TEACHING MATERIALS:

1.

Teaching materials for content-based instruction (CBI) are designed to integrate language learning
with the study of academic subjects. These materials aim to help students acquire both language
skills and subject matter knowledge simultaneously. Here are some common types of teaching
materials used in content-based instruction:

Authentic Texts: These include real-world materials such as articles, newspapers, research papers,
and authentic literature related to the content area. Authentic texts provide students with exposure
to genuine language use and help them understand the subject matter in context

Textbooks: Content-based instruction often relies on textbooks that are specifically designed to
integrate language learning with subject matter content. These textbooks provide structured lessons
and activities that promote both language development and content understanding.
Grabe, W., & Stoller, F. L. (1997). Content-based instruction: Research foundations. The content-
based classroom: Perspectives on integrating language and content, 1, (p. 5-21).

2.

Strategies for Content Instructors The first part of this section presented techniques which tiie ESL
'EEL instructor can use to teach language skills through content: 1. Modifying Input Recalling that
second language learners have difficulty with the cognitively dem anding language of academic texts,
it is critical that content teachers adapt the delivery of instruction to the second language learners'
level of proficiency. The following techniques are useful wavs to modilv input: a. slower (vet natural)
rate of speech; b. clear enunciation: c. controlled vocabulary lim ited initial use of idioms. 2. Using
Contextual Cues C ontent teachers must provide second language learners with multiple cues to m
eaning so that thev do not have to rely solely on the spoken or written word to understand difficult
material. These contextual cues include a. gestures: b. dram atization of m eaning through facial
expressions, pantom im e, role plav; c. visuals, including pictures, photographs, slides, maps, graphs,
diagrams: d. realia (i.e., actual physical objects); e. bulletin boards; f. word banks (e.g., charts which
associate m ath vocabulary with their corresponding symbols); g. building predictability into
instructional routines such as opening and closing activities. directions, and hom ew ork assignm ents
so that students can figure out what to do from the context even if they do not com pletely
understand the spoken instructions; h. building redundance' into lessons through repetition, restatem
ent, and exemplification.
Celce-Murcia, M., & McIntosh, L. (1991). Teaching English as a second or foreign language. (p.301-
302). Thomas learning.

3.

TECHNIQUES:

Reviewing the Techniques and Materials: Dictogloss In a dictogloss (Wajnryb 1990), students listen
twice to a short talk or a reading on appropriate content. The first time through, students listen for
the main idea, and then the second time they listen for details. Next, students write down what they
have remembered from the talk or reading. Some teachers have their students take notes while
listening. The students then use their notes to reformulate what has been read. Students get practice
in note-taking in this way. Next, they work with a partner or in a small group to construct together the
best version of what they have heard. What they write is shared with the whole class for a peer-
editing session. Through these processes, students become familiar with the organization of a variety
of texts within a content area.

Graphic Organizers Graphic organizers are visual displays that help students to organize and
remember new information. They involve drawing or writing down ideas and making connections.
They combine words and phrases, symbols, and arrows to map knowledge. They include diagrams,
tables, columns, and webs. Through the use of graphic organizers, students can understand text
organization, which helps them learn to read academic texts and to complete academic tasks, such as
writing a summary of what they have read. A key rationale for the use of graphic organizers in CBI is
that they facilitate recall of cognitively demanding content, enabling students to process the content
material at a deeper level and then be able to use it for language practice. • Language Experience
Approach Students take turns dictating a story about their life experiences to the teacher who writes
it down in the target language. Each student then practices reading his or her story with the teacher’s
assistance. The Language Experience Approach applies the principles of WL: The text is about content
that is significant to the students, it is collaboratively produced, it is whole, and since it is the
student’s story, the link between text and meaning is facilitated.
Larsen-Freeman, D. (2000). Techniques and principles in language teaching. (p.185-186). oxford
University.

OBJEVTIVES:

1.

The purpose of this research was to investigate the major patterns in content-based instruction (CBI)
lesson plans among practicum teachers at the final stage of an MA TESOL program. One hundred and
seven lesson plans were coded according to a typology developed to evaluate clarity and identify
areas of potential difficulty in the design of content and language objectives by TESOL teacher
candidates for use in PreK–12 ESL classrooms. Participants in our study tended to have more difficulty
in designing language objectives than content objectives. There was also a tendency to write
language objectives that focused heavily on the four language skills and on vocabulary, and
considerably less often on grammatical structures, functions, or language learning strategies.
Baecher, L., & Farnsworth, T. (2011, May). Understanding teachers’ challenges in writing language
objectives in content-based instruction. In Language Teacher Education Conference, Minneapolis,
MN, USA.

2.

What are the goals of teachers who use CBI? In a CBI class, teachers want the students to master
both language and content. The content can be themes of general interest to students, such as
current events or their hobbies, or it can be an academic subject, which provides natural content for
the study of language. Teachers do not want to delay students’ academic study or language study, so
teachers encourage the development of both simultaneously.
Larsen-Freeman, D., & Anderson, M. (2013). Techniques and principles in language teaching 3rd
edition-Oxford handbooks for language teachers. (p.181-182). Oxford university press.

3.
COURSE OBJECTIVES:

The focus of literature teaching is not only to help students comprehend the meaning that
the author tries to express, but also to enhance students' thinking and language abilities, as
well as study skills. Students have to learn vocabulary, discover questions, evaluate evidence
individually and in group discussions, form judgments based on synthesis and analysis, and
develop a coherent argument in support of a position.

The objectives for this course include the following:

Build on students' educational background and personal experiences based on the topic of
the literature
Help students comprehend the meaning that the author tries to convey in order to enhance
their reading ability
Provide the opportunities for peer cooperative learning
Enhance students' critical thinking and judgmental abilities
Develop students' aural/oral fluency by asking questions and sharing their feedback
Develop students' writing ability by writing an essay or comments related to the topic of the
literature

Shang, H. F. (2006). Content-based instruction in the EFL literature curriculum. The Internet TESL
Journal, 12(11).