Summit Second Edition Level 1 - Pearson English
Summit 2, Second Edition
Unit-by-Unit CEF Correlations
Summit 1 and 2 are the high-intermediate and advanced levels of Top Notch: English for Today’s World.
Summit 2 uses highly original approaches to familiar topic areas as a springboard for graded instruction in both discrete and integrated training in listening, speaking, reading, and writing. Grammar and vocabulary development grow naturally from the topics, situations, and communication goals.
Summit 2 covers C1 level of CEF.
Listening includes recorded dialogues, discussions, arguments, presentations, factual radio talks, and radio advertisements. Topics include both concrete events and abstract ideas. Listening strategies include listening for gist, for information, for evidence supporting information or opinion, and for analysis of attitude.
Reading texts include different formats, such as encyclopaedias, letters, advertisements, charts, maps, graphs, internet message boards, and factual and opinion articles from magazines and newspapers. Reading strategies include reading for gist, critical thinking, analysis for note making and for summarizing.
Speaking activities include pair, group, and class discussions, debates, presentations on experiences, attitudes, and opinions. Communication goals are defined in each unit.
Writing activities include instruction in note making, paragraph construction (including the use of topic sentences), use of linking devices to link paragraphs, layout of formal letters, error avoidance and correction. Writing tasks include descriptions, biographies, articles, letters to newspapers, summaries, and critiques of articles.
Top Notch and Summit Full Course Correlation with International Standards and Exams
|LEVEL |CEF |ALTE |UCLES |IELTS |
|Lesson Goals |1 Explain your life choices and plans | |C1 | |
| |2 Describe someone’s continuing activities | | | |
| |3 Share your dreams and goals in life | | | |
| |4 Describe your job qualifications and experience | | | |
|Grammar |The present perfect for past events related to the present |5 |C1 | |
| |The present perfect and the present perfect continuous for | | | |
| |unfinished or continuing actions |6 | | |
|Reading |I can read the contents page of an online magazine for travelers. |2 |C1 |Scanning |
| |I can understand a conversation about career change. | | | |
| |I can read a website article about what a scientist has done and |3 | |Explaining idioms |
| |has been doing and express and support an opinion. | | | |
| |I can read eight short texts describing continuing activities. |6 | |Commenting on ideas in text |
| |I can read a biography of Jane Goodall and confirm content. | | | |
| |I can read a job advertisement. | | |Asking, answering; pair work |
| |I can read two resumés. |7 | |Summarizing events in a chart |
| | | | |Discussing experience, qualifications, |
| | |8 | |and suitability for job |
| | | | | |
| | |10 | | |
| | |11 | | |
|Speaking |I can talk about different articles. |2 |C1 |Group discussion |
| |I can explain why I would select an article to read first. |2 | | |
| |I can discuss coloration of zebras and penguins. | | | |
| |I can say why I admire a famous person. |3 | |Critical thinking |
| |I can explain my life choices and plans. | | | |
| |I can describe continuing activities. |3 | |Pair work |
| |I can ask my partner about dreams and life goals. |5 | |Using prepared notes |
| |I can deliver a presentation about my partner. |7 | |Supporting references |
| |I can comment on a candidate’s qualifications, experiences, and job|9 | |Pair information exchange |
| |suitability. | | |Public speaking in class. |
| | |9 | | |
| | | | | |
| | |10 | | |
|Listening |I can understand a conversation about life choices and summarize |4 |C1 |Key vocabulary |
| |the speakers’ situations. | | | |
| |I can understand an interview and take notes of qualifications and | | | |
| |experience. |10 | |Note making |
|Writing |I can write a one-page biography of a classmate. |7 |C1 |Publishing for other learners |
| |I can use clustering techniques to organize and write a biography. | | |Self check |
| | |12 | | |
|Unit 2 |Can-Do Statements |Page |CEF |Learning and Exam skills |
|Lesson Goals |1 Discuss the social uses of lying | |C1 | |
