How to read English picture books by parents and children

When it comes to parent-child reading of English picture books, many mothers feel headache. At present, there are several major problems:

Pronunciation is a big problem, and there are not a few people who are afraid that their pronunciation will not affect their children. There are also mothers whose English level is not high, and they can't read sentences even if they don't consider pronunciation, so they dare not read them to their children.

And some mothers, who are better at English, dare to read aloud to their children, but often they must translate every sentence into Chinese for their children to understand.

In fact, China people's English level, especially their ability to read fluently, is generally poor. Even in China abroad, few people can read picture books as well as English-speaking mothers.

Are these children unable to enjoy parent-child reading of English picture books?

I think a mother's English level will affect her children, but it is not a decisive factor. Just like a mother who can play the piano, does the child have to play well? Many mothers can't play themselves, but they can find out their children's problems, especially a set of good methods to stimulate their interest and let them learn independently.

English learning is the same. Many mothers have a good level, so in the process of accompanying their children to study, they always set a standard and plan in their hearts, always asking their children to reach a certain level through a book. Moreover, because of my high level, I can see clearly some mistakes of my children, so I am always eager to correct them and always want to teach them all the things I know. But it is these practices that deprive children of their right to be masters and make them feel frustrated. Finally, it directly leads to the loss of children's interest. Such a mother may not be as positive as a mother who doesn't know much English in cultivating children's interest.

Before discussing how to read English picture books to children, I think we need to think about several questions:

First, what is the purpose of parent-child reading? This problem can actually be understood by Chinese parent-child reading. Some people, the purpose is very direct, that is, they hope that reading can make children read more. I feel that if I don't recognize the words in a book well, the book will be wasted. But there are more people who don't take literacy as the purpose of reading. Books are read casually. In the end, literacy not only becomes a by-product, but also comes naturally, and children become real book lovers.

Think about English picture books in the same way. Do you have to understand the meaning of every word? Is it necessary to read all the words to the children in order to make effective use of English picture books? Is parent-child reading to learn the specific knowledge of English immediately, or to build children's English thinking platform through English books, so as to improve children's ability to learn English continuously, observation, imagination and curiosity to explore the outside world?

Secondly, what are the common problems of China people in English reading? Is the pronunciation of a single word inaccurate, or is the whole rhythm wrong? Judging this question is very simple. Listen to a foreigner read a book, and then we repeat it-the simplest words we all know, but can we read the feelings of others? Can't read what is the difference? If the problem of rhythm is a big problem, then the pronunciation of individual words is not so important. The pronunciation of a single word is good, and the rhythm and rhythm can't be compared with the original one. How much difference can there be between who and who? Is it meaningless to struggle because of poor pronunciation?

Third, what is the difference between translating Chinese and using Chinese to assist understanding? In foreign libraries, we can often see that our China people mark some unusual words (which are basically invisible in China textbooks but commonly used by other foreign children) with phonetic symbols and Chinese meanings in simple children's books. We don't approve of translation, mainly to prevent children from consciously or unconsciously corresponding to the literal meaning of two languages, and to find English words that can be matched with the literal meaning of Chinese, and finally there will be many jokes. But from the perspective of understanding the scene, for a child who doesn't have a lot of listening vocabulary and English thinking is not established, you must not describe the scene with the language in the book, and the child will not understand. The result of not understanding is to lose interest.

in this case, it goes back to the first question. Is interest or immediate knowledge important? There are degrees of difficulty in knowledge. If you don't respect children's cognitive rules, even if you want your children to learn knowledge, you will be in vain in the end. Therefore, it is more important to help children understand and improve their cognitive ability in a language that children can understand.

in the final analysis, reading in Chinese or reading in English is not for the purpose of recognizing words immediately. Books themselves are a way for children to improve their cognitive ability and complete their internal construction. As long as this function can be met, you can read whatever you want, no matter what language. Literacy, especially for English suitable for spelling, comes naturally.

when it comes to this, we have to talk about the grading of reading materials. I remember that I turned around a Chinese reading bibliography for primary school students recommended by a publishing house. At that time, a blogger said that her bibliography was unscientific. Look at the books he said children aged 6-8 read. My child was only three years old. I asked, is it independent reading? Say no, I'll read it to her. This also shows the relationship between parent-child reading and autonomous reading level.

At present, not many children in China can read English by themselves. Many children are old enough, but because there is no systematic learning method of reading, even simple reading is difficult to complete. Therefore, in the parent-child reading stage, when choosing books, the focus is still on children's interest in the theme. As long as you are interested in the subject, the reading method of the book can vary from person to person, and the same book can be read differently every time and every time. Children, on the other hand, gain a lot from different reading methods.

For example, I saw a book yesterday, which is the following one: I don't like to read! The recommended age of publishers is 5-8 years old, Level-2. But three-year-old Xiao Bao and I read this book with relish.

look at the cover with him first. Who is it? A mouse, it seems very angry! Are the two people behind (animals are just people) angry, too? No, they are reading happily-all these can be used in Chinese. If you want to highlight some English that children can understand, you can increase it according to the situation. And asking questions, some people say that asking questions will make children nervous. In fact, the key to this question is to look at the method. If you ask a question, you must ask the child to answer it, but you can ask yourself and answer it yourself!

