任教课程年月日
Unit 8 In my Day
一、授课时间：第14周3次课, 15周2次课
二．授课类型：理论课8学时、实践课2学时
三．授课题目：In my Day
四．授课时数：10
五．教学目的和要求：
To know about the aging prolems; to realize the generation gap and try our best to bridge the gap; to care more for our parents;
六．教学重点和难点：
1）背景知识的传授：Russel Baker, Great Depression
2）文章的体裁分析
3）语言点的理解：
Word and phrases: tumble down, argue sb back to reality, amount to; be guilty of…
Grammar Focus: absolute construction
4) 写作技巧分析
七．教学基本内容和纲要
Part One Warm – up
1.questions:
(1)When do people attain old age?
(2)What changes would occur to the elderly?
(3)Why do the aged like to talk about their past lives?
(4)What are your thoughts on age and aging?
Typically, the beginnings of change in the five senses are as follows:
Hearing—the mid 40’s Vision—the mid 50’s
Touch—the mid 50’s Taste—the late 50’s Smell—the mid 70’s
2 .Generation gap refers to the difference in ideas, feelings and interests between older and younger people, which often causes misunderstanding. In the U.S.A, "Never trust anyone over thirty" had even been a very common belief among young people.
How to bridge it ? mutual understanding and love ….
3. The Image of the Mother
4 Years of Age— My Mommy can do anything!
8 Years of Age— My Mom knows a lot! A whole lot
12 Years of Age—My Mot her doesn’t really know quite everything.
14 Years of Age—Naturally, Mother doesn’t know that, either.
16 Years of Age—Mother? She’s hopelessly old-fashioned.
18 Years of Age—That old woman? She’s way out of date!
任教课程年月日
25 Years of Age—Well, she might know a little bit about it.
35 Years of Age—Before we decide, let’s get Mom’s opinion.
45 Years of Age—Wonder what Mom would have thought about it?
65 Years of Age—Wish I could talk it over with Mom!
4. Tell us a story about your parents that touches your heart and is rooted deeply in your memory. Part Two Background Information
1. Author: Russell Baker
Born in Virginia in 1925
In charge of "The Observer" column for the New York Times from 1962 to 1998.
Won his first Pulitzer Prize in 1979 for distinguished commentary as a columnist
Received his second Pulitzer Prize in 1983 for his autobiography Growing up
Regarded as one of America's leading wordsmiths and humorists
2. Russell Baker’s main works
Growing up
Russell Baker’s book of American Humor
Fear and Loathi ng in George W. Bush’s Washington
Poor Russell Almanac
(The text is extracted from the first chapter of Growing Up.)
3. Russell Baker’s memoir Growing up
This book traces his youth in the mountains of rural Virginia. When Baker was only five, his father died. His mother, strong-willed and matriarchal, never looked back. These were depression years, and Mrs. Baker moved her family to Baltimore. Baker's mother was determined her children would succeed, and her unfailing faith in the talents of her young son was not misplaced. He did everything from delivering papers to hustling subscriptions for the Saturday Evening Post. As is often the case, early hardships make the man.
4. Popularity of the book—reviews from the book reviewers and readers
?This is a won drous book, funny, sad, and strong… as funny and touching as Mark Twain's.
----Mary Lee Settle of the Los Angeles Times Book Review ?This is an iconic and magical piece of literature, a story of courage and love, of the bonds of family in spite of tension and disagreement.
-----One reader ?Growing Up is carefully crafted by this experienced writer. The many characters come to vivid life with all their virtues and foibles(小缺点), and Baker's narrative flows smoothly from beginning to end.
-----One reader 5. Quotations of the author
The worst thing about being a tourist is having other tourists recognize you as a tourist.
In an age when the fashion is to be in love with yourself, confessing to be in love with somebody else is an admission of unfaithfulness to one's beloved.
任教课程年月日
An educated person is one who has learned that information almost always turns out to be at best incomplete and very often false, misleading, fictitious, mendacious—just dead wrong.
6. The Great Depression
（The Great Depression is what we refer to the global economic recession between 1929 to
1933 ,which ,especially in the US, is usually identified with the stock market crash of 1929.during that time ,some towns in the U. S. , Canada and Germany even introduced their own scrip during the Great Depression. and the societies are full of sorrows.）
One of the most critical economic periods in the United States history was the Great Depression. A majority of the U.S. citizens did not know much about the Depression. The only information that they knew was what they read from textbooks. Many citizens never really had to face the hardship like others were forced to face. Growing Up by Russell Baker is an autobiography on the problems he and his family endured during this era.
Causes of the Great Depression:
Speculation in the 1920s caused many people to buy stocks with loaned money. The stock market boom was very unsteady, because it was based on borrowed money and false optimism.
Politicians believed that business was the key business of America. Thus, the government took no action against unwise investing.
Stock Market crash on October 24, 1929 (black Thursday)
Misery and personal sufferings were widespread.
Living conditions changed when multiple families crowded into small houses or apartments.
Unemployment rate was very high.
Thousands went hungry.
Children suffered long term effects from a poor diet and inadequate medical care.
Women continued to doing women’s work such as nursing, and even if they wer e able to get an industry job which seldom hired women, they usually were paid less than men.
Part Three Text Appreciation
1. Theme of the story
It is the responsibility of both parents and children to bridge the generation gap. On the one hand, young people should have more interest and respect of what their parents stand for. On the other hand, old people should show understanding to young people’s great interest in the future.
2. Structure of the text
Part 1 (1-45) about: Understanding of a mother from a son’s point of view
Part 2 (.46-53 ) about: Understanding of children from a father’s point of view
Part 3 (54--55 ) about: Meeting of the two views
3. Text Analysis
（1）What was the character of the mother when she was young?
（Scan the text and list out the related information.）
任教课程年月日straight- forward I tell people exactly what’s on my mind, …
strong-willed She was a formidable woman, determined to speak her mind, determined to have her way, …
energetic She had hurled herself at life with an energy that made her seem
always on the run.
never defeated by life life was combat, and victory was not to
the lazy, the timed, the drugstore cowboy, …
（2）Question: What values do you think were reflected in the mother’s way of life when she was young?
The mother was always on the run and working hard because she believed that hard working is the necessary part of one’s life. Life was a struggle, a fight, a battle for survival, for salvation, and for the glory of God. Only by hard working can one be successful in the end. Those who were lazy, timid, loitering and afraid to tell others the true feelings were losers of the life.
