| SECOND EDITION with’ ActiveBook ST phd ih): SSE a Sree eee eee +) =. 6)SECOND EDITION OP NOTC English for Today’s World FUNDAMENTALS Joan Saslow e Allen Ascher With Top Notch Pop Songs and Karaoke by Rob Morsberger-nglish for Today’s World Fundamentals, Second Edition ‘by Pearson Education, Ine. {As nights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or ans, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the publisher. Pearson Education, 10 Bank Street, White Plains, NY 10606 Staff credits: The people who made up the Top Notch Fundamentals team—representing editorial, design, production, and Sarufacturing—are Rhea Banker, Elizabeth Carlson, Aerin Csigay, Mindy DePalma, Dave Dickey, Warren Fischbach, Aliza Greenblatt, Ray Keating, Mike Kemper, Maria Pia Marrella, Jessica Miller Smith, Barbara Sabella, Martin Yu, and Wendy Wolf, (Cover design: Rhea Banker Cover photo: Sprint/Corbis, ‘Text design: Elizabeth Carison Text composition: Quarasan! ‘Text font: 9/10 Stone Sans Library of Congress Cataloging-in-Publication Data Sssiow, Joan M. oe notch Caglish for today’s world / Joan Saslow, Allen Azcher ; with Top Notch pop songs and Karaoke by Sop Morsberger. — 2nd ed, ISBN 0-13-2469B8- (set) — ISBN 0-13.247038-1 (v. 1) —ISBN 0-13-247048.9 (v. 2) — ISBN 0-13-247027-6 3) 1. English language — Textbooks for foreign speakers. 2. 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(idl) Shuto com IMlustration credits: Kenneth ateman: pp 37 (batt cete) A (op), 6, 6 85, Je Cabos: p43 51, 67,95, 120 (op); Pasel Deng: ge. 11, 87: Karen Denralyes 11 ob Dae. 27, 119: Lan oer p10 Gights Igo fase p21 Gop Sot Fa pp 83, 68,80 83; Bian Hoghes pp. 2228 (etm) 6 op), 4688 82 po BE ig 3687, 104 Roo gy, ido, 114 steven Stain: p21 otter) bon Stewart (cote, bottom); Ne Stew p36 (ener igh Met eat pp 37 {eam 116 Gop lt) neato p12, 82.74 Gop), 10H, 108 (13 btm, 108, 120 bate), 122 Pack Wri p. 71. ANK Productions pp 3 ate) 60 CoP). “Text credit: Recipes on pre £6 Copigh ©1997 by Ratanne God, Reprinted by permison of Perego Teen and erry Ageey, on Beha ofthe Author. Printed in the United States of America ISBN 10: 0-13-245557-9 ISBN 10: 0-13.246988-x (with MyEnglshLab) ISBN 13: 978-0-13-245557-2 ISBN 13: 978-0-13-246988-3 (with MyEnglshtab) 56789 10-Voa2-17 1615 141312 123456789 10-Voa2-171615 1413 12About the Authors Joan Saslow Joan Saslow has taught in a variety of programs in South America and the United States. She is author of a number of multi-level integrated-skills courses for adults and young adults: Ready to Go: Language, Lifeskills, and Civics; Workplace Plus: Living and Working in English; and of Literacy Plus. She is also author of English in Context: Reading Comprehension for Science and Technology. Ms. Saslow was the series director of True Colors and True Voices, She participates in the English Language Specialist Program in the U.S. Department of State's Bureau of Educational and Cultural Affairs. Allen Ascher Allen Ascher has been a teacher and a teacher trainer in China and the United States and taught in the TESOL Certificate Program at the New School in New York. He was also academic director of the International English Language Institute at Hunter College. Mr. Ascher Speaking” module of Teacher Development Interactive, an online multimedia teacher-trai and of Think about Editing: A Grammar Editing Guide for ESL. author of the “Teaching ing program, Both Ms. Saslow and Mr. Ascher are frequent and popular speakers at professional conferences and international gatherings of EFL and ESL teachers. Authors’ Acknowledgments The authors are indebted to these reviewers who provided extensive and detailed feedback and suggestions for the second edition of Top Notch as well as the hundreds of teachers who participated in surveys and focus groups. ‘Manuel Aguilar Diaz, (i Cultural Tujilo, Peru ¥ Manal Al Jordi, Expression Training Company, Kuwait» José Luts Armes Portocarrero, & Cultural Arequipa, Peru © Vanessa de Andrade, CCBLU Inter Americano, Curitiba, Brazil» Ressana Aragén ‘Castro, ICPNA Cusco, Peru * Jennifer Ballesteros, Universidad del Valle de México, ‘Campus Taipan, Mexico City, Mexico + Brad Bawtinheimer, PROULEX, Guadalajara, Mexico * Carolina Bermeo, Universidad Central, Bogotd, Cclombia * Zulma Bultrago, Universidad Pedagogica Nacional, Bogot, Colombia» Fabota R. Cabello, Iciornas Catslica, Lima, Peru © Emena Campo ‘Cotlante, Universioad centra kegeta, Colombia * Viviane de Cassia Santos ‘Carlini, Spectrum Line, Fouso Alegre, Braz « Fanny Castelo, ICPNA Cusco, Per * Joss. Luis Castro Moreno, Universidad de Lesn, Mexico + Met Chia: Hong, Southern Taiwan University (STUT), Taiwan * Guven ciftel, Feith University, Turkey + Freddy Correa Montenegro, Cento Colombo Americano, Cali, Colombia + Allela Craman de ‘Carmand, idiomas Catdlcs, Lima, Peru ® JestisG. Diaz Osi Florida National College, ‘Miami, USA’ Ruth Dominguez, Univericad Central Bogota, Colombia » Roxana Echave, ELCultural Arequipa, Peru « Angélica Escobar Chavez, Universidad de Leén, Mexico + John Fleldeldy, College of Engineering, Ninon University Azuwakamatsi-si, Japan « Herlinda Flores, Centro de liomas Universidad Veracruzana, Mexico « Claudia Franco, Universidad Pedagogies Nacions, Colombia * Andrea Fredricks, Embassy CES, San Francisco, USA * Chen-Chen Fa, National Kaostiung First Since Technology Unveiy, "Shwan» Maré rma Gallegos Fe Unwerad at Yate de Meo, Mani hy, Mie» Carolina Carel Carb f Ctr reupeFet = Elude Gavancho Ferraz, chee Cusco, Fes Adriana Smee, Centro cour american, soges Eclombia» Raphael Goossens ICPAA Cato, Pet's Carlo Granados, nvesad Cent BogotsCaoribs Raph crayon, sna ates, i, ere murat tein, Fh Sinvery Trey* Monika Hennessey, IcPih Chil, Pen Lala Herman Medina, Unies vee Meso, Mosen tyr Meco «Jesse aang, onal Ctra Uno, Tanne Chiles Jones, Seoul very of Tecotgy South XGreasJn-chen Kuo, jon Unie, Tsian # Susan Kefoge,Sbsty Cts Son Franco, Usk Raber