CBI is an effective method for combining language and content learning, particularly in EFL contexts. It involves using content or information as the organizing principle for instruction rather than focusing on language. Students learn a second language more successfully when using it to acquire meaningful information rather than focusing on language itself. CBI builds on students' prior knowledge and experiences and aims to develop their language skills through engaging with interesting and useful content.

2. CBI is an effective method of combining
language and content learning. Theme based CBI
works well in EFL contexts

3.  Content-based instruction (CBI) is teaching
organized around the content or information
that students will acquire, and not around the
linguistic or other type of syllabus.

4.  Content refers to the substance or subject matter
that we learn or communicate through language
content rather that the language use to convey
it.

5.  CBI is built on the principles of Communicative
Language Teaching.
 Classroom needs to be filled with real and
meaningful communication where information
is exchanged.

6.  Content-based instruction is based in two
principles:

7.  1 People learn a second language more
successfully when they use the language as a
means of acquiring information, rather than as
an end in it. This principle reflects one of the
motivations for CBI noted earlier that it leads to
more effective language learning.

8.  2 It better reflect learners needs for learning a
second language. Many ESL,EFL programs focus
on preparing students for academic studies or for
mainstreaming.

9. Language involve meaning and information are
communicated and constructed through text and
discourse
Sentences>>clauses, phrases>>speech events>> text types

10.  CBI sees language as combination of several
skills used together.
 Grammar is seen as a component of other skills.

11.  Language is use for a specific purpose such
as, vocational, social or recreational. In order to
make the content comprehensible, teachers
need to make adjustments and simplifications
for the students to.

12.  CBI makes an assumption that learners learn best
when they are given language in a meaningful
, contextualized form with the primary focus on
acquiring information.

13.  1 People learn a second language more
successfully when the information they are
acquiring is perceived as interesting , useful and
leading to a desire goal.
 2 Language learning is more motivating when
students are focusing on something other than
language , such as ideas, issues and opinions.

14.  3 Some content areas are more useful than
others.
 4 Teaching builds on the previous experiences of
the learners. CBI build on students knowledge
and previous experiences. Students bring a
wealth of knowledge to the classroom.

15.  Objectives :
 In CBI, the language is second to learning the
content. The objectives relate to the content, not
to the language.

16.  The syllabus comes from the content. However
it is common for a topical syllabus to be used in
theme-based CBI.

17.  Stroller (1997) proposed classification categories
1. Language skills improvement
2. Vocabulary building
3. Discourse organization
4. Communicative interaction
5. Study skills
6. Synthesis of content materials and grammar

18.  Become autonomous
 Support each other
 Active interpreters of input

19.  Willing to tolerate uncertainty
 Willing to explore alternative learning strategies
and sources of content
 And have a learn by doing attitude

20. 1. A good language teacher
2. Knowledgeable in the subject matter
3. Be able to draw out that knowledge from
students

21. 1. Varying the format of classroom instruction
2. Using group work and team-building
techniques
3. Organization jigsaw arrangements
4. Defining the background knowledge and
language skills required for students success

22.  Whatever facilitates subject matter of the
content course. Comprehensibility and
authenticity are both important in CBI. In
addition, instructional media enriches the
context.

23. 1) Sheltered content instruction
2) Adjunct language instruction
3) Team teach approach