Chapter 3 – Process Description and Control
True / False Questions:
1. T / F – The principal function of the processor is to execute machine instructions
residing in main memory.
ANS: T
2. T / F – A process trace is a listing of the sequence of instructions that execute for
that process.
ANS: T
3. T / F – The principal responsibility of the operating system is to control the
execution of processes.
ANS: T
4. T / F – When one process spawns another, the spawning process is referred to
as the child process and the spawned process is referred to as the parent
process.
ANS: F (opposite is true)
5. T / F – Round-Robin processing refers to a method of thread prioritization for
scheduling.
ANS: F (not prioritized)
6. T / F – The primary difference between the Two-State Process Model and the
Five-State Process Model is that the latter splits the Running state into two new states: Ready and Blocked.
ANS: F (splits the Not Running state)
7. T / F – One solution to the problem of limited main memory space is swapping,
which involves moving all or part of a process from main memory to secondary
memory.
ANS: T
8. T / F – In order to define the control structures (e.g., tables) that the O/S needs to
manage processes and resources, it must have access to configuration data
during initialization.
ANS: T
9. T / F – The Process Image refers to the binary form of the program code.
ANS: F (refers to process elements: program, data, stack & attributes)
10. T / F – The portion of the Process Control Block that consists of the contents of
the processor registers is called the Process Control Information.
ANS: F (processor state information portion of the PCB contains registers)
11. T / F – The less-privileged processor execution mode is often referred to as
kernel mode.
ANS: F (user mode)
12. T / F – The primary process table contains one entry per process, unless the
process spawns a new process, in which case the table contains multiple entries for the parent process.
ANS: F (only one entry for the parent process)
13. T / F – One kind of system interrupt, the trap, relates to an error or exception
condition in the currently running process.
ANS: T
14. T / F – In the Nonprocess Kernel approach to defining the relationship between
the O/S and the User Process, the O/S code is executed as a separate entity that operates in privileged mode.
ANS: T
15. T / F – A typical UNIX system employs two Running states, to indicate whether
the process is executing in user mode or kernel mode.
ANS: T
Multiple Choice Questions:
1. The behavior of a processor can be characterized by examining:
a. A single process trace
b. Multiple process traces
c. The interleaving of the process traces
d. All of the above
ANS: C
2. The behavior of an individual process can be characterized by examining:
a. A single process trace
b. Multiple process traces
c. The interleaving of the process traces
d. All of the above
ANS: A
3. The basic Two-State Process Model defines two possible states for a process in
relationship to the processor:
a. Running and Executing
b. Running and Not Running
c. Executing and Waiting
d. None of the above
ANS: B
4. There are a number of conditions that can lead to process termination, including:
a. Normal completion
b. Bounds violation
c. Parent termination
d. All of the above
ANS: D
5. In the Five-State Process Model, the following represents a valid state transition:
a. Running -> Blocked
b. New -> Running
c. New -> Blocked
d. All of the above
ANS: A
6. In a Process Model that implements two suspend states, a valid state transition is
represented by:
a. Ready/Suspend -> Ready
b. Running -> Ready/Suspend
c. Ready -> Ready/Suspend
d. All of the above
ANS: D
7. The scheduling strategy where each process in the queue is given a certain
amount of time, in turn, to execute and then returned to the queue, unless
blocked is referred to as:
a. Prioritization
b. Round-Robin
c. LIFO
d. All of the above
ANS: B
8. A Memory Table is an O/S control structure that is used by the O/S to:
a. Manage I/O devices
b. Manage processes
c. Provide information about system files
d. None of the above
ANS: D (used to keep track of main “real” and secondary “virtual” memory)
9. The Process Image element that contains the collection of attributes needed by
the O/S to control a particular process is called the:
a. User Data
b. System Stack
c. Process Control Block
d. None of the above
ANS: C
10. The Process Image element that contains the modifiable part of the user space is
called the:
a. User Program
b. System Stack
c. Process Control Block
d. None of the above
ANS: D (User Data)
11. The processor execution mode that user programs typically execute in is referred
to as:
a. User mode
b. System mode
c. Kernel mode
d. None of the above
ANS: A
12. One step in the procedure for creating a new process involves:
a. Initializing the process control block
b. Allocating space for the process
c. Assigning a unique identifier
d. All of the above
ANS: D
13. A process switch may occur when the system encounters an interrupt condition,
such as that generated by a:
a. Memory fault
b. Supervisor call
c. Trap
d. All of the above
ANS: D
14. In the Process Based O/S:
a. Major kernel functions are organized as separate functions
b. The User Process Image includes a kernel stack
c. O/S code and data are contained in the shared address space
d. None of the above
ANS: A
15. In a typical UNIX system, the element of the process image that contains the
processor status information is the:
a. System-level context
b. Register context
c. User-level context
d. All of the above
ANS: B
Fill-In-The-Blank Questions:
1. The listing of a sequence of instructions that execute for a particular process is
called a ___________________.
