Analysis On The Introduction Strategy Of English Newbie Teachers In Senior Middle School

Lead-in is the beginning part of classroom teaching. Proper lead-in can not only stimulate students’ interest of learning, but also help them come to the main learning tasks as soon as possible. However, in real classroom teaching, some teachers tend to begin the task of teaching directly with only a very short and oversimplified or even no lead-in part, totally ignoring the important guiding role of it in the whole classroom teaching.The purpose of the thesis is to research the current lead-in situation of senior high school English novice teachers. It takes 12 novice teachers in five senior middle schools in Weifang as the research object, and adopts the methods of questionnaire and interview. Although novice teachers haven’t been teaching for very long time, they show great responsibility for their students. In the lead-in process, not only can they realize the importance of the classroom lead-in,but also can design different lead-in strategies according to different lesson types. These advantages are worthy of recognition. However, compared to the lead-in of English demonstration lessons teachers, they still have some shortcomings:1. Most of the novice teachers know the importance of using different lead-in strategies, but they don’t know much about how to choose and apply reasonable and proper ones. 2. Some novice teachers don’t realize the necessity of giving students appropriate guidance and more time to think and follow. 3. Many novice teachers tend to give students negative feedbacks, denying the students’ wrong answers directly. When the students don’t respond in accordance with their expectations, they choose to ignore it and continue to lecture according to their own original plan. 4. Some teachers don’t pay much attention to the capacity of their students so there is not much interaction between them. 5.Some can’t well control the teaching pace and lead-in time, and their ability to handle the whole class needs improving.The paper analyzes the survey results of novice teachers, then combines with the teaching experience of other excellent teachers, and puts forward some suggestions. 1. Special attention should be paid to the role of proper lead-in to achieve good classroom teaching. 2. Reasonable lead-in asks for good timing which can help students move to the main learning task in the shortest time. 3. Diverse lead-in strategies, based both on the interests of students and the actual teaching plan of the teacher, are needed in classroom teaching. 4. Classroom teaching should also focus on the interaction and teachers’ positive feedbacks are essential. 5. Teachers should often reflect on their own shortcomings and problems in lead-in process.Because of the limitation of the author’s personal theoretical level and practical ability, there are still many problems in the study process. For example: the selection of the samples needsfurther expanding and so on. Although this paper has achieved some results, the conclusion doesn’t explain all the problems. Therefore, there are certain limitations.