Top Notch Fundamentals Unit Walkthrough

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Top Notch unit walk-through
UNIT
ology
n
h
c
e
T
ons and
Inventi
UNIT
A
8
GOA
UNIT GOALS. Clearly state the
communication goals of the unit.
LS
n
novatio
mistake
ibe an in
ty for a
1 Descr
onsibili
sp
re
t
s
n
2 Accep
o
ns
ti
n
inventio
ate inve
t of key
3 Evalu
e impac
th
ss
cu
4 Dis
ry
in histo
TOPIC PREVIEW. Previews the content of
the unit and accesses prior knowledge.
heel to
er the w on in history?
consid
Do you anical inventi ou name?
.
W
IE
REV
mech
can y
eels
TOPIC P ost important s of the wheel
d as wh
m
logs use
be the er modern use
th
o
t
a
h
W
l
on whee
en wag
a wood
ee
two-wh
led cart
LANGUAGE SUPPORT. Illustrations and
photos define new language and ensure
comprehensibility.
s
SOUND BITES. Previews the language
a
rawn ch
horse-d
of the unit and provides exposure to “+1”
natural language for observation.
ariot
C
SOUND BI
TES. Read along
silen
tly as you listen
’s wh
a potter
mobile
an auto
eel
ention
B
e inv
efore th
have b
SION.
people
ople?
e
id
p
d
f
DISCUS
s
o
cultie
e lives
at diffi
ange th
1. Wh
heel ch
id the w
d
w
o
H
heel?
ew
f thIAN
oLIL
: Where did
you
mosquito bites?
U N IT
get all those
MA RIA N: On
our camping
trip. The
bugs were horre
ndous. I tried
everything, bu
t I still got eaten
alive! Don’t you
wis
would invent som h someone
ething for
mosquitoes tha
t works?
2.
86
8
D
.indd
LIL IAN : Where
have
They have!
you been?
MA RIA N: No
way!
LIL IAN : Yeah.
It’s
this thing you
:30 AM
put
on
you
10:46
r wrist, and mo
squitoes quit
bugging you.
It really works
.
4/19/05
UNDERSTAND
ING FROM CO
NTEXT. Find wo
one in a se
rds and
Then use each
TN3_U8
to a natural co
nversation.
ntence.
1. Find a wo
rd that means
“terrible.”
2. Find an ex
86
MA RIA N: I do
n’t believ
e it. If I’d
known that, I
would have go
tten
one before I lef
t.
expressions in
the conversati
on.
pression that
me
an
UNDERSTANDING MEANING FROM
CONTEXT. Students learn an essential skill
E
s “The bugs bit
3. Find a wo
me a lot.”
rd that means
“bothering”
PAIR WORK. Wi
th a partner,
an
or “annoying
.”
swer the ques
tio
ns. Explain yo
1. What do
ur answers.
es Lilian
have you been mean when she asks Maria
n, “Where
?”
2. What do
for comprehension of unfamiliar language.
es Marian me
WHAT ABOUT YOU? Confirms students’
an when she
understanding, provides language support,
and readies students for the unit.
an early
television, 195
0
says, “No wa
y!”
WHAT
ABOUT YOU
?
The following
machines we
re invented in
in order of im
the twentieth
portance from
century. Rank
1 to 5, with 1
them
being the mo
the computer
st important:
the airplane
the automobile
DISCUSSION.
Explain your
the telephone
rankings.
䡵
䡵
䡵
䡵
䡵 the television
Preview
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COMMUNICATION GOAL. Assures students of
what theyÕll be able to do at the end of thi s lesson.
CONVERSATION MODEL. Transferable
conversation models make social language
memorable. Photos support meaning and
provide a stimulus for additional oral work.
VOCABULARY. Vocabulary presentations
always define meaning and provide easy
reference for study.
Discuss a New Prod
uct
CONV
ERSATION
Read and listen.
D
A: $75.
B: Definitely.
1. Water
y selling it for?
VOCABULA
RY. Describing manuf
Uses new technol
ogy
high-tech
state-of-the-art
cutting-edge
B
actured products.
Offers high quality
see
Listen and practic
e.
high-end
top-of-the-line
first-rate
Uses new ideas
innovative
revolutionary
novel
GRAMMAR. Factua
l and unreal con
BE CAREFUL! Don
’t use
a future form in
the
if clause.
