Can the Programmer’s Job be De-Skilled

Can the Programmer’s Job be De-Skilled?

Appearing in:Proceedings of the 7th IASTED International Conference on Software Engineering and Applications (SEA 2003),Marina del Rey,CA,November,2003.

Phillip L.Nico,Ph.D.

Clark S.Turner,J.D.,Ph.D.

Timothy J.Kearns,Ph.D.

Department of Computer Science California Polytechnic State University

San Luis Obispo,CA 93407

email:pnico,csturner,tkearns @https://www.sodocs.net/doc/291546068.html,

Abstract

As the ?eld of software development becomes more profes-sionalized,and the software development process becomes more formalized,there is a growing belief that the job of the front-line programmer is becoming—or must become,out of economic necessity—de-skilled.

This belief is predicated on the assumption that new principles,processes,and tools have made the modern pro-grammer’s job simpler than that of his predecessors,how-ever,this is not necessarily so.In this paper we show that essential aspects of the programming activity involve skills that have not been eliminated by progress in the ?eld.The programmer’s task does evolve with new tools and meth-ods,but the essential skill—making rational tradeoffs in the presence of an abstract model—remains.

Keywords:Software Engineering,Software Development,De-skill,Programmer

1Introduction

In recent years the free market has brought about myriad tools to automate various portions of the programmer’s job.Witness the development of high-level languages,proto-typing tools,formal speci?cation,automated testing,etc.The formalization of the software development process and the professionalization of software developers places soft-ware production under the control of a highly-skilled pro-fessional engineer.This diminishes the apparent impor-tance of the programmer’s job,bringing about calls for lower-paid,less-skilled individuals to perform this simpler task of programming.

In this paper we observe that while the programmer of the 1950s has indeed been eliminated in most cases,the need for the same essential skills has been preserved.We wish to explore the skills essential to computer program-ming that remain in the face of progress in software engi-neering.

2Why does this matter?

The problem of program quality is well known.1High de-fect rates,cost overruns,and late schedules are often cited as part of the software crisis.Indeed,poor program quality has been implicated as a contributing cause to death and other injuries in software controlled systems[5].2Human errors are part of the programmer’s life.At the very least,the programmer might inadvertently fail to faithfully ren-der the design intention of the speci?cations into code.This can,of course,have major consequences for the behavior of the ?nal system.In other cases,the programmer might even ?ll in gaps where the speci?cation is either intentionally (a don’t care case)or unintentionally incomplete (imperfec-tions in a speci?cation).Again,the implication is that a programmer’s action can have major consequences for the behavior of the ?nal system.3

Software process and,more recently,software engi-neering have been proposed as part of the solution to the problem of program quality.4We do not disagree with the premise that quality processes will lead to improved pro-gram quality.Nor do we believe that well educated,highly skilled software engineers are not needed to manage and oversee software projects of modern scale and complexity.5The authors do,however,see a danger in the focus of soft-

re-search/chaos 1.php

2For current examples,see the Risks Forum on U SENET .

3This is one of the unique qualities of software as a “product”in that what appears to be ?nal “assembly”holds the same potential for funda-mental change as does the original plan.For software,the programmer could choose to add a ?ight simulator to a spreadsheet program just be-cause it would be fun to do.This sort of change in ?nal assembly of phys-ical systems is unheard of:the production workers on the Ford Mustang line cannot,one day,decide to build a boat.

4As evidenced by SEI’s CMM and the ISO 9000stan-dards for software.Further,the SEI has set forth the SWEBOK,Software Engineering Body of Knowledge,as a standard for software engineering knowledge.See also https://www.sodocs.net/doc/291546068.html,/?smeldal/SEProgram/doc-uments/NeedSE.html 5In fact,one of the authors is a major architect of a new B.S.degree program in software engineering at Cal Poly State University,the ?rst in California.See https://www.sodocs.net/doc/291546068.html,/?smeldal/SEProgram/for more information.

ware quality shifting almost entirely to the areas of process and software engineering to the exclusion of the program-ming activity itself.With the advent of new tools,higher

level languages,objected oriented methods,improved pro-cesses and software engineers as managers,the program-ming activity appears to be diminished in value and stature. If a highly paid software engineer is hired to manage a soft-ware development process,upper level management might see a chance to hire less skilled(i.e.,less expensive)em-ployees and regard them as simple,interchangeable work-ers at the end of the production line.6

In the following two sections,we consider the evo-lution of the programmer’s task from theoretical and his-torical perspectives,respectively.In each case we examine what is and is not fundamental to the task at hand.

