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Top Notch unit walk-through

UNIT GOALS. Clearly state the UNIT GOALS communication goals of the unit. 1 Apologize for lateness 2 Discuss preferences 2 3 Compare tastes in movies UNIT 4 Discuss the effect of violence on viewers TOPIC PREVIEW. Previews the content of Movies and Entertainment the unit and accesses prior knowledge.

Do you rent videos or DVDs? Read the A TOPIC PREVIEW. descriptions of two popular films in a movie catalog. AUTHENTICITY. Students have repeated opportunities to observe real English as it appears in the world outside a classroom.

f you love movies, you absolutely MUST have our catalog. It’s the largest Isource of movies on video available in the world today. From the classics of the 30s to musicals of the Golden Age of Hollywood—and everything since—you can’t beat The Movie Lover’s Catalog. We have a new and expanded inventory of international films, Japanese animations, drama, comedies—even classic and current TV shows! for her [DVD] (2002) Frida Kahlo’s search Mexican painter Frida Kahlo’s life is brought to the screen by director Julie Taymor and producer/star Salma Hayek. Kahlo’s story is traced from her teens all the way through her complex relationship with painter husband Diego Rivera (Alfred Molina). C own identityAshley in her Judd, paintings Antonio is covered Banderas, in vividGeoffrey color Rush, and withand Edwardgreat [VHS] (1951) SOUND BITES. sensitivity. . Read along silently as you listen to a natural conversation. Norton also star DIRECTOR: Julie Taymor CATEGORY:The Day Drama the Earth Stood Still All sci-fi drama buffs will want to own this classic sci-fi drama with a message. Michael Rennie stars as Klaatu, a visitor from the stars missionwho arrives is to onwarn Earth mankind with his about robot the companion, danger Gort. Klaatu’s of nuclear warfare. Patricia Neal, Sam Jaffe, Billy Gray also star; Robert Wise directs. DIRECTOR: Robert Wise CATEGORY: Sci-Fi & Fantasy Also available on DVD All Classics All the Time THEATER Some Like It Hot (Comedy) Frida (Drama) B DISCUSSION. Chicago (Musical) Where would you rather see a movie: at home or in the Star Wars (Sci-Fi) 1. or The Day the Earth Stood Still? Dracula (Horr theater? Why? or) LISA: 2. Have you ever seen Frida You’re going to love this theater. You can see all the Which movie would you rather rent? Explain your things you missed. DAN: choice. DAN: I’m really in the mood for a good classic You know, I never saw movie. And on a big screen! LISA: No. I missed it. Frida. Did you? LISA: Much better than on the tube. DAN: They say it was great. How about it? 3/21/05 10:00:43 AM LISA: Actually, I’d rather see something else…. Hey! They’re showing UNIT 2 14 DAN: Deal! Dracula D Check the statements that are true. Explain your answers. ! □ 1. The theater shows old movies. □ 2. Dan prefers to rent a video rather □ 3. Lisa has already seen Frida. than go to the movies. □ TN2_U2.indd 14 4. Dan’s not in the mood for □ 5. Frida. E IN OTHER WORDS. They decide to see Dracula. SOUND BITES. Previews the language With a partner, restate each statement in your own words. 1. “I’m in the mood for a good classic movie.” of the unit and provides exposure to “+1” 2. “Much better than on the tube.” 3. natural language for observation. “I missed it.” 4. “Deal!” WHAT ABOUT YOU? PAIR WORK. Check the genres you like best. Then discuss movies that you’ve seen in each genre. WHAT ABOUT YOU? Confirms students’ understanding, provides language support, and readies students for the unit.

Ⅵ comedy Ⅵ musical Ⅵ drama Ⅵ action Ⅵ science fiction ( “sci-fi”) Tiv Preview 15 TN2_U2.indd 15

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COMMUNICATION GOAL. Assures students of PRONUNCIATION. A thorough what theyÕll be able to do at the end of this lesson. pronunciation syllabus promotes accurate and comprehensible pronunciation.

CONVERSATION MODEL. Transferable conversation models make social language memorable. Photos support meaning and VOCABULARY. Vocabulary presented provide a stimulus for additional oral work. at phrase level when appropriate, with clear defining illustrations.

