教法Language Teaching Methodology

Language Teaching Methodology Abstract

Methodology in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology is that which links theory and practice. Language teaching has not profited much from more general views of educational design. The curriculum perspective comes from general education and views successful instruction as an interweaving of Knowledge, Instructional, Learner, and Administrative considerations.

I. Introduction

Language teaching came into its own as a profession in the last century. Central to this phenomenon was the emergence of the concept of "methods" of language teaching. The method concept in language teaching the notion of a systematic set of teaching practices based on a particular theory of language and language learning is a powerful one, and the quest for better methods was a preoccupation of teachers and applied linguists throughout the 20th century.

Howatt's overview documents the history of changes of practice in language teaching throughout history, bringing the chronology up through the Direct Method in the 20th century. One of the most lasting legacies of the Direct Method has been the notion of "method" itself.

II. Language Teaching Methodology

Methodology in language teaching has been characterized in a variety of ways. A more or less classical formulation suggests that methodology is that which links theory and practice. Theory statements would include theories of what language is and how language is learned or, more specifically, theories of second language acquisition. Such theories are linked to various design features of language instruction. These design features might include stated objectives, syllabus specifications, types of activities, roles of teachers, learners, materials, and so forth. Design features in turn are linked to actual teaching and learning practices as observed in the environments where language teaching and learning take place. This whole complex of elements defines language teaching methodology.

2.1 Schools of Language Teaching Methodology

Within methodology a distinction is often made between methods and approaches, in which methods are held to be fixed teaching systems with prescribed techniques and practices, whereas approaches represent language teaching philosophies that can be interpreted and applied in a variety of different ways in the classroom. This distinction is probably most usefully seen as defining a continuum of entities ranging from highly prescribed methods to loosely described approaches.

The period from the 1950s to the 1980s has often been referred to as "The Age of Methods," during which a number of quite detailed prescriptions for language teaching were proposed. Situational Language Teaching evolved in the United Kingdom while a parallel method, Audio-Lingualism, emerged in the United States. In the middle-methods period, a variety of methods were proclaimed as successors to the then prevailing Situational Language Teaching and Audio-Lingual methods. These alternatives were promoted under such titles as Silent Way, Suggestopedia, Community Language Learning, and Total Physical Response. In the 1980s, these methods in turn came to be overshadowed by more interactive views of language teaching, which collectively came to be known as Communicative Language Teaching (CLT). Communicative Language Teaching advocates subscribed to a broad set of principles such as these:

?Learners learn a language through using it to communicate.

?Authentic and meaningful communication should be the goal of classroom activities.

?Fluency is an important dimension of communication.

?Communication involves the integration of different language skills.

?Learning is a process of creative construction and involves trial and error.

2.2 CLT

However, CLT advocates avoided prescribing the set of practices through which these principles could best be realized, thus putting CLT clearly on the approach rather than the method end of the spectrum.

Communicative Language Teaching has spawned a number of off-shoots that share the same basic set of principles, but which spell out philosophical details or envision instructional practices in somewhat diverse ways. These CLT spin-off

approaches include The Natural Approach, Cooperative Language Learning, Content-Based Teaching, and Task-Based Teaching.

It is difficult to describe these various methods briefly and yet fairly, and such a task is well beyond the scope of this paper. However, several up-to-date texts are available that do detail differences and similarities among the many different approaches and methods that have been proposed. (See, e.g., Larsen-Freeman, 2000, and Richards & Rodgers, 2001). Perhaps it is possible to get a sense of the range of method proposals by looking at a synoptic view of the roles defined for teachers and learners within various methods. Such a synoptic (perhaps scanty) view can be seen in the following chart.

As suggested, some schools of methodology see the teacher as ideal language model and commander of classroom activity (e.g., Audio-Lingual Method, Natural Approach, Suggestopedia, Total Physical Response) whereas others see the teacher as background facilitator and classroom colleague to the learners (e.g., Communicative Language Teaching, Cooperative Language Learning).

2.3 Other Global Issues

There are other global issues to which spokespersons for the various methods and approaches respond in alternative ways. For example, should second language learning by adults be modeled on first language learning by children? One set of schools (e.g., Total Physical Response, Natural Approach) notes that first language acquisition is the only universally successful model of language learning we have, and thus that second language pedagogy must necessarily model itself on first language acquisition. An opposed view (e.g., Silent Way, Suggestopedia) observes that adults have different brains, interests, timing constraints, and learning environments than do children, and that adult classroom learning therefore has to be fashioned in a way quite dissimilar to the way in which nature fashions how first languages are learned by children.

