READING SKILLS

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University
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Success
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TRANSITION LEVEL
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Alignment with the Global Scale of English

and Common European Framework of Reference
2 3

© The copyright of the Can Do statements taken from the Common European Framework of Reference
for Languages reproduced in this document belongs to the Council of Europe. All users and publishers
must ask formal and written permission prior to using these by writing to the Language Policy Unit of the
Council of Europe language.policy@coe.int

Copyright © 2017 by Pearson Education, Inc. Photocopying for classroom use is permitted.
 University TRANSITION LEVEL
Success READING SKILLS
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University Success, Transition Level is an academic skills series designed to equip transitioning English
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learners with reading, writing, and oral communication skills necessary to succeed in courses in an English-
speaking university setting. A targeted approach focuses on the unique linguistic needs of students while
preparing them to achieve academic autonomy. University Success integrates a three-part developmental
approach. Authentic content woven through all three strands provides intensive skill development and expanded
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application—essential for students to become confident and successful in a university setting.

The blended instructional model provides students with an inspiring collection of extensive authentic content,
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expertly developed in cooperation with five subject matter experts, all “thought leaders” in their fields. By
utilizing both online and in-class instructional materials, University Success models the type of real life learning
expected of students applying for a degree. Unlike a developmental textbook, University Success recognizes
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the unique linguistic needs of English language learners. The course carefully scaffolds skill development to help
students successfully work with challenging and engaging authentic content provided by top Stanford University
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professors in their academic fields.

SERIES ORGANIZATION
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The Transitional Level is organized into three strands: Reading, Writing, and Oral Communication. Each strand
includes five distinct content areas: the Human Experience, Money and Commerce, the Science of Nature,
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Arts and Letters, and Structural Science, all popular fields of study among English language learners. The three
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strands are fully aligned across content areas and skills, allowing teachers to utilize material from different
strands to support learning. Teachers can utilize skills from one strand or provide additional support materials
from other strands for richer development across the four skills.
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UNIQUE FEATURES
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• Rigorous academic preparation: students build on their strengths and prior knowledge, develop language and
study skills, and increase their knowledge of academic content related to the STEAM area of study.
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• Extensive work with authentic texts and lectures: the content has been expertly developed with the cooperation
of five Stanford University professors and features extensive readings and full-length lectures. It provides a
challenging experience that replicates the authentic experience of studying in a mainstream university classroom.
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• Systematic skill development: each strand allows for essential skill building, from strategies to critical thinking to
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extensive application and assessment that explicitly teaches students to notice, understand, and employ English
language features in the comprehension and synthesis of new information.
• Flexible three-part developmental English approach: unlike any traditional ESL/EFL course, University Success
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follows the developmental English approach that encompasses intensive skill development and extensive practice.
• Fluency driven approach: helps learners with fluency, accuracy, and automaticity, allowing them to process
linguistically complex texts of significant length.
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• Content and fluency vocabulary approach: develops learner ability to read words as multiword units and to
process text more quickly and with greater ease.
• Strategies for academic success: online videos that show students how to cope with the challenges of academic
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study and college culture. Videos include how to talk to a professor during office hours, time management
techniques, giving and receiving feedback, and many more.
• Global Scale of English for Academic Learners: alignment with content tied to outcomes designed to challenge
students who have achieved a B2+ level of proficiency or higher
• Continuous and extensive formative assessment: built into the series, offers multiple points of feedback, in
class or online, assessing the ability of students to transfer and apply skills with rigorous academic challenges.

