First of all, the topic is put forward:

The purpose of offering English courses in primary schools is to cultivate students' interest in learning English, form a preliminary sense of English language, lay a good foundation for pronunciation and intonation, and finally enable students to have the initial ability to communicate in the English they have learned. In order to meet the needs of society and the times, we should treat English teaching with the concept of student development and the vision of school development. Successful English teaching depends on a lot of language materials and language practice. However, in years of teaching practice, we feel that the time and space for primary school students to contact and use language is limited. Reading is an important aspect of language learning. Reading teaching plays a very important role in foreign language teaching. Reading has long been the most important subject in English teaching in China. No matter in middle school or university, English reading occupies the most class hours. It can help students have fun, get information, cultivate students' English reading comprehension ability, make students develop good English reading habits, have correct reading skills, have active learning ability and cooperative spirit, and lay the foundation for lifelong learning. Reading is a good way to consolidate and expand vocabulary. However, at present, there are no clear teaching objectives and supporting reading materials in primary school English, so it is of great practical significance and an inevitable trend of the times to offer English reading classes in primary schools. So, how to cultivate and improve primary school students' interest in English reading? We studied this problem as a research topic.

After the research and discussion by the teachers of our research group, a research plan was made. Through the exploration and practice of the teachers in our research group, we completed the demonstration of the subject and showed our different styles of research courses in junior, middle and senior grades to the whole school, which was well received by the school leaders and teachers. Our project research has achieved results.

Second, the main content and purpose of the study:

1, the main contents of the study:

① Research on improving students' interest in learning English.

The great scientist irons Burry once said, "For everything, only love is the best teacher." This is how students learn. Only when they truly understand the importance of learning can they generate "interest" on the basis of "needs" and form "interest" in the process of activities. The stronger the interest, the stronger the thirst for knowledge, the more dedicated the study, and the more active the study.

As the first teacher of students' English learning, taking into account the age characteristics of students' studious, initiative, innovation, curiosity and imitation, we should take advantage of the situation in teaching, mobilize their enthusiasm for learning, and more importantly, how to maintain their enthusiasm for a long time.

② Research on cultivating students' English reading methods.

In teaching, we find that the main reason is that language factors limit the formation of students' English reading ability. The so-called language factors refer to letters, words, idioms, phrases and grammatical rules. When students encounter new words or new sentence patterns, they immediately feel scared and helpless, so they give up. One of the reasons is that students lack strong reading interest and correct reading methods. Most students never take the initiative to read extracurricular materials except reading exercises in their homework. In addition, students lack the guidance of certain reading methods, so it is difficult to develop reading habits. Secondly, at present, there is a lack of content suitable for primary school students to read. Moreover, in primary school, teachers have not paid enough attention to and conducted extensive research on how to cultivate primary school students' English reading ability.

In the primary stage of English teaching, the emphasis is often placed on the cultivation of listening and speaking skills. However, the cultivation of primary school students' reading ability can not be ignored. Students' reading ability should be cultivated in the initial teaching stage. In view of the above problems, we think it will lay a solid foundation for students to develop good English reading habits and English reading ability.

③ Research on measures to cultivate students' interest in English reading.

Homelinski, an educator in the former Soviet Union, once said: "The way to make students smarter is not to make up lessons or increase homework, but to read, read and reread." As a communication tool, English aims to communicate directly with foreigners through listening and speaking ability, and to obtain more information by using English reading materials, so as to achieve the purpose of indirect language communication.

The English Curriculum Standard stipulates that primary school students will reach the second level of English when they graduate, and their reading goals are: being able to recognize the words they have learned; Can read simple words according to spelling rules; Able to read short requirements or instructions in textbooks; Able to read simple messages in greeting cards; Be able to read simple stories and essays with the help of pictures, and develop the habit of reading according to meaning groups; Be able to read stories or articles correctly.

According to the above objectives, we can see that reading, spelling and reading account for a large proportion in English reading teaching in primary schools. The requirements for primary school students' reading are only short and interesting on the basis of illustrations. In teaching, I try to cultivate reading ability on the basis of listening and speaking, and cultivate silent reading ability on the basis of reading aloud. Based on the principle of teacher-oriented and student-centered, we can improve primary school reading ability from two aspects: cultivating reading strategies and stimulating autonomous learning ability.

④ Research on the evaluation of primary school students' English reading ability.

Reading is one of the forms of English learning, which can consolidate what students have learned in class and broaden their knowledge horizons. How to cultivate students' reading interest, reading ability and the evaluation of reading ability are the topics that our educators study. This paper discusses the evaluation of primary school students' English reading ability.

English reading has long been regarded as a one-way activity of receiving information. Single evaluation, lack of interaction, students lack interest in English reading, resulting in boredom, affecting the development of English reading ability, leading to low English reading ability. One of the reasons is that the previous evaluation focused on students' final exam results, but ignored the evaluation and encouragement of students' reading and learning process. Improper evaluation leads students to lose their enthusiasm and interest in reading, and also lose their motivation to read. It can be seen that evaluation affects the development of students' reading ability. Effective evaluation should be the driving force to promote students' active learning, rather than making students feel that evaluation is boring learning pressure. We should put the awareness of evaluation and development throughout the whole process of reading teaching and treat students' reading learning with a developmental perspective. We should not only cultivate students' interest in English reading, but also develop students' English reading ability, so as to really improve and leap students' reading ability.

2, the main purpose of the study:

① Improve students' interest in learning English.

② Cultivate students' English reading ability.

③ Cultivate students' autonomous learning ability.

④ Explore effective methods of English reading teaching in primary schools.

