WhosecapisitSectionC
七年级上册英语预习案11-10
注：标注出不出新句型并把它/它们写在学习成果记录栏
2.试着完成3（第44页）
不会读/不理解的单词：
新句型：(会说会用)
新对话：(会说会用)
附加知识点：
预习小结（10分钟）(预习小测试)
1.本部分所学单词有个，它们是
（你会读会写吗？）
名词性物主代词与形容词性物主代词在句中怎样互换
例：mine=my+名词
你能用第43-44页的生词写句吗？（试试吧！）
你认为自己完成任务的质量怎样？（给个等级吧！等级评定：A、B、C、D）
家长对孩子的寄语：
2.大声朗读对话一遍，标注出新句型并把它/它们写在学习成果记录栏
Step3：作笔记--做探究
再次回到课本，将刚才不理解的单词和句子借助字典等资料查意思、学使用（试着选择适合本文的词义、用词写句）并把它/它们写在学习成果记录栏
Step4：试听并跟读4a中的音标。记住表中的读音规律
Step5：多实践--查水平
请同学们打开课本书第43页
1.看图片，感知画面场景，试试自己能否像他们一样用英语谈论物品的归属（第43页）
2.尝试大声朗读1a标注不会读/不理解的单词并把它/它们写在学习成果记录栏
Step2：听录音--学对话
1.播放1a录音
第一遍：整体感知对话(语音、语调、内容)
第二遍：注意自己还读不准的词句
第三遍：跟读对话
2.本部分所学新句型、对话有：句型：
对话：
（你会说会用吗？）
3.本部分所学的音标有：（试着写在横线上）
（你记住了吗？）
4.你认为自己的书写怎样？（给个等级吧！等级评定：A、B、C、D）
拓展任务（第43-44页）
section知识点总结
section知识点总结In this section, we have covered a wide range of knowledge points related to various topics. These knowledge points include but are not limited to:1. Mathematics1.1. Algebra: The branch of mathematics that deals with symbols and the rules for manipulating those symbols. It includes topics such as linear equations, quadratic equations, inequalities, and functions.1.2. Geometry: The study of shapes, sizes, and patterns. It includes topics such as points, lines, angles, triangles, quadrilaterals, circles, and polygons.1.3. Calculus: The study of change. It includes topics such as limits, derivatives, integrals, and differential equations.1.4. Statistics: The study of data. It includes topics such as probability, sampling, hypothesis testing, and data analysis.2. Physics2.1. Mechanics: The study of motion and forces. It includes topics such as kinematics, dynamics, and energy.2.2. Thermodynamics: The study of heat and energy transfer. It includes topics such as temperature, heat transfer, and thermal equilibrium.2.3. Electromagnetism: The study of electric and magnetic fields. It includes topics such as electric charge, electric current, electromagnetic waves, and electromagnetic induction.2.4. Quantum physics: The study of atomic and subatomic particles. It includes topics such as wave-particle duality, quantum entanglement, and superposition.3. Chemistry3.1. Atomic structure: The study of the structure of atoms. It includes topics such as atomic models, electron configuration, and periodic trends.3.2. Chemical bonding: The study of how atoms are held together in compounds. It includes topics such as ionic bonding, covalent bonding, and metallic bonding.3.3. Chemical reactions: The study of how substances change into new substances. It includes topics such as stoichiometry, reaction kinetics, and equilibrium.3.4. Organic chemistry: The study of carbon-containing compounds. It includes topics such as hydrocarbons, functional groups, and organic reactions.4. Biology4.1. Cell biology: The study of cells. It includes topics such as cell structure, cell function, and cell division.4.2. Genetics: The study of heredity and variation. It includes topics such as DNA, genes, mutations, and genetic inheritance.4.3. Evolution: The study of how species change over time. It includes topics such as natural selection, speciation, and phylogenetics.4.4. Ecology: The study of the interactions between organisms and their environment. It includes topics such as ecosystems, food webs, and biodiversity.5. Computer Science5.1. Programming: The process of designing and building computer programs. It includes topics such as algorithms, data structures, and programming languages.5.2. Databases: The study of storing and organizing data. It includes topics such as relational databases, SQL, and database management systems.5.3. Artificial intelligence: The study of creating intelligent machines. It includes topics such as machine learning, neural networks, and natural language processing.5.4. Networks: The study of connecting computers and devices. It includes topics such as protocols, network topologies, and network security.6. History6.1. Ancient history: The study of human societies in ancient times. It includes topics such as Mesopotamia, Egypt, Greece, and Rome.6.2. Medieval history: The study of the Middle Ages. It includes topics such as feudalism, the Crusades, and the Black Death.6.3. Modern history: The study of the modern era. It includes topics such as the Renaissance, the Age of Exploration, and the World Wars.6.4. World history: The study of global events and interactions. It includes topics such as colonization, decolonization, and globalization.7. Literature7.1. Poetry: The study of poetry. It includes topics such as rhyme, meter, and figurative language.7.2. Prose: The study of writing that is not poetry. It includes topics such as novels, short stories, and essays.7.3. Drama: The study of plays and theatrical performances. It includes topics such as plot, character, and dialogue.7.4. Literary criticism: The study of analyzing and evaluating literary works. It includes topics such as formalism, structuralism, and feminism.8. Art8.1. Visual arts: The study of creating visual images. It includes topics such as painting, sculpture, and photography.8.2. Performing arts: The study of live performances. It includes topics such as dance, theater, and music.8.3. Art history: The study of the development of art throughout history. It includes topics such as ancient art, Renaissance art, and modern art.8.4. Art criticism: The study of analyzing and evaluating works of art. It includes topics such as formal analysis, iconography, and semiotics.9. Philosophy9.1. Metaphysics: The study of the nature of reality. It includes topics such as existence, time, and free will.9.2. Epistemology: The study of knowledge. It includes topics such as belief, justification, and truth.9.3. Ethics: The study of moral principles. It includes topics such as morality, justice, and virtue.9.4. Aesthetics: The study of beauty and artistic expression. It includes topics such as art, taste, and aesthetic judgment.10. Geography10.1. Physical geography: The study of Earth's natural features. It includes topics such as landforms, climate, and ecosystems.10.2. Human geography: The study of human activities and societies. It includes topics such as population, urbanization, and cultural geography.10.3. Cartography: The study of map-making. It includes topics such as map projections, scales, and geographic information systems.10.4. Geopolitics: The study of political relationships and global conflicts. It includes topics such as international relations, geopolitics, and global governance.In conclusion, this section has provided a comprehensive overview of various knowledge points in different fields. By studying and understanding these knowledge points, one can gain a deeper insight into the world and its complexities. These knowledge points are crucial in our quest for knowledge and understanding of the world around us.。
七年级英语上册Unit2Topic3WhosecapisitSectionB课件(新版)仁爱版
Whose baby is this?