Apologize for Lateness

CONVERSATION C PAIR WORK. Take turns asking and answering the following MODEL Read and listen. questions. Use the present perfect in your answers. I’ve always wanted 1. A: Sorry I’m late. Have you been here long? Is there a movie you’ve always wanted to see? to see Hitchcock’s 2. B: For about 10 minutes. Not too bad. Have you seen any good movies recently? The Birds. A: I’m sorry. I got stuck in traffic. 3. What’s the best movie you’ve ever seen? B: The 8:00 show for The Train is sold out, so 4. What’s the worst movie you’ve ever seen? I got tickets for High Flyer. I hope that’s OK. 5. How many movies have you seen so far this month? A: That’s fine. They say it’s hilarious. How much do I owe? D PRONUNCIATION. B: Reduction of /h/. Nothing. It’s on me. “disappears.” Listen and repeat. Notice how the /h/ sound A: Well, thanks. Next time it’s my treat. 1. How long have you lived here? Rhythm and intonation practice 3. When did he leave? 2. Where have you worked? 4. What’s her name? A GRAMMAR. The present perfect: additional uses E Use since with a time or date in the past. VOCABULARY. Some explanations for being late. How long have you lived here? I’ve lived here Listen and practice.

Use for to describe a period of time. since 2001. How long have you lived here? I’ve lived here for five years. Other uses: with always: I’ve always wanted to see Gone with the Wind with ordinals, the superlative, or only: This is . I’ve ever seen. the third time I’ve seen Frida. It’s My husband has only seen it once. I got stuck in traffic. I missed the bus. I couldn’t get a taxi. I couldn’t find a the best movie with lately / recently, just: Have you seen a good movie parking space. with still, so far: You still haven’t seen Chicago lately? Yes. I’ve just seen Seabiscuit. 6G7 BB DD F ? I’ve seen it three times 6 HI Write two other explanations for being late. G : so far! < G B Complete the biography of Spanish actor Antonio Banderas. Use for or since. PAGES G3–G4 For more …

Banderas has acted CONVERSATION more than 20 years. He has worked in PAIR WORK the theater 1. 1982, and he has acted in films 2. Mambo Kings Sing Songs of Love was his first film in English,1992. but Apologize for being late meeting a friend at the 3. The movies. Provide an explanation. Then, together, use Banderas didn’t speak English at that time, and he had to read the schedule to decide on a movie to see. his script phonetically. Banderas has had an international Start like this: reputation 1988, when he appeared in Women on the A: Sorry I’m late. Have you been 4. Verge of a Nervous Breakdown. Banderas met his wife, Melanie here long? Griffith, on the set of Two Much, and they have been married B: For … over eight years. 5. their daughter, Stella, was born, they have lived in Los6. Angeles and Spain.

16 UNIT 2

17 TN2_U2.inddTN2 16 CONTROLLED PRACTICE GRAMMAR. Grammar is TN2_U2.inddndd 17 presented with clear explanations 3/21/05 10:01:52 AM 3/21/05 10:02:02 AM and examples, integrating form, CONTROLLED COMMUNICATION PRACTICE. meaning, and use. Use of color Students personalize the Conversation Model, using ensures that students focus on the new vocabulary and grammar, to confirm their the target grammar. progress on a daily basis.

GRAMMAR BOOSTER. For those who want COMMUNICATION SUPPORT. Realistic more, a Grammar Booster in the back of the prompts provide support and ensure success. Student’s Book gives additional explanations, examples, grammar points, timely reviews, as well as more practice. Unit walk-through Tv TN_TE_L2_FM_Tiv-Tix 5/19/05 6:38 AM Page Tvi

COMMUNICATION GOAL. Keeps students aware of the practical value of this lesson.

Discuss Preferences CONVERSATION MODEL. Motivates students because of its obvious practical Read and listen. CONVERSATIONMODEL usefulness in communication.

A: What would you rather see—a comedy or a musical? B: It doesn’t matter to me. A: Well, what do you think of Madonna? . . Not much. I love Actually, not much. ’s great! B: I don’t like RHYTHM AND INTONATION PRACTICE. A: For real? She’s my favorite movie star. I can’t stand . B: Not mine. Provides targeted practice of rhythm and A: Well, that’s what makes the world go ’round! intonation to ensure comprehensibility of Rhythm and intonation practice Listen and practice. student speech. Movie genres. VOCABULARY. A VOCABULARY. Clear defining illustrations provide a permanent reference for student study.

a horror film a science-fiction film an animated film

an action film

a musical CONTEXTUALIZED PRACTICE. a drama Increases memorability and mastery a documentary of new language. a comedy

