TN_TE_L3_FM_Tiv-Tix 7/3/05 11:27 AM Page Tiv

Top Notch unit walk-through

LS
UNIT GOALS. Clearly state the
GOA
UNIT n communication goals of the unit.
novatio mistake
ibe an in ty for a
1 Descr sp onsibili
t re
2 Accep s

ology
tion ns

UNIT 8 n 3 Evalu
ate inve
n
e impac
t of key
inventio

Tech 4 Dis cu ss th

ons and
ry
in histo
TOPIC PREVIEW. Previews the content of
Inventi consid
heel to
er the w on in history? the unit and accesses prior knowledge.
IE W. Do you anical inventi ou name?
REV mech can y
A TOPIC P ost important s of the wheel d as wh
eels
m
be the er modern use logs use
h a t o th
W
LANGUAGE SUPPORT. Illustrations and
photos define new language and ensure
s
led cart
en wag
on whee
l
two-wh
ee comprehensibility.
a wood

SOUND BITES. Previews the language

of the unit and provides exposure to “+1”
ariot
a horse-d
rawn ch natural language for observation.

C
SOUND BI
TES. Read along
silen tly as you listen
to a natural co
nversation.

mobile
eel an auto
’s wh
a potter
ew heel?
f thIAN
oLIL
e inv ention : Where did
you get all those
efore th mosquito bites?
SION. have b
people
MA RIA N: On
DISCUS ople? our camping LIL IAN : Where
s d id o f p e trip. The have you been?
B
at diffi
cultie e lives bugs were horre They have!
1. Wh ange th ndous. I tried
heel ch everything, bu MA RIA N: No
id the w
t I still got eaten way!
H o w d alive! Don’t you LIL IAN : Yeah.
2. wis It’s
would invent som h someone on you:30 AM
this thing you
put
ething for 4/19/05
10:46 r wrist, and mo MA RIA N: I do
mosquitoes tha bugging you. squitoes quit n’t believ
t works? It really works known that, I e it. If I’d
8 . would have go
86 U N IT one before I lef tten
t.
D UNDERSTAND
ING FROM CO
Then use each
one in a se
NTEXT. Find wo
rds and
ntence. expressions in
the conversati
1. Find a wo on.
.indd
86 rd that means
TN3_U8 “terrible.”
2. Find an ex
pression that
me an
s “The bugs bit
3. Find a wo me a lot.”
rd that means
UNDERSTANDING MEANING FROM “bothering” or “annoying
.”
E PAIR WORK. Wi
CONTEXT. Students learn an essential skill th a partner,
an swer the ques
ns. Explain yotio an early
for comprehension of unfamiliar language. 1. What do
es Lilian ur answers. television, 195
have you been mean when she asks Maria 0
?” n, “Where
2. What do
es Marian me
WHAT ABOUT YOU? Confirms students’ an when she
says, “No wa
y!”
understanding, provides language support, WHAT
and readies students for the unit. ABOUT YOU
?
The following
machines we
in order of im re invented in
portance from the twentieth
䡵 1 to 5, with 1 century. Rank
being the mo them
the computer
䡵
the airplane
䡵
st important:
DISCUSSION.
Explain your
rankings.
the automobile
the telephone 䡵 䡵 the television

Preview
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COMMUNICATION GOAL. Assures students of

what theyÕll be able to do at the end of thi s lesson.

CONVERSATION MODEL. Transferable

conversation models make social language
memorable. Photos support meaning and
provide a stimulus for additional oral work. VOCABULARY. Vocabulary presentations
always define meaning and provide easy
reference for study.
Discuss a New Prod
uct

CONV
ERSATION
MODEL Read and listen. D Complete each pre
sent fac tual conditional
A: I need a new sentence.
coffee maker. Do 1. Water
get the Brew Rite? you think I should if you
It’s on sale at Tec boil its temperature to
B: That depend hnoMart. 2. If I raise 100 degrees.
s. How much are something that’s
A: $75. the y selling it for? see really cutting edg
3. She e, I it.
B: Definitely. her own beans if want
That’s a great pri grind she
a coffee maker, I’d ce. If I needed 4. He always really great coffee
buy one too. It’s state-of-the-art equ want .
top of the line. use ipment if it

