课程设计论文Word下载.docx

课程设计论文Word下载.docx

《课程设计论文Word下载.docx》由会员分享，可在线阅读，更多相关《课程设计论文Word下载.docx（7页珍藏版）》请在冰豆网上搜索。

1,structure2,elements

1,1simplesentence2,1subject

1,2compoundsentence2,3predicateverb

1,3complexsentence2,4object

1,4compound-complexsentence2,5adverbial

3,phrase4,clause

3,1nounphrase4,1structure

3,2verbphrase4,1,1simpleclause

3,3adjectivephrase4,1,2complexclause

3,4adverbphrase4,1,2,1mainclause

3,5prepositionalphrase4,1,2,2subordinateclauses

4,2verb4,3function

4,2,1finite4,3,1nounclause/nominalclause

4,2,2non-finite4,3,2adjectiveclause/relativeclause

4,2,2,1infinitives4,3,3adverbclause

4,2,2,2-ingparticipial

4,2,2,3-edparticipial

4,2,2,4verbless

Systemdesign

Begin

Modulecontentallocation

Revisionmodulegrammarunit5’

Presentation1moduletypesofsentence5’

Drill1moduleidentifysentenceswithpartner3’

Check1modulechecktheanswerswitheachother2’

Presentation2modulesentenceelement5’

Drill2modulepointoutthesentenceelements3’

Check2modulechecktheanswerswitheachother2’

Presentation3modulehowtoanalyzesentenceandthemethods5’

Drill3moduleanalyzethesentenceswithtwomethods3’

Check3modulechecktheanswerswitheachother2’

PracticemoduletranslatethesentencesintoEnglish

andanalyzethem6’

Consolidatemoduledogroupdiscussionaboutwhatwehavelearnt3’

Assignmentmodulepreviewandreview1’

Presentation3moduledesign

1,Content:

learningskills

Howtoanalyzesentence?

1）,threestepstoanalyzesentences

2）,twomethodsofanalyzingsentences

2,Techniques

1）,Definethetwomethodsofanalyzingsentences

2）,Exemplifythetwomethods

3）,Identifyanddistinguishthetwomethods

4）,Listthethreestepsofanalyzingsentences

5）,Analyzethesentencesbyusingthetwomethods

3,Method

Deductive:

firsttellthestudentsthreestepsandtwomethodsofanalyzingsentences,thengivethemsomeexamples.

4,Function

1）,Guide:

howtoanalyzesentencescorrectly

2）,Model:

analyzethesentence

3）,Answers:

stepsandmethodsofanalyzingsentences

Presentation3Lessonplan

BackgroundInformation

1,Learnersandtheirneeds

1,1learners:

class3grade2

1,2capabilition:

havesomeknowledgeoflearningskillandsomeotherEnglishknowledge

1,3lacks:

howtoanalyzesentence

2,Typeofthelesson:

multi-tasklesson

3,Content:

3,1thetypesofsentence

3,2identifythegrammaticalunitsinsentence

3,3identifythesentenceelements

3,4twokindsofmethodstoanalyzesentence

4,Objectives:

afterthislesson,mystudentsshouldbeableto

4,1listthetypesofsentenceandgiveexamplesofeachtype

4,2identifythegrammaticalunitsinsentence

4,3ientifythesentenceelements

4,4analyzethesentencebyusingtwokindsofmethods

5,Materials:

textbook;

lessonplan

Procedure

1,Threestepstoanalyzesentence:

1），tellthetypeofthesentence

2）,identifythegrammaticalunit

3）,identifythesentenceelements,thegrammaticalunitsfunctionas

E.g.Marycametotheparty,butJackdidnot.

Thefirststep:

thisisacompoundsentence,“but”istheconjunction

Thesecondstep:

“Mary”isthenounphrase,“cometo”istheverbphrase,“theparty”isthenounphrase,“Jack”isthenounphrase,“didnot”istheverbphrase.

Thethirdstep:

thenounphrase“Mary”isthesubject;

theverbphrase“cometo”isthepredicateverb;

thenounphrase“theparty”istheobject;

“but”istheconjunction;

thenounphrase“Jack”isthesubject;

theverbphrase“didnot”isthepredicateverb.

