How to ask questions effectively in primary school English reading teaching

Learning any language requires a lot of reading, and learning English also requires a lot of reading. Reading teaching occupies a very important position in primary school English teaching. It plays an irreplaceable role in stimulating interest, exercising thinking, developing personality, cultivating abilities, and improving humanistic qualities. The new curriculum standards stipulate that the total amount of English reading at the primary school level should reach 100,000-120,000 words. To achieve this goal, it is impossible without sufficient language input. Successful English teaching depends on a large amount of language materials and language practice. For primary school English teaching, the first thing to cultivate is students' listening and speaking abilities. After students have a certain foundation in listening and speaking, they must seize the opportunity to strengthen reading teaching. Simple mechanical reproduction and input will cause students to lose interest in learning. How to effectively carry out reading teaching and truly cultivate students' reading ability is a problem that many teachers are confused about. 1. Today there are many types of primary school English textbooks with corresponding supporting recordings. Many teachers focus a lot of energy on reading during reading classes. English needs repeated practice, but the important thing is how to read with interest. Some teachers ask students to read with a tape recorder, then with the teacher, and then in groups or individually during class. With such simple repetition, interest is slowly worn away, making reading boring, and students lose interest in reading. Too monotonous content is a common problem. 2. Generally speaking, students who are good at English have read a considerable number of books. Teachers pay too much attention to the language points that appear in the reading materials, spend a lot of time explaining and practicing, and ignore the guidance of students' reading. Students do not feel the joy of reading, and then lose their love for reading. On the contrary, they only have to read. More people can really learn English well. Another problem that exists in primary school English reading teaching is that teachers focus on explaining knowledge and ignore students' ability to read independently. 3. Some teachers said this: Every time after asking students to read materials, they always get no positive response from students when they ask questions. It's like "a pool of stagnant water", and some simply don't read it, as if reading has nothing to do with English learning. Why is this situation happening? This is precisely caused by teachers’ inadequate grasp of the design of problems in reading teaching. First of all, the questions are too simple. Some questions only require students to answer "YES", "NO", "OK", and "Right". Students do not really think about it. The questions pass by in a flash and do not stay in the students' minds. The slightest impression seems to be effective, but in fact the students have not really entered a thinking state. Secondly, the questions are difficult. Primary school English is the initial stage. Primary school students have limited English vocabulary, limited knowledge, and limited understanding. They do not know how to answer complex questions and are prone to frustration. Once they lose interest, their learning will be seriously affected. Interest in English. Thirdly, some questions are aimed at top students but ignore poor students. Reading comprehension is difficult and challenging for poor students. As soon as the question is raised, top students rush to raise their hands to answer the question, and teachers are also used to asking top students to answer questions. It seems to be a complete success and everyone is happy, but in fact, the poor students have not received any improvement. Over time, it will discourage the poor students. Enthusiasm for learning. It can be seen that the design of questions plays an important role in primary school English reading. Teachers' problem design plays an important guiding role in reading teaching. Students' thinking process often starts with questions. How to make questions meet the needs of students at different levels: First of all, the question objects should be universal, and questions of different natures and levels should be appropriately answered by students of different levels. English teaching should be oriented to all students, not to a certain type of students. Only by paying attention to each student's emotions can we stimulate their interest in learning English and help them build a sense of achievement and self-confidence in learning. Teachers should respect each student, actively encourage them to try in learning, and protect their self-esteem and enthusiasm. Secondly, when designing questions, teachers try their best to meet the learning needs of students at different stages. While paying attention to students with weak foundations, they also actively create conditions to meet the needs of students with greater learning potential.

