unit1全单元教案

unit1全单元教案（精选6篇）

unit1全单元教案 第1篇

EEC版三年级英语上册教案 Lesson1 EEC版上册（三年级）Lesson1 What’s your name? 字母教学

教学目标与要求：

字母教学包括26个字母的读音、字母的辨认和字母的书写三项内容。小学英语字母教学的目标是在教师的指导下，让学生达到能辨认字母的音和形，能读准字母，能按正确的笔顺和规格书写，能按顺序背诵和默写字母，同时能初步掌握字母在单词中的发音，为进一步学习单词的读音和拼读打下基础。

教学意义：

语音、语法、词汇是语言的三大要素。字母是语音、词汇的基础，因而也是整个小学英语教学的基础。英语26个字母是记录语言的文字符号，是英语文字的最小书写单位，英语利用这26个字母拼写一切的词。英语26个字母的名称音中包含了英语48个音素中的24个音素，占全部英语音素的一半。在小学英语教学中，字母教学是入门阶段一项重要的教学内容，是培养学生英语素质的奠基工程。教学中，字母的教学意义重大，它是英语学习的开端，对于激发学生的学习积极性、智力开发，培养良好的听说读写的学习习惯，为学生进一步学习音标、单词、句子、课文，提高学生语言能力，为学生终身学习打下良好的基础都具有重要的意义。

教学步骤与实施建议：

1、学习字母的读音（1）听音

听音是模仿的第一步，是模仿的基础。先听音，后开口，听清发准，是字母教学的基本步骤，也是字母教学的根本方法。因为听的质量直接影响模仿的效果，所以教师在将字母的发音时一定要示范正确、清楚，语速要掌握好，可以先慢速，待学生掌握后，再用正常的速度示范发音。对于一些较难发音的字母，教师要适当地讲解字母的口型、舌位，发音的要领，发音的方法和技巧。教师在示范时还先应提出要求，要让学生反复静听，边听边注意老师的口形，并在心中模仿，为正确的发音打基础。要避免学生急于开口的心理，帮助学生掌握正确的学习策略，养成良好的学习习惯。

（2）模仿

模仿发音是学习字母的最基本有效的方法，是检测学生是否掌握准确的最好方法。教师在让学生模仿的时候要采用活泼的形式、直观形象的比喻，实物，图片，并且借助手势，动作等帮助学生发好音。要让学生反复，大量的实践。

2、字母在单词中的发音

学生学好字母，对学习语音和单词大有帮助。在讲字母时，渗透字母在单词中的一般发音规律，自然拼读规则，使学生逐渐了解每个字母在单词中都有他们各自的读音。为今后拼读单词、记忆单词打下良好的基础。

3、学习字母的书写

书写教学一开始就要严格要求，并且培养学生良好的书写习惯。教师在讲解时应注意： 讲解过程中让学生认真观察字母的笔顺，起笔和落笔，几笔写成，占几格，然后才让学

生模仿和操练。还要注意检查和评价相结合。检查学生的书写是否按照字母的笔顺和字

母在四线格中应占的位置书写。字母的大小、宽窄是否协调和谐。间隔是否均匀、适当。

培养学生正确的书写习惯，包括写字的姿势，放纸的位置等。

4、字母教学活动：

（1）象形字母：出示一些与字母相象的图案或实物，让学生用想象力去辨认，看看像什么字母。例如：

教师准备：与字母相象的图案或实物

学生准备：让学生将与字母相象的图案或物品带到学校，同学们相互猜。

（2）手指字母：用手，手指以及身体组合类似字母的形状，让大家猜。培养学生的想象和 表演能力。

（3）字母扑克和点名游戏：每个字母制作相同的两张牌，52张牌。A最小Z最大。具体的玩法参照扑克的打法，让学生读出字母的发音。一般适合2—6人玩。还可以利用这52张牌做点名游戏，比反应，熟练掌握字母的发音和形状。52张字母牌打乱之后，学生每人抽去一张，字母为学生的姓名，教师点字母名，持卡者回答Here I am.出错或慢者被收去卡片。坚持到规定时间为胜。教师准备：制作52字母扑克卡片

学生准备：在家制作相同的字母扑克，平时可以同学之间玩。

（4）不同材料的字母：让学生用绳子，珠子，石子或铁丝等物品组成各种字母。教师准备：绳子，珠子，石子或铁丝等材料。学生准备：绳子，珠子，石子或铁丝等材料。

（5）字母抽象画：看图，找出所藏的大小写字母，还可以让学生用大小写字母自创一副

图，与同桌找字母。

教师准备：准备有字母的抽象图。

学生准备：查找或自创有字母的抽象图。

课文教学：

教学内容分析：

课文内容： Hello, what’s your name ? Hi, my name’s Tutu.I’m Jack./I’m Lisa.Come here.Ok , mom.Good night.Good night.本节课是三年级起点的第一课，对于初学英语的孩子们来说，这节课很重要。因为第一次接触英语，孩子们一定会很感兴趣，也很好奇，如果在英语课堂上让孩子们感到轻松，有趣，好学，易学的话，会激发学生对英语浓厚的兴趣，建立自 信心，为今后英语的自主学习奠定坚实基础。教学目标和要求：

认识课文中的人物姓名。要求学生见面时会用英语问候和道别。懂得如何询问对方的名字和进行自我介绍。晚上道别时会使用英语说晚安。培养学生对英语的良好感知能力，逐渐养成好的听，说，读，写的好习惯。

课前准备：

教师准备：故事人物图片，磁带，名字卡片，字母卡片，贴有名字的小球，字母拼图卡，故事人物的头饰。

学生准备：课本，练习本。教学步骤与教学建议：

一、Warm up 1.Greeting 可参考下面方法和学生开始语言的学习（可以在推开门的时候，边挥手边用”hello, hi” 和学生打招呼。然后转身出门说，”Goodbye!”这样反复几次，学生便理解如何问候和道别了，他们会在第三次之后学会模仿着老师说，而且运用此种方法会极大地引起学生的学习的好奇心，增强了趣味性，在学生惊讶，疑惑，想象和模仿的过程开始第一节课。然后再示范发音，做动作，帮助学生理解意思并纠正他们的发音。）

2．Introduce yourself 介绍自己的名字My name is Mary.I’m Mary.出示名字卡片Mary.贴到自己身上。反复读自己的名字让学生记住老师的名字，引导学生和老师用英语打招呼。

二、New lesson: 1.New words: name what is my your Know the name: Tutu Jack Lisa Mom 2.Sentences: What’s your name? My name is.../I’m...三、Practice: 1．听录音介绍故事里的人物Tutu Jack Lisa Mom 2．机械练习：What’s your name? My name is.../I’m...Chant游戏“shu bi ,du bi , ba ba ba, shu bi ,du bi , ba ba ba, what’s your name ? My name ’s...”

3意义练习： 用故事里人物的名字和自己的名字做练习。4．游戏：“跳字母桥，说hello, 找名字”

教师在教室的地板上放两组字母桥，用学过的字母拼图成小桥。在小桥的终点处各放上一个装有名字的小球。教师站在小桥的中间，两组任意选两名学生参加游戏，边读字母桥上的字母，边向终点跳，最先到达终点的学生和老师击掌说Hello，即可得到一个有名字的小球。最后看哪个小组获得的名字小球最多即可获胜。老师便将这个名字送给获胜的同学。5．角色扮演

（1）听录音，模仿录音。

（2）小组练习，分角色扮演Tutu, Jack, Lisa（3）用头饰汇报表演。

四、反馈

小记者调查活动：每组选出两名学生当小记者（8人），到组里调查其他人的名字，记录到纸上。采访的人数多的那一个小组获得胜利。

unit1全单元教案 第2篇

2.Learn the words like that: ruler, pencil, eraser, crayon in English one by one.3.Read the words together.Step4 Practice 1.Game:

Say what is it in your pencil-box.--I have a pen.2.Teddy Bear asks: What’s this in English? Pupils say: eraser.Do as this.3.Let’s chant

a.Listen to the tape, teacher do it first.b.Let pupils follow teacher to do it and read Let’s chant.c.Do it after tape like:

--I have a ruler.– Me too.Step 5 Homework 1.Ask the student to copy and remember the new words.2.Listen to the tape after class.Bb Design:

Unit1 Hello!A Let’s learn Let’s chant

I have a ruler.a pencil.a crayon.an eraser.Unit 1 Hello!Lesson 2(Period 2)Teaching contents: A Let’s talk

Let’s play Teaching aims:

1.Try to make a self-introduction with the pattern “ I’m…”.2.Learn to use Hello, Hi to communicate with others.3.Learn to sing a song: Hello.Teaching methods: TPR, the Situational Approach Teaching steps : Step 1 Greetings 1.T: Good morning, boys and girls.Ss: Good morning, teacher.T: Welcome back to school.2.Listen to the song: Hello.Step 2 Warm-up T: How are you? Ss: I’m fine, thank you.And you? T: I’m fine, too.Thank you.Step 3 Presentation 1.Teacher shows and introduces a new friend: a bear.“Hello.I’m Zoom.You can call me Zoom.” Goes to the pupils seat and greets to them, shake the hands.2.Ask pupils to practice this dialogue and later ask some pairs come to the front to act.3.Listen and read after the tape, imitate the tape.4.Find a group of friends to make the conversation.Step4 Practice 1.Listen to the song: Hello and pass a box.If a

child get the box when the song is stopping, he(she)say: Hello(Hi)!I’m…

2.Some children who haven’t got the box stand up and introduce himself(herself): Hello(Hi)!I’m… Step 5 Homework 1.Ask the student to copy and remember the new sentences.2.Listen to the tape after class.Bb design:

