Unit 3 Special Clothes-Viewing, Speaking and Writing 教案-2025-2026学年高中英语重大版必修第三册

Unit 3 Special Clothes-Viewing, Speaking and Writing 教学目标和重难点 教学目标 This section focuses on the four-dimensional key competencies based on the new curriculum standard. For language competence, students will master core vocabulary and sentence patterns related to special clothes, and improve their abilities in viewing, speaking and writing through practical activities. For cultural awareness, they will explore the cultural connotations behind different special clothes worldwide, understand the diversity of global cultures, and enhance cultural confidence and cross-cultural communication awareness. For thinking quality, they will develop logical thinking by analyzing the functions and characteristics of special clothes, and cultivate critical thinking through discussions on cultural differences. For learning ability, they will learn to cooperate in groups, actively participate in interactive activities, and form good learning habits of independent exploration and summary, laying a foundation for lifelong learning. 教学重难点 The key points are mastering core vocabulary (such as ceremonial, symbolic, heritage, attire) and sentence patterns for describing special clothes, being able to express views on special clothes fluently in English, and completing a short essay about special clothes with clear logic and correct grammar. The difficult points lie in understanding the deep cultural connotations and symbolic meanings of different special clothes, avoiding cultural misunderstandings in cross-cultural communication, using appropriate cohesive devices to connect ideas in speaking and writing, and integrating viewing information into oral expression and written works effectively, so as to achieve the organic combination of language output and cultural expression. 教学过程 Lead-in: Cultural Exploration and Interest Stimulation The teacher starts the class by showing a collection of pictures and short video clips about various special clothes from different countries and regions, including Chinese Hanfu, Indian saris, Scottish kilts, Japanese kimonos, and professional special clothes like fire-fighting suits and doctor’s uniforms. After playing the video, the teacher asks open-ended questions: “What special clothes do you see in the video? Do you know the occasions when people wear these clothes? What do you think they represent?” Then, the teacher invites students to share their own experiences or understanding of special clothes, such as the traditional clothes worn during Chinese festivals or the special clothes of certain occupations around them. Design Intent: The multi-modal materials (pictures and videos) can intuitively show the diversity of special clothes, stimulate students’ interest in learning and their desire to explore. By asking questions and encouraging sharing, the teacher can activate students’ prior knowledge, establish a connection between the new lesson and students’ real life, and lay a good foundation for the subsequent viewing, speaking and writing activities. At the same time, it can subtly guide students to pay attention to the relationship between special clothes and culture, laying the groundwork for cultivating cultural awareness. Viewing: Information Extraction and Comprehension First, the teacher introduces the viewing task clearly: students will watch a video about “Special Clothes in Different Cultures” twice. For the first time, they need to get the main idea of the video and take simple notes on the types of special clothes mentioned. For the second time, they need to extract specific details, such as the characteristics, wearing occasions and cultural meanings of each kind of special clothes. The teacher provides a simple note-taking template to help students organize information, which includes three columns: “Type of Special Clothes”, “Characteristics & Occasions” and “Cultural Meanings”. After watching the video twice, the teacher organizes a class discussion to check students’ viewing results. First, invite several students to share the main idea of the video, then check the details together. For example, when talking about Hanfu, the teacher guides students to summarize its characteristics (loose structure, elegant colors, various styles) and cultural meanings (reflecting the concept of “harmony between man and nature” in traditional Chinese culture); when talking about Scottish kilts, focus on their connection with national identity and historical inheritance. For students who fail to extract key information, the teacher can play the relevant clips again and give appropriate hints to help them master the viewing skills. Design Intent: Viewing is the basis of speaking and writing, and the core of this link is to cultivate students’ ability to extract and process information from multi-modal materials. Watching the video twice, with different focuses each time, conforms to the law of students’ cognitive development and helps them gradually deepen their understanding of the video content. The note-taking template can guide students to view purposefully, avoid blind viewing, and improve their information organization ability. The class discussion not only checks the viewing effect but also provides an opportunity for students to exchange and complement information, laying a solid foundation for the subsequent oral expression. Speaking: Interactive Practice and Language Output This link is divided into two parts: group discussion and class presentation, focusing on training students’ oral expression ability and logical thinking ability. First, the teacher divides students into groups of 4-5 and puts forward the discussion topic: “What special clothes are there in our country? What cultural connotations do they have? How should we inherit and develop traditional special clothes in the context of globalization?” Before the discussion, the teacher provides some key vocabulary and sentence patterns to help students express themselves fluently, such as “represent symbolically”, “carry cultural connotations”, “pass down from generation to generation”, “combine tradition with modernity”, “From my perspective...”, “As far as I am concerned...”, “On the one hand..., on the other hand...”. During the discussion, the teacher walks around the classroom, observes students’ performance, and provides timely help for students who have difficulties in expression, such as guiding them to organize their language, correcting pronunciation and grammar mistakes, and encouraging them to express their own views bravely. After the group discussion, each group selects a representative to make a class presentation, with a duration of 3-5 minutes. The presentation should include the types of special clothes in our country, their cultural connotations, and the suggestions on inheriting and developing them. Other students listen carefully and can ask questions or put forward supplementary opinions after the presentation. The teacher makes comments on each group’s presentation, focusing on affirming students’ advantages (such as fluent expression, clear logic, rich content) and putting forward targeted improvement suggestions (such as adding specific examples, using more cohesive devices, and paying attention to pronunciation and intonation). In addition, the teacher sets up an additional interactive activity: “Role-play: Cultural Exchange”. Students in each group play the roles of foreign students and Chinese students. Foreign students ask questions about Chinese special clothes (such as “What is Hanfu? When do people wear it?”), and Chinese students answer and introduce the cultural connotations of Hanfu to them. This activity aims to simulate real cross-cultural