一、教学内容：

译林版牛津小学英语3B第七单元Where?第三教时。

二、教学目标：

1、（1）复习字母Aa-Nn。

（2）通过读一读、比一比、游一游、猜一猜、唱一唱、演一演等活动，使学生熟练运用Where is she (he,it)?极其回答。

（3）能正确区分并掌握短语on…和in…。

2、借助多媒体教学手段，培养学生的注意力、观察力、自主学习的能力和创新精神，激发学生积极思维，挖掘学生运用语言的创造能力。

3、激发学生的学习兴趣和学习热情，促使其快乐地、成功地学习。

三、教学重点、难点：

1、通过本课各种形式的活动，学生能在实际生活中熟练运用where这一句型。

2、能正确、快速认读字母，能正确区分in和on。

四、教学对象及其学习需要分析：

本课教授的对象是三年级的学生，年龄都在9到10岁之间，此年龄段的学生爱玩、好动，他们集中注意力的时间不易持久，且无意注意占优势，但他们也具有模仿力强，表现欲强的特点。他们刚刚接触英语，对英语有很大的好奇心，也有想学好英语的愿望，但他们没有学习英语的经验。就语言本身来说，它也是较为单调、粗燥的。如果在英语教学的入门阶段，还采用“粉笔+书本”的传统教学的话，肯定不能适应小学生好奇好动的特点，不能满足他们的求知欲。

五、教学媒体选择与应用技术：

小学生往往是以兴趣支配自己的课堂学习，兴趣是入门的向导，学习的动力，兴趣是最好的老师，是智慧的源泉。利用CAI课件辅助教学，使教学活动集文字、声音、图像、影像、动画等信息功能与一体，引起学生的注意，调动学生的学习积极性，从而使学生产生强烈的求知欲，刺激他们的模仿力和求知欲，使课堂始终保持生动和活力。

由于本课时一节复习课，为了避免复习课的枯燥，我利用课件设计了到迪士尼乐园时遇到了六个魔盒的情景，采用任务型的活动模式，开展有层次的活动，以学生为中心，以活动为中心，学生的主体性能得到充分发展。

六、教学过程：

T:Hello,boys and girls.How are you?

S:Fine,thank you.And you?

T:I’m fine,too.Today is sunny,let’s go to Disney Town .

S:Great!

T:Let’s go.There are six magic boxes.Let’s open the boxes and touch magic English.

(设计意图：良好的学习情景是学生获取知识的前提和基础，利用多媒体课件创设了带学生到迪士尼乐园去游玩时遇到六个魔盒的情景，通过让学生观看一段喜闻乐见的动画片段，把学生带入了神奇英语的境界中，调动了他们的兴趣，激发了他们的求知欲，达到“课伊始，趣亦生”的境界。)

Box1. Letters.(字母)

T:Box1 is very nice.Who can open it?（学生们都争着想上来打开魔盒，领略神气英语的魅力。）

Then ask one student to open it.

1.    Read the letters quickly.(快速认读字母)

Ss read together.

（设计意图：利用多媒体课件呈现一个个移动的字母，字母魔术般的变化和出神入化的交互性，引起了学生的注意，很好的巩固了字母。）

2.Read and compare.(读一读，比一比)

BD CG IJ EF il ah mn bd

First read these letters by yourself,then read one group by one group.

(设计意图：利用多媒体显示字形或读音相近的字母，让学生进行辨别，加深印象。)

3.Play a game.

Where is “L”、“M”、“N”?

规则：找一个学生戴好头饰，背向学生，老师把L藏好，其他学生问Where is “L”?当这个学生寻找的路线错误时，把声音抬高，如果路线正确，则把声音压低，直到找到为止，并用It’s in/on the …来回答。

T:Oh,you’re all very good.L,M,N are very happy.So they will send you three sentences.

