Abstract:Over the years, more and more English exams are testing students’ reading abilities and the qualities of English reading classes is the focus. Whether a reading class is successful or not relies on the lead-in part, for every journey starts with the first single step and interest. According to The Theory of Multiple Intelligences raised by Howard Gardener in 1993, it suggests that supplies of abundant of learning resources and flexible studying methods as well as an open and free learning environment have a keen sense of the development of multiple intelligences. This theory advices to offer plenty of multi-background information in lead-in.However, many teachers take lead-in for granted, sometimes a few sentences or pictures without any explanation are used, sometimes this part is omitted directly. This essay will show the importance of lead-in in English reading class in senior high school and expatiate on ways and effects respectively with the three research questions: the ratio of time of lead-in, content of lead-in and the actual effects of lead-in in real reading classes, and the four subjects are: an intern senior student from Nanjing Normal University, a junior student of English major from Nanjing Normal University, a teacher from Nanjing Foreign Language School and a teacher from KunShan Middle School of Jiangsu Province. After analyzing four subjects qualitatively and quantitatively, in another word, after accounting the time and framing the result into different charts and observing students’ degree of participation and interest showed , several points can be achieved: if the lead-in is simple, limit it to 5 minutes; when lead in by certain situations, moving pictures are better than silent photographs; lead-in of daily report needs to be dealt carefully, especially with the topics and students' errors; new words and sentences need to be carefully dealt. It also can be inferred from this study that during teaching and learning other aspects of English, any step is meant for students’ interest and a more solid foundation for self-learning, and any theory needs to adjust to the real teaching situation.

Key words: English reading class    lead-in    Ways and effect      interest

摘要:近几年，越来越多的英语考试在测试学生的阅读能力，英语阅读课堂以及课堂的质量便成了人们关注的焦点.一堂英语阅读课是否成功取决于其导入部分， 正所谓万事皆从第一步开始。根据加登纳于1993年所提出的多元智力理论，告诉我们培养学生的多元智力，就需要丰富的资料，灵活的学习方法以及轻松自由的学习环境, 这暗示了在导入可以提供大量多元化的信息。然而， 很多老师对导入不够重视,有时寥寥数语或者是几幅教师参考用书配套的图片， 有时直接绕过导入直接进入快速阅读。这篇论文会通过四个英语阅读课堂案例的分析体现在高中英语阅读课堂中导入的重要性，以及导入合适的方式以及相应的效果。四个案例分别来自于南京师范大学附属实验学校高一的一位高一实习老师，南京师范大学大三的一位学生，南京外国语学校的一位在职老师，江苏省昆山中学.在定性和定量地研究完4个案例后，即计算案列导入时间，绘制成不同表格，从所占总时间比例，学生参与度以及产生的兴趣等方面进行对比研究，可以看出若简单导入，时间要控制在5分钟之内；情景导入时，动的影像比沉默的图片效果更好；每日报告，这种新型导入要小心处理，比如话题的选择以及学生错误的指出；讨论导入时，选择开放性问题，避免对着图片提问；生词以及短语要小心处理。研究也启示在英语其它方面的教学中要更大程度满足学生的需要，任何的步骤都是为了激起学生的兴趣，为下面的自我学习打下坚实的基础，在现实的教学中任何理论也要视具体情况而定。

关键词：阅读课  导入  方法及效果   兴趣