A Case Study Of English Graded Reading Teaching In Primary School

In 2001,the “English Curriculum Standard for Full-time Compulsory Education in General Senior High Schools” proposed a gradual and progressive requirement for English reading literacy,and stipulated reading objectives for all levels.However,in most regions and schools in China,traditional type of reading teaching is still the mainstay:interpretation of vocabulary and grammar,reading paragraph by paragraph,etc.which are not consistent with the nature of reading and the mentality of children.It is also not conducive to students' English and maintain interest and input internalization.Therefore,this study uses English as a background to thoroughly explore the effects of English grade reading in China.This study relied on Good English to conduct case studies on the lower grades of Xi'an Foreign Language School.By using the literature review of multiple-intelligence theory,the cognitive development theory,the schema theory,combined with interviews,classroom observations,and the use of measurement to study the teaching procedures of English graded reading in primary schools.Studies have shown that the teaching procedures of the Good English are in line with the English standard reading standards and are in-depth and conducive to improvingthat each level of English reading can reach a corresponding level.This study also provides a reference for the promotion of English reading based on Good English for graded reading,which is conducive to the development of English graded reading in China.