淺談初中英語(yǔ)課的導(dǎo)入

周麗瓊

【摘 要】一節(jié)好課，就需要有一個(gè)好的導(dǎo)入方法。一堂課如果導(dǎo)入得當(dāng)，就能直接吸引學(xué)生，引起學(xué)生的注意，從而極大地調(diào)動(dòng)學(xué)生學(xué)習(xí)的積極性，使課堂氣氛變得輕松活潑。因此，我們應(yīng)運(yùn)用各種導(dǎo)入方式，激發(fā)學(xué)生學(xué)習(xí)的興趣。本文擬以學(xué)生為主體、教師為主導(dǎo)，嘗試不同的導(dǎo)入手段，以期取得好的課堂效果。

【關(guān)鍵詞】導(dǎo)入;英語(yǔ)課;興趣

As the saying goes good beginning is successful half.If a lesson has fascinating inducting，it will can attract students’ attention firmly. Therefore，in the English teaching of junior high，we should use various inducting methods，let students participate in teaching process positive.（舒白梅、陳佑林 ?2004）

I.By teacher asking and students answering so that inducting into teaching process

Teacher plays a leading role in teaching process，he may ask some questions，using problem inducting namely problem type;May also pass through review，with old take new inducting namely review type;May still discuss text title，broken problem inducting directly.

1.Problem type

Design some simple and suggestive questions，that often comes more direct.Such as when teach the Unit9 Lesson35 The memory robot，only needs a few questions can keep to the subject：What is your name？How old are you？Where are you from？When is your birthday？When/Where were you born？Do you enjoy studying here？How long did you study here？How is your English？

2.Review type

This type is relatively simple，is easy to design，has strong pertinency， but also usually is distorted.So must ?attention what is important.For example，while studying Unit5 Lesson2，review the last content before class：Are you reading？（then ask the second student after the first student answered）Is he/she reading. . .？Guides students answer，meanwhile write the sentence and title on the blackboard： Is he/she reading……？Yes，he/she is.No，he/she isn’t.Thus students are very natural and efficiently into the study of new knowledge.Sameness，the third person in singular number also can adopt similar method in other environments.This is a function of dialogue unite old draw new and an English teaching method that used frequently.

3.Direct broken problem inducting type

For the thing that student knows，the teacher usually can break but go into directly，receiving better result.For example，start to talk about from the mother first，then ask some questions while teaching Christmas Day： We all know the Christmas Day is an important festival in West country.But do you know anything about it？Today，we are going to read about the first Christmas Day in America.Such，it can make students have strong interest into the textbook.（張玲棣 P54-67）

II.Various media inducting

Following the progress of science and the development of economy，various teaching facilities become perfect day by day， computer，TV，recorder etc..are got into classroom one after another.Teacher should use these plentiful equipments to inducting.

1.The background knowledge inducting

For some texts of history topics， such as in the 2nd Volume unit 26 lesson 102 of junior high English and the 3rd Volume unit 10 lesson 38 of junior high English，let student pass through various channels（such as Internet）to find related material or background knowledge in advance，it will increase the interest of student;Or appear with the keyword of text， or take the time of text as order，or display with picture form.Adoption with introduction author and discussion text background for entry，lead the student into the actual language boundary，and connect the language of acquisition and language of application closely.

2.Free talk type

Teacher may let student make a dialogue by himself or according to the duty student’s topic，then report viewpoint respectively and freely，and may also divide into groups to report or contest.The content is unlimited， it may be the weather，date and the daily activities of student，or the subject that student is interested in，such as Olympic Games and soccer tournament etc. And then teacher should lead into the subject timely by using the content that students speak.（杭寶桐 P249-261）

參考文獻(xiàn)：

[1]舒白梅、陳佑林主編， 《外語(yǔ)教學(xué)法》，高等教育出版社，2004年.

[2]張玲棣，“課堂導(dǎo)入的方法及重要性”，《中小學(xué)外語(yǔ)教學(xué)》，1998年第 2、3期，P54-67.

[3]杭寶桐主編，中學(xué)英語(yǔ)教學(xué)法，華東師范大學(xué)出版社，2003年，249-261頁(yè).