cld.persiangig.comcld.persiangig.com/dl/7vlDa/JdskaExZkS/top notch 2.movie script.pdf · UI\IIT 1 Sitcom: Havewe metbefore? Social languag€. Get reacquainted with someone r Discuss

$Page 1: cld.persiangig.comcld.persiangig.com/dl/7vlDa/JdskaExZkS/top notch 2.movie script.pdf · UI\IIT 1 Sitcom: Havewe metbefore? Social languag€. Get reacquainted with someone r Discuss$
UI\IIT 1

Sitcom: Havewe metbefore?

Social languag€

. Get reacquainted with someoner Discuss tourist activities

Grammar

r The present perfect

SCENE 1 {01:29)*

PREVIEW

o Have students brainstorm activities and places andwrite them on the board-for example, ui.sit / Paris.Then have students create questions using thepresent perfect; for example, Hcue you euer -oislfed

Pnrls? In pairs, students take turns asking andans\'vedng the questions.

REVIEW

o Ask comprehension questions. Play the videoepisode again if necessary.

Does Mnrie look Jnnillar to Ms. Noank? (yes)

Daes Ms. Naoak look fnniliar to Marie? (no)Whcre does Mg Norak thittk she hqs seen Mnrle

before? (Chicago, Egypt, China, Australia, peru)Has Murie eter been ta any o.fthese places? (no)Why does Marie look;familiar to Ms. Nousk? (Marie

uas root t ltcs utitL M.s. Norak's slsfe r iuhen sheIiped in Paris, ond Ms. Nocak rentembers seeingMarie in pictures.)

EXTENSION

Oral workr Pair work: role play. Have students work in pairs

to role-play Marie and Ms. Novak and reenactwhat happened in the video episode.

o Pair work: role play. Have students work in pairs torole-play a conversation between Ms. Novak andher sister about Ms. Novak's meeting with Marie.

Written worke Pair work. Have students work in pairs to

summarize the story in the video episode. Writethese sentences on the board to help them begin:

A "uomntt naryed Ms. N,tunk rnnt ittlo lup Not,ttTrouel tuith Mr. Ernns. He introduced her to therecwtionistMarie...

o Pair work. Have students work in pairs to continuethe dialogue between Marie and Ms. Novak for a

*Note: The numben give the counter location on the videotape where a segment canbe found.'N.\F: fh"an\\ crle\ pr,\i!rc- 115\\e--to.neA(r\'.t\ tto-[.tentere-.r.e..

few rnore exchanges. Write these lines on the boardto help them begin:

Marit: So how is Katerina?Ms.No-oak:...

LANGUAGE NOTE: lAhen Ms. Novak says, ,'I neverforget a face," she rneans that she alwaysremembers the face of someone she has met before.

VIDEO SCRIPT

Mr Euans introduces Marie to Ms. Nouak, a new client.

Mr. Evans; Marie, this is Ms. Novak. She,s fromChicago. Marie is our receptionist.

Marie: It's nice to meet you.Ms. Novak: It's nice to meet you, too.Mr. Evans: I'll get your tickets.Ms. Novak: You look very familiar to me, Marie.

Have we met before?Marie: I don't think so. No.Ms. Novak: Well, I never forget a face. I'm sure I

know you from somewhere. I don't lookfamiliar to you?

Marie: I'm sorry. No.Ms. Novak: I know. We met in Chicago. You were

a waitress in a restaurant near the Art Institute.Marie: Ite never been to Chicago.Ms. Novak: Have you ever driven a taxi in

Egypt?Marie: No.Ms. Novak: Oh, you were the pilot on a small

airplane in China. You flew me over the GreatWall.

Marie: No.Ms. Novak: Ilave you ever gone snorkeling in

Auslralia?Marie: No.Ms. Novak: Driven a bus in Peru?Marie: No. Ms. Novak, I'm quite sure we,ve

ner.er met before. I came here only a vear agofrom Paris.

Ms. Novak: Pads? My sister, Katerina, lived therefor a year.

Marie: Katerina? Katerina Novak?! She livedwith me!

Ms. Novak: Of course! You were in all thepictures she sent home.

Marie: What a coincidence!Ms. Novak: You see, I never forget a face.

ANSWER KET-

A. 1. True 2. Tiue 3. False 4. False 5. True6. True

B. 1.met 2. were 3.'veneverbeen 4, Havevouever driven 5. were 5. flew

Tea<hing Notes

www.majazionline.ir-Edditor:MR mohammad khaleghi

http://www.zabansite.mihanblog.com

C. 1. Marie and Ms Novak haven't rnei before

2. Ms. Novak has seen the Great Wa1l 3 Marie

hasn't driven a bus in Peru 4. Katerina has

lived in Paris before 5 Marie hasn't been to

Chicago

SCENE 2 (03:37)

PREVIEW

. Think of different sites in ]'our cit)- The1' can bc

historical sites, naturc sites, popular stores, ancl so

on. Ask individual students Hdirc Vo Lt e-11(r bee1l

to . . . ? Hau yoLt exer t'isittd ? Hnee qou ct't'r

seen . . . ? If students keep saving vcs, ask Hnrre yort

tlone et,erything in this city? Wutt hnrtu't you donc

yet?

REVIEW

. Ask comprehension qucstions Play

episode again if necessarY

is Ms. Norra/c golrr.q slgftfsecirr.qT (No.

back to her lnt,:l room fo rand )

S/rc is,qoiriv

Hau nnny tirrcs hns slrc beett itt tltis cittl bct'ore?

(manv f intts-she lns bcan cttttting fhcre ottcc a

tttotrth for eight rletrs)

Does sht bclieue thert is n Musctut o;f Clrctsc? (no)

WLnf is lhe MLtseutn of Chee sc rcdlly? (o chttsc

shop)

Wlty tlots Mr. Euntls cnll it the Mttsunt of Clrtcsc?

(bccnuse they hate et'cnl kittd of chccsc' qtt':l sottte

of it is uery old)lNiere is the chtese shttp? (n! tltc cttrnct' o;f StrtanLh

nnd Onk)Wnt tittu' is Mr. Etqns nt,:tlittg Ms Nottnk? (nt 404)

EXTENSION

Oral work. Discussion. Remind siudents that Ms Novak has

been coming lo this city once a nonth for eight

years. Ask Wly do tltttt tltirtk Ms Mrrnk coities lo f/tis

cittt so often? Wrjte students' guesses on thcboard--for e*ample, btts i t t ess, fn ni ly, /iicrrds Then

ask students 'hcther there is a city thev Visit often'

If the anslver is ye's, ask Wrni tltittgs hn-''c tlott tlturc

f/rrle? If the ans$'er is no, ask Whnt cify tuttrLLd \ttulike to risit often? \Nhy?

. Tell students to make up a place in tireir citl', likc

Mr. Evans's Museum of Cheese. Have them tell the

class where it is and why thcv shorrld go there'

Written work

o Have students writc a summarl'of thc story in the

video episode. To help studcnts begin, $'rjte on the

board: Mr. Ertnns nsked Ms Noaak r/slc ls 3oil,qsrylrfseclrg. \he. said . . .

2 TopNotchTV 2

. Pair work. Ask stridents \Nhttt ha1tpt:tts tohen Ms'

Nozrrk ,rrrdls A,{r. Ei'011s ttt tlrc MuscLm of Cheese?

Have students r,t'ork in pairs to I'rite a story. Then

bring the class together ancl call on pairs to read

their storics to thc class.

VIDEO SCRIPT

Mr. Eonns trits Lo 1)111t trp tt'itlt sonethitt,o. Ms Nottnk

Itctstr'f sectt or dtntc irt the cittl

Mr. Evans: J have vour tickets.Ms. Novak: l hank you Did vou knorn' that Marie

knows my sister, Katerina?Mr. Evans: Rcalll'? It's a small \'vorld, isn't jt? 5<l

arc vott going sightseeing before 1'ou leave?

Ms. Novak: No. I'm going btrck to lhe hotel toroacl.

Mr. Evans: \{hat?l You'rc visiting our greirt ciiyand you're not even going to see it?

Ms. Novak: I've come here oncc a month forL i3h i r e.rr -. l've seen ir all heiore

Mr. Evans: I'm sure I can thiuk of something,vcluhaven't seen.

Ms. Novak: I think vou're rt'rong.Mr. Evans: Have ,vou visited the Rile1' Museum

of Art?Ms. Novak: Twentv timesMr. Evans: Ilave vou evcr been to thc top of thc

Olson Buiicling?Ms. Nor.ak: Just last monthMr. Evans; Ilave you eaten at Andre's Cafi?Ms. Novak: Tu ice.

Mr. Evans: Ever been to Cold Beach?

Ms. Novak: Yes.

Mr. Evans: Seen the CitY OPcra?

Ms. Novak: Yes.

Mr. Bvans: Toured ihe Japanesc Gardcns?

Ms. Novak: Yes.

Nlr. Evans: You can't have done everytiring inthis city.

Ms. Novak: I'm afraicl it's irueMr. Evans: Ilave vou cver visited the Museum

of Cheese?Ms. Novak: There's no Museum of Cheese

Mr. Evans: Ahal lt is rcallv amazing. Everyone

goes th-.rc. l can't belicve vou haven't beeni-hcre vct! Marie, could vou call the Museum of

Cheese and reser ve a ticket fol Ms. Novak and

me?Ms. Nor,ak: You're not seriousMr. Evans: I am. It's at the corner of Seventh and

Oak. I'11 see vou there at 4:00.

Ms. Novak: C)K. I'11 see I'or-r thcte Thank vou'Good-bye, Marie.

Marie: Say hello to Katcrina for me.

(,VIs. Nornk /caires.J

the r,ideo



Marie: Mr Evans, is there really a Museum ofCheese at Seventh and Oak?

Mr'. Evans: It's a wonderful little cheese shop.They have every kind of cheese. Some of it'svery old, so, yes, I'd say it's a museum ofcheesc. Vs. \ovak u ill lor c it.

ANSWER KEY

A. 1.c 2.b 3-c 4.a 5.aB. 1. False 2. True 3. False 4. False 5. FalseC. 1. Have you visited 2. Have you ever been to

the top of 3. Have you eaten 4. Ever been to5. Have you ever visited

l-rrZl Top Notch Pop and Karaoke:lf (Ul ereetings ond Smotl Tatk

(06:OO; O9:05)*.*

UNIT 2Sitcom: Have you chosen a movie yet?

Social language

r Apologize for latenesse Disagree politely

Grammar

o The present perfecto Would rather

SiCENE 1 (r2:3r)

PREVIEW

r On the board, w rrte ltorror t'ilttt, drnnn, action filrtt.Ask students Do you like any o;f flrcse genres? Giveexamples of movies you knor,r' for each of thesegenres and describe what the mo,,'ies are about.

REVIEW

. Ask comprehension questions. Play the r.'ideoepisode again if necessary.

Do Paul and Bob go to the floties o.ften? (yes)

Haue they chosen a noxie yet? (no) Why not? (patl]nd Bob hqoe seen nlnost e'tterything.)

Is The Last Train to Hong Kong air ncfiotL film?(yes)

Haae Pqu[ nnd Bob seen it? (l/es)

Is On the Bridge a romnntic film or a uiolent filxt?(a romantic filtn)

Hns Cheryl seen it'? (no)

What ki.nd af film ls TheHand? (a horror film)

d*Note: The Iirst sei oF numbers givcs the counter location of the Top Notch pop song.The second set of nurnbers gives ihe counter locaiion of the Top Notch pop karaokc rersion.

Why does Cheryl sny the maaie tickets arc het treat?(because she wsnts PauI nruL Bob to stop actlngout the moaies nnd attracting attention in therestaurant)

EXTENSION

Oral work. Group work: role play. Divide the class into groups

of four. Have students role-play the characters andreenact what happened in the video episode.

. Discussion. Ask Which of the nooi.es would you rathersee? Why? Have students discuss the three moviesfrom the video episode.

Written work. Pair work. Have pairs of students continue the

conversation among the four friends for a fewmore exchar-rges. Tell students to have these peoplechoose a movie to see in the end. Call on pairs toread their conversations to the class.

o Pair work. Have pairs of students choose one ofthe movies from the video episode and create animagin.rrl 5umm.tr) and movie rer ieu.

LANGUAGE NOTESi To run out of tiffie means nolonger to have any time left.

My treot means I am paying.

VIDEO SCRIPT

In the cafe, Bob, Marie, Paul, and Chertll tr1 to pick anorie fa go to.

