Critical Thinking

Lesson Plan of Critical Thinking

English Grade IV

Students’ Learning Outcomes

·         Apply critical thinking to interact with text by intensive reading tactics (while reading) to:
Ø  Guess meanings of difficult words from text.
Ø  Use context to infer missing words.

Information for teachers

·         There are two kinds of thinking such as:
1.       Creative thinking
2.       Critical thinking
·         Now I will discuss Critical Thinking in this lesson.
·         Acute attitude: is the ability to think evidently and logically about what to do or what to trust. It comprises the skill to involve in thoughtful and self-governing thinking. Someone with critical thinking abilities is able to do the following: understand the rational links between ideas.
·         Critical philosophy is the rationally self-controlled procedure of vigorously and competently theorizing, smearing, examining, manufacturing, and/or estimating information collected from, or created by, reflection, experience, thinking, cognitive, or statement, as a monitor to belief and achievement.
·         Intensive reading requires that students try to understand the text thoroughly.
·         Critical thinking: means applying their prior knowledge, given information and reasoning to understand a text.
·         Infer means to understand a text when there no direct or obvious clues in the text. Inference requires looking at context (background setting, information, and topic) of the text.
(For example: if a story is called “lost at sea”. We can infer what is about to happen even before we read it in the text.)
·         Similarly missing words can be guessed using the information already given and by looking at the meaning of the   other word in the same sentences the rest of the text.
·         Context: is defined as the text in which a word or passage appears and which helps understand its meaning: the surroundings, circumstances, which clarify the meaning of an event.
·         Prior knowledge: is the knowledge the learner previously has before they encounter new information. A learner’s accepting of a text can be better-quality by activating their prior
·         Infer: means ‘to deduce’, and is used in the creation to deduce somewhat from somewhat.
·         Guess: to say or choose what you reflect is true, without being sure about it: He guessed her age as 14 or 15.
·         While teaching the lesson, consult the textbook at all steps where and when require.

Material / Resources

Chalks/markers, board, textbook

Worm up activity

·         Tell the students ‘I will tell you a story called Naughty Naira, and you will have to guess the ending of the story’


Story: Naira was Akbar’s older sister. She was very naughty and blamed little Akbar for things that she herself did. One day Ammi made a cake for the guests. Then she saw someone had put a finger in it and ruined it! Ammi immediately knew who had ruined the cake.
·         Ask students for their comments on who messed up the cake.
(Expected response: Most of them will say Naira.)
·         Point out to them that the story does not actually say that Naira did it, but we infer or guess it from the tittle of the story and from the fact that Naira does things that she blames on Akbar.
·         Tell the students that today they will by trying to guess the meanings of difficult words by keeping the context of the text.


Activity 1

·         Take a text from their textbook in which there are some difficult words.
·         Tell the students that they will be reading the text.
·         Ask any one student to read the text out aloud. Give other children a chance.
·         When the students stop while reading a word, you must stop and ask the student which word they feel is difficult. Underline that word and resume your reading. At the end, you will have some words which will be underlined with the help of students.
·         Now ask the students about the meaning of the words, if no one is able to answer, repeat the context of that sentence and ask the class to guess the meaning by keeping in mind the context of the sentence. They will surely be able to tell the meaning or at least they will come closer to the meaning and this is what you wanted from them.
·         Keeps this activity going for all the underlined words?
·         After they are done with it. Tell them the real meanings of all the words.

Activity 2

·         Take a paragraph from the textbook and delete some words from it and write it on the board.
·         Make a table and write some words in it which will include the missing words of the text as well as some other words.
·         Divide the class in groups and ask them to copy the paragraph and fill the gaps.
·         Ask them to use the context of the words and sentences and infer the missing words from the list given to you.
·         Give them some time to do the work. When they are done ask them to check each other’s work.

Sum up / Conclusion

·         Conclude the lesson by telling the class that when they are stuck somewhere in difficult words, how they can get out of the situation with the help of context.


·         Give them another text from their textbook with difficult words and ask them to find out the meanings of those through missing.

Follow up

·         Tell them that this lesson will help them throughout their lives. They should use this technique.
·         Continue to make them guess in other subjects and English. Do not give them meanings of words before asking them to try to guess it. Give them clues, but don make them try.

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