Top Notch Fundamentals-Second Edition

This thorough examination emphasizes the significance of in-depth examinations. Language learning is reliant on educational materials. As a result, both instructors and pupils must comprehend their complexities. This review investigates the methodology, content organization, and efficacy of this edition in order to shed light on its effects on language education.


Table of Contents

Pedagogical Strategy

With its dynamic combination of communicative and task-based strategies, “Top Notch Fundamentals Second Edition” guides language acquisition. The communicative version invites students to engage in meaningful discussions and authentic settings by using real-life language. As learners navigate language in context, this method strengthens their language and cultural understanding.

In addition, the task-based method immerses learners in real-world work while they learn language. By merging language and task fulfillment, the edition provides a full learning experience that goes beyond rote memorizing. Interactional learning promotes student participation and cooperation. Learners actively improve their language abilities through carefully crafted sessions.

The teaching method of “Top Notch Fundamentals Second Edition” goes beyond the norm. It makes language instruction vibrant and participatory, increasing real-world communicative competence and equipping students with the ability to effectively use language outside of the classroom.

Structure and Organization of Content

The organization of the content is crucial to the success of the edition. Every unit and lesson is designed to guide pupils through a logical progression. Well-structured content frameworks gradually educate and reinforce key concepts. This section evaluates the clarity and coherence of the edition’s material progression, emphasizing how a well-organized structure increases understanding, retention, and learning satisfaction.

Interactivity And Engagement

The content structure and arrangement of “Top Notch Fundamentals Second Edition” are meticulously planned to make learning pleasurable. Each unit and lesson progresses logically to improve learning and remember. By teaching essential ideas and increasing complexity, the framework scaffolds language development.

Thematic coherence helps students to study related language skills and themes in each semester in a cohesive manner. To improve language links, vocabulary, and grammar are carefully blended. This intentional layout reduces cognitive overload, making learning easier at all levels. Review sections carefully inserted throughout the text aid in the retention and mastery of previously taught concepts.

This cyclical technique’s spiral learning approach reinforces essential ideas as learners progress. Each subject’s practical application tasks apply theory to real-world language usage. By combining authentic scenarios and exercises, the content structure promotes active learning while increasing comprehension and functional language abilities.

Language Learning and Development

“Top Notch Fundamentals Second Edition” provides a thorough and methodical foundation for the development of language competence. The edition guides students through the fundamentals of language learning in order to promote well-rounded development. The emphasis is on vocabulary acquisition, with learners being exposed to useful, real-life terms.

Thematic vocabulary development connects words to specific circumstances and experiences, assisting children in learning and using language in practice. Each course seamlessly incorporates grammar instruction ranging from fundamental structures to more complex concepts. This strategy ensures that pupils master basic grammar before progressing to more complicated language structures.

To increase language skills, reading and writing are carefully blended. Reading excerpts chosen on a theme introduces pupils to a variety of writing styles and genres. Writing projects, ranging from simple phrase creation to complex compositions, allow students to express themselves while also improving their vocabulary and grammar.

To assist students in grasping language in its cultural context, culture is integrated into language competency development. Cultural integration improves language skills, cultural knowledge, and sensitivity.

Integration of Multimedia

“Top Notch Fundamentals Second Edition” improves language learning through the use of multimedia. Multimedia stimulates kids while also reinforcing their verbal ability.

1. Audio Enhancement:

Authentic audio resources expose students to a variety of dialects, intonations, and speech patterns. Listening activities help students improve their auditory comprehension and expose them to real-world language. The version uses authentic audio to relate classroom instruction to native-speaker language difficulty.

2. Video Integration:

Video components demonstrate to students how language is used in real life. Through scenario conversations, interviews, and cultural exhibits, videos bring context and culture to learning. Visuals help pupils with vocabulary and comprehension by catering to their various learning methods.

3. Interactive activities:

Interactive multimedia activities enhance active learning in ways that go beyond the norm. Interactive quizzes, pronunciation drills, and multimedia games may be included in these activities. Language learning becomes more enjoyable and engaging with interactive elements, which reinforce concepts more effectively than traditional ways.

4. Online Platforms And Digital Resources:

In addition to print materials, “Top Notch Fundamentals 3rd Edition” includes digital and online resources. Digital resources include interactive e-books, online exercises, and multimedia content on web portals or applications. This dual-format strategy allows existing learners to use the knowledge in a variety of ways depending on their digital preferences.

Teacher Assistance and Resources

“Top Notch Fundamentals Second Edition” highlights the importance of educators in language development and provides extensive teacher support and tools to help teachers improve their teaching. The version includes materials and techniques for educators to use in terms of teaching methods and classroom dynamics.

In teacher’s guides, teachers receive thorough lesson plans, teaching strategies, and ideas for adapting the information to various learning circumstances. These principles serve as road maps for instructors to navigate each course and maximize teaching material.

Additional activities, tests, and multimedia resources provide for greater flexibility in class preparation. Teachers may adapt their approach to students’ needs by increasing language skills or engaging them with multimedia.

Professional development materials assist instructors in adapting to the changing context of language education. Workshops, webinars, and training modules provide ongoing aid to teachers in keeping up with new teaching approaches and language instruction trends.

User-Friendly Options

The edition is well-designed, with simple features that make language learning simple and enjoyable.

Simple Navigation

Simple navigation makes the textbook easy to use. Students can follow an orderly curriculum because each unit and lesson is labeled. The ideal arrangement avoids confusion and promotes learning.

