Summit2, 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 / TOEIC© / TOEFL (paper) / TOEFL iBT / PTETop Notch Fundamentals / A1 / 0 / - / 0-245 / 0-393 / - / A1
Top Notch 1 / A1-A2
Top Notch 2 / A2-B1 / 1 / KET / 3.0 / 246-500 / 394-456 / - / 1
Top Notch 3 / B1 / 2 / PET / 4.0 / 500-650 / 457-477 / 57 – 86 / 2
Summit 1 / B2 / 3 / FCE / 5.0 / 650-720 / 478-559 / 110-120 / 3
Summit 2 / C1 / 4 / CAE / 6.0-7.0 / 720-910 / 560-587 / - / 4
CEF = Common European Framework of Reference
ALTE = Association of Language Testers in Europe
UCLES = University of Cambridge Local Examinations Syndicate
IELTS = International English Language Testing Service
TOIEC = Test of English for International Communication
TOEFL = Test of English as a Foreign Language
PTE = Pearson Tests of English
Summit 2 Correlation with CEF Can-Do Statements
Unit 1 / Can-Do Statements / Page / CEF / Learning and Exam skillsLessonGoals / 1 Explain your life choices and plans
2 Describe someone’s continuing activities
3 Share your dreams and goals in life
4 Describe your job qualifications and experience / C1
Grammar / The present perfect for past events related to the present
The present perfect and the present perfect continuous for unfinished or continuing actions / 5
6 / C1
Reading / I can read the contents page of an online magazine for travelers.
I can understand a conversation about career change.
I can read a website article about what a scientist has done and has been doing and express and support an opinion.
I can read eight short texts describing continuing activities.
I can read a biography of Jane Goodall and confirm content.
I can read a job advertisement.
I can read two resumés. / 2
3
6
7
8
10
11 / C1 / Scanning
Explaining idioms
Commenting on ideas in text
Asking, answering; pair work
Summarizing events in a chart
Discussing experience, qualifications, and suitability for job
Speaking / I can talk about different articles.
I can explain why I would select an article to read first.
I can discuss coloration of zebras and penguins.
I can say why I admire a famous person.
I can explain my life choices and plans.
I can describe continuing activities.
I can ask my partner about dreams and life goals.
I can deliver a presentation about my partner.
I can comment on a candidate’s qualifications, experiences, and job suitability. / 2
2
3
3
5
7
9
9
10 / C1 / Group discussion
Critical thinking
Pair work
Using prepared notes
Supporting references
Pair information exchange
Public speaking in class.
Listening / I can understand a conversation about life choices and summarize the speakers’ situations.
I can understand an interview and take notes of qualifications and experience. / 4
10 / C1 / Key vocabulary
Note making
Writing / I can write a one-page biography of a classmate.
I can use clustering techniques to organize and write a biography. / 7
12 / C1 / Publishing for other learners
Self check
Unit 2 / Can-Do Statements / Page / CEF / Learning and Exam skills
LessonGoals / 1 Discuss the social uses of lying
2 Express regret and take responsibility
3 Discuss ways to help people in need
4 Tell a story with a “moral” / C1
Grammar / Adjective clauses / 17 / C1
Reading / I can understand illustrated proverbs.
I can understand a conversation about refusing requests.
I can read an article about lying and relate it to personal experience.
I can complete a questionnaire about responsibility.
I can read a short story about a newlywed couple and associate ideas.
I can read two moral fables. / 14
15
16
19
22
23 / C1 / Classifying into themes
Commenting; personalizing content
Noting words and actions
Finding, discussing, and commenting on “moral” of story
Speaking / I can discuss asking for favors.
I can discuss situations in which people lie.
I can discuss the social uses of lying.
I can role-play a conversation to express regret and take responsibility.
I can discuss people I admire or have compassion for. / 15
16
17
19
21 / C1 / Pair work
Commenting and supporting opinions
Presentation from notes
Listening / I can understand people apologizing and taking or avoiding responsibility and infer information.
I can follow and summarize a radio program about helping others. / 18
20 / C1 / Interpreting statements
Checklist; comprehension; summarizing
Writing / I can make notes and write three examples about lying.
I can work in a group to write a fable with a moral.
I can describe an event from which I learned a lesson. / 17
23
24 / C1 / Organizing ideas
Using model texts
Error correction; structural variety
Unit 3 / Can-Do Statements / Page / CEF / Learning and Exam skills
LessonGoals / 1 Describe a dangerous or challenging experience
2 Express frustration, empathy, and encouragement
3 Describe how people confront adversity
4 Discuss the nature of heroism / C1
Grammar / Using the simple past tense, the past continuous, the past perfect, and the past perfect continuous to describe relationship between past events.
Clauses with no matter… / 28
30 / C1
Reading / I can understand a conversation describing a scary experience and make personal comparisons.
I can read a text about a rescue and draw conclusions.
I can read and summarize an article about confronting adversity.
I can understand three texts about heroic acts. / 27
28
32
35 / C1 / Paraphrasing idioms
Drawing conclusions
Summarize in notes
Presentation
Speaking / I can discuss quotations about dealing with adversity.
