【正文】 also be considered as lecturestarting. It is a critical stage of classroom teaching in which the teacher instructs students to grasp the major points of teaching materials. It is an activity that guides students into a state in which they are willing to study new knowledge by filling in the gap between the new content and the teaching context. Leadin can regularly be adopted by the teacher at the very beginning of the class, while sometimes it can also be employed throughout the whole class. She also elaborated on the functions, styles, categories and basic requirements of leadin. In the same time, Yan Chengli (1996) did some researches on perfecting the leadin art as well. He put forward several principles that should be observed to design the leadin language in a new lesson. In addition, he proposed some optimum means of leadin that have great influence on teaching efficiency in certain subjects of classroom teaching. Li Rumi (2000) also laid emphasis on the art of leadin and regarded it as the first hammer knocking on students’ brain or as the magnet attracting them deeply. That is, leadin plays a significant role in classroom teaching because effective leadin can provide students with a good mental state so that they can have a quick access to the classroom situation and the specific atmosphere of the new courses naturally. He also indicated that diverse features of leadin had different effects on classroom teaching. Zhang Jianzhong (2001:222223) summarized four stages in Foreign Language Teaching according to foreign language teaching process. They are cognition, prehension, consolidation and application. Cognition, the first stage of English language teaching, is also received by means of leadin. Successful leadin is helpful for students to penetrate the theme of new courses and re build knowledge to meet the psychological and cognitive needs in order to acquire knowledge quickly. Hu Qingfang (2007:119) insisted on leadin as a behavior of starting new courses, which not only emphasized on nature or smoothness but also on the pursuit of artistic quality. Ma Youwen (2008:12) indicated that lectures within the first three minutes of the class decide whether the lesson is a success or not. A successful leadin can enhance the classroom cohesion so as to make the classroom teaching more effective.Generally speaking, systematic studies on Interactive Teaching Approach originated from last century. There were already classroom interactive activities in the traditional teaching process at that time, but they were only the most simple and primary askandanswer activities usually neglected by researchers. Specifically speaking, Interactive Teaching Approach has been studied abroad since over twenty years ago. Linguists such as Brown, Ellis and Rivers made some studies on Interactive Teaching Approach from different perspectives respectively. Brown (2001:159) defined that interaction is two or more people’s collaborative exchange of thoughts, ideas, or feelings, which results in a mutual effect on each other. According to Ellis (1994), this teaching model, which was interactive, was a significant change and trend in second language teaching. In addition, Hymes gave the concept and relative theories of “municative petence” which emphasized the importance of interaction between human beings in different situations designed for classroom teaching. Rivers (1987:45) claimed that in an interactive classroom the teacher and students should not only express their own ideas but also prehend those of others. Through interaction, students can pile up and consolidate their language store as they use what they have possessed of the language including all they have learned or even casually absorbed in classroom interaction. Many other scholars also did some researches on this teaching model in practical perspective and realized the significance of applying it to the central link of classroom teaching. It is safe to say that researches on interactive learning and teaching abroad have been in the ripe phase. In China, studies on interactive language teaching were undertaken relatively late in the 1980s. Researches on Interactive Teaching Approach are still at the primary level and most of the ideas proposed are selected, quoted and translated from literature abroad. As the domestic education level improves, English teaching has been valued and English classroom interaction has drawn the attention of many researchers. A lot of English teachers accept and adopt the CA (Communicative Approach) to help improve students’ municative petence. Thus, Interactive Teaching Approach, an important form of teaching method under CA, bees the study focus of modern English teaching. Among the numerous studies on Interactive Teaching Approach in China, Wen Qiufang’s (1993) occupy a prominent position. Her conception of learning refers to obtaining knowledge through interaction and her strategy of learning involves regulating interactive activities. It can also be confirmed in her experiment that students different in classroom interaction are distinguished in their English proficiency. A number of scholars also have introduced the principles of Interactive Teaching Approach though those studies only involve the theoretical bases and practical principles of interactive teaching model which are generally the review of the related literature. In addition, researchers such as An Jichun (2004) and Lu Wenxia (2006) have introduced their own experiences of using Interactive Teaching Approach. Their studies have mainly described how they apply the interactive teaching model to English teaching concretely, what teaching effect they have achieved as well as what they have learned in the process of employing Interactive Teaching Approach. They have carried out experiments to prove the effectiveness of Interactive Teaching Approach as well. After years of practice, it turns out that the teaching method ado