2022年安徽省中小學(xué)教育教學(xué)論文評(píng)選中小英語課堂導(dǎo)入方法研究摘要:導(dǎo)入作為英語課堂教學(xué)的首要環(huán)節(jié)，也是最基本的一個(gè)環(huán)節(jié)。雖然所占的時(shí)間和比例并不多，但它會(huì)對(duì)整個(gè)課堂教學(xué)效率產(chǎn)生重要影響。如今時(shí)代在發(fā)展，新課改理念又不斷加強(qiáng)深入，人們對(duì)導(dǎo)入環(huán)節(jié)有著不同程度的教學(xué)認(rèn)識(shí)和施行，但效果卻不理想。因此，教師在導(dǎo)入新課時(shí)，應(yīng)從課程內(nèi)容和學(xué)生的需求出發(fā)，設(shè)計(jì)合適的導(dǎo)入方式，以此來激發(fā)學(xué)生的學(xué)習(xí)興趣，調(diào)動(dòng)學(xué)生學(xué)習(xí)的主動(dòng)性和創(chuàng)造性，從而提高課堂教學(xué)效率。有關(guān)導(dǎo)入在國內(nèi)外的研究現(xiàn)狀，本文首先作出總體的概述。此研究的主要目的是為了解現(xiàn)今初中英語課堂教學(xué)導(dǎo)入環(huán)節(jié)實(shí)施的具體情況，分析導(dǎo)入環(huán)節(jié)所存在的主要問題。本文選取六安3所中學(xué)的45名英語教師和120名學(xué)生作為調(diào)查對(duì)象，通過英語課堂的觀察和有關(guān)英語教師的調(diào)查問卷，了解實(shí)際教學(xué)中的問題所在，有針對(duì)性地提出一些合理的教學(xué)策略和建議，以期對(duì)初中英語課堂教學(xué)中導(dǎo)入環(huán)節(jié)的有效實(shí)施提供參考和幫助，進(jìn)而提升課堂教學(xué)效率。最后，得出以下結(jié)論：1）導(dǎo)入要有明確目標(biāo)；2）課堂導(dǎo)入方式要靈活多變；3）導(dǎo)入環(huán)節(jié)要突出“學(xué)生為中心”的理念；4）教師要不斷加強(qiáng)導(dǎo)入理論的學(xué)習(xí)并在使用中加以創(chuàng)新。關(guān)鍵詞：初中英語；課堂導(dǎo)入；英語教學(xué)1StudyontheLead-InMethodsinJunior HighSchoolEnglishClassAbstract:Lead-inisnotonlythefirststepofaclassbutalsothemostbasicstepsinEnglishclassroomteaching.Althoughlead-inwillnotspendtoomuchtimeinclass,itcanaffectthewholeteachingefficiencyseriously.Inrecentyears,asthe

developmentofthesocietyandtheenhancementofthenew-curriculum-reform,theteacherskeepdifferentteachingunderstandingandimplementationonlead-in,buttheresultsarenotverysatisfactory.Therefore,basedontheteachingcontentsandstudents’needs,whenteachingnewcontentstheteachersshoulddesignappropriatelead-inwaystostimulatestudents’interestandinitiativeinEnglishlearning,soastoimprovetheclassroomteachingefficiency.Thethesisisbasedontheactualpractice,inordertounderstandthecurrentsituationofthejuniorhighschoolEnglishclass.Theauthoralsomakesaninvestigationforlead-inathomeandabroad.Themainpurposesofthisresearcharetoknowaboutthepresentsituationoflead-ininjuniorhighschoolEnglishclass22022年安徽省中小學(xué)教育教學(xué)論文評(píng)選andtofindoutandanalyzetheexistingproblems.Inthisthesis,45teachersand120studentsofthreeJuniorMiddleSchoolsinLu’anarechosenastheobjectsforthisresearch.Moreover,inordertolearnabouttherealclassteaching,theauthorcarriedoutthemethodsofEnglishclassroom

