ENTS 629A Course Syllabus

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新概念英语第二册第六课6课课件

vocabulary.
03
Lesson 5
Review and practice of all three tenses covered in this lesson.
05
02
Lesson 2
Introduction to the present simple tense and related vocabulary.
05 Interaction and discussion
Classroom interactive session
目的: 通过课堂互动，提高学生的口语表达和听力理解能力。
教师引导: 教师提出问题，引导学生进行讨论。
实施方式
小组讨论: 学生分组讨论，分享观点和意见。
Student questioning session
01 Course Introduction
Course objectives
Language knowledge
To help learners master basic English grammar and vocabulary, including present simple, present continuous, and past simple tenses.
Learning suggestions and prospects
Practice
Integration
Prospects
It is essential for students to practice the new vocabulary and grammar they have learned in this lesson through speaking and writing activities.

9th grade English Unit 9 Section A2a-2d courseware

Through discussion, students can also learn from each other's experiences and perspectives, broadening their own views and knowledge
Students create and perform independently
Student self directed practice and feedback
After receiving guidance and demonstration from teachers, students should independently complete listening exercises to consolidate their learning
It covers the topic of environmental protection and sustainability, focusing on the importance of protecting the environment and taking action to address environmental issues
Before listening, teachers should introduce the background and context of the listening materials to help students better understand the content and purpose of the listening
The language used in the listening materials is simple and easy to understand, but the speed and account may vary, which requires students to have a certain level of listening comprehension and adaptability

新概念英语第一册62课原文

新概念英语第一册62课原文In the 62nd lesson of the New Concept English Book One, the focus is on the use of the word "do" as a substitutefor a verb. This lesson is important as it helps learners understand how to use the word "do" in different contexts and how it can be used to replace other verbs. The lesson also provides examples and exercises to help learners practice and reinforce their understanding of this concept.From a student's perspective, this lesson may be challenging at first because it introduces a new way of using the word "do" that may not be immediately intuitive. However, with practice and guidance from the teacher, students can gradually grasp the concept and become more comfortable with using "do" as a substitute for other verbs. The exercises provided in the lesson are helpful in reinforcing this understanding and allowing students to apply what they have learned.From a teacher's perspective, it is important toprovide clear explanations and examples to help students understand the concept of using "do" as a substitute for a verb. It may be helpful to use real-life examples and scenarios to demonstrate how this concept is used in everyday language. Additionally, offering opportunities for students to practice using "do" in different contexts and providing feedback on their usage can be beneficial in reinforcing their understanding.In terms of the relevance of this lesson, understanding how to use "do" as a substitute for a verb is essential for developing fluency and accuracy in English language usage. This concept is commonly used in both spoken and written English, and mastering it can help learners communicate more effectively. Therefore, the 62nd lesson of the New Concept English Book One holds significant relevance for English language learners.Overall, the 62nd lesson of the New Concept English Book One provides valuable insights into the use of "do" as a substitute for a verb. It may initially pose a challenge for students, but with guidance and practice, they candevelop a solid understanding of this concept. From a teacher's perspective, it is important to provide clear explanations and ample opportunities for practice to help students master this aspect of the English language. Ultimately, mastering the use of "do" as a substitute for a verb is essential for effective communication in English.。

师范学院《英语听力》unit6PPT课件

Recognizing key information
The ability to quickly identify key information in a spoken passage, such as names, dates, statistics, and other important details, and ensure they are captured in notes.
Listening reasoning skills
要点一
Inference making
The ability to use the given information in a spoken passage to make logical inferences or conclusions about what is not directly stated.
• Develop cultural awareness: By listening to English materials, students will gain a better understanding of English culture and society, enhancing their cross-cultural communication skills.
要点三
Drawing conclusions
The ability to synthesize information from a spoken passage and draw logical conclusions based on the presented evidence or arguments.
The materials contain complex sentence structures and vocabulary that may be challenging for students.

高中英语北师大版选择性必修第二册Unit6TheMediaViewingWorkshop课后练习、课

一、根据首字母填写单词(单词拼写)1. I raised my left arm to protect my face; the b________ held tightly on the tripod and pressed it to me. （根据首字母单词拼写）2. I once wrote a paper on the influence of f________ on Roald Dahl’s writing. （根据首字母单词拼写）3. Until modern times, those living in cities were mainly the ruling elite (精英) and the s________, labourers and professionals who served them. （根据首字母单词拼写）二、根据汉语意思填写单词(单词拼写)4. The scientific peers can draw right conclusions by finding its _________ (过错). (根据汉语意思单词拼写)5. The woods were designated an area of outstanding natural ________(美). (根据汉语提示单词拼写)6. In the bank the clerk asked me to fill my ________(取款) form. (根据汉语提示单词拼写)三、完成句子7. 房子的主人是个畸形的怪物，半人半兽，他给他们讲了一个悲惨的故事。

(abnormal)The owner of the house was ________ ________ creature, half-man, half-beast, who told them a sad story.8. 因为天气如此晴朗，所以我们一家人决定到杭州市旅行。

