Speaking Activity 1 GROUP WORK Question-and-answer activity

UNIT 10 LESSON 1

Target Language Materials

One copy of the worksheet cut into nine
The unreal conditional
cards per group

The questioner decides which of the two

PREPARATION (3–5 minutes)
Write this question on the board: What would
you do if you found a lot of money on a bench at
the park?
Write this If clause after the question: If I found
a lot of money on a bench at the park, I . . .
Call on volunteers to answer the question. Tell
them to begin their sentence with the If clause
on the board.
Have a student ask you the question. Answer it
in a complete sentence starting with the
If clause.
PROCEDURE (10–12 minutes)
Put students in groups of three. Give each
group a set of cards. Have students shuffle
the cards and put them facedown in a pile
on the table.
Explain the activity: The first player in the group
is the first questioner. He or she draws a card,
reads the situation described on the card, and
forms a question using that situation. Refer
students to the model question on the board.
answers is better based on these criteria: (1)
correct use of the unreal conditional, and (2)
creative and interesting answer. That student
gets one point.
The next player draws a card and becomes the
next questioner.
Play until all cards have been used. The player
with the most points is the winner.
OPTIONS / ALTERNATIVES (12–15 minutes
each)
OPTION 1: Play the game as above. In addition
to the first question, the questioner must
ask the other players in his or her group two
follow-up questions each. Students can get
from zero to three points, depending on the
correctness and creativity of their answers.
OPTION 2: The player who turns over the card
makes a sentence (not a question). The other
players each ask him or her two follow-up
questions. The player gets a score from zero to
three points, depending on the correct use of
the unreal conditional and the creativity of the
answers.

The other two players take turns answering the

question.
Copyright © 2015 by Pearson Education, Inc.

Top Notch 2, Third Edition LESSON PLAN 1

 If I saw my best friend‘s If I knew another student If I found a lot of money
boyfriend / girlfriend with cheated on the final in a taxicab, . . .
another woman / man, . . . exam, . . .
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

If I found a copy of a If I saw a man get off If a waiter or waitress

final exam on a the train without his forgot to charge me for
photocopier in school, . . . briefcase, . . . an expensive drink, . . .

If I accidentally scratched If I saw a shopper change If I knew one of my

an expensive car in a the price tag to 65% off co-workers lied about his
parking lot, but no one on a regularly priced resumé to get his current
saw me, . . . expensive jacket, . . . position, . . .

2 UNIT 10, SPEAKING ACTIVITY 1 Top Notch 2, Third Edition

 Speaking Activity 2 GROUP WORK
UNIT 10 LESSON 2
Target Language Materials
A set of 16 picture cards for each group,
Possessive pronouns/Whose? items borrowed from student volunteers
(If doing the OPTION.)
PREPARATION (2–3 minutes)
Before the activity, collect the following three
items: a pen, a book, and a board marker. Write
the chart below on the board:
Tom Jane [Your Name]
pen book marker
Below the chart, write I found a(n) _____. Whose
is it? Hold up the marker and say, I found a
marker. Whose is it?
Point to name Tom on the chart and ask, Is it
his? Elicit the correct response and write it
on the board: No, it’s not his marker. / No, it’s
not his.
Point to name Jane on the chart and ask, Is it
hers? Elicit the correct response and write it
on the board No, it’s not her marker. / No, it’s
not hers.
Point to your own name on the chart and ask,
Is it mine? Elicit the correct response and write it
on the board Yes, it’s your marker. / Yes, it’s yours.
Continue in the same way with the other two
items, eliciting answers from students.
PROCEDURE (10–15 minutes)
Put students in groups of six to eight and have
them sit in a circle.
Give each group a set of 16 cut out picture
cards and place them pictures up on the
table. Have each student in the circle choose
a card, point to it on the table, and say, This
is my ____. It’s mine. For example, if a student
chooses the guitar card, he or she should say,
This is my guitar. It’s mine. The student then
takes the card.
Explain that students should try to remember
the items that each person chooses.
Top Notch 2, Third Edition
Concentration game
Students continue choosing cards in this
manner, moving clockwise around the circle,
until all cards are taken.
Have a student from each group then collect all
16 of the cards from his or her group, shuffle
them, and then put them on the table, pictures
down, in a 4 X 4 grid.
Explain the activity: The student who shuffled
the cards goes first. He or she turns over any
one picture card so that the picture is face up.
If the student chose the card at the start of the
game, he / she says, This is my ___. It’s mine.
If the student did not chose the card at
the start of the game, he / she must try to
remember which player did. The student must
point to that player and say, This is his / her
____. It’s his / hers.
If that student guesses correctly, and makes a
correct sentence with a possessive adjective
and a sentence with a possessive pronoun,
he / she then takes the card from the table and
keeps it. If that student guesses incorrectly,
or does not make correct sentences with a
possessive adjective and pronoun, he or she
must turn the card face down in the same
location on the table. Either way, that student’s
turn then ends.
Play continues clockwise around the table until
all cards have been taken from the table. The Copyright © 2015 by Pearson Education, Inc.
player with the most cards is the winner.
OPTIONS / ALTERNATIVES (10–15 minutes)
With large classes, play the game as a class. Play
the same as above, but instead of using picture
cards on a table, use real student possessions
placed in a box.
Students take turns taking items out of the box
and identifying the owner.
LESSON PLAN 3
 car umbrella camera watch

