本科毕业设计（论文）On Effective Leading-in Strategies in Primary School English Class

ContentsAbstract I摘要 IIIntroduction 11IntroductionofLeading-in 31.1BasicInformationofLeading-in 31.2ImportanceofLeading-ininPrimaryEnglishClass 52ProblemsofLeading-ininPrimarySchoolEnglishClass 72.1FarfetchedContent 72.2ImproperTime-control 82.3LackingStudentParticipation 92.4SingleMethod 103StrategiesofImproveLeading-ininPrimarySchoolEnglishClass 123.1EnglishSongsStrategy 123.2FilmStrategy 143.3BrainstormingStrategy 163.4DialogueStrategy 183.5DirectStrategy 21Conclusion 24Bibliography 26Acknowledgments 29AbstractLeading-inofclassisthecorepartofclassroomteaching,especiallyinprimaryschoolEnglishteaching,itplaysanirreplaceableandimportantrole.Duetonon-nativelanguagelearning,primaryschoolstudentsenterclasslearningwithobviousbufferperiod.Therefore,inprimaryschoolEnglishteaching,leading-inofclassasawholecanguidestudentstoentertheclassquicklyandeffectively.Theeffectivenessofacourselargelydependsonthesuccessoftheleading-inofcourse.Therearethreepartsinthisresearch.Thefirstpartistheresearchbackground.ThispapersummarizesthedomesticandforeigndevelopmentofprimaryschoolEnglishleading-inbeforeclass,analyzesthegeneralsituationofleading-ininclasstheory,andclarifiestheimportanceofprimaryschoolleading-ininEnglishclassbyusingliteraturemethodandcaseanalysismethod.Itintroducesthecommonproblemsinleading-inofprimaryschoolEnglishclassroominsecondpart.Suchasthefarfetchedcontent,impropertime-control,thesinglechoiceofmethod,andnotfullyreflectthestudents’subjectivity.Theexistenceoftheseproblemsisthesourceofthisstudy.Thethirdpartproposeseffectiveleading-instrategiesforexistingproblems,includingEnglishSongsStrategy,Filmstrategy,BrainstormingStrategy,DialogueStrategy,DirectStrategy,etc.andanalyzesthecases.Fromtheactualteachingsituation,wecancomprehensivelyutilizeeachkindofleading-inteachingmethod,thusmakingthepre-classintroductionofprimaryschoolEnglishclassmoreefficient.Inshort,leading-inofclassplaysaveryobviousroleinprimaryschoolEnglish.Theapplicationofeachleading-inmethodrequiresteacherstocarefullydesigntheteachingcontent,anditneedstobestudent-centered,closetothestudents’pointsofinterest,soastomakeleading-inofclasslivelyandinterestinginashortperiodoftime.Andinrealteaching,teachersneedtousevariousteachingcombinationsforeffectiveleading-inofclass.Keywords:primaryEnglish;leading-inofclass;strategy摘要课堂导入是课堂教学的核心环节，尤其在小学英语教学中起着不可替代的重要作用。由于是非母语学习，小学生进入课堂学习前具有明显的缓冲期。因此在小学英语教学中，课堂导入可以引导学生快速、有效地进入课堂。一门课程是否有效，在很大程度上取决于课程导入的成功与否。本研究分为三个部分。第一部分是研究背景。本文综述了国内外小学英语课前导入的发展概况，分析了课堂导入理论的情况，并运用文献法和案例分析法阐明了小学英语课堂导入的重要性。第二部分对当前小学英语课堂导入中普遍存在的问题进行了分析。如导入内容牵强，导入时间控制不当，导入方法单一，未能充分体现学生的主体性等。这些问题的存在是本论文的出发点。第三部分针对存在的问题，提出了有效的导入策略，包括英文歌曲策略、电影策略、头脑风暴策略、对话策略、直接策略等，并对案例进行了分析。从实际教学情况出发，综合运用各种导入式教学方法，提高小学英语课堂导入的效率。总之，课堂导入在小学英语教学中起着非常明显的作用。每一种导入方法的运用都需要教师结合教学内容精心设计，以学生为中心，贴近学生的兴趣点，使课堂导入在短时间内生动有趣。而在实际教学中，教师需要运用多种教学组合进行有效导入。关键词：小学英语；课堂导入；策略IntroductionTheteachingprocessisaprocessinwhichstudentscanknowthemselvesandtheobjectiveworldaroundthemthroughteachers’teaching,aswellasaprocessinwhichteachersteachandstudentslearn[1].Theteachingprocessisgenerallybelievedthatincludesstimulatinglearningmotivation,sensingteachingmaterials,understandingteachingmaterials,consolidatingknowledgeandexperience,applyingexperienceandknowledge,andevaluatingteachingeffects,itcanbesummarizedintointroduction,presentation/dialogue/guidance,applicationandsummaryinchronologicalorder.Thus,presentationisthepremiseofunderstandingandapplyingknowledge[2].Amongthem,Leading-inofclassgenerallyincludestwoimportanttasks:preparationoflearningstateintheclassandreviewofoldknowledge,whichplayacentralroleinconnectingtheprecedingwiththefollowing.Therefore,leading-inofclassisconsideredasthekeylinkforthesuccessofalesson.Becauseintermsofknowledgelearning,alessonintotalincludesfiveparts:touchingnewknowledge,perceivingnewknowledge,understandingnewknowledge,applyingnewknowledgeandevaluatingnewknowledge.Therefore,itcanbeseenfromtheleading-in,whetherthestudentsareinterestedinnewknowledgeinashorttime.Thehighertheinterest,thebetterthelearningeffect,andthebetterthelearningstatepresented.Justlikethepreparationandwarm-upbeforesportsactivities,thetaxiingandaccelerationbeforetheplanetakesoff,theprimarylinkintheteachingprocessistheleading-inofclass,whichplaysaroleinattractingstudents’attention,stimulatingstudents’internallearningmotivation,reviewingoldknowledge,specifyingteachingobjectives,cultivatingteachers’andstudents’feelings,renderingclassatmosphere,etc.In2014,ChinabeganthereformoftheCollegeEntranceExaminationEnglishsystem,proposingthatEnglishsubjectswillbetestedtwiceayearorevenseveraltimes.ThisexaminationreformalsohasacertainimpactonEnglishatthebasiceducationstage.SometeachersandparentsbelievethatEnglishteachingandlearningarenolongerimportant.Underthisinfluence,teachers’teachingislaxandtherearemanyproblemsinleading-inofclass,suchasunclearpurposeofleading-in,insufficientpreparationofleading-inmaterials,lackofcommunicationbetweenteachersandstudents,cannotreflectstudents’needsandinitiative,teachers’wrongunderstandinginleading-in,etc.Atpresent,manyprimaryschoolEnglishteachersinChinahavesomeconsciousnessproblems.Theyareunwillingtospendtimeintheleading-inofclass,donotspecializeinstudyingthedepthoftheleading-in,anddonotfocusingonguidingstudentstoincreasetheirinterestinlearning,problemssuchasrigidityofclassroomteachingarefrequent.Therefore,itisimportanttostudytheleading-in.Instudent’sschoollife,classroomteachingisthemostimportantpart[3].Therearemanyleading-inways.Commonmethodsincludereviewleading-in,storyleading-in,realobjectleading-in,andquestion-and-answerleading-in.Differentmethodshavedifferenteffects.Theteachershouldchoosethemostsuitablestrategyandcombinetheteachingcontent.Theauthorfoundthattheresearchfocusesmainlyonitsfunctions,principles,strategies,methodsandotheraspects,andtheresearchconclusionsoftheseaspectshavemanysimilaritiesandtheirrespectiveemphases[4].Thevastmajorityofscholarshavereachedalotofconsensusbysummarizingtheexistingpracticeandresearchresultsonleading-inofclass.First,theyallemphasizedtheimportantroleofleading-inofclass,whichcanbesummarizedasfollows:toattractstudents’attention;stimulatestudents’learningmotivation;establishingtheconnectionbetweennewandoldknowledge;inspirestudentstothink;eliminatingstudents’nervousness;createaclassatmosphere.Secondly,inordertoavoidtheproblemthattheleading-intimeistoolongandaffectsteachingeffect,sothattheteachingobjectivescannotbecompleted,somescholarssuggestthattheleading-inshouldbecontrolledwithinacertainperiodoftime,i.e.Itisbesttocontrolwithin2-5minutesorgenerallynomorethan8minutes.Thirdly,domesticandforeignscholarshaveexpressedgreatconcerninthestudyoftheleading-inmethod.Itisveryimportanttochoosethebestteachingmethodbecausetheexperimentprovesthatdifferentteachingmethodscanachievedifferentteachingeffects.Fourth,itisemphasizedthatleading-inofclassneedstorunthroughthewholeclass.Inotherwords,leading-inofclassneedstobedeeplycombinedwithclassknowledgecontent,soastoformefficientleading-inofclass.Therefore,theresearchpointofthisarticleishowtochoosetheappropriateleading-inmethod,takestudentsasthemainbody,closetostudents’interestpoints,andusetheappropriateleading-inmethod,soastomakeleading-inlivelyandinteresting.1IntroductionofLeading-inLeading-inofclasscanbedefinedaspositivethinking.Itisthekeyofclassteaching,andstudents’interestinthinkingisstimulated,soteachersshouldpayattentiontostimulatestudents’thinkingthroughleading-inatthebeginningofclass,soastoarousestudents’enthusiasticexplorationofnewknowledgeandcontent.1.1BasicInformationofLeading-inNowleading-inofclassisaroutineandveryimportantpartofteaching.Thispartsummarizestherelevantdevelopmentoftheleading-inofclass.1.1.1DefinitionofLeading-inThedefinitionofleading-inisatthebeginningofanewteachingcontentorteachingactivity,theteacherusesacertainwaytoproperlyguidethestudents’attentionandcareaboutthetopicoftheclass,soastoguidethestudentsintothelearningstateofbehavior.Thetheoryofleading-in,asakindofpragmatics,isapragmatictheoryfoundedbythefamousBelgianlinguistVerschereninthe1980s.Asthefirstlinguisticmanual,HandbookofPragmaticsmarkedthebasicformationofthetheory.UnderstandingPragmaticswrittenbyVerscherenin1999systematicallyexpoundedthetheory,whichmarkeditsmaturity.ThephilosophicalbasisofadaptationtheorywasderivedfromDarwin’sevolutiontheoryandPeirce’slogicalsemantics[5].1.1.2FunctionsofLeading-inTherearemanyfunctionsofleading-inofclass.Intherelevantstudiesofscholars,itmainlyincludesthefollowingpoints.First,stabilizeclassroommood[6].Asprimaryschoolstudentsareverybusyafterclass,themoodofmoststudentsisnotstableatthebeginningofclass,whichrequiresteacherstohaveatransitionofleading-insothatprimaryschoolstudentscangraduallyenterthelearningatmosphereinclass.Second,stimulatestudents’interestinlearning.“Interestisthebestteacher”,itwillleadstudentsintothehallofknowledge,harvestthejoyofharvest.Excellentleading-inofclasswillmakestudentsfeelhappyandenterastateofhappylearning.Intheprocessofguidingtheclass,theteacher’shumorousexplanation,emotionalrecitation,beautifulblackboardwriting,naturalandunrestrainedcharmorabeautifulpainting,abeautifulsongcanattractstudents’attentionandstimulatetheirinterestinlearningnewclasses.Third,attractstudents’attention.Theteachingprocessrequiresstudentstoparticipateinavarietyofpsychologicalactivities,suchasfeeling,perception,memory,thinkingandimagination.Itisalsoaprocessofstudents’psychologicalcognition,andwhetherattentionisconcentratedisthenecessaryconditionandimportantguaranteeforthesmoothprogressofthiscognitiveprocess.Skillfullyintroducingnewlessonscanmakestudents’attentionquicklyintegrateintotheclass.Fourth,communicatethefeelingsofteachersandstudents.Thekeytoconnectinginformationbetweenteachersandstudentsisgoodleading-inofclass.Throughleading-inofclass,teachersandstudents’emotionswillbeimperceptiblycommunicatedandsublimatedintheprocessofguidingtheclass.Fifth,makeclearthepurposeofteaching[7].Thepurposeofleading-inbymakingitcleartostudentswhattheyhavelearnedinclass,soastostimulatestudents’learningmotivation,keepstudents’vigorousandlong-termattention,andconsciouslycontrolandadjusttheirlearningactivities.Sixth,enlightenstudents’thinking.Seventh,determinetheteachingkeynoteofthewholeclass.Agoodstartwillmaketheclassteachinghalfsuccessful.Leading-inofclasscanenablestudentstoeasilyentertheclassandlaytheteachingmoodandkeynoteoftheclassroom[8].1.1.3KindsofLeading-inTherearemanystrategiesofclassleading-in,includingTheReviewstrategy,TheStorystrategy,RealobjectstrategyandTheQuestionstrategy,etc.However,leading-instrategiesmainlyincludesthefollowingstrategies.First,TheReviewstrategy,introducingnewlessonsbyreviewingisthemostfrequentlyusedstrategy,whichisconvenientforstudentstoconsolidatewhattheyhavelearnedandorganicallylinktheoldandnewknowledge.Generallyspeaking,itisconductedthroughfreedialogue,questioning,silentwritingandcompetitionbetweenteachersandstudents,especiallyinthereviewstage[9].Second,TheGamestrategy.InEnglishteaching,teacherscanaddsomegamesappropriately,whichcanmobilizetheclassatmosphere,andalsostimulatetheenthusiasmofstudentstoparticipate,thusachievingthepurposeofentertainingthroughteaching.Andhasmadethegooddemonstrationfunctiontothenewlessonderivation.Third,TheScenariostrategy.DuringtheLeading-in,studentscanbegivenacertainemotionalenvironmentaccordingtothecharacteristicsoftheteachingmaterialssothattheycanstayinittoaccumulatefeelings,thusformingmotivationandgreatlyimprovingtheeffectofclass.Animportantbasisforeffectiveuseoflanguageanddiscourseissituation.Puttingstudentsinacreatedsituationtolearnandusethelanguagecanhelpthemunderstandthecontentandformofthelanguageandstimulatetheirinterestinlearning.Fourth,ThePerformanceStrategy.Accordingtothecharacteristicsoftheteachingmaterials,teachersletthestudentsplaycertainrolesandintroducethemintotheclassthroughroleplaying.Fifth,TheMusicandMovieStrategy.Musiccangivepeopleaestheticfeelingandedifytheirsentiment.Moviesarenaturallylovedbystudentsbecauseoftheirstoriesandpictures.Therefore,musicandmoviesareoftenusedasleading-inmethods[10].Sixth,TheConversationStrategy.Conversationstartswithtalkingwithstudents,talkingaboutthoughts,lifeandstudy.However,thisisnotaramblingtalk.Theteachershouldfocusonatheme,whichisthecentralcontentofthislesson.Seventh,theVisualImageStrategy.Today’ssocietyhasenteredtheinformationage,andabundantinformationresourceshavegivenusabroadchoice.Whetheritisexquisitepictures,wonderfulmusic,orwonderfulmovieclips,clevercoursewarecanbeconsciouslyusedtomakeitbecomeanovelLeading-inform.1.2ImportanceofLeading-ininPrimaryEnglishClassTheleading-inofprimaryschoolEnglishclassisofobviousimportancefrombothchildrenphysiologyandpsychology.Fromtheperspectiveofchildren’sphysiology,primaryschoolstudentshaveobviousbrainadjustmentstageforlanguagelearning.Englishisnottheirmothertongue,soprimaryschoolstudentspaygreatattentiontothechangeoflearningenvironmentduringtheintroductionperiodoflearningEnglish.Therefore,leading-inofclassplaysaveryobviouschangeoflearningenvironment,thusimprovingtheadjustmentofprimaryschoolstudents’brainlearningnerves.Atthesametime,becausechildrenaregenerallylivelyandactiveafterclass,thereisanobvioustransitionstageintheprocessofchangingtheclassstate,whichisalsoanimportantroleoftheleading-inofclassperiod.Therefore,frommanylearningexperiments,itisalsofoundthatinEnglishlearning,goodleading-inofclasscanquicklyimprovestudents’learningpleasure,canguidestudentstoquicklyenterthelearningatmosphere,andhelpprimaryschoolstudentstoquicklygraspandrememberthelearnedwords,grammar,sentences,etc.,thusmakingprimaryschoolstudents’learningattentionmoreconcentratedandimprovingthelearningefficiencyofprimaryschoolEnglish.Inshort,frommanyaspects,theleading-inofclassofprimaryschoolEnglishisveryimportant,bothforprimaryschoolstudents’learningandfortheirbodyandbrainregulation.Sothatstudentscanquicklyenteragoodstateofpsychologicalpreparation,thusbetterguidingstudentstocarryoutthestudyofclassteachingcontent.2ProblemsofLeading-ininPrimarySchoolEnglishClassAtpresent,primaryschoolEnglishinourcountrygenerallydonotattachimportanceofleading-ininclass,whichleadstoaseriesofteachingproblems.2.1FarfetchedContentInprimaryschoolEnglishclassteaching,teachersoftenuseSituationalStrategyofleading-in,whichistocreatesometeachingsituationsincombinationwithclassteachingcontents,soastoenableprimaryschoolstudentstointegrateintotheteachingatmospheremorequickly.However,thecreatedsituationsmaybeuntrueorunreasonable,divorcedfromstudents’liferealityandbeyondstudents’knowledgelevel,sothatstudentsaredifficulttoparticipateintheleading-inactivitiesanddirectlyaffectstudents’interestinthefollowingcontents.So,thesituationcreatedbytheteachersduringtheleading-inofclassiseasytobefarfetchedanddeviatesfromthetheme,leavingstudentsconfusedafterlistening[11].Thisrequiresteacherstofullyconsiderstudents’existingknowledgelevelandpsychologicaldevelopmentcharacteristicswhendesigningleading-inactivities,andtocreatescientificandreasonableleading-inscenarios,sothatstudentscanclearlydefinetheirlearningobjectivesandlearningcontents,contactandlearnlanguagesinamorerealcontext,specificallytheleading-inproblemsincontextcreation,asshownbelow.First,therearegrammaticalerrorsintheleading-inlanguage,suchaswordordererrors,tenseerrorsinlanguageexpression,etc.Thisshowsthattheaccuracyofteachers’languagerequirementsinEnglishteachingneedstobeimproved,otherwiselong-termmistakesinlanguageexpressionwillnotonlyeasilyleadtomisunderstandinginEnglishlisteningandknowledgeunderstanding.Moreover,itisnotsuitableforstudentstoformgoodlanguagehabits.Second,thetoneandintonationoftheleading-inusedbyteachersaregentle,whichcannotattractstudents’attention.Inthefirstfewminutesofclass,itwastheprocessthatthestudentsnevernoticedintentionally.Theteacher’sgentleintonationoftheleading-inlanguagecouldnotmakethestudentscompletelyshifttheirattention,norcoulditstimulatethestudents’enthusiasmforEnglishlearning.Therefore,theteacher’stoneandintonationshouldchangeaccordingtothestudent’sstate.Third,thedesignoftheleading-inisrathercomplicatedandincoherent,whichnotonlydoesnothighlighttheextensionoftheleading-intimedirectlycausedbytheteachingofthislesson.Theleading-inshouldbeconciseandtothepoint,withemphasisontheteachingcontentofthislesson.Intheobservationprocesstheteachercannoticethatsometeachers’leading-inlanguagedesigniscomplicated,andeventherearesomephenomenasuchasimproperdesign[12].Fourth,thedesignoftheleading-inlanguagehaslittlerelevancetothecontenttobetaughtinthislesson.Intheprocessofteaching,someteachersforthepurposeofleading-in,butthecontentisnotsuitableforleading-in,andthereisnodirectconnectionbetweentheleading-incontentandthecontentspoken,thustheleading-infails.2.2ImproperTime-controlTheexistingteachingtheoriesemphasizethattheleading-intimeshouldnotbetooshortortoolong,about3-5minutes.Theshortleading-intimecannotconcentratethestudents’attentionandmakethemunderstandtheteachingcontentwell.Toolongtimecaneasilymakestudentsboredwiththeirstudies.Accordingtotheactualsituation,mostprimaryschoolEnglishteachershavereasonablecontrolovertheleading-intimeinclass,fullyconsidertheproblemofstudents’attentiondistributioninclass,seizethekeytimetostabilizestudents’emotionsandunderstandtheknowledgepointsofthislesson.However,therearealsomanyteacherswhodonotcontrolthetimeofclassroomintroductionproperly[13].Theleading-intimeistooshort,whicheasilyleadstothefactthattheteacherhasalreadystartedtoteachnewknowledgewithoutthestudents’psychologicalpreparation,andthestudentscannotclearlyunderstandthenewcontentofthislesson.Theleading-intimeistoolong,whichwilleasilyleadteachersandstudentstodeviatefromtheexplanationofthenewknowledgeinthislesson,andwilleasilyleadtostudents’psychologicalfatigue.Manyteachersspendtoomuchtimebeforestartinganewclass,constantlytalkingwithstudentsaboutsomemarginaltopics,repeatinglanguageandoccupyingalotofclasstime.Otherteachersworrythatoldknowledgewillnotbeactivatedandreviewedproperly,sotheyspendalotoftimereviewingandletstudentsdoretrospectiveexercises.Thismethoddoesmoreharmthangoodandcanonlyproduceaviciouscircle.Anotherpartoftheteachersonlyusesafewshortwordstointroduce,thestudents’interestandattentionhavenotbeenfullymobilizedtostartanewlesson,althoughthistooshortintroductionsavedsometime,butitdidnotfullyplayarole.2.3LackingStudentParticipationDuetotheinfluenceofthetraditionalteachingmode,themajorityofteachersinprimaryschoolEnglishteachingareself-centered,andtheprimaryschoolstudents’Englishlevelislimited,soitisdifficulttoshowtheirsubjectiveinitiativeinprimaryschoolEnglishclass.Forexample,intheclassteachingguidedbybothteachersandstudents,studentsstillfollowtheteacher’sinstructionsmechanically.Therefore,eveniftheteachercanleadinthesubjecttogetherwiththestudent,thestudent’ssubjectivityisnotwellreflected.So,teachersshouldconsciouslyembodystudents’subjectivityintheprocessofleading-inofclassandletstudentsparticipatemoreactively.However,intheactualclassteachingprocess,thesettingandimplementationoftheleading-inprocessarestillimplementedstepbystepaccordingtothearrangementofteachers[14].Inthisprocess,theteachertookintoaccountthenatureoftheteachingcontentitself,thelimitationoftheleading-intimeandsomeinfluencedfactors.Insteadofputtingtheteacherinthestudent’sperspective,theteacherthoughtthattheteachingwasforthestudentandtheleading-inwasforthestudent’sprinciple,andtooktheinitiativetoguideandsolveanyquestionsraisedbythestudent.Therefore,theprocessofleading-inofclassislackingstudent’sparticipation.Inthemoderneducationconcept,theroleofteachersisnolongerasingleinfusionofknowledge,butavarietyofroles,morelikeaclassroommanager,organizerandguider,putinquirylearningmethods,autonomouslearningmethods,groupcooperationteachingmethodsandsoonareconstantlyintegratedintotheclassroom,andthesenewteachingmethodsareespeciallyemphasizedtoreflectthesubjectivityofstudents.Inthiswat,thedesign,managementandorganizationoftheclassroomarestudent-centeredandhaveadjustedthetraditionalteachingmethods,whichhasbecomeanewteachingconceptpursuedbymanyteachers.2.4SingleMethodJudgingfromtheactualsituationofprimaryschoolEnglishteachers’leading-in,manyteachershavenoticedtheapplicationofleading-instrategies,butitislimitedtoindividualteachingsituationsandcannotformaneffectiveteachingnorm.Finally,itreflectsthesingleleading-instrategy.Forexample,someteacherschoosetheleading-inofquestion,butduetoimproperproblemsettingorstudents’inadequateunderstandingoftheproblem,itmayleadtothefailureofleading-inandultimatelyaffectthesmoothprogressofteachingwork.Asurveybysomescholarsshowsthatmanyteachershavepaidattentiontotheleading-inofgames,storiesandpuzzlesintheclass,becausethesestrategiescanstimulatestudents’interestinlearningEnglish.However,only20%ofteacherscaninsistonusingtheseleading-inmethodsforalongtimeinmostclasses.Inordertosimplifytheteachingprocess,teachersoftenselectivelydonotusemethodofleading-ininprimaryschoolEnglishclassroom[15].Fromtheactualteachingresearch,teachersshouldcultivatetheawarenessofleading-inofclass,fullyrealizetheimportanceofleading-in,andshouldnotneglectthelinksofleading-inatwill.Inactualteaching,aconsiderablenumberofteachershavehabituallyreducedtheeffortsthatshouldbemadeinpreparinglessonsaftertheyarefamiliarwiththeleading-ininclasscontentsandteachingobjects,resultinginthephenomenonofrepeateddesignandintroduction.Accustomedtousingoneormoreleading-inmethodstocompletealltypesofnewteaching,inthelongrun,studentswillhavenonovelty,leading-inofclasswillloseitseffect,itisdifficulttoplayaroleinstimulatingstudents’learningstate.Thesecondistoinnovate.ForprimaryschoolEnglishclasses,thestrategyofleading-inshouldnotbelimitedtoonestrategy.Teacherscancombinelessontypeswithlearningsituationsanddesignnewstrategyofleading-inbythemselves,sothatstudentswillhaveconstantfreshnessandcuriosity.Forexample,inaspeechdeliveredduringtrainingforyoungEnglishteachers,teacherJinnapointedoutthatEnglishandChinesearetwocompletelydifferentlanguages,andsimplestrokesarerichincolorandcanbeusedasavisualintermediarytocommunicatethetwolanguages.itcannotonlytellstudentswhattheteacherwantstosayataglance,butalsostimulatestudents’interestandimagination.Teacherscantransitiontonewwordsthroughinspiration.Range,pear,apple,peach.Thismethodofdrawingleading-inrequiresteacherstofinishdraw