Chapter 1-2 基础

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CHAPTER 1-2-核物理基础-截面与反应率

。靶片内单位体积中的原子核数是N，而 Nx 是该靶的原子核
总数。在靶后某一距离处放一中子探测器（见图）。如果未放靶时测得的中子束强度是I，放靶后测得的中子束强度是I’ ，那么I’- I =ΔI 就等于强度为I的中子束中与靶的全部原子核发生作用的中子数。ΔI / I 就是一个中子与靶的全部原子核发生作用的几率。
N水 = 0.6022＊1024＊1/(16+2)=3.346＊1022个水分
子/cm3 一立方厘米水中有：3.346＊ 1022个氧原子
6.692＊ 1022个氢原子
2. 同位素，放射性，衰变，半衰期
同位素：质子数相同而中子数不同的原子称为同位素。同位素有相同的化学性质，不同的核性质。通常写成：
T = ln2 /
平均寿命
表示每个原子核衰变前存在时间的平均值。平均寿命为
衰变常量的倒数，是半衰期的 1.44 倍；经过时间后，剩
下的原子核数约为原来的 37％。
核物理基础
一些放射性同位素的半衰期
母同位素
碳-14 铀-235 铀-238 碘-131
子同位素半衰期（年）衰变类型
氮-14 铅-207 铅-206 氙-131
核反应率
反应率：单位时间、单位体积内发生某种核反应的次数，是反应堆工程中最关心的量。
R ＝ N σ n v (cm-3 sec-1)
令 ∑＝N σ，则 R ＝∑ n v ＝n v /∑-1 ＝n v/λ N：物质原子核密度，cm-3 n：中子密度，cm-3 v：中子飞行速度，cm/sec σ：微观截面， [σ] ＝ [R N-1n-1v-1] = [cm2] ∑：宏观截面，[∑] ＝ [cm-3 cm2] = [ cm-1 ] λ=∑-1：平均自由程，[λ]＝[ cm ]

正版香港朗文版2A试卷(1-2)最新版

二年级朗文英语（2A）Chapter 1—2写出下列中文意思1. ferry B . friend2. A . bus B. but3. A . tram B . train4. A . hit B. sit5. A . live B .like6. A . MTR B. LRT7. A . minibus B . mini book8. A . try B. fry9. A . how B . her10. A . what B. where读下列句子1. A . How old are you ? B . How are you ?2. A . How do you go to school? B . How do you come to school?3. A . I come to school by bus ? B . I come to school by minibus?4. A . Let’s get in this taxi. B . Let’s get into a group.5. A . Where do you live ? B . What do you like ?6. A . I live in Chai Wan. B . I live in Wan Chai.7 . A . Nice to see you . B . Nice to meet you.8 . A . I live in Hong Kong . B . I live on Hong Kong Island9. A . How many pupils come on foot ?B . How many pupils come by MTR?10. A . What’s your telephone number ?B . It is a telephone.用恰当的词填空1. A . I _______ seven. （我七岁了） B. I _______ fine.2. A . Four pupils come______（走路）. B. I ________ on foot.3. A . It is________（在…上面）the shelf. B. I live______ Sha Tin.4. A . They _______（be）cars. B. It ______( be ) a car.5. A . There ______( be ) four . B. They _____( be ) buses.6. A . Nice to see you. B. See you.7. A . _____(它) is blue. B. It _____( be ) a rabbit.8. A . He is _________（eat）. B. I _____（be ）eating.9. A .Yes ,it is . B. No, they aren’t.10. A . They are_____ （在……里面）the box. B. They are ________（仓鼠）.圈出正确的单词1 . Where do you ( ) ?I live ( ) Hong Kong Island.2. ( ) do you( ) to school.3. Ask your ( )（朋友）Le t’s ( ) （加入）into the group .I. Choose and write. ( 根据图片选择正确的单词，写在横线上。

二语习得引论-读书笔记-chapter-1-2

一．概论Chapter 1. Introducing SLA1.Second language acquisition (SLA)2.Second language (L2)（也可能是第三四五外语） also commonly called a target language (TL)3.Basic questions:1). What exactly does the L2 learner come to know?2). How does the learner acquire this knowledge?3). Why are some learners more successful than others?4.linguistic; psychological; social.Only one (x) Combine (√)Chapter 2. Foundations of SLAⅠ. The world of second languages1.Multi-; bi-; mono- lingualism1)Multilingualism: the ability to use 2 or more languages.(bilingualism: 2 languages; multilingualism: >2)2)Monolingualism: the ability to use only one language.3)Multilingual competence (Vivian Cook, Multicompetence)Refers to: the compound state of a mind with 2 or more grammars.4)Monolingual competence (Vivian Cook, Monocompetence)Refers to: knowledge of only one language.2.People with multicompetence (a unique combination) ≠ 2 monolingualsWorld demographic shows:3.Acquisition4.The number of L1 and L2 speakers of different languages can only beestimated.1)Linguistic information is often not officially collected.2)Answers to questions seeking linguistic information may not bereliable.3) A lack of agreement on definition of terms and on criteria foridentification.Ⅱ. The nature of language learning1.L1 acquisition1). L1 acquisition was completed before you came to school and thedevelopment normally takes place without any conscious effort.2). Complex grammatical patterns continue to develop through the1) Refers to: Humans are born with an innate capacity to learnlanguage.2) Reasons:♦Children began to learn L1 at the same age and in much the same way.♦…master the basic phonological and grammatical operations in L1 at 5/ 6.♦…can understand and create novel utterances; and are not limited to repeating what they have heard; the utterances they produce are often systematically different from those of the adults around them.♦There is a cut-off age for L1 acquisition.♦L1 acquisition is not simply a facet of general intelligence.3)The natural ability, in terms of innate capacity, is that part oflanguage structure is genetically “given” to every human child.3. The role of social experience1) A necessary condition for acquisition: appropriate socialexperience (including L1 input and interaction) is2) Intentional L1 teaching to children is not necessary and may havelittle effect.3) Sources of L1 input and interaction vary for cultural and socialfactors.4) Children get adequate L1 input and interaction→sources has littleeffect on the rate and sequence of phonological and grammatical development.The regional and social varieties (sources) of the input→pronunciationⅢ. L1 vs. L2 learningⅣ. The logical problem of language learning1.Noam Chomsky:1)innate linguistic knowledge must underlie language acquisition2)Universal Grammar2.The theory of Universal Grammar:Reasons:1)Children’s knowledge of language > what could be learned from theinput.2)Constraints and principles cannot be learned.3)Universal patterns of development cannot be explained bylanguage-specific input.Children often say things that adults do not.♦Children use language in accordance with general universal rules of language though they have not developed the cognitive ability to understand these rules. Not learned from deduction or imitation.♦Patterns of children’s language development are not directly determined by the input they receive.。

