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Great Job Maria, Your presentation is well described. 5/5

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Content-based instruction is a teaching approach where learners study language through meaningful content. It motivates students to learn because the subject matter is interesting, and allows them to apply their learned language skills in a different context instead of rotely memorizing vocabulary.

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Content Based Information (CBI) is a powerful innovation in acquiring & enhancing a language. In its best form, language lessons are blended with stimulating content. The students focus on the subject matter than the language learning process. Supporting students' success by engaging them in challenging & informative activity helps them learn complex skills. The students learn language automatically.
Keeping the students motivated & interested in the language training is the profound advantage of CBI. When students are interested & motivated in the material they are learning, they maker greater connections to life situations, learning language becomes a fun & easy activity, information is retained for long time.
According to educational psychologists the only way to learn a language is through a subject we are passionate about. And this is especially true for adult English learners.  Hence, learning a language in contemporary classrooms is not effective.  Classroom's pattern of teaching is limited to grammar, reading & comprehension. The students are not particularly interested in the subject content & have few practical applications.

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It can make learning a language more interesting and motivating. Students can use the language to fulfil a real purpose, which can make students both more independent and confident.

Students can also develop a much wider knowledge of the world through CBI which can feed back into improving and supporting their general educational needs.

CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarising and extracting key information from texts.

Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects.

The inclusion of a group work element within the framework given above can also help students to develop their collaborative skills, which can have great social value.

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1. Learners are exposed to a considerable amount of language through stimulating content. Learners explore interesting content & are engaged in appropriate language-dependant activities. Learning language becomes automatic.
2. CBI supports contextualized learning; learners are taught useful language that is embedded within relevant discourse contexts rather than as isolated language fragments. Hence students make greater connections with the language & what they already know. This enhances the practical usability for the learners.
3. Complex information is delivered through real life context for the students to grasp well & leads to intrinsic motivation.
4. In CBI information is reiterated by strategically delivering information at right time & situation compelling the students to learn out of passion.
5. Greater flexibility & adaptability in the curriculum can be deployed to suit students interest.

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- Deal with this by including some form of language focused follow-up exercises to help draw attention to linguistic features within the materials and consolidate any difficult vocabulary or grammar points.

-It can be hard to find information sources and texts that lower levels can understand. Also the sharing of information in the target language may cause great difficulties. A possible way around this at lower levels is either to use texts in the students' native language and then get them to use the target language for the sharing of information and end product, or to have texts in the target language, but allow the students to present the end product in their native language. These options should reduce the level of challenge.

-Some students may copy directly from the source texts they use to get their information. Avoid this by designing tasks that demand students evaluate the information in some way, to draw conclusions or actually to put it to some practical use. Having information sources that have conflicting information can also be helpful as students have to decide which information they agree with or most believe.

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The integration of CBI effectively increases learners' English language proficiency & teaches them the skills necessary for the success in various professions.
With CBI, learners gradually acquire greater control of the English language, enabling them to participate more fully in an increasingly complex academic & social environment.

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Content-based Instruction | Micro Teaching 

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Content-based Instruction | Micro Teaching 

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Content Based Instruction (CBI) Micro Teaching:

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Here are the different ways that this is implemented in the classroom:

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Here are the different ways that this is implemented in the classroom:

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1. Theme-based model: Students learn content from an overlying theme or set of topics. Teachers create language activities for students based on the content theme.
EXAMPLE: STUDENTS ARE LEARNING ABOUT FOOD NUTRITION. FOR A CLASS ACTIVITY, THEY WILL MAKE A MEAL TO ENJOY TOGETHER. THEY USE ENGLISH TO DISCUSS KITCHEN SUPPLIES NEEDED AS WELL AS COOKING METHODS TO PREPARE THEIR MEAL. THEN THE CLASS WILL HEAD TO THE KITCHEN AND START COOKING!

2. Immersion Model: Students attend school where the language of instruction is their second language.
EXAMPLE: STUDENTS LEARN ABOUT THE ENGINEERING PROCESS THROUGH AN INTRODUCTORY APPLIED SCIENCE COURSE. THE LANGUAGE OF INSTRUCTION IS ENGLISH, SO THEY ARE ABLE TO GAIN FAMILIARITY WITH RELEVANT TECHNICAL TERMS.  THROUGH EXPERIMENTING WITH DIFFERENT MIXTURES, STUDENTS BECOME CHEMICAL ENGINEERS: ASKING, IMAGINING, EVALUATING, AND IMPROVING THEIR DESIGNS TO ACHIEVE THE OPTIMAL PLAY DOUGH PRODUCT.

