外文文献—动画讲课教案

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动画课堂讲解教案模板范文

动画课堂讲解教案模板范文

课时:2课时年级:六年级教材:《动画制作入门》教学目标:1. 让学生了解动画的基本概念和发展历程。

2. 培养学生对动画制作的兴趣,提高学生的创意思维和动手能力。

3. 使学生掌握动画制作的基本流程和技巧。

教学重点:1. 动画的基本概念和发展历程。

2. 动画制作的基本流程和技巧。

教学难点:1. 动画制作过程中的创意思维和团队协作。

2. 动画制作技巧的掌握。

教学准备:1. 多媒体设备,如电脑、投影仪等。

2. 动画制作软件,如Adobe After Effects、Maya等。

3. 动画制作相关资料,如书籍、视频等。

教学过程:第一课时一、导入1. 教师通过播放一段经典的动画短片,激发学生的兴趣。

2. 提问:同学们,你们知道什么是动画吗?动画是如何制作的呢?二、新课讲解1. 动画的基本概念:动画是通过连续播放一系列静态图像,使观众感觉到图像在连续运动的一种视觉艺术形式。

2. 动画的发展历程:从早期的手绘动画到如今的数字动画,动画技术经历了漫长的发展过程。

3. 动画制作的基本流程:a. 故事板设计:确定动画的故事情节、角色、场景等。

b. 角色设计:设计动画角色的外观、动作、表情等。

c. 场景设计:设计动画的场景,包括背景、道具等。

d. 分镜头脚本:将动画故事分解成一系列镜头,并标注出每个镜头的画面内容、时长等。

e. 制作动画:根据分镜头脚本,使用动画制作软件进行动画制作。

f. 后期合成:将动画与音效、配音等元素进行合成,制作成完整的动画作品。

三、课堂练习1. 教师引导学生分组,每组选择一个动画题材,进行故事板设计。

2. 学生在小组内讨论、交流,完成故事板设计。

第二课时一、复习导入1. 教师提问:上节课我们学习了什么内容?2. 学生回答:动画的基本概念、发展历程和制作流程。

二、课堂讲解1. 动画制作技巧:a. 角色动作设计:学习如何设计角色的动作,使动作自然、流畅。

b. 场景切换:学习如何切换场景,使场景转换自然、连贯。

动画专业外语文献

动画专业外语文献

动画专业外语文献关于动画专业的外语文献有很多,以下是一些例子:1. "The Art of Animation: The Evolution of the American Feature Film" by John Lasseter (Disney Editions, 2001)2. "The Art of Storyboard: The Complete Guide for Filmmakers and Storyboard Artists" by David B. Levy (Focal Press, 2014)3. "The Animator's Survival Kit: A Manual for Drawing and Thinking" by Richard Williams (Faber and Faber, 2001)4. "The Encyclopedia of Animated Cartoons" by John Cawelti (Facts on File, 1993)5. "The World Encyclopedia of Cartoons" by Gary Groth and Michael Vollmer (Facts on File, 1993)6. "The Animator's Handbook: A Complete Guide to Creating and Developing the Art of Animation" by Don L. Harris (Focal Press, 2003)7. "The Art of SpongeBob SquarePants: The Complete Collection" by The SpongeBob SquarePants Writers' Room (Chronicle Books, 2007)8. "The Art of the Simpsons: The Complete History of the Iconic Characters, Writers, Animators, and Producers Behind the Longest-Running Animated Series" by John Ortved (Hachettespeakersbureau, 2015)9. "The Animator's Eye: A Handbook for Visual Development" by John Lasseter (Focal Press, 1985)10. "The Illusion of Life: Disney Animation" by Ollie Johnston and Frank Thomas (Disney Editions, 1981)这些书籍涵盖了动画的历史、技术和理论等方面,对于深入了解动画专业非常有帮助。

外研版英语八下Module 5《Cartoons》教学设计

外研版英语八下Module 5《Cartoons》教学设计

外研版英语八下Module 5《Cartoons》教学设计一. 教材分析《Cartoons》是外研版英语八年级下册第五模块的一篇课文,主要介绍了卡通漫画的发展历程、著名漫画家和卡通电影。

课文内容丰富,语言简洁明了,插图生动有趣,能够激发学生的学习兴趣。

通过本节课的学习,学生可以掌握有关卡通漫画的词汇和表达方式,提高阅读理解能力,并培养对卡通漫画的兴趣。

二. 学情分析八年级的学生对卡通漫画有浓厚的兴趣,生活中也经常接触卡通漫画,因此他们对卡通漫画的相关知识有一定的了解。

但在英语学习中,部分学生存在阅读理解能力较弱、词汇量不足、语法知识掌握不扎实等问题。

针对这些情况,教师在教学过程中应注重激发学生的学习兴趣,帮助他们巩固所学知识,提高阅读理解能力和语言运用能力。

三. 教学目标1.知识目标:–掌握与卡通漫画相关的词汇和表达方式。

–了解卡通漫画的发展历程、著名漫画家和卡通电影。

2.能力目标:–提高阅读理解能力,能够正确理解课文内容。

–能够运用所学知识,进行简单的交流和讨论。

3.情感目标:–培养对卡通漫画的兴趣,丰富课余生活。

–培养合作意识,提高团队协作能力。

四. 教学重难点•掌握与卡通漫画相关的词汇和表达方式。

•了解卡通漫画的发展历程、著名漫画家和卡通电影。

•提高阅读理解能力,能够正确理解课文内容。

•运用所学知识,进行简单的交流和讨论。

五. 教学方法1.任务型教学法:通过完成各种任务,激发学生的学习兴趣,提高他们的参与度。

2.情景教学法:创设生动有趣的情境,帮助学生更好地理解和运用所学知识。

3.合作学习法:引导学生进行小组讨论和合作,提高团队协作能力和沟通能力。

六. 教学准备1.教师准备:–熟悉课文内容,了解教材结构和体系。

–准备相关教学资源和材料。

2.学生准备:–预习课文,了解卡通漫画的基本知识。

–准备笔记本和文具,做好学习记录。

七. 教学过程1.导入(5分钟)教师通过提问方式引导学生谈论他们喜欢的卡通漫画,激发学生的学习兴趣。

二维动画外文参考文献

二维动画外文参考文献

二维动画的外文参考文献有很多,以下是一些常见的参考文献:《The Illusion of Life: Disney Animation》by Frank Thomas and Ollie Johnston这本书是迪士尼动画的经典之作,详细介绍了二维动画的制作过程和技巧,包括角色设计、场景绘制、动画制作等方面的内容。

《An Introduction to Stop Motion Animation》by Mike Salomon这本书介绍了定格动画的制作过程和技巧,包括材料选择、拍摄技巧、后期制作等方面的内容。

虽然不是二维动画,但定格动画和二维动画有很多相似之处,这本书也可以为二维动画制作提供一些启示。

《The Animator's Survival Kit: A Manual of Methods, Principles & Formulas for Classical, Computer, Games, Stop Motion & Experimental Animation》by Richard Williams这本书是动画大师Richard Williams的经典之作,详细介绍了动画制作的基本原理和方法,包括动画原理、角色设计、场景绘制、动画制作等方面的内容。

《Animation: The Mechanics of Motion》by Preston Blair这本书介绍了二维动画的制作过程和技巧,包括角色设计、场景绘制、动画制作等方面的内容。