（3）How did the author react to his mother’s senility from a son’s point of view?
at the beginning I could not accept the inevitable.
My impulse was to argue her back to reality.
later I soon stopped trying to argue her back to what I considered the
real world.
(I) tried to travel along with her on those fantastic journeys into
the past.
（4）Question: What made the author change his reaction to his mother’s senility?
At the beginning, he tried to argue his mother back to reality from his point of view because he believed that his mother being a normal person would be better for her and her family. But later when he began to look at it from his mother’s point of view, he understood his mother was much happier when she could travel back to her childhood when she was loved and needed. So he would like to travel along with her into her past and understood his mother more.
（5）How did the author understand the relationship with his children from a father’s point of view?
in the past I had developed the habit of lecturing them on the harshness of
life in my day.
I tried to break the habit, but must have failed.
now Between us there was a dispute about time.
(6) Question: What does the author mean by “a dispute about time”? (53)
It is one of the reasons why there is generation gap between parents and children. The parents always like to talk about their past to the children because that was once their “future” they dreamed of and struggled for. But for the children, they are indifferent to the parents’ “future” because it is past for them. They are now dreaming for their future. This is the dispute of time.
Further questions on appreciation
What happened to the author’s mother at the age of 80? What became of her after her “last”
fall?
What exactly is the problem with his mother?
任教课程年月日
What kind of a woman was the author’s mother when she was young?
Was she happy when she was young? Is she happy now? What are her main complaints?
Does the author feel that he has been a good son?
What do you think he is trying to say when he hopes that he can step into his mother’s time machine?
How does the author understand the generation gap? Wha t’s his advice to the younger generation?
4. Writing Devices
Parallelism and Repetition
She ran after chickens, … She ran when she made the beds, ran when she set the table. … she ran. (15) Repetition: ran…ran…ran…ran
Parallelism : She ran when she…ran when she…
Repetition is a major rhetorical strategy for producing emphasis, clarity, amplification, or emotional effect.
Parallelism: more examples
1.Words and phrases
2. clauses
3. Lists after a colon
Repetition: more examples
?Would you please please please please please please please stop talking.
(Ernest Hemingway, Hills Like Whites Elephants)
?It’s like a windfall, like a godsend, like an unexpected piece of luck.
Part Four Language Study
1. bend
v. a. to lean forwards and downwards
b. to become curved
c. to apply the mind closely
Expressions:
bend sb.’s ear/bend your mind/thoughts to sth./bend before/be bent on
2. bore n. a. sb. who talks too much about things
that are not very interesting
b. a boring or annoying activity or situation
v. a. to make sb. feel impatient
b. to make a deep hole in sth. hard
3. burden
v. to create a problem or serious responsibility for sb.
4. dismiss v.
a.to force s
b. to leave their job
任教课程年月日
b.to refuse to accept that sth. might be true or important
c.to officially tell people they can leave a place
d.to put out of court without further hearing
5. fierce a.
a. involving very strong feelings such as determination, anger or hate
b. (of weather) strong and severe
c. very difficult or unpleasant
6. flag
v. a. to become tired or weak, or begin to lack enthusiasm
b. to mark sth. so that you will be able to find it again
flagging: a. becoming weaker, more tired, or less enthusiastic
7. formidable
a. very impressive in size, power, or skill and therefore deserving respect and often difficult to deal with
8. hover
v. a. to remain floating, suspended, or fluttering in the air
b. to remain or linger in or near a place
c. to be in a state that may change at any time
9. preside
v. to be in charge of an official meeting or other event
10. radiant
a. a. s
b. who is radiant looks extremely happy
b. very bright
11. stir
v. a. to move food around in a dish using a spoon or other objects
b. to make sb. feel upset, or enthusiastic
c. to move or be moved slightly by win
d.
12. transparent
a. a. clear or thin enough for you to see things through
b. easily seen through or detected; obvious
c. not trying to keep anything secret
13. vein n.
a. one of the tubes in your body that carry blood to your heart
b. a layer of a metal or other substance inside the earth
c. a particular mood, style or substance
d. a supply or amount of a particular thing
14. wear
n. a. damage or changes that affect sth. when it has been used a lot
b. fatigue, exhaustion
c. clothes that are suitable for a particular activity or group of people
任教课程年月日
15. 1. blood and bone your own flesh and blood
16. mend one’s ways
to improve one’s behavior after you have been behaving badly for a lon g time
mend fences: to try to become friends again with sb. you have argued with
17. on one’s mind
to keep thinking about and worrying about sth.
18. on the run
a. while you are busy or hurrying
b. trying to hide or escape from sb., especially the police
c. in a weak position in an argument or competition
19. pep talk
a talk during which sb. encourages you to do sth. better or to work harder
pep up: to make sb. or sth. more active and lively
20. silver lining
a hopeful or comforting prospect in the
midst of difficulty
21. way out
a. far from other places or building
n. a way of dealing with a problem
Word Building
1. overgrown (4)
Prefix—over
a. too much: used with verbs, nouns or
adjectives
b. more than: used with some nouns
c. on or above: used with some nouns
d. on top of: used with some nouns
Examples:
to overheat, an overreaction, overconfidence
over-sixties overland, overhead
2. unutterable (52)
prefix—un suffix—able
more examples:
Unspeakable unthinkable unreadable unavoidable
3. inconceivable (4)
prefix—in Suffix—able
Part Five Extension
5.1 Group discussion
Is the generation gap inevitable?
任教课程年月日
Is the generation gap a serious problem today?
Have you ever experienced generation gap between your parents and yourself?
Does generation gap only exist between parents and children?
What should we do about the generation gap?
5.2 Debating
Topics for debating:
Should parents or children be responsible for generation gap?
八、教学步骤和措施
学生练习，师生讨论，课堂讲解为主，与学生讨论为辅，具体步骤如下：
1)口语练习
2)背景知识及作者的介绍
3)文章结构和段落划分
4)课文语言点的讲解
5)习题的讨论
九．作业，讨论题，思考题
(1) 完成课后练习；
(2) recite some of the paragraphs
(3) writing: What can we do to bridge the generation gap?