laptop luggage guitar bicycle

Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

headphones
MP3 player sweater phone violin

keys backpack printer

PDA exercise machine

4 UNIT 10, SPEAKING ACTIVITY 2 Top Notch 2, Third Edition

 Speaking Activity 3 WHOLE CLASS Opinion survey
UNIT 10 LESSON 3

Target Language Materials

Vocabulary related to personal values One copy of the worksheet per student

Tell those who finish all ten questions before

PREPARATION (3–5 minutes)
the others do to sit down. Continue the activity
until all students have filled in the third column.
Write the following on the board:
Modesty is an old-fashioned idea. Call on some volunteers to read aloud each
Yes / No Yes / No statement on the worksheet and the answers
(Reason) (Reason) they wrote down in the second and third
columns. Encourage the class to ask the
Tell the class you will give your opinion first
volunteers follow-up questions about their
about the statement on the board and then
opinions. The class can also ask follow-up
you’ll ask one of them to give their opinion.
questions from the person who gave the
Circle either Yes or No as your answer and opinion in the ANOTHER OPINION column.
write a brief reason below it.
Now ask a student the question: Do you think
OPTIONS / ALTERNATIVES (15–20 minutes)
modesty is an old-fashioned idea?
Elicit the student’s answer (Yes, I do. Or No, Instead of having students mingle after
I don’t.) and circle either Yes or No on the completing the second column, have them sit
board. face to face in two rows.
Ask the same student this follow-up question: Each student asks the first question to the
Why do you think modesty is / isn’t an old- student sitting directly across from him or
fashioned idea? Write the student’s answer her. Then they move over one seat in a chosen
on the line next to the word Reason. direction (clockwise or counterclockwise;
the person at the end of a row moves over
to the other row).
PROCEDURE (15–20 minutes)
Each student ends up facing a new partner, and
asks the next question on the questionnaire.
Give each student a copy of the worksheet.
Continue until all questions have been asked.
Read the statements in the STATEMENT column
Then go over the results as above.
aloud.
Have students first complete the Your Opinion
column with their own opinions. Give them
about five minutes to do this. Remind them to Copyright © 2015 by Pearson Education, Inc.
give a short reason for each statement.
After all students have completed the Your
Opinion column, tell them to mingle and ask
each other their opinion about each statement.
Remind them to write the respondents’ names
and answers in the Another Opinion column.
Make sure they ask a different student for each
statement.

Top Notch 2, Third Edition LESSON PLAN 5

 Statement Your Opinion Another Opinion
Name:
Double standards are Yes No
Yes No
sometimes OK. Reason:
Reason:

Name:
It’s sexist to have Yes No
Yes No
boys-only and girls-only Reason:
Reason:
schools.
Name:
Men and women are Yes No
Yes No
not equal. Reason:
Reason:

Name:
It’s OK for office workers Yes No
Yes No
to have tatoos and body Reason:
Reason:
piercings.
Name:
It’s not OK for men to Yes No
Yes No
wear earrings. Reason:
Reason:
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

Name:
Body piercing is not OK at Yes No
Yes No
any age, male or female. Reason:
Reason:

Name:
Girls should be more Yes No
Yes No
modest than boys. Reason:
Reason:

Name:
Sexism is always against Yes No
Yes No
women, never against men. Reason:
Reason:

Name:
Tattoos are OK for men, Yes No
Yes No
but not for women. Reason:
Reason:

Name:
People in their 30s and 40s Yes No
Yes No
should not dress like Reason:
Reason:
teenagers.

