The document discusses different types of content that can be taught in language courses. It defines content as the topic or subject matter being covered, separate from the target language itself. It then lists 9 different kinds of content that can be used, including topics related to students' own experiences, their local environment, moral/social issues, other academic subjects, English-speaking cultures, world knowledge, and linguistics. The document also discusses sources of cultural content, including students' home culture, English-speaking cultures, other world cultures, and global cultural norms. Finally, it outlines advantages and disadvantages of using literature as a component of an English course.

1. Azerbaijan University of
Language
Group: 319 A
Subject: Methodology
Student: Zahidli Firuza
Teacher: Faracbayli Konul
Topic: Teaching content

2. WHAT IS THE MEANING OF
CONTENT?

3. Content means topic that texts
are about, or that tasks relate
to, as distinct from the target
language itself

4. THERE ARE DIFFERENT KINDS
OF CONTENT

5. 1.Zero or trivial content. Bland, fairly neutral characters and events;
superficially interesting topics with no cultural or other information or
connection with real-world issues.
2.The students themselves. Exploration of students' own experiences,
knowledge, opinions and feelings: for example, activities that ask students to
write about someone they know, or compare tastes in food and drink.
3.The local environment. Treatment of institutions, people, places, events, etc.
from the students' own country or background. For example, Greek students
might discuss places they would recommend that tourists should visit in
Greecee

6. 4.Moral, educational, political or social problems; cultural issues.
Presentation of issues showing different points of view, and encouraging
students to express opinions: for example, an article describing a social conflict,
or a dilemma to which students suggest a solution.
5.Another subject of study. Topics based on other subjects on the school or
university curriculum, such as science or history. In some cases, an entire
school subject may be taught in English.
6.(Native) English-speaking countries. Discussion of institutions, etc. from
countries where English is spoken as a native language. Materials might
cover British or American history, culture and customs, famous people, etc.

7. 7.World or general knowledge. Information or cultural artefacts from
anywhere in the world: customs or festivals associated with another
community, for example, or the history of a particular country, or world
current events, or jokes, proverbs, etc, translated from other languages.
8.Literature. To some extent a part of points 6 or 7 above, but important
enough to be listed as a separate section: stories, novels, plays and poetry
written in English or possibly translated into it.
9. Linguistics. Aspects of English or language in general as topics of study in
themselves. Some examples might be the history and development of the
English language, the etymology or morphology of words, other interesting
linguistic phenomena.

8. Source of cultural content of
teaching materials.
Home culture The culture of the
(native) English-
speaking peoples
The cultures of other
speech communities.
01
03
02
04 Global cultural norms

9. 1. Home culture. The topics relate to the native country.
They encourage students to discuss local issues and relate
to their own experiences, beliefs, customs, etc. The way
the materials deal with the content may also reflect the
home culture: not only the actual texts, but also the
design.
2. The culture of the (native) English- speaking peoples. For
most of the twentieth century, most English language
teaching materials, especially at more advanced levels,
included a large component of British and American
culture. They included not only literature, but also texts
about British or American customs or institutions.

10. 3. The cultures of other speech communities. This component is noticeably
more important in modern materials. A typical coursebok today will include
units on different countries and peoples, and customs and literature from
various sources. One reason is simply that because of faster and more
widely used communications and increasing travel, people are far more
aware of events and cultures elsewhere. Another, related, reason is that
today’s students are likely to need English to communicate with other
English speakers with different L1 and a different culture.
4. Global cultural norms. Culture with a capital C has for some time been
international. Museums displaying Asian or African art, concerts of music by
European composers, and libraries with translated books from authors of all
nationalities can be found in most countries. But it is a relatively recent
phenomenon that certain norms and conventions have begun to be
accepted and used worldwide. These include things like dress, politeness
norms and forms of communication.

11. Literature as a
component of the
English course

12. Advantages
• It can be enjoyable and motivating.
• It can widen students' horizons by providing knowledge
about the culture
• which is the background to the text.
• It encourages empathetic, critical and creative thinking.
• It raises awareness of different human situations and
conflicts.
• Literature study has value in itself, like any other school
subject.
• It provides examples of different styles of writing, and
representations of
• various authentic uses of the language.
• It is a good basis for vocabulary expansion
• It develops reading skills.
• It can provide an excellent starting point for discussion
or writing.

13. Disadvantages and problems
• A lot of literature is written in language that may be difficult for
students to read (we can use simplified versions, but these are inevitably inferior
to the original)
• Many literary texts are long and time-consuming to teach.
• The culture on which the literature is based is alien to students and
may be
• difficult for them to relate to.
• By using texts as a basis for language teaching, we may spoil students'
enjoyment and appreciation of them as literature.
• Many students may feel that literature is irrelevant to their needs (e.g.
student learning English for business or other specific purposes).