Content Based Instructional Approach por Camila Barrera
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This document discusses Content-Based Instructional Approach (CBI), which emphasizes learning about something through a subject matter rather than just learning about the language itself. Some key principles of CBI are that people learn a second language more successfully when they use it to acquire information, and that CBI better reflects learners' needs. Theories discussed are that language is purposeful, text-based and discourse-based, and integrates skills. Learning theories highlighted are that people learn best when information is interesting/useful and addresses their needs, building on prior experience. Objectives of CBI include developing language skills, learning strategies, academic skills, and understanding English-speaking cultures. Syllabi focus on language goals through interest-based
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Based Content Instruction
The document discusses Content-Based Instructional Approach (CBI), an educational method that emphasizes learning a second language through learning about something, rather than learning about the language itself. Some key principles of CBI are that people learn a second language most successfully when they use it to acquire information and when the content reflects learners' needs. Theories of language and learning discussed posit that language is purposeful and text/discourse based, and people learn best when instruction addresses their needs and builds on prior experience. Objectives of CBI include developing language skills and general academic skills while broadening understanding of other cultures. Authentic materials like newspapers and broadcasts are used. Teachers must be experts in the subject matter and help students according to
Content based instruction 13062013
This document discusses content-based instruction (CBI), a method of language instruction that integrates content and language learning rather than separating them. CBI focuses on using content from a subject area as the vehicle for developing language skills. The key features of CBI are that it uses authentic texts and materials from a content area as the core material for instruction, has the dual goals of developing both content knowledge and language skills, and requires students to use the target language. CBI has been shown to be effective for language learners of various ages and backgrounds.
content based instruction
Content-based instruction aims to teach content through the target language. It views language as a vehicle for learning content through discourse and integrated skills used for specific purposes like academics. Learners learn best through meaningful, contextualized language and are more motivated when focusing on issues rather than just language. The syllabus depends on the content and may include theme-based instruction, sheltered content, adjunct language instruction, or a team-teach approach. It teaches skills like reading, writing, speaking and listening through authentic texts and media in areas like technical journals to upper intermediate engineering students as part of their curriculum.
CONTENT BASED INSTRUCTION
Content-based instruction is an approach to teaching a second language where lessons are organized around topics of interest to students. Teachers choose a subject, find multiple sources on different aspects of it, and have students research in groups and then share what they learned with others to develop a wider knowledge while increasing their language skills. This approach makes learning more engaging and can improve students' language proficiency and prepare them for professional settings.
Content based-approach by MICHELLE PROAÑO
This document discusses the content-based approach to language learning. It focuses on using authentic texts and materials from other subjects to teach language in a more holistic way. The content-based approach aims to make students independent learners by exposing them to real-world content. It benefits students by improving their language skills through extensive exposure and helping them develop collaborative abilities. However, it can be difficult for lower-level learners to understand information and not explicitly teach language skills. The document outlines characteristics of content-based learning like the use of tasks, visuals, and culminating projects, as well as the roles of teachers in preparing and engaging students and selecting appropriate materials to facilitate comprehension.
TEFL - Content Based Language (2)
Content-based instruction teaches a second language through academic content rather than through grammar lessons. It uses topics from other subject areas to provide meaningful context for language learning. The goals are to motivate students by letting them use the target language for real-world purposes, and to reflect students' academic needs. Language is taught through texts and discourse on various topics, with integrated reading, writing, listening and speaking skills. The curriculum follows the topics from subjects the students need for their studies. Objectives include developing language skills, learning strategies, and academic skills while also broadening understanding of other cultures. Teachers must be experts in the academic content and help students work collaboratively to make sense of authentic materials.
Content-Based and Immersion Models for ESL and EFL Language Teaching
I. Content
II. Content-Based Models
III. Immersion Models
IV. Content-Enriched Foreign Language in Elementary School
V. Theme-Based Model
VI. Sheltered Model
VII. Adjunct Model
VIII. Strategies for content instruction
Content based instruction
This document provides an overview of Content-Based Instruction (CBI) for teaching English as a second language. CBI integrates language and content instruction so that students can learn language skills while gaining knowledge about other subjects. The document discusses the theoretical foundations of CBI, including Krashen's comprehensible input hypothesis and Cummins' two-tiered skill model. It also describes different models of CBI lessons and issues to consider, such as assessing student learning of both language and content.
