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The Content-Based Syllabus
Transcript of The Content-Based Syllabus
Novi Fitri Puspitasari
The theory of language
The main focus of designing
The way of grading tasks
The balance of content and language
They facilitate comprehension
Content serves as the best basic for teaching the skill areas
They address students’ needs
They motivate learners
They allow for integration of four skills
They allow for use authentic materials
A lack of training in content-based syllabuses
Collaboration between the language teacher and the subject matter teacher is imperative
Language proficiency of the subject matter teacher and the language teacher
Limited time to achieve adequate academic level
3. Instructional Materials
Little material available on the market
How to assess subject matter and language skills within the educational system
The content-based syllabus is the teaching of content or information in the language being learned with little or no direct to teach the language itself separately from the content being taught ( Nunan 1988)
This syllabus is designed when the purpose is to teach some content or information in a language that students are also learning.
Learners are helped to acquire language through the study of a series of relevant topics, each topic exploited in systematic ways and from different angles (Nunan, 1988:49-50.)
People learn a second language more successfully when they use the language as a means of acquiring the information, rather than as an end in itself.
Content-based syllabus must reflect learners’ need for learning a second language.
Extensive reading of literature
Social studies, science
In chemistry class linguistic adjustments are made to make the chemistry more understandable
Content should be chosen both according to students' need and teachers' comfort students :
Read authentic material
Debate, make group projects, learn cooperatively
Integrate writing skills
Should have critical thinking skills through real life problem solving situation