Rhythm and E Choose the be
available.
intonation practic correct form to com
e plete each future
factual condition
1. If they al sentence.
to get there fast,
A
VOCABULA want / will want they
RY. Describing manuf 2. If he
take / will take the express train.
actured products. buys / will buy the product, the mosqu
Uses new technol Listen and practic 3. If they itoes
ogy e. don’t bite / won’t .
Offers high quality her tomorrow, the bite
high-tech see / will see y
show / will show her their new camera pho
Uses new ideas 4.
high-end ne.
state-of-the-art get / Do you get the camera phone if the
Are you going to
top-of-the-line innovative y
cutting-edge offer / will offer it on sale?
first-rate revolutionary F PAIR WO
novel
RK. Take turns com
pleting each pre
sent unreal condit
1. If I were an ional in your own
B GRAMMAR. Factua inventor, I … way.
l and unreal con ditional sentences
Present factual con 2. If I could go
ditionals: Use the : review anywhere in the
If you make a lot of simple present tens BE CAREFUL! Don world, …
coffee, you need a e in both clauses. a future form in
’t use 3. If I needed
a car, …
Future factual con goo d coff ee maker. the
ditionals: Use the if clause.
Use the future with simple present tens If I buy it, I’ll be
will or be going to e in the if clause. happy.
If they sell the Brew in the result clause. NOT If I will buy
it, I’ll
Rite for as low a pric
a lot of them. e as the Coffee King
, they’ll sell
be happy. CONVERSATION
Don’t use would
Present unreal con
ditionals: Use the if clause.
in the PAIR WORK
the if clause. Use simple past tense
would in the resu or was / were in If they knew the
best
If I were you, I wou lt clause. brand, they wou Bring in advertise
ldn’t buy it. (unreal ld get it. ments
If Teletex had a cutt condition: I am not NOT If they wou for products from
ing-edge digital cam you.) ld know
a Digicon B1X
Save $50
era phone, they wou the best brand, they
(unreal condition: Tele ld sell more. newspaper, or use
tex doesn’t have one would get it. these ads. ● cutting-edge
.) Use the vocabulary
6B
B 6G7DD
to describe the pro
on page 88
●
technology
5.44 megapixel
$379
US
ducts.
HI:
<G

Discuss whether
G

or not to
C
buy them.
US $3899 17"
Practice distinguis LCD
hing between fac PAGES G13–G14
Check the statem tual and unreal con Start like this:
□ 1. If the
ents that describ
e unreal condition
ditions. For more . . .
Monitor
y see something s. Micro Scanne Teknicon
□ 2. If we firs
take the bus to Tec
t-rate, they buy it. A: I need a new
. ●
stat r
e-of-the-art
hnoMart, we sav Do you think I sho
□ 3. If you e a lot of time. uld
walked to the the get the ?… Strawberry
□ 4. The
y won’t get any
ater, you would
get there late. US $199
□ 5. If she
pho ne calls if they don’t B: … Palmtop SPECIAL BUY
were a photograp have their cell pho
her, she would sell nes. ●handheld
her old camera and Digi-Phone

PRACTICE
buy a new one. ● Internet capable
●2-line digital ● secure digital
phone system ● media
88 UNI T 8
card slot
US $79 US $99

CONTROLLED
super special

TN3_U8
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89
GRAMMAR. Grammar is 4/19/05 10:47:27
TN3_
AM3 U8
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dd 89
presented with clear explanations
and examples, integrating form, CONTROLLED COMMUNICATION PRACTICE. 4/19/05 10:47:38
AM

meaning, and use. Use of color Students personalize the Conversation Model, using
ensures that students focus on the new vocabulary and grammar, to confirm their
the target grammar. progress at the end of the lesson.

