英语教学法论文 (1)

河南教育学院

本科毕业论文

学号： 2009550402312

初中英语课堂导入

院系：外语系

专业名称：英语

年级： 10级外语系成本

姓名：夏盼盼

指导教师：李伟杰

2010年11 月14 日

On L ead-in in M iddle S chool English C lass

A Thesis

Submitted in Partial Fulfillment of the Requirements

For the Degree of Bachelor of Arts in English

By

Xia Pan

Foreign Languages Department

Henan Institute of Education

Supervisor: Li Weijie （“姓”和“名”要空出一个字母的位置）

Signature:

Date: Nov.22th

Acknowledgements

Upon the compl etion of this thesis, I’d like to express my gratitude to all those who have helped me generously.

Coming to an end(of the) two years of my college life, study and life review, I feel the deep ly rich harvest. In the process of writing the thesis, there are many difficulties, regardless of which link to my mentor gave careful guidance and help. I take this opportunity to express my heartfelt thanks to my mentor! Writing in the paper strictly from the topic, has been repeatedly revised in the final paper, the teacher is always serious and responsible way to give me a deep and detailed guidance, to help me develop research ideas, carefully coaching, enthusiasm encouraged. Mr. Li is helps me. My thesis has been completed successfully, thank you Mr. Li!

删掉is

划横线的句子语法太混乱，让她先写出汉语意思，龙龙你再给她重新翻译

内容摘要

英语课堂导入有一定的艺术，导入得当，能提高学生的兴趣和课堂效率。主要从以下几点展开论述：课堂导入的重要性，课堂导入的组成部分，课堂导入的方法，课堂导入的原则，等课堂导入的特点。这写都是以教师的引导为主要方向，通过师生间的配合来达到新的课程目标。在导入过程中，我们要以学生为中心，用他们的言谈，表演作为导入手段，充分利用各种多媒体和图片进行导入，利用歌曲和游戏做好课前导入准备。

关键词：初中英语；课堂导入；课前准备。

Abstract

On lead-in in English class has some artistic qualities ; appropriate lead-in can improve student s ’ interest and classroom efficiency. Discuss ion can be seen from the following five points: the importance of lead-in in English class; the characteristics of lead-in in English class; the principles of lead-in in English class; components of on lead-in class; the methods of lead-in in middle school English class.

Teachers and students have a good cooperation in English class, the teacher guides the students. In lead-in process, we should students’ to centering, their speaking, performing as , use of multimedia and pictures, songs and games, to prepare before on lead-in in English class.

Keywords : middle school English; lead-in; be ready of the class

删掉on

看不懂啥意思……

preparation before class

as 是干什么用的？语法不通顺。

Contents Acknowledgements (i)

Abstract in Chinese (ii)

Abstract in English (iii)

1. Introduction (1)

2．The importance on lead-in in English class (2)

2.1 Improving the speaking ability (2)

2.2 Improving students’ interest (2)

2.3 Cradle to stimulate thinking (2)

2.4 Improving students’ learning efficiency (3)

3. The characteristics on lead-in in English class (4)

3.1 Direction (4)

3.2 Operation (4)

3.4 Simplicity (4)

3.4 N ew conceptions (4)

4. The principles on lead-in in English class (5)

4.1 Varieties (5)

4.2 F lexibility (5)

4.3 Learnability (5)

4.4 L inkages (5)

5. Components of a good lead-in class (6)

5.1 Teaching aims (6)

5.2 Language contents and skills (6)

5.3 Teaching stages and procedures (7)

6. The Methods on lead-in in middle school English class (8)

6.1 Direction (8)

6.2 Review (8)

6.3 Multimedia (8)

6.4 S ongs (8)

6.5 Conversation (8)

6.6 Games (8)

7. Conclusion………………………………………………………… .9

8. Bibliography (10)

And then 到底是要表达

什么意思？ 这句话没谓语动词！ students ’ interest

这个句子按照盼盼的意

思，应该是个独立句，但是句中的tend 和become

是两个谓语动词，语法错

误。

我不知道她到底想表达什

么意思。 1. Introduction In English teaching, a class of on lead-in is the most basic step in the process of

teaching; Russell says: "A good beginning is half done." If you lead-in a class properly can directly attract students, arouse the interest of students . To productive a good motivation to learn. British educator Russell said: "All disciplinary nature should be started from the mental enlightenment, the teaching language should be the fuse, shock wave, stimulants, have a tantalizing mind, thinking of the effect of excited people."(The educator Russell) This would be used in the classroom and then . Lead-in tend s to make the

classroom a good classroom atmosphere became lively. Proper lesson plan is essential for both novice and experienced teachers. Although preparation does not guarantee successful lesson, walking into a classroom unprepared is more often than not the beginning of a disastrous lesson. Besides, students immediately notice whether their teacher has prepared or not. prepared teachers receive much lesson trust and cooperation from the students.

