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.
Cutting Edge Advanced seem to be designed quite well and the topic-based, communicative
syllabus, which is outlined in Unit 10 for higher-level students, is evidently followed. The unit
revolves around the topic of globalization and English as a global language, and the activities are
generally ordered from input to output. Firstly, learners are presented with the concepts and
vocabulary through reading and listening texts, and then they are asked to react to the texts through
conversation and writing tasks. This sequence is logical and backs up the claim that teachers should
only expect learners to produce language after they have been given a meaningful exposure. In the
grading process, the language level is mainly suitable for C1 learners, as it includes difficult lexis
and long texts. At the same time, some vocabulary-dense parts are likely to be taxing for less
capable advanced students, so teachers' assistance and scaffolding would be needed. Generally, the
pace is tough but still realistic for an advanced class.
The unit's strong point is the balance of skills and language areas which is most pronounced
in Unit 10 as the main characteristic of effective coursebooks. There are reading, listening,
speaking, and writing, with speaking tasks occurring often and inviting longer answers instead of
short ones. This caters for advanced learners who require fluency practice rather than simple
accuracy work. Vocabulary teaching is very well organized, with lexicons introduced early and
recycling across tasks which supports retention in the long run. There are also traces of student
autonomy, as they are required to say what they think about the texts, give their own views and
write on the given topic independently. Nevertheless, some grammar activities are still quite
controlled, and the more advanced students may need extra extension activities to remain fully
stimulated.
The texts in Unit 1 are authentic not only in style but also in the topics they cover, which are
precisely the same as those that Unit 10 pinpoints as motivating for adult learners. The reading and
listening materials demonstrate the global use of English and, at the same time, promote the
development of critical thinking in learners regarding language and communication. This is what
makes the content attractive for an international adult audience. The material also seems to be
© 2020 The TEFL Academy. All rights reserved. 1
, culturally acceptable. Besides, it steers clear of sensitive or controversial topics, focusing on global
rather than culturally specific issues. It is the same with humour or references. The book is indeed
very well designed for visual readers. The images, headings, and spacing give excellent guidance
for easy navigation through the book. The pages are not overfilled with material, and this is a great
help for learners who are working on a task because they will not feel swamped.
Whoever reads Unit 1 will find that Cutting Edge Advanced is a well-structured course book
which incorporates most of the concepts offered in Unit 10 such as good arrangement, skill work
balancing, providing autonomy for the learner, and bringing up authentic texts. Some parts of the
material might need to be changed or require extra support according to the class the teacher is
dealing with, but still, the unit is a solid ground for the comprehension of advanced learners. I
would personally be more than glad to work with this book in a C1 class, as it brings up interesting
subjects and has versatile materials that a teacher can easily elaborate on.
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.
Find the Correct Definition
Name of Activity
© 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.
Cutting Edge Advanced seem to be designed quite well and the topic-based, communicative
syllabus, which is outlined in Unit 10 for higher-level students, is evidently followed. The unit
revolves around the topic of globalization and English as a global language, and the activities are
generally ordered from input to output. Firstly, learners are presented with the concepts and
vocabulary through reading and listening texts, and then they are asked to react to the texts through
conversation and writing tasks. This sequence is logical and backs up the claim that teachers should
only expect learners to produce language after they have been given a meaningful exposure. In the
grading process, the language level is mainly suitable for C1 learners, as it includes difficult lexis
and long texts. At the same time, some vocabulary-dense parts are likely to be taxing for less
capable advanced students, so teachers' assistance and scaffolding would be needed. Generally, the
pace is tough but still realistic for an advanced class.
The unit's strong point is the balance of skills and language areas which is most pronounced
in Unit 10 as the main characteristic of effective coursebooks. There are reading, listening,
speaking, and writing, with speaking tasks occurring often and inviting longer answers instead of
short ones. This caters for advanced learners who require fluency practice rather than simple
accuracy work. Vocabulary teaching is very well organized, with lexicons introduced early and
recycling across tasks which supports retention in the long run. There are also traces of student
autonomy, as they are required to say what they think about the texts, give their own views and
write on the given topic independently. Nevertheless, some grammar activities are still quite
controlled, and the more advanced students may need extra extension activities to remain fully
stimulated.
The texts in Unit 1 are authentic not only in style but also in the topics they cover, which are
precisely the same as those that Unit 10 pinpoints as motivating for adult learners. The reading and
listening materials demonstrate the global use of English and, at the same time, promote the
development of critical thinking in learners regarding language and communication. This is what
makes the content attractive for an international adult audience. The material also seems to be
© 2020 The TEFL Academy. All rights reserved. 1
, culturally acceptable. Besides, it steers clear of sensitive or controversial topics, focusing on global
rather than culturally specific issues. It is the same with humour or references. The book is indeed
very well designed for visual readers. The images, headings, and spacing give excellent guidance
for easy navigation through the book. The pages are not overfilled with material, and this is a great
help for learners who are working on a task because they will not feel swamped.
Whoever reads Unit 1 will find that Cutting Edge Advanced is a well-structured course book
which incorporates most of the concepts offered in Unit 10 such as good arrangement, skill work
balancing, providing autonomy for the learner, and bringing up authentic texts. Some parts of the
material might need to be changed or require extra support according to the class the teacher is
dealing with, but still, the unit is a solid ground for the comprehension of advanced learners. I
would personally be more than glad to work with this book in a C1 class, as it brings up interesting
subjects and has versatile materials that a teacher can easily elaborate on.
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.
Find the Correct Definition
Name of Activity
© 2020 The TEFL Academy. All rights reserved. 2
