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Top Notch
Intermediate
English
3
and Lesson Planner
TEACHERS BOOK
and Lesson Planner
Joan Saslow Allen Ascher
Joan Saslow Allen Ascher
TNBEY_TB_L3_prelim.indd 1 25/07/13 16:56

Rolando Rodrigo Zapata Bello
GOBERNADOR CONSTITUCIONAL
DEL ESTADO DE YUCATN
Ral Humberto Godoy Montaez

SECRETARIO DE EDUCACIN
Gabriela Zapata Villalobos

DIRECTORA DE EDUCACIN MEDIA SUPERIOR
Alejandro Salazar Ortega

JEFE DEL DEPARTAMENTO DE
PREPARATORIAS ESTATALES

Contents
Scope and Sequence of Contents and Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv
Acknowledgments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii
About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ix
T O P N O T C H : A C O N C I S E M E T H O D O L O G Y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . xi
Module 1 Talking about Possibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T1

Lesson 1 Talk about Health Facts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T2
Lesson 2 Talk about Exercise and Health. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T4
T O P N O T C H S K I L L S 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T6
Lesson 3 Talk about Plans for a Holiday. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T7
Lesson 4 Making Plans for a Trip . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T9
T O P N O T C H S K I L L S 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T11
Lesson 5 Talk about Superstitions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T12
Lesson 6 Give Advice for a New Job . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T14
T O P N O T C H S K I L L S 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T16
Module 1 Self-Check . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T17
Module 2 Talking about Past and Present Habits . . . . . . . . . . . . . . . . . . . . . . . . . . . T19

Lesson 1 Talk about Eating Habits. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T20
Lesson 2 Talk about Food Passions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T22
TOP NOTCH SKILLS 1....................................................... T24
Lesson 3 Talk about your Childhood. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T26
Lesson 4 Talk about your School Days . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T28
Lesson 5 Describe how People Used to Have Fun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T32
Lesson 6 Describe how Technology Has Evolved . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T34
TOP NOTCH SKILLS 3 ...................................................... T36
Module 3 Describing the Past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T39

Lesson 1 Describe an Accident . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T40
Lesson 2 Report an Accident . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T42
Lesson 3 Tell what was Happening during an Accident . . . . . . . . . . . . . . . . . . . . . . . . . . . T46
Lesson 4 Describe a Bad Experience to a Friend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T48
Lesson 5 Reporting a Robbery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T51
Lesson 6 Recounting a Past Event . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T53
Module 4 Making Requests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T58

Lesson 1 Get Service at a Service Station . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T59
Lesson 2 Request Help or Permission . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T61
Lesson 3 Making a Request for Personal Care Items and Appearance . . . . . . . . . . . . . . T65
Lesson 4 Make Daily Activities Requests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T67
Lesson 5 Request Salon Services . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T70
Lesson 6 Schedule and Pay for Personal Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T72
Diagnostic Exams modules 1 to 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T78
Grammar Booster . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T86
List of Irregular Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T87
Student and Workbook Anwer Keys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T88
Top Notch Pop Lyrics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T106

Scope and Sequence 12 hours
Module 1 Talking about Possibilities
Lesson Vocabulary Social Language Grammar Skills
L
Factual conditional. Use
Listening Listening for main ideas and
1 Facts the clause If + Present
Talk about health facts for specific information
Pages 2-3 Natural events Simple in affirmative and
Speaking Express prior knowledge
negative form
Usage of a comma after Listening Listening to present grammar
2 Natural events Talk about exercise and the cause clause in context
Pages 4-5 Health facts health Use when and unless with Speaking Role-Play: Talk about cause
factual conditional and effect
Reading Reading for detail

Top Notch Talk about responses Use of factual conditional Speaking Group Work: Make and
Personal
Skills 1 and reactions towards and adjectives to describe answer questions about personal
behavior To
Pages 6 different situations peoples reactions behavior
Writing Writing a survey S
Listening Listening to present grammar

Weekend in context
3 plans Talk about plans for a First conditional. Yes/No Listening Listening for general
Pages 7-8 Holiday holiday questions understanding
weekend Speaking Group Work: Talk about
plans. Role Play:Talk about plans
Weekend
4 plans Making plans for a trip First Conditional
in context
Pages 9-10 Vacation If vs. unless
Speaking Role-Play: Talk about a trip
Trips
Reading Reading for detail: Find causes
and consequences
Top Notch Factual Conditional
Discuss options to take Speaking Group work. Describe the
Skills 2 Trip plans
a vacation best conditions for a trip
Pages 11 First Conditional To
Writing List the conditions of an ideal
trip S
5 School in context
First Conditional.
Pages activities Talk about superstitions Speaking Pair Work Talk about tests
Interrogative form
12-13 Superstitions and superstitions. Role Play: Talk about
luck and superstitions

6 First Conditional and
in context
Pages Job activities Give advice for a new job modals should, have to,
Speaking Pair Work Give advice for a
14-15 could to give an advice
new job
Reading Reading for detail Find pros

First Conditional
Top Notch Talk about peoples and cons
School To
Skills 3 strengths and Speaking Pair Work Talk about
activities Use of should as a S
Pages 16 weaknesses campaigning for being council president
suggestion Pa
Writing Writing a journal entry
Self Check
Pages 17-18
iv SCOPE AND SEQUENCE

12 hours
Module 2 Talking about Past and Present Habits

Social
Lesson Vocabulary Grammar Skills
Language
d
Listening Listening to identify natural
1
Healthy and Talk about intonation
Pages Present simple and used to
unhealthy food eating habits Speaking Pair work: Suggest daily eating habits
20-21
mar to avoid heart disease
Listening Listening to present grammar in
Food and context
2 Talk about Used to - affirmative and
phrases to Listening Listening for specific information:
Pages food negatives sentences
express Food preferences
22-23 passions Questions and answers
preference Speaking Role Play: Food Preferences
PRONUNCIATION Reduced forms
Reading Reading for specific information: Using
Top Notch
Discuss a glossary for new words
Skills 1 Lifestyles and Sentence structure used
lifestyle Speaking Group work :Talk about lifestyle. Pair
Pages obesity to + but
mar changes work : Talk about eating and exercise habits.
24-25
Writing Describe lifestyle changes
Reading Reading for specific information:
3 Talk about Identify true or false statements
Family and Adverbs of frequency and
Pages your Speaking Pair work: School past habits
social activities Used to
26-27 childhood Writing Describe habitual activities in your
childhood
mar
Used to and Wh-questions
4 Talk about context
Leisure and or Used to + common verbs
Pages your school Speaking Role play: Talk about school days
es study activities to express costumes:
28-29 days Listening Listening for general understanding
(have, love, be)
and specific information.
Listening Listening for specific information:

l Top Notch
Identifying special dishes
Skills 2 Food Describe
Simple present and used to Speaking Role play: At a dinner party
Pages descriptions unique foods
mar Writing Describe a favorite dish from your
30-31
childhood
ut Describe
5 Family and
how people Used to + never for Reading Reading for specific information
Pages social activities
used to have negative sentences Writing Describing your life in the past
32-33 in the 80's
fun
mar
Listening Listening for general uderstanding
Describe
a 6 Communication and for detail
how Used to + no longer, not
Pages and technology Speaking Pair work: Life before computers
technology anymore
34-35 in the 80s Writing Elderly persons opinion about life
has evolved
os before computers
Top Notch Compare Speaking Pair work: Talk about youth culture
Social changes
ent Skills 3 peoples Simple Past + used to from your childhood
through time
Pages 36 lifestyles Writing Write about a person you used to look
up
Self Check
Pages 37-38
SCOPE AND SEQUENCE v

Scope and Sequence 12 hours
Module 3 Describing the Past

Listening Listening for general understanding:
1
Driving Describe an Past continuous Car accidents
Pages
accidents accident with when Speaking Role play: Car accident
40-41
Writing A letter about a car accident
2 Speaking Pair work Dialogue about past activities
Report an Simple past + Past
Pages Types of cars in the moment of an accident
accident continuous
42-43 Writing Describe activities in the past in the
moment of an accident To
Listening Listening for specific information: Rent
Top Notch a car
Skills 1 Difficulties on Discuss an Simple past and Speaking Role play: Report an accident
Pages a trip accident Past continuous expressing concern.
44-45 Writing Report an accident
context
3 Car accidents Tell what was Past Continuous
Speaking Group work: Highway accidents
Pages on the happening during with while and
Pair work: Similar situations on the highway
46-47 highway an accident when
Writing Unscramble questions about highway
accidents in order to answer them
Listening Listening to present grammar in context P
4 Describe a bad Listening Listening for detail: Identifying what
Elements in a Wh questions in
Pages experience to a happened first
robbery Past continuous
48-49 friend Speaking Role play: A discussion between a To
police officer and a suspect
Listening Listening for specific information: Check
Simple past + Past your predictions
Top Notch
Tragedies in continuous Speaking Pair work Comparing thief s physical
Skills 2 Describe a crime
the world affirmative & appearance and features
Pages 50
interrogative forms Writing Write an account of a robbery
Listening Listening for general understanding:
Simple past + Past
Identify context order
5 continuous
Reporting a Speaking Pair work: Talk about the suspects
Pages Investigations affirmative,
robbery activities. Role Play: Act out the investigation
51-52 negative and
routine
interrogative forms
Writing Write about the detectives questions
Reading Reading for general understading and
6 uderstanding meaning from context
Recount a past Simple past/ past
Pages Past events Speaking Pair work Memories. Describing
event continuous + as
53-54 emotions about a past event To
Writing Use adjectives to show emotions
Listening Listening for general understanding: An
Top Notch Simple past and anecdote
Childhood Talk about
Skills 3 Past continuous + Speaking Pair work telling an anecdote
activities childhood
Pages 55 time order words Writing Write a story
Self Check
Self-Check
Self-Check
Pages 56-57
Pages 58-60
Pages 64-66
vi S C O P E AND SEQUENCE

rs 12 hours
Module 4 Making Requests
Listening Listening to present grammar in context

1 Direct Object nouns
Get service at a Speaking Role Play: Ask for service and repair
Pages Public Services and pronouns with
service station PRONUNCIATION: Stress and particles in phrasal
59-60 phrasal verbs
verbs
2 Making Requests with Can or
es Request help or
Pages requests using Could using phrasal Speaking Pair work: Ask for help
permission
61-62 phrasal verbs verbs
Formal requests with
Top Notch Reading Reading for general understanding:
Use of requests Can, Could, May, I
t Skills 1 Different kinds Identify true and false . Reading for specific
with different wonder if or
Pages of requests information. Identify formal and informal requests
kinds of people Informal Do you
63-64 Speaking & Writing Formal and Informal requests
have, I need
Requests with could
Make request
3 Personal care and would, Id as a Listening Listening for general undestanding
for personal
Pages products and contraction for Speaking Pair work: Make requests for specific
care items and
65-66 appearance declarative needs and their reasons
appearance
statements
Daily activities Make daily Requests with would
4 Speaking Pair work: Request things and activities
at home and activities and
xt Pages 67 Role play: Make requests for specific daily activities
at school requests Wh-questions
Writing writing notes to make requests

Top Notch Make requests
Requests with and Listening to ads to personal care products
Skills 2 Personal care for products
ck countable and Writing Make requests
Pages items and activities in
uncountable Speaking: Role play : Shopping for personal care
68-69 public places
products

5 Use of someone and and Listening for detail
Request salon
Pages Salon services anyone with can or Speaking Role play : Make a salon service request
services
70-71 could as a request
PRONUNCIATION: unstressed syllable with / /
Questions with How Listening Listening for specific information. Identify

6 Schedule and Schedule and
long, How much a salon service request
Pages services for pay for personal
Speaking & Writing Make requests for personal
72-73 personal care care
Requests with Can care activities.
Advantages Listening Listening to the reading for general
Top Notch uderstanding
and Discuss ways to Using would in
Skills 3 Speaking Talk about ways to improve appearance
disadvantages improve questions for an
n Pages Writing Write a letter about ways to improve
of cosmetic appearance improbable future
74-75 appearance
surgery
Self Check
Pages 76-77
Grammar Booster
Workbok
SCOPE AND SEQUENCE vii

Acknowledgments
Lesson Title International Advisory Board
Top Notch
The authors gratefully acknowledge the substantive and formative contributions of the members of the International Advisory Board.
CHERYL BELL, Middlesex County College, Ishikawa, Japan EMILY GEHRMAN, Casa Thomas Jefferson, Brasilia, Brazil
Middlesex, New Jersey, USA ELMA Newton International College, Garden Grove, DIANNE RUGGIERO, Broward Community
CABAHUG, City College of San Francisco, California, USA ANN-MARIE HADZIMA, College, Davie, Florida, USA KEN
San Francisco, California, USA JO National Taiwan University, Taipei, Taiwan SCHMIDT, Tohoku Fukushi University,
CARAGATA, Mukogawa Womens KAREN KYONG-AI PARK, Seoul National Sendai, Japan ALISA A. TAKEUCHI,
University, Hyogo, Japan ANN CARTIER, University, Seoul, Korea ANA PATRICIA Garden Grove Adult Education, Garden Grove,
Palo Alto Adult School, Palo Alto, California, MARTNEZ VITE DIP. R.S.A., Universidad California, USA JOSEPHINE TAYLOR,
USA TERRENCE FELLNER, Himeji del Valle de Mxico, Mexico City, Mexico Centro Colombo Americano, Bogot,
Dokkyo University, Hyogo, Japan JOHN MICHELLE ANN MERRITT, Proulex/ Colombia PATRICIA VECIO, Instituto
FUJIMORI, Meiji Gakuin High School, Universidad de Guadalajara, Guadalajara, Cultural Argentino Norteamericano, Buenos
Tokyo, Japan ARETA ULHANA GALAT, Mexico ADRIANNE P. OCHOA, Georgia Aires, Argentina FRANCES
Escola Superior de Estudos Empresariais e State University, Atlanta, Georgia, USA WESTBROOK, AUA Language Center,
Informtica, Curitiba, Brazil DOREEN M. LOUIS PARDILLO, Korea Herald English Bangkok, Thailand
GAYLORD, Kanazawa Technical College, Institute, Seoul, Korea THELMA PERES,
Reviewers and Piloters

Many thanks also to the reviewers and piloters all over the world who reviewed Top Notch in its final form.
G. Julian Abaqueta, Huachiew Chalermprakiet Luis Guerrero, Colegio Cristbal Coln, Mexico Jong Pan, National Central University, Jhongli City,
University, Samutprakarn, Thailand David Aline, City, Mexico Claudia Patricia Gutirrez, Centro Taiwan Sandy Park, Topia Language School,
Kanagawa University, Kanagawa, Japan Marcia Colombo Americano, Cali, Colombia Valerie Seoul, Korea Patrcia Elizabeth Peres Martins,
Alves, Centro Cultural Brasil Estados Unidos, Hansford, Asia University, Tokyo, Japan Gene Instituto Brasil-Estados Unidos, Rio de Janeiro,
Franca, Brazil Yousef Al-Yacoub, Qatar Hardstark, Dotkyo University, Saitama, Japan Brazil Rodrigo Peza, Passport Language Centers,
Petroleum, Doha, Qatar Maristela Barbosa Maiko Hata, Kansai University, Osaka, Japan Bogot, Colombia William Porter, Osaka Institute
Silveira e Silva, Instituto Cultural Brasil-Estados Susan Elizabeth Haydock Miranda de Araujo, of Technology, Osaka, Japan Caleb Prichard,
Unidos, Manaus, Brazil Beth Bartlett, Centro Centro Cultural Brasil Estados Unidos, Belm, Kwansei Gakuin University, Hyogo, Japan Mirna
Colombo Americano, Cali, Colombia Carla Brazil Gabriela Herrera, Fundametal, Valencia, Quintero, Instituto Pedaggico de Caracas, Caracas,
Battigelli, University of Zulia, Maracaibo, Venezuela Venezuela Sandy Ho, GEOS International, New Venezuela Roberto Rabbini, Seigakuin University,
Claudia Bautista, C.B.C., Caracas, Venezuela York, New York, USA Yuri Hosoda, Showa Saitama, Japan Terri Rapoport, Berkeley College,
Rob Bell, Shumei Yachiyo High School, Chiba, Womens University, Tokyo, Japan Hsiao-I Hou, White Plains, New York, USA Yvette Rieser,
Japan Dr. Maher Ben Moussa, Sharjah University, Shu-Te University, Kaohsiung County, Taiwan Centro Electrnico de Idiomas, Maracaibo,
Sharjah, United Arab Emirates Elaine Cantor, Kuei-ping Hsu, National Tsing Hua University, Venezuela Orlando Rodrguez, New English
Englewood Senior High School, Jacksonville, Hsinchu, Taiwan Chia-yu Huang, National Tsing Teaching School, Paysandu, Uruguay Mayra
Florida, USA Mara Aparecida Capellari, Hua University, Hsinchu, Taiwan Caroline C. Rosario, Pontificia Universidad Catlica Madre y
SENAC, So Paulo, Brazil Eunice Carrillo Hwang, National Taipei University of Science Maestra, Santiago, Dominican Republic Peter
Ramos, Colegio Durango, Naucalpan, Mexico and Technology, Taipei, Taiwan Diana Jones, Scout, Sakura no Seibo Junior College, Fukushima,
Janette Carvalhinho de Oliveira, Centro de Angloamericano, Mexico City, Mexico Eunjeong Japan Jungyeon Shim, EG School, Seoul, Korea
Linguas (UFES), Vitria, Brazil Mara Amelia Kim, Freelancer, Seoul, Korea Julian Charles Keum Ok Song, MBC Language Institute, Seoul,
Carvalho Fonseca, Centro Cultural Brasil-Estados King, Qatar Petroleum, Doha, Qatar Bruce Lee, Korea Assistant Professor Dr. Reongrudee
Unidos, Belm, Brazil Audy Castaeda, Instituto CIE: Foreign Language Institute, Seoul, Korea Soonthornmanee, Chulalongkorn University
Pedaggico de Caracas, Caracas, Venezuela Ching- Myunghee Lee, MBC Language Institute, Seoul, Language Institute, Bangkok, Thailand Claudia
Fen Chang, National Chiao Tung University, Korea Naidnapa Leoprasertkul, Language Stanisclause, The Language College, Maracay,
Hsinchu, Taiwan Ying-Yu Chen, Chinese Culture Development Center, Mahasarakham University, Venezuela Tom Suh, The Princeton Review, Seoul,
University, Taipei, Taiwan Joyce Chin, The Mahasarakham, Thailand Eleanor S. Leu, Korea Phiphawin Suphawat, KhonKaen
Language Training and Testing Center, Taipei, Souchow University, Taipei, Taiwan Eliza Liu, University, KhonKaen, Thailand Craig Sweet,
Taiwan Eun Cho, Pagoda Language School, Seoul, Chinese Culture University, Taipei, Taiwan Carlos Poole Gakuin Junior and Senior High Schools,
Korea Hyungzung Cho, MBC Language Institute, Lizrraga, Angloamericano, Mexico City, Mexico Osaka, Japan Yi-nien Josephine Twu, National
Seoul, Korea Dong Sua Choi, MBC Language Philippe Loussarevian, Keio University Shonan Tsing Hua University, Hsinchu, Taiwan Maria
Institute, Seoul, Korea Jeong Mi Choi, Freelancer, Fujisawa High School, Kanagawa, Japan Jonathan Christina Ucha Close, Instituto Cultural Brasil-
Seoul, Korea Peter Chun, Pagoda Language Lynch, Azabu University, Tokyo, Japan Thomas Estados Unidos, So Jos dos Campos, Brazil Luz
School, Seoul, Korea Eduardo Corbo, Legacy Mach, Konan University, Hyogo, Japan Lilian Vanegas Lopera, Lexicom The Place For Learning
ELT, Salto, Uruguay Marie Cosgrove, Surugadai Mandel Civatti, Associao Cultural Brasil-Estados English, Medelln, Colombia Julieta Vasconcelos
University, Saitama, Japan Mara Antonieta Unidos, Salvador, Brazil Hakan Mansuroglu, Zoni Garca, Centro Escolar del Lago, A.C., Mexico City,
Covarrubias Souza, Centro Escolar Akela, Mexico Language Center, West New York, New Jersey, USA Mexico Carol Vaughan, Kanto Kokusai High
City, Mexico Katy Cox, Casa Thomas Jefferson, Martha McGaughey, Language Training Institute, School, Tokyo, Japan Patricia Celia Vecio,
Brasilia, Brazil Michael Donovan, Gakushuin Englewood Cliffs, New Jersey, USA David Instituto Cultural Argentino Norteamericano, Buenos
University, Tokyo, Japan Stewart Dorward, Mendoza Plascencia, Instituto Internacional de Aires, Argentina Isabela Villas Boas, Casa Thomas
Shumei Eiko High School, Saitama, Japan Ney Idiomas, Naucalpan, Mexico Theresa Mezo, Jefferson, Brasilia, Brazil Iole Vitti, Peanuts
Eric Espina, Centro Venezolano Americano del Interamerican University, Ro Piedras, Puerto Rico English School, Poos de Caldas, Brazil
Zulia, Maracaibo, Venezuela Edith Espino, Centro Luz Adriana Montenegro Silva, Colegio CAFAM, Gabi Witthaus, Qatar Petroleum, Doha, Qatar Yi-
Especializado de Lenguas - Universidad Tecnolgica Bogot, Colombia Magali de Moraes Menti, Ling Wu, Shih Chien University, Taipei, Taiwan
de Panam, El Dorado, Panama Allen P. Fermon, Instituto Lingua, Porto Alegre, Brazil Massoud Chad Wynne, Osaka Keizai University, Osaka, Japan
Instituto Brasil-Estados Unidos, Cear, Brazil Moslehpour, The Overseas Chinese Institute of Belkis Yanes, Freelance Instructor, Caracas,
Simo Ferreira Banha, Phil Youngs English Technology, Taichung, Taiwan Jennifer Nam, IKE, Venezuela I-Chieh Yang, Chung-kuo Institute of
School, Curitiba, Brazil Mara Elena Flores Lara, Seoul, Korea Marcos Norelle F. Victor, Instituto Technology, Taipei, Taiwan Emil Ysona, Instituto
Colegio Mercedes, Mexico City, Mexico Valesca Brasil-Estados Unidos, Cear, Brazil Luz Mara Cultural Dominico-Americano, Santo Domingo,
Fris Nassif, Associao Cultural Brasil-Estados Olvera, Instituto Juventud del Estado de Mxico, Dominican Republic Chi-fang Yu, Soo Chow
Unidos, Salvador, Brazil Jos Fuentes, Empire Naucalpan, Mexico Roxana Orrego Ramrez, University, Taipei, Taiwan, Shigeki Yusa, Sendai
Language Consulting, Caracas, Venezuela Jos Universidad Diego Portales, Santiago, Chile Ming- Shirayuri Womens College, Sendai, Japan
vi
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About the Authors
Joan Saslow
Joan Saslow has taught English as a Foreign Language and English as a Second Language to adults and
young adults in both South America and the United States. She taught English and French at the Binational
Centers of Valparaso and Via del Mar, Chile, and the Catholic University of Valparaso. Ms. Saslow taught
English as a Foreign Language to Japanese university students at Marymount College and to international
students in Westchester Community Colleges intensive English program as well as workplace English at the
General Motors auto assembly plant in Tarrytown, NY.
Ms. Saslow is the series director of Longmans popular five-level adult series True Colors: An EFL Course
for Real Communication and of True Voices, a five-level video course. She is author of Ready to Go:
Language, Lifeskills, and Civics, a four-level adult ESL series; Workplace Plus, a vocational English
series; and of Literacy Plus, a two-level series that teaches literacy, English, and culture to adult pre-literate
students. She is also author of English in Context: Reading Comprehension for Science and Technology,
a three-level series for English for special purposes. In addition, Ms. Saslow has been an author, an editor
of language teaching materials, a teacher-trainer, and a frequent speaker at gatherings of EFL and ESL
teachers for over thirty years.
Allen Ascher
Allen Ascher has been a teacher and a teacher-trainer in both China and the United States, as well as an
administrator and a publisher. Mr. Ascher specialized in teaching listening and speaking to students at the
Beijing Second Foreign Language Institute, to hotel workers at a major international hotel in China, and to
Japanese students from Chubu University studying English at Ohio University. IN New York, Mr. Ascher
taught students of all language backgrounds and abilities at the City University of New York and he trained
teachers in the TESOL Certificate Program at the New School. He was also the academic director of the
International English Language Institute at Hunter College.
Mr. Ascher has provided lively workshops for EFL teachers throughout Asia, Latin America, Europe,
and the Middle East. He is author of the popular Think about Editing: A Grammar Editing Guide for ESL
Writers. As a publisher, Mr. Ascher played a key role in the creation of some of the most widely used
materials for adults, including: True Colors, NorthStar, Focus on Grammar, Global Links, and Ready to
Go. Mr. Ascher has an MA in Applied Linguistics from Ohio University.
ix
19:28 PM

Lesson
Top Notch: Title
A Concise Methodology
The Top Notch Intermediate English approach

The following paragraphs describe the major features of the Top Notch Intermediate English approach.
Explicit presentation of language. So that students Memorable conversation models. Top Notch Intermediate
may use their textbook both to learn from in class and English presents numerous short practical language
as a study tool, Top Notch Intermediate English provides models that represent the language adult students want
explicit presentation of language. The heavily illustrated and need to learnfor professional, social, and travel
Students Book depicts or defines all vocabulary taught situations. Systematic guided practice helps to make
for productive use; it provides clear grammar charts these essential models memorable and transferable to
with explanations of form, meaning, and use; and it students own lives.
features numerous practical model conversations.
Top Notch Intermediate English English has a practical
social language syllabus that provides adult students
English for todays world. More than two out of every
with essential language for their real needs. In addition
three speakers of English in todays world are non-native
to classic beginning-level topics, vocabulary, and
speakers. This fact has profound implications for English
grammar, Top Notch Intermediate English English includes
language instruction. Learners today are more likely
highly practical language, such as how to invite
than ever to use English to communicate with other
someone to join you, discuss plans, and other such
non-native speakers in travel, business, study, and work.
communicative and social language.
For that reason, in addition to presenting the traditional
cultural-linguistic features of English and preparing
Deliberate movement from controlled to free practice. If
students to communicate with native speakers of
language is to be acquired, remembered, and accessible
English, Top Notch Intermediate English deliberately helps
to students when they need it, ample practice is
students build cultural literacy. Numerous activities in
required. Because the language learner often lacks the
the text prepare students to communicate with people
opportunity to use English outside of the classroom,
from different cultures in formal and informal situations.
Top Notch Intermediate English English offers
opportunities for increasingly free and rigorous practice
Daily confirmation of progress. Students are
within the class.
often highly motivated and anxious for results, and
are unwilling to continue if they dont see progress.
Learner-supportive instruction. The following features
Moreover, they are often hesitant to reveal their lack
provide support to students learning from Top Notch
of ability and are embarrassed to speak incorrectly.
Intermediate English.
Materials and lessons need to provide observable results
and safe opportunities for controlled and free practice. Comprehensible directions. The Top Notch
Students should leave each class session with clear Intermediate English Students Book contains simple
knowledge of what they have achieved. Each lesson directions that students can readily understand and
in Top Notch Intermediate English has a clearly identified follow. Models and examples take any confusion out
communicative goal and culminates in an activity to of what is expected.
confirm students progress. Conversation pair work guides. Conversation pair
work is supported with clear in-book speaking
guides so students can practice with or without
teacher observation. Frequent idea boxes
continually remind students of language they
have previously learned that can be used in free
discussions and role plays.
Authentic, sourced reading texts. To lend interest,

seriousness, and authentic practice, the Top Notch
Intermediate English Students Book contains a variety of
texts from authentic sources. Careful attention has been
given to comprehensibility of these texts so that students
are not frustrated. Source lines in the Students Book
show students that they have the ability to cope with
real-world material.
xx MO D U LE 1

Real language. Carefully exposing students to authentic, presentations, substitution in pair work activities,
natural English, both receptively and productively, and other ways to ensure vocabulary mastery.
is a necessary component of building understanding Cumulative vocabulary activities reinforce
and expression. All conversation models in Top Notch vocabulary meaning throughout the course through
Intermediate English feature the language people really critical thinking and application of practical learning
use, not textbook English written merely to exemplify strategies.
grammar. Pair work cards. These cards reproduce each lesson
guided conversation models. Partner As part is on
Top Notch Pop songs. Songs especially composed and one card and Partner Bs part is on another, with
recorded for Top Notch Intermediate English provide slots for controlled manipulation of vocabulary and
focused language reinforcement as well as essential social language. These cards get students out of the
stress, intonation, and pronunciation practice, making book and communicating.
language memorable and fun.
Graphic organizers. Charts and visual
representations permit students to do further
Teachers Resource Disk. Because teachers have
work with the readings in Top Notch Intermediate
differing ideas of what constitutes the best pedagogy, the
English. For example, using the readings as listening
Teachers Resource Disk bound in the inside back cover
activities.
of this book provides printable, ready-made classroom
activities to extend or adapt each section of a Top Notch Top Notch Intermediate English Pop song
Intermediate English lesson. activities. Using the lyrics to each of the Top Notch
Intermediate English Pop songs, these activities provide
The following worksheets and cards can be printed from practice of the target grammar and vocabulary
the Teachers Resource Disk: embedded in the song.
Extra reading comprehension activities. Some
reading selections appear on a worksheet with A Teachers Edition as a management tool. In the
in-depth traditional comprehension and critical Lesson Planner of this Teachers Edition, there are links
thinking questions. to all components of Top Notch Intermediate English.
Writing process worksheets. Pre-writing and "EXTRAS" indicate places where extra and optional
peer-editing activities help students become better activities are available on the Teachers Resource
writers by offering them an opportunity to take Disk, where Top Notch Intermediate English Workbook
initiative in generating (brainstorming) ideas for activities can be assigned, where an Achievement Test
writing and in correcting for accuracy and clarity. or a Speaking Test is available from the Complete
Assessment Package, and when to use the Top Notch
Learning strategies. These activities teach and
Intermediate English TV video. In addition, icons provide
practice learning strategies students can apply
references to activities in Copy & Go. While the Top Notch
over and over again, such as vocabulary building,
Intermediate English Students Book is a complete course
skimming, scanning, and clarification.
without the need for additional components, those who
Grammar self-checks. Inductive grammar charts have chosen to use one or more of the components will
provide an alternative grammar presentation as well see them integrated at a glance in the Lesson Planner.
as cognitive activities to promote students grammar
awareness. A Students Audio CD. Located in the back of each Top
Pronunciation activities and supplements. Pair Notch Intermediate English Students Book, the Audio
work activities provide extra practice of each units Cd provides an opportunity for practice and self-study
pronunciation point. Pronunciation supplements at students own convenience. The disk can be played on
focus on additional pronunciation points that are an audio CD player to listen to the Conversation Models
illustrated and practiced in the lesson conversation and hear and sing along with the two Top Notch
models. Intermediate English Pop songs.
Vocabulary cards and cumulative vocabulary
activities. Top Notch Intermediate English vocabulary
is further reinforced in two effective ways. Two-
sided vocabulary flash cards come with teachers
notes that provide ideas for games, alternative
M ODU L E 1 xi
xi

Lesson Title
Methodology for the Top Notch Intermediate English course
The following paragraphs describe suggestions for managing a Top Notch Intermediate English classroom.
The goal of Top Notch Intermediate English is to prepare Cooperative learning. Encourage students to help
students to understand spoken and written English and learn from each other. Whenever possible, try to
and to express themselves confidently, accurately, and elicit answers from other students before answering
fluently. Much practice is necessary to reach that goal. a question yourself. If a student asks a question that
Because the typical student has limited opportunity to was previously asked by another student, direct the
observe English and to practice it, Top Notch Intermediate question to the student who first asked the question.
English seeks to replicate as much as possible the In restating in their own words information they
authentic voice of English so that students can become have recently obtained, students internalize the
successful in understanding, and to provide enough language, increasing the likelihood that it will be
practice for students to truly acquire language. retained.
Communicative teaching methodologies, especially Flexible seating arrangement. To ensure that
at the lower levels of language instruction, often stop students interact with a variety of partners, have
short of enabling students to bridge the gap between students sit in a different location for each class.
controlled and free practice. The student of today When dividing the class into pairs or groups, try to
wants to be able to go beyond info-gaps and pair work match students of different abilities. One method
activities to use English in real discussions about ideas of forming groups is to have students count off
with real people. according to the number of groups needed. (The 1s
work together, the 2s work together, and so on.)
The following general methodology is recommended
Teacher monitoring. During pair and group work
for Top Notch Intermediate English. Specific suggestions
activities, circulate around the room, keeping
for teaching every exercise of the Students Book are
students on task and offering help as needed.
given in the Lesson Planner. Note that the extent to
When dividing the class into pairs, avoid playing a
which you use these recommendations is up to you.
partner role yourself, as this will limit your ability
All suggestions may not be appropriate for all groups,
to monitor and offer assistance to the class. If faced
and you should tailor the lesson to reflect your own
with an odd number of students, create a group of
background, personal approach, training, and the
three students, with a third role added as a helper to
specific needs of your students.
encourage eye contact and to correct mistakes.
Pair work and collaborative activities. On every page of Building student confidence. Before asking
Top Notch Intermediate English, opportunities for pair work, students to speak in front of the class, build
group work, and collaborative activities enable students students confidence by having them rehearse
to take a more active and creative role in learning and language in pairs, small groups, or chorally as a
allow the maximum number of students to participate. class. Students can also collaborate with a partner or
These activities encourage students to use their own group on writing exercises, either by completing the
language resources, making the lesson more personalized activity together or by comparing their answers.
and meaningful. They also ensure that students initiate Time management. To keep students on task, set
as well as respond in English. Furthermore, in working time limits for each activity. End activities before
together, students get to know each other faster and most of the class is finished to avoid dead time.
become more independent, relying less on the teacher For students who finish early, prepare additional
for guidance and ultimately taking more responsibility activities, either your own or ones from any of the
for their own learning. We recommend the following Top Notch Intermediate English supplements. One
approaches for pair and group work activities: idea, for example, would be to have students who
have finished their Conversation Pair Work write
A student-centered approach. Some students, the conversation(s) that they created.
particularly those accustomed to teacher-centered
lessons, may not immediately see the benefits of
working in pairs or groups. The first time you do
pair and group work, point out to students that
working together allows them more time to practice
English and allows you to listen to more students
individually.
xii
xii MO D ULE 1

