Speaking Activity 1 GROUP WORK
UNIT 10 LESSON 1
Target Language Materials
One copy of the worksheet (game board)
Comparatives and superlatives for each group of students; a coin for
tossing
PREPARATION (3–5 minutes)
Draw three boxes of increasing size on the
board. Label the smallest one A, the middle
one B, and the largest one C. Ask students to
describe them using the adjective big. Elicit
appropriate sentences. (For example, B is bigger
than A. C is bigger than B. C is the biggest of the
three.)
Tell students that each box is a house.
Ask them to think about which is more
comfortable to live in. Elicit appropriate
sentences. (For example, B is more comfortable
than A. C is more comfortable than B. C is the
most comfortable of the three.)
Remind students that they can use less and least
in the same way they use more and most, but
with an opposite meaning.
PROCEDURE (10–15 minutes)
Put students in groups of three. Give each
group a copy of the game board. Explain the
game: Students take turns tossing the coin
onto the game board. (Have them flip the coin
or shake it in their cupped hands first, to ensure
a random toss.)
Top Notch 1, Third Edition
Board game
If the coin lands “heads up,” the student must
make a sentence using the comparative form of
the word; if it lands “tails up,” he or she must
use the superlative form.
If the coin lands between two wedges, the
student should use the word from the wedge
where the major part of the coin lies. If it’s
exactly in between, he or she should toss again.
If the coin misses the game board altogether,
the student loses his or her turn.
Other group members judge the sentences.
Award one point for each correct sentence.
Set a time limit. At the end of the allotted time,
the player with the most points wins.
Go around the room as students are playing,
helping to judge the sentences.
OPTIONS / ALTERNATIVES (8–10 minutes)
Follow the rules above, but have the student
tossing the coin form a question. The next
player in the group must answer the question.
Give one point for a correct question and one
point for a correct answer.
Copyright © 2015 by Pearson Education, Inc.
LESSON PLAN 1
 Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

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UNIT 10, SPEAKING ACTIVITY 1

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Top Notch 1, Third Edition

 Speaking Activity 2 PAIR WORK Fluency cards
UNIT 10 LESSON 2

Target Language Materials

One copy of the worksheet cut into 12
Too and enough
cards for each pair of students

PREPARATION (2–3 minutes) Answer Key

Answers will vary. Some possible
Mime sweating and fanning yourself with a book. Say It’s too
answers:
hot / warm in the classroom. It’s not cool enough.
1. The car is too noisy; too loud;
Write on the board several pairs of adjectives; for example, not quiet enough.
young / old, small / big. Have students make sentences using
the adjectives and too / enough. 2. The thief is too slow; not fast
enough. The policeman is fast
enough.
PROCEDURE (10–15 minutes) 3. The radio is too big; too heavy;
not light enough; not small
Divide students into pairs. Give each pair a set of the enough.
fluency cards. Have students shuffle the cards and put them
4. The chairs are too light; not
facedown.
heavy enough. The weather /
Explain the task: Students take turns turning over a card and day is too windy.
making as many sentences as he or she can, using too or
5. The ring is too small; not big
enough to describe what is pictured on the card.
enough. The finger is too big;
Award one point for each correct sentence. When the not small enough.
student can’t make any more sentences, the next student 6. The coat is too big; not small
draws another card and continues. enough.
When all the cards have been used, the student with the 7. The movie is too boring; not
most points is the winner. interesting enough.
8. The sauce is too hot; too spicy.
OPTIONS / ALTERNATIVES (3–5 minutes) 9. The water is too cold; not hot /
warm enough.
Have selected pairs share their sentences with the class. 10. The jacket is too expensive; not
cheap enough.
11. The boy is too short; not tall Copyright © 2015 by Pearson Education, Inc.
enough.
12. The man is / got there too
late. He didn’t get there early
enough.

Top Notch 1, Third Edition LESSON PLAN 3

 Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

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UNIT 10, SPEAKING ACTIVITY 2

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Top Notch 1, Third Edition

 Speaking Activity 3 GROUP WORK Discussion
UNIT 10 LESSON 3

Target Language Materials

Tipping customs, should and don’t One copy of the worksheet for
have to each student

PREPARATION (2–3 minutes) Answer Key

1. In Italy, you should tip a
Write on the board should, don’t have to.
restaurant server.
Ask students questions about tipping customs in this 2. In New Zealand, you don’t
country. For example, ask Do you have to tip a bus driver in have to tip a restaurant server.
this country? Ask students to answer in a full sentence using
either should or don’t have to. (For example, Yes. You should 3. In the United States, you
tip a bus driver. OR No. You don’t have to tip a bus driver.) should tip a taxi driver.
4. In Brazil, you don’t have to tip
a taxi driver.
PROCEDURE (5–10 minutes)
5. In Canada, you should tip a
baggage porter.
Put students in groups of three. Give each student a copy
of the worksheet. Go over the occupations on the cards, 6. In Australia, you should tip a
reviewing or explaining unfamiliar occupations. baggage porter.
Explain that students are going to imagine themselves 7. In Poland, you should tip the
visiting each foreign country. They must decide in each hotel maid.
situation whether or not to tip the person. 8. In Australia, you should tip the
The first student chooses one of the occupations at random hotel maid.
and makes a sentence about tipping in the country 9. In the United Arab Emirates,
specified. If it’s a should sentence, the student circles the you don’t have to tip the flight
drawing; if it’s a don’t have to sentence, the student puts an attendant.
✗ over the picture.
10. In Korea, you don’t have to tip
If the next student agrees, he or she repeats the sentence. the tour guide.
If not, he or she makes the opposing sentence. He or she 11. In Malaysia, you don’t have to
then marks the square accordingly.
tip the shoeshine person.
The third student does the same. Then the round is over. 12. In Japan, you don’t have to tip
Rotate the starting role and begin the next round. the coat check person.
13.–15. Answers will vary. Copyright © 2015 by Pearson Education, Inc.
When all the squares have been marked, have students
review the Reading on page 116 in the Student’s Book to
check their work.
Read the answer key aloud. Award one point for each
correct answer. (You can either copy the answer key or make
another copy of the picture page for each group, mark it
with the appropriate ✗’s and circles, and distribute one to
each group.)

Top Notch 1, Third Edition LESSON PLAN 5

 1. 2. 3.

New Zealand /
Italy / restaurant server restaurant server United States / taxi driver
4. 5. 6.

Brazil / taxi driver Canada / baggage porter Australia / baggage porter

7. 8. 9.
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

United Arab Emirates /

Poland / hotel maid Australia / hotel maid flight attendant
10. 11. 12.

Korea / tour guide Malaysia / shoeshine person Japan / coat check person
13. 14. 15.

(Your own country) / (Your own country) / (Your own country) /

theater usher hairdresser fast-food server

6 UNIT 10, SPEAKING ACTIVITY 3 Top Notch 1, Third Edition

 Speaking Activity 4 PAIR WORK Information-gap discussion
UNIT 10 LESSON 4

Target Language Materials

One copy of the worksheet cut in half for
Bargaining
each pair of students

The seller must get more than the I paid price

PREPARATION (2–3 minutes)
in order to make a profit. The point is to get as
much profit as possible.
Review the language for bargaining. Draw a
rug on the board and write $250 next to it. After the item has been sold, the seller writes
down the selling price on the I got section.
Model the activity with a more advanced
The seller then figures out his or her profit by
student. You’re the customer and the student
subtracting the I paid price from the I got
is the salesperson. Role-play bargaining for a
price to get the I made amount. The seller
lower price. For example:
should also enter each I made amount in
A: How much do you want for the rug?
the right-hand column.
B: $250.
A: That’s a lot more than I want to pay. After all items have been bought / sold, players
I can give you ($150). OR How about add up their profits to reach the total profits.
($150)? The player with the most total profit is the
winner.
Continue the role play until both agree on
a price.
OPTIONS / ALTERNATIVES (3–5 minutes)
PROCEDURE (10–15 minutes)
After the game, have students compare their
pictures, looking at the original price of each
Divide students into pairs. Give each student
item and what they paid for these items.
one half of the worksheet.
Have students report on their purchases,
Explain the game: Students are furniture
saying I got a great / bad deal, I saved a lot of
dealers. The prices they originally paid for
money, or I paid too much.
the goods in their shops are listed below the
pictures of the items.
Students take turns bargaining for the items on
their I need lists. They each begin with $300
and must buy all the items on the list.

Copyright © 2015 by Pearson Education, Inc.

Top Notch 1, Third Edition LESSON PLAN 7

 STUDENT A

floor lamp armchair

I paid $25. I paid $100. I need . . .
small rug
I got $__________. I got $__________.
bed
I made $__________. I made $__________. night table
1. 2.
dresser

I made:
1. $__________
large rug TV table 2. $__________
3. $__________
I paid $50. I paid $35.
4. $__________
I got $__________. I got $__________.
TOTAL: $__________
I made $__________. I made $__________.
3. 4.
Copyright © 2015 by Pearson Education, Inc. Permission granted to reproduce for classroom use.

small rug bed

I need . . .
I paid $20. I paid $120.
floor lamp
I got $__________. I got $__________. armchair
I made $__________. I made $__________. large rug
1. 2. TV table

I made:
1. $__________
night table dresser 2. $__________
I paid $30. I paid $40. 3. $__________
4. $__________
I got $__________. I got $__________.
TOTAL: $__________
I made $__________. I made $__________.
3. 4.
STUDENT B

8 UNIT 10, SPEAKING ACTIVITY 4 Top Notch 1, Third Edition