from two games available for additional review and practice of unit language. The games can be opened by clicking the icon on the digital Student's Book page in ActiveTeach or accessed in "Teacher Resources" within ActiveTeach.
Printable Extension Activities and Resources
A multitude of additional activities and resources can be viewed and printed from the "Printable Extension Activities" menu in "Teacher Resources" within ActiveTeach. The following printable extension activities and resources are referenced throughout the Lesson Plan notes: Conversation Activator Pair Work Cards Conversation Activator Video Script Speaking Activities "Find Someone Who" Activities Graphic Organizers Inductive Grammar Charts Learning Strategies Pronunciation Activities Writing Process Worksheets Extra Grammar Exercises Extra Reading Comprehension Exercises Other available resources, listed at the end of each unit, include Unit Study Guides, Supplementary Pronunciation Lessons, "Just for Fun" Activities, and Oral Progress Assessment Charts.
THE SIMPLE PRESENT TENSE AND THE
PRESENT CONTINUOUS
Practice
We are taking a trip to California this weekend. The flight is arriving now. That's great because the flights in this airport usually arrive late. You are going too fast! Does it rain often in March? Brandon is going skiing on his next vacation. We like milk in both coffee and tea.
Use the Grammar
In my family, we usually _____. (complete with simple present tense) Next weekend, I _____. (complete with present continuous)
BE GOING TO + BASE FORM FOR THE
FUTURE
Practice
A: What are they going to do after English class? B: They're going to go out to eat. A: I'm going to need a rental car in Chicago. B: Are you going to make a reservation online? A: Who are you going to call when your plane lands? B: My wife. She's going to wait for my call in the airport café. A: What are you going to do when you get to New York? B: The first thing we're going to do is eat! A: Who's going to be at the meeting? B: My colleagues from the office. And my boss is going to come, too.
Use the Grammar
Q: _ A: ___
CAN, HAVE TO, COULD, AND SHOULD:
MEANING AND FORM
Practice
We should make a reservation if we want a good room. Susan can wear jeans. She doesn't have to wear formal clothes to the office. Dan has to drive his children to school. He can't go shopping this afternoon.
They could take the 3:14 local bus, but they shouldn't take it because it arrives too late. They should take a taxi. The class has to end on time so the students can take the bus to the party. I don't have to go to the office. I can sleep late tomorrow.
Use the Grammar
OBJECT PRONOUNS
Practice
Please call us about it. She's buying it for you. She doesn't like them on him. He wrote it for her. They're giving it to them.
Use the Grammar
I gave her the present yesterday. The clerk gift-wrapped them for him.
COMPARATIVE ADJECTIVES
Practice
I think very cold weather is worse than very hot weather. A tablet is more convenient than a laptop. A T-shirt is more comfortable than a sweatshirt in hot weather. The clothes in a department store are usually more affordable than ones in a small neighborhood store. Orange juice is better for your health than orange soda. Rio is pretty hot in the summer, but Salvador is hotter. If you're getting dressed for the office, you should wear a longer skirt.
Use the Grammar
SUPERLATIVE ADJECTIVES
Practice
The oldest person in the world is 124 years old. The funniest person I know is my friend Chris. The most appropriate outfit for the party is a cocktail dress.
The Simple Past Tense: Information Questions
A. Practice
Complete each conversation with an information question in the simple past tense.
A: Where did you study Chinese? B: I studied in Shanghai.
A: How did you meet your husband? B: I met him two years ago.
A: Who did you call about the problem? B: I called my daughter. She always knows what to do.
A: Who bought your car? B: My brother-in-law bought it. He needed a new car.
A: How long did your parents live in Mexico? B: My parents lived there for more than ten years.
B. Use the Grammar
Write two information questions in the simple past tense, one with "How" and one with "What".
How did Phil lose his luggage on the flight? What did she write a letter to her uncle?
Answers will vary. (went, got dressed, ate,
came home)
Did Phil lose his luggage on the flight? Did she write a letter to her uncle? Did they find a wallet on the street? Did Claire's husband spend a lot of money at the mall? Did Ms. Carter teach her children to play the piano?