We benefit form lesson plan in a number of ways. Firstly, a clear lesson plan will make our teacher be aware of the aims and language contents of the lesson. It also helps students distinguish the various stages of a lesson and see the relationship between them so that the lesson can move smoothly from one stage to another. We can also think about how the students can be fully engaged in the lesson. When planning the lesson, we also become aware of the teaching aids that are needed.

On 好像没

什么用，删

掉吧…

这个句子没

主语，看不

懂

这句话既少主语又少谓

语。不知道盼盼到底想表

达什么意思 2. The I mportance on L ead-in in English C lass

2.1 Improving the speaking ability (我个人觉得名词短语Improvement of the ….要比这个动名词短语好，给人的感觉更加干练)

It is helpful for improving the speaking ability, students and teachers can develop speaking ability as one of the best links to provide students with the best work. For example, teachers can provide some new and interesting topics for students to practice English for rapid expression. , improve student interest and stimulate their thinking, the enthusiasm of students and improve learning efficiency.

2.2 Improving students’ interes t.（同上） Interest is the best teacher. American educator Bruno said: "The greatest motivation to learn but the learning materials of interest." Into the classroom and good students can stimulate interest should be funny or inspiring through the language of nature, so that the students learning atmosphere, the best way to acquire new knowledge. Import should be like the wise thinking of the students inspires students to creative thinking; develop a strong interest in learning.

2.3 Cradle to stimulate thinking.

Activity during recess time, students will be very relaxed; many students will create a new idea. School bell rings, although the students had reached the classroom, but the emotions and thoughts may not come, this time into a good class can play the role of emotional stabilities students read the book so attention to students outside the

classroom, and succeeded in turning the attention of students attracted to the class.

（还是缺少主语、谓语）

2.4 Improving students ’ learning efficiency

Effectively into the classroom can play a connecting role, (没有主语)not only review the old knowledge, but also to introduce new knowledge, so that students played both review effect.

The objectives of the lead-in describe the specific outcomes or products of the courses. As a result, objectives guide we are teachers, they also help learners

understand where the courses are going to, and why. Furthermore, the inventory of items, suggested methodology, measurement, and timetable provide reference and students in the process of teaching and learning.

The task for language teachers is to realize the lead-in as a course of action by whatever methodological means seem most appropriate for the activation of learning (Widdowson, 1990: 67). On lead-in is an inert abstract object. It is a set of bears for our action and not a set of instructions for the students’ activit ies. What students do is not directly determined by the lead-in but is a consequence of how the lead-in is methodologically mediated by the teachers in the pursuit of their own course s of instruction.

Since a language teaching lead-in involves the integration of subject ive matter and methodological matter, choice of lead-in can range s from the more or less purely linguistic, where the content of instruction is the grammatical and lexical forms of the language, to the purely semantic or informational, where the content of instruction is some skill or information and only incidentally the form of the language.

of

As the first part of classroom teaching,

the classroom creates an atmosphere ….. 这个动词不定式到底是做谓语还是状

语？

这一

句既缺

少主

语，又

缺少谓

语。

3. The C haracteristics on L ead-in in English C lass

3.1 Direction The classroom as the first part of classroom teaching, create s a classroom atmosphere and its inspire are very important, the importance of improving effectiveness. Lead-in to create a good classroom teaching situation, inducing students to learn and problem solving desire, so that students in need, motivation, goals, the

active in a targeted manner to study the issue and explore strategies for solving problems in order to truly enter the new knowledge. This being must grasp the two principles.(这一段的第一句话虽然给她改了一些语法，但是因为语句不通顺，思路不清晰，还是改得不彻底，让她把汉语思路理清了再翻译….)

3.2 Operation

To import the rich taste, simply the enthusiasm of the students and design-link. English into the creation of a strong learning environment, but also pave the way for learning new content, the real play "guide" role, to the effect of refresher. （缺少主语）This is the classroom into the practical.（建议先把汉语思路理清了再去翻译成英语）

3.3 Simplicity

On lead-in part time not too long, generally not more than 3-5 minutes, should strive to achieve "simplicity is not simple." （缺少主语）If time is too long, the complexity, it can not guarantee that teaching time, the second is likely to cause students weariness.（汉语意思理清了再做翻译——还是缺少主语）

3.4 New conceptions

In the English classroom, into all kinds of ways, many ways for teachers in the teaching of commonly used and achieved good teaching effect, and constantly improve teaching practices. （缺少主语） That applies for all the contents of the

删掉with English classroom. No matter how effective this method of importing a good sentence is , if the regular, repeated use will lead to students and reduce the import results. (逻辑混乱)Therefore, the lead-in methods must be flexible, diverse and must give students a sense of a novel, attracting the attention of students.

