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 Todays 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

International Standards and Exams

1
2
3
4

KET
PET
FCE
CAE

3.0
4.0
5.0
6.07.0

PTE

A1-A2
A2-B1
B1
B2
C1

with

TOEFL iBT

TOEFL (paper)

0-245

0-393

A1

246-500
500-650
650-720
720-910

394-456
457-477
478-559
560-587

57 86
110-120
-

1
2
3
4

TOEIC

UCLES

A1

IELTS

ALTE

Top Notch
Fundamentals
Top Notch 1
Top Notch 2
Top Notch 3
Summit 1
Summit 2

CEF

LEVEL

Correlation

Summit 2, Second Edition, Unit-by-Unit CEF Correlations

Page 1 of 12

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, Second Edition, Unit-by-Unit CEF Correlations

Page 2 of 12

Lesson
Goals

Grammar

Reading

Speaking

Listening

Writing

Can-Do Statements
1
2
3
4

Explain your life choices and plans

Describe someones continuing activities
Share your dreams and goals in life
Describe your job qualifications and
experience
The present perfect for past events
related to the present
The present perfect and the present
perfect continuous for unfinished or
continuing actions
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 resums.
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 candidates
qualifications, experiences, and job
suitability.
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.
I can write a one-page biography of a
classmate.
I can use clustering techniques to
organize and write a biography.

Summit 2, Second Edition, Unit-by-Unit CEF Correlations

CEF

Unit 1

Page

Summit 2 Correlation with CEF Can-Do Statements

Learning and Exam

skills

C1

C1

6
2

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
Group discussion

8
10
11
2
2

C1

Critical thinking

3
5
7
9

Pair work
Using prepared notes
Supporting references
Pair information
exchange
Public speaking in class.

9
10
4

C1

10
7
12

Key vocabulary
Note making

C1

Publishing for other

learners
Self check

Page 3 of 12

Lesson
Goals
Grammar

Reading

Speaking

Listening

Writing

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
Adjective clauses
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.

Learning and Exam

skills

C1

17
14
15

C1
C1

16

22
23
15
16

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

C1

17
19
21
18

Classifying into themes

Commenting;
personalizing content

19

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.
I can understand people apologizing and
taking or avoiding responsibility and
infer information.
I can follow and summarize a radio
program about helping others.

Summit 2, Second Edition, Unit-by-Unit CEF Correlations

CEF

Can-Do Statements

Page

Unit 2

Noting words and

actions
Finding, discussing, and
commenting on
moral of story
Pair work
Commenting and
supporting opinions

Presentation from notes

C1

Interpreting statements

C1

Checklist;
comprehension;
summarizing
Organizing ideas

20

23

Using model texts

24

Error correction;
structural variety

Page 4 of 12

Lesson
Goals

Grammar

Reading

Speaking

Listening

Writing

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
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
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.
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.
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.
I can narrate past events logically.

Summit 2, Second Edition, Unit-by-Unit CEF Correlations

CEF

Can-Do Statements

Page

Unit 3

Learning and Exam

skills

C1

28

C1

30
27

C1

Paraphrasing idioms

28

Drawing conclusions

32

Summarize in notes

35

Presentation

26

C1

27

Making notes; pair

work

29
29
31
33

Comparing tactics

35

Public speaking in class

31

C1

34

Summarizing

37
36

C1

Drafting

Page 5 of 12

Lesson
Goals
Grammar

Reading

Speaking

Listening

Writing

1 Describe your shortcomings

2 Talk about ways to manage stress
3 Discuss how you handle anger
4 Describe your values
The subjunctive
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.
I can discuss different life problems.
I can describe my own shortcomings.

Learning and Exam

skills

C1

42
38

C1
C1

39
41

Matching sessions to
problems
Paraphrasing idioms;
explaining motivations
Working with notes

42
43
46
39
41

I can say how I would react in different

situations and prepare a presentation.
I can associate words and ideas and
understand descriptions of self-help
workshops.

45

I can understand an interview about

dealing with anger and infer
information.
I can understand people describing their
shortcomings.
I can plan and write a text offering
solutions to a problem.

44

Summit 2, Second Edition, Unit-by-Unit CEF Correlations

CEF

Can-Do Statements

Page

Unit 4

40

C1

Commenting with
references
Activating vocabulary
Pair work
Using conversation
strategies
Public speaking in class

C1

Summarizing in
sentences; drawing
conclusions about
efficacy
Inferring information

C1

Using transitional topic

sentences

49
48

Page 6 of 12

Lesson
Goals
Grammar

Reading

Speaking

Listening

Writing

1 Present your views on superstitions

2 Evaluate suspicious claims
3 Discuss fears and phobias
4 Describe and interpret a dream
Non-count nouns made countable
Indefiniteness and definiteness: article
usage
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.
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.
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.
I can write a text describing a
superstition.

