1. Integrating the four language skills (content based instruction, theme based instruction, experimental learning, task based learning)
Created by :
Fauziah Restu Amelia
Nurhayati
Siti Asiyah Adawiah

2. Introduction
There are many approaches a teacher may use to teach foreign languages. One particularly effective approach is content-based instruction (CBI) which is a collection of methods that teach authentic content through language rather than traditional methods of teaching language explicitly.
Fauziah

3. Another way to look at it is that CBI focuses on what is being taught by using the target language rather than focusing on the target language itself. For example, if the target language is Spanish, the teacher might present a lesson or unit on the Spanish Civil War by using the Spanish language.
Fauziah

4. Contents base intruction implies the total integration of language learning and content learning. It represents a significant departure from traditional foreign language methods in that language proficiency is achived by shifting the focus of intruction from the learning of language to the learning of language through the study of the subject matter.
Brinton, Snow and Wesche (1989: 2) define CBI as “the integration of particular content with language teaching aims, or as the concurrent teaching of academic subject matter and second language skills.”
Fauziah

5. The Theme Based Model Fauziah
What Types of Content Based Instruction Are There?
The Theme Based Model
Theme based CBI is usually found in EFL contexts. Theme based CBI can be taught by an EFL teacher or team taught with a content specialist. The teacher(s) can create a course of study designed to unlock and build on their own students' interests and the content can be chosen from an enormous number of diverse topics.
Fauziah

6. The Sheltered Model
Sheltered and adjunct CBI usually occurs at universities in English L1 contexts. The goal of teachers using sheltered and adjunct CBI is to enable their ESL students to study the same content material as regular English L1 students. Sheltered CBI is called "sheltered" because learners are given special assistance to help them understand regular classes. Two teachers can work together to give instruction in a specific subject. One of the teachers is a content s[pecialist and the other an ESL specialist.
They may teach the class together or the class time may be divided between the two of them. For example, the content specialist will give a short lecture and then the English teacher will check that the students have understood the important words by reviewing them later. This kind of team teaching requires teachers to work closely together to plan and evaluate classes. It has been used successfully at the bilingual University of Ottawa, where classes are taught in English and French, (Briton, 1989).  
Fauziah

7. The Adjunct Model
Adjunct classes are usually taught by ESL teachers. The aim of these classes is to prepare students for "mainstream" classes where they will join English L1 learners. Adjunct classes may resemble EPA or ESP classes where emphasis is placed on acquiring specific target vocabulary; they may also feature study skills sessions to familiarize the students with listening, note taking and skimming and scanning texts. Some adjunct classes are taught during the summer months before regular college classes begin, while others run concurrently with regular lessons.<[‘]

8. What are the potential problems?
Because CBI isn't explicitly focused on language learning, some students may feel confused or may even feel that they aren't improving their language skills. Deal with this by including some form of language focused follow-up exercises to help draw attention to linguistic features within the materials and consolidate any difficult vocabulary or grammar points.
Particularly in monolingual classes, the overuse of the students' native language during parts of the lesson can be a problem. Because the lesson isn't explicitly focused on language practice students find it much easier and quicker to use their mother tongue. Try sharing your rationale with students and explain the benefits of using the target language rather than their mother tongue.
Nurhayati

9. It can be hard to find information sources and texts that lower levels can understand. Also the sharing of information in the target language may cause great difficulties. A possible way around this at lower levels is either to use texts in the students' native language and then get them to use the target language for the sharing of information and end product, or to have texts in the target language, but allow the students to present the end product in their native language. These options should reduce the level of challenge.
Some students may copy directly from the source texts they use to get their information. Avoid this by designing tasks that demand students evaluate the information in some way, to draw conclusions or actually to put it to some practical use. Having information sources that have conflicting information can also be helpful as students have to decide which information they agree with or most believe.
Nurhayati

10. Nurhayati What are the advantages of content-based instruction?
It can make learning a language more interesting and motivating. Students can use the language to fulfil a real purpose, which can make students both more independent and confident.
Students can also develop a much wider knowledge of the world through CBI which can feed back into improving and supporting their general educational needs.
CBI is very popular among EAP (English for Academic Purposes) teachers as it helps students to develop valuable study skills such as note taking, summarising and extracting key information from texts
Nurhayati

11. Taking information from different sources, re-evaluating and restructuring that information can help students to develop very valuable thinking skills that can then be transferred to other subjects.
The inclusion of a group work element within the framework given above can also help students to develop their collaborative skills, which can have great social value.
Nurhayati

12. Fauziah

13. Asiah Task-Based Learning approach
Task -based learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it. The lesson follows certain stages.
Asiah

14. Asiyah

15. Asiyah

16. The advantages of TBL
Asiyah

17. The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms.
The language explored arises from the students' needs. This need dictates what will be covered in the lesson rather than a decision made by the teacher or the coursebook.
It is a strong communicative approach where students spend a lot of time communicating. PPP lessons seem very teacher-centred by comparison. Just watch how much time the students spend communicating during a task-based lesson.
It is enjoyable and motivating.
Asiyah

18. THANKS FOR YOUR ATTENTION