First, make full use of curriculum resources and carefully select reading materials.
(A) fully explore the use of curriculum resources
The research results of language learning show that language learning in primary school, including listening, speaking, reading and writing, is a process of input, decoding and output. Listening and reading are inputs, while speaking and writing are outputs, but a certain amount of input is needed to ensure better output. So as to achieve our goal of learning language efficiently. And extensive reading is an indispensable way to transform language input into output. We ancients also summed up the beneficial experience of "reading 300 Tang poems by heart and singing without writing poems". A large number of reading materials come from teachers' excavation, such as using libraries, networks and other information channels to find. For example, in view of the small vocabulary of junior students, teachers can find some English comic books with pictures or some classic short stories that students are familiar with through bookstores and libraries. For example, Little Horse Crossing the River and Little Red Riding Hood. These contents can reduce the reading difficulty caused by small vocabulary. For middle and senior grades, teachers use network resources to find some short articles for students to read. In the process of reading, we should think with certain questions and complete exercises such as judging right or wrong, sorting out pictures and retelling. Strengthen the cultivation of reading comprehension ability.
(B) carefully designed and selected reading content
1. Choose appropriate language materials, and the rate of new words is between 3% and 5%. Let students understand 70%-80% of the content.
2. The content of this article is diversified. Including fairy tales, telephone messages, Christmas cards, text messages and charts. The content should be related to students' life, the culture and life background of English-speaking countries, etc. And English reading materials suitable for primary school students' age, physiology and intelligence level, such as 2 1 century children's English newspaper.
3. The content is in line with children's interests and can attract students. At the same time, try to combine with the theme teaching of textbooks, pay attention to the collocation of form and content, and gradually develop students' reading ability.
With abundant reading materials, we can train students' reading skills and strategies.
Second, guide reading skills and strategies to improve students' English learning ability
(A) careful penetration skimming (Skimming)
Skimming, also called skipping, is a special and practical fast reading skill. Skimming means reading as quickly as possible, requiring readers to read selectively and skip some details to grasp the outline of the article, thus speeding up reading.
In primary school, we can't ask students to read stories or essays independently at the beginning, because primary school students haven't the skills and ability to read. Once students encounter new words, they will find it difficult to read and learn boring, which will lead to weariness. So at the beginning of reading training, I only ask students to read aloud what they can recognize. When you encounter unfamiliar words and sentences, please ask students to skip them and read only the main idea. For example, in the first class of Big Cat, an auxiliary teaching material for teaching reading, because the fourth-grade primary school students have just come into contact with reading short articles, according to the students' situation, there are many new words describing the life habits of lions in just three sentences. However, after students finish reading, they only rely on the keyword lion father-sleep \ lion mother-to catch students and capture information through skimming, which is closely related to their daily lives, so students understand: "I know the lion father. How well you understand, in the process of reading the short passage, students' knowledge has been used, so that students can feel the pleasure of applying what they have learned in reading the short passage. After class, I sent a short article about animals to each group, asking them to try to read by skimming. Next class, I will tell you what each group has learned after reading.
(B) the correct use of scanning (scanning)
Search reading, also called scanning reading, is also a fast reading skill, just like skimming. Different from skimming, it has a clear purpose, aiming at finding answers to questions, such as finding a specific fact or a specific information, such as people, events, time, place, numbers and so on. Search is fast and accurate. When looking for reading, readers don't have to read word by word, but look for words and phrases related to the content of the question from top to bottom. Once they find important content, they will stop for a while to recall or take it off, while irrelevant content will soon pass. Using this method, readers can skim as much as possible in the shortest time and find the information they need. When answering detailed questions about the article, such as who, when and where. In this way, they can usually find the answer quickly, which can be said to be "found at once".
Searching for reading is also one of the common skills in reading teaching. According to the characteristics of this method, we can design various training forms for students when reading short articles, such as true questions or true or false questions; Training of matching pictures and words with content; Master information, fill in charts and other reading activities. In order to complete the task, the students read with great interest. At this time, teachers can use the method of seeking reading to encourage students to read short articles or stories quickly.
There are many reading strategies, including developing the habit of reading as a whole, thinking in English, guessing the meaning of words, predicting, analyzing, judging, reasoning, inducing and summarizing. In the stage of English teaching in primary schools in China, it is necessary for teachers to guide students in English reading strategies. Teachers can cultivate students' reading strategies through practice according to their age characteristics, and gradually make students choose and use reading strategies purposefully.
The cultivation and improvement of primary school students' English reading ability will not happen overnight. Teachers need to flexibly use various reading teaching strategies and skills according to the age characteristics of primary school students and the rules of learning English. If we can stimulate students' interest in reading and pay attention to the combination of in-class learning and extracurricular reading, students will expand their knowledge and improve their reading speed, and they will abandon the reading habit of word for word.