6 UNIT 10, SPEAKING ACTIVITY 3 Top Notch 2, Third Edition

 Speaking Activity 4 GROUP WORK Panel discussion
UNIT 10 LESSON 4

Target Language Materials

One copy of the worksheet cut
If clause; could, should, would
into strips

Explain the activity: The questioner chooses a

PREPARATION (3–5 minutes)
Say to the class, Imagine this situation: I found
a wallet on the bus. It contains a few hundred
dollars, a month’s worth of bus tickets, and a
picture ID with only the person’s name and the
name of a company. There is no address and
telephone number. What should I do?
Elicit or model various responses. For example:
• You should give the wallet to the bus driver.
• You should post a lost-and-found notice
with your telephone number.
• You should keep what you found.
• You could donate the money to charity.
• You could look up the company on the
Internet and get the telephone number
from there.
• If the person takes the same bus every day,
you can look for that person the next day.
Encourage the class to ask you this question:
What would you do?
Answer the question using I would / I’d . . .
PROCEDURE (15–20 minutes)
situation strip and reads the situation aloud to
the three contestants.
The contestants take turns giving their answers.
Remind them to use could, should, would and
the conditionals in their answers.
The questioner can ask the contestants
follow-up questions where appropriate. After all
the contestants have given their answers, the
questioner then asks the class, What would you
do? Have the class vote by a show of hands for
the contestant whose answer they most agree
with. That contestant is the winner.
Depending on class size, each group may do
more than one situation.
OPTIONS / ALTERNATIVES
Extend the activity by having groups each
create a situation and write it on a strip of
paper. Collect the strips of paper.
Have groups come up one at a time to play
another round. If a group chooses its own strip,
have them put it back and choose another.
Continue as above.

Put students in groups of four. Have each group Copyright © 2015 by Pearson Education, Inc.
choose one student to be the questioner.
The other three students are the contestants.
Choose one group to come to the front of the
class. Tell the three contestants to stand next
to each other facing the class. The questioner
should face the contestants.

Top Notch 2, Third Edition LESSON PLAN 7

 Situation
My friend had two tickets for a popular concert, but she realized she couldn’t go.
She gave me the tickets. I was planning to go with another friend from work, but
we had to work overtime on a major project. Another co-worker offered to pay me
full price for the two tickets. What should I do?

Situation
I have a term paper to do on a novel. I don’t enjoy reading literary material.
A schoolmate suggested that I go to a website where I can get ready-made term
papers and gave me two websites to go to. What should I do?

Situation
I have to write an essay for a class. A friend, who is taking the same class with another
teacher, also has to do an essay on the same topic. He suggested that we work together
to write the essay, and we each submit the same work to our different teachers. He said
neither teacher would know. What should I do?

Situation
Three of my friends asked me to drive them to the airport. They paid for gas and the
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

toll. At the airport, I parked my car on the curb and helped them bring their luggage in.
When I went back to the car, there was a parking ticket on my windshield. The ticket
will cost me a couple of hundred dollars. What should I do?

Situation
I am on the train and the only passenger in the car I was sitting in. I find a cell phone on
the seat next to me. I need a cell phone but I can’t afford to buy one. What should I do?

Situation
I have an important but very difficult test. The day before the test, my best friend, who
is a teaching assistant and checks test papers for my teacher, offered to give me review
tips for the test. What should I do?

Situation
I bought a sandwich from a deli next to the park where I was going to have my lunch.
As I was unwrapping the sandwich, I realized that I had forgotten to pay for it. At the
same time, I noticed that the meat in the sandwich was spoiled. What should I do?

8 UNIT 10, SPEAKING ACTIVITY 4 Top Notch 2, Third Edition