Top Notch Second Edition Level 3 Unit-by-Unit CEF Correlations

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1 Top Notch Second Edition Level 3 Unit-by-Unit Correlations Full Course Correlation with International Standards and Exams LEVEL PTE ALTE UCLES IELTS TOEIC TOEFL (paper) TOEFL ibt Fundamentals A A1 - A KET A KET - PET PET - FCE Summit 1 B 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 3 is the fourth 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. Top Notch 3 develops and extends this language introducing further functions and topic areas. 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 3 introduces competences of Level described in the Common European Framework of Reference.

3 Unit 1 Make Small Talk 2-13 Tag questions, past perfect A letter of instructions to conference delegates. I can read an old article about etiquette in the USA Oral I can confirm information about a person. I can discuss aspects of etiquette. I can summarize changes in etiquette since I can understand a simple meeting dialogue. I can understand a conversation about a busy schedule. I can understand a talk about etiquette in different cultures. I can understand 3 calls to a radio show about etiquette. I can write short notes about myself. I can write a short summary of each phone call. I can write notes about etiquette in my culture. I can write notes in a chart about changes in etiquette. I can understand different people introducing themselves. I can write a formal and informal about etiquette in my culture Summarize etiquette Discuss WH- Qs written answers Use prepared notes Formality Cultural greetings WH- Qs Forms of address Adapt. Personalize. Complete M/C sentences. Main idea Details complete Check box chart Compare, discuss comments Various Qs I can read notes and tell a story about a couple in Peru. I can create a conversation between two couples who are tourists in Peru. Etiquette Formal, informal behaviour in different cultures Formal / informal language

4 Unit 2 Health Matters Modals: must, will be able to, may, might I can read a website about dental services. 14 I can read 5 short texts about treatments. 20 I can read 3 statements about medical care. 21 Oral I can decide what I would do in certain situations. I can describe emergencies when travelling. I can discuss illnesses and suggest remedies. I can understand a phone call reporting sickness. I can understand someone making an appointment. I can name different types of medication. I can role play a visit to a doctor. I can understand a report of a dental emergency. I can understand calls reporting illness. I can understand 3 conversations with doctors. I can make notes about medical care for different conditions. I can understand 3 patients reporting symptoms. I can write my opinion and experiences of two types of medical treatment Evaluate Meaning from context Match speakers with treatments Pair work Make notes Report to class Adapt Personalize. Extend Adapt Personalize Extend Use role cards Explain idioms Complete check box chart Complete report cards Write instructions Pair discussion Use chart Make notes Use prompt questions I can create conversations for people reporting illness, making appointments and explaining symptoms. Conventional and alternative medical treatment

5 Unit 3 Getting Things Done Causatives: get, have, make; passive causative I can read a quiz about procrastination. 26 Complete Compare I can read an article about express tailors. 32 Discuss Find supporting details I can read a personality quiz for organizers and 35 Comment on text team players. Complete quiz I can ask someone to do something. 29 Role play I can describe services in different shops. 30 I can ask for a service to be done by a specific 31 time. 33 Make notes I can discuss reasons for selecting a service 35 provider. I can discuss how to plan for an event. I can understand conversations about placing 27 Explain idioms Describe orders at a copy shop. customers in chart I can understand 5 speakers asking people to do 28 Complete sentences things. I can understand a speaker asking a favour. 29 I can understand speakers asking for services. 31 Report requests I can understand speakers planning an event. 34 Main ideas Sequence I can make notes about planning a meeting or 35 social event. I can understand 4 speakers asking for services. 36 Summarise in a sentence I can write my opinions about procrastination. 36 Give examples I can create conversations for a series of pictures asking for express services and evaluating. Attitudes to promptness and time Unit 4 for Pleasure Noun clauses, embedded questions I can read short blurbs about 11 different books. I can read a survey about reading choices I can complete a questionnaire about my reading habits. I can read an article about Japanese comics I can discuss my reading choices in L1 and in English. I can calculate time spent reading different sources. I can talk about different types of reading. I can discuss and evaluate different types of reading. I can understand a conversation between customers in a book shop. I can understand a dialogue discussing books. I can understand a dialogue offering to lend a magazine. I can understand 3 speakers talking about reading choices Explain Pair work Use for pair work Summarize opinions Complete chart. Pair Group work I can write notes about a book. 41 Use chart I can understand 4 speakers their books. 48 I can write a review of a book. 48 I can develop dialogues in 3 different contexts. Japanese comics Summarise opinions Explain words from context Make notes in chart

