Top Notch unit walk-through - Pearson Longman

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Top Notch unit walk-through CONVERSATION MODEL. Integrates

VOCABULARY. Presented with clear, defining photos

known language with target vocabulary and grammar from this unit.

and illustrations. Presentations provide a permanent in-book reference for student test preparation.

UNIT GOALS. Clearly state the communication goals of the unit.

PAIR WORK. Continual opportunities for pair work enable a student-centered experience.

1 Get ingredients for a recipe 2 Offer and ask for foods at the table 3 Talk about presen t-time activities

VOCABULARY.

A

D

Foods: count nou ns. Listen and pra ctice.

VOCABULARY.

Places to keep foo d

in a kitchen. List en and practice.

1. an egg 5. a lemon

3. an apple

2. an onion

1. in the fridge (or in

4. an orange 6. a banana

VOCABULARY BOOSTER.

7. a tomato 9. a pepper 10. beans

8. a potato

B

E

LISTENING CO

See pages V6 and

V7 for more.

sations. Check □ hear in each con ✔ the foods fro versation. Then m listen again to che ck your work.

2. on the shelf

stions about the pictures in Exercis e D. Use How ma ny and Are there Answer your par any. tner’s questions.

Optional vocabulary for those who want ors are ready 11. pea for more.

MPREHENSION. List en to the conver

the vocabulary you

the refrigerator)

PAIR WORK. Ask you r partner que

3. on the counter

“

Are there any bea ns in the fridge?

“ • Get ingredients

1.

MODEL. Read and listen.

”

No, there aren’t any .

for a recipe.

Wendy:

How about some tomato potato sou p? Tomato potato? That sounds delicio us! I love tomatoes and potatoes. Wendy: Are the re any potatoes on the shelf? Fred: Yes, there are. Wendy: And do we have any tom atoes? Fred: I’ll check. Fred:

LISTENING COMPREHENSION.

✔

1.

Frequent task listenings increase ✔ exposure to new language and build critical listening skills.

2. 3. 4. 5.

C

GRAMMAR. How many and Are the re

Use How many and

84

any

Are there any with plural nouns. How many tomatoe s are there? How many peppers Two. are there in the fridg e? Are there any lem Four. ons in the fridge? Yes. There are thre e. / No,

U N I T 10

EXAMPLES. Use of color text ensures that students focus on the target grammar.

there aren’t [any].

Rhythm and into

nation practice

Role-play a conver sation. Use the recipes. Start like this: A: How about some ? B: ? That sounds del icious! I love A: Are there any ? B: ... Continue in your own way . . .

.

85

RHYTHM AND INTONATION PRACTICE. Provides focused practice of rhythm and intonation to increase comprehensibility of student speech.

GRAMMAR. Grammar is presented with simple, understandable explanations appropriate for true-beginner students. Tiv

2.

3. PAIR WORK.

VISUAL CUES. Provide communication support and ensure success with the PAIR WORK activity.

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10 Final

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COMMUNICATION GOALS. Inform students and motivate learning because of their practical usefulness.

A

foods RY. Drinks and

VOCABULA ce. ten and practi

: non-count no

uns.

VOCABULARY. Organized to support

Lis

students as they learn the fundamental concept of count and non-count nouns.

Drinks 5. milk

6. soda 4. juice

2. coffee

GRAMMAR. Students learn form, meaning, and use—essential to a good foundation.

3. tea 1. water

Foods

8. pasta

7. bread

9. rice

10. cheese

11. meat

12. chicken

EXAMPLES. Clear, visual examples clarify correct and incorrect grammar, avoiding too many grammar terms.

13. fish

14. oil

15. butter

16. sugar

17. salt

18. pepper

s . gular or plural They can be sin name things ns” nou unt “Co I want an apple. I like bananas. plural. tomatoes. We have three not singular or count. They are gs you can not thin e nam ns” “Non-count nou NOT sugars NOT a sugar and I don’t eat sugar. nouns. with non-count bs ver ar ays use singul you. for Be careful! Alw d goo are e you. NOT Ric Rice is good for

GRAMMAR. All “rules” supported by examples.

n-count noun GRAMMAR. No you can count.

B

C

ngs chart with thi Complete the t and nk. Use coun you eat and dri uns. non-count no

D

Use How much and Is there any with non-count nouns. How much sugar do you want? Is there any milk in the fridge?

I eat

But remember: Use How many and Are there any with plural count nouns. How many apples are there in the kitchen? Are there any bananas?

I don’t eat I drink I don’t drink

GRAMMAR. How much and Is there any

E

VOCABULARY. Containers and quantities. Listen and practice.

86

U N I T 10

2. a loaf of bread

1. a box of pasta

3. a bottle of juice

4. a can of soup

5. a bag of onions

PRACTICE. Controlled practice activities permit students to both personalize and integrate known grammar: count and non-count nouns.

F

Complete each question with How much or How many. 1.

How many boxes of pasta are there in

bottles of juice are there on

4.

the kitchen?

the shelf?

2.

eggs are there in the fridge?