observationsandquestionnaires.Atthesametime,theauthortriestogivesomereasonablesolutionsandadvicesoastoimproveEnglishclassroomteachingefficiencybyprovidingenoughreferenceandsupportforlead-in.Finally,theauthorcomestotheconclusion:1)theteachershoulddesignalead-inwithacleartarget.2)theteachershoulddesignvariablelead-inwaysinEnglishclassroomteaching.3)awell-organizedlead-inshouldbestudent-centered.4)theteachershoulddevelopthemselveswiththeoreticalandcreatedknowledgeaboutlead-inconsistently.KeyWords:juniorhighschoolEnglish,lead-in,Englishclassroom teachingStudyontheLead-InMethodsinJunior HighSchoolEnglishClass1.Introduction1.1ResearchBackgroundTheNewStandardsofEnglishCurriculumreferstothegoalofEnglishcurriculumatthestageofcompulsoryeducationistomakestudentsformapreliminaryandintegrativeabilitytouselanguage.Asforcurriculumdesign,teachersshouldtakecareofthestudents’cognitivelevel,students’learninginterestandlifeexperiences(TheStandardofNewEnglishCurriculum,2011).Differentclassroomactivitieswillbecarriedoutindifferentkindsofclassesaccordingly.Thelessonsthat3focusonlistening,speaking,readingandwritingneedtohaveaclearanddefinitegoal,stimulatestudents’learninginterestandmakepreparationsforthenewclass.Therefore,theprocessofstartinganewclassiswhatweusuallycalledthelead-inpart.Moreover,injuniorhighschoolEnglishclass,itrequiresthatteachersshouldattachimportancetowhetherstudentsreallyparticipantintheclassactivitiesandwhetherteacherscanattractstudents’attentioninashorttime.InChina,whileinpractice,manyEnglishteachersinjuniorhighschoolfocusonconsideringhowtoexplainknowledgepoints,duetotheexcessiveteachingtasks.Theyoftenneglectthedesignoflead-inoruseonlyoneortwowaystostartalesson.Asaresult,theeffectsoflead-inarenotverygood.Sotheauthormadefurtherresearchanddiscussionaboutlead-ininjuniorhighschoolEnglishclasssoastomaketeacherspaymoreattentiontolead-inpartinclassroomteaching.1.2ResearchObjectivesAsthefirststepoftheclassroomteaching,lead-inisaskill,whichhasadirecteffectonthewholeclassroomteaching.Tosomeextent,theauthorhopesthisresearchwillexposetheexistingproblems,reflecttherealsituationandarousemoreattentionandthinkingforlead-in,whichbasesontheteachingpracticeofjuniorhighschoolEnglishclass.Furthermore,ithelpstheschoolstocorrecttheirteachingattitudeandsetupproperteachingconcepts.Forthefutureclassroomteaching,teacherstakethelead-inpartseriously,whichcaninitiatethestudents’thirstforknowledgeandgetaclearideaofthestudyingaims.Throughcarryingoutsomeinvestigations,theauthoranalyzedthistopicandthenputforwardsomeeffectiveEnglishclassroomteachingstrategiestoachievetheaimsoflead-in.1.3ResearchSignificanceAlthoughthelead-inparttakesupfewminutesinaclass,itplaysacrucialroleintheclassroomteaching.Effectivelead-incanhelpstudentsfocustheirattention,stimulateinterestandbuildconfidenceinlearning.What’smore,ifteachersmakefulluseofthelead-inpart,itwillstimulatestudents’desirefornewknowledge,attract42022年安徽省中小學(xué)教育教學(xué)論文評(píng)選themtotheteachingactivitiesandguidestudentsintoagoodlearningstate.Asaresult,agoodlead-incanbetakenasausefultoolinimprovingteachingqualityandaccomplishingtheteachingproceduresandtaskseffectively.1.4ResearchQuestions Accordingtothecurrentandrealsituationoflead-ininjuniorhighschoolEnglishclassroomteaching,theauthorcarriedouttheresearchbymakingtheclassroomobservationsandquestionnaireinvestigationbetweenteachersandstudents.Inthisstudy,itmainlyanalysesthefollowingquestions:

1.Whatarethelead-inwaysusedinjuniorhighschoolEnglishclasses? 2.Whatarethepotentialproblemswhenusingthelead-inmethodsinEnglishclasses? 3.Howabouttheinteractionbetweenteachersandstudentsbyusingdifferentlead-inmethods? 4.Howtoimprovetheeffectivenessoflead-ininjuniorhighschoolEnglishclassroom?2.LiteratureReview2.1StudiesonLead-in2.1.1TheDefinitionofLead-inLiterallyspeaking,lead-in,canberegardedastwoviewsofmeaning.Thefirstis“l(fā)ead”,andtheotheris“in”.Itreferstoateachingactivitythattakesabout3-5minutesatthebeginningofaclassroomteachingbeforeintroducingnewknowledge.“Lead”means“guide”,whichindicatestheteacherattractstudents’attentionandstimulatetheirinterestinlearningbyusingvariousteachingmethods.“In”means“into”,whichreferstostudentsareguidedintothegateofthenewlessonthroughbuildingconnectionsbetweentheoldknowledgeandthenewknowledge. Therefore,asthefirstimportantprocedureofEnglishclassroomteaching,lead-inisateachingwaythatmakestheteacherguidestudentstoknowaboutteaching5content,learningobjectives,andmakepreparationsforthestudyofsubsequentknowledge.2.1.2TheFunctionsofLead-in Atpresent,itisamajorconcernthathowtoincreasetheEnglishclassroomteachingefficiencyinjuniormiddleschool.Therefore,moreandmoreteachersrealizedthesignificanceoflead-inintheteachingprocess.Agoodlead-incannotonlyplayadecisiveroleinclassroomteaching,butalsohelpteacherstoachievetheirteachingcontentsandtargets.Fromthis,thefunctionsoflead-incanbesummarizedasfollows:

1.toarousestudents’interestinEnglishlearning

Asweallknow,students’learningisnotonlyinfluencedbytheintelligencefactors,butalsothenon-intelligencefactors.Soit’simportantthatimprovingthenon-intelligencefactorsinlearningishelpfultopromotestudents’learningeffect.Itrequiresthattheteachershoulduselead-intoattractstudents’attention,arousetheirthirstforknowledgeintheteachingprocess.Inthisway,studentswillactivelyparticipateintheclassroomactivitiesandactivatetheclassroomatmosphere. 2.tobuildrelationshipbetweenoldandnewknowledge

Lead-incanhelpstudentstobuildconnectionsbetweenoldandnewknowledge.Ontheonehand,itcanprovidethecorrespondingbackgroundknowledgeforstudents’newcontentslearning.Moreover,lead-incanmakestudentsmasterthenewknowledgeandconsolidatetheoldknowledgeinthemeanwhile.Ontheotherhand,itcanhelpstudentstolearnteachingcontentsefficientlyandmakeoneandanotherlessonrelevant. 3.toconveyteachingobjectives

TeachingandlearningaretwoimportantproceduresinEnglishclassroomteachingprocess.Inotherwords,teachersandstudentsshouldbeclearabouttheteachingobjectivesrespectively.Inaddition,lead-incanmakestudentsunderstandthethreekeypoints:whattolearn,whytolearnandhowtolearn.Thatistosay,afterclearingstudents’learningpurposesthroughlead-in,teachersshouldpresenttheteachinggoals,requirementsandthekeypointstostudentssoastoencouragethemtolearnandimprovethewholeclassroomteachingquality.62022年安徽省中小學(xué)教育教學(xué)論文評(píng)選2.1.3ThePrinciplesofLead-inTherearenospecificandfixedwaysaboutteaching.Butitdoesn’tmeanthatteacherscanuselead-inintheclassroomteachingcasually.Ifteachersmakeuseoflead-inproperly,itcanincreaseteachingquality.Theauthorsummarizedtheprinciplesoflead-ininthefollowingparts.1.Lead-inshouldbepurposeful.Beforestartingalesson,theteachershouldhaveaclearideaaboutteachingobjectives,teachingcontentsandstudents’needandinterest.Thisrequiresteachersshouldhaveacomprehensiveunderstandingoftheirstudents.Inotherwords,asuccessfullead-incanmakestudentsstudypurposefullyandconcentratethemselvesonlearning.2.Lead-inshouldbeconcise.Althoughlead-inplaysavitalroleintheteachingprocess,it’sjustapreludetoaclass.It’saintroductionthatteachersshouldcontrolin3to5minutes.Soawell-designedlead-inshouldbebriefandshort.3.Lead-inshouldbeinteresting.Asthesayinggoes,interestisthebestteacher.(TheCollectedWorksofAlbertEinstein,1979).Agoodlead-inshouldstimulatestudents’learninginterestandmakethemconcentrateonlearningcontentactively.Studentswithmotivationcankeepthemselvesinagoodlearningstatetosolveproblemsandcarryonmorestudyactivities.2.1.4TheWaysofLead-inintheDifferentTypesofClassesLead-in,asthefirststepoftheclassroomteaching,whichhasanimportanteffectontheteachingresults.Here,lessonscanbeclassifiedasnewlesson,practicelessonandrevisionlessononthebasisofdifferentteachingcontents.Newlesson,whichreferstothelessoninwhichthenewmaterialsaretaughtandthenewskillsarecultivated.Asforpracticelesson,itrefersthatstudentsdidsomeexercisestoconsolidatethecontentstheyhavelearnedinlastclass.Whileinrevisionlesson,studentslearnnewcontentsbyrecallingandreviewingtheoldknowledgeunderthe7guidanceoftheteacher.Teachersshoulduseappropriatelead-inwaysonthebasisofthematerialsthattheywillteach. 1.revisionlead-in

