A person's reading ability determines the quantity and quality of useful information he receives. Primary school English class is the primary stage of English learning, and it is equally important to cultivate students' reading ability and listening and speaking ability. According to the research of English educational psychology, there are four main factors that affect reading comprehension: (1) language knowledge. A certain knowledge of language structure such as pronunciation, vocabulary and grammar is the basis of reading comprehension. (2) background knowledge. A person's background knowledge and personal experience affect the processing of language information. (3) Personal handling strategy. Including identification, prediction, guessing, judgment, reasoning and other strategies. (4) Emotional factors. Interest is an important factor affecting primary school students. In view of the above four factors, I add a reading class every week on the basis of normal teaching. Through reading, primary school students can better understand the knowledge they have, expand their knowledge, broaden their horizons and increase their vocabulary. I analyze the improvement of primary school students' English reading ability from the following aspects.
Second, the obstacles to primary school English reading
It is common for primary school students to read slowly and understand weakly. There are many reasons for this phenomenon, including emotional factors, methods and strategies, and intellectual factors. Because primary school students are in a preliminary cognitive stage in intelligence, emotion and information, their self-awareness is not strong, which will affect their reading speed.
(1) Language factor. The so-called language factors refer to letters, words, idioms, phrases and grammatical rules. In the primary stage of English teaching, students often pay attention to the cultivation of listening and speaking ability, but ignore the recognition and spelling of vocabulary, which leads to fear of words or new sentence patterns when they come into contact with some reading materials with long chapters in senior grades, and feel helpless and confused.
(2) improper reading methods. Teachers' methods in reading teaching are single and do not play their due role. Some teachers don't regard reading teaching as a general text teaching, explaining new words, supplementing phrases, enumerating collocations, analyzing sentence by sentence, and taking pains to analyze grammar. And pay too much attention to vocabulary and grammar teaching and ignore reading training. Pupils' weak reading awareness and lack of correct reading guidance methods will affect the cultivation of reading ability.
(3) The reading materials are boring. Because primary school students use English in a narrow environment, with low frequency and little materials at hand, supplementary reading after class is difficult to control, and students' reading ability is far from being improved.
Third, the strategy of cultivating primary school students' English reading ability
(A) carefully selected reading materials
Write and collect English short stories and essays according to the knowledge learned in textbooks. 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 regions and countries, etc. For example, primary school students learned this passage in the textbook of grade five last semester: We have many toys. I have a bear. It has long hair. My brother has a panda. It is very fat. My sister has an elephant. It has big ears. Tom. Yes, there are monkeys. Very thin. Tom's sister has a doll. It can dance. Tom's brother has six dogs. They can jump and run. We all like our toys. Pupils have mastered the syntactic knowledge of have and have. I chose an article "What am I? As a reading material, the short article "have" further consolidates the usage of Have. What am I? Please guess. I am as big as a box. I have a big face, but no nose and eyes. I have no hands or legs. People of all ages like to look at me. Do you know what I am? What's that used? Please guess. It is as big as a box. It has a big face and no nose and eyes. It has no hands or legs. People of all ages like to watch it. Do you know what it is? This reading material (third person) expresses the consolidation of has. It's a quiz article, and the answer is clock. The essay is very interesting, and primary school students unconsciously consolidate meaningful knowledge in reading.
(2) Training reading skills to improve reading speed.
In the process of English reading, different reading tasks use different strategies and skills: (1) Guess the meaning of words according to 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 did I say above? What am I at the beginning of this essay? Please guess. I brought the pupils into Wen's conjecture. Then I am big, like a box .. I have a big face, no nose and no 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. Pupils' ideas are from big to small, pop up answers, complete the reading content and achieve the reading purpose. On this basis, do a lot of reading with equal or slightly improved difficulty. Learn two or three short articles in reading class once a week. Read a short passage after class every day. Read 120 short articles a semester. In the accumulation of quantity, a qualitative leap is inevitable. The speed of reading naturally accelerates. Comprehension ability and speed are two signs to test primary school students' reading ability.
