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Click here to go to : Abouna Fanous Site.



موقع عمى أبونا فانوس الأنبا بولا



email-logo – Jenny Brook Bluegrass



girgishannaharoun@yahoo.co.uk



اضغط هنا لتصل الى فيديوهات موقع ابونا فانوس و تنال بركته



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"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:





51. The Laughing Lady |




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



Content-Based Instruction



( CBI)



Why language teachers love Content Based Language Instruction - The  Comprehensible Classroom





Mr. / Girgis





Chhattisgarh Schools To Reopen From June 15, 100% Attendance Inspection To  Be Carried Out | Deets Inside



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.


 


We Need To Admit That The Job Of The Classroom Teacher Has Simply Become  Too Big - The Edvocate



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



Understanding 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 those

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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