It’s his baby. It’s his.
Whose dogs are these?
They’re his dogs. They’re his.
They’re their schoolbags. They’re theirs.
Whose schoolbags are these?
Translate.
这是谁的自行车？它是汤姆的。
Whose bike is this? It’s Tom’s.
这裤子是Maria的吗？ 不，不是她的。
Is the pants Maria’s? No, the明的。
My T-shirt is blue and white. This one is Li Ming’s.
I think it’s
｛
Kangkang’s.
Maria’s. Michael’s.
(录音1)
2a Listen and match.
(录音2)
B
A
C
D
An activity: Find the owner.
1.New words: jacket, think, schoolbag, baby eful expressions: • Is this your ...?=Is this… yours? • No, it’s not mine. • Whose ... is it? • I think it’s Li Ming’s. 3.Grammar 名词所有格的用法 Whose引导的有关于询问物品所属的特殊疑问句 谈论东西的所属
1）背诵SectionB 1a，并模仿1a， 设计一个对话。 2) 每课一练p37。 3）同步p44-45 section B。 4）预习section C。
2018年新版仁爱版七年级上册英语课文翻译
U n i t1M a k i n g N e w F r i e n d s交新朋友Topic1WelcometoChina！欢迎来到中国！SectionA1aGoodmorning!I’mKangkang.早上好，我是康康！Goodmorning！早上好！WelcometoChina！欢迎来到中国！Thankyou.谢谢！2aHello！你好！Hello！你好！I’mKangkang.AreyouMichael？我是康康。
你是Michael吗？Yes,Iam.是的，我是。
2.Hello！AreyouMaria？你好！你是Maria吗?No,I’mnot.I’mJane.不，我不是。
我是Jane。
Oh,nicetomeetyou,Jane.哦。
很高兴见到你，Jane。
Nicetomeetyou,too.我也很高兴见到你。
3.Hi,Maria!你好，Maria！Hi,Kangkang.你好，康康！Welcometo China!欢迎来到中国！Thanks.谢谢!SectionBGoodmorning,Mr.Brown!Nicetoseeyou.早上好，布朗先生！很高兴见到你。
Goodmorning,Maria!Nicetoseeyou,too.早上好，Maria！我也很高兴见到你。
Mom,thisis myteacher,Mr.Brown.Mr.Brown,thisis mymom. 妈妈，这是我的老师，布朗先生。
布朗先生，这是我的妈妈。
Howdoyoudo?你好！Howdoyoudo?你好！Topic2Whereareyoufrom?你来自哪里？SectionAExcuseme,areyouJane?打扰一下，你是Jane吗？Yes,Iam.What’syourname,plea se?是的，我是。
请问，你叫什么名字？MynameisSally.Whereareyoufrom?我的名字是Sally。
section用法
section是一个英语单词，意思是“部分”或“区域”。
在计算机科学中，section通常指文件中的一部分内容，用于存储特定类型的数据或代码。
section可以用来组织程序或数据，以便更好地管理和维护代码。
在编程中，section通常用花括号（{}）来定义，并使用特定的关键字来标识。
例如，在C语言中，可以使用“section”关键字来指定代码或数据的存储区域。
section可以用来指定程序中不同部分的存储位置，以便更好地利用内存和缓存。
除了在编程中使用section，section也可以用于其他领域。
例如，在网页设计中，可以使用CSS中的section元素来定义页面中的一部分内容，以便更好地组织和管理网页布局。
总之，section是一个通用的英语单词，可以用来表示任何特定部分或区域的概念。
在不同的领域和语境中，section的具体用法可能会有所不同。
section在部件中的用法
第一节：什么是section？1.1 介绍在计算机编程中，"section"是一个用来定义一个区块的关键词。
它可以用来将代码分割成不同的部分，使得代码更具可读性和易维护性。
1.2 在不同编程语言中的用法在不同的编程语言中，"section"的用法可能有所不同。
比如在C语言中，可以使用#pragma section来定义一个section，在Python中可以使用#section来实现类似的功能。
而在HTML中，可以使用<section>标签来定义一个区块。
1.3 标准化在一些特定的编程标准中，也会对"section"的使用做出规范。
比如在嵌入式系统开发中，通常会有特定的内存布局要求，这就需要程序员按照规范来定义相应的section。
1.4 可读性和维护性使用"section"能够将代码分割成几个逻辑上相关的部分，这对于代码的可读性和维护性都是非常有利的。
如果一个函数非常庞大复杂，使用"section"将其分割成几个部分，可以让代码更加清晰。
第二节：section在部件中的用法2.1 介绍在部件中，"section"同样是一个非常重要的概念。
部件的良好结构设计能够提高UI的易用性和用户体验。
2.2 页面布局在网页设计中，"section"被广泛使用来划分页面的不同部分。
比如一个网页可以分成头部、导航、内容区、侧边栏和尾部等section，这有助于用户更好地理解网页的结构。
2.3 网页语义化通过使用<section>标签来划分页面，可以使得页面更符合语义化。
搜索引擎也会更容易地理解页面的结构，这对于SEO也是非常有利的。
2.4 清晰的UI设计合理使用"section"能够使得页面的UI更加清晰明了。
用户可以更容易地找到自己需要的信息，从而提高了用户体验。
C语言常见错误提示信息的英汉对照
C语言常见错误提示信息的英汉对照常见错误提示信息的英汉对照Ambiguous operators need parentheses : 不明确的运算需要用括号括起Ambiguous symbol ’xxx’ : 不明确的符号Argument list syntax error : 参数表语法错误Array bounds missing : 丢失数组界限符Array size toolarge : 数组尺寸太大Bad character in paramenters :参数中有不适当的字符Bad file name format in include directive :包含命令中文件名格式不正确Bad ifdef directive synatax :编译预处理ifdef有语法错Bad undef directive syntax :编译预处理undef有语法错Bit field too large :位字段太长Call of non-function :调用未定义的函数Call to function with no prototype :调用函数时没有函数的说明Cannot modify a const object :不允许修改常量对象Case outside of switch: 漏掉了case 语句Case syntax error :Case 语法错误Code has no effect 代码不可述不可能执行到Compound statement missing{ 分程序漏掉"{"Conflicting type modifiers 不明确的类型说明符Constant expression required 要求常量表达式Constant out of range in comparison 在比较中常量超出范围Conversion may lose significant digits 转换时会丢失意义的数字Conversion of near pointer not allowed 不允许转换近指针Could not find file ’xxx’ 找不到XXX文件Declaration missing ; 说明缺少"；"Declaration syntax error 说明中出现语法错误Default outside