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Level 1 Scope Sequence PDF

The document provides learning objectives and outlines for the Top Notch 1 textbook. It covers 4 units: 1) Getting Acquainted, 2) Going Out, 3) The Extended Family, and 4) Food and Restaurants. Each unit focuses on communication goals, vocabulary, grammar structures and provides sample conversations, readings and writing assignments related to the unit topic.

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DanielaZambrano
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© © All Rights Reserved
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Download as PDF, TXT or read online on Scribd
0% found this document useful (0 votes)
106 views

Level 1 Scope Sequence PDF

The document provides learning objectives and outlines for the Top Notch 1 textbook. It covers 4 units: 1) Getting Acquainted, 2) Going Out, 3) The Extended Family, and 4) Food and Restaurants. Each unit focuses on communication goals, vocabulary, grammar structures and provides sample conversations, readings and writing assignments related to the unit topic.

Uploaded by

DanielaZambrano
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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LEARNING OBJECTIVES Top Notch 1 learning objectives are designed for false beginners.

They offer a rigorous review and


an expansion of key beginning concepts as well as a wealth of new and challenging material.

COMMUNICATION GOALS VOCABULARY GRAMMAR


• Meet someone new • Formal titles • Information questions with be: Review

1
UNIT
• Identify and describe people • Positive adjectives to describe • Contractions
• Provide personal information people • ModiÞcation with adjectives: Review
• Introduce someone to a group • Personal information • Positive adjectives
• Countries and nationalities
Getting • Yes / no questions and short answers with be: Review
Acquainted GRAMMAR BOOSTER
PAGE 2 • Information questions with be: usage and form
• Possessive nouns and adjectives
• Verb be: usage and form
• Short answers with be: common errors

• Accept or decline an invitation • Music genres • Prepositions of time and place; Questions with

2
UNIT When, What time, and Where: Review
• Express locations and give • Entertainment and cultural events
directions • Locations and directions • Contractions
• Make plans to see an event
GRAMMAR BOOSTER
• Talk about musical tastes
Going Out • Prepositions of time and place: usage rules
PAGE 14 • Would like for preference: review and expansion

• Report news about relationships • The extended family • The simple present tense: Review

3
UNIT
• Describe extended families • Relationships and marital status • Spelling exceptions
• Compare people • Other family relationships • Contractions
• Discuss family cultural traditions • Similarities and differences • The simple present tense—information
questions: Review
The Extended
Family GRAMMAR BOOSTER

PAGE 26 • The simple present tense: usage and form


• Information questions in the simple present tense:
form questions with who, common errors

• Ask for a restaurant • Parts of a meal • There is and there are with count and non-count nouns;

4
UNIT recommendation Anything and nothing
• Categories of food
• Order from a menu • Degrees of hunger • DeÞnite article the
• Speak to a server and pay for a meal • Communicating with a waiter GRAMMAR BOOSTER
• Discuss food and health or waitress
Food and • Adjectives to describe the
• Non-count nouns: expressing quantities
Restaurants healthfulness of food • Some and any
PAGE 38 • Questions with How much and How many
• Words that can be count nouns or non-count nouns
• Plural count nouns: spelling rules
• Non-count nouns: categories and verb agreement

• Recommend a brand or model • Electronic devices • The present continuous: Review

5
UNIT
• Express sympathy for a problem • Replacing products
GRAMMAR BOOSTER
• Complain when things don’t work • Positive descriptions
• The present continuous: spelling rules for the
• Describe features of products • Collocations for using present participle
electronic devices
Technology • Activities
• The present continuous: rules for forming
and You • Ways to sympathize
statements
• The present continuous: rules for forming
PAGE 50 • Negative descriptions questions
• Household appliances and
machines
• Ways to state a problem
• Features of manufactured
products

iv
CONVERSATION STRATEGIES LISTENING / PRONUNCIATION READING WRITING
• Begin responses with a question Listening Skills Texts Task
to conÞrm • Listen for details • An enrollment form • Write a description of a classmate
• Use Let’s to suggest a course • Infer information • Personal proÞles
of action WRITING BOOSTER
Pronunciation • A photo story
• Ask personal questions to • Capitalization
• Intonation of questions Skills/strategies
indicate friendliness
• Infer information
• Intensify an informal answer
with sure • Scan for facts

