METHODS HANDBOOK

What Is Summit?
Instructional levels
Summit is a two-level high-intermediate to advanced communicative series for adults and young adults that can
follow any intermediate course book. Summit is designed to follow the Top Notch series, forming the top two
levels of a six-level course.
• Top Notch Fundamentals: for true beginners or very weak false beginners
• Top Notch 1: for false beginners or for students who have completed Top Notch Fundamentals
• Top Notch 2: for pre-intermediate students
• Top Notch 3: for intermediate students
• Summit 1: for high-intermediate students [CEF B2 to B2+]
• Summit 2: for advanced students [CEF B2+ to C1]
The following chart shows the correlation of Summit and Top Notch to International Standards and Tests.
Summit is aligned with the Global Scale of English (GSE) and the Common European Framework of Reference
(CEFR). Summit takes learners from CEFR B2 to C1 (58-82 on the GSE).
Each lesson in Summit guides students to a ‘Can-Do’ goal in line with the GSE and the CEFR ‘Can-Do’
statements. These goals are listed unit-by-unit in the GSE Teaching Booklets, located in the ActiveTeach
(click on the “Teacher Resources” tab, and go to “GSE and Global Standards” in the “Getting Started” section,
where you will also find more information about the GSE). The GSE Teaching Booklets are also located on
the Summit website at pearsonelt.com/summit3e.

Correlations to International Standards and Tests

Common European Global Scale of
Course Level IELTS Cambridge TOEFL (iBT)
Framework (CEF) English (GSE)
Top Notch
A1 20 – 29
Fundamentals
Key
Top Notch 1 4.5 – 5.0 A1 – A2 29 – 38 0 – 45
100 – 140
Preliminary
Top Notch 2 5.0 – 5.5 A2+ – B1 36 – 47 45 – 70
120 – 160
First
Top Notch 3 5.5 – 6.5 B1+ 47 – 59 70 – 90
140 – 190
First
Summit 1 6.5 – 7.0 B2 – B2+ 58 – 71 86 – 104
175 – 185
Advanced
Summit 2 7.0 – 8.0 B2+ – C1 70 – 82 102 – 118
185 – 200

Course Level TOEIC Listening TOEIC Reading TOEIC Speaking TOEIC Writing
Top Notch Fundamentals 50 – 105 50 – 110 42 – 86 20 – 66
Top Notch 1 105 – 215 110 – 215 86 – 108 66 – 100
Top Notch 2 215 – 310 215 – 305 108 – 130 100 – 130
Top Notch 3 310 – 400 305 – 385 130 – 160 130 – 150
Summit 1 395 – 465 380 – 435 158 – 188 150 – 184
Summit 2 460+ 430+ 186+ 182+

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Scope A communication goal for each class session. Each
Each level of the Summit course contains enough of the four numbered two-page lessons in a Summit
material for 60 to 90 hours of classroom instruction. unit is designed for one class session of 45–60
Split editions are also available. A wide choice of minutes, and has a clearly stated communication goal.
supplementary components makes it easy to tailor Three reasons for having a communication goal
Summit to the needs of diverse classes and programs are to make each class purposeful, to demonstrate
or to expand the total number of hours. progress in each class session, and to enable a more
focused evaluation. When teachers and students
are unaware of the purpose of each lesson, they
Goal
often just “go through the motions.” Conversely,
The goal of the course is to make English unforgettable, when teachers and students know the purpose of
enabling post-intermediate learners to understand, the lesson, they see value in it and are motivated to
speak, read, and write English accurately, confidently, achieve a successful outcome.
and fluently. Three key features are emblematic of the
Summit course: Integration of skills and content.  Research has
confirmed that when students encounter new
• Multiple exposures to new language
language only once or twice, they find it difficult
• Numerous opportunities to practice it to master or even remember. For that reason, new
• Deliberate and intensive recycling vocabulary and grammar are embedded in exercises,
An essential goal of Summit is to help post-intermediate conversation models, pair work activities, listening
students move past the plateau that typically occurs comprehension texts, readings, and other activities
among students at that level. to make them unforgettable. In each lesson, new
language is examined, explained, integrated,
expanded on, and applied so that students receive
Language content
multiple exposures to the language as well as
Summit has a classic sequential grammatical syllabus. numerous opportunities to practice it in all skill areas.
Grammar, vocabulary, and social language are
integrated within topical, communicative units. Confirmation of progress.  The culmination of each
Offering a balance of practical and informational of the four lessons is a carefully constructed guided
topics, the content is designed to be consciously communication activity called Now You Can. Each
appealing to the student learning English. of these activities is a conversation, discussion,
or role play in which students demonstrate their
achievement of the goal of the lesson. Students are
Academic skills and strategies
motivated by their success, and in keeping with the
Each unit in the Summit course contains exercises aims of the “Can do” statements of the Common
that build key reading, listening, writing, and critical European Framework, continually see the practical
thinking skills and strategies. These are identified value of their instruction.
at a glance on every page of the Student’s Book. A
complete list can be seen in the Learning Objectives Explicit presentations of vocabulary, grammar,
chart on pages iv–vii of the Student’s Book. and social language.  In order to allow the Summit
Student’s Books to double as both a teaching and
Conversation syllabus a reviewing tool, language is presented explicitly.
Explicit presentations take the guesswork out of
Experience has shown that post-intermediate
understanding meaning, form, and use and provide
students continue to need intensive practice of
a concrete reference for students to review. For those
spoken communication. To this end, Summit provides
who prefer an inductive presentation of grammar,
ten essential conversation models that embed
there are printable “Inductive Grammar Activities”
crucial conversation strategies and opportunities
in the “Printable Extension Activities” section of
to personalize. In addition to conversation practice
“Teacher Resources” on your ActiveTeach. These
and extension, Summit concludes every two-page
activities provide an alternative (inductive) approach
lesson with free communication activities to ensure
to each grammar presentation in the Student’s Book.
adequate practice of speaking skills.
(Note: ActiveTeach, referred to frequently throughout
this document, is a digital tool designed for classroom
Instructional design presentation. It can be used with or without an
The following is a synopsis of the Summit interactive whiteboard (IWB) and includes a full array
instructional design. of digital and printable features.) To learn more about

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Copyright © 2017 by Pearson Education, Inc.
ActiveTeach, read the article “Great Ideas for Teaching of reading and listening, there is an emphasis
with ActiveTeach” and the guide “Introduction to on learning strategies. The strategies include
your Summit ActiveTeach,” both available within the understanding meaning from context, distinguishing
“Methodology” section of “Teacher Resources” on main ideas from details, comparing and contrasting,
your ActiveTeach. determining points of view, drawing conclusions,
paraphrasing, and summarizing—all of which enrich
A model-based social language syllabus.  Each unit
students as learners and as communicators.
in the Summit course contains a short conversation
For a complete list of reading and listening skills
model (entitled Conversation Spotlight) containing
covered in the Summit Student’s Book, see the
essential social language. Each of these Conversation
Learning Objectives section on pages iv-vii of the
Spotlights serves a clear communicative purpose by
Student’s Book.
embedding key conversation strategies. A full list of
In addition to the reading and listening skills shown
conversation strategies can be found in the Learning
in the Learning Objectives, this new edition of Summit
Objectives chart on pages iv–vii of the Student’s Book.
contains “Extra Challenge Reading Activities” based
The Conversation Spotlights in Summit are designed
on item types found on standardized proficiency tests.
to be changed and personalized by pairs or groups of
The exercises familiarize students with these item
students in activities entitled Conversation Activator,
formats in order to prepare them for standardized
using the target grammar and vocabulary. This practice
tests when and if they take them. And for programs
activates and engraves the language in students’
wishing to include additional preparation for
memories, providing them with “language in their
standardized proficiency tests, an optional Test-Taking
pockets”; in other words, language that is accessible
Skills Booster at the back of the Student’s Book
and ready to use in real life. Students can see examples
includes reading and listening passages with exercises
of the Conversation Spotlights in true-to-life settings
similar to the ones on widely-used standardized tests.
by watching the Conversation Activator Videos which
are located on your ActiveTeach. In these videos, actors A systematic writing syllabus. The Summit Student’s
demonstrate how to change and personalize the Book contains a writing syllabus that includes
Conversation Spotlight conversations. clear models and rigorous practice of important
rhetorical and mechanical essay writing skills, such
A systematic approach to free expression. Every
as parallelism, summarizing, and punctuation. Each
lesson culminates in a free speaking activity with
lesson provides practice in applying the writing skill
sequential steps to increase quantity and quality
presented in that lesson. New in this edition is at least
of expression. Planning activities such as idea
one additional Optional Writing task within each
framing and notepadding lead students to confident
Student’s Book unit.
productive discussion and role play. Presentations,
debates, and projects also provide opportunities A complete course.  Summit is a complete course
for students to develop their spoken expression. A with a wealth of supplementary components and a
Discussion Activator Video accompanies one of the free simple integrated technology, allowing the maximum
discussion activities in each unit, providing support for flexibility for all teaching styles, learning settings, and
students as they develop their own free discussions. course needs.
A strategy-based focus on reading and listening For more information about the components in the
comprehension.  In addition to the rigorous practice Summit course, please see Student’s Book page ix.

Methodology for a Communicative Classroom

The goal of any post-intermediate communicative Because the typical student has limited
language course should be to enable students to opportunities to observe and practice English
express themselves confidently, accurately, and outside of class, the goal of the classroom must be
fluently in speaking and writing; to understand to provide rich sources of input for observation as
authentic spoken and written English; and to function well as intensive opportunities for communication
socially in English in a variety of settings, both familiar practice. It is the goal of this section and the goal of
and unfamiliar. Much practice is needed to reach the Summit course to suggest a methodology which
those goals. makes that possible.

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Copyright © 2017 by Pearson Education, Inc.
Permitting active observation correct pronunciation, stress, and intonation. It is
of language recommended that students listen to and repeat new
The world is saturated with English (through language for production.
the Internet, films, music, and television). Post- For this reason, when students are learning new
intermediate students should be encouraged to seek vocabulary or new social language, they should
out and observe English outside of class whenever be encouraged to listen, or to read and listen,
possible. and then to listen again and repeat. When using
In addition, students benefit greatly and learn audio materials as models, students appreciate the
easily from exposure to models of spoken and written opportunity to compare their pronunciation, stress,
English at their own productive level or language and intonation with those of the speakers on the
just above that level. The level of challenge that audio. We recommend that repetition be a regular
benefits students most is often called “i + 1” (Krashen feature of the presentation of vocabulary and model
and Terrell, 1983* ) or “comprehensible input.” conversations.
Comprehensible input is language that contains some For activities requiring students to listen and
unknown words or structures, but is still at a level that repeat, we suggest having students listen the first time
students can understand. Such language, especially while looking at the written form in their textbooks.
when it is authentic, is extremely valuable for student This allows students to link the written form in the
progress and is abundant in the Summit course. textbook to the sounds they hear. Next, as students are
We believe that each class session should provide asked to listen and repeat, have them do it with their
students with an opportunity to observe language by textbooks closed. This serves to reduce distractions
reading it and hearing it as well. In order to benefit and allows students to focus exclusively on listening
from the observation process, students should be and repeating, rather than reading. It also reduces the
encouraged to look at and/or listen to reading and confusing effect of English spelling on pronunciation.
listening material for several minutes in order for It is always beneficial to vary the method and
them to process it and to make connections between sequence of repetition. Using alternative approaches
what they know and what is new. After students have does not diminish the value of repetition; the
had ample opportunity to immerse themselves in the approaches add variety and help maintain interest,
observation process they should begin discussing especially for post-intermediate students. It is best to
the text or answering questions about it. And to keep the pace of repetition lively so that the greatest
maximize the value of observation, we strongly number of students have a chance to participate,
suggest that students support their opinions or maximizing the memorability of the stress and
answers by indicating where in an observed text intonation patterns.
or listening they got the information they needed It is also beneficial to vary the number of people
to answer or to form an opinion. In this way, being asked to repeat. Sometimes it is helpful to have
observation becomes an active process rather than students repeat individually; at other times the whole
simply a receptive activity. class, half the class, all the males, all the females, etc.
can be asked to repeat as a group. The goal is always
served, no matter how the repetition is structured.
Encouraging repetition of It is important, however, not to exaggerate the
new language amount of class time devoted to repetition. A lively
Some people believe that repetition of language pace and a short time period will achieve the desired
is indicative of an outdated behaviorist audio- results; then it is time to move on to more substantive
lingual approach and (if included at all) only activities.
appropriate at the lower levels. Consequently,
recent trends in language teaching tend to de-
emphasize or discourage repetition of language Ensuring that students use
being learned. However, we have observed that learning strategies
repeating new language is valuable as long as it is It is important to provide opportunities for students
not overused and does not interfere with awareness to work toward goals, to access prior knowledge, and
of meaning. Repetition helps students internalize to practice strategies such as planning, self-assessing,
predicting, etc. These strategies have been proven to
have positive results on students’ learning. Knowing
* Krashen, Stephen D., and Tracy D. Terrell. 1983. The Natural
Approach: Language Acquisition in the Classroom. Hayward, learning strategies is not enough, however. Research
Calif: Alemany Press. has shown that unless students are aware of the value