Visual Attraction

The images, illustrations, and color schemes in the textbook are appealing. Visuals engage pupils and reinforce English concepts, making the material more interesting.

Interactive Exercises

The textbook includes interactive activities for hands-on learning. Fill-in-the-blank and group discussions encourage active participation and dynamic language acquisition.

Integration of Multimedia

Multimedia components such as music and video enhance the user experience. Listening to authentic language usage, practicing pronunciation, and connecting with real-life circumstances can all help different learning types.

Digital Availability

In recognition of the digital age, the issue is available digitally. Resources and interactive aspects on internet platforms or companion applications supplement textbook learning. Students who like or use technology can benefit from digital integration.


The edition is a language-learning beacon due to its instructional philosophy and user-friendliness. This evaluation emphasizes the edition’s strengths and areas for development for instructors and students. “Top Notch Fundamentals Second Edition” contributes to the advancement of language education by becoming a textbook and dynamic tool for transformational language acquisition.

In addition to the textbook, students are provided with a workbook that helps them practice and master English. The workbook is organized into sections, which are helpful for beginner students. The workbook also contains sub-headings that distinguish sections. It is a valuable resource for learning a foreign language. The text is easy to follow and offers clear examples that make learning fun and effective. It is a practical program that will give students the skills they need to be successful in a variety of situations.

As a teacher, it’s important to understand the content of a course before implementing it in the classroom. This book is extremely helpful for beginners, as it outlines the various topics covered in each chapter. There is also an online version of the textbook. In addition to the traditional student book, students can also use MyTopNotchLab, a tool that integrates the student’s workbook with the course’s interactive components. Using the workbook is convenient for both students and teachers, as it includes an interactive Top Notch Workbook and a Student’s Book Grammar Booster.

Welcome to Top Notch!

Goals: After this unit, you will be able to:

  1. Introduce yourself.
  2. Greet people.
  3. Say good-bye.

Introduce yourself

Click on this link to watch and listen to this lesson!

Greet people & Say good-bye

Unit 1: Names and Occupations

Goals: After Unit 1, you will be able to:

  1. Tell a classmate your occupation
  2. Identify your classmates
  3. Spell names

Click on this link to watch and listen to this lesson!

Lesson 1: Tell a classmate your occupation

4.  Grammar Practice:  Write the article a or an for each occupation.

1. an architect
2. a student
3. a banker
4. a musician
5. a singer
6. an athlete

5. Pair Work: Point to the people on page 4.  Say He’s … or She’s …

Answer by yourself.

6. Integrated Practice: Read the names and occupations. Write affirmative and negative statements.

Negative answers will be vary.
1. He’s an actor.  He’s not an architect.
 2. He’s a singer.  He’s not a teacher.
 3. She’s a musician.  She’s not a banker.
 4. She’s an athlete.  She’s not an actor. 

Lesson 2: Identify your classmates

Lesson 3: Spell names

Student’s Book Audioscripts: Page 8, Exercise 2, Listening Comprehension

1: A
2: B
3: N
4: O
5: Z
6: C
7: F
8: X
9: V
10: J
11: N
12: K
13: D
14: H
15: E

Student’s Book Audioscripts: Page 8, Exercise 4, Listening Comprehension

Conversation One
A: Hi. I’m Leonard Green.
B: Green. G-R-E-E-N?
A: No. G-R-E-E-N-E.
B: Thank you, Mr. Green.
Conversation Two
A: Your name, please?
B: Sure. I’m Karen Leigh.
A: Is that L-E-E?
B: No. It’s L-E-I-G-H.
Conversation Three
A: Hello. I’m Katharine Kane.
B: Excuse me?
A: Katherine Kane.
B: Is that Katherine with a C?
A: No, with a K. And an A in the middle.
B: Could you spell that, please?
A: Sure! K-A-T-H-A-R-I-N-E.

Student’s Book Audioscripts: Page 8, Exercise 5, Listening Comprehension

Conversation One
A: My name’s Sarah.
B: Sarah? Is that S-A-R-A-H?
A: Yes, that’s right. Thanks.
Conversation Two
A: How do you spell Cherie?
B: C-H-E-R-I-E.
A: Excuse me. Did you say S-H-E-R-I-E?
B: No. It’s C-H-E-R-I-E.
A: Oh, sorry.
B: No problem.
Conversation Three
A: Ms. Browne?
B: Yes.
A: Is that Brown WITH an E or without an E?
B: With. B-R-O-W-N-E.
A: Thanks.

Extension & Review

Student’s Book Audioscripts: Page 10, Exercise 1, Listening Comprehension

Conversation One
A: Are they flight attendants?
B: Yes, they are.
Conversation Two
A: So, what do you do?
B: Me? I’m a photographer.
A: A photographer? That’s great!
B: Yes, it is.
Conversation Three
A: Is Marianne a scientist?
B: No way! She’s a chef.
Conversation Four
A: What do you do?
B: Us? We’re scientists.
A: You’re scientists? Really?
C: Yes, we are.

Student’s Book Audioscripts: Page 10, Exercise 2, Listening Comprehension

Conversation One
A: Are you Alan Porter?
B: Yes, I am.
A: Could you spell that please?
B: Sure. It’s A-L-A-N. Porter is P-O-R-T-E-R.
A: Thanks. And what’s your occupation?
B: I’m a singer.
Conversation Two
A: Hello. I’m John Davidson.
B: Davidson. How do you spell Davidson?
A: D-A-V-I-D-S-O-N.
B: Thanks. And what do you do?
A: I’m a pilot.
Conversation Three
A: Excuse me. Are you the English teacher?
B: Yes, I am. I’m Lorraine Clare.
A: Nice to meet you, Ms. Clare. I’m Paul Sato.
B: It’s a pleasure to meet you, Mr. Sato.

