The king is sick. Middle class, class one or two
Since I didn't obtain the complete and clearly differentiated content of the first and second lesson plans specifically for the King's illness, I'm sorry. According to the information I retrieved, I don't know how to answer. While waiting for the TV series, he could also read the exciting content related to this site!
The king is sick, story lesson plan, middle class
The following is a lesson plan for the story of The King Is Sick for the middle class: ##1. Teaching objectives 1. * * Awareness goal ** - Children can understand the story and grasp the main plot of the story. - They recognized the importance of physical exercise to health. 2. * * Skill Target ** - Children are encouraged to express their observations and understanding of the picture boldly and develop their language skills. - Guide the children to imitate the sports in the story and train their body movement coordination. 3. * * Emotional goal ** - Experience the humor in the story and stimulate children's interest in reading the story. ##2. Difficulties in Teaching 1. * * Main point ** - Help children understand the story, understand the reason why the king fell ill, and the meaning of physical exercise. - Guide the child to clearly express his observations about the story. 2. * * Difficulty ** - Let the children experience the humor in the story and be able to express it in their own language. ##3. Teaching preparation 1. The King Is Sick. 2. Self-made simple props related to the sports in the story (such as a small crown). ##4. Teaching process ###(1) Introduction 1. The teacher entered the classroom wearing a small self-made crown, guiding the children to observe and ask,"Teacher, what is different today?" After the child answered, he asked,"Who would wear a crown?" Lead to the theme of the story-the king, stimulate the interest of children. ###(2) Storytelling 1. The teacher showed the picture book of "The King Is Sick". After introducing the title of the book, he began to tell the story page by page. 2. During the story, the teacher asked appropriate questions to help the child focus and deepen the understanding of the story. For example,"What did the king do on Monday?" "Do you think the king will get better by doing this?" ###(3) Interactions and Discussions 1. When the teacher talked about a certain plot (such as "a month passed like this "), he set up suspense and organized the children to discuss whether the king's illness had improved, allowing the children to guess freely. 2. Ask questions to help the child recall the main content of the story, such as what the king did on Monday, Tuesday, Wednesday, etc. Teachers could draw relevant content on the blackboard in the form of stick figures to help children remember better. At the same time, let the children imitate the sports in the story to deepen their impression of these sports. ###(4) Revealing the Mystery 1. He continued to organize the children to look at the picture books and tell them the contents of the pictures one by one. He encouraged the children to carefully observe the pictures and find the real reason why the king's illness had not improved. 2. They discussed the results of the map and guided the children to tell them why the king's illness had not recovered. If the child has difficulty answering, the teacher can intervene and ask questions, such as "Does the king climb mountains and ride horses by himself?" "What was the king doing when the ministers were playing with the prince?" "Where was the king when he was jogging and doing gymnastics?" To help the child understand that the king did not exercise himself, so his illness did not recover. ###(5) Summing Up and Extending Part 1. The teacher and the child reviewed the story together and concluded that the reason for the king's illness was the lack of physical exercise. This led to the importance of physical exercise for health and encouraged the child to actively participate in sports activities in their daily lives. 2. Children could share their favorite sports or sports that they wanted to try to further strengthen their understanding of physical exercise. While waiting for the TV series, he could also read the exciting content related to this site!
The king is sick, public class
If you want to know more about the public lecture on " The King is Sick," here is some information that might be useful. From the perspective of teaching goals, the public lessons of " The King is Sick " might involve children understanding the content of the story and the importance of physical exercise. For example, through the story, they would understand that a healthy body came from appropriate exercise, and that people who did not exercise would easily fall sick. In terms of emotions, let the children feel the humorous atmosphere in the story and be able to discuss it boldly with others. Skills may require children to adapt children's songs according to the imagination provided by the work and share them with their peers. In terms of the teaching process, suspense might be introduced, such as playing the audio of the king crying in pain to attract the interest of the children. Then, the teacher would show the picture book and guide the child to observe the contents of the book and make guesses. The complete story, including the first half of the story, would let the child feel that physical exercise was irreplaceable. The second half would guide the child to tell the reason why the king's condition had improved. After that, the child might be guided to tell the main plot of the story in a complete language, and the story would be adapted into a children's song to share with his peers. Finally, they might even arrange for the children to be grouped into groups to develop an exercise schedule. In addition, some teaching materials might be used in the public class, such as the picture book of " The King is Sick," the audio of the king crying in pain, the sports schedule, etc. as material preparations. Children also needed to participate in picture book activities and have early reading experience as experience preparations. While waiting for the TV series, he could also read the exciting content related to this site!
