A Case Study On The Lead-in Of High-quality English Lessons In Junior High School

Lead-in is usually at the beginning of a class.A good lead-in can attract students’attention,generate interest,and stimulate students’ motivation to learn.Therefore,in English teaching,it is necessary to design a good classroom lead-in for students.However,in actual teaching,teachers often tend to ignore the lead-in in the first few minutes of the class,failing achieve the best results.Therefore,this study uses high-quality lessons as samples for case studies.With the hope of exploring the characteristics of junior high school English classroom lead-in to help teaching practitioners equip with more advanced strategies with respect to lead-in part.In order to explore how to effectively create the classroom lead-in of junior high school English reading class,this study selected 12 reading class as research samples from the "Twelfth National Junior Middle School English Observation Class Case Collection".This study is based on Piaget’s "assimilation" and "compliance" theory,Gagne’s information processing learning theory,Krashen’s input hypothesis as the theoretical basis.Using the case analysis method,this study analyzed the characteristics of the lead-in part of high-quality lessons(lead-in length,lead-in method,lead-in effect).Several findings have been revealed from this study:first,most teachers conduct lead-in within 3-5 minutes,with concise language;second,the lead-in method was the most commonly used contextual lead-in method.The method was flexible and diverse;third,the teachers can combine the specific texts to achieve good lead-in results.This study,combined with the teaching content,suggests the lead-in of junior high school English reading lessons,hoping to provide reference for junior high school English teachers in the lead-in of reading class.