tabelle, cane for Taringa Deveopent Dawson Cae, {nad rn Lemalatre, Chung-Ang Snes, South Koes «Eleanor 3 Lew, Seochow Une Tawan¢ ul (Stall, Foyin Une, Taman» Ekim kin, Sn in ery aan $inda Lin Tatung nt Teeny, ‘zing KrstenLinabtom,tbsty Co, Son rancien SA © Rearde Lopes, PROULE, Cacao Wa Macleod, Kase! calct Une Oia [ean Robyn Medturay, Posen Nona Ufverity souhKorea* Bala Madina, Londen “anguage tate, Canada» Mara ‘Terese Melendes de Elorreaga, NA Ercapo few s Sanden See Mra Espejo, Unread de Vole de Mes, Crk ian Neato iy, Menco Ricardo Nausa, Centro Colombo Americano, Bogots, Colombia » Tim Newelds, Tokyo University Faculty of Eeanomics, Tojo, Japan © Méntea Nomberto,ICPNa Chiclayo, Pek Scarlett Ostofieiomsas Caidica Lima, Peru ‘Ana Cristina Gchos, CCBEU Inter American, Cuitba, rial + Doralba Pérez, Universidad Pedagggica Nacional, Bog0ts, Colombia David Borex Montalvoy ICPNA Cisco, ens» Wahrena Elzabeth Bfeister, UnivestyofStwon, South Kore * Wayne Allen Pfelster,Uniersty of Suwon, South Korea * Cecilia Ponce de Led, ICONA Cisco, Peru * Andrea Rebonato, CCBEU Inte American, Cortoe- Brau» Elizabeth Rodriguer Loper, El Cultural Tuto, Peru» Olga Rodrigues Romero, fl Cutur! Tuo, Peru» Timothy Samuelson, Bicgetngi, Denver, USA * Enrique Sanchez Guzman, TROULEX, Guadalgara, Mexico «Leticla Santos, ICBEU iba rar © Lyndsay Shaeffer,Fmbasy CES, San Francisco, USA ‘John Erie Sherman, tong k Univers South Korea» Joao Vitor Soares, NACC, 50 Paulo, raz Elena Sudakova, Engish Language Center Ki Ukame = Richard Swing, Kanal Gaia College, Oss, Japan Sandrine Ting, St. jn’s Univers, Taiwan * Shu: Ping Tesi, Fooyin Univers, Taiwan = José Luis Urbina Hurtado, Universidad de Leen, Mexico» Monica Urteaga, iiomss Catsca,Lims, Pens = Ian Carlos Villafuerte, iCPNA Cisco, Pers * Dr. Werehsien Yang, National Keohsiung Hospitality College, Kaohsiung, Taiwan» Holger Zamora, icPNA Cue, Pew itiLearning Objectives ] Names and Occupations page + 2 About People page 12 Top Notch Fundamentals is designed for true beginning students or for students needing the support of a very low-level beginning course. No prior knowledge of English is assumed or necessary. Ce + Tella classmate your occupation + dently your classmates + Spell names Introduce people Tel someone your fist and last + Get someone's contact information Aree ‘= Occupations + The alphabet + Relationships (non-famiy) = Tites + Fist and last ames = Numbers 0-20, Sher eentae Ce Verb be « Singular and plural statements, contractions * Y6s / no questions and short answers © Common erars + Subject pronouns * Articles a / an = Nouns: + Singular and plural / Common and proper RMI Be rates + Possesive nouns and adjectives * Befrom / Questions with Where, common errors * Verb be: information questions with What SEN ae 3 Places and How + Talk about locations Discuss how to gt places * Discuss transportation ‘+ Paces in the neighborhood * Locations += Ways to get places ‘+ Means of transportation + Destinations * Verb be: questions with Where * Subject pronoun it The imperative + fy to express means of transportation to Get There PET ‘ pS age 20 * More places EE yon ee arcana gece, ee : iucstareny eas ieee Family + Numbers 21-101 © Questions with How old pases page 28 aa “Verb have (hag aftrmative statements Maremecdet EI © Talk about the time of an event —_* Early, on time, late. '* Prepositions in, on, and at for dates and times: rau Guten: (SET Times + Months of the year pase 36 '* Give and accept a compliment * Clothes + Demonstrative this, that, these, those ummcetins eee See eetes eeaemenime a [coed ener Clothes describe clothes ‘© Questions and short answers are eee page 44 Ceci. '* Adjective placement and common errors Units 1-7 Review page 60 Talk about morning and evening, activities * Describe what you do in your free time + Diseuss household chores * More clothes * Dally activities at home * Leisure activites + Household chores En "= More household chores = Oneand ones EET ie + The simple present tense: « Third-person singular spelling rules * Questions with When and What time + Questions with How often, time expressions ® Questions with Who as subject, common errors + Frequency adverbs and time expressions: Usage, place and cri ets PEUNNE eae+ Use And you? to show interest in another person + Use Excuse me to initate a conversation * Use Excuse me? to indicate you haven't heard ‘or did't understand + Use Thanks! to acknowledge someone's complying with a request Listening task: * Circle the letter you hear + Identity correct speling of names rite the name you hear spelled + Identity the correct occupation + Wete the missing information: names and ‘ccupations Pronunciation: * Syllables Reading / Writing Reading Text: + Simple forms and business cards Writing Task: + We afirmative and negative statements about people in a picture *+ Identify someone's relationship to you when making an introduction + Use too to reciprocate a greeting * Begin a question with And to indicate you want additional information + Repeat part of a question to clarity + Repeat information to conten Listening task: ‘= Complete statements about relationships + Circle the correct information ‘+ Filin names, phone numbers, and e-mail addresses you hear Pronunciation: 1 Stress in two-word pals Reading Te * Short descriptions of famous people, ther occupations, and countries of origin Writing Task: «Wie sentences about your relationships + Use You're welcome to formally acknowiedge thanks + Use Ok to acknowledge advice + Use What bout you? to show interest in another person + Use Wl. to Indicate one is deciing how to begin a response Use aid how about..? to ask for more information + Use Really? to show interest or mild surprise Listening task: + Write the places you hear + Write the directions you hear, using affmative and negative imperatives + Gicle the means of transportation + Write by phrases, check destinations you hear Pronunciation: + Falling