Paul: Give us another one, Marie.Marie: We're running out of time. Oh, there she

is.Cheryl: I'm sorry I'm late. I couldn't find a

parking space. Have you been here long?Bob: Since yesterday. But it's no problem. The

waiter brought us food and we slept on thefloor

Cheryl: Have you chosen a movie yet?Marie: We've been trying. Unfortunately, these

guys have seen almost everything.Paul: We like the movies.Marie: lVhat about the action film T/l e Last Train

to Hong Kottg?Bob: "Where is this train going?"Paul: "Belier.e me, you'd rather not know.,,Bob: "We're going to Hong Kong, aren't we?"Paul: "Would you rather stay here and fight the

100 men?"Bob: "No. And I've always wanted to see Hong

Kong."Paul: "Look out!"Marie: (fo Clrcryl) They'vebeen doing this for a

half hour.

Teaching Notes 3



Cheryl: That looks a little too r.iolent for me.What about On tlrc Bridge? I hear it's great.

Bob: "You're late, Frederick."Paul: "I'm sorry."Bob: "And I've waited for vou for so long."Paul: "L . . got stuck in traffic."Bob: "For two years?1"

Marie: Very romantic.Clreryl: How about lhe horror movic The Hand?Paul: "I've just returned frorn the train station.

Have you seen anything lately?"Bob: "No. We should go inside."Paul: "Good idea. I don't want to see that terrible

hand."Bob: "Do you really think there's a hand out

there that. . . ARRRGGGGHHH!"Cheryl: Stop doing tJrat right now, and the movie

tickets are my treat.Paul and Bob: Deal!Cheryl: I'm not buving vou popcorn.

ANSWER KEY

A. 1.b 2.b 3.c 4.c 5.c 6.bB. 1. Have you, a movie yet 2. Have you seen

anything latelyC. 1. you'd raiher not know 2. Would you rather

stay 3. I've always u'anted

SiCENE 2 (14t491

PREVIEW

. Ask individual studenis H4r'€ you (!er scul n tlnr)i(stat or a sifiger on lhe sfrrct 0r in n restatLrant? Di1 yot.r

talk ta him or lrcr? If yes, wlnt did you soy?

REVIEW

. Ask cornprehension questions. Play the videoepisode again if necessaly.

Who ttotices Douid Doalittle in th( caft Pnul 01'

Mnrie? (Mnrie)Who is Dnuid Doolittle? (tr fa l1us Britislr gct'or)

Does Clrcryl go fa ncet Dnliid Doolitt[e? (no)

Are Pnt.l nnd tsob fnns of Dnuid Doolittle? (t1es)

Wlrat tlo PntLl atrtl Bob tell DauiLl Doolittle? (Tlrcy

say that therl like hi.s uta'oies and thnt he is grent.)

Wltlt tuos the rwrne of the ruouie whue DntidDoalittle uas a dnncc,,? (The Dancer)

What did lrc plarl in Doctor Fork? (a c/rcf\Nhen did Pnrl see Songs of Love agnin? (last

weak)

Whst did Dntid Doolittle plarl itt Pie in the Sky? (cpilot)

\Nhy did Dauid Doalittle inrite Bab and Pntl fo joihiut? (becsuse lE cotLld see thnt thett uotld trotlearc)

4 TopNot.hTV 2

EXTENSION

Oralwork. Pair work. Call or.r sttrdents to rec;rll the names of

the four movies and $'ritc them on the board: TllcDntrur, Doctor Fork, Songs of Loxe, Pia in fht: Skt1.

Havc studcnts \,\'ork in pairs to guess thc gcnrcs ofthe movies. Then har.e them discuss r,r'hich of thesemovies they would rather see.

. Discussion. Tell students to think of questions tcr

ask a famous actor or acfress. Point oui that Chert'l,tnd Varie di,,1 r,rlge t.r see D.rr iJ D,,, 'littlcbecause they wcrc cmbarrassed. Ask Are tlou ntoreLikc ChertlL nttd Mtrie or Plul ntul BoIl?

Written work. l'air u'ork. Havc students \^'ork in pairs to lr,rite

tlvo or three sentences about cach Doolittlc moviedescribing '"vhat each one is about.

. AsI .tudcnt- 1q' prcl, nLl lh.tl llrer 'ee.r i.rr,,lr.movie star in.r restaLu-ant. Have them rvrite a

conversation between themseives and tht star thc.ymeet.

LANGUAGE NOTES: To lnkc l/ rnsrT mcans to relax.Thc cxprcssion Tnke ilca"-r7, hou,ever, can also meangood byc.

Doolittle savs, "Would 1'p11 g1-1y5 care to join ne?"This is anothcr u'av of saving l/VLtr.tld tlou gt.n1s likt fojoin nr?

VIDEO SCRIPT

Pnul nnd Bob sfrike up tr cofir1crcnti0tl rr.ith DnititlDooliltle, a fa nus tsritislt ncttn.

Marie: So, r.r'hat do l-ou l'ant to do? Hey, is1'1that Davicl Doolittlc., thc famous British ack)r?

ChcrvL: You're. right! It islBob: Let's go sav hi.Cheryl: No, don't! What are yori cloing?lPaul: Aren't vou Dar,'id Doolittle?Doolittle: Yes, I am.Bob: W'rr I \\" re,r'lr like I our rn,'r i, ,Doolittle: Thank you.Paul: You're great!Du,'littl": I l'.rrrl r orr r erv n u, Ir.Paul: Remember that mor-ie I'hcre you're ihat

dancer? What rt as that called?Doolittle: Thc Dntrcer.Paul: That's it! That w.rs unforgettablelBob: I lovc that one \\,here vou'r'e the chef. What's

that onc callecl?Doolittle: Docf)r F0rk7

Bob: That's ii. That was so funnyl Unforgettable,man.

Dooliltle: Thank you.



Paul: My favorite is the one where you're thatrobot musician named

Doolittle: DD-42.Paul: Yeahl Yeah! I just saw that movie again last

week. That's a great movie. What's that called?Doolittle; Songs of Laae.Paul: Yeah. Man, that's unforgettable.Doolittle: Thanks. You know what? I have to go

soon, and I should finish mv lunch . . .

Bob: Oh, right. Yeah, sorry. It was nice to meetyou.

Doolittle: You too. Take it easy.Bob: Take it easy. Isn't that what you say at the

end of that movie where you're the pilot?Doolittle: Pie in the Sky.Paul: Yeah! That was unforgettable, man.Bob: Unforgettable.Doolittle: Would you guys care to join me?Paul: What's your favorite movie?

ANSWER KEY

A. 1. dancer 2. chefB. 1.b 2.c 3.b 4.aC. 1.a 2.b 3,b

3. robot musician 4. pilot5.c

f nterview: Do you think there's toomuch violence in movies?

116t42l

PREVIEW

r Ask students the following questions:What are some dffirent genres of mouies? (for

exalr.ple, conedy, action, dramn)How many of yott watch aiolent mooies?What are the titles of sotne oiolent moaies you haue

seen?

Do you think if 's OKfor children to watch uiolentmouiesl

REVIEW

r Ask comprehension questions. Play the videosegment again if necessary.

Is comedy Emma's fauorite genre? (no)

Does Son think riolence in moaies is harmful tochildren? (yes)

Wich person thinks that aiolence in moaies is OKsometimes? (Stephan)

INhen does Stephan think that aiolence in moaies isOK? (uhen the aiolence helps the plot along and.when there's a point to the aiolence)

Hou cloes StEhan decicie what moaies to see? (He

chooses rtlffis that get good relieus and t'ilms by

filmmakers he likes.)Does loe think aiolent moaies are dangerous? Why?

(No, he thinks people are dangerous, not mooies.)

EXTENSION

Oral workr Pair work. Have students work in pairs to discuss

which interviewees they agree or disagree with.Have them explain why. Then bring the classtogether and ask students' opinions. Encouragestudents to refer to movies they have seen tosupport their points of view.

c Discussion. Ask stud,ents How d.o you decide uhqtmoaies to see? Have individual students share theiranswers with the class.

Written workr Pair work. Have students work in pairs to wdte

summaries of what each interwiewee said.

o Have each student choose one interviewee andwrite a paragraph explaining why he/she agreesor disagrees with the interviewee's point of view.

LANGUAGE NOTEST To portray riolence " graphically"meal$ to actually show a lot of blood, killing, andso on.

To help the plot alone means to keep the storymoving.

"A p,int to" the riolence means that there is "apurpose for" showing the violence.

Turns me off means I don't like it.

To tend to do somethlng means to usually dosomething.

To szaay means to influence.

Molies "of that nature" means "those kinds of',movies.

To haae good judgmenl skllls means to be able to tellright from wrong.

OOPSI San says that children should not seeviolent movies because "they're a little moreinfluential and don't have the judgment skills thatadults do." She misuses the word lnf uential, whlchmeans having an influence on others. What shemeans to say is that children are "more easilyinfluenced" by violent moyies than adults.

VIDEO SCRIPT

Interviewer: Do you have a favorite genre ofmovie?

Emma: I love drama. I love comedy, but myfavorite is drama.

Interviewer: Do you think there's too muchviolence in movies?

Stephan: I think sometimes some films portrayviolence a little too graphically, but I feel that if

I

Tea<hing Noter 5



-.:a:

it helps the plot along, and there's sort of apoint to the violence, then it's OK, butunne\ es\.rr) r iolence .r.tlly Irtrns 'ne o[l.

Inten,iewer: So do you choose to go sec movies ifyou know they're going to bc violerrt?

Stephan: I usually tend to see films that get goodreviews or are by filmmakers rvl.rom I admirc. Idon't think violence rn'ould reallv vou knolr',.wdy me o1. r,r d\ or thc olher.

Jnterviewer: Do 1'ou ever go to see Yiolentmovies yourself?

Joe: Yes,I've seen violent movies-thrillers and

movies of that nature.Intervielver: Can violent mor.ies be dangerous?

Joe: I think people are dangerous. T don't knon'that movies are dangcrous.

Interviewer: Should children be allorn'cd to see

violent movics?Emma: No. I don't think children need to be

r,r'atching violent movies.Intervier'r'er: What's your fcelirrg about violence?

Is it harmful, particularlv to children?San: It is. I think violcnce is hannful, espccially in

movies. Mor.ies . . . children of certain ages

should not see violent tnovies because they're a

little more influential and don't have thejudgment skills that adults do.

ANSWER KEY

A. 1.c 2.b 3.a 4.dB. films by filmmakers he likes, fiLms that get

good reviewsC. 1. False 2. Tiue 3. False 4. False 5. True

6- False 7. False E. False

Top Notch Pop and Karaoke:Better Late Thqn Never

(18:19; 2l;02)

Sitcom: Can I take a messoge?

Social language

. Take messages

. Discuss hotel amenities

Grammar

. The future rvith zulll

c H{t{l better

6 TopNotchTV 2

EiCENE 1 (24to7l

PREVIEW

. Ask the foilou'ing qucsiions:Wltttt ityfornntion rlo yotL usunlly giue itlten tlotL

leauc d photw rncssnge?

Do yotL lentte or takt uessnges o;ften on your job?

Hnte VotL eou' takert t tttt'ssngc incotractltl? Whnt

futppcned?

REVIEW

. Ask comprehensiolr questions. Play the videoepisode again if nccessarl'.

DLtcs Mr. F,ttans rt,riLe dou,tt g.7,1v11 pg5sagc? Qles)\Nho dLt tlrc cnllars unnt' to s1tuk to? (Cltaryl)

Is Mrs. Beftty cnlling Jronr lW lntel? (yts)

Vlhnt is tlr Ttrohlenr? (51rc is not happu tuitlt tlrcholel; tltre is no ltcllttuttt.)

Is Mr. Raslitl cnllittg ft'on n hotcl? 1ttt)

Wttrt is lLis llesslgc? (Hc iunuf s n clrcnpl lntel in

Budnpcsf.)ls Ms. Nooak cnlling from tl llltel? (110)

Whnt is her massnge? (She itnnls to kttlil if her cat

cln stnq nt ler lnf tl itt Rio, und sltc ttsks.for Lt

kutg sizc bad.)

Daes Clrcn1l mtdctstnntl Mr. E-r-'arts'-s rtlcssn,qcs? (no)

EXTENSION

Oral work

. Role pltrlr Ask Wlutt docs Mt E"'nrrs satl ttt cnclt

persott itlro calls? (He stys tlnt Clrcrtll's not therc nntl

thnt slrc i.oill cr l bn k., Plav the threc phone callsagain and have students listen to the diffcrenth.rr. Vr. f r ans sav- rhc..lne th in6. 5tof .r llo r

each phone call and u'rite Mr. Er.ans's words onthe board.

I'm nfraid Clrcn1l's ttot herc . . . Clrcryltill cnll you

hnck.

