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Top Notch TV Teaching Notes

For some general guidelines on using the Top EXTENSION


Notch TV sitcom and interviews, see the General Oral work
Methodology document in the Top Notch TV folder ● Group work: role play. Tell the class to say out loud
on the ActiveTeach. Note: The Answer Keys included
the expressions for introductions they hear in the
in these Teaching Notes provide answers to the
video episode. (I’d like you to meet. . . . It’s very nice
Activity Worksheet exercises on the ActiveTeach.
to meet you. What’s your name? I’m. . . . She’s /
He’s from. . . . ) You may want to play this part of
the video again. Write the expressions on the board.
UNIT 1 Divide the class into groups of three. Have
the groups role-play this situation: Mr. Evans
Sitcom: Introduce me! introduces Marie to Giorgio Moretti.
● Pair work. Pair students. Have students in each

Social language pair take turns asking each other yes / no and
● Introduce someone information questions with be about the different
● Exchange personal information characters in the video episode. If the answer is
● Shift to informality no, the student answering should give the correct
information. For example:
Grammar
A: Is Bob a tour guide?
● Verb be B: No, he isn’t. He’s a travel agent. Who’s the
office manager?
A: Cheryl. Is . . . ?
SCENE 1
Written work
PREVIEW ● Pair work. Pair students. Have each pair write five

● Write this question on the board: What’s your


false sentences about the characters in the video
occupation? Next to the question, write these episode. Remind students to use only the verb be.
prompts: I’m a . I’m an . For example, Giorgio Moretti is an actor. He’s from
Ask random students the question. Write two of the London. Then have pairs exchange sentences with
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

answers to complete the prompts on the board. another pair and correct the information in each
● Have students name additional occupations they other’s sentences to make them true.
know and write them on the board.
VIDEO SCRIPT
● Add these words from the video episode: client,

receptionist, travel agent. Elicit or discuss their Giorgio Moretti, a famous Italian singer, visits Top
meanings. Notch Travel Agency and causes a sensation.
Mr. Evans: Well, it happens in some countries, but
REVIEW
usually not over here. So, you’re from Italy?
● Ask comprehension questions. Play the video Mr. Moretti: Yes, I am.
episode again if necessary. Mr. Evans: And you’re traveling to Tokyo?
Who comes in with Mr. Evans? (Giorgio Moretti) Mr. Moretti: Yes.
Who meets Giorgio Moretti first—Cheryl or Marie? Mr. Evans: Well, welcome to Top Notch Travel
(Marie) Agency. Let me introduce you to my staff.
What’s Marie’s occupation? (a receptionist) Then we’ll talk about Tokyo. Marie, I’d like you
Where is Marie from? (Paris) to meet . . .
Where is Giorgio Moretti from? (Italy) Marie: Giorgio Moretti!
Who introduces Cheryl to Giorgio Moretti? Mr. Evans: Oh, you know him.
(Marie) Mr. Moretti: It’s very nice to meet you. What’s
Is Cheryl the office manager? (yes) your name?
Is Giorgio Moretti an actor or a singer? (a singer) Marie: My name? Um . . . uh . . . Marie! Yes! I’m
Is Bob a travel agent or a tour guide? (a travel Marie LePage.
agent) Mr. Moretti: Very nice to meet you, Marie.
Who sings a Giorgio Moretti song? (Paul)
Mr. Evans: Marie is our receptionist. She’s from
Does Mr. Evans know Giorgio Moretti’s
Paris. Mr. Moretti is a new client. He’s from Italy.
occupation? (no)

Top Notch 1, Third Edition Top Notch TV Teaching Notes 1


Cheryl: Giorgio Moretti! Giorgio Moretti! That’s What does Giorgio Moretti give Marie?
Giorgio Moretti! (his information or his phone number)
Mr. Evans: Yes, I know. He’s a new client. He’s Is Marie happy that she has Giorgio Moretti’s
from Italy. phone number? (yes)
Cheryl: Introduce me! Introduce me!
Marie: Oh, yes. This is . . . EXTENSION
Cheryl: Cheryl! Oral work
Marie: Cheryl! Yes. Cheryl. She’s our . . . ● Pair work: role play. Have students work in pairs
Cheryl: Office manager. Hello, Mr. Giorgio . . . to role-play an interview between Marie and Mr.
I mean, Mr. Moretti! Moretti. Tell “Marie” to ask “Mr. Moretti” yes / no
Mr. Moretti: Please. Call me Giorgio. and information questions, using the information
Cheryl: Call him Giorgio! It’s so meet to nice . . . from the video episode.
I mean, nice to meet you.
Mr. Moretti: It’s nice to meet you, too. Written work
Cheryl: Bob! Bob! Come meet Giorgio Moretti! ● Pair work. Pair students. Have students in each pair

Bob: Hey, Giorgio Moretti! Hey, man, how are write three yes / no questions and three information
you? I’m Bob, but everyone calls me Roberto. questions with be about Giorgio Moretti. For example,
Mr. Evans: Bob is a travel agent. (to Bob) Who Where is Giorgio Moretti from? Is he married? Then have
calls you “Roberto”? pairs exchange questions with another pair and write
Paul: Giorgio Moretti! short answers for each other’s questions.
Mr. Evans: Paul is a tour guide. ● Using the information from the video episode, tell
Paul: Good-bye. So long. Take it easy. It’s nice to meet
students to write a short paragraph (a biography)
you, but I must be gone. Good-bye. So long,
about Giorgio Moretti.
Signorina. It’s nice to know you, but I’m traveling on.
Mr. Evans: So, Mr. Moretti, what is your occupation?
All: He’s a singer! VIDEO SCRIPT
Mr. Evans: Everyone knows that. Marie gets Giorgio Moretti’s personal information.
Mr. Evans: Mr. Moretti, Marie has some
ANSWER KEY questions for you. Then let’s talk about Tokyo.
A. 1. e 2. c 3. d 4. b 5. a Marie: OK. Let’s see. Name: Giorgio Moretti.
B. 1. an office manager 2. a tour guide 3. a Occupation: Singer. Famous singer. Great
receptionist 4. a singer 5. a travel agent and famous singer. Nationality: Italian. Age:

Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
C. 1. False 2. True 3. False 4. True 5. True 6. False Thirty-two? Married?
Mr. Moretti: No.
Marie: Single. Phone number?
SCENE 2 Mr. Moretti: This is my information.
Mr. Evans: Everything OK? Come with me, Mr.
PREVIEW Moretti.
● Ask individual students:
Mr. Moretti: Thank you, Marie.
What’s your name? Marie: I have Giorgio Moretti’s phone number.
What’s your occupation?
Where are you from?
ANSWER KEY
How old are you?
Are you married? A. LAST NAME Moretti
What’s your phone number? FIRST NAME Giorgio
OCCUPATION Singer
Tell students they don’t have to give true
NATIONALITY Italian
information if they don’t want to.
AGE Thirty-two
REVIEW B. 1. questions 2. single 3. age 4. phone
number 5. Mr. Evans’s
● Ask comprehension questions. Play the video
C. 1. False 2. True 3. True 4. False
episode again if necessary.
Who asks Giorgio Moretti for his information? (Marie)
Is Giorgio Moretti famous? (yes)
How old is Giorgio Moretti? (thirty-two) Top Notch Pop and
Is Giorgio Moretti married or single? (single)
Is Marie happy that Giorgio Moretti is single? (yes) Karaoke: It’s Nice to Meet You

2 Top Notch TV Teaching Notes Top Notch 1, Third Edition


UNIT 2 EXTENSION
Oral work
● Discussion. Review the events Bob and each of his

friends want to see. Write these on the board:


Sitcom: There’s a great movie Event Yes No
playing at the Glenwood. Blue City rock concert Paul Cheryl, Marie
The play Conversations Cheryl Paul, Marie
Social language
with Food
● Discuss likes and dislikes The opera Carmen Marie Cheryl, Paul
● Give and get directions
The French film Marie, Bob (but will
Grammar Cheryl, go anyway)
● Prepositions of time and place Paul
● Verb be Discuss with the class the reason each person
gives for not wanting to see the event or events.
Then ask students these questions: Which of the
SCENE 1 four events would you like to see? Which would you
not see? Why not?
PREVIEW
● Pre-teach the word opera (a musical play in which Written work
the words are sung rather than spoken). Ask the ● Pair work. Pair students. Have each pair write
class if any of them have been to an opera or have
information questions about the events listed
seen one on TV.
on the board. Tell them to ask where, what time,
● Write these events on the board: and when questions. Then have pairs exchange
Movies Concerts Plays Operas questions with another pair and write answers for
Tell students to give examples for each. Then ask each other’s questions.
the class: Who is a fan of movies? Of concerts? Of ● Group work. Divide the class into groups of three.

plays? Of operas? Tell students to raise their hands Tell each group to write a newspaper listing for
if they like the event or events you ask about. the events listed on the board. Tell them to include
Count the number of raised hands for each and the place and time for each event.
write the number in each column.
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

REVIEW LANGUAGE NOTES: When Paul says, “a rock


●Ask comprehension questions. Play the video concert sounds better to me,” he means that he
episode again if necessary. Remind students to would prefer a rock concert.
take notes of the events each character would like
to go to. You’re kidding is another way of saying You’re
Who wants to go to the movies this weekend? (Bob) joking.
Do his friends want to go to the movies? (no) Whoa! is an exclamation of surprise.
Who wants to go to a rock concert? (Paul)
Does Cheryl want to see a play? (yes)
Does Marie want to go to an opera? (yes) VIDEO SCRIPT
What is Conversations with Food? (a play) In the café, Bob, Cheryl, Marie, and Paul make
Are the tickets for the opera expensive? (yes) plans for the weekend.
Who says there’s a good French film to see? (the
waitress) Bob: Do you guys want to go out this weekend?
Does Bob want to see the French film? (no) There’s a great movie playing at the
Are Bob and his friends going to see the French Glenwood.
film? (yes)

Top Notch 1, Third Edition Top Notch TV Teaching Notes 3


Paul: A rock concert sounds better to me. SCENE 2
Cheryl: I’d love to see a play.
Marie: How about an opera? PREVIEW
Bob: OK. There’s a rock concert Saturday night ● Ask the class Do you ask for directions? Then ask Do

at 8:00 p.m. Blue City is playing. you give good directions? Finally, ask these
Paul: Blue City. I love them! Sounds good. questions: Who does not like to give directions? Why
Cheryl: Not my style. don’t you like to give directions?
Marie: I don’t like rock.
Bob: OK. There’s a play tonight at midnight
REVIEW
at the Second Avenue Theater. It’s called
Conversations with Food. ● Ask comprehension questions. Play the video
Cheryl: Sounds great! episode again if necessary.
Marie: At midnight? That’s way past my What place is the woman looking for? (the Rose
bedtime. Cinema)
Paul: No, thanks. Who gives the woman directions—Paul or Bob?
Bob: OK. Carmen is playing at the City Opera. (Paul)
8:00 p.m. Does the woman understand Paul’s directions? (no)
Marie: Great! How much are the tickets? You’re Does Paul know where the Rose Cinema is? (no)
kidding! Who tells Paul where the Rose Cinema is? (Marie)
Paul: Whoa! Where is the Rose Cinema? (across the street)
Cheryl: No way.
Bob: Great! It’s a movie then! A Time To Run is EXTENSION
playing at the Glenwood at 7:00 p.m. Oral work
Waitress: A Time To Run? Oh, don’t go to that. ● Discussion. Point out that while Paul is giving
It’s just awful.
directions, Marie asks him to come closer and says
Bob: OK. How about You Only Live Once? It’s
something to him. Ask What do you think Marie
playing at the Kendall, also at 7:00 p.m.
says to Paul? Also point out that Bob laughs when
Waitress: It’s terrible.
he says to Paul, “And you’re a tour guide?” Ask
Bob: An Actor’s Life?
Why does he laugh? (Because as a tour guide, Paul
Waitress: Please.
should give good directions.)
Bob: Anna Goes Home?
Waitress: No. ● Group work: role play. Divide the class into groups
Bob: The Left Side of the Street? of three. Give each group a copy of Paul’s

