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人教版高中英语必修四Unit4单元测试题及答案(含听力材料)

人教版高中英语必修四Unit4单元测试题及答案(含听力材料)蹇呬慨4绗?(鎬诲垎120鍒?よ妭锛屾弧鍒?0鍒嗭級?鍏? 1.5鍒?婊″垎7.5鍒???殑A,骞舵爣鍦ㄨ瘯鍗风殑鐩,浣犻兘鏈?0绉掗挓鐨勬椂闂存潵鍥炵瓟?1. What happened to the man this morning? A. He couldn鈥檛talk. B. His car broke down. C. He was knocked down by a car. 2. What time is it now? A. 5:30. B. 5:45. C. 6:30. 3. What are the two speakers talking about? A. The man鈥檚vacation. B. Koala. C. A funny man. 4. What is Simon like? A. He is friendly. B. He is funny. C. He is troublesome. 5. What does the woman mean? A. She is tired of training. B. She enjoys the teamwork. C. She likes the 10-minute show. ?鍏?51.5鍒?婊″垎22.5鍒? ?,A銆丅銆丆涓変釜閫夐」,硅瘽鎴栫嫭鐧藉墠,?姣忓皬棰?绉掗挓锛涘惉瀹屽悗,姣忓皬棰樺皢缁欏嚭5?6娈垫潗鏂?鍥炵瓟绗?銆?棰樸€?6. What does the woman think of working in IT? A. The work is not good. B. The work is very hard. C. The work has two advantages. 7. What does the woman advise the man to do? A. The man shouldn鈥檛be in IT. B. The man should work hard. C. The man should take better care of himself. 7娈垫潗鏂?鍥炵瓟绗?鑷?0棰樸€?8. What is the probable relationship between the speakers? A. Colleagues. B. Teammates. C.Classmates. 9. Which sport does the man like best? A. Baseball. B. Tennis. C. Basketball. 10. What does the woman mean by saying "sorry"? A. She has never done sports herself. B. She doesn鈥檛like those sports. C. She has no time to play tennis.8娈垫潗鏂?鍥炵瓟绗?1鑷?3棰樸€?11. What is the man? A. A story-teller.B. A teacher.C. A doctor. 12. What is the problem of the woman鈥檚son? A. He cannot tell stories well. B. He is poor in all his subjects. C. He is only interested in Chinese. 13. What does the man advise the woman to do? A. Take her son to the hospital. B. Bring her son to meet him. C. Teach her son to have more interests.9娈垫潗鏂?鍥炵瓟绗?4鑷?7棰樸€?14. What is the woman鈥檚article about?A. Growing old.B. Enjoying life.C. Understanding the world. 15. What is the man鈥檚opinion? A. Life is simple now. B. Life is getting better. C. It鈥檚hard to grow old.16. What about other people? A. They are enjoying getting older. B. They get better as they get older. C. They refuse to stay young. 17. How does the woman feel about growing old? A. It鈥檚hard. B. It鈥檚natural. C. It鈥檚good. 10娈垫潗鏂?鍥炵瓟绗?8鑷?0 棰樸€?18. What does the passage talk about? A. How to do exercise every day. B. How to get a good eating habit. C. How to build muscle mass.19. What is a good way to build muscle mass? A. Weight training. B. Cut out milk and fruit juice. C. Do exercise together with your teacher. 20. Which of the following should you eat or drink to gain weight? A. Baked chicken. B. High-sugar sodas. C. Fried chicken nuggets.鍒?5鍒嗭級?鍏?51鍒?婊″垎15鍒? 浠嶢銆丅銆丆銆丏鍥涗釜閫夐」涓?浣抽€夐」銆?21. As it was his first time to visit the science museum, the boy seemed ________ about everything there. A. anxious B. curious C. particular D. frightened 22. As we all know, the dove and the olive branch ______ peace. A. present B. mark C. replace D. represent 23. The kids seated themselves ______ to the teacher and listened _______ with great interest. A. closely; close B. close; closely C.closely; closely D. close; close 24. The little boy ________ for the apples on the tree, but of course he was not tall enough. A. handed out B. went out C. reached out D. brought out 25. Daddy didn鈥檛mind what we were doing, as long as we were together, _____ fun. A. had B. have C. to have D. having 26. Children, who grow up in a large family, are more _______ to get along well with others. A. similar B. probable C. likely D. possible 27.As a bus driver, you should try your best to _______ accidents.A. meetB. avoidC. overcomeD. miss 28. What really brings us together is a(n)________ purpose to protect wildlife from being destroyed. A. common B. general C. ordinary D. normal 29. We should do all we can to ______ the rights of the farmer workers who can鈥檛get their pay despite all their hard work. A. gain B. defend C. fight D. receive 30. The woman wanted to get her pay raised, so she made every_________ to approach her boss. A. effort B. strength C. courage D. mind 31. Can you think of a situation ________ people communicate only by means of body language?A. thatB. whichC. whereD. when 32. New York _______ second in the production of apples last year, producing 850,000,000 pounds. A. formed B. ranked C. located D. produced 33. _________ the guide, the reporter entered the house of the farmer who is famous for helping other villagers get rich. A. Followed B. Being followed C. Following D. To follow 34. Don鈥檛_________ me. What I really mean is that he is smart and can deal with each situation well. A. believe B. refuse C. misunderstand D. disappoint 35. 鈥昚ou haven鈥檛been to Australia, have you? 鈥昣________. How I wish to go there! A. Yes, I have B. Yes, I haven鈥檛C. No, I have D. No, I haven 鈥檛?鍏?0 1.5鍒?婊″垎30鍒? 闃,?閫夊?People spend their whole lives searching for love. I am no 36 . One day, I decided to look into the 37 . There was 38 waiting for me. The dog had been found with only three legs, and had a damaged ear. He was considered 39 . I often 40 out at the Humane Society (鍔ㄧ墿淇濇姢鍗忎細) or made some do-nations. That day I was 41 something as usual, and happened to see him. Looking down through the wire net, I thought he was a 42 little thing, and my heart went out to him. 43 I really couldn鈥檛take another dog home;I had claimed (棰嗗吇) four 44 . There had to be a 45 , I thought. I couldn鈥檛save them all. On my way home, I knew the dog would be 46 if I didn鈥檛take him, and I felt so sad. As I passed a church, I saw a 47 on the wall saying "Is there room at the hotel?" I knew at that moment there was always 48 for one more, especially one that needed my 49 . As soon as the Humane Society opened the next morning, their 50 rang. "I鈥檓coming for that 51 dog. Save him for me, "I told them. I got there as 52 as I could. And he gave his heart to me completely, from the moment I 53 him. In my experience, there is 54 like the feeling of rescuing the dog. He is a lovely creature and I wouldn鈥檛55 him for other puppies (骞肩姮) in the world. 36. A. similar B. curious C. different D. doubtful 37. A. zoo B. world C. crowd D. cage 38. A. love B. mystery C. comfort D. inspiration 39. A. dangerous B. cruel C. unhealthy D. unfriendly40. A. helped B. examined C. conducted D. watched 41. A. looking for B. giving awayC. picking outD. bringing back 42. A. happy B. lovely C. strange D. funny 43. A. So B. And C. But D. Though 44. A. once B. even C. still D. already 45. A. chance B. disadvantage C. limit D. doubt 46. A. destroyed B. fastened C. threatened D. controlled 47. A. photo B. sign C. clue D. door 48. A. room B. time C. excuse D. problem 49. A. treatment B. promise C. guidance D. love 50. A. doorbell B. alarm C. phone D. clock 51. A. pretty B. ugly C. rare D. disabled 52. A. early B. fast C. soon D. long 53. A. found B. met C. claimed D. controlled 54. A. nothing B. everything C. anything D. something 55. A. charge B. protect C. fight D. tradeВ锛堝叡102鍒嗭紝婊″垎20鍒嗭級,A銆丅銆丆銆丏鍥涗釜閫夐」涓?閫夊嚭鏈€浣抽€夐」銆?A 闅惧害:鈽?The "Thumbs-Up" While Western culture has become used to the thumbs-up as a positive signal (probably coming from World War II pilotsusing the signal to communicate that they were "good to go" with ground crews), there are cultures where a thumbs-up may land you in trouble. In West Africa, as well as Greece, Italy and Middle East, the thumbs-up is pretty much the biggest insult(渚). Rather more charming is a thumbs-up in Germany and in parts of Japan 鈥晅hey just see it as the hand signal for the number one. The "A-OK" This sign is mainly used by divers(娼滄按鍛?to mean "OK"(to prevent being confused with thethumbs-up sign, which means "rise"). Basically the meaning comes out as "great", or "completely fine". However, in a few countries in Europe, people may think you鈥檙e telling them that you think they鈥檙e a 'zero鈥? The "V Sign" The sign comes in two formats: one with the palm faced outwards, and one with the palm inwards. In America they mean the same thing 鈥?victory". However, if the outside of your hand is facing your target, you鈥檙e giving somebody a long-established insult in Great Britain and many English-speaking countries such as Australia, Ireland and New Zealand. Winston Churchill famously used the "incorrect" version of the V sign during the early years of the war, turning the outside inside later. The V sign is also considered rude in Italy. The "Corna" The corna hand gesture has most recently been adopted by fans of rock and heavy metal music. Nowadays many Americans use the gesture simply to mean "rock on", or in support of the University of Texas in Austin (known as the "Hook鈥檈m Horns"). Today it is still popular in Spain, Brazil and Slovakia () . Historically, however, the symbol possibly dates back to Ancient Greece. 56. Which of the following signs doesn鈥檛have an insulting meaning? A. The "Thumbs-Up". B. The "A-OK". C. The "V Sign". D. The "Corna". 57. The pilots in World War II used to make the "Thumbs-Up" sign to show _________. A. the plane was very good B. the plane was ready to take off C. they were going to land on the ground D. they were thankful to the ground crews 58. What information can we get from the passage? A. The "V Sign" was first used by Winston Churchill. B. Italians often use the "Thumbs-Up" to praise others. C. You are most likely to see the"Corna" in a heavy metal music concert. D. The "A-OK" and the "Thumbs-Up" have the same meaning to divers. 59. If you travel abroad, you 鈥檇better not use the "V Sign" in ______________. A. Greece or Italy B. Germany or Japan C. Ireland or Italy D. Spain or Brazil B 闅惧害:鈽呪槄The 1960 Presidential Debates between Vice President Nixon and Kennedy were the first nationally televised de-bates in presidential campaign history. 70 million voters were given the opportunity to not only hear the candidates (鍊欓€変汉), but to compare them as well. Surprisingly, there was a big difference between the TV viewers and the radio listeners. While the radio listeners clearly thought that Nixon had won the first debate, the television viewers were impressed by Kennedy鈥檚smile, charm and athletic appearance. Now let鈥檚think about some other situations: what if a baseball manager knew the opposing team鈥檚signals and were able to anticipate (棰勬湡)their game plan? Likewise, as a professional salesperson, you would be wise to notice your customers鈥檅ody language and adjust your presentation accordingly. Top salespeople recognize the importance of non-verbal communication. They understand that oneof the easiest and most effective ways to close sales is to be aware of their customers 鈥檅uy signals. In addition to monitoring your customers鈥檅ody language, it鈥檚important to be mindful of your own gestures and keep them positive. Remember to unfold your arms, uncross your legs, nod your head in agreement and smile frequently. Matching and mirroring your body language gestures is a way of telling another that you like them and agree with them. The psychological principle behind matching and mirroring is that people want to do business with salespeople thatthey believe are similar to them. In 1872, Charles Darwin published the book The Expressions in Man and Animals and launched the modern study of non-verbal communication. Actually, it is a mixture of movement, posture and tone of voice. 60. The example of the 1960 Presidential Debates is used to show __________. A. the presidential debates were always fierce B. the debates always attracted a wideaudience C. the voters paid more attention to the candidates鈥檇ebating skills D. the voters鈥檕pinions were affected by the candidates鈥檔on-verbal communication 61. Salespeople can close sales effectively because they can__________. A. perform body language well B. notice their customers鈥檅ody language C. adjust their body language to their customers鈥?D. understand what their customers鈥檃re saying 62. Charles Darwin wrote the book The Expressions in Man and Animals to _________. A. report his research on body language B. conclude man can learn a lot from animals C. teach people how to communicate with animals D. show the big difference between man and animals C 闅惧害:鈽呪槄鈽?In the US and Canada winter swimmers are called Polar Bears, but in Finland they鈥檙e just called Finns. Why and how do people swim in near-freezing water during the winter? An ice hole in a lake, sub-zero (闆跺害浠ヤ笅鐨? temperatures, a bathing suit, a wool cap, gloves, and shoes are for some people the perfect conditions for a quick dip in the water. Winter swimming is an activity that I never thought of before moving to Finland, but those who take part in the cold-water sport absolutely love it. My Finnish friend Katariina is the winter swimming leader of a group of international friends. She has been winter swimming for three years, and says, "every time I get out of the water, I have a new level of energy. "Katariina has persuaded many people, both Finns and foreigners, to try this sport, and has a group of winter swimming lovers who swim with her twice per week. The best conditions for winter swimming are -15 to -20 degrees with no wind. Katariina says that the hardest part, especially for beginners, is to psych () yourself up for the water; but once you do, it feels great. Swimmers only stay in the water for 30-60 seconds before getting out, getting dressed, and heading to the comfort of their warm cars. Winter swimmers do not put their heads in the water in case of hypothermia (浣撴俯杩囦綆). Katariina says that foreigners who go winter swimming feel proud of themselves, and happy that they have tried it at least once. 63. What are Finns and Polar Bears,according to this passage? A. They are people who love winter swimming. B. The names of animals living in Finland and at the South Pole. C. They are beginners at winter swimming. D. The people of Finland. 64. What are perfect conditions for winter swimming? A. A lake with ice, but warm weather. B. A warm car, and a frozen lake nearby. C. An icy lake of -15鈩僼o -20鈩僿ithout wind. D. A bathing suit, a wool cap and gloves. 65. What鈥檚the most difficult for winter swimming beginners? A. Preparing things for winter swimming. B. Persuading themselves to get into the winter. C. Getting into the water again. D. Staying longer in the water.鍐欎綔锛堝叡涓よ妭锛屾弧鍒?5鍒嗭級?鍏?01鍒?婊″垎10鍒? One day, a old man was in a hurry to cross the street.66. _______ He saw a car come. "Never mind," he thought. "I can 67. _______ run cross before it reaches me." He was wrong. Fortunately 68. _______ the driver stopped the car in time, and he didn鈥檛have 69. _______ time to think of the cars that was behind him. As a 70. _______ result, the second car ran into the first one and the 71. _______ third car ran into a post by roadside. All of the 72. _______ cars were broking. The drivers were all very angry. 73. _______ They quarreled with one another, and shouting at the 74. _______ old man, but none of them could do anything until the police has arrived to solve the matter. 75. _______闈㈣〃杈?婊″垎15鍒? ,浗鏈嬪弸Bob鍑轰簡浜嬫晠,?Bob? 1.,鎵撶畻鏄熸湡浜斾笅鍗堟淳浣犱负浠ｈ〃鍘紱2.,绛変粬鍑洪櫌鍚?浣犱滑浼氬府浠栬刀涓婏紱?璇蜂粬鍛婄煡锛?3.甯屾湜浠栧湪鐥呭簥涓婁笉瑕佽繃浜庢偛浼?绁濇効浠栨棭鏃ュ悍澶嶃€?娉ㄦ剰:(1) 鍙傝€冭瘝姹?on behalf of 浠ｈ〃锛?(2)璇嶆暟:100宸﹀彸銆?__________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _______________ ?Diving around Halaveli Island was a really unforgettable experience. I participated in a day diving trip that had lunch on the boat. We went to Maalhoss Thila first. The current (姘存祦) can be very strong here but we were lucky and had a mild one. We enjoyed all the different colors of coral and fish. The maximum depth of this dive was 30m, and we stayed for about 40 minutes. The water was reasonably warm, so I was not cold only wearing ashort-sleeved wetsuit. I was a bit worried about having lunch on the boat, as sometimes my stomach feels bad, but it was perfectly fine this time 鈥昿erhaps because the boat had not stopped and was moving toward the other dive place, or because the size of the boat was reasonably large. Our next diving place was called Manta. And as expected, the huge Manta was soon around us. It is one of the most exciting moments I have had in my life. We only dove to 14m this time, which allowed us to stay a bit longer 鈥昦lmost 50 minutes. On the way back all the women took strategic position on the deck, sunbathing and relaxing, while the men were getting bored and ate the leftovers from lunch. No matter how different we were, we all enjoyed our trip. Another dive I would like to recommend(鎺ㄨ崘)is called Maaya Thila, and it is the best night dive I have ever had. We saw a huge turtle sleeping in a cave, and sharks playfully chasing each other. They did not look friendly at all, but fortunately they did not decided to have us for dinner. But anyway what happened that night under water will remain a fond memory to be retold on specialoccasions by all the participants. It will be told with a smile on our faces. 1. What information can we get from the passage? A. The author enjoyed different colors of fish in Manta. B. Diving in Maaya Thila is one of the most unforgettable experience for the author. C. The author dove into Maaya Thila and stayed there for 50 minutes.D. There were no dangerous sharks in Maaya Thila. 2. The author was worried about having lunch on the boat because __________. A. the boat was not stopped B. it was moving toward the other dive place C. the boat was not big enough D. he / she felt sick when eating on boats 3. How many diving places are mentioned in the passage?A. 1.B. 2.C. 3.D. 4. 4. We learn from the last paragraph that ________. A. Maaya Thila was only suitable for a night dive B. many people had been killed at Maaya Thila C. Maaya Thila is popular among all the participants D. few people have the courage to dive at Maaya Thila 5. The author wrote this passage to ________. A. share some wonderful experiences of diving with readers B. make an attractive advertisement for a famous park C. give you some tips when you go out for a dive D. tell the readers how to spend a weekend or a long holiday鍙傝€冪瓟妗?1-5 BACCB 6-10 BCCBA11-15 BCBAB 16-20 BACAA 21-25 BDBCD26-30 CBABA 31-35 CBCCD 36-40 CDACA 41-45 BBCDC 46-50 ABADC 51-55 DBCAD 56-60 DBCCD 61-65 CAACB 66. 鈫抋n 67. come 鈫抍oming 68. cross 鈫抋cross 69. and 鈫抌ut 70. was 鈫抴ere 71. 鈭?2. roadside鍓嶅姞the 73. broking鈫抌roken 74. shouting鈫抯houted 75. 鍘绘帀has 涔﹂潰琛ㄨ揪(One possible version) Dear Bob, We were just told about the accident you had. I鈥檓sorry to hear about it and our other classmates are all sad about the news. I 鈥檓going to see you on behalf of others on this Friday afternoon. I will bring you a couple of books you will enjoy. We will help you to catch up in school as soon as you are out of hospital. If there is anything else we can do for you, please let me know. All of us send our best wishes for your quick recovery. Don鈥檛worry about your studies. We do hope that you will not be too sad in bed and that you will recoversoon. Sincerely yours, Li Hua? 1-5 BDCCA Text1 W: Why didn鈥檛you show up for class this morning? M: I don鈥檛even want to talk about it. My car broke down. Text2www. M: Mum, it鈥檚a quarter to 6 now. Time for the CBS TV show! W: Not exactly, honey, our clock is 15 minutes fast.Text3 W: I had a great time in Australia. I met a very cute old man with eyes like a koala. M: What鈥檚his name? W: I forgot his name, so I just call him "Koala Man". Text4 M: Don鈥檛you like my friends, Lily? W: They鈥檙e great! But I think Simon is a pain; he likes to make fun of others.Text5 W: I鈥檝e been training for over 20 days to be a volunteer, but only for a10-minute show. M: You must be tired out. W: Oh, it鈥檚not so bad. I like to work as a team.Text6 M: I think I鈥檇like to be in IT. W: That鈥檚good work, but you know, every coin has two sides. My brother works in IT, usually a hard 15-hour day. He was found to have high blood pressure when he was only 25. M: Well, what should I do then? W: Don鈥檛be worried. Just take care of your health, have regular meals and sleep well, and then everything should be OK.Text7 W: Hi, you鈥檙e new, aren鈥檛you? M: Yes, I am. And I like making friends. W: Me too. Do you have any hobbies? M: Yes, I like sports very much. I like baseball a lot 鈥昩ut I guess I like tennis better. W: Do you often play tennis? M: Yes, quite a bit. How about a game sometime after class? W: Sorry. I鈥檓strictly a spectator 鈥晅ennis, football, baseball, basketball, golf ... I watch them all, but I don鈥檛do any sports myself.Text8 W: I am sorry to say I have a problem. You work in the school and you educate the kids well. M: Yes. Quite right. What鈥檚up? W: Well. My son is always studying Chinese rather than other subjects after school. I want him to do well in all subjects. M: That鈥檚not common for a kid of his age. Do you often tell him stories beforeschool? W: Yes. I like Chinese too. I think this may affect him a little. M: That鈥檚it. Tomorrow bring your son here and I鈥檒l talk with him. I鈥檓sure we can find him other interests. W: Thank you very much.Text9 W: I鈥檓working on an article about growing older. Can you give me some tips? M: Err ... I can tell you how I feel about it. W: Sure, go ahead. M: As I get older, I get a better understanding of the world. It鈥檚not as simple as I thought 10 years ago. W: So is life getting better or worse, in your eyes? M: I鈥檇say I鈥檓getting better at enjoying the present. W: What about other people? Do you think they all agree with you? M: I can鈥檛say, but it seems that lots of people get better with age. W: I see. But I find it hard to get older. M: It鈥檚natural. Nobody would refuse to stay young, but you will understand more about the world. W: Thank you. What you鈥檝e said does help me a lot. M: Well, I hope so. Good luck to you!Text10 Trying to get bigger? We have some eating and exercising tips that will help you gain weight! First, to build muscle mass you have to do the right exercise. Weight training is good because it uses resistance which builds muscle mass. Make sure to ask your coaches, PE teacher or a doctor for help before using weights 鈥晅hey can be dangerous to your health if you don鈥檛use them the right way, or if you鈥檙e too young. Second, cut out foods that are fried, like French fries, chicken nuggets and fish sticks. Choose healthy foods like baked chicken, fish and potatoes. Then, make sure to drink healthy beverages like water, milk and fruit juice. Stay away fromhigh-sugar sodas 鈥晅hey add bad calories and have no nutrition. It鈥檚also a good idea to eat a lot of protein, 30 minutes after a workout. Once again, this will help build muscle mass. If you eat a lot of healthy food and mix it in with weight training or resistance-based exercises, you will gain good weight.。

