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Teaching English for Academic Purposes Using CBI and TBLT
Teaching English for Academic Purposes Using CBI and TBLT
Thank You
Thank You
Abstract
Abstract
I am here to learn
I am here to learn
Tasks and Questions
Tasks and Questions
Communicative Competence: CC
Communicative Competence: CC
CBI and EAP
CBI and EAP
What is CBI
What is CBI
Engagement and Motivation
Engagement and Motivation
Some of the Pros of CBI
Some of the Pros of CBI
Some of the Cons of CBI
Some of the Cons of CBI
Using CBI in language classrooms
Using CBI in language classrooms
Practices 3, 4 & 5
Practices 3, 4 & 5
Practices 6, 7 & 8
Practices 6, 7 & 8
Britons Five Points
Britons Five Points
Use of English: For What
Use of English: For What
Existing Knowledge
Existing Knowledge
Context and Correctness
Context and Correctness
Comprehensible Input
Comprehensible Input
From Theory to Practice
From Theory to Practice
Technology
Technology
The New Smartwatch
The New Smartwatch
Second half of first para
Second half of first para
First half of second para
First half of second para
Second half of second para
Second half of second para
A simple text analysis
A simple text analysis
Making the most of the text
Making the most of the text
1. Working at the word level
1. Working at the word level
2. At the sentence level
2. At the sentence level
3. Punctuation
3. Punctuation
4. Vocabulary
4. Vocabulary
5. More Vocabulary
5. More Vocabulary
Cloze Testing: Gap-Filling
Cloze Testing: Gap-Filling
6. Comprehension
6. Comprehension
True/False
True/False
7. Higher-level comprehension
7. Higher-level comprehension
The Answers
The Answers
8. Critical Thinking Skills
8. Critical Thinking Skills
Opinion and Explanation
Opinion and Explanation
Many More Possibilities
Many More Possibilities
The Driverless Car
The Driverless Car
Second half of first para
Second half of first para
Teaching English for Academic Purposes Using CBI and TBLT
Teaching English for Academic Purposes Using CBI and TBLT

: Teaching English for Academic Purposes Using CBI and TBLT. : Liying Cheng. : Teaching English for Academic Purposes Using CBI and TBLT.ppt. zip-: 3477 .

Teaching English for Academic Purposes Using CBI and TBLT

Teaching English for Academic Purposes Using CBI and TBLT.ppt
1 Teaching English for Academic Purposes Using CBI and TBLT

Teaching English for Academic Purposes Using CBI and TBLT

GDPNU, College English Department 6 December 2013 Prof. Andy Curtis, Anaheim University, USA President (Elect) TESOL Association

2 Thank You

Thank You

Guangdong Polytechnic Normal University College English Department Professor Freda Wu The TESOL International Association The largest association of professional (English) language teachers in the world Based in the US (Washington) Affiliates in more than 100 countries

3 Abstract

Abstract

In this workshop talk we will look at how English for Academic Purposes (EAP) language skills, competence and confidence can be developed with non-English majors at the university-level in China. The two main approaches we will be looking at are Content-Based Instruction (CBI), which is now also known as Content and Language Integrated Learning (CLIL), and Task-Based Language Teaching (TBTL).

4 I am here to learn

I am here to learn

A workshop not a lecture. An exchange. I will tell you what I know about CBI, CLIL, EAP etc. In return, you can teach me about your day-to-day classroom realities Please take a small piece of paper Please do not write your name (anonymous) Please write one key question you have about ELT in your classroom with your students

5 Tasks and Questions

Tasks and Questions

Task-Based Language Teaching: TBLT Practice what you preach Tasks for you Questions for me Please ask questions during the workshop There will also be time for questions at the end of the workshop A prompt 5pm finish!

6 Communicative Competence: CC

Communicative Competence: CC

Competence: Skills and Abilities Confidence: Thoughts and Feelings Competence and Confidence = CC 1. Low Competence with Low Confidence 2. Low Competence with High Confidence 3. High Competence with Low Confidence 4. High Competence with High Confidence

7 CBI and EAP

CBI and EAP

In a content-based approach, students simultaneously acquire subject matter expertise and greater proficiency in English, the medium of instruction. Additionally, they learn to master skills necessary for academic success. D. Raphan & J. Moser, 1994 Q: Do you use CBI in your English language classes?

8 What is CBI

What is CBI

Content-Based Instruction is an approach to language teaching that focuses not on the language itself, but rather on what is being taught through the language; that is, the language becomes the medium through which something new is learned. In the CBI approach the student learns the TL [Target Language] by using it to learn some other new content. Olenka Bilash

9 Engagement and Motivation

Engagement and Motivation

The theory behind CBI is that when students are engaged with more content, it will promote intrinsic motivation. Students will be able to use more advanced thinking skills when learning new information and will focus less on the structure of the language. This approach is very student-centered as it depends entirely on the students ability to use the language.

10 Some of the Pros of CBI

Some of the Pros of CBI

British Council CBI 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. 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.