Chertyl's noL krc. Cnn I lnkt n trtcssngc/ I'll giltClmrll your ntcssoge.

Shc'II bc righ| bock.Is fltrrcc ntcssngc? ... l'll ask

Ircr to clrcck ntd coll r1ou.

Have students rolc-plav Mr. Evans taking dcxvnthe messages, using the prompts on the boarcl.

. Pair wor k: role play Hat'e students r'vork in palrsto role-play a conversation betwcen a client andMr. Evans. Tell students to make up their ownrequests or complaints.

Written work. Pair n'ork: role play Replar. Mr Evans's

conversation rl,ith Mrs. Beatt\'. Write Mr' Evans'spart of the conversation on the boaril. Leave blanksfor Mrs. Beatt-v's part, u'hich r,ve can't hear. Havestudents work in pairs to complete theconversation by making up Mrs. Bcatty's part.

IJI\IIT 3



Hello.

Hi, Mrs. BeaLLy.

Cheryl? I'n afrnid Cheryl's not here.

you'rc not satisfieLi uitlt yotLr hotel?

No bellman? l'fl sorry.

Cheryl will call you back.

OK. Cood byt.

. Have students write a short summary of eachcaller's phone message.

I LANGUAGE NOTrt 7o lor roti,fitl mcans lo be happyI wirh something.

VIDEO SCRIPT

Mr Et ans takes phone messoges for Chery[.

Mr. Evans: Hello, Top Notch Travel. One momentplease.Hello, Top Notch. Jtst a moment please.Top Notch. Hold please.

Hello. Hi, Mrs. Beatty. Chervl? I'm afraidCheryl's not here. You're not satisfied n'ith/our hotel? No bellman? I'm sorry. Cheryl willcall you back. OK. Good-bye.

Hello? Yes, hello, Mr Rashid. Cheryl's not here.Can I take a message? You want a cheaperhotel in Budapest a hotel n'ithout breakfast isOK. Very good. I'll give Cheryl your message.Cood-bye.

Hello? Oh, hi, Ms. Novak. She'll be right back.Is there a message? Can your cat stay n'ith youat your hotel in Rio? And you'd Iike to resen'ea king-size bed. I'll ask her to check and callyou. Bye-bye.

(Clwyl erLters.)

Oh! You're back. I have three messages for you.Let's see. Mrs. Beattv wants a cheaper cat. Mr.Rashid isn't satisfied with his breakfast. AndMs. Novak thinks the bellman needs a king-size bed. They'll explain it all to you.

Cheryl: What?

ANSWER KEY

A. 1. False 2. False 3. True 4. Tiue 5. False6. False 7. False 8. True

B. 1. Mrs. Beatty is not happy about her hotel.There is no bellman. 2. Mr. Rashid wants a

cheaper hotel in Budapesi. A hotel without

breakfast is OK. 3. Ms. Novak wants to bringher cat with her to the hotel in Rio. She alsowarlts a kingsize bed in her hotel room.

C. 1. cat 2. break{ast 3. bellman 4. bed

SCENE 2PREVIEW

127 toll

. Ask individuai students the following questions:Hnzte you eaer hnd probleffis at a hotel?What hnppened?

What did you do nbout fhe problems?

REVIEW

' Ask comprehension questions. Play the videoepisode again if necessary.

Is Mrs. Beattv in Los Angeles? (yes)

Whnt's the problem? (The hotel isn't'oery nlce.)What JToor [s lrcr roont on? (the fifth Jloor)Is there n bellman? (no) Or nn eleustor? (no)

Does she hau n smoking or a non-smoking rootL? (a

smoking roont)Did slrc want n smoking room? (no)

What kind of bed did shc requtst? (king-size bed)

What kind of bed did shc get? (ttuin bcd)

Is Mrs. Beatty at the right hatel? (no)

I loru rLtill she get lw bags to tlrc frottt desk? (Shc

r.uill ask ct student to help her.)

EXTENSION

Oral work. Pair work: role play. Have students work in pairs

to role-play Cheryl and Mrs. Beatty and reenact thephone conversation from the video episode.

o Discussion. Have students discuss the problemsMrs. Beatty has at the hotel and decide whichwould be problems for them and whicl"r would not.

Written work. Pair work. Have students work in pairs to write a

summary of the problems Mrs. Beatty has at thehotel. Then bring the class together and have pairsread their sumnaries.

. Pair work. Have students work in pairs to write a

phone conversation between Cheryl and Mrs.Beatty after Mrs. Beatty has checked into the newhotel. Invite students to read their conversations tothe class,

VIDEO SCRIPT

Ott tlLe phone, Mrs. Beatty complains to CheryL aboutthe hotel she's staying at.

Cheryl: Hello. I'd like to speak to a guest Mrs.Beatty in Room 514. Thank you.

Teaching Not€s 7



Mrs. Beatty: Hello?Cheryl: Hello, Mrs. Beatty? This is Cheryl from

Top Notch. How's Los Angeles?

Mrs. -Beatty:

Well, the hotel isn't very nice, dear'

Cheryl: I'm sorry to hear that Are you OK? You

sound tired.Mrs. Beatty: My room is on the fifth floor' I had to

walk up-with mY luggage.Chervl: There's no bellman? No elevator?

Mrs.'Beatty: No. And I wanted a non-smokingroom with a king-size bed

Cheryl: And I requested that for you.Mrs. Beaity: Well, they gave me a smoking room

,ith a twin-size bed lt's all they have

Cheryl: I'd better check your reservation V{hat

hotel are you at?

Mrs. Beatty: The Candle lnn, I think. And another

thing. They didn't make up the room The

towels are dirryCheryl: Did you call housekeePing?Mrs.-Beatty: They're not answering. And there

are all these students everywhere l thoughtyou said that movie stars stay at this hotel

Ch"eryl: Mrs. Beatty, your reservation is for the

Chandler Irur. You're in the n'rong hotel The

Chandler Inn is a much nicer hotel.

Mrs. Beatiy: Oh! WelM'd befter call a taxi

Cheryl: How will you get your bags to the frontdesk?

Mrs. Beatty: I'm sure I can find a student to help'

I'll say I'm a movie star I'll be fine.

Cheryl: OK. Good luck.Mrs. Beatty: Good-bYe.

ANSWER KEY

A. There is no elevator' There is no bellman' She

has a smoking room. She doesn'i have a king-size bed. They didn't make up the room The

towels are dirty. There are studentseverywhere.

B. 1. Los Angeles 2. 514 3. fifth 4. nice

5. students 6. wrongC. 1.I'd better call 2. will 3. get 4. I'll say 5' I'llbe

lnterview: Uyhot's importont to you ina hotel? (29:20)

PREVIEW

r Ask students to brainstorm different hotelfacilities, services, amenities, and other factors that

are important in choosing a hotel Write them on

the boird-for ex ample, a t'itness center, a pool, n

business center, a gift shop, room seruice, ntffi1spherc,

Iocation, price. Then ask individual students IMalthings are important to you in choosing a hotel?

REVIEW

. Ask comprehension questions. Play the video

segment again if necessarvIs a fitness centet important to lnmes when choosing

a hotel? (na)

Is a pool important to him? (no)

What is important to him? (locntiott)

Is Blanche n big t'an of hotels? (no)

What is important to her? (The hatels hntte to be

com;fortable.)

Does Chris use room seraice itL a hotel? (no) Why

not? (He likes to go out lnd see the cily where he

is staying.)According to Christiane, what makes a hotel special?

(the people zuho work there)

Who once brought frowers to Christione's hotel

roomT ( a bellman)

Did the Jlouers make Christiane's stay nt the hotel

e1en more Pleasant? (Yes)

Did Chris talk abaut a good or bad hotel experience?

(bqd)

Why rlid Chris say noisy hotel neiglfuors are

Lmplensfint? (lt is n distructiol't, nnd this is bad

especially uhen you hatte to get up eatly in the

morning.)

EXTENSION

Oral work. Pair work: role plav Have students work in pairs

to role-play separate conversations between the

interviewer and Christiane and between the

interviewer and Chris. Tell students to try to

include all the information they talked about'

. Discussion. Have students discuss their best and

n orst hotel experiences. Ask Where uas the hotel?

How long were you thete? Do you recotLmerul tlte

horel? Then ask Wft nt do yotL do wlrcn you hntte s bad

experience lil't Chtis did? komplain, neler return,

don't reconmend the hotel to other peaple) Do yott do

nnything whett you haae a good etperience like

Christiine ditl? (teII the managemenL, turite a leLter,

Ieaae a tip)

Written work. On the board, wrlte Whnt is itnportant to lames in a

hofel? Have students write a short summary of his

answer.

. Have students choose ei.ther Chris's bad

experience or Christiane's good experience and

rvrite a letter to the hotel either to complain or to

express thanks for a wonderful stay Remind- -st;dents to make the tone of the letter formal Then

have students exchange letters r'r'ith a partner and

read them.

OOPS! When Herb says, "She doesn't like twinbeds" he means to say "She doesn't like twoseparate beds."

I TopNot.hTv 2



VIDEO SCRIPT

Interviewer: Could you tell me some of thethings that are important to you in a hotel,such as a fitness center or a pool or gift shop orrestaurant, a business center?

James: I look more for location in a hotel thananything else. I want to be close andconvenient to whatever I'm doing in town. IfI'm there to enjoy myself, for example, then Iwant to be near the beach. So location's moreimportant to me than anything else.

Blanche: I don't pay too much attention to thehotel.

Herb: She likes one bed. She doesn't like twinbeds.

Blanche: I'm not a big fan of hotels. If theyhar e . . . if thev're comfortable. I'm h.rppywithit.

Interviewer: When you stay in a hotel, do youuse room service?

Chris: No. I try not to use room service because Ilike to go out and see a little bit of the town orthe city I'm staying in.

Interviewer: Thinking about a really good hotelexperience, could you tell me about that?

Christiane: Really what makes the hotel special isthe people who work there. If people there arevery nice and friendly, and people say ,,Good

morning" and know you by narne and they . . .

when you come back to the hotel . . . they greetyou and they ask you how your day was, andthey just make the difference. If . . . when Istayed in a hotel I had. . . I had a bellmanbring me flowers that were left over and putthen in my room, and those are those littletouches that I think make your erperience oryour stay in a hotel much more pleasant thanwhen you just stay anywhere else.

Interviewer: How about a worst hotelexperience?

Chris: Well, I have had experiences, on more thanone occasion. r,r here l've been in d room ne\ I [opeople that are rather noisy and so that canbe . . . that can be a distraction, especially whenvou've Rot to be up earl) ir the moming.

ANSWER KEY

4.L.b 2.c 3.a 4.dB. They ask about your day. They say "Good

morning." They know your name. They arenice and friendly.

C. Following are expected ansuerc. Students mayproduce oatilttions that ale also correct.

1. There were extra flowers left over at thehotel, and the bellman put them in her room.2. fhe people in the ne\t room were noisy.

UNIT 4Sitcom: What happened toyou?!

Social language

. Describe a car accident

. Express concem and sympathyr Rent a car

Grammar

o The past continuouso Phrasal verbs: direct obiect placement

SGENE 1 (3r:37)

PREVIEW

o Ask students What cLtn catLse o car sccident? Havestudents brainstorrn the answers and write themon the board-for example, speeding, tailgatiflg,talking on a ccll phonc. aot payin3 n ention. pr,;ilcn.with the car, another driuer, sonLething on the rood.Then ask What cnn a person do to not haoe a carnccidenf?

REVIEW

o Ask comprehension questions. Play the videoepisode again if necessary.

What hnppened to Pau[? (He had a car occident.)INas he driaing a aan? (yes)

Was he wearing a seat belt? (yes)

Where uos he driLring? (an Six.th Street)Wlry zuas the road slippery? (There zuere fish on the

ro0d.)Whaf happened to the steering wlrcel? It came off.)Does he haae the steering wheel with him? (yes)Did Pnul hit a stop sigtt? (No, nnother rlriuer did,

and it fell on Paul's uan.)What were tlrc csuses of the accident? (the ;fish, the

problem with the steering zufuel, the car that uastailgating, the car thot hit tlrc stop sign, thepiano)

Was Pqul hurt? (no)Whqt part of tlrc rsn is still OK? (the steering

wheel)

Teaching Notes 9



EXTENSION

oral work

. Discussion. Have students discuss the followingquestions:

Whetr do yott thinl, lhe lislLnnc rrom'

IMere do you think the piano came ftom?Wat con'Paul do to nat haae an accident in the

;future?. Group work: role play. Have students work in

grouis of four to role-play the characters and

ieenict what happened in the video episode

Written work


summary of what haPPened to Paul'

. Group work. Ask students \Nhat do you think Paul

will di nou? Have students work in Sroups of four

to continue the conversation among Paul, Marie'

Bob, and Cheryl for a few more exchanges lnvite

groups to read thei scenarios to the class

hood. The doors won't open. The windowswon't close. The engine's not working The

headlights are smashed. The horn r'r'on't honk

Arrd it smells like fish.Bob: Are there anY Parts that are OK?