5.

sugar is in that coffee?

3.

rice is there on the shelf?

6.

cans of tomatoes do we have?

• Offer and ask for foods at the table.

VOCABULARY. Vocabulary is presented at both word level and phrase level.

1.

MODEL. Read and listen. Linda: Nicole: Linda: Nicole: Linda:

CONVERSATION MODEL. Presents highly social and practical language necessary for polite communication.

Nicole:

2.

Rhythm and intonation practice

3. PAIR WORK.

Role-play a conversation at the table. Use the guide, or create a new conversation.

Would you like or I’d like , please. . A: And would you like ? B: ... Continue in your own way . . . A:

CONVERSATION “GUIDES.” These guides permit students to manipulate the CONVERSATION MODEL, rather than merely repeat it.

Would you like coffee or tea? I’d like coffee, please. Thanks. And would you like sugar? No, thanks. Please pass the butter. Sure. Here you go.

?

B:

87

Unit walk-through

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COMMUNICATION GOALS. Clarify

tense resent mple p d the si n a s u uo ent. t contin the pres presen inue in R. The that cont RAMMA actions

the communication goal of this grammar.

G

us for continuo present nner now. . Use the ting di this year ea s is s. e’ gl H En h al action udying ast. r habitu . fo r breakf We're st e ns t te mily g eggs fo fa en r es ou pr r ver eatin er fo ne mple nn si am di e I s th T Use ast. NO and cook d like. My husb eggs for breakf need, an us. eat h want, ntinuo I never nse wit te t . sent co en ee ff pres the pre liking co simple nse or te t Use the coffee. NOT I am n s. le prese the kid I like e simp

B

WRITING. Writing tasks are successful because students are given a lot of support—here with a picture and a date book from which they can write a rich composition.

h th feed ion wit busy. I r quest 6. I’m ? ment o te a st ed ach t e a ne / h r te te W le Pe 7. up? day? Comp onion so lunch to e o 8. make you / lik ar. now? g 1. Wh tea? su y an rly. in your at they / do 9. Wh lunch ea 2. We not need gar you / want su ch u es t ea ffee. ow m sometim f 10. H their co 3. She piece o milk in parate day. On a se other times? y e ey er lik t h ev T no book. en at 4. o te ch a d it d e k r e sh the t does n and h a Brow ht now? Wha 5. I clean f Louis g . icture o she doing ri se p n e te th t n t is le prese . What . Look a RITING te about Louisa us and the simp C W wri ntinuo co paper, t n prese Use the

PRONUNCIATION. A thorough fundamentals-level pronunciation syllabus links sound and symbol and promotes accurate, comprehensible pronunciation.

Brown Louisa

E PRON UNCIATION. Vo ys wel sounds. Monda n Listen and pra O . w ctice. t no h . g 1. c /i/ ri te c a si u g u in m 2. L / I t / to a ing sh nt n li e g 3. /eI / se n st re E li p see s e th che 4. /ε/ a se te U Louisa is e six ys, sh ouisa. late tea dnesda about L pepper fish and We estions

n qu rmatio and info es / no sent tense. y te ri ple pre ORK. W PAIR W ous and the sim continu

D 88

UNIT

street

big

potato train

said lemon

5. /æ/ apple balcony factory

10

• Invite someo ne to join you.

1. MODEL.

Read and listen . Hey, Alison. Would you lik e to join me? Alison: Sure. What are you dr ink ing? Rita: Lemo nade. Alison: Mm m. Sounds gre at. I think I’d the same thing like . Rita:

2. Rhythm an d int

onation practi ce

MODELS. Models of student writing

3. PAIR WORK.

Role-play a co nversation. Use the guide , or create a ne w conversation . A: Hey, . Would you like to join me B: Sure. W ? hat are you ? A: . B: Mmm. Sounds great. I think I’d like ... Continue in yo ur own way . . .

clarify expectations and keep students on track. Models approximate the real writing a fundamentals-level student can produce.

CONVERSATION MODEL. Provides informal models of natural social language.

PAIR WORK. Continues to reinforce vocabulary of the unit (foods and drinks).

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TOP NOTCH ACTIVITIES. Freer communication activities integrate the language of the unit, providing reading and communication practice.

UNIT WRAP-UP. A full-page illustration deliberately and completely elicits and reviews all language from the unit, demonstrating to all students their mastery of new language.

EXTRA TOP NOTCH FEATURES. A companion website adds value by extending language practice and use.

▼ ▼

TOP NOTCH WE

A

‫ ﲵ‬READING.

Read and listen

BSITE For Unit 10 onl ine activities, visit the Top Notch Com panion Websit www.longman. e com/topnotch. at

to the two rec ipes.

UNIT WRAP-UP ●

Vocabulary. Look at the pic ture. Close yo book. Write the ur na drinks you rem mes of all the foods and ember. ● Gram mar. Ask quest ions abou Use How mu ch, How many t the picture. , Is there any, and Are there any.

1 2

●

3 4

●

A: How much pa sta is there?

