英语问题.docx

英语问题.docx

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英语问题

Abstract:

ThemostimportantpartofasuccessfulEnglishclassisthelead-inpart,whichplaysanimportantroleinimprovingtheteachingresults.Asthesayinggoes,Wellbegunishalfdone.Agoodlead-inisaneffectivelinkbetween

　　Abstract:

ThemostimportantpartofasuccessfulEnglishclassisthelead-inpart,whichplaysanimportantroleinimprovingtheteachingresults.Asthesayinggoes,“Wellbegunishalfdone.”Agoodlead-inisaneffectivelinkbetweenteachingandlearning.Aproperlead-inistheinnerbridgeofcommunicatingbetweenstudentsandteachers,whichinfluencessilentlystudents’formationofbasicconceptandtheattitudestowardsteacherandlife.Asteachers,weshouldlearnhowtodesignagoodlead-inwithsometechniquessothatthestudents’interestwillbefullyarousedbeforehand.ThestudentsinprimaryschooljustbegintolearnEnglish,andtheirvocabularyislittle.Inordertogetbetterteachingeffect,teachersshoulddesignthelead-inscarefully.Whenteachersaredesigninglead-ins,someskillsshouldbeconsidered.

　　Keywords:

lead-in;English;teaching;primaryschool

　　　　Chapter1Introduction

　　EnglishclassroomteachingisanimportantwaythatthestudentsstudyEnglish.“Wellbegunishalfdone.”Alead-ininanewclass,whichplaysanimportantpartinimprovingtheteachingresults,isthefirststepofteachingcourse.Ifthefirststepisnotproper,thestudentswillfindEnglishisnotinterestingandloseinterestinlearningit.Aproperlead-incancatchthestudents’attentionquickly,maketheclasslively,andmakethestudentslearnactivelyaswell.Teacherscanusekindsofmethodstoimprovestudents’interestatthebeginningoftheclassthroughlead-ins.Asaresult,thewholeprocedurecangosmoothlyandagoodeffectcanbeachieved.BecauseprimarystudentshavelearnedEnglishforashorttime,theirvocabularyislittle.Theteachingdifficultyisbig.Therefore,Englishteachersshouldpaymoreattentiontotheskillsanddifficultywhendesigninglead-ins.

　　Chapter2TheFunctionsofLead-ins

　　Asthesayinggoes,“Wellbegunishalfdone.”Agoodlead-in,thebeginningofanewclass,hasthesameeffect.Thefunctionsoflead-insareasfollows:

　　2.1EstablishingtheBaseofClassroomTeaching

　　Theclassroomteachingisentire,andthelead-inpartisthecornerstoneofthewholeteachingprocess.Iftheclassroomteachingisthedominoes,thelead-inpartisthefirstcard,whichdecidesthesmoothnessoftheteachingprocedure.Orelse,itwillbreakthesmoothnessandbeautyoftheentireteaching.

　　2.2BuildingtheBridgeofCommunicating

　　Lead-insnotonlyhelpcommunicatewitheachotherbetweenteachersandstudents,cultivatestudents’emotionofrespectingandtrusting,butalsohelpdecreasethedistancebetweenstudentsandthetextbooks,andreducethedifficultyofstudying.

　　2.3AttractingStudents’Attention

　　Thefirstimportantfunctionoflead-insistoattractstudents’attention.Asthestudentsofprimaryschool,theycan’tcontrolthemselvesverywell,thedesignoflead-inpartisespeciallythekeypointthathelpthemself-control.Themeaningofteachingistoenlightenstudentstoparticipateintheclassroomteaching.

　　2.4CultivatingStudents’LearningMotivation

　　Learningmotivationistheinnerneedwhichencouragesandguidesstudentstostudy.Interestwhichinspiresstudents’learningmotivationisakindofdrivingpowertolearnsomething.Thematerialschosenforlead-insmustberelatedwiththecontentsandbeconsideredwithstudents’psychologicalcharacteristics.Theeffectoflead-insistodevelopstudents’interestsandinspirestudents’thirstforknowledge.

　　2.5MakingCleartheTeachingDirectionandStudyGoal

　　Thestudentswillunderstandthemotivation,theteachingstyle,thearrangementofthewholeteachingcourseandtheproblemstobesolvedthroughlead-inparts.Undertheguideoflead-ins,studentswillbeself-controllingandself-arrangingmuchbetter.

　　Chapter3ThePrinciplesofLead-ins

　　3.1ThePrinciples

　　Whenwearedesigninglead-ins,therearesomeprinciplesthatshouldbeobeyed.

　　3.1.1Instruction

　　Instructionmeansthedesignedlead-inscaninspirestudentstothinkaboutandtotakepartintheactivitiesactivelyduringtheclassandstudentspayfullattentiontothecontentallthetime.Inanotherword,students’interestwillbearousedandtheywillstudywithhighmood.

　　3.1.2Purpose

　　Purposemeansstudentswillknowthesubjectsandaimsofthenewclassthroughlead-ins.Aresearchshowsclearandaccuratestudyaimshelpstudents’concentration.Itcanbesaidthattheaimisthebeaconwhentheyaresailingintheoceanofknowledge.

　　3.1.3Relevance

　　Relevancemeanstheremustbealinkbetweentheknownsandunknownsandthelinkshouldbenatural,accurateandeasytobeaccepted.Thematerialschosenforlead-insshouldberelatedwiththemainaimsofthelesson.