3Essential aspects of the software process

In order to make any meaningful discussion of the neces-sary skills for front-line programmers,it is?rst necessary to examine the task itself.To facilitate that discussion,we present our own simpli?ed de?nitions of the terms for dis-cussion below in Figure1.We also give a basic model of the software development process in Figure2.Note that our process model highlights the human activities of de-velopment,from“requirements elicitation”to“coding”the program.The automated?nal translation is shown below that.Note that we do not show the many feedback loops that would be required if we discretized the process into separate,abstract stages.We contend that any objective distinction that points to a line at which one software devel-opment activity ends and another begins is a mirage[9].Of course,such mirages may be useful when dividing up the work and measuring progress in the process[6],but for our purposes,the activities comprised by the process of trans-forming a set of human intentions into a software solution are all part of the“stuff happens.”Feedback loops are a ?rst class process activity rather than an abstract way to rationalize a model of arti?cial stages of development.

As described by Jaffe[3]the process leading from hu-man intention to fully-speci?ed code is one of constantly decreasing abstraction in describing a completely speci?ed solution to the problem presented.Precision is not at is-sue,highly abstract specs must be precise,but that does not make them adequate to directly implement the code.7 Notice that the programmers’task is,considered se-quentially,at the“end of the line”before machine imple-mentation.Pressure is on them to produce a working prod-uct,to modify the product when needed,to repair known defects.Programmers are expected to deliver the working

the last human who interprets an in-

complete(ambiguous)speci?cation to

produce an unambiguous speci?ca-

tion to produce an unambiguous,com-

plete solution with respect to the ma-

chine

a complete,unambiguous speci?ca-

tion of a solution to a problem(“?nal

assembly”now can be automated.)

a human decision that produces the

speci?cation of a solution to the prob-

lem considered.

the act of completing the speci?cation

of a solution to a problem so it can be

run on a machine

Figure1.De?nitions relevant to the software-development process.

Problem Space

Solution

Machine

Tools

Hardware

Requirements

Code

"Stuff" Happens

Figure2.The programmer’s place in the development pro-cess

product for?nal distribution and sale[8].They suffer this pressure within the framework of market pressures:limited resources and time deadlines[1].It is thus natural to ask whether the development process may be adjusted so that the programmer’s task requires less skill,is of lower cost, or takes less time.We are in the business of automation, after all!

Brooks classi?es the dif?culties encountered in soft-ware development into accidental and essential[1].He shows us that there are dif?culties in software development that are essential to the activity—they cannot be eliminated. There are also dif?culties that are merely accidental—they can be overcome by improved methods and https://www.sodocs.net/doc/291546068.html,ing these concepts,developers looking for new ef?ciencies in the development process would have incentives to elimi-nate the accidental dif?culties of programming with tools and methods,to deskill the task as much as is possible. The question is,how much of the programmer’s task is ac-cidental and therefore automatable to some extent.Can we reduce the programmer’s job to basic translation or tran-scription?If not,how close can we come?

Were the job of the programmer reduced to a clerical activity,notice the effect on the diagram in Figure2.The feedback loops to upstream activities and from the down-stream machine could not be maintained.The program-ming activity would become a discrete step in the process with well-de?ned input from upstream and output down-stream.The lack of skills applied to the programming task would not provide a souce of the critical feedback Win-ton Royce noted when he faulted the waterfall model[7]. This increases the process’s reliance on the foresight of the designers.It also depends on the reliability and ex-pressiveness of the programming language and underlying machine.However,we know that such reliance would be seriously misplaced and is not based on a rational under-standing of the programming task[6].

The programmer’s job is de?ned here as taking a speci?cation at some level of abstraction and producing an-other speci?cation(in a programming language)that is suf-?ciently complete,consistent and unambiguous as to run on a machine.The raw material that the programmer works with—often called the“design speci?cation”—may have two kinds of incompleteness associated with it:

1.incompleteness with respect to the implementation

language,and,

2.incompleteness with respect to the problem space Each of these is discussed in turn,below.

3.1Speci?cations incomplete with respect to

the implementation language

A simple example of a design speci?cation that is incom-plete with respect to the programming language used(C++ or Java)is to specify that an module retrieve an employee record based on a social security number.What is left un-speci?ed is the particular algorithm to be implemented.

That the speci?cations handed to the programmer are not complete with respect to the programming language is merely to say the solution is not yet speci?ed enough to be implemented on a machine.The programmer must take this speci?cation8and write another speci?cation(using a pro-gramming language)to satisfy it.Of course,if the speci?-cation handed to the programmer is complete with respect to the programming language,then a simple translation is all that is needed.However,this step would be easy to auto-mate and such a speci?cation must have precisely the same semantics as the?nal program in the chosen programming language.

3.2Speci?cations incomplete with respect to

the problem space

A simple example where the speci?cations are incomplete with respect to the problem space is the“program should allow funds to be transferred between checking and sav-ings accounts.”What is left out are any constraints on the minimum balance that may affect allowable transfers,re-quirements that the transferer be the owner of the account, etc.