Sick, healthy, lesson plan, middle class
The following is an example of a health lesson plan for the middle class: ** 1. Teaching objectives ** 1. Let the child understand some of the symptoms of illness and know that the body will feel a lot of discomfort after being sick. 2. It was to make the child understand how to deal with illness, such as seeing a doctor, cooperating with treatment, and not afraid of injections and medicine. 3. Guide children to understand the methods to prevent illness and cultivate good hygiene habits. ** 2. Important and Difficult Points in Teaching ** 1. ** Main point ** - To help children recognize the common symptoms of illness, such as sneezing, runny nose, coughing, sore throat, weakness, fever, etc. - Let the children master the basic methods of preventing illness. 2. ** Difficulty ** - Teachers were required to guide children to express the symptoms of illness and ways to prevent illness in their own language. ** 3. Teaching preparation ** 1. Find out about the recent illnesses of the children in this class. 2. Prepare a multi-media course, including pictures or videos about symptoms, seeing a doctor, and preventing illness. ** 4. Teaching process ** #(I) Introduction 1. The teacher could first mention that there were children in the class who did not come to school and ask if the child knew the reason, leading to the topic of children being sick. 2. Ask the recently sick children to share their feelings when they were sick, such as where they felt uncomfortable. #(II) Understand the symptoms of illness 1. The teacher played a multi-media class to show the various symptoms that may occur when sick, such as sneezing, runny nose, coughing, etc., and explained these symptoms to the children. 2. Interact with the child and ask the child to talk about whether he had similar symptoms when he was sick or if he had seen his family members with these symptoms. #(3) What to do after getting sick 1. Guide the child to discuss what to do after getting sick, such as seeing a doctor, getting medicine, injections, transfusions, etc. 2. Ask the child if the doctor asks for an injection or infusion, will he be afraid and why? It was not scary to tell children that they were sick. As long as they actively cooperated with the doctor's treatment, their bodies would recover quickly. #(4) Ways to prevent illness 1. The children were organized into groups to discuss ways to prevent illness, and then each group sent a representative to speak. 2. Teachers showed some ways to prevent illness through multi-media pictures, such as: - Wash your hands with soap or hand sanitizer before and after eating and going out to prevent the spread of germs. - Don't drink raw water or eat cold food. - Caretakers should wash their hands before touching children, after changing diapers for young children, and after handling feces. They should also properly dispose of dirt. - Milk bottles and teats for infants and young children should be thoroughly washed before and after use. - During the epidemic period, do not bring children to public places where people gather and the air circulation is poor. Maintain the hygiene of the family environment, frequent ventilation, and frequent drying of clothes and blankets. #(5) Emotional Care and Ending 1. To guide children to think about what they should do if their friends or relatives were sick, and to cultivate children's feelings of caring for others. 2. Finally, take the child outside to do some simple exercise, such as walking or Mini games. Tell the child that exercise can strengthen the body and reduce the chance of getting sick. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The king is sick, reflect on it after class
The following is an after-class reflection on The King Is Sick: ** 1. Achievement of teaching objectives ** 1. ** Knowledge and Understanding ** - From the children's understanding of the story, most children could understand the importance of physical exercise conveyed in the story. For example, in the discussion session, the children could say that the king did not get better because he did not really exercise, but later he got better because he exercised. This showed that they understood the core idea of the story, which was the connection between health and their own exercise. - For some details in the story, such as the difference in expression between the king and the ministers, some children could observe and understand the state of the characters reflected behind them under the guidance, which helped the children to understand the content of the story more deeply. 2. ** Skills and expressions ** - In terms of expression, most children could tell the main plot of the story in a complete language. When the group selected representatives to tell the story, some children showed good language organization and could clearly describe the sequence of events in the story. However, there were also some children who did not express themselves fluently or missed important plots, which might need to be further strengthened in subsequent teaching. - The adaptation of children's songs was challenging for children. Some children could adapt simple children's songs according to the content of the story, but when sharing with their peers, some children would show shyness or lack of confidence. This reflected that in the teaching process, the cultivation of children's self-confidence and the guidance of sharing awareness needed to be further optimized. 