Answers will vary. Where did you study
When did you meet Who did you call Who bought How long did your parents live
GRAMMAR READINESS
Descargado por Brian David Endara Mamani (ctrlaltsupr666@gmail.com) lOMoARcPSD|
Extending Conversations and Using
Conversation Strategies
Encouraging Students to Continue Conversations
Encourage students to continue the conversation by using topics from the "Ideas" and "Don't stop!" boxes. Reinforce the use of conversation strategies, such as body language, gestures, and facial expressions. Model the activity by role-playing with a more confident student, using student names and extending the conversation. Divide the class into groups of three and have them fill in the blanks and continue the conversation, referring to the "Ideas" list for places they might have met. Remind students that small talk is conversation about minor topics. Ensure students change roles and start a new conversation at least once.
Expanding the Activity
To expand the activity, ask groups to perform their introductions and have other groups observe the body language. After each introduction, ask questions about how the person was introduced (first or last name) and how they greeted each other.
Vocabulary and Grammar
Vocabulary
Introduce vocabulary related to tourist activities, such as sightseeing, taking pictures, going to the top of landmarks, and trying local dishes. Emphasize the correct usage of "go sightseeing" instead of "do sightseeing."
Grammar
Explain the use of the present perfect with "before" to indicate an indefinite time in the past. Introduce the use of "ever" and "before" in present perfect questions. Explain the difference between "yet" and "already" in present perfect statements and questions. Highlight that "yet," "already," and "ever" are optional and emphasize the lack of a specific time reference. Discuss the differences in the use of the present perfect between British and American English.
Gestures and Body Language
Understanding Gestures
Gestures and other non-verbal communication are an important aspect of language and culture. Gestures can express meaning without words and can be understood between people who speak different languages. Some gestures can make people feel friendlier, angrier, or more interested.
Examples of Gestures
Indicating numbers using hand gestures (e.g., in Chinese culture, there are gestures for the numbers 6 through 10 using one hand) "Come here" hand gesture (in many European countries, this is done with the palm up, but in many cultures this is considered rude and is done with the palm down) Pointing "Great" hand gesture
Differences between Gestures and Speech
Gestures can express meaning without words. Some gestures can be understood between people who speak different languages. Gestures can convey emotions and attitudes that words cannot.
Cultural Differences in Gestures
In many Asian cultures, an open palm is preferred for indicating a third person. In some European countries, the "Come with me" gesture with the palm up is considered rude, while in other cultures it is acceptable. In North America, common excuses for lateness include "I'm stuck in traffic" or "I'm running late." In English-speaking countries, when children greet adults they don't know, they look them in the eye, say hello, and may also shake hands.
Etiquette and Customs
When traveling, it is important to be aware of and follow the customs of the place you are visiting. Customs can include how to greet people, how to show respect to elders, and how to behave in certain situations. Failing to follow local customs can lead to misunderstandings and can be seen as rude or disrespectful.
Participial Adjectives
Many past participles ending in -ed and present participles ending in - ing are used as adjectives. Participial adjectives ending in -ing describe something (e.g., the fascinating safari, the thrilling ski trip). Participial adjectives ending in -ed describe how people feel (e.g., They were fascinated by the safari, They were thrilled by the ski trip).
Expressing Opinions and Experiences
When describing interesting experiences, it is important to use appropriate participial adjectives to convey the emotions and sensations. Conversation strategies such as "That's great!" and extending the conversation can help keep the discussion engaging. Sharing personal experiences and opinions can lead to a more meaningful and enriching conversation.
Present Perfect and Simple Past
Use of Present Perfect and Simple Past
The present perfect is used to refer to an indefinite time in the past, while the simple past is used to refer to a definite time in the past. For example, when asking about experiences, the present perfect is used: "Have you been to the Vancouver Aquarium yet?" The simple past is used when referring to a specific time: "When did you take a tour of the Great Wall of China?" Students should use the present perfect when asking about experiences and the simple past when referring to a definite time in the past.