3. Adjunct Model: Students enroll into two linked courses (one content course and one language course). Both courses complement each other with coordinating assignments.
EXAMPLE: ESL STUDENTS TAKE A PHILOSOPHY CLASS, WHILE TAKING A CORRESPONDING ESL ACADEMIC WRITING CLASS. THIS EQUIPS STUDENTS WITH THE NECESSARY WRITING SKILLS AND ORGANIZATION FLOW NEEDED FOR WRITING PHILOSOPHY PAPERS.

4. Sheltered Model: Students acquiring a second language attend school taught in the second language along native speaker classmates.
EXAMPLE: INTERNATIONAL STUDENTS ATTEND BOARDING SCHOOL IN THE US.

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1. Post reading activities to check students’ critical thinking: After reading the short story, students should be engaged in discussing the meanings conveyed by the author; they should extract the themes, motif, and symbols of the story and relate them to their own life. Through the interactive group discussion, students can develop their language fluency and critical thinking abilities. For example, based on the above-mentioned passage, they could talk about the word “robbed” and what it represents for the main protagonist of the story. The danger of fear and centrality of personal legends and the major theme of the story could also be discussed upon. The students could also be given some writing activities in the form of compositions concerning the theme.

2. Group learning activities: Students can form some groups with each member taking a role in an activity related to the story. For example; students can come up with a different ending for the story in their groups and work together and write a different ending paragraph for the story. Having finished the writing assignment, they try to persuade the other groups that their choice for the end of the story is the best choice.

3. Speaking activities: Students should do an internet search about the author of the story and the next session they should give a presentation about his or her biography and style of writing and the different books that the author has written

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Task -based learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it.

Task-based learning benefits students because it is more student-centered, allows for more meaningful communication, and often provides for practical extra-linguistic skill building. As the tasks are likely to be familiar to the students (e.g.: visiting the doctor), students are more likely to be engaged, which may further motivate them in their language learning.

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The lesson of Task Based Approach follows certain stages:

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The lesson of Task Based Approach follows certain stages:

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- Pre-task
The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. The pre-task stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task.

- Task
The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement.

- Planning
Students prepare a short oral or written report to tell the class what happened during their task. They then practise what they are going to say in their groups. Meanwhile the teacher is available for the students to ask for advice to clear up any language questions they may have.

- Report
Students then report back to the class orally or read the written report. The teacher chooses the order of when students will present their reports and may give the students some quick feedback on the content. At this stage the teacher may also play a recording of others doing the same task for the students to compare.

- Analysis
The teacher then highlights relevant parts from the text of the recording for the students to analyse. They may ask students to notice interesting features within this text. The teacher can also highlight the language that the students used during the report phase for analysis.

- Practice
Finally, the teacher selects language areas to practise based upon the needs of the students and what emerged from the task and report phases. The students then do practice activities to increase their confidence and make a note of useful language.

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The advantages of TBLTask-based learning has some clear advantages

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The advantages of TBLTask-based learning has some clear advantages

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Unlike a PPP approach, the students are free of language control. In all three stages they must use all their language resources rather than just practising one pre-selected item.

A natural context is developed from the students' experiences with the language that is personalised and relevant to them. With PPP it is necessary to create contexts in which to present the language and sometimes they can be very unnatural.

The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms.

The language explored arises from the students' needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the coursebook.

It is a strong communicative approach where students spend a lot of time communicating. PPP lessons seem very teacher-centred by comparison. Just watch how much time the students spend communicating during a task-based lesson.

It is enjoyable and motivating.

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In a task-based approach, learners learn by doing. Task activities are usually rich in language, involving a wide variety of language areas, as well as all the skills; reading, writing, listening and speaking. By definition, a task must involve the processing of information, and some kind of communication or interaction. And a task can be something that you do alone, or that you do with someone else or in a group.

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In task-based learning, a lesson or unit is designed to help learners to complete a task: for example; write a letter, make a reservation, plan a trip, collaborate to design something, or hold a meeting.

In task-based learning the language content is defined, not by a grammar syllabus, but by what learners need to complete the task. The tasks themselves can reflect real-life situations, for example in educational or work contexts; giving an academic presentation, attending an interview or meeting, applying for a job, or dealing with the public – things that people need to do every day in different fields like tourism, health services, business and education.

Because it is closely linked to learners’ real needs, task-based learning can be highly motivating for learners and extremely useful.

