Based on the analysis of classroom

Based on the analysis of classroom observation and questionnaires, the authorfound out some problems in junior high school English classroom lead-in.Firstly, there existed some lessons without classroom lead-in. Seen from theresult of classroom observation, five lessons not with lead-in, which accounts for 20% of the total number of observed lessons.Secondly, the design of classroom lead-in lacked diversity. From the classroom observation, the found that most teachers tend to use that one or two fixed lead-in methods, like lead-in勿multimedia and revision. They are reluctant to try other methods.frequently using fixed lead-in methods can reduce the pressure of designing lessons, the classroom lead-in will loose its value and significance and the students' enthusiasm and interest will be affected in the long run.Thirdly, the classroom lead-in methods the teachers design beforehand are not reflected in practical teaching. The results of the teachers' questionnaire showed that the lead-in methods the teachers think that they use in class are not in line with the results of the students' questionnaire and classroom observation. Maybe it is because that the teachers are a little subjective when they completed questionnaires and some students may not have a deep understanding of lead-in. Fourthly, teacher's theoretical learning classroom lead-in is not appropriate. The figure 5.5 shows that 63.6% of the tea s had never read any academic work about classroom lead-in and 27.3% of the teachers said they sometimes read it.some teachers' theoretical knowledge and understanding of classroom lead-in is enough. Teaching practice should be under the guidance of the theory. The lack of relevant theoretical support can make teachers confused about how to design classroom lead-in, not to mention using meaningful lead-in activities to stimulate students' learning enthusiasm.