Unit 3 Special Clothes Listening, Understanding and Communicating 讲义-2025-2026学年高中英语重大版必修第三册

Unit 3 Special Clothes-Listening, Understanding and Communicating 教学目标和重难点 教学目标 This lesson focuses on cultivating students’ four-dimensional key competencies in English. Language competence is developed by guiding students to master core vocabularies and sentence patterns related to special clothes, and improve their ability to capture key information, infer implied meanings and communicate in listening and oral expression. Cultural awareness is fostered by helping students understand the cultural connotations and symbolic meanings of special clothes from different countries and regions, respect cultural diversity and enhance cross-cultural communication awareness. Thinking quality is trained through analyzing the logical relationship of listening materials, judging the speakers’ attitudes and viewpoints, and carrying out divergent thinking and critical thinking. Learning ability is promoted by guiding students to master effective listening strategies, form good listening habits, and improve their ability of independent learning and cooperative inquiry. 教学重难点 Key points of this lesson include: mastering core vocabularies such as ceremonial, heritage, symbolism, attire and functional expressions related to describing special clothes and their occasions; being able to accurately capture specific information (types, characteristics, occasions, cultural meanings) in listening materials; and being able to carry out simple oral communication around the topic of special clothes. Difficult points mainly lie in: inferring the speakers’ implied attitudes and viewpoints through intonation, context and key words in listening materials; understanding the cultural differences of special clothes in different regions and avoiding cultural misunderstandings in communication; and flexibly using the learned words and sentences to express personal views and communicate effectively in real contexts. 教学过程 Pre-listening: Lead-in and Preparation The teacher starts the class with a multi-modal presentation, showing pictures and short video clips of various special clothes from different cultures, such as Chinese Hanfu, Scottish kilts, Japanese kimonos, Indian saris and formal business attire. Then the teacher asks open-ended questions in English: “What do you think these clothes are used for? Do you know any special clothes in our own culture? How do they reflect the cultural characteristics of a region?” Design intention: This link uses intuitive audio-visual materials to quickly attract students’ attention, activate their existing background knowledge about special clothes, and arouse their interest in the lesson topic. By asking questions, students are guided to think actively, associate with their own life experience, and lay a foundation for the subsequent listening and communication links. At the same time, it subtly infiltrates cultural awareness, allowing students to initially perceive the diversity of special clothes in different cultures. Next, the teacher introduces the core vocabularies and key sentence patterns of this lesson. Combined with the pictures shown earlier, the teacher explains the meanings and usages of words such as ceremonial, heritage, symbolism, attire, formal wear, casual clothes, traditional costume, and functional expressions such as “This kind of clothes is usually worn on...”, “It symbolizes...”, “People wear it to show...”, “There are great differences in special clothes between different cultures because...”. The teacher invites students to make simple sentences with these words and sentences according to the pictures, and corrects their pronunciation and expression errors in time. Design intention: Vocabulary and sentence patterns are the basis of listening and communication. By combining pictures with explanations, students can understand and remember new words and sentences in a specific context, avoiding mechanical memorization. Letting students make sentences independently helps them initially master the usage of new knowledge, reduces the difficulty of listening comprehension, and lays a solid language foundation for the subsequent listening link. At the same time, it cultivates students’ language ability by guiding them to use language accurately. Finally, the teacher briefly introduces the main content of the listening materials: the listening materials are two dialogues, one between a fashion designer and a reporter, talking about the design concept and cultural connotation of special clothes for an international fashion week; the other between two students, discussing the special clothes in their own regions and their personal views on traditional clothes. The teacher guides students to predict the possible content of the listening materials according to the topic and the given tips, and teaches them basic listening strategies: focusing on key words (such as time, place, character, purpose), paying attention to intonation changes to judge the speaker’s attitude, and taking simple notes to record key information. Design intention: Predicting the listening content can help students establish a clear listening goal, improve listening efficiency, and cultivate their learning ability by mastering basic listening strategies. Briefly introducing the background of the listening materials helps students quickly enter the listening context, reduce listening anxiety, and lay a foundation for accurate understanding of the materials. While-listening: Comprehension and Analysis The first listening: Play the full audio of the two dialogues. Ask students to listen carefully and finish the basic task: judge whether the following statements are true (T) or false (F). The statements are closely related to the main content of the dialogues, such as “The fashion designer’s special clothes are designed for a local festival.” “One of the students thinks traditional clothes are outdated.” After listening, the