If I buy it, I’ll be
happy.
NOT If I will buy
it, I’ll
be happy.
Don’t use would
in the
if clause.
If they knew the
best
brand, they wou
ld get it.
NOT If they wou
ld know
the best brand, they
would get it.
C
88
Practice distinguis
hing between fac
tual and unreal con
Check the statem
ditions.
ents that describ
e unreal condition
□ 1. If the
s.
y see something
firs
t-rate, they buy it.
□ 2. If we
take the bus to Tec
hnoMart, we sav
□ 3. If you
e a lot of time.
walked to the the
ater, you would
□ 4. The
get there late.
y won’t get any
pho
ne
calls if they don’t
□ 5. If she
have their cell pho
were a photograp
nes.
her, she would sell
her old camera and
buy
B
6B
raise
something that’s
CONVERSATION
PAIR WORK
Bring in advertise
ments
for products from
a
newspaper, or use
these ads.
Use the vocabulary
on page 88
to describe the pro
ducts.
Discuss whether
or not to
buy them.
6G7DD
G
HI:
<G
ditional sentences
Present factual con
: review
ditionals: Use the
simple present tens
If you make a lot of
e in both clauses.
coffee, you need a
goo
d
coff
ee
maker.
Future factual con
ditionals: Use the
simple present tens
Use the future with
e in the if clause.
will or be going to
in the result clause.
If they sell the Brew
Rite for as low a pric
e as the Coffee King
a lot of them.
, they’ll sell
Present unreal con
ditionals: Use the
simple past tense
the if clause. Use
or was / were in
would in the resu
lt clause.
If I were you, I wou
ldn’t buy it. (unreal
condition: I am not
If Teletex had a cutt
you.)
ing-edge digital cam
era phone, they wou
(unreal condition: Tele
ld sell more.
tex doesn’t have one
.)
tual conditional
sentence.
if you
its temperature to
100 degrees.
really cutting edg
e, I
3. She
it.
her own beans if
want
grind
she
4. He always
really great coffee
want
.
state-of-the-art equ
use
ipment if it
available.
E Choose the
be
correct form to com
plete each future
factual condition
1. If they
al sentence.
to get there fast,
want / will want
they
2. If he
the express train.
take / will take
the
product, the mosqu
buys / will buy
itoes
3. If they
.
don’t bite / won’t
her tomorrow, the
bite
see / will see
y
4.
show / will show her their new camera pho
ne.
Are you going to
get / Do you get the camera phone if the
y
it on sale?
offer / will offer
F PAIR WO
RK. Take turns com
pleting each pre
sent unreal condit
ional in your own
1. If I were an
way.
inventor, I …
2. If I could go
anywhere in the
world, …
3. If I needed
a car, …
boil
2. If I
s. How much are
the
That’s a great pri
ce. If I needed
a coffee maker, I’d
buy one too. It’s
top of the line.
Rhythm and
intonation practic
e
A
Complete each pre
sent fac
PAGES G13–G14
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GRAMMAR. Grammar is
presented with clear explanations
and examples, integrating form,
meaning, and use. Use of color
ensures that students focus on
the target grammar.
89
CONTROLLED
PRACTICE
MODEL
A: I need a new
coffee maker. Do
you think I should
get the Brew Rite?
It’s on sale at Tec
hnoMart.
B: That depend
4/19/05 10:47:27
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GRAMMAR BOOSTER. For those who want
more, a Grammar Booster in the back of the
Student’s Book gives additional explanations,
examples, grammar points, timely reviews,
as well as more practice.
CONTROLLED COMMUNICATION PRACTICE.
4/19/05 10:47:38
AM
Students personalize the Conversation Model, using
the new vocabulary and grammar, to confirm their
progress at the end of the lesson.
COMMUNICATION SUPPORT.
Realistic visual prompts provide
support and ensure success.
Unit walk-through
Tv
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COMMUNICATION GOAL. Shows students
the practical value of this lesson.
ake
Mist
y for a
n.
nd liste
Read a
A
RHYTHM AND INTONATION PRACTICE.
Provides targeted pronunciation practice to
ensure comprehensibility of student speech.
G7DDHI
B6
:G
.
got lost
te. We
nyone.
d to
we’re la
en to a
p
y
stoppe
p
rr
a
o
h
S
A:
can
If I had on time.
It
.