ANS: trace
2. The behavior of a processor can be characterized by examining the interleaving
of the process ____________ for the processes currently running on the system.
ANS: traces
3. The portion of the operating system that selects the next process to run is called
the _______________.
ANS: dispatcher
4. When the O/S creates a process at the explicit request of an existing process,
the action is referred to as _______________________.
ANS: process spawning
5. A process that cannot execute until some event occurs is said to be in the
_______________ state.
ANS: blocked
6. In a system that implements two suspend states, a process that has been
swapped out of main memory and into secondary memory and that is also
awaiting an event is in the ________/________ state.
ANS: Blocked/Suspend
7. The scheduling strategy where each process in the queue is given a certain
amount of time, in turn, to execute and then returned to the queue, unless
blocked is referred to as _______________.
ANS: round-robin
8. The O/S control structure that the O/S uses to manage system processes is
called the ________________.
ANS: process table
9. The User Data, User Program, System Stack and Process Control Block
elements collectively make up what is referred to as the __________________.
ANS: process image
10. The Process Identification, Processor State Information and the Process Control
Information are the general categories that collectively make up what is referred
to as the _________________.
ANS: process control block
11. The processor typically maintains the current operating mode (i.e., user or kernel)
in the _________________.
ANS: program status word (PSW)
12. The first step in creating a new process is to assign a unique ________________
to the new process.
ANS: process identifier
13. The execution of a user process may be interrupted by a __________________,
which might be generated by the process requesting an I/O operation.
ANS: supervisor call
14. In the __________________ model for illustrating the relationship between the
O/S and User Processes, the O/S has its own region of memory to use and its own system stack for controlling procedure calls and returns.
ANS: separate kernel
15. In the __________________ model for illustrating the relationship between the
O/S and User Processes, the O/S has its own region of memory to use and its own system stack for controlling procedure calls and returns.
ANS: short-term
16. Process creation in a typical UNIX system is made by means of a kernel system
call named _______________.
ANS: fork()
Chapter 1 四会词组 feed the baby喂宝宝take the baby for a walk带宝宝散步bath the baby给宝宝洗澡read stories to the baby给宝宝讲故事dress the baby给宝宝穿衣take photos of the baby给宝宝照相teach the baby rhymes教宝宝儿歌 share my toys with the baby和宝宝分享玩具 三会词组 sat recess 在休息时one day 一天that's great! 太棒了！ want to 想要... after school 放学后because 因为 wake up 醒来start to 开始... come into 进入 eat snack 吃零食watch a film 看电影 play football 踢足球call my friends 给朋友打电话 take care of 照顾write a letter 写信 send an e-mail 发电子邮件read a book 读书 Chapter 2 四会词组 play more sport做更多的运动work hard 努力学习practise swimming harder 更较努力地练习游泳 take a Japanese course上日语课eat more 多吃 join the Cubs参加幼童军join the Art Club参加艺术俱乐部
三会词组 win the swimming competition 赢得游泳比赛 keep fit 保持健康get high marks 得高分 learn Japanese 学习日语put on weight 长胖 improve English 提高英语draw well 画得好 make friends 交朋友take part in 参加 talk about 谈论... meet the target 实现目标 get off 下车look up 查阅make notes 记笔记 Chapter 3 四会词组 a stomachache胃疼 a cold 感冒 a broken arm 胳膊坏了 a toothache 牙疼 a headache 头疼 a fever 发烧 a sore throat 嗓子疼 三会词组 listen to 听... me too 我也一样tell a joke 讲个笑话take medcine 吃药get an X-ray of my arm做胳膊红外光检查take care. 保重twice a week 一周两次seldom很少