清华幼儿英语手指游戏及歌谣

FingerPlays.01-little beeLittle bee，little bee，round，round，round．Little bee，little bee，sound，sound，sound．FingerPlays.02-peek a booPeek-a-booPeek ,peek,Peek-a-booPeek , peek,I see you.重点词语:peek , I see you .FingerPlays.03-open shut(幼儿英语)Open, ShutOpen, shut, open, shut.Give a little clap.Creep, creep, creep, creep.Give a little flap.重点词语:open, shut, clap, creep, flap FingerPlays.04-Here is the beehive(幼儿英语) Here Is the BeehiveHere is the beehive ,Where are the bees?Hidden away where nobody sees.Watch and you’ll see them,Come out of the hive ,One, two ,three ,four, five,Bzzzzzzzzz重点词语:beehive, one, two, three, four, five FingerPlays.05-Ten little fingers(幼儿英语) Ten little FingersOne little, two little, three little fingers.Four little, five little, six little fingers.Seven little, eight little, nine little fingers.Ten fingers on my hands.重点词语:finger, six, seven, eight, nine, tenFingerPlays.06-dance you fingers(幼儿英语)Dance Your FingersDance your fingers up,Dance your fingers down,Dance your fingers to the side,Dance them all around.Dance them on my shoulders,Dance them on my head,Dance them on my tummy,And put them all to bed.重点词语:up, down, side, all around, shoulder, head,tummy, bed FingerPlays.07-tow little black birds(幼儿英语)Two Little Black BirdsTwo little black birdsSitting on a hillOne named JackAnd one named JilFly away JackFly away JillCome back JackCome back Jill重点词语：black bird, fly away, come backFingerPlays.08-Jack and Jill(幼儿英语)Jack and JillJack and Jill went up the hillTo fetch a pail of water,Jack fell down and broke his crownAnd Jill came tumbling after.重点词语:hill, pail, a pail of waterFingerPlays.09-The chimney(幼儿英语)The Chimney Here is the chimneyHere is the top.Open the lid,Out Santa will pop.重点词语:chimney, lid, Santa, popFingerPlays.10-Eentsy Weentsy Spider(幼儿英语)Eentsy Weentsy SpiderThe eentsy weentsy spiderWent up the water spout,Down came the rain and washed the spider out;Out came the sun and Dried up all the rain;And the eentsy weentsy spider went up the spout again.重点词语：spider, water, spout, rain, sun FingerPlays.11-Five little birds(幼儿英语)Five Little BirdsFive little birds without any home,Five little trees in a row,Come and build your nests in the trees,We will rock you to and fro.重点词语：bird, home, nest, treeFingerPlays.12-Five Rabbits(幼儿英语)Five RabbitsFive rabbits were hiding,In the woods one day,1-2-3-4-5 jumped out,and then they ran away.重点词语：rabbit, woods, jump out, run away FingerPlays.13-Five little sausages(幼儿英语)Five Little Sausages(1) Five little sausages frying in the pan,The pan got hot and one went BAM!(2)Four……(3)Three……(4)Two……One little sausage frying in the pan,The pan got hot and one went“wait, wait! Put me on your plate and eat me!”重点词语：sausage, pan, hot, plate, eatFingerPlays.12-Five Rabbits(幼儿英语)Five RabbitsFive rabbits were hiding,In the woods one day,1-2-3-4-5 jumped out,and then they ran away.重点词语：rabbit, woods, jump out, run awayFingerPlays.14-This little pig(幼儿英语)This Little PigThis little pig went to market,This little pig stayed home,This little pig had roast beef,This little pig had none,And this little pig cried “wee-wee-wee”All the way home .重点词语：little pig, market, home, roast beef, cryFingerPlays.15-Three little monkeys(幼儿英语)Three Little Monkeys1.Three little monkeys jumping on the bed,One fell off, and bumped his head ,Mommy called the doctor and the doctor said,”No more little monkeys jumping on the bed.”2.Two……3.One ……He……his……重点词语:monkey, bed, jump, head, doctor, monkey FingerPlays.16-Hickory dicory dock(幼儿英语)Hickory Dickory Dock(1)Hickory dickouy dock,The mouse ran up the clock,The clock struck one,The mouse ran down,Hickory dickory dock.(2)……Two ……the mouse said:boo!(3)……Three ……the mouse said:w hee!(4)……Four ……the mouse said:no more!重点词语：mouse, run up, clock, run down FingerPlays.17-Where is thumkin(幼儿英语)Where Is Thumbkin?(1) Where Is Thumbkin?Where Is Thumbkin?Here is am, here is am,How are you today,sir?Very well I thank you.Run away. Run away.(2)……pointer……(3)……tall man……(4)……ring man……(5)……pinky……重点词语:where is Thumbkin? Here I am. How are you?Very well. Thank you.FingerPlays.18-You are my sunshine(幼儿英语)You’re My SunshineYou’re my sunshine, my only sunshine,You make me happy, when skies are gray,You never know dear,How much I love you,So please don’t take my sunshine away.重点词语：sunshine, happy, I love youFingerPlays.19-Skidamarink(幼儿英语)SkidamarinkSkidamarink a dinga ding,Skidamarink a doo, I love you.Skidamarink a dinga ding,Skidamarink a doo, I love you.I love you in the morning,And in the afternoon,I love you in the evening,And underneath the moon,Oh, Skidamarink a dinga ding,Skidamarink a doo, I love you.重点词语：I love you, morning, afternoon, evening, moonFingerPlays.20-Clap your hands(幼儿英语)Clap Your Hands(1)Clap, clap, clap your hands as slowly as you can.Clap, clap clap your hands as quickly as you can.(2)Shake……(3)Roll……(4)Rub……(5)Wiggle your fingers ……(6)Pound your fists……重点词语:clap your hands, shake your hands, roll your hands, rub your hands, wiggle your fingers, pound my fistsFingerPlays.20-Clap your hands(幼儿英语)Clap Your Hands(1)Clap, clap, clap your hands as slowly as you can.Clap, clap clap your hands as quickly as you can.(2)Shake……(3)Rol l……(4)Rub……(5)Wiggle your fingers ……(6)Pound your fists……重点词语:clap your hands, shake your hands, roll your hands, rub your hands, wiggle your fingers, pound my fistsFingerPlays.20-Clap your hands(幼儿英语)Clap Your Hands(1)Clap, clap, clap your hands as slowly as you can.Clap, clap clap your hands as quickly as you can.(2)Shake……(3)Roll……(4)Rub……(5)Wiggle your fingers ……(6)Pound your fists……重点词语:clap your hands, shake your hands, roll your hands, rub your hands, wiggle your fingers, pound my fistsFingerPlays.21-Gobble Gobble(幼儿英语)Gobble GobbleGobble, gobble, gobble,Quack, quack, quack,A turkey says gobble,A duck says quack.重点词语: turkey, duckFingerPlays.22-Old macdonald(幼儿英语)Old Macdonald(1)Old macdonald had a farm,EIEIO,And on his farm he had a duck, EIEIOWith a quack quack here,And a quack quack there,Here quack, there quack,(2)……Pig …… oink(3)……Cow …… moo(4)……Turkey …… gobble重点词语:farm, duck, pig, cow, turkey FingerPlays.23-Walking walking(幼儿英语)Walking WalkingWalking walking,Walking walking,Jump jump jump,Jump jump jump,Running running running ,Running running running ,Now let’s stop.Now let’s stop.重点词语:walking, jump, running ,stop FingerPlays.24-Ring around the rosy(幼儿英语)儿歌Ring around the Rosy(1)Ring auound the rosy,A pocketful of posies,Ashes, ashes, we all fall down.(2)Run……(3)Walk……(4)Hop……(5)Jump……(6)Tiptoe……重点词语：fall down, run, walk, hop, jump, tiptoe FingerPlays.25-Teddy bear(幼儿英语)Teddy BearTeddy bear, teddy bear,Turn around.Teddy bear, teddy bear,Touch the ground,Teddy bear , teddy bear,]Show your shoe,Teddy bear, teddy bear,That will do.重点词语：bear, turn around, touch the ground, show your shoe FingerPlays.26-If you are happy(幼儿英语)If You’re Happy(1)If you’re happy and you know it,clap your hands,( repeat )If you’re happy and you know it,Then your face will surely show it,If you’re happy and you know it.Clap your hands.(2)……stomp your feet……(3)……shout hurray……(4)……do all three……重点词语：happy, clap your hands, stomp your feet, shout hurray FingerPlays.27-Looby loo(幼儿英语)Looby LooChorus: Here we go looby loo,Here we go looby light,Here we go looby loo,All on a Sayturday night,(1)You put your right hand in,You put your right hand out,You give your right hand a shake shake shake,And turn yourself about.(2)……left hand……(3)……right foot……(4)……left foot……(5)……whole self……重点词语：right, left, hand, foot, whole, selfFingerPlays.28-Hokey pokey(幼儿英语)Hokey Pokey(1)You put your right hand in,You put your right hand out,You put your right hand in,And you shake it all about,You do the hokey pokey,And you turn yourself around,That’s what its all about.(2)……left hand……(3)……right foot……(4)……left foot……(5)……right shoulder……(6)……left shoulder……(7)……right hip……(8)……left hip……(9)……head……(10)……whole self……重点词语：hand, foot, shoulder, hip, head FingerPlays.29-Head and shoulders(幼儿英语)Head and ShouldersHead and shoulders, knees and toes,Knees and toes, knees and toes.Head and shoulders, knees and toes.Eyes and ears , mouth and nose.重点词语:head, shoulder, knee, toe, eye, ear, mouth, nose FingerPlays.30-A-tu-li-ta(幼儿英语)A-Tu-Li-TaA-tu-li-ta,a-tu-li-ta,a-tu-li-ta,taA-tu-li-ta,a-tu-ti-ta,a-tu-li-ta,ta(1)Thumbs up, Thumbs up, Thumbs up, Thumbs up,(2)Elbows back ……(3)Knees together……(4)Turn around……重点词语：thumbs up, elbows back, knees together, turn around FingerPlays.31-Mulberry bush(幼儿英语)Mulberry BushHere we go round the mulberry bush,The mulberry bush, the mulberry bush,Here we go round the mulberry bush,So early in the morning,(1)This is the way I wash my face,Wash my face, wash my face,This is the way I wash my face,So early in the morning.(2)……I brush my teeth……(3)……I comb my hair……(4)……I put on my clothes……重点词语：wash my face, comb my hair, brush my teeth,put on my clothes.FingerPlays.32-There is Thunders(幼儿英语)There Is ThunderThere Is Thunder ,There Is ThunderHear it roar. Hear it roar,Pitter patter, raindrops,Pitter patter, raindrops,I’m all wet, I’m all wet.重点词语：thunder, raindrops, wetFingerPlays.33-Twinkle Twinkle little star(幼儿英语)Twinkle, Twinkle, Little StarTwinkle, Twinkle, Little StarHow I wonder what you are,Up above the world so high,Like a diamond in the sky,Twinkle, Twinkle, Little StarHow I wonder what you are,重点词语：star, wonder, high, diamond, sky FingerPlays.34-I am a little teapot(幼儿英语)I’m a Little TeapotI’m a little teapot, short and stout,Here is my handle. Here is my spout.When I get all steamed up, then I shout.“Tip me over and pour me out.”重点词语：teapot, handle, spout, shoutFingerPlays.35-One two buckle my shoes(幼儿英语)One, Two, Buckle My ShoesOne, two, buckle my shoes,Three ,four, open the door,Five, six, pick up the sticks,Seven, eight, lay them straight,Nine, ten, do it again.重点词语：buckle my shoes, open the door, pick up sticks, lay them straightFingerPlays.36-The wheels on the bus(幼儿英语)The Wheels on the Bus(1)The wheels on the bus go,Round and round,Round and round, round and round,The wheels on the bus go,Round and round,All through the town.(2)The driver…… turn turn turn……(3)The door ……open and shut……(4)The people ……up and down……(5)The baby…… wee wee wee……(6)The mother ……shh shh shh……(7)The wheels…… round and round……重点词语：bus, wheel, driver, door, open and shut, people,up and down, baby, mother幼儿园英语手指游戏《one little finger》one little finger, one litter finger (依次伸出左右两个食指)one little finger, tap tap tap （同时伸出两个食指，对敲三下）point to the ceiling, point to the floor （指天花板，指地板）put it on your head. （放在脑袋上）最后一个head改成nose，mouth，ear等其它身体部位，甚至可以改成chair、table等等地方，呵呵，可以灵活运用哦。

备战2020年高考外刊精读与练习：表情符号的兴起(教案)

备战2020年高考外刊精读与练习(教案)The rise of the emoji表情符号的兴起语篇导读：很多人在用手机发短信时，经常会在字里行间内加上几个被称作“表情符号”的小图标，这个近来十分流行的新功能不仅能让枯燥无味的文字看起来丰富多彩，还可以快速且高效地向他人传达我们的情感。

你经常使用哪些表情符？本集探讨表情符号成为一种国际化语言及重要交流工具的发展过程。

Step 1 Vocabulary 词汇表happy 高兴的angry 愤怒的amazed 惊讶的to express 表露、表达（情感）emoji 表情符号，“绘文字”sophisticated 复杂精致的mood 情绪，心情thumbs-up （竖起拇指）赞puzzled 迷惑的addicted 使人沉迷的，上瘾的face-to-face 面对面的substitute 替代物non-verbal cue 非言语的暗示pictorial 图画的interpreted 被理解clumsy 笨手笨脚的empathy 同感、共鸣flirtatious 打情骂俏的linguistic Armageddon “语言的末日”，即语言的灭绝emotion 情感Step 2 Reading and understandingHappy,angry,amazed– these are some of the emotions we like to express these days when we're sending a message on our smartphones! That's why many of us now add little pictures to our texts to brighten up someones mobile screen but we're also using them as a quick way of telling someone how we're feeling. Yes,emojis have become a vital tool for communication.Let's clear one thing up first – there are emojis and emoticons. The latter are little images made using normal keys on a keyboard. For example, a colon, two dots, followed by the curved line of a close brackets is a 'smiley face'. But as technology has become more sophisticated, pre-made images have been created that can be simply added to your messages, which is great!The emoji was first invented in Japan in the late 1990s and the word 'emoji' comes from the Japanese words for 'picture' and 'character'. The number of different images has dramatically increased since then and now we have a picture for every mood or situation.So now we have the option to give this new creation the visual 'thumbs-up' but have you thought (puzzled face) why we've become so addicted to using emojis? Professor Vyv Evans, has written a book called ‘The Emoji Code’ – he says "increasingly, what we’re finding is that digital communication is taking over from certain aspects of face-to-face interaction… one of the reasons emojis are so interesting is that they really do enable us to express our emotional selves much more effectively." So emojis are a sort of substitute for the visual signals or non-verbal cues we normally give when we speak to someone face-to-face.Another advantage of emojis is that they are an international language – they don't use words but tell a message in pictorial form so they can be easily interpreted whatever your native language. However, the emojis you send need some thought as they can sometimes be misinterpreted – if a friend sends you an emoji of a hammer, you may think he is angry when really he is saying he has hurt himself or he is clumsy!Emojis are a good way for showing empathy– they are a virtual hug or a flirtatious tease. But as linguist Neil Cohn says, "to many, emoji are an exciting evolution of the way we communicate; to others, they are linguistic Armageddon." It does show there is a lot more to our communication than words alone but does this mean the decline in traditional writing?Step 3测验与练习Task 1阅读课文并回答问题。

