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

Unit 3 Special Clothes-Reading Further 教学目标和重难点 教学目标 Language Competence: Students will master key words and phrases related to special clothes and sustainable fashion, and improve their abilities in skimming, scanning and inferring meaning from context. Cultural Awareness: They will understand the cultural connotations of special clothes in diverse regions (such as African Kente cloth) and establish a respectful attitude towards cultural diversity, while enhancing cultural confidence. Thinking Quality: Students will develop critical thinking by discussing the balance between traditional clothing inheritance and modern innovation, and cultivate logical thinking through sorting out the structure of the reading text. Learning Ability: They will learn to use reading strategies independently, cooperate with peers in group activities, and form the habit of autonomous and in-depth learning. 教学重难点 Key Points: Mastering core vocabulary (e.g., textile, craft, heritage, sustainable, innovation) and sentence patterns about describing special clothes’ characteristics and cultural meanings; understanding the main idea, structure and key details of the Reading Further text; being able to express views on traditional clothing inheritance in simple English. Difficult Points: Comprehending the deep connection between special clothes and local culture, history and social values; using appropriate English to discuss the challenges and solutions of traditional clothing inheritance in the context of globalization; inferring the author’s implied attitudes and purposes from the text. 教学过程 Step 1: Lead-in (Lead-in and Activation) The teacher shows pictures of different special clothes from around the world on the screen, including Chinese Hanfu, Indian saree, Scottish kilt and African Kente cloth. Then the teacher asks two guiding questions: “What do you know about these special clothes? Do you think traditional special clothes have a future in modern society?” Students are invited to share their opinions freely in pairs. After 3 minutes of pair discussion, several groups are invited to present their views to the whole class. The teacher neither judges nor corrects their answers immediately, but only guides them to focus on the relationship between traditional clothes and culture, and naturally leads to the topic of the Reading Further text—how traditional special clothes can be inherited and innovated in the modern era. Design Intent: The visual materials (pictures of special clothes) can quickly attract students’ attention and arouse their interest in the topic. The guiding questions are closely related to students’ existing knowledge and life experience, which helps to activate their background knowledge about special clothes and lay a foundation for the subsequent reading. Pair discussion and class presentation can not only exercise students’ oral expression ability, but also create a positive and interactive classroom atmosphere, letting students take the initiative to participate in the teaching activities. Step 2: Pre-reading (Vocabulary and Background Preview) First, the teacher lists the key vocabulary and phrases in the Reading Further text on the blackboard, including textile, craft, heritage, sustainable, innovation, hand-made, mass-produced, cultural identity, pass down. For each word and phrase, the teacher gives simple English explanations and example sentences combined with the context of the text, and guides students to read them aloud to familiarize themselves with the pronunciation and usage. For example, when explaining “Kente cloth”, the teacher briefly introduces its origin and characteristics in simple English: “Kente cloth is a traditional textile from Ghana, Africa. It is hand-woven and has bright colors and unique patterns, which symbolize the culture and history of the local people.” Then, the teacher introduces the background of the text briefly: The Reading Further text mainly talks about the inheritance and innovation of African Kente cloth. It introduces how local craftsmen inherit the traditional weaving craft, and how they combine modern elements to make Kente cloth adapt to the modern market, so as to protect this cultural heritage. The teacher emphasizes that this text is closely related to the theme of “Special Clothes” in the unit, and it will help students understand the diversity of global clothing culture and the importance of cultural inheritance. Design Intent: Vocabulary is the foundation of reading comprehension. Previewing key vocabulary before reading can help students avoid obstacles in understanding the text due to unfamiliar words, and improve their reading efficiency. The brief introduction of background knowledge can help students understand the cultural and social context of the text, narrow the distance between students and the text, and lay a good foundation for in-depth reading. At the same time, simple English explanations and background introduction can also consolidate students’ language foundation and improve their listening and understanding ability. Step 3: While-reading (In-depth Reading and Skill Training) This step is divided into three sub-tasks to guide students to read the text in layers, from overall understanding to detailed