of switch Default 出现在switch语句之外Define directive needs an identifier 定义编译预处理需要标识符Division by zero 用零作除数Do statement must have while Do-while语句中缺少while部分Enum syntax error 枚举类型语法错误Enumeration constant syntax error 枚举常数语法错误Error directive :xxx 错误的编译预处理命令Error writing output file 写输出文件错误Expression syntax error 表达式语法错误Extra parameter in call 调用时出现多余错误File name too long 文件名太长Function call missing ) 函数调用缺少右括号Fuction definition out of place 函数定义位置错误Fuction should return a value 函数必需返回一个值Goto statement missing label Goto语句没有标号Hexadecimal or octal constant too large 16进制或8进制常数太大Illegal character ’x’ 非法字符xIllegal initialization 非法的初始化Illegal octal digit 非法的8进制数字Illegal pointer subtraction 非法的指针相减Illegal structure operation 非法的结构体操作Illegal use of floating point 非法的浮点运算Illegal use of pointer 指针使用非法Improper use of a typedefsymbol 类型定义符号使用不恰当In-line assembly not allowed 不允许使用行间汇编Incompatible storage class 存储类别不相容Incompatible type conversion 不相容的类型转换Incorrect number format 错误的数据格式Incorrect use of default Default使用不当Invalid indirection 无效的间接运算Invalid pointer addition 指针相加无效Irreducible expression tree 无法执行的表达式运算Lvalue required 需要逻辑值0或非0值Macro argument syntax error 宏参数语法错误Macro expansion too long 宏的扩展以后太长Mismatched number of parameters in definition 定义中参数个数不匹配Misplaced break 此处不应出现break语句Misplaced continue 此处不应出现continue语句Misplaced decimal point 此处不应出现小数点Misplaced elif directive 不应编译预处理elif Misplaced else 此处不应出现elseMisplaced else directive 此处不应出现编译预处理else Misplaced endif directive 此处不应出现编译预处理endif Must be addressable 必须是可以编址的Must take address of memory location 必须存储定位的地址No declaration for function ’xxx’ 没有函数xxx的说明No stack 缺少堆栈No type information 没有类型信息Non-portable pointer assignment 不可移动的指针（地址常数）赋值Non-portable pointer comparison 不可移动的指针（地址常数）比较Non-portable pointer conversion 不可移动的指针（地址常数）转换Not a valid expression format type 不合法的表达式格式Not an allowed type 不允许使用的类型Numeric constant too large 数值常太大Out of memory 内存不够用Parameter ’xxx’ is never used 能数xxx没有用到Pointer required on left side of -> 符号->的左边必须是指针Possible use of ’xxx’ before definition 在定义之前就使用了xxx（警告）Possibly incorrect assignment 赋值可能不正确Redeclaration of ’xxx’ 重复定义了xxx Redefinition of ’xxx’ is not identical x xx的两次定义不一致Register allocation failure 寄存器定址失败Repeat count needs an lvalue 重复计数需要逻辑值Size of structure or array not known 结构体或数给大小不确定Statement missing ; 语句后缺少"；"Structure or union syntax error 结构体或联合体语法错误Structure size too large 结构体尺寸太大Sub scripting missing ] 下标缺少右方括号Superfluous & with function or array 函数或数组中有多余的"&"Suspicious pointer conversion 可疑的指针转换Symbol limit exceeded 符号超限Too few parameters in call 函数调用时的实参少于函数的参数Too many default cases Default太多(switch语句中一个)Too many error or warning messages 错误或警告信息太多Too many type in declaration 说明中类型太多Too much auto memory in function 函数用到的局部存储太多Too much global data defined in file 文件中全局数据太多Two consecutive dots 两个连续的句点Type mismatch in parameter xxx 参数xxx类型不匹配Type mismatch in redeclaration of ’xxx’ xxx重定义的类型不匹配Unable to create output file ’xxx’ 无法建立输出文件xxx Unable to open include file ’xxx’ 无法打开被包含的文件xxx Unable to open input file ’xxx’ 无法打开输入文件xxx Undefined label ’xxx’ 没有定义的标号xxx Undefined structure ’xxx’ 没有定义的结构xxx Undefined symbol ’xxx’ 没有定义的符号xxx Unexpected end of file in comment started on line xxx 从xxx行开始的注解尚未结束文件不能结束Unexpected end of file in conditional started on line xxx 从xxx 开始的条件语句尚未结束文件不能结束Unknown assemble instruction 未知的汇编结构Unknown option 未知的操作Unknown preprocessor directive: ’xxx’ 不认识的预处理命令xxx Unreachable code 无路可达的代码Unterminated string or character constant 字符串缺少引号User break 用户强行中断了程序Void functions may not return a value Void类型的函数不应有返回值Wrong number of arguments ：调用函数的参数数目错‘xxx’ not an argument :xxx不是参数‘xxx’ not part o f struc ture xxx不是结构体的一部分xxx statement missing ( xxx语句缺少左括号xxx statement missing ) xxx语句缺少右括号xxx statement missing ; xxx缺少分号xxx’ declared but never used 说明了xxx但没有使用xxx’ is assigned a value which is never used 给xxx赋了值但未用过。