4. The Principals on L ead-in in English C lass

There are four major principals in a good lesson in the process of lead-in. T hey are variety, flexibility, learn ing ability, and linkage.

4.1 Variety

It refers to the process of planning a number of different types of activites 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.

4.2 Flexibility

It means planning to use a number of different methods and techniques rather than being a slave to one methodology. This will make teaching and learning more effective and more efficient.

4.3 Learn ability

It means the contents and tasks planned for the lesson 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 (Schumann, 1999: 26).

4.4 Linkage

It means the procedures and the steps with in each stage are planned in such a way that they are somehow linked with one another. Language learning needs recycling and reinforcement.

5. The Components on L ead-in in English C lass

The advantage of a concrete teaching plan is one that teachers can follow it in the class and check what they have done. This plan will be the basis of a record of what has been covered in English class, and will make it easier to make achievement tests later. The teaching plans will be good records for the entire course. A language teaching lesson plane usually has the following components:

5.1 Teaching aims

The first thing to do in the lesson plan is to decide the aims of the lesson, which include what language components to present, what communicative skills to practice, what activities to conduct and what materials and teaching aids to be used. Usually we are manual accompanying a test book will state clearly what the aims are for each unit or lesson.(accompanying 和state 是两个谓语，但是主语只有一个，句意不清) However, classroom teachers are under no obligation to adopt the same aims. We do not write the textbook especially for their teaching context. So we wish to modify the aims and the approach recommended by us manual. （句意不清）

6.2 Language contents and skills

In language teaching, it is important for the students to know exactly what language contents will be taught and what the language skills will be practiced in the lesson. By language contents, we mean structures, vocabulary, functions, and topics and so on. By language skills, we mean communicative skills involved in listening, speaking, reading and writing. Among the language contents, new vocabulary and

删掉and us

structures often receive more attention from the students and us. However, teachers should be careful when deciding what vocabulary items and structures to focus on in the class. Not all the new words in a lesson are equally important. We should decide which words need to be practiced and which only need to be briefly touched. Similarly, not all structures have the same status in the lesson. New structures need to be presented carefully and practice d. We should also be aware of any structures which are practiced in the less o n, but which have been mentioned in the previous lesson.

5.3 Teaching stages and procedures

Teaching stages are the major steps that language we go through in the classroom. (这个定语从句的后半部分句意混乱)Procedures are the detailed steps in each teaching stage. The most popular language teaching stage is the three P’s model, which includes presentation, practice, and production. At the presentation stage, we introduce new vocabulary and grammatical structures with reference to their contextualized use. At the practice stage, the lesson moves form controlled practice to guided practice and further to the exploitation of the texts when necessary. At the production stage, the students are encouraged to use what they have learned and practiced to perform communicative tasks. At this last stage, the focus is on meaning rather than formal accuracy.

删掉 for

6. The Methods on L ead-in in M iddle S chool English Class

6.1 Direction

Direction is intuitive and easy to attract student’s interest. But do not simply come into physical kind to the students, but for the kind of words linked with the memory in order to achieve the goals freedom of communication.(缺少主语！！)

6.2 Review

The new course before the start of the relevant knowledge and skills are reviewed and consolidated, in order to enable students to grasp for the old knowledge gaps, and make students as soon as possible into the study.

6.3 Multimedia: It is the important information, more and more attention of modern teaching Medias, have some beautiful pictures, movies or music, and so on. There be used of methods of importing.(句意不清)

6.4 Songs

The language of music is a shape, it gives much experience, the association and the resonance of human design that import, and generally the most easily lead to student interest.

6.5 Conversation

Student’s for the exchange of dialogue in English class, which is free style conversation in middle school English. （这个定语从句的前半部分没有真正的主

语，和后半部分联系不起来）

6.6 Game

The game's use of the students can fully aggressive, and the characteristics of honor, like the English game for students, such as puzzles, solitaire and other figures. When playing games, the students are motivated and enthusiastic classroom atmosphere is good, this method can allow students to actively participate in the study in the past.