这本书注重实践,提供了很多实用的技巧和工具,适合初学者入门。

《The Illusion of Life: A Reference Guide to the Techniques and Processes of Animation》by Don Bluth and Gary Goldstein这本书是迪士尼动画的经典之作,详细介绍了二维动画的制作过程和技巧,包括角色设计、场景绘制、动画制作等方面的内容。

二维动画外文文献参考

二维动画外文文献参考

二维动画外文文献参考二维动画,也称为平面动画,是一种通过在二维平面上绘制连续的静止图像来实现动画效果的技术。

它是动画艺术中最基本的形式之一,广泛应用于电影、电视、广告和游戏等领域。

本文将参考关于二维动画的外文文献,探讨其发展历程、技术特点以及应用领域。

一、发展历程二维动画的历史可以追溯到19世纪末的早期动画实验。

最早的二维动画是通过手工绘制每一帧图像,然后将它们逐一拍摄成电影胶片。

20世纪初,随着电影技术的不断发展,二维动画逐渐成为一种主流的艺术形式。

1928年,迪士尼公司推出了第一部有声动画片《奇幻音乐会》,开创了二维动画的黄金时代。

此后,随着技术的进步,二维动画逐渐发展出了更多的创新形式,如彩色动画、多画面动画和特殊效果动画等。

二、技术特点二维动画的一个显著特点是图像呈现在二维平面上,没有真实的立体感。

但通过艺术家的创造力和技巧,可以在二维动画中创造出丰富多样的视觉效果。

此外,二维动画通常采用手绘或计算机绘制的方式,图像具有鲜明的色彩和线条,给人以强烈的艺术感染力。

另外,二维动画的制作成本相对较低,制作周期相对较短,适合用于快节奏的广告和短片制作。

三、应用领域二维动画在各个领域都有广泛的应用。

在电影和电视行业,二维动画常用于制作动画片和电视剧,如迪士尼的经典动画片《小美人鱼》和《狮子王》等。

在广告行业,二维动画可以用于制作各种形式的广告片,如产品宣传、品牌推广和公益广告等。

此外,二维动画还广泛应用于教育和培训领域,通过生动形象的图像和动画效果,可以更好地传达知识和培养学生的兴趣。

二维动画是一种重要的艺术形式,具有悠久的历史和独特的技术特点。

它通过在二维平面上绘制连续的静止图像,创造出逼真的动画效果。

二维动画广泛应用于电影、电视、广告和教育等领域,为人们带来了丰富多彩的视觉体验。

随着科技的不断进步,相信二维动画会在未来继续发展壮大,为人们带来更多惊喜和创意。

动画专业外语文献

动画专业外语文献

动画专业外语文献动画专业是一门涉及艺术、技术和跨文化交流的领域。

在我国,动画产业近年来得到了迅猛发展,但与全球领先的国家相比,仍有很大差距。

为了提高我国动画产业的竞争力,学习和借鉴国际先进动画技术的至关重要。

外语文献是了解国际动画发展趋势、掌握先进技术和交流的重要途径。

动画专业学生和从业人员需要关注的外语文献主要包括以下几类:1.动画技术类:通过学习国外先进的动画制作技术,提高我国动画作品的质量。

例如,研究好莱坞动画电影的制作流程、了解日本漫画的发展历程等。

2.动画艺术类:了解国际动画艺术风格,拓宽我国动画创作的视野。

例如,研究欧洲动画电影的独特审美、探讨美国动画电影的叙事手法等。

3.动画产业类:分析国际动画产业的发展状况和商业模式,为我国动画产业的可持续发展提供借鉴。

例如,研究迪士尼、皮克斯等动画公司的成功经验、了解全球动画市场趋势等。

4.动画理论类:深入研究动画理论,提升我国动画学术研究水平。

例如,探讨动画的本质、阐述动画与其他艺术形式的区别与联系等。

要查找和利用外语文献,可以采用以下方法:1.利用网络资源:通过搜索引擎、学术数据库等在线工具,检索相关外语文献。

2.参观图书馆:访问国内外图书馆,查阅实体书籍和电子资源。

3.参加国际交流活动:积极参与国际动画领域的交流活动,结识业内人士,获取第一手资料。

4.学习语言:提高自己的外语水平,直接阅读和理解外语文献。

在学习和运用外语文献过程中,会遇到一些挑战,如语言障碍、文化差异等。

为应对这些挑战,可以采取以下策略:1.培养跨文化意识:了解不同国家的文化背景,提高动画创作的全球化水平。

2.学习外语:提高自己的外语水平,减少语言障碍对文献理解的影响。

3.参加培训和实践:通过参加国际动画培训班、实践项目等,提升自己的专业技能。

总之,动画专业外语文献对于提高我国动画产业的核心竞争力具有重要意义。

3d动画制作中英文对照外文翻译文献

3d动画制作中英文对照外文翻译文献

3d动画制作中英文对照外文翻译文献预览说明:预览图片所展示的格式为文档的源格式展示,下载源文件没有水印,内容可编辑和复制中英文对照外文翻译文献(文档含英文原文和中文翻译)Spin: A 3D Interface for Cooperative WorkAbstract: in this paper, we present a three-dimensional user interface for synchronous co-operative work, Spin, which has been designed for multi-user synchronous real-time applications to be used in, for example, meetings and learning situations. Spin is based on a new metaphor of virtual workspace. We have designed an interface, for an office environment, which recreates the three-dimensional elements needed during a meeting and increases the user's scope of interaction. In order to accomplish these objectives, animation and three-dimensional interaction in real time are used to enhance the feeling of collaboration within the three-dimensional workspace. Spin is designed to maintain a maximum amount of information visible. The workspace is created using artificial geometry - as opposed to true three-dimensional geometry - and spatial distortion, a technique that allows all documents and information to be displayed simultaneously while centering the user's focus of attention. Users interact with each other via their respective clones, which are three-dimensional representations displayed in each user's interface, and are animated with user action on shared documents. An appropriate object manipulation system (direct manipulation, 3D devices and specific interaction metaphors) is used to point out and manipulate 3D documents.Keywords: Synchronous CSCW; CVE; Avatar; Clone; Three-dimensional interface; 3D interactionIntroductionTechnological progress has given us access to fields that previously only existed in our imaginations. Progress made in computers and in communication networks has benefited computer-supported cooperative work (CSCW), an area where many technical and human obstacles need to be overcome before it can be considered as a valid tool. We need to bear in mind the difficulties inherent in cooperative work and in the user's ability to perceive a third dimension.The Shortcomings of Two- Dimensional InterfacesCurrent WIMP (windows icon mouse pointer) office interfaces have considerable ergonomic limitations [1].(a) Two-dimensional space does not display large amounts of data adequately. When it comes to displaying massive amounts of data, 2D displays have shortcomings such as window overlap and the need for iconic representation of information [2]. Moreover, the simultaneous display of too many windows (the key symptom of Windowitis) can be stressful for users [3].(b) WIMP applications are indistinguishable from one another; leading to confusion. Window dis- play systems, be they XII or Windows, do not make the distinction between applications, con- sequently, information is displayed in identical windows regardless of the user's task.(c) 2D applications cannot provide realistic rep- resentation. Until recently, network technology only allowed for asynchronous sessions (electronic mail for example); and because the hardware being used was not powerful enough, interfaces could only use 2D representations of the workspace.Metaphors in this type of environment do not resemble the real space; consequently, it is difficult for the user to move around within a simulated 3D space.(d) 2D applications provide poor graphical user representations. As windows are indistinguish- able and there is no graphical relation between windows, it is difficult to create a visual link between users or between a user and an object when the user's behavior is been displayed [4].(e) 2D applications are not sufficiently immersive, because 2D graphical interaction is not intuitive (proprioception is not exploited) users have difficulties getting and remaining involved in the task at hand.Interfaces: New ScopeSpin is a new interface concept, based on real-time computer animation. Widespread use of 3D graphic cards for personal computers has made real-time animation possible on low-cost computers. The introduction of a new dimension (depth) changes the user's role within the interface, the use of animation is seamless and therefore lightens the user's cognitive load. With appropriate input devices, the user now has new ways of navigating in, interacting with and organizing his workspace. Since 1995, IBM has been working on RealPlaces [5], a 3D interface project. It was developed to study the convergence between business applications and virtual reality. The user environment in RealPlaces is divided into two separate spaces (Fig, 1): ? a 'world view', a 3D model which stores and organizes documents through easy object interaction;a 'work plane', a 2D view of objects with detailed interaction, (what is used in most 2D interfaces).RealPlaces allows for 3D organization of a large number ofobjects. The user can navigatethrough them, and work on a document, which can be viewed and edited in a 2D application that is displayed in the foreground of the 'world'. It solves the problem of 2D documents in a 3D world, although there is still some overlapping of objects. RealPtaces does solve some of the problems common to 2D interfaces but it is not seamless. While it introduces two different dimensions to show documents, the user still has difficulty establishing links between these two dimensions in cases where multi-user activity is being displayed. In our interface, we try to correct the shortcomings of 2D interfaces as IBM did in RealPlaces, and we go a step further, we put forward a solution for problems raised in multi-user cooperation, Spin integrates users into a virtual working place in a manner that imitates reality making cooperation through the use of 3D animation possible. Complex tasks and related data can be represented seamlessly, allowing for a more immersive experience. In this paper we discuss, in the first part, the various concepts inherent in simultaneous distant cooperative work (synchronous CSCW), representation and interaction within a 3D interface. In the second part, we describe our own interface model and how the concepts behind it were developed. We conclude with a description of the various current and impending developments directly related to the prototype and to its assessment.ConceptsWhen designing a 3D interface, several fields need to be taken into consideration. We have already mentioned real-time computer animation and computer-supported cooperative work, which are the backbone of our project. There are also certain fields of the human sciences that have directty contributed to thedevelopment of Spin. Ergon- omics [6], psychology [7] and sociology [8] have broadened our knowIedge of the way in which the user behaves within the interface, both as an individual and as a member of a group.Synchronous Cooperative WorkThe interface must support synchronous cooper- ative work. By this we mean that it must support applications where the users have to communicate in order to make decisions, exchange views or find solutions, as would be the case with tele- conferencing or learning situations. The sense of co-presence is crucial, the user needs to have an immediate feeling that he is with other people; experiments such as Hydra Units [9] and MAJIC [10] have allowed us to isolate some of the aspects that are essential to multimedia interactive meetings.Eye contact." a participant should be able to see that he is being looked at, and should be able to look at someone else. ? Gaze awareness: the user must be able to estab- fish a participant's visual focus of attention. ? Facial expressions: these provide information concerning the participants' reactions, their acquiescence, their annoyance and so on. ? GesCures. ptay an important role in pointing and in 3D interfaces which use a determined set of gestures as commands, and are also used as a means of expressing emotion.Group ActivitySpeech is far from being the sole means of expression during verbal interaction [1 1]. Gestures (voluntary or involuntary) and facial expressions contribute as much information as speech. More- over, collaborative work entails the need to identify other people's points of view as well as their actions [1 2,1 3]. This requires defining the metaphors which witl enable users involvedin collaborative work to understand what other users are doing and to interact withthem. Researchers I1 4] have defined various communication criteria for representing a user in a virtual environment. In DIVE (Distributed Interactive Virtual Environment, see Fig. 2), Benford and Fahl6n lay down rules for each characteristic and apply them to their own system [1 5]. lhey point out the advantages of using a clone (a realistic synthetic 3D representation of a human) to represent the user. With a clone, eye contact (it is possible to guide the eye movements of a clone) as well as gestures and facial expressions can be controlled; this is more difficult to accomplish with video images. tn addition to having a clone, every user must have a telepointer, which is used to designate obiects that can be seen on other users' displays.Task-Oriented InteractionUsers attending