【正文】 concerned, it should have individual work, and to havepair work,group work,class work,chain drills,etc. Not only stay in the teacher asked, students answer level. In the activity formally, Klippel suggests using Ranking，Guessing，Role Play,Interview, problemsolving. In class interaction model,there are TeacherStudent interaction, StudentStudent interaction Students Ttext interaction,etc. Meanwhile ,teachers could use network, multimedia means organize rich and colorful activities in class. of Acquisition and Learning Intensive Reading and LearningThe socalled intensive reading is relative for extensive reading. It regards words as the forerunner, takes from low to high gradually expand way, and does the “decoding activities to language. In English reading, it shows that by point and face as one kind way to readingLearnes according letter, word, phrase, sentence, chapter order, to unceasingly percept and recognize. This needs by point and face fine explanation in the teaching process, the background knowledge or the related general knowledge also needs grammar analysis and the text content teaching. Inspire the students by the question in the text to carry on the class discussion or do the paper writing, finally must plete the outside class practices.And from language input perspective, intensive reading belongs to a system of foreign language input. For example the teacher teaches pronunciation, semantic knowledge, syntax rules in the class, mainly through purpose, conscious explicit learning into students39。s understanding, so it will have difficulty to prehend author39。language acquirers are not usually aware of the fact that they are acquiring language ,but are only aware of the fact that they are using the language for result of language acquisition ,acquired petence ,is also subconscious .We are generally not consciously aware the rules of the language we have acquired. Instead, we have a “feel” for correctness .Grammar sentences “sound ”right or “feel” right, and errors feel wrong, even if we do not consciously know what rule was violated. Other ways of describing acquisition include implicit learning ,informal earning, and natural learning .In nontechnical language, acquisition is “picking up”language. The second way to develop petence in a second language is by language learning .We will use the term “l(fā)earning” hence forth to refer to conscious knowledge of a second language, knowing the rules, being aware of them, and being able to talk about them. In nontechnical terms, learning is “knowing about ”a language ,known to most people as “grammar” or “rules.” Some synonyms include formal knowledge of a language or explicit learning . Krashen believes that the knowledge learned through learning cannot be internalized as knowledge of acquisition .The acquired system is used to produce language .The acquisition system generates utterances because in producing language learners focus on meaning ,not on form .The learned system serves as an inspector of the acquired system. It checks to ensure the correctness of the utterance against the knowledge in the learned system. Natural Order HypothesisAccording to Krashen ,it is Corder who first proposed this hypothesis hypothesis states that there exits a predictive order for people to acquire the rules of language .Simply to say ,acquirers of a given language acquire certain grammatical structures or some rules earlier and some later The order is the same regardless of instruction .The natural order was determined by a synthesis of the results of the morpheme order Studies and is a result of the acquired system without interference from the learned system. Monitor Hypothesis This hypothesis concerns how acquisition and learning are used in second language performance .Krashen holds that our acquired petence guarantees us to have the ability to produce utterances in another language .The learned system has a special function—serve as a Monitor. It can help us correct or change the output of the acquired system before we speak or write. Learners who use their acquired knowledge to say “He is going” can check against their learnt knowledge whether “he” is the appropriate pronoun whether the present continuous is the appropriate tense ,whether “is” should agree with “he” ,and so on .However ,the Monitor cannot be used at all the times. The real application of Monitor needs three conditions: 1) Time: Learners need sufficient time to think about and use the rules available to them effectively in their learned system. For most second language learners, normal conversation does not allow enough time to think about and use rules. 2) Focus on form: Although time is not enough, one must also focus on form or think about correctness when he uses the learned knowledge Even when we have time, we may be so involved in what we are saying that we do not attend to how we are saying it. 3) Rule knowledge: In order to use the rules, the learner has to know them .That is to say, one has to have an appropriate learned system in order to apply it. Input HypothesisThe Input Hypothesis is central to Krashen’s SLA theories. First, attempts to explain how we do acquire language. Krashen gives us “Humans acquire language in only one way—by understanding messages or by receiving “prehensible input”.That is to say, language acquisition depends on trying to prehend what other people are saying .The learner should focus on meaning ,but not on form .If a learner hears a meaningful speech and makes efforts to understand it ,acquisition will occur . If a learner concentrates on the forms of language ,then acquisition will fail .Second, it also attempts to explain how a learner progresses in acquisition Krashen provides us with a model like this: “We progress along the natural order by understanding input that contains structures at our next stage—structures that are a bit beyond our current level of petence.” Suppose the current level is “i