Correction. Most students of languages, like feedback Selectivity. Dont discourage or overwhelm
and expect to be corrected when they make a mistake. students by correcting every mistake. Focus
However, recent research indicates that correcting corrections on the language and skills that are being
errors in students speech and writing is less effective taught in that particular lesson or mistakes that
in promoting correct language use than is commonly prevent comprehension.
believed. Studies have shown that it is repeated exposure Support. Above all, avoid making students feel
to correct usage, rather than constant correction, that pressured. Give students enough time to think. Be
results in the internalization of new language. In careful not to stigmatize or embarrass students.
addition, excessive correction in a communicative course Be aware that students may be sensitive to criticism
can embarrass and discourage students, making them in front of their peers and may prefer more private
reluctant to attempt the experimentation and practice feedback. There is nothing more effective in
essential to language acquisition. We recommend the promoting student practice than their belief that
following approaches for providing effective positive you are on their side. To that end, it is suggested
feedback and striking a balance between the need for that you show approval for student experimentation,
correction and maintaining feelings of success: even if the language is inaccurate. Experimentation
Accuracy. For activities where accuracy is the is an essential step in language mastery.
focus, such as in the Conversation Pair Work,
correct mistakes shortly after they occur. Immediate Checking answers. For exercises or homework requiring
correction is important for controlled activities a written response, have students check their answers
where students need guidance in using new with a partner. This encourages students to correct their
language. own mistakes and also helps students avoid the possible
Fluency. For freer and more challenging activities embarrassment of giving incorrect answers in front of
where fluency is the focus, such as in the Top Notch the entire class. When the class has finished comparing
Intermediate English Activities and Wrap-Up, refrain answers, review the correct answers as a class, either
from stopping the flow of student discussion with by eliciting the answers from individual students or by
corrections. In these activities, accuracy is less having volunteers write their answers on the board.
important than the ability to communicate ideas In classes with time constraints, write answers on the
and improvise with known language. Developing board and have the class self-correct.
these improvisation skills is critical if students
are to convert the English they have learned in Repetition. Repetition of the Vocabulary and
the classroom into the English they need in their the Conversation Models helps students acquire
own lives. Interrupting students with corrections comprehensible and accurate pronunciation, stress,
discourages this experimentation. Instead, take and intonation. Repetition also helps to make language
notes on common student mistakes and then review memorable, an important goal. On the Students Audio
those errors as a class at the end of the activity. CD and in the Class Audio Program, a pause following
the speakers utterance facilitates repetition and permits
Self-correction. Students are often able to correct
students to imitate the pronunciation and intonation of
their own mistakes. First, allow the student to finish
the native speaker on the audio. Teachers notes provide
the thought, then show by sound or gesture that
specific suggestions for how to focus students attention
there has been a mistake. Try to indicate where the
on rhythm, stress, and intonation for each Conversation
mistake was and give the student an opportunity
Model. Here are some general options for using
to self-correct. Some techniques for eliciting
repetition to facilitate learning:
self-correction include counting off each word of
the phrase on your fingers and pausing at the Open or closed books. For activities requiring
mistake, repeating the student sentence and pausing students to listen and repeat, we recommend having
at the mistake, or prompting the student with a students first listen while looking at the written
missing word. For example: S: He has two child. form in their textbooks. This allows students to link
T: He has two . . . ? S: He has two children. A less the written form in the book to the sound they hear.
intrusive method is to correct the students mistake In the next step, when students are asked to listen
by reformulating what the student said without and repeat, have them listen and repeat with their
stopping the flow of conversation. For example: books closed. This serves to reduce distractions
S: He have a car. T: Oh, he has a car? S: Yes, he has a car. and allows students to focus exclusively on
Note that these techniques often prompt the student listening and repeating rather than reading. It also
to self-correct. reduces the confusing effect of English spelling on
pronunciation.
M ODU L E 1 xiii
xiii

Lesson Title
Practice drills. Introduce short, fast-paced repetition One-word answers. It is not always necessary
drills to offer the class more pronunciation practice, for students to answer in full sentences. Often
reinforce word structures, and provide a fresh change a one-word answer is sufficient to demonstrate
of pace. Practice drills will also help students see understanding of the question and to respond
how much they can personalize the language they appropriately. Using one-word answers is
are learning. Start by modeling a sentence from particularly valuable for beginning students because
the Conversation Model and having the class it allows them to communicate even if they have
repeat after you. For example: T: Whats your last acquired only a little productive English. Moreover,
name, please? Class: Whats your last name, please? it allows students to speak real language from the
Then prompt students to change the sentence. For start, as one-word responses are often more authentic
example: T: first name. Students: Whats your first in informal contexts than full-sentence responses.
name, please? Continue in this manner several times.
Point to individual students and have them repeat. Teaching multi-level classes. To accommodate diverse
Modeling the new language before and after each levels within the same classroom, we recommend the
student response helps students build auditory following approaches:
memory while providing them with a correct model Modeling. Use more advanced students to model
for repetition. activities. Advanced students, with their quicker
Pace. Keeping the pace of repetition drills lively comprehension time, are more likely to respond
gives the greatest number of students a chance to quickly and correctly. Modeling will allow weaker
speak and maximizes exposure to the language. If a students, who need longer exposure time to new
student cannot respond or makes a mistake, move language, to use the stronger students responses as
on quickly to another student and then return to a model and respond successfully.
the student who made the mistake. Maintaining the Grouping. In pair and group work activities, vary
pace gives weaker students the time that they need the approach to grouping students to keep the
to internalize and ultimately acquire new language. activities fresh. Partnering more advanced students
with weaker students encourages the class to help
Realiabringing the outside in. Research has and learn from each other. Partnering students with
demonstrated that language is easier to comprehend similar ability levels also has advantages, as this
and retain if presented in conjunction with sensory allows pairs to speak at their own pace and level
input such as pictures, sounds, props, and authentic of production.
documents. In addition, bringing real material into the
classroom serves to motivate students and helps them
understand the relevance of their language study to their
own lives. It is recommended that, whenever possible or
desirable, real material be made available. Students can
also be encouraged to share realia they have.
Elicitation. Asking questions keeps the class active
and involved and helps you to identify what students
understand and what they do not. An effective method
for eliciting language from the class is to first provide
a model that students understand and then have them
create language using that model. For instance, before
eliciting a list of occupations from the class, provide
examples by writing on the board several occupations
that students have learned. Some additional elicitation
techniques to consider include the following:
Warm-up. Direct questions to the entire class
before eliciting answers from individual students.
This technique reduces the pressure on individual
students to produce a response before they are
ready and provides the class with a model of a
correct response.
xiv
xiv MO D ULE 1

DEFINIENDO LA COMPETENCIA DE LA ASIGNATURA
PROBLEMA A RESOLVER: Cmo describir una competencia desde el modelo socioforma vo?
PRECISE LOS DATOS DE IDENTIFICACIN DEL PROGRAMA

1. Denominacin del Programa: BACHILLERATO GENERAL (PROPEDUTICO)
2. Duracin del Programa: TRES AOS 3. Periodos o Niveles de formacin: UN SEMESTRE
4. Nombre de la asignatura: INGLS INTERMEDIO I
5. Tiempo presencial: 69 hrs. 6. Tiempo independiente: 48 hrs.
PROBLEMAS A RESOLVER:
Uniformidad en el uso de los empos que se refieren al pasado, en especfico el pasado simple y el pasado progresivo.
Ubicacin errnea de par culas grama cales en el primer condicional.
Falta de par culas grama cales en la aplicacin oral y escrita del pasado progresivo.
Pronunciacin errnea de los verbos regulares en pasado.
Duplicar el pasado simple en oraciones nega vas, es decir, uso del auxiliar y el verbo en pasado.
DEFINIR LA COMPETENCIA A FORMAR:

Clasifica y aplica con per nencia los empos grama cales que se refieren al pasado as como el primer condicional,
para comunicarse de manera correcta y eficaz en el nivel B1 correspondiente al Marco de Referencia de la Comunidad
Europea, en contextos familiares y sociales.
VERIFIQUE EL PROCESO DE CONSTRUCCIN

Condicin de referencia
Verbo de desempeo Objeto conceptual Para qu
(complemento o contexto de la
(no importa la terminacin) (puede ser uno o varios) (finalidad)
competencia)
Clasifica y aplica los empos grama cales para comunicarse en de manera correcta y eficaz en el
que se refieren al pasado contextos familiares y nivel B1 del MRCE.
sociales
xv
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xvi
DESIGNING THE DIDACTIC PLANNING
TNBE03_TB.indd xvi
HOURS
SEQUENCE ACTIVITIES WITH TEACHER CLASS SESSIONS STUDENTS ACTIVITIES RESOURCES
E. T
DIAGNOSTIC ACTIVITY 1 TOP NOTCH 3
LESSON 1. TALK ABOUT HEALTH FACTS 2 WORKBOOK LESSON 1 2 JOAN SASLOW,

Factual condi onal. Use the clause If + present ALLEN ASCHER.
simple in arma ve and nega ve form.
Vocabulary: Facts, natural events.
LESSON 2. TALK ABOUT EXERCISE AND HEALTH 2 WORKBOOK LESSON 2 2

Usage of a comma a er the cause clause.
Use when and unless with factual condi onal.
Vocabulary: Natural events, health facts.
TOP NOTCH SKILLS 1
LESSON 3. TALK ABOUT PLANS FOR A HOLIDAY 2 WORKBOOK LESSON 3 2

First condi onal: Yes/no ques ons.
Vocabulary: Weekend plans, holiday weekend.
LESSON 4. MAKING PLANS FOR A TRIP 2 WORKBOOK LESSON 4 2

First condi onal: If vs. Unless.
TALKING ABOUT POSSIBILITIES

Vocabulary: Weekend plans, vaca on trips.
TOP NOTCH SKILLS 1
LESSON 5. TALK ABOUT SUPERSTITIONS 2 WORKBOOK LESSON 5 2

First condi onal: Interroga ve form.
1
MODULE
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HOURS
E. T
TNBE03_TB.indd xvii
Vocabulary: School ac vi es, supers ons.
LESSON 6. GIVE ADVICE FOR A NEW JOB 2 WORKBOOK LESSON 6 2
TOTAL= 12
First condi onal and modals should, have to,
could; to give advice.
Vocabulary: Job ac vi es.
TOP NOTCH SKILLS 1
SELF CHECK 1
TOTAL= 17
xvii
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xviii
HOURS
TNBE03_TB.indd xviii
E. T
LESSON 1. TALK ABOUT EATING HABITS 2 WORKBOOK LESSON 1 2 JOAN SASLOW,

Present simple and used to. ALLEN ASCHER.
Vocabulary: Healthy and unhealthy food.
LESSON 2. TALK ABOUT FOOD PASSIONS 2 WORKBOOK LESSON 2 2

Used to- arma ve and nega ve sentences.
Ques ons and answers.
Vocabulary: Food and phrases to express preference.
TOP NOTCH SKILLS 1
LESSON 3. TALK ABOUT YOUR CHILDHOOD 2 WORKBOOK LESSON 3 2

Adverbs of frequency and used to.
PAST HABITS
Vocabulary: Family and social ac vi es.
LESSON 4. TALK ABOUT YOUR SCHOOL DAYS 2 WORKBOOK LESSON 4 2

Used to and Wh- ques ons or used to + common
verbs to express customs: have, love, be.
TALKING ABOUT PRESENT AND

Vocabulary: Leisure and study ac vi es.
TOP NOTCH SKILLS 1
LESSON 5. DESCRIBE HOW PEOPLE USED TO HAVE 2 WORKBOOK LESSON 5 2

FUN
Used to + never for nega ve sentences.
2
MODULE
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HOURS
TNBE03_TB.indd xix
E. T
Vocabulary: Family and social ac vi es in the 80s.
LESSON 6. DESCRIBE HOW TECHNOLOGY HAS 2 WORKBOOK LESSON 6 2

EVOLVED
Used to +no longer, not anymore. TOTAL= 12
Vocabulary: communica on and technology in the

80s.
TOP NOTCH SKILLS 1
SELF CHECK 1
TOTAL= 17
xix
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xx
HOURS
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E. T
LESSSON 1. DESCRIBE AN ACCIDENT 2 WORKBOOK LESSON 1 2 JOAN SASLOW,

ALLEN ASCHER.
Past con nuous with when.
Vocabulary: Driving accidents.
LESSON 2. REPORT AN ACCIDENT 2 WORKBOOK LESSON 2 2

Simple past + Past con nuous.
Vocabulary: Types of cars.
TOP NOTCH SKILLS 1
LESSON 3. TELL WHAT WAS HAPPENING DURING AN 2 WORKBOOK LESSON 3 2

ACCIDENT
Past con nuous with while and when.
Vocabulary: Car accidents on the highway.
DESCRIBING THE PAST

LESSON 4. DESCRIBE A BAD EXPERIENCE TO A FRIEND 2 WORKBOOK LESSON 4 2
Wh- ques ons in past con nuous.
Vocabulary: Elements in a robbery.
TOP NOTCH SKILLS

1
LESSON 5. REPORTING A ROBBERY
Simple past + Past con nuous arma ve, nega ve 2 WORKBOOK LESSON 5 2
and interroga ve forms.
3
MODULE
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HOURS
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E. T
Vocabulary: Inves ga ons. TOP NOTCH 3
LESSON 6. RECOUNT A PAST EVENT 2 WORKBOOK LESSON 6 2 JOAN SASLOW,

Simple past/Past con nuous + as. ALLEN ASHER.
TOTAL= 12
Vocabulary: Past events.
TOP NOTCH SKILLS 1
SELF CHECK 1
TOTAL= 17
xxi
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xxii
HOURS
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E. T
LESSON 1. GET SERVICE AT A SERVICE STATION 2 WORKBOOK LESSON 1 2 JOAN SASLOW,

Direct object nouns and pronouns with phrasal verbs. ALLEN ASCHER.
Vocabulary: Public services.
LESSON 2. REQUEST HELP OR PERMISSION 2 WORKBOOK LESSON 2 2

Requests with can or could using phrasal verbs.
Vocabulary: Making requests using phrasal verbs.
TOP NOTCH SKILLS 1
LESSON 3. MAKE A REQUEST FOR PERSONAL CARE 2 WORKBOOK LESSON 3 2

ITEMS AND APPEARANCE
Requests with could and would, Id as a contrac on or
declara ve statements.
Vocabulary: Personal care products and appearance.
MAKING REQUESTS
LESSON 4. MAKE DAILY ACTIVITIES REQUESTS 2 WORKBOOK LESSON 4 2
Requests with would and Wh- ques ons.
Vocabulary: Daily ac vi es at home and at school.
TOP NOTCH SKILLS 1
LESSON 5. REQUEST SALON SERVICES 2 WORKBOOK LESSON 5 2

Use of someone and anyone with can or could as a
request.
4
MODULE
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HOURS
TNBE03_TB.indd xxiii
E. T
Vocabulary: Salon services.
LESSON 6. SCHEDULE AND PAY FOR PERSONAL CARE 2 WORKBOOK LESSON 6 2
Ques ons with how long, how much. TOTAL= 12
Requests with can.
Vocabulary: Schedule and services for personal care.

1
TOP NOTCH SKILLS
1
SELF CHECK
TOTAL= 17
xxiii
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xxiv
TNBE03_TB.indd xxiv
ESTABLISHING THE COMPETENCES EVALUATION
TRAINING ROUTE (Second part of the evaluation)
SEQUENCE CRITERIA REQUIRED EVIDENCE WEIGHT (%)
MODULE 1 Oral presenta on. Project: An obesity

1. The student expresses orally causes and
TALKING ABOUT Campaign by using a poster or slideshow. 25%
eects on healthy and unhealthy lifestyles.
POSSIBILITIES See Teacher's Resource Disk: Oral Presenta ons.
BLOCK 1
MODULE 2
Wri en test.
TALKING ABOUT 2. The student solves dierent levels of exercises
See Teacher's Resource Disk : Forma ve Tests, 25%
PAST AND precisely. Based on the grammar text.
Module 2.
PRESENT HABITS
MODULE 3 3. The student uses the simple past and past Role Play: Cops and witnesses in a car crash or
DESCRIBING THE con nues structures eec vely in order to robbery. 25%
PAST relate events which he witness. See Teacher's Resource Disk: Oral Presenta ons.
BLOCK 2
MODULE 4 4. The student solves dierent levels of
Wri en test. See Teacher's Resource Disk.
MAKING exercises precisely. Based on the grammar 25%
Forma ve Tests, Module 4.
REQUESTS text.
14/08/12 14:12
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MODULE 1
1. The student expresses orally causes and Oral presenta on. Project: An obesity
BLOCK 1 TALKING ABOUT 25%
eects on healthy and unhealthy lifestyles. Campaign by using a poster or slideshow.
POSSIBILITIES
RUBRIC
Criteria Pre-formal Receptive Developing Autonomous Strategic
1. Iden fy and The student o en The student speaks The student speaks The student speaks The student speaks
interpret the speaks low. People in loud enough to loud enough to loud enough to loud enough to
general idea the classroom cannot be heard by the be heard by the be heard by the be heard by the
and possible hear nor understand classmates at least 60% classmates at least 70% classmates at least 90% classmates 100% of the
development from what he/she says. of the presenta on. of the presenta on. of the presenta on. presenta on.
an oral or wri en
message, produced The student doesnt The student o en The student speaks The student speaks The student speaks
in English, on speak. This means he/ mumbles. He doesnt clearly and with the clearly and with the clearly and with the
the causes and she doesnt par cipate speak clearly enough to correct intona on most correct intona on correct intona on the
eects of dierent in the presenta on. be understood. of the me (70-80%). almost the whole me whole me (95-100%).
situa ons. (85-95%).
The student doesnt The student shows The student shows The student shows 80% The student shows a
know the topic well li le knowledge of the a good knowledge of the knowledge of complete knowledge
enough. topic. of some parts of the the topic. (100%) of the topic.
topic.
The student cannot The student can answer The student can answer The student can answer The student can
answer any ques on one or two ques ons some ques ons on the most of the ques ons answer precisely all the
asked by the teacher or on the topic. topic precisely. on the topic precisely. ques ons asked.
classmates on the topic.
The presenta on The presenta on is The presenta on is The presenta on is Informa on in the
cannot be understood hard to understand hard to understand organized. It has a presenta on appears in
at all because because topics are not because topics are not logical sequence. It can a logical and interes ng
there isnt correct in a correct sequence in a correct sequence be understood. way. It is easy to
organiza on. Students and they arent but each topic is well- understand.
dont stay in order. also well-organized organized.
individually.
xxv
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xxvi
RUBRIC
TNBE03_TB.indd xxvi
The poster or Visual aids in the poster The poster or The poster or The poster or slideshow
slideshow doesnt have or slideshow dont slideshow includes 60- slideshow includes 70- (diorama) has 100% of
visual aids. help the presenta on. 70% of visual aids. And 90% of visual aids. And the necessary visual
Pictures are selected they do have to do with they do have to do with aids such as charts
at random and cause the topic. the topic. and pictures. They are
distrac on. relevant with the topic,
have an adequate size
and raise interest.
The presenta on has The presenta on has 6 The presenta on has 3 The presenta on has The presenta on
more than 8 grammar grammar mistakes. grammar mistakes. 1-2 grammar mistakes. doesnt have any
mistakes. grammar mistakes.
The poster or The poster or The poster or The poster or The poster or
slideshow has more slideshow has 6 slideshow has 3 slideshow has 1-2 slideshow doesnt have
than 8 grammar grammar mistakes. grammar mistakes. grammar mistakes. grammar mistakes.
mistakes.
The poster or The poster or The poster or The poster or The poster or
slideshow doesnt have slideshow has only two slideshow has 6 slideshow has 8 first slideshow has 10 first
any first condi onal condi onal sentences. condi onal sentences. condi onal sentences condi onal sentences.
sentence. It doesnt It doesnt have the It has some words of and the healthy It has the vocabulary
have the vocabulary healthy and unhealthy the vocabulary about and unhealthy food about healthy and
about healthy and food vocabulary. healthy and unhealthy vocabulary. unhealthy food.
unhealthy food. food.
Weight: 25 % 30% 50% 70% 90% 100%
Achievements: For improvement:
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MODULE 2
TALKING ABOUT 2. The student solves dierent levels of exercises
BLOCK 1 Wri en test. 25%
PAST AND precisely. Based on the grammar text.
PRESENT HABITS
RUBRIC
2. The student solves Student iden fies some Student iden fies and Student classifies, Student completes, Student describes,
dierent levels of words of vocabulary dis nguishes between relates, selects and orders parts of explains, or argues
exercises precisely. and short words words of vocabulary orders words of a sentences and/or makes grammar concepts
Based on the related to grammar and basic grammar specific vocabulary them up according to and causes. He/She
grammar text. tenses or me such as modals, first of grammar such as the indicated verbal also uses eec vely
expressions. condi onal tenses or auxiliaries or me tense or other grammar the competencies
words of vocabulary expressions which words. from earlier levels.
and auxiliaries complete a whole Reflects and analyzes
comple ng the phrase. sentence. paragraphs or texts.
Weight: 25 % 30% 50% 70% 90% 100%
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xxviii
TNBE03_TB.indd xxviii
MODULE 3 3. The student uses the simple past and past

Role Play: Cops and witnesses in a car crash or
BLOCK 2 DESCRIBING con nues structures eec vely in order to 25%
robbery.
THE PAST relate events which he witness.
RUBRIC
3. The student uses The student doesnt Voice tone used Voice tone used is Voice tone used is loud The student speaks
the simple past and catch the publics is below normal loud enough. In some enough and he/she is loud and clear. He/She
past con nuous a en on who dont speaking level. In way the student believable as his/her is totally believable in
structures understand easily some some way the student character is believable. character. The audience his /her character and
eec vely in order of what is said. Voice character is believable. The audience can can understand almost his/her confidence
to relate events volume is very low. The audience can understand most parts all of what was said. indicates that he/she is
which he/she understand some parts (around 60%) of what an expert on the topic.
witnessed. or what he/she said. they said. He/She can be easily
understood by his/her
classmates.
Students pronuncia on The student has in The student has put The student has put The student does his/
is very weak and with some way put in eort in eort to pronounce in eort to pronounce her best to speak
so many mistakes that to pronounce correctly, correctly but he/ correctly but he/ correctly in English. He/
people cant understand but he/she makes as she makes some she makes a few She asks the teacher
the presenta on. many mistakes, that it mistakes (10-20%) mistakes (5-10%) how to pronounce the
He/She doesnt ask makes it more dicult which could aect which could aect words he/she doesnt
the teacher how to to understand. He/She the comprehension. the comprehension. know before playing
pronounce the words doesnt ask the teacher He/She doesnt ask He/She doesnt ask the role.
he/she doesnt know. how to pronounce the the teacher how to the teacher how to
words he/she doesnt pronounce the words pronounce the words
know. he/she isnt clear he/she isnt clear
about. about.
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RUBRIC
TNBE03_TB.indd xxix
The student The student shows The student shows The student shows a The student shows a
doesnt show any some understanding some understanding good understanding clear understanding
understanding nor and minimum and minimum and a par al and a total knowledge
knowledge on the knowledge of the knowledge of the knowledge of the of the grammar topic.
grammar topic. The grammar topic. grammar topic. grammar topic. The The vocabulary is used
vocabulary is almost Only some words of Only some words of vocabulary is used correctly. There are no
never used in the the vocabulary are the vocabulary are correctly. (0-3 mistakes) mistakes.
correct form. There are used correctly (6-10 used correctly (6-10
a lot of mistakes. mistakes). mistakes).
The role play is not The role play doesnt The role play The role play (topic) is The role play (topic) is
interes ng and the catch students some mes catches interes ng. It catches very clear according
topic is not clear. a en on. Only a small students a en on students a en on to the instruc ons
part seems to be clear. but it is not very at about 80%. It is given by the teacher.
understandable. understandable. It catches students
a en on totally.
Students are not ready. Students seem not Students are prepared Students are prepared at Students are well
They use some of the ready because they at about 60 %. They about 80% but they use prepared. They dont
class me to prepare used some minutes use some minutes a few minutes to give use any extra minutes
the presenta on. The of the class for to give their team their team instruc ons. for instruc ons. They
role play does not fill the instruc ons. The role instruc ons. The role The role play almost use the me correctly.
established me frame. play doesnt fill the play almost fills the finishes on me. The role play starts and
established me frame. established me frame. finishes on me.
Weight: 25% 30% 50% 70% 90% 100%
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xxx
TNBE03_TB.indd xxx
MODULE 4
4. The student solves dierent levels of exercises
BLOCK 2 MAKING Wri en test. 25%
precisely. Based on the grammar text.
REQUESTS.
RUBRIC
4. The student solves Student iden fies some Student iden fies and Student classifies, rela- Student completes, Student describes,
dierent levels of words of vocabulary dis nguishes between tes, selects, and orders orders parts of sentences explains or argues
exercises precisely. and short words words of vocabulary words of a specific and/or makes them grammar concepts
Based on the related to grammar and basic grammar vocabulary of grammar up according to the and causes. He/She
grammar text. tenses or me such as conjunc ons, such as auxiliaries or indicated verbal tense or also uses eec vely
expressions. simple past and past me expressions which other grammar words. the competencies
progressive auxiliaries complete a whole from earlier levels.
in phrases. sentence. Reflects and analyzes
paragraphs or texts.
Weight: 25% 30% 50% 70% 90% 100%
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MODULE 1
Talking about Possibilities
MODULE PREVIEW Option: Ask students to work in pairs where they have
to come up with studying/ working activities.
Suggested teaching time: 10 minutes
Your actual teaching time:
Culture note: A universal truth is an unalterable and
Draw your students attention to the box describing permanent fact. The concept of absolute truths - what
the module contents. Ask them to read individually. they are and whether they exist - has been debated
among many different groups of people.
Option: Brainstorming. Using the blackboard, the Philosophers have waded in the muck of defining
teacher can brainstorm the students predictions about absolute truth for millennia. For example, Plato
the content of the module. Write as many words as believed that absolute truth existed, but that truth on
your students can think of related to the contents of the earth was merely a shadow of great forms of absolute
module. [5 minutes] truth existing in the universe. Alternatively, many
Option: Prediction. The students themselves write notes believe in relative truths, where facts may vary
on what they expect the language and vocabulary will depending on the circumstances.
be, based on the information from the box describing
the module content. Then share with a partner and talk http://www.wisegeek.com/what-is-absolute-truth.htm
about their ideas. To review, check the students Consequences:
answers together as a whole class. [5 minutes]
Ask students to work individually and complete the
Option: Brainstorming. The students write at least three table using the useful language.
words they associate with the title of the module. Then
the teacher asks for volunteers to write them on the Ask students to compare their sentences in pairs.
blackboard and explain to the rest of the group their Have some students share their ideas with the rest of
relation to the title. The group, together with the the class.
teacher, decides if the selection is logical. [10 minutes]
Option: Speaking / Dictionaries. The teacher writes DIAGNOSTIC ACTIVITY
some words on the blackboard: some are related to the
title or contents and others arent. In pairs, and with the BEFORE YOU START
help of a dictionary, the students decide which words
do not belong to the topic. To review the exercise, the For optimal learning to take place, students need to
teacher asks some volunteers to explain their decisions be involved setting goals and in monitoring their
to the rest of the group. [10 minutes] own progress. After the My Challenge Activity the
Diagnostic Activity invites students to asses their
mastery or knowledge of the material to be covered
in the corresponding module.
MY CHALLENGE
Ask students how much they know about the topic
CONSEQUENCES presented in the My Challenge Activity.
Suggested teaching time: 15 minutes Then ask them to answer the items and check the
Your actual teaching time: correct answers with the whole class or write the
answer key on the board so that they can assess their
performance in pairs. See the answer key at the end
In small groups, ask students to write as many
of each module on pages 18, 38, 57 and 77.
words as they can think of related to cause and effect
situations. To review, ask students to write the words Have them refer to the Feedback Table to check their
on the blackboard or to display their work on the score. In pairs or groups, have them discuss what
wall. Students can stand up and look at each others each of the indicators means for their learning
work. process.
Ask students to work in pairs and to discuss some Tell them they will compare their results at the end
cause and effect situations. To review, ask some of the unit and will see and reflect on how much
volunteers to report their ideas to the class. they have achieved.
Option: Ask students to work in pairs where they have
to come up with facts and universal truths.
Option: Ask students to work in pairs where they have DIAGNOSTIC ACTIVITY
to come up with spare time activities.
Answer Key on page 18
T1
TNC_TE_L3_M1_2daEdi_cs5.indd 1 28/03/12 12:52

LESSON PLAN
LESSON
Talk about Health Facts

1
To check the exercise, elicit answers from several
TOPIC PREVIEW students.
(CD 1 Track 2) Option: Have students unscramble the words and try
to define them without using a dictionary.
AUDIOSCRIPT
Ask the class some questions:
Why is the human body indestructible? Iron: if you have high levels of iron, you feel more
How can we take care of ourselves in order to live healthy energetic.
lives? Fat: if you have very low levels of body fat, it can lower
What are the key components for a healthy lifestyle? your immune system.
Minerals: if your body receives lots of minerals, it develops
Play the tape or read the list of key items for a properly.
healthy style. Hydration: if you dont drink water, you die.
Make sure students understand the meaning of every Rest: unless you sleep well, you get tired.
item. Vitamins: if you want to be healthy, eat fruit to get your
Ask students to work in pairs and discuss the vitamins!
questions a little further. Then, some pairs report
their ideas to the rest of the class.
SPEAKING. GROUP WORK

Help guide the students by answering some of the

questions yourself. Read the first question and
answer it. What happens if you only eat fast food? If
you only eat fast food, you get fat.
In small groups, students talk about cause and effect
situations.
Option: Sit students in a circle. The first student asks the
question and the second student states the effect. Go
around the whole class until every student has either
asked a question or given an answer. [5-10 minutes]
Option: Have students do research into the
consequences resulting from these situations. Have
them draw mind maps and make presentations for the
class.
Language note: The first condition is formed by: if +

verb in present, + future.
VOCABULARY
(CD 1 Track 2)
Have students read the definitions and try to figure
out which words they refer to.
Play the tape and have choral and individual
repetition of each word.
T2

LESSON PLAN
LISTENING FOR MAIN IDEAS LISTENING FOR SPECIFIC
(CD 1 Track 3) INFORMATION. (CD 1 Track 3)
Suggested teaching time: 5 minutes Suggested teaching time: 10 minutes
Your actual teaching time: Your actual teaching time:
To practice the strategy of listening for the main idea, Pre-listening. Have students read the sentences and
tell students to listen for the information that answers their options.
the questions What is Dr. Ian Wilkins talking about? First listening. Play the recording for students to
What does he suggest you should do to have a answers the questions.
healthy body?
Have students compare the answers and discuss their
Pre-listening. Have students read items 1 and 2 along choices.
with the answers.
Second listening. Play the recording, stopping where
First listening. Play the recording for students to the answers appear so that the students may correct
answers the questions. their answers.
Have students compare the answers and discuss their
choices. WHAT ABOUT YOU?
Second listening. Play the recording, stopping where Suggested teaching time: 1015 minutes
the answers appear so that the students may correct Your actual teaching time:
their answers.
Ask students to read the instructions.
AUDIOSCRIPT
To review, ask several different students the questions
What are the five things you cant live without? What
happens if you try to live without these things?
Scientist (Dr. Ian Wilkins): The human being is a fragile thing.
We all know that if you dont drink any water then you
eventually die but there are many other things that our EXTRAS
bodies need in order to be fit and healthy. Ideally the
Workbook Module 1 Lesson 1
average human being needs on average 7-8 hours sleep a
night if they want to be able to function well. Vitamins and Teachers Resource Disk
minerals are also a vital component and something we
cant live without. For example, if you suffer from low levels
of zinc, your body struggles to grow and develop properly
and unless you get enough vitamin C (found in high
quantity in citrus fruits), your body isnt as effective in
fighting off infections. Laughter is also incredibly important
as if you laugh on a regular basis it can help reduce stress
and ultimately protect against heart attacks. And lastly,
dont forget that if you want to see better in the dark, you
should eat more carrots due to the high amounts of
vitamin A that they contain.
* In Top Notch, where U.S. dollars are given, you may wish to substitute prices in more familiar local currency.
T3

LESSON PLAN
LESSON
GRAMMAR
2 Talk about Exercise and
Health
Suggested teaching time:
1015 minutes

After students read the information in the Grammar

box, have them find and underline the if clauses in
the Conversation Model (If you want to improve
CONVERSATION MODEL your fitness, if I want to get fitter and stronger, if you
(CD 1, Track 4) Student's Book Page 6 really want to be healthy).
Suggested teaching time: 510 minutes Ask questions using the factual conditional. Have
Your actual teaching time: students answer in complete sentences. What do you
do if you feel sick? (If I feel sick, I go to the doctor) What
do you do if you want to improve your diet? (If I want to
Before students read and listen, ask Where are these
improve my diet, I normally see a nutritionist) What
people? (in a gym), Whos who? (the woman is a
happens when you exercise? (When you exercise, you
customer and the man is a trainer).
improve your fitness) What happens if you dont eat
After the students listen and read, ask What does the well? (Unless you eat well, you gain weight).
woman want to improve? (her fitness). What does she
think her problem is? (her diet). What does she need to eat?
(lots of fruit and vegetables, proteins and Option: Have students match the example sentences.
carbohydrates). Where are proteins found? (in eggs and [5 minutes]
tuna).
If I feel sick, I go to the doctor.
If I want to improve I normally see a
Rhythm and intonation practice my diet, nutritionist.
Suggested teaching time: 5 minutes Your body can more if you sleep well.
Your actual teaching time: easily fight you gain weight.
infection
you improve your
Point out that in this conversation which is what exactly When you exercise, fitness.
is used to ask for clarification. Unless you eat well
Make sure students use falling intonation with
information / wh-questions how can I help? which is
what exactly?
Make sure students use the following stress pattern:
STRESS PATTERN
. . . . . .
A: Good afternoon, how can I help?
. . . . . . . . . . . . . . . . .
B: I really want to improve my fitness. I feel really out of shape and I think my diet is the
.
problem.
. . . . . . . . . . . . . .
A: If you want to improve your fitness, you have to have a good diet. The important thing is
. . . . .
to have a good balance.
. . . . . . . . . . . . . .
B: So if I want to get fitter and stronger, I need to have a balanced diet, which is what
. .
exactly?
. . . . . . . . . . . .
A: You need to eat lots of fruit and vegetables, but you also need protein from things like
. . . . . . . . . . . . . . .
eggs and tuna as well as carbohydrates, which are found in pastas. You also need lots of
. . . . . . . .
exercise if you really want to be healthy.
. .
B: Thank you very much.
T4

LESSON PLAN
Read the conversation between...
Before students start, remind them that when talking

about exercise, the verb do is used rather than the
verb make.
To check their work, have students read the
conversation with a partner.
VOCABULARY
Have students match the definitions to the words they

refer to.
To check the exercise, elicit the answers from several
students.
Option: Have students create the definitions of these

words. [10 minutes]
CONVERSATION PAIR WORK

Remind students that the factual conditional can also

be use to give advice in the present.
Have students look at the labels and analyze them.
In the first blank of the conversation, students have to
complete with a noun. In the second blank, the
students have to complete with a noun. In the third
blank, the students need to use a verb in present and
a noun
Culture note: Some people read the labels to identify

the calories or the quantities of cholesterol, sugar, fat,
and iron the food they eat in order to balance their diet.
EXTRAS
Teachers Resource Disk
T5