2014-2015学年第一学期 二年级英语Chapter5质量检测卷 总分:100分时量:40分钟计分:_______ 听力部分（50分） 一、听录音三次，选择句子中含有的单词并把其字母编号写在括号内。（10分） ( ) 1. A. Maths B. walk C.Music ( ) 2. A. pick B. tick C. noise ( ) 3. A.climb B. make C Marry ( ) 4 A. flowers B. ferry C. friendly ( ) 5. A. helpful B.feed C.litter 二．听录音三次，选出你听到的句子，并把其字母编号写在括号内。（10分） ( ) 1. A.She’s a waitress. B.He’s a waiter ( ) 2. A.Can we walk on the grass?. B. Can we climb the trees? ( ) 3. A.Don’t pick the flowers. . B. Are you a student?. ( ) 4. A.I don’t like feed the ducks . B. I like him. ( ) 5. A. Who’s your class teacher? B. What’s your mother’s job? 三、听录音三次，把你听到的句子的大写字母编号写在相应图下的括号内。（10分） ( ) ( ) ( ) ( ) ( ) 四、听问句三次，选择最佳答语，并把其字母编号写在括号内。（10分） ( ) 1. A. I live in Huadu. B. I like him ( )2. A. Yes, I do.. B.Yes, we can.. ( )3. A. He’s a policeman B. She’s a policewoman ( )4. A.Mr Chow’s my class teacher. B.He’s a dentist. ( )5. A. My Music teacher is Mrs Lee. B. My mother is a nurse 五、听录音三次，填写句子所缺的单词。（10分） 1. ______ climb the trees 2. Do not the litter. 3.She’s a . 4.Can we climb the trees? No, we . 5. I the ducks. 笔试分(50分) 六、看图连线。（10分） 1. Mr Mak is a caretaker.. 2. Do not make a noise. 3.Do not feed the birds. 4.John is a dentist 5.Can we pick the flowers? 名 姓 级 班 级 年 第一页，共四页第二页，共四页 ╲
朗文5A Chapter Two复习提要 Part A and B New words and phrases （要求：知道中文意思，会读，会拼写。）competition 名词，竞争，比赛，竞赛 (注意发音)。 mark 名词，(考试的)分数，可数。 course 名词，1.科目，课程; 2.一道菜 the main course 主菜(4B)。weight 名词，重量。 hard 它是个多义词，在本课中是个副词，意为“努力地”；比较级harder，更加努力地。 turn over a new leaf 它是英文中的习惯表达，类似汉语中的成语，意 为“重新开始，改过自新，翻开新的一页”。 wishing tree 许愿树 make plans for...为...制定计划 the new school year 新学年 want to do sth. 想要做某事 win the swimming competition赢得游泳比赛 get high marks 取得高分 put on weight发胖，增重 practise swimming harder更加努力地练习游泳 take a Japanese course 攻读一个日语课程 join the Cubs加入幼童军 Sentences （要求：会读，知道其中文意思，会拼，会写，会运用。）本部分学习so作为连词的用法，在句中意为“所以，因此” What do you want to do? 你想要做什么？
I want to win the swimming competition so I’m going to practise swimming harder. 我想要赢得游泳比赛，因此我计划更加努力地练习 游泳。句中用一般现在时描述目标，运用短语want to do sth. so后 面连接计划、打算，用be going to一般现在将来时表达。 2. What do you want to do? I want to improve my English so I’m goi to read more English books. 我想要提高英语，所以我计划读更多英文 书。 3. What do you want to do? I want to keep fit so I’m going to play mo sport. 我想要保持苗条（健康），所以我打算做更多运动。 4. What do you want to do? I want to learn Japanese so I’m going to a Japanese course. 我想要学习日语，所以我打算攻读一个日语课程。 5. What do you want to do? I want to get high marks so I’m going to work hard. 我想要得高分，所以我计划努力学习。 6. What do you want to do? I want to put on weight so I’m going to e more. 我想要增重，所以我打算吃更多(东西)。 7. What do you want to do? I want to make more friends so I’m goin join the Cubs. 我想要交更多朋友，所以我计划加入幼童军。 8. What do you want to do? I want to draw well so I’m going to join th Art Club. 我想要画得好，所以我打算加入艺术俱乐部。 Part C and D New words and phrases （四会） advertisement 名词，广告（注意发音）
朗文5a单元测试卷Chapter 1&2 一、看图片写短语 _____________________ ____________________ _____________________ __________________ ____________________ ____________________ 二、找不同 ( ) 1. A. next week B. today C. broom ( ) 2. A.bath B. cap C. feed ( ) 3. A.dust B. snack C. dirt ( ) 4. A.keep fit B. go jogging C. play more sport ( ) 5. A. practice B. competition C. Weight 三、英汉互译 交更多朋友________________ teach her Chinese___________________ 去新学校___________________ Live with grandpa__________________ 喝茶_____________________ Eat some snacks____________________ 下棋______________________ take care of him______________________ 带它散步_________________ Send e-mails to friends________________ 搬家_____________________ call my friend______________________ 努力学习________________ practice swimming harder__________________ 加入儿童俱乐部_________________ take a Japanese course _______________ 1
混合策略同时博弈II：非零和博弈 和III：一般性讨论 Simultaneous-Move Games with Mixed Strategies II: Non-Zero-Sum Games and III: General Discussion 第8章 Chapter 08
混合策略同时博弈：非零和博弈 Simultaneous-Move Games with Mixed Strategies: Non-Zero-Sum Games 在非零和博弈中，参与者之间没有明显的利益 冲突，也就没有普遍的理由来对对手隐藏其利 益所在。 In non-zero-sum games, player do not have clearly conflicting interests and have no general reason to want to conceal their interests from others. 因此，迷惑对手就不一定有道理。 As a result, there is no general argument for keeping the other player guessing.
Slide 2
由于不确定的信念导致的混合策略 Mixing Sustained by Uncertain Beliefs
不过，由于是同时博弈，参与者可能不得不持 有对对手行动的某种不确定性的信念，因而也 就不能确定地给出自己的最优行动。 However, Simultaneous play can still lead players to have uncertain beliefs about the actions of a rival player and therefore to be uncertain about their own best actions.
Slide 3
哈里和萨莉能否会面？ Will Harry Meet Sally?
SALLY Starbucks Starbucks HARRY Local Latte 0, 0 2, 2 1, 1 Local Latte 0, 0
Slide 4
朗文5AChapterThree学习提要 亲爱的同学们，学习了这个章节后，若你“消化”了下面的精神食粮，多么高大上 啊～～快来检测吧 PartAandB Newwordsandphrases（要求：知道中文意思，会读，会拼写。） haveacough得了咳嗽haveastomachache肚子痛 haveabrokenarm胳膊折了haveatoothache得了牙痛 haveasorethroat患嗓子痛haveafever得了发烧 haveaheadache患了头痛attheclinic在诊所 Sentences（要求：会读，知道其中文意思，会拼，会写，会运用。）当人们生病时，通常会去hospitalorclinic，那么这个时候朋友、家人或医护人员会怎么询问病情呢？请看示例： --What’sthematterwithyou? --Ihaveastomachache/acough/abrokenarm/acold/atoothache/asorethroat/a fever/aheadache. 那么下面这个表达中为什么用冠词an呢？Ihaveanearache. 哦，原来是earache在作怪呢，它是元音开头，所以用an吖。 PartCandD RecitePartC（头脑敏捷的你，快快挑战这个记忆力大考验吧～～熟练背诵C部分吖。） Newwordsandphrases（四会） cheerful快乐的，高兴的broken坏的 makesb.do让某人做。。。feelbetter感觉更好
feelunwell感觉不舒服atleast至少 onceaweek一周一次tellsb.ajoke给某人说笑话 feelapain感觉疼痛seetwoofeverything看到所有东西都是两个 asksb.todosth.让某人做什么theChengs程夫妇/一家人 getapaininone’shead得了头痛takethespoonout拿出勺子 liketalkingtosb.喜欢与某人交谈funnyjokes有趣的笑话 Sentences（要求：知道中文意思，会读，会拼写，会运用。）同学们，喜欢故事中的这句话吗？超赞！快快再来学习、记忆吧～～ Laughterreallyisthebestmedicine.开怀大笑真是一剂良药。 在这个故事中，细心的你一定发现了这两个句子中的不同寻常之处： MrandMrsChengbothlaughedandwenthomefeel ing better. TheChengsleftthecliniclaugh ing. 理解力强的你该怎么解释他们呢？ 原来啊，此处的feeling,laughing是作“伴随”动作哦。所谓“伴随”动作，就是伴随句子谓语动词went,left同时发生，即句子谓语所表示的动作为主要动作，就是“回家、离开”，feeling,laughing表示的动作是伴随性的次要动作。 我们可以把它们分别翻译为：程氏夫妇笑着，感觉更好地回家了。程氏夫妇笑着离开了诊所。 再如：Theboystoodthereforanhourwatch ing thestarsinthesky.男孩看着夜空中的星星，站在那儿一个小时。 勤快的你一定开始准备仿造此类句子了，快快行动吧～～ PartE Newwordsandphrases（要求：知道中文意思，会读，会拼写。） beabsentfromschool上学缺席tellsb.todo告诉某人做。。。
朗文A C h a p t e r复习提 要 文件管理序列号：[K8UY-K9IO69-O6M243-OL889-F88688]
朗文5A C h a p t e r T h r e e学习提要亲爱的同学们，学习了这个章节后，若你“消化”了下面的精神食粮，多么高大上啊～～快来检测 吧 Part A and B New words and phrases（要求：知道中文意思，会读，会拼写。）have a cough 得了咳嗽have a stomachache 肚子痛 have a broken arm 胳膊折了have a toothache 得了牙痛 have a sore throat 患嗓子痛have a fever 得了发烧 have a headache 患了头痛at the clinic在诊所 Sentences （要求：会读，知道其中文意思，会拼，会写，会运用。）当人们生病时，通常会去hospital or clinic，那么这个时候朋友、家人或医护人员会怎么询问病情呢？请看示例： --What’s the matter with you? --I have a stomachache/a cough/a broken arm/a cold/a toothache/a sore throat/a fever/a headache. 那么下面这个表达中为什么用冠词an 呢？ I have an earache. 哦，原来是earache在作怪呢，它是元音开头，所以用an 吖。 Part C and D Recite Part C（头脑敏捷的你，快快挑战这个记忆力大考验吧～～熟练背诵C部分吖。） New words and phrases （四会） cheerful 快乐的，高兴的broken 坏的 make sb. do 让某人做。。。feel better 感觉更好
