ABSTRACT
This thesis is to identify the necessity of the lead-in in the English reading class in the junior middle school by carrying out an experiment and to discuss what kind of lead-in can have more positive effects on the teaching of the English reading in the junior middle school. The experiment is conducted in two parallel classes of a junior middle school. Each class has 37 students. The two classes have an English reading class and the only difference is that one class has the lead-in while the other doesn’t. Immediately after class, all the students are required to take a reading test. The test result is that the accuracy of the class which has the lead-in is apparently higher than that of the class which doesn’t. This experiment might lead to the conclusion that the lead-in is very essential for the English reading class. And then, the thesis also discusses the principles of designing lead-ins and suggests some feasible lead-ins. The author hopes that this research will inspire the reading teachers to improve lead-ins so that the students can complete reading tasks better.
Key words: lead-in; English reading class; junior middle school
CONTENTS
ACKNOWLEDGEMENTS
ABSTRACT
摘要
Chapter One INTRODUCTION-1
Chapter Two LITERATURE REVIEW-2
Chapter Three EMPIRICAL RESEARCH ON THE LEAD-IN IN THE ENGLISH READING CLASS-4
3.1 Purpose-4
3.2 Subjects-4
3.3 Process-4
3.3.1 Teaching-4
3.3.2 Testing-5
3.3.3 Interviewing-6
3.4 Results and Discussion-6
Chapter Four DESIGN OF THE LEAD-IN IN THE ENGLISH READING CLASS-10
4.1 The Principles-10
4.1.1 Purposeful-10
4.1.2 Relevant-10
4.1.3 Time-bound-11
4.1.4 Bridging-11
4.1.5 Interesting-11
4.2 Feasible Lead-ins-12
4.2.1 Guessing the content from the title-12
4.2.2 Telling a story-12
4.2.3 Introducing background knowledge-13
4.2.4 Conversation or discussion-13
4.2.5 Role-play-14
4.2.6 Introducing current affairs-14
Chapter Five CONCLUSION-15
REFERENCES-16
APPENDIX-17
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