Unit1 Hello!A Let’s talk Let’s play

1.Hello, I’m… 2.Hi, I’m…

Unit1 Hello Lesson three Teaching contents:

Let’s sing, Let’s find out, start to read Teaching aims: 1.After learning the letter song, the students know the pronunciations of 26 letters and know how to write them;2.Be able to say 26 letters in order and can find out the letters in “Let’s find out”

and can circle the same letters in“Start to read”.Important and difficult points: 1.Be able to say 26 letters in order；

2.After learning the letter song, the students know the pronunciations of 26 letters and know how to write them;

Teaching methods: TPR，Teaching process : Step one :Listen to the letter song, let the students have initial perception.Step two: Listen again, Try to sing the song together if you can sing it.Step three: Sing the song together and then sing it with a variety ways.Step four: Read the letters in “Start to read” and circle the same letters.Step five: Finish the exercises in “Let’s find out”

Step six: Homework:Try to sing the letter songs.Bb decign:

Unit 1 Hello letters Teaching Reflection: 这首ABC歌学生以前有接触过，再加上反复播放并操练，学生基本都掌握了歌曲和26歌字母的读音，但较为薄弱的是，个别字母的读音记得不够牢固，如个别学生会把Gg和Jj 混淆。所以还需在以后的课堂不断强化。

Unit1 Hello

Lesson four Teaching contents:

Let’s talk, Let’s play, Let’s check Teaching aims: 1.Be able to use the sentence “ What’s your name?”

to ask others names and use sentence “My name’s…” to introduce themselves.2.Be able to use “Goodbye” or “Bye” to say googbye.3.Can finish the exercise in “Let’s check”.Important and difficult points: 1.Be able to use the sentence “ What’s your name?”

to ask others names and use sentence “My name’s…” to introduce themselves.2.Be able to use “Goodbye” or “Bye” to say googbye.Teaching methods: TPR, the Situational Approach

Teaching process : Step one(Review): Ask several students to introduce themselves.Step two:(Warm-up): Ask and answer(ask some of the rest students “What’s your name?” and lead them to answer “ My name is …” Step three（Presentation）:

1)Listen to the tape and answer the questions: “What are their names?” and “ What do they say to Miss White?” 2)Read the dialogue after the tape.Step four(Practice): 1)Remember names: Ask five students to the lectern and use the sentence “ Hello, my name’s ….” to introduce themselves one by one and then ask one of the rest to come and say “ Hello….” If he/she say right, each of that five students say “Hello!” or say “No”.and the game continue.2)Say “Goodbye to your friends”: Each friend say “Goodbye” to you in the PPT and you say “Bye,…” to your friends as quickly as you can.3)Finish the exercise in“ Let’s check”.Step five(expansion): make a survey about your classmates’ English names: Go around and introduce yourself(Hello, My name is …)and try to know more about your classmates’ English names(Hello, what’s your name?)in one minute.Step six(Homework): 1)Try to act out the dialogue with your partner;3)Make a survery to know some of your friends’ English name.Bb decign:

Unit1 Hello(B Let’s talk)

Hello, I’m … What’s your name?-----

My name’s….Goodbye!------Bye,… Teaching Reflection: 开始拥有自己的英文名，学生很兴奋，迫不及待想自我介绍，同时也对同学的英文名感到好奇，特别想知道，所以在教学活动中，学生都比较积极投入，对本节课的两个对话内容也掌握的比较好，但个别同学对个别句子的整个结构理解比较含糊，如My name’s …个别学生会把’s这细节漏掉，说出“My name….” 所以还需在以后的课堂不断强化练习。

Unit1 Hello

Lesson five Teaching contents: Let’s learn, Let’s do, Read and count, Look and

match Teaching aims: 1.Be able to listen to, read and recognize these four words:(bag pen pencil box book).Important and difficult points: 1.Be able to listen to, read and recognize these four words:(bag pen pencil box book).Teaching methods: TPR, the Situational Approach

Teaching process : Step one(Review): Ask several students to introduce the things in their pencil box.Step two（Presentation）:

1)Show the teaching picture and ask the students to find out “What does Zoom have?”

2)Lead in the new words one by one and teach them to read.Step three 1)Bomb Game

2)Sharp eyes: What does Zip have? Look and say it as quickly as you can.3)Look or listen, and try to match(I say words and you show me the pictures quickly or I show you pictures and you say the right words.)4)Let’s do(①What stationeries can you hear? Listen and show me;②Listen and do the action together;③ Read and do the action together)5)Finish the exercise in “Read and count” and “ Look and match”.Step four（Expansion）: Introduce your bag(What’s in your bag?)Step five(Homework):

1)Finish the exercise about B Let’s learn;2)

Make a survey and find out what are in your classmates’ bags.Bb decign:

Unit 1 Hello(B Let’s learn)

bag(tip the picture of bag)

pen(tip the picture of bag)

pencil box(tip the picture of bag)

book(tip the picture of bag)Teaching Reflection: 本节课的个别单词，学生以为有接触过，所以学起来比较轻快，一节课过后，学生基本掌握了本节课的单词，个别学生对box 掌握不够好，会把它读成boss.往后的课堂要不断强化。

Unit1 Hello

Lesson Six Teaching contents: Main Scene, Story time Teaching aims: 1.Catch the main dialogue in main scene.2.Know the main meaning of “Story time” and can answer some questions about “Story time”.Important and difficult points: 1.Catch the main dialogue in main scene.2.Know the main meaning of “Story time” and can answer some questions about “Story time”.Teaching methods: TPR, the Situational Approach

Teaching process : Step one: Greeting Step two(Warm-up):Ask and Answer “Hello,What’s your name?” “My name is …” Step three(Presentation): 1)Look at the pictures in page 11 and answer the question“Who are they?”

2)Listen to the tape and answer the question“Is it Tutu?” and “Who’s there?” 3)Read after the tape

4)Watch the video and act out the dialogue.5)Watch the video about main scene and review the main sentences in this unit.Step four(Homework): Try to act out the story with your partner.Bb decign

Unit 1 Hello！

Hello/Hi!I’m ….What’s your name?----

I’m/ My name’s…

Good bye!---Bye,…

Teaching Reflection:

Unit2 Colours Lesson one Teaching contents: A Let’s talk, Draw and say Teaching aims: 1.Know the main meaning of dialogue, and can read the dialogue with the correct pronunciation.2.Be able to use “Good morning!” to greet people in the real situation.3.Be able to use the sentence “This is …” to introduce others.4.Can differentiate “Miss” and “Mr” and use them correctly.Important and difficult points: 1.Know the main meaning of dialogue, and can read the dialogue with the correct pronunciation.2.Be able to use “Good morning!” to greet people in the real situation.3.Be able to use the sentence “This is …” to introduce others.4.Can differentiate “Miss” and “Mr” and use them correctly.Teaching methods: TPR, the Situational Approach

Teaching process : Step one: Greeting Step two(lead in): 1.Show the picture of the morning sun, and lead the students to greet teacher and classmates.2.Then show the pictures of their familiar teachers and lead them to say “Good morning, Miss/Mr…” and help them to differentiate “Miss” and “Mr”.3.Show the pictures of the characters appear before and lead the students to use the sentence“ This is…” to introduce them.Step three(Presentation): 1.Show the pictures of Miss Green, Miss White and Mr Jones, Then ask them to find out each of them in the book of P14.2.Listen to the tape and the sentence in order.3.Read after the tape and act out it.Step four(Expansion): 1.Draw and say(take out the pictures you draw before and introduce the character.Step five(Homework):

1)Act out the dialogue with your partner.2)Introduce your families or friends to your classmates.Bb decign:

Unit2 Colours

Mr/Miss… This is …----

Good morning, Mr/Miss…---

Good morning!Teaching Refection:

Unit2 Colours Lesson two Teaching contents: A Let’s learn, Let’s do

Teaching aims: 1.Be able to read and recognize the colour words.Important and difficult points: 1.Be able to read and recognize the colour words.Teaching methods: TPR, the Situational Approach

Teaching process : Step one: Greeting

Step two:(lead-in): Watch the video about “Let’s sing” and lead in the picture of rainbow.And ask the question“ What color is the rainbow?” “,How many colours are there?”, “What are they? ”

Step three(Presentation): 1.Look at the picture and learn the new words one by one.Step four(Practice): 1.Show the pictures and ask “What color do you see?” and lead the students to answer “I can see…”

2.Look or listen, and say or do(I show the color crayon, and you say the right color word, or I say “ Show me….” And you choose the right one and show me.3.Listen to the tape about “Let’s do” and find out the colors mentioned.4.Listen again and put the crayons in the right order.5.Read after the tape and then read together with action.Step five(Expansion): 1.Look at the picture and say the color of the things.Step six(Homework): 1.Draw a picture and color it.Bb decign:

Unit2 Colours

I can see red

yellow

green

unit1全单元教案 第3篇

传统的数据包络 (DEA) 模型[1,2,3,4]是在确定性数据环境下判断决策单元 (DMU) 是否位于生产可能集“前沿面”上。但在现实决策中, 因受统计误差、决策偏好以及决策者有限理性的限制, 许多观测数据或者限制变量的数据都不是确定的, 常借助主观估计或定量预测获得。基于此, 便有了不确定属性的DEA模型的诞生和发展[5,6,7,8,9,10]。其中, 由Cooper等提出的IDEA模型 (imprecise DEA) [5]作为不确定属性DEA模型的一般框架最具有代表性。由于IDEA是非线性模型, 难以直接计算, 因此, 后续研究主要是集中在对不同IDEA模型的转化运算上[6,7,8,9,10,11,12,13,14,15,16,17,18]。此外, 因为区间数据在不确定决策中的应用广泛, 且理论成熟, 因此, 相关研究主要集中在区间属性IDEA模型 (简记:I-DEA) 的处理和应用上[11,12,13,14,15,16,17,18], 尤其是区间属性DMU效率全排序上[13,14,15,16,17,18]。

在现有的I-DEA模型处理方法中[5,6,7,8,9,10,11,12,13,14,15,16,17], 由Despotis和Smirlis提出的方法[12]由于构造合理、简单易懂以及应用效果较好, 得到有效认可和应用[16,17,18]。但由其所获的效率区间存在效率拥挤, 无法实现效率全排序或者无法保证全排序的有效性, 文献[11,12,13,14,15,16,17]存在同样的问题。此外, Zhu在指出Cooper等的转化方法[5,6,7]不足基础上, 提出了更为简单的转化方法, 但存在更严重的效率拥挤, 多数效率结果为“1”[8,9,10]。总结原因, 是由于没有考虑指标值在区间范围取值使得指标取值更具有不确定性和灵活性。在最新研究中, Jahanshahloo等提出基于蒙特卡罗模拟方法实现I-DEA决策单元全排序, 避开了效率拥挤, 但现实可操性较差[18]。

本文本着可操性, 对I-DEA模型进行超效率扩展, 并把它转化成一对确定性的超效率DEA模型来求解用于全排序的非拥挤超效率区间。且针对不同的决策环境, 分别基于赫威斯决策准则和可能度原理, 建立了可供选择的区间属性DMU效率水平的全排序方法。

2 非拥挤效率区间的求解模型建立

在利用传统DEA对一组区间属性DMU进行评价时, 所有指标在区间任意取值后所组成的每个确定的数据组合便对应着一个确定DMU效率值集合。通过不同的取值组合, 如果被评价的DMU仍然位于前沿面或和距离前沿面的距离不变, 那么该DMU的效率值就没有变, 因此可能存在任意一个效率值对应着无数的数值组合, 即存在“效率拥挤”。此时所得的效率区间便不服从均匀分布, 不能直接利用传统区间数比较的方式对它们排序, 如[13]、[15]。如果从优化角度分析, 由于各DMU的各指标值在取值区间随意变动, 加上效率计算模型DEA是乐观考虑被评价的DMU和权重取值的灵活性, 在限定效率不大于“1”的情况下, 会使指标值的组合倾向取得最大的效率值, 即向“1”靠近。显然, 用传统DEA处理区间数据, 不免在效率值“1”处存在“拥挤”, 如[12]、[13]、[15]。尤其是多个DMU同时参评时, 整个效率区间都为有效和部分有效[12]的DMU便会较多 (详见本文实例) , 这样就无法区分这些DMU的效率水平[11,12,13,14,15,16,17]。此处不妨把上述现象统称为“效率区间拥挤”, 其中包括效率区间上限拥挤以及整个效率区间拥挤。本文通过引入超效率模型[19]来避免效率区间拥挤。

超效率模型扩大了在传统DEA模型中效率等于“1”的DMU目标值的取值范围, 使有效DMU效率取值不小于“1”。这样在一定程度上增加了自评因素, 突破了有效DMU效率值被其他DMU的束缚, 使被评价DMU从更加乐观的角度出发考虑自身效率值, 并为比较有效DMU的效率水平的提供了有效途径。

当对第jo个DMU被进行效率分析时, 对应的超效率区间模型 (I-DEA) SUP如下:

$(\text{Ι}-\text{D}\text{E}\text{A}){}_{\text{S}\text{U}\text{Ρ}}\{\begin{array}{l}\max h{}_o={\displaystyle \sum _{r=1}^s\mu }{}_r[\underset{¯}{y{}_{rj{}_o}},\overline{y{}_{rj{}_o}}]\\ \text{s}.\text{t}.{\displaystyle \sum _{i=1}^m\omega }{}_i[\underset{¯}{x{}_{ij}},\overline{x{}_{ij}}]-{\displaystyle \sum _{r=1}^s\mu }{}_r[\underset{¯}{y{}_{rj}},\overline{y{}_{rj}}]\ge 0\\ j=1,2,\cdots ,n;j\ne j{}_o\\ {\displaystyle \sum _{i=1}^m\omega }{}_i[\underset{¯}{x{}_{ij{}_o}},\overline{x{}_{ij{}_o}}]=1\\ \mu {}_r\ge \epsilon ,\omega {}_i\ge \epsilon ,\forall r,i\end{array}$

其中, $x{}_{ij}=([\underset{¯}{x{}_{ij}},\overline{x{}_{ij}}]){}_{1m}^{{\rm T}}$和$y{}_{rj}=([\underset{¯}{y{}_{rj}},\overline{y{}_{rj}}]){}_{1s}^{{\rm T}}$分别为输入指标值和输出指标值;ωi和μr分别为输入和输出对应的可变的权重系数;ε为非阿基米德无穷小量, 下同。显然, 模型 (I-DEA) SUP是一非线性数学规划, 需要转化后计算。

Despotis和Smirlis[12]直接基于原始数据, 分别本着乐观和悲观的态度, 把非线性的I-DEA模型化成一对线性规划 (IP) CCR和 (IP) CCR来求解普通效率区间上限和下限, 但存在因指标取值不确定导致的区间效率拥挤[16,17,18] (也可见本文实例) 。现根据Despotis和Smirlis[12]的转换过程把 (I-DEA) SUP转换成一对线性规划 (IP) SUP和 (IP) SUP求解, 来估计不存在拥挤的超效率区间$h{}_o=[\underset{¯}{h{}_o},\overline{h{}_o}]$。

$(\text{Ι}\text{Ρ}){}_{\overline{\text{S}\text{U}\text{Ρ}}}\{\begin{array}{l}\max \overline{h{}_o}={\displaystyle \sum _{r=1}^s\mu }{}_r\overline{y{}_{rj{}_o}}\\ \text{s}.\text{t}.{\displaystyle \sum _{i=1}^m\omega }{}_i\overline{x{}_{ij}}-{\displaystyle \sum _{r=1}^s\mu }{}_r\underset{¯}{y{}_{rj}}\ge 0\\ j=1,2,\cdots ,n;j\ne j{}_o\\ {\displaystyle \sum _{i=1}^m\omega }{}_i\underset{¯}{x{}_{ij{}_o}}=1\\ \mu {}_r\ge \epsilon ,\omega {}_i\ge \epsilon ,\forall r,i\end{array}$

$(\text{Ι}\text{Ρ}){}_{\underset{¯}{\text{S}\text{U}\text{Ρ}}}\{\begin{array}{l}\max \underset{¯}{h{}_o}={\displaystyle \sum _{r=1}^s\mu }{}_r\underset{¯}{y{}_{rj{}_o}}\\ \text{s}.\text{t}.{\displaystyle \sum _{i=1}^m\omega }{}_i\underset{¯}{x{}_{ij}}-{\displaystyle \sum _{r=1}^s\mu }{}_r\overline{y{}_{rj}}\ge 0\\ j=1,2,\cdots ,n;j\ne j{}_o\\ {\displaystyle \sum _{i=1}^m\omega }{}_i\overline{x{}_{ij{}_o}}=1\\ \mu {}_r\ge \epsilon ,\omega {}_i\ge \epsilon ,\forall r,i\end{array}$

3 不同决策环境下的全排序方法

依据规划 (IP) SUP和 (IP) SUP求得参评DMU的超效率区间$h{}_j=[\underset{¯}{h{}_j},\overline{h{}_j}](j=1,2,\cdots ,n)$, 若分别记$E{}^{+}=\{D{\rm M}U{}_j|\underset{¯}{h{}_j}\ge 1,j\in J\},E{}^{{\rm M}}=\{D{\rm M}U{}_j|\underset{¯}{h{}_j}<1$且$\overline{h{}_j}\ge 1,j\in J\},E{}^{-}=\{D{\rm M}U{}_j|\overline{h{}_j}<1,j\in J\}$ (其中J代表DMUj的下角标组合{1, 2, , n}) , 那么建立在超效率的区间$h{}_j=[\underset{¯}{h{}_j},\overline{h{}_j}]$上的DMU有效分类标准:在整个超效率区间, 当DMUjo对输入和输出的任何组合都有效时, DMUjo∈E+;当DMUjo仅对输入和输出的部分组合有效时, DMUjo∈EM;当DMUjo对输入和输出的任何组合都无效时, DMUjo∈E-.