Top Notch Fundamentals-Unit 1: Sit-Com

Top Notch Fundamentals-Unit 1: Street-interview

Top Notch Fundamentals-Unit 1: Song: What Do You Do?

Top Notch Fundamentals-Unit 1: Karaoke: What Do You Do?

Unit 2: About People

Goals: After Unit 2, you will be able to:

  1. Introduce people
  2. Tell someone your first and last name
  3. Get someone’s contact information

Lesson 1: Introduce people

Student’s Book Audioscripts: Page 13, Exercise 5, Listening Comprehension

Conversation One
A: Hi, Steve. This is Bruce. Bruce is my classmate.
B: Nice to meet you, Bruce.
C: Nice to meet you, Steve.
Conversation Two
A: Helen. This is Patty.
B: Hi, Patty.
C: Hi, Helen.
A: Patty’s my neighbor.
Conversation Three
A: Mario, this is my boss, Mr. Grant.
B: Hello, Mr. Grant. Nice to meet you.
C: Nice to meet you, Mario.
Conversation Four
A: Is Rob your classmate?
B: No, he isn’t. He’s my colleague.
Conversation Five
A: Mary, this is my friend, Carlos.
B: Hi, Carlos. Nice to meet you.
C: Nice to meet you, Mary.

Lesson 2: Tell someone your first and last name

Student’s Book Audioscripts: Page 14, Exercise 3, Listening Comprehension

1: What’s his first name? Circle his first name.
2: What’s her last name? Circle her last name.
3: What’s his title and his last name? Circle his title and his last name.
4: What’s their last name? Circle their last names.
5: What’s her first name? Circle her first name.
6: What’s her title? Circle her title.

Lesson 3: Get someone’s contact information

Student’s Book Audioscripts: Page 16, Exercise 5, Listening Comprehension

Conversation One
A: Ms. Peterson, what’s your first name?
B: Valerie.
A: That’s V-A-L-E-R-I-E?
B: That’s right.
A: And what’s your phone number?
B: 257-0843
A: Thank you. And how about your e-mail address?
B: It’s peterson five at hipnet dot com
Conversation Two
A: Last name?
B: Elyakin.
A: How do you spell that?
B: E-L-Y-A-K-I-N
A: Thank you. And your phone number?
B: 301-555-4500
Conversation Three
A: Mr. Quinn, What’s your phone number?
B: My phone number? It’s 338-2257.
A: And your first name is James?
B: Yes, it is.
A: J-A-M-E-S. Oh, and what’s your e-mail address?
B: It’s quinn 18 at hipnet dot com.
A: Thank you, Mr. Quinn.
Conversation Four
A: So your last name is Park, correct?
B: That’s right. P-A-R-K.
A: Thank you. And your phone number, Mr. Park?
B: 011-99-33-67

Extension & Review

Top Notch Fundamentals-Unit 2: Sit-Com

Top Notch Fundamentals-Unit 2: Street-interview

Top Notch Fundamentals-Unit 2: Song

Top Notch Fundamentals-Unit 2: Karaoke

Unit 3: Places and How to Get There

Goals: After Unit 3, you will be able to:

  1. Talk about locations
  2. Discuss how to get places
  3. Discuss transportation

Lesson 1: Talk about locations

Student’s Book Audioscripts: Page 20, Exercise 2, Listening Comprehension

1: a bank
2: a school
3: a pharmacy
4: a bookstore

Lesson 2: Discuss how to get places

Student’s Book Audioscripts: Page 23, Exercise 4, Listening Comprehension

1: Don’t drive to the restaurant. Take the bus.
2: Drive to the bank. Don’t walk.
3: Walk to the school. Don’t take the bus.
4: Don’t take the bus to the bookstore. Take a taxi.
5: Take the bus to the pharmacy. Don’t drive.

Lesson 3: Discuss transportation

Student’s Book Audioscripts: Page 24, Exercise 4, Listening Comprehension

1: I go by motorcycle to the restaurant.
2: I go by taxi to the pharmacy.
3: I go by moped to the bookstore.
4: I go by bus to the Morton School.
5: I go by train to New York.

Student’s Book Audioscripts: Page 25, Exercise 6, Listening Comprehension

1: I go home by car.
2: I go to work by subway.
3: I take the train to school.
4: I go to work by motorcycle.
5: I take the bus home.
6: I go to school by taxi.

Extension & Review

Top Notch Fundamentals-Unit 3: Sit-Com

Top Notch Fundamentals-Unit 3: Street-interview

Top Notch Fundamentals-Unit 3: Song

Top Notch Fundamentals-Unit 3: Karaoke

Unit 4: Family

Goals: After Unit 4, you will be able to:

  1. Identify people in your family
  2. Describe your relatives
  3. Talk about your family

Lesson 1: Identify people in your family

Student’s Book Audioscripts: Page 28, Exercise 3, Listening Comprehension

1: The boy? He’s my grandson.
2: She’s my wife.
3: They’re my sisters.
4: He’s my brother.
5: She’s my daughter.
6: The girls? They’re my granddaughters.