十．课后小结
十一．参考资料：
?杨立民主编,《现代大学英语精读》（3）第二版，学生用书。北京：外语教学与研究出版社,2012。
?杨立民主编,《现代大学英语精读》（3）第二版，教师用书。北京：外语教学与研究出版社,2012。
?李观仪主编，《新编英语教程》（第三、四册）。上海:上海外语教学研究出版, 1999。
?黄源深，虞苏美等主编，《综合英语教程》（1-4册）。北京：高等教育出版社，1998。
?《高等学校英语专业英语教学大纲》，北京：外语教学研究出版社，2000。
?Judy Pearsall主编，《新牛津英语词典》。上海：上海外语教育出版社，1998。
?丁往道、吴冰等编著，《英语写作手册》。北京：外语教学与研究出版社。
任教课程年月日
?张道真，《现代英语用法词典》（重排本）。北京：外语教学与研究出版社，1994。
?张道真，温志达, 《英语语法大全》上、下卷。北京：外语教学与研究出版社，1998。
1-Half-a-Day新版现代大学英语精读详细教案
二、主要内容： 第教学周/第节（第次课）第页 教学目的Teaching Objectives: 1) to have the class handle the usage simple past and past perfect. 2) to have the class learn the key wor and expressions 3) to have the class discuss their fir college day. 教学重点和难点Teaching Focus 1)The first college day. 2)The way of telling story Possible Difficulties Comprehension of the text. 教学方法和手段Teaching techniques To integrate several different teachi methods and techniques: elicitatio explanation; illustration; recitation a discussion. 教学基本内容备 2
3 Unit 1 Half a Day 1 Culture tips Schools Stages of education Aims Play School Nursery School Preschool education For 2—5 year-old Children mostly play, with some early learning. Infant School Junior School Primary education for 5/6—12/13 Children learn some basic skills in reading, writing, arithmetic, art, etc. Comprehensive School or Grammar School Secondary education for 12/13—16/18 Students study a wide range of subjects in arts, sciences and technical areas. College or University Further/Higher education for 18+ Students study for degrees/diplomas in specialized academic areas. 2 Structure The text can be conveniently divided into three parts. In the first part (para.1-7), we learn about the boy’s misgivings about school. He found it hard to be away from home and mom, and thought school was punishment.
一、教学对象 具有初级汉语水平的外国留学生。该年级学生已经学习过一个半学期汉语。 二、教学内容 本课型教学内容以语法点学习为主。本课共用两课时。 1、掌握词语 2、掌握语法 3、了解并学会汉语的打电话用语。 三、教学目标 1、掌握课文中的重点词语及语法，并能准确、熟练地应用。 2、掌握汉语的打电话用语，并能顺利地进行基本的交际。 四、教学方法 （一）教学方法 结合课文内容讲解语法点。抓住课文中的语法点范句，并精选学习对象容易理解 的例句，讲解语法点。语法点的讲解按照精讲多练、讲练结合、师生互动的原则 来进行。每一个语言点讲解结束后，立即进行语言点练习。讲是为了让学生准确 理解教学内容；练是为了检查学生对输入内容的理解程度，教师可以通过学生的 反馈知晓学生是否理解，然后再决定是否继续或如何继续练习，明确下一步的学 习目标。 布置课后作业，让学生有充分的预习和准备时间。 （二）教学工具 教师可以将教学内容制作成PowerPoint或多媒体课件，形象直观，有助于学生理 解。特别是语法点的练习，可以提供可视化场景，有助于学生中文思维方式的培 养。 五、教学过程 （一）导入 通过提问导入新课： 你们经常打电话吗？ 你们打电话是用汉语还是母语？ 学了今天的这篇课文以后，希望大家都会用汉语打电话。 （二）生词 （1）学生轮流试读本课的生词，教师可以适当纠正发音。 （2）教师带读生词，然后讲解生词。讲解的同时进行板书展示，尤其是重点词语。 板书展示要注意汉字的笔画顺序及版面的安排，比如本课的反义词需要成对 展示。 （三）课文 （1）让学生分角色朗读课文，教师适当地纠正发音。 （2）教师范读课文，让学生注意语气、语调。 （3）讲解一般语法点。 1、你给我打电话了吧？语气助词“吧”在这里表示疑问的语气。 例：田芳回家了吧？你去商店了吧？ 她走了吧？你买字典了吧？ 2、你不是要上托福班吗？ “不是……吗?”是个反问句。强调肯定，不要求回答。 例：你不是要去图书馆吗？我们一起去吧。
第1章软件测试概述 1、简述软件缺陷的含义。 答：软件缺陷是软件开发过程中潜在的缺陷，这些缺陷可能在软件运行后出现，因而使软件的性能和可靠性等方面与系统的设计需求不符。 2、说明软件缺陷、软件错误和软件失败的关系。 答：缺陷、缺点、偏差统称为缺陷，是软件故障的根源；错误、谬误、问题、异常、矛盾等统称为错误，软件错误出现的原因是软件缺陷所致；失败、事故、灾难统称失败，失败的直接原因是软件系统存在软件错误。 14、“软件测试是有风险的工作”，试解释这种说法的含义。 答：软件不测试，就会有风险；软件测试，同样也会有风险。因为，软件是个复杂的系统，其复杂性体现在软件实现的内容复杂性、开发过程的复杂性和组织工作的复杂性等方面。而软件测试的目的是为了发现故障，并加以排除。对一个复杂的软件系统来说，故障的排除往往可能又带来新的软件缺陷。所以，软件测试又会带来一定的风险。 第2章软件测试基础 2、条件覆盖是否高于判断覆盖的逻辑覆盖程度如果不是，请给出反例加以说明。答：条件覆盖是高于判断覆盖的逻辑覆盖程度。 a、用条件覆盖所设计的测试用例可使得程序中的每一个判断的每一个条件的可能取值至少执行一次。 b、用判断覆盖所设计的测试用例可使被测程序中的每个判断的真分支和假分支至少经历一次。 每个判断语句可能包含多个条件（比如，if（A>3 && B<7）……）。条件覆盖针对判断语句的每一个条件的所有可能取值编写测试用例；判断覆盖只针对每一个判断语句整体的所有可能取值编写测试用例。所以，条件覆盖的逻辑覆盖程度高于判断覆盖。 4、已知某种计算机程序设计语言的标识符语法规则规定“标示符是由非数字开头的，有效字符数为32个，最大字符数为128个的任意符号串”。试用等价类划分法设计测试用例。 答：（1）等价类划分