L is for life .Life is short and time is swift.(人生短暂，光阴似箭。)

M is for money .Money could not huy happiness.(金钱买不到幸福。)

N is for nothing. Nothing is impossible to a willing heart.(世上无难事，只怕有心人。)

(设计意图：利用多媒体出示这三句名言警句，伴着优美的音乐，听着优美纯正的朗读，启迪了心智，陶冶了情操。)

Box2. Look,say and guess.(看看，说说，猜猜)

1.Show the pupils some pictures,then ask and answer.

What’s this in English?It’s a dining-room /bedroom/study.(One group ask and one group answer)

Who is the boy?He’s Mike.(T-S)

Where is Mike?He’s in the dining-room/bedroom/study.(Discuss in groups)

（设计意图：通过电脑呈现直观、形象的居室图片后，让学生猜一猜人物在那里，然后请学生点击电脑，确认他或她到底在哪里，学生们争大眼睛，都想知道自己猜得对不对，兴趣很浓。）

2.Sing a song.

Where is Mike? Where is Mike? Do you know? Do you know?

He’s in the study. He’s in the study, I think,I think.

(设计意图：小学生对唱歌非常感兴趣，而唱歌也能培养孩子的语感，利用多媒体播放学生耳熟能详的两只老虎的音乐，自编歌词，在师生、生生对唱中，孩子们轻松地巩固了句型。)

Using the same way to practise ( a kitchen/a bathroom/a sitting-room, Helen, in the kitchen).

Box3.Hide and seek.(藏一藏，找一找)

1.Modle: T:Look,this is my purse.It’s nice,I think.Do you think so ?

S:Yes.

T:Close your eyes.I’ll hide it .(Then hide) Ok, open your eyes.Where is my purse?

S1:It’s in the desk.

T:I’m sorry. You’re wrong .

S2:It’s on the chair.

T:Yes,you’re right.You can get a gift.

(Do this game in groups.)

(设计意图：游戏竟赛是学生乐此不疲的形式，在游戏竞赛中学生乐记乐学，通过打开盒子，学生看到屏幕上Hide and Seek后，学生的注意力就被吸引过来了，大大发挥了学生的能动性，学生把记忆句型当成了一件乐事。)

2.Let’s chant.

Where’s my book? In the desk .

Where’s your pear? On the table .

Where’s her peach?In the basket.

Where’s his coat? On the bed.

Where,where,where, In and on.

(设计意图：Chant韵律优美且琅琅上口，利用电教媒体呈现歌词、图片，并配上一段轻快的爵士乐，学生们边击掌边说唱，既活跃了课堂气氛，调节了疲劳，又发展了学生的思维能力，强化了记忆。)

Box4.Do a survey.(调查报告)

T:Frist let’s do something to prepare for it.

1.Listen and do.

1).Put your hands on the desk..

   Put your hands in the desk.

   Put your hands on the chair.

2).Put your pencil in the pencil-box.

   Put your pencil-box on the book .

   Put your book in the bag.

2.Think,talk and stick.

每一个小组都有两个盒子，首先由小组长带领复习盒子里的物品，然后每人从两个盒子中任选一样，边说Put the …in/on the ….边用胶水粘好。

2.    Do a survey.

T: Leader take out this paper,and ask your partners “Where is the egg?”S1 answer “It’s on the table.”Then draw “√”,ask one by one.

peach

egg

dog

watch

key

pencil

On the desk.

In the desk.

On the box.

In the box.

On the table.

√

On the bed.

On the chair.

In the basket.

(设计意图：通过程序的交互，让学生自主的选择，培养了学生的发散性思维。)

Box5. Let’s act.(演一演)

Show the pupils three scences,let them act the dialogues.

Scence1:David wants to go to the zoo with his friend,but he can’t his coat.

Scence2:Nancy is an English girl. She’s from London.She wants to make friends with the children.

Scence3:The boys want to play football,but they can’t find Mike.Then they ask Helen.

Every group can choose one scence and pracise in group,then act out.