.
lt
u
K
fa
n
sO
y
e
t’
e
m
a
b
h
ly
e
T
B:
s entire
.
uld hav
ll, it wa ions, we wo
come in
A: We
Please
direct
nk.
never.
ri
n
d
a
ask for
th
to
r late
thing
ll, bette get you some
B: We
t me
And le
ractice
p
n
atio
d inton
n
a
m
results.
call.)
ns and
al
Rhyth
conditio ’t, so I couldn’t
ndition
untrue
late.)
real co
dn
or
n
di
I
u
al
ut
re
st
she was
a
. (B
scribe un
. The p
rections
didn’t, so
B
ION
ERSATO
L
M DE
V
CON
<G6
Accept
sibilit
Respon
de
di
e
5
AR
G14–G1
lled for
. (But sh
itional to
itional.
PAGES e …
al cond I could have ca ecked the map
al cond
For mor
st unre
ch
e,
st unre
pa
on
e
ph
th
she had
cell
in the pa .
Use
if
a
se
d
te
la
au
ha
the if cl
If I had
ve been
rections
’t have.
ldn’t ha
could in ve called for di
ey couldn
She wou
would or
. / No, th
d ha
on’t use ll phone, I coul
uld have
D
co
L!
ey
U
th
EF
Yes,
d a ce
BE CAR
clock.
have ha
earlier?
At four o’
If I would
had left
ers
e if they
the train?
d answ
tim
n
an
ke
on
ta
d
ns
d
u ha
arrive
Questio
ved if yo
ey have
Could th ld you have arri
ou
When w
GRAMM
tence.
nal sen
t Train.
e Bulle
conditio
l
a
re
n
et on th
ck
st u
a
ti
p
a
n
ch
e
f ea
o.
n’t gott
on.
aning o
ey had They didn’t g
sportati
the me
of tran
one if th
b.
Choose
r kind
have g
e
’t
th
n
o
n
ld
osen a
y wou t.
re.
1. The
have ch e weren’t the
y wen
n.
would
b. W
a. The
e know ut it.
re, we
e
v
a
th
h
n
e
ld
e
ou
abo
e had b ere.
never w n’t tell them
y
n lost.
e
2. If w
th
th
,
did
e gotte
were
bout it
b. You
n’t hav
a. We
ld
them a
u
o
ld
w
to
n’t
tter, we t lost.
ut it.
ou had
e
ions be
em abo
3. If y
e direct b. We didn’t g
told th
ined th
a. You
la
p
ce.
x
e
ad
h
senten
e
n
o
itional
me
al cond
4. If so
re
lost.
ur car?
n
t
u
o
g
st
e
in
e yo
a. W
ach pa
a phon
plete e
ate?
m
co
s to
to evacu
’t had
ore
e trieDd PAIR WOR
d / hadn
ect form
el m
travK.
you wouldn’t have ha ould you hav
Take turns co
the corr
if
to
e
se
y
n
o
a
o
o
w
mpleting the
,w
aThen discuss
ve d
C Ch
statements ab
the actions yo
e storm
you ha
th
t
ld
d
u
u
out each head
un
o
u would have
o
b
fo
w
a
at
have
line.
taken if you ha
1. Wh
ple would find / would
n
o
d read the he
e
ow
p
kn
,
d
d
le
p
te
adlines.
o
n
n / ha
e
e
p
ow
v
kn
in
re
u
o would have
mo
een
b
y
t
n
2. If y
a
o
n
m
ht,
ne had
the nig
e airpla nd.
during
3. If th
by la
9"1
d
rre
cu
quickly
oc
If I had seen
d / had
this, I …
occurre
.
e flood would have
4. If th
d
EXTENSIVE PAIR WORK ACTIVITIES.
B
Ensure a student-centered approach.
Hurricane to Strike Tonight
Floods Expected
.indd
TN3_U8
/ would
be injure
Massive Transportatio
n Strike
Taxis,
4/19/05
10:47:52
AM
Buses, Trains Out of Ser
vice
Huge Traffic Jams Expect
ed
8
Stores Announce Protest
Against Taxes
Half-price Sales Begin Tod
ay
90
E
PRONUNCIATION. A comprehensive
pronunciation syllabus promotes accurate
and comprehensible pronunciation. Each
pronunciation point is linked to the target
language of the lesson.
