初中英语课堂教学导入环节有效性研究分析-以嘉兴城南中学英语课堂导入教学设计为例 英语教育教学专业

摘要本文致力于研究如何在初中英语课堂中展开有效的导入环节。本文认为导入在初中英语课堂中扮演着不可或缺的角色。有效的导入能帮助一堂英语课堂更好的进行，也能帮助学生提高学习兴趣。并且本文认为有效的导入过程离不开心理学的运用。因为只有掌握了学生的心理，教师才能更好地展开教学设计和教学活动。因此本文通过结合皮亚杰认知发展理论中的同化、顺应和平衡三过程，分析作者在城南中学实习时所记下的几个教学导入案例，并根据同化、顺应和平衡三个过程提出有效导入应遵循的原则和各原则对应的有效导入方法。关键词：导入；初中英语教学；同化；顺应；平衡AbstractThispapertriestofigureouthowtocarryouteffectivelead-ininEnglishclassinjuniormiddleschool.Asisknowntous,lead-inplaysasignificantroleinEnglishclassteaching.Aneffectivelead-incanmakeanEnglishclassgoonsmoothlyanditcanalsohelptheteacherarousestudents’interestsoflearningEnglish.Andtheauthorbelievesthateducationiscloselyrelatedwithpsychology.Ifateacherwantstocarryouthisteachingdesignoractivitiessuccessfully,hemustmakeuseofpsychologicaltheories.Therefore,thispaperanalyzesthreeteachingdesignsoflead-infromChengnanMiddleSchool,basedonPiaget’scognitivedevelopmentprocessesassimilation,accommodationandbalance.Andtheauthorcomesupwiththreeprinciplesforeffectivewaysoflead-inbyusingthethreeprocesses.Andtherearealsoseveraleffectivewaysoflead-inaccordingtoeachprinciple.Keywords:lead-in;Englishteachinginjuniormiddleschool;assimilation;accommodation;balance

ContentsAbstract IIIntroduction 11.1Thebackgroundofthisresearch 11.2Theresearchpurposeandmethods 1Literaturereview 22.1Aboutlead-in 22.1.1Definitionsoflead-in 22.1.2Researchesonlead-inathomeandabroad 22.2Theoreticalframework 32.2.1MainfactorsaffectingEnglishclassroomteaching 32.2.2Psychologicalbasis 42.3Previousstudies 5Casestudies 63.1BasicinformationofChengnanMiddleSchool 63.2Analysisofsomelead-incasesfromChengnanMiddleSchool 73.2.1Case1 73.2.2Case2 83.2.3Case3 9Theprinciplesforeffectivewaystodesignlead-in 94.1Assimilation 104.2Accommodation 104.2.1Intuitionalinstruction 114.2.2Situationalcommunication 114.3Balance 124.3.1Discussion 124.3.2Review 12Conclusion 12Bibliography 14Acknowledgements 15IntroductionThispapermainlytalksabouttheeffectivenessoflead-ininEnglishclassroomteachinginjuniormiddleschool.Lead-inisbeingpaidmoreandmoreattentionnowadays.Andmanyresearchersdidresearchonitfromdifferentareassuchaspedagogy,linguisticsandpsychology.Thispapertriestousepartofpsychologicaltheoriestocarryonresearch.Thebackgroundofthisresearchandtheresearchpurposeandmethodsareasfollowing:ThebackgroundofthisresearchEnglishCurriculumStandard(2011)pointsoutthatinterest,motivation,confidence,willandspiritofcooperationarethemainfactorsinfluencingstudents’studyingprogressandresult.Teachersshouldconstantlyarouseandstrengthenstudents’interestsoflearningEnglish.Andaccordingtojuniormiddleschoolstudents’characteristic,thebesttimetoarousestudents’interestsisatthebeginningofaclass,thatis,lead-inplaysanimportantroleinarousinginterest.Andthereasonabledesignofclassroomlead-incanstimulatethestudents’participationinclassactivities,helpthementeraneasystudyconditionandimproveteachingefficiency.(ZhouMingxia,2014:83)Butsometimesteachersdon’tpaymuchattentiontolead-inastheycaretoomuchtothetest,whichmayleadtothefailureofaclass.TheresearchpurposeandmethodsThemainpurposeofthispaperistodiscusshowtogiveoutaneffectivelead-ininEnglishclassinjuniormiddleschool.AndthepaperisbasedonPiaget’stheoriesaboutchildren’scognitivedevelopmentassimilation,accommodationandbalance.Thatis,theauthortriestofigureouteffectivelead-inmethodsbyusingtheprinciplesofassimilation,accommodationandbalance.Andtherearealsoseveralteachingdesignsoflead-intosupporttheideasinthispaper.Alloftheteachingdesignsoflead-insarefromChengnanMiddleSchool.Theauthortookthemdownwhilelisteningtotheteachers’classesasaninterninChengnanMiddleSchool.Andtherearealsosomeotherexamplesinthispaper,andtheyallcomefromNSEbooks.Andtheauthordoestheresearchbyanalyzingtheteachingdesignsoflead-in,comparingdifferentideasfromotherwritersandcombiningtheexampleswiththetheories.LiteraturereviewAboutlead-inDefinitionsoflead-inAsisknowntous,therearefivemainstepsinEnglishclassroomteachinglead-in,presentation,practice,productionandsummary.Lead-inisthefirststep.Andasitsnamegoes,lead-inmeansbeforestartinganewlesson,teachersshoulddesignsomeactivitiesorsomewordstostimulatestudents’interestsandleadthemintoanewlessonnaturally.Andatthesametime,itisrequiredthatstudentsshouldgetsomeinformationorbackgroundknowledgeaboutthenewlessoninlead-in.Thelaterpartsofaclassaregreatlyinfluencedbylead-in.Researchesonlead-inathomeandabroadReferringtotheimportanceoflead-in,theresearchersabroadhasbeenresearchingforitforalongtime.Theythinkhighlyoftheroleoflead-in.Forexample,bothC.TurneyandRogerGowerattachedgreatimportancetothebackgroundoflearningandtheapplicationofvariousmethodstoarousestudents’keencravingforknowledgeattheverybeginningoftheclasstoimprovetheeffectivenessofteachingresults.(qtd.inWangHongmin,2012:11)Henceitispaidcloseattentiontobytheresearchersabroad.Notonlytheresearchersabroadthinkhighlyoftheinfluenceoflead-in,butalsothedomesticresearcherskeepawatchfuleyeonit.Andtherearemanyarticlesaboutlead-infromdifferentaspects.ShaoJizu(2014)saidinhispaperthattherewerevariouskindsofwaystogiveoutlead-in,whattheteachersweresupposedtodowastakingstudents’learningcondition,students’psychologicalcharacteristic,teachingcontentsandteachingmethodsintoconsideration.LeiDa&SongWei(2010)viewedthattheimplementationoflead-injustcostseveralminutes,however,thestudents’statuscouldbechangedjustintheseseveralminutes.Theybelievedthatasuccessfullead-inofnewlessonscouldnotonlystimulatestudents’desiretolearn,butalsorealizetheconnectionbetweenknowledge.WangXuan&NieSen(2012)suggestedthatdifferentkindsofclassshouldbewithdifferentkindsoflead-in.Theythoughtsomeclassesfocusedontrainingreceptiveskillsandsomefocusedontrainingproductiveskills.Asfortheclassesfocusedontrainingreceptiveskills,theteacherscanmakestudentsdosomesimpleperformancetomaximizestudents’involvementinclass.Andfortheclassesfocusedontrainingproductiveskills,theteacherscanaskstudents’howtheyexpectactivitiesshouldbecarriedout.ChenXiao(2008)pointedoutthatlead-inhadnothinglikeafixedmodel,thatis,itwasflexible.Andplayinggameswasacommonwayusedbymanyteachers.Whatshouldbepaidattentiontowascatchingtheextentofthegame.Thegamesshouldserveforthecontentsofthenewlesson.Wecanknowfromtheopinionsabovethattheyallattachedgreatimportanceontheroleoflead-in.Theyallagreedthatagoodlead-incansteerstudents’interestoflearningEnglish.Andtheyalsogaveoutsomesuggestionsabouthowtoleadinwellandwhatshouldbefollowedwhencarryingoutlead-in.Buttheyseldommentionedhowtheycomeupwiththosemethods.TheoreticalframeworkMainfactorsaffectingEnglishclassroomteachingTherearemanyfactorsaffectingEnglishclassroomteaching.Andthispapermainlyfocusesoninterest,pertinenceandstressingtheroleofstudents.Firstly,itisaboutinterest.Justasanoldsayinggoes:“Interestisthebestteacher.”Theinterestcanmotivatestudentstolearnmore.Soifthelead-inisinterestingenoughforstudents,theresultwillbegood.ButEnglishasaforeignlanguage,infact,isalittlebitdifficultforsomestudents.Thatrequiresteacherschoosematerialsoflead-inaccordingtostudents’psychologicalfeatures.Andmakefulluseofthesematerialsbyorganizingexactteachinglanguage.Onlyinthiswaycanthestudentsfocustheirattentiononthenewlessonatthebeginning.Secondly,itreferstopertinence.Pertinencereferstothattheteachinglanguageusedbyteachersshouldbecloselyrelevanttotheteachingobjectivesandrequests.Teachersshoulddesigndifferentkindsoflead-inaccordingtodifferentteachingcontentsandstudents’condition.(WangYue,2010:140)Andlead-inshouldalsoconnectnewknowledgewitholdknowledge.Andagoodlead-incanmakestudentsknowwhatisgoingtolearnandhelpteachersgoontheirlessonssmoothly.Lastbutnotleast,stressingtheroleofstudentsisimportant.Differentfromseveraldecadesago,theeducationtodaystressesthatstudentsshouldbethecenterofaclass.Thiscanbewellrealizedinlead-inofanEnglishclass.Juniormiddleschoolstudentsareattheagethattheywanttoperformthemselves.(ChenChuanguang,2012:66)Hencetheactivitiesoflead-insuchaseverydaytalkorrole-playcanmaketheatmosphereinclassroomactive.Naturally,students’interestsareeasilyaroused.Butonethingshouldbeconsideredisthattheperformanceshouldn’ttaketoomuchtime.PsychologicalbasisAsweallknow,wecannotseparateeducationfrompsychology.Andstudentsinjuniormiddleschoolareattheageofpsychologicaldeveloping.Andtheircognitivestructureisalsoindevelopment.Sothismeansthatteachersshouldtakestudents’cognitivedevelopmentintoconsiderationwhiledesigningateachingdesign.Piagetdiscoveredthattherearethreebasicprocessinfluencingchildren’scognitivedevelopmentassimilation,accommodationandbalance.(XieFu,2016:75)Whentalkingaboutthethreebasicprocesses,schemamustbementioned.Theterm“schema”referstoacategoryofknowledgethatyoucurrentlyholdthathelpsyouunderstandtheworldyouliveinandprovidessomebasicguidanceforfutureevents.Aschemadescribeshowweorganizeinformation.Assimilationisablendingofthepreviousinformationwithnewknowledge.Andtheprocessofassimilationoccurswhenyouaddnewinformationtoanexistingschematobetterunderstandyourworld.Accommodationreferstopartoftheadaptationprocess.Theprocessofaccommodationinvolvesalteringone’sexistingschemas,orideas,asaresultofnewinformationornewexperiences.Newschemasmayalsobedevelopedduringthisprocess.Balancereferstothebalancebetweenassimilationandaccommodation.Thelearnermakesitscognitivedevelopmentfromonebalancetoabetterbalancethroughself-regulationmechanism.Andthebalanceusuallyappearswhenthenewknowledgeisalmostequaltotheoldknowledge.PreviousstudiesAlthoughmanyresearchersfocusmoreonhowpedagogyworksonlead-ininEnglishclass,moreandmoreresearchersstarttokeepawatchfuleyeonpsychology.Andtheyattachgreatimportancetochildren’scognitivedevelopmentprocessassimilation,accommodationandbalance.Someviewsareasfollowing:LiJun(2009)figuredoutthatthemethodsoflead-incouldbedividedintotopicintroducing(assimilation)andsituationalcommunication(accommodation).Topicintroducingreferstomakinguseoftherelationbetweenoldknowledgeandnewknowledge.Situationalcommunicationreferstomakingstudentsparticipateinclassroomactivitiesactivelythroughtheextensionoftopics.ChenHuiyingandXueGuojun(2016)pointedoutthatwhenpeopledealwithnewthings,theyrelyonschematopredict,explainandabsorbtheexternalinformation.Thenconstructnewschemaandmaketheoriginalschemareachanewbalancethroughassimilationandaccommodation.Learnersexplaintheirexperienceonthebasisoftheoldknowledgeandtheeducationreceivedbefore.Whenthereisexternalinformation,theywillcomparetheexternalinformationwiththepreviousexperienceandworkoutintentionalitywithemotionalexperience.That’stheprocesstocreateanewinternalknowledgestructure.ChengJie(2015)viewedthatlearnersformandadjusttheircognitivestructurebythemutualinteractionofoldknowledgeandnewknowledge.Andthecognitivestructureisgraduallyconstructedthroughassimilationandaccommodationanddevelopsitselfinthecirculationof“balanceimbalancenewbalance“.Inshort,moreandmoreresearchershavenoticedtheimportantroleofcognitivedevelopmentprocessesinlead-in.Andmanypapershavementionedthat.However,mostofthemonlytalksabouttheimportanceofitbutnevermentionshowtocarryouteffectivelead-inaccordingtoassimilation,accommodationandbalance.Andtheauthortriestomakeitinthispaper.CasestudiesTheauthortakesthreeteachingdesignsoflead-inasexamplestoanalyzehowthethreeprocessesofcognitivedevelopmentworkforeffectivelead-in.AndallofthecasesarefromChengnanMiddleSchool.BasicinformationofChengnanMiddleSchoolTeachingsituationChengnanMiddleSchoolisapublicschoolinJiaxing,Zhejiangprovince.Theschoolthinkshighlyoftheroleofstudentsinclassroom.AndasforthesubjectEnglish,theschoolcarriesoutEnglishteachingnotonlyinclassroombutalsoonline.Onweekdays,studentscanlearnEnglishfromtheteachersinEnglishclass.Andonweekends,studentscanlearnsomethingaboutEnglishfromSmartClassanonlinestudyapp.StudentanalysisThethreecasesinvolvethreeclassesofthreegradesClass3Grade7,Class4Grade8,Class2Grade9.Andthestudentanalysisofeachclassisasfollowing:StudentsinClass3Grade7arenewstudentsintheschool.TheirknowledgeaboutEnglishisnotsomuch,buttheirunderstandingandtheabilityoflearningnewknowledgeisgood.Andasisnewhere,theyarecuriousaboutthingsinjuniormiddleschool.Therefore,theyareinterestedinthenewlessonsgivenbyteachers.Andthelearningatmosphereofthisclassisveryactive.StudentsinClass4Grade8arenotsoactive,comparedwithstudentsinGrade7.Theyhavebeeninjuniormiddleschoolforoneyear,whichmeanstheyarefamiliarwithalmostallthethings.Hencetheirinterestsarenoteasytobetrigger.Butastheyhaveone-yearlearningexperienceinjuniormiddleschool,theirknowledgeaccumulationisbetterthanstudentsinGrade7.Thatis,theyhavebetterunderstandingandabilitytolearnnewthings.StudentsinClass2Grade9arefacedwiththeentranceexaminationofseniorhighschool.Andasiscommontoseeinjuniormiddleschools,theatmosphereofclassisusuallydown.Andbecausetheyareattheageof16or17,theyareshytoparticipateintheclassactivitiessometimes.Butwithtwo-yearlearningexperience,theycandealwithsomeknowledgewithalittledifficulty.TeachinglevelEnglishteachersinChengnanMiddleschoolhaveagoodcommandofhowtoteachEnglish.Withmanyyears’teachingexperience,theycancatchthelanguagepointscorrectlyanddesignaclassacceptably.Theypaymuchattentiontostudents’learningstatewhilegivingalesson.AndthispapermainlyinvolvestwooftheteachersinthatschoolteacherAandteacherB.Theteachersinvolvedallhavegoodteachingability.Andthegradesoftheirclassescomeoutfrontineachgrade.Thestudentsalllikethemverymuch.Analysisofsomelead-incasesfromChengnanMiddleSchoolCase1Thecontentofcase1isfromNSEGradeNineModule4Unit1Icanlookaftermyself,althoughitwon’tbeeasyforme.Thisunitmainlytalksaboutstayingathomealone.TeacherBledinthenewlessonbydoinglikethis:(Beforeclass,sheplayedasmallpartofthehumorousfilmHomeAlone)T:Haveyoueverseenthefilm?S:Yes.T:Haveyouhadtheexperienceofbeingathomealoneforafewdays?S:Yes,Ihave./No.T:(Asksomeonesaidyes)Howdidyouspendthetime?S:IwatchedTV,didmyhomework……T:Couldyoulookafteryourself?S:Yes,Icoulddoalotofthingsbymyself.T:Whatdidyourparentsaskyoutodoornottodo?S:Myparentsaskedmetoremembertoclosethedoorwhengettingout……Justliketheexampleabove,thefunnyvideoplayedbeforeclasscanattractstudents’attentionintoclassquickly,andthequestionsaskedbytheteacherisrelatedtostudents’experience.AsstudentsofGradeNine,mostofthemhadtheexperienceofstayingathomealone.Therefore,whenbeingaskedbytheteacher,theyhadsomethingtosay.Andeasily,theatmosphereoftheclasswasactivatedsoon.Atthesametime,assimilationhappenedduringtheprocess.Studentsgotsomenewinformationabouthomealonefromotherstudentsandtheteacher,basedontheirownschema.Case2Thecontentofcase2isfromNSEGradeEight(Two)Module5Unit2ItdescribesthechangesinChinesesociety,whichmainlytalksaboutLaoSheTeahouse.TeacherBledinthenewlessonlikethis:(Beforeclass,theteacherplayedavideoaboutLaoSheTeahouse)T:Doyouknowwhatthevideoisabout?S:ItisaboutLaoSheTeahouse.T:IfwegotoLaoSheTeahouse,whatcanwedo?S:Drinktea?T:Yes,maybewecandrinktea./WecaneatdeliciousBeijingfood./WecanalsoenjoyBeijingOpera,traditionalmusicormagicshows.T:DoyouknowsomethingaboutLaoShe?S:HeisafamouswriterinChina.T:Yes,andIhavemoreinformationabouthimforyou…StudentsinjuniormiddleschoolmayknowlittleaboutLaoSheTeahouse.TeacherBplayedavideoatfirsttohelpstudentsknowmoreaboutLaoSheTeahouse.Studentscangetalotnewinformationthatdidn’texistintheirschemabefore.Soduringthevideo,theyreceivednewstimulationwhichcan’tbeassimilatedbytheoriginalschema.Andafterthevideo,teacherBgaveoutseveralquestionsandalsogavetheanswersforthestudents.Duringthatprocess,studentsunderstoodtheinformationgivenbytheteacher,andchangedtheiroriginalschema.Thatis,accommodationhappenedatthattime.Case3Thecontentofcase3isfromNSEGradeSevenModule2Unit2Thesearemyparents,whichmainlytalksaboutthejobsoffamilymembers.TeacherAledthelessoninbydoinglikethis:T:DoyoustillrememberwehavefournewfriendsinUnit1.S:Yes,Tony,Lingling,DamingandBetty.T:Canyousaysomethingaboutthem?Chooseoneyoulike.S:Tonyisastudent.HeisfromEngland…T:Verygood.Andcanyoutalksomethingaboutyourself?S:I’mfromJiaxing.I’m13yearsold.I’mastudent…T:Yes,youarestudents.Whataboutme?S:Youareteacher.T:AndwheredoIwork?S:ChengnanMiddleSchool.T:Yes,IworkatChengnanMiddleSchool.HowaboutMs.Liang?S:AlsoChengnanMiddleSchool.T:Good.Ms.LiangandIworkatthesameschool.Inthiscase,teacherAtalkedaboutfourstudentsatfirst,asstudentsarefamiliarwithit.Andthensheaskedstudentstotalkaboutthemselves.Whentheymentionedthattheywerestudents,theteachercaughtthepoint.Shechangedthetopictowardsherselftoleadinjob.Thisistheprocessofassimilation.Andthentheteacherledinphrases“workat”and“atthesameplace”.Studentshavenevermetthesephrasesbefore,andafterlisteningtotheteacher’sexplanation,theygotitandaddedthemintotheirschematoformanewschema.Thisistheprocessofaccommodation.Andinthewholelead-in,thereexistassimilationandaccommodation.Andstudents’cognitivebalancehasbeenchangedtogettoanewbalance.Namely,balancehappenedduringthattime.Theprinciplesforeffectivewaystodesignlead-inJustasthecasesaboveshow,agoodlead-inmusttakethecognitivedevelopmentprocessintoaccount.Andinthispart,theauthorwillstateherownopinionabouthowtocarryouteffectivelead-infromthethreeprocesses.AssimilationAsismentionedinparttwo,assimilationistheprocessofblendingpreviousinformationwithnewknowledge.Forlearners,thatmeansaddingnewknowledgeintotheoriginalcognitivestructure.Andtheauthorbelievesthatthebestwaytouseassimilationinlead-inistorelatethetopicoflead-inwithstudents’life.Becauseasamatteroffact,juniormiddleschoolstudents’cognitivestructureisonthebasisoftheirexperience.Sotopicsrelatedwithlifecaneasilytriggertheiroriginalschema.Astorelatewithlife,themosteffectivewayoflead-inisfreetalk.Freetalkreferstotalkingsomethingwithstudentsinthepartoflead-in.Thetopicoftalkingatthebeginningmustrelatewithstudents’lifeorexperience.Onlyinthiswaywillstudentsbeinterestedintalkingwiththeteacher,then,theoriginalschemacanbetriggered.Andduringthetalking,teacherscanaddsomenewknowledgeintotheconversationnaturally.Sostudentscanassimilatethenewknowledgewiththeoriginalschemaunconsciously.TakeNSEGradeSevenModule10Unit1AreyoureadyforSpringFestival?forexample.ThisunittalksaboutChinesetraditionalfestivalSpringFestival.Normally,thetimeforthismoduleisclosetoChristmasDay.AndstudentslikeChristmasDayverymuch,soteacherscanstarttheconversationwithChristmasDayandtalkswhattheywilldoonChristmasDay.ThenteacherscanleadinsomeotherfamousfestivalsandfinallyleadinSpringFestival.Becausetheyhavetalkedalotaboutfestivals,students’backgroundinformationhasbeenaroused.SoiftheteacherleadsinsomethingsusuallydoneduringSpringFestival,studentscanassimilateitwiththeirpreviousinformationnaturally.AccommodationWhenwemakeuseofaccommodationinlead-in,weshouldpayattentiontoarousingstudents’interests.Asweknow,referringtoaccommodation,theinputisunknownforstudents.Soifteacherswantstudentstoreceivethebrandnewknowledgewell,theymustusesomeinstructionstoarousestudentsatfirst.Itisundeniablethatjuniormiddleschoolstudentshavestrongabilitytolearnnewthings,butwecannotignorethepremiseisthattheyhaveinterestsinit.Andtheauthorfiguresoutthattherearetwokindsofeffectivewaystocarryoutlead-inbymakinguseofaccommodationintuitionalinstructionandsituationalcommunication.Thereasonsareasfollowing:IntuitionalinstructionIntuitionalinstructionmeansleadinganewlessoninbyusingmaterialobject,stickfigure,picture,videoandsoon.Theadvantageofintuitionalinstructionisthatitismuchclearthandescribingwithlanguage.Studentscanseethethingsdirectly,sotheywillhavemuchmoreinterestsinitandfocusonit.Andthisisalsothebestwaytoacceptbrandnewthings.TakeNSEGradeNineModule1Unit1Itmorethan2000yearsoldforexample.Thisunitmainlytalksabouttheworldwonders.Forjuniormiddleschoolstudents,theyarenotsofamiliarwiththeworldwondersespeciallysomewondersabroadlikeVictoriaFallsinAfrica.Soiftheteacherplaysavideowhichintroducingtheworldwonderstoleadinthenewlesson,studentscangetthenewknowledgequickly.Andtheiroriginalschemaintheirmindwillchangeatthesametime.Moreconcretely,theirknowledgeofwonderswillaccommodatefromtheGreatWalltothattherearestillsomeamazingwondersintheworldexcepttheGreatWall.SituationalcommunicationSituationalcommunicationaimsatmakingstudentstakepartintheclassactivitiesactivelythroughtheblendingofthetopic.Andafterperformance,studentswilladjusttheirformerschemaandcreateanewschemainordertoacquirethenewknowledge.Therearemanywaysofsituationalcommunicationsuchasrole-play.TakeNSEGradeEight(Two)Module9Unit1CouldIaskifyou’vementionedthistoher?forexample.Thisunitmainlytalksabouttheproblemshappenedbetweenfriends.Teacherscanaskstudentstodesignasceneaboutproblemsbetweenfriendsandletthemactitoutatthebeginningoftheclass.Inthisway,studentscannotonlyunderstandthetopicofthislessonbutalsothinkitinterestingtolearnthisunit.Andduringtheprocess,theycanaccommodatetheirschemaaboutfriendunconsciously.BalanceBalanceisthecombinationofassimilationandaccommodation.Withtheimpactofbalance,learnerscanmaketheirpreviousschemabalancetransittoanewschemabalance.Asamatteroffact,balanceisusedfrequentlyinlead-in.Andtheauthorfocusesonthewaysofdiscussionandreview.DiscussionDiscussionisaneffectivewaytocarryoutlead-in.Whenaskingstudentstodiscussaboutaquestion,theremustbesomebasicinformationforstudentsatfirst.Andwhenstudentsreadtheinformation,theyareassimilatingtheknowledge.Andthequestionforthemtodiscussmusthavesomethingdeservethinking.Duringthediscussion,studentswillgetsomenewknowledgethatdoesn’texistintheirschemabeforefromothers,andtheywillaccommodateitwhencommunicatingwithothers.TakeNSEGradeEight(Two)Module4Unit2Wehaveplayedfootballforayearnowforexample.Thisunitmainlytalksabouthealthyliving.Soteacherscanletstudentsdiscusswhathealthyislivingintheireyesatthebeginningoftheclass.Atfirst,studentsinjuniormiddleschoolmusthavetheirownideaabouthealthyliving.What’smore,differentpeoplehavedifferentopinions,sotheycangetnewinformationfromthediscussion.Thisistheprocessofbalance.ReviewItiseasytounderstandthewayreviewisaprocessofbalance.Lead-inbyreviewingthelessonslearnedbeforeanddrawingforththenewknowledgeisthecombinationof