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Based Content Instruction
The document discusses Content-Based Instructional Approach (CBI), an educational method that emphasizes learning a second language through learning about something, rather than learning about the language itself. Some key principles of CBI are that people learn a second language most successfully when they use it to acquire information and when the content reflects learners' needs. Theories of language and learning discussed posit that language is purposeful and text/discourse based, and people learn best when instruction addresses their needs and builds on prior experience. Objectives of CBI include developing language skills and general academic skills while broadening understanding of other cultures. Authentic materials like newspapers and broadcasts are used. Teachers must be experts in the subject matter and help students according to
Content based instruction 13062013
This document discusses content-based instruction (CBI), a method of language instruction that integrates content and language learning rather than separating them. CBI focuses on using content from a subject area as the vehicle for developing language skills. The key features of CBI are that it uses authentic texts and materials from a content area as the core material for instruction, has the dual goals of developing both content knowledge and language skills, and requires students to use the target language. CBI has been shown to be effective for language learners of various ages and backgrounds.
content based instruction
Content-based instruction aims to teach content through the target language. It views language as a vehicle for learning content through discourse and integrated skills used for specific purposes like academics. Learners learn best through meaningful, contextualized language and are more motivated when focusing on issues rather than just language. The syllabus depends on the content and may include theme-based instruction, sheltered content, adjunct language instruction, or a team-teach approach. It teaches skills like reading, writing, speaking and listening through authentic texts and media in areas like technical journals to upper intermediate engineering students as part of their curriculum.
CONTENT BASED INSTRUCTION
Content-based instruction is an approach to teaching a second language where lessons are organized around topics of interest to students. Teachers choose a subject, find multiple sources on different aspects of it, and have students research in groups and then share what they learned with others to develop a wider knowledge while increasing their language skills. This approach makes learning more engaging and can improve students' language proficiency and prepare them for professional settings.
Content based-approach by MICHELLE PROAÑO
This document discusses the content-based approach to language learning. It focuses on using authentic texts and materials from other subjects to teach language in a more holistic way. The content-based approach aims to make students independent learners by exposing them to real-world content. It benefits students by improving their language skills through extensive exposure and helping them develop collaborative abilities. However, it can be difficult for lower-level learners to understand information and not explicitly teach language skills. The document outlines characteristics of content-based learning like the use of tasks, visuals, and culminating projects, as well as the roles of teachers in preparing and engaging students and selecting appropriate materials to facilitate comprehension.
TEFL - Content Based Language (2)
Content-based instruction teaches a second language through academic content rather than through grammar lessons. It uses topics from other subject areas to provide meaningful context for language learning. The goals are to motivate students by letting them use the target language for real-world purposes, and to reflect students' academic needs. Language is taught through texts and discourse on various topics, with integrated reading, writing, listening and speaking skills. The curriculum follows the topics from subjects the students need for their studies. Objectives include developing language skills, learning strategies, and academic skills while also broadening understanding of other cultures. Teachers must be experts in the academic content and help students work collaboratively to make sense of authentic materials.
Content-Based and Immersion Models for ESL and EFL Language Teaching
I. Content
II. Content-Based Models
III. Immersion Models
IV. Content-Enriched Foreign Language in Elementary School
V. Theme-Based Model
VI. Sheltered Model
VII. Adjunct Model
VIII. Strategies for content instruction
Content based instruction
This document provides an overview of Content-Based Instruction (CBI) for teaching English as a second language. CBI integrates language and content instruction so that students can learn language skills while gaining knowledge about other subjects. The document discusses the theoretical foundations of CBI, including Krashen's comprehensible input hypothesis and Cummins' two-tiered skill model. It also describes different models of CBI lessons and issues to consider, such as assessing student learning of both language and content.
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Content-based instruction (CBI) refers to the teaching of language through exposure to content that is interesting and relevant to learners. This content serves several purposes. First, it provides a rich context for the language classroom, allowing the teacher to present and explain specific language features. Additionally, it addresses the learners’ need for cognitively challenging input that can both facilitate language acquisition and help foster critical thinking skills.