Summit 2, Second Edition, Unit-by-Unit CEF Correlations

CEF

Can-Do Statements

Page

Unit 5

Learning and Exam

skills

C1

52
54

C1

generic terms

50
51

C1

Commenting
Explaining motivations

52

Personalizing

54
56
51

C1

Scanning for paragraph

topics
Pair work

53
55

Group work; using

conversation strategies

57
58
59
58

Using notes; pair work

C1

Making notes;
comparing and
contrasting

C1

Subject-verb
agreement

61
60

Page 7 of 12

Lesson
Goals
Grammar

Reading

Speaking

Listening

Writing

1 Express regret or relief

2 Ask someone for a favor
3 Describe a travel nightmare
4 Explain a life-changing event
Conditional sentences with mixed time
frames
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.
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 lifechanging events.
I can tell a story of a life-changing event.
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.
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.

Summit 2, Second Edition, Unit-by-Unit CEF Correlations

CEF

Can-Do Statements

Page

Unit 6

Learning and Exam

skills

C1

64

C1

62
63

C1

64

Summarizing unreal
alternative

68
63

Summarizing;
paraphrasing
Describing experiences

C1

Making and using notes

65
67

Role play

67

Discussion

68
70
71
66

Discussion
C1

70
73
69

C1

Using notes
Summarizing
communicative
message
Group work;
summarizing the
events in sequence

Using notes

71

Using notes

72

Discourse structure

Page 8 of 12

Lesson
Goals

Grammar

Reading

Speaking

Listening

Writing

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
Subordinating conjunctions and
transitions
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 Freuds
childhood.
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.
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.
I can make notes in favor of or against a
policy.
I can describe my weaknesses and
suggest causes.

Summit 2, Second Edition, Unit-by-Unit CEF Correlations

CEF

Can-Do Statements

Page

Unit 7

Learning and Exam

skills

C1

78

C1

74

C1

75
78

Scanning; comparing
responses
Paraphrasing idioms
Commenting;
expressing opinions
Commenting; matching
examples to hints

80
83
75

C1

77

Pair work

77

Group work; using

notes

79
81
83
82

Comparing experiences
C1

Matching claims and

supports

C1

Debating the policy in

two groups
Paragraph structure

85
83
84

Page 9 of 12

Lesson
Goals
Grammar

Reading

Speaking

Listening

Writing

1 Discuss the health benefits of laughter

2 Respond to a joke
3 Explain why something is funny
4 Explore the limits of humor
Indirect speech: changes to preserve
meaning
I can read cartoons and group them by
topic.
I can follow a conversation describing an
embarrassing moment.

CEF

Can-Do Statements

Page

Unit 8

Learning and Exam

skills

C1

88

C1

86

C1

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.

88

Inferring from idiomatic

and paralinguistic
information
Critical thinking

92

Commenting in a chart

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.
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.
I can write a narrative story that includes
dialogue.

87
89

Summit 2, Second Edition, Unit-by-Unit CEF Correlations

87

93
95

Commenting on the
limits of humor
C1

91
93

Public speaking in class

95
90

C1

94

Taking notes and

expressing opinions

97
96

C1

Dialogue styles; self

check

Page 10 of 12

Lesson
Goals

Grammar

Reading

Speaking

Listening

Writing

1 Discuss the feasibility of future

technologies
2 Describe applications of innovative
technologies
3 Discuss future trends
4 Discuss ways to protect the
environment
The passive voice: the future, the future
as seen from the past, and the future
perfect
The passive voice in unreal conditional
sentences
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.
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.
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.
I can write an essay presenting a thesis,
providing supporting evidence, and
drawing conclusions.

Summit 2, Second Edition, Unit-by-Unit CEF Correlations

CEF

Can-Do Statements

Page

Unit 9

Learning and Exam

skills

C1

100

C1

103
98

C1

99

Commenting on ideas

100

Commenting

101
106
99

C1

Key vocabulary;
explaining processes
Commenting in pair
work

101
103
105
105
107
102

C1

104/
105

Using statistics
Evaluating ideas;
making suggestions
Inferring opinions for /
against
Inferring topics and
opinions

109
108

C1

Discourse structure and

self check

Page 11 of 12

Lesson
Goals

Grammar

Reading

Speaking

Listening

Writing

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
Separability of transitive phrasal verbs
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.
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.
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.
I can make corrections to news reports on
global issues.
I can write an opinion essay on
globalization.

Summit 2, Second Edition, Unit-by-Unit CEF Correlations

CEF

Can-Do Statements

Page

Unit 10

Learning and Exam

skills

C1

112
110

C1
C1

111

Commenting
Explaining comments

111
112

Relating to experience

116

Summarizing and
discussing

113

C1

115

Pair work
Structured discussion

117
119
117

Expressing ideas and

discussing
C1

118

Summarizing opinions;
drawing conclusions

121
115
120

C1
Peer checking

Page 12 of 12