How to improve the quality of English reading teaching in senior primary schools

Reading comprehension ability is a comprehensive ability. As the reform of English teaching continues to deepen, the requirements for students' comprehensive English ability are becoming higher and higher. Reading ability is the foundation of English self-learning ability, and it is also a means to cultivate students' comprehensive language application ability and self-learning ability. Therefore, when students begin to learn English language, teachers should focus on cultivating and training students' English reading habits and reading abilities...

The reading process is a cognitive process of language, and reading helps to consolidate As well as accumulating vocabulary, cultivating language sense, enriching language knowledge and improving language application ability, it can train and develop English thinking ability, including comprehension ability, generalization ability and judgment ability. Strengthening reading training can create a large number of opportunities and conditions for students to obtain language information and use language, thereby enhancing students' language skills and improving their overall language quality.

The current "Oxford Primary School English" texts are basically arranged in the form of dialogue, with one subject per lesson, and each unit consists of dialogue, vocabulary, sentence patterns, picture viewing or short text reading, pronunciation, songs, etc. Composed of various parts. Many teachers tend to pay too much attention to the training of characters, words, and sentences when teaching, and the explanation of grammatical knowledge often separates the content of each part. The study of the text content is relatively simple, limited to answering a few questions and reading or performing in different roles. If things go on like this, it affects students' perception and understanding of the complete text, and their reading ability cannot develop as it should.

"Try to read English stories and other English extracurricular readings" is the target description of learning strategies in primary school in the "New English Curriculum Standards". According to the requirements of the new curriculum standards, the fundamental task of English reading teaching is not only to complete the tasks of imparting language knowledge and developing students' language abilities in traditional reading teaching, but also to appropriately deepen the connotation of the text and expand the extension of the text. In the "English Curriculum Standards", the requirements for primary school students' reading ability can be summarized as follows: 1. Understand the differences between Chinese and Western languages ??and cultures, and master certain language skills. 2. Obtain more information, broaden your horizons, and cultivate the ability to apply knowledge and creativity. 3. Improve students' reading skills and cultivate students' reading ability.

Practice has proven that an appropriate amount of extended reading is conducive to consolidating and expanding vocabulary, enhancing language sense, improving reading speed and comprehension accuracy, and gradually forming good English reading habits and abilities. But there are three mistakes to avoid when reading: (1) Reading word for word, sentence by sentence, this reading method of missing the forest for the trees not only greatly slows down the reading speed, but also makes the overall understanding more difficult; (2) Paying too much attention to details and ignore the overall understanding of the reading material. (3) Neglecting to develop the ability to guess word meanings based on contextual clues. In English reading teaching, consciously teaching students how to read can help enhance their awareness of reading.

Based on my usual teaching insights and experiences, I have summarized the following methods for primary school English reading training:

1. Effectively integrate teaching material resources and make full use of various language materials to train reading

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Teachers need to have a comprehensive understanding of the teaching materials and arrange them skillfully according to the characteristics of the texts. Some texts are taught by combining words and sentences, some are combined with sentence patterns and discourse, and some can also combine vocabulary directly with discourse. For example, "Oxford Primary School English" 5bunit8 at the weekends is a text about weekend activities, but the vocabulary is about introducing various insects, and there is no necessary connection between the vocabulary and sentence patterns. At this time, the teacher can combine the vocabulary with the short article about insects in Part E, and discuss the external characteristics and habits of various insects around the words, and then understand the short article. The students' cognitive process is full of feelings. Finally, students are asked to talk about my favorite insect. The language output is natural and expressive.

The "Oxford Primary School English" textbook arranges a variety of reading materials, with pictures and texts, and the language is vivid and interesting. In addition, the supporting exercises in the textbook also provide a wealth of listening materials, but teachers often abandon them after finishing the listening exercises. In fact, the short articles can be compiled into reading materials for students to use. Using different training methods for the same content, students will have a deeper understanding of the language.

In addition to making full use of teaching materials, you can also choose some extracurricular reading materials. However, when choosing, you need to pay attention to the fact that the materials should be interesting and in line with children's psychological characteristics; the difficulty should be appropriate, and the content should match the teaching materials as much as possible. This not only facilitates students to consolidate textbook knowledge, but also appropriately expands their knowledge of English and strengthens their flexible use of language knowledge.

2. Create a relaxed classroom atmosphere, guide students to read actively and appreciate the beauty of English words

1. Let students read while appreciating and comprehend while reading

The new curriculum standard requires students to be able to understand simple stories or short articles with the help of pictures. Considering that primary school students are curious and love to think, reading teaching is carried out In the process of reading, various teaching methods can be used to stimulate multiple senses such as sound, color, and painting, so that students can feel the beautiful images while appreciating the beautiful pictures, and stimulate their desire to read.

