The Sign Problem is the Solution
Unit 1 Section B 1a-1e课件2024-2025学年人教版九年级英语
3. solution n. (问题、疑难等的) 解决;解答
►It may take a long time to find a solution to the problem.
也许要花很长时间才能找到解决这个问题的办法。
►The solution of the problem requires a lot of time.
ቤተ መጻሕፍቲ ባይዱ
B. pronounce 发音 D. produce 生产
— Miss Huang always advises us to practice
speaking English after class.
— She is right. Speaking is an important language _____B_____.
A. sign
符号
B. skill
技能
C. suggestion
建议
Homework
✓ Review the new words and expressions you’ve learned today.
✓ Preview the article How Can You Become a Successful Learner? on page 6.
② A: I always forget the new words. B: You can write the new words in your notebook and study them at home.
➢ Pair work
A: I forget a lot of new words. B: Maybe you should write the new words in your
解决措施类英语作文模板英语关于标识不规范
解决措施类英语作文模板英语关于标识不规范全文共3篇示例,供读者参考篇1Title: Making Labels Clear for EveryoneHave you ever gone to the store with your parents and had trouble reading the labels on products? Maybe the words were too small or hard to understand. Or maybe the label was missing important information like ingredients or instructions. I know I have! Confusing and unclear labels can make it really difficult to make good choices when shopping.But it's not just about shopping - unclear labels can actually be dangerous in some cases. Like if the label on a medicine bottle is hard to read, someone might take the wrong amount by mistake. Or if cleaning products don't have clear warning labels, kids could get hurt by using them incorrectly. Yikes!The good news is, there are some things we can do to help make labels easier for everyone to understand. As kids, we can start by learning about what makes a good label. Then we can share what we've learned with adults to help make positive changes.What Makes a Good Label?When I think about labels that are easy to read and understand, a few key things come to mind:Big enough text: The words and numbers should be printed largely enough for most people to read comfortably from a normal distance, without having to squint.Clear language: The wording should be simple and direct, avoiding unnecessary jargon or complicated sentences. Important instructions need to be obvious.Consistent format: Similar types of products should have labels designed in a consistent way so you know what information to look for and where.Helpful symbols: Using simple icons or symbols along with words can make things even clearer, especially for young kids or people who don't speak the language well.Contrast and color: Light text on a dark background (or vice versa) makes labels much easier to read. Using color to highlight key sections also helps.When labels check all those boxes, it makes life so much simpler! You can quickly find the details you need, understand what the product is for, and use it properly and safely.Why Unclear Labels are a ProblemUnfortunately, a lot of product labels out there are lacking in one way or another. Sometimes it's because companies are trying to cram too much information into a tiny space. Other times, they don't think about making labels accessible for people with vision impairments or reading difficulties.But having unclear or confusing labels causes all sorts of problems that impact pretty much everyone at some point:• Safety hazards from misunderstanding instructions or warnings• Difficult y comparing similar products to make smart purchasing choices• Accidental misuse of products that leads to disappointment or damage• Inability to avoid ingredients/materials you may have allergies or sensitivities to• General frustration and wasted time squinting to decipher labelsFor younger kids or persons with disabilities, those sorts of label struggles can be even worse. We depend on adults to help us understand labels and make safe choices.And it's not just an inconvenience - unclear labeling can legitimately put people's health at risk in some cases. Someone could end up accidentally ingesting something toxic or using a product incorrectly resulting in injury, all because of a confusing label. Not cool!Making Positive ChangesSo what can we do to help fix this problem and make labels more user-friendly for everyone? I have some ideas!First off, kids like me can learn to identify the qualities of a well-designed label that make it easy to understand. We can share that knowledge with our families, teachers, community leaders and anyone else who will listen. The more people are aware of what makes a good label, the more pressure there will be on companies to improve their labeling.We could even get engineers, designers, and other experts to visit our schools. They could teach us about things like font sizes, color contrasts, symbols, etc. that go into creating clear and accessible labels. Learning those skills could inspire some ofus to grow up and work onmaking labeling better as product designers someday!Another thing kids can do is look out for examples of awesome labels that check all the boxes, as well as ones that really miss the mark. We could make poster displays or give presentations comparing good and bad examples. Seeing the difference really drives home how important clear labeling is.And for labels we struggle with at home or school, we can work on re-designing them ourselves with simpler words, larger text, symbols - whatever would make them easier for us (and others!) to comprehend.Grown-ups can get involved too by supporting companies that prioritize clear communication through smart labeling. Or they could complain to brands about confusing labels and demand improvements. If enough people speak up, companies will have to make changes.Governments could also step in with new regulations to set higher standards for how product labels are designed and what information absolutely must be included. Having consistent requirements would help ensure lvirtually all labels provide what people need to understand and use products properly.So those are just some of my ideas for how we can all work together to advocate for simpler, smarter, more user-friendly labels on all sorts of products and materials. It's such an important issue that impacts everyone to some degree. Why not make it a priority to create labels that are clear, concise, and accessible for all?With some awareness, effort and teamwork, we really can make labeling better. Imagine how much easier life would be if every label was as straightforward as a stop sign! We could all understand instructions effortlessly, make confident purchasing decisions, and most importantly, avoid putting ourselves or others at risk due to confusing or incomplete product information.More clear labels = more empowered, informed, and safer consumers. What could be better than that? Now let's spread the word and get to work on making this a reality!篇2My Big Ideas to Fix the Messy Signs Around TownHave you ever noticed how many signs there are around town that are hard to read or understand? Some are too small, some are blocked by trees or poles, and some just don't makesense at all! As a kid, I see these problems with signs everywhere I go. I've got some great ideas for fixing these messy signs that I think could really help make our town easier for everyone to get around.The Tiny Sign ProblemOne of the biggest sign issues I notice is signs that are way too small or skinny. Like at the library, those little signs telling you which books are fiction or non-fiction are impossible to read from far away. They use really tiny letters and are stuck way up high on the shelves. How is a kid supposed to see those?My solution would be to make all those little signs bigger! The letters should be huge and bold so they can be easily seen and read from across the room. The signs could even have some fun colors or cool designs to make them pop out more.Over at the park, the signs showing the names of the different areas and trails have the same problem. Those wooden signs blend right into the trees with their dark colors and miniature text. I've gotten lost in those woods before because I couldn't read where I was going!Those nature trail signs should be bright, with reflective paint maybe, and use a big easy-to-read font. That way kidscould stop squinting and clearly see where each trail leads without holding the map right in our faces.The Blocked Sign StruggleAnother annoying sign problem is signs that get blocked or covered up by stuff in the way. Like those road signs warning about turns ahead or constructions zones that drivers can't see because a big truck is parked in front of it. That's just dangerous if people don't know what's coming up!To fix that, I think some signs should be hung higher up on tall poles above where any vehicles could block them. Or signs could have lights around the borders to make them shine through better even if there's something in front.At school, I notice signs for special events or announcements often get blocked behind open doors, plants in hallways, or even people just standing in the way. My teachers are always having to remind people to move so we can see what the signs say.An easy solution could be to hang signs from the ceiling in walkways where nothing can block the view. Or maybe make some signs double-sided so they can be read from both directions in the halls. That way you could never miss animportant sign about an assembly or test no matter where you're coming from.The Confusing Sign CatastropheBut probably the most frustrating issue I see is signs that are just completely confusing and don't make any sense! Like those road signs that use weird symbols instead of words that I can never figure out. What does that red triangle mean? Is that a hiking stick or a tree? So many signs leave me scratching my head.For signs around town, using simple words or short phrases would be a way better idea than just abstract icons that mean nothing to kids. Signs should spell things out clearly, without too many big words that young kids won't understand.Another confusing situation is signs that point you in multiple directions without any rhyme or reason. Like at the mall, those "You Are Here" directory signs have so many crazy arrows pointing every which way that just get me turned around trying to follow them. No wonder I get lost in that maze of a shopping center!Signs should have a basic sense of order and layout to make them logical to follow. Arrows should clearly show the path fromstart to finish without going off in random directions. Maybe signs could even have maps with a highlighted path to make it super obvious how to get where you're trying to go.That's My Plan!So those are my big ideas for fixing the signs around our town. From making signs bigger and brighter to prevent blocking to using simple words instead of confusing symbols - these changes could make such a difference for kids like me trying to get around. I can't be the only one who struggles with the messy, unreadable signs everywhere. Let's make signs that are kid-friendly and actually make sense!With signs that are easy to read from a distance, never hidden behind anything, and giving clear directions with words not icons, I bet even adults would have an easier time finding their way around. We'd have way fewer people getting lost, showing up late, or having no clue what a sign is trying to tell them. A few adjustments to make signs more understandable for kids could end up helping everyone!So there you have it - my master plan to un-confuse and de-clutter all the bad signage in our community. Who's with me? Let's make this a sign revolution! Our streets, schools, parks, and shops would be so much more enjoyable to navigate if we justhad signs that were big, visible, and logical for all ages. Maybe adults will actually start listening to the bright ideas us kids have once they see how much better my sign solutions would be. A boy can dream, right? Now let's get those new kid-approved signs up already!篇3My School's Signs Need a MakeoverHi there! My name is Jamie and I'm a 5th grader at Oakwood Elementary School. I love my school - the teachers are great, my friends are super fun, and we even have a brand new playground! But there's one little problem that's been bugging me lately. The signs around our school are kind of a mess.Some of them are hard to read because the letters are faded or the signs are old and cracked. Others have spelling mistakes or just don't make sense. And some important signs, like the ones for the restrooms or the principal's office, are actually missing! It's all really confusing, especially for visitors to our school.I've been thinking a lot about how we could fix this signs situation. After all, clear signs are important for helping people find their way and understand what's allowed and what's not.Messy, hard-to-read signs just lead to confusion. That's no good for anyone!My Big IdeasSo here are some of my ideas for getting our school signs in tip-top shape:Create new, easy-to-read signsFirst off, we need to ditch the old, crummy signs and get some bright new ones. The lettering should be big, simple, and easy for everyone to read. We could even use symbols or colors to make things extra clear.Double-check for mistakesBefore we put up any new signs, we'll want to double or even triple check that all the words are spelled right and make sense. Having mistakes on official school signs is pretty embarrassing!Keep signs consistentIt would be awesome if all our new signs had the same font, colors, sizes and styles. That visual consistency will make them look super professional and put-together. No more random mismatched signs everywhere!Put signs in the right spotsSome of the signs at our school are in totally bizarre places that don't make any sense. The new signs need to be installed logically, where they'll actually help point people in the right direction.Make signs for everything!Right now we're missing signs for some pretty important places, like the restrooms. We should make sure we have clear signs for all the key locations so no one gets lost or confused.Get input from everyoneTeachers, students, parents, staff - we should get feedback and ideas from everyone at our school about what our signs need. That way they'll be as useful and user-friendly as possible.Keep signs clean and maintainedLastly, once we get our nice new signs installed, we'll want to make sure we keep them clean and in good shape. No more letting them get faded, cracked, or falling apart!Why This MattersYou might be wondering - is having awesome signs at our school really such a big deal? Yes, it totally is! Here's why:Safety first: Clear signs can help keep students, staff and visitors safe by showing them things like exit routes, hazard areas, and traffic patterns. Confusing or non-existent signs put people at risk.No more getting lost: If signs are hard to read or are missing, people may have trouble finding their way around the school to get to classes, meetings, the gym, cafeteria, you name it. That wastes time and causes frustration.Following the rules: Signs tell you what the rules and expectations are in different areas. Crummy signs make it harder for people to follow policies about where they can be, what they can do, etc.First impressions matter: Guests who come to our school judge it based on what they see. Unprofessional, messy signs give a bad first impression and make us look disorganized. We want signs that show pride in our school!The bottom line is that clear, consistent signs are crucial for creating a welcoming environment where everyone can find their way, understand expectations, and feel safe. Our school deserves the best!Putting the Plan into ActionSo what would it actually take to overhaul the signs at Oakwood Elementary? Here's my step-by-step action plan:Get input and feedbackFirst, we'd need to gather suggestions and feedback about the signs from everyone - teachers, staff, parents, and us students. Maybe we could have suggestion boxes around the school or do a survey.Form a signs committeeNext, we should put together a team or committee of volunteers who will be in charge of the whole sign redesign project. Teachers could sponsor it, and it could include parents and students too.Decide on codes and guidelinesThe committee's first job would be to decide on codes and guidelines for all the new signs. Things like color schemes, fonts, sizing, tone, etc. This will ensure they stay consistent.Design the new signsUsing those guidelines, the committee (or maybe a professional designer?) could start actually designing all the newsigns that are needed around the school. Computer design programs could help.Get feedback againBefore finalizing anything, we'd want get more input and feedback on the new sign designs from the whole school community. Revise as necessary.Produce and installOnce the designs are approved, it'll be time to have them professionally produced with the final files, most likely by a sign company. Then the signs can be installed everywhere they're needed!Maintain and updateFinally, we'll need a plan to keep the new signs looking fresh and making updates as needed, like if classroom numbers change or a new building opens.I'm sure improving our school's signs won't be easy and will require a lot of work from everyone. But it'll be worth it! Imagine how much better our school will look and function with a unified, well-designed signage system in place. No more confusion - just clear communication wherever you go.I'm really excited about the possibility of making this happen for Oakwood Elementary. We may be just kids, but we can definitely play a big role in pushing for positive changes at our school. This is something that would benefit all of us students, plus teachers, parents and visitors too.Let's rally together and make our voices heard about why awesome signs are so important. With some student leadership, teamwork and school-wide cooperation, I know we can get this done. Our school deserves nothing but the best!Who's with me?。