研究生英语多维教程第一册听力原文Chapter 1-2

研究生英语——多维教程——熟谙第一册原文TypescriptChapter 1 Learning to Listen1. Using What You Already KnowExercise 1Student: Excuse me.Counselor: Yes?Student: Do I need to make an appointment to register for an ESL class?Counselor: No, but you first have to take a placement test.Student: A test?Counselor: We need to find out what your ESL level is.Student: Oh, Okay. Where do I go to take the test?Counselor: We will be giving the test tomorrow at 3 o’clock in room 303. Can you come then? Student: Yes.Counselor: Good. Now, let me give you some forms to fill out so we can begin the registration process. Please write your name and address here, and your ID number here.Student: Okay. What do I write under teacher and section?Counselor: You can leave those blan k. We’ll fill it in tomorrow.Exercise 2Student A: I didn’t really understand what Ms. Smith was saying about the id, the superego and the ego.Student B: Oh, that’s easy. Look here on page 53. The id is the part of our personality that wants instant gratification. The ego tries to help the id get what it wants, but in a logical and practical way. The superego is like the personality’s police force. It monitors the id and the ego.Student A: Oh, I think I’m getting it. You mean the id, ego and superego are all part of our personality?Student B: Right. They are all interacting.Student A: Do you think we’ll need to give definitions?Student B: I don’t know. We may just have to match the names with the definitions. But we’d better study this some more just to be safe.2. Scanning for the Main IdeaExercise：A: I can’t believe it’s closed. I’ve got a class from 7 o’clock to 10 o’clock. What am I going to do? B: Well, there are some food machines in the Student Union. You could always go there.A: No way! I tried that once last semester and I got as s ick as a dog. There’s got to be something better.B: Well, we can go down to Main Street. There are a couple of places that I’m sure are open.A: We’d never make it back in time. It’s already 6:40. I think I’ll pass out if I don’t get something.I came her e right from work. I didn’t have time to stop by my apartment.B: I think there’s a stand in front of Smith Hall. You can at least get something warm there.A: Well, I guess we don’t have any other choice.B: Yeah, it’s either the canteen or three hours of listening to your stomach growl.3. Scanning for the Important PointsExercise：●Teacher: Good evening class. Before we begin tonight’s lesson. I want to remind you aboutnext Thursday’s midterm. Remember to review chapters one through eight in the book. You will be responsible for knowing all of the information in the chapters plus all of the other topics we have discussed in class. This test will include multiple choice, True/False, and essay questions. You will not be able to use any books, notes or dictionaries.●Now, last week, I spoke about the importance of using note cards and visual aids to prepareyour speeches. Tonight I’m going to talk about specific things that will help you with your speech delivery. Please take careful notes so you can use those techniques to improve your speech delivery.The first and perhaps the most important element of good speech delivery is eye contact. It is extremely important, especially in the English-speaking world, to make eye contact with your entire audience. This may be very difficult for you if you come from a culture where making direct eye contact is a sign of disrespect. But, you really need to practice this skill until you are comfortable looking directly at all of your audience members when you are speaking to them. Please note that you need to look at the entire audience. Please don’t direct your attention to just one person or one side of the room, and really be sure not to stare into the eyes of anyone for too long of a period.●Next, you need to make sure that when you talk to your audience, you are enthusiastic aboutyour topic and excited to share it with your audience. Vitality is a way of maintaining the audience’s attention and indicating to them that you firmly believe in what you are saying.V olume, intonation, facial expressions, and gestures all add to the vitality of your speech.Think abut a speaker you really liked. Did he or she just stand there and read words from a piece of paper? No, of course not. Probably the speaker was full of life and his or her energy forced you into becoming involved in caring about the topic of the speech.4. Inferencing (Making Intelligent Guesses)Exercise:Dr. Stevens: Ted, can I speak to you a minute?Ted: Yes, Doctor Stevens?Dr. Stevens: I finished reading your essay and before I return it to you, I was hoping you might be able to come in and speak with me about it.Ted: Oh, uh, okay, sure.Dr. Stevens: Can you come during my office hours?Ted: I think so. When are they again?Dr. Stevens: Tuesdays and Thursdays from 3 o’clock until 4:30.Ted: That’s no problem. Oh, wait a minute, I have football practice every day from 2 o’clock until 5 o’clock.Dr. Stevens: Hmm. Well, how about if we get together tomorrow right before class?Ted: Sure.5. Scanning for Specific Pieces of InformationExercise:You have reached the Student Union Activity Hotline. The following is a list of information and events for Thursday, September 18.The Student Union is open from 7:00 a.m. until 11:30 p.m. The cafeteria will be serving breakfast from 7 o’clock until 8:30, lunch from 11 o’clock until 1 o’clock, and dinner from 5 o’clock until 7 o’clock, The snack bar will be open from 9:00 a.m.—8:00 p.m.Assembly member Carole Berg will be speaking on the topic: “Parity pay for Women: It’s St ill Not Here.” Assembly woman Berg will speak in the Oak Room from 9 o’clock. Admission is free, and a question/answer period will follow.The Student Council will meet in room 27 from noon until 1:30. Elections will be held for all major offices. All students are welcome.The campus folk dance club meets in the Green Room from 2 o’clock until 5 o’clock today. All are welcome to attend; dance experience is not necessary.Bette Milder will be performing live in the Campus Corner Cabaret. The show begins at 8 o’clock. Tickets are available at the Ticket Office. All seats are $7.00.Tonight’s movie, the experimental “Dial Tones,” will be shown in the Union theater at 7:00 and 9:00 p.m. Tickets for both shows are $5.00 and are available at the ticket office.If you have missed anything on this recording, please press the pound key for the message to repeat. Thank you for calling the Student Union.6. Using Context CluesExercise 1A: Let’s exchange phone numbers. That way, if one of us is absent, we can call eac h other for the homework assignments.B: That’s a great idea. My number is 555---A: Wait a second, this pen just died. Let me get another one.B: Here, take my pencilA: Thanks. Okay, what was it?Exercise 21. Sentence: H e’s a real stickler.A: Who’s you r history professor?B: I’m in Dr. Leydorf’s class.A: Oh, How is he?B: The class is interesting and I really like him, but he’s a real stickler. If you’re more than fifteen minutes late, he marks you absent, and you have to hand in every assignment on time or he lowers your grade.A: Ooh! He sounds really tough.2. Sentence: you could have knocked me over with a feather!A: How did you do on your composition?B: Oh, you won’t believe it. I hadn’t worked on it very long and I didn’t have time to check it o ver. When the teacher returned it to me with an “A” on it, you could have knocked me over with a feather!A: Wow. That’s great. You must be really smart.B: Or else just lucky.3. Sentence: I’ve got to cram for a test.A: Let’s go to a movie tonight.B: So rry, I’ve got to cram for a test tonight. I haven’t had a chance to study before now.A: Well, how about going to the late show?B: No, I’m going to need a good night’s sleep. I want to make sure that I’m ready for the test.4. Sentence: Let’s get cracking.A: All right. We promised each other we’d get this report done today. Let’s get cracking.B: Aw, it’s such a beautiful day. Can’t we go for a walk and do this later?A: No, we’ll need to return these books to the library by five o’clock. We really have t o do this now.5. Sentence: Fat chance.A: Gee. It’s already a quarter after ten. Maybe Ms. Hughes is absent today.B: Fat chance. She’s never been absent a day in her life. I was in her class last year and she even came in when she had the flu.A: Well I guess she really loves teaching. Oh, here she comes now.7. Using Structure and Intonation CluesUsing StructureExercise 11. I’m taking Biology 101 this semester.2. I’m going to the Student Union at 7:00.3. We’re discussing parapsychological phenomena.4. When are you returning to the computer lab?5. We’re meeting with Dr. Stevens at the end of the lesson.Exercise 21.I am transcribing my sociology notes.2.John is defending his dissertation on Tuesday.3.We are forming a study group on the first day of class.4.I’m applying for financial aid to help pay my tuition and expenses.5.Ms. Wilson is correcting our essays over the weekend.Exercise 31.The professor is coming.2.The professor is coming in a little while.3.The Shakespeare Theater Group is performing Romeo and Juliet on the 17th.4.The Shakespeare Theater Group is performing Romeo and Juliet.5.The campus bookstore is having a big sale on all college sweatshirts.6.The campus bookstore is having a big sale on all college sweatshirts during Spring Break.Using Intonation CluesExercise1.I really wanted the new David Sedaris book. The professor in my contemporary lit classpraised it all last semester. The bookstore hasn’t been able to get a single copy for the last month. Oh, well. Maybe I can find a copy on .2.I used the new computer registration system to charge my tuition on my credit card, and theytotally messed it up. They were supposed to charge me $500 for the two art classes, and instead, it says that I’m enrolled in three history classes to the tun e of $900. This is ridiculous!3.Today is my graduation day. I am done! Now, I can finally spend my weekends doingsomething other than cramming for exams and writing term papers. Yippee!4.This schedule is baffling. It says that English 90 is offered at both the midtown and downtowncampuses, but the times are vague. Look here; does this nine mean AM or PM? Hmm, I’m stumped.5.Oh yeah. I absolutely recommend professor Ponz. She’s a real dilly, let me tell you. If youenjoy writing endless term papers on meaningless subjects, participating in class activities that have zero relevance to the topic of the course, she’s the teacher for you!Chapter TwoPart Two Main DialogueDenise: Excuse me, miss, how much does it cost to ride BART?Stranger: Well, that depends on your destination. From here to Glen Park it’s only a dollar ten, but if you go as far as Fremont, it costs a lot more.Tom: We’re going to Berkeley. Do you know what the fare is?Stranger: There are two stations in Berkeley. Which one are you interested in?Denise: Oh, gee, I’m not sure. We’re from out of town. We’re visiting my sister. She told me her house is just a stone’s throw from the UC Berkeley campus. Which station is that?Stranger: The downtown Berkeley station is really close to the university. I’m sure that’s the one you want.Denise: Tom, are you going to remember this, or should I be jotting this down?Tom: What is there to write down, Denise? The woman is giving us very simple directions. So, how much is the fare to downtown Berkeley?Strang er: Let’s go take a look at the map over there. You see, the map shows you how much it costs to go from one station to another. Ah, there it is: two dollars and sixty-five cents.Tom: Two sixty-five? That’s highway robbery for such a short distance!Denise: You think that’s expensive? Tom from our house to Amherst it costs twice as much as that. Tom: Yeah, but that’s an hour ride. You really get your money’s worth.Stranger: Yeah…Uh…Well, did your sister explain which train to take?Tom: Berkeley. We take the Berkeley train to Berkeley, right?Stranger: Well, no actually. That’s just one stop on the Richmond line. Here, let me show you on this map. Here we are a t Powell Street in San Francisco, and it’s basically a straight shot on the Richnond line to the downtown Berkeley station.Denise: Yes, my sister said we wouldn’t have to change trains.Stranger: Uh-oh, what time is it?Denise: It’s 8:15.Stranger: You can’t go directly to Berkeley from San Francisco after 8:04.Tom: Uh-oh. Is there another train we can catch?Stranger: Don’t worry. You can take the Pittsburg line. Look here, take the Pittsburg line to the 12th Street Station in Oakland, and then transfer to the Richmond train. The Richmond train willstop in Berkeley. Get off at the downtown station. From there you can walk to your sister’s house. Denise: We want to be there by 9 o’clock. If we have to transfer, we might be late. Do you think we’ll make it in time?Stranger: It doesn’t take that long. Let’s see; there’s a train from here at 8:18. It arrives at the 12th Street Oakland station at 8:34. You can get a Richmond train right away at 8:34, and you’ll arrive in Berkeley at 8:46.Tom: Let’s see if I’ve go t this right: We take the 8:18 Pittsburg train and arrive in Oakland at 8:34. Then we take the 8:34 Richmond train to Berkeley. That should be a snap.Stranger: Yeah, you’ll have no trouble.Tom: Thank you very much for your help, Miss. You’re a very kind young lady.Denise: And so pretty and smart, too! Tell me dear, I notice you’re not wearin g a ring. Stranger: Well, no, uh…Denise; You know, my sister’s son is very handsome. I think you two would like each other…Stranger: Uh, well; oh! I think I hear your train coming! You’d better hurry so you don’t miss it!Part ThreeExercise 3AThe BART system is a modern metro that links thirty-nine stations throughout Northern California’s San Francisco Bay Area. The trains are operated by computers and the BART station platforms have electronic signs that light up with information about trains that will be arriving.Exercise 3C1.How long does it take to get from JFK Boulevard to Town Plaza? That’s JFK Boulevard toTown Plaza.2.What is the fare from Oxford Avenue to College Avenue? That’s Oxford Avenue to CollegeAvenue.3.How much does it cost an dhow long does it take to go from Fifth Street/Florida to GroveStreet? Again, that’s both the fare and time from Fifth Street/Florida to Grove Street.4.How much is a round-trip ticket from 75th Street to Kentucky Street? That’s a round-tripticket from 75th Street to Kentucky.5.How much time does it take to travel from Kansas Street to 20th Street? Again, how muchtime does it take to travel from Kansas Street to 20th Street?6.You are at the Alabama Street station. It’s twelve noon and you just got on the train. Wha ttime will you arrive at the Madrid Avenue station? Again, it’s twelve noon and you’re going from Alabama Street to Madrid Avenue. What time will you arrive at the Madrid Avenue station?7.What time does the 4:07 PM train from Yonkers arrive at Grand Central Terminal? Again,what time does the 4:07 PM train from Yonkers arrive at Grand Central Terminal?8.What time does the 6:20 AM train from Grand Central Terminal arrive in Yonkers? That’sthe 6:20 AM train from Grand Central Terminal arrive in Yonkers.9.9. How many trains are there from Grand Central Terminal to Yonkers from 4:20PM until7:53 Pm? Again, how many trains are there from Grand Central Terminal to Yonkers from 4:20PM until 7:53 PM?10.How long is the trip from Yonkers to Grand Central Terminal? Again, that’s the time fromYonkers to Grand Central Terminal.11.Which trains from Yonkers to Grand Central Terminal do not stop at 125th Street? Again,which trains do no stop at 125th Street going from Yonkers to Grand Central Terminal? 12.Look at your watch. What time is it right now? What time will the next train from GrandCentral Terminal arrive at 125th Street? Again, using the time now, when will the next train from Grand Central Terminal arrive at 125th Street?Part FourExercise 11.Was her flight from New York on time?2.Did you get the rental car information?3.Which bus do I take to go downtown?4.Is Alice meeting us at the train station?5.Why was the man yelling at the stranger?6.Are you going to call the travel agent today?7.How long do we have to wait for the next bus?8.Where are you going after the meeting?9.What did you do with your extra ticket?10.Were you going to go to the airport alone?Exercise 21.What time did the plane arrive?2.How often do you take the bus?3.Did someone meet them at the airport?4.Why didn’t she tell us she would be late?5.Who will pay for the extra ticket?6.Were you at the bus station yesterday?7.How far is it from here to New Jersey?8.Which bus do you think we should take?9.Whose purse was left on the bus?10.Are you meeting your brother at the bus station?Part FiveExercise 11.How much is the fare to Kansas ST.?2.When is the next Yonkers train?3.Does this bus go to City Hall?4.How long does it take to get to Park Lane?5.Which line do I need to take to get to the Macarthur Station?6.Can you tell me how far the trip from Boston to San Diego is?7.What’s the fastest way to get to Grand Central Terminal from here?8.Do you know where the train for Atlanta stops?9.Exercise 21.The 12:20 train to Seattle will leave in two minutes.2.The next train to Yonkers will leave from Grand Central Terminal in ten minutes.3. A round-trip ticket from JFK Boulevard to Kansas St. is $2.90.4.We’re sorry, but the 12:10 train Riverdale will be six minutes late.5.The bus from Los Angles to Burbank leaves every fifteen minutes at that time of the day.6.The next Fremont train will leave from platform number 4 in half an hour.Exercise 31.Question: Where does this person want to go?A: Pardon me, how much does it cost to go to the Jefferson Auditorium?B: That’s $1.80 one way, but you can’t go directly there after 6:00 PM. You’ll have to take a Lenox train at that hour and then transfer to a Hastings train at the Portsmouth station. 2．Question: What time will the next bus for Chicago leave?A: Excuse me, when does the next bus to downtown Chicago leave?B: Let’s see. One just left at 8:00. The schedule says that that bus leaves every fifteen minutes, so…A: Uh-oh;it’s already 8:10. I’d better hurry.B: Ooh, I hope you make it.2.Question: What is the total round-trip fare for the children?A: May I help you?B: Yeah, we’d like to get tickets from Portland to Long beach.A: When are you planning on going?B: We were thinking of going the week of June 15th.A: Gook. That’s far enough in advance to take advantage of our supersaver fares. If you purchase your tickets thirty days in advance, it will only cost $240 round trip.B: $240. That sounds good.A: How many people are in your party?B: There’s my wife and me, plus our two kids.A: Ooh, we have a special discount available for our young travelers. Let’s see, kids under twelve fly for half price and those under three can go for free.B: Well, Evelynne is six and Renee is two.A: Very good. Let me check the computer to see which flights are open the week of the 15th. Exercise 41.It’s really easy to get to school from my house by bus.2.Greenwich is very close to London.3.I take a 20-minute bus ride from home to work every day.4.I leave my house each day at 8 am.5.We’re going to Hawaii for our next vacation.6.According to this, the train to Vancouver will arrive in ten minutes.7.Do I need a Bakerloo or a Victoria train to get to Picadilly Circus?8.How much is a ticket to Baltimore and then back again?9.You need to take a #5 bus to the Berman Station. Then, catch a #12.10.This bus is too crowded between 7am and 9am.。