　　3.1.4Briefness

　　Briefnessmeansitisnotgoodtotakeuptoomuchtimewhenteachersareleadinginanewlesson.Itisusually3~5mins.Ifteachersarespendinglongertimeonlead-ins,itwillcausetheunclearteachingaimsandkeypoints.

　　Chapter4DifferentLead-inMethods

　　Afterreadingchapter2&3,wecanseethatlead-inpart,thefirststepinteachingcourse,playsanimportantpartinimprovingtheteachingresults.Aproperlead-incancatchstudents’attentionquickly,maketheclasslively,andmakethestudentslearnactivelyaswell.Asaresult,thewholeprocedureofteachingcangosmoothly.Therearevariouswaysofleadinginanewclass.Teachersmayselectaproperoneorsomeaccordingtothematerialthatweareteaching.Whiledoingthis,we’dbetterpayspecialattentiontothepurposeofteaching,usethebestmethodtoarousestudents’interestsofstudying,broadentheirmind.Usuallywecanusethefollowingmethodstoleadinanewlesson:

　　4.1DialogueLead-inMethod

　　Asweknoweverystudentlikestoshowthemselves,wantstobesuccessful,andlikestobepraisedaswell.Dialogueisaverygoodmethodtofulfilltheirdesireforsuccessandpraise.Accordingtothecontentandpurposeofthecourseofthenewlesson,wecantalkaboutacertaintopicwithpurpose,askthequestionsfromfartonear,fromsimpletocomplicated,anddirectthestudentsinrelaxedpleasedatmospheretotakepartintheactivities.Atthesametime,teacherscanexertsubtleinfluencetohelpstudentscompletetheteachingmission.Takelessen4,unit1primaryEnglishstudents’book（PEP）Grade3forexample

　　AsthestudentsofGrade3havejustlearnedEnglishforaterm,teachersshoulddesignsimpledialoguesandtrythebesttocreatealivinglanguageenvironmentforstudentstoreadandmakethemselvesinroles.Asthefollowingshows:

　　T:

Goodmorning/afternoon.I'mMiss...Whatisyourname?

　　S:

I’m....

　　T:

Nicetomeetyou.

　　S:

Nicetomeetyou,too.

　　T:

I’mfrom...Whereareyoufrom?

　　S:

I’mfrom...

　　T:

Ok.Goodbye.

　　S:

Bye/Seeyou.

　　Thisdialogueissimple,whicheveryonecantakepartin.Itwillfullyincreasestudents’confidenceofstudyingEnglish.Withthehighmoodofstudying,thestudentswillgrasptheknowledgeeasily.Thewholeclasswillgosmoothly.

　　4.2TheBrushStrokeLead-inMethod

　　Thecharacteristicofthebrushstrokeissimple,livelyandvivid.Weonlydrawroughly,notwiththedetailsofthepicture.Thepsychologystudiesshowthatmankind’ssenseofvisionandhearingarethemediainabsorbingtheknowledgeandcatchingtheinformation.（Amongthemthesenseofvisionoccupies83%,thesenseofhearingoccupies11%.）Thereforethevisionisextremelyimportantinmankindobtainingtheknowledge.Hereisanexample:

　　Drawmanycirclesontheblackboard,then,askstudents:

　　Whataretheylike?

（Thestudentsmayanswereggs,apples,balls,balloonsandsoon,whichcanmakethestudentsenlargetheirthought.）

　　Canyoumakeupfortherestpart?

（Studentscomeuptodrawtherestpartandfinishthem.）

　　Then,teacherteachesthekeywords,phrases,andsentencesbythedrawing.

　　Thiskindoflead-inmethodisvividandfullofimagination,whichcanchangethelifelesstextintovividandbriskcontentsandpresenttheminfrontofthestudents.Itwilldeepenstudents’impressionandishelpfulforthestudentstoremember.Atthesametime,thematchoftextandthepicturescanmaketheclassroomatmosphereseemtobelively,andalsomaketheEnglishclassroomincreasetheart’smagicpower.

　　4.3ObjectLead-inMethod

　　Objectlead-inmethodisamethodthatteachersleadinanewlessonwithsomeaidssothatknowledgecanbedirectlyperceivedthroughthevision.Theseaidsincludematerialobjects,suchaspictures,photos,slides,abbreviateddrawing,andVCDact.Frequently,thesekindsofaidscanarousetheinterestsdirectlyandattractthestudents’attentioninnotime.Showingobjectsismoredirectandmoredistinctthanthatyoudescribewithlanguage.Italsocaneasilyarousestudents’curiosity.Takeunit2,Grade3（PEP）forexample:

　　Whenteachingthewordsrelatedtostationery,theteachershowspens,pencils,rulers,crayons,pencil-cases,erasersonebyone.

　　T:

What’sthis?

（Tisshowingapencil.）

　　S（inGrade3）:

铅笔

　　T:

It’sapencil.Pencil,Pencil（Studentsreadafterteacher.）

　　T:

Couldyoushowmeyourpencils?

（Studentspickuptheirpencils.）

　　Theteacherteachestheotherwordsinthesameway.Thenteacherasksonestudenttopickuptheobjectafterteachersaysthenameofthestationery.Nextheshowsthepicturesofthewordstopractice.Inthisway,therealmaterialmakesstudentsfeeldirectandreal.

　　4.4MusicLead-inMethod

　　Musicisauniversallanguage.Most