翻译方法总结
一.一.直译法(Literal translation ) 直译法不是一字对一字的翻译,而是按照字面翻译,不做太多的引申和注释。
直译法一般可以保留原文的文化特色。
直译法一般可以保留原文的文化特色。
(1)General Motors and Chrysler were working feverishly to bring out their subcompacts. But the head of the Ford Motor Company had stuck his head in the sand.通用汽车公司和莱克斯勒公司正全力以赴推出他们的超小汽车,而福特公司的老板却把头埋在沙里。
司的老板却把头埋在沙里。
(2)—A traitor to our glorious cause—The pot The pot’’s calling the kettle black 好啊,你出卖了我们的光荣事业好啊,你出卖了我们的光荣事业得了,你这话岂不是盆叫嚷罐黑得了,你这话岂不是盆叫嚷罐黑二.二. 意译法意译法(Free translation ) 牺牲原文的某些文化特色,结合上下文进行意译,以保持原文内容的完整性牺牲原文的某些文化特色,结合上下文进行意译,以保持原文内容的完整性 (1) She was driving into such a corner that she was obliged to give up allprojects with Cupid had any share她被逼的走投无路了,不得不放弃一切和恋爱婚姻有关的打算她被逼的走投无路了,不得不放弃一切和恋爱婚姻有关的打算(2) but it is as dark as Egypt outdoors .We might go tomorrow if there is amoon只是外面漆黑黑的。
明个要是有月亮,明个去也成只是外面漆黑黑的。
高一英语语法综合测试单选题40题
高一英语语法综合测试单选题40题1. ______ he will come to the party tonight is still unknown.A. IfB. WhetherC. ThatD. What答案:B。
解析:本题考查主语从句。
在主语从句中,表示“是否”时,if不能引导位于句首的主语从句,所以A选项错误。
that引导主语从句时,在句中不充当任何成分,无意义,这里需要表达“是否”的意思,所以C选项错误。
what在主语从句中要充当主语、宾语或表语等成分,而此处不需要,所以D选项错误。
whether表示“是否”,可引导主语从句,位于句首,所以B选项正确。
2. She asked me ______ I had seen her book.A. thatB. whetherC. whatD. which答案:B。
解析:本题考查宾语从句。
ask后面的宾语从句表示“是否”的意思。
that引导宾语从句时无意义,不符合语境,A选项错误。
what在宾语从句中要充当主语、宾语或表语等成分,这里不需要,C 选项错误。
which表示“哪一个”,不符合句子表达的“是否”的意思,D选项错误。
whether表示“是否”,可引导宾语从句,B选项正确。
3. The question is ______ we can finish the work on time.A. thatB. ifC. whetherD. what答案:C。
解析:本题考查表语从句。
表语从句中表示“是否”,if 不能引导表语从句,B选项错误。
that引导表语从句时无意义,这里需要表达“是否”能按时完成工作,A选项错误。
what在表语从句中要充当主语、宾语或表语等成分,不符合句子意思,D选项错误。
whether 表示“是否”,可引导表语从句,C选项正确。
4. I have no idea ______ he will go abroad.A. ifB. whetherC. thatD. what答案:B。
当你遇到困难时应该向他人求助的英语
当你遇到困难时应该向他人求助的英语全文共10篇示例,供读者参考篇1When you have a problem or face difficulties, it's totally okay to ask for help from others. You don't have to deal with everything by yourself, because we all need a helping hand sometimes.First of all, it's important to remember that asking for help doesn't mean you're weak or incapable. It actually shows that you are brave and smart enough to recognize when you need support. It's a sign of strength, not a weakness.When you ask for help, you can get new ideas and different perspectives that you might not have thought of on your own. Sometimes, all it takes is a fresh pair of eyes to see a solution to your problem. And who knows, the person you ask for help might have gone through a similar situation before and can share their experiences with you.In addition, asking for help can also strengthen your relationships with others. When you reach out to someone for support, it shows that you trust and value their opinion. Andmost people are happy to help out a friend in need, so don't be afraid to reach out.Remember, you are not alone in this world. There are always people who care about you and are willing to lend a helping hand. So don't hesitate to ask for help when you need it. It's a sign of courage and wisdom to seek assistance when facing difficulties.篇2When we face difficulties, it's important to remember that we don't have to face them alone. Asking for help from others can make a big difference in overcoming challenges. Here are a few reasons why it's okay to seek help when you need it.First of all, asking for help can help us learn and grow. When we ask someone for assistance, we have the opportunity to learn from their experience and expertise. They may have faced similar challenges in the past and can offer valuable advice on how to overcome them. By asking for help, we can expand our knowledge and skills, making us better equipped to handle similar situations in the future.Secondly, seeking help can help us build strong relationships with others. When we ask someone for help, we are showingthem that we trust and value their opinion. This can strengthen our bond with that person and create a sense of mutual support. In turn, they may be more likely to turn to us for help in the future, creating a positive cycle of assistance and cooperation.Lastly, asking for help can provide us with emotional support during tough times. When we are struggling, it can be comforting to know that we have someone to lean on. Whether it's a friend, family member, teacher, or counselor, reaching out for help can help us feel less alone and more supported. Having a support system in place can boost our morale and help us stay positive in the face of adversity.In conclusion, it's completely normal to ask for help when facing difficulties. Seeking assistance from others can help us learn, build relationships, and receive emotional support. So next time you're feeling overwhelmed, don't hesitate to reach out to someone you trust. Remember, it's okay to ask for help!篇3When you meet some difficult things, what can you do? Should you just keep struggling by yourself? No way! It's important to remember that it's okay to ask for help when youneed it. When you can't solve a problem alone, don't be shy to seek assistance from others.First of all, don't be afraid to talk to your teachers. They are there to help you learn and grow, and they want to see you succeed. If you're having trouble understanding a lesson or feel stuck on a project, don't hesitate to ask your teacher for guidance. They can explain things in a different way or provide extra resources to help you grasp the concept.Secondly, don't forget about your classmates. Sometimes, they might have a different perspective or approach that can help you overcome a challenge. Working together with others can make a difficult task seem more manageable, and you can learn from each other's strengths.In addition, your parents or guardians are always there to support you. Don't be afraid to talk to them about your struggles. They can offer encouragement, advice, or even just a listening ear. Just knowing that someone cares about you and believes in you can give you the confidence to keep going.Lastly, don't underestimate the power of reaching out to friends. They can provide a different kind of support by cheering you up, making you laugh, or distracting you from your worries.Sometimes, a little bit of fun and positivity is all you need to feel better and face your challenges head-on.Remember, it's okay to ask for help when you need it. Don't let pride or fear get in the way of finding a solution to your problems. Together, we can overcome anything!篇4When you have trouble, remember it's okay to ask for help from others. It's normal to have difficulties, but you don't have to face them alone. There are always people around you who are willing to lend a hand and support you.First of all, don't be afraid to reach out to your family and friends. They care about you and want to see you succeed. Talking to them about what you're going through can help you feel better and get advice on how to solve your problems.If you're struggling with schoolwork, don't hesitate to ask your teachers for help. They are there to assist you and want to see you improve. Whether it's understanding a difficult math problem or writing an essay, your teachers are there to guide you.You can also seek help from classmates who may be able to explain things in a way that's easier for you to understand. Study groups can be a great way to work together and learn from each other.If you're feeling overwhelmed or stressed, talk to a school counselor or trusted adult. They can provide support and resources to help you cope with your emotions and find solutions to your problems.Remember, it's important to ask for help when you need it. Don't be afraid to reach out to others for support. We all face challenges in life, and asking for help is a sign of strength, not weakness. So don't hesitate to seek assistance when you need it.篇5When we encounter difficulties, it is important to remember that it is okay to ask for help from others.Sometimes, we may feel embarrassed or ashamed to admit that we are struggling with something. We might think that asking for help makes us weak or that we should be able to handle everything on our own. But the truth is, nobody can do everything all by themselves. We all need a little help from time to time.When you are facing a problem that you can't solve on your own, don't be afraid to reach out to someone for assistance. It could be a teacher, a friend, a parent, or even a classmate. Asking for help doesn't mean you are incapable or incompetent. It shows that you are mature enough to recognize when you need assistance and brave enough to seek it.Remember, asking for help is not a sign of weakness, but rather a sign of strength. It takes courage to admit that you don't have all the answers and to ask for guidance. By reaching out to others for support, you are showing that you are determined to overcome your difficulties and grow stronger in the process.So, don't hesitate to seek help when you need it. Whether it's with your homework, a personal problem, or anything else that is bothering you, there is always someone willing to lend a helping hand. Together, we can overcome any obstacle that comes our way.篇6When you meet a tough problem, you don't have to struggle all by yourself. It's totally okay to ask for help from others! Here's why it's important to reach out for help when you're facing difficulties.First of all, asking for help shows that you are mature and responsible. It's a sign that you are willing to admit that you don't know everything and that you are open to learning from others. It takes courage to ask for help, but it also shows that you are ready to grow and improve.Secondly, seeking help can save you a lot of time and effort. Instead of trying to figure everything out on your own, you can benefit from the knowledge and experience of others. They might have faced similar problems before and can offer you valuable advice or guidance. By asking for help, you can reach a solution faster and more effectively.Moreover, asking for help can strengthen your relationships with others. When you turn to someone for assistance, you are showing that you trust and value their opinions. This can help you build a stronger bond with that person and create a supportive network of friends and mentors.In addition, seeking help can also boost your confidence and self-esteem. When you overcome a challenge with the help of others, you will feel a sense of accomplishment and pride. This positive experience can motivate you to tackle more difficult tasks in the future and believe in your own abilities.So next time you find yourself stuck or struggling with a problem, don't hesitate to reach out for help. Remember, it's perfectly okay to ask for assistance, and doing so can lead to many benefits. Take a deep breath, swallow your pride, and reach out to others for support. You'll be surprised at how much you can achieve with a little help from your friends!篇7Hey guys, have you ever faced a really tough problem and didn't know what to do? Well, I'm here to tell you that it's totally okay to ask for help from others when you're in a bind. Whether it's a tricky math question or a friendship issue, it's important to remember that you don't have to go through it alone.First of all, asking for help doesn't mean you're weak or not smart enough. It actually shows that you're brave enough to admit that you need some assistance. Remember, even superheroes have sidekicks to help them out! So don't be afraid to reach out to a teacher, a parent, or a friend when you're stuck on something.Secondly, when you ask for help, you're not only getting the answer to your problem, but you're also learning something new. Maybe the person you ask will teach you a cool trick to solvesimilar problems in the future. Plus, you can also learn from their experiences and avoid making the same mistakes they did.Lastly, remember that everyone needs help sometimes. Even the smartest kid in the class or the most popular kid on the playground has asked for help at some point in their life. So don't be shy or embarrassed to reach out when you're in trouble. You'll be surprised at how many people are willing to lend a helping hand.In conclusion, asking for help is a super important skill to learn. It shows that you're willing to learn and grow, and it also helps you build strong relationships with others. So next time you're feeling stuck, don't hesitate to ask for a little assistance. You'll be glad you did!篇8When you encounter difficulties, don't be afraid to ask for help! It's okay to admit that you don't have all the answers and need some assistance from others. Asking for help is a sign of strength, not weakness.There are many benefits to seeking help from others. First of all, it shows that you are willing to learn and improve. By askingfor help, you can gain new knowledge and skills that will help you overcome the challenges you are facing.Secondly, seeking help from others can provide you with different perspectives and ideas that you may not have thought of on your own. Sometimes, another person's insight or experience can offer a solution that you may not have considered.Additionally, reaching out for help can help you build strong relationships with others. When someone helps you, it creates a sense of trust and connection that can deepen your bond with them. And remember, helping each other is what friends do!Lastly, asking for help can relieve stress and prevent you from feeling overwhelmed. It's okay to not have all the answers or solutions, and sharing your struggles with others can lighten the load and help you feel supported.So, don't hesitate to reach out to your teachers, parents, friends, or other adults when you are facing difficulties. They are there to help you and support you in times of need. Remember, it's okay to ask for help - you don't have to go through tough times alone!篇9When we are faced with difficulties, it's important to remember that it's okay to ask for help. Whether it's a tough math problem, a bully at school, or just feeling overwhelmed, talking to someone can make a big difference. Here are a few reasons why it's important to reach out to others when you need support.First of all, talking to someone about your problems can help you feel better. Sometimes just saying how you feel out loud can make a big difference. It's like taking a weight off your shoulders. You might be surprised at how much better you feel after talking to a friend, teacher, or family member about what's going on.Secondly, seeking help from others can help you come up with solutions to your problems. When we are faced with a difficult situation, it can be hard to think clearly. Talking to someone else can help you see things from a different perspective and come up with new ideas. Maybe they have been through a similar situation and can offer some advice.Lastly, asking for help can help you build stronger relationships with others. When you share your feelings and problems with someone else, it can create a bond between you. They might feel more comfortable coming to you for help in thefuture. Plus, it's always nice to know that there are people who care about you and want to help.So remember, when you're facing a tough situation, don't be afraid to reach out for help. Whether it's a friend, teacher, parent, or counselor, there are people who care about you and want to support you. Don't be afraid to ask for help when you need it.篇10When I have a problem, I always try to solve it by myself first. But sometimes, the problem is too big or too hard for me to handle alone. That's when I know it's important to ask for help from others.It's okay to ask for help when you're facing a difficulty. Maybe you don't understand your homework, or maybe you're having a fight with your friend. Whatever the problem is, there's always someone who can help you.When you ask for help, it doesn't mean you're weak or not smart. It shows that you're brave and willing to learn from others. Asking for help is actually a sign of strength, not weakness.There are many people you can ask for help. You can talk to your teacher, your parents, your friends, or even your siblings.They all care about you and want to see you succeed, so don't be afraid to reach out to them.Remember, no problem is too big to handle when you have the support of others. So next time you're stuck, don't be afraid to ask for help. It's not a sign of weakness, but a sign of courage and determination.。