teacher invites students to answer, checks the answers, and briefly explains the reasons for the wrong answers, focusing on guiding students to find the basis in the listening materials. Design intention: The first listening focuses on training students’ ability to grasp the main idea of the listening materials, ignoring minor details, and helping students form an overall understanding of the content. The true or false questions are designed to test students’ basic comprehension ability, and at the same time, guide students to focus on the key information in the listening materials, laying a foundation for in-depth understanding in the second listening. Correcting mistakes in time helps students find their own listening loopholes and improve their listening accuracy. The second listening: Play the audio again, this time playing it paragraph by paragraph. Ask students to finish the detailed task: fill in the blanks and answer the detailed questions. The fill-in-the-blank content involves core vocabularies and key information in the dialogues, such as the materials of special clothes, the occasions for wearing them, and their symbolic meanings. The detailed questions include “What is the design concept of the fashion designer’s special clothes?” “Why does the student think traditional clothes are important?” After students finish, the teacher organizes group discussions, lets students exchange their answers in groups of 4, and then invites representatives of each group to share their answers. The teacher makes comments and supplements, focusing on explaining the difficult sentences and key information in the listening materials, and guiding students to analyze the logical relationship between sentences and the speakers’ expression habits. Design intention: The second listening focuses on training students’ ability to capture detailed information, which is the key point of this lesson. Playing the audio paragraph by paragraph reduces the listening difficulty and helps students better grasp the detailed content. Group discussion allows students to communicate and learn from each other, solve their own listening doubts, and cultivate their cooperative learning ability. Explaining difficult points and analyzing logical relationships helps students deeply understand the listening materials, improve their language comprehension ability, and train their logical thinking ability. The third listening: Play the audio again. Ask students to listen carefully and pay attention to the intonation, tone and emotional changes of the speakers, and then judge the speakers’ attitudes and viewpoints. For example, “What is the reporter’s attitude towards the fashion designer’s works?” “How does the student feel about the inheritance of traditional clothes?” After listening, students express their views freely, and the teacher guides them to find evidence from the listening materials to support their judgments, such as the use of modal verbs, adverbs and intonation changes. Design intention: This link focuses on breaking through the difficult point of the lesson — inferring the speakers’ implied attitudes and viewpoints. By guiding students to pay attention to non-verbal information such as intonation and tone, students can better understand the connotation of the listening materials, not just the surface meaning. Letting students find evidence to support their judgments cultivates their critical thinking ability and evidence-based consciousness, and improves their listening comprehension ability in depth. Post-listening: Consolidation and Communication Activity 1: Retelling the listening content. Ask students to retell the main content of the two dialogues in their own words, using the core vocabularies and key sentence patterns learned in this lesson. The teacher can give appropriate prompts, such as the characters, main events and key information in the dialogues. First, ask students to retell individually, then invite several students to retell in front of the class, and the teacher makes comments, focusing on evaluating the accuracy of the content, the fluency of expression and the correct use of words and sentences. Design intention: Retelling is an effective way to consolidate listening results and improve oral expression ability. It requires students to integrate the information in the listening materials, reorganize the language, and use the learned knowledge flexibly, which helps to deepen students’ understanding of the listening materials and improve their language application ability. Individual retelling and class sharing can meet the needs of different students, and teachers’ comments can help students find their own deficiencies and improve their oral expression level. Activity 2: Group discussion. Divide students into groups of 4-5, and give the discussion topic: “What are the special clothes in your region? What are their characteristics and cultural meanings? Do you think traditional special clothes should be inherited and developed? Why or why not?” Each group elects a recorder and a spokesperson. The recorder records the key views of the group members, and the spokesperson reports the group’s views to the class after the discussion. During the discussion, the teacher walks around the classroom, guides students to use the core vocabularies and sentence patterns learned in this lesson, and helps students solve the problems encountered in communication. Design intention: Group discussion combines listening with oral communication, which is in line with the theme of “Listening, Understanding and Communicating” in this lesson. The discussion topic is closely related to students’ life experience, which can arouse their enthusiasm for participation, let them use the learned knowledge to express their own views, and improve their oral communication ability. At the same time, through discussing the inheritance and development of traditional special clothes, students can deeply understand the cultural connotation