The speci?cations handed to the programmer are known to be incomplete descriptions respecting the solu-tion to the real world problem at hand[6].Other than in triv-ial cases,the complexity of the real world is not amenable to full speci?cation by humans.9Thus,software speci?ca-tions are not expected to be complete when handed to the programmers.The programmers,though,must specify the solution completely enough to implement it on a machine and solve a problem.

4Evolution of the programmer’s task

The task known as computer programming has progressed through many different forms since its invention,but the fundamental task—taking an abstract problem description and mapping it to a series of unambiguous instructions to be performed by the computer—has remained the same. The boundaries of this process have,however,changed over the years.In this section we examine the evolution of the programmer’s task along with the programming en-vironment.

With the advent of the stored-program computer in the1940s came the need for a programmers to teach the system how to do its particular tasks.The tasks in these days were quite simple by today’s standards,but so were the tools available.The programmer?rst had to analyze

the problem and develop a solution,then construct a se-quence of machine instructions to implement that solution, and,?nally,encode those instructions in a form readable by the computing hardware.10Programming in this envi-ronment was necessarily tedious and error prone and the scope of programs was correspondingly limited,e.g.pay-roll programs,artillery tables,etc.

The invention of the assembler eliminated the need for hand translation of instructions into machine code and some recordkeeping,but the programmer’s task remained essentially the same:he still had to map the abstract prob-lem into individual hardware instructions.Every action performed by the hardware had to be explicitly speci?ed by the programmer.This required the programmer to have an intimate understanding of the capabilities of the computing hardware and of all its powers and limitations.

High-level languages relaxed the bond between the programmer’s speci?cation of a solution and the exact ac-tions performed by the computer.A single FORTRAN statement could produce many machine instructions.The programmer no longer had to understand how a partic-ular machine performed a particular arithmetic or con-trol operation.It was widely believed at the time that high-level languages would eliminate the need for skilled programmers[1,4].What actually happened,however,was different.The programmer had a new,more powerful,lan-guage in which to specify his solution,but the process of speci?cation remained.In fact,the process became more complex in two different ways:First,the greater capability of the more powerful language led the problem domain to move to larger problems;the language had learned bigger words,but it also had to express bigger thoughts.

The second aspect was even more important:The abstraction provided by the language was not complete. Hardware implementation details such as arithmetic pre-cision crept through.Now the programmer had to not only know about his language but also to recognize“foreign words.”

Structured programming,higher-level languages, object-oriented programming,component-based program-ming,automatic programming,etc.,have each,in turn, been heralded as the new development that was going to simplify programming to the point where anybody could quickly and easily produce a solution to a given problem[1].This belief was misleading,however,because the real effect was to give the programmer a more expres-sive virtual machine.This virtual machine does eliminate the tedium of specifying the simpler tasks that comprise a program(as did the assembler),but what it leaves behind are the dif?cult design decisions required in translating the abstract solution to the set of tasks that properly expresses the solution and connecting them in the correct way.

The programming task as we have de?ned it here in-volves taking a description of some aspects of the“real world”that we wish to model and specifying it completely

5Conclusion

The outward appearance of the programmer’s job has changed radically over the last half century.Stripped of its external appearance,its essence remains the same:the speci?cation of a solution to a problem that can run on a machine.Tools and methods may change the language of the solution but do not change the essence of the process through which it is accomplished.

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Challenge to Social Notions of Responsibility.PhD thesis,University of California,Irvine,1999.

100首慵懒的歌

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猜你歌答案大全 所有歌曲歌名答案更新

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Unit 1 Lifestyles Warm-up Tapescript 1 Football player: Being famous isn’t easy, you know. I travel a lot – I have matches in different countries. But my job is exciting, very exciting! I love the matches, the people cheering, know what I mean? 2 Student: My dad says these are the best days of my life –but I’m not so sure! You know, I’ve got lots of work to do and there’s not much time really. I also play football for the school team and we have to do training three nights a week. 3 Shepherd: I love th e animals and I love nature. It’s peaceful, and there’s no one to tell me what to do. But it’s not so good when the weather’s bad! 4 Business manager: I’m very busy, and I don’t have time to see my husband and children. Mmmm and my life is very stressful, I suppose. I mean, I have to deal with lots of money. But I find it really exciting. 1 A Perfect Day? A Couch Potato Forty-three-year-old Brian Blakey from Birmingham is sitting on his sofa and telling me about his perfect day. When I wake up I don't get up immediately. I turn on the television and watch the children's programmes and old movies until about half-past ten. Then I get up, go downstairs and switch on the TV in the living room. For lunch, I have biscuits and a glass of milk, and I watch the news. In the afternoon, I often watch another old film – they're showing some good ones at the moment. In the evenings, I often watch TV series or sport and the news again. I like the main news at six o'clock. At nine thirty, if there is a good play on BBC 2, I switch over and watch it. Then at night, I watch more films and I usually switch off the TV at about two o'clock. I never watch TV all night. I watch TV for sixteen or seventeen hours a day. I also do some exercise every day. I take Tina, the dog, for a walk every afternoon. I don't go far, of course. I walk to the wall outside my house. I always take my portable TV and I sit on the stone wall while the dog walks round in a circle. Of course, I couldn't live this lifestyle without a good wife. She's not here now because she's working, but she always makes my meals. We haven't got much money, you know, but we're happy. Sit down and watch TV. Here's the remote control. You've got the world at your feet. And in your hand. Great! A Workaholic Thirty-six-year-old Bob Black is sitting at his desk and working his way through his paperwork. I normally wake up about five minutes before my alarm clock goes off. As soon as I hear my alarm clock, I jump out of my bed. It takes me less than fifteen minutes to wash, get changed, have breakfast, leave home and get on a bus. I am always the first person to get to the office. The mornings are always very busy and the afternoons are even busier! Meetings and phone calls take up a large part of the day. Every minute