(设计意图：语言作为一种交流工具，使用于人际交往之间，必然有一定的语境，从分发挥电教媒体优势，打破课堂内外的界限，创设模拟情境，学生身临起境，触景生情，在角色中运用的语言更为生动形象，学生在合作中拓展思维，同时也培养了学生的团队精神和协作能力。)

Box6. Keep your eyes open.(开阔视野)

Show the pupils four pictures (the Great Wall, Westlake, Big Ben, the Statue of Liberty),let them know more by asking the partners or teachers.

(设计意图：运用多媒体播放美妙的乐曲，将各地美丽的风光展示给孩子们欣赏，使孩子们边操练句型边得到美的享受，在愉快教学中完成了教学任务。孩子们耳濡目染，在潜移默化中开发了形象思维，开阔了视野，丰富了知识，也学会了发现美，感受美，创造美。)

T:Ok,boys and girls.I think English is very interesting and important.Do you think so?

S:Yes.

T:So you should keep your eyes open and try to learn more everywhere and everyway.So do the teachers.At last I will send you one sentence:Learn and review English from time to time.(学而时习之。)Oh,time is limited,it’s time to say “goodbye”.Goodbye,boys and girls.

S:Goodbye,Miss Wang.

(设计意图：课之尾，老师在和谐的音乐声中，与学生一起交谈如何学好英语，在平等、融洽的气氛中结束本课。)

（整体设计意图：本节课主要突出任务型教学的主导思想，没有用枯燥的语言来教授英语，而是通过读一读、比一比、游一游、猜一猜、唱一唱、演一演等活动，让学生在接受任务后，通过教师的主动牵动、学生的积极参与来实现教学目标的。注重培养学生的学习兴趣，使学生在轻松愉悦的气氛中学习英语，体现兴趣、学趣、情趣相结合的原则。同时也打破了学科的界限，乐感、美感、动感全融于英语教学之中。）

