CEF Correlation

Summit 2, Second EditionUnit-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

PTE

Top Notch Fundamentals A1 0 - 0-245 0-393 - A1Top Notch 1 A1-A2Top Notch 2 A2-B1 1 KET 3.0 246-500 394-456 - 1Top 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 3Summit 2 C1 4 CAE 6.0-

7.0720-910 560-587 - 4

CEF = Common European Framework of ReferenceALTE = Association of Language Testers in Europe

Summit 2, Second Edition, Unit-by-Unit CEF Correlations of 12

UCLES = University of Cambridge Local Examinations SyndicateIELTS = International English Language Testing ServiceTOIEC = Test of English for International CommunicationTOEFL = Test of English as a Foreign LanguagePTE = Pearson Tests of English


Summit 2 Correlation with CEF Can-Do Statements

Unit 1 Can-Do Statements

Page

CEF Learning and Exam

skills

Lesson Goals

1 Explain your life choices and plans2 Describe someone’s continuing

activities3 Share your dreams and goals in life4 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

1011

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.

22

3

3579

9

10

C1 Group discussion

Critical thinking

Pair workUsing prepared notesSupporting referencesPair information

exchangePublic 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

WritingI 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



Page


skills

Lesson Goals

1 Discuss the social uses of lying2 Express regret and take responsibility3 Discuss ways to help people in need4 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.

1415

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.

1516

1719

21

C1 Pair workCommenting 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



Page


skills

Lesson Goals

1 Describe a dangerous or challenging experience

2 Express frustration, empathy, and encouragement

3 Describe how people confront adversity4 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

2929

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



Page


skills

Lesson Goals

1 Describe your shortcomings2 Talk about ways to manage stress3 Discuss how you handle anger4 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.

3941

45

C1 Pair workUsing conversation

strategiesPublic 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



Page


skills

Lesson Goals

1 Present your views on superstitions2 Evaluate suspicious claims3 Discuss fears and phobias4 Describe and interpret a dream

C1

GrammarNon-count nouns made countableIndefiniteness and definiteness: article

usage

5254

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.

5051

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

575859

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



Page


skills

Lesson Goals

1 Express regret or relief2 Ask someone for a favor3 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.

6263

64

68

C1Summarizing;

paraphrasingDescribing 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

6567

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



Page


skills

Lesson Goals

1 Compare your strengths and weaknesses

2 Define an idea3 Explain how you produce your best work4 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

8183

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

WritingI 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



Page


skills

Lesson Goals

1 Discuss the health benefits of laughter2 Respond to a joke3 Explain why something is funny4 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.

8789

9193

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



Page


skills

Lesson Goals

1 Discuss the feasibility of future technologies

2 Describe applications of innovative technologies

3 Discuss future trends4 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

105107

C1 Commenting in pair work

Using statisticsEvaluating 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

WritingI can write an essay presenting a thesis,

providing supporting evidence, and drawing conclusions.

108 C1 Discourse structure and self check



Page


skills

Lesson Goals

1 Describe the cultural impact of foreign imports

2 React to news about global issues3 Discuss the economic impact of

globalization4 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

WritingI can make corrections to news reports on

global issues.I can write an opinion essay on

globalization.

115

120

C1

Peer checking


CEF Correlation

Documents

Transcript of CEF Correlation