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Click on any thumbnail to open a two-page lesson.

Go up a level to return to the main menu page, navigate to any page, go back a page, or go forward a page.

Choose any unit from the contents menu.

Access a range of digital or printable materials.

Introduction to your Top Notch ActiveTeach

This Introduction shows you the digital features and resources available on your ActiveTeach. The Introduction uses examples from Top Notch 1, but all of the features and resources described here are available in all levels.

Page 2Copyright © 2015 Pearson Education, Inc. All rights reserved.

Open the digital Vocabulary Flash Card Player.

Play the Pronunciation Coach Video.

Play the audio.

Play the Conversation Activator Video.

Open the interactive Extra Grammar Exercises, or the Extra Reading Comprehension Exercises.

Use built-in interactive whiteboard tools to zoom in, write, highlight, erase, create notes, and more.

Click to open this lesson’s Grammar Booster page. You can also access the Writing Booster this way and, in Top Notch Fundamentals, the Vocabulary Booster.

Open the digital Games.

Play the Top Notch Pop karaoke video.

Play the Top Notch Pop song video.

Open the Lesson Plans for the page from the Teacher’s Edition and Lesson Planner.

UNIT 1Sitcom: Nice to meet you.

A. Check ❏✓ the occupations you hear in the video episode.

❏ chef❏ nurse ❏ doctor ❏ engineer ❏ student ❏ singer

❏ architect ❏ pilot ❏ athlete ❏ teacher ❏ writer ❏ actor

B. Write a short answer to each question.

1. Is he the president? 2. Is he a tour guide?3. Is she the receptionist?

4. Is he the mailman? 5. Is she the office manager? 6. Is he the president?

C. Match the name with the correct occupation.1. Mr. Evans

a. receptionist2. Marieb. tour guide3. Paulc. president4. Cheryl

d. office manager

Top Notch TV Fundamentals, Second Edition

Activity Worksheet 1

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Page 3Copyright © 2015 Pearson Education, Inc. All rights reserved.

New digital Vocabulary Flash Cards are available for Vocabulary presentations in the Student’s Book.

Two types of digital games are available for each unit for review and practice of unit vocabulary and grammar.

Access the full Top Notch TV video program along with Teaching Notes and printable Activity Worksheets. Click the “Top Notch TV” tab at the bottom of the ActiveTeach screen.

Note: If you’d prefer to view Top Notch TV as a DVD, insert the ActiveTeach disc into a DVD player instead.

Page 4Copyright © 2015 Pearson Education, Inc. All rights reserved.

A Conversation Activator Video dramatically demonstrates how to change, personalize, and extend the Conversation Model in the Conversation Activator exercise.

A Pronunciation Coach Video provides further animated guidance and additional practice of each pronunciation point.

Click on this icon to show the transcript. This feature is also available on the audio player for listening activities.

Top Notch Third Edition introduces two new video features that build conversation and pronunciation skills. The videos are accessible by clicking on .

Conversation Activator Video Script 1

Unit 1, Lesson 1Scene 1M1: Who’s that?F: Over there? I think he’s new.M1: Well, let’s say hello.F: Good afternoon. I’m Laura, and this

is Mark.M2: Hi. My name’s Alexander. But

everyone calls me Alex.F: Great to meet you, Alex. Where are

you from?M2: Miami.

Scene 2F1: Who’s that?M: Over there? I think she’s new.F1: Well, let’s say hi.M: Good evening. I’m Mark Banner, and

this is Laura Gordon.F2: Hi. My name’s Abigail Peters. But

please call me Gail.M: Nice to meet you, Gail. Where are

you from?F2: I’m from Boston.M: Are you a new student?F2: Yes, I am. Today’s my fi rst day.M: That’s great. Welcome!F2: Thanks.F1: Who’s your teacher?F2: It’s Mr. Murphy.F1: Mr. Murphy? He’s our

teacher, too!

Unit 1, Lesson 2Scene 1F: Hey. Who’s Gael García Bernal?M: You don’t know? For real?F: No. Is he famous?

M: He sure is. He’s a very good actor.F: Where’s he from?M: Mexico.

Scene 2M: Hey. Who’s that?F: You don’t know? For real?M: No. Is she famous?F: She sure is. That’s Adele. She’s a

singer. And she’s fantastic.M: Really? Where’s she from?F: She’s from the U.K.M: She’s beautiful. What’s her family

name?F: I don’t know!

