The Art of Leadingin in Englishteaching in Middle School.docx

1、The Art of Leadingin in Englishteaching in Middle SchoolThe Art of leading-in in English-teachingin Middle school Investigator：Li Jing Submitted on June7th，2012 In fulfillment of the course “Practical Project Design”AcknowledgementsFirst of all, I owe my earnest gratitude to my tutor, Miss Jing for

2、her insightful lectures, unstinting criticisms and valuable guidance. And I should express my thanks to her for being critical and demanding and yet caring and supportive, which therefore helps broaden and enrich my knowledge in the course of academic paper writing.Secondly, special thanks will also

3、 go to the other teachers at the Department of English who taught me during my two years of college life.Last but not the least; I am indebted to all my friends and classmates who constantly offer their concern, expectation and suggestion to me.AbstractAlthough the leading-in is always be finished w

4、ithin several minutes, it is the most basic link and plays an important role between the old and new knowledge. A proper and interesting leading-in can effectively attract the readers eyeball, arouse their imagination and interest. Leading-in of a new lesson aims to stimulate the students interest b

5、ecause interest is the best teacher. Modern American educators Brunner said “Interest is the best stimulation of learning . The interest of learning will directly affect the learning effect of the students. A successful leading-in will stimulate students study enthusiasm, make them produce the desir

6、e to learn new knowledge and later in the new knowledge learning, the students will learn positively and consciously.The Art of Leading-in in English-teachingin Middle School1. IntroductionWith rapid development in different fields in China, especially the extension of its further opening to the out

7、side world, English language teaching and learning has accordingly witnessed a fast development in recent years. To meet this demand, more and more people are aware of the efficiency of English teaching and learning.According to New National English Curriculum, the first point is to stimulate and cu

8、ltivate students interest in learning English, to establish students confidence, to form effective learning strategies. Interest is important in learning English. English teachers should obey the characteristics of teaching materials, adopt all kinds of teaching means to motivate students curiosity,

9、 imagination and arouse students interest in English during the teaching process. But how can we achieve these? To improve students interest, for English teachers, the art of leading-in of English-teaching in middle school is the key point. Then what requirements should teachers obey when leading-in

10、? How to lead in? It is necessary to make a brief introduction of leading-in.2. Problem AnalysisAs is known to all, words like “front”, “beginning”, and “first time” can attract a person most. Its because of “the primacy effect (Mo Lei, 2007:81)”, and the function of “the first impression”. As the p

11、roverb says: “A good beginning is half done”. It reminds us appropriately that leading-in is a key link in a successful lesson. It will directly influence the completion of the whole teaching step of lesson and content of the course, even determine success or failure.So it is necessary to make the d

12、efinition of the leading-in clear. 3. Possible Solutions Western scholars have studied the art of leading-in, in the meantime local scholars and the educators in China were also very interested in this topic, also wrote articles on leading-in from several aspects.In the 1970s C. Turney (1975) put fo

13、rward function of leading-in motivation in Sydney Micro Skills: Gaining attention, setting up a teaching target, arousing structuring and making links. They think that when beginning content of course, it is very important to attract students attention, set up a study target, make the students get i

14、nto good mental state and concentrate on study meaningfully; The knowledge of English language is similar to other knowledge, having its inside logic with the contact between new and old knowledge (Wang Songmei, 2003: 13-14).In the 1980s Roger Gower and Steve Walters (1983) studied various methods t

15、hat should be adopted in the teaching technique when starting the lesson.Hu Shuzhen (1996) said that leading-in was also called “starting to teaching”, which can be the beginning of a lesson, and sometimes was throughout the classroom teaching. She gave a description of function, type and basic requ

16、est of leading-in. Yan Chengli (1999)Studied optimized leading-in in the classroom teaching and put forward some principles that the leading-in language design should follow. He also introduced some leading-in methods about optimum classroom teaching. Li Rumi (2000) first considered the leading-in l