| |2 Express regret and take responsibility | | | |
| |3 Discuss ways to help people in need | | | |
| |4 Tell a story with a “moral” | | | |
|Grammar |Adjective clauses |17 |C1 | |
|Reading |I can understand illustrated proverbs. |14 |C1 |Classifying into themes |
| |I can understand a conversation about refusing requests. |15 | | |
| |I can read an article about lying and relate it to personal | | | |
| |experience. |16 | |Commenting; personalizing content |
| |I can complete a questionnaire about responsibility. | | | |
| |I can read a short story about a newlywed couple and associate |19 | | |
| |ideas. | | |Noting words and actions |
| |I can read two moral fables. |22 | |Finding, discussing, and commenting on |
| | | | |“moral” of story |
| | |23 | | |
|Speaking |I can discuss asking for favors. |15 |C1 |Pair work |
| |I can discuss situations in which people lie. |16 | |Commenting and supporting opinions |
| |I can discuss the social uses of lying. | | | |
| |I can role-play a conversation to express regret and take |17 | | |
| |responsibility. |19 | | |
| |I can discuss people I admire or have compassion for. | | |Presentation from notes |
| | |21 | | |
|Listening |I can understand people apologizing and taking or avoiding |18 |C1 |Interpreting statements |
| |responsibility and infer information. | | | |
| |I can follow and summarize a radio program about helping others. | | | |
| | |20 | |Checklist; comprehension; summarizing |
|Writing |I can make notes and write three examples about lying. |17 |C1 |Organizing ideas |
| |I can work in a group to write a fable with a moral. | | | |
| |I can describe an event from which I learned a lesson. |23 | |Using model texts |
| | | | | |
| | |24 | |Error correction; structural variety |
|Unit 3 |Can-Do Statements |Page |CEF |Learning and Exam skills |
|Lesson Goals |1 Describe a dangerous or challenging experience | |C1 | |
| |2 Express frustration, empathy, and encouragement | | | |
| |3 Describe how people confront adversity | | | |
| |4 Discuss the nature of heroism | | | |
|Grammar |Using the simple past tense, the past continuous, the past perfect,|28 |C1 | |
| |and the past perfect continuous to describe relationship between | | | |
| |past events. | | | |
| |Clauses with no matter … | | | |
| | |30 | | |
|Reading |I can understand a conversation describing a scary experience and |27 |C1 |Paraphrasing idioms |
| |make personal comparisons. | | | |
| |I can read a text about a rescue and draw conclusions. | | | |
| |I can read and summarize an article about confronting adversity. |28 | |Drawing conclusions |
| |I can understand three texts about heroic acts. | | | |
| | |32 | |Summarize in notes |
| | | | | |
| | |35 | |Presentation |
|Speaking |I can discuss quotations about dealing with adversity. |26 |C1 | |
| |I can describe how I would react to dangerous situations. | | | |
| |I can retell the story of a rescue. |27 | |Making notes; pair work |
| |I can describe a dangerous or challenging experience. | | | |
| |I can role-play a conversation to encourage someone to overcome a |29 | | |
| |difficulty. |29 | | |
| |I can describe how people confront adversity. | | | |
| |I can give a presentation describing a heroic act. |31 | | |
| | | | | |
| | | | |Comparing tactics |
| | |33 | | |
| | | | |Public speaking in class |
| | |35 | | |
|Listening |I can follow conversations in which people discuss problems and |31 |C1 | |
| |give advice and infer the speakers’ purpose. | | | |
| |I can understand and summarize a news report about an air crash and| | | |
| |a heroic act. |34 | |Summarizing |
| |I can understand descriptions of difficulties people are having. | | | |
| | | | | |
| | |37 | | |
|Writing |I can narrate past events logically. |36 |C1 |Drafting |
|Unit 4 |Can-Do Statements |Page |CEF |Learning and Exam skills |
|Lesson Goals |1 Describe your shortcomings | |C1 | |
| |2 Talk about ways to manage stress | | | |
| |3 Discuss how you handle anger | | | |
| |4 Describe your values | | | |
|Grammar |The subjunctive |42 |C1 | |
|Reading |I can read a catalogue of self-help workshops. |38 |C1 |Matching sessions to problems |
| |I can understand a conversation about keeping secrets. | | |Paraphrasing idioms; explaining |