首先根据分类标准, 存在Hj (j|DMUj∈E+) >Hj (j|DMUj∈EM) >Hj (j|DMUj∈E-) , 其中Hj (j=1, 2, , n) 表示参评DMU的效率水平。如果获得的超效率区间是远离关系, 直接便可对同属于一个效率分类集合的DMU的效率区间排序。但超效率区间之间时有交叉或包含关系, 不能直接利用它们对DMU的效率水平进行排序。考虑到评价指标值的组合是指标在取值区间等可能取值获得, 并因超效率扩展后不存在区间效率值拥挤, 因此本文不妨假设效率值在超效率区间服从均匀分布。基于此, 从以下两个角度讨论不同决策环境下的超区间效率的有效排序方法。

3.1 第一个排序方法考虑决策者偏好

若设α (0α1) 表示决策者的乐观程度, α越大说明决策者越乐观。若用hj表示第j个决策 (或方案) 的效率 (或收益) 在各种决策状态下等可能取到的离散值集合, 则赫威斯决策准则为$\underset{j}{{\displaystyle \max }}[\alpha \max (h{}_j)+(1-\alpha )\min (h{}_j)]$。可见乐观系数α一定时, Hj=αmax (hj) + (1-α) min (hj) 的值体现了第j个参评DMU效率 (或收益) 的大小。由于效率区间$[\underset{¯}{h{}_j},\overline{h{}_j}](j$为同属一个有效分类集合DMU的下标) 内的数据视为均匀分布, 即等可能取值, 因此不妨把效率区间$[\underset{¯}{h{}_j},\overline{h{}_j}]$离散化 (此时$\max (h{}_j)=\overline{h{}_j},\min (h{}_j)=\underset{¯}{h{}_j})$, 则${\rm H}{}_j=\alpha \overline{h{}_j}+(1-\alpha )\underset{¯}{h{}_j}$, 显然可根据Hj的大小对参评DMU进行效率区间大小排序。文献[13]提出了该方法体系, 但它忽略了该方法需要以效率区间的内效率值服从均匀分布为前提。

此外, 对任意两个区间效率$h{}_i=[\underset{¯}{h{}_i},\overline{h{}_i}]$与$h{}_j=[\underset{¯}{h{}_j},\overline{h{}_j}]$, 式 (1) 成立。

$\begin{array}{l}{\rm H}{}_i-{\rm H}{}_j\\ =\alpha [\max (h{}_i)-\max (h{}_j)]+(1-\alpha )[\min (h{}_i)-\min (h{}_j)]\\ =\alpha (\overline{h{}_i}-\overline{h{}_j})+(1-\alpha )(\underset{¯}{h{}_i}-\underset{¯}{h{}_j})\end{array}(1)$

若两个区间效率交叉, 不妨设$\underset{¯}{h{}_j}<\underset{¯}{h{}_i},\overline{h{}_j}<\overline{h{}_i}$, 根据式 (1) , 显然对任意α (0α1) 都存在Hi-Hj>0, 即存在效率优先关系DMUi≻DMUj (“≻”表示二元优先符号) 。因此, 在效率区间大小比较时, 首先利用式 (1) 直观对交叉效率区间进行优先关系初次排序, 此时无需考虑决策者乐观程度的影响;若两个效率区间相包含, 同时不妨设$\underset{¯}{h{}_i}<\underset{¯}{h{}_j}<\overline{h{}_j}<\overline{h{}_i}$, 由于式 (1) 右端$(\underset{¯}{h{}_i}-\underset{¯}{h{}_j})$和$(\overline{h{}_i}-\overline{h{}_j})$值一定, 因此式 (1) 右端正负由受决策者乐观系数α (0α1) 的决定。因此, 在对某些决策持冒险或保守态度的决策者来讲利用“赫威斯决策准则”是一个较为有效的方法。同时, 既然决策结果受乐观系数α (0α1) 的影响, 因此可以考虑对决策结果受决策者乐观程度影响进行灵敏度分析, 其对多方案决策者有着重要的意义。

3.2 第二种排序方法不考虑决策者偏好

既然效率区间视为均匀分布, 因此根据概率大小比较表示效率区间大小的可能性程度 (possibility degree) 对区间数排序是较为合理的方法。不妨记任意两个效率区间分别为$h{}_i=[\underset{¯}{h{}_i},\overline{h{}_i}]$与hj=$[\underset{¯}{h{}_j},\overline{h{}_j}]$, 若记hi≥hj的可能度为pd (hi≥hj) , 依据均匀分布函数性质, 可以得到在$\overline{h}{}_i\ge \overline{h{}_j}$时可能度pd (hi≥hj) (证明过程从略)

$\begin{array}{l}pd(h{}_i\ge h{}_j)\\ =\{\begin{array}{l}\frac{\overline{h{}_i}-\overline{h{}_j}}{\overline{h{}_i}-\underset{¯}{h{}_i}}+\frac{\overline{h{}_j}-\underset{¯}{h{}_i}}{\overline{h{}_i}-\underset{¯}{h{}_i}}\cdot \frac{\underset{¯}{h{}_i}-\underset{¯}{h{}_j}}{\overline{h{}_j}-\underset{¯}{h{}_j}}+\frac{1}{2}\cdot \frac{\overline{h{}_j}-\underset{¯}{h{}_i}}{\overline{h{}_i}-\underset{¯}{h{}_i}}\cdot \frac{\overline{h{}_j}-\underset{¯}{h{}_i}}{\overline{h{}_j}-\underset{¯}{h{}_j}},\\ \underset{¯}{h{}_j}<\underset{¯}{h{}_i}<\overline{h{}_j}\overline{h{}_i}\\ 1,\underset{¯}{h{}_i}\ge \overline{h{}_j}\\ \frac{\overline{h{}_i}-\overline{h{}_j}}{\overline{h{}_i}-\underset{¯}{h{}_i}}+\frac{1}{2}\cdot \frac{\overline{h{}_j}-\underset{¯}{h{}_j}}{\overline{h{}_i}-\underset{¯}{h{}_i}},\underset{¯}{h{}_i}\underset{¯}{h{}_j}<\overline{h{}_j}\overline{h{}_i}\end{array}(2)\end{array}$

相应地, hj≥hi的可能度ph (hj≥hi) 为

$\begin{array}{l}pd(h{}_j\ge h{}_i)\\ =\{\begin{array}{l}\frac{1}{2}\cdot \frac{\overline{h{}_j}-\underset{¯}{h{}_i}}{\overline{h{}_i}-\underset{¯}{h{}_i}}\cdot \frac{\overline{h{}_j}-\underset{¯}{h{}_i}}{\overline{h{}_j}-\underset{¯}{h{}_j}},\underset{¯}{h{}_j}<\underset{¯}{h{}_i}<\overline{h{}_j}\overline{h{}_i}\\ 0,\underset{¯}{h{}_i}\ge \overline{h{}_j}\\ \frac{\underset{¯}{h{}_j}-\underset{¯}{h{}_i}}{\overline{h{}_i}-\underset{¯}{h{}_i}}+\frac{1}{2}\cdot \frac{\overline{h{}_j}-\underset{¯}{h{}_j}}{\overline{h{}_i}-\underset{¯}{h{}_i}},\underset{¯}{h{}_i}\underset{¯}{h{}_j}<\overline{h{}_j}\overline{h{}_i}\end{array}(3)\end{array}$

由式 (2) 和式 (3) , 可得到由效率区间两两之间比较得到的可能度pdij=pd (hi≥hj) (i, j=1, 2, , c) 组成比较矩阵PD。显然存在pdii=0.5和pdij+pdji=1, 可见比较矩阵PD是一个对角互补判断矩阵[20]。由于判断矩阵在满足一致性的条件下获得的排序结果才更加可信准确, 因此本文采用文献[20]中的转化公式 (4) 把比较矩阵PD转化成一致性比较矩阵$\overline{\text{Ρ}\text{D}}=(\overline{pd}{}_{ij}){}_{cc}$, 再对矩阵$\overline{\text{Ρ}\text{D}}$按行加和后归一化, 便得到所有DMU的效率水平的排序向量。

$\overline{pd}{}_{ij}=\frac{{\displaystyle \sum _{k=1}^c(}pd{}_{ik}-pd{}_{jk})}{2(c-1)}+0.5,i,j=1,2,\cdots ,c(4)$

由此转换得到的加型模糊一致性判断矩阵符合人类决策思维的一致性, 并且具有很好的鲁棒性和中分传递性[20]。

4 实例分析

4.1 实例1:排序方法的有效性检验

为了增加可比性, 先选用文献[12]中的实例数据 (表1) 来验证本文排序方法的有效性。通过EXCEL-SOLVER处理表1中的实例数据 (此时, 取ε=10-10) , 容易获得表2所示的DMU在效率区间、有效程度排序及效率分类等结果。不难发现, 通过文献[12]中提供的 (IP) CCR与$(\text{Ι}\text{Ρ}){}_{\underset{¯}{\text{C}\text{C}\text{R}}}$得到的效率区间与通过本文建立的 (IP) SUP与 (IP) SUP得到超效率区间相比, 前者区分度较差, 出现效率拥挤, 尤其是区间上限, $\overline{h{}_j}(j=1,2‚3‚5)=1$, 因此不易依据这些拥挤的效率区间排序。从DMU效率分类结果分析, 结果与文献[12]相符:DMU5为区间有效, DMU4为区间无效, 而DMU1, 2, 3都为区间部分有效。说明依照本文提出的超效率区间进行DMU效率分类的可行性。同时根据效率分类组合间的关系, DMU的效率水平首先在分类组合层次上应满足Hj (j=5) >Hj (j=1, 2, 3) >Hj (j=4) , 即在效率水平偏序关系上DMU5≻DMU1, 2, 3≻DMU4. 再由表2所示, DMU1, 2, 3的超效率区间$[\underset{¯}{h{}_j},\overline{h{}_j}](j=1,2,3)$之间显然都是交叉关系, 因此利用方法一中的式 (1) 和方法二都容易得到DMU3≻DMU2≻DMU1, 无须考虑乐观系数α (0α1) 取何值。因此不难得到参评的五个DMU效率水平偏序关系完全排序:DMU5≻DMU3≻DMU2≻DMU1≻DMU4.

