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Top Notch unit walk-through
UNIT
A
2
Read th
DVDs? g.
eos or
rent vid a movie catalo
u
o
y
o
. D
s in
REVIEW
ular film
TOPIC P ons of two pop
ti
p
ri
sc
de
UNIT GOALS. Clearly state the
communication goals of the unit.
LS
s
r latenes
logize fo
ces
1 Apo
referen
p
ss
cu
ovies
2 Dis
viewers
stes in m
nce on
pare ta
of viole
3 Com
ct
fe
ef
the
ss
cu
is
4 D
ment
n
i
a
t
r
e
t
and En
Movies
UNIT
GOA
TOPIC PREVIEW. Previews the content of
the unit and accesses prior knowledge.
e
AUTHENTICITY. Students have repeated
opportunities to observe real English as it
appears in the world outside a classroom.
rgest f
o
’s the la
log. It the classics ou
ta
a
c
r
u
y
m
o
o
—
r
e
F
e
v
c
a
.
h
y
in
a
s
T
ly MUS the world tod d everything ventory
in
an
absolute
s, you eo available in Hollywood— and expanded classic and
ie
v
o
m
of
w
ve
vid
ven
f you lo of movies on e Golden Age We have a ne comedies—e
source musicals of th er’s Catalog. ons, drama,
to
Lov
imati
the 30s at The Movie , Japanese an
e
can’t b national films
ector
by dir d
of inter TV shows!
screen
ace
t
to the ’s story is tr h
n
t
e
h
r
g
r
u
it
lo
cu
is bro
ship w
. Kah
r
I
(2002)
fe
hlo’s li
Hayek
n
for he
relatio
VD]
plex
Salma
da Ka
search great
ter Fri ducer/star gh her com ). Kahlo’s
Fridaica[D
ith
n pain
and w
pro
lina
rou
ward
Mex
r and the way th (Alfred Mo vivid color sh, and Ed
aymo
Julie T er teens all go Rivera covered in eoffrey Ru
G
ie
h
and D paintings is Banderas,
from
r husb
r
io
painte entity in he dd, Anton
Ju
ma
951) C
ma
ra
own id ity. Ashley
SO
HS] (1 ssic sci-fidra
m D BITES. Re
RY: D
oUN
v
till [V
ad along silen
S
itor fr rt.
is cla
ATEGO
sensiti also star.
d
is
C
th
o
v
n
a
to
tly as you listen
,
w
r
n
o
, Go
atu
aymo
Norto
to a natural co
Earths wSill want to st
as Kla companion
e
rs
Julie T
a
th
:
nversation.
R
y
t
O
a
ff
T
bo
nnie
er
ro
e
g
R
n
is
l
The Di-fi drama buM
a
DIREC
h
e
d
o
e
ha
ith
ls
ic
th
w
a
t
h
y
u
.
sc
rt
o
ra
G
ab
All
age
n Ea
ly
d
ss
il
o
e
in
B
s
k
m
,
e
n
e
with a rs who arriv warn ma l, Sam Jaff
to
a
ea
the st mission is Patricia N
ntasy
’s
.
i & Fa
-F
Klaatu ear warfare irects.
ci
RY: S
d
of nucl bert Wise
ATEGO
C
o
e
Wis
star; R
Robert
TOR:
DVD
DIREC
ble on
a
il
a
v
Also a
ION.
ISCUSS
t home
ovie: a
eam
ther se
e
All Class
or in th
ics All th
e Time
TH
EATER
Some Lik
e It Hot (Co
medy)
Frida (Dr
ama)
Chicago
(Musical)
Star Wars
(Sc
Dracula (Ho i-Fi)
rror)
till?
ra
D
Stood S
uld you
e Earth
ere wo y?
e Day th plain your
1. Wh
h
h
T
W
r
o
r?
a
Ex
theate
en Frid
er rent?
ever se
you rath
LIS A: You’re
ve you
would
going to
2. Ha
ie
v
o
m
things you misse love this theater. You can see
Which
all the
d.
.
DA
e
N: I’m really
ic
cho
in the mo
B
DA N: You kn
ow, I never saw
Frida. Did you
LIS A: No. I mi
?
ssed it.
DA N: They say
it was great. Ho
w about it?
LIS A: Actually,
I’d
od for a good
movie. And on
classic
a big screen!
AM
10:00:43
than on the tub
3/21/05
e.
