其次，关于四种策略应用的具体情况如下。在规划策略方面，大多数教师可以做

Secondly, the specific situation regarding the application of the four strategies is as follows. In terms of planning strategies, most teachers can be <br>prepared to ask questions. However, some teachers only pay attention to choosing the question content in advance, and give less consideration to students' learning level and emotional factors. Therefore, teachers need to adjust their questioning language according to the students' English level. When designing questions, teachers usually choose a language that students are familiar with, and they often ask questions about reading text. In terms of control strategies, English teachers can control classroom questions well in the reading class. They can <br>gradually ask questions and provide guidance to students. There are also some problems, for example, short waiting time after asking questions, asking questions in a monotonous way, and uneven distribution of questions. Most teachers only choose to raise their hands actively to answer, which easily leads to neglect of those introverted and shy students. While evaluating, most teachers not only immediately pay attention to the feedback to students, but also attach great importance to encouraging students to correct themselves in practical teaching activities. However, the evaluation words are too general and single. To some extent, these existing problems will lead to insufficient language output of students, which is not conducive to the development of students' thinking ability.

其次，关于四种策略应用的具体情况如下。在规划策略方面，大多数教师可以<br>做好提问的准备。然而，一些教师只注意提前选择提问内容，而对学生的学习水平和情感因素考虑较少。因此，教师需要根据学生的英语水平调整他们的提问语言。在设计问题时，教师通常选择学生熟悉的语言，他们往往问有关阅读文本的问题。在控制策略方面，英语教师在阅读课上能很好地控制课堂提问。他们可以<br>逐步提出问题，为学生提供指导。也存在一些问题，例如，提问后短暂的等待时间，单调的方式提问，问题分布不均。大多数教师只选择主动举手学生回答，这很容易导致那些内向和害羞的学生被忽视。在进行评价的同时，大多数教师不仅立即关注对学生的反馈，同时也非常重视鼓励学生在实践教学活动中自行纠正。然而评价词过于笼统和单一。这些存在的问题在一定程度上，将导致学生的语言输出不足， 不利于学生思维能力的发展。

Secondly, the specific application of the four strategies is as follows. In terms of planning strategies, most teachers can<br>Be prepared to ask questions. However, some teachers only pay attention to the content of the questions in advance, but seldom consider the students' learning level and emotional factors. Therefore, teachers need to adjust their questioning language according to students' English level. When designing questions, teachers usually choose the language that students are familiar with. They often ask questions about reading texts. In the aspect of control strategies, English teachers can control classroom questioning well in reading class. They can<br>Ask questions step by step to provide guidance for students. There are also some problems, such as the short waiting time after questioning, monotonous way of questioning, and uneven distribution of questions. Most teachers only choose to raise their hands to answer, which easily leads to the neglect of introverted and shy students. At the same time of evaluation, most teachers not only pay attention to the feedback to students, but also attach great importance to encouraging students to correct themselves in practical teaching activities. However, the evaluation words are too general and single. To some extent, these problems will lead to the lack of language output, which is not conducive to the development of students' thinking ability.<br>