3. ** Emotions and attitudes ** - The children showed a strong interest in the story throughout the teaching process. They were able to actively participate in various teaching links, such as discussing the king's illness and guessing the development of the story. This showed that the fun of the story successfully attracted the attention of the children and stimulated their interest in learning. At the same time, through the truth conveyed by the story, children could also understand to a certain extent that they had to do their own things and could not rely on the concept of others. ** 2. Teaching content ** 1. ** Dig Deep ** - In addition to the obvious health and self-care education content in the story, there were also some knowledge points that could be further explored. For example, in the teaching process, children could be more cleverly guided to understand the week by observing the small calendar icon in the story. This was helpful for children's concept of time. - As for the relationship between the characters in the story, in addition to simply pointing out the characters such as the king, prince, and minister, they could also explore the interaction mode between them and the influence of this mode on the development of the story, so as to deepen the child's understanding of the story. 2. ** Extension of content ** - Some story-related expansion content could be added to the teaching, such as letting the children share examples of relying on others or active sports around them. This could better connect the story content with the children's real life and improve the children's learning enthusiasm and understanding ability. ** 3. Teaching methods ** 1. ** Guidance Strategy ** - When guiding children to observe the images, more diverse guidance methods could be used. For example, in addition to directly asking who was in the picture and what happened, they could also use methods such as comparison observation and detail focus to guide the child to observe the picture more carefully and comprehensively. - Sometimes, when children answered questions, the guidance was not deep enough. For example, when the child answered that the king's illness was not cured because he did not exercise, he could further ask the child what he would do if he was the king. This could better inspire the child's thinking. 2. ** Interactivity Mode ** - In the group activities, such as making an exercise schedule, the interaction between the children in the group was better, but in terms of the overall class interaction, it could be further strengthened. For example, they could increase the sharing and communication between groups so that children could gain different ideas and experiences from more peers. ** 4. Teaching Resources ** 1. ** Teaching aid usage ** - As the main teaching aid, storybooks played an important role in teaching. However, it could be considered to add some auxiliary teaching aids, such as props related to the sports in the story, which could be more vividly displayed when the children told the story or adapted the children's songs to enhance the fun of teaching. - The use of the sports schedule could be more diverse. For example, after the children had made the plan, they could exchange the plan with each other, evaluate each other, and make suggestions. This could increase the importance and effectiveness of the plan. While waiting for the TV series, he could also read the exciting content related to this site!
Middle class society Niu Niu is sick lesson plan
The following is an example of a lesson plan about "Niu Niu is sick" in middle class society: ** 1. Activity Target ** 1. Understand the cause of Niuniu's illness and know that related behaviors may cause illness. 2. Learn the basic ways to prevent illness, such as paying attention to hygiene. 3. Cultivate the awareness of caring for others and enhance the friendship between children. ** 2. Event preparation ** 1. The story was "Niu Niu is Sick." 2. Pictures or simple props related to the story, such as a handkerchief, toys, food, etc. ** 3. Activity process ** #(1) Story Introduction 1. The teacher said,"Children, today I will tell you a story about Niuniu." Before telling the story, the teacher wanted to ask the children, have you ever been sick? How did you feel when you were sick? Guess why Niuniu got sick?" Children should be encouraged to answer actively. 2. The teacher began to tell the story of "Niuniu is sick":"Once upon a time, there was a calf called Niuniu. One day, Niuniu was playing outside. When he was tired of playing, he sat on the ground and his hands were dirty. At this moment, it saw some delicious food. It picked it up and ate it without washing its hands. After a while, Niuniu felt uncomfortable in its stomach and had a bad headache. It was sick." #(II) Question Discussion 1. The teacher asked,"What did Niuniu do before eating?" (Eating without washing his hands when his hands are dirty) Was Niuniu doing the right thing? Why?" Guide the child to think and answer. 