Copyright © 2017 by Pearson Education, Inc. Photocopying for classroom use is permitted.
The Global Scale of English and
The Common European Framework of Reference
The Global Scale of English is a standardized, granular scale from 10 to 90 which measures English language
proficiency. It is aligned with the Common European Framework of Reference (CEFR). Unlike the CEFR, which
describes proficiency in terms of broad levels, the Global Scale of English identifies what a learner can do at
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each point on a more granular scale—and within a CEFR level. The scale is designed to motivate learners by
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demonstrating incremental progress in their language ability. The Global Scale of English forms the backbone for
Pearson English course material and assessment.
CEFR and the Global Scale of English both comprise a number of Can Do statements, or “learning objectives,”
for each of the four language skills, describing what learners should be able to do at different levels of
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proficiency. The learning objectives are written to reflect what a student “Can Do” with language without regard
to the context in which a language skill may surface. The GSE Learning Objectives have been aligned to the
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CEFR, and many additional statements created, rated for difficulty, and calibrated to the scale.
This document provides an overview of the learning objectives that are covered in each unit of the course. As the
learning objectives focus specifically on language skills, some learning objectives will be repeated multiple times,
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a reflection of the fact that skills are built through practice in multiple contexts.
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For each learning objective we indicate whether a statement is from the original CEFR or newly created by
Pearson English:
(C) Common European Framework descriptor, verbatim, © Council of Europe
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(Ca) Common European Framework descriptor, adapted or edited, © Council of Europe (N2000) North (2000)
descriptor, verbatim
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(N2000a) North (2000) descriptor, adapted or edited

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(P) New Pearson English descriptor

[Note: If a value is in parentheses, it indicates the learning objective is still undergoing research and validation,
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and therefore the value is a provisional estimate.]

Visit English.com/gse to learn more about the Global Scale of English.
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References
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Council of Europe (2001) Common European Framework of Reference for Languages: Learning, teaching,
assessment. Cambridge: Cambridge University Press.
North, B. (2000) The Development of a Common Framework Scale of Language Proficiency. New York: Peter
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Lang.
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Schneider, Guenther and Brian North (1999) ‘In anderen Sprachen kann ich’ . . . Skalen zur Beschreibung,
Beurteilung und Selbsteinschätzung der fremdsprachlichen Kommunikationmsfähigkeit. Berne, Project Report,
National Research Programme 33, Swiss National Science Research Council.
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Schneider, G., North, B. (2000) Fremdsprachen können – was heißt das? Chur / Zürich: Rüegger
20
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© The copyright of the Can Do statements taken from the Common European Framework of Reference for
Languages reproduced in this document belongs to the Council of Europe. All users and publishers must
ask formal and written permission prior to using these by writing to the Language Policy Unit of the Council
of Europe language.policy@coe.int.

Copyright © 2017 by Pearson Education, Inc. Photocopying for classroom use is permitted.
S
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University
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TRANSITION LEVEL
Success READING SKILLS
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University Success is aligned with the Global Scale of English and the
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Common European Framework of Reference. It takes learners from

CEF B2+ to C1 (67–84 on the Global Scale of English). Each lesson
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guides students to a “Can Do” goal in line with the Global Scale of
English and the Common European Framework “Can Do” statements.
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GSE 10 20 30 40 50 60 70 80 90
Transition Level
CEFR <A1 A1 A2 + B1 + B2 + C1 C2
©

Learn more about the Global Scale of English at english.com/gse

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University TRANSITION LEVEL
Success READING SKILLS
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PART 1 | Fundamental Reading Skills is designed

to build fundamental skills step by step through
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exploration of rigorous academic content.

SOCIOLOGY - Active reading
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FUNDAMENTAL READING SKILLS - Read actively.

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SUPPORTING SKILLS - Skim for gist. Scan for details.

READING-WRITING CONNECTION - Annotate and take notes.
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LANGUAGE SKILLS - Use dictionaries to strengthen vocabulary.

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Skill GSE Learning Objective GSE CEFR Page

Can predict the content of a linguistically complex academic
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Reading 71 B2+ (67–75)  3

text by reading introductory and summary statements. (P)
Can get the gist of specialized articles and technical texts
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Reading 74 B2+ (67–75)  4

outside their field. (CJA)
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Reading Can quickly scan long, complex texts for key information. (P) 69 B2+ (67–75)  7
Can take effective notes on a linguistically complex and
Reading 74 B2+ (67–75) 11
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unfamiliar text. (P)

Can take effective notes on a linguistically complex and
Reading 74 B2+ (67–75) 21
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unfamiliar text. (P)

Can use relevant material in academic textbooks and articles
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Reading 72 B2+ (67–75) 22

to support or challenge an argument. (CA)
Can interpret the main message from complex diagrams and
Reading 62 B2 (59–66) 23
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visual information. (P)

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Can contribute to a group discussion using linguistically

Speaking 79 C1 (76–84) 20
complex language. (P)
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University TRANSITION LEVEL
Success READING SKILLS
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ECONOMICS - Main Ideas and Supporting Details

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FUNDAMENTAL READING SKILLS - Recognize main ideas and supporting details.