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Waitress: I think there are no more tickets. directions. Assign the roles of tourist, Paul, and
Bob: So what’s a good movie to see? Marie. Have them role-play the scene where the
Waitress: There’s a French film playing at the tourist asks Paul for directions.
Bijou at 8:00 p.m.
Bob: I’m not a French film fan. Written work
Waitress: It’s a film about an opera singer . . . ● Pair work. Pair students and have each pair write a

Marie: Perfect! new dialogue in which Paul gives the tourist the
Waitress: And a rock star . . . correct directions right away.
Paul: Great! ● Pair work. Pair students. Have each pair choose a
Waitress: Who meet at a play.
destination in the area around the school. Tell them
Cheryl: Wonderful! Thank you.
to write directions from the school to that place.
Bob: Yeah. Thanks a lot.
Waitress: You’re very welcome.
Cheryl: It’ll be fun, Bob. VIDEO SCRIPT
A tourist enters the café and asks Paul for directions.

ANSWER KEY Bob: But I’m not a French film fan.


Tourist: Excuse me. I’m looking for the Rose
A. 1. Bob 2. Marie 3. Paul 4. Cheryl
Cinema.
B. 1. a rock band 2. a play 3. an opera 4. a movie
Paul: The Rose Cinema. Let’s see. That’s on the
C. 1. b 2. c. 3. a 4. b
corner of Market Street and Park Street. Or is

4 Top Notch TV Teaching Notes Top Notch 1, Third Edition


it Third and Grand? No, I think it’s on Market EXTENSION
between First and Second Avenue. OK. So. Oral work
Go around the corner. Walk three blocks, no,
five blocks to Harper Street. Turn left. Sorry. ● Group work: interviews. Divide the class into two
Right. Go another two blocks. No. Yes. Two groups. If you have a large class, divide the class
blocks. To Fourth Avenue. Take a right. Yes. into groups of five or six. On the board, write the
Walk about five blocks to Market Street. Go questions the interviewer asks:
right again. Go straight two more blocks. The What kinds of music do you like?
cinema is on your right. No. Sorry. Your left. When do you listen to music?
Marie: Paul. Where do you listen to music?
Paul: What? (Marie whispers in Paul’s ear.) Designate an interviewer for each group. Tell
You’re looking for the Rose Cinema. the interviewer to interview his or her group
Tourist: Yes. members, using the questions on the board. After
Paul: Go across the street. the interview, invite the interviewers to share with
Tourist: And? the class the answers their group members gave to
Paul: It’s across the street. the questions.
Tourist: Thank you. ● Group work. Divide the class into small groups or
Bob: And you’re a tour guide? keep the same groups. Have each group talk about
the music they listen to, whose music they like (the
group or singer), and why they like the group or
ANSWER KEY
singer.
A. 1. False 2. True 3. False 4. False 5. True
B. Paul says the following directions: Written work
That’s on the corner of Market Street and Park ● Pair work. As a class, recall the names of the
Street. interviewees. Write them on the board (Ian,
It’s on Market between First and Second Natalie, Martin, Mauro). Pair students and have
Avenue. each pair choose one of the four people in the
Go around the corner. video segment. Have each pair write three more
Go straight two more blocks. questions about music for the person they choose.
The cinema is on your right. They may include the questions the interviewer
C. 1. c 2. a 3. b 4. b 5. c asks the other people.
● Pair work. Pair students. Tell each pair to write
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

yes / no and information questions about the four


Interview: Are you a music fan? people interviewed. Then have pairs exchange
questions with another pair and write their
answers to the questions.
PREVIEW
● Write the word music on the board. Ask students
LANGUAGE NOTES: When the interviewer
to name different kinds of music—for example, asks Ian, “Are you a music fan?” Ian responds,
Latin, classical, rock, jazz. Ask them which of these “Depending on the music.” Ian means he is a fan
kinds of music they listen to. of some kinds of music.

REVIEW As a matter of fact is an expression that means


actually or in fact.
● Ask comprehension questions. Play the video
segment again if necessary. Remind students to A few hundred is about two or three hundred.
take note of the names of the people being
Wow! is an expression of surprise.
interviewed (the interviewees) and what kinds of
music they listen to.
CULTURE NOTE: Classic rock refers to U.S.,
What kinds of music do the people in the
Canadian, and British rock and roll bands and
interview listen to? (classic rock, rock and roll,
singers that performed from the mid- to late-1960s
hip-hop, classical, jazz)
until the mid-1970s.
Where do they listen to music? (at home, in the
office, in the car)
Who goes to the opera? (Martin)

Top Notch 1, Third Edition Top Notch TV Teaching Notes 5


VIDEO SCRIPT UNIT 3
Interviewer: Are you a music fan?
Ian: Depending on the music, yeah.
Interviewer: So what kinds of music do you like? Sitcom: My family is coming in
Ian: I like classic rock.
Natalie: Hmm . . . I like to see what’s new. I like one hour!
rock and roll and hip-hop and things like that.
Martin: I like classical and jazz. Social language
Interviewer: When do you usually listen to ● Discuss families
music? ● Describe people
Natalie: I listen to music whenever I’m waking
up in the morning and getting ready and also Grammar
whenever I’m getting ready to go out in the ● The simple present tense
evening. So I always listen to music.
Interviewer: So how often do you listen to music?
Ian: Um . . . At least twice a day. SCENE 1
Interviewer: And where are you when you listen
to music? PREVIEW
Ian: In my office or in the car. ● On the board, write these family relationships:

Interviewer: Do you go to concerts? brother, sister, uncle, aunt, cousin, niece, nephew,
Martin: Yes, sometimes. mother-in-law, father-in-law, sister-in-law, brother-
Interviewer: And what concerts do you like to go in-law. Review their meanings. Ask students Do
to? you have a large or a small family? Then ask How
Martin: Um . . . Classical music and opera. many brothers and sisters do you have? Do you have
Interviewer: Do you have a lot of CDs or any uncles or aunts? How many uncles do you have?
cassettes? How many aunts?
Mauro: Yes, quite a lot.
Interviewer: Could you tell me a little bit about REVIEW
the types of music you have? ● Ask comprehension questions. Play the video
Mauro: Well, I like . . . you know, rock and roll episode again if necessary.
music and I like American music as a matter of What does Cheryl show Bob—family pictures or
fact. vacation pictures? (family pictures)

Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Natalie: I don’t own very many CDs, but my Does Bob know Cheryl’s family members who are
husband owns lots of CDs, so I listen to his coming? (no)
instead. Does Cheryl have a large family? (yes)
Interviewer: Approximately how many CDs do How many family members are coming? (eighteen)
you have? Is Bob happy that Cheryl’s family is coming? (no)
Martin: A few hundred. Is Cheryl happy that Bob doesn’t know her
Interviewer: Wow, that’s a lot. family? (no)

EXTENSION
Oral work
ANSWER KEY ● Pair work. Pair students. Have students in each

A. classic rock, classical, rock and roll, hip-hop, pair take turns asking each other yes / no and
jazz, opera information questions about different members of
B. 1. a 2. b 3. b 4. a Cheryl’s family. For example, What does Cheryl’s
C. 1. c 2. a 3. b 4. b 5. c brother do? Is he married? How many kids does he
have?
● Pair work: role play. Write these names on the

board: Eddie, Aunt Judy. Pair students. Tell students


Top Notch Pop and they will be playing the roles of Bob and Mrs.
Morris, Cheryl’s mother. Have students in each
Karaoke: Going Out pair choose the role they want to play and have

6 Top Notch TV Teaching Notes Top Notch 1, Third Edition


them role-play this situation: Bob is preparing to
ANSWER KEY
meet the rest of Cheryl’s family. He is asking Mrs.
Morris questions about Eddie and Aunt Judy. A. 1. True 2. False 3. False 4. False 5. True 6. False
B. 1. classical 2. married 3. divorced 4. no
Written work 5. fourteen
● Pair work. Pair students. Have each pair write C. 1. d 2. b 3. a 4. c
affirmative and negative sentences about Cheryl’s
family. For example, Cheryl has a large family. She
doesn’t live with them.
SCENE 2
● Group work. Divide the class into groups of three. PREVIEW
Tell each group to write a summary of the episode. ● Ask individual students these questions:

Do you have . . .
LANGUAGE NOTE: To pay attention means to in-laws?
listen to and follow what someone is saying. cousins?
nephews?
VIDEO SCRIPT nieces?
Do you know where these relatives live?
In Cheryl’s apartment, Cheryl prepares Bob to meet
Do you know their occupations?
her family members.
Do you know their likes and dislikes?
Bob: That’s your cousin Teddy. He’s a waiter.
He’s single, and he likes rock music. REVIEW
Cheryl: It’s my brother Eddie. He’s a doctor. He’s ● Ask comprehension questions. Play the video

got a wife and two kids, and he likes classical episode again if necessary.
music. How about this one? Does Bob give the correct information about Ernie
Bob: I don’t know. A cousin? and David? (yes)
Cheryl: No. Who is Ernie? (Cheryl’s brother-in-law)
Bob: Your brother? Who is David? (Cheryl’s nephew)
Cheryl: No! Are Cheryl and Mrs. Morris happy that Bob now
Bob: An uncle? knows a lot about the family? (yes)
Cheryl: It’s my aunt Judy! What does Mrs. Morris ask Bob to do—clean the
Bob: Sorry, Mrs. Morris. (to Cheryl) She looks counter or wash the dishes? (clean the counter)
like your uncle. Where does he go at the end of the episode? (to
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

Cheryl: Tell me something about her. the bathroom)


Bob: She’s an architect.
Cheryl: Artist. EXTENSION
Bob: Married. Oral work
Cheryl: Divorced. ● Pair work: role play. Pair students. Tell students
Bob: Two kids. Three kids. Four kids? Five kids?! they will role-play Bob and David in this situation:
Cheryl: No kids. Only eight more. Here’s an easy Bob meets David at a party. Bob knows David is
one. Cheryl’s nephew, but that’s all he knows. He asks
Bob: I don’t know. David questions. Remind students to ask questions
Cheryl: It’s my father! about David’s information in the video episode.
Bob: I know who your father is! Why are you
● On small pieces of paper, write these family
showing me photos of your father?
relationships: grandmother, grandfather, mother,
Cheryl: My family is coming in one hour. Now
father, sister, brother, uncle, aunt, cousin, niece,
pay attention.
nephew, husband, wife, son, daughter, mother-in-
Bob: Why do you have such a large family?
law, father-in- law, sister-in-law, brother-in-law.
Cheryl: It’s not that large.
Fold the pieces of paper and have students pick
Bob: Not that large? You have six brothers and
one each. Tell them that they should describe the
sisters, fourteen aunts and uncles—who
relative they pick. For example, if a student picks a
knows how many cousins, nieces, and
piece of paper that says “grandmother,” he or she
nephews! I’d say that’s a large family.
should describe his or her grandmother. If a student
Cheryl: They’re not all coming over.
picks “nephew,” for example, and he or she doesn’t
Bob: No, just eighteen of them.
have a nephew, this student should put back that
Cheryl: I’m sorry, honey. I just want them to like
paper and pick another one. If necessary, play the
you. Calm down. It’s OK. You’re doing fine.
part of the episode with Bob’s description of Ernie
Bob: OK. I’m OK. Your cousin John?
and tell students to use that as a model.

