values教学提纲
Values
Unit 2 Values
单元分析（Unit Analysis）
一、单元地位（Unit Position）
本单元的主题为“价值”，第一课《志愿者服务伟大》和第二课《乔治.华盛顿和樱桃树》两课。
通过学习，让学生认识到诚实的重要性，尤其是在当今面临诚信危机的情况下。
同时，教师在教学中引导学生要尊重他人，并且做到谦虚、有责任心和团队合作精神。
该单元的学习不仅增加学生的知识面同时对帮助学生树立正确的价值观起到积极的作用。
建议教师在详解课文之余，能设计相关主题的活动让学生多了解涉及该主题的内涵、意义，为培养学生语用能力做铺垫。
二、单元特点（Unit Features）
（一）本单元第一课《志愿者服务伟大》和第二课《乔治.华盛顿和樱桃树》的内容在传授学生相关语法、句法的同时，突出表现了为他人奉献及做人要诚实的情感态度目标。
就乔治〃华盛顿的父亲处理乔治砍伤他所钟爱的樱桃树这件事情，也向人们提示了家长应该如何正确教育子女，培养孩子们健康的品行。
（二）本单元第一课主要句型suggest + that clause；第二课语法主要是动名词作表语。
（三）课文及阅读的篇幅都较长。
三、教学建议（Teaching Suggestions）
（一）在教材的处理上，教师可视学生情况对教学内容的多少和难易度及其顺序可作变动。
（二）通过猜测、“头脑风暴”、小组合作等活动激发学生学习兴趣，开拓学生思路并提高学生合作能力。
（三）通过因特网查找信息，拓展学习。
小学英语教案提纲模板范文
一、教学目标1. 知识目标：- 学生能够掌握本节课所学的单词和句型。
- 学生能够运用所学知识进行简单的对话交流。
2. 能力目标：- 学生能够通过观察、模仿、练习等方式提高英语口语表达能力。
- 学生能够运用所学知识进行简单的听、说、读、写活动。
3. 情感目标：- 学生能够对英语学习产生兴趣，树立自信心。
- 学生能够积极参与课堂活动，培养良好的学习习惯。
二、教学重难点1. 教学重点：- 单词和句型的正确发音、拼写和运用。
- 听、说、读、写四项基本技能的培养。
2. 教学难点：- 单词和句型的灵活运用。
- 学生在真实语境中运用英语进行交流。
三、教学过程1. 导入- 利用图片、歌曲、游戏等方式激发学生学习兴趣，引入本节课主题。
- 复习上一节课所学内容，为新课做好铺垫。
2. 新课导入- 教师通过实物、图片、动作等直观教具，展示本节课的单词和句型。
- 学生跟读、模仿，掌握单词和句型的正确发音。
3. 课堂活动- 分组讨论：学生分组进行单词和句型的练习，互相纠正发音和语法错误。
- 游戏环节：通过单词接龙、猜谜语、角色扮演等游戏，提高学生的口语表达能力。
- 小组竞赛：以小组为单位进行听、说、读、写竞赛，激发学生的学习热情。
4. 巩固练习- 教师布置课后作业，包括单词听写、句子翻译、小作文等，巩固所学知识。
- 学生相互检查作业，共同进步。
5. 总结- 教师对本节课所学内容进行总结，强调重点和难点。
- 学生分享学习心得，提出疑问，教师进行解答。
四、教学评价1. 课堂表现：观察学生在课堂上的参与度、积极性、合作精神等。
2. 作业完成情况：检查学生的课后作业，了解学生对知识的掌握程度。
3. 考试成绩：通过单元测试或期中、期末考试，评估学生对英语知识的掌握程度。
五、教学反思1. 教师在教学过程中，要关注学生的个体差异，因材施教。
2. 丰富教学手段，提高课堂趣味性，激发学生的学习兴趣。
3. 注重培养学生的听说读写四项基本技能，提高学生的英语综合素质。
Unit2-Values
About the question the author was asked
Who asked the question?
A boy.
What was the question?
Are you poor?
What was the author’s reply?
Well, I have more than some people, but not as much as others.
第22页，共59页。
Salvation Army
II. Text Analysis
It has a presence in 126 countries, running charity shops, operating shelters for the homeless, and providing disaster relief and humanitarian aid to developing countries.