SUPPORTING SKILLS - Identify sentence functions. Identify topics and main ideas. Identify supporting details.
READING-WRITING CONNECTION – Summarize.
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LANGUAGE SKILLS - Analyze meaning using word parts.

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Skill GSE Learning Objective GSE CEFR Page

Can distinguish between the main idea and related ideas in a
Reading 70 B2+ (67–75) 25
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linguistically complex academic text. (P)

Can recognize organizational patterns within a linguistically
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Reading 74 B2+ (67–75) 26

complex academic text. (P)
Can distinguish between the main idea and related ideas in a
Reading 70 B2+ (67–75) 28
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linguistically complex academic text. (P)

Can identify different types of supporting details in an
Reading 68 B2+ (67–75) 32
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academic text. (P)

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Can take effective notes on a linguistically complex and

Reading 72 B2+ (67–75) 38
unfamiliar text. (P)
Can distinguish between main ideas and supporting details in
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Reading 74 B2+ (67–75) 42

a linguistically complex presentation or lecture. (P)
Can use relevant material in academic textbooks and articles
P

Reading 72 B2+ (67–75) 44

to support or challenge an argument. (CA)
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Can understand details of the use of numerical data in charts

Reading 76 C1 (76–84) 44
and graphs in a linguistically complex academic text. (P)
Can guess the meaning of an unfamiliar word from context in
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Reading 72 B2+ (67–75) 44

a linguistically complex academic text. (P)
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Can summarize, comment on and discuss a wide range of

Reading 66 B2 (59–66) 34
factual and imaginative texts. (CA)
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Can contribute to a group discussion using linguistically

Speaking 79 C1 (76–84) 41
complex language. (P)
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Can write a clear summary of a complex factual text,

Writing 76 C1 (76–84) 34
maintaining its original tone and message. (P)
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University TRANSITION LEVEL
Success READING SKILLS
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BIOLOGY – Cohesion
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FUNDAMENTAL READING SKILLS - Understand cohesion.

SUPPORTING SKILLS - Recognize patterns of cohesion: cause / effect, compare / contrast, problem / solution.
Understand cohesion in descriptions.
READING-WRITING CONNECTION - Use outlines and graphic organizers.
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LANGUAGE SKILLS - Recognize collocations.

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Skill GSE Learning Objective GSE CEFR Page

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Can recognize common discourse markers that convey

Reading 68 B2+ (67–75) 48
emphasis in a linguistically complex text. (P)
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Can understand cause and effect relationships in a

Reading 74 B2+ (67–75) 50
linguistically complex academic text. (P)
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Can recognize contrasting ideas in a linguistically complex

Reading 69 B2+ (67–75) 50
academic text when signaled by discourse markers. (P)
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Can identify specific information in a linguistically complex

Reading 73 B2+ (67–75) 56
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factual text. (P)

Can recognize organizational patterns within a linguistically
Reading 74 B2+ (67–75) 60
complex academic text. (P)
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Can take effective notes on a linguistically complex and

Reading 74 B2+ (67–75) 72
unfamiliar text. (P)
P

Can identify specific information in a linguistically complex

Reading 73 B2+ (67–75) 73
factual text. (P)
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Can understand the use of numerical data in graphs and

Reading charts in a linguistically complex academic text if guided by 65 B2 (59–66) 73
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questions. (P)
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Can answer questions about abstract topics clearly and in

Speaking 76 C1 (76–84) 71
detail. (CA)
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University TRANSITION LEVEL
Success READING SKILLS
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HUMANITIES - Fluency and Accuracy

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FUNDAMENTAL READING SKILLS - Develop reading fluency.

SUPPORTING SKILLS - Increase fluency. Tolerate ambiguity.
READING-WRITING CONNECTION - Recognize and use rhetorical techniques.
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LANGUAGE SKILLS - Understand nominalization.

