A Study On Lead-In Of English Classes In Junior Middle Schools

Lead-in as the first step in English teaching,although it may occupy only a few minutes it has immeasurable effect.With an appropriate lead-in,students will be motivated and become more concentrated and interested in English classes.It can help students to put their heart into study quickly and reduce the difficulty of learning as well as complete the natural transition between new knowledge and previous knowledge so as to improve the efficiency of classroom teaching.Firstly,the English Curriculum Standards for Compulsory Education(2011 Edition)has obvious changes,that is the dual characteristics of instrumental and humanistic in English curriculum and the emphasis of the progressive and persistent of language learning.Secondly,lead-in is one of the most important factors which affect the quality of classroom teaching and stimulate students' interest in learning.In addition,English class in junior middle school is the dominant way for students to learn English at present.As a foreign language without excellent language environment,the creation of true context and excitation and maintenance of interest should be the focus of English teaching.All of which indicate the importance of lead-in.However,what is the current situation of lead-in in the practical English class under the guidance of the New Curriculum Standards and which lead-in methods the teacher usually adopt.The author carried out the investigation in the internship school-Luohe Foreign Language Middle School.This thesis attempts to explore the following three research questions:(1)What are the main methods of lead-in used in English classes in current junior middle school?(2)What problems with lead-in existing in English classes in current junior middle school? and what are the causes of the problems ?Classroom observation,questionnaire and interview are the research methods of this thesis.First of all,through the observation of 40 English classes,the author aims to know about the current situation of lead-in in English class in the junior middle school;Secondly,there are 8 English teachers and 212 students participated in the questionnaire which focus on learning more about the existing problems of lead-in;Thirdly,The author interviewed 4 English teachers after class.Finally,through the analysis of the results of classroom observation,questionnaire and interview so as to find out the existing problems and put forward reasonable suggestions.According to the results of the investigation,the lead-in methods widely used by English teachers in current junior middle school are revision lead-in method,direct lead-in method and question lead-in method.Most of the teachers realized the function of lead-in,but there are still some existing problems of lead-in in English class.For example,some teachers have not paid enough attention to lead-in and the lead-in methods lack of diversity and interest as well as the lead-in in English class does not reflect the teaching philosophy of student-centered.Therefore,the English classes in current junior middle school do not well reflect the function of lead-in.The pedagogical implications of this thesis is:(1)English teachers should pay attention to the role of lead-in in English class in the junior middle school and continue to broaden educational and teaching theory.(2)Teachers should enrich lead-in methods and make the function of lead-in clear.(3)Teachers should analysis the student necessary when designing lead-in.(4)The lead-in should reflect the teaching philosophy of student-centered.Through this research the author hopes that English teachers in the junior middle school should be aware of the importance of lead-in and the existing problems in English classroom teaching so as to adopt effective lead-in method and improve the students' interest in English as well as improve the English teaching efficiency.