Summit 1, 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 1 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 1 covers B2 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

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

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

Summit 1, 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 1, Second Edition, Unit-by-Unit CEF Correlations

Page 2 of 12

Lesson
Goals
Grammar

Reading

Speaking

Listening

Writing

Can-Do Statements
1 Suggest ways to enjoy life more
2 Describe peoples personalities
3 Compare perspectives on life
4 Share a life-changing experience
Gerund and infinitive after forget, stop,
remember
I can identify supporting details in a
discussion between two visitors in a
foreign country.
I can read an advice article about life
balance and relate it to personal
experience.
I can read an opinion article on optimism
and pessimism and identify supporting
details.
I can analyze paragraph structure.
I can speculate about a world map.
I can discuss and personalize article ideas.
I can grade described personalities.
I can discuss perspectives.
I can give an oral summary.
I can follow two speakers discuss
personality and infer point of view.
I can listen to three speakers for gist and
inference.
I can understand three speakers talking
about reactions to news events.
I can make notes for suggestions.
I can make notes about an experience
and use them to write a paragraph.
I can write a description of a personality
type from model.

Summit 1, Second Edition, Unit-by-Unit CEF Correlations

CEF

Unit 1

Page

Summit 1 Correlation with CEF Can-Do Statements

B2

B2

Learning and Exam

Skills

Finding evidence

4
8
12
2
4
8
9
10
6

B2
Structure discussion
B2

Inferring opinion

10
13
5
11
12

B2
Use in group work
Paragraph structure;
self check

Page 3 of 12

Lesson
Goals

Grammar

Reading

Speaking

Listening

Writing

1 Describe the music you listen to

2 Explain the role of music in your life
3 Describe a creative person
4 Discuss the benefits of music
The present perfect and the present
perfect continuous
Noun clauses
I can read and comment on reviews on a
music website.
I can understand a conversation
comparing musical tastes.
I can understand a short biography of
Beethoven and activate language from
the text.
I can discuss music reviews.
I can compare musical tastes.
I can describe different types of music.
I can describe creative people.
I can discuss the benefits of music from
notes.
I can understand a talk about music
therapy and listen for supporting
details.
I can understand two people talking about
musical preferences.
I can write a brief biography of a creative
person.
I can describe my own personality.

Summit 1, Second Edition, Unit-by-Unit CEF Correlations

16
18
14

CEF

Can-Do Statements

Page

Unit 2

B2

Learning and Exam

skills

Text completion
Question words

B2

15
20

14
15
16
21
23

B2

Sharing opinions
Comparing
Describing music
Describing people
Opinion and evidence

22

B2

Gist; notes; discuss

25
21
24

Explaining meaning
B2

Using model and

adjectives
Planning; error
correction

Page 4 of 12

Lesson
Goals
Grammar

Reading

Speaking

Listening

Writing

1 Talk about your financial goals

2 Express buyers remorse
3 Describe your spending habits
4 Discuss reasons for charitable giving
Future plans and finished future actions
The past unreal conditional: inverted form
I can read an advice article on financial
management.
I can understand two speakers discuss
money matters.
I can read interviews about short-term
and long-term financial goals and make
personal comparisons.
I can complete a self-test about spending
habits.
I can understand a text about a
philanthropist and express and support
my opinions.
I can evaluate and discuss advice.
I can describe my financial habits.
I can describe my financial goals.
I can express remorse about a purchase.
I can summarize and describe my
spending habits.
I can express and give reasons for my
opinions about giving to charity.
I can understand a conversation in which
a speaker regrets a purchase and infer
the reasons.
I can understand a speaker describing
financial habits.
I can summarize and describe my
spending habits.
I can use time order words to describe my
financial goals.

Summit 1, Second Edition, Unit-by-Unit CEF Correlations

28
31
26

CEF

Can-Do Statements

Page

Unit 3

Learning and Exam

skills

B2
B2

27
Dictionary support
28
33
34

26
27
29
31
33

B2
Framing your ideas
Using prepared notes
Using prepared notes

35
27

B2

Using prepared notes

Public presentation
Inferring reasons for
regret

32
Gist; details;
conclusions
33
36

B2
Planning and sequencing
paragraphs; self check

Page 5 of 12

Lesson
Goals

Grammar

Reading

Speaking

Listening

Writing

1 Discuss appropriate dress

2 Comment on fashion and style
3 Evaluate ways to change ones
appearance
4 Discuss appearance and self-esteem
Quantifiers with singular, plural, and noncount nouns.
I can follow a conversation about
choosing clothes for an event and
activate language from the text.
I can understand a text about dressing for
work and examine cultural expectations.
I can read an article about body image
and identify supporting details.
I can comment on body adornment,
clothing, and fashions in different
cultures and historical periods.
I can talk about my own experience of
choosing clothes.
I can discuss appropriate clothing.
I can comment on fashions and styles.
I can discuss and evaluate ways to
change ones appearance.
I can discuss appearance and self-esteem.
I can infer information from statements
about work clothes.
I can understand a conversation about
fashion and style and listen to activate
vocabulary.
I can understand a talk on a radio
program about changes in styles.
I can understand conversations about
taste in fashion.
I can write an article comparing and
contrasting fashion tastes.
I can comment on a popular saying about
fashion and beauty.

Summit 1, Second Edition, Unit-by-Unit CEF Correlations

CEF

Can-Do Statements

Page

Unit 4

40

B2

39

B2

Learning and Exam

skills

40
46
38

B2

Finding supporting
details
Describing pictures;
expressing preferences

39

Describing experiences

41
43
45

Structure ideas
Using vocabulary

47
41

B2

42

Using adjectives

44

Summarizing; inferring
information

49
48
49

B2

Similarities paragraph;
Contrast paragraph
Expressing opinion;
giving concrete
example

Page 6 of 12

Lesson
Goals

Grammar

Reading

Speaking

Listening

Writing

1 Politely ask someone not to do

something
2 Complain about public conduct
3 Discuss social responsibility
4 Identify urban problems
Possessives with gerunds
Paired conjunctions
I can follow a discussion about city life.
I can read postings about annoying
behaviors.
I can read an interview about Megacities,
confirming content and inferring
information.
I can use pictures and a graph to
comment on changes in rural / urban
populations.
I can frame and express my ideas about
life in cities, suburbs, and the country.
I can role-play asking someone not to do
something.
I can use notes to discuss annoying
behavior.
I can use critical thinking to comment on
a story.
I can respond to a quiz about social
responsibility and give my opinions.
I can understand a story about organ
donation and listen for details.
I can understand and summarize a
narration of a series of events.
I can understand a conversation about
cities.
I can make notes about annoying
behavior.
I can use notes to write a letter to a local
newspaper about local problems.

Summit 1, Second Edition, Unit-by-Unit CEF Correlations

52
54
51
54

CEF

Can-Do Statements

Page

Unit 5

B2
B2
Evaluating and
discussing
Meaning of idioms from
context

58

50

Learning and Exam

skills

B2

51

Expressing ideas;
speculating on
reasons
Expressing ideas;
giving reasons

53
55

Using prepared notes

57

Describing personal
experiences

57
56

B2

56

Summarizing

61
55
60

B2
Layout; salutation;
closing paragraph
structure

Page 7 of 12

Lesson
Goals
Grammar

Reading

Speaking

Listening

Writing

1 Exchange opinions about the treatment

of animals
2 Discuss the benefits of certain pets
3 Compare animal characters
4 Debate the value of animal conservation
Passive modals
I can read a chart explaining Chinese
Zodiac animals and personality traits.
I can understand a conversation about
animals in zoos.
I can read postings about the treatment
of animals and evaluate ideas.
I can read an article expressing an
opinion about natural species and
understand meaning from context.
I can exchange opinions about the ways
animals are used or treated.
I can discuss using pets for
companionship.
I can role-play a discussion about the
benefits of pets.
I can describe the characteristics of
animals.
I can debate the pros and cons of animal
conservation.
I can understand short conversations
about suitable pets.
I can follow the reading of a fable and
draw conclusions about character traits.
I can follow the reading of a fable and
draw conclusions about the moral of the
story.
I can understand a talk on animalassisted therapy.
I can write notes of my opinions about the
treatment and use of animals.
I can structure a persuasive paragraph by
planning arguments and possible
opposing arguments.

Summit 1, Second Edition, Unit-by-Unit CEF Correlations

64
62

CEF

Can-Do Statements

Page

Unit 6

B2
B2

Learning and Exam

skills

Discussing application

63

Finding evidence

64

Evaluating and
discussing
Deducing meaning from
context

70

65

B2

67

Making notes

67
69
71
66

B2

68

Making notes in chart

Comparing character
traits
Analyzing elements

69
73
72
72

B2

Preparing for discussion

Structure; supporting
argument

Page 8 of 12

Lesson
Goals
Grammar

Reading

Speaking

Listening

Writing

1 Give shopping advice

2 Discuss your reactions to ads
3 Persuade someone to buy a product
4 Describe consumer shopping habits
Passive forms of gerunds and infinitives
I can identify and discuss types of
advertisements.
I can understand a conversation between
people viewing a catalogue.
I can read four interviews about
advertisements and understand
meaning from context.
I can read about advertising techniques
and infer information.
I can read an article about compulsive
shopping and relate it to personal
experience.
I can complete a self-quiz about shopping
habits.
I can discuss advertisements for products.
I can role-play a conversation giving
shopping advice.
I can discuss my reaction to
advertisements.
I can describe and discuss my shopping
habits.
I can follow a dialogue about shopping
and listen to activate vocabulary.
I can listen to radio advertisements and
support reasoning with details.
I can understand a conversation about
prices.
I can complete a pricelist.
I can describe shopping habits and give
advice.
I can summarize an article.