of special clothes, enhance their sense of cultural identity and confidence, and foster their cultural awareness. Cooperative discussion also helps to cultivate students’ cooperative learning ability and communication ability. Activity 3: Role-play. Invite students to simulate the dialogues in the listening materials, and encourage them to add their own ideas and expressions on the basis of the original dialogues. For example, simulate the dialogue between a fashion designer and a reporter, and add questions about the materials and production process of special clothes; simulate the dialogue between two students, and add their own views on the combination of traditional special clothes and modern fashion. After the role-play, the teacher and students make comments together, focusing on evaluating the fluency of the dialogue, the accuracy of the language and the authenticity of the performance. Design intention: Role-play can create a real communication context for students, let them integrate into the role, use the learned language knowledge flexibly, and improve their oral communication ability and practical application ability. Adding their own ideas can stimulate students’ divergent thinking, cultivate their innovation ability, and make students more actively participate in the teaching activities. Mutual evaluation between teachers and students helps to improve students’ ability of self-evaluation and mutual evaluation, and enhance their interest in oral communication. Summary and Extension First, the teacher leads students to summarize the key content of this lesson: review the core vocabularies and key sentence patterns related to special clothes, sort out the listening strategies mastered (grasping key words, judging attitudes through intonation, taking notes), and summarize the cultural connotations and diversity of special clothes. The teacher emphasizes that special clothes are not only a kind of clothing, but also a carrier of culture, and we should respect the cultural differences reflected by special clothes and enhance cross-cultural communication awareness. Design intention: Summarizing the key content helps students sort out the knowledge system of this lesson, consolidate the learned knowledge, and form a clear cognitive framework. Emphasizing the cultural connotation of special clothes further deepens students’ cultural awareness and helps them establish a correct cultural view. Then, the teacher designs the extension task: Ask students to investigate the special clothes in their own family or region, collect relevant pictures and information, and write a short passage (about 80-100 words) to introduce the characteristics and cultural meanings of these special clothes. They will share their investigations in the next class. At the same time, the teacher recommends relevant English materials, such as English articles about international fashion week and traditional costumes of various countries, for students to read after class, so as to expand their knowledge and improve their reading ability. Design intention: The extension task connects classroom learning with real life, guides students to apply the learned knowledge to practice, and improves their ability of independent inquiry and practical application. Collecting information and writing short passages can not only consolidate the learned vocabularies and sentence patterns, but also cultivate students’ writing ability and information integration ability. Recommending English materials helps students expand their horizons, understand more cultural knowledge about special clothes, and further foster their cultural awareness and learning ability. Teaching Reflection (Embedded in the Design) Throughout the teaching process, the design always takes students as the center, follows the law of language learning, and integrates the cultivation of four-dimensional key competencies into each link. The pre-listening link lays a foundation for listening and communication through lead-in and vocabulary teaching; the while-listening link gradually deepens students’ understanding of listening materials through multi-level listening tasks, and trains their listening ability and thinking quality; the post-listening link realizes the transformation from listening to speaking through retelling, discussion and role-play, and improves students’ oral communication ability; the summary and extension link consolidates the learned knowledge and extends it to real life, fostering students’ cultural awareness and learning ability. In the teaching process, attention is paid to the differences of students. Multi-level tasks are designed to meet the needs of students with different levels of English. For example, the true or false questions in the first listening are suitable for all students, the detailed questions in the second listening are suitable for students with medium and above levels, and the role-play and discussion activities allow students with different levels to participate and express themselves. At the same time, the use of multi-modal teaching materials and interactive teaching methods avoids the monotony of traditional listening teaching, arouses students’ learning interest, and improves the effectiveness of teaching. It should be noted that in the listening link, some students may still have difficulty in capturing detailed information and inferring the speakers’ attitudes. In the follow-up teaching, targeted training should be carried out according to students’ actual situation, and more listening materials of different styles and difficulties should be provided to help students improve their listening ability. In the oral communication link, attention should be paid to guiding students to use language accurately and fluently, and encouraging students who are not good at speaking to actively participate, so as to truly realize the goal of “listening, understanding and communicating”. 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 $