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Skill GSE Learning Objective GSE CEFR Page

Can scan a linguistically complex academic text to find
Reading 73 B2+ (67–75)  77
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specific information. (P)

Can scan a linguistically complex academic text to find
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Reading 73 B2+ (67–75)  79

specific information. (P)
Reading Can quickly scan long, complex texts for key information. (P) 69 B2+ (67–75)  82
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Can infer meaning in a linguistically complex academic text.

Reading 78 C1 (76–84)  83
(P)
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Can understand a detailed description in a linguistically

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Reading 78 C1 (76–84)  95

complex academic text. (P)
Can answer questions about abstract topics clearly and in
Reading 76 C1 (76–84)  99
detail. (CA)
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Can take effective notes on a linguistically complex and

Reading 74 B2+ (67–75) 100
unfamiliar text. (P)
P

Can evaluate information in an academic text using specific

Reading 70 B2+ (67–75) 102
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criteria. (P)
Can contribute fluently and naturally to a conversation about
Speaking 79 C1 (76–84) 102
a complex or abstract topic. (P)
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Can paraphrase the main idea of a linguistically complex

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Writing 76 C1 (76–84) 102

quotation to support a line of argument. (P)
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University TRANSITION LEVEL
Success READING SKILLS
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ENVIRONMENTAL ENGINEERING - Visuals

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FUNDAMENTAL READING SKILLS - Interpret visuals.

SUPPORTING SKILLS - Understand text references to visuals. Interpret the information in visuals.
READING-WRITING CONNECTION - Refer to visual data within and beyond a reading.
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LANGUAGE SKILLS - Recognize and learn multiword vocabulary items.

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Skill GSE Learning Objective GSE CEFR Page

Can interpret the main message from complex diagrams and
Reading 62 B2 (59–66) 104
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visual information. (P)

Can understand details of the use of numerical data in charts
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Reading 76 C1 (76–84) 109

and graphs in a linguistically complex academic text. (P)
Can understand details of the use of numerical data in charts
Reading 76 C1 (76–84) 112
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and graphs in a linguistically complex academic text. (P)

Can understand details of the use of numerical data in charts
Reading 76 C1 (76–84) 117
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and graphs in a linguistically complex academic text. (P)

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Can take effective notes on a linguistically complex and

Reading 74 B2+ (67–75) 129
unfamiliar text. (P)
Can systematically develop an argument giving the reasons
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Reading 67 B2+ (67–75) 131

for or against a point of view. (P)
Can understand details of the use of numerical data in charts
P

Reading 76 C1 (76–84) 131

and graphs in a linguistically complex academic text. (P)
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Can contribute to a group discussion using linguistically

Speaking 79 C1 (76–84) 128
complex language. (P)
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University TRANSITION LEVEL
Success READING SKILLS
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PART 2 | Critical Thinking Skills moves from skill

building to application of the skills that require
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critical thinking.
SOCIOLOGY - Fact and Opinion
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CRITICAL THINKING SKILLS - Distinguish fact from opinion.

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SUPPORTING SKILLS - Recognize and interpret statements of opinion. Recognize and interpret statements
of fact.
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READING-WRITING CONNECTION - Understand and produce critiques.

LANGUAGE SKILLS - Understand signpost expressions that limit or define.
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Skill GSE Learning Objective GSE CEFR Page

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Can distinguish between facts and opinions in a linguistically

Reading 74 B2+ (67–75) 135
complex academic text. (P)
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Can distinguish between facts, ideas and opinions in

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Reading 77 C1 (76–84) 136

linguistically complex academic texts. (P)
Can recognize the writer’s point of view in a linguistically
Reading 74 B2+ (67–75) 136
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complex academic text. (P)

Can identify factual information in a linguistically complex
Reading 73 B2+ (67–75) 140
academic text. (P)
P

Can understand a critique of a linguistically complex

Reading 81 C1 (76–84) 143
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academic text. (P)

Can take effective notes on a linguistically complex and
Reading 74 B2+ (67–75) 154
unfamiliar text. (P)
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Can answer questions about abstract topics clearly and in

Speaking 76 C1 (76–84) 153
detail. (CA)
Can contribute fluently and naturally to a conversation about
Speaking 79 C1 (76–84) 155
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a complex or abstract topic. (P)

Can discuss diagrams in a text, using linguistically complex
Speaking 74 B2+ (67–75) 156
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language. (P)
Writing Can write a critical analysis of a simple academic text. (P) 70 B2+ (67–75) 148
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University TRANSITION LEVEL
Success READING SKILLS
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ECONOMICS - Implication and Inference

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CRITICAL THINKING SKILLS - Understand implication and inference.

