DESIGN In CBI, language learning incidental to the learning of content. Content is important. Language learning=secondary, content=priority

Objectives: to activate and develop existing English skills to acquire learning skills and strategies to develop general academic skills to broaden students' understanding of English speaking people

Syllabus: derived from content area syllabus and theme-based model examples of topical themes in CBI; Drugs Religious persuasion Advertising Native Americans Microchip technology Ecology Alternative energy Nuclear energy Professional ethics

macro- and micro-structuring of the yearlong syllabus for this course. sequenced modules to situmulate student interest Students choose language appropriate for the situation and use in communicative interaction

Types of learning and teaching activities: Stoller provides a list of activities for CBI language skills improvement vocabulary building discourse organization communicative interaction study skills sythesis of content materials and grammar

Learner Roles: autonomous learners to support each other ''to learn by doing'' to be active interpreter of input to be willing to tolerate uncertainty to be willing to explore alternative laerning strategies to be willing to seek multiple interpretations of oral and written texts

The role of teachers: Instructor more than good language teacher and acknowledgeable Teachers are responsible for: selecting and adapting authentic materials for use in class creating truly learner-based classrooms

keeping context and comprehensibility foremost in their planning and presentations contextualizing their lessons by using context as the point of departure

Stryker and Leaver suggest the following essential skills for any CBI instructor: Varying the format of classroom instruction Using group work-team building techniques Organizing jigsaw reading arrangements Defining the bacground knowledge and language skills required for the student success Helping students develop coping strategies Using appropriate error correction tecniques Developing and maintining high level of student esteem

The role of materials: materials containing the subject matters of the content authentic materials Newspapers, magazines, any media materials, tourist guidebooks, technical journals, railway timetables, newspaper ads, radio and tv broadcasts, etc.

Caution: Textbooks are not used and they are contrary to the concept of CBI..

Contemporary models of content -based instruction CBI principles can be applied at any level of language learning. University level: Theme-based inst. Sheltered content inst. adjunt language isnt. team teach approach Elementary and secondary level: Private language institutes

Courses at university level Theme-based language instruction: Syllabus organized around themes or topics Materials are generally teacher generated The treated topics crosses all skills. -Reading introduces a topic -Audio or video materials for listening -comprehension -vocabulary develops through guide discussion -written assigment integrates information from several sources

Sheltered content instruction Content courses thought SL. Comprehensible content+appropriate level of difficulty

Adjunt language instruction Two linked courses content language shared content Mutually coordinated assignment

Team teach approach Two teacher and one class consultant

Skills based approach Focus on academic skills Write about what is being studied Language course stimulates academic process

Courses at elementary and secondary level Theme based instruction Adjunct approach

Theme based instruction Classes focus on strategies, concept, task and skills needed in subject area Co-operative learning in small groups This creates opportunities for students to develop language proficiency

The adjunct approach Focus on: Understanding science terminologies and concepts Report writng skills Grammar for science Note taking skills this prepares students to make the transitions to learning science in english.

Private language institutes Theme based courses also provide a framework for courses and materials outside the public schools and university sector. A set of themes is selected for a semester's work and each theme use for 6 or more hours of work in which the four skills and grammar are told around the central theme.

PROCEDURE CBI is more of an approach doesn't have any special uniqe procedures No specific techniques or activite Content drive the design and procedure

CONCLUSION CBI has been used in many settings It stimultes students to think and learn through the target language It leads to more successful programme out comes It is now used fron kindergarden to university