Unit 3 Special Clothes Reading Actively 讲义-2025-2026学年高中英语重大版必修第三册

Unit 3 Special Clothes-Reading Actively 教学目标和重难点 教学目标 The four-dimensional core literacy of this lesson is closely combined with the theme of "Special Clothes" and the requirements of the new curriculum standard, aiming to promote the all-round development of students. Language competence focuses on guiding students to master key vocabulary (such as ceremonial, symbolic, attire) and sentence patterns related to describing special clothes, improve their abilities of skimming, scanning and inferring in reading, and be able to express their views on special clothes in simple English. Cultural awareness is cultivated by introducing special clothes from various cultures (such as Hanfu, Indian saree, Scottish kilt), helping students understand the cultural connotation and symbolic significance behind different clothes, respect cultural diversity, and enhance cultural confidence. Thinking quality is developed through guiding students to analyze the relationship between clothes and culture, discuss the changes of traditional clothes under globalization, and cultivate their critical thinking and logical reasoning abilities. Learning ability is trained by designing independent reading, group cooperation and other activities, guiding students to master scientific reading strategies, form good learning habits, and improve their independent learning and cooperative communication abilities. 教学重难点 The key points of this lesson are: mastering the key vocabulary and phrases related to special clothes and their usage in context; understanding the main idea and structural framework of the reading text, and being able to extract key information (such as the characteristics, occasions and symbolic meanings of different special clothes); understanding the cultural background of special clothes in different regions and establishing the awareness of respecting cultural diversity. The difficult points are: accurately understanding the implicit cultural connotation and symbolic significance behind special clothes, and avoiding cultural misunderstandings; flexibly using the learned vocabulary and sentence patterns to express views on special clothes and cross-cultural differences; cultivating critical thinking ability, and being able to objectively analyze the changes and inheritance of traditional clothes under the impact of globalization, as well as putting forward their own rational views. 教学过程 Step 1: Lead-in (Lead-in and Activation of Background Knowledge) The teacher starts the class by showing pictures and short video clips of various special clothes from around the world, including Chinese Hanfu in traditional festivals, Indian saree in weddings, Scottish kilt in important ceremonies, and professional uniforms of doctors and policemen. Then the teacher asks a series of guiding questions: "What do you think these clothes are used for? Why are they different from our daily clothes? Do you know the special meanings behind these clothes?" After that, the teacher invites students to share their own experiences or understandings of special clothes, such as the clothes worn during the Spring Festival or family weddings. Finally, the teacher naturally leads to the theme of this lesson: "Today we will learn a reading text about special clothes, and explore the cultural connotation and symbolic significance behind them together." Design Intent: This link adopts the way of multi-modal resources (pictures, videos) to create a vivid and intuitive teaching situation, which can quickly attract students' attention and arouse their learning interest. By asking guiding questions and inviting students to share, it can activate students' existing background knowledge about special clothes, narrow the distance between students and the teaching theme, and lay a solid foundation for the smooth development of subsequent reading activities. At the same time, it can implicitly guide students to pay attention to the connection between clothes and culture, and lay the groundwork for the cultivation of cultural awareness. Step 2: Pre-reading (Vocabulary Preview and Prediction) First, the teacher arranges students to work in groups of 4 to preview the new words and phrases in the reading text, including ceremonial, symbolic, attire, heritage, occasion, represent, respect, etc. The teacher provides necessary guidance, such as explaining the pronunciation, part of speech and core meaning of key words, and giving example sentences related to special clothes to help students understand and remember. For example, when explaining "ceremonial", the teacher says: "Ceremonial clothes are clothes worn on important occasions, such as wedding dresses and festival clothes." Then, the teacher shows the title of the reading text and the pictures in the text, and asks students to predict the main content of the text: "According to the title and pictures, what do you think this text will talk about? What kinds of special clothes may be mentioned? What information about these clothes will be introduced?" Students can discuss freely in groups and then share their predictions with the whole class. The teacher comments on students' predictions, affirms reasonable views, and guides students to form a preliminary understanding of the text. Design Intent: Vocabulary is the foundation of reading comprehension. Previewing new words before reading can help students reduce the difficulty of reading, avoid being blocked by unknown words during reading, and improve reading efficiency. Group cooperation preview can mobilize students' learning enthusiasm, let students help each other and make progress together, and cultivate their cooperative learning ability. Predicting the main content of the text based on the title and pictures can train students' predictive ability, which