CONTENT-

BASED
CURRICULA
NEILJHON ORILLA
RENZ ANGELO CABINGAO
PERRY DELOS REYES
NORICRIS MARIE TOLENTINO
JONALYN MIGUEL
PURPOSE OF CONTENT-BASED CURRICULA
The Content and Language Integrated Approach (CLIL) is a teaching
approach that aims to develop both language proficiency and subject
knowledge through content-based instruction. The purpose of CLIL is
to provide students with an engaging and meaningful learning
experience that supports their language development while also
helping them acquire in-depth knowledge of a specific subject. CLIL
helps to make learning more relevant and interesting for students by
linking language learning to real-life situations and practical
applications
FRAMEWORK
 CONTENT
- A Content-Based Instruction curriculum
is based on a subject matter core, uses
authentic language and texts, and is guided by
learner needs. This means that the curriculum is
based on a certain subject matter and
communicative competence is acquired in the
context of learning about certain topics in that
subject area.
TEXTBOOKS AND MATERIALS
-assano, S. K., & Christison, M. A. (1992). Life sciences: Content
and learning strategies.
- Longman, Benesch, S. (Ed.). (1988). Ending remediation Linking
ESI and content in higher education. Teachers of English to
Speakers of Other Languages.
- Benesch, S. (1996). Needs analysis and curriculum development
in EAP: An example of a critical approach. TESOL Quarterly, 30(4),
723-738.
 TOPICAL-
SITUATIONAL
APPROACH
NEILJHON ORILLA
RENZ ANGELO CABINGAO
PERRY DELOS REYES
NORICRIS MARIE TOLENTINO
JONALYN MIGUEL
PURPOSE OF TOPIC-SITUATIONAL
APPROCH
Content is the main point of departure.  
-Focused on the practice of teaching grammatical structures
and vocabulary as dictated on a specific topic or situation. 
-Identifying what and how language is used with a particular
topic and/or in a particular topic situation, and grammatical
structures and vocabulary are identified and learned as they
become important for talking about a topic or in a situation. 
FRAMEWORK OF TSA
 FRAMEWORK OF TSA
The situations that were given to the curriculum designer were general
in the sense that topics within these situations apply to a large number
of students who would be seeking higher education experiences. 
 
Basic assumptions: 
1. Language is used to accomplish specific purposes. 
2. Language use is motivated by topics and situations. 
3. Different types of performances are necessary to meet the purposes
that individuals have for using topics and participating in situations.
 CONTENT
- Topics are included in the curriculum with
no specific situation in mind because topics
are basic to all situations (e.g. clothing, food,
color, and shapes). 
TEXTBOOKS AND MATERIALS

Streamline English (Hartley &

Viney, 1979); English for Today
(Slager, 1972); Kernell Lessons
(O’Neill, 1973).