LESSON PLAN
TOP NOTCH SKILLS 1
STEP 2
READING WARM-UP Ask students to work in pairs and explain to their
Suggested teaching time: 510 minutes partners why they think they are that particular type
Your actual teaching time: of learner.
Ask students what kind of person they are, if they are
sporty, nerdy or fun.
STEP 3
Go through the vocabulary words and ask the
students if they feel they have any of these
Ask students to pick one type of learner and write a
personalities. short paragraph about how that person learns best.
Option: Dictate the vocabulary words to the students Option: Ask students to pick one type of learner and
for them to look them up in the dictionary. [5 minutes] write a short paragraph about how that person learns
best. IMPORTANT: the students should NOT write the
Option: Have students ,match the new vocabulary type of learner.
words to the pictures. [5 minutes] Ask students to exchange their paragraphs for them
to identify the type of learner described.
READING FOR DETAIL Challenge: Have students proof-read for errors in

grammar, vocabulary and spelling.
Suggested teaching time: 10-15 minutes
Your actual teaching time: Culture note: Learning styles are simply different
approaches or ways of learning.
Have students read and answer the questionnaire.
Have students compare and discuss their answers.
What are the types of learning styles?
Explain vocabulary if necessary.
Visual Learners: learn through seeing..
Option: Students can walk around the classroom These learners need to see the teachers body
looking for another student who has similar answers. language and facial expression to fully understand
[10 minutes]
the content of a lesson. They tend to prefer sitting at
Option: Have a classroom survey-where students the front of the classroom to avoid visual
analyze the results and display the information on a obstructions (eg peoples heads). They may think in
table. [10 minutes] pictures and learn bestfrom visual displays
including: diagrams, illustrated text books,
overhead transparencies, videos, flipcharts and
SPEAKING. PAIR WORK hand-outs. During a lecture or classroom
discussion, visual learners often prefer to take
Suggested teaching time: 5-10 minutes detailed notes to absorb the information.
Your actual teaching time: Auditory Learners: learn through listening..
They learn best through verbal lectures, discussions,
Have a pair of students model the conversation.
talking things through and listening to what others
Ask students to create a conversation describing have to say. Auditory learners interpret the
some of their classmates. underlying meanings of speech through listening to
Ask some pairs to act their conversations out in front tone of voice, pitch, speed and other nuances.
of the class. Written information may have little meaning until it
is heard. These learners often benefit from reading
text aloud and using a tape recorder.
SPEAKING AND WRITING Tactile/Kinesthetic Learners: learn through ,
moving, doing and touching..
Suggested teaching time: 20-25 minutes Tactile/Kinesthetic persons learn best through a
Your actual teaching time: hands-on approach, actively exploring the physical
world around them. They may find it hard to sit still
STEP 1 for long periods and may become distracted by
Ask students what kind of learner they think they are their need for activity and exploration.
(visual, auditory or tactile). http://www.ldpride.net/learningstyles.MI.
htm#What%20are
Ask students to read the descriptions and check ( )
the one(s) that refer to them.
T6

LESSON PLAN
LESSON
3 Talk about Plans for a Holiday

CONVERSATION MODEL
(CD 1, Track 5) Student's Book Page 10
GRAMMAR
Before students read and listen, ask Where are these box, have them find and underline the first
people? (at school), Who are they? (friends). conditional sentences in the Conversation Model (If
After the students listen and read, ask What is she my work gives me the time off, I think Ill probably
doing in her holidays? (Shes not sure. Shell probably head back home to Seattle. But if they dont, I guess
go to Seattle). What can she do if she stays in New York? Ill just be staying here in New York. If its sunny, itll
(She can have lots of barbecues and fun in the park). be great here in New York. if I end up staying, Ill
give you a call)
Have students underline the forms of the verbs (if
RHYTHM AND INTONATION PRACTICE clause / present; main clause / future) in the
examples in the Grammar box.
Your actual teaching time: Ask questions using the first conditional. Have
students answer in complete sentences. What will you
do if the weather is good? (If the weather is good, Ill go
Point out that in this conversation I guess is used to to ) What will you do if you dont spend all your money
express probability. before the holiday? (If I dont spend all my money
Make sure students use falling intonation with before the holidays, Ill stay in a really nice hotel).
information / wh-questions how are you? what are you What will you do if your parents give you permission? (If
thinking of doing for the holidays? my parents give me permission, Ill be able to go on
holidays with my friends.)
STRESS PATTERN
. . . . . . . . . . .
A: Hey, Cathy! How are you? What are you thinking of doing for the holidays?
. . . . . . . . . . . . .
B: Oh, hi Frank! Im still not sure. If my work gives me the time off, I think Ill probably head
. . . . . . . . . . . . . .
back home to Seattle. But if they dont, I guess Ill just be staying here in New York.
. . . . . . . . . . . . . .
A: Thats not so bad. If its sunny, itll be great here in New York; lots of barbecues and fun
. .
in the park.
. . . . . . . . . . . .
B: Thats true! Well, if I end up staying, Ill give you a call and we can hang out.
. . .
A: Great. Look forward to it.
T7

LESSON PLAN
AUDIOSCRIPT
Clarks friends are talking about whether
or not...
CONVERSATION 1
Have students analyze the sentences and identify the Kirsty: Hi Emily. What are your plans for tomorrow?
if and main clauses. Emily: I think Ill go shopping tomorrow if I get paid.
Kirsty: Oh yeah? Where do you think you will go?
Have students complete the exercise individually.
Emily: If I have time Ill go to that mall on the edge of
Have students compare their answers in pairs. town. If not, Ill probably just go down
To review, have some students read their complete town.
sentences. Kirsty: Great! Ill see you there!
CONVERSATION 2
John: Hi Kate. What are you thinking about doing for the
DISCUSSION holidays?
Kate: Im still not sure. I agreed to go with Bernice to
Suggested teaching time: 1015 minutes Miami, but now Leonie is inviting me to go
Your actual teaching time: to Las Vegas and I have never been! I dont know if I
will go with Bernice or Leonie!
Ask students to read the instructions. John: Well if you tell Bernice that you are going to go with
her to Miami, she will get annoyed if
Model the conversation yourself. If I had agreed to you dont go.
meet a friend but I suddenly got another invitation Kate: Yeah youre right.
from someone I havent seen in ages, I will still meet John: Besides, youll have a ton of chances to go to Las
my friend and try to rearrange another meeting with Vegas if you keep being friends with
my old friend. Leonie. She always goes there!
Ask students to discuss their options in small groups. Kate: Yeah, maybe next year!
Have some groups report what they decided to the CONVERSATION 3
whole class. Use these points of view to open Trevor: Tony, what do you think you will do if you dont get
discussion with the class as a whole. in to Harvard?
Tony: Thats a big question Trevor. I didnt really apply to
other universities, none that I want to
LISTENING FOR GENERAL go to anyway. Do you think my parents will mind if I
UNDERSTANDING (CD 1, Track 6) dont get in?
Trevor: I dont think so. Your parents are pretty relaxed.
Suggested teaching time: 1015 minutes They will only get mad if you arent
Your actual teaching time: accepted because you didnt study hard enough.
Tony: Well I definitely studied hard. Harder than ever in
Tell students they are going to listen to some people fact!
who are unsure about their plans. Trevor: Then you have no reason to be worried! Youll get
in!
Ask students to read the statements.
First listening. Play the recording for students to CONVERSATION 4
answer the statements. Gary: What will Harriet do if she finds out?
Angie: She will probably get mad Gary. You shouldnt have
Have students compare their answers in pairs. done it.
Second listening. Play the recording twice, stopping it Gary: I know, I feel bad.
where the answers are. Angie: If she does find out, will you be honest with her
and apologize?
(See audioscript) Gary: Yeah, its always best to be honest.
Angie: So true.
CONVERSATION PAIR WORK CONVERSATION 5

Nicola: Hey Paul what are your plans for the weekend?
Suggested teaching time: 1015 minutes Paul: Well if its not raining, Im probably going to play
Your actual teaching time: soccer. Wanna come?
Nicola: I had plans with Nikki. You think she will get mad if
I dont go and play soccer with you instead?
Remind students that the first conditional is used to
Paul: No! Besides, you can invite her too if you want?
express probable future actions.
Nicola: Yeah, Ill do that if its ok with the rest of your team?
Have students look at the pictures and describe them Paul: No problem at all. See you on Saturday at 11.
complete with a place. In the second blank, the
students have to complete with an activity. In the
third blank, the students need to use a condition. EXTRAS
T8

LESSON PLAN
LESSON
GRAMMAR
4 Making Plans for a Trip Suggested teaching time:
10-15 minutes


box, have them find and underline the first
CONVERSATION MODEL conditional sentences in the Conversation Model (It
(CD 1, Track 7) Student's Book Page 12 depends if I get this new job or not. The problem is,
Im not sure I'll have the money to go unless I get this
Suggested teaching time: 510 minutes job. If I dont get paid for the work that I did for that
Your actual teaching time: company, I wont be able to go either! lets talk again
in a week to see if we can go. If I hear anything
Before students read and listen, ask What are these before then, Ill give you a call).
places? (the Coliseum, Venice, the Leaning Tower of Have students circle if / unless in the sentences in the
Pisa), Where are they? (in Italy). Grammar box and check the differences in the verbs
After the students listen and read, ask Where would (if + negative / affirmative; unless + affirmative +
Danny like to go? (to Italy). Is he sure of going to negative).
Italy? What does it depend on? (on getting a job). Have students underline the forms of the verbs (if
clause / present; main clause / future) in the
Rhythm and intonation practice examples in the Grammar box.

Point out that in this conversation whys that is used
to ask for a reason.
information / wh-questions what do you think about
this trip to Italy? whys that?
STRESS PATTERN
. . . . . . . . . .
A: Hi, Danny, what do you think about this trip to Italy? Sounds amazing!
. . . . . . . . . . . .
B: Yeah, it sounds fantastic. Great food, great wine, lots of places to visit. Im just not sure
. .
I can go.
.
A: Whys that?
. . .. . . . . . . . . . . .
B: It depends if I get this new job or not. The problem is, Im not sure Ill have the money to
. . .
go unless I get this job.
. . . . . . . . . . . . . .
A: I know what you mean. If I dont get paid for the work that I did for that company, I wont
. . . .
be able to go either!
.. . . . . . . .
B: OK, well, lets talk again in a week to see if we can go.
. . . . . . . .
A: Yeah. If I hear anything before then, Ill give you a call.
T9

LESSON PLAN
Complete the following conversation...
Have students read the conversation and circle the

verbs.
Have students answer the exercise individually and
then compare their answers with a partner.
To review, ask students to read the sentences.
VOCABULARY
(CD 1, Track 8)
Ask students what things might affect their holidays.
Write them on the blackboard.
Have students listen to the words and repeat them.
Have choral and individual repetition.
AUDIOSCRIPT
Storm: If there is a storm, you wont be able to go

camping.
Running Out of Money: If you run out of money, you
wont be able to eat in restaurants.
Permission: If you are young, you will need to get
permission before you are allowed to go.
Forgetting Something: If you forget something important,
you will have to buy a replacement when you get to
your destination.
Time Off: If you dont get a lot of time off, your holiday will
be a very short one!
Get Sick: If you get sick, your holiday will not be as fun!

Remind students that the first conditional is used to

express probable future actions.
Have students look at the pictures and describe them.
complete with a verb. In the second blank, the
students have to complete with a main clause.
Have some pairs act the conversations out in front of
the group.
Option: Have students research into the tourist
attractions of their favorite places to go on vacation.
Ask them to download photos from the web to
illustrate on a piece of cardboard. Then, they can work
in pairs and explain to each other the kind of things
they can see and do in the places they selected, e.g, If
you go to Brazil you can see the carnival.
EXTRAS
T10

LESSON PLAN
TOP NOTCH SKILLS 2
READING WARM-UP
Ask students about the locations in the pictures. Ask
what kind of places they are and if they are good
places to go on vacation.
Option: Ask students what the most popular vacation
sites in their country / state are. [10 minutes]
Option: Ask students what the best places for
relaxation, excitement, food, shopping, unique culture,
history, exclusivity, beaches, nightlife and gambling
are. Refer to http://listverse.com/2007/09/20/10-hot-
holiday-destinations/. [10 minutes]
READING FOR DETAIL

Have students read and identify if / unless sentences.
Option: Ask students to create a reading
comprehension exercise for them to exchange with a
partner.
SPEAKING AND WRITING

STEP 1
Ask students to discuss where and why they will go
on vacation if they win the lottery.
Ask students to act the conversation out in front of
the class.
STEP 2
Ask students to complete the sentences and discuss
them with a partner.
Some ideas may be shared with the rest of the class.
Challenge: Have students proof-read for errors in
grammar.
T11

LESSON PLAN
LESSON
GRAMMAR
5 Talk about Superstitions Suggested teaching time:
510 minutes


CONVERSATION MODEL box, have them find and underline the first
(CD 1, Track 9) Student's Book Page 16 conditional sentences in the Conversation Model (if
you walk under a ladder, youll have bad luck. If the
Suggested teaching time: 5-10 minutes ladder falls when you are walking under it, its going
Your actual teaching time: to hurt you a lot!).
Have students underline the forms of the verbs (if
Before students read and listen, ask if they are clause / present; main clause / future) in the
superstitious and what are the most common examples in the Grammar box.
superstitions in their country.
After the students listen and read, ask What
superstition did they talk about? (walking under a
ladder)
Rhythm and intonation practice

STRESS PATTERN
.
A: Watch out!
B: What?
. . . . . . . .
A: You know if you walk under a ladder, youll have bad luck?
. . . . . . . . . . . .
B: I have a test at school tomorrow, I really need to avoid bad luck! Besides, I never knew
. . . . .
you were superstitious!
. . . . . . . . . . . . .
A: Yeah, of course! It also makes sense too if you think about it. If the ladder falls when you
. . . . . . . .
are walking under it, its going to hurt you a lot!
. . . . . . . .
B: Youre right, I guess. Ill be more careful in the future!
. . . . . . .
A: Oh, and good luck with your test tomorrow.
T12

LESSON PLAN
SUPERSTITIONS VOCABULARY
Suggested teaching time: 10-15 minutes Suggested teaching time: 5 minutes
Have students read the clues and write sentences.
Have students compare their sentences in pair.
Review by asking students to read their sentences
aloud.
DISCUSSION
Culture note: The superstition that the finding of a
four-leaf clover can bring good luck is so old that its Have students write three superstitions and share
origin is lost in antiquity. One of the oldest legends them with another pair.
has it that Eve, upon being ejected from the Garden
of Eden, took a four-leaf clover with her. Because the Option: Have students identify the origin of the
clover was a bit of green from paradise, its presence supertition they wrote down.
in ones own garden came to be looked upon as an
omen of good luck.
According to some traditions, a young woman CONVERSATION PAIR WORK
seeking a husband should go in search of a four-leaf
clover. If she is fortunate enough to find one, she is Suggested teaching time: 1015 minutes
to eat it. The first unmarried man she encounters Your actual teaching time:
after eating the clover will be the one she will wed.
Another tradition of gaining a husband or wife is to Remind students that the first conditional is used to
find a four-leaf clover and place it in ones shoe first express possibility.
thing in the morning. The first unmarried member of
the opposite sex encountered that day will be ones Have students look at the conversation and figure out
future spouse. ideas.
http://www.unexplainedstuff.com/Superstitions- In the first blank of the conversation, students have to
Strange-Customs-Taboos-and-Urban-Legends/ complete with a main clause.
Superstitions-Four-leaf-clover.html In the second blank, the students have to complete
Another theory borrows from the idea of an umbrella with a main clause. In the third blank. the students
as a protector against the storms of life. If you were to have to complete with a superstition.
open one in your home, the household guardian
spirits might think you felt their protection was
Have some pairs act their conversations out in front
insufficient, and then theyd leave in a huff. Once to the group.
again, everyone in the house is cursed.
http://www.answerbag.com/q_view/22995 EXTRAS
If you blow out all the candles on your birthday cake Grammar Booster
with the first puff you will get your wish. Workbook Module 1 Lesson 5
When a suspected witch crossed your path, you Teachers Resource Disk
could make a cross shortcut by crossing your index
and second finger or the index fingers of both hands.
http://ask.yahoo.com/20021017.html
T13

LESSON PLAN
LESSON
GRAMMAR
Give Advice for a New Job
6 Suggested teaching time:
1015 minutes


CONVERSATION MODEL box, have them find and underline the first
(CD 1, Track 10) Student's Book Page 18 conditional sentences in the Conversation Model (if
you turn up late, you wont be giving a good
Suggested teaching time: 5-10 minutes impression; if I forget something important; if you
Your actual teaching time: do, youll just have to be honest and apologize; if I
relax and think positively, everything will go well)
Before students read and listen, ask if they are Have students underline the modal verbs in the
superstitious and what are the most common examples in the Grammar box.
superstitions in their country.
After the students listen and read, ask What are they
talking about? (a new job) What is Patrick nervous of?
(arriving late or forgetting something important)
What advice does she give him? (to relax)

STRESS PATTERN
. . . . . . . . . . . . . . .
A: Hi, Stephanie, Im starting my new job tomorrow. Im really nervous that Ill arrive late or
. . . . .
Ill forget something important.
. . . . . . . . . . . .
B: Sure, Patrick, if you turn up late, you wont be giving a good impression, but you are
. . .
always so punctual!
. . . . . .
A: And if I forget something important?
. . . . . . . . . . . .
B: Relax, Patrick! Im sure you wont, but if you do, youll just have to be honest and
. . .
apologize.
. . . . .. . . . .
A: Youre right. If I relax and think positively, everything will go well, right?
. . . .
B: Exactly! So just relax!
T14

LESSON PLAN
Option: Have students choose a job they would like to
Give advice to someone starting... do in the future. Ask them to find information about
Suggested teaching time: 10 minutes the duties and responsibilities involved in those jobs.
Your actual teaching time: Have them present their findings in pairs and
encourage them to give each other advice on what they
Model the pronunciation of the words. should do to become what they have in mind, e.g., if
you want to be an accountant you should practice your
Have students complete the sentences individually mathematical skills.
and then compare their answers with a partner.
Have some students read their sentences to the rest of
the class. EXTRAS
Grammar Booster
VOCABULARY Teachers Resource Disk
(CD 1 Track 11)
Have students listen to each speaker. Allow some
time for them to find the correct picture and phrase
per each speaker. Ask students to number each
picture according to the speakers as indicated in the
example. Check answers as a class.
AUDIOSCRIPT
1. It doesnt matter what everyone else around you is
wearing, you should be smart for your first day at work.
2. Its your first day at work, make sure people like you and
trust you before you start demanding more time for
lunch!
3. Dont start criticising everyone elses work straight away!
Be respectful and perhaps keep your opinions to
yourself.
4. No one will appreciate a negative attitude if its your first
day at work. No job is too big or too small, just be
positive!
5. Its important that you dont try to be somebody that you
are not, otherwise your new colleagues will think you
are fake!
6. Dont forget to be polite to everyone you meet. Give
thanks if somebody helps you and asks for things nicely.

Remind students that should is used to give advice.

Have students look at the conversation and figure out
ideas.
In the blank of the conversation, students have to
complete with a main clause.
Have some pairs act the conversations out in front to
the group.
T15

LESSON PLAN
TOP NOTCH SKILLS 3

Culture Note: What does it take to become a good
READING WARM-UP leader? Here are ten qualities which can make an
individual a good leader.
Suggested teaching time: 510 minutes 1. A leader should be commendable and exemplary.
Your actual teaching time: A good leader should be trustworthy so that people
can follow him. He/she should live a life with
Ask students to look at the pictures and ask them honesty and integrity. He/she should live a life such
who the people are, what they are doing and what that nobody can question his character.
they might be talking about. 2. A good leader is always enthusiastic about the
cause of the people. He/she must have the
Option: Ask students about their own country and capability to see what is good or bad for the people
what people normally give speeches about there. in the long run. He/she approaches a problem in a
holistic manner and never believes himself/herself
Culture Note: The position of class president is more different from his people and subject.
than a popularity game. A good class president can 3. A leader believes in discipline. He/she follows an
influence positive changes and be a great leader. If orderly manner and routine but still he/she is
you become class president through a professional tolerant. He/she makes decisions keeping emotions
campaign, you can use this position and the skills and personal matters aside.
you learned in it on your resume or college 4. A leader has excellent logical and analytical skills.
application to make you stand apart. He/she looks at each and every aspect of the
situation before arriving at any decision and never
loses his/her temper in difficult situations. He/she
Read more: http://www.ehow.com/how_4392095_ should think positively in each and every situation.
become-class-president.html#ixzz0senkCRcy 5. A leader should always focus towards his goals,
what he/she has envisioned for and promised to his
people. He/she should make each and every
VOCABULARY decision keeping in mind the people and his subject.
6. A great leader is proactive and committed to
excellence. He always maintains high standards and
acts as an idol for his/her followers. His/her
Have students listen to the words and repeat them. personal and public life both are remarkable and
stain free.
Have choral and individual repetition. 7. A leader inspires his team to achieve targets and
Have students match the words to their definitions. leads them to success. He/she brings the best out in
them in the time of crisis also.
Option: Dictate the words to your students for them to 8. A good leader is the one who can give people
look for their definitions in the dictionary. [10 minutes] voice and direction.
Option: Dictate the definitions to your students for 9. A leader should be tolerant of uncertainty and
them to guess the words the definitions refer to. should always remain tranquil, composed and
[10 minutes] persistent to his/her goals.
10. A good leader always keeps a cool head in times
of crises and finds solutions to get everybody out of
READING FOR DETAIL any difficult situation.
http://ezinearticles.com/?Ten-Qualities-of-a-Good-
Suggested teaching time: 1015 minutes Leader&id=2468413
STEP 2
Have students read and underline the positive (in Ask students to complete their manifesto and discuss
blue) and negative aspects (in red) of campaigning to it with a partner.
be school president. Some ideas may be shared with the rest of the class.
Option: Have students discuss the positive and
Challenge: Have students proof-read for errors in
negative aspects of campaigning to be school
grammar.
president. [10 minutes]
STEP 3
SPEAKING AND WRITING Have students prepare a speech for the class telling
why they should be elected.
Your actual teaching time: Have students practice their speeches in pairs.
Have some students present their speeches to the rest
of the class.
STEP 1
Ask students to discuss the qualities of a good leader
and to write their ideas on the blackboard.
T16

1
LESSON PLAN
MODULE
Self-Check
Remember this page is intended for students to verify
their progress. Therefore, it can be assigned to be done VOCABULARY
as homework since the answers are included in the last Suggested teaching time: 10 minutes
pages of the Students Book. It can also be done in the Your actual teaching time:
classroom, if you consider it more appropriate. You
can implement different patterns of interaction such as
pair work or group work. Have students read the definitions and try to figure
out what word they refer to.
Have students unscramble the words that match the
GRAMMAR definitions.
Check the answers as a whole class.
Your actual teaching time: Option: Have students compare their answers in pairs.
[5 minutes]
Have students read the cues.
Have students write new sentences using the cues.
Have students compare their answers in pairs.
READING
Check the answers with the whole class. Suggested teaching time: 15 minutes
Option: Write the cues on the blackboard and play a
game with the students. The students who writes the Remind students this is a self-check, whose objective
correct sentence first, is the winner. [5 minutes]
is to verify their knowledge. So they have to work
individually and check their answers with the teacher
or with the rest of the class.
Remind students that if they identify and underline
VOCABULARY clue words, it will be easier to answer the exercise.
Ask students to read the text individually and to
Your actual teaching time: check the statements that are true according to the
article.
Have students read the table and fill it in with their
To review, ask volunteers to read the answers to the
own information. group. You can ask them for the clue words they used
to justify their answers.
Explain any new words if necessary.
Option: If time allows, you can ask your students to
Option: Have students compare their answers in small verify their answers in pairs and tell each other if they
groups and discuss their diet. Have students report used the same words to justify their answers.
their findings. [10 minutes] [5 minutes]
Now write complete sentences....

Have students write new sentences using the

information in the previous exercise.
Elicit some sample sentences if necessary.
Option: Have students compare their answers in small

groups and discuss their ideas. Have some students
report their findings. [10 minutes]
T17

MODULE 1
Self-Check
MY LEARNING HABITS DIAGNOSTIC ACTIVITY
ANSWER KEY
Your actual teaching time: (Suggested Test) The points per exercise represent a
sample of the students strength at the time of the quiz.
Have students read the table and fill it in with their They enable the student to measure the individual
own ideas. strength of each participant in the exercises from a
Check the answers with the whole class. modular perspective, on a general scale. Then if one
averages all individual results vertically, the groups
strength could be measured, allowing for better
Option: Have students discuss their answers in pairs. planning and handling of the class.
[5 minutes]
1 VOCABULARY
MY LEARNING PROGRESS 1. fat
Suggested teaching time: 5 minutes 2. carrots
3. vitamins
Remember that the aims in this section are to help 4. rest
students become responsible for their own learning
and to find ways to activate, consolidate or reinforce 5. work
their knowledge. Encourage students to reflect on
their own learning. 6. sleep
Ask students to read the can-do statements and tick
Excellent, Good or OK, according to how they feel 2 CAUSE AND EFFECT
about the topics. You can monitor their answers and 1. c 2. e 3. d 4. a 5. b
give suggestions for them to do exercises that help
them reinforce and consolidate the topics they feel
they need help with. You can recommend a page in 3 MAKING PLANS FOR A TRIP
the workbook or extra practice from the website wps.
pearsonlongman.com/topnotch3 1. e 2. f 3. g 4. c 5. b 6. a 7. d
4 FUNCTIONS
Before you go on
1. b 2. b 3. c 4. b 5. a 6. c 7. b
Ask students to work in pairs or groups to discuss

the questions. Then check by asking volunteers to tell
their answers to the group.
T18

MODULE 2
Talking about Past and Present Habits
TOPIC PREVIEW Option: Ask students to work in pairs to come up
with any habits that they can think of from their past.
Your actual teaching time: Option: Ask students to work in pairs to come up with
any habits or routines that they can think of from their
past.
Draw your students attention to the box describing
the module contents. Ask them to read individually. Option: Ask students to work in pairs to come up with
some social habits from their childhood such as
Option: Brainstorming. Using the blackboard, the clothing, transportation, food, learning, spare time,
teacher can brainstorm the students predictions about and way of living.
the content of the module. Write as many words as
your students can think of related to the contents of
the module. [5 minutes] Memories:
Option: Prediction. The students themselves write Ask students to work individually and write an
notes on what they expect the language and e-mail.
vocabulary will be, based on the information from the Ask students to compare their e-mails in pairs.
box describing the module content. Then share with a
partner and talk about their ideas. To review, check Have some students share their e-mails with the rest
together as a whole class. [5 minutes] of the class.
Option: Brainstorming. The students write at least
three words they associate with the title of the DIAGNOSTIC ACTIVITY
module. Then the teacher asks for volunteers to write BEFORE YOU START
their words on the blackboard and explain to the rest
of the group their relation to the title. The group,
together with the teacher, decides if the selection is For optimal learning to take place, students need to
logical. [10 minutes] be involved in setting goals and in monitoring their
own progress. After the My Challenge Activity the
Option: Speaking / Dictionaries. The teacher writes Diagnostic Activity invites students to assess their
some words on the blackboard: some are related to the mastery or knowledge of the material to be covered
title or contents and others arent. In pairs, and with in the corresponding module.
the help of a dictionary, the students decide which
words do not belong to the topic. To review the Ask students how much they know about the topic
exercise, the teacher asks some volunteers to explain presented in the My Challenge Activity.
their decisions to the rest of the group. [10 minutes] Then ask them to answer the items and check the
correct answers with the whole class or write the
MY CHALLENGE performance in pairs. See the answer key at the end
MEMORIES of each module on pages 18, 38, 57 and 77.
Suggested teaching time: 15 minutes Have them refer to the Feedback Table to check their
Your actual teaching time: score. In pairs or groups, have them discuss what
each of the indicators means for their learning
process.
In small groups, ask students to write as many
words as they can think of related to habits and Tell them they will compare their results at the end
routines from the past. To review, ask students to of the unit and will see and reflect on how much
write the words on the blackboard or to display their they have achieved.
work on the wall. Students can stand up and look at
each others word.
Ask students to work in pairs and to discuss any
habits and routines from their past. To review, ask
DIAGNOSTIC ACTIVITY
some volunteers to report their ideas to the class. Answer Key on page 38
T19

LESSON PLAN
LESSON
Fill in ...
1 Talk about Eating Habits Suggested teaching time:

5 minutes

To warm up, have students list the foods they ate for
breakfast, lunch, dinner, and snacks for the past two
TOPIC PREVIEW or three days. Tell students to refer to these lists when
they fill in their individual pyramids.
Your actual teaching time: After students compare pyramids with a partner,
bring the class together and ask:
What category of foods do you eat most, for example,
Have students look at the food items in the food plate fruits, meat, dairy?
chart while volunteers read the labels. Make sure Are you surprised by the amounts of different foods
students know that rarely means not often. you eat?
Then have students name the individual items in the
different categories. (Sweets cookie, honey, candy,
etc.; Dairy: yogurt, cheese, milk; Proteins: fish, eggs;
nuts, etc. Vegetables: carrots, lettuce; Fruits: grapes, DISCUSSION
apples, kiwis, bananas, orange; Whole-grain foods: Suggested teaching time: 510 minutes
whole-grain bread, pasta, etc.) Your actual teaching time:
Ask:
In other food plate charts youve seen, was the First have students compare their chart to the one in
arrangement of categories the same? If not, how was it the Students Book and note the differences.
different?
Were the same foods included in the eat rarely
Have students discuss the questions in groups,
categories? referring to their pyramids and notes.
What is the health goal of this food plate? (to avoid Option: Have students create a weeks ideal menu,
heart disease) basing their choices on the pyramid in the Students
After students answer the question, bring the Book. Then have pairs discuss if they would enjoy
class together and have students talk about foods following this menu for more than a week.
they never eat. [10 minutes]
Language note: A legume is a plant from a family Mon Tues Wed Thurs Fri Sat Sun
that includes beans and peas. The seeds are attached
Breakfast
inside a long thin case called a pod. Point out that
fruit can be both a count and a non-count noun. For
example, I eat a lot of fruit (non-count) and I bought
many different fruits at the supermarket (count).
Whole-grain foods from grains like corn, wheat, and Lunch
rice use every part of the grain, including the
outside. In foods such as white bread and white
rice, the outside of the grain has been removed
during processing. Dinner
Option: Have students suggest additional food items

for each category in the food plate chart. Then have
pairs share which foods are their favorites. [5 minutes] Snack
Option: Have students design their own food plate

chart. Encourage them to search on the Internet for
foods for each group and to illustrate them in their
own charts. Ask the students to make presentations for
the class.
T20

LESSON PLAN
SOUND BITES SPEAKING. PAIR WORK
(CD 1, Track 12)
Suggested teaching time: 510 minutes Your actual teaching time:
Have students take notes as they do the exercise.
Before students read and listen, have them look at the Then have students compare answers with a partner
photos. Ask: and support their choices with information in the
Where are the two women? (in a cafeteria) text.
In the second picture, what is the woman in the blue
shirt doing? (offering some chocolate cake to the
Read items 5 and 6 and then ask How has each woman
woman in the striped shirt) changed her eating habits? (Iris has stopped eating
Does the woman in the striped shirt want any cake? sweets, shes on a diet; Terri is eating sweets again,
(no) she was on a diet but stopped.)
Have students listen to the conversation with their
books closed. Then ask What are the two women talking
about? (dieting, eating chocolate cake) WHAT ABOUT YOU?
Then have students read and listen to the
conversation. Your actual teaching time:
To check comprehension, ask:
Is Terri on a diet now? (no) To warm up, ask Do you think its more difficult to gain
Was she on a diet before? (yes) weight or to lose weight? Why?
Why was she on a diet? (to lose weight)
Why did she stop dieting? (It was too much trouble)
After students make their lists, have them compare
Does Iris always eat dessert? (no, not anymore) with a partner.
Why doesnt she try some chocolate cake? (shes on Bring the class together and ask:
a diet) Do you think eating foods at the top of the food pyramid
Option: On the board, write these questions for group on page 62 is the best way to gain weight? Why? Why
discussion. [5-10 minutes] not? (No, because these foods also contain a lot of
fat; there isnt a lot of nutritional value in sweets.)
Hove you ever been on a diet? Which foods on the pyramid do you think are good for
What foods did and didnt you eat? How long did you losing weight? (low-fat foods like seafood, poultry,
stay on the diet? fruits, vegetables, whole grains)
Was it successful? Read the bottom section in the pyramid on page 62.
Challenge: On the board, write You only live once. Ask Do Remind students that daily exercise-as well as the
you agree with Terris attitude? Have groups discuss why amount and types of food a person eats-is also
or why not. Ask When could you say You only live important in weight control.
once? (Possible answer: when trying to think of a
good excuse for doing something, such as spending a Option: Ask In addition to changing eating habits, what
lot of money on a purchase.) else can a person do to lose weight? Gain weight? Divide
[10 minutes] the class in half and assign each half either weight loss
or weight gain. Have the groups discuss ways to lose
Language note: The expression What in the world is or gain weight and then present them to the class. (lose
an exaggerated way of asking What? It is an weight: exercise, drink a lot of water, count calories,
informal expression used in spoken English, but it is use more calories than you consume; gain weight:
appropriate in both formal and less formal settings exercise, drink a lot of water, count calories, use fewer
to express surprise. The informal expression Want to calories than you consume) [5-10 minutes]
try some? is typical in spoken English as a way to
offer someone food. The words Want to are often
further reduced to Wanna. The expression You only
live once suggests that a person should take EXTRAS
advantage of opportunities and enjoy the pleasures Workbook Module 2 Lesson 1
of life. Teacher's Resource Disk
Culture note: Weight-loss diets are widespread in the
U.S. and Canada. As shown in the conversation,
people may go on diets but then stop because the
diet is too difficult to maintain. Some people
succeed in losing weight but then dont continue the
lifestyle changes and gain the weight back. Rather
than making long-term lifestyle changes-for
example, eating in moderation and exercising
regularly-dieters often look for quick solutions,
which generally dont last very long.
T21

LESSON PLAN
LESSON
VOCABULARY
2 Talk about Food Passions (CD 1, Track 14)
After students listen and practice, ask Which person

CONVERSATION MODEL

likes a lot of different foods? (the man) Which person

(CD 1,Track 13) Student's Book Page 30 doesnt like a lot of foods? (the woman)
Suggested teaching time: 5 minutes Point out that all the ways of expressing food
Your actual teaching time: passions on the left are positive. Those on the right
are negative, in varying degrees. I cant stand is
Have a student read the lesson title. Ask: stronger than the three other negative food passions.
What is a passion? (a strong emotional feeling,
positive or negative) Do you have any food Language note: An addict usually means someone
passions? who is dependent on drugs. In this context, it means
If necessary, prompt students by expressing one of having an extremely strong passion for something.
your own food passions: Im really crazy about In the picture, the people are helping themselves
chocolate. I love it! from a buffet, where food is laid out on a big table.
After students read and listen, write the following
phrases on the board. Have students suggest other
ways of saying them. To use context clues, first have LISTENING FOR SPECIFIC
students find the expressions in the conversation. INFORMATION (CD 1, Track 15)
Are you a big coffee drinker? (Do you drink a lot Suggested teaching time: 510 minutes
of coffee?) Im crazy about coffee. (I love coffee.) Your actual teaching time:
Ive been cutting back on coffee. (Ive been trying
to drink less coffee.) Have students look at the pictures and read the
Have students read and listen again. To check names of the different foods.
comprehension, ask:
Is the coffee good? (Yes, its terrific.)
Have students read the pairs of sentences and
Who used to drink a lot of coffee? (the woman) paraphrase what they mean. (1. She loves sushi; She
Would the man die without coffee? (No, not really, but doesnt like sushi. 2. He doesnt like asparagus much;
he cant imagine his life without coffee.) He likes asparagus a lot. 3. She really likes mangoes a
lot; She doesnt really like mangoes. 4. He likes pasta
a lot; He doesnt like pasta very much. 5. She hates
ice cream; She loves ice cream.)
Rhythm and intonation practice Have students listen to the speakers and write down
Suggested teaching time: 5 minutes words that suggest whether the person likes or
Your actual teaching time: doesnt like the food. Make sure students listen for
each speakers opinion, not that of other people.
(1. biggest passion, sushi addict; 2. I really dont care
Have students repeat chorally. Make sure they: for it, doesnt agree with me, cant look at it; 3. big
use rising intonation for Have you tried the coffee? mango eater, mmm; 4. I dont touch it, not much of a
and put stress on terrific. pasta lover; 5. like it too much, addict)
use rising intonation for Are you a big coffee drinker? Have students complete the exercise. If necessary, let
and put stress on coffee. them listen again before checking answers with a
use the following stress pattern:
partner.
STRESS PATTERN
. . . . . . .
A: Have you tried the coffee? Its terrific!
. . . . .
PAIR WORK
B: No, thanks. Are you a big coffee drinker? Suggested teaching time: 5 minutes
. .. . . . . . . . Your actual teaching time:
A: Definitely. Im crazy about coffee. What about you?
. . . . . . . . . After students discuss their food passions with a
B: I used to have it a lot. But Ive been cutting back. partner, bring the class together. Have students talk
. . . . . about a food from each list, using expressions from
A: Well, I couldnt live without it. the Vocabulary.
Point out that in spoken English the second syllable

of couldnt is greatly reduced. The word may sound
like one syllable.
T22

LESSON PLAN
AUDIOSCRIPT Language note: The /tu/ in used to is often reduced
SPEAKER 1 [BRAZILIAN] to /to/ by native speakers of English because it is
F: My biggest passion is sushi. Im definitely a sushi an unstressed syllable.
addict. I have it-oh, probably, twice a week. Theres a
terrific restaurant around the corner from where I live
in Rio. And they make amazing sushi. Complete each sentence ...
SPEAKER 2
M: My wife is crazy about asparagus, but I really dont Suggested teaching time: 5 minutes
care for it. I dont know why. It just doesnt agree with Your actual teaching time:
me. I cant even look at it.
SPEAKER 3 Have students skim the sentences and underline now
F: When I was a kid, I didnt use to like them. I thought in the second sentence of each item. Point out that the
they tasted funny. But now, Ive turned into a big second sentence talks about present behavior that is
mango eater. Theres really nothing quite like slices of different from past behavior.
fresh mango. Mmm.
SPEAKER 4 [Mexican] Then have students complete each sentence. Remind
M: My family loves pasta. We have it several times a week, students to write didnt use to in the negative
but I dont touch it. The truth is, we just have it TOO sentences.
much-with tomato sauce, pesto sauce, garlic and oil- Have students compare answers with a partner.
you name it. Ill eat anything, but Im really not much
of a pasta lover.
SPEAKER 5 [Chinese]
F: The problem with ice cream is I like it too much. When SPEAKING. PAIR WORK
Im on a diet, I cant eat it. But that doesnt mean I Suggested teaching time: 35 minutes
dont think about it all the time. I do. Your actual teaching time:
Remind students to ask questions with use to.