小学上册第8次英语第二单元寒假试卷
小学上册英语第二单元寒假试卷英语试题一、综合题(本题有100小题,每小题1分,共100分.每小题不选、错误,均不给分)1.What is 12 - 4?A. 6B. 7C. 8D. 92.What is the process of water turning into vapor called?A. EvaporationB. CondensationC. PrecipitationD. SublimationA Evaporation3.The ____ loves to jump and is very playful.4.What do we call the outer layer of the Earth?A. CoreB. MantleC. CrustD. AtmosphereC5.What do you call a long, narrow body of water?A. LakeB. RiverC. OceanD. Sea6.What do you call a story that is made up?A. FictionB. Non-fictionC. BiographyD. True story7.The __________ is a famous mountain range in Italy. (阿尔卑斯山)8.My teacher is very __________ (耐心).9.What do you call a young pig?A. CalfB. PigletC. LambD. Foal10.I like to go ______ during the weekend.11.I like to eat ______ for breakfast.12.The boy has a cool ________.13.The __________ (历史的回望) reflects identity.14.She likes to _____ (swim/climb).15.The capital of Guyana is __________.16.What is the name of the toy that can be spun on the ground?A. Yo-yoB. TopC. BallD. KiteB17. A _______ can help to demonstrate the principles of thermodynamics.18.What do you call an animal that can live both in water and on land?A. FishB. MammalC. AmphibianD. ReptileC19. A ____ is often seen chasing after balls.20.What is the capital of France?A. LondonB. BerlinC. ParisD. RomeC21.The ________ (solution) solves the problem.22.What is the main source of energy for the Earth?A. WindB. WaterC. SunD. CoalC23.What do you call a picture taken with a camera?A. ImageB. DrawingC. PaintingD. SketchA24.ssance was a time of great ________ in art and science. The Rena25.The main language spoken in Brazil is ________ (巴西主要讲的语言是________).26.The capital of the Philippines is ________.27.What is the main gas that we breathe?A. OxygenB. Carbon DioxideC. HydrogenD. NitrogenA28.What do we call the practice of raising animals for food?A. AgricultureB. HorticultureC. Animal husbandryD. ForestryC Animal husbandry29.What do we call a place where you can see many butterflies?A. GardenB. ConservatoryC. Butterfly houseD. All of the above30.The first successful airplane flight took place in _______.31.The __________ (历史的实用性) informs policy-making.32.I like to ___ (help) with chores.33.indigenous people) are the original inhabitants of an area. The ____34.My favorite dessert is ______. (cake)35.The process of ______ can create sedimentary layers in rocks.36.The _____ (greenery) is lush and vibrant.37.The __________ is essential for understanding the Earth's climate system.38.The _______ of a wave can be seen in the ocean.39.My aunt is a ______. She helps people feel better.40.Hubble's law explains the expansion of the ______.41.Which vehicle runs on tracks?A. CarB. BusC. TrainD. BicycleC42.Which vegetable is orange?A. BroccoliB. CarrotC. SpinachD. PotatoB43.The blue jay is a type of _________. (鸟)44.What is the name of the famous American singer known for her role in "The Wizard of Oz"?A. Judy GarlandB. Marilyn MonroeC. Audrey HepburnD. Grace KellyA Judy Garland45. A _______ is a type of reaction that produces a gas.46.My grandma makes the best _______ (汤).47.The __________ (历史的声音) is powerful.48.The ________ is very wise and observant.49.The __________ (历史的推动) inspires change.50.The teacher assigns interesting _____ (项目) for students.51.The Earth's layers include the crust, mantle, outer core, and ______ core.52.Caterpillars eat a lot before becoming ______.53.My sister enjoys __________ (做实验) in science.54.My ________ (父母) always support me in my activities.55.What do you call the area of land that is used for farming?A. FieldB. FarmC. RanchD. GardenB56.The __________ is beautiful when covered with snow. (大地)57.My __________ (玩具名) is really __________ (形容词) to play with.58.What do you call the person who studies rocks?A. BiologistB. GeologistC. ChemistD. Physicist59.We have a ______ (愉快的) family day every month.60.The opossum plays dead to avoid ______ (捕食者).61.The ______ has a strong sense of smell.62. A ____ is known for its hopping abilities.63.Which fruit is green on the outside and red on the inside?A. KiwiB. WatermelonC. GrapesD. PeachB Watermelon64.The ____ has a unique pattern and runs fast.65.We have ______ at the picnic. (sandwiches)66.Rocks come in three main types: igneous, __________, and metamorphic.67.What do we call the person who flies an airplane?A. PilotB. EngineerC. CaptainD. Navigator68.How many sides does a hexagon have?A. 5B. 6C. 7D. 869.What is 9 3?A. 4B. 5C. 6D. 7B70.Bubbles forming in a solution may indicate a ________ reaction.71.The tree is very ________.72.My cousin is a ______. She loves to volunteer at shelters.73.The _____ (果实成熟) is a sign that it’s time to harvest.74.I like to fly ______ (kites) in the park.75. A _____ (小羊) has soft, fluffy wool.76.I enjoy cooking ______ (美味) meals to share with my family.77.The manatee is sometimes referred to as a sea ______ (牛).78.The __________ (印加帝国) was located in South America.79.I want to be a ______ (doctor) when I grow up.80.The butterfly will soon become a beautiful ______ (成虫).81.They are watching ________ (电视) together.82.My ________ (玩具) is fun to play with alone or with friends.83.What is the main source of light for Earth?A. StarsB. MoonC. SunD. FireC84.The _____ (donkey) is braying.85.The _____ (花束) is a gift for special occasions.86.What is 30 10?A. 20B. 25C. 15D. 5A87.The ______ loves exploring new ideas.88. A chemical that increases the rate of a reaction without being consumed is a ______.89.Which instrument has strings and is played with a bow?A. GuitarB. ViolinC. DrumsD. FluteB90.Which vegetable is orange and long?A. PotatoB. CarrotC. TomatoD. CucumberB91.What do you call the first ten numbers in counting?A. Prime NumbersB. Even NumbersC. Natural NumbersD. Whole NumbersC92.What do you call the sound a cow makes?A. BarkB. MeowC. MooD. Roar93. A space probe is a ______ that travels through space.94.The __________ (江河) provide water for many people.95.I love playing __________ during recess with my friends.96.What do we call a baby dog?A. KittenB. PuppyC. CubD. FoalB97.What is the main ingredient in sushi?A. NoodlesB. RiceC. BreadD. Chicken98.What is the capital of Lesotho?A. MaseruB. TeyateyanengC. MafetengD. Mohale's HoekA99.The ______ (金鱼) swims around happily in its bowl.100.The Earth's surface is shaped by the forces of ______ and erosion.。
海淀区英语中考试卷
一、听力(共25分)Section A(共5小题,每小题2分)1. How old is Tom?A. Eleven.B. Twelve.C. Thirteen.D. Fourteen.2. What does Mike like to do in his spare time?A. Reading.B. Playing football.C. Watching TV.D. Playing basketball.3. Where does Alice live?A. In China.B. In Japan.C. In the United States.D. In Australia.4. What color is the cat?A. Blue.B. Yellow.C. Red.D. Black.5. What is the weather like today?B. Sunny.C. Rainy.D. Windy.Section B(共10小题,每小题2分)6. What did the teacher say?A. The students should be quiet.B. The students should be active.C. The students should be punctual.D. The students should be polite.7. How much is the book?A. $20.B. $30.C. $40.D. $50.8. When is the school holiday?A. In January.B. In February.C. In March.D. In April.9. What is the main topic of the article?A. Travel.B. Sports.D. Music.10. How did the student feel after the test?A. Happy.B. Sad.C. Excited.D. Bored.11. What does the sign say?A. No smoking.B. No parking.C. No dogs.D. No walking.12. How many people are in the family?A. 3.B. 4.C. 5.D. 6.13. What is the man’s job?A. A teacher.B. A doctor.C. A lawyer.D. A engineer.14. What is the woman’s favorite fruit?B. Banana.C. Orange.D. Watermelon.15. How much is the discount?A. 10%.B. 20%.C. 30%.D. 40%.Section C(共5小题,每小题2分)16. What does the sentence mean?A. The sun is shining.B. The wind is blowing.C. The rain is falling.D. The snow is falling.17. What is the main idea of the paragraph?A. The man is tired.B. The woman is happy.C. The boy is hungry.D. The girl is thirsty.18. What is the cause of the problem?A. The car is broken.B. The plane is late.C. The train is crowded.D. The road is closed.19. What is the solution to the problem?A. Call the repairman.B. Take a bus.C. Take a taxi.D. Wait for the next train.20. What is the result of the experiment?A. The water is boiling.B. The ice is melting.C. The tree is growing.D. The flower is blooming.二、单项选择(共25分)21. He _______ (be) very busy these days.A. isB. wasC. wereD. be22. _______ (do) you think the weather will be like tomorrow?A. WhatB. HowC. WhereD. Why23. She _______ (go) to the library every weekend.A. used toB. is used toC. be used toD. uses to24. _______ (be) you free tomorrow?A. AreB. IsC. WereD. Was25. _______ (do) you think the population of China is?A. HowB. How manyC. How muchD. What三、完形填空(共20分)26. I _______ (go) to the movies last night, but my friend called me and asked me to go out for a drink.A. was planning toB. had planned toC. would plan toD. have planned to27. _______ (be) you busy these days?A. AreB. IsC. WereD. Was28. He _______ (be) a teacher for 10 years when he retired.A. hasB. hadC. haveD. having29. _______ (do) you think the weather will be like tomorrow?A. HowB. How manyC. How muchD. What30. I _______ (go) to the supermarket to buy some food, but I found I didn’t have any money.A. was planning toB. had planned toC. would plan toD. have planned to四、阅读理解(共30分)31. Reading passage for questions 31-35Last weekend, my family and I went to the beach. It was a sunny day, and the weather was perfect. We arrived at the beach around 10:00 a.m. and found a nice spot to lay our towels. My parents took out their sun umbrellas and put them up. We spent the whole day playing in the water,swimming, and building sandcastles. My little brother was so excited that he couldn’t stop laughing. When it was time to go home, we took a lot of photos and had a great time. I really enjoyed the day at the beach.31. Why did the family go to the beach?A. To visit their friends.B. To take a trip.C. To enjoy the sunny weather.D. To attend a party.32. What time did they arrive at the beach?A. In the morning.B. In the afternoon.C. In the evening.D. At night.33. What did the family do at the beach?A. They played games.B. They watched movies.C. They went shopping.D. They had a picnic.34. How did the little brother feel?A. He was tired.B. He was sad.C. He was happy.D. He was bored.35. What did the family do at the end of the day?A. They took a nap.B. They had a barbecue.C. They took a lot of photos.D. They went shopping.36. Reading passage for questions 36-40Once upon a time, there was a king who loved his people very much. He wanted to make sure that everyone in his kingdom was happy and had enough to eat. One day, he decided to hold a contest to find the bravest and kindest person in the kingdom. The contest was announced, and many people came forward to participate. After much thought, the king chose a young girl named Lily as the winner.Lily was known for her bravery and kindness. She had helped many people in her village, and she always had a smile on her face. The king rewarded her with a golden crown and a special throne. From that day on, Lily became the bravest and kindest person in the kingdom, and she used her powers to make sure that everyone was happy and treated well.36. Why did the king hold a contest?A. To find the bravest and kindest person.B. To find the strongest person.C. To find the smartest person.D. To find the richest person.37. Who won the contest?A. The king.B. The queen.C. A young girl named Lily.D. A brave soldier.38. What was Lily known for?A. Her bravery and kindness.B. Her intelligence and strength.C. Her beauty and charm.D. Her wealth and power.39. What did the king reward Lily with?A. A golden crown and a special throne.B. A sword and a shield.C. A magic potion.D. A treasure chest.40. What did Lily do with her powers?A. She used them to become rich.B. She used them to become famous.C. She used them to make sure that everyone was happy and treated well.D. She used them to fight evil.五、写作(共25分)41. Write a short passage about your favorite holiday. You should include the following points:- The name of the holiday- Why you like it- Activities you do during the holiday- Your feelings about the holiday要求:不少于80词。
2024届高考一轮复习英语课件( 人教版)必修第一册 Unit 1 Teenage Life
5 So the next time you feel like you do not want to do boring,difficult homework or go to class,think about the children who don’t have the chance to get a good education.(the next time引导的时间状语从句) 所以下一次你感到你不想做枯燥、有难度的作业或去上课时,想想 那些没机会接受良好教育的孩子。
4
movement
→move
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suitable
→suit
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actually
→actual
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challenge
→challenging
n.动作;运动;活动 vt.& vi.移动;搬家 vt.使感动 adj.合适的;适用的 vt.适合;适宜于 n.套装,西装 adv.事实上;的确 adj.实际的;真实的 n.挑战;艰巨任务 vt.怀疑;向……挑战 adj.有挑战性的
6 plate
n.盘子;碟子
7 youth
n.青年时期;青春
8 generation 9 adult
n.一代(人) n.成年人 adj.成年的;成熟的
Ⅱ.记重点单词
1 debate 2 content
3 title 4 topic
n.辩论;争论 vt.& vi.辩论;争论 n.内容; [pl.]目录;(书、讲话、节目等的)主题 adj.满意的,满足的 n.(书、诗歌等的)名称;标题;职称;头衔 n.话题;标题
11
recommend
vt.建议;推荐;介绍
→recommendation n.建议;推荐
answer
Computer Systems:A Programmer’s PerspectiveInstructor’s Solution Manual1Randal E.BryantDavid R.O’HallaronDecember4,20031Copyright c2003,R.E.Bryant,D.R.O’Hallaron.All rights reserved.2Chapter1Solutions to Homework ProblemsThe text uses two different kinds of exercises:Practice Problems.These are problems that are incorporated directly into the text,with explanatory solutions at the end of each chapter.Our intention is that students will work on these problems as they read the book.Each one highlights some particular concept.Homework Problems.These are found at the end of each chapter.They vary in complexity from simple drills to multi-week labs and are designed for instructors to give as assignments or to use as recitation examples.This document gives the solutions to the homework problems.1.1Chapter1:A Tour of Computer Systems1.2Chapter2:Representing and Manipulating InformationProblem2.40Solution:This exercise should be a straightforward variation on the existing code.2CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS1011void show_double(double x)12{13show_bytes((byte_pointer)&x,sizeof(double));14}code/data/show-ans.c 1int is_little_endian(void)2{3/*MSB=0,LSB=1*/4int x=1;56/*Return MSB when big-endian,LSB when little-endian*/7return(int)(*(char*)&x);8}1.2.CHAPTER2:REPRESENTING AND MANIPULATING INFORMATION3 There are many solutions to this problem,but it is a little bit tricky to write one that works for any word size.Here is our solution:code/data/shift-ans.c The above code peforms a right shift of a word in which all bits are set to1.If the shift is arithmetic,the resulting word will still have all bits set to1.Problem2.45Solution:This problem illustrates some of the challenges of writing portable code.The fact that1<<32yields0on some32-bit machines and1on others is common source of bugs.A.The C standard does not define the effect of a shift by32of a32-bit datum.On the SPARC(andmany other machines),the expression x<<k shifts by,i.e.,it ignores all but the least significant5bits of the shift amount.Thus,the expression1<<32yields1.pute beyond_msb as2<<31.C.We cannot shift by more than15bits at a time,but we can compose multiple shifts to get thedesired effect.Thus,we can compute set_msb as2<<15<<15,and beyond_msb as set_msb<<1.Problem2.46Solution:This problem highlights the difference between zero extension and sign extension.It also provides an excuse to show an interesting trick that compilers often use to use shifting to perform masking and sign extension.A.The function does not perform any sign extension.For example,if we attempt to extract byte0fromword0xFF,we will get255,rather than.B.The following code uses a well-known trick for using shifts to isolate a particular range of bits and toperform sign extension at the same time.First,we perform a left shift so that the most significant bit of the desired byte is at bit position31.Then we right shift by24,moving the byte into the proper position and peforming sign extension at the same time.4CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS 3int left=word<<((3-bytenum)<<3);4return left>>24;5}Problem2.48Solution:This problem lets students rework the proof that complement plus increment performs negation.We make use of the property that two’s complement addition is associative,commutative,and has additive ing C notation,if we define y to be x-1,then we have˜y+1equal to-y,and hence˜y equals -y+1.Substituting gives the expression-(x-1)+1,which equals-x.Problem2.49Solution:This problem requires a fairly deep understanding of two’s complement arithmetic.Some machines only provide one form of multiplication,and hence the trick shown in the code here is actually required to perform that actual form.As seen in Equation2.16we have.Thefinal term has no effect on the-bit representation of,but the middle term represents a correction factor that must be added to the high order bits.This is implemented as follows:code/data/uhp-ans.c Problem2.50Solution:Patterns of the kind shown here frequently appear in compiled code.1.2.CHAPTER2:REPRESENTING AND MANIPULATING INFORMATION5A.:x+(x<<2)B.:x+(x<<3)C.:(x<<4)-(x<<1)D.:(x<<3)-(x<<6)Problem2.51Solution:Bit patterns similar to these arise in many applications.Many programmers provide them directly in hex-adecimal,but it would be better if they could express them in more abstract ways.A..