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in English learning.In fact, under the guidance of the current examination system, schools, teachers andparents all hope students to get high marks in examinations. Though reluctant to do theendless exercises everyday, students have no choice. Though becoming good at takingexaminations, they lost opportunities to learn automatically, let alone to be creative inlearning. What is more, the lack of the experience and competence of practicing English inreal life can not make them meet the needs of the society in future. So the variety of Englishhomework design becomes more and more urgent.

Chapter II Literature Review

2.1 Homework
2.1.1 The definition of homework
The schoolwork for students to do generally divided into seatwork and homework. Theformer refers to the work which students complete during class time. In this thesis, the authormakes the latter as the object of the study, while the former is not involved.Homework first appeared in some schools of Germany in 1505. In 19 century, Germaneducator Johann Herbart in his work Allgemeine P dagogik advocated students to apply andpractice the knowledge that they learned. This work was left to be carried out at home so thatmore time on classroom teaching was left; therefore, homework became the continuation ofthe in-class learning.About the definition of homework, there exist some different versions. In the OxfordAdvanced Learner’s Dictionary (8thedition), it is defined as “work that is given by teachersfor students to do at home.” While according to the explanation on the website of Wikipedia,a more detailed version given as the following:Homework, or homework assignment, refers to tasks assigned to students by theirteachers to be completed mostly outside of class, and derives its name from the fact that moststudents do the majority of such work at home. Common homework assignments may includea quantity or period of reading to be performed, writing or typing to be completed, problemsto be solved, a school project to be built (such as a diorama or display), or other skills to bepracticed.

Chapter III Theoretical Basis ...........24-35
    3.1 Constructivist view of learning........... 24-25
    3.2 Theory of multiple intelligences ...........25-26
    3.3 A proposed mode of variety of homework design...........26-35
        3.3.1 The types of English homework ...........26-30
            3.3.1.1 Practice homework........... 27-28
            3.3.1.2 Extension homework........... 28-29
            3.3.1.3 Creative homework........... 29-30
        3.3.2 The amount of English homework........... 30-31
        3.3.3 The ways of assignment of English homework........... 31-32
        3.3.4 The Assessment of English homework........... 32-35
Chapter IV Research Design ...........35-44
    4.1 Research hypotheses........... 35-36
    4.2 Research subjects........... 36
    4.3 Research instruments........... 36-42
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