Study On The Lead-in In English Teaching

Lead-in was widely acknowledged anessential part of English teaching. Teaching English in class is the main site for elementary education and classroom teaching is the most important form of teaching organization. "Well begun is half done." It is not only an acceleration for teaching proceeding but also making it easier for students acquiring new knowledge if the teacher can grasp the attention of students and make them initiatively engaged in classroom teaching within the few minutes at the beginning of a class. Lead-in is to draw the attention of students, arouse their learning interest and exception, active their thinking, contact the connection between what they have learned and what they will learn, finally get to learn the new knowledge naturally and smoothly. Consequently the ultimate aim of lead-in is to make the students get ready for new knowledge learning both physically and mentally. Besides, New Curriculum Standards of English suggests that teachers should arouse students’learning motivation and interest by designing various activities for the purpose of getting ready for teaching and learning. It also suggests that the designing of activities should base on the experience and interest of students.However, many problems occur in the lead-in when put it into teaching practice, and lead-in does not show its function which it should have. To begin with, lead-in was not receive enough attention and simply was omitted by teachers. Under the pressure of various exams, teachers go straight to the interpretation of words and phrases, totally regardless of the attention and interest of students. Teachers go to the wrong direction to improve teaching efficiency, as a result, more time and energy they spend on the interpretation of words and phrases, but less progress they make. Secondly when designing the lead-in part, teachers do not according to different teaching material but repeatedly use the same lead-in which they are familiar with without any changing which ends up failing to bring students expectation and gradually lose its function. Last but not least, the designing of lead-in lack of reflection which is not based on the interest and experience of students, as a result, it fails to draw students’attention and participation rate of students in classroom teaching stays low.Based on the definition, connotation and essentiality of lead-in, the author started this research on the lead-in of different types of English courses which explored the following aspects. First, the introduction of the research includes the causes of the research, literature review, methodology, purpose and significance of this research. The second part is the introduction on the general theory of lead-in which includes procedure and essentiality of lead-in. The third part explores the different types of English courses and their specialty of lead-in. The forth part presents the strategies of lead-in according to the different types of English courses.The fifth part discusses the instructional design of lead-in of different types of English courses in detail and in practice teaching cases. The last part is the lead-in tips of different types of English courses including the conclusion and discussion of further research on lead-in.Guided by the research outline "literature review, theoretical inquiring, practical investigation, strategy construction, practical testing" and based on the theoretical achievement and essentialities of lead-in of different types of English courses, this thesis puts forward constructive strategies on the lead-in of different types of English courses and tests thesestrategies in practical teaching cases in different types of English courses. This thesis aims at arousing the highlight of lead-in among English teachers and reflecting the lead-in of different types of English courses and achieves the maximum function of lead-in furthermore to improve teaching efficiency.