| 1 Introduction | 第1-9页 |
| ·Purpose of this study | 第7-8页 |
| ·Significance of this study | 第8-9页 |
| 2 Literature review | 第9-12页 |
| ·Stern's teaching-learning model | 第9-10页 |
| ·Wang Cairen's English teaching-learning communicative model | 第10-11页 |
| ·Fan Yi's dynamic teaching-learning model | 第11-12页 |
| 3 The present study | 第12-16页 |
| ·The Background of the IPM | 第12-13页 |
| ·Brief introduction to IPM | 第13-15页 |
| ·The writer's understanding to IPM in English class teaching | 第15-16页 |
| ·Hypothesis | 第16页 |
| 4 Rationale for this study | 第16-19页 |
| ·The rationale of task-based approaches | 第16-17页 |
| ·Ellis's input and interactionist hypothesis | 第17-18页 |
| ·Cognitive theory | 第18-19页 |
| 5 Research subjects and procedure | 第19-32页 |
| ·Research subjects | 第19页 |
| ·Procedures | 第19页 |
| ·One example of IPM | 第19-20页 |
| ·Data analysis and discussion | 第20-32页 |
| 6 Conclusion | 第32-34页 |
| Bibliography | 第34-36页 |
| Appendices | 第36-62页 |