2. "Then, children, if your hands are dirty, what should you do before you eat?" (Washing hands) 3. The teacher asked again,"Then, after Niuniu is sick, what uncomfortable places will it have?" (Ask the child to answer based on his own experience or imagination, such as headache, stomachache, lack of strength, etc.) #(3) Ways to prevent illness 1. The teacher led the children to discuss,"Then what can we do to be as healthy as a calf that doesn't get sick?" Children are encouraged to speak freely. 2. The teacher summarized the ways to prevent illness: - Keep your hands clean. Wash your hands before eating and after playing. You can simply demonstrate the correct way to wash your hands (rub your palms and back of your hands, rub between your fingers, etc.). - You can't just put dirty things in your mouth. - Pay attention to keeping warm and change clothes according to the weather. #(4) Caring for Niuniu 1. The teacher said,"Niuniu is sick. It must be very uncomfortable now. What can we do for Niuniu?" Guide children to think about ways to care for others. 2. The child might answer to visit the cow, bring delicious food to the cow, or say some comforting words to the cow. The teacher could give affirmation and encouragement to the child's answer. #(5) Activity summary The teacher summarized the activity: "Today, we heard the story of Niu Niu getting sick. We know that it is wrong to eat without washing our hands. It may make us sick. We also learned many ways to prevent illness. When others are sick, we have to care for them, just like what we said today. I hope the children can be healthy." #(6) Activity Extension 1. In the role-playing area of the class, a hospital scene was set up. Children could simulate doctors and patients to further consolidate their understanding of illness and health. 2. Ask the child to tell his family how to prevent illness when he gets home, and ask if there are any sick people at home. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The lesson plan and reflection of the public class in the middle class
The following is a lesson plan and reflection for the public class of "Little Bear's Treat": ##1. Teaching Plan ###(1) Activity Target 1. Let the children know about small animals and their favorite food. 2. Cultivate children's focus, imagination, and thinking ability. 3. Nurture children's interest in participating in activities. 4. On the basis of sensing the content of the story, one could understand the characteristics of the character. 5. They were willing to communicate and express their thoughts clearly. ###(2) Difficulty 1. [Main point: Understand what animals like to eat the most.] 2. [Difficulties: Guide the child to think about how to solve the problem of food delivery errors through stories.] ###(3) Event preparation 1. Mama Bear's Treat. 2. Happy Birthday Song. 3. Small animals, food pictures, and plates. ###(4) Activity process 1. ** Guide question ** - Play the Happy Birthday Song. - Teacher: What song did we just hear? Young: Happy Birthday Song. Guess who's birthday today? (Let the children answer at will) The children have said so much. Let's see whose birthday it is today. 2. ** Watch the lesson to draw out the little guests ** - Play the lesson "Mother Bear's Birthday". - Question: Teacher, whose birthday is it today? Young: Mother Bear's birthday. Mama Bear had invited many guests for her birthday today! Let's guess who the guests are? (Let the child answer at will) The child has said so much. Let's see who it is! - Play the lesson again (Chicken, goose, dog, sheep, cat celebrate mother bear's birthday). - Question: Teacher, who is here? The child replied,"Chicken, goose, dog, sheep, cat." With so many guests, what delicious food would Mother Bear prepare for them? 3. ** Finding the wrong food and thinking of solutions ** - Play the lesson (Mama Bear has prepared a meal for them). - Teacher: What delicious food did Mother Bear prepare for the guests? The child replied,"Insects, grass, bones, fish, vegetables." Teacher: Why didn't you eat? The child replied,"It's the wrong one." Teacher: Children, what should we do? The child replied,"Change it." 4. ** Watch the correct distribution of food ** - Play the lesson (Little Bear changed the dishes correctly). - Teacher: How did Little Bear do it? The child replied,"Change it." Teacher: Do you know what their favorite dishes are? The child replied,"Yes." Then let's change too! - The teacher took out the food for the children to recognize and tell them who liked it the most. For example, the teacher left a copy of what was this? Whose favorite is it? The child replied,"Vegetables, goose." The teacher put it on the goose's plate. Teacher still has a lot here! Now, they asked the children to help them deliver the food. The children each took a portion from the teacher and asked the children to tell everyone what they were getting and who liked it the most. Then, the children would send it together. - After sending the children, the teacher said,"Come, let's see if the children have been sent correctly." He looked at them one by one, picked up the food, and placed them in one hand. The children all got it right. 