Paul: The steering wheel stilllooks good'

Bob: Great. All we need is a van to go rvith it'

ANSWER KEY

L.6, +,2,7,5,3,7,88.1.b 2.a 3.b 4.c 5.cC. 1. bumpers 2. hood 3. doors 4' windows

5. engir-re 6. headights 7. horn

SGENE 2 (34:03)

PREVIEW

r Remind students that Paul cannot drive the van

after the accident AskWhar do you think he should

do? Write students' suggestions on the board'

REVIEW

o Ask comprehension questions. Play the video

episode agair if necessarY.- When io they need the uan? (this ot'ternoort)

What is Pnul doittg this afternoott? (taking tourisfs

ftom Chile f a tfu mLLseum)

frhy does Patl nof iaant a fish sanduich? (He just

had n bad etPerience uith fish )

When will they pick rLp the onrtT (right nu'ay)

Hou long uill they need it t'or? (truo ueeks)

When u'ill tlgy re:ur it? (on the t'it'teenth af the

montlt)Why rloes Pntrl turlrt a four zuheel driue ttan? (to

tike n group Jiorn France ta the nlountaitls)

Does AiioRittt haue lurury anns with DVD and

stereo? (They only hare rans llith sLerco, but na

DVD,)Does AutoRent hnr:e conaertible xansT (no)

Whot color l)otr iuill PnuI get? (tohite)

Why does Chenll ask for lats attd lots of insurnnce?

(becnuse Pnul jrtst hnd qn accident)

EXTENSION

Oral work

. Discussion. Ask students the follou'ing questions:

What hnppens uhen Chetyl asks t'or a conttertible

t:an? (The persott on the phone laughs )

Why tlo yotL think the person lauglr? Do you think

they ezten make canxertible oans?

Do yiu thittk they tltake t'aur-TDheel drioe uans?

. Pair work: role play. Have students work in pairs

to role-play Cheryl and Paul and reenact $'hat

happened in the video ePisode.

VIDEO SCRIPT

In the cafi, PnuI describes n car accident he iLLSt had to

Bob, CherYl, and Marie

Paul: Hello.Marie: Paul, what haPPened to You?Paul: I had an accident with the vanChervl: Oh, nol Are You OK?

taul,' t'm [ire. I was wearing my seat belt No

one was hurt, but I think we're going to need a

new van.Bob: \{hat haPPened?Paul: I was driving on Sixth Street and there

were a lot of fish on the road.

Marie: A lot of what?Paul: Fish.Marie: Why were there fish in the road?

Paul: I doit know. Any.r'vay, I tried to turn but Ihad a problem wiih the steering wheel

Bob: The steering wheel broke?

Paul: No, it came off. So I drove over the fish The

fish made the road slippery, so when I tded to

stop, I hit a Parked car.

Bob: Oh. no!Paul: I'm not finished. The car behind me was

tailgating, so he hit me. A car on the opposite

sidJof the road hit a stop sign The stop sign

fell and smashed mY hoodChervl: Oh, no!Paul: Then, worst of all, when I got out to look at

the damage, a Piano fe1l on the van'

Marie: What? Where did it come from?

Paul: I don't know But ihe van does not Iook

good. The bumpers are damaged So is the

'lO TopNotchTy 2



Written work. Pair work. Have students work in pairs to write

additional questions Cheryl can ask AutoRentduring her phone call. For example, Does the aanhque ai- cottditioning? ls if atttomatic or monulltransftissiln? Hou many people cnn ride in this oan?Htru much does the oatl cost ller dall? Then combinepairs into groups of four and have them exchangeand answer each other's questions.

r Pair work. Tell students they will create True andFalse quizzes. Have students work in pairs to writetrue and faise statements about the video episode.Then combine pairs into groups of four and havethem exchange and answer each other's quizzes.Finally, have the writers of the qr-rizzes check theanslvers.

VIDEO SCRIPT

Cheryl cnlls a cnr rental agency t0 rent a uan for PauI.

Cheryl: We're going to need a van this afternoon.You're taking the tourists from Chile to themuseum. I'11 call the rental company.

Bob: Are you hungry? Want some of my fishsandwich? Oh, sorry. Guess not.

Cheryl: Hi. Is this AutoRent? I need a rental carPaul: A van.Cheryl: Do you rent vans? That's great. We'll

need to pick it up right awav We'll probablyneed it for two weeks. Could we return it onthe fi{teenth of the month? Great.

Paul: Four-wheel drive. We could take the groupfrom france to llle mountdins.

Cheryl: Do you have any four-wheel drive vans?(to Paul) They don't have four-n'heel driveVANS,

Paul: How about a luxury van with DVD playerand stereo?

Cheryl: Do you have any luxurv vans u'ith DVDand stereo? (to PauI) 9lerco, yes. DVD, no.

Paul: How about a convertible van? Ask themlCheryl: Do you ha\re any convertible vans? (tur

Paul) No. What color do you r'r'ant?Paul: Blue. No, red. No, green.Cheryl: I4rhite wiil be fine. Insurance? Yes, we'd

like ilsurance. Lots and lots of insurance, please.

ANSWER KEY

A. 1. False 2. False 3. True 4. False 5. True6. False

B. 1.a 2.b 3.a 4.bC. 1. They don't have four-wheel drive vans.

2. Stereo, yes. DVD, no. 3. \o.

fffi fop Notch Pop and Karaoke:lf LUI wneets oround the world

(35:57;39:01)

UNIT 5Sitcom: How about a mqnicureT

Social language

. Discuss personal care

. Suggest ways to improve appearance

Grammat

r Count and non-count not-rnsr Indefinite quaniities and amounts

SGENE 1 @2t26t

PREVIEW

r Ask individual students Do yor.r care about ltou youlook? What do yotr do to tqke care of yoLt qppeannce

eoery day?

REVIEW

. Ask comprehension questions. Play the videoepisode again if necessary.

Is Cheryl using a neu shtmpoo? (yes)

lNhere did she buy it? (at her snlo )Does Bob uant ta trq this neu slnmpooT (no)Whst does this nezLt shampoo do to hsir? (makes it

softer and cleaner smelling)Whct rloes Bob do to tlke clre of his lppearnnceT (He

shnmpoos, showers, and. shaaes euery dtry.)Whut else do Cheryl and Marie think he shouhl do?

(use skin care products, use conditioner, getmanicttres)

What does Bob say nbout conditiofler? (He says tllatit's for uomen.)

Does Bob gef mauicures? (No. He doesn't know menget manicures ,)

Will he let Cheryl nnd Marie giue hin n menicure?(yes)

Why is Bob so worried at the end of the aideoepisode? (Cheryl ssys they can talk sbout a

face lift.)

l

Teaching Notes 11



EXTENSION

Oral work. Discussion. Ask students the following questions:

What does Bob say when Marie says, "Do you use

nny conditioner? " (That's for women.)

Do yotr agree that some personal care products are

for women only? Which ones?

Do you agree with Marie thtlt women like men who

take care of their appearance?

Do you think [t is also ttue that men like women

who take care of their appearance?

. Pair work. Have students work in pairs to continuethe conversation between Cheryl and Bob for a fewmore exchanges. Invite students to Perform theirscenarios for the class.

Written work

o Have students write what they do every day totake care of their appearance.


summary of the story in the video episode. To helpstudents begin, write these sentences on the board:

Cheryl nnd Marie are discussing Cheryl's new

shampoo . Cheryl asks Bob if he would like to try ittoo. Bob says . . .

I LANGUAGE NOTE: Cheryl sry5 Bob's nails,rrel?I mcrs. This means lhey don't look good.

VIDEO SCRIPT

In CheryI's apartment, CheryI, Marie, and Bob discuss

personal appearance .

Marie: Cheryl, your hair looks gorgeous.Cheryl: Thank you! I have a new shamPoo-

Bright 'n Clean.Marie: I'd like to try it. Did you find it at the

drugstore?Cheryl: No, I bought it at my salon on Friday. I'll

pick some up for you next time I'm there.

Marie: Great, thanks!Cheryl: Would you like some too, Bob?

Bob: I have shampoo, thanks.Cheryl: But mine will make your hair softer and

cleaner-smelling.Bob: Uh, thanks, but no thanks.Marie: Come on, Bob, don't you care about how

you look?Bob: Of course I do. I shampoo, shower, and

shave every day.Marie: That's all?Bob: Is there more to do?Marie: Don't you use any skin care products-

body lotion or skin cream?Bob: No. Should I?

Marie: If you want your skin to stay young andhealthy. Do you use any conditioner?

Bob: That's for women.Cheryl: Lots of men use it, too.Bob: Really?Marie: Sure. Women like men who take care of

their appearance.Bob: Really? OK. Well, what else should I do?

You don't want me to wear makeup, do you?Lipstick, mascara, eye shadow . . .

Cheryl: No. But how about a manicure? I'mserious. Look at your nails. They're a mess.

Bob: Men get madcures?Marie: Many do, yes.Cheryl: We can give you one right here.Bob: Really?Cheryl: Piece of cake.Bob: Well ...OK.Cheryl: Great. Then we can talk about your

haircut, facial, and faceJift.Bob: What?

ANSWER KEY

A. 1. Marie 2. softer 3. healthy 4. shampoo5. conditioner 6. nails 7. manicure 8. face-lift

8.7.b 2.b 3. a 4.bC. 1. hair 2. shampoo 3. drugstore 4. salon

SiCENE 2 l44t37l

PREVIEW

. Ask individual stLtdents How often do you get a

haircut? Do you spend q lot of time doirrg your haireuery day? Do you use any personal care products inyow hair?

REVIEW


Hou does Bob's facial mask taste? (terrible)

What did CheryI do to Bob's hair? (She cut it andput some hair spray in it.)

What does Bob sny about his nails? (He says they

look grmt.)What does he ask Marie for? (a pedicure)

Does she say yes? (no)

IMat does Bob say about his hair? (He says it looks

great, too.)Do Cheryl and Marie think Bob looks good? (yes)

Does Bob giae Cheryl a tip? (no)

Whnt does Bob do to thank Cheryl and Marie? (He

treats them to pizza.)What does he ask at the end of the uideo episodeT (to

make an appointment for another manicure)

12 TopNotchTv 2



EXTENSION

Oralwork. Discussion. Ask students the follo$'ing questions:

Whnt does Bob say to Marie and Cheryl about the

fncial at the end of the -oideo episode? (that theycan ne-oer tell dnyone allout it)

Why does he sny this?Do yorL tlrink men are usualhl embarrassed by

p er s onnl car e seroic es?

r Group work: discussion. On the board, write thefollowing questions and har.e groups discuss them:

Do you ezser ust nny of the personal cnre sercictsmentionetl in the episode?

Ifyes, tuhich otrcs? Ho10 oftenT Wlrcre do you go?

If not, why not?

Written work. Pair work. Have students work in pairs to write a

surnmary of the story in the video episode. To helpsfudents begin, write this sentence on the board:Cheryl and Mnrie gnae Bob a fncial . . .

. Pair work. Have students $'ork in pairs to write a

conversation between Paul and Bob later that dayn'hen Paul notices that Bob looks different. Thenhave pairs read their conversations to the class.

VIDEO SCRIPT

Clrcryl and Mnrie gi-oe Bob n Jtcial, a haircut, and n

tnaniute.

Bob: What is this stuff on my face?Cheryl: It makes your skin soft and smooth.Bob: lt tastes terrible.Cheryl: Oh! SorrvBob: I can't believe you cut my hair. And what

did you put in it?Cheryl: Some hair spray.Bob: Hair spraylCheryl: Not much. You'll like it. There.Bob: Wou'. My nails look great! Could I get a

pedicure, too?Marie: Uh, no.Bob: My hair looks great, toolCheryl: See what a little personal care can do?Bob: Won'. Thank you so much.Marie: You know, it's customary to tip the person

who gives vou a haircut.Bob: How do I look?Marie: Good.Cheryl: You look really, really good! You look

amazing!Bob: Then let's get pizza-my treat.Marie: Greatl

Bob: You can never tell anvone about this.Especially the facial.

Cheryl: Deal.Bob: Now when can I get an appointment for

another manicure?