Top Notch 1, Third Edition Top Notch TV Teaching Notes 7


Written work Whose home is “like a train station”—Vanessa’s
● Pair work. Pair students with the same partner they or Stephan’s? (Vanessa’s)
worked with in the oral activity above. Tell them to Why? (Because family members go in and out,
write down the conversation they had in the oral and it’s very noisy.)
activity.
EXTENSION
● Tell students to write about the relative they
Oral work
described orally in the previous activity.
● Discussion. Write the names Chris, Deepti, and

VIDEO SCRIPT Angelique on the board. Have students discuss each


person’s similarities and differences with his or her
Bob seems to be doing nicely describing Cheryl’s siblings. For example, Chris and his sister look alike.
family members until something happens.
● Ask students What disadvantages of a large family

Bob: That’s your sister’s husband Ernie. They does Vanessa talk about? Write the answers on the
live on Park Street. Two kids—Elizabeth is board (hectic, noisy, crowded; people always going
twelve years old, and Katie is eight. Ernie’s an in and out; never have time alone; have to go out to
architect. He likes baseball, basketball, and be alone). Play that part of the video segment again
the movies. if necessary. Elicit or explain the meanings of hectic
Cheryl: Wow! One more. and crowded. Ask students for other disadvantages
Bob: Your nephew David. His nickname is Dave. of a large family. Then ask Are there any advantages
He lives on King Street. He’s single, and he’s a of having a large family? What are they?
student. He loves to travel. He likes jazz, and
. . . he doesn’t like fish. Written work
Cheryl: You’re amazing! ● Pair work. Pair students. Tell each pair to choose

Mother: Very nice! one of the five interviewees. Tell them to write
Cheryl: Oh, it’s almost 6:00! three more interview questions for the interviewee
Mother: Bob, would you wipe off the counter? they choose. Then have pairs exchange questions
Bob: I’ll be in the bathroom for a while. with another pair. Tell the other pair to pretend
Cheryl: Bob! Hello, everyone! Come on in! they’re the interviewee and have them answer the
interview questions.
● Pair work. Pair students. Have each pair write down
ANSWER KEY
what Stephan says are the two advantages of having
A. 1. c 2. b 3. a 4. b 5. c a small family. Then tell them to add one more

Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
B. 1. Ernie 2. Elizabeth 3. Katie 4. David advantage that they can think of. Bring the class
5. Cheryl together and have students share their answers.
C. 1. don’t live 2. have 3. are not 4. is not 5. likes
LANGUAGE NOTES: Apart from means except for.
The arts include topics like music, dance, art,
Interview: How are you alike? literature, and so on.
Angelique says, “We listen to the same music
PREVIEW pretty much.” Pretty much means more or less.
● Ask individual students Do you have brothers and

sisters? Do you have a brother or a sister who is very Funds are money needed in order to do something.
much like you? How are you similar? Do you have one Hectic means that there’s a lot going on at once.
who’s very different from you? How are you different?
OOPS! Angelique says, “Me and my brother.” In
REVIEW formal English, “My brother and I,” is considered
● Ask comprehension questions. Play the video grammatically correct. But Me and . . . is extremely
segment again if necessary. Remind students to take common in spoken informal English.
note of the names of the people being interviewed.
Stephan says, “There’s more funds.” He means
Do Chris and his sister look alike? (yes)
to say, “There are more funds” because funds is a
What does Chris like—sports or the arts? (sports)
plural noun.
Does Deepti like to spend her money? (yes)
How are Angelique and her brother alike? (They Vanessa says, “There’s always people going in and
both like the same food and the same movies, out.” She means to say, “There are always people
and they listen to the same music.) going in and out” because people is a plural noun
Does Stephan come from a large family? (no) here.

8 Top Notch TV Teaching Notes Top Notch 1, Third Edition


VIDEO SCRIPT UNIT 4
Interviewer: How would you compare yourself
with your sister? How are you alike and how
are you different? For example, do you like the Sitcom: What’s in the salad?
same kind of music or the same kind of foods?
Chris: Well, we do look alike, but apart from that
Social language
we’re very different. She likes the arts, and I’m
more interested in sports. ● State preferences in food
Deepti: Well, I would say, first of all, that my ● Give advice
sister is much better with money than I am. ● Order a meal
Um . . . She, you know, she can save whereas I ● Ask for the check
like to spend. Grammar
Angelique: Me and my brother are quite
different. I’m much more talkative and he’s ● Count and non-count nouns
much more shy. But other than that, I mean, ● Definite and indefinite articles
we grew up in the same house, so we love the
same food and we listen to the same music
pretty much, and we like the same movies. SCENE 1
Whenever I go back home, I always watch
PREVIEW
movies with him and stuff so . . . ● Ask the class these questions:
Interviewer: In general, which do you think is
Do you like to eat in restaurants?
better—a small family or a large family?
What kinds of food do you usually order?
Stephan: Speaking from personal experience, I
Do you usually eat healthy foods in restaurants?
would prefer to have a small family like I do. I
Do you ask your server a lot of questions about
feel that parents have more time to spend with
the foods on the menu?
their children. There’s more funds for each
child. At the same time I can see how a large REVIEW
family could be fun, having a lot of brothers ● Ask comprehension questions. Play the video
and sisters and large family occasions.
episode again if necessary. Remind students to
Interviewer: So what are the disadvantages of a
take note of Cheryl’s problems with the different
big family?
foods on the menu.
Vanessa: Um . . . It’s very hectic. It’s very noisy.
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

What does Cheryl do before ordering? (She asks a


It’s like a train station—there’s always people
lot of questions.)
going in and out. So you can never have time
Why does she decide not to order the lamb after
alone, and, you know, when I do want time
all? (It has salt on it.)
alone, I’ll have to go out, out of the house to
Why doesn’t she order the fish? (The sauce has
jog, do something. So it’s very, very crowded,
too much dairy.)
noisy, in and out.
What does she finally order? (a large salad)
What does she order to drink? (water)
What do Marie, Bob, and Paul order? (the special)
ANSWER KEY
EXTENSION
A. 1. d, f 2. b 3. a, c, e
B. 1. True 2. False 3. False 4. True 5. False Oral work
6. True ● Group work: discussion. Divide the class into

C. 1. train station 2. fun 3. out of the house groups of three. Write these questions on the
4. time 5. small board for students to discuss in groups:
When you’re ordering in a restaurant, are you
more like Cheryl or are you more like her three
friends? How?
How do you decide which food to order?
Top Notch Pop and Karaoke: Do you usually order the special?
An Only Child What do you do when you can’t decide what to
order? Do you ask the server for suggestions, or
do you order the same foods your friends order?
● Pair work. Pair students. Point out that Cheryl’s

friends ordered the special. Tell each pair to make

Top Notch 1, Third Edition Top Notch TV Teaching Notes 9


up a special for a restaurant menu. Tell them to Waitress: Salad. No egg. Anything to drink?
include an appetizer, a main course, and a dessert. Cheryl: Just water, please.
Then invite each pair to present their special to the Waitress: (to Marie) And for you?
class, and have their classmates give their Marie: I’ll have the special.
reactions. Tell the class to also say if the special is Bob: The special.
healthy or not. Paul: The special.
Waitress: Great.
Written work Cheryl: Could I ask you another question?
● Pair work. Have the class name the different Bob, Marie, Paul: No!
foods Cheryl and the waitress talk about. Then
pair students and have them write sentences
describing these foods. For example, The tomato ANSWER KEY
salad has a lot of olive oil. A. 1. b 2. a 3. a 4. b
● Pair work. Pair students and have each pair write B. 1. pepper, salt 2. olive oil 3. lemon, butter
affirmative and negative sentences about Cheryl’s 4. carrots, egg
eating habits. Write this sentence on the board to C. 1. b 2. c 3. a 4. c 5. b
help students begin: Cheryl does not eat . . . She
prefers . . .
SCENE 2
VIDEO SCRIPT
PREVIEW
Bob, Marie, Cheryl, and Paul order dinner in the café. ● Write the word dessert on the board. Invite students

Waitress: Are you ready to order? to name their favorite desserts. Write them on the
Bob: We are. board. Ask students these questions: Do you like
Cheryl: Excuse me, I have a question. desserts? Do you eat a lot of desserts? Do you want
Waitress: Yes? to know how many calories there are in desserts or in
Cheryl: I’m in the mood for lamb, but the other foods you eat?
sauce looks too fatty. Could I order the lamb
without the sauce? REVIEW
Waitress: Sure. ● Ask comprehension questions. Play the video

Cheryl: What does it come with? episode again if necessary.


Waitress: French fries. Who doesn’t have any dessert? (Cheryl)

Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Cheryl: I don’t like fried food. Could I have a Why doesn’t she have any dessert? (because
grilled vegetable instead? desserts have a lot of calories)
Waitress: I think we have grilled peppers. Does Marie want to know how many calories
Cheryl: Perfect. there are in her dessert? (no)
Waitress: Would you like to start with an What does Paul say he’ll eat for snacks and for
appetizer? breakfast, lunch, and dinner? (He’s going to
Cheryl: Is there oil on the tomato salad? eat vegetables for snacks; potato chips and
Waitress: There’s a lot of olive oil, yes. cookies for breakfast, lunch, and dinner.)
Cheryl: Could I get it without the oil? Is Paul really going to do these things? (no)
Waitress: Mmm . . . hmm. But it won’t taste very Who’s trying to get the check? (Bob)
good. Does the waitress see him? (no)
Cheryl: Then I’ll just have a mixed green salad.
Waitress: (to Marie) And you? EXTENSION
Cheryl: I’m sorry, I have another question. Is
Oral work
there salt on the lamb?
Waitress: It’s cooked with salt and pepper, yes. ● Discussion. Write these headings on the board:
Cheryl: I don’t want a lot of salt. I think I’ll have Lunch, Dinner, Snacks. Have students name foods
the fish instead. What’s in the sauce? they eat for each category. Write them in the
Waitress: Lemon, butter, milk . . . appropriate columns. Ask individual students
Cheryl: Oh, that’s too much dairy. Maybe I’ll Which of these foods do you eat a lot of? Which ones
have a large salad for my entrée and no are high in calories? Which ones are high in fat?
appetizer. What’s in the salad? Should we eat only healthy foods? Should snacks
Waitress: Lettuce, carrots, peppers, onions, always be healthy?
egg . . . ● Group work. Divide the class into groups of three
Cheryl: No egg, please. or four. Have each group talk about the snacks

10 Top Notch TV Teaching Notes Top Notch 1, Third Edition


offered in the school cafeteria and discuss if these Eat small portions.
foods are healthy or not. Then have each group Eat vegetables for snacks.
suggest snack foods they would like to have in the C. 1. dessert 2. cake 3. french fries 4. vegetables
school cafeteria. Invite the groups to share their 5. cookies
suggestions with the class.