chapter1-2

一．词汇的对比
(一) 一词多义 I saw a saw saw a saw. 我见到（有人用）一把锯子锯另一把锯子。 I can can the pineapples you can’t sell. 我可以把你卖不出去的菠萝制成罐头。 It is not surprising, then, that the world saw a return to a floating exchange rate system. 在这种情况下，世界各国又恢复浮动汇率就不足为奇了。 Floating policy is of great importance for export trade. 统保单对出口贸易至关重要。
2)介词的转换 a.介词短语为表语时 The best way to guard against large financial losses is through insurance. 防范重大财物损失的最好办法就是投保。投保 The company is above taking profits for itself only. 该公司不屑于不屑于只为自己谋利。不屑于 The damage to the packing of goods under contract No. TS 12315N is so serious that it is beyond description. TS 12315N号合同项下的货物，其包装残损的严重程度已经无法形容。
3.抽象概念与具体概念的相互转换
1）原文抽象—>译文具体 The greatest increase in US imports of Chinese goods have been registered in toys and footwear. 美国已大量增加从中国进口玩具和鞋袜鞋袜。鞋袜 2）原文具体—译文抽象 Big Board officials camped out on the exchange floor to prevent chaos. 纽约证券交易所的官员日夜守候在交易大厅以防止出现混乱。

Chapter 1-2 基础

狭义理解可为Digital Signal Processor 数字信号处理器。广义理解可为Digital Signal Processing 译为数字信号处理技术。前者是指用于数字信号处理的可编程微处理器，后者则是指数字信号处理的理论和方法。
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主要内容
1.1 数字化的发展
1.2 DSP芯片技术的特点
56600 56600
Data ROM 20k x 16 PROM 48K x 24
一、数字化对社会和人类的影响
二、DSP的应用举例
三、DSP的市场前景四、DSP开发工具
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一、数字化对社会和人类的影响
1. 程控交换机 2. 移动通信系统 3. 手机已不仅仅是通话的工具 4. 数字照相机 5. 高清晰度电视（ 7. 电视台和电台的数字设备 8. 家庭影院
最初
记录
脱机非实时
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2.快速傅立叶变换算法（FFT）是数字信号处理发展史上的一个重要里程碑
现代数字处理（ Cooley-Tukey 1965年提出FFT ）将傅立叶变换的时间缩短了几个数量级
指出了数字信号处理快速算法发展方向为实时处理带来了希望
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3. DSP统治未来成为必然
大规模集成电路快速高效算法实际工作的需要
DSP实验教程 ——基于TMS320C5416 DSK
1
本书框架结构
• 第一章
• 第二章 • 第三章 • 第四章 • 第五章 • 第六章 • 第七章
DSP概述
TMS320C5416结构及其开发环境 DSP软件开发详解 DSP算法实现——FIR DSP算法实现——FFT 外设、中断和DSK DSP系统设计
地址总线
U