CY7C63723-PC中文资料

元器件交易网CY7C63743CY7C63722/23CY7C63743enCoRe™ USBCombination Low-Speed USB & PS/2Peripheral ControllerTABLE OF CONTENTS1.0 FEATURES (5)2.0 FUNCTIONAL OVERVIEW (6)2.1 enCoRe USB - The New USB Standard (6)3.0 LOGIC BLOCK DIAGRAM (7)4.0 PIN CONFIGURATIONS (7)5.0 PIN ASSIGNMENTS (7)6.0 PROGRAMMING MODEL (8)6.1 Program Counter (PC) (8)6.2 8-bit Accumulator (A) (8)6.3 8-bit Index Register (X) (8)6.4 8-bit Program Stack Pointer (PSP) (8)6.5 8-bit Data Stack Pointer (DSP) (9)6.6 Address Modes (9)6.6.1 Data (9)6.6.2 Direct (9)6.6.3 Indexed (9)7.0 INSTRUCTION SET SUMMARY (10)8.0 MEMORY ORGANIZATION (11)8.1 Program Memory Organization (11)8.2 Data Memory Organization (12)8.3 I/O Register Summary (13)9.0 CLOCKING (14)9.1 Internal/External Oscillator Operation (15)9.2 External Oscillator (16)10.0 RESET (16)10.1 Low-voltage Reset (LVR) (16)10.2 Brown Out Reset (BOR) (16)10.3 Watchdog Reset (WDR) (17)11.0 SUSPEND MODE (17)11.1 Clocking Mode on Wake-up from Suspend (18)11.2 Wake-up Timer (18)12.0 GENERAL PURPOSE I/O PORTS (18)12.1 Auxiliary Input Port (21)13.0 USB SERIAL INTERFACE ENGINE (SIE) (22)13.1 USB Enumeration (22)13.2 USB Port Status and Control (22)14.0 USB DEVICE (24)14.1 USB Address Register (24)14.2 USB Control Endpoint (24)14.3 USB Non-control Endpoints (25)14.4 USB Endpoint Counter Registers (26)15.0 USB REGULATOR OUTPUT (27)16.0 PS/2 OPERATION (27)17.0 SERIAL PERIPHERAL INTERFACE (SPI) (28)17.1 Operation as an SPI Master (29)17.2 Master SCK Selection (29)17.3 Operation as an SPI Slave (29)17.4 SPI Status and Control (30)17.5 SPI Interrupt (31)17.6 SPI Modes for GPIO Pins (31)18.0 12-BIT FREE-RUNNING TIMER (31)19.0 TIMER CAPTURE REGISTERS (32)20.0 PROCESSOR STATUS AND CONTROL REGISTER (35)21.0 INTERRUPTS (36)21.1 Interrupt Vectors (37)21.2 Interrupt Latency (37)21.3 Interrupt Sources (37)22.0 USB MODE TABLES (42)23.0 REGISTER SUMMARY (47)24.0 ABSOLUTE MAXIMUM RATINGS (48)25.0 DC CHARACTERISTICS (48)26.0 SWITCHING CHARACTERISTICS (50)27.0 ORDERING INFORMATION (55)28.0 PACKAGE DIAGRAMS (55)LIST OF FIGURESFigure 8-1. Program Memory Space with Interrupt Vector Table (11)Figure 8-2. Data Memory Organization (12)Figure 9-1. Clock Oscillator On-chip Circuit (14)Figure 9-2. Clock Configuration Register (Address 0xF8) (14)Figure 10-1. Watchdog Reset (WDR, Address 0x26) (17)Figure 12-1. Block Diagram of GPIO Port (one pin shown) (19)Figure 12-2. Port 0 Data (Address 0x00) (19)Figure 12-3. Port 1 Data (Address 0x01) (19)Figure 12-4. GPIO Port 0 Mode0 Register (Address 0x0A) (20)Figure 12-5. GPIO Port 0 Mode1 Register (Address 0x0B) (20)Figure 12-6. GPIO Port 1 Mode0 Register (Address 0x0C) (20)Figure 12-7. GPIO Port 1 Mode1 Register (Address 0x0D) (20)Figure 12-8. Port 2 Data Register (Address 0x02) (21)Figure 13-1. USB Status and Control Register (Address 0x1F) (23)Figure 14-1. USB Device Address Register (Address 0x10) (24)Figure 14-2. Endpoint 0 Mode Register (Address 0x12) (25)Figure 14-3. USB Endpoint EP1, EP2 Mode Registers (Addresses 0x14 and 0x16) (26)Figure 14-4. Endpoint 0,1,2 Counter Registers (Addresses 0x11, 0x13 and 0x15) (26)Figure 17-1. SPI Block Diagram (28)Figure 16-1. Diagram of USB-PS/2 System Connections (28)Figure 17-2. SPI Data Register (Address 0x60) (29)Figure 17-3. SPI Control Register (Address 0x61) (30)Figure 17-4. SPI Data Timing (31)Figure 18-1. Timer LSB Register (Address 0x24) (31)Figure 18-2. Timer MSB Register (Address 0x25) (32)Figure 18-3. Timer Block Diagram (32)Figure 19-1. Capture Timers Block Diagram (33)Figure 19-2. Capture Timer A-Rising, Data Register (Address 0x40) (33)Figure 19-3. Capture Timer A-Falling, Data Register (Address 0x41) (34)Figure 19-4. Capture Timer B-Rising, Data Register (Address 0x42) (34)Figure 19-5. Capture Timer B-Falling, Data Register (Address 0x43) (34)Figure 19-6. Capture Timer Status Register (Address 0x45) (34)Figure 19-7. Capture Timer Configuration Register (Address 0x44) (34)Figure 20-1. Processor Status and Control Register (Address 0xFF) (35)Figure 21-1. Global Interrupt Enable Register (Address 0x20) (38)Figure 21-2. Endpoint Interrupt Enable Register (Address 0x21) (39)Figure 21-3. Interrupt Controller Logic Block Diagram (40)Figure 21-4. Port 0 Interrupt Enable Register (Address 0x04) (40)Figure 21-5. Port 1 Interrupt Enable Register (Address 0x05) (40)Figure 21-6. Port 0 Interrupt Polarity Register (Address 0x06) (41)Figure 21-7. Port 1 Interrupt Polarity Register (Address 0x07) (41)Figure 21-8. GPIO Interrupt Diagram (41)Figure 26-1. Clock Timing (51)Figure 26-2. USB Data Signal Timing (51)Figure 26-3. Receiver Jitter Tolerance (52)Figure 26-4. Differential to EOP Transition Skew and EOP Width (52)Figure 26-5. Differential Data Jitter (52)Figure 26-7. SPI Slave Timing, CPHA = 0 (53)Figure 26-6. SPI Master Timing, CPHA = 0 (53)Figure 26-8. SPI Master Timing, CPHA = 1 (54)Figure 26-9. SPI Slave Timing, CPHA = 1 (54)LIST OF TABLESTable 8-1. I/O Register Summary (13)Table 11-1. Wake-up Timer Adjust Settings (18)Table 12-1. Ports 0 and 1 Output Control Truth Table (21)Table 13-1. Control Modes to Force D+/D– Outputs (24)Table 17-1. SPI Pin Assignments (31)Table 19-1. Capture Timer Prescalar Settings (Step size and range for FCLK = 6 MHz) (35)Table 21-1. Interrupt Vector Assignments (37)Table 22-1. USB Register Mode Encoding for Control and Non-Control Endpoints (42)Table 22-2. Decode table for Table 22-3: “Details of Modes for Differing Traffic Conditions” (44)Table 22-3. Details of Modes for Differing Traffic Conditions (45)Table 28-1. CY7C63722-XC Probe Pad Coordinates in microns ((0,0) to bond pad centers) (57)1.0 Features•enCoRe™ USB - enhanced Component Reduction—Internal oscillator eliminates the need for an external crystal or resonator—Interface can auto-configure to operate as PS/2 or USB without the need for external components to switch between modes (no GPIO pins needed to manage dual mode capability)—Internal 3.3V regulator for USB pull-up resistor—Configurable GPIO for real-world interface without external components•Flexible, cost-effective solution for applications that combine PS/2 and low-speed USB, such as mice, gamepads, joysticks, and many others.•USB Specification Compliance—Conforms to USB Specification, Version 2.0—Conforms to USB HID Specification, Version 1.1—Supports 1 Low-Speed USB device address and 3 data endpoints—Integrated USB transceiver—3.3V regulated output for USB pull-up resistor•8-bit RISC microcontroller—Harvard architecture—6-MHz external ceramic resonator or internal clock mode—12-MHz internal CPU clock—Internal memory—256 bytes of RAM—8 Kbytes of EPROM—Interface can auto-configure to operate as PS/2 or USB—No external components for switching between PS/2 and USB modes—No GPIO pins needed to manage dual mode capability•I/O ports—Up to 16 versatile General Purpose I/O (GPIO) pins, individually configurable—High current drive on any GPIO pin: 50 mA/pin current sink—Each GPIO pin supports high-impedance inputs, internal pull-ups, open drain outputs or traditional CMOS outputs —Maskable interrupts on all I/O pins•SPI serial communication block—Master or slave operation—2 Mbit/s transfers•Four 8-bit Input Capture registers—Two registers each for two input pins—Capture timer setting with 5 prescaler settings—Separate registers for rising and falling edge capture—Simplifies interface to RF inputs for wireless applications•Internal low-power wake-up timer during suspend mode—Periodic wake-up with no external components•Optional 6-MHz internal oscillator mode—Allows fast start-up from suspend mode•Watchdog Reset (WDR)•Low-voltage Reset at 3.75V•Internal brown-out reset for suspend mode•Improved output drivers to reduce EMI•Operating voltage from 4.0V to 5.5VDC•Operating temperature from 0 to 70 degrees Celsius•CY7C63723 available in 18-pin SOIC, 18-pin PDIP•CY7C63743 available in 24-pin SOIC, 24-pin PDIP•CY7C63722 available in DIE form•Industry standard programmer support2.0 Functional Overview2.1enCoRe USB - The New USB StandardCypress has re-invented its leadership position in the low-speed USB market with a new family of innovative microcontrollers. Introducing...enCoRe USB—“enhanced Component Reduction.” Cypress has leveraged its design expertise in USB solutions to create a new family of low-speed USB microcontrollers that enables peripheral developers to design new products with a minimum number of components. At the heart of the enCoRe USB technology is the breakthrough design of a crystal-less oscillator. By integrating the oscillator into our chip, an external crystal or resonator is no longer needed. We have also integrated other external components commonly found in low-speed USB applications such as pull-up resistors, wake-up circuitry, and a 3.3V regulator. All of this adds up to a lower system cost.The CY7C637xx is an 8-bit RISC One Time Programmable (OTP) microcontroller. The instruction set has been optimized specif-ically for USB and PS/2 operations, although the microcontrollers can be used for a variety of other embedded applications. The CY7C637xx features up to 16 general purpose I/O (GPIO) pins to support USB, PS/2 and other applications. The I/O pins are grouped into two ports (Port 0 to 1) where each pin can be individually configured as inputs with internal pull-ups, open drain outputs, or traditional CMOS outputs with programmable drive strength of up to 50 mA output drive. Additionally, each I/O pin can be used to generate a GPIO interrupt to the microcontroller. Note the GPIO interrupts all share the same “GPIO” interrupt vector. The CY7C637xx microcontrollers feature an internal oscillator. With the presence of USB traffic, the internal oscillator can be set to precisely tune to USB timing requirements (6 MHz ±1.5%). Optionally, an external 6-MHz ceramic resonator can be used to provide a higher precision reference for USB operation. This clock generator reduces the clock-related noise emissions (EMI). The clock generator provides the 6- and 12-MHz clocks that remain internal to the microcontroller.The CY7C637xx has 8 Kbytes of EPROM and 256 bytes of data RAM for stack space, user variables, and USB FIFOs.These parts include low-voltage reset logic, a watchdog timer, a vectored interrupt controller, a 12-bit free-running timer, and capture timers. The low-voltage reset (LVR) logic detects when power is applied to the device, resets the logic to a known state, and begins executing instructions at EPROM address 0x0000. LVR will also reset the part when V CC drops below the operating voltage range. The watchdog timer can be used to ensure the firmware never gets stalled for more than approximately 8 ms. The microcontroller supports 10 maskable interrupts in the vectored interrupt controller. Interrupt sources include the USB Bus-Reset, the 128-µs and 1.024-ms outputs from the free-running timer, three USB endpoints, two capture timers, an internal wake-up timer and the GPIO ports. The timers bits cause periodic interrupts when enabled. The USB endpoints interrupt after USB transactions complete on the bus. The capture timers interrupt whenever a new timer value is saved due to a selected GPIO edge event. The GPIO ports have a level of masking to select which GPIO inputs can cause a GPIO interrupt. For additional flexibility, the input transition polarity that causes an interrupt is programmable for each GPIO pin. The interrupt polarity can be either rising or falling edge.The free-running 12-bit timer clocked at 1 MHz provides two interrupt sources as noted above (128 µs and 1.024 ms). The timer can be used to measure the duration of an event under firmware control by reading the timer at the start and end of an event, and subtracting the two values. The four capture timers save a programmable 8 bit range of the free-running timer when a GPIO edge occurs on the two capture pins (P0.0, P0.1).The CY7C637xx includes an integrated USB serial interface engine (SIE) that supports the integrated peripherals. The hardware supports one USB device address with three endpoints. The SIE allows the USB host to communicate with the function integrated into the microcontroller. A 3.3V regulated output pin provides a pull-up source for the external USB resistor on the D– pin.The USB D+ and D– USB pins can alternately be used as PS/2 SCLK and SDATA signals, so that products can be designed to respond to either USB or PS/2 modes of operation. PS/2 operation is supported with internal pull-up resistors on SCLK and SDATA, the ability to disable the regulator output pin, and an interrupt to signal the start of PS/2 activity. No external components are necessary for dual USB and PS/2 systems, and no GPIO pins need to be dedicated to switching between modes. Slow edge rates operate in both modes to reduce EMI.3.0 Logic Block Diagram4.0 Pin Configurations5.0 Pin AssignmentsNameI/O CY7C63723CY7C63743CY7C63722Description18-Pin 24-Pin 25-Pad D–/SDATA,D+/SCLK I/O 121315161617USB differential data lines (D– and D+), or PS/2 clock and data signals (SDATA and SCLK)P0[7:0]I/O1, 2, 3, 4,15, 16, 17, 181, 2, 3, 4,21, 22, 23, 241, 2, 3, 4,22, 23, 24, 25GPIO Port 0 capable of sinking up to 50 mA/pin, or sinking controlled low or high programmable current.Can also source 2 mA current, provide a resistive pull-up, or serve as a high-impedance input. P0.0 and P0.1 provide inputs to Capture Timers A and B, respec-tively.P1[7:0]I/O5, 145, 6, 7, 8,17, 18, 19, 205, 6, 7, 8,18, 19, 20, 21IO Port 1 capable of sinking up to 50 mA/pin, or sinking controlled low or high programmable current. Can alsosource 2 mA current, provide a resistive pull-up, or serve as a high-impedance input.Wake-Up 12-bit Timer USB &D+,D–P1.0–P1.7Interrupt ControllerPort 0P0.0–P0.7GPIO8-bit RISC Xtal RAM 256 Byte EPROM 8K ByteCoreBrown-out Reset XcvrWatch Timer Dog 3.3V Port 1GPIO Capture TimersUSB Engine PS/2Internal Oscillator Oscillator Low ResetVoltage RegulatorTimerSPIXTALOUTXTALIN/P2.1VREG/P2.01234569111516171819202221P0.0P0.1P0.2P0.3P1.0P1.2VSS VREG/P2.0P0.6P1.5P1.1P1.3D+/SCLK P1.7D–/SDATA VCC14P0.710VPPXTALIN/P2.1XTALOUT121378P1.4P1.62423P0.4P0.524-pin SOIC/PDIPCY7C6374312346781011121315161817P0.0P0.1P0.2P0.3VSS VREG/P2.0P0.4P0.6P0.7D+/SCLK D–/SDATA VCC18-pin SOIC/PDIPP0.59VPPXTALIN/P2.1XTALOUTCY7C63723514P1.0P1.1Top View4 5 6 7 8 93 P 0.21 P 0.0 2 P 0.125 P 0.4 24 P 0.523 P 0.622 21 20 19 1811121314151617P0.3P1.0P1.2P1.4P1.6 VSS VSS V P P X T A L I N /P 2.1V R E G X T A L O U T V C C D -/S D A T A D+/SCLK P0.7P1.1P1.3P1.5P1.7CY7C63722-XCDIE106.0 Programming ModelRefer to the CYASM Assembler User’s Guide for more details on firmware operation with the CY7C637xx microcontrollers.6.1Program Counter (PC)The 14-bit program counter (PC) allows access for up to 8 Kbytes of EPROM using the CY7C637xx architecture. The program counter is cleared during reset, such that the first instruction executed after a reset is at address 0x0000. This instruction is typically a jump instruction to a reset handler that initializes the application.The lower 8 bits of the program counter are incremented as instructions are loaded and executed. The upper 6 bits of the program counter are incremented by executing an XPAGE instruction. As a result, the last instruction executed within a 256-byte “page”of sequential code should be an XPAGE instruction. The assembler directive “XPAGEON” will cause the assembler to insert XPAGE instructions automatically. As instructions can be either one or two bytes long, the assembler may occasionally need to insert a NOP followed by an XPAGE for correct execution.The program counter of the next instruction to be executed, carry flag, and zero flag are saved as two bytes on the program stack during an interrupt acknowledge or a CALL instruction. The program counter, carry flag, and zero flag are restored from the program stack only during a RETI instruction.Please note the program counter cannot be accessed directly by the firmware. The program stack can be examined by reading SRAM from location 0x00 and up.6.28-bit Accumulator (A)The accumulator is the general-purpose, do everything register in the architecture where results are usually calculated.6.38-bit Index Register (X)The index register “X” is available to the firmware as an auxiliary accumulator. The X register also allows the processor to perform indexed operations by loading an index value into X.6.48-bit Program Stack Pointer (PSP)During a reset, the program stack pointer (PSP) is set to zero. This means the program “stack” starts at RAM address 0x00 and “grows” upward from there. Note that the program stack pointer is directly addressable under firmware control, using the MOV PSP ,A instruction. The PSP supports interrupt service under hardware control and CALL, RET, and RETI instructions under firmware control.During an interrupt acknowledge, interrupts are disabled and the program counter, carry flag, and zero flag are written as two bytes of data memory. The first byte is stored in the memory addressed by the program stack pointer, then the PSP is incremented.The second byte is stored in memory addressed by the program stack pointer and the PSP is incremented again. The net effect is to store the program counter and flags on the program “stack” and increment the program stack pointer by two.The return from interrupt (RETI) instruction decrements the program stack pointer, then restores the second byte from memory addressed by the PSP . The program stack pointer is decremented again and the first byte is restored from memory addressed by the PSP . After the program counter and flags have been restored from stack, the interrupts are enabled. The effect is to restore the program counter and flags from the program stack, decrement the program stack pointer by two, and re-enable interrupts.The call subroutine (CALL) instruction stores the program counter and flags on the program stack and increments the PSP by two.XTALIN/P2.1IN 912136-MHz ceramic resonator or external clock input, or P2.1 inputXTALOUT OUT1013146-MHz ceramic resonator return pin or internal oscillator outputV PP 71011Programming voltage supply, ground for normal operation V CC111415Voltage supplyVREG/P2.0 81112Voltage supply for 1.3-k Ω USB pull-up resistor (3.3V nominal). Also serves as P2.0 input.V SS699, 10Ground5.0 Pin Assignments (continued)NameI/O CY7C63723CY7C63743CY7C63722Description18-Pin 24-Pin 25-PadThe return from subroutine (RET) instruction restores the program counter, but not the flags, from program stack and decrements the PSP by two.Note that there are restrictions in using the JMP, CALL, and INDEX instructions across the 4-KB boundary of the program memory. Refer to the CYASM Assembler User’s Guide for a detailed description.6.58-bit Data Stack Pointer (DSP)The data stack pointer (DSP) supports PUSH and POP instructions that use the data stack for temporary storage. A PUSH instruction will pre-decrement the DSP, then write data to the memory location addressed by the DSP. A POP instruction will read data from the memory location addressed by the DSP, then post-increment the DSP.During a reset, the Data Stack Pointer will be set to zero. A PUSH instruction when DSP equals zero will write data at the top of the data RAM (address 0xFF). This would write data to the memory area reserved for a FIFO for USB endpoint 0. In non-USB applications, this works fine and is not a problem.For USB applications, the firmware should set the DSP to an appropriate location to avoid a memory conflict with RAM dedicated to USB FIFOs. The memory requirements for the USB endpoints are shown in Section 8.2. For example, assembly instructions to set the DSP to 20h (giving 32 bytes for program and data stack combined) are shown below:MOV A,20h; Move 20 hex into Accumulator (must be D8h or less to avoid USB FIFOs)SWAP A,DSP; swap accumulator value into DSP register6.6Address ModesThe CY7C637xx microcontrollers support three addressing modes for instructions that require data operands: data, direct, and indexed.6.6.1DataThe “Data” address mode refers to a data operand that is actually a constant encoded in the instruction. As an example, consider the instruction that loads A with the constant 0x30:•MOV A, 30hThis instruction will require two bytes of code where the first byte identifies the “MOV A” instruction with a data operand as the second byte. The second byte of the instruction will be the constant “0xE8h”. A constant may be referred to by name if a prior “EQU” statement assigns the constant value to the name. For example, the following code is equivalent to the example shown above:•DSPINIT: EQU 30h•MOV A,DSPINIT6.6.2Direct“Direct” address mode is used when the data operand is a variable stored in SRAM. In that case, the one byte address of the variable is encoded in the instruction. As an example, consider an instruction that loads A with the contents of memory address location 0x10h:•MOV A, [10h]In normal usage, variable names are assigned to variable addresses using “EQU” statements to improve the readability of the assembler source code. As an example, the following code is equivalent to the example shown above:•buttons: EQU 10h•MOV A,[buttons]6.6.3Indexed“Indexed” address mode allows the firmware to manipulate arrays of data stored in SRAM. The address of the data operand is the sum of a constant encoded in the instruction and the contents of the “X” register. In normal usage, the constant will be the “base” address of an array of data and the X register will contain an index that indicates which element of the array is actually addressed:•array: EQU 10h•MOV X,3•MOV A,[x+array]This would have the effect of loading A with the fourth element of the SRAM “array” that begins at address 0x10h. The fourth element would be at address 0x13h.7.0 Instruction Set SummaryRefer to the CYASM Assembler User’s Guide for detailed information on these instructions. Note that conditional jump instructions (i.e., JC, JNC, JZ, JNZ) take 5 cycles if jump is taken, 4 cycles if no jump.MNEMONIC Operand Opcode Cycles MNEMONIC Operand Opcode Cycles HALT 007NOP 204ADD A,expr data014INC A acc214ADD A,[expr] direct026INC X x224ADD A,[X+expr] index037INC [expr] direct237ADC A,expr data044INC [X+expr] index248ADC A,[expr] direct056DEC A acc254ADC A,[X+expr] index067DEC X x264SUB A,expr data074DEC [expr] direct277SUB A,[expr] direct086DEC [X+expr] index288SUB A,[X+expr] index097IORD expr address295SBB A,expr data0A4IOWR expr address2A5SBB A,[expr] direct0B6POP A2B4SBB A,[X+expr] index0C7POP X2C4OR A,expr data0D4PUSH A2D5OR A,[expr] direct0E6PUSH X2E5OR A,[X+expr] index0F7SWAP A,X2F5AND A,expr data104SWAP A,DSP305AND A,[expr] direct116MOV [expr],A direct315AND A,[X+expr] index127MOV [X+expr],A index326XOR A,expr data134OR [expr],A direct337XOR A,[expr] direct146OR [X+expr],A index348XOR A,[X+expr] index157AND [expr],A direct357CMP A,expr data165AND [X+expr],A index368CMP A,[expr] direct177XOR [expr],A direct377CMP A,[X+expr] index188XOR [X+expr],A index388MOV A,expr data194IOWX [X+expr] index396MOV A,[expr] direct1A5CPL 3A4MOV A,[X+expr] index1B6ASL 3B4MOV X,expr data1C4ASR 3C4MOV X,[expr] direct1D5RLC 3D4reserved 1E RRC 3E4XPAGE 1F4RET 3F8MOV A,X404DI 704MOV X,A414EI 724MOV PSP,A604RETI 738CALL addr50 - 5F10JMP addr80-8F5JC addr C0-CF 5 (or 4) CALL addr90-9F10JNC addr D0-DF 5 (or 4)JZ addr A0-AF 5 (or 4)JACC addr E0-EF7JNZ addr B0-BF 5 (or 4)INDEX addr F0-FF148.0 Memory Organization8.1Program Memory Organization[1]After reset Address14 -bit PC0x0000Program execution begins here after a reset.0x0002USB Bus Reset interrupt vector0x0004128-µs timer interrupt vector0x0006 1.024-ms timer interrupt vector0x0008USB endpoint 0 interrupt vector0x000A USB endpoint 1 interrupt vector0x000C USB endpoint 2 interrupt vector0x000E SPI interrupt vector0x0010Capture timer A interrupt Vector0x0012Capture timer B interrupt vector0x0014GPIO interrupt vector0x0016Wake-up interrupt vector0x0018Program Memory begins here0x1FDF8 KB PROM ends here (8K - 32 bytes). See Note below Figure 8-1. Program Memory Space with Interrupt Vector TableNote:1.The upper 32 bytes of the 8K PROM are reserved. Therefore, the user’s program must not overwrite this space.8.2Data Memory OrganizationThe CY7C637xx microcontrollers provide 256 bytes of data RAM. In normal usage, the SRAM is partitioned into four areas: program stack, data stack, user variables and USB endpoint FIFOs as shown below:After reset Address8-bit DSP8-bit PSP0x00Program Stack Growth(User’s firmware movesDSP)8-bit DSP User Selected Data Stack GrowthUser Variables0xE8USB FIFO for Address A endpoint 20xF0USB FIFO for Address A endpoint 10xF8USB FIFO for Address A endpoint 0Top of RAM Memory0xFFFigure 8-2. Data Memory Organization8.3I/O Register SummaryI/O registers are accessed via the I/O Read (IORD) and I/O Write (IOWR, IOWX) instructions. IORD reads the selected port into the accumulator. IOWR writes data from the accumulator to the selected port. Indexed I/O Write (IOWX) adds the contents of X to the address in the instruction to form the port address and writes data from the accumulator to the specified port. Note that specifying address 0 with IOWX (e.g., IOWX 0h) means the I/O port is selected solely by the contents of X.Note:All bits of all registers are cleared to all zeros on reset, except the Processor Status and Control Register (Figure20-1). All registers not listed are reserved, and should never be written by firmware. All bits marked as reserved should always be written as 0 and be treated as undefined by reads.Table 8-1. I/O Register SummaryRegister Name I/O Address Read/Write Function Fig. Port 0 Data0x00R/W GPIO Port 012-2 Port 1 Data0x01R/W GPIO Port 112-3 Port 2 Data0x02R Auxiliary input register for D+, D–, VREG, XTALIN 12-8 Port 0 Interrupt Enable0x04W Interrupt enable for pins in Port 021-4 Port 1 Interrupt Enable0x05W Interrupt enable for pins in Port 121-5 Port 0 Interrupt Polarity 0x06W Interrupt polarity for pins in Port 021-6 Port 1 Interrupt Polarity 0x07W Interrupt polarity for pins in Port 121-7 Port 0 Mode0 0x0A W Controls output configuration for Port 012-4 Port 0 Mode10x0B W12-5 Port 1 Mode00x0C W Controls output configuration for Port 112-6 Port 1 Mode10x0D W12-7 USB Device Address0x10R/W USB Device Address register14-1 EP0 Counter Register0x11R/W USB Endpoint 0 counter register14-4 EP0 Mode Register0x12R/W USB Endpoint 0 configuration register14-2 EP1 Counter Register0x13R/W USB Endpoint 1 counter register14-4 EP1 Mode Register0x14R/W USB Endpoint 1 configuration register14-3 EP2 Counter Register0x15R/W USB Endpoint 2 counter register14-4 EP2 Mode Register0x16R/W USB Endpoint 2 configuration register14-3 USB Status & Control0x1F R/W USB status and control register13-1 Global Interrupt Enable0x20R/W Global interrupt enable register21-1 Endpoint Interrupt Enable0x21R/W USB endpoint interrupt enables21-2 Timer (LSB)0x24R Lower 8 bits of free-running timer (1 MHz)18-1 Timer (MSB)0x25R Upper 4 bits of free-running timer18-2 WDR Clear0x26W Watchdog Reset clear-Capture Timer A Rising0x40R Rising edge Capture Timer A data register19-2 Capture Timer A Falling0x41R Falling edge Capture Timer A data register19-3 Capture Timer B Rising0x42R Rising edge Capture Timer B data register19-4 Capture Timer B Falling0x43R Falling edge Capture Timer B data register19-5 Capture TImer Configuration0x44R/W Capture Timer configuration register19-7 Capture Timer Status0x45R Capture Timer status register19-6 SPI Data0x60R/W SPI read and write data register17-2 SPI Control0x61R/W SPI status and control register17-3 Clock Configuration0xF8R/W Internal / External Clock configuration register9-2 Processor Status & Control0xFF R/W Processor status and control20-1。

