homework_7
冀教版四年级英语上册Lesson7：HomeworkPPT教学课件
2020/10/16
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play a game
write a st2o4ry
Homework
1.Sing your song to your parents.
2. Do a survey (小调查) What homework do you like to do ? (你喜欢什么样的家庭作业？) I like to ____________.
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on a Thursday morning. 11
sing a song
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play a game
12
sing a song
play a game
This is the way I ________ , on a Friday morning.
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This is the way I ______, in the evening.
do my homework read a book
draw a picture
watch TV
pla2y02o0n/10t/h16e computer sing a song
冀教版 四年级上册
Lesson7: Homework
tea
read a book
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This is the way I read a book, on a Sunday morning.
冀教版英语四年级上册： Lesson7 Homework教学设计
冀教版英语四年级上册:Lesson7 Homework教学设计一、教学目标•认识词汇：clap, stamp, jump, wave；•熟悉句型：I can clap/stamp/jump/wave。
•能够听懂和理解老师和同学的指令，完成相应的动作。
二、教学重点•认识和掌握新的四个动作词汇；•熟练掌握句型“I can…”。
三、教学难点•能够听懂并理解老师的指令，并做出正确的动作。
四、教学方法•所有教学活动均以学生为主体，老师为引导者，采用实践教学模式，通过互动性的情境让学生学习；五、教学过程1. Warm-up老师与学生打招呼，介绍课堂内容，并简单地复习上一节课的内容。
2. New words老师出示图片，学生们一起读、听，认识新单词，并重复多次。
3. Practice老师分别指示学生进行不同的动作，例如“clap your hands”，“stamp your feet”，“jump up and down”，“wave your hands”，学生跟着老师的指令做出相应的动作。
4. Review老师可以自由地发问，让学生回忆今天所学的内容。
5. Homework老师在课后布置家庭作业，例如出题目描述“clap your hands”或“wave your hands”。
学生需要按照题目的要求，做出相应的动作。
六、板书设计单词意思clap鼓掌stamp跺脚jump跳wave挥手I can…我会……。
七、教学反思此次课程通过实践教学模式，采用互动性的教学方式，学生在生动、有趣的氛围下了解了新的词汇和掌握了句型，同时也学会了如何听懂和理解老师的指令，并通过动作的形式加深印象。
此次课程对学生语言能力的培养有一定的帮助，但需要老师在后续教学中加强学习的复习和巩固。
Homework 7
STAT 401-D Homework 7 DUE 15NOV1.Two independent random samples with 100 observations each are chosen from twopopulations with the following means and standard deviations:Let x1 and x2 denote the two sample means.(a)(Worth 1-point) What is the mean and standard error of the sampling distribution forx1?(b)(Worth 1-point) What is the mean and standard error of the sampling distribution forx2?(c)(Worth 2-points) Suppose you were asked to calculate the difference (x1 - x2)between the sample means. Find the mean and standard error of the samplingdistribution of (x1 - x2).(d)(Worth 1-point) What distribution will the statistic (x1 - x2) follow? Explain.2.(Each worth 1-point) In the following situations determine which of the followingstatistical procedures is appropriate. Fill in the blank with the letter of the correctprocures where the procedures are:A: Kruskal-Wallis test B: One sample t-test C: Matched pairs t-testD: Two sample t-test E: One proportion z-test F: Two proportion z-test(a)____ A public policy analyst conducts an analysis to determine if the incidence ofhungry children was consistent in two schools located in low-income areas for thesame city. Of the 80 randomly sampled students in school A, 18 did not havebreakfast before school while for the 180 randomly sampled students at school B, 13did not have breakfast before school(b)____ A company claims its test preparation materials increase SAT scores by anaverage of 50 points for those who use these materials.(c)____ An intern conducts a telephone survey to gauge the support for an incumbentsenator in order to help decide whether or not to seek reelection.(d)____ A medical researcher wishes to examine the effectiveness of a new cholesterollowering drug on LDL cholesterol levels. Half of the subjects in an experimentreceive the new drug and the other half receives a placebo. After one month theresearcher measures the change in cholesterol levels.