动画基础知识教案设计与反思

江苏省宜兴市和桥镇第二中学 吕超 钱丹

邮编：214211  E-mail：lvchao012326@163.com

一、教学目标：

1、知识与技能：

（1）、了解动画制作的原理及动画技术的发展历程与现状；

（2）、学会从网上下载计算机动画的常用方法；

（3）、了解制作动画的常用软件，会用Ulead GIF Animator制作简单的GIF动画。

2、过程与方法：

（1）、借助相关软件将动画分解成一组彼此相关的图片，帮助学生理解动画的原理；

（2）、让学生利用动画软件制作的一幅动画，感受计算机动画技术的优越性，同时学习动画制作中的相关知识，为进一步学习打下基础。

3、情感态度与价值观：

（1）、通过了解动画的原理和发展历程，进一步认识动画的艺术性；

（2）、通过下载动画素材，提高获取信息的能力；

（3）、通过了解动画制作软件的使用方法并尝试制作动画，培养学生学习动画制作的兴趣。

二、教学重点难点：

1、教学重点：

（1）、动画原理的理解。

2、教学难点：

（2）、GIF动画的制作。

三、教学过程：

1、创设情境，导入新课

（1）、同学们喜欢看动画片吗？学生回答。

（2）、动画片是怎么制作的呢？学生思考。

（3）、这节课教师就带着同学们学习一下动画的制作，导入新课。

设计意图：激发学生的创作欲望，激发学生学习动画制作的积极性。

2、自主学习，师生合作

（1）、教师简单介绍一下动画的基本原理、动画的分类以及常用的动画制作软件。

（2）、教师演示GIF动画的下载过程。

（3）、教师提供GIF动画的素材网站。

（4）、学生尝试从这些网站下载GIF动画，师生合作，共同解决问题。

（5）、教师讲述flash动画的下载过程，学生自学，尝试从老师提供的flash素材库中下载动画。

（6）、教师巡视，给与学生答疑，对于共有的问题，给与点评。

设计意图：培养学生自主学习合作学习的能力，提高学生获取信息的能力，师生合作，增进师生的情感。

3、探究学习，实践操作

（1）、教师布置本节课的实践内容，自学书本141至142页，制作一幅“豹子奔跑”的GIF动画。

（2）、学生自学并尝试制作。教师巡视，帮助部分后进生。

（3）、教师请学生演示，对于学生在制作过程中遇到的问题给与点评。

设计意图：培养学生的探究实践能力，培养学生学习动画制作的兴趣。

4、巩固提高，课堂小结

（1）、教师总结本课的教学内容，点评学生在制作过程中遇到的问题。

（2）、请学生叙述GIF动画制作的主要步骤。

（3）、这节课我们学习制作了GIF动画，请同学们尝试一下用flash制作动画？

设计意图：巩固本节课所学习的内容，激发学生再学习的乐情。

四、教学反思：

1、通过本节内容的学习与实践体验，使学生掌握识别和获取动画素材的方法，并懂得在欣赏和获取动画素材时应尊重他人的著作权，在保存动画的过程中要进一步做好信息的存储与管理；

2、通过学习制作简单的GIF动画，让学生懂得网页中众多的GIF动画也是信息发布的形式之一。

Unit 7 Would you mind turning down the music ?

Analysis of Unit 7
Teaching goals:
1. 学习Would you mind doing sth ?这一句型，学会恳请对方对于某事如何表达歉意。
2. 本单元围绕“歉意、恳请”这一话题展开教学，以此培养学生的交际能力。
Important points :
A: Would you mind doing sth ?
B: I’m sorry .I’ll do it right away .
A: Would you mind not doing sth ?
B: Sorry. We’ll go and play in the park .
Difficult points :
比较: Would you mind (not) doing sth ?
Could you please do sth ?
Please do sth .
You have to do sth .
Structures:
Would you mind cleaning your room ?
I’m sorry .I’ll do it right away .
Would you mind moving your bike ?
No, not at all .I’ll do it right away .

Period 1

Teaching procedures:
Step 1 Assign the task
Write the following requests on the Bb :
Can you give me the book ?
Please give me the book .
Would you mind giving me your book .
Explain that the last example is a very polite way of making a request .
Step 2 Warm up Section A(1a-1c)
SB Page 52 ,1a .
1. Point to the four requests in the box .Say each phrase to the class and ask the Ss to repeat it .
2. Point to the picture .Ask Ss to write the letter of each request in the correct place in the picture .
3. Correct the answers .
SB Page 52 ,1b .
1. Point to the list of requests in activity 1a.Play the recording the first time .Ss only listen .
2. Play the recording a second time .Correct the answers .
SB Page 52 ,1c.
1. Ask two students to read the words in the sample dialogue in activity 1c. Say, You’ll work with your partner .Make requests .
2. Ask two pairs to say their conversations to the class .
Step 3 Pre-task Section A (2a-2c)
SB Page 53 ,2a .
1. Read the instructions with the students .Play the recording the first time .Ss only listen .
2. Play the recording a second time .Ask Ss to write the number of each conversation .
3. Correct the answers.
SB Page 53 , 2b .
1. Point out the five responses in activity 2b .Ask different Ss to read each one to the class .
2. Play the recording .this time ask Ss to fill in the letters of the pictures in front of the responses .
3. Correct the answers .
SB Page 53 , 2c .
Ask two Ss to read the words in the sample dialogue .Say, Make conversations like this about the information above .
Step 4 Grammar Focus
1. Review the grammar box .Ask students to say the statements and responses .
2. Ask students to talk about the differences among the different sentences .
Exercise: 汉译英:
a) 你介意把门关上吗？好的，我马上就办。
b) 你介意把收音机关小点儿声吗？不，一点也不。
c) 请不要在教室里大声说话好吗？对不起。
教学后记:




Period 2

Teaching procedures :
Step 1 Pre-task
SB Page 54 , 3a .
1. Read the instructions .Point to the pictures .Ask Ss to explain what is happening in each picture .
2. Point to the note .Ask Ss to read the note and fill in answers .
3. Check the answers .
SB Page 54 , 3b .
1. Read the instructions .Point out the list of requests and commands in the box .
2. Ask Ss to make conversation like the sample dialogue .
3. Ask several pairs to say one of their conversations to the class .
SB Page 54 , Part 4.
1. Ask Ss to complete the work in groups .
2. Ask a few students to share the sample conversation .