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If you use a task-based approach, the language you focus on is going to be rich, and it will include all aspects of language, including functional language, the phrases and expressions that you need to communicate something, or get something done; for example, greeting, agreeing, reporting, asking for information, etc.

We use a task-based, topic-based approach to develop Net Languages courses and materials.

For example, if the topic is travel, a typical task could be organising travel dates with a friend, finding out information from a travel agent, or checking in at the airport. Or, in a work context with a topic of dealing with the public, typical tasks could be giving information, getting a person’s details, or explaining what someone has to do. Being able to do the task becomes the objective of each unit or part of the course.

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Phases of the TBLT methodology The application of the TBLT methodology consists of several phases:

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Phases of the TBLT methodology The application of the TBLT methodology consists of several phases:

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Pre-task
The teacher introduces the subject of the class and the task to be developed. For this, he will use the audiovisual or graphic materials that he deems necessary and will help the students to activate the language, both grammar and vocabulary, necessary to carry out the task. In this phase, the teacher can use any type of material, from audio, text and video, to small exercises with vocabulary or description of images. They will help students to “warm up” the use of the language they are learning and create a comfortable environment for group work.

Task
The task is resolved in groups or in pairs, all in the target language. The teacher monitors the progress and helps to determine the uses of the target language.

Pre-task
Once the task is done, common words and sentences with which it has been solved will be selected to reinforce their learning. This phase is very important to establish learning and for students to be aware of their progress. It is the moment in which the teacher draws attention to the most complicated parts to fix the new concepts.

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General Principles of Task-based Approach

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General Principles of Task-based Approach

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- Relevant Tasks:

Task-based Learning tasks can be categorized by the type of mental processes used in the activity, such as listing, comparing, problem-solving, creative thinking, and sharing personal experiences.

- Tasks Are Extremely Varied, But All Share Several Common Features:

They must focus on meaning and comprehension, rather than repetition and recitation. There must be a clearly defined outcome to determine the task’s effectiveness and the student’s success. For example, the task could be to book a transportation ticket over the phone. In this case, the outcome would be to successfully book the ticket. There must be a gap between teacher instruction, student performance, and end analysis. Lastly, it is highly effective if students are allowed to choose and utilize the resources that they deem necessary to complete the task. Please note: this does not include pulling out a phone and turning to Google translate.

- Students Learn By Interacting:

Sitting in a classroom and being lectured at for an hour is not conducive to language acquisition and production- nor is it good for confidence and a sense of enjoyment! Each student needs to be engaged and encouraged to participate.

- Focus On Using And Eliciting Authentic Language:

So many textbooks and foreign language classes center around memorizing and mimicking awkward grammar patterns that aren’t typically used in real life situations. The language that you use with students and that you want to instill in them needs to be genuine and viable in order for the experience to be effective and useful for them.

- Errors Are A Natural Part Of The Learning Process:

While correcting them is important to a certain degree, you do not want to embarrass or dissuade students from trying to communicate. Praise students for task successes instead of picking out each tiny error. Errors can be fixed with time, but confidence can be shattered in a second.

- Focus On The Process As A Whole Rather Than The End Product:

Learning is just that: a process. Teachers must provide students with the tools that they need, give guidance, and encourage students to call upon previous language and personal experiences. This methodology does not result in a multiple-choice test grade. Each step of the process is equally important to task triumphs and, eventually, real world language success.

- Participation In And Completion Of Tasks Is Extremely Motivational:

Tasks address real life needs and allow students to use their bag of language tools to meet those needs. Additionally, the use of tasks allows variation in the classroom, omits boredom (if planned properly), and encourages students to use a wide variety of communication styles and techniques, such as comparing, debating, and persuading.

- Tasks Provide Two Key Processing Elements That Are Necessary For Language Learning: Input And Output:

Copying lines and reciting a song or poem are incapable of meeting this criteria in their very design. Incorporating opportunities for both input and output into every task enable language leaners to practice negotiation, listening and re-defining, rephrasing, and on-the-spot thinking- all things that occur naturally in our lives on a daily basis.

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Introduction to TASK BASED LANGUAGE TEACHING (TBLT) | TEFL Tips

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Introduction to TASK BASED LANGUAGE TEACHING (TBLT) | TEFL Tips

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Introduction to TASK BASED LANGUAGE TEACHING (TBLT) | TEFL Tips

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1- Role play
Role play is a form of experiential learning (Russell & Shepherd, 2010). Students take on assigned roles and act out those roles through a scripted play. The role play can be carried out one-to-one (individual role play) or as a group role play with each member in the group taking on a role/character. Roles and rules for a role play are clearly defined in the script. Role plays can provide very powerful learning experiences for students by immersing them in simulated real world situations in which students act out a particular role/character in a safe environment.