ANSWER KEY

A. 1.. facial 2. haircut 3. manicure 4. pedicureB. 1. True 2. True 3. False 4. False 5. False

6, FalseC. 1. Some 2. Not much 3. anyone

UNIT Ei

Sitcom: Help yourself, everyone!

Social language

. Offer and decline Joodr Talk about food passionsr Discuss habits and lifestyles

Grammar

. Used tor Suggestions with Wry don't . . . ?

. Negative yes / ro questions

PREVIEW

. Ask individual students A,"e there any foods youdon't eat? If yes, whaf foods? Why don't yotL eat them?

REVIEW


Who cooked dinner? (Cheryl)Does Mr. Eunns ent most of the ;food Cheryl cooked?

(no)

Why doesn't he eal much chicken? (He's not a bigchicken eater.)

Why doesn't he ent potntoes? (He's uaoiLlingpotnf oes-maybe he's on q diet.)

Why doesn't he eat broccoli? (It doesn't agree witlthim.)

What food is he nllergic fo? (atbbage)

Whnt food is he lazy zbotrt? (rice)Why is Bob not enting much? (He is on a diet.)What kind of diet ls Paul on? (He is tn/in:1to gain

zueight.)

I

Tea<hing Notes l3



EXTENSION

Oral work

r Discussion Ask students the following questions:' "'"i*i

anrt Cheryl feel iuhen slte sees that Mt Eotttls

do6n't eat tioit af the t'ood slrc cookcrl?

wlnl, ,u,, nrL qt a Jiyn?:r y0rty. do uotr cu, ' "nl llod

tlttr uau normollV tlou t ltk" ucrv mu'hl

. Pair work: role play Have students work in pairs-

in rot"-plov Mr. tvln' and Cherl I Tell the

.*J"nit tot"-ptnl ing Mr' tr an- to u'e their own

foil pr"f"r"n."' t() dccePt or decline food lell

'i"i.'tt'" i" *it " rca5on5 lor thc food' lhey dccline

Written work

. Have students write a summarv of Mr' Evans's' ;;:;";";;";."t r hen har e thcm wrire rvhich

ilti"t" -t"t1r'' mcnu lhey can ert lI therc's

;;il;g they'don't like or can't eat' have them

explain whY.

. I'air work. On the board, u'rite Bob's diet ar'd Paul's' i"i. eJ wi,, is ttyillg t0lase Tueight? wha

.is tryillg

to tnin tucight' Haue itudent' t\ ork in pdirs to .

;t"i;; '";i:;."' de't ribing which l'rod' un chcryl '*^:" .'".^od ior Bob's diet and which iood' arc

"."a '"r f J:'J'el. lhen h.1\ r \tudents 'ugBe\t

Siii '..",

loods that u ill help crch lerson 5 diet'

Mr. Er.ans: l'm crazv about rice

Chervl: Well, ihen pass thc rice please'

fr,,furi"' Ch"t\,1, lhis tastes so delicious Bob'- l,-'t" t-tui

"utitlg very much tonight Don't

you like the food?

CtLeryl: Bob's on a dietBob: I'm trving to lose $'eight

Mr. Evans: Good for vou, Bob

Paul: I'm on a diet, too

nnuri"' Wtlu ut" voti on a diet? You're so skinny

Paul: I'm ti,ving to galn n'eight'

ANSWER KEY

A. broccoli, Potatoes, cabbage' rice' chicken-e.

i..n.k"ti 2 potatoes 3 Broccoli 4 cabbage

3. False 4. False 5. False

Bob: I can't stirnd ii'A11: Bob!

5. riceC. 1. True 2. True

6. FalseD. 1. WhY don't we, smel1s

on a diet

SCENE 2PREVIEW

2. Don't You like,

(50:09)

LANGUAGE NOTES: /'ll pass means I uon't hnxe any

Pnss thc [food] means Hand the [t'oodl to me

VIDEO SCRIPT

Chryl hosts a ditmet t'or the entire Top Notch Trnrel

staf .

Chervl: I think everything's ready Why don't

o Hat e studcnts name different desserts and write-

if-l""-r "" ,n" U*rd Then ask individual students

'i't,i;irt, ,,i0,,, t',,u'l/r,1' '-rrl' Dc L'tt it't /r '''r('/'D!'

Vt)tr tt-t!0llt'rrl d,""' 'tilcr 't tu'nll

REVIEW

. Ask comprehension questions Play the video

er:isode aqain ii necessrrv't Wf,ni a1.,, , i ,tc'' Cir, ryr Ltritry nrtt ltr'll ' "okit'Ho;r ,qnt,v to '/.r. ' '1 'rt Vnr'c l'rk6' r' rtr) Pntrl

(fotLr)

oires Mt e,nn, cnt sucets? CIo) Did ht use ftt? h1e'

\Nlll Bob LLnae dcssett? (no)

it'rot Aia Uo'i' t" Bttb ettting at uork todnrl?

(cookies nnd candv)

What did sltt see him eaLing veslednv? (ice ctennr)

iilna aort Bob sntl? (He siys tlllt lrc Tutts entill1

carlats, at1 applc, nnd t'rutt sala'l )

\Nhnt clsc rloes Chet'yl ln"sc for dessetL?

(st r nuberries nnd cl16s6lnl I c ak-)

Dout Mr. Eunu' ltke strnuberries? ,Yts They nre I

pnssion.)

EXTENSION

Oral work

r Discussion. Replay the part of rhe video rvherc-

l,turi" tuttt uUoltt sweets she sar'r' Bob eating at

,vork. Ask students the follolr'ing questjons:-

Oo ttnrt think Bolt utas really eaLing xoeets?

we sit down?Marie: This smells so rvonderfull What are we

haYine to eat?

ctorvl: ihere s rodst chiclen' baled Poldloes'- .oiad. broccoli with garlic' red cabbage and

rice. HelP Yourself, evervone'

Paul: Wow! ihat's a lot of vegetables

Cier, l: Veger.rbles are very health; lt'r you Mr'-

iuon., r'iould y.'u lile -.'me chiclenl

l,l. E"u"", lust a little, thank you l'm not a big

cbicken eater.

Chervl: How about some Potatoes?Mr. i"a.s, I'm sorry l'm avoiding potatoes

Chervl: Some broccoli?

Mr. duur.tr, 1'll pass l'm afraid it doesn't agree

u'ith meCheryl: Cabbage?

Mr. dvans: SorrY I'm allergic'

tn"rl't, l,lr. g.'utts, I'm so iorry There's very little

here for You to eat

14 ToPNotchTv 2



Why is Bob so neruous? (He doesn't want Clrcryl tothink that hc's e0ting sTueets at uork.)

Do you tlink Bob's diet is stLccessful?

o Pair work: role play. Har,'e students work in pairsto role-play Marie and Bob and reenact theirconversation ill the video episode.

Written worko Ask Do you think Bob needs Clrcryl's help with his

dlel? Have students write a paragraph about Bob'sdiet and comrnent if he seems serious about it.

o Pair work. Tell students they will create True andFalse quizzes. Ha\.e students work in pairs to writetrue and false statements about the video episode.Then combine pairs into groups of four and havethem exchange quizzes and answer them. Finally,have the writers of each quiz check the answers.

LANGUAGE NOTE: The expression You only lioe oncesuggests that a person should take advantage ofopportunities, enjoy the pleasures of life, and livelife to the fullest.

VIDEO SCRIPT

Aftcr J itt,tet. C ltcryl .er,t* dcs,trts.

Paul: Chervl, that was {antastic.Mr Evans: The rice was terrific.CheryJ: Cookies, anyone?Marie: Yes, one please!Paul: I'11 take two, thanks. Or three. Or four.Cheryl: Do you eat sweets, Mr. Evans?Mr. Evans: I used to. But I can't anymore.Made: No desse.rt for you, Bob?Cheryl: Not on his diet.Marie: But weren't you eating cookies today at

work?Bob: I was eating carrots.Marie: Didn't I see you snacking on candy this

afternoon?Bob: That was an apple.Marie: What about that ice cream you ate

yesterday?Bob: Fruit salad.Marie: My mistake.Paul: These cookies are terrific.Cheryl: If you like the cookies, you'll love this

cake. Would you eat some strawberries, Mr.Evans?

Mr. Evans: Strawberries are my passion!Cheryl: Really?Mr. Evans: I'd eat strawberries on anything-

cereal, pasta, even rice.Paul: I'm crazy about chocolate cakel I can gain

weight with every bitelCheryl: I think I'll have a cookie. Bob, could you

pass the . . . oh, where'd thev go?

Marie: I have one.Paul: I have four.Mr. Evans: I have none,Bob: Hey. . . you only live once.

ANSWER KEY

A.\.b 2. c 3.b 4.a 5.c 6.bB. 1. Ihaveone.2. Ihavefour.3. I have none.C. 1. weren't you eating cookies 2. carrots

3. Didn't I see you 4. candy 5. apple6. ice cream 7. Fruit salad

UNIT 7Sitcom: Whot do you think of this

color?

Social Ianguage

. State color preferencesr Talk about moodr Cheer someone up

Grammar

o Gerulds and infinitives

SCENE 1 (52iso)

PREVIEW

r Have students name different colors and writethem on the board. Ask individual students Wftal lsyour faaorite color? Which colors mnke you feel happy?Which colors make you feel sad? Have studentsanswer using the colors on the board.

REVIEW


Does Bob like tlrc colors Cheryl is showing him? (no)How do all the colors make Pattl feel? (happy)Haw do all the colars make Marie feel? (sad)

Whnt does Bob zunnt CheryI to do? (He wants her toleaoe the ualls the nay they are.)

What rloes CheryI ask Bob to do? (She asks Bob to

find n color eueryone likes.)Does Bob find t color? (yes) What color is it?

(green)

Does Cheryl zuant to paint her apnltment green?(tu) l\'/hy not? (because her sofa is green)

What does Bob tell Cheryl to do? (He tells her foclnnge the color of the so;fa to yellow-the currentcalar of the uslls.)

Teaching Notes l5



EXTENSION

Oral worko Pair work. Play the video episode again. Then have

students work in pairs to choose a color forCheryl's walls. Have pairs share their color withthe class and explain their choice.

. Group work: role play. Divide the class into groupsof four. Have students role-play the characters andreenact what happened in the video episode. Tellstudents role-playing Cheryl and Bob to befriendly to each other

Written worko Pair work. Have students work in pairs to continue

the dialogue between Cheryl and her friends for afew more exchanges. Write these lines on the boardto help them begin:

Cheryl: Do you really thlnk green would look nice?Bob: Yes. I do.

o Ask \Nhy do you lhink Pnul aluays says the colorsmake him feel happy, and Marie says they make lrcr feelsad? Have students write a few sentencesanswering this question.

VIDEO SCRIPT

Cheryl tries to pick a color to repaint het apartment.

Cheryl: What do you think about this color?Paul: \\4rat is that color?Cheryl: It's tomato red. How does this color

make you feel?Paul: Happy.Marie: Sad.Bob: Tired. I don't feel like looking at any more

colors.Chervl: Quit complaining. How about this one?Paul: Happy.Marie: Sad.Bob: An'ful. I can't stand looking at it. Do you

plan to do this all night?Cheryl: This one? Be sure to look carefully.Marie: Sad.Paul: Happy.Bob: Very, very nervous.Cheryl: Nervous about what?Bob: I'm nervous you're going to paint the whole

wall that color.Cheryl: It's my apartment, Bob.Bob: Yeah, but we come here a lot. Can we

discuss leaving the w.alls just like this?Cheryl: I'm tired of looking at yellow walls.Bob: Fine. Can you at least choose a color we'll

all be excited about?Cheryl: There is no color you all like. Paul's

feeling happy about everything, Marie'sfeeling sad about everything, and you justseem to hate color, don't you Bob?

Bob: I love color. Just not those colors.Cheryl: OK. Then why don't you find a color tha:

evervbody likes?Bob: What do you think of this color?Paul: i like it.Marie: I like it too, actually.Bob: I love it.Cheryl: I'm not painting the walls the same coior

as my sofa. The whole room would be green.Bob: You could change the color of the sofa.Cheryl: To what?Bob: The color of the walls would be a nice color

ANSWER KEY

4,.1.a2.b 3.c 4.b 5.c 6.bB. 1. looking, complaining 2. looking, to do,

to lookC. i. tired of excited about 2. happy about,

sad about

SCENE 2 (s5:24)

PREVIEW

o Take a poll. Ask students,4re yot g enerally n happyperson or a snd person? Then ask Do qott like to laugh?Do you euer lauglt for no reason?

REVIEW

. Ask comprehension questions. Plav thc videoepisode again if necessary.