Then go inside and look at the pictures. What are these people doing? There is a big bear in front and many children sitting below? Who is the big bear? Teacher-originally, I said blackboard, but Xiaobao didn't know the blackboard and hadn't seen it, so I said that the one used by the English teacher in your kindergarten, well, it was a projector, which was different from this one. This can be written. See what they wrote? Well --January, February, March, April, all of which he knows, can naturally be said in English.

Next, continue to guide him to look at the pictures. Mr. Bear is sitting in a chair. What are you doing around him? Oh, telling stories-this can match the school. Then what's next? Oh, doing homework-Xiao Bao recently read a math card and played with his sister. He knew it was math.

at this time, take the opportunity to bring out the following words, and even repeat them, and then say by the way: this mouse still does a lot of things at school!

Look at the picture on the next page. What is everyone doing? Oh, reading! What about the mouse? Yes, his name is henry,henry mouse-- I learned a song called jenny mouse in a parent-child class before, and I sang a few words of that song by the way. At this time, the child was particularly happy. Everyone is reading. where's mouse? Xiaobao said: reading, too. Well, I also took a book, but are you looking at it? Xiaobao said: No. He looked at the front like this and said that he also learned to do an action.

when I turned to the previous page, I deliberately shouted loudly: Wow, who is this? What are you doing? Xiaobao immediately said, handstand. Oh? Can I still read when I stand upside down? Then, read this sentence and say, well, handstand can really read!

In the picture on the right, I asked a question, What is Mr. Bear doing?-Generally, when I ask, he talks to himself. If he responds, he comes with me. If he doesn't respond, he talks to himself. At this time, Xiao Bao came to the sentence very loudly: step on the letter! I don't understand. What is stepping on letters? What I saw was his book for everyone to read. Xiao Bao confidently pointed to the picture: look, isn't this stepping on letters-it turned out that what he saw was the bear stepping on the letters on the ground with his feet! He played with alphabet toys in Vancouver's parent-child classes and kindergartens, and maybe he stepped on them! This also shows that children are always interested in things that they have experienced, touched and understood. Therefore, some parents say that my children are not interested in anything in English. One reason is that the children were resisted by the difficult experience before, and the other is that they did not find a picture book with pictures similar to their own experiences.

At this time, it is necessary to guide children to observe the details. You see, henry mouse seems less angry? Then look back at the pictures on the previous pages, page by page, sad, sad, sad! Then why is he not angry at this time? Oh, it's He Liked Listening to Stories at Shool! You don't have to really do it the first time, but add it the second time, emphasizing and highlighting it!

at home, right? Well, does he like reading or listening to others? Oh, I still like listening to mom and dad. At this time, children can also be guided to observe the changes in the environment.

next, I went back to school. Read the words written on the blackboard to him, and he knows them all. When I saw cloudy, I said rainy, laughing and saying that bee house has this --bee house is the name of his kindergarten in Vancouver.

Continue to guide him to look at the pictures. Wow, what are you doing? Raise your hand, right? Check how many people raised their hands, 1, 2, 3, 4, haha, and someone raised their feet! Speaking of this, Xiao Bao laughed hysterically. After a laugh, look at henry mouse again. What is he doing? He didn't raise his hand, but he was still a little sad.

Before this picture, there is something else, that is to say, he still doesn't like the performance of reading. Later, the teacher asked him why he didn't like reading, and he got the picture above. Xiao Bao saw these letters and said, what a mess. I said, well, he also felt at sixes and sevens. Then read the sentence again.

Next, the teacher comforted the mouse and said that it doesn't matter, you need extra help. So the teacher began to teach him some spelling alone, and when he got home, he began to take time to read with his mother. Soon, when he saw the word again, the little mouse was happy to recognize it.

flakes and stop sign in the picture below are often seen by Xiaobao when he was very young. There was a time when I saw stop sign, I had to point it out, and I had to say anything with red front and silver back. After returning home, I saw it and said that it was also available in China. So seeing these in the book made him very excited.

At the back of this page is the plot that some mice like reading and get out of hand. Finally, when the teacher said who wants to read, please raise your hand, the little mouse raised his hand first. There is a raise hand in it, and they usually use hands up. So I started using a

hands up, and he immediately raised his hand. Then it was changed to raise hand. Finally, ask him, is the mouse happy or sad this time? Xiaobao pointed to the red mouth of the mouse very comfortably and said happy! What a relief!

In fact, this book also illustrates a problem from another angle, that is, when children are unwilling to study, there must be problems. Teachers or parents should find out problems and help children solve them. Solve the problem and the child will read happily!

there is no fixed trend in the way parents read. If the mother has a good English and a high level of children, she can use more English and less Chinese. However, even if the mother and children are not high-level, they can still read interesting and rewarding. Moreover, each reading will be different. For example, in the above book, the child has almost understood the pictures. In the future, he can simplify the picture reading process, let him look at the pictures himself, and then gradually increase the amount of English. Either way, reading with adults can make children like and have the desire to read, which is a good way. As an excessive way, the real value of parent-child reading is to bridge the gap between children and books. This bridge doesn't need to be exquisite, and it doesn't need a lot of rules. It is enough to convey a love of reading and give children the motivation to explore the world by themselves!