九年级下册英语六单元2b知识点

九年级下册英语六单元2b知识点Unit 6: Great ScientistsKnowledge Point: The Contributions of Great ScientistsIntroductionIn the world of science, there have been countless remarkable individuals who made invaluable contributions to our understanding of the universe. From Isaac Newton's laws of motion to Marie Curie's discovery of radioactivity, let's explore some of the key knowledge points from the 2B section of the ninth-grade English textbook.1. Isaac Newton and the Laws of MotionIsaac Newton, a prominent physicist and mathematician, formulated the laws of motion, which laid the foundation for classical mechanics. His first law states that an object at rest will remain at rest, and an object in motion will continue to move at a constant velocity unless acted upon by an external force. The second law describes how the velocity of an object changes when it is subjected to an external force. Finally, the third law emphasizes that every action has an equal and opposite reaction. Newton's laws of motion revolutionized the scientific understanding of motion and paved the way for modern physics.2. Marie Curie and RadioactivityMarie Curie, a pioneering physicist and chemist, is renowned for her research on radioactivity. She discovered two new elements, polonium and radium, and developed the theory of radioactivity. Curie's work not only transformed the field of science but also had significant implications in various other areas, such as medicine and industry. However, her groundbreaking research came at a great personal cost, as she exposed herself to high levels of radiation and ultimately succumbed to its detrimental effects.3. Albert Einstein and the Theory of RelativityAlbert Einstein, a renowned theoretical physicist, is best known for his theory of relativity. His special theory of relativity, published in 1905, challenged the traditional understanding of space and time. It proposed that the laws of physics are the same for all observers, regardless of their relative motion. Einstein's general theory of relativity, formulated in 1915, expanded upon this concept by introducing the idea that gravity is not a force but rather a curvature of spacetime caused by mass and energy. Einstein's theories revolutionized physics and had a profound impact on our understanding of the universe.4. Stephen Hawking and Black HolesStephen Hawking, a British theoretical physicist, made significant contributions to our understanding of black holes. He proposed the idea that black holes are not completely black but emit a small amount of radiation, now known as Hawking radiation. This groundbreaking theory challenged the prevailing notion that nothing can escape the gravitational pull of a black hole. Hawking's work revolutionized the field of astrophysics and shed light on the mysteries surrounding these enigmatic cosmic entities.ConclusionThe knowledge points explored in this article offer a glimpse into the remarkable achievements of some of the greatest scientists in history. From Newton's laws of motion to Hawking's work on black holes, their contributions have not only advanced our understanding of the universe but also shaped the course of scientific progress. By studying and celebrating the accomplishments of these brilliant minds, we are inspired to continue pushing the boundaries of knowledge and making our own unique contributions to the world of science.。

Unit2Lesson9Mr.WoodTeachesaScienceLesson(课件)冀教版英语六

3. Is the chicken ill No, it isn’t.
Presentation
Listen and follow
1
2
3
4
5
6
7
8
Role play
Practice
Practice Part 1 with your partners. Then act it out in class.
Unit 2 School in Canada
Lesson 9 Mr. Wood Teaches a Science Lesson
Enjoy a song
Warm-up
Warm-up
Watch and talk
— How is the weather — It’s...
Presentation
Talk and act
Practice
—Where are you from — I’m from... — Nice to meet you. — ... — How are you — I’m ill.
— What’s your temperature — ... — You can ... — OK. Thank you.
Practice
Do a weather forecast
Let’s look at the weather report for today!
Hello, everyone. I’m… Let’s look at the weather report for today. Beijing is cloudy and cold. The temperature is 7 degrees. You’d better wear your sweater and …

(完整word)新二62课后测

新概念二册62课小测验一翻译下列单词和词组周围的_____________洪___________量___________根___________世纪 _____________变黑__________ 在控制中_______________ 冲走____________扑灭_____________desolate __________ threaten______________ patch _______________ spray_______________二把下列句子变成间接引语（宾语从句）‘You can go now，’ the teacher says。

The teacher says_____________________________________.‘Are you going to do your homework？’ My mother asksMy mother asks___________________________________.When will he arrive？I wonder _____________________________________。

‘Don’t make so much noise,’ she said to the children .She tole them________________________________.三完成下列句子1.飞机散播粽子近一个月了。

The planes has been ________ _______ for nearly a week。

2.我们要订购大量的货物.We will __________ a great deal of goods。

3.当局没有发表任何评论。

The local ________ didn’t make any comments.4.现在塑料经常被用来代替木料或金属。

629-Mathsskills

alculus, Algebra and all things mathematical just got more interesting for secondaryschool students in Hong Kong with the launch in January 2010 of New SecondaryMathnet, a website set up by the Department of Mathematics at HKBU, the Hong Kong Mathematical Society and the HKBU Alumni Association of the Department of Mathematics, and co-ordinated by the Hong Kong Association for Science and Mathematics Education.“The new curriculum for senior secondary schools was implemented in September 2009 and as Maths teachers, we felt that we could do something to help,” says Dr. Daricks Chan, Senior Lecturer of the Department of Mathematics, who played an active role in developing the website. “Many graduates of our Department are now teaching in secondary schools so we felt that we could pool our resources to do something for the community.”Around 10 HKBU undergraduate Maths students have volunteered to be online tutors. “Many of these students will go on to be schoolteachers. This is an opportunity for them to gain some experience as well as to serve the community,” says Dr. Chan.The students take turns logging on every Monday, Wednesday and Friday from 8 pm to 11 pm. Through香港高中學生而設的「新數站」於今年一月底啟動後，微積分、代數、幾何等數學知識頓時變得有趣起來！「新數站」是新高中數學學習平台，由浸大數學系聯同香港數學學會和浸大數學系舊生會設立，並與香港數理教育學會合作籌辦。

新概念经典62课英语单词

新概念经典62课英语单词In the realm of English language learning, "New Concept English" stands as a cornerstone for many students. The 62nd lesson of this classic series is particularly noteworthy forits vocabulary richness and its approach to language acquisition.The lesson begins with an engaging narrative that introduces a variety of new words in context, allowinglearners to grasp their meanings organically. Words like "spectacular," "mesmerizing," and "exquisite" are not just presented in isolation but are woven into a story that captivates the reader's imagination.The use of vivid imagery and dynamic descriptions helpsto cement these new words in the learner's mind. For instance, the lesson might describe a "spectacular sunset" that "mesmerized the onlookers," or an "exquisite piece of art"that "elicited gasps of admiration."Moreover, the lesson is structured to gradually increase the complexity of the language, ensuring that students arenot overwhelmed by the new vocabulary. It starts with simple sentences and gradually moves to more complex structures, giving learners the confidence to use these words in theirown speech and writing.The lesson also includes exercises that encourage activeengagement with the new vocabulary. Students are asked tofill in the blanks with the appropriate words, or to construct sentences using the new terms. This hands-on approach reinforces learning and ensures that the vocabulary is not just memorized, but understood and can be applied effectively.In addition to the core vocabulary, the lesson subtly introduces idiomatic expressions and phrases that enrich the learner's language skills. Phrases such as "a feast for the eyes" or "a sight to behold" provide a deeper insight into the nuances of the English language.The 62nd lesson of New Concept English is not just about learning new words; it's about understanding how to use them effectively in communication. It's a testament to the series' commitment to holistic language learning, where vocabulary is not an end in itself, but a tool for expressing ideas and emotions with precision and flair.。

