The Survey Of Implementing Lead-in In Senior High English Reading Class

The lead-in takes short period of time in classroom teaching, but it plays a vital role. The aspects, the features of the teaching material for senior high English reading, the psychological significance of lead-in and the new curriculum reform, present teachers new requirements for carrying out lead-in. Because the text for reading in senior high English textbooks is long, and there are lots of vocabulary and classroom tasks, teachers and students are busy completing the tasks. Some teachers do not treat the lead-in seriously and even ignore it. Therefore, the application of lead-in in senior high English reading class has become a problem and it is worth studying.The paper first defines the term lead-in, then summarizes the main types of lead-in and the major findings in this field, and discusses the relevant theoretical framework. The purpose of the study is to know the present situation and the problems of implementing lead-in in reading classes. The research questions conducted in the survey are: students’ views of lead-in carried out in reading classes, the situation of carrying out lead-in in reading classes by teachers, and the relationship between the difficulties that teacher think students have when learning English and the emphasis on which the teachers put when carrying out lead-in in reading classes. The author of the paper adopts three methods to conduct the research: questionnaires, classroom observation and an interview. In order to know the situation of carrying out lead-in in reading classes, the survey on both the teachers and students is conducted. The aim of classroom observation is to know the ways and the situation teachers carry out lead-in in reading classes. The aim of the interview is to know whether the lead-in has an effect on students in English learning. Through the analysis of the results, the author gets the following major findings: the majority of the students have positive attitudes towards the effect of lead-in; they think that lead-in can arouse their interest in learning English; but the ways of lead-in which the teachers use are different from what the students like; some teachers have negative attitudes towards lead-in; they even never implement lead-in in class; many teachers don’t know how to carry out lead-in, and they cannot have the teaching aids well prepared; most of the teachers don’t vary the ways to lead in and keep on using only one method; Some teachers’ focus in carrying out lead-in does not agree with the students’ difficulties in English reading. They don’t know how to effectively carry out diversified lead-in methods.In view of this, this study puts forward some suggestions to solve the problems. It is hoped the teachers would change their perceptions of lead-in, improve the ways of carrying out lead-in, and take the initiative in carrying out lead-in in reading classes. It is expected that the suggestions mentioned above can help teachers conduct various kinds of lead-in activities and have a focus every time, and finally help students solve the problems in English reading.