Practicing Present Perfect and Simple Past
Activity 1: Listening Comprehension
Students listen to a conversation and answer questions about the experiences of the speaker. The questions start with "Has she..." to prompt the use of the present perfect. Students write the full answers using "yet" or "already" to contrast the present perfect and simple past.
Activity 2: Writing Questions
Students use the photos to write questions in the past perfect about the experiences shown. They are instructed to use a verb only once to avoid repetition.
What are other ways of finding information about movies? (Possible responses: Online, in newspapers, from friends.) Do you ever rent or buy movies online? If not, where do you buy or rent movies? (Possible responses: Buy in store, rent from video store, record on a DVR.)
The teacher then writes "WebFlicks" on the board and explains that it is the name of a website, where "Web" is an abbreviation for World Wide Web (Internet) and "flick" is a slang word for movie.
The teacher tells the students to skim the website and then asks "Which actor does this website focus on?"
Language and Culture
The teacher explains that:
To stream a movie is to watch it online without downloading any files. An adaptation is a play or movie that is based on a book. Ill-fated means destined to have an unhappy ending.
Pair Work
The teacher tells pairs to talk about the movies they've seen and which ones they'd like to see. The teacher then surveys the class to see who has seen which movies and asks "Which movies seem more interesting to you?"
As an option, the teacher can extend the activity by writing the following questions on the board and having pairs scan the article for the underlined words, which will lead them to the answers. This can be turned into a team competition, with the first team that finds all the correct answers winning.
Which movie stars DiCaprio with Kate Winslet? Which movie is 194 minutes long? What happened in 1999 in Sierra Leone? Who plays Daisy Buchanan in The Great Gatsby?
To further challenge students, the teacher can assign each pair one film description to read and summarize for the class. After the presentations, the teacher can check comprehension by asking the class these questions:
Which movie is a love story about the characters Rose and Jack? Which movie is set in Sierra Leone? Which movie happens in the summer of 1922?
Graphic Organizers
The teacher divides the class into groups of three for discussion and draws a graphic organizer on the board or distributes it to the students. The organizer has two categories: "Watch at home" and "Watch in the theater," with pros and cons for each.
After the students have completed the activity, the teacher asks them to share their preferences. As an alternative approach, the teacher can use the two categories to take a class survey, asking students to raise their hand for their preference and writing the numbers on the board next to the category. The teacher can then survey the class again, dividing students by gender or favorite colors, and ask them to make sentences using "would rather" with the results.
Photo Story
The teacher previews the photos and asks the following questions:
Where are the people? What titles of movies can you see in the background? (Ice Age, Gangs of NY, and a section of a title Casabl...) If students can't guess the full title of the last movie, the teacher informs them that it's Casablanca, a movie classic from 1942. Have you seen any of these movies? If yes, what were they about? If not, what do you think they are about?
After the students read and listen to the conversation, the teacher checks comprehension. The teacher then tells the students that Peter is a native speaker of English from Jamaica and has them underline any vocabulary they need help with during a second reading and listening of the conversation.
Language and Culture
The teacher explains the following terms:
Classic or a classic is often used for a movie, book, song, or other work that is well known and has been considered for a long time to be of very high quality. The expression "A big [DiCaprio] fan" can also be stated "A big fan of [DiCaprio]." The word "fan" is used to talk about celebrities, sports, or other hobbies. It is very common in spoken English to say you are (not) in the mood for [something] or (not) in the mood to [do something]. The pronoun "they" can be used to refer to people in general rather than a specific group of people. "Nope" is a very informal way of saying "no." "I just can't take [something]" means "I can't handle it or I can't cope with it." "I can't stand [something]" means "I don't really like it." "Now you're talking" is an informal expression meaning "I agree with you." When someone offers to pay for something such as food or drinks, he or she will often say "It's my treat" or "It's on me." "It's a deal" means "we've come to an agreement [on what to do]."