Compare your favorite movies for each genre. B PAIR WORK. Listen to the movie LISTENING COMPREHENSION. C reviews and recommendations. Then use theRecommended? movie genre vocabulary to complete the chart. yes no E GRAMMAR. Genre Would rather Movie title State preferences with base form of a verb. would rather / would rather not and the Hot Dog I’d rather rent a movie than go to the theater. First Things First He’d rather not see a comedy tonight. Aqua-technia I’d rather = I would rather Questions The Wolf Children Would you rather see Star Wars Which movies sound good to you? Listen again if necessary. Explain. or F Which would they rather see—a comedyrida? or a drama? D DISCUSSION. Would you like to rent a movie?3/21/05 10:02:22 AM Actually, we’d rather not. We’re too busy. 18 UNIT 2 F Complete each conversation with would rather

1. “I’d love to see a good movie tonight.” or would rather not. 9"1 Actually, TN2_U2.indd 18 I’d rather stay home 2. “I’m in the mood for a horror film.” . 9"1 Actually, . 3. “Why don’t we get tickets for the late show?” Frequent 9"1 LISTENING COMPREHENSION. Actually, . listening comprehension activities teach critical 4. “Ben told me you wanted to rent a movie.” 9"1 listening skills and reinforce vocabulary. Actually, . 5. “Would you like to see a comedy?” 9"1 Actually, . 6. “How about some Italian food after the movie?” 9"1 Actually, . CONVERSATION “GUIDES.” These guides ensure that students practice manipulating CONVERSATION PAIR WORK the Conversation Model, rather than merely Make a list of your favorite movies and movie stars. repeating it. Then choose a movie to see. Use the guide, or My favorite movies: create a new conversation.

A: What would you rather see: COMMUNICATION SUPPORT. Students B: It doesn’t matter to me. or ? A: Well, what do you think of ? gather their thoughts to prepare to personalize B: Actually, .

A: … the Conversation Model, ensuring successful My favorite movie stars: practice. Continue the conversation in your own way.

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VOCABULARY. Frequent dictionary-style FREE COMMUNICATION PRACTICE. definitions ensure understanding of vocabulary Offering students an opportunity to remember that can’t be taught through illustrations. and use language taught in this AND previous lessons, Top Notch Interactions provide the PAIR WORK. Continual opportunities for structure for a successful discussion syllabus. personalized pair work ensure a student- centered experience. AUTHENTICITY. Real reviews from authentic sources build students’ confidence in coping with the world outside the classroom. Compare Tastes in Movies

A VOCABULARY. Adjectives to describe movies. funny: something that makes you laugh Listen and practice. romantic: about love violent: containing a lot of fighting and TOP NOTCH boring: not interesting killing INTERACTION • Movie reviews weird: very strange or unusual, in a unforgettable: something that you will negative way always remember STEP 1. PAIR WORK. Read the capsule movie reviews of four classic movies. silly: not serious; almost stupid Use would rather to talk about which movie you’d like to see. Explain why. B PAIR WORK. Write a movie you know for each adjective. Compare your choices.

a funny movie: Bend It Like

a romantic movie: a violent movie: Beckham The Heart of Me ✪✪✪ an unforgettable movie: ✪✪✪1/2 (R, 96 minutes). Helena Bonham Carter stars a boring movie: (PG-13, 112 minutes). An Indian girl (Parminder K. Nagra) living in London wants to play as a woman who has the misfortune to fall in lo pro soccer, but her tr with the husband (Paul Bettany) of her sister (Oliviave a weird movie: a silly movie: aditional Sikh parents want her to marry a nice Indian boy. Just about the perfect Williams). Portrays London society, circa 1940. teenage coming-of-age comedy . C LISTENING COMPREHENSION. Spellbound between two people reading movie reviews from the newspaper. Choose Finding Nemo Listen carefully to a conversation ✪✪✪(Unrated, suitable for all, 95 minutes) the adjective from the vocabulary that best represents their opinions. ✪✪✪✪ . This (G, 101 minutes). A little clown fish gets Oscar-nominated U.S. documentary visits the homes lost, and his dad and another fish team up to find of eight finalists for the National Spelling Bee, and him. Visually beautiful, an adventure for kids plus a then follows them to the finals in Washington. humorous level adults will appr eciate. We get to know the kids and their families .

