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Content-Based Instruction





( CBI)









Mr. / Girgis






Go to my Blog



https://mrgirgis.blogspot.com/





Click here to go to : Abouna Fanous Site.




موقع عمى أبونا فانوس الأنبا بولا






email-logo – Jenny Brook Bluegrass





E-mail  1  :  girgishannaharoun@yahoo.co.uk




  E-mail    2  : girgishanna027@gmail.com




اضغط هنا لتصل الى فيديوهات موقع ابونا فانوس و تنال بركته





VK8GFP9HFt9BbBrZe58JpDvB9NEdhFIgtrOB-I8YcSjs9DNu9yWv_6L9Qb-bnK0v.jpg

Translate This Page


"So do not fear, for I am with you; do

not be dismayed, for I am your God.

I will strengthen you and help you; I

will uphold you with my righteous

right hand."      Isaiah 41:10



free-clipart-important-notice-9 | Chippewas of the Thames







Humor:





Girl Laughing Hysterically Stock Photo ...




Teacher: You aren’t paying 

attention to me. Are you 

having trouble hearing?



Pupil:No, teacher I’m having

 trouble listening!


Use the other  language selector on

 my home page above to go through

 my whole site using any native

 language you speak,



then use the video above to see and 

listen to the same teaching topic in

 text below.




اختاراي لغة من لغات العالم /  اللغة التى تريد تصفح

 موقعى باستخدامها . استخدم المؤشر


الذى فى الاعلى



Next, Use the world site selector on my 

home page above to go to the search 

engine site or the social media site you 

like.



My YouTube Channel:    Click: :( Mr. / Girgis H. H).



منهج الانجليزى ثانوية عامة / معكم الاستاذ / جرجس حنا هارون


 /Unit 1: (Writers and stories) Lesson: 1






1-Language proficiency



Teachers need some tasks to practice.  These tasks

include typical classroom management practices that

many teachers already perform in English, such as

setting instructions for student assignments, 

organizing students into groups, and directing 

students to turn their attention to the board or a 

certain page in their books.






Other classroom language-use tasks may be specific

to CBI contexts.  For example, CBI teachers will need

to be able to make both language and subject-area

content information accessible to students.

To do so, they will need to be able to comprehend,

explain, and model academic discourse patterns and

vocabulary usage.


 


4 Tips for a Successful Self-Contained High School Classroom | Edutopia





2-Academic skills


These teachers will need to develop skills such as

information retrieval, note-taking, paraphrasing,

summarizing, and synthesizing.  These teachers will

need to develop skills such as information retrieval,

note-taking, paraphrasing, summarizing, and 

synthesizing.





Pedagogical knowledge and skills



CBI teachers need to be introduced to and given

extensive opportunities to observe and try out for

themselves teaching practices that have been shown

through empirical research to support effective

language and content learning.In the CBI classroom,

language instruction is presented in a highly

contextualized manner. 





Rather than being based on a chronological

progression of grammatical forms as in more

 traditional language classrooms, the selection of

grammar and vocabulary activities in CBI classes is

based on the texts that students are asked to read or

listen to in order to learn and relate new content

knowledge and language learning.


 





Content-language interface skills



1-Future CBI teachers will need a clear 

understanding of how emerging proficiency in both

 the first and second language will impact content 

and language learning achievement.




2-Future CBI teachers need to be aware of this 

research and need to know how the learning 

processes and progress of students in dual-

language programs will differ from those of

 students in traditional monolingual programs. 





This knowledge will enable these teachers to adjust

their instructional strategies appropriately and 

reassure concerned parents, students, and school 

directors.






3-Future CBI teachers will also need the 

professional and social skills to form effective 

partnerships with subject-area instructors.

 
 


Classroom Management for High School Teachers - S&S Blog





How different learners learn differently:



CBI teachers need to recognize that different learners

will progress through content and language learning

stages at different paces, and will need different types

and amounts of scaffolding support to achieve content

and language learning targets.






These teachers will need to develop skills for identifying

 what motivates individual learners, along with skills to

help those students set and achieve personal learning

objectives.


 


6 Steps Teachers Should Take If Their New Students Are Behind | Study.com




Materials development and syllabus design:



The shortage of relevant, appropriate materials is a

constant dilemma for CBI teachers. Generally,

language-learning textbooks that purport to be

 content- or theme-based rarely treat a given topic in

sufficient depth to afford students multiple opportunities

to receive sustained input on the topic.

 


Rear View Of Female High School Teacher Standing At Front Of Class Teaching  Lesson Stock Photo - Download Image Now - iStock




Assessment for learning.



In many educational systems, standardized tests

determine what teachers and students do in the

classroom. In effective CBI classrooms, assessment is

used to support student learning, rather than to

 direct it.





 Teacher and students use information gathered via

different assessments to gauge how students are

progressing towards content and language-learning 

goals and to determine whether additional instructional 

time or learning support is needed for students to 

achieve goals.

 


Where Teachers Stand on Politics in the Classroom




Incorporating educational technologies.



CBI teachers will need to possess technological skills

that will allow them to reach Net Generation 

students.  Many technologies are already being 

used to effectively support CBI projects.






 It has become commonplace in schools and

classrooms around the world to use the Internet as a

means to access information.





To be effective consumers of Internet information,

students need to be taught how to effectively 

evaluate the trustworthiness of information sources. 

 It is also now common for students to collaborate 

with peers from around the world on content and 

language-learning projects.





Such international collaborative projects give 

students important opportunities to learn firsthand 

about using English for intercultural communication.


 



View Other resources:


1-The Conversation Class 


2-Good Teaching is Timeless.


3-Puns,  puzzles and Riddles.


4-Curiosity and Comprehension.


5-A Classroom Language  Journal.


6- Twenty Testing mistakes to avoid.


7-Creating a storytelling Classroom.


8-Story Theater in Teaching English.


 Teaching Forum 2010, Volume

48, Number 2


1-Intercultural Training with Films


2-Cooperation and Collaboration


3-Consciousness-Raising / Prepositions



4-Lacrosse: Inspiring Feats


5-Lesson Plan: Be a Good Sport



6-Lighter Side



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