In what sense did the writer feel himself affluent?
第16页，共59页。
3. Text Structure
11I77 I. Text Analysis
Part II. (Paras. 3-12)
The writer searched further for an answer to the boy’s question. Not having expensive possessions didn’t make him feel poor because he enjoyed life in many other senses.
Ministers underestimated the magnitude of the task them. confronting
Unit1FacevaluesUnderstandingideas教学设计-高中英语选择性
外研版高中英语（2019）选择性必修三Unit 1 Face values1. What can you see in the three pictures?2 What does each of the pictures tell you about the characters?3 What can you learn from the pictures?Answers:1. In the first picture, there are four yellow ducklings standing together, one grey duckling standing alone and a swan flying in the sky. In the second picture, there is a tiger who is smelling a red flower. In the third picture, there is a cat who is looking in the mirror and imagining itself as a lion.2. In the first picture, the grey duckling may feel lonely and different, and unfairly left out by the other ducklings because of the way it looks. Perhaps it dreams of being a beautiful and graceful swan one day.In the second picture, the tiger looks gentle, sweet and thoughtful, showing its delicate and vulnerable side. In the third picture, even though the cat is small, it sees itself as being strong and powerful, like a lion.3. Don’t judge someone by their appearance, but look beyond it to find their inner beauty. It’s okay to show your vulnerable side sometimes. Don’t let the way you look stop you from achieving your dreams and ambitions.Task 3: Read these sentences and answer the questions.1.Over half of people are fairly satisfied or pletely satisfied with their appearances.2.Teenagers are almost as satisfied with their looks as older generations.3.Men and women are almost equal in terms of how satisfied they are.4.People in Latin American countries are the happiest with their looks.5.Japanese people are the most selfcritical, with over one in ten “not at all satisfied”.Are you satisfied with your appearance?Do you think one's appearance is important?Answers: OpenStep 2: While ReadingTask 3: To match the attitude each person has towards their looks. JadeA. He never cared about his appearance before, but his attitude changed now. AnthonyB. she had always been ashamed of being larger than other girls later she realized mental and physical health is more beautiful. EmmaC. She is too obsessed with selfie apps because it can make her more beautiful.Task 4. To organise information and plete the diagramJade’s Statements:I want to 1 _______________________________________________I have bee 2___________________________________________The positive ments3.___________________________________Dr Hart's mentconfidence.8 pain and poor health9 showed me that it is possible to be attractive and confident even if you are large10 my health, mental and physical, is the most important thing11 Good health is beautiful and makes us happier and more confident.Step 4: DiscussionWork in groups and talk about which story makes the greatest impression on you.Step 5: SummaryHelp students retell the text.Step 6: Homework1. Retell the passage and write it down on the paper.2. Search online to know how to make yourself more beautiful and write a passage to show your opinions.。
valuable values课文结构
Valuable Values 课文结构一、引言1. 介绍Valuable Values课程的重要性2. 概述本文将会探讨的主题和内容二、课文的主要内容1. 第一部分：介绍Valuable Values课程的背景和目的1.1 解释Valuable Values课程的概念和定义1.2 分析Valuable Values课程的教学目标和意义2. 第二部分：分析Valuable Values课程的教学内容和方法 2.1 研究Valuable Values课程的教学大纲2.2 讨论Valuable Values课程的教学方法和手段3. 第三部分：探讨Valuable Values课程的教学实践和案例 3.1 共享Valuable Values课程的教学案例3.2 总结Valuable Values课程的教学成果和经验4. 第四部分：展望Valuable Values课程的未来发展4.1 探讨Valuable Values课程的未来发展方向4.2 提出对Valuable Values课程的建议和改进建议三、结论1. 总结Valuable Values课文的重要性和必要性2. 总结Valuable Values课文的主要内容和观点3. 展望Valuable Values课文的未来发展和影响四、致谢1. 对给予帮助和支持的人表示感谢2. 对参与讨论和提供意见的人表示感谢五、参考文献1. 参考Valuable Values课程相关的期刊、书籍和资料2. 引用Valuable Values课程相关的研究和文献六、附录1. 如果需要，提供Valuable Values课程的相关附录，如教学大纲、教学案例等通过以上结构的展开，将能够清晰、全面地呈现Valuable Values课文的结构和内容，符合知识文章的格式要求，使读者能够更好地理解Valuable Values课程及其重要性。
Valuable Values课程的重要性在于培养学生正确的价值观和道德观，提升他们的社会责任感和社会适应能力。
