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 04 I Choose the best option among A, B, C, or D provided to finish each of the following sentences Do you like jazz? You should go to the jazz festival you like that kind of music A unless B if C while D or I think he will join us, _? A doesn't he B don't I C won't he D will he The flood was responsible the crop A for damaging B to damage C damaging D about damaging People outlook on life is optimistic are usually happy people A who B whom C that D whose Some people are interested in animals than other people A further B far more C much D most This time tomorrow by swimming pool A I'm relaxing B I'll be relaxing C relax D I'm relaxed The bus driver was so tired the same route that he asked for a transfer A to drive B of driving C with driving D driving The police must try to catch those men drive dangerously A they B which they C who they D who You better be careful not to miss the train! A would B should C did D had 10 What would happen to our life if the forest did not _.? A destroy B exist C take place D occur 11 She will be disappointed she gets the job A but B unless C because D if 12 The dog had been very quiet, suddenly started barking A who B that C whom D it 13 Why don't you apply the job advertised in the paper today? A with B of C for D in 14 We're made great in economy in the past few years A result B effect C business D progress 15 He types than you A more fast B much faster C most fast D more faster 16 Home computers are more used in Vietnamese families now than they were a few years ago A to widen B wide C widely D wider 17 She has to look after the children all day because they haven’t got used to after themselves A look B to look C looked D looking 18 We waited at the bus stop for an hour but the bus didn't come A patient B patiently C impatient D impatiently 19 English is an medium of international communication A effective B effectively C effect D effection 20 Drinking much wine is to your health A harm B harmful C harmless D harmlessly 21 My brother doesn't have a job He's _ A lonely B sick C unused D unemployed 22 He was absent from school his illness A because B because of C as D for 23 Where have you been? I've been trying you for nearly an hour A phone B to phone C phoning D for phoning 24 Is that the woman is going with Alice? A the son of whom B whose son C that's son D the son of who 25 I finally finished at 7.00 p.m and served dinner By Do Binh – Lien son High School, Lap thach, Vinh Phuc www.violet.vn/quocbinh72 Trang ENGLISH SERIES OF PRACTICE TESTS FOR STUDENTS & TEACHERS A cooking B being cooked C to cook D to be cooked 26 My sister is very of collecting stamps A keen B interested C liked D fond 27 If you leave the cake in the oven for too long, it _ A burns B burnt C will burn D will be burning 28 Reading the newspapers is a good way of increasing your general _ A know B knowledgeable C knowledge D knew 29 The town is very _ Thousands of tourists visit it each month A attract B attractive C attraction D attracted 30 I hope you have not much in finding this place A difficult B difficulty C difficulties D more difficult 31 It is the first time _ A I come here B I came here C I have come here D I will come here 32 He began looking for a job _ A six months ago B for six months C six months D since six months 33 Jimmy is not to go to school A young enough B old enough C enough old D enough young 34 The ghost film we saw on TV last night was not at all A frighten B frightened C to frighten D frightening 35 More money in education A should be invested B should invest C should to be invested D should being invested 36 Each park in London has its own _ A attract B attractive C attraction D to attract 37 Anna looks very in her new dress A attract B attractive C attraction D to attract 38 Nam feels because he did very badly on his last test A happy B unhappy C happiness D unhappiness 39 Never put until tomorrow what you can today A off B for C in D down 40 I'm not very keen playing chess A of B on C with D for II- Read the following passage and choose A, B, C, or D to fill in the gaps I have always wanted to go fishing Last summer, I went on a trip to Taiwan (41) the last day of my vacation, I went fishing on a beautiful lake Unfortunately, I didn't catch (42) fish, and I got bored I decided to go (43) When I stood up, my wallet (44) my pocket and into the water It had all my money, my passport, my plane tickets- everything I (45) into the lake to look (46) it, but I didn't find anything The next morning, I wasn't able to leave the hotel I had (47) money to pay the bill and no plane ticket or passport to go home So what did I do? I called my boss and asked (48) some money I have (49) had (50) a terrible experience 41 A at B on C in D during 42 A ...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 ... began looking for a job _ A six months ago B for six months C six months D since six months 33 Jimmy is not to go to school A young enough B old enough C enough old D enough young 34 The... PRACTICE TESTS FOR STUDENTS & TEACHERS A cooking B being cooked C to cook D to be cooked 26 My sister is very of collecting stamps A keen B interested C liked D fond 27 If you leave the cake... unhappiness 39 Never put until tomorrow what you can today A off B for C in D down 40 I'm not very keen playing chess A of B on C with D for II- Read the following passage and choose A,