In their pioneering volume on CBI (1989), Brinton, Snow, and Wesche identified three prototype models of CBI—theme-based, sheltered, and adjunct—documenting their implementation in a variety of ESL/EFL contexts. Additional “hybrid” models of these three prototypes have continued to evolve as institutional experiences with CBI expand.
Although many agree with the teaching/learning concepts that underlie CBI as an approach to second language instruction, numerous factors can impede its successful implementation. In this 90-minute workshop, panelists explore the question of whether CBI is feasible in the California community college context. Following a brief orientation to CBI, presenters from five California community college programs provide details on existing CBI programs at their community colleges. They then discuss successes and challenges in implementing CBI at the community college with respect to a variety of issues, including the selection of content or discipline areas, program design, funding, and administrative concerns. Audience members are encouraged to ask questions and share their own experiences.
Panelists:
Donna M. Brinton
University of Southern California
Los Angeles, CA
dbrinton@usc.edu
Nancy Sander
West Los Angeles College
Culver City, CA
SanderN@wlac.edu
Sharon Jaffe
Santa Monica College
Santa Monica, CA
JAFFE_SHARON@smc.edu
Patricia Kelly
Southwestern College
Chula Vista, CA
pkelly1@swccd.edu
Marsha Chan
Mission College
Santa Clara, California
marsha@sunburstmedia.com
Barbara Luther
Saddleback College
Mission Viejo, CA
bjlu5903@att.net
PRDE English Curriculum Program
The document outlines the curriculum for the English program at the University of Puerto Rico at Humacao. It describes the vision, mission, and goals of developing students' English communication skills through various approaches and activities. The curriculum emphasizes different linguistic components at elementary and secondary levels, requiring English courses each grade with additional electives available. It aims to help students comprehend, express ideas, read and write in English while considering their native language.
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This is a seminar paper presented to the panelists of English Department (College of Languages, Linguistics and Literature--Philippine Normal University). Disclaimer: Bibliography pages are not included due to technical glitch.. Content Based Instruction by Merinda hanni
Content based instruction (CBI) is a teaching method that emphasizes learning content over language. Theme based CBI is commonly used in EFL contexts with students who have TEFL scores between 350-500. A theme based CBI course combines both content and language goals and assesses student progress continuously. CBI effectively combines language and content learning by increasing learner motivation through studying meaningful topics rather than just language.
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1. The document discusses the relationship between teaching vocabulary and grammar at the primary school level, noting that grammatical information is tied to words and learning words helps students learn grammar.
2. It describes various aspects of vocabulary development, including definition, spelling, usage, and relationships between words. Learning words is a cyclical process of initial learning and repeated exposure to extend understanding.
3. Several methods for teaching vocabulary are examined, including using pictures, gestures, organizing words thematically, and exploiting relationships like antonyms. Stories are emphasized as a rich context for learning vocabulary.
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Content Based Instruction is an approach to teaching a second language that focuses on teaching content or information rather than explicitly teaching the language itself. It is based on the principles that language is learned more successfully when used to acquire information rather than as an end goal, and that this approach better meets learners' needs. Content areas like science, history or literature are used as the basis for developing language skills through activities focused on vocabulary, discourse or communication. The role of the teacher is to have knowledge in the subject matter and elicit that from students. CBI has been shown to effectively increase English proficiency while teaching necessary academic and professional skills.
Lesson Plan in Content-Based Instruction
Students will learn about content-based instruction through activities like charades acting out key terms. They will discuss the importance of integrating subjects and define what content-based instruction means. As an assignment, students will create their own lesson plan using content-based instruction and research the advantages and disadvantages of this approach.
Content-Based Instruction (CBI)
The special contribution on CBI is that it integrates the learning of language with the learning of some content, often academic subject matter.
What a CLIL course looks like
2019 Teachers Helping Teachers presentation in Kyrgyzstan, Sept, 2019
CLIL (Content and Integrated Language Learning) is a form of instruction that attempts to emphasize both English language and content to non-native English speakers. It serves as the model of instruction for many courses taught in the liberal arts program of a small college in southern Japan, where the presenter is employed. This presentation explained CLIL through comparison with its cousins: EMI (English Medium Instruction) and CBI (Content Based Instruction). Some of the benefits of the CLIL model will be outlined. An overview of a 15-week freshman political science course meeting twice per week was presented in order to exemplify what a team-taught CLIL course might look like. Participants received a multiple-lesson plan and student materials for one of this course’s 10+ readings to see the how content and language can be integrated, and provided ideas to teachers interested in this instructional model.