《朗文英语 5A》复习提要 Chapter 1：Changes at home家里的变化 Part A and B I. 四会单词和短语 have a baby 生一个宝宝teach the baby rhymes 教宝宝唱童谣share my toys with the baby 同宝宝分享玩具once upon a time 从前 feed the baby 喂宝宝take the baby for a walk 带宝宝散步read stories to the baby 给宝宝读故事bath the baby 给宝宝洗澡 take photos of the baby 给宝宝拍照片dress the baby 给宝宝穿衣服 share sth with sb 和某人分享某物。 take photos of ... 拍关于 ... 的照片。 have a bath 洗个澡 II. 句型（关于将来时的不同人称的用法。） 1. I’m going to feed the baby. 我将喂宝宝。 2. She is going to bath the baby. 她将给宝宝洗澡。 3. He is going to dress the baby. 他将给宝宝穿衣服。 4. They are going to take photos of the baby. 他们将给宝宝拍照片。 5. We are going to take the baby for a walk. 我们将带宝宝散步。 课文中的句型： I’m going to have a new brother or sister.我将要有一个弟弟或者妹妹了。 My mother is going to have a baby. 我妈妈要生一个宝宝了。 I’m going to teach the baby rhymes.我打算要教宝宝诗歌。 I’m going to share my toys with the baby.我打算要同宝宝分享我的玩具。 Part C and D I. 四会单词和短语 at recess 在休息时some exciting news 一些令人兴奋的消息 already 已经stand on your toes 踮起你的脚趾 wake up 醒来wake sb 使某人醒来hear sb do 听到某人做某事go quietly into the bedroom = go into the bedroom quietly 静悄悄地进入房间 fall (过去式fell) 倒下hit (过去式hit) 撞cot 儿童床 hold 抱cute 可爱的
LWTE 5A 朗文英语单元测试--Chapter 5、6&7 Class__________ Name___________ No.___ 一、根据课文内容完成以下各题，将答案写在答题卷上。(10%) A.根据 Ch5 Favourite festivals?的课文内容，完成句子。（开头字母已给出） 1.What do you do at M ________________ Festival? I play with l_________. 2.Do you enjoy d_____________ the Christmas tree? Yes, I do. 3.W_______ is your favourite festival? My favourite festival is H____________. 4.I enjoy s___________ the family graves at Ching Ming Festival. B. 根据 Ch6 A public holiday 的课文内容，完成以下句子。 5. What will you d_____ at the camp? 6.W_______ you like to go on Annie’s boat trip? Yes, I’d like to. 二、把动词的正确形式填在空格里。(12%) Every day Yesterday I enjoy… 1. I sweep 2 You wear 3 We sent 4 They got 5 She giving 6 It put
三、从 B 列中选出与 A 列相对应的单词释义，将字母编号写在答题卷相应位置。(5%) Column A Column B 1. settlers e a) Someone you do not know. 2. celebrate _______ b) you can eat a big dinner there 3. stranger _______ c) The plants the farmers grew. 4. neighbour _______ d) Someone who visits a place on holiday 5. tourist _______ e) To do special things to remember. 6. harvest _______ f) Someone who lives near you. 四、用’go / play / have’ 的正确形式和括号内的提示填空。(8%) 1.Tomorrow is Saturday. Let’s _______ shopping, shal l we? 2.Kelly often _______ her painting lesson on Monday. 3.If the weather is fine tomorrow, we ___________ football.(√) https://www.doczj.com/doc/b71255421.html,st Sunday, Ben _________ skating with his family. 5.A: What did Fred do this morning? B: He ________ an English lesson. 6.My mother usually _______ hiking on Sunday. 7.If it rains next Saturday, we ______________ swimming. (X) 8.Would you like to _______ computer games with Sally?