˜((1<<k)-1)B..((1<<k)-1)<<jProblem2.52Solution:Byte extraction and insertion code is useful in many contexts.Being able to write this sort of code is an important skill to foster.code/data/rbyte-ans.c Problem2.53Solution:These problems are fairly tricky.They require generating masks based on the shift amounts.Shift value k equal to0must be handled as a special case,since otherwise we would be generating the mask by performing a left shift by32.6CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS 1unsigned srl(unsigned x,int k)2{3/*Perform shift arithmetically*/4unsigned xsra=(int)x>>k;5/*Make mask of low order32-k bits*/6unsigned mask=k?((1<<(32-k))-1):˜0;78return xsra&mask;9}code/data/rshift-ans.c 1int sra(int x,int k)2{3/*Perform shift logically*/4int xsrl=(unsigned)x>>k;5/*Make mask of high order k bits*/6unsigned mask=k?˜((1<<(32-k))-1):0;78return(x<0)?mask|xsrl:xsrl;9}.1.2.CHAPTER2:REPRESENTING AND MANIPULATING INFORMATION7B.(a)For,we have,,code/data/floatge-ans.c 1int float_ge(float x,float y)2{3unsigned ux=f2u(x);4unsigned uy=f2u(y);5unsigned sx=ux>>31;6unsigned sy=uy>>31;78return9(ux<<1==0&&uy<<1==0)||/*Both are zero*/10(!sx&&sy)||/*x>=0,y<0*/11(!sx&&!sy&&ux>=uy)||/*x>=0,y>=0*/12(sx&&sy&&ux<=uy);/*x<0,y<0*/13},8CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS This exercise is of practical value,since Intel-compatible processors perform all of their arithmetic in ex-tended precision.It is interesting to see how adding a few more bits to the exponent greatly increases the range of values that can be represented.Description Extended precisionValueSmallest denorm.Largest norm.Problem2.59Solution:We have found that working throughfloating point representations for small word sizes is very instructive. Problems such as this one help make the description of IEEEfloating point more concrete.Description8000Smallest value4700Largest denormalized———code/data/fpwr2-ans.c1.3.CHAPTER3:MACHINE LEVEL REPRESENTATION OF C PROGRAMS91/*Compute2**x*/2float fpwr2(int x){34unsigned exp,sig;5unsigned u;67if(x<-149){8/*Too small.Return0.0*/9exp=0;10sig=0;11}else if(x<-126){12/*Denormalized result*/13exp=0;14sig=1<<(x+149);15}else if(x<128){16/*Normalized result.*/17exp=x+127;18sig=0;19}else{20/*Too big.Return+oo*/21exp=255;22sig=0;23}24u=exp<<23|sig;25return u2f(u);26}10CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS int decode2(int x,int y,int z){int t1=y-z;int t2=x*t1;int t3=(t1<<31)>>31;int t4=t3ˆt2;return t4;}Problem3.32Solution:This code example demonstrates one of the pedagogical challenges of using a compiler to generate assembly code examples.Seemingly insignificant changes in the C code can yield very different results.Of course, students will have to contend with this property as work with machine-generated assembly code anyhow. They will need to be able to decipher many different code patterns.This problem encourages them to think in abstract terms about one such pattern.The following is an annotated version of the assembly code:1movl8(%ebp),%edx x2movl12(%ebp),%ecx y3movl%edx,%eax4subl%ecx,%eax result=x-y5cmpl%ecx,%edx Compare x:y6jge.L3if>=goto done:7movl%ecx,%eax8subl%edx,%eax result=y-x9.L3:done:A.When,it will computefirst and then.When it just computes.B.The code for then-statement gets executed unconditionally.It then jumps over the code for else-statement if the test is false.C.then-statementt=test-expr;if(t)goto done;else-statementdone:D.The code in then-statement must not have any side effects,other than to set variables that are also setin else-statement.1.3.CHAPTER3:MACHINE LEVEL REPRESENTATION OF C PROGRAMS11Problem3.33Solution:This problem requires students to reason about the code fragments that implement the different branches of a switch statement.For this code,it also requires understanding different forms of pointer dereferencing.A.In line29,register%edx is copied to register%eax as the return value.From this,we can infer that%edx holds result.B.The original C code for the function is as follows:1/*Enumerated type creates set of constants numbered0and upward*/2typedef enum{MODE_A,MODE_B,MODE_C,MODE_D,MODE_E}mode_t;34int switch3(int*p1,int*p2,mode_t action)5{6int result=0;7switch(action){8case MODE_A:9result=*p1;10*p1=*p2;11break;12case MODE_B:13*p2+=*p1;14result=*p2;15break;16case MODE_C:17*p2=15;18result=*p1;19break;20case MODE_D:21*p2=*p1;22/*Fall Through*/23case MODE_E:24result=17;25break;26default:27result=-1;28}29return result;30}Problem3.34Solution:This problem gives students practice analyzing disassembled code.The switch statement contains all the features one can imagine—cases with multiple labels,holes in the range of possible case values,and cases that fall through.12CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS 1int switch_prob(int x)2{3int result=x;45switch(x){6case50:7case52:8result<<=2;9break;10case53:11result>>=2;12break;13case54:14result*=3;15/*Fall through*/16case55:17result*=result;18/*Fall through*/19default:20result+=10;21}2223return result;24}code/asm/varprod-ans.c 1int var_prod_ele_opt(var_matrix A,var_matrix B,int i,int k,int n) 2{3int*Aptr=&A[i*n];4int*Bptr=&B[k];5int result=0;6int cnt=n;78if(n<=0)9return result;1011do{12result+=(*Aptr)*(*Bptr);13Aptr+=1;14Bptr+=n;15cnt--;1.3.CHAPTER3:MACHINE LEVEL REPRESENTATION OF C PROGRAMS13 16}while(cnt);1718return result;19}code/asm/structprob-ans.c 1typedef struct{2int idx;3int x[4];4}a_struct;14CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS 1/*Read input line and write it back*/2/*Code will work for any buffer size.Bigger is more time-efficient*/ 3#define BUFSIZE644void good_echo()5{6char buf[BUFSIZE];7int i;8while(1){9if(!fgets(buf,BUFSIZE,stdin))10return;/*End of file or error*/11/*Print characters in buffer*/12for(i=0;buf[i]&&buf[i]!=’\n’;i++)13if(putchar(buf[i])==EOF)14return;/*Error*/15if(buf[i]==’\n’){16/*Reached terminating newline*/17putchar(’\n’);18return;19}20}21}An alternative implementation is to use getchar to read the characters one at a time.Problem3.38Solution:Successfully mounting a buffer overflow attack requires understanding many aspects of machine-level pro-grams.It is quite intriguing that by supplying a string to one function,we can alter the behavior of another function that should always return afixed value.In assigning this problem,you should also give students a stern lecture about ethical computing practices and dispell any notion that hacking into systems is a desirable or even acceptable thing to do.Our solution starts by disassembling bufbomb,giving the following code for getbuf: 1080484f4<getbuf>:280484f4:55push%ebp380484f5:89e5mov%esp,%ebp480484f7:83ec18sub$0x18,%esp580484fa:83c4f4add$0xfffffff4,%esp680484fd:8d45f4lea0xfffffff4(%ebp),%eax78048500:50push%eax88048501:e86a ff ff ff call8048470<getxs>98048506:b801000000mov$0x1,%eax10804850b:89ec mov%ebp,%esp11804850d:5d pop%ebp12804850e:c3ret13804850f:90nopWe can see on line6that the address of buf is12bytes below the saved value of%ebp,which is4bytes below the return address.Our strategy then is to push a string that contains12bytes of code,the saved value1.3.CHAPTER3:MACHINE LEVEL REPRESENTATION OF C PROGRAMS15 of%ebp,and the address of the start of the buffer.To determine the relevant values,we run GDB as follows:1.First,we set a breakpoint in getbuf and run the program to that point:(gdb)break getbuf(gdb)runComparing the stopping point to the disassembly,we see that it has already set up the stack frame.2.We get the value of buf by computing a value relative to%ebp:(gdb)print/x(%ebp+12)This gives0xbfffefbc.3.Wefind the saved value of register%ebp by dereferencing the current value of this register:(gdb)print/x*$ebpThis gives0xbfffefe8.4.Wefind the value of the return pointer on the stack,at offset4relative to%ebp:(gdb)print/x*((int*)$ebp+1)This gives0x8048528We can now put this information together to generate assembly code for our attack:1pushl$0x8048528Put correct return pointer back on stack2movl$0xdeadbeef,%eax Alter return value3ret Re-execute return4.align4Round up to125.long0xbfffefe8Saved value of%ebp6.long0xbfffefbc Location of buf7.long0x00000000PaddingNote that we have used the.align statement to get the assembler to insert enough extra bytes to use up twelve bytes for the code.We added an extra4bytes of0s at the end,because in some cases OBJDUMP would not generate the complete byte pattern for the data.These extra bytes(plus the termininating null byte)will overflow into the stack frame for test,but they will not affect the program behavior. Assembling this code and disassembling the object code gives us the following:10:6828850408push$0x804852825:b8ef be ad de mov$0xdeadbeef,%eax3a:c3ret4b:90nop Byte inserted for alignment.5c:e8ef ff bf bc call0xbcc00000Invalid disassembly.611:ef out%eax,(%dx)Trying to diassemble712:ff(bad)data813:bf00000000mov$0x0,%edi16CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS From this we can read off the byte sequence:6828850408b8ef be ad de c390e8ef ff bf bc ef ff bf00000000Problem3.39Solution:This problem is a variant on the asm examples in the text.The code is actually fairly simple.It relies on the fact that asm outputs can be arbitrary lvalues,and hence we can use dest[0]and dest[1]directly in the output list.code/asm/asmprobs-ans.c Problem3.40Solution:For this example,students essentially have to write the entire function in assembly.There is no(apparent) way to interface between thefloating point registers and the C code using extended asm.code/asm/fscale.c1.4.CHAPTER4:PROCESSOR ARCHITECTURE17 1.4Chapter4:Processor ArchitectureProblem4.32Solution:This problem makes students carefully examine the tables showing the computation stages for the different instructions.The steps for iaddl are a hybrid of those for irmovl and OPl.StageFetchrA:rB M PCvalP PCExecuteR rB valEPC updateleaveicode:ifun M PCDecodevalB RvalE valBMemoryWrite backR valMPC valPProblem4.34Solution:The following HCL code includes implementations of both the iaddl instruction and the leave instruc-tions.The implementations are fairly straightforward given the computation steps listed in the solutions to problems4.32and4.33.You can test the solutions using the test code in the ptest subdirectory.Make sure you use command line argument‘-i.’18CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS 1####################################################################2#HCL Description of Control for Single Cycle Y86Processor SEQ#3#Copyright(C)Randal E.Bryant,David R.O’Hallaron,2002#4####################################################################56##This is the solution for the iaddl and leave problems78####################################################################9#C Include’s.Don’t alter these#10#################################################################### 1112quote’#include<stdio.h>’13quote’#include"isa.h"’14quote’#include"sim.h"’15quote’int sim_main(int argc,char*argv[]);’16quote’int gen_pc(){return0;}’17quote’int main(int argc,char*argv[])’18quote’{plusmode=0;return sim_main(argc,argv);}’1920####################################################################21#Declarations.Do not change/remove/delete any of these#22#################################################################### 2324#####Symbolic representation of Y86Instruction Codes#############25intsig INOP’I_NOP’26intsig IHALT’I_HALT’27intsig IRRMOVL’I_RRMOVL’28intsig IIRMOVL’I_IRMOVL’29intsig IRMMOVL’I_RMMOVL’30intsig IMRMOVL’I_MRMOVL’31intsig IOPL’I_ALU’32intsig IJXX’I_JMP’33intsig ICALL’I_CALL’34intsig IRET’I_RET’35intsig IPUSHL’I_PUSHL’36intsig IPOPL’I_POPL’37#Instruction code for iaddl instruction38intsig IIADDL’I_IADDL’39#Instruction code for leave instruction40intsig ILEAVE’I_LEAVE’4142#####Symbolic representation of Y86Registers referenced explicitly##### 43intsig RESP’REG_ESP’#Stack Pointer44intsig REBP’REG_EBP’#Frame Pointer45intsig RNONE’REG_NONE’#Special value indicating"no register"4647#####ALU Functions referenced explicitly##### 48intsig ALUADD’A_ADD’#ALU should add its arguments4950#####Signals that can be referenced by control logic####################1.4.CHAPTER4:PROCESSOR ARCHITECTURE195152#####Fetch stage inputs#####53intsig pc’pc’#Program counter54#####Fetch stage computations#####55intsig icode’icode’#Instruction control code56intsig ifun’ifun’#Instruction function57intsig rA’ra’#rA field from instruction58intsig rB’rb’#rB field from instruction59intsig valC’valc’#Constant from instruction60intsig valP’valp’#Address of following instruction 6162#####Decode stage computations#####63intsig valA’vala’#Value from register A port64intsig valB’valb’#Value from register B port 6566#####Execute stage computations#####67intsig valE’vale’#Value computed by ALU68boolsig Bch’bcond’#Branch test6970#####Memory stage computations#####71intsig valM’valm’#Value read from memory727374####################################################################75#Control Signal Definitions.#76#################################################################### 7778################Fetch Stage################################### 7980#Does fetched instruction require a regid byte?81bool need_regids=82icode in{IRRMOVL,IOPL,IPUSHL,IPOPL,83IIADDL,84IIRMOVL,IRMMOVL,IMRMOVL};8586#Does fetched instruction require a constant word?87bool need_valC=88icode in{IIRMOVL,IRMMOVL,IMRMOVL,IJXX,ICALL,IIADDL};8990bool instr_valid=icode in91{INOP,IHALT,IRRMOVL,IIRMOVL,IRMMOVL,IMRMOVL,92IIADDL,ILEAVE,93IOPL,IJXX,ICALL,IRET,IPUSHL,IPOPL};9495################Decode Stage################################### 9697##What register should be used as the A source?98int srcA=[99icode in{IRRMOVL,IRMMOVL,IOPL,IPUSHL}:rA;20CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS 101icode in{IPOPL,IRET}:RESP;1021:RNONE;#Don’t need register103];104105##What register should be used as the B source?106int srcB=[107icode in{IOPL,IRMMOVL,IMRMOVL}:rB;108icode in{IIADDL}:rB;109icode in{IPUSHL,IPOPL,ICALL,IRET}:RESP;110icode in{ILEAVE}:REBP;1111:RNONE;#Don’t need register112];113114##What register should be used as the E destination?115int dstE=[116icode in{IRRMOVL,IIRMOVL,IOPL}:rB;117icode in{IIADDL}:rB;118icode in{IPUSHL,IPOPL,ICALL,IRET}:RESP;119icode in{ILEAVE}:RESP;1201:RNONE;#Don’t need register121];122123##What register should be used as the M destination?124int dstM=[125icode in{IMRMOVL,IPOPL}:rA;126icode in{ILEAVE}:REBP;1271:RNONE;#Don’t need register128];129130################Execute Stage###################################131132##Select input A to ALU133int aluA=[134icode in{IRRMOVL,IOPL}:valA;135icode in{IIRMOVL,IRMMOVL,IMRMOVL}:valC;136icode in{IIADDL}:valC;137icode in{ICALL,IPUSHL}:-4;138icode in{IRET,IPOPL}:4;139icode in{ILEAVE}:4;140#Other instructions don’t need ALU141];142143##Select input B to ALU144int aluB=[145icode in{IRMMOVL,IMRMOVL,IOPL,ICALL,146IPUSHL,IRET,IPOPL}:valB;147icode in{IIADDL,ILEAVE}:valB;148icode in{IRRMOVL,IIRMOVL}:0;149#Other instructions don’t need ALU1.4.CHAPTER4:PROCESSOR ARCHITECTURE21151152##Set the ALU function153int alufun=[154icode==IOPL:ifun;1551:ALUADD;156];157158##Should the condition codes be updated?159bool set_cc=icode in{IOPL,IIADDL};160161################Memory Stage###################################162163##Set read control signal164bool mem_read=icode in{IMRMOVL,IPOPL,IRET,ILEAVE};165166##Set write control signal167bool mem_write=icode in{IRMMOVL,IPUSHL,ICALL};168169##Select memory address170int mem_addr=[171icode in{IRMMOVL,IPUSHL,ICALL,IMRMOVL}:valE;172icode in{IPOPL,IRET}:valA;173icode in{ILEAVE}:valA;174#Other instructions don’t need address175];176177##Select memory input data178int mem_data=[179#Value from register180icode in{IRMMOVL,IPUSHL}:valA;181#Return PC182icode==ICALL:valP;183#Default:Don’t write anything184];185186################Program Counter Update############################187188##What address should instruction be fetched at189190int new_pc=[191#e instruction constant192icode==ICALL:valC;193#Taken e instruction constant194icode==IJXX&&Bch:valC;195#Completion of RET e value from stack196icode==IRET:valM;197#Default:Use incremented PC1981:valP;199];22CHAPTER 1.SOLUTIONS TO HOMEWORK PROBLEMSME DMispredictE DM E DM M E D E DMGen./use 1W E DM Gen./use 2WE DM Gen./use 3W Figure 1.1:Pipeline states for special control conditions.The pairs connected by arrows can arisesimultaneously.code/arch/pipe-nobypass-ans.hcl1.4.CHAPTER4:PROCESSOR ARCHITECTURE232#At most one of these can be true.3bool F_bubble=0;4bool F_stall=5#Stall if either operand source is destination of6#instruction in execute,memory,or write-back stages7d_srcA!