Ministry of higher and secondary special education of the republic of uzbekistan termiz state university

Theme-based model: Students learn content from an overlying theme or set of topics. Teachers create language activities for students based on the content theme.

example: students are learning about food nutrition. for a class activity, they will make a meal to enjoy together. they use english to discuss kitchen supplies needed as well as cooking methods to prepare their meal. then the class will head to the kitchen and start cooking! 

immersion model: students attend school where the language of instruction is their second language. example: students learn about the engineering process through an introductory applied science course. the language of instruction is english, so they are able to gain familiarity with relevant technical terms. through experimenting with different mixtures, students become chemical engineers: asking, imagining, evaluating, and improving their designs to achieve the optimal play dough product. 
Adjunct Model: Students enroll into two linked courses (one content course and one language course). Both courses complement each other with coordinating assignments. 
example: esl students take a philosophy class, while taking a corresponding esl academic writing class. this equips students with the necessary writing skills and organization flow needed for writing philosophy papers. 
Sheltered Model: Students acquiring a second language attend school taught in the second language along native speaker classmates. 
example: international students attend boarding school in the us.
CBI comes in many forms, from students learning about French history while speaking French to taking photography classes while abroad. What can be better than seeing our students create something and learn language at the same time?


2. Content-theme-based instruction in efl class
The interest in Content-Based Instruction has spread to EFL classroom situations because teachers believe that the language education in EFL contexts should be similar tothat of ESL to some extent. Even though the approachcannot be applied in the same way, an alternative form called “the theme based model” has been introduced in some countries (Davies, 2003). According to Davies, an EFL teacher and a content specialist can teach together for the theme-based CBI, the content is not as limited or specific as in an ESL classroom. Instead of the content that is generally used in ESL, the teacher can design a syllabus that includes broad and varioustopics which students would be interested in, and offer additional supplements from the Internet, newspapers, and other diverse reading sources organized by topics. This model is to teach both the content interested to the particular class and language skills – Listening, Speaking, Reading and Writing. The CBI EFL teachers should care about assessment/ evaluation as much as the ESL teachers. Continuous assessment is needed in CBI and “daily quizzes, journals, and direct oral feedback” can be used (Davies, 2003).
Content based instruction (CBI) is a teaching method that emphasizes learning about something rather than learning about language. Although CBI is not new, there has been an increased interest in it over the last ten years, particularly in the USA and Canada where it has proven very effective in ESL immersion programs. This interest has now spread to EFL classrooms around the world where teachers are discovering that their students like CBI and are excited to learn English this way.