This document discusses content-based language instruction and integrating literature into language teaching. It provides rationales for content-based instruction including comprehensible input and developing communicative ability. Models of content-based instruction are described like immersion education. The document also discusses integrating the four language skills through content and strategies for content instruction. Sample lesson plans are provided and key issues addressed like the teacher's role in exploiting content and developing student-centered approaches. Finally, integrating literature is discussed in terms of vocabulary, grammar, reading, writing and oral skills.

1. Arranged by:
Ahmad Hasanul Basri
(E1D011002)
Baiq Ilda Karwayu
(E1D011013)
Desi Prihartini
(E1D011016)
FACULTY OF TEACHER TRANING AND EDUCATION
UNIVERSITY OF MATARAM
2013

2. WHAT IS CONTENT
•Grammar-translation
Grammar structure
•Communicative approach
Communicative purpose
•Natural Approach
Game
•More recently
The subject matters (topics and themes)

3. RATIONALES OF CONTENT-BASED
INSTRUCTION
• Krashen (1984)
Comprehensible input rather than memorizing vocabulary or
completing grammar exercises.
• Swain (1985)
The more opportunities, the more communicative the student is
• Cummins (1980b, 1981b)
Social-interpersonal language is learnt more quickly and easily
• Snow, Met, and Genesee (1989)
Systematic, well-planned instructional framework for academic
learning

4. MODEL OF CONTENT-BASED
INSTRUCTION
• Immerse Education
 prototype content-based instruction
• Content enriched foreign language in the elementary
school
point coincidence or content-compatible
language
• Theme-based model
• Sheltered model
• Adjunct Model

5. INTEGRATING FIVE SKILLS
•Unit I: Classification
•Unit 2: Text Coherence
•Unit 3: Understanding Lectures

6. STRATEGIES AND TECHNIQUE FOR
CONTENT INSTRUCTION
• Modifying input
• Use of Contextual Cues
• Checking for Understanding
• Designing Appropriate Lessons

7. SAMPLE SCIENCE LESSON PLAN
Open your book on
page 323!

8. KEY ISSUES
• Teachers’ roles

To exploit the content
• Developing appropriate
curricula and materials
• Students-centred approach

9. LITERATURE and LANGUAGE
• Vocabulary
• Main reading problem for ESL/EFL learners
• Specific words and phrases
• Many words and phrases are culture-tied
• 2. Grammar
• Not the major problem as the vocabulary does
• Dealing grammatical problems by clarify them
• Literary selection

10. LANGUAGE AND READING
• Literal Level
• Inferential Level
• Personal/evaluative level

11. LANGUAGE AND WRITING
• Literature as model for writing
• Literature as subject for writing

12. LITERATURE AND THE ORAL
SKILLS
1. ORAL READING
•Make students active to follow the class*
•Teacher as a facilitator
•Different interesting topics every class

13. LITERATURE AND THE ORAL
SKILLS
2. DRAMA*
• Dramatization
• Role-playing
• Improvisation

14. LITERATURE AND THE ORAL
SKILLS
3. GROUP ACTIVITIES
• General Class Discussion
• Small-group Work*
• Panes Discussion
• Debates

15. LITERATURE AND THE ORAL
SKILLS
4. CULTURE
• Introduction to Cultural Context
• Culture Aside
• Culture Capsule*
• Group Work on Culture*

16. LITERATURE AND THE ORAL
SKILLS
5. SELECTION OF LITERATURE
• Age of The Work
• Theme
• Language Proficiency
• Genre-specific Recommendations
• The Personal Aspects of Literature Selection