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Copyright © 2017 by Pearson Education, Inc.
of strategies, they are unlikely to incorporate them Being aware of the instructional process. Make
into their own learning initiatives.* students aware that presentations and activities in
class, as well as those assigned for work outside of
Working toward goals.  At the beginning of each
class (homework, projects, laboratory activities), have
term, before beginning instruction, probe students’
a definite purpose and are not random or accidental.
individual personal goals in learning English.
Effective lessons offer students presentations and
Common goals could be for their profession, travel,
activities that integrate target content. However,
academic study, etc. Help students become aware of
merely offering students such lessons is often not
how their course and/or their textbook will help them
enough. The lesson will be more effective if students
reach those goals; for example, by helping them
are cognitively aware of the value of each section of
learn to understand and communicate in spoken and
the lesson in achieving the lesson goals.
written English. It is also worthwhile to encourage
When finishing tasks, projects, and homework,
students to brainstorm a specific list of what they
take a moment to review the language students used
want to be able to do in English in practical or specific
in the task; for example, ask “Where did you use the
terms. For example:
passive voice with modals today?” When students
I want to learn English because I want to: become aware that they actually used the passive
read academic journals or articles. voice with modals in their conversations, practicing it
write e-mails or letters. becomes valuable to them. It is surprising how often
discuss news and current events. students are not aware of the way in which activities
have social conversations. help reinforce what they are learning. They often
use the Internet. see a conversation practice session as isolated from
discuss controversial topics politely. grammar or vocabulary content, viewing it as just for
fun or something to do to fill time.
Have students look through their textbook to see if it
will fulfill any of their goals. Ask them to point out
Reflecting on one’s learning.  A number of hurdles
lessons or units that they look forward to learning from.
must be overcome in learning a foreign or second
Make goal-setting or goal awareness an important
language. One such hurdle is confusing the
part of each unit and lesson. Before beginning a unit
difference between understanding a word and being
or lesson, have students look it over and brainstorm
able to translate it into one’s own (native) language.
what they will be able to do at the end of it. Such
Even post-intermediate learners sometimes
awareness builds expectation of results, focuses
attempt to translate everything they read or hear,
students’ attention on the purpose of instruction,
word-for-word. This is futile for two reasons. First,
and results in greater satisfaction with each class.
no one can possibly translate word-for-word quickly
Specific techniques for using the goals in class are
enough to follow a speaker speaking at a natural
covered in Applied Methods: How to Teach a Summit
pace. Second, word-for-word translations are
Unit, on page 15.
impossible for idioms, expressions, metaphors, or
Observing progress and self-assessing.  When a other figurative language.
brief discussion of goals takes place at the beginning In order to build students’ awareness of this
of a class session, it then becomes easy for students fact, we must help them reflect on the meaning of
to observe and confirm their progress that day. One “understanding.” Help them to see that they can in
simple way to ensure this is to ask “Did you learn how fact derive both general and specific meaning from
to describe consumer shopping habits?” “What did spoken and written texts that contain words they have
you learn today?” and so on. When students confirm not heard or seen before. If students say they do not
that the lesson’s goal has been achieved, they value understand the meaning of a new word being learned,
their instruction. Similarly, regularly review progress help them to describe its meaning, rather than to try
at the end of each full unit. In general, cumulative to translate it. Ask students to look at the surrounding
positive reinforcement of their study motivates context to determine connotation—or sense—of the
learners to persevere. word in order to understand its general meaning. Help
them to recognize that not being able to translate a
* The foundational learning strategies that folllow are an intrinsic word is different from not understanding it.
part of the Summit Student’s Book. For teachers who would like This is a profound awareness on which every
to teach additional reading, listening, and vocabulary-building
learner of a new language needs to reflect. This
strategies, there are numerous printable extension activities
in the “Printable Extension Activities” section of “Teacher’s awareness creates the desire and need to depend
Resources” on your ActiveTeach. on context to infer meaning, promoting the

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Copyright © 2017 by Pearson Education, Inc.
development of one of the most important strategies and offer assistance to the rest of the class. If you
for language learners—understanding meaning from are faced with an odd number of students, create
context. a group of three students. The third student can
work as a helper to encourage eye contact and other
Managing pair, group, and socially appropriate behavior and to correct mistakes.
collaborative activities
Managing time.  To keep students on task, it is best
Collaborative activities, as well as pair and group to set time limits for each activity. End activities when
work, facilitate interaction in English and are a most of the class has finished to avoid “dead time”
hallmark of communicative language teaching. during which students are waiting for others to finish.
These activities encourage students to use their own For students who finish a conversation activity early,
language resources, which in turn makes the lesson have them write out the conversation they created. If
more personal and meaningful. They also ensure you use supplementary activities, it is a good idea to
that students initiate as well as respond in English. have some of those photocopied and on hand.
Also, by working together, students get to know each
other faster and become more independent; they Correcting errors purposefully
rely on the teacher less for guidance and ultimately
In general, language learners—particularly adults—
take more responsibility for their own learning. We
like feedback and expect to be corrected when they
recommend the following approaches for activities
make a mistake. However, research (Brown, 2015*)
featuring pair and group work.
suggests that correcting errors in students’ speech
Creating a student-centered environment. Some and writing may not be as effective in promoting
students, particularly those accustomed to teacher- correct language use as is commonly believed. In
centered lessons in which teachers spend a lot of time fact, excessive correction in a communicative course
explaining, may not immediately see the benefits can embarrass or dishearten students and discourage
of working in pairs or groups. Remind students them from attempting the experimentation and
that working together allows them more time to practice that is essential for language acquisition.
practice their English and allows you to listen to more In view of these findings, we recommend striking
students individually. Reassure students that you a balance between the need for correction and
will circulate to give them individual attention and maintaining feelings of success. The following are
that this will make you aware of any points that need approaches to provide effective and positive feedback.
explanation.
Promoting accuracy.  For activities where accuracy
Encouraging cooperative learning and is the focus, address mistakes shortly after they
collaboration.  Encourage students to help and occur. Students need guidance as they attempt to
learn from each other; in other words, to create a use new words, phrases, and grammar; immediate
community of learners in the classroom. Students correction is important. Ask students to incorporate
can collaborate on written exercises with a partner the corrections as they continue the activity.
or group, either by completing the activity together
Promoting fluency.  For freer and more challenging
or by comparing their answers. Whenever possible,
activities where fluency and free expression are
try to elicit answers from other students before
the focus (discussions and role plays), refrain
answering a question yourself.
from stopping the flow of student discussion with
Facilitating a flexible seating arrangement. To corrections. In these activities, accuracy is less
ensure that students interact with a variety of important than communicating ideas, improvising,
partners, have them sit in a different location for each and remembering and using the full range of
class. When dividing the class into pairs or groups, try language students have learned. Developing
to match students of different abilities. One method the ability to retrieve and use previously learned
of forming groups is to have students count off language is critical if students are to convert the
according to the number of groups needed. The “1”s English they have learned in the classroom into the
work together, the “2”s work together, and so on. English they need in their own lives. Interrupting
students with corrections discourages this
Monitoring activities.  During pair and group work
experimentation. Instead, take notes on common
activities, monitor students by moving around the
room to keep them on task and to provide help as
* Brown, H. Douglas. 2015. Teaching By Principles:
needed. When possible, avoid participating in pair An Interactive Approach to Language Pedagogy (4th ed.).
work yourself, as this will limit your ability to monitor White Plains: Pearson Education.

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Copyright © 2017 by Pearson Education, Inc.
student mistakes and then review those errors with the answers from individual students or by having
the entire class at the end of the activity. volunteers write their answers on the board. In classes
with time constraints, we recommend that you write
Encouraging self-correction.  Students, especially at the answers on the board, as this method is faster.
the upper levels, are often able to correct their own We suggest that you follow a similar approach with
mistakes. First let the student finish the thought, then homework by quickly reviewing correct answers. In
indicate by sound or gesture that there has been a large classes, you may prefer to systematically select
mistake. Try to point out where the mistake was to which papers to review out of class in order to give
give the student an opportunity to self-correct. individual feedback and check progress. If five to ten
Some techniques for eliciting self-correction papers are collected every session, each student will
include pausing at the mistake, or repeating the receive individual feedback several times per term.
student’s sentence and pausing at the mistake; for
example, S: “There were much people.” T: “There Actively developing free expression
were . . .” S: “There were many people.”
One of the greatest challenges in the post-
A less intrusive method is to correct the student’s
intermediate classroom is successfully engaging
mistake by reformulating what the student said
learners in free discussions and role plays. Students
without stopping the flow of conversation; for
are often frustrated by the disparity in level between
example, S: “Many of them has finished.” T: “Oh,
the complex thoughts they wish to express and the
many of them have finished?” S: “Yes, many of them
language they have at their command. There are
have finished.” Note that these techniques often
psychological and psychosocial hurdles as well. Adult
prompt the student to self-correct.
and young-adult students often worry that they will
Being selective.  Do not try to correct every mistake. be judged by their teachers as well as their peers.
Doing so could discourage or overwhelm students. The following four techniques form part of a
Instead, focus corrections on the skills that are being process approach to discussion and are recommended
taught in that particular lesson or on mistakes that to mitigate the challenge of free discussions and role
interfere with comprehensibility. plays. They support learner confidence and increase
quantity, quality, and complexity of expression.
Providing emotional support.  Above all, be careful
Idea framing.  When students are presented—
not to embarrass students. Be aware that post-
unprepared—with a discussion topic, they typically
intermediate students in particular may be sensitive
approach it narrowly; for example, if you propose a
to criticism in front of their peers and may prefer
discussion about community service, students may
more private feedback. Give students enough time
only think about one particular aspect of the topic.
to think before they answer to avoid making them
Worse, students often worry about what you consider
feel pressured. There is nothing more effective in
appropriate to include in the discussion.
promoting student participation than reinforcing
Providing students with a stimulus such as an
their belief that you are “on their side.” To that end,
online or magazine survey or questionnaire can help
we suggest that you show approval for student
them frame their ideas by indirectly suggesting topics
experimentation, even when language is inaccurate.
to be included in the discussion to follow. Surveys
Correction can come later. Experimentation is an
and questionnaires you provide also reduce student
essential step on the road to mastery.
anxiety by clarifying your expectations of what is
Checking and managing homework.  Maximizing the appropriate to include in the discussion.
amount of time students have to interact and practice Notepadding.  Giving students an opportunity
English is essential in a classroom environment. It to write notes helps them consider how they will
is best to limit the amount of class time devoted to express their ideas. Here again, students may
checking answers and correcting homework. For start with a narrow view of what to include in the
exercises done in class, have students check their discussion, but when they are given preparation time
answers with a partner. This increases interaction beforehand, they will broaden their ideas and plan
time, ensures that errors get corrected, and how they want to express them. Notepadding builds
encourages students to correct their own mistakes. It confidence and yields more complex statements than
also helps students avoid the possible embarrassment discussion without preparation does.
of giving incorrect answers in front of the entire class.
When the class has finished comparing answers, Text-mining.  Although language textbooks usually
review the correct answers as a class, either by eliciting contain readings that provide students with an

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Copyright © 2017 by Pearson Education, Inc.
opportunity to confront “i + 1” comprehensible inability to create a one-to-one correspondence of
language, using these readings solely for reading the English words to their native language. Adopting
comprehension can be a missed opportunity. One an approach that respects the amount of challenge
way to make the most of a textbook reading is to a reading or listening activity presents, discouraging
ask students to notice and select language from it translation, and teaching reading and listening skills
(“mining” its text) that they can use in a discussion or and strategies can help students read and listen
role play. Permit students to circle, underline, or copy successfully.
“mined” language prior to classroom discussions.
Reading strategies and applied comprehension
Text-mining greatly enhances students’ ability to
skills.  Reading skills and strategies that help students
acquire and use more sophisticated language.
cope with the challenge of foreign- or second-
Wordposting.  Another huge challenge to students language reading help prepare them to confront such
is remembering known language—even recently readings with confidence. Some are practiced before,
learned language—and using it in discussions and some during, and others after the actual reading.
role plays. But when students do not use and reuse Before a reading activity, encourage students to
learned language, they inevitably forget it. explore their ideas about the topic of the reading.
To ensure that students recycle previously taught To pique their interest in the reading, get them to
language, we suggest that you (or the students access any knowledge they already have about the
themselves) make and keep “wordposts”—lists of topic. Another strategy that helps students cope with
relevant recyclable language. Wordposts can be a reading is identifying its source; for example, is it
written on the board or photocopied and distributed. a magazine article, a website, a series of letters, an
To encourage the use of the wordposts during advertisement, etc.? These pre-reading strategies
the discussion, you or your students can write a will help students approach a reading with the
checkmark, cross out, or circle each word or phrase confidence that they know what is coming and will
as it is used. Wordposting is one effective recycling discourage them from focusing on every unknown
technique that makes English unforgettable. word.
Skimming, scanning, and focusing on the context
Teaching the receptive skills: reading in which unknown words occur are strategies and
and listening skills that enable students to understand meaning
Reading and listening are sometimes thought of as and discourage translation. Encourage students to
receptive skills. In a communicative classroom, quickly read the passage from beginning to end
however, reading and listening activities can greatly without stopping for details. One way to teach
enhance speaking and writing, provide growth skimming is to have students read the first sentence
of comprehension, and help students cope with of each paragraph and the first few sentences at the
authentic language containing unknown words and beginning and the end of the passage.
complex ideas. The following are suggestions for Scanning for specific information is another helpful
approaching reading and listening in order to gain skill. Before students read line-for-line, they can be
maximum benefit. asked to find information about dates, names, ages,
Authentic reading and listening passages will times, etc. Such information usually identifies itself
always contain a quantity of unknown language. We by format—numbers, isolated words, charts, and the
know that students can understand more language like. Keep in mind, though, that not all readings lend
than they can produce, but they are often hesitant themselves naturally to skimming or scanning. Only
to tackle readings or listening activities that include choose skimming or scanning with readings that
unknown language. (See the earlier discussion of the naturally lend themselves to that sort of examination.
value of “i + 1” comprehensible input on page 4.) As students read and encounter unknown words,
Readings and listening activities should represent help them to find the context clues that “explain” the
real language. However, it is important to avoid meaning of those words. In the following sentence,
language that falls so far above comprehensible level the general meaning of the word dousing can be
that students can’t learn from it. Identifying a zone understood from the context: “Songkran is a wild
of comprehensibility enables readings and listening and wonderful festival in which people of all ages
activities to maximize the building of comprehension have fun dousing each other with water for three solid
skills and vocabulary. days.” Many students would instinctively reach for
As stated earlier, it is important to recognize the bilingual dictionary to look up dousing or simply
that language learners instinctively try to translate decide the reading was too hard. But asking them
every word as they read and are frustrated by their to look for the meaning in the surrounding text (the