=RNONE&&d_srcA in8{E_dstM,E_dstE,M_dstM,M_dstE,W_dstM,W_dstE}||9d_srcB!=RNONE&&d_srcB in10{E_dstM,E_dstE,M_dstM,M_dstE,W_dstM,W_dstE}||11#Stalling at fetch while ret passes through pipeline12IRET in{D_icode,E_icode,M_icode};1314#Should I stall or inject a bubble into Pipeline Register D?15#At most one of these can be true.16bool D_stall=17#Stall if either operand source is destination of18#instruction in execute,memory,or write-back stages19#but not part of mispredicted branch20!(E_icode==IJXX&&!e_Bch)&&21(d_srcA!=RNONE&&d_srcA in22{E_dstM,E_dstE,M_dstM,M_dstE,W_dstM,W_dstE}||23d_srcB!=RNONE&&d_srcB in24{E_dstM,E_dstE,M_dstM,M_dstE,W_dstM,W_dstE});2526bool D_bubble=27#Mispredicted branch28(E_icode==IJXX&&!e_Bch)||29#Stalling at fetch while ret passes through pipeline30!(E_icode in{IMRMOVL,IPOPL}&&E_dstM in{d_srcA,d_srcB})&&31#but not condition for a generate/use hazard32!(d_srcA!=RNONE&&d_srcA in33{E_dstM,E_dstE,M_dstM,M_dstE,W_dstM,W_dstE}||34d_srcB!=RNONE&&d_srcB in35{E_dstM,E_dstE,M_dstM,M_dstE,W_dstM,W_dstE})&&36IRET in{D_icode,E_icode,M_icode};3738#Should I stall or inject a bubble into Pipeline Register E?39#At most one of these can be true.40bool E_stall=0;41bool E_bubble=42#Mispredicted branch43(E_icode==IJXX&&!e_Bch)||44#Inject bubble if either operand source is destination of45#instruction in execute,memory,or write back stages46d_srcA!=RNONE&&47d_srcA in{E_dstM,E_dstE,M_dstM,M_dstE,W_dstM,W_dstE}|| 48d_srcB!=RNONE&&49d_srcB in{E_dstM,E_dstE,M_dstM,M_dstE,W_dstM,W_dstE};5024CHAPTER1.SOLUTIONS TO HOMEWORK PROBLEMS 52#At most one of these can be true.53bool M_stall=0;54bool M_bubble=0;code/arch/pipe-full-ans.hcl 1####################################################################2#HCL Description of Control for Pipelined Y86Processor#3#Copyright(C)Randal E.Bryant,David R.O’Hallaron,2002#4####################################################################56##This is the solution for the iaddl and leave problems78####################################################################9#C Include’s.Don’t alter these#10#################################################################### 1112quote’#include<stdio.h>’13quote’#include"isa.h"’14quote’#include"pipeline.h"’15quote’#include"stages.h"’16quote’#include"sim.h"’17quote’int sim_main(int argc,char*argv[]);’18quote’int main(int argc,char*argv[]){return sim_main(argc,argv);}’1920####################################################################21#Declarations.Do not change/remove/delete any of these#22#################################################################### 2324#####Symbolic representation of Y86Instruction Codes#############25intsig INOP’I_NOP’26intsig IHALT’I_HALT’27intsig IRRMOVL’I_RRMOVL’28intsig IIRMOVL’I_IRMOVL’29intsig IRMMOVL’I_RMMOVL’30intsig IMRMOVL’I_MRMOVL’31intsig IOPL’I_ALU’32intsig IJXX’I_JMP’33intsig ICALL’I_CALL’34intsig IRET’I_RET’1.4.CHAPTER4:PROCESSOR ARCHITECTURE25 36intsig IPOPL’I_POPL’37#Instruction code for iaddl instruction38intsig IIADDL’I_IADDL’39#Instruction code for leave instruction40intsig ILEAVE’I_LEAVE’4142#####Symbolic representation of Y86Registers referenced explicitly##### 43intsig RESP’REG_ESP’#Stack Pointer44intsig REBP’REG_EBP’#Frame Pointer45intsig RNONE’REG_NONE’#Special value indicating"no register"4647#####ALU Functions referenced explicitly##########################48intsig ALUADD’A_ADD’#ALU should add its arguments4950#####Signals that can be referenced by control logic##############5152#####Pipeline Register F##########################################5354intsig F_predPC’pc_curr->pc’#Predicted value of PC5556#####Intermediate Values in Fetch Stage###########################5758intsig f_icode’if_id_next->icode’#Fetched instruction code59intsig f_ifun’if_id_next->ifun’#Fetched instruction function60intsig f_valC’if_id_next->valc’#Constant data of fetched instruction 61intsig f_valP’if_id_next->valp’#Address of following instruction 6263#####Pipeline Register D##########################################64intsig D_icode’if_id_curr->icode’#Instruction code65intsig D_rA’if_id_curr->ra’#rA field from instruction66intsig D_rB’if_id_curr->rb’#rB field from instruction67intsig D_valP’if_id_curr->valp’#Incremented PC6869#####Intermediate Values in Decode Stage#########################7071intsig d_srcA’id_ex_next->srca’#srcA from decoded instruction72intsig d_srcB’id_ex_next->srcb’#srcB from decoded instruction73intsig d_rvalA’d_regvala’#valA read from register file74intsig d_rvalB’d_regvalb’#valB read from register file 7576#####Pipeline Register E##########################################77intsig E_icode’id_ex_curr->icode’#Instruction code78intsig E_ifun’id_ex_curr->ifun’#Instruction function79intsig E_valC’id_ex_curr->valc’#Constant data80intsig E_srcA’id_ex_curr->srca’#Source A register ID81intsig E_valA’id_ex_curr->vala’#Source A value82intsig E_srcB’id_ex_curr->srcb’#Source B register ID83intsig E_valB’id_ex_curr->valb’#Source B value84intsig E_dstE’id_ex_curr->deste’#Destination E register ID。
《会计学_教程和案例》财务会计答案与解析solutiontoAccounting_textandcases_Financialaccouting
CHAPTER 1THE NATURE AND PURPOSE OF ACCOUNTING Changes from Twelfth EditionThe chapter has been updated.ApproachOn the first day, the usual objective is to create interest in the subject, to set the scene, and to give an overview of the course. The first part of the chapter does this. The second part of the chapter gives a fairly specific introduction to the nature of financial accounting. Instructors probably may want to bring in material from their own reading or experience to make the introductory points.CasesThe cases are intended to get the student to start thinking like accountants and users of accounting information, without knowledge of any of the techniques. Ribbons an’ B ows gives students an opportunity to construct a simple set of financial statements. Kim Fuller can be used as a springboard for any type of discussion: uses of information by various parties, the cost of record-keeping, or even the development of a complete accounting system. Baron Coburg illustrates practically all of the basic accounting concepts, without naming them. It is a difficult case, but enlightening, even for those with some prior accounting training.ProblemsProblem 1-1CHARLES COMPANYBALANCE SHEET AS OF DECEMBER 31, ----.Assets Liabilities and Owners’ EquityCash ....................$ 12,000 Bank loan ..................$ 40,000 Inventory................95,000 Owners’ EquityOther assets .............13,000 Owners’ equity ..........80,000Total assets .............$120,000 Total liabilities andowners’ equity ............$120,000This problem can be used to explain certain accounting presentation conventions. For example, the use of double lines to underscore a total, the position of the dollar sign at the top of a column of numbers, and the dating of the balance sheet.The purpose of this problem is to illustrate the equality of the basic accounting equation: assets equal liabilities plus owners’ equity.Problem 1-2The missing numbers are:Year 1Noncurrent assets ...................$410,976Noncurrent liabilities ..............240,518Year 2Current assets ......................$ 90,442Total assets ........................288,456Noncurrent liabilities ..............78,585Year 3Total assets ........................$247,135Current liabilities .................15,583247,135Total liabilities and owners’equity ..............................Year 4Current assets ......................$ 69,09Current liabilities .................17,539The basic accounting equation isAssets = Liabilities + Owners’ equityThe instructor might want to explain how this equation is used (as it is in this problem) to calculate “plug” numbers when managers construct projected balance sheets. The manager does not have to complete every balance because the manager can plug certain balances.The instructor may also draw attention to the other equations illustrated in the problem. These include:Current assets + Noncurrent assets = Total assetsCurrent liabilities + Noncurrent liabilities = Total liabilitiesPaid-in capital + Retained earnings = Owners’ equity.Later in the course the instructor should explain that the additional paid-in capital account is a special account to record the excess of capital received over par value in common stock issuances. At this stage in the course it is better to simply use adescriptive term, like paid-in capital, to describe capital received from stockholders. Also it avoids the use of the term common stock, which some students many not understand.Problem 1-3The missing numbers are:Year 1Gross margin ........................$9,000Tax expense .........................1,120Year 2Sales ...............................$11,968Profit before taxes .................2,547Year 3Cost of goods sold ..................$2,886Other expenses ......................6,296Other accounting equations such as the following are also illustrated by this problem:Gross margin = Sales - Cost of goods soldProfit before taxes = Gross margin - Other expensesNet income = Profit before taxes - Tax expenseThe instructor may want to point out to the students that ratios are often used by managers to construct projected financial statements. Year 4 is an example of this application.In order to estimate Year 4, the key ratios to compute are:Year 1 Year 2 Year 3 AverageSales ............ 100.0% 100.0% 100.0% 100.0%Gross margin ..... 75.0 75.0 75.0 75.0%Profit beforetaxes ............ 23.3 21.3 20.5 21.7%Net income ....... 14.0 12.8 12.2 13.0%Tax rate ......... 40.0 40.0 40.0 40.0Year 4Sales ...............................$10,000Cost of goods sold ..................2,500Gross margin (75% of sales) .........$ 7,500Other expenses ......................5,330Profit before taxes (21.7% of $ 2,170sales) ..............................Tax expense (870)Net income (13% of sales) ...........$ 1,300The basic accounting equation used is: Net income = Revenues – ExpensesProblem 1-4The explanation of these 11 transactions is:1.Owners invest $20,000 of equity capital in Acme Consulting.2.Equipment costing $7,000 is purchased for $5,000 cash and an account payable of $2,000.3.Supplies inventory costing $1,000 is bought for cash.4.Salaries of $4,500 are paid in cash.5.Revenues of $10,000 are earned, of which $5,000 has been recovered in cash. Theremaining $5,000 is owed to the company by its customers.6.Accounts payable of $1,500 are paid in cash.7.Customers pay $1,000 of the $5,000 they owe the company.8.Rent Expense of $750 is paid in cash.9.Utilities of $500 are paid in cash.10.A $200 travel expense has been incurred but not yet paid.11.Supplies inventory costing $200 are consumed.ACME CONSULTINGBALANCE SHEET AS OF JULY 31, ----.Assets Liabilities and Owners’EquityCash ..........................$12,750 Accounts payable ..............$ 700 Accounts receivable ...........4,000Supplies inventory ............800______ Current assets .............17,550 Current liabilities .. (700)Equipment .....................7,000 Owners’ equity...............23,850Total assets ..................$24,550 Total liabilitiesand owners’ equity...........$24,550ACME CONSULTINGINCOME STATEMENT JULY 1 - 31, ----.Revenues ...............................$10,000Expenses 不包含cost of good sales?Salaries .............................4,500Rent (750)Utilities (500)Travel (200)Supplies ............................. 200 6,150Net income ........................$ 3,850ACME CONSULTINGCASH RECEIPTS AND DISBURSEMENTS, JULY 1 - 31, ----.ReceiptsOwners’ investment..................$20,000Cash sales ...........................5,000Collection of accounts receivable .... 1,000Total receipts ....................$26,000DisbursementsEquipment purchase ...................$5,000Supplies purchase .................... 1,000Salaries paid ........................4,500Payments to vendors ..................1,500Rent paid (750)Utilities paid (500)Total disbursements ...............$13,250Increase in cash ..................$12,750The change in this cash account includes the owners’ investment, which is not an income statement item. The income statement includes revenues and expenses that have not yet been received in cash or paid in cash. The cash paid to purchase the equipment is not reflected in the income statement. (It is probably best if the instructor does not discuss depreciation at this point in the course.)This problem illustrates several important points that managers should understand. These are:a.Every transaction involves at least two accounts. income is not equivalent to the net change in the cash account during an accountingperiod.c.Cash is influenced by both balance sheet and income statement events.d.The basic accounting equation (Assets = Liabilities + Owners’ equity) can be usedto capture, illustrate, and explain the accounting consequences of many (but not all) transactions and events that involve a company.The cash receipts - disbursements display is used since it would be premature to introduce the cash flow statement display at this point in the course.Problem 1-5Cash + AccountsReceivable+SuppliesInventory + Equipment =AccountsPayable +Owners’Equity1. +$25,000+$25,000Investment2. -500- 500Rent3. +$8,000+ $8,0004. -500+ $5005. -750-750Advertising6. -3,000-3,000Salaries7. +2,000+$8,000+10,000Commissions8. -5,000- 5,0009. -100- 10010. +1,000-1,000ExpensesBON VOYAGE TRAVELBALANCE SHEET AS OF JUNE 30, ----.Assets Liabilities and Owners’ Equity Cash ......................$17,250 Accounts payable ..........$ 4,000 Accounts receivable .......8,000 Current liabilities ....4,000 Supplies inventory ........400 Owners’ equity...........29,650 Current assets .........25,650Equipment .................$ 8,00______Total Assets .........$33,650 Total liabilitiesand owners’equity$33,650BON VOYAGE TRAVELINCOME STATEMENT JUNE 1-30, ----. Commissions .......................$10,000 Expenses ..........................Rent ............................$500Advertising (750)Salaries ........................3,000Supplies (100)Misc. Expenses ..................1,0005,350 Net Income ...................$ 4,650BON VOYAGE TRAVELCASH RECEIPTS AND DISBURSEMENTS JUNE 1-30, ----.ReceiptsOwners’ investment..........................$25,000Collection of commissions ....................2,000Total receipts ............................$27,000DisbursementsPaid rent ....................................$ 500Bought supplies (500)Bought advertising (750)Paid salaries ................................3,000Paid vendors .................................5,000Total disbursements .......................$ 9,75Increase in cash ............................