The topic-based learning approach stems from teaching English through a range of curriculum subjects, such as science, maths, music, art, social studies, technology, literature and psychology. In our recent webinar on ‘Developing language acquisition through topic-based learning’, Claire Medwell shares a range of topics, techniques and activities for this approach using specific examples from our Cambridge Global English series.
From wearable accessories to live singing, this session introduces topic-based learning and explores the benefits of this approach. Through the session, Claire discusses what motivates young learners, as well as how to promote independent work and creative thinking.
Global English webinar
Download the webinar slides
Answering your questions
We received a lot of questions from our participants throughout the session. It would be difficult to answer all of them in detail, but we have identified some common themes and provided advice on each.
Q: Are there any similarities between topic-based learning and task-based learning?
A: The main similarity is the use of authentic English in real situations and contexts. Topic-based learning teaches language and content through a structure informed by topics. Task-based learning involves students using language in an authentic way to solve a task.
Q: Can you provide an example of how to incorporate the topic of mental wellbeing into lessons?
A: In the modern classroom, we can use things like emojis and emoticons to introduce and explore different emotions. Ask your learners ‘What makes you feel happy?’ and encourage them to hold up the emoji sign for different answers. Explore what makes you feel happy, sad, angry, excited etc. and use visuals to support meaning. If you are teaching English through music, ask learners how a particular piece of music makes them feel. You can also use stories and poems that focus on emotional wellbeing to approach the topic.
Q: Any suggestions for implementing differentiation in topic-based learning?
A: Topic-based learning is very flexible and there are lots of options for fast-finishers, or learners who need more support. For example, if you are talking about the balanced diet food groups, there may be learners who draw and label their healthy plate diagram and others who talk about and investigate the different food groups.
Q: Can topic-based learning be described as inclusive?
A: Topic-based learning is essentially inclusive catering for different learning styles and levels. Remember to use strategies and tools to implement this approach, such as pie charts, bar graphs, timelines and visual aids, to help scaffold learning according to whether the topic involves maths, science, or history, etc.
Q: Can you share the books that these text examples are from?
A: The examples in the webinar are from our Cambridge Primary and Lower Secondary Global English series.
Q: Where can I find information about the curriculum changes?
A: You can read more about the Cambridge Primary and Lower Secondary English as a Second Language curriculum frameworks on the Cambridge Assessment International Education website.
Learn more about our Cambridge Primary and Lower Secondary Global English series.