2- Discussion & Debate

Engaging students in discussion and debate encourages students to create their own understanding of the content and connect it to their experiences. Learning is improved when students are encouraged to form opinions and develop their own ideas about the content. By including discussion and debate-style activities in your classes, you are encouraging students to think about the connect more deeply and gain broader insight through the shared ideas and different perspectives of others.

The effectiveness of an in-class discussion or debate relies heavily upon the level of planning undertaken before class. Students may feel uncomfortable disagreeing publicly, so try begin with generic discussions to allow students to build confidence. Discuss different roles and encourage students to take on moderator role. When planning your discussions, consider:

What content do you want students to focus on?

What questions can you ask to inspire a rigorous conversation or debate?

Will students need time to prepare in advance?

Will students need guidance with how to ask probing questions?

In-class discussion examples:

A mid-point summary or reflection could be provided by a student, for 1 minute, part way through a discussion. This student could then pose a question to continue the discussion or move it in another direction.

Find a short reading or article that offers a controversial perspective. Ask students to read prior to class or quickly at the commencement of the activity. Prepare some questions to help open the conversation.

Provide a case-study or scenario for students to read. Create roles or characters that each look at the scenario from a different perspective. Have students form small groups and assign each group a character. Have students respond to the whole class, showing the scenario from the position of their character. As a class, discuss the different points-of-view and see if the class can find a resolution. Consider assigning some students the role of discussion mediators, who propose compromises and help the class to identify key points and common ground.

In-class debate examples:

Class debates often work best in small teams.

One team arguing for and another team arguing against the issue. The remaining students will be the non-debating audience.

Allow the teams time to work together prior to the debate, so that they can determine arguments for or against a given topic.

Each member of the team is given the opportunity to present one argument on behalf of their team.

Arguments should be timed, approximately 3-5 minutes per person.

Allow time for rebuttals and responses, approximately 1 per person.

Include the class in creating a clear set of rules, timings and guidelines for the debate. Non-debating students should work together to create guidelines for how the debate will be judged, evaluated and how feedback will be provided.

3- Brainstorming
Brainstorming is a large- or small-group discussion that encourages students to generate a wide range of perspectives or potential next steps or solutions regarding a specific topic.

1. The teacher may begin a brainstorming session by posing a question or a problem, or by introducing a topic.

2. Students then express possible answers and relevant words and ideas.

3. Contributions are accepted without criticism or judgement and are usually summarised on a whiteboard by the teacher or a scribe as the ideas are called out.

4. These ideas are then examined, usually in a open discussion format.

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According to Rod Ellis, a task has four main characteristics:

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According to Rod Ellis, a task has four main characteristics:

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1. A task involves a primary focus on (pragmatic) meaning.

2. A task has some kind of ‘gap’. (Prabhu identified the three main types as information gap, reasoning gap, and opinion gap.)

3. The participants choose the linguistic resources needed to complete the task.

4. A task has a clearly defined, non-linguistic outcome.

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- Information-gap activity:
Which involves a transfer of given information from one person to another – or from one form to another, or from one place to another – generally calling for the decoding or encoding of information from or into language. One example is pair work in which each member of the pair has a part of the total information (for example an incomplete picture) and attempts to convey it verbally to the other. Another example is completing a tabular representation with information available in a given piece of text. The activity often involves selection of relevant information as well, and learners may have to meet criteria of completeness and correctness in making the transfer.

- Reasoning-gap activity:
Which involves deriving some new information from given information through processes of inference, deduction, practical reasoning, or a perception of relationships or patterns. One example is working out a teacher's timetable on the basis of given class timetables. Another is deciding what course of action is best (for example cheapest or quickest) for a given purpose and within given constraints. The activity necessarily involves comprehending and conveying information, as in an information-gap activity, but the information to be conveyed is not identical with that initially comprehended. There is a piece of reasoning which connects the two.

- Opinion-gap activity:
Which involves identifying and articulating a personal preference, feeling, or attitude in response to a given situation. One example is story completion; another is taking part in the discussion of a social issue. The activity may involve using factual information and formulating arguments to justify one's opinion, but there is no objective procedure for demonstrating outcomes as right or wrong, and no reason to expect the same outcome from different individuals or on different occasions.

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Demo: Task-Based Learning - International TEFL Academy

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Demo: Task-Based Learning - International TEFL Academy

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Demo: Task-Based Learning - International TEFL Academy