thumbs up英语作文

Thumbs Up: The Power of PositiveRecognitionIn the digital era, where the click of a button can instantly convey a message, the simple gesture of giving a "thumbs up" has emerged as a universal symbol of approval, encouragement, and positive recognition. This innocuous act, often overlooked in its simplicity, holds immense power in shaping individuals' self-esteem, motivation, and ultimately, their success.The concept of the "thumbs up" dates back to ancient times, when it was used as a gesture of approval or agreement. However, in the modern context, its significance has been amplified by the widespread use of social mediaand digital platforms. A "thumbs up" on a social media post can signify likes, support, or appreciation for someone's ideas, creativity, or achievements. This form of positive reinforcement has become a crucial aspect of online interactions, fostering a sense of community and belonging. The power of the "thumbs up" lies in its ability to instantly brighten someone's mood and boost their confidence. Receiving positive feedback, even in the formof a simple virtual gesture, can have a profound impact on an individual's self-esteem and self-worth. It validates their efforts, acknowledges their contributions, and encourages them to continue striving forward. This positive reinforcement can be particularly beneficial for those who may be lacking in confidence or facing challenges in their lives.Moreover, the "thumbs up" can serve as a powerful motivator. When individuals receive recognition for their work or achievements, they are more likely to feel motivated to continue their efforts and pursue further success. This positive feedback loop can lead to a virtuous cycle, where individuals are constantly inspired to push themselves to new heights.In addition to its individual benefits, the "thumbs up" also contributes to a more positive and encouraging online environment. When users are encouraged to express their approval and support through likes and positive comments,it fosters a culture of inclusivity and positivity. This, in turn, can have a positive impact on society at large, promoting a more understanding and supportive community.However, it's important to note that the "thumbs up" should not be used as a substitute for meaningful and constructive feedback. While it can be a powerful tool for recognition and encouragement, it should not be the only form of communication. Providing specific and constructive criticism, along with positive reinforcement, can help individuals identify areas for improvement and grow even further.In conclusion, the simple gesture of giving a "thumbs up" holds immense power in shaping individuals' lives and fostering a positive online environment. It serves as a powerful tool for recognition, encouragement, and motivation, helping individuals boost their self-esteem, persevere through challenges, and pursue success. While it should not be the sole form of communication, it can be a valuable addition to meaningful and constructive feedback, creating a more positive and encouraging online community. **点赞的力量：积极认可的魔力**在数字时代，一个简单的点击就能瞬间传递信息，而“点赞”这一手势则作为认同、鼓励和积极认可的通用符号脱颖而出。

英语精品每日一句(上)

12.He jumped down my throat t the mention of his wife.
一提他妻子他就暴跳如雷。
throat的意思是咽喉，jump down one's throat整个词组就有了“突然粗暴地回答、突然打断某人的话，说话带火药味”等意思。例句：He is a tartar, each time I met him he would jump down my throat.他是个刺头（他是个难对付的人），我每次遇到他，他都那么火气十足。
8.My savings amount to $2000.
我的储蓄达到2000美元。
Savings: 储蓄。再如: The old man kept his savings in the bank. 老人把他的储蓄存在银行里。
9.The press give the new film the thumbs down.
11.This is a fine kettle of fish！
真糟糕！真是一团糟！
a fine kettle of fish是“状况或情况一团糟”的表达方式之一，比“shit”之类要文雅许多。例句：This is a fine kettle of fish！I forgot to bring my cheque．真糟糕！我忘了带支票。
17.I'm boarding with a friend.
我在一朋友处寄宿。
boarding:a. 供膳的,供膳宿的 n. 伙食例句：He had paid out good money to educate his daughter at a boarding school. 他花了很多钱让他的女儿在寄宿学校受教育。