intonation for questions with Where Listening task: + hdentiythe picture ofa relative being described + Choose the adjective that describes the people ‘mentioned in a conversation Pronunciation: + Number contats Reading Texts: * Simple maps and diagrams * Introductions of people, their telatonships and occupations, where they live, nd how they get to work Writing Task: * White questions and answers about the places in a complex picture Reading Texts: ‘Atami tree ‘+ A magazine article about famous actors and their families ‘Writing Task: + Witea description ofthe people in your family Use ut rmistake *+ Use Look to focus someone's attention on something + Use Great! to show enthusiasm for an idea * Offer someone best wishes on his or her birthday to incicate you may have made a Listening task: * Identity events and circle the correct times + White the events you hear ina date book * Circe the dates you hear Pronunciation: + Sentence ythm Reading Texts: + Aiworld map with time zones Events posters = Conversations + A rodiac calendar ‘Writing Task: ‘= Wate about events at your school or in your city + Acknowledge a compliment with Thank you + Apologize with 'm sorry when expressing ‘dsappointing information Listening task: * Confirm details about clothes + Determine colors of garments Reading Text + sales flyer from 2 department store ‘Writing Task: Use That's too bad to express disappointment Pronunciation: * Write sentences about the cothes you Ute what about ou? to askfor someone's + Plural endings have, nee, want, and like opinion + Use Wal to soften a strong opinion + Say Me? to ive yourself time tothinkofa Listening task: Reading Text: personal response ‘Match chores tothe people who performed + A review of housekeeping rebots Use Well to introduce a lengthy response them ‘Writing Tast + Use 50 to introduce a conversation topic + Use Hoycabout you? to ask for paral information| + Say Sur to inccate a willingness to answer * Begin a response to an unexpected question with Ob Pronunciation: + Thirc-person singular verb endings * Wnte five sentences about robots + Describe your typical week, using ‘adverbs of frequency and time ‘expressionsFeeney Are iE ag ferry + Desctbeyeurneishbotheod = Typesofbulings «The simple present tence: + Adkaboulsomeone'shome + Pacesintheneghborhood «Questo wth Whee, preposton of pace Peceeeer acer 5 Rooms + Theres one there are Home and emer {Fume and opplances || eSlLements ndysf uestons oe ween pate 64 + Nr ente or LLL + Describe today’s weather + Weather expressions + The present continuous: + Ask about people's activities * Present and future time « Statements: form and usage + Discuss plans ‘expressions + Yes/no questions eles pee and Plans si «+ The present participle: spelling rules More weather vocabulary page 72 IB ecce + Discuss ingredients fora recipe + Foods and drinks * Count nouns and non-count nouns: + Offer and askfor foods + Places to keep food ina = Meaning form, and common entors + Invite someone to join you atthe kchen + Count nouns: How many Ae there any Food table + Containers and quantities + Nor-count nouns: How much / thee any + Cooking vets, +The simple present tense andthe present page so Pcconan s continuous: usage and common errors ‘GRAMMAR BOOSTER = 1 Te ‘+ More vegetables and fruits Bit + Tell someone about a past event + Past-time expressions «+ The past tense of be: + Describe past activities + Outdoor activities « Statements, questions, and contractions + Tak about outdoor activities + The simple past tense Past Events Em + Regular vers, iregular verbs Mord uiitcor etna «Statements, questions, and short answers — Ice + Describe appearance «Adjectives to descbe har * Describing people with be and have le Bemccnani meng Teo Bese onnae * Suggest remedy + Pats ofthe body EE BBs ctce Appearance ° fecienes ae prea + Ailments, remeses and Health e (e96 == i + More pars of he body «Express a wish + Abies + Gan and cant for ably 13 “ABS Sitean iain Acct anctosy ns ade amon ra ‘Ask for and agree to doa favor * ‘Reasons for nat ding pesmi svuests with Could you + base form Abilities and comes I Biispasne Requests a page 104 — vi oi Life Events and ° Le geen = Questions Plans — a —— - pare ae 2 ockeeeacoans aa Units 8-14 Review unas Countries and nationalities / Numbers 100 to 1.000.000.000 i=emularweS= Pramancation table ....page 125 Vocabulary Booster page 126 Grammar Booster ... page 136Cue + Use Really? to introduce contradictory information + Respond positively to a description with Sounds nice! Use Actually to introduce an opinion that might surprise Say Ldon't know. 'm not sure to avoid making a direct negative statement Listening task: * Determine the best house or apartment for liens ofa rea estate company + Complete statements about locations of furniture and appliances Pronunciation: * Linking sounds Reading Texts: ‘+ House and apartment rental stings ‘Descriptions of people and their homes, Weiting Task: * Compare and contrast your home with homes in a complex ikistation Use Hl and Hey to greet people informally Say No kidding! t show surprise Listening task: * Determine weather and temperatures in cities Reading Texts: + Adaity planner * Answer the phone with Helo? in aveather report + Anewspaper column about actives in + Identiy yourself with Thisis— on the phone + Complete statement about peopl’ actives," a town * Use Well actully to begin an excuse sing the present continvous Writing Task: 7 Sey Olfntsaty ate inerapeng Pronunciation: + Wt about plans for the week, using + Say Tato you later to indicate the end ofa ing and fang intonation of yas / no and the present continuous Phone conversation information questions + Say Ill cheek to indicate you'l get LUstening task: Reading Texts: information for someone + dent the foods scussed in conversations Recipe cards + Decne an offer politely with No, thanks rorianciotians + Avwecky schedule + Use Please pass the, to as for Something