It won t be long () they are falling out over that money their mother left them, or I m Dutchman.

题目
It won t be long () they are falling out over that money their mother left them, or I m Dutchman.

A、soon

B、since

C、after

D、before

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相似问题和答案

第1题:

请阅读下面程序 public class ThreadTest{ public static void main(String args[])throws Ex- ception{ int i=0; Hello t=new Hello; ; while(true){ System.Out.println("Good Morning"+i++): if(i= =2t.isAlive){ System.out.println("Main waiting for Hel- lo!"); join;//等待t运行结束 } if(i= =5)break;} } } class Hello extends Thread{ int l; public void run{ while(true)( System.Out.println("Hell0"+i++); if(i= =5)break;)))

A.t.sleep

B.t.yield

C.t.interrupt

D.t.start


正确答案:D
D。【解析】程序中通过继承Thread类来创建线程,而Java中新创建的线程不会自动运行,必须调用线程的start方法,才能运行该线程。

第2题:

若程序中已包含头文件stdio.h,以下选项中,正确运用指针变量的程序段是 ______。

A.int*i=NULL; scanf("%d",i);

B.float * f=NULL *f=19.5;

C.char t='m',*c=&t; *c=&t;

D.long *L; L='\0';


正确答案:A
解析:选项C中语句"*C=&t;"错误;选项D中指针"L='\0'"不正确,L应指向确定的地址单元,而不是特定的值;选项B中语句"float*f=NULL"错误,缺少语句结束符“;”。

第3题:

下列程序段的输出结果是【 】。

public class Test {

void printValue(int m) {

do {

System.out.println("The value is"+m);

}while (--m>10);

}

public static void main (String args[]) {

int i=10;

Test t= new Test();

t.printValue(i);

}

}


正确答案:Thevalue is 10
Thevalue is 10 解析:本题考查do-while循环的用法。do-while至少执行一次,在执行完do中的内容后,判断while中的条件是否为true。如果为true,就再执行do中的内容,然后再进行判断。依次类推,直到while的判断为false时退出循环,执行循环后面的内容。题目中m的值为10,当程序运行到do-while循环时,程序先执行一次循环然后再作判断,在判断条件--m>10时,其值为false,退出循环。因此只执行了一次输出操作,输出内容为:The value is 10。

第4题:

根据提供的信息和语言素材设计教学方案,用英文作答。?
设计任务:请阅读下面学生信息和语言素材。设计一节英语口语课的教学方案。教案没有固定格式,但须包含下列要点:?
·teaching ;objectives?
·teaching ;contents?
·key ;and ;difficult ;broints?
·major ;stebrs ;and ;time ;allocation?
· ;activities ;and ;justifications?
教学时间:45分钟?
学生概况:某城镇普通中学九年级(初中三年级)学生,班级人数40人,多数已经达到《义务教育英语课程标准(2011版)》四级水平,学生课堂参与积极性一般。?
语言素材:?
;Boy ;1: ;Wow, ;how ;luck!?
;Girl ;1 ;: ;What ;would ;you ;do ;if ;you ;won ;the ;lottery??
;Boy ;1 ;: ;If ;I ;won ;the ;lottery, ;I'd ;give ;the ;money ;to ;the ;Zoo. ;I ;want ;to ;helbr ;the ;brandas.?
;Girl ;1 ;.. ;That's ;a ;good ;idea ;! ;I ;know ;what ;I' ;d ;do. ;If ;I ;won ;the ;lottery, ;I' ;d ;buy ;a ;big ;house ;for ;my ;family.?
;Girl ;2.. ;Really? ;I'd ;brut ;the ;money ;in ;the ;bank. ;Then ;I'd ;just ;watch ;it ;grow!?
;Boy ;2: ;Hmm ;... ;I ;think ;I'd ;give ;the ;money ;to ;medical ;research. ;I'd ;want ;to ;helbr ;other ;breobrle.?



