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.
The Cutting Edge Advanced coursebook, as shown in Unit 1, gives students many opportunities to
practise language in a clear and organised way. The unit is well put together and offers a range of
tasks that are useful for advanced learners. This evaluation will explore its structure, appropriate
grading, balance of skills, and cultural appropriateness.
First, the book is clearly structured. The lessons follow a logical order, starting with accessible
vocabulary-based speaking tasks on the theme of globalisation, before moving to reading and
listening texts, grammar work, and a culminating task in writing and speaking. Each section flows
into the next, so students can build on what they already did, supporting a sense of continuity while
gradually deepening the learners’ engagement. This organisation helps maintain coherence, which
is particularly important at C1 level where learners need intellectual as well as linguistic challenge.
This makes it easier for both the teacher and learners to see the progress of the unit and
understand how the parts connect.
Second, the material seems to be appropriately graded. While the unit does not begin with overly
simple tasks, it scaffolds activities in a way that builds complexity. For example, learners move
from brainstorming personal experiences of globalisation to analysing an extended article on
urbanisation, then to producing their own arguments and reports. The vocabulary load (e.g., urban
sprawl, shanty towns, cultural diversity) is demanding but suitable for an advanced group, and the
progression feels natural rather than forced.
Another strength is the balance of skills. The unit includes integrated practice in all four skills,
listening to interviews and lectures, extensive reading passages, structured writing (report writing),
and a range of speaking opportunities such as debates and group tasks. Grammar and vocabulary
are interwoven into these skills rather than being taught in isolation, encouraging learners to apply
new language in meaningful contexts. Pronunciation is also touched upon through work on
varieties of English, which adds a valuable dimension. This balance makes the lessons more
complete and prepares learners for real-life communication.
Finally, the book seems to be culturally appropriate. The topics of globalisation, urbanisation,
and varieties of English are modern and international. They do not only focus on one culture, but
© 2020 The TEFL Academy. All rights reserved. 1
, rather show examples from many countries such as South Korea, Colombia, and Bangladesh. This
is important in a mixed-nationality class, because students can relate to the material without feeling
excluded. At the same time, the issues are not offensive or too sensitive, which makes them safe
to discuss in class.
Word count: 415
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 Odd One Out - Dictionary Challenge
Time 18 minutes
© 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.
The Cutting Edge Advanced coursebook, as shown in Unit 1, gives students many opportunities to
practise language in a clear and organised way. The unit is well put together and offers a range of
tasks that are useful for advanced learners. This evaluation will explore its structure, appropriate
grading, balance of skills, and cultural appropriateness.
First, the book is clearly structured. The lessons follow a logical order, starting with accessible
vocabulary-based speaking tasks on the theme of globalisation, before moving to reading and
listening texts, grammar work, and a culminating task in writing and speaking. Each section flows
into the next, so students can build on what they already did, supporting a sense of continuity while
gradually deepening the learners’ engagement. This organisation helps maintain coherence, which
is particularly important at C1 level where learners need intellectual as well as linguistic challenge.
This makes it easier for both the teacher and learners to see the progress of the unit and
understand how the parts connect.
Second, the material seems to be appropriately graded. While the unit does not begin with overly
simple tasks, it scaffolds activities in a way that builds complexity. For example, learners move
from brainstorming personal experiences of globalisation to analysing an extended article on
urbanisation, then to producing their own arguments and reports. The vocabulary load (e.g., urban
sprawl, shanty towns, cultural diversity) is demanding but suitable for an advanced group, and the
progression feels natural rather than forced.
Another strength is the balance of skills. The unit includes integrated practice in all four skills,
listening to interviews and lectures, extensive reading passages, structured writing (report writing),
and a range of speaking opportunities such as debates and group tasks. Grammar and vocabulary
are interwoven into these skills rather than being taught in isolation, encouraging learners to apply
new language in meaningful contexts. Pronunciation is also touched upon through work on
varieties of English, which adds a valuable dimension. This balance makes the lessons more
complete and prepares learners for real-life communication.
Finally, the book seems to be culturally appropriate. The topics of globalisation, urbanisation,
and varieties of English are modern and international. They do not only focus on one culture, but
© 2020 The TEFL Academy. All rights reserved. 1
, rather show examples from many countries such as South Korea, Colombia, and Bangladesh. This
is important in a mixed-nationality class, because students can relate to the material without feeling
excluded. At the same time, the issues are not offensive or too sensitive, which makes them safe
to discuss in class.
Word count: 415
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 Odd One Out - Dictionary Challenge
Time 18 minutes
© 2020 The TEFL Academy. All rights reserved. 2
