1。 Introduction 

Classroom questioning is an important means of optimizing classroom teaching。 Modern teaching method is the way teachers and students cooperate together。 In the process of optimizing the teaching process, aiming at the characteristics of the teaching materials and the actual situation of the students, we have designed a set of step-by-step questions to cultivate students' ability in language skills, language knowledge, emotional attitudes, learning strategies and cultural consciousness。 It is also helpful to give full play to the superiority of the classroom question and answer method and make the English teaching classroom becomes lively。 Have asked the teacher and student collaboration environment, is advocated over the years teaching methods, master the scientific teaching method, can play a multiplier effect。

Grasping the classroom questioning skills plays a decisive role in improving the effectiveness of classroom teaching。 Flexible, mobile questioning way can attract students 'attention, so that students have interest and curiosity, it also can guide students to actively think about the problem, improve students' enthusiasm for learning。 Through questions can improve the emotional communication between teachers and students。 In the course of communication teachers understand the students’ learning and life and many other difficulties, and understand the students on the issue of their views and attitudes。 Through questions teachers can also understand the students’ learning situation and their own lack of teaching in order to continuously improve their teaching methods。

In this paper, I will discuss the tactics of English classroom questions from the aspects of the middle and senior students in primary school, from the aspects of the clarity of the purpose of the question, the design of the good question and the skill of the problem。 Planned, targeted and instructive to ask the question, the purpose is to improve the enthusiasm of students, to learn to stimulate students' interest in learning and the desire to be initiative to participate in, to carry out thinking, discussion, inquiry activities。

2。 Literature Review

Einstein said: "Ask a question is often more important than solving a problem。" Classroom question is an important part of teaching。 Classroom question is also one of the important means of teachers to improve the quality of teaching, it can check and test the effectiveness of teachers’ teaching and the student's learning situation; and the appropriate questioning methods and content is very useful to consolidate the students of the content they have learnt and improve the students' learning enthusiasm and interest。来自优W尔Y论W文C网WWw.YoueRw.com 加QQ7520,18766

In the primary school English teaching, classroom questioning has its positive meaning to improve the students' listening and speaking ability; and its effectiveness for the students to take the initiative to listen to the ability to train and to cultivate a role cannot be ignored。 This paper will discuss the strategies of the English classroom questioning skills, planned, targeted and enlightening in the three aspects of the middle and high grade students in the primary school, raise questions from the clarity of the purpose of the question, the design of the good question and the skill of the problem , the purpose is to improve the enthusiasm of students and stimulate students' interest in learning and initiative to participate in the desire to carry out thinking, discussion, inquiry activities。 Complete the teaching tasks; achieve the purpose of teaching, so that students really experience the art of English classroom teaching。

3。 Types of questions

As it mentioned above, questioning plays an important role for classroom teaching。 An effective teacher must be an effective questioner also。 So it is necessary for a teacher to be able to distinguish the different characteristics that assorted questions may have, the various functions that questions can fulfill, and the perse levels of thinking the questions call for。 In our practical teaching instructors typically use the following questions, such as factual question (determining whether or not learners know basic information), displaying question (not a real question but serves to elicit language practice), referential question (not a real question but serves to elicit appropriate response), promoting question (giving hints to elicit language practice), and probing questions (directing students to think more deeply)。 So we can see that different questions will invite different levels of thinking, just as Bloom proposed in his classification of question types。