I can describe how I would react to dangerous situations.
I can retell the story of a rescue.
I can describe a dangerous or challenging experience.
I can role-play a conversation to encourage someone to overcome a difficulty.
I can describe how people confront adversity.
I can give a presentation describing a heroic act. / 26
27
29
29
31
33
35 / C1 / Making notes; pair work
Comparing tactics
Public speaking in class
Listening / I can follow conversations in which people discuss problems and give advice and infer the speakers’ purpose.
I can understand and summarize a news report about an air crash and a heroic act.
I can understand descriptions of difficulties people are having. / 31
34
37 / C1 / Summarizing
Writing / I can narrate past events logically. / 36 / C1 / Drafting
Unit 4 / Can-Do Statements / Page / CEF / Learning and Exam skills
LessonGoals / 1 Describe your shortcomings
2 Talk about ways to manage stress
3 Discuss how you handle anger
4 Describe your values / C1
Grammar / The subjunctive / 42 / C1
Reading / I can read a catalogue of self-help workshops.
I can understand a conversation about keeping secrets.
I can read four personal profiles describing shortcomings.
I can read a text about managing stress and evaluate ideas.
I can read five descriptions of stress and suggest action.
I can read a text about a lifestyle change and express and support an opinion. / 38
39
41
42
43
46 / C1 / Matching sessions to problems
Paraphrasing idioms; explaining motivations
Working with notes
Commenting with references
Activating vocabulary
Speaking / I can discuss different life problems.
I can describe my own shortcomings.
I can say how I would react in different situations and prepare a presentation. / 39
41
45 / C1 / Pair work
Using conversation strategies
Public speaking in class
Listening / I can associate words and ideas and understand descriptions of self-help workshops.
I can understand an interview about dealing with anger and infer information.
I can understand people describing their shortcomings. / 40
44
49 / C1 / Summarizing in sentences; drawing conclusions about efficacy
Inferring information
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
LessonGoals / 1 Present your views on superstitions
2 Evaluate suspicious claims
3 Discuss fears and phobias
4 Describe and interpret a dream / C1
Grammar / Non-count nouns made countable
Indefiniteness and definiteness: article usage / 52
54 / C1 / generic terms
Reading / I can read a website about superstitions.
I can understand a conversation about a strange dream and relate it to personal experience.
I can read four postings about superstitions and make personal comparisons.
I can read an advertisement for an investment opportunity.
I can read an article about fears and phobias and scan for information. / 50
51
52
54
56 / C1 / Commenting
Explaining motivations
Personalizing
Scanning for paragraph topics
Speaking / I can describe dreams and discuss their meanings.
I can do a class survey about superstitions and present results in a graph.
I can evaluate suspicious claims in advertisements.
I can discuss various fears and phobias.
I can express my opinions about dreams.
I can describe a dream and suggest an interpretation. / 51
53
55
57
58
59 / C1 / Pair work
Group work; using conversation strategies
Using notes; pair work
Listening / I can summarize and compare and contrast two different calls about dreams in a radio call-in program.
I can understand conversations about suspicious claims. / 58
61 / C1 / Making notes; comparing and contrasting
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
LessonGoals / 1 Express regret or relief
2 Ask someone for a favor
3 Describe a “travel nightmare”
4 Explain a life-changing event / C1
Grammar / Conditional sentences with mixed time frames / 64 / C1
Reading / I can read a catalogue of travel products.
I can understand a conversation between two speakers in a line at an airport.
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 and express and support an opinion. / 62
63
64
68 / C1 / Summarizing; paraphrasing
Describing experiences
Summarizing unreal alternative
Speaking / I can talk about products that help with travel hassles.
I can express regret or relief.
I can role-play asking for favors in different situations.
I can discuss how people respond to requests.
I can comment on problems described in a text.
I can discuss media coverage of life-changing events.
I can tell a story of a life-changing event. / 63
65
67
67
68
70
71 / C1 / Making and using notes
Role play
Discussion
Discussion
Using notes
Listening / I can follow dialogues asking for favors and responding.
I can understand and confirm facts in a conversation about two family vacations during a tsunami.
I can understand a radio talk show host reading letters about travel hassles and giving travel tips. / 66
70
73 / C1 / Summarizing communicative message
Group work; summarizing the events in sequence
Writing / I can write notes and a letter describing a travel nightmare. I can 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. / 69
71
72 / C1 / Using notes
Using notes
Discourse structure
Unit 7 / Can-Do Statements / Page / CEF / Learning and Exam skills
LessonGoals / 1 Compare your strengths and weaknesses
2 Define an idea
3 Explain how you produce your best work
4 Debate preferential treatment for the gifted / C1
Grammar / Subordinating conjunctions and transitions / 78 / C1
Reading / I can read a website describing different kinds of intelligence.
I can understand a conversation about a person who changed his life.
I can read an article defining and contrasting two intelligence quotients.
I can understand a text about how to stay on focus and relate it to personal experience.
