| Abstract | 第1-6页 |
| 摘要 | 第6-10页 |
| Introduction | 第10-13页 |
| Chapter 1 The Current Situation of English Teaching in China | 第13-30页 |
| ·Status quo about Teaching English in China | 第13-22页 |
| ·Teachers’Different Roles and Students’Initiative and Enthusiasm | 第14-15页 |
| ·Fluency, not Just Accuracy | 第15-16页 |
| ·Use of Target Language and First Language | 第16-18页 |
| ·Adoption of Multimedia | 第18-20页 |
| ·Weaknesses of Present Use of English Textbooks | 第20-22页 |
| ·Present Situation of English Teaching Approaches in English Classroom | 第22-25页 |
| ·Adoption of Grammar-Translation Method | 第22-23页 |
| ·Adoption of Task-Based Approach | 第23-25页 |
| ·Obstacles in Applying Communicative Language Teaching in China | 第25-30页 |
| ·Current Educational Situation and its Effect on English Teaching | 第25页 |
| ·Lack of Qualified English Teachers | 第25-26页 |
| ·Lack of Oral Test in National Examination and College English Test (Band4) | 第26-27页 |
| ·Lack of Authentic Materials and Equipment | 第27-28页 |
| ·Large Class Size | 第28页 |
| ·Inherent Weakness of Communicative Language Teaching | 第28-30页 |
| Chapter 2 Analysis of Approaches and Methods Prevailing in Present Classroom Teaching | 第30-44页 |
| ·Grammar-Translation Method | 第30-33页 |
| ·Introduction of Grammar-Translation Method | 第30-31页 |
| ·Advantages of Grammar-Translation Method | 第31-33页 |
| ·Communicative Teaching Approach | 第33-38页 |
| ·Introduction of Communicative Teaching Approach | 第34页 |
| ·The Communicative Competence | 第34-37页 |
| ·Developing Fluency | 第37页 |
| ·Two False Notions about the Nature of Communication | 第37-38页 |
| ·Approaches in Teaching Reading | 第38-40页 |
| ·Bottom-up Approach | 第38-39页 |
| ·Top-down Approach | 第39页 |
| ·Interactive Approach | 第39-40页 |
| ·Schemata Theory | 第40页 |
| ·Applying CAI in Language Teaching | 第40-44页 |
| Chapter 3 Models of Classroom-Based Teaching on Integrated Reading | 第44-64页 |
| ·Teaching Reading in English Classroom | 第45-53页 |
| ·Three Stages of Reading (Pre-reading, While-reading, and Post-reading) | 第45页 |
| ·Pedagogic Skills or Strategies | 第45-47页 |
| ·Applying Annotation to Reading Comprehension | 第47-52页 |
| ·What Teachers Should Do in Reading Class | 第52页 |
| ·Discussions | 第52-53页 |
| ·Teaching Listening in English Classroom | 第53-57页 |
| ·Potential Obstacles in Listening | 第53页 |
| ·Teaching Procedures | 第53-55页 |
| ·The While-Listening Stage | 第55-57页 |
| ·The Post-Listening Stage | 第57页 |
| ·Turning Post-listening Activities into Oral Practice | 第57-62页 |
| ·Strategies to Make Students Active in Oral Class | 第58-60页 |
| ·Repetition and Reproduction of a Certain Number of Typical Dialogue Modes | 第60页 |
| ·Text Summarizing and Retelling | 第60页 |
| ·Role-play in Pairs/Groups | 第60-61页 |
| ·Vocabulary Enhancement to Initiate Students’Interest and Enthusiasm in Speaking | 第61-62页 |
| ·The Teachers’Role in Oral Classroom | 第62-64页 |
| Chapter 4 Pedagogical Implication and Existing Problems Underlying the Two Models | 第64-69页 |
| ·Feedback of Reading Model and its Weaknesses | 第64-66页 |
| ·Feedback of Listening Model and Oral Assessment in the Terminal Exams | 第66-67页 |
| ·Developing Learner Autonomy Outside the Classroom | 第67-69页 |
| Conclusion | 第69-71页 |
| Bibliography | 第71-74页 |
| Appendix | 第74-80页 |
| Acknowledgements | 第80页 |