天津市南开区2023-2024学年七年级下学期期末检测英语试题

天津市南开区2023-2024学年七年级下学期期末检测英语试题一、单项选择1．—Peter, the watch looks cool. Is it ________?—Yes. This is my birthday present.A．his B．ours C．hers D．yours2．After you pay over the Internet, you will ________ the product a few days later by post.A．choose B．receive C．promise D．bring3．—________ you in the city in 2015?—No. I ________ here two years ago.A．Are; move B．Are; moved C．Were; moved D．Were; move 4．—________ did you go to school this morning, Tom?—My father drove me there. It took only fifteen minutes.A．How B．Who C．Where D．When5．—Can your sister ________?—No, she can’t. But she ________ to swim next month.A．swims; is learning B．swim; is learningC．swims; is going to learn D．swim; is going to learn6．Vienna is a beautiful old city ________ the River Danube ________ the centre of Europe.A．at; in B．on; in C．in; at D．on; at7．________ talking, please. It’s time to start our lesson.A．No B．Don’t C．Let’s D．Not8．—When ________ you come back from London, Mary?—Last week. The River Thames is really beautiful and I ________ it again.A．do; visit B．did; visit C．do; am visiting D．did; will visit 9．Look! ________ beautiful the dragon boat is!A．What B．What a C．How D．How a10．—________?—I'd like to buy a sweater for my daughter.A．Do you need anything B．What can I do for youC．What size do you want D．How much is the shirt二、完形填空Sarah and Henry are middle school students. They are in the same 11 of the school. Sarah often plays the piano there. And Henry often plays the violin.The club has some new students these days. Sarah and Henry are sharing 12 own stories about learning different instruments (乐器) in the Music Club now.“At the 13 of learning to play the piano, I couldn’t do it well. My parents 14 about I couldn’t keep my love of the piano,” Sarah says. “But after 15 the club and studying for a long time, I can play it well. That’s because there is a very 16 teacher, Miss Wang. I like her very much because she often helps us in her free time. And with her help, I am not afraid of 17 in front of people now.”“I am learning to play the violin here 18 I enjoy music and it makes me feel relaxed.” Henry says. “I’m 19 it’s also useful to learn a kind of instrument. It helps me concentrate (集中注意力).”“We are so happy to 20 the Music Club. It’s a good place for us students,” Sarah and Henry says happily.11．A．class B．grade C．club D．place12．A．his B．theirs C．her D．their13．A．end B．beginning C．front D．age 14．A．knew B．learnt C．worried D．talked 15．A．joining B．opening C．closing D．finding 16．A．clever B．lucky C．difficult D．kind 17．A．singing B．dancing C．playing D．drawing 18．A．or B．so C．but D．because 19．A．sure B．afraid C．sorry D．ready 20．A．change B．choose C．learn D．check三、阅读理解When we go to other countries, sometimes the language can be a problem. Luckily, hand gestures (手势) can help us.However, the same hand gestures have different meanings in different countries.21．According to the passage, what may be a problem when we are in other countries?A．Health.B．Languages.C．Life.D．Hands.22．What does the “OK” gesture mean in Japan?A．Money.B．Peace.C．Good.D．Right. 23．Where does the “V” gesture mean victory?A．In China.B．In Brazil.C．In Iraq.D．In America. 24．The underlined (划线的) word “insult” means “________” in Chinese.A．慷慨B．危害C．侮辱D．陷阱25．When people use “Thumbs-up” gesture in Iraq, what will Iraqis (伊拉克人) feel?A．Comfortable.B．Unhappy.C．Tired.D．Relaxed.Dear Sophia,You might be surprised that I am on a trip to Sikkim. Now I am still enjoying this lovely trip. We made the decision (决定) to go to Sikkim just two days before we began our tour.We spent one night at Kolkata. We had a ride in the trains. There is a large restaurant at Kolkata. There we enjoyed lots of delicious food. When it comes to eating, I won’t remember anything except (除……之外) eating. Darjeeling was the place I ever hoped to visit. It is very beautiful. And the people there are very polite and kind.At this moment I am at Gangtok, the capital city of Sikkim. It’s such a clean city that I must visit it again. I’m enjoying a lot here.I hope you can come with us next time. We all plan to visit Leh Ladakh for 10 days. I believe you’ll like it.Send my best wishes to my uncle and aunt.Yours,Linda 26．Linda wrote this letter to ________.A．Sophia B．her aunt C．her uncle D．her parents 27．How long did they spend at Kolkata?A．Two days.B．One night.C．One day.D．Ten days. 28．The people in Darjeeling are ________.A．brave B．difficult C．funny D．kind29．________ is the capital city of Sikkim.A．Leh Ladakh B．Gangtok C．Darjeeling D．Kolkata 30．Linda visited several cities during the trip, and which is the correct order of the cities?A．Kolkata → Gangtok →Darjeeling B．Darjeeling→ Gangtok→KolkataC．Kolkata →Darjeeling →Gangtok D．Kolkata →Gangtok →Leh LadakhDo you know AlphaGo? It is a top artificial intelligence Go player (人工智能围棋选手). It watches lots of Go games and reads many Go books. In a match, it can always pick the best move(一步棋), and ChatGPT is another AI star. US company OpenAI made it. It can talk with people, write songs, poems and even jokes.AI is so amazing. And it is only getting started. Artificial intelligence thinks and acts just like humans (人类).For example, your mom asks you to bring a bowl of soup to the table. You touch the bowl and get burned (被烫伤). Ouch! You remember the burn. Next time, when your mom asks you to bring the soup again, what will you do? You will wait for it to cool down, or you will wear gloves, right? You learn something and do things in a right way.Scientists teach AI to do the same thing. It remembers lots of information and learns from it. It uses the knowledge (知识) to help us do many things, such as driving cars and drawing pictures. 31．What is an artificial intelligence Go player?A．A person.B．A robot.C．A book.D．A screen. 32．What do we know about ChatGPT from the passage?A．It was called AlphaGo in the past.B．It is one of the top Go players.C．US singers and writers like it.D．The company OpenAI made it.33．Why did the author (作者) write about the example (例子) of getting burned by the soup?A．To show how AI is learning and acting like humans.B．To tell readers that AI is not good at everything.C．To teach readers the importance of being careful.D．To show why humans need AI tools at home.34．What does the underlined “it” in the last paragraph mean?A．the soup B．one of the scientists C．lots of information D．ChatGPT 35．What is the main idea of the passage?A．Why AI is popular.B．How AI thinks and learns.C．What AI can help people do.D．How ChatGPT is different from AIphaGo.There is a clothes shop called Green Ladies. It is very special because there are only second hand clothes in the shop.Cindy is the manager of Green Ladies. “Hong Kong is a great place for shopping and the new clothes are not very expensive. Many women like buying clothes and they wear differentclothes every day of a week. Some of them often throw (扔) away some clothes because they don’t like the clothes any more. Some of the clothes are even new. I think it’s a waste to do that,” she says. “How about sending these clothes to Green Ladies? Others can buy these second-hand clothes and you can get some money.”If you take your clothes to Green Ladies, the shop workers will check the clothes to make sure they’re right for sale first. After someone buys your clothes, the shop will give you 30% of the money.People can see reminders (提示语) like “Try before you buy.” and “Do you have the same clothes at home?” in Green Ladies. When customers see them, they will think carefully before they buy the clothes. By doing so, Green Ladies hopes to change people’s habits of shopping too much.36．From Cindy we know that some women throw away some clothes because ________.A．these clothes are cheap B．they don’t like the clothes nowC．these clothes are old D．these clothes are not right for them 37．What does the underlined word “waste” mean in Chinese?A．浪费B．环保C．行为D．勤俭38．How much can you get when someone pays 100 yuan for your dress in Green Ladies?A．70 yuan.B．50 yuan.C．30 yuan.D．10 yuan. 39．Which of the following may be a reminder in Green Ladies?A．Take them home right now.B．Buy it when you really need it.C．All the clothes look so good on you.D．You can get something good here. 40．Green Ladies hopes people don’t ________.A．save money B．wear expensive clothes C．buy second-hand things D．shop too much四、补全对话A: Hi, Susan. What’s your weekend plan?B: 41A: Disneyland? 42B: Because I like Mickey Mouse.A: 43B: By plane.A: That sounds wonderful. 44B: On Friday afternoon. What about your plan, Betty?A: 45 We’ll have a party next weekend. So I should get ready for it. A．When are you going there?B．I’m going to Shanghai Disneyland with my parents.C．I’m going to visit the zoo.D．What are you going to do there?E．Why are you going there?F．How are you going there?G．I’m going shopping.五、单词拼写46．Many /’fɒrən/ students are going to visit our school. 47．Susan /brɔ:t/ her friend a present to the party yesterday evening. 48．The football fans are /ˈtʃɪərɪŋ/ the players aloud.49．My mother likes to watch /ɒprəz/ on TV at weekends. 50．He ran /tə’wɔ:dz/ the window, and closed it quickly.六、完成句子51．吉姆帮助这位老人捡起了钱包。

One two three four

、One two three fourone two three four ,clap your hands (1 2 3 4，拍拍手)two two three four,stomp your feet（2 2 3 4，跺跺脚）three two three four,nod your head,（3 2 3 4，点点头）four two three four,hands on knees.（4 2 3 4，小手放到膝盖上）2、Let’s countone two ,tie your shoe（伸出手指数数，作系鞋带状）Three four ,touch the floor（伸出手指，蹲下摸地面）Five six ,stir and mix（伸出另一只手数，作搅拌状）Nine ten ,count again（双手反过来再数一遍）One two three four five six seven eight nineten (一只手指，一只手指的再数一遍)4、Shake your body（1）shake your shoulders,shua shua shua (上下抖动肩膀)Shake your hands ,clap clap clap（甩甩手，拍三下）Shake your hip ,pia pia pia（扭扭屁股，打三下）Shake your feet ,dong dong dong（抖抖脚，跺三下）5.Shakeyour body（2）Shake shake up (胳膊和手全部向上摇摆)Shake shake down（胳膊和手全部向下摇摆）Shake shake shake shake（摇一摇，摇一摇）Let’s turn around（转一圈）Shake shake up (胳膊和手全部向上摇摆)Shake shake down（胳膊和手全部向下摇摆）Shake shake shake shake（摇一摇，摇一摇）Let’s sing a song（做出唱歌的样子）6、Finger playone finger ,one finger ,turn turn turn ,turnto a toothbrush ,shua shua shua(两只手各出示一只手指，变成一个牙刷的样子，在嘴边上下刷动)Two finger, two finger ,turn turn turn ,turnto a rabbit ,jump jump jump（两只手各出示两只手指，转一下，变成一个兔子的样子，上下跳）Three finger ,three finger,turn turn turn,turn to a fork ,cha cha cha（两只手各出示三只手指，转一下，变成一个叉子的样子，上下叉动）Four finger ,four finger ,turn turn turn ,turnto a cat ,meow meow meow（两只手各出示四只手指，转一下，变成一个猫的样子，在嘴边划动）Five finger ,five finger ,turn turn turn ,turnto a tiger ,aw aw aw（两只手各出示五只手指，转一下，变成一个老虎的样子，两只手举起来假装扑向孩子）7、HelloHello ,hello ,how are you (左摆手，右摆手，双手头上打开)Fine ,fine,thank thank you（依次伸左右大拇指，拱手感谢）Hello ,hello ,how are you (左摆手，右摆手，双手头上打开)No no ,just so so（双手胸前摆手后体前交叉低头摇晃身体做不好意思状）8、Oh rabbitOh rabbit ,oh rabbit（双手做兔耳朵学兔跳两下）red red eyes（双手OK眼前晃三下）Oh shua ,oh shua ,oh shua shua shua (双手向前开合五次)Oh rabbit ,oh rabbit（同上）long long ears（双手兔耳朵往上伸三次）Oh wu ,oh wu ,oh wu wu wu（左右手交换做聆听状）Oh rabbit ,oh rabbit（同上）Short short tail（右手放臀后）Oh pia, oh pia, oh pia pia pia（轻拍屁股五下）9、WolfKnock konck knock（敲门三下）Who is it（手放耳边听）It’s mummy（捏鼻子装妈妈的声音）Open the door（双手打开门）Come in please（招手）Oh ,no（双手胸前摆手）Big bad wolf（打狼）Go out（双手推狼出去）Big bad wolf (打狼)10、daddy mummy (曲调同‘对面的女还看过来’)Daddy mummy ,look at me（(左摆手，右摆手，双手OK眼前晃一下) Look at me ,good baby（双手OK眼前晃一下，依次伸左右手大拇指）Daddy mummy look at me（同上）Clap your hands, follow me（拍手，指自己）11、follow meFollow follow follow me (双手从左往右拍手四下)Hands up ,hands down（双手头上举晃腕，向下晃腕）Follow follow follow me (双手从左往右拍手四下)Stand up sit down（起立，坐下）Follow follow follow me (双手从左往右拍手四下)Let’ s turn around（转一圈）Follow follow follow me (双手从左往右拍手四下)Let’s sing a song（手拿话筒做唱歌状）Oh lei ,oh lei ,oh lei（双手头上晃两下）Go go go（左手叉腰，右手握拳上举三次，同时跺脚三下）12、one two three fourfivePoint up point down (双手食指上指，下指)Show me one（双手半握拳胸前绕动后出示1）Jump up jump down（学兔上下跳）Show me two（双手半握拳胸前绕动后出示2）Look up look down（双手OK在眼前上下看）Show me three（双手半握拳胸前绕动后出示3）Stand up sit down（起立坐下）Show me four（双手半握拳胸前绕动后出示4）Hands up hands down（双手上举放下）Show me five（双手半握拳胸前绕动后出示5）One two three four five（依次出手指表示1、2、3、4、5后砍头）13、up and downUp up touch your head（单手依次上举然后摸头）Down down touch your toes （单手依次向下摸脚）Up and down （双手齐上下）Touch your hips（摸屁股）Turn around（转一圈）Touch the ground（摸地）Yeah !（双手上举欢呼）14、come onCome on ,come on（单手依次招手）Join me join me（单手依次半握拳于胸前）Let’s play a ball（左手拍球状）Let’s play a ball（右手拍球状）Ok ? ok ?（双手OK晃）Yeah ! yeah ! yeah !（双手上举欢呼）15、Nod your headNod your head ,yes yes yes（点三下头）Shake your head , no no no（摇头）Raise youe hand ,one two three（举右手伸手指示1、2、3）Put down your hand, one two three（放下右手伸手指示1、2、3）Look at me ,look at him ,chua chua chua（双手OK指自己，指任一男小朋友，前伸手三下）Look at her ,chua chua chua（指任一女小朋友）Clap your hands pia pia pia（拍手三下）Very good ,ha ha ha（双手胸前绕圈，放嘴边大笑）Two big eyes chua chua chua（双手做望远镜状前伸手三下）Two big ears wu wu wu ,wu wu wu（双手放耳边倾听）One small nose ,eng eng eng （单手指鼻子，学小猪拱三下）One little mouth , bo bo bo (指嘴，啵三下)1、Five fingers(先伸出大拇指)Thumb is father,(伸出食指)mother next tofather;(伸出中指)grandpa is thetallest one,(伸出无名指)grandma next tograndpa;(伸出小拇指)And the littlefinger is me,We are happy family.2、catch openCatch open touch your head,Catch open touch your face,Catch open touch your shoulderCatch open touch your knee,Catch open hide your hand behind you,3、the finger familyDaddy finger, daddy finger把拇指藏在拳头中间Here I am, here I am伸出拇指How are you today? 一只拇指向另一只拇指弯腰鞠躬Very well, thank you.另一个拇指鞠躬还礼Run away, run away. 两只拇指一起消失4、wiggleWiggle wiggle wiggle伸出双手，十指快速弯曲伸直跳动Shake shake shake 甩甩双手Roll roll roll 双拳在胸前扰动Finger run away抖动手指，然后双手藏到背后5、Little FoxLittle fox little fox,双手做成狐狸爪子的样子放在腮下，眼神做出贼头贼脑的样子laying fire ,双手做出火苗的样子Fire fire fire,双手做出火苗升高的样子Oh!my tail!迅速捂住屁股，从小椅子上弹跳起来1、The Wheels on the Bus(1)The wheels on the bus go,Round and round,Round and round, round and round,The wheels on the bus go,Round and round,All through the town.（画圈圈）(2)The driver（握方向盘）…… turn turn turn（两边倒）……(3)The door ……open and shut（手合上、张开）……(4)The people ……upand down（站起来和蹲下去）……(5)The baby…… wee wee wee（握拳，在眼睛两边做哭的样子）……(6)The mother ……shh shh shh（食指放嘴唇前）……(7)The wheels…… roundand round（两只手握拳，在胸前绕圈圈）……2、One, Two, Buckle My ShoesOne, two, buckle my shoes,（系鞋带）Three ,four, open the door,（开门）Five, six, pick up the sticks,（捡棍子）Seven, eight, lay them straight,（把棍子放笔直）Nine, ten, do it again.3、There Is Thunder（两只老虎的调）There Is Thunder ,There Is Thunder（指指天）Hear it roar. Hear it roar,（拍拍地）Pitter patter, raindrops,（两只手在膝盖上拍）Pitter patter, raindrops,I’m all wet, I’m all wet.（抱抱胸，甩甩手）So early in the morning,(1)This is the way I wash my face,（洗脸）Wash my face, wash my face,This is the way I wash my face,So early in the morning.(2)……I brush my teeth……（刷牙）(3)……I comb my hair……（梳头）(4)……I put on my clothes……（穿衣服）5、A-Tu-Li-TaA-tu-li-ta,a-tu-li-ta,a-tu-li-ta,taA-tu-li-ta,a-tu-ti-ta,a-tu-li-ta,ta(1)Thumbs up, Thumbs up, Thumbs up, Thumbs up,（大拇指翘起来）(2)Elbows back ……（肘部回来）(3)Knees together……（膝盖并拢）(4)Turn around……（转圈）6、Head and Shoulders（可以节奏越来越快）Head and shoulders, knees and toes,Knees and toes, knees and toes.Head and shoulders, knees and toes.Eyes and ears , mouth and nose.FingerPlays.17-Where is thumkin(幼儿英语)Where Is Thumbkin? （两只老虎的音调）拇指人在哪里？Where Is Thumbkin?拇指人在哪里？Where Is Thumbkin? 拇指人在哪里？Here is am, here is am,我在这里How are you today,sir?你今天怎么样Very well I thank you.非常好谢谢Run away. Run away.走了重点词语:where isThumbkin? Here I am. How are you?Very well. Thank you..18-You are mysunshine(幼儿英语)You’re My Sunshine双手架人字放到头上，左右移动You’re my sunshine, my only sunshine,You make me happy, when skies are gray,手指指在脸上以为happy，手指在胸前挥舞以为grey You never know dear,挥手意为不知道How much I love you,双手交叉放胸口So please don’t take my sunshine away.请别把我的阳光带走，挥手后把手拿开重点词语：sunshine, happy, Ilove youSkidamarinkSkidamarink a dinga ding,作举手状，左右交换Skidamarink a doo, I love you.双手做我爱你的动作Skidamarink a dinga ding,Skidamarink a doo, I love you.I love you in the morning,双手左中右挥舞，代表早上午下午晚上And in the afternoon,I love you in the evening,And underneath the moon,Oh, Skidamarink a dinga ding,Skidamarink a doo, I love you.重点词语：I love you,morning, afternoon, evening, moonGobble GobbleGobble Gobble 母鸡的叫声，咯咯咯，双手外翘放臀部扮母鸡叫Gobble, gobble, gobble,Quack, quack, quack,鸭子的叫声，嘎嘎嘎，双手半张开扮鸭子的叫声A turkey says gobble,火鸡咯咯咯叫A duck says quack.鸭子嘎嘎嘎叫重点词语: turkey, duck1.Jack and JillJack and Jill went up the hill Jack和Jill到山上去。

语法填空押题练—2023年初中英语中考备考冲刺

语法填空阅读下面材料，在空白处填入适当的内容（1个单词）或括号内单词的正确形式。

Thumbs-Up (点赞) for Zhang Jing!“This is not the way to deal with Chinese people,” said Chinese interpreter (口译译员) Zhang Jing calmly.Last month, China and the U.S. held an important meeting. Zhang’s translation impressed the U.S. side. One U.S. leader even joked that she deserved a raise (加薪). Zhang’s work also won her lots 1 fans on social media, and they admired her performances.Providing translation at important 2 (event) like this is very difficult. It tests not just a person’s English skills. He or she must be able to take quick notes 3 think fast, too. For Zhang, however, 4 all seems to be a piece of cake.But we all know no place 5 (build) in a day. Ever since she was in a middle school, Zhang had known 6 she wanted to be, a diplomat (外交官)! She was always working hard. Every morning, Zhang got up early 7 (follow) the English news more than twice. She 8 (spend) lots of time doing translation exercises. She would always ask herself, “Could I have done better?” Of all her classmates, her teacher thought the girl made 9 (great) progress.Do you want to be as good at speaking English as Zhang? Work hard towards your goals and never give up. That’s 10 (exact) the key to success.阅读下面短文，在空格处填入一个适当的词或使用括号中词语的正确形式填空，并将答案填写在答题卡规定的位置上。

