ENGLISH FOR TODAY’S WORLD - Pearson
THIRD EDITION1ENGLISH FOR TODAY’S WORLDJOAN SASLOWALLEN ASCHERAlignment with the Global Scale of Englishand the Common European Framework of ReferencePublished January 2016Photocopiable Pearson Education Inc. 2016
THIRD EDITION1ENGLISH FOR TODAY’S WORLDTOP NOTCH is a comprehensive communicative English course that prepares adults and youngadults to interact confidently with both native and non-native speakers of English. Top Notchmakes English unforgettable through the rich input of language, intensive practice, and systematicrecycling.Revised and aligned to the Global Scale of English, this edition has striking new visuals,inspirational tools, and extra grammar activities and exercises.COURSE COMPONENTS Student’s Book Workbook Teacher’s Edition and Lesson Planner ActiveTeach MyEnglishLab Classroom Audio Program Full-Course Placement Tests Top Notch GO (mobile app)www.pearsonELT.com/topnotch3eTop Notch Photocopiable Pearson Education Inc. 2016
The Global Scale of English andthe Common European Framework of ReferenceThe Global Scale of English is a standardized, granular scale from 10 to 90 which measures Englishlanguage proficiency. It is aligned with the Common European Framework of Reference (CEFR). Unlikethe CEFR, which describes proficiency in terms of broad levels, the Global Scale of English identifies whata learner can do at each point on a more granular scale—and within a CEFR level. The scale is designedto motivate learners by demonstrating incremental progress in their language ability. The Global Scale ofEnglish forms the backbone for Pearson English course material and assessment.CEFR and the Global Scale of English both comprise a number of Can Do statements, or “learningobjectives,” for each of the four language skills, describing what learners should be able to do at differentlevels of proficiency. The learning objectives are written to reflect what a student ‘Can Do’ with languagewithout regard to the context in which a language skill may surface. The GSE Learning Objectives havebeen aligned to the CEFR, and many additional statements created, rated for difficulty, and calibrated tothe scale.This document provides an overview of the learning objectives that are covered in each unit of the course.As the learning objectives focus specifically on language skills, some learning objectives will be repeatedmultiple times, a reflection of the fact that skills are built through practice in multiple contexts.In order for a learner to successfully learn and internalize a skill (with the goal of achieving mastery in thesecond or foreign language), it is important to encounter the skill in a variety of contexts. The content ofthe Top Notch course is designed to provide multiple touch points from which a learner can explore thepossibilities of use of any given language skill. From conversations in the home to communication in astore, learners will have a variety of opportunities to improve their agility and fluency with the various skills.For each learning objective we indicate whether a statement is from the original CEFR or newly created byPearson English:(C) Common European Framework descriptor, verbatim, Council of Europe(Ca) Common European Framework descriptor, adapted or edited, Council of Europe(N2000) North (2000) descriptor, verbatim(N2000a) North (2000) descriptor, adapted or edited(P) New Pearson English descriptor(CJa) CEFR-J descriptor, adapted or edited[Note: If a value is in parentheses, it indicates the learning objective is still undergoing research andvalidation, and therefore the value is a provisional estimate.]Visit English.com/gse to learn more about the Global Scale of English.Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching,assessment. Cambridge: Cambridge University Press.North, B. (2000) The Development of a Common Framework Scale of Language Proficiency. New York: PeterLang.Schneider, Guenther and Brian North (1999) ‘In anderen Sprachen kann ich’ . . . Skalen zur Beschreibung,Beurteilung und Selbsteinschätzung der fremdsprachlichen Kommunikationmsfähigkeit. Berne, Project Report,National Research Programme 33, Swiss National Science Research Council.Schneider, G., North, B. (2000)Fremdsprachen können – was heißt das? Chur / Zürich: Rüegger.Tokyo University of Foreign Studies Tonolab. (2012). CEFR-J Version 1. Retrieved from nglish/index-e.html The copyright of the Can Do statements taken from the Common European Framework of Reference for Languages reproduced in this document belongs to theCouncil of Europe. All users and publishers must ask formal and written permission prior to using these by writing to the Language Policy Unit of the Council of Europelanguage.policy@coe.int.
