FOR ALL YOU TEACH

FOR ALL YOU TEACH tài liệu, giáo án, bài giảng , luận văn, luận án, đồ án, bài tập lớn về tất cả các lĩnh vực kinh tế, k...

Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyChapter 5Functions for All Subtasks Slide 5- 3Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyOverview5.1 void Functions 5.2 Call-By-Reference Parameters5.3 Using Procedural Abstraction5.4 Testing and Debugging Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-Wesley5.1void Functions Slide 5- 5Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-Wesleyvoid-FunctionsIn top-down design, a subtask might produceNo value (just input or output for example)One value More than one valueWe have seen how to implement functions thatreturn one valueA void-function implements a subtask that returns no value or more than one value Slide 5- 6Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyDisplay 5.1void-Function DefinitionTwo main differences between void-function definitions and the definitions of functions that return one valueKeyword void replaces the type of the value returnedvoid means that no value is returned by the functionThe return statement does not include and expressionExample:void show_results(double f_degrees, double c_degrees) { using namespace std; cout << f_degrees << “ degrees Fahrenheit is euivalent to “ << endl << c_degrees << “ degrees Celsius.” << endl; return;} Slide 5- 7Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyUsing a void-Functionvoid-function calls are executable statementsThey do not need to be part of another statementThey end with a semi-colonExample: show_results(32.5, 0.3); NOT: cout << show_results(32.5, 0.3); Slide 5- 8Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-Wesleyvoid-Function CallsMechanism is nearly the same as the function calls we have seenArgument values are substituted for the formal parameters It is fairly common to have no parameters in void-functionsIn this case there will be no arguments in the function callStatements in function body are executedOptional return statement ends the functionReturn statement does not include a value to returnReturn statement is implicit if it is not included Slide 5- 9Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyDisplay 5.2 (1)Display 5.2 (2)Example: Converting TemperaturesThe functions just developed can be used in a program to convert Fahrenheit temperatures toCelcius using the formula C = (5/9) (F – 32)Do you see the integer division problem? Slide 5- 10Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-WesleyDisplay 5.3void-FunctionsWhy Use a Return?Is a return-statement ever needed in avoid-function since no value is returned?Yes!What if a branch of an if-else statement requires that the function ends to avoid producing more output, or creating a mathematical error?void-function in Display 5.3, avoids division by zerowith a return statement [...]... a call-by-reference or call-by-value formal parameter is needed?  Does the function need to change the value of the variable used as an argument?  Yes? Use a call-by-reference formal parameter  No? Use a call-by-value formal parameter Slide 5- 22 Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Section 5.2 Conclusion  Can you  Write a void-function definition for. .. 5- 19 Copyright © 2007 Pearson Education, Inc. Publishing as Pearson Addison-Wesley Mixed Parameter Lists  Call-by-value and call-by-reference parameters can be mixed in the same function  Example: void good_stuff(int& par1, int par2, double& par3);  par1 and par3 are call-by-reference formal parameters  Changes in par1 and par3 change the argument variable  par2 is a call-by-value ENGLISH SERIES OF PRACTICE TESTS FOR STUDENTS & TEACHERS PRACTICE TEST 01 Choose the best option among A, B, C, or D provided to finish each of the following sentences already left by the time I arrived A He is B He has C He was D He'd He is good all sports A at B in C into D with I felt frightened It was experience A frightening B a frightening C the frightening D one frightening I don't want milk today A some B any C no D many If you someone else, who would you like to be? A can be B have been C are D could be How long will it to get there? A cost B lose C make D take Nobody has done this before A any B can have C have D ever There isn't food in the house A none B no C some D any He on his history studies all yesterday morning A used to work B had worked C was working D has worked 10 How fast did he drive? 