| 中文摘要 | 第3-5页 |
| ABSTRACT | 第5-6页 |
| I. Introduction | 第10-15页 |
| 1.1 Significance of the research | 第10-11页 |
| 1.2 Present situation of vocational English teaching | 第11-14页 |
| 1.2.1 The requirements of vocational English teaching | 第11-12页 |
| 1.2.2 The current situation of vocational English teaching | 第12-14页 |
| 1.2.3 The current situation of English teaching in Inner Mongolia National PreschoolEducators College | 第14页 |
| 1.3 Research purpose | 第14-15页 |
| II. Literature Review | 第15-25页 |
| 2.1 An overview on activity instruction approach | 第15-21页 |
| 2.1.1 The definition of activity instruction approach | 第15页 |
| 2.1.2 Basic theory of activity teaching approach | 第15-18页 |
| 2.1.3 Previous study on the vocational English teaching | 第18-19页 |
| 2.1.4 Previous study on the activity instruction approach | 第19-21页 |
| 2.2 Theoretical basis of activity instruction approach | 第21-24页 |
| 2.2.1 Teaching approaches on learning | 第21-23页 |
| 2.2.2 Theories of second language acquisition | 第23-24页 |
| 2.3 Research questions | 第24-25页 |
| III.An Analysis on Current Status of Vocational English Teaching | 第25-29页 |
| 3.1 Problems | 第25-26页 |
| 3.1.1 Poor language competence | 第25-26页 |
| 3.1.2 Lack of interest | 第26页 |
| 3.2 Reasons | 第26-29页 |
| 3.2.1 The resource of the students | 第26-27页 |
| 3.2.2 The students’ lack of interest | 第27页 |
| 3.2.3 The comparative traditional way of teaching | 第27页 |
| 3.2.4 The less opportunities for students to use English | 第27-28页 |
| 3.2.5 The limitation of the vocational school teachers’ competence | 第28-29页 |
| IV.Application of Activity Instruction Approach | 第29-40页 |
| 4.1 The advantage of using activity instruction approach | 第29-31页 |
| 4.1.1 Helping students develop their professional competence | 第29页 |
| 4.1.2 Helping students consolidate their knowledge | 第29-30页 |
| 4.1.3 Helping students enhance their interest | 第30-31页 |
| 4.2 The requirements on using activity instruction approach | 第31-34页 |
| 4.2.1 The ‘Freedom’ | 第31-32页 |
| 4.2.2 The combination of ‘encouraging evaluation’ and ‘praise’ | 第32-33页 |
| 4.2.3 The using of modern teaching aids | 第33-34页 |
| 4.3 The real practices carried out in English classes | 第34-40页 |
| 4.3.1 Practice One: designing songs | 第34-35页 |
| 4.3.2 Practice Two: designing stories | 第35-36页 |
| 4.3.3 Practice Three: designing tongue-twisters | 第36-37页 |
| 4.3.4 Practice Four: designing drawing | 第37页 |
| 4.3.5 Practice Five: designing role-play | 第37-39页 |
| 4.3.6 Practice Six: designing brain-storms | 第39-40页 |
| V. Experiments on the Using of Activity Teaching Approach | 第40-45页 |
| 5.1 The Analysis on the actual usage | 第40-43页 |
| 5.1.1 The analysis on the questionnaire | 第40-41页 |
| 5.1.2 A comparison between the experimental and the normal classes | 第41-43页 |
| 5.2 The Analysis on the effectiveness of using activities | 第43-45页 |
| 5.2.1 Helping students improve their language competence | 第43页 |
| 5.2.2 Changing the traditional teaching mode | 第43-45页 |
| VI. Pedagogical suggestions | 第45-50页 |
| 6.1 Suggestions before designing activities | 第45-46页 |
| 6.1.1 Knowing teachers themselves | 第45-46页 |
| 6.1.2 Knowing students | 第46页 |
| 6.2 Suggestions when designing activities | 第46-48页 |
| 6.2.1 The attractiveness and adoptable of activities | 第46-48页 |
| 6.2.2 The reasonable evaluation system | 第48页 |
| 6.3 Reflections after applying activities | 第48-50页 |
| VII. Conclusion | 第50-52页 |
| 7.1 Answers to the research questions | 第50页 |
| 7.2 Major Findings | 第50-52页 |
| Bibliography | 第52-53页 |
| Appendix I | 第53-54页 |
| Acknowledgements | 第54页 |