Written work
● Pair work. Pair students and have each pair write
Interview: Do you eat healthy foods?
yes / no and information questions about the video
episode. Then have pairs exchange questions with
another pair and answer each other’s questions. PREVIEW
● Pair work. Pair students again or have the same ● Create two columns on the board with these

pairs work together and tell them to write a headings: Healthy foods and Unhealthy foods. Have
summary of the video episode. Remind them to students name foods for each column. Then ask
use affirmative and negative statements. individual students Which foods do you eat more often?

REVIEW
VIDEO SCRIPT
● Ask comprehension questions. Play the video
After dinner, Cheryl, Paul, and Marie discuss segment again if necessary. Remind students to
healthy diets while Bob tries to get the check. pay attention to the foods the people talk about.
Paul: This is delicious! What examples of healthy foods does Jessica
Marie: Amazing! name? (salad, vegetables, fruits)
Bob: Cheryl, don’t you want to try it? What examples of unhealthy foods does Maiko
Cheryl: No, thanks. Too many calories. And we name? (fast foods, potato chips, soda)
need to go. According to Matt, what’s a good breakfast? (an egg,
Bob: I’ll ask for the check. no butter, a little salt and pepper, wheat toast)
Marie: I love dessert! Does Jessica say you should never eat sweets? (no)
Cheryl: Do you know how many calories are in
that cake? EXTENSION
Marie: No. And don’t tell me. Oral work
Cheryl: Or how much fat was in your steak and ● Group work: interviews. Divide the class into

your fried shrimp? Or how much salt was on groups of three or four. Designate an interviewer
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

your french fries? for each group. Write this question on the board:
Paul: Do you want us to just eat raw vegetables? What would you recommend for a good breakfast?
Cheryl: Vegetables are good. Or how about Have the interviewers interview each group
smaller portions? And no dessert? member using the question on the board. Tell the
Marie: No dessert?! interviewers to share the answers with the class.
Cheryl: You need to take care of your body! Eat ● Do a class survey. Write these headings on the

healthy food—have vegetables for snacks board: Healthy eaters and Not-so-healthy eaters.
instead of potato chips and cookies. Ask students to raise their hands after each of these
Paul: You’re right. Tomorrow, I’m eating lots of questions: Who are healthy eaters in this class? Who
vegetables. are not? Write the number of raised hands for each
Cheryl: Really? column. Ask those who say they are healthy eaters
Paul: For snacks. And I’m having potato chips, these questions: What foods do you usually eat?
cookies for breakfast, lunch, and dinner. What foods do you avoid? Ask those who say they
Cheryl: You’re terrible. (to Bob) What are you are unhealthy eaters these questions: Why do you
doing? say you’re a not-so-healthy eater? What foods do
Bob: I’m trying to get the check! Finally. (to you usually eat?
Marie) Do you want that?
Written work
ANSWER KEY
● On the board, write an ideal diet. Then have
students list foods they think are part of an ideal
A. 1. False 2. False 3. True 4. True 5. False diet. Circulate and help students with spelling.
B. Cheryl talks about these health tips: Then pair students and have them share their lists
Don’t eat dessert. with each other.
Don’t eat potato chips.
Don’t eat foods with a lot of calories.
● Have each student write a personal questionnaire
about food. Tell students they can use ideas for

Top Notch 1, Third Edition Top Notch TV Teaching Notes 11


questions from the video segment. Then pair
ANSWER KEY
students and have them answer each other’s
questionnaire. A. 1. fruit, vegetables 2. soda, chips 3. potatoes,
chicken 4. an egg, wheat toast
B. 1. False 2. True 3. True 4. False 5. True
LANGUAGE NOTE: An ideal diet is “the best”
C. 1. salad 2. vegetables 3. fruits 4. potato chips
kind of diet.
5. sodas

OOPS! Cortyan says potato, vegetables, and


chicken when asked what is an ideal diet. The
correct form to use is potatoes, the plural form. Top Notch Pop and Karaoke:
Cortyan also says carrot, pepper, and bean
The World Café
(singular form) when she names the vegetables
she likes to cook. She means to say carrots,
peppers, and beans (plural form).
Jessica says, “You can eat sweet foods if you don’t
eat too much.” She means too many because foods
is a plural noun in this case.
UNIT 5
VIDEO SCRIPT
Interviewer: In your opinion, what is healthy Sitcom: Where are the tickets?
food?
Jessica: I think like a lot of green things like salad Social language
and vegetables and fruits are very healthy.
Interviewer: What foods would you consider
● Express frustration
unhealthy?
● Make suggestions
Maiko: Um . . . Those fast foods, potato chips, Grammar
um . . . sodas. ● The present continuous for actions
Interviewer: So do you try to eat healthy foods?
in progress and in the future
Lorayn: I try to eat healthy foods, yes. I don’t
always succeed, but I try and eat healthy

Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
foods. SCENE 1
Interviewer: What’s an ideal diet in your opinion?
Cortyan: Well, I would say like, potato, PREVIEW
vegetables, chicken. ● Write the word technology on the board. Tell

Interviewer: So, for example, what might you students to name different electronic products.
recommend for a good breakfast? Write them on the board. Then ask these questions:
Matt: A good breakfast would probably be . . . an Which of these products do you use a lot?
egg, no butter, a little salt and pepper, and Which of them works well?
maybe a piece of white toast . . . wheat toast, Which of these products often drives you crazy?
excuse me.
Interviewer: So, for example, for dinner tonight, REVIEW
what are you thinking about for dinner ● Ask comprehension questions. Play the video
tonight? episode again if necessary.
Cortyan: OK, I may do a chicken, broccoli, maybe What’s Marie doing? (She’s printing the tickets.)
stir-fry, which consists of a lot of vegetables like Is Marie happy with the printer? (no)
broccoli, carrot, pepper, bean, string beans— What’s wrong with the printer? (It’s very slow.)
those are the things that I love to cook. When does Mr. Evans need the tickets? (now)
Interviewer: How about spicy foods? Are spicy When is the client coming—today or tomorrow?
foods OK to eat? (today)
Matt: Yes. I’m not a big fan of spicy foods, but I What brand does Mr. Evans like? (CompRight)
think they’re OK to eat. What brand is the printer at the office? (Print-OK)
Interviewer: How about sweet foods?
Jessica: Sweet foods? You can eat sweet foods if
you don’t eat too much.

12 Top Notch TV Teaching Notes Top Notch 1, Third Edition


EXTENSION Cheryl: Mr. Evans needs them now! The client is
Oral work coming in four minutes!
● Group work: role play. Divide the class into groups
Bob: Easy there, Jackie Chan.
Marie: We need a new printer. Aren’t we
of three. Have each member in the group choose
getting a new printer?
one character to play. Tell students in each group to
Cheryl: You’re buying the new printer, aren’t you?
role-play the episode.
Bob: This is the new printer.
● Group work: role play. Write this question on the
Cheryl: This piece of junk is new?
board: What will happen next? Divide the class Bob: Well . . . It’s new . . . to us.
into groups of three (or keep students in the same Cheryl: This is an old printer?
groups). Tell students they’re going to make their Bob: Just a little old.
own ending to the episode. Play the part of the Marie: What kind is it? Is it a CompRight? Mr.
episode where Cheryl says, “We need the tickets Evans says always buy a CompRight.
now. Do something!” Point to the question on the Bob: It’s a Print-OK.
board and tell the students to continue the Marie: A Print-OK?! What’s a Print-OK?! (to
conversation and give their own ending to the Cheryl) Do you know that brand?
episode. Bob: It’s a good brand and very . . . inexpensive.
Written work Cheryl: We need the tickets now. Do something!
● Pair work. Pair students. Have each pair write
yes / no and information questions about the
ANSWER KEY
episode. Then have each pair exchange questions
with another pair and answer each other’s questions. A. 1. Marie 2. Mr. Evans 3. Bob 4. Cheryl
● Group work. Divide the class into groups of five B. 1. False 2. False 3. True 4. False 5. False
or six. Give each group a sheet of paper. Tell them C. 1. are printing 2. is not coming 3. is driving
that they will write a summary of the episode on 4. is not buying
this sheet of paper, with each group member
contributing a sentence to create the summary.
Write this first sentence on the board: Marie is SCENE 2
printing tickets for a client. Tell the groups to start
PREVIEW
their summary with this sentence. Choose the first
● Ask the class this question: What are some problems
student to write the next sentence and have him or
her pass the piece of paper on to the next student people can have with machines? (For example, a
computer won’t work; DVD player has no sound; cell
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

until everyone in the group has written a sentence.


phones won’t work in some areas or inside buildings.)
Then ask Are you good with machines?
CULTURE NOTE: When Marie hits the printer,
Bob says, “Easy there, Jackie Chan.” Jackie Chan, REVIEW
an international action star from Hong Kong, is ● Ask comprehension questions. Play the video

famous for martial arts. episode again if necessary.


Who asks for the tickets at the beginning of this
episode? (Paul)
VIDEO SCRIPT
Does Cheryl ask Paul for help with the printer? (no)
In the office, Bob, Marie, and Cheryl wait What happens when Paul touches the printer? (It
impatiently for a slow printer to print out tickets. stops printing.)
Bob: Where are the tickets? How many tickets does Cheryl give Mr. Evans? (nine)
Marie: They’re printing. OK? How many tickets does Mr. Evans need? (ten)
Bob: Mr. Evans needs them right now! The client What does Mr. Evans ask Cheryl to do? (print the
is coming in five minutes! last ticket on Mr. Lee’s printer)
Marie: This printer is driving me crazy. It’s so
EXTENSION
slow.
Bob: Try blowing on it. Oral work
Marie: What? Really? ● Group work: role play. Divide the class into groups

Bob: Try it. Now tap the sides. Just try it. Now of four. Tell students in each group to choose which
rub this side gently. characters to play: Bob, Paul, Cheryl, or Mr. Evans.
Marie: Does this really work? Tell them to create a conversation around this
Cheryl: Where are the tickets? situation: It’s five o’clock in the afternoon, and Paul is
Bob: They’re printing. OK? still sitting where they left him at the end of the episode.