Another key distinction turns on the role of perception versus production in early stages of language learning. One school of thought proposes that learners should begin to communicate, to use a new language actively, on first contact (e.g., Audio-Lingual Method, Silent Way, Community Language Learning), while the other school of thought states that an initial and prolonged period of reception (listening, reading) should precede any attempts at production (e.g., Natural Approach).

III. The teaching methodology in the future

The future is always uncertain, and this is no less true in anticipating methodological directions in second language teaching than in any other field. Some current predictions assume the carrying on and refinement of current trends; others appear a bit more science-fiction-like in their vision. Outlined below are 10 scenarios that are likely to shape the teaching of second languages in the next decades of the new millenium. These

methodological candidates are given identifying labels in a somewhat tongue-in-cheek style, perhaps a bit reminiscent of yesteryear's method labels.

3.1 Teacher/Learner Collaborates

Matchmaking techniques will be developed which will link learners and teachers with similar styles and approaches to language learning. Looking at the Teacher and Learner roles sketched in Figure 2, one can anticipate development of a system in which the preferential ways in which teachers teach and learners learn can be matched in instructional settings, perhaps via on-line computer networks or other technological resources. Renewed interest in some type of "Focus on Form" has provided a major impetus for recent second language acquisition (SLA) research.

"Focus on Form" proposals, variously labeled as consciousness-raising, noticing, attending, and enhancing input, are founded on the assumption that students will learn only what they are aware of. Whole Language proponents have claimed that one way to increase learner awareness of how language works is through a course of study that incorporates broader engagement with language, including literary study, process writing, authentic content, and learner collaboration.

3.2 Curriculum Developmentalism

Language teaching has not profited much from more general views of educational design. The curriculum perspective comes from general education and views successful instruction as an interweaving of Knowledge, Instructional, Learner, and Administrative considerations. From this perspective, methodology is viewed as only one of several instructional considerations that are necessarily thought out and realized in conjunction with all other curricular considerations. Content-based instruction assumes that language learning is a by-product of focus on meaning--on acquiring some specific topical content--and that content topics to support language

learning should be chosen to best match learner needs and interests and to promote optimal development of second language competence. A critical question for language educators is "what content" and "how much content" best supports language learning. The natural content for language educators is literature and language itself, and we are beginning to see a resurgence of interest in literature and in the topic of "language: the basic human technology" as sources of content in language teaching.

3.3 Total Functional Response

Communicative Language Teaching was founded (and floundered) on earlier notional/functional proposals for the description of languages. Now new leads in discourse and genre analysis, schema theory, pragmatics, and systemic/functional grammar are rekindling an interest in functionally based approaches to language teaching. One pedagogical proposal has led to a widespread reconsideration of the first and second language program in Australian schools where instruction turns on five basic text genres identified as Report, Procedure, Explanation, Exposition, and Recount. Refinement of functional models will lead to increased attention to genre and text types in both first and second language instruction.

The notion here is adapted from the Multiple Intelligences view of human talents proposed by Howard Gardner (1983). This model is one of a variety of learning style models that have been proposed in general education with follow-up inquiry by language educators. The chart below shows Gardner's proposed eight native intelligences and indicates classroom language-rich task types that play to each of these particular intelligences. The challenge here is to identify these intelligences in individuallearners and then to determine appropriate and realistic instructional tasks in response.

IV. Conclusion

"Learning to Learn" is the key theme in an instructional focus on language learning strategies. Such strategies include, at the most basic level, memory tricks, and at higher levels, cognitive and metacognitive strategies for learning, thinking, planning, and self-monitoring. Research findings suggest that strategies can indeed be taught to language learners, that learners will apply these strategies in language learning tasks, and that such application does produce significant gains in language learning. Simple and yet highly effective strategies, such as those that help learners

remember and access new second language vocabulary items, will attract considerable instructional interest in Strategopedia.

We know that the linguistic part of human communication represents only a small fraction of total meaning. At least one applied linguist has gone so far as to claim that, "We communicate so much information non-verbally in conversations that often the verbal aspect of the conversation is negligible." Despite these cautions, language teaching has chosen to restrict its attention to the linguistic component of human communication, even when the approach is labeled Communicative. The methodological proposal is to provide instructional focus on the non-linguistic aspects of communication, including rhythm, speed, pitch, intonation, tone, and hesitation phenomena in speech and gesture, facial expression, posture, and distance in non-verbal messaging.

In a word, the curriculum perspective comes from general education and views successful instruction as an interweaving of Knowledge, Instructional, Learner, and Administrative considerations.