Native Instruments MASCHINE MIKRO MK3用户手册说明书

The information in this document is subject to change without notice and does not represent a commitment on the part of Native Instruments GmbH. The software described by this docu-ment is subject to a License Agreement and may not be copied to other media. No part of this publication may be copied, reproduced or otherwise transmitted or recorded, for any purpose, without prior written permission by Native Instruments GmbH, hereinafter referred to as Native Instruments.“Native Instruments”, “NI” and associated logos are (registered) trademarks of Native Instru-ments GmbH.ASIO, VST, HALion and Cubase are registered trademarks of Steinberg Media Technologies GmbH.All other product and company names are trademarks™ or registered® trademarks of their re-spective holders. Use of them does not imply any affiliation with or endorsement by them.Document authored by: David Gover and Nico Sidi.Software version: 2.8 (02/2019)Hardware version: MASCHINE MIKRO MK3Special thanks to the Beta Test Team, who were invaluable not just in tracking down bugs, but in making this a better product.NATIVE INSTRUMENTS GmbH Schlesische Str. 29-30D-10997 Berlin Germanywww.native-instruments.de NATIVE INSTRUMENTS North America, Inc. 6725 Sunset Boulevard5th FloorLos Angeles, CA 90028USANATIVE INSTRUMENTS K.K.YO Building 3FJingumae 6-7-15, Shibuya-ku, Tokyo 150-0001Japanwww.native-instruments.co.jp NATIVE INSTRUMENTS UK Limited 18 Phipp StreetLondon EC2A 4NUUKNATIVE INSTRUMENTS FRANCE SARL 113 Rue Saint-Maur75011 ParisFrance SHENZHEN NATIVE INSTRUMENTS COMPANY Limited 5F, Shenzhen Zimao Center111 Taizi Road, Nanshan District, Shenzhen, GuangdongChina© NATIVE INSTRUMENTS GmbH, 2019. All rights reserved.Table of Contents1Welcome to MASCHINE (23)1.1MASCHINE Documentation (24)1.2Document Conventions (25)1.3New Features in MASCHINE 2.8 (26)1.4New Features in MASCHINE 2.7.10 (28)1.5New Features in MASCHINE 2.7.8 (29)1.6New Features in MASCHINE 2.7.7 (29)1.7New Features in MASCHINE 2.7.4 (31)1.8New Features in MASCHINE 2.7.3 (33)2Quick Reference (35)2.1MASCHINE Project Overview (35)2.1.1Sound Content (35)2.1.2Arrangement (37)2.2MASCHINE Hardware Overview (40)2.2.1MASCHINE MIKRO Hardware Overview (40)2.2.1.1Browser Section (41)2.2.1.2Edit Section (42)2.2.1.3Performance Section (43)2.2.1.4Transport Section (45)2.2.1.5Pad Section (46)2.2.1.6Rear Panel (50)2.3MASCHINE Software Overview (51)2.3.1Header (52)2.3.2Browser (54)2.3.3Arranger (56)2.3.4Control Area (59)2.3.5Pattern Editor (60)3Basic Concepts (62)3.1Important Names and Concepts (62)3.2Adjusting the MASCHINE User Interface (65)3.2.1Adjusting the Size of the Interface (65)3.2.2Switching between Ideas View and Song View (66)3.2.3Showing/Hiding the Browser (67)3.2.4Showing/Hiding the Control Lane (67)3.3Common Operations (68)3.3.1Adjusting Volume, Swing, and Tempo (68)3.3.2Undo/Redo (71)3.3.3Focusing on a Group or a Sound (73)3.3.4Switching Between the Master, Group, and Sound Level (77)3.3.5Navigating Channel Properties, Plug-ins, and Parameter Pages in the Control Area.773.3.6Navigating the Software Using the Controller (82)3.3.7Using Two or More Hardware Controllers (82)3.3.8Loading a Recent Project from the Controller (84)3.4Native Kontrol Standard (85)3.5Stand-Alone and Plug-in Mode (86)3.5.1Differences between Stand-Alone and Plug-in Mode (86)3.5.2Switching Instances (88)3.6Preferences (88)3.6.1Preferences – General Page (89)3.6.2Preferences – Audio Page (93)3.6.3Preferences – MIDI Page (95)3.6.4Preferences – Default Page (97)3.6.5Preferences – Library Page (101)3.6.6Preferences – Plug-ins Page (109)3.6.7Preferences – Hardware Page (114)3.6.8Preferences – Colors Page (114)3.7Integrating MASCHINE into a MIDI Setup (117)3.7.1Connecting External MIDI Equipment (117)3.7.2Sync to External MIDI Clock (117)3.7.3Send MIDI Clock (118)3.7.4Using MIDI Mode (119)3.8Syncing MASCHINE using Ableton Link (120)3.8.1Connecting to a Network (121)3.8.2Joining and Leaving a Link Session (121)4Browser (123)4.1Browser Basics (123)4.1.1The MASCHINE Library (123)4.1.2Browsing the Library vs. Browsing Your Hard Disks (124)4.2Searching and Loading Files from the Library (125)4.2.1Overview of the Library Pane (125)4.2.2Selecting or Loading a Product and Selecting a Bank from the Browser (128)4.2.3Selecting a Product Category, a Product, a Bank, and a Sub-Bank (133)4.2.3.1Selecting a Product Category, a Product, a Bank, and a Sub-Bank on theController (137)4.2.4Selecting a File Type (137)4.2.5Choosing Between Factory and User Content (138)4.2.6Selecting Type and Character Tags (138)4.2.7Performing a Text Search (142)4.2.8Loading a File from the Result List (143)4.3Additional Browsing Tools (148)4.3.1Loading the Selected Files Automatically (148)4.3.2Auditioning Instrument Presets (149)4.3.3Auditioning Samples (150)4.3.4Loading Groups with Patterns (150)4.3.5Loading Groups with Routing (151)4.3.6Displaying File Information (151)4.4Using Favorites in the Browser (152)4.5Editing the Files’ Tags and Properties (155)4.5.1Attribute Editor Basics (155)4.5.2The Bank Page (157)4.5.3The Types and Characters Pages (157)4.5.4The Properties Page (160)4.6Loading and Importing Files from Your File System (161)4.6.1Overview of the FILES Pane (161)4.6.2Using Favorites (163)4.6.3Using the Location Bar (164)4.6.4Navigating to Recent Locations (165)4.6.5Using the Result List (166)4.6.6Importing Files to the MASCHINE Library (169)4.7Locating Missing Samples (171)4.8Using Quick Browse (173)5Managing Sounds, Groups, and Your Project (175)5.1Overview of the Sounds, Groups, and Master (175)5.1.1The Sound, Group, and Master Channels (176)5.1.2Similarities and Differences in Handling Sounds and Groups (177)5.1.3Selecting Multiple Sounds or Groups (178)5.2Managing Sounds (181)5.2.1Loading Sounds (183)5.2.2Pre-listening to Sounds (184)5.2.3Renaming Sound Slots (185)5.2.4Changing the Sound’s Color (186)5.2.5Saving Sounds (187)5.2.6Copying and Pasting Sounds (189)5.2.7Moving Sounds (192)5.2.8Resetting Sound Slots (193)5.3Managing Groups (194)5.3.1Creating Groups (196)5.3.2Loading Groups (197)5.3.3Renaming Groups (198)5.3.4Changing the Group’s Color (199)5.3.5Saving Groups (200)5.3.6Copying and Pasting Groups (202)5.3.7Reordering Groups (206)5.3.8Deleting Groups (207)5.4Exporting MASCHINE Objects and Audio (208)5.4.1Saving a Group with its Samples (208)5.4.2Saving a Project with its Samples (210)5.4.3Exporting Audio (212)5.5Importing Third-Party File Formats (218)5.5.1Loading REX Files into Sound Slots (218)5.5.2Importing MPC Programs to Groups (219)6Playing on the Controller (223)6.1Adjusting the Pads (223)6.1.1The Pad View in the Software (223)6.1.2Choosing a Pad Input Mode (225)6.1.3Adjusting the Base Key (226)6.2Adjusting the Key, Choke, and Link Parameters for Multiple Sounds (227)6.3Playing Tools (229)6.3.1Mute and Solo (229)6.3.2Choke All Notes (233)6.3.3Groove (233)6.3.4Level, Tempo, Tune, and Groove Shortcuts on Your Controller (235)6.3.5Tap Tempo (235)6.4Performance Features (236)6.4.1Overview of the Perform Features (236)6.4.2Selecting a Scale and Creating Chords (239)6.4.3Scale and Chord Parameters (240)6.4.4Creating Arpeggios and Repeated Notes (253)6.4.5Swing on Note Repeat / Arp Output (257)6.5Using Lock Snapshots (257)6.5.1Creating a Lock Snapshot (257)7Working with Plug-ins (259)7.1Plug-in Overview (259)7.1.1Plug-in Basics (259)7.1.2First Plug-in Slot of Sounds: Choosing the Sound’s Role (263)7.1.3Loading, Removing, and Replacing a Plug-in (264)7.1.4Adjusting the Plug-in Parameters (270)7.1.5Bypassing Plug-in Slots (270)7.1.6Using Side-Chain (272)7.1.7Moving Plug-ins (272)7.1.8Alternative: the Plug-in Strip (273)7.1.9Saving and Recalling Plug-in Presets (273)7.1.9.1Saving Plug-in Presets (274)7.1.9.2Recalling Plug-in Presets (275)7.1.9.3Removing a Default Plug-in Preset (276)7.2The Sampler Plug-in (277)7.2.1Page 1: Voice Settings / Engine (279)7.2.2Page 2: Pitch / Envelope (281)7.2.3Page 3: FX / Filter (283)7.2.4Page 4: Modulation (285)7.2.5Page 5: LFO (286)7.2.6Page 6: Velocity / Modwheel (288)7.3Using Native Instruments and External Plug-ins (289)7.3.1Opening/Closing Plug-in Windows (289)7.3.2Using the VST/AU Plug-in Parameters (292)7.3.3Setting Up Your Own Parameter Pages (293)7.3.4Using VST/AU Plug-in Presets (298)7.3.5Multiple-Output Plug-ins and Multitimbral Plug-ins (300)8Using the Audio Plug-in (302)8.1Loading a Loop into the Audio Plug-in (306)8.2Editing Audio in the Audio Plug-in (307)8.3Using Loop Mode (308)8.4Using Gate Mode (310)9Using the Drumsynths (312)9.1Drumsynths – General Handling (313)9.1.1Engines: Many Different Drums per Drumsynth (313)9.1.2Common Parameter Organization (313)9.1.3Shared Parameters (316)9.1.4Various Velocity Responses (316)9.1.5Pitch Range, Tuning, and MIDI Notes (316)9.2The Kicks (317)9.2.1Kick – Sub (319)9.2.2Kick – Tronic (321)9.2.3Kick – Dusty (324)9.2.4Kick – Grit (325)9.2.5Kick – Rasper (328)9.2.6Kick – Snappy (329)9.2.7Kick – Bold (331)9.2.8Kick – Maple (333)9.2.9Kick – Push (334)9.3The Snares (336)9.3.1Snare – Volt (338)9.3.2Snare – Bit (340)9.3.3Snare – Pow (342)9.3.4Snare – Sharp (343)9.3.5Snare – Airy (345)9.3.6Snare – Vintage (347)9.3.7Snare – Chrome (349)9.3.8Snare – Iron (351)9.3.9Snare – Clap (353)9.3.10Snare – Breaker (355)9.4The Hi-hats (357)9.4.1Hi-hat – Silver (358)9.4.2Hi-hat – Circuit (360)9.4.3Hi-hat – Memory (362)9.4.4Hi-hat – Hybrid (364)9.4.5Creating a Pattern with Closed and Open Hi-hats (366)9.5The Toms (367)9.5.1Tom – Tronic (369)9.5.2Tom – Fractal (371)9.5.3Tom – Floor (375)9.5.4Tom – High (377)9.6The Percussions (378)9.6.1Percussion – Fractal (380)9.6.2Percussion – Kettle (383)9.6.3Percussion – Shaker (385)9.7The Cymbals (389)9.7.1Cymbal – Crash (391)9.7.2Cymbal – Ride (393)10Using the Bass Synth (396)10.1Bass Synth – General Handling (397)10.1.1Parameter Organization (397)10.1.2Bass Synth Parameters (399)11Working with Patterns (401)11.1Pattern Basics (401)11.1.1Pattern Editor Overview (402)11.1.2Navigating the Event Area (404)11.1.3Following the Playback Position in the Pattern (406)11.1.4Jumping to Another Playback Position in the Pattern (407)11.1.5Group View and Keyboard View (408)11.1.6Adjusting the Arrange Grid and the Pattern Length (410)11.1.7Adjusting the Step Grid and the Nudge Grid (413)11.2Recording Patterns in Real Time (416)11.2.1Recording Your Patterns Live (417)11.2.2Using the Metronome (419)11.2.3Recording with Count-in (420)11.3Recording Patterns with the Step Sequencer (422)11.3.1Step Mode Basics (422)11.3.2Editing Events in Step Mode (424)11.4Editing Events (425)11.4.1Editing Events with the Mouse: an Overview (425)11.4.2Creating Events/Notes (428)11.4.3Selecting Events/Notes (429)11.4.4Editing Selected Events/Notes (431)11.4.5Deleting Events/Notes (434)11.4.6Cut, Copy, and Paste Events/Notes (436)11.4.7Quantizing Events/Notes (439)11.4.8Quantization While Playing (441)11.4.9Doubling a Pattern (442)11.4.10Adding Variation to Patterns (442)11.5Recording and Editing Modulation (443)11.5.1Which Parameters Are Modulatable? (444)11.5.2Recording Modulation (446)11.5.3Creating and Editing Modulation in the Control Lane (447)11.6Creating MIDI Tracks from Scratch in MASCHINE (452)11.7Managing Patterns (454)11.7.1The Pattern Manager and Pattern Mode (455)11.7.2Selecting Patterns and Pattern Banks (456)11.7.3Creating Patterns (459)11.7.4Deleting Patterns (460)11.7.5Creating and Deleting Pattern Banks (461)11.7.6Naming Patterns (463)11.7.7Changing the Pattern’s Color (465)11.7.8Duplicating, Copying, and Pasting Patterns (466)11.7.9Moving Patterns (469)11.8Importing/Exporting Audio and MIDI to/from Patterns (470)11.8.1Exporting Audio from Patterns (470)11.8.2Exporting MIDI from Patterns (472)11.8.3Importing MIDI to Patterns (474)12Audio Routing, Remote Control, and Macro Controls (483)12.1Audio Routing in MASCHINE (484)12.1.1Sending External Audio to Sounds (485)12.1.2Configuring the Main Output of Sounds and Groups (489)12.1.3Setting Up Auxiliary Outputs for Sounds and Groups (494)12.1.4Configuring the Master and Cue Outputs of MASCHINE (497)12.1.5Mono Audio Inputs (502)12.1.5.1Configuring External Inputs for Sounds in Mix View (503)12.2Using MIDI Control and Host Automation (506)12.2.1Triggering Sounds via MIDI Notes (507)12.2.2Triggering Scenes via MIDI (513)12.2.3Controlling Parameters via MIDI and Host Automation (514)12.2.4Selecting VST/AU Plug-in Presets via MIDI Program Change (522)12.2.5Sending MIDI from Sounds (523)12.3Creating Custom Sets of Parameters with the Macro Controls (527)12.3.1Macro Control Overview (527)12.3.2Assigning Macro Controls Using the Software (528)13Controlling Your Mix (535)13.1Mix View Basics (535)13.1.1Switching between Arrange View and Mix View (535)13.1.2Mix View Elements (536)13.2The Mixer (537)13.2.1Displaying Groups vs. Displaying Sounds (539)13.2.2Adjusting the Mixer Layout (541)13.2.3Selecting Channel Strips (542)13.2.4Managing Your Channels in the Mixer (543)13.2.5Adjusting Settings in the Channel Strips (545)13.2.6Using the Cue Bus (549)13.3The Plug-in Chain (551)13.4The Plug-in Strip (552)13.4.1The Plug-in Header (554)13.4.2Panels for Drumsynths and Internal Effects (556)13.4.3Panel for the Sampler (557)13.4.4Custom Panels for Native Instruments Plug-ins (560)13.4.5Undocking a Plug-in Panel (Native Instruments and External Plug-ins Only) (564)14Using Effects (567)14.1Applying Effects to a Sound, a Group or the Master (567)14.1.1Adding an Effect (567)14.1.2Other Operations on Effects (574)14.1.3Using the Side-Chain Input (575)14.2Applying Effects to External Audio (578)14.2.1Step 1: Configure MASCHINE Audio Inputs (578)14.2.2Step 2: Set up a Sound to Receive the External Input (579)14.2.3Step 3: Load an Effect to Process an Input (579)14.3Creating a Send Effect (580)14.3.1Step 1: Set Up a Sound or Group as Send Effect (581)14.3.2Step 2: Route Audio to the Send Effect (583)14.3.3 A Few Notes on Send Effects (583)14.4Creating Multi-Effects (584)15Effect Reference (587)15.1Dynamics (588)15.1.1Compressor (588)15.1.2Gate (591)15.1.3Transient Master (594)15.1.4Limiter (596)15.1.5Maximizer (600)15.2Filtering Effects (603)15.2.1EQ (603)15.2.2Filter (605)15.2.3Cabinet (609)15.3Modulation Effects (611)15.3.1Chorus (611)15.3.2Flanger (612)15.3.3FM (613)15.3.4Freq Shifter (615)15.3.5Phaser (616)15.4Spatial and Reverb Effects (617)15.4.1Ice (617)15.4.2Metaverb (619)15.4.3Reflex (620)15.4.4Reverb (Legacy) (621)15.4.5Reverb (623)15.4.5.1Reverb Room (623)15.4.5.2Reverb Hall (626)15.4.5.3Plate Reverb (629)15.5Delays (630)15.5.1Beat Delay (630)15.5.2Grain Delay (632)15.5.3Grain Stretch (634)15.5.4Resochord (636)15.6Distortion Effects (638)15.6.1Distortion (638)15.6.2Lofi (640)15.6.3Saturator (641)15.7Perform FX (645)15.7.1Filter (646)15.7.2Flanger (648)15.7.3Burst Echo (650)15.7.4Reso Echo (653)15.7.5Ring (656)15.7.6Stutter (658)15.7.7Tremolo (661)15.7.8Scratcher (664)16Working with the Arranger (667)16.1Arranger Basics (667)16.1.1Navigating Song View (670)16.1.2Following the Playback Position in Your Project (672)16.1.3Performing with Scenes and Sections using the Pads (673)16.2Using Ideas View (677)16.2.1Scene Overview (677)16.2.2Creating Scenes (679)16.2.3Assigning and Removing Patterns (679)16.2.4Selecting Scenes (682)16.2.5Deleting Scenes (684)16.2.6Creating and Deleting Scene Banks (685)16.2.7Clearing Scenes (685)16.2.8Duplicating Scenes (685)16.2.9Reordering Scenes (687)16.2.10Making Scenes Unique (688)16.2.11Appending Scenes to Arrangement (689)16.2.12Naming Scenes (689)16.2.13Changing the Color of a Scene (690)16.3Using Song View (692)16.3.1Section Management Overview (692)16.3.2Creating Sections (694)16.3.3Assigning a Scene to a Section (695)16.3.4Selecting Sections and Section Banks (696)16.3.5Reorganizing Sections (700)16.3.6Adjusting the Length of a Section (702)16.3.6.1Adjusting the Length of a Section Using the Software (703)16.3.6.2Adjusting the Length of a Section Using the Controller (705)16.3.7Clearing a Pattern in Song View (705)16.3.8Duplicating Sections (705)16.3.8.1Making Sections Unique (707)16.3.9Removing Sections (707)16.3.10Renaming Scenes (708)16.3.11Clearing Sections (710)16.3.12Creating and Deleting Section Banks (710)16.3.13Working with Patterns in Song view (710)16.3.13.1Creating a Pattern in Song View (711)16.3.13.2Selecting a Pattern in Song View (711)16.3.13.3Clearing a Pattern in Song View (711)16.3.13.4Renaming a Pattern in Song View (711)16.3.13.5Coloring a Pattern in Song View (712)16.3.13.6Removing a Pattern in Song View (712)16.3.13.7Duplicating a Pattern in Song View (712)16.3.14Enabling Auto Length (713)16.3.15Looping (714)16.3.15.1Setting the Loop Range in the Software (714)16.3.15.2Activating or Deactivating a Loop Using the Controller (715)16.4Playing with Sections (715)16.4.1Jumping to another Playback Position in Your Project (716)16.5Triggering Sections or Scenes via MIDI (717)16.6The Arrange Grid (719)16.7Quick Grid (720)17Sampling and Sample Mapping (722)17.1Opening the Sample Editor (722)17.2Recording Audio (724)17.2.1Opening the Record Page (724)17.2.2Selecting the Source and the Recording Mode (725)17.2.3Arming, Starting, and Stopping the Recording (729)17.2.5Checking Your Recordings (731)17.2.6Location and Name of Your Recorded Samples (734)17.3Editing a Sample (735)17.3.1Using the Edit Page (735)17.3.2Audio Editing Functions (739)17.4Slicing a Sample (743)17.4.1Opening the Slice Page (743)17.4.2Adjusting the Slicing Settings (744)17.4.3Manually Adjusting Your Slices (746)17.4.4Applying the Slicing (750)17.5Mapping Samples to Zones (754)17.5.1Opening the Zone Page (754)17.5.2Zone Page Overview (755)17.5.3Selecting and Managing Zones in the Zone List (756)17.5.4Selecting and Editing Zones in the Map View (761)17.5.5Editing Zones in the Sample View (765)17.5.6Adjusting the Zone Settings (767)17.5.7Adding Samples to the Sample Map (770)18Appendix: Tips for Playing Live (772)18.1Preparations (772)18.1.1Focus on the Hardware (772)18.1.2Customize the Pads of the Hardware (772)18.1.3Check Your CPU Power Before Playing (772)18.1.4Name and Color Your Groups, Patterns, Sounds and Scenes (773)18.1.5Consider Using a Limiter on Your Master (773)18.1.6Hook Up Your Other Gear and Sync It with MIDI Clock (773)18.1.7Improvise (773)18.2Basic Techniques (773)18.2.1Use Mute and Solo (773)18.2.2Create Variations of Your Drum Patterns in the Step Sequencer (774)18.2.3Use Note Repeat (774)18.2.4Set Up Your Own Multi-effect Groups and Automate Them (774)18.3Special Tricks (774)18.3.1Changing Pattern Length for Variation (774)18.3.2Using Loops to Cycle Through Samples (775)18.3.3Load Long Audio Files and Play with the Start Point (775)19Troubleshooting (776)19.1Knowledge Base (776)19.2Technical Support (776)19.3Registration Support (777)19.4User Forum (777)20Glossary (778)Index (786)1Welcome to MASCHINEThank you for buying MASCHINE!MASCHINE is a groove production studio that implements the familiar working style of classi-cal groove boxes along with the advantages of a computer based system. MASCHINE is ideal for making music live, as well as in the studio. It’s the hands-on aspect of a dedicated instru-ment, the MASCHINE hardware controller, united with the advanced editing features of the MASCHINE software.Creating beats is often not very intuitive with a computer, but using the MASCHINE hardware controller to do it makes it easy and fun. You can tap in freely with the pads or use Note Re-peat to jam along. Alternatively, build your beats using the step sequencer just as in classic drum machines.Patterns can be intuitively combined and rearranged on the fly to form larger ideas. You can try out several different versions of a song without ever having to stop the music.Since you can integrate it into any sequencer that supports VST, AU, or AAX plug-ins, you can reap the benefits in almost any software setup, or use it as a stand-alone application. You can sample your own material, slice loops and rearrange them easily.However, MASCHINE is a lot more than an ordinary groovebox or sampler: it comes with an inspiring 7-gigabyte library, and a sophisticated, yet easy to use tag-based Browser to give you instant access to the sounds you are looking for.What’s more, MASCHINE provides lots of options for manipulating your sounds via internal ef-fects and other sound-shaping possibilities. You can also control external MIDI hardware and 3rd-party software with the MASCHINE hardware controller, while customizing the functions of the pads, knobs and buttons according to your needs utilizing the included Controller Editor application. We hope you enjoy this fantastic instrument as much as we do. Now let’s get go-ing!—The MASCHINE team at Native Instruments.MASCHINE Documentation1.1MASCHINE DocumentationNative Instruments provide many information sources regarding MASCHINE. The main docu-ments should be read in the following sequence:1.MASCHINE MIKRO Quick Start Guide: This animated online guide provides a practical ap-proach to help you learn the basic of MASCHINE MIKRO. The guide is available from theNative Instruments website: https:///maschine-mikro-quick-start/2.MASCHINE Manual (this document): The MASCHINE Manual provides you with a compre-hensive description of all MASCHINE software and hardware features.Additional documentation sources provide you with details on more specific topics:►Online Support Videos: You can find a number of support videos on The Official Native In-struments Support Channel under the following URL: https:///NIsupport-EN. We recommend that you follow along with these instructions while the respective ap-plication is running on your computer.Other Online Resources:If you are experiencing problems related to your Native Instruments product that the supplied documentation does not cover, there are several ways of getting help:▪Knowledge Base▪User Forum▪Technical Support▪Registration SupportYou will find more information on these subjects in the chapter Troubleshooting.Document Conventions1.2Document ConventionsThis section introduces you to the signage and text highlighting used in this manual. This man-ual uses particular formatting to point out special facts and to warn you of potential issues.The icons introducing these notes let you see what kind of information is to be expected:This document uses particular formatting to point out special facts and to warn you of poten-tial issues. The icons introducing the following notes let you see what kind of information canbe expected:Furthermore, the following formatting is used:▪Text appearing in (drop-down) menus (such as Open…, Save as… etc.) in the software andpaths to locations on your hard disk or other storage devices is printed in italics.▪Text appearing elsewhere (labels of buttons, controls, text next to checkboxes etc.) in thesoftware is printed in blue. Whenever you see this formatting applied, you will find thesame text appearing somewhere on the screen.▪Text appearing on the displays of the controller is printed in light grey. Whenever you seethis formatting applied, you will find the same text on a controller display.▪Text appearing on labels of the hardware controller is printed in orange. Whenever you seethis formatting applied, you will find the same text on the controller.▪Important names and concepts are printed in bold.▪References to keys on your computer’s keyboard you’ll find put in square brackets (e.g.,“Press [Shift] + [Enter]”).►Single instructions are introduced by this play button type arrow.→Results of actions are introduced by this smaller arrow.Naming ConventionThroughout the documentation we will refer to MASCHINE controller (or just controller) as the hardware controller and MASCHINE software as the software installed on your computer.The term “effect” will sometimes be abbreviated as “FX” when referring to elements in the MA-SCHINE software and hardware. These terms have the same meaning.Button Combinations and Shortcuts on Your ControllerMost instructions will use the “+” sign to indicate buttons (or buttons and pads) that must be pressed simultaneously, starting with the button indicated first. E.g., an instruction such as:“Press SHIFT + PLAY”means:1.Press and hold SHIFT.2.While holding SHIFT, press PLAY and release it.3.Release SHIFT.1.3New Features in MASCHINE2.8The following new features have been added to MASCHINE: Integration▪Browse on , create your own collections of loops and one-shots and send them directly to the MASCHINE browser.Improvements to the Browser▪Samples are now cataloged in separate Loops and One-shots tabs in the Browser.▪Previews of loops selected in the Browser will be played in sync with the current project.When a loop is selected with Prehear turned on, it will begin playing immediately in-sync with the project if transport is running. If a loop preview starts part-way through the loop, the loop will play once more for its full length to ensure you get to hear the entire loop once in context with your project.▪Filters and product selections will be remembered when switching between content types and Factory/User Libraries in the Browser.▪Browser content synchronization between multiple running instances. When running multi-ple instances of MASCHINE, either as Standalone and/or as a plug-in, updates to the Li-brary will be synced across the instances. For example, if you delete a sample from your User Library in one instance, the sample will no longer be present in the other instances.Similarly, if you save a preset in one instance, that preset will then be available in the oth-er instances, too.▪Edits made to samples in the Factory Libraries will be saved to the Standard User Directo-ry.For more information on these new features, refer to the following chapter ↑4, Browser. Improvements to the MASCHINE MIKRO MK3 Controller▪You can now set sample Start and End points using the controller. For more information refer to ↑17.3.1, Using the Edit Page.Improved Support for A-Series Keyboards▪When Browsing with A-Series keyboards, you can now jump quickly to the results list by holding SHIFT and pushing right on the 4D Encoder.▪When Browsing with A-Series keyboards, you can fast scroll through the Browser results list by holding SHIFT and twisting the 4D Encoder.▪Mute and Solo Sounds and Groups from A-Series keyboards. Sounds are muted in TRACK mode while Groups are muted in IDEAS.。