答案:
解析:
Teaching Contents: In this class, students could control the structure"I would / I'd do" to talk about the imaginary situations. Teaching Objectives ..
?( 1 ) Knowledge objective
①Key Vocabulary
lottery, million, medical, research
②Target Language
Look!This girl won a million dollars in the lottery.
Wow! What would you do if you won a million dollars?
I'd give it to medical research.
③ Structure
I would / I'd do
?(2) Ability objective
Students' listening ability will be well improved.
(3) Emotional objective
Students can be more interested in English. Students should remember it's really being cool to realize your dream through great efforts.
Teaching Key Points:
(1) Target language
(2) The structure: I would / I'd do
Teaching Difficult Point:
The structure : I would / I' d do
Teaching Aid :
A tape recorder
Teaching Procedures:
Step 1 Revision (3 minutes)
Review the structure "should be allowed to" by asking students to make sentences about school rules.
(Justification: The revision can examine students' learning effect and easily lead in the text.)
Step 2 Presentation (25 minutes)
la
This activity focuses on vocabulary and structures introduced in the unit.
Read the instructions to the class.
Call students' attention to the words in the box. Ask a student to read them to the class.
T: What would you do if you had a lot of money?Add more ideas to the list.
Then share your answers with other students.
Get students to complete the task. First individually, then in groups.
As they work, walk around the room checking progress and offering any help they may need.
Collect answers from students on the blackboard.
Answers will vary but should include a mixture of ideas for helping themselves and others.
1b
The teacher reads the instructions to the class, and reads the question in the speech bubble, then explains the word "lottery" to students.
T: You will hear teenagers talking about what they would do if they won the lottery.
Point to the pictures. Ask students to describe them one by one.
For example, for Picture One, a student might say, "If I won the lottery, I' d buy a big house."
Point out the sample answer.
T: The first picture you will hear about has the number one on it.
Play the recording for the first time. Students only listen.
Play the recording again. This time students listen and number the pictures in the order they hear them.
Check the answers.
?(Justification: This step can arouse students' interests and presents the target language in spoken conversation.)
Step 3 Practice (12 minutes)
Read the instructions to the class in order to call students' attention to the conversation in the box. Then,explain the vocabulary words"million" and"medical research". Finally, invite a pair of students to read it to the class.
?S1 : Look ! This girl won a million dollars in the lottery.
?S2: Wow! What would you do if you won a million dollars?
?S1 : I'd give it to medical research.
?Write it on the blackboard.
?T: Pretend you are the people in the picture. Talk with your partner about what you would do if you won a million dollars.
Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.
After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.
(Justification: This step can provide an oral practice using the target language for students.)
Step 4 Summary and Homework (5 minutes)
Summary: In this class, we've learned some vocabulary words and the target language"What would you do if you won the lottery?I'd give it to medical research".
Homework: If you had a large amount of money, e.g. $100,000, what would you buy?Please write down each item and its cost to see how you will spend the full amount. And bring your lists to class tomorrow.
(Justification: Homework can help students consolidate what they have learned in this class and improve their writing abilities.)
Blackboard Design :
Unit 4 What would you do?
Section A
The First Period
Target language :
A: Look. This girl won a million dollars in the lottery.
B: Wow! What would you do if you won a million dollars?
A: I'd give it to medical research.

第5题:

以下选项中,正确运用指针变量的程序段是( )。

A.int*i=NULL;

B.float*f=NULL; scanf("%d",i); *f=10.5;

C.char t='m',*C=&t;

D.long*L; *C=&t; L='0';


正确答案:D
解析:选项A定义了一个整型变量i,并且初始化让它指向NULL,接着通过scarnf()函数,改变i指向的存储空间的值,选项A中首先定义了整型指针变量i并初始化为NULL,即表示指针i不指向任何存储单元,即此时还没有为i在内存中开辟存储单元,而在scanf()函数中第二个参数是地址参数,显然在这里i不表示地址,所以下面的scanf("%d",i)语句是不正确的,故选项A不正确。选项B定义了一个实型指针变量f并初始化使它指向NULL,即还没有为f在内存中开辟存储单元,不能向*f代表的存储单元(不存在)中写数据,故选项B错误;选项C中首先定义了一个字符变量t并给它赋初值'm',然后定义一个字符型指针c并让它指向了变量t,这一部分正确,然后接着用了一个语句“*c=&t;”应该将该语句中c前的*去掉,故选项C运用指针变量不正确。选项D中的'\0'是一个转移字符,称作“空值”,可以给指针变量L赋值。所以,4个选项中选项D符合题意。

第6题:

编写函数,isValue,它的功能是:求以下数列中满足t(K)=1的最小的k,结果由函数返回。其中数列t(n)的定义为:

t(0)=m(m为给定正整数,m<=300)

t(n+1)=t(n)/2 (当t(n)为偶数时)

或t(n+1)=3*t(n)+1(当t(n)为奇数时)

