As a teaching staff, often have to write an excellent lecture notes, through the lecture notes can be very good to correct the lecture shortcomings. What are some of the characteristics of the excellent lecture notes? The following is my carefully organized language lecture notes 6, I hope to help you.
Language lecture notes Part 1I. Speaking of teaching materials.
1, the content of the textbook.
"Yell" is written in the reality of the fading away of the "symphony of life" simple and simple, but a lot of fun. Yell" article introduces the old Beijing city street vendors yell, that seems ordinary, simple, not for people to pay attention to, and even disgusted by the yell, for the author, but there is a great article in the slow reminiscent of the tone of flow is a good memory and nostalgia. Learning this article, to make students realize that their daily lives contain endless fun, feel the unique charm of folk culture, and then train students to pay attention to social life.
At the same time, in the old Beijing city, a variety of yells can be seen everywhere, a variety of, but the author introduces a clear, miscellaneous, but not chaotic, to learn to understand the author's superb organization of the material, as well as to taste the language characteristics of this article, is the focus of this article. However, today's secondary school students are unfamiliar with the old-fashioned "yelling", which makes teaching difficult. To this end, teachers can use audio, video and other media to let students visual experience, increase students' understanding of "yell", teachers can also be based on local conditions, design activities, such as allowing students to go up to the community, go to the market, listen to yell, collect, investigate, organize and even learn a sentence or two of some local "Yell". Guide students to feel the characteristics of the capital city folk customs, recognize, feel, love "yell" this art. Past slice of life, life all kinds of impressions seem to be with the yell and vivid up. This article introduces a moving scene in the old Beijing market with easy and vivid humor, and the slow tone of reminiscence reveals pleasure and nostalgia, which attracts people to taste the richness of life.
2. Teaching goal setting.
From the cultivation of students' language literacy, we should pay attention to the perception and accumulation of language, speculate on the taste of the article easy and lively and humorous language. Sorting out the ideas of the article, learning the author's method of rational introduction to explain the complexity of things. From the point of view of emotional attitude and values, attention should be paid to the combination of the text introduced Beijing yell, guide students to feel the unique charm of the capital city characteristics of the folk customs and folklore. Understand the author to write "yell" when the inner emotion, understand the feeling of "everything in the world are learning, zero always into the article," the true meaning of life.
The overall grasp of the meaning of the text, learn the author's method of rational introduction to explain the complexity of things, to cultivate the ability of students to independent exploratory learning, through speed reading, silent reading and other methods to grasp the article is the focus of learning. The first step is to create a mood to savor the richness of life contained in the article, to establish a cultural concept, to do the life of the people, is the teaching of the difficult points.
Second, the teaching method.
1, structure, level:
From the point of view of student activities are mainly designed as three links: fast reading - in-depth study - selective reading.
2, ideas, concepts:
In order to implement the new curriculum standards put forward on the "students are the main body of learning and development" of the concept of education, I attach great importance to cultivate students' ability to independent inquiry and learning habits, to take the method of circling and sketching, the method of exchanging and discussing, the combination of reading and writing, the experience of the situation of the teaching methods. The students were inspired to read the text on their own, to understand the text on the basis of creative "re-creation", so that the students as a whole to speak and write, fully stimulate the students' active awareness of the spirit of cooperative learning.
① guide entry as concise and natural as possible.
② clear objectives to reduce the student learning activities in the ineffective thinking, and learning activities in favor of student-student interaction, teacher-student interaction.
③ reading method of guidance, focusing on student experience, the new standard that "the process of learning is a process of self-construction, self-generation," the teacher should teach students to read the method, which is one of the key points, and is the basis of the next link, depending on the student's situation, spend time, the students reading method of guidance in a variety of forms.
④.
④ question inquiry, the purpose is to guide students to understand the writing of this essay and style, so that students have more contact with the language material, to improve their ability to grasp the whole, generalization and refinement, to do from the language taste in the understanding of the connotation of the guidance of the students to use their mouths, hands, brains and hearts to learn the language. Modern educational theory holds that "students' original knowledge and experience is the starting point of teaching activities" and "students' personal knowledge, direct experience, and the world of life are also important curriculum resources. The interaction between student partners is the closest to the 'zone of nearest development'." Therefore, this link to the group cooperative inquiry, teachers should respect the students' unique feelings and understanding, allow and encourage students to express their views, the courage to ask questions and question, discuss and argue.