Summit 1–2, Third Edition Methods Handbook 8

Copyright © 2017 by Pearson Education, Inc.
“context,” where they will find “with water”) helps Listening skills and strategies.  Listening is often
build the habit of searching for context clues and frustrating to students because of factors such as
taking educated guesses. speed, accent, background interference, and the fact
A good way to help students see the value of that in the real world, a listener usually has only one
searching for context clues is to ask them to explain opportunity to understand. In contrast, a reading
their reasons for guessing the meaning of a word. text—even if difficult—can be explored, studied, and
Ask them to go into the text to provide support for re-read at the learner’s pace.
their opinions. In the case above, students would cite For most learners, understanding spoken language
“with water” to support their opinions. Note that a can be very difficult, especially when the speaker is
precise definition or translation is not necessarily the not seen, as during a phone conversation or when
goal. Students should also be encouraged to guess the listening to the radio, a podcast, or a classroom
“sense” of a word; for example, whether it is positive or audio program. Development of listening skills and
negative, male or female, something you eat or wear, strategies can help reduce the natural panic that
etc. If this is done regularly, students will develop the occurs when students listen to challenging speech.
habit of looking for meaning in the context. If we want post-intermediate students to be able to
After reading, summarizing a text is a valuable cope with real spoken language, it is crucial to expose
applied reading comprehension skill. When students them to authentic listening passages recorded at a
are able to summarize a reading, it indicates that they normal rate of speed and in a variety of accents.
have identified the main idea and can distinguish it As language educators, it is important for us
from random facts or details that are included in the to ask ourselves what the purpose of listening
article. comprehension exercises is in a communicative
One way to provide practice in distinguishing classroom. Is it to get students to understand every
main ideas from details is to ask students to take notes word they hear in a comprehension exercise or is it to
as they read and to organize or separate their notes help them learn how to successfully understand real
into categories; for example, in a reading about the spoken English in the world outside the classroom?
life of a famous composer, students can be asked Although we know the answer is the latter, we
to take notes about the key events in that person’s struggle with our own feelings of “failure” when post-
life. In a reading about the effects of globalization, intermediate students are unable to easily understand
students can be asked to jot down information about everything in the listening texts we bring to class.
the pros and cons. Putting notes into categories helps To offset our own fears as educators, it is
students perceive the details that support the main important to explain to students the value of
ideas of a reading and can provide a framework for a challenging listening experiences and to reassure
logical and articulately expressed summary. A further them that the exercise is not a test of whether or
way to help students understand the main idea of not they understood everything the first time. Be
or the point of view expressed in a reading is to ask sure students understand that the purpose of this
them to try to paraphrase what the author’s idea is. practice is to help them obtain meaning, even from
As they read, ask students to put the author’s words something that is not completely understood, and
into their own words. not simply to answer questions.
In presenting listening comprehension practice
The input/task ratio.  When asking comprehension in class, be sure students have several opportunities
questions about a reading (or a listening activity; to listen to each passage. Focus students’ attention
see below) it is helpful to keep in mind the relative by having them listen for a different purpose each
difficulty of the text. If a text is very challenging time they listen. Build up the progression of tasks
and has a lot of difficult or unfamiliar language from easier to more challenging ones. Add an extra
and complex ideas, questions and tasks should be listening opportunity again after other tasks in order
relatively easy and receptive, such as determining to let students check their work.
general or main ideas. If a text is relatively easy, the The input/task ratio especially applies to
tasks and questions should be commensurately more constructing listening activities in the classroom.
difficult, productive, and inferential, and should (See column to left.) If the listening passage is
require more critical thinking. In other words, the fast, accented, or otherwise difficult, present a less
difficulty of the task should be inversely proportional challenging or receptive task, such as understanding
to the difficulty of the text. If this ratio is respected, main ideas or identifying the global purpose. On
even very difficult texts can be used by students at the other hand, if the listening passage is slow or
lower levels. otherwise easy, present more productive or difficult

Summit 1–2, Third Edition Methods Handbook 9

Copyright © 2017 by Pearson Education, Inc.
exercises. A convenient way to apply the input/ at their own writing critically for clarity of ideas. Then
task ratio to listening comprehension exercises is to they should rewrite to try and improve what they
compare them to the reading skills of skimming and wrote in the first draft.
scanning: for more difficult listening passages, expect When you first read your students’ writing,
students to “skim” by listening and getting the main respond to the ideas they are trying to express,
idea, but few details, inferences, or complexities. For rather than focusing on errors. Ask questions that
easier listening passages, expect them to “scan” for encourage students to say more and clarify what they
details, make inferences, and draw conclusions based are saying. Focus on accuracy only after students
on those. have had an opportunity to revise and improve the
In all cases, however, make sure students realize content of their own work.
that these exercises are meant to increase their ability Students at post-intermediate and advanced level
to cope with natural spoken speech, not a means to can cope with challenging writing assignments
judge what they can understand on one listening. and they should be expected to use high-level
grammatical structures in their writing. For example,
Improving written expression in an essay about public corruption, students should
Writing tasks perform a number of useful functions in readily use conditional constructions to examine
a communicative classroom: what they would do if they had the power to change
• First, they offer yet another vehicle for students things.
to remember, practice, and consolidate As at all levels of instruction, however, it is
language they are learning, reinforcing important to construct a writing assignment that
vocabulary and grammatical conventions. students are prepared to write about. Many failures in
writing occur when students begin translating their
• Second, they promote the development of
ideas from their own language into English, instead of
accuracy because students and instructors read
using the English words, expressions, and grammar
and edit the writing; errors are visible and can be
they are familiar with. When assigning a writing task,
meticulously corrected.
ask yourself if it will require students to use known
• Third, they can prepare students for the real language or whether the subject is unrelated to what
writing they will do in their work and social lives: they know.
letters, e-mails, reports, articles, messages, and To help develop students’ abilities in the
the like. conventions of writing, it is helpful to link each
• Fourth, tasks based on a writing syllabus can writing assignment to a particular skill to be applied,
teach students the conventions of standard such as sequencing events, persuasion, punctuation
written expression, such as sentence and of dialogue, organizing a comparison and contrast
paragraph development, use of topic sentences, essay, and other features of effective writing. In this
and written rhetorical devices. These cannot be way, students practice the language they are learning
learned through speaking activities. as well as the conventions expected in English
It’s reasonable to expect an increase in both writing. Finally, so that students become familiar
quality and quantity of expression as students with the conventions of formal and informal written
develop their writing skills. Students should be expression, vary the text types in assignments, from
reminded and encouraged to actively use the e-mails to formal letters and essays.
language they have learned, and they should try
to vary the vocabulary they use and the way they
express themselves. In addition, they should always
be encouraged to try and write a little more. If
students share their writing in pairs or groups, have
other students ask questions about information they
want to know more about. Do the same when you
read students’ work.
Writing is a process that begins with ideas.
Encourage students to brainstorm ideas, write lists,
take notes, organize their thoughts, use graphic
organizers, etc. before they begin writing a first draft.
Encourage revision as a regular habit in writing.
Students should get feedback from others and look

Summit 1–2, Third Edition Methods Handbook 10

Copyright © 2017 by Pearson Education, Inc.
 Commonsense Testing and Evaluation
One of a teacher’s most difficult challenges is to responses in whole class, small group, and pair work
construct tests that fairly evaluate global student activities. At the end of the session, make a notation
progress. Without pretending to present an in your record book in a form that makes most
exhaustive approach to testing and evaluation, sense to you. One simple notation system is to give
we offer a few principles. First of all, although all each student you evaluated a “plus,” a “check,” or
teachers accept the principle that “we should test a “minus” for that day’s oral work. In the following
only what we teach,” this is easier said than done in class session, focus on the next ten students, and in
a communicative classroom, where more than 50% the following session, focus on the final third of the
of class time is spent practicing the oral/aural skills. If students. In that way, students receive credit for their
we were to “test what we taught” this would require progress as they begin to retrieve and use target
more than 50% of our test items to evaluate listening language to communicate in class. You can determine
and speaking. However, oral tests take a lot of time the criteria you wish to use to evaluate your students
because each student must be tested individually; (e.g. fluency, accuracy, clarity, etc.). The important
few programs provide enough time for such testing. thing is that you have a record of each student’s
For this reason, most programs rely on tests that are ongoing progress. At the post-intermediate level,
largely written. classroom discussions, presentations, and debates
We would like to suggest procedures that answer all offer opportunities for ongoing informal oral
the following two questions: assessment. This set of records can then be factored
• How can students receive credit for their into the grade each student receives for the marking
progress in speaking—the aspects of language period, unit, term, etc. The percentage of weight you
learning that have received the most emphasis wish to give to this ongoing oral evaluation in relation
in class? In other words, how can we evaluate to the written test is up to you and your program.
speaking?
Written tests
• How can we construct a written test that permits
students of all ability levels to demonstrate their How can we construct a written test that enables us
knowledge of the language they have studied to fairly evaluate the progress of all students—those
and which measures their abilities in listening who are gifted as well as those who struggle? All
and reading comprehension as well as written students learn, though not at the same rate, and
expression? some learn more from a textbook unit or from a
lecture, etc. than others. We suggest that test items
in written tests be weighted as follows so that all
Oral tests students who have progressed acceptably can
As mentioned above, formal oral tests are very demonstrate that growth on the test. (Note that the
time-consuming. In a class of thirty students, item types described below can be mixed throughout
administering a five-minute unit oral test to each the test.)
student would take 150 minutes (two and a half We propose that 80% of the test items be receptive
hours). Almost no program could dedicate that much and literal ones. Examples of these item types would
time to oral testing at the end of each textbook unit, include such things as true and false, multiple choice,
so it’s only possible to administer a few oral tests and cloze sentences with word banks from which to
per term. However, teachers report that when there choose items. These items should “test” students’
are very few oral tests, students tend to panic and knowledge of the target vocabulary and grammar
perform poorly because the stakes are too high. they studied in the unit. In terms of difficulty, these
And a test on which students underperform doesn’t items should be at a level that all students who
accurately assess their progress. A more practical have studied and learned the material can answer
and effective way to measure students’ progress is to successfully.
provide an ongoing, less formal, in-class assessment In turn, 10% of test items should be items
of speaking skills. that require more thought and more productive
One approach is to keep a record of students’ responses than those mentioned above. Examples
progress in each class session. If a class has thirty of these items would be an answer to a question,
students, we suggest focusing on ten students in a completion of a conversation response, or cloze
each session, making a mental note of their spoken sentences in which students have to complete items

Summit 1–2, Third Edition Methods Handbook 11

Copyright © 2017 by Pearson Education, Inc.
without benefit of a word bank or a set of choices. made for “counting” the written test for 25% of the
These items should “test” students’ knowledge and grade, although few programs would adopt such a
use of vocabulary and grammar learned in the unit. scale, for reasons of expediency. Our purpose here
Regarding difficulty level, these items should target is to provide a starting point for discussion to enable
average and above-level students. While it is possible programs to consider what weight to assign the oral
that weaker students will correctly complete these and written tests so that each student’s evaluation
items, it is not probable. It is worth noting that all meets the goals of the program.
students sometimes perform above expectation, and
that performance should be encouraged. Periodic assessment of writing skills
The final 10% of test items should require Since written expression (essays, letters, reports,
responses of multiple sentences or paragraphs, etc. etc.) is an important part of any post-intermediate
that indicate mastery of vocabulary and grammar and syllabus, students’ progress should be evaluated
that may require critical thinking, such as inferential regularly. In-class and homework writing
understanding of language and ideas in context assignments and formal writing tests should all be
from reading passages. These items would typically taken into consideration for a global assessment of
target the strongest students in the class. Again, it writing skills.
is possible, however unlikely, that some weaker and When evaluating student writing skills on a formal
average-ability students might perform well on these writing test (an essay, for example), take the following
items. Any success should be supported. criteria equally into account:
If a written test is constructed using items
• appropriateness (Is the essay on topic?)
apportioned as above, all students can demonstrate
progress, with the weakest students (who have • completeness (Does the essay adequately
worked to their capacity) probably achieving a develop the topic?)
potential 80% score, average-ability students • accuracy (Does the essay use complete
achieving a potential 90% score, and the best sentences? Is the grammar, spelling, and
students achieving a potential 100%. Of course, these punctuation correct? Are vocabulary and
percentages are not guaranteed, but they do permit idiomatic expressions used meaningfully?)
even the weakest students to see their progress and • clarity (Is the essay well organized? Are ideas
the best ones to demonstrate their mastery. presented in a clear and logical manner? Are
A compelling reason for this approach to details used to clarify and illustrate ideas?)
constructing written tests is to address teachers’ • complexity (Does the essay use a variety of
frequent concern that their students don’t “do well sentence structures? Is the vocabulary varied?)
on the test.” Research has shown that teachers often
Again, you or your program can decide how much
write tests that provide items weighted on the side of
weight to give assessment of the writing skill in a
the most difficult content taught, under the rationale
student’s global evaluation.
that “if students can answer these questions, I can
assume they could have answered easier items.”
The consequence of this assumption is that many
students don’t receive recognition for the language
they have learned because they are unable to answer
the most difficult and productive items perfectly.
However, it is our contention that the easier content,
such as the knowledge of the target vocabulary, is
at least as important as the ability to use the most
difficult grammar. We believe that all of the content
should be evaluated.