a meeting must be abte to work on one or several shared documents, it is therefore preferable to place them in a central position in the user's field of vision, this increases her feeling of participation in a collaborative task. This concept, which consists of positioning the documents so as to focus user attention, was developed in the Xerox Rooms project [1 6]; the underlying principle is to prevent windows from overlapping or becoming too numerous. This is done by classifying them according to specific tasks and placing them in virtual offices so that a singIe window is displayed at any one (given) time. The user needs to have an instance of the interface which is adapted to his role and the way he apprehends things, tn a cooperative work context, the user is physically represented in the interface and has a position relative to the other members of the group.The Conference Table Metaphor NavigationVisually displaying the separation of tasks seems logical - an open and continuous space is not suitable. The concept of 'room', in the visual and in the semantic sense, is frequently encountered in the literature. It is defined as a closed space that has been assigned a single task.A 3D representation of this 'room' is ideal because the user finds himself in a situation that he is familiar with, and the resulting interfaces are friendlier and more intuitive.Perception and Support of Shared AwarenessSome tasks entail focusing attention on a specific issue (when editing a text document) while others call for a more global view of the activity (during a discussion you need an overview of documents and actors). Over a given period, our attention shifts back and forth between these two types of activities [17]. CSCW requires each user to know what is being done, what is being changed, where and by whom. Consequently, the interface has to be able to support shared awareness. Ideally, the user would be able to see everything going on in the room at all times (an everything visible situation). Nonetheless, there are limits to the amount of information that can be simultaneously displayed on a screen. Improvements can be made by drawing on and adopting certain aspects of human perception. Namely, a field of vision with a central zone where images are extremely clear, and a peripheral vision zone, where objects are not well defined, but where movement and other types of change can be perceived.Interactive Computer AnimationInteractive computer animation allows for two things: first, the amount of information displayed can be increased, andsecond, only a small amount of this information can be made legible [18,19]. The remainder of the information continues to be displayed but is less legible (the user only has a rough view of the contents). The use of specific 3D algorithms and interactive animation to display each object enables the user visually to analyse the data quickly and correctly. The interface needs to be seamless. We want to avoid abstract breaks in the continuity of the scene, which would increase the user's cognitive load.We define navigation as changes in the user's point of view. With traditional virtual reality applica- tions, navigation also includes movement in the 3D world. Interaction, on the other hand, refers to how the user acts in the scene: the user manipulates objects without changing his overall point of view of the scene. Navigation and interaction are intrinsically linked; in order to interact with the interface the user has to be able to move within the interface. Unfortunately, the existence of a third dimension creates new problems with positioning and with user orientation; these need to be dealt with in order to avoid disorienting the user [20].Our ModelIn this section, we describe our interface model by expounding the aforementioned concepts, by defining spatial organization, and finally, by explaining how the user works and collaborates with others through the interface.Spatial OrganizationThe WorkspaceWhile certain aspects of our model are related to virtual reality, we have decided that since our model iS aimed at an office environment, the use of cumbersome helmets or gloves is not desirable. Our model's working environment is non-immersive.Frequently, immersive virtual reality environments tack precision and hinder perception: what humans need to perceive to believe in virtual worlds is out of reach of present simulation systems [26]. We try to eliminate many of the gestures linked to natural constraints, (turning pages in a book, for example) and which are not necessary during a meeting. Our workspace has been designed to resolve navigation problems by reducing the number of superfluous gestures which slow down the user. In a maI-life situation, for example, people sitting around a table could not easily read the same document at the same time. To create a simple and convenient workspace, situations are analysed and information which is not indispensable is discarded [27]. We often use interactive computer animation, but we do not abruptly suppress objects and create new icons; consequently, the user no longer has to strive to establish a mental link between two different representations of the same object. Because visual recognition decreases cognitive load, objects are seamlessly animated. We use animation to illustrate all changes in the working environment, i.e. the arrival of a new participant, the telepointer is always animated. There are two basic objects in our workspace: the actors and the artefacts. The actors are representations of the remote users or of artificial assistants. The artefacts are the applications and the interaction tools.The Conference tableThe metaphor used by the interface is the con- ference table. It corresponds to a single activity (our task-oriented interface solves the (b) shortcoming of the 2D interface, see Introduction). This activity is divided spatially and semantically into two parts. The first is asimulated panoramic view on which actors and sharedapplications are displayed. Second, within this view there is a workspace located near the center of the simulated panoramic screen, where the user can easily manipulate a specific document. The actors and the shared applications (2D and 3D) are placed side by side around the table (Fig. 4), and in the interest of comfort, there is one document or actor per 'wail'. As many applications as desired may be placed in a semi-circle so that all of the applications remain visible. The user can adjust the screen so that the focus of her attention is in the center; this type of motion resembles head- turning. The workspace is seamless and intuitive,Fig, 4. Objects placed around our virtual table.And simulates a real meeting where there are several people seated around a table. Participants joining the meeting and additional applications are on an equal footing with those already present. Our metaphor solves the (c) shortcoming of the 2D interface (see Introduction),DistortionIf the number of objects around the table increases, they become too thin to be useful. To resolve this problem we have defined a focus-of-attention zone located in the center of the screen. Documents on either side of this zone are distorted (Fig.5). Distortion is symmetrical in relation to the coordinate frame x=0. Each object is uniformly scaled with the following formula: x'=l-(1-x) '~, O<x<l< bdsfid="116" p=""></x<l<>Where is the deformation factor. When a= 1 the scene is not distorted. When all, points are drawn closer to the edge; this results in centrally positioned objects being stretched out, while those in the periphery are squeezed towards the edge. This distortion is similar to a fish-eye with only one dimension [28].By placing the main document in the centre of the screen and continuing to display all the other documents, our model simulates a human field of vision (with a central zone and a peripheral zone). By reducing the space taken up by less important objects, an 'everything perceivable' situation is obtained and, although objects on the periphery are neither legible nor clear, they are visible and all the information is available on the screen. The number of actors and documents that it is possible to place around the table depends, for the most part, on screen resolution. Our project is designed for small meetings with four people for example (three clones) and a few documents (three for example). Under these conditions, if participants are using 17-inch, 800 pixels screens all six objects are visible, and the system works.Everything VisibleWith this type of distortion, the important applications remain entirely legible, while all others are still part of the environment. When the simulated panoramic screen is reoriented, what disappears on one side immediately reappears on the other. This allows the user to have all applications visible in the interface. In CSCW it is crucial that each and every actor and artefact taking part in a task are displayed on the screen (it solves the (a) shortcoming of 2D interface, see Introduction),A Focus-of-Attention AreaWhen the workspace is distorted in this fashion, the user intuitively places the application on which she is working in the center, in the focus-of- attention area. Clone head movements correspond to changes of the participants' focus of attention area. So, each participant sees theother participants' clones and is able to perceive their headmovements. It gives users the impression of establishing eye contact and reinforces gaze awareness without the use of special devices. When a participant places a private document (one that is only visible on her own interface) in her focus in order to read it or modify it, her clone appears to be looking at the conference table.In front of the simulated panoramic screen is the workspace where the user can place (and enlarge) the applications (2D or 3D) she is working on, she can edit or manipulate them. Navigation is therefore limited to rotating the screen and zooming in on the applications in the focus-of-attention zone.ConclusionIn the future, research needs to be oriented towards clone animation, and the amount of information clones can convey about participant activity. The aim being to increase user collaboration and strengthen the feeling of shared presence. New tools that enable participants to adopt another participant's point of view or to work on another participant's document, need to be introduced. Tools should allow for direct interaction with documents and users. We will continue to develop visual metaphors that will provide more information about shared documents, who is manipulating what, and who has the right to use which documents, etc. In order to make Spin more flexible, it should integrate standards such as VRML 97, MPEG 4, and CORBA. And finally, Spin needs to be extended so that it can be used with bigger groups and more specifically in learning situations.旋转:3D界面的协同工作摘要:本文提出了一种三维用户界面的同步协同工作—旋转,它是为多用户同步实时应用程而设计,可用于例如会议和学习情况。

