Abstract
A good beginning is half done. Namely, an effective lead-in will serve as an activator and determine the quality of the whole class. However, lead-in is also a part that is always neglected by teachers in practical English teaching. Quite a few teachers just skip this part to save time with no awareness of its significance, let alone the strategies to carry it out. As a matter of fact, an effective lead-in can provide the students with a genuine language environment, activate their emotions, raise their interests and help them get into the groove with full preparation. Meanwhile, teachers’ passion can be lighted in an active atmosphere as a virtuous circle. With the rapid development of multi-media and the emphasis on task-based language teaching approach in the contemporary, the type of lead-in becomes increasingly various, which makes it an even more demanding work to choose a suitable and practical one and present it properly. And the main focus of this paper is to come up with the strategies to make lead-in section effective in middle school English teaching.
Keywords：lead-in; English teaching; effective; methods
Contents
Abstract
摘 要
1.-Introduction-1
1.1 Research Background-1
1.1.1 The Requirements of Quality Education-1
1.1.2 The Requirements of New Curriculum Development-1
1.2 Research Significance-1
1.3 Existing problems-2
1.4 Development Tendency-2
1.5 Organization of the Paper-3
2. Literature Review-4
2.1 The Definition of Lead-in-4
2.2 The Principles of Lead-in-4
2.2.1 Student-Centered-4
2.2.2 New and Unique-5
2.2.3 Brief and Scientific-5
2.3 Research Status-5
2.3.1 Research abroad-5
2.3.2 Research at home-6
2.4 Theoretical Basis-6
2.4.1 Gagne’s Teaching Theory-6
2.4.2 Maslow’s Hierarchy of Human Needs-7
2.4.3 Krashen’s Input and Affective Filter Hypotheses-7
3. Research Methodology-8
4. Analysis of Lead-in Methods-9
4.1 Lead-in by Watching-9
4.2 Lead-in by Listening-10
4.3 Lead-in by Talking-10
4.4 Lead-in by Questioning-11
4.5 Lead-in by Discussing-11
4.6 Lead-in by Playing-12
5. Conclusions and Suggestions-13
References-14
Appendix-15
