Content-based instruction (CBI) is a language teaching approach that integrates language learning with subject matter instruction, allowing students to learn a language contextually. The effectiveness of CBI is enhanced when learners focus on content, motivating them through authentic materials and collaboration. Different models of CBI include sheltered content instruction, adjunct language instruction, and theme-based instruction, emphasizing the importance of both content and language acquisition.

1. CONTENT BASED INSTRUCTION

2. DEFINITION
• an approach of teaching
foreign languages that
integrates language
instruction with
instruction in the
content areas

3. GOAL of CBI
is to prepare students to acquire
the languages while using the
context of any subject matter so
that students learn the language
by using it within the specific
context.

4. TYPES OF
LEARNING & TEACHING ACTIVITIES
• Language skills improvement
• Study skills
• Discourse organization
• Communicative interaction
• Vocabulary building
• Synthesis of content materials and grammar

5. The ways
to approach creating CBI lesson
– PREPARATION
• A subject of interest is chosen.
• Finding suitable sources that deal with different
aspects of the subject. These could be
websites, reference books, audio or video of lectures
or even real people.

6. • DURING THE LESSON
– Using small groups
– Assigning each group a small research task and a
source of information in the target language to
use to help them fulfil the task.
– groups sharing and comparing information.
– A result in the form of an end product such as a
report or presentation of some kind

7. CBI EXTREMES
• CONTENT DRIVEN CLASS
content learning is a priority while language
learning is secondary.
• LANGUAGE DRIVEN CLASS
Language learning is priority while content
learning is incidental.

8. MODELS OF CBI
• Sheltered content instruction
• Adjunct language instruction
• Theme based instruction

9. CONCLUSION
• A learners is more successful when the focus is
• on the content, rather than the language itself.
• When learners become aware of the relation between
language learning and their favored goals, they
become even more motivated to learn. Learners feel
that learning is a kind of impressive thing because they
know that they are studying authentic content material
in the target language.
• Developing collaborative skills, especially when using
group work, which can have great social value. By
social interaction, they can learn from each other and
bring their strengths into their groups.