5. ** End the event ** - Mama Bear has also prepared gifts for us. Please stand in line and say goodbye to the guests and teachers. We're going to get our gifts! ##2. Activity Reflection In the preparation stage of the activity, the children were introduced from the familiar family dinner situation, such as asking the children about their parents 'preparations for the dinner. This way, the transition to the mother bear's dinner was very natural and close to the child's life. However, during the entire activity, it was difficult to highlight the key points and give full play to the child's initiative in the 15-minute class. Therefore, the time allocation during the activity had to be well controlled, and one had to be aware of the important and difficult points. For example, in guiding children to know about animals and their favorite food, they could give children more opportunities to express themselves. In the food correction section, they could speed up the pace appropriately to ensure the fluency and efficiency of the overall activity. At the same time, when guiding children to think about how to solve the problem of wrong food delivery, it could further expand the child's thinking. It was not only limited to changing the method, but also allowed the child to discuss how to avoid deeper problems such as wrong food delivery. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
Physical fitness of kindergarten middle class and senior class
The middle class and the upper class of kindergarten had different development goals and requirements in terms of physical fitness. In terms of development goals, the middle class encouraged children to actively participate in sports activities, not afraid of difficulties, and could control the direction of their body movements more flexibly; the upper class guided children to actively participate in sports activities, developing good qualities of autonomy, cooperation, courage, and not afraid of difficulties, and could control their bodies flexibly and harmoniously. In terms of specific physical fitness standards, the physical fitness standards of the middle shift may include five consecutive shots, eight meters of sponge jump, three meters of sandbag throwing, etc.; The physical fitness standards of the big shift include dribbling 15 meters, five consecutive rope skipping, five meters of sandbag throwing, etc. These goals and projects reflected the gradual improvement of physical fitness requirements for children from the middle class to the upper class, including physical coordination, flexibility, strength, and other aspects of sports quality. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
The lesson plan of the class meeting and reflection on the middle class
The following is a lesson plan for the middle class meeting on class cohesion: ** I. Class Meeting Themed ** "We are a united family." ** 2. Class Meeting Purpose ** 1. It was to let the children in the middle class understand the concept of class cohesion and know that everyone was strong when they were united. 2. Through various activities, children's sense of belonging and love for the class were enhanced. ** 3. Prepare for the class meeting ** 1. Picture books related to the theme of the class meeting, such as Pulling Radish. 2. Building blocks, colored brushes, and drawing paper. 3. There are a few small sticker. ** IV. Class Meeting Course ** #(1) Introduction (5 minutes) 1. The teacher guided the children to sit in a circle and took out the picture book of "Pulling Radish". 2. The teacher briefly told the beginning of the story: "Once upon a time, there was an old man who planted a big radish. The radish grew very big. Grandpa went to pull the radish, but he couldn't pull it no matter how hard he tried." Then he asked the children,"Guess what the old grandpa should do?" #(2) Main body activity (20 minutes) 1. Story Sequel and Performance - Invite the children to continue the story and guide them to say that they need help from others, such as grannies and granddaughters. - According to the children's answers, some of the children were selected to play the roles of grandpa, grandma, and granddaughter to perform the plot of pulling the radish together. - At the end of the performance, the teacher asked,"Children, why did the old man not pull out the radish at first, but later everyone pulled it out together?" To guide children to understand the principle of unity and strength. 2. Working together to build blocks - Divide the children into groups of 4 - 5 people. - Each group was given the same number of blocks and asked to work together to build a small house. - In the process of building, the teacher patrolled each group and encouraged the children to help each other and work together. For example, some children were responsible for finding building blocks, while others were responsible for building. - After the construction was completed, each group sent a representative to introduce the house they built and how they worked together during the construction process. #(3) Art Creation (15 minutes) 1. The teacher gave each child a piece of drawing paper and a colored brush. 2. Ask the child to draw a picture of himself playing or studying with his classmates. 3. When children drew, teachers encouraged them to reminisce about the happy times they had with their friends and to communicate with each other about the content of their drawings. 4. After the painting was completed, some children were invited to the stage to show their works and briefly tell the story in the painting. #(4) Review and Reward (5 minutes) 1. The teacher summarized the contents of the class meeting and emphasized that the class was like a big family. Everyone would be happy when they were united and could do many interesting things. 