英语专业毕业论文On Leadin in Primary school English Class.doc

On Lead-in in Primary school English ClassAuthor: Huang An Number: 08680213 Tutor: Ma ChaoAbstract: Lead-in in English class has some artistic qualities. An appropriate lead-in can improve students interest and classroom efficiency. But, in our daily life more and more students passion of learning English are shrinking for lacking of motivation. In order to solve this problem and help primary teachers improve their teaching skills. It demands that a teacher should use his or her language art and management art skillfully to create a pleasant situation and make his or her students enjoy English learning. In this stage, a teacher should make full use of different teaching resources, such as multi-media, technology picture, to introduce his new lesson. He may also use his students vivid and humorous performers to lead in a new lesson. In short, this paper aims to help primary English teacher to realize the importance role of lead-in in classroom instruction and try their best to improve their teaching skills. Key Words: Lead-in; English class; primary school the importance of lead-in in English classI. Introduction With the further development of reform and open-up process in China more and more children start to learn English at an early age. As is know to all, English classroom is the main place of cultivating pupils interest and motivation of learning English. So the writer believes that a skillful primary English teacher should be able to attract pupils attention from the beginning of every lesson and make them enjoy learning English. In English teaching, the lead-in is the most basic step in the process of teaching. As an old saying goes: "A good beginning is half done." An appropriate lead-in can directly attract students attention, arousing students interest and producing a good motivation to learn. However, in our daily life more and more tutors found that traditional English teaching methods are not very suitable for present educational situation. Traditional English teaching methods from the beginning is that paying more attention to imparting language knowledge to students but ignoring their non-intelligent facts such as interest, motivation, anxiety. For these reasons primary English teachers should make full use of teaching resources to help students take an active part in English leaning. The writer thinks that lead-in plays an important role in promoting students English leaning. This paper will simply talking about the function of lead-in, then the principles about lead-in in primary school English class, at the last focusing on analyzing some methods of lead-in in primary school English class. II. The function on Lead-in in English ClassA successful class depends on lead-in in some extent. It plays an important role in English teaching. Such as arousing students interest, creating a kind of learning atmosphere, clearing the teaching goal of the lesson, improving the speaking ability and so on. But the writer thinks that among all these functions, arousing students interest is the most important function, as we all known that interest is the best teacher. 2.1. Arousing students interestWhat is interest? “Interest is a phenomenon that immerges from an individuals interaction with his or her environment, it refers to a feeling of wanting to known, learn, see, or take part in something (Renninger, Hidi and Krapp, 1992: 5).” It exists in the relation between persons and activities. Interest is the best teacher. If a student experiences interest, he will take an active part in the classroom activity. It will have a significant impact on their ability to learn a new lesson. So a skillful primary English teacher want their pupils to become interested in English learning and retain inertest after a formal teaching has ended. At the same time, a common sense tells us that a persons behavior is governed by certain needs and inertest, and interest is conceptualized in a variety of ways. So primary teachers often use a variety of factors to arouse and maintain pupils individual interest in English learning.There are two main factors, during the lead-in step, that can influence and maintain students interest. The first one is curiosity that is an important aspect of interest and can lead to interest. As we all known, children are naturally curious. They are eager to learn new things and will actively do so. They learn best when they are able to fellow many of their own interest and desires to learn. But their ability is only based on their perception of colors, sounds, positions and time. They are eager to look after things of attractiveness and novelty. So they will be attracted by these novel things and then are eager to know what they are, these eagerness and curiosity about new things will gradually lead to interest as time goes by. Most pupils do not have a clear purpose for English learning. In pupils eyes English is full of mystery. So they are curious about their language and their culture. For example, pupils often ask their English teacher “what is this in English?” “how to say 恐龙 in English?” and so on. These questions make pupils curious about the language, and the curiosity leads to their interest of English learning. So according to the characteristics of pupils the first step of cultivating pupils interest in English learning is to arouse their curiosity.During the lead-in, the second factor of arousing pupils interest is the sense of success. In class, it is easy for a teacher to found that a child often complaints about a low score, feels frustrated by it and finds no interest in learning. Why? Sense of success can motivate child to learn. According to educational psychology, one of the most important types of motivation is achievement motivation.We often notice that if a pupil who experience success, he or she will be more interested in this activity. In contrast, pupils who do not experience success will tend to lose the motivation to success and turn their inertest elsewhere. It is hard to imagine that a child who can not find a sense of success will study hard and make efforts in learning it. Most people are more motivated when they are involved with the tasks that give them a sense of success or at least of progress toward achievement. Nobody enjoys failure. Everybody, especially a child, wants to be successful. Pupils are very shy and timid, for they are afraid of failure. If they make some mistakes when they are answer teachers question, they will feel nervous, and they are afraid of being laughed at by their classmates. They are eager to get some positive appraisals from the teacher. They need to be encouraged more than criticized. Some English teaching practices show that children who expect to be successful work confidently. Those who do well in English learning are likely to be the pupils who are constantly encouraged. Sense of success can motivate them to learn and gradually develop their inertest in English learning. 