Research On Current Situation And Strategies Of Situational Lead-in In English Listening & Speaking Classes In Junior Middle School

Based on new elementary educational curriculum reform,teachers are required to pay more attention to classroom lead-in to stimulate students’interest according to the new English curriculum standard of junior middle school.As a way of classroom lead-in,situational lead-in can attract students’attention,focus on the teaching tasks of English listening and speaking class,and improve students’participation in English classroom communication.Nowadays,situational lead-in has been paid more and more attention in the field of English listening and speaking teaching.Many educators have studied the theory of situational lead-in.However,at present,most of the research on situational lead-in of English listening and speaking class in junior middle school is based on teachers’ experience,and there are few empirical studies in this area.In actual English listening and speaking classroom,teachers still have some problems and difficulties in the application of situational lead-in.Therefore,the actual situation and existing problems of situational lead-in of English listening and speaking class in junior middle school should be further understood,so that the situation created in the future junior middle school English classroom lead-in can better serve the predetermined teaching objectivesIn order to understand the current situation of junior middle school English teachers’ cognition of situational lead-in,the application of situational lead-in in English listening and speaking class and its application strategies,and analyze the problems existing in the application of situational lead-in.124 junior middle school English teachers from six middle schools in Xi’an are investigated and 16 of them are interviewed by using the method of questionnaire and interview in this paper.It is found that the extracurricular knowledge of situational lead-in in English listening and speaking class of junior middle school is less expanded,and the creation of imaged and inferred situation is insufficient.This paper suggestes that teachers should expand the cultural knowledge in situational lead-in and create imaged and inferred situations to cultivate students’ innovative thinking;It is found that the use of intuitive resource and group discussion can improve the interaction of the classroom at present.This paper suggestes that teachers should optimize the way of situational lead-in to stimulate students’ interest in communication in the classroom.It is found that teachers’ pre-class design time is not enough,and the implementation effectiveness of situational lead-in is general.This paper suggestes teachers should improve the efficiency of teaching design by preparing lessons collectively,and establish an English teachers’mutual learning group to improve the implement of situational lead-in.Besides,it is found that there is a lack of cooperation between teachers and uneven allocation of database resources between schools.Therefore,this paper suggestes that we should build a resource sharing database between schools to creatively develop situational lead-in,so as to better serve the teaching of English listening and speaking and achieve positive teaching effects.