at © Vowel sound itl, Writing Task: the table * Say Here you. go as you offer something Say Nice to see you to greet someone you already know + Use You 120 to repeat a greeting politely ‘Ask why? to ask fora clearer explanation Use What about _? to 38k for more information Use just to minimize the importance of an action Use @ double question to clarify, Say Let me think to gain time to answer Say Oh yeah to indicate you just remembered something Use Oh to indicate you've understood Say Lim sory to hear that, Ob. no, and “That's too bad to express sympathy Use ibat's wrong? to ask about an ness Use reall to intensity advice with should Respond to goad advice with Good ides ‘Say Lhope you feel better when someone feels sick Listening task: * Circle the year you hear * Infer the correct day or month + Choose activities mentioned in conversations Pronunciation: + Simple past tense regular verb endings Ustening task: * Identity the people described in conversations ‘Complete statements about injuries * Idently the alments and remedies suagested in conversations Pronunciation {+ Mote vowel sounds * Write about what you eatin a typical ay Reading Text: ‘+ blog in which people describe what they did the previous weekend Writing Task: + Write about the activities of two people, based on a complex picture + Wte about your weekend and what you did Reading Text: ‘+ Amagazine article about two celebrities ‘Writing Task: * Write a description of someone you know Use Lush Lcould to express a wish Use But to introduce contrasting information Suggest a shared course of action with Let's Politely decline a suggestion with tm really somry but and a reason ‘Accept a refusl with Maybe some other time Use Sure and No probiem to agree to Someone's request fora favor Ustening task: + Complete requests for favors Pronunciation ‘+ Assimlation of sounds: Could you Reading Text: ‘+ Ajoural article about infant-toddlier evelopment Writing Task: * Describe things people can and can't do when they get old Use Not cally to soften a negative response ‘Ask What do you mean? to request clarification Use Wel fo explain or clarify Use emphatic stress on and to indicate two Top Notch Pop Lytits.eon ActiveBook Self-Study Disk... Listening task: + Choose correct statements * Circle correct words or phrases ‘+ Complete statements about activities, using the present continuous * Infer people's wishes for the future and complete slatements, using would ike Pronunciation * Diphthongs Reading Text: ‘A short biography of Harry Houdini Writing Task: “Write your own ilustrated lite story, including plans and wishes for the future page 147 inside back cover viiSeem rere The goal of the Top Notch course is to make English unforgettable > Multiple exposures to new language > Numerous opportunities to practice it > Deliberate and intensive recycling ‘The Top Notch course has two beginning levels: Top Notch Fundamentals for “true beginners and Top Notch 1 for false beginners. : "Each full level of Top Notch contains enough material for 60 to 90 hours of classroom instruction. A wide choice of supplementary components makes it easy to tailor Top Notch to the needs of your classes. | “Summit and Summit2 ate the tes of the fith and sh levels of he Tp Notch couse. “All Student's Books are available in split editions with bound-in workbooks. What is Top Notch? Top Notch is a six-level* communicative course that prepares adults and young adults to interact successfully and confidently with both native and non-native speakers of English. ugh: The Top Notch instructional design Daily confirmation of progress Each easy-to-follow two-page lesson begins with a clearly stated communication goal. All lesson activities are integrated with the goal and systematically build toward a final speaking activity in which students demonstrate achievement of the goal. “Can-do” statements in each unit ensure students’ awareness of the continuum of their progress. A purposeful conversation syllabus Memorable conversation models provide essential and practical social language that students can carry “in their pockets” for use in real life. Guided conversation pair work enables students to modify, personalize, and extend each model so they can use it to communicate their own thoughts and needs. Free discussion activities are carefully crafted so students can continually retrieve and use the language from the models. All conversation models are informed by the Longman Corpus of Spoken American English. ‘An emphasis on cultural fluency Recognizing that English is a global language, Top Notch actively equips students to interact, socially with people from a variety of cultures and deliberately prepares them to understand accented speakers from diverse language backgrounds. Intensive vocabulary development Students actively work with a rich vocabulary of high-frequency words, collocations, and expressions in all units of the Student's Book. Clear illustrations and definitions clarify meaning and provide support for independent study, review, and test preparation. Systematic recycling promotes smooth and continued acquisition of vocabulary from the beginning to the advanced levels of the course. ‘dynamic approach to grammar ‘An explicit grammar syllabus is supported by charts containing clear grammar rules, relevant examples, and explanations of meaning and use. Numerous grammar exercises provide focused practice, and grammar usage is continually activated in communication exercises that illustrate the grammar being learned. A dedicated pronunciation syllabus Focused pronunciation, rhythm, and intonation practice is included in each unit, providing application of each pronunciation point to the target language of the unit and facilitating comprehensible pronunciation.na le Ae” (aa) wae mA Peel ia Aes are pes = e : a a omens] Sean Sr nee, O we pmaserom in BFBtable test preparation” Ow Beco | and review 7 5 Oat an i a oes