17、ink of the classroom teaching as the art of leading-in. He thought what to stress in the art of leading-in was like the first hammers knocking in the students mind, or like magnet drawing attention from the students. He also thought leading-in of different characteristics would produce different tea

18、ching function.4.Project ObjectivesLeading-in is called presentation. “Lead” means a way that a teacher takes the content of course as a target, uses the skillful way to gather students attention, stirs up the students desire to the new knowledge, and guides the students into preparing for studying

19、something new. “Go into” means to guide the students to the study of the topic coming up and let the students catch threads of the content of course that will soon be carried on by leading-in, form the internal inducement that the students study, help them to make the learning goal clear, and progre

20、ssively get into communication amusedly. Combining definitions of leading-in in the dictionaries and English teaching practice, the author thinks that the art of leading-in is the teachers applying abilities and skills combined creativeness and unique style of imparting something new in English-teac

21、hing within 3-5 minutes at the beginning of a new lesson. 5.Project hypothesisA number of theories and hypothesis provide a theoretical support for further research on leading-in in English-teaching in China, such as Krashens Affective Filter Hypothesis, Krashens Input Hypothesis. Affect is commonly

22、 defined as the area covering feelings, emotions, mood and temperament. According to Krashens Affective Filter Hypothesis, various affective factors, including motivation, self-confidence and anxiety, play a facilitative, but non-causal, role in Second Language Acquisition (Krashen, 1981). Lack of m

23、otivation, low self-esteem, debilitating anxiety and so on can combine to raise the filter, to form a mental block, which prevents Comprehensible Input (CI) from reaching the Language Acquisition Device (LAD). The filter controls how much input the learner comes into contact with, and how much input

24、 is converted into intake. Learners with high motivation, self-confidence and with low anxiety have low filters and so obtain plenty of input. Learners with low motivation, little self-confidence, and high anxiety have high filters and so receive little input and allow even less in. 6.Project Ration

25、aleThe focus of the function of the affective factor is on the discard of students psychological barriers including anxiety, being too shy to speak and so on. Only when the students have got rid of these kinds of .psychological barrier and their affective filter lowered accordingly, can they feel se

26、cure in their learning of a foreign language.The art of leading-in can arouse the students interest of learning English. It can reduce the students anxiety and improve the efficiency of learning. So the teacher can design various leading-in to create a harmonious classroom environment for the studen

27、ts.The Input Hypothesis is central to Krashens SLA theories. First, it attempts to explain how we do acquire language. Krashen gives us “Humans acquire language in only one way-by understanding messages or by receiving comprehensible input (Krashen, 1985)”. He also put forward that learners can unde

28、rstand language points with the help of context including extra-linguistic information, knowledge of the world, previously acquired linguistic competence and so on. According to the input hypothesis, the leading-in method chosen should be suitable and lower slightly than the students existing learni

29、ng level. At the same time, the leading-in should be interesting which are easy to make the students concentrate on the meaning of the following contents, instead of simply on the forms. Teachers can use the leading-in to create an interesting learning environment which offers opportunities for the

30、students exposing to the content that will make them learn the language more efficiently. 7.Project Design With the development of the new-round curriculum reform, the” task-based teaching” has become a trend. Of course, the leading-in of English-teaching based on the theory of the task-based teachi

31、ng” should also be integrated into English teaching. As we all know, the task-based teaching is divided into three parts: pre- task, while-tasks and post-task. And the leading-in part just belongs to the pre-task. In the process of task-based classroom teaching, a leading-in should be finished withi

32、n about 5 minutes in order to make a good preparation for the main tasks of English-teaching.Therefore, the leading-in of English-teaching should service the tasks which the students will deal with, namely arouses the students interest of study, enlightens the students intelligence and then help the students finish their learning tasks smoothly.8.Project Implementation Leading in a new lesson skillfully can draw students attention firmly, let students divert their excited point into the lesson and follow the teaching content tightly. If teaching is