深圳小学四年级英语上册知识点汇总 Unit 1 Our birthdays Unit 2 Our holidays Unit 3 Spots Day Unit 4 A school outing Unit 6 At the mall Unit 7 Eating out Unit 8 Shopping for food Unit 9 Chinese New Year Unit 1 Our birthdays 一. 重点单词 1. calendar 日历 2. month 月份 3. idea 想法，主意 4. great-grandpa 曾（外）祖父 5. date 日期 6. day （一）天 7.月份单词： January 1月(Jan.)February 2月 (Feb.) March 3月 (Mar) April 4月 (Apr.) May 5月June 6月July 7月August 8月 (Aug) September 9月(Sept.)October 10月 (Oct.) November 11月 (Nov.) December 12 月(Dec.) 8. 序数词：first 第一，second 第二，third 第三，fourth 第四，fifth 第五，sixth 第六，seventh 第七，eighth 第八，ninth 第九，tenth 第十…… 二. 重点词组 1.how many months 多少个月 2. a birthday calendar 生日日历 3. buy Grandpa a present 给爷爷买了件礼物 4. good idea 好主意 三. 重点句子 1. How many months are there in a year? There are twelve months. 一年有几个月？有12个月。 2. There are 365 or 366 days in a year. There are 30 or 31 days in a month. 一年有365或366天。一个月有30或31天。 3. There are 28 or 29 days in February. 二月有28或29天。 4. When’s your birthday? It’s in August. Is today your birthday? Yes, it is. 你的生日是什么时候？在8月。今天是你的生日吗？是的。 5. When’s Grandma’s birthday? It’s on October 12th. 奶奶的生日是什么时候？10月12日。 6. What’s the date today? It is May 11. 今天是几号？5月11日。 四. 语法 1. 用When’s … birthday?句型来问他人的生日在什么时候。回答用“It’s on …/It’s in …”。eg：When’s your birthday? / When’s Pat’s birthday?什么时候是你的生日？（什么时候是帕特的生日？） It’s in September. / It’s on September 1.在九月。/ 在九月一日。
一、判断题 1.测试是调试的一个部分（╳） 2.软件测试的目的是尽可能多的找出软件的缺陷。（√） 3.程序中隐藏错误的概率与其已发现的错误数成正比（√） 测试是验收测试的一种。（√） 5.测试人员要坚持原则，缺陷未修复完坚决不予通过。（√） 6.项目立项前测试人员不需要提交任何工件。（╳） 7.单元测试能发现约80%的软件缺陷。（√） 8.测试的目的是发现软件中的错误。（√） 9.代码评审是检查源代码是否达到模块设计的要求。（√） 10.自底向上集成需要测试员编写驱动程序。（√） 11.测试是证明软件正确的方法。（╳） 12.负载测试是验证要检验的系统的能力最高能达到什么程度。（√） 13.测试中应该对有效和无效、期望和不期望的输入都要测试。（√）验收测试是由最终用户来实施的。（√） 14.测试人员要坚持原则，缺陷未修复完坚决不予通过。（√） 黑盒测试也称为结构测试。（╳） 集成测试计划在需求分析阶段末提交。（╳）15.软件测试的目的是尽可能多的找出软件的缺陷。(√) 16.自底向上集成需要测试员编写驱动程序。(√) 17.负载测试是验证要检验的系统的能力最高能达到什么程度。(╳) 18.测试程序仅仅按预期方式运行就行了。(╳) 19.不存在质量很高但可靠性很差的产品。(╳) 20.软件测试员可以对产品说明书进行白盒测试。(╳) 21.静态白盒测试可以找出遗漏之处和问题。(√) 22.总是首先设计白盒测试用例。(╳) 23.可以发布具有配置缺陷的软件产品。(√)24.所有软件必须进行某种程度的兼容性测试。(√) 25.所有软件都有一个用户界面，因此必须测试易用性。(╳) 26.测试组负责软件质量。(╳) 27.按照测试实施组织划分，可将软件测试分为开发方测试、用户测试和第三方测试。(√) 28.好的测试员不懈追求完美。(×) 29.测试程序仅仅按预期方式运行就行了。(×) 30.在没有产品说明书和需求文档的条件下可以进行动态黑盒测试。(√) 31.静态白盒测试可以找出遗漏之处和问题。(√) 32.测试错误提示信息不属于文档测试范围。(×) 33.代码评审是检查源代码是否达到模块设计的要求。(√) 34.总是首先设计黑盒测试用例。(√) 35.软件测试是有风险的行为，并非所有的软件缺陷都能够被修复。（∨） 36.软件质量保证和软件测试是同一层次的概念。（x） 37.程序员兼任测试员可以提高工作效率。（x） 38.在设计测试用例时，应当包括合理的输入条件和不合理的输入条件。（∨） 39.传统测试是在开发的后期才介入，现在测试活动已经扩展到了整个生命周期。（∨）40.传统测试以发现错误为目的，现在测试已经扩展到了错误预防的范畴。∨ 41.软件测试的生命周期包括测试计划、测试设计、测试执行、缺陷跟踪、测试评估。（∨）42.软件生存周期是从软件开始开发到开发结束的整个时期。（x） 43.测试用例的数目越多，测试的效果越好。（x） 44.只要能够达到100％的逻辑覆盖率，就可以保证程序的正确性。（x） 45.单元测试属于动态测试。（∨） 46.验收测试是以最终用户为主的测试。（∨） 47.没有发现错误的测试是没有价值的。（∨） 48.可以把不合格的开发人员安排做测试。（x）
对外汉语精读课教案 《让沉默不再是金》教学教案 一、教学对象：二年级下学期（中级二册教材） 二、教学内容： 1．生词，注重结构，词义，用法上具有汉语特点的词汇。 2．课文，通过大声朗读以及问题提问等方式加深学生对文章大意的理解。 3．语言点，重点是语言点的用法及语义的掌握和应用。 4．练习，重点放在语言点的相关练习上。 5．了解课文中出现的俗语背后深意。 三、教学目标： 1. 掌握所学生词，特别是重点生词的用法。 2. 掌握并熟练应用语言点的语义用法。 3. 理解课文出现的俗语，并领会作者的心理。 四、教学方法： 1. 对于生词和语言点的讲解，重点放在词义、语义以及用法上。在讲解的基础上，通过设置语境对重点生词和语法进行操练，帮助学生理解并掌握，达到会应用的目的。 2. 在课文教学中，在掌握生词的基础上，首先通过领读和大声朗读使学生感知文章，对难理解处进行简单的讲解，力求掌握文章大意。 3. 围绕课文相关内容进行简单地提问并小范围讨论，加深学生对作者写作意图的把握。 五、教学过程：