11 Some of the Cons of CBI

Some of the Cons of CBI

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. Use of too much L1 in group work: A continuum: From All L1/MT to Almost All L2/TL It can be hard to find information sources and texts that lower levels can understand. Some students may copy directly from the source texts they use to get their information.

12 Using CBI in language classrooms

Using CBI in language classrooms

It is not enough to simply integrate content into the language classroom, it must be done effectively. Stoller (2002) lists eight practices that allow for natural content integration: 1. Extended input, meaningful output, and feedback on language and grasp of content 2. Information gathering, processing, and reporting

13 Practices 3, 4 & 5

Practices 3, 4 & 5

3. Integrated skills: using reading, writing, speaking and listening in natural classroom activities 4. Task-based activities and project work, enhanced by cooperative learning principles 5. Strategy training: to produce more metacognitively aware strategic learners Q: Which of the above do you use in your English language class?

14 Practices 6, 7 & 8

Practices 6, 7 & 8

6. Visual support: ie. Images, graphic organizers, language ladders etc. 7. Contextualized grammar instructions 8. Culminating synthesis activities: knowledge is displayed in writing and orally Q: Which of the above do you use in your English language class and why? Q: Which of the above do you not use in your English language class and why not?

15 Britons Five Points

Britons Five Points

According to Brinton et al (1989) 1. Research shows that for successful language learning to occur, the language syllabus must take into account the uses the learner will make of the target language That means systematic focusing on those language forms and functions which will best serve the learner in his/her future language use.

16 Use of English: For What

Use of English: For What

What will your students use their English for? Where, when, and with whom? LEEP: Learning English for Examination Purposes 2. The use of informational content which is perceived as relevant by the learner enhances motivation in language learning and thus promotes learning effectiveness.

17 Existing Knowledge

Existing Knowledge

3. Content-based approaches are built upon the previous experience of the learner, as they take into account the learners existing knowledge of the subject matter and use pedagogical methods which aim at overall development of cognitive and academic skills, as well as linguistic skills. Critical Thinking Skills Memorization vs Creative Problem-Solving

18 Context and Correctness

Context and Correctness

4. Content-based approaches provide a larger framework and context for language development, in which the focus is not only on fragmented examples of correct language forms, but also on interaction and discourse patterns. The right answer versus A/one right answer Plurality of Thought versus Singularity

19 Comprehensible Input

Comprehensible Input

5. SLA (second language acquisition) research suggests that a necessary condition for successful language learning is comprehensible input which requires focusing on the meaning rather than the form. The development of good receptive communicative skills is the foundation on which productive skills are based. Stephen Krashen: i + 1

20 From Theory to Practice

From Theory to Practice

Using texts in the classroom Criteria for selection of texts: Recent and Relevant Shorter Clear and Concise Q: What are your students interested in? Q: How do you prefer to spend their time? Q: What do they spent their money on?

21 Technology

Technology

http://www.breakingnewsenglish.com/technology.html http://www.breakingnewsenglish.com/1309/130907-smartwatch.html Free online articles with free online language learning tasks and activities

22 The New Smartwatch

The New Smartwatch

Samsung has entered the newly-emerging smartwatch market by unveiling its multi-function timepiece, the Galaxy Gear. It is a digital watch with a difference. Wearers can make telephone calls, receive emails and take photographs. It can also run dozens of Android apps on its 1.6-inch screen. Users navigate through different screens and functions using swipes. (7 Sept 2013)

23 Second half of first para

Second half of first para

What's more, it comes in a range of vibrant colours that add a sci-fi feel to its stainless steel body. The device will be on sale from September 25th and comes with a $299 price tag. Samsung beat its main competitor Apple to the market. Industry insiders expect Apple to reveal details of its smartwatch within a week or two.

24 First half of second para

First half of second para

Analysts have had mixed reactions to the Galaxy Gear. Jack Gold of J. Gold Associates suggests the product is overpriced. He said Samsung would need to price it at under $100 to get mass-market appeal. He added: "At $300, that's probably as much as most people will pay for a phone itself."

25 Second half of second para

Second half of second para

Independent analyst Jeff Kagan said the Gear "is another step into the future" and that Samsung continues to "push the innovation envelope". He predicted it would be as popular as Samsung's smartphones and tablets. A Samsung spokesperson said: "We have created something incredible. You don't need to get your phone out anymore. Gear takes the entirety of your digital world and places it right where you can see.

26 A simple text analysis

A simple text analysis

234 words in two paragraphs Para 1: 114 words in eight sentences. Para. 2: 120 words in eight sentences. 16 sentences: Average sentence length: 14 to 15 words per sentence Longest sentences: Approx. 20 words. Shortest sentences: Approx. 10 words. Q: How would you use this text in your English language lesson/classroom?

