A Study On Lead-in Techniques Of English Classes In Junior Middle School

Lead-in is the first and most basic teaching procedure in English classroom teaching. Although it does not last long, we should not underestimate its role. It plays an important part in achieving teaching objectives, accomplishing tasks, and improving teaching quality. Effective lead-in can attract students’ attention, provoke their interest and initiate their motivation, so lead-in is the key to effective teaching. However, the researches on English classroom lead-in at junior middle school are so sporadic. More empirical studies are in demand urgently. The theoretical frameworks of this research are The Constructivism, Input and Affective Filter Hypotheses and Advance Organizers. It aims to get a further view on the real situation of lead-in at junior middle schools, find out the existent problems and solve them by adopting effective measures.The survey is conducted in Beijing No.80Junior Middle School. Firstly, in order to know the actual situation of lead-in in junior middle school in English classroom teaching and find out the problems, the author observes30English classes of Grade Two. Secondly, in order to know about teachers and students’ attitude towards lead-in, the author investigates20English teachers and120students with questionnaires. Thirdly, the author interviews two English teachers as a supplement for the research.The research results show that most English teachers in junior middle school have realized the great significance of lead-in and they are trying to adopt lead-in techniques in teaching. However, there exist many problems when they put lead-in theories into practice. The design of lead-in is monotonous and bald, which is lack of diversity and interesting. The lead-in is not always match students’ acceptance level and meet students’actual needs.The time of lead-in is not strictly controlled but at the teacher’s will. According to the results of the investigation, the author obtains some pedagogical implications.For teachers:Lead-in should have clear objectives and reflect "student-centered" teaching mode. The lead-in should be full of flexibility and diversity. Teachers should read more academic works and do some researches on the issue of lead-in. When design lead-in, the communication between teacher and students is necessary.For students:Students cannot always be attracted by teachers at the very beginning of the class. They cannot always go into the learning state quickly when the class begins. Each student has his own individual characteristics. It is really a challenge for teachers to design lead-in which are suitable to all the students.The author hopes that this research can help the teacher strengthen the importance of lead-in and adopt effective lead-in techniques, so as to improve the teaching efficiency.