Global evaluation
Once a score on a written test has been determined,
you (or your program) can decide how much weight
to give oral tests or the ongoing oral assessment in
the student’s global evaluation. If we are to truly test
what we taught, and the amount of time spent on
the oral/aural skills was 75%, then a case could be

Summit 1–2, Third Edition Methods Handbook 12

Copyright © 2017 by Pearson Education, Inc.
 Summit Unit Format
Summit units contain six two-page lessons, described in detail on pages 15–24.

UNIT COMMUNICATION GOALS ENGLISH FOR TODAY’S WORLD

1 Describe how you’ve been enjoying the arts Understand a variety of accents.

2
2 Express a negative opinion politely D 1:15 SPOTLIGHT Read and listen to three colleagues discussing Amalia = Spanish

Music and Other Arts

Sandy = Chinese
3 Describe a creative personality what to do after a meeting. Notice the spotlighted language. Paul = American English (standard)
4 Discuss the benefits of the arts
Amalia: Hey, guys, we’ve got a free evening tonight. Why
don’t we see if there’s anything to do? Sandy: Hold on! Here’s something that might
Sandy: Good idea! Let me see if I can find something be right up your alley, Paul. There’s an
preview online. exhibit of modern American art at the Grant
Gallery. And they’re open late on Thursdays.
Paul: I’m in … Check out eTix. They usually have some
A FRAME YOUR IDEAS Complete the survey. Then tell
ell a partner about the great deals. Paul: Now you’re talking!
songs and artists you listed. Explain why each one is memorable for you. Sandy: Let’s see … Hey, The Phantom of the Opera is at Sandy: And what I really love is the location.
the Palladium. I saw the movie, but I’ve never seen it live. The gallery’s right around the corner from
WRITE ONE OR MORE EXAMPLES OF YOUR What do you think? here.

MUSICAL MEMORIES
Paul: I saw it back home in Chicago at least ten years ago.
Hasn’t that thing been playing for like twenty years now?
Amalia: At least! I’ve actually seen it on stage. But I guess I
wouldn’t mind seeing it again. The music is awesome.
1 A song with a really danceable beat that made you 6 A group or performer with an innovative sound Paul: Yeah, it’s got some catchy melodies, but the
want to get up and move to the music unlike anything you’d heard before story’s nothing to write home about.
Sandy: Hey, here’s something that might be
good! It looks like tickets are still available
2 A song with a catchy, unforgettable melody that you 7 A singer that blew you away with his for Swan Lake. That’s supposed to be an
loved—you couldn’t get the music out of your head or her extraordinary singing voice
amazing ballet.
Paul: Uh, no offense, but ballet isn’t my thing.
3 A song with an annoying melody that drove you 8 A top-notch musician you thought was Amalia: I can see Paul’s going to be hard to
Preview Lesson crazy every time you heard it one of the most talented artists ever please!
Paul: Sorry, I don’t mean to be a pain. I guess
I’m not really in the mood for a show tonight.
• Previews content of the unit 4 A song with really moving lyrics—you got
emotional every time you heard the words
9 A singer, musician, or group that put on an
amazing and memorable performance
Maybe there’s a museum that stays open late.

• Always begins with a survey 5 A song with interesting lyrics that made you really
E UNDERSTAND IDIOMS AND EXPRESSIONS Find these expressions in Spotlight.

or self-test think about the song’s meaning Match each with its correct usage.
1 I’m in. a You think someone will definitely be interested in something.

• Gets students thinking and 2 It’s nothing to write home about.

3 It isn’t my thing.
b You want to apologize for making trouble.
c You think someone has made a good suggestion.

talking 4 He’s hard to please.

5 I don’t mean to be a pain.
d You think someone is difficult to satisfy.
e You think there’s nothing special about something.
• Introduces important new 6 It’s right up your alley. f You want to indicate your willingness to participate.
7 Now you’re talking. g You indicate that something isn’t to your personal taste.
vocabulary and idiomatic
F THINK AND EXPLAIN Discuss these questions.
expressions 1 Who’s willing to see The Phantom of the Opera and who’s not? Explain each person’s point of view.
2 Why do you think Sandy thinks the art exhibit might be just right for Paul?

 SPEAKING PAIR WORK Rate the events on a scale of 1 to 5

(with 5 being most enjoyable). Then tell your partner about the
DIGITAL
STRATEGIES B 1:14 VOCABULARY ELEMENTS OF MUSIC Work with a partner to a beat a sound kinds of events you’d like to attend. Explain your reasons in detail.
explain the meanings of the words on the right. Use the survey to support a melody a voice
your explanation. Then listen and repeat. lyrics a performance
an art exhibit a modern dance performance a play
C PAIR WORK Tell your partner about the a rock concert a classical music concert a musical
performers you’d like to see, or not like a comedy show a jazz performance a ballet
to see, in the future. Explain your reasons.
14 UNIT 2 15

2
M02_SUMM_SB_LVL1_6070_U02.indd 14 26/07/2016 10:52 M02_SUMM_SB_LVL1_6070_U02.indd 15
continuous in Spotlight on page 15. 26/07/2016 10:52
LESS ON

example of the present perfect

GOAL Express a negative opin DIGITAL
MORE D NOTICE THE GRAMMAR Find an or one that may continue in the future?
finished
Does it describe an action that has

1
g the arts ion politely
EXERCISES

GOAL Describe how you’ve been enjoyin

LESSON

DIGITAL
STRATEGIES A 1:17 VOCABULARY
E UNDERSTAND THE GRAMMAR
Check the sentences F
can also be used. Then, on a separate
Lessons 1 and 2
in which the present
GRAMMA sentenc
sheet of paper, rewrite those R
es in the present
PRACTIC E
perfect continuous
Rewrite each state
NEGATIVE DESCRIP 1 I can’t stand long ment as a cleft sent
• Goal 2and achievement based
classica l music conc ence with
What.
Rea d andthe spotligh ted grammar. TIONS OF MUSIC perfect continuous. s lately.. What I can’ t stand are
commentaries. Notice liste n. Then listen aga gone to a lot of concert erts
A 1:16 GRAMMAR SPOTLIGHT Read the in and repeat. 1 He’s played with their band for
almost I didn We’ve
5 ’t care for Adele’s over long classical mus
you ever visitedlythesent imentaloflyrics.
Museum ic concerts.
3 Jess6icaHave
I try to get to MASP—that’s
ten years.
2 Justin Timberlake has already
• two
given One 4lesson Contemis
I’d really
doesn’t
focused
particul
porary
enjoy seeing a
arly like Bono’s voic
Art?
live you seen
on
the
e. conversation and
musical
’ve been going to see a lot the São Paulo Museum of Art— 5 The 7songHow many times haveLady Gaga performance.
for athe
good otherLes on grammar
Over the past few years, I’ve
but still-popular whenever I can. Because it’s
concerts in my town. “IMisérab les?ing” by the Blac and discussion
Gotta Feel
of live theater. I’ve seen some classic k Eyed Peas
not far from work, I’ve been 3 She’s looked online this morning them to play really makes me want to dan
shows like Les Misérables and The Phantom
of the 8 Lately, audiences have asked ce.
Opera. Recently , I booked a trip to New York, and
playing.
droppingThe
or so to see
by aboutmelod
(overwhat’s
every month
y isvisit
ional and
ly emotnew
so sentimental.
deal on show tickets.
4 Since he got promoted to stage
•
manage Both
r, G off
PAIR er
WOR more new
songs fromlanguage
K Take turns read
their new album.
ing a state
for integrated
I’ve been checking online to see what’s or romantic) every day. cleft sentence with Wha men t aloud. Your part
I couldn’t go to the Big Apple without
seeing a its excellent
I’ve been
Her library. Lately,
lyric
(notexplori
ngs are way too ser
ious.
Mark’s arrived early at the theater
communication
1 “Jazz always puts
t.
practice
me to slee
perfect continuo usp.”
ner restates it as
a
few good shows, right? fun or happy) 2 “I
e the questions, using thecan’
present
t stand the loud beat
the Antiques Market F GRAMMAR PRACTICE Complet 3 “A good melo in tech no-pop.”
outside The
as well.ir They
music is so comme when possible. Otherwise, use the
perfect.
present dy can make even
bad lyrics seem acce
Amy Chen, 18 San Francisco, USA
(of
always have little
a lot of
artistic value; focus rcia l. 4 “Listening to my
music videos on my tablet? brother try to sing ptable.”
ed on popular succe 1 A: 5 “Da ncing to the drives me crazy.”
g stuff to  ss) music of a great
His
interestin sou nd is really dated
you / watch
6 “I love dow nloa salsa band helps
me unw ind.”
look at.(not up-to-date; not modern)
. B: Yes, I have. But I’m done. ding songs by unk now
n new
Also: artis ts.”
Lately the musical Wicked yet?
Music plays a pretty big part in my life. Their songs are 2 A: annoMax
(always repeat the same kind of repetitive.
up in the ying/ see
I’ve been using music to wake me But he should. It’s unforgettable.
and help me beat, lyrics, or melodie B: No,boring
he hasn’t.
morning, get me moving at the gym, s)
depressing ?
unwind after work. Speaking of work,
moreNo offe nse, loudwhat / you / do
3 A: NOW YOU CAN Exp artress a negthis wee k.
I’ve been listening to music
song
but I find her g to see if there are any interesting
exhibits ative opin ion politely
during the day and I’ve noticed that it
s way too sentimental. offen
B: Just sive I’ve been checkin
now?
4 A: silly Vickie / work late again?
actually makes me more productive. A 1:19 CONVER
SATION SPOTLIG
weird home in Reaa few minutes . HT
B B: I’m afraid so. But she’ll be heading d and listen. Notice the
spotlighted
1:18 LISTEN
TO ACT Valle, 22 São Paulo, Brazil to a Broadway musical conv?ersation strat
Chicago, USA IVATE VOC Fabiano
ABULAR 5 A: egies. PRONUNCIATION
1 He, 34
Nicole Clarkson
finds Jack ie Eva Y Listen to each
conversation. Then Jerry / go
A: BOOSTER p. 142
ncho’s music way complete the desc Are you as much of a Mich
2 She finds Man too (repetitive / com
mercial / sentimen ription.But he’s going to his first one tonight. fan as
B: Never. ael Bublé
Intonation patterns
á very (repetitive tal to the concert I?am?
s /
are
interests, and activitie commercial / dated / serious) / serious).A: in line to get in
RISONS Which 3
person’s He tastes,
find s Cae 6 B: Mich ael
B MAKE PERSONAL COMPA tano Veloso a little . how long / you / wait Bublé? To tell the
own? Explain 4 why. too (repetitive / sent looks like we’re not crazmoving
finally now. truth, I’m
the most like (or the least like) your She thinks reggae
music is really (rep imental / dated /
serious). B: About twenty minutes. But it y about him.
5 He thinks Anth etitive / sentimen A: How can you
ony Hopkins’s mus tal / dated / commer not like Michael
ic is too (repetiti cial). Bublé?
B: To be honest,
T CONTINC UOUS
ve / sentimental
/ dated / serious)
. NOW YOU CAN Describe how you’ve been
enjoyin g the arts what I don’t like is his
DIGITAL
INDUCTIVE C GRAMMAR THE PRESENT PERFEC APPLY THE VOC
that ABUin
began LARY With
sound. It’s so com
mercial. But you
express a continuin g action Rememb
a er:
part know who I real
Use the present perfect continuous to using the Vocabula ner, describe sing
ACTIVITY
ers ly like?
Depending on the context, the actionry. The present perfect can also be and bands you don’t like,
the past and continues in the present. used to describe a continuing action
A: Who? . Explain why you’ve
has + been and a present participle. experiences with the arts recently
may continue in the future. Use have / that began in the past. There is
no A NOTEPADDING Write about your B:
Use Stin
the present perfect continuous.
g.
e in meaning . and not doing others.
Statements significant differenc been doing some things
She’s practiced ballet for years.
A: Sting? I hate to
She’s been practicing ballet for years. music a little date
say it, but I find
his
I was a kid. I’ve listened to classical music
I’ve been listening to classical music since since I was a kid. Art d.
art
DIGITAL
INDUCTIVE D GRAMMA Have you played the piano for a Music
I haven’tB been going to any
Questions to a lot of 1:20 RHY THM
ACTIVITY time?
long R CLEFT SENTEN long time? I’ve been listening . But to tell the AND INTONATION Listen
Have you been playing the piano for a One way to emphasiz CES WITH WHAT helps exhibits lately repe at. Then prac again and
jazz these days. It
son painted thing. tice the conversation
? e the action in a sentHow long ?has your , it’s not really my
How long has your son been painting portraits sentence + the verb ence is to use a noun clau
portraits truth with a partner.
be. Make se with me unwind.
are often used with the present perfect continuous sure the form of the, use
However verbthebe present
agre es perfect, What as the subject of the
with
C NOTEPADDING
Writ
These words and phrases perfect continuo itsus,
complement. e about some of
g continuin(gI reall actions: not the present
Clef t sen your favorite mus
(and the present perfect) when describin y don’t like traditiona sentences with already
l music.) in → tences , yet,
Use cleft sentence
ical artists and grou
ps. Artists or grou
ps
(He doesthese days Whaever
for [two months] lately n’t unde rstand jazz.) before, and t I reall y don’they
, because
t like is traditional musi s with What. What I like
recently ( They thisy [year]
reall loved the lyrics.) →
describe finished
Wha t he actions.
doesn’t unde c.
for a while long … ? practice rstand is jazz.
d ballet
all day How
(The melody made →
She ’s already
What they really loved Artists or groups
since [2013] ever yone cry.) week. were the lyrics. What I like
→this Wha
Have you tevermadstudied
Summit 1–2, Third Edition e ever yone Black Eyed Peas
Methods Handbook 1313
piano? GRAMMAR BOOS
rather than the present perfect, is cry was the melody. TER p. 128 What I love are their
Note: The present perfect continuous, DIGITAL us action, especially when there is • Noun clauses:
review and great dance beats.
Have you been going
generally used to describe a recent continuoMORE E NOTICE THE GRA expansion
role the arts have been playing in to many plays or
Copyright © 2017 by Pearson Education, Inc. MMAR Find an SION ACTIVATOR Discuss the
EXERCISES
ended. Spotlight
visible evidence that the action has just example of a cleft VIDEO esBas DISCUS musicals recently?
• NounDIGITAL
on page 15. sent ence
claus adjective
discuss what you’ve been doing (or not
Has she been practicing ? GRAMMAR BOOSTER p. 126 with What in
and noun complemen life recently. Use your notesDIGITAL
your to 17
What’s Nora’s violin doing on the table? ts D CON VERmuch as you can.
18 VIDEO
s. Say as SATION ACTIVAT
UNIT 2 Finished and unfinished actions:
summary
doing) lately. Ask your partner question
DIGITAL
to the one in Exer OR Create a conv
ersation similar
SPEAKING
BOOSTER
__ fan as I am? Be
cise A. Star t like
this: Are you as muc don’t stop!
UNIT 2 sure to change roles h of a • Discuss other
16 and then partners artists
. you like o
 ples from
t of paper, write exam
TING DETAILS
On a separate shee onality trait. Use
your own
POR pers
E IDENTIFY SUP that illustrate each
thoven’s behavior
the Reading of Bee 7 that he was moo
dy
answers.
words. Explain your 4 that he was pass
ionate
8 that he was egot
istical
tive persona lity