301 miles an hour A At B With C To D By 11 He sometimes in bed until noon A stay B is staying C stays D staying 12 What has happened this poor man? A with B on C for D to 13 My friend, Herbert, has always been fat He still fat A was B has C has been D is 14 That villa looks very old When it built? A was B does C did D is 15 Will you to finish your homework? A be able B capable C able D opposite 16 He speaks English he speaks French A gooder than B worst than C better than D more better than 17 What did he find? - He was surprised at what A did he find B he find C he found D he has found 18 Everyone is his best A making B saying C working D doing 19 Wine is made grapes A from B of C on D with 20 We can live nothing but water for about one month A by B for C on D with 21 "War and Peace" the longest book I've ever read A are B were C is D was 22 Little boys like trees A climb B climbing C swing from D having a swing 23 I'm terribly sorry 'Terribly" means A quite B quiet C very D extremely 24 A teaches or does research in physics A physicist B mathematician C chemist D physician 25 I've got no money Can you me five pound? A lend B borrow C rent D 26 Big Ben is the clock in London A famousest B most famous C more famous D famouser 27 I shall be ready a moment By Do Binh – Lien Son High School, Lap Thach, Vinh Phuc www.violet.vn/quocbinh72 P ENGLISH SERIES OF PRACTICE TESTS FOR STUDENTS & TEACHERS A for B in C with D on 28 Have you ever gone abroad? - No, A I never have B I have never C I have D I have ever 29 Fred was sent to school the age of six A at B in C on D from 30 What's the name of the song those girls are singing? A what B whom C who D which 31 Is this film worth ? A to see B seeing C see D to have seen 32 It was so late that I take a taxi A have to B was to C must D had to 33 It was made copper A by B from C of D in 34 We spent the days on the beach A few last sunny B last few sunny C last sunny few D few sunny last 35 Please drive You are making me nervous A slow B more slowly C more slow D slowlier 36 A machine can work 100 time as fast as any person A can B work C did D could 37 Mary would lend me some money if I her A ask B am asking C will ask D asked 38 You will not succeed working harder A unless B if C without D although 39 If you hurry, you will be there midnight A until B while C on D by 40 does he call? - Once a month A How seldom B How long C How soon D How often 41 I'd rather camping with them A went B going C go D am going 42 I'd like to thank you what you have done A by B X C for D on 43 We won't go out it stops raining A if B if not C unless D when 44 She is the woman I wrote A to whom B whom to C who D whose 45 The house five months ago A has completed B completed C was completed D has been completed 46 did Lucy come? - By train A When B How C Why D Where 47 a good weekend A Make B Spend C Pass D Have 48 It looks than it really is A high B higher C much high D far high 49 A film fan is a person who films A makes B sees C enjoys seeing D possesses 50 Tim is in Australia He went Australia six months ago A to B in C at D into _THE END _ KEY Test 01 D A B C D D D D C 10 A 11 C 12 D 13 D 14 A 15 A 16 C 17 C 18 D 19 A 20 C 21 C 22 B 23 D 24 A 25 A 26 B 27 B 28 B 29 A 30 D 31 B 32 D 33 C 34 B 35 B 36 A 37 D 38 C 39 D 40 D 41 C 42 C 43 C 44 A 45 C 46 B 47 D 48 B 49 C 50 A By Do Binh – Lien Son High School, Lap Thach, Vinh Phuc www.violet.vn/quocbinh72 P Some people believe that a college or university education should be available to all students. Others believe that higher education should be available only to good students. Discuss these views. Which view do you agree with? Explain why. People learn through their entire lives. They constantly improve their knowledge and develop. I think that a college or university education should be available to all students because every person has the right to choose the way to self-perfection. Bellow I will give some of my reasons to support my position. First of all, every person should have the chance to get a higher degree, gain new knowledge and experience. However, some people believe that higher education should be available only to good students. I think it is silly. It is like to make unavailable travelling for one who does not have IQ high enough. Second of all, some young people do not do well at school but they have great personality and ability to learn. They are self-confident, persistent and patient. With these qualities they can get higher grades then their classmates who are talented but lazy. Imagine for example situation when a teenager gets high grades because his or her parents constantly make him or her study and help to do most of the homework. In this case a child does very good at school but I think a college can show the opposite results. Finally, it is a discrimination against students to make available higher education only for good ones. So, if a students does poor and gets low grades he/she should be sent down. But if a person was never given a chance to try himself/herself at college what to do in this case? To sum up, I think that all young people should have the chance to get a higher education. To take or not this chance must be up to them. Lessons for the Young ECONOMIST Lessons for the Young ECONOMIST ROBERT P. MURPHY LvMI MISES INSTITUTE ISBN: 978-1-933550-88-6 Copyright © 2010 by the Ludwig von Mises Institute and published under the Creative Commons Attribution License 3.0. http://creativecommons.org/licenses/by/3.0. For information write the Ludwig von Mises Institute, 518 West Magnolia Avenue, Auburn, Alabama 36832. Mises.org v Contents Acknowledgments ix PART I: FOUNDATIONS 1. Thinking Like an Economist . 3 Thinking Like an Economist 3 Is Economics a Science? 5 The Scope and Boundaries of Economic Science 5 Why Study Economics? 8 2. How We Develop Economic Principles . 13 Purposeful Action versus Mindless Behavior 13 The Social versus the Natural Sciences 15 The Success of the Natural Sciences versus the Social Sciences 17 How We Develop Basic Economics .22 3. Economic Concepts Implied By Action . 