Source: Roger Ebert’s One-Minute Reviews STEP 2. On your notepad, make notes about two movies you’vein seen the Chicago recently. Sun-Times

Title: Genre: Title: romantic Stars: Genre: What is the movie about? Stars: What is the movie about?

Adjectives: Adjectives: D Listen again. Which movies do they like? Which movies do they think are bad? STEP 3. DISCUSSION. Talk about movies you’ve seen recently. “Do you recommend it?” “Was it good?” 20 UNIT 2 “What kind of movie was it?” “What was it about?” “Who was in it?”

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21 FREE PRACTICE 3/21/05 10:03:06 AM TN2_U2.indd2.indd 21 LISTENING COMPREHENSION. Listening tasks go beyond auditory discrimination to include 3/21/05 10:03:20 AM critical listening skills, such as inference.

SKILL BUILDING. Students listen more than once, each time with a focused task, maximizing input and the growth of the listening skill.

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Discuss the Effect of Violence on Viewers COMMUNICATION GOAL. Top Notch has a fully developed discussion syllabus. Students progress

A READING WARM-UP. Are violent movies good entertainment, beyond functional language and express their views or can they be dangerous? successfully on a variety of popular discussion topics.

B READING. Read the article about violence in movies. Which opinions do you agree with? READING WARM-UP. Warm-up questions Can Violent Movies Be Dangerous? build expectation and get students talking. efore the 1960s, most was, people would be less violent in movies did not show much their own lives. Bgraphic violence. When Today, special effects technology fighting or shooting occurred on has made it possible to create very ENGAGING TOPICS. Readings on both the screen, it was clean: Bang! realistic images of bloodshed and expected and unexpected topics ensure You’re dead! The victim fell to the violence. Steven Prince, author of ground and died, perhaps after Savage Cinema: Sam Peckinpah thought-provoking classes. speaking a few final words. The and the Rise of Ultraviolent Movies, viewer never saw blood or suffering. describes the difference between But in the late ’60s, filmmakers early movies and the movies of today Bonnie & Clyde Arthur Penn and Sam Peckinpah “…filmmakers can create any image began making movies with more that they can dream up.” So, Prince are a problem since we live in graphic violence, such as Bonnie believes, because of the technology, such a violent world. “Just open and Clyde and The Wild Bunch. They movies today have become more any newspaper,” he says. “Any believed that if audiences could and more violent and bloody. newspaper is much more see how truly horrible real violence Some people are worried that violent. And those are true stories viewing a lot of violence in movies about what happens in real life. Or THINKING SKILLS. These go beyond strict and video games can be dangerous. open any history book and read factual recall to inference and critical thinking. They feel that it can make violence about what happens when a people seem normal and can cause people are conquered.” to imitate the violent behavior, “There’s so much violence to do the same thing themselves. right now,” says a well-known Other people disagree. They European actress. “And maybe this believe that showing violence is is the way that filmmakers speak honest and can even be helpful. against violence: by making violent One popular filmmaker asks The Wild Bunch movies.” why violent images on the screen

CanC Check Violent the statements thatMovies are true, according Be to the article.Dangerous? 1. Movies have always been very violent. 2. Graphic violence has been common since Bonnie and Clyde and The Wild Bunch. 3. Peckinpah and Penn thought that violence on the screen can never be good. TOP NOTCH 4. Peckinpah and Penn thought that violent movies would make people behave more violently in their own lives. INTERACTION • 5. Everyone agrees that graphic violence on the movie screen is OK. STEP 1. Complete the chart with Where do YOU stand? D PAIR WORK. With a partner, find a statement in the article to support each of films and television shows your answers in Exercise C. you know. Rate the level of violence from 0 to 3, with 3 being the most 22 UNIT 2 violent. TITLE Bonnie and Clyde film MEDIUM LEVEL OF VIOLENCE

TN2_U2.indd 22 3/21/05 10:03:26 AM 2 Concrete STEP 2. PAIR WORK. ADEQUATE PREPARATION. 0 = not violent 1 = somewhat violent violent film or show on your chart. Tell your partner2 about it. steps—such as “notepadding” activities, On your notepad, make notes about= violent 3the = ultra most violent

charts, surveys, and critical thinking Title: activities—prepare students for successful What’s it about? and productive free communication. Is it dangerous for some viewers? Why? Why not?

STEP 3. DISCUSSION.