3 GOAL Describe a crea

d ntric
1 that he was gifte

LESS ON
5 that he was ecce
getic cult
2 that he was ener 6 that he was diffi
ginative
3 that he was ima Vocabulary
tions. Activate the
ATIVE PERSONALIT
IES Discuss the ques
DESCRIBING CRE SUP PORT AN OPINION
A VOCABULARY at. F EXPRESS AND cted him? Do you
n again and repe
DIGITAL 1:21
STRATEGIES ion.your opin mar ry him reje
Read and listen. Then liste to supp ort
Beethoven asked
to
Negative qualities appearing k ever y woman that
in an unusual way or 1 Why do you thin ? pieces of music
eccentric behaving the right decision his most popular
Positive qualities think they made
Lessons 3 and 4 to write some of
y to do one or more people
having a natural abilit different from most able

4
k Beethov en was
gifted to please

LESS ON
satis fi ed and hard 2 Why do you thin
things extremely well difficult neveGOA r
y annoyed or unhappy longer hear?
becoming Lquick when he could no
DIGITAL

physically and mentally Disc usseasil

ly and the ben efits impo
EXTRA
e, of the
• Goal and achievement based
very activ moody or more rtant
arts CHALLENGE
energetic esting ideas oneself to be better
think of new and inter egotistical believing
imaginative able to thing and le
a strong liking for some than other peop
passionate showing d to it
• Build reading
cribe a crea
lity
tive persona or listening
The Walker Institute skills and strategies
3 adul
3
dedi cate A LISTENING WAR
NOW YOU CAN Des
being very M-U P DISCUSSION
to help children who In what ways do provides support
or diffi cult you think the arts for
• End with a discussion,
without a job or a debate,
ts who have sudd
WAR M-U P It is often said that
people have ecce
giftedDIGITAL
STRATEGIES B 1:23
ntric, moody,are
LIST
unde r emotional stres
s or the elderly with could be used
memory problems
? IDEAS Do you
think you people feel separate
presentation,
enly found themselv
I’m not particula
place to live. As a
result, these
but I’m very pass
rly creative,
es
ionate. I
B READING ain. EN FOR MAIN IDEA
A FRAME YOUR
or project
e? Expl S d from others soci important
personalities. Do
you agre arts are used as Liste n life?
to the radio prog ity? Rate yourself Understandably, they think it’s really
ally.
therapy.
en’s personal Writ
ity have on his
e the type of ther ram for desc riptions of how
have a creative personal e from feel bad about their
to love what you do. What
effe ct did Bee thov apy that is desc the belo w on a scal circumstances and  current
raphy. What ribed by each ther for the qualities about you? worry a lot abou
1:22 READING
Read the shor t biog completely neglected
his personal apist. answers with a part
ner. t the future.
DIGITAL
STRATEGIES C stamping his feet. He his clothes would get 0 to 3. Compare
wild hair, and
appearance; he had

Gen us
g the night and
s would come durin
so dirty that his friend amazed his difficult
es with new ones. What gifted
nate replace his old cloth
assio energetic
the difference.
friends was that he
never notic ed 0 = not at all eccentric
AP Beethoven wrote two
famous works, Moon
light Sona ta and
t 1 = a little passionate
DIGITAL
STRATEGIES F WOR
moody
D STU al USIN
differ ent wome n he loved. He was almos dy 2 = som ewh at egotisticDY G PARTICIPIAL ADJE
Für Elise, for two alrea 1:26 Participia
in love, often with a woman who was to extr eme ly imaginative CTIVES l adjec
always passionate ly
asked several wome
n 3 = Verb
Altho ugh Beeth oven The pres ent and past participia Present
married or engaged. can func tion as adjective l form s of man y verbs
(amaze) amazing
rejected him.
marry him, they all loss of heari ng, e crea tives. (annoy)
Mark BrancBeeth was his gradual Theons
descripti of thes anno yin
van Beethoven start
ed t of h 1oven’s life in his ils to complete the past participle (bore)
, Germany, Ludwig The most tragic aspec e completely deaf Bruce Nelsonto ION Provide deta youllyfind interestin g. a passive
has boring
Born in 1770 in Bonn he was four years old. Clearly gifted
, twenties until he becam , Beethoven continued ons of othersusua meaning. It can (depress)
e beginning in his late ng grew worse 2 Carla BurgeBss DISCUSS complete descripti
be restatedyou
as much as withcan.
a by phrase. depressi
playing the piano befor his first piece of music by the time Cforties.1:24
Howe ver, even as his heari
LIST activity remained intense, and 3 onalities, or write
pers prov ide examples. Say (disappoint) disap
poi
comp osed to EN FOR his creat ive Vocabula ry and The patie nt is depressed [by
he had already
Beethoven was just
sixteen, he went etic and productive;SUPPOR TING INFO oven held his
26, BeethTION Be sure to use the his life]. (entertain)
energplete ed byt.his music. In 18 RMA
becom entertain
he was twelve. When of European cultural each ystatetouchmen . By this time,Liste
the n to the radio I’m bored [by this movi (excite)
ia, then the center audiences were deepl Then expl Symp hony
ain program again and e]. exciting
study in Vienna, Austr ians and composers 1 Marckperfo of his famous Ninth wha t the could
therapist does to
most brilliant music last publi Bran chceuses
rman
the arts turned around so he
washelp
 heto achieve each goal The present participle (interest) interestin
life and home to the be both a gifted pianist and a thei
oser was comp letely deaf. When pati ents
oven began
with  to cry. . does not have (plea se)
oven proved to e comp r schoolwo rk he could not hear, Beeth intellectual disabilit meaning. It can usua a pass
lly be restated with ive
pleasing
of the period. Beeth create his own uniqu the roaring applause
that ies improveMichael Jackson was a (relax)
oser. He went on to see
2 Bru ten peopleb thei r ability . writer, an active verb. relaxing
an imaginative comp ce Nelson uses
in Vienna at the fty-seven. One out of
age fiarts to socialize gifted singer, song That book is depressin (soothe)
loved by millions. ns oven died to help people all over the
ns ofbled
trou the g. [It depresses ever soothing
sound and melodies a talk
Beeth abou his funer al. And millio teens and dancer from people
only for his great genius, but who l ived in Viennta thei
camertoprob lems mor e
. easi
.
of It’s so boring. [It bore yone.] (stimulate) stimulatin
ed not
Beethoven is remember cult personality. In one infamous ing his music ever since ly But a lot s me.]
others more easi U.S. d him eccentric. For
3 Carl a Bur
been enjoyuses
gess b socialize with (surprise)
diffi world have the arts to help the surprising
also for his strong and with a waiter that h
e
a tell others abou elderly lyfoun
a Hollywood
(touch)
became so annoyed t their problems . example, … Christian Bale is inally from
touching
incident, Beethoven He could also be (trouble)
over the man’s head. of b socialize with G r who is orig troubling
emptied a plate of food will be thousands othe WOR D acto
g once, “There are and De 1:25 LISTEN TO rs STUDY PRACTIC
E Circl U.K. is very talented
Hective
quite egotistical, sayin Beethoven.” During concerts, if peopl the
e an adje very
princes. There is only
one
stop and walk out. to define these word
TAKE NOTES Liste
n to the radio prog 1 Music can mak
e language stud andentsis known totobecom plete each sentence
.
performing, he would ram again. Work famous te abo
ionafeel acting.
utxed
talked while he was aristocratic 1
s and phrases. with a partner Frida Kahlo Drawaing
2 was pictures about theipass is said that
(rela
he/ can
rela xing
be ).
in music al and ter. They it lems can
Despite this type of
behavior, many were alway s an intellectual disa
bilit y: Mexican pain 3 Som es, she
r prob
But
and mak
diffi cult
e patitoents
oven, and music lovers say that, at time patients find movement ego tistical e, … feel less (depress
circles admired Beeth did not preve nt him 2 a trou bled teen: e moo dy. ther
work with apy .toFor exa mpl
be very (soothed ed / dep
supporters. This fact could be 4quit For patients in physical
Beethoven’s greatest er of them. However, 3 sa seni e, … pain, the benefits / soothing).
er with one or anoth ve his insult or: For exampl of music therapy
from losing his temp oven’ s friends always forga 5 Researchers are can be
talen t, Beeth (am azed / ama zing) that the (sur pris ed / surpr
because of his 6 Many doctors results have been
and moody temperam
ent. E APPLY IDEAS Rea report they are (ple so positive.
was also well-known you d each situation. ased / plea sing) with
difficult, Beethoven recommend for each Which therapies 7 Many teen pati UAGE the prog
In addition to being habit of putting his mentioned in the ents feel that dram RECYCLE THIS LANG ress their patients
tric behav ior. He had the odd often
situation and why
? Com radio program wou a ther apy is r m
for his eccen music . He pare and discuss ld (ent playe
• a erta ined /
team
e he composed any your answers with raphy • a pain in the neck entertaining).
head in cold water befor ts of Vienna muttering to himself and ITING Write a biog H WORD STUDY PRACTICE
1 
a partner. • a tyrant
 OPTIONAL WR
n
stree A number of hum • a people perso
walked through the anitarian organiza the class. With
a partner,t take turn • a workaholic
tions have on. Present it to a present participi • a sweethear

2 
been working with of a creative pers al adjective from s choosing
children who wereanswers. Greenwood Hospital sentence. Your part Exercise F and usin 21
to become soldiers ain your forced specializes ner then creates g it in a
casemat ion from the and ght .inExpl
Reafiding local wars. In man crie d in helping patients participial form. a sentence using
TION Infer the infor s thes e children have part 3 the reas y on he who have been the past
in car accidents and
D INFER INFORMA Thei n ces
Bonrien
r expe icipated in violent Bee . en died spor ts- or work-
y from
en moved awanorm make it hard to slee 4 pthe year actsthov related accidents.
1 the year Beethov allypub
with ormance
perfrs.
licothe or interact Patients struggle
en’s age whe n he gave his last with physical pain
, 26/07/2016 10:52
2 Beethov limited movement
in arms and legs, NOW YOU CAN Discuss the ben
20 UNIT 2
depression. They
and efits of the arts
2.indd 21
SB_LVL1_6070_U0
need emotional 26/07/2016 10:52 M02_SUMM_
A NOTEPADDING
support. What are some bene
people’s ever yday fits that music, art,
lives? With a part dance, and theater
L1_6070_U02.indd
20 ner, make a list and bring to
M02_SUMM_SB_LV discuss. Use part
Benefits icipial adjectives.
Examples
Music can be soothing. Playing music Benefits
at work relaxes
people so they’re more productive. Examples
22 UNIT 2
DIGITAL
SPEAKING B GROUP WORK
BOOSTER Present your idea
class or group. Com s to your
ment on your clas
ideas and ask ques smates’
M02_SUMM_SB_LV
L1_6070_U02.indd
tions.
22

26/07/2016 10:52
M02_SUMM_SB_LV
L1_6070_U02.indd
WRITING Parallel structure: writing words in a series 23

DIGITAL
GAME review
A WRITING SKILL Study the rules. A 1:27 Listen to the conversations about musical preferences. Check the person who
doesn’t like the music. Then listen again and write what the person doesn’t like about it.
When listing two or more words in a series, be sure to use parallel structure. All the words, phrases, or The man The woman What he or she doesn’t like
clauses should be in the same form. Study the examples. 1 One Direction
I like dancing, painting, and singing. (All are gerunds.) 2 Vanessa-Mae
I like to dance, to paint, and to sing. (All are infinitives.)
3 Josh Groban
The picture was painted, framed, and sold. (All are passives.)
She’s a friendly, helpful, and intelligent human being. (All are adjectives.) 4 Lady Gaga
5 Antonio Carlos Jobim
If you are listing two or more infinitives, either use to with all of them or use it only with the first one.
She wants to eat, to drink, and to go to sleep. OR She wants to eat, drink, and go to sleep. B Complete the statements with an appropriate adjective from the box.
With a pair or series of nouns, either use the article with all of them, or use it only with the first one. eccentric egotistical energetic gifted moody passionate
I’m a student, a musician, and a mother. OR I’m a student, musician, and mother.
1 Sarah is a very musician. She started playing the piano when
If another word refers to all of the words in the series, you can use it with all of them or only with the first. she was three.

