Assignment C
Please complete the assignment templates without removing any of the instructions.
Part 1 - An Evaluation of Cutting Edge Advanced
✔ Use the 'Evaluating coursebook material' checklist from Unit 10 to write a general evaluation of
the book based on the unit provided. The checklist is also on the assignment instructions page.
✔ Comment on any four items from the checklist. This must be presented as a coherent essay, not
just a list.
✔ Then say, based on the unit provided, whether you personally would like to use the book with
an advanced (C1) class and why or why not - this is just your opinion, so there is not a right or a
wrong response to this part.
✔ You do not need to refer to the class described for Part 2 of this assignment.
✔ Write 300 - 500 words.
I personally would use “Cutting Edge Advanced” to teach a C1 class. I personally believe the
book fullfills many of the criterias for being considered a good coursebook. The book is well
structured. There is an abundance of different practice, recycling and revision techniques used.
The Listening and Speaking section elicits students to discuss in groups how English will be
used in the future, as well as putting words in brackets, and deciding whether or not key points
from the article are for, against, or neutral about globalisation.
The sections are divided into Vocabulary and Speaking, Reading and Vocabulary, Grammar
Review, then Listening and Speaking, then Tasks page for Listening, Reading, and Speaking. This
also fulfills the criterion of having a good balance of all four skills. Why I really like about the
arrangement is that these sections also have a specific topic that is attached to them. For
example, Reading and Vocabulary focuses on the topic of Urbanisation. So the exercises as well
as main article all deal with Urbanisation.
There is an abundance of different practice, recycling and revision techniques used. The
Listening and Speaking section elicits students to discuss in groups how English will be used in
the future, as well as putting words in brackets, and deciding whether or not key points from the
article are for, against, or neutral about globalisation.
There is a wide range of different activities, such as listing advantages and disadvantages of
globalisation and working in pairs to describe word pairs. The book fulfills another criterion: the
texts are appropriate for my students. Not only are there a diverse range of activities, but these
topics are all under different very relevant topics that are very applicable for the class
demographic. My class demographic is C1 adult learners who are primarily attending university,
sent by their home countries’ companies for work, etc, the books’ focus on urbanisation,
globalisation, and English in a changing world are very suitable for my students, since they are
relevant to their aspirations and daily life. The listening and reading texts are interesting and
authentic as well, because the topics and articles go in depth about today’s issues and trends
that my students can apply to their schooling or work place.
A negative aspect of the book is that many of the activities require students to work in groups,
© 2020 The TEFL Academy. All rights reserved. 1
, however, these activities can be altered to be done independently by students.
Assignment C - Part 2.1
Authentic Text
Please paste your authentic text into the template provided for this
purpose – do not paste it here.
Assignment C - Part 2.2
Activities
Three follow-up activities for exploiting the authentic text with advanced students
✔ Bear in mind that your C1/C2-level students are at a very high level of English proficiency. Please
ensure that your activities are sufficiently challenging.
First Activity
a) A dictionary activity, for vocabulary and dictionary skills development,
AFTER the class has read or listened to your selected text.
This task must promote the use of a dictionary. It could be used later in the same lesson or in
another lesson. You can encourage students to find out more about the vocabulary items you
have selected for pre-teaching or make a different selection. If you use the same items that you
pre-taught, bear in mind that students will already know the definitions of these words, so your
task will need to challenge them on more than this.
Dictionary vs My Own Words
Name of Activity
Total time – no need to break down the individual sections
Time 40 minutes
Two aims
Aims ● To check understanding of vocabulary
● To enhance students’ vocabulary
© 2020 The TEFL Academy. All rights reserved. 2
Please complete the assignment templates without removing any of the instructions.
Part 1 - An Evaluation of Cutting Edge Advanced
✔ Use the 'Evaluating coursebook material' checklist from Unit 10 to write a general evaluation of
the book based on the unit provided. The checklist is also on the assignment instructions page.
✔ Comment on any four items from the checklist. This must be presented as a coherent essay, not
just a list.
✔ Then say, based on the unit provided, whether you personally would like to use the book with
an advanced (C1) class and why or why not - this is just your opinion, so there is not a right or a
wrong response to this part.
✔ You do not need to refer to the class described for Part 2 of this assignment.
✔ Write 300 - 500 words.
I personally would use “Cutting Edge Advanced” to teach a C1 class. I personally believe the
book fullfills many of the criterias for being considered a good coursebook. The book is well
structured. There is an abundance of different practice, recycling and revision techniques used.
The Listening and Speaking section elicits students to discuss in groups how English will be
used in the future, as well as putting words in brackets, and deciding whether or not key points
from the article are for, against, or neutral about globalisation.
The sections are divided into Vocabulary and Speaking, Reading and Vocabulary, Grammar
Review, then Listening and Speaking, then Tasks page for Listening, Reading, and Speaking. This
also fulfills the criterion of having a good balance of all four skills. Why I really like about the
arrangement is that these sections also have a specific topic that is attached to them. For
example, Reading and Vocabulary focuses on the topic of Urbanisation. So the exercises as well
as main article all deal with Urbanisation.
There is an abundance of different practice, recycling and revision techniques used. The
Listening and Speaking section elicits students to discuss in groups how English will be used in
the future, as well as putting words in brackets, and deciding whether or not key points from the
article are for, against, or neutral about globalisation.
There is a wide range of different activities, such as listing advantages and disadvantages of
globalisation and working in pairs to describe word pairs. The book fulfills another criterion: the
texts are appropriate for my students. Not only are there a diverse range of activities, but these
topics are all under different very relevant topics that are very applicable for the class
demographic. My class demographic is C1 adult learners who are primarily attending university,
sent by their home countries’ companies for work, etc, the books’ focus on urbanisation,
globalisation, and English in a changing world are very suitable for my students, since they are
relevant to their aspirations and daily life. The listening and reading texts are interesting and
authentic as well, because the topics and articles go in depth about today’s issues and trends
that my students can apply to their schooling or work place.
A negative aspect of the book is that many of the activities require students to work in groups,
© 2020 The TEFL Academy. All rights reserved. 1
, however, these activities can be altered to be done independently by students.
Assignment C - Part 2.1
Authentic Text
Please paste your authentic text into the template provided for this
purpose – do not paste it here.
Assignment C - Part 2.2
Activities
Three follow-up activities for exploiting the authentic text with advanced students
✔ Bear in mind that your C1/C2-level students are at a very high level of English proficiency. Please
ensure that your activities are sufficiently challenging.
First Activity
a) A dictionary activity, for vocabulary and dictionary skills development,
AFTER the class has read or listened to your selected text.
This task must promote the use of a dictionary. It could be used later in the same lesson or in
another lesson. You can encourage students to find out more about the vocabulary items you
have selected for pre-teaching or make a different selection. If you use the same items that you
pre-taught, bear in mind that students will already know the definitions of these words, so your
task will need to challenge them on more than this.
Dictionary vs My Own Words
Name of Activity
Total time – no need to break down the individual sections
Time 40 minutes
Two aims
Aims ● To check understanding of vocabulary
● To enhance students’ vocabulary
© 2020 The TEFL Academy. All rights reserved. 2