is an important reading strategy. It can also make students have a clear reading goal, and improve their pertinence and initiative in reading. Step 3: While-reading (In-depth Reading and Information Extraction) This link is divided into three parts: skimming, scanning and careful reading, which guides students to understand the text step by step and extract key information. First, skimming: The teacher asks students to read the text quickly, ignore the unknown words that do not affect the understanding of the main idea, and answer two questions: 1. What is the main idea of the text? 2. How many kinds of special clothes are mentioned in the text, and what are they? After students finish reading, they are invited to answer the questions independently. The teacher summarizes and sorts out the main idea of the text: The text introduces several special clothes from different cultures, explains their characteristics, wearing occasions and symbolic meanings, and emphasizes the importance of respecting cultural diversity. At the same time, the teacher confirms the types of special clothes mentioned in the text, such as Hanfu, Indian saree, Scottish kilt and professional uniforms. Second, scanning: The teacher arranges students to read the text again, and asks them to complete a table about the special clothes mentioned in the text. The table includes four columns: Name of Special Clothes, Country/Region, Characteristics and Symbolic Meaning. Students can work in groups to find relevant information in the text and fill in the table. During the process, the teacher walks around the classroom, provides guidance for students who have difficulties, and reminds students to pay attention to key sentences and signal words (such as first, second, for example, because) to improve the efficiency of information extraction. Third, careful reading: The teacher guides students to read the text paragraph by paragraph, focuses on analyzing key sentences and difficult sentences, and helps students deeply understand the cultural connotation behind the text. For example, when reading the paragraph about Hanfu, the teacher asks: "What are the characteristics of Hanfu? What does it symbolize?" Students find relevant sentences in the text and answer. The teacher further explains: "Hanfu is loose and comfortable, with a standing collar and cross-collar, which reflects the traditional Chinese philosophy of 'harmony between man and nature' and symbolizes the inheritance of Chinese culture." When reading the paragraph about Scottish kilt, the teacher introduces the historical background of the kilt briefly, helps students understand why it has become a symbol of Scottish identity. At the same time, the teacher explains difficult sentences in the text, such as complex attributive clauses and passive sentences, to help students eliminate reading obstacles. Design Intent: This link adopts the progressive reading mode of skimming, scanning and careful reading, which conforms to the law of students' reading comprehension. Skimming helps students grasp the main idea of the text quickly, scanning helps students extract specific information accurately, and careful reading helps students deeply understand the details and cultural connotation of the text. The design of the table can make the extracted information more systematic and clear, help students sort out the logical relationship of the text, and improve their ability of information sorting and induction. Analyzing key sentences and difficult sentences can help students master the usage of language knowledge, improve their language competence, and at the same time, help students understand the cultural connotation behind the text, and cultivate their cultural awareness. Step 4: While-reading (Text Analysis and Thinking Training) After students have a comprehensive understanding of the text, the teacher guides students to analyze the structure of the text and carry out thinking training. First, the teacher asks students to discuss in groups: "What is the structure of this text? How is it organized?" After discussion, students share their views, and the teacher summarizes: The text adopts the structure of "general introduction + specific elaboration + summary". The first paragraph is the general introduction, which points out that special clothes have important cultural significance in different cultures; the middle paragraphs elaborate on different special clothes one by one, introducing their characteristics and symbolic meanings; the last paragraph is the summary, emphasizing that we should respect the diversity of special clothes and cultural differences. Then, the teacher puts forward critical thinking questions to guide students to think in depth: 1. Why do different cultures have different special clothes? 2. With the development of globalization, will traditional special clothes disappear? Why? 3. What should we do to inherit and develop our traditional special clothes (such as Hanfu)? Students are arranged to discuss these questions in groups. During the discussion, the teacher encourages students to express their own views freely, and guides them to think from multiple angles, such as history, culture, society and other aspects. After the discussion, each group sends a representative to share their views with the whole class. The teacher comments on students' views, affirms their rational points, and guides them to form a correct view: Traditional special clothes are an important part of culture, which should be inherited and developed. We should respect cultural diversity and learn from each other's excellent cultures. Design Intent: Analyzing the structure of the text can help students master the logical organization of the text, improve their ability of text analysis and induction, and lay a foundation for their future writing. Putting forward