THIRD EDITION1ENGLISH FOR TODAY’S WORLDTop Notch Third Edition is aligned with the Global Scaleof English and Common European Framework of Reference.It takes learners from CEF A1 to B1 (20-59 on the GlobalScale of English). Each lesson guides students to a ‘Can Do’goal in line with the Global Scale of English and CommonEuropean Framework ‘Can Do’ statements.GSE102030405060708090Level 3Level 2Level 1FundamentalsCEFR A1A1A2 B1 B2 C1 C2Learn more about the Global Scale of English at english.com/gseTop Notch Photocopiable Pearson Education Inc. 2016
UNIT 1 GETTING ACQUAINTEDPreviewVocabularyFormal titlesLesson 1GrammarMeet someone newInformation questions with be: ReviewLesson 2GrammarIdentify and describe peopleModification with adjectives: ReviewYes / no questions and short answers with be: ReviewPositive adjectives to describe peopleIntonation of questionsVocabularyPronunciationLesson 3VocabularyProvide personal informationPersonal InformationCountries and nationalitiesLesson 4VocabularyIntroduce someone to a groupPersonal information: ReviewSKILLSLEARNING OBJECTIVESCEFRGSEPAGESpeakingCan make introduction and use basic greeting and leave-taking expressions. (C)A1283Can make an introduction and use basic greeting and leave-taking expressions.(C)Can ask and answer simple questions about people they know in a limited way.(Ca)Can exchange personal details (e.g. where they live, things they have). dingCan ask and answer simple questions about people they know in a limited way.(Ca)Can ask and answer simple questions about people they know in a limited way.(Ca)Can ask and answer simple questions about people they know in a limited way.(Ca)Can recognize phrases and content words related to basic personal and familyinformation. (Ca)Can recognize phrases and content words related to basic personal and familyinformation. (Ca)Can understand short, simple narratives and biographies. (CJa)(A2)(30-35) 10WritingCan complete simple forms with basic personal details. (Ca)A1232Can give personal details in written form in a limited way. (Ca)A23112ListeningTop Notch Photocopiable Pearson Education Inc. 2016
UNIT 2 GOING OUTPreviewVocabularyMusic genresLesson 1GrammarVocabularyAccept or decline an invitationPrepositions of time and place: Questions with When, What time, and Where: ReviewEntertainment and cultural eventsLesson 2VocabularyPronunciationExpress locations and give directionsLocations and directionsRising intonation to confirm informationLesson 3VocabularyMake plans to see an eventEvents, times, and placesLesson 4VocabularyTalk about musical tastesMusic preferencesSKILLSLEARNING OBJECTIVESCEFRGSEPAGESpeakingCan say what they like and dislike. (C)A23414Can communicate in routine tasks requiring simple, direct exchanges ofinformation. (Ca)Can say what they like and dislike. (C)Can use brief, everyday expressions to describe wants and needs, and requestinformation. (Ca)Can make and accept offers. (N2000)Can ask for simple directions from X to Y on foot or by public transport. (P)Can make and accept offers. (N2000)Can say what they like and dislike. (C)Can communicate in routine tasks requiring simple, direct exchanges ofinformation. (Ca)Can communicate in routine tasks requiring simple, direct exchanges ofinformation. (Ca)Can follow short, simple social exchanges. (P)Can understand simple directions for how to get somewhere on foot, if spokenslowly and clearly and using a map. (P)Can extract key factual information such as prices, times and dates from short,clear, simple announcements. (P)Can understand simple directions for how to get somewhere on foot, if spokenslowly and clearly and using a map. (P)Can identify specific information in simple letters, brochures and short articles.(Ca)Can give personal details in written form in a limited way. (Ca)A2 3614A2A134281517A2 A2A2 A2A2 36323634361719212323A2 3625A2A233341719A23020A23420A2 3722A23124ListeningReadingWritingTop Notch Photocopiable Pearson Education Inc. 2016
