TOP NOTCH is a comprehensive communicative English course that prepares adults and young a, Schemes and Mind Maps of Teaching method

Download TOP NOTCH is a comprehensive communicative English course that prepares adults and young a and more Schemes and Mind Maps Teaching method in PDF only on Docsity! iv COMMUNICATION GOALS VOCABULARY GRAMMAR UNIT 1 Getting Acquainted PAGE 2 • Meet someone new • Identify and describe people • Provide personal information • Introduce someone to a group • Formal titles • Positive adjectives to describe people • Personal information • Countries and nationalities • Information questions with be: Review • Contractions • ModiÞ cation with adjectives: Review • Positive adjectives • Yes / no questions and short answers with be: Review GRAMMAR BOOSTER • Information questions with be: usage and form • Possessive nouns and adjectives • Verb be: usage and form • Short answers with be: common errors UNIT 2 Going Out PAGE 14 • Accept or decline an invitation • Express locations and give directions • Make plans to see an event • Talk about musical tastes • Music genres • Entertainment and cultural events • Locations and directions • Prepositions of time and place; Questions with When, What time, and Where: Review • Contractions GRAMMAR BOOSTER • Prepositions of time and place: usage rules • Would like for preference: review and expansion UNIT 3 The Extended Family PAGE 26 • Report news about relationships • Describe extended families • Compare people • Discuss family cultural traditions • The extended family • Relationships and marital status • Other family relationships • Similarities and differences • The simple present tense: Review • Spelling exceptions • Contractions • The simple present tense—information questions: Review GRAMMAR BOOSTER • The simple present tense: usage and form • Information questions in the simple present tense: form questions with who, common errors UNIT 4 Food and Restaurants PAGE 38 • Ask for a restaurant recommendation • Order from a menu • Speak to a server and pay for a meal • Discuss food and health • Parts of a meal • Categories of food • Degrees of hunger • Communicating with a waiter or waitress • Adjectives to describe the healthfulness of food • There is and there are with count and non-count nouns; Anything and nothing • DeÞ nite article the GRAMMAR BOOSTER • Non-count nouns: expressing quantities • Some and any • Questions with How much and How many • Words that can be count nouns or non-count nouns • Plural count nouns: spelling rules • Non-count nouns: categories and verb agreement UNIT 5 Technology and You PAGE 50 • Recommend a brand or model • Express sympathy for a problem • Complain when things don’t work • Describe features of products • Electronic devices • Replacing products • Positive descriptions • Collocations for using electronic devices • Activities • Ways to sympathize • Negative descriptions • Household appliances and machines • Ways to state a problem • Features of manufactured products • The present continuous: Review GRAMMAR BOOSTER • The present continuous: spelling rules for the present participle • The present continuous: rules for forming statements • The present continuous: rules for forming questions LEARNING OBJECTIVES Top Notch 1 learning objectives are designed for false beginners. They oB er a rigorous review and an expansion of key beginning concepts as well as a wealth of new and challenging material. v CONVERSATION STRATEGIES LISTENING / PRONUNCIATION READING WRITING • Begin responses with a question to conÞ rm • Use Let’s to suggest a course of action • Ask personal questions to indicate friendliness • Intensify an informal answer with sure Listening Skills • Listen for details • Infer information Pronunciation • Intonation of questions Texts • An enrollment form • Personal proÞ les • A photo story Skills/strategies • Infer information • Scan for facts Task • Write a description of a classmate WRITING BOOSTER • Capitalization • “Use Would you like to go?” to make an invitation • Repeat with rising intonation to conÞ rm information • Provide reasons to decline an invitation • Use Too bad to express disappointment • Use Thanks, anyway to acknowledge an unsuccessful attempt to help Listening Skills • Listen for key details • Draw conclusions • Listen for details • Listen for locations Pronunciation • Rising intonation to conÞ rm information Texts • A music website • An entertainment events page • Authentic interviews • A survey of musical tastes • A photo story Skills/strategies • Interpret maps and diagrams • ConÞ rm content • Make personal comparisons Task • Write about oneself and one’s musical tastes WRITING BOOSTER • The sentence • Use Actually to introduce a topic • Respond to good news with Congratulations! • Respond to bad news with I’m sorry to hear that • Use Thanks for asking to acknowledge an inquiry of concern • Use Well to introduce a lengthy reply • Ask follow-up questions to keep a conversation going Listening Skills • Listen to classify • Listen to infer • Listen to identify similarities and differences • Listen to take notes • Listen for details Pronunciation • Linking sounds Texts • Family tree diagrams • A self-help website • A survey about adult children • A photo story Skills/strategies • Interpret a diagram • ConÞ rm facts • Infer information Task • Make a Venn diagram • Compare two people in a family WRITING BOOSTER • Combining sentences with and or but • Use Could you . . . ? to make a polite request • Use Sure to agree to a request • Clarify a request by asking for more speciÞ c information • Indicate a sudden thought with Actually • Use I’ll have to order from a server • Increase politeness with please Listening Skills • Listen to take notes • Listen to predict • Infer the location of a conversation Pronunciation • The before consonant and vowel sounds Texts • Menus • A nutrition website • A photo story Skills/strategies • Interpret a map • Understand from context • Infer information Task • Write a short article about food for a travel blog WRITING BOOSTER • Connecting words and ideas: and or in addition • Use Hey or How’s it going for an informal greeting • Use What about . . . ? to offer a suggestion • Use Really? to indicate surprise • Use You know to introduce a topic • Express sympathy when someone is frustrated Listening Skills • Infer meaning • Listen to predict • Listen for details • Listen to classify Pronunciation • Intonation of questions Texts • Newspaper advertisements • An online review for a product • A photo story Skills/strategies • Understand from context • Activate language from a text Task • Write a review of a product WRITING BOOSTER • Placement of adjectives: before nouns and after the verb be