For example: in the Recycle2 part6 Let's Read section of the second volume of the sixth grade of "PEP Primary School English", teachers can design questions about background knowledge: Are they having a parting? What's the name of the party? Students will name many parties, such as: A Christmas Party, A New Year's Party, A Birthday Party, A Farewell Party, etc. At this point, the teacher can ask: Why are they having the party? Guide students to make guesses, such as: The new year is coming. It’s Ben’s birthday today. Let students further understand that people can celebrate some special moments in the form of a party. This reading material talks about Liu Yun being unable to attend the party because of illness, so he called the teacher to ask for leave. On the phone, the teacher said: Don't be sad. We will give you a surprise. This is a very critical point. Sentence, teachers can design questions with deep connotations based on this sentence: Can you guess what the surprise will be? Why will the teacher and other students give Liu Yun a surprise? Through such questions, the friendship between teachers and students and classmates are conveyed to students . How to use questions to effectively stimulate students' interest in learning: In the process of English reading teaching, rationally designing questions can arouse students' interest and curiosity and inspire students' thinking. For example: When students are learning the lesson "Oxford Primary School English" 5A Unit2 A new house, teachers can ask some questions for students to answer: Who live in a new house? Where is the new house? Do they like the new house? Through this Designed questions stimulate students' interest in reading, not only exercise students' listening, but also cultivate students' reading and oral expression skills. The most important thing is that students can deepen their impression of this lesson through answering. Nowadays, the reading materials in primary school English textbooks are equipped with corresponding illustrations. The illustrations can help students better understand the reading materials, and teachers can design questions about the situations or characters in the illustrations. For example: The reading materials in "PEP Primary School English" 5A Unit6 In a nature Park all highlight the use of There be sentence patterns to describe the environment. Teachers can design questions based on the illustrations, such as: Is there a river/lake/bridge,,,,, in the park? Are there any tall buildings? Are there any fish in the river? What can you see beside the river? What students want Your attention will be focused on the illustrations, and you will understand the entire article while answering the questions.

There is a continuous story reading material titled The Mail Mouse in the fourth volume of the People's Education Press' "English" (Lingtong Edition). It tells interesting anecdotes about Mr. mouse traveling around the world. Teachers can start by asking questions like: Which country is Mr mouse going to visit? What will Mr mouse see? What will happen to Mr mouse? Will Mr mouse get presents from his friend? These questions can help students make connections between the storylines and stimulate students' strong interest. It also activates students’ thinking. How to raise provocative questions to help students overcome key points and difficulties: the fable "The dog and his bone". The key word in this story is greedy. Based on the students' first reading of the story, teachers can focus on the word greedy. Ask the question: How do you know it was a greedy dog? The students read the story again with this question in mind and found many sentences describing the psychological activities of the dog and showing its greedy nature: Oh! what if another dog sees me? No, I will not, I will not share my bone. It is all mine! Where can I hide my bone? Now, my bone is safe. Hey, who is that? That gog has a bone too. Hmm, His bone is bigger than mine. And his bone still has meat on it! Bark! Bark ! Give me that bone! By reading and comprehending these sentences, students not only understand the meaning of the word greedy, but also understand the truth behind the story. During the learning process, teachers create various cooperative learning activities to promote students to learn from each other, help each other, experience a sense of accomplishment, and develop a spirit of cooperation. When using the slogan "Be quiet" in the teaching of the Uite1 Public signs unit of "PEP Primary School English", the teacher can face all students as the starting point, arouse the students' screams, and ask the question: Where should we be quiet? Students are answering We should be quiet in the classroom/library/hospital,,,,, at the same time, let students understand that they should behave civilly in public places and realize the importance of observing public order and social morality. How to cultivate students' questioning awareness and reading comprehension ability through asking questions: In the story The monkey with many friends, the little monkey thinks that he has many friends, but when he really needs help, there is no friend to help him. Many students are dissatisfied with the little monkey. The friend didn't save it, which created doubts.

At this time, the teacher asked a question: Why didn't the monkey's friends help him? prompting the students to read the story with questions and curiosity, and gave a variety of answers through their own reading and their own understanding, such as: Because they were not good friends. Because the monkey's friends were scared of the hunter. The teacher then asked: Did the monkey have true friends? At this time, the students all understood that the little monkey had no real friends, and the teacher then asked What is a true friend? The question triggered deep thinking among the students. The teacher wrote a proverb on the blackboard: A friend in need is a friend indeed. "A friend in need is a true friend." Through timely question guidance, students can realize this truth after reading and understanding the story. For children, the concept of good friends may be people who help each other in study and life. At this point, the teacher continues to ask students or encourages students to ask: Who is your best friend? What do you like to do together?