GRAMMAR BOOSTER. For those who want COMMUNICATION SUPPORT.

more, a Grammar Booster in the back of the Realistic visual prompts provide
Student’s Book gives additional explanations, support and ensure success.
examples, grammar points, timely reviews,
as well as more practice.
Unit walk-through Tv
TN_TE_L3_FM_Tiv-Tix 7/3/05 11:28 AM Page Tvi

COMMUNICATION GOAL. Shows students

the practical value of this lesson.
Mist ake
sibilit y for a
Respon
Accept
n.
ION
ERSATO Read a
nd liste
V L

CON M DE
.
got lost RHYTHM AND INTONATION PRACTICE.
te. We nyone.
rr y we’re la a p p en to a stoppe
d to
A: S o
K . It can h
fa u lt . If I had on time. Provides targeted pronunciation practice to
T h a t’ sO ly m y e b e e n
B: s entire uld hav .
A: We
ll, it wa ions, we wo come in ensure comprehensibility of student speech.
direct Please
ask for th a n never. to d ri nk.
r late thing
B: We
ll, bette get you some
t me
And le n practice G7DDHI
atio B6
d inton

B
a n results.

:G
m

<G6

Rhyth ndition
al ns and
conditio ’t, so I couldn’t
call.)
a st u n real co re al or untrue
ut I di dn she was
late.)
. (B
AR . The p scribe un
de rections
di didn’t, so
e
GRAMM itional to lled for . (But sh 5
al cond I could have ca ecked the map itional. G14–G1
PAGES e …
A st unre al cond
pa e, ch st unre For mor
Use th e
ha d a cell ph on
la te if she had au se in the pa .
If I had ve been the if cl rections ’t have.
ldn’t ha could in ve called for di ey couldn
She wou would or d ha . / No, th
U L! D on’t use ll phone, I coul th ey co uld have
BE CAR
EF d a ce Yes,
have ha earlier? clock.
If I would ers had left At four o’
an d answ on tim e if they ke n the train?
ns arrive d d ta
Questio ey have ved if yo
u ha
Could th ld you have arri
ou
When w
tence.
nal sen t Train.
l conditio e Bulle
st u n re a et on th
aning o
f ea ch p a
n’t gott
e n a ti ck
o. on.
EXTENSIVE PAIR WORK ACTIVITIES.
the me ey had They didn’t g sportati
Choose one if th b. of tran Ensure a student-centered approach.
B ld n ’t have g n o th e r kind
y wou t. osen a re.
1. The have ch e weren’t the
y wen would n.
a. The th e re, we b. W
a v e know ut it.
e e n ou ld h abo
e had b ere. never w n’t tell them n lost.
2. If w th , th e y
did e gotte
were bout it b. You n’t hav
a. We ld them a o u ld
to w
ou had
n’t ut it. tter, we t lost.
3. If y em abo ions be e
told th e direct b. We didn’t g
a. You x p la ined th ce.
h ad e senten
me o n e itional
4. If so t lost. n re al cond ur car?
a. W e g o
ach pa
st u e yo
in
m plete e a phon ate?
s to co ’t had to evacu
ect form d / hadn e trieDd PAIR WOR el m ore
ose the corr o n e if you wouldn’t have ha ould you hav a y to travK. Take turns co
C Ch o ve d ,w w
aThen discuss mpleting the
o u ld you ha b o u t th e storm d
the actions yo
u would have
statements ab
out each head
at w a fo un
1. Wh
have taken if you ha line.
kn ow n
d , p e o ple would find / would le d read the he
u ow n / ha d
in v e n te re p e o p adlines.
2. If y
o would have kn
ne had
n o t b een
the nig
ht, m a n y mo Hurricane to Strike Tonight
e airpla nd. during
3. If th
quickly
by la
d / had
oc cu rre d Floods Expected 9"1
If I had seen
this, I …
occurre
e flood would have .
4. If th d
be injure
/ would
injured
would ha
ve been Massive Transportatio AM

Taxis,
n Strike 4/19/05
10:47:52

Buses, Trains Out of Ser

90 U N IT
8 vice
Huge Traffic Jams Expect 9"1
If I had seen
ed this, I …

Stores Announce Protest

TN3_U8
.indd
90
Against Taxes
Half-price Sales Begin Tod
ay 9"1
If I had seen
this, I …

E
PRONUN
CI ATION. Contrac
of had, would tions with ‘d in
, and did. Read spoken Engli
and listen. Th sh. Notice th
PRONUNCIATION. A comprehensive 1. If we had
en repeat. e reduction
had time, we /wid/
pronunciation syllabus promotes accurate would have sta
yed. If we’d had tim
e, we would
and comprehensible pronunciation. Each have stayed.
2. Where did
you go? /wErd/
pronunciation point is linked to the target 3. Who did
Where’d you
go?
you see? /hud/
language of the lesson. Who’d you
see?
4. It would /It 3´d/
be OK.
It’d be OK.