Unit 2 Values
Unit Two ValuesName of Course: College English (Integrated Course 2)Grade Level: FreshmanName of Unit: ValuesTopic to be considered within the unit:The Richest Man in America, Down Home General objective for the lesson:Appreciate masterpieces in Values, so as to get interested in Values, and then develop the interest in English learning and different cultures..Specific objective for the lesson:1.Understand the main idea.2.Appreciate the use of indirect description in portraying a person.3.Grasp the key language points and grammatical structures in the text.4.Conduct a series of reading, listening, speaking and writing activities related to thetheme of the unit.Content to be considered:1.The richest man in the world led a simple life.2.Walton carries on like plain folks and never wants any special treatment.3.Walton devotes himself heart and soul to making the business a great success. Methods to be used: PPT presentationSkills to be developed:To develop the ability to appreciate different cultures.Key points:1.character traits.2.culture evaluation.Evaluation: (To be filled in after class)Teaching Process:Part I Pre-reading1. T asks Ss the following questions on the recorded passage:(5 minutes)----What happened to Abraham Lincoln one day?(Working as a shop clerk, he overcharged a customer. Although the sum was insignificant, Lincoln walked a long distance to return the money.)-----How is the story related to the theme of the unit----values?(Abraham Lincoln regarded honesty as an important value.)2. Ss do Cloze B in after-text exercises to learn more about the values of Americanmillionaires.3. Group discussion: Rich people I know (15 minutes)a.Ss form groups to discuss the rich people they know.b.Each group representative introduce a rich person to other groups withouttelling his/her name, reporting the values the rich person cherished.c.Other students try to guess the rich person based on the introduction.d.T reminds Ss to keep these values in mind when they study Text A, and seewhether Sam Walton cherishes them or not.Part II Text: The Richest Man in America, Down Home1. Main idea of the text:Despite his wealth, Sam Walton remains down-home and devoted to his team.2. Structure of the text:a. The text can be divided into three parts. Between each part, there is a blank line.That is a natural dividing lines.b. T asks Ss to finish Text Organization Exsercise 2 which can help them grasp themain function of each part.3. Cultural Notes:About Rolls-Royce, Wal-Mart, Ford Motor Company and Forbes:T asks Ss to collect relevant materials of the above four after class, and then chooses representatives to introduce each of them in class.4. Discourse comprehension:a.Finding synonyms or synonymous phrases for “down-home” (10 minutes)①T asks some Ss to explain the title of Text A in their own words.②Ss work alone to find out synonyms or synonymous phrases for “down-home”.③Some Ss report their findings to the class.Para5 carry on like plain folksPara6 folksy waysPara7 friendly, cheerful, a fine neighbor who does his best to blend in, never flashy, never throwing his weight aroundPara11 not a front-page personOutput: T reminds Ss to vary their own writings by synonyms or synonymous phrases.ing indirect description in portraying a person①Ss complete Text Organization Exercise 2.②T makes Ss think by asking Ss this question: How does the author reveal thesecharacter traits of Sam Walton? Does he come forward to tell us directly what Sam Walton is like?③T introduces indirect description to Ss:i To make a character portrait convincing, an author must refrain from tellingreaders directly what the person is like. Instead, he/she lets readers deduce.ii the methods of indirect description------anecdotes, examples, quotes, comparison and contrast, etc.iii T asks Ss to work in pairs to find out examples of these methods used in this text.Quotation: the author quotes not only Sam Walton himself,e.g. “The reason for our success… is our people and the way the’retreated and the way they feel about their company. They believethings are different here, but they deserve the credit”,but also his townsfold and colleagues.Anecdote: the text begins with an anecdote.e.g. at the beginning, how waiter Jamie Beaulieu had anticipated alavish mansion at the Waltons, only to find an ordinary-lookinghousehold.e.g. how Sam Walton forgot his wallet and insisted on fetching it topay the local barber.e.g. how Sam Walton lost 4 straight games after a Wal-Martemployee asked him a question about pricing.Example: the author uses a lot of examples to show how folksy and generous Sam Walton is.Contrast and comparison: e.g. the waiter Jamie Beaulieu’s anticipat ion and the reality he later found out form a contrast. It reveals SamWalton’s down-home charateristics.e.g. when retired company president Ferold F. Arend comparedSam Walton with his previous employer, we appreciate furtherSam Walton’s generosity.iv T urges Ss to adopt these methods when describing a person.5. Language points:1)sleepy: drowsy2) He imagined what surely awaited: He imagined what he was surely to see.3)remote: far away in space or timee.g. The supply of electricity to remote mountainous villages is one of thelocal development projects in Yunnan province.4)discount: amount of money which may be taken off the full pricee.g. Traditional retailers who’ve opened cyberstores may offer specialdiscounts to online shoppers.5)It was nice, but no palace: The house was nice, but not luxurious.6)Only in America can a billionaire carry on like plain folks…: It is only inAmerica that a billionaire can live in the same way as ordinary people…only: In writing and formal speech, you can put “only”at the beginning of a sentence, followed by the word, word group, or clause it modifies, and then you put an auxiliary or “be” followed by the subject of the main clause.(i.e.inversion)e.g. Only here was it safe to prepare and handle hot drinks.e.g. Only then did Peter realize that he still hadn’t phoned his mother.carry on: behave or conduct oneself in a specific waye.g. He carries on as if he were a millionaire, spending money left, right andcentre.folk: people in general (you can refer to people as folk or folks)T asks Ss to make sentence by means of “folk”: 他们结婚，生子，像其他人一样生活着。
values方法
values方法Values are the fundamental beliefs and principles that guide a person's behavior and decision-making. They can be shaped by various factors such as culture, religion, family, and personal experiences. Values play a crucial role in shaping an individual's identity and can influence their attitudes towards others and the world around them.价值是指导一个人行为和决策的基本信念和原则。
它们可以受到文化、宗教、家庭和个人经验等各种因素的塑造。
价值观在塑造个体身份方面起着至关重要的作用，并且可以影响他们对他人和周围世界的态度。
One important aspect of values is that they can provide a sense of purpose and direction in life. When a person's actions align with their values, they are more likely to feel fulfilled and satisfied. Conversely, when there is a misalignment between actions and values, it can lead to feelings of confusion and dissatisfaction.价值观的一个重要方面是，它们可以为生活提供目的和方向感。
当一个人的行为与他们的价值观保持一致时，他们更有可能感到充实和满足。
新世纪版初中英语初三英语下册《Values》说课稿
新世纪版初中英语初三英语下册《Values》说课稿一、教材解读《Values》是新世纪版初中英语初三英语下册的一篇课文。
内容主要讲述了家庭、学校和社会三个方面的价值观念，并通过讲述一个篮球队员的成长故事，引发学生对于目标、勇气和团队合作的思考与讨论。
本课文适用于初三学生，紧扣时代需求，重视学生自主思考和价值观培养。
通过本课的学习，学生可以在语言表达和思想认知上得到全面的提升。
二、教材分析本课文共分为三个部分，分别是家庭、学校和社会的价值观念。
每个部分都涵盖了一个小故事，并以此引发学生的思考。
1.家庭的价值观念：通过故事讲述篮球队员张丽的成长经历，强调了家庭的温暖和支持对于个人发展的重要性。
学生可以从中思考家庭对于培养个人价值观的影响。
2.学校的价值观念：通过故事讲述了张丽在学校参加篮球比赛的经历，强调了团队合作和勇气的重要性。
学生可以从中思考学校对于培养学生价值观念的作用。
3.社会的价值观念：通过故事讲述了张丽在社会上的成长和发展，强调了目标的重要性。
学生可以从中思考社会对于个人发展的影响，并思考自己的人生目标。
三、教学目标本节课的教学目标主要包括以下几个方面：1.语言目标：–能够理解并流畅朗读课文内容；–能够正确理解并使用生词和短语；–能够运用所学语法知识表达自己的观点。
2.学术目标：–学习并理解家庭、学校和社会的不同价值观念；–培养学生思考人生价值观的能力；–提高学生的团队合作意识和勇气。
3.情感目标：–培养学生积极向上的人生态度；–培养学生正确认识家庭、学校和社会的价值观；–培养学生热爱运动、团结合作的意识。
四、教学重难点本课的教学重点和难点如下：1.教学重点：–理解和掌握课文内容；–学习并正确运用所学词汇和短语；–运用语法知识进行句子结构的分析和理解。
2.教学难点：–引导学生思考家庭、学校和社会的不同价值观念；–帮助学生表达自己的观点和思考。
五、教学方法本节课采用以下教学方法：1.多媒体教学法：利用多媒体教学工具，呈现课文内容，引发学生的兴趣和思考。
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Chinese circular integrity 整体向心，群体价值取向
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Chinese circular integrity 整体向心，群体价值取向
Confucius’ proposition: 天下为公,君子应先人后己。 A public spirit should rule everything under the sun and a gentleman should put others’ interest above his own.