UNIT 3 THE EXTENDED FAMILYPreviewVocabularyThe extended familyLesson 1GrammarVocabularyReport news about relationshipsThe simple present tense: ReviewRelationships and marital statusLesson 2GrammarVocabularyDescribe extended familiesThe simple present tense—information questions: ReviewOther family relationshipsLesson 3VocabularyPronunciationCompare peopleSimilarities and differencesLinking soundsLesson 4VocabularyDiscuss family cultural traditionsFamily: ReviewSKILLSLEARNING OBJECTIVESCEFRGSEPAGESpeakingCan ask and answer basic questions about family and friends in a limited way. (P)Can ask and answer basic questions about family and friends in a limited way. (P)Can ask and answer basic questions about family and friends in a limited way. (P)Can describe their family, living conditions, education and present or mostrecent job. (C)Can communicate in routine tasks requiring simple, direct exchanges ofinformation. (Ca)Can ask and answer basic questions about family and friends in a limited way. (P)Can describe their family, living conditions, education and present or mostrecent job. (C)Can ask and answer basic questions about family and friends in a limited way. (P)Can describe their family, living conditions, education and present or mostrecent job. (C)Can describe their family, living conditions, education and present or mostrecent job. (C)Can describe their family, living conditions, education and present or mostrecent job. (C)Can understand basic information about people’s likes and dislikes. (P)Can extract basic personal information from short, simple dialogues, if deliveredslowly and carefully. (P)Can extract basic personal information from short, simple dialogues, if deliveredslowly and carefully. (P)Can understand short, simple narratives and biographies. (CJa)Can write simple sentences about their family and where they live. (Ca)A1A1A1A22222223326272929A2 2-29)3232(A1)(22-29)36(A2)A1(30-35) 342736ListeningReadingWritingTop Notch Photocopiable Pearson Education Inc. 2016
UNIT 4 FOOD AND RESTAURANTSPreviewVocabularyParts of a mealLesson 1GrammarVocabularyAsk for a restaurant recommendationThere is / There are with count and non-count nouns; Anything and nothingCategories of foodDegrees of hungerLesson 2GrammarPronunciationOrder from a menuDefinite article theThe before consonant and vowel soundsLesson 3VocabularySpeak to a server and pay for a mealCommunicating with a waiter or waitressLesson 4VocabularyDiscuss food and healthAdjectives to describe the healthfulness of foodSKILLSLEARNING OBJECTIVESCEFRGSEPAGESpeakingCan say what they like and dislike. (C)Can use simple phrases to order a meal. (Ca)Can give simple directions from X to Y on foot or by public transport. (P)Can use simple phrases to order a meal. (Ca)Can communicate in routine tasks requiring simple, direct exchanges ofinformation. (Ca)Can understand simple, everyday conversations if conducted slowly and clearly.(Ca)Can understand short, simple narratives and biographies. (CJa)Can write descriptions of everyday personal experiences. (CJa)A2A2A2A2A2 34313431363839414347A23344(A2)(A2)(30-35) 46(30-35) 48ListeningReadingWritingTop Notch Photocopiable Pearson Education Inc. 2016
UNIT 5 TECHNOLOGY AND YOUPreviewVocabularyElectronic devicesReplacing productsLesson 1GrammarVocabularyPronunciationRecommend a brand or modelThe present continuous: ReviewCollocations for using electronic devicesIntonation of questionsLesson 2Express sympathy for a problemVocabularyHousehold appliances and machinesLesson 3VocabularyComplain when things don’t workWays to state a problemLesson 4VocabularyDescribe features of productsFeatures of manufactured productsSKILLSLEARNING OBJECTIVESCEFRGSEPAGESpeakingCan use brief, everyday expressions to describe wants and needs, and requestinformation. (Ca)Can use brief, everyday expressions to describe wants and needs, and requestinformation. (Ca)Can express how they are feeling using very basic fixed expressions. (P)Can use brief, everyday expressions to describe wants and needs, and requestinformation. (Ca)Can use a limited range of fixed expressions to describe objects, possessions, orproducts. (P)Can describe basic activities or events that are happening at the time ofspeaking. (P)Can recognize phrases and content words related to familiar topics (e.g.shopping, local geography). (C)Can follow short, simple social exchanges. (P)Can extract key factual information such as prices, times and dates from shortclear, simple announcements. (P)Can understand the general meaning of short, simple informational materialand descriptions if there is visual support. (Ca)Can write simple sentences about things that they and other people have. 3305659A23458A12560ListeningReadingWritingTop Notch Photocopiable Pearson Education Inc. 2016