31 Introduction 31 Only Individuals Act 32 Individuals Have Preferences 36 Preferences Are Subjective .37 Preferences Are a Ranking, Not a Measurement Using Numbers 39 Different Individuals’ Preferences Can’t Be Combined .42 4. “Robinson Crusoe” Economics Team Teaching Tips for Foreign Language Teachers Introduction This article seeks to provide team teachers with specific tips on how to function effectively as equal partners working together in the same classroom. These step-by-step tips are a basic guide to help you establish a dynamic team so you can experiment and find the approach that works best for you. For teachers who have never had a chance to team teach, or have perhaps avoided doing it for a variety of reasons, perhaps this article will help allay fears and give teachers a sense of what exactly team teaching 'looks like' within the class. From our work team teaching with one another and others in a variety of contexts (elementary, high school, junior high school, and international schools) in Canada, Mexico and Japan, we've had the chance to experience everything from wonderful to disastrous team teaching relationships. Based on these experiences, we have assembled a brief series of tips to help you and your classroom partner. Background Literature Team teaching, in the most general sense, encompasses a wide variety of arrangements. One specific form, which has become quite prevalent in recent years, is having two teachers in the classroom teaching simultaneously. This is becoming more and more common throughout Japan and in other Asian countries. Each year on the Japan Exchange and Teaching (JET) Programme alone, nearly 6,000 Assistant Language Teachers (ALT) come to Japan to assist Japanese Language Teachers (JLT) in foreign language classrooms (Horwich par. 22). Recently, Hong Kong launched a programme similar to JET called the Native-speaking English Teachers Programme (NET) Programme that also employs team teaching. In foreign language teaching, particularly teaching English as a foreign language (TEFL), usually one in the pair is a native speaking assistant of the target language. We’ll use the acronym NSA (native speaking assistant) to describe these teachers. The main teacher on the other hand, is usually more experienced and not a native speaker of the target language (hence the desire for a native speaking target language assistant). These teachers will be referred to as NNSLT (non-native speaking language teachers). In some countries where the target language (in this case English) is a second language (TESL), student teachers are native speakers of the target language and work either with other student teachers or cooperative teachers. These pairs share the same L1, are native speakers of the target language and share the same culture as their partner. These pairs usually do not experience the intercultural difficulties that some TEFL teachers experience and since they are in the process of becoming certified (in the case of student teachers), do not necessarily experience the same conflicts that some JTE/AET or HKTE/NET experience in Japan or Hong Kong and elsewhere. One of the advantages of team teaching is that it ostensibly produces a lower teacher- student ratio, but having two teachers in the class sharing turns speaking does not accomplish this. Only by running separate activities, dividing the class into groups - having both teachers circulate and interact with students is the ratio effectively lowered. Ideally, both teachers should constantly be actively involved in managing and teaching the class. Aside from these government sponsored programmes, there are countless others which are privately organised also resulting in the presence of a second teacher in the classroom. Team teaching is most common in July 2009 Part 1: Picking up flowers Part 2: Quick eyes, quickly write Part 3: Let’s sing English songs Part 1: Picking up flowers Pick up the flower you like. Answer the question hidden inside. You’ll get a nice present for each correct answer. 1 5 9 2 6 10 3 7 11 4 8 12 How’s the weather today? Lucky flower What does she do? She is a teacher. What do you want? I want ……………… What’s your favourite drink? My favourite drink is ……… [...]... animal It can sing It can fly What’s it? It’s a bird How many lamps are there in this livingroom ? There are two lamps in this livingroom Lucky flower Choose the best answer Would you like an apple? A Yes B I’d like an apple C Yes, please What does he do ? He plays football 1 What time does the library open? (7 a.m) - It opens at seven a.m 2 What time does the library close ? (4.30 p.m) - It closes at ...ENGLISH SERIES OF PRACTICE TESTS FOR STUDENTS & TEACHERS A for B in C with D on 28 Have you ever gone abroad? - No, A I never have B I have never C I have... ask D asked 38 You will not succeed working harder A unless B if C without D although 39 If you hurry, you will be there midnight A until B while C on D by 40 does he call? - Once a... rather camping with them A went B going C go D am going 42 I'd like to thank you what you have done A by B X C for D on 43 We won't go out it stops raining A if B if not C unless D when