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appear 15.62% and 9.38% respectively. The percentage of Revision is 12.5%. However,less teachers use lead-in ways of Background Knowledge, which takes up only 6.25%.From classroom observation and audio-recording, the author noticed that teachers adopted usingpictures and multi-media such as PPT or video can capture student’ attention, arouse their learningmotivation at the beginning of the class and most students are likely to participate in leaning activitiesactively. Using pictures to lead in is a vivid way of presenting the teaching contents or illustrating difficultpoints. The author also summarized why teachers tend to use multi-media. First, with the development ofscience and technology, multi-media teaching flourished and stepping into the real class. It is convenientfor teachers to download relevant teaching resources, flashes, videos and pictures which is vivid andattractive. Secondly, teenagers’ world is full of computers which have become an essential part for them.Students are very familiar with them. In addition, computers can meet their needs for exploration, andsatisfy their curiosity. Besides, it is an effective way to gain students’ attention with visual and audioteaching material at students first sight. Therefore, this lead-in way requires teachers to have a goodcommand of mufti-media. However, the author found that teachers whose teaching experience reachedmore than 20 years do not have the ability of using multi-media properly.
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Conclusion

The study is carried out to figure out lead-in ways teacher are usually employed and the popularlead-in ways. The main findings are based on the class observation and the analysis of transcripts, theinterview and the questionnaires. The main findings are as follows. The lead-in ways teacher are usually employed from high frequency to low are Multi-medialead-in, Setting Questions lead-in, Using Pictures lead-in, Revision lead-in, Free-talk lead-in andBackground Knowledge lead-in. In the process of lead-in, with little consideration of students’ interest andneeds, teachers just design this part isolated from real situation so that it fails to arouse students’ interestand effectively stimulate students’ enthusiasm to actively participate in lead-in and is not beneficial forimproving the effectiveness of learning. From this study, the author believes that teachers whose languagestyle or teaching style is humourous can make class lively and mobilize students enthusiasm for learning. And as for the popular lead-in ways, students prefer to Multi-media lead-in, Situation lead-in,Playing games lead-in, Using Pictures lead-in, Setting Questions lead-in and Story, fable, aphorism, oldsayings lead-in in turn. Students at this age are full of energy and curiosity, like listening to music andplaying. However, teachers do not grasp these psychological characteristics of students at this age as wellas analysing students’ interest and needs. Therefore, to some extent, the lead-in activities teachers designedfail to meet students’ likes which result in poor teaching effect.
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Reference (omitted)

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