Abstract: Information-gap Principle has been researched and applied by many scholars and teachers; however, the application of this theory to English reading teaching in junior high school still needs to be improved. This thesis aims at the disadvantages of traditional English reading teaching, and systematically analyze the definition, theoretical basis and characteristics of Information-gap Principle. Combined with the teaching cases in English reading teaching of junior high school, the thesis elaborates some methods to design information gap activities (IGA) by using sense organs, pictures, forms, opinions and Jigsaw Reading. These activities will arouse students’ reading interests and cultivate their capability of cooperative learning. What’s more, this thesis also puts forward the advantages and suggestions for applying this theory, which enables teachers to improve the methods of applying this theory in class and increase the efficiency of English reading teaching in junior high school.

Key words: junior high school; Information-gap Principle; English reading teaching

CONTENTS

Abstract

摘要：

1. Introduction1

2. Theoretical Basis2

2.1 Input Hypothesis

2.2 Introduction of Information-gap Principle 

2.2.1 Definition

2.2.2 Characteristics 

3. Current Situation of English Reading Teaching in Junior High School4

4. Application of Information-gap Principle to Activities for English Reading Teaching in Junior High School4

4.1 Teaching Principles of the Application

4.2 Application of Information-gap Principle to Classroom Activities for English Reading Teaching in Junior High School

4.2.1 Sense Organ Applied to IGA Design

4.2.2 Various Pictures Applied to IGA Design 

4.2.3 Different Forms Applied to IGA Design

4.2.4 Different Opinions Applied to IGA Design

4.2.5 Jigsaw Reading Applied to IGA Design

5. Reflection on the Application10

5.1 Advantages

5.1.1 Improving Students’ Communicative Competence

5.1.2 Cultivating Cooperative Language Learning

5.1.3 Mobilizing Students’ Subjective Initiative

5.2 Suggestions

5.2.1 Organizing Purposeful and Operational Activities

5.2.2 Organizing Interesting Activities

5.2.3 Clarifying Teacher’s Role

6. Conclusion12

Bibliography.13

Acknowledgements14