Top Notch Second Edition Level 2 Unit-by-Unit CEF Correlations

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1 Top Notch Second Edition Level 2 Unit-by-Unit Correlations Full Course Correlation with International Standards and Exams LEVEL PTE ALTE UCLES IELTS TOEIC TOEFL (paper) TOEFL ibt Fundamentals A A KET B KET - PET Summit 1 B1 B PET - FCE FCE Summit 2 C CAE = Common European Framework of Reference ALTE = Association of Testers in Europe UCLES = University of Cambridge Local Examinations Syndicate IELTS = International English Testing Service TOEIC= Test of English for International Communication TOEFL = Test of English as a Foreign PTE = Pearson Tests of English

2 Top Notch 2 is the third book in the Top Notch series for adult English language learners. Top Notch Fundamentals is the entry level for true beginners. Top Notch 1 is the entry level for learners with some basic capacity in English. Top Notch 2 covers elementary structures and functions and, in the 10 units, introduces language required for simple communication. The communication skills reflect the needs of adult learners with a major focus on speaking and listening. Face-toface conversation is the essential context for oral communication. Conversation Models are carefully scripted to illustrate communicative functions whilst also reflecting natural language rhythms and use. These are used for comprehension, vocabulary development and also as models for role play personalization. materials include recordings by single speakers, conversations and also recordings from public media. The reading materials reflect adult reading habits with a concentration on websites, brochures, magazines, information leaflets, newspapers, and advertisements. Learners develop comprehension skills including gist understanding, focussing on details, deducing meaning from context and inferring non-stated content. Learners are trained in basic skills of accurate paragraph writing. Grammar is presented in clear tables and activated through different written tasks. Lessons are carefully structured to be engaging and interesting with a variety of different forms of input and interaction with other learners in pairs, small groups, teams and the whole class. The situations selected for the units allow for careful training in the procedures for talking about yourself, your work, your family and your home as well as normal social interaction. Throughout the series, language is regularly reviewed and recycled ensuring accurate language use and developing the learners communicative competence and confidence. Top Notch Pop is a collection of memorable songs which help students to review and recall new language from each unit. Top Notch 2 covers all the competences of Level described in the Common European Framework of Reference, and introduces competences from the B1 level..

3 Unit 1 Oral Greetings and Small Talk 2-1 Present perfect simple vs. past simple; present perfect time markers yet, already, ever, never, before I can read about customs for greetings, business cards and small talk. I can read a dialogue between 2 people. I can read a text about gestures. I can read tips about behaviour. I can introduce people and ask if we ve met before. I can talk about tourist activities. I can greet a visitor and ask about tourist activities. I can explain about traditional food. I can describe my partner s experience. I can understand an introduction. I can understand conversations about tourist activities. I can understand interviews. I can write cultural advice for visitors. I can complete an to a friend giving news. I can list tourist activities in my country. I can write notes about my customs. I can write notes about experiences. I can understand an interview about experiences. I can write describing an experience giving details I can create a conversation welcoming a friend to my city. I can create a conversation between 2 people who meet again. I can ask and answer Qs while abroad. Discuss differences Functions WH- Qs T/F give evidence Use model Extend have / haven t done Use model Extend Public speaking Contractions. Customs in different cultures for meeting Non-verbal communication Ask Qs Short answers Match notes / speakers WH- Qs Pair work Complete Use for pair practice Use suggested topics Use prompts Discuss Qs Full answers