UNIT 6 STAYING IN SHAPEPreviewVocabularyPhysical activitiesLesson 1GrammarPronunciationPlan an activity with someoneCan and have toCan / can’tLesson 2GrammarVocabularyTalk about habitual activities and plansThe present continuous and the simple present tense: ReviewPlaces for sports and exerciseFrequency adverbsLesson 3PronunciationDiscuss fitness and eating habitsThird-person singular -s: ReviewLesson 4VocabularyDescribe your routinesDaily routinesSKILLSLEARNING OBJECTIVESCEFRGSEPAGESpeakingCan ask and answer questions about what they do at work and in their free time.(C)Can describe people's everyday lives using a short series of simple phrases andsentences. (Ca)Can communicate in routine tasks requiring simple, direct exchanges ofinformation. (Ca)Can ask and answer questions about what they do at work and in their free time.(C)Can ask and answer questions about what they do at work and in their free time.(C)Can describe habits and routines. (Ca)Can communicate in routine tasks requiring simple, direct exchanges ofinformation. (Ca)Can extract key factual information such as prices, times and dates from shortclear, simple announcements. (P)Can understand short, simple narratives and biographies. (CJa)Can write simple sentences about things that they and other people do. (Ca)A23562A23463A2 3665A23567A23569A2 A2 38367173A23068(A2)A2(30-35) 703072ListeningReadingWritingTop Notch Photocopiable Pearson Education Inc. 2016
UNIT 7 ON VACATIONPreviewVocabularyTravelLesson 1GrammarVocabularyGreet someone arriving from a tripThe past tense of be: ReviewAdjectives to describe tripsIntensifiersLesson 2GrammarPronunciationAsk about someone’s vacationThe simple past tense: ReviewRegular and irregular verb formsThe simple past tense ending: Regular verbsLesson 3VocabularyDiscuss vacation preferencesAdjectives for vacationsLesson 4VocabularyDescribe vacation experiencesBad and good travel experiencesSKILLSLEARNING OBJECTIVESCEFRGSEPAGESpeakingCan communicate in routine tasks requiring simple, direct exchanges ofinformation. (Ca)Can describe people's everyday lives using a short series of simple phrases andsentences. (Ca)Can describe very basic events in the past using simple linking words (e.g. then,next). (P)Can describe very basic events in the past using simple linking words (e.g. then,next). (P)Can describe very basic events in the past using simple linking words (e.g. then,next). (P)Can describe a travel experience with a few very basic stock phrases. (P)Can follow short, simple social exchanges. (P)Can identify specific information in simple letters, brochures and short articles.(Ca)Can write short basic descriptions of past events and activities. (P)A2 3674A23475A2 3877A2 3879A2 3883A2A2A2 353337858380A2 3984ListeningReadingWritingTop Notch Photocopiable Pearson Education Inc. 2016
UNIT 8 SHOPPING FOR CLOTHESPreviewVocabularyClothes and clothing departmentsLesson 1GrammarVocabularyShop and pay for clothesUses of object pronounsTypes of clothing and shoesLesson 2GrammarVocabularyAsk for a different size or colorComparative adjectivesClothing that comes in “pairs”Lesson 3VocabularyPronunciationNavigate a mall or department storeInterior store locations and directionsContrastive stress for clarificationLesson 4VocabularyDiscuss clothing do’s and don’tsFormality and appropriateness in clothingSKILLSLEARNING OBJECTIVESCEFRGSEPAGESpeakingCan communicate in routine tasks requiring simple, direct exchanges ofinformation. (Ca)Can make simple transactions in shops, post offices and banks. (Ca)Can ask for and provide everyday goods and services. (C)Can make simple, direct comparisons between two people or things usingcommon adjectives. (P)Can give simple directions from X to Y on foot or by public transport. (P)Can communicate in routine tasks requiring simple, direct exchanges ofinformation. (Ca)Can make simple transactions in shops, post offices and banks. (Ca)Can understand simple directions for how to get somewhere on foot, if spokenslowly and clearly and using a map. (P)Can identify specific information in simple letters, brochures and short articles.(Ca)Can write short, simple notes, emails and postings to friends. (N2000A)A2 3687A2A2A2 333537899191A2A2 34369395A2A233349792A2 3794A12896ListeningReadingWritingTop Notch Photocopiable Pearson Education Inc. 2016