Lesson 2: Describe your relatives

Student’s Book Audioscripts: Page 30, Exercise 4, Listening Comprehension

Conversation One
A: What’s your husband’s name?
B: Renaldo.
A: Is he good-looking?
B Yes, he is.
Conversation Two
A: Who’s that?
B: Oh, that’s my daughter. She’s twelve.
A: She’s so cute!
B: Thank you.
Conversation Three
A: Are those your brothers?
B: Yup.
A: Oh, they’re so young!
B: Yeah, Mike’s sixteen. And Don’s only twelve.
Conversation Four
A: Who’s that?
B: That’s my son. He’s eighteen.
A: He’s very tall!
B: Yes, he is.
Conversation Five
A: Who’s that?
B: Oh, that’s my father. He’s an architect.
A: Really?
B: Yes. And he’s very short. Like me.
Conversation Six
A: Who are they?
B: They’re my sisters.
A: Oh, they’re so pretty!
B: I think so too.

Lesson 3: Talk about your family

Extension & Review

Top Notch Fundamentals-Unit 4: Sit-Com

Top Notch Fundamentals-Unit 4: Street-interview

Top Notch Fundamentals-Unit 4: Song

Top Notch Fundamentals-Unit 4: Karaoke

Unit 5: Events and Times

Goals: After Unit 5, you will be able to:

  1. Confirm that you’re on time
  2. Talk about the time of an event
  3. Ask about birthdays

Lesson 1: Confirm that you’re on time

Lesson 2: Talk about the time of an event

Student’s Book Audioscripts: Page 38, Exercise 2, Listening Comprehension

Conversation One
A: What time’s the dinner?
B: A quarter to eight.
A: A quarter to eight? Thanks.
Conversation Two
A: What time’s the dance? Eight o’clock?
B: Eight? No. It’s at nine o’clock.
A:Oh, OK. Thanks.
Conversation Three
A: What time’s the concert?
B: It’s at half past three.
A: Half past three? Are we late?
B: No. It’s only three o’clock.
Conversation Four
A: What time’s the game?
B: At noon. Don’t be late.
A: OK. See you at noon.
Conversation Five
A: What time’s the movie?
B: A quarter after nine.
A: A quarter after nine? Thanks. See you there.
Conversation Six
A: What time’s the party?
B: At midnight.
A: Midnight? Wow.

Student’s Book Audioscripts: Page 39, Exercise 6, Listening Comprehension

A: Oh good. You have your calendar.
B: Yeah. So what events are there this week?
A: Let’s see . . . Well on Thursday, there’s a school meeting at seven.
B: Meeting . . . at seven o’clock.
A: And this weekend there’s a party.
B: A party? That sounds good. When is it?
A: Saturday at six thirty.
B: At half past six? That’s early. Oh, look. On Friday there’s a dinner.
A: A dinner?
B: Yes. For the students.
A: Oh, right. What time?
B: At seven o’clock.
A: OK. Friday . . . dinner at seven. Is there a game on Friday?
B: No. There’s a game on Monday. At five thirty.
A: Five thirty. OK. You know, there’s also a concert this week. Maya Peters, the singer.
B: Nice! When is it?
A: Wednesday at a quarter after seven.
B: At seven fifteen?
A: Right.
B: How about a movie? Is there a movie this week?
A: Yes, there is. There’s a Jackie Chan movie on Tuesday at six thirty.
B: Jackie Chan? Great. Tuesday . . . half past six. So . . . that’s it?
A: That’s it. Sounds like a good week.

Lesson 3: Ask about birthdays

Student’s Book Audioscripts: Page 40, Exercise 4, Listening Comprehension

A: January sixteenth
B: April fourth
A: November eleventh
B: October twenty-first
A: May seventeenth
B: December second
A: February twenty-eighth
B: March fourteenth
A: June first
B: August thirty-first
A: September twelfth
B: July twenty-third

Extension & Review

Top Notch Fundamentals-Unit 5: Sit-Com

Top Notch Fundamentals-Unit 5: Street-interview

Top Notch Fundamentals-Unit 5: Song

Top Notch Fundamentals-Unit 5: Karaoke

Unit 6: Clothes

Goals: After Unit 6, you will be able to:

  1. Give and accept a compliment
  2. Ask for colors and sizes
  3. Describe clothes

Lesson 1: Give and accept a compliment

Lesson 2: Ask for colors and sizes

Student’s Book Audioscripts: Page 47, Exercise 5, Listening Comprehension

Conversation One
A: I really like that blue dress.
B: I do too.
Conversation Two
A: Do you need shoes?
B: No, actually I don’t. But I need a brown sweater.
Conversation Three
A: Does Matt need a blue suit for work?
B: Yes, he does.
Conversation Four
A: I’m sorry, sir. You need a tie in this restaurant.
B: Well, I don’t have one.
A: No problem. We have a nice red tie here for you.
B: That’s good. Thanks.
Conversation Five
A: I like this sweater. But it’s a small.
B: What size do you need, ma’am?
A: Actually, I need a large or an extra large.
B: No problem. What color?
A: Gray, please.
Conversation Six
A: I don’t think this store has my size. I need something very large.
B: What size do you need?
A: A 46.
A: Well, that IS large. But look over here. These black shoes are a 46.
B: Hmm. And I like them. Great!