$17,250See Problem 1-4 for why change in cash account and the month’s income are not the same. The problem’s purpose and lessons for managers are similar to those in Problem 1-4.Case 1-1: Ribbons an’ Bows, Inc.Note: This case is unchanged from the Twelfth Edition.ApproachThis is an introductory case and it should be taught as an introductory case. There will be plenty of time in the course for the students to learn the correct form of financial statements and details of accounting standards. In short, the instructor should be prepared to allow a variety of formats for the financial statements and tolerate some “not quite correct” accounting.The instructor may want to have students discuss Carmen’s March 31 statement, but the bulk of the class should focus on the three case questions. Any discussion of the March 31 statement should deal with the nature of the various accounts (i.e. prepaid rent is rent paid in advance of using the property and it is an asset because it has future economic benefits for the company, etc), rather than the format of the statement. It is better to leave the beginning of the course’s instruction in financial statement formats to the assigned case question discussions.Comments on Information Gathered and Carmen’s Concerns1.The three month sales total is the sum of the cash sales ($7,400) and credit sales ($320).2.Cost of sales is derived from the following equationBeginning merchandise inventory $3,300Plus Purchases 2,900Equals Total available merchandise $6,200Less Ending merchandise inventory 4,100Equals Cost of sales $2,1003.4.Part-time employee expenses ($1600) is the sum of cash paid ($1510) plus amount owed($90).5.Supplies expense ($80) is beginning supplies inventory ($100) less supplies inventoryon hand on March 31 ($20).6.The prepaid advertising ($150) was run by the local paper on April 2. The benefit ofthe asset expired so the asset became an expense.7.The commercial sewing machine purchase led to an $1800 asset being recorded (a futurebenefit). The asset’s benefit was partly consumed during May and June resulting ina $60 depreciation charge ($1800/ 5 years/ 12 months x 2 months – straight linedepreciation.)8.Some of the future benefits of the computer and related software asset were consumedduring the three month period. A $250 depreciation charge must be recognized ($2000/ 2/ 12/ x 3 – straight line depreciation.)9.Cash balance at the end of period lower than beginning balance. See Question 1discussion.10.Four month’s interest must be recorded on the cousins’ $10,000 loan. ($10,000 x .06x 4/ 12). Carmen has “rented” the cousins’ money for four months. (She forgot toinclude the March rent in her March 31 balance sheet.)12.No depreciation is recorded on the cash register loaned by the local credit-card chargeprocessor and the furniture left by the former tenant. These “assets” were not recognized on the financial statement because they were neither donated nor acquired in business transactions.13.The uncle’s legal work is neither an asset nor an expense of the business. It didnot result in a business transaction.14.Carmen’s potential salary payment in July is neither an expense nor a liability asof March 31. The company does not have an obligation on March 31 to pay her any compensation.Question 1Exhibit 1 presents the company’s initial three month income statement. It does not contain a provision for taxes, since Carmen at this early date did not know if income taxes would be due on the annual results.The principal reasons why the cash balance declined during the three month profitable operating period are:1.The commercial sewing machine purchase reduced cash by $1,800 while the relateddepreciation charge only reduced income by $90.2.Ending inventory was higher than beginning inventory and the increase was paidfor with cash. That is, more inventory was bought for cash ($2,900) than thecost of goods sold ($2,100).Exhibit 2 present a cash flow analysis for the three month operating period.Question 2Exhibit 3 presents the company’s June 30 balance sheet.Question 3Carmen’s business is off to a good start, but it will have to do better over the rest of the year if Carmen plans to pay herself any meaningful compensations and repay the cousins’ loan at the end of the year.When discussing Question 3 some students believe that Carmen should include a consideration of an imputed compensation expense in deciding how well she has done. Students accept the non recognition of her compensation in the income statement, but believe she should recognize that personally she has incurred an opportunity cost for lost wages (at least four months x $1300).In addition, students believe Carmen’s nonrecognition of any cost associated with using the abandoned counters and display equipment overstates how well she is doing from an economic point of view. These students would include some depreciation cost based on the asset’s fair value in their evaluation of how “successful” the business has been to date.Some students advocate including the free legal advice’s value ($600) in their assessment of the company’s success to date.The instructor may challenge the class to consider why these items (free legal advice, imputed salary and depreciation) are not included in the company’s income statement.Exhibit 1Ribbons an’ BowsIncome Statement for the PeriodApril 1 to June 30, 2010Sales $7,720Cost of Sales (2,100)Gross Margin $5,620Employee wages (1,600)Rent (1,800)Office Supplies (80)Depreciation – Computer (250)Depreciation – Sewing Machine (60)Interest (200)Advertising (150)Profit before Taxes $1,480Exhibit 2Ribbons an’ BowsAnalysis of Cash Flows for the PeriodApril 1 to June 30, 2010Beginning Cash $4,000Sales 7,400Wages (1,510)Rent (1,800)Merchandise Inventory (2,900)Sewing Machine (1,800)Ending Cash $3,390Exhibit 3Ribbons an’ BowsBalance Sheet as of June 30, 2010Assets LiabilitiesCash $3,390 Wages owed $90Accounts receivable 320 Interest owed 200Merchandise Inventory 4,100 Cousins’ loan 10,000Supplies 20 $10,290Prepaid rent 1,200 Owner’s EquityComputer (net) 1,750 Carmen’s equity $1,000Sewing machine (net) 1,740 Earnings 1,480Cash register deposit 250 $2,480Total $12,770 Total $12,770Case 1-2: Kim FullerNote 1: This case is updated from the Kim Fuller case in the Twelfth Edition.Note 2: The instructor should be aware that the name, Kim Fuller, could refer either toa male or a female. The case uses no pronouns that indicate gender to refer toKim Fuller; the gender of Kim Fuller has been left open to interpretation by the students and/or the instructor.ApproachThis case is not, as it may appear to be, an “armchair” case. It is a real situation-the case writer is one of “Kim Fuller’s” (disguised name) sisters who invested in the business. The intent of the case is to get students to begin thinking about the financial information needs of a business and what kinds of underlying records must be maintained in order to support those needs. Some instructors may even wish to discuss the nature of the required source documents, since we often tend to ignore that important matter in accounting courses. Finally, the case can be used to begin introducing at an intuitive level some of the 11 basic concepts that will be presented in Chapters 2 and 3.Comments on QuestionsAn opening question might be, “What information does Kim Fuller need to maintain in order to operate this business?” Then, as students begin to identify information needed, the instructor can press for, “Who needs that information? What do they need it for?” The information needed, as well as the users and uses can be recorded on the blackboard. The diagram in Illustration 1-1 of the text can be used to summarize for students the variety of information and purposes they have identified. As suggested in the text, this information includes such things as detailed payroll records for Fuller’s employees, records of deliveries (which are sales) to Fuller’s customer and former employer, the chemical firm, and the amounts owed for these sales, records concerning purchases of used plastic bottles and the amounts owed to the sources of these bottles, checkbook records, records of the costs of the items of plant and equipment owned by the business, records of the business’s mortgage payments and balance, and records of who the firm’s owners are and the amount of each one’s ownership interests.By this point in the discussion, you will likely have developed a long list of information items that are required. I like to point out that we need some way of organizing this massive amount of information. The financial framework-especially the balance sheet and the income statement-provides a convenient way to organize much, but not all, of this information. As students list the company’s information needs, they shou ld classify it as either accounting or non-accounting information.This leads naturally to a discussion of which information would appear in balance sheet accounts (Question 2), which in turn provides an opportunity to introduce the entity, money measurement, cost, going concern, and dual aspect concepts (all described formally in Chapter 2). The amount of time spent on this discussion can be varied greatly at the discretion of the instructor: if assigned for a first session, the usual first-day “housekeeping” announcements will necessarily cause this discussion to be brief; if used on Day 2 of the course, the case can readily generate 60-80 minutes of discussion, if students are pressed to be specific in their recommendations.The balance sheet called for in Question 2 might look like this:Assets Liabilities and Owners’EquityCash ...................$ 50,000 Mortgage .............$112,00Equipment ..............65,000 Total paid-incapital ..............165,000Building ...............162,000__ _____$277,000 $277,00Question 3 provides the opportunity to introduce the time period, matching, and materiality concepts, although some of the basic concepts in Chapter 3 may be too difficult to introduce at this point (e.g., conservatism). It may also be possible to introduce the distinction between product costs and period costs. Question 3 together with Question 4 also naturally leads to the distinction between financial accounting and management accounting. With onlya few family members as owners, and with the bank’s mortgage on the building well secured(b y definition), the company’s financial reporting requirements are rather minimal. Indeed family-owned businesses of this small size and simplicity often prepare annual financial statements for tax purposes, and then distribute these same statements to the family owners and bank. However, Fuller would be well advised to have income statements—and probably also cash flow statements—prepared at least quarterly, and perhaps monthly, to help ensure that the business is not slipping into any financial holes. These would be management accounting reports, but they may, of course, be shared with the investors. (The Small Business Administration periodically reports that poor management accounting records, particularly inadequate records of product/production costs, are a major cause of small business failures). Ultimately, Fuller will have to judge the extent of the need (and cost justification) for preparation of formal management accounting reports to supplement Fuller’s personal observation of the business. Of cour se, the problem encountered by many businesses is that reports are not introduced as the business grows and becomes too complex to be managed primarily by the personal observation of its owner-founder-general manager, and this person slowly—often, unwittingly—loses control of the business.In sum, students should glean from their discussion of this case the idea that there are some accounting “universals”; but at the same time, the accounting records of a firm should fit its particular situation, not vice versa. This is true whether the firm is starting with an entirely manual accounting system, or whether it is purchasing some “off-the-shelf” accounting software for use on a personal or small business computer.Case 1-3: Baron CoburgNote: This case is unch anged from the Twelfth Edition. It is adapted from an “academic note,” written by W.T. Andrews of Guilford College, which appeared in the April 1974 Accounting Review. Parts of this commentary are adapted from Professor Andrews’s note.ApproachThis case enables a student to discover a number of important accounting concepts that are described in detail in Chapters 2 and 3. The students also discover intuitively—and of necessity—the relationship between two balance sheet “snapshots” and the income statement for the intervening period. In general, the case illustrates the usefulness of the accounting function: It would be almost impossible to compare the two performances without the logical structure of accounting.Some instructors will prefer to have students read and briefly discuss this case near the end of one class, identifying the basic problems of the case—what measurement unit isto be used, what the entities are and who their owner(s) is (are), what a balance sheet shows, what an income statement shows, and how relative performance might be measured. Then the next class can be devoted to discussing proposed statements. Other instructors will prefer to assign the case without any suggestions as to how a student should attack the problem. (I personally favor the latter approach, whereas Professor Andrews suggests the former.) I find that the case works well not only with beginning students, but also in management development programs where there are several experienced accountants in the group.Comments on QuestionsThe first issue confronted by the students is the definition of the entity. As Question 1 implies, each plot can be regarded as an entity, even though both plots are owned by the Baron. (Students should realize this earlier because the Baron is referred to as a “landlord,” or because they recall something about feudalism from a medieval history course.) The definition of separate entities is needed in order to compare their economic results.The second matter students must resolve is the basis of measurement. Although this is referred to as the money measurement concept in Chapter 2, this case illustrates that a barter-equivalent measurement unit—here, bushels of wheat—could also be used as a common denominator to value unlike things; a monetary unit is simply easier to use in most instances.Third, students must decide the basis of valuation. This issue arises most clearly in the case of the land, which is said to be “worth” five bushels of wheat per acre. At this early stage, most students will value the land at this amount per acre; but Chapter 2 will explain that assets are usually valued at acquisition cost, not current value. Of course, the acquisition cost is indeterminable in this instance, so the Baron’s appraisal is the only available valuation basis. Similar comments apply to the oxen.At this point, development of the balance sheet can begin. I find it useful to develop an intuitive concept of an asset, and then say that as each asset is valued, we will also record who provided the financing for the asset, and who, therefore, has a claim (equity) against the entity’s assets. This leads to the beginning balance sheets for the farms, as shown below.Note that I have not called the Plot worked by Ivan “Ivan’s Plot,” because that might suggest to a student that Ivan owns the Plot. Also, the balance sheet status report must show the date at which the status “snapshot” was taken. Since the Baron has given (i.e., contributed) the assets, all of the equities are his. I have not included the plows, assuming that the “snapshots” were taken as the farmers left the castle. It is useful, even if no student raises the question, to ask how the balance sheets would differ if the “snapshots” were taken after a plow had been acquired for each farm.BALANCE SHEET FOR PLOT WORKED BY IVANAs of the Beginning of the Growing SeasonAssets EquitiesSeed (20)bu. Baron’s equity (162)bu.Fertilizer (2)Ox (40)Land (100)Total ........................162 Total (162)BALANCE SHEET FOR PLOT WORKED BY FREDERICKAs of the Beginning of the Growing Season Assets EquitiesSeed ..............................10bu. Baron’s equity (101)bu.Fertilizer (1)Ox (40)Land (50)Total .......................101 Total . (101)BALANCE SHEET FOR PLOT WORKED BY IVANAs of the End of the Growing Season Assets EquitiesOx (36)bu. Payable to Feyador (3)bu.Land ..............................100 Baron’s equity:Wheat .............................223 Contributed capital .. (162)Plow .............................. 0 Retained earnings . (194)Total .............................359 Total . (359)BALANCE SHEET FOR PLOT WORKED BY FREDERICKAs of the End of the Growing SeasonAssets EquitiesOx (36)bu.Land .............................. 50 Baron’s equity:Wheat .............................105 Contributed capital .. (101)bu.Plow .............................. 2 Retained earnings . (92)Total .......................193 Total . (193)Next, the ending balance sheets can be prepared. This will raise the notion of depreciation. Most students will intuit the write-down of each ox from 40 bushels to 36 bushels, since each has a useful life of 10 years. The broken down plow used by Ivan will be more troublesome, especially since it hasn’t been paid for. I ask students to ignore for the moment how this plow was financed; does the plow have any further value to the farm? They then see that it should be valued at zero, though it’s not a bad idea to show it on the balance sheet, since it has not yet been disposed of. The plow used by Frederick is treated analogously to the oxen.On the equities side, the three bushels owed to Feyador introduce the concept of a liability and raise the distinction b etween a liability and owners’ equity. Presumably, Ivan has incurred this liability as the Baron’s agent; i.e., it is the entity’s obligation, not a personal debt of Ivan. We also can distinguish between the Baron’s initial equity, now labeled “contributed capital,” and the earnings thus far retained on the farm (“in the entity’’). At this stage, I introduce the dual aspect concept and treat retained earnings as a “plug” (i.e., balancing) amount. This gives the ending balance sheets that appear on page 13 of this manual.Next, I suggest we try to explain why the Baron’s equity (specifically, retained earnings) increased by 194 bushels and 92 bushels for the respective farms. Thus, students see at。
Unit9CommunicationLesson49GetAlongwithOthers训练课件冀教
【解析】13. 句意为“……因为朋友们可以讨论我们很难 对家人说的事情”。根据句意及所给词we 可知此处用形 容词性物主代词,修饰之后的family members,故填our。
A. hardly B. ever C. sometimes D. often
【解析】考查副词辨析。句意为“约翰非常自律,他几乎 不吃垃圾食品”。hardly 几乎不;ever 曾经;sometimes 有时候;often 经常。根据 “pretty self-disciplined (自律的)” 可知自律应是几乎不吃垃圾食品。故选A。
14. our, was, work, Lynn, with, satisfied __L_y_n_n__w_a_s__s_a_ti_s_fi_e_d_w__it_h__o_u_r_w_o_r_k_____.
15. move, the, lesson, on, next, let’s, to ___L_e_t’_s_m__o_v_e_o_n__t_o_t_h_e_n_e_x_t_l_e_s_s_o_n____.
18. 把事情公开总是更好的。 It’s always better to get things out ____i_n___ ____th_e___ __o_p_e_n___.
五、词语运用 Have you ever misunderstood your friends or
been misunderstood by your friends? No two people are just 5. ___t_h_e___same.