Writing and Review I don’t think I’m very interesting or very smart.
smart. OR I don’t think I’m very interesting or smart.
I prefer people who make me laugh and who like outdoor activities.
activities.
2 My neighbor has thirty cats. You could say he’s a bit
3 Franco is an extremely person. He only thinks of himself.
.

OR I prefer people who make me laugh and like outdoor activities.

activities.
• A writing lesson presents and
4 Dalia has been so lately. She gets angry at the smallest thing.
5 My brother is really . He’s always doing something productive.

applies a key writing skill

B ERROR CORRECTION Find and correct the errors. 6 My boss is so about the products we sell. She really believes in them.

• A Review evaluates mastery of the

My personality C Check the sentences in which the present perfect continuous or present perfect are used
correctly. Correct and rewrite the incorrect sentences on a separate sheet of paper.

entire unit worrycontent

Some people think I am moody, a pessimistic person, and cautious, because 1 I’ve already been writing two reports for my boss this month.
I sometimes about the future. However, this is very surprising to
2 Kate hasn’t seen the movie Interstellar yet, but all her friends have been telling
me. What I think is that I have always been a passionate, a positive, and
her how great it is.
optimistic person. The fact that I love traveling, to meet new people, and
learning about new places proves that I don’t have a pessimistic outlook. 3 They’ve never been hearing about art therapy before.
Most of my friends find me to be energetic and imaginative. 4 Most likely, Lance studied late. His bedroom light is still on.
5 We haven’t been making reservations for our flight yet.
6 I’ll bet you’ve done the laundry. I can hear the washing machine.
C PRACTICE On a separate sheet of paper, complete each statement with the words in
parentheses, using parallel structure. Then write at least two similar sentences about your D Rewrite each statement as a cleft sentence with What.
own personality and interests. 1 Life without the arts wouldn’t be much fun.
1 I like (read, listen to music, go to movies).
2 I’ve been (teacher, stay-at-home mom, office manager). 2 I don’t like a band whose music is really commercial.
3 I enjoy (hike, ski, swim in the ocean).
4 (see new places, have new experiences, make new friends) are all reasons I like to travel. 3 The beat made everyone feel like dancing.
5 Last year I (join the volleyball team, play in ten games, win an award).
6 What energizes and relaxes me is (paint portraits, cook great meals, play my guitar). 4 I like to listen to music that has fun lyrics and a great melody.

DIGITAL
WRITING D APPLY THE WRITING SKILL Write a paragraph describing your interests 5 They should go see anything that’s playing on Broadway.
PROCESS
and personality. Try to include at least one sentence using the present
perfect continuous and one using a cleft sentence with What. Use the
SELF-CHECK

Summit 1–2, Third Edition Methods Handbook

Vocabulary from Units 1 and 2.
Does my paragraph have a topic
sentence and supporting sentences? TEST-TAKING SKILLS BOOSTER
1414Arts
Web Project: Benefits of the

Copyright © 2017 by Pearson Education, Inc.

p. 152 www.english.com/summit3e
Do I have a concluding sentence?
Did I use parallel structure?

24 UNIT 2 25
 Applied Methods: How to Teach a Summit Unit
See pages 13–14 for pictorial examples of the AUDIO NOTE: If you are using the Classroom Audio
following lessons. Program audio CDs, CD and track numbers are listed on the
Student’s Book pages; for example, 4:15 indicates that
the recording is on CD 4, track 15.
Preview Lesson
The purpose of the Preview Lesson is to provide an Teaching tips  Before discussing the activity in
introduction to the topic and social language of the Frame Your Ideas, allow a few minutes for students
unit. A list of communication goals at the top right of to silently familiarize themselves with its content and
the first page indicates what the goals of each lesson form and explore its details. Always remind students
in the unit will be. This builds students’ anticipation to use the illustrations and context to help determine
of what they will learn in this unit. We suggest that the meaning of unfamiliar words and phrases. This
the four goals be pointed out at the beginning of is an important learning strategy for understanding
the unit and then individually as each of the four material above one’s productive level. When students
numbered lessons begins. have had a few minutes to take in the survey,
The Preview Lesson includes highly authentic “i + 1” questionnaire, game, etc., ask a few questions about
language which should be comprehensible yet the content of the text. Specific questions for each
challenging for a student in the Summit series. It is well Preview text can be found in the lesson plans (the
known that students make good progress when they “Lesson Planner”).
are exposed to such language as long as they are not The activities that follow Frame Your Ideas are
expected to produce it right away. When students designed to prepare students to start talking about
see that they can cope with somewhat challenging the unit topic and to get them going. Often a
language, their confidence grows and they enter the unit Vocabulary presentation is included to facilitate
motivated with the expectation of success. The Preview communication. Pair work and discussion activities
Lesson contains embedded illustrations, contextual help students use both familiar and unfamiliar (new)
photographs, and other visual cues to meaning. language from the Frame Your Ideas presentation.
The material included in each Preview Lesson Students can discuss in pairs or small groups. After
helps students activate prior knowledge of themes, students have concluded their discussions, review
topics, and language. It also actively helps them build by asking a few students to share their ideas with
the strategy of determining meaning from context. the whole class.
Encouraging students to use visual cues to support
meaning as well as the surrounding context will help Spotlight.  On the second page of the Preview
them understand any unknown language in what they Lesson, Spotlight presents a conversation that
are reading or listening to in this first part of the unit. contains natural, authentic, corpus-informed social
language in a conversational context. New high-
“Frame Your Ideas” activity.  The first page of the frequency idiomatic language is “spotlighted” in
Preview Lesson presents a survey, self-test, game, or boldface text. An audio icon 0:00 indicates that the
questionnaire. When important topical vocabulary is Spotlight conversation is recorded on the audio. (See
included, there is an audio icon 0:00 indicating that *ACCESSING THE AUDIO in the previous column.)
the vocabulary is recorded on the Classroom Audio The Spotlight conversation is not intended to be
Program and provides whole-class pronunciation a conversation model for students to repeat and
practice of these words. Alternatively, you might ask “learn.” Rather, it is an opportunity to observe, read,
students to access the audio directly from a mobile and listen in order to notice language and how it
device, tablet, or computer* for individual practice. In is used. These examples of natural language will
addition to the preview text and vocabulary, you will promote comprehension of real spoken English and
find one or more exercises that provide practice with will ready students for productive social language
the content of Frame Your Ideas. they will learn in the numbered integrated-skills
* ACCESSING THE AUDIO: There are two sources from lessons that follow the Preview Lesson. The Spotlight
which teachers can access the audio: the Classroom conversation contains highly appealing idiomatic
Audio Program audio CDs, or, for instant access, click the language that many students will pick up and make
audio icons on the digital Student’s Book pages on your
ActiveTeach. There are also two sources for students: They their own.
can download MP3 audio files for free at english.com/
summit3e, or they can get the Summit Go audio app to Teaching tips  Before students read and listen to
access the audio with special features and audio transcripts. the Spotlight conversation, ask questions about the

Summit 1–2, Third Edition Methods Handbook 15

Copyright © 2017 by Pearson Education, Inc.
photo, if possible. For variety, and to provide listening In Spotlight conversations, the first language of any
practice, you may sometimes want to have students accented speaker heard on the audio is indicated right
on the Student’s Book page. And when another listening
listen with books closed. Another option is to have comprehension passage throughout the unit contains an
students read the Spotlight conversation silently first, accented speaker, the accent is provided for the teacher
then read and listen, or listen without reading. (Specific in the Teacher’s Edition. We encourage you to share this
suggestions for each Spotlight activity are given in information with your class and to remind students that
English is an international language that connects speakers
the Lesson Planner, but we encourage you to use the of many cultures and language backgrounds. Important:
approach you feel is best for your group.) No matter No accented speakers are used in language students are
which approach you elect to use, however, it is always supposed to repeat, such as vocabulary or conversation
worthwhile to have students listen to the Spotlight models. That language is always recorded in standard
American English.
conversation, whether before or after reading it. (See
*ACCESSING THE AUDIO on page 15.) Teaching tips  The exercise questions can be
After students have become familiar with the asked in open class, written on the board for students
Spotlight conversation, ask questions to check to answer with a partner, or when there is a chart,
comprehension. Use the questions that are provided copied onto the board for students to complete.
in the Lesson Planner or your own questions. Specific suggestions are made in the Lesson Planner.
Questions can be presented to the full class, written
on the board for students to answer with a partner,
Lessons 1 and 2: Grammar or
or read aloud for students to write answers to. If
Conversation Focus
appropriate, ask additional questions that relate the
content of the Spotlight conversation to students’ FYI: All parts of these lessons are described below. The
order of the parts may vary from lesson to lesson.
own lives. Then proceed to the exercises that follow
the Spotlight conversation. Lessons 1 and 2 both offer new language as well
as integrated communication practice. Lessons
Spotlight exercises.  A series of intensive exercises
1 and 2 (as all lessons) are always labeled with a
following each Spotlight conversation is based on
communication goal, such as “Discuss your reactions
the expressions and phrases seen in boldface text
to ads,” so students are aware of what they will
within the conversation. The intent of these exercises
achieve during the course of the lesson. And these
is both to familiarize students with high-frequency
lessons (as all lessons) end with a communication
idioms and expressions and to build students’ ability
activity (titled “Now You Can”) in which students
to determine meaning from context. The idioms and
demonstrate mastery of the goal.
expressions are deliberately supported with adequate
context clues within the conversation. Additional Grammar Spotlight.  Lessons that focus on grammar
discussion and pair-work exercises build critical always begin with a Grammar Spotlight, which
thinking skills by asking students to support their consists of an article, website, or “interviews” with
answers with information from the conversation. the target grammar highlighted in boldface text
Training students to use context to support an for observation. Each new grammatical structure
answer or an opinion builds reading skills and is previewed in the Grammar Spotlight so students
improves performance on standardized proficiency read, hear, and understand the structure in context
tests, a major focus of the Summit pedagogy. before they are required to manipulate it. Following
Speaking.  Each Preview Lesson ends with an each Grammar Spotlight is a discussion activity.
important speaking activity that consolidates and Teaching tips  Give students a few minutes
integrates the content of Frame Your Ideas and to read the Grammar Spotlight and observe the
Spotlight. Furthermore, it provides an opportunity grammar usage. Ask students if they notice any
for students to activate the vocabulary, idioms, and patterns in a particular grammar point or differences
expressions presented in the lesson. between two points presented together. Note that
all Grammar Spotlights are on the Classroom Audio
ACCENTED SPEAKERS IN SUMMIT: In order to
accustom students to understand spoken English in today’s Program so students can hear the target grammar as
world, where native speakers have a variety of accents and well. Its use in class is optional. If you use the audio,
more than two-thirds of English speakers are non-native you can choose to present it with books closed, while
speakers of the language, many Spotlight conversations and students are reading, or after they’re finished reading.
many of the listening comprehension passages throughout
the units include regional native accents as well as accents We encourage you to experiment and find what
from a wide variety of other languages. works best for your situation. You can also encourage

Summit 1–2, Third Edition Methods Handbook 16

Copyright © 2017 by Pearson Education, Inc.
students to listen on their own, using the online found within the “Answer Keys” section of “Teacher
audio or their Summit Go app. Resources”.
Grammar. The new structure highlighted in the Grammar Booster. Following most Grammar
Grammar Spotlight is presented through authentic presentations is an icon referring students to the
examples and clear, concise, easy-to-understand Grammar Booster in the back of the Student’s Book,
rules. Controlled exercises follow each grammar where grammar from the unit is expanded in some
presentation in the Student’s Book. The exercises way. In some cases, the Grammar Booster provides
provide written or aural/oral practice with the a wider focus on the specific grammar point taught
structure(s) just taught and offer additional examples in the lesson. In others, it includes related grammar
of its use in context. concepts, some of which may be presented in
more detail at another time. In still other cases, the
Teaching tips Have students read the information
Grammar Booster provides targeted review of related
in the Grammar presentation independently. Then
concepts students have learned earlier. The Grammar
ask them to look again at the Grammar Spotlight and
Booster contains confirming exercises for each
try to apply the rules to the grammar highlighted
grammar point presented. The Grammar Booster
within it. The Lesson Planner offers specific
is an option for teachers who want to go beyond
suggestions for presenting and reinforcing the
what is normally included in the textbook. Answers
grammar taught in each unit. Students internalize
to these exercises are provided as follows: If you are
grammatical structures when they have the
using a printed interleaved Teacher’s Edition and
opportunity to use them in a meaningful and relevant
Lesson Planner, the answers are printed in green on
context. Suggestions prompt students to begin using
the Student’s Book page. If you are using ActiveTeach,
the new structure in the context of their own lives
the answers can be found within the “Answer Keys”
to express opinions, preferences, and other ideas.
section of “Teacher Resources” (at the end of the
If you prefer, you can use an inductive approach by
Student’s Book answer key).
printing out the Inductive Grammar Activities for
this lesson from your ActiveTeach or by writing the Teaching tips If you choose not to use the
example sentences from the grammar presentation Grammar Booster for your class, you may wish to
on the board for discussion. The Inductive Grammar selectively assign it to stronger students who are
Activities are designed to check how well students ready for more. Or you may wish to pick and choose
understand the grammar or to help students figure those presentations you feel would be most beneficial
out how the grammar works. Even if you prefer a in certain circumstances. Even if you elect not to use
more deductive approach, you can use the Inductive the Grammar Booster, students will appreciate having
Grammar Activities as follow-up activities after the additional material for permanent reference in their
grammar has been presented. textbook.
For the controlled exercises that follow each
Vocabulary. Vocabulary is explicitly presented
grammar presentation, model the first item in each
through context, definitions, and/or pictures. The
task if necessary. Have students complete the exercises
vocabulary presentations in the Student’s Book serve
independently, in pairs, or in small groups. Review
to convey meaning of each new vocabulary item and
answers as a class or have students check answers
to provide reference for self-study, which is especially
with a partner. Answers to exercises are provided as
valuable as students prepare for tests. Vocabulary
follows: If you are using a printed interleaved Teacher’s
in Summit is presented at word, phrase, and
Edition and Lesson Planner, the answers are printed
sentence level — including expressions, idioms, and
in green on the Student’s Book page. If you are using
collocations (words that “go together” as phrases).
ActiveTeach, the answers can be found within the
“Answer Keys” section of “Teacher Resources”. Teaching tips Begin by focusing students’
If you would like your students to have even more attention on the illustrations, definitions, or sample
practice of each grammar concept, click on the sentences. Play the audio recording of the vocabulary.
for interactive digital exercises. (See *ACCESSING THE AUDIO on page 15.) If you
This extra grammar practice is also available as don’t have access to the audio, read the words aloud
printable handouts for each unit within the “Printable as a model. Students can listen and repeat to build
Extension Activities” section of “Teacher Resources” awareness of correct pronunciation. If necessary,
on the ActiveTeach. The Summit Workbook also clarify the meaning of any words or phrases students
includes more grammar practice. The answers to the have difficulty understanding. Convey the meaning
Extra Grammar Exercises and the Workbook can be physically—through gestures, mime, or reference to