4 Unit 2 Oral Movies and Entertainment Present perfect ; for, since; would rather (for preferences) I can read 4 short texts about Di Caprio movies. I can read a conversation about movies. I can understand different genres of movies. I can read 4 comments on favourite movies. I can read an opinion article about violence in movies. I can discuss where I watch movies. I can discuss movies in and the ones I want to see. I can discuss movies I want to see and have seen. I can explain why I am late. I can apologize for being late and explain. I can discuss my movie preferences. I can use adjectives to describe movies. I can understand review extracts. I can describe movies and say why I like them. I can rate levels of violence and effects on children. I can understand apologies for being late. I can understand discussions about movies. I can understand an interview with a movie reviewer. I can write a list of movies. I can complete a text about a pop star fan. I can understand conversations about movies. I can write 2 paragraphs about violence in movies I can develop conversations between people in a movie theatre. Movie genres Attitudes to lateness Inference Evidence Take notes in chart Confirm content Evaluate Make list. Pair work Use model Extend Adapt Use mode. Extend Adapt Suggest movies to match adjectives Complete ads Use notes Make notes Discuss Complete sentences. Topic Match titles. Topic Infer opinion. M/C Qs Express balanced opinion

5 Unit Oral review Strategies Staying in Hotels 26-7 Had better for warnings, should for advice, will Future I can read a hotel brochure. I can read a webpage describing hotels. I can read a Manhattan street map. I can discuss hotel stays and hotel features. I can discuss the importance of hotel services. I can leave and take telephone messages. I can request housekeeping services. I can discuss hotel choices. I can follow the procedure for check out at a hotel. I can follow the procedure for check in at a hotel. I can understand recorded phone messages. I can understand phone messages to reception. I can understand 4 phone calls in hotels. I can write about my hotel choice and explain. I can create conversations in hotels. Confirm understanding when leaving messages Hotels: types and services Choose hotels for different people Leave a message T/F explain Notes in message form Main ideas Details Complete sentences Give advantages and disadvantages Unit 4 Oral Cars and Driving 8-49 Past continuous, direct object with phrasal verbs, past continuous / past simple I can read a brochure for car rentals. I can read a text about good driving. I can name different types of car. I can discuss reasons [not] to rent a car. I can say why different parts of a car are useful. I can describe a car accident. I can describe actions with a car. I can discuss car types and journeys. I can role play a call to a car rental. I can discuss how I feel about other drivers. I can understand a procedure for booking a rent car. I can understand a model for describing a car accident. I can use the procedure for dropping off a rent car. I can understand 4 phone calls to a car rental. I can complete a text describing a car accident. I can make notes about a planned road trip. I can make notes about good / bad driving habits. I can understand a conversation about a road incident I can create dialogues for various situations with cars. Using cars 48 Complete statements Give reasons Match to definitions Report problems Making choices Use survey text Explain lines Use model Extend. Adapt Report results of call

6 Unit 5 Personal Care and Appearance Some / any with indefinite quantities and amounts, indefinite pronouns: someone, anyone, no one I can read a brochure for a hotel salon. I can name personal care products. I can read a brochure for salon services. I can read a Q&A column about cosmetic surgery. I can compare results of different treatments. I can ask for personal care products. I can request salon services. I can make appointments for salon services. I can ask Qs about improving appearance. I can discuss ways to improve appearance. I can express my own ideas about beauty. I can understand procedure for booking services in a salon. I can understand ads for personal care products. I can understand a conversation in a salon. I can understand an interview about physical beauty I can do a survey and take notes. 57 I can understand conversations about products. 60 I can write a response to an advice letter. 60 Oral I can create conversations in a beauty salon. Attitudes to personal care and beauty Complete notes in chart Use prepared notes. Discuss. WH- Qs. Match to pictures Complete sentences Who says...? Take notes Report Identify product type Unit 6 Eating Well 62-7 Oral Used to for past habits, negative yes/no questions, offers, suggestions, Why don t we...? I can understand the Healthy Food Pyramid. I can read descriptions of 4 diets. I can read a magazine article about obesity. Comment on the pyramid. Compare with diet. I can talk about foods I like / dislike. I can make an excuse and decline offers. I can say which foods I avoid. I can ask why someone doesn t eat a food. I can describe my national lifestyle. I can discuss lifestyle changes. I can describe local foods. I can understand a dialogue about diets. I can understand talks about likes / dislikes. I can understand a dialogue about food habits. I can understand 5 interviews about diets. I can understand descriptions of foods. I can write about healthy food and give examples. I can understand a conversation about food. I can write about healthy food and give examples. I can read an international menu and make dialogues. Eating habits Discuss Define meanings Summarize Give reasons Draw conclusions Complete statements Match to speakers Match to pictures Delete items not mentioned. Compare past with present.

