Research On Presupposition And Generation In Senior High School English Class Given By Student Teacher

Based on the findings from relevant studies, this research chooses ten student teachers from Nanjing Normal University as the subject investigated. By following the process of lesson presupposition and collecting lesson plans, this study analyzes ways that student teachers presuppose lessons and tries to discover reasons. Meanwhile, by transcripting and analyzing sound recording of lessons and after- class interviews, this study tries to explore reasons why student teachers miss generation in class.The results indicate that there are three shared characteristics in student teachers' lesson presupposition, namely, the attention on the lesson structure; the interest on the variety in class activities, without much awareness of efficiency; the focus on students' affection. The results also imply that student teachers tend to miss generation in class for the following three reasons:inability in presupposing lesson thoroughly and correctly; inability in altering lesson plan when face teaching situation unexpected; lack of the awareness of generation.According to the results, implication of the findings is discussed:student teachers should have a clearer understanding and awareness of class generation; lesson presupposition should be done more thoroughly and more room left for generation; student teachers involve in the class sincerely and try to catch some generative materials in class; student teachers should select generative materials according to the learning objects and teaching aims.