(a) Choose appropriate books
? According to the students' yearly characteristics, for the whole book reading of the lower grade students, choose the picture books with childish interest, such as "Runaway Bunny", "Earthworm's Diary", "The Box That Can Fly", "Guess How Much I Love You", "Whom Do You Love More", etc. In this way, the students will be able to learn how to read the books in their own language and to learn how to read the books in their own language. In the whole reading teaching of "Runaway Bunny", I let the students imitate the recurring "If you ...... I will ......" sentence pattern to improve the students' language expression ability. The author recommends that students should be able to express themselves in their own words. For middle-aged students, it is recommended that students read fairy tales. Fairy tale works through bold imagination, exaggerated expression to shape the image, unfold the storyline, the language is vivid and interesting, easy to understand, the storyline is bizarre twists and turns, fascinating, in line with the reading interest of students in the middle grades, such as "Pinocchio", "Alice in Wonderland", "The Secret of the Treasure Gourd" and so on. Due to the gradual increase in self-consciousness and independence of students in the senior years, students in the senior years choose a wider range of books, so that students pay full attention to the fate of the protagonist of the book, and the author together to think about the relationship between man and man, man and society, and man and nature, such as the wind, sand and stars, "Night Flight", "The Little Prince", "Twenty Thousand Leagues Under the Sea", "Charlotte's Web", and so on.
(B) the whole book reading teaching process guidance
1. Guided reading process, carefully prepared. Before the whole book reading teaching, the teacher should give the students carefully prepared for the book's guided reading teaching. First of all, the teacher should let the students know the author's personal experience and the background of writing the book. Secondly, teachers can make students guess the storyline of the book according to the title, the cover, the inside illustration, the table of contents or some clues to stimulate students' interest and reading desire. Again, the teacher can select the wonderful parts of the book for whole class **** reading and ask questions to stimulate the students' desire to explore. Finally, teachers should know how to set up suspense, so that the introduction just right to end abruptly, the most suspenseful, the most essential content left to the students to read.
2. Reading process, many methods.
(1) Instruct students to draw character relationship diagrams. In the process of reading the whole book, students often encounter the problem that there are many characters in the book, the relationship is complex, it is difficult to sort out the relationship between these characters, resulting in a lack of understanding of the contents of the book. Therefore, teachers should guide students to draw a character relationship map at the beginning of the reading to help students sort out the relationship between the characters, and then link the events that happened between the characters to facilitate students' understanding of the content of the book.
For example, when teaching the whole reading of Charlotte's Web, the author guided students to draw a character relationship diagram (Figure 1).
(2) Guiding students to map the storyline. The so-called storyline diagram is to rationalize the storyline according to the clues in the book and connect the stories together, so that students can better grasp the story content of the whole book and sort out the sequence of events in the whole book. For example, the book "Charlotte's Web" is a book that links the whole story through the fate of the pig Wilbur, the author instructed the students to draw the following storyline diagram (Figure 2).
(3) with the help of a mind map. Thinking guide is a graphic and graphic thinking tool, the use of thinking guide can be the structure of the book graphic, visualization, so that students have a strong visual impact. In the whole book reading teaching process, the teacher with the help of the mind map to let students grasp the whole book, develop associations, questioning.
(4) organizing reading discussion and exchange. Reading is a beautiful thing, reading can bring students new ideas, new horizons, new ideas, raise new questions, trigger new thinking. Teachers can provide students with opportunities for discussion and exchange after the whole book reading teaching, so that students can discuss, exchange and share their reading thoughts, so that their thoughts can be collided, emotions can be exchanged, and new ideas can be formed, so as to improve the core literacy of students.
3. Results display, wonderful. Results show is an indispensable part of the whole book reading teaching, it can not only show the students reading harvest, but also the students reading ability to continue to develop. Students through a variety of exciting activities, such as stage performances, music recitation, character character debate and other dynamic forms, to show their reading harvest, promote self-growth, enhance the overall quality, so as to achieve the purpose of improving personal ability.