2,Twokindsofmethodstoanalyzesentence

Thefirstoneisassertionmethod;

thesecondoneisdescriptionmethod.

E.g.Idon’tunderstandwhathemeant.

1）,assertionmethod:

itisacomplexsentence.Thenounphrase“I”isthesubject;

theverbphrase“don’tunderstand”isthepredicateverb;

thesubordinateclause“whathemeant”istheobject.

2）,descriptionmethod:

thecomplexsentenceconsistsofasubject,apredicateverbandanobject.“I”isthenounphraseassubject;

“don’tunderstand”istheverbphraseasthepredicateverb;

“whathemeant”isthesubordinateclauseastheobject.

III,Therationaleofthedesign

Fromtherelationshipbetweenthewholeandthepartsinphilosophy,wheneachpartformthewholereasonablyandorderly,thesumofeachpart’sfunctionisgreaterthanthewhole,whichwillmaketheresourcesgetthereasonableconfiguration.Inthepaper,thewholedesignprocessusesscientificmethodstoanalyzethestatusandthefunctionofvariousfactorsintheclassroomteachingsystem,sothatallthefactorsgetthemostcloselyaswellasthebestcombination,soastooptimizetheeffectofclassroomteaching,andinordertorealizetheteachinggoal.

Inthewholeteachingdesign,atfirsttheauthorListthetermswhichisrelatedtotheteachingcontenttograsptheknowledgesystemonthewhole.Thentheauthordesignseverystepoftheentireclass,andtakesoutinlinkforthemoduleandteachingdesign.Tosumupthewholedesign,fromthesurfacetothelinealongagainthepoint,isfullycomplywiththerelationshipbetweenthewholeandtheparts.

Moreovertheteachingdesignisbasedontheguidanceofmodernteachingtheorytomaketheteachingdesignfromtheexperienceleveltothetheoreticalscienceleveltomaketheteachingmorescientificallyandmoreobjectivelyandmoresystematically.

Fromthepointofviewofpedagogy,thewholeteachingprocessalwaysimplementstheprogressiveteachingprincipleaswellasthepeople-orientedteachingprinciples.Intheexplanationofhowtoanalyzethestructureofsentences,itisbasedontherelevantgrammarunits,thesentencetypesandtheelementsofsentence.Andthentellsthestudentsthestepsofanalyzingthesentenceaswellasthetwokindsofanalysismethods.Furthermore,thewholedesignteacheseachnewknowledgepointaccordingtothepresent-drill-checkteachingmodetoletthestudentsdigestknowledgestepbystep.Everystudentwilltakepartyintheclass,exceptforthepresentationofnewknowledgepoint;

theothertimebelongstothestudentstogivefullplaytothestudents'

subjectiveinitiativeandarousestudents’learningenthusiasm.

Fromthelinguisticspointofview,theteachingdesignchooseshowtoanalyzethestructureofsentencesastheteachingcontent.Itnotonlyisastudyskillstraining,butalsoinvolveslinguisticswhichisrelatedtoknowledgeofsyntax.Howtoanalyzethesentenceistomakestudentsunderstandthesentencestructuremoreprofoundly,moresystematically,andmorecomprehensively.

IV,Conclusion

Summary

Atfirsttheauthorchoosestheteachingcontent;

andshechoosesthelearningskill—howtoanalyzesentenceasthecontentnotthepurelanguagepointsasherteachingcontent,whichwilllayfoundationonthefutureself-studyanddeveloptheirlearningcompetence.Thisthesisisnotonlyinordertoletthestudentscontrolthesystemofknowledgeonthewhole,andmastereachknowledgepointfromeachpart,whichmakesthemformoverallandsystematicalknowledgenet;

butalsoinordertomaketeacherscontrolthewholeteachingprocessandsyllabusaswellaswipeoutthestudents’knowledgeblindnessindetailsandintimebylistingthetermsonteachingitemssystematically.Duringtheteachingprocess,theteacherwilldothepairworkandgroupdiscussion,whichistomakeeachstudenttakepartyintheclasstotallyandchecktheanswerswiththeirpartners.Whentheycheckeachother’swork,theynotonly