Analysis Of The Optimization Of Lead-in In Junior Middle School English Teaching

Lead-in refers to the teaching activities within3or5minutes at the very beginning ofclass or before imparting new knowledge. As short it is, lead-in is of great importance. It canactivate the atmosphere of classroom teaching, arouse students’ attention, stir up students’interest, enhance their motivation and clarify the teaching aims in the new lesson. However, inmany Junior Middle Schools, especially, in the rural areas, teachers often view that lead-in isjust a waste of time, and it has nothing to do with classroom teaching efficiency. They oftenstart to impart new knowledge as soon as class begins. There are also many teachers whoconduct lead-in in their teaching activities, but they just use those stereotyped forms oflead-ins because they misconstrue the meaning of lead-in. Lead-in has no fixed forms; lead-inhas to be in accordance with the teaching materials and aims. There are a lot of factorsaffecting effective lead-ins. This paper aims to explore the optimum method of lead-ins inEnglish classroom teaching.This paper carries out researches on the basis of many precious relevant studies. Thepaper not only make reference to the theories of pedagogy, psychology, esthetics and the basicclassroom structure, but also make reference to the realistic conditions of Junior MiddleSchool students, such as their learning features and affective factors. The author tookteenagers’ affective factors and their special learning features into consideration whencarrying out lead-ins in the experiment. This is the breakthrough of the paper.In this dissertation, the author used the research methods of contrast experiment,questionnaire survey and classroom observation to conduct researches on lead-ins in Englishclassroom teaching. It was carried out between Class3Grade8and Class4Grade8duringthe author’s internship in Xin’an Experimental Middle School. The researches were implemented around the questions as follows:(1) What is the function of lead-in on Englishclassroom teaching?(2)What kinds of lead-in may be popular to the students in Junior MiddleSchool?(3) What are these factors affecting lead-in in English classroom teaching?(4) Whatare the qualities that a good English teacher in Junior Middle School should possess?According to the study, many factors, such as novelty, flexibility, coherence, concisenessand interest of lead-in as well as the English teachers’ language arts, attitude and manners inclassroom teaching could affect the effect of English teaching. The charm of lead-in comesfrom teachers’ charisma which can maneuver students’ affection and attitude toward learning,and help them set up a correct value on learning. Therefore, teachers should take these factorsinto consideration when designing lead-ins. They need to take full advantage of the charm ofclassroom lead-ins to nature students’ attitude and value toward learning within a wonderfullearning environment.To some extent, this paper can help teachers in Junior Middle School carry out the part oflead-in more easily and effectively in their subject teaching. In addition, the study also hassome implications and suggestions for English teachers to conduct further research onclassroom lead-in.