Ideas of designing the teaching plan: ?This teaching design is designed on the basis of the following three principles. In my opinion, we should take into consideration two important principles: When teaching English as a second language, teachers should employ proper teaching methods and techniques to satisfy students’ needs. They are in great need of instructions on how to be successful language learners. Besides, teachers should train them with some effective learning strategies to optimize their learning results. As for learning strategy, group cooperative learning is a solution to the problem of lacking motivation to practice English in class. Krashen’s input hypothesis has enjoyed considerable prominence in SLA research. It is formulized as “i+1”, in which “i” refers to the current level of a second language and “1” stands for the level slightly higher than the current competence and “i+1” represents the “next stage” in the learner’s language development. According to Krashen (1985:2), humans acquire knowledge in the only way of receiving comprehensible input that contains structures at the next “stage”—structures a little beyond our current level of competence. The step of Lead-in, used for the purpose of arousing the students’ interests, provides a stress-free environment for language teaching. Important points are reinforced by designing different tasks, such as Skimming and Detailed reading. As for Discussion, they are designed related to students’ real life and they are bound to have a lot to say. So it does good to training their language output ability. The last part Giving an oral report is designed to cultivate students’ group cooperative skills. It is not easy to finish this part, such as questionnaire design. I will finish this part by adopting task-based teaching and learning methodology, in which case, students can learn from doing, which is in accordance with the spirits advocated by the teaching reform. Vygotskyan Zone of Proximal Development (ZPD) is considered to be one of the most persuasive rationale for CL, which refers to the distance between the learner’s individual capacity and the capacity to produce language with assistance. In this case, the teachers take the role of counselors, facilitators and administrators, only intervening when necessary, instead of being a resource supplier. Students of different language capacities can obtain obvious improvement in the process of learning from each other and helping each other. All the steps mentioned above can be seen as a preparation for the last one The process of application This teaching plan was used in October, 2009 in a public class. Before class, the whole team discussed about the steps of the teaching plan and changed some of the details. Something to improve: The distribution of time is of great importance to ensure all the work can be fulfilled completely. After the lesson, I think it’s necessary for teachers to communicate with students in c ... ...
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