a Syewe | om nee Oe i. | Been” a 7 _—_ Dect, | Gees | oe’, ' Siege a Interactive practice (with daily activity records) | Coreen Sex tering and reading comprehension ‘sautany | Sort eeeriitrsiec esting a | Bem Grammar and vocabulary practice = | Monn Games and puzzles _ Bina Enc Lancunce. Top Notch Pop and karaoke a | BRM ay taney pee | ghee Src | SE Poe Includes: >» A bound-in Methods Handbook for professional development: >» Detailed lesson plans with suggested teaching times > Language, culture, and corpus notes > Student’ Book and Workbook answer keys » Audioscripts > Top Notch TV teaching notes Boer «= A Digttal Students Book with interactive whiteboard (IWB) software Instantly accessible audio and Top Notch TV video « Interactive exercises from the Student's ActiveBook for in-class use © A complete menu of printable extension activities Ailarious situation comedy, authentic lunrehearsed on-the-street interviews, 24 and Top Noten Pop karaoke. Including: + Writing process worksheets + Vocabulary fasheards + Learning strategies i + Graphic organizers | > + Pronunciation activities 2 noe ve 6, page $1) - | + Video activity worksheets ere poet ag gE and more eens rates 3 iE ot sssomier ein a g 7 | 3 i \ ze Tensor hinnamianing | |) iti — skaeg au, aydoad aqu2sap ‘on seappalpysea Full-Course oT Placement Tests ror) Meera Full-Cours IREGHELaVariety of g (RREEVRREUBacHieverent tests eee S=Dailyaisignments that = authenticregional and _| Software provides option to edit, Choose printable feinforce each lesson. non-native accents. delete, or add items. or online version. t ae “find someone who. ..” \ | for every lesson. | ene ‘An optional online learning tool with: be An interactive Top Notch Workbook b> Speaking and writing activities Pop-up grammar help be Studlent’s Book Grammar Booster exercises be Top Notch TV with extensive viewing activities. be Automatically-graded achievement tests | > Easy course management and record-keeping |‘At Hi im Martin, A: Nice to meet you, Ben B: Hi, Martin. 'm Ben. B: Nice to meet you, too. Listen again and repeat. Then practice the Conversation Model 2 4) RAYTHN with a partner, NOW YOU CAN Braves Qaticraig WORK Now introduce yourself to your classmates. = ”) Responses cesar Pheer w) Greetings Hi Hello. mm {LisaGreet people *$) CONVERSATION MODEL Read and listen, A: Hi, Len, How are you? B: Fine, thanks. And you? A: I'm fine. 2. sd) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 0) VOCABULARY * More greetings Read and listen. Then listen again and repeat. PAIR WORK Now greet your classmates. » Greetings How are you! 40 ie | ‘) Howe aons? 4 Responses am of Bre /Imfine Great @ [Not bad | Sovso f 2 ‘Welcome(elev) Say good-bye 4) CON A: Good-bye, Charlotte. B: Good-bye, Emily. A: See you tomorrow. B: OK. See you! >) RRY D JON Listen again and repeat. Then practice the Conversation Model with a partner. TIO! Read and listen, NOW YOU CAN (RSerrenys AK Now say good-bye to your classmates. tas ° ©) Ways to Goodbye Bye. See you later Take are S8Y good-bye4 6 amusicien 7 anartist Attirmative statements / Contractions Tam Ann. /'m Ann. You are an architect. You're an architect. Ho is a teacher. / He's a teacher. She is a singer. / She's a singer. UNIT 1 8 abanker 9 asinger 10 aflightattendant More occupations « . 126 K Say the name of an occupation. Your partner points (==) to the picture. GR © Verb be: singular statements / Contractions Articles a/an Negative statements / Contractions. zee ‘am not Jen. / I'm not Jen You are not an artist. / You're not an antist, /You aren't an artist. He is not a student. / He's not a student. / He isn’t a student. She is nat a banker, / She's not a banker. / She isn't @ banker.4 GRAMMAR PRACTICE a architect 3 banker 5 2 student 4 musician 6 AIR WORK Point to the people on page 4. Say He's _ or She's P E Read the names and occupa Write affirmative and negative statements. 1 Matt Damon He'sen actor, He's natan architect: 2 Carlos Vives Write the article a or an for each occupation, singer athlete 3. Hee-Young Lim 4 Constantina Tomescu He's a teacher, 66 She's a flight attendant. 93 Constantina QQOTOMESCU Now potter) Tell a classmate your occupation » co ‘A: What do you do? B: I'man architect. And you? A: I'ma banker. ©) RHYTHM AND INTONATION Listen again and repeat, Then practice the Conversation Model with a partner. Read and listen. PAIR WORK Personalize the conversation. Use your own ‘occupations. ‘A: What do you do? B: I'm - And you? As i'm ERS Tell another classmate your occupation,LESSON 2 2 He'sawriter. 3 She'sa manager. 6 She's an engineer. 7 He'sa photographer. 8 He'sa pilot. 2 R © Singular and plural nouns / Be: plural statements Subject pronouns Singular nouns Plural nouns Singular Plural chef 2 chets ou be anathlete Bathletes ye bat = — - she Aficuvative statements / Contractions Negative statements / Contractinns We are photographers. / We're photographers. We are not chefs. / We're not chefs. / We aren't chefs. You are scientists. / You're scientists. You ate not pilots. / You're not pilots. / You aren't pilots They are writers. / They're writer. They are not anlsts. / They're not artists. / They aren't artists. 3 Hi Complete each statement with a singular or plural form of be. Thc awriter 3 We doctors. 5 We managers. 2 She nota pilot. 4 They not scientists. 4 INTEGRA TI E CirclBthe correct word or words to complete each statement. 1 Lam (an artist / artists / artist). 3 She is (banker / a banker / bankers). 2. We are (a flight attendant / flight attendants / 4 They are (a writer / writers / writer). flight attendant). 6 UNIT 15 GRAMMAR © Be: yes / no questions and short answers “Fiano ma plot, Yes /no questions ‘Short answers 5 6 Are you } Yes, lam. No, 'm not Ishe an architect? | ts Tanya Yes, { fie fo. noses f not. Are you wo we're y musicians? ves,{ ove wo re f not Are Ted and Jane } aay, hee Be carefull Yeslam, NOT Yes Yes,she is. NOT ¥es;she's. 6 GRAMMAR PRACTICE Complete the conversations. Use Jeswente: NOL Tei! contractions when possible. TA they Abby and Jonah? 