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

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Top Notch Second Edition Level 2

Unit-by-Unit CEF Correlations

Full Course Correlation with International Standards and Exams

LEVEL

CEF PTE ALTE UCLES IELTS

TOEIC©

T

O

EF

L (paper)

TOEFL

iBT

Fundamentals A1 - - - - 110 –

250

- -

1 A1 - A2 26 – 38 1 1 KET 250 – 380

380 – 425 26 - 38

2 A2 – B1 38 - 52 1 1 KET - PET 380 – 520

425 - 475 38 - 52

B1 52 - 70 3 2 PET - FCE 520 – 700

475 - 525 52 - 70 3

Summit 1

B2 70 - 90 4 3 FCE 700 – 800

525 - 575 70 - 90

Summit 2 C1 90 - 100 5 4 CAE 800+ 575 - 600 90 - 100

CEF = Common European Framework of Reference ALTE = Association of Language Testers in Europe

UCLES = University of Cambridge Local Examinations Syndicate IELTS = International English Language Testing Service

TOEIC= Test of English for International Communication TOEFL = Test of English as a Foreign Language

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Top Notch 2 is the third book in the Top Notch series for adult English language learners. Top Notch Fundamentals is the entry level for true beginners. Top Notch 1 is the entry level for learners with some basic capacity in English. Top Notch 2 covers elementary structures and functions and, in the 10 units, introduces language required for simple communication.

The communication skills reflect the needs of adult learners with a major focus on speaking and listening. Face-to-face conversation is the essential context for oral communication.

Conversation Models are carefully scripted to illustrate communicative functions whilst also reflecting natural language rhythms and use. These are used for comprehension, vocabulary development and also as models for role play personalization.

• Listening materials include recordings by single speakers, conversations and also recordings from public media.

• The reading materials reflect adult reading habits with a concentration on websites, brochures, magazines, information leaflets, newspapers, and advertisements.

• Learners develop comprehension skills including gist understanding, focussing on details, deducing meaning from context and inferring non-stated content.

• Learners are trained in basic skills of accurate paragraph writing.

• Grammar is presented in clear tables and activated through different written tasks.

• Lessons are carefully structured to be engaging and interesting with a variety of different forms of input and interaction with other learners in pairs, small groups, teams and the whole class.

The situations selected for the units allow for careful training in the procedures for talking about yourself, your work, your family and your home as well as normal social interaction.

Throughout the series, language is regularly reviewed and recycled ensuring accurate language use and developing the learners’ communicative competence and confidence. Top Notch Pop is a collection of memorable songs which help students to review and recall new language from each unit.

Top Notch 2 covers all the competences of A2 Level described in the Common European Framework of Reference, and introduces competences from the B1 level..

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CEF Unit 1

Greetings and Small Talk 2-13 Page CEF

Learning and Exam skills

Language

Present perfect simple vs. past simple; present perfect time markers yet, already, ever, never,

before

Reading

I can read about customs for greetings, business cards and small talk.

I can read a dialogue between 2 people. I can read a text about gestures.

I can read tips about behaviour.

2 3 8 9

A2 Discuss differences Functions | WH- Qs T/F give evidence

Speaking

I can introduce people and ask if we’ve met before.

I can talk about tourist activities.

I can greet a visitor and ask about tourist activities.

I can explain about traditional food. I can describe my partner’s experience.

5 6 7 7 11

A2 Use model | Extend

have / haven’t done

Use model | Extend Public speaking

Listening

I can understand an introduction.

I can understand conversations about tourist activities.

I can understand 3 interviews.

4 7 10

A2 Contractions.

Ask Qs | Short answers Match notes / speakers | WH- Qs

Writing

I can write cultural advice for visitors.

I can complete an Email to a friend giving news. I can list tourist activities in my country.

I can write notes about my customs. I can write notes about experiences.

3 5 7 9 11

A2 Pair work Complete

Use for pair practice Use suggested topics Use prompts | Discuss

Review

I can understand an interview about experiences.

I can write describing an experience giving details

12 12

A2 Qs | Full answers

Oral Review

I can create a conversation welcoming a friend to my city. I can create a conversation between 2 people who meet again. I can ask and answer Qs while abroad.

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CEF Unit 2

Movies and Entertainment 14-25 Page CEF

Language Present perfect ; for, since;

would rather (for preferences)

Reading

I can read 4 short texts about Di Caprio movies. I can read a conversation about movies.

I can understand different genres of movies. I can read 4 comments on favourite movies. I can read an opinion article about violence in movies.

14 15 18 21 22

A2

Language | Inference | Evidence

Take notes in chart Confirm content | Evaluate

Speaking

I can discuss where I watch movies.

I can discuss movies in and the ones I want to see.

I can discuss movies I want to see and have seen.

I can explain why I am late.

I can apologize for being late and explain. I can discuss my movie preferences. I can use adjectives to describe movies. I can understand review extracts.

I can describe movies and say why I like them. I can rate levels of violence and effects on children.