First, the strategy of organizing reading activities

(A) before reading-expand reading and promote reading.

Many studies show that if the text involves topics that readers are familiar with, they can understand the information in the article smoothly. On the contrary, if they are not familiar with the theme of the text, there will be obstacles. Therefore, before reading, students should make use of their existing knowledge structure to create enough opportunities for students to read the relevant contents of the text, so that students can have a certain understanding of what they are about to read and pave the way for better reading results.

(2) Reading-the regulation of skills and methods in the process of reading.

In the teaching process, whether it is the acquisition of knowledge or the development of intelligence and ability; Whether it is the cultivation of emotion and will, or the improvement of ideological and moral character, it must be through students' independent learning and continuous exploration. Teachers can't replace students' reading, nor can they replace students' analysis and thinking. Teachers can neither stiffly instill knowledge into students' minds nor transplant ideas into students' minds. Therefore, I think it is very important to cultivate students' independent reading and thinking methods and guide them to master reading skills and methods step by step.

1. Ensure that students have enough time to explore independently.

Suhomlinski said: "The classroom is silent and the students are absorbed in thinking, so we should cherish this moment." In the actual classroom, I found that many teachers ask questions and let students answer them immediately, without giving students time to think. If you can't answer, the teacher will either repeat the question or be busy enlightening (often it is a hint). Imagine, in such a short time, can students think deeply? How many "epiphanies" and flashes of thinking can students get? But in order to cater to the teacher's psychology, the students are scrambling to find a few words to answer. On the surface, the atmosphere was lively, but in fact they entered a complicated and superficial question and answer circle. In order to change this situation, teachers should give students some time to think independently after asking questions, so that they can concentrate on reading and think deeply. When students encounter difficulties in answering questions, teachers should encourage students to think positively with expectant eyes. Although this waiting time is short, it is the most tense and active moment for students' thinking.

2. Cultivate students' ability to ask questions

In actual teaching, we can find that our students can answer teachers' questions, but their ability to ask questions in English is far from it. Cultivating students' questioning ability is helpful for students to form a good habit of reading in groups of meanings and improve the speed and efficiency of reading. In teaching, I give students the opportunity to ask questions, with the aim of gradually cultivating students' questioning ability in teaching.

3. Infiltrate difficult words and phrases gradually.

In reading teaching, difficult words that affect students' reading are infiltrated into every link one by one, so that students can understand and master these words in the process of reading a short text, looking at pictures, speaking and using them, instead of deliberately teaching them one by one like a dialogue class.

4. Perception-Understanding-Application

English reading is a very complicated psychological cognitive activity, which is a process in which readers perceive written language materials, then encode, analyze and decipher them, and reproduce the complete information provided by the author. Perception is the reader's recognition and recognition of written materials, and its significance lies in obtaining basic information and preparing for the coding and reorganization of language materials on hardware. This is the process of information exchange in reading. Comprehension requires readers to use the existing knowledge and experience to encode the basic information of the perceived written language materials, and then reorganize, analyze and decipher the ideas expressed by the author, so as to comprehensively and accurately grasp the information of the reading materials. This is a complicated information processing process, and it is also the key link for readers to read smoothly and effectively.

5. Overall understanding

In the process of reading, it is inevitable to encounter new words and difficult sentences. When you encounter new words or difficult sentences, you will get to the bottom of them, think in isolation, and even try to translate them into Chinese before you stop. The result will not only affect the reading speed, but also hinder the development of good reading habits. Therefore, it is necessary to form a good reading habit of starting from the text structure of the article, crossing the reading obstacles caused by a small number of new words and difficult sentences, understanding the main idea of the article, sorting out the context level of the article, then scrutinizing the words and phrases as a whole, overcoming difficulties, and finally returning to summarize the full text. Make reading further sublimate from perceptual knowledge to rational knowledge, so as to speed up reading articles and improve the correctness of understanding articles.

(C) After reading-the effective extension of the text

Although the improvement of primary school students' reading ability mainly depends on classroom reading, it cannot be satisfied with this. Reading in class is the foundation, and extracurricular expansion is the supplement. Practical experience proves that extracurricular reading can not only improve students' English reading comprehension, but also effectively promote the development of students' comprehensive English skills.

1. Choose the expanded discourse of classroom teaching

Choosing some extended texts related to the teaching content in class can not only help students consolidate their classroom learning, but also exercise their reading ability. 2. Choose the extended words of life.

Many surveys show that life-oriented discourse content can make students easier to understand, help students read better, and gain some experience in life and study.

Read with a task

Many practices have proved that there is no doubt about the effectiveness of letting students read with tasks, whether in class or outside class. Therefore, while expanding the text after class, students should be given certain tasks, such as: (1) adding a subtitle to the text. (2) Answer several questions related to the text. (3) Guess the meaning of some new words in the context. (4) Judge sentences related to the text.

4. Feedback of reading results

Timely and effective feedback of text reading results can promote students to read better and improve the efficiency of extracurricular reading. However, in actual teaching, due to the limited classroom time, it is difficult to do everything. Therefore, the class can be divided into several reading groups and some reading leaders can be appointed, so that the results of extracurricular reading can be fed back to the groups and each student can share each other's information and feelings in the groups. In this way, students can not only insist on extracurricular reading, but also gain something from extracurricular reading and share the fun.

In short, the correct reading teaching method is conducive to improving students' reading skills, and efficient reading ability needs to be cultivated and trained. Only by studying students' cognitive characteristics and reading strategies can teachers formulate practical reading teaching methods and implement effective English reading teaching strategies, laying the foundation for students' lifelong development.