LIS A: Much be
tter
14
.indd
TN2_U2
U N IT
rather see som
ething
else…. Hey! Th
ey’re showing
Dracula!
2
D
14
E
SOUND BITES. Previews the language
of the unit and provides exposure to “+1”
natural language for observation.
DA N: De
al!
Check the sta
tements that
are true. Expla
□ 1. Th
in your answers
e theater show
.
s old movies.
□ 2. Da
n prefers to ren
□ 3. Lis
t a video rathe
a has already
than go to the
r
seen Frida.
□ 4. Da
movies.
n’s not in the
mood for Frida.
□ 5. Th
ey decide to see
IN OTHER WOR
Dracula.
DS. With a partn
er, restate ea
1. “I’m in the
ch
sta
tement in your
mood for a go
own words.
od classic mo
vie.”
2. “Much be
tter than on the
3. “I misse
d it.”
tube.”
4. “Deal!”
WHAT
ABOUT YOU
?
PAIR WORK. Ch
eck the genres
you’ve seen in
WHAT ABOUT YOU? Confirms students’
each genre.
you like best.
Then discuss
movies that
understanding, provides language support,
and readies students for the unit.
Tiv
comedy
musical
drama
action
science
fiction (“scifi”)
Preview
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15
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COMMUNICATION GOAL. Assures students of
what theyÕll be able to do at the end of thi s lesson.
PRONUNCIATION. A thorough
pronunciation syllabus promotes accurate
and comprehensible pronunciation.
CONVERSATION MODEL. Transferable
conversation models make social language
memorable. Photos support meaning and
provide a stimulus for additional oral work.
VOCABULARY. Vocabulary presented
at phrase level when appropriate, with
clear defining illustrations.
Apologize for Late
ness
CONV
ERSATIO
C
Read and listen.
A: Sorry I’m late
. Have you been
here long?
B: For about 10
minutes. Not too
bad.
A: I’m sorry.
I got
stuck in traffic.
B: The 8:00 sho
w for The
I got tickets for Hig Train is sold out, so
h Flyer. I hope tha
t’s OK.
A: That’s fine
. They say it’s hila
rious.
How much do I
owe?
B: Nothing. It’s
on me.
A: Well, thanks
. Next time it’s my
treat.
Rhythm and
intonation practic
e
Use since with a time
16
Complete the bio
graphy
UNI T 2
of Spanish actor
Antonio Banderas.
Use for or since.
I got stuck in traffic.
B6G7DD
6B
F
G
HI:
B
PRON
UNCIATION. Reduct
ion of /h/. Notice
“disappears.” List
how the /h/ sound
en and repeat.
1. How long hav
e you lived here?
3. When did he
leave?
2. Where have
you worked?
4. What’s her
name?
VOCABULA
RY. Some explanatio
ns
E
additional uses
or date in the pas
t.
How long have you
lived here? I’ve lived
here since 2001.
Use for to describ
e a period of time
.
How long have you
lived here? I’ve lived
here for five years.
Other uses:
with always: I’ve alw
ays wanted to see
Gone with the Wind.
with ordinals, the sup
erlative, or only: This
is the third time I’ve
I’ve ever seen. My
seen Frida. It’s the
husband has only
best movie
seen it once.
with lately / recently,
just: Have you seen
a good movie lately?
with still, so far: You
Yes.
I’ve just seen Seabisc
still haven’t seen Chic
uit.
ago? I’ve seen it thre
e times so far!
I’ve always wanted
to see Hitchcock’s
The Birds.
for being late. List
en and practice.
I missed the bus.
I couldn’t get a taxi
.
Write two other
explanations for
being late.
I couldn’t find a
parking space.
PAGES G3–G4
For more …
CONVERSATION
PAIR WORK
Banderas has act
ed
more than 20 yea
1.
rs. He has worked
the theater
in
1982, and he has
2.
acted in films
1992. The
Mambo Kings Sin
3.
g Songs of Love
was his first film
in English, but
Banderas didn’t
speak English at
that time, and he
had to read
his script phonet
ically. Banderas
has had an interna
tional
reputation
1988, when he app
4.
eared in Women
on the
Verge of a Nervou
s Breakdown. Ban
deras met his wife
, Melanie
Griffith, on the set
of Two Much, and
they have been
married
over eight years.
5.
their daughter, Ste
6.
lla, was
born, they have
lived in Los Ang
eles and Spain.
