[ELTWeekly Volume 10, Issue 11 | July 9, 2018 | ISSN 0975-3036]
Pr
oject-Based Learning has always had a significant place in the English Language classroom. Teachers soon realise that the topic of language and grammar is not the most engaging, especially for younger learners and teenagers. Even for adults, there is rarely an occasion to discuss the use of the present perfect or passive forms in natural conversation. Projects, therefore, help provide a topic and situation to consolidate language and provide further practice of specific tenses and/or lexis.
Personally, I have always enjoyed seeing students’ reactions when they realise that the piece of artwork and/or writing they have been working on is part of a larger picture, to create a display for a wider audience. They develop a sense of pride and achievement knowing that their work is being viewed by parents, carers, teachers, students, and other interested parties. Some of the most ambitious projects I coordinated as the Director of Studies at International House Porto were whole school projects where each student, from every class regardless of age or level, was given the same rubric or task.