昂立中学生的英语课

昂立中学生的英语课At Ang Li High School, the English language curriculum plays a crucial role in shaping the academic and personal development of the students. As a core subject, English lessons are designed to not only impart linguistic knowledge but also cultivate essential skills that will benefit students throughout their educational journey and beyond.One of the primary objectives of the English curriculum at Ang Li High School is to enhance the students' proficiency in the language. Through a comprehensive syllabus that covers a wide range of topics, from grammar and vocabulary to reading comprehension and written expression, the lessons aim to equip students with a strong foundation in English. The curriculum is structured to progressively build upon the students' existing knowledge, ensuring a seamless transition from basic to more advanced language concepts.In the classroom, teachers employ a variety of teaching methodologies to cater to the diverse learning styles of the students. Interactive group activities, engaging discussions, and multimedia-based presentations are some of the strategies used to stimulate the students' interest and participation. By fostering an environment that encourages active learning, the English lessons at Ang Li High School strive to develop the students' ability to communicate effectively in both spoken and written form.One of the standout features of the English curriculum at Ang Li High School is the emphasis on practical application. Rather than solely focusing on theoretical knowledge, the lessons incorporate real-world scenarios and practical exercises that allow students to apply their language skills in authentic contexts. For instance, students may be tasked with drafting business correspondence, presenting persuasive speeches, or conducting research and reporting their findings in a formal essay format. This approach not only enhances the students' understanding of the language but also prepares them for the demands of the professional world.In addition to language proficiency, the English lessons at Ang Li High School also aim to cultivate critical thinking and problem-solving skills. Through the analysis of literary works, the interpretation of complex texts, and the formulation of well-reasoned arguments, students are challenged to engage in higher-order cognitive processes. This not only strengthens their language abilities but also fosters the development of essential life skills that are highly valued in the 21st-century job market.The English curriculum at Ang Li High School also places a strong emphasis on cultural awareness and global citizenship. By exposing students to a diverse range of literary works, films, and multimedia resources from around the world, the lessons encourage students to develop a deeper understanding and appreciation of different cultures, customs, and perspectives. This cross-cultural exploration not only broadens the students' intellectual horizons but also helps them become more empathetic and adaptable individuals, better equipped to navigate the increasingly interconnected global landscape.Moreover, the English lessons at Ang Li High School are designed to nurture the students' creativity and self-expression. Through creative writing assignments, such as short stories, poetry, and personal narratives, students are given the opportunity to explore their own unique voices and perspectives. This not only enhances their language skills but also fosters a sense of self-confidence and individuality, which are crucial for personal growth and development.One of the key strengths of the English curriculum at Ang Li High School is the dedication and expertise of the teaching staff. The English teachers are highly qualified professionals who possess a deep understanding of the language and a genuine passion for education. They are committed to staying up-to-date with the latestteaching methodologies and incorporating innovative approaches to ensure that the lessons remain engaging and relevant for the students.Moreover, the school administration at Ang Li High School places a strong emphasis on the continuous improvement of the English curriculum. Regular feedback from students, parents, and the community is carefully considered, and the curriculum is regularly reviewed and updated to address the evolving needs and expectations of the school's stakeholders. This commitment to quality and continuous improvement ensures that the English lessons at Ang Li High School remain at the forefront of educational excellence.Beyond the classroom, the English lessons at Ang Li High School are further reinforced through a range of extracurricular activities and programs. The school's English Club, for instance, provides students with opportunities to participate in debates, public speaking competitions, and language-themed cultural events. These activities not only enhance the students' language proficiency but also foster a sense of community and camaraderie among their peers.Furthermore, the school's partnership with various international organizations and educational institutions allows Ang Li High School students to engage in cross-cultural exchange programs andlanguage immersion experiences. These initiatives expose students to diverse linguistic and cultural environments, further broadening their perspectives and strengthening their global competence.In conclusion, the English lessons at Ang Li High School play a pivotal role in the academic and personal development of the students. Through a comprehensive curriculum, dedicated teaching staff, and a range of supportive programs, the school is committed to nurturing well-rounded individuals who are proficient in the English language and equipped with the necessary skills to thrive in the 21st-century global landscape. As the students of Ang Li High School progress through their educational journey, the valuable lessons and experiences gained from their English classes will undoubtedly serve as a foundation for their future success and contributions to the world.。