4a a chef? : B: Yes, " B: Yes, | 2a she Hanna? 5A he Evan? B: No, . Ella. B: No, Not. He’, Michael. 3A you Rachel and Philip? 6 As Tim? B: No, wet : Judith and Jack B: het. He's Louis. 7 PAIR WORK Practice the conversations from Exercise 6. 8 PAIR WORK Ask your pariner two questions. Answer your Partner's questions. einaeiiuseeeurs 194) CONVERSATION MODEL Read and listen. Excuse me. Are you Marie? : No, I’m not. I’m Laura. That's Marie. Where? Right over there, ‘A: Thank you. B: You're welcame. 2.4) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3. PAIR WORK Personalize the conversation. Use real names. Then change roles. ‘A: Excuse me. Are you 2 No, I'm not. I'm That's ‘A: Where? B: Right over there. Thank you B: You're welcome. 4 CHANGE PARTNERS Identify other classmates.LESSON 3 sfa[k] 4[vlo] 7[F[x] w[s[e] ts[o[¢ 2(ele] s[e[z] s[x[s| [2[n} [H m 3(m[n] e[tjc] 9[z]v] t2[k|v] 8\P 3 PAIR WORK Read 10 leltets aloud to your partner. 440) LISTENING COMPREHENSION | isten. Circle the Point to the letters you hear. correct spelling. Then spell each name aloud. Vv 1_| Green Greene Grin 2 [Leigh Lee i 3 [Katharine | Katherine | Catharine 5%) LISTENING COMPREHENSION Listen to the conversations. Write the names. Ss FIYQ HO N z 2 3 mis vTar Ww Cc xX B MU TA 6 GRAMMAR © Proper nouns and common nouns Capital letters ABC Lowercase letters be Proper nouns ‘The names of people and places are proper nouns. Use a capital letter to begin a proper noun. Melanie Pepper New Delhi Nicaragua Common nouns Other nouns are common nouns. Use a lowercase letter to begin a common noun. morning doctor. student UNIT17 GRAMMAR PRACTICE Circle)the proper nouns. Underline the common nouns. 1 Mary Chase 3 name 5 partners 2 letter 4 France 6 alphabet 8 GRAMMAR PRACTICE Check(Z the common nouns. Capitalize the proper nouns. 14 prarie (13 sarah browne 0 5 canada O17 letter @ 2 pariner 4 teacher 6 noun 18 grammar 9) PRONUNCIATION ® Syllables Read and listen. Then listen again and repeat. 1 syllable 2 syllables 3 syllables 4 syllables chef bank tect__pho* tog her r 10 4) PAIR WORK First, take turns saying each word. Write the number of syllables. Then listen to check your work. 1 teacher 3 vocabulary 5 occupation 2 students 4 alphabet 6 they're 1) CONVERSATION MODEL Read and listen. . A: Hello. I'm John Bello. B: Cxcuse me? A: John Bello. B: How do you spell that? AD B: Thanks! 2-4) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3 PAIR WORK Personalize the conversation. Use your own name. Then change roles. A: Hello. 'm B: Excuse me? B: How do you spell that? B: Thanks! Don't stop! Ask about occupations. | && What do you do? 99 4 GHANGE PARTNERS Versonalize the conversation again.=" rakes da ‘grammar - vocabulary - listening sae reading - speaking + pronunciation 1%) LISTENING COMPREHENSION Listen to the conversations. Write the ! number of the conversation in the boxes. Oo 2) LISTENING COMPREHENSION Listen to the conversations. Complete the information. f iain ae ' e | —_ t World Language . l John Tastitute PILOT Loraine Clare 1-800-595-6788 3. PAIR WORK Choose a famous person. write Licensed } — = icoisiion Picegnl that person's information on the form. Then play the role of that person and introduce ‘yourself” to your partner {Gi tm Sean Penn. ‘ivan actor. And you? 39 4. INTEGRATED PRACTICE Answer the questions about four famous people. Use subject pronouns and contractions, eT nae: ‘SCSUATIONS SUT Extra proctice « p.136 Denzel Washington (co cars| camer 5 What's Gabriel Garcia 3 Is Se Ri Pak a teacher? ‘Marquez’s occupation? 4 Is Denzel Washington an actor oa singer? He's.an actor. 2. What's Tania Libertad’s occupation? 4 Ate Se Ri Pak and Gabrie! Garcia Marquez scientists? 6 Is Se Ri Pak an athlete? 5 PERSONAL RESPONSES Write responses with real information. 4 “Hi. I'm Art Potter.” 3. “What do you do?” 2_"Are you a teacher?” 4 “Thank you.” 0 UNIT 1 Notch Pop a sto You Dot” Lyrics p. 147.0Name the occupations in the pictures. For example: She's an artist 1 Ask and answer questions about the people. For example: Is John a photographer? Yes, he is. 2 Create conversations for the people. For example: Hi. Pm —. WRITING Write affirmative and negative statements about the people in the picture. For example: j |Rose is an artist. She's not an Jorhiteck:2 4 aboss 5 acolleague 2 GRAMMAR ® Possessive nouns and adjectives Possessive nouns Possessive adjectives Al Smith is Kate’s boss. He is her boss. Larry's colleague is Teresa. Teresa is his colleague. We are Sara and Tod's neighbors. We are their neigndors. : am Ms.Tan’s student She is my teacher. a, Els ta Joe's tescher Joe is her student. ‘We are Marty's classmates. Marty is our classmate. 3 GRAMMAR PRACTICE Circle the correct word or words to complete each sentence. 4 Mr. Thomas is (my / 1) boss. 6 He's (my / 1) colleague. 2 Is Mrs. Cory (you / your) teacher? 7 Mr. Bello is (Alec / Alec's) neighbor. 3 Is (she / her) Dr. Kim? 8 Jake is (Ms. Rose / Ms. Rose’s) student. 4 Are (they / their) Connie and Sam? 9 (He's / His) an architect. 5 Are (your / you) Barry's friend? 40 (Kyle / Kyle's) and Ray's new classmate is Gail. 4. PAIR WORK Tella classmate about at least three (77-55 is my clavemate. Tod and of your relationships. Use the Vocabulary. Jan Keyes are my neighbors. 93 unir21 Bruce is her 2 Patty is his 3. Mr. Grant is 4 Robis her MAR © Be from / Questions with Where Listen to the conversations. Write the relationships, her 5. Carlos is his ‘Are you from Paraguay? Is she from Moscow? Where are you from? Where's she from? Be carefull Are you from Spal Yes, 1am, NOT Yes, I'm-from. 1 A: Where's your neighbor 2 B: She Canada. 