Generallyspeaking,revisionlead-iniswidelyusedtobuildconnectionsbetweenoldandnewknowledge.Thisrequiresstudentsshouldrelatenewcontentstotheknowledgewhattheyhavealreadyknown. 2.questionandanswerinteractionlead-in

Fornewlessons,teacherscouldsetsomedifferentquestionstomakestudentsanswerandattracttheirattention.Questionandansweristhemostbasicbehaviorinclassactivities.It’sbeneficialtodevelopstudentsinitiative.However,it’sworthwhiletonotethatstudentswilllosetheirconfidenceifthequestionsaretoodifficulttoanswer. 3.storylead-in

Tellinginterestingstoriescanarousestudents’interesttolearninEnglishclassroomteaching.Inaddition,it’seasiertohelpstudentsunderstandunfamiliarknowledge. 4.Multi-medialead-in

AssocietyandInternetdevelopsrapidly,themultimediatechnologybecomesamoreandmorepopulartoolinEnglishteaching.Multimediateachingmeansthatteachersusecomputerstochooselanguagesymbols,imagesandotherelementstoorganizeandcontroltheminteachingprocessinaccordancewiththeteachingobjectives.Throughmulti-medialead-in,studentscanbroadentheirhorizonandlearnmorethingswithoutfeelingtiredorbored.2.2TheStudyofLead-InatHomeandAbroad2.2.1StudiesaboutLead-inAbroadSincemiddleandlateperiodsofthe20thcentury,someforeignscholarsmadestudiesonlead-inpartinEnglishclassrooms,andwrotethearticlesandmonographsaboutlead-in.Asfarastheimportanceoflead-in,in1970s,LondonTurney(1975)suggested82022年安徽省中小學(xué)教育教學(xué)論文評(píng)選thatattractingstudents’attentionistheprimarypurposeatthebeginningofaclass.Inhisopinion,teachersshouldstimulatestudents’learninginterestandthirstforknowledgeasmuchaspossible.Inthe1980s,RogerGrower&SteveWalters(1983)putforwardsomemethodsonteachingskillswhendoingresearch,namely“startingthelesson”.Meanwhile,Cooper(1992)andWillis(1996)indicatedthatitisimportanttoattractstudents’attentionatthebeginningofthenewteachingcontent.Aboutlearningmotivation,desiringforknowledgeisthemostrealisticandactivecomponent.Althoughclassroomlead-inparttakesuplittletimeontheteachingprocess,lead-incanmakestudentspreparewellforthenextteachingtasksandparticipateinclassroomactivitiesactively.Inhisresearch,Arendas(1998)pointedthatlead-inisthefirststepofclassroomteaching.Italsocaninfluencethelearningmotivation.Moreover,Davie(2000)andSlaive(2004)mentionedthatlead-inshouldarousestudents’curiosityandinterest.Teachersshoulduseappropriateteachingmethodsandadoptvariouslead-inmethodsaccordingtodifferentteachingcontents.B.Enkhsaruul(2009)pointsoutthatatthebeginningofEnglishclassroomteachingattractingstudents’attentionisthemostimportant.Teacherscandotheirbesttomakegooduseoflead-inways.2.2.2StudiesaboutLead-inatHomeLead-inisthefirststepofEnglishclassroomteaching---theorganizationofclass.Althoughlead-inwillnotoccupytoomuchtimeinclass,itneedstoattachimportancetolead-in.Inrecentyears,somedomesticscholarsandeducatorshavestudiedthistopicfromvariousaspects.InMengXiankai’sthesis(1992),hementionedthatstepsintheprocessoflead-inareinterrelatedandchangealongwithdifferentdesignoflead-in.HuShuzhen(1996)pointedoutthatlead-inplaysanimportantroleinclassroomteachingprocess.Itwillbeappliedbytheteacheratthebeginningoftheclasswhilesometimesitmaygothroughoutthewholeclass.Shealsomentionedthefunctions,stylesandsomebasicrequirementsoflead-in.InHuangYucai’s(2000)thesis,hefiguredoutthesignificanceofthefunctionsoflead-in.Meanwhile,WangBaodaandJinDongchang9(2001)viewedthatthepurposesoflead-inistostimulatestudents’learningmotivation,expoundteachingobjectivesandmakelinksbetweenoldandnewknowledge.AccordingtoWangSongmei(2000)andXiaoFeng(2002),thefunctionsoflead-incanincludethatclearingtheteachingaims,arousingstudents’learningenthusiasmandbuildconnectionsbetweenoldandnewknowledge.XuXinquan(2003)andGuoCheng(2006)pointedintheirbooks,awell-organizedlead-inofaclasscanattractstudents’attention,stimulatestudents’interestanddirectlyaffectthequalityofclassroomteaching.InMaYouwen’sthesis(2008),hementionedthatthefirstthreeminutes’lectureswouldgreatlyaffectthesuccessoftheclass.Asweallknow,lead-incanhelptoimprovetheeffectivenessofteaching,butnotall.Asuccessfullead-inshouldfollowthebasicrequirementstomaketheclassroomteachingmoreeffective.AsfortheEnglishclasslead-inmethods,ZhuZimeng(2013)indicatedthatthemethodsoflead-incanbeclassifiedaspicture,story,backgroundknowledgeandquestionlead-inmethodsandsoon.Accordingtothesestudiesonlead-in,wecanseethatmostofthememphasizesthegreatimportanceandfunctionsoflead-in.Andwecansummarythateffectivelead-inmethodscanarousestudents’interest,clearteachingobjectivesandcultivatestudents’thinking.Moreover,itcontributestobroadeningstudents’horizonandpromotingtheirlanguageability.Therefore,itisworthinvestigatingdifferentlead-inmethodsofEnglishclassroomteachingfromdifferentaspects.102022年安徽省中小學(xué)教育教學(xué)論文評(píng)選3.SurveyResearchofLead-in3.1ClassroomObservation3.1.1SubjectsTheresearchsubjects,boththeteachersandthestudentsarefromthreeJuniorHighSchoolsinLu’ancity,AnhuiProvince.ThesubjectsareselectedfromthreeclassesofGradeonetothreerandomly.Accordingtodifferentclassroomteachingcontents,forexample,lessonsfornewmaterials,practiceandrevision,theteacherswouldchoosedifferentlead-inmethods.Asfortheirstudents,theageofthemrangefrom13to16.TherearethreeEnglishgroupswhoseteachingcontentsaredifferent.ThefirstgroupisClass1,GradeTwoinTianfengMiddleSchool,whichconsistsof35studentsandtheirEnglishteacherisMr.Wanginnewlesson.ThesecondgroupisClass2,GradeOneinGaochengMiddleSchool.Thereare40studentsintotalinpracticelesson.TheirEnglishteacherisMissLi.ThelastgroupisClass3,GradeThreeinHuiwenMiddleSchool,including45studentsinrevisionlesson.TheirEnglishteacherisMissZhou.Thepurposeofclassroomobservationistomaketheresearchmoreauthentic.Theclassroomobservationlastedabouttwomonths.Itfocusesonthefrequencyoflead-inusage,thelengthoflead-intime,theeffectoflead-inmethodsandtheresponseofstudents.3.1.2SomeSamplesofEnglishClassroomLead-inTheclassroomobservationislargelyusedtoseethecommunicationbetweenteachersandstudentsandfindtheusageoflead-inmethodsintheprocessofclassroomteaching.TheauthorobservedthreekindsoflessonsinClass1,Class2andClass3aboutlead-inintheseschools.Thesurveyselected40lessonsatrandomandtakenotesaboutthem."T"representstheteachersand"S"representsthestudentinthedialogue.Sample111 Class:Class1Grade2