V. Bibliography

[1]Gardner, H. (1983). Frames of mind. New York: Basic Books.

[2]Howatt, A. (1984). A history of English language teaching. Oxford: Oxford

University Press.

[3]Larsen-Freeman, D. (2000). Techniques and principles in language teaching.

Oxford: Oxford University Press.

[4]Pawley, A., & Syder, F. (1983). Two puzzles for linguistic theory: Native-like

selection and native-like fluency. In J. Richards & R. Schmidt (Eds.), Language and communication. London: Longman.

[5] Christison, M. (1998). Applying multiple intelligences theory in preservice

and inservice TEFL education programs. English Teaching Forum, 36 (2), 2-13.

bodylanguage 说课稿

Body Language and Non-verbal Communication 身势语和非语言交际 Reading and V ocabulary 阅读理解说课稿 一、说教材 1.教材地位 本课为高一英语第四册第三模块的阅读部分, 是本册书涉及跨文化身势语学习的部分，是很重要的一课。本课为第二课时，是承接上一课时的单词讲解和介绍跨文化交流的引入的延伸，旨在进一步提高学生的阅读和表达能力。学习本课有助于增强学生的交际意识，了解中外有关非语言交际的文化习俗，而且也容易激发学生的学习兴趣。 因此，在设计这节课时，我抓住身势语这条主线，将课堂与现实生活紧密结合。我创设了贴近学生生活的真实情境，设计了各种课堂任务，使学生通过学中用，用中学，学以致用。 理论依据：《新课程标准》中的教学建议提出：学习古今中外的文化语言有利于“拓展学生的文化视野，发展他们跨文化交际的意识和能力”。 2.学情分析 高中年龄段的学生对周围的事物较为敏感，有自己的观点和看法，他们不满足于教科书上的知识，想获得更多的信息。在英语学习上，他们不只是想把英语作为一门死记硬背的课程来学，更希望能学到知识性和趣味性兼有的内容，从英语学习中获得更多的知识和能力。因此，本课正是结合学生的实际情况，因材施教，激发学生的兴趣，让学生主动学习、学有所获。 理论依据：《新课程标准》中提出，学生只有对自己、对英语及其文化的学习有积极的情感，才能保持英语学习的动力并取得成绩。 我任教的班级学生程度参差不齐，具体表现为兴趣和努力程度不同。如何达到使全体学生参与的目标，使不同的学生达到不同的学习目标，激发学生的学习兴趣，养成良好的学习方法和习惯，培养和发展学生的学习能力，是我每节课培养学生的目标。在这节课上，我在培养学生学法和能力上主要体现在： 学会合作：在学完课本上的有关非语言交际的内容后，我请学生进行分小组讨论，将书上提到的内容，结合学生了解的习俗，分小组编排、表演情境对话，加上语言和身势语，学生在此过程中学会学习和运用语言。 3.教学目标 培养学生的阅读能力，训练学生通过略读找出主要信息，通过跳读找出具体信息的能力，了解中外非语言交际的文化习俗是本课的主要教学目标。此外，还要让学生学会尊重和理解其他国家的文化习俗，学会热爱生活。 理论依据:《新课程标准》提出，教师应根据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的教学内容，吸引和组织他们积极参与。 3.1.语言知识目标 学习并掌握单词，词组，句型，巩固扩大学生的基础知识。 1.more than e.g. It is more than a museum; It’s a school.

《数字电子技术基础》课后习题答案

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(3) 十六进制转二进制：8 F E . F D 1000 1111 1110. 1111 1101二进制转八进制：100 011 111 110 . 111 111 010 4 3 7 6 . 7 7 2 十六进制转十进制： (8FE.FD)16=8*162+15*161+14*160+15*16-1+13*16-2=(2302.98828125)10 所以：(8FE.FD)16=(100011111110.11111101)2=(437 6.772)8=(2302.98828125)10 (4) 十六进制转二进制：7 9 E . F D 0111 1001 1110 . 1111 1101二进制转八进制：011 110 011 110 . 111 111 010 3 6 3 6 . 7 7 2 十六进制转十进制： (79E.FD)16=7*162+9*161+14*160+15*16-1+13*16-2=(1950. 98828125)10 所以：(8FE.FD)16=(011110011110.11111101)2=(3636.772)8=(1950.98828125)10 1.5、解： (74)10 =(0111 0100)8421BCD=(1010 0111)余3BCD (45.36)10 =(0100 0101.0011 0110)8421BCD=(0111 1000.0110 1001 )余3BCD (136.45)10 =(0001 0011 0110.0100 0101)8421BCD=(0100 0110 1001.0111 1000 )余3BCD (374.51)10 =(0011 0111 0100.0101 0001)8421BCD=(0110 1010 0111.1000 0100)余3BCD 1.8、解 （1）(+35)=(0 100011)原= (0 100011)补 （2）(+56 )=(0 111000)原= (0 111000)补 （3）(-26)=(1 11010)原= (1 11101)补 （4）(-67)=(1 1000011)原= (1 1000110)补