2021新版仁爱版七年级上册英语课文翻译
2021新版仁爱版七年级上册英语课文翻译sectionaunit1makingnewfriends交新朋友hello,i’mliming.what’syourname?sectiona1a你好，我就是李明。
你叫做什么名字？myname’sjane.goodmorning!i’mkangkang.早上好，我是康康！goodmorning！早上好！我的名字就是jane。
thankyou.谢谢！我今年12岁。
你多大了？2ai’mtwelve,too.hello！你好！我也12岁。
whatclassareyouin?hello！你好！i’mkangkang.areyoumichael？你在哪个班级？我就是康康。
你就是michael吗？i’minclassfour,gradeseven.areyouinclassfour,too?yes,iam.是的，我是。
2.我在七年级四班。
你也在四班吗？no,i’mnot.i’minclassfive.hello！areyoumaria？你好！你是maria吗?no,i’mnot.i’mjane.不，我不是。
我就是jane。
不，我没。
我在五班。
oh,nicetomeetyou,jane.哦。
很高兴看见你，jane。
sectionbexcuseme,what’sthisinenglish?nicetomeetyou,too.我也很高兴见到你。
3.打搅一下，这个用英语怎么抒发呢？hi,maria!你好，maria！it’saneraser.它就是一个橡皮擦。
hi,kangkang.你好，康康！howdoyouspellit?怎么拼法呢？e-r-a-s-e-r,eraser.thanks.谢谢!1a不，我不是。
我源自美国。
topic3howoldareyou?你多大了？michael,whoisyourfavoriteactor？1michael，谁是你最喜欢的男演员？guess.he’schineseandhehasabignose.你猜。
教学设计与反思—whosecapisit
教师利用多媒体，图片和同桌对话的形式与学生共同完成书中第二部分，并在PPT上呈现关键的句子，让学生归纳总结形容词性物主代词和名词性物主代词之间的转换关系。这样做能吸引学生的注意力。而且师生共同对书中第二部分的学习，不仅能够促进学生积极主动的思考，而且还能培养他们的归纳总结能力。
四、教学方法选择与设计
本节课的主要教学方法是学生讨论和探究。在本节课中，教师扮演一个引导者的角色，引导学生发现并归纳总结本节课的重点和难点。在学生归纳总结形容词性物主代词和名词性物主代词之间关系的环节中，学生通过小组讨论和探究的方式，自主发现它们之间的转换关系，而不是由教师直接告诉学生。而且在此之后的小组活动环节，也需要组内同学进行讨论和探究。
作业是本节课的输出.通过让学生仿写来锻炼学生写作的能力，抄写单词便于加深印象和练习书法。
七、教学评价设计
本课的评价主要有教师评价和生生评价构成。在每位学生回答之后，教师要根据学生本身的不同情况和回答的内容做出及时的，正向的评价，而且教师还可以将评价交给学生，让学生对同学的回答进行评价，这样一方面可以督促学生上课认真听讲，另一方面，学生会从一个不同于教师的角度给出不同的，新颖的评价。
4.通过本节课的学习，能够使学生养成良好的生活习惯，在生活和学习中做到不丢三落四。
三、学习者特征分析
本节课的授课对象是七年级学生，学生已经初步掌握了如何用简单的形容词去描述人或事物，也知道单复数与be动词的搭配使用，为这节课的学习做好了铺垫。而且由于学生是刚上七年级的孩子，学生们都很活泼、好动，所以教师应设计多种多样的教学活动，以此来引起学生对英语学习的兴趣。
answer collect pleased不同选择题
answer collect pleased不同选择题2-1关于纯虚函数和抽象类的描述中，（C ）是错误的。
A.纯虚函数是一种特殊的虚函数，它没有具体的实现B.抽象类是指具有纯虚函数的类C.一个基类中说明有纯虚函数，该基类的派生类一定不再是抽象类D.抽象类只能作为基类来使用，其纯虚函数的实现由派生类给出2-2下列描述中，（ D）是抽象类的特性。
A可以说明虚函数B可以进行构造函数重载C.可以定义友元函数D.不能定义该类对象2-3在下面类声明中，关于生成对象不正确的是（）。
class point { public: int x; int y; point(int a,int b) {x=a;y=b;}};A.point p(10,2);B.point *p=new point(1,2);C.point *p=new point[2];D.point *p[2]={new point(1,2), new point(3,4)};2-4下列运算符中，（）运算符不能重载。
A.＆＆B.[ ]C.::D.<<2-5在下列关键字中,用以说明类中公有成员的是（A ）。
A.publicB.privateC.protectedD.friend2-6下列叙述中，不正确的是（ C）。
A.构造函数必须和类同名B.构造函数和析构函数都没有返回值C.析构函数中不能加代码D.析构函数不能带参数2-7在公有继承的情况下，在派生类中能够访问的基类成员包括(C)A.公有成员B.保护成员C.公有成员、保护成员和私有成员D.公有成员和保护成员2-8以下关于异常处理的描述错误的是（）。
A.C++程序中出现异常时，编译器不会进行提示B.将可能产生异常的代码放在try语句块内C.使用catch关键字接收并处理异常D.重抛异常可以在try语句块或者catch语句块中调用throw 实现2-9假设声明了一下的函数模板：template<class T>T max(T x, T y){return (x>y)?x:y;}并定义了int i; char c;错误的调用语句是（C）。
教案Topic3Whosecapisit
Topic 3 Whose cap is it?Section AⅠ. Material analysis本节课是第三话题的第一节课，主要活动是1a，2和4a。
通过询问物品所属的情境呈现教学内容，主要学习询问物品所属的表达方式“Whose cap is it?”，“It’s Sally’s.”，“Is this your cap?”，“No, it’s not mine. ”，“Is this cap yours?”同时还将学习形容词性物主代词，名词性物主代词和名词所有格；此外，语音板块将学习字母组合ar，or，oor的读音规则。
Ⅱ. Teaching aims（1）重点单词和短语Words expressionsWhose,his,hers,ours,theirs,yours,mine,then（3）Key sentences—Whose …is it/are these/those…?—It’s (not) mine/hers/yours/these/those are (not)……（3）Teaching important point1 学习物主代词，初步了解名词所有格2 学习谈论物品的所属如：whose cap is it?3 复习名词的复数形式（4）Teaching difficult point1 如何使用名词性物主代词替换掉形容词性物主代词+名词的组合2 then的用法3 如何回答Whose引导的特殊疑问句4 名词单复数形式的变化Ⅲ. Learning strategies培养学生善于发现的习惯有利于学生的学习。
Ⅳ. Teaching aids录音机、教学挂图、学生的文具、黑板。
Ⅴ. Blackboard designWhose cap is it?Section A Sounds:1.Is this your cap? = Is this cap yours? hers/her /3/2.Whose cap is it, then? yours/your /5/3.It’s Sally’s. mine / myⅥ. Teaching procedures。
critical_section