2.2. Creating a kind of learning environment After the ten minutes of break, most students are also feeling very happy, exciting, and relax. But lead-in as the first step of a class, though some introductory methods, it can arouse students interest, curiosity and attention to a new lesson, at the same time, creating a kind of learning environment for a new lesson. A good learning environment can meets the needs of children and make learning a more meaningful and joyful experience. So primary English teacher need to try their best to create a pleasant learning atmosphere by using some ways which are introduced as follows. Experienced primary English teachers often set a real and vivid situation to create a leaning atmosphere and make pupils interested in learning English. Besides, the classroom, the school, the surrounding area can all be used as resources. In our classroom instruction, an experienced primary English teacher tries to make full use of teaching recourses, such as beautiful pictures, or write some English sentences to decorate the classroom, put them on the wall to make the classroom interest and lively. When you enter the classroom, you will be attracted by the some beautiful pictures at once, and can enjoy this kind of light and active learning environment or atmosphere. For example, when we teach the sentence pattern “when is your birthday?” , we may create a wall chart to put all the months in it and write down all the names of students into the space according to the months of their birthday, then asking them “when is your birthday?”. When pupils look at the chart, they will be active in asking and answering activities and are eager to answer teachers questions, because there is an environment of English learning. So the step of lead-in plays an important role in creating an English learning environment. 2.3 clearing the teaching goalTeaching goal is the lighthouse during the navigation of every lesson. It will tell students the direction, so students will know target of the lesson and what should be done in the next. That is to say lead-in creating a good classroom teaching situation, inducing the goals of learning and problem needed to be solved. For example, when we teach the sentence pattern “when is your birthday?” , during the step of lead-in the teacher can presenting a wall chart to put all the months in it and write down all the names of students into the space according to the months of their birthday, then asking them “when is your birthday?”. When pupils look at the picture chart and thinking about the answer, and at the same time, the teachers action imply that the teaching goal of this class is to learn the new words about twelve months and the sentence structure “when is your birthday?” So, both teacher and pupils known that what need to be done in the text step of this class. III. The Principals on Lead-in in English ClassThere are three major principals in a good lesson in the process of lead-in. They are Diversity principle, Feasibility principle Consistency principle.3.1 Diversity It refers to the process of planning a number of different types of activities and to make it possible to lead students to a wide selection of materials so that learning is always interesting, motivating and never monotonous for the students. In the viewer of the writer, diversity involves two aspects: on one hand, diversity requires that when a teacher teaches different lesson, he or she can use different lead-in method. The aspect is very easy to understand. On the other hand, diversity requires that when a teacher teaches the same lesson in different class, he or she should try his or her best to use different methods of lead-in to start the new lesson. For example, when a teacher teaches the lesson 7- “we are firefighters” in Primary School English for grade four students. In this lesson the main task is to learn some new words about position, like these: firefighter, policeman, soldier, teacher and doctor. So according the principle of diversity, during the step of lead-in, the teacher can tell a story to students just like that: Once there was a big fire in a flat. An old man was at home alone. Suddenly, he heard someone shouting “Fire! Fire! ”He saw his neighbors are running rush out, but he could not get out because he had hurt his leg. So, at this time he feels very nervous and sad, for he thinks that he will be swollen by the ocean of the fire. But a few minutes late, a living hope happened, for a young man wears wet jacket and quickly rushed into his house to save him. The fire burned the young mans neck, arms, and face. The young man was in hospital for two months. After the story, then ask students the question “who do you think the brave young man is?”. Students may have lots of answers in Cheese like that he is a policeman, a firefighter, a doctor, a solder and so on. These answers are all relate to the new lesson, at the same time, when students are listening to the story; they also feel very interesting in the new lesson. According the principle of diversity, when the teacher teaches the same lesson in another class, the teacher should use different method of lead-in. So, in another class, the teacher can use a song named “peerless” to lead in the new lesson. There are lots of words about positions that are relative with the new lesson. The teacher also can use picture that contain different people wearing different uniforms to show different position. In short, when they are starting a new lesson, during the step of lead-in, teachers should respect the diversity principle that can let their lesson become more interesting and successful. 3.2 Feasibility It means the contents and tasks planned for the lead-in should be within the students learning capability. Of course, things should not be too easy either. Things that are beyond or below the students copying ability will diminish their motivation 3.3 Consistency It means the procedures and the steps in each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.V. The Methods on Lead-in in English Class Actually, lead-in is an art. When primary teachers improve their lead-in skills and methods, they should pay attention to the follow aspects. Firstly, a teachers classroom language should embody artistic quality: brief and vivacity. An English teachers pronunciation should clear and loud. His or her tune should be correct, providing students with wonderful audio environment. Secondly, the teacher should behave with humor. A teachers rich facial expression, vivid body language and beautiful handwriting can contribution to the creation of positive teaching atmosphere enjoyable to the students in the class. Finally, a successful and attractive lead-in skill should promote students active participation in learning activities, make students put their heart into the class, and enjoy their English learning. In short, in English classroom, you should put your students in the first place and make your students enjoy your teaching and their leaning. Here the writer will give some methods on lead-in in primary English class, and hope that they are useful for the primary teachers. 4.1 Asking question An effective teacher should be an effective questioner. Questions to pupils can make pupils take an active part in activities. In lead-in stage, we can begin a new lesson by asking some questions. In classroom instruction, the first requirement of questioning is that these questions are appropriate for the subject matter and the purpose of the new lesson. A qualified primary teacher should be skillful in selecting appropriate questions before presenting new language material, stimulating pupils thinking and attracting their attention to the