声明
摘要
Abstract
Content
ChapterⅠ Introduction
1．1 The Aim of the Research
1．2． The Significance of the Research
1．3 The Layout of the Thesis
Chapter Ⅱ Literature Review
2．1 Definitions--Different demonstrations of level teaching and other definitions
2．2 Background information
2．2．1 Introduction of Dalian Maple Leaf International School
2．2．2 The Chinese courses
2．2．3 The BC Courses
2．2．4 Current course selections for G10
2．3 The Previous studies abroad
2．4 The Previous studies at home
2．4．1 The level-based studies in Public schools in China
2．4．2 Observation of other Canadian Offshore high schools
2．4．3 Development of level teaching in Maple Leaf School
Chapter Ⅲ Theoretical basis
3．1 Communicative teaching
3．1．1The content of communicative teaching
3．1．2 Maple Leaf’s implication for communicative teaching．
3．1．3 The standard of Maple Leaf’s communicative teaching
3．2 Social Constructivism
3．2．1 Constructivism learning issue
3．2．2 Constructivism teaching concept
3．2．3 English level-based teaching on the basis of Construetivism
3．3 The second language acquisition-input hypothesis
3．3．1 Krashen’s input hypothesis
3．3．2 The implication of Krashen’s input hypothesis in level-based teaching
3．4 Interaction theory
ChapterⅣ Methods of research
4．1 Research questions
4．2 Subjects
4．3 Instruments
4．3．1 Questionnaires
4．3．2 Pre-test
4．3．3 Post-test
4．3．4 Interviews
4．4 Research procedure
4．5 Data collected
ChapterⅤAnalysis and Discussion
5．1 First analysis on the data
5．2 Problem Discussed
5．3 Maple Leaf Level-based English teaching Model
5．4 Level-based Teaching’ Implications in English teaching
5．4．1 Description of ESL Proficiency Levels
5．4．2 Teaching materials
5．4．3 Teaching ways and evaluating system
5．4．4 Counselors’ system-humanistic concerns
Chapter Ⅶ Conclusion
6．1 Conclusion-the basic advantages of level-based English teaching
6．2 Findings Of the research
6．2．1 English teaching should combine the west and the east．
6．2．2 Level-gender separation promote the students’ English achievements arise
6．2．3 Level-based teaching help the students be responsible for their learning
6．3 Limitations and Recommendations for further research
Appendix A
Appendix B
Reference
Acknowledgment