3, means and basis:
Teaching means, envisioned the use of simple courseware to assist in teaching, to be practical, effective, not fancy. Provide text materials to prompt the focus for reference, the use of picture images only to stimulate the imagination and set up a firm language classroom "text-based learning, multimedia-assisted teaching," the teaching position.
Teaching objectives,
(a) Knowledge and ability to target:
1, to understand the content of the old "yell", the types, the role of the grasp of the structure of the article.
2. To cultivate the ability to investigate, collect, organize and perform.
(B) process and methodological objectives:
1, the market investigation, collection, sorting out nowadays the local variety of "yell", study its laws, characteristics and value, and explore the folklore contained in it.
2, action method, discussion method.
(C) Affective attitude and value objectives:
1, to cultivate the love of local folk culture.
2, categorized records similar to the "yell" oral cultural heritage, for the rescue of cultural heritage work to do a little contribution.
(D) teaching key points:
1, taste the Beijing language, feel the charm of folk culture.
2, analyze the structure of the article, learn the skills of this article in the arrangement of materials and transition.
3. Carry out language activities to effectively improve students' language skills.
Lesson time arrangement: 1 hour.
Preparation:
Students:
1, read the text, with the help of the toolkit to master the "read, write" in the list of words in the sound, shape and meaning.
2. Go to the streets of your city a week in advance to collect the yells of local vendors and make a simple written description of the categorization and comments.
Teacher:
1. Collect some local yells and categorize them.
2, with the help of audio, video and other media to let students visualize, increase students' understanding of "yelling".
[Teaching materials analysis]
This article is about the new highway occupies my home seasonal vegetable garden. Looking at the table always full of vegetables bowl, father opened up a piece of wasteland. In the father's careful care, the original barren yellow land, into a fertile black soil, so my family's vegetable garden is a green all year round. The whole text ***8 natural paragraphs. The first natural paragraph is mainly about my family's vegetable garden was occupied by the newly built highway, so my father wanted to reopen a vegetable garden. The second and third natural paragraphs talk about my father choosing a barren slope in the back of the hill and sowing pea seeds. The fifth, sixth and seventh natural paragraph about the second year peas grew, father turned it into the ground for fertilizer, and everywhere to pick up manure carefully servicing, barren land has become fertile. The last paragraph says that this fast land is still my family's vegetable garden.
[Teaching Objectives]
1, Knowledge Objectives: Recognize 12 characters, write 12 characters, master 1 polyphonic characters.
2, ability goal: read the text aloud with feeling, can read and understand the main content of the article, to appreciate the author's thoughts and feelings to be expressed.
3, emotional goal: to understand the land can become fertile from barren, is due to the father's labor, is the labor to create a better life, from childhood to develop the habit of love of labor.
[Teaching Focus]
From the father's two words to experience the father's noble qualities.
[Teaching Difficulties]
Discuss whether the ending paragraph is redundant
[Design Ideas]
I. Grasp the key sentences to sense.
In reading and teaching, I pay special attention to the father's two conversations. The first time, when I was skeptical about the barren slope, my father confidently told me to sow the seeds and reap the harvest. My father's words were actually telling me a philosophy of life: there will be a return for what you have paid for, and a harvest for what you have worked for. The second time I was looking forward to eating fragrant fried peas, my father turned peas all over in the soil, when I was puzzled, my father told me not to focus on the immediate, we must learn to maintain the land, protect resources. From my father's admonition, it not only shows that my father is an old farmer who loves the land and has enough experience in farming, but also shows that my father can look at the problem from a long-term perspective. My father's reasoning about farming has made me realize the truth of life: you can't be short-sighted, and you can't be too quick to achieve quick results. Through emotional reading aloud to experience the father's love of the land.
Second, full mobilization of students' imagination, cultivate students to read the good habits of the text.
The author of the text to see his father early and late, to see the results of his father's hard work after a week - a just turned over the yellow earth, and did not write directly and specifically about how his father turned over the ground, I let the students combined with the content of the text, linked to the reality of life, imagining that his father is how to turn over the ground carefully? For example, my father pulled out the firewood on the slope, plowed away the roots and stones in the slope, loosened the hard soil on the slope, smashed the large pieces of soil, and carefully sifted the soil with a dustpan. Through meticulous imagination to realize the father's tireless efforts.
Third, through the description of language and action to experience the father's hard work, tough quality.
