The Study On The Strategies Of Affective Lead-in For Junior Middle School’s English Classroom Teaching

The traditional English classroom teaching usually make the classroom atmosphere dull and boring, or even cause many students’ resentment to English study, which has a bad impact to students’ learning emotion and the effectiveness of teaching. Therefore, nowadays affective teaching thoughts attract much attention of educators and are widely applied to classroom teaching. Lead-in of class plays a very important role in English teaching, but in the teaching practice, many teachers neglect this part, and the content and form of lead-in are dull and boring. In this paper, I apply affective teaching theory into the study on lead-in,In order to improve the students’ study emotions and teaching effectiveness.This study optimizes the lead-in of junior middle school English teaching,and put forward the concept of affective lead-in and it’s theoretical basis. Then, I did a research on class lead-in in junior middle school, and found some problems, such as teachers usually ignore students’ emotions, the contents and forms of lead-in are boring and dull, teachers and students lack affective interaction. On the basis of the former study, I put forward affective lead-in strategies. In order to verify the validity of affective lead-in strategies, including the strategies to relive students’ emotions, to stimulate interests, to increase the successful experience, and to highlight the student’s subjectivity. Then I applied the strategies into practice. From The results show we can see: using affective lead-in strategies in English classroom teaching can improve the students learning attitude and attention, stimulate students take part in class activities and strengthen the relationship between teachers and students.