thumbs up用法

thumbs up用法"Thumbs up"是一个英语俚语，用于表示赞同、支持和鼓励。

这个短语源自一个手势，即大拇指竖起，向上指向天空的姿势。

这个手势通常表示赞赏、认可和肯定，被广泛用于社交媒体、聊天应用程序和现实生活中。

在社交媒体平台上，人们经常使用"thumbs up"的表情符号或图标，来表示对某个帖子、评论或者消息的认可和喜欢。

这个动作类似于现实生活中的点赞行为，是一种积极的回应，用于表达对内容的赞扬或支持。

在现实生活中，人们也经常使用"thumbs up"来表示自己对某事的认可或赞同。

这可能表现为直接对某个观点或建议表示赞同，或者通过肯定的举动、表情或回答来传达赞同的意思。

例如，当有人建议去某个餐馆用餐时，其他人可以用"thumbs up"的手势表示同意。

"Thumbs up"还可以作为一种鼓励和支持他人的方式。

当朋友遇到困难或挑战时，我们可以给予他们鼓励和支持，以帮助他们度过难关。

这可以通过送上一句鼓励的话语、一个"thumbs up"的手势或者其他积极的行为来表达。

此外，"thumbs up"还可以用于表达对自己的肯定和鼓励。

有时候，我们需要自己的支持和激励来实现目标或应对困难。

此时，我们可以向自己竖起大拇指，对自己说"thumbs up"，以表达对自己的赞赏和鼓励。

"Thumbs up"也可以用于评价产品、服务或经历。

当我们对某个产品或服务感到满意时，可以使用这个词语来表示我们的认可和赞许。

这种评价可以通过口头表达、书面评论或在线评分来进行。

总之，"thumbs up"是一种简单而有效的表达方式，用于表示赞同、支持和鼓励。

无论是在社交媒体上，还是在现实生活中，我们都可以使用这个短语和手势来传达积极的情感和态度。

为自己竖起大拇指英语作文800字初一下册

为自己竖起大拇指英语作文800字初一下册全文共3篇示例，供读者参考篇1Giving Myself a Thumbs UpYou know, life can be pretty tough sometimes. There's all the schoolwork, trying to fit in with your friends, dealing with raging hormones and growing up. It's a lot to handle! But I've realized that one of the most important things is to be your own biggest cheerleader. That's why today, I'm giving myself a big ol' thumbs up.First off, I have to say I'm proud of how hard I've been working in school lately. Sure, I may have slacked off a bit last term. Who doesn't go through phases where they're just not feeling it? But I've really turned it around. I'm getting to class on time, taking great notes, doing all my homework, and studying hard for tests. My grades have never been better! They're not perfect or anything, but I'm trying my best and that's what counts. Thumbs up to me for being such a scholarly superstar.Speaking of superstars, I think I deserve some kudos for the new extracurriculars I've taken on too. I joined the basketballteam this year, which has been awesome for staying in shape and making new friends. Shout out to my teammates - you guys are the best! I've also started volunteering at the animal shelter on weekends, helping to take care of all the cute dogs and cats. Who knew playing with puppies could be so rewarding? Being active and giving back to the community has made me feel happier and more confident. Two thumbs up for stepping out of my comfort zone!Of course, it's not just my accomplishments that deserve a thumbs up. I'm giving myself props for personal growth too. I used to be pretty shy and have a hard time sticking up for myself. But gradually, I'm learning to speak up more, voice my opinions, and not care so much what other people think. Don't get me wrong, I'm not rude or anything. I'm just more comfortable being me without constantly worrying about fitting in. Go me for being a more authentic, self-assured version of myself!I'm also proud of how I've been handling my emotions lately. Don't lie, we all know the teenage years can be a roller coaster! One minute you're deliriously happy, the next you're angstily philosophizing about the cruelties of life. But I've been working hard on not letting my feelings get the best of me. When I'm frustrated, I take a few deep breaths. If I'm sad, I let myself have agood cry but then pick myself up. If I'm overjoyed, I bask in that warm glowiness for a bit. The point is, I don't bottle things up or lash out. I experience and express my emotions in a healthy way. Major kudos for that emotional maturity!Honestly, I could go on and on patting myself on the back. But I'll wrap it up with one final thumbs up: To me, for realizing how capable, hard-working, involved, self-assured, and mature I've become. I'm certainly not perfect and I have plenty more growing to do. But for now, I'm doing pretty darn well. I'm proud of who I am and who I'm evolving into. Here's to me rocking my teenage years and all the adventures yet to come!篇2Thumbs Up for Me!I'll be the first to admit that I'm not the smartest kid in my class. I don't always get the best grades and sometimes I struggle to keep up. But you know what? I'm really proud of myself for how far I've come and for never giving up, no matter how tough things get.When I look back to the start of this school year, I can hardly recognize that kid I was back then. I remember feeling so insecure and unsure of myself. A lot of the concepts we werelearning just didn't click for me at first. I'd stare at the textbooks and worksheets until the words all blurred together. No matter how hard I tried, I couldn't seem to wrap my head around things like algebra or analyzing literature.My confidence was at an all-time low and I started to wonder if I was just too dumb to get it. I'd see my classmates breezing through the material while I was still struggling with the basics. A little voice in my head kept whispering "You're never going to get this...you should just give up now before you embarrass yourself even more."But I didn't listen to that negative voice. Instead, I dug my heels in and decided I wasn't going to be a quitter. I started going to my teachers for extra help after class. I formed study groups with some of the other kids who were having a hard time too. We'd quiz each other, explain concepts in our own words, and keep going over the tough areas until they finally made sense.Slowly but surely, the light bulbs started going off in my brain. Little by little, I felt myself getting stronger in the areas I'd struggled with before. Math explanations that used to sound like gibberish to me now made perfect sense. I went from barelybeing able to read short stories to analyzing them like a pro and discussing the deeper themes.These days, I actually get excited when we start a new unit or topic. Sure, there are still some subjects that come harder to me than others. But I don't let that discourage me anymore. I know that if I hit a roadblock, I have the tools and determination to get past it. I'm becoming a pro at using all the resources available to me - teacher office hours, study groups, online tutorials, you name it.When I think about how far I've come this year, I can't help but feel an enormous sense of pride and accomplishment. There were so many times when I wanted to just throw in the towel because it all felt too hard and frustrating. But I persisted and persevered, and that makes my achievements this year feel even more rewarding.Mastering difficult concepts after putting in serious hard work and effort is such an amazing feeling of satisfaction. It makes me realize that I'm so much stronger and smarter than I gave myself credit for in the past. I truly surprised myself with what I was capable of accomplishing just by digging deep and refusing to quit.I know there will be plenty of new challenges and academic hurdles for me down the road. But this year has shown me that I have the grit and determination to tackle them head on. I'm no longer going to sell myself short or listen to those negative voices of doubt in my mind. From now on, my inner monologue is going to be one of confidence and self-belief.So yeah, I'm going to go ahead and give myself a big thumbs up! I earned it through all my hard work, dedication, and resilience this year. I proved that I'm a lot tougher and smarter than I thought. Here's to many more academic wins and personal growth in the years ahead. Thumbs up to me!篇3Giving Myself a Thumbs UpThey say that your teenage years are some of the most difficult and awkward times in your life. I can definitely attest to that! Being a student in my first year of middle school has been quite the experience so far. Between dealing with raging hormones, trying to fit in with peers, and feeling constant pressure to succeed, it's a lot to handle. There have certainly been many ups and downs over the past several months. However, through it all, I've learned just how important it is to bekind to myself and give myself credit where it's due. I'm realizing that sometimes, I just need to pause, take a step back, and give myself a metaphorical "thumbs up" for all that I've accomplished.To be completely honest, transitioning from elementary school to middle school was way more difficult than I ever could have imagined. The academic workload increased tremendously, with much longer assignments and higher expectations from teachers. Making friends and figuring out where I fit in the social hierarchy also caused a lot of stress and anxiety. Some days, I didn't even want to get out of bed because I was so overwhelmed by it all. There were times when I was extremely hard on myself for not being able to juggle everything perfectly. I'd berate myself for a bad grade on a test, for not having as many friends as I wanted, or for not excelling at an extracurricular activity.Fortunately, I eventually realized that beating myself up constantly was not going to improve anything. In fact, it was only making me feel worse and making it even harder to be productive. I had to teach myself that failure, struggles, and setbacks are all just inevitable parts of life that everyone experiences from time to time. What matters most is how I respond to those challenges. Do I wallow in self-pity andnegativity? Or do I show myself some compassion, learn from my mistakes, and keep persevering? I'm consciously choosing the latter approach as much as possible these days.Every night before bed, I've started taking a few minutes to reflect on my day and actively give myself credit for what I did well, no matter how small it may seem. For example, I'll give myself a thumbs up for staying focused during a tough class, for being a good friend to someone, or for not procrastinating on an assignment. I've realized that celebrating the progressive little wins helps motivate me and keeps me feeling positive and confident。

thumbs up用法(一)

thumbs up用法(一)“Thumbs Up” 的用法详解1. 基本含义•“Thumbs Up” 是一个英语的短语，直译为“竖起大拇指”。

•在西方文化中，“Thumbs Up” 的手势通常表示赞同、支持、鼓励或认可。

2. 手势用法•当你竖起大拇指时，就像向别人表达肯定的意思，可以表示“干得好”或“支持你”。

3. 习语和表达•Give a Thumbs Up: 意为“竖起大拇指”，表示赞同或支持。

例如：“I gave him a thumbs up for his excellentpresentation.”（我对他出色的演讲给予了支持）。

•Thumbs Up to/for: 意为“向…竖起大拇指”，表示对某人或某事的肯定和赞赏。

例如：“I give a thumbs up to hisbrilliant idea.”（我对他的绝妙主意给予肯定）。

4. 比喻用法•Get a Thumbs Up: 意为“得到认可”，表示某人的做法或建议被接受和认可。

例如：“Her proposal got a thu mbs up fromthe committee.”（她的提议得到了委员会的认可）。

•Thumbs Up or Down: 意为“支持还是反对”，用于指示投票或表达对某事物的态度。

例如：“The audience will give thefilm a thumbs up or down based on their preferences.”（观众将根据自己的喜好来评价这部电影）。