最后调用函数writeDat()读取50个数据m,分别得出结果且把结果输出到文件out.dar中。

例如:当t=299时,函数值为117。

已知对于m<=300,结果k不超过300

部分源程序已给出。

请勿改动主函数main()和写函数writeDat()的内容。

include<stdio. h>

int jsValue(int m)

{

main ( )

{

int m;

m=300;

printf ("m=%d, k-%d\n", m, jsValue (m));

writeDat ( );

writeDat ( )

{

FILE *in, *out;

int i,m,s;

in= fopen ( "in. dar" , "r" );

ut=f open ( "out. dar" , "w" );

for (i=0; i<50; i++) {

fscanf (in, "%d", &m);

s=jsValue (m);

printf( "%d\n", s );

fprintf (out, "%d\n" , s );

}

fclose (in);

fclose (out);


正确答案:int isValue(int m) { /*初值t(0)=m*/ int fn=m k=0; /*t(k) != 1 求t(k+1)*/ while ( fn>) { if (fn%2==1) /*t(k)为奇数*/ { fn-3*fn+1; } else /*t (k) 为偶数*/ { fn=fn/2; } k++; } /*t (k) ==1 返回 k*/ return k; }
int isValue(int m) { /*初值t(0)=m*/ int fn=m, k=0; /*t(k) != 1, 求t(k+1)*/ while ( fn>) { if (fn%2==1) /*t(k)为奇数*/ { fn-3*fn+1; } else /*t (k) 为偶数*/ { fn=fn/2; } k++; } /*t (k) ==1, 返回 k*/ return k; } 解析:类型:序列计算。
关键点:分析序列定义,选择合适的方法生成和存储序列或序列中的特定值。
根据序列定义,以及题目的输出要求,可选择保存序列中的所有值,也可以只保留与当前项计算相关的几项,采用递推的方式进行计算。
对于某些特殊序列,还可以求出通项公式,利用公式直接计算。
此题只需要保存当前项,根据当前项计算下一项。

第7题:

若程序中已包含头文件stdio.h,以下选项中,正确运用指针变量的程序段是

A.int *i=NULL; scanf("%d",i;

B.float *f=NULL; *f=10.5;

C.char t='m',*c=&t; *c=&t;

D.long *L; L='\0';


正确答案:D
解析:选项A定义了一个整型变量i,并且初始化让它指向NULL,接着通过scanf()函数,改变i指向的存储空间的值,选项A中首先定义了整型指针变量i并初始化为NULL,即表示指针i不指向任何内存,即此时程序还没有为i在内存中开辟存储单元,而在scanf()函数中第二个参数是地址参数,显然在这里i不是表示地址,所以下面的 scanf(“%d”,i)语句是不正确的;选项B定义了一个浮点型变量f并初始化让它指向 NULL,而当一个指针变量指向NULL以后不能再给它赋值,而接下来的程序中为其赋了一值;选项C中首先定义了一个字符变量t并给它赋初值'm',然后定义一个字符型指针c并让它指向了变量t,这一部分正确,然后接着用了一个语句“*c=&t;”应该将该语句中c前的“*”去掉。

第8题:

学生的记录由学号和成绩组成,N名学生的数据已在主函数中放入结构体数组s中,请编写函数fun(),该函数的功能是:把高于等于平均分的学生数据放在b所指的数组中,低于平均分的学生数据放在c所指的数组中,高于等于平均分的学生人数通过形参n传回,低于平均分的学生人数通过形参m传回,平均分通过函数值返回。

注意:部分源程序给出如下。

请勿改动主函数main和其他函数中的任何内容,仅在函数fun的花括号中填入所编写的若干语句。

试题程序:

include <stdio.h>

define N 12

typedef struct

{char num[10];

double S;

} STREC;

double fun(STREC *a,STREC *b,STREC *C,int *n,int *m)

{

}

main()

{

STREC s[N]={{“GA05”,65},{“GA03”,86},

{“GA02”,76},{“GA04”,95},{“GA01”,93},

{“GA07”,78},{“GA08”,68},{“GA06”,88},

{“GA09”,60},{“GAll”,54},{“GAl2”,56},

{“GAl0”,98}};

STREC h[N],l[N],t;

