資源簡介

B3U1 Festivals and celebrations Reading and thinking
Why do we celebrate festivals 學習活動與作業設計
【Learning Objectives】
By the end of the class, we will be able to：
1. identify main idea of each paragraph via topic sentences;
2. analyse structure and logic of the text according to mind map;
3. understand the connotation of different festivals and customs;
4. discuss and reflect the influence on traditional festivals caused by the social development.
The Key points and difficult points ：Understood the cultural information of different festivals, including their origins, customs, celebration activities, and connotations, Organized the discourse structure and textual logic, further explored the different reasons and fundamental essence of celebrating festivals
【Teaching Procedures】
Lead-in Watch a short video and share mentioned festivals.
1. What other traditional festivals do you know
2. Why do we celebrate these festivals
設計意圖：利用 Top5 節日視頻介紹，創設情境，激活背景知識，引出主題，形成閱讀期待。
效果評價：利用主題關聯視頻激活了學生已有的關于節日的背景知識，縮小了學生與文本內容之間的距離，激發了學生學習興趣，活躍了課堂氣氛，使學生快速進入學習的狀態，并形成閱讀期待。
核心素養提升點：學習能力—激活已知，發現問題。
Teaching procedures
Step 1 Pre-reading
Can you predict what the text is about
Tip1 Titles and pictures can help us make predictions as they contain some information.
Step 2 While-reading
Task1. Skimming for the main idea of each paragraph.
Tip2 Identify main idea of each paragraph by topic sentences.
Para.1 Festivals are celebrated all around the world.
Para.2 Of all the traditional festivals, the harvest festival can be found in almost every culture.
Para.3 Customs play a significant role in festivals, but sometimes they can change over time
Para.4 Festivals are becoming more and more commercial, with businesses taking advantage of the celebrations.
Para.5 Festivals are an important part of society
Task2. Finish a mind-map of the text according to the topic sentences.
設計意圖：通過略讀使學生快速了解語篇的主旨大意，通過找關鍵句等信息，從整體上把握文章的結構脈絡，并通過完成結構圖的填空，提取和歸納基本信息。
效果評價：絕大部分學生能夠識別文章中各段（首段除外）的主題句，概括并整合出文章結構但首段的主題句少部分學生需要老師引導說出提示詞“However”。
核心素養提升點：思維品質—利用結構圖分析、概括并整合信息。
Task3. Detailed-reading
Para1:1. What are the different origins for different festivals 2. What is the common spirit
Para2: Can you describe the harvest festivals around the world
Para3:What festival customs have changed over time
Para.4: 1. How do people think of the commercialization of festivals 2. What’s the writer’s attitude towards the commercialisation of festivals
A. Objective B. Positive C. Indifferent D. Negative
設計意圖：基于語篇特點，在細讀環節進行逐段閱讀，了解節日的起源、共同內涵（para.1）；了解不同文化背景下形成的不同民族的節日——harvest festival（para.2）；了解節日的發展和變化（para.3，para.4）；
效果評價：對于 Task3 的前 3 個問題，學生能準確完成。對于 Task3 第 4 個問題即關于作者對于節日商業化的態度，文本中含有 easier，the increase in spending is good for... 等表態度傾向性的暗示及 Although 引導的讓步狀語從句，部分同學在分析作者的措辭時需要老師的提示才能得出結論。最后一個問題需要學生開動腦筋，結合自己的理解，并聯系社會客觀發展實際進行批判性的回答。
核心素養提升點：學習能力—獲取概括信息，整合運用語言進行表達和描述。思維品質—通過閱讀文本，深化理解并形成自己的判斷。
Para5:
Why are festivals an important part of society
設計意圖：在文本結尾，挖掘這些節日所體現的人類共同的愿望和心理訴求， 思考和探究節日的豐富內涵，回扣文本題目即水到渠成地回答“Why do we celebrate festivals ”的問題。
效果評價：學生能找到關于節日重要性的文本原句，但部分同學用自己的話復述節日重要性存在困難。
核心素養提升點：學習能力—獲取概括信息，整合運用語言進行表達和描述。
Step 3 Post-reading
Task1. Can we change the order of these paragraphs(Para.2-Para.4)
設計意圖：梳理文章結構，形成整體認知。縱向觀察學生是否發現了文本的時間暗線，即從農業時期-現代時期-互聯網時代，引導學生進一步在語篇結構以及深層邏輯關系上進行學科核心思維的培養。
效果評價：雖然因人而異，但都在教師提示下找到隱藏線索。
核心素養提升點：學習能力—利用結構圖分析概括并整合信息。
Task2. Group discussion：
How do you feel about festival customs that have already faded away
Tips: People in...used to...during..., but now... Nowadays people no longer.../People have given up the custom of...in order to... As for the custom of..., I think I’d love to... I think it is because...
設計意圖：該活動的設計基于課文內容，但又超出課文范疇，能深化主題意義，拓展話題內容，感受社會發展對傳統文化的影響，同時加強中華傳統文化浸潤，遷移創新。
效果評價：節日話題貼近學生生活，讓學生有話可說，絕大部分學生能根據提示分享自己對節日變遷的感悟。
核心素養提升點：思維品質—創新思維，批判性思維；文化意識—聯系生活，堅定文化自信。
Step 4 Summary
設計意圖：回扣文本主題，形成整體認知。
效果評價：學生在熟悉語塊的基礎上進一步深化對文本的理解。
核心素養提升點：學習能力—提煉、整合文本信息。
Step 5 Assignment
Option1: Make a poster on one festival, including when, why and how to celebrate it.
Option2: Write about your finding about another festival using expressions and writing skills you have learnt.
設計意圖：旨在幫助學生將閱讀所學知識與實際生活相聯系，通過讀寫結合，運用語言實踐解決實際問題，提高學生將知識和技能轉換為實際運用語言的能力，真正實現語言的輸入自然過渡到輸出的目的。
核心素養提升點：文化意識—傳播傳統節日，堅定文化自信

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