《英语(基础模块)1》Chapter_1_教案

教案首页Step1：GreetingsStep2：Introductions and Requirements1.The teacher introduces self to the Ss firstly.2.Choose some Ss to do self-introduction to the whole class3.Give some requirements to Ss when they study English in this termStep3：Words and Expressions1.Ask Ss to turn to Page 162 and look at the words that are related to lesson 12.Ask Ss to read the new words after the teacher3.The whole class read together4.Choose two Ss to read the new words5.Correct their pronunciationStep4：Explain each partPart 1：Pair practice1.Be sure that each student understands the task of this part firstly2.The teacher explains the conversation to Ss first and then makes up theconversation with one student3.Ask Ss to work in pair and practice the conversation4.Call on a few pairs to perform their conversations for the class5.Correct their pronunciationPart 2.3：Group Practice1.Ask Ss to form groups of four and do self-introduction to three different membersin their groups2.Do the conversation with a student by asking two questions：What’s your name?Where are you from?3.Ask Ss to form groups of four and greet each other by telling their names andwhere they are form4.Choose some groups to act out their conversations5.Give some comments on their performance6.Explain grammar points about statements with be to SsPart 4.5：Say it and wire1.Have Ss look at the information about Alex and Katherine in the cards2.Role play the first conversation with a student , shoring the class how to take turnplaying A and B roles3.Ask Ss to work in pair and practice the conversation by using Frank’s ID card andWang guo’s ID card4.Choose some to act out5.check their mistakes6.Finish part 5 with the whole classPart 6.7: Listen and Group practice1. The whole class read the letters of the alphabet together first2.Ask Ss to work in pairs and finish the following exercises①What’s your n ame ? ②Is your name David ?③Yes, it is ④How do you do ?⑤What’s his name ? ⑥Is her name Marry?⑦No , it isn’tPart 8:Listen and say it1. 1. Have Ss look at the card and be sure that each student understand it2.the whole class read the dialogue together.3.Give five minutes to Ss and let them fill in the passport with their own informationP0art 10.11:Write and Teamwork Task1.Be sure that Ss understand the task of Part 102.ASK a volunteer to read the names in alphabetical order3.Ask Ss to work in teams of four and alphabetize their names4.Call on some teams to read their lists out loudStep 5: Conclusion1.Review how to greet people.2.Review to introduce yourself and others.Step 6:Homework1.Copy new words of lesson 1 in the exercise book2.Preview lesson 2板书设计：Names and Greetingsbe : am, is ,are教案首页Step1：GreetingsStep2：Revision1.The whole class read the words that are related to lesson 12.Review the important language points of lesson 1Step3：Words and Expressions1.Ask Ss to look at the words that are related to lesson 2 and read them after theteacher2.The whole class read it together3.Choose some to read the new words4.Correct their mistakesStep4: Explain each partPart 2: Pair Practice1.Have Ss read the names on the family tree after the teacher2.Give five minutes to Ss and let then practice the questions and answers with apartner3.Check the answers by asking one pairPart3: Listen and say it1.Ask Ss to read the conversation together2.Work in pair and practice the conversation by using the pictures given3.Choose some pairs to act out4.Correct their mistakesCulture TipExplain the culture about introductions to Ss1. For informal introductions, use only the fist namee.g this is my friend Dimitri2.For more formal introductions or business introductions use first and last names or titlese.g This is my teacher ,Eric RyanPart 4:Gronp Practice1.Ask Ss to work in group of four and introduce one of your classmates to anotherclassmate2.Go around the class when Ss are talking3.Choose three groups to act out4.Give some comments on their performancePart 6: Listen and say it1.Teach the culture about wedding ringsIn the U.S married people usually wear a wedding ring on the fourth finger of their left hand2.Ask Ss to read two conversations together3.Work in pairs and practice the conversation by using the three pictures given4.Choose three pairs to act out5.Correct their mistakesGrammar Check .Part 81.Explain the grammar point to Ss:Be : ContractionsFull Form Contraction Example SentencesI am I’m I’m a studentYou are You’re You’re form BrazilHe/she is He’s/She’s He’s/She’s my teacherIt is It’s It’s my phone numberWe/They are We’re/ They’re We’re/ They’re friends2.Finish each sentence using contractions in Part 83.Ask five Ss to read their completed sentences out loud4.Check the answersPart 9:Teamwork Task1.Work in teams of four choose one student volunteer. On a piece of paper draw afamily tree for the student volunteer .Ask the volunteer questions to fill in the family tree. Ask about wife/husband, parents , children ,brothers, and sister , write their names in the family tree .then write sentences about the people in the volunteer’s family2.When Ss are doing the task , go around and offer help when it’s necessary3.Ask two teams to act out in front of the class4.Correct their mistakesStep 5: ConclusionReview how to use the words to family members.Step6.Homework1.Review what they have learnt today and copy new words in the exercise book2.Preview Lesson 3板书设计：Introducing My FamilyBe: I’m You’re He’s She’s It’s We’re They’re教案首页Step1：GreetingsStep2：RevisionThe whole class read the words of lesson 3.Step3:Words and Expressions1.The whole class read the new works of lesson 3 after the teacher2.Ask Ss to read them it3.Choose three Ss to read it4.Correct their mistakesStep4:Explain Each PartPart 1.2:Listen and Pair Practice1.Have Ss read the numbers in Part 1 together2.Work in pairs and finish the exercise below.12:twelve 25 twenty-five102 one hundred and two 159 one hundred and fifty-nine3.Ask Ss to write down their answers on the blackboard4.check the answersPart 3:Listen and say it1.Explain the information in job application card to Ss first2.Teach how to read the zip code in English3.Ask Ss to read the conversation after the teacher4.Work in pairs and practice the conversation using the applications given5.Go around the class and offer help when necessary6.Choose some pairs to act out7.Check their mistakesPart 5.6:Listen and say it , Group Practice1.The whole class read the conversation of Part 5 together2.\Work in pair and practice the conversation again by using the applications given inPart 53.Choose two pairs to act out their dialogues4.Ask Ss to work in groups o three in Part 6 and ask the other students in your grouptheir phone numbers, then write each person’s name and telephone number down 5.Choose two groups to read their dialogues outGrammar Check. & Part :1 .Explain grammar about Possessive Adjectives Pronoun Possessive Adjective Example SentencesI My My name is EricYou your Your area code is 0754He/she his/her His/Her teacher is AmericanIt its its tail is blackWe/they our/their Our/their house is in China2Finish the exercises in part3.Check the answers by asking:Part 8:Listen and say it1.Have Ss look at the job Application Form first and be sure that ss understand it2.Ask Ss to read the conversation after the teacher fist3.Choose two Ss to read it out4.Give five minutes to Ss and let them fill in the application with their owninformation5.Ask some Ss to practice the conversation again by using their own information6.Check their mistakesCulture 7&Part 91.Explain some knowledge about titles to Ss first In formal situations , use one ofthese titles before a per son’s name:Mr=A man (Mr is pronounced mister)Ms=A woman (Ms is pronounced Miz)Miss=A single (Miss is pronounced miss)Mrs=A single woman (Mrs is pronounced missuz)2.Have Ss look at the employee directory and explain it to Ss3.Finish Part 9 by asking some SsPart 12 :Pair Practice1.Explain how to address an envelop to Ss2.Give fifty minutes to Ss and let then finish the envelop according to theinformation given below :Return address: 广州市花都区五华直街15号李华Mailing address广东省广州市花都区宝华路10号林小明（收）3.Ask two Ss to write down their answers on the blackboard4.Check the answersStep 5: ConclusionReview how to write the address an envelope.Step6: Homework1.Review what they have learnt2.Copy new words of lesson 33.Finish all the exercises of Review板书设计：What’s Your Number?Possessive Adjectives: my your his her its our their教案首页2010年9月14日3周Step1:GreetingsStep2 :Revision1.The whole class read the words of chapter 1 together2.Review how to address an envelopeStep3: Explain each partPart 1.2.3.41.Ask Ss do read the story after the teacher first2.Explain the main idea of the story3.Ask Ss to finish part 24.Check the answers with the whole class5.Work in pairs and finish part 36.Call on some pair and ask them read out their writing7.Check the mistakes8.Finish park 4 with SsPart 5 6 7:1.Ask Ss to write the words for the numbered items in the picture in part 52.Choose one student to read the answers out3.Check the answers with Ss4.Give ten minutes to Ss and let then read the information of part 6 , then address theenvelope5.Ask two Ss to write down their answers on the board6.Check the answers with Ss7.Give a model example of part 7 and ask Ss to finish the application form with theirpersonal informationPart 8:Teamwork Task1.Ask Ss to work in groups of four and create a directory of names, addresses ,andtelephone numbers of all the students on their teams2.Be sure that Ss understand all the steps of this task3.Go around the class and offer help when necessary4.Explain the goals listed in the box and ask Ss to evaluate they master them or notPart 9.10: Write and Group Practice1.Ask Ss to fill in the missing words in the cartoon story with the words given2.Choose some Ss to read out their answers3.Check the answers with the whole class4.The whole class read the story together5.Work in groups of three , one to be as Alberto another to be as Rosa and the lastone to be as Cindy , then practice the conversation6.Ask sore groups to read it out7.Correct their pronunciationsStep 4: ConclusionReview the important parts of this chapter.Step 5:Homework1.Review the words of chapter 1and be ready for dictation2.Preview Lesson 1 Chapter 2。

2010-Chapter 1-2

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杨朝燕©
Lexicology
“heart”
• • • • • • • • • • • at heart by heart a change of heart a heart of gold lose one’s heart to steal one’s heart break one’s heart cross one’s heart cry one’s heart out eat one’s heart out heart and hand heart and soul with half a heart with all (one’s) heart from the depth of one’s heart have one’s heart in one’s mouth wear one’s heart upon one’s sleeve One’s heart sinks within one.
9
杨朝燕©
Lexicology
1.1 Basic Word Stock 1.1.1 Features of basic word stock:
A. All national character 全民性— denote the most common things and phenomena B. Stability 稳定性— be likely to remain unchanged C. Productivity 能产性– form compounds D. Polysemy多义性— possess over one meaning. E. Collocability 搭配能力强 – form idioms, proverbs etc.
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杨朝燕©

Chapter 1-2剖析

linguistic signs/sound bear no natural or intrinsic relationship to their meanings.
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#
(i) Arbitrariness (Saussure)
B. However arbitrariness of language is not absolute and there seems to be different levels of arbitrariness.
• Book •书 • ほん
5
#
• ③vocal: the primary medium is sound for all
languages, no matter how well developed are
their writing systems. All evidence shows that
• The features that define our human languages can be called design features.
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#
(i) Arbitrariness (Saussure)
A. definition • It refers to the fact that the forms of
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#

C. Significance of arbitrariness
• Arbitrariness of language makes it potentially creative, makes it possible to have unlimited sources of expressions. We can use new sets of sounds or coin new words to represent newly invented things or new ideas.

生物化学：Chapter 1-2 Foundations_of_Biochemistry

Sept. 11, 2012
Chapters 1-2
The realm of Biochemistry
Professor Zengyi Chang
(昌增益教授）
changzy@ Room 204, New Life Science Building
Tel. 6275-8822
two books into Chinese!
The eight classic papers (to be read by all students)
Topic 1 the prebiotic Origin of Life
Stanley L. Miller.(1953) “A Production of Amino Acids Under Possible Primitive Earth Conditions”, Science, 117:528-9.
Books on the history of Biochemistry:
1. 昌增益（译者）《蛋白质、酶和基因：化学与生物学的交互作用》，清华大学出版社，2005年1月。
Fruton, J. S. (1999). Proteins, Enzymes, Genes: The Interplay of Chemistry and Biology. New Heaven and London: Yale University Press.
What is life?
Life: A process or condition but a definition not yet achieved.
Possessing the following basic features:
– Homeostasis;

Management Information System(Chapter1-2)管理信息系统双语教学课件

Channels of communication
1. 2. 3. 4. Telephone Written reports Face-to-face Newspapers, journals, magazines 5. Internet (email, QQ, MSN,
Workgroup, Activity Directory, BBS and so on)
Others about the Unit
1. Unit Time: 60 hours 2. Unit Credit: 4 credits 3. Material Required for this Unit:
/zh-cn/powerpoint/FX100487762052.aspx
中文定义全文:
How dose a system work?
系统工作流程图
Input Process Output
Feedback loop
Monitored and ensure that systems are effective
What is a formal system?
一个正式的系统要具备:
Information flows within organization
1. Vertical information flows
2. Horizontal information flows
Thபைடு நூலகம் factors affect internal information flows
1. 2. 3. 4. 5. The structure of the organization Overall policy Procedures 公司业务流程 Management style 管理模式 Physical location of other branches 分支机构的地域条件

翻译概论Chapter1-2从翻译的比喻认识翻译的本质及翻译的原则

翻译概论Chapter1-2从翻译的比喻认识翻译的本质及翻译的原则Chapter1----从翻译的比喻认识翻译的本质1.第一章内容概述1）翻译的重要性（对翻译和翻译家的种种比喻）：普希金------“人类精神的传递者。

”歌德------“世界上全部交际来往中最重要、最高贵的事业之一。

”理查兹------“整个宇宙中最为复杂的活动之一”人类自有语言交流以来，翻译活动也就一直相伴相随。

翻译不仅使得人类各种语言与文化之间的沟通成为可能，而且还帮助推动人类社会不断向文明的更高阶段发展。

2)从对翻译或翻译者的宏观比喻来看翻译的本质（1）对翻译或者翻译者总体或宏观的比喻；歌德------翻译家应是“忙碌的媒人”钱钟书------将翻译比作“做媒”《翻译、历史与文化》------把翻译比作婚姻翻译者还被比喻成“像一位雕塑家，用雕塑再现油画作品的形象”，也是“珍宝的发现者”或是“掘金者”。

在西方，翻译家数百年来也把自己的工作比喻成“把一个酒瓶里的酒倒到另一个酒瓶里去”，翻译并不是简简单单“倒酒”的机械动作，而是一个需要翻译者在艺术上有所倾注的复杂微妙的过程。

（2）从对翻译操作过程的比喻来看翻译的本质①把翻译比作渡河——船是要翻译的文本，领航者是翻译者，渡河的行程便是翻译的过程，河的两岸分别就是原语与译入语的文化。

②美国翻译家Margaret Sayers Peden把原作想象成一块方方正正的冰，翻译的过程就是这块冰的熔化过程。

这个比喻借用了自然科学对物质从一种状态变成另一种状态的描述，十分生动，也颇富揭示性。

③对翻译，另一种最新的、更具揭示性的比喻是“没有舞台的演④巴西翻译家——“食人者”对翻译者或者翻译的种种比喻尽管五花八门，但都有一个明显的特征，即它们基本上都是正面的，都包含对翻译者工作的褒扬，是确实还有少数比喻表达了对翻译或翻译者的否定或批评；如“翻译即背叛者等”。