Summit 1, Second Edition, Unit-by-Unit CEF Correlations

78
74

CEF

Can-Do Statements

Page

Unit 7

Learning and Exam

skills

B2
B2

75
78

Context understanding

80
82
83
75
77

B2

79
83
76

B2

Matching expressions
to meanings
Inferring opinions

B2

Comparing prices

81
85
77
83
84

Page 9 of 12

Lesson
Goals
Grammar

Reading

Speaking

Listening

Writing

1 Describe family trends

2 Discuss parent / teen issues
3 Compare generations
4 Describe care for the elderly
Repeated and double comparatives
I can follow a conversation about
relationships.
I can read an article about falling birth
rates and identify cause and effect.
I can read about care for the elderly in
China, confirming content and
summarizing.
I can use cartoons to talk about families.
I can recall and report a personal
experience.
I can discuss generation differences.
I can describe and draw conclusions about
care for the elderly.
I can follow three speakers talking about
family trends.
I can follow a conversation about parent
and teen behaviors.
I can follow comments on generation
gaps, listening for details and
summarizing.
I can listen to compare and contrast the
differences between two generations.
I can summarize a discussion on family
trends.
I can describe my relationship with a
family member.

Summit 1, Second Edition, Unit-by-Unit CEF Correlations

88
87

CEF

Can-Do Statements

Page

Unit 8

Learning and Exam

skills

B2
B2

88
94

86
87

Summarizing

B2

93
95
89

B2

91

Reporting comments

92

Summarizing

93

Comparing and
contrasting

89
96

B2
Planning; linking;
correcting

Page 10 of 12

Grammar

Reading

Speaking

Listening

Writing

Speculate about the out-of-the-ordinary

Present a theory about a past event
Discuss how believable a story is
Evaluate the trustworthiness of news
sources
Indirect speech with modals
Perfect modals in the passive voice for
speculating about the past
I can read and answer a quiz.
I can follow a conversation about a wellknown mystery.
I can read two articles about historical
mysteries and activate prior knowledge.
I can read theories about historical
mysteries.
I can understand stories of well-known
hoaxes, confirming facts and drawing
conclusions.
I can discuss how I selected my answers.
I can express degrees of certainty.
I can role-play a conversation speculating
about a situation.
I can discuss the credibility of a story.
I can follow a talk about Anastasia,
listening for gist and summarizing.
I can understand speakers speculating
about events and causes.
I can write a news article.
I can write an article correctly avoiding
sentence fragments.

CEF

Lesson
Goals

Can-Do Statements

Page

Unit 9

100
102

B2

98
99

B2

Obvious answer not

always the correct
answer

B2

Using idioms

B2

Gist; summary

Learning and Exam

skills

1
2
3
4

Summit 1, Second Edition, Unit-by-Unit CEF Correlations

102
103
106

98
99
101
105
104
109
108
108

B2
Error avoidance and
correction

Page 11 of 12

Grammar

Reading

Speaking

Listening

Writing

1 Explain the benefits of leisure activities

2 Describe hobbies and other interests
3 Compare your use of leisure time
4 Discuss the risk-taking personality
Order of modifiers
I can read a comparison of the promise
and reality of technology.
I can follow a conversation about work
stress.
I can read message-board posts about
unusual hobbies.
I can read an article about technology and
free time and identify supporting
details.
I can discuss technology and free time.
I can discuss my use of free time.
I can read personal statements and offer
advice.
I can ask classmates about their hobbies.
I can discuss my use of leisure time.
I can describe extreme sports.
I can describe and discuss attitudes
towards risk-taking.
I can understand an interview about risktaking and relate it to personal
experience.
I can follow a conversation about free
time and leisure activities.
I can comment on anothers point of view.

Summit 1, Second Edition, Unit-by-Unit CEF Correlations

CEF

Lesson
Goals

Can-Do Statements

Page

Unit 10

114
110

B2
B2

Learning and Exam

skills

111
114
116

110
111
113

Finding main point;

finding detailed
evidence
B2
Pair and group
discussion

115
117
118
119
118

Describing pictures
B2

Making notes;
personalizing

B2

Supporting opinions

121
120

Page 12 of 12