Teacher:Mr.Wang

Teachingpurpose:teachstudents’newknowledgeandcultivatenewskills Lead-in,asthefirststepofnewlessonteaching,playsacrucialroleintheEnglishclassroom.Here,wecanknowaboutdifferentusageofthelead-inmethodsinnewlessononthetopic-HealthyEating. T:Hello,everybody.It’salready11o’clockandnearlunchtime.I’malittlehungry.Whataboutyou?T:OK,Iwanttoaskyouaquestion.Whatdidyouhaveforbreakfast?S1:Ihavesomebreadandaglassofmilk..T:Youmeanyouhadbreadandmilk?S1:Yes.T:Whataboutyou?S2:Ihadnothingthismorning.,becauseIgotuplate.T:Whatdidyouhaveforbreakfastyesterdaymorning?S2:IhadasandwichandsomefriedchickeninKFCwithmyfather..T:OK.Let’smakeacomparison.Whoseeatinghabitsisbetter?SampleAnalysis:①Thefunctionsoflead-ininthisclass:Throughaskingquestionsaboutstudentshavehadforbreakfast,theteacherwanttoattractstudents’attentionandarousetheirintereststotheeatinghabits.②Thefocusofthelesson:Theteachermakesacomparisononeatinghabitsbyaskingtwostudents.Thenhewantthestudentstodiscussaboutwhichtheeatinghabitsisbetter.Duringthisprocess,students’attentioncanbearousedandthenewlessoncouldstartsmoothly.Here,theteacherchoosethequestionlead-inmethodsinhisnewlessonteaching.③Students’responsetothelead-inpart:Whentheteacherasksquestionabouthavingbreakfast,thestudentscananswerthequestionactively.Itistheactivitythatencourageteachersandstudentstointeract,sotheresponseofthestudentsisveryimportant.Studentscanbedeepinthoughtbecauseofsomedifficultquestions.④Teachers’roleinapplyingthelead-in:Inthissample,Mr.Wangisaparticipatordiscussingtogetherwithstudents.Heletsstudentsthinktheresponse122022年安徽省中小學(xué)教育教學(xué)論文評(píng)選themselvesandgivesomesuggestionsabouteatinghabits.⑤Potentialimprovementoftheclass:Therewasashortcomingweshouldmentionthattheteacherquestionedonlytwostudentsandthequestionsaretoosimple,thestudentswillanswereasilyandcasually.Sowhenaskingstudentsquestionsinclass,theteachershouldnoticewhetherthequestionsareappropriateandreasonable. Sample2

Class:Class2Grade1

Teacher:MissLi

Teachingpurpose:helpstudentsconsolidatetheoldknowledgeandincreasepracticeability,andmakepreparationsforthenextnewknowledge’slearning

Inthelastclass,theteacherMissLihadteachstudentstheusageof“imperative”.T:“imperative”areusedinourlifefrequently.InLastclass,welearnedimperatives.Nowlet’sdosomeexercises.Pleaselookatthepicturesonthescreen:therearesomerulesandsignsinourlife.Wecanseethemintheclassroom,onthestreet,inthesubway.Canyoutellmewhattheymeanin“imperatives”?Pleaseattentionthekeypointswementionedbefore.SampleAnalysis:①Thefunctionsoflead-ininthisclass:Theteacherintroducethetopicdirectlyandwantthestudentstoconsolidatetheoldknowledge,imperatives,andactivelyinvolveinthepracticeactivity.②Thefocusofthelesson:MissLiletstudentsfocusedtheirattentiononpracticeandarousestudents’curiosityofpracticing.Theteacherchoosethedirectlead-inwaystostartthelesson.③Students’responsetothelead-inpart:Studentscanparticipateintheclassroomactivitiesactivelyandmakeuseoftheknowledgeimperativesthattheyhavelearnedtocompletethepracticewell. ④Teachers’roleinapplyingthelead-in:Inthisteachingprocess,theteacherisorganizerandobserver.⑤Potentialimprovementoftheclass:Theteacherintroducesthetopicdirectly.13Tosomeextent,iteasilycomestoadullandpurepracticeexplaining.Theteachershoulduseanotherlead-inmethodtoactivateclassroomatmospherebesidesthedirectlead-inmethod. Sample3

