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roportion, plays a crucialrole before teaching activities. However, its importance cannot be underestimated. Lead-in can be dividedinto “leading” and “going into”. “Leading” means the way that according to the teaching content, teacheruses skillful ways to concentrate students’ attention, arouse their desire for learning and guides them to beready for learning. “Going into” is that teacher makes students grasp inner relations of the content they aregoing to learn, and instructs them to construct the inner inducement, helping them to know learningobjectves and progressively accept teacher’s guidance and then guide them to study. (Shao Xifang, OuYangjing, 2002) its importance cannot be underestimated. The so-called lead-in is that first teacher makes aseries of teaching objectives, then guides students to go into the learning situation, lets students think bythemselves in this situation and last reaches the teaching goals. Yuan Changhuan (2002) pointed “The skillsof introductory procedures refer to a kind of teaching activity that when teaching a new lesson, the teacherattracts students’ attention, arouses their interests, makes them clear learning targets, forms learningmotivation, and establishes the connection between old and new knowledge by setting up a situationalteaching methods.” Lead-in is an activity to make the students get psychological preparation before classand lead them to learn at the beginning of teaching and learning activities. It is a key step in teaching whichcan lead, inspire and encourage students to master knowledge and improve their ability at the same time.
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2.2 The Functions of Lead-in
Lead-in is the prelude of teaching, as well as an important step of the whole class, which plays adecisive role in teaching and learning activities. Therefore, a good lead-in will decide if a teacher canachieve the teaching contents and objectives. As the saying goes: “Well begun is half done.” A properlead-in in is the inner bridge of communicating between teachers and students. A superfine teacher Yu Yidescribes the importance of lead-in like this: “A class should be like a hammer to knock in students’ mind, stimulate the sparks of thinking, or like magnet to draw students’ eyeballs firmly”(Liu Ruiyu, 2009). So thefunctions of lead-in can be concluded as follows:
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Chapter Three Research Design ....... 17
3.1 Research Questions..... 17
3.2 Research Subjects ....... 17
3.3 Research Methods....... 18
3.3.1 Classroom Observation and Audio-recording ......... 18
3.3.2 Questionnaires..... ....18
3.3.3 Interview...... 19
3.4 Data Collection ..... 19
Chapter Four Results and Discussion .... 21
4.1 Results and Discussion of Classroom Observation........ 21
4.2 Results and Discussion of the Questionnaires and Interview ....... 2
Chapter Five Conclusion ....... 29
5.1 Findings of this Study ....... 29
5.2 Pedagogical Implications........ 30
5.3 Limitations of this Study and Prospects for Further Research ..... 30

Chapter Four Results and Discussion

4.1 Results and Discussion of the Observation and Audio-recording
Table 1 shows that ways of Multi-media and Setting Questions are frequently used in Grade One ofSenior High Schools EFL classes. The percentage of the two is 31.25% and 25% . Using Pictures andFree-talk to lead in本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。