Such as the decision to open up the land to open up the land and reclaim the land, the father every day before dawn, the father carried a hoe, dustpan up the hill until evening, only to pick a load of firewood and grass to come back home, in the reading of the father's sense of hard work. In addition, through the father with peas to fertilize the field, picking up dung to fertilize the field and other actions reflect the father's thrift and love of the land.
Fourth, take a group approach to break through the difficulties.
Article in the father's hard work, my garden has become a year-round green, like a piece of emerald embedded in the hillside, the article does not end here, and wrote the last paragraph, that this paragraph can not be written, so that the students launched a discussion, and finally agreed that it should be written, because the students in the previous study feel that it is because of the father's labor that makes my home all year round, the vegetables constantly, is the labor that creates everything. Vegetables constantly, it is labor to create all the good life, this paragraph can not be written, it played a before and after echo, sublimation of the role of the theme, expressed my love for my father, but also on the labor of deep praise.
First, say the material
Today I say the content of the class is the compulsory education curriculum standards experimental textbook in the Humanist version of the language of the ninth grade in the first book of the sixth unit of a self-reading class - "out of the division table".
The new standard points out: "reading ...... should allow students to deepen their understanding and experience in the active and positive thinking and emotional activities, have a sense of enlightenment and thinking, by the emotional inculcation, to get the thought enlightenment, enjoy the aesthetic interest." In this paper, the quality of the text and beautiful, emotional and rational integration, is not to be missed. Teaching should be through reading, memorizing, understanding, thinking and other forms of students to improve. Learning, but also should be combined with the article to organize relevant analytical learning, reasonable language learning dispersed outside the classroom, so that students in the process of learning to get full development.
Three-dimensional objectives
1, knowledge and ability objectives:
A in the study of the "table" this kind of literary style of general knowledge;
B the overall perception of the content of the article, to master the use of the key words of the real words of the language, to be able to memorize the key passages of the article.
c Cultivate students' ability of exploratory reading and migratory reading.
2, process and method objectives:
A repeated recitation, in the reading to perceive the main idea of the article and the main points of the content;
B in the reading of the questioning inquiry, migration and discovery;
c emphasize the students and the text of the dialogue, the dialogue between the students, the dialogue between the teacher and the students, to achieve the teacher and the students of the mutual movement;
D guiding the students to connect their life experience into the list of multi-angle reading.
3, emotional attitude and value objectives: through the study of this article, learn how to others to state my views and suggestions; how to correctly treat others to my favor; how to view my values and worldview. This emotional development is by no means an empty sermon, but should allow students to contact my life experience, on the basis of repeated readings, I think from multiple perspectives, to draw my own conclusions. The students of Zhuge Liang character, temperament thinking interpretation process, in fact, is the process of emotional development, the formation of values.
Third, said the teaching method, learning method
1, reading-based, so that students in reading understanding, taste.
2, from one-way thinking to multi-directional thinking, correctly guide students into the column of diversified thinking.
3, pay attention to the teaching of learning methods, guide students to learn to think, in the thinking of the discovery, in the discovery towards perfection.
4, pay attention to the bilateral nature of teaching and learning, pay attention to teacher-student interaction, pay attention to students' independent understanding and thinking, so that students in the active and positive thinking and emotional activities, deepen their understanding and experience, have some insight and thinking, by the emotional inculcation, to get the idea of enlightenment, enjoy the joy of success.
5, the realization of emotion, attitude and values of the goal of natural through the teaching process, avoid in order to complete the goal of strong design of teaching links.
6, with the help of students' learning excitement and interest, in the form of knowledge links, the students of the text itself to extend the study of the extension to the classroom, so that students in a broader space and time to learn independently.
Four, teaching ideas
(a) the way to introduce the poem, through the "teacher a table" to guide students quickly into the text.
(b) Read the text, clear the obstacles
Through the students read the text, familiarize themselves with the text, put forward difficulties, clear the obstacles to reading aloud and understanding.
(C) *** read the text, clear points
To clear the structure of the article as the goal, with the teacher reading as a guide, through the teachers and students *** read the text, in reading to understand the text, in the understanding of the repeated reading, to grasp the main points, savor the language.
(D) analyze the study, independent inquiry
Students around the characters and works to evaluate or analyze their learning problems, self-discovery, self-talk about their feelings, and cooperative exploration.
(E) Selected memorization of the text, cultural accumulation
Students selected memorization of the wonderful fragments, launched a competition to memorize, teachers and students **** assessment.
