Cutting Edge 3e: Exploring Social Devs, Status, Habits & Earth Phenom - Essay Sample

Introduction

In consideration of the course book's Cutting Edge 3e - Advanced educational validity, the topics are classified into social developments, social status, human habit and achievement, earth phenomenon, as well as topics dealing with daily life problems. Within the book, topics are presented in different units such as "Global Living, Intense Emotion, In the Money, Self-Help, How You Come Across, Live and Learn, Taste, Live and Let Live, Things to Come, and Truth and Lies" (Bygrave, Moor, & Cunningham, 2014). However, other exciting features, like real-life stories and facts, are presented without losing the pedagogic value of the material. Through such features, they offer a close interaction to engage the students emotionally to the topic and challenging them to exploit more knowledge on the involved topic. Moreover, Cutting Edge 3e - Advanced offers concepts, including the world culture lessons that encourage the discussion of contemporary global issues and language to live lessons that ensure that students can practice writing skills and functional language. Also, there are learning objectives offered in each unit mapped to ensure that students are aware of the learning in each unit.

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In other settings, Cutting Edge 3e - Advanced offers exercises in different reading tasks of skimming, scanning, comprehensive reading, recognising the rule, filling the gap, comparing information and other productive tasks in such a manner that students have to respond to reading tasks and grammar by doing exercises to deliver the conceptual meaning of the language (Bygrave, Moor, & Cunningham, 2014). Within the conclusion of the exercises, the students are required to ensure the use of language in various interactive tasks. For instance, some of the interactive tasks include dialogue performance, problem-solving, and pair and group work discussion. Through such interactive activities, they lead to communicative language acquisition as derived within expected outcomes. Furthermore, the coursebook adopts the functional notional syllabuses. It means the communicative practices and tasks given to the students are aimed to educate the students on the practical use of language in communicative practices. Also, communicative language contexts promote an understanding of conceptual meaning.

However, I would personally like to use Cutting Edge 3e - Advanced with an advanced class since it maintains the presence of fashionable concepts and topics (such as Global Living) in the exercises to maximise the learning potential which in different contexts encourages aesthetics, the emotional involvement of the learners, and encourage intellectual which stimulates brain activity (Bygrave, Moor, & Cunningham, 2014). It is because it enhances students to attain guidance on investigating the topics which will help them conduct research effectively. Moreover, the use of new language live lessons helps the class practice functional language in different encounters.

Authentic Text and Follow Up 3 Activities

Authentic materials include materials written or spoken texts that are utilized by learners without changing the level of language. At different levels, authentic materials can exploit to suit the learner's levels since they can be used in an elementary class level or an advanced one (Erbaggio et al., 2016). In this case, the authentic text in use is "The Story of Ellis Island." With the text, it provides details concerning the mass migrations that have marked human history since people began feeling the urge for better livelihoods. In a significant section of the authentic text, it offers a vast collection of rich advanced English vocabulary revolving around life and issues in America.

Vocabulary Items - In consideration to the vocabulary items useful to pre-teach within the advanced text, they include; Disembarked from, mill around, Bewildered, Seek, Interminable, Would-be, Jostling, Processing, Powerhouse, Adjacent, Aliens, and Contagious.

First Activity - Dictionary Activity

Additionally, there are involved activities with vocabulary items. For example, the first activity includes a dictionary activity. Dictionary activities play a significant role in defining the different vocabularies as used in advanced level vocabulary. Correctly, the dictionary activities maintain that the 15 advanced C1 - C2 adults can access the definition of the words and also develop their different definitions of the phrases within the selected material. Within this dictionary activity, the use of balderdash (similar to call my bluff) could prove helpful for the advanced level C1 - C2.

Within the activity, since there are 12 vocabularies and 15 advanced students, it would be essential to group students into three groups comprising of five students, and each group would handle four unknown phrases. For each group, they have to look up for the phrases in the dictionary and find the definitions. Next, they would include two fictitious definitions they developed of their own or, they could first write about what the words mean and later look up the correct definitions for each item. As a next step, the other involved groups or all the fifteen advanced students look at the three definitions for each item and attempt to figure out which definition of the phrases is correct and which one is fake. For instance, with the phrase, "disembarked from," the students could develop three different definitions and later determine the correct definition of the phrase, which means "got off." Admittedly, the balderdash dictionary activity might not be the most efficient of defining the vocabulary; however, it is an appropriate activity that could get students writing, which increases comprehension.