Apologize for bei
ng late meeting
a friend at the
movies. Provide
an explanation.
Then, together, use
the schedule to dec
ide on a movie to
see.
Start like this:
A: Sorry I’m late
. Have you been
here long?
B: For
…
PRACTICE
GRAMMAR. The pre
sent perfect:
<G
A
D
PA
IR WORK. Take tur
ns asking and ans
questions. Use the
wering the follow
present perfect in
ing
your answers.
1. Is there a mo
vie you’ve always
wa
nte
d to see?
2. Have you see
n any good movie
s recently?
3. What’s the
best movie you’ve
eve
r seen?
4. What’s the
worst movie you
’ve ever seen?
5. How many
movies have you
seen so far this mo
nth?
17
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TN2
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.
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
N
MODEL
TN2_U2.in
ndd
dd 17
3/21/05 10:01:52
AM
CONTROLLED COMMUNICATION PRACTICE.
3/21/05 10:02:02
AM
Students personalize the Conversation Model, using
the new vocabulary and grammar, to confirm their
progress on a daily basis.
COMMUNICATION SUPPORT. Realistic
prompts provide support and ensure success.
Unit walk-through
Tv
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Page Tvi
COMMUNICATION GOAL. Keeps students
aware of the practical value of this lesson.
Discuss
nces
Prefere
CONVERSATION MODEL. Motivates
students because of its obvious practical
usefulness in communication.
en.
ION
and list
VERSATODEL Read
usical?
CON
M
y or a m
comed
a
—
e
se
rather
uld you
e.
hat wo
?
er to m
A: W
tt
adonna
a
m
k of M
oesn’t
ou thin
y
B: It d
o
d
t
ll, wha
.
ar.
A: We
uch.
ovie st
ot much
Not m like
orite m
ually, n
’t
my fav
B: Act
’s
e
I don stand
h
S
l?
nd!
a
’t
u
n
o
re
a
’r
r
c
o
o
I
A: F
orld g
s the w
t mine.
t make
a
B: No
h
w
s
e
ll, that’
practic
A: We
nation
.
and into
ractice
m
th
y
h
n and p
R
s. Liste
re
n
e
g
. Movie
A
AB
VOC
.
.
I love
.
’s great!
RHYTHM AND INTONATION PRACTICE.
Provides targeted practice of rhythm and
intonation to ensure comprehensibility of
student speech.
ULARY
-fiction
a science
film
VOCABULARY. Clear defining
illustrations provide a permanent
reference for student study.
ated film
an anim
r film
a horro
n film
an actio
l
a musica
CONTEXTUALIZED PRACTICE.
a
a dram
entary
a docum
y
a comed
PAIR
B
C
re
Compa
WORK.
vorite m
your fa
Increases memorability and mastery
of new language.
re.
ovie
to the m
isten
enre
SION. Luse the movie g
PREHEN
en
OM
NING C
s. Th
dation
LISTE nd recommen the chart.
plete
iews a
rev
com
lary to
vocabu
Movie
title
Hot Dog
gs First
First Thin
chnia
Aqua-te
n
f Childre
The Wol
D
ovies
ge n
for each
SION.
DISCUS
U N IT
18
2
Genre
d?
mende
no
Recom
yes
E
State preferenc
es with would
rather / would
base form of a
rather not and
verb.
the
I’d rather ren
. t a movie
in
la
p
x
than go to the the
. E
ry
a
ate
ss
He’
r.
d rather not see
ece
n
if
a
in
comedy tonight.
ten aga
ou? Lis
Questions
od to y
und go
so
s
ie
Would you rather
mov
see Star Wars or
Which
Frida ?
Which would the
y rather see—a 5 10:02:22 AM
3/21/0comedy or a
Would you like
drama?
to rent a movie
? Actually, we’d
rather not. We
’re too busy.
F
.indd
TN2_U2
GRAMMAR. Wo
uld rather
18
I’d rath
er
= I wou
ld
rather
Complete each
conversation
with would rat
her or would
1. “I’d love
rather not.
to see a good
movie tonigh
9"1
t.”
Actually, I’d rath
er stay home
2. “I’m in the
mood for a ho
rror film.”
9"1
.
Actually,
3. “Why do
n’t we get tic
kets for the lat
9"1
e show?”
Ac
LISTENING COMPREHENSION. Frequent
.
tually,
listening comprehension activities teach critical
listening skills and reinforce vocabulary.