(3) Teaching students in accordance with their aptitude according to the actual situation.
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. For example, the present participle of playing, singing, drinking, flying and swimming in grade five. I choose a short article from the basic articles as a popular article in the class, which is suitable for everyone. In the Park Lin Ming and his friends are playing in the park. Some people are playing football. Some people are flying kites. Where are Lin Ping and Jiang Tao? They are swimming in the river. There is a big tree in the park. Some birds, singing in the trees. There are some children under the tree. They are drinking now. A series of behaviors took place in the park. Help primary school students to re-contact with the knowledge points to be mastered and strengthen the knowledge points. Pupils with strong English ability can choose to develop articles to increase the breadth and difficulty of reading.
(D) the reform of reading classroom teaching
In the reading class, after I demonstrated some reading skills of short passages, most of the time primary school students read by themselves. I only play the role of organizing, guiding and inspiring students in my class. Due to the application of multimedia computer in classroom teaching, primary school students can hear the pronunciation of words and see their Chinese meanings with a mouse click, so that primary school students can read independently. The teacher only asks questions about the content of an article after the primary school students read it, so as to understand the primary school students' mastery of the text. Teachers also encourage primary school students to ask questions, taking primary school students as the main body of learning, so that primary school students can actively learn English and improve their autonomous learning ability. After class, arrange some exercises.
The purpose of improving primary school students' reading ability is to better master and understand English knowledge, improve basic English skills, have better English language communication ability and understand transnational culture. Therefore, by improving reading ability, it is to further develop primary school students' listening, speaking, reading and writing in an all-round way, rather than focusing on one aspect and ignoring the other. (1) Listening and speaking are closely related, and listening is a process of understanding and absorbing information. Spoken language is the thought and information expressed through oral language. After improving reading ability, primary school students' basic knowledge will be better understood and improved in reading, their vocabulary will be further enriched, and their listening will certainly be greatly improved. As long as you pass a series of listening skills training, listen first and then speak. On the basis of listening, develop the ability to speak, from simple imitation and repetition to further bold speaking. When a certain amount of knowledge is accumulated, pupils can express themselves freely. So as to achieve the purpose of communication. After reading the article, Tom looked for his bat and ball in the house. They're not there. Tom walked out of the house. He looked near a tree. There is his bat and ball. The teacher will ask some questions about this article. Where are Tom's bat and ball? 2) Are there any trees outside the house? 3) What is Tom looking for? Practice listening and speaking skills by asking and answering questions. Finally, ask primary school students to give this composition a topic and explain why they want to open this topic to practice their oral English. (2) Writing is the process of transforming one's thoughts into linguistic symbols. Pupils can only imitate letters, words and simple sentences at first. When the ability of listening, speaking and reading reaches a certain level, the teacher writes with pictures and makes simple writing expressions. After reaching a certain level, the teacher writes according to the prompts and a series of writing exercises. Finally, achieve the ability of free expression. For example, a fifth-grade pupil can write a composition about his house just after learning a new house. And can be further guided to the room where you describe yourself. My Room This is my room. It's big. There is a small bed, a table, a chair and a computer in the room. There are some books on the desk. The chair is beside the desk. The computer is my good friend. I play it every day. Do you like it? By improving primary school students' English reading ability, listening, speaking, reading and writing activities are linked and organically combined.
It is impossible to cultivate English reading ability overnight. Teachers should make practical teaching plans according to students' actual conditions, encourage students to keep reading English newspapers and magazines, develop the good habit of taking notes, and review and consolidate them in time. English learning is hard work and requires perseverance. Teachers should always guide students' learning, and regularly carry out reading exchange and reporting activities, and show their achievements in the form of reading, speeches, performances and competitions that students like, so that students can further enhance their interest in extracurricular reading and improve their ability while enjoying the fun brought by reading.