7. Conclusion

We started this lesson with discussion on the significance of lesson plan. We believe lesson plan is necessary and beneficial to both experienced teachers and new teacher s. Then we discussed some major principals for good lesson plan, namely, verity, flexibility, learnability and linkage. There are principals but no standard way to plan lessons. The English lead-in can be done at macro and micro levels. Macro one lead-in involves obtaining knowledge about the students, institution and other features of the teaching context. Micro on lead-in involves deciding what and how to teach in the classroom. We discussed the major components of lesson plan, i.e. aims, language contents and skills, and stages and procedures

. Due to the limitation of ability, we would not discuss other stages in lesson lead-in, e.g. revision, introduction, checking homework and so on. We provided some sample lesson plans, but none of them are like those verbatim teaching notes, which many teachers wish to read. We do not think verbatim lesson plans are really beneficial to classroom teachers because very little real life language interaction can be predicted ahead of time. Students hope teachers can apply the ideas and principals suggested in this unit to the creation of imaginative lesson plans of their own.

致谢

在完成这篇论文，我想表达我的感谢所有那些谁帮我慷慨。

即将结束2年我的大学生活，学习和生活回顾（的），我觉得深深的丰收。在写论文的过程中，有很多困难，无论哪个链接，我的导师给了悉心的指导和帮助。我借此机会表示衷心的感谢我的导师！写在严格从主题的论文，已多次修订在最后文件中，老师总是认真负责地给我留下了深刻而详细的指导，帮助我开拓研究思路，精心指导，热情鼓励。李先生帮助我。我的论文已经成功完成，谢谢李先生！

划横线的句子语法太混乱，让她先写出汉语意思，龙龙你再给她重新翻译

内容摘要

关键词：初中英语，课堂导入，课前准备。

摘要

在导入在英语课上有一定的艺术素质;适当的引入可以提高学生的学习兴趣和课堂效率。;铅在英语课堂的特点;铅在英语课堂的原则，对引入类组件，该方法的导入在英语课的重要性：讨论可以从以下五点可以看出铅在中学英语课。

教师和学生在英语课了良好的合作，教师引导学生。在导入过程中，我们应该学生的定心，他们的演讲，表演的，利用多媒体和图片，歌曲和游戏，来之前准备的导入在英语课。

关键词：初中英语;导入;准备好之类的

内容

致谢..............................................................我

摘要在中国............................................................二

英文摘要............................................................. III

1 。简介 (1)

在英语课堂上引入2。重要性 (2)

2.1提高口语能力 (2)

2.2提高学生的学习兴趣 (2)

2.3从摇篮到刺激思维 (2)

2.4提高学生的学习效率 (3)

3 。在英语课堂上引入的特性 (4)

3.1方向 (4)

3.2操作 (4)

3.4简单 (4)

3.4新概念 (4)

4 。在导入在英语课上的原则 (5)

4.1品种 (5)

4.2灵活性 (5)

4.3易学性 (5)

4.4连杆 (5)

5 。一个良好的导入类........................................ 6组件5.1教学目标. (6)

5.2语言内容和技能 (6)

5.3教学阶段和程序 (7)

6 。在中学英语课上导入的方法 (8)

6.1方向 (8)

6.2审查 (8)

6.3多媒体 (8)

6.4歌曲 (8)

6.5会话 (8)

6.6游戏 (8)

7 。结论 (9)

8 。参考书目 (10)

1 。介绍

在英语教学中，就引入一类是在教学过程中最基础的一步，罗素说：“好的开始是成功的一半。”如果铅一类正确，可以直接吸引学生，激发学生的兴趣。要生产一个良好的学习动机。英国教育家罗素说：“所有的学科性质，应该从精神启蒙开始，教学语言应该是导火索，冲击波，兴奋剂，有一个诱人的想法，想着激动的人们的影响。”（教育家罗素）

这将在课堂上再使用。引入往往使课堂成为良好的课堂气氛变得活跃。适当的教学计划是为新手和有经验的教师必不可少的。虽然准备不保证成功的课，走进教室措手不及的是往往比一个灾难性的教训不是开始。此外，学生们立刻注意到他们的老师是否已经准备与否。准备教师收到学生太多的教训信任与合作。我们受惠形式教案在许多方面。首先，明确课程计划将使我们的老师要注意的目的和课程的语言内容。它还可以帮助学生区分一节课的各个阶段，并看到他们之间的关系，这样的教训可以从一个阶段平稳地移动到另一个。我们也可以思考如何对学生能充分参与的教训。在规划的教训，我们也意识到有必要的教具。