critical_sectionCritical SectionIntroductionIn computer science, a critical section refers to a part of a computer program that accesses shared resources, such as variables or data structures, that may be modified by multiple concurrent threads or processes. The critical section is crucial because if multiple threads attempt to access the shared resource simultaneously, it can result in undefined behavior or data corruption. To ensure the correct execution of the program, synchronization mechanisms must be implemented to allow only one thread to enter the critical section at a time.Problem of Concurrent AccessConcurrent access to shared resources can lead to race conditions, deadlocks, and other synchronization problems. Let's consider a simple example to illustrate the problem. Suppose we have two threads, Thread A and Thread B, that both need to access and update a shared variable, X. Without proper synchronization, the following scenario can occur:1. Thread A reads the value of X into a register.2. Thread B reads the value of X into a different register.3. Thread A updates the value of X based on its register's value.4. Thread B updates the value of X based on its register's value.5. Both threads write the updated value of X back to memory.In this scenario, if Thread A and Thread B read the value of X simultaneously and update it independently, the final value of X in memory will be incorrect. This is because the updates made by one thread will overwrite the changes made by the other, resulting in unexpected behavior.Critical Section SolutionTo prevent concurrent access to shared resources, synchronization mechanisms are used, with the most common one being locks or mutexes. A lock is used to guard the critical section by allowing only one thread to enter it at a time. Here's how it works:1. Before entering the critical section, a thread must acquire the lock.2. If the lock is not already acquired by another thread, the current thread proceeds to the critical section.3. If the lock is already acquired by another thread, the current thread is blocked or put to sleep until the lock becomes available.4. Once a thread is done with the critical section, it releases the lock, allowing another waiting thread to acquire it and enter the critical section.The synchronization mechanism ensures that only one thread can be in the critical section at any given time, eliminating the possibility of data corruption or concurrent modifications.Deadlocks and StarvationWhile using locks to protect the critical section solves the problem of concurrent access, it introduces new challenges, such as deadlocks and starvation. Deadlock occurs when two or more threads are waiting indefinitely for each other to release resources, resulting in a system freeze. Starvation, on the other hand, happens when a thread is unfairly denied access to the critical section for a prolonged period.To prevent deadlocks, various techniques can be employed, such as using timeouts, resource ordering, or deadlock detection algorithms. Timeouts ensure that a thread doesn't wait indefinitely for a lock, while resource ordering establishes a systematic order in which threads can request and acquire locks to avoid cyclic dependencies. Deadlock detection algorithms periodically check the system for deadlock conditions and take appropriate actions to resolve them.To minimize or eliminate starvation, fairness policies can be implemented, ensuring that threads waiting for the critical section are granted access in a fair manner. For example, a common technique is to use a queue to track the order of thread requests and grant access based on a first-come-first-served basis.ConclusionIn concurrent programming, the critical section is a fundamental concept for ensuring data integrity and synchronization. By using locks or mutexes to guard shared resources, a program can prevent race conditions and ensure that only one thread accesses the critical section at any giventime. However, care must be taken to prevent deadlocks and starvation, which can arise from improper synchronization. Proper design and implementation of synchronization mechanisms are crucial for creating efficient and reliable concurrent programs.。
