A Study On English Learning Comprehension Activities In Lead-in Teaching Of High-Quality English Reading Courses In Senior High Schools

General Senior High School Curriculum Standards for English(2017 Edition,2020 Revision)puts forward that English Learning Activity Theory(ELAT)is a significant approach to cultivating the core competencies of English,and clearly points out that English learning activity is a fundamental organization unit of English teaching,which provide guidance for high school English teachers of reading instruction.As the primary part of English reading instruction,a lead-in plays an important role in English teaching.This study is based on Krashen’s input hypothesis,Constructivism Learning Theory and Bloom’s taxonomy of educational objectives,and uses the classroom observation scale as the main research tool.Taking 45 teaching videos of senior high school English high-quality reading courses as the research object,this study explores the following research questions: 1.What lead-ins for high-quality English reading courses?How often are different lead-ins used? How do they work? 2.What types of English learning comprehension activities are embodied in the lead-ins of high-quality English reading courses in senior high schools? How often do different learning comprehension activities occur? 3.How well English learning comprehension activities integrate with lead-in teaching of high school high-quality English reading courses?The research found that: 1.The forms of lead-ins of high-quality English reading courses in high school are diversified,including question leads accounting for 98%,picture leads accounting for 76%,video leads accounting for 33%,background knowledge leads accounting for 24%,news leads accounting for 13%,game leads accounting for 9%,story leads accounting for 4%,and music leads accounting for 4%.Among these forms,the most frequently used lead-ins are question leads,picture leads and video leads.The functions of lead-ins for English high-quality reading courses in high school are also diverse,and the most obvious functions are attracting students’ attention,clarifying teaching objectives,and connecting new and learned knowledge,accounting for 66%,64%,and 60% respectively.Besides,the function of stimulating learning interest and motivation accounts for 38%,and mobilizing learning atmosphere in class accounts for 31%.2.Lead-in teaching of high-quality English reading courses in high school reflects the activities of perception and attention as well as acquisition and sorting in English learning comprehension activities.The proportion of perception and attention activities is 93%,followed by acquisition and sorting activities accounting for 7%.3.In the lead-in teaching of high school English teachers of high-quality courses,different forms of lead-ins such as question leads,picture leads and video leads are adopted.Through the three types of activities in perception and attention activities,namely establishing scenarios around the theme,activating students’ existing cognitive experience,and laying the groundwork for relevant cultural background information,lead-in teaching reflects different types of functions,such as attracting students’ attention,creating connections between new and learned knowledge,clarifying learning objectives and so forth.Thus,it contributes to improving students’ reading efficiency and provides a solid foundation for the next step of learning.Finally,in accordance with the above research findings,the author puts forward several suggestions for lead-in teaching of English reading in usual courses,aiming at helping high school English teachers improve the teaching effect of reading classes.