| |I can read four personal profiles describing shortcomings. |39 | |motivations |
| |I can read a text about managing stress and evaluate ideas. | | | |
| |I can read five descriptions of stress and suggest action. |41 | |Working with notes |
| |I can read a text about a lifestyle change and express and support | | | |
| |an opinion. |42 | | |
| | | | | |
| | |43 | |Commenting with references |
| | | | |Activating vocabulary |
| | |46 | | |
|Speaking |I can discuss different life problems. |39 |C1 |Pair work |
| |I can describe my own shortcomings. |41 | |Using conversation strategies |
| | | | |Public speaking in class |
| |I can say how I would react in different situations and prepare a |45 | | |
| |presentation. | | | |
|Listening |I can associate words and ideas and understand descriptions of |40 |C1 |Summarizing in sentences; drawing |
| |self-help workshops. | | |conclusions about efficacy |
| | | | |Inferring information |
| |I can understand an interview about dealing with anger and infer | | | |
| |information. |44 | | |
| |I can understand people describing their shortcomings. | | | |
| | | | | |
| | |49 | | |
|Writing |I can plan and write a text offering solutions to a problem. |48 |C1 |Using transitional topic sentences |
|Unit 5 |Can-Do Statements |Page |CEF |Learning and Exam skills |
|Lesson Goals |1 Present your views on superstitions | |C1 | |
| |2 Evaluate suspicious claims | | | |
| |3 Discuss fears and phobias | | | |
| |4 Describe and interpret a dream | | | |
|Grammar |Non-count nouns made countable |52 |C1 |generic terms |
| |Indefiniteness and definiteness: article usage |54 | | |
|Reading |I can read a website about superstitions. |50 |C1 |Commenting |
| |I can understand a conversation about a strange dream and relate it|51 | |Explaining motivations |
| |to personal experience. | | | |
| |I can read four postings about superstitions and make personal | | | |
| |comparisons. |52 | |Personalizing |
| |I can read an advertisement for an investment opportunity. | | | |
| |I can read an article about fears and phobias and scan for | | | |
| |information. |54 | | |
| | | | | |
| | |56 | |Scanning for paragraph topics |
|Speaking |I can describe dreams and discuss their meanings. |51 |C1 |Pair work |
| |I can do a class survey about superstitions and present results in | | | |
| |a graph. |53 | | |
| |I can evaluate suspicious claims in advertisements. | | | |
| |I can discuss various fears and phobias. | | | |
| |I can express my opinions about dreams. |55 | |Group work; using conversation |
| |I can describe a dream and suggest an interpretation. | | |strategies |
| | |57 | | |
| | |58 | | |
| | |59 | |Using notes; pair work |
|Listening |I can summarize and compare and contrast two different calls about |58 |C1 |Making notes; comparing and contrasting|
| |dreams in a radio call-in program. | | | |
| |I can understand conversations about suspicious claims. | | | |
| | |61 | | |
|Writing |I can write a text describing a superstition. |60 |C1 |Subject-verb agreement |
|Unit 6 |Can-Do Statements |Page |CEF |Learning and Exam skills |
|Lesson Goals |1 Express regret or relief | |C1 | |
| |2 Ask someone for a favor | | | |
| |3 Describe a “travel nightmare” | | | |
| |4 Explain a life-changing event | | | |
|Grammar |Conditional sentences with mixed time frames |64 |C1 | |
|Reading |I can read a catalogue of travel products. |62 |C1 | |
| |I can understand a conversation between two speakers in a line at |63 | |Summarizing; paraphrasing |
| |an airport. |64 | |Describing experiences |
| |I can read three interviews about travel hassles and relate them to| | | |
| |personal experience. | | | |
| |I can read a magazine advice column about travel problems and tips |68 | |Summarizing unreal alternative |
| |and express and support an opinion. | | | |
|Speaking |I can talk about products that help with travel hassles. |63 |C1 |Making and using notes |
| |I can express regret or relief. | | | |
| |I can role-play asking for favors in different situations. |65 | | |
| |I can discuss how people respond to requests. |67 | |Role play |
| |I can comment on problems described in a text. | | | |
| |I can discuss media coverage of life-changing events. |67 | |Discussion |