9"1
9"1
If I had seen
If I had seen
this, I …
this, I …
PRONUN
CI
ATION. Contrac
of had, would
tions with ‘d in
, and did. Read
spoken Engli
and listen. Th
sh. Notice th
e reduction
en repeat.
1. If we had
/wid/
had time, we
would have sta
If
we’d had tim
yed.
e, we would
have stayed.
2. Where did
/wErd/
you go?
Where’d you
go?
3. Who did
/hud/
you see?
Who’d you
see?
4. It would
/It 3´d/
be OK.
It’d be OK.
CONVERSAT
ION
PAIR WORK
Role-play acce
pting respons
ibility for a mi
unreal conditio
stake. Use th
na
e past
Accept your pa l to explain how things co
uld have been
rtner’s apology
different.
.
A: Sorry
.
B: That’s OK
.
.
A: Well, it wa
s entirely my
fault. If
…
Continue the
conversation
in your own wa
y.
CONVERSATION “GUIDES.” These guides
ensure that students practice manipulating
the Conversation Model in their own way,
rather than merely repeating it.
)DEAS
●
You were late.
You forgot som
eone’s
birthday.
● You
didn’t pay a bill
on time.
● You
forgot to call
someone.
● You
r own idea:
●
D PRACTIC
E
U N IT
90
injured
Tvi
91
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ve been
would ha
91
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VOCABULARY. Clear defining illustrations
FREE COMMUNICATION PRACTICE.
take the guesswork out of the meaning of new
words and provide a permanent reference.
Offering students an opportunity to remember
and use language taught in this AND previous
lessons, Top Notch Interactions provide support
for successful discussion.
Evaluate Invent
ions
A
VOCABU
LARY
. Descriptive ad
jectiv
es. Listen and
practice.
TOP NOTCH
INTERACTIO
N
STEP 1. Check
the boxes
low-tech / hig
h-tech
B
to show where
Then complet
you think new
e the chart wi
inventions are
th more inform
needed.
ation about ea
ch invention.
wacky
unique
LISTENING
CO
MPREHENSION.
people discussi
Listen carefully
ng their proble
to
ms. Write the
of the convers
number
ation next to
the invention
should have ha
each person
d.
efficient / ine
fficient
■ The Robo-Tiller
New invention
home and car
□
⻬for the car
□ for organizin
g
□ for cooking
□ for raising child
ren
□ for pets
□ for cleaning
□ for relaxing
Why people would wan
t it
a wake-up alarm
so you don’t fall asleep whil
e driving
office
□ for writing
□ for organizin
g papers
□ for training staff
□ for commun
icating
□ for eating lunc
h or snacking
English class
□ for learning
new words and grammar
□ for getting more
speaking practice
□ for preparing
to take tests
□ for reading faste
r
The All-Body
■ Um
brella
■ ExiThet Pet
• Eureka ! I’v
e got an idea !
■ The Vac Bot
STEP 2. PAIR
WORK. Choose
one are
hig
a and
h-tech, or even
impossible! Na invent something. It can be
draw a pictur
me your inven
wacky, low-te
e of it or write
ch,
tion. On a sep
a description
arate sheet of
of it.
pape
Tell the class
about your inv
you had one no
ention. Expla
w. Explain wh
in wh
at you could ha
ve done if you’d at would happen if
had one in the
NE ED HE LP ? He
past.
re’s language
you already kn
ow:
DISCUSSION.
or more of the
Describe each
invention with
adjectives fro
one
m the vocabula
ry.
It’s not a novel
idea, but the Pet
Exit is both low
efficient. It do
-tech and
esn’t need ele
ctronics or ma
chinery.
92
TN3_U8.indd
r,
STEP 3. DISC
USSION.
Descriptive ad
top-of-the-lin
e
high-tech
high-end
state-of-the-a
rt
cutting-edge
low-tech
first-rate
innovative
UN IT 8
jectives
wacky
practical
unique
efficient
inefficient
novel
revolutionary
Factual and un
real condit
ionals
Don’t you wis
h someone wou
ld invent
something for
?
If I had a
, I would be able
to
If I had had a
.
, I would have
been
able to
.
92
93
LISTENING COMPREHENSION. Listening
tasks go beyond auditory discrimination to
include critical thinking skills.
FREE PRAC
TICE
C
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NEED HELP? Provides reminders to students
of the language they have previously learned—
in this unit and earlier units—that can be used
in free communication.