CONVERSAT
ION
PAIR WORK
Role-play acce
CONVERSATION “GUIDES.” These guides unreal conditio
pting respons
ibility for a mi
na stake. Use th )DEAS
ensure that students practice manipulating Accept your pa l to explain how things co e past
rtner’s apology uld have been
A: Sorry . different.
the Conversation Model in their own way, B: That’s OK
.
●
● You were late.
You forgot som
. . eone’s
rather than merely repeating it. A: Well, it wa
birthday.
E

s entirely my ● You
D PRACTIC

fault. If didn’t pay a bill

… on time.
Continue the ● You
conversation forgot to call
in your own wa someone.
y.
● You
r own idea:
CONTROLLE

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91
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VOCABULARY. Clear defining illustrations FREE COMMUNICATION PRACTICE.

take the guesswork out of the meaning of new Offering students an opportunity to remember
words and provide a permanent reference. and use language taught in this AND previous
lessons, Top Notch Interactions provide support
for successful discussion.

Evaluate Invent
ions

A
VOCABU
LARY . Descriptive ad
jectiv es. Listen and
practice.
TOP NOTCH
INTERACTIO
N • Eureka ! I’v
e got an idea !
STEP 1. Check
the boxes to show where
Then complet you think new
low-tech / hig e the chart wi inventions are
h-tech th more inform needed.
wacky ation about ea
ch invention.
unique
B
LISTENING efficient / ine
fficient home and car
New invention
Why people would wan
CO MPREHENSION. t it
people discussi
ng their proble Listen carefully □⻬for the car
of the convers ms. Write the to a wake-up alarm
ation next to number □ for organizin so you don’t fall asleep whil
should have ha the invention g e driving
d. each person □ for cooking
□ for raising child
ren
□ for pets

■ The Robo-Tiller □ for cleaning

□ for relaxing
office
□ for writing
□ for organizin
g papers
□ for training staff
□ for commun
■ Um
The All-Body
brella
icating
□ for eating lunc
h or snacking
English class
□ for learning
new words and grammar
□ for getting more
speaking practice
□ for preparing
■ ExiThet Pet
to take tests
■ The Vac Bot □ for reading faste
r

STEP 2. PAIR
WORK. Choose
hig one are
h-tech, or even a and
draw a pictur impossible! Na invent something. It can be
e of it or write me your inven wacky, low-te
a description tion. On a sep ch,
of it. arate sheet of
pape r,
STEP 3. DISC
USSION. Tell the class
C DISCUSSION. you had one no about your inv
Describe each w. Explain wh ention. Expla
at you could ha in wh
or more of the
adjectives fro
invention with
one ve done if you’d at would happen if
m the vocabula NE ED HE LP ? He had one in the
past.
ry. re’s language
It’s not a novel you already kn
idea, but the Pet ow:
efficient. It do Exit is both low
esn’t need ele -tech and Descriptive ad
ctronics or ma jectives
chinery.
top-of-the-lin Factual and un
e wacky
high-tech real condit ionals
practical Don’t you wis
92 UN IT 8 high-end h someone wou
unique something for ld invent
state-of-the-a ?
rt efficient If I had a
cutting-edge , I would be able
low-tech inefficient If I had had a to .

TICE
, I would have
first-rate novel able to been
.
revolutionary

FREE PRAC
innovative
TN3_U8.indd
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93
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LISTENING COMPREHENSION. Listening 8:11

TN3
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tasks go beyond auditory discrimination to

include critical thinking skills. 4/19/05 10:4
8:22 AM

NEED HELP? Provides reminders to students

of the language they have previously learned—
in this unit and earlier units—that can be used
in free communication.

Unit walk-through Tvii

TN_TE_L3_FM_Tiv-Tix 7/3/05 11:30 AM Page Tviii

Discuss the Impact of Key Inventions in History

COMMUNICATION GOAL. Top Notch has a
A READING WARM-UP. In what ways did people communicate words and ideas
fully developed discussion syllabus. Students
to each other before the invention of the telegraph, the telephone, the radio, progress beyond functional language and express
and the computer?
their views successfully on a variety of popular
B
READING. Read about the invention of printing. How do you think this discussion topics.
invention changed the world?

READING WARM-UP. Warm-up questions

build expectation and get students talking.
ladle for pouring hot metal

by hand. Creating a book was could read the same book.

Until the 6th or 7th century, all books
difficult, and in comparison
with today, very few books
existed. Therefore, very few
people read books.
In the sixth and seventh
centuries, the Japanese and
Chinese invented a way to print
pages by carving characters and
pictures on wooden, ivory, or
Later, in the 11th century,
another great advance
occurred. The Chinese invented
“movable” type. Each character
was made as a separate block
which could be used many
times in many texts. This
meant that pages could be
created by putting together

I
had to be written by hand. clay blocks. They would put individual characters rather than

f you asked a large number

ink on the blocks and then press
paper onto the ink, printing
having to have whole pages
carved. Movable type was much
AUTHENTICITY. Authentic readings from
of people what the most
important invention has
a page from the block. This
process is called letterpress
more efficient than the earlier
Japanese and Chinese print
identified sources prepare students to
been, many would say the printing. The invention of blocks because books could be comprehend real reading materials in English.
printing press. Others might letterpress printing was a great created much more quickly by
say the wheel. But even though advance in communication people with less skill.
it’s debatable whether the because each block could be In Europe, movable type was
appearance of the printing press inked many times and many used for the first time in the 15th
affected the course of history copies of each page could be century. And there, Johannes
more than the wheel, the printing made. Many books could now be Gutenberg invented typecasting,
press ranks within the top two made. Therefore, many people a way to make movable type
or three inventions in much more quickly,
history. by melting metal
Long before the and pouring it into
telephone, the television, the forms of the
the radio, and the letters. This greatly C
computer, the written increased the speed DISC
word was the only way of printing, and USSIO
1. H N.
to communicate ideas to eventually made ow w
people too far away to books available to 2. In ould
what life h
talk with. Until the sixth many more people.
ways ave b
or seventh century, all 3. W een d
hat m do w iffere
books had to be written carved print blocks ak e
comm nt if p
two
or th es an inv unica rintin
g had
ree in e te “in
vent ntion imp writin n’t b
TOP ions ortan g” to een in
NOT in histo t ? W day? vent
ed?
CH r y? h at do
94 UNIT 8 SOURCE: Eyewitness Books: Invention. By Lionel Bender, Alfred A. Knopf, New York, © 1991. INTE you
think
RAC are t
STEP
TION he to
p
1. PA • It’s
IR the
resu WORK.
lt of
grea test i
TN3_U8.indd 94 4/19/05 10:48:34 AM each On your nven
tion s
of th n
ese in otepads ince t
vent , writ he wh
ions. e your
Then own eel !
rank id
the f eas abou
our in t how
vent
ions life chan
in or
der o ged as a
f imp
ortan
ce.
2000
B
loose .C.: The p
n lo
soil s s and turn w
o s 1802
plante crops can the :
d effic be locom The steam
iently trans otive perm
ADEQUATE PREPARATION. Concrete . p
prod ortation o its
u f
1914
:
zippe The mode
dista cts over lo r rn
steps—such as “notepadding” activities, nces
by tra ng open permits th
in 1920
in. cloth g and clo e s:
es wit refrig The elec
charts, surveys, and critical thinking the p
low: Life b
and b h
sing
utton out butto
of e tr
fresh rator kee ic
efore holes ns . ps fo
od
activities—prepare students for successful .

and productive free communication. the tr Life a

fter
ain:

the z
ipper:

the re
frigera
tor:

Afte
STEP r
inve the plo
2.
SPEAKING MODELS. GRO
U
Prese P WOR
cou nted, fa w was
ld p r
nt a r K area lant mers
Ensure students know epor . Choose tim s in a s large
t to yo o e. T hor
ur cla ne of the cou hen t
what they can say. ssma in
tes a vention
ld
food plant hey
t
bout s peo to sell enoug
TN3_
U8.in
dd the im above or ple. to o h
95 pact an ther
the in other inv
vent e
Tviii ion h ntion.
E
CTIC

ad in
histo
ry.
PRA
FREE

95

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/05
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UNIT WRAP-UP. A full-page illustration

deliberately elicits and reviews all language
from this unit, demonstrating to all students
their mastery of new language.
CHECKPOINT. Integrated-skills
checkpoints permit students to
consolidate, review, and confirm
what they’ve learned.