| |I can tell a story of a life-changing event. | | | |
| | |68 | | |
| | | | | |
| | |70 | |Discussion |
| | | | | |
| | |71 | |Using notes |
|Listening |I can follow dialogues asking for favors and responding. |66 |C1 |Summarizing communicative message |
| | | | |Group work; summarizing the events in |
| |I can understand and confirm facts in a conversation about two | | |sequence |
| |family vacations during a tsunami. |70 | | |
| |I can understand a radio talk show host reading letters about | | | |
| |travel hassles and giving travel tips. | | | |
| | |73 | | |
|Writing |I can write notes and a letter describing a travel nightmare. I can|69 |C1 |Using notes |
| |also write a letter of advice. | | | |
| |I can describe an event and say how it changed my life. | | | |
| |I can write an essay comparing and contrasting two cities. |71 | |Using notes |
| | | | | |
| | |72 | |Discourse structure |
|Unit 7 |Can-Do Statements |Page |CEF |Learning and Exam skills |
|Lesson Goals |1 Compare your strengths and weaknesses | |C1 | |
| |2 Define an idea | | | |
| |3 Explain how you produce your best work | | | |
| |4 Debate preferential treatment for the gifted | | | |
|Grammar |Subordinating conjunctions and transitions |78 |C1 | |
|Reading |I can read a website describing different kinds of intelligence. |74 |C1 |Scanning; comparing responses |
| |I can understand a conversation about a person who changed his | | |Paraphrasing idioms |
| |life. |75 | | |
| |I can read an article defining and contrasting two intelligence | | |Commenting; expressing opinions |
| |quotients. |78 | |Commenting; matching examples to hints |
| |I can understand a text about how to stay on focus and relate it to| | | |
| |personal experience. |80 | | |
| |I can read an article about Freud’s childhood. | | | |
| | | | | |
| | |83 | | |
|Speaking |I can discuss people who have changed their lives. |75 |C1 | |
| |I can list examples of different intelligence types. | | | |
| |I can tell the group about my strengths and weaknesses. |77 | |Pair work |
| |I can define an abstract idea, using examples. | | | |
| |I can discuss how I stay focused. |77 | |Group work; using notes |
| |I can present arguments for or against a policy. | | | |
| | |79 | | |
| | | | |Comparing experiences |
| | |81 | | |
| | |83 | | |
|Listening |I can follow a lecture on human intelligence and identify |82 |C1 |Matching claims and supports |
| |supporting details. | | | |
| |I can understand a teacher describing the talents and abilities of | | | |
| |several children. |85 | | |
|Writing |I can make notes in favor of or against a policy. |83 |C1 |Debating the policy in two groups |
| |I can describe my weaknesses and suggest causes. | | |Paragraph structure |
| | |84 | | |
|Unit 8 |Can-Do Statements |Page |CEF |Learning and Exam skills |
|Lesson Goals |1 Discuss the health benefits of laughter | |C1 | |
| |2 Respond to a joke | | | |
| |3 Explain why something is funny | | | |
| |4 Explore the limits of humor | | | |
|Grammar |Indirect speech: changes to preserve meaning |88 |C1 | |
|Reading |I can read cartoons and group them by topic. |86 |C1 | |
| |I can follow a conversation describing an embarrassing moment. | | | |
| | |87 | |Inferring from idiomatic and |
| |I can read an article about the therapeutic value of laughter. | | |paralinguistic information |
| |I can read an article about theories of humor and classify | | |Critical thinking |
| |situations according to the theories. |88 | | |
| |I can read three jokes and say why they are funny. | | |Commenting in a chart |
| |I can read about five practical jokes. |92 | | |
| | | | | |
| | | | | |
| | |93 | | |
| | | | |Commenting on the limits of humor |
| | |95 | | |
|Speaking |I can explain why a picture is funny. |87 |C1 | |
| |I can discuss the health benefits of laughter. |89 | | |
| |I can tell and respond to a joke. | | | |
| |I can conduct and report on a survey about humor. |91 | | |
| |I can discuss practical jokes and explore their limits. |93 | |Public speaking in class |
| | | | | |
| | |95 | | |
|Listening |I can understand different responses to jokes. |90 |C1 | |
| |I can understand and summarize stories about practical jokes and | | | |
| |reactions to them. |94 | |Taking notes and expressing opinions |