4. “Ben told
me you wante
d to rent a mo
9"1
vie.”
.
Actually,
5. “Would
you like to see
a comedy?”
9"
1
.
Actually,
6. “How ab
out some Italia
n food after the
9"1
movie?”
Ac
.
tually,
.
CONVERSAT
ION
PAIR WORK
Make a list of
your favorite
movies and mo
Then choose
vie stars.
a movie to se
e. Use the gu
create a new
ide, or
conversation
.
A: What wo
uld you rathe
r see:
B: It doesn
or
’t matter to me
?
.
A: Well, wh
at do you think
of
B: Actually
?
,
.
A:
…
COMMUNICATION SUPPORT. Students
gather their thoughts to prepare to personalize
the Conversation Model, ensuring successful
practice.
Continue the
conversation
My favorite movies:
D PRACTIC
E
ensure that students practice manipulating
the Conversation Model, rather than merely
repeating it.
My favorite movie stars:
in your own wa
y.
Tvi
19
TN2_U2.indd
CONTROLLE
CONVERSATION “GUIDES.” These guides
19
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Page Tvii
VOCABULARY. Frequent dictionary-style
FREE COMMUNICATION PRACTICE.
definitions ensure understanding of vocabulary
that can’t be taught through illustrations.
Offering students an opportunity to remember
and use language taught in this AND previous
lessons, Top Notch Interactions provide the
structure for a successful discussion syllabus.
PAIR WORK. Continual opportunities for
personalized pair work ensure a studentcentered experience.
AUTHENTICITY. Real reviews from
authentic sources build students’
confidence in coping with the world
outside the classroom.
Compare Tastes
A
B
in Movies
VOCA
BULARY. Adjec
tives to descr
ibe movies. Lis
funny: someth
ten and practi
ce.
ing that make
s you laugh
romantic: ab
violent: conta
out love
ining a lot of
boring: not int
fighting and
killing
eresting
weird: very str
unforgettable
ange or unus
: something
ua
tha
l,
negative way
in a
t you will
always remem
ber
silly: not ser
ious; almost stu
pid
PAIR WORK. Wr
ite a movie yo
u know for ea
ch adjective.
Compare your
choices.
a funny movie
:
a romantic mo
vie:
a violent movie
:
a boring movie
an unforgettab
:
C
movie review
e would rathe
s of four classi
r to talk abou
t which movie
c
you’d like to see movies.
. Explain why.
Bend It Like
The Heart of Me
✪✪✪
✪ ✪ ✪ 1/2 (PG-13, 112 minutes). An India
(R, 96 minutes)
. Helena Bonham Cart
er stars
as a woman who has
the misfortune to fall
in love
with the husband (Pau
l Bettany) of her siste
r
(Oliv
ia
Williams). Portrays Lond
on society, circa 1940
.
n girl
(Parminder K. Nagra)
living in London wan
ts to play
pro soccer, but her tradi
tional Sikh parents wan
t her
to marry a nice India
n boy. Just about the
perfect
teenage coming-of-age
comedy.
a silly movie:
a weird movie
N • Movie re
views
STEP 1. PAIR
WORK. Read the
capsule
Us
Beckham
le movie:
:
TOP NOTCH
INTERACTIO
LISTENING
CO
Spellbound
Finding Nemo
MP
REHENSION. Lis
between two
ten carefully
people readin
to a conversati
g movie review
the adjective
on
s from the ne
from the vocab
wspaper. Choo
ulary that best
se
represents the
ir opinions.
✪✪✪✪
✪ ✪ ✪ (Unrated, suitable for all, 95 minu
tes). This
Oscar-nominated U.S.
documentary visits the
homes
of eight finalists for
the National Spelling
Bee, and
then follows them to
the finals in Washingto
n.
We get to know the
kids and their families.
(G, 101 minu
tes). A little clown
fish gets
lost, and his dad and
another fish team up
to find
him. Visually beautiful,
an adventure for kids
plus a
humorous level adul
ts will appreciate.
STEP 2. On yo
ur notepad
, make notes
Source: Roger
Ebert’s One-M
inute Reviews
in the Chicago
Sun-Times
about two mo
vies you’ve see
n recently.
Title:
Genre:
romantic
Title:
Stars:
Genre:
What is the mo
vie
Stars:
about?
What is the mo
vie
about?
