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1、,LOGO,Content Based Instruction,Presented by Wang Chunping,Background Main body Contemporary Models of this approach Conclusion,Background,Main body,Contemporary models,Conclusion,LOGO,Page,Page,Background,Main body,ContemporaryModels,Conclusion,（1）Definition（2）Content,Background Main body Contempor
2、ary Models of this approach Conclusion,LOGO,Page,Definition,Content-Based Instruction(CBI) refers to an approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or other type of syllabus.,It is t
3、he 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,1987:65),1,LOGO,成人的学习特点,授课的过程及技巧,异常情况的处理,Content refers to the substance or subject matter that we learn or c
4、ommunicate through language rather than the language used to convey it.,2,Content,曾仕强,Background Main body Contemporary Models of this approach Conclusion,LOGO,成人的学习特点,授课的过程及技巧,异常情况的处理,Draw on principle of CLT, emerge in the 1980sReal communication and the exchange of informationIdeal situation for
5、second language learning grammars or functionscontent,3,CBI,Educational initiatives, the late 1970s, Emphasize the principle of acquiring content,Background Main body Contemporary Models of this approach Conclusion,The role of content in other curriculum designs,Language across the CurriculumImmersi
6、on EducationImmigrant On-arrival ProgramsPrograms for Students with Limited English Proficiency(SLEP)Language for Specific Purposes(LSP),The role of content in other curriculum designs,Language across the Curriculum native-language education focus on reading and writinglanguage skills be taught in t
7、he content subjects not left exclusively for the English teacherSubject-matter texts, exercises, language practices and collaboration between subject-matter teachers and language teachers (e.g.,Singaporean primary Pilot Project in the 1970s),成人的学习特点,授课的过程及技巧,developed in Canada in the 1970s a type o
8、f foreign language instruction in which the regular school curriculum is taught through the medium of the foreign language. the vehicle not the subject e.g. English-speaking child /primary school /the medium of instruction /French/student goals,The role of content in other curriculum designs,Immersi
9、on Education,Student goals of an immersion education,developing a high level of proficiency in the foreign language; developing positive attitudes toward those who speak the foreign languages and towards their culture(s);developing English language skills commensurate with expectations for students
10、age and abilities gaining designated skills and knowledge in the content areas of the curriculum,The role of content in other curriculum designs,Immigrant On-arrival Programs focus on the language newly arrived immigrants in a country need for survival.learn to deal with differing kinds of real-worl
11、d content as a basis for survivalinitially,base on Direct Method of the Australian on arrival courses currently use a competency-based approach,Programs for Students with Limited English Proficiency(SLEP),governmentally mandated programs to serve those children whose parents might be served by the o
12、n-arrival programs, but more generally designed to provide in-class or pullout instruction for any school-age children whose language competence is insufficient to participate fully in normal school instruction.(grammar-based/language and other skills),a movement that seeks to serve the language nee
13、ds of learners who need language to carry out specific role and who need to acquire content and real-world skills through the medium of a second language rather than master the language for its own sake.particularly focus on English for Science and Technology(EST),Language for Specific Purposes(LSP)
14、,Subfields of LSP/EST,ESP(English for specific Purposes)EOP(English for Occupational Purposes)EAP(English for Academic Purposes),LOGO,Page,Background,Main body,Contemporary models,Conclusion,（1）Approach（2）Design（3）Procedure,Approach,Two Central principles,People learn a second language more successf
15、ully when they use the language as a means of acquiring information, rather than as an end in itself.,Content-Based Instruction better reflects learners needs for learning a second language,Theory of language,Language isText-and Discourse-basedLanguage use draws on integrated skillsLanguage is purpo
16、seful (academic, vocational, social, or recreational; communicating meaning),Adjustments and Simplifications,Foreigner talk,Modifications,Definition: A simplified version of a language that is sometimes used by native speakers when addressing non-native speakers.(（说母语的人说给非本族语人的一种）非本族语使用者易懂的语言 ),Adju
17、stments and Simplifications,Modifications,Theory of learning,learn a second language most successfully when the information perceived as interesting, useful, and leading to a desired goaluseful content as a basis for language learninglearn best when instruction addresses students needsBuild on the p
18、revious experience of the learners,Design,ObjectivesSyllabusTypes of learning and teaching activitiesLearner rolesThe role of teachersThe role of materials,Objectives,LOGO,Page,objectives of the content courseAchievement of content course objectives is considered as necessary and sufficient evidence
19、 that language learning objectives have been achieved as well.An example of objectives in CBI comes from the theme-based Intensive Language Course(ILC) at the free University of Berlin,Objectives (linguistic; strategic; cultural),to active and develop existing English language skillsto acquire learn
20、ing skills and strategies that could be applied in future language development opportunitiesTo develop general academic skills applicable to university studies in all subject areasTo broaden students understanding of English-speaking peoples,Syllabus,LOGO,Page,The topic themes of the modules are:,LO