Teaching materials analysis
1. The status and role of this lesson in the whole textbook
The syllabus of the high school stage of the reading ability of the Chinese language is as follows: familiar with the general use of common real and imaginary words in Chinese literature; understand
Understand the general characteristics of the Chinese language sentence pattern; be able to read simple Chinese language and comprehend the meaning of Chinese language with the help of the toolkit.
Lian Po Lin Xiangru Liezhuan is the first one of the sixth unit of the first book of high school language, which is a basic, lecture-reading text, and it is the first literary text studied by freshmen in high school. The teaching points of this unit are: first, how to learn the literary language; second, mastery and use of tools. Therefore, the teaching of this article to help students in the language to achieve a "dual structure" that is not only taught to "fish", but also taught to "fish", as well as to improve the reading ability of the language.
2. Characteristics, key points, and difficulties of the material in this lesson.
① Features: "Lian Po Lin Xiangru Liezhuan" from the chronicle of the general history of the "Historical Records", one of which retains a wealth of linguistic material and grammatical phenomena in ancient Chinese; the second is a strong story, long, narrative and descriptive skills outstanding; the third character image of the spirit of high, great personality, admirable.
② Focus: to learn some of the text of the literary polysemous words and the phenomenon of the live use of words, as well as to understand the general characteristics of the sentence pattern of the literary language.
③ Difficulties: to understand the author through the Lin Xiangru this great wisdom and courage of the image of the expression of advanced historiography - Hongyan "spirit of the piker".
Second, the teaching objectives
Learning Lian Po, Lin Xiangru's resourceful and courageous qualities and the spirit of patriotism for the greater good.
⒉ Experience this paper puts the task in the whirlpool of the torrent of contradictory struggles, mobilizing a variety of means from different sides to show the characters near the world of the realm of writing. "to" "of" and other imaginary words, understand the use of "blade" "bosom" "return" "shyness". Return" "Shy" and other words, correctly recognize special literary sentence patterns, and be able to translate accurately.
Three, the idea of teaching materials
⒈ teaching the teaching of this article:
Adhere to the "teacher-led, student-oriented, training the main line" of the "three main" teaching ideas and the direction of quality education. teaching ideas and the direction of quality education, cultivate students' good reading habits, develop students' sound cognitive structure, so that students understand the learning process and learn to learn.
⒉教法和学法：
高一学生对文言文阅读已具备了一些基础知识和积累，但对如何学习文言文，还是一个新课题，因此教师应引导学生掌握学习方法，运用已有的知识框架同化新信息，建立新的智能，逐步走向独立学习的境界。
Teaching method: step by step, distributed - first identify the meaning of words, and then translate the sentence; first guide the discussion of "what to write", and then guide the discussion of "how to write".
(This method of teaching design intention: ① reflecting the teacher's "leading" role, enlightenment, "guide" of the order. ② reflecting the overall awareness of the teacher's teaching strategy and the overall concept, that is, first make students in the "cognitive" level to grasp the whole "what to write", and then from the "understanding" level through local analysis
These are the first steps in the process of learning how to write.)
Learning Methods: Read the text well and take a comprehensive view of the whole; look forward and backward, the first and the last are connected; seize the key, learn by example.
(The design intention of this method: ① reflecting the students as the "main" position, the text as an example, to develop and improve their reading ability, to achieve the purpose of "learning how to learn". Saturated - Lang Lang pointed out in "Learning to Survive" that "the future of illiteracy is no longer illiterate people, but people who have not learned how to learn". This fully embodies the ultimate concern for the educated. ② highlights the principles of connectivity and dominance in the process of reading teaching. That is, not only focusing on the connection between the material and the material, the connection between local and local, local and overall connection, "carving insects" do not forget "carving dragons"; but also adhere to the main idea, grasp the dominant tendency to read the ideas, identify the primary and secondary, respectively, distinguish between the appearance and the essence, the "carving dragons". In the "carved dragon" under the premise of "carving insects".)
Electronic means of teaching: projection, watching CSC reading audio-visual.
⒋课时安排：4教时
Language Lecture Notes Part 5Said Teaching Materials
Teaching Materials Analysis:
Ansai Waist Drums is a six-year elementary school language, Book 11, Unit 3 of the content. The theme of this unit is "Folkways and Folklore", which is to educate children to have a visual understanding of the folkways and folklore of the motherland, and to feel the vastness of the motherland through learning. Stimulate students' love for the motherland. This lesson is a lyrical article, the text is mainly through the author of the Ansai waist drum scene, drums, students, dance and other aspects of the description of the Ansai waist drum majestic atmosphere, the magnificent beauty of vitality.