Lesson 3: Describe clothes

Extension & Review

Unit 7: Activities

Goals: After Unit 7, you will be able to:

  1. Talk about morning and evening activities
  2. Describe what you do in your free time
  3. Discuss household chores

Lesson 1: Talk about morning and evening activities

Lesson 2: Describe what you do in your free time

Lesson 3: Discuss household chores

Student’s Book Audioscripts: Page 57, Exercise 7, Listening Comprehension

Conversation One
A: So, who does the household chores in your family?
B: We all do. My husband washes the dishes. My son does the laundry. My daughter
makes dinner. And I clean the house.
Conversation Two
A: Who does the chores in your family?
B: Well, I wash the dishes. And my brother does the laundry.
A: And what about your sister?
B: Oh, she never does chores.
Conversation Three
A: Who usually does the chores? You or your husband?
B: Me. I do everything.
A: Really?
B: I get up. He doesn’t. I make breakfast. I do the laundry.
A: Really?
B: And in the evening, I come home. I make dinner. And he watches TV.
Conversation Four
A: Do you do household chores?
B: Of course! Actually, we all do in my family.
A: That’s great! Who does what?
B: Well, my wife usually makes dinner and I wash the dishes. On weekends, I do the
laundry and she cleans the house. And our son washes the dishes on weekdays.

Extension & Review

Units 1-7 Review

Student’s Book Audioscripts: Page 60, Exercise 1, Listening Comprehension

Conversation One
A: Your name, please?
B: Jennifer Anderson.
A: Good morning, Ms. Anderson. Your occupation?
B: I’m a teacher.
Conversation Two
A: So tell me about your father. What does he do?
B: My father? Oh, he’s a doctor.
Conversation Three
A: Who’s that? Is she your sister?
B: Yes. That’s my sister, Nancy.
A: Is she an artist?
B: Yes, she is.
Conversation Four
A: Is your brother a student?
B: Actually, he’s a teacher now.
A: Really!
Conversation Five
A: So tell me about your grandparents.
B: Well, my grandfather’s an artist, and my grandmother is too.
Conversation Six
A: Who’s that in the photo?
B: That’s my neighbor.
A: She’s very pretty.
B: Yes. She is.

Student’s Book Audioscripts: Page 62, Exercise 9, Listening Comprehension

Conversation One
A: What’s your phone number?
B: It’s 845 82 28 009.
A: 845 82 28 009. Is that right?
B: That’s right.
Conversation Two
A: Please spell your name.
B: My first name or last name?
A: Last.
B: Sure. It’s Jonsen. J-O-N-S-E-N.
Conversation Three
A: Is that your son?
B: Yes.
A: How old is he?
B: He’s five.
A: He’s so cute!
Conversation Four
A: Excuse me. Where’s the Corner School?
B: The Corner School? It’s around the corner.
A: Around the corner?
B: Yes. The address is 12 West 12th Street.
Conversation Five
A: Excuse me. What time is it?
B: It’s a quarter to three.
A: A quarter to three?
B: That’s right.

Unit 8: Home and Neighborhood

Goals: After Unit 8, you will be able to:

  1. Describe your neighborhood
  2. Ask about someone’s home
  3. Talk about furniture and appliances

Lesson 1: Describe your neighborhood

Lesson 2: Ask about someone’s home

Lesson 3: Talk about furniture and appliances

Student’s Book Audioscripts: Page 67, Exercise 6, Listening Comprehension

Conversation One
A: I need a house or apartment in Paris in April.
B: April in Paris! Nice. Hmmm…. Well, we have a small one-bedroom apartment near a
A: What about the kitchen? My wife wants a large kitchen.
B: A large kitchen? Hmm… Oh OK. We have a two-bedroom house with a large kitchen.
Is that OK?
A: Great.
Conversation Two
A: We need a house in Buenos Aires in February. What’s available?
B: We have two houses available then. How many bedrooms do you need?
A: We need a second bedroom for our son.
B: I have a nice two-bedroom house with two bathrooms. Is that OK?
A: Perfect.
Conversation Three
A: Do you have an apartment available in Tokyo in September?
B: Is a one-bedroom OK?
A: Yes. That’s fine.
B: Well, I have two one-bedrooms available. Do you need a large kitchen?
A: Not really. But what about closets?
B: Well, I have one with a large closet. But it has a small kitchen.
A: That’s fine.
Conversation Four
A: What’s available in Montreal in July?
B: We have a two-bedroom apartment with a balcony.
A: Actually, we want a house.
B: OK, let’s see. Oh, we also have a two-bedroom house. And it has a small garden.
A: That sounds great!

Student’s Book Audioscripts: Page 68, Exercise 2, Listening Comprehension

Conversation One
A: Is that stove new?
B: No. It’s about five years old.
A: But it looks new.
B: Really?
Conversation Two
A: That’s an old computer!
B: I know. I need a new one.
Conversation Three
A: Do you like my green sofa?
B: Well . . . It’s OK I guess.
Conversation Four
A: I need to brush my hair. Do you have a mirror?
B: Yeah. Just go upstairs and turn left.
Conversation Five
A: Where’s your microwave?
B: Over there, on the counter.
A: Thanks.
Conversation Six
A: Where’s Susan’s phone number?
B: It’s on the table downstairs. Near the chairs next to the window.
A: Thanks.