2h they 2 B: Paris. ‘A: Tom, this is Paula, Paula's my classmate. B: Hi, Paula. C: Hi, Tom. Nice to meet you. B: Nice to meet you, too. @) Ri oer einai ec eee with a partner. G K Personalize the conversation. Introduce classmates. Use your own names. Then change roles. A 'smy B: Hi, c: Hi, ice to meet you. B: Nice to meet you, too, @kncaESS | Where are you from? What do you do? Don't st Ask questions. Introduce other classmates. ON Listen again and Yes, | am. / No, I'm not. Yes, she is. / No, she's nat, We're from Bangkok. She's from Canada, in? Contractions Whereis > Where's Where are NOT Where're J E Complete the conversations with be from. Use contractions when possible. 3A your boss ? B: He Fortaleza, ae you and your friend 2 Bs Pusan.LESSON 2 1. 96) VOCABULARY © Titles and names Read and listen. Then listen again and repeat. 7 eT Ta sa ~ 9680 pag i. 4M. @ v = More tities Be carefull Mr.Charles Lee OR Mr.Lee MisVivian Lee OR Mis tee NOT Mr-Charles NOT Mscvivian, 2 Mrs. Cc S 3 Miss © CC c Cc 4 Ms. Cc a Cc Gv ee Mr IGU@UBE Lee Mrs. Vivian 5 firstname 6 lastname 2 PAIR WORK Introduce yourself to a classmate. Use a title and your last name. GG Hi. 'm Mr. Wilson. 33, GG Nice to meet you, Mr. Wilson. 39) 3. >) LISTENING COMPREHENSION Listen. Circle the correct information. ‘Then listen again and check your answers. a me. 2 Dh pes - me Cie ees han “ ie | Ones. i } Omiss ——Sulivag __ —. Ohne srane —— ii 4 6 Om. | om Bie ae ase vas “wena __ Raber Chase stam Cite taro —— strane Bue | mam, DM me A mn SS aeerreeal Ee _ Ot he toe PMS eau | Oy gS ie tre trae | Clues eanene esa tt fetrane ane —| Ms, } = “4 unit24 VOCABULARY PRACTICE Fill out the forms. Check or circle the correct titles. You: ‘Aclassmate: Ome [ O Mrs. frst name se —— > Owe. last name Your teacher: OM: OMm. 0 Miss 0 Ms Tis name Tastname ‘A; What's your last name, please? ‘A: Thank you, Mr. Fava B: Fava, B: You're welcome. ‘A: And your first name? B: My first name? Bob. 2 4) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3. PAIR WORK Personalize the conversation. Use your own names. Write your partner's information on the form, Then change roles. ‘A: What's your last name, please? ‘A: And your first name? Q 8 sure to recycle this lnguage. B: My first name? ential How do you spell that? ] J A: Thank you, a Askmore questions. Where geo from? B: You're welcome. *~ 4 CHANGE PARTNERS Personalize the conversation again. 6LESSON 3 1 )) VOCABULARY * Numbers 0-20 Read and listen. Then listen again and repeat. Oreo TZ seven one Bevre Zo — Drine Sree Wren 4 iow V4 ecven Bive TQ weve 6 six 13 thirteen I soureen 415 fifteen VG sixceen AT seventeen AS cichneen AQ sincteen 20 swery 3. GRAMMAR ° Be: information questions with What (aM MOC e ee eC) 2 PAIR WORK Read a number aloud from the picture. Your partner writes the number on a separate sheet of paper. Whual’s his name? What's his last name? What's Ellen's address? What's her e-mail address? What's their phone number? ‘What are their first names? (Mark Crandall.) (Crandall) (18 Main Street.) (Dover!4@hipnet.com.) (835-555-0037, (Luis and Samuel.) Whatis > What's [ How to say e-mail addresses and phone number: Say'dover fourteen at Say ‘oh for zero: 0037 = 4 *) PRONUNCIATION © Stress in two-word pairs Read and listen. Then listen again and repeat. rst name 6 *°) LISTENING COMPREHENSION Listen to the conversations. Write the information. Then listen again and check your work. Prd 1 Valerie Peterson 2 Mathilde 3 Quinn 4 Joseph 16 UNIT 2 Daa! Pe @© INTEGRATED PRACTICE Complete the questions. address? phone 3A address? B: 11 Main Street. number? B: 18 Bank Street B: 22-63-140. Porn| 4a phone 5A e-mail number? address? B: 878-456-0055. B: It’s sgast@mp.net. PD) CONVERSATION MODEL Read and listen. ‘A: What's your name? B: Dave Mitchell. ‘A: And what's your phone number? B: 523-6620. A: $23-6620? B: That's right. 2-4) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3. PAIR WORK Personalize the conversation. Write your partner's answers on a separate sheet of paper. Then change roles. ‘A: What's your g first name / last name B Don’t stop! eet A: And what's your phone number? Continue the conversation. | /QareYOu dial _Askmore questions. “| Nice to meet you. 7 7 - oo B: That's right. 4 CHANGE PARTNERS Get other classmates’ contact information, 7Extension Ferree ee ata ‘grammar « vocabulary - listening reading - speaking + pronunciation | |p | this is Frank This is Paco “This is Maria | Gehry, Where from | Sharapova. is Mr. Gehry | Spain. What's She's from =| | from? He's his occupation? | Russia. What's from Canada. And what's his occupation? He's an architect. This is John his is Travolta. || | Mr. Travolta has |What's her. ‘two occupations. ‘occupation? || [He's an actor Ms. Kidjo is a | | | anda pilot. | singer. She's He's from the | from Benin. United States. [He's a musician, ‘Angélique Kidjo. | Ms. Sharapova’s ‘occupation? © She's an athlete. This is Banana Yoshimoto. Ms. Yoshimoto is from Japan, | What's her occupation? She's a writer. 6 Where’s Mr. Travolta trom? 9 9 ean {61s Maria Sharapova from 6 Gls Frank Gehry a doctor? 99 the United States? 9 ——e— [Gn your Ae udy Disc: Extra Reading Comprehension Questions 3. SPEAKING Point to the people in the photos. Ask your partner questions about their contact information. Norma Chin. @ 23.55.0078 [el nchin@hipnetcom mac @ 12Bank St. [I mhale@ece.com B UNIT @ 24.67.0899 @ 13 Quinn st. Top Notch Pop .cuse Me, Please” Lyrics p. 147,PAIR WORK 4 Create a conversation for the people in the first picture. Complete the form with your partner's information, Start like this: What's your 2 Create a conversation for the people in the second picture. Introduce the two women. Start tke this Thisis —. She's my PERSONAL INFORMATION at First name: | Last name: WRITING Write sentences about your relationships. For example: Nancy Lee is my friend. She's from Vancouver.Places and How to Get There LESSON 1 1@v listen again and repeat. 5 anewsstand More places «p. 127 NSION Listen, Write the places you hear. 9 4 K Say the name of a place. Your partner writes the word. ARY © Locations Read and listen. Then listen again and repeat. 