analysis, and gradually improve their reading ability. Sub-task 1: Skimming for the main idea. The teacher asks students to read the text quickly and answer two questions: 1. What is the main topic of the text? 2. What is the author’s attitude towards the inheritance and innovation of Kente cloth? After students finish reading, they are asked to share their answers. The teacher summarizes and sorts out: The main topic of the text is the inheritance and innovation of African Kente cloth; the author holds a positive attitude, believing that combining traditional crafts with modern elements is an effective way to protect cultural heritage. Design Intent: Skimming is an important reading strategy. This task guides students to grasp the main idea of the text quickly, cultivate their ability to extract key information from the overall perspective, and help them form a general understanding of the text structure. Sub-task 2: Scanning for key details. The teacher asks students to read the text again carefully and fill in the following table: 1. The traditional characteristics of Kente cloth (weaving method, color, pattern meaning); 2. The challenges faced by Kente cloth in inheritance; 3. The ways of Kente cloth’s innovation. Students are allowed to complete the table in groups of 4. During the process, the teacher walks around the classroom to provide guidance for students who have difficulties, such as reminding them to find key sentences and keywords in the text. After the groups finish, the teacher invites one group to present their answers, and other groups supplement and correct them. Finally, the teacher summarizes the key details to ensure that all students grasp the core content of the text. Design Intent: Scanning is a basic reading skill that helps students find specific information quickly and accurately. Completing the table in groups can not only improve students’ reading efficiency, but also cultivate their cooperative learning ability. The teacher’s guidance can help students solve difficulties in time, ensure that they can grasp the key details of the text, and lay a foundation for the subsequent in-depth analysis. Sub-task 3: In-depth analysis of difficult sentences and logical structure. The teacher selects several difficult sentences in the text for explanation, such as “By combining traditional weaving techniques with modern design concepts, local craftsmen have made Kente cloth more popular among young people around the world.” The teacher analyzes the sentence structure (by doing sth. as adverbial), explains the meaning of the sentence, and guides students to imitate the sentence structure to make sentences. Then, the teacher guides students to sort out the logical structure of the text: the first part introduces the traditional characteristics of Kente cloth; the second part points out the challenges faced by its inheritance; the third part introduces the innovation methods of Kente cloth; the last part summarizes the significance of inheritance and innovation. Design Intent: Difficult sentences are the key obstacles affecting students’ in-depth understanding of the text. Analyzing difficult sentences can help students master complex sentence structures and improve their ability to understand long and difficult sentences. Sorting out the logical structure of the text can help students understand the internal connection of the text, cultivate their logical thinking ability, and lay a foundation for the subsequent summary and retelling of the text. Step 4: Post-reading (Consolidation and Application) This step is designed to help students consolidate the knowledge and skills learned in the reading process, and apply them to practical communication, so as to achieve the goal of “learning by using and using while learning”. Activity 1: Text retelling. The teacher asks students to retell the text according to the logical structure and key details sorted out in the while-reading step. Students can choose to retell individually or in pairs. The teacher puts forward specific requirements: retell the main content of the text clearly, use the key vocabulary and sentence patterns learned, and ensure the fluency and accuracy of the language. After several students finish retelling, the teacher comments on their performance, affirms their advantages, and points out the problems that need to be improved, such as the improper use of vocabulary and the lack of logical connection. Design Intent: Text retelling is an effective way to consolidate reading results. It can not only help students deepen their understanding of the text, but also exercise their oral expression ability and language organization ability. The specific requirements put forward by the teacher can guide students to use the knowledge learned in the reading process, and improve their ability to apply language comprehensively. Activity 2: Group discussion. The teacher puts forward the discussion topic: “What can we learn from the inheritance and innovation of Kente cloth? How can we inherit and develop our own traditional special clothes (such as Hanfu)?” Students are divided into groups of 4 to discuss the topic. During the discussion, the teacher guides students to combine the content of the text and their own life experience, and encourages them to