• “Use Would you like to go?” to Listening Skills Texts Task


make an invitation • Listen for key details • A music website • Write about oneself and one’s
• Repeat with rising intonation to • Draw conclusions • An entertainment events page musical tastes
conÞrm information • Listen for details • Authentic interviews WRITING BOOSTER
• Provide reasons to decline • Listen for locations • A survey of musical tastes
an invitation • The sentence
Pronunciation • A photo story
• Use Too bad to express
disappointment • Rising intonation to conÞrm Skills/strategies
information • Interpret maps and diagrams
• Use Thanks, anyway to
acknowledge an unsuccessful • ConÞrm content
attempt to help • Make personal comparisons

• Use Actually to introduce a topic Listening Skills Texts Task


• Respond to good news with • Listen to classify • Family tree diagrams • Make a Venn diagram
Congratulations! • Listen to infer • A self-help website • Compare two people in a family
• Respond to bad news with • Listen to identify similarities and • A survey about adult children
I’m sorry to hear that differences WRITING BOOSTER
• A photo story
• Use Thanks for asking to • Listen to take notes • Combining sentences with and
acknowledge an inquiry Skills/strategies or but
• Listen for details • Interpret a diagram
of concern
• Use Well to introduce a Pronunciation • ConÞrm facts
lengthy reply • Linking sounds • Infer information
• Ask follow-up questions to keep a
conversation going

• Use Could you . . . ? to make a Listening Skills Texts Task


polite request • Listen to take notes • Menus • Write a short article about food for
• Use Sure to agree to a request • Listen to predict • A nutrition website a travel blog
• Clarify a request by asking for • Infer the location of a conversation • A photo story WRITING BOOSTER
more speciÞc information
Pronunciation Skills/strategies • Connecting words and ideas: and
• Indicate a sudden thought • The before consonant and vowel • Interpret a map or in addition
with Actually sounds • Understand from context
• Use I’ll have to order from
a server • Infer information
• Increase politeness with please

• Use Hey or How’s it going for an Listening Skills Texts Task


informal greeting • Infer meaning • Newspaper advertisements • Write a review of a product
• Use What about . . . ? to offer • Listen to predict • An online review for a product
a suggestion WRITING BOOSTER
• Listen for details • A photo story
• Use Really? to indicate surprise • Placement of adjectives: before
• Listen to classify Skills/strategies nouns and after the verb be
• Use You know to introduce a topic • Understand from context
Pronunciation
• Express sympathy when someone • Intonation of questions • Activate language from a text
is frustrated

v
COMMUNICATION GOALS VOCABULARY GRAMMAR
• Plan an activity with someone • Physical activities • Can and have to

6
UNIT
• Talk about habitual activities and • Places for sports and exercise • The present continuous and the simple
future plans • Frequency adverbs present tense: Review
• Discuss Þtness and eating habits
GRAMMAR BOOSTER
• Describe your routines
Staying in • Can and have to: form and common errors
Shape • Can and have to: information questions
PAGE 62 • Can and be able to: present and past forms
• The simple present tense: non-action verbs
• The simple present tense: placement of
frequency adverbs
• Time expressions

• Greet someone arriving from a trip • Adjectives to describe trips • The past tense of be: Review

7
UNIT
• Ask about someone’s vacation • IntensiÞers • Contractions
• Discuss vacation preferences • Decline and accept help • The simple past tense: Review
• Describe good and bad vacation • Adjectives for vacations • Regular and irregular verb forms
experiences
On Vacation • Bad and good travel experiences
GRAMMAR BOOSTER
PAGE 74 • The past tense of be: form
• The simple past tense: spelling rules for
regular verbs
• The simple past tense: usage and form

• Shop and pay for clothes • Clothes and clothing departments • Uses of object pronouns

8
UNIT
• Ask for a different size or color • Types of clothing and shoes • Subject and object pronouns
• Navigate a mall or department • Formal clothes • Comparative adjectives
store • Clothing that comes in “pairs”
• Discuss clothing do’s and don’ts GRAMMAR BOOSTER
Shopping for • Store departments
• Direct objects: usage
• Clothing sizes
Clothes • Interior store locations and
• Indirect objects: usage rules and common errors
PAGE 86 directions • Comparative adjectives: spelling rules
• Prepositions of interior location
• Formality and appropriateness
in clothing

• Discuss schedules and buy tickets • Kinds of tickets and trips • Modals should and could