CLIL - Content and Language Integrated Learning
CLIL (Content and Language Integrated Learning) aims to teach subjects through the medium of a foreign language. It focuses on developing students' language skills while learning academic content. A successful CLIL lesson combines elements of content, communication, cognition, and culture. It provides language support such as vocabulary lists, sentence starters, and reading guides to help students comprehend and discuss the subject matter.
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Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require. This plan incorporates CBI as the materials for instruction, though that's not required.
Content based instruction
Content-based instruction is an approach that combines language and content learning. Students study academic subjects while also learning a foreign language. The teacher's role is to assist learners by providing content. Activities include vocabulary building, communicative activities in pairs or groups, and using authentic materials like videos or pictures. Some examples of other curriculum designs that focus on content are language across the curriculum, immersion education, programs for immigrants or students with limited English proficiency, and language for specific purposes. Content-based instruction has advantages like being more interesting and motivating for students, allowing students to become more independent and confident while also gaining thinking and collaborative skills. It also better reflects learners' needs by providing two benefits of knowledge and language
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This document discusses Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL), which are approaches to teaching language through content. CBI is used in North America while CLIL is more common in Europe. Both are based on principles of Communicative Language Teaching and aim to teach language more effectively by using it as a means to understand content rather than an end itself. The document outlines theories of language and learning underlying CBI and CLIL and discusses their design, syllabus, teaching activities, roles of learners and teachers, instructional materials, contemporary models, and procedures.
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CLIL (Content and Language Integrated Learning) is an educational approach that teaches subjects through the medium of a foreign language. It aims to develop both subject knowledge and language skills simultaneously rather than separately. CLIL lessons combine content, communication, cognition, and culture. Language is used to learn the subject matter rather than being the objective itself. A successful CLIL lesson balances these four components to teach curriculum content through meaningful use of the target language.
Teaching challenges in indonesia
The document discusses the challenges of teaching English in Indonesia. It notes that while English is an important global language, teaching it faces several issues in Indonesia as English is not commonly used locally. Some problems are large class sizes, limited time allocated to English instruction, and lack of opportunities for students to practice speaking English. Teachers also have difficulties implementing communicative language approaches due to the environment. The document suggests that smaller class sizes, more time for English, and arrangements allowing social interaction could help address these issues.
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Presentation i
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Content-based instruction (CBI) refers to the teaching of language through exposure to content that is interesting and relevant to learners. This content serves several purposes. First, it provides a rich context for the language classroom, allowing the teacher to present and explain specific language features. Additionally, it addresses the learners’ need for cognitively challenging input that can both facilitate language acquisition and help foster critical thinking skills.
In their pioneering volume on CBI (1989), Brinton, Snow, and Wesche identified three prototype models of CBI—theme-based, sheltered, and adjunct—documenting their implementation in a variety of ESL/EFL contexts. Additional “hybrid” models of these three prototypes have continued to evolve as institutional experiences with CBI expand.
Although many agree with the teaching/learning concepts that underlie CBI as an approach to second language instruction, numerous factors can impede its successful implementation. In this 90-minute workshop, panelists explore the question of whether CBI is feasible in the California community college context. Following a brief orientation to CBI, presenters from five California community college programs provide details on existing CBI programs at their community colleges. They then discuss successes and challenges in implementing CBI at the community college with respect to a variety of issues, including the selection of content or discipline areas, program design, funding, and administrative concerns. Audience members are encouraged to ask questions and share their own experiences.
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SanderN@wlac.edu
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pkelly1@swccd.edu
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The document outlines the curriculum for the English program at the University of Puerto Rico at Humacao. It describes the vision, mission, and goals of developing students' English communication skills through various approaches and activities. The curriculum emphasizes different linguistic components at elementary and secondary levels, requiring English courses each grade with additional electives available. It aims to help students comprehend, express ideas, read and write in English while considering their native language.
CONTENT-BASED EXERCISES FOR TEACHER EDUCATION STUDENTS: A SEMINAR PAPER of MI...