I once listened to a sixth-grade reading class called "a monkey and gloves". Whether it was the production of multimedia courseware or the teacher's narration, they all captured the psychological changes of the monkey in the article. . From the monkey's curiosity when he saw people wearing gloves, to his excitement when he bought new gloves, to his anger when he showed them to his peers but was not recognized, to finally, the monkey climbed a tree because he was wearing gloves. And the sadness of breaking your leg (sad). One link after another, it firmly grasped the children's hearts. As the story developed, the students were sometimes excited, sometimes angry, and sometimes sad. They devoted themselves wholeheartedly to the story. They not only understood the story, but also understood a profound philosophy of life, that is, "the fittest is the best." The best is the best. )

Students feel the language knowledge through appreciation, further deepen their understanding of the language, and are influenced by emotions.

2． Let students read in activities and interact in reading

Each unit of Oxford Primary English provides students with reading materials. These materials are illustrated with pictures and texts, some of which are humorous stories, some of which are interesting dialogues, and some of which are informative short articles. Teachers can guide students to perceive, experience, comprehend and perform in activities. 6a unit 1 Part e is a humorous story inspired by "public signs". When teaching, I first let the students read by themselves, explaining the key words and sentences and providing reading guidance. Then I asked the students to pretend to be Mr. Smith and act out the story in their own language to see who could speak the most vividly and interestingly. So there was a scene like this, a boy came forward: last sunday, I was taking a walk in the park. (He was taking a leisurely stroll in the park, very comfortable) suddenly, i saw something on the grass. it's a ten- yuan note. (Suddenly looked solemn, looking straight ahead) i looked around. (looking around, looking guilty) i quickly walked to the note and picked it up. (quickly walked over, picked up the banknote and hid it. In the pocket) a series of interesting actions and witty words attracted bursts of applause and laughter. The students were eager to try, and each performance was more exciting than the last. Such reading activities revitalize students' thinking and mobilize their ability to comprehensively use language.

3. Strengthen post-reading testing and adopt a variety of reading training methods

1. Combining listening and reading training

Teachers can use text-themed pictures, slides or multimedia courseware to present dialogue content, so that students can have an image and intuitive perceptual understanding of the language background; let students look at the pictures and ask questions Listen to the recording to develop your listening comprehension level and ability, and have an overall grasp of the main idea of ??the text; after reading the short text, use testing methods such as sorting, selection, judgment, and connection to help students clarify the context of the article. This combination of listening and reading and multi-sensory participation can help improve students' comprehensive ability in language use.

2． Oral language and reading training combined.

Through multi-level and multi-gradient reading exercises and interactive Q&A and dialogue between teachers and students, students and students are guided to guide students to speak more and express more, and strengthen the cultivation of students' sensitivity to language and characters. This training method can also require students to retell what they read based on their understanding, or write their own dialogues based on the content of the article, and then carry out dialogue exercises or even sitcom performances. In doing so, it not only trains the ability to read and understand articles, but also improves the enthusiasm and initiative of reading.

3. Combining writing and reading training.

“Use questions to promote learning and use tasks throughout the classroom” is a principle of reading teaching. In this way, answering questions based on the passage is not just verbal. The purpose of writing down the answers is to train students in grammatical standards. It can also help students understand the text content in depth by completing slightly more complex tasks such as filling in the blanks, filling in tables, and drawing simple diagrams. For students with a good foundation, they can be asked to imitate short essays based on model essays and recreate them according to certain syntax and language rules to improve students' written language expression ability.

The above three methods are not mutually exclusive. You can choose one or more training methods according to the difficulty of the reading materials. Teachers should not only pay attention to the results of students' reading feedback, but also pay attention to the students' reading process, and provide timely guidance and regulation so that students can form good attitudes, habits and strategies.

4. Create a good reading environment and promote the unity of teaching inside and outside the classroom.

Of course, the classroom is the main place for teaching, but teachers should also make full use of the facilities on campus to provide students with extracurricular reading opportunities in English, and carefully create an environment conducive to students' English reading, so that students can improve unconsciously. Interest in learning English and enriching English knowledge.

1． Set up English signs or slogans on campus, and equip various classrooms with Chinese and English signs.

2． Run English blackboard newspaper, English gallery and other publicity columns to publish English stories, English poetry, English cultural background knowledge, etc.

3． Use the campus radio or TV network to regularly broadcast children's English programs to introduce students' favorite children's songs, songs or cartoons.

4. Set up an English corner in the classroom. For example, use blackboard newspapers to open up an English learning garden; use a corner of the classroom to set up an English book corner to provide a place for students to communicate and read, and recommend reading materials of moderate difficulty to students.

Developing English reading ability does not happen overnight. Teachers should formulate practical teaching plans based on the actual situation of students, encourage students to persist in reading English newspapers and magazines, and develop a good habit of taking notes and review in a timely manner. and consolidation. Learning English is a hard job that requires perseverance and perseverance. Teachers should often guide students' learning, and regularly carry out reading exchange and reporting activities, and display results in the form of readings, speeches, performances, competitions, etc. that students love, so that students can Enjoy the fun of reading while further enhancing your interest in extracurricular reading.