SUPPORTING SKILLS - Make strong inferences and avoid weak ones. Distinguish between deliberate
implications and direct statements.
READING-WRITING CONNECTION - Paraphrase.
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LANGUAGE SKILLS - Identify and use equivalent and near-equivalent expressions.

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Skill GSE Learning Objective GSE CEFR Page

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Reading Can understand inferred meaning in formal structured text. (P) 70 B2+ (67–75) 159
Reading Can infer meaning in a linguistically complex academic text. (P) 78 C1 (76–84) 161
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Reading Can understand inferred meaning in formal structured text. (P) 70 B2+ (67–75) 164
Can take effective notes on a linguistically complex and
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Reading 74 B2+ (67–75) 176

unfamiliar text. (P)
Can understand the use of paraphrasing in a linguistically
Reading 76 C1 (76–84) 178
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complex academic text. (P)

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Can answer questions about abstract topics clearly and in

Speaking 76 C1 (76–84) 175
detail. (CA)
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Can contribute fluently and naturally to a conversation about

Speaking 79 C1 (76–84) 178
a complex or abstract topic. (P)
P

Can paraphrase the main idea of a linguistically complex

Writing 76 C1 (76–84) 168
quotation to support a line of argument. (P)
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University TRANSITION LEVEL
Success READING SKILLS
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BIOLOGY - Evidence and Argumentation

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CRITICAL THINKING SKILLS - Evaluate evidence and argumentation.

SUPPORTING SKILLS - Identify and evaluate evidence. Recognize and deal with faulty rhetoric.
READING-WRITING CONNECTION - Understand extended metaphor.
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LANGUAGE SKILLS - Identify and use expressions of function and purpose.

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Skill GSE Learning Objective GSE CEFR Page

Can evaluate evidence presented in a linguistically complex
Reading 80 C1 (76–84) 181
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argumentative text. (P)

Can evaluate evidence presented in a linguistically complex
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Reading 80 C1 (76–84) 183

argumentative text. (P)
Can identify logical flaws in an argument in an academic
Reading 77 C1 (76–84) 187
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paper. (P)
Can understand complex or extended metaphors in an
Reading 84 C1 (76–84) 192
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academic text. (P)

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Can recognize common discourse markers that convey

Reading 68 B2+ (67–75) 198
emphasis in a linguistically complex text. (P)
Can take effective notes on a linguistically complex and
©

Reading 74 B2+ (67–75) 201

unfamiliar text. (P)
Can talk about hypothetical events and actions, and their
P

Speaking 70 B2+ (67–75) 200

possible consequences. (P)
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Can make a detailed, formal, evidence-based argument in a

Speaking 77 C1 (76–84) 202
presentation or discussion. (P)
Can describe conclusions they have drawn from graphs and
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Speaking 75 B2+ (67–75) 203

charts, using linguistically complex language. (P)
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University TRANSITION LEVEL
Success READING SKILLS
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HUMANITIES - Synthesis of Information

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CRITICAL THINKING SKILLS - Synthesize information from several sources.

SUPPORTING SKILLS - Understand multiple perspectives. Evaluate the credibility and motives of sources.
READING-WRITING CONNECTION - Understand and use direct and indirect quotations.
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LANGUAGE SKILLS - Appreciate hedging.

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Skill GSE Learning Objective GSE CEFR Page

Can identify different types of supporting details in an
Reading 68 B2+ (67–75) 209
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academic text. (P)

Can synthesize information from multiple linguistically
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Reading 81 C1 (76–84) 211

complex academic texts related to similar content. (P)
Can critically evaluate the effectiveness of a linguistically
Reading 79 C1 (76–84) 216
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complex descriptive essay. (P)

Can take effective notes on a linguistically complex and
Reading 74 B2+ (67–75) 231
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unfamiliar text. (P)

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Can contribute fluently and naturally to a conversation about

Speaking 79 C1 (76–84) 230
a complex or abstract topic. (P)
Can embed quotations and paraphrases in written academic
©

Writing 68 B2+ (67–75) 226

work, if provided with a model. (P)
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University TRANSITION LEVEL
Success READING SKILLS
S

ENVIRONMENTAL ENGINEERING - Definitions and Classifications

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CRITICAL THINKING SKILLS - Understand definitions and classifications.