FILE *out;

int i,j,m,n;

double ave;

ave=fun(S,h,l,&n,&m);

printf("The %d student data which is higher than %7.3f:\n",n,ave);

for(i=0;i<n;i++)

printf("%s %4.lf\n",h[i].num,

h[i].s);

printf("\n");

printf("The %d Student data which iS lower than%7.3f:\n",m,ave);

for(i=0;i<m;i++)

printf("%s %4.1f\n",l[i].num, l[i].s);

printf("\n");

ut=fopen("out26.dat", "w");

fprintf(out, "%d\n %7.3f\n",n,ave);

for(i=0;i<n-1;i++)

for(j=i+1;i<n;j++)

if(h[i].s<h[j].s)

{t=h[i];h[i]=h[i];h[j]=t;}

/*分数从现到低排列*/

for(i=0;i<n; i++)

fprintf(out,“%4.1f\n",h[i].s);

fprintf(out,"%d\n %7.3f\n",m,ave);

for(i=0;i<m-1;i++)

for(j=i+1;i<m;j++)

if(l[i].s<l[j].s)

{t=l[i];l[i]=l[j];l[j]=t;}

/*分数从高到低排列*/

for(i=0;i<m;i++)

fprintf(out,"%4.1f\n",l[i].s);

fclose(out);

}


正确答案:double fun (STREC *aSTREC *bSTREC *C int *nint *m) { int i; double av=0.0; *n=0; *m=0; for(i=0;iN;i++) av=av+a[i].S; av=av/N; /*求平均值*/ for(i=0;iN;i++) if(av=a[i].s) { b[*n]=a[i]; /*将高于等于平均分的学生存从所指存储单元中并统计人数*/ *n=*n+l; } else { c[*m]=a[i]; /*将低于平均分的学生存入c所指存储单元中并统计人数*/ *m=*m+1; } return av; /*返回平均分*/ }
double fun (STREC *a,STREC *b,STREC *C, int *n,int *m) { int i; double av=0.0; *n=0; *m=0; for(i=0;iN;i++) av=av+a[i].S; av=av/N; /*求平均值*/ for(i=0;iN;i++) if(av=a[i].s) { b[*n]=a[i]; /*将高于等于平均分的学生存从所指存储单元中,并统计人数*/ *n=*n+l; } else { c[*m]=a[i]; /*将低于平均分的学生存入c所指存储单元中,并统计人数*/ *m=*m+1; } return av; /*返回平均分*/ } 解析:本题中第1个循环的作用求出所有分数的总和,只有进行了av=av/N后才得到平均值(我们在前面的程序中碰到过类似问题)。第2个循环的作用是将高于等于平均分的学生存/kb所指存储单元中,将低于平均分的学生存入c所指存储单元中。同一结构体变量之间可以互相赋值。
本程序中直接用*n,*m来分别表示b,c的下标,注意开始时要给*n,*m赋0,且使用时不能少*号。因为单独的n, m是一个指针变量,而我们要用的是它所指向的那个存储单元中的值。

第9题:

若程序中已包含头文件stdio.h,以下选项中,正确运用指针变量的程序段是

A.int *i = NULL; scanf("%d", i);

B.float *f = NULL; *f = 10.5;

C.char t = 'm', *c = &t; *c = &t;

D.long *L; L = '\0';


正确答案:D
解析:选项A定义了一个整型变量i,并且初始化让它指向NULL,接着通过seanf()函数,改变i指向的存储空间的值,选项A中首先定义了整型指针变量i并初始化为NULL,即表示指针i不指向任何内存,即此时程序还没有为i在内存中开辟存储单元,而在scanf()函数中笫;个参数是地址参数,显然在这里i不在表示地址,所以下面的scanf("%d",i)语句是不正确的,故选项A不正确;选项B定义了一个浮点型变量f并初始化让它指向NULL,而当一个指针变量指向NULL以后不能在给它赋值,而按下来的程序中为其赋了一值,故选项B错误;选项C中首先定义了一个字符变量t并给它赋初值'm',然后定义一个字符型指针c并让它指向了变量t,这一部分正确,然后接着用了一个语句“c=&t;”应该特该语句中c前的“*”去掉,故选项c运用指针变量不正确。所以,4个选项中选项D符合题意。

第10题:

根据提供的信息和语言素材设计教学方案,用英文作答。
设计任务:请阅读下面学生信息和语言素材。设计一节英语口语课的教学方案。教案没有固定格式,但须包含下列要点:
·teaching ;objectives
·teaching ;contents
·key ;and ;difficult ;broints
·major ;stebrs ;and ;time ;allocation
· ;activities ;and ;justifications
教学时间:45分钟
学生概况:某城镇普通中学九年级(初中三年级)学生,班级人数40人,多数已经达到《义务教育英语课程标准(2011版)》四级水平,学生课堂参与积极性一般。
语言素材:
;Boy ;1: ;Wow, ;how ;luck!
;Girl ;1 ;: ;What ;would ;you ;do ;if ;you ;won ;the ;lottery
;Boy ;1 ;: ;If ;I ;won ;the ;lottery, ;I'd ;give ;the ;money ;to ;the ;Zoo. ;I ;want ;to ;helbr ;the ;brandas.
;Girl ;1 ;.. ;That's ;a ;good ;idea ;! ;I ;know ;what ;I' ;d ;do. ;If ;I ;won ;the ;lottery, ;I' ;d ;buy ;a ;big ;house ;for ;my ;family.
;Girl ;2.. ;Really ;I'd ;brut ;the ;money ;in ;the ;bank. ;Then ;I'd ;just ;watch ;it ;grow!
;Boy ;2: ;Hmm ;... ;I ;think ;I'd ;give ;the ;money ;to ;medical ;research. ;I'd ;want ;to ;helbr ;other ;breobrle.



答案:
解析:
Teaching Contents: In this class, students could control the structure"I would / I'd do" to talk about the imaginary situations. Teaching Objectives ..
( 1 ) Knowledge objective
①Key Vocabulary
lottery, million, medical, research
②Target Language
Look!This girl won a million dollars in the lottery.
Wow! What would you do if you won a million dollars
I'd give it to medical research.
③ Structure
I would / I'd do
(2) Ability objective
Students' listening ability will be well improved.
(3) Emotional objective
Students can be more interested in English. Students should remember it's really being cool to realize your dream through great efforts.
Teaching Key Points:
(1) Target language
(2) The structure: I would / I'd do
Teaching Difficult Point:
The structure : I would / I' d do
Teaching Aid :
A tape recorder
Teaching Procedures:
Step 1 Revision (3 minutes)
Review the structure "should be allowed to" by asking students to make sentences about school rules.
(Justification: The revision can examine students' learning effect and easily lead in the text.)
Step 2 Presentation (25 minutes)
la
This activity focuses on vocabulary and structures introduced in the unit.
Read the instructions to the class.
Call students' attention to the words in the box. Ask a student to read them to the class.
T: What would you do if you had a lot of money Add more ideas to the list.
Then share your answers with other students.
Get students to complete the task. First individually, then in groups.
As they work, walk around the room checking progress and offering any help they may need.
Collect answers from students on the blackboard.
Answers will vary but should include a mixture of ideas for helping themselves and others.
1b
The teacher reads the instructions to the class, and reads the question in the speech bubble, then explains the word "lottery" to students.
T: You will hear teenagers talking about what they would do if they won the lottery.
Point to the pictures. Ask students to describe them one by one.
For example, for Picture One, a student might say, "If I won the lottery, I' d buy a big house."
Point out the sample answer.
T: The first picture you will hear about has the number one on it.
Play the recording for the first time. Students only listen.
Play the recording again. This time students listen and number the pictures in the order they hear them.
Check the answers.
(Justification: This step can arouse students' interests and presents the target language in spoken conversation.)
Step 3 Practice (12 minutes)
Read the instructions to the class in order to call students' attention to the conversation in the box. Then,explain the vocabulary words"million" and"medical research". Finally, invite a pair of students to read it to the class.
S1 : Look ! This girl won a million dollars in the lottery.
S2: Wow! What would you do if you won a million dollars
S1 : I'd give it to medical research.
Write it on the blackboard.
T: Pretend you are the people in the picture. Talk with your partner about what you would do if you won a million dollars.
Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.
After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.
(Justification: This step can provide an oral practice using the target language for students.)
Step 4 Summary and Homework (5 minutes)
Summary: In this class, we've learned some vocabulary words and the target language"What would you do if you won the lottery I'd give it to medical research".
Homework: If you had a large amount of money, e.g. $100,000, what would you buy Please write down each item and its cost to see how you will spend the full amount. And bring your lists to class tomorrow.
(Justification: Homework can help students consolidate what they have learned in this class and improve their writing abilities.)
Blackboard Design :
Unit 4 What would you do
Section A
The First Period
Target language :
A: Look. This girl won a million dollars in the lottery.
B: Wow! What would you do if you won a million dollars
A: I'd give it to medical research.