新概念英语二册学而思

新概念英语二册学而思Learning a new language can be a daunting task but also an incredibly rewarding experience. The New Concept English 2 textbook series has been a valuable resource for many language learners around the world. This comprehensive course not only teaches the fundamentals of the English language but also provides insights into the cultural nuances that are essential for effective communication.One of the key strengths of the New Concept English 2 program is its focus on practical application. Rather than simply memorizing vocabulary and grammar rules, the lessons emphasize the importance of being able to use the language in real-world situations. The dialogues and exercises are designed to simulate everyday conversations, allowing students to develop their conversational skills and gain confidence in their ability to express themselves.Another aspect of the New Concept English 2 series that sets it apart is its emphasis on contextual learning. Instead of presentinglanguage concepts in isolation, the textbook integrates them into engaging stories and scenarios. This approach not only makes the learning process more enjoyable but also helps students to better understand the nuances of the language and how to apply it in various contexts.One of the most valuable features of the New Concept English 2 textbook is its comprehensive coverage of grammar and vocabulary. The lessons systematically introduce new grammatical structures and vocabulary words, building upon previous knowledge and gradually increasing in complexity. This structured approach ensures that students have a solid foundation in the language and can progress at a pace that is comfortable for them.Moreover, the New Concept English 2 series places a strong emphasis on developing listening and speaking skills. The audio recordings accompanying the textbook provide students with exposure to authentic English conversations, allowing them to hear the language as it is spoken by native speakers. The speaking exercises, on the other hand, encourage students to practice their pronunciation and conversational abilities, helping them to become more confident and fluent communicators.In addition to the core language learning content, the New Concept English 2 textbook also includes cultural information and insights.This helps students to not only understand the language but also the cultural context in which it is used. By learning about the customs, traditions, and perspectives of English-speaking countries, students can develop a deeper appreciation for the language and its global significance.One of the unique aspects of the New Concept English 2 series is its emphasis on critical thinking and problem-solving. The exercises and activities within the textbook often require students to analyze information, draw conclusions, and apply their knowledge in creative ways. This approach not only enhances language learning but also fosters the development of essential cognitive skills that are valuable in a wide range of academic and professional settings.Furthermore, the New Concept English 2 series is designed with the needs of modern language learners in mind. The textbook incorporates multimedia elements, such as videos and interactive exercises, which cater to different learning styles and preferences. This multimedia approach helps to keep students engaged and motivated throughout the learning process, making the experience more enjoyable and effective.One of the most significant benefits of the New Concept English 2 series is its ability to cater to learners of all levels. Whether you are a beginner or an intermediate-level English student, the textbookprovides a comprehensive and structured learning path that can be tailored to your individual needs. This flexibility ensures that all students can progress at their own pace and achieve their language learning goals.In conclusion, the New Concept English 2 textbook series is an exceptional resource for anyone looking to improve their English language skills. With its focus on practical application, contextual learning, comprehensive coverage, and multimedia elements, the program provides a well-rounded and engaging learning experience. By investing in this course, students can not only develop their language proficiency but also gain valuable cultural insights and critical thinking skills that will serve them well in a globalized world.。

高二英语译林版选修七课下能力提升七Unit2SectionⅣ

课下能力提升(七)Ⅰ.用所给词的适当形式填空1．Sounding (sound) reasonable, the salesman's words persuaded many customers to buy his products.2．Take a deep breath, and you will feel relaxed (relax)．3．We must always keep cheerful (cheer) in hard time.4．In spring, all the flowers in the garden smell (smell) so sweet that they attract many people to enjoy the beautiful scenery there.5．You just can't imagine that such a clever, promising student turned (turn) murderer.6．Why don't you put the meat in the fridge? It will_stay (stay) fresh for several days.7．—Take this medicine three times a day, Tom.—Do I have to take it? It tastes (taste) so terrible.8．—Why was Tom unhappy those days?—Can't you see it clearly? The theory he stuck to proved (prove) wrong.9．The children all looked sadly at the broken model plane and felt quite sad.(sad)10．Please remain seated (seat) until the plane has e to a plete stop.Ⅱ.完成句子1．(2015·全国卷Ⅰ书面表达) For a start, I feel_really_delighted_that_I've won the first prize in the petition, which makes me understand the true meaning of the proverb “no pains, no gains”．首先，在比赛中获得一等奖我确实感到高兴，这使我理解了谚语“不劳无获”的真正含义。