GRAMMAR Answers may include either used to (for affirmative
answers) or didnt use to (for negative answers).
Your actual teaching time: Then bring the class together and ask students to
report their partners answers.
On the board, write I used to eat a lot of sweets. But
now I try to watch my weight. Ask Did I eat a lot of
sweets in the past, or do I eat a lot of sweets now? (in the CONVERSATION PAIR WORK
past)
Call on a student to read the first point and the Your actual teaching time:
example sentences in the Grammar box. Point out
that the second sentence in each pair contradicts the
information in the first sentence. Ask What is the Refer students to the Conversation Model on page 66
difference between the two sentences? (The first sentence to review talking about food passions.
is affirmative and the second is negative.) How does Role-play the conversation with a more confident
the form of used to change in the negative? (Used to student. Play the role of Student A to show rising
becomes [didnt] use to.) intonation for Have you tried the______? and falling
Call on students to read the verb forms in the green intonation for What about you?
box and the example questions and answers in the Have pairs role-play their conversations for the class.
Grammar box. Ask How does the form of used to change After each conversation, ask What are this persons food
in a question? (Used to becomes use to.) passions? Are they negative or positive?
EXTRAS
Grammar Booster
PRONUNCIATION Workbook 2 Lesson 2
(CD 1,Track 16) Teacher's Resource Disk
Have students read and listen to the sentences,

paying attention to how /tu/ in the phrase used to is
reduced to /t/.
Then have students listen again and repeat.
Have students practice reading the sentences to a
partner. Circulate and listen for correct reduction.
T23

LESSON PLAN
TOP NOTCH SKILLS 1
Option: Ask Are you surprised by the information in

READING WARM-UP this article? Have groups discuss the question and give
reasons for their answer. [10 minutes]
Your actual teaching time: Challenge: Have students write a response to the
article, beginning with an answer to the question
After pairs discuss the question, bring the class Are you surprised by what you read? [10 minutes]
together. Ask How many think peoples eating habits are
better? Worse? Then call on individual students to
give a reason to support their answer. READING FOR SPECIFIC
Then ask individual students Are your eating habits INFORMATION
better or worse than they used to be? Why?
READING FOR DETAIL Encourage students to underline words and take
(CD 1, Track 17) notes on the article as they decide which statements
Suggested teaching time: 510 minutes are true.
Your actual teaching time: Have students compare answers with a partner
and give supporting information from the article.
Call on a volunteer to read the title of the article. (1. The number of obese Asians has been increasing
Make sure students know the meaning of obesity (the dramatically. Obesity is spreading throughout Asia.
condition of being extremely fat). 4. Processed foods and fast foods ... most available
and cheapest. Milk, ice cream, cookies, soft drinks,
Have students make predictions. Ask What lifestyle and potato chips-once all foreign foods-are now as
changes do you think the article will discuss? (Possible common in many parts of Asia. People are eating
answers: People are getting less exercise, eating more more sugar, meat, and eggs and less rice and
fatty foods, eating more often in fast-food vegetables. Thais have doubled their annual intake
restaurants.) Write the predictions on the board. of sugar.)
Ask students to skim the words in the glossary and Then have students rewrite the false statements to
read the definitions for the words they dont know. make them true and provide additional supporting
After students read, ask what lifestyle changes the information. (2. Saharat Waid is not on a diet now;
article talks about, and list these on the board. we just feed him whatever he wants. 3. Many Asians
(People are eating fattier fast foods and leading a are spending the day in malls and eating at fast-food
more sedentary lifestyle. Children are spending most restaurants there. 5. Obesity is a serious problem
of their time in front of the TV. The cheapest and because of the diseases linked to obesity-heart
most available foods are often processed foods, rich attacks, stroke, diabetes, hypertension, some forms of
with sugar and saturated fats. People are getting less cancer.)
physical exercise. Theyre spending a lot of time at
malls and eating at fast-food restaurants there. People
are eating more snack foods like ice cream, cookies, SPEAKING. GROUP WORK
soft drinks, and potato chips. Many Asians are eating
more sugar, meat, and eggs and less rice and Suggested teaching time: 510 minutes
vegetables.) Have students compare the list to the Your actual teaching time:
predictions they made before reading the article.
To check comprehension, ask: Before groups discuss the first question, have them
Did obesity use to be a problem in Asia? (no) compile a list of similarities and differences. If
Why is obesity a growing problem in Asia? (People students are from Asia, ask whether their own
are eating fattier fast foods and leading a more experiences and observations support the information
sedentary lifestyle.) in the article.
What foods did Asians use to eat more of? (rice Then bring the class together and have groups share
and vegetables)
their findings.
What diseases are linked to obesity? (heart attacks,
stroke, diabetes, hypertension, some forms of On the board, write We dont care if it is good or bad,
cancer) we just feed him whatever he wants. Invite groups to
respond to this statement by parent Warisa Waid.
Option: Create a matching exercise using the words
and definitions in the glossary. Have students close Bring the class together and have groups share the
their books and match the words to the definitions. advice they would give Warisa Waid.
[5 minutes]
T24

LESSON PLAN
Option: Have students find ways to add more exercise
SPEAKING AND WRITING time to their weekly schedule. Ask Do you think people
Suggested teaching time: 20 minutes have more or less time than they did 20 years ago? What
Your actual teaching time: events in your life take up the most time? Do you have time
to cook, clean the house, or exercise? Have students fill in
a chart like the one following with their present
schedule and then change it to include exercise three
STEP 1 SPEAKING. GROUP WORK times a week. [10 minutes]
Have students look at the picture. Ask What is the Mon Tues Wed Thurs Fri Sat Sun
woman doing? (exercising) Where do you think she is?
(in a gym or a health club) Does she lead an active or a
sedentary lifestyle? (active)
Call on students to read the numbered questions in
the survey. If necessary, remind students that the STEP 4 WRITING

abbreviation no. stands for number. On the board, write two categories: Better and
Then have students work in groups to fill in the Worse, and have students copy them on a sheet of
number of group members who answer yes to the paper. Have students think about changes in peoples
three survey questions. Have students complete the lifestyles and write them in one of the categories.
example sections for the group as a whole and Ask Did you list more changes under Better or under
discuss the other categories. Worse? Depending on each students response, have
Bring the class together. Have each group report the him or her write a paragraph explaining how
number of group members who answered yes. Write peoples lifestyles have changed for the better or
the numbers on the board and then the total. worse.
On the board, write __ out of __ students in Group [2]__ Encourage students to focus on two or three changes
Have students use this structure to make statements and develop them. Instruct students to start with a
about the survey. For example, Four out of six students topic sentence that lists these changes. (Possible
in Group 3 have tried some kind of diet to lose weight. answer: I think peoples lifestyles have changed for
the worse in three different ways: People dont rest
Option: Conduct this survey with the whole class.
enough, they eat a lot of fast food, and they dont
After students have checked the examples for
exercise.)
themselves, ask 1. How many students have tried some
kind of diet? 2. How many students have changed the way Have students read each others writing and compare
they eat? 3. How many students lead an active lifestyle? points of view.
Write the totals on the board and have students fill in
the blanks in their books. Have students write the total
number of students in the class as well. Then survey
the class to find out how many students checked each
example. [10 minutes]
STEP 2 WRITING AND SPEAKING PAIR WORK

Call on a student to read the quote in the box on the
right. Then call on a student for an example of a
negative change. (Possible answer: I used to go to a
gym, but now I dont.)
After students compare notes with their partner,
bring the class together. Call on volunteers to share a
positive and a negative change. (Possible answer: I
started to do yoga. I started to smoke.) Some students
may prefer to discuss positive changes only.
Then invite students to share how their eating and
exercise habits have changed during their lives.
Model an example: When I was a child, I didnt use to
try new foods. Now I really like trying new foods!
STEP 3 SPEAKING. GROUP WORK

Have students read the quote in the box on the right.
Ask Do you agree that people are eating a lot more fast
foods? Do you think thats a good thing or a bad thing?
Why?
Then brainstorm with the class other changes in
peoples eating and exercise habits. Write these on the
board.
Have students say whether they think the changes
are good or bad and why they think so.
T25

LESSON PLAN
LESSON Have the students find the position of adverbs of
frequency in the examples in the Grammar box.
3 Talk about your Childhood

(adverbs of frequency go after the subject and before
used to)
Ask questions using used to. Have the students
answer in complete sentences. Did you always use to
eat a lot of meat? (Yes, I did. I always used to eat a lot
CONVERSATION MODEL of meat.) Did you ever use to eat a lot of sweets? (No, I
never used to eat sweets.) (Yes, I always used to have
(CD 1, Track 19) Student's Book Page 34 a lot of sweets.)
SPEAKING. PAIR WORK
After the students listen and read, ask Who used to eat
a lot of meat? (---). Who didnt use to have many fruits?
(---). Who eats a lot of vegetables now? (---) Your actual teaching time:
Rhythm and intonation practice Remind students that used to is used to express past
habits.
Suggested teaching time: 5 minutes Have the students complete the sentences
Your actual teaching time: individually.
Have the students compare their sentences in pairs.
Point out that in the conversation used to is used to Have some of the students read the sentences to the
describe past habits.
rest of the class.
information / wh-questions What vegetables did you
use to have?
SPEAKING. PAIR WORK
(See Stress pattern below) Your actual teaching time:
Remind the students that used to is used to express

GRAMMAR past habits.
Have the students complete the sentences
individually.
After the students read the information in the Have the students act the dialog out in pairs.
Grammar box, have them find and underline Have some pairs act their dialogs out in front of the
examples of used to and adverbs of frequency in the class.
Conversation Model (I always used to have different
fruits each day, I never used to have more than one
portion)
T26

LESSON PLAN
WRITING
Remind the students that used to is used to express

past habits.
Have the students write their sentences individually.
Have some read their sentences to the rest of the
class.
Option: Have students write their sentences on slips of
paper and display them around the classroom for the
rest of the students to guess who this information
refers to. [10 minutes]
READING WARM UP
Ask students what they know about Lucy Liu.

Write their ideas on the blackboard.
Ask students to read the text and compare what they
know with the ideas on the blackboard.
READING FOR SPECIFIC

INFORMATION
Ask students to read the sentences and answer them

individually.
Set students into pairs for them to compare and
discuss their answers.
Check the answers with the whole class.
EXTRAS
Workbook Module 2 lesson 3
T27

LESSON PLAN
LESSON
GRAMMAR
Talk about your School Days
10-15 minutes

After the students read the information in the

CONVERSATION MODEL

Grammar box, have them find and underline

(CD 1, Track 20) Student's Book Page 36 examples of used to and adverbs of frequency in the
Suggested teaching time: 5-10 minutes Conversation Model (You always used to love
Your actual teaching time: science. Didnt you use to work on the local TV
channel as well?)
Before the students listen and read, ask them to Have the students identify the way the verbs are
describe the picture. formed in the sentences. (Did + subject + used to +
verb in simple form...?)
After the students listen and read, ask What is Louise
doing? Ask questions using used to. Have students answer in
complete sentences. Didnt you use to like football? (Yes,
I used to like football, but now I like tennis.)

Point out that in the conversation used to is used to

describe past habits.
information / wh-questions (What are you doing
with yourself where we will be by then?)
Make sure that the students use the following stress
pattern.
STRESS PATTERN
. . . . . . . . . . . .
Jerry: Hey Louise, great to see you after all these years! What are you doing with yourself these days?
. . . . . . . . . . . . . . .
Louise: Im working in a laboratory researching new cures for Alzheimers disease.
. . . . . . . . . . . .
Jerry: Well that makes sense, you always used to love science! Im working at the local
. .
newspaper.
. . . . . . . . . . . . . .
Louise: Wow! Impressive! Didnt you use to work on the local TV channel as well? Im sure I saw
. . . .
you a couple of times.
. . . . . . . . . . . . . . .
Jerry: Yeah, but I prefer to work exclusively with writing these days. Well, its been great seeing
. . . . . . . . . .
you Louise. Take care and see you in another ten years!
. . . . .
Louise: Who knows where we will be by then?
T28

LESSON PLAN
Form complete questions... LISTENING FOR SPECIFIC
INFORMATION (CD 1, Track 18)
Your actual teaching time: Suggested teaching time: 10 minutes
Give sentence number 1 as an example. When did she
use to play tennis? Pre-listening. Have students read the sentences and
their options.
Ask the students to complete the exercise
individually. First listening. Play the recording for students to
choose the correct answers.
Have the students compare their answers in pairs.
Have the students compare the answers and discuss
Check the exercise with the whole class by eliciting their choices.
the answers from students.
Second listening. Play the recording, stopping where
the answers are for the students to check their
answers.
LISTENING FOR GENERAL
UNDERSTANDING (CD 1, Track 18)
Suggested teaching time: 10 minutes CONVERSATION PAIR WORK
Ask the students where they think the conversation
will take place. Remind the students that we use Didnt You/He/ She/
First listening. Play the recording so that the students They (etc.) use to........? in order to ask a question about
can answer the following questions Where do you a past habit when you think you know the answer.
think this conversation was taking place? What were For example: Didnt Javier Hernandez use to play for
Yvonne and Tommy talking about? Guadalajara? Didnt you use to love taking science
Have the students compare their answers in pairs. classes?.
Second listening. Play the recording twice, stopping it
Have the students look at the notes and analyze
as and when the answers appear. them.
In the first blank of the conversation, students have
to complete with an activity. In the second blank, the
AUDIOSCRIPT students have to complete with expressions like
Didnt You/He/ She/They (etc.) use to........?
Tommy: Hi Yvonne. How are you? Isnt it great to see each
other here after so much time apart?
Model the conversation with one of the students.
Yvonne: Yeah, its great Tommy. So much time has passed, Have the students act the conversation out in pairs.
I can hardly remember what life was like back Have some pairs act their conversations out in front
then! What did we use to do with our lives? of the class.
Tommy: We used to do many things! We used to have so
much fun. Didnt you use to play on the basketball
team? EXTRAS
Yvonne: Yeah I did, for three years! It was a great
experience, I miss it a lot. I dont have a lot of time Workbook Module 2 Lesson 4
for sports now that I have a husband and three Teachers Resource Disk
beautiful kids to look after! Who did you use to
hang around with the most?
Tommy: Well Rick was my best friend I suppose, but I used
to have many different friendship groups. Ive
always enjoyed having a lot of friends. Which used
to be your favourite part of school?
Yvonne: I always really enjoyed playing sports, but I used
to love math! I dont know why, I suppose because
I saw it as a bit of a challenge.
Tommy: I know, I used to like math, but I preferred
literature. I used to read the books faster than
anyone else and always looked forward to class
with Mrs. Porter. She really was an excellent teacher.
Yvonne: I know. Wow, so much has changed. I cant believe
we used to all be young once upon a time. Didnt
you use to be the class bully?
Tommy: Haha. I think I tried to be yes! If I remember rightly,
you used to be the teachers pet! Well, take care
Yvonne and remember to try to stay young!
Yvonne: I will!
T29

LESSON PLAN
TOP NOTCH SKILLS 2

VOCABULARY AUDIOSCRIPT
(CD 1, Track 21) 1. [Japanese]

Mochi is made from a sweet rice and its really delicious. We
Suggested teaching time: 1015 minutes always eat mochi to celebrate the New Year. It tastes sweet
Your actual teaching time: and its very, very chewy. As a matter of fact, some older
people have to be very careful if they eat it. But it tastes great.
Before students listen and practice, have them look at
the pictures and read the food descriptions. Make 2. [Southern U.S.]
sure students can identify the foods pictured for sweet When I was growing up, my mother used to make Jell-O all
(candy), spicy (pepper), salty (salt), sour (lemon), soft the time. It comes in beautiful colors and it comes in at least
(tofu or cheese), hard (tofu or cheese). twenty-six different flavors. Grape, lemon, orange, mixed
After students listen and practice once, ask: fruit, cherry, mango. Its soft and cool and its sweet and kids
What other food is sweet? (cake) Spicy? (salsa) just love it. Where I come from, we make it into all kinds of
Salty? (pretzels) Sour? (pickles) salads with fruit.
What other food is soft? (bread) Hard? (apples)
What other food is chewy? (caramel) Crunchy? 3. [Korean]
(crackers) In Korea we eat kim chee a lot. Its a kind of salad that we
Then have students listen and practice again. eat with most meals. There are actually about 180 different
kinds of kim chee. But most are made with cabbage. Its very
Option: Have students name as many different foods as hot and spicy. And its nice and crunchy.
they can think of, and write these words on the board.
Then have pairs use the Vocabulary to describe the 4. [Australian]
foods. Circulate and listen for correct pronunciation When I travel, theres one thing I really miss about home,
and use. [5-10 minutes] my Vegemite. We all grew up with the stuff and we love it.
You put some butter on a piece of toast, add a little bit of
LISTENING FOR SPECIFIC Vegemite on it, and enjoy. Some people think it looks awful,
actually. Its kind of a dark reddish-brown color or, black
INFOMATION (CD 1, Track 22) really. Its very salty-so you just use a little bit.
5. [Chinese]
Your actual teaching time: Have you ever tried cho dofu? Well, if you havent, youll be
Have students look at the pictures a through f. Ask very surprised because it smells very bad! Thats what the
Have you ever tried any of these foods? If so, which one(s)? name means-bad-smelling tofu. But the flavor is quite
How did it (they) taste? delicious-a little salty. I didnt use to like it myself. But now
Im crazy about it.
Focus on picture b. Ask How do you think this food
tastes? Have students predict what the other foods 6. [Mexican]
taste like, and write their predictions on the board. Im from Oaxaca, and we have a special food called chapulines.
Have students listen to the descriptions and write the Chapulines means grasshoppers, actually. But theyre really
letter of each food. If necessary, have students listen a good and theyre really good for you. Theyre pretty salty, and
second time. ... uh ... crunchy. They really do taste great, though.
Then have students listen again and complete each
description. Point out that more than one answer
may be possible for some descriptions. For example,
in item 1, the speaker also says mochi is delicious and
tastes great.
Go over answers with the whole class, and then have
students compare the descriptions to their predictions
earlier.
Option: Have pairs choose a popular local food and
write a description of it, without mentioning the name
of the food. Tell students to say how the food tastes
and smells, if its hard or soft, chewy or crunchy. Then
have pairs read their descriptions to the class and ask
students to guess the food. For example, This food
smells great. It tastes spicy. The outside is soft, and it
contains beans, rice, meat, and vegetables. What is it?
(a burrito) [10 minutes]
T30

LESSON PLAN
STEP 1
Have students brainstorm popular foods in their
country, and write these on the board. Leave the list
on the board for use in Step 3.
Then have pairs choose three foods they would serve
a visitor to their country, referring to the list on the
board or suggesting other foods.
After students complete the activity, have pairs
present their choices to the class. If more than one pair
chose the same food, have the class compare
descriptions and ingredients.
Ask Is there any food you would not serve a visitor? Why
not?
Challenge: Have pairs write a recipe for one of the foods
they chose. Ask different pairs to share their recipes
with the class. [10 minutes]
STEP 2
Call on volunteers to read the phrases under NEED
HELP? Model rhythm and intonation as needed.
Divide the class into groups of four or five. Have
students choose who will play the host and which
guests will be food lovers, vegetarians, people on
diets, and so forth. Together the group should decide
on a menu.
Have groups perform their role plays for the class.
STEP 3
Have students review the foods listed in Step 1 and
choose one to write a description of.
Ask a volunteer to read the questions in the white
box. Make sure students understand the difference
between an appetizer (a small dish of food served at
the beginning of a meal), an entre (the main dish), and
a dessert (a sweet food served at the end of a meal).
After students have completed the activity, have
students exchange descriptions with a partner.
Students should check that the writer has answered
all the questions.
Then invite volunteers to read their descriptions to the
class.
Challenge: Have pairs prepare a menu for a dinner
party, including an appetizer, an entre, and a dessert.
Then have students make a list of ingredients they need
to prepare these foods. [10 minutes]
T31

LESSON PLAN
LESSON
Describe How People Used

5 to Have Fun
VOCABULARY
Language note:
Your actual teaching time: 100% always
usually
Ask the students what they can see in the pictures
and what they know about these items. frequently
Ask them if they know when they became popular. often
Play the recording for the students to label the 50% sometimes
pictures. occasionally
Write the correct answers on the blackboard. rarely
Have individual and choral repetition of each word seldom
Option: Have the students interview people who lived hardly ever
in the 80's in order to find out more about that decade.
[15 minutes] 0% never
GRAMMAR Adverbs of Frequency answer the question How

often? or How frequently? They tell us how often
Your actual teaching time: somebody does something.
Adverbs of frequency come before the main verb
Have the students find the position of adverbs of (except the main verb to be):
frequency in the examples in the Grammar box. We usually go swimming on Sundays.
(adverbs of frequency go after the subject and before I have often been there.
used to)
She is always on time.
Ask questions using used to. Have students answer in
complete sentences. How often did you use to play Occasionally, sometimes, often, frequently and usually can
football? (I always used to play football.) How often did also go at the beginning or end of a sentence:
you use to dance ballet? (I never used to dance ballet.) Sometimes they visit their grandma.
I play tennis occasionally.
Complete the sentences... Rarely and seldom can go at the beginning or in the
middle of a sentence.
Suggested teaching time: 10 minutes She is rarely seen in public nowadays.
Your actual teaching time: Rarely has the President looked so ill at ease.
John seldom eats fish

Ask the students to read the sentences and complete
them with always / never. Seldom have I seen such brutality.

Culture note: Have the students access http://www.

tripletsandus.com/80's/fashion.htm for them to
find out more about the 80's.
T32

LESSON PLAN
READING WARM-UP
Ask students if they recognize the pictures and to

describe them.
Ask students what they think young people used to
do in their free time in the 1980's.
Ask students to compare what young people do now
with what young people did in the 1980's.

INFORMATION
Ask the students to read the text individually.

Ask the students to read the questions and answer
them individually.
Put the students into pairs for them to compare and
discuss their answers.
Option: Cut the article into sentences for students to
put it in order.
WRITING
Ask the students the following questions: What

things did you used to do as a child? What made
your childhood special? Which things were good and
which were bad?
Ask the students to read the information in the useful
language box.
Have the students write their paragraph individually.
Have the students share their writing with a partner.
Have the some students read their text to the rest of
the class.
Challenge: Have the students proof-read for errors in
Option: Ask students to do research into the things that
have changed between their parents' generations and
theirs. Set up contexts for them to choose such as
transportation, dressing styles, music, entertainment.
Encourage them to make presentations for the class.
EXTRAS
T33

LESSON PLAN
LESSON
Describe How Technology

6 Has Evolved
LISTENING WARM-UP AUDIOSCRIPT

Ken: OK Hillary, so talk to us a little about what computer
Suggested teaching time: 10 minutes games were like back when they first started out.
Your actual teaching time: Hillary: Computer consoles have changed a lot since they
first became popular in the late 1980s. Whereas now
Ask the students to look at the pictures and describe graphics are incredibly lifelike and games look and
them in pairs. feel like they could be real, in the past people used to
be impressed simply by the fact that they could
Ask the students the question: What is you earliest control a dot on a screen.
memory of computer games? Ken: Yes, I remember that. I used to love playing a game
Have the students discuss in pairs the following where you could play tennis. The screen was black
points: How have computer games changed? What and just had two white lines which were the players
did they use to be like when you were younger? and a white dot which was the ball.
Hillary: Exactly. People are not impressed anymore by the
Have some pairs report their findings to the rest of
same things that they used to find unbelievable back
the class.
in the 1980s. I used to be perfectly happy playing.
Pacman which was a very simple game, but my kids
now want more complex scenarios.
LISTENING FOR GENERAL Ken: Tell us a bit more about what games used to be like
UNDERSTANDING (CD1, Track 23) back in the 80s then Hillary.
Hillary: Well, the concepts of the games were a lot more
Suggested teaching time: 10 minutes straightforward and a lot less complicated. Games
Your actual teaching time: used to take inspiration from every day activities,
which is frequently not the case today. For example,
you no longer find games about delivering
Tell the students they are going to listen to a radio newspapers, but this was the inspiration for what
interview. used to be one of the most popular games in the
1980s.
Write the following questions on the blackboard: Ken: And do you think games will go back to how they
What were the two people talking about? Where do used to be?
you think the discussion was taking place? Hillary: I dont think that that will be the case Ken. The
Play the recording once to the students so that they games in the 80s for example used to reflect the times
can listen for the answers to the above questions. in which they were created. The world has changed
since the 1980s and so, I can safely say, have video
Have the students discuss their answers in pairs.
games.
Check the answers as a whole class. Ken: OK. Excellent Hillary, thank you very much for joining
us this afternoon. Up next a lady who used to be
addicted to peanuts
LISTENING FOR DETAIL
(CD 1 Track 23)

Have the students read the questions.

First listening: play the recording once for the
students to answer the questions.
Second listening: play the recording for a second time
for the students to check their answers, stopping it
where the answers appear.
T34

LESSON PLAN
Match the two halves...

Have the students read the sentence halves.

Have the students match the sentence halves.
Elicit the answers for some students to check the
exercise.

STEP 1
Put the students into pairs before asking them to read
the text and correct the mistakes.
Put the students into groups of four and ask them to
compare their answers.
STEP 2
Dictate the following questions to your students:
What do you think life before computers used to be like?
Do you think the quality of our lives has improved or not?
Do we still make time to socialize with our friends and
family?
Ask the students to discuss these questions in pairs.
Ask some pairs to share their ideas with the rest of
the class.
STEP 3
Ask the students to read the words in the useful
language box.
Ask the students what they think an elderly person
would say if he/she was asked the following
questions: What is your opinion of the computer age? Do
you prefer things the way they are now or the way they
used to be? How has life changed? Write their ideas on
the blackboard.
Ask the students to write an article using these
questions and their own ideas.
EXTRAS
Teacher's Resource Disk
T35

LESSON PLAN
TOP NOTCH SKILLS 3
READING WARM-UP SPEAKING AND WRITING

Ask the students to discuss in pairs with which genre

of music they associate certain items.
STEP 1
Tell the students about the icons, fashion and
Have some pairs share their ideas with the rest of the behavior of your youth
class. Put the students in to pairs to brainstorm ideas on
youth culture from their childhood.
Ask the students to discuss icons, fashion and
behavior.
Have pairs share their ideas with the rest of the class.
Write the ideas on the blackboard.
READING FOR DETAIL
Suggested teaching time: 10 minutes STEP 2
Your actual teaching time: Tell the students about a person you used to look up
to / admire when you were a kid.
Have the students read the article individually. Ask the students who they used to look up to with
six reasons why.
Put the students in to pairs and have them discuss
how hip hop has changed since it originated.
Have some pairs share their ideas with the rest of the STEP 3
class. Ask the students to write a paragraph using their
Have the students read the comprehension questions ideas from Step 2.
and answer them individually.
Put the students in to pairs so that they can compare
STEP 4
their answers. Ask the students to share their writing with other
members of the classroom.
Check the answers as a whole class. Display some of the texts around the classroom.
T36

2
LESSON PLAN
MODULE
Self-Check
Check the sentences with the whole class.
their progress. Therefore, it can be assigned to be done Have students answer true or false.
as homework since the answers are included in the last Have students compare their answers in pairs.
pages of the Students Book. It can also be done in the
classroom; if you consider it more appropriate you can Check the answers with the whole class.
implement different patterns of interaction such as pair Option: Give students slips of paper with the words
work or group work. written on them for students to unscramble the
sentences. [5 minutes]
READING
Suggested teaching time: 15 minutes VOCABULARY
Remind students this is a self-check, whose objective
is to verify their knowledge. So they have to work Explain to students that a glossary is a list of technical
individually and check their answers with the teacher or special words, especially those occurring in a
or with the rest of the class. particular text, explaining their meaning.
Remind students that if they identify and underline
clue words, it will be easier to answer the exercise.
Match the following words...
Ask students to read the definitions.
Check the statements...
Ask students to read the words.
Ask students to read the text individually and to
check the statements that are true according to the Ask student to match the words with their
article. To review, ask volunteers to read the answers definitions.
to the group. You can ask them for the clue words Have students compare their answers with a partner.
they used to justify their answers.
Check the exercise with the whole class.
Option: If time allows, you can ask your students to
verify their answers in pairs and tell each other if they
used the same words to justify their answers. Match the words...
[5 minutes]
Ask students to read the definitions.
Ask students to read the words.
Find the adverbs of frequency... Ask student to match the words with their
Suggested teaching time: 10 minutes definitions.
Your actual teaching time: Have students compare their answers with a partner.
Ask students to find the adverbs of frequency in the
text and circle them.
After they have identified them, have them write Mark them true...
them in the correct position in the time-line. Ask students to read the definitions.
Have students compare their answers in pairs. Ask students to read the words.
Check the answers with the whole class. Ask student to match the words with their
Option: Copy the time-line on the board and ask definitions.
students to fill it in. [5 minutes] Have students compare their answers with a partner.
According to the reading...
Suggested teaching time: 15 minutes Now write...
Your actual teaching time: Ask students to write the correct sentences.
Have students compare their answers with a partner.
Have students unscramble the sentences. Check the exercise with the whole class.
T37

2
LESSON PLAN
MODULE
Self-Check
ANSWER KEY
Your actual teaching time: (Suggested test) The points per exercise represent a
Have students read the table and fill it in with their It enables the teacher to measure the individual
own ideas. strength on each participant in the exercises as seen
from a modular perspective, on a general scale. If then
Check the answers with the whole class. one averages all individual results vertically, the
groups strength could be perceived, allowing a better
planning and handling of the class.
Option: Have students discuss their answers in pairs.
[5 minutes]
1 VOCABULARY
1. terrible
MY LEARNING PROGRESS
2. crunchy
Your actual teaching time: 3. hard
Remember that the aims in this section are to help 4. terrific

students become responsible for their own learning 5. sour
and to find ways to activate, consolidate or reinforce
their own learning. 2 GRAMMAR AND VOCABULARY
Ask students to read the can-do statements and tick
Excellent, Good or OK, according to how they feel 1. b 2. a 3. a 4. c 5. b 6. a
about the topics. You can monitor their answers and
give suggestions for them to do exercises that help 3 TALKING ABOUT FOOD PASSIONS
them reinforce and consolidate the topics they feel
they need help with. You can recommend a page in 1. A: What in the world are you eating?
the workbook or extra practice from the website wps.
pearsonlongman.com/topnotch2 2. B: Chips with onion. Have you tried them?
3. A: Ive been cutting back salty food. Thanks.
Before you go on
4. B: I dont believe it. Didnt you use to eat food with
Suggested teaching time: 5 minutes lots of salt?
5. A: Well, I used to eat lots of salt but now I cant
Ask students to work in pairs or groups to discuss the stand very salty foods.
questions. Then check by asking volunteers to tell
their answers to the group. 4 VOCABULARY
1. big
2. used to
3. cant stand
4. used to
5. did
6. lover
T38

MODULE 3
Describing the Past
MODULE PREVIEW Ask the students to work in pairs and to discuss
some habits and routines from their past. To review,
Suggested teaching time: 10 minutes ask some volunteers to report their ideas to the class.
Option: Ask the students to work in pairs to come up
with some school activities.
Draw your students attention to the box describing
the module contents. Ask them to read individually. Option: Ask the students to work in pairs to come up
with some activities relating to a work environment,
Option: Brainstorming. Using the blackboard, the
teacher can brainstorm the students predictions about Option: Ask the students to work in pairs to come up
the content of the module. Write as many words as with some activities that are carried out in public
your students can think of related to the content of the places.
module. [5 minutes]
It happened to me!
Option: Prediction. The students themselves write Ask the students to work individually to complete
notes on what they expect the language and the story.
vocabulary will be, based on the information from the
box describing the module content. Then share with a Ask the students to compare their stories in pairs.
partner and talk about their ideas. To check together Have some students share their stories with the rest
as a whole. [5 minutes] of the class.
three words they associate with the title of the DIAGNOSTIC ACTIVITY
module. Then the teacher asks for volunteers to write
them on the blackboard and explain to the rest of the BEFORE YOU START
group their relation to the title. The group, together
with the teacher, decides if the selection is logical. For optimal learning to take place, students need to
[10 minutes] be involved setting goals and in monitoring their
Option: Speaking / Dictionaries. The teacher writes own progress. After the My Challenge Activity the
some words on the blackboard: some are related to the Diagnostic Activity invites students to assess their
title or contents and others arent. In pairs, and with mastery or knowledge of the material to be covered
the help of a dictionary, the students decide which in the corresponding module.
words do not belong to the topic. To review, the Ask students how much they know about the topic
teacher asks some volunteers to explain why to the presented in the My Challenge Activity.
rest of the group. [10 minutes] Then ask them to answer the items and check the
MY CHALLENGE performance in pairs. See the answer key at the end
IT HAPPENED TO ME of each module on pages 18, 38, 57 and 77.
Have them refer to the Feedback Table to check their
score. In pairs or groups, have them discuss what
Your actual teaching time: each of the indicators means for their learning
process.
In small groups, ask the students to write as many Tell them they will compare their results at the end
words as they can think of related to activities in the of the unit and will see and reflect on how much
past. To review, ask the students to write the words they have achieved.
on the blackboard or to display their work on the
wall. The students can stand up and look at each
others words.
DIAGNOSTIC ACTIVITY
Answer Key on page 57
T39

LESSON PLAN
LESSON
1 Describe an Accident
TOPIC PREVIEW 1._____August 3rd a. fax number of

2._____002 000 001 34 Yootur agency
Your actual teaching time: 3._____07 / 07 b. telephone number of
Yootur agency
Before students read the e-mail, have them look at the 4._____11
website in the background. Ask: c. credit card number
Whats the name of the website? (Yootur Travel 5._____49-69-4218002
d. total cost for rental
& Yachting) 6._____August 14th
What pictures can you see behind the e-mail? (pictures e. date of rental return
of cars) 7._____429 Euros
f. expiration date on
Look at the subject line. What do you think this e-mail is 8._____49-69-4212270 credit card
about? (Someone wants to rent a car in Germany.)
Look at the objects on the desk. What do you think the g. date of rental delivery
card with the picture is? (a drivers license)
h. duration of rental
Tell students to read the e-mail silently. Then ask
comprehension questions: (1.g; 2. c; 3. f; 4. h; 5. b; 6. e; 7. d; 8. a)
Who received this e-mail? (Mr. Koji Oinuma)
Who sent this e-mail? (Wolfgang Bauer, from Yootur [+5-10 minutes]
Travel & Yachting)
Why did he send it? (because Koji Oinuma visited
the Yootur Travel & Yachting website and made a GRAMMAR
car rental request)
When will Mr. Oinuma pick up the car? (August 3rd) Suggested teaching time: 10 minutes
Where will he pick up the car? (in Frankfurt, Your actual teaching time:
Germany)
If necessary, clarify that a yacht is a boat used for On the board, write What were you doing last night at
pleasure or racing. 8:00? Ask several students and write their answers on
the board, underlining the verb in both the question
and the answers. (Possible answers: I was doing
homework. I was watching TV. I was reading.)
SPEAKING. PAIR WORK Ask a volunteer to read the first point and the first
Suggested teaching time: 510 minutes example question and answer in the Grammar box.
Your actual teaching time: Then ask another student to read the second example
question and the short answers. Following this

After students answer the questions, discuss the daily
model, write on the board Were you sleeping at 7:00 this
rate for the rental. If the Euro is not the form of
morning? Have a student answer with a short answer.
currency in the students country, have them find the
(Yes, I was. / No, I wasnt.) Have students create
exchange rate online or in the newspaper. Ask What
similar questions and call on classmates for a short
does the daily rate include? (unlimited miles /
answer.
kilometers, insurance, V.A.T., and local taxes) Do
On the board, write:
you think this rate is expensive? Reasonable?
Option: To practice scanning for information, have I was going too fast when I had the accident.
students complete the following matching exercise. Explain that the past continuous (was going) talks
Copy the exercise and distribute it to the class, or write about an action that continued in the past. The simple
it on the board. In more advanced classes, give past tense (had) talks about an action that happened
students a time limit to encourage them to locate the and then ended in the past. Point out that the simple
information as quickly as possible. past tense action interrupted the action in the past
continuous.
Have students read silently the second point and
example sentence in the Grammar box.