Adjectives:
20
Adjectives:
Listen again
. Which movie
s do
like? Which mo
vies do they thi they
nk are bad?
STEP 3. DISC
USSION.
Talk about mo
vies you’ve see
“Was it good?”
UN IT 2
“Do you
“What kind of movie was it?”
TN2_U2.indd
20
n recently.
recomm
end it?
“Wha
t was
”
it abo
it?”
“Who was in
ut?”
21
FREE PRAC
TICE
D
3/21/05
10:0
TN2_U2
3:06
2.ind
.indd
d AM
21
LISTENING COMPREHENSION. Listening
tasks go beyond auditory discrimination to include
critical listening skills, such as inference.
3/21/05 10:0
3:20 AM
SKILL BUILDING. Students listen more than once,
each time with a focused task, maximizing input and
the growth of the listening skill.
Unit walk-through
Tvii
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COMMUNICATION GOAL. Top Notch has a fully
Discuss the Effect of Violence on Viewers
A
developed discussion syllabus. Students progress
beyond functional language and express their views
successfully on a variety of popular discussion topics.
READING WARM-UP. Are violent movies good entertainment,
or can they be dangerous?
B
READING. Read the article about violence in movies.
Which opinions do you agree with?
READING WARM-UP. Warm-up questions
Can Violent Movies Be Dangerous?
B
efore the 1960s, most
movies did not show much
graphic violence. When
fighting or shooting occurred on
the screen, it was clean: Bang!
You’re dead! The victim fell to the
ground and died, perhaps after
speaking a few final words. The
viewer never saw blood or suffering.
But in the late ’60s, filmmakers
Arthur Penn and Sam Peckinpah
began making movies with more
graphic violence, such as Bonnie
and Clyde and The Wild Bunch. They
believed that if audiences could
see how truly horrible real violence
The Wild Bunch
Can V
THINKING SKILLS. These go beyond strict
factual recall to inference and critical thinking.
Check the statements that are true, according to the article.
1. Movies have always been very violent.
2. Graphic violence has been common since Bonnie and Clyde and The Wild Bunch.
3. Peckinpah and Penn thought that violence on the screen can never be good.
4. Peckinpah and Penn thought that violent movies would make people behave
more violently in their own lives.
5. Everyone agrees that graphic violence on the movie screen is OK.
iolen
t Mov
ies B
e Dan
TOP
gerou
PAIR WORK. With a partner, find a statement in the article to support each of
your answers in Exercise C.
STEP
s?
1. Co
mp
RAC
TION
• W
here
do
films lete the c
h
a
you k nd telev art with
is
n
of vio ow. Rat ion show
e
s
with lence fro the leve
l
m
3
viole being th 0 to 3,
nt.
e mo
st
UNIT 2
TN2_U2.indd 22
NOT
CH
INTE
YOU
stand
?
Bonn
ie
TITLE
MEDIU
and C
M
lyde
LEVEL
film
3/21/05 10:03:26 AM
OF VIO
LENCE
2
STEP
ADEQUATE PREPARATION. Concrete
steps—such as “notepadding” activities,
charts, surveys, and critical thinking
activities—prepare students for successful
and productive free communication.
2. PA
IR
viole WORK.
0 = no
t viole
nt
2=
violen
On
t
1 = so
m
or sh your no
3 = u ewhat vio
tepa
ow o
ltra v
d, ma
n you
Title:
iolent lent
ke no
r cha
te
rt. Te
What’
ll you s about t
s it ab
h
r
em
par tn
out?
er ab ost
out it
.
nt fil
m
Is it d
ange
rous
for so
Why?
me v
Why
iewe
not?
rs?
STEP
3. D
ISCU
SS
1. H
av
EXAMPLES. Student examples take
the guesswork out of what’s expected.
WRITING. Fully integrated and
prepared topics boost students’
written productivity.
STEP
ION.
e
Wha movies b
t are
e
some come mo
2. D
re
o peo
exam
ples violent in
p
le
mov
imita
of ve
ie
ry vio your lif
Who s? Can m te the be
et
lent
h
shou
mov ime?
ld no ovies ma avior the
3. C
ies?
y
ke
an v
t see
viole people see in th
news iolence in
e
v
nt m
pape
ovies iolent?
rs, als other me
?
d
o be
dang ia, such a
s boo
erou
s?
ks an
d
4. W
RIT
I feel
I thin
k
dang Bonnie a
n
e
some rous beca d Clyde is
u
peop
possib
le see se when
le
it, it’s
th
bank
a
s too t they wil
.
l rob
s
are to ome mov
abou ING. Wr
ie
o
it
t vio
for ch dangero s
us
lence e a shor
ildren
t artic
.
in m
ovies
le
and o express
I agr
ing y
n TV.
ee
our o
imita . Childre
pinio
te ev
n
eryth n
I disa
g
Movie ree.
s
dang are not
erous
.
ing.