communication scenarios and improve students’ cross-cultural communication ability. Design Intent: Group discussion provides a relaxed and interactive learning environment for students, allowing each student to have the opportunity to express themselves, which helps to cultivate their cooperative learning ability and oral expression ability. The key vocabulary and sentence patterns provided by the teacher can effectively reduce the difficulty of students’ oral expression and help them use language accurately. The class presentation and role-play activities not only test the effect of group discussion but also provide a platform for students to show themselves, enhance their learning confidence. At the same time, through discussing the inheritance and development of traditional special clothes, students’ cultural awareness and sense of responsibility are cultivated, and their thinking quality is improved. Writing: Guided Practice and Comprehensive Output This link is divided into three parts: writing guidance, independent writing and peer evaluation, aiming to help students integrate the knowledge and skills learned into written expression and improve their writing ability. First, the teacher conducts writing guidance. Combined with the viewing and speaking activities, the teacher puts forward the writing task: Write a short essay titled “My Favorite Special Clothes”, which should include the introduction of the special clothes (characteristics, wearing occasions), its cultural connotations, and your feelings and views on it. Then, the teacher analyzes the structure of the essay, guiding students to clarify the logical framework: the first paragraph introduces the special clothes you like and its basic information; the second paragraph describes its characteristics, wearing occasions and cultural connotations; the third paragraph expresses your own feelings and views, such as the significance of inheriting this kind of special clothes. Next, the teacher shares some excellent sentences and cohesive devices to help students enrich their writing content and improve the fluency of the essay. For example, sentences used to describe characteristics: “It is made of... and has a... style.”; sentences used to express cultural connotations: “It symbolizes..., carrying the profound cultural heritage of our nation.”; cohesive devices such as “firstly, besides, finally”, “in addition”, “therefore”. At the same time, the teacher reminds students to pay attention to the correct use of grammar, vocabulary and sentence patterns, and avoid spelling and punctuation mistakes. After the writing guidance, students start independent writing. During the writing process, the teacher walks around the classroom, provides timely help for students who have difficulties in writing, such as guiding them to organize their ideas, choosing appropriate vocabulary and sentence patterns, and correcting mistakes. For students with better writing ability, the teacher encourages them to use more complex sentence patterns and rich vocabulary to improve the quality of their essays. After completing the independent writing, students carry out peer evaluation in groups. The teacher provides an evaluation standard, which includes four aspects: content (whether the content is complete and in line with the theme), logic (whether the structure is clear and the connection is natural), language (whether the vocabulary and sentence patterns are used correctly and fluently), and form (whether there are spelling, punctuation and grammar mistakes). Students read each other’s essays, score according to the evaluation standard, and put forward specific improvement suggestions. Then, each student revises their own essay according to the peer evaluation suggestions. Finally, the teacher selects several typical essays (including excellent essays and essays with common problems) to comment on in class. For excellent essays, the teacher reads them aloud and analyzes their advantages, guiding other students to learn from them; for essays with common problems, the teacher points out the problems and gives correction suggestions, helping students avoid similar mistakes in the future. After the class comment, students revise their essays again to improve the quality of their writing. Design Intent: Writing guidance helps students clarify the writing requirements and logical framework, reducing the difficulty of writing and enabling them to write with purpose. The sharing of excellent sentences and cohesive devices enriches students’ language reserve and helps them improve the fluency and accuracy of their writing. Independent writing allows students to integrate the knowledge and skills learned into practice, reflecting the principle of “learning by doing”. Peer evaluation not only helps students find their own problems but also improves their ability to evaluate and appreciate essays. The teacher’s comment focuses on typical cases, which can help students summarize experience and lessons, and further improve their writing ability. Summary and Extension First, the teacher leads students to summarize the content of this lesson. The teacher asks students to review what they have learned in this lesson, including the key vocabulary and sentence patterns related to special clothes, the viewing skills of extracting information, the methods of oral expression and the structure and skills of writing. Then, the teacher emphasizes the core of this lesson: special clothes are not only a kind of clothing but also a carrier of culture, which reflects the diversity of global cultures and the profound cultural heritage of various nations. We should respect different cultures, inherit and develop our own traditional special clothes, and enhance cultural confidence. Then, the teacher puts forward the extension task: After class, students can collect more information about special clothes around the world, write a short introduction (about 50 words) for each kind of special clothes, and share it in the next class. In addition, students can also try to design a special dress that combines traditional culture and modern elements, and describe its design concept in English. Design Intent: The summary helps students sort out the knowledge system of this lesson, deepen their understanding and memory of the learned content, and form a complete cognitive structure. The extension task extends the learning content from the classroom to daily life, encouraging students to carry out independent exploration and learning, which is conducive to improving their learning ability and cultural literacy. At the same time, the design task can stimulate students’ creativity and integrate the knowledge learned into practical creation, realizing the organic combination of language learning and practical ability. Teaching Reflection (Embedded in the Teaching Process) Throughout the teaching process, the teacher always takes students as the main body, focuses on the cultivation of four-dimensional key competencies, and integrates viewing, speaking and writing organically. The teaching activities are closely combined with students’ real life and cultural background, which can effectively stimulate students’ learning interest. However, in the actual teaching process, it is necessary to pay attention to the individual differences of students. For students with weak language foundation, more targeted guidance and help should be provided to ensure that every student can participate in the teaching activities and gain progress. In addition, the interaction between students can be further strengthened to create a more active learning atmosphere, so as to better achieve the teaching goals. 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 $