课程设计论文Word下载.docx

1、1, structure 2, elements1, 1 simple sentence 2, 1 subject1, 2 compound sentence 2, 3 predicate verb1, 3 complex sentence 2, 4 object1, 4 compound-complex sentence 2, 5 adverbial3, phrase 4, clause3, 1 noun phrase 4,1structure3, 2 verb phrase 4, 1, 1 simple clause3, 3 adjective phrase 4, 1, 2 complex

2、 clause 3, 4 adverb phrase 4,1,2,1 main clause3, 5 prepositional phrase 4,1,2,2 subordinate clauses4, 2 verb 4,3function4, 2, 1 finite 4, 3,1noun clause/nominal clause4, 2, 2 non-finite 4, 3,2adjective clause/relative clause4,2,2,1 infinitives 4, 3,3adverb clause4, 2, 2, 2-ing participial4, 2, 2, 3-

3、ed participial4, 2, 2,4verblessSystem designBeginModule content allocationRevision module grammar unit 5Presentation 1module types of sentence 5Drill 1 module identify sentences with partner 3Check 1 module check the answers with each other 2Presentation 2 module sentence element 5Drill 2 module poi

4、nt out the sentence elements 3Check 2 module check the answers with each other 2Presentation 3 module how to analyze sentence and the methods 5Drill 3 module analyze the sentences with two methods 3Check 3 module check the answers with each other 2 Practice module translate the sentences into Englis

5、h and analyze them 6Consolidate module do group discussion about what we have learnt 3Assignment module preview and review 1Presentation 3 module design1, Content: learning skills How to analyze sentence?1）, three steps to analyze sentences2）, two methods of analyzing sentences2, Techniques1）, Defin

6、e the two methods of analyzing sentences2）, Exemplify the two methods3）, Identify and distinguish the two methods4）, List the three steps of analyzing sentences5）, Analyze the sentences by using the two methods3, Method Deductive: first tell the students three steps and two methods of analyzing sent

7、ences, then give them some examples.4, Function 1）, Guide: how to analyze sentences correctly2）, Model: analyze the sentence3）, Answers: steps and methods of analyzing sentencesPresentation 3 Lesson plan Background Information1, Learners and their needs1,1learners: class3grade21,2capabilition: have

8、some knowledge of learning skill and some other English knowledge1,3lacks: how to analyze sentence2, Type of the lesson: multi-task lesson3, Content:3,1the types of sentence3,2identify the grammatical units in sentence3,3identify the sentence elements3,4two kinds of methods to analyze sentence4, Obj

9、ectives: after this lesson, my students should be able to4,1list the types of sentence and give examples of each type4,2identify the grammatical units in sentence 4,3ientify the sentence elements4,4analyze the sentence by using two kinds of methods5, Materials: textbook; lesson planProcedure1, Three

10、 steps to analyze sentence:1），tell the type of the sentence2）, identify the grammatical unit3）, identify the sentence elements, the grammatical units function asE.g. Mary came to the party, but Jack did not.The first step: this is a compound sentence, “but” is the conjunctionThe second step: “Mary”

11、is the noun phrase , “come to”is the verb phrase, “the party” is the noun phrase, “Jack” is the noun phrase, “did not” is the verb phrase.The third step: the noun phrase “Mary” is the subject; the verb phrase “come to”is the predicate verb; the noun phrase “the party” is the object; “but” is the con

12、junction; the noun phrase “Jack” is the subject; the verb phrase “did not” is the predicate verb.2, Two kinds of methods to analyze sentenceThe first one is assertion method; the second one is description method.E.g. I dont understand what he meant.1）, assertion method: it is a complex sentence. The

13、 noun phrase “I” is the subject; the verb phrase“dont understand”is the predicate verb; the subordinate clause “what he meant” is the object.2）, description method: the complex sentence consists of a subject, a predicate verb and an object. “I” is the noun phrase as subject; “dont understand”is the

14、verb phrase as the predicate verb; “what he meant” is the subordinate clause as the object.III, The rationale of the designFrom the relationship between the whole and the parts in philosophy, when each part form the whole reasonably and orderly, the sum of each parts function is greater than the who

15、le, which will make the resources get the reasonable configuration. In the paper, the whole design process uses scientific methods to analyze the status and the function of various factors in the classroom teaching system, so that all the factors get the most closely as well as the best combination,

16、 so as to optimize the effect of classroom teaching, and in order to realize the teaching goal.In the whole teaching design, at first the author List the terms which is related to the teaching content to grasp the knowledge system on the whole. Then the author designs every step of the entire class,

17、 and takes out in link for the module and teaching design. To sum up the whole design, from the surface to the line along again the point, is fully comply with the relationship between the whole and the parts. Moreover the teaching design is based on the guidance of modern teaching theory to make th

18、e teaching design from the experience level to the theoretical science level to make the teaching more scientifically and more objectively and more systematically.From the point of view of pedagogy, the whole teaching process always implements the progressive teaching principle as well as the people

19、-oriented teaching principles. In the explanation of how to analyze the structure of sentences, it is based on the relevant grammar units, the sentence types and the elements of sentence. And then tells the students the steps of analyzing the sentence as well as the two kinds of analysis methods. Fu

20、rthermore, the whole design teaches each new knowledge point according to the present-drill -check teaching mode to let the students digest knowledge step by step. Every student will take party in the class, except for the presentation of new knowledge point; the other time belongs to the students t

21、o give full play to the students subjective initiative and arouse students learning enthusiasm.From the linguistics point of view, the teaching design chooses how to analyze the structure of sentences as the teaching content. It not only is a study skills training, but also involves linguistics whic

22、h is related to knowledge of syntax. How to analyze the sentence is to make students understand the sentence structure more profoundly, more systematically, and more comprehensively. IV, ConclusionSummaryAt first the author chooses the teaching content; and she chooses the learning skillhow to analy

23、ze sentence as the content not the pure language points as her teaching content, which will lay foundation on the future self-study and develop their learning competence. This thesis is not only in order to let the students control the system of knowledge on the whole, and master each knowledge poin

24、t from each part, which makes them form overall and systematical knowledge net; but also in order to make teachers control the whole teaching process and syllabus as well as wipe out the students knowledge blindness in details and in time by listing the terms on teaching items systematically. During the teaching process, the teacher will do the pair work and group discussion, which is to make each student take party in the class totally and check the answers with their partners. When they check each others work, they not only