Homework : 完成对话

A: mind up ? You to help me in the kitchen .
B: OK .I’ll get up right . Do I have to the dishes .
A: Yes , and you have to help me dinner .
B: OK . When I finish , you help me my homework ?
A: Sure .
教学后记:

Period 3

Teaching procedures :
Step 1 Assign task
Teach the new words .
SB Page 55 , 1a .
1. Read the instruction and ask Ss to read each situation and think about the two questions .
2. Ask some students to share their answers with the class .Ask other students whether they agree with the opinions or not .
SB Page 55 , 1b .
1. Help the students understand that something that is unpleasant or something that bothers you is annoying .
2. Then ask the students to number the ideas from most annoying to least annoying .
3. Ask the class to vote on the most annoying item on the list .
SB Page 55 , 2a .
1. Read the instructions .Play the r4ecording .This time Ss only listen .Answer any questions they have about the recording .
2. Play the recording again and ask the students to write the number 1, 2 and 3 in front of the correct pictures .
3. Correct the answers .
SB Page 55 , 2b .
1. Say , Listen to the three conversations again .This time write the situations ,problems and solutions in the chart .
2. Point out the sample answers .Play the recording again .Ask Ss to fill in the answers on their own .You may need to pause the tape from time to time to allow students to write answers in their books.
3. Check the answers .
SB Page 55 , 2c .
1. Read the instructions .Point out the problems in activity 2b .
2. Ask one or two students to say the conversations to the class .
Step 2 While-task
SB Page 56 , 3a.
1. Read the article to the class .Ask Ss which words they don’t understand. Write these words on the board .
2. Ask students to underline the things that are annoying .Then have the students circle what people do when something annoying happen.
3. Correct the answers with the class .
SB Page 56 , 3b .
1. Look at each picture with the class .Ask different students to tell what is happening in each picture .
2. Read the instructions and ask students to complete the activity on their own .
3. Check the answers .
SB Page 56 , Part 4 .
1. This activity provides speaking ,listening and writing practice using the target language .
2. Ask students to complete the work in groups .
教学后记:




Period 4

Teaching procedures:
Step 1 Self Check
SB Page 57, Part 1 .
1. Ask Ss to fill in the blanks on their own .Check the answers.
2. Ask Ss to make their own sentences with the words ,preferably sentences that are meaningful .
SB Page 57, Part 2 .
1. Ask the students what might be annoying in the picture .
2. Ask the students to write the letter on their own .
3. Ask a few students to share their letters .
Step 2 While-reading
SB Page 58 , Section 1 .
1. Read the title .Ask the students to predict what they think the article is about based on the article .
2. Look at the picture .Ask students to describe what is happening in the picture .
SB Page 58 , Section 2 .
1. Encourage Ss to use the reading strategy of scanning for specific information .
2. Ask Ss to read the article carefully once time .Then ask Ss to raise their hands and say which words and sentences they don’t understand .Encourage Ss to read in contest ,guessing the meaning of words and phrases from the other words around them.
3. Ask the Ss to read the article again for comprehension .
SB Page 58 , Section 3 .
1. complete the task .Ss can work individually or in pairs .
2. Check the answers .
3. Practice students’ speaking and listening skills .
Homework: 词组翻译
1. 控制你的声音 2. 熄灭 3. 例如
4. 在公共场所 5. 捡起垃圾 6. 实际上
7. 排队 8. 变得气恼
教学后记: