Abstract:Lead-in, as the start of one English class, is especially important.In the arrangement of a whole class, lead-in part has a small proportion and lasts a short time, and it is possible that some teachers will ignore the part easily, but the design of lead-in can influence the arrangement and the effect of the class. So we cannot underestimate the influence of lead-in. And in this part, the main role of English teachers play is to adopt different approaches with teaching purposes to raise the interest of students, activate class atmosphere, arouse the enthusiasm of students and cultivate their creativity, then maximize teaching efficiency.

My purpose is putting forward some solving measures on the basis of observing the present situation and the existing problems of lead-in in senior high school’s English class. The author did this survey at Tian Jiabin high school in Chengdu. The ways of the survey are class observation and questionnaire.

Through analyzing the data of observation and questionnaire, the author found some problems in lead-in. First, English teachers of senior three more focus on the knowledge, they may ignore the lead-in. Second, some teachers cannot control the time well. Third, the lead-in methods are mainly reviewing lead-in and multimedia lead-in, the lead-in form is single. Last, the design of lead-in in which students should be the center of the class is not good enough. To solve the above problems, the author gives some suggestions. First, although the students of senior three is busy for the preparation for the College Entrance Examination, lead-in should not be ignored, because a good lead-in is important for the study of senior three. Third, do good preparation before the class and design the time reasonably. Control the time strictly on class. Last, regard students as the center of the class, let most of the students get involved in the class. 

Key words: English in Senior High school; Lead-in; Problems and suggestions

Content

摘要：

Abstract:

1 Introduction-5

1.1 Background of the research-5

1.2 Significance of the research-6

2 Literature review-7

2.1 Definition of lead-in-7

2.2 Theoretical basis-7

2.2.1 The Social Constructivism-8

2.2.2 The Humanism-9

2.3 Functions of lead-in-10

2.4 Principles of lead-in-11

2.5 Lead-in strategies-11

3 Methodology-14

3.1 Research questions-14

3.2 Research instruments-14

3.2.1 Class observation-14

3.2.2 Questionnaire-15

3.3 Research participants-15

3.4 Research procedures-15

4 The results and the analysis-16

4.1 Results and analysis of classroom observation-16

4.1.1 The lead-in methods teachers adopted and the students’ responses to them-16

4.1.2 The lasting time of lead-in-20

4.2 Results and analysis of questionnaire-20

5 The major findings and suggestions-24

5.1 The major findings-24

5.2 Suggestions-25

5.3 Limitations-25

Appendix-26

Bibliography-28

Acknowledgment-29