Extension & Review

Unit 9: Activities and Plans

Goals: After Unit 9, you will be able to:

  1. Describe today’s weather
  2. Ask about people’s activities
  3. Discuss plans

Lesson 1: Describe today’s weather

Student’s Book Audioscripts: Page 72, Exercise 3, Listening Comprehension

Report One
Good morning, Cali. This is your English language weather forecast for today. The
weather is great today, if you like it hot! The temperature right now is 35 degrees, and
it’s nice and sunny.
Report Two
Hello from Madrid in the heart of Spain. Today’s weather is a nice and warm 30 degrees.
But it’s a little windy this morning so take a light sweater with you. Tune in again this
afternoon for your Madrid weather update.
Report Three
This is Tim Sellers with today’s Seoul weather report. Seoul weather is unusually cool for
this time of the year. The temperature is 10 degrees, but it’s sunny.
Report Four
Good afternoon from Dubai in the United Arab Emirates. This is your two o’clock
weather report. It’s an hot and uncomfortable 33 degrees at this hour in Dubai, and it’s
Report Five
Hello again. Michaela Soros here with today’s Montreal weather. The weather every day
this week is cold. It’s snowing hard right now and the temperature is a cold 1 degree. A
tip for Montrealers: Don’t drive today. We suggest public transportation, and reports are
that trains and busses are running normally.

Lesson 2: Ask about people’s activities

Student’s Book Audioscripts: Page 75, Exercise 6, Listening Comprehension

Conversation One
A: Hello?
B: Hi, Sara. It’s me. Are you working?
A: Working? No way. It’s Saturday. I’m watching TV.
Conversation Two
A: Hello?
B: Hi, Dan. It’s Bret. What’s up?
A: Not much. I’m just washing the dishes.
B: Want to go to the movies later?
Conversation Three
A: Eva! What are you doing here?
B: Me? I’m going shopping. I need a sweater. What about you?
A: Just meeting my mom.
Conversation Four
A: Hello?
B: Hi, Paul. Can you talk?
A: Sure. I’m just reading.
Conversation Five
A: Hello. Marla here.
B: Marla? Ben. Are you in the car?
A: Yes. I’m driving home. I can’t talk right now.
B: No problem. Call me when you’re home, OK?
A: Sure.

Lesson 3: Discuss plans

Extension & Review

Unit 10: Food 

Goals: After Unit 10, you will be able to:

  • Lesson 1: Discuss ingredients for a recipe.
  • Lesson 2: Offer and ask for foods.
  • Lesson 3: Invite someone to join you at the table.

Lesson 1: Discuss ingredients for a recipe

Student’s Book Audioscripts: Page 80, Exercise 2, Listening Comprehension

Conversation One
A: Let’s see. I have oranges, lemons, bananas. What do you like?
B: Hmm. I really like oranges. I guess I’ll have an orange.
Conversation Two
A: Where are you going?
B: To the supermarket. We need onions.
A: Actually, we need potatoes too.
B: Oh yeah I forgot. Thanks!
Conversation Three
A: What are you making?
B: Nothing special. Just some eggs.
A: That’s all?
B: Well, actually I’m making some potatoes, too.
Conversation Four
A: I really want bananas for breakfast tomorrow.
B: Well, the bananas are right over there.
A: Where?
B: Next to the apples.
Conversation Five
A: Excuse me. Where are the onions?
B: Onions? They’re on the right… next to the oranges and lemons.
A: Oh! And I need some peas too.
B: Peas are between the potatoes and the onions.
A: Thanks!

Lesson 2: Offer and ask for foods

Lesson 3: Invite someone to join you at the table

Extension & Review

Student’s Book Audioscripts: Page 86, Exercise 3, Listening Comprehension

Good morning. This is Alexis Allen with today’s radio recipe. Do you have your pencils
ready? OK, let’s begin.
Today’s recipe is for pasta with garlic and olive oil.
These are the ingredients: 4 cloves of garlic; 6 tablespoons of olive oil, and 1 box of
Here are the steps:
1 Cook the pasta in a large pot of water.
2 Drain the pasta into the sink.
3 Cut the garlic into small slices.
4 Cook the garlic in oil.
5 Put the pasta and the garlic in a bowl. Add salt and pepper if you like.
Enjoy! Tomorrow I’ll have another delicious recipe for you.
This is Alexis Allen with your radio recipe for today.

Unit 11: Past Events

Goals: After Unit 11, you will be able to:

  • Lesson 1: Tell someone about a past event.
  • Lesson 2: Describe past activities.
  • Lesson 3: Talk about outdoor activities.

Lesson 1: Tell someone about a past event

Student’s Book Audioscripts: Page 88, Exercise 2, Listening Comprehension

1: nineteen thirty
2: twenty sixteen
3: nineteen sixty-seven
4: twenty twenty-one

Student’s Book Audioscripts: Page 89, Exercise 6, Listening Comprehension

Conversation One
A: How was the party last night?
B: It was nice.
A: Were there a lot of people?
B: Yes, there were.
Conversation Two
A: When was your birthday?
B: It was last month.
A: Really? Mine was too! What day was yours?
B: The first. What about yours?
A: The 15th.
Conversation Three
A: So when was your game?
B: The day before yesterday.
A: How was it?
B: Great! There were a lot of people there.
A: That’s terrific! Sorry I wasn’t there too.

