Group reading can help children sort out scattered reading experiences, make them systematic and organized, and also help children gain new reading experiences. In collective reading, children can fully interact with teachers and peers, get the best reading effect, * * * share the happiness of reading, and constantly improve their enthusiasm for participating in reading activities. After more than two years of early reading training, children in large classes have developed a strong interest in reading and mastered certain reading methods. They can read picture books and story books independently, and their reading scope has begun to expand and extend to magazines, newspapers and other text carriers consciously or unconsciously. If children's reading and learning ability can be further improved at this stage, it will effectively help children to make a smooth transition to primary school. Let's talk about some practices of large class children in collective reading activities. First, "the opening remarks show the effect"-the introduction method. As the saying goes, a good beginning is half the battle. Successful lead-in is an important catalyst for the success of teaching, and appropriate and subtle lead-in can make teaching receive unexpected results. Group reading activities are no exception, so every time we organize children to carry out group reading activities, we will learn to lead in. For example, The Giant and the Little Monster, with its subtitle and headline, not only tells us the name of the protagonist in the book, but also lets the children know that this experience is absolutely great, wonderful and exciting. When we first took part in this reading activity, we adopted the cover lead-in: Where do the little monsters and giants live respectively? What is the little monster doing? What is the giant doing? What will the giant do? What happened next? ..... but I tried, and I felt that the teacher asked too many questions, just like squeezing toothpaste, and the child was very passive. The second time, we tried to introduce experience, "Do you know what the giant is going to do? What happened to the little monster? What expressions and actions are there? " It is found that children's speech is scattered and not close to the experience of picture book content delivery. Later, we tried to insert a page to pull out the most thrilling and attractive pictures in the picture book, so that children could associate with them through observation and directly bring them into the scene. We find that picture books with a certain distance from children's experience are suitable for using typical pictures in picture books to directly bring children into the situation. For another example, when we read Moving, we adopted some methods of "shielding" and "guessing". Before reading, put the tortoise on the cover and ask the question "How can the house move?". Set suspense and encourage children to make bold guesses. Children are active in thinking and express their views. In this process, it not only helps children feel the wonderful, interesting and humorous book design, but also mobilizes their desire to tell stories and expands their thinking. For another example, when reading the picture book "Fox Dad Duck Son", we think that the title itself contains rich content, which can arouse children's infinite reverie, so we directly use the cover introduction to stimulate interest. Before reading, let the children discuss, talk about or hear the idea of the title through the title. "The fox can only have a fox son, how can have a duck son? What story will happen between them? Is this really his son? " "Why did Father Fox get out of the way (crush) his son? Will father fox trample his son (duck) to death? " "The fox wants to eat ducks. Will this fox father eat ducks? " "Where are the duck's parents?" "How did Father Fox meet Son Duck?" And so on, questions rise from the children's hearts. They are full of curiosity about picture books and can't wait to devote themselves to reading them. Second, "big topic search"-problem design. Asking questions is like a link running through the whole activity. In group reading activities, if the teacher asks too many or too detailed questions, it will limit children's imagination and expression space. Therefore, when organizing children's collective reading, we choose appropriate questioning methods at different times according to the needs of teaching and plot. 1, descriptive question. When understanding simple pictures, we usually use descriptive questions, such as "What's on the cover?" "What do you see?" Wait, guide the children to tell a simple story according to the picture. 2. Open questions. When understanding a continuous plot or a set of pictures, we use more open questions to give children imagination and let them answer from different angles. For example, when reading The King is Sick, we designed a question: What do you think is the funniest place? When reading The Mole and the Bird, we mainly designed two open questions around "How did the Mole fall in love with the bird?" "How does the mole take care of the bird so carefully?" Expand. In this way, children can pay attention to and tell a wide range of stories, and some children with strong ability can also connect the contents of the front and back pages, which can basically tell the story very closely. Of course, there are also some children with poor ability. When they can't answer questions, we will use auxiliary questions to regulate guidance, or ask questions to help them expand their thinking and guide them to observe and tell. When reading independently, children often can't help telling and communicating with their peers, and show exaggerated and funny expressions and actions. At this time, we usually design "What attracts you?" Let children fully express their views, such open questions, children will be more confident. 3. Questions in doubt. When guiding children to analyze and judge the behavior of the role, we will ask some questioning questions. For example, when reading No Inconvenience, we will guide the children to discuss and ask questions about the naughty "little monkey" who likes to imitate the appearance of Wang Amin with disabled legs and feet in the class: What do you think of the "little monkey"? Guide children to analyze and judge the behavior of the role and ask questions. 4. Inspiring questions. When guiding children to observe the details of the picture, we use more enlightening questions to guide children to start from the picture and go deeper step by step. How did you find out? Where did you see it? ...... Third, "find out"-careful observation. The observation of details helps children to understand the story, but children tend to ignore the observation of details when reading independently. Therefore, in collective reading activities, children should be guided to pay attention to details. 1, details are shown in the figure. For example, when taking children to read The Leaf House, the children argued about who went to the Leaf House first, mantis or Xiao Xin, so we guided the children to observe the picture carefully to see who went to the Leaf House first. Through careful observation, the children found that when Xiao Xin was cleaning in front of the leaf house, mantis was faintly visible in the background of the picture. By paying attention to details, the children's disputes were solved. In our reading activities, we found many creative pictures giving people wonderful feelings. As soon as the children get the reading materials, the first thing they see is the wonderful pictures, colors and images of the story book. We pay attention to children's attention to pictures, and guide them to start with pictures and details, observe various clues such as characters' expressions, pictures' colors and backgrounds, and establish the connection between details, so as to understand the story and appreciate the emotions of characters. For example, when reading The Little Mouse Who Wants to Eat an Apple, we use gestures and language prompts to guide children to pay attention to details. (1) Action prompt. For example, when telling the picture of a mouse pulling its nose, at first, the children only observed the mouse pulling its nose, but obviously the dynamic details were not described enough. At this time, our teacher made a gesture of holding his hands on the ground. The person leaned back and pulled his nose at the same time, prompting the child to observe the details of the mouse pulling his nose. As a result, some children immediately understood that it was the little mouse brother who was still holding his hands on the ground when he grabbed his nose with his feet and pulled hard. (2) Language tips. For example, when observing the picture of a mouse climbing a tree like a monkey, some children said that he saw a twisted short line on the tree, so we seized this point in time and guided the children to observe carefully: "What is this?" Through careful observation, the children found that this was a slip mark of the mouse sliding down. At this point, we asked in time: "Where did you see it?" So the child found a lot of funny details, such as the mouse grinning, its claws grabbing at the tree, its body shrinking and so on. Through the conscious guidance of actions and language, children's observation is more detailed, their language expression is richer, and their understanding of the role image is deeper. 2. Details in the American language. The words in the picture book are simple and simple, full of childlike interest, jumping and dynamic, or humorous and absurd. Therefore, in collective reading activities, on the one hand, we guide children to pay attention to pictures, on the other hand, we guide them to pay attention to poetic language in picture books. For example, a series of actions such as kicking, stepping, pushing, patting, making noise and turning are used in the picture of the story "Mother Crow's Flying Carpet". When children speak, they only pay attention to the stories of these animals in the picture, instead of using some concluding words, so we guide them to use these jumping and dynamic words to tell the picture. As the action changes, so does the story. Paying attention to the poetic language in American English makes children's understanding of stories more dynamic. Fourth, "personal participation"-role experience. Role experience can make children devote themselves to reading. By mobilizing children's emotions and wisdom, let them participate in the changes of the role's emotions, experience the joy, sadness and sorrow of the role, and truly enter the story.