14 15 16 16 17 19 20 20 21 23

A2

Make list. Pair work

Use model | Extend | Adapt

Use mode. | Extend | Adapt

Suggest movies to match adjectives

Complete ads Use notes

Make notes | Discuss

Listening

I can understand apologies for being late. I can understand discussions about movies. I can understand an interview with a movie reviewer.

17 18 20

A2 Complete sentences. Topic | Match titles. Topic | Infer opinion.

Writing I can write a list of movies.

I can complete a text about a pop star fan.

15 16

A2

Review

I can understand conversations about movies. I can write 2 paragraphs about violence in movies.

24 24

A2 M/C Qs |

Express balanced opinion

Oral Review I can develop conversations between people in a movie theatre.

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CEF Unit 3

Staying in Hotels 26-37 Page CEF Learning and Exam skills

Language Had better for warnings, should for advice,

will Future

Reading

I can read a hotel brochure.

I can read a webpage describing hotels. I can read a Manhattan street map.

26 34

A2

Choose hotels for different people

Speaking

I can discuss hotel stays and hotel features. I can discuss the importance of hotel services. I can leave and take telephone messages. I can request housekeeping services. I can discuss hotel choices.

26 27 30 31 33

A2

Leave a message

Use model | Extend | Adapt Use model | Extend | Adapt

Listening

I can follow the procedure for check out at a hotel.

I can follow the procedure for check in at a hotel. I can understand recorded phone messages. I can understand phone messages to reception.

27 29 31 32

A2 Language | T/F explain Use model | Extend | Adapt Notes in message form Main ideas | Details

Writing A2

Review

I can understand 4 phone calls in hotels. I can write about my hotel choice and explain.

36 36

A2 Complete sentences Give advantages and disadvantages

Oral review I can create conversations in hotels.

Strategies Confirm understanding when leaving messages

Culture Hotels: types and services

CEF Unit 4

Cars and Driving 38-49 Page CEF

Language

Past continuous, direct object with phrasal verbs,

past continuous / past simple

Reading I can read a brochure for car rentals.

I can read a text about good driving.

38 46

A2

Complete statements

Speaking

I can name different types of car. I can discuss reasons [not] to rent a car. I can say why different parts of a car are useful. I can describe a car accident.

I can describe actions with a car. I can discuss car types and journeys. I can role play a call to a car rental.

I can discuss how I feel about other drivers.

38 38 40 41 42 44 45 47

A2

Give reasons Match to definitions

Use model | Extend | Adapt Report problems

Making choices

Use model | Extend | Adapt Use survey text

Listening

I can understand a procedure for booking a rent car.

I can understand a model for describing a car accident.

I can use the procedure for dropping off a rent car.

I can understand 4 phone calls to a car rental.

39 41 43 44

A2 Explain lines

Use model | Extend. | Adapt Report results of call

Writing

I can complete a text describing a car accident. I can make notes about a planned road trip. I can make notes about good / bad driving habits.

41 45 47

A2

Review I can understand a conversation about a road

incident.

48 A2

Oral Review I can create dialogues for various situations with cars.

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CEF Unit 5

Personal Care and Appearance 50-61 Page CEF

Language

Some / any with indefinite quantities and

amounts, indefinite pronouns: someone,

anyone, no one

Reading

I can read a brochure for a hotel salon. I can name personal care products. I can read a brochure for salon services. I can read a Q&A column about cosmetic surgery. 50 52 53 54 A2

Complete notes in chart

Speaking

I can compare results of different treatments. I can ask for personal care products.

I can request salon services.

I can make appointments for salon services. I can ask Qs about improving appearance. I can discuss ways to improve appearance. I can express my own ideas about beauty.

51 53 54 55 57 57 59

Listening

I can understand procedure for booking services in a salon.

I can understand ads for personal care products. I can understand a conversation in a salon. I can understand an interview about physical beauty.

51 52 54 58

A2 WH- Qs.

Match to pictures Complete sentences

Who says...? | Take notes |

Report

Writing I can do a survey and take notes. 57 A2

Review I can understand conversations about products.

I can write a response to an advice letter.

60 60

A2 Identify product type

Oral Review I can create conversations in a beauty salon.

Culture Attitudes to personal care and beauty

CEF Unit 6

Eating Well 62-73 Page CEF

Language

Used to for past habits, negative yes/no

questions,

offers, suggestions, Why don’t we ...?

Reading

I can understand the Healthy Food Pyramid. I can read descriptions of 4 diets.

I can read a magazine article about obesity.

62 63 68

A2

Discuss

Define meanings | Summarize

Speaking

Comment on the pyramid. Compare with diet. I can talk about foods I like / dislike.

I can make an excuse and decline offers. I can say which foods I avoid.

I can ask why someone doesn’t eat a food. I can describe my national lifestyle.

I can discuss lifestyle changes. I can describe 3 local foods.