5. 社交媒体和电子通讯•“Thumbs Up” 也是很多社交媒体平台（如Facebook）和电子通讯工具（如WhatsApp）使用的图标或表情符号，用于表示赞同、喜欢或点赞某条内容。

6. 替代表达•在一些文化中，人们可能使用其他手势或表情来表达类似的含义。

例如，在东亚国家，人们可能使用竖起大拇指的手势表示“好运”。

thumbs up 翻译

thumbs up 翻译"thumbs up"是一个常见的英语短语，它通常表示赞许、支持、鼓励或认同。

它的字面意思是竖起大拇指。

下面是一些关于"thumbs up"的用法和中英文对照例句：1. 表示赞许或称赞：- I gave him a thumbs up for his excellent presentation. (我对他出色的演讲竖起了大拇指。

)- The coach gave the team a thumbs up for their hard work. (教练对团队的辛勤工作表示赞许。

)- The audience gave the performers a thumbs up at the end of the show. (观众在演出结束时对演员们竖起了大拇指。

)2. 表示认同或同意：- I'll give your proposal a thumbs up. It sounds like a good idea. (我会支持你的提议。

听起来是个好主意。

)- The committee gave the new policy a thumbs up after careful consideration. (经过仔细考虑，委员会对这项新政策表示认同。

)- The board of directors gave the CEO's plan a thumbs up. (董事会对CEO的计划表示认可。

)3. 表示鼓励或支持：- The crowd gave the marathon runners a thumbs up as they crossed the finish line. (当马拉松选手们跨过终点线时，人群向他们竖起了大拇指，表示鼓励。

)- Let's give our friend a thumbs up as he prepares for his big exam. (当我们的朋友为他的重要考试做准备时，让我们给他加油打气。

thumbsup用法

thumbsup用法"Thumbs up" 是一种手势，用于表示赞成、支持或表示肯定的态度。

它是西方文化中非常常见的一种手势，也被广泛应用于社交媒体平台和电子通信中。

以下是关于"thumbs up" 用法的一些例子和讨论：1.手势用法：- "Thumbs up" 手势是将大拇指向上竖起，而其他四指则紧紧地握在手掌上。

这个简单的手势向他人传达一种积极的、支持和鼓励的态度。

- 在一些文化中，"thumbs up" 表示好运或祝福。

例如，在美国和加拿大，当人们期待有好运或者想给人打气时，他们会以"thumbs up" 手势来表达这种心情。

另外，"thumbs up"也被视为鼓励或称赞一件事情的一种方式。

2.社交媒体和电子通信中的应用：- "Thumbs up"象征着"like"的含义，被广泛用于社交媒体平台，如Facebook、Instagram和Twitter等，作为对他人发布的内容表示赞成或喜欢的方式。

用户可以通过点击或触摸点赞按钮，来给他们认可的内容一个"thumbs up"。

- 在电子邮件或即时通讯应用程序中，"thumbs up"通常被用作简短而直接的方式，以表达同意、支持或赞许人的观点或建议。

3.文化背景和历史：- "Thumbs up" 手势源自古罗马，在战斗中，斗兽场的观众会用"thumbs up" 手势来表示生还者的生命是否被吊销。

竖起大拇指表示生还者可以离开竞技场，而拇指向下则表示生还者将被杀死。

因此，"thumbs up" 在一些西方国家被视为积极的、支持和鼓励的态度。

- 然而，需要注意的是，"thumbs up" 在一些国家和文化中有不同的含义。

竖大拇指在不同国家代表不同的意思英语作文

竖大拇指在不同国家代表不同的意思英语作文全文共10篇示例，供读者参考篇1In different countries, people have different meanings for the gesture of giving a thumbs up. Let me tell you about it!In the United States, when you give a thumbs up, it means "good job" or "well done". People use it to show that they approve of something or that they are happy with the way things are going. For example, if your friend tells you that they got an A on their test, you might give them a thumbs up to show that you are proud of them.In Japan, giving a thumbs up is not as common. In fact, it can be considered rude in some situations. Japanese people tend to use other gestures, like nodding or bowing, to show approval or agreement. So if you are visiting Japan, make sure to be aware of this cultural difference!In Brazil, giving a thumbs up is usually a positive gesture. It can mean that something is good or that you like it. Brazilians are generally friendly and expressive, so they might use the thumbs up gesture often in everyday conversations.In Russia, the meaning of a thumbs up can vary depending on the context. It can be seen as a positive gesture, similar to in the United States, or it can also be used sarcastically or ironically. So be careful when giving a thumbs up in Russia, as it might not always be taken the way you intend.Overall, it's important to remember that gestures can have different meanings in different cultures. So if you're traveling to a new country or interacting with people from other cultures, it's a good idea to be aware of these differences. And remember, when in doubt, a smile is always a universal sign of kindness and goodwill!篇2Thumbs up! Hey guys, do you know that in different countries, the gesture of giving a thumbs up can mean different things? Let's explore together!In the United States, when someone gives you a thumbs up, it means they think you did a great job! It's like saying "good job" or "well done." People often use this gesture to show approval or to say they agree with something.But did you know that in some countries, like Australia and the UK, giving a thumbs up can actually be considered rude oroffensive? In these places, it can be seen as a vulgar or disrespectful gesture. So be careful where you give a thumbs up!In some countries in the Middle East, giving a thumbs up is actually considered a very insulting gesture. It can be seen as similar to showing someone your middle finger in the United States. So if you're visiting these countries, make sure you know the cultural norms before giving a thumbs up!In Japan, the thumbs up gesture can be used to mean "okay" or "good." However, it's more common for people to use a different gesture called the "mano ake" (using all fingers and thumb together) to show approval or agreement.So there you have it, guys! Thumbs up can mean different things in different countries. Remember to always be respectful and aware of cultural differences when using gestures like the thumbs up. Keep learning and exploring the world around you! Thumbs up for understanding different cultures!篇3Thumbs up means different things in different countries. Let's explore what it represents in some countries around the world!In the United States, when someone gives you a thumbs up, it means they think you did a great job! It's like saying "Good job!" or "Well done!" People often use it to show approval or encouragement.In Brazil, a thumbs up is a positive gesture too. It can mean "Well done!" or "You're awesome!" It's a way to show agreement or approval of something.But in some countries like Iran or Greece, giving a thumbs up can be seen as rude or offensive. It's like saying "Up yours!" or "You're no good!" So be careful where you use this gesture!In Australia and the United Kingdom, a thumbs up is more neutral. It doesn't have a strong positive or negative meaning. It's just a way to signal agreement or approval without being too enthusiastic.In Japan, thumbs up is a popular gesture among young people. It's often used in photos to show happiness or excitement. It's like saying "Yay!" or "I'm so happy!"So remember, the meaning of a thumbs up can vary from country to country. It's always a good idea to be aware of cultural differences and how gestures can be interpreted differently.Thumbs up for learning about different customs and traditions around the world!篇4Thumbs up! Thumbs up! Thumbs up! Hi everyone, today I'm going to tell you about what the gesture of raising your thumb up means in different countries. Thumbs up is a very common gesture that we use to show approval or agreement. But did you know that in some countries, this gesture has different meanings? Let's find out!In the United States and many Western countries, thumbs up is a positive gesture that means "good job" or "well done." It's like giving someone a pat on the back for doing a great job. So if you see someone giving you a thumbs up in the US, you know you're doing something right!But in some countries like Iran and Greece, the thumbs up gesture is actually considered rude and offensive. In these countries, it's like giving someone the middle finger, which is a very disrespectful gesture. So be careful when you're visiting these countries and make sure not to use the thumbs up gesture!In countries like Japan and Thailand, the thumbs up gesture is not commonly used and doesn't have a specific meaning.People there might not understand what you're trying to say if you give them a thumbs up. Instead, they have their own gestures to show approval or agreement.So, as you can see, the thumbs up gesture can have different meanings in different countries. It's always important to be aware of cultural differences when traveling to a new country. Remember, a gesture that is perfectly fine in one country could be offensive in another. Let's all be respectful of each other's customs and traditions. Thumbs up for cultural awareness!篇5In different countries, people use thumbs up gesture to express different meanings. In my country, when someone gives you a thumbs up, it means they think you did a good job. It's like saying "Great job!" or "Well done!" Everyone loves a thumbs up because it makes them feel proud and happy.But did you know that in some countries, a thumbs up can mean something different? In countries like Australia and the UK, giving someone a thumbs up can be seen as a rude gesture. It's like saying "I don't care" or "I'm not interested." So be careful when you give a thumbs up in these countries, you might accidentally offend someone!In the Middle East, especially in countries like Iran, giving someone a thumbs up is considered very rude. It's like showing the bottom of your foot, which is a sign of disrespect. So if you ever visit these countries, make sure to use a different gesture to show your appreciation.In some Asian countries like Japan, a thumbs up is not used very often. People prefer to bow or nod their heads to show respect and appreciation. So if you want to show someone that you think they did a good job, a bow or a nod would be more appropriate.So remember, the next time you want to give someone a thumbs up, make sure you know what it means in their country. You don't want to accidentally offend someone just because you didn't know the cultural significance of the gesture. Thumbs up for understanding different meanings around the world!篇6Thumbs up means different things in different countries! Let me tell you all about it!In the United States, when you give someone a thumbs up, it means you think they did a great job or you agree with what they said. It's like saying "good job" or "you're awesome!"But in some countries in the Middle East, like Iran and Iraq, giving a thumbs up is actually considered rude. It's kind of like showing someone your middle finger in the US! So be careful where you give a thumbs up!In Japan, giving a thumbs up is a sign of approval or agreement, just like in the US. But did you know that in some parts of West Africa, like Nigeria and Ghana, giving a thumbs up is a way to show respect to someone older or in a position of authority? It's a way of saying "I honor you" or "I acknowledge your wisdom."In Australia, a thumbs up is a positive gesture, just like in the US. But in some countries in Europe, like Greece and Russia, a thumbs up is actually considered rude or offensive. It's like saying "up yours" or "I don't care."So remember, be careful where you give a thumbs up! What might be a friendly gesture in one country could be seen as rude in another. Keep that in mind next time you want to give someone a thumbs up!篇7In different countries, people have different gestures to show their feelings. For example, in China, when we want to say"yes" or show approval, we can raise our thumbs up. We call it "(shù dà mǔzhǐ)". It means something good or excellent.But do you know that in some other countries, raising your thumb up might mean something else? In the United States, when people raise their thumbs up, it usually means "good job" or "well done". It's a way to show encouragement and appreciation.In some countries in the Middle East, like Iran and Afghanistan, raising your thumb up is considered as an offensive gesture. It's like showing the middle finger in western countries. So be careful when you travel to these countries and remember not to raise your thumb up casually.In Japan, raising your thumb up is not very common. Instead, they have a gesture called "goro goro" which means rolling your hand in a circular motion. It's a way to show agreement or understanding.So, isn't it interesting to see how the same gesture can have different meanings in different countries? Next time when you travel abroad, pay attention to people's gestures and try to understand their cultural meanings. It's a fun way to learn about different cultures!篇8Thumbs up! I want to tell you about how the gesture of thumbs up can mean different things in different countries. In my country, when we give someone a thumbs up, it means we think they did a great job or we agree with what they said.But in other countries, it can mean something totally different! For example, in Australia, giving someone a thumbs up can be considered rude or offensive. It's like saying "up yours" which is not very nice at all!In some countries in the Middle East, like Iran or Nigeria, giving someone a thumbs up is like giving them the middle finger in my country. It's a sign of disrespect and could really upset someone if you did it by accident.In Japan, people don't use the thumbs up gesture at all. Instead, they use a thumbs down sign to show approval or agreement. So if you give someone a thumbs up in Japan, they might not understand what you mean!It's really interesting to learn about how different gestures can have different meanings in different countries. So next time you want to give someone a thumbs up, make sure you know what it means in their culture first! And remember, always berespectful and considerate of others' customs and traditions. Thumbs up for cultural understanding!篇9Title: Thumbs-Up: Different Meanings in Different CountriesHey everyone! Do you know that giving a thumbs-up can mean different things in different countries? Let's explore some of the meanings together!In the United States, when you give a thumbs-up, it usually means "good job" or "well done." It's like saying, "You did great!" People use it to show approval or support for something. So, if your friend shows you their drawing, and you think it's awesome, you can give them a thumbs-up!But did you know that in some countries in the Middle East, like Iran or Afghanistan, giving a thumbs-up is seen as a rude gesture? It's like saying, "I don't like it" or "I'm not happy." So, be careful when you travel to these countries and remember not to give a thumbs-up casually!In Australia and most parts of Europe, a thumbs-up is a positive gesture just like in the United States. It shows approval and encouragement. People use it to say, "Well done" or "You'redoing great!" So, if you see someone from these countries giving you a thumbs-up, you can feel proud of yourself!In China and Japan, giving a thumbs-up is not very common. People usually use other gestures or expressions to show approval or support. So, if you travel to these countries, don't be surprised if you don't see many thumbs-up signs around!In Brazil, a thumbs-up can have a different meaning depending on the context. Sometimes it can mean "good," but other times it can be seen as offensive. So, it's important to be aware of the cultural differences and understand when to use a thumbs-up and when not to.Isn't it interesting how a simple gesture like a thumbs-up can have different meanings in different countries? It's a reminder that we need to be aware of cultural differences and respectful of others' customs and traditions. So, next time you want to give a thumbs-up, think about where you are and what it might mean to the person receiving it. Let's all be mindful and understanding towards each other no matter where we come from!Thumbs-up, everyone! Keep spreading positivity and kindness wherever you go!篇10Thumbs up is a universal gesture that represents approval and positivity, but did you know that its meaning can vary in different countries? Let's explore the different meanings of the thumbs up gesture around the world!In the United States, when someone gives you a thumbs up, it means "good job" or "well done." It's a way of showing support and encouragement. You might see people giving each other thumbs up during sports games, performances, or just to show appreciation for a job well done.In the United Kingdom, however, a thumbs up can have a slightly different meaning. It is often used as a sign of agreement or approval, similar to the way it is used in the US. But in some contexts, a thumbs up can also be seen as a bit informal or even sarcastic.In Australia, giving someone a thumbs up is a positive gesture, similar to the US. It's a way of showing support and approval. Australians are known for being friendly and laid-back, so a thumbs up is a common way of expressing agreement or approval.In some Middle Eastern countries, such as Iran and Iraq, giving a thumbs up is actually considered rude and offensive. This is because the gesture is similar to showing someone themiddle finger in Western cultures. So if you ever visit these countries, make sure to avoid giving a thumbs up!In Japan, the thumbs up gesture is not commonly used. Instead, people might give a nod or a bow to show approval or agreement. The thumbs up gesture is more commonly seen in Western-influenced settings, such as in movies or advertisements.Overall, the thumbs up gesture may have different meanings in different countries, so it's important to be aware of cultural differences when using this gesture. Remember, a thumbs up can mean "good job" in one place, but it may be considered rude or offensive in another. So next time you give a thumbs up, make sure you know what it means in that specific country!。

英语成语 thumbs

THUMB(S)1.be all thumbs / be all fingers and thumbs / all fingers are all thumbs(informal) awkward, be unable to hold something without dropping or damaging it; be clumsy笨手笨脚；笨拙1.1He’s all thumbs when it comes to fixing machines.一到要修理机器时他就笨手笨脚。

1.2He doesn’t get his hard in do-it-yourself, his fingers are all thumbs.他没有学会自己动手，因此他总笨手笨脚。

2.give somebody / something the thumbs up / down get the thumbs up / down / turn thumbs up / downused to shows that something has be accepted / rejected, or that it is / it is not surprisingly successful, helpful, or lucky; say yes/ say no; approve / disapprove表示接受/拒绝，成功/失败，有益/无益，幸运/倒霉，同意/反对，赞同/不赞同Origin: In contest in ancient Rome the public put their thumbs if they wanted a gladiator to live, and down if they wanted to be killed此成语源古代罗马竞技时公众竖起大拇指表示他们要斗士活，大拇指朝下表示要斗士死。

（因公众表示，故thumbs大拇指总是用复数—译者）2.1 I asked him whether I could borrows the car, and he gave me the thumbs up.我问他我是否可以借他的车，他竖起大拇指表示同意。

thumbsup翻译

thumbsup翻译"thumbs up"是一个常见的英语短语，意为“竖起大拇指”。

它通常被用来表示赞成、赞美、鼓励或认同。

以下是一些使用"thumbs up"的例句：1. He gave me a thumbs up to show his approval of my idea.（他竖起大拇指，表示对我的想法的赞同。

）2. After a long day of hard work, a thumbs up from my boss was all I needed.（经过一整天的辛勤工作，老板竖起大拇指就是我所需要的。

）3. The audience gave the performer a thumbs up for his outstanding performance.（观众对演员出色的表演竖起大拇指。

）4. Thumbs up for your success! You deserve it.（对你的成功竖起大拇指！你值得拥有。

）5. My parents always give me a thumbs up when I achieve something significant.（每当我取得重大成就时，我的父母总是竖起大拇指表示赞许。

）6. I asked my friends for a thumbs up before making the final decision.（在做最后决定之前，我向朋友们征求了他们的赞成。

）7. The teacher gave the students a thumbs up for their excellent teamwork.（老师因学生们出色的团队合作而竖起大拇指。

）8. Thumbs up to all the volunteers who dedicated their time to help the community.（向所有献出时间帮助社区的志愿者们竖起大拇指。

body language

Careful-reading
3. What are some situations where we need to be very careful about our body language and gestures? (According to the gesture “eye-contact” )
_d_if_f_e_re_n_t_around the world.In many countries, _sh_a_k_i_n_g_one’s head means “no”,and _n_o_d_d_i_n_gmeans “yes”. In__B_u_l_g_ar_i_a, parts of_G_r_e_e_c_e, and _I_ra_n_, however, the gestures have the _o_p_p_o_s_i_te_ meaning. There are also _d_if_f_er_e_n_c_e_s_as to how often wet_o_u_c_h each other, how close we _s_ta_n_d_to someone we are talking to, and how we act when we meet or part. In some countries, for example _F_ra_n_c_e_and_R_u_s_s_i_a, a visiting friend is greeted with_a_k_i_s_s_o_n_t_h_e_c_h_e_e_k_; in other countries people greet each other with _a_f_i_rm__ _h_an_d_s_h_a_k_e,_a__lo_v_i_n_g_h_u_g_, a bow or simply _a_n_o_d__o_f_th_e__h_e_a_d_.