2）翻译的本质翻译是一种文化传播的工具，在国与国之间、原语文化与译入语文化之间起着桥梁和纽带的作用；翻译不仅仅是文本从一种语言向另一种语言的过渡，也是文本之间、文化之间的一种协商过程，是以翻译者为中间人进行交流和斡旋的过程；翻译不仅仅是一门涉及语符转换、意义传递的技巧或技艺，更是一项极富创造性、挑战性的活动，是“一种艺术，一种需要译者像画家、表演家”那样具有高超创作才能的艺术。

dsp实验教程——基于tms320vc5416dsk课件教学配套课件张涛chapter1-2基础

工程的维护
新建工程 Project->New…
打开工程 Project->Open…
工程中文件添加Project->Add Files to Project
工程的编译和运行
菜单项Project->Build会调用编译器和连接器，将工程中的源文件转化成DSP可执行的.out文件。
生成.out文件需要下载到DSP开发板上才能运行，即使使用软仿真器也是一样。
测试TC
CSSU
写选择 MSW/LSW
EB15~EB0
DSP软件开发环境
德州仪器(TI)的DSP开发环境和工具主要包括以下3个部分：
代码生成工具(编译器，连接器，优化C编译器，转换工具等)；
系统集成及调试环境与工具；实时操作系统。
其他DSP开发环境
芯片开发商本身研发
ADI公司的VisualDSP++ Tensilica公司的Xtensa Xplorer ARC International公司的MetaWare等等
等。医疗：助听、超声设备、诊断工具、病人监护、心电图等。家用电器：数字音响、数字电视、可视电话、音乐合成、音调控
制、玩具与游戏等。
第二章 TMS320C5416结构及
其开发环境
TMS320C54x结构简介
系统控制
程序地址控制
数据地址控制
特殊功能寄存器
PAB PB CAB CB DAB DB EAB EB
单步执行
•单步执行菜单命令为Debug->Step Over或者单击按钮。此命令将函数或子程序当作一条语句执行，不进入其内部调试。 •单步进入菜单命令为Debug->Step Into或者单击按钮。当调试语句不是最基本的汇编指令时，此操作将进入语句内部（如子程序）调试。 •单步跳出菜单命令为Debug->Step Out或者单击按钮。此命令将从子程序中跳出。

英概Chapter1-2

英概Chapter 1-2一、选择题1、Ireland is NOT a political division on the island of Great Britain.2、The capital of Brain is London.3、At present, there are 50 member countries within the Commonwealth.4、Great Britain is divided into three political divisions.5、The British Empire gradually disappeared and it was replaced by the British Commonwealth of Nations in 1931.6、Which of the following statements is not true about Britain?(D)A、Great Britain and England are geographical names.B、The official name of Britain is the United Kingdom of Great Britain and Northern Ireland.C、British Empire was replaced by the British Commonwealth in 1931.D、Britain has four political divisions on the island of Great Britain.7、Britain is separated from the rest of Europe by the English Channel in the south and North Sea in the east.8、The Celts came to Britain in three main waves from about 600 BC until the Romans came.9、The successful Roman invasion took place in 43 AD, headed by the Emperor Claudius.10、The Celts began to arrive about 700B.C.11、The Celts were practiced farmers.12、Those who began to invade Britain about 700BC and kept coming until the arrival of the Romans have been known as the Celts in history.13、The Celts’ religion was Druidism.14、It is Roman that brought the new religion, Christianity, to Britain.15、During the fifth century when the Roman Empire fell, the Germanic Angles and Saxons invaded and conquered Britain.16、In the mid-5th century, a new wave of Teutonic invaders came to Britain. The three tribes were Jutes, Saxons, and Angles.17、The small kingdoms of Essex, Sussex and Wessex in the southwest of Britain were established by the Saxons in 5th century.18、The word Heptarchy is used to describe the situation in England in the 6th century when the country was divided into seven kingdoms.19、The names of Tuesday, Wednesday, Thursday and Friday derive from the name of Germany gods.20、Which of not true about the Anglo-Saxons? (D)A、They were regarded as ferocious people.B、They established the manorial system.C、They divided the country into different shires.D、Their tribes were seldom at war with one another.21、The first Christian church was build at Canterbury in England.22、The first Christian church in England was build with the support of Ethelbert, the King of Kent in 579.23、The Anglo-Saxons established the manorial system, whereby the lord of the manor collected taxes and organized the local army.24、The Norwegian Vikings and the Danes from Denmark attacked various parts of England from the end of 8th century.25、The great king of Wessex who fought against the invasion of the Danes in the 9th century was known as Alfred the Great.26、King Edward was known as “the Confessor” and his piety led him to build Westminster Abbey.27、The battle between English troops led by Harold and the Norman troops led by William was fought at Hastings in 1066.28、When Edward, the Confessor died, the Witan chose Harold as English King.29、Of the following four kings, C died most tragically.A、King EdwardB、King EgbertC、King HaroldD、King Alfred二、简答题1、Why can England represent the whole Britain？It is because England is the largest, most populous and generally speaking the richest section.2、What are the four political divisions of the United Kingdom?They are England, Scotland, Wales and Northern Ireland.3、What are the three political divisions on the island of Great Britain？They are England, Scotland and Wales.4、What is the cause of the decline of the British Empire？The two world wars was greatly weakened Britain and the Britain Empire gradually disappeared.5、What was King Edward (1042-1066) known as?He was known as Edward “the Confessor”.6、When did the Celts arrived in Britain?The Celts arrived in Britain between 600BC-150BC.7、How was Julius Caesar related to English history?Julius Caesar led his army and invaded England in 55BC.8、How long was Britain under the Roman occupation?For nearly 400 years Britain was under the Roman occupation.9、Who were the Picts?The Picts were a tribe of the Scots who resisted the invasion of the Romans.10、What the names of two great walls built by the Romans?They are the Hadrian’s Wall and the Antonine Wall.11、Who invaded England in the mid-5th century?The Jutes, Angles and Saxons began to invade England in the mid-5th century. 12、When did the Anglo-Saxons began to invade in Britain?The Anglo-Saxons began to settle in Britain in the mid-5th century.13、How did he Anglo-Saxons invade England?The Anglo-Saxons invaded into Britain in three waves: Jutes, Saxons and Angles. 14、What is Heptarchy?By the end of the 6th century, England was divided into seven principal kingdoms ofKent, Essex, Sussex, Wessex, East Anglia, Mercia and Northumbria and they have been given the name of Heptarchy.15、What was the relationship between the Kingdoms in period of Heptarchy? They were constantly at war with each other, each trying to get the upper hand. 16、Who formally brought Christianity to Britain? And when?Christianity was brought to Britain by St. Augustine in 597.17、Why is King Alfred known as “the father of the British navy”?Because he founded a strong fleet which first beat the Danes at sea and then protected the coasts and encouraged trade.18、What was the result of the Synod of Whitby in Yorkshire in 664？The result of the Synod of Whitby was that the Roman missionaries gained the upper hand.19、What is the significance of the Norman Conquest?The Norman Conquest ended the English history of being invaded.20、Who established the Norman rule in England?The Norman leader William established the Norman rule in England in 1066. 21、How was the English language introduced into England?The English language was introduced into England by the Anglo-Saxons who started to invade England in the mid-5th century.三、名词解释1、the Celts: The Celts were ancient people in English history. They arrived in England in about 700BC. They invaded England in 3 waves the Gaels, the Brythonsand the Belgae. The Celts are the ancestors of the Scots, the Welsh and the Irish.2、Witan; Witan were the council or meeting of the wisemen. It was created by the Anglo-Saxons to advise the king. It’s the basis of the Privy Council which still exists today.3、William the Conqueror: William was the Duke of the Normandy. He landed his army in Oct,1066 and defeated King Harold. Then he was crowned King of England on Christmas Day the same year. He established a strong Norman government and the feudal system in England.。

朗文 5B chapter 1-2 重点(家长版)

5B重点chapter 1 TeamworkPartA单词1. list 清单2.yet 已经，还（没有），仍（未），常用于问句和否定句句尾3.already 已经（常用于现在完成时的肯定句，句中，句尾都可以）4.just刚刚（常用于现在完成时的肯定句，句中）5.lovely 好看的，可爱的6.clean 干净的7.draw-drew-drawn 画8.write-wrote-written 写9.break-broke-broken打破10.paint-painted-painted 粉刷，油漆，涂色短语1 do some voluntary work 做一些志愿者工作2.give … a new look 给。

一个新面貌，使。

焕然一新3. draw the signs 画标志牌4.write the notices 写通知5.paint the fence 给篱笆刷油漆6.finish one’s work 完成某人的工作7.a flower pot 一个花盆课文句子翻译1.Girls, we’re going to give the park a new look. Here’s a list of things for you to do. 女孩儿们，我们将要让这个公园焕然一新。

这里有一张清单（写着）你们要做的事情。

2. Have you finished your work, girls? 你们已经完成了你们的工作了吗，女孩儿们？3. Yes, we’ve painted the fence. 是的，我们已经给篱笆刷了油漆。

4. Good! It looks lovely and clean now. 好的！现在它看起来漂亮又干净。

5. I’m sorry, Miss. I’ve broken a flower pot. 对不起，Miss。

我打坏了一个花盆。

6. Never mind.没关系PartEmake the bed 整理床铺tidy the room 收拾房间sweep the floor 扫地throw away the rubbish 扔掉垃圾do the washing 洗衣服take … away 拿走。

机械设计基础(第七版)陈云飞卢玉明主编课后答案

chapter11-1什么是运动副？高副与低副有何区别？答：运动副：使两构件直接接触，并能产生一定相对运动的连接。

平面低副－凡是以面接触的运动副，分为转动副和移动副；平面高副－以点或线相接触的运动副。

1-2什么是机构运动简图？它有什么作用？答：用简单的线条和符号代表构件和运动副，并按比例定出各运动副位置，表示机构的组成和传动情况。

这样绘制出的简明图形就称为机构运动简图。

作用：机构运动简图不仅能表示出机构的传动原理，而且还可以用图解法求出机构上各有关点在所处位置的运动特性（位移，速度和加速度）。

它是一种在分析机构和设计机构时表示机构运动的简便而又科学的方法。

1-3平面机构具有确定运动的条件是什么？答：机构自由度F>0，且与原动件数相等，则机构各构件间的相对运动是确定的；这就是机构具有确定运动的条件。

（复习自由度4个结论P17）chapter22-1什么是曲柄摇杆机构的急回特性和死点位置？答：急回特性：曲柄等速回转的情况下，摇杆往复运动速度快慢不同，摇杆反行程时的平均摆动速度必然大于正行程时的平均摆动速度，此即急回特性。