I can read an article about Freud’s childhood. / 74
75
78
80
83 / C1 / Scanning; comparing responses
Paraphrasing idioms
Commenting; expressing opinions
Commenting; matching examples to hints
Speaking / I can discuss people who have changed their lives.
I can list examples of different intelligence types.
I can tell the group about my strengths and weaknesses.
I can define an abstract idea, using examples.
I can discuss how I stay focused.
I can present arguments for or against a policy. / 75
77
77
79
81
83 / C1 / Pair work
Group work; using notes
Comparing experiences
Listening / I can follow a lecture on human intelligence and identify supporting details.
I can understand a teacher describing the talents and abilities of several children. / 82
85 / C1 / Matching claims and supports
Writing / I can make notes in favor of or against a policy.
I can describe my weaknesses and suggest causes. / 83
84 / C1 / Debating the policy in two groups
Paragraph structure
Unit 8 / Can-Do Statements / Page / CEF / Learning and Exam skills
LessonGoals / 1 Discuss the health benefits of laughter
2 Respond to a joke
3 Explain why something is funny
4 Explore the limits of humor / C1
Grammar / Indirect speech: changes to preserve meaning / 88 / C1
Reading / I can read cartoons and group them by topic.
I can follow a conversation describing an embarrassing moment.
I can read an article about the therapeutic value of laughter.
I can read an article about theories of humor and classify situations according to the theories.
I can read three jokes and say why they are funny.
I can read about five practical jokes. / 86
87
88
92
93
95 / C1 / Inferring from idiomatic and paralinguistic information
Critical thinking
Commenting in a chart
Commenting on the limits of humor
Speaking / I can explain why a picture is funny.
I can discuss the health benefits of laughter.
I can tell and respond to a joke.
I can conduct and report on a survey about humor.
I can discuss practical jokes and explore their limits. / 87
89
91
93
95 / C1 / Public speaking in class
Listening / I can understand different responses to jokes.
I can understand and summarize stories about practical jokes and reactions to them.
I can understand three examples of verbal humor. / 90
94
97 / C1 / Taking notes and expressing opinions
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
LessonGoals / 1 Discuss the feasibility of future technologies
2 Describe applications of innovative technologies
3 Discuss future trends
4 Discuss ways to protect the environment / C1
Grammar / The passive voice: the future, the future as seen from the past, and the future perfect
The passive voice in unreal conditional sentences / 100
103 / C1
Reading / I can understand two quotations about prediction.
I can understand a conversation about the future.
I can read an article about early sci-fi stories and express my ideas.
I can understand some failed predictions from the past.
I can read a news article about “green” energy use and explain a process. / 98
99
100
101
106 / C1 / Commenting on ideas
Commenting
Key vocabulary; explaining processes
Speaking / I can talk about inventions in the past 100 years.
I can discuss the feasibility of future technologies.
I can describe applications of innovative technologies.
I can join discussions of future trends and summarize ideas expressed.
I can use statistics to support my ideas.
I can discuss environmental issues. / 99
101
103
105
105
107 / C1 / Commenting in pair work
Using statistics
Evaluating ideas; making suggestions
Listening / I can understand conversations about application of new ideas and identify point of view.
I can understand conversations, discussions, and lectures about trends and infer information.
I can infer the meanings of idioms from the context of conversations. / 102
104/105
109 / C1 / Inferring opinions for / against
Inferring topics and opinions
Writing / I can write an essay presenting a thesis, providing supporting evidence, and drawing conclusions. / 108 / C1 / Discourse structure and self check
Unit 10 / Can-Do Statements / Page / CEF / Learning and Exam skills
LessonGoals / 1 Describe the cultural impact of foreign imports
2 React to news about global issues
3 Discuss the economic impact of globalization
4 Discuss the role of English in international communication / C1
Grammar / Separability of transitive phrasal verbs / 112 / C1
Reading / I can read comments from world leaders and intellectuals about globalization.
I can understand a conversation about globalization.
I can understand definitions of globalizations.
I can read three comments on foreign imports and activate prior knowledge.
I can read a text and chart about the economic impact of globalization and summarize ideas. / 110
111
111
112
116 / C1 / Commenting
Explaining comments
Relating to experience
Summarizing and discussing
Speaking / I can make notes on and describe the cultural impacts of foreign imports.
I can suggest actions to address some world problems.
I can discuss the economic aspects of globalization.
I can complete a survey and discuss the role of English in international communication. / 113
115
117
119 / C1 / Pair work
Structured discussion
Expressing ideas and discussing
Listening / I can listen to four conversations and identify the topics.
I can understand four speakers talking about using English for international communication, summarizing opinions and drawing conclusions.
I can understand three news reports on globalization-related topics. / 117
118
121 / C1 / Summarizing opinions; drawing conclusions
Writing / I can make corrections to news reports on global issues.
I can write an opinion essay on globalization. / 115
120 / C1 / Peer checking
Summit 2, Second Edition, Unit-by-Unit CEF Correlations Page 1 of 12