Unit 2, Lesson 1Scene 1, Part 1 (Accept the invitation)F: Are you free on Friday? Red Sunset

is at the Cine Lux. Would you like to go?

M: Red Sunset? I’d love to go. What time?

F: At 7:00.M: Great! See you there.

Scene 1, Part 2 (Decline the invitation)F1: Are you free on Thursday? Romeo

and Juliet is at the Bridge Theater. Would you like to go?

F2: Sorry. I’d love to go, but I’m busy on Thursday.

F1: Too bad. Maybe some other time.

Conversation Activator Video Script

“English? I studied it for ten years and I can’t speak a word!”Such is the self-critical lament heard everywhere people study Englishoutside of the English-speaking world (the “EFL setting”). Is the set-ting itself interfering with the learner’s ability to “remember”language well enough to use it competently and confidently? If so,why should this be? What can be done about it? And, if English is sohard to learn, why does everyone keep trying? Today’s adult learner knows that in virtually any profession, Englishis an essential skill. World economies and cultures are increasinglyinterconnected and interdependent—politically, socially, and techno-logically. Multinational companies consist of confederations ofoffices in numerous countries, and English has thus become a conven-ient lingua franca. Indeed, according to Ricardo Schutz’s study, 75%of all international communication in writing, 80% of all informationin the world’s computers, and 90% of Internet content are in English. More than ten years ago, the British Council reported, “English is themain language of books, newspapers, airports and air-traffic control,international business and academic conferences, science, technology,diplomacy, sport, international competitions, pop music, and adver-tising.” And we know that the importance of English has onlyincreased since then. As one example of the primacy of English ininternational business, in fiscal 2002 the global Japanese companyMatsushita employed 245,922 people worldwide, only 28% of whom were Japanese. “We need English-speaking managers who can explain Matsushita’s corporate philosophy to overseas affiliatesand train employees there,” said Shigeru Mizuno of the managementdevelopment team.

These “three R’s” ensure memorablility in the EFL setting:

RELEVANCEAdult EFL learners need Englishto communicate with bothnative and non-native speakersof English. Content of lessonsand materials should reflectthat reality.

RE-ENTRYAdult EFL learners lack exposure to repeated Englishinput outside the classroom, so lessons and materials mustserve as delivery vehicles of real-world language input. This iskey to avoiding fossilization.

REINFORCEMENTAdult EFL learners need to feel they are making progress.Ensuring that students view tangible progress on a daily basis reinforces their enthusiasmfor learning English.

Issue 1

MAKING ENGLISHUNFORGETTABLEEnhancing Acquisition in the EFL SettingJoan Saslow and Allen Ascher

TOP NOTCH PROFESSIONAL DEVELOPMENT SERIES

©2005 Joan Saslow and Allen Ascher

Page 1 of 2

NAME: ______________________

DATE: _________________

Learning Strategy

(Unit 6, page 70, Reading)

READING STRATEGY: skimming

When you read an article, skim for the main ideas first before you read for details.

In the article below, the unimportant parts have been deleted. Notice how much you can

understand with fewer words in the article.

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

Top Notch 1, Third Edition

Unit 6

Unit 10 General Test name __________________

Fundamentals—Unit 10 Achievement Tests

1

Copyright © 2015 Pearson Education, Inc. All rights reserved. Permission granted to reproduce for classroom use.

____________________________________________________________________________________________

Part 1

Listen to the conversation. Then listen again and check ( ✓) where each food is.

Food In the

fridge

on the

shelf

In the

cabinet

on the

table

on the

counter

on the

stove

Example:

✓

1.

2.

3.

4.

5.

6.

NAME: _________________________ DATE: ________________________

Top Notch Fundamentals, Third Edition

Unit 4

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

Extra Grammar Exercises

(Unit 4, page 33)

LESSON 3 Be: questions with How old

1 Complete the conversations. Write questions with How old is or How old are.

Use a question mark (?).

1. A: How old is Mindy?

B: Mindy? She’s twenty-four.

2. A:

B: My grandparents? They’re very old!

3. A:

B: My brother? He’s very young. He’s ten years old.

4. A:

B: Our daughter is six, and our son is four.

5. A:

B: Beth’s mother? She’s forty-two.

6. A:

B: My boss? She’s thirty- ve.

7. A:

B: Frank’s colleagues? They’re not very young.

8. A:

B: I’m twenty.

2 Complete the statements. Write a form of be or have / has.

1. I have two brothers. Greg twenty- ve, and Sam

thirty.

