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