死点位置：摇杆是主动件，曲柄是从动件，曲柄与连杆共线时，摇杆通过连杆加于曲柄的驱动力F正好通过曲柄的转动中心，所以不能产生使曲柄转动的力矩，机构的这种位置称为死点位置。

即机构的从动件出现卡死或运动不确定的现象的那个位置称为死点位置（从动件的传动角 =0°）。

chapter33-2通常采用什么方法使凸轮与从动件之间保持接触？答：力锁合：利用重力、弹簧力或其他外力使从动件与凸轮轮廓始终保持接触。

形锁合：利用高副元素本身的几何形状使从动件与凸轮轮廓始终保持接触。

3-3什么叫刚性冲击和柔性冲击？用什么方法可以避免刚性冲击？答：刚性冲击：从动件在运动开始和推程终止的瞬间，速度突变为零，理论上加速度为无穷大，产生无穷大的惯性力，机构受到极大的冲击，称为刚性冲击。

柔性冲击：当从动件做等加速或等减速运动时，在某些加速度突变处，其惯性力也随之有限突变而产生冲击，这种由有限突变而引起的冲击比无穷大惯性力引起的刚性冲击轻柔了许多，故被称为柔性冲击。

新编语言学教程刘润清版1,2章复习大纲

CHAPTER 1 INTRODUCTION Definition : linguistics can be defined as the scientific or systematic study of language. It is always guided by thethree cannons of science:exhaustiveness, consistency and economy.LinguisticsLinguistics versustraditional grammar:Scope Microlinguistics Phonetics Phonology Morphology Syntax Semantics PragmaticsMacrolinguistics Sociolinguistics Psycholinguistics Neurolinguistics Stylistics Discourse analysis Computational linguistics Cognitive linguisticsDefinition:Ding-Dong Theory: human speech developed from primitive man giving vocal expression to the objects he encountered.Sing-Song Theory: language developed from primitive ritual songs of praise.Pooh-Pooh Theory: language came from interjections, which express he speaker ’s emotions. Origins Yo-He-Ho Theory: language came from the cries uttered, during strain of work.Ta-Ta Theory : language came from the combination of certain gestures and tongues movements. Bow-Wow Theory: language came from imitation of animal cries and other sounds heard in nature.Design featuresLinguistics describes languages and does not lay down rules of correctness while traditional grammar emphasizes correctness. Linguists regard the spoken language as primary, not the written while traditional grammar emphasizes the priority of written language. Traditional grammar is based on Latin and it tries to impose the Latin categories and structures on other languages. Linguistics describes each language on its language is a system of arbitrary vocal symbols used for human communication. Language is a system---elements in it are not arranged and combined randomly, but according to some rules and principles. Language is arbitrary --- there is no intrinsic connection between the word .pen) and the thing. what we write with).Language is vocal---the primary medium for all languages is sound. Language is used for human communication ---it is human-specific, very different form Arbitrarines s: this refers to the fact that there is no logical or intrinsic connection between a particular sound and the meaning it is associated with. For example, English should use the sounds/d ɔg/ to refer to the animal dog, but Chinese should use “gou ” to refer to te same animal. A dog may be called a pig if the first man happens to name it as a “pig ”. So, the relationship between the sounds and their meaning is quite accidental. Of course, onomatopoetic words such as “quack-quack ” and “bang ” are exceptions, but words these are relatively few compared withe the total number of words in language. Duality: language operates on two levels of structure. At one level are elements which have no meaningin themselves but which combine to form units at another level which do have meaning. Productivity : productivity or creativity refers to man ’s linguistic ability which enables him to produce and understand an infinitely large number of sentences in our native language, including the sentences which were never heard before. Interchangeability : interchangeability or reciprocity refers to the fact that man can both produce and receive messages, and his roles as a speaker and a hearer can be exchanged at ease. Displacement: displacement is a property of language enabling people to talk about things remote either in space or in time. Specialization : specialization refers to the fact that man does not have a total physical involvement in the act of communication. Cultural transmission : language is culturally transmitted. It cannot be transmitted through heredity. A human being brought up in isolations simply doesn ’t acquire language, as is demonstrated by the studies of children brought up by animals without human contact. Animals transmit their cries simply from parent to child, while human baby doesn ’t speak any language at birth. What language a baby is going to speakFunctionsSome major concepts in linguisticsDescriptive and prescriptive grammarDescriptive grammars attempt to tell what is in the language; while prescriptive grammars tell people what should be in the traditional grammars tried to lay down rules, they are often called prescriptive. Most modern linguistics is descriptive.Synchronic and diachronic linguisticsWhen we study language at one particular time, it is called synchronic linguistics. When we study language developments through time, it is called diachronic or historical linguistics. Synchronic linguistics focuses on the state of language at any point in history while diachronic linguistics focuses on he difference in two or more than two tates of language over decades or centuries.Langue and paroleSaussure made an important distinction between langue and parole. Langue refers to the abstract linguistic system shared by all the members of a speech community. Parole refers to particular realizations of langue. Langue is the social, conventional side of language, while parole is individualized speech.Competence and performanceAccording to Chomsky, competence refers to the knowledge that native speakers have of their language as a system of abstract formal relations, while performance refers to their actual linguistic behavior, that is , the actual use of this knowledge.Syntagmatic and paradigmatic relationsSaussure has put forward another pair of concepts: syntagmatic and paradigmatic relations. The former refers to the horizontal relationship between linguistic elements, which form linear sequences. The later means the vertical relationship between forms, which might occupy the same particular place in a structure.Functionalism and formalismFunctionalism or functional linguistics refers to the study of the forms of language in reference to their social function in communication. Formalism or formal linguistics is the study of the abstract forms of language and their internal relations.课后练习If language is partially defined as communication, can we call the noises that dogs make language Why or why notNo,we can ’t call the noises that dogs make as language even though language is partially defined as communication. There are two reasons for that: first, language is human-specific,it is a system of arbitrary vocal symbols used only for human communication. Second, language has design features which are totally lack in animal communication systems. For example, language has two levels of structures: at one level are elements which have no meaning in themselves but which combine to form units at another level which do have meaning. Noises made by dogs represent certain meaning but can not be further analyzed into smaller units.What is the difference between a prescriptive and a descriptive approach to languageDescriptive approach to language attempt to tell what is in the language, while prescriptive approach to language tells people what should be in the language. Most contemporary linguists believe that whatever occurs naturally in the language should be described. Certain forms are sued more regularly than others and by different people. Though some forms occur less frequently they should not be ignored. They can all be recorded and explained as aspects of the languages since hey are actually used.A wolf is able to express subtle gradations of emotion by different positions of the ears, the lips, and the tail. There are eleven postures of the tail that express such emotions as self-confidence, Phatic function/communion Directive function Informative functionInterrogative function Expressive function Evocative function Performativeconfident threat, lack of tension, uncertain threat, depression, defensiveness, active submission, and complete submission. This system seems to be complex. Suppose there were a thousand different emotions that the wolf could express in this way. Would you then say a wolf had a language similar to man ’s If not, why notNo, we can not say a wolf has a language similar to that of men even though there were a thousand different emotions that the wolf could express with his positions of body parts. There are two reasons for that:First, language is a system of arbitrary vocal symbols used for human communication. Language is human-specific. Second, language has design features which are lack in animals ’ communication systems. For example, language has two levels of structures: at one level are elements which have no meaning in themselves but which combine to form units at another level which do have meaning. But in wolf ’s communication system, one position stands for one certain meaning, and can not be further analyzed into smaller units. And no the other hand, human linguistic units can be grouped and regrouped, arranged and rearranged according to certain rules but those positions owned by wolf have no such features. Therefore, wolf ’s this system is not so productive as human languages.Chapter 2 THE SOUNDS OF LANGUAGEINTRODUCTIONPhonology : is the description of the systems and patterns of speech sounds in a language.Phoneme :Minimal pairsandminimal sets\Free variationDistinctive featuressyllablesConsonant clusterWith some phonetic knowledge we can give a much more precise description to speech sounds. And with some phonological knowledge we can become more aware of the functions of sounds in different languages. More importantly, phonetics and phonology have made the greatest contribution toPhoneme is the phonological units of language, and it is an abstract collection of phonetic features which and distinguish meaning. For example, sip and zip is signaled by the fact that the initial sound of the first word is s/s/ and the initial sound of the second word is z/z/./s/and /z/can therefore distinguish or contrast words. Minimal pairs are pairs of words which differ from each other only by one sound. For example, chunk and junk ,ban and bin, be and bat, fan and van, fine and vine, sink and zinc, site and side are minimal pairs in English. When a group of words can be differentiated each one from the others, by changing one phoneme (always in the same position), then we have a minimal set. For example, a minimal set based on the vowel when two or more sounds occur in the same positon without any apparent change of meaning, they are said to be in free variation. For example, there are two pronunciation of the word either,we can say /i:δər/ and /’a ıδər/. When a feature distinguishes one phoneme from another it is a distinctive feature (or a phonemic feature). For example, seal and zeal distinguishes by /s/ ad /z/,/s/ is voiceless and /z/ is voiced,so The English word beautiful consists of three speech units: beau-ti-ful. These units, which are often longer than one sound and smaller than a whole word, are called syllables. Syllable structure syllable onset Rime(rhyme)Nucleus(peak coda Consonant(s) vowel In English some words may contain a sequence of two or more consonants in one syllable, for example, /spl/ in /’splendid/. Sequences of consonants like this are called consonant clusters. Initial cluster: /spl/ in /’spl ӕʃ/ splash Final cluster: /st/ in /test/ test Medialcluster: /str/ in /’pe ıstr ı/ pastryA word which begins with three-consonant clusters always observes three strict rules:Suprasegmentals Definition: The study of the speech sounds that occur in all human languages is called phonetics.Articulatory phonetics, which is the study of how speech sounds are produced, or “articulated ”.Three research fields Acoustic phonetics, which deals with the transmission of speech sounds through the air.Auditory phonetics, which deals with how speech sounds are perceived by the listener.Articulators andfunctionsVoicedand voiceless soundsNasaland oral soundsVariations ofsoundsVowels Pharynx is a tube which begins just above the larynx.Velum or soft palate i s seen in the position that allows air to pass through the nose and the mouth. Hard palate is often called the “roof of the mouth ”, you can feel its smooth curved surface with your tongue. Alveolar ridge or alveolum is between the top front teeth and hard palate. Tongue can be moved into many different places and different shapes. Larynx is also an articulator. Notices Jaws are sometimes called articulators,but the jaws are not articulators in the same way as others. Teeth Lips When the vocal cords are spread apart, the airstream from the lungs is not obstructed at the space between vocal cords and passes freely. The sounds produced in this way are described as voiceless sounds. The sounds represented by /p/,/t/,/k/,and /s/ in the English wordsseep/si:p/,seat/si:t/,and seek/si:k/ are voiceless sounds. When the vocal cords are drawn together, the airstream forces its way through and causes them to vibrate. Sounds produced in this way are described as voiced sounds. The sounds represented When the velum is lowered, air escapes through the nose as well as the mouth; sounds produced this way are called nasal sounds. There are three nasal consonants /m/, /n/,and /ŋ/ in English. When the velum is raised all the way to touch the back of the throat, the passage through the nose is cut off. When the nasal passage is blocked in this way, the air can escape only throughthe mouth. Sounds produced this way are called oral sounds. /p/ and /b/ are oral sounds. Definition: vowels are sounds produced without obstruction, so o turbulence or a total stopping of the air can be perceived. Front vowels: /i:/ /ı/ /e/ /ɛ/ /ӕ/ /ɑ/ The height of the tongue Central vowels: /з:/ /ə/ /ʌ/Back vowels: /u:/ /u/ /ɔ:/ /ɔ/ /ɑ:/The shape of the lip Rounded vowels: /u:/ /u/ /ɔ:/ /ɔ/Unrounded vowels: /i:/ /ı/ /e/ /ɛ/ /ӕ/ /ɑ/ /з:/ /ə/Liaison: The phenomenon of the linking of two words in speech, in particular when the second word begins with a vowel, is called liaison. The phrase “an egg ” is often pronounced /ə’neg/. Elision : the loss of a sound or sounds in speech is called elision. The word “suppose ” is often pronounced as /sp əʊz/, “factory ” as /’f ӕktr ı/. Assimilation : the way that sounds belonging to one word or one syllable can cause changes in sounds belonging to neighboring words or syllables is called assimilation. In English the negative prefix occurs as “im-” before words such as “possible ”---”impossible ”.Sound contrasts that extend over several segments (phonemes),and such contrasts are called suprasegmentals. Suprasegmental featuresStress Intonation When a word has more than one syllable, one of them will be pronounced with more prominence than others. This brings us to another speech sound phenomenon, that of When sounds which are identical as to their place or manner features may differ in length, pitch or loudness. When speaking, people generally raise and lower the pitch of their voice. This phenomenon is called intonation.ClassificationofEnglishSpeechSoundsConsonantsCAPTER 2 课后练习 2. What is the test most often used for determining phonemes in a language Minimal pair test or substitution test is the first rule of thumb to determine the phonemes of any language, that is ,to see whether substituting one sound for another result in a different word. If it does , the two sound represent different phonemes. For example, we see from the contrast between fine and vine and between chunk and junk that /f /, /v /,/ʧ /and /ʤ/ must be phonemes in English because substituting /v/ for /f /,or /ʤ/ for /ʧ / produce a different word.3. What ’s the difference between an open and a closed syllableThe units, which are often longer than one sound and smaller than a whole word, are called syllables. Syllables can be divided into two sorts: the open syllables and the closed syllables. Syllables like me, by or no that have an onset and a nucleus, but no coda are called open syllables; while the coda is present in the syllables like up, cup or hat, which is called closed syllables.4. For each group of sounds listed below, state the phonetic feature or features which they share /p/ /b/ /m/ feature: bilabial,stop,consonant/g/ /p/ /t/ /d/ /k/ /b/ feature: stop, consonant/ʊ/ /u:/ /ɒ/ feature: back, rounded, vowel5. Name the single feature that distinguishes the following pairs of sounds./ δ / : /ө,/ voicing ( voiceless vs. voiced )/p /: /f / place of articulation ( bilabial vs.labio-dental )/ı /: /e / the height of the tone rising. ( high vs. mid ) /b /: /m / manner of articulation. (stop vs. nasal) /s /: /ʃ / place of articulation (alveolar vs. palatal) /s /: /δ / place of articulation (alveolar vs. dental)6. The following sets of minimal pairs show that English /p/ and /b/ contrast in initial, medial and final positions.Initial Medial finalpit/bit rapid/rabid cap/cabFind similar seets of minimal pairs for each pair of consonants given:Initial Medial final/k/-/g/ Kook/gook raking/raging lak/leg/m/-/n/ Moon/noon dime/dine beam/bean/b/-/v/ Berry/very dribble/drivel dub/dove /b/-/m/ Be/me ribbed/rimmed rib/rim/p/-/f/ Pat/fat depend/defend rap/raff7. The english data below provide examples of stress placement on certain verbs.Consonants are sounds produced by constricting or obstructing the vocal tract at some places to divert, impede or completely shut off the flow of air in the oral cavity. Bilabials / p, b, m, w/ Labiodentals / f, v/Dentals /ө, δ / in terns of place of articulation Alveolars / t, d, n, s, z, r, l / Palatals / ʤ, ʧ / Velars /k, g, ŋ /glottal /h /Stops / p, b, t, d, k, g / Fricatives /f, v, ө, δ, s, z, ʃ, ʒ, h / Affricates / ʤ, ʧ /In terms of manners of articulation Liquids /l, r /Nasals /m, n, ŋ /Aap’pear col’lide e’rase ca’rouse cor’rode Ba’daptcol’lapsee’lectob’servetor’mentCas’tonishcon’sideri’maginede’termine‘promise1)Describe in words the stress placement on these verbs. Make sure you refer to syllable structure in your statement.2)Provide syllable representations of the words col’lide, e’lect, and con’sider in order to illustrate your conclusion about stress placement in these forms.1)Stress in languages may be predictable by rules: lexical category, morphological structure and number of syllablesall seem to be relevant factors for the placement of stress in English words.For two-syllable verbs, the final(ultimate) syllable will receive main stress if tie has a long vowel or ends in at least two consonants. In this case, the first(penultimate) syllable may have secondary stress, contain an unstressed full vowel, or contain a reduced vowel. For example, a’dapt, e’lect.If the ultimate syllable does not have a long vowel or end in two or more consonants, the penultimate syllable is stressed, as in’promise. Otherwise, the main stress will be put on the second syllable. For example, ca’rouse, ob’serve, astonish, de’termine.If there is a double-letter in the word, the main stress should be put between them, or in other words, on the second one of the two. Such as ap’pear, cor’rode, col’lide, col’lase2)They are two-syllable words; therefore the final (ultimate ) syllable will receive main stress,, as col’lide,e’lect and con’side.。