2. My parents fty. My mother

two sisters, and my father

one sister and one brother.

3. I two brothers. Vic

eighteen. Dave sixteen. And I

twenty years old.

4. My grandfather eighty, and my grandmother

seventy-two.

They six grandchildren.

5. Louise an architect. She

two daughters. One daughter

six, and one four.

6. Our teacher’s husband a photographer. They

three children.

yourname

(Use a title.)

yourlast

name

his/her name(Use a title.)

his/hername

(Use a title.)

his/herfirst name

his/herfirst name

the teacher’slast name

yourfirst

name

the teacher’sname

(Use a title.)

his/herlast name

his/herlast name

(the personto your left)

(the person toyour right)

(the personto your right)

(the personto your right) (the person to

your left)

(the personto your left)

LOSE TURN

LOSE TURN

LOSE TURN

ROLLAGAIN

ROLL AGAIN

ROLL AGAIN

START

END

ROLL AGAIN

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4 UNIT 2, SPEAKING ACTIVITY 2

Top Notch Fundamentals, Third Edition

UNIT 2 LESSON 2

Target LanguageMaterials

Titles and names

Each group needs: one copy of the game

board; a die (or coin for tossing); four

place markers (coins, poker chips, etc.)

PREPARATION (5 minutes)

Review the meaning of title, first name, and

last name. Write some names (with titles) on

the board. (Mr. Ben Starr, etc.) Ask students to

identify each title, first name, and last name.

Write the following questions on the board:

What’s your first name? What’s your last name?

What’s your name? (Use a title.) Ask the

questions of a few students. Note that students

can use a title and last name (Mr. Park) or a title

and full name (Mr. John Park).

PROCEDURE (15 minutes)

Put students in groups of four.

Explain the game: The first player tosses the

coin or rolls the die. (If using a coin, designate

one side as move one space and the other as

move two spaces.)

The player moves his or her marker the

indicated number of spaces. He or she

plays as follows:

• ROLL AGAIN: The player rolls the die

or tosses the coin again and moves the

indicated number of spaces.

• LOSE TURN: The player’s turn is finished.

• Any other square: The player makes a

sentence about a person’s first name, last

name, or title based on the information in

the square. For example, if the player lands

on your first name, he or she says: My first

name is [Jen].

• The ☞ sign indicates that the player should

make a sentence about the player sitting to

his or her left. The ☞ sign indicates that the

Speaking Activity 2 GROUP WORK Board game

player should make a sentence about the

player sitting to his or her right.

• If the player does not know the information

to make the sentence, then he or she may

ask What’s your [name]? and then make the

correct sentence: His name is [Mr. Jones].

If the sentence is correct, the player stays on

that space. If the sentence is incorrect, then

the player moves back to the space where

he or she began that turn.

The next player tosses the coin or rolls the die

and plays as above.

Circulate as students are playing to help them

judge the correctness of their sentences.

The first player to reach END wins.

OPTIONS / ALTERNATIVES (20 minutes)

For additional practice with the alphabet, have

students spell each name in addition to saying

it. For example: His last name is Rodriguez. It’s

R-O-D-R-I-G-U-E-Z. Students must make the

correct sentence and spell the name correctly

in order to stay on the space.

If the player doesn’t know how to spell

someone else’s name, he or she can ask How

do you spell your [last name]? The other student

can write his or her name on a piece of scrap

paper. The player then says the letters aloud.

Top Notch Fundamentals, Third Edition

LESSON PLAN 3

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Page 5Copyright © 2015 Pearson Education, Inc. All rights reserved.

The Assessment folder contains tests for each unit, as well as two review tests and a final exam. Each unit’s test also contains optional speaking and writing tests.

Choose a variety of Teacher Resources to aid in lesson planning, organization, and evaluation:

• Audio and Video scripts• Answer Keys• A detailed Methods Handbook • Professional Development articles by Joan

Saslow and Allen Ascher• “Great Ideas for Teaching with ActiveTeach”• Oral Progress Assessment Charts• Printable Extension Activities ○ Extra Grammar Exercises ○ Extra Reading Comprehension Exercises ○ “Find Someone Who...” Activities ○ Conversation Activator Pair Work Cards ○ Graphic Organizers ○ Inductive Grammar Charts ○ Just for Fun (levels 1, 2, 3) ○ Learning Strategies Worksheets ○ Pronunciation Activities ○ Supplementary Pronunciation Lessons ○ Speaking Activities ○ Unit Study Guides ○ Writing Process Worksheets