1. Week 11 What’s Left Content-Based Instruction (CBI)
Methods
Week 11
What’s Left
Content-Based Instruction (CBI) 1

2. Coming Weeks
Week 11 (Today): CBI and introduce micro-teaching and poster presentation assignments
Week 12: TBL
Week 13: Poster Presentation
Week 14: Review & Prep for MT
Week 15-16: MT
Week 16: Turn in MT reflection and Re-write of Essay #1

3. Homework Today’s Class- Ch. 10 – CBI (Content-Based Instruction)
Read Ch 11 - Task-based Learning (TBL)
First, in TP3 read the sections: Introduction, Experience and Thinking About the Experience (pp )
Then use the TESOL Method Workbook (TMWB, pp ) As you re-read the chapter look at and answer the questions in the workbook
Pick a method for you poster presentation

4. Poster Presentation Requirements
Choose one of the Methods we have studied that interests you and answer the following:
What is significant about the method?
Why did you pick it?
How will you use it in your future teaching?
I will grade both the visual presentation of the poster
and your 3 minute presentation

5. Creating an Effective Poster
Step 1: Consider Your Presentation Requirements
 Step 2: Organize Your Information
Title 
Introduction: give quick overview of poster
Method: What & Why
Activities: How will you use in future
Conclusion: One sentence summary and/or a short concluding remark

6. Design Design for Impact (use colors effectively)
Leave Space (makes poster easier to follow)
Use easy to read fonts and/or written scripts
Use graphic organizers & images to drawn attention to your poster and important information

7. Micro-Teaching 20 minute mini lessons
10 minutes of group discussion and feedback
Use feedback to help you write reflective essay #2

8. You will teach in groups NOT to whole class
I will observe both groups. I will look for the following:
1. Student incorporates technique and principles of the method in the activity.
2. Procedural steps are followed. Teacher is organized.
3. Teacher shows an understanding of the activity, method, principles and technique.
4. Activity demonstrates creative input on the part of the teacher.
5. Activity is appropriate for target learners.
6. Instructions are clear and comprehensible.
7. Teachers voice is at an appropriate volume and sufficiently clear.
8. Activity is between 5 and 10 minutes in length.

9. Methods to Use All that we have studied
DM, ALM, S-way, Desugg, TPR, CLT, TBL
If you want to incorporate techniques from methods we haven’t studied you may, but please discuss it with me, so I can be sure you understand the methods and principles
No GTM or Community Language Learning because it won’t help you get your TEE

10. Drafting your Lesson Procedures Methods -Rationale-Purpose-Reason
Soft classical music will be playing the background
Put a picture on the PPT. Have Ss individually brainstorm words and phrases
Methods -Rationale-Purpose-Reason
Desuggestopedia
To set Ss at ease
CLT b/c treat Ss as knowledgeable participants
Checking prior knowledge

11. CBI Look at p. 59 in the TMWB and discuss Qs 1-3
What is the goal of CBI?
CLT has a strong and weak version. What is the strong version of CLT? What is the weak version? Which of these most reflects CBI? Why?
Why does Snow say CBI is a “method with many faces”?

12. Learning to Use vs. Using to Learn
Weak Version of CLT
T provides opportunities for interaction
Most CLT activities
Strong Version of CLT
Language acquired through communication
Content-Based & Tasked-Based Instruction

13. What is CBI?
“It is the teaching of content or information in the language being learned with little or no direct or explicit effort to teach the language itself separately from the content being taught.” (Krahnke, 1987)

14. CBI Discuss Qs 4-6 on page 59 How is content treated in the following:
Language for specific purposes?
Language for academic purposes?
Competency-based instruction?
How did CBI get started? Is it good for Korea?
What are some challenges for CBI?

15. Basic Concepts
Content-Based Instruction not exclusively a language learning approach
Integrates language learning with content learning
Content: themes, academic subject matter, professional skills & knowledge
Ss learn language as a “by-product” of learning about real-world content

16. Central Principles
People learn a second language more successfully when they use the language as a means of acquiring information, rather than as an end in itself.
Language learning is enhanced further when the info acquired is perceived as interesting, useful, and leading to a desired goal.
CBI better reflects learners’ needs (academic & professional) for learning.

17. Language is Text & Discourse
Language: a vehicle for learning content
Focus on how meaning & info are communicated & constructed
Centrality of linguistic entities longer than single sentences (genre, kinds of paragraphs, kinds of essays)
Written texts: letters, reports, essays, descriptions, book chapters
Speech events: meetings, lectures, discussions, speeches, sermons

18. Language Integrates Skills
CBI activities bring together knowledge, language and thinking skills
Activities link skills, just like real world
Read & take notes
Listen & write a summary
Read/write then respond orally
Topics of theme-based courses provide continuity across skill areas, focus on language in connected discourses rather than isolated elements

19. Language is Purposeful
Language is always used for specific purposes: academic, vocational, social, recreational, etc.
Language gives direction, shape and meaning to discourse & text.
CBI teachers encourage learners to focus on purpose of text, whether/how the purpose is attained, and how their own interests & goals relate to it.

20. Comprehensibility is Paramount
Adjustments made by CBI teachers to ensure understanding of content:
Simplification: shorter thought units & clauses
Well-formedness: avoid deviation from standard usage
Explicitness: non-reduced pronunciation
Regularization: canonical word order
Redundancy: highlighting important material

21. How does the experience in the textbook reflect these principles?
Look at the sample lesson n the textbook ( ) and discuss the following:
What is the content?
What is the target vocabulary?
What is the target grammar?
How does the teacher teach these items?
How does the teacher prepare for this kind of lesson?
What is “Whole Language?”

22. Reviewing the Techniques
Look at pages and discuss
Have you used any of these techniques before? When? Did you like it? Was it useful? Why?
Could you see yourself using them in the future? How? When?

23. Dictogloss
Ss listen twice to a short talk or reading about appropriate content
1st time: main idea / 2nd time: details
Ss write down as much as they can
In groups, Ss reformulate & reconstruct the text collaboratively using their notes
Groups share their writing with whole class for discussion & peer-editing

24. Graphic Organizers (see p.137)
Visual displays for understanding, organizing & remembering cognitively demanding content
Involve drawing / writing down ideas and making connections b/w them
Use diagrams, tables, columns, webs, words, phrases, symbols, arrows to map knowledge
Help Ss understand text organization & complete academic tasks

25. Dialogue Journals
Ss regularly write in journals during class or for HW, hand in to T
Express feelings about how & what they are learning, or anything else they wish to express to T
T reads & responds to each journal entry, but doesn’t correct its form
Reflects WL principles: authentic communicative textual interaction

26. In class Activity p. 61 Choose target vocabulary Choose target grammar
Create an activity that focuses on the content in the graphic organizer