高中英语必修4Unit4Bodylanguage说课稿上课讲义

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沪版牛津英语教材第一单元bodylanguage12

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Body language 课文

Yesterday, another student and I, representing our university's student association, went to the Capital International Airport to meet this year's international students. They were coming to study at Beijing University. We would take them first to their dormitories and then to the student canteen. After half an hour of waiting for their flight to arrive, I saw several young people enter the waiting area looking around curiously. I stood for a minute watching them and then went to greet them. The first person to arrive was Tony Garcia from Colombia, closely followed by Julia Smith from Britain. After I met them and then introduced them to each other, I was very surprised. Tony approached Julia, touched her shoulder and kissed her on the cheek! She stepped back appearing surprised and put up her hands, as if in defence. I guessed that there was probably a major misunderstanding. Then Akira Nagata from Japan came in smiling, together with George Cook from Canada. As they were introduced, George reached his hand out to the Japanese student. Just at that moment, however, Akira bowed so his nose touched George's moving hand. They both apologized - another cultural mistake! Ahmed Aziz, another international student, was from Jordan. When we met yesterday, he moved very close to me as I introduced myself. I moved back a bit, but he came closer to ask a question and then shook my

数字电子技术基础第五版

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本书可作为电气信息类、仪器仪表类各专业的教科书，也可供其他相关理工科专业选用以及社会选者阅读。 作者简介： 阎石，清华大学教授、全国高等学校电子技术研究会理事长。1937年生人。1958年毕业于清华大学自动控制系，其后一直在清华大学从事电子技术的教学与科研工作。曾任国家教委工科本科基础课程教学指导委员会第一、二届委员，华北地区高等学校电子技术教学研究会理事长。1989年与童诗白教授等一起获得普通高等学校优秀教学成果国家级特等奖。主编的《数字电子技术基础》第二版获国家教委优秀教材一等奖，第三版获国家优秀教材奖，第四版获北京市教育教学成果一等奖。 主要著作有：《数字电子技术基础》第一、二、三、四版，高等教育出版社分别于1981年、1984年、1989年、1998年出版；《电子技术基础学习指导》，辽宁科技出版社，1985年出版；《数字电子电路》，中央电大出版社，1993年出版；《数字电子技术荩础（第四版）教师手册》，高等教育出版社，2003年出版；《帮你学数字电子技术基础》，高等教育出版社，2004年出版。

bodylanguage说课稿

unit 4 Body language 说课稿 我今天说课的内容是新人教版高一英语必修4 unit 4 Body language的warming-up and speaking部分。 一、教材分析： 本单元的中心话题是“肢体语言”，介绍了肢体语言在世界范围内的人们生活中所承担的不同角色及所起的重要作用，具体涉及什么是“体态语”，如何理解“体态语”，以及“体态语”的跨文化性等。本单元的语言技能和语言知识也都是围绕“体态语”这一中心话题设计的，旨在通过单元教学，用听、说、读、写、做(表演)等多种形式，让学生正确认识和掌握“体态语”在交际中的作用和意义，使学生明确“体态语”在人类交际中的重要性，了解“体态语”在不同民族、不同文化交际中的多样性；使学生在今后的日常生活、学习、工作和交往中尽量减少或避免运用“体态语”时可能产生的误解，提高他们的“语言交际”能力和“非语言交际”能力。 其中重点介绍了肢体语言在不同的文化背景下的不同含义及世界通用的肢体语言。本单元的绝大部分内容都围绕这一中心话题展开的。 本课内容主要以肢体语言为主，贴近学生实际生活，是学生每天都能看到接触到的知识内容，符合学生的学习需要，迎合学生好动、好说的心理，可充分调动学生手、口、脑以及全身的反应能力，给学生充分发挥的空间。 二、说教学目标： 根据学生的知识基础，接受能力以及教材对学生的要求，我制定以下三点目标： １、知识目标：能理解、会用重点、难点词汇词组 ２、能力目标：能在教师创设的多种环节中熟练应用所学知识，培养学生动手、动脑、动口的综合能力。进行“请求帮助”和“提供帮助”的日常英语的句型３、德育目标： Do in Rome asλ Rome does [as the Romans do]. [谚]入国问禁, 入乡随俗。 Manners make theλ man. 礼貌造就人。 通过课堂活动意识到body language在跨文化交际中的重要作用 三、说教学方法： 根据教学内容的选择和学生实际情况，根据新颁布的《普通高中英语课程标准（实验稿）》所倡导的教学原则，确定本节课主要采用合作学习教学法（Cooperative Learning Approach）、直观教学法、交际教学法（Communicative Approach）、以及情感激励教学法(Affective Motivation)等教学方法。 我选用电影导入法开始本节课的教学，使学生很快进入英语氛围同时又提高了学生学习英语的兴趣，接着用多媒体展示本节课主要内容，然后利用一系列师生、生生问答、等环节充分给学生发挥的空间，锻炼他们动脑、动口、动手的综合能力，同时也大大地激发了他们的学习热情，调动了他们的学习积极性。 四、学情分析 学习的对象是刚进入高中阶段的高一学生，他们的英语基础较差，特别是词汇量缺乏，部分学生由于英语表达能力的欠缺对课堂的互动缺少积极性，不善于交际，学习不够主动自主。因此，在组织教学活动中，注重学习策略的指导，灌输自主、合作、探究学习的思想，同时注意调整活动任务设置的梯度，使每个学生通过学习活动，都能学有所成，体验到成功。五、说教学程序：