北师大版高中英语必修五单词表

Learning to learn assessment /??sesm?nt/ n.评估 self-assessment n.自我评估 strength /stre?θ/ n..长处，优势 weakness /?wi:knis/ n. 弱点，缺陷 gain /ɡein/ vt. 获得,增加appropriately / ??pr?uprieitli/ adv.适当地 passive / ?p?siv/ adj.被动的,消极的 phrase / freiz / n.短语,词组concentrate / ?k?ns?ntreit / vi.集中(思想、注意力等) previous / ?pri:vi?s / adj.以前的,过去的 positive / ?p?zitiv/ adj.积极的 associate / ??s?u?ieit/ vt. 联想,联系 mental / ?mentl/ adj.内心的,精神病的 lawyer / ?l?:j?/ n.律师senior / ?si:nj?/ adj.高级的 senior high 高中 physicist / ?fizisist/ n.物理学家 Unit 13 Warm-up beard / bi?d/ n.胡须

*blond / bl ?nd/ adj.淡黄色 的,毛发及皮肤浅色的 sunglass / ?s?n?gl?s/ n.墨镜 uniform / ?ju:nif?:m/ n.制服 moustache /m?s?tɑ:?/ n.长在嘴唇上的小胡子 heel / hi:l/ n.鞋跟 sleeve / sli:v/ n.衣服袖子facial / ?fe???l/ adj.面部的 expression / iks?pre??n/ n.表情,词语 connection / k??nek??n/ n.联系,连接 chain /t?ein/ n.链条,一连串的事物Lesson 1 aircraft / ???krɑ:ft / n.飞机,航空器 emergency / i?m?:d??nsi/ n.紧急情况 pray / prei/ vt..& vi.祈祷,祷告 gifted / ?g?ft?d/ adj.有天赋的 accurately / ??kjur?tl?/ adv.精确地,准确地 draw up 起草 description /dis?krip??n/ n.描述,形容 academic/??k??demik/ adj.学术的 predict / pri?dikt/ vt.预言,

北师大版高中英语必修一课文电子版修订版

北师大版高中英语必修 一课文电子版修订版 IBMT standardization office【IBMT5AB-IBMT08-IBMT2C-ZZT18】

Unit 1 Lifestyles Warm-up Tapescript 1 Football player: Being famous isn’t easy, you know. I travel a lot – I have matches in different countries. But my job is exciting, very exciting! I love the matches, the people cheering, know what I mean? 2 Student: My dad says these are the best days of my life –but I’m not so sure! You know, I’ve got lots of work to do and there’s not much time really. I also play football for the school team and we have to do training three nights a week. 3 Shepherd: I love the animals and I love nature. It’s peaceful, and there’s no one to tell me what to do. But it’s not so good when the weather’s bad! 4 Business manager: I’m very busy, and I don’t have time to see my husband and children. Mmmm and my life is very stressful, I suppose. I mean, I have to deal with lots of money. But I find it really exciting. 1 A Perfect Day? A Couch Potato Forty-three-year-old Brian Blakey from Birmingham is sitting on his sofa and telling me about his perfect day.

