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LEARNING STRATEGIES

For the teacher

The following learning strategies activities are intended to help students become
effective learners of English. These strategies may be used as a way to prepare
students for the corresponding activities in the Student’s Book. However, since they are
intended to teach students to become effective learners, they may also be applied to
other Student’s Book activities.

The strategies included in Top Notch Fundamentals are:

• Vocabulary building
- associating new and old words
- auditory representation
- categorizing
- personalization
- using words in real-life contexts

• Reading
- inference
- noting details
- predicting
- recalling main ideas
- scanning
- summarizing information
- taking notes
- using context to understand meaning
- using prior knowledge

• Listening
- focusing attention
- predicting
- preparing to listen

• Conversation
- active participation
- clarifying information
- declining and giving excuses
- grouping numbers
- showing sympathy

• Grammar
- contextualizing new language

The following are the suggested points in the units when students can do each activity:

UNIT 1 Auditory representation

- After Exercise 1, Vocabulary, on page 6

Top Notch Fundamentals, Second Edition For the Teacher

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UNIT 2 Personalization
- After Exercise 1, Vocabulary, on page 12

Clarifying information
- After Exercise 2, Rhythm and Intonation, on page 15

Grouping numbers
- After Exercise 2, Rhythm and Intonation, on page 17

UNIT 3 Personalization
- After Exercise 1, Vocabulary, on page 20

Scanning
- Before Exercise 1, Reading, on page 26

UNIT 4 Focusing attention

- Before Exercise 4, Listening Comprehension, on page 30

Recalling main ideas

- Before Exercise 1, Reading, on page 34

UNIT 5 Focusing attention

- Before Exercise 2, Listening Comprehension, on page 38

Personalization
- After Exercise 5, Pair Work, on page 40

Contextualizing new language

- After Exercise 7, Grammar Practice, on page 41

Scanning
- Before Exercise 1, Reading, on page 42

UNIT 6 Using words in real-life contexts

- After Exercise 2, Pair Work, on page 46

Inference
- Before Exercise 1, Reading, on page 50

UNIT 7 Auditory representation

- After Exercise 1, Vocabulary, on page 52

Personalization
- After Exercise 1, Vocabulary, on page 56

Top Notch Fundamentals, Second Edition For the Teacher

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Taking notes
- Before Exercise 1, Reading, on page 58

UNIT 8 Using words in real-life contexts

- After Exercise 1, Vocabulary, on page 64

Preparing to listen
- Before Exercise 6, Listening Comprehension, on page 67

Active participation
- Before Exercise 3, Pair Work, on page 67

Associating new and old words

- After Exercise 1, Vocabulary, on page 68

Taking notes
- After Exercise 2, Reading Comprehension, on page 70

UNIT 9 Using words in real-life contexts

- After Exercise 1, Vocabulary, on page 72

Noting details
- After Exercise 1, Reading, on page 78

UNIT 10 Categorizing
- After Exercise 6, Vocabulary, on page 83

Using context to understand meaning

- Before Exercise 1, Reading, on page 86

UNIT 11 Preparing to listen

- Before Exercise 6, Listening Comprehension, on page 89

Active participation
- After Exercise 2, Rhythm and Intonation, on page 93

Taking notes
- Before Exercise 1, Reading, on page 94

UNIT 12 Predicting
- Before Exercise 3, Listening Comprehension, on page 96

Auditory representation
- After Exercise 1, Vocabulary, on page 100

Top Notch Fundamentals, Second Edition For the Teacher

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Showing sympathy
- After Exercise 2, Rhythm and Intonation, on page 101

Predicting
- Before Exercise 1, Reading, on page 102

UNIT 13 Declining and giving excuses

- After Exercise 2, Rhythm and Intonation, on page 107

Using prior knowledge

- Before Exercise 1, Reading, on page 110

UNIT 14 Focusing attention

- Before Exercise 4, Listening Comprehension, on page 112

Summarizing information
- After Exercise 2, Reading Comprehension, on page 118

Top Notch Fundamentals, Second Edition For the Teacher