How to Cultivate Primary School Students' English Reading Ability

First, cultivate students' interest in reading

Interest is the best teacher and the most realistic and active component of learning enthusiasm. Only when students have a strong interest in English reading will they regard reading as their own desire and need, change from passive reading to active reading, and have confidence in reading. On the contrary, if there is no interest, reading becomes a burden. Therefore, in order to improve students' reading ability, we must pay attention to cultivating students' reading interest at the initial stage of teaching.

1. Choose the reading materials carefully.

Reading English should be relaxed and happy, and it can also be relaxed and happy. To do this, the choice of reading materials is the first priority. In other words, choose vivid, interesting, attractive and inspiring materials or books. The reading content selected by Primary School English Popular Science Publishing House is storytelling, which is attractive and enlightening to students. Students are willing to read and learn, and the teaching effect is good. In addition, according to the knowledge learned in textbooks, and on this basis, write and collect English short stories and essays. Because it is for primary school students, the content of the material should be lively and interesting to stimulate primary school students' interest in reading. You can choose familiar fairy tales, daily life scenes, life culture introductions of various countries and regions, etc. Let students feel that reading is a kind of enjoyment, rather than reading articles mechanically.

2. Give appropriate reading guidance

Because primary school students' reading ability is still in the basic cognitive stage, they have not mastered enough reading methods and skills. When we train students to read, we should guide them to read in a timely and appropriate manner. This will increase students' self-confidence in reading. This kind of guidance can be the introduction of background knowledge or the guidance of reading methods. Before students read, introducing the background knowledge related to the materials can stimulate students' interest in reading and learning and achieve good learning results.

Second, to stimulate students' reading motivation

Stimulate students' reading motivation on the basis of cultivating students' reading interest, so that students can really feel the achievements and happiness brought by reading. In primary school English reading teaching, the best way to stimulate students' reading motivation is to ask questions. Einstein once said: "It is more important to ask a question than to solve it, because only with a question can we think, and only with thinking can we find ways and means to solve it." However, in our primary school English reading teaching, there are many modes: teachers explain-students read independently-teachers ask questions-students answer questions. Students are always in the state of being "organized" in class, and the initiative is always in the hands of teachers. Questioning has become a teacher's patent, and students' task is to answer questions. Therefore, it is very necessary to stimulate students' reading motivation and fully mobilize their thinking in reading teaching.

1. Set questions before reading.

Let students read with questions and make teaching and reading more purposeful. By thinking and answering questions, students can accurately judge their understanding of the reading materials. Let the students understand the text more deeply. Entering the English learning stage of senior high school, the differentiation of students' learning ability and effect is becoming more and more obvious. Students with strong learning ability are like a duck to water and improve greatly; Students with learning difficulties can't keep up with the requirements of teachers and classmates. In view of this situation, teachers should adjust their methods to let capable children ask questions, and teachers should let students answer them according to the difficulty of the questions. They should master the scale of "asking" and "answering" so that every child can gain and improve in class.

2. Solve the problems in reading

After students understand the text by asking questions, they can solve the problem through discussion or group communication. In the communication, their thinking is activated, their understanding of the text is communicated, and at the same time, their sense of group cooperation is inadvertently cultivated, and the learning effect is obvious. Students have a deeper understanding of the article in the process of solving problems, and their reading ability has also been significantly improved.

Step 3 ask questions after reading it

Through the above study and communication, students have a certain understanding of the text content. On this basis, let the students ask their own questions and solve them together. They may ask a variety of questions, some related to the text, some unrelated to the text, but their thinking has been exercised in asking questions, solving problems and communicating. The more questions they ask and the more they think about the text, the stronger their reading awareness and interest will be.

Third, expand students' reading space.

English reading teaching in primary schools is often limited to the reading materials in textbooks, while ignoring the guidance of extracurricular reading and the reprocessing and utilization of reading materials. The improvement of students' reading ability cannot be achieved overnight, so we must pay attention to gradually infiltrating reading teaching in daily teaching, even if it is a short dialogue or a short essay, teachers should give necessary guidance in reading.

1. Create a good reading environment for students

Although the classroom is the main position of teaching, teachers should also make full use of the facilities on campus to provide students with opportunities to read English after class, and carefully create an environment conducive to students' English reading, so that students can unconsciously improve their interest in learning English and enrich their English knowledge. For example:

(1) English signs or slogans are set up in the campus, and all kinds of classrooms are equipped with Chinese and English signs.

(2) run English blackboard newspapers, English promenade and other publicity columns, and publish English short stories, English poems and English cultural background knowledge.

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

(4) Do a good job in classroom English corner. For example, the blackboard newspaper is used to open up an English learning garden, and an English book corner is set up in a corner of the classroom to provide a place for students to exchange reading and recommend books with moderate difficulty to students.

2. Provide students with various reading forms.

Stories and ballads are students' favorite forms. Teachers can guide students to adapt the content of reading into the form of stories or ballads, for example, try to turn the dialogue in the text into an article, so that students can learn by doing and by enjoying themselves. This can not only improve students' understanding of the text, but also improve students' writing ability and lay a good foundation for future composition education. You can also refer to the teaching method of Chinese, give students some pictures, and let students train to look at pictures and write stories. In addition, the application of multimedia can be added to the teaching, and the situation can be presented according to the reading content, so that the teaching process becomes vivid, vivid and lively, creating a good learning atmosphere, allowing students to enjoy and love learning and stimulating their desire for knowledge.

Fourth, improve reading speed.

In the process of English reading, different reading tasks can use different strategies and skills:

1. Guess the meaning of the word from the context.

When primary school students encounter new words in reading, they can infer their meanings according to context information and syntax. For example, there are many mice in a house. The head of the family keeps a cat. The cat killed many mice. Kill is a new word, but students can guess the meaning of this word.

2. Forecast content

The process of constantly verifying and correcting one's predictions during reading. For example, "What am I? What am I at the beginning of this essay? Please guess. Take the students into the conjecture of the article. Then I grew up, like a box. I have a big face, but no nose and eyes. I have no hands or legs. Describe the item to guess directly. Make primary school students' thinking turn to similar items for search and inference. Finally, according to people who like to see me, old and young. Do you know what I am? Lock the item you want to guess. Primary school students guess the answers from big to small, complete the reading content and achieve the reading purpose. On this basis, do a lot of reading with equal or slightly improved difficulty, study two or three short articles in one reading class every week, read one short article every day after class and read one hundred and twenty short articles in one semester. In the accumulation of quantity, there is bound to be a qualitative leap, and the speed of reading naturally accelerates. Comprehension ability and speed are two signs to test primary school students' reading ability.

Five, teaching students in accordance with their aptitude

Due to various reasons, such as the intellectual development of primary school students, the English ability of primary school students varies greatly. English reading teaching should teach students in accordance with their aptitude to improve the English ability of primary school students at all levels. Divide the reading materials into two levels: A and B: A is the basic article. B is a development article. The basic article is a short article equivalent to the content of the textbook, which is a review of the textbook knowledge. The development article is based on this knowledge point, and the content, length and difficulty of the short article are slightly higher.

In a word, reading comprehension is a comprehensive ability. With the deepening of English teaching reform, the requirements for students' comprehensive English ability are getting higher and higher. Reading ability is the basis of English self-study ability, and it is also a means to cultivate students' comprehensive language use ability and self-study ability. Therefore, when students begin to learn English language, teachers should pay attention to the cultivation and training of students' English reading habits and reading ability, so as to lay a good foundation for students' lifelong learning.