北师大版高中英语必修一单词表

必修一 Learning to learn Questionnaire 问卷，调查表 Matter 要紧，有重大关系 Partner 合作者，搭档 Unit 1 Warm up Lifestyle 生活方式 *shepherd 牧羊人 Peaceful 平静的，和平的 ' Relaxing 轻松的，放松的 Stressful 充满压力的，紧张的 Suppose 认为，猜想 Lesson 1 *series 系列节目；系列 TV series 电视连续剧 Cartoon 卡通片，动画片 Talk show 谈话节目，现场访谈 *complain 抱怨；投诉 *couch 长沙发，睡椅 — Couch potato 终日懒散在家的人 Switch 转换，转变 Switch on 把开关打开，接通 Switch over 转换频道，转变 Switch off 把关掉，关上 BBC= British Broadcasting Corporation 英语广播公司 Portable 轻便的，手提（式）的 Remote 遥远的 Remote control 遥控 *workaholic 工作狂 % Paperwork 日常文书工作 Alarm 警报，警告器 Alarm clock 闹钟 Go off （铃，爆竹等）响 Take up 占据 Be filled with 充满着 Urgent 急迫的，紧急的 Document 公文，文件 Midnight 午夜，半夜 Bored 厌烦的，不感兴趣的 ：Lesson 2 Stress 压力 Studio 演播室，工作室 Expert 专家 Suffer 遭受（痛苦），感到疼痛Suffer from 忍受，遭受Pressure 压力 Social 社交的，社会的Reduce 减少，降低 { Organize 组织 Diet 饮食，节食 Prefer 更喜欢，宁愿 Stand 忍耐，忍受 Lesson 3 Volunteer 志愿者 Graduate 毕业 Minus 零下，负 Basin 脸盆 Challenge 挑战 @ Support 支持，支撑 Dial 拨（电话号码） Design 设计 Advertisement 广告Presentation 表演，展示 *slove 解决，解答 Lesson 4 Accountant 会计，会计师Tube （英）地铁 Crowded 拥挤的 ） Nearby 附近的 在附近 Otherwise 否则，另外Forecast 预报，预测 Crowed 人群，一伙人 Lung 肺 Sickness 疾病 Distance 距离 Distance learning 远程学习Cigar 雪茄烟 ·

(完整版)北师版高中英语必修3翻译

必修三 1航行到美洲的北欧海盗 北欧海盗是第一批到达美洲的欧美人。早在哥伦布起航之前，他们就已经到达那里了。 北欧海盗的祖先来自于斯堪地那维亚半岛。公元8世纪到10世纪期间，他们控制着北欧海绵和沿海地区。大约到公元900年，北欧很多地方都有海盗居住。公元982年，冰岛生活着多达一万人的北欧海盗，就在此时，一个叫红发埃里克的人决定走向西远航。 根据冰岛和挪威的传说，红发艾里克银犯谋杀案而惹上麻烦，并被迫离开冰岛。埃里克到达达格陵兰岛后，发现他登陆的地方可以居住，返回冰岛，告诉人么哪有管格陵兰岛的事情，病说服一些人与他一起回到格陵兰岛，埃里克再次起航时，有25艘船与他同行，但其中只有14艘最终到达格陵兰岛。 红发埃里克登上格陵兰岛不久，一个叫比阿尼的人也从冰岛起航来寻找埃里克一行人。比阿尼希望找到和埃里克在一起的父亲，但大风使他偏离航线，刮到一个不知名的地方，从哪里他最终抵达格陵兰岛。 1002年红发埃里克的儿子利夫打算继续向西航行，他和比阿尼一同商量他们的在行计划。利夫依照比阿尼的指点。据说航信到了现在的加拿大海岸，他又继续南行至现在叫纽芬兰的岛屿。 我们从挪威和冰岛记载下来并流传几个世纪的传说中得知红发埃里克和利夫的事迹。他们是记载中最早航行到达美洲的欧洲人。 3水下世界-------观赏海洋生物的最佳地点 这里有北极熊，还有一座真正的冰川！你只能看见冰山水上的一小部分，而水下部分是水上部分的三倍。你可以再给海豹喂食时观看海豹，看看那些不爱运动却非常友好的动作敏捷的企鹅。你一定会爱上他们的！ 海底 看看世界上最美的珊瑚和最奇异的鱼类，看鱼飞翔着，闯过水面，与其他鱼类相比，他们不算绚丽多姿，但游姿却很美。 海洋剧院 看着聪明的海豚，精彩的表演每两小时一场。 探索他 这里是专为小孩子设计的，在这里，孩子们可以亲手接触摸螃蟹和其他小动物，还可以在这个令人兴奋的环境里学习到关于海滩上日常生活的知识。 虚拟航海 这是我们水管最新，最具有吸引力的活动，来和我们一起进行模拟航行吧！到海底走一走，看一看世界上最奇异的鱼。 最吵的鱼：有些鱼发出的声音几乎是你讲话声音的两倍，你绝对不会找到比他们更吵闹的鱼。 最漂亮的鱼：有的鱼用身体发光一心其他鱼靠近人后吃掉他们，这些的嘴巨大无比，可以吃掉和自己体积一样大的鱼。要当心哦！ 最小的鱼:仔细找找这种世界上最小的鱼，他们还不及你家的苍蝇大。 和海豚一起游泳！直接面对海洋中最具有杀伤力的动物——大白鲨 快来参观吧，还有好多动物呢！22日前特价，尽快定票吧！每天早上10点开门。晚上7点关门 4海洋故事 B三年前，我遇到了一间可怕的事。6个小时的恐惧情形让我身心俱毁。你现在回认