critical thinking questions can guide students to get rid of the passive acceptance of knowledge, think actively and independently, and cultivate their critical thinking and logical reasoning abilities. Group discussion can mobilize students' learning enthusiasm, let students exchange ideas and learn from each other, and improve their cooperative communication ability. At the same time, these questions are closely related to the theme of the text and cultural inheritance, which can further deepen students' understanding of cultural awareness and guide them to establish a correct cultural attitude. Step 5: Post-reading (Consolidation and Application) This link is divided into two parts: language consolidation and theme extension, aiming to help students consolidate the learned knowledge and apply it flexibly. First, language consolidation: The teacher arranges two exercises. Exercise 1: Fill in the blanks with the new words and phrases learned in the lesson. The sentences are closely related to the content of the text, such as "Hanfu is a kind of ______ clothes in Chinese traditional culture, which symbolizes the inheritance of culture." Exercise 2: Rewrite the key sentences in the text with the learned vocabulary and sentence patterns. For example, rewrite "Special clothes have different symbolic meanings in different cultures" into "Special clothes ______ different symbolic meanings in different cultures." Students complete the exercises independently, and then the teacher checks and corrects them, emphasizing the key and difficult points of vocabulary and sentence patterns, and helping students consolidate the learned language knowledge. Second, theme extension: The teacher designs a situational task: "Suppose you are a cultural messenger, and you need to introduce a kind of Chinese traditional special clothes (such as Hanfu, cheongsam) to foreign students. Please prepare a short speech (about 80-100 words), introducing its characteristics, symbolic meanings and wearing occasions." Students are arranged to prepare in groups, and the teacher provides necessary language support, such as common sentence patterns for introduction: "Today I want to introduce...", "It is a kind of... clothes, which has the characteristics of...", "It symbolizes...", "People usually wear it on...". After preparation, each group sends a representative to give a speech, and other students listen carefully and put forward suggestions for improvement. The teacher comments on students' speeches, affirms their advantages, and puts forward suggestions on language expression and content organization. Design Intent: Language consolidation exercises can help students consolidate the learned vocabulary and sentence patterns, and improve their ability of language application. The situational task of theme extension is closely combined with the teaching theme and practical life, which can stimulate students' interest in language application, let students apply the learned knowledge to real communication scenarios, and improve their oral expression ability. At the same time, this task can further deepen students' understanding of Chinese traditional special clothes, enhance their cultural confidence, and realize the organic combination of language competence and cultural awareness. Step 6: Summary and Reflection First, the teacher guides students to summarize the content of this lesson together: "What have we learned today? What key knowledge have we mastered? What cultural connotations have we understood?" Students take turns to share their gains, and the teacher supplements and sorts out, emphasizing the key vocabulary, the main content of the text and the importance of respecting cultural diversity. Then, the teacher guides students to reflect on their own learning process: "What did you do well in today's class? What difficulties did you encounter? How can you improve in the future?" Students think independently and share their reflections. Finally, the teacher makes a summary, encourages students to pay more attention to the cultural connotation of special clothes in daily life, actively learn about different cultures, and cultivate their cross-cultural communication ability. Design Intent: Summarizing the lesson can help students sort out the knowledge system of this lesson, strengthen the memory of key knowledge, and improve their ability of knowledge induction. Guiding students to reflect on their own learning process can help students understand their own advantages and disadvantages, form good learning habits, and improve their learning ability. At the same time, the teacher's summary and encouragement can enhance students' learning confidence and enthusiasm, and guide students to extend their learning from the classroom to daily life, realizing the sustainable development of learning ability. Step 7: Homework Arrangement 1. Read the reading text again, recite the key words and sentences, and consolidate the learned language knowledge. 2. Complete a short passage (about 120 words) about a kind of special clothes you are familiar with, introducing its characteristics, symbolic meanings and wearing occasions. 3. Surf the Internet to collect information about other special clothes in the world, and prepare to share it in the next class. Design Intent: The homework arrangement is closely combined with the content of this lesson, which can help students consolidate the learned knowledge and improve their writing ability. Collecting information about special clothes after class can expand students' horizons, let them learn more about cultural diversity, and lay a foundation for the next class. At the same time, it can stimulate students' interest in autonomous learning and improve their ability of information collection and sorting. 1 / 1 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $