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The Frontiers of Society, Science and Technology, 2020, 2(13); doi: 10.25236/FSST.2020.021314.

Use of Postmethod Pedagogy in a Lesson Plan of College English Writing Course



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School of Foreign Languages, Guangzhou College of South China University of Technology, Guangzhou, 510800, Guangdong Province, China


The lesson plan designed for the college English writing course is theoretically based on the postmethod pedagogy, sociocultural theory, process-oriented models of L2 motivation, input hypothesis and knowledge about vocabulary and writing. In this paper, the author describes as much as detail as possible within the designed lesson plan: a) the stage of the lesson, b) the timing of each part of the lesson, c) teacher activity, d) student activity, e) skills practised, f) materials for each task/activity etc. The rationale of each choice the author has made is provided in the paper. An evaluation of the lesson plan (the strengths and weaknesses of the texts and activities, and of their appropriateness in the context in which they are used) is also given in the paper.


Postmethod, Lesson plan, College English writing

Cite This Paper

Shiyu ZHANG. Use of Postmethod Pedagogy in a Lesson Plan of College English Writing Course. The Frontiers of Society, Science and Technology (2020) Vol. 2 Issue 13: 103-110. https://doi.org/10.25236/FSST.2020.021314.


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