Second Activity - Activity Using Online Resource

In the second activity, involving the online resource, it is critical to ensure a vital link with real-world example in educating the advanced learners. For instance, through the use of online resources, there are various aims aimed at ensuring instruction. First, the students should be able to relate the information with other online material and real-world activities. In practice, the students would first log in the website as groups and find the most appropriate video based on the topic at hand and the learning levels. Since there is an advanced learning level, the students could access the different frameworks and worksheet within the online resource to evaluate the ability to understand and link phrases and vocabulary with real-world examples.

However, within this website, since it involves videos, the students will ensure creative evaluating by looking for the most appropriate video and ensure that they look for the vocabulary. To get the meaning of the phrases, students can access the platform and click on the specific words and phrases they seek to understand. After clicking on the word, different meanings are portrayed, which play a significant role in the definition. Even though this online activity focuses on videos provided, it is one of the best and interactive ways through which advanced learners can understand the included vocabulary - the online resources at hand in the "FluentU" website, which ensures learning with real-world videos (FluentU, 2018). In as much as understanding the vocabulary is critical, the activity increases the thinking capacity as students can attempt to apply the phrases before getting the actual meaning. Through this, it means that there are higher chances that they can capture information and understand the uses and application of the phrases leave alone the meaning.

Third Activity - Follow-Up Activity of My Choice

Correspondingly, another follow-up activity would play a significant role in describing the involved vocabulary to advanced learners. Within the follow-up activity, it involves an exercise for the advanced learners whereby, they would develop a writing activity and include the involved vocabulary. In the exercise, students get to go through the different phrases and answers developed in the dictionary activities as they develop the meaning of the vocabulary. With every advanced vocabulary activity, the involved phrases accommodate different meanings which, in one way or the other, could prove difficult in an attempt to use them in a classroom context. Therefore, to maintain a proper understanding of the material and phrases, the advanced learners ought to understand the uses of the phrases in a reading classroom exercise. Specifically, the students will be expected to deliver stories, preferably real-life stories, and connect them to the classroom material to depict a proper understanding of the lesson.

On the other hand, the learners will be expected to provide the involved phrases and use them within the stories as they best according to the meaning and ensure that there is no confusion and provide a precise meaning. Since there are twelve vocabulary items students could utilize at least ten vocabulary items; however, one would be allowed to use a phrase more than twice but ensure that there is no unnecessary repetition of the phrases. Also, after the students are done with the exercises, the students will interchange the reading between themselves whereby each student get to mark and grade a fellow students' writing and point out the use of the phrases within the writing. Through this, it maintains that students get to understand the different perceptions from fellow learners and also acquire more knowledge of the reading material alongside the use of the different vocabulary as used in connection to real-life experiences.

Using Authentic Materials and Internet in the Language Classroom

Authentic materials could be described as video, audio, or print materials that learners encounter as they interact with different classroom activities. Often, authentic materials are described as texts structured by proficient English speakers or native English speakers since they are not designed for teaching the language (Erbaggio et al., 2016). In different definition, the authentic materials bring students in direct interaction with the language in connection to real-life experiences, with a proper exposure into the real world of communication delivers a proper and ideal opportunity for the learners to acquire language (Erbaggio et al., 2016). Even though most of the advanced authentic materials could be challenging to find, most of the materials are easy since authentic materials could include menus, job applications, magazine advertisements, messages, report prints, among others. Based on the activity and the level of learners involved, teachers can locate and choose the most appropriate, relevant, and exciting materials from different reading sources. In location stories, there are different ways through which one could locate a relevant story and one that would interest learners. In other cases, the students themselves could be willing to locate the reading materials based on the learning objectives, the classroom activity as well as the student level (Erbaggio et al., 2016).

Through the use of oral or listening authentic materials, the students are more engaged in the classroom similar to the video materials in the classroom offer students with an opportunity to understand and perceive different verbal elements of communication such as body language, facial expressions, among others (Erbaggio et al., 2016). Also, students could listen to different conversations as offered by the different authentic materials based on the learning objective. In numerous cases, teachers could ask the learned to locate authentic materials to ensure that students grasp and understand the importance of authentic materials in classroom instruction or learning. Primarily, authentic materials m...