7 Unit 7 About Personality Gerunds / infinitives as direct objects I can read a quiz about colour use. 74 I can read an article about nature and nurture. I can read a quiz about introverts/extroverts I can choose colours for rooms in a house. 75 I can ask someone what is wrong and suggest 76 an activity. 79 I can say what I m tired of doing. 81 I can discuss the origins of my personality. 8 I can compare my birth order and personality. I can understand a discussion about paint 75 choice. 77 I can understand a conversation about likes / 82 dislikes. I can understand a talk about birth order. I can complete a text about managing feelings. 76 I can listen and identify mood. 84 I can write about the personality of a friend. 84 Oral I can create conversations in settings. Attitudes to nature and nurture Discuss preferences Meaning from context Complete quiz Give reasons. Use mode. Extend Adapt Group discussion Paraphrase Explain Main ideas Details Use information in chart Unit 8 The Arts Oral Passive voice: statements, negatives, questions I can read an Art Exhibition announcement. I can read an article about inspiration. I can name different artistic media. I can discuss my artistic preferences. I can ask about and describe objects. I can discuss the origins of artistic talent. I can describe the work of an artist. I can understand a dialogue discussing art. I can understand a recommendation for a museum. I can understand interviews about artistic influences. I can complete an interview with an artist. I can paraphrase a paragraph about a theory. I can complete a questionnaire about artistic talent. I can listen and identify art works. I describe an art work in a paragraph. Read about museums in Europe. Discuss art works. Artistic media and styles Discuss media preferences Main idea T/F statements Explain Use prepared notes Complete questionnaire Idioms Topic Note making Note making for discussion Match pictures

8 Unit 9 Oral Living with Computers Infinitive of purpose, Comparisons as... as, just, almost, quite, nearly I can read a website about computer problems. 98 Discuss I can read a To Do list. 101 I can understand a recommendation for a better 10 deal. 106 I can read texts about computer use. I can troubleshoot a computer problem. 100 I can ask people about their attitudes to 105 computers. 107 I can discuss computer influence on lifestyle. examples I can follow a conversation about computer 99 Idioms Y/N/?s problems. 100 Check boxes I can understand computer instructions. 104 Check boxes I can understand descriptions of computer use. I can make notes about computer use. 105 Use questionnaire I can prepare notes about influence of Advantages computers on lifestyle. 107 Disadvantages I can understand people comparing products. 108 I can write 2 paragraphs about the benefits of 108 Use notes computers. I can create conversations: requesting help, recommending, asking about activity. Attitudes to computers Meaning from context Do a survey Report Express opinions Give Unit 10 Ethics and Values Oral 1 st, 2 nd, real / unreal conditional, possessive pronouns, Whose? I can identify moral dilemmas. 110 I can understand newspaper articles about moral decisions. 118 I can ask my friends about the dilemma. 111 I can discuss a picture with friends. 117 I can debate personal values. 117 I can say what I would do in given situations. 119 I can understand a conversation about a 111 dilemma. 11 I can follow a discussion of a dilemma. 114 I can understand a dialogue about returning 116 property. I can understand opinions about fashions. I can make notes about personal values. 117 I can make notes about acts of kindness or 118 honesty. I can understand conversations about decisions. 120 I can write paragraphs about a moral decision. 120 I can create conversations concerning ethical choices. Cultural and personal values Discuss Summarize Interpret Comment Survey Express opinions Use prepared notes Use notes Idioms Answer + explain Meaning from context

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