3。1 Leading-in by dialogue 9

   3。2 Leading-in by review 11

   3。3 Leading-in by songs 13

   3。4 Leading-in by situation setting 14

   3。5 Leading-in by games 15

Chapter Four Suggestions for effective leading-in in the English class of primary abcdeschool 17

   4。1 Evaluation criteria for efficient leading-in in the English class 17

   4。2 Suggestions for designing leading-in in the English class 18

   4。2。1 Seeking to be pertinent and purposeful 18

   4。2。2 Being full of fun and artistry 19

   4。2。3 Reflecting visualization and heuristics 19

   4。2。4 Emphasizing participatory and universality 19

   4。2。5 Embodying simplicity and flexibility 20

Chapter Five Conclusion 21

References 23

A Brief Analysis on Designing Effective Leading-in Methods in the English Class of Primary School

Chapter One Introduction

1。1 The background

New curriculum standards point out that English learning lays emphasis on experience of students’ learning process, interaction between teachers and students, and harmonious teacher-student relationship。 Knowledge and skill, process and method, emotional attitude and value are the goals and objectives of English teaching。 On the basis of teaching contents, a teacher needs adopt different teaching methods, create educational environment and lead the students engage in it so as to cultivate students’ interest in learning, to motivate them to work hard and to satisfy different needs of learning。 

As the saying goes: “ A good start is halfway to success。” For the class teaching, the key of a successful class is the starting point of a lesson。 If you design well in the first few minutes, you will lay a good foundation of a successful class。 However, unsuccessful leading-in will directly affect the procedure of teaching and the progress of teaching contents。 In other words, leading-in plays an essential role in deciding the success or failure of a lesson。 文献综述

However, in the English teaching of primary school, many teachers pay more attention to the content of English instruction than the leading-in of a English class, because the school evaluates teaching efficiency by comparing the scores between class and class。 Teachers use traditional teaching methods, giving too little care to leading-in。 In their opinion, leading-in is a waste of time, so they might as well teach key point during this time。 On the other hand, some teachers do take note of leading-in in the English class, but the form of their leading-in is single or rigid。 Therefore, with consideration of the reality, this paper mainly explores effective leading-in methods and suggestions for its implementing in the English class of primary school, as well as the significance of it。

1。2 The significance and purpose

Pupils, the main part of primary school education, are a special group。 Actually, pupils do not have a clear purpose for learning。 “A lot of pupils like to learn English might simply because they like the teacher or they enjoy the classroom activities。 Similarly, children can develop a negative attitude towards the language simply because they do not like the teacher or the classroom activities。” (Wang Qiang, 2003) Therefore, according to the actual conditions, teachers need choose proper methods to cater for different needs and design various activities to excise their different intelligences when teaching in primary school, especially at the beginning of a lesson。