Econ 629 Lecturenotes-2

Chapter3Consumer theory3.1Mathematical aside3.1.1Euclidean space and Euclidean distanceA space is a list( , 1,..., )in which theﬁrst component is a set andthe other components are“tools”that are available to work in the space.Ametric space is a set in which one can measure distances between elements,i.e.,( , )where is a set and : × →ℝis a function,called distance,that has the following properties:(1)for each{ , }⊆ , ( , )≥0,and( , )=0if and only if = ;(2) ( , )= ( , );and(3)for each ∈ ,( , )≤ ( , )+ ( , ).Let be a natural number.The setℝ is the set of lists of real√numbers.For instance(1,b e th3.1.MATHEMATICAL ASIDE31 Deﬁnition32.A set ⊆ is open in if for each ∈ there is ∈ℝ++such that ( )⊆ .Deﬁnition33.A set ⊆ is closed in if its complement in is open,i.e.,if ∖ is open in .Remark3.A closed set is not necessarily a set that is not open.There are sets that are neither closed,nor open.For instance,(0,1]is not open or closed inℝ.There are sets that are closed and open simultaneously.Could you give an example inℝ ?Deﬁnition34.A sequence{ } ∈ℕin is a function fromℕinto .The value of the sequence at ∈ℕis ≡( 1,..., )∈ .Deﬁnition35.A sequence{ } ∈ℕin converges to ∈ if for each ∈ℝ++there exists ( )∈ℕsuch that for each ∈ℕ, ≥ ( ), ( , )< . If{ } ∈ℕconverges to we write −→ →∞ and deﬁne lim →∞ ≡ . Lemma1.A set ⊆ is closed in if and only if for each convergent sequence −→ →∞ ,such that for Each ∈ℕ, ∈ ,we have that ∈ . Deﬁnition36.A set ⊆ × is closed in × if for any two convergent sequences in , −→ →∞ and −→ →∞ such that for each ∈ℕ, ( , )∈ ,we have that( , )∈ .3.1.2Inner product and half spacesDeﬁnition37.Let ≡( ) =1∈ℝ and ≡( ) =1∈ℝ .The inner product between and is deﬁned by:⋅ ≡ 1 1+⋅⋅⋅+ .Deﬁnition38.Let ≡( ) =1∈ℝ and ∈ℝ.The hyperplane associated with and is the set:ℎ( , )≡{ ∈ℝ : ⋅ = }.Each hyperplane determines two closed half spaces and two open half spaces:Deﬁnition39.Let ≡( ) =1∈ℝ and ∈ℝ.∙The positive closed half-space associated with and is the set:ℎ≥( , )≡{ ∈ℝ : ⋅ ≥ }.32CHAPTER3.CONSUMER THEORY ∙The negative closed half-space associated with and is the set:ℎ≤( , )≡{ ∈ℝ : ⋅ ≤ }.∙The positive open half-space associated with and is the set:ℎ>( , )≡{ ∈ℝ : ⋅ > }.∙The negative open half-space associated with and is the set:ℎ<( , )≡{ ∈ℝ : ⋅ < }.Geometrically, is the vector normal toℎ( , ).Let ∈ℎ( , ).If ′∈ℎ>( , )then ⋅( ′− )>0.If ′∈ℎ( , ),then ⋅( ′− )=0.If ′∈ℎ<( , ),then ⋅( ′− )<0Figure3.1:half spaces.3.2.CONSUMER THEORY I:PREFERENCES333.2Consumer theory I:Preferences3.2.1Alternatives space∙There are ∈ℕcommodities.∙Agents consume bundles of commodities:the generic consumption bundle is a vector ≡( 1,..., )∈ℝ +;for each =1,..., , is the amount of commodity consumed at .Sometimes it will be useful to write a consumption vector in matrix notation as ≡[ 1,..., ] .∙There is a set of agents ≡{1,..., }.∙Each agent ∈ has a consumption space ⊆ℝ +.For simplicity in the presentation we will assume that for each ∈ , ≡ℝ +.Consistently we will usually drop the subindex in the notation and refer to the agent’s consumption space .We will study:(1)consumer preferences,(2)utility representation of consumer preferences,(3)consumer choice,and(4)reveled preference theory in the consumer’s world.3.2.2Consumer preferencesEach agent is represented by a preference relation≿ on .At this stage of the theory we study the behavior of an agent“in isolation.”Thus we omit the subindex in the notation.Deﬁnition40.Let≿be a binary relation on ⊆ℝ and ∈ .The upper contour set of≿at is (≿, )≡{ ∈ : ≿ }.The indiﬀerence set of≿at is (≿, )≡{ ∈ : ∼ }.The lower contour set of≿at is (≿, )≡{ ∈ : ≿ }.The strict upper and lower contour sets of≿at are (≻, )and (≻, ),respectively.The following are further restrictions that are usually assumed on con-sumer preferences.Desirability assumptionsDeﬁnition41.We use the following notation for vector inequalities:for each{ , }⊆ℝ , ≥ if for each =1,..., , ≥ ; ⪈ if ≥ and = ; ≫ if for each =1,..., , > .Deﬁnition42.A binary relation≿on ⊆ℝ is:34CHAPTER3.CONSUMER THEORY ∙strictly monotone if for each{ , }⊆ℝ such that ⪈ ,we have that ≻ (strict monotonicity is also referred to in the literature as “strong monotonicity.”)∙monotone if for each{ , }⊆ℝ such that ≫ ,we have that ≻ .∙weakly monotone if for each{ , }⊆ℝ such that ≥ ,we have that ≿ .∙locally non-satiated if for each ∈ and each ∈ℝ++there is ∈ ( )such that ≻ .Remark4.Weak monotonicity does not imply local non-satiation.For instance let≿be a preference on ≡ℝ +deﬁned by:for each{ , }⊆ , ∼ .Clearly,≿is weakly monotone,but it is not locally non-satiated. Remark5.If≿is transitive,weakly monotone,and locally non-satiated, then≿is monotone.We prove this.Let{ , }∈ℝ +be such that ≫ . We prove that ≻ .Suppose by means of contradiction that¬ ≻ .Since ≫ and≿is weakly monotone,then ≿ .Since¬ ≻ ,then ≿ . Thus, ∼ .We claim that for each ∈ℝ +such that ≤ ≤ , ∼ .To prove this,observe that since≿is weakly monotone,then ≿ ≿ .Since ≿ ,then by transitivity of≿, ∼ .Let ∗≡ + 2. We claim that ( ∗)⊆{ ∈ℝ +: ≤ ≤ }.Seeﬁgure.Figure3.2:Illustrating Remark5.3.2.CONSUMER THEORY I:PREFERENCES35To prove this,let ∈ ( ∗).We claim that ≤ .Suppose by means of contradiction that ≰ .Thus,there is ∈{1,..., }such that < .Since ∗ > ,then∣ ∗ − ∣≥∣ ∗ − ∣≥ .Now,∥ ∗− ∥= (∑ =1( ∗ − )2)136CHAPTER3.CONSUMER THEORY containing , ( ),and an open set containing , ( )such that for each ′∈ ( )and each ′∈ ( ), ′≻ ′.There are two cases.(a)There is ∈ such that ≻ ≻ .Prove the claim is true inthis case.(Yo have to:identify candidates for ( )and ( );prove these sets are open, ∈ ( ),and ∈ ( );prove thatthey satisfy the desired property.)(b)There is no ∈ such that ≻ ≻ .Prove the claim istrue in this case.Hint:let ( )≡{ ′∈ : ′≻ }and( )≡{ ′∈ : ≻ ′}.(Yo have to:prove these sets areopen, ∈ ( ),and ∈ ( );prove that they satisfy the desiredproperty.)Finally conclude that there is a contradiction:what is wrong with the fact that there is an open set containing , ( ),and an open set containing , ( )such that for each ′∈ ( )and each ′∈ ( ), ′≻ ′?(This statement is not trivially contradictory.Your job consists onﬁnding some consequences of it that are.)Lemma2.A preference relation≿on is continuous if and only if for each ∈ , (≻, )and (≻, )are open.Proposition7.If≿is represented by a continuous utility function,then ≿is continuous.(A function : →ℝis continuous if for each convergent sequence in , −→ →∞ ,we have that ( )−→ →∞ ( ).)Proof.Problem5,Section3.2.3.Parametric and simplicity assumptionsIn applied work it is useful to restrict attention to families of preferences that can be generated by one of its indiﬀerence sets.Deﬁnition48.A preference relation≿is homothetic if its indiﬀerence sets are related by proportional expansion along rays,i.e.,for each pair { , }⊆ such that ∼ and each ∈ℝ+, ∼ .Deﬁnition49(Mas-Colell et al.(1995)).The preference relation≿on is quasilinear with respect to commodity1if:≡ℝ×ℝ −1+3.2.CONSUMER THEORY I:PREFERENCES37∙If( 1,..., )∼( 1,..., )then for each ∈ℝ,( 1+ ,..., )∼( 1+ ,..., ).∙For each( 1,..., )∈ and each ∈ℝ++,( 1+ ,..., )≻( 1,..., ).A preference relation≿on ≡ℝ×ℝ −1+is quasilinear with respect tocommodity if the above conditions hold with respect to commodity .Deﬁnition50.A preference relation≿on ⊆ℝ2+is a Cobb-Douglas preference if it is represented by a utility function of the form, ≡( 1, 2)∈ → ( )≡ 1 1−2for some ∈(0,1).Deﬁnition51.A preference relation≿on ⊆ℝ2+is a CES(Constant Elasticity of Substitution)preference if it is represented by a utility function of the form ≡( 1, 2)∈ → ( )≡( 1 1+ 2 2)138CHAPTER3.CONSUMER THEORY6.Construct a quasilinear preference that is not continuous.7.Notation:for each pair{ , }⊆ℝ2+such that ≤ ,let rec{ , }bethe rectangle that has corners and ,that is,{ ∈ℝ2+: ≤ ≤ }.Let ∈ .Deﬁne the sacriﬁce of agent at a bundle ∈rec{0,Ω}, denoted (≿ , ),as the size of the set of bundles that the agent weakly prefers to and could receive at some feasible allocation,i.e.,(≿ , )≡ ({ ∈ℝ2+: ≤Ω, ≿ }).Formally,the size of a set here is the Lebesgue measure of the set.Your intuition of the size of the set is suﬃcient for solving the following questions.You should know for instance that if ⊆ , ⊆ , ∩ =∅,and ( )>0,then ( )> ( ).Below there is aﬁgure that illustrates the deﬁnition.The sacriﬁce of≿ at is the size of the shaded area.Consider the following function::ℝ2+→ℝ≡( 1, 2)→ ( )≡− (≿ , ).Prove that if≿ is rational,monotone and continuous,then repre-sents≿ in rec{0,Ω}.That is,for each pair{ , }⊆rec{0,Ω}, ≿ if and only if ( )≥ ( ).3.2.CONSUMER THEORY I:PREFERENCES398.Consider the preferences on[1,2]⊆ℝthat are represented by thefunctions in Figure3.3.((a)((b)Figure3.3:Utility functions in Problem8(a)Is the preference in Figure3.3(a)continuous?Formally supportyour answer.(b)Is the preference in Figure3.3(b)continuous?Formally supportyour answer.9.Suppose that the set of alternatives isℝ+.A preference onℝ+issingle peaked if there is ∗∈ℝ+such that:1∙For each pair{ , }⊆ℝ+such that < ≤ ∗, ,and∙For each pair{ , }⊆ℝ+such that ∗≤ < , .40CHAPTER3.CONSUMER THEORY(a)Show that if is continuous then it can be represented by afunction such that for each ≤ ∗, ( )= .(b)Show that if is not continuous then it may not be representedby a function such that for each ≤ ∗, ( )= .(Here youhave to construct a preference that is single peaked but does notadmit a representation such that for each ≤ ∗, ( )= .)(c)Describe a situation in which it is reasonable to assume that theset of alternatives isℝ+and preferences are single peaked. 10.Let≿be a continuous preference onℝ +.Let{ , }⊆ℝ +and ∈ℝ ++.Show that if ⋅ ≥ ⋅ , ≻ ,and ≿0,then there is ′∈ℝ + such that ⋅ ′< ⋅ and ′≻ .11.Let ≡ℝ +.Let≿be a monotone rational preferencerelation onℝ +.Suppose that≿is such that there is at least one strict preference statement,formally,that there are{ , }⊆ℝ +such that ≻ .(a)Is there a discontinuous utility representation of≿?Justify youranswer.(b)Would your answer change if we do not assume that there is atleast one strict preference statement?Justify your answer.。

