Discourse  Strategies
                                                     (Unit 2, page 23)

Asking  for  examples

A . Use these expressions to ask for and give examples during a discussion. Giving examples will make your
    discussion richer and more detailed. Practice saying each.

 Asking  for  examples  (rising intonation)    Giving  examples  rising  or  falling intonation
  For  example?        For instance?                     For  example,   . . .     For  instance
  Such  as?                                                         Such  as   . . .            Like

B.  Pair Work. Take turns reading a statement as a conversation starter. Ask for and give examples for each.

    There’s a lot of exciting new music these days. 

    There are some really annoying shows on TV these days.

    There are some good restaurants around here.

    There have been some interesting stories in the news recently.

     I’ve seen some great movies recently.

     There are some great museums in this town.

     There are some great shows on TV these days.

      There have been some depressing stories in the news lately.

      There are a number of interesting things to do in this neighborhood.

       I’ve read some really good books lately.

       There are some nice shops downtown.

        Your own idea:

C . Now practice asking for and giving examples as you do the Discussion Builder activities on page 23.

Summit  1           Unit  2
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

Discourse Strategies

(Unit 1, page 11)
 
Showing  interest  and surprise  
A.    Use these expressions to show interest and surprise at what your partner is saying. Showing interest
and surprise will keep the conversation going. Practice saying each.
 
 
B.    Pair  Work .  Student A reads the first conversation below, and Student B shows interest or surprise.
Change roles for the second conversation.
Showing  interest   ( rising  intonation) 
 
Oh?                Oh yeah?                              Really?  
Oh  really?                Is  that   right?
 

Showing surprise  ( falling  intonation)  

Conversation 1
A:   I went to Fiji on vacation last year. It
really changed my perspective on life.
B:  (Show interest.) 
A:  Yeah, most of the native Fijians live
together in small villages.  
B:  (Show interest.)  
A:  Yeah, and most of them don’t work.
Instead, they just sit around and talk
most of the day.  
B:   (Show interest or surprise.)  
A:   It’s true. They get fruit and vegetables
from the village garden, and they get
fish from the sea. They say they don’t
really need anything else.    
B:  (Show interest.)  
A:  So I decided to quit my job and move
to Fiji.
B:  (Show interest or surprise.)  
A:  But then I changed my mind.
B:  (Show interest.)   
A:  Yeah, I decided I would miss my
favorite TV shows too much.  
B:  (Show surprise.) 

Conversation 2
B:  There was a very strong earthquake a few
years ago when I was living abroad.  
A:  (Show interest.) 
B:  Yeah, it happened in the middle of the
night. I thought I was going to die.  
A:  (Show surprise.) 
B:  Yeah! The whole building shook and
everything fell off the walls.  
A:   (Show interest or surprise.) 
B:  Yeah, it was pretty scary. All my furniture
got knocked over, and everything fell out
the kitchen cabinets.  
A:  (Show interest or surprise.) 
B:  And I had an aquarium on the floor, and
the water and fish hit the ceiling and came
down on the other side of the room.
A:  (Show surprise.) 
B:   I thought the building would break apart.
You could actually hear the concrete and
steel screaming as the building shook.
A:  (Show surprise.) 
B:  Yeah.   But then it was over. I’ll never take
mother nature for granted again. 

 
C.    Now practice showing interest and surprise as you do the Discussion Builder activities on page 11. 

Summit  1    Unit  1
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

                                               Reading  Strategies
                                                    (Unit 4, page 46)

 Inferring  facts

 Use  logic  to  understand  statistics  in  a reading.

 Practice.  Decide whether the following statements are true (T) or false (F), based on the information
  in the reading. Explain your answers.

 25%  __ 1.
                  -of women don’t think they’re too fat.
 40%  __ 2.
          of girls aged nine or younger are not “happy with the way they are.”
20%   __ 3.
                   of girls who are ten are not on diets.
__ 4.
                  Over ten years ago, the number of cosmetic surgeries was half what it is today.
30%   __ 5.
              of girls don’t want to look like an actress.
   __ 6.
     of girls have never tried to look like an actress.

Summit 1   Unit  4
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

 Reading  Strategies
                                                  (Unit 3, page 34)

Following  sequential  events

It  will  help  you  comprehend better  if  you  can  clarify  the  sequence  of  events.

Practice.   Place the following events in order, according to the information in the reading.