9
UNIT
• Book travel services • Ways to express disappointment • Be going to + base form to express the future:
• Understand airport announcements • Travel services Review
• Describe transportation problems • Airline passenger information GRAMMAR BOOSTER
Taking • Some ßight problems • Modals can, could, and should: meaning, form,
• Transportation problems
Transportation • Means of transportation
and common errors
• Expansion: future actions
PAGE 98

• Ask for a recommendation • Financial terms • Superlative adjectives

10
UNIT
• Bargain for a lower price • How to bargain • Irregular forms
• Discuss showing appreciation • How to describe good and • Too and enough
for service bad deals
• Describe where to get the best GRAMMAR BOOSTER
Spending deals • Comparative and superlative adjectives: usage
Money and form
PAGE 110 • IntensiÞers very, really, and too

Countries and nationalities / Non-count nouns / Irregular verbs page 122


Grammar Booster page 123
Writing Booster page 142
Top Notch Pop Lyrics page 149
Pronunciation Table page 151

vi
CONVERSATION STRATEGIES LISTENING / PRONUNCIATION READING WRITING
• Use Why don’t we . . . ? to Listening Skills Texts Task
suggest an activity • Listen to activate grammar • A bar graph • Write about one’s exercise and
• Say Sorry, I can’t to apologize for • Listen for main ideas • A Þtness survey health habits
turning down an invitation • Listen for details • A magazine article WRITING BOOSTER
• Provide a reason with have to to • Apply and personalize information • A photo story
decline an invitation • Punctuation of statements and
• Use Well, how about . . . ? to Pronunciation Skills/strategies questions
suggest an alternative • Can / can’t • Interpret a bar graph
• Use How come? to ask for a • Third-person singular –s: Review • Infer information
reason • Summarize
• Use a negative question to
conÞrm information

• Say Welcome back! to indicate Listening Skills Texts Task


enthusiasm about someone’s • Listen for main ideas • Travel brochures Write a guided essay about a vacation
return from a trip • Listen for details • Personal travel stories
• Acknowledge someone’s interest WRITING BOOSTER
• Infer meaning • A vacation survey
with Actually • Time order
Pronunciation • A photo story
• Decline an offer of assistance
with It’s OK. I’m Þne. • The simple past tense ending: Skills/strategies
Regular verbs • Activate language from a text
• ConÞrm that an offer is declined
with Are you sure? • Identify supporting details
• Use Absolutely to conÞrm a • Support an opinion
response • Draw conclusions
• Show enthusiasm with No
kidding! and Tell me more.

• Use Excuse me to indicate you Listening Skills Texts Task


didn’t understand or couldn’t • Infer the appropriate location • An online clothing catalogue • Write a letter or e-mail explaining
hear • Understand locations and directions • Simple and complex diagrams what clothes to pack
• Use Excuse me to begin a and plans
conversation with a clerk Pronunciation WRITING BOOSTER
• Contrastive stress for clariÞcation • A travel article
• Follow a question with more • A personal opinion survey • Connecting ideas with because
information for clariÞcation and since
• A photo story
• Acknowledge someone’s
assistance with Thanks for your Skills/strategies
help • Identify supporting details
• Respond to gratitude with • Paraphrase
My pleasure • Apply information

• Use I’m sorry to respond with Listening Skills Texts Task


disappointing information • Infer the type of travel service • Transportation schedules • Write about two different trips, one
• Use Well to introduce an • Understand public announcements • Public transportation tickets past trip and one future trip
alternative • Listen for details • Arrival and departure boards WRITING BOOSTER
• Use I hope so to politely respond • Use reasoning to evaluate • Magazine and newspaper articles
to an offer of help statements of fact • The paragraph
• A photo story
• Use Let me check to buy time to
get information Pronunciation Skills/strategies
• Intonation for offering alternatives • Make decisions based on
schedules and needs
• Critical thinking

• Use Well to connect an answer to Listening Skills Texts Task


an earlier question • Listen for key details • A travel guide • Write a guide to your city, including
• Use How about . . . ? to make a • Listen for main ideas • Product ads information on where to stay, visit,
Þnancial offer and shop
• Listen for details • A magazine article
• Use OK to indicate that an • Personal travel stories
agreement has been reached Pronunciation WRITING BOOSTER
• Rising intonation for clariÞcation • A photo story • Connecting contradictory ideas:
Skills/strategies even though, however, on the
• Classify information other hand
• Draw conclusions
• Apply information

vii

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