An Application of the Input Hypothesis to the Teaching Design of English Reading Class in Senior High School

Abstract

Reading as a form of input can provide students with a good foreign language environment, allowing them to improve their vocabulary, master fixed expressions, use grammar rules flexibly and appreciate the beauty of cultural differences without having to leave home.To maximize the benefits of the English reading, this study is expected to explore the distinguished teaching design based on the author’ s own experience in the competition because there is still a long way to go given the fact that nothing is consummate. Krashen’s “input hypothesis” are chosen to be the theoretical basis of the study for its sweeping impact on the area of second language acquisition and foreign language teaching. By clarifying the internal relationship between Krashen’s “input hypothesis” and English reading teaching design, reflecting and summarizing the actual situation of English reading teaching in senior high school, the study tries to put forward the ideal pattern of English reading teaching design in senior high school and gives some inspirations to teachers-college students majoring in English.