霞霞老师教英语概二36课

霞霞老师教英语概二36课1、You should take the medicine after you read the _______. [单选题] *A. linesB. wordsC. instructions(正确答案)D. suggestions2、____ father is a worker. [单选题] *A.Mike's and Mary'sB. Mike and Mary's(正确答案)C. Mike's and MaryD. Mike and Marys'3、Location is the first thing customers consider when_____to buy a house. [单选题] *A.planning(正确答案)B.plannedC.having plannedD.to plan4、_______ your help, I can’t finish my job. [单选题] *A. withB. without(正确答案)C. inD. into5、( )He gave us____ on how to keep fit. [单选题] *A. some advicesB. some advice(正确答案)C. an adviceD. a advice6、（）it is to have a cold drink on a hot day! [单选题] *A. What a great funB. How great funC. What great fun(正确答案)D. How a great fun7、Mary _______ Math. [单选题] *A. is good at(正确答案)C. is good forD. is good with8、Don’t forget _______ those books when you are free. [单选题] *A. to read(正确答案)B. readingC. readD. to reading9、Be _______ when you are driving. [单选题] *A. afraidB. careful(正确答案)C. clearD. clean10、Simon does not（）his fellow workers because they often argue over trivial matters. [单选题] *A. get on with(正确答案)B. come up withC. do away with11、How _______ it rained yesterday! We had to cancel(取消) our football match. [单选题] *A. heavily(正确答案)B. lightC. lightlyD. heavy12、—What can I do to help at the old people’s home?—You ______ read stories to the old people. （）[单选题] *A. could(正确答案)B. mustC. shouldD. would13、—Judging from ____ number of bikes, there are not many people in the party.—I think so. People would rather stay at home in such _____ weather. [单选题] *A. the, aB. a, /C. the, /(正确答案)D. a, a14、( ) The salesgirls in Xiushui Market have set a good example______us in learning English. [单选题] *A. to(正确答案)B. forC. withD. on15、Alice hopes to _______ more friends at her new school. [单选题] *A. visitB. make(正确答案)C. missD. take16、The beautiful sweater _______ me 30 dollars. [单选题] *A. spentB. paidC. cost(正确答案)D. took17、I live a very quiet and peaceful life. [单选题] *A. 宁静的(正确答案)B. 舒适的C. 和平的D. 浪漫的18、I’d?like _______ the English club. [单选题] *A. to join inB. joinC. to join(正确答案)D. join in19、My watch usually _______ good time, but today it is five minutes fast. [单选题] *A. goesB. makesC. keeps(正确答案)D. gains20、10．﹣Could you please sweep the floor？I’m going to cook dinner．﹣__________．I’ll do it at once，Mom．[单选题] *A．I’m afraid notB．You’re kiddingC．It’s a shameD．My pleasure(正确答案)21、37．It’s fun _________ a horse with your best friends on the grass. [单选题] * A．to ride (正确答案)B．ridingC．ridesD．ride22、This is not our house. lt belongs to _____. [单选题] *A. the Turners'B. the Turners(正确答案)C. Turner'sD. Turners23、—Would you like some milk?—Yes, just _____, please. [单选题] *A. a little(正确答案)B. littleC. a fewD. few24、——Have you（）your friend Bill recently? ———No, he doesnt often write to me. [单选题] *A. heard aboutB. heard ofC. heard from (正确答案)D. received from25、--Do you have a _______?--Yes, I _______ at a clothes store. [单选题] *A. work; workB. work; jobC. job; jobD. job; work(正确答案)26、The scenery is so beautiful. Let’s _______. [单选题] *A. take photos(正确答案)B. take mapsC. take busD. take exams27、His remarks _____me that I had made the right decision. [单选题] *A.ensuredB.insuredC.assured(正确答案)D.assumed28、64．Would you like to drink ________？[单选题] * A．something else(正确答案)B．anything elseC．else somethingD．else anything29、Stephanie _______ going shopping to staying at home. [单选题] *A. prefers(正确答案)B. likesC. preferD. instead30、Have you kept in（）with any of your friends from college? [单选题] *A. contractB. contact(正确答案)C. continentD. touching。

