Festivals（教学活动设计）

基于核心素养的教学目标制定

【四维学习目标】

1. 语言知识 (Language knowledge)

Be familiar with some festivals and talk about them; Know something about the background of the festival, the aim of creating such a festival, etc.

Words: honour /honor(Am.E), ancestor, principle, nation, purpose, creativity, faith, commercial, joy, light (v.)

Phrases: in common, as well as, get together, keep…alive

2．语言技能 (Language skills)

Develop the ability of self-regulated learning. Develop reading skills of skimming, scanning, careful reading, generalization and inference; Develop the ability of searching, gaining, consulting and integrating information; Develop the ability of creating.

3．情感态度 (Emotion & attitude)

Develop the senses of cooperation、helping and learning from each other. Strengthen the sense of team work. Get the students to know the significance of a festival. Get the students to respect their history and culture.

4．学习策略 (Learning strategies)

Develop strategies as follows: Affective strategies (情感策略), Memory strategies (记忆策略), Cognitive strategies (认知策略), Social strategies (社会策略) and resource strategies(资源策略).

基于核心素养的教学内容确定

【重点难点】

Focus: To know something about the background of the festival 

Difficulty: To know the true meaning of festivals

【教学方法】

Self-regulated learning, P-T-P in reading

【教学活动】

Before class: Give four groups different tasks.

Group one-get information about Chinese festivals;

Group two-- get information about foreign festivals;

Group three--get information about how the Chinese spend the Spring Festival;

Group four-- get information about how the Spring Festival came into being.

Each group leader integrates the information, ready to give a report in class.

In class: Use self-regulated learning method, finish the reading task and understand the relation between festivals and culture. Take an active part in all activities and be masters of the class.

After class: Have self-evaluation and get further information through various channels. Express their opinions and suggestions

教学反思

（一）“活动型课堂”能有效提高学生的参与热情，激发学生的学习兴趣，是落实学科核心素养行之有效的好模式。

（二）教师要转变观念，做学生成长的引路人。

（三）选取的教学活动内容应更贴近生活，更能激发学生的热情，从而提高学生的课堂参与度。选择的活动内容既可以是生活中人们关心的问题，如废旧电池回收利用、垃圾分类处理、食品安全、道路安全、居民搬迁、环境治理等话题，又可以是学生身边一些有争议的问题，如在校园穿校服、校园建设及学生关心的其他学校管理制度等。 

（四）课前要精心设计，教学环节全程要周密考虑。对课堂教学中即时生成的问题能够有效应对、机智灵活，从而增强活动型课堂的教学效果。

（六）形式可以更多样更丰富。围绕议题的课内活动可以采取角色扮演等，只有开展多样化的活动，才能激发学生学习兴趣、探究热情，才能拓宽学生的视野，提高研究水平，从而提升学生的素养。