4 ontheleft 5 1 avioss 2 down 3 around He 6 nexttothebank 7 between the bookstore thecorner 5 onthe right and the bank thestreet —_thestreet 20 UNIT 35 PAIR WORK Take turns making statements about the location of the places. 66 The bank is across the street. 99 7 ©) PRONUNCIATION ¢ Falling intonation for questions with Where Read and listen, Then listen again and repeat. Ask questions with Where for locations. Contractions 1 Where is it? Where's the restaurant? Where is > Where's itis > les —%, 2 Where's the bank? 3 Where's the school? 4 Where's the newsstand? Use il to replace the names of places. {t's down the street. (It = the restaurant) *©) CONVERSATION MODEL Read and listen. 3. PAIR WORK Find the people on the map. Talk about tion of pl . . "AeiExcusa tna: Where the ane the location of places on the map. Then change roles. B: The bank? It’s around the corner, Az Excuse me. Where's the ........? A: Thanks! 2s B: You're welcome. A: Thanks! 1 B: You're welcome 2 9) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation 4 GHANGE PARTNERS Ask about other locations. Model with a partner. 21 walk 2 drive 3 take a taxi 2 GRAMMAR © The imperative Use imperatives to give instructions and directions. Affirmative imperatives Negative imperatives Drive {to the bank). Don't walk. Take the bus [to the pharmacy]. Don't take the train. Donot > Don’t | 3. INTEGRATED PRACTICE Follow the directions. Partner A: Read a direction. Partner B: Say the letter of the correct picture. 4 Walk to the bookstore. 2 Don't drive to the restaurant. 3. Take the bus to the bank. 4 Don't walk to the pharmacy. 5 Drive down the street Partner B: Read a direction. Partner A: Say the letter of the correct picture. 6 Take the bus down the street. 7 Don’t take the bus to the bank. 8 Walk to the bank. 9 Take a taxi to the restaurant. 410 Drive to the pharmacy. 2 UNITS* ENING COMPREHENSION Listen. Write the directions. Use an affirmative and a negative imperative. 1 Take the bus. Don’t drive. 3 5 2 4 Read and listen, : Can | walk to the bookstore? : The bookstore? Sure. : And what about the school? : The school? Don’t walk. Drive. A: OK. Thanks! 2 4) RHYTHM AND In Listen again and repeat. Then practice the Conversation Model with a partner. ORK Change the model. Use the photos below. ‘Ask how to get to places in the neighborhood. Then i change roles. ¥ A; Can | walk to the 2 B: The 2 ‘A: And what about the 2 B: The 2 Don't A: OK. Thanks! : Don’t stop! Askabout locations. Be sure to recycle this language, Where is it? j across the street. i down the street. | tes 4 around the corner. i next to the —. i between the — and the 2324 3 amoped Also remember: abus atrain atexi 4 asubway 5 amotorcycle 2 PAIR WORK Take turns. Spell a Vocabulary word aloud. Your partner writes the word. 3 GRAMMAR © By to express means ee by taxi by bicycle by motoraycle 4) LISTENING COMPREHENSION Listen. Circle the means of transportation you hear. g 2 UNIT 35 4) VOCABULARY ¢ Destinations Read and listen. Then listen again and repeat. 1 goto work 2 gohome 3 goto school 6 *) LISTENING COMPREHENSION Listen. Use a by phrase to write the means of transportation. Then check the box for work, home, or school. eae 1%) CONVERSATION MoDEL Read and listen. ‘A: How do you go to school? B: By subway. What about you? A; Me? I walk. 2 9) RHYTHM AND INTONATION Listen again and repeat. Then practice the Conversation Model with a partner. 3. PAIR WORK Personalize the conversation. ‘Ask about work, school, and home. Answer / with a by phrase. Then change roles. ‘A: How do you go 2 B: ‘What about you? A: Me? | Don't stop! ‘Ask about other places. 4 CHANGE PARTNERS Personalize the conversation again.e7 ea RaR ICE grammer « vocabulary + listening ws reading » speaing »ronunciton 1) READING Read about how people go to work and school. 4 past I'm Kim Lee. 'm i'm Jennie Beck. I'm a doctor. My I'm Katie Simpson, and | anengineer.mluciy. [) fmawiterfrom New [name's jasper White. this is my teacher, Ms. Clark. tm a | Ian walk to work. My |) York. Igo toworkby [Igo towork by train, student. My schools right nextto J office is around the subway. take the and | go home by car ‘my home. | walk to school with my comer from my home, | subway home, too. with mycolleague, De, | lends. Wewalkhome together, | ‘Randall Marshall. He's ~ neighbor dovn the ‘m Hillary Clark. t'm Katie's teacher, but myhome i not next to our school Cant walk to school? Definitely not I take the bus to school, and go 2 PAIR WORK Ask and answer the questions. [On your Atvednok Sar Study Dic Extra Reading Comprehension Questions Is Jennie Beck a teacher? 8 G4 No, she’s not. She's a writer. Is Jasper White a doctor? Is Randall Marshall Dr. White's friend or his colleague? Is Dr. Marshall Dr. White’s neighbor? Jy Katie Simpson a teacher? ‘What is Katie's teacher's name? GRAMMAR BOOSTER Is their school next to Ms. Clark's home? tra practice «p. 138 ‘Where is Kim Lee's office? 8 Your own question: ? Noanone 3. GROUP WORK On the board, make a map SUF ON Onn at mica, ees of the places. Then take turns describing the ‘Where's the [pharmacy]? Walk / Don’t [drive]. locations of the places. | Its. Goby bus. | Can [walk] to the [restaurant]? | Don't go by tra he Don’t take the [bus]. 26 UNIT3Study the picture for one ‘minute. Then close your books. Who can remember all of the locations? For example: The school is down the street. PAIR WORK Create conversations for the people. For example: : How do you go to work? B: By bes. WRITING Write five questions and answers about the places inthe picture. For example: |_Where’s the restaurant? Is across the street:EU ce 12 granddaughter 11 grandson 13 wife 14 husband 15 sister 16 brother * one child / two children 2 PAIR WORK Point to two people in the family. Describe their relationship. {& & she’s his daughter. 99 3.) LISTENING COMPREHENSION Listen to a man identify people in his family. Check the correct photo. i 2B UNITS