9 Evolving to Integrate Logical and Physical

9 Evolving to Integrate Logical and Physical
9 Evolving to Integrate Logical and Physical

9

Evolving t o I n t egrate Logical and Ph ysical Layout of Assembly Lines

9.1 Intro duction

ALD is well known as the elaboration of the LL and the PL of the line. The LL consists of the distribution of tasks among stations along the line, while the P L decides about the disposition of some variants (e.g. the stations, con v eyor(s), etc.) on the shop ?oor. The goal of most approaches consists of the equalisation of the workload of stations to the cycle time or the minimisation of the n um b e r of stations, whereas other factors (such as tra?c problems, station congest ion, transport network, etc.) may also heavily a?ect the system. A new method is proposed for an LL taking the topology of the line (facility) into account. This architecture represents a rough idea of the PL of the future line. Back ground and motivations of the approach presented are brie?y described in Section 9.2, while the AL layout problem is presented in Section 9.3. The concen tration is focused on the utility of the workcentres clustering phase and the b ene?ts of the proposed architecture are fully explained. The integrated approach i s presented in Section 9.4, where the interactive and the optimisation phases are detailed. Results of the approach on an industrial case study are p resen ted and discussed in Section 9.5.

9.2 The State of the A rt

Several studies have been published about facilities planning [7], [51], [158] and [164]. However, bridging the gap between the LL and PL is completely neglected. The authors also tackled the cell formation problem in various ways [35], [84] and [97], but these approaches are more focused on cellular man u- facturing (CM), group technology (GT), and material ?ows, and are not able to deal with the LL. A global approach which was a result of the S COPES project [39] considers the main factors that a?ect the performances of the AL. The PL module, which is based on a simulation package, is executed af- ter the LL. Lucertini et al. [89] presented a uni?ed framework for designing

105

production plant and its corresponding network of material ?ow. For m ore information, the reader is referred to [2, 66, 77, 81]. Di?erent philosophies o f layout are appropriate for di?erent manufacturing e n vironmen t s:

Fixed Position La y outs.Some products are too big to be removed, s o that the product remains ?xed and the layout is based on the product s ize and shape (e.g., airplanes, ships and roc k ets).

Product La y outs.The product layout is typically of high-volume s tan- dardised production. An AL is product layout, because assembly facilities a re organised according to the sequence of steps required to produce the item. Product layouts are desirable for ?ow-type mass production.

Process L a y outs.P ro cess layouts are mostly e?ective when there is a wide variation in the product mix. Each product has a di?erent routing se- quence associated with it. Process layouts have the advantage of minimising m a c h i n e idle t i m e.

GT La y outs.The GT concept seems to be best suited for l arge?rms that produce a wide variety of parts in moderate to high volume. The GT lay o uts are product family oriented, while the process layouts are machines functions oriented.

9.3 Assembly Line Design

The main idea behind the design of ALs is that, for complex products, t he assembly system must be decomposed into subsystems which are easier to manage than the entire one. The line is decomposed into several linked s ub- lines (called workcentres in the remainder of this chapter), with their o wn cycle time, reliability, and station requirements. Each sub-line is attributed to one or many sub-assemblies. The routing of a product from one workcentre t o another is ?xed according to a line ?ow topology. The main topology of the line is not necessarily a linear one. With classical line balancing tec h niques, a way to tackle the line balancing problem would be to balance each work- centre separately. But in real conditions, some operations allocated to a giv e n workcentre could be a?ected by another one and linked to the former.

9.4 Integrated Approach

Several attempts have been made in the ?eld of assembly to give assembly workshops a general structure and identical to that of machining s ystems. ALs still retain a linear structure due to the supply, high robustness, and ease of management. The drawbacks may be poor fault tolerance and routing

?exibility [2]. The main task of the proposed line layout integrated method is to cluster twice the tasks (two levels)(Figure 9.1).

1. workcentre clustering: partition a set of tasks performing alike

activities together. This l eads to a number of workcentres.

2. Station clustering: assign tasks to stations. This leads to a number

of stations in each workcentre.

This assignment has to take into account precedence, transportation, and synchronisation of the sub-assemblies in order to ?nd the best value of ratio between clustering and transportation index. The second phase permits the design of a workcentre dealing with objectives lik e workload balancing, cost, reliability, imbalance between variants, etc. The problem is composed of three interdependant sub-problems: workcentre clustering, station clustering, and workcentre synchronisation [126, 134].

Precedence Tasks Work centres

Work centres

clu s te rin g

Stations

Figure 9.1. Integrated approach of the line layout

The results obtained using the balancing module permit one to know t he distribution of tasks and resources along the AL. The PL module d etermines the space requirements taking into account congestion and material storage, handling systems, and so on (Figure 9.2). The whole methodology can b e described as follo ws:

? Set the desired workcentres, and for each of them assign tasks into work- centres, dealing with precedence graphs, set the desired number of s tations, and set the desired cycle time.

? Set the desired links between workcentres.

Figure 9.2. LL and PL in teraction

? Balance the whole plant (set of w ork centres).

? Position workcentres and s tations.

? Evaluate the e?ciency of the corresponding plant layout using a s imulation

package. Check the congestion of the plant, analyse the ?ow, the material handling, and storage area requirements, etc.

? If no satisfying solution is found, exchange the tasks (without violating

precedence constraints) and change the links between workcentres.

The overall architecture of the LL module is illustrated in Figure 9.3. The main aim is to balance a set of workcentres using the di?erent links between them. The clustering (local optimisation) is then followed by a global design phase. For each workcentre, this permits one to assign tasks to di?erent stations.

9.4.1 Dev elopmen t of the In teractiv e Metho d

The principal goal of the interactive method is to divide the whole man ufac- turing facility into small manageable groups of workcentres (cells), each cell being dedicated to a sp eci?ed set of part or sub-assemblies. In the following sections the concentration will be on the di?erent architectures of ALs and on the ?ow of materials and products through the assembly facility. Vari- ous strategies for organising resources are described and some techniques to help designers to interact1 with the system are presented. Simple indexes t o evaluate the performance of these con?gurations are discussed.

Workcentre Clustering

The aim of this phase is to cluster tasks among workcentres. In Figure 9.4 the left top (a) represents the precedence graph of product, while the right top

1 It makes no sense to ask the computer to ?nd a solution for something which

is obvious, e.g. the tasks that the human can do better. It is also a waste of time to solve problems for which the computer needs a lot of data to ?nd simple solutions while the human can ?nd them without any di?culty.

91

Tasks

W o r kcentre

Assign tasks to wo r kcentres

Modify clu s t ers

and li nks

Link the d iff eren t wo r kcentres

W o r kcentres balancing

Figure 9.3. Overall architecture of the line layout module

Precedence

Tasks Clusters

(2) (1)

(5)

(4)

(a)

(b)

(6)

(3)

(2)

(1)

Workcentres

(2)

(1)

(5)

(4)

(6)

(3)

Precedence

(5)

(4) (3)

(6) (c)

(d)

Figure 9.4. workcentre clustering phase

(b) represents one possible clustering. In the same ?gure, the bottom (c) and (d) represent two possible con?gurations(sets of workcentres) of the prop osed clustering. In (c) each cluster is assigned to its own workcentre, while in (d) the clusters (3) and (4) are assigned to one workcentre. The only hard c on- straint that must be satis?ed is the precedence constraints between clusters. The precedence graph between clusters decides on the position of w ork cen- tres. In contrast, the arc between workcentres de?nes the ?ow of p ro ducts between them. A s can be observed from (c) and (d), the precedence b e t w een the di?erent clusters is preserved. The criteria and constraints that i n?uence the choice of a given graph clustering are described in the following p o in ts:

? One of the ?rst pieces of information provided to designers is the desired throughput of the given product; this leads to the desired cycle time of the line. The desired cycle time can help to estimate the number of workc entr es needed to assemble the product.

? Generally, designers never start from scratch to design an AL. One of the most important constraint is the space of the plant and the space of eac h sub-plant, each workcentre, and so on. Thus, the number of stations of each workcentre is more-or-less known in adv ance.

? Since the line must operate according to a line ?ow topology, only clusters that can satisfy the p r eced e n ce co n s t r a i n t s between tasks are valid.

? When analysing the precedence graph of a given cluster, one can have an idea about the production stage of the given product. Thus, designers h a v e an idea on the stability states of a given product. This information will help in deciding if the product at a given stage can or cannot be t ransferred from one workcentre to another. It is possible that the product at the end of cluster (2) in Figure 9.4 is unstable and this clustering is l ess acceptable in comparison with the cluster composed of clusters (2) and (4).

? The work level and the work position of tasks in the case of bulky prod ucts can help to decide about the way to cluster tasks.

? Each time we have a well-de?ned sub-assembly, one should dedicate it a cluster.

? Giv e n a set of tasks executed on all the variants of a given product

f amily, if these tasks have similar features, they may belon

g to the same

cluster.

? Generally, the higher the number of variants of a given family, the higher is the imbalance between the variants and the l ess clusters one has to mak e. Making a high number of clusters can lead to high imbalance

b e t w een variants along the AL.

? Depending on the type of production (batch or mixed production), the clustering may not be the same. The type of production may also c h ange the clustering, since the transfer system may be a?ected by the choice.

On the other hand, the main parameters that i n?uence the w ork cen tre clustering can be summarised as follo ws:

?The importance of the human is often disregarded while evaluating the AL performance. In order to deal with human behaviour, a close i n terac- tion between designers and workers can de?ne useful clusters that satisfy workers desires and enhance job qualit y.

? One of the basic pieces of information to the clustering phase is ‘h ow far geographically the di?erent workcentres are’.Indeed, the transfer system depends on the distance between the workcentres.

? Components storage space is one of the hard constraints in AL designs.

Since each assembly task is linked to a given component, it is quite

easy

to detect if the storage space needed for a given set of tasks exceeds the

storage space of a given workcentre.

? The f eed i n g system of the di?erent components can help to decide about the grouping or not of a set of tasks. In the case of the ‘kiting’ philosoph y, the feeding has only a minor in?uence on the choice of the clustering.? The plant layout, its obstacles (walls, paths), the sp eci?c stations (quality

control cells, and painting stations, etc.) may introduce constraints on the

position of workcentres and their links.

? The number of operators permits one to de?ne the number of w ork centres.

? Indeed, it makes no sense to introduce a transfer system between t w o workcentres, as each one contains only one task. T e c h niques lik e‘cell for-

mation’and ?ow matrix can help to decide about the acceptance or not of a proposed clustering.

It is important to note that the results of this phase constitute a local optimisation of the line layout problem. Indeed, this clustering permits one to narrow the search space, whereas the results of the LL module c onstitute a global optimisation.

Workcentre L inks

Some workcentres may serve to assemble a subassembly which is injected as a whole in the main line. Some stations, lik e packaging, which may be u sed for several products in the same facility, are at the con?uence of two or more ALs. Thus, di?erent lines or workcentres are linked to yield several line topolo- gies, as illustrated in Figure 9.5. Four workcentres are linked to a main line according to a ‘?s hb one’topology, and the main line separates into two others at its end. Di?erent links (if they exist) represent just a logical link b etw een workcentres, as shown in the example of Figure 9.5 (the workcentre (4) is linked to the station (5) of the main workcentre). This means that the trans- fer system has to put the product leaving workcentre (4) on station (5) of the main w o rk cen tre.

There are two general kinds of link: links with operations exchange and links without operations exchange. The possible links between w o rk cen tres are described in the following sections.

2 4

Link position 6

Wor kcent r e

1 1 5 6

Main w orkc e ntre

3

7

5

Figure 9.5. Example of plant topology

Link Without Operation Exc hange. A simple link is when two w o rk- centres are linked logically without any exchange of tasks. Such links only help to decide about the ?ow among workcentres. There are three p ossible con?gurations(Figure 9.6). The arrows represent just the ?ow of the product inside the workcentre.

(a) (b)

(c)WkC1

WkC1

WkC1

Flow Flow

WkC2

WkC2

WkC2 Figure 9.6. P ossible links between workcentres

? Physically, the two workcentres may be put in parallel; this means that the two sub-assemblies start at the ?rst station of each workcentre.

? The last station of workcentre WkC1 is linked to the ?rst station of w o rk- centre WkC2. Once WkC1 ?nishes its work on the product, it transfers i t to WkC2.

? The last station of workcentre WkC1 is linked to the last station of work- centre WkC2. In this case there are two possibilities.

1. WkC1 ?nishes its work on the product and transfers it to WkC2, or

WkC2 ?nishes its work on the product and transfers it to WkC1.

2. Suppose there is another workcentre WkC3 connecting the two work-

centres. Thus, the sub-assemblies assembled on workcentres WkC1 and

WkC2 are transferred into WkC3. Then, the two sub-assemblies may

be assembled together on WkC3.

Sharing Stations.The second kinds of link correspond to a set of w o rk- centres sharing physically one station (see Figure 9.7). The product passing through the di?erent workcentres has to visit the shared station. This kind o f station can be found in the following situations:

? In the contact point of many parallel workcentres. Suppose there exist a set of tasks done by a robot. Note, that the cost of a robot is generally high and it is more b ene?cial to share it to execute the same task r elativ e to the di?erent workcentre. For two ‘paced’workcentres, the process time of the shared station may not exceed half of the cycle time.

? The contact point belongs to the main workcentre. Each workcentre as- sembles a sub-assembly relative to a variant and the main w ork cen tre integrates the di?erent sub-assemblies to the main product.

Station

WkC1

Shared st at ion PT(w1)

WkC2 PT(w2)

Flow

Figure 9.7. workcentres sharing s tation

The hard condition to share an operator between many stations is that

γ

w=1..N bLink s

P T(w) ≤M i nimum(Cy c l e T i m e)(9.1)

where P T(w) is the process time of the shared station on the product p assing through workcentre w, N b Link s is the number of workcentres sharing this station, and M i nimum(Cy c l e T i m e)is the cycle time corresponding to the fastest w o rk cen tre.

For each cycle time, the shared station has to work on the products relativ e to the di?erent workcentres. This means that on each period equal to the cycle time this station has to handle each of the N b Link s products. Suppose that the process time of the given station relative to each workcentre is equal to the minimum cycle time, then the process time of the station must be less than or equal to the corresponding cycle time. By the way, the sum of the p ro cess times corresponding to the di?erent workcentres must be less than or equal to the minimum cycle time. The upper bound is then M i nimum(Cy c l e T i m e). Thus, the theoretical maximum process time of the shared station must v e rify the inequality in Equation (9.1). This upper bound is relative to the s ynch ro- nised model: the station always begins with the product passing through t he

fast workcentre (corresponding to the minimum cycle time). Many other com- binations (synchronisation) are possible, especially in the case of MPALs [146].

Link With Operator Mov e.The third kind of link corresponds to the case where two physical stations of two di?erent workcentres belong to the same logical station (Figure 9.8). Logically, there is only one station, but physically one part of the job is done on WkC1 and the rest of the job is done on WkC2. One operator (machine, or robot) is used to work on station ws1 and to transport the product from WkC1 to WkC2 (station ws2). The latter continues assembling the product. This can be the case if a heavy equipmen t Eqp1 is installed on ws1 and another Eqp2 is installed on ws2, and the product has to go successively from WkC1 to WkC2. The main condition to do such an allotment is that the process time on the two stations must verify the following assignmen t:

ws1 ws2

Flow

WkC1 W kC2

Move directions

Figure 9.8. workcentre link with operator m o v e

P T(ws1) + P T(ws2) + 2 × M vt < M i n i m u m(Cy c l e T i m e)(9.2) where P T(w) is the process time of the station w, M vt is the duration of the movement between the two workcentres, and M i nimum(Cy c l e T i m e)is t h e cycle time corresponding to the fast workcentre.

Note that the same product passes through the two workcentres: the op e r- ator (or robot) transfers the product from the ?rst workcentre to the second. Thus, the ?ow of the two workcentres must be the same, otherwise there i s no need for such con?guration.

Link With Operations Exc hange. Finally,the most interesting kinds of link between workcentres are those where tasks are exchanged among w ork cen- tres. This exchange can help to balance the workload of two adjacent w ork cen- tres if the surplus of p r oc ess time on one station is transferred to its neigh b our. Note that the exchange of tasks is done in only one direction, not in both. The surplus of process time on the overloaded workcentre is transferred into the other. Otherwise, the product has to be transferred twice between the t w o workcentres. Figure 9.9 represents two linked workcentres which are able to exchange tasks between the linked stations: the second station of w ork cen tre A and third station of workcentre B.

91

A 2

Exchang e tasks betw een

or the two stations

B 3

(LWS (2, A), LWS (3, B))

Figure 9.9. workcentre links with tasks exchange

Note, that the links are not mandatory and a workcentre may be isolated from the rest of the line.

9.4.2 Global Search Phase

Figure 9.10 illustrates the input data of this module which helps to balance lo- cally a given workcentre (using only the tasks that belong to this w o rk cen tre). The balancing of the line is done using the EPAL heuristic which was intro- duced in Chapter 6. In order to take advantage of the links between stations, another heuristic has been developed. The ‘link no de’is the set of stations by which a set of workcentres is linked. For i nstance,suppose that the link (end(WkC1), end(WkC2)) has been set (i.e. the end of WkC1 is linked to t he end of WkC2), the link node will be the last station of each workcentre.

Workcentre

- station number

- cycle time

- process time

- precedence gr aph - mode preferences - Set of workcentres

- Links betw een

workcentres

Link

- workcentre 1

- workcentre 2

- link ty pe

GGA

LL && PL

- Balanced workcentres

- First disposition of

workcentres

Figure 9.10. Input data of the problem

The two stations in the link node are chosen and all possible e xc hanges between them (which do not violate precedence constraints and cycle time) are executed, as shown in Figure 9.11. These kinds of move permit one to b alance two adjacent workcentres by exchanging tasks between them. The ob jectiv e is to equalise station durations under a ?xed number of station constrain ts. The following cost function is adopted:

1

A

minimise f EP =

γ ( γ

(f ill i ? cy cletime j )2 )

(9.3)

j =1..w i =1..N j

cl11

cl21

cl31

WS1

WS2

WS3

Flow

cl32 cl22 cl12

WS1

WS2 WS3

Flow

Figure 9.11. Linked wheels heuristic

In other words, for each workcentre, this function minimises the square of

the di ?erence between the workload of stations and the desired cycle time, where w is the number of workcentres, N j is the number of stations of e ac h workcentre, f ill i is the sum of working times on station i , and cy cletime j is the ideal cycle time of workcentre j . This can de?ned as follo ws:

2

(j =1..nbop j ) time i

cy cletime j =

j

(9.4) The cycle time of each workcentre is the sum of the process time of

its tasks divided by the number of s tations.

9.5 Application

The case study is adapted from a problem proposed in the line balancing benchmark suite of [146]. The benchmark considers 29 tasks with precedence constraints and operating times as illustrated in Figure 9.12. Table 9.1 sum- marises the process time and the precedence constraints of each operation, as well as their prefered workcentre. W e decide to create two workcentres, with the link (end(WkC A), b e gin(WkC B)).

First, the two workcentres are balanced without using any link. Table 9.2 presents a set of solutions for a given number of stations without cycle time restriction and according to an equal piles strategy. N bS X denotes the de- sired number of stations, while W kC X represents the process time of stations for workcentre X . Finally , the link represents the station by which the t w o workcentres are connected.

N

91

19

7

2

1 15 5 12

2

26

14

25

9

13

16 21 14

10

27

20

7 29

16

28 14

3 4 5

10

A 68 11

7

4 16

17 20

17

18

23 24

25

B

22

8 2 6 14

7 9 10 14

10 15

10 1

9

21

19

12

A B

Figure 9.12. Precedence graph of the p roblem Table 9.1. workcentre, duration and precedence constraints of each t ask Op WkC Duration Preds Op WkC Duration Preds

1A716A78, 14

2A1917B1411, 13

3A15118B1716

4A5319B1015

5A12420B1617

6A10221B119

7A822B918, 21

8A165, 623B2520, 22

9A2724B1423

10A6925B141, 7

11A21826B22

12A10727B1026

13A9528B723

14A41029B2024, 25, 27, 28 15A1410, 12

Table 9.3 shows the composition of the di?erent stations in the case where the two workcentres are connected (at the l eft-side)and not connected (at the right-side). Note that the operation exchange between workcentres is only allowed at the connection station node. Operations from workcentre A mixed with some operations of workcentre B are written in bold f o n t.

Table 9.2 shows that using the link (i.e. ‘o perations exchange link’) b e- tween the two workcentres improves the quality of balancing (see

Section

9.4.1). Table 9.3 presents the results for the case when the desired

n um b e r of stations of W kC A and W kC B are equal to 3. If the two w ork cen tres are disconnected, the cycle time of each one is equal to the process time of its corresponding tasks divided by its desired number of stations. Thus, cycle time is set to 60 units for W kC A and to 49 units for W kC B. In con trast, if they are connected, the cycle time is then set to the process time of all the tasks divided by its sum of the desired number of stations. In this case, the cycle time was set to 54 units.

Table 9.2. Results of the algorithm, with and without links between w ork cen t res

(NbS A, NbS B)Link WkC A WkC B

(3, 3)61, 60, 5849, 48, 48

(3, 3)(3, 1)56, 54, 5254, 55, 53

(4, 3)39, 46, 45, 4949, 48, 48

(4, 3)(4, 1)47, 46, 47, 4246, 48, 48

(4, 4)43, 47, 45, 4427, 38, 39, 41

(4, 4)(4, 1)41, 43, 41, 4338, 38, 39, 41

(5, 3)35, 37, 36, 37, 3449, 48, 48

(5, 3)(5, 1)38, 44, 42, 41, 3740, 41, 41

(5, 4)35, 37, 36, 37, 3427, 38, 39, 41

(5, 4)(5, 1)37, 35, 36, 36, 3133, 36, 39, 41

(6, 3)30, 34, 30, 30, 30, 2549, 48, 48

(6, 3)(6, 1)35, 37, 36, 37, 34, 3728, 39, 41

Table 9.3. Process time and list of tasks of each station with (NbS A=3, NbS

B=3)

WkC PT Ops (without link)PT Ops (with link)

A610, 2, 6, 8, 1, 5560, 6, 1, 11, 5, 8

A609, 11, 13, 3, 14, 4, 12549, 2, 3, 4, 7

A587, 10, 16, 155213, 15, 14, 17,18

B4917, 20, 21, 18, 25, 265412,10,20, 21, 16

B4819, 22, 275522, 19, 23

B4823, 24, 285325, 24, 28, 26, 27

Table 9.4 shows that the balancing obtained using the link between the t w o workcentres (connected by the fourth station of W kC A and the ?rst station of W kC B) is better than the ?rst one. The results show that the links allow to smooth the workload of the di?erent stations along the two w ork cen tres. Indeed, the maximum di?erence is not more than 6 (48 ?42) in the second case (with link), while it is equal to 10 (49 ?39) in the ?rst case (without link).

Table 9.4. Process time and list of tasks of each station with (NbS A=4, NbS B=3)

WkC PT Ops (without link)PT Ops (with link)

A390, 2, 3, 4470, 2, 3, 6, 4

A461, 12, 6, 5468, 9, 11, 12, 1

A457, 8, 11, 9, 13, 15475, 7, 10

A4910, 16, 144213, 16, 15, 17

B4917, 18, 20, 21, 25, 264618, 20, 21, 25, 26, 14

B4819, 22, 274819, 22, 27

B4823, 24, 284823, 24, 28

2020年九年级安全主题班会课件范文合集

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九年级课文翻译 Document serial number【NL89WT-NY98YT-NC8CB-NNUUT-NUT108】

人教版初中英语九年级U n i t3课文翻译 SectionA2d 何伟:这是欢乐时光公园——我所在城市最大的游乐园! 艾丽斯:要尝试一些乘骑项目,我好兴奋呀! 何伟:我们应该从哪里开始玩呢?有太空世界、水上世界、动物世界…… 艾丽斯:哦,你能先告诉我哪儿有洗手间吗? 何伟:什么休息室你想要休息吗但是我们还没有开始玩呢! 艾丽斯:哦,不是,我的意思不是休息间。我的意思是……你知道的,卫生间或盥洗室。何伟:嗯……那么你是指……厕所? 艾丽斯:正是!对不起,也许“洗手间”一词在中国不常用。 何伟:对,我们通常说“厕所”或“卫生间”。就在那边。 艾丽斯:好的,我会很快的!我想知道公园今天何时关门。 何伟:九点三十,你不必着急! SectionA3a 欢乐时光公园——永远快乐的时光 [艾丽斯和何伟在太空世界。] 艾丽斯:我想知道我们接下来应该去哪里? 何伟:那边那个新项目怎么样? 艾丽斯:好吧……看起来蛮吓人的。 何伟:快来吧!我保证它将激动人心!如果你害怕,只要大叫或者抓住我的手。 [云霄飞车之后……] 艾丽斯:你是对的!太有趣了!起初我好害怕,但大声喊叫还蛮管用的。 何伟:瞧,那玩意并不糟糕,对吧?某些东西你不去尝试,就绝不会知道。 艾丽斯:对,我很高兴我试过了! 何伟:你现在想去水上世界么? 艾丽斯:好,但我很饿。你知道我们在哪里能吃到好的快餐? 何伟:当然!我建议在水上世界的水城餐馆,那里有美味可口的食物。 艾丽斯:好极了!我们走! [在前往水城餐馆途中,艾丽斯和何伟经过鲍勃叔叔餐馆。] 艾丽斯:看!这家餐馆看起来蛮有趣的。这招牌上说这儿每晚有摇滚乐队演出。

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初 三 安 全 教 育 教 案 xx中学教育集团第一课时

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九年级英语u n i t课文 翻译 Document serial number【KK89K-LLS98YT-SS8CB-SSUT-SST108】

unit3 Could you please tell me where the restroom are ? sectionA 2d 何伟:这就是欢乐时代公园——我们这座城市最大的游乐园。 爱丽丝:就要玩各种游乐项目了,我好兴奋呀! 何伟:我们先玩那样呢?有太空世界、水世界、动物世界…. 爱丽丝:在我们决定前,麻烦你先告诉我哪儿有洗手间吗? 何伟:什么?休息室?你想要休息了?我们可还没有开始玩呢! 爱丽丝:不是的,我不是指休息的地方。我是说…..你知 道,一间洗手间或卫生间。 何伟:嗯….那么你是指….卫生间吗? 爱丽丝:对啦!不好意思,也许中国人说英语不常用 restroom这个词。 何伟:就是的,我们常说toilets 或washroom 。不过,厕所在哪里。 爱丽丝:知道了,我一会儿就好! 何伟:没问题,你不必赶的。 Section A 3a 欢乐时代公园————总是欢乐时光 [ 爱丽丝和何伟在太空世界] 爱丽丝:我不知道我们接下来该去哪里。

何伟:去玩玩那边那个新项目怎样? 爱丽丝:啊…..看上去挺吓人的。 何伟:勇敢些!我保证会很好玩!如果害怕就喊出来或抓住我的手。 【乘坐后…..】 爱丽丝:你是对的,这真好玩!我起先有些害怕,但喊叫真管用。何伟:瞧:这并不糟糕,对吧?你需要去尝试,否则永远不会知道你能行。 爱丽丝:是这样的,我真高兴自己尝试了这个项目。 何伟:现在你想去水世界吗? 爱丽丝:当然,但我饿了。你知道哪里有又好吃又快的地方? 何伟:当然知道!我建议去水世界的水城餐馆他们做得很好吃。爱丽丝:太好了,我们去吧! 何伟:[在去水城餐馆的路上,爱丽丝与何伟路过鲍勃叔叔的餐厅]爱丽丝:你瞧!这间餐厅看上去很有意思。牌子上写着有个摇滚乐队每晚在演奏。 何伟:我们为何不回头过来在这吃晚饭?咱们去问一下乐队演出几点开始。 【爱丽丝和何伟向门口的员工走去】 爱丽丝:劳驾,请问你们乐队今天晚上何时开始演奏? 何伟:八点。那时人总是很多,所以得来早一点才有桌子。 爱丽丝:好的,谢谢!

The way的用法及其含义(二)

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todoanddoing用法

加to do 的动词 attempt企图enable能 够 neglect忽视afford负担得 起 demand要求long渴 望 arrange安排destine注 定 mean意欲,打算begin开 始 expect期望omit忽略,漏 appear似乎,显得determine决定manage设 法cease停止 hate憎恨,厌恶pretend假装 ask问dread害 怕 need需要agree同 意

desire愿望love 爱 swear宣誓volunteer志愿 wish希望bear承 受 endeavor努力offer提 供 beg请求fail不 能 plan计划 bother扰乱;烦恼forget忘 记 prefer喜欢,宁愿care关心,喜欢happen碰 巧prepare准 备decide决 定learn学 习 regret抱歉,遗憾choose选择hesitate犹 豫profess表明

claim要求hope希 望 promise承诺,允许start开始undertake承 接want想要 consent同意,赞同intend想要refuse拒 绝decide决定 learn学习vow起contrive设法,图谋incline有…倾向propose提议seek 找,寻觅 try试图 2)下面的动词要求不定式做宾补:动词+宾语+动词不定式 ask要求,邀请get请,得 到 prompt促使allow允 许 forbid禁止prefer喜欢,宁愿announce宣 布force强

迫 press迫使bride 收 买 inspire鼓舞request请求 assist协助hate憎 恶 pronounce断定,表示advise 劝告exhort告诫,勉 励pray请求 authorize授权,委托help帮 助recommend劝告,推荐bear容 忍implore恳 求remind提醒 beg请求induce引 诱 report报告compel强 迫 invite吸引,邀请,summon传 唤command命 令intend想要,企

(完整版)the的用法

定冠词the的用法: 定冠词the与指示代词this ,that同源,有“那(这)个”的意思,但较弱,可以和一个名词连用,来表示某个或某些特定的人或东西. (1)特指双方都明白的人或物 Take the medicine.把药吃了. (2)上文提到过的人或事 He bought a house.他买了幢房子. I've been to the house.我去过那幢房子. (3)指世界上独一无二的事物 the sun ,the sky ,the moon, the earth (4)单数名词连用表示一类事物 the dollar 美元 the fox 狐狸 或与形容词或分词连用,表示一类人 the rich 富人 the living 生者 (5)用在序数词和形容词最高级,及形容词等前面 Where do you live?你住在哪? I live on the second floor.我住在二楼. That's the very thing I've been looking for.那正是我要找的东西. (6)与复数名词连用,指整个群体 They are the teachers of this school.(指全体教师) They are teachers of this school.(指部分教师) (7)表示所有,相当于物主代词,用在表示身体部位的名词前 She caught me by the arm.她抓住了我的手臂. (8)用在某些有普通名词构成的国家名称,机关团体,阶级等专有名词前 the People's Republic of China 中华人民共和国 the United States 美国 (9)用在表示乐器的名词前 She plays the piano.她会弹钢琴. (10)用在姓氏的复数名词之前,表示一家人 the Greens 格林一家人(或格林夫妇) (11)用在惯用语中 in the day, in the morning... the day before yesterday, the next morning... in the sky... in the dark... in the end... on the whole, by the way...

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院、商场等处,千万不要蜂拥外逃,要就地蹲下或趴在排椅下;要注意避开吊灯、电扇等悬挂物,注意保护头部。 6、户外遇震怎么办?如果地震发生时你在户外,你要就地选择开阔场地蹲下或趴下,以防摔倒,不要乱跑;要避开高大建筑物、危险物、广告牌、烟囱、高压线等。 7、野外遇震怎么办?如果地震发生时你正在野外,要迅速离开河边、水坝或桥梁,防止地震时河岸坍塌,堤坝垮塌。要避开山边的危险环境,遇到山崩、滑坡,要迅速向滚石两侧躲避,切不可顺着滚石方向往山下跑;也可躲在结实的障碍物下,或蹲在地沟、坎下。 8、注意防止火灾:火灾是地震发生后最普遍、最严重的次生灾害,因此在震后撤离前,一定要灭掉明火,关掉煤气,切断电源。 9、震后迅速撤离:一旦震动停止,就要迅速撤离到安全地方,警惕余震的再度袭击,防止更大损失发生。听从紧急救援人员的指挥疏散。 二、自救与互救: 、震后自救知识: ①如果在地震中被压埋,这时一定要沉着,树立生存信心,尽量改善自己所处环境:首先挪开头部周围的杂物,保持呼吸畅通;闻到煤气、毒气时,用湿毛巾等捂住口、鼻,进而扩大和保护生存空间,用砖、木等支撑残垣断壁,以防

英语新课标九年级课文翻译Unit9-14

英语新课标九年级课文翻译Unit9-14 Unit9 I like music that I can dance to. SectionA 2d 吉尔:斯科特,周末你打算干什么呢? 斯科特:没什么事,我估计就是听听我新买的激光唱片吧. 吉尔:哦?是什么激光唱片? 斯科特:嗯,全是音乐的,没有歌曲。我喜欢听舒缓的音乐来放松自己,尤其是在工作了漫长的一周以后。 吉尔:听起来不错啊。嗯,如果你有空,愿意和我一起去看部电影吗?(电影的)导演很有名。 斯科特:嗯,那要看什么电影。我只喜欢有趣的电影,我只想笑一笑不想费脑筋,你懂我的意思吧? 吉尔:哦,那样的话,我还是去邀请喜欢看严肃电影的人吧. 斯科特:(你说的)电影是关于什么的? 吉尔:是关于第二次世界大战的。我喜欢能让我思考的电影。 section A, 3a 今天你想看什么(电影)呢? 虽然一些人坚持只看一种电影,但是我喜欢看不同种类的电影,(具体)由当时盼心情决定。 当我情绪低落或感到疲惫的时候,我更喜欢能让我开心的影片。比如,像《黑衣人》那样的喜剧片或像《功夫熊猫》这类的动画片,通常都有滑稽的对话和一个愉快的结局。影片中的人物不一定完美,但是他们都会尽力去解决问题,看了这样的电影,我所面对的许多问题突然间会显得不那么严重,我也会感觉好多了。两个小时的欢笑是一种很好的放松方式。 当我伤心或劳累的时候,我不看剧情片或纪录片。像《泰坦尼克号》这样的剧情片只会让我更伤心。像《帝企鹅日记》这样的纪录片,(通常)会针对某个特定话题提供丰富的信息,(内容)也很有趣,但是当我累的时候,我不想思考太多。当我太累不想思考时,我不介意看像《蜘蛛侠》这样的动作电影。我只想屏蔽我的大脑,坐在那里观看一个令人兴奋的超级英雄,他总是能在关键时刻挽救世界。 偶尔我会喜欢看恐怖片。虽然它们很有意思,但是我会因为太害怕而不敢独自一人看,我总会带上一位不怕这些类型的电影的朋友(一起看),这样就觉得没那么可怕了。 Secton B 2b 凄美 昨晚我的一个中国朋友带我去听了一场中国民间音乐会。其中有一首二胡曲令我特别感动。音乐出奇的美,但是在那美的背后,我感受到悲伤和痛苦。这首曲子有个简单的名字,《二泉映月》,但它是我听到过的最感人的曲子之一。二胡(的声音)听起来那么悲伤,以至于我在听的时候也几乎随着它哭了。后来我查阅了《二泉映月》的历史,开始理解音乐中蕴含的伤感。 这首曲子由一位民间音乐家阿炳写成,他于1893年出生在无锡市。在他还很小的时候,他的母亲就去世了。阿炳的父亲教他弹奏各种乐器,如鼓、笛子和二胡。到了十七岁,阿炳就以他的音乐天赋闻名。然而,他的父亲去世后,阿炳的生活变得更糟糕。他很穷,还得了很严重的疾病,眼睛瞎了。好些年他都没有家,他住在大街上,以弹奏音乐来谋生。即使在他结了婚有了家以后,他还是继续在街道上唱歌、弹曲,他以这种方式表演了好多年。 阿炳惊人的音乐技能让他在有生之年就非常出名。到他临终前,他已会弹六百多首曲子,大部分是他自己写的。遗憾的是,一共只有六首曲子被录了下来得以传世,但时至今日,他(的作品)依旧颇受人们喜爱。今天,阿炳的《二泉映月》成 了所有伟大的二胡演奏家弹奏和赞赏的曲子。它已成了中国文化魁宝之一。它的凄美不仅描绘出阿炳自己的生活,而且也让人们回想起自身的悲苦体验和最深的的痛。

常见的todo与doing

常见的“to do”与“doing”现象 有些动词后既可接to do,也可接doing,它们后接to do与doing在意思上有时有较大的差别。因为它们也是中考的常考点之一,因而我们应该搞清楚它们的区别。 1. stop to do/stop doing sth。 解析:stop to do sth.意为“停下来(正在做的事)去做(另外的)某事”,to do sth.在句中作目的状语。而stop doing sth.意为“停止做(正在做的)某事”。如Mary stopped to speak to me.玛丽停下(手头的工作)来跟我讲话。 When the teacher came in. the students stopped talking.老师进来时,学生们停止讲话。 2. remember to do/remember doing sth 解析:remember to do sth.意为“记住要去做某事”(还没有做)。而remember doing sth.意为“记得(已经)做过某事”如: Please remember to send the letter for me.请记住为我发这封信。 I don’t remember eating such food somewhere.我不记得在哪里吃过这种食物 3. forget to do/forget doing sth 解析:forget to do sth.意为“忘记做某事”(动作还没有发生)。而forget doing sth.意为“忘记做过某事”(动作已发生)。如: Don’t forget to bring your photo here.别忘了把你的相片带来。 I have forgotten giving the book to him.我忘记我已把书给了他。 4. go on to do/go on doing sth 解析:go on to do sth.意为“做完一件事,接着做另外一件事”,两件事之间有可能有某种联系。而go on doing sth.意为“继续做下去”。如: After reading the text, the students went on to do the exercises.学生们读完课文后,接着做练习。 It’s raining hard, but the farmers go on working on the farm.虽然天正下着大雨,但农民们继续在农场干活。 5. try to do/try doing sth 解析:try to do sth.意为“尽力去做某事”,而try doing sth.意为“(用某一种办法)试着去做某事”。如: Try to come a little early next time, please.下次请尽量早点来。 You can try working out the problem in another way.你可以试试用其它的方法解答这道题目。 6. can’t help to do/can’t help doing sth 解析:can’t help to do为动词不定式结构;can’t help doing sth.意为“身不由己地去做某事”或“情不自禁地去做某事。”如: We can’t help to finish it.我们不能帮忙完成此事。 I couldn’t help laughing when I saw her strange face.当我看到她奇怪的脸时,我情不自禁地笑了。 7. hear sb. do/hear sb. doing sth 解析:hear sb. do sth.意为“听见某人做某事”,指听到了这个动作的全过程;hear sb. doing sth.意为“听到某人做某事”,指听到时候,这个动作正在发生。如: I often hear him sing in the classroom.我经常听见他在教室里唱歌。 Do you hear someone knocking at the door?你听见有人在敲门吗? 应该说明的是:和hear的用法一样的还有see、watch、notice等。

“the way+从句”结构的意义及用法

“theway+从句”结构的意义及用法 首先让我们来看下面这个句子: Read the followingpassageand talkabout it wi th your classmates.Try totell whatyou think of Tom and ofthe way the childrentreated him. 在这个句子中,the way是先行词,后面是省略了关系副词that或in which的定语从句。 下面我们将叙述“the way+从句”结构的用法。 1.the way之后,引导定语从句的关系词是that而不是how,因此,<<现代英语惯用法词典>>中所给出的下面两个句子是错误的:This is thewayhowithappened. This is the way how he always treats me. 2.在正式语体中,that可被in which所代替;在非正式语体中,that则往往省略。由此我们得到theway后接定语从句时的三种模式:1) the way+that-从句2)the way +in which-从句3) the way +从句 例如:The way(in which ,that) thesecomrade slookatproblems is wrong.这些同志看问题的方法

不对。 Theway(that ,in which)you’re doingit is comple tely crazy.你这么个干法,简直发疯。 Weadmired him for theway inwhich he facesdifficulties. Wallace and Darwingreed on the way inwhi ch different forms of life had begun.华莱士和达尔文对不同类型的生物是如何起源的持相同的观点。 This is the way(that) hedid it. I likedthe way(that) sheorganized the meeting. 3.theway(that)有时可以与how(作“如何”解)通用。例如: That’s the way(that) shespoke. = That’s how shespoke.

九年级英语课文翻译,帮忙

7楼 迪士尼乐园是个娱乐的公园,但我们也可以叫它“主题公园”。它拥有你在其他公园可以找到的所有的娱乐设施,但是它有一个主题。当然,这个主题就是迪士尼电影和迪士尼人物。比如说,在其他一些公园你可以看到到摩天轮,但是在迪士尼乐园,摩天轮就有了“迪士尼人物”的主题。这意味着你可以在摩天轮的任何地方看到迪士尼人物。同样,你也可以看有关迪士尼的电影,在迪士尼餐厅就餐,买迪士尼礼物。你还随时可以看到迪士尼乐园里来回走动的迪士尼人物! 你听说过“迪士尼航行”吗?那是同样有迪士尼主题的巨大的船。你可以在船上航行几天,还可以在甲板上吃东西睡觉。和迪士尼乐园一样,甲板上也有许多吸引人的地方。你可以购物,参加迪士尼的聚会,和米老鼠一起吃晚餐。这些船有几条不同的航线,但最终都会抵达同样的地方。那就是属于迪士尼乐园的小岛。 在迪士尼乐园的乐趣简直太多了! 9. p72 UNIT 9 3a: Come to the Hilltop Language School and change your life. 来到Hilltop语言学校,改变你的人生! 第一篇:这里是两名同学讲述关于我校的事情 当我还是个小女孩,我就梦想着去旅行,因而我选择了个最佳的方式—从事空中乘务员.我做这个行业已有两年了,它的确是份有趣的工作,我能游遍世界各地,但也我发现说好英语对我来说是件多么重要的事,正因如此早在当空乘之前我就在Hilltop语言学校学习五年了,我以一口流利的口语赢得了这份工作,谢谢, Hilltop语言学校! Mei Shan 第二篇: 我渴望当一名导游,事实上,这是我一直都很想要从事的事业.我渴望旅行,特别是英语国家,像是美国,澳大利亚.不论如何我知道我必须提高我的英语能力,于是我来到Hilltop语言学校进行口语学习, Hilltop语言学校对我的学习有很大的帮助,我已经在这里学满一年了,非常热爱这个地方.或许当我要离开这个学校的时候,我开始想做一名英语教师的热情会大过于想做一名导游! David Feng 9. p74 UNIT 9 3a: Have you ever been to Singapore?翻译! 你去过新加坡吗? 对于很多中国旅游者来说,这个位于东南亚的小岛是个度假的好去处。一方面,超过四分之

todo和doing的差别

To do 和 doing的用法 1. finish, enjoy, feel like, consider, imagine, keep, postpone, delay, mind, practise, suggest, risk, quit+doing 2. 1)forget to do 忘记要去做某事(此事未做) forget doing忘记做过某事(此事已做过或已发生) 2)stop to do 停止、中断(某件事),目的是去做另一件事 stop doing 停止正在或经常做的事 3)remember to do 记住去做某事(未做) remember doing记得做过某事(已做) 4) regret to do对要做的事遗憾 regret doing对做过的事遗憾、后悔 5)try to do努力、企图做某事 try doing试验、试一试某种办法 6) mean to do打算,有意要… mean doing意味着 7)go on to do 继而(去做另外一件事情) go on doing 继续(原先没有做完的事情) 8)propose to do 打算(要做某事) proposing doing建议(做某事) 9) like /love/hate/ prefer +to do 表示具体行为;+doing sth 表示抽象、倾向概念 (注)如果这些动词前有should一词,其后宾语只跟不定式,不能跟动名词。例如: I should like to see him tomorrow. 10) need, want, deserve +动名词表被动意义;+不定式被动态表示“要(修、清理等)”意思。 Don’t you remember seeing the man before你不记得以前见过那个人吗 You must remember to leave tomorrow.你可要记着是明天动身。 I don’t regret telling her what I thought.我不后悔给她讲过我的想法。(已讲过) I regret to have to do this, but I have no choice.我很遗憾必须这样去做,我实在没办法。(未做但要做) You must try to be more careful.你可要多加小心。 Let’s try doing the work some other way.让我们试一试用另外一种办法来做这工作。 I didn’t mean to hurt your feeling.我没想要伤害你的感情。 This illness will mean (your) going to hospital.得了这种病(你)就要进医院。 3.省to 的动词不定式 1)情态动词 ( 除ought 外,ought to): 2)使役动词 let, have, make: 3)感官动词 see, watch, look at, notice , observe, hear, listen to, smell, feel, find 等后作宾补,省略to。 注意:在被动语态中则to 不能省掉。 I saw him dance.

way 用法

表示“方式”、“方法”,注意以下用法: 1.表示用某种方法或按某种方式,通常用介词in(此介词有时可省略)。如: Do it (in) your own way. 按你自己的方法做吧。 Please do not talk (in) that way. 请不要那样说。 2.表示做某事的方式或方法,其后可接不定式或of doing sth。 如: It’s the best way of studying [to study] English. 这是学习英语的最好方法。 There are different ways to do [of doing] it. 做这事有不同的办法。 3.其后通常可直接跟一个定语从句(不用任何引导词),也可跟由that 或in which 引导的定语从句,但是其后的从句不能由how 来引导。如: 我不喜欢他说话的态度。 正:I don’t like the way he spoke. 正:I don’t like the way that he spoke. 正:I don’t like the way in which he spoke. 误:I don’t like the way how he spoke. 4.注意以下各句the way 的用法: That’s the way (=how) he spoke. 那就是他说话的方式。 Nobody else loves you the way(=as) I do. 没有人像我这样爱你。 The way (=According as) you are studying now, you won’tmake much progress. 根据你现在学习情况来看,你不会有多大的进步。 2007年陕西省高考英语中有这样一道单项填空题: ——I think he is taking an active part insocial work. ——I agree with you_____. A、in a way B、on the way C、by the way D、in the way 此题答案选A。要想弄清为什么选A,而不选其他几项,则要弄清选项中含way的四个短语的不同意义和用法,下面我们就对此作一归纳和小结。 一、in a way的用法 表示:在一定程度上,从某方面说。如: In a way he was right.在某种程度上他是对的。注:in a way也可说成in one way。 二、on the way的用法 1、表示:即将来(去),就要来(去)。如: Spring is on the way.春天快到了。 I'd better be on my way soon.我最好还是快点儿走。 Radio forecasts said a sixth-grade wind was on the way.无线电预报说将有六级大风。 2、表示:在路上,在行进中。如: He stopped for breakfast on the way.他中途停下吃早点。 We had some good laughs on the way.我们在路上好好笑了一阵子。 3、表示:(婴儿)尚未出生。如: She has two children with another one on the way.她有两个孩子,现在还怀着一个。 She's got five children,and another one is on the way.她已经有5个孩子了,另一个又快生了。 三、by the way的用法

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