1969-11-11 — Page 23

宵教僑華頁三第張六第二日二初月十年已曆夏 WAH KIU YAT PO

邹日僑茶

EXO英文中學會考試題預習專欄

英文科(二)

ENGLISH (2)

Answers to "Exercise

1. off

(接第六張第二頁)

英文中學會考試題預習專欄

道英文書院主編・・

數學科 (二)

二期星日一十月一十年九六九一歷公年八十五國民華中

2. back

3. off.

4. in

in... with

eat at home

16. The match was no

held as arranged

17. the oreation of max

38 wonderful

18. had it not been

19. interminable

7. in a final and definite 20. fugitive.

manner

3. must leave early

•

I had asked them

10. Nere

11. had been

12. would have seen

13. either

14. had he come

15. had Jane.

Exercise 2

A. Comprehension

21. continual

22. isolation

23. resolute

24. untimely 25. transmit

26. deceit

27 won't they

28. aren't you

29, should we

30. only by working hard

Read the following passage carefully

The king who was wicked was still determined to harm of his nephew, and seeing that he had escaped unhurt from the first plot, he decided to contrive another. He thought of making use of Laertes anger against the murderer of his father Folonius, and knowing that they were both good fencers he arranged for a match to take place between them. Laertes was thought to be the better. fencer,

and the king persuaded him to use a sharp. pointed sword (which was forbidden in matches) and to put poison on it, so that even a scratch would prove fatal. Then a challenge was sent to Hamlet, who, thinking that Laertes wanted a friendly match, accepted the challenge as a sign of friendliness.

This was a cunning plan, for the king saw that if the prince was killed in this fencing match, his death would appear to be 200idental and no blame would fall on anyone. But as his previous scheme was not sucessful, he decided to leave nothing to risk this time. He placed two bowle of wine on a table near him at the place where the fencing match was to take place, and in one of these bowls he put a deadly poison, planning that he would drink to Hamlet's success between the bouts and pass him the poisoned bowl to answer the toast.

Before the match started Hamlet assured Laertes of his friendship, and then they took up their foils. At first the fight went rather in the prince's favour, and when they stopped to rest the king drank to his success, but Hamlet would not drink, he said, until he had finished another bout. In the second bout Laertes warmed to the play and the match became very exciting. The king was so eagerly watching for the fatal thrust that he failed to notice the queen who was sitting beside him. She, feeling thirsty, took up a bow? of wine, and the king did not know that she was drinking from the bowl that he had specially prepared for Hamlet. It was at that moment that Laertes pierced Hamlet's skin with a sudden attack, Hamlet lost his temper when he knew that Laertes was using a sharp-pointed foil, and closed with him. In the struggle he seized Laertest weapon and wounded him with the foil which Laertes himself had poisoned. The king cried out to separate them. At the same time, the queen, stood trembling, was seen suddenly to fall, Screaming, she cried out that

she had been poisoned, The deadly draught of wine had taken effect.

Choose the correct answer to each of the following.

Pesticnar

&,

was ... whom the king wanted to kill

Hamlet b. Laertes o. his nephews d. the quest

e. Polonius

A fencer is a person whoụ,

à, lives in a fen b. builds a fence

c. fights with a word d. figh with a knife

fights bravely

father was murdered. Hamlet a b. The king's.

d. Laertes. e. Polonius".

The queen 'E,

A slightest out of the sword would bring about death because .............

a. the sword was a sharp pointed sword

b. the sword was used by Laertes.

c. the sword was used by Hamlet

d. the sword was poisoned

e. the sword was used by the king

.... would be blamed if the prince was killed in the fencing, matóf,

Hamlet b. Laertes c. The king d. The fencer No one

To make sure that he would kill the prince this time, the king ...............

a. prepared two bowls of wine poisoned

b. prepared a bowl of wine poisoned

c. drink to Hamlet's success

d, prepared to answer the toast

e, decided to leave nothing to risk

Be

the match eagerly for

The king watched the

a. the match became exciting

b. he did not notice that the queen was beside her

3. he longed to see Hamlet to be killed

d. he had drink to the prince's BUGCSÉS.

e. it was the second bout

The princs killed Laertes for ****

a. Laerten had pierced his skin

b. Laertes used a sharp-pointed, poisoned sword

c. his sword was pointed and poisoned

d. he hurt Laertes with Laertes' sword

ha. had lost his temper

Since 2018 + 69°42′ = 90

Tan 20° 18 "cot 69° 42°

Solution

The statement

of

tan 20°18′′

tan 20° / 8

gradien?

in ro is ambiguous. It

may mean that hill rises ift vertically for each 10 ft nieasured horizontally

Tan

that the hill rises lft vertically for each 10tt measured along the slope

For small slope the two are some, but for large slopes the precise meaning must be specified.

