Abstract：This article discusses the lead role in the classroom, describes how to design appropriate classroom opening remarks. Although it is not a course content, but for smooth and successfully enter the classroom practical part, enhance teaching effect plays an important role. When you design a class introduction, first to the language you want to make it simple and understandable, implied of second note to students, emphasizing the gambit of taste, be flexible and get it on time.
Key words：English class；opening lead；design
At the beginning of a class, teachers introduction (lead) is essential, appropriate classroom leads not only to teach content play a connecting link between the role, also boosting the joy of active classroom atmosphere, because it is not the medium of content, often overlooked. The following contents, no matter how brilliant, are “it is never too late!”Different subjects, different styles, classroom guidelines of design should also be different. Below, guidelines of design in English class, the author talking about their experiences in teaching practice and experience, tax together with colleagues.
Our usual opening remarks on the English classroom are: “Let’s begin our class.” Or: “Last time we learned ... Today we are going to take up…” In General, so opening and error-free, but old, conventional, it"s hard to get students " attention and interest. Good introductions to ensure students can in just a few minutes into the role, classroom a lively atmosphere warm. Such introductions on the students’ listening skills, strengthening classroom teaching effect plays an invaluable role. How to design a good English class lead?
(1) Should be concise and easy to understand language. English introductions should be designed to make use of the students learned the word or phrase. The length of sentence, depth of content is defined according to students" levels. Students understand is only interested in listening, conversely, if you are using uncommon words, complex and difficult to understand a sentence is productive.
Talking about Robinson Crusoe Shi, I like this design guideline of: Do you know the story “Robinson Crusoe”? The author of it is Daniel Defoe．He is one of the most important writers of England．The hero，Robinson Crusoe, is famous all over the world． Today we will learn a story about Robinson Crusoe．
Such leads, faster inspires student curiosity, I just finished, they eagerly and read it. Instead, such as following the introduction, is counterproductive: Have you ever heard of “Robinson Crusoe”, the author of which is Daniel Defoe，who is considered one of the most prominent novelists of England? Robinson Crusoe，the protagonist is celebrated throughout the world．Today we’ll learn a story about Robinson Crusoe. It is clear that his leads, sentence complexity, uncommon words, students lose interest because you don"t understand, cannot reach the intended purpose of instruction.
(2) Attention to the guidelines of inspires induction. Teachers should be thorough before class textbook , seize materials critical, from a couple sentence blurbs , the students need to master the content of that guide students active thinking; not a class about to say something , say, students at a loss. When teaching How Marx Learned Foreign Languages the introduction is: I believe all of you know Karl Marx．Can you tell us something about him?
Students at the mention of such issues, simultaneous answers “yes”. Some students answered that he was the great founder of communism; some said he was German, and so on. Say a lot about Marx"s knowledge. I asked you to calm down, and then said:"All of us know Karl Marx was a German, and he was a great leader of communism. But do you know he was also a great talent for languages?In this text，the author told us how Marx learned foreign languages in order to do revolutionary work better，and in the text Marx also gave us some good and useful advice on learning languages．After we learn it，we can get great benefit from it．
(3) Interest is better for teacher to design leads to students’ mental and sparking students " interests so that students in a relaxed and enjoyable environment with the interest to learn new content so that classroom effect will be significantly strengthened. Telling the Lady Silkworm Shi, I designed the blurbs:
Do you know how the silk worm is formed in Chinese“Silkworm”? The Chinese character silkworms consist of “heaven” and “worm”. Yes, the silk worm means “the worm” comes from heaven．Would you like to know why? How? There is an interesting story about it．Today，we will learn this interesting and beautiful story．The title is “Lady Silkworm”．Now turn to page…
Another example, in teaching the elementary English in foreign trade “Insurance” Shi, against relatively dull, abstract this phenomenon, in order to stimulate students " interest in learning, I designed this lead: I know all of us have known something about insurance and I also know all of us had covered the insurance when we entered the schoo1．Now please answer me what you have covered．
So, I used the following words inspired them: In business the goods of every transaction，from the seller to the buyer，usually cover a long way．During this，the goods perhaps meet with unexpected risks．In order to shift the risks and avoid the losses，the owner of the goods always cover the insurance．Today we will learn some knowledge about insurance．I hope you can master well. Given the above introduction, students interested in the text, was eager to acquire insurance knowledge.
(4) To be flexible. Class blurbs and contents for the same strain and rich content determine the classroom guidelines of richness and diversity. This requires flexibility to set up blurbs. For the new term begins, take the introduction for students to learn to have a holistic view of the content; others between chapters, take lead a connecting link between the enhancements the continuity of the teaching; some lectures begin for the end of instruction, and so on. In short, we should set the blurbs as flexible learning content which cannot be a mere formality.
For example, the first class of freshmen, I designed the following introductions: This is the first time you have attended English class in our specialized school. Maybe you are wondering about：Is English taught in the same way as in the middle school? Is English very important to us?How can we study it well to meet the requirements?
Now I must tell you that English is the most important subject to us，for you are students of Foreign Trade Major．So every one of you must study hard to master as much knowledge as you can，so that you can do well after finishing sch001．Here I also tell you that English is not taught in the same way as well as English knowledge and I will speak much more English than Chinese in class and encourage you to speak English too．So you have to prepare your lesson well before class．
(5) Seized in time. Using the introduction not taking too much of the time.English lead is important, but after all, is to play a secondary role, takes too long to affect the main content areas, causing the cart before the lost their lead would have significance. Under normal circumstances, about five minutes in the lead in a class is accounted. For example, about Golden Touch A class session, I set up blurbs:
I believe all of you like money．It can bring happiness to us．But money is not everything．After you learn the text，you can understand better．If you put money would have been very good, it has many uses, talked for 20 minutes, which talked about the current economic situation, students likely to forget this is an English class, and thought you said the economic situation of goods.
The above examples show, in the teaching practice, to design a unique introduction takes a certain amount of time and effort. But my experience was: blurbs for the students’ interest in the English classroom, strengthening teaching effects plays a very important role, so it takes time and effort is worth it.
Reference
[1]Yu Galicia, Classroom volume under the introduction of the Chinese and English languages and cultures, Aviation industry press, 1998
[2]Rudi Yelping, Facing 21 century foreign language teaching, Chongqing Publishing House, 2001
About the author:
Li Rucheng (1971- ), Male, lecturer, engaged in college English teaching. 李汝成 （1971-）男，讲师，从事大学英语教学研究工作，研究方向是二语习得。