同学们，早上好！在上课前，老师要给你们介绍一句中国的俗语，（板书：沉默是金）来，我们一起读一下这句话。（生齐读）“沉默”就是不说话，保持安静。大家觉得沉默好吗,重要吗？（小范围讨论）（找个别同学）你觉得回答老师问题时，沉默好吗？开party时，沉默好吗？（生答）恩，那这些时候，沉默还是金吗？对，今天呢，我们就“让沉默不再是金”（板书：让沉默不再是金） 讲课文之前，我们先来认识一下生词。有谁愿意为大家读一下，恩，在他读的过程中，其他的同学帮他听听有没有读错的地方。（生读）他读得真不错！（适当纠错，然后，老师领读一遍。再找平时发音好的同学领读一遍。） 好，我们先看第一个生词： 1、复杂（形）复杂是指事物多而且乱，主要用在以下三种情况： （1）如今社会人际关系复杂。——关系复杂——简单、单纯 （2）这道数学题很复杂。——问题复杂——简单、容易 （3）她的想法真的很复杂，总是想太多。——思想、想法复杂——简单、单纯 这三种不同的情况，它们的反义词也有一点点的不同。但都可以用“简单”。这一点大家注意一下就可以了。我们来看第二个词： 2、耿直（形）跟老师读。这个耿直呀，是说一个人想说什么就说什么，从不拐弯抹角。我们常说：性格~ 例如：他是一个（性格）耿直的人。 这个词还有两种其他的写法，鲠直、梗直。 其实，接下来的这个词和“耿直”的意思一样，它的意思表现得很明显。第三个生词是什么呀？（生答）
Unit 8 In my Day 一、授课时间：第14周3次课, 15周2次课 二．授课类型：理论课8学时、实践课2学时 三．授课题目：In my Day 四．授课时数：10 五．教学目的和要求： To know about the aging prolems; to realize the generation gap and try our best to bridge the gap; to care more for our parents; 六．教学重点和难点： 1）背景知识的传授：Russel Baker, Great Depression 2）文章的体裁分析 3）语言点的理解： Word and phrases: tumble down, argue sb back to reality, amount to; be guilty of… Grammar Focus: absolute construction 4) 写作技巧分析 七．教学基本内容和纲要 Part One Warm – up 1.questions: (1)When do people attain old age? (2)What changes would occur to the elderly? (3)Why do the aged like to talk about their past lives? (4)What are your thoughts on age and aging? Typically, the beginnings of change in the five senses are as follows: Hearing—the mid 40’s Vision—the mid 50’s Touch—the mid 50’s Taste—the late 50’s Smell—the mid 70’s 2 .Generation gap refers to the difference in ideas, feelings and interests between older and younger people, which often causes misunderstanding. In the U.S.A, "Never trust anyone over thirty" had even been a very common belief among young people. How to bridge it ? mutual understanding and love …. 3. The Image of the Mother 4 Years of Age— My Mommy can do anything! 8 Years of Age— My Mom knows a lot! A whole lot 12 Years of Age—My Mother doesn’t really know quite everything. 14 Years of Age—Naturally, Mother doesn’t know that, either. 16 Years of Age—Mother? She’s hopelessly old-fashioned. 18 Years of Age—That old woman? She’s way out of date! 25 Years of Age—Well, she might know a little bit about it. 35 Years of Age—Before we decide, let’s get Mom’s opinion.
第1章软件测试概述 1.简述软件测试的意义。 解：随着计算机技术的迅速发展和广泛深入的应用，软件质量问题已成为开发和使用软件人员关注的焦点。而由于软件本身的特性，软件中的错误是不开避免的。不断改进的开发技术和工具只能减少错误的发生，但是却不可能完全避免错误。因此为了保证软件质量，必须对软件进行测试。软件测试是软件开发中必不可少的环节，是最有效的排除和防治软件缺陷的手段，是保证软件质量、提高软件可靠性的最重要手段。 2.什么是软件缺陷？它的表现形式有哪些？ 解：从产品内部看，软件缺陷是软件产品开发或维护过程中所存在的错误、毛病等各种问题；从外部看，软件缺陷是系统所需实现的某种功能的失效或违背。 它的表现形式主要有以下几种：（1）软件未达到产品说明书中已经标明的功能；（2）软件出现了产品说明书中指明不会出现的错误；（3）软件未达到产品说明书中虽未指出但应当达到的目标；（4）软件功能超出了产品说明书中指出的范围；（5）软件测试人员认为软件难以理解、不易使用，或者最终用户认为该软件使用效果不良。 3.简单分析软件缺陷产生的原因，其中那个阶段引入的缺陷最多，修复成本又最低？ 解：软件缺陷产生的主要原因有：需求规格说明错误；设计错误；程序代码有误；其他。其中在需求分析阶段引入的缺陷最多，修复的成本又最低。 4.当用户登录某网站购物完毕并退出后，忽然想查查购物时付账的总金额，于是按了浏览器左上角的“退回”按钮， 就又回到了退出前的网页，你认为该购物软件有缺陷吗？如果有，属于哪一类？ 解：有缺陷。其所属类别与软件产品说明书的要求有关。 5.什么是软件测试？简述其目的与原则。 解：软件测试是为了尽快尽早地发现在软件产品中所存在的各种软件缺陷而展开的贯穿整个软件开发生命周期，对软件产品（包括阶段性产品）进行验证和确认的活动过程。 测试目的：（1）证明：获取系统在可接受风险范围内可用的信心；尝试在非正常情况和条件下的功能和特性；保证一个工作产品是完整的并且可用或可被集成。（2）检测：发现缺陷、错误和系统不足；定义系统的能力和局限性；提供组件、工作产品和系统的质量信息。（3）预防：澄清系统的规格和性能；提供预防或减少可能制造错误的信息；在过程中尽早检测错误；确认问题和风险，并且提前确认解决这些问题和风险的途径。 测试过程中应注意和遵循的原则：（1）测试不是为了证明程序的正确性，而是为了证明程序不能工作。（2）测试应当有重点。（3）事先定义好产品的质量标准。（4）软件项目一启动，软件测试也就开始，而不是等到程序写完才开始进行测试。（5）穷举测试是不可能的。（6）第三方进行测试会更客观，更有效。（7）软件测试计划是做好软件测试工作的前提。（8）测试用例是设计出来的，不是写出来的。（9）对发现错误较多的程序段，应进行更深入的测试。（10）重视文档，妥善保存一切测试过程文档。 6.件测试阶段是如何划分的？ 解：软件测试的阶段划分为：规格说明书审查；系统和程序设计审查；单元测试；集成测试；确认测试；系统测试；验