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Copyright © 2017 by Pearson Education, Inc.
people or objects in the room—or through examples Strategies can be printed out from your ActiveTeach.
or a simple explanation. Specific ideas on how to do They are designed to help students use and apply
this are provided in the Lesson Planner. new vocabulary and word skills from the unit for more
When possible, personalize the vocabulary. Use effective learning. The strategies included in these
the vocabulary to talk about or ask questions about worksheets include associating words, personalizing
content familiar to your students. In open class, or vocabulary, applying words in new contexts,
with pairs and small groups, have students talk about diagramming, etc. These strategies are effective for
their likes/dislikes, preferences, plans, relationships, students with a variety of learning styles, and students
belongings, habits, etc. in relation to the vocabulary. will be able to apply them to other vocabulary they
Vocabulary presentations are followed by one learn as well.
or more exercises that may include written or oral
Now You Can.  Lessons 1 and 2 always end with
responses. Many vocabulary presentations are
followed by a listening comprehension exercise to a feature called Now You Can. It is here, at the
reinforce and practice the new vocabulary and build end of the lesson, that students demonstrate the
listening skills. (For general suggestions for teaching achievement of the communication goal of the
listening skills and strategies, see “Listening skills and lesson. As students work through the exercises in
strategies” within Methodology for a Communicative this section, meaningfully activating the language of
Classroom on page 9. For information on managing the lesson, they will feel motivated by their success
listening comprehension exercises, see “Listening and see confirmation of their efforts in achieving
comprehension” on page 22.) the goal. Because each goal has obvious practical
In addition, your ActiveTeach provides printable and communicative value, students will see their
Vocabulary-Building Strategies worksheets for all of the English lessons as worthwhile. Cognitive awareness
units. (See the “Printable Extension Activities” section of progress is exhilarating for language learners and
of “Teacher Resources” on your ActiveTeach.) You can keeps them interested and learning.
find more practice of the vocabulary in the Workbook, Conversation Spotlight.  All Now You Can sections
and in the digital game on the Review page. of lessons with a conversation focus begin with a
Word Study.  As students advance, they not only Conversation Spotlight. The Conversation Spotlight is
need new, previously unknown vocabulary, but a model conversation that exhibits the communication
they also need to build on their existing productive goal of the lesson and closely correlates with one
vocabulary. Students can expand their vocabulary or more of the “can-do” statements from the CEFR
knowledge by learning word transformation, that demonstrate conversational competence.
classification, association, and other skills. Word Conversation strategies are highlighted within the
Study presentations increase students’ awareness Conversation Spotlight in boldface text. In addition
of word features that can be applied to producing to the conversation strategies, each Conversation
or comprehending new vocabulary. (Word Study Spotlight contains vocabulary, and if relevant to the
sections sometimes also appear in Lessons 3 and 4.) lesson, at least one instance of target grammar.

Teaching tips  One way to present the Word Teaching tips  To build awareness and facilitate
Study sections is to begin by focusing students’ comprehension, begin by asking questions about
attention on the definitions, explanations, or example the photo or illustration, if appropriate. Point out
sentences included in the presentation. Or, when the conversation strategies in boldface text. You may
possible or appropriate, another option is to ask wish to point out to students the list of conversation
students to divide a word such as self-critical into its strategies listed in the Learning Objectives chart on
root (critical ) and its prefix (self-) and define the root. pages iv-vii of the Student’s Book. Play the audio of
As an example, ask How would you describe someone the Conversation Spotlight or read it aloud yourself
who is critical? (Someone who always finds mistakes while the students read and listen with books
or problems.) Then ask What do you think self-critical open. Then check students’ understanding of the
means? (Finding a lot of problems or mistakes with conversation by asking comprehension questions.
oneself.) In this way, students can infer how the prefix Additional questions are provided in the Lesson
self- is combined with a number of adjectives and Planner to help students focus on the essential
predict similar meaning. Examining words in this way information in the Conversation Spotlight and
makes it easier to remember them all and expands determine the meaning of any new language from its
students’ ability to create and understand new words context. Although additional questions are provided
as a group. Worksheets for Vocabulary-Building in the Lesson Planner, it is not necessary to stop there.

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Copyright © 2017 by Pearson Education, Inc.
When you ask questions, however, be mindful of Pronunciation Pair Work activities can be printed
what students are capable of. Don’t elicit language out from your ActiveTeach. These activities provide
or information that students would not know prior to more practice of the pronunciation lesson from the
reading the conversation. Pronunciation Booster. The activities use language
An alternative presentation technique, especially from Grammar Spotlight, Conversation Spotlight,
in stronger groups, is to have students listen to the and Vocabulary activities so students have the
Conversation Spotlight with books closed first. When opportunity to apply what they’ve learned to familiar
electing this option, have students look at the photo language from the Student’s Book, increasing its
or illustration first to build a holistic awareness of the memorability at the same time.
social situation of the conversation. Following the Conversation Spotlight, there may
be a preparatory exercise, such as notepadding, to
Rhythm and Intonation. Following the Conversation
prepare students for the Conversation Activator,
Spotlight is a Rhythm and Intonation exercise. This
which always follows the Conversation Spotlight.
second recording of the model directs students to
listen and repeat in the pauses. The pause following Conversation Activator. In the Conversation
each line of the model is an opportunity for students Activator, pairs of students personalize or role-play
to focus on imitating the pronunciation, intonation, a personalized version of the Conversation Spotlight,
rhythm, and stress of the native speaker in the model. making changes to the model to reflect their
The Lesson Planner suggests specific rhythm, stress, individual ideas. The importance of this activity
and intonation features to call attention to. cannot be overstated, for it is in producing their own
language in this controlled activity that students
Teaching tips Some instructors like to have
transfer language to reflect their own ideas, taking
students look at the text as they repeat. Many prefer
their first steps toward truly free language use of
to have students do the Rhythm and Intonation
new target language. The Conversation Activator
practice with books closed, to avoid the interference
makes the Conversation Spotlight model even more
of English spelling. We encourage experimentation
memorable. Additionally, it is of great value for
to see which is more effective. With books closed,
pronunciation and intonation practice as well as for
students can listen and repeat after each line.
attentive listening. Students develop sociolinguistic
Encourage students to imitate the rhythm, stress, and
and pragmatic competency in listening carefully
intonation of the conversation as closely as possible,
to what their partner says and having to respond
especially those lines that highlight conversation
appropriately.
strategies. Correct rhythm, stress, and intonation
So that students have more than one opportunity
where necessary and help students to pronounce
to personalize the conversation and practice several
the language clearly. Encourage students to
times, each time differently, the Conversation
continue practicing the rhythm and intonation. (See
Activator always directs students to first change roles
*ACCESSING THE AUDIO on page 15.)
and then change partners. With another partner
Pronunciation Booster. In addition to the or role, students access and activate even more
Rhythm and Intonation practice that follows each language, making it unforgettable.
Conversation Spotlight, each unit offers additional There is a Conversation Activator Video for each
pronunciation practice in the Pronunciation Booster Conversation Activator exercise. Click on on the
in the back of the Student’s Book. The Pronunciation digital Student’s Book page on your ActiveTeach
Booster provides presentation and practice of to play the video. The purpose of the video is to
important features of pronunciation, intonation, or demonstrate to students an example of how they
stress. Each concept in the Pronunciation Booster might change or personalize the conversation as they
is linked in some way to the content of the lesson it activate it.
accompanies.
Don’t Stop! So that students adapt and extend
Teaching tips The Pronunciation Booster should the conversation, a Don’t Stop! activity box often
be considered an option for teachers who want suggests ways students could move beyond the
to offer a detailed study of pronunciation in class. actual conversation model, making it longer or
If teachers prefer not to use class time for these taking it in another direction. Instructions have
activities, students can do the Pronunciation Booster been carefully written to ensure that students use
activities on their own. The listening exercises are on previously-learned language. In some cases, students
the Summit audio. (See *ACCESSING THE AUDIO on are asked to continue the conversation by moving
page 15.) on to another subject that might naturally follow.

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Copyright © 2017 by Pearson Education, Inc.
Other Don’t Stop! activities encourage students to ask personalize the conversation. You may wish to ask
and answer additional questions. The Conversation students to discuss how the actors have changed the
Activator Video demonstrates an example of how original Conversation Spotlight conversation in order
the conversation might be extended, based on the to build their awareness of the objective of the task.
directions in Don’t Stop! Your class can also view the video transcripts.
Lessons that include a Grammar Spotlight include To further support Conversation Activator
a series of exercises that lead to a free discussion. All exercises, print out an activity called “Conversation
Now You Can sections contain planning activities Activator - Speaking Booster” from the “Printable
such as notepadding or idea framing (See page 7 for a Extension Activities” section of “Teacher Resources”
description of notepadding and idea framing), which on your ActiveTeach. These activities are designed
help students prepare their ideas before they speak to remind students of language they have already
and provide a concrete reference to support them learned in the unit—and in previous units—that they
while they speak. Models of appropriate oral and can use while they speak.
written responses are often included so students know For Now You Can activities in lessons that contain
what is expected. For example, a model may show an a Grammar Spotlight, begin by having students read
example of how the target grammar can support their the directions to all the lettered exercises before doing
expression. Additional discussion topics are sometimes the first one. The purpose of this is to ensure that
included to encourage students to extend the topic for they see that the first one or two exercises will lead
further speaking and practice of target language. them to be successful with the Discussion Activator,
which is a challenging free discussion or role play. The
Teaching tips  For Now You Can sections that
exercises and the Discussion Activator were written to
contain a Conversation Activator, be sure students
encourage self-expression and to promote the active
don’t think the purpose of the practice is to test their
use of the lesson’s grammar. A Discussion Activator
memory of the original Conversation Spotlight. It
Video is provided to help students see one way of
is exactly the opposite. As they practice, students
conducting the discussion. It is suggested that you
should use their own language, as well as the
use the Discussion Activator Video before students do
target vocabulary or grammar. Maximize value by
the Discussion Activator exercise.
encouraging experimentation, showing approval
As students practice, circulate and offer help as
when students create a personal adaptation of
needed. Keep the lesson’s grammar in mind when
the original model conversation and continue it in
observing students’ discussions. Encourage them
unscripted ways.
to use the structure(s) taught in the lesson. Remind
Begin by reading the instructions aloud. Then begin
students to make eye contact during discussions
the conversation with a more advanced student to
and role plays, and encourage them to use natural
demonstrate that students should use new language
pronunciation and intonation. Vary and change
from the lesson and draw from other sources. You may
the pairing of students to keep the ideas fresh and
wish to remind students of the conversation strategies
interesting.
presented in the Conversation Spotlight. If helpful,
point out the language available on the two-page
lesson for students to use. Note that the conversations Lessons 3 and 4: Free Discourse Focus
each pair of students creates will vary. with Reading and Listening
As students practice, circulate and offer help as Lessons 3 and 4 also begin with a communication
needed. Remind students to make eye contact during goal such as “Discuss appearance and self-esteem,”
conversations to facilitate authentic communication, and culminate in a Now You Can activity in which
and encourage them to use natural pronunciation students achieve that communication goal. These
and intonation. An option is to suggest that students lessons contain either a reading or a listening
have the conversation a few times with different passage. They provide authentic, interesting, and
partners. Also, you can ask a couple of pairs to stimulating language input and lead students to free
“perform” or re-create their conversation for the class communication. Vocabulary and/or Word Study is
or for other pairs. When different pairs of students often included. Items range from one-word items
perform in front of the class all students are reminded to collocations, idioms, and phrases. Vocabulary
of how much social language they have learned. If meaning is clearly conveyed through illustrations,
you choose to use the Conversation Activator Video, it definitions, and/or contextual sentences. The
is suggested that you play the video before students vocabulary is usually re-entered in the reading or
begin the Conversation Activator activity. Watching listening and then practiced in the exercises and
the video helps students see one possible way to activities that follow.

