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.

1. CONTENT – BASED
INSTRUCTION
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2. AIM OF THE METHOD
 Toteach the content by using target
language
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3. VIEW OF LANGUAGE
 Language as a vehicle for learning content
(discourse – based)
 Language use draws on integrated skills
 Language is used for specific purposes
(academic, vocational, social, recrational)
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4. VIEW OF LEARNING
 Learners learn best when they are given
language in a meaningful, contextualized
form
 Learning is more motivating when students
are focusing on something other than
language (issues and opinions)
 Students learn best when instruction
addresses student’s needs.
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5. TYPE OF SYLLABUS
 The syllabus depends on the content.
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6. AREAS OF LANGUAGE TAUGHT
Courses at the University level :
 Theme-based instruction
 Sheltered content instruction
 Adjunct language instruction
 Team-teach approach
 Skills – based approach
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7. SKILLS OF LANGUAGE TAUGHT
 Reading
 Writing
 Speaking
 Listening
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8. LEARNER ROLES
 Being responsible for their own
learning (autonomous)
 Learning by doing
 Being active
 Support each other
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9. TEACHER ROLES
 Being guide in understanding content
 Keeping students motivated and
interested
 Creating learner-centered classrooms
 Not only being a language teacher but
also a master in subject matter
(EVERY TEACHER, AN ENGLISH
TEACHER)
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10. TYPES OF TECHNIQUES /
ACTIVITIES
 Language skills improvement
 Vocabulary building
 Discourse organization
 Communicative interaction
 Study skills
 Synthesis of content materials and
grammar
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11. TYPES OF INSTRUCTIONAL
MATERIALS
 Authentic texts (both written and
spoken)
 Video, tv, newspaper, magazine
 Media materials ( not for language
teaching purposes)
 Tourist guide books, technical
journals, time tables
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12. TEACHING SITUATION
 Proficiency level : upper intermediate
 Age : 18-19
 Aim for learning English : part of the
curriculum
 Others : The students in
the prep school will be engineers.
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