A Study On Lead-in In English Classroom Teaching Of Junior High School

Lead-in is the first and most basic step in English classroom teaching.Although it doesn’t last long,it plays an important part in helping achieve the teaching goals,complete the teaching tasks and boost the teaching quality.Effective lead-in can activate the classroom atmosphere,attract students’ attention,promote students’ interest and motivation,and enable students into the learning state quickly.In addition,lead-in can also show the key and difficult points of the class,bridging the old and new knowledge.Lead-in is especially important for students in junior high schools,who have just learned English systematically.In many schools,most of the English teachers can be aware of the importance of lead-ins and try to use effective lead-ins,but there are many problems in the actual teaching,for example,lead-in modes are fixed and simple,designed lead-in doesn’t take students’ needs into account,the lead-in is not always match students’ accepted level and needs.The time of lead-in is not strictly controlled but at the teachers’ will.Such lead-ins do little to improve teaching effect.To make lead-ins work the best,the author did a research to prove the significance of lead-in on improving teaching effect,explore affecting factors of lead-in and the qualities that English teacher should possess.Based on many precious relevant studies,the research was carried out.The paper not only takes the theories of constructivism and humanism for reference,but also refers to the realistic situation of junior middle school students,such as their learning features and the factors that affect their emotions.The author took teenagers’ effective factors and their special learning features into account to carry out lead-ins in the experiment.The author chose the teachers and students of grade 8 in Nanchang No.10 Middle School in Jiangxi Province and did the research by means of pretest,post-test,questionnaire and interview.Combining the quantitative analysis and qualitative analysis to analyze the research results,the author draws a conclusion about how to design effective lead-ins.The types of lead-ins that students accepted are multimedialead-in method,story-telling lead-in method,role-playing lead-in method and situational lead-in method.The factors that influence classroom lead-in effect are as follows: lack of pertinence,novelty,interest and inspiration,the length and whether the roles of students have been emphasized in lead-ins.In order to design students’ accepted lead-ins,it is necessary for teachers to strengthen the learning of the relevant theoretical knowledge of lead-ins and enrich their knowledge reserves,and continue to explore in the use of them.All above are what should be taken into account when design greater lead-ins.To a certain degree,this paper contributes to teachers in junior middle schools to implement the lead-in part more easily and effectively in English teaching.Besides,this study also provides some inspiration and suggestions to English teachers for the further study of classroom lead-in.