第10 课主课文译文 杰克.韦尔奇执掌通用电气之道 有关韦尔奇的评介近年来有许多,大都介绍了他如何把一个老字号的美国产业巨人改造成一个具有强劲竞争力的全球增长型的发动机，如何精明地把一个老牌制造商带入了服务业，如何通过六百多项收购和有力打入了海外新兴市场完成了对通用电气公司的改造。然而鲜为人知的是，杰克·韦尔奇是如何做到在这样一个全美业务最广、机构最庞杂的组织内，实施了如此之大的权力和影响。许多公司经理不过领导、激励数十人而已，但他们忙得终日不可开交。还有许多首席执行官掌管的公司规模远不及通用电气，他们倾心倾力，但还是业绩平平。相比之下，通用电气拥有三千零四十亿美元资产，年销售额高达八百九十三点三亿美元，其二十七万六千员工分散在上百个国家；而身居这一企业帝国最高位的韦尔奇又是何以做到的呢？ 他做到这些完全靠他的人格魅力，靠他那追求商场取胜的奔放激情，还有他对具体细节的强烈关注，而许多总裁往往对具体细节视而不见。他做到了这些是因为在他主持的公司年度规划会议上，鼓励一种近乎残酷的直率态度；他做到了这些，最主要的是他坚信公司员工的力量。 韦尔奇能够牢牢地掌握通用电气，是基于他对这个公司，对效力该公司的员工的非同一般的了解。首先，在这些员工中有数千名他在哈德逊克劳顿校园授课时结识的“学员”，该校园被通用电气员工俗称为克劳顿村。再有就是他的时间安排：他用多半的时间去关注“人”的问题。但最重要的是，他在一个如此庞大的公司内完成了一项创新：不拘泥条条框框。韦尔奇喜欢把通用电气称作“食品杂货店”。这种比喻用于如此庞然大物上尽管十分离奇，却能让韦尔奇在观念上如同挽起袖口、穿上围裙，置身于食品店柜台后面一样。正是置身于此位，韦尔奇能了解到他的每位员工，能服务于每一位顾客。韦尔奇说：“无论是在食品杂货店、还是发动机或医疗系统部门，其重要的关注点都一样，如顾客是否满意，货物是否变质，货架是否摆放妥当，提供的货或服务是否对路。这些都一样。管理大企业可当作小公司来管；不要过分关注报表数字。” 同样，也不要过分在意条条框框。韦尔奇当年所继承的“通用电气”的管理结构多达九层; 如果说这些组织结构迄今还没遭到彻底摧毁的话，至少可以说是严重地瓦解了。公司所有人，从秘书、司机到工厂里的工人，都直称他的名字：杰克。人们会时而看到他匆匆穿过走廊，去仔细翻看某货架底层上的某件商品，或突然看到他从口袋掏出奖金给人以惊喜。“到目前有关通用电气还未讲到的故事就是：一个从简不拘泥条条框框地方的益处，”韦尔奇说，
OCP-007-Chapter10 约束限制 目的 完成本课，可以完成下列事情： 描述约束 创建和管理约束 约束在表一级实施强制的规则，可以防止误删除和误插入 有下列类型的约束： NOT NULL, UNIQUE, PRIMARY KEY, FOREIGN KEY, CHECK 所有的约束都保存在数据字典中。如果没有给约束起名，系统自己会起一个类似于SYS_C n的名字。可以从USER_CONTRAINS中查看已经定义的约束。 CREATE TABLE [schema.]table (column datatype [DEFAULT expr] [column_constraint], ... [table_constraint][,...]); 列一级的约束：column [CONSTRAINT constraint_name] constraint_type 表一级的约束： column,... [CONSTRAINT constraint_name] constraint_type (column, ...) 表一级不能定义NOT NULL约束 对于组合的唯一性约束，只能用于表一级 Oracle服务器隐式的创建了一个唯一性索引来保证UNIQUE约束 Primary Key可以在列一级和表一级定义，组合的Primary Key只能在表一级定义。一个表只能有一个Primary Key。当创建Primary Key约束时，一个唯一索引会自动在该列创建。
FOREIGN KEY（外键，也称为参照完整性约束），指定一列或者一个列的组合作为外键，和同一张表或者不同表中的primary key或者unique key建立关系。外键所在的表称为子表，所参考的表称为父表。在列一级定义外键时不出现foreign key字样。 外键的值必须在主键上已经存在，或者为NULL 外键是基于数据值的，纯粹是逻辑上的关系，不是物理的，也不是指针 CREATE TABLE employees (... department_id NUMBER(4) CONSTRAINT emp_deptid_fk REFERENCES departments(department_id), ... ) --列一级 CONSTRAINT emp_dept_fk FOREIGN KEY (department_id) REFERENCES departments(department_id) --表一级 ON DELETE CASCADE：当父表中的行删除时，子表中的相应行也删除 ON DELETE SET：当父表中的行删除时，自表中相应行设为NULL CHECK约束不允许下列表达式： CURRVAL, NEXTVAL, LEVEL, and ROWNUM伪列 对系统SYSDATE, UID, USER, and USERENV函数的调用 对表中其他行或者列的查询 添加约束 ALTER TABLE table ADD [CONSTRAINT constraint] type (column); 添加或者删除一个约束，不是更改它的定义；启用或者禁用约束；使用MODIFY子句来添加NOT NULL约束，且此时要求该列每一行都有值或者是个空表。 ALTER TABLE employees ADD CONSTRAINT emp_manager_fk FOREIGN KEY(manager_id) REFERENCES employees(employee_id); 删除约束 ALTER TABLE table