| |I can understand three examples of verbal humor. | | | |
| | | | | |
| | |97 | | |
|Writing |I can write a narrative story that includes dialogue. |96 |C1 |Dialogue styles; self check |
|Unit 9 |Can-Do Statements |Page |CEF |Learning and Exam skills |
|Lesson Goals |1 Discuss the feasibility of future technologies | |C1 | |
| |2 Describe applications of innovative technologies | | | |
| |3 Discuss future trends | | | |
| |4 Discuss ways to protect the environment | | | |
|Grammar |The passive voice: the future, the future as seen from the past, |100 |C1 | |
| |and the future perfect | | | |
| |The passive voice in unreal conditional sentences | | | |
| | |103 | | |
|Reading |I can understand two quotations about prediction. |98 |C1 | |
| |I can understand a conversation about the future. | | | |
| |I can read an article about early sci-fi stories and express my |99 | |Commenting on ideas |
| |ideas. | | | |
| |I can understand some failed predictions from the past. |100 | |Commenting |
| |I can read a news article about “green” energy use and explain a | | | |
| |process. |101 | | |
| | | | | |
| | |106 | |Key vocabulary; explaining processes |
|Speaking |I can talk about inventions in the past 100 years. |99 |C1 |Commenting in pair work |
| |I can discuss the feasibility of future technologies. | | | |
| |I can describe applications of innovative technologies. |101 | | |
| |I can join discussions of future trends and summarize ideas | | | |
| |expressed. |103 | | |
| |I can use statistics to support my ideas. | | | |
| |I can discuss environmental issues. |105 | | |
| | | | |Using statistics |
| | |105 | |Evaluating ideas; making suggestions |
| | |107 | | |
|Listening |I can understand conversations about application of new ideas and |102 |C1 |Inferring opinions for / against |
| |identify point of view. | | | |
| |I can understand conversations, discussions, and lectures about | | |Inferring topics and opinions |
| |trends and infer information. |104/105 | | |
| |I can infer the meanings of idioms from the context of | | | |
| |conversations. |109 | | |
|Writing |I can write an essay presenting a thesis, providing supporting |108 |C1 |Discourse structure and self check |
| |evidence, and drawing conclusions. | | | |
|Unit 10 |Can-Do Statements |Page |CEF |Learning and Exam skills |
|Lesson Goals |1 Describe the cultural impact of foreign imports | |C1 | |
| |2 React to news about global issues | | | |
| |3 Discuss the economic impact of globalization | | | |
| |4 Discuss the role of English in international communication | | | |
|Grammar |Separability of transitive phrasal verbs |112 |C1 | |
|Reading |I can read comments from world leaders and intellectuals about |110 |C1 |Commenting |
| |globalization. | | | |
| |I can understand a conversation about globalization. |111 | |Explaining comments |
| |I can understand definitions of globalizations. | | | |
| |I can read three comments on foreign imports and activate prior |111 | | |
| |knowledge. | | | |
| |I can read a text and chart about the economic impact of |112 | |Relating to experience |
| |globalization and summarize ideas. | | | |
| | |116 | |Summarizing and discussing |
|Speaking |I can make notes on and describe the cultural impacts of foreign |113 |C1 |Pair work |
| |imports. | | | |
| |I can suggest actions to address some world problems. |115 | |Structured discussion |
| |I can discuss the economic aspects of globalization. | | | |
| |I can complete a survey and discuss the role of English in |117 | | |
| |international communication. | | | |
| | |119 | |Expressing ideas and discussing |
|Listening |I can listen to four conversations and identify the topics. |117 |C1 | |
| |I can understand four speakers talking about using English for | | | |
| |international communication, summarizing opinions and drawing |118 | |Summarizing opinions; drawing |
| |conclusions. | | |conclusions |
| |I can understand three news reports on globalization-related | | | |
| |topics. | | | |
| | |121 | | |
|Writing |I can make corrections to news reports on global issues. |115 |C1 | |
| |I can write an opinion essay on globalization. | | | |
| | |120 | |Peer checking |
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