A Study On Lead-in Activities Of English Reading Class In Senior High School

In the English class,lead-in is the beginning of a class.Although the time required for the process of lead-in is not very long,it is indeed an essential part of a complete English class.Because high school English reading text genre has various forms and wide topics,and the length of the article is long and the vocabulary is large,reading teaching occupies a considerable proportion of English teaching.Reading class has become a difficult point for students to learn.Lead-in activities in the reading class can stimulate students' interest in reading and create a strong learning atmosphere.In order to enable students to maintain a positive learning attitude in the reading class,high school English teachers should pay attention to the design of lead-in activities in reading class.And it is necessary to delve into and think about how to implement the reading class more effectively.In recent years,the research on the introduction of English classrooms has shown a rising trend.Many scholars at home and abroad have conducted in-depth explorations on the purpose,function,principles and methods of introducing teaching.On the basis of the existing research,this thesis regards teachers and students as the entry point to deeply investigate the teachers and students' understanding about the introduction of reading teaching,and specifically study the following four questions: How do teachers think of lead-in activities in reading class? How is the implementation? What is the student's understanding of the implementation of the teacher's lead-in activities in the reading class? What's the difference between teacher and students about lead-in activities?This thesis is based on the English teachers and more than 200 students in the first grade of No.1 high school of Chongqing University Town.Through questionnaires,interviews and classroom observations,the data collected were analyzed by SPSS23.0 software.The research results are as follows:Questionnaire results indicate that teachers of different genders,different ages,different teaching ages,different majors,and different academic qualifications share the same view on the cognition of high school English reading class introduction activities,and there is no significant difference.On the contrary,students' awareness of the importance of lead-in activities is not as high as teachers.There is no significant difference in the cognition of the introduction activities in the English reading class for students of different genders.Interview survey analysis shows that there is no big difference between teachers those are in different genders,different ages,different majors,different academic qualifications and different teaching ages.As for the definition,there are differences between teachers of different academic qualifications.As for the evaluation about lead-in activities,there are differences between teachers of different teaching ages.Students expect that the lead-in activity can be closer to their daily life and their interests.Class observations indicate that teachers almost use lead-in activities every time in reading class.However,they actually use it longer than the time considered in the questionnaire and interviews.Question import method is the most common import method while multimedia import method is rarely used which is student's favorite activity.According to the research findings,the author proposes some suggestions.These suggestions hope that teachers can pay attention to the lead-in activities in reading class and improve the lead-in skills,so as to improve teachers' teaching effect and students' interest in learning English reading class.