UNIT 8 UNIT WRAP-UP t the items in the

Vocabulary. Talk abou
CHECKPOINT
●
to describe them.
store, using adjectives
plete the statements,
SION. Listen to the people ● Grammar. Com
A
LISTENING COMPREHEN ch the name of the using the factual and
unreal conditional.
prod ucts. Mat ments.
talking about new Then make more state
and the adje ctive that best describes it.
product If she buys the …
Adjectives If they boug ht the …
Products …
a. cutting-edge If Dan hadn’t bought the
1. The Ultraphone Create
b. efficient ● Social Language.
e
2. Dinner-from-a-distanc conversations for the
people.
c. unique
3. Kinder-T V
d. top-of-the-line
4. Ten Years Off

n.
is true for each situatio
B Check the statement that ance for directions.
t hav e gott en lost if we had called in adv
1. We wouldn’
□ We called and we got
lost.
□ We didn’t call and we
got lost.
□ We called and we didn
’t get lost.
□ We didn’t call and we
didn’t get lost.
ks.
ain how the Omni wor
2. If the salesman
were here, he would expl ni works.
sma n is here , so he can explain how the Om
□ The sale the Omni works.
□ The salesman is here
, so he can’t explain how
Omni works.
sma n isn’t here , but he can explain how the
□ The sale the Omni works.
sma n isn’t here , so he can’t explain how
□ The sale those e-mails.
would have already sent
3. If Laura had bou
ght the Ultraphone, she e-mails.
Ultr aph one and she has already sent those
□ Laura bought the ’t sent those e-mails yet.
□ Laura didn’t buy the
Ultraphone and she hasn yet.
Ultr aph one and she hasn’t sent those e-mails
□ Laura bought the e e-mails.
the Ultr aph one and she has already sent thos
□ Laura didn’t buy

al sentence.
C Complete each condition
.
1. If I had a very fast car,
.

TOP NOTCH SON
l”
G
er if “Reinvent the Whee
ld look bett
2. Most people wou ? Lyrics on last book page.
car next year if .OW)CANx
3. Will you buy a new . TOP NOTCH PROJECT
befo re there were cars, Choose an invention
4. If I had been born appearing during your
own □ describe an innovation.
a
lifetime that has chang
ed □ accept responsibility for
the following inventions. Write your life. Make a prese
ntation
mistake.
D WRITING. Choose one of and what would have happened to the class about the
life □ evaluate inventions.
about how it changed invention.
key
nted. □ discuss the impact of
if it had not been inve TOP NOTCH WEBSITE
• the microwave oven ties, inventions in history.
For Unit 8 online activi
• the telephone
• the computer visit the Top Notch
• the washing machine Companion Website at tch. 97
www.longman.com/topno

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SELF-ASSESSMENT. Students confirm
mastery of the unit’s communication goals.
EXTRA TOP NOTCH FEATURES.
Three exciting features add value to
Top Notch by extending language
practice and use.

Unit walk-through Tix

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Other Top Notch Components

WORKBOOK
An illustrated workbook contains exercises that
provide additional practice and reinforcement of
language concepts and skills from the Top Notch
Student’s Book and its Grammar Booster.
COMPLETE ASSESSMENT PACKAGE WITH
EXAMVIEW® SOFTWARE
Ten easy-to-administer and easy-to-score unit achievement
tests assess listening, vocabulary, grammar, social language,
reading, and writing. Two review tests – one mid-book and
one end-of-book – provide additional cumulative assessment.
Two speaking tests assess progress in speaking.
In addition to the photocopiable achievement tests,
ExamView® software enables teachers to customize tests that
best meet their own needs.

COPY & GO: READY-MADE INTERACTIVE

ACTIVITIES FOR BUSY TEACHERS
Motivating games, puzzles, and other practice activities
in convenient photocopiable form support Student's Book
content and provide a welcome change of pace.

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

CLASS AUDIO PROGRAM

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

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

Top Notch Components Tx i