4.2 实例2:排序方法的比较和灵敏度分析

由于实例1本身特点限制, 在效率水平比较时没有体现排序方法一和方法二的区别;并且, 实例1中DMU对应的超效率区间都是交叉关系, 无需考虑判断者偏好的影响, 也就无法利用方法二效率水平排序相对于乐观程度系数α的灵敏度分析。此处再引用文献[15]中实例数据 (表3) 对排序方法进一步分析, 并借此例分析Zhu处理区间DEA方法基础超效率扩展的优越性[8,9,10]。利用EXCEL-SOLVER对表3中的实例2数据进行处理, 得到表4所示的结果。可见由 (IP) CCR和$(\text{Ι}\text{Ρ}){}_{\overline{\text{C}\text{C}\text{R}}}$获得的区间DEA的普通效率区间的上限都为“1”, 即效率拥挤现象相对实例1更为严重, 基于这些效率区间的全排序显然更加有失可信性。但依据本文建立的规划 (IP) SUP和 (IP) SUP求解得到的超效率区间有效避免了效率拥挤, 具有较好的区分度 (表4所示) 。

根据超效率区间DEA的有效分类准则, 7个DMU都为“区间部分有效”, 无需进行效率分类。同时这7个超效率区间之间不但存在交叉还有包含关系, 此时利用方法一排序便需要考虑乐观系数α值的影响。由方法一的三种特殊情况 (乐观系数α值分别取0、0.5、1三种特殊情况) 和方法二对7个DMU的效率水平全排序见表4所示。

若使式 (1) 右端项式为“0”, 即$\alpha (\overline{h{}_i}-\overline{h{}_j})+(1-\alpha )(\underset{¯}{h{}_i}-\underset{¯}{h{}_j})=0$, 把上述三对存在效率区间包含关系的DMU效率区间代入该式, 可得到临界的乐观系数值分别为:0.1688、0.4306、0.9867。这样, 得到如下关于DMU效率水平排序相对乐观系数取值大小的灵敏度分析的结果:

当0α<0.1688时, DMU7≻DMU3≻DMU6≻DMU2≻DMU5≻DMU4≻DMU1;

当0.1688<α<0.4306时, DMU7≻DMU6≻DMU3≻DMU2≻DMU5≻DMU4≻DMU1;

当0.4306<α<0.9867时, DMU7≻DMU6≻DMU3≻DMU5≻DMU2≻DMU4≻DMU1;

当0.9867<α1时, DMU7≻DMU6≻DMU3≻DMU5≻DMU2≻DMU1≻DMU4.

可见, 效率区间的排序结果受决策者偏好程度影响较大, 因此当需要考虑决策者偏好时, 方法一是一种有效的决策方法, 否则, 方法二更加客观。如果决策者非常乐观或者有较大冒险偏好时, 直接利用“最乐观排序方法”就可以, 即直接基于最优性规划 (IP) SUP的结果排序。

此外, 在利用方法一对实例2中7个DMU效率排序前, 可根据效率区间交叉关系对参评DMU的效率水平进行如下直观的初步排序:DMU7≻DMU6, 3≻DMU5, 2≻DMU1, 4. 不难发现“DMU3和DMU6”“DMU5和DMU2”以及“DMU1和DMU4”之间的效率区间是包含关系, 只能采用式 (1) 进行具体计算比较排序。同时需要注意, Zhu从最优化角度出发基于最乐观原则把区间DEA模型转化成线性的DEA模型[8,9,10], 实质上就是规划 (IP) CCR, 即Despotis和Smirlis转化模型的乐观模型[12]。若以此规划对实例1和实例2的DMU效率排序, 则效率值向量分别为ECCR1 (表2) 和ECCR2 (表4) 。显然区分度非常差, ECCR1中5个元素4个为1, ECCR2中7元素都为1。可见基于Zhu的转换模型[8,9,10]获得的效率值无法对DMU效率进行区分排序, 同时在效率状态的区分上由于严重的效率拥挤, 也失去了现实意义。但若考虑规划 (IP) SUP是 (IP) CCR超效率扩展, 把Zhu的转换成线性模型[8,9,10]进行超效率扩展, 即本文提出的 (IP) SUP. 那么基于该模型的实例1和实例2的超效率值组成的向量分别为ESUP1 (表2) 和ESUP2 (表4) , 显然有较好的区分度, 可以获得参评DMU全排序。由于该方法是在Zhu的乐观准则[8,9,10]上的超效率扩展, 因此称为“最乐观排序方法”。

5 讨论

本文借助超效率的优点, 弥补了现有区间DEA模型[8,9,10,11,12,13,14,15,16,17]在决策单元效率区分上的不足。并分别借助赫威斯决策准则和可能度的性质实现了不同决策环境中区间属性DEA模型下决策单元的效率水平的全排序, 同时建立了基于超效率区间的决策单元分类标准。

最后比较实例中的所有排序结果, 不难发现有以下两个巧合:

①基于方法一在α=1时的排序和“最乐观排序方法”排序结果相同。原因是两者都是基于规划模型 (IP) SUP, 这正与α=1时表示决策是从最乐观最冒险的角度出发相吻合。“最乐观排序方法”是基于Zhu的从最优化角度出发采用最乐观原则把非线性的区间DEA模型转化成线性的DEA模型的超率扩展, 由于超效率本身又进一步从乐观角度考虑了被评价单元的效率, 因此, 若再考虑传统DEA本身也是从被评价单元的乐观角度出发 (有利角度) 来评价决策单元效率的, “最乐观排序方法”便是从三层乐观角度来处理区间的DEA。

②从表4的排序方法看, 利用方法二排序和利用方法一在α=0.5时排序结果相同, 从而说明方法二排序是从折中角度对决策单元进行综合评价的, 其客观性更强, 受决策者偏好影响小, 此时做出的决策更加谨慎, 这也是乐观系数α在现实的常规偏好决策中值取0.5的缘故。

unit1全单元教案 第4篇

【关键词】运用 模仿 游戏

教材分析：本单元的主要语言功能是谈论他人的作息时间和活动。这节课的主要教学任务是让学生学会怎样制定作息时间表。

学情分析：本课内容主要是运用“At ，I .”这个句型表达在某个时间做某事， 通过课文的学习，重点句型的操练，然后创设真实的语言环境，让学生更好的感知语言，通过活动巩固并运用语言。

教学目标：

语言知识目标：

1.全体学生能听懂、能说 “ get up， go to school， have lunch， play football”. 部分学生会用： poster.

2.全体学生能听懂、能说“At__， I______.”运用句型谈论自己一天的主要作息时间和活动。

语言技能目标：

1.能够理解课文的大意，流利的模仿、朗读课文。

2.能够运用核心句型和词汇制定作息时间表，通过拓展描述内容，提高学生综合运用语言的能力。

情感态度目标：

通过课文的学习，让学生乐于学习英语，感知要在正确的时间做正确的事，养成良好的生活习惯。

教学重点和难点：

1.听懂、会说 “ get up， go to school， have lunch， play football”.

2.有关他人作息时间和主要活动的表达，能够理解课文的大意，流利的模仿、朗读课文。

3.通过学习，能够制定自己的作息时间表。

教学过程：

一、Warm-up

1.Greetings.

2. Play a game：Say“Hello” to numbers.

3.Review the numebers.

设计意图： 通过师生问候和游戏等让学生尽快进入状态。通过数字的复习来为后面时间的表达做铺垫。

二、Lead-in

1.Listen and tell the time you hear.

2.Find the time in the text then write the time on the blackboard.

设计意图：把学过的知识提炼出来，让整个课文化难为易。

三、Presentation

1.Learn the new phrases.

T： Do you want to know what does Sam do on these times？At 7/8/12/4，What does Sam do？

Ss： “get up， go to school， have lunch， play football”

设计意图：通过问题引导，学生了解课文，初步感知今天的目标句型。并且初步感知在某个时间从事的活动。

2. Learn the key sentences and drill.

At 7， I get up. At 8，I go to school. At 12，I have lunch. At 4，I play football.

3. Text learning.

1）Listen and repeat.

2）Read the text all together.

3）Role play（group work）.

4）Game： Make the right sentences and read the sentences.

设计意图：通过翻牌游戏的形式，帮助学生在活动中完成对重点句型的理解和掌握。另一方面教育学生要在正确的时间做正确的事情，养成良好的生活习惯。

四、Practice

1. Guess ？What does teacher do at 7/8/12…（Introduce teachers time table）.

2. Make own time table.

1）survey in group and then make their own time table.

2）Show the time table.

设计意图：通过猜一猜老师的作息表，引导学生巩固课文，同时利用同学们制作自己作息表的形式来引导学生用英语做事。

五、Homework

unit1全单元教案 第5篇

1. genius n.1)天才 [u] 可加a

be a genius at sth. 做某事是天才

have a genius for (doing) sth.又(做)某事的天才

He had a wonderful genius for painting./mathematics.

2) 有天才的人 [c]

Shakespeare is a genius.

He is considered to be a genius at maths.

2. undertake (undertook, undertaken)

1)着手做；从事；承担(责任)作某事start on work ;

take up a position

undertake n. /pron.

to do

We could undertake the job for the time being.

He undertook the leadership of the team.

We cannot undertake to do that.

2)同意，答应（做谋事）

undertake to do

agree /promise to do

He undertook to finish the job by Friday.

He undertook to improve the working arrangements.

3)保证（跟从句）ensure

We cannot undertake that we shall finish it in time.

I can undertake that you will enjoy it.

3. obvious adj. 明显，显而易见easy to understand; clear

It is obvious that

It was obvious that he was not going home.

It is obvious that he is lying.

obviously adv. 显而易见地can be easily seen

Obviously you didn’t read it.

4. curious adj. 好奇的，好求知的，爱打听隐私的

be curious about

to do

The boy was curious about everything he saw.

He was curious to know what was happening in the office.

curiously adv.好奇地，说也奇怪

Philip looked curiously at the people.

Obviously enough he had never seen the little girl.

5. debate n.辩论；争论 [c]

a long debate

vi. 1) debate about sth.

argue with sb.

quarrel

I debated (about) the question with Mary.

考虑，讨论（如何好）

debate whether to do

whether

I debate whether to accept the job.

We were debating where we should go.

I’m just debating whether to go or stay.

2)argue sb. into (out of ) doing说服某人做（不做）某事

He argued her into( out of ) going.

6. promising adj. 有希望的,有前途的

a promising leader

v.1)答应;许下诺言

promise sb. sth 接双宾语

to do

that

He promised his daughter a present for her birthday.

You must promised me to take a thorough rest.

I had promised Mary to attend the show.

You must promise me that you won’t do that again.

比较: He promised me to go.

He permitted me to go.

2)有希望,可能会(有)

It promises to be fine tomorrow.

This promises to be an interesting evening.

The clouds promise rain.

The sky promised a storm.

come true

continue fine

turn out to be

stay/keep/remain

7. research n. v.探索,调查,研究

do research in/into 对 进行研究

make on 在方面进行研究

carry out

he has done a good deal of research on that subject.

research into/on

He is researching into the reading problems of young school children .

to research into (on ) the effects of cigarette smoking.

8. disable vt.使丧失能力

disabled adj. 有残疾的

the disabled 有残疾的人

disability n. 残废people with disability

He was disabled in the accident.

An accident disabled him from playing football.

The disabled are to receive more money.

9. seek (sought, sought) vt.i.寻找，探求，追求（多用书面语）

seek opportunities/employment/advice

seek to do设法，企图，试图

I have never sought to hide my views.

We sought to change his mind.

search for/ look for/ hunt for

10. observe v.

1)注意到,观察

observe n./ pron.

sb./sth. doing

sb. / sth. do/ to be

that

They are observing stars.

They were observed entering the bank.

They didn’t observe Peter come in and go upstairs.

The only thing that I have observed to be without limit is the businessman’s desire for profits.

We observed that it had turned cloudy.

2）遵守

The doctors observe this rule.

3)庆祝，过（某种节日）=celebrate

Do they observe/celebrate Christmas in that country?

11. match v.

1)和较量,让和比赛

He matched his brother against (with) the champion.

2)相配=go with

She matched the carpet with some very nice curtains.

These shoes do not match; one is large and the other is small.

相等，发现，（找到）相等物

链接：go with/suit/fit/agree with

12. patient adj. 耐心的

patiently adv. 耐心地

patience n. 耐心，忍耐力 [u]

1) be patient with sb. 对某人耐心

You are very patient with me.

Just be patient a while.

2)The girl waited patiently for his decision.

3) He had no patience with her.

He showed the greatest patience.

13. experiment n. v.

1)试验，实验[c]

carry out experiment in chemistry

perform

do

2)试验(总称)[u]尝试

Some people learn by experiment and others by experience.

Making a difference有所作为

WARMING UP

1. Albert Einstein (1879-1955), was born in Ulm Germany, German-born American physicist and won the Nobel Prize. Best known for his theories of relativity. He is perhaps the most well-known scientist of the 20th century.

2. Marie Curie (1867-1934), Polish scientist, was born in Warsaw. She got married in 1895 with the French physicist, Pierre Curie. The Curies together with another scientist obtain the Nobel Prize for Physics in 1903. In 1911 she again got the Nobel Prize but for chemistry.

3. Thomas Alva Edison （1847-1931）was born in Ohio, a great American inventor. When he was a child, he was always asking questions and trying out new ideas. No matter how hard it was, he never gave up. He would keep trying out different ideas until he invented what he wanted. When he invented an electric light. He tried over two thousand materials before discovering one that would work. He had 1093 inventions.

4. Alfred North Whitehead (怀特黑得1861-1947)，British mathematician, logician and philosopher best known for his work in mathematical logic and the philosophy science and contributed to twentieth-century logic and metaphysics.

5. Galileo Galilei (1564-1642) was born in Pisa, Italy, famous astronomer and physicist. He is the first person to use a telescope to study the skies. At that time it had been taken foe granted that the earth was the center of the universe. His discoveries made sure that the earth goes round the sun.

Warming up

1.Nothing in life is to be feared

a. be to do

1)安排好的将来

We are to hold sports meet next week.

2)必须must

You are to / must be back at six.

All these things are to be answered for.

b. be about to do最近的将来,不同时间状语连用

I’m about to leave.

不说I’m about to leave in ten minutes.

用于下列句型:

be about to dowhen

I was about to leave when the telephone rang.

In such dry weather, the flowers will have to be watered if they ___. A. have survived A. are to survive C. would survive D. will survive

c. be going to

d. will

1)客观事实

Tomorrow will be Sunday.

2)没有准备的将来

---I forgot to post your letter.

---I’ll post it myself.

2. similar adj. like or alike, of the same kind类似,相似,差不多

be similar to 同差不多

We have similar opinions; my opinions are similar to his.

His views are similar to mine.

alike adj. like one another m, the same(仅用作表语) adv.

The two brother are very much alike.

The two office buildings are alike in size and shape.

She treats all her children alike.

链接：be familiar to sb, / sth. 熟悉

be the same as 同一样

be the same to sb.对来讲一样

It’s all the same to me. 对我来说无所谓,什么都可以.

be different from与不同,

be different in 在方面不同

similarity n.

1) [u]类似性，相似性

How much similarity is there between the two brothers?

There is not much similarity between two brothers.

2)相似之处 [c]

There are other similarities.

3.What’s the English word for this object?

What’s the word for “travel” in French ? “travel”这个词法语怎么说？

4.doubt

1) v. be uncertain (about)怀疑，不相信

(同)question

I don’t doubt /question that he is telling the truth.

I doubt /question whether

if it is true.

that

I doubt that he will come.

疑问，否定用that

肯定用if/ whether / that

2) n. There is no doubt that

There is some doubt whether

There is no doubt that he is guilty.

There is some doubt whether he is guilty.

3)There is no doubt about/of

4)without doubt毫无疑问

in doubt不一定，不能肯定

The whole matter is still in doubt.

throw/cast doubt on使人对。。。产生怀疑

6. more than

1) more than one作主语时位于用单数

More than one was/ were killed in the accident.

2) one and a half + 复数名词 谓语用单数

One and a half dollars is / are the tip.

One and a half hours is / are enough.

3) more than = over超过（反）less than不到

He is more than/ over / less than fifteen.

4）more than不仅仅, 极其

Bamboo is used for more than building.

He is more than pleased.

5） no more than

a. only仅仅,只有

There are only /no more than five people in the bus.

b. 同一样都不

He is no richer / taller than his brother.

6） not more than

a. at the most指多,最多

There are not more than ten people in the bus.

b.一方不如一方

He is not richer than his brother. 他没他哥富有.(他也富有)

7.Most of us would probably feel very sad

would用法：

1)will的过去式,多用于二，三人称

I knew you would agree.

I thought you would be sleeping.

2）提出请求，建议或看法使语气更加委婉

Would you kindly send me his address? 劳驾把它的地址给我。（请求）

You’d like some tea, wouldn’t you?你喝点茶吧，好吗？（请求）

Would you please lend me your pencil? （请求）

When would be convenient for you to come?你什么时候来方便？（请求）

I’m sure he wouldn’t mind your going.我相信你去他不会在意。(看法)

Wouldn’t be better to leave tomorrow?明天去是不是更好?（建议）

They wouldn’t have anything against it. 他们不会有什么反对意见。（看法）

3)在虚拟条件句中（主要用在主句中）

If I were you, I would go.

If you had taken my advice, you wouldn’t have failed.

4)表过去经常性动作

would

used to 过去常常，而现在不．（可同be连用）

He would sit there for hours sometimes, doing nothing at all.

I used to get up at six.

There used to be a river in the village.

5)表过去的一种倾向（现在用will）

The window wouldn’t open.

The wound wouldn’t heal. 伤口老不愈合．

6)表猜测(想必是)

That would be his mother. 这大概是他妈.

I thought you have finished this by now.

8.would probably feel

1) possible只有可能性，不管大小

probable多指有较大的可能性

likely

a. It is possible (for sb.) to do

It is possible that (should) do

It is possible (for us) to study English well.

It is possible that we study English well.

b. It is probable that

It is probable that it will rain today.

不能说: It is possible for him to come.

It’s possible that it will rain, but with such a blue sky it doesn’t seem probable.有可能下雨，但眼下晴空万里不像是下雨的样子。

c. sb./ sth. be likely to do

It is likely that

He is likely to come.

It is likely that he will come.

It is likely that it will rain.

It is likely to rain.

2) a) perhaps & maybe都当“也许”，“可能”解。但maybe一般用于非正式文体，而且主要用于美国英语。在表示“尽可能快地”时，只能使用短语

as soon as maybe=as soon as possible

不能说as soon as perhaps

b) perhaps一般用于句首,不与形式主语连用,后面不接从句,通常只接sb. 或sth.