2019-2020学年石家庄第六中学高三英语下学期期中考试试题及参考答案

2019-2020学年石家庄第六中学高三英语下学期期中考试试题及参考答案第一部分阅读（共两节，满分40分）第一节（共15小题；每小题2分，满分30分）阅读下列短文，从每题所给的A、B、C、D四个选项中选出最佳选项AThe “laugh out loud” face is officially the world’s most popular emoji, according to researchers from Adobe (ADBE) who surveyed 7,000 users across the United States, the United Kingdom, Germany, France, Japan, Australia, and South Korea.The “thumbs up” emoji came in second, followed by the “red heart” emoji. The flirtatious “wink and kiss” and “sad face with a tear” emojis respectively rounded out the top five.The software maker on Thursday released the findings from its 2021 Global Emoji Trend Report ahead of World Emoji Day on Saturday.Adobe’s latest Emoji Trend report also examined the three most misunderstood emojis in the world. The “eggplant” symbol edged out the “peach” and the “clown” emojis respectively as the most confusing for users.The vast majority of emoji users (90%) believe the modern —day hieroglyphs make it easier for them to express themselves. Eighty — nine percent of respondents said emojis simplify communicating across language barriers. And 67% said they think people who use emojis are friendlier, funnier and cooler than those who don’t. A slight majority of respondents said they are more comfortable expressing emotions through emojis than talking on the phone or in —person. More than half of global emoji users (55%) said using emojis in communications has positively impacted their mental health. Seventy — six percent of those surveyed said emojis are an important communication tool for creating unity, respect and understanding. And 88% said they feel more empathetic toward people who use emojis.1.What are the three most popular emojis according to the passage?A.clown thumbs up laugh out loudugh out loud thumbs up wink and kissugh out loud thumbs up red heartD.thumbs up red heart sad face with a tear2.Which emoji is the most confusing one for users?A.Peach.B.Eggplant.C.Clown.D.Wink and kiss.3.Which of the following best describes the attitude of most people surveyed to emojis?A.Favorable.B.Passive.C.Indifferent.D.Doubtful.BA Virginia teen is doing his part to make sure frontline health care workers are getting the meals they need to help them take care of themselves and others.Arul Nigam, 17, of Tyson's Corner, Va. , has had to make several adjustments since his school year ended abruptly in mid-March due to the coronavirus pandemic(新冠疫情).“We didn'thave any classes for like over a month and then after that there were a lot of technical difficulties. So I started to have a lot more free time,” he tells Yahoo Life. “It was really saddening, but it was also something that really surprised me, that our health care workers are facing something like that,” Nigam says. “So I wanted to see what I could do to help them because obviously, they're sacrificing so much and giving so much for all of us. ”In late March, the teen started fundraising efforts with the help of friends and family to help these health care workers receive much-needed meals. He also began doing research about what hospitals had the most amount of coronavirus cases, so he could prioritize those places first. He was also arranging for the orders to be fulfilled at local family-owned restaurants impacted by shutdown orders. So far, Nigam has delivered over 1,000 meals to 22 hospitals in 13 states, including New York, Massachusetts and Maryland.Nigam's efforts have not only helped health care workers, but restaurants as well. With quarantine restrictionstaking a toll onthe food industry, places like Best Coast Burrito in Oakland, Calif. , have lost business over the last few weeks. Best Coast's owner,Alvin Shen, tells Yahoo Life that being able to partner with Arul and others in efforts to feed those on the frontline has been a big help.4. What would Nigam probably do according to his words?A. Study at home by himself.B. Spend the more free time playing.C. Donate some money to health care workers.D. Do something helpful for health care workers.5. What is Nigam's priority when delivering food?A. The urgency of meals.B. The severity of the virus.C. The number of doctors.D. The position of hospitals.6. What does the phrase “taking a toll on” in the last paragraph mean?A. Turning a blind eye to.B. Keeping an eye on.C Causing lots of damage to.D. Answering completely for.7. Where can you probably read this text?A. Science fiction.B. Fashion magazine.C. Life magazine.D. Entertainment newspaper.CWho is a genius? This question has greatly interested humankind for centuries.Let's state clearly: Einstein was a genius. His face is almost the international symbol for genius. But we want to go beyond one man and explore the nature of genius itself. Why is it that some people are so much more intelligent or creative than the rest of us? And who are they?In the sciences and arts, those praised as geniuses were most often white men, of European origin. Perhaps this is not a surprise. It's said that history is written by the victors, and those victors set the standards for admission to the genius club. When contributions were made by geniuses outside the club—women, or people of a different color1 or belief—they were unacknowledged and rejected by others.A study recently published bySciencefound that as young as age six, girls are less likely than boys to say that members of their gender(性别)are “really, really smart.” Even worse, the study found that girls act on that belief: Around age six they start to avoid activities said to be for children who are “really, really smart.” Can our planet afford to have any great thinkers become discouraged and give up? It doesn't take a genius to know the answer: ly not.Here's the good news. In a wired world with constant global communication, we're all positioned to see flashes of genius wherever they appear. And the more we look, the more we will see that social factors(因素)like gender, race, and class do not determine the appearance of genius. As a writer says, future geniuses come from those with “intelligence, creativity, perseverance(毅力), and simple good fortune, who are able to change the world.”8. Whatdoes the author think of victors' standards for joining the genius club?A. They're unfair.B. They're conservative.C. They're objective.D. They're strict.9. What can we infer about girls from the study inScience?A. They think themselves smart.B. They look up to great thinkers.C. They see gender differences earlier than boys.D. They are likely to be influenced by social beliefs10. Why are more geniuses known to the public?A. Improved global communication.B. Less discrimination against women.C.Acceptance of victors' concepts.D. Changes in people's social positions.11. What is the best title for the text?A. Geniuses Think AlikeB. Genius Takes Many FormsC. Genius and IntelligenceD. Genius and LuckDAt any moment, about half the world’s population is wearing denim（牛仔布）clothes. But few realize tiny bits of denim have been adding up to a surprising amount of pollution in water, as a new study shows.Sam Athey, one of the study’s authors, says, “Even though denim is made of a natural material—cotton, it contains chemicals.” Cotton fibers were treated with many types of chemicals, she notes. Some improve its durability and feel. Others give denim its distinctive blue color1 .Athey and her team washed jeans and found that about 50,000 microfibers came off from each pair per wash. Not all of those fibers make their way into the environment. Wastewater treatment plants catch about 83 to 99 percent ofthem. Catching 99 percent may sound pretty good. But one percent of 50,000 is still 500 fibers per wash. And since every pair of jeans is washed again and again, it still adds up to lots of microfibers entering the water environment.Denim microfibers showed up in sediment（沉淀物）from the Great Lakes. More of these fibers polluted a series of shallow lakesin southern Ontario. They even turned up in sediment from the Arctic Ocean in northern Canada. The team found denim accounted for 12 to 23 percent of microfibers in the sediment. There were other microfibers too. But the team focused on denim because so many people wear jeans.“Everyone wears jeans so they could be our largest input of microfibers into our streams and soils,” Athey says. “An easy way to limit that is by washing our jeans less often.” Athey grew up thinking she should wash her jeans after wearing them every couple of times, but most jean companies recommend washing them no more than once a month. “The solution is not that you shouldn’t wear jeans,” she says. “We need to buy fewer denim clothes and only wash them when they truly need it.”12. Which of the following is TRUE according to the passage?A. Chemicals are contained in natural cotton.B. Chemicals can make denim color1 ful.C. Chemicals prevent fibers from falling.D. Chemicals can make the life of denim longer.13. What does the underlined word “them” in Paragraph 3 refer to?A. Denim.B. Sediment.C. Microfibers.D. Chemicals.14. What does the author mainly want to tell us through Athey’s words ?A. To avoid wearing jeans.B. To reduce denim consumption.C. To wash jeans more often.D. To limit input in denim production.15. In which section of a magazine might the text be found?A. Science.B. Entertainment.C. Tourism.D. Geography.第二节（共5小题；每小题2分，满分10分）阅读下面短文，从短文后的选项中选出可以填入空白处的最佳选项。