62 64 66 66 67 69 69 71 A2

Use model | Extend | Adapt Give reasons

Draw conclusions

Listening

I can understand a dialogue about diets. I can understand talks about likes / dislikes. I can understand a dialogue about food habits. I can understand 5 interviews about diets. I can understand descriptions of foods.

63 64 65 66 70 A2 Complete statements Use model | Extend | Adapt Match to speakers

Match to pictures

Writing I can write about healthy food and give

examples.

73

Review

I can understand a conversation about food. I can write about healthy food and give examples.

72 72

A2 Delete items not mentioned. Compare past with present.

Oral Review I can read an international menu and make

dialogues.

73 A2

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CEF Unit 7

About Personality 74-85 Page CEF

Language Gerunds / infinitives as direct objects

Reading

I can read a quiz about colour use.

I can read an article about nature and nurture. I can read a quiz about introverts/extroverts.

74 80 84

A2 Discuss preferences Meaning from context Complete quiz

Speaking

I can choose colours for rooms in a house. I can ask someone what is wrong and suggest an activity.

I can say what I’m tired of doing.

I can discuss the origins of my personality. I can compare my birth order and personality.

75 76 79 81 83

A2 Give reasons.

Use mode. | Extend | Adapt Use model | Extend | Adapt Group discussion

Listening

I can understand a discussion about paint choice.

I can understand a conversation about likes / dislikes.

I can understand a talk about birth order.

75 77 82

A2 _{Paraphrase | Explain}

Use model | Extend | Adapt Main ideas | Details | Use information in chart

Writing I can complete a text about managing feelings. 76 A2

Review I can listen and identify mood.

I can write about the personality of a friend.

84 84

A2

Oral Review I can create conversations in 3 settings.

Culture Attitudes to nature and nurture

CEF Unit 8

The Arts 86-97 Page CEF

Language Passive voice: statements, negatives, questions

Reading I can read an Art Exhibition announcement.

I can read an article about inspiration.

86 92

A2 Discuss media preferences Main idea | T/F statements

Speaking

I can name different artistic media. I can discuss my artistic preferences. I can ask about and describe objects. I can discuss the origins of artistic talent. I can describe the work of an artist.

86 87 90 93 95

A2 Explain

Use model | Extend | Adapt Use prepared notes Complete questionnaire

Listening

I can understand a dialogue discussing art. I can understand a recommendation for a museum.

I can understand interviews about artistic influences.

87 89 94

A2 Idioms |

Use model | Extend | Adapt Topic | Note making

Writing

I can complete an interview with an artist. I can paraphrase a paragraph about a theory. I can complete a questionnaire about artistic talent.

91 93 94

A2 Use model | Extend | Adapt Note making for discussion

Review I can listen and identify art works.

I describe an art work in a paragraph.

96 96

A2 Match pictures

Oral Review Read about museums in Europe.

Discuss art works.

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CEF Unit 9

Living with Computers 98-109 Page CEF

Language Infinitive of purpose, Comparisons as ... as, just,

almost, quite, nearly

Reading

I can read a website about computer problems. I can read a ”To Do” list.

I can understand a recommendation for a better deal.

I can read 3 texts about computer use.

98 101 103 106

A2 Discuss

Use model | Extend | Adapt Meaning from context

Speaking

I can troubleshoot a computer problem. I can ask people about their attitudes to computers.

I can discuss computer influence on lifestyle.

100 105 107

A2 Use model | Extend | Adapt Do a survey | Report Express opinions | Give examples

Listening

I can follow a conversation about computer problems.

I can understand computer instructions. I can understand descriptions of computer use.

99 100 104

A2 Idioms | Y/N/?s Check boxes Check boxes

Writing

I can make notes about computer use. I can prepare notes about influence of computers on lifestyle.

105 107

A2 Use questionnaire Advantages | Disadvantages

Review

I can understand people comparing products. I can write 2 paragraphs about the benefits of computers.

108 108

A2

Use notes

Oral Review I can create conversations: requesting help, recommending, asking about activity.

Culture Attitudes to computers

CEF Unit 10

Ethics and Values 110-121 Page CEF Learning and Exam skills

Language 1

st

, 2nd, real / unreal conditional, possessive pronouns, Whose?

Reading

I can identify moral dilemmas.

I can understand 3 newspaper articles about moral decisions.

110 118

A2 Discuss

Summarize | Interpret | Comment

Speaking

I can ask my friends about the dilemma. I can discuss a picture with friends. I can debate personal values.

I can say what I would do in given situations.

111 117 117 119

A2 Survey

Express opinions Use prepared notes Use notes

Listening

I can understand a conversation about a dilemma.

I can follow a discussion of a dilemma. I can understand a dialogue about returning property.

I can understand opinions about fashions.

111 113 114 116

Writing

I can make notes about personal values. I can make notes about acts of kindness or honesty.

117 118

A2

Review I can understand conversations about decisions.

I can write 3 paragraphs about a moral decision. 120 120

A2

Oral Review I can create conversations concerning ethical choices.