关于动画的毕业设计论文英文文献翻译

关于动画的毕业设计论文英文文献翻译

关于动画的毕业设计论文英文文献翻译Title: English Literature Review on the Topic of Animation for Graduation ThesisIntroductionHistorical DevelopmentThe history of animation can be traced back to the late 19th century when pioneers like Émile Reynaud and Thomas Edison experimented with motion pictures. The advent of the animation industry in the early 20th century, with the introduction of the first animated film "Fantasmagorie" by Émile Cohl, marked a significant milestone. Since then, animation has emerged as a powerful medium of artistic expression, characterized by the iconic works of Walt Disney and the creation of iconic characters such as Mickey Mouse and Snow White.Animation Techniques and StylesImpact on SocietyArtistic ValueAnimation is not only a form of entertainment but also a prominent art form. The ability to create entire worlds, characters, and narratives through animation allows for immense creative possibilities. Artists and animators can experiment with different visual styles, color schemes, and storytellingtechniques to convey emotions and ideas. Animation also provides a platform for expressing abstract concepts and challenging traditional narratives, pushing the boundaries of artistic expression.Conclusion。

外研版英语八下Module 5《Cartoons》(Unit 3)教学设计

外研版英语八下Module 5《Cartoons》(Unit 3)教学设计

外研版英语八下Module 5《Cartoons》(Unit 3)教学设计一. 教材分析《Cartoons》是外研版英语八下Module 5的一篇课文,主要介绍了一些关于卡通的知识,包括卡通的定义、发展、分类以及卡通制作的过程等。