Whnt's urong rutt'h Mnrie? (She's feelittg dorutt inthe dLunlls . )

Why does slrc feel this wo|? (She Lloesn't knotr.)lVho tuants to help her? (Paul)What dirl people cntl him fu school? (Dr. Cheer)Why did they cnll him that? (becnuse lte is nlunys

hnppy and enjoys cheering people tLp)

How daes Pnul st'ay happy all the time? (Hepractices Laughing e'oery dny.)

What' does he laugh ttt? (nothittg)Does Mnrtu fhitlk this i.s a gaod iden? (No. Slte says

this is tlot ln lrcr natttre.)Does she try? (yes) Does it work? (na)What uorks in the end? (chocolate)

Does chocolate uork for you?

EXTENSION

Oral worko Discussion. Have students try Paul's trick and

laugh for no reason. On the board, wite That's natin my nature. Point out that Marie savs this whenPaul tells her to laugh. Ask individual students Doyott think it is in your nature to laugh t'or lto rensotl?Do yau think you tuoulcl feel better?

16 TopNot.hTV 2



. Pair work: role play. Have students work in pairsto role-play Paul and Marie and reenact whathappened in the video episode. Encouragestudents to have fun acting the laughing part.

Written work. Have students write a summary of the story in the

video episode. To help students begin, write thesesentences on the board: Marie is feeling blue, andPaL wqnts to cheer her trp. He says that at schoolpeople called hisn Dr. Cheer . . .

. Pair work. Have students work in pairs to make alist of at least six things Marie can do to cheer upwhen she is feeling blue. Then bring the classtogether and have students read their ideas to the

VIDEO SCRIPT

Marie is feelbtg bltre, ond Paul tries to cheer lrcr up.

Cheryl: Marie, you've been so quiet. Are youOK?

Marie: I'm just a little down in the dumps.Cheryl: Oh, I'm sorry. We've been arguing about

colors and you're feeling blue. Hmm. Blue . . .

Paul: What's wrong, Marie?Marie: Don't know. I can't put my finger on it.

I've just been feeling . . . out of sorts.Paul: Don't worry. I can help. Dr Cheer is here.Marie: Doctor n'ho?Paul: At school, people called me Dr. Cheer

because I'm always happy and I enjoycheering people up.

Bob: You know, that's true. You're alwayscheering me up.

Marie: How do you do that?Paul: I practice Iaughing every day.Marie: Laughing at what?Paul: Nothing. I just choose to laugh.Marie: You just decide to laugh? I can't do that.

It's not in my nature.Paul: How do you know? Just try it. Let me hear

you iaugh.Marie: Ha-ha.Paul: LouderMarie: HA HA.Paul: Come on, keep laughing. You're right. It's

not your personality.Marie: \44rat now, Dr. Cheer?Paul: Chocolate?Marie: YeslPaul: Works everv time-

ANSWER KEY

A. 1. at school 2. cheering people up 3. nothing4. choose to laugh 5. a chocolate bar

B. 1. down in the dumps 2. feeling blue 3. putmy finger on it 4. feeling out of sorts

C. 1.b 2.a 3.b

lnterview: How would you describeyour personqlity? (57:36)

PREVIEW

o Ask students Are ylu the ylungest, middle, or oldestchild in your .family? Do you think birth order has aneJfect on personality?

REVIEW

c Ask comprehension questions. Play the videosegment again if necessary.

Who is Alaino most like in hls family? (his mother)Why? (because she smiles a lot)

Houl mafiy brothers and sisters daes Cortyan haae?(fotLr one brother and three sisters)

Wlnt kind of personality does Cortyan haueT (She isquiet and calm.)

Do Cortyan and her sisters haue the samepersonalities? (no)

Who uas the oldest child in Lorayn's family? (herhrofher)

Did he hnoe the same rules as Lorayn and her sisterdid? (no)

Hozu did their parents treat him diferently? (He wasable to go to concerts at an earlier age than Loraynand her sister; Lorayn and her sister helpedaround the house more thqn he did.)

EXTENSION

Oral worko Discussion. Ask students the following questions:

Has anyone had a similar experience to Lorayn's?(haaing an older brother or sister who got specialtreatment fla m p arent s )

IMat does Alaino say is n benefit of being theyoungest child in a family? (You get clothes.) Doyou ngrce this is a beneftt?

What are other benefits of being the youngest childin a family?

o Pair work: interviews. Pair students. One studentrole-plays the interviewer, and the other studentrole-plays someone who is the only girl or boy in a

I

Tea<hing Notes 17



family Write these intcruie$' questions on theboard to help students:

Horo nnntl brothus / sisters do yotL lnue?Do you like heittg the ortlrl girl / boy in rlour fnmihl?D0 tloLu-porents trent yotr diflerenfly? Hrtzu?

Encourage students to make up additionalquestions.

written work

. Pair work. Tcll students they will create True andFaJse c}rizzes. Have students r,r,'ork in pairs to writetrue and false statements about lhe video seElnent.Then conrbine pairs into groups of four and havethem exchange quizzes and answer them. Finally,have the u'riters of each quiz chcck the ansrt'ers.

r On the board, r"rite snd I lnte tlrcsnnrc pcrsonLt[ity. Tell str.rdenis to wriie the nane ofihe familv member thev are most like. Then askthem to write a paragraph describing how they are

alike. For example, My Dnrl nnd I ln-oe tll( sL1ltrc

trtersonalitrl. \Ne nra hoth ittrttperfs. . . Then have

studenls rcad their description to the class.

LANGUAGE NOTESi Ta grt nuny uitll sotretltitt;4

means to not liet in trouble for cloing something.

Tt "gtf orrt o;f" ltotLsclolL/ dttilcs means to "not haveto clo" household d uties.

VIDEO SCRIPT

lntervieu'er: Who are you most like in terms ofpersonalitv?

Aivino: My mother.Interviewer': And u'hv do you say that?Ah'ino: Outgoing she smiles ;r lot.Intcrvieu'er: Do you have any brothels or sisters?Cortyan: One brother, twct . . . three sistcls.lntervielvcr: Arrd holr,arc you different? Is, say,

one mole extroverted than the othcl or moreintr-overted?

Coril'al: Well, I'm quiet, calm. I don't really getcxcited ovcr thhgs and just take it easv. I don't 1et

things bother me a lot, $'hile my sisters, they r'r'illgei cxcited and gct upset, so I'm nof like that

lntervich'er: OK. Hor'r'about first childrerL? Doyou think that they have certain traits that theyshare?

Lorayn: Well, I think my brothet being the oldestand the onJy bov, was allowcd to get awaywith things a lot more than my sister and I.And what I rnean bv that is as the oldcst and as

a bo1',lre rvas able io go to concerts at an carlicrage than mv sister or I. He kind of got out ofl.rousehold duties thai my sistel and I hadbF.,t u-e hc ',r.trbabr-ittirrg Lr..

Interviewer: And how about if you're the last in..big family? Do 1,ou think that vou get spccialbenefits from thai?

Alvino: Yeah, you get clothes.Interviewer: What about birih order? Do you

think that makes a difference, u'ho's the oldestand who's the vounp5est?

Maiko: I don't think so.

Interviewer: Not importanl?Maiko: I don't think it's important. It's just the

personalit_v

ANSWER KEY

A. 1. Alvino 2. Cortyan 3. Lorayn .1. MaikoB. 1. Tlue 2. False 3. True 4. Trr"re 5, FalseC. 1. an outgoing 2. a calm 3. concerts 4. clothes

Top Notch Pop andThe Colors of Love

Karaoke:(59:18; 1:02:58)

(l:07:00)

UNIT ASitcom: What doyou think?

social language

. Describe artr Describe hor'r' art affects people

Grammar

. The passive voice

SEENE 1

PREVIEW

. On the board, rt'rite drl. HaVe students namcdifferent kinds of art (for example, pnlrlhS,drait,itrg, photagrqphy, sculTttu re, fnshion, fihn, pottery).Ask students Wticlt f.ypes of art do you prefer? Do ytttt

wlderstatul art? Is therc any kind o.fqrt VoLt do11't likc?

REVIEW

. Ask comprehension quesiions. Play the vidcoepisode again if necessarv

Wlttrt rtrt pieces hns Ml Notnk brotLght to the offica?

h paintittg, a sc ltftut', ond a photogrnplr)

\Nlnt is tfu pnirttirtg of? (nn orntrgc cit clc on bluc)

Whnt is tht scLtlptLtre of? (t gold sqttare)

Whnf is the photogtqth of? (strow in t park)

18 TopNotchfV 2



Does attyone like the art pieces? (Mt Emns nnd Ms.Noznk)

Do the others say tuhct they really think? (no)

W'Lich piece does Marie prefer-the pninting or thesc t.tlp t Lff e ? ( the p aint ing )

WlLich pieces does Mr. Eaans decide to buV? hll ofthem)

EXTENSION

Oral worko Discussion. On the board, wrile I thitk I can do that.

Ask the following questions:Who said this? (Pqt )AbotLt tolut? (abotLt the painting)Do yott think you could paint that painting?Do you eoer feal flnt uay nboLtt ntt?ln your opinion, ruhat is reql zrt?

. Croup work: role play. Divide the class into groupsof six. Have students role-play the characters andreenact what happened in the video episode.

Written work. Have students wriie a review of the three art pieces

from Ms. Novak's gallery. Tell students to describewhat each piece looks like, write information theyknow about it from the video episode, and thensay whdl they lhink dboul each piece.

. Pair work. Point out that Bob tells Mr Evans thesculpture would look good in his office. Ask Wlyrlo you fhittk lrc said flis? Then have students workin pairs to continue the dialogue for several moreexchanges. Write these lines on the board to helpstudents start:

Mr. Eusns: INhere should ue ptLt these wonderful artpicces?

Bob: There is no rootn on my desk.

VIDEO SCRIPT

Ms. Noaak brings thrce pieces of nrt to shoru the staJfof Top Notch Traoel.

Mr. Evans: Hello, everyone. You remember Ms.Novak.

Ms. Novak: Hello.Mr Evans: Ms. Novak has just opened an art

gallery here. I'r'e asked her to find some piecesto decorate our office. She's brought somethings for us to look at today.

Ms. Novak; I have a painting, a sculpture, and a

photograph that I think you'Il like. Here's thepainting. This was painted by a Russian artistthat I really like. I{s called Sut on the \Noter.

The artist was inspired by Looking at the sea.

What do you think?Paul: I think I can do that.Cheryl: It's . . . fantastic.Marie: Horv . .. interestingl

Bob: It's very . . . blue.Ms. Novak: Yes.

Mr Er.ans: It's gorgeouslMs. Novak: Oh, good. Here's the sculpture. It

was made by a British sculptor Ils called ClfrT

of Cold.Paul: Is it really gold?Ms. Novak: No. Ifls made of wood. It was

painted gold. What do you thirrk?Cheryl: It's . . . cool.Bob: Mr. Evans, I think it t'ould look good in

your office.Marie: I think I prefer the painting.Mr. Evans: I'm fascinated by it!Ms. Novak: Good. And here's the photograph.

Ifs called Winter.Itwas photographed inParis.

Paul: There's nothing there.Ms. Novak: It's a photograph of snow in a park.Mr. Evans: Maybe I should buy them all. What

do you think?All: Creat!Ms. Novak: Excellent.

ANSWER KEY

A. 1.b 2.e 3.c 4.a 5.dB. 1. True 2. False 3. False 4. True 5. False

6. TrueC. 1. was painted 2. was inspired 3. was made

4. 's made 5. was painted 6. wasphotographed

D.1.. Sun on the Water 2. City of Goltl 3. Winter

siCENE 2 (1:09:38)

PREVIEW

. Ask individual students Do yo, take Ttictures often?Da you enjoy taking picttLres? Hnre you et)er sold nnyof yoLff pictures? \Nllat do yotr tlLink mnkes a good

photographer?

REVIEW


ls PntLI serious zuhert he snys, "I'm nn nrtist"? (no)

Whnt is tLLe name of his latest uork? (Office Walls)Does Ms. Noaak fhink PauI hns talent? (ycs)

ls Pnul surprised? (yes)

Whut does she tuant ta do ujifh his photos? (sell

them)When is he bringing more pieces to Ms. No'oqk?

(Friclay)

Where does Paul tell Cheryl to hang the paintingMr Etlans bought? (by Pattl's desk) Why?(becarLse lte feels lte is srL nrtist notu)

l.

Teaching Notes I9



EXTENSION

Oral work

. Discussion. Replay the beginning of the I'ideoepisode where Paul talks about his "latest t'ork "Ask these questions:

Do you think eucryone can be an attist?Are tlrcra qtLalit'ications yoLL think peoPle need ttt be

arfists?If r1es, wlnt are tlrcy?