初级汉语精读课教案 ——《今天冷还是昨天冷?》 一、教学对象 本教案的教学对象大约学习了140小时的汉语，掌握的汉语词汇在400个左 右。 二、教学内容 “汉语精读课”是对外汉语教学语言技能课中的主干课，也叫核心课、综合课。 “汉语精读课”以讲解教授汉语语言知识为主要教学任务。本课共用三课时。 1．教学重点：比较句“A比B+形容词”以及三种变式；比较句“A比B+形容词，的疑问式、否定式。 2．副词“刚”的用法。 3．温度的读法。 4．陈述感冒的感觉：头疼．嗓子疼，浑身没劲儿，很不舒服，觉得很渴，不想吃饭，很想喝水，还不断地打喷嚏，流鼻涕。 5．北京的天气特点：空气很干燥，春天常常刮大风，夏天经常下大雨，温差很大，早晨和夜晚比中午凉。有时候早、晚的温度比中午的低l0。C，早上 比中午凉多了。 三、教学目标 1．掌握比较句“A比B+形容词”的句法特点，能根据具体条件用这一句型表达比较。 2．能根据自己的感冒体会，陈述感冒的感觉。 3．了解北京的天气特点，并能用所学词语介绍自己国家的天气特点。四、教学方法 结合课文内容讲解语法点。抓住课文中的语法点范句，并精选学习对象容易理解的例句，讲解语法点。每一个语言点讲解结束后，立即进行语言点练习。 布置课后作业，让学生有充分的预习和准备时间。 与其他同类教案相比，本教案的特点在于精选与留学生生活密切相关的例句，是他们熟悉的场景、真实的环境。另外，同一语法项目根据讲解的不同层次设计不同层次的练习。
五、教学过程（三课时） 第一课时 学习词语表、熟悉课文内容、了解北京天气特点、陈述感冒的感觉。 1．通过提问导入新课： 今天冷吗? 大家习惯了北京的天气吗? 北京的天气特点是什么? 你在北京感冒过吗? 边提问边板书本课关键词语： 天气干燥刮风下雨疼嗓子舒服感冒早晨夜晚2．学生轮流试读本课词语表中的新词语。 3.教师带读本课词语表中的新词语。 4．辨析容易读错的字音。如： 刮风下雨舒服流好好儿 5．辨析容易写错的汉字。如： 喝渴感冒请假油腻 6．教师范读两遍课文，学生边看课文边听教师朗读，聆听后回答问题。 (参见本课?练习?第一题?根据课文回答问题?) 7．教师带读课文，介绍朗读中语音停顿的基础知识。 8．学生轮流朗读课文。 9．由课文中的“北京的天气”引出“词语替换练习”。 (参见本课?练习’’第二题?词语替换练习?) 10．由课文中的“我让同屋替我请假”引出“句型替换练习”。 (参见本课?练习?第三题?句型替换练习?) 11．口语练习：用本课学过的词语说说自己感冒的感觉。 12．作业： (1)抄写本课词语； (2)朗读课文； (3)“练习”中的第十、十一、十二题。
Book 4-Unit 5 Text A The Telephone Anwar F. Accawi 1.When I was growing up in Magdaluna, a small Lebanese village in the terraced, rocky mountains east of Sidon, time didn't mean much to anybody, except maybe to those who were dying. In those days, there was no real need for a calendar or a watch to keep track of the hours, days, months, and years. We knew what to do and when to do it, just as the Iraqi geese knew when to fly north, driven by the hot wind that blew in from the desert. The only timepiece we had need of then was the sun. It rose and set, and the seasons rolled by and we sowed seed and harvested and ate and played and married our cousins and had babies who got whooping cough and chickenpox—and those children who survived grew up and married their cousins and had babies who got whooping cough and chickenpox. We lived and loved and toiled and died without ever needing to know what year it was, or even the time of day. 2.It wasn't that we had no system for keeping track of time and of the important events in our lives. But ours was a natural or, rather, a divine—calendar, because it was framed by acts of God: earthquakes and droughts and floods and locusts and pestilences. Simple as our calendar was, it worked just fine for us. 3.Take, for example, the birth date of Teta Im Khalil, the oldest woman in Magdaluna and all the surrounding villages. When I asked Grandma, "How old is Teta Im Khalil?" 4.Grandma had to think for a moment; then she said, "I've been told that Teta was born shortly after the big snow that caused the roof on the mayor's house to cave in." 5."And when was that?" I asked. 