Lesson 2: Describe past activities

Lesson 3: Talk about outdoor activities

Student’s Book Audioscripts: Page 92, Exercise 3, Listening Comprehension

Conversation One
A: Where’s Rosalie?
B: I’m not sure. She said she wanted to go for a drive.
A: Well she didn’t. Her car’s still here.
B: Well maybe she went for a walk. The weather’s great. And she loves to walk.
A: Oh, you’re right. I see her on the street in front of the house.
Conversation Two
A: Want to go to the beach?
B: Sure. But I don’t want to go swimming. I want to relax. I went running this morning.
A: That’s fine. You can just sit and read if you want. But I’m going swimming.
B: Sounds like a plan to me. What time?
A: How’s noon?
B: Great.
Conversation Three
A: I’d like to go bike riding. What about you?
B: Hmm. I went bike riding yesterday. What about a run?
A: Actually, I went running this morning.
B: So what would you like to do?
A: Let’s just go for a walk. That’s always nice.
Conversation Four
A: I’d really like to go swimming. Want to come along with me?
B: I’d like to but I’m working this afternoon.
A: But today’s Saturday. I thought you only worked from Monday to Friday.
B: I usually do. But this week I didn’t work on Tuesday or Wednesday.
A: How come?
B: I went bike riding with my cousin. So I’m working today to make up the time.

Extension & Review

Unit 12: Appearance and Health 

Goals: After Unit 12, you will be able to:

  • Lesson 1: Describe appearance.
  • Lesson 2: Show concern about an injury.
  • Lesson 3: Suggest a remedy.

Lesson 1: Describe appearance

Student’s Book Audioscripts

Page 96, Exercise 3, Listening Comprehension
Conversation One
A: What does he look like?
B: Well, he has short, dark hair. And a mustache.
A: Is he good-looking?
B: I think so
Conversation Two
A: What does she look like?
B: Well, she has short, straight, gray hair.
A: Is she old?
B: No. She’s isn’t very old . . .
A: Ah.
Conversation Three
A: What does she look like?
B: She has long, straight hair.
A: What color? Blonde? Brown?
B: Blonde.
Conversation Four
A: What does he look like?
B: He has curly, gray hair.
A: Gray hair?
B: Yes. And he has a beard
Conversation Five
A: What does she look like?
B: She has long, curly hair.
A: Light or dark?
B: She has dark hair. And she’s very pretty.

Lesson 2: Show concern about an injury

Student’s Book Audioscripts

Page 99, Exercise 4, Listening Comprehension
Conversation One
A: Cindy, are you OK?
B: Oh this? It’s nothing. I burned my arm last Tuesday.
A: Are you sure?
B: Oh yeah. I’m fine.
Conversation Two
A: Hi, George. How are you?
B: Not so good. I hurt my shoulder yesterday.
A: Oh, that’s too bad.
B: Thanks.
Conversation Three
A: What happened to Nicole?
B: She broke her finger last week.
A: Is she OK?
B: I think so.
Conversation Four
A: Robert, what happened?
B: What?
A: Your face.
B: Oh this. I cut my chin. I always cut my chin when I shave. It’s nothing.
Conversation Five
A: How’s your grandmother?
B: Well, actually she fell down this morning in the kitchen.
A: Oh, no!
B: Yeah. But she’s OK.
A: Well, that’s good.
Conversation Six
A: Why isn’t Stewart here today?
B: Well, actually he went to the doctor. He burned his hand on the stove this morning.
A: Really? That’s too bad. I hope he’s OK.

Lesson 3: Suggest a remedy

Student’s Book Audioscripts: Page 101, Exercise 5, Listening Comprehension

Conversation One
A: I don’t feel well.
B: What’s wrong?
A: I have a headache.
B: Oh, that’s too bad. You should take something.
A: I know. Thanks.
Conversation Two
A: What’s wrong?
B: I have a backache.
A: Really? A backache? You should lie down.
B: Good idea.
Conversation Three
A: I really don’t feel well.
B: What’s wrong?
A: I have a stomachache and a fever.
B: A stomachache and a fever?
A: Yes. I feel terrible.
B: I’m so sorry to hear that. You should see a doctor.
Conversation Four
A: (sneezes)
B: Bless you! Are you OK?
A: Sorry. I have a cold.
B: You should take something.
A: You think so?
B: Yes. Poor thing.
Conversation Five
A: What’s wrong?
B: I have a sore throat.
A: Well, you should have some tea.
B: Good idea.
Conversation Six
A: What’s wrong?
B: I have a toothache.
A: What? You have a headache?
B: A toothache.
A: A toothache! Ow! You should see a dentist.
B: OK.

Extension & Review

Unit 13: Abilities and Requests

Goals: After Unit 13, you will be able to:

  • Lesson 1: Express a wish.
  • Lesson 2: Politely decline an invitation.
  • Lesson 3: Ask for and agree to do a favor.

Lesson 1: Express a wish

Lesson 2: Politely decline an invitation

Lesson 3: Ask for and agree to do a favor

Student’s Book Audioscripts: Page 109, Exercise 4, Listening Comprehension

Conversation One
A: Hi, Mark. What’s wrong?
B: I’m freezing!
A: Actually, it is a little cold in here.
B: Could you close the window, please?
A: Oh yeah, sure.
Conversation Two
A: Mmm! What’s for dinner?
B: Chicken and rice.
A: Yum! You sure can cook.
B: Thanks. Could you turn off the stove?
A: Sure.
Conversation Three
A: Hi, Ellen. What are you doing?
B: Oh, hi, Andy. I’m fixing this lamp.
A: Need any help?
B: No, but thanks. . . Well, actually, could you please hand me my glasses?
Conversation Four
A: Where were you?
B: I went shopping.
A: Look at all those things! Can I help you?
B: Actually, could you please open the door?
A: My pleasure.
Conversation Five
A: Hi, Becky. What are you knitting?
B: A sweater. But I can’t knit very well.
A: Well, I can. Do you need help?
B: Yes, please! Could you help me?
A: Of course.