Unit walk-through
Tvii
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Page Tviii
Discuss the Impact of Key Inventions in History
A
COMMUNICATION GOAL. Top Notch has a
fully developed discussion syllabus. Students
progress beyond functional language and express
their views successfully on a variety of popular
discussion topics.
READING WARM-UP. In what ways did people communicate words and ideas
to each other before the invention of the telegraph, the telephone, the radio,
and the computer?
B
READING. Read about the invention of printing. How do you think this
invention changed the world?
READING WARM-UP. Warm-up questions
build expectation and get students talking.
ladle for pouring hot metal
Until the 6th or 7th century, all books
had to be written by hand.
I
f you asked a large number
of people what the most
important invention has
been, many would say the
printing press. Others might
say the wheel. But even though
it’s debatable whether the
appearance of the printing press
affected the course of history
more than the wheel, the printing
press ranks within the top two
or three inventions in
history.
Long before the
telephone, the television,
the radio, and the
computer, the written
word was the only way
to communicate ideas to
people too far away to
talk with. Until the sixth
or seventh century, all
books had to be written
by hand. Creating a book was
difficult, and in comparison
with today, very few books
existed. Therefore, very few
people read books.
In the sixth and seventh
centuries, the Japanese and
Chinese invented a way to print
pages by carving characters and
pictures on wooden, ivory, or
clay blocks. They would put
ink on the blocks and then press
paper onto the ink, printing
a page from the block. This
process is called letterpress
printing. The invention of
letterpress printing was a great
advance in communication
because each block could be
inked many times and many
copies of each page could be
made. Many books could now be
made. Therefore, many people
could read the same book.
Later, in the 11th century,
another great advance
occurred. The Chinese invented
“movable” type. Each character
was made as a separate block
which could be used many
times in many texts. This
meant that pages could be
created by putting together
individual characters rather than
having to have whole pages
carved. Movable type was much
more efficient than the earlier
Japanese and Chinese print
blocks because books could be
created much more quickly by
people with less skill.
In Europe, movable type was
used for the first time in the 15th
century. And there, Johannes
Gutenberg invented typecasting,
a way to make movable type
much more quickly,
by melting metal
and pouring it into
the forms of the
letters. This greatly
increased the speed
of printing, and
eventually made
books available to
many more people.
AUTHENTICITY. Authentic readings from
identified sources prepare students to
comprehend real reading materials in English.
C
DISC
USSIO
N.
1. H
ow w
ould
2. In
life h
what
ave b
ways
een d
3. W
do w
iffere
hat m
e
n
carved print blocks
UNIT 8
SOURCE: Eyewitness Books: Invention. By Lionel Bender, Alfred A. Knopf, New York, © 1991.
STEP
TN3_U8.indd 94
lt of
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2000
B
loose .C.: The p
n
lo
soil s s and turn w
o
s
plante crops can the
be
d effic
iently
.
ADEQUATE PREPARATION. Concrete
steps—such as “notepadding” activities,
charts, surveys, and critical thinking
activities—prepare students for successful
and productive free communication.
the p
low:
the tr
ain:
the z
• It’s
the
1. PA
IR
resu WORK.
grea
test i
nven
each On your
tion s
n
of th
ese in otepads
ince t
, writ
vent
he wh
e
ions.
your
eel !
Then
own
id
rank
the f eas abou
our in
t how
vent
ions life chan
in or
der o ged as a
f imp
ortan
ce.
1802
:
locom The steam
trans otive perm
p
prod ortation o its
u
f
dista cts over lo
nces
by tra ng
in.
Life b
efore
1914
:
zippe The mode
r
rn
open permits th
in
cloth g and clo e
es wit
sing
of
and b
h
utton out butto
ns
holes
.
Life a
1920
s:
refrig The elec
tr
e
fresh rator kee ic
ps fo
.
od
fter
ipper:
the re
frigera
tor:
U8.in
Tviii
dd
95
o
to yo
ur cla ne of the
in
ssma
tes a vention
s
bout
the im above or
an
pact
the in other inv
e
vent
ion h ntion.
ad in
histo
ry.
E
TN3_
Afte
r
inve the plo
cou nted, fa w was
ld p
r
area
lant mers
tim s in a s large
e. T
hor
t
hen
cou
ld
t
food plant hey
peo to sell enoug
h
ple.
to o
ther
CTIC
Ensure students know
what they can say.
