CONTENT BASED INSTRUCTION (CBI)

What is CBI?
CBI is a teaching method that emphasizes learning about something rather than learning about language. An approach to language instruction that integrates the presentation of topics and tasks from subject matter classes within the context of teaching a second or foreign language.

The Relationship of Language and Content in Regular Language and Subject Matter Classes Compared to CBI

In many contexts, students learn language and subject matter separately.


In content-based instruction, students learn language and subject matter simultaneously.


Characteristic of CBI

1. Students acquire language while learning about other content areas.
2. Content areas are relevant to learners' academic and/or professional needs.
3. Language is contextualized through these relevant content areas, and thus, is also relevant to learners' needs.
4. Support is provided for learners' linguistic development.
5. A focus is placed on developing academic and/or professional language proficiency.


6. Authentic materials are used to present content matter.
7. The use of authentic materials lends itself to the integration of skills, to increased motivation, and to increased cognitive and linguistic complexity.

Credits
https://www.ed2go.com/Classroom/PrintLesson.aspx?lesson=1&classroom=%2B1fBsoEWH0M2QpEniHYJgpXgbhaW7wuICKlJTyu3x1A%3D
http://www.wiziq.com/tutorial/21445-Content-Based-Instruction
http://onlinelibrary.wiley.com/doi/10.1111/j.1944-9720.1989.tb02746.x/abstract

Sample of CBI lesson plan

Unit : Health Topic : Sports & Exercises

Unit : Culture Topic : Local Wisdom

Sub-Topic : Beliefs ( Presentation and Listening Part 1 / Part 2 /Part 3 / Speaking /

Reading and Writing )

Unit: Travel Topic: Places-Attractive Place
Part 1 / Part 2

Unit: Science&Technology Topic: Changes in Life

PPP Approach to Language Teaching

PPP (or 3Ps) refered to Presentation, Practice and Production, is a kind of instructional sequence, or a model of lesson plan.



Presentation here refers to the introduction to a new subject or lesson. The teacher begins the lesson by setting up a situation, either eliciting or modeling some language that the situation calls for.

Practice stage: Students practise the new language in a controlled way. They drill sentences or dialogues by repeating after the teacher or the tape, in chorus and individually, until they can say them correctly.

The end point of the PPP cycle is production, which some trainers have called ‘immediate creativity’. Here the students are asked to use the new language (in this case the present continuous) in sentences of their own. It can be a role play, a simulation activity or a communication task.

Sample Lesson Plan of PPP

Unit: School Topic Color
Unit : Relationship with other people Topic : Special Day P.6

Unit 5: Shopping Topic: price P.5

Unit: Travel Topic: Direction P.6




Unit: Myself Topic: Hobbies M.4

B-SLIM: Bilash's Success-Guided Language Instructional Model

B-SLIM is a planning model for second language teaching in classroom settings. Dr. Olenka Bilash, a professor at University of Alberta, has presented a cycle of planning, teaching and evaluating for teachers to consider in a language education program. BSLIM consists of five parts of understanding instructions for a lesson.

As we have seen in several of the case studies, many teachers are unaware of how to provide their students with the structure and support they need in order to be successful in their learning. Structure and support go hand in hand and are therefore referred to simultaneously. These terms refer to what the teacher must consider for the learners to successfully complete the task.

Credit: http://www2.education.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/home1.html


Planning and preparation is the first element of B-SLIM. This stage shows not only HOW and WHAT TO prepare but also perspectives of understanding language learners.

The "Giving it " stage begins when the teacher enters the classroom. It consists of ways to make what is taught (vocabulary, structure, culture. . . ) comprehensible . In this stage, this model shows how to put into practice research from cognitive psychology, such as Miller´s magical Number of 7 +/- 2, Gardner´s Multiple Intelligences, cognitive capacity and cognitive load and others.

As a stage of practice to be able to use the target language, "Intake" comes after "Giving it" "Intake" has two categories of types of activities. If the activity requires less high level thinking in learners´ mind, it is called "Getting it" activity, for example repetitions, mimic and drills.

The other type of activities is called "Using it" activity. It triggers a higher level of thinking, in other words creativity of language use.

The next part of B-slim is named "Proving it". In this stage, the activity becomes more authentic and the learners show spontaneous language use in a meaningful context or a project.

Although found at the end of the continuum "Assessing it" means that teachers assess both the progress of the learners and the effect of their instruction throughout every class. Assessing student interest, progress and competency makes it possible to adjust and improve the instruction that will take place later, so B-slim becomes a cycle of instruction of a language. Assessing it appears not only at the end of a set of a language course but also during the four stages that have been shown above. Why use B-SLIM? If you know B-SLIM, you will be able to clearly see what you need to do in the next lesson. The stages of B-SLIM, help to provide most of the things that language teachers should know and think about, so you will be sure to start an action to move on to the next stage. Think about the names of the parts of BSLIM just like the names of railway stations. If you understand the elements of the parts, you can clearly explain, "why you teach like that" to your co-workers, your students, their parents and yourselves. It is just like introducing your town to tourists on the street.

Example for B-Slim teaching bslimForPresent.flv

Sample of B Slim Lesson Plan

Unit : Shopping Topic : Clothes

Unit: Health Topic: How to keep fit m.4

Unit : Weather Topic : Climate P.6

Unit: Tourism Topic: Travel Arrangement M.5

Unit4: Free TimeTopic: Sports P.4

Unit 1: Myself Topic : Sport M.4