这篇课文旨在帮助学生了解卡通文化,拓展他们对文化产业的认知,并提高他们的阅读理解能力。

二. 学情分析学生在学习这篇课文之前,已经掌握了一定的英语基础知识,能听、说、读、写一些简单的英语句子。

但在阅读理解、文化背景知识方面还有待提高。

因此,在教学过程中,教师需要关注学生的个体差异,充分调动学生的学习积极性,引导他们主动探究,提高他们的阅读理解能力和文化素养。

三. 教学目标1.知识目标:学生能理解课文内容,掌握卡通的相关词汇和表达方式,了解卡通的发展历程和分类。

2.能力目标:学生能运用所学知识进行口头和书面表达,提高阅读理解能力。

3.情感目标:学生通过对卡通文化的学习,培养对文化产业的兴趣,提高文化素养。

四. 教学重难点1.重点:卡通的相关词汇和表达方式,课文内容的理解。

2.难点:卡通制作过程的描述,文化背景知识的理解和应用。

五. 教学方法1.任务型教学法:通过设置具有挑战性和真实性的任务,激发学生的学习兴趣,培养他们的自主学习能力。

2.情境教学法:创设生动、有趣的学习情境,帮助学生更好地理解课文内容。

3.合作学习法:鼓励学生分组讨论,共同完成任务,提高他们的团队协作能力。

六. 教学准备1.准备课文相关资料,如卡通图片、视频等,以便在课堂上进行展示和讲解。

2.设计相关任务和练习,帮助学生巩固所学知识。

3.准备黑板、粉笔等教学工具。

七. 教学过程1.导入(5分钟)利用图片或视频展示一些著名的卡通形象,如米老鼠、唐老鸭等,引导学生谈论他们对卡通的认知,激发学生的学习兴趣。

2.呈现(10分钟)教师简要介绍卡通的定义、发展、分类以及卡通制作的过程,为学生阅读课文做好铺垫。

3.操练(10分钟)学生阅读课文,回答相关问题。

国际动漫教案模板小学

国际动漫教案模板小学

教学对象:小学四年级教学目标:1. 让学生了解国际动漫的基本概念,认识不同国家和地区的动漫风格。

2. 培养学生对动漫艺术的兴趣,提高审美能力和想象力。

3. 通过学习,让学生学会欣赏和评价动漫作品。

教学重点:1. 国际动漫的基本概念和特点。

2. 不同国家和地区的动漫风格。

教学难点:1. 如何欣赏和评价动漫作品。

2. 学生对动漫艺术的兴趣和热情。

教学准备:1. 多媒体设备,用于展示动漫图片、视频等。

2. 动漫相关书籍、资料。

3. 学生自带的动漫作品。

教学过程:一、导入新课1. 教师提问:同学们,你们喜欢看动漫吗?最喜欢哪一部动漫?2. 学生回答,教师总结:动漫是一种受欢迎的艺术形式,世界各地都有自己独特的动漫风格。

二、学习新知1. 教师讲解国际动漫的基本概念,包括动漫的定义、发展历程等。

2. 展示不同国家和地区的动漫风格图片,如日本动漫、美国动漫、欧洲动漫等。

3. 讲解不同国家动漫的特点,如日本动漫的细腻画风、美国动漫的夸张表现、欧洲动漫的写实风格等。

三、实践操作1. 学生分组,每组选择一个国家的动漫风格进行深入研究。

2. 学生收集该国家动漫的相关资料,如动漫作品、动漫角色等。

3. 学生以小组为单位,制作一份关于该国家动漫风格的PPT。

四、展示交流1. 各小组展示PPT,分享研究成果。

2. 其他学生提问、讨论,教师点评。

3. 教师总结:不同国家和地区的动漫风格各有特色,我们要学会欣赏和尊重。

五、拓展延伸1. 教师提问:除了我们学到的动漫风格,还有哪些风格值得了解?2. 学生回答,教师总结:动漫艺术的世界丰富多彩,我们要保持好奇心,不断探索。

3. 学生自选一个感兴趣的动漫风格,进行深入研究,并制作一份研究报告。

六、总结评价1. 教师提问:通过这节课的学习,你们有哪些收获?2. 学生回答,教师总结:我们要学会欣赏和评价动漫作品,提高自己的审美能力。

教学反思:本节课通过讲解国际动漫的基本概念和特点,让学生了解不同国家和地区的动漫风格。

动画详细讲解教案模板范文

动画详细讲解教案模板范文

课时:2课时年级:小学四年级教学目标:1. 让学生了解动画的基本概念和特点,提高学生对动画的兴趣。

2. 培养学生观察、分析、表达的能力,提高学生的审美素养。

3. 培养学生团队合作精神,提高学生间的交流与合作能力。

教学重点:1. 动画的基本概念和特点2. 动画制作的基本流程教学难点:1. 动画制作的基本流程2. 学生对动画制作过程的兴趣和参与度教学准备:1. 多媒体设备(电脑、投影仪等)2. 动画片片段(如《喜羊羊与灰太狼》、《熊出没》等)3. 动画制作软件(如Adobe After Effects、Flash等)教学过程:第一课时一、导入1. 教师播放一段动画片片段,引起学生的兴趣。