TN2_
U2.in
dd
23
E
Tviii
CTIC
22
Bonnie & Clyde
are a problem since we live in
such a violent world. “Just open
any newspaper,” he says. “Any
newspaper is much more
violent. And those are true stories
about what happens in real life. Or
open any history book and read
about what happens when a people
are conquered.”
“There’s so much violence
right now,” says a well-known
European actress. “And maybe this
is the way that filmmakers speak
against violence: by making violent
movies.”
PRA
D
ENGAGING TOPICS. Readings on both
expected and unexpected topics ensure
thought-provoking classes.
FREE
C
was, people would be less violent in
their own lives.
Today, special effects technology
has made it possible to create very
realistic images of bloodshed and
violence. Steven Prince, author of
Savage Cinema: Sam Peckinpah
and the Rise of Ultraviolent Movies,
describes the difference between
early movies and the movies of today
“…filmmakers can create any image
that they can dream up.” So, Prince
believes, because of the technology,
movies today have become more
and more violent and bloody.
Some people are worried that
viewing a lot of violence in movies
and video games can be dangerous.
They feel that it can make violence
seem normal and can cause people
to imitate the violent behavior,
to do the same thing themselves.
Other people disagree. They
believe that showing violence is
honest and can even be helpful.
One popular filmmaker asks
why violent images on the screen
build expectation and get students talking.
23
3/21
/05
10:0
3:44
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.
UN IT 2
CHECKPOINT
A
UNIT WRAP-UP
ersations
the conv
SION. Listen carefully to
speaker’s opinion.
LISTENING COMPREHEN
about movies. Decide
esents each
which adjective best repr
6. Animal Opera is
7. Crazy Horse was
.
2. The Violinist was
.
3. The Good Catch was
Neptune is
4. My Neighbors on
re
ls. Then write the gen
to
Write your own response
”
late.
I’m
ry
“Sor
1.
C
9"1
picture.
Writing. Write about the
ing at the
A man and woman are look
movie posters…
9"1
here?”
at Midnight. I hope
3. “I rented Murder
that’s OK.”
24
●
stion.
each statement or que
tickets? How much do
4. “You bought the
I owe?”
.
.
9"1
D
here?
A: How long have you been
B: About 20 minutes.
4.
3.
you been
2. “How long have
9"1
.
te conversations for
Social language. Crea
the people.
of each movie.
2.
1.
.
●
.
Read the DVD box labe
B
.
hari is
5. Plants of the Kala
.
n is
1. Mediterranean Moo
unforgettable
boring
silly
weird
funny
romantic
violent
treat.”
5. “Next time it’s my
.
9"1
.
.OW)CANx
□
□
□
□
.
or since.
nt or question with for
Complete each stateme
two weeks.
at the Metroplex
ed
play
has
film
t
1. Tha
e on DVD
labl
avai
been
has
ot
2. The Talking Parr
last Tuesday.
I was a child.
ies
3. I’ve loved the mov
more than an hour?
here
been
you
e
Hav
4.
TOP NOTCH SONG
r”
“Better Late Than Neve
Lyrics on last book page.
apologize for lateness.
discuss preferences.
ies.
compare tastes in mov
ence
discuss the effect of viol
on viewers.
TOP NOTCH PROJECT
page
Create a movie review
reviews
with your class. Write
movies.
about good and bad
TOP NOTCH WEBSITE
ties,
For Unit 2 online activi
visit the Top Notch
Companion Website at
tch.
topno
com/
man.
www.long
25
UNIT 2
4/25/05 2:02:58 PM
2.indd 25
TN2_U
3/21/05 10:03:55 AM
SELF-ASSESSMENT. Students confirm
TN2_U2.indd 24
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
TN_TE_L2_FM_Tx-Txiii
5/19/05
3:24 PM
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
TN_TE_L2_FM_Tx-Txiii
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3:24 PM
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