5. Sharing important
6. Belief in community decisions
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个体主义
团体主义
1. 各人关心自己 2. “我”的意识强 3. 独立于团体 4. 强调个人努力 5. 隐私重要 6. 相信 “我们”的意识强 3. 依赖团体 4. 注重团体归属 5. 共享重要 6. 信任群体决策
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Couplets：风声、雨声、读书声，声声入耳 家事、国事、天下事，事事关心
The sounds of wind, rain and reading each come into my ears. The affairs of the family, state and world are all kept in my mind.
and dutybased
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Western linear individuality 单点独进，个人价值实现
Deve西lo方pi文ng化i的nd线iv性id表ua现l p为o直te线nt的ia单ls,点re独al进iz，in强g 调 i个nd人iv潜id力u的al发ob挥je、ct个iv人es目 a标n的d 实se现ek以in及g 个ind人iv利id益u的al i追nt求er。ests.
values
Opinion
2
Way of Life
3
Punctuality
4
Contacts
5
Queue when Waiting
6
In the restaurant
7
Travelling
8
Elderly in day to day life
9
The Boss
10
Core Values 价值观
Linear individuality and circular integrity
线单环整
西W方: in文d化iv以idu个a体lis主m义- 为导 向or，ie以nte权d利an为d基ri准gh；t-
中国ba文se化d 以团体主义为导 C向: c，ol以lec义ti务vis为m基-o准rie。nted
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Chinese circular integrity 整体向心，群体价值取向
Har中m国on文iz化ing价c值om观m的un环ity性表现 为r圆ela环tio的n整shi体ps向, a心ctu，a注liz重ing群体关 系c的om和m谐un、it群y o体bj目ec标tiv的es统an率d 和群 体s利afe益gu的ar维di护ng。community interests.
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Western linear individuality
西方：单点独进，个人价值实现
Individualism Social systems Self-actualization Private interests Thatcher’s speech Independence
个体主义 社会制度 自我实现 私人利益 撒切尔讲话
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Individualism Collectivism
1. Everybody taking care of himself
2. “I” consciousness
3. Independence from organizations
4. Emphasis on individual initiative
Aims in life: 修身、齐家、治国、平天下。 Cultivate personal moral character, put family affairs in order, administer principality affairs well and pacify the whole country.
— 顾宪成：东林书院对联
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The Whole World As One Community
The whole world as one community means that a pub天lic下sp为ir公it ，sho是u要ld 天ru下le 鼎ev鼎ery大th公in。g u实nd现e了r t天he下 s为un公. O，n就ly可by以t达his到ca世n界th大e i同de了al 。of Great Harmony be attained.
Harm中o国niz文in化g c价om值m观u的nit环y 性表现 r为el圆ati环on的sh整ip体s, a向ct心ua，liz注in重g 群体关 c系om的m和u谐ni、ty 群ob体jec目tiv标es的a统nd率和群 s体af利eg益ua的rd维in护g c。ommunity interests.
独立意识
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Western linear individuality
西方：单点独进，个人价值实现
Parallel lines
两线平行
Intersecting lines
两线相交
(Law of survival of the fittest)
适者生存 法则
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Chinese circular integrity 整体向心，群体价值取向
5. Privacy important
6. Belief in individual decisions
1. People protected by families or clans
2. “We” consciousness
3. Dependence on organizations
4. Emphasis on affiliation with organizations