1. Have movies become more violent in your lifetime? EXAMPLES. Student examples take What are some examples of very violent movies? 2. Do people imitate the behavior they see in the the guesswork out of what’s expected. movies? Can movies make people violent? Who should not see violent movies? I think Bonnie and Clyde is 3. Can violence in other media, such as books and dangerous newspapers, also be dangerous? some peoplebecause see it, it’s when possible that they will rob WRITING. Fully integrated and banks too. prepared topics boost students’ STEP 4. WRITING. I disagree. I feel some movies written productivity. Movies are not are too dangerous about violence in movies and on TV. dangerous. Write a short article expressing yourfor children. opinion

I agree. imitate everything.Children

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FREE PRACTICE

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UNIT WRAP-UP. A full-page illustration deliberately elicits and reviews all language from this unit, demonstrating to all students their mastery of new language. CHECKPOINT. Integrated-skills checkpoints permit students to consolidate, review, and confirm what they’ve learned.

UNIT 2 CHECKPOINT UNIT WRAP-UP Listen carefully to the conversations unforgettable ● Create conversations for Social language. A LISTENING COMPREHENSION. boring the people. about movies. Decide which adjective best represents each speaker’s opinion. silly here? A: How long have you been . 5. Plants of the Kalahari is . weird 1. Mediterranean Moon is funny B: About 20 minutes. 6. Animal Opera is . 2. The Violinist was . romantic ● Writing. Write about the picture. 7. Crazy Horse was . violent 3. The Good Catch was . A man and woman are looking at the movie posters… 4. My Neighbors on Neptune is .

B Read the DVD box labels. Then write the genre of each movie.

4. 3. 1. 2.

C Write your own response to each statement or question. 4. “ You bought the tickets? How much do 1. “Sorry I’m late.” I owe?” . . 9"1 9"1 2. “How long have you been here?” 5. “Next time it’s my treat.” . . 9"1 9"1 .OW)CANx 3. “ I rented Murder at Midnight. I hope □ that’s OK.” apologize for lateness. . □ discuss preferences. 9"1 □ compare tastes in movies. TOP NOTCH SONG □ “Better Late Than Never” discuss the effect of violence Complete each statement or question with for or since. Lyrics on last book page. on viewers. D two weeks. 1. That film has played at the Metroplex TOP NOTCH PROJECT Create a movie review page 2. The Talking Parrot has been available on DVD with your class. Write reviews last Tuesday. about good and bad movies. 3. I’ve loved the movies I was a child. TOP NOTCH WEBSITE 4. Have you been here more than an hour? For Unit 2 online activities, visit the Top Notch Companion Website at 25 www.longman.com/topnotch.

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TN2_U2.indd 24 SELF-ASSESSMENT. Students confirm mastery of the unit’s communication goals. EXTRA TOP NOTCH FEATURES. Three exciting features add value to Top Notch by extending language practice and use.

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Other Top Notch Components

WORKBOOK An illustrated workbook contains exercises that provide additional practice and reinforcement of language concepts and skills from the Top Notch Student’s Book and its Grammar Booster. COMPLETE ASSESSMENT PACKAGE WITH EXAMVIEW® SOFTWARE Ten easy-to-administer and easy-to-score unit achievement tests assess listening, vocabulary, grammar, social language, reading, and writing. Two review tests – one mid-book and one end-of-book – provide additional cumulative assessment. Two speaking tests assess progress in speaking. In addition to the photocopiable achievement tests, ExamView® software enables teachers to customize tests that best meet their own needs.

COPY & GO: READY-MADE INTERACTIVE ACTIVITIES FOR BUSY TEACHERS Motivating games, puzzles, and other practice activities in convenient photocopiable form support Student's Book content and provide a welcome change of pace.

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COMPANION WEBSITE A companion website at www.longman.com/topnotch provides numerous additional resources for students and teachers. This no-cost, high-benefit feature includes opportunities for further practice of language and content from the Top Notch Student's Book.

CLASS AUDIO PROGRAM The audio program contains listening comprehension activities, rhythm and intonation practice, and targeted pronunciation activities that focus on accurate and comprehensible pronunciation. To prepare students to communicate with a variety of speakers, regional and non-native accents are included. Each class audio program also includes five Top Notch Pop songs in standard and karaoke form.

TOP NOTCH TV A hilarious TV-style situation comedy reintroduces language from each unit. Also includes authentic unrehearsed interviews and Top Notch Pop karaoke. Comes with Activity Worksheets and Teaching Notes.

Top Notch Components Txi