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.
In this evaluation, I will look at the structure, balance of skills, level of difficulty, and interest of the
materials. First, the material is clearly structured. The unit starts with vocabulary and speaking about
globalisation. After that, it moves to reading about urbanisation. Then, it teaches grammar, especially
continuous verb forms. Later, students practise listening and speaking, and finally they do writing. This
order is logical because students first learn new words, then read and understand ideas, then study
grammar, and finally use the language in speaking and writing. This helps students learn step by step in
a clear way.
Second, there is a good balance of skills and language areas. The unit includes reading, writing,
listening, and speaking. For example, students read an article about cities, listen to people talking
about English, and discuss ideas in pairs and groups. There is also grammar and vocabulary practice in
each section. This balance is important because students need to practise all skills, not only one. It
helps them become better in real communication.
Third, the material is appropriately graded for advanced learners. The texts are quite long and use
difficult vocabulary, such as “multinational corporations” and “urbanisation.” The grammar is also
advanced, like present perfect continuous and future continuous. This is good for C1 students because
they need challenging material. However, it may be difficult for weaker students, so the teacher may
need to give extra help.
Fourth, the materials are interesting and engaging. The topics, such as globalisation, cities, and English
in the world, are real-life topics. Many students can relate to these ideas because they use English,
travel, or see global brands. The tasks also ask for opinions and discussions, which makes lessons more
interactive. This can help students stay interested and motivated.
In my opinion, I would like to use this book with an advanced (C1) class. This is because the topics are
meaningful, and the unit gives students many chances to speak and think. It also prepares students for
real-world English. However, I would sometimes simplify tasks or explain vocabulary more clearly to
support students.
© 2020 The TEFL Academy. All rights reserved. 1
, 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.
Name of Activity Collocation Builder – Dictionary Challenge
Time 15 minutes
To help. students develop. their dictionary skills by finding and
understanding different collocations of a word.
Aims To help students use vocabulary more accurately. and naturally. by
practicing .common collocations in sentences.
The steps you would take from beginning to end to deliver the task;
there should be enough detail that another teacher could deliver the
task as you intend.
Teacher’s Instructions
Put .students into .pairs.
Tell students they will use a dictionary (online or paper). Make sure all
students have .access to a dictionary before starting.
Give each student a copy of the activity worksheet. See Material .1
© 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.
In this evaluation, I will look at the structure, balance of skills, level of difficulty, and interest of the
materials. First, the material is clearly structured. The unit starts with vocabulary and speaking about
globalisation. After that, it moves to reading about urbanisation. Then, it teaches grammar, especially
continuous verb forms. Later, students practise listening and speaking, and finally they do writing. This
order is logical because students first learn new words, then read and understand ideas, then study
grammar, and finally use the language in speaking and writing. This helps students learn step by step in
a clear way.
Second, there is a good balance of skills and language areas. The unit includes reading, writing,
listening, and speaking. For example, students read an article about cities, listen to people talking
about English, and discuss ideas in pairs and groups. There is also grammar and vocabulary practice in
each section. This balance is important because students need to practise all skills, not only one. It
helps them become better in real communication.
Third, the material is appropriately graded for advanced learners. The texts are quite long and use
difficult vocabulary, such as “multinational corporations” and “urbanisation.” The grammar is also
advanced, like present perfect continuous and future continuous. This is good for C1 students because
they need challenging material. However, it may be difficult for weaker students, so the teacher may
need to give extra help.
Fourth, the materials are interesting and engaging. The topics, such as globalisation, cities, and English
in the world, are real-life topics. Many students can relate to these ideas because they use English,
travel, or see global brands. The tasks also ask for opinions and discussions, which makes lessons more
interactive. This can help students stay interested and motivated.
In my opinion, I would like to use this book with an advanced (C1) class. This is because the topics are
meaningful, and the unit gives students many chances to speak and think. It also prepares students for
real-world English. However, I would sometimes simplify tasks or explain vocabulary more clearly to
support students.
© 2020 The TEFL Academy. All rights reserved. 1
, 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.
Name of Activity Collocation Builder – Dictionary Challenge
Time 15 minutes
To help. students develop. their dictionary skills by finding and
understanding different collocations of a word.
Aims To help students use vocabulary more accurately. and naturally. by
practicing .common collocations in sentences.
The steps you would take from beginning to end to deliver the task;
there should be enough detail that another teacher could deliver the
task as you intend.
Teacher’s Instructions
Put .students into .pairs.
Tell students they will use a dictionary (online or paper). Make sure all
students have .access to a dictionary before starting.
Give each student a copy of the activity worksheet. See Material .1
© 2020 The TEFL Academy. All rights reserved. 2