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Copyright © 2017 by Pearson Education, Inc.
Reading.  All Readings are preceded by Reading what conclusions students have come to.) Encourage
Warm-up. This exercise consists of a question or students to guess at the meaning of new words as
series of questions that prompts students to start much as possible or to comprehend as much as they
thinking about the topic of the Reading. Before can without understanding every word. After students
students read, they relate the topic of the Reading to read, ask questions that lead them to figure out the
their own lives. This process generates interest and meaning of new language, especially language that
aids understanding. helps them identify the essential information in the
Reading. Always ask students to explain or justify their
Teaching tips  Read the Reading Warm-up answers from the text itself. Additional questions and
question(s) aloud. Model the activity by answering activities are provided in the Lesson Planner.
the questions yourself. Students can answer the Read the directions for each Reading exercise aloud
question(s) with a partner or in small groups. To or ask for a volunteer to read them. Have students
review, ask a few students to share their responses read the exercise items and then reread the selection
with the class. Specific suggestions can be found in independently. As students read, they can underline
the Lesson Planner. words or information in the Reading that will help
Before students read the Reading selection itself, them to complete the exercise. Allow students a set
have them look at any photos or illustrations. If period of time to refer to the Reading as necessary
appropriate, ask questions about these visuals. to complete the exercise individually, in pairs, or in
Give students a few minutes to look at the selection small groups. Have students check their work with a
independently. Encourage them to look at the title partner, have pairs or groups check their work with
and any headings to help give them an idea of what another pair or group, or review answers as a class.
the Reading is about. For a challenge, have students practice reading the
Reading.  All Readings use authentic language that selection aloud in small groups.
reflects the genre of the selection. In order to help It is recommended that students be given an
students grow, Readings contain language that opportunity to read and listen to each Reading. You
students have not yet learned but that they should be may treat reading and listening separately, or reading
able to comprehend through context and similarity and listening can be done together. We recommend
to language they know. However, it is important that reading first, then listening afterward. However, you
students understand that it is not necessary for them may wish to use the Reading as a listening activity
to know the literal meaning of every word in order with closed books.
to understand the selection. Note that all Readings Reading Strategies worksheets can be printed out
are available on the Classroom Audio Program and from your ActiveTeach. They are designed to teach
listening to the Reading is a recommended optional specific strategies that support critical thinking and
activity. Listening to a native speaker read aloud gives more effective reading. Strategies include classifying
excellent ear training for the rhythm, stress, and information, identifying supporting details, focusing
intonation of extended (as opposed to conversational) on key causes and effects, etc.
speech. It also helps students learn collocations. In addition to the Reading Strategies, a Reading
Comprehension or discussion activities always Speed Calculator chart can be printed out from your
follow the Reading. These activities focus on specific ActiveTeach. It includes total word counts of the
reading skills and strategies such as understand main reading selections from every unit and a simple
from context, summarize, relate to personal formula for calculating reading speed for each. If you
experience, and express and support an opinion. choose to use this optional worksheet, each student
Students are often asked to justify their answers by should get a copy at the beginning of the term so
finding supporting documentation in the text or by he or she can record and compare reading speeds
providing personal reasoning or examples from their throughout the course.
lives or experience. Some of the exercises that follow If you want more extensive comprehension
the Reading prompt students to use context to figure questions than the ones that appear in the Student’s
out the meaning of new language or to identify the Book or the Lesson Planner, you can print out
most important information from the Reading. Extra Reading Comprehension Questions. (See the
“Printable Extension Activities” section of “Teacher
Teaching tips  Ask students to try to answer Resources” on your ActiveTeach.) These worksheets
the question from the Reading instructions as they contain both traditional comprehension and critical
read. (Then, at the end, after students have read the thinking questions. You may choose to use either
selection, the question can be asked again to see or both with your class. If you would like to help

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Copyright © 2017 by Pearson Education, Inc.
your students cope with two reading item types have understood something challenging builds their
commonly found on standardized proficiency tests, confidence and helps reduce their fear of listening.
print out an “Extra Challenge Reading Activity” Before students listen again and complete an
from the “Printable Extension Activities” section of exercise, have them look at the exercise first to
“Teacher Resources” on your ActiveTeach. focus their attention on the specific listening task
required—such as listening for locations or opinions.
Listening comprehension.  Listening activities in Play the audio as many times as necessary for
Lessons 3 and 4 provide the principal listening students to complete the exercise. Do not approach
comprehension practice of the unit, containing these exercises as “tests.” Repeated exposure to
language both at students’ productive level as each Listening has substantial instructional value.
well as at the more challenging receptive (i + 1) And increasing students’ exposure to challenging
level. All receptive-level language in the Listening language enhances their comprehension and
is comprehensible to students through context, confidence. Review answers as a class, or have
intonation, and similarity to language they already students check answers with a partner.
know. There are generally two or more activities Note that the Listening exercises are all available
associated with each Listening. Activities focus on a to your students on the audio. (See *ACCESSING THE
variety of specific listening skills and strategies such AUDIO on page 15.). If you do not wish to play the
as listen to summarize, infer information, compare audio, read the audioscript aloud to your students.
and contrast, and identify supporting details. These The audioscript can be found within the “Audio and
skills and strategies are labeled on the pages of Video Scripts” section of the “Teacher Resources” on
the text. your ActiveTeach.
Listening Strategies worksheets can be printed
Teaching tips  Point out to students that a major
out. (See the “Printable Extension Activities” section
cause of lack of comprehension is the natural panic
of “Teacher Resources” on the ActiveTeach.) The
that occurs when learners hear unknown words.
worksheets teach specific strategies that support
Explain that it is not necessary to understand every
critical thinking and more effective listening.
word to understand the selection. To maximize the
Strategies include inferring point of view, listening for
effectiveness of these activities, avoid providing
discourse markers, taking notes, predicting, etc.
students with explanations of new language beyond
any vocabulary that was taught prior to the Listening. Now You Can.  Both Lessons 3 and 4 also culminate
If a student specifically asks about a new word, give in an activity labeled Now You Can. The goal of
the meaning, but do not spend a lot time expanding Now You Can is to engage students in free and
on it. Exposure to receptive-level language promotes open-ended discussions, role plays, debates, and
students’ language development and prepares them presentations that demonstrate their achievement of
to communicate in the world outside the classroom, the communication goal of the lesson.
where language input is uncontrolled. Free discussion is the goal of all language
In general, it is suggested that students listen to learners. However, foreign language students
the selection the first time with books closed. (In often have difficulty with free expression because
some cases, the Lesson Planner provides an alternative the combination of gathering their thoughts and
approach.) In this way, students can focus on the remembering the language they know is very
“big picture” without the distraction of completing challenging and often leads to silent panic. But post-
the exercise. If information about the speakers, the intermediate students need to move beyond the
setting, or the situation is included in the directions controlled safety of models and info gaps they did at
in the Student’s Book, it is helpful to read this beginning and intermediate levels to achieve fuller self-
information aloud to make sure students focus on it. expression. The Now You Can activities are deliberately
Alternatively, you might prefer to ask (after the first constructed to provide prepared opportunities for
listening) Who’s talking? Where are the people? What students to experiment and succeed—because each
are they doing? as appropriate. If students are not task elicits language that is known.
forthcoming with answers to those questions, you can As in Lessons 1 and 2, pre-speaking preparation
restate the question, providing two possible answers activities build confidence and provide concrete
from which to choose. The value of this approach is to support for speaking. Notepadding activities prompt
convince students that they have, in fact, understood students to make notes that organize their ideas and
a good deal, even if they have not understood provide talking or writing points for the discussions,
everything. Demonstrating to students that they presentations, or debates that follow. Students also

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Copyright © 2017 by Pearson Education, Inc.
frame their ideas by filling out surveys and answering consolidate language and topics from the lesson and
questions. When it is time to actually discuss a topic, unit in an original piece of writing.
students already have the language and the ideas laid
out in front of them. Writing and Review
These free-speaking activities have been carefully Writing.  Each unit of Summit contains a page
designed so that students can use language entirely dedicated to building students’ writing
learned from current and previous units. Massive skills. The Summit writing syllabus includes rigorous
opportunities for recycling language occur practice of important writing skills such as parallel
throughout Summit. There are frequent reminders to structure, persuasion, avoiding sentence fragments,
students to use previously learned language in text and expressing and supporting opinions clearly.
boxes labeled Recycle this Language. Each writing page begins with a presentation of
One of the discussion activities in Now You Can in the writing skill and includes numerous examples.
each unit is accompanied with an optional support Usually a writing model provides students with a
activity titled “Discussion: Speaking Booster”. The sample of what is expected. When appropriate,
Speaking Booster activity can be printed out. (See the there is an error correction exercise. Students apply
“Printable Extension Activities” section of “Teacher the writing skill in an original paragraph, essay,
Resources” on your ActiveTeach.) These are designed or other practical writing task. If you would like
to help students manage discussion more effectively. to provide students with the support of a process
Strategies are presented and immediately followed by writing approach to their writing task, you can print
a pair work activity to practice the strategies before out a Writing Process Worksheet from the “Printable
applying them in the actual Now You Can activity Extension Activities” section of “Teacher Resources”
on the Student’s Book page. Strategies include of your ActiveTeach. On those worksheets, each
asking for agreement, showing interest or surprise, assignment is laid out step-by-step, beginning with
paraphrasing an opinion, etc. Prewriting to help students generate ideas. Prewriting
usually includes questions to answer, diagrams
Teaching tips  If the Now You Can section
and charts to complete, or another device to help
includes visual stimuli such as photos or illustrations,
students organize their thoughts. The next step is
have students look at these first. Ask questions about
Writing. Directions for Writing give clear instructions
them to get students thinking about the topic. If a
on the type and length of writing expected. Because
notepadding activity, a questionnaire, or a survey
revision is an integral part of writing, each writing
is included, have students compare their responses
page has a Self-Check where students are asked
afterward or share ideas as they complete the
focused questions to help them review their own
activity. Collaborating in this way generates
writing. In addition, a Peer Feedback Checklist is
additional input and provides preparation for
included in each Writing Process Worksheet, where
speaking. Be sure to point out any models that
students review each other’s work and can offer
provide an example of how to begin or how to use
suggestions for revision.
target language from the unit lessons.
When Now You Can includes a project or a Teaching tips  Go over the rules and examples
presentation, students can work individually, in pairs, in the Writing Skill presentation. Have students
or in groups. In addition, you can have students complete the Practice exercises. Review the Practice
present what they have done to the class. For both exercises before asking students to begin the Apply
projects and presentations, an option is to have the the Writing Skill exercise.
class provide feedback to their classmates on their Encourage students to think and brainstorm ideas
work. It is important to always maintain a positive freely as they write. Circulate around the room and
and supportive atmosphere. Make sure students chat briefly with individual students or pairs to see
continue to use English to communicate while they how they are doing. If a student seems confused
work on the projects or presentations. about the task, explain it further and make sure other
Another option is to have students “text-mine” students aren’t confused as well.
the unit’s Reading or Listening passages or the unit’s Allow students to write silently during the Writing
Summit TV video segment for language they could activity. Circulate around the room several times so
use in their discussion or role play. (See page 7 for a you can keep track of the class’s progress. You might
description of text-mining). want to ask the first student to finish to raise his or her
Once in each unit, either in Lesson 3 or in Lesson 4, hand. Ask students who have finished earlier than the
there is an Optional Writing that enables students to others to do the Self-Check.

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Copyright © 2017 by Pearson Education, Inc.
 Writing Process Worksheets can be printed out Test-Taking Skills Booster. An optional Test-Taking
from the “Printable Extension Activities” section of Skills Booster is at the back of the Student’s Book.
“Teacher Resources” on your ActiveTeach. They offer It provides practice in applying some key logical
additional reinforcement through controlled practice thinking and comprehension skills typically included
of the writing skill taught in the unit’s writing lesson. in reading and listening tasks on standardized
They help students build the confidence to apply proficiency tests. Each unit contains one Reading
these skills in their own free writing. Completion activity and one or more Listening
Completion activities. The reading selections in
Review. This section reviews the essential content of
the Booster are either adaptations of those from
the unit and offers students the opportunity to check
the Summit Student’s Book units or new reading
their progress. It also allows the teacher to identify
selections about a related topic. Listening Completion
any areas of particular difficulty that may require
exercises are based on the listening passages from
additional practice. The Review page begins with a
the Summit units. None of the Reading Completion or
listening comprehension exercise that focuses on target
Listening Completion tasks duplicate what students
language from the unit. The Review page also includes
have already done in the unit.
exercises that review the unit’s vocabulary, grammar,
and social language. Each Review page ends with a Teaching tips If you elect to use the Test-Taking
Web Project that can be accessed at www.english.com/ Skills Booster in class, have students complete the
summit3e or from the “Web Projects” section of exercises as they complete the unit, using the
“Teacher Resources” on your ActiveTeach. To access a Classroom Audio Program. If students do the Test-
digital game that practices the language from the unit, Taking Skills Booster for homework, they can access
click on at the top of the page. the audio separately. (See *ACCESSING THE AUDIO
on page 15.) Go over the answers with the students
Teaching tips Have students work individually
after each section.
to complete the Review exercises. Circulate to offer
help as needed. Review the correct answers as a class.
Note any areas of difficulty and provide additional
instruction and practice as necessary.

We hope these suggestions help you get the most out of Summit.
We wish you and your students much success and enjoyment.
Joan Saslow and Allen Ascher

Summit 1–2, Third Edition Methods Handbook 24

Copyright © 2017 by Pearson Education, Inc.