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English teaching with the popularity of PPT in senior high school English class. Most of the studies haveshown the feasibility and necessity of using PPT in classrooms. Some researchers center on the problems ofmultimedia courseware. However, so far few of them make research on the multimodality of PPTcourseware or show concern to the students’ attitude towards multimodal PPT. Do they prefer to the use ofmultimodal PPT? What kinds of modes do they like? What are the deficiencies in PPT courseware made bytheir teachers? These questions are worthy to be paid attention to and this study intends to explore them.This study will find out the multimodality of PPT, teachers’ understanding on multimodal PPT, thestudents’ attitude towards multimodal PPT, the deficiencies in PPT courseware in the process of teachers’designing and using them. And it also attempts to provide senior high school English teachers some usefulsuggestions to improve the quality of PPT and ultimately to promote the efficiency of English teaching.

1.3 Structure of the thesis
The thesis is composed of five parts.Chapter one introduces the research background, aims and significance of the present study and theorganization of the thesis.Chapter two presents the theoretical basis of the research, including the classroom discourse analysis,input enhancement, a brief introduction to PPT, multimodal analysis discourse and multimodal teachingand learning.Chapter three illustrates the research design, including the research questions, research subjects,research instruments and data collection.Chapter four discusses and interprets the data. The author collects the data and analyzes them to getthe results of the research.Chapter five summarizes the major findings of the research, and proposes the limitations andimplications of the study. In addition, it also provides some suggestions for teaching.

 

Chapter Three Research Methodology...................................... 28-32
    3.1 Research Questions ......................................28
    3.2 Research Subjects ......................................28
    3.3 Research Instruments ......................................28-30
        3.3.1 Teacher-made PPTs ......................................28-29
        3.3.2 Questionnaires...................................... 29-30
        3.3.3 Classroom Observation ......................................30
        3.3.4 Interview ......................................30
    3.4 Data Collection ......................................30-32
Chapter Four Discussion and the Interpretation ......................................32-44
    4.1 Modes of PPT in English Teaching ......................................32-36
        4.1.1 Visual mode...................................... 32-35
        4.1.2 Audio-video mode ......................................35-36
    4.2 Students and Multimodal PPT ......................................36-38
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