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教师备课需要做好的工作包括：(1)钻研所教学科的（）；(2)熟悉和钻研本门学科的教材；(3)了解学生；(4)准备教法。
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为了消除因未达账项而导致的不相符，应根据双方核对后发现的未达账项，编制（），据以调节双方的账面余额。
Passage Two Children live in a world in which science has tremendous importance. During their lifetimes it will affect them more and more. In time, many of them will work at jobs that depend heavily on science--for example, concerning energy sources, pollution control, highway safety, wilderness conservation, and population growth. As taxpayers they will pay for scientific research and exploration. And, as consumers, they will be bombarded (受到轰击) by advertising, much of which is said to be based on science. Therefore, it is important that children, the citizens of the future, become functionally acquainted with science--with the process and spirit of science, as well as with its facts and principles. Fortunately, science has a natural appeal for youngsters. They can relate it to so many things that they encounter--flashlights, tools, echoes, and rainbows. Besides; science is an excellent medium for teaching far more than content. It can help pupils learn to think logically, to organize and analyse ideas. It can provide practice in communication skills and mathematics. In fact, there is no area of the curriculum to which science cannot contribute, whether it is geography, history, language arts, music, or art! Above all, good science teaching leads to what might be called a "scientific attitude". Those who possess it seek answers through observing, experimenting, and reasoning, rather than blindly accepting the pronouncements of others. They weigh evidence carefully and reach conclusions with caution. While respecting the opinions of others, they expect honesty, accuracy, and objectivity and are on guard against hasty judgments and sweeping generalizations. All children should be developing this approach to solving problems, but it cannot be expected to appear automatically with the mere acquisition of information. Continual practice, through guided participation, is needed. People with a scientific attitude ______
Passage Five What produces a waterproof super glue, acts like a vacuum cleaner, and even teaches scientists about gene repair The humble little shellfish known as the mussel (贻贝)。 Mussels are found worldwide. Some live in the sea. Others inhabit freshwater streams and lakes. When you try to move a mussel from a rock, you will discover what an incredibly firm grip it has- a necessity if the mussel is to resist the sharp grab of a hungry seabird or the pounding waves of the sea. How does it manage to cling so tight When it choose a place to set up home, it pokes its tongue-shaped foot out of its shell and presses it against a solid surface. Special glands give off a fluid mixture of proteins into a channel that runs the length of the foot. The liquid quickly hardens into a fine, elastic thread about an inch long. Then a tiny pad-like structure at the end of this thread gives off some natural glue-like substance, the mussel lifts its foot, and anchor line number one is complete. These strategically placed threads form a bundle, which ties the mussel to its new home in much the same way that ropes hold down a tent. The whole procedure takes only three or four minutes. Imagine having a very strong glue that is non-toxic and so flexible that it can penetrate the tiniest holes and corners, sticking to any surface, even under water. Shipbuilders would welcome it for repairing vessels without the expense of dry-docking them. Auto-body workers would like a really waterproof paint that keeps the rust out. Surgeons would value a safe glue to join broken bones and to close wounds... The list of possible uses appears endless. However, scientists are not thinking of using the mussels themselves to produce this super glue. It would take some l0.000 shellfish to make just one gram of glue. So collection enough mussels to supply the world’s demand for super glue would wipe out the mussel population, many species of which are already endangered. Instead, American researchers have isolated and cloned the genes for five mussel glue proteins, and they are about to mass-produce them in the laboratory. However, the mussel is still one jump ahead. Only the mussel instinctively knows the exact blend of proteins needed for each kind of surface. Molecular biologist Frank Roberto has asked admiringly: "How are you ever going to imitate that" The main idea of this passage is that ______
Passage Three The average number of authors on scientific papers is sky-rocketing. That’s partly because labs are bigger, problems are more complicated, and more different subspecialties are needed. But it’s also because U.S. government agencies have started to promote "team science". As physics developed in the post-World War II era, federal funds built expensive national facilities, and these served as surfaces on which collaborations could crystallize naturally. Yet multiple authorship—however good it may be in other ways--presents problems for journals and for the institutions in which these authors work. For the journals, long lists of authors are hard to deal with in themselves. But those long lists give rise to more serious questions when something goes wrong with the paper. If there is research misconduct, how should the liability be allocated among the authors If there is an honest mistake in one part of the work but not in others, how should an evaluator aim his or her review Various practical or impractical suggestions have emerged during the long-standing debate on this issue. One is that each author should provide, and the journal should then publish, an account of that author’s particular contribution to the work. But a different view of the problem, and perhaps of the solution, comes as we get to university committee on appointments and promotions, which is where the authorship rubber really meets the road. Half a lifetime of involvement with this process has taught me how much authorship matters. I have watched committees attempting to decode sequences of names, agonize over whether a much-cited paper was really the candidate’s work or a coauthor’s, and send back recommendations asking for more specificity about the division of responsibility. Problems of this kind change the argument, supporting the case for asking authors to define their own roles. After all, if quality judgments about individuals are to be made on the basis of their personal contributions, then the judges better know what they did. But if questions arise about the validity of the work as a whole, whether as challenges to its conduct or as evaluations of its influence in the field, a team is a team, and the members should share the credit or the blame. According to the passage, there is a tendency that scientific papers ______
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