Chapter 5 festivals and special days The 1st Period 教学内容 Teaching Contents of the 1st Period：教材第33,34页 教学目标 Teaching Objectives of the 1st Period： 1、To introduce the vocabulary and key structures by making use of a context. . vocabulary: Chinese New Year, Dragon Boat Festival, Double Ninth Festival, Lantern Festival, Christmas, Halloween, Mothers’ Day. . festival activities: eat rice dumplings, get red packets, guess riddles, go hiking, play with lanterns, wear a costume, give flowers to my mother, decorate the Christmas tree. . key structures: using gerunds to refer to activities: What do you do at……? Do you like eating rice dumplings? 2、To encourage pupils to talk about the activities they do at different festivals. 3、To get pupils to express their likes and dislikes. 教学重点 Key Points of the 1st Period： 1、to introduce to pupils more names of festivals in English. 2、To encourage pupils to talk about the activities they do at different festivals. 3、To get pupils to express their likes and dislikes. 教学难点 Difficult Points of the 1st Period： 1.To introduce to pupils more names of festivals in English. 2.To encourage pupils to talk about the activities they do at different festivals. 3.To get pupils to express their likes and dislikes. 教学过程 Teaching Procedure of the 1st Period：
4A朗文Chapter 4和5知识点梳理 【必讲知识点】 1.辨析few，a few，little，a little： few 极少，几乎没有表示“否定”意义接可数名词复数形式 a few 少许表示“肯定”意义接可数名词复数形式 little 极少，几乎没有表示“否定”意义接不可数名词 a little 少许表示“肯定”意义接不可数名称 2. fewer与less都可以表示“更少” (1) fewer 后接可数名词的复数形式，是few的比较级 (2) less 后接不可数名词，是little的比较级 3. 辨析much，many，so much与so many so much 如此多接不可数名词 so many 如此多接可数名词的复数形式 much 许多接不可数名词 many 许多接可数名词的复数形式 4. a lot of = lots of 表示许多，后可接可数名词的复数形式以及不可数名词。 5. stop 用法 stop to do 停止去做另外一件事 stop doing 停止做某事（指手头的事）
6.There be句型的一般过去时 1．肯定式 there be句型的一般过去时表示过去某地或某时存在某人或某物，其一般过去时态的陈述句由“there＋was／were＋主语＋地点状语＋时间状语”构成。there was后接单数名词；there were后接复数名词。 例如： There was a car under the tree a moment ago. 刚才这棵树下有一辆小轿车。 There were two foreign teachers in our school last year. 去年我们学校有两名外教。 2．否定式 there be句型一般过去时的否定式是在动词was或were的后面加not，可缩写为 wasn’t或weren’t。 例如： There wasn’t a film in the cinema last night. 昨晚电影院里没有演电影。 There weren’t any women doctors then. 当时没有女大夫。 3．一般疑问式及其回答 there be句型一般过去时的一般疑问式是将动词was或were放在there之前。 肯定回答用“Yes, there wa s／were.；否定回答用“No, there wasn’t／weren’t.”。 例如： ①—Was there a man in the room just now? 刚才房间里有位男子吗？
