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ldbe encouraged to work through group cooperation so as to fulfill the aim of improving the quality ofteaching. Clark&Blake(1997) argues that meaningful learning happens when the structural features ofknowledge are carefully mapped for the students. This guidance pays attention on the relevantinformation of a task. Bransford (1999) proposes a further-developed guidance. That is to give thelearners multiple representations of the ideas. Creating environments is also important for Learning-PlanGuided Method. Meanwhile, Jonassen(1999) thinks learning process is a procedure of solving problems.He advises teachers to start the learning with the tasks that students could deal with, and then heighten thedifficulty of the tasks until they can’t accomplish the tasks alone. The linguist Herberth Clark believesthat “Language is used for doing things” Learning a language is not only reacting the isolated words ormemorizing model sentences in the text but also knowing how to use language properly. The grammarrules and the thousands of words are services of “doing things” and “completing tasks”. The teachers’ jobin the class is to connect the grammar, phrases and structures with the real life through various activities.
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Chapter 3 Research Design..........15
3.1 Hypotheses..........15
3.2 Subjects.......15
3.3 Research methods .......16
3.4 Research instruments ..........16
3.5 Research procedure.....17
3.6 A Sample learning plan.......19
Chapter 4 Data Collection and Analysis......23
4.1 Analysis of the data from questionnaires....23
4.2 Analysis of data collected from the interview ....33
4.3 Analysis of the data collected from the test papers ....34
Chapter 5 Findings and Discussion .....37
5.1 The discussion of the results on students’ reading ability ..........37
5.2 The discussion of the results on autonomous learning .......39
5.3 The discussion of the results on English classroom teaching.....40

Chapter 5 Findings and Discussion

5.1 The discussion of the results on students’ reading ability
According to the analysis of the data from the two questionnaires of the two classes, the results arevery clear. The Learning-Plan-Guided Teaching Mode can improve the students’ reading abilitysignificantly. From the questionnaires, the students in the experimental class have cultivated the readingability of using proper reading strategies, such as, skimming, canning when they are reading. This isbecause that in the daily class, the teacher gives students preview work by using the learning plan.Students have finished the questions in the learning plan, which includes the questions about the mainidea of the passage, and some specific questions of the passage. What’s more, in the class, the teacheroffers guidance to the students on how to choose reading strategies when reading. Both in the process ofpreviewing and in the classroom learning, students are trained to use the reading strategies. Comparedwith the traditional way of teaching, the Learning-Plan-Guided Teaching Mode are more beneficial to thedevelopment of the students’ reading ability.Meanwhile, the students gradually could monitor their reading strategies and have a clear goal forreading as well. In the learning plan, there is a section called reflection. This part always is finished by thestudents at the end of on本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。