数字电子技术基础习题答案

数字电子技术基础习题答案

数字电子技术基础答案 第1章 自测题 1.1填空题 1. 100011.11 00110101.01110101 11110.01 1E.4 2. 4 3. n2 4. 逻辑代数卡诺图 5.) (D C B A F ) (D C B A F+ =' 6.) )( (C B D C B A F 7. 代数法卡诺图8. 1 1.2判断题 1. √ 2.√ 3. × 1.3选择题 1.B 2.C 3.C 1.4 A F= 1⊙B AB F 2 B A F+ = 3 1.5 A B L 0 0 1 0 1 0 1 0 0 1 1 1 1.6 C L=

1.7 AB C B A BC Y 习题 1.1 当0000 1 2 A A A ,7 A 到3 A 有1个不为0时，就可以 被十进制8整除 1.2 (a)AC BC AB F ++=1 （b ）B A AB F +=2 (c)C B A S ⊕⊕= AC BC AB C 0 1.3略 1.4 (1) ）（B A D C F )(1 ) )((1B A D C F ++=' (2) ） （B A B A F )(2 ) )((2B A B A F ++=' (3) E D C B A F 3 D E C AB F =' 3 (4) ) ()(4D A B A C E A F ）（ ) )()((4D A C AB E A F +++=' 1.5 C B A F ⊕⊕= 1.6 (1) B A C B C A L (2) D B C B D C A L (3) AD L (4) E ABCD L (5) 0 L 1.7 C B A B C A C AB ABC C B A L ),,( 1.8(1) ABD D A C F 1 (2) BC AB AC F 2 (3) C A B A B A F 3 (有多个答案) (4) C B D C AB C A C D F +++=4 (5) C B A ABD C B A D B A F 5 (6) 1 6 F 1.9 (1) AD D C B B A F 1 (2) B A A C F 2 (3) D A D B C B F 3 (4) B C F 4

最新数字电子技术基础教材第四章答案

习题4 4－1 分析图P4－1所示的各组合电路，写出输出函数表达式，列出真值表，说明电路的逻辑功能。 解：图（a ）：1F AB =；2 F A B =；3F AB = 真值表如下表所示： A B 1F 2F 3F 0 0 0 1 0 0 1 0 0 1 1 0 1 0 0 1 1 1 其功能为一位比较器。A>B 时，11F =；A=B 时，21F =；A

功能：一位半加器，1F 为本位和，2F 为进位。 图（c ）：1(0,3,5,6)(1,2,4,7)F M m = =∑∏ 2(0,1,2,4)(3,5,6,7)F M m ==∑∏ 真值表如下表所示： 功能：一位全加器，1F 为本位和，2F 为本位向高位的进位。 图（d ）：1F AB =；2 F A B =；3F AB = 功能：为一位比较器，AB 时，3F ＝1 4－2 分析图P4－2所示的组合电路，写出输出函数表达式，列出真值表，指出该电路完成的逻辑功能。