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ENTS 629A Course Syllabus
ENTS 629A Special Topics in Cybersecurity: System Security, Section 0101
Fall 2011 Syllabus
Class time and location: Wednesday 5:30pm – 8:15pm, EGR 0135
Instructor: Siddique “Fazlul” Kabir
Office: AVW2433
Email address: fkabir@
Office hours: Wednesday 5:30pm – 8:00pm
Course Description:
This course will consider the entire protocol stack, from link layer to the application layer, from the perspective of a malicious attacker and examine the different possible security attacks at each layer. Then, the available countermeasures and security protocols to prevent such attacks will be discussed. Topics will include VLAN hopping, ARP attacks, spanning tree attacks, malformed IP packets, flooding, IP spoofing, denial of service, malformed TCP/UDP packets, port scanning, botnets, viruses, worms, Trojan Horse, spy ware, rootkit, buffer overflow, password cracking on the attack side, and WLAN security, IPSec, TLS/ SSL, HTTPS, SRTP, SNMP, NAT, firewalls and intrusion detection on the defense side.
Prerequisites: ENTS 640, ENTS 650
Textbook (recommended):
1. C. Kaufman et. Al., Network Security: Private Communication in a Public World, Prentice Hall, 2002
2. W. Stallings, Cryptography and Network Security: Principles and Practice, Prentice Hall, 2010
Lecture Schedule: (subject to change)
Grading:
Class Attendance 10%
Projects 30%
Mid Tern exam 30%
Final exam 30%
Additional Readings:
C. Pfleeger and S. Pfleeger, Security in Computing, 4th edition, Pearson Education, 2007
Academic Integrity:
The University of Maryland, College Park has a nationally recognized Code of Academic Integrity, administered by the Student Honor Council. This Code sets standards for academic integrity at Maryland for all undergraduate and graduate students. As a student you are responsible for upholding these standards for this course. It is very important for you to be aware of the consequences of cheating, fabrication, facilitation, and plagiarism. For more information on the Code of Academic Integrity or the Student Honor Council, please visit
/code.html.。