UNIT 9 TAKING n 1GrammarVocabularyDiscuss schedules and buy ticketsModals should and couldKinds of tickets and tripsWays to express disappointmentLesson 2GrammarVocabularyBook travel servicesBe going to base form to express the future: ReviewTravel servicesLesson 3VocabularyPronunciationUnderstand airport announcementsAirline passenger informationIntonation for offering alternativesLesson 4VocabularyDescribe transportation problemsTransportation problemsSKILLSLEARNING OBJECTIVESCEFRGSEPAGESpeakingCan handle common everyday transactions (e.g. buying a ticket). (Ca)Can explain what they like or dislike about something. (C)Can make and respond to suggestions. (C)Can handle common everyday transactions (e.g. buying a ticket). (Ca)Can use brief, everyday expressions to describe wants and needs, and requestinformation. (Ca)Can make and respond to suggestions. (C)Can describe very basic events in the past using simple linking words (e.g., then,next). (P)Can give an extended description of everyday topics (e.g. people, places,experiences) (N2000A)Can ask and answer questions about past times and past activities. (C)Can make and respond to suggestions. (C)Can recognize phrases and content words related to familiar topics (e.g.shopping, local geography) (C)Can extract key factual information such as prices, times and dates from shortclear, simple announcements. (P)Can find specific, predictable information in everyday materials (e.g. menus,timetables). (Ca)Can make basic inferences from simple information in a short text. (P)Can give a short, basic description of events and activities. (C)A2A2 A2 A2A132404132289899100101103A2 A2 4138105107A2 38107A2 A2 A2404631107109103A230104A23198A2 A2 3842106108ListeningReadingWritingTop Notch Photocopiable Pearson Education Inc. 2016
UNIT10 SPENDING MONEYPreviewVocabularyFinancial termsLesson 1GrammarAsk for a recommendationSuperlative adjectivesLesson 2GrammarVocabularyPronunciationBargain for a lower priceToo and enoughHow to bargainRising intonation for clarificationLesson 3VocabularyDiscuss showing appreciation for serviceHow to express appreciation for serviceTippingLesson 4VocabularyDescribe where to get the best dealsHow to describe good and bad dealsSKILLSLEARNING OBJECTIVESCEFRGSEPAGESpeakingCan participate in short conversations in routine contexts on topics of interest.(C)Can give an opinion when asked directly, provided they can ask for repetition.(Ca)Can use brief, everyday expressions to describe wants and needs, and requestinformation. (Ca)Can make simple, direct comparisons between two people or things usingcommon adjectives. (P)Can give an opinion when asked directly, provided they can ask for repetition.(Ca)Can communicate in routine tasks requiring simple, direct exchanges ofinformation. (Ca)Can ask for and provide everyday goods and services. (C)Can extract key factual information such as prices, times and dates from shortclear, simple announcements. (P)Can recognize phrases and content words related to familiar topics (e.g.shopping, local geography) (C)Can identify specific information in simple letters, brochures and short articles.(Ca)Can write about everyday things (e.g. people, places, experiences). (Ca)A2 41110B145111A128113A2 37113B145117A2 36119A2A23530121119A231120A2 37116A2 41120ListeningReadingWritingTop Notch Photocopiable Pearson Education Inc. 2016
TOP NOTCH is a comprehensive communicative English course that prepares adults and young adults to interact confi dently with both native and non-native speakers of English. Top Notch makes English unforgettable through the rich input of language, intensive practice, and systematic .
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