Strive for information technology support. The implementation of flip classroom teaching mode needs the support of modern information technology, and the construction of teaching equipment, teaching management platform and technical support are indispensable. Follow the cognitive rules of primary school students. Pupils are in a sensitive period of language learning. They have strong imitation and curiosity, good memory and high plasticity, but at the same time their attention is easily diverted and they are not interested in monotonous mechanical repetition and training.
Therefore, in the process of flipping classroom teaching, we should fully understand the physical and psychological characteristics of primary school students, release learning resources in various forms, and preferably equip them with audio to facilitate students' imitation. At the same time, it is necessary to use information technology to track and supervise the learning trajectory of primary school students before class, so as to lay the foundation for classroom activities. Change the teaching concept of English reading. In English reading teaching, we should shift the teaching center from the acquisition of words and grammar explanation information, put the whole text and the concept of speed efficiency into several main links of the whole flip classroom, pay attention to the guidance and cultivation of primary school students' reading strategies and habits, and promote the development of primary school students' reading ability and overall language ability. Improve the ability to control the flip classroom. The flip classroom teaching model has been successfully introduced into primary school English reading teaching, which puts forward higher requirements for primary school English teachers. On the basis of a comprehensive and systematic understanding of teaching materials, teachers should choose units suitable for flipping classrooms and attach extracurricular reading materials, reasonably design the contents and learning forms before, during and after class, and guide students to participate in activities such as autonomous learning, inquiry, communication, achievement sharing and comprehensive evaluation.