6 Unit 5 Natural Disasters Indirect speech: imperatives say, tell Tense changes in indirect speech I can read screens, web pages, and magazine 50 Discuss Extend covers. 55 Report what they say I can read news headlines. 56 Paraphrase extracts I can read an article about earthquakes. Report details from text I can discuss where I access the news. 51 Make notes Report I can understand a discussion about a flood in Slovakia. I can understand a conversation giving a phone Meanings from context Adapt Personalize Extend message. 58 Topic Details I can understand the radio news. Correct reported I can understand an emergency radio broadcast. statements. WH- Qs: answer in reported speech I can complete a text reporting a conversation. 54 Select verb forms I can write notes planning for an emergency. I can understand a radio report on world disasters. I can write a composition about how to prepare for a disaster. I can write a story based on pictures. Reacting to natural disasters Explain reasons Topics Details Unit 6 Life Plans Future in the past: was/were going to, would; perfect modals I can read a list of career choices. I can complete a skills inventory. I can read an article about 5 work habits. I can discuss changing choices. I can judge qualifications as talents or skills. I can role play an interview. I can understand a dialogue about career choice. I can understand a conversation about life changes. I can understand reasons for life changes. I can understand a conversation about regrets. I can understand 9 job fair interviews. I can make notes of my skills / abilities. I can make notes and discuss success factors. I can understand 4 conversations about life changes. I can write a short autobiography. I can write a story about life choices and changes. Skills, jobs and life changes Categorize Discuss preferences Meaning/context WH- Qs Pair discussion Varied scenarios Match idioms / meanings Complete sentences Match names / qualifications Use inventory 72 Topics Details Suggested topics for paragraphs Use pictures as prompts

7 Unit 7 Holidays and Traditions Adjective clauses with subject relative pronouns who, that; adjective clauses with object relative pronouns who, whom, that I can read captions to photos of 5 different celebrations. I can read 3 texts about holidays. I can understand proverbs and sayings about marriage. I can discuss the value of traditions. I can talk about my traditional celebrations. I can ask about local customs. I can talk about historical, seasonal, and religious holidays. I can explain my culture s wedding traditions. I can understand a dialogue discussing traditions. I can understand a greeting for a celebration. I can understand descriptions of activities. I can understand descriptions of 3 celebrations. I can follow a lecture about Indian wedding traditions Evaluate Give reasons Scan Checkbox Evaluate Discuss and explain Explain your opinion Pair discussion Adapt Personalize Extend Make notes Discuss Use prepared notes Paraphrase idioms Describe activities Paired discussion Make notes in chart. Summaries Details Main ideas Details I can write descriptions of 2 different holidays. 84 I can follow 4 comments about celebrations. 84 T/F statements I can write descriptions of 2 different holidays. 84 Use prompts. I can create conversations for people greeting, asking about, and explaining traditions. Cultural traditions in different countries Strategies Understanding thought groups in language Unit 8 Inventions and Discoveries st, 2 nd, conditionals review; 3 rd. past unreal conditional I can read a text about the invention of the printing press. I can discuss inventions and discoveries. I can do a survey ranking the importance of inventions. I can describe manufactured products. I can say what products are used for. I can discuss inventions which are needed. I can describe the impact of inventions. I can follow a conversation about mosquito bites. I can follow ads for different products. I can follow a conversation about a new purchase. I can follow someone taking responsibility for a mistake. I can write a short advert for an invention. I can make notes about life before and after inventions. I can follow conversations about new products. I can write about inventions. I can describe the impact of the wheel. I can create a conversation about a mistake. Impact of technological development 94 WH- Qs Inference Give reasons for ranking. Make notes. Discuss Paraphrase idioms Categorize Adapt Personalize Extend. Group project 96 Name Describe For / against essay

8 Unit 9 Strategies Controversial Issues Non-count nouns for abstract ideas, verbs + objects (gerunds) and infinitives I can complete a quiz about political institutions. I can read a text about 5 global problems. I can describe political opinions. I can discuss solutions to global problems. I can follow a conversation about discussing politics. I can follow a discussion about a political belief. I can follow 5 statements of political belief. I can follow dialogues presenting contrary views. I can follow 3 discussions about different political systems. I can write about a political issue giving the pros and cons. I can follow 4 news items about political events. I can write about a political issue giving the pros and cons. I can create dialogues discussing news headlines. Political systems for polite discussion and disagreement Word groups Context Critical thinking 100 Adapt Personalize 105 Extend Make notes for discussion 99 Discuss your habits 102 Adapt Personalize 103 Extend 106 Topic Opinion 107 Pair exploitation Summarize in notes Debate Unit 10 Beautiful World Prepositions of geographical place; too + adjective + infinitive I can read an illustrated map of Costa Rica. I can read a map of Guatemala. I can read a text about solutions to global warming. I can describe geographical features. I can ask and answer questions about locations. I can describe a natural setting. I can discuss solutions to global warming. I can follow a conversation between tourists in Costa Rica. I can follow conversations about risks. I can follow descriptions of natural settings. I can write a description of the geography of my country. I can follow descriptions and opinions about places. I can write a description of the geography of my country. I can describe and discuss places in Alaska. Influence of climate on culture WH- Qs. Describe locations Context Critical thinking Summarize Guessing game Guessing game Notes Express opinions. Paraphrase idioms. Topics Opinions Topic Details Summary

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

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