解：该电路的输出逻辑函数表达式为： 100101102103F A A x A A x A A x A A x =+++ 因此该电路是一个四选一数据选择器，其真值表如下表所示： 1A 0A F 0 0 0x 0 1 1x 1 0 2x 1 1 3x 4－3 图P4－3是一个受M 控制的代码转换电路，当M ＝1时，完成4为二进制码至格雷码的转换；当M ＝0时，完成4为格雷码至二进制的转换。试分别写出0Y ,1Y ,2Y ,3Y 的逻辑函数的表达式，并列出真值表，说明该电路的工作原理。

Module3BodyLanguageandNon-verbalCommunication教案

必修四 Module 3 Body Language and Non-verbal Communication Period 1Introduction Teaching Important Points Master some words, phrases and useful expressions describing body languages and non-verbal communication. Improve the students’ speaking ability by tal king, discussing, making up and acting out dialogues. Improve the students’ listening ability. Teaching Difficult Points How to encourage students to take an active part in the speaking and listening activities. How to improve the students’ speaking and listening ability. Teaching Methods Individual work, pair work or group work to make every student participate in class. Listening and matching activity to help the students have a good understanding of the listening material. Teaching Aids Multimedia A blackboard. Teaching Aims Knowledge and Skills Make the students master some new words, phrases and useful expressions. Encourage the students to know how to describe body languages or gestures in English. Make sure the students use simple English to discuss the gestures or physical contacts and express what they mean.

数字电子技术基础. 第四版. 课后习题答案详解

Y 1 1 Y 第一章 1.1 二进制到十六进制、十进制 (1)(10010111)2=(97)16=(151)10 (3)(0.01011111)2=(0.5F)16=(0.37109375)10 1.2 十进制到二进制、十六进制 (1)(17)10=(10001)2=(11)16 (3) (0.39)10 = (0.0110 0011 1101 0111 0000 1010) 2 = (0.63D70A)16 1.8 用公式化简逻辑函数 (1)Y=A+B (2)Y = ABC + A + B + C 解： = BC + A + B + C = C + A + B + C =（A ＋A ＝） (5)Y=0 (2)(1101101)2=(6D)16=(109)10 (4)(11.001)2=(3.2)16=(3.125)10 (2)(127)10=(1111111)2=(7F)16 (4) (25.7)10 = (11001.1011 0011) 2 = (19.B 3)16 (3)Y=1 (4)Y = AB CD + ABD + AC D 解：Y = AD (B C + B + C ) = AD (B + C + C ) = AD (7)Y=A+CD (6)Y = AC (C D + A B ) + BC (B + AD + CE ) 解：Y = BC ( B ⊕ AD + CE ) = BC ( B + AD ) ⊕ CE = ABCD (C + E ) = ABCDE （8）Y = A + ( B + )( A + B + C )( A + B + C ) 解：Y = A + ( B ⊕ C )( A + B + C )( A + B + C ) = A + ( AB C + B C )( A + B + C ) = A + B C ( A + B + C ) = A + AB C + B C = A + B C (9)Y = BC + A D + AD (10)Y = AC + AD + AEF + BDE + BDE 1.9 (a) Y = ABC + BC (b) Y = ABC + ABC (c) Y 1 = AB + AC D ,Y 2 = AB + AC D + ACD + ACD (d) Y 1 = AB + AC + BC , Y 2 = ABC + ABC + ABC + ABC 1.10 求下列函数的反函数并化简为最简与或式 (1)Y = AC + BC (3)Y = ( A + B )( A + C )AC + BC (2) Y = A + C + D 解： = ( A + B )( A + C )AC + BC = [( A + B )( A + C ) + AC ] ⊕ BC = ( AB + AC + BC + AC )( B + C ) = B + C (5)Y = AD + AC + BCD + C 解：Y = ( A + D )( A + C )(B + C + D )C = AC ( A + D )(B + C + D ) = ACD (B + C + D ) = ABCD (4)Y = A + B + C (6)Y = 0 1.11 将函数化简为最小项之和的形式 (1)Y = A BC + AC + B C 解：Y = A BC + AC + B C = A BC + A (B + B )C + ( A + A )B C = A BC + ABC + AB C + AB C + ABC = A BC + ABC + AB C + ABC （2）Y = ABC D + A BCD + ABCD + AB CD + AB CD + A BC D