  __ Newman wins an award for his philanthropy.

  __ Newman’s contributions reach US$150 million.

  __ Newman wins an award for his acting.

  __ Newman begins acting.

  __ Newman and a friend begin selling salad dressing.

Summit 1         Unit 3
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                                              Reading  Strategies
                                                   (Unit 2, page 20)

Identifying  supporting  details

To  better  comprehend  a  reading,  it’s  a  good  idea  to  look  for  information  that supports
the  main  ideas

Practice.  Find examples in the reading that support the idea that Beethoven displayed each of these
charactertraits.

gifted

energetic

imaginative

passionate

eccentric

difficult

moody

egotistical

Summit 1    Unit   2
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Reading Strategies
(Unit 1, page 8)

Classifying information

When a reading contrasts two ideas, you can try to classify the information under each
idea.

Practice. Write four statements the reading makes about each type of person.

OPTIMISTS                              PESSIMISTS

1.                                            1.

2.                                            2.

3.                                            3.

4.                                            4.

Summit 1 Unit 1
Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

Vocabulary-Building Strategies

(Unit 2, page 20: Vocabulary; Use after Exercise D)

Associating

When you  associate,   you  think  about   how new vocabulary   relates  to other  words  and

concepts you  already  know.  Taking  a  few minutes  to make associate ions  will  help  you

better  understand  and  remember  new vocabulary . 

Practice.  Work with a partner or small group. Complete the gifted word web by thinking of other related

words and examples. Then create word webs for the other vocabulary items. Use the back of this page if

needed.

Idea.  Try associating vocabulary you learn in later units with words and ideas you know. Draw a word web

for each new vocabulary word and associate each with words and ideas you already know.

gifted

difficult 

moody

passionate  egotistical 

eccentric

energetic

imaginative

Picasso

 genius

talented

Summit 1    Unit 2

Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

Vocabulary-Building Strategies

(Unit 2, page 16: Vocabulary; Use after Exercise B)

Associating

After  you have  learned new vocabulary ,   it ’s good  to associate  it with concepts you already

know.  This can help you better  use and  remember   the vocabulary. 

Practice.  Make associations by describing musicians or songs you like using the Elements of Music vocabulary,

as well as appropriate adjectives.  Fill in the boxes below. Then work with a partner. Take turns talking about

musicians or songs and elements of music.

Idea.  Try making associations with vocabulary in later units.

Adjectives

catchy  beautiful

great  interesting

terrific  unforgettable

unique  exciting

nice  (other)

Person or  Group

name of song, singer, musician,

songwriter, group, band, or

orchestra

Elements of  music

sound  voice

lyrics  beat

melody  (other)

Beyoncé +   terrific + voice 

Summit 1    Unit  2

Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use.

Vocabulary-Building Strategies  

(Unit 1, page 13; Use after Checkpoint)

Creating a personal  glossary

As you enter  higher  levels of  English study ,  developing a broad,   rich vocabulary becomes an

Important goal .  Creating your own glossary in a notebook devoted  to new vocabulary will

help.  After  you have studied new material ,  select new words you  feel  will  be  the most useful  

for  you.  Add  these words  to your  personal  glossary .   

Practice.   Look back over the unit. Choose eight new words that you haven’t mastered yet, but would like to

add to your personal glossary. Write them below. For each word, write the meaning, part of speech, and an

example sentence. Note the pronunciation if helpful. Use a dictionary as needed. 

cynical adj. unwilling to believe that people have good, honest, or sincere reasons for doing  

something: A pessimist is more cynical and believes life will always be difficult and painful.  

1

2

3

4

5

6

7

8

Idea.  Buy a small pocket notebook for your personal glossary. Carry it with you so you can review vocabulary

at any time. Remember to select and add new words from each new unit to your notebook.

Summit  1    Unit  1

Copyright © 2006 by Pearson Education. Permission granted to reproduce for classroom use

Vocabulary-Building Strategies
(Unit 1, page 6: Vocabulary; Use after Exercise B)
 
Personalizing
When you personalize new vocabulary,  you  think about how  it  relates  to you:  your 
experiences,  people you know,  or  your  environment .  Taking a  few minutes  to make
connect ions between new vocabulary words and your  own experience will  help you better 
remember   the vocabulary. 
 
Practice.  For each vocabulary item, think of a person you know who matches that personality type.  Think of
people you have known in the past and people you know now. You may also want to think of celebrities or
television, movie, or literary characters. Write a name below each vocabulary word. Then write the reason you
feel the vocabulary applies to that person. Tell a partner about your choices.
 
Positive                                                           Negative

   a  sweetheart                                          a  tyrant

  Name:                                                          Name:

  Reason:                                                        Reason:

    a  team  player                                       a  workaholic

  Name:                                                          Name:

  Reason:                                                        Reason:

    a brain                                       a  pain  in  the  neck

  Name:                                                          Name:

  Reason:                                                        Reason:

  a  people  person                                     a  wise  guy

  Name:                                                          Name:

  Reason:                                                        Reason:

 Idea.   Review these vocabulary words and what you wrote tomorrow, then a few days later, then a week
  later.