2. 提问:同学们,你们喜欢看动画片吗?为什么?3. 引导学生回答,并简要介绍动画片。

二、新课讲解1. 教师讲解动画的基本概念和特点,如:动画是一种视觉艺术形式,通过连续播放一系列静止的画面,使画面产生连续运动的视觉效果。

2. 结合实例,讲解动画的特点,如:夸张、幽默、富有想象力等。

3. 介绍动画的种类,如:二维动画、三维动画、定格动画等。

三、实践操作1. 学生分组,每组选择一种动画类型进行制作。

2. 教师指导学生使用动画制作软件,如:Adobe After Effects、Flash等。

3. 学生在教师指导下,制作简单的动画片段。

第二课时一、复习导入1. 教师提问:上节课我们学习了什么?2. 学生回答,复习动画的基本概念和特点。

二、新课讲解1. 教师讲解动画制作的基本流程,如:脚本编写、角色设计、场景设计、动画制作、音效制作等。

2. 结合实例,讲解动画制作过程中的技巧和方法。

三、实践操作1. 学生分组,每组根据上节课所学,完成一个完整的动画作品。

2. 教师巡回指导,帮助学生解决制作过程中遇到的问题。

四、展示与评价1. 学生展示自己的动画作品,教师和学生共同评价。

2. 鼓励学生提出改进意见,提高作品质量。

教学反思:1. 教师应关注学生的兴趣和参与度,激发学生对动画制作的热情。

英文语法动漫教学教案模板

英文语法动漫教学教案模板

Objective:1. To introduce and reinforce basic English grammar concepts to students through the use of animated videos.2. To enhance students' understanding and application of grammar rulesin real-life contexts.3. To encourage students to engage actively in the learning process and develop critical thinking skills.Materials:1. Computer or projector with internet access for showing animated videos.2. Handouts or worksheets related to the grammar topic.3. Markers, whiteboard, and eraser for in-class activities.4. Flashcards or small cards with grammar rules for review.5. Group activity materials (e.g., whiteboard markers, paper, and scissors).Lesson Plan:I. Introduction (5 minutes)- Greet students and review the previous lesson.- Introduce the topic of the lesson using a brief explanation and any necessary vocabulary.- State the learning objectives for the day.II. Animated Video Presentation (15 minutes)- Show a relevant animated video that introduces the grammar topic.- Pause the video at key points to ask questions and ensure students are following along.- Discuss the grammar concepts presented in the video with the class, emphasizing the rules and their usage.III. Grammar Practice (15 minutes)- Distribute handouts or worksheets that provide exercises related to the grammar topic.- Have students complete the exercises individually or in pairs.- Circulate around the class to assist students with any difficulties they may encounter.IV. Group Activity (15 minutes)- Divide the class into small groups.- Provide each group with a set of materials for a group activity, such as creating a comic strip or a poster that demonstrates the grammar topic.- Encourage students to work collaboratively and think critically about the grammar rules.- Allow groups to present their creations to the class.V. Grammar Review and Quiz (10 minutes)- Use flashcards or small cards to review the grammar rules covered in the lesson.- Conduct a quick quiz to assess students' understanding of the topic.- Provide feedback and correct any misconceptions.VI. Conclusion (5 minutes)- Summarize the key points of the lesson and reinforce the grammar rules discussed.- Encourage students to review the materials provided and practice the grammar rules at home.- Assign homework that reinforces the grammar topic, such as writing a short paragraph or completing additional exercises.Assessment:- Observe students' participation in class activities and their ability to apply the grammar rules in various contexts.- Review the completed handouts or worksheets to assess students' understanding of the grammar topic.- Evaluate the group activity presentations and the quality of the students' work.Additional Notes:- Ensure that the animated videos are age-appropriate and engaging for the students.- Adapt the lesson plan to cater to the specific needs and abilities of the students.- Provide opportunities for students to practice the grammar rules in real-life situations, such as role-playing or group discussions.- Be prepared to differentiate instruction for students with varying learning styles and abilities.。

初中外研动画教学设计教案

初中外研动画教学设计教案

初中外研动画教学设计教案课时:2课时年级:八年级教材:《外研社初中英语》八年级上册教学目标:1. 知识目标:(1)能够理解并运用本课所学词汇和短语:animation, cartoon, character, draw, storyboard, etc.(2)能够理解并运用本课所学句型:What is your favorite animation? How do you like the characters in it? etc.(3)能够描述自己喜欢的动画,并表达自己的看法。

2. 能力目标:(1)能够运用所学词汇和短语进行交流和表达。

(2)能够运用所学句型进行询问和回答。

(3)能够就自己喜欢的动画进行描述和表达。

3. 情感目标:(1)激发学生对动画的兴趣和喜爱。

(2)培养学生的团队合作意识和表达能力。

教学重点:1. 词汇和短语的学习和运用。

2. 句型的学习和运用。

3. 描述和表达自己喜欢的动画。

教学难点:1. 词汇和短语的运用。

2. 句型的运用。

3. 对动画的描述和表达。

教学过程:Step 1: Lead-in1. 教师播放一段动画片段,引导学生谈论动画。

2. 学生分享自己喜欢的动画,并简要介绍动画的故事情节。

Step 2: Presentation1. 教师展示本课的词汇和短语:animation, cartoon, character, draw, storyboard, etc.2. 教师通过例句展示词汇和短语的用法。

3. 学生跟读并模仿。

Step 3: Practice1. 教师设计一些情景,让学生运用所学词汇和短语进行交流。

2. 学生分组进行角色扮演,运用所学句型进行询问和回答。

Step 4: Production1. 教师让学生分组,每组选择一个自己喜欢的动画。

2. 学生用所学词汇和短语,结合自己的语言,描述自己喜欢的动画,并制作成海报。

3. 学生展示自己的海报,并简要介绍自己喜欢的动画。

动画专业外语文献

动画专业外语文献

动画专业外语文献动画专业是一门集艺术、技术与语言于一体的跨学科领域。

在全球化背景下,掌握外语对于动画专业的学生和从业人员至关重要。

本文将探讨动画专业对外语的需求原因,动画专业外语文献的类型与特点,以及如何查找和利用这些文献。

此外,本文还将提出一些提高动画专业外语能力的建议。

首先,动画专业涵盖了许多外语区,如美国、日本、韩国、欧洲等国家。

这些国家的动画产业发展成熟,拥有丰富的动画资源和先进的技术。

因此,学习这些外语有助于了解国际动画发展的动态,提高自身的专业素养。

同时,掌握外语还可以帮助动画专业的学生和从业人员在跨国合作项目中更好地沟通交流,提高工作效率。

其次,动画专业外语文献主要分为以下几种类型:1.动画技法类:这类文献主要介绍动画制作的基本技巧和方法,如角色设计、场景设定、动画制作流程等。

2.动画理论类:这类文献探讨动画发展的历史、动画艺术的审美价值以及动画产业的现状和趋势。

3.动画技术类:这类文献主要关注动画制作过程中的技术问题,如数字动画、虚拟现实、三维建模等。

4.动画行业动态类:这类文献介绍国际动画行业的最新动态、市场分析以及行业规范等。

这些文献具有以下特点:专业性较强,涉及领域广泛;更新速度快,跟不上行业发展;跨文化交流,有助于拓宽视野。

如何查找和利用动画专业外语文献呢?以下几点建议供您参考:1.利用网络资源:互联网上有大量的动画专业外语文献,您可以通过搜索引擎(如Google、Bing)进行查找。

为保证文献质量,建议选择权威网站、学术期刊和专著。

2.访问专业数据库:国内外有许多专业数据库提供动画专业外语文献,如CNKI、Web of Science、JSTOR等。

您可以通过关键词搜索相关文献。

3.加入学术交流平台:参加国际动画研讨会、论坛等活动,与业界人士交流,获取最新的外语文献信息。

4.建立个人文献库:将查找到的动画专业外语文献整理归类,以便随时查阅。

最后,为了提高动画专业外语能力,建议您采取以下措施:1.制定学习计划:根据自己的实际情况,制定合理的学习目标和计划,持之以恒地学习。

小学动漫教案模板英语版

小学动漫教案模板英语版

Subject: Animation StudiesTopic: Introduction to AnimationDuration: 1 hourObjective:By the end of this lesson, students will be able to:1. Understand the basic concepts of animation.2. Identify different types of animation.3. Practice simple animation techniques.Materials:- Projector or interactive whiteboard- Laptop or computer with animation software (e.g., Adobe Animate, Blender, or free online tools like Pencil2D)- Drawing paper and colored pencils- Handouts with animation terms and examples- Pencils, erasers, and sharpenersPreparation:1. Familiarize yourself with the animation software or tools you will be using.2. Prepare a short presentation or video clip to introduce animation.3. Create or gather examples of different types of animation (e.g., 2D, 3D, stop-motion).4. Prepare a simple animation activity for the students.Teaching Procedure:1. Introduction (10 minutes)- Begin the lesson by showing a short video clip or presentation on the basics of animation.- Explain that animation is the process of making moving images through various techniques.- Discuss the importance of animation in movies, TV shows, and other media.2. Presentation of Animation Types (15 minutes)- Introduce different types of animation:- 2D Animation: Hand-drawn or computer-generated images.- 3D Animation: Computer-generated images with a three-dimensional feel.- Stop-Motion Animation: Objects are moved frame by frame and photographed.- Show examples of each type and discuss their unique characteristics.3. Animation Terms (10 minutes)- Hand out a list of animation terms and definitions.- Go through each term, using examples from the animation types discussed earlier.- Encourage students to ask questions and participate in the discussion.4. Group Activity: Simple Animation (20 minutes)- Divide the class into small groups.- Provide each group with drawing paper, colored pencils, and animation software.- Instruct each group to create a simple 2D animation using the software.- Give them a specific theme or scenario to follow (e.g., a cartoon character walking across a scene).5. Guided Practice (10 minutes)- Walk around the classroom and assist students as they work on their animations.- Offer guidance on how to use the software and provide tips on animation techniques.6. Sharing and Reflection (10 minutes)- Invite each group to present their animation to the class.- Encourage classmates to give feedback and ask questions.- Discuss what they learned about animation and the challenges they faced during the activity.7. Conclusion (5 minutes)- Summarize the key points of the lesson.- Ask students to reflect on their experience and share any new insights they gained.- Provide additional resources or activities for further exploration of animation.Homework:- Assign students to watch a short animation film or series at home.- Ask them to write a brief report on the film, including their favorite part and what they learned about animation from it.Assessment:- Evaluate students' participation in class discussions and group activities.- Assess the quality of their simple animations and their ability to apply the animation techniques learned.- Review the homework reports to gauge their understanding of different animation styles and techniques.。