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This is a seminar paper presented to the panelists of English Department (College of Languages, Linguistics and Literature--Philippine Normal University). Disclaimer: Bibliography pages are not included due to technical glitch.. Content Based Instruction by Merinda hanni
Content based instruction (CBI) is a teaching method that emphasizes learning content over language. Theme based CBI is commonly used in EFL contexts with students who have TEFL scores between 350-500. A theme based CBI course combines both content and language goals and assesses student progress continuously. CBI effectively combines language and content learning by increasing learner motivation through studying meaningful topics rather than just language.
Practical N° 15 - Vocabulary
1. The document discusses the relationship between teaching vocabulary and grammar at the primary school level, noting that grammatical information is tied to words and learning words helps students learn grammar.
2. It describes various aspects of vocabulary development, including definition, spelling, usage, and relationships between words. Learning words is a cyclical process of initial learning and repeated exposure to extend understanding.
3. Several methods for teaching vocabulary are examined, including using pictures, gestures, organizing words thematically, and exploiting relationships like antonyms. Stories are emphasized as a rich context for learning vocabulary.
Tefl - content based instruction
Content Based Instruction is an approach to teaching a second language that focuses on teaching content or information rather than explicitly teaching the language itself. It is based on the principles that language is learned more successfully when used to acquire information rather than as an end goal, and that this approach better meets learners' needs. Content areas like science, history or literature are used as the basis for developing language skills through activities focused on vocabulary, discourse or communication. The role of the teacher is to have knowledge in the subject matter and elicit that from students. CBI has been shown to effectively increase English proficiency while teaching necessary academic and professional skills.
Lesson Plan in Content-Based Instruction
Students will learn about content-based instruction through activities like charades acting out key terms. They will discuss the importance of integrating subjects and define what content-based instruction means. As an assignment, students will create their own lesson plan using content-based instruction and research the advantages and disadvantages of this approach.
Content-Based Instruction (CBI)
The special contribution on CBI is that it integrates the learning of language with the learning of some content, often academic subject matter.
What a CLIL course looks like
2019 Teachers Helping Teachers presentation in Kyrgyzstan, Sept, 2019
CLIL (Content and Integrated Language Learning) is a form of instruction that attempts to emphasize both English language and content to non-native English speakers. It serves as the model of instruction for many courses taught in the liberal arts program of a small college in southern Japan, where the presenter is employed. This presentation explained CLIL through comparison with its cousins: EMI (English Medium Instruction) and CBI (Content Based Instruction). Some of the benefits of the CLIL model will be outlined. An overview of a 15-week freshman political science course meeting twice per week was presented in order to exemplify what a team-taught CLIL course might look like. Participants received a multiple-lesson plan and student materials for one of this course’s 10+ readings to see the how content and language can be integrated, and provided ideas to teachers interested in this instructional model.
CLIL - Content and Language Integrated Learning
CLIL (Content and Language Integrated Learning) aims to teach subjects through the medium of a foreign language. It focuses on developing students' language skills while learning academic content. A successful CLIL lesson combines elements of content, communication, cognition, and culture. It provides language support such as vocabulary lists, sentence starters, and reading guides to help students comprehend and discuss the subject matter.
Lesson plans CBI
Lesson plans are more than "what and when students do in the classroom." Instead we must consider who does what, when, how, and why, and with what. This means conceptualizing the learning experience before filling out that form that many schools require. This plan incorporates CBI as the materials for instruction, though that's not required.
Content based instruction
Content-based instruction is an approach that combines language and content learning. Students study academic subjects while also learning a foreign language. The teacher's role is to assist learners by providing content. Activities include vocabulary building, communicative activities in pairs or groups, and using authentic materials like videos or pictures. Some examples of other curriculum designs that focus on content are language across the curriculum, immersion education, programs for immigrants or students with limited English proficiency, and language for specific purposes. Content-based instruction has advantages like being more interesting and motivating for students, allowing students to become more independent and confident while also gaining thinking and collaborative skills. It also better reflects learners' needs by providing two benefits of knowledge and language
PT2-Principles of Teaching 2 (MODELS OF INTEGRATION AND SAMPLE LESSON PLAN)
Chapter III
Lesson 2:
MODELS OF INTEGRATION AND
SAMPLE LESSON PLAN
INTEGRATION
Content-Based Instruction
Thematic Model of Instruction
CBI and CLIL
This document discusses Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL), which are approaches to teaching language through content. CBI is used in North America while CLIL is more common in Europe. Both are based on principles of Communicative Language Teaching and aim to teach language more effectively by using it as a means to understand content rather than an end itself. The document outlines theories of language and learning underlying CBI and CLIL and discusses their design, syllabus, teaching activities, roles of learners and teachers, instructional materials, contemporary models, and procedures.