On the board, write additional examples:
I was reading when you called.

We were cleaning the house when they arrived.
Ask Which verbs show continued action in the past? (was
reading, were cleaning) Which verbs show an action that
occurred and then ended? (called, arrived)
Have students suggest additional sentences using the
past and continuous constructions with when.

T40

LESSON PLAN
WRITING. AUDIOSCRIPT
CONVERSATION 1
Suggested teaching time: 510 minutes M: Oh, no! What happened to your car?
Your actual teaching time: : F: A tree fell on it in the storm.
Have students ask themselves Did the action continue M: Look at your windshield!
during a period of time in the past? Or did the action F: Yeah. I'm going to have to get it replaced.
occur and then end? Have them decide in which
situations to use the past continuous (the action CONVERSATION 2 [F = Spanish]
continued during a period of time in the past) or the F: Oh, no! What happened to your hood?
simple past tense (the action occurred and then M: I had an accident. I hit a parked car.
ended). F: How did that happen?
M: I fell asleep.
Point out that the phrase all of a sudden hints that an
action occurred unexpectedly and ended. Similarly, in CONVERSATION 3 [M = Asian]
the phrase I had an accident, there is a sense of an M: I can't drive my car. I had an accident.
action that occurred and ended. F: I'm sorry. What happened?
Have partners compare answers. Then check answers M: The brakes failed, and I hit a tree.
as a class and answer any questions. F: Oh, no. Was there much damage?
M: Well, I'll have to replace the bumper and the right
headlight.
LISTENING FOR GENERAL CONVERSATION 4
UNDERSTANDING F: I had an accident.
(CD 1, Track 24) M: Oh, no! What happened?
F: This other car smashed into my trunk.
Suggested teaching time: 10 minutes M: Was anyone hurt?
Your actual teaching time: F: No. But the car is gonna cost an arm and a leg to fix.
Before students listen, have them look at the pictures

and identify what happened. (from left to right: a car
hit a tree, a car hit a parked car, a tree fell on a car, a
car hit the trunk of another car)
Have students listen to the conversations.

On the board, write these car parts: windshield, hood,
brakes, headlight, trunk. Have students state where they
are on a car. If students need help, refer them to the
Vocabulary on page 40. Have students look at the pictures while you read the
Have students listen again and write the number of
labels. Review the meaning of speeding (going too
fast) and tailgating (driving too closely behind
the conversation for each picture. another vehicle).
Ask What caused the damage in each picture? (1. A tree
Refer students to the Conversation Model on page 40
fell on the car. 2. The driver fell asleep. 3. The brakes to review describing an accident and ways to show
failed. 4. Another car hit the car.) concern.
If necessary, allow students to listen again. Then have Role-play the conversation with a more confident
students compare answers with a partner. student. Play the part of Student B and stress falling
intonation after the first question and rising
Language note: The idiom to cost an arm and a leg can intonation after the second question.
be used in any tense to mean that something is very Bring the class together and have pairs role-play their
expensive. It can also be used to answer the question conversations for the class. After each conversation,
How much did that cost? An arm and a leg. In ask What happened? Was there much damage?
Conversation 4, have students note the typical spoken
reduction of going to to gonna.
EXTRAS
See audioscript
T41

LESSON PLAN
LESSON Option: In small groups, have students discuss which
car fits their personality and lifestyle best. Have them
2 Report an Accident give reasons to support their choices. [10 minutes]

Challenge: Have students imagine that they own one of
these cars and want to sell it. Have pairs role-play a
conversation in which the car owner describes the
benefits of the car so the other person will want to buy
VOCABULARY it. Encourage the possible buyer to ask questions about
the car. [10 minutes]
(CD 1, Track 25)
Your actual teaching time: Write the word.
:
Tell students to look at the pictures and read the
types of cars. Ask:
Do you have a car? If yes, what type?
Would you rather have a different type of car? If yes, Ask the students to read the words in the box and the
what type? sentences.
What type of car do you like to rent? Ask the students to complete the sentences
Then have students listen and practice. individually.
Ask What does SUV stand for? (sports utility vehicle) Have the students compare their answers in pairs.
What is an SUV good for? (driving on rough surfaces)
Check the exercise as a whole class.
On the board, write luxury car, sedan, and full-size
car. Have students describe each type of car. (luxury: Option: Copy the sentences and the words in the box in
an expensive car with many amenities; sedan: a basic slips of paper for students to match the words with
four-door car with a front and back seat and a trunk; their definitions. [10 minutes]
full-size: a four-door car that is, wider, longer, and
larger than a sedan)
Ask students to describe each type of car by looking UNDERSTANDING MEANING FROM
at the pictures and adding any other details they CONTEXT
know:
full-size car (a large car with four doors and a front
and back seat) Your actual teaching time:
sedan (a car that has four doors, a front and back
seat, and a trunk)
Have the students read all the statements.
sports car (a one- to two-passenger car designed for
Have the students match the statements with their
high speeds) responses.
convertible (a car whose roof can be folded back or
removed) Check the answers with the rest of the class.
SUV (a car that is designed for travel on rocky Have the students act the dialog out in front of the
roads) class.
luxury car (a comfortable car with four doors and a
front and back seat) Note: Text book writers usually know when they
must use a word that will be new to their student
station wagon (a car that has room inside for a third readers. So they often include other words or phrases
seat or for storage) to help with the understanding of the new word.
van (a box-like car that has rear and / or side doors These words or phrases are referred to as context
and a lot of room for people or for storage) clues. They are built into the sentences around the
difficult word. If you become more aware of the
compact car (a small car) words around the difficult words you encounter in
Then have students listen and practice again. your reading, you will save yourself many trips to
the dictionary. You will be able to make logical
Language note: Point out that the different types of guesses about the meanings of many words.
cars can sometimes overlap. For example, a sedan can
also be categorized as a compact or full-size car. Full-
size cars are often considered luxury cars because
they offer extra comfort. A luxury car or a sports car
can also be a convertible.
T42

LESSON PLAN
WRITING
Ask the students to look at the pictures before

eliciting their ideas of what they see in the pictures.
Write some of the ideas on the board.
Have the students write the sentences.
Check the answers with the rest of the class.
SPEAKING. PAIR WORK

Put the students in pairs.

Give a demo of the activity with a strong student.
Have the students complete the dialog in pairs.
Have some pairs act the dialog out in front of the rest
of the class.
Option: Have the students create their own dialogs
about an accident they had (real or imaginary).
[10 minutes]
READING FOR DETAIL

Ask the students about the number of cars they own

and why they like cars.
Ask the students to read the text individually.
Ask the students to read the statements and to choose
the correct answer.
Option: Have students scan for what these numbers
refer to: 1950, 8964, 89, 1. [5 minutes]
Option: Ask students to search for statistics of how the
purchase and use of cars has increased in their
communities since the 1950s. Then they can write a
report similar to the text.
EXTRAS
T43

LESSON PLAN
TOP NOTCH SKILLS 1
READING WARM-UP Language note: Review the way the receptionist

answered the phone (Good morning. Wheels
Suggested teaching time: 10 minutes Around the World Rentals. This is Clarence. How
Your actual teaching time: may I help you today?) Explain that this is a polite
and common way to answer a phone call at work. It
Ask the students whether they have ever rented a helps callers know where they have called and who
car. they are speaking to. Asking Do you mind my asking
Ask the students to tell their stories in pairs. you your age? is less direct and more polite than
asking How old are you? The receptionist asks less
Have some pairs share their experiences with the rest directly first, but when the caller doesnt
of the class. understand, he is more direct and asks the young
Ask the students to, individually, read the situations man how old he is.
and complete the information on car type and reason.
AUDIOSCRIPT
CONVERSATION 1 [F = Russian]
Option: Divide your class into groups of five. Give each Ml: Good morning. Wheels Around the World Rentals.
student a situation for him/her to read it and explain it This is Clarence. How may I help you today?
to the rest of the group. Then they decide on the F: Good morning. I need a rental car in La Paz.
situation and type of car. [10 minutes] M1: In Bolivia?
F: Thats right. Im arriving on Tuesday, December 18.
Ml: At the La Paz El Alto airport?
READING FOR DETAIL F: Yes, at 6:30 A.M.
M1: And what kind of car do you need?
Suggested teaching time: 10 minutes F: Something with four-wheel drive. Do you rent SUVs?
Your actual teaching time: M1: Yes, we do.
F: Great.
Have the students read the situations individually.
CONVERSATION 2
Have the students read the comprehension questions Ml: Good morning. Wheels Around the World Rentals.
and answer them individually. This is Clarence. How may I help you today?
Put the students in pairs to compare their answers. M2: Yeah. I need service on my Spazda 1999. Its still
under warranty.
Check the answers as a whole class. Ml: Im sorry, sir. You must have the wrong number. This
is Wheels Around the World. Were a car rental agency.
M2: Sorry.
LISTENING COMPREHENSION CONVERSATION 3 [F = British]
(CD 1, Track 26) Ml: Good morning. Wheels Around the World Rentals.
Suggested teaching time: 1015 minutes This is Clarence. How may I help you today?
Your actual teaching time: F: Hello? This is Ingrid Katz. Do you rent cars in the U.S.?
M1: Yes, Ms. Katz. Where do you need the car?
First have students listen to the phone conversations F: At the Miami airport. On October the 4th, returning
with books closed. Then ask Who is Clarence? (an the car on October the 7th at the airport again.
agent at Wheels Around the World Rentals, a car Ml: What kind of car were you looking for?
rental agency) Who is he talking to? (four customers F: Something small. A compact.
who call the agency) M1: Miami. Let me check.... OK. We have compacts in
Miami. Would you like me to reserve one for you?
Have students read the exercise directions and look
F: Yes, please.
at the two columns. Then have them listen a second
time and complete the activity. CONVERSATION 4
If necessary, have students listen again to fill in any M1: Good morning. Wheels Around the World Rentals.
information they missed and then compare answers This is Clarence. How may I help you today?
with a partner. M3: Good morning. Id like to rent a car on Saturday.
A luxury car, preferably white ...
Ml: Yes?
M3: Do you rent by the hour? I only need it for Saturday night.
Ml: Well, we do, at $25 an hour for luxury cars, but do you
mind my asking you your age?
M3: Excuse me?
M1: How old are you?
M3: Im eighteen.
Ml: Im sorry, sir. You have to be twenty-five to rent a car.
T44

LESSON PLAN
STEP 1
Call on students to suggest destinations that would
require a rental car.
Have students read the headings on the notepad.
Point out that no. is an abbreviation for number.
Then have students make notes.
STEP 2
Before students choose a situation to role-play, review
the language under NEED HELP? Divide the class
into five groups and assign each group one of the
sentence sets. Tell groups to practice reading them
aloud. For sentence sets with blanks or choices,
encourage students to complete the sentences with
words of their choice.
Circulate and correct stress and intonation. Remind
students of the changing stress of particles in phrasal
verbs.
Bring the class together and have volunteers from the
different groups read their sentences.
Then call on a volunteer to read the two situations.
Divide the class into pairs and have them choose a
situation. Students may not want to talk about their
bad driving that resulted in an accident. Suggest that
they talk about someone they know.
Time permitting, have students prepare two role
plays. Otherwise, have them focus on one situation.
Tell students to use the information from Step 1 and
to refer to the vocabulary covered in the unit.
Ask pairs to role-play their calls for the class.
T45

LESSON PLAN
LESSON
3 Tell what was Happening

during the Accident
CONVERSATION MODEL Rhythm and intonation practice

(CD1, Track 27, 28) Student's Book Page 58 Suggested teaching time: 10 minutes
Have students repeat each line chorally.
Have students look at the picture. Ask. Make sure students:
What are the two woman talking about? put stress on sorry.
(a car accident)
How do you think the woman on the left is feeling? use rising intonation for Are you OK? and Was there
(upset, worried) much damage?
How do you think the woman on the right is feeling? put stress on goodness in thank goodness!
(concerned) use falling intonation for How did it happen?
Have students read and listen. Ask: pause after Well, and tailgating, and put stress on car.
Which picture in the thought bubble shows tailgating?
(the picture on the left) use the following stress pattern:
Describe tailgating.
(One car is driving too closely behind another STRESS PATTERN
car.) . . . .
What are taillights? A: I had an accident.
(the red lights on the rear of the car) . . . . .
Where do you think headlights are? B: Im so sorry. Are you OK?
(on the front of the car)
. . .
Have students read and listen again. Then ask A: Im fine. No one was hurt.
comprehension questions: . . . .
What happened to Speaker A? B: Thank goodness. How did it happen?
( She had a car accident.)
What happened? . . . . . . . . .
(The driver behind her was tailgating and hit her A: Well, the other driver was tailgating, and he hit my car.
car.) . . . .
Was there any damage? B: Oh, no! Was there much damage?
( A taillight was broken.) . . . . . . .
Have students read and listen to ways to show A: No. Ill only have to replace a taillight.
concern in the box on the right. Have them notice the
intonation of each expression.
Language Note: Thank goodness is an expression used

to express happiness that something bad did not GRAMMAR
happen or that a bad experience is over. For
example, Thank goodness no one was hurt. It is a Suggested teaching time: 10-15 minutes
variation of the expression Thank God. Your actual teaching time:
Option: Have students state bad things that have After students read the information in the Grammar
happened. For example, I had an accident. There was a lot box, have them find and underline the verbs in the
of damage. I have to replace the car. Then have partners past simple and in the past continuous in the
show concern, using the expression from the green Conversation Model (the other driver was tailgating,
box. [5 minutes] and he hit my car)
Have students find the connectors (when and while) in
the examples in the Grammar box. Explain that while
is used to show simultaneous actions and when is
used to show an interruption.
Ask questions using the past continuous Have
students answer in complete sentences. When did the
cell phone ring? (The cell phone rang while the woman
was driving the car.) When did the car stop? (The car
stopped when he was walking.)
T46

LESSON PLAN
WRITING SPEAKING. PAIR WORK
Ask students for the past and the present participle Remind students that the past continuous is used to
form of the following verbs: break, come, walk, stop, express ongoing actions in the past.
drive and hit. Have students match the sentences individually.
Ask students to read the text and analyze if the Have students compare their sentences in pairs.
blanks need a verb in past or in past continuous.
Ask students to complete the exercise individually.
Have students compare their answers in pairs. Option: Have students complete the sentences with
their own ideas and share these with the rest of the
Check the answers with the whole class. class. [5 minutes]
Language note: Remember that long actions go in the

continuous forms (past continuous) and short WRITING
actions go in the simple form (past simple).
SPEAKING. GROUP WORK Have the students read the prompts and write the
Suggested teaching time: 10 minutes questions and the answers individually.
Your actual teaching time: Have the students compare their answers in pairs.
Remind the students that the past continuous is used
to express ongoing actions in the past.
Tell the students about a car accident you have been
EXTRAS
involved in or seen. Grammar Booster
Ask the students if they have ever been involved in Workbook Module 3 Lesson 3
or seen a car accident. Teachers Resource Disk
Ask the students to tell their stories in pairs.
Have some students share their findings with the rest
of the class.
Ask the students to read the story and discuss the
possible answers in pairs.
Ask some students to share their ideas with the rest
of the class.
T47

LESSON PLAN
LESSON
GRAMMAR
Describe a Bad Experience to
4 a Friend
5-10 minutes


CONVERSATION MODEL box, have them find and underline examples of the
(CD 1, Track 29) Student's Book Page 60 past continuous in the Conversation Model (What
were you doing when it happened? Yeah. I was
sitting, drinking my coffee and reading a book when
Suggested teaching time: 5-10 minutes suddenly I heard a large smash like glass breaking
Your actual teaching time: and an alarm went off.)
Ask questions using the past continuous. Have
After the students listen and read, ask What happened students answer in complete sentences.
to Barrys car? (It got stolen.) What was he doing when it
happened? (He was sitting, drinking his coffee and
reading a book.) Did anyone get hurt? (No)
WRITING
Rhythm and intonation practice Your actual teaching time:
Your actual teaching time: Have the students read the questions and identify the
mistakes.
Point out that in the conversation used to is used to
Have the students rewrite the questions correctly.
describe past habits. Have the students compare their answers in pairs.
Make sure students use falling intonation with Check the answers as a whole class.
information / wh-questions What were you
Option: When asking the questions in A, write down
doing when it happened? correct and incorrect samples of language and have
Make sure students use the following stress pattern: students identify them and correct them if necessary.
[5 minutes]
STRESS PATTERN
. . . . .
Barry: Hey Terry did you hear what happened?
. .. . . . . . . . . . . .
Terry: Yeah, Angela told me something about your car getting stolen; is it true? What were you
. . . . .
doing when it happened?
. . . . . . . . . . . . .. .
Barry: Yeah. I was sitting, drinking my coffee and reading a book when suddenly I heard a
. . . . . . . . . . . . . .
large smash like glass breaking and an alarm went off. I went to the window and saw somebody
. . . . . . . .
drive off in my car. It all happened so quickly.
. . . . . . . . . . . . . . . .
Terry: Thats horrible and I cant believe it all happened while you were in your house, just
. . . .
minding your own business.
. . . . . . . . .
Barry: I know, Im in shock still. Anyway, at least no one got hurt!
T48

LESSON PLAN
VOCABULARY CONVERSATION 4
A: Eric, how was your birthday party?
B: It was great everyone had a fantastic time.
A: Anything funny happened?
B: Well, there was this one moment when I was talking
Ask the students what they can see in the pictures to my mom when someone decided to throw water
and what they know about these items. all over us. My mom got mad but I thought it was
Play the recording for the students to relate word, pretty funny.
pronunciation and picture. B: Sounds fun to me.
Have individual and choral repetition of each word.
CONVERSATION 5
A: So, as you know, you are the number one suspect in
this case. Could you tell us, where were you on the
LISTENING FOR DETAIL night of the robbery?
(CD 1, Track 30) B: Actually sir, I have a water-tight alibi. I was with a
friend of mine on the night of the robbery. His name is
Suggested teaching time: 10 minutes Luke Tremblin. You can confirm my story with him.
Your actual teaching time: A: And what were you and Mr Tremblin doing on this
particular night?
Have students read the questions. B: Oh, you know; the usual. We were just hanging out,
drinking a few beers. I was nowhere near the scene of
First listening: play the recording once for students to the crime.
answer the questions.
Second listening: play the recording for a second time CONVERSATION PAIR WORK
for students to check their answers, stopping it where Suggested teaching time: 1015 minutes
the answers are. Your actual teaching time:
AUDIOSCRIPT Remind students that we use the past continuous to

express ongoing actions in the past.
CONVERSATION 1 Have the students look at the picture and describe it.
A: OK, witness number one. What could you see when
the crime was taking place? Have the students read the instructions and explain
B: Well, I was walking along the street when I saw a man to you what they are going to do.
steal an old ladys handbag. Model the conversation with one of the students.
A: Can you tell me exactly what you saw please?
B: Yes, the lady was buying some oranges from a fruit
Have the students act the conversation out in pairs.
vendor when a car pulled up, a guy got out, he Have some pairs act their conversations out in front
grabbed the handbag and ran off. of the class.
A: Many thanks for your co-operation.
CONVERSATION 2 EXTRAS
A: Hey do you remember that time you were playing Workbook Module 3 Lesson 4
soccer and you fell over right in front of the goal? That Teachers Resource Disk
was hilarious.
B: It was so embarrassing! I remember I was waiting for
someone to pass to me and then when I tried to run
for the ball, I slipped and fell over.
A: I know, I was watching very closely. It made me laugh
a lot!
B: I wish it never happened!
CONVERSATION 3
A: Hi, what did you do last night?
B: Well I was watching TV when I heard a knock at the
door. It was Gary.
A: And what did Gary want?
B: He said he wanted to talk and that he was sorry for
everything that happened. I told him to go away.
A: Excellent. Well done!
T49

LESSON PLAN
TOP NOTCH SKILLS 2

about 10 blocks from our house. When finally crossing the
LISTENING WARM-UP border, I couldnt quite believe it was finally happening. I ran
and hugged West Germans, people I had never met just
because we were all so happy, but the best thing was,
I finally got to meet my grandparents after all those years!
Ask students to look at the picture.
Ask students What do you think it might be? What could SPEAKING AND WRITING
be the story behind the picture?
Have them discuss the questions in pairs. Suggested teaching time: 30 minutes
Have some pairs share their ideas with the rest of the
class.
Ask the students to read the text about the scene of a
crime.
READING FOR GENERAL Ask the students to re-tell what was said by each
UNDERSTANDING witness.
Suggested teaching time: 10 minutes Option: Cut the text into four parts (dad, mom,
Your actual teaching time: neighbor and witness). Divide the group into groups of
four. Give each student a piece of the text to read and
ask them to explain what happened to the rest of his/
After the students have shared their ideas, ask them
her group. [15 minutes]
to read the text in order to prove their predictions
right or wrong.
STEP 1
Option: Ask students what these numbers refer to:
1960, 4, 13, 1961. [5 minutes] Ask the students to read the information on the table.
Ask the students to circle the answer that
Option: Ask students to write some comprehension
corresponds to the separate accounts of the crime.
questions for a partner to answer. [10 minutes]
LISTENING FOR SPECIFIC
INFORMATION STEP 2
(CD 1, Track 31)
Have students draw the robber.
Have students compare their drawings with a

partner.
Have some students describe their drawings to the
Pre-listening. Have students read the sentences and rest of the class.
their options.
First listening. Play the recording for students to STEP 3
choose the correct answers.
Have the students read the words and the definitions
Have students compare their answers and discuss individually.
their choices.
Ask the students to match the words with their
Second listening. Play the recording, stopping where definitions.
the answers are for the students to check their
answers. Ask the students to compare their answers with a
partner.
AUDIOSCRIPT
The arrival of the wall meant that everyone had to change STEP 4
how they lived. In the east in particular life was tough as Ask the students to write their version of what they
many of the products and the things that before had been a think happened in the robbery having now read the
big part of our lives, were now absent. But we got used to text. Place emphasis on the fact that their account
these things. The hardest fact was having to grow up should include the details of the robbery, what they
knowing that my grandparents lived on the other side. were doing while the robbery took place, and what
Many years passed by when one day, while I was riding my the thief looked like.
bike to a friends house, a lady stopped me in the street and
screamed theyre tearing the wall down! Were going to be Challenge: Have the students proof-read for errors in
free! I raced home and found my mom sitting in the lounge. grammar, vocabulary and spelling.
She had heard the news and we both jumped up and down,
screaming and crying before going to the wall which was
T50

LESSON PLAN
LESSON
Reporting a Robbery
5
LISTENING FOR GENERAL Option: Divide your group in teams of five. Cut the
UNDERSTANDING text into strips asking the students to put the text in
(CD 1, Track 32)
order. Have different groups compare their answers.
Play the recording so that the students can check their
Suggested teaching time: 15 minutes answers. [15 minutes]
Have students read the text.

Ask students to put the article in the right order. GRAMMAR
Set students in pairs. Suggested teaching time: 15 minutes
Have students compare their answers in pairs. Your actual teaching time:
Play the recording so that the students can check
their answers. Have the students read the examples in the Grammar
Box.
AUDIOSCRIPT Have the students identify linking words in the
Grammar Box.
It happened just last week. The time was about 8pm and I
was out of the house having dinner with some friends.
Have the students identify linking words in the text.
Everything was going very well and we were all having a Have the students compare their answers in pairs.
great time when suddenly I got a call from my neighbor Elicit linking words from your students and write
telling me that she thought someone had broken into my
them on the blackboard.
house.
So, apologizing to my friends, I left the table and got into Language Note: Some linking words of time are: after,
my car. It was a dark and cold night and I wasnt feeling when, until, whenever, before.
great about going back home to find my house in a mess. I
couldnt be sure that my neighbour was right, but the Language Note: Linking words such as these are
thought alone was scaring me. more common in informal speech or when you are
telling a story.
Then I arrived at my house. I cant say why, but it looked a
little different. Maybe it was just that I was feeling scared
but it didnt look like the welcoming place that it normally
does to me. Anyway, with my heart pounding and full of
adrenaline, I opened the front door and walked in. Put these linking words / phrases....
Next, I turned on the light. There was a breeze blowing in Suggested teaching time: 10 minutes
through the window so the house was very cold. I moved Your actual teaching time:
from room to room, trying not to make a single sound.
Then suddenly I saw something moving and there was a Ask the students to read the linking words / phrases
loud crash. Something knocked into something else and I in the exercise.
ran out of the room screaming. Have the students categorize these words / phrases
Finally, I was just going back into the house and there, sat in the right column.
in front of me was my cat Muk. It turns out that the noises Have students compare their answers in pairs.
and the crashes that my neighbour had heard were just
Muk fighting with a mouse. I felt very silly, but relieved that
nothing bad had happened! Option: Copy the words / phrases on to strips of paper
for the students to put them in to the correct category.
Option: Cut the text into strips for students to put the it Check the answers as a whole class. [15 minutes]
in order. Play the recording so that the students can
check their answers. [10 minutes]
T51

LESSON PLAN
Ask the students the following questions: Are Mr.

and Mrs. Parsons guilty of the crime? Why or why not?
Have three different students read the dialog to the
rest of the class. Students may listen and read at the
same time.
Have the students discuss the questions in pairs.
Have the students share their ideas with another
pairs.
class
STEP 1
Ask the students to write the questions they feel a
detective would ask a suspect.
Have the students share their ideas with another pair.
class and write them on the blackboard.
STEP 2
Have the students write the story of the suspect.
Have the students share their ideas with another pair.
class and write them on the blackboard.
STEP 3
Have the students work in pairs to create their own
police interview.
Have some pairs act their dialogs out in front of
another group.
Option: Bring a police interview / investigation routine
you have watched on TV. Play it for the students to see
how police interviews / investigation routines are held
in real life. [15 minutes]
EXTRAS
T52

LESSON PLAN
LESSON
VOCABULARY
Recounting a Past Event
10 minutes

Have students read and listen to the phrases.
READING FOR GENERAL Have students repeat chorally and individually.
UNDERSTANDING Use a back-chain drill if necessary to develop fluency.
Your actual teaching time: Language Note: A back-chain drill is a repetition drill
which starts at the end of the utterance:
Ask students to tell you a particular memory of their
T: ago
childhood.
SS: ago
Tell the students a memory of your own. T: years ago
Have the students work in pairs to talk about their SS: years ago
memories. T: 10 years ago
Have some pairs report the memories of their peers. SS: 10 years ago
T: about 10 years ago
Have the students read the text individually.
SS: about 10 years ago
Ask the students to explain what they read in each T: happened about 10 years ago
paragraph. SS: happened about 10 years ago
Ask the students to scan for the following phrases in T: It happened about 10 years ago
the text and to explain -in pairs- what they mean: SS: It happened about 10 years ago
My dream came true
She was looking forward to being my teacher Option: Have the students complete the sentences
As I was growing up using their own ideas. Have students share their ideas
in pairs. Have some pairs share their ideas with the
Ask some students to report their answers to the rest rest of the class. [15 minutes]
of the class.
GRAMMAR
READING. UNDERSTANDING Suggested teaching time: 10 minutes
MEANING FROM CONTEXT
Ask students to read the sentences in the Grammar
Box.
Ask students to circle the linker as and to identify the
Ask students to read the text and to explain to you forms of the verbs. (As + past continuous + simple
what they understood. past)
Ask students to scan for the following expressions: Ask questions using as + past continuous. Have
My dream came true, She was looking forward to being my students answer in complete sentences. What happened
teacher, As I was growing up. as I was running to the store? (As I was running to the
Ask students to explain the meaning of these store, it began to rain.) When did it begin to rain? (As I
expressions in pairs. was running to the store, it began to rain.)
Have students report their ideas to the rest of the
class. Language Note: When telling a story you normally

want to make it as alive as possible. You can do this
by talking about a past event as if it was happening
Option: Cut the text out in three paragraphs. Divide now. Look at these examples:
your groups in groups of three students each. Give
each students a piece of the text and ask students to As he won the race, we were all celebrating together
report what they read to the rest of the class. As I was arriving to the airport, I suddenly remembered I
[10 minutes] had forgotten my passport
T53

LESSON PLAN
Match the two parts ... STEP 2

Ask the students to think about a time they were
Suggested teaching time: 10 minutes really upset about something but everything turned
Your actual teaching time: out well and to write down notes about it.
Ask the students to read the sentences and to match Ask the students to include as many adjectives of
the sentence halves. emotion as they can think of.
Have the students compare their answers in pairs. Ask the students to write two paragraphs:
Check the answers as a whole class. PARAGRAPH ONE. Feeling upset: Once, when I was about 9
years old, I was feeling very upset because.
Option: Have students complete the first half of the PARAGRAPH TWO. But everything was fine: In the end
sentences with their own words. Have students share though, everything turned out fine because.
their ideas in pairs. Have some pairs share their ideas
with the rest of the class. [10 minutes] Have the students share their text with a partner.
Some students can share their texts with the rest of
the class.
SPEAKING AND WRITING Challenge: Have the students proof-read for errors in
EXTRAS
STEP 1 Workbook Module 3 Lesson 6
Have the students read the article in pairs. Teachers Resource Disk
Have the students explain what they understood
from the story in pairs.
Ask the students to discuss -in pairs- how Charlie
was feeling on his 50th birthday.
Have some pairs report their ideas to the rest of the
class
Ask the students to underline all the adjectives they
can find in the text, which describe emotion.
Elicit the students answers from the students and
write them on the blackboard.
Explain unknown vocabulary if necessary.
Option: Copy the text and delete all the adjectives in
order for the students to in the gap with the correct
word. You can include a word bank. [10 minutes]
depressed / giant / great / incredible / positive /

scared / upset / wonderful
My name is Charlie and Im 52. I was always very

__________ of turning 50 years old, but my friends
and family made it a birthday to remember! It was on
a Saturday and I woke up feeling a little __________
about becoming 50. I remember that I got up and went
for a walk in order to help distract me, but it didnt
really work. Then, as I was returning to the house I
could hear a lot of laughter and what sounded like
people having a good time. Feeling slightly confused, I
walked around to the back of the house and there were
all my friends and family having a __________ party.
What a __________ surprise! It was an __________
party and made me feel really __________ about
turning 50. I will never again get __________ about a
birthday as its just a __________ excuse to have fun
with all your friends.
T54

LESSON PLAN
TOP NOTCH SKILLS 3
Option: Cut the text into strips asking the students to

LISTENING FOR GENERAL put them in order. Have the students compare their
answers with a partner. [10 minutes]
UNDERSTANDING. (CD 1, Track 33)
Option: Divide your group into teams of four. Cut the
text into strips so that the students put the text in
Your actual teaching time: order. Have the students compare their answers. [15
minutes]
Ask the students what they think an anecdote is.
Ask the students the following questions:
What did Mr. Jones hear while he was working in SPEAKING AND WRITING
the back yard? Suggested teaching time: 30 minutes
What was actually going on?
How did the story end?

STEP 1
First listening: play the recording once for students to
answer the questions. Ask students to think of an interesting story from
their childhood.
Ask students to take notes under the following
Second listening: play the recording for a second time headings in the story planner:
so that the students can check their answers, stopping
it where the answers are. Beginning:
Middle:
AUDIOSCRIPT End:
One afternoon, back in late June I think it was, I was working If necessary, model the activity yourself.
in my back yard fixing up a new barbeque pit when I heard
a terrible scream. I stopped what I was doing and waited to STEP 2
see if I could hear it again, but nothing! Then, as I was
picking up my tools to get back to work, I heard it again. A Elicit from your students some time phrases that can
loud, piercing scream. What could be happening? I be attached to the beginning, middle and end sections
wondered. So I walked out into the street to make sure that of their stories.
nothing bad was going on, but again, silence. I returned to
my back yard and while I was walking back I heard yet Have students read the options in their book.
another scream! It was coming from another yard about
three houses down. I had to investigate and as I got closer
Ask students to check ( ) the options they would like
to the house I could hear more and more screams. It was all to use in their story.
very unusual I thought but as I got closer, I realized that it
was all very innocent and nothing sinister at all. It turned STEP 3
out that my neighbors kids and friends were having a
friendly water fight and I ended up joining in! It was a great Ask students to put their ideas and phrases together
afternoon even if I did get a bit wet! to create their story.
STEP 4
GROUP WORK Have students share their text with a partner and
with the rest of the class.
Your actual teaching time: Challenge: Have students proof-read for errors in
Have the students read the text.
Ask the students to put the story in the right order. Song: Wheels Around the World.
Put students in pairs. CD1, Track 34
Have the students compare their answers in pairs. Lyrics on page T106
Play the recording for the students to check their
answers.
T55

MODULE 3
Self-Check
their progress. Therefore, it can be assigned to be done VOCABULARY
as homework since the answers are included in the last Suggested teaching time: 15 minutes
pages of the Students Book. It can also be done in the Your actual teaching time:
classroom, if you consider it more appropriate. You can
implement different patterns of interaction such as pair
work or group work. Have the students read the definitions for them to
figure out the word they refer to.
Have the students complete the exercise.
GRAMAR Have the students compare their answers in pairs.
Option: Have the students fill in the blanks without
reading the definitions. [5 minutes]
Have the students unscramble the sentences.
Check the sentences with the whole class. READING
Option: Give the students slips of paper with the words
written on them asking the students to unscramble the
sentences. [5 minutes]
Remind the students this is a self-check, whose
objective is to verify their knowledge. So they will
therefore have to work individually before checking
GRAMMAR their answers with the teacher or with the rest of the
Suggested teaching time: 15 minutes class.
Your actual teaching time: Remind the students that if they identify and
underline clue words, it will make it easier to answer
Have the students choose the correct answers. the exercise.
Ask the students to read the text individually and to
answer the comprehension questions. To review, ask
Check the sentences as a whole class. volunteers to read their answers to the group. You
can ask them for the clue words they used in order to
justify their answers.
VOCABULARY
Option: If time allows, you can ask you students to
Suggested teaching time: 15 minutes verify their answers in pairs and discuss with each
Your actual teaching time: other which words they used in order to justify their
answers. [5 minutes]
Have the students read the definitions for them to
figure out the word they refer to.
Have the students unscramble the words.
Have the students match the words to their
definitions.
Option: Have the students unscramble the words

without reading the definitions [5 minutes]
T56

3
LESSON PLAN
MODULE
Self-Check
ANSWER KEY
Your actual teaching time: (Suggested test) The points per exercise represent a
Have students read the table and fill it in with their It enables the teacher to measure the individual
own ideas. strength of each participant in the exercises as seen
from a modular perspective, on a general scale. If one
Check the answers with the whole class. then averages all individual results vertically, the
groups strength could be perceived, allowing a better
planning and handling of the class.
Option: Have students discuss their answers in pairs.
[5 minutes]
1 FUNCTIONS
1. b 2. a 3. a 4. b 5. b 6. c
Suggested teaching time: 5 minutes 2 GRAMMAR
1. b 2. c 3. a 4. a 5. c
Remember that the aims in this section are to help
students become responsible for their own learning 3 TELL WHAT WAS HAPPENING DURING AN
and to find ways to activate, consolidate or reinforce ACCIDENT
their own learning. Policewoman: Did you see the accident?
Ask students to read the can-do statements and tick Witness: Yes I did, I was sitting near the window,
Excellent, Good or OK, according to how they feel when I heard a very loud noise.
about the topics. You can monitor their answers and Policewoman: Were you sitting?
give suggestions for them to do exercises that help Witness: Oh no, I wasnt. I was taking a nap on the
them reinforce and consolidate the topics they feel sofa.
they need help with. You can recommend a page in
the workbook or extra practice from the website wps. Policewoman: You mean you were in your apartment
pearsonlongman.com/topnotch2 on the 3rd Floor.
Witness: Yes, youre right, look, my daughters were
having dinner and when they finished they ran to the
Before you go on window.
Suggested teaching time: 5 minutes Policewoman: I dont understand. You saw the
Your actual teaching time: accident didnt you?
Witness: Actually not, but they told me what had
Ask students to work in pairs or groups to discuss the happened!
questions. Then check by asking volunteers to tell
their answers to the group. 4 ONGOING ACTIVITIES
1. a 2. a 3. b 4. b 5. b
T57

MODULE 4
Making Requests
MODULE PREVIEW Option: Ask students to work in pairs and mention
some polite requests. You can tell them sit down for the
Suggested teaching time: 15 minutes students to change this request to a polite request:
Your actual teaching time: Would you please sit down.
Option: Ask students to work in pairs and mention
Draw your students attention to the box describing some imperatives. You can tell them Would you please
the module contents. Ask them to read individually. sit down for the students to change this request to
Option: Brainstorming. Using the blackboard, the imperative: sit down
teacher can brainstorm the students predictions about
the content of the module. Write as many words as It happened to me!
your students can think of related to the contents of Ask students to work individually and write polite
the module. (+5 minutes) requests.
Option: Prediction. The students themselves write Ask students to compare their sentences in pairs.
notes on what they expect the language and Have some students share their stories with the rest
vocabulary will be, based on the information from the of the class.
box describing the module content. Then share with a
partner and talk about their ideas. To review, check
the students answers together as a whole class. (+5 DIAGNOSTIC ACTIVITY
minutes)
BEFORE YOU START
three words they associate with the title of the
module. Then the teacher asks for volunteers to write For optimal learning to take place, students need to
them on the blackboard and explain to the rest of the be involved in setting goals and in monitoring their
group their relation to the title. The group, together own progress. After the My Challenge Activity, the
with the teacher, decides if the selection is logical. (+10 Diagnostic Activity invites students to assess their
minutes) mastery or knowledge of the material to be covered
in the corresponding module.
Ask students how much they know about the topic
MY CHALLENGE presented in the My Challenge Activity.
IT HAPPENED TO ME Then ask them to answer the items and check the
Your actual teaching time: performance in pairs. See the answer key at the end
of each module on pages 18, 38, 57 and 77.
In small groups, ask students to write as many Have them refer to the Feedback Table to check their
words as they can think of related to giving score. In pairs or groups, have them discuss what
directions and making requests. To review, ask each of the indicators means for their learning
students to write the words on the blackboard or to process.
display their work on the wall. Students can stand
up and look at each others work. Tell them they will compare their results at the end
of the unit and will see and reflect on how much
Ask students to work in pairs and to give directions they have achieved.
and make requests. To review, ask some volunteers
to report their ideas to the class.
Option: Ask students to work in pairs and mention
some phrasal verbs. Give some examples such as DIAGNOSTIC ACTIVITY
turn off, turn down, pick up for students to tell you
what they mean. Answer Key on page 57
T58

LESSON
Get Service at a VOCABULARY

1 Service Station (CD 1, Track 36)

CONVERSATION MODEL Your actual teaching time:
(CD 1, Tracks 35) Student's Book Page 76
Before students listen and practice, have them look at
the pictures to understand the different terms. Ask:
What's the opposite of drop off? (pick up) What's the
Your actual teaching time: opposite of turn on? (turn off)
After students listen and practice, ask:
Have students look at the picture. Ask: What is the person turning on? (the engine)
Who are the people in the picture? (a service station Who is picking up a car? (the man in the blue shirt) What
employee and a customer) is the woman dropping off? (her car)
What do you think they're talking about? (what kind of Then have students listen and practice again.
gas the customer wants and how much)
Have students read and listen. Then ask:
What's the matter with the customer's turn signal? (It isn't Polite Address
working.)
When can the customer drop off the car? (tomorrow (CD 1, Track 37)
morning, around 9:00)
After students read and listen again, have them read
and listen to the terms in the box called Polite address.
Remind students that it is also possible to say Ms. Complete each sentence ...
when talking to a younger woman.
Language note: Fill it up with regular means to fill the Your actual teaching time:
gas tank with regular gasoline. Fill it up with
premium would be a request for a higher quality of Tell students to read the sentences and underline
gas. context clues (1. need gas; 2. broken; 3. ready; 4. do
the service; 5. what's wrong, headlights). Encourage
students to review the phrasal verbs in the
Rhythm and intonation practice Vocabulary.
After students complete the exercise, have them
compare answers with a partner, referring to the
Suggested teaching time: 5 minutes context clues they underlined.
Have students repeat chorally. Make sure they:
use rising intonation for Anything else?, Can you fix it?,
and Can you drop the car off... ?
use falling intonation for What time can I pick it up? and
How about noon?
STRESS PATTERN
. . . . .
A: Fill it up, please, with regular.
..
Yes, sir. Anything else?
. . . . . . . . .
A: My turn signal isn't working. Can you fix it?
. . . . . . .
Yes, we can. Can you drop the car off tomorrow
. . . .
morning at about nine?
. . .
A: Sure. What time can I pick it up?
. .
B: How about noon?
. . . . .
A: Terrific. I'll see you at nine o'clock.
T59

LESSON PLAN
Option: Ask students to search for more phrasal verbs,
GRAMMAR both separable and inseparable. Then, ask them to
Suggested teaching time: 1015 minutes write simple sentences with their new phrasal verbs
Your actual teaching time: and illustrate them. Have students make presentations
for the class.
On the board, write these phrasal verbs: turn on, turn
off, fill up. Underline the main verbs and circle the Unscramble the words ...
particles. Tell students that phrasal verbs consist of a
main verb plus a preposition or an adverb. Together, Suggested teaching time: 5 minutes
they have their own meaning. Your actual teaching time:
Write these phrasal verbs on the board, and have two
volunteers underline the main verbs and circle the
particles: pick up, drop off.
Have students look at the scrambled sentences. Ask
them to find and underline the main verb and the
Have students silently read the first statement and particle of each phrasal verb (1. turn on; 2. drop off; 3.
example in the Grammar box. turns off; 4. pick up; 5. fill up). Then have them circle
the direct object pronoun in each scrambled sentence
Have a volunteer read aloud the second statement in (1. them; 2-5. it). Ask Does the direct object pronoun go
the Grammar box. before or after the particle? (before)
Then write on the board turn on / engine, turn off / Have students read the first sentence in each item
engine, pick up / car. Have students create sentences by and then unscramble the second sentence. Remind
placing the direct object noun before the particle and students to look for a capital letter as a clue to which
then after the particle. (Turn the engine on, Turn on word begins each sentence. In item 4, there are two
the engine; Turn the engine off, Turn off the engine; capital letters (W, I), so students must read carefully
Pick the car up, Pick up the car) Invite students to and logically.
write their sentences on the board. Leave student Then have students compare unscrambled sentences
sentences on the board. with a partner.
Call on a student to read the third statement in the
Grammar box. Have students rewrite the sentences
on the board with direct object pronouns where CONVERSATION PAIR WORK
possible. (Turn it on. Turn it off. Pick it up.)
PRONUNCIATION
(CD 1, Tracks 38)
Refer students to the Conversation Model on page 42
to review polite address and language for getting
Suggested teaching time: 5 minutes service at a service station.
Call on a volunteer to read Some ideas.... Ask What
does stuck mean? (unable to move) With the class,
Have students read and listen to the pairs of brainstorm using the ideas to describe possible
sentences, paying attention to the change in stress. problems. (The engine wont turn on. The trunk
wont open. The engine is making a funny sound.
Then have students listen again and repeat in the The emergency brake isnt working. The horn is stuck
pauses. and wont turn off.)
Tell students to read the sentences to a partner. Role-play the conversation with a more confident
Circulate and listen for correct stress. student. Model rhythm and intonation. Play the role
of Student A and describe a problem. Stress rising
Point out that when an object noun comes before the intonation after Can you ... ?
particle, the stress is on the object noun. On the
board, write additional sets of sentences:
Encourage pairs to think of several possible problems
as they continue the conversation.
Take away Take them Take the Time permitting, have students role-play
the dishes. away. dishes away. conversations with more than one partner.
Turn on the TV. Turn it on. Turn the TV off. Bring the class together and have pairs role-play their
Look up the Look it up. Look the conversations. After each conversation, check
information. information up. comprehension. Ask What else does the driver need at
the service station?
Have students read the sentences, changing stress
when the object comes before the particle.
Challenge: On the board, write these phrasal verbs: call
up, look up, pay back, write down. Tell students to write EXTRAS
sentences with the object noun before and after the Workbook: Module 4 Lesson 1
particle and then to practice reading the sentences to a Teacher's Resource Disk
partner with the correct stress.
[+5-10 minutes]
T60

LESSON PLAN
LESSON
GRAMMAR
2 Request Help or Permission Suggested teaching time:
10 minutes

Direct attention to the box and have students study

the first rule and examples.
VOCABULARY Point out that to make requests, the structure is
Suggested teaching time: 510 minutes Could you / Can you base form of the verb.
Your actual teaching time: Direct attention to the box and have students study
the second rule and examples. Using please is correct
Have students read and study the questions. in both formal and informal situations. Tell students
please can be in the middle or at the end of a request.
Have students read and repeat chorally. Examples: Could you please open the window? Could
Point out that hand me means give me. you open the window, please?
To check comprehension, make requests by asking Pair work. Students take turns making requests with
various students to do the activities in the pictures. Could you and Can you. Encourage students to use
Encourage students to answer with Sure. No problem. please.
Or to ask for clarification This window? The window Direct attention to the box and have students study
near the door? the third rule and examples.
Then ask students to walk around the room and ask Tell students that permission means someone allows
six classmates the questions in this exercise. or lets you do something.
Option: Play a game. Tell students you are going to Have students look at the answers. Write examples
ask them to do different things. If they hear Could you of more answers on the board:
please . . . then they should do what is asked. If they OK.
dont hear Could you please . . . and they hear only the Yes, you can.
imperative (command) form, then they should not do
anything. Examples: Could you please stand up? Close
Im sorry, but no.
the door. Could you please say your first name? Say your Not now, maybe later / tomorrow / next week.
last name. [5 minutes] Ask various students for permission to do different
things. Encourage them to use the different ways
Language note: Could you please . . . and Would you to answer. Examples: Can I please sit next to you?
please . . . have the same meaning. Could I please use your pen / pencil? Can I please have
your bag? Could I please stop the class now?
Option: Ask students to look at the requests for help in
VOCABULARY PRACTICE Exercise A and change them to requests for permission.
(Note: 5. Can I help you? 6. Can I hand you your
Suggested teaching time: 10 minutes glasses?) [5 minutes]
Ask students what they see in the pictures.
Have students match the requests with the pictures.
Have individual and choral repetition of each word.
T61

LESSON PLAN
Complete the polite requests . . . 3. PAIR WORK

Review the example first.

Ask students to make a list of three or four requests
for help. Tell students they can also use Can you
Note: Items 2 and 5 can be requests for help or please . . . ?
permission. Have students review the responses in the NEED
Review answers by having students say each HELP? box.
sentence. Make corrections as necessary. Ask students to use the guide to create and practice
You may want to have students repeat the correct conversations. You may want to choose a more
sentences chorally. confident student and role-play a conversation.
Option: Pair work. Have students create conversations Walk around the room and encourage students to use
for each request by giving a response. Student A: the correct rhythm and intonation.
After dinner, could you please wash the dishes? Student B:
Sure. No problem. Ask various pairs to role-play one of
their conversations in front of the class. [5 minutes] EXTRAS
Grammar Booster
Workbook: Module 4 Lesson 2
CONVERSATION MODEL Teacher's Resource Disk

Write on the board: What favor does Tina ask for?

After students read and listen, ask for the answer.
(Tina asks Roger to close the window (for her).)
Point out that Tina says Could you do me a favor? Do
someone a favor means to help someone or to do
something nice for someone. You can answer:
Surewhat? OR What do you need? OR What do you
want me to do?
2. Rhythm and intonation practice

Have students repeat each line chorally.

Make sure students:
use rising intonation for Could you do me a favor?
and Could you please close the window?

use falling intonation for What?
Pause slightly after Sure.
STRESS PATTERN
. . . . .
A: Could you do me a favor?
B: Sure. What?
. . . .
A: Could you please close the window?
. .
B: No problem.
T62

LESSON PLAN
TOP NOTCH SKILLS 1
READING WARM UP Check the answers with the whole class.
Your actual teaching time: Option. Have students give evidence from the text to
prove their answers. [5 minutes]
Ask the students what they think requests are. Note: The technique scanning or looking for specific
Ask the students what they know, and what they information is very useful when you know exactly
would like to know, about making requests. what you are looking for in a text. Since you have a
very specific goal in mind, when you read, you only
Ask the students to read the article and find out read the relevant part(s) and ignore the irrelevant
about making requests. information.
Ask the students if they feel the article reflects what
they know about requests and if it answers their
questions on the subject.
READING FOR GENERAL

UNDERSTANDING
Have students read the article again and answer the

questions.
Option. Have students correct the sentences they
marked "false." [5 minutes]
Note: Skimming is used to quickly gather the most

important information, or "gist." Run your eyes over
the text, noting important information. Use
skimming to quickly get up to speed on a current
business situation. Its not essential to understand
each word when skimming.
Examples of Skimming:
The Newspaper (to quickly get the general news of
the day)
Magazines (to quickly discover which articles you
would like to read in more detail)
Business and Travel Brochures (to quickly locate
certain information)

INFORMATION
Have students read the article again and answer the

questions.
T63

LESSON PLAN
STEP 1
Ask students in which situations they make requests.

Ask students to make requests for the following
situations:
Pick up a friend to go to a party.
Wake up your little brother to be on time at
school.
Look for your lost keys.
Fill up the tank.
Take out the trash.
Elicit all the requests from your students and write
them on the blackboard.
Have students label these requests as formal,
informal or neutral.
Note: When youre making a request, its best to use

a question. No matter what relationship you have
with someone, no one likes to be told to do
something.
Consider these polite requests:
Would you mind helping me, please?
OR
Im sorry to trouble you, but could you please
take a look at this?
Now, consider these less formal requests:
Hey! Got a minute? Can you come over here?
OR
Do me a favor, will you? Can you pick up some
milk on your way home?
STEP 2
Set students in pairs.
Ask students to choose two of the following
situations for them to role-play.
Pick up a friend to go to a party.
Wake up your little brother to be on time at
school.
Look for your lost keys.
Fill up the tank.
Take out the trash.
Have students prepare their role-plays.
Have some pairs act their role-plays in front of the
class.
T64

LESSON PLAN
LESSON
Making a Request for

3 Personal Care Items and
Appearance
TOPIC PREVIEW Option: Write the following questions on the board for
students to discuss in groups:
Suggested teaching time: 10 minutes Do you always buy the some brands of products?
Your actual teaching time: Why / Why not?
Do you spend a lot of money on personal
care products?
Have students look at the products to make sure they Do you think more expensive products are
recognize each item. Call on volunteers to read the
labels. usually better?
[5 minutes]
Then have pairs answer the questions and compare
answers.
Bring the class together and ask Does anyone buy PAIR WORK
personal care products online? If yes, ask why they do
so. (Possible answers: They are cheaper online. They
are delivered to your home.) Ask Does anyone buy
personal care products anywhere else?
After students classify the products, have them check
Language note: Acetaminophen is the generic name answers with a partner.
for a medication used to relieve pain and reduce
fevers. Ibuprofen is the generic name for another Option: Have students add to the chart other products
medication used to relieve pain and reduce fever they use, such as hairstyling gel, aftershave lotion.
and also relieve symptoms of arthritis. Although [5 minutes]
students should be able to identify the different Option: Have students create an additional category for
products, you may want to clarify the following the chart and list products they use, such as eye care:
terms from the labels: balm (an oily liquid you put eye drops; foot care: foot cream. [5 minutes]
on your skin); fizzy (having bubbles of gas, as in a
carbonated drink); seltzer (artificially carbonated Option: Ask students to search for more vocabulary
water); antacid (a drug that stops the burning related to personal care items and appearance. Have
feeling in your stomach); disposable (something them interact using the new vocabulary items making
meant to be used briefly and then thrown away); requests and either accepting or denying them.
lash (short for eyelash).
Culture note: A drugstore, or pharmacy, is a store

where people can fill prescriptions and buy
medications and other items. A pharmacy is a
chemist in British English. In the past, drugstores
used to sell mainly medical needs and some
personal care items. Increasingly they sell all kinds
of items including greeting cards, cleaning supplies,
and sometimes even groceries. Sometimes
pharmacies are attached to supermarkets, making it
easy to drop off a prescription, shop, and then pick
the prescription up.
T65

LESSON PLAN
LISTENING FOR GENERAL Read the conversation...

UNDERSTANDING Suggested teaching time: 10 minutes
(CD 1, Track 39) Your actual teaching time:

Ask students to act the conversation out in pairs.
Ask students to read the statements and correct the
false statements individually.
Before students read and listen to the conversation,
have them look at the photos. Ask: Check the answers with the whole class.
What can you see on the table? (water, name cards,
a pen, a pad of paper)
Where are the two women? (in an office, a meeting UNDERSTANDING MEANING FROM
room) CONTEXT
What is the woman on the right holding? (a cell phone) Suggested teaching time: 10 minutes
What do you think the women are talking about? Your actual teaching time:
(a phone call)
Have students listen to the conversation with their Ask students to scan and underline in the dialog the
books closed. To check general comprehension, ask: following phrases:
What are the two women talking about? (going to a
cosmetics store)
Feel like stopping at a cosmetic store?
Are both women going to go? (no) Id like to.
Then have students read and listen to the Elicit from the students what they think these phrases
conversation again. Ask: mean.
What does the woman want to buy at the cosmetics Have students read the options and to choose the
store? (makeup) correct answer.
Why cant her colleague go too? (Shes waiting for a
phone call.) Have students compare their answers in pairs.
Where are the women from? (Japan) Check the answers with the whole class.
Option: Have students answer the following questions Note: Context is the part of a text or statement that
as the basis for a class discussion: Have you ever gone surrounds a particular word or passage and
shopping in a foreign country? Did you speak the language determines its meaning.
of the country? How did you communicate? How can people
communicate when they dont know a language?
[5 minutes] WHAT ABOUT YOU?
AUDIOSCRIPT Your actual teaching time:
Mieko: Hey Noor, I need to pick up a few things on the Tell students to imagine that they are in a drugstore
way back to the hotel. Feel like stopping at a cosmetic and they need the following items: aspirins, a
store? We could get some of that makeup these hairbrush, soap and toothpaste.
gorgeous Brazilians wear. Ask students to write formal and informal requests
Noor: Id like to, but I think Ill pass. I dont have much time for these items and to explain why they need them.
today. Im expecting an important call from Kuala
Lumpur in a few minutes. Have students act the requests in pairs. One student
Mieko: No problem. Ill just go myself. But wish me luck. Im is the customer and the other student is the drugstore
sure no one speaks Japanese! attendant.
Noor: Dont worry. Most people speak some English. Youll Have some pairs act their conversations out in front
be fine. of the rest of the class.
Mieko: I guess. In any case, the stores self-service. Itll be a
piece of cake!
Noor: See you back at the hotel. EXTRAS
T66

LESSON PLAN
LESSON
SPEAKING PAIR WORK
Make Daily Activities
4 Requests
10 minutes

Tell a student Erase the blackboard in a demanding

CONVERSATION MODEL tone of voice.
(CD 1, Track 40) Student's Book Page 84 Ask students how they feel.
Suggested teaching time: 510 minutes Ask students if there is a better way to make this
Your actual teaching time: request.
Elicit the polite request from your students: Would
Before students read and listen, ask if they know how you erase the blackboard, please.
to make polite requests. Ask students to read the requests.
After the students listen and read, ask What are they Ask students to write polite requests
talking about? (about borrowing a camera) When are
they meeting? (on Friday.)
Rhythm and intonation practice Option: Have students write imperatives and polite
requests. Give me a ride vs Would you give me a ride after
Suggested teaching time: 5 minutes classes. [10 minutes]
STRESS PATTERN WRITING

. . . . . .. . Suggested teaching time: 10-15 minutes
A: Hello, would you lend me your digital camera? Your actual teaching time:
. . . . . . .
B: Sure, but would you pick it up in my house? Ask students to read the notes.
. . . .. . . . Ask students to complete the messages using
A: Fine, would it be OK if I picked it up on Friday night?
requests individually.
. . .
B: Yeah, I guess so. Ask students to compare their answers in pairs.
. . . Check the answers with the whole class.
A: Thank you, see you then. Option: Have students write similar messages to their
classmates. [10 minutes]
GRAMMAR CONVERSATION PAIR WORK

Your actual teaching time: Suggested teaching time: 10-15 minutes
box, have them find and underline requests in the
Remind students that would is used in polite requests.
Conversation Model (would you lend me your digital Have students look at the conversation and figure out
camera? would you pick it up in my house? would it ideas.
be OK if I picked it up on Friday night?) In the first blank of the conversation, students have to
Have students underline the modal verb would in complete with a noun.
the examples in the Grammar box. In the second blank, the students have to complete
with would. In the third blank the students have to
complete with a pronoun. The fourth blank should be
Complete the request... completed with a polite request the fifth with a noun
and the sixth with a day of the week.
Your actual teaching time: Have students continue the conversation using their
own ideas.
Have some pairs act the conversations out in front to
the group.
Have students complete the dialogs in pairs.
Have students compare their answers with another
pair. EXTRAS
Ask a pair to act the conversation out in front of the Workbook Module 4 Lesson 4
class to check the answers. Teachers Resource Disk
T67

LESSON PLAN
TOP NOTCH SKILLS 2

After students listen and practice, ask a student to
CONVERSATION MODEL read the label on each group of personal care
products. Then call on a student to read word
(CD 1, Track 41) Student's Book Page 86
number 1 from the first box (a comb) and word
Suggested teaching time: 510 minutes number 1 from the second box (soap). Ask Which word
Your actual teaching time: has an article? (comb) Which group is comb in? (count
nouns) Remind students that non-count nouns do not
Have students look at the picture. Ask: have articles.
Where are the two men? (in a store, a drugstore) Who Have students listen and practice again. Make sure
are they? (a customer and a store clerk) What do they repeat the indefinite articles with the count
you think the clerk is doing? (showing the nouns.
customer where something is)
Have students read and listen. Then ask: Language notes: Point out that scissors is a plural
What does the customer want to buy? (toothpaste) Can noun. It is also called a pair of scissors. It functions
he find it? (no) like any pair word, such as pants or shorts. The
Why not? (because there isnt any on the shelf) What term shaving cream is generic. The product shown is
does the clerk mean when he says from in an aerosol can, so the label says foam.
the back? (from the back of the store, the
storage room)
LISTENING FOR SPECIFIC
Rhythm and intonation practice INFORMATION (CD 1, Track 43)
Your actual teaching time: Your actual teaching time: :
Have students repeat chorally. Make sure they:
o use falling intonation for Where would I find Have students read the products in the second and
toothpaste? and put stress on tooth in toothpaste. third columns. Encourage students to find any words
they dont recognize in the Vocabulary. Point out the
o use rising intonation for Toothpaste? brand names in the first column.
o pause after Actually. Have students listen and check the kinds of products.
o put stress on sorry and back. If necessary, let them listen a second time. Then have
o use the following stress pattern: students check answers with a partner.
-STRESS PATTERN Have students listen again and write words from the
ad that suggest what the product is. (1. hair; 2. hands
. . . . . clean, washing your hands, clean hands; 3. protect
A: Excuse me. Where would I find toothpaste? your skin from the sun; 4. skin dry and rough, liquid
. . . . smoother, skin feels dry; 5. brighter, whiter teeth;
B: Toothpaste? Have a look in aisle two. dental cream) Call on students to share their words.
. . . . . . . .
A: Actually, I did and there wasnt any. AUDIOSCRIPT
. . . . . .
B: Im sorry. Let me get you some from the back. 1
M1: Do you want softer, cleaner-smelling hair every time
A: Thanks so much. you wash? Ask for Spring Rain at your local drugstore
or cosmetics store. Or order online at
www.springrain.com.
VOCABULARY 2.
(CD 1, Track 42) F1: Cant get your hands clean after a day in the garden?
Try washing your hands with Rose. Youll get clean
Suggested teaching time: 510 minutes hands fast!
3.
Before students listen and practice, have them look at M2: Doctors say its important to protect your skin from
the pictures to understand the different products. the sun. So even on a cloudy day, dont go out without
Pro-Tect, and keep your skin healthy and young.
T68

LESSON PLAN
4.
F2: Does soap make your skin dry and rough? Well, All Call on a student to read the title of the box on the
Over is the answer. All Over Liquid Smoother. Use All right. Ask Whats the name of the store? (Cosmetics
Over after bath or shower. Use All Over whenever your Plus)
skin feels dry.
Have a volunteer read the categories, and ask
5. students to suggest products they could find in each
M3: For brighter, whiter teeth, use Scrubbie Dental Cream aisle.
twice a day, morning and night, and see results in less
than a week. And have sweeter-smelling breath from Refer students to the Conversation Model on page 52
day one! to review asking for something you cant find.
Role-play the conversation with a more confident
student. Play the role of Student B and stress rising
Complete the conversation... intonation for the question.

Have pairs role-play their own conversations,
Your actual teaching time: referring to the directory for aisle numbers. Tell
students to look at the Vocabulary on page 52 for
personal care products.
Remind students that could and would are used to Bring the class together and have pairs role-play their
make polite requests. conversations for the class. After each conversation,
check comprehension by asking What items was the
Have students complete the dialog individually.
person looking for?
Have students compare their answers.
Have pairs act the conversation out.
To check, have a pair act the conversation out in front
of the class.
Option: Have students create a new conversation by

substituting some ideas from the exercise. [10 minutes]
WRITING
Have students read the e-mail and try to complete it

without looking at the expression bank.
Have students discuss their answers in pairs.
Ask students to complete the text using the words
from the bank.
Have students compare their answers.
Option: Have students write a similar e-mail and to

share it with a partner and / or with the rest of the
class. [15 minutes]
T69

LESSON PLAN
LESSON
VOCABULARY
5 Request Salon Services (CD 1, Track 45)

CONVERSATION MODEL
(CD 1, Track 44) Student's Book Page 88 Before students listen and practice, have them look
at the pictures to clarify the terms.
Suggested teaching time: 510 minutes After students listen and practice, ask:
Your actual teaching time: Have you ever gotten a manicure? A pedicure? Are there
any services you have never gotten?
Have students look at the picture. Ask: Then have students listen and practice again.
Who do you think the women are? (a customer and a
clerk or receptionist) Language note: All the salon services are count
Where do you think they are? (at a beauty salon) Why nouns and take an article. Point out the difference
do you think so? (the price list on the wall, the hair between the count noun a shampoo, meaning a salon
care products) service, and the non-count noun shampoo, the
Have students read and listen. Ask: personal care product. The verb used with the salon
What time is the womans appointment? (two oclock) services is give or get. A customer gets the service
Is Sean on time? (No, hes running late.) What does and the salon worker gives the service.
Ms. Court want to do while shes waiting for
Sean? (get a manicure)
Does she have to wait for the manicure? (Yes, theres GRAMMAR
someone ahead of her.)
After students read and listen a second time, write Suggested teaching time: 510 minutes
the following phrases on the board and have students Your actual teaching time:
suggest other ways of saying them. To use context :
clues, have students first find the words and phrases On the board, write:
in the conversation. I asked someone at the desk for an appointment.
running a little late (not on time, a little late) 1 didnt ask anyone for a manicure.
in the meantime (while someone is waiting) Did you ask someone to get you some coffee?
ahead of you (before you) Did you ask anyone to get you some tea?
Have pairs study the sentences and notice the
difference in usage between someone and anyone. Ask
Rhythm and intonation practice Do we use someone or anyone in affirmative statements?
(someone) In questions? (someone or anyone) In negative
Suggested teaching time: 5 minutes statements? (anyone)
Your actual teaching time: Call on volunteers to read the three bold statements
and example sentences in the Grammar box.
Have students repeat chorally. Make sure they: put
stress on Sean.
o use rising intonation for No and falling intonation
for thanks in No, thanks.
Complete each statement
o use rising intonation for Can I get you some coffee
or tea? and Can I get a manicure in the meantime?
o put stress on ahead of. Your actual teaching time:
o use the following stress pattern:
Have students skim the exercise and identify
affirmative statements by writing A, and questions by
STRESS PATTERN writing Q.
. . . . . . . . . . As students complete the activity, encourage them to
A: Im Linda Court. I have a two oclock appointment for refer to Grammar box, if necessary.
. . . Have students compare answers with a partner.
a haircut with Sean.
. . . . . . . . . Point out that there are two, formal and informal
B: Hello, Ms. Court. Seans running a little late. Can I get requests.
. . . .
you some coffee or tea?
. . . . . . . .
A: No, thanks. Can I get a manicure in the meantime?
. . . . . . . . .
B: Yes, but itll be a few minutes. Theres someone ahead
. .
of you.
T70

LESSON PLAN
LISTENING FOR DETAIL PRONUNCIATION
(CD 1, Track 46) (CD1, Track 47)

Have students identify the salon services in the Have students read and listen to the words,
images. (a haircut, a pedicure, a shave, a manicure, paying attention to the vowel reduction in
a shampoo) If necessary, refer students to the salon the unstressed syllable.
services on page 54 for review. Then have students listen again and repeat in the
Have students listen to the conversations with their pauses.
books closed. To check comprehension, ask: Have students practice reading the words to a
Where is each client calling? (a salon) partner. Circulate and listen for correct stress.
Who answers the phone? (a receptionist)
Is each client going to get the service he or she
wants? (yes) CONVERSATION PAIR WORK
Have students listen to the conversations again Suggested teaching time: 5 minutes
and write down the words that suggest the service Your actual teaching time:
each caller wants. (1. nails; 2. a shampoo and a cut;
3. manicure, pedicure; 4. beard) Then have students
check the service(s). Call on a volunteer to read the information in the list.
If necessary, let students listen again and fill in any Ask Is a unisex salon for men or for women? (both men
information they missed. and women) Are unisex salons common here?
Have students compare answers in pairs. Refer students to the Conversation Model on page 54
to review requesting salon service.
AUDIOSCRIPT Role-play the conversation with a more confident
CONVERSATION 1 student. Model rhythm and intonation. Play the role
F1: I dont have an appointment. But my nails are a mess. of Student A and stress the name of the person with
Is there any possibility for this afternoon? whom you have an appointment. Listen for rising
F2: Let me check the book. Yes, Dora could see you in intonation in Can I get you some ?
ten minutes. Brainstorm with the class things the clients
can request while waiting for their appointment.
CONVERSATION 2 (Possible answers: make a phone call, get something
F: Demirjian Hair Salon. How can I help you? to eat, use the restroom) Then have pairs role-play
M: This is Mr. Banks. Is Eva available for a shampoo and conversations, referring to the list of services and
a cut sometime today? names of staff. Encourage students to be creative as
F: Let me check ... Yes, she has a cancellation at 4:00. they continue the conversation.
She could see you then.
M: Great. See you at four.
Bring the class together and have pairs role-play their
conversations for the class. After each conversation,
CONVERSATION 3 [F = Australian] check comprehension. Ask:
M: Pretty Hands and Feet. What service(s) does the person want?
F: Hello. This is Helen Jones. I have a seven oclock Which staff member is going to give the service?
appointment for a manicure. Would it be possible to What will the person do while waiting?
get a pedicure, too? Sorry for the last-minute request.
M: Actually, if you could come in a little earlier, we could
do that. EXTRAS
F: How much earlier? Module 4 Lessons 5
M: Six-thirty?
F: Great. See you then.
CONVERSATION 4 [M1 = Slovakian]

M1: Good morning, Mr. Lane. Hmm ... we dont have you
down for an appointment today.
M2: Actually, I dont have one. But I cant stand this beard
another day. Is one of the barbers available? I dont
mind waiting.
M1: Well, youre in luck. Vinnie can see you right now. This
is our slow day.
T71

LESSON PLAN
LESSON
Complete each conversation ...
Schedule and Pay
6 for Personal Care
10 minutes