put forward specific and feasible suggestions. For example, students can put forward suggestions such as “combining Hanfu with modern clothing elements to make it more suitable for daily wear” and “promoting traditional clothing culture through social media”. After the discussion, each group sends a representative to present their discussion results to the whole class. The teacher makes a summary and evaluation, emphasizing the importance of inheriting traditional culture and the necessity of combining tradition with innovation. Design Intent: Group discussion can stimulate students’ thinking, cultivate their critical thinking ability and cooperative learning ability. The discussion topic is closely related to the text and students’ own culture, which can help students transfer the knowledge learned in the text to practical problems, enhance their cultural awareness and cultural confidence, and achieve the goal of cultivating core literacy. Activity 3: Written practice. The teacher asks students to write a short passage (about 100 words) with the title “How to Inherit Our Traditional Special Clothes”. The teacher provides some key vocabulary and sentence patterns for students to refer to, such as inherit, develop, combine...with..., cultural heritage, traditional craft. Students complete the writing independently. After finishing, the teacher collects some students’ works, reads them aloud in class, and makes comments and corrections, focusing on the accuracy of vocabulary and sentence patterns, the clarity of ideas and the rationality of suggestions. Design Intent: Written practice is an important link to consolidate language knowledge and improve writing ability. Combining the discussion results with written expression can help students convert oral language into written language, improve their ability to express views in English, and further deepen their understanding of the theme of the text. Step 5: Summary and Extension First, the teacher summarizes the whole class with the help of students: in this class, we have learned the Reading Further text about the inheritance and innovation of Kente cloth, mastered the key vocabulary and sentence patterns related to special clothes and cultural inheritance, improved our reading ability and language application ability, and understood the importance of inheriting and innovating traditional cultural heritage. The teacher emphasizes that every culture has its own unique value, and we should respect cultural diversity, inherit and develop our own traditional culture, and promote cultural exchange and integration. Then, the teacher arranges the extension task: ask students to collect information about a kind of traditional special clothes in their own region after class, and write a short introduction (about 150 words) in English, introducing its characteristics, cultural connotations and inheritance status. The teacher reminds students to use the knowledge and skills learned in this class, such as key vocabulary, sentence patterns and reading strategies. Design Intent: The summary link helps students sort out the knowledge and skills learned in the class, form a systematic knowledge structure, and deepen their understanding of the theme of the class. The extension task connects classroom learning with after-class practice, guides students to pay attention to their own cultural heritage, cultivate their autonomous learning ability and information collection ability, and further expand the influence of classroom teaching, so as to achieve the goal of long-term language learning and cultural inheritance. Step 6: Feedback and Evaluation The evaluation runs through the whole teaching process. In the lead-in and group discussion links, the teacher evaluates students’ oral expression ability and participation through observation and comments; in the while-reading link, the teacher evaluates students’ reading ability and information extraction ability through the completion of tasks such as filling in the table; in the post-reading link, the teacher evaluates students’ oral retelling and written practice, focusing on the accuracy and fluency of their language expression and the rationality of their views. The evaluation adopts a combination of teacher evaluation, student self-evaluation and peer evaluation. For example, in the written practice link, after the teacher comments on the works, students are asked to exchange their works with their deskmates for peer evaluation, and put forward suggestions for improvement. Finally, the teacher makes a comprehensive evaluation, affirms the progress of students, and puts forward targeted suggestions for improvement, so as to help students find their own problems and improve their learning effect. Design Intent: The teaching evaluation that runs through the whole process can help the teacher grasp students’ learning status in time, adjust the teaching strategy according to the actual situation, and ensure the teaching effect. The combination of multiple evaluation methods can make the evaluation more comprehensive and objective, help students understand their own strengths and weaknesses, enhance their learning confidence, and cultivate their ability of self-reflection and peer evaluation. 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 $