The first case is commonly. attributed in work with graphs; the latter is adopted by sur- veyers and engineers,

Solution

9. The king screamed for

a. he wanted to separate Hanlet from Laertes

b. he saw that Laertes was wounded by the 'swora

poisoned

o, he saw that the prince had lost his temper di he saw that the Queen had drink the bowl of

wine poisoned

he was too excited

1. The Queen died because

a, she had drunk the wine poisoneu

b. she was too thirsty

c. she screamed too much

d. she was poisoned

she was too frightened to see the death of Laertes..

Precis

Read the following passage carefully:-

The story of the child in the dawning industrial age would be one long procession of human misery were it not for the great fighters who stand out, men and women, listening to the voice of their conscience, or the command of a Utopian social vision which was farsighted enough to include the destiny of the abandoned pre-school. child. Pestalozzi (1746-1827) had already called. for "emergency and auxiliary schools for poor people who because of the "daily wage or their drudgery have to shut up their dwellings during. the day" and in Steinthal in Alsace the philanthrop- ical pastor Friedrich Oberlin (1740-1826) had destitute infants gathered together in an occupational school thanks to the boundless devotion of the farmer's daughter Luise Scheppeler who assisted him. Aid on the biggest scale was however given there the need of children greatest in England. The factory owner Robert Owen, a New Humanist filled with ideals of human rights of the "Age of Enlightenment" had tried to realise his vision of a generously laža out workers settlement with decent wages, working- hours and factory buildings at the New Lanark mills in Scotland and in 1816 set. up a pioneer infant- school. While with Owen the rational enlightened motive was prominent. The new educational idea seamed to have Christian roots. In 1828 in Hungary the Countess Von Corompa set up the first school of this kind in the Danube monarchy. In Germany Pastor Theodor Fliedner in Kaiserswerth

Draw

quadrant with unit

radius, centre 0.

Erect a perp. PN from OA to cut the circle at P, mak-

ing PN 0.7 unit,

Measure angle PON,

angle PON = 44

Drew a circle of unit radius on centred 0.

Draw tangent circle and mark P, such that PA=0.6

Measure the anglePOA

ZPOA 3/

to the

a point

made the care of infants part of the field of duties of the priests and in 1836 founded a teacher's training pollage for them. Roman Catholic women's orders also recognised this welfare work at ar

arly daid as sh

part of their mission.

At that time in most industrial states the same distress led to similar solutions. Every day the children of working mothers aged from 3 to 6 years were collected together in specially equipped schoolroom and here a children's real was made for them with many wall pictures to bring near to them animal and plant, man and towa, with counting frames, picture books and toys. Frequent physical sxercises and activity ganes developed their physical powers Tales with moral content, mainly taken from the Bible, not only nourished their hungry imaginations but also dawning ideas of right and wrong.

When Friedrich Froebel (1792-1852) from 1836 began to devote himself almost exclusively to questions of education in pre-school age, a wealth of experience had already been made in this sphere. Nevertheless until today his contribution has been of lasting influence on the basis of the German Romantic spirit he was the first to grasp the essential nature of the infant and its education. and who imposed high intellectual standards on the educational work at this level, far beyond the purposed of lessening social distress. And he made a decisive contribution to the practical work in the "Kindergarten", the "children's garden", as he called his infant school; here we think of his Wealth of innovations in methods, his new childran' ganés, Monks, sotivities of all kinds both in the flower garden and indoors.

Today there is hardly a town or any Bike in the Western world without a kindergarten.

Progressive industry recognised their importance long ago, it first, by encouraging private undertakings and then by the foundation of their own institutions to care for the ohildren of their workers. In industrial states the problem of education in pre-school age has been solved to great extent and in all the countries which are 'o the way to becoming industrial states must inevitably be solved.

Questiont Give a brief account, in not more than

160 words, of the work of those who had gardd for the pre-school agd children.