Remind students who the speakers are. (a client at a

VOCABULARY

salon and the receptionist) Have students skim the

(CD 1, Track 48) incomplete conversations to get the context. On the
Suggested teaching time: 5-10 minutes board, write What is the client (Student H) asking
Your actual teaching time: about? Have students ask this question about each
item and make notes. (1. the cost of a service; 2. a
Have students look at the pictures. Ask: last-minute appointment; 3. charging a service to a
Who are the people? (a client and a receptionist) room; 4. the length of a wait; 5. a tip)
Where are they? (in a salon) On the board, write You're in luck and ask or tell
Why do you think so? (There are towels and students what it means. (You're lucky today. It's
personal care products on the counter. There are your lucky day. You can get what you want.)
pictures of salon services.)
Then have students complete the exercise. Encourage
After students listen and practice, clarify meanings them to be creative, for example, 1. Is a manicure really
as necessary. Ask: eighty dollars?
What is a facial? (a special face cleaning)
What is a massage? (rubbing or pressing someone's Have students compare answers with a partner.
body with the hands to make the person relax or Then bring the class together and call on students
to reduce pain) to share Student A's questions.
What is a tip? (an additional amount of money
you give someone for a service such as a haircut Challenge: Invite pairs to continue one of the short
or manicure) conversations for two to four more lines and then
What does it mean to charge a service to your room? role-play. Encourage students to refer to the salon
(You are staying in a hotel, and the cost of the services and other vocabulary in the unit for ideas.
service will be added to your bill.) [+5-10 minutes]
Then have students listen and practice again. Tell

students to notice the rhythm and intonation. Point
out that for yes / no questions (Would it be possible to LISTENING FOR SPECIFIC
get a facial? Is it customary to leave a tip? Can I charge it
to my room?), the intonation rises. For information INFORMATION (CD 1, Track 49)
questions (How long will I have to wait? How much do
you charge for a massage?), the intonation falls. Suggested teaching time: 10-15 minutes
Language note: Would it be possible to ... is a polite Call on students to read the choices in each item.
way to make a request. It is less direct than Could Make sure students understand charging and tipping.
I ... or I would like to . . . , because the speaker asks if If necessary, refer students to the Vocabulary.
the request is even a possibility. The woman in the
first picture doesn't have an appointment, so she Have students listen to the conversations and check
doesn't assume she will be able to get the service. the items.
Write expressions from the first conversation on the
Option: Have students role-play each situation, board. Ask or tell students another way of saying
taking turns playing the role of Student B. Student B each expression.
should respond to each question or statement. We're fully booked. (There are no appointments
(Possible answers: 1. Yes. Someone just cancelled. 2. available.)
About 15 minutes. 3. Sixty dollars. 4. Yes, a tip is If something opens up ... (If someone cancels and
customary. makes an appointment available ...)
5. No, I'm sorry. You have to pay now. 6. No ... on second thought ... (thinking about this again) I'll
problem. Would you like to make another pass. (I won't do it.)
appointment?) Before students explain to a partner what happened
[+ 10 minutes] with each client, have them listen again.
Bring the class together to go over the answers and
share explanations.
T72

LESSON PLAN
AUDIOSCRIPT Direct students' attention to the three boxes
under NEED HELP? Call on volunteers to read the
CONVERSATION 1 questions and statements. Listen for rising intonation
F: Can I help you, sir? after yes / no questions and falling intonation after
M: Yes, please. Can I possibly get an appointment today information questions.
for a massage?
F: Today ... Not likely. I think we're fully booked. Divide the class into pairs to role-play conversations
M: Well, I don't mind waiting a bit. between the receptionist at the spa and a client.
F: Do you have something to do? I could give you a call Instruct students to alternate roles. Remind them
if something opens up later in the day. to use the language at the bottom of the page as well
M: Actually, on second thought, I think I'll pass. as the prices listed on the board for spa services.
Circulate and assist students as needed. Then call on
CONVERSATION 2 [F = Brazilian] pairs to role-play their conversations for the class.
F: Would it be possible to get a manicure?
M: Right now? I think so. Let me check ... Hmm. Actually,
I was wrong. There are several people ahead of you. Language note: A spa usually offers services to
It'll be at least 45 minutes. improve a client's health, such as special meals,
F: Forty-five minutes? Well, OK. I guess I'll wait. I've got massages, or exercise programs. A spa may also offer
a good book to read. manicures and pedicures and other salon services.
CONVERSATION 3
F: I have a question.
M: Yes, ma'am.
F: Can I charge the haircut to my room? EXTRAS
M: I'm sorry, ma'am. We're a separate business. But we
accept most major credit cards. Module 4 Lessons 6
F: That'll be fine. Here you go. Teachers Resource Disk
CONVERSATION 4 [M = French; F= Japanese]
M: Excuse me. I'm not from Japan. I have a question.
F: Yes.
M: Is it customary to tip the person who shampoos
your hair?
F: No. Tips are not customary here, sir.
M: Really? Thanks. So I guess I won't. That's good to know.
SPEAKING
ROLE PLAY
Have students read the title at the top of the page
(Pamper yourself!). Ask or tell students that pamper
means to treat oneself with special attention. Ask
How could you pamper yourself at a spa? (Possible
answers: by getting a massage or a facial, by getting
special salon services)
Have a student read the services listed in the date book.
Have the class decide on the cost of each of these
services, and write them on the board.
Ask the following questions, and have students scan
the date book to find the answers:
What day of the week is this schedule for? (Saturday)
What types of massages does the spa offer? (full, neck
and shoulder, and foot)
What do you think a full massage is? (massage of the
whole body)
How many employees are working? (five)
Who has the most appointments? (Katya)
Who has the most free time on Saturday? (Tom)
T73

LESSON PLAN
TOP NOTCH SKILLS 3
READING WARM-UP
Suggested teaching time: 5 minutes To help students use context to figure out meaning,
Your actual teaching time: write the following list on the board. Have students
scan the article to find the words and then circle
As a warm-up, on the board write beauty. Ask What them. Then tell students to look at the sentences
defines beauty in this culture? (Possible answers: a before and after each phrase to find the definition.
certain height or weight; the shape and color of eyes; Point out that words are often defined in this way
hair length and color) Have students share their in writing.
personal definitions as well. chocoholic (a person who eats a lot of chocolate)
liposuction (cosmetic surgery that removes
Brainstorm with the class ways people can improve fat deposits)
their appearance. Leave the list on the board to refer baldie (a man who is losing his hair)
to after reading the article. depilatory (a cream that removes hair easily
As a follow-up, ask Do people in this culture spend a and safely)
lot of time and energy trying to improve their appearance? face-lift (cosmetic surgery that lifts the face
What do they do? and neck)
chemical peel (a procedure that removes the top
layer of skin to improve the appearance of the
skin without surgery)
READING FOR GENERAL Have students read the article again. Then ask
UNDERSTANDING. Does Dr. Weiss say anything negative about cosmetic
(CD 1, Track 50) surgery? (Yes. She tells Dawson that liposuction can
be expensive and dangerous. She tells Josephine that
it takes time to recover from a face-lift and she may
Your actual teaching time: have to do it again.)
To introduce the topic, ask What do you think of when

you see the words cosmetic surgery? Write students' Language note: Explain that cosmetic surgery is
ideas on the board. (Possible answers: face-lift, nose also called plastic surgery. Q and A is a common
job, special injections) abbreviation for questions and answers. It is also
Call on a student to read the article title. Ask used in spoken English. For example, I learned
What does Q / A next to the title stand for? (question a lot during the Q and A session after the meeting.
and answer) What's up with that? is a very informal expression
Have students look at the "before" and "after" pairs meaning Can you explain that? It is most common
of photos. Ask How are the "after" photos different? in informal speech and would not be appropriate in
(The man's nose is straighter. There are fewer lines, a formal business letter or an academic paper. The
or wrinkles, around the mouth.) word baldie, a diminutive form of the word bald, is
Have students find the source of the article. Ask informal and can be insulting. It is acceptable in
Do you think this is a reliable source? Why? Why not? the context of the man's letter because he calls
(Possible answers: Yes, because the members of the himself a baldie. However, to call someone else
academy are probably cosmetic surgeons with a lot of a baldie would be very rude. If students ask, explain
experience. No, because they want to encourage more that sick and tired means very discouraged and I'm at
people to get cosmetic surgery.) my wits' end means I don't know what else to do.
Give students two minutes to look at the organization
of the article. Then ask How is this article set up? (It's Option: As a class, brainstorm natural health tips
a series of letters from people asking questions and to improve appearance. (Possible answers: diet,
the doctor's answers.) exercise, plenty of sleep, eight glasses of water per
After students read, refer them to the list on the day, sunscreen, not smoking) Discuss how each tip
board of ways people can improve their appearance. can contribute to a better appearance and, as a result,
Ask Which ways were mentioned in the article? Did the avoid the need for cosmetic surgery. For example,
article mention any ways that aren't on the board? Exercise keeps you in good shape. Then you don't need
liposuction [+ 5-10 minutes]
To check comprehension of the introductory
paragraph, ask:
How do cosmetic surgeons help people? (They repair
injuries and remove scars.)
Why are more and more people turning to cosmetic
surgery? (to improve their appearance)
Does cosmetic surgery cost a lot of money? (Yes, it is
an expensive choice.)
T74

LESSON PLAN
PAIR WORK STEP 3
Ask students to suggest additional ways to improve
Suggested teaching time: 510 minutes appearance that have not already been listed and
Your actual teaching time: discussed.
Have pairs discuss what method(s) they would try.
Copy the chart on the board. As a class, fill in the Encourage them to give advantages and
information about Dawson. Say In the article, Dawson disadvantages of the methods to explain their
says he used to be a chocoholic. Ask Now what is choices.
Dawsons problem? What is the doctors advice? Write the Then bring the class together and vote on the most
answers in the chart. popular way(s) to improve appearance.
Have students scan the article for the remaining
names in the chart and find the information STEP 4
requested.
First have students scan the letters to Dr. Weiss on
Then have students compare answers with a partner. page 58. Point out that they are short and informal
Bring the class together and discuss Dr. Weisss and ask for very specific advice. In addition, have
advice. Ask students which options they would students notice that the letters include a salutation
choose. (Dear Dr. Weiss). They do not have a complimentary
closing, only the writers name.
With the class, discuss possible topics for a letter to
SPEAKING AND WRITING Dr. Weiss. (Possible answers: a specific problem with
ones appearance; which methods are best for
Suggested teaching time: 510 minutes improving appearance; advice about cosmetic
Your actual teaching time: surgery; diet tips)
Have students write a letter to Dr. Weiss, using the
letters on page 58 as models. Encourage students to
STEP 1 make up a problem if they dont feel comfortable
Call on a student to read the Interaction question. To discussing personal problems.
warm up, have partners ask each other this question. Then have pairs exchange letters and write responses
Have students look at the photo. Ask Whats the mans to each others letters. Encourage students to include
problem? (Hes losing his hair. Hes a baldie.) Have natural health remedies (such as diet, exercise, plenty
students scan the ways to improve appearance in the of sleep, eight glasses of water per day, sunscreen, not
first column of the survey, and then ask What would smoking) in their responses.
you do in his situation? (Possible answers: use a hair Time permitting, have volunteers read the letters and
cream, get a head massage, try hair restoration) responses to the class. As an alternative, post the
Call on a student to read the words across the top of letters and responses around the room. Have students
the chart. Point out that definitely and absolutely not walk around and read them.
suggest strong opinions and maybe and probably not
suggest less certainty.
Have students read the ways to improve appearance
in the first column. Make sure they remember what
each one means. Refer students to the article or the
unit vocabulary as necessary.
After students complete the survey, have them
compare answers in groups and discuss differing
opinions.
Bring the class together and ask individuals which
ways to improve appearance they marked definitely
or absolutely not. Have students explain their strong
feelings for or against these procedures.
STEP 2
Have students look at the example on the notepad
and suggest other advantages and disadvantages of
dieting.
Then have students write the advantages and
disadvantages of two other methods and compare
notes with a partner.
T75

MODULE 4
Self-Check
their progress. Therefore, it can be assigned to be GRAMMAR
done as homework since the answers are included in Suggested teaching time: 15 minutes
the last pages of the Students Book. It can also be Your actual teaching time:
done in the classroom. If you consider it more
appropriate you can implement different patterns of
interaction such as pair work or group work. Have the students transform the sentences using the
example as a model.
GRAMMAR Check the sentences as a whole class.
GRAMMAR
Have the students read the phrasal verbs before Suggested teaching time: 15 minutes
giving you an explanation of what they think they Your actual teaching time:
mean.
Have the students complete the sentences Have the students read the sentences.
individually. Ask the students to complete the sentences using
Have the students compare their answers in pairs. polite request.
Check the answers as a whole class Have the students compare their answers in pairs.
Now order the following...
Your actual teaching time: VOCABULARY
Have the students unscramble the sentences. Your actual teaching time:
Have the students read the definitions in order for
Check the sentences as a whole class.
them to try to figure out the word they refer to.
Option: Give the students slips of paper with the words Have the students complete the crossword puzzle.
written on them before asking the students to Have the students compare their answers in pairs.
unscramble the sentences. (+5 minutes) Check the sentences as a whole class.
Option: Have students fill in the blanks without

reading the definitions. (+5 minutes)
T76

4
LESSON PLAN
MODULE
Self-Check
Suggested teaching time: 10 minutes ANSWER KEY
(Suggested test) The points per exercise represent a
Have students read the table and fill it in with their sample of the students strength at the time of the
own ideas. quiz. It enables the teacher to measure the
Check the answers with the whole class. individual strength on each participant in the exercises
as seen from a modular perspective, on a general
scale. If one then averages all individual results
Option: Have students discuss their answers in pairs. vertically, the groups strength could be perceived,
[5 minutes] allowing a better planning and handling of the class.
1 VOCABULARY
1. razor blade
Your actual teaching time: 2. aspirin
3. lipstick
Remember that the aims in this section are to help
students become responsible for their own learning 4. toothpaste
and to find ways to activate, consolidate or reinforce
their knowledge. Encourage students to reflect on 5. soap
their own learning.
Ask students to read the can-do statements and tick 2 MAKING REQUESTS
Excellent, Good or OK, according to how they feel
about the topics. You can monitor their answers and 1. b 2. a 3. b 4. a 5. a
give suggestions for them to do exercises that help
them reinforce and consolidate the topics they feel 3 PHRASAL VERBS
they need help with. You can recommend a page in
the workbook or extra practice from the website wps. 1. pick it up
pearsonlongman.com/topnotch2
2. turn it off
Before you go on 3. turn them on
Suggested teaching time: 5 minutes 4. fill it up

5. drop it off
Ask students to work in pairs or groups to discuss
the questions. Then check by asking volunteers to tell 4 FUNCTIONS
their answers to the group. 1. b 2. b 3. c 4. b 5. c
T77

Diagnostic Exam / Module 1
Mark the category the sample vocabulary belongs to using (3) . The first one has been done for you.
health holidays
Fat 3
__________ __________
Storm __________ __________
Minerals __________ __________
Running Out of __________ __________
Money __________ __________
Hydration __________ __________
Permission __________ __________
Rest __________ __________
Bathing suit __________ __________
Vitamins __________ __________
Pearson Education Limited 2012
Iron __________ __________

Forgetting something __________ __________
Time Off __________ __________ 12
Expressing facts or universal truths. Complete the sentence writing the letter corresponding to the
best/correct answer on the line.
1. If I heat water, ____
a. it boils b. I make coffee c. it is hot d. I use gas e. None of these
2. If you drop ice in water, ____
a. it falls b. it floats c.it is cold d. I get cold e. None of these
3. If it gets wet, ____
a. it sinks b. it is wet c. it floats d. iron rusts e. None of these
4. If we dont eat, ____
a. we look good. b. we are thin c. it hurts d. we die e. None of these
5. If I study, ____
PHOTOCOPIABLE
a. I will pass b. you can copy c. I pass d. you play e. None of these 5
Expressing cause and effect. Complete the sentence writing the letter corresponding to the best/
correct answer on the line.
1. If you ____, you ____the test.
a. study b. will fail c. do not study d. failed e. None of these
2. We ____ if we ____ help soon!
a. do not live b. do not get c. go d. will die e. None of these
3. If you ____in the fridge, you ____some cold drinks.
a. I will drink b. look c. I pass d. will find e. None of these
4. If there ____no oil in the engine, the car ____ down.
a. is b. it will break c. will be d. will break e. None of these
5. I ____you my umbrella if you ____it.
a. I lend b. will lend c. lend d. need e. None of these
5
Now write the clause in sentences 1, 3 and 5 which shows the effect..
Sentence 1. __________________________________________________________
Sentence 2. __________________________________________________________
Sentence 3. __________________________________________________________ 3
Feedback table.
Ex. 1 Ex. 2 Ex. 3 Ex. 4 General indicators [ see answer sheet ] Total
/12 /5 /5 /3 0-11 L - poor | 12-18 K in range | 19+ J fine /25
T78

LESSON
LESS
LE SSON
ON PLAN
Answer Key
P LA
LANN
[Suggested text.] The points per exercise represent a sample of the students strength at the time of the quiz.
It enables the teacher to measure the individual strength on each participant in the exercises as seen from a
modular perspective, on a general scale. If then one averages all individual results vertically, the groups
strength could be perceived, allowing a better planning and handling of the class.
health holidays
Fat __________
3 __________
Storm __________ 3
__________
Minerals __________
3 __________
Running Out of __________ __________
3
Money __________ __________
3
Hydration __________
3 __________
Permission __________ __________
3
Rest __________
3 __________
Bathing suit __________ __________
3
Vitamins __________
3 __________
Iron __________
3 __________
Forgetting something __________ __________
3
Time Off __________ __________
3
Facts or universal truths.

1. A
2. B
3. D
4. D
5. A
Cause and effect.

1. c b
2. d b
3. b d
4. a d
5. b d
The effect clauses.
1. you will fail the test

2. you will find some cold drinks.
4. I lend you my umbrella
T79

Vocabulary . Choose the best answer for each one. The first one has been done for you.
1. The business concerned with the production and treatment of milk and cream products.... a
a. dairy b. ice cream c. milk shakes d. butter e. none of these
2. Any fish or shellfish from the sea cooked to eat...._____
a. sea food b. Huachinango c. shrimp d. oysters e. none of these
3. Any plant of the legume family, esp. those used for feed, food, or as a soil-improving crop...._____
a. cucumber b. vegetable c. carrots d. tomatoes e. none of these
4. It is found in fruit and vegetables...._____
a. Vitamins b. Carbohydrates c. Protein d. Exercise e. none of these
5. It is a perfect fruity dessert.
a. pasta b. sushi c mangoes d. asparagus e. icecream
6. It is cold, delicious and creamy.

a. sushi b. icecream c. mangoes d. pasta e. asparagus
7. It is served hot with tomato sauce
a. mangoes b. asparagus c. sushi d. icecream e. pasta
8. It tastes best with steak
a. icecream b. pasta c. chocolate d. asparagus e. mangoes
9. It is cooked rice dressed with vinegar, formed into a roll with fish, and wrapped in seaweed. 9
a. asparagus b. mangoes c. sushi d. icecream e. pasta
Expressions to show like and dislike of food. Connect each expression with its other half.
1. I cant stand ___ a pizza lover
2. I am not crazy ___ coffee drinker
3. Im not ___ meat eater
4. Im a big ___ much of a coffee drinker 6
PHOTOCOPIABLE
5. Im a big ___ about chocolate

6. Im ___ fish
Write the number on the line that corresponds to the correct meaning.
1. sweet Apples are ___
2. sour Lemons are ___
4
3. spicy Mole is ___
4. chewy This steak is ___
Grammar. Write next to each sentence 1 for sentences in the present and 2 for the ones in the past.
1. Did you study hard when you were small? ___
2. Samuel used to play soccer when he was younger. ___
3. She didnt use to run very much. ___
4. She talks a lot about their family reunion. ___
6
5. They gave him a camera for the wedding. ___
6. The presents used to be bigger. ___
Feedback table.Ex. 1 Ex. 2 General indicators [ see answer sheet ] Total

Ex. 1 Ex. 2 Ex. 3 Ex. 4 General indicators [ see answer sheet ] Total
T80

Answer Key
Vocabulary . Choose the best answer for each one. The first one has been done for you.
1. a
2. a
3. b
4. a
5. c
6. b
7. e
8. d
9. c
Expressions to show like and dislike of food. Connect each expression with its other half.
1. I cant stand __6_ a pizza lover
2. I am not crazy _4/5_ coffee drinker
3. Im not _5/4_ meat eater
4. Im a big __3_ much of a coffee drinker
5. Im a big __2_ about chocolate
6. Im __1_ fish
Write the number on the line that corresponds to the correct meaning.
1. sweet. This steak is _4__
2. sour Mole is _3__
3. spicy Lemons are _2__
4. chewy Apples are _1__
Grammar. Write next to each sentence 1 for sentences in the present and 2 for the ones in the past.
1. Did you study hard when you were small? _2__
2. Samuel used to play soccer when he was younger. __2_
3. She didnt use to run very much. _2__
4. She talks a lot about their family reunion. _1__
5. They gave him a camera for the wedding. _2__
6. The presents used to be bigger. _2__
T81

Vocabulary . Write the number fo the definition next to the corresponding word.
(___) convertible | (___) station wagon | (___) SUV | (___) sports car | (___) sedan
(___) compact car | (___) crash | (___) robber | (___) steal | (___) bushy | (___) limp | (___) crash
(___) luxury car | (___) full-size car | (___) van
1. a smaller boxlike vehicle that resembles a panel truck, often has double doors both at the rear and
along the curb side, and that can be used as a truck, fitted with rows of seats, or equipped with
living quarters for traveling and camping.
2. an automobile with one or more rows of folding or removable seats behind the driver and no
luggage compartment but an area behind the seats into which suitcases, parcels, etc., can be
loaded through a tailgate.
3. a rugged vehicle with a trucklike chassis and four-wheel drive, designed for occasional off-road
use.
4. a small, high-powered automobile with long, low lines, usually seating two persons.
5. an enclosed automobile body having two or four doors and seating four or more persons on two
full-width seats.
6. an automobile or a boat with a folding top.
7. A vehicle conducive to sumptuous living
8. to collide, esp. violently and noisily.
9. a person who robs.
10. to take (the property of another or others) without permission or right, esp. secretly or
by force
11. full of or overgrown with bushes.
12. to walk with a labored, jerky movement, as when lame.
13. loud noise; strongly audible sound
PHOTOCOPIABLE
14. Small vehicle 15

15. Large vehicle
Grammar. Write the verbs into the correct tense (Simple Past or Past Progressive).
1. We (wait) ____________ for Juan, when Luis (come) ____________ out of nowhere.
2. I (run) ____________ through the park, when I (hear) ____________ a weird noise.
3. He (pass) ____________ her the answers when the teacher (look / not) ____________.
4. I (fall) ____________ asleep while I (watch) ____________ the movie.
5. When they (paint) ____________ the walls, Lassie (knock) ____________ over the paint bucket.
6. Betty (break) ____________ her leg when she (play) ____________ Frisbee.
7. The phone (ring) ____________ when I (walk) ____________ to the bathroom. 7
Feedback table.
Ex. 1 Ex. 2 General indicators [ see answer sheet ] Total
/15 /7 0-11 L - poor | 12-18 L in range | 19+ L fine /22
T82

Answer Key
Vocabulary
(6) convertible | (2) station wagon | (3) SUV | (4) sports car | (5) sedan
(14) compact car | (8) crash | (9) robber | (10) steal | (11) bushy | (12) bimp | (13) crash
(7) luxury car | (15) full-size car | (1) van
Grammar
1. We were waiting for Juan, when suddenly Luis came out of nowhere.
2. I was running through the park, when I heard a weird noise.
3. He passed her the answers when the teacher was not looking.
4. I fell asleep while I was watching the movie.
5. When they were painting the walls, Lassie knocked over the paint bucket.
6. Betty broke her leg when she was playing Frisbee.
7. The phone rang when I was walking to the bathroom.
IRREGULAR VERBS T 8 3

Grammar. Rearrange the words to make sentences.

1. on/she/turned//lights/the ________________________________________
2. off/the/they/car/turned __________________________________________
3. up/please/suit/pick/my __________________________________________ 5
4. tank/please/up/gas/fill/the _______________________________________
5. at noon/I'll/drop/the/off/car ______________________________________
Grammar. Use could to make these orders polite petitions.

1. open the window. ________________________________________________
2. turn on the light. _________________________________________________ 5
3. help me. _______________________________________________________
4. close the door. __________________________________________________

5. give it to me. __________________________________________________
Vocabulary . Write a 1 next to the nouns that are countable and a 2 next to the ones that are not.
1. ___soap
2. ___shampoo
3. ___hair spray
4. ___toothpaste
5. ___makeup
6. ___sunscreen
7. ___deodorant
12
8. ___dental floss
9. ___shaving cream
10. ___comb
PHOTOCOPIABLE
11. ___scissors
12. ___body lotion
Grammar. Change these sentences into requests using would.

3
1. answer the phone. __________________________________________________
2. give me ride. __________________________________________________
3. do me a favor. __________________________________________________
Feedback table.
Ex. Ex. Ex. Ex. General indicators [ see answer sheet ] Total
1 2 3 4
T 8 4 TOP NOTCH POP LYRICS

Answer Key
Grammar. Rearrange the words to make sentences.
1. She turned on the lights OR She turned the lights on.
2. They turned off the car OR They turned the car off.
3. Please pick up my suit OR Please pick my suit up.
4. Please fill up the gas tank.
5. I'll drop the car off at noon OR I'll drop the car off at noon.
Grammar. Use could to make these orders polite petitions.

1. Could you open the window (, please)?
2. Could you turn on the light?
3. Could you help me?
4. Could you close the door?
5. Could you give it to me?
Vocabulary . Write a 1 next to the nouns that are countable and a 2 next to the ones that are not.
1. 2 soap
2. 2 shampoo
3. 2 hair spray
4. 2 toothpaste
5. 2 makeup
6. 2 sunscreen
7. 2 deodorant
8. 2 dental floss
9. 2 shaving cream
10. 1 comb
11. 2 scissors
12. 2 body lotion
Grammar. Change these sentences into requests using would.

1. Would you answer the phone, please?
2. Would you give me ride?
3. Would you do me a favor?
T85

MODULE 2
Retelling
GrammarPast EventAnswer Key
Booster
Module 1 Module 3
Past Continuous with while and when.
Page. (14) First Conditional 1. was reading
From 1 to 5 answers will vary. 2. asked
Page. (16) First Conditional with Modals 3. were seeing
From1 to 5 answers will vary. 4. was
5. did, talk
Module 2 6. answered
7. looked at
Used to 8. noticed
A) 9. was wearing
1. Did I use to go running everyday?
2. Did there use to be a large tree in front of your
house? Module 4
3. Did Mr. and Mrs. Palmer use to go dancing Direct Objects
every weekend? A)
4. Did your grandmother use to put sugar in your 1. B. drop it off
orange juice? 2. B. fill it up
5. Did Luke use to be very heavy? 3. B turn them on
B) 4. B. turn it off
1. Jason and Trish didnt use to get lots of 5. B. pick it up
exercise, but now they go swimming every day.
2. There used to be a movie theater on Smith
Street, but now there isnt.
3. Nobody used to worry about fatty foods, but
now most people do.
4. English didnt use to be an international
language, but now everyone uses English to
communicate around the world.
5. Women didnt use to wear pants, but now its
very common.
T86

Irregular verbs
base simple past base simple past base simple past
form past participle form past participle form past participle
be was / were been get got gotten see saw seen
begin began begun give gave given sell sold sold
break broke broken go went gone send sent sent
bring brought brought grow grew grown sing sang sung
build built built have had had sit sat sat
buy bought bought hear heard heard sleep slept slept
catch caught caught hit hit hit speak spoke spoken
choose chose chosen hurt hurt hurt spend spent spent
come came come keep kept kept stand stood stood
cost cost cost know knew known steal stole stolen
cut cut cut leave left left swim swam swum
do did done lose lost lost take took taken
drink drank drunk make made made teach taught taught
drive drove driven mean meant meant tell told told
eat ate eaten meet met met think thought thought
find found found pay paid paid throw threw thrown
fit fit fit put put put understand understood understood
fly flew flown quit quit quit wake up woke up woken up
fall fell fallen read read read wear wore worn
feel felt felt ride rode ridden win won won
forget forgot forgotten run ran run write wrote written
say said said
T87

Student's Book Answer Key
MODULE 1 Exercise C
Answers will vary
Lesson 1 Exercise D
Page 4 Answers will vary
Exercise C
1. water 2. vitamins 3. sleep Lesson 3
4. oxygen 5. laughter 6. iron 7. protein Page 10
8. minerals Exercise B
1. goes
Page 5 2. Will Clark visit
Exercise D 3. will Clark do / doesnt
1. c 2. a 4. stays
5. Will Clark spend / he goes
Exercise E 6. leaves / will he rent...
1. a 2. c 3. a 4. b 5. b 6. c
Exercise C
Lesson 2 Answers will vary
Page 6 Exercise D
Exercise B 1. T 2. F 3. F 4. T 5. T
Answers will vary. Sample answers:
Lesson 4
Instructor: Hi, welcome to Gymcity, how can I help? Page 12
Member: I want you to help me get fit. Exercise B
Instructor: If you want to lose weight you should do unless if unless if
cardio-vascular exercise like running or rowing.
Member: What if I want to build muscle as well? Top Notch Skills 2
Instructor: Well, those exercises will help improve Page 14
your strength but if you want to really build muscle, Exercise B
you can either lift weights, or do exercises like push Sample answers:
ups and pull ups. If Matt and Emily have enough time and money,
Member: Excellent. And what about my diet? theyll go to Australia.
Instructor: If youre trying to get in shape, you If Matt and Emily dont have enough time and
definitely need a healthy diet too. If you dont want money, theyll end up going to Florida.
to, just try to eat lots of fruit and vegetables. If Benjamin and Melanie get their visas through in
Member: Thanks! time, theyll go to China.
Unless Benjamin and Melanie get their visas, they
Exercise C wont be able to go to China.
1. e 2. a 3. d 4. f 5. c 6. b Unless Richard's knee gets better, Helen and he will
Top Notch Skills 1 go to New Zealand.
Page 8
Exercise A Page 15
Answers will vary Exercise C
Exercise B Answers will vary
Answers will vary
Page 9
T88

Lesson 5 1. If I study, I will get good grades. T
Page 16 2. If I get enough vitamins and minerals, I will stay
Exercise B healthy. T
1. If you find a four-leaf clover, youll have good luck. If I get enough vitamins and minerals, I can stay
2. If you open an umbrella in the house, youll have healthy (possible alternate answer)
bad luck. 3. I I sleep enough, I will be alert. T
3. If you blow out the candles on the birthday cake, 4. If I exercise very hard, I will die. F
your wish will come true. 5. If I watch TV until late, I will not be tired the F
4. If you eat fish, youll be intelligent. following morning.
5. If you cross your fingers, youll avoid bad luck.
6. If you wash your car, itll rain. Exercise B
Exercise D Benefits/ consequences

Answers will vary Vegetables 1, 2
Lesson 6 Dairy products 3
Page 18 Red meat 5
Exercise B Fish 5
Answers will vary Carbohydrates 4
Exercise C Fruits 1
Chicken 5
1. Wear formal dress
2. Dont make demands 1. We have a correct dosage of vitamins and
3. Be more reserved than normal minerals.
4. Arrive with a positive attitude 2. We have a good digestion.
5. Be yourself 3. Our bones are healthy.
6. Be polite 4. If we eat too much of this we become obese.
5. These foods give us proteins.
Top Notch Skills 3
Page 20 Exercise C
Exercise A
Answers will vary Vascular
Exercise B Fitness
6. a 5. b 1. c 4. d 2. e 3. f Carbohydrates
Healthy
Exercise C Faucet
Bad Aspects: Barbeques
Its difficult, tiring, stressful, and really intense. Uncomfortable
Youll probably fall out with a lot of friends.. Superstitions
You wont sleep. Nervous
Positive Aspects:
Its incredibly rewarding. Exercise D
Youll make tons of friends.
Youll learn a lot about yourself as a person. Good Luck.
Youll be a stronger person. Many cultures believe in good luck and bad luck. If
someone has a bad luck season, (2) he or she
Page 21 attributes it to his or her misfortune and to how
Exercise D who knows what stars were aligned some way.
Answers will vary As if by fearing this, they had attracted it towards
them. And perhaps it might be true but then again,
Answer Key to self check Module 1 in the same way even when this could be true for
Exercise A some, most of us wish for good luck and in doing
T89

so, we become similar to those who fear their MODULE 2
misfortune. What a contradiction!
Cultures, even nowadays(3) in spite of education Lesson 1
and technology, believe that unless they knock on Page 28
wood they will not scare away evil; so they avoid Exercise A
walking under ladders to keep bad luck at bay. Answers will vary
Hotels do not use number 13 on doors or floors of their
buildings.(4) Days like Tuesdays and Fridays are Exercise B
seen with mistrust if the fall on the 13th. Answers will vary
(5) People try to solve this by using luck
charms to counter the bad luck effect. (1) Exercise C
Some might wear a 4-leaf clover or (7) a rabbits Answers will vary
foot, some others will not take a salt shaker from
someone at the table unless they put it down. Page 29
In the end, all this luck philosophy is rooted in Exercise D
fears, uncertainty, emotions and our lack of control Answers will vary
over our final destinies and who knows what more.
Thus, when we cannot control our lives or make Exercise E
things go our way, (6) we let our emotions cloud 1. T 2. F 3. T 4. T 5. T 6. T
our minds and get the best of us.
Having said this, I must admit I like being in Lesson 2
luck but, using a luck charm like othersI just Page 30
dont know. What if it doesnt really protect me..,
I mean, just ask the poor rabbit! Exercise B
1. a 2. b 3. a 4. b 5. b
Read the text and answer the following
questions by writing a T for true or an F for false Exercise C
on the line: Answers will vary
1. __T__ Page 31
2. __T__ Exercise F
3. __T__
4. __T__ 1. used to 2. used to 3. didnt use to
5. __F__ 4. used to 5. didnt use to
6. __T__ 6. used to
7. __F__
Exercise G
My Learning Habits. Facts or possibilities. Answers will vary
What I do to distinguish factual conditions from Top Notch Skills 1

causes and effects: Tick what you do. Page 32
Exercise A
What I should do Yes No Answers will vary
1. I look for cause effect
Exercise B
2. I look for a result
(Students will read the glossary)
3. I look for a comma Exercise C
4. I look for the verb in the 1. T 2. F 3. F 4. T 5. F
future
Exercise D
Answers will vary
T90