学习上遇到困难提建议的英语作文
学习上遇到困难提建议的英语作文Overcoming Challenges in Academic Pursuits: Recommendations for StudentsIntroduction:Encountering difficulties in the journey of learning is a common experience for students. However, it is essential to adopt effective strategies to overcome these challenges. This essay aims to provide practical suggestions to help students navigate through academic obstacles.Body:1. Identify the Problem:The first step in addressing academic challenges is to identify the specific areas where difficulties arise. Whether it is understanding complex concepts, managing time efficiently, or staying motivated, recognizing the problem is crucial for finding a suitable solution.2. Seek Help:Reaching out for assistance is a sign of strength, not weakness. Students should not hesitate to ask for help from teachers, classmates, or even online resources. Joining study groups or seeking tutoring can provide valuable insights and clarification on challenging topics.3. Develop a Study Plan:Creating a structured study plan can significantly improve academicperformance. Break down the subject matter into smaller, manageable chunks, and allocate specific time slots for studying. Prioritizing tasks and setting realistic goals will help in staying organized and focused.4. Time Management:Effective time management is vital for academic success. Students should learn to prioritize tasks, allocate time for relaxation, and avoid procrastination. Utilizing tools such as calendars, planners, and time-tracking apps can assist in staying on track with assignments and deadlines.5. Practice Active Learning:Passive reading and memorization often lead to a lack of understanding. Active learning techniques, such as summarizing information, asking questions, and engaging in discussions, promote deeper comprehension and long-term retention.6. Stay Organized:Maintaining a clean and organized study environment can enhance focus and productivity. Keeping textbooks, notes, and assignments well-organized reduces stress and makes it easier to locate information when needed.7. Take Breaks:Regular breaks are essential for maintaining focus and preventing burnout. Students should incorporate short breaks into their studysessions to rest, recharge, and engage in activities that help clear their minds.8. Stay Motivated:Motivation plays a significant role in overcoming academic challenges. Students should remind themselves of their long-term goals and the reasons behind their pursuit of education. Celebrating small achievements and seeking inspiration from successful individuals can help maintain a positive mindset.9. Practice Self-Care:A healthy body and mind contribute to better academic performance. Students should prioritize adequate sleep, a balanced diet, regular exercise, and stress-reduction techniques to ensure overall well-being.Conclusion:Encountering difficulties in academic pursuits is a natural part of the learning process. By identifying the problem, seeking help, developing effective study habits, managing time efficiently, and practicing self-care, students can overcome these challenges and achieve success in their educational journey. Perseverance, coupled with the right strategies, will pave the way for a fulfilling and rewarding academic experience.。
小学上册第8次英语第二单元期末试卷
小学上册英语第二单元期末试卷英语试题一、综合题(本题有100小题,每小题1分,共100分.每小题不选、错误,均不给分)1.What do we call the study of the Earth and its features?A. GeographyB. GeologyC. EcologyD. History2.What do we call the process of adding sugar to food to preserve it?A. FreezingB. DehydratingC. CanningD. SugaringD3.My ________ (父母) take me to the zoo every summer.4.How do you say "star" in Spanish?A. EstrellaB. EtoileC. SternD. Stella5.In a chemical reaction, the total mass must remain the same according to the law of _____ of mass.6. A __________ is a type of reaction that produces gas bubbles.7.How many players are in a cricket team?A. 10B. 11C. 12D. 13B8.I like to watch ______ (经典电影) because they often have great stories and lessons.9.What is the main language spoken in Brazil?A. SpanishB. PortugueseC. EnglishD. French10.What is the capital of Italy?A. ParisB. RomeC. MadridD. BerlinB11.I saw a _______ (蜘蛛) spinning a web.12.The explorer traveled to many _____ (国家).13.My _____ (宠物猫) loves to chase strings.14.My aunt is a wonderful .15.I enjoy playing with my ________ (飞行器) and imagining I am flying through the ________ (云).16.My sister loves to create ____ (digital art).17.The chemical formula for dodecane is _____.18.The ________ loves to play in the snow.19.I hope to create a new ________ (玩具名) that everyone will love. It would be very ________ (形容词)!20.My grandma loves to share her __________ (传统).21.My _____ (飞盘) flies high.22.The ______ helps fish to swim.23.My friend is very ________.24.The __________ can reveal the history of ancient geological formations.25.What do we call the person who cuts hair?A. DentistB. BarberC. ChefD. TeacherB26.The ancient Egyptians used ________ for trade.27.The ______ helps protect living organisms from harmful radiation.28.The show was _____ (exciting/boring).29.I like to share my toy ________ (玩具名称) with my family.30.I have a toy _______ that rolls and spins everywhere I take it.31.I often help my parents _______ (做家务) on Sundays.32.What do you call a large body of saltwater?A. LakeB. RiverC. SeaD. OceanD33.Carbon dioxide is produced during ______ respiration.34.The chemical formula for flerovium oxide is ______.35. A ______ (乡村) garden offers peace and quiet.36.What is the capital of the United States?A. New YorkB. Washington,C. Los AngelesD. ChicagoB Washington, D.C.37.What is the shape of a stop sign?A. SquareB. CircleC. TriangleD. Octagon38.I always share my __________ (玩具名) with my little __________ (亲戚).39.The chemical symbol for zinc is _______.40.My uncle is very _______ (形容词) about his job. 他总是 _______ (动词).41.What is the main ingredient in pizza?A. BreadB. RiceC. PastaD. ChickenA42.My sister enjoys __________ (学习新语言).43.What is the capital of England?A. ParisB. LondonC. MadridD. Rome44.What do we call the language spoken in Spain?A. FrenchB. ItalianC. SpanishD. PortugueseC45.My dad helps me with _______ (作业).46.My sister enjoys __________ (摄影).47.The ant carries food to its ______.48.What is the capital of Denmark?A. OsloB. StockholmC. CopenhagenD. Helsinki49.The ancient Romans used _______ for their buildings. (石头)50.What is the capital of Japan?A. BeijingB. SeoulC. TokyoD. Bangkok51.What is the capital of Thailand?A. BangkokB. PhuketC. Chiang MaiD. Pattaya52.The substance that is dissolved in a solution is called a ______.53.What is the capital of Germany?A. MunichB. FrankfurtC. BerlinD. HamburgC54.What is the name of the famous Roman amphitheater?A. ColosseumB. ParthenonC. PantheonD. Circus Maximus55.I enjoy creating my own games with my ________ (玩具名称).56.The ______ is known for his contributions to science.57.The ________ was a famous leader known for his military strategies.58.My birthday is in the month of ________.59.What is the capital city of Thailand?A. BangkokB. PhuketC. Chiang MaiD. PattayaA60.I want to learn how to ________ (做陶瓷).61.What is the primary function of the heart?A. To breatheB. To pump bloodC. To digest foodD. To filter wasteB62.The ancient Greeks are known for their contributions to _____ and science.63.The __________ can indicate areas of potential natural resources.64.We eat ______ (breakfast) in the morning.65.What is the capital of Italy?A. RomeB. ParisC. BerlinD. MadridA66.How many continents are in the world?A. 5B. 6C. 7D. 867.The ______ (鸵鸟) can run very quickly on land.68.The colors of the sunset are very ______ (美丽).69.What is the national flower of Japan?A. RoseB. Cherry BlossomC. SunflowerD. LotusB70.The country known for its rainforests is ________ (以雨林闻名的国家是________).71.The stars are _____ (bright/dim) in the sky.72.I share my secrets with my __________. (最好的朋友)73.What is the name of the fairy tale character who lost her glass slipper?A. CinderellaB. Snow WhiteC. RapunzelD. Sleeping BeautyA74. A river can shape the land through ______ over time.75.What do we call the study of human behavior?A. PsychologyB. SociologyC. AnthropologyD. Political ScienceA76. A __________ is a mixture of liquids that do not mix.77.The owl uses its keen hearing to locate ______ (猎物).78.My mom enjoys making ____ (smoothies) for breakfast.79.What do you call a person who trains animals?A. TrainerB. HandlerC. VeterinarianD. All of the aboveA80. A _____ (小鸭) is cute and wobbly on land.81.The __________ (历史的深远影响) shapes our lives.82.The _____ is a large collection of stars, gas, and dust.83.Plants use sunlight to make ______.84.Canal opened in the year ________. The Suez85. A suspension contains larger particles that can ______.86.What do you call the person who fixes cars?A. DoctorB. TeacherC. MechanicD. ChefC87.What do you call a place where you can see many animals?A. ZooB. FarmC. ParkD. AquariumA88.Certain plants can thrive in ______ conditions, providing beauty even in harsh climates. (某些植物可以在极端条件下生存,甚至在恶劣气候中提供美丽。
2024年北京市西城区中考一模英语试题(原卷版)
北 京 市 西 城 区 九 年 级 统 一 测 试 试 卷英 语2024. 4考 生 须 知1. 本试卷共11页,共两部分,共38题。
满分60分。
考试时间90分钟。
2. 在试卷和草稿纸上准确填写姓名、准考证号、考场号和座位号。
3. 试题答案一律填涂或书写在答题卡上,在试卷上作答无效4. 在答题卡上,选择题用2B 铅笔作答,其他试题用黑色字迹签字笔作答5. 考试结束,请将本试卷、答题卡和草稿纸一并交回第一 部分本部分共33题,共40分。
在每题列出的四个选项中,选出最符合题目要求的一项。
一、单项填空(每题0. 5分,共6分)从下面各题所给的A 、B 、C 、D 四个选项中,选择可以填入空白处的最佳选项。
1. My sister likes drawing and ________ wants to be an artist in the future.A. sheB. heC. itD. they2. I like listening to music while exercising _______ the park.A. onB. underC. inD. to3. —Would you like more pizza, Linda?—No, thanks. The pizza is delicious ________ I’m full.A. ifB. butC. becauseD. or4. —_______ you read the sign across the street Tom?—No, I can’t.A. MustB. CanC. MayD. Might5. Lao She is one of ________ Chinese writers of the twentieth century.A. greatB. greaterC. greatestD. the greatest6. —_________ are you late?—Because I missed the early train.A When B. What C. Why D. Where,.7. — Where is Mary?—She ________ the teachers with the poster right now.A. is helpingB. helpedC. was helpingD. will help8. The students ________ a lot for the show since last Monday.A. have practicedB. practiceC. were practicingD. practiced9. When my friend called last night, I ________ plans for the May Day holiday.A. am makingB. have madeC. makeD. was making10. I’m on the school football team, and usually we ________ a match on Saturday.A. hadB. haveC. are havingD. have had11. The community library ________ in 2023.A. buildsB. is builtC. builtD. was built12. —Do you know ________?—Next Tuesday afternoon. We are looking forward to it.A. where we will have the school concertB. where will we have the school concertC. when we will have the school concertD. when will we have the school concert二、完形填空(每题1分,共8分)阅读下面的短文,掌握其大意,然后从短文后各题所给的A、B、C、D 四个选项中,选择最佳选项。
小学上册第六次英语第6单元期中试卷
小学上册英语第6单元期中试卷英语试题一、综合题(本题有100小题,每小题1分,共100分.每小题不选、错误,均不给分)1.The room is _______ (明亮的).2.I find it ________ (挑战) to solve puzzles.3.I enjoy ______ (listening) to music.4. A garden can attract __________ (昆虫).5.The __________ is a region known for its humanitarian work.6.What is the name of the imaginary line that divides the Earth into the Northern and Southern Hemispheres?A. EquatorB. Prime MeridianC. Tropic of CancerD. Tropic of CapricornA7.The crow is known for its ________________ (聪明).8._____ (食虫植物) can catch insects for nutrition.9.The ______ (小鸟) learns to fly from its mother.10.My favorite snack is ______ (薯片).11.The stars are shining ________.12.The wolf is known for its strong ________________ (嗅觉).13.How many planets are in our solar system?A. SevenB. EightC. NineD. TenB14. A solution that has a high concentration of solute is called a ______ solution.15.What is the process of removing waste from the body?A. AbsorptionB. DigestionC. ExcretionD. IngestionC16.What is the capital of Seychelles?A. VictoriaB. MahéC. PraslinD. La DigueA17.What do you call a piece of furniture for sleeping?A. ChairB. TableC. BedD. CouchC18.In the wild, some plants are __________ (稀有的).19.The ______ is known for its intelligence and problem-solving skills.20.The ________ is a small, quiet creature.21.I have a toy _______ that can blow bubbles into the air.22.What is the capital of New Zealand?A. AucklandB. WellingtonC. ChristchurchD. Hamilton23.What do you call a baby llama?A. CriaB. PupC. KitD. FoalA24.What do we call a sweet baked good made from flour?A. CakeB. BreadC. BiscuitD. Cookie25.My cousin is a ______. She loves to play tennis.26.I love playing with my ________ action figure.27. (38) Desert is the hottest place on Earth. The ____28.We need to _______ (保护) our natural resources.29.What do we call the area of land that is covered with grass?A. ForestB. PrairieC. DesertD. MarshB Prairie30. A catalyst speeds up a _______ without being consumed.31.The arrangement of electrons around an atom's nucleus determines its ______ properties.32.What is the name of the famous clock tower in London?A. Big BenB. Eiffel TowerC. Leaning TowerD. Tower of PisaA33.What do you call the natural satellite of the Earth?A. SunB. MoonC. StarD. Planet34.We enjoy playing in the ___. (snow)35. A ______ (蟒蛇) can be very long and thick.36. A lynx has tufts on its ______ (耳朵).37.What do we call the person who studies history?A. HistorianB. ScientistC. BiologistD. Chemist38.The __________ is known for its unique wildlife and ecosystems. (澳大利亚)39.The ________ (analysis) informs decisions.40.What is the primary color of a stop sign?A. BlueB. YellowC. RedD. GreenC41.We have a ______ (有趣的) discussion in class.42.The ______ (青蛙) croaks near the pond at night.43.My dad plays ______ with me.44.We go to the ___. (library) every Friday.45. A _______ can demonstrate how sound travels through different materials.46.My uncle is a __________ (兽医).47.How many sides does a square have?A. ThreeB. FourC. FiveD. Six48.What do we call the animal that builds dams?A. BeaverB. OtterC. FrogD. DuckA49.The ant is a hardworking _______ (小动物).50.What is the name of the dark matter that makes up most of the universe?A. Dark MatterB. AntimatterC. Cosmic MatterD. Regular Matter51.She has a _____ (funny) face.52.What do you call the protective covering of a seed?A. ShellB. CoatC. HuskD. PodA53.The ant climbs up the ____.54.What is the capital city of Colombia?A. BogotáB. MedellínC. CaliD. Cartagena55.The _______ (小浣熊) is known for its curious nature.56.In _____ (埃及), you can find many pyramids.57.What do bees make?A. MilkB. HoneyC. JuiceD. Butter58.The _____ (土壤质量) affects plant growth significantly.59.The cave-dwelling bat uses ________________ (回声定位) to navigate.60.What do you call a period of seven days?A. MonthB. WeekC. YearD. FortnightB61. A parakeet's diet includes seeds, fruits, and ________________ (蔬菜).62.What is the main ingredient in a fruit salad?A. VegetablesB. FruitC. GrainD. MeatB63.What do you call the device used to take photos?A. CameraB. PhoneC. TabletD. ComputerA64.An elephant has a long _______.65.Antarctica is known for its ________ (南极以其________) and extreme cold.66.The _______ of a substance is a measure of how much mass is contained in a given volume.67.Plants provide habitats for many _______.68.What is the name of the famous mouse created by Walt Disney?A. Mickey MouseB. Jerry MouseC. Stuart LittleD. Speedy GonzalesA69.How many days are in a year?A. 365B. 366C. 364D. 36070.My favorite season is ________ (夏天).71.What is the largest organ in the human body?A. HeartB. LiverC. SkinD. LungC72.The garden is full of ______ (vegetables).73.What is the name of the famous British author who wrote "1984"?A. J.K. RowlingB. George OrwellC. Charles DickensD. Mark Twain74.The man is very ________.75.The ______ (植被) provides habitat for wildlife.76.What instrument do you use to measure time?A. StopwatchB. RulerC. CompassD. ScaleA77. A _______ (小鱼) swims gracefully in the water.78.What is the capital of Thailand?A. BangkokB. JakartaC. Kuala LumpurD. ManilaA79. have sharp ______ (牙齿) for cracking nuts. Storms c80.What is the main ingredient in a smoothie?A. MilkB. IceC. FruitD. All of the above81.My _______ (金鱼) swims in a bowl.82.The capital city of Argentina is _____ (100).83.What do you call a scientist who studies rocks?A. BiologistB. ChemistC. GeologistD. PhysicistC84. A __________ is a large geological feature formed over time.85.She is a great ________.86.What is the freezing point of water?A. 0 degrees CelsiusB. 32 degrees FahrenheitC. Both A and BD. 100 degrees CelsiusC87. A __________ is used to represent a chemical reaction.88.What is the process of removing trees from a forest called?A. AfforestationB. ReforestationC. DeforestationD. UrbanizationC89.Which of these is a vegetable?A. CarrotB. BananaC. PeachD. Grape90.The country known for its beautiful coastline is ________ (希腊).91.The _____ (teacher/student) is reading.92.I have a ________ (拼图玩具) that features my favorite cartoon character.93. A balloon filled with air is an example of a ______.94.ers bloom only _____ (晚上). Some flo95.The first American flag was sewn by _______ Ross.96.I love playing games with my ____.97.Neutralization reactions produce water and a _____.98.The scientist studies the effects of _____ (污染) on ecosystems.99.The ______ is a skilled linguist.100.My sister is very __________ (好学的) and curious.。
