20 steps to teaching unplugged

Luke Meddings

Put aside your coursebook, and get your students talking! Luke Meddings provides a stimulating talk on the main ideas that underpin the teaching unplugged approach to English language teaching (ELT).

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    Discuss these questions with your colleagues, if you can:
    1. There is sometimes a tendency on hearing about a ‘method’ or ‘approach’ to teaching that you are expected to accept it or reject it wholeheartedly.  Instead, surely it is wiser to extract the best bits and synthesise them into your eclectic teaching practice? What do you think are the best bits of teaching unplugged that you can apply successfully in your teaching context?
    2. One negative accusation made about teaching unplugged is that it’s a recipe for lazy teachers who simply don’t prepare their classes. How would you refute this accusation? 
    3. Some teachers have said that there is nothing new about the teaching unplugged approach, that teachers have been applying the principles associated with this approach for years. How far do you agree with this? What do you think is new or different about it?
    4. Do you believe that teachers who work with the teaching unplugged approach need to be English language experts in order to deal effectively with emergent language?
    5. Another point of view is that teaching unplugged can only work with confident, higher level students. What evidence do you have to refute or support this? If you have used the teaching unplugged approach with lower level students, share your experience and learning points with other teachers on this forum.
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