If nat, uhv not?

Do yott learn art skills, or are you born tuith them?

. Pair work: role play. Have students work in pairsto create a ne\'v scenario rt'here Ms. Novak does roflike Paul's photographs. Have pairs decjde whatshe n'ill do '-either say her honest opinion orpretend io like them the way everyone pretendedto like the pieces she sold Mr. Evans. Invite pairs to

perform their scenarios to the class.

Written work

o Have students write a summary of the story in the

video episode. To help shrdents begin, write these

sentences on the board:Paul snys lrc is nn qrtist. He

takes a picture of a wall qnd calls if Office Walls

. Pair work. Have students Predict what Paul's

meeting with Ms. Novak will be like on FridayWhat photographs will he show her? Wjll she be

impressed by his work? Have students work inpairs to write the conversation thev'll have. Then

invite pairs to read their conversation to the class.

Chervl: So . . . where are we going to put flris thing?

Paul: Hang it by mY desk.

Marie: Really?Paul: Yeah. As an artist, I'm rea1lv starting to like

it. As a matter of fact, I think it's. . . one of the

most interesting $'orks I'r'e eYer secn.

ANSWER KEY

A. 1.a 2.b 3.c 4.bB. 1. was inspired by 2. not so crazy abor.rt

3- moved byC. "I think I could sell this." "It's very good "

''Why don't you bring tne \ome niccej on

Friday?"D.Indiaidual responses may include ttarittions like the

follotuing:Paul tells Made to hang the picture bv his desk.

He says now that he is an artist, he's reallysiarthg to Like it. He thinks this is one of the

most interesting works he has ever seen.

Top Notch PoP andTo Each His Own

Karaoke:(1:1 1:43; 1:14:19)

VIDEO SCRIPT

Ms. Notek disctrsses Paul's photogrnphy Tuith Paul.

Paul: Hey, look. l'm an artist. Here's my latest

rvork. It's called Ot't'ice Walls lwas inspiredby looking at the walls of the office.

Ms. Novak: Are you a PhotograPher?Paul: Yes, well, no, I.. I take a lot of pictures.

Ms. Novak: Hmmm. I'm not so crazy about thatone, but I do like rvhat you've done here. I'm\rery moved by it, actually. It's a fascinatingmixture of Eastem and Western traditions. You

have talent.Paul: I do?Ms. Novak: I think I could sell thisPaul: Really?Ms. Novak: It's r.ery good.Paul: I'm crazy about PhotograPhY.Ms. Novak: Do you have any more of your lr'ork

here?Paul: Uh. no.Ms. Novak: Here's m1, card. Why don't you bring

me some pieces on FridaY?

Paul: OK.Ms. Novak: Bye-bye.Paul: Bye-bye.

20 TopNot.hTv 2

PREVIEW

o Ask students Js it OK to Ttloy ctttnptltet go1lrcs af

u,ork? Send instant nresscges? E mail ftiencls? Sutf Lht

Internef for ftut? Then take a polJ: Do yott tlink it is

OK ttot to uork 100 pctcenf of the tittrc V)Lt ore at iL)ork

REVIEW

. Ask comprehension qucstions. Plav the videoepisode again if necessarY.

Does eutyatrc nsk Bob contputer qtLestions? (t1cs)

Does Bob seent fo be rtenl busy? (11es)

(1:17:18

UNIT 9Sitcom: Conyou helP mewith

something?

social language

. Ask for and offer helPo Suggest a solution

Grammar

o The infinitive of purPose. Comparisons with as . as

SiCENE 1



What is Matie's clmplLter prlblem? (The printeruon't zuork.)

What is Ptlul's computer problem? (His computercrashed.)

What is Cheryl's computer prabLem? (She thinkssomeone sent her an e mail with a zsirus in it.)

Does Bob solae eueryone's prablem? (yes)

Is he happy about helping people? (no)

Wut happens on his computer? (It says " Gnme

ouer.")

EXTENSION

Oral work. Group work: role play. Divide students into groups

of four. Have students role-play Bob and eachperson who cornes to him for help. Ask students tocome up with their own computer problems. \44renthey get advice, they should ask why they need todo that. Tell students role-playing Bob to use aninfinitive of purpose when answering why.

r Discussion. AsL ihece questions:What wns Bob daing on his computer? (playing a

computer game)

Should he play gnmes at work?Do you think lrc does this a lot?

What do you thittk Bob's coworkers think tuhen he

plays games at work?Do yotr think his boss knotus he plays games at

uork?

Written work. Pair work. Have students work in pairs to create a

list of computer problems and write suggestionsBob would make.

. Pair work. Tell students to imagine that Mr. Evanswas jn the room when Bob's computer said "Gameor.er." HaVe students work in pairs to wdte a

conversation between Mr. Evans and Bob. Theninvite pairs to read their conversation to the class.

I LANGUAGE NOTE: To ncad a hand wilh somefhing

I mean- to need help with something.

VIDEO SCRIPT

In the office, Bob troubleshoots computer problems forMarie, Paul, arul CheryI.

Marie: Bob, can you help me with something?Bob: Sure.Marie: I'm trying to print a file, but the pdnter

won't work.Bob: Push the green button on the printer.Marie: I{hy?Bob: To turn it on. It won't pdnt unless it's on.Marie: Oh, right. Silly me. Thank you.

Paul: Hey, Bob. My laptop crashed, arrd I can'tget it to do anything. I type on the keyboardand nothing happens.

Bob: Stick this here.Paul: Why?Bob: To restart the computer.Paul; You sure? OK. Thanks.Cheryl: Bob, I could use a hand with something.Bob: What is it?Cheryl: Somebody sent me an e-mail, but I think

it has a virus in it.Bob: Don't open the attachment. Click on the No-

Virus icon on the toolbar.Cheryl: Why?Bob: To clean the computer and stop the virus.Cheryl: Thanks!Marie: Bob, can I ask you another question?Bob: I'm sorry, but I can't get any work done with

all these questions! Please. I have some veryimportant stuff I need to finish right now.

Made: Very important stuff?Bob: How can I help you?

ANSWER KEY

A. 1. True 2. False 3. False 4. False 5. True6. False

B. 1. print a file, printer 2. crashed, keyboard3. e-mail, virusa.3 b.1 c.2

C. 1. tum the printer on (tum on the printer)2. restart the computer 3. clean the computerand stop the virus

SCENE E (1:19:23)

PREVIEW

o Ask students Hazte you euer built a website? lYhattechnology do yotL need to build a website? h computer,

digital camera, scanner, and so on)

REVIEW


What did Mr. Etans ask Bob to do? (to build a

website for the company)What new technology does Bob say he needs? (a neu

scanner, a digital camern, a new laptop, a newDVD driae, and a new joystick)

What is a joystick for? (computer games)Does Bob really need it? (no)

Is Mr. Eunns happy about the cost for all the neui.tems? (no)

Wat will Bob get in the end? (nothing) lMy? (MrEoans fools him and makes him take back what he

has asked for.)

Tea<hing Notes 21



EXTENSION

Oral work

. Pair work: role play. Have students work in pairs

to role-play Mr. Evans and Bob and reenact whathappened in the video ePisode.

o Pair work: role play Have students work il pairs

to role-play Bob and Cheryl. Have Bob complain to

Cherylibout hon' Mr' Evans refused to buy anv

new techrrologY.

written work

. Have students role-play Bob and write an e-mail to

Mr. Evans, askilg for thc two items he originailysaid OK to-the scanner and digjtal camera Tell

students to make a good argument why he needs

them. Then hal'e students exchange leiters u'ith a

parher and $'rjte a repll' from Mr' Evans

. Pair lr,ork. Tell students they n'ill crcate True and

False quizzes. Have students rvork in pairs to write

true a;d false statements about the vidco episode

Then combine pairs into groups of four and have

them exchange quizzes and answer thern Finally,

have the r'r'riters of each quiz check the answcrs'

VIDEO SCRIPT

Bob ttsks Mr. Etnns for satne ttera techttology itt order

to buiLd fi uebsite.

Bob: He)., Mr. Evans?

Mr. Evans: Yes?

Bob: You asked me to build a \'vebsite for the

companvMr. Evins: Oh, yes. How's it coming a)ong?

Bob: Well, sir, I think I nced some newtechrrologv

Mr. Evans: What do You need?

Bob: A new scanner'Mr Evans: \\4rat's that?

Bob: It's a scanlet sit but it's not nearly as

good as this one This one rvill give us mucJr

bettcr photos.Mr. Evans: OK.Bob: And a digital camera would be good

Mr. Evans: What's tllat?Bob: It's not a digital camera, sir. lt \n/on't take

pictures as easilY as this onc.

Mr. Evans: OK.Bob; And also a nerv laptop. lt's not as fast as

this one.Mr Evans: l see. AnYthing else?

Rob: Aneu'DVD drive. And l could also use a

Bob: Well, actuatlv we can do \n"'ithout the DVDdrive. . . and the laptop . . and the camera '

and the scanler.Mr. Evans: Creat!

ANSWER KEY

A. scarmer, digital camera, laptop, DVD drive,joystick

B.i.True 2. True 3. False 4. True 5 False

C. 1. scanner, nearly as good as 2. digital camera,

as easily as 3. laPtoP, as fast as

D. 1. Mr. Er.ans says OK to the new scannet and

the digital camera. 2' DVD drive,laptop,camera, and scarner S,Intlir:idunl respolEes nny

include aariations tike the foltouittg:Mr' Evans is

happv because he doesn'i have to sPend

money.

lnterview: Are You a comPuteroddict? (12112e

PREVIEW

. Ask individr-ral studcnts Holtr nnny LtorLrs tlct rlott

spend on the cornptLter? Do yorr thittk Llou nte a

cornputer adLlicf?

REVIEW

. Ask comprehension questions Plav the video

scgment atiain if necessarY.

Da.s Lisn Llsr n contpttter aL uork? Qes)Wltttt docs she use tlrc contprLtet for? (ta mnk(

schedt es nnd to c nnil t'tiends nnd cotttorkers)

ls Deepti o con7uter addict? futs)Whnf does Angeliqrc thiuk nltorrt plnt1i11g gntlles'

sltrfil1g, nnLl chatLittg? ftott ttrttch is nof n goorl

it)ea)

\Nlllt rloes she tltittk nbtat resenrcltittg Ttrojects on

the Internct? (YotL cLtn spantl ns ntttclt titnc Lts t1o

iootit.)Does Deepti thittk cltiltlrcn slrctuLd L!s( fltt Intcrn(f

(r1cs, brtf roith guidnnca)Wltat dttes latues sn| 0rc tll( aLk'atltagcs 0f lh(

Intcrfiet? ( cL')mLt1 utlicntiott nntl the kttott'ledge 110

catt gf )Why does Lisa think flrcre nrt dLtrtgcrs tttt the

Intentet for chiltlrett? (bccnttse thetl nra curiotrs

nnd cnnnat altuatls decid,: ulnl is right or tu'otr5

EXTENSION

Oral work

o Discussiou. Ask students thesc qucstions:Haot'yotr cttr fouttd ittfotnnfiott onlittt tlnl u'Lts

not trtLe?

ngw joystick.Mr. Evans: A jo,vstjck? Isn't thal for computer

games?B,'b: !\ell, I don l rerllr need tne jor 'li' l'NIr. Evans: \{}rat's all this going to cost me? \ryhat?!

22 TopNotdTv 2



Horc can yott be sure Lhe informatian you hnre

found is true or correct?Wlnt are same good uebsites yotL use?

. Discussion. Ask students these questions:AngeliqtLe says it's OK to spend as much time as

you like on fhe computer researching projects. D0you agree?

Do you ngree uith Angelique thot playing games,

surfing, and chatting on the colnputer a lot is

similar to uatching a lot af TV? Hozu mtLch do

yott think is too much?

Written worko Have students summarize James's comments

about the adl'antages of the Internet. Havestudents r'r'rite whether they agree and add theirown ideas.

. On the board, wrrle Do you think children shottld be

allauad to se the Infernef? Have students write a

paragraph responding to this question. Tell themto write whether they agree with Deepti's andLisa s commenl. aboui ihe topic.

VIDEO 5CRIPT

Interviewer: Could you tell me some of thethings you use a computer for?

Lisa: I use my computer er.ery day at work tomake schedules. I do a lot of that at my job.AIso to e mail friends and cou,orkers aboutthings that need to get done for the day.

Interviewer: Would you say you're a computeraddict?

Deepti: Yes. 1am a computer addict.Interviewer: How about just overall time spent

on the computer?Angelique: I think it kind of depends on what

yor-r use the time for. 'Cause if you're doing,you knor'r', researching projects and things likethat, spend as much time as you like on thecomputet you know, 'cause it's easy and it'sfast.

lnterviewer: But how about games and surfingand chat?