SUPPORTING SKILLS - Recognize and understand definitions within a text. Work with classifications.
READING-WRITING CONNECTION - Understand and produce references to other sources.
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LANGUAGE SKILLS - Understand and use clarifiers.

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Skill GSE Learning Objective GSE CEFR Page

Can guess the meaning of an unfamiliar word from context in
Reading 72 B2+ (67–75) 238
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a linguistically complex academic text. (P)

Can identify the sources of information in a linguistically
at

Reading 73 B2+ (67–75) 247

complex academic text. (P)
Can scan a linguistically complex academic text to find
Reading 73 B2+ (67–75) 251
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specific information. (P)

Can take effective notes on a linguistically complex and
Reading 74 B2+ (67–75) 257
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unfamiliar text. (P)

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Can recognize common discourse markers that convey

Reading 68 B2+ (67–75) 260
emphasis in a linguistically complex text. (P)
Can recognize common discourse markers that convey
©

Reading 68 B2+ (67–75) 254

emphasis in a linguistically complex text. (P)
Can contribute fluently and naturally to a conversation about
P

Speaking 79 C1 (76–84) 256

a complex or abstract topic. (P)
ea

Can talk about hypothetical events and actions, and their

Speaking 70 B2+ (67–75) 259
possible consequences. (P)
Can discuss charts and graphs in an academic text, using
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Speaking 78 C1 (76–84) 259

linguistically complex language. (P)
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Can introduce and reference sources in written academic

Writing 71 B2+ (67–75) 252
work. (P)
n
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University TRANSITION LEVEL
Success READING SKILLS
S

PART 3 | E x tended Reading present s authentic

content written by university professors.
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Academically rigorous application and assessment

activities allow for a synthesis of the skills
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developed in Part 1 and Part 2.

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SOCIOLOGY - The Art of Strategy

READINGS - Thinking About Strategy. The 1963 Birmingham Campaign: The Turning Point in the American
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Civil Rights Movement.

RESEARCH - Choose and research a figure who is notable for his or her “investment” in a change movement.
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Skill GSE Learning Objective GSE CEFR Page

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Can extract information, ideas and opinions from highly

Reading 78 C1 (76–84) 263
specialized sources within their field. (CA)
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Can research a topic by reading linguistically complex

Reading 79 C1 (76–84) 277
academic texts. (P)
Can contribute fluently and naturally to a conversation about
Speaking 79 C1 (76–84) 262
©

a complex or abstract topic. (P)

Can compare and evaluate different ideas using a range of
Speaking 70 B2+ (67–75) 273
P

linguistic devices. (P)

Can give a presentation on an academic topic in their field of
ea

Speaking 79 C1 (76–84) 277

specialization, using linguistically complex language. (P)
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University TRANSITION LEVEL
Success READING SKILLS
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ECONOMICS - Supply and Demand in the Marketplace

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READINGS - Markets, Prices, and Price Controls. Minimum Wages.

RESEARCH - Choose and research a product or service that has been subject to government price controls or
government attempts to control supply.
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Skill GSE Learning Objective GSE CEFR Page

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Can extract information, ideas and opinions from highly

Reading 78 C1 (76–84) 279
specialized sources within their field. (CA)
M

Can contribute fluently and naturally to a conversation about

Reading 79 C1 (76–84) 290
a complex or abstract topic. (P)
at

Can understand details of the use of numerical data in charts

Reading 76 C1 (76–84) 291
and graphs in a linguistically complex academic text. (P)
er

Can guess the meaning of an unfamiliar word from context in

Reading 72 B2+ (67–75) 292
a linguistically complex academic text. (P)
Can research a topic by reading linguistically complex
i

Reading 79 C1 (76–84) 293

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academic texts. (P)

Can give a presentation on an academic topic in their field of
Speaking 79 C1 (76–84) 293
specialization, using linguistically complex language. (P)
©

