A Case Study Of English Listening And Speaking Lessons Based On CBI Theme Mode In Secondary Vocational School

Content-Based Instruction(CBI)is a teaching concept that integrates language learning with subject content.The Theme Model based on CBI emphasizes that the focus of teaching objectives is on learner’s language learning and the subject content are maximized for language teaching(Brinton et al.,1989),which conforms to the requirements of 2020 English Curriculum Standard for Secondary Vocational Schools for the implementation of vocational module courses.Therefore,the English teachers of a secondary vocational school in Yanji has collectively prepared lessons for YINGYU GONGKELEI ZHIYE MOKUAI,and carried out the teaching reform practice of English listening and speaking courses under the CBI theme mode in different engineering majors.This study takes six English listening and speaking lessons as the case analysis object,including three lessons conducted by three teachers in class of electrical technology application major,computer application major,automobile application and maintenance major,which unit is Job Hunting;and three lessons conducted by one of the teachers in class of electrical technology application major,which units are Safety at Work,Making Use of Tools and Following Instructions.Two research questions are deeply explored as follows: First,how to integrate English with students’ subject content under CBI Theme Mode in teaching listening and speaking of English in secondary vocational school? Second,what is the students’ learning effect in English listening and speaking lessons under CBI Theme Mode in secondary vocational school? The findings are listed through the discussion and analysis of classroom observation scale data,teaching plan materials and interview content.In terms of the integration of English and subject content,(1)first of all,under the core theme of “profession”,teachers reselect the units of textbook according to students’ majors and take time as axis to construct the units from the beginning of the career,to the workplace entering,and then to the career development.On this basis,teachers make a transition from general units to subject units to integrate English with subject content step by step.(2)Secondly,teachers dig out the subject elements in the textbook and redevelop vocabulary,listening materials and speaking dialogue by the way of selection,adaptation,supplement and maintenance.(3)Furthermore,teachers post learning contents such as new vocabulary to online platform as the warm-up before class for autonomous learning by students themselves;then place emphasis on teaching listening,speaking and content in class and do the second warming-up by taking “listening content” for “speaking content”,using modern information technology to create contexts and present contents that related to students’ majors.(4)Finally,the after-class assignments are closely related to students’ majors and English teachers conduct cross-subject horizontal cooperation with their professional teachers in the late stage of CBI courses.Thus,“planning,preparation,teaching and application form a quaternity,with both content and language paid attention to.In terms of students’ learning effect: Students gained good results in achieving language teaching objectives in class overall.The average value of language expression and language interaction has the trend of a slight upward.Besides,the integration of English and subject content has stimulated students’ interest in learning English to a great extent.Students actively completed tasks after class by using existing professional background knowledge.