英语教学动画设计方案

英语教学动画设计方案

Introduction:In today's digital age, animation has become a powerful tool for educational purposes. This proposal outlines a comprehensive English teaching animation design aimed at engaging students of various ages and proficiency levels. The animation will incorporate interactive elements, gamification, and a variety of teaching methodologies to enhance language learning and make it fun and memorable.I. Target Audience:- Ages: 6-18 years- Proficiency Levels: Beginner, Intermediate, AdvancedII. Objectives:1. To provide an engaging and interactive platform for English language learning.2. To enhance vocabulary, grammar, pronunciation, and listening skills.3. To foster critical thinking and problem-solving abilities.4. To encourage cultural awareness and global citizenship.III. Animation Design Features:A. Storyline:- The animation will revolve around a central theme or story, making it relatable and easy to follow.- Characters will be diverse, representing different cultures and backgrounds.- The storyline will be age-appropriate and culturally sensitive.B. Visuals:- High-quality, colorful visuals will be used to captivate the audience and maintain their interest.- Characters will be well-designed and expressive, allowing for clear communication and emotional engagement.- Backgrounds and settings will be varied and culturally rich, offering a window into different worlds.C. Audio:- Clear, crisp audio with natural-sounding voiceovers will be used for pronunciation practice.- Background music and sound effects will be carefully selected to enhance the learning experience.- Subtitles will be provided in English to assist with comprehension and pronunciation.D. Interactive Elements:- Interactive quizzes and games will be integrated throughout the animation to reinforce learning.- Characters will respond to user inputs, creating a dynamic and engaging experience.- Students can pause and rewind the animation to review and practice key points.E. Gamification:- Points and rewards system to motivate students and track their progress.- Badges and levels will be awarded for achieving specific milestones.- Leaderboards will encourage healthy competition among students.F. Language Skills Focus:- Vocabulary building: Introduce new words and phrases relevant to the storyline.- Grammar: Teach grammar concepts through real-life examples and exercises.- Pronunciation: Provide clear pronunciation guides and practice exercises.- Listening: Engage students with various listening activities and tasks.IV. Implementation Plan:A. Pre-production:- Develop a detailed script and storyboarding process.- Create character designs and settings.- Design interactive elements and gamification features.B. Production:- Record voiceovers and produce high-quality visuals.- Develop interactive quizzes and games.- Integrate audio, visuals, and interactive elements into the final animation.C. Post-production:- Test the animation with a focus group to gather feedback.- Make necessary adjustments based on feedback.- Finalize the animation and prepare for distribution.V. Distribution and Evaluation:A. Distribution:- Make the animation available through various platforms, including educational websites, mobile applications, and streaming services.- Collaborate with schools and educational institutions to incorporate the animation into their curricula.B. Evaluation:- Monitor usage statistics and gather feedback from students, teachers, and parents.- Conduct periodic assessments to measure the impact of the animation on language learning outcomes.- Continuously improve the animation based on user feedback and evaluation results.Conclusion:This English teaching animation design aims to revolutionize language learning by making it engaging, interactive, and enjoyable. By incorporating storytelling, gamification, and a variety of teaching methodologies, the animation will help students of all ages and proficiency levels achieve their language learning goals.。

英文动画欣赏教案

英文动画欣赏教案

英文动画欣赏教案教案标题:英文动画欣赏教案教学目标:1. 通过欣赏英文动画,提高学生的听力和口语能力。

2. 培养学生对英文动画的兴趣,拓展他们的文化视野。

3. 培养学生的团队合作和批判性思维能力。

教学资源:1. 英文动画片(根据学生年龄和英语水平选择适当的动画片,如《Peppa Pig》或《Toy Story》等)。

2. 投影仪或电视机。

3. 学生笔记本和铅笔。

教学过程:引入(5分钟):1. 向学生介绍本节课的主题:英文动画欣赏。

2. 引导学生讨论他们最喜欢的英文动画片,并询问他们为什么喜欢这些动画片。

欣赏(20分钟):1. 播放选定的英文动画片。

2. 学生观看动画片的同时,鼓励他们积极参与,尝试理解对话和情节,并记录他们觉得有趣或重要的部分。

讨论(15分钟):1. 分组讨论:将学生分成小组,让他们分享他们观看动画片时记录的内容。

2. 鼓励学生用英语表达自己的观点和想法,并互相交流。

3. 引导学生讨论动画片中的主题、角色和情节,并鼓励他们提出自己的观点和解释。

拓展(15分钟):1. 鼓励学生提出他们想要了解更多的问题或主题。

2. 提供相关的课外阅读或研究资源,以帮助学生深入了解他们感兴趣的内容。

3. 引导学生在小组内合作,准备一个简短的展示,分享他们的研究成果。

总结(5分钟):1. 总结本节课的学习内容和收获。

2. 鼓励学生继续欣赏英文动画,提高他们的英语水平和文化素养。

扩展活动:1. 学生可以选择其他英文动画片,进行类似的欣赏和讨论活动。

2. 学生可以用英语写一篇关于他们最喜欢的英文动画片的评论或故事梗概。

评估方式:1. 观察学生在讨论中的参与程度和口语表达能力。

2. 收集学生的笔记和小组讨论记录,评估他们对动画片内容的理解和分析能力。

3. 评估学生在展示中的团队合作和批判性思维能力。

注:以上教案仅供参考,具体教学内容和时间安排可根据学生年龄和英语水平进行调整。

动漫课题教学案例(外研版英语八年级模块八Timeoff)

动漫课题教学案例(外研版英语八年级模块八Timeoff)

动漫课题教学案例 (外研版英语八年级模块八Time off)动漫课题教学案例授课者:覃俞桂授课时间:(2014年5月22日)一、教学内容:近期,我国一名中学生随父母旅游时,在埃及一著名景点文物上刻写“某某到此一游”,此事经媒体曝光后,在国内引起极大的反响。

作为一名中学生,请你就“如何文明旅游”这一话题,谈谈自己的看法。

内容提示:1. 旅游中不文明的陋习,如:….2.文明意识和行为,如……Nowadays, travelling is becoming a more and more important part of our life. …….二、教学内容分析:模块八是Time off 。

