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 some  insights  on  the researches  of  CBI  and  English  reading  teaching.  Hopefully,  the  success  of  the  study  could stimulate and inspire some researchers to keep on this topic and go a further step to combine CBI  with  English  reading  teaching  in  junior  high  school.  Furthermore,  this  study  provides  a new idea for the development of English reading teaching in junior high school and supports junior  high  school  English  teachers  with  an  effective  model  to  teach  English  reading.  The theme-based model of CBI can help students to develop favorable reading habits and cultivate interests in English, which can lay a solid foundation for the further English study. All in all, the  study  benefits  both  teachers  and  students  and  helps  develop  the  theme-based  model  and English reading teaching in junior high school. 
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Chapter 2 Literature Review  

Many researchers have studied on the theme-based model of CBI and their theories and their findings have offered basic theoretical foundations for my study. The researches on the theme-based  model  in  reading  teaching  abroad  and  at  home  have  also  provided  valuable References.  In  order  to  put  the  theme-based  model  of  CBI  into  the  practice  of  junior  high school  English  reading  teaching,  it  is  necessary  to  have  a  comprehension  of  CBI,  especially its  theme-base  model.  The  characteristics  and  rationales  of  the  theme-based  model  are described in detail in this chapter. 

2.1 Content-based Instruction 
The theme-based model is an elementary model of CBI. To have a specific understanding of the theme-based model, the definitions and the models of CBI should be figured out first. Up to now, there is no unified definition of CBI and many different definitions have been proposed.  Krahnke  (1987)  has  offered  a  definition  that  “it  is  the  teaching  of  content  or information in the language being learned with little or no direct or explicit effort to teach the language  itself  separately  from  the  content  being  taught.”  Brinton  et  al.  (1989)  have  defined CBI  as  “...the  integration  of  particular  content  with  language  teaching  aims...the  concurrent teaching  of  academic  subject  matter  and  second  language  skills”.  Crandall  &  Tucker  (1990) have stated that CBI is “...an approach to language instruction that integrates the presentation of topics or tasks from subject matter classes (e.g., math, social studies) within the context of teaching a second or foreign language”. Stryker & Leaver (1997) have claimed that “CBI can a本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。