Top Notch 1, Third Edition Top Notch TV Teaching Notes 13


● Group work: role play. Create new groups of three. Paul: What?!
Have the groups make up another work situation Mr. Evans: Go across the hall to Mr. Lee’s office.
where Cheryl and Bob don’t want Paul to help solve a Ask to print one ticket on his printer. (to Paul)
problem with a machine. First, tell students to choose Not you. You’re sitting here until all the
a machine. Then have them create a conversation tickets are printed.
about it. This time, Paul fixes the machine.

Written work ANSWER KEY


● Have students write four sentences about the A. 1. b 2. b 3. a
video episode using the present continuous—two B. 1. False 2. False 3. True 4. True 5. True
sentences should focus on actions in progress C. 1. printer 2. machines 3. laptop 4. cell phone
now, and two sentences should focus on future
actions. For example, They are printing tickets. The
client is coming soon. Top Notch Pop and Karaoke:
● Pair work. Have students work in pairs to write six
It’s Not Working Again
information questions about the characters in the
video episode. Then have each pair exchange
questions with another pair and write answers to
each other’s questions.

VIDEO SCRIPT
Paul enters the office and tries to help with the
printer.
UNIT 6
Paul: Where are the tickets?
Cheryl: They’re printing. OK?
Paul: The client is coming up in one minute. Sitcom: I’m getting in shape.
Cheryl: The printer’s a little slow today.
Paul: Can I help? Social language
Cheryl: Stop! ● Describe routines
Paul: What? ● Suggest an activity
Cheryl: Don’t come near this printer. ● Provide an excuse
Paul: What’s the problem?

Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Bob: You know machines don’t work when Grammar
you’re around. ● Can / have to
Paul: That’s not true. ● The simple present tense and the
Cheryl: Is your laptop working? present continuous
Paul: No, it won’t turn on. ● Frequency adverbs
Cheryl: Is your cell phone working? ● Time expressions
Paul: No, it’s a lemon.
Cheryl: Is your PDA working?
Paul: No, but . . . SCENE 1
Cheryl: Stay away!
Paul: Come on! PREVIEW
Cheryl: Paul. We need these tickets right away. ● Write different physical activities on strips of

We’re printing the last ticket. Please. Do not paper—for example, swimming, dancing, biking,
come near this printer. basketball, lifting weights, running. Fold the pieces
Paul: The printer won’t stop working just of paper. Tell students that they are going to act
because . . . out some physical activities. Call on volunteer
Cheryl, Bob: Argh! students and have each one pick a piece of paper
Paul: What?! and act out the activity written on it. Have the
Mr. Evans: The client is here! Where are the tickets? class guess what each person is doing.
Cheryl: Right here, sir.
Mr. Evans: Thank you. There are only nine. REVIEW
Where’s the last one? ● Ask comprehension questions. Play the video

Bob: Right here, sir. episode again if necessary.


Mr. Evans: Thank you. What? Where is Bob? (at the office or at work)
Cheryl: The printer isn’t working. What is he doing? (He’s exercising.)

14 Top Notch TV Teaching Notes Top Notch 1, Third Edition


Who tells Bob to go exercise somewhere else? (Paul) Mr. Evans: Bob?
Where does Marie tell Bob to go? (to a gym, the Bob: Huh?
park, outside, his home) Mr. Evans: What are you doing?
Who tells Bob to exercise later and work now? Bob: I’m . . . working.
(Mr. Evans) Mr. Evans: Then why are you running?
Bob: To get in shape. Running burns a lot of
Does Bob start to do his work? (no)
calories.
EXTENSION Mr. Evans: Exercise later. Work now, please.
Bob: Yes, sir.
Oral work
● Discussion. Ask the class Why do you think Bob is
exercising in the office? Write students’ answers ANSWER KEY
on the board. Ask follow-up questions to the A. 1. b 2. c 3. c 4. b
students’ answers. For example, if one of the B. 1. doing 2. exercising 3. working 4. working
answers is “because he doesn’t want to work right 5. exercising 6. doing 7. thinking
now,” ask What do some people do in the office or C. Mr. Evans: Exercise later. Work now, please. 5
in class when they’re bored? (Discuss or elicit the Bob: I’m . . . working. 2
meaning of bored.) What do you do when you’re Mr. Evans: Then why are you running? 3
not in the mood to work or to study? Bob: Yes, sir. 6
● Pair work. Pair students and have them ask and Mr. Evans: What are you doing? 1
answer questions about the video episode. Bob: To get in shape. Running burns 4
a lot of calories.
Written work
● Play the last section of the video episode where
Bob is sitting at his own desk. Have students write SCENE 2
sentences describing what Bob is doing. For
example, Bob is sitting at his desk. PREVIEW
● Pair work. Have students watch the beginning of ● Ask individual students Do you lift weights? Then

the episode where Bob and Paul are talking, but ask What do you do to stay in shape? Write their
with the sound off. Have students work in pairs to answers on the board. Elicit more examples of
write a dialogue between Bob and Paul. Invite activities that people do to get in shape.
volunteers to read their dialogues to the class.
REVIEW
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

VIDEO SCRIPT ● Ask comprehension questions. Play the video

Bob exercises in the office. episode again if necessary.


Paul: What are you doing? What does Bob do to stay in shape? (He lifts
Bob: I’m exercising. weights and he goes running.)
Paul: Don’t you have some work to do? What does Marie do to stay in shape? (She goes
Bob: I am working. I’m working and running, does aerobics, plays tennis or golf,
exercising. and goes bike riding.)
Paul: What work are you doing? Marie invites Bob to do something after work.
Bob: I’m thinking. What does she invite him to do? (go running)
Paul: About what? Does Bob say yes? What excuse does he give?
Bob: About ideas for Mrs. Beatty’s vacation. (No. He says he is meeting a friend for dinner.)
Paul: And what are you thinking?
Bob: Beach vacation.
EXTENSION
Paul: I have to finish this. Can you go exercise
somewhere else? Oral work
Bob: No problem. ● Discussion. On the board, write You have to lift

Marie: What are you doing? weights to really stay in shape. Then ask Do you
Bob: I’m getting in shape. agree with Bob? What else can you do to stay in
Marie: Why are you doing that here? Why shape? Write students’ answers on the board—
don’t you go to a gym? Or the park? Or
for example, exercise two or three times a week,
outside? Or home?
Bob: I don’t have time to go to the gym. play sports, eat healthy foods. Then ask individual
Marie: I can’t work when you do that. Can you students Do you do any of these to stay in shape?
go over there? Which ones do you do? Which ones don’t you do?
Bob: No problem.

Top Notch 1, Third Edition Top Notch TV Teaching Notes 15


● Game. On the board, write Where does Marie run? Marie: So do you want to go running after work
Discuss Marie’s running route with the class. Then today?
divide the class into groups of four or five. Have the Bob: Gotta meet a friend for dinner.
groups play a game where each member tries to do Marie: Some other time, then.
one better than the previous student. Decide on the Bob: Yeah, sure.
member to start and explain the mechanics for the Marie: Hey, can you answer the phones for a
game: First student says, “I run to (name of place) while? I have to go to the post office, and
and back.” The second student adds another lap. “I you’re the only one here.
run to (name of place), and then to (another place), Bob: No problem.
and then back.” Each student adds a line to the
previous statement to make each utterance longer
ANSWER KEY
and longer, each trying to outdo the previous one.
A. 1. a 2. a 3. b 4. a 5. a
Written work B. 1. in the morning 2. two nights a week 3. on
the weekends 4. every Sunday
● Pair work. Pair students and have them write C. 1. have to 2. don’t have to 3. can
sentences describing what Marie does to stay in
shape.
● Pair work. Pair students and have them write a Interview: Do you like to exercise?
dialogue about this situation: Bob is eating a cake,
but he’s doing it as though he is lifting weights as PREVIEW
in the video episode. Just as he is bringing a piece ● Ask students these questions: Who is an exercise
of cake to his mouth, Mr. Evans comes in and sees fan? Who hates to exercise? Do you know someone
him. Tell them to start the dialogue with Mr. Evans who’s a couch potato? Write Tai Chi on the board.
asking What are you doing? Elicit or explain what Tai Chi is. (Tai Chi is a Chinese
form of physical exercise.)
VIDEO SCRIPT
REVIEW
Bob and Marie discuss their exercise routines.
● Ask comprehension questions. Play the video

Mr. Evans: I’m meeting a client at the café for segment again if necessary. Remind students to
lunch, Marie. take note of what each person does for exercise
Marie: OK. and how often he or she exercises.

Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Bob: So, what do you do to stay in shape? What do the people in the interview say they do
Marie: I generally go running in the for exercise? (run or walk in the park, go to the
morning. I do aerobics two nights a pool and walk in the water, do Tai Chi)
week. I always play tennis or golf on the Who’s not a fan of exercise? (Martin)
weekends. And I usually go bike riding Who hates to exercise? (Rita)
every Sunday, if the weather is good. How often does Martin do Tai Chi? (about once
Bob: You don’t lift weights? a week)
Marie: No.
Bob: You have to lift weights to really stay in EXTENSION
shape. Oral work
Marie: I don’t like to go to a gym. ● Pair work. Write the names Rob, Herb, and Blanche
Bob: You don’t have to go to a gym to lift
on the board. Pair students and have students in
weights. You can lift weights anywhere. Like
each pair take turns asking each other questions
this. Or this. Or even this. Maybe not that.
with Where and How often. For example, Where
Marie: Thanks for the suggestions.
does Rob run? How often does he go running?
Bob: Hey, why don’t we go running together
sometime? ● Group work. Divide the class into groups of four
Marie: OK. Where do you run? or five. Have each group choose an interviewer.
Bob: To the park . . . and back. Tell the interviewer in each group to ask the group
Marie: Oh. members whether they exercise, the activities they
Bob: Where do you run? do, and how often they do them. Write these
Marie: To the park, and then to the market, then questions on the board and tell the interviewers to
to Symphony Hall, then to Harper Street, then use these questions as well as to add their own:
to the library, then to the theater. And then Do you exercise?
back. What do you do to exercise?
Bob: Oh. Where do you exercise?
How often do you exercise?
16 Top Notch TV Teaching Notes Top Notch 1, Third Edition
Written work
● Pair work. Pair students. Have each pair write
UNIT 7
questions about the people in the video segment.
Then have pairs exchange questions with another
pair and write answers for each other’s questions. Sitcom: How was your vacation?
● Write the sentence I am like

on the board. Tell students to choose one of Social language


the interviewees they are most like and write ● Describe a vacation
sentences explaining their exercise habits. ● Report travel problems

LANGUAGE NOTES: Quite a number of means a lot of. Grammar


● The past tense of be
When Herb says eighties, he means people who are
● The simple past tense
eighty years old.

