V。 Data Analysis and Results 18

5。1 Questionnaire Analysis 18

5。2 Observation Analysis 21

VI。 Conclusion 23

Bibliography 25

Implementation of Interactive Lead-in in English Class 

I。 Introduction

Over the years, linguists and educators from all over the world have focused on the English teaching study of different teaching methods and the teaching effects, especially in the design and implementation of lead-in in interactive English teaching mode。 The famous educator Bloom's (1984) research shows that in the English classroom teaching, the students miss about one third of the teaching contents; and the absent-minded students account for about 25% to 30﹪who have nothing to do with the topic discussion。 Therefore, he concluded that the interactive classroom teaching is more advantageous to attract the attention of students, increase students’ interest in learning, stimulate students thinking and self-learning consciousness and improve the classroom teaching effect。 Since the lead-in is not only the primary link but also an important part during the whole teaching process and a good introduction contributes to attracting and guiding the students to quickly enter the learning state, the design and implementation of lead-in in interactive English teaching mode is of great necessity, which in China fully embodies the students’ heart。 Just like a saying goes, a good beginning is half done。 The success or failure in the lead-in largely affects the following teaching links。 If the design and implementation of lead-in in interactive English teaching mode is well done, it will help the students cultivate practical English communication skills, especially, listening and speaking skills of the students, contributing to making English teaching get twice the result with half the effort。论文网

Indoctrination teaching mode pursues only classroom efficiency, which the teachers provides students with too many ready-made things which do not need their thinking or searching, which deprives the students of capacity self-development, impedes students thinking things out for themselves。 On the contrary, the interactive English classroom can give the students a broad world where they can conduct self-exploration, and think for themselves。 And they will make preparations before class and find out the relevant answers independently。 Therefore, they can develop their English through creative critical thinking。

In a traditional classroom, most of students depend too much on teachers, and are accustomed to calling the roll to answer the questions。 Recent research focuses on interactive class in university; however, the design and implementation effects are not very efficient in the lead-in part of middle school English classroom teaching。 Therefore, this thesis focuses on the design and implementation of the lead-in part in the interactive English classroom-teaching mode in middle school。

In the first part, the thesis introduces the background, significance and the content of the research。 In the second part, the relevant research about English interactive classroom mode is reviewed。 In the third part, the author describes the methodology and design of the study of lead-in in English interactive classroom。 In the fourth part, it analyzes the results of interactive Lead-in in English classroom teaching。 In the last part, some reflections are put forward, which is useful for teachers to learn how to apply the English interactive classroom-teaching mode to the lead-in part。

Ⅱ。 Literature Review

2。1 Definition of Interactive Classroom Teaching

The word “interaction” was first used by Simmel (1908), a German sociologist, in his book Sociology。 He holds the view that our society came into being because of people’s interaction。 With the development of times, interaction analysis done by many scholars and educationists, and the definition can be various。