Can contribute fluently and naturally to a conversation about

Speaking 79 C1 (76–84) 278
a complex or abstract topic. (P)
P
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University TRANSITION LEVEL
Success READING SKILLS
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BIOLOGY - A Study of Deadly Diseases

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READINGS - Cows, Cannibals, and Crystals – Explaining the Mechanism of Prion Diseases.
Vaccines That Prevent Virally-Induced Cancer.
RESEARCH - Choose and research a prion disease.
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Skill GSE Learning Objective GSE CEFR Page

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Can extract information, ideas and opinions from highly

Reading 78 C1 (76–84) 295
specialized sources within their field. (CA)
M

Can understand details of the use of numerical data in charts

Reading 76 C1 (76–84) 305
and graphs in a linguistically complex academic text. (P)
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Can research a topic by reading linguistically complex

Reading 79 C1 (76–84) 307
academic texts. (P)
er

Can contribute fluently and naturally to a conversation about

Speaking 79 C1 (76–84) 294
a complex or abstract topic. (P)
Can contribute fluently and naturally to a conversation about
i

Speaking 79 C1 (76–84) 304

al

a complex or abstract topic. (P)

Can give a presentation on an academic topic in their field of
Speaking 79 C1 (76–84) 307
specialization, using linguistically complex language. (P)
©
P
ea
r so
n
20
23

Copyright © 2017 by Pearson Education, Inc. Photocopying for classroom use is permitted.
University TRANSITION LEVEL
Success READING SKILLS
S

HUMANITIES - Cultivation of the Educated Person

am

READINGS - The Cultivation of Higher Learning. The Golden Bough.

RESEARCH - Choose and research a notable educational philosopher or theorist.
pl

Skill GSE Learning Objective GSE CEFR Page

Can extract information, ideas and opinions from highly
Reading 78 C1 (76–84) 309
e

specialized sources within their field. (CA)

Can understand details of the use of numerical data in charts
Reading 76 C1 (76–84) 318
M

and graphs in a linguistically complex academic text. (P)

Can understand the use of paraphrasing in a linguistically
Reading 76 C1 (76–84) 319
at

complex academic text. (P)

Can research a topic by reading linguistically complex
Reading 79 C1 (76–84) 321
er

academic texts. (P)

Can contribute fluently and naturally to a conversation about
Speaking 79 C1 (76–84) 308
a complex or abstract topic. (P)
i al

Can compare the advantages and disadvantages of possible

Speaking 70 B2+ (67–75) 318
approaches and solutions to an issue or problem. (CA)
Can give a presentation on an academic topic in their field of
©

Speaking 79 C1 (76–84) 321

specialization, using linguistically complex language. (P)
P
ea
r so
n
20
23

Copyright © 2017 by Pearson Education, Inc. Photocopying for classroom use is permitted.
University TRANSITION LEVEL
Success READING SKILLS
S

ENVIRONMENTAL ENGINEERING - In Pursuit of Clean Air

am

READINGS - Sources of Indoor Pollutants. Increasing Energy Efficiency vs. Maintaining Indoor Air Quality.
RESEARCH - Choose and research a major indoor pollutant or category of pollutant.
pl

Skill GSE Learning Objective GSE CEFR Page

Can extract information, ideas and opinions from highly
Reading 78 C1 (76–84) 323
e

specialized sources within their field. (CA)

Can understand details of the use of numerical data in charts
Reading 76 C1 (76–84) 332
M

and graphs in a linguistically complex academic text. (P)

Can recognize common discourse markers that convey
Reading 68 B2+ (67–75) 332
at

emphasis in a linguistically complex text. (P)

Can research a topic by reading linguistically complex
Reading 79 C1 (76–84) 334
er

academic texts. (P)

Can contribute fluently and naturally to a conversation about
Speaking 79 C1 (76–84) 322
a complex or abstract topic. (P)
i al

Can compare the advantages and disadvantages of possible

Speaking 70 B2+ (67–75) 331
approaches and solutions to an issue or problem. (CA)
Can give a presentation on an academic topic in their field of
©

Speaking 79 C1 (76–84) 334

specialization, using linguistically complex language. (P)
P
ea
r so
n
20
23

Copyright © 2017 by Pearson Education, Inc. Photocopying for classroom use is permitted.