Angelique: I don't knonr I mean, it's probablyabout the same as television. Too much of itisn't a good idea, I mean, when you can getoutside and enjoy the city.

Interviewer: Do you think children should beallowed to use the Internet?

Deepti: With guidance, I think they should beallowed to use the Internet.

Interviewer: What do you see as the advantagesof the Internet?

James: Well, communication is certainly anadvantage. With, like I said, with e-mail youkeep in touch with friends all over the country,practically free of charge. Also, the wealth of

knowledge that you can pick up. You can askthe computer vr ith your search engir.re. anyquestion at all and come up with thousands ofanswers. You have to choose the one you like.

Interviewer: Do you see some particular dangers,for you even, but particularly for children?

Lisa: I mean, at this point I feel as though I'm,you know, like an adult, so I can kind of censorwhat I want to look at and things like that, butkids don't necessarily have that and are a littlebit more curious, so I think that they definitelyneed that supervision.

ANSWER KEY

A. e-mail coworkers, play games, makeschedules, chat, do research proiects, surf theIntemet

B. 1. True 2. False 3- True 4. False 5. True 6. TiueC. l.b 2.a 3.c 4.a 5.c 6.b

UNIT 1clSitcom: Thot's David Doolittle!

Social language

. Return lost property

. Identi{y ownershipo Express ethical beliefs

Grammar

o Possessive pronounsr Conditionals: factual and unreal

SCENE { 1t:zr:+01

PREVIEW

r Ask students \Nhat would you clo if you saw a person

forget something in a rcstaurantT \Nhat if the person

were a famous actor?

REVIEW

. Ask cornprehension questions. Play the videoepisode again if necessary.

Where are Marie nnd Cheryl? (in a restaurant)Who do they see? (Darid Doolittle 4n actot)INhat has he forgotten? (his hat, gloztes, cell phone,

nnd keys)

What does Marie gire back to him first? (his lnt)thhere did Mnrie say she found it? (under the t{rble)

What does Cheryl tell Marie to do7 (to return the

rest of his things)Whot does Marie do? (She returns the gloues.)

r

Teaching Not€s 23



Does she int'roduce lrcrself to Dattii Dooli la? (Ves)

What is the last thLng she refurns? (l.Lis keys)Does she return his cell phoneT (no)

Why does Dnxid Doolittle g.i-oe Marie hls plLone

ntLmber? (so Mnrie csn cnll hlm at his oft'ice if she

finds his cell phone)

EXT€NSION

Oralworkr Discussion. Ask students thesc questions:

Why does Mnrie decide to keep Mr. Doolittle's cellphone?

Do tlou think Marie uill coll Daald Dool.ittla toreturn his cell phone? Wlry or zuhy not?

Do you think what Marfu does is OK?Haue you euer done somethlng similar?

o Pair r'r,'ork: role play. Have students work in pairsto predict what will happen next and role-play ascene. Tell students to decide whether the scenewill be with Chervl and Marie or with Marie andDavid Doolittle. Invite students to oerform theirrole plays to the class.

Written worko On the board, write If I utere Marie, I uotL[d . . . Have

students finish this sentence and lvrite a paragraphdescribing what they would do.

c Ask Do you think Daaid Daolitt]e ktr.ows Mtrrie has hiscell phone? Does he aunt her to call ,tlm? Tell studentsto u'rite a story from Mr Doolittle's point of view

LANGUAGE NOTE: Mobile is another word for cellpftore. It is more common in British English.

VIDEO SCRIPT

Cheryl and Mnrie are ha-tting desserts in the cafe uhenMarie finds things left behind by tlrc qctor DnaidDoolittle.

Cheryl: I can't believe I'm eating this.Marie: I can't believc vou are eating it either.Chervl: You know, that man looks Iike someone I

know. That man just left something at his table.Marie: That's Davicl Doolittle . . . the actor! He

left his hat. And his gloves. And his cell phone.And his keys. Hold these.

Cheryl: What are you doing?Marie: I'm giving him back his hat.Chervl: What about these?Marie: Sir! Excuse me, sirl Is this hat yours?Doolittle: That's mine, yes, thank you. Did 1

leave it here?Marie: I saw it under your table.Doolittle: Thanks again.Marie; You're welcome.Cheryl: If you don't give him back the rest of his

things, 1 will.

Marie: Just rvait. Sir! Excuse me, sir!Doolittle: Yes?

Marie: Are these gloves yours?Doolittle: Yes, they're mine. I'm forgetting

everything, aren't I?Marie: Aren't you David Doolittle?Doolittle: Well, I am, yes.Marie: 1'm Marje LePage. I'm a big fan.Doolittle: Thank you. And thanks for thesc.Marie: My pleasure. Mr Doolittle?Doolittle: What would I do without you? You

knor,v, I'm missing rny mobiJe. Have you seenit?

Marie: I don't see it under your table.Doolittle: Well, I'm in a hurry. If you do find it,

would you be so kind as to call me at myoffice?

Marie: I'd be happy to.Doolittle: Thank you. Bve.Marie: I have David Doolittle's phone number.

And his cell phone.

ANSWER KEY

A. 1. True 2. False 3. True 4. False 5. FalseB. 1.b 2.b 3.c 4.cC. 1. yours, That's mine 2. yours, Yes, they're

mine

SCENE 2 (1:26:09

PREVIEW

. Take a pol1. Ask Do yorL think uhert Marie didn'treturn Dnoid Doolit'tle's cell phone, it ruas stenling? Dcyou think it iLlls fhe wrcng thing ta do?

REVIEW

o Ask conprehension questions. Play the videoepisode again if necessary

INhat are Cheryl atd Marie tnlking nbout? (DottidDoolittIe's cell phone)

Does Clteryl think ruhnt Marie d.id is OK? (no)Does Marie fhink it 70ns OK? (yes) Why? (She saqs

.ltc dd4 ! Jeol lhc ccll 1,1t6t1,' 6,14 tlnt ,he i,rctur11i ng it totligllt. )

Daes Chenll think it's OKfar a wonnn to invite anun lo dinner? (no) Does Mtrie? (yes)

Hotu did Bob nnd Cheryl meet? (Tlrcy met in a pnrk,tuhere Cheryl lost her bag and tsob lrclped lterfind it.)

WhLtt did Bob do fhtrt is similsr to uhst Marie isdoing nou? (He tualted frua hours to tetL Cherylthat he found her bng.)

Why does Bob tell Cheryl this story naw? (to shouher that' uhat Mnrie is doi.ng is not so inong)

24 TopNotchTv 2



EXTENSION

Oral workr Discussion. On the board, write Women don't ask

men to dinner. Ask Who said this? (Cheryl) Does Marieagree? (no) Do you agree? \\hy or why not?

. Group work: role play. Divide the class into groupsof four Have students role-play the characters andreenact what happened in the video episode.

Wriiten work

r Point out that Cheryl keeps saying that she thinkswhat Marie did is wrong. Ask students Do youthink it's wrcng? Have students write a paragraphexplaining their opinion.

o Have students write a summary of Cheryl'sversion of how she and Bob met.

VIDEO SCRIPT

Cheryl and Marie argue about the fact that Mariedidn't leturn Daaid Doolittle's cell phone.

Cheryl: Well, I still think it's wrong.Marie: Cheryl ...Bob: I\4rat's going on?Cheryl: Marie just stole David Doolittle's cell

phone.Parrl: David Doolittle was here?Marie: I didn't steal it. He left it, and I'm waiting

to return it until tonight.Cheryl: He asked if it was under the table. You

said it wasn't.Marie: It wasn't urder the table because it was in

my pocket.Cheryl: Well, I think that's wrong.Marie: It's not wrong. He'lI get his phone back.Cheryl: \A/hat do you two think?Bob: Well ...Paul: Um...Cheryl: \\4rat are you going to do now?Marie: I'm going to call him tonight, tell him I

found his phone, and ask him to meet me fordinner.

Cheryl: You're going to ask hirn to dinner?Marie: Sure. \Aihy not?Cheryl: Women don't ask men to dinner. Do

they?Marie: Oh, don't be so old-fashioned, Cheryl.

This is the twenty-first century. Women askmen out to dinner all the time. Don't they?

Cheryl: Well, I still think it's wrong. You shouldhave given him the phone.

Bob: Cheryl, I have to tell you something.Cheryl: What?Bob: Do you remember when we met?Cheryl: Of course. I was at the park. I'd lost my

bag and you helped me find it. It took us two

hours. We talked and talked and I becamemore interested in Bob than in finding the bag.

Bob: Well, actually, I found your bag in twominutes, but I waited two hours to tell you. Ithought you were the most amazing woman Ihad ever met. If you had found your bag rightaway, you would have left and we wouldn't behere right now.

Cheryl: That is so romantic! That's why I lovethis man!

Marie: See? If it worked for Bob, it might workfor me.

Cheryl: You and David Doolittle! That would befantastic! Call! Call him!

ANSWER KEY

A. 1.b 2.a 3.b 4.bB. 1. call him torLight 2. tell him I found his phone

3. ask him to meet me for dinnerC. lndioidual rcsponses may include aariations like the

following:I was in a park one day when I first metCheryl. She lost her bag, and I helped her findthe bag. I actually found her bag in twominutes, but I waited {or two hours to tell her Ithought she was *re most amazing woman I'dever met. I kept her bag for two hours, so wecould keep talking to each other.

lnterview: Whot wouldyou do? (r:ze:+e)

PREVIEW

o Tell students to imaghe that they are walkingdown the street and see some cash on the ground.There is no one around. Ask individual studentsWhat would you do?

REVIEW

. Ask comprehension questions. Play the videosegment again if necessary.

IMat three ethical decisions do the people talk nbout?(incorrect bill at a restaurnnt, ffi[stake on q pricetqg in a store, and money found on the street)

What would lessica do if there were a mistske on a

restwrant bill? What would Mutin do? (Both ofthem would tell the woiter or waitress.)

Whnt woulcl Cutherlne do if there were a mistnke o1'1

n price tag in a store? Wat tuould lessica do?(Both of them would tlsk the cashier.)

What zuould Catherine do i;f she found cash on the

street? (She uould take it.) Whst rL)otld

Christiane do? (She uould leaue it if she satu a

poor person around.)

!

Teaching Notes 25



EXTENSION

Oral work

. Pair work: role P1ay. Have students work in Pairsto choose one oi the characters from the videosegment and role-pl,:y the short conversation

be"tween the intervien er and Lhe intervien ee

. Group work: discussion. Have students work ingroups to cliscuss the three situations Ask Woald

iotL io the same things as nny of the people

interaiewerl? What would you do differently?

Written work

. On the board, w rlte You make judgments all the time

and not ererything ls e4ual Then tell students to

wlite a paragraph and say whether they agree or

disagree with Martin and explain why'

. Pair work. Have students work in pairs to think of

another ethical situation and write it down as a

question. Combine pairs into groups of four.and

have them exchange questions and answer them'

Then have each group discuss the situations'

VIDEO SCRIPT

lnterviewer: If you got a bill in a restaurant that

was obviously wrong, what would you do?

Jessica: I would tell the waitress and ask her ifeverythhg's OK.

Martin; I think thev should lell the wailer'

Interviewer: Arrd what should they tell them?

Martin: That they're given too much change orthey're undercharged.

Interviewer: How about if a person's shopping in

a department store and an expensive piece of

clothing has a tag on it that's obviouslywrong-it's priced too low-should thatperson tell the cashier or just pay for it?

Caiherine: I usually ask. That's me, though

Jessica: Well, I would go to the cashier, or I thinkeverybody should go to the cashier, at least ask

if th;t's right. And if he says it's right, then at

least you tried it.Interviewer: And then suppose you found some

cash on the street, not in a wallet, iust some

cash lying on the street. What would you dowith it?

Catherine: I'd pick it up and put it in my pocket

Christiane: I uiually do not pick up money if a\ er\ Door person is around because I thinL a

poJr- p"rron needs it more than I do' so l'd

leave it lyirg there.Interviewer: So are the three situations-the

restaurant, the dePartment store, and the cash

on the street-the same or different?Martin: I think each one is different.Intewiewer: \Arhy?

Martin: You make judgments all the time and not

everything is equal.

ANSWER KEY

A. 1.c 2.b 3.b 4 a 5.aB. Following are expected ansuets Students may

produce usrialions fhal are nlso r orrecl

1. tell the waiter there is a mistake 2 dsk the

cashier 3. pick it uP and put it in her pocket

i

fopNot.hfV 2

-il



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