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

2. 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

3. 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

4. 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

5. 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

6. 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

7. 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

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

9. 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

10. 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.

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

12. 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

13. 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

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

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

16. Team teach approach
Two teacher and one class
consultant

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

18. Courses at elementary and secondary level
Theme based instruction
Adjunct approach

19. 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

20. 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.

21. 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.

22. 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

23. 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