Extension & Review

Unit 14: Life Events and Plans

Goals: After Unit 14, you will be able to:

  • Lesson 1: Get to know someone’s life story.
  • Lesson 2: Discuss plans.
  • Lesson 3: Express for the future.

Lesson 1: Get to know someone’s life story

Student’s Book Audioscripts: Page 112, Exercise 4, Listening Comprehension.

A: Good morning. This is It’s Your Life, the radio program that brings you interesting life
stories of people who live in beautiful Boston and other US cities. This morning we’re
talking to Graciela Boyd, who lives here in Boston. Ms Boyd, thanks for talking to us at
“It’s Your Life.”
B: You’re quite welcome. The pleasure is mine.
A: Let’s start with your first name. That’s a Spanish name, isn’t it?
B: That’s right. My mom is from Costa Rica and her name is Graciela, and her mother’s
name was Graciela too. I guess the name Graciela is a family tradition now.
A: Were you born in Costa Rica?
B: No. Actually, I was born in London. My mother went there to teach Spanish at a
British university. My dad is British—he was a Spanish teacher at the same university.
They got married and she stayed. So I was born in London.
A: Very interesting. So when did you come to the US, Ms Boyd?
B: The family moved here when I was four years old. My mother and father both teach at
a university here in Boston. My little brother Max was born here.
A: So you grew up here in Boston. That’s why you sound like an American.
B: True.
A: And finally: Where did you go to school?
B: Here in Boston. Right now I’m studying at Harvard University—I’m graduating in May.
Then I’m going to medical school. I want to be a doctor.
A: That’s great! Congratulations! And thanks for taking time to talk with us at “It’s Your

Lesson 2: Discuss plans

Student’s Book Audioscripts: Page 114, Exercise 2, Listening Comprehension

Conversation One
A: Hello?
B: Hi, Charlie. Sarah. What are you doing?
A: Actually, not much. I’m just sitting here looking out the window.
Conversation Two
A: Hello?
B: Hi, Rachel. This is Clark. What’s up?
A: Oh, hey! My friends Claire and Mallory are here. We’re just sitting around.
Conversation Three
A: Hello. Pete here.
B: Hi, Pete. Ken. Ella said you called.
A: Oh, yeah. Thanks for calling back. Joanne and I are going fishing on Saturday. Do
you and Ella want to come too?
B: That sounds great!
Conversation Four
A: [sleepily] Hello.
B: Hi, Barbara. Mom here. Are you busy?
A: Hi, Mom. What time is it?
B: One o’clock. Are you still in bed?
A: Yeah, mom. I got home really late last night.
Conversation Five
A: Hello?
B: Hi, Harvey. Where are you?
A: Actually, we’re in the car. We’re driving all the way to New York. The kids are both
with us.
B: Wow! When are you coming back?
A: In about two weeks.

Lesson 3: Express for the future

Student’s Book Audioscripts: Page 116, Exercise 3, Listening Comprehension

1: I met Kevin last year at a party. I think he’s a wonderful man and I really want to be
his wife.
2: I’m a lawyer but I don’t like my work. Next month I’m going to study education. In two
years, I think I can get a job as a teacher at the law school.
3: I’m tired of working. I want to spend my free time at home, and my husband and I
want to travel. It’s just not possible to do that while I’m working.
4: My wife and I got married last year. We have a big house because we want a large

Extension & Review

Units 8-14 Review

Student’s Book Audioscripts: Page 120, Exercise 1, Listening Comprehension

Conversation One
A: So where do you live?
B: Me? I live in an apartment building on Center Street.
Conversation Two
A: What do you do?
B: I’m a writer.
A: Do you have an office?
B: Not really. I work at home in my apartment.
Conversation Three
A: Where do you live?
B: I live in an apartment building on Sutton Place.
A: And is your office near your home?
B: Yes. The office building is right around the corner from the train station.
Conversation Four
A: Are you a teacher?
B: Well, actually, yes I am.
A: Where do you teach?
B: At the airport. We have a class for pilots there, near their work.
A: How interesting!
Conversation Five
A: Are you a chef?
B: Yes, I am. But I don’t work in a restaurant.
A: Really? Where do you work?
B: I work at the Eastside Hospital.
A: You work at a hospital?
B: Yes, I’m the chef in the hospital kitchen. We cook for the patients and doctors.
Conversation Six
A: Where does your daughter live?
B: My daughter? She and her husband live in Canada.
A: Really? What do they do?
B: They’re both doctors. They have a big house and their office is in the house.

Student’s Book Audioscripts: Page 123, Exercise 10, Listening Comprehension

Conversation One
A: What a beautiful day!
B: It is. But it’s a little hot.
A: Really? It’s never too hot for me!
Conversation Two
A: When did your mother see the doctor?
B: Last week.
A: What did he say?
B: He said she was much better.
Conversation Three
A: What are you doing?
B: Right now? I’m washing the dishes.
Conversation Four
A: What are your kids doing on Saturday?
B: They’re going camping.
Conversation Five
A: Are you going to leave for the airport at four?
B: Yes. Do you think that’s too late?
Conversation Six
A: Where were his parents born?
B: In Vietnam.


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Top Notch 2 – Second Edition

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Summit 1 – Second Edition

Summit 2 – Second Edition

5 thoughts on “Top Notch Fundamentals-Second Edition”

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