The Theme-based CBI In Chinese ELT Context

English Language teaching (ELT) began in China in 1920s. Along with the development of the society it has been changing through the years. From the grammar-translation method and the audio lingual method in the early days to the communicative approach prevailing so far, people keep seeking the ELT model that can meet the need of the development of the society in the new situation. With the arrival of 21st century, English assumes even greater importance and the teaching of English faces a new challenge. A revised English course standard is therefore formulated upon the overall goal of English. Courses are set to develop the students' comprehensive quality. It focuses on developing the ability of using language to understand and communicate ideas and information to interact with others. Students should learn how to work collaboratively through the process of language learning. Students should be given frequent opportunities to engage in tasks that reflect the desired outcomes in an authentic manner. Their language skills should be developed through the experience of working within the language for real purposes and real audiences. The process-oriented assessment system should be formed to help the student to be self-confident and to develop effective learning strategy. The existing English teaching methods in China today still put emphasis on grammar and language form. The content of the material is often neglected. The language learning breaks away from the authentic language environment. ELT in many of China's schools is far from being satisfactory and unable to suit the needs of the political and economic development of the country. The exploration of the new English teaching model is extremely urgent. Based on the experience of English teaching and draw on the philosophy of the content-based instruction (CBI), the present author proposes the theme-base CBI as an ELT model that can meet the new situation of ELT in China in the new millennium and the demand of the new English curriculum standard. Theme-based CBI is the instruction in which the course is organized around selected themes or topics drawn from one content area or from across the curriculum rather than around other organizing feature (such as a grammatical syllabus). Students practice all the language skills in the study of atheme. It places an equal value on content and language objectives. It provides the students with authentic material and gives them opportunity to using the language objectively in the real language environment. Class is organized in the way so that students are more involved in the teaching and learning process, which can help to transform passive dependent students into self-confident autonomous learners. Teachers do not simply help the student to acquire knowledge, instead, they teach the students learning strategies and study skills that promote deep learning and that promote lifelong learning. This instruction model helps develop the ability of the students to participate and prosper in a changing world and a new millennium and gives scope to the students' creativity and imagination. It focuses on all aspects of human development. This present thesis gives a general introduction to the history and current status of ELT in China and CBI in western countries. It reveals the implication of CBI on the ELT in China and investigates the characteristics and theoretical base of theme-based CBI. It focuses upon the implementation of theme-based CBI in Chinese ELT context. The assessment of this instruction model and the role of the teacher are also discussed.