VIDEO SCRIPT
Interviewer: Are you an exercise fan?
SCENE 1
Rob: Yes. I love to run. I run in the morning PREVIEW
before I work, and I run on Saturdays and
● Ask students these questions: When was your last
Sundays along the river and through the park.
vacation? Did you go anywhere? Where did you go?
Interviewer: Are you a fan of exercise?
Was it a good vacation or a bad vacation? Why was
Martin: Not really.
it good / bad?
Interviewer: So Rita, would you consider yourself
a couch potato?
Rita: No, I’m not a couch potato. Absolutely not. REVIEW
I just . . . I hate to exercise. ● Ask comprehension questions. Play the video

Interviewer: So do you actually have a routine episode again if necessary. Remind students
that you follow? to take note of Mr. Rashid’s answers to Marie’s
Herb: Every day, yes. We go out . . . I go to the questions.
park and meet people who are in my age Did Mr. Rashid say he had a wonderful vacation?
group. They are eighty, sixty, seventy. We have (yes)
quite a number of eighties and one ninety- Did he have a good flight? (no)
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

year-old. And we either walk or we run for Did he have nice weather? (no)
about three and a half miles. What was the weather like? (rainy)
Blanche: And I go to the park when I’m not . . . Did he like the hotel? (no)
no, three days a week I go to the pool and Was the food good? (no)
walk in the water, and the rest of the time I go Why not? (It was too salty.)
to the park and walk. What happened when he went shopping?
Interviewer: How often do you do Tai Chi? (Someone stole his wallet.)
Martin: About once a week. Was his flight home OK? (No. It was canceled.)
Interviewer: So do you feel exercise is important? So why did Mr. Rashid say his vacation was
Martin: Yes, I think it’s important. good? (because he met a woman)
Interviewer: But not enough to do it more often
than once a week? EXTENSION
Martin: Well, to be honest, I’m very lazy. That’s Oral work
why. I wish I could do more exercise. Maybe I ● Discussion. As a class, review the problems Mr.
should, starting from today. Rashid had during his vacation. Write them on
the board. (His flight was bumpy. The weather was
ANSWER KEY terrible. His room was next to a noisy café. The food
was salty, and the waiters were unfriendly. Someone
A. 1. run 2. ’m not 3. walk 4. run 5. go 6. walk
stole his wallet. They canceled his flight.) Ask
B. 1. Rob 2. Rita 3. Herb 4. Blanche 5. Martin
students Did you have any of these problems during
C. 1. b 2. a 3. b 4. a
your vacation? Explain what happened.

Top Notch Pop and Karaoke:


A Typical Day
Top Notch 1, Third Edition Top Notch TV Teaching Notes 17
● Pair work: role play. Pair students. Tell them they Mr. Rashid: Actually, they canceled my flight. I
are going to role-play Marie and Mr. Rashid. Play had to stay for two more days.
the video episode again. Tell students to notice Marie: That’s terrible! But Mr. Rashid, you said
Mr. Rashid’s face and voice. Ask Does he look sad that your vacation was wonderful.
or happy? (He looks happy.) Have students role- Mr. Rashid: Ah! Yes, I did. And it was
play the scene between Mr. Rashid and Marie. wonderful. I met a very nice person—a
Remind students playing Mr. Rashid’s role to make woman actually. Her name is Basma. She’s
sure they have a happy face and voice, just like Mr. from Lebanon, just like me, but she lives
Rashid on the video. here. I’m seeing her tonight. So, yes, it was a
wonderful vacation.
Written work Marie: That’s great, Mr. Rashid.
● Have students write a paragraph summarizing Mr.
Rashid’s vacation. Write this beginning sentence
on the board and tell students they may begin ANSWER KEY
their paragraph this way: Mr. Rashid had a lot of A. 1. b 2. a 3. a 4. b
problems on his vacation. First, his flight . . . B. 1. wonderful 2. bumpy 3. rainy 4. salty
● Pair work. Divide the class into two groups. Then 5. unfriendly 6. nice
pair students in each group. Tell one group to C. 1. Did (you) have 2. was 3. saw 4. did (you)
write a dialogue about this situation: Marie talks do 5. stayed 6. Was 7. was 8. was 9. was
to another client who had a lot of problems on his 10. didn’t sleep
or her vacation. Tell the second group to write a
dialogue about this situation: Marie talks to a client
who had a wonderful vacation. Invite volunteers SCENE 2
from each group to role-play their dialogues in
PREVIEW
front of the class.
● Ask students these questions: What’s your favorite

vacation? Describe it. Did you go on a vacation


VIDEO SCRIPT
where everything went wrong? What were the
In the office, Mr. Rashid describes a recent vacation problems? Describe them.
to Marie.
REVIEW
Marie: Hello, Mr. Rashid!
● Ask comprehension questions. Play the video
Mr. Rashid: Hi! How are you?

Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Marie: Fine, thank you. How was your vacation? episode again if necessary. Tell students to take
Mr. Rashid: It was wonderful! note of the problems Marie, Cheryl, and Bob had
Marie: I’m so happy to hear that. Was your flight during their vacation.
OK? What happened during Cheryl’s vacation last
Mr. Rashid: No, pretty bad, actually. It was so year? (Someone stole her car.)
bumpy. It was very scary. Did Marie get sick on a cruise? (yes)
Marie: That’s too bad. Did you have nice Who went to Disney World? (Bob)
weather after you arrived? What happened during Bob’s vacation in Disney
Mr. Rashid: No, the weather was terrible. Very World? (Someone stole his map.)
rainy. I actually never saw the sun. What was Marie’s favorite vacation? (her
Marie: That’s awful! So what did you do? vacation in the Caribbean)
Mr. Rashid: I stayed inside the hotel. What was Cheryl’s favorite vacation? (her trip to
Marie: Was the hotel room nice? China)
Mr. Rashid: The room was fine, but it was right Where did Bob go on his favorite vacation? (He
next to the café, and the music was very loud. went to the beach.)
I didn’t sleep much. What did Bob do there? (He ate shrimp.)
Marie: I’ll bet the food was great. Does Bob like to travel? (no)
Mr. Rashid: No. It was too salty for me, and the
EXTENSION
waiters were very unfriendly.
Marie: Did you go shopping at all? Oral work
Mr. Rashid: A little bit—until someone stole my ● Discussion. Ask the class these questions: Who do
wallet. After that I stayed in the hotel and you think had the most exciting vacation—Marie,
read a book. Cheryl, or Bob? Do you think Bob had a great
Marie: Was the flight home OK? vacation? Explain your answer.

18 Top Notch TV Teaching Notes Top Notch 1, Third Edition


● Group work. Divide the class into groups of three.
ANSWER KEY
Tell students in each group to describe their best
and worst vacations. A. 1. a cruise: Marie, worst vacation 2. the beach:
Bob, favorite vacation 3. China: Cheryl,
Written work favorite vacation 4. Disney World: Bob, worst
● Group work. Divide the class into groups of three. vacation 5. the Caribbean: Marie, favorite
Tell students in each group to choose either vacation
Cheryl, Marie, or Bob to write about. Tell them to B. 1. c 2. b 3. b 4. a
imagine themselves as that person and have them C. 1. went 2. stole 3. took 4. spent 5. wanted
write a paragraph about this person’s vacation.
Tell them to use the information in the video
episode and add more of their own. Then have the Top Notch Pop and Karaoke:
groups exchange paragraphs with another group,
making sure each one gets the same person they
My Dream Vacation
wrote about.
● Have students write a short paragraph describing

their worst or their favorite vacation.

VIDEO SCRIPT
Marie, Cheryl, and Bob describe their worst and
favorite vacations. UNIT 8
Mr. Evans: Mr. Rashid! Welcome back. Come, tell
me about your vacation.
Marie: What a terrible vacation Mr. Rashid had. Sitcom: Which dress do you like
Cheryl: Oh. You know, on my vacation last year better?
someone stole my car. That was a horrible
vacation.
Social language
Marie: I went on a cruise and there was an
outbreak of illness. I was in my room for a ● Offer an alternative
week. That was a really bad vacation. ● Express likes and dislikes
Bob: I went to Disney World and someone stole Grammar
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

my map.
Marie: That’s your worst vacation?
● Comparative adjectives
Bob: It took ten minutes to get another map.
● Object pronouns
Cheryl: All right, what was your favorite
vacation?
Marie: I spent two weeks in the Caribbean last SCENE 1
year, diving, snorkeling, and swimming with PREVIEW
dolphins. It was amazing.
● Write these events on the board: Boss’s birthday
Cheryl: I went to China a few years ago. It was
incredible. The people there were so friendly, party and Friend’s birthday party. Ask the class this
and everyone wanted to practice their English question: What clothing do you think is appropriate
with me. for each event? Write students’ answers in the
Bob: I went to the beach and ate shrimp. appropriate columns.
Marie: That’s your best vacation? REVIEW
Bob: I really like shrimp.
Marie: Bob, you need to go on more exciting
● Ask comprehension questions. Play the video
vacations. episode again if necessary. Remind students to
Bob: I don’t like exciting vacations. In fact, I take note of the clothes Bob likes more.
don’t like to travel very much. What are Marie and Cheryl doing? (They’re
Marie: Then why do you work in a travel looking at clothes.)
agency? What’s Bob doing? (He’s reading and eating.)
Bob: It’s across the street from my apartment, so Who has a party tomorrow? (Mr. Evans)
I don’t have to travel far to go to work. Does Bob know there’s a party tomorrow? (no)
Does he want to choose the clothes for Marie and
Cheryl? (no)

Top Notch 1, Third Edition Top Notch TV Teaching Notes 19


Why does he choose anyway? (because Cheryl Cheryl: So tell us what you think of our new
tells him to) clothes.
Whose clothes does Bob like more—Cheryl’s or Bob: All those clothes are for one party?
Marie’s? (Marie’s) Cheryl: No. We have to decide what to wear.
Is Cheryl happy with Bob’s choices? (no) What do you think of these blouses?
Why not? (because Bob chose Marie’s clothes, Bob: They’re very flattering.
not hers) Marie: Which one do you like more?
Bob: What do you mean?
EXTENSION Cheryl: Which one do you prefer?
Oral work Bob: I like them both the same.
● Discussion. Ask these questions: Does Bob want to Marie: No, you don’t. You’re just saying that.
give his opinions about Marie’s and Cheryl’s clothes? You need to have an opinion. You have to
(no) Why not? (He will have problems if he does.) Do choose.
you sometimes say you like something even when you Bob: No, no, no. I’m not doing that.
don’t? Give an example from your experience. Cheryl: Bob, please. Help us decide what to
wear.
● Write these headings on the board: Marie’s clothes
Bob: OK.
and Cheryl’s clothes. Tell the class to name each
Marie: Which skirt do you like?
piece of clothing that Cheryl and Marie show to
Bob: The red one.
Bob and write them in the appropriate column.
Cheryl: Great. That’s not so hard, is it? Which
Remind the class to also say the color of the
shoes look better?
items—for example, red skirt, black shoes, blue
Bob: Those.
dress. Play that part of the episode again where
Marie: Which sweater do you prefer?
Marie and Cheryl show Bob each of their clothes.
Bob: I like the purple one.
Then have students share their opinions about
Cheryl: Bob, you like Marie’s clothes more than
Marie’s and Cheryl’s clothes. Are the students’
mine.
opinions the same as Bob’s?
Bob: No, I don’t. That’s not true!
Written work Cheryl: Then which dress do you prefer?
Bob: That one!
● Pair work. Pair students and have each pair write
Cheryl: This is Marie’s dress, too! What’s wrong
true and false statements about the video episode. with my clothes?
Tell pairs to exchange sentences with another pair Bob: Nothing! Nothing! I like your clothes. I
and write True or False after each statement. Tell like Marie’s clothes. I like everything. I like all

Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
them to correct the wrong information in the false dresses and all sweaters and all skirts and all
statements to make them true. Have the students shoes!
who wrote the statements correct the answers. Cheryl: Who asked you anyway?
● Pair work. Pair students again or have them work
Bob: You did.
with the same partner. Write this question on the
board: What do you think Marie and Cheryl are
wearing to the party? Have each pair write sentences ANSWER KEY
describing which clothes and shoes they think A. 1. b 2. c 3. a 4. c 5. a
Marie and Cheryl are wearing to the party. Then tell B. 1. b 2. b 3. b
them to compare their choices with another pair. C. 1. The red skirt is nicer than the black skirt.
Tell them to give reasons for their choices. 2. The brown shoes are more flattering than
the black shoes.
VIDEO SCRIPT 3. The purple sweater is nicer than the red
sweater.
In Cheryl’s apartment, Cheryl and Marie ask Bob to
4. The black dress is prettier than the blue
comment on their new clothes.
dress.
Marie: That is so cute.
Cheryl: Thank you. I love that color. Bob, what
do you think of our new clothes—for the party SCENE 2
tomorrow?
Bob: There’s a party tomorrow? PREVIEW
Cheryl: It’s Mr. Evans’s birthday. Remember? ● Call on individual students to describe the clothes

Bob: Oh, right. Am I going? they are wearing. Remind them to include the
Cheryl: Yes, you are. colors. For example, I’m wearing a white shirt, black
Bob: OK.

20 Top Notch TV Teaching Notes Top Notch 1, Third Edition


pants, and black shoes. Then ask these questions: Do
VIDEO SCRIPT
you usually wear these kinds of clothes? What do you
prefer to wear every day? Would you wear a T-shirt Cheryl shows Bob the new clothes she got for him.
and jeans to a birthday party? Cheryl: So what are you going to wear to the
party tomorrow night?
REVIEW
Bob: A T-shirt and jeans.
● Ask comprehension questions. Play the video
Cheryl: A T-shirt and jeans? No way. You have to
episode again if necessary. wear something nicer.
What does Bob want to wear to the party? (a Bob: I don’t have anything nicer.
T-shirt and jeans) Cheryl: You do now.
What does Cheryl want Bob to wear? (something Bob: All that’s for me?
nicer) Cheryl: What do you think of these?
Does Bob like the first pair of pants Cheryl shows Bob: Do you have anything looser?
him? (no) Cheryl: Yep.
Does Bob like any of the clothes Cheryl shows Bob: Too wild for me. Anything else?
him? (no) Cheryl: Here you go.
In the end, what is Bob wearing to the party? (a Bob: I don’t know. Those look pretty warm.
T-shirt and jeans) Something cooler would be good.
Cheryl: Why don’t we look at shirts?
EXTENSION Bob: Not bad. But it’s pretty conservative, isn’t it?
Oral work Cheryl: I love this one.
● Pair work: role play. Have students work in pairs Bob: That doesn’t look very comfortable.
to role-play this situation: Cheryl shows Bob some Cheryl: Try this.
clothes. After looking at all the clothes Cheryl has for Bob: That looks a little cheap. Do you have
him, Bob actually likes and chooses a pair of pants anything more expensive?
and one of the shirts. Cheryl: That’s it. I’m taking it all back to the
● Discussion. Write these words on the board: Party,
store.
School, and Office. Discuss with the class what Bob: But what am I wearing tomorrow?
kinds of clothes are appropriate for each occasion. Cheryl: Just wear a T-shirt and jeans.

Written work
ANSWER KEY
● Have students write sentences comparing the
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

A. T-shirt, pants, shirt, jeans


different shirts and pants that Cheryl shows Bob.
B. 1. d 2. c 3. b 4. a 5. e
Tell students to refer to them by color. For example,
C. 1. nicer 2. looser 3. cooler 4. more expensive
The yellow pants are looser than the gray pants.
● Tell each student to choose a person—a classmate,

a friend, or a family member. Have each student


write sentences comparing the clothes he or she Top Notch Pop and Karaoke:
and the chosen person have and like. Write these Anything Goes
beginning sentences on the board:
(name of person) and I are very different. He or she
is not into clothes. I have more clothes than he or she
has. I like. . . . My clothes. . . . Remind students to
use comparative adjectives whenever they can. UNIT 9
CULTURE NOTE: Cheryl says she’s taking the
clothes back to the store because Bob doesn’t Sitcom: Is that an express donkey?
like any of them. In some countries, such as the
United States and Canada, you can return items Social language
to the stores where you bought them. Make sure ● Suggest alternatives
you bring the receipt and that the item still has ● Book travel arrangements
the price tag on it. It is common to buy clothes or ● Discuss plans
shoes, try them on at home, and then bring them
back to the store if you don’t want them. Grammar
● Could / should
● Be going to for the future

Top Notch 1, Third Edition Top Notch TV Teaching Notes 21


SCENE 1 VIDEO SCRIPT
PREVIEW In the office, Cheryl arranges a safari trip for Mrs.
Beatty.
● Write the heading Ways to travel on the board.

Have students name different modes of Cheryl: So, Mrs. Beatty, we should talk about
transportation—for example, plane, train, ship. Ask your safari trip to Botswana.
students What’s your favorite way to travel? What’s Mrs. Beatty: I’m so excited! My first time in
your least favorite? Why? Africa!
Cheryl: You’re going to be flying into
REVIEW Johannesburg, South Africa. Would you like a
● Ask comprehension questions. Play the video window or an aisle?
episode again if necessary. Tell students to take Mrs. Beatty: A window. I want to see everything!
note of the kinds of transportation Cheryl talks Cheryl: In Johannesburg you should take a
about with Mrs. Beatty. taxi or a limo to your hotel. The next day
What kind of trip is Mrs. Beatty taking? (a safari you could fly or you could take a train to
trip) Francistown in Botswana.
Where is she flying to first? (Johannesburg, South Mrs. Beatty: Is it an express train?
Africa) Cheryl: Yes.
Does she want a window or an aisle seat? (window) Mrs. Beatty: I’ll take the train. I’d like to see the
Where is Mrs. Beatty’s hotel? (on an island) country.
Is she taking a boat or a plane to get to the Cheryl: Great. Then after you see Francistown,
hotel? (a boat) you can take a small plane or a bus to the
Are there cars on the island? (no) Okavanga Delta.
What will take her luggage to her hotel? (a donkey) Mrs. Beatty: How small is the airplane?
Cheryl: It’s pretty small.
EXTENSION Mrs. Beatty: I’ll take the bus. Is it an express bus?
Oral work Cheryl: I think so. When you get to Gumare,
you’re going to be taking a boat to your hotel.
● Group work. Divide the class into groups of three.
Mrs. Beatty: A boat?
Play the video episode again and have students
Cheryl: The hotel is on an island. When you get
discuss Mrs. Beatty’s route and the transportation
to the island, a man with a donkey can take
options for each place. Draw this diagram on the
your luggage to the hotel.
board and have students use it as a guide during

Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
Mrs. Beatty: A donkey?
their discussion.
Cheryl: There are no cars on the island.
by plane to Johannesburg ➝ by to Mrs. Beatty: Is it an express donkey?
➝ by to Cheryl: I think it’s probably a local donkey. Of
➝ by to ➝ by course, if you don’t want the donkey, you
to island hotel could take a small plane—it goes straight to
● Group work. Divide the class into groups of three the hotel.
or keep the same groups as above. Have each Mrs. Beatty: I think I should take the donkey.
group create a travel route to this city for Mrs. Donkeys never have mechanical problems,
Beatty, following the diagram on the board. right?
Cheryl: Right.
Written work
● Have students write sentences describing the
travel route Mrs. Beatty chooses. Refer students to ANSWER KEY
the diagram on the board. A. airplane, boat, bus, limo, taxi, donkey, train
● Pair work. Pair students and have each pair write B. 1. a window 2. take the train 3. a bus 4. a boat
true and false statements about the video episode. 5. a donkey 6. the donkey
Tell students to exchange sentences with another C. 1. should talk 2. should take 3. could fly,
pair and write True or False after each statement. could take 4. could take
Tell them to correct the wrong information in
the false statements to make them true. Have the
students who wrote the statements correct the
answers.

22 Top Notch TV Teaching Notes Top Notch 1, Third Edition


SCENE 2 Written work
● Have students write a paragraph about Paul’s

PREVIEW transportation problems on the safari.


● Write the phrase transportation problems on the
● Group work. Have each group write the dialogue

board. Ask students to name some common for the situation they role-played in the oral
transportation problems: mechanical problems, activity. Then have each group exchange and
accidents, miss a train / plane / bus, late bus / train / compare dialogues.
plane. Ask individual students Did you experience
any of these transportation problems before? Describe
VIDEO SCRIPT
your experience.
Paul describes his safari trip to Mrs. Beatty.
REVIEW Paul: Hello, Mrs. Beatty!
● Ask comprehension questions. Play the video Mrs. Beatty: Why, hello, Paul.
episode again if necessary. Tell students to take Paul: Where are you traveling to now?
note of Paul’s transportation problems. Cheryl: Mrs. Beatty is going on a safari in the
Did Paul go on the safari in the Okavanga Delta Okavanga Delta in Botswana.
before? (yes) Paul: Nice. Are you flying in or are you taking the
Did he take the train-bus-boat-donkey route? (yes) train-bus-boat-donkey route?
Did his trip go well? (no) Mrs. Beatty: I’m going to be taking the donkey.
What happened to the plane? (It had mechanical Paul: I did that once myself.
problems.) Cheryl: You did?
What happened to the bus? (It had an accident.) Mrs. Beatty: Was it very exciting?
Did Paul like the boat ride? (No. He got seasick.) Paul: Oh, it was. On the way there the plane had
What happened to him when he rode the mechanical problems.
donkey? (He got bumped.) Mrs. Beatty: That sounds scary.
Does Paul recommend the trip? (yes) Paul: We got in late and I missed the train to
Does Mrs. Beatty want to go to Africa after Francistown, so I decided to take a bus. But I
talking to Paul? (no) got on the local bus by mistake.
Where does she want to go in the end? (to Paris) Mrs. Beatty: I don’t like local buses.
Paul: Then the bus had an accident. So I rented a
EXTENSION car, but it broke down.
Oral work Mrs. Beatty: Oh, dear!
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