(e)____ The medical researcher in the study mentioned above (2d) determines that theresponse variable (i.e., change in cholesterol levels) in her study has a non-normaldistribution for both treatment levels (drug vs. placebo).3.Select 2 variables from the World Values Survey 2005 dataset or from the dataset youwill be using for your final project. Select one of those variables to be a responsevariable (i.e., dependent variable) that is either a continuous variable (i.e., quantitative) or is measured on a 10-point ordinal scale [In the WVS2005, the following variables can be considered as possible response variables: V22, V46-47, V68, V91-95, V114,V116-V123, V152-V163, V178.The other variable will be your treatment factor. It will need to be either categorical(i.e., gender) or ordinal.(a)(Worth 5-points) Using these two variables as your response variable and treatmentvariable, respectively, conduct a One-way ANOVA analysis in either SAS, SPSS orsome other software of choice and complete the following study description andANOVA table (You do not need to attach the SAS or SPSS output to this homework assignment):(b)(Worth 1-point) State the null and alternative hypotheses:(c)(Worth 4-points) At the α = 0.05 level of significance, interpret the F-statistic in yourANOVA model and what it implies regarding the relationship between your response variable and the treatment variable.4.(Extra Credit – Worth 4 points) Along with the two variables you selected in Question 3,select a second treatment variable (i.e., independent variable) that again will need to be either a categorical or ordinal variable.(a)Using the same response and treatment variables from Question 3, conduct aTwo-way ANOVA analysis in either SAS, SPSS or some other software of choiceand complete the following study description and ANOVA table (You do notneed to attach the SAS or SPSS output to this homework assignment):(d)State the null and alternative hypotheses for both treatment variables:(e)At the α = 0.05 level of significance, interpret the F-statistics in your ANOVA modeland what it implies regarding the relationship between your response variable and each of the treatment variables.。
冀教版四年级英语上册Unit2 Lesson 7 Homework
课后作业
Homework
1. Do the exercises in the students' book. 2. Learn to sing the song in this lesson.
25
Thank You
Unit 2 At Home
Lesson 7 Homework
习题课件
提示：点击 进入习题
a song.
A. sing B. singing C. to sing
巩固练习
（ ）4. I like
. She usually
in the evening.
A. writing; writes
B. write; write
C. writes; writes
回顾小结
本课时学的重点内容如下：
read a book do my homework write a story draw a picture
例句 I love my mother.我爱我的妈妈。
重难点探究
重点词汇 ④homework /həʊmwɜːk/
(名词)家庭作业 例句 I do my homework after school. 我放学后做作业。
⑤write (动词)写
短语 write down写下 write a letter写信
课文原文
2. Let’s play!
课文原文
3. Let’s sing!
课文原文
4. Let’s play!
课堂互动
Practice
Group work. Act and say.
第一个人说并做动作，下一个人说出上一 个人的话，并增加一句，第三个人把前两 个人的话都说出来，再增加一句。
冀教版四年级上册英语Lesson 7 Homework教案
《冀教版小学四年级英语上册》
Lesson7 Homework
教学分析
1. 学生分析
这阶段的孩子活泼好动，有了一定的语言基础和交际能力，本课通过游戏和小组合作学习，由旧知引新知，使他们将学到的知识运用到实际生活中，培养学生学习英语的兴趣和方法。
2. 教材分析
本单元的主题为 At Home, 主要学习如何谈论在家里所做的事情：家庭作业，电视，电脑，电话，卧室，刷牙和玩具。
运用相关句型进行描述，本课重点是运用“In the evening, I….”句型进行交流。
教学目标
1. 知识与技能
学生能够听懂、会说、认读和书写的单词：do, my, homework, read, book, 能够运用“In the evening, I….”句型，理解并口头运用下列用语和句子：I do my homework. I read
a book. I write a story. I draw a picture for my story.
2.能力目标
在日常生活中注意观察，并用简单的英语对话。
3. 情感与态度
运用游戏激发学生学习英语的兴趣，小组、同桌合作学习，培养学生合作精神。
教学重难点
1. 教学重点
学生能够听懂、会说、认读和书写的单词：do, my, homework, read, book, 能够运用“In the evening, I….”句型，理解并口头运用下列用语和句子：I do my homework. I read
a book. I write a story. I draw a picture for my story.
2. 教学难点。
小学英语冀教版四年级上册Lesson 7 Homework 课件PPT
Let’s chant:
Homework, homework, I do my homework.
Picture, picture, I draw a picture.
Book, book, I read a book.
Story, story, I write a story.
read a book
to English sing a song
play a
I dr word list:
a picture for my story.
画画
为我的故事
ening, I ______________. I _____
y.
I draw a picture for my
word list:
watch TV
do my homew
______g_,_I__._____I ______________.
draw a picture
watch TV
Song, song, I sing a song.
Game, game, I play a game. sing a song
play a game
write a story
do my homework read a book play a game run
I draw a p
word list:
d a book
watch TV
_______.
.
I ______
ord
I draw list:
a
picture do
for my my ho
Tips: 1.Group leader learning phrases. 2.Read after the group leader. 3.Group leader shows the cards of these new phrases, ask one by one. 4.Finish and sit up.
LessonHomework教学反思
Lesson 7 Homework教学反思各位老师好！今天我所执教的这节课是冀教版四年级上册Unit 2 Lesson 7 Homework. 为了突破这堂课的重难点，根据教材特点和学生情况，我采用直观演示法、情景模拟、对话练习、图片教学法等并用的方式进行教学。
让学生在美妙的歌声中和轻松愉快的活动中感受语言，让他们在做中学、玩中学、在表演中学。
我认为我的这节课基本完成了教学目标。
在教学过程中有亮点，但也存在着很多不足。
我先说一下我认为成功的环节：1、在呈现新短语的环节我采用了图片加上动作，我之所以这么设计是因为，有的学生在假期已经学过了，可有的学生还没有接触过。
用这个方法给学生直观的印象帮助孩子理解所授的新知。
比如我第一个呈现的“read a book”我先做动作让学生来猜，然后再出示给孩子图片。
2、在出示句子部分，我用多媒体出示，给学生带来了新意，吸引了他们的注意力。
学生能够通过老师的两个示范来把其他的短语用句子来反馈给老师。
这部分我采用了老师问，学生答；学生问，老师答；学生问学生答。
我这样一点一点的放手，让学生能够运用本课的句子描述自己做的事情。
我再说一下我这节课的不足之处：1、呈现新知的时候没有遵循，听、说、读的规律。
而是听、读、说的来呈现，这需要在今后的教学中改正过来。
2、在本节课中有两个游戏环节的设置，但是只是部分的学生的参与到活动中去，有些学生就无所事事了。
要设置全体学生都能参与的pair work.这样才能达到活动的有效性。
自己的语调还有待于提高，在课堂中输出的英语不够标准。
在今后的教学中要提升自己的语音语调，多听录音，争取在最短的时间内提升自身素质。
整堂课我力求用最简单，最简短的的语言和学生交流，并在说每句话时加入体态语，让学生能够产生对英语的学习兴趣，在英语课堂教学中就遵循“以旧带新”的原则。
在今后的教学中我会克服自己的缺点，弥补教学中的不足，努力提升自身的素质，把高效课堂做到每节课中去。
1Lesson7Homework课后练习
可以替换为Monday/Tuesday/Wednesday/Thursday/Friday/Saturday.
学生可以结合自己的生活实际，运用以下动词词组或其他积累的词组对歌曲进行填充：
write astory,make breakfast, wash my hands, take ashower,
2.拓展巩固：Listentothesong.（学习、跟唱歌曲。）
3.迁移创新：Makeanewsong.（通过自己的活动，创编歌曲。）
课后练习答案
迁移创新作业：
学生对歌曲进行创编：
This is thewayI,,, This is thewayIon a Sundaymorning/evening.
sing a song, brush my shoes, clean my room, help mymum...
课后练习
课程基本信息
学科
英语
年级
四年级
学期
秋季
课题
Lesson 7 Homework
教科书
书名：义务教育教科书出版日期：2013年6月
学生信息
姓名
学校
班级
学号
课后练习题目
1.基础练习：Listenand imitateLesson7.（听读模仿第7课。）
Homework-7
▪Homework-7
▪ 1.在解决环境问题时，不仅要考虑各国的眼前利益，还有考虑全世界的长远利益。
▪ 2.为了便于学习起见，通常将这门学科分为力学、热学、光学、电学和声学。
▪ 3.从长远来看，我国的多数大城市都在有计划、分阶段地向着现代化、国际性城市的目标努力。
▪ 4.无论是盛夏还是寒冬，每天凌晨3时前，他们必须起来赶在早上8时30分开市之前，将一车车的蔬菜、海鲜送往家乐福超市。
林虑山景点介绍
桃花谷是一条谷中之谷。
谷内奇峰突兀、峭拨雄壮，一条蜿蜒曲折的桃花溪水贯穿峡谷。
溪水两岸草草藤垂挂，杂木丛林莽莽无际，随山风涌动的绿潮似海水漫卷。
沿谷流下的溪水跌落成瀑，瀑落成潭，潭瀑相连，更兼峡谷山峰，山泉出露，崖崖飞瀑，纵横山沟，沟沟见泉，构成了桃花谷山灵水秀的峡谷水韵，更有三九桃花雪中开奇观，盛夏冰窟透寒风。
黄龙潭、飞龙峡瀑布、飞龙峡栈道、九连瀑、桃花谷等主要景点珠联壁合，显示出深峡藏秀的悠远意景。
王相岩东临溪水，西依悬崖，左右两侧峭壁环绕，形成了一个闭合性极强的围谷，与岩崭屏开的朱雀峰相迎，暗合中国古代风水学“左青龙、右白虎、前朱雀、后玄武”的理想模式，吸引了历代名人雅土来此修身隐居。
商代国王武丁和奴隶出身的宰相傅说都曾在此居住生活。
历代文人墨客多与嵩山少室、东海蓬莱、四川峨眉及三峡诸峰媲美。
现代旅游专家学者以王相岩之雄，王相九峰之秀，登山道路之险，山间景观之奇，称之为“太行之魂”。
Lesson 7.《Homework》(教案)-2022-2023学年英语四年级上册- 冀教版(三起
Lesson 7.《Homework》（教案）-2022-2023学年英语四年级上册- 冀教版（三起）一、教学目标1.能够听懂、理解并表述对话中的家庭作业内容。
2.能够正确地朗读课文。
3.能够运用你们所学的知识和技能完成家庭作业。
4.能够与同学进行合作，共同完成任务。
二、教学内容1.课文学习：–识读生词和词组。
–理解对话内容。
–进行口语练习。
2.家庭作业：–看图说话，并和同学分享。
–检查自己的家庭作业。
三、教学重点1.学习并理解课文对话内容。
2.完成家庭作业任务。
3.通过与同学合作，提高口语表达能力。
四、教学难点1.如何正确理解并表述对话内容。
2.如何通过合作完成家庭作业任务。
五、教学过程1.导入新课（10分钟）–教师出示相关图片，引导学生对话。
–给学生讨论提出问题，如：What is the subject of today’s lesson? What can we learn from it？2.课文学习（25分钟）–分别学习词汇，其中包括英文单词、词组和句子。
–分别学习每一个句子的意思，然后合理运用这些新词汇，使他们形成一个完整的英文对话。
3.课后看图说话（20分钟）–学生们根据课本给出的任务要求，看图说英语。
–学生们在完成任务的同时可以与同学进行合作，让大家共同完成任务。
4.课后检查家庭作业（15分钟）–学生们带着自己的家庭作业和他们的同学分享他们在完成任务的过程中所遇到的问题。
5.课堂小结（5分钟）–教师对本课的要点进行总结，并对下节课的学习做预告。
六、教学资源1.课本：《Homework》2.相关图片3.词汇表和词组清单4.作业清单七、教学评价通过课后作业的检查，学生们可以得到及时的反馈，了解自己是否理解了本课的知识点。
在学生合作完成任务的过程中，可以很好地提升学生的口语表达能力。
Homework7
SOLUTIONS FOR HOMEWORK SEVEN1.If H,P are subgroups of G,and H⊂N(P).Then HP<G and P¡HP.Proof.Note that hph−1∈P for any h∈H and p∈P since H⊂N(P).Since for any h1p1,h2p2∈HP,where h1,h2∈H and p1,p2∈P,h1p1(h2p2)−1=h1p1p−12h−12= (h1h−12)(h2p1p−12h−12)∈HP,thus HP<G.Moreover,for any p ∈P and hp∈HP,where h∈H and p∈P,(hp)p (hp)−1=h(pp p−1)h−1∈P.Thus,P¡HP.P2.Let G be a nite group,p a prime number,and p||G|.Then the number of Sylow p−subgroups of G is a divisor of|G|.Proof.Let S be the set of all Sylow p−subgroups of G.Then S is a G−set by the conjugation operation.Since all Sylow p−subgroups are conjugate,S has only one orbit. Thus|S|=[G:N(P)],where P is a Sylow p−subgroup,and|S|is a divisor of|G|.P3.If P¡G and P is a Sylow p−subgroup,where p is a prime number.Prove thatϕ(P)⊂P for any group homomorphismϕfrom G to itself.Proof.Note that N(P)=G and P is the unique Sylow p−subgroup since P¡G.Since ϕ|P is a homomorphism from P toϕ(P),the order ofϕ(P)=imϕ|P divides|P|,i.e.,ϕ(P) is{e}or a p−subgroup.Soϕ(P)is contained in the unique Sylow p−subgroup P.P4.Prove that no group of order224is simple.Proof.Note that224=25×7.Let G be a group of order224and n the number of Sylow 2−subgroups of G.Since n|7and n≡1(mod2),so n=1or n=7.If n=1,the unique Sylow2−subgroup is a nontrivial normal subgroup of G and G is not simple.If n=7,we claim that G is not simple.Otherwise,224|7!,i.e.25×7|24×45.This is impossible.P5.Let G be a simple group of order60.(a)Prove that G contains six Sylow5−subgroups,ten Sylow3−subgroups,and ve Sylow2−subgroups.(b)Prove that G is isomorphic to the alternative A5.Proof.THIS IS A REALLY HARD PROBLEM!.Hope you can nd a better argument!We divide the proof into several steps.Step1.We claim that G has no proper subgroup with order larger than12.Indeed,if H is such a proper subgroup of G,set[G:H]=n,and S:={x1H,···,x n H} be the set of all left cosets.S is a G-set under the left multiplication,and each element x1from G de nes a permutationσx on S.It is clear thatφ:G→S n de ned byφ(x)=σx is a group homomorphism.Since G is simple,thusφmust be injective.And therefore |G|<n!.This implies that n≥5.i.e.G has no proper subgroup with order larger than12.Step2.We claim that G has a subgroup of order12.Indeed,since60=22×3×5.Let n2,n3,and n5be the numbers of Sylow2−subgroups, Sylow3−subgroups,and Sylow5−subgroups,respectively.Then n2|15,n2≡1(mod2), n3|20,n3≡1(mod3),and n5|12,n5≡1(mod5).So n2=3,5,15,n3=4,10,and n5=6.If n3=4,then|G|divides4!since G is simple.This is impossible.Therefore G has ten Sylow3−subgroups,and six Sylow5-subgroups.These imply that G has20elements of order3,and24elements of order5.Now we consider Sylow2-subgroups.If n2=3,then|G|divides3!since G is simple. This is impossible.Thus n2=5,15.Case1.If n2=5,we let P be a Sylow2-subgroup.(NOTE:we proved before that the number of subgroups that are conjugate with a xed subgroup H is equal to the index [G:N(H)],where N(H)is the normalizer of H in G).Thus N(P)is a subgroup of order 12.Case2.If n2=15,we claim that there exist two different Sylow2-subgroups P1,P2 such that P1 P2=K and|K|=2.(Otherwise,there exists45elements in G with order 2.This implies that G has20+24+45+1=90elements,a contradiction).Let Z(K)be the centralizer of K in G.Then P1,P2∈Z(K)(because P1,P2are abelian groups).Set|Z(K)|=t,then4<t≤12(NOTE:Z(K)is a proper subgroup of G, otherwise K is a normal subgroup of G,a contradiction).Moreover,4|t,and t|60.These imply that t=12,thus Z(K)is a subgroup of order12.Step3.Let H be a subgroup of G with order12.Then from the proof of step1,we see thatφis an injective group homomorphism from G to the symmetric group S5.Thus G is isomorphic to a subgroup of S5with order60.Thus G≈A5(because A5is the only subgroup with index2).Step4.We prove there are5Sylow2-subgroups.Indeed,for1≤i≤5,let{a,b,c,d}={1,2,3,4,5}\{i}.We set V i={1,(ab)(cd), (ac)(bd),(ad)(bc)}.It is clear that V i is a Sylow2-subgroup of A5,and V i∩V j=1for 1≤i j≤5.And forσ∈A5,it can be show thatσV iσ−1=Vσ(i).Therefore G has exactly5Sylow2-subgroups.P2。
四年级上英语教案第二单元Lesson 7_冀教版
冀教版四年级上册Lesson 7 Homework教材分析:1. 学情分析：四年级学生活泼好动，好奇心强，喜欢表现自己，教师的激励和表扬会给学生带来极大的吸引力和兴趣。
经过三年级一年的学习大多数同学已经形成了一定的英语学习习惯，有了一定的英语语言基础和英语语感能力。
2. 教材分析：本单元以At home 为主题，学生将通过扩展自己对家庭所接触到的事物的理解，构建这方面相关的知识。
本课主要学习谈论家庭作业及晚上在家做的事情，教师通过唱歌，歌谣，游戏等形式多样的活动，让孩子们在轻松愉悦的氛围中学到知识，并将所学知识得以灵活运用。
教学目标:知识技能目标:1.学生能够听懂.会说.认读并拼写词汇: do, my, homework, read, book2.学生能够认读，理解，认读并口头运用基本的句型结构In the evening , I……3．通过创作歌曲，将所学重点知识唱出来。
情感态度目标:1.通过本课学习激发学生的学习兴趣，培养学生的综合语言运用能力。
2.通过本课学习培养学生按时完成作业的好习惯。
学习策略目标:1.通过演示法，情景教学法，合作学习法，使学生能够积极地运用所学英语进行表达和交流。
2.歌曲填唱法培养了学生的创新能力。
教学重点：1.单词do, my, homework, read, book 的听、说、读、写及运用。
2.学生能够听懂，会说，认读并运用所学重点句型。
教学难点：学生在理解文本的基础上，能够联系生活实际灵活运用所学语言知识。
教学评价：新课标中指出科学的评价体系是实现课程目标的重要保证。
本节课采用多元评价方式：师生互评，生生互评，学生自评。
其中小组对抗评价机制贯穿始终，关注到学生的情感态度，学习策略，综合语言运用能力等方面。
教学准备:录音机图片教学光盘教法学法:启发式教学填唱歌曲活动体验互助合作教学步骤：Step 1: Class opening （4minutes）GreetingWarming up : Let’s enjoy a songThis is the way I wash my clothes, wash my clothes, wash my clothes.This is the way I wash my clothes, on a Sunday morning…….（设计意图：好的开端是成功的一半,课伊始，欢快的歌曲让孩子们一下子进入了学习英语的氛围，既活跃了课堂气氛，又为后面的重点知识学习做好了铺垫。
homework-ch7-answers
第7章答案Problem1:You manage a risky portfolio with an expected rate of return of 18% and a standard deviation of 28%. The T-bill rate is 8%.Your client chooses to invest 70% of a portfolio in your fund and 30% in a T-bill money market fund. 5+5+5 pointsa.What is the expected value and standard deviation of the rate of return on hisportfolio?b.What is the reward-to-variability ratio (S) of your risky portfolio? Your client’s?c.Draw the CAL of your portfolio on an expected return–standard deviation diagram.Whatis the slope of the CAL? Show the position of your client on your fund’s CAL. answers:a.Expected return = (0.7 * 18%) + (0.3 * 8%) = 15%Standard deviation = 0.7 * 28% = 19.6%b.c.Problem2: You manage a risky portfolio with an expected rate of return of 18% and a standard deviation of 28%. The T-bill rate is 8%.You estimate that a passive portfolio, that is, one invested in a risky portfolio that mimics the S&P 500 stock index, yields an expected rate of return of 13% with a standard deviation of 25%. 5+5 pointsa.Draw the CML and your funds’CAL on an expected return–standard deviation diagram.b.Characterize in one short paragraph the advantage of your fund over the passive fund. answers:a.S CAL=(18%-8%)/28%=.3571,S CML=(13%-8%)/25%=.2b.My fund allows an investor to achieve a higher mean for any given standard deviation than would a passive strategy, i.e., a higher expected return for any given level of risk.Problem3: You manage a risky portfolio with an expected rate of return of 18% and a standard deviation of 28%. The T-bill rate is 8%.Your client chooses to invest 70% of a portfolio in your fund and 30% in a T-bill money market fund.There is a passive portfolio,that is, one invested in a risky portfolio that mimics the S&P 500 stock index, yields an expected rate of return of 13% with a standard deviation of 25%.Your client ponders whether to switch the 70% that is invested in your fund to the passive portfolio.Explain to your client the disadvantage of the switch.10 pointsHint：given the same return or risk, we can compare the risk or return then choose the portfolio which has a lower risk or higher return.answers:With 70% of his money invested in my fund’s portfolio, the client’s expected return is15% (=8%+.7*(18%-8%))per year and standard deviation is 19.6%(=.7*28%) per year. Ifhe shifts that money to the passive portfolio (which has an expected return of 13% andstandard deviation of 25%), his overall expected return becomes:E(rC) = rf + 0.7[E(rM)-rf] = 8 + [0.7 * (13 – 8)] = 11.5%The standard deviation of the complete portfolio using the passive portfolio would be: σC = 0.7*σM = 0.7*25% = 17.5%Therefore, the shift entails a decrease in mean from 15% to 11.5% and a decrease in standard deviation from 19.6% to 17.5%. Since both mean return and standard deviation decrease, it is not yet clear whether the move is beneficial.The disadvantage of the shift is that, if the client is willing to accept a mean-return on his total portfolio of 11.5%, he can achieve it with a lower standard deviation using my fund rather than the passive portfolio.To achieve a target mean of 11.5%, we first write the mean of the complete portfolio as a function of the proportion invested in my fund (y):E(rC) = 8 + y(18- 8) = 8 + 10yOur target is: E(rC) = 11.5%. Therefore, the proportion that must be invested inmy fund is determined as follows:The standard deviation of this portfolio would be:σC = y*28% =0.35*28%=9.8%Thus, by using my portfolio, the same 11.5% expected return can be achieved with a standard deviation of only 9.8% as opposed to the standard deviation of 17.5% using the passive portfolio.Problem5(*):You manage an equity fund with an expected risk premium of 10% and an expected standard deviation of 14%. The rate on Treasury bills is 6%. Your client chooses to invest $60,000 of her portfolio in your equity fund and $40,000 in a T-bill money market fund.What is the expected return and standard deviation of return on your client’s portfolio?5+5 pointsanswers: cExpected return for equity fund = T-bill rate + risk premium = 6% + 10% = 16%Expected return of cl ient’s overall portfolio = (0.6*16%) + (0.4*6%) = 12%Standard deviation of client’s overall portfolio = 0.6*14% = 8.4%Problem6(*):What is the reward-to-variability ratio for the equity fund in problem 5?a. .71.b. 1.00.c. 1.19.d. 1.91.(group 4)answers: a。
冀教版四年级英语上册Lesson 7 Homework 教学反思
Lesson 7 Homework 教学反思一、在课堂教学中，要面向全体。
在我的教学中，要面向全体，这一点我做的还远远不够。
讲授过程中还好，但操练过程过于追求速度，容易忽视了全体学生的参与，从而导致个别学生无法跟上课堂节奏，不能掌握所学知识。
对此我应该增加操练环节。
就本节课来说，新单词和词组操练有些快。
所以导致后面chant环节中，一部分同学不会读write，draw，story这些单词。
今后在分组竞赛的基础上，可以增加行列或者个人的操练，进一步巩固所学内容。
同时要兼顾成绩优异的学生，创设机会让他们表现自己，保持他们对英语学习的积极性，并活跃课堂。
二、课堂上要适当增加情景对话我的课堂上情景对话尤其少，总是认为孩子们已经大了，对于情景对话的环节兴趣应该不大，但实际并不是如此。
学生们对于不同情景的创设仍有着极大的兴趣，从本节课pair work的环节中就能感受到，学生对于小组模拟对话还是很有积极性的。
这就要求我在今后的教学过程中，尽量增加情景的创设，鼓励学生大胆使用英语，给学生提供自主学习和直接交流的机会。
这样才能有更多的时间是孩子们在说，而不是我在说。
三、课标要求要体现在课堂上我要加强四会单词的教授。
重点单词要多操练，重点对话要多练习，同时四年级学生在书写方面仍有很大问题，所以书写的要求在平时新授时应该特别强调。
这一点我做的远远不够。
多媒体的运用让我忽略了板书的重要性。
今后的教学中，我会注意这方面。
只有我在日常的课堂中不断渗透书写的重要性，学生才会重视书写。
久而久之，坚持不懈，学生才能养成良好的英语学习习惯。
四、课堂流程明确我认为本节课在教学流程设计上还是有可取之处。
歌曲的运用，让整个课堂首尾呼应。
开头调动了孩子们的积极性，结尾巩固复习了所学知识。
运用光盘影像的方式，也改变了单纯用磁带听歌曲的单调性。
过程中设计的小游戏也起到了活跃课堂气氛的作用，效果不错。
通过这节课我深深地感受到，教师应该真正关注每一名学生的发展，把学生的兴奋细胞统统调动起来，才能让学生真正的成为课堂上的小主人。
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-8-20, 21:41:24
/*2012年8月20日于大连梦在远方 QQ：417721852 */
#include<stdio.h>
#include<string.h>
int main(int argc,char **argv)
{
/*
//1.输入一个字符串，找出第一个只出现一次的字符！
char source[100],destination[100],ch,*p;
int i,j,flag=0;
gets(source);
for(i=0;i<strlen(source);i++)
{ flag=0;
for(j=0;j<strlen(source);j++)
{
if(*(source+i)==*(source+j))
flag++;
}
if(flag==1)
{
printf("%p-->%c",source+i,*(source+i));
break;
}
}
*/
/*
char buf[100];
char *p = buf;
gets(buf);
while(*p)
{
if(strchr(p+1,*p)==0&&(strchr(buf,*p)==p))
{
printf("%c\n",*p);
return 0;
}
p++;
}
printf("NO\n");
*/
//2.输入一个字符串，找出第只出现一次的字符！
/*
char s[100]="jfdidvnsdlfsahnfffjd",d[100],ch;
char *p;
第 1 页
-8-20, 21:41:24
for(p=s;*p!='\0';p++)
{
if(strchr(p+1,*p)==0 && strchr(s,*p)==p)
printf("%c\t",*p);
}
*/
/*
//3.产生随机数和字符串
int a;
int i;
int len;
char buf[100] = "";
srand(getpid());
for(i=0;i<10;i++)
{
a=rand()%(40-20+1)+20;
printf("%d",a);
}
printf("\n");
len=rand()%(20-10+1)+10;
for(i=0;i<len;i++)
buf[i]=rand()%26+'a';
printf("buf:%s\n",buf);
*/
/*
//4.输入一个字符串，删除多余空格
char arr[100],blank[]=" ";
int i;
gets(arr);
for(i=0;i<strlen(arr);i++)
if(strstr(arr+i,blank)!=0)
strcpy(strstr(arr+i,blank),strstr(arr+i,blank)+1);
puts(arr);
*/
/*
//方法二
char buf[100];
char *p =buf;
gets(buf);
while(p=strstr(buf," "))
strcpy(p,p+1);
printf("%s\n",buf);
*/
第 2 页
-8-20, 21:41:24
/*
//5.从键盘输入10个数，编辑函数实现，奇数升序在前，偶数升序在后int arr[10],arr_ji[10],arr_ou[10];
int i,j,ji=0,ou=0,temp;
printf("Please input ten numbers:\n");
for(i=0;i<10;i++)
{
scanf("%d",&arr[i]);
}
for(i=0;i<10;i++)
{
if(arr[i]%2!=0)
{
arr_ji[ji]=arr[i];
ji++;
}
}
ou=ji;
for(i=0;i<10;i++)
{
if(arr[i]%2==0)
{
arr_ou[ou]=arr[i];
ou++;
}
}
printf("ou=%4d\n",ou);
for(i=0;i<ji-1;i++)
{
for(j=0;j<ji-1-i;j++)
{
if(arr_ji[j]>arr_ji[j+1])
{
temp=arr_ji[j];
arr_ji[j]=arr_ji[j+1];
arr_ji[j+1]=temp;
}
}
}
printf("%4d\n",ji);
for(i=ji;i<ou-1;i++)
{
for(j=ji;j<ou+ji-1-i;j++)
{
第 3 页
-8-20, 21:41:24
if(arr_ou[j]>arr_ou[j+1])
{
temp=arr_ou[j];
arr_ou[j]=arr_ou[j+1];
arr_ou[j+1]=temp;
}
}
}
for(i=0;i<ji;i++)
{
arr[i]=arr_ji[i];
}
for(i=ji;i<ou;i++)
{
arr[i]=arr_ou[i];
}
for(i=0;i<10;i++)
{
printf("%4d",arr[i]);
}
putchar(10);
*/
}
第 4 页。