(完整word版)北师大版高中英语必修

必修一Learning to learn Questionnaire问卷，调查表 Matter要紧，有重大关系 Partner合作者，搭档 Unit 1 Warm up Lifestyle生活方式 *shepherdxx Peaceful平静的，和平的 Relaxing轻松的，放松的 Stressful充满压力的，紧张的Suppose认为，猜想 Lesson 1 *series系列节目；系列 TV series电视连续剧 Cartoon卡通片，动画片 Talk show谈话节目，现场访谈 *complain抱怨；投诉 *couchxx发，睡椅 Couch potato终日懒散在家的人

Switch转换，转变 Switch on把开关打开，接通 Switch over转换频道，转变 Switch off把关掉，关上 BBC= British Broadcasting Corporation英语广播公司 Portable轻便的，手提（式）的Remote遥远的 Remote control遥控 *workaholic工作狂 Paperwork日常文书工作 Alarm警报，警告器 Alarm clock闹钟 Go off（xx，爆竹等）响 Take up占据 Be filled with充满着 Urgent急迫的，紧急的 Document公文，文件 Midnight午夜，半夜 Bored厌烦的，不感兴趣的 Lesson 2

Stress压力 Studio演播室，工作室Expert专家Suffer遭受（痛苦），感到疼痛Suffer from忍受，遭受 Pressure压力 Social社交的，社会的 Reduce减少，降低 Organize组织 Diet饮食，节食 Prefer更喜欢，宁愿 Stand忍耐，忍受 Lesson 3 Volunteer志愿者 Graduate毕业 Minus零下，负 Basin脸盆 Challenge挑战 Support支持，支撑 Dial拨（电话号码） Design设计 Advertisement广告

一百首适合一个人听的歌

1、泡沫----邓紫棋 2、阴天----莫文蔚 3、眼泪----范晓萱 4、我要我们在一起---=范晓萱 5、无底洞----蔡健雅 6、呼吸----蔡健雅 7、原点----蔡健雅&孙燕姿 8、我怀念的----孙燕姿 9、不是真的爱我----孙燕姿 10、我也很想他----孙燕姿 11、一直很安静----阿桑

12、让我爱----阿桑 13、错过----梁咏琪 14、爱得起----梁咏琪 15、蓝天----张惠妹 16、记得----张惠妹 17、简爱----张惠妹 18、趁早----张惠妹 19、一念之间----戴佩妮 20、两难----戴佩妮 21、怎样----戴佩妮 22、一颗心的距离----范玮琪

23、我们的纪念日----范玮琪 24、启程----范玮琪 25、最初的梦想----范玮琪 26、是非题----范玮琪 27、你是答案----范玮琪 28、没那么爱他----范玮琪 29、可不可以不勇敢----范玮琪 30、一个像夏天一个像秋天----范玮琪 31、听，是谁在唱歌----刘若英 32、城里的月光----许美静 33、女人何苦为难女人----辛晓琪

34、他不爱我----莫文蔚 35、你是爱我的----张惠妹 36、同类----孙燕姿 37、漩涡----孙燕姿 38、爱上你等于爱上寂寞----那英 39、梦醒了----那英 40、出卖----那英 41、梦一场----那英 42、愿赌服输----那英 43、蔷薇----萧亚轩 44、你是我心中一句惊叹----萧亚轩

45、突然想起你----萧亚轩 46、类似爱情----萧亚轩 47、Honey----萧亚轩 48、他和他的故事----萧亚轩 49、一个人的精彩----萧亚轩 50、最熟悉的陌生人----萧亚轩 51、想你零点零一分----张靓颖 52、如果爱下去----张靓颖 53、我想我是你的女人----尚雯婕 54、爱恨恢恢----周迅 55、不在乎他----张惠妹

北师大版高中英语必修单词表

八月一号任务Vocabulary in each unit Learning to learn questionnaire 问卷，调查表matter 要紧，有重大关系partner 合作者，搭档Unit 1 Warm up lifestyle 生活方式 *shepherd 牧羊人peaceful 平静的，和平的relaxing 轻松的，放松的stressful 充满压力的，紧张的suppose 认为，猜想Lesson 1 *series 系列节目；系列

TV series 电视连续剧cartoon 卡通片，动画片 talk show 谈话节目，现场访谈 *complain 抱怨；投诉 *couch 长沙发，睡椅couch potato 终日懒散在家的人switch 转换，转变switch on 把开关打开，接通switch over 转换频道，转变switch off 把……关掉，关上BBC= British Broadcasting Corporation 英语广播公司portable 轻便的，手提（式）的remote 遥远的remote control 遥控*workaholic 工作狂

paperwork 日常文书工作alarm 警报，警告器alarm clock 闹钟 go off （铃，爆竹等）响take up 占据 be filled with 充满着urgent 急迫的，紧急的document 公文，文件midnight 午夜，半夜bored 厌烦的，不感兴趣的Lesson 2 stress 压力studio 演播室，工作室expert 专家Suffer 遭受（痛苦），感到疼痛

