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.
Evaluation of Cutting Edge Advanced, Unit 1
The first unit of Cutting-Edge Advanced shows several strong features that make it a useful resource for
advanced learners. Although only one unit is available for review, it provides insight into the book’s
structure, design, and pedagogical approach. This evaluation will focus on the structure and grading of
material, skill balance, variety of activities, and authenticity of texts.
Firstly, I think the structure of the material is very good and appears to be logical and cohesive. The unit
is organised around the theme of "Global Living", and language input is integrated with vocabulary,
grammar, speaking, and writing tasks in a clear progression. For example, vocabulary on globalisation
leads into discussion tasks, followed by grammar work on continuous verb forms, and then reinforced
through reading and writing. I like that the grammar and vocabulary are not taught in isolation but are
part of the speaking and reading tasks. This helps students see how to use the language in context,
which is very useful at this level. The way language is contextualised makes it easier for learners to
engage with complex concepts. This coherence supports meaningful language development.
Secondly, Unit 1 shows a clear balance of the four skills: reading, writing, listening, and speaking. For
example, students read an article about urbanisation, listen to different speakers talking about
globalisation and the English language, and get to practice writing a report. Speaking tasks are included
in almost every section, which is great for building fluency. Vocabulary and grammar are also integrated
throughout, though I think there could be a little more pronunciation focus. Still, the material supports all
areas of language learning.
Another strong point is the variety of activities. The unit includes interesting activities such as individual
reflection, discussions, pair/group work, matching tasks, gap-fills, note-taking, and critical thinking
tasks. It’s not just repeating the same activity type again and again. This helps keep the lessons
interesting and allows different types of learners to participate. Also, many activities encourage students
to talk about their own experiences or opinions, which is motivating at an advanced level. Learners are
asked to express opinions, compare experiences, and consider global issues, topics that are
intellectually engaging and appropriate for advanced learners. This variety caters to different learning
preferences and helps maintain interest.
© 2020 The TEFL Academy. All rights reserved. 1
,Lastly, the reading and listening texts appear authentic and relevant, both in content and style. The
article on urbanisation includes real examples from cities around the world, and the listening task
includes different views on globalisation. These topics are relevant and useful for advanced students
who may need to use English in academic or work situations. The language in the texts is also realistic,
not simplified, so it gives students good exposure to natural English.
Based on this unit, I would use the Cutting Edge Advanced with an advanced class. The material is
thought-provoking, challenging without being overwhelming, and encourages real-life communication. I
especially appreciate the emphasis on argument structure, report writing, and fluency development, all
essential for academic and professional contexts.
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 Idiom and Phrase Investigation
Time 18 minutes
© 2020 The TEFL Academy. All rights reserved. 2
, Two aims
● To develop students’ ability to use dictionaries to investigate idiomatic
Aims expressions and informal spoken language.
● To help students understand how idioms, slang and phrasal verbs are
used in real spoken English.
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.
Tell students that the audio they listened to (from Marketplace) included
lots of informal language, idioms, and phrasal verbs, the kind that native
speakers often use when talking.
Let them know the goal of this task is to explore these phrases more
deeply using dictionaries.
Tell students that they will be working in pairs to investigate a selection of
idioms and informal phrases from the Marketplace audio text.
Organise the class into pairs. Give each pair a short list of 4-5 phrases or
idioms taken from the transcript.
Assign different sets to each pair to ensure a wide variety is covered.
Make sure each pair has a reliable advanced learner’s dictionary (like
Oxford Learner’s, Cambridge Dictionary) physical or online.
Each pair should go through their given list of phrases and idioms and
Teacher’s use their dictionary to complete the following tasks for each phrase:
Instructions Identify whether the phrase is formal, informal or neutral
Write a simple definition in their own words
Find or create two example sentences showing natural usage
Note if the phrase is an idiom, phrasal verb, or collocation
Hand out a worksheet to each pair to fill in the information required. See
materials
Encourage discussion between partners about the small differences in
meaning or use (e.g., differences between "get by" and "make ends
meet").
After 10–15 minutes, conduct feedback as a whole class.
Invite a few pairs to share what they found. Clarify any differences in
interpretation or usage.
Point out any extra tips, like common mistakes with these phrases or
where they might hear them in daily life.
Encourage students to keep a personal idiom notebook to continue
learning outside of class.
Second Activity
b) An activity which requires students to use online resources
© 2020 The TEFL Academy. All rights reserved. 3
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.