21、GO,page,1.Drugs2.Religious Persuasion3 Advertising4.Drugs5.Britain and the Race Question6.Native Americans7.Modern Architecture,8.Microchip Technology9.Ecology10.Alternative Energy11. Nuclear Energy12.Dracula in Myth, Novel, and Films13.Profession Ethics,Stollers instrcuctional focus,language skills
22、 improvementvocabulary buildingdiscourse organizationcommunicative interactionstudy skillssynthesis of content materials and grammar,Mohans knowledge framework,build around the notion of knowledge structuresthe structure of knowledge across the curriculum in terms of frameworks and schemas,Six unive
23、rsal knowledge structures,LOGO,specific, practical elements(Description,Sequence,and Choice),general, theoretical elements (Concepts/Classification,Principlesand Evaluation),LOGO,Learner roles,become autonomousbe sources of content and joint participants prepare both psychologically and cognitively,
24、The role of teacher,LOGO,Page,单击此处添加标题,a good language teacherknowledgeable in the subject mattercreate truly learner-centered classrooms(Stryker and Leaver),Stryker and Leaver suggest the essential skills,Varying the format of classroom instruction Using group work and team-building techniquesOrgan
25、izing jigsaw reading arrangementsDefining the background knowledege and language skills required for student successHelping students develop coping strategiesUsing process approaches to writingUsing appropriate error correction teachniquesDeveloping and maintaining high levels of student esteem,The
26、role of materials,Facilitate language learning( use with the subject matter of the content course)be authentic (use in native-language instruction e.g.newspaper and magazine articles or other media materials)comprehensibility,Procedure,an approach rather than a method, no specific techniques or acti
27、vitiesteaching materials and activities selected according to the type of programE.g.,Stryker and Leaver describe a typical sequence of classroom procedures( a Spanish lesson; the film El Norte),Procedure,LOGO,procedure,Linguistic analysisPreparation for filmViewing a segment of the movieDiscussion
28、of the filmDiscussion of the readingVideotaped interviewDiscussion Preparation of articlesPresentation of articlesWrap-up discussion,The film of El Norte,LOGO,Background,Main Body,Contemporary models,Conclusion,(1)Courses at the university level(2)Courses at the elementary and secondary level(3)Cour
29、ses in private language institutes,Courses at the University level,LOGO,Page,Theme-based language instruction,the syllabus is organized around themes or topics (e.g. pollution or womens rights)language syllabus is subordinated to the more general theme (e.g. business and marketing)language analysis
30、and practice evolve out of the topics that form the framework for the course,Sheltered content instruction,LOGO,Page,互动技巧,It refers to content courses taught in the second language by a content area specialist, to a group of ESL learners.present the content in a comprehensible way, use the language
31、and tasks at an appropriate level of difficulty,Adjunct language instruction,LOGO,Page,In this model, students are enrolled in two linked courses, one a content course and one a language course,with both courses sharing the same content base and complementing each other in terms of mutually coordina
32、ted assignments,LOGO,Page,Team-teach approach a variation on the adjunct approach(p217)Skill-based approach characterized by a focus on a specific academic skill area(e.g.,academic writing),Courses at the elementary and secondary level,讲师的角色概述,成人的学习特点,异常情况的处理,Facilitate their enter into the regular
33、subject- areas classroomFocus on learning strategies, concepts, tasks, and skillsGroup around topics and themes(e.g., consumer education , map skills, foods, and nutrition),Language proficiency and academic contentSuccess rests on cooperative learning in heterogeneous small-group settings,Theme-base
34、d approach,Theme-based approach,LOGO,Page,端正态度酝酿激情,02,Small-group settings entails:,Grouping strategies,Alternative ways for providing input,Techniques for making subject matter comprehensible,Opportunities to develop language proficiency for academic purposes,LOGO,Page,成人的学习特点,Focus on scienceFocus
35、 on preparing students to make the transition to learning science through English,Understanding specialized science terminologies and concepts,Report writing skills,Adjunct approach,Courses in private language institutes,Theme-based courses provide framework in the private language-institutesa set o
36、f themes selected for a semesters work, and each theme used as the basis for 6 or more hours of work the four skills and grammar taught drawing on the central theme,LOGO,Page,Background,Main body,Contemporary models,Conclusion,(1) Advantages(2) Disadvantages,Conclusion,LOGO,备调整状态，准备登台,Content-based
37、approaches in language teaching have been widely used in a variety of different settings since the 1980s. From its earliest applications in ESP,EOP, and immersion programs, it is now widely used in K-12 programs for ESL students, in university foreign language programs, and in business and vocationa
38、l courses in EFL settings.,LOGO,成人的学习特点,异常情况的处理,第三章,a term used in education and educational technologya short form for the publicly-supported school grades prior to collegeThese grades are kindergarten (K) and the 1st through the 12th grade (1-12) Most communities in the United States and Canada ar
39、e just beginning to provide modern information technology at the K-12 levels.,K-12,Conclusion,LOGO,成人的学习特点,授课的过程及技巧,异常情况的处理,lead to succcessful program outcomes specific to subject matter and gear to stimulate students to think and learn through the target languagelead itself naturally to the integr
40、ated teaching of the four traditional skills,Advantages,LOGO,成人的学习特点,授课的过程及技巧,异常情况的处理,Teachers may be grounded to teach subject matter in which they have not been trained.,Learners are so used to the traditional classrooms that they are not able to adjust themselves in CBI in short term.,Disadvantages,课件制作,Thank you,
