Abstract

English classroom teaching is a major and vital way that the students learn English. “Well begun is half done.” Just as the saying goes, a good beginning makes a good ending. If the first step is not proper, the students will not find English interesting and lose interest in learning it. A proper lead-in cannot only catch the students’ attention quickly and make the class lively, but also link the existing knowledge with the new knowledge to make the students learn efficiently as well. Therefore, a high-quality lesson requires a well-designed lead-in. However, the author finds that most teachers pay little attention to lead-ins when they design a teaching plan, or the lead-ins they design cannot reach the effect as they want. And under the criteria of new course, there are a lot of literature about lead-ins but few of them are based upon the empirical research method. So this essay strives to compare cases of lead-in in middle school English classes from the perspective of constructivism. 

Key words: Lead-in, English teaching, constrctivism

Contents

Abstract

摘  要

1. Introduction-1

1.1 Background-1

1.2 Research questions-1

1.3 Research method-1

1.4 Research schedule-1

1.5. Literature review-1

1.5.1 Constructivism-1

1.5.2 Researches on lead-ins in English classes-2

2. ChapterⅠObservation on Lead-ins: classic classes in the 11th NHQECC vs. classes for beginners in XHMS-5

2.1 On the approaches-5

2.1.1 In the 11th NHQECC-5

2.1.2 In XHMS-7

2.2 On the features-9

2.2.1 In the 11th NHQECC-9

2.2.2 In XHMS-10

2.3 On the functions-10

2.3.1 In the 11th NHQECC-10

2.3.2 In XHMS-11

3. ChapterⅡComparative analysis and findings-12

3.1 On the approaches-12

3.2 On the features-12

3.3 On the functions-12

4. Conclusion-13

4.1 Brief summary-13

4.2 Some inspiration of the study-13

4.3 The limitations of this study-13

References-14