B: Four boxes. Writing. Write sentences abou people are do t what the ing and their sched Michelle clean s the apartment ules. on Mondays. Social languag e. Create conv ersations for Michelle and Peter.

TUESDAY Monday/Wedn esday/Friday clean apartment —Michelle cook—Peter Tuesday/Thursda y/Sunday shop, do laundr y—Peter cook—Michel le Saturday—NO CHORES!

A: Ho w about some potato pa ncakes? B: That sounds delicious.

5 7 6

1 2 3

4 5

6 7

L

LATER SATURDAY

B

C

90

Answer the qu Source: Adapte estions. 8 d from Recipes 1-2-3 by Roz anne Gold (Ne 1. Are there w York: Viking, any onions in 1997) the recipes? 2. Is there an y pasta in the 3. Which rec recipes? ipe has butter? 4. Which rec ipe has garlic WHAT ABOUT ? YO U? Create your ow only three ing n recipe with redients. Write the ingredien dictionary for ts. Use a the tell the class ab food names you don’t know . Then out your recipe .

U N I T 10

Now I can ...

“ chiMyckerecnipesouisp.forIt’smyvergray ndgomo ther’s od… ”

get ingredien ts for a recipe . offer and ask for foods at the table. talk about pre sent-time activities.

91

EXAMPLES. Realistic

AUTHENTICITY. Even at the fundamentals

“student-level” examples help students get started in free communication activities.

level, students encounter authentic sourced readings, building confidence. Visual cues support meaning when necessary, as here.

SELF-ASSESSMENT. Students confirm mastery of the unit’s communication goals.

REALISTIC TASKS. All tasks are adequately prepared for, worthwhile, and realistic.

Unit walk-through

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Other Top Notch Components WORKBOOK An illustrated workbook contains exercises that provide additional practice and reinforcement of language concepts and skills from the Top Notch Student’s Book and its Vocabulary Booster.

COMPLETE ASSESSMENT PACKAGE WITH EXAMVIEW® SOFTWARE Fourteen easy-to-administer and easy-to-score unit achievement tests assess listening, vocabulary, grammar, social language, reading, and writing. Two review tests – one mid-book and one end-of-book – provide additional cumulative assessment. Two speaking tests assess progress in speaking. In addition to the photocopiable achievement tests, ExamView® software enables teachers to customize tests that best meet their own needs.

COPY & GO: READY-MADE INTERACTIVE ACTIVITIES FOR BUSY TEACHERS Motivating games, puzzles, and other practice activities in convenient photocopiable form support Student’s Book content and provide a welcome change of pace. Tviii


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COMPANION WEBSITE A companion website at www.longman.com/topnotch provides numerous additional resources for students and teachers. This no-cost, high-benefit feature includes opportunities for further practice of language and content from the Top Notch Student’s Book.

CLASS AUDIO PROGRAM The audio program contains listening comprehension activities, rhythm and intonation practice, and targeted pronunciation activities that focus on accurate and comprehensible pronunciation. To prepare students to communicate with a variety of speakers, regional and non-native accents are included. Each class audio program also includes five Top Notch Pop songs in standard and karaoke form.

TOP NOTCH TV A hilarious TV-style situation comedy reintroduces language from each unit. Also includes authentic unrehearsed interviews and Top Notch Pop karaoke. Comes with Activity Worksheets and Teaching Notes.

Top Notch Components

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The Top Notch Teacher’s Resource Disk

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Events

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Copyrig ht © 200 6 by Pea rson Edu cation, Inc. Per mission granted to reprod uce for classroo m use.

Top No tch Fund amenta ls, Unit 5, page 38

A complete menu of free printable activities to personalize YOUR Top Notch classroom.

➤ Vocabulary cards: for games and other

reinforcement activities ➤ Pair work cards: for an alternative approach to

Conversation Pair Work ➤ Grammar self-checks: for reinforcement or for an

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DATE:

NAME:

➤ Pronunciation supplements: for additional

pronunciation topics and practice ➤ Writing process worksheets: for pre-writing

and peer-editing activities ➤ Extra reading comprehension activities: for

both traditional comprehension and critical thinking ➤ Pronunciation activities: for additional

reinforcement of pronunciation

_____

______

______

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e 37 of the Model on pag Conversation Listen to the . r the pauses Exercise 2 and repeat afte k Boo t’s Studen class? time is English Rick: What Lily: 10:00. Am I late? Rick: Uh-oh. : five to ten. ’re : not. It’s Lily: No, you ten? Rick: Five to on time. : worry. You’re : right. Don’t Lily: That’s room use. damentals Permission granted to reproduce for class Top Notch6Fun ation. by Pearson Educ Copyright ©200

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t now? isa doing righ 1. What is Lou s? do at other time she s doe at 2. Wh ay? doing on Frid she is at Wh 3. ay? doing on Saturd 4. What is she t5 Uni5. 6. ks. wers in the blan Write your ans questions in A. B. Answer the Unit 10 damentals. Permission granted to reproduce ation Top Notch Fun by Pearson Educ

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Copyright © 2006

Teacher’s Resource Disk

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