First, create a positive pre-reading environment in regional activities.
According to the age characteristics and development level of small class children, the activity objectives are as follows: (1) to know and be interested in books; Cultivate reading interest; Initially cultivate reading habits; Be able to understand the content directly expressed by the relationship between different images.
physical environment
1) Create a warm and comfortable reading area.
According to the age characteristics and development level of small class children, the reading area is built with the purpose of "affinity, comfort and pleasure". There are small sofas, cushions, lovely plush toys and various publications. With plush toys on the sofa cushions, children can enjoy reading comfortably and freely. In such an atmosphere, children can choose their own books and periodicals to read, talk about topics of interest with their peers, and learn common contacts in the process of communication. "
2) Create a hidden rule environment.
Small class children have just entered the reading area, and the order is a little chaotic. After the activity, many books were damaged. In view of this phenomenon, teachers make timely adjustments in the activity area:
1. Put a small footprint sign on the floor of the activity area to indicate the number of people entering the area to avoid too many people, crowding or trouble. When the children have the next activity, they find the newly added materials and put down their shoes at the corresponding footprints. The rest of the children found that there was no place to put their shoes, so they left voluntarily and said, "This place is full. I want to go somewhere else." . After finding the photos posted by the teacher, children can consciously imitate actions, such as gently picking them up and putting them down, and turning pages by pages. Through the performance of children in activities, we can see that children can understand the meanings expressed by symbols and pictures, and speak the contents expressed by pictures in spoken English.
2. On a wall in the library area, a group of phrases and supporting pictures were created, such as: handle with care, read carefully, take care of books, communicate in a low voice, take care of books and send them home gently. The sequence diagram of this rule mainly plays the role of hints and hints.
Children are more interested in the quiet icons in the corner of the library area. A child said, "teacher, why do you want to block your mouth with your hand?" Don't let your mouth make a sound? " He can focus on inquiring about the picture information with simple questions according to the image of the picture. It also shows that children are willing to explore and perceive natural symbols in the environment.
3) express the reading content in different forms
Most of the regional activities are children's spontaneous exploration activities. How to expand children's existing experience? Teachers put relevant examples in various activity areas to take the lead. For example, put pictures of the steps of making twists in the art area. By observing the pictures, children can know what materials are needed to make twists. Children with strong ability can do activities according to pictures, while children with weak ability need to do activities step by step under the guidance of teachers. Teachers' language in the teaching process should be rigorous, standardized and exemplary, such as: first, put plasticine in the palm of your hand and rub it into a ball, then ……… finally …… children with strong ability can simply say the contents of reading materials in spoken and written language; Children with weak ability need to tell their own production process under the guidance of the teacher.
(2) Mental environment
1. Create a relaxed and harmonious psychological environment
Children in small classes have a strong attachment to adults, and the teacher is the person they trust and attach most in kindergarten. I use this feature of children to enter the reading area first, and then attract children to the reading area. Because there are fewer people in the reading area, teachers have more opportunities to have various contacts with children. For example, let them sit around and touch their faces, small noses or small hands while telling stories, so that they can feel the kindness and care of the teacher more, enhance their attachment to the teacher and make them more willing to enter the reading area with the teacher.
2. Set an example for children with good ideas and behaviors.
Small class children read blindly, pay short attention to time and have poor awareness of rules, so teachers should first let children know the structure of books and know that each book has a cover, a back cover and a page number. You can use vivid methods, such as comparing the front cover to the front door and the back cover to the back door. When reading a book, open the door first and enter a small room. There are many stories in it. After reading it, you should come out and close the door. This method is easy for children to master, and it is also beneficial for children to learn the correct page turning method. At the same time, you can also design catchy children's songs, such as: the little book is really interesting, with a cover and a back cover; There are also good stories in it. Secondly, guide children to turn books in an orderly way and give them a demonstration of turning books in an orderly way. Children have had the experience of turning over books, so you can directly discuss with them how to turn over books. How did you turn over the books? Let the children talk, and then the teacher will sort out the summary, so that the children know that only by reading books page by page in an orderly manner can they see the story clearly and completely, feel the benefits of reading books in an orderly manner, and learn how to read books in an orderly manner. Help children read books in an orderly manner and develop good reading habits.