高中英语《book4 unit4 bodylanguage》优质课教案、教学设计

Book 4 Unit4 Body Language 教学内容：巩固 unit4 复习过的知识点，在此基础上，针对高考II卷填空、改错、写作题型设题训练 教学目标：扎实掌握 unit4 知识点，争取让学生实现知识点的灵活运用 教学重、难点：(1) 由知识点到II卷题型的运用；(2) 由知识点到写作的运用教学过程： Step1: 针对上节课复习的语言点，让学生自己讲并回顾重点句子。Step2: 结合上节课复习的 unit4 语言点，听写单词和句子并自我检查. I check yourself (1)Words ①令他非常高兴地是，尖子生将代表他学校在大会上做演讲。 ②对外部世界好奇是件很好的事情，因为我认为好奇心是最好的老师。 ③她一看到母亲，就给了母亲一个大大的拥抱。 ④随着高考的临近，一些学生变得越来越焦躁。 ⑤面对困难，他们从不放弃，而是尽全力寻找出路。 ⑥你有可能享受到人生中最美丽的时光。 1. 2.

⑦总的说来，李老师是我见过的最好的老师。 ⑧他总是第一个承受苦难，最后一个享受安逸的人。 Step3:根据unit4 语言点，将语言点融入到语法填空题型，让学生进一步巩 固基础。 II blank-filling I know you have always been crazy western culture. It is good to be (curiosity) about the world around you, because I think curiosity is the best teacher. Much to our delight, our dear English teacher Lisa will represent motherland-UK to make a speech about western culture. The speech will be given in the library Jan 12, from 9 to 11 am . With the time (approach), I think you must be more and more excited. The moment you see her, you will give her big hug. Generally speaking, she is the best teacher we (meet). She is always the first to bear hardships and the last (enjoy) comforts. (face) with difficulties, she never gives up tries her best to find a way out. So you are likely to enjoy the most beautiful speech about western culture by Lisa. Step4:从上一题型中，抽出学生的易错点，变成改错题型，让学生继续练习。 1.I know you have always been crazy about west culture. 2.It is good to be curious about the world around you because I think curiosity is a best teacher. 3.The speech will give in the library on Jan 12, from 9 to 11 am. 4.Generally speaking, she is the best teacher we have had met. Step5: 呈现语法填空全文，让学生通读并猜测作文题目。 假设你是李华，你的好友小红对西方文化很感兴趣，写信告诉她你们最爱的

必修四unit 4 body language课文翻译

沟通:没问题吗? 昨天,我和另一个学生代表我们大学的学生会去首都国际机场迎接今年的国际学生。他们是来北京大学学习的。我们会先带他们去宿舍,然后去学生餐厅。等了半个小时后，他们的航班到了,我看见几个年轻人进入等候区，好奇地环顾四周。观察了他们一分钟后, 我便过去和他们打招呼。 第一个到达的是来自哥伦比亚的托尼·加西亚。紧接着是来自英国的朱丽.亚史密斯。在与他们碰面并介绍他们彼此认识后,我（对看到的情景）感到很吃惊。托尼走近朱莉娅,摸了摸她的肩膀，并亲吻了她的脸颊! 她后退了几步，看上去有些吃惊,她举起双手,仿佛在自卫。我猜想这里可能有个大的误会。然后日本的永田明笑着走了进来,同时来的还有来自加拿大的乔治.库克。我为他们作了介绍后,乔治把手伸向了这位日本学生。然而,就在那时田永明鞠了一躬，所以他的鼻子碰到了乔治伸过来的手。他们互相道歉——这又是一个文化上的误会! 另一个国际学生艾哈迈德·阿齐兹,来自约旦。我们昨天见面，我作自我介绍的时候,他靠我很近。我往后退一点,但他又走向前问了我一个问题,然后同我握手。当来自法国来的达琳.库隆从门口匆忙进来时,她认出了托尼·加西亚微笑的面孔。他们握了握手,然后在对方的面颊上吻了两下,因为法国成年人见到熟人就是这样做的。相反，艾哈迈德阿齐兹只是朝女孩子们点了点头。来自中东或其他一些穆斯林国家的男士在谈话时通常站得离其他男士很近，但一般不会和女士接触。 随着认识的国际朋友越来越多,我也了解到更多不同文化背景下的“身体语言”。各种文化背景下人们互致问候的方式不尽相同,相互接触和相互所感到舒适的程度也并不一样。用口头语言交流的同时,人们还使用不出声的语言，通过身体间的距离、动作或姿势来表达他们的感情。比如, 英国人通常不会站在离别人很近的地方，也不会一见面就（用身体）触碰陌生人。不过,来自西班牙、意大利或南美国家的人会站在离别人很近的地方，而且更可能（用身体）接触对方。现在世界上大多数人见面要互握手问候,但有些文化（背景的人）会使用另外一些寒暄方式。比如日本就更喜欢鞠躬。 这些行为都无所谓好坏,只不过是文化发展的不同方式而已。然而,我发现肢体语言的文化风俗是多元的——同一种（民族）文化中也并非所有成员的行为都一样。但总的来说,在当今文化交融的世界，学习不同国家的习俗肯定能帮助我们避免交往中的困难。

