Unit 3 Special Clothes-Exploring and Using 教案-2025-2026学年高中英语重大版必修第三册

Unit 3 Special Clothes-Exploring and Using 教学目标和重难点 教学目标 This unit focuses on "Special Clothes" to cultivate students’ four-dimensional core literacy. Language competence is developed through mastering words and expressions related to special clothes and improving listening, speaking, reading and writing skills in relevant contexts. Cultural awareness is fostered by understanding the cultural connotations of special clothes from different countries and regions, enhancing respect for cultural diversity and cultural confidence. Thinking quality is promoted by guiding students to analyze the functions and cultural meanings of special clothes, developing their analytical and critical thinking abilities. Learning ability is cultivated through independent exploration, cooperative learning and task-based activities, helping students master effective learning strategies and form lifelong learning awareness. 教学重难点 Key points include mastering core vocabulary such as "symbolize, distinctive, traditional, ceremony" and phrases like "in spite of, have sth in common", understanding the main idea and details of the reading text about special clothes, and being able to express views on special clothes in simple English. Difficult points lie in accurately understanding the cultural differences reflected by special clothes of different cultures, avoiding cultural misunderstandings in cross-cultural communication, and flexibly using relevant vocabulary and sentence patterns to describe special clothes and their cultural connotations in practical communication. 教学过程 Lead-in: Arouse Interest and Connect with Life The teacher starts the class by showing pictures and short videos of various special clothes, including Chinese Hanfu, Indian saree, Scottish kilt, wedding dresses and uniforms. Then the teacher asks open-ended questions: "What do you think of these clothes? Do you know when people wear them? What meanings do they carry?" After that, the teacher invites 2-3 students to share their views freely. The teacher gives positive comments and guidance, and naturally leads to the unit theme—Special Clothes. Design Intention: Visual materials such as pictures and videos can quickly attract students’ attention, stimulate their learning interest and curiosity about special clothes. By connecting the theme with students’ existing life experience, it helps students build a connection between prior knowledge and new learning content, laying a foundation for the subsequent teaching links. At the same time, free sharing activities can cultivate students’ oral expression ability and create a relaxed and active classroom atmosphere. Pre-reading: Lay a Foundation for Text Reading First, the teacher presents the core vocabulary and phrases of the unit, including "symbolize, distinctive, traditional, ceremony, costume, in spite of, have sth in common, reflect". For each word and phrase, the teacher explains its meaning, pronunciation and usage, and gives example sentences related to special clothes, such as "Hanfu symbolizes the traditional culture of China" and "Scottish kilts have their own distinctive features". Then, the teacher organizes a quick memory game: students are divided into groups, and each group competes to answer the meaning and usage of the words and phrases, with small rewards given to the winning group. Next, the teacher introduces the background knowledge of the reading text briefly: the text mainly introduces special clothes from different countries and regions, including their characteristics, wearing occasions and cultural connotations, helping students understand the context of the text in advance. Finally, the teacher asks students to predict the main content of the text according to the title and the pictures attached to the text, and writes down their predictions on the blackboard. Design Intention: Vocabulary is the foundation of language learning. By explaining and practicing core vocabulary and phrases in combination with the unit theme, it helps students master the necessary language tools for reading and communication. The memory game can increase the fun of vocabulary learning, improve students’ learning enthusiasm and memory efficiency. Background introduction helps students understand the cultural background of the text, reduce reading difficulties. Prediction activities can cultivate students’ reasoning ability and lay a foundation for in-depth reading. While-reading: In-depth Understanding of Text Content This link is divided into three steps: skimming, scanning and careful reading. First, skimming: Students read the text quickly and answer two questions: What is the main topic of the text? How many kinds of special clothes are mentioned in the text? After students finish reading, the teacher invites several students to answer the questions, and summarizes the main idea of the text: The text introduces the characteristics, wearing occasions and cultural connotations of special clothes from different countries and regions, showing the diversity of global clothing culture. Second, scanning: Students read the text again, and complete a table about the special clothes mentioned in the text, including the name of the clothes, the country/region, characteristics and cultural connotations. The teacher walks around the classroom to guide students who have difficulties, and after students finish, the teacher checks and corrects the answers together with the whole class, helping students sort out the key information of the text. Third, careful reading: Students read the text carefully, and the teacher raises targeted questions to guide students to think in depth: Why do people in different regions wear different special clothes? What do these special clothes reflect about the culture of their regions? How do special clothes change with the development of society? Then, the teacher organizes students to discuss these questions in groups of 4-5, and each group selects a representative to share their discussion results. The teacher makes comments and supplements, helping students deeply understand the cultural connotations and