Research On Lead-in Activities In Reading Teaching Of The Thirteenth National Junior High School English Demonstration Classes

The lead-in section is the beginning and important part of classroom teaching.Effective lead-in activities can inspire students’ interest and enthusiasm for learning,guide students to quickly enter the learning state,and lay a foundation for subsequent teaching activities.Demonstration classes have an important demonstration role in teachers’ professional development and teaching quality improvement.By observing and analyzing demonstration classes,teachers can gain teaching inspiration and teaching insights.In order to understand the design and application of excellent classroom lead-in in junior high school English teaching,this study selected 20 reading classes from the13 th National Junior High School English Demonstration Classes as the research object.The study was based on constructivism theory,information processing learning theory,affective filter hypothesis,and interaction hypothesis.Classroom observation and text analysis were used to observe and analyze the following aspects:(1)the duration,methods,functions,and teacher talk characteristics of lead-in activities in demonstration classes reading teaching;(2)the students’ enthusiasm and participation levels during leadin activities in demonstration classes reading teaching.Through the observation of class videos and the analysis of transcribed texts,it was found that the teachers in the junior high school English demonstration classes attach great importance to lead-in activities,and the duration of the lead-in activities is moderate,with an average of 3 to 4 minutes.Teachers use a flexible and diverse range of lead-in methods.The most commonly used lead-in methods,in order of frequency,are background knowledge lead-in,graphic lead-in,question lead-in,and free discussion lead-in.The choice of these methods is closely related to the teaching content and teaching context.The functions of lead-in activities are also very diverse,including warming up,arousing interest,introducing concepts,and introducing cultural backgrounds.During the lead-in process,the teacher’s language is usually clear,fluent,logical,and accurate.The most commonly used questioning form is referential questions.Regarding the feedback on students’ answers,teachers prefer dialogue feedback to evaluative feedback.Through observing students’ performance in answering questions in class,it was found that most students actively participate and show positive attitudes and emotions towards learning,and have good interactions with teachers.Based on the above research,this article suggests that junior high school English teachers should carefully design classroom activities,fully utilize the functions of leadin activities,strengthen their classroom language literacy,inspire students’ interest and enthusiasm for learning,and improve teaching effectiveness.