A Study On The Lead-in Of English Reading Classes In Senior High Schools

Lead-in plays an important role in improving the teaching efficiency of English reading classes.However,many senior high school teachers ignore it or fail to make effective use of it.Based on the Affective Filter Hypothesis and Constructivism Learning Theory,the author did an empirical research on the lead-in of English reading classes in senior high schools.By means of the classroom observation,questionnaires,video observation and comparative analysis,this study aims to find out the overall situation of lead-in of senior high school English reading classes in routine classes and demonstration classes,and the differences between them,hoping to provide teachers with beneficial teaching suggestions for English reading class lead-in.There are some findings: Firstly,although most of teachers have realized the significant role of lead-in in English reading classes,they do not design it for each routine class.Additionally,many teachers do not follow the lead-in principles well.For example,they don’t control the lead-in time properly,don’t use diverse lead-in methods,don’t fully play lead-in functions and their lead-in activities are not so interesting and interactive.However,the classroom observation also shows that some lead-in activities are designed carefully by teachers and have a good effect.Hence,this thesis concludes that although the lead-in of routine English reading classes doesn’t have a satisfactory effect,it receives increasing attention.Secondly,all English reading classes in the demonstration classes have lead-in activities,and most of them follow the lead-in principles well and have a good effect.Thirdly,after the comparison between routine classes and demonstration classes,their differences in the different aspects of the lead-in are obvious.This study has not only practical value but also theoretical value.On the one hand,this study is conductive to enhance English teachers’ awareness of lead-in of English reading classes and give them some useful teaching suggestions,which can help them make effective use of lead-in.On the other hand,this thesis is beneficial to broaden the empirical studies on lead-in of English reading classes in senior high schools and pave way for the further research in this field.