A Study On Effective Lead-in In English Teaching Classes Of The Senior High School

As the first and the most basic teaching step in the English classroom teaching, lead-in is regard as one of the most significant constituent of the classroom activities by teachers. It takes only 3-5 minutes in the whole class, but should be underrated. If the teacher gives a well-designed lead-in, it can provoke students’ learning interest and attract the students’ attention, make them study effectively and actively, devote themselves to the classroom teaching in a better state. Also, it can help teachers achieve the aim of improving teaching efficiency. However, up to now, the contradiction between investment of time and efficiency is still very poignant. Most English teachers in senior high school are working for considering how to explain knowledge point. However, they often think it takes too much time in English teaching and ignore the function of lead-in; Therefore, the effect of lead-in is unsatisfactory.In order to know the specific situations of English classroom lead-ins in senior high school, and find the root of problems and then take effective measures, the author did the research from the definition of lead-in, the function of lead-in, to the theoretical bases of lead-in, such as constructivism learning theory, Krashen’s input and effective filter hypothesis and the meaningful learning of Ausubel. Also, the author made a full use of the methods of pre-testing and post-testing,classroom observation, questionnaires and interviews to do a survey of the senior high school teachers and students in Da Lian No.62 Middle School. By the collection of data, the author did a series of analyses. And the author drew a conclusion of the problems of lead-in in English classroom, the effective lead-ins and the ways to promote lead-ins to be effective in senior high school.There are all five chapters in this thesis. At the beginning, in chapter 1, the author makes a brief introduction about the background, significance, purpose. Chapter 2 is the part of the literature review related to the lead-in, which provides theoretical support for the thesis. The author does a discussion of the theoretical foundation of lead-in in English teaching and some correctively issues including the functions strategies of lead-in, principles, and also the basic requirements of lead-in. The author presents some previous studies at home and abroad. Chapter 3 is the research methodology. In this chapter, the author lists the objectives, research questions, subjects, instruments and data instruments. The author made a research in No.62 Middle School in Dalian in Liaoning province by use of the research instruments pre-testing and post-testing, classroom observation, questionnaire, and interviews. This research involves 5 teachers and 43 students. Chapter 4 is the result and discussion. The author collects the first-hand information gives the result of the research and makes an analysis of it. By the study, the author finds out the answers of the research questions. Chapter 5, in this chapter, the author makes a conclusion, and it includes some main findings, the implications and the limitations in this study.