谈论旅游是段考之后一个重要的话题。

旅游也是现代人生活中重要的一部分。

但是旅游中常出现不文明的现象。

这是作为中学生应该关心的话题。

三、学情分析:作文对于初二的学生来说已经是很难,很多同学已经不想动笔。

关键是掌握的词汇量不是越来越多,而是越来越少。

所以老师的任务是降低写作难度,提高学生的兴趣。

四、教学目标:降低难度,教会学生如何理清作文思路。

让学生懂得审题,明确写前,写中,写后要做的事情。

同时,让学生通过书面表达评分标准对同伴和自己的作文进行评分。

教学步骤:Step 1 (激趣)1.Get students to listen to the song 《我想去桂林》2. Free talk 。

Talk about what they may see when they travel..Step 2 (导入)1.Get students to look the flashes(用7组动态动漫图片)and talk what words they may think about (good or bad ). The teacher help if they have need help2.再看7组如何文明旅游的动态动漫图片(帮助学生由词到句学会串通起来。

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外文文献—动画AnimationAnimation is the rapid display of a sequence of images of 2-D or 3-D artwork or model positions to create an illusion of movement. The effect is an optical illusion of motion due to the phenomenon of persistence of vision, and can be created anddemonstrated in several ways. The most common method of presenting animation is as a motion picture or video program, although there are other methods.Early examplesAn Egyptian burial chamber mural, approximately 4000 years old, showing wrestlers in action. Even though this may appear similar to a series of animation drawings, there was no way of viewing the images in motion. It does, however, indicate the artist's intention of depicting motion. Five images sequence from avase found in Iran There is no single person who can be considered the "creator" of film animation, as there were several people working on projects which could be considered animation at about the same time.Georges Méliès was a creator of special-effect films; he was generally one of the first people to use animation with his technique. He discovered a technique byaccident which was to stop the camera rolling to change something in the scene, and then continue rolling the film. This idea was later known as stop-motion animation. Early examples of attempts tocapture the phenomenon of motiondrawing can be found in paleolithic cavepaintings, where animals are depictedwith multiple legs in superimposedpositions, clearly attempting to convey the perception of motion. An Egyptian burial chamber mural , approximately 4000 years old, showing wrestlers in action. Even though this may appear similar to a series of animation drawings, there was no way of viewing the images in motion. It does, however, indicate the artist's intention of depicting motion. A 5,000 year old earthen bowl foundin Iran.It has five images of a goat paintedalong the sides. This has been claimed tobe an example of early animation.However, since no equipment existed toshow the images in motion, such a series ofimages cannot be called animation in a truesense of the word.A Chinese zoetrope-type device hadbeen invented in 180 AD. The phenakistoscope, praxinoscope, and the common flip book were early popular animation devices invented during the 19th century. These devices produced the appearance of movement from sequential drawings using technological means, but animation did not really develop muchMéliès discovered this technique accidentally when his camera broke down while shooting a bus driving by. When he had fixed the camera, a hearse happened to be passing by just as Méliès restarted rolling the film, his end result was that he had managed to make a bus transform into a hearse. This was just one of the great contributors to animation in the early years.The earliest surviving stop-motion advertising film was an English short by Arthur Melbourne-Cooper called Matches: An Appeal (1899). Developed for the Bryant and May Matchsticks company, it involved stop-motion animation of wired-together matches writing a patriotic call to action on a blackboard.J. Stuart Blackton was possibly the first American film-maker to use thetechniques of stop-motion and hand-drawn animation. Introduced to film-making by Edison, he pioneered these concepts at the turn of the 20th century, with his first copyrighted work dated 1900. Several of his films, among them The Enchanted Drawing (1900) and Humorous Phases of Funny Faces (1906) were film versions of Blackton's "lightning artist" routine, and utilized modified versions of Méliès' early stop-motion techniques to make a series of blackboard drawings appear to move and reshape themselves. 'Humorous Phases of Funny Faces' is regularly cited as the first true animated film, and Blackton is considered the first true animator. Fantasmagorie by Emile Cohl, 1908 Following the successes of Blackton and Cohl, many other artists beganexperimenting with animation. One such artist was Winsor McCay, a successful newspaper cartoonist, who created detailed animations that required a team of artists and painstaking attention for detail. Each frame was drawn on paper; which invariably required backgrounds and characters to be redrawn and animated. Among McCay's most noted films are Little Nemo (1911), Gertie the Dinosaur (1914) and The Sinking of the Lusitania (1918).The production of animated short films, typically referred to as "cartoons",became an industry of its own during the 1910s, and cartoon shorts were produced to be shown in movie theaters. The most successful early animation producer was John Another French artist, Émile Cohl,began drawing cartoon strips and createda film in 1908 called Fantasmagorie. Thefilm largely consisted of a stick figuremoving about and encountering allmanner of morphing objects, such as awine bottle that transforms into a flower.There were also sections of live actionwhere the animator’s hands would enterthe scene. The film was created bydrawing each frame on paper and thenshooting each frame onto negative film, which gave the picture a blackboard look.This makes Fantasmagorie the firstanimated film created using what came tobe known as traditional (hand-drawn)Randolph Bray, who, along with animator Earl Hurd, patented the cel animation process which dominated the animation industry for the rest of the decade.El Apóstol (Spanish: "The Apostle") was a 1917 Argentine animated filmutilizing cutout animation, and the world's first animated feature film.Traditional animationThe traditional cel animation process became obsolete by the beginning of the 21st century. Today, animators' drawings and the backgrounds are either scanned into or drawn directly into a computer system. Various software programs are used to color the drawings and simulate camera movement and effects. The final animated piece is output to one of several delivery media, including traditional 35 mm film and newer media such as digital video. The "look" of traditional cel animation is still preserved, and the character animators' work has remained essentially the same over the past 70 years. Some animation producers have used the term "tradigital" to describe cel animation which makes extensive use of computer technology.Examples of traditionally animated feature films include Pinocchio (United States, 1940), Animal Farm (United Kingdom, 1954), and Akira (Japan, 1988).Traditional animated films which were produced with the aid of computer technology include The Lion King (US, 1994) Sen to Chihiro no Kamikakushi (Spirited Away) (Japan, 2001), and Les Triplettes de Belleville (France, 2003).Full animation refers to the process of producing high-quality traditionallyanimated films, which regularly use detailed drawings and plausible movement. Fully animated films can be done in a variety of styles, from more realistically animated works such as those produced by the Walt Disney studio (Beauty and the Beast, Aladdin, Lion King) to the more 'cartoony' styles of those produced by the Warner Bros. animation studio. Many of the Disney animated features are examples of full animation, as are non-Disney works such as The Secret of NIMH (US, 1982), The Iron Giant (US, 1999), and Nocturna (Spain, 2007).An example of traditional animation, a horse animated by rotoscoping from Eadweard Muybridge 's 19th centuryphotos Traditional animation (also called celanimation or hand-drawn animation) was theprocess used for most animated films of the20th century. The individual frames of atraditionally animated film are photographs ofdrawings, which are first drawn on paper. Tocreate the illusion of movement, each drawingdiffers slightly from the one before it. Theanimators' drawings are traced or photocopiedonto transparent acetate sheets called cels,which are filled in with paints in assigned colors or tones on the side opposite the line drawings. The completed character cels arephotographed one-by-one onto motion picturefilm against a painted background by a rostrumLimited animation involves the use of less detailed and/or more stylized drawings and methods of movement. Pioneered by the artists at the American studio United Productions of America, limited animation can be used as a method of stylized artistic expression, as in Gerald McBoing Boing (US, 1951), Yellow Submarine (UK, 1968), and much of the anime produced in Japan. Its primary use, however, has been in producing cost-effective animated content for media such as television (the work of Hanna-Barbera, Filmation, and other TV animation studios) and later the Internet (web cartoons)。

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