Class:Class3Grade3

Teacher:MissZhou

Teachingpurpose:Throughrevisionlead-in,studentscanunderstandandrecalltheknowledgethattheyhavelearned.Moreover,studentscansetupagoodknowledgestructurebysystematicrevision.T:TodayisJanuary14th.Wehavecometotheendofthisterm.Wewillhaveanoverallreviewofwhatwehavelearned.Nowpleasecloseyourbooksandthinkforaminute:whatwehavelearned?Howmanydoyoustillremember?ThenIwillasksomeofyoutoanswerthequestions.. T:OK,pleaselookatthesepicturesonthescreen.Doyourememberit?Whatisitabout？S1:It’safamilytree.It’saboutfamily.T:Verygood!WelearneditinUnitOne.It’saboutourfamilyandrelatives.InthatUnit,welearnedsomeimportantadverbsoffrequency.Doyourememberwhattheyare？S2:Theyare:never,sometimes,usually,often,andalways. T:Good!Iamgladyourememberthesewords.Whocanmakesentenceswiththesewords? S3:Iusuallygotobedat10o’clockintheevening.Iwouldneversleeplateover12o’clock.T:Welldown!Thankyou.SampleAnalysis:①Thefunctionsoflead-ininthisclass:Theteacherusethepicturefamilytreetostarttheunits’revision.Beforestudentslearningnewknowledge,theyhavereviewedoldknowledge.②Thefocusofthelesson:Inthislesson,MissZhoutrytohelpstudentstorecalltheknowledgetheyhadlearnedandbuildtheknowledgestructure.Theteacherusetherevisionlead-inmethodtobuildconnectionsbetweenoldandnewknowledge.142022年安徽省中小學(xué)教育教學(xué)論文評(píng)選 ③Students’responsetothelead-inpart:Studentscanparticipateintheinteractionandthinkaboutthepreviousknowledgeactively.④Teachers’roleinapplyingthelead-in:Theteacherletstudentslookatthepicturesandorganizethemtotheknowledgerevision.Sheisaorganizerandpromoter..⑤Potentialimprovementoftheclass:Theteacheradoptthewayofreviewingtheknowledgethatstudentshavelearnedtostarttheclass.Butnotallthestudentscanrecallthepreviousknowledgequickly.Maybeonlypartofthestudentscankeepupwiththeteacher.Sotheteachershoulddesignalead-inthatarestudent-centered.3.1.3AnalysisofClassroomObservationsTheusingtimesoflead-inandpercentagelead-inmethodsUsingtimesUsingpercentagequestionlead-in1025%directlead-in1025%revisionlead-in1025%dailytopiclead-in12.5%cultureknowledgelead-in25%storylead-in25%multimedialead-in512.5%Accordingtotheresultsofclassroomobservations,thelead-inmethodsofaskingquestion,introducingthesubjectdirectlyandreviewingthepreviouscontentsarethemostfrequentlyusedmethods.Asforthelead-inmethodsoftellingstory,usingdailytopicandintroducingcultureknowledgerelatedtothethemearethelessfrequentlyusedways.Moreover,innewlesson,thequestionlead-inmethodisfrequentlyused.ThisshowsthattheEnglishteachertrytoattractstudents’attentiondirectlyandsavetimetostartthenewlessonquickly.Tosomeextent,itcontributedtomakestudentsconsiderthequestionteacheraskedactively.Thedirectlead-inmethodisfrequentlyusedinpracticelessonwhiletherevisionlead-inmethodoftenbepresentedin15revisionlesson.Revisionlead-inreferstoestablishingconnectionsbetweenoldknowledgeandnewknowledgethroughtheconsolidationandreviewtoprepareforthenewcontent.Nevertheless,intherealteaching,mostclassroomrevisionisjustareviewaimingatcheckingstudents’independentlearningafterclass,whichseldommakeconnectionswiththenewcontent.Soduringtheactualclassroomteachingprocess,therewillexistmanyproblems,andsomegeneralproblemsareasfollows: 1)Lead-inisnotpurposeful.Mostteacherdesignedlead-injustforlead-in,andthecontentbetweenoldandnewknowledgearenotcloselylinked.Studentscannothaveacleargoaloftheclassroomteaching.2)ThetimeofLead-inisnotreasonable.Ontheonehand,theteachersareoftenbusycompletingtheexcessiveteachingtaskssothattheyneglecttheusageoflead-inmethodsorspendalittletimeonlead-inpart.Ontheotherhand,theteachersspendstoomuchtimeonlead-in. 3)Lead-inisdullandsingle.Asingleordulllead-incanhardlyarousestudents’learninginterestandactivateclassroomatmosphere.Apparently,it’simportanttosolvethese