social significance of special clothes. Design Intention: Skimming helps students grasp the main idea of the text quickly, training their ability to obtain key information. Scanning enables students to locate specific information accurately, improving their reading efficiency. Careful reading and group discussion guide students to think in depth, not only helping them understand the details of the text, but also cultivating their analytical ability, cooperative learning ability and oral expression ability. Through in-depth discussion, students can better understand the connection between special clothes and culture, laying a foundation for the cultivation of cultural awareness. Post-reading: Consolidate and Apply Knowledge This link includes three activities: language practice, cultural exploration and task-based application. First, language practice: The teacher presents several sentences with blanks, and students fill in the blanks with the core vocabulary and phrases learned in the unit. For example: The traditional costume of this country ______ (symbolize) peace and happiness. ______ (In spite of) the cold weather, she still wore her traditional dress. After students finish, the teacher checks the answers and explains the key points. Then, the teacher asks students to make their own sentences with the learned words and phrases, and share them with the class, helping students consolidate the usage of vocabulary and phrases. Second, cultural exploration: The teacher divides students into groups, and each group is assigned a task: to collect information about a kind of special clothes (not mentioned in the text) from any country or region, including its history, characteristics, wearing occasions and cultural connotations. Each group has a certain time to prepare, and then uses PPT to present their research results in English. The teacher evaluates each group’s presentation from the aspects of content completeness, language accuracy and expression fluency, and guides students to learn from each other. Third, task-based application: The teacher assigns a practical task to students: Suppose you are a fashion designer, and you need to design a special dress for a school celebration. Please describe your design in English, including the style, color, material and the cultural connotation or significance it carries. Students can complete the task independently or in pairs, and then some students are invited to share their designs with the class. The teacher gives positive comments and puts forward suggestions for improvement. Design Intention: Language practice helps students consolidate the learned vocabulary and phrases, improving their ability to use language accurately. Cultural exploration activities encourage students to explore knowledge independently, expand their cultural horizons, and enhance their cultural awareness and independent learning ability. Task-based application combines the learned knowledge with practical scenarios, enabling students to apply the language knowledge and cultural understanding to practical communication, improving their comprehensive language application ability and innovative thinking ability. Summary and Reflection: Sort Out Knowledge and Improve Ability First, the teacher guides students to summarize the key content of this class, including the core vocabulary and phrases, the main idea and details of the reading text, and the cultural connotations of special clothes. Students are invited to share their gains in this class, and the teacher makes supplements and summaries, helping students sort out the knowledge system and deepen their understanding of the unit theme. Then, the teacher guides students to reflect on their learning process: What difficulties did you encounter in this class? How did you solve them? What aspects do you need to improve in the future? Students are encouraged to express their views frankly, and the teacher gives targeted guidance and suggestions, helping students form good learning habits and improve their learning ability. Finally, the teacher assigns after-class tasks: Review the core vocabulary and phrases of the unit, and write a short passage (about 80-100 words) introducing a kind of special clothes you are familiar with. Continue to collect information about special clothes from different cultures, and prepare for the next class discussion. Design Intention: Summary helps students sort out the knowledge learned in the class, form a systematic knowledge structure, and deepen their understanding of the unit theme. Reflection activities enable students to realize their own advantages and disadvantages in the learning process, improve their learning strategies and learning ability. After-class tasks consolidate the knowledge learned in the class, extend the learning content, and lay a foundation for the subsequent teaching. Extension: Expand Cultural Vision and Enhance Cultural Confidence The teacher shares more pictures and videos of special clothes from all over the world, including traditional clothes and modern special clothes, and introduces the cultural background and development changes of these clothes briefly. Then, the teacher guides students to discuss the topic: "How should we treat the special clothes of different cultures? How can we inherit and develop our own traditional clothes?" In the discussion, the teacher guides students to realize that every kind of special clothes carries the cultural connotation of its region, which should be respected and understood. At the same time, students should pay attention to inheriting and developing their own traditional clothes, enhance their cultural confidence, and promote cultural exchange and integration. Design Intention: This link expands students’ cultural vision, helps them understand the diversity of global clothing culture, and enhances their respect for cultural diversity. By discussing the inheritance and development of traditional clothes, it cultivates students’ cultural confidence and sense of responsibility, and realizes the educational value of cultural awareness cultivation in English teaching. 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 $