6."Oh, about the time we had the big earthquake that cracked the wall in the east room." 7.Well, that was enough for me. You couldn't be more accurate than that, now, could you? 8.And that's the way it was in our little village for as far back as anybody could remember. One of the most unusual of the dates was when a whirlwind struck during which fish and oranges fell from the sky. Incredible as it may sound, the story of the fish and oranges was true, because men who would not lie even to save their own souls told and retold that story until it was incorporated into Magdaluna's calendar. 9.The year of the fish-bearing whirlpool was not the last remarkable year. Many others followed in which strange and wonderful things happened. There was, for instance, the year of the drought, when the heavens were shut for months and the spring from which the entire village got its drinking water slowed to a trickle. The spring was about a mile from the village, in a ravine that opened at one end into a small, flat clearing covered with fine gray dust and hard, marble-sized goat droppings. In the year of the drought, that little clearing was always packed full of noisy kids with big brown eyes and sticky hands, and their mothers—sinewy, overworked young women with cracked, brown heels. The children ran around playing tag or hide-and-seek while the women talked, shooed flies, and awaited their turns to fill up their jars with drinking water to bring home to their napping men and wet babies. There were days when we had to wait from sunup until late afternoon just to fill a small clay jar with precious, cool water. 10.Sometimes, amid the long wait and the heat and the flies and the smell of goat dung, tempers flared, and the younger women, anxious about their babies, argued over whose turn it was to
一、判断 （01）测试是为了验证软件已正确地实现了用户的要求。错 （02）白盒测试仅与程序的内部结构有关，完全可以不考虑程序的功能要求。对 （03）白盒测试不仅与程序的内部结构有关，还要考虑程序的功能要求。错 （04）程序员兼任测试员可以提高工作效率。错 （05）黑盒测试的测试用例是根据应用程序的功能需求设计的。对 （06）当软件代码开发结束时，软件测试过程才开始。错 （07）据有关数据统计，代码中60%以上的缺陷可以通过代码审查发现出来。对（08）无效等价类是无效的输入数据构成的集合，因此无需考虑无效的等价类划分。错（09）软件本地化就是将一个软件产品按特定国家或语言市场的需要翻译过来。错（10）在压力测试中通常采用的是黑盒测试方法。对 （11）软件测试员无法对产品说明书进行白盒测试。对 （12）功能测试工具主要适合于回归测试。对 （13）测试人员说：“没有可运行的程序，我无法进行测试工作”。错 （14）自底向上集成需要测试员编写驱动程序。对 （15）测试是可以穷尽的。错 （16）自动化测试相比手工测试而言，能发现更多的错误。错 （17）软件测试自动化可以提高测试效率，可以代替手工测试。错 （18）语句覆盖法的基本思想是设计若干测试用例，运行被测程序，使程序中的每个可执行语句至少被执行一次。对 （19）Beta测试是验收测试的一种。对 （20）软件开发全过程的测试工作都可以实现自动化。错 （21）软件只要经过严格严谨的内部测试之后，可以做到没有缺陷。错 （22）结构性测试是根据软件的规格说明来设计测试用例。错 （23）软件测试工具可以代替软件测试员。错 （24）通过软件测试，可以证明程序的正确性。错 （25）在单元测试中，驱动程序模拟被测模块工作过程中所调用的下层模块。错（26）软件缺陷可能会被修复，可能会被保留或者标识出来。对 （27）测试用例是由测试输入数据和对应的实际输出结果这两部分组成。错（28）单元测试通常由开发人员进行。对 （29）现在人们普遍认为软件测试不应该贯穿整个软件生命周期，而应在编程完毕之后再进行，这样可以降低成本。错 （30）文档的错误不是软件缺陷。错 （31）Junit只是单元测试工具，并不能进行现回归测试。错 （32）判定表法是一种白盒测试方法。错 （33）白盒测试不考虑程序内部结构。错 （34）在单元测试中，桩程序模拟被测模块工作过程中所调用的下层模块。对（35）在测试中发现缺陷多的地方，还有更多的缺陷将会被发现。对
对外汉语阅读练习题 1 1.[wt:2] 于庆成是一位农民出身的泥塑艺术家，在蓟县的土地上生长了五十多年。他的作品土里土气，土头土脑，但却土得可爱，土到了家。然而，你又能从他的朴实淳厚中感受到智慧与诙谐，感受到热情与真诚，感受到对生活与美的追求。 ●于庆成是：A.作家B.农民C.艺术家D.教授 ●关于于庆成的作品，下面哪个不正确？A.是描写农民的B.非常有乡土气息C.有幽默色彩D.是用泥作的 2.[wt:2] 中国的离婚率在上升，虽然这很能说明今人思想观念的变化，更加崇尚爱情，重视婚姻的质量。但我们也不难发现另一种原因，那就是有的人不把婚姻当回事，缺乏慎重、认真的态度，结婚不是为了爱情，而是为了金钱、为了权势、出于感恩、出于同情?6?7?6?7其动机可谓五花八门。而有的人离婚也因为有了钱、有了权、有了名望。有的婚前是情真意切，婚后便不再注意感情的培养、维护；有的离婚不是因为不爱，只是气量太小，对方有了过失便不问情由，不论是非，不依不饶。凡此种种，婚姻大事成了小事，成了可以随便和反复无常的游戏。●作者对离婚率上升是什么态度？A.肯定B.否定C.不明确D.既有肯定又有否定●作者的口气是： A.愤怒的 B.批评的 C.充满希望的