(完整word版)数字电子技术基础习题册答案7-11

第7章 时序逻辑电路 【7-1】已知时序逻辑电路如图7.1所示，假设触发器的初始状态均为0。 (1 )写出电路的状态方程和输出方程。 (2) 分别列出X =0和X =1两种情况下的状态转换表，说明其逻辑功能。 (3) 画出X =1时，在CP 脉冲作用下的Q 1、Q 2和输出Z 的波形。 1J 1K C11J 1K C1Q 1 Q 2 CP X Z 1 图7.1 解： 1．电路的状态方程和输出方程 n 1n 2n 11n 1Q Q Q X Q +=+ n 2 n 11n 2Q Q Q ⊕=+ CP Q Q Z 21= 2 ．分别列出X =0和X =1两种情况下的状态转换表，见题表7.1所示。逻辑功能为 当X =0时，为2位二进制减法计数器；当X =1时，为3进制减法计数器。 3．X =1时，在CP 脉冲作用下的Q 1、Q 2和输出Z 的波形如图7.1(b)所示。 题表7.1 Q Q Z 图7.1(b) 【7-2】电路如图7.2所示，假设初始状态Q a Q b Q c =000。 (1) 写出驱动方程、列出状态转换表、画出完整的状态转换图。 (2) 试分析该电路构成的是几进制的计数器。 Q c 图7.2

解： 1．写出驱动方程 1a a ==K J n c n a b b Q Q K J ?== n b n a c Q Q J = n a c Q K = 2．写出状态方程 n a 1n a Q Q =+ n a n a n a n a n c n a 1n b Q Q Q Q Q Q Q +=+ n c n a n c n b n a 1n b Q Q Q Q Q Q +=+ 3．列出状态转换表见题表7.2，状态转换图如图7.2(b)所示。 图7.2(b) 表7.2状态转换表 CP n a n b c Q Q Q 0 0 0 0 1 0 0 1 2 0 1 0 3 0 1 1 4 1 0 0 5 1 0 1 6 0 0 0 n 4．由FF a 、FF b 和FF c 构成的是六进制的计数器。 【7-3】在二进制异步计数器中，请将正确的进位端或借位端（Q 或Q ）填入下表 解： 题表7-3 下降沿触发 由 Q 端引出进位 由Q 端引出借位 触发方式 加法计数器 减法计数器上升沿触发 由Q 端引出进位 由Q 端引出借位 【7-4】电路如图7.4(a)所示，假设初始状态Q 2Q 1Q 0=000。 1. 试分析由FF 1和FF 0构成的是几进制计数器； 2. 说明整个电路为几进制计数器。列出状态转换表，画出完整的状态转换图和CP 作用下的波形图。

人教版高一英语必修四unit4Bodylanguage教案

人教版高一英语必修四unit4 Body language教案 Part 1.Teaching goals: 教学目标 1. 语言能力目标 ●Talk about body language: cultural differences and improve the students’reading ability, such as skimming, scanning,get the detailed information and understand the main idea of the text. ●让学生通过阅读，能够理解并尊重不同区域的人的身体语言和 其文化涵义。 ●进一步训练学生推测、略读、找读、归纳内容等阅读技巧；培 养学生把握篇章中心内容、归纳段落大意、获取关键信息、并 且能针对阅读内容表达自己的观点的能力。 3. 情感态度目标 ●要学生明白身势语是不同文化的载体，在跨文化交际中起到非 常重要的作用，了解肢体语言在不同含义，可以帮助学生在日 常的交际中正确的注意和使用自己的体态，姿势，面部表情等，正确的理解和运用肢体语言，达到良好的交际效果。 ●Body language is actions that human beings can express themselves and communicate with others without words, with which people can avoid difficulties when they fully understand the body language when they communicate with others. Body language plays important roles in communicating. Part 2.Teaching Important and difficult Points ●重点词汇与短语 greet prediction represent association dormitory canteen flight curious curiouly Colombia approach cheek defend defence major misunderstanding Jordan dash adult spoken Spain Italy likely crossroads defend against be likely to in general ●重点句子结构与用法 Yesterday, another student and I, representing our university’s student association, went to …