2. Children who were active in the class meeting and could cooperate well with other children would be rewarded with a small sticker. ** V. Class Meeting Reflection ** #(I) Success 1. The introduction of the story aroused the interest of the children. Most of the children could actively participate in the continuation of the story and performance. Through vivid performance, the children had an intuitive understanding of the concept of unity and strength. 2. The cooperative building blocks and artistic creation activities were more suitable for the age characteristics of the middle class children. The children showed high participation in the activities and learned to cooperate and communicate with their peers in the group activities, which enhanced the cohesion of the class. 3. The reward segment had a positive incentive effect on the children, allowing them to feel that their efforts and positive performance had been recognized. #(II) Inadequacies 1. In the cooperative building block segment, there were cases of children fighting for building blocks in some groups, indicating that the rules education for children before the activity was not enough. In future similar events, he needed to emphasize the rules in advance to ensure that the event went smoothly. 2. In the art creation segment, some children's drawing speed was slow, resulting in the final display of the work being a little rushed. Next time, he could adjust the drawing time appropriately or give individual guidance to children who were slow in drawing in advance. 3. During the class meeting, teachers could have more opportunities to guide children to express their feelings and thoughts. This way, they could better understand the children's understanding of class cohesion. <a href="/?from=ask_words" style="color:red" target="_blank">Read more exciting novels for free</a>
A novel with a middle-class protagonist
" Crusoe " was a middle-class novel. Crusoe was born in a middle-class family. He chose to venture out to sea to do business. Eventually, he encountered a storm during a voyage and drifted to an uninhabited island, starting a life of isolation. The novel described Crusoe's life on a deserted island, showing his adventurous spirit and unyielding will, while also reflecting the life and dreams of the middle class.
53 stories from the middle class
The following are some stories from the middle class: 1. Mr. Cowardly lived in a beautiful house and was called Mr. Cowardly because he was timid. A big mouse broke into the house. The big mouse threatened Mr. Cowardly that the house would collapse if it stomped its foot. Mr. Cowardly was afraid, so he let it go and allowed it to live in the basement. The rats multiplied in the basement. Later, they requested to change houses with Mr. Cowardly. After the change, they even asked Mr. Cowardly to move out. Mr. Cowardly stomped his feet angrily. The mouse thought that the earthquake was afraid and fled. Mr. Cowardly then realized that he had the strength to pick up the broom and chase the mouse away. 2. <<Stupid Wolf Ahui>>: Stupid Wolf Ahui often thought of evil ideas to bully small animals and was proud of it. One day, he scared the little rooster and said that he would eat it. The little rooster asked Ahui to come back at night. After the little animals knew about it, they helped the little rooster set up a trap in his house. Ahui walked into the little rooster's house at night and fell into the trap. 3. "The Little Ant and the Little Snail": The little ant met the little snail and asked why the little snail didn't put down the thing on its back (the house). The little snail explained that it couldn't leave the house because the house could protect its internal organs. It also introduced the material of the house (carbon dioxide) and the fact that it was born with a house. 4. [Naughty Little Blue Whale]: The little blue whale enjoyed playing with other small fish in the sea. The mother whale taught it that it was wrong, but it felt that it was the strongest animal in the sea and did not need friends. 5. "The First Day of kindergarten": Piggy went to work in the middle school in the new semester. When he was chatting with little sheep and kittens, he heard the little white rabbit cry. The TV reporter Lark came to interview him and asked if the kittens, little gray wolves, little foxes, and piggy cried on the first day of kindergarten. The little animals answered each other. After listening to everyone's words, the little white rabbit stopped crying and comforted other children with these words. 6. "Mouse Traveler Zhou Zhou": Zhou Zhou was a mouse traveler. After his leg was injured by a mouse trap, he was saved by a mouse living in a shoe and gave him a pair of big-headed leather shoes. He changed his leather shoes into a small car and continued his journey. On the way, he encountered obstacles such as rivers and mountains, but he passed them with the help of other mice. In the end, he changed his pointed leather shoes into boats, sandals into helicopters, thick socks, and hats into parachutes to continue his journey. He even met a prairie mouse in a cage asking for help. The story of one person and a group of people is equally exciting. Everyone is welcome to click and read it!