Perhaps they will help us after all.

Perhaps the letter will come today.

maybe可放句首, 或后接从句

Maybe we’ll see you tomorrow.

I think maybe they don’t want him, he’s so cross.

c) perhaps表示 “或许”, “可能” 是一种推测,相当于maybe, 固不能与may连用,以避免语义重复

Perhaps they will help us.

3) probably不能用在not后

possibly 和can, could连用，起强调作用

---Could you ___ take care of my dog while I’m away? ---Sure. Leave it to me, please. A. perhaps B. possibly C. maybe D. probably (B) (could, can, may, might连用)

9. give up vt.

1) give up sth. 放弃

doing sth. 不再做某事

She gave up her rights .

This maths problem is too difficult. I’ll give it up.

Then he remembered he had given up smoking.

2）give up on sb. 对不抱希望

I gave up on you; you’ll never know anything about dictionaries.

3)give up sth. to 交出.让给

We gave him up to the police.

连接: give in vi. 屈服, 让步

give in to

He never gave in to difficulty.

10.There did not seem much point in working on

There be的一些特殊用法:

1)There be ( live, stand, fly, come, lie) 表存在

Once upon a time, there lived a man known by the name of Joe.

One night there flew over the city a little swallow.

There came a knock at the door.

2)*There seems to be好像又,似乎有

There seems to be no trouble.

There doesn’t seem to have been any difficulty over the money question.

*There used to be

There used to a cinema here before the war.

*There is sure to be 一定有

There is sure to be a place somewhere.

*There appears to be

There appear to be a war between his heart and his head.

*There have/has to be

Why do there have to be poor people like those?

3)There is no doing没法做某事

There is no knowing/telling没法知道/说

There was no knowing how long he might be away.

There was no arguing with Mary.

From now on, there was no looking back. 没发向后看

4)There is no need to do没必要

There is no need for you to worry.

5)There be在分词中的用法

There being nothing else to do, we went home.

There being no buses, we had to walked home.

6)There be再不定式中的用法

I expected there to be no argument about this.

It is impossible for there to be any more.

You wouldn’t want there to be another war.

7)There is no( a lot of ) sense/point/good/ use in doing sth.做某事没有道理(好处/用处)

There is no sense in worrying.

What’s the sense of doing that?

point:道理,作用,用处

There’s very little point in protesting.

There’s no point in arguing future.

11．that long

that用法：adv.那么，那样，这么

I wasn’t that clever.

同sothat 但省略 that

I was that angry I could have struck him .

He was that weak he could hardly stand.

how/so/too/that +a/an +单数可数名词

12. that much worse

修饰比较级的词有: rather, much, still, even, far, any(用于否定和疑问)，no, a lot, a little, a great deal, by far, a bit, three times etc

修饰最高级的有：序数词，by far,

13. engage

marry

engage

vt. vi.

1)雇用，聘请，租用

They engaged a cook for the summer.

He engaged / rented a room in the hotel.

2)吸引, 引起

The new toy engaged the child’s attention.

engaged adj.

1)(指人)忙的;从事的; 有事

(be) engaged in n. / doing = be busy in doing/ with n.

Can you come on Monday? No, I’m engaged.

be engaged in politics/ trade从事政治/ 忙于做买卖

2)有事占用;(电话)占线,有人占用

My time is fully engaged with my daily work.

Sorry! The line/number is engaged.

Is this seat engaged/ taken?

3)订婚

be(get) engaged to sb.

John got engaged to her when traveling last winter.

He returned home to learn that his daughter had just got engaged.

marry vt.

1) marry sb.

2) be /get married ( to sb.)

Is he married?

He has been married to Jane for three years

3) marry sb. to sb.

He married his daughter to a doctor.

14.instead of 代替,而不(后接名,代,动名词,介词短语等)

in place of 代替in one’s place

rather than 而不是,与其宁愿

instead adv.

take the place of

He gave me an English book instead of a Chinese book.

He walked home instead of taking a taxi.

I go to school by bike instead of on foot.

=I don’ t go to school on foot. Instead I go to school by bike.

Use water in place of/ instead of milk.

Will you go in my place / instead of me?

He ran rather than walked / instead of running.

Rather than cause trouble, he left.

Plastics have taken the place of wood.

15.继续

1) go on with n.

doing

to do

keep on doing 反复做

2) continue to do

doing

n. He continued hi s walk.

with

He didn’t continue with his explanation.

To be continued.待续

*继续(处于某种状态) link-v.

The weather continued damp and wet.

He continued silent.

3) carry on doing She carried on talking.

n. They would carry on the struggle for freedom.

with 把进行下去,继续干

Carry on with your work.

carry on with your plan.

16.stop from doing

preventfrom

keep from

hold back from

17.be /become famous for/as

be well known for / as

be famed for

be noted for a town noted for its beauty

a noted performer

18.make a discovery= discover

make a promise = promise

make a decision = decide

make a suggestion = suggest

make preparations for = prepare for

make repairs = repair

make an answer /reply = answer/ reply

19. since I. prep. 自从以来

1)接名词/动名词/介词短语（同完成时连用）

I haven’t been home since 1972.

She had been out only once since her illness.

Charles has worked hard since leaving school.

Since my coming to London I have not been well.

He had been there since before the war.

3) It is/has been +一段时间+ since + did

It was + 一段时间 + since + had done

It is / has been five years since I came here. 我来这五年了.（终止性动作表动作延续）

= I have been here for five years.

= I came here five years ago.

It is five years since I smoked. 我不吸烟五年了.（延续性动词表该动作结束 ）

I have smoked for five years. 我吸烟五年。

It was five years since we had such a wonderful time.

*since then

* since when

*ever since从那以后（一直）

I’ve always been on my guard since then.

Since when have you been living in this country?

John caught cold Saturday and has been in bed ever since.

20. please vt. 使高兴，

pleased adj. 高兴（人作主语）

pleasing adj. 使人高兴(物,人作主语)

pleasant adj. 使人高兴，愉快的，招人喜欢，可爱

pleasure n.

1)It is hard to please all.

Do it to please me.

2) be pleased to do

with

that

Helen was pleased to see him.

I’m very much pleased with what he has done.

I’m glad you’ve decided to come.

3)The flowers in the park were pleasing.

She was very pleasing in her appearance.

4) I hope you’ll have a pleasant holiday.

have a pleasant journey

The weather was pleasant.

I found him a very pleasant little man.

I have thought it would be a pleasant place to live.

5)*my/our/a pleasure是我（们）高兴做的事，甭客气

“Thank you to help me.” “My pleasure( It was a pleasure).

*with pleasure高兴地

I will help you with pleasure.

*(用在客气的答语中)没问题,可以

“Could you put me up to-night?” “ With pleasure.”

Will you take this along to the office for me?” “ With pleasure.”

(NMET)

1)---I’m very ___ with my own cooking. It looks nice and smells delicious.

---Mum, it does have a ___ smell. A. pleasant ; pleased B. pleased; pleased C. pleasant; pleasant D. pleased; pleasant

2)---It’s been a wonderful evening. Thank you very much.

---___. A. My pleasure B. I’m glad to hear that C. No, thanks D. It’s Ok

1) pleasant

a.使人高兴的，愉快的

have a pleasant journey

b.招人喜欢的，可爱，和蔼可亲

He is a pleasant young man.

I have thought it would be a pleasant place to live .

2)pleasing使人高兴

The flowers in the garden were pleasing.

3)pleased高兴

be pleased to do

be pleased with 喜欢，满意

be pleased that

4)pleasure n.

*at one’s pleasure

You may go or stay at your pleasure.

*have the pleasure of

=give sb. the pleasure of （客套语）有幸能

May I have the pleasure of dancing with you?

*my (our/a )pleasure

It’s a pleasure.

是我们高兴做的事，甭客气

*Take (a) pleasure in

*with pleasure 1)愉快地，高兴地

I shall do it with pleasure.

2)(客套语)没问题，可以

Will you pass me the newspaper, please? --- With pleasure.

1) 高兴得Her eyes shone with pleasure.

14.keep back留下，隐瞒

21.on the other hand用以引起与上文表达的意见不同的看法,同but & however的意思相同 ,可同on the one hand连用,也可单独使用. “另一方面”

on (the) one hand, on the other hand一方面另一方面却又

1)On the one hand, I like the colors of the painting, but on the other hand, I don’t like the background of it.一方面,我喜欢这幅画的颜色,另一方面,我不喜欢画的背景.

2)It is not a very nice flat. On the other hand, it’s cheap.这套房子不大好,可是它便宜.

4) Rafting can be exciting, but on the other hand, it can be dangerous sometimes.乘筏漂流令人激动,但另一方面它有时也是危险的.

22.turn out

1）关掉（电灯或煤气）

He turned out the light and followed his wife upstairs.

2) (to be) 结果是,证明是prove to be

It was cloudy this morning, but it turned out fine.

As time went on, Einstein’s theory proved to be correct.

Though it looked like rain this morning, it has turned out to be a fine day.

The examination turned out to be easy.

It turns out that he was never there.

It turns out that this method doesn’t work well.

3)制造,生产,造就

This factory turns out bicycles.

23.find it difficult to understand him

形式宾语:

1)find + it + adj./ n. + to do/ doing / that

常见的动词有：find/feel/ think/consider/make/take

a. I felt it my duty to report it to the leader.

At first I found it difficult to go on.

All these noises made it impossible for me to go on with the work.这样吵杂使我无法继续工作.

b. They felt it a waste of time arguing about it.