适合女生唱的100首好听的歌

适合女生唱的100首好听的歌 1、偏爱----张芸京 2、阴天----莫文蔚味道很难把握 3、眼泪----范晓萱还好，张学友版本适合男生 4、我要我们在一起---范晓萱A段超级难唱的，拍子和口气都不好抓 5、无底洞----蔡健雅听起来简单，唱起来很难——这首是典型的例子 6、呼吸----蔡健雅 7、原点----蔡健雅&孙燕姿到哪里找两个好听的女中音呢？ 8、我怀念的----孙燕姿 9、不是真的爱我----孙燕姿 10、我也很想他----孙燕姿 11、一直很安静----阿桑 12、让我爱----阿桑 13、错过----梁咏琪 14、爱得起----梁咏琪为什么没有洗脸？剪发？胆小鬼？ 15、蓝天----张惠妹 16、记得----张惠妹 17、简爱----张惠妹是剪爱吧？ 18、趁早----张惠妹男生可以试试张宇的版本 19、一念之间----戴佩妮 20、两难----戴佩妮 21、怎样----戴佩妮 22、一颗心的距离----范玮琪 23、我们的纪念日----范玮琪 24、启程----范玮琪 25、最初的梦想----范玮琪 26、是非题----范玮琪 27、你是答案----范玮琪 28、没那么爱他----范玮琪 29、可不可以不勇敢----范玮琪 30、一个像夏天一个像秋天----范玮琪范范的歌这么多啊。。。 31、听，是谁在唱歌----刘若英 32、城里的月光----许美静 33、女人何苦为难女人----辛晓琪我一直在找这个歌曲的粤语版，却找不到

34、他不爱我----莫文蔚 35、你是爱我的----张惠妹 36、同类----孙燕姿 37、漩涡----孙燕姿 38、爱上你等于爱上寂寞----那英在KTV点这个歌曲的MTV不是会很尴尬吗？ 39、梦醒了----那英 40、出卖----那英 41、梦一场----那英 42、愿赌服输----那英没有征服？也许是太大众了吧。 43、蔷薇----萧亚轩 44、你是我心中一句惊叹----萧亚轩 45、突然想起你----萧亚轩 46、类似爱情----萧亚轩 47、Honey----萧亚轩 48、他和他的故事----萧亚轩 49、一个人的精彩----萧亚轩 50、最熟悉的陌生人----萧亚轩还记得她第一张专籍里面最喜欢那首《没有人》 51、想你零点零一分----张靓颖 52、如果爱下去----张靓颖 53、我想我是你的女人----尚雯婕 54、爱恨恢恢----周迅 55、不在乎他----张惠妹 56、雪地----张惠妹 57、喜欢两个人----彭佳慧 58、相见恨晚----彭佳慧 59、囚鸟----彭羚 60、听说爱情回来过----彭佳慧 61、我也不想这样----王菲 62、打错了----王菲 63、催眠----王菲 64、执迷不悔----王菲 65、阳宝----王菲 66、我爱你----王菲 67、闷----王菲

最新北师大版高中英语必修一单词表91358

必修一 1 Learning to learn 2 Questionnaire 问卷，调查表3 Matter 要紧，有重大关系 4 Partner 合作者，搭档 5 Unit 1 6 Warm up 7 Lifestyle 生活方式 8 *shepherd 牧羊人 9 Peaceful 平静的，和平的10 Relaxing 轻松的，放松的11 Stressful 充满压力的，紧张的12 Suppose 认为，猜想 13 Lesson 1 14 *series 系列节目；系列 15 TV series 电视连续剧 16 Cartoon 卡通片，动画片 17 Talk show 谈话节目，现场访谈18 *complain 抱怨；投诉 19 *couch 长沙发，睡椅 20 Couch potato 终日懒散在家的人 21 Switch 转换，转变 22 Switch on 把开关打开，接通 23 Switch over 转换频道，转变 24 Switch off 把关掉，关上 25 BBC= British Broadcasting 26 Corporation 英语广播公司 27 Portable 轻便的，手提（式）的 28 Remote 遥远的 29 Remote control 遥控 30 *workaholic 工作狂 31 Paperwork 日常文书工作 32 Alarm 警报，警告器 33 Alarm clock 闹钟 34 Go off （铃，爆竹等）响 35 Take up 占据 36 Be filled with 充满着 37