● Discussion. Point out Mrs. Beatty’s last question to Paul: I got to Gumare two days late. Then I got
Cheryl: How much is a ticket to Paris? Ask students seasick on the boat to the island.
these questions: Mrs. Beatty: Oh, my! Did you have any problems
Why does Mrs. Beatty ask Cheryl about Paris? with the donkey?
Why does she now want to go to Paris? Paul: I got bumped from the donkey.
Which trip do you think would be more exciting— Mrs. Beatty: You mean they overbooked the
the trip to Paris or to Botswana? Explain your donkey?
answer. Paul: No. I mean the donkey bumped me off the
Paul had a lot of transportation problems during road to the hotel. But it was a very exciting
his safari trip, but he enjoyed the trip. Why do trip. You’ll love Africa.
you think he enjoyed it? Cheryl: So. Any questions, Mrs. Beatty?
Are you more like Paul or Mrs. Beatty? How? Mrs. Beatty: Just one. How much is a ticket to
● Group work: role play. Divide the class into groups Paris?
of three. Tell students to role-play Paul, Cheryl, and
Mrs. Beatty. Tell them to role-play this situation:
Paul talks to Mrs. Beatty and tells her that she should ANSWER KEY
go ahead on the safari trip. Before the role play, tell A. bus, car, airplane, boat, donkey
the group members to discuss what Mrs. Beatty B. 1. True 2. True 3. False 4. False 5. True
should do and help her decide which trip to take. 6. False 7. False 8. True
C. 1. had mechanical problems 2. missed the train
3. had an accident 4. got seasick 5. got bumped

Top Notch 1, Third Edition Top Notch TV Teaching Notes 23


Interview: Are you a frequent flyer? OOPS! Christiane says that she got stuck “in
London airport.” The correct phrase to use is at the
London airport.
PREVIEW
● Ask individual students this question: Do you fly
VIDEO SCRIPT
frequently? If they answer yes, ask Do you fly for
Interviewer: Do you fly frequently?
business or for pleasure?
Lisa: Yes, I fly maybe twice a month.
REVIEW Interviewer: Do you fly frequently?
San: I do, yes. I travel a lot with my job, so I’m
● Ask comprehension questions. Play the video
always on an airplane.
segment again if necessary. Remind students to
Interviewer: What kind of a seat do you request
take note of the names of the people.
when you fly?
Does Lisa travel frequently? (yes)
Christiane: I always want to sit at the aisle, so I
Does San travel frequently for pleasure or for her
can stretch my legs.
job? (for her job)
Joe: I prefer to sit in the back of the plane in a
Does Christiane prefer an aisle seat or a window
window seat.
seat? (an aisle seat)
Lisa: I always get a window seat.
Where does Joe prefer to sit? (window seat in the
Interviewer: Why?
back of the plane)
Lisa: I like to sleep, and I need something to lean
Did San miss a flight in the past? (yes)
up against.
Where did Christiane get stuck when she traveled
Interviewer: So, have you had any problems with
to the United States? (London airport)
traveling in terms of delayed flights? Missing
How long did she have to wait? (ten hours)
flights? Anything like that?
EXTENSION San: Yes, I have. I’ve missed a flight. Flights have
been canceled. They’ve been delayed. I’ve had
Oral work
to either go home, or if it’s in a city that . . .
● Pair work. Pair students and have them take where I’m not from, I’ve had to get a hotel.
turns retelling Christiane’s travel nightmare. For Interviewer: So could you tell me your worst
example, the first student starts this way: Christiane airplane travel nightmare?
had to fly from Austria to the United States. The Christiane: Yes. When I had to fly from Austria
other student then says, But she got stuck. . . . The to America, I got stuck in London airport and
first student then adds what happens next, and so had to wait ten hours for a flight that got

Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
on, until the paragraph is complete. postponed—first canceled then postponed.
● Group work. Divide students into groups of three. And all the stores were closed, and all we
Have them share their own travel nightmares if could do was just sleep on benches and on the
they have any. floor and try to find food. That was not very
good, so it was not a good experience.
Written work Interviewer: That sounds awful.
● Pair work. Pair students and have them write true Christiane: Yes, it was awful.
and false statements about the interviewees. Tell
students to exchange sentences with another pair
ANSWER KEY
and write True or False after each statement. Tell
them to correct the wrong information in the false A. 1. b 2. b 3. c 4. a
statements to make them true. Have the students B. 1. Joe: Window 2. Lisa: Window 3. Christiane:
who wrote the statements correct the answers. Aisle
● Group work. Divide students into groups of three
C. 1. True 2. False 3. False 4. True 5. False
or four. Tell each group to create a story about
one of San’s travel nightmares. For example, San
missed a flight when she was in a foreign country. Top Notch Pop and Karaoke:
Tell them to imagine San’s situation and write a Five Hundred Ways
story about it. Then have the groups exchange
stories and give their comments on the story.

24 Top Notch TV Teaching Notes Top Notch 1, Third Edition


UNIT 10 ● Pair work. Have students work in pairs to write a
summary of the video episode. To help students
Sitcom: How much do you want? begin, write on the board: Bob wants to sell his
digital camera, and Paul wants to buy it. Bob wants
$250 for it, but Paul. . . . If necessary, play the
Social language
video episode again to help students remember
● Bargain for a lower price the episode.
● Accept an offer
Grammar VIDEO SCRIPT
● Superlative adjectives Marie and Paul are having dinner in the café when
● Enough Bob walks in with a digital camera that he wants to
sell. Paul bargains with Bob for the camera.
Marie: Hey, here comes Bob.
SCENE 1 Paul: Yeah. He wants to sell me his digital
camera.
PREVIEW
Bob: Hi. How was dinner?
● Ask students these questions: Do you like to
Marie: Great. What do you have there?
bargain? Are you good at bargaining? Bob: The best digital camera money can buy.
Marie: Paul, that’s the same camera you
REVIEW looked . . .
● Ask comprehension questions. Play the video Paul: Why are you selling it?
episode again if necessary. Bob: I have two. Cheryl gave me another one for
Who wants to sell his digital camera? (Bob) my birthday.
Does Paul want to buy Bob’s camera? (yes) Paul: It’s not bad. How much do you want?
How much does Bob want for the camera? Bob: Two hundred and fifty dollars.
($250) Marie: Wow! That’s a great . . .
Does Paul think $250 is a good price? (no) Paul: That’s more than I want to pay.
Does Marie think it’s a good price? (yes) Marie: But that’s less than . . .
Why? (because the same camera costs $300 at a Paul: I can give you $200 for it.
store) Bob: No. I need at least $245.
What is Paul’s first offer? ($200) Paul: Sorry, all I have is $210.
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

What final price does Bob ask for? ($223) Marie: There’s an ATM right . . .
What does Marie do so both Paul and Bob get Bob: I could go as low as $230, but that’s it.
what they want? (She adds one dollar to Paul’s Paul: Sorry. Thanks anyway.
final offer.) Bob: All right. I’ll sell it to somebody else.
Marie: What are you doing? You almost bought
EXTENSION that camera yesterday for three hundred
Oral work dollars!
Paul: You don’t know how to bargain, do you?
● Discussion. Ask the class these questions: Do you
Marie: Bargain? Of course I know how to
think Paul is good at bargaining? Do you think bargain. You don’t know how to bargain. You
Bob is? What about Marie? Are you more like Paul, could buy that camera for two hundred and
Bob, or Marie? Invite students to share bargaining thirty dollars, but now it’s gone!
experiences. Bob: All right. You can have it for $225.
● Pair work: role play. Pair students. Tell students
Paul: $220.
to role-play Bob and Marie in this situation: Bob is Bob: $224.
selling his camera, and Marie wants to buy it. Before Paul: $221.
students begin the role play, ask students this Bob: $223.
question: Do you think Marie will bargain as hard Paul: $222. Not a dollar more.
as Paul does in the video episode? Bob: I’m not selling this for less than two
hundred and twenty-three dollars.
Written work Marie: Here! Here’s one dollar! Now you both
●Pair work. Have students work in pairs to write get what you want.
six questions about the video episode. Then have Paul: It’s a deal! I’ll get some money from the
pairs exchange questions with another pair and ATM.
write answers to each other’s questions. Bob: Great!
Paul: You said I don’t know how to bargain.
Top Notch 1, Third Edition Top Notch TV Teaching Notes 25
extra money. Have each pair write a dialogue
ANSWER KEY
about this scene: Marie leaves an extra tip for
A. 1. True 2. False 3. True 4. True 5. False the waitress. Paul sees her. Tell them to end the
B. 1. e 2. a 3. b 4. f 5. d 6. c episode their own way.
C. 1. b 2. c 3. c 4. b
VIDEO SCRIPT
After dinner, Paul and Marie argue about tipping.
SCENE 2
Paul: Thanks.
PREVIEW Marie: Thanks for dinner.
● Ask the class these questions: Are tipping rules the Paul: My pleasure. I saved a lot of money on the
same in all countries? What are some differences? camera.
Marie: Should I leave the tip?
REVIEW Paul: No, I’ll put it on the credit card.
Marie: Five dollars? That’s not enough.
● Ask comprehension questions. Play the video
Paul: Sure it is.
episode again if necessary. Marie: The bill was fifty dollars. That’s only 10%!
Where are Paul and Marie? (They’re at a Paul: So?
restaurant.) Marie: Didn’t you like the food?
Who is paying for dinner—Paul or Marie? (Paul) Paul: It was good.
What percent tip does Paul leave? (10%) Marie: Was there a problem with the service?
What does Marie say about Paul’s tip? (It’s not Paul: No.
enough.) Marie: Then you need to leave at least 15%.
What does Paul think? (It’s enough.) Paul: No, I don’t.
What percent does Marie think they should leave? Marie: Paul, we come here all the time. The
(15%) waitress gives us great service because we
Was Paul happy with the food and the service? (yes) usually tip well.
What does Marie do when Paul isn’t looking? Paul: I always leave 10%.
(She leaves extra money for the tip.) Waitress: Have a nice evening.
What does Paul try to do when Marie isn’t Marie: We’re not quite ready.
looking? (He tries to take the money.) Waitress: No problem.
Why doesn’t he take the money? (because the Paul: Look, I’m paying tonight, so I get to decide
waitress sees him) how much to tip.

Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.
EXTENSION Marie: Oh, all right. Hey, isn’t that Mr. Evans over
there?
Oral work Paul: Where?
● Discussion. Write these numbers on the board:
Marie: Never mind. It’s someone else. Shall we
$5, $50, 15%, 10%. As a class, discuss the cost go?
of the meal and Paul’s tip. Ask these questions: Waitress: Thank you very much!
How much tip does Marie say they should give the Paul: You’re welcome.
waitress? Do you think it’s too much? Do you agree
with Paul or Marie? Are you more like Paul or like
Marie when it comes to giving tips? Do you think ANSWER KEY
giving tips is a good practice? Explain your answer. A. 1. True 2. False 3. False 4. False 5. True
● Pair work: role play. Pair students. Tell students to 6. False 7. True
imagine that Marie and Paul just finished a meal in B. 1. dinner 2. camera 3. tip 4. credit card
a restaurant with poor service and bad food. Have C. 1. $5 2. $50, 10% 3. 15% 4. 10%
them role-play a conversation about the tip.

Written work
Top Notch Pop and Karaoke:
● Have students write affirmative and negative
sentences about the situation and the characters in Shopping for Souvenirs
the video episode.
● Pair work. Pair students. Play the last part of the
video episode where Paul notices that Marie leaves

26 Top Notch TV Teaching Notes Top Notch 1, Third Edition