资源简介

Understanding ideas—Reading
Study of the Text
What: The text revolves around the theme of learning and critical thinking on the first day of junior high school. It introduces the idea through a personal narrative of a student, Wang Han, who corrects a mistake made by his teacher, Ms Chen, about the origin of a famous saying. The narrative emphasizes the importance of thinking and questioning as part of the learning process.
Why: The author conveys the message that learning involves not just absorbing information but also engaging with it critically. The story aims to empower students to feel comfortable questioning and thinking about what they are taught. It encourages students to take an active part in their education and to value the process of learning, not just the acquisition of knowledge. The story also subtly addresses the idea that everyone, including teachers, can make mistakes, which is a valuable lesson in humility and continuous learning.
How: The text is structured as a first-person narrative with a conversational tone, making it relatable for junior high school students. It uses a mix of direct speech and internal monologue to convey the student's thought process and the teacher's response. Key sentence structures include dialogue, questions, and reflective statements. The text employs the past tense to recount the events and uses simple grammar suitable for the target audience. Vocabulary is kept accessible, with emphasis on educational and moral concepts.
Teaching Objectives　
By the end of this lesson, you will be able to:
1.get the main idea about Wang Han's first class through reading.
2.think and discuss if we should point out the mistakes in the first class by critical thinking.
3.think and understand the relationship between learning and thinking.
Teaching Process
Teaching Objectives Teaching Activities Effectiveness Evaluation
1.To get the main idea about Wang Han's first class through reading. Step 1　Lead-in Engage students in a free talk about their first lessons in the new term, asking them to share their experiences and feelings. Step 2　Prediction Students predict the content of the passage based on the title and the picture, discussing what they might learn from the first lesson. Evaluate students' ability to share personal experiences and use appropriate language to describe their first lessons. Assess students' ability to make logical predictions based on limited information and their understanding of the context.
Step 3　Fast Reading Students quickly read the passage to identify the main idea and answer comprehension questions. Evaluate students' compre-hension of the main idea and their ability to answer questions based on a quick reading.
Purpose To activate students' background knowledge and interest in the topic of first day experiences. To develop students' prediction skills and prepare them for the reading activity. To help students understand the overall message of the passage and practise skimming and scanning reading strategies.
2.To think and discuss if we should point out the mistakes in the first class by critical thinking; Step 4　Careful Reading 1.Read Paras. 1—2, and fill in the blank. 2.Guide students to answer the questions: Why did Wang Han stop Can you guess the reason 3.Read Paras. 3—5, and finish the flow chart(流程图).　 4.Guide students to answer the questions: From Wang Han's questions and behavior, how does he feel If you were Wang Han, what would you do 5.Read Paras. 6—7, and circle the people's names. 6.Share the cultural focus: The similarity between Confucius and Mencius. Assess students' ability to extract specific infor-mation from the text and their understanding of the characters' actions and thoughts. Evaluate students' under-standing of the philo-sophical concepts and their ability to engage in meaningful discussions.
3.To think and under-stand the relation-ship between learn-ing and thinking. Step 5　Think and Share Students reflect on the meaning of the sentence from Confucius, discuss the importance of thinking in learning, and share other famous sayings about learning. Step 6　Group Discussion Students participate in a group discussion about the importance of learning versus thinking, exploring the idea of integrating knowledge and practice. Assess students' ability to express their opinions, listen to others, and contribute to the group discussion.
Purpose To deepen students' understanding of the details in the passage and practise close reading skills. To encourage critical thinking and discussion about the relationship between learning and thinking. To foster collaborative thinking and encourage students to consider different perspectives on learning and thinking.
Step 7　Language Points Students review and practise key language points from the passage, such as “write down” “point out” “polite” “meaning” “put up” and “important”. Step 8　Exercise Students complete exercises that test their understanding of the language points and their ability to apply them in different contexts. Assess students' ability to correctly use the language points in context and their under-standing of the phrases' meanings. Evaluate students' ability to correctly complete the exercises and apply the language points they have learned.
Purpose To reinforce students' understanding and use of important vocabulary and phrases related to the passage. To provide additional practice and reinforce learning through a variety of exercises.
Homework Required: Organise notes, retell the text, and express post learning feelings. Optional: Find more English quotes about learning to think.
Teaching Reflection　

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