CHAPTER 1-2-核物理基础-截面与反应率

宏观截面是一个中子与单位体积内所有原子核发生核反应的平均几率的大小的一种度量。单位为米-1 ，计算宏观截面必须知道单位体积内的核子数N，对于单元素材料
N N0
A
Ni i i
N0 为阿伏加德罗常数；ρ 为材料的密度；A为该元素的原子量
对于混合物以及化合物：
Ni i i
对于混合物：
上面讨论的是理想情况。实际的实验表明：在靶面积不变的情况下，ΔI 正比于中子束强度 I，靶厚度Δx 和靶的核密度 N ，即
I NIx
I I / I
NxI Nx
因此，σ代表了每个靶核分摊到的一个中子与靶的全部原
子核发生反应的几率，有面积的量纲，称为一个原子核的核反应微观截面。σ表征了一个中子和一个原子核发生核反应的概率大小，也可以看成是原子核与中子发生核反应的有效面积。单位是巴恩：
放射性活(强)度常用单位：居里 (Ci)；国际单位：贝克勒 (Bq) 1 Bq = 1 次核衰变／秒 1 Ci = 3.7×1010 Bq
衰变
原子核衰变是指原子核自发地放射出粒子而发生的转变。发射α（）射线的元素（母元素）发生α（）衰变，变成另外一种元素（子元素）。母元素的数量（或者母元素的放射性活度）减少一半所需要的时间称为半衰期。
N
[cm1] [# / cm3 ][cm2 ]
N为单位体积内原子核的数目。表征了一个中子和单位体积内所有的原子核发
生反应的概率大小。为一个中子在介质内穿行单位距离与原子核发
生反应的概率大小。
宏观截面的物理解释
表征了一个中子和单位体积内所有的原子核发生反应的概率大小。
为一个中子在介质内穿行单位距离与原子核发生反应的概率大小。
指数衰变律