Page 33 Top Notch Skills 2
Exercise E Page 38
Answers will vary
Exercise B
Lesson 3 2. e sweet soft / cool
Page 34 3. a nice / crunchy hot / spicy
Exercise B 4. d salty awful
Answers will vary 5. f salty very bad
6. b salty/crunchy salty / crunchy
Exercise C
used to come food chicken / Page 39
always never / to Exercise C
didnt
Answers will vary
Page 35 Lesson 5
Exercise D Page 40
Answers will vary Exercise A
Exercise E 1. Rubik's cube
Answers will vary 2. Walkman
3. ET
Exercise F 4. cassette tapes
1. F (She was born in Queens, New York.)
2. F (She has a degree in Asian languages and Exercise C
cultures) 1. always 2. never 3. never 4.
3. F (She appeared as a waitress on Beverly Hills always 5. always
90210)
4. T Page 41
5. F (Lius many hobbies include martial art of Kali- Exercise D
Eskrima-Silat (knife-and-stick fighting), skiing, rock
climbing, horseback riding, and playing the Answers will vary
accordion.) Exercise E
1. Madonnas music
Lesson 4 2. play Rubik's cube and with games consoles
Page 36 3. to pretend they were the same characters they
saw in cartoons
Exercise B 4. it was a decade of dreams where anything was
1. When did she use to play tennis? possible
2. What did they use to do when they were young?
3. Why did we use to argue with our parents? Exercise F
4. Where did you use to go on vacation? Answers will vary
6. Didnt they use to be popular at school? Lesson 6
Page 42
Exercise C Exercise B
Sample answers They talked about video games.
The conversation is probably taking place at a reunion. It was a radio program.
They are talking about what life used to be like.
Exercise C
Exercise D 1. Graphics are now incredibly lifelike.
1. 3 years 2. a lot 3. math 4. he 2. Tennis
used to read faster than anyone else 5. nasty 3. They were very simple
4. No, because the world has changed since the
1980s.
T91

Exercise D
1. No longer are cities as safe as they used to be According to the reading, order the following
2. My brother isnt as happy as he used to be sentences and then circle if they are true or
anymore false:
3. I dont like running as much as I used to anymore 1. People used to be less obese before the 21st
4. In my opinion, chocolate is no longer as tasty as century. T F
it used to be 2. People didnt use to be as sedentary as
5. We dont go out as much as we used to anymore nowadays. T F
6. They no longer visit their parents as often as they 3. People used to wash by hand.
used to T F
Page 43 Exercise B
Exercise E
They used to be a lot bigger Here are some words from one of your lessons.
Old computers used to be in black Match them to their particular meaning.
But what did people use to think
People used to think that computers GLOSSARY
Mail, for example, used to take sedentary: not active
People used to hate struggling processed: foods that are not fresh; e.g.,
frozen or canned
Top Notch Skills 3 heart attack: sudden damage to the heart
Page 44 because the blood flow is blocked
Exercise A stroke: damage caused when an artery in the
Answers will vary brain stops working
Exercise B diabetes: a disease in which there is too much
1. It became a voice for people who used to live in sugar in the blood
silence. hypertension: high blood pressure
2. New York cancer: a disease which produces a growth that
3. young African Americans can cause death
4. many more people from many different
backgrounds 1 f
2 a
Exercise C 3 g
Answers will vary 4 c
5 e
Answer Key to self check Module 2 6 d
7 b
Exercise A
Exercise C
Check the statements that are true according to
the article. 1. To be in good shape f
1. People never used to eat so much. __F__ 2. Carbohydrates e
2. Technology makes you obese. __F__ 3. Protein d
3. People used to exercise more. __F__ 4. Vitamins c
4. It seems that people were healthier before 5. Weights b
technology. __T__ 6. Exercise a
Find the adverbs of frequency in the text. Write Exercise D

them in their correct position on the frequency time-
line and on the right, how many there are of each. T - Old-fashioned Having very old beliefs or ideas
F Correct: Cutting edge Very modern
Occasionally : 1 Sometimes: 2 Often: 3 Usually: 2 technology
Never Always F Correct: Come along Arrive
T92

F Correct: Struggle Fight/Have problems with 2. She was taking a nap / sleeping when she heard
F Correct: Socialize Spend time with friends the accident.
3. They were watching a movie / the TV when they
heard the accident.
MODULE 3 4. They were playing chess when they heard the
accident.
Lesson 1 5. He was cooking when he heard the accident.
Page 52
Exercise E
Exercise A Answers will vary
Its for offering information about a rental car.
Exercise F
Exercise B 1. a 2. c 3. a 4. b
1. b 2. c 3. a
Top Notch Skills 1
4. B CATEGORY (Fiat Siena or Renault Clio) Page 56
5. For a car rental request Exercise A
Answers will vary
Page 53 Exercise B
Exercise D 1. T 2. F 3. T 4. F 5. T
1. had 2. was driving 3. was paying 4. was
waiting 5. rang 6. answered 7. stopped Page 57
8. hit 9. learned 10. was wearing 11. had Exercise C
1. Yes, an SUV.
Exercise E 2. No. He called the wrong number.
3 The brakes failed 3. Yes, a compact.
2 Another car hit the car 4. No. The caller isnt old enough.
1 A tree fell on the car
4 The driver fell asleep Exercise D
Answers will vary
Lesson 2 Lesson 3
Page 54
Exercise B Page 58
1. full-size car Exercise B
2. sedan 1. broke
3. sports car 2. was coming back
4. convertible 3. was walking
5. SUV 4. stopped
6. luxury car 5. was driving
7. station wagon 6. hit
8. van
9. compact car Page 59
Exercise C
Exercise C
1. e 2. a 3. c 4. d 5. b Answers will vary
Exercise D
Page 55 1. b 2. e 3. c 4. d 5. a
Exercise D
Sample answers: Exercise E
1. Was she eating a sandwich when somebody hit
1. He was reading the newspaper when he heard the car? Yes, she was. / No, she wasnt.
the accident.
T93

2. Was the driver wearing a seat belt when the car Top Notch Skills 2
crashed? Yes, he was. / No, he wasnt. Page 62
3. Did they escape while the car was burning? Exercise A
4. Did you stop at the traffic light while the people Answers will vary
were crossing? Yes, I did. / No, I didnt.
5. Did he find his license while he was checking the Exercise C
engine? Yes, he did. / No, he didnt. 1. Berlin was at the center of all problems in
Germany and so both east and west agreed to
Lesson 4 construct a wall which would divide the city and
Page 60 symbolize the growing differences between the
two sides.
Exercise B 2. He was riding his bike to a friends house.
1. What were you doing when it began to rain? 3. He finally got to meet his grandparents after all
2. Who were they eating dinner with? those years.
3. What was I playing when my mother showed up?
4. Where were we when he was swimming in the Page 63
lake? Answers will vary
5. Which program were you watching when the
electricity was cut out? Lesson 5
Page 64
Page 61 Exercise A
Exercise D 1. It happened just last
Event 1 Event 2 2. So, apologizing
3. Then I arrived at
He was He saw a man 4. Next, I turned on the
walking steal an old 5. Finally, I was just going
Conversation 1
along the ladys
street handbag Exercise C
He was
waiting for Beginning of During the At the end of
someone to the story story the story
pass to him He slipped In the beginning Then Finally
Conversation 2
and then and fell over. In 2005 So In the end
when he It turned out
tried to run Last night When
that
for the ball
Next
She heard a After that
She was knock at the Later on
Conversation 3
watching TV door. It was Eventually
Gary.
when Page 65
He was someone Exercise D
Conversation 4 talking to his decided to Answers will vary
mom throw water all
over them. Lesson 6
He was Page 66
being Exercise A
He answered
Conversation 5 questioned 1. nervous 2. upset 3. hopeful
the questions.
by the
police.
T94

Exercise B Answer Key to self check Module 3
Sample answers
a. His ideas / dreams materialized. Exercise A
b. She wanted / expected to be my teacher.
c. As I was becoming older. This is the correct order and it is also the
correct story.
Page 67 1. Last week I had an accident on my way to work.
Exercise C 2. I drove slowly and thought I was paying attention.
Answers will vary 3. The problem was that I was waiting for an
Exercise E important phone call.
1. e 2. a 3. f 4. d 5. b 6. c 4. When the cell phone rang, I just answered it.
5. All of a sudden, the car in front of me stopped
Exercise F and I hit it.
Answers will vary 6. I learned my lesson. Never talk on the phone
when you drive.
Top Notch Skills 3 7. Luckily I was wearing my seat belt!
Page 68
Exercise B
Exercise A
He heard a terrible scream. 1. He met her when she was studying architecture.
A water fight. 2. They met when she moved to his city.
He got a bit wet. 3. She had her first baby while she was building
Exercise B their house.
One day, many, many years ago, a famous scientist 4. He got his degree when their baby turned 2 years old.
sat down under a tree to eat his lunch. 5. She went to university again when their baby
As he was eating his sandwich, an apple dropped turned 4.
from the tree and fell on his head. At first he was a
little annoyed, but as he rubbed his head to help ease Exercise C
the pain, he started wondering what it was that made
the apple fall. 1. automobile __5__ it happens to a car in an accident
Then, in an instant, it struck him that there must be 2. luxury __1__ transportation
an invisible force that pulls everything towards the 3. convertible __3__ without a roof
ground rather than let it float in the air. As he finished 4. comfortable __6__ going too fast
his sandwich, thinking about what it was that pulled 5. damage __7__ protection, if you get into an
everything to the ground, it all suddenly seemed to accident
make sense. 6. speeding __8__ something bad and unintended
Next he began to think about the possibility that this 7. insurance __9__ someone who rides in a car
invisible force that was holding us all to the ground 8. accident __10__ without limit
might also extend beyond our planet and effect the 9. passenger __2__ a quality of expensive living
moon. He felt ecstatic and wanted to share with the 10. unlimited __4__ that makes you physically enjoy
world his new ideas, and so he did. or rest
Isaac Newton is now one of the most famous Page 71
scientists of all time. He helped contribute Exercise D
enormously to the research of the effects of gravity suspect He or she is a person who is thought of as
on our planet as well as many other areas of science. a criminal but has not been proven one.
And to think that all this came from something as witness An individual who, being present,
simple as an apple falling from a tree, or at least personally sees or perceives an event.
thats how the story goes. alibi The defense by an accused person of having been
elsewhere at the time an alleged offense was committed.
Page 69 take place "to happen, be accomplished"
Exercise C robbery the unlawful taking away of personal
Answer will vary property from a person by violence or by threat of
violence that causes fear.
T95

Exercise E 3. Imperative / informal
1 5 10 15 20 4. Pay attention to the kind of people you know.
1. It does not say. Exercise D

2. Because of (repression) Answers will vary
3. Perestroika and Glasnost reforms. Lesson 3
4. Almost 30 years Exercise A
5. 2 weeks and some days. Answers will vary
MODULE 4 Page 82
Exercise B
Lesson 1
Page 76 Hair care Tooth care Skin care
Exercise B
1. fill it up 2. turn them on 3. pick it up shampoo
toothbrush
4. drop it off 5. turn them off conditioner hand cream
toothpaste
comb soap
dental floss
Page 77 hair brush
Exercise E Shaving Makeup Medicine
1. I cant turn them on.
2. Ill drop it off at the service station. lipstick aspirin
3. Which switch turns it off? razors mascara painkiller
4. What time can I pick it up? shaving eye shadow antacid
5. Please fill it up. cream face powder cough
nail polish medicine
Lesson 2
Page 70 Page 83
2 4 3 1 6 5 Exercise D
1. T
Page 78 2. F. She would like to, but she doesnt have time.
Exercise D 3. T
Sample answers
Exercise E
2. Could you please open 1. a 2. b
3. Could you please do
4. Could you please take out Lesson 4
5. Could you please close Page 84
6. Could you bring me Exercise B
1. Would / do can would / like to come / can you
Top Notch Skills 1 2. would / like / like
Page 80
Exercise A Page 85
Answers will vary Exercise C
Sample answers
Exercise B 1. Would you give me a ride after classes?
1. F 2. T 3. T 4. T 5. F 2. Would you come to my party?
3. Would you drop the car off?
Page 81 4. Would you lend me some money?
Exercise C 5. Could you lend me your computer?
1. When the speaker doesnt know the other
person that well. Exercise D
2. Formal or informal Sample answers
T96

1. Erick can / pick Exercise B
2. Rosa Would you Answers will vary
3. Alex Would you like Page 93
4. Jenny Would you like to go Would you Exercise C
Sample answers
Top Notch Skills 2
Page 86
Problem Dr. Weisss advice
Exercise B Calvin Hair loss Surgery

1. shampoo 2. soap 3. sunscreen Too much Use depilatory
4. body lotion 5. toothpaste Cassandra
body hair cream
Page 87 Wrinkles
Face and neck lift
Exercise C Josephine and sun
Chemical peel
Could you Would you d would you damage
pick up d
Exercise D
Exercise D Answers will vary
2 3 5 5 1
Answer Key to self check Module 4
Lesson 5
Page 88 Exercise A
Exercise C 1. fill them up? 2. turn on 3. pick her up
4. drop her off 5. turn off
someone anyone
Page 89 Now, order the following sentences. Write them
on the line. Then circle the syllables where
Exercise C stress goes. (5 points)
anyone someone someone Waitress... Could you fill up my cup?
That car smashed into my truck.
Exercise D Can you pick up the car?
1. manicure 2. shampoo and haircut What time can you pick it up?
3. pedicure 4. shaving Could you start up the engine?
Lesson 6 Exercise B
Page 90 1. Could I turn up the heat? Optional: Do you mind if
Exercise B I turn up the heat?
2. Could you do my beard?
Sample answers 3. Could I get my fingernails done?
1. How much is a (manicure)? 4. Could you give me a massage, please?
2. Is anybody available for a (pedicure)? 5. Do you mind if go and get my cellular?
3. Could I get a (haircut) in my room, please?
4. How long do I have to wait? Exercise C
5. Do I have to tip? 1. someone 2. someone 3. anyone
4. someone 5. anyone
Exercise C
1. a 2. a 3. b 4. a Exercise D
Page 83 Horizontal
Exercise D 1. Comb 2. Thermometer 3. Nail file
4. Brush 5. Scissors
Answers will vary
Top Notch Skills 3 Vertical
Page 92 1. Deodorant 2. Toothpaste
Exercise A 3. Shampoo 4. Soap
Answers will vary T97

Workbook Answer Key
MODULE 1 Exercise 2
Answers will vary and revolve around habits.
Page W2 Exercise 3
Lesson 1 Exercise 1 1a 2c 3d 4e 5b
, you will loose your teeth.
, you will develop many cavities. Page W4
, you will have an infection. Exercise 4 (suggested answers)
, you will feel nervous. 1. I cant sleep.
, you will not concentrate. 2. I dont sleep well, ...
, you will get irritable. 3. , eat well.
, your skin will get burnt. 4. If I workout/ exercise, ...
, the UV rays will damage your skin. 5. , I felt nervous.
you will increase the risk of skin cancer. 6. I cry,
Exercise 2 7. , I get sick.
Answers will vary and some examples are, 8. if I dont rest.
among others: 9. If I dont eat on time,
For VITAMIN *(Fiber) sources are among others: 10. you get sick.
Fruit: Cantaloupes, * Grapefruit,* Guava,* Mango,* Exercise 5
Papaya,* Passion fruit,* Tomatoes* Vegetables: 1 oxygen 2 vitamins 3 proteins
Amaranth Leaves,* Broccoli,* Brussels sprouts,* 4 fiber 5 minerals 6 iron
Butternut squash,* Carrots* Nuts: Chestnuts,*
Pistachios* Page W5
For MINERAL *(Fiber) sources among others: Lesson 3 Exercise 1
Calcium: Pomegranate,* Brussels sprouts,* Eggs, T F T NI F
Brazil Nuts,* Eggs. Copper: Avocado, Amaranth,
Oats,* Turkey Leg. Iron: Kiwi,* Page W6
Potatoes* Coconut* Beef Jerky. Magnesium: Exercise 2
Banana,* Peas,* Almonds,* Tuna. 1. If (we/they) travel to Puerto Peasco (we/they)
For PROTEIN sources among others: Meats: are going to know more about science.
.Beef, Dairy, Cheddar Cheese, Cottage Cheese, 2. If (we/they) travel to Puerto Peasco (we/they)
Cream Cheese, Cows' Milk, Cream - Half and Half. might visit the MGM case show.
Poultry: Chicken Breast, 3. If (we/they) travel to Puerto Peasco (we/they)
Chicken (dark meat), Eggs. Sea: Anchovies, Catfish, will do many activities in the theme parks.
Caviar, Cod.Carbohydrates: Fruits & veggies, 4. If (we/they) travel to Puerto Peasco (we/they)
Apple,* Cantaloupe*, Orange Juice,* Prunes,* will be able to go to Pinacate.
Raisins,* Potato.* Grains: 5. If (we/they) travel to Puerto Peasco (we/they)
Rice, white,* Popcorn, Oatmeal,* Refried beans, might eat in classy restaurants.
Garbanzo beans, Black eye peas.* 6. If (we/they) travel to Puerto Peasco (we/they)
Flours: Waffles,* Triscuits, Tortilla,* Pretzels,* Pizza,* will be able to/see ancient volcanoes).
Pancake,* Biscuit,* Noodles, Bagel.* Dairy: 7. If (we/they) travel to Puerto Peasco (we/they)
Chocolate milk(1 cup), Low fat (2%) milk, Skim milk, will/learn about unusual animals).
Yoghurt, Pudding. 8. If (we/they) travel to Puerto Peasco (we/they)
going to/ observe ocean wildlife).
Page W3 9. If (we/they) travel to Puerto Peasco (we/they)
Lesson 2 Exercise 1 will be able to go snorkelling).
Answers will vary. "Bad habits" are like a 10. If (we/they) travel to Puerto Peasco (we/they)
comfortable bed, easy to get into, but hard to get might see whales in winter).
out of it.
T98

Lesson 4 Exercise 1 Page W11
1. g 2. c 3. f 4. a 5. d 6. b Exercise 3
1. If it is your first day at work you should call the
Page W7 Human Resources area.
Exercise 2 2. If you lost your ID card, you should ask for
1. If I lose my luggage, I will report it to my airline another one.
rep. 3. If you find a lost cell phone, you should report it
2. If I have a car accident, I will report it to to the Security Area.
emergency services. 4. If my computer doesn't work, I should tell the
3. If my possessions are stolen, I will report the loss technicians to repair it.
to the police. 5. If you don't find a restaurant which sells healthy
4. If I get a stomach-ache, I will ask ask for medical food, you should take your food from home.
assistance. 6. If you hate wearing the uniform, do it anyway.
5. If the weather changes unexpectedly I will be Exercise 4
prepared with appropriate clothes. 1. If I get a new job, a
2. If I lose my job, b
Lesson 5 3. If a company makes me a job offer, b
Exercise 1 4. If I start my new job tomorrow, a
fact a c Opinion b d 5. If my colleagues make mistakes, b
Exercise 2 Answers will vary reality check. 6. If I have to work overtime, a
Page W8 Page W12

Exercise 3 Exercise 1
Superstitions are opinions VITAMINS PROTEINS CARBOHYDRATES
Yes. You will probably do better if you feel confident. FAT MINERALS
(or similar) Exercise 2
Open answer 1. If you don't know what it is,___ c)
2. If you don't know how it works, ___ a)
Page W9 3. If you don't know how to do something, ___ b)
Exercise 4 4. If you make a mistake, ___ f)
a b a a 5. If you don't know how it could possibly be
Exercise 5 done, ___d)
Answers will vary - Some suggested answers.
If you spill salt, youll have bad luck. MODULE 2
If want to avoid bad luck, knock on wood.
Never open an umbrella in the house unless you Page W13
want bad luck. Lesson 1. Exercise 1
If you break a mirror, youll have 7 years of bad 1F 2T 3T 4F 5T
luck. Exercise 2. Answers will vary
If you see a black cat, youll have bad luck. Exercise 3. Answers will vary
Page W10 Page W14

Lesson 6 Lesson 2. Exercise 1
Exercise 1
2 3 5 7 6 8 1 5 2 4 8 3 7 1 6
4 Exercise 2
Exercise 2 BIG
1. is should 2. are are going to MUCH OF A
3. ask won't have to CRAZY ABOUT
4. feel are going to 5. have won't CARE
6. is going to use LOVER
STAND
ADDICT
T99

Page W15. 3. In the late 1970's a new rock movement known
Exercise 3 Answers will vary as "punk rock" started
Ancient Egyptians... 4. which used to be a lifestyle for some people as well.
YES - TRUE 5. The ethnic influence was so strong that it revived
NO - FALSE craft skills,
YES - TRUE 6. women used to wear Macram bags and bikinis
YES - TRUE from the Greek Isles.
NO FALSE 7. Also in the 1970's, horror movies became the
rage;
Exercise 3 8. People used to love horror themes, Stephen King
USED TO debuted on the film scene as many of his books
USED TO were adapted for the screen, beginning with
USED TO Brian DePalma fs adaptation of King fs first
USED TO published novel, "Carrie" (1976), which was
USED TO nominated for Academy
DIDNT USE TO
Page W20
Page W16 Exercise 2
Lesson 3. Exercise 1 1. People used to watch "All in the Family," "The
1. used to eat Munsters," "Hawaii 5-0," Dallas,"
2. used to have "Wonder Woman," "The Bionic Woman,"
3. didnt use to like "Charlie's Angels," and many more.
4. used to be 2. Disco music, heavy metal and punk rock
5. didnt use to take 3. They used to wear mini skirts and Gypsy tops
with Macram bags and bikinis from the Greek
Exercise 2 Open answers Isles.
4. Yes, Because it was the 70s
Page W17 5. Yes. Because everybody liked horror movies.
Exercise 3 Answers will vary Exercise 3 Answers will vary
Exercise 4 Answers will vary
Page W21
Page W18 Lesson 6. Exercise 1 Answers will vary.
Lesson 4. Exercise 1 Exercise 1 Whats wrong with the pictures?
2. No, he didnt use to make dinner every night Answers will vary
3. No, Paul didnt use to get up early every morning. Exercise 2 Answers will vary
4. No, Cindy didnt like eating vegetables
5. Yes, she did Page W22.
6. Yes, he did Exercise 1
7. No, they didnt use to have a house Just for fun
Exercise 2
2. Did people use to watch DVDs for Bitter Salty Chewy Crunchy
entertainment?
beer soup cheese almonds
3. Didnt eating use to be simpler?
4. Did food use to have labels? onion bananas peanuts
5. Didnt you use to live closer to work?
6. Didnt cars use more gas (before)? asparagus
Page W19 Greasy Sour Spicy

Lesson 5. Exercise 1
butter vinegar mole
1. There used to be many different types of
entertainment in the 1970's. yoghurt enchiladas
2. David Bowie used to be another heavy metal
rocker. lemon juice guacamole
T100

Lesson 3
Exercise 1
Complete each sentence, using the simple past
tense or the past continuous.
Page W23 Exercise 1 Open exercise. Answers will vary.
Just for fun Exercise 2
Across Complete each statement or question with the past
4 asparagus continuous or the simple past tense.
6 eggs 1. was speeding / had .
8 sushi 2. was not wearing / did not stop at.
9 chocolates 3. was talking/ did not pay attention .
4. was driving / happened
Down 5. were they going / rang ?
1 ice cream
2 tofu 3 5 shellfish 7 sugar Page W28
3 1. Nicolas 2. Marcia 3. Patty 4. Greg 5. Al Exercise 3
Open exercise. Answers will vary.
MODULE 3 Exercise 4
see
Page W24 was sitting
Lesson 1. Exercise 1 heard
1. e 2. d 3. a 4. c 5. b were * sitting
Exercise 2 was not or wasnt * was taking
1 had 2 did / happen 3 was driving home having * finished
4 called 5 asked 6 was doing
7 told 8 was going 9 said 10 was laughing Page W29
Lesson 4. Exercise 1
Page W25 a) 1. was * doing 2. What * he trying
Exercise 3 b) 1. was * doing
Note about an accident answers will vary. c) 1. was * taking 2. was * giving
Exercise 4 d) 1. were * performing
1. b 2. b 3. b 4. a
Page W25 Page W30
Lesson 2. Exercise 1 Exercise 1
1. van 2. a compact car 3. an SUV were looking for a job 2
4. convertible 5. luxury car met a lovely girl 3
were planning to get married 5
Page W26 cooking a great meal 4
Exercise 2 Answers will vary. fall down the hill 1
Exercise 3 was riding a bike.
1. carrying 2. missed 3. reported had an accident.
4. happened 5. had 6. said was studying Languages.
7. disappearing phone rang and the dinner burnt.
decided to open a restaurant.
Page W27 1. Mary and Jonathan were planning to get married
Exercise 4 when they decided to open a restaurant.
1.. were sitting 2. met 2. Sarah was cooking a great meal when phone
3. was checking 4. got rang and the dinner burnt.
3. Michael met a lovely girl while he was studying
Languages.
4. My friends were looking for a job when they had
an accident.
5. This kid fell down the hill while he was riding a bike.
T101

Page W30 In order to avoid a lot of accidents it's important to
Lesson 5. Exercise 1 take care of everything before I hit the road.
1. b) 2. a) 3. b) 4. a) 5. a)
Page W31 Exercise 1 Page W34
Exercise 2
J U F Q H I C L E Z D
Lesson 6
Exercise 1 B G I O S T O U B Y O
1. While I was cooking dinner, I burned my finger.
2. While I was taking a shower, the water went cold. N R S U V D M F A R U
3. We were playing tennis when my racquet broke.
A O E P E S P C G U R
4. I was using my computer when it suddenly
stopped working. R I D N O G A W O X I
5. When I was crossing the road, a car nearly hit me.
O K A L X R C J F U V
Page W32 C O N V E R T I B L E
Exercise 2
Got / walking / passing / felt / thought / realized W D I A J Z Q S T H M
turned / gave / said
Exercise 3
Q B U N L K A P N O L
Open exercise. Answers will vary. L H Y E Z I S L L U F
Page W33
Exercise 2 Page W34
Exercises 4-5
1. driving 2. saw 3. were 4. watching
RENTING A CAR?
5. sports 6. convertibles
Safety tips for a Safe Drive
7. asking 8. looked
On my last vacation in Luxemburg I was visiting a
rental car lot and while I looked (was looking) at MODULE 4
the cars I was finding (found) a poster with some
tips for driving (driving tips.) Page W35
Some of the tips they were mentioning (mentioned) Lesson 1
were: Exercise 1
When passing another car always signal and allow Exercise 2
plenty space between you and the car in front. 1. stop by 2. turn it on 3. turn it off
Everyone in the car must wear seat belts at all 4. drop it off 5. fill up
times. Page W36
Don't worry about having money handy when you Exercise 3
drove (are driving). You don't have to pay tolls to 1. a 2. c 3. b 4. c
drive on any roads in Luxemburg. Exercise 4
Speed limits are enforced. Speeding and other 1. Margo dropped off the car
traffic violations can end in a fine, which can 2. Sam picked it up
sometimes be a lot of money. 3. I filled up the tank
I was thinking (that) driving an unfamiliar car in an 4. Sue cant turn on the headlights
unfamiliar city can be stressful and dangerous and 5. I can turn them off
to know about these kinds of things can be the 6. Hed like it dropped off at noon
difference between life and death. 7. I need to fill it up
Before I leave (left) the lot I had to check the 8. William has already picked up the car
headlights and all the interior lights, (and) the wind
shield wipers to be sure they worked, also I
adjusted the seat and mirrors in order to know how
they were functioned (worked).
T102

Page W37 Page W44
Exercise 5 Rental request. Exercise 3 Open exercise. Answers will vary.
Pick up date / time: June 20th. Exercise 4 Open exercise. Answers will vary.
Pick up location: L & M Car Rental's main office Exercise 5 Open exercise. Answers will vary.
downtown.
Return date / time: no later than 3 pm. June 28th Just For Fun Page W45
Return location: at the airport
Car type: Renault Clio R A Z O R B L A D E N L N D U
Page W38 R E T E M O M R E H T S O E S
Lesson 2
Exercise 1 a a b a J E A S U P O J A Q H T I O T
Exercise 2
Open exercise. Answers will vary. F G P T U Z U I M A Z H T D Y
Page W39 Q F B P A N R E V J S V O O Q
Exercise 3
Can you return my call please? Y L S R I S S I K U T P L R T
Could I borrow your notes?
Could you take care of my pet rabbit while Im on Z L C V P L N C R A J S Y A H
vacation?
E Y J R B G C B R J M Z D N S
Lesson 3
Exercise 1 O V A H C S H L T E W G O T U
Exercise 2 C Y I R I T O L I G E X B U R
Page W40 T O E C O M B A O A G N H L B
Exercise 3
Open exercise. Answers will vary. P A D O V M Y A P U N C W J R
Lesson 4
Exercise 1 1b 2c 3c 4a 5a M P T W W Q N B S E B K F I V
Page W41 Exercise 2
Open exercise. Answers will vary. O T B X A R A C S A M T X Q F
Lesson 5
Exercise 1 A W R U S Z A S B U I C H A H
someone anyone anyone
someone anyone anyone
Page W45
Exercise 2 Answers in the book
Page W42
Exercise 2 1 shampoo 2 manicure
3 haircut 4 shave 5 polish
Exercise 3 c / b / a / b / c / a
Exercise 4 c a d b
Exercise 5 Page W43
can I get a
could you give me a shampoo
Would you give a
Page W43
Lesson6
Exercise 1 1a 2b 3b 4c
Exercise 2 Open exercise. Answers will vary.
T103

TOP NOTCH POP LYRICS
Wheels around the World

(CHORUS)
Was I going too fast
What were you doing when you hit
or a little too slow?
the tree?
I was looking out the window,
I was racing down the mountain,
and I just dont know.
and the
I must have turned the steering
brakes failed me.
wheel
How did it happen? Was the road
a little too far
still wet?
when I drove into the bumper
Well, there might be have been a
of that luxury car.
danger sign,
Oh no!
but I forget.
How awful!
The hood popped open and the
What a terrible day!
door fell off.
Im sorry to hear that.
The headlights blinked an the
Are you ok?
engine
(CHORUS) coughed.
Wheels around the World The side-view mirror had a terrible
are waiting here with your car. crack
Pick it up. The gearshift broke. Can I bring the
Turn it on. car back?
Play the radio. Oh no!
Wheels around the World- Thank goodness
helping you to go far youre still alive!
You can drive anywhere. Im so happy that
Buckle up and go. you survived.
Did it hit the red sedan,
(CHORUS)
or did it hit me?
I was talking on the cell phone
in my SUV.
Nothing was broken,
and no one was hurt,
but I did spill some coffee
on my favorite shirt.
Oh no!
Thank goodness
youre still alive!
Im so happy that
you survived.
T104

The generic competences are those which high school students must develop as they allow them to understand their
environment (local, regional, national or international) and its inuence on them. They also provide the basic tools to
continue learning throughout their lives, and foster an adequate relationship with their social, professional, and family
environments. These competences build the graduates prole according to the Sistema Nacional de Bachillerato.
This is a list of the generic competences:
1. To know and value themselves and face problems and challenges according to the goals they are pursuing.
2. To be sensitive to art and participate in the appreciation and interpretation of its expressions in different genres.
3. To choose and practice healthy lifestyles.
4. To listen, interpret and transmit proper messages within different contexts using the appropriate means, codes
and/or tools.
5. To develop innovations and suggest solutions to problems using established methods.
6. To support a personal stance toward general interest and relevant topics, considering other points of view with a
critical and reflective view.
7. To learn by initiative and their own interest throughout their lives.
8. To participate and collaborate effectively in different teams.
9. To participate with a civic and ethical conscience in their community, region, national and worldwide life.
10. To keep a respectful attitude towards different cultures and beliefs, values, ideas and diverse social practices.
11. To contribute to sustainable development in a critical way through responsible actions.
MODULES
Disciplinary Competences
1 2 3 4 5
1. Identify, order and interpret ideas, data, and concepts implied and explicit in a text,
considering the context where it was created and the one where it was obtained.
2. Evaluate a text by comparing its content with others, using previous and new
knowledge.
3. Elicit ideas about natural and cultural phenomena from their environment , based on
different sources.
4. Produce texts based on the normative use of the language, considering the
communicative intention and situation.
5. Express ideas and concepts in coherent and creative compositions, using a clear
introduction, body and conclusion.
6. Argue a point of view publicly, in a precise, coherent and creative way.
7. Value and describe the role of art, literature, and media on entertainment or on
transforming the culture, considering the communicative purposes from different
genres.
8. Value logical thinking in the communicative process in their daily and academic life.
9. Analyze and compare the origin, development, and diversity in communication

media and systems.
10. Identify and interpret the general idea and possible developments from an oral or
written message, produced in a second language, using previous knowledge, non-
verbal elements and a context.
11. Communicate in a foreign language with a logical, oral or written discourse,

according to a communicative situation.
12. Use Information and Communication Technologies to do research, solve problems,
and produce materials to transmit information.
TNBEY_SBK_L3_prelim_.indd x 13/08/12 12:59

Notes
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Top Notch

Joan Saslow Allen Ascher

Joan Saslow Allen Ascher

TNBEY_TB_L3_prelim.indd 1 25/07/13 16:56

Ral Humberto Godoy Montaez

Gabriela Zapata Villalobos

Alejandro Salazar Ortega

TNBEY_TB_L3_prelim.indd 2 25/07/13 16:56

Module 1 Talking about Possibilities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .T1

Module 2 Talking about Past and Present Habits . . . . . . . . . . . . . . . . . . . . . . . . . . . T19

Module 3 Describing the Past . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T39

Module 4 Making Requests . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . T58

TNBEY_TB_L3_prelim.indd 3 25/07/13 16:56

Reading Reading for detail

Listening Listening to present grammar

Listening Listening to present grammar

Reading Reading for detail Find pros

iv SCOPE AND SEQUENCE

TNBEY_TB_L3_prelim.indd 4 25/07/13 16:56

Module 2 Talking about Past and Present Habits

Listening Listening for specific information:

SCOPE AND SEQUENCE v

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Module 3 Describing the Past

Lesson Vocabulary Social Language Grammar Skills

TNBEY_TB_L3_prelim.indd 6 25/07/13 16:56

Module 4 Making Requests

Lesson Vocabulary Social Language Grammar Skills

Listening Listening to present grammar in context

Listening Listening to present grammar in context

Listening Listening to present grammar in context

Questions with How Listening Listening for specific information. Identify

SCOPE AND SEQUENCE vii

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Reviewers and Piloters

i-1_TopNotch_3.indd viii 7/6/05 4:19:28 PM

TNBEY_TB_L3_prelim.indd 8 25/07/13 16:56

TNBEY_TB_L3_prelim.indd 9 25/07/13 16:56

The Top Notch Intermediate English approach

Authentic, sourced reading texts. To lend interest,

TNBEY_TB_L3_prelim.indd 10 25/07/13 16:56

TNBEY_TB_L3_prelim.indd 11 25/07/13 16:56

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TNBEY_TB_L3_prelim.indd 14 25/07/13 16:56

PRECISE LOS DATOS DE IDENTIFICACIN DEL PROGRAMA

2. Duracin del Programa: TRES AOS 3. Periodos o Niveles de formacin: UN SEMESTRE

4. Nombre de la asignatura: INGLS INTERMEDIO I

5. Tiempo presencial: 69 hrs. 6. Tiempo independiente: 48 hrs.

DEFINIR LA COMPETENCIA A FORMAR:

VERIFIQUE EL PROCESO DE CONSTRUCCIN

TNBE03_TB.indd xv 14/08/12 14:11

LESSON 1. TALK ABOUT HEALTH FACTS 2 WORKBOOK LESSON 1 2 JOAN SASLOW,

Vocabulary: Facts, natural events.

LESSON 2. TALK ABOUT EXERCISE AND HEALTH 2 WORKBOOK LESSON 2 2

Vocabulary: Natural events, health facts.

TOP NOTCH SKILLS 1

LESSON 3. TALK ABOUT PLANS FOR A HOLIDAY 2 WORKBOOK LESSON 3 2

Vocabulary: Weekend plans, holiday weekend.

LESSON 4. MAKING PLANS FOR A TRIP 2 WORKBOOK LESSON 4 2

TALKING ABOUT POSSIBILITIES

TOP NOTCH SKILLS 1

LESSON 5. TALK ABOUT SUPERSTITIONS 2 WORKBOOK LESSON 5 2