27 Making the most of the text

Making the most of the text

Mining the Material Doing More with Less Using the same text in many different ways Using the same text for all the different language modalities Using the same text develop higher level critical thinking skills

28 1. Working at the word level

1. Working at the word level

Mixed-Up Words: Unscramble to words 1. the newly-gmneregi smartwatch market 2. tvgnieaa through different screens 3. a range of ratbinv colours 4. add a sci-fi feel to its esstnalis steel body 5. The iedevc will be on sale from September 25th 6. ereval details of its smartwatch

29 2. At the sentence level

2. At the sentence level

Put a slash mark where the spaces should be Samsunghasenteredthenewly-emergingsmartwatchmarketbyunveilingitsmulti-functiontimepiece,theGalaxyGear. Itisadigitalwatchwithadifference. Wearerscanmaketelephonecalls,receiveemailsandtakephotographs.ItcanalsorundozensofAndroidappsonits1.6-inchscreen.

30 3. Punctuation

3. Punctuation

Punctuate the text and add capitals users navigate through different screens and functions using swipes what's more it comes in a range of vibrant colours that add a sci-fi feel to its stainless steel body the device will be on sale from september 25th and comes with a $299 price tag

31 4. Vocabulary

4. Vocabulary

Choose the correct one in each pair Wearers can make telephone calls, receive emails and take photographs. It can also run / ruin dozens of Android apps on its 1.6-inch screen. Users navigate / invigorate through different screens and functions using swaps / swipes.

32 5. More Vocabulary

5. More Vocabulary

Analysts have had (9) ____________ reactions to the Galaxy Gear. Jack Gold of J. Gold Associates suggests the product is overpriced. He said Samsung would need to (10) ____________ it at under $100 to get (11) ____________ -market appeal. He added: "At $300, that's probably as much as most people will pay for a phone (12) ____________."

33 Cloze Testing: Gap-Filling

Cloze Testing: Gap-Filling

tablets mass entirety mixed push price incredible itself

34 6. Comprehension

6. Comprehension

True/False a. Samsung has introduced to the world its third and best smartwatch. b. The watch can run 16 apps on its screen. c. The body of the watch is made of stainless steel. d. Samsung has probably beaten Apple to the market by a few weeks.

35 True/False

True/False

e. An expert said the Gear was too expensive to sell well. f. Another expert praised how innovative the Galaxy Gear was. g. The expert said it wouldn't be as popular as smartphones. h. Samsung said you would still need to get your phone out. A: F; B: F; C: T; D: T; E: T; F: T; G: F; H: F

36 7. Higher-level comprehension

7. Higher-level comprehension

1. What is the synonym for "watch" in the first sentence? 2. What is the size of the watch's screen? 3. How do people move through the screens on the watch? 4. What gives the watch a more sci-fi feel? 5. Who expected Apple's product to come out soon?

37 The Answers

The Answers

The answers Sometime more than one possible answer Creativity and Critical Thinking 1.Timepiece 2.1.6 inches 3. Using swipes 4. Vibrant colors 5. Industry insiders

38 8. Critical Thinking Skills

8. Critical Thinking Skills

Higher Level Cognitive Skills a) Did you like reading this article? Why/not? b) Do you think smartwatches will be a big success? c) How does a smartwatch compare with a smartphone? d) Will smartwatches eventually replace traditional (non-digital) watches?

39 Opinion and Explanation

Opinion and Explanation

e) What functions would you like on a smartwatch? f) Do you think a smartwatch is "incredible"? g) What do you think of the name of Samsung's smartwatch "Gear"? h) When will smartwatches incorporate credit cards, passports, etc? i) Is a watch too small to see "the entirety of your digital world"? j) What questions would you like to ask the CEO of Samsung?

40 Many More Possibilities

Many More Possibilities

9. Matching Words: Synonyms 10. Matching phrases 11. MCQ: Multiple Choice Questions 12. Grammar with word forms For example: Samsung has entered the newly-(1) ____ smartwatch market by unveiling its multi-function timepiece, the Galaxy Gear. (a) emerging (b) emerge (c) emerges (d) emergency

41 The Driverless Car

The Driverless Car

Toyota shows video of driverless car 8 January 2013 Toyota has released a video of its new driverless car. The real car will be on show at an electronics show in Las Vegas, USA. The car is full of special "intelligent" safety features to make sure it does not crash. It uses radars and video cameras to understand where other cars are.

42 Second half of first para

Second half of first para

It can also "see" people and slow down to avoid hitting them. The car can also communicate with other cars that have the same technology. A Toyota spokesperson said: "We're looking at a car that would eliminate crashes. Zero-collisions is our ultimate aim." He added that the car should be used with a driver, but that it can also drive itself. This would be useful if the driver wants to use his or her laptop, or falls asleep.

43 Teaching English for Academic Purposes Using CBI and TBLT

Teaching English for Academic Purposes Using CBI and TBLT

GDPNU, College English Department 6 December 2013 Prof. Andy Curtis, Anaheim University, USA President (Elect) TESOL Association

Teaching English for Academic Purposes Using CBI and TBLT
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