D.失望的3.[wt:3] 我们常在侦探小说中看到这样的情节：盗贼潜入民宅窃走巨款，侦查人员根据罪犯留下的指纹，轻松地将罪犯抓获。然而事实上，在指纹电子技术出现之前，利用指纹破获的案件微乎其微。这其中的原因很简单。虽然每个人的指纹都不同，而且不会变化，是最准确的“个人身份证”，但一个人的指纹有一百多个特征点，再加上现代社会流动作案增多(开放城市中超过90%的案件为流动作案)，靠人工一个一个地去比对，在数十万甚至上百万人中想找出相同的指纹，将需要巨大的人力与时间。在中国，电子指纹技术被应用到公安领域前，在侦破的所有案件中，借助指纹的不足1%。计算机技术的出现为指纹的广泛应用提供了有利的条件。首先我们可以根据指纹的个人特征，利用计算机建立一个庞大的“指纹库”，一旦在案件发生现场得到了作案者的指纹，只要提取该指纹，通过计算机 2 进行比对就可以了，不仅省时，也省力。指纹电子技术不仅可以应用在公安领域，在其他民用行业也有着广泛的应用前景，如银行、保险、海关等行业中的身份鉴定，血站对有传染病史人员的身份识别等等。我们甚至还可以将指纹存在信用卡等证件上，制作无法假冒的证件以及研制指纹锁等。●在指纹电子技术出现之前，利用指纹破案：A.只在小说中才能见到B.很常见 C.很准确 D.很困难●下面哪个不是应用电子指纹技术的原因？A.每个人的指纹都不同，而且不会变
深圳koko教材和香港朗文教材的对比 2011-6-21 15:43 一.教材对比介绍 香港朗文教材的旧版是NEW WELCOME TO ENGLISH，现在已经没有学校使用了。新版是是朗文公司根据香港2004年小学课程指导编写的最新小学教材，结合了朗文在香港二十多年的英语教材编写经验和最新的教学手段，加入了Phonics等新的教学元素，是香港最受欢迎的小学英语教材。分两种：Longman Welcome to English 简称LWTE，和PRIMARY LONGMAN EXPRESS。前者据说在香港有80%的小学使用，后者多为国际学校使用。两个版本的书我都看过，前者与NEW WELCOME TO ENGLISH内容类似，略浅一点点，后者句型和词汇量都很大，对学生要求较高。 深圳使用的是primary English for China，是由深圳市基础教育英语教材编写组和朗文香港教育根据教育部《英语课程标准》编写、由外研社和广东教育出版社联合出版的英语学习用书。 二、教材详细对比（以下对比简称港版和深版） 1. 教材内容对比 深版：单元设置较为零乱，虽然句型和单词设计基本从简单逐步提高难度，但是难度的提高却不是逐步进行，而是带有跳跃甚至有断层的进行。例如Are you Fafa? Yes, I am. / No, I am not.这个一般疑问句，一年级第一学期孩子见过，是一个新的知识点，这其实是一个难点，是要给出一定巩固时间的，但在之后单元里没有复习，配套练习也没有相关内容，这样不能令孩子真正理解。甚至更让我不理解的是，前一个一般疑问句知识点还没有理清，下一个单元又出现了Can you run? Yes, I can. / No, I can’t.这样的新句子，也许设计者本意是想多种一般疑问句出现让孩子多了解些，但实际效果是令孩子们觉得混乱不好理解，加上没有配套练习巩固，孩子们不能真正掌握所学的一般疑问句。 全套深版教材教下来还会给人一个印象：前三年难度很低，要求也不高，可一进入四年级马上难度增加，不是逐层而是跳过几层台阶般增加啊，同时听说读写要求也相应爬升，高年级老师普遍反映接手低年级孩子后，需要花一段时间才能帮助他们适应高年级学习。 港版：上面提高的一般疑问句知识点，相比之下港版就处理地很好：配套练习有专项训练（一个学期中还会反复出现），同学期不同单元还会复现，加深孩子的印象。对于知识点的引入和巩固，港版做得非常科学。 课文内容故事性强，贴近真实生活，比深版教材更吸引孩子。 整套港版教下来会发现，教材难度逐渐提高，年级之间非常自然地过渡，孩子们不知不觉中就掌握了教材中的单词句型和知识重难点。 2.阅读教学及拓展 深版：只是在中高年级后才出现阅读部分，课外练习没有相应阅读短文拓展（高年级练习才有）。更没有专门的阅读能力训练和提升。 港版：一年级开始就有阅读练习，但比较简单。每个学期不同的Reading练习册，系统深入的练习设计能帮助孩子们较好地提升阅读能力。另外每个学期都有一本小书，作为阅读拓展。 3.基本写作能力培养
初级汉语精读课教案马燕华撰写 《今天冷还是昨天冷？》 一教学对象 学习此课时，教学对象大约学习了140小时左右的汉语，掌握的汉语词汇在400个左右。 二教学内容 “汉语精读课”是对外汉语教学语言技能课中的主干课，也叫核心课、综合课。“汉语精读课”以讲解教授汉语语言知识为主要教学任务。 本课《今天冷还是昨天冷？》的教学内容是： 1比较句：A比B＋形容词 A比B＋形容词＋一点儿/多了/数量补语 A没有B＋形容词 2副词“刚”的用法 3温度的读法 4陈述感冒的感觉：头疼、嗓子疼、浑身没劲儿，很不舒服，觉得很渴， 不想吃饭，很想喝水，还不断地打喷嚏，流鼻涕。 5北京的天气特点：空气很干燥，春天常常刮大风，夏天经常下大雨，温 差很大，早晨和夜晚比中午凉。有时候早、晚的温度 比中午的低10°C，早上比中午凉多了。 三教学目标 教学目标：掌握比较句“A比B＋形容词”的句法特点，能根据具体条件用这一句型表达比较； 能根据自己的感冒体会，陈述感冒的感觉； 了解北京的天气特点，并能用所学词语介绍自己国家的天气特点 教学重点：比较句“A比B＋形容词”以及三种变式； 比较句“A比B＋形容词”的疑问式、否定式 四教学方法 结合理解课文内容，抓住课文语法点范句并精选学习对象容易理解的例句讲解语法点。每一个语言点讲解结束后，立即进行语言点练习。 布置课后作业，让学生有充分的预习准备时间。 五教学过程 本课共用三个课时。 第一课时教学内容：学习词语表、熟悉课文内容、了解北京天气特点、 陈述感冒的感觉 第一课时教学步骤：
1通过提问导入新课。 今天冷吗? 大家习惯了北京的天气吗？ 北京的天气特点是什么？ 你在北京感冒过吗？ 边提问边板书本课关键词语： 天气干燥刮风下雨疼嗓子舒服感冒早晨夜晚 2学生轮流试读本课词语表中的新词语。 3教师带读本课词语表中的新词语 4辨析容易读错的字音。如， 刮风下雨舒服流好好儿 5辨析容易写错的汉字。如， 喝渴感冒．请假．油腻． 6 教师范读两遍课文，学生边看课文边听教师朗读，聆听后回答问题。 （参见本课“练习”第一题“根据课文回答问题”） 7 教师带读课文，介绍朗读的语音停顿基础知识。 8 学生轮流朗读课文。 9 由课文中的“北京的天气”引出“词语替换练习”。 （参见本课“练习”第二题“词语替换练习”） 10由课文中的“我让同屋替我请假。”引出“句型替换练习”。 （参见本课“练习”第三题“句型替换练习”） 11 口语练习：用本课学习的词语说说自己感冒的感觉。 12 作业： ○1抄写本课词语 ○2朗读课文 ○3“练习”中的第十、十一、十二题 第二课时教学内容：比较句基本句型：A比B＋形容词 比较句的变式：A比B＋形容词＋点儿/多了/数量补语 比较句“A比B＋形容词”的否定式： A没有B＋形容词 比较句“A比B＋形容词”的疑问式： A＋形容词＋还是B＋形容词？ 副词“刚”的用法 第二课时教学步骤： 1通过提问“北京的天气特点是什么？”引出课文中的比较句基本句型：早晨比中午凉。（板书）