Do you consider it any good sending more people over?

你觉得再多派一些人去有好处吗?

c. They found it strange that no one would take the money.

I think it a pity that she didn’t show up at the meeting.

I remember I made it quite clear to you that I was not coming.

2) sth.+ be easy/difficult/hard/fit/comfortable +to do

The book is easy to understand.

I bought a book yesterday. I found it easy to understand.

= I found the book easy to understand.

比较: I found it easy to understand the book.

3)在like/love/hate/ appreciate + it +when结构中,没有宾补不像句型1)

(98) I hate ___ when people talk with their mouth full. A. it B. that C. these D. them

(04) I like ___ in the autumn when the weather is clear and bright. A. this B. that C. it D. are

I love it when you sing.

24.take measures to do sth.

What measures were taken to prevent fires?

take actions to do

25.I.ruin vt

1)弄坏,毁掉,毁坏,破坏

The storm ruined crops.

The fire ruined the house.

The bad weather ruined our holiday.

ruin one’s health

an ancient ruined city

She poured water all over my painting and ruined it.

2)使倾家荡产

I’m only ruin you. I can’t give you happiness.

n.1)(be ) in ruins 是一片废墟,落空

The house across the street were in ruins.

The town is in ruins.

2)fall into ruin 已成废墟

The house fell into ruin.

II. damage

1) n. harm, loss损害,损失

The storm caused great damage.

The new law has done a lot of damage to the government’s popularity.这条新法律给政府的声望带来很大损失.

cause / do damage to

2)damage vt.损坏

Mind you don’t damage it.

Many of the books were damaged by fire.

III. destroy vt.摧毁，毁掉，消灭

The enney destroyed the city.

The forest was destroyed by fire.

IV. harm

n.1) 损坏(同damage), 伤害（可指人）

He means no harm.他本无恶意.

do harm to

It wouldn’t do him any harm to work a little harder.他工作再努力一些对他没有害处

vt. hurt, spoil, damage伤害,损害,危害

Smoking will harm you.

be harmful to

26．mean v.

1)意思，意味

What does this word mean?

What do you mean by this word? 这个词是什么意思？

What is meant by this word?

What’s the meaning of this word?

2) mean to do 打算做某事

mean doing 意味着

I don’t mean to hurt you.

Missing the train means waiting for another hour.

3) had meant to do=mean to have done本打算

I had meant to come earlier.

had meant to do

had wanted to do

had thought to do

The cause of the fire was a cigarette-end. had expected to do

had hoped to do

had intended to do

4) mean a lot to sb. 对很重要

a great deal

much

mean everything to sb. 是某人的一切

My garden means a great deal to me.

My dog means everything to me.

27. cause v.引起,造成,使发生

1)What ( cause d / made ) you change your mind?

2) make sb. mad

cause X

drive

send

3)cause sb./sth.

cause sth. to sb.

I’m not causing you any real trouble.

4)cause n.1).起因，原因，缘故，理由，根源[c]

着重是指产生某种结果的原因：the cause of

The cause of the fire was dry. 起火的原因是干燥。

The cause of the accident was the fact that he was driving two fast.事故的原因是他开车太快了.

5）reason意思是理由，原因，缘故着重指产生某种行为或想法的理由：

the reason for /why

Give your reason for the plan.把你计划的理由讲一下.

The reason for my lateness is that I missed my bus.

The reason for the flood was all that heavy rain.

理由=reason

There is no cause/reason for alarm.

You have no cause for complaint.

28.satisfy1)使感到满意vt.

the answer won’t satisfy her.

be satisfied with

I’m not at all satisfied with the present situation.

2)满足：satisfy one’s needs/demand/curiosity

adj. satisfying 使人满意a satisfying meal

29．what if= what will happen if要是怎么办？假使怎么办?

What if he doesn’t come? (用一般现在时)

30.be described as

31. believe相信,认为

1) believe (that)

I believe you’ll regret leaving London.

She believe what I said.

2) believe sb. / sth.

You can ask Mr Smith if you believe me.

Mother could hardly believe her eyes.

3) believe sb./ sth. to be/ to have done

I believe him to be innocent.

I believe him to have done it.

I believe it to have been a mistake.

They are believed to have discussed this problem.

4) “Will everything be finished tomorrow?” “Yes, I believe so.(No, I believe not.)

5) What do you believe he is?

What do you believe is he? X

Do you believe what he is? X

Do you know what he is?

Do you know what is he? X

What do you know he is? X

6) believe in信仰,相信

Christians believe in Jesus.

I don’t believe in the theory.

You can’t believe in him.

7) believe in doing主张,认为是好的

I’ve always believe in being broad-minded.

He believed in the child being taught on the translation method.

32. the other way around

33.only by

34. have something in common

unit1全单元教案 第6篇

教学重点： 学习What’s in the classroom?及相关单词：classroom, window, door, picture, board, light 教学难点：1． window一词注意w的发音，不要与v的发音混淆，教师在教学中应及时纠正。

2． 在回答“What’s in the classroom?”时，注意单词复数的读音。教具准备：

1． 教材相配套的教学课件［Unit 1 Let’s learn/A］

2． 教材相配套的教学录音带

3． 教师自制的单词卡

4．一张画有教室的大图 教学过程：

（一）热身、复习（Warm-up / Revision）

1． 教师播放第一册Recycle 1单元中得“Chant and find”部分，学生跟着录音一起说。

2． 教师出示与chant内容相符的图片，问：“What’s in the picture?”让学生进行回答。Picture一词由这里引出。3． 复习pencil, ruler, bag, book, pencil-case, sharpener, eraser, crayon,pen等单词。

4． 引导学生用以上单词做问答练习，如：What’s in the bag? What’s in the pencil-case ? 5． 在学生回答出问题后，教师可再追问：How many pencils/pens„?使学生能用复数进行回答。如：What’s in the pencil-case? A ruler, two pencils…

（二）呈现新课（Presentation）

1． 教师把一张画有教室的大图贴到黑板上，说：This is a classroom.What’s in the classroom? 2． 学生听懂后，教师可先试着让学生回答，能说出英文的学生给与表扬（desk, chair, picture都已学过），也可让学生用中文回答。3． 告诉学生我们要学习有关classroom的内容，教读classroom 4． 让学生观看本部分的教学课件2遍。［Unit 1 Let’s learn/A］ 5． 让学生看着课件的画面回答：What’s in the classroom?

(在看了两遍课件的基础上,考查学生的听力和记忆能力)学生不见得都能回答出来,能说出部分即可。教师可针对学生回答的不同程度进行指导，鼓励学生完整的回答出来。如有困难，可再看一遍本部分的教学课件。

What’s in the classroom?

A board, two lights, many desks and chairs„

当学生只回答出 board, light, desk and chairs 时，教师进一步再问：How many?引导学生说出：A board 或One board.Two lights.教师可以直接把many一词告诉学生。

6． 教师分别指着黑板，灯，桌子和椅子让学生说出单词。7． 出示单词卡，让学生进行认读。教师可以告诉学生一些记忆单词的方法。如观察单词的第一个字母和最后一个字母等。（把单词卡贴到黑板上）

8． 学生跟读并模仿Let’s learn部分的内容。（使用教材相配套的教学录音带）

9． 教师在学生学习了对话的基础上，扩充词汇量：There are many things in the classroom.What are they? 10．让学生观看教学课件，学习其它单词。可从已学的单词过渡到新单词。

11．教师指着教室中的相关事物问学生：What’s this?让学生回答。12．教师出示单词卡，让学生进行认读。（并把单词卡贴到黑板上）13．看黑板上所贴的单词卡，读出单词。

14．让学生做pair work: 根据教室中的实际情况，自编对话 15．学生展示练习情况，教师注意学生对名词复数的运用，及时给与指导。纠正学生错误时注意方式方法，不要打击学生学习的积极性。对于说得很好的学生应及时表扬。

16． 教师和学生用英语进行交流，导入Let’s do的学习。I can do many things in the classroom.: Open the door, turn on the light, clean the window, put

up the picture, clean the board and sweep the floor.教师尽量把说话的速度放慢一些，边说边做出相应的动作，以便使学生理解。

17．教师先说词组, 然后再让能力较强的学生代替教师发布指令，让其他学生根据指令做出相应的动作。建议多让一些学生参与进来，激发学生学习英语的兴趣。

（三）趣味训练（Practice）游戏1：

做“Listen an find”的游戏。以小组为单位，小组内的每个学生都被指定为一个本课所学单词，然后教师读单词。如：教师读door, 那么各组被指定为这个单词的学生就必须马上跑到教室门的位置。然后由各组的其他同学判断对错。对了加分，教师接着读下一个单词，游戏继续。最后，比一比哪个组得分最多，哪个组就获胜。游戏2：

做“找朋友”的游戏。（此时黑板上已贴有一张大的教室图片和单词卡）让学生把单词卡贴到图中相应的地方。贴好后，让其他学生判断对错。如果对了，就大声朗读出来；如果错了，请他人改错后再读出来。

如果可以的话，这个游戏还可把单词卡直接贴到教室中相应的地方。以便使学生更好的记忆单词。

（四）扩展性活动（Add-activities）

Listen, draw and say

1． 教师发给每个学生一张图画纸。

2． 教师说一段话，学生根据所听到的内容在纸上作画。

所听内容：This is my classroom.What’s in the classroom? A picture, two

boards, two doors, three windows, six lights , many desks and chairs.3． 请学生说出自己所画的内容，核对答案。