A Curriculum Developed on Communicative Goals
Based on book Course Design: Developing Programs and Materials for Language Learning by Fraida Dubin, Elite Olshtain - 1986
Content :
Communicative Competence
Sociacultural Competence
Humanistic Curriculum
Error learner tell us
Clil presentation
CLIL (Content and Language Integrated Learning) is an educational approach that teaches subjects through the medium of a foreign language. It aims to develop both subject knowledge and language skills simultaneously rather than separately. CLIL lessons combine content, communication, cognition, and culture. Language is used to learn the subject matter rather than being the objective itself. A successful CLIL lesson balances these four components to teach curriculum content through meaningful use of the target language.
Teaching challenges in indonesia
The document discusses the challenges of teaching English in Indonesia. It notes that while English is an important global language, teaching it faces several issues in Indonesia as English is not commonly used locally. Some problems are large class sizes, limited time allocated to English instruction, and lack of opportunities for students to practice speaking English. Teachers also have difficulties implementing communicative language approaches due to the environment. The document suggests that smaller class sizes, more time for English, and arrangements allowing social interaction could help address these issues.
Content and language integrated learning
Content and Language Integrated Learning (CLIL) is an approach where students learn new content in a foreign language at the same time. The theory is that focusing on meaningful content helps students understand and use the target language as a learning tool. CLIL differs from topic-based approaches in that the main objective is for students to learn new content while also learning the language. The document discusses the AICLE approach used in upper secondary schools, which complements communicative task-based learning in lower secondary schools by motivating students to solve problems and learn how to do things in other languages.
Presentation i
The document discusses different program models and instructional approaches for teaching English Language Learners (ELLs). It describes bilingual education programs like transitional bilingual education and dual language immersion that teach some content in the native language initially. It also outlines sheltered instruction, an approach where content is taught in English but made comprehensible for ELLs. The Sheltered Instruction Observation Protocol (SIOP) provides guidance on lesson preparation and delivery techniques to support ELLs in sheltered classes.
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Content Based Instructional Approach por Camila Barrera
- 1. CENTRAL UNIVERSITY FACULTY OF PHILOSOPHY PLURILINGUE CAREER DIDACTICS I CONTENT-BASED INSTRUCTIONAL APPROACH Camila Barrera Andrea Espinosa Gabriela Fuela
- 2. What is Content-Based Instructional Approach? (CBI) Teaching method Emphasizes learning about SOMETHING Learning about language itself
- 3. What is the content? Subject matter that we learn or rather than the language used itself communicate through language
- 4. PRINCIPLES OF CBI People learn a second language more successfully when they use the language as a means of acquiring information. Content based instruction better reflects learner´s needs for learning a second language.
- 5. THEORY OF LANGUAGE Language is Text and Discourse- Based Language use draws on integrates skills Language is Purposeful
- 6. THEORY OF LEARNING People learn a second language most successfully when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal. Some content areas are more useful as a basis for language learning than others. Students learn best when instruction addresses students’ needs. Teaching builds on the previous experience of the learners.
- 7. OBJECTIVES Acoording to the Free University of Berlin 1) To activate and develop exiting English language skills. 2) To acquire learning skills and strategies, that could be applied in future. 3) To develop general academic skills. 4) To broaden students 'understanding of English - speaking peoples.
- 8. SYLLABUS Language learning goals. The organizatio n Modules selected to reflect student interests. All the methods divide with initial or simple exercises to stimulate the student. With the time one is developing activities mas complex improving the activities of the students.
- 9. Role of each component: Learner Teacher Material
- 10. Learner - Autonomous - Active Interpreters of Input - Sources of Content • Positives Overwhelmed Frustrated • Negatives ¨Learning by doing¨
- 11. Teacher Knowledgeabl e • Instructors must be experts in the subject matter Responsibl e • They have to be responsible for choosing and adapting authentic materials Helpmate Analytic • Become student´s needs