朗文5A Chapter Three 学习提要 亲爱的同学们，学习了这个章节后，若你“消化”了下面的精神食粮，多么高大上啊～～快来检测吧 Part A and B New words and phrases（要求：知道中文意思，会读，会拼写。） have a cough 得了咳嗽have a stomachache 肚子痛 have a broken arm 胳膊折了have a toothache 得了牙痛 have a sore throat 患嗓子痛have a fever 得了发烧 have a headache 患了头痛at the clinic在诊所 Sentences （要求：会读，知道其中文意思，会拼，会写，会运用。） 当人们生病时，通常会去hospital or clinic，那么这个时候朋友、家人或医护人员会怎么询问病情呢？请看示例： --What’s the matter with you? --I have a stomachache/a cough/a broken arm/a cold/a toothache/a sore throat/a fever/a headache. 那么下面这个表达中为什么用冠词an 呢？I have an earache. 哦，原来是earache在作怪呢，它是元音开头，所以用an 吖。 Part C and D Recite Part C（头脑敏捷的你，快快挑战这个记忆力大考验吧～～熟练背诵C部分吖。） New words and phrases（四会） cheerful 快乐的，高兴的broken 坏的 make sb. do 让某人做。。。feel better 感觉更好 feel unwell 感觉不舒服at least 至少 once a week 一周一次tell sb. a joke给某人说笑话 feel a pain 感觉疼痛see two of everything 看到所有东西都是两个
4A 朗文Chapter 4 和 5 知识点梳理 【必讲知识点】 1. 辨析few ， a few ，little ， a little ： few 极少，几乎没有表示“否定”意义接可数名词复数形式 a few 少许表示“肯定”意义接可数名词复数形式 little 极少，几乎没有表示“否定”意义接不可数名词 a little 少许表示“肯定”意义接不可数名称 2. fewer 与less 都可以表示“更少” (1) fewer 后接可数名词的复数形式，是few 的比较级 (2) less 后接不可数名词，是little 的比较级 3. 辨析much，many，so much 与so many so much 如此多接不可数名词 so many 如此多接可数名词的复数形式 much 许多接不可数名词 many 许多接可数名词的复数形式 4. a lot of = lots of 表示许多，后可接可数名词的复数形式以及不可数名词。 5. stop 用法 stop to do 停止去做另外一件事 stop doing 停止做某事(指手头的事) 6. There be 句型的一般过去时 1．肯定式 there be 句型的一般过去时表示过去某地或某时存在某人或某物，其一般过去时态的陈述句由“ there + was/were+主语+地点状语+时间状语”构成。there was后接单数名词；there were 后接复数名词。 例如： There was a car under the tree a moment ago. 刚才这棵树下有一辆小轿车。 There were two foreign teachers in our school last year. 去年我们学校有两名外教。 2．否定式 there be句型一般过去时的否定式是在动词was或were的后面加not，可缩写为wasn' t 或
Unit1 Changes at home 1、四会单词及短语：， feed the baby， take the baby for a walk， read stories to the baby，bath the baby，take photos of the baby, dress the baby,teach the baby rhymes,share my toys with th e baby, another, excitedly, learn, plan , practise,make the beds,clean the windows,make so me new friends,drink tea with him,play chess with him move home,,get a new dog,have a new helper,live with Grandpa,teach her Chinese,e at some snacks,share my room with my sister,watch a film,play football every Monda y, call my friend, 2、三会单词及短语：take care of him, write a letter,send e－mail to my friends,read a book,give her a bunch of flowers ,take a taxi,wash her hair,b ath ， cot， e－mail， move ， rhyme ， share， teach 3、四会句型：I’m going to have a new brother or sister. What are you going to do？ We are going to… What is Bill going to do？He is going to… What is she / he going to do？She is going to… What are Lucy and Linda going to do？ What are they going to do？ They are going to…