1. Content-based 應英二甲 4A0C0026 黃雯芯 4A0C0030 杜淑玲 4A0C0036 施佩吟

2. Instruction Content-based language teaching, the claim in a sense is that students get “two for one” – both content knowledge and increased language proficiency. Specialized language courses have included content relevant to a particular profession or academic discipline. When students study academic subjects in a non- native language, they will need a great deal of assistance in understanding subject matter texts; therefore, there must be clear language objectives as well as content learning objectives. Because the language objectives are dictated by the texts.

3. Principles 1.The subject matter content is used for language teaching purposes. 2.Teaching should build on student’s previous experience. 3.The students call out their answers enthusiastically as the teacher writes them on the blackboard to let them know that it is a means to an end, rather than an end in itself. 4.The teacher ‘scaffolds’ the linguistic content by building together with the students a complete utterance. 5. Language is learned most effectively when it is used as a medium to convey informational content of interest to the students.

4. 6. Vocabulary is easier to acquire when there are contextual clues to help convey meaning. 7. When they work with authentic subject matter, students need language support. For instance, the teacher may provide a number of examples, build in some redundancy, use comprehension checks, etc. 8. Learners work with meaningful, cognitively demanding language and content within the context of authentic material and tasks. 9. Communicative competence involves more than using language conversationally. It also includes the ability to read, discuss, and write about content from other fields.

5. Conclusion The lesson we have just observed might be considered a form of language immersion, where academic subjects are learned through the medium of a foreign language. The second one is adjunct model. Students enroll in a regular academic course and take a language course that is linked to the academic course at the same time. The language teacher’s focus is on helping students process the language in order to understand the academic content presented by the subject teacher. The third one is sheltered-language instruction. Both native speakers and non-native speakers of a particular language follow a regular academic curriculum. For classes with non-native speakers, ‘sheltered’ instruction is geared to students’ developing second language proficiency. It offers the significant advantage that second language students do not have to postpone their academic study until their language control reaches a high level.

6. The End