One of the requirements of learning strategies for the second level points out that students should try to read English stories and other English extracurricular reading materials。 According to this requirement, English teachers should add some extracurricular reading materials which are related with the textbook to help students have a deeper understanding of the textbook and expand their knowledge。

It is required in the second level on culture awareness that students are able to master the festivals and the common drinks and food in English speaking countries; the capitals, the national flags, the important signs, the entertainment and sports activities of the major English speaking countries etc。 And reading provides students with a good access to know more culture knowledge。 So the reading materials about different cultures should be supplemented。 And English teachers are supposed to pay attention to cultivate students' cultural awareness and deepen their understanding of English speaking countries in reading teaching。

1。1。2  The Present Situation of English Reading Teaching in Lower Grades 

 In the 21st century, English education is rapidly developed in China。 With the continuous exploration of English educators, the importance of reading teaching is gradually noticed。 They find that although the primary school pupils have very limited knowledge of the English language, from the time they first come into contact with the English textbook, reading activities have actually started。 

 Many scholars share the same opinion that English reading teaching is quite weak and immature especially in lower grades。 

 Wang Wenjuan, an English educator in Shanghai claims that the problems in English reading teaching are from both students and teachers。 In the aspect of students, they are lack of the ability to comprehend the reading materials。 And a majority of students in lower grades have not formed the habit of reading and grasped the tips of reading。 Once they meet unfamiliar words in reading, they will quit。 In the aspect of teachers, they tend to focus on listening and speaking。 And they are more likely to regard reading as speaking loudly, which leads to the misunderstanding of the real aim of reading。

 Scholar Chang Jing points out that there are three severe misunderstandings in English reading teaching at present: the starting time of reading teaching is too late, the modes of reading teaching is too single and the category of reading teaching is too narrow。 Therefore, he strongly appeals that English educators should integrate the textbooks with picture books to develop more creative reading materials which helps students have a better master of contents in their textbook as well as gain more extracurricular knowledge。 What is more, he holds the view that the visual pictures and vivid situation offered by picture books contribute to arousing students’ learning interest and motivation。

  In order to have a deeper understanding of present situation of English reading teaching in lower grades, the author selects thirty English teachers in Shangchen district to do a questionnaire about their opinions on English reading teaching in lower grades。 The results are shown in the following tables (Table1。1 & Table1。2)。 

Teachers’ opinions on English reading teaching in lower grades

Question Result

Strongly

agree Agree Disagree Strongly disagree

The main task of English teaching in lower grades at primary school is to foster students’ listening and speaking ability but not reading ability。 10% 6。7% 40%