c语言include用法及搭配
C语言include用法及搭配在C语言编程中，我们经常使用include指令来引入头文件。
头文件中包含了函数和变量的声明以及一些常量的定义，可以方便地在不同的源文件中共享代码。
本文将详细介绍include指令的用法及其搭配的一些常见技巧。
1. include指令的基本使用include指令的基本使用方法如下：#include <header_file.h>#include "header_file.h"其中，<header_file.h>表示引入系统提供的头文件，而"header_file.h"表示引入用户自定义的头文件。
include指令的作用是将指定的头文件的内容插入到当前源文件中。
这样就可以在当前源文件中使用头文件中所声明的函数、变量和常量。
例如，我们有一个头文件math.h，里面定义了一些数学函数的声明和常量的定义。
我们可以在需要使用这些函数和常量的源文件中加入#include "math.h"，以便使用这些函数和常量。
2. 头文件的分类头文件可以分为两类：系统提供的头文件和用户自定义的头文件。
2.1 系统提供的头文件系统提供的头文件包含了一些常见的函数和常量的声明以及一些系统相关的声明和定义。
我们可以使用系统提供的头文件来使用这些函数、常量和系统相关的特性。
常见的系统提供的头文件包括：•stdio.h：提供输入输出相关的函数和常量，如printf、scanf等。
•stdlib.h：提供一些通用的函数和常量，如malloc、free等。
•string.h：提供字符串操作相关的函数和常量，如strcpy、strlen等。
•math.h：提供数学相关的函数和常量，如sin、cos等。
•stdbool.h：提供布尔类型的定义，如true、false等。
我们可以使用#include <stdio.h>来引入stdio.h头文件，以便在源文件中使用其定义的函数和常量。
sectionc翻译为中文
我的家这是我的家。
在院子中间有一个小花园。
而且花园里有许多美丽的花，但是没有树。
在院子后面有一栋漂亮的房子。
房子里有三个卧室，一个大客厅和一个书房。
我喜欢在书房里玩电脑。
房子旁边有一棵苹果树，一些鸟正在树上唱歌。
院子左边有一个厨房和餐厅。
我们的浴室在院子的右边。
你看见有一个小车在浴室旁边么？那是我父亲的。
我非常爱我的家。
1、section意思是：部分；部门；部件；散件；节；款项；段。
切开；切断；做（动物或植物组织）切片；（依法令精神病人）强制入院治疗。
2、section的读音3、第三人称单数：sections。
4、复数：sections。
5、现在分词sectioning。
6、过去式：sectioned。
7、过去分词：sectioned。
UNIT 6 Topic 2How about exploring the Ming Tombs.让我们去考察十三陵吧,怎么样? P33-Section A 1a Hello! I'd like to speak to Michael. 你好!我想找迈克尔接电话.This is Michael speaking. 我是迈克尔.Oh, Darren! How are you? 噢,是达伦!你好吗?Fine. Glad to receive your postcard. 很好.很高兴收到你的明信片. While you were enjoying your trip, I was busy preparing for my exams. 你在愉快地游玩时,我正忙着准备考试呢.But now I'm on vacation. 不过现在是假期了.Would you like to come to China for your vacation? 你想来中国度假吗? You bet! And what shall we do? 当然!我们去干些什么呢?Why not explore Beijing on our bicycles? It would be great fun. 为什么不骑自行车去考察北京呢?那会很有趣.Good idea! See you. 好主意!再见.(Forty minutes later, at Kangkang's) （四十分钟后,在康康家）Hey, Kangkang. Darren, my friend from San Francisco, is coming to visit me.嘿,康康.我旧金山的朋友达伦要来拜访我.When he arrives, I'd like you to meet him. 等他到了,我想让你见见他. Great! I'm looking forward to meeting him. 太好了!我正盼着与他见面呢.Before he comes, would you help me making a plan to explore Beijing?在他来之前,你能帮我制定一个考察北京的计划吗?Yes, of course. How about exploring the Ming Tombs? 是的,当然.考察十三陵怎么样?That would be very interesting. 那一定很有趣.P35-Section B 1a Hello, Kangkang. Could you tell me something about the Ming Tombs?你好,康康.你能告诉我一些关于十三陵的事吗?Sure. They are at the foot of the Tianshou Mountains, in the northwest of Beijing.当然.它们在天寿山脚下,位于北京西北部.They must be great. 它们一定很壮观.Yeah. The Tombs spread over an area of 40 square kilometers. 是的.十三陵占地四十多平方公里.The Stone Arch marks the beginning of the Sacred Way to the Tombs. 大石拱门标志着通往陵墓的神道的开端.On both sides of the Way, there are some stone animals and stone officials. 在路的两边,有些石头动物和石头官员.In the old days, only the emperors could ride horses through it. 在过去,只有皇帝可以骑马通过此门.I see. Did most emperors start to build their tombs when they became emperors?我明白了.大多数皇帝在他们当皇帝时就开始建他们的陵墓吗?Yes. They surveyed the area to make sure their tombs faced south and had mountains behind them.是的.他们仔细勘查了整个区域,确保这些陵墓是坐北朝南,而且背靠群山.That's interesting! By the way, how far is it from here to the Ming Tombs?那太有趣了!顺便问一下,十三陵离这儿有多远?It's about two and a half hours by bike. 骑自行车大约两个半小时. OK, let's go and explore them. 好的,咱们去考察考察吧.P37-1a.Read and understand After they rode their bikes for two hours and a half, Kangkang, Michael and Darren arrived at the Ming Tombs. 康康,迈克尔和达伦骑了2个半小时车后,到达了十三陵.The parking lot was full of buses, cars, taxis and bicycles, so they had to look for space to park their bikes.停车场里挤满了公交车、汽车、出租车和自行车,所以他们只有找一块空地停放自行车.After they parked their bikes, they walked through the passage into Dingling and were surprised at the wonders.停放好自行车之后,他们穿过通道走进定陵并对那里的奇观感到很惊讶.Darren took out his camera and wanted to take some pictures, 达伦拿出相机,想要拍照,but Kangkang stopped him and said, "No photos here." 但是康康阻止了他：“这儿不许拍照.”As they were exploring happily, the crowd of people became larger and larger.正当他们兴致勃勃地考察时,人群更加拥挤了.While the crowd was pushing him in all directions, someone stepped on Darren's toes .当人群从四面八方挤来时,有人踩到了达伦的脚趾头."Ouch! Don't push!" he shouted. “哎唷!别挤啦!”他大声叫嚷道. When Darren finally pushed his way out, he noticed his friends were both out of sight.当他最后（从人群中）挤出来时,发现他的两个朋友都不见了.He was too frightened to know what to do. 达伦很害怕,不知道该怎么办.His heart was beating fast. 他的心跳得很快.Slowly he walked toward a huge rock beside the road and sat there sadly.他慢慢地朝着路边的一块大岩石走去,然后伤心地坐了下来.He didn't raise his head until someone called him. 直到有人喊他的名字他才抬起头.It was Kangkang. "Oh, Darren! There you are! It's great to see you!"原来是康康.“哦,达伦!你在这儿!见到你太好了!”As soon as the three boys saw each other, they all jumped up and down happily.三个男孩一见面,就高兴得跳了起来.P39-Section D Sunday, March 28nd Sunny 星期日,三月二十二日晴It was a fine day today. 今天是个好天气.Darren, Kangkang and I got up early in the morning. 达伦,康康和我一大早就起床了.Then we rode to the Ming Tombs after we checked our bikes and backpacks.在检查了我们的自行车和背包之后我们骑车去了十三陵.After two and a half hours, we arrived at the Great Palace Gate. 两个半小时后,我们到达大宫门.In the old days, even officials had to get off their horses to walk. 在古时候,就是官员也必须下马步行.But now we just paid 30 yuan and rode our bikes along the 7-kilometer Sacred Way.但现在我们只需30元就可以骑自行车穿过7公里长的神道.There are many stone animals along the Way. 沿路有很多石兽.I like them very much, especially the Qilin. 我非常喜欢石兽,尤其是麒麟.It stands for peace in China. 它象征着中国的祥和.After we had lunch, we climbed up the Dragon and Phoenix Gate to take pictures./午饭后,我们爬到龙凤门上拍照.That was a big mistake. 那是一个大错误.A guard came and shouted at us to get off. 一个保安走过来大喊,叫我们下来.We all felt frightened, so we got on our bikes and rode quickly toward the tombs.我们都感到害怕,所以我们骑上自行车,迅速地向陵墓骑去.While we were having fun exploring, I realized Darren was lost. 当我们兴致勃勃地考察时,我发现达伦不见了.Kangkang and I were very worried. We looked for him here and there everywhere./我和康康非常担心.我们到处找他.We even asked a guard for help. Thank goodness! We found him at last.我们甚至请保安帮忙.谢天谢地!最后我们找到了他.We were so excited and happy when we met again. 当我们又见面时是那样的兴奋和高兴.What a special trip! 多么特殊的一次旅行!P40-2a.Grammar focus Adverbial clauses of timeWhile you were enjoying your trip, I was busy preparing for my exams. 你在愉快地游玩时,我正忙着准备考试.When he arrives, I'd like you to meet him. 当他到了,我想让你见见他. Before he comes, would you help me make a paln to explore Beijing?在他来之前,你能帮我制定一个考察北京的计划吗?As they were exploring happily, the crowd of people became larger and larger.正当他们兴致勃勃地考察时,人群更加拥挤了.He didn't raise his head until someone called him. 直到有人喊他他才抬起头来.As soon as the three boys saw each other, they all jumped up and down happily.三个男孩一见面,就高兴得跳了起来.Then we rode to the Ming Tombs after we checked our bikes and backpacks.在检查了我们的自行车和背包之后我们骑车去了十三陵.eful expressions You bet! 当然了! Great! 太好了!It would be great fun. 那会很有趣. It's in the southeast of China. 它在中国的东南方.How far is it from here to the Ming Tombs? 十三陵离这儿有多远?It's about two and a half hours by bike. 骑自行车大约两个半小时.Don't push! 别挤啦!It's great to see you! 见到你太好了!We couldn't help playing with them. 我们忍不住要和他们一起玩.I am very satisfied with everything in China. 我对中国的一切都很满意. They walked through the passage into Dingling and were surprised at thewonders.他们穿过通道走进定陵并对那里的奇观感到很惊讶.。
Whose cap is itSection C
仁爱版七年级英语上Unit2 Topic3 Whose cap is it section C一、整体设计思路1、对阅读部分的处理：采取“总-分-总”的方式，fast-reading及scanning 等阅读策略引导学生阅读。
首先让学生整体感知短文的主要内容，然后引导学生深入细致阅读，让学生了解短文的主要意思和细节，帮助学生关注和提取信息。
最后过渡到整体，呈现和总结如何描写人物的脉络结构。
2、对写作部分的处理：给学生搭设两层“脚手架”给予辅助。
即首先引导学生通过阅读这篇文章，总结出介绍描写人物的基本写作框架结构及语言表达；根据2的人物图片，以小组合作收集单词，然后进行仿写短文，最后小组内相互交流，修改及选择一些作品进行展示。
二、教学内容分析这是一节读写课，选取的短文是仁爱版七年级英语上册Unit2 Topic3 section C 的一篇阅读短文。
本课时以描述人物及他人的外貌特征为阅读主题，并以此为写作范例，进一步开展写作教学。
三、教学目标1、知识目标：（1）能正确拼读并运用以下单词：new, clothes, classmate（2) 能理解并掌握以下句型：He is in a purple shirt and my T-shirt is red.His pants are blue and mine are white.2、能力目标：（1）能根据阅读目的运用简单的阅读策略获取所需信息.(2)在阅读的基础上培养学生的写作能力。
3、学习策略：能够和同伴积极合作，共同完成任务；4、情感态度：通过多种活动培养学生的英语学习兴趣；通过两两交流和小组合作，培养学生的合作意识与合作精神。
四、教学重点、难点1、能根据阅读目的运用简单的阅读策略获取所需信息；2、能运用所学知识，写出语句连贯、表意准确的短文。
五、教学过程Step 1:GreetingsT: Nice to meet you , everyone!Ss: Nice to meet you, too.T: I’m very happy today ,I’m your new teacher, Miss Wang !Ss:…设计意图：该步骤目的在于进行师生间的常规问候，拉近师生间的距离以及帮助学生做好课前准备，活跃课堂气氛，激发学生兴趣，让学生在轻松愉悦的环境中自然地进入到本课内容.Step 2: warming-up教学活动：播放音乐，“Let’s chant!”设计意图：在轻松愉悦的环境下，通过大屏幕展示了学过的有关颜色及服饰，让学生再次运用所学过的语言知识，既是对知识的巩固，也是为下一步将在短文中学习目标语言提供口头语言材料。
section 句柄类型
section 句柄类型
在编程中，"section" 和 "句柄" 通常在不同的上下文中有不同的含义。
但是，如果你是在谈论编程中的特定上下文，例如操作系统或图形界面编程，我可以为你提供更具体的解释。
操作系统中的Section：在操作系统中，"section" 通常指的是一段内存区域，它有特定的访问权限，如可读、可写、可执行等。
操作系统使用内存分段的方法来管理内存，每个段有不同的用途，例如代码段、数据段等。
句柄 (Handle)：句柄是一个更通用的概念，它通常是一个标识符，用于引用某个资源或对象。
句柄可以指向文件、网络连接、图形界面元素等。
句柄的主要目的是提供一种间接的方式来访问或操作资源，这样可以在不暴露资源具体实现细节的情况下对其进行管理。
例如，在图形界面编程中，一个按钮、文本框或其他界面元素可能会有一个句柄，开发者可以使用这个句柄来控制该元素的行为或属性。
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Look at the picture of Tom and Dick carefully and write a passage to describe them.
You can begin like this: I have two new classmates. They are Tom and Dick…
1. 学习音标。 /a:/ /ɔ:/ /θ/ / ð/ /ts/ /dz/
2. 学习描述新朋友。
His/Her name is ... He/She comes from ... He/She has … and… He/She is in... His/Her pants/shoes/T-shirt are ...
Read 1a again and complete the table. Then color the picture.
Person
Clothes
T-shirt Pants Shoes
Color
Kangkang
red white blue
Kangkang’s classmate
purple blue brown
A: Is this/Are these ...? B: Yes. It’s/They are ... /
No. It’s/They are ...
A: Whose ... is this/are these? / B: I think it’s/they’re ...
—Is this your book? —No, it’s not mine.
It’s his.
Let’s chant. (录音)
If you’re wearing RED, Put your hands on your head. If you’re wearing BLACK, Touch your back. If you’re wearing BROWN, Touch the ground. If you’re wearing BLUE, Put your hands on your shoe. If you’re wearing YELLOW, Wave your hand at your fellow.
/hɔ:s/ _h_o_r_se /dɔ:/___d_o_or /ðæt/___t_h_at /θ ri:/__t_h_r_e_e /bedz/__b_e_d_s /ðəuz/_t_h_o_s_e_
Work in groups. Mix your things together and find out the owners. You may use the following expressions.
Read 1a and mark T (True) or F (False).
(1) Kangkang’s new classmate comes from China. ( F ) (2) They don’t have the same looks. ( F ) (3) They are in different clothes. (T ) (4) Kangkang’s pants are yellow. ( F ) (5) Kangkang’s classmate’s shoes are brown. ( T)
★Write a passage to introduce your classmates.
★Prepare colosome pictures of your favorite actors.
Fill in the blanks according to 1a.
K: Hello, S1. A: Hello, Kangkang. K: I have a new c_l_a_s_s_m_a_t_e_ in my class. A: Who is he? K: __G_u_e_s_s__, please. A: Where is he from? K: He is from _J_a_p_a_n__. A: What does he look __li_k_e__? K: He has b__la_c_k_ hair and _b_la_c_k_ eyes. We look the same. A: What color is his T-shirt? K: It’s _p_u_rp__le_. A: And what color are his pants and shoes? K: His pants are __b_lu_e__ and his shoes are _b_r_o_w_n__. A: I know him. His name is …
Unit 2 Topic 3
Section C
new
The bike is new.
old
Why do you keep this old bike?
classmate
Limei is my new classmate.
Read, underline the children’s clothes and circle the colors.