Urgent 急迫的，紧急的 38 Document 公文，文件 39 Midnight 午夜，半夜 40 Bored 厌烦的，不感兴趣的 41 Lesson 2 42 Stress 压力 43 Studio 演播室，工作室 44 45 Expert 专家 46 Suffer 遭受（痛苦），感到疼痛47 Suffer from 忍受，遭受 48 Pressure 压力 49 Social 社交的，社会的 50 Reduce 减少，降低 51 Organize 组织 52 Diet 饮食，节食 53 Prefer 更喜欢，宁愿 54 Stand 忍耐，忍受 55 Lesson 3 56 Volunteer 志愿者 57 Graduate 毕业 58 Minus 零下，负 59 Basin 脸盆 60 Challenge 挑战 61 Support 支持，支撑 62 Dial 拨（电话号码） 63 Design 设计 64 Advertisement 广告 65 Presentation 表演，展示66 *slove 解决，解答 67 Lesson 4 68 Accountant 会计，会计师69 Tube （英）地铁 70 Crowded 拥挤的 71 Nearby 附近的 72 在附近 73 Otherwise 否则，另外 74

(完整版)北师大版高中英语必修五单词表

- 1 - Learning to learn assessment /??sesm ?nt / n.评估 self-assessment n.自我评估 strength /stre ?θ/ n..长处，优势 weakness /?wi:knis / n. 弱点，缺陷 gain /ɡein / vt. 获得,增加 appropriately / ??pr ?uprieitli/ adv.适当地 passive / ?p?siv / adj.被动的,消极的 phrase / freiz / n.短语,词组 concentrate / ?k?ns ?ntreit / vi.集中(思想、注意力等) previous / ?pri:vi?s / adj.以前的,过去的 positive / ?p?zitiv/ adj.积极的 associate / ??s ?u ?ieit/ vt. 联想,联系 mental / ?mentl / adj.内心的,精神病的 lawyer / ?l?:j ?/ n.律师 senior / ?si:nj?/ adj.高级的 senior high 高中 physicist / ?fizisist / n.物理学家 Unit 13 Warm-up beard / bi ?d/ n.胡须 *blond / bl ?nd/ adj.淡黄色的,毛发及皮肤浅色的 sunglass / ?s?n?gl?s / n.墨镜 uniform / ?ju:nif?:m/ n.制服 moustache /m ?s?tɑ:?/ n.长在嘴唇上的小胡子 heel / hi:l/ n.鞋跟 sleeve / sli:v/ n.衣服袖子 facial / ?fe???l/ adj.面部的 expression / iks?pre??n/ n.表情,词语 connection / k ??nek ??n/ n.联系,连接 chain /t ?ein/ n.链条,一连串的事物 Lesson 1 aircraft / ???kr ɑ:ft / n.飞机,航空器 emergency / i?m?:d ??nsi/ n.紧急情况 pray / prei/ vt..& vi.祈祷,祷告 gifted / ?g?ft ?d/ adj.有天赋的 accurately / ??kjur?tl ?/ adv.精确地,准确地 draw up 起草 description /dis?k rip ??n/ n.描述,形容 academic/??k ??demik/ adj.学术的 predict / pri?dikt / vt.预言,预测 deserve /di?z?:v/ vt.应得,值得 failure / ?feilj?/ n.失败 mistaken / m ??ste ?k ?n/ adj.错误的 association / ??s ?u ?i?ei??n/ n.联想,协会 thus / e?s/ adv.因此,如此 possibility / ?p?s ??biliti/ n.可能性 disability / ?dis??biliti/ n.残疾,无能力 entirely / en?ta??li:/ adv.完全地 Easter n.复活节 embassy / ?emb ?si / n..大使馆 accuse / ??kju:z/ vt.控告,谴责 lightning / ?laitni?/ n.闪电 Lesson 2 *personality / ?p ?:s ??n?liti/ n.个性,性格 clerk / kl ɑ:k /n.职员 conductor/ k ?n?d?kt ?/n. 售票员,指挥 butcher/ ?but??/n. 屠夫,肉商 athletic / ?θ?let?k/ adj.爱运动的 independent /??ndi?pend?nt/adj.独立的 neat/ ni:t/adj.整洁的 selfish / ?selfi?/adj.自私的 sharp / ?ɑ:p]/ adj.敏锐的,锋利的,尖的 characteristic/ ?k?rikt??ristik/ n. 特点,特性 desire / di?zai?/ n.渴望,欲望 satisfaction/ ?s?tis?f?k??n/n. 满意,满足 harvest/ ?hɑ:vist /n. 收获 biology/ bai??l ?d ?i/n. 生物学 pineapple / ?pain??pl /n.菠萝 peach/ pi:t ?/n. 桃子 kindness/ ?kaindnis /n.和善,亲切 requirement/ ri?kwai?m ?nt/ n.要求 airline / ???lain/ n.航空公司 aboard / ??b ?:d/ prep.在(上)船(飞机、火车、公共汽车)上 assistant / ??sist ?nt/ n.助手,助理 independence / ??ndi?pend?ns/ n. 独立 poet / ?p?uit/ n.诗人 translator / tr?ns?le?t ?/ n.翻译员

北师大版高中英语必修一(课文 翻译 单词)

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