资源简介

Developing ideas—Reading for writing
Study of the Text　
What: The text is a series of materials focused on the theme of transition and personal growth as a student moves from primary school to junior high school. It includes a heartfelt letter from Mia's parents, a guide for Mia to write a reply, and a reading comprehension section. The letter from her parents uses maritime metaphors to convey the message of change, challenges, and the support they offer.
Why: The text aims to support students emotionally and practically as they navigate the significant transition to junior high school. It seeks to reassure students of their parents' love and support while also encouraging independence and resilience. By prompting students to write a reply, the text helps them articulate their feelings, challenges, and coping strategies, fostering self-reflection and communication skills. The reading comprehension questions are designed to deepen understanding of the metaphors and messages in the letter and to promote discussion about the transition to a new phase of life. The text conveys the values of family support, personal effort, and the importance of embracing new experiences to grow and develop.
How: The text employs a variety of formats, including a personal letter, an organizational chart for writing, and a reading passage with questions. The letter uses metaphors(“pool”, “river”, “sea”) to illustrate the transition from a protected environment to one with more challenges. The writing guide provides a structured approach to formulating a response, ensuring that Mia addresses key points such as gratitude, life changes, problems, and solutions. The reading comprehension section uses questions to check understanding and encourage critical thinking. The text uses the present simple and past simple tenses to describe general advice and past experiences, respectively.
Teaching Objectives
By the end of this lesson, you will be able to:
1.introduce and explain new words and phrases, such as “sail your boat by yourself” and “no pain, no gain”.
2.learn and know the structure of the letter.
3.foster critical thinking about the importance of independence.
4.Understand and retell Emma's adventure by using “story mountain”.
Teaching Process　
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To introduce and explain new words and phrases, such as “sail your boat by yourself” and “no pain, no gain”. Step 1　Lead-in 1.Begin with a paper boat to engage students and initiate a free talk about paper boats, including personal likes and reasons. 2.Read the following conversation and fill in the blanks.(详见课件资源) Step 2　Look and Say Students look at the components of a letter, such as the salutation and signature, and identify the type of passage. Assess students' ability to express their opinions and experiences with paper boats using appro-priate language.Evalu-ate the students' under-standing of the letter format and their ability to identify key compon-ents.
Purpose To activate students' prior knowledge about the topic and create a comfortable environment for discussion. To familiarize students with the structure of a letter and its parts.
2.To learn and know the structure of the letter. Step 3　Read for Structure Students read the letter and identify its structure, including the beginning, body, and ending. Step 4　Read for Content 1.Students read the second paragraph of the letter and fill in a chart comparing primary school and junior high school. 2.Ask students to read and answer the question: What do “a pool”, “a river”, and “the sea” stand for Assess students' abil-ity to recognise and articulate the structure of the letter and match the main ideas of each paragraph. Evaluate students' com-prehension of the con-tent and their ability to summarise the main points effectively.
Purpose To help students understand the organisational structure of a letter and its main idea; To enable students to extract specific information from the text and understand the metaphors used.
3.To foster critical thinking about the importance of inde-pendence. Step 5　Think and Share Students reflect on the descriptions of primary school and junior high in the letter and share their own thoughts and experiences. Q1: Do you agree with the description of primary school and junior high in the letter Why or why not Tip: Think about these questions: How will you describe primary school How will you describe junior high Are your descriptions similar to those in the letter Q2: What do you think Mia's parents did to protect her boat from winds Q3: What do you think the “storms” are Q4: Did your parents give you any advice about life at junior high What was it Assess students' ability to think critically and share their reflections in a coherent manner.
4.To understand and retell Emma's adven-ture by using the “story mountain”. Step 6　Finish a Map Students complete a thinking map to organise ideas about why the letter was written, the advice given, and the hopes of the parents. Step 7　Group Work 1.Students work in groups to design their own paper planes, incorporating descriptions of junior high and personal wishes for the future. 2.Divide students into groups of four, and let them design their own paper planes: Student A—Describe your junior high and write on the paper. Student B—Write down your plan and wish for junior high on the paper. Student C—Make the paper to a plane. Student D—Share the paper plane with the class. Evaluate students' ability to use a thinking map to organise and represent the key elements of the letter. Assess students' cre-ativity, collaboration, and ability to express themselves clearly and confidently.
Purpose To encourage students to think critically about the transition from primary to junior high school and express their opinions. To help students synthesize the information from the letter and understand the relationships between ideas. To foster collaboration and creativity while allowing students to express their hopes and plans for junior high.
Homework Required: Draw a mind map and retell the text. Optional: Write a letter to your parents.
Teaching Reflection

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