In accordance with the basic concept of the "new standard", according to the specific requirements of the "elementary school language curriculum standards", I have established the following teaching objectives:
Knowledge and skills objectives:
1, correctly, fluently and emotionally read aloud the text.
2, will learn the text of the platitudes imitation sentences, feel the magnificent beauty and atmosphere of the Ansai waist drum.
3, can learn the author's "seize the typical scene narrative" method, and be able to use in the future study.
4, can accumulate, recite the beautiful sentences in the text.
Emotional Objectives:
To be able to rely on the language material of the text, to appreciate the beauty of the life force emanating from the Ansai Waist Drum.
Teaching Focus
1, read the text aloud correctly, fluently and emotionally.
2, can rely on the language material of the text, to appreciate the beauty of the life force emanating from the Ansai waist drum.
3, can accumulate and recite the beautiful sentences in the text.
Teaching Difficulties:
1. To be able to experience the beauty of the life force of Ansai Waist Drums with the language materials of the text.
Preparation of teaching aids:
The Ansai Waist Drums textbook
Teaching method
According to the characteristics of the textbook and the language literacy of the sixth-grade students, especially taking into account the comprehension of language and writing ability of our students, I have taken the teaching of this text as a "read-based, reading to seek enlightenment," method.
My treatment of the second lesson is this: .
First of all, well-designed introduction.
I introduced the text with a video clip of the Ansai waist drum, so that students can understand the Ansai waist drum, the "world's first drum" charm. Then the National Day Tiananmen Square Ansai waist drum performance video to let the students have a great interest, so with me together into the text. Students in a strong and magnificent atmosphere, very interested to go to the text to find the relevant paragraphs to read aloud with feeling. Through the emotional reading, to experience the Ansai waist drums of the beauty of the scene, the beauty of the latter, the beauty of the dance, the beauty of the drums, so that the students have been in such a situation in the study of the whole article.
Second, I read aloud to the students in various forms of training;
As this article is a very passionate lyrical article, so the students' promotion is very big, in the context of the students' feelings have been sublimated. I guide students to a variety of ways to read, so that they read in the sense of the author's feelings, feelings of their own feelings, imagine the fascinating charm of the Ansai waist drum.
Third, make full use of the advantages of courseware;
The inculcation of the situation is particularly important in the teaching of this lesson.
At the beginning, I used the multimedia to play "Ansai waist drums into the capital", creating a strong atmosphere for students, so that the children in such an atmosphere into the text, combined with the text of the language and text, began to feel the feelings of the author;
Then, in the teaching of the "beauty of the scene" part of the time, I Played the National Day Ansai waist drums Tiananmen Square performance video, the magnificent scene, let the students visualize the charm of the Ansai waist drums, so the students read the text read very emotional, very involved.
Finally, I once again used multimedia to play the performance of Ansai Waist Drums on the Loess Plateau, which pushed the classroom atmosphere to a climax! In the magnificent scene, in the students of the waist drum scene y mesmerized in the end of the class.
Say learning method
In teaching, under the guidance of the teacher, students are so learning:
1, read. Carried out a variety of forms of reading; in the reading to feel the Ansai waist drum performance when the beauty of the scene, the beauty of the dance ......
2, writing. Learn the author's writing method, the use of prose to enhance the momentum. Not only accumulate the author's beautiful words and phrases, but also use this method of sentence practice to improve students' writing ability.
Say the process
I. Introduction;
The classroom introduction of the situation, while the teacher to full of emotion in the language of the introduction, so that students quickly enter the classroom.
Second, explore new knowledge:
1, understand the author's "seize the typical scene narrative" method;
2, from the text of the language and text to feel the Ansai waist drums of the magnificence of the (focus);
3, end of the classroom.
language speech Part 6
1, the teacher showed the collection of pictures of ice flowers. And put forward to the students to observe the requirements: look and imagine, you
think the ice flowers like what? After looking at the students to communicate freely, report.
(Intent: to attract the attention of students with beautiful pictures, intuitively feel the beautiful posture of the ice, stimulate their desire to know. On the basis of observation, put forward the requirements, play their imagination, for the understanding of the next three metaphorical sentences to pave the way.)
2, the students read aloud the second natural paragraph, and draw the description of the ice flowers beautiful posture of the sentence, read a few times.
