A Study of Lead-in Approaches in College English Class at Agricultural and Forestry Universities

Abstract

As the start of a lesson, the lead-in section to some extent determines the outcome of the entire teaching process. In this paper the author chooses four optimized lead-in approaches for students in College English classes and applies them to a hundred and twenty-one freshmen from two classes of bioengineering in one semester. Adopting the methods of observation, interview, and questionnaire, the author makes an exploratory study of the most welcomed and effective lead-in approaches for students. At the end of the research, it is concluded that situational lead-in is the most welcomed approach and background knowledge lead-in is the most effective approach. Also, the popularity of multimedia lead-in should be highlighted.