Chapter 1-2

Chinese CinderellaChapter 1 T op of the ClassAUTUMN 1941As soon as I got home from school, Aunt Baba noticed the silver medal dangling from the left breast pocket of my uniform. She was combing her hairin front of the mirror in our room when I rushed in and plopped my schoolbagdown onto my bed."What's that hanging on your dress?""It's something special that Mother Agnes gave me in front of the whole class this afternoon. She called it an award."My aunt looked thrilled. "So soon? Y ou only started kindergarten a week ago. What is it for?""It's for leading my class this week. When Mother Agnes pinned it on my dress, she said I could wear it for seven days. Here, this certificate goes with it." I opened my schoolbag and handed her an envelope as I climbed onto her lap.She opened the envelope and took out the certificate. "Why, it's all written in French or English or some other foreign language. How do you expect me to read this, my precious little treasure?" I knew she was pleased because she was smiling as she hugged me. "One day soon," she continued, "you'll be able to translate all this into Chinese for me. Until then, we'll just write today's date on the envelope and put it away somewhere safe. Go close the door properly and put on the latch so no one will come in."I watched her open her closet door and take out her safe-deposit box. She took the key from a gold chain around her neck and placed my certificate underneath her jade bracelet, pearl necklace and diamond watch, as if my award were also some precious jewel impossible to replace.As she closed the lid, an old photograph fell out. I picked up the faded picture and saw a solemn young man and woman, both dressed in old-fashioned Chinese robes. The man looked rather familiar."Is this a picture of my father and dead mama?" I asked."No. This is the wedding picture of your grandparents. Y our Y e Y e was twenty-six and your Nai Nai was only fifteen." She quickly took the photo from me and locked it into her box."Do you have a picture of my dead mama?"She avoided my eyes. "No. But I have wedding pictures of your father and your stepmother, Niang. Y ou were only one year old when they married. Do you want to see them?""No. I've seen those before. I just want to see one of my own mama. Do I look like her?" Aunt Baba did not reply, but busied herself with putting the safe-deposit box back into her closet. After a while I said, "When did my mama die?""Y our mother came down with a high fever three days after you were born. She died when you were two weeks old. . . ." She hesitated for a moment, then exclaimed suddenly, "How dirty your hands are! Have you been playing in that sandbox at school again? Go wash them at once! Then come back and do your homework!"I did as I was told. Though I was only four years old, I understood I should not ask Aunt Baba too many questions about my dead mama. Big Sister once told me, "Aunt Baba and Mama used to be best friends. A long time ago, they worked together in a bank in Shanghai owned by our grandaunt, the youngest sister of Grandfather Y e Y e. But then Mama died giving birth to you. If you had not been born, Mama would still be alive. She died because of you. Y ou are bad luck."Chapter 2 A Tianjin FamilyAt the time of my birth, Big Sister was six and a half years old. My three brothers were five, four and three. They blamed me for causing Mama's death and never forgave me.A year later, Father remarried. Our stepmother, whom we called Niang, was a seventeen-year-old Eurasian beauty fourteen years his junior. Father always introduced her to his friends as his French wife, though she was actually half French and half Chinese. Besides Chinese, she also spoke French and English. She was almost as tall as Father, stood very straight and dressed only in French clothes, many of which came from Paris. Her thick, wavy black hair never had a curl out of place. Her large, dark brown eyes were fringed with long, thick lashes. She wore heavy makeup, expensive French perfume and many diamonds and pearls. Grandmother Nai Nai told us to call her Niang, Chinese term for mother.One year after their wedding, they had a son (Fourth Brother), followed by a daughter (Little Sister). There were now seven of us, five children from Father's first wife and two from our stepmother Niang.Besides Father and Niang, we lived with our Grandfather Y e Y e, Grandmother Nai Nai and Aunt Baba in a big house in the French concession of Tianjin, a port city on the northeast coast of China. Aunt Baba was the older sister of our father. Because she was meek, shy and unmarried and had no money of her own, they ordered her to take care of me. From an early age, I slept in a crib in her room. This suited me well because I grew to know her better and better. Besides a room, we came to share a life apart from the rest of our family. Under the circumstances, perhaps it was inevitable that, in time, we came to care for each other very deeply.Many years before, China had lost a war, known as the Opium War, against England and France. As a result, many coastal cities in China, such as Tianjin and Shanghai, came to be occupied by foreign soldiers.The conquerors parceled out the best areas of these treaty ports for themselves, claiming them as their own "territories" or "concessions." Tianjin's French concession was like a little piece of Paris transplanted into the center of this big Chinese city. Our house was built in the French style and looked as if it had been lifted from a tree-shaded avenue near the Eiffel Tower. Surrounded by a charming garden, it had porches, balconies, bow windows, awnings and a slanting tile roof. Across the street was St. Louis Catholic Boys' School, where the teachers were French missionaries.In December 1941, when the Japanese bombed Pearl Harbor, the United States became involved in the Second World War. Though Tianjin was occupied by the Japanese, the French concession was still being governed by French officials. French policemen strutted about looking important and barking out orders in their own language, which they expected everyone to understand and obey.At my school, Mother Agnes taught us the alphabet and how to count in French. Many of the streets around our house were named after dead French heroes or Catholic saints. When translated into Chinese, these street names became so complicated that Y e Ye and Nai Nai often had trouble remembering them. Bilingual store signs were common, but the most exclusive shops painted their signs only in French. Nai Nai told us this was the foreigners' way of announcing that no Chinese were allowed there except for maids in charge of white children.。

[初二英语]chapter1-2复习

4. I haven’t a lot of friends , I have only a few _________ friends.
few, a few, little , a little little time. 1. We must be quick. We have ______ a few 2. Do you mind if I ask you ______question? 3. This town is not a very interesting place few to visit, so ______ tourists come here.
起初
某人做某事直到
15. Sb did sth(sb didn’t do sth) until…
16.remember (not)to do sth 记得(不)去做
17.go back into 18.talk to sb 回到与某人讲话
19.shake one’s head e out of
把…投入
某人点头
8.Sb nod
9.flow down
流下
10. It’s not easy for sb to do ce
把…带到某地方
12.clean sth up
13. the end of the
清洁
…的结尾
14.In the first place
a few (C),
a little (U)
1.I haven’t much money, I have only _________ a little money. a few 2. I bought only _________ books today, because I haven’t a lot of money. a little 3. I am thirsty , but there is only ______ water in the bottle.

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基于TMS320C5416 DSK的
DSP实验课程书
本书框架结构
⏹第一章DSP概述
⏹第二章TMS320C5416结构及其开发环境⏹第三章DSP软件开发详解
⏹第四章DSP算法实现之一FFT
⏹第五章DSP算法实现之二FIR
⏹第六章外设和DSK
⏹第七章DSP系统设计
第一章
DSP概述
DSP的含义
狭义理解可为Digital Signal Processor 数字信号处理器。

广义理解可为Digital Signal Processing 译为数字信号处理技术。

前者是指用于数字信号处理的可编程微处理器，后者则是指数字信号处理的理论和方法。

DSP
DSP的结构特点
⏹哈佛结构
⏹多总线结构
⏹指令系统的流水线（pipeline）操作⏹专用的硬件乘法器
⏹特殊的DSP指令
⏹快速的指令周期
⏹硬件配置强
DSP的结构特点
⏹哈佛结构
⏹多总线结构
⏹指令系统的流水线（pipeline）操作⏹专用的硬件乘法器
⏹特殊的DSP指令
⏹快速的指令周期
⏹硬件配置强
DSP的结构特点
⏹哈佛结构
⏹多总线结构
⏹指令系统的流水线操作⏹专用的硬件乘法器
⏹特殊的DSP指令
⏹快速的指令周期
⏹硬件配置强
指令系统的流水线（
DSP的结构特点
⏹哈佛结构
⏹多总线结构
⏹指令系统的流水线（pipeline）操作⏹专用的硬件乘法器
⏹特殊的DSP指令
⏹快速的指令周期
⏹硬件配置强
专用的硬件乘法器
∑
-
()()
A k
B n k
DSP的结构特点
⏹哈佛结构
⏹多总线结构
⏹指令系统的流水线（pipeline）操作⏹专用的硬件乘法器
⏹特殊的DSP指令
⏹快速的指令周期
⏹硬件配置强
快速的指令周期
随着集成电路工艺的发展，DSP广泛的采用微米CMOS制造工艺，其运算速度越来越快。

以TMS320C54x为例，其运算速度可达100MIPS以上。

DSP的结构特点
⏹哈佛结构
⏹多总线结构
⏹指令系统的流水线（pipeline）操作⏹专用的硬件乘法器
⏹特殊的DSP指令
⏹快速的指令周期
⏹硬件配置强
硬件配置强
新一代的DSP芯片的接口功能越来越强，片内具有串口、主机（HPI）、DMA控制器等等。

DSP的优势
⏹精度高
⏹稳定性好
⏹大规模集成⏹高性能指标
局限性
⏹自然界的信号绝大多数是模拟信号
⏹模拟信号处理系统从根本上说是实时的⏹射频（RF，Radio Frequency）信号必须
用模拟信号来实现
DSP的应用领域
⏹经典信号处理：数字滤波、自适应滤波、快速付里叶变换、相关
运算、频谱分析、卷积等。

⏹现代信号处理：AR、ARMA、卡尔曼滤波、小波变换等。

⏹语音处理：语音编码、语音合成、语音识别、语音增强、语音邮
件、语音储存等。

⏹图像/图形：二维和三维图形处理、图像压缩与传输、图像识
别、动画、机器人视觉、多媒体、电子地图、图像增强等。

⏹军事：保密通信、雷达处理、声呐处理、导航、全球定位、跳频
电台、搜索和反搜索等。

⏹仪器仪表：频谱分析、函数发生、数据采集、地震处理等。

⏹自动控制：控制、深空作业、自动驾驶、机器人控制、磁盘控制
等。

⏹医疗：助听、超声设备、诊断工具、病人监护、心电图等。

⏹家用电器：数字音响、数字电视、可视电话、音乐合成、音调控
制、玩具与游戏等。

第二章
TMS320C5416结构及其开发环境
TMS320C54x结构简介
算术逻辑单元（
乘法器
桶形移位器（
（
DSP软件开发环境
⏹德州仪器(TI)的DSP开发环境和工具主要包括以下3个部分：
代码生成工具(编译器，连接器，优化C编译
器，转换工具等)；
系统集成及调试环境与工具；
实时操作系统。

其他DSP开发环境
⏹芯片开发商本身研发
ADI公司的VisualDSP++
Tensilica公司的Xtensa Xplorer
ARC International公司的MetaWare等等⏹第三方开发商开发
Green Hills公司的Multi
Metrowerks公司的CodeWarrior等等
VisualDSP++
VisualDSP++ 是ADI（Analog Devices, Inc.）公司针对ADI公司的DSP器件而专门开发的一种使用方便的开发平台。

它支持ADI公司所有系列的DSP处理器。

⏹VisualDSP++的基本特点源文件编辑
工程管理
VDK等等
MULTI
⏹MULTI开发环境是第三方公司Green Hills 开发的DSP集成开发环境。

⏹MULTI与ADI公司的VisualDSP++ 不同，可以支持多种主流DSP厂商的不同型号的内核。

✧MPC5xx Microcontrollers
MULTI主要性能特点
⏹提供项目管理
⏹集成开发环境
⏹源程序调试
⏹多语言
⏹多RTOS支持
⏹事件分析
⏹运行中错误检查
⏹版本控制系统
⏹文本编辑
⏹代码覆盖率分析
⏹图形浏览等等
Code Composer Studio
CCS (Code Composer Studio)是TI公司推出的一个集成性DSP软件开发工具。

CCS的基本功能
⏹集成可视话代码编辑界面；
⏹集成代码生成工具；
⏹基本调试工具；
⏹支持多DSP调试；
⏹断点工具；
⏹探针工具；
⏹分析工具；
⏹数据的图型显示工具；
⏹支持RTDX技术；
⏹开放式的插件技术；
⏹提供DSP/BIOS工具等等
CCS系统的配置
首先，需要安装CCS应用程序。

CCS应用程序CCS配置程序
CCS setup配置过程
Simulator配置
Emulator配置
CCS的使用
⏹工程的维护
⏹工程的编译和运行
⏹工程的调试
⏹变量查看（Watch）
⏹内存查看（Memory）
⏹寄存器查看（Registers）⏹图形数据显示（Graph）⏹探针点（Probe Points）⏹File I/O
⏹开销估计（Profiling）
⏹工程的维护
新建工程
打开工程
工程中文件的添加和删除
工程的编译和运行
菜单项Project->Build会调用编译器和连接器，将工程中的源文件转化成DSP可执行的.out文件。

生成.out文件需要下载到DSP开发板上才能运行，即使使用软仿真器也是一样。

点击File->Load Program，定位到刚刚生成的.out文件，默认位置在工程目录下的Debug 目录下。

程序下载完毕后，选择Debug->Run或者直接点击工具栏上的图标来运行程序。

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