| 摘要 | 第1-5页 |
| Abstract | 第5-8页 |
| Charter Ⅰ Introduction | 第8-11页 |
| ·The Aim of the Research | 第8-9页 |
| ·The Significance of the Research | 第9页 |
| ·The Layout of the Thesis | 第9-11页 |
| Charter Ⅱ Literature Review | 第11-20页 |
| ·Definitions different demonstrations of level teaching and other definitions | 第11-12页 |
| ·Background information | 第12-17页 |
| ·Introduction of Dalian Maple Leaf International School | 第12-13页 |
| ·The Chinese Courses | 第13页 |
| ·The BC Courses | 第13-15页 |
| ·Current course selections for G10 | 第15-17页 |
| ·The Previous studies abroad | 第17页 |
| ·The Previous studies at home | 第17-20页 |
| ·The level-based studies in Public school in China | 第17-18页 |
| ·Observation of other Canadian Offshore high schools | 第18页 |
| ·Development of level teaching in Maple Leaf School | 第18-20页 |
| ·The basic stage- ESL level-based teaching | 第18-19页 |
| ·The Development stage: level- gender separation | 第19-20页 |
| Charter Ⅲ Theoretical Basis | 第20-27页 |
| ·Communicative teaching | 第20-21页 |
| ·The content of communicative teaching | 第20页 |
| ·Maple Leaf’s implication for communicative teaching | 第20-21页 |
| ·The standard of Maple Leaf’s communicative teaching | 第21页 |
| ·Social Constructivism | 第21-25页 |
| ·Constructivism learning issue | 第21页 |
| ·Constructivism teaching concept | 第21-22页 |
| ·English level-based teaching on the basis of Constructivism | 第22-25页 |
| ·The second language acquisition—input hypothesis | 第25-26页 |
| ·Krashen's input hypothesis | 第25页 |
| ·The implication of Krashen’s input hypothesis in level-based teaching | 第25-26页 |
| ·Interaction theory | 第26-27页 |
| Charter Ⅳ Methods of research | 第27-32页 |
| ·Research questions | 第27页 |
| ·Subjects | 第27页 |
| ·Instruments | 第27-30页 |
| ·Questionnaires | 第27页 |
| ·Pre-test | 第27-28页 |
| ·Post-test | 第28-29页 |
| ·Interviews | 第29-30页 |
| ·Research procedures | 第30-31页 |
| ·Data Collected | 第31-32页 |
| Charter Ⅴ Analysis and Discussion | 第32-47页 |
| ·First analysis on the data | 第32页 |
| ·Discuss the problem | 第32-33页 |
| ·Maple Leaf Level-based English teaching model | 第33-37页 |
| ·Level-based Teaching’ Implications in English teaching | 第37-47页 |
| ·Description of ESL Proficiency Levels | 第37-44页 |
| ·Teaching materials | 第44-45页 |
| ·Teaching ways and evaluating system | 第45页 |
| ·Counselors’ system- humanistic concerns | 第45-47页 |
| Charter Ⅵ Conclusion | 第47-50页 |
| ·Conclusion - the basic advantages of level-based English teaching | 第47页 |
| ·Findings of the Research | 第47-48页 |
| ·English teaching should combine the west and the east | 第47-48页 |
| ·Level-gender separation promote the students’ English achievements | 第48页 |
| ·Level-based teaching help the students be responsible for their learning | 第48页 |
| ·Limitations | 第48-50页 |
| Appendix A | 第50-51页 |
| Appendix B | 第51-60页 |
| Reference | 第60-62页 |
| Acknowledgment | 第62页 |