Evaluation of Cutting Edge Advanced, Unit 1
The first unit of Cutting-Edge Advanced shows several strong features that make it a useful resource for
advanced learners. Although only one unit is available for review, it provides insight into the book’s
structure, design, and pedagogical approach. This evaluation will focus on the structure and grading of
material, skill balance, variety of activities, and authenticity of texts.
Firstly, I think the structure of the material is very good and appears to be logical and cohesive. The unit
is organised around the theme of "Global Living", and language input is integrated with vocabulary,
grammar, speaking, and writing tasks in a clear progression. For example, vocabulary on globalisation
leads into discussion tasks, followed by grammar work on continuous verb forms, and then reinforced
through reading and writing. I like that the grammar and vocabulary are not taught in isolation but are
part of the speaking and reading tasks. This helps students see how to use the language in context,
which is very useful at this level. The way language is contextualised makes it easier for learners to
engage with complex concepts. This coherence supports meaningful language development.
Secondly, Unit 1 shows a clear balance of the four skills: reading, writing, listening, and speaking. For
example, students read an article about urbanisation, listen to different speakers talking about
globalisation and the English language, and get to practice writing a report. Speaking tasks are included
in almost every section, which is great for building fluency. Vocabulary and grammar are also integrated
throughout, though I think there could be a little more pronunciation focus. Still, the material supports all
areas of language learning.
Another strong point is the variety of activities. The unit includes interesting activities such as individual
reflection, discussions, pair/group work, matching tasks, gap-fills, note-taking, and critical thinking
tasks. It’s not just repeating the same activity type again and again. This helps keep the lessons
interesting and allows different types of learners to participate. Also, many activities encourage students
to talk about their own experiences or opinions, which is motivating at an advanced level. Learners are
asked to express opinions, compare experiences, and consider global issues, topics that are
intellectually engaging and appropriate for advanced learners. This variety caters to different learning
preferences and helps maintain interest.
© 2020 The TEFL Academy. All rights reserved. 1
,Lastly, the reading and listening texts appear authentic and relevant, both in content and style. The
article on urbanisation includes real examples from cities around the world, and the listening task
includes different views on globalisation. These topics are relevant and useful for advanced students
who may need to use English in academic or work situations. The language in the texts is also realistic,
not simplified, so it gives students good exposure to natural English.
Based on this unit, I would use the Cutting Edge Advanced with an advanced class. The material is
thought-provoking, challenging without being overwhelming, and encourages real-life communication. I
especially appreciate the emphasis on argument structure, report writing, and fluency development, all
essential for academic and professional contexts.
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 Idiom and Phrase Investigation
Time 18 minutes
© 2020 The TEFL Academy. All rights reserved. 2
, Two aims
● To develop students’ ability to use dictionaries to investigate idiomatic
Aims expressions and informal spoken language.
● To help students understand how idioms, slang and phrasal verbs are
used in real spoken English.
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.
Tell students that the audio they listened to (from Marketplace) included
lots of informal language, idioms, and phrasal verbs, the kind that native
speakers often use when talking.
Let them know the goal of this task is to explore these phrases more
deeply using dictionaries.
Tell students that they will be working in pairs to investigate a selection of
idioms and informal phrases from the Marketplace audio text.
Organise the class into pairs. Give each pair a short list of 4-5 phrases or
idioms taken from the transcript.
Assign different sets to each pair to ensure a wide variety is covered.
Make sure each pair has a reliable advanced learner’s dictionary (like
Oxford Learner’s, Cambridge Dictionary) physical or online.
Each pair should go through their given list of phrases and idioms and
Teacher’s use their dictionary to complete the following tasks for each phrase:
Instructions Identify whether the phrase is formal, informal or neutral
Write a simple definition in their own words
Find or create two example sentences showing natural usage
Note if the phrase is an idiom, phrasal verb, or collocation
Hand out a worksheet to each pair to fill in the information required. See
materials
Encourage discussion between partners about the small differences in
meaning or use (e.g., differences between "get by" and "make ends
meet").
After 10–15 minutes, conduct feedback as a whole class.
Invite a few pairs to share what they found. Clarify any differences in
interpretation or usage.
Point out any extra tips, like common mistakes with these phrases or
where they might hear them in daily life.
Encourage students to keep a personal idiom notebook to continue
learning outside of class.
Second Activity
b) An activity which requires students to use online resources
© 2020 The TEFL Academy. All rights reserved. 3