GRO
U
Prese P WOR
K
nt a r
epor . Choose
t
PRA
STEP
2.
SPEAKING MODELS.
FREE
94
comm
t if p
ak
rintin
unica
or th es an inv
g had
te “in
ree in
e
n’t b
vent ntion imp
writin
een in
ions
ortan
g” to
in
vent
t
NOT
day?
? W
histo
ed?
h
r
at do
CH
y?
you
INTE
think
RAC
are t
he to
TION
p
two
TOP
95
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/05
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9:06
AM
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Page Tix
UNIT WRAP-UP. A full-page illustration
deliberately elicits and reviews all language
from this unit, demonstrating to all students
their mastery of new language.
CHECKPOINT. Integrated-skills
checkpoints permit students to
consolidate, review, and confirm
what they’ve learned.
UNIT WRAP-UP
UNIT 8
CHECKPOINT
t the items in the
Vocabulary. Talk abou
to describe them.
store, using adjectives
plete the statements,
● Grammar. Com
unreal conditional.
using the factual and
ments.
Then make more state
If she buys the …
…
the
ht
If they boug
…
If Dan hadn’t bought the
Create
● Social Language.
people.
conversations for the
●
SION. Listen to the people
ch the name of the
Mat
.
ucts
prod
talking about new
that best describes it.
ctive
adje
the
and
product
LISTENING COMPREHEN
A
Products
1. The Ultraphone
e
2. Dinner-from-a-distanc
3. Kinder-T V
4. Ten Years Off
Adjectives
a. cutting-edge
b. efficient
c. unique
d. top-of-the-line
n.
is true for each situatio
Check the statement that
ance for directions.
if we had called in adv
lost
en
gott
e
hav
t
1. We wouldn’
lost.
□ We called and we got
got lost.
□ We didn’t call and we
’t get lost.
□ We called and we didn
didn’t get lost.
□ We didn’t call and we
ks.
ain how the Omni wor
were here, he would expl
ni works.
2. If the salesman
can explain how the Om
he
so
,
here
is
n
sma
□ The sale
the Omni works.
, so he can’t explain how
□ The salesman is here
Omni works.
he can explain how the
but
,
here
isn’t
n
sma
□ The sale
the Omni works.
he can’t explain how
so
,
here
isn’t
n
sma
□ The sale
those e-mails.
would have already sent
ght the Ultraphone, she
e-mails.
3. If Laura had bou
has already sent those
she
and
one
aph
Ultr
□ Laura bought the
’t sent those e-mails yet.
Ultraphone and she hasn
yet.
□ Laura didn’t buy the
hasn’t sent those e-mails
she
and
one
aph
Ultr
e e-mails.
□ Laura bought the
she has already sent thos
and
one
aph
Ultr
the
□ Laura didn’t buy
B
C
al sentence.
Complete each condition
.
car,
fast
1. If I had a very
if
er
bett
ld look
2. Most people wou
car next year if
3. Will you buy a new
re there were cars,
befo
4. If I had been born
G
TOP NOTCH SON
l”
.
inventions. Write
D
the following
WRITING. Choose one of and what would have happened
life
about how it changed
nted.
if it had not been inve
• the telephone
• the washing machine
96
“Reinvent the Whee
Lyrics on last book page.
?
• the microwave oven
• the computer
.
.OW)CANx
TOP NOTCH PROJECT
Choose an invention
own
appearing during your
ed
lifetime that has chang
ntation
your life. Make a prese
to the class about the
invention.
TOP NOTCH WEBSITE
ties,
For Unit 8 online activi
visit the Top Notch
Companion Website at
tch.
www.longman.com/topno
describe an innovation.
a
accept responsibility for
mistake.
□ evaluate inventions.
key
□ discuss the impact of
inventions in history.
□
□
97
UNIT 8
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AM 8.indd 97
4/19/05 10:49:17TN3_U
SELF-ASSESSMENT. Students confirm
TN3_U8.indd 96
EXTRA TOP NOTCH FEATURES.
mastery of the unit’s communication goals.
Three exciting features add value to
Top Notch by extending language
practice and use.
Unit walk-through
Tix
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Page x
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 Grammar Booster.
COMPLETE ASSESSMENT PACKAGE WITH
EXAMVIEW® SOFTWARE
Ten 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.
Tx
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Page xi
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
Tx i