2024年中考英语写作风格与文体练习题30题
2024年中考英语写作风格与文体练习题30题1.Which of the following is a good opening for a narrative essay?A.I am going to tell you a story.B.Once upon a time.st week, I had an interesting experience.D.This is my narrative essay.答案:C。
解析:选项 A 比较平淡且缺乏吸引力;选项B 比较老套;选项D 过于直接,没有营造出故事的氛围。
选项C 明确指出了时间且暗示有有趣的经历,能吸引读者兴趣,是一个较好的记叙文开头方式,涉及到设置悬念吸引读者的写作技巧。
2.In a narrative essay, which element is crucial for developing the plot?A.Descriptions of settings.B.Character emotions.C.Sequence of events.D.Theme statement.答案:C。
解析:选项A 环境描写对情节有辅助作用但不是关键;选项 B 人物情感也不是情节发展的关键;选项 D 主题陈述不是情节发展的元素。
选项C 事件的先后顺序是推动情节发展的关键,涉及到记叙文按时间顺序或逻辑顺序发展情节的文体知识。
3.Which of the following best describes a character in a narrative essay?A.Tall and handsome.B.Kind-hearted and brave.C.Wears a blue shirt.D.Has black hair.答案:B。
解析:选项A、C、D 都是比较外在的描述。
选项B 善良勇敢是对人物性格的描述,能让读者更好地理解人物,在记叙文中人物描写应注重性格特点,涉及到通过性格描写塑造人物的写作技巧。
解决数学难题的英语作文
The Joy and Challenge of TacklingMathematical ProblemsMathematics, often perceived as a dry and abstract subject, hides a world of beauty and intrigue behind its formulas and equations. Solving mathematical problems is not just about finding the right answer; it's an adventure that tests our logic, creativity, and perseverance. In this essay, I will explore the joy and challenge of tackling mathematical problems, highlighting the strategies I employ to overcome obstacles and the insights I gain from the process.The first step in solving a mathematical problem is understanding it deeply. I find it essential to read andre-read the problem, breaking it down into its constituent parts and identifying the key information. This helps me to visualize the problem and imagine different scenarios that might lead to its solution. For example, when faced with a complex geometry problem, I envision the shapes involved and experiment with different arrangements to gain a better understanding of their relationships.Once I have a clear understanding of the problem, I proceed to apply the relevant mathematical concepts and theories. This often involves retrieving knowledge from my memory or consulting reference materials to refresh my understanding. The application of these concepts to the problem at hand is where the real challenge lies. I must manipulate the equations and formulas, often through a series of trial and error, to arrive at a solution.During this process, I find it helpful to work both alone and in collaboration with others. Solving problems independently allows me to exercise my logical thinking and problem-solving skills, while collaborating with others opens me to new perspectives and insights. The discussions and debates we have often lead to breakthroughs that I might not have achieved alone.The joy of solving mathematical problems lies in the sense of accomplishment and understanding that I gain when I finally arrive at a solution. The Eureka moment, when the pieces of the puzzle finally fit together, is indescribably satisfying. Moreover, the process of solving problems often leads to the discovery of new connections and patterns,expanding my understanding of the subject beyond what was initially apparent.However, not all problems are solved easily, and I often encounter obstacles that seem insurmountable. In such cases, I remind myself that perseverance is key. I take breaks, refresh my mind, and come back to the problem with a fresh perspective. Sometimes, the solution lies in a simple twist or reinterpretation of the problem, and other times, it requires a deeper understanding of the underlying mathematical principles.In conclusion, solving mathematical problems is a rewarding and challenging experience that tests our cognitive abilities and pushes our boundaries. The process is not just about finding answers; it's about exploring, discovering, and growing as mathematicians and thinkers. The joy and challenge lie in the journey itself, and the sense of accomplishment and understanding that we gain from overcoming obstacles and arriving at solutions.**解决数学难题的喜悦与挑战**数学,这门经常被认为是枯燥和抽象的学科,其背后隐藏着美丽和奥秘的世界,这些世界隐藏在公式和方程式中。
成就英语单词
成就英语单词1. 单词:achievement- 单词释义:n. 成就;完成;达到- 单词用法:可作可数名词,用于描述某人在某个领域取得的成果,如“His achievements in science are remarkable.”(他在科学方面的成就很显著。
)- 近义词:aplishment, success, feat- 短语搭配:make an achievement(取得成就);outstanding achievement(杰出成就)- 双语例句:- I'm so proud of my achievement. I worked day and night on this project, and finally, it paid off. It's like climbing a huge mountain, and I reached the summit. Woohoo!- Her achievement in the art world is no small feat. She's like a shooting star, shining brightly among all the artists. People are constantly amazed by what she can do.- They made an achievement that nobody thought was possible. It was as if they found a hidden treasure in a vast desert. Everyone was in awe.- John's recent achievement in the business world has made him a bit of a celebrity. He's always talking about it with such enthusiasm, like a child showing off his new toy.- This little town has an achievement that is worthy of celebration. It's like a small flower that blooms unexpectedly in a corner, bringing beauty and hope.- The achievement of this goal means so much to our team. We were all doubting ourselves at first, but then we pushed through. It's like breaking through a thick wall.- My friend's achievement in running the marathon is just incredible. She was like a determined warrior, not giving up even when she was so tired.- Their collective achievement is a testament to their hard work. It's as if they built a magnificent castle with their own hands, brick by brick.- Lisa's achievement in writing that best - selling book is a dreame true for her. She's been through so many rejections, but she persisted. It's like a phoenix rising from the ashes.- His academic achievement is outstanding. He studies like a madman, always buried in books. It's no wonder he got such great results.- The team's achievement in winning the championship is a moment they will never forget. They were like a pack of wolves, fierce and united on the field.- She has an achievement that sets her apart from others.It's like she has a magic key that unlocks a special door.- My neighbor's achievement in gardening is something to behold. His garden is like a paradise on earth, full of beautiful flowers and plants.- Their achievement in the field of technology is revolutionizing the way we live. It's as if they've opened a new dimension for us to explore.- Jack's achievement in learning a new language in such a short time is amazing. He's like a sponge, soaking up all the knowledge.- The achievement of peace in this region is a great step forward. It's like a warm sun breaking through the dark clouds.- Her achievement in dancing is a work of art. She moves on the stage like a graceful swan.- Thepany's achievement this year has made it a leader in the industry. It's like a ship sailing ahead in the vast ocean.- My sister's achievement in cooking is a delight to our taste buds. She creates dishes like a master chef.- His achievement in building his own house is a story of determination. He was like a lone builder against all odds.2. 单词:aplishment- 单词释义:n. 成就;完成;技艺- 单词用法:可作可数名词,常用来表示通过努力取得的成果,例如“She listed her aplishments on her resume.”(她在简历上列出了自己的成就。
正视它和克服它英语作文
Facing it and overcoming it is a fundamental part of lifes journey. It is through the challenges we face that we grow and develop as individuals. Here is an essay on how to confront and overcome obstacles in life.In the grand tapestry of life, each thread represents a challenge, an opportunity, or a moment of growth. The fabric of our existence is woven with both the joys and the sorrows, the triumphs and the trials. It is in facing and overcoming these challenges that we truly define our character and our resilience.The Importance of Confronting ChallengesChallenges are inevitable. They come in various forms, whether its a personal struggle, a professional hurdle, or a societal issue. The first step in overcoming any challenge is to acknowledge its presence. Ignoring a problem will only allow it to fester and grow, potentially leading to more significant issues down the line. By facing it headon, we take the first crucial step towards finding a solution.Understanding the Nature of the ChallengeOnce we have acknowledged the challenge, it is essential to understand its nature. What exactly is the problem? What are its root causes? By dissecting the challenge, we can better strategize our approach to overcoming it. This process of understanding also helps in dispelling any fear or anxiety associated with the challenge, as knowledge is a powerful tool in combating uncertainty.Developing a Plan of ActionWith a clear understanding of the challenge, the next step is to develop a plan of action. This plan should be comprehensive, outlining specific steps to be taken, resources that will be required, and a timeline for achieving the desired outcome. A wellthoughtout plan not only provides a roadmap to success but also serves as a source of motivation, as each step completed brings us closer to overcoming the challenge.The Role of PerseverancePerseverance is the fuel that powers our journey through adversity. It is the unwavering determination to continue moving forward, even when the path is steep and treacherous. Perseverance is not just about physical endurance it is also about mental fortitude. It isthe ability to maintain a positive attitude and to believe in our capacity to overcome the challenge, no matter how daunting it may seem.Seeking SupportNo one is an island, and seeking support is not a sign of weakness but rather a testament to our understanding of the collective strength of community. Friends, family, mentors, and even professional help can provide valuable insights, encouragement, and resources that can aid in overcoming the challenge. By sharing our struggles, we not only lighten our load but also enrich the lives of those around us with the opportunity to contribute positively to our journey.Learning from the ExperienceFinally, overcoming a challenge is not just about reaching the end goal it is also about the lessons learned along the way. Each challenge we face is an opportunity for growth and selfimprovement. By reflecting on our experiences, we can identify areas of strength and weakness, which can inform our approach to future challenges.In conclusion, facing and overcoming challenges is a vital part of personal development. It is through these experiences that we build resilience, learn valuable lessons, and ultimately, become stronger individuals. By confronting our challenges with courage, understanding, and a wellcrafted plan, we can transform obstacles into stepping stones on the path to success.。
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a r X i v :h e p -l a t /0510118v 1 28 O c t 2005THE SIGN PROBLEM IS THE SOLUTIONJ.C.Osborn 1,K.Splittorff 2and J.J.M.Verbaarschot 31Physics Department,Boston University,Boston,MA 02215,USA2The Niels Bohr Institute,Blegdamsvej 17,DK-2100,Copenhagen Ø,Denmark3Department of Physics and Astronomy,SUNY ,Stony Brook,New York 11794,USAAbstractThe unquenched spectral density of the Dirac operator at µ=0is complex and has oscillations with a period inversely proportional to the volume and an amplitude that grows exponentially with the volume.Here we show how the oscillations lead to the discontinuity of the chiral condensate.1Lessgo !The sign problem in QCD at non-zero baryon chemical potential,µ,has been an obstacle for more than two decades.New innovations have given exiting results [1]even though the core of the sign problem in QCD remains.Here we address a closely related and equally long-standing problem (see e.g.[2]):How does chiral symmetry breaking at µ=0manifest itself in the spectrum of the Dirac operator?At µ=0the Dirac spectrum is located on the imaginary axis and the discontinuity of the chiral con-densate at zero quark mass,m ,is proportional to the eigenvalue density at the origin (the Banks Casher relation).While this is quite intuitive the situation for µ=0is quite puzzling.The chemical potential sends the eigenvalues,z k ,of D +µγ0off into the complex plane while the discontinuity of the chiral condensate remains.The solution [3]of this (Silver Blaze [4])puzzle is in a sense the sign problem:Due to the sign problem the eigenvalue density becomes a complex and strongly oscillating function and the oscillations lead to the discontinuity of the chiral condensate.To show this we start from the exact solution [5]of the eigenvalue density for µ≪ΛQCD and m 2π≪1/√ det N f (D +µγ0+m )(1)and compute the chiral condensate Σ=lim m →0,V →∞ΣN f (m )usingΣN f (m )=1x +iy +m.(2)Given the nature of the sign problem it is perhaps not surprising that the oscillations of the eigenvalue density (1)have a period inversely proportional to the volume and an amplitude growing exponentially large with the volume [6].The results [7,5,6]for the eigenvalue density are ideally suited to resolve these oscillations since they describe eigenvalues |z |∼O (1/(ΣV )).In [5]the eigenvalue density was derived using non hermitian random matrix theory [8]while in [6]it was derived from the chiral Lagrangian using the replica method [9].On the next pages we explain the original [3]direct computation of ΣN f (m )through several figures.2The phase quenched wayBefore going to the real problem we take a short aside and look at the way chiral symmetry breaking affects the spectral density of the Dirac operator in phase quenched QCD (tantamount to QCD at non-zero isospin chemical potential).This case serves to show how the perhaps more familiar mean field results are a special limit of the exact results.The real and positive eigenvalue densityρ2n (x,y,m ;µ)=kδ2(x +iy −z k )|det(D +µγ0+m )|2n2xΣV yΣVρ2n=2(x,y,m;µ)V=8and mΣV=80.Bottom:The corresponding chiral condensate as a function of mΣV,again forµF√3xΣV yΣVRe[ρNf=1(x,y,m;µ)]Σ2V2xΣV yΣVRe[ρU(x,y,m;µ)]V=8and mΣV=80.The bottomfigure shows the difference between the full(top)and quenched(middle)eigenvalue density.Notice the similarity between quenched and the phase quenched spectral density shown infigure1.For y=0the oscillations start|x|=m.part.For the values of the parameters mΣV andµ2F2V given infigure2,the maximum value of the amplitude of the oscillations is400times larger than the plateau of the quenched spectral density.For better illustration the oscillation have been clipped.Inserting the density(4)into(2)leads to two termsΣNf(m)=ΣQ(m,µ)+ΣU(m,µ).(5)4−160−120−80−404080120160−1.2−0.9−0.6−0.300.30.60.91.2 Σ(m ΣV )−160−120−80−404080120160−1.2−0.9−0.6−0.300.30.60.91.2ΣQ (m ΣV ,µF V 1/2)−160−120−80−4004080120160m ΣV−1.2−0.9−0.6−0.300.30.60.91.2ΣU (m ΣV ,µF V 1/2)Fig.3:The chiral condensate as a function of quark mass obtained from the three densities in figure 2using (2).Top:The chiral condensate in full QCD with the discontinuity at m =0(independent of µ)is the sum of the two below.Middle:The quenched chiral condensate (dependent on µ)[13].No discontinuity at m =0.Bottom:The contribution from the oscillating part of the eigenvalue density (dependent on µ).The quenched part,ΣQ ,drops to zero as m comes inside the support the eigenvalue density.However,the unquenched oscillating part exactly makes up for this and leaves the full chiral condensate ΣN f (m )independent of µand therefore equal to the result for µ=0[11](see figure 3).While ΣQ is built up by the eigenvalue density inside the quark mass (the contributions from |x |>m cancel each other),the unquenched part ΣU is built up by the density ρU outside the quark mass (not easy to understand by an electrostatic analogy).This is possible since the oscillations have a period of order 1/V and an amplitude that grows exponentially with V [3].Moreover,the contribution from the unquenched part comes from the entire oscillating region and not from the boundary of the support of ρU .54ConclusionsWhile the discontinuity of the chiral condensate is usually associated with a dense spectrum of Dirac eigenvalues on the imaginary axis near zero,the sign problem allows for an alternative mechanism:The discontinuity of the chiral condensate arises from strong oscillations of the eigenvalue density.Having a period of order1/V and an amplitude that grows exponentially large with V the oscillations directly reflect the sign problem.The oscillations are present as soon as the quark mass hits the support of the eigenvalue density,i.e.when the phase quenched theory enters the BEC phase.A lattice simulation in this region therefore must be able to deal with the oscillations in order to study the correct mechanism for spontaneous chiral symmetry breaking in QCD[12].AcknowledgmentsIt is a pleasure to thank the organizers of XQCD for 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