(Intention: Let the students read aloud the beautiful text with the feeling of beauty, more can cause **** Ming. "The book is read a hundred times, and its meaning is self-evident." Read aloud is the most direct and true perception of the language of the text and the content of the text, but also the most direct way for students to communicate with the text autonomously and emotionally.)
3. When the students report, the teacher camera shows the text sentence: "Ah, it's beautiful! It's like broad leaves,
like soft grass, like plump peonies, a bunch, a bunch, crystal bright, white." Guide to read the words accurately and read the sentences. (This is where the focus of the lesson lies, and must be prominently displayed and read correctly before deeper understanding.)
4, then, the teacher to "you think which kind of ice flower is the most beautiful?" Lead the students to look at the picture and
start a discussion.
The focus is to understand the meaning of the words "wide", "soft", "full".
Teachers can point out: ① Observe and imagine, like what tree leaves? (Sycamore leaves, banana leaves) Yes, these leaves look wide and large, feel the "wide".
② you can prepare some grass, let the students touch it and ask them "what do you feel?" Feel the "tenderness".
③ Prepare two flowers, a full, a dry point. Let the students compare and feel "Which one looks good? Why?" Because of the bright colors and full shape. Understand the "fullness".
Finally, we will guide the students to read the three similes to show the different beauty.
(Intention: the "curriculum standard" requires students to "understand the meaning of words and phrases in the text in context and life" and "learn and use language in practice. " So the teacher in this link, taught the students to observe and imagine, hands-on practice, compare and contrast methods, guide students to contact the actual life to understand the words, difficult to simple, vivid and intuitive. (Teaching as the leading, learning as the main body, fully embodied here.)
5, the teacher showed the expansion exercise to inspire students, "the imagination of the child is so rich ah, the imagination of the students must also be very rich, you think the ice flower is also like what?" It is like ( the ), like ( the ), like ( the ).
(Intention: "Learning to use", timely expansion, help students to transform knowledge into ability, through the penetration of the concept of metaphor. This exercise can not be too demanding, should be fully considered at all levels of students, to stimulate the imagination is the main, the teacher should give timely guidance).
5, in the feeling of the different gestures of the ice flowers, and then guide the students to read, "Ice flowers are still beautiful where?" Focus on understanding the "bunch", "a bunch", "crystal", "white". These words reflect the abundance of ice flowers and the beauty of their texture and color. Then guide to read the whole sentence.
(Intention: this half sentence is from another several angles to describe the ice flowers, so also to guide students through careful observation, careful taste to understand, and emotionally read aloud.)
6, in the inspiration of the students: "see such beautiful ice flowers, how will you feel?"
(surprise, admiration) and then to learn the first sentence. Still by evoking the feelings of students in real life to understand what is "surprised"? It means "surprised", "strange". The boy feels the same way as we do. Then show the boy's words. Point out the words and read them. Lead the children to shout out the feeling of surprise. You can do the action while reading.
(Intention: This is another example of learning words in connection with real life, and reading aloud with actions can raise the students' interest, fully mobilize the existing knowledge and experience, and dynamically feel the charm of the language.)
7, in the study of the sentence at the same time, the camera learning vocabulary "he", "it".
Teachers point to the sentence "he" and ask: this "he" refers to who? The student says "the boy". The teacher explains that he is a boy, so the word "亻" is used. Immediately afterward, inspire students, "Can you memorize the word 'he'?" Students are sure to memorize the word "she" from the previous lesson. The teacher seizes the entry point and follows up with the question, "Who does the word 'she' refer to in the text?" The students said in unison "the sea". Teacher points out: the author compares the sea to the mother, the mother is female, so use the "female" side. Teacher points to the sentence again: "Who does "it" refer to in the text? Students answer: Ice flower. Teacher: Is the ice flower a person? Student: No. Teacher: so used in things other than people is the "宀" treasure head "it".
8, show practice, timely consolidation.
Choose words to fill in the blanks:
She He It
(1) ( ) is my brother.
(2) Mom took ( ) the book and walked into the room.
(3) ( ) is a cute little cat.
(Intention: with the text of literacy, can be a good combination of sound, shape and meaning of the word, these three words is the unit of literacy difficulties, they are placed in the text, combined with the sentence, the use of the unique readily available language and textual environment to, will be the sound of the word and the shape of the word combined with the understanding of intuitively vivid, and more helpful to the students to understand, memorize. Timely practice, consolidate and deepen, realize the transformation of knowledge to ability.)
9, read the whole paragraph