1971-12-07 — Page 26

English Language (6)

Owing to typing mistakes, answers to quest- ions (2), (3), (4), and. (5) in the 4th issue were left out in the last issue.. They are now Listed below for your attention:-

In (2), 1t means that there are two cats, one black, and the other white. Therefore.. What we should savisi-

and

1) The black and white cat looks lovely. ii) The black and the white cat look lovel

(13) (b) is the correct answer.

頁二第張七第日十二月十年多幸夏 WAH KIU YAT PO

育教僑華

yeh eh eh ch

1972英文中學會考試題預習專欄

堅道英文書院主編

英文科

(六)

報日僑罩

The words underlined are the main words!» Some of you might have chosen were, as your answer, but with a more close look, we'll see that General is the subject of the sentence. The verb, therefore, should be in Singular,

To make it clearer, we may rewrite the sentence into:-

The General was cheered loudly on entering the city with his five thousand soldiers.

(12) (D) is the correct answer. This 19 to draw

your attention to the use of the definite article the. Note the difference between:

1) I like the black and white cat. 11) I like the black and the white cat,

and

In (i), it means the cat is with black and white colour. There is only one cat.

二期星日七月二十年一七九一庭公年十六國民華中育教儒華

,仍懸而未决1

*獲得欲,使一九七一年的改育成就出現美中不尼現象。人啊》

:

T

施免

教費

師使教

本育

HE

年

激育正式播映。這都是令市民與藍的敗到。

·大盤運得利宣施i渡過一個有意義的年。 在一九七一年內,三項突出的計 都獲得實現,包括免費小學激育,中等激肾發世三年補助中學教育計出之實施及視 [月] ] 九七一年尙有计獃天便宣告接束,不久之谈,新的一年艾检開始。在過去的一年內,本湘滋肾的各贸科座計

一九七一年本港教育

·撼者爲教師薪酬問題 迄今仍未告解决

發展甚有可觀

HOLLE

【英國社會學教授·

在新亞演講

踏補

今一中

*

學

告之育

解階及

夾段電

使教

遺均

本港留法學生

及社會科學院院長冷 梁諸间仁。由斯商 娄陳郁立及三院社會 除學生外,尚有座 畲院作 開演講,到校

DEKESEKHE 昨日下午三時,中大肚 KEBEZEKI ·

KEKKEWEUPE

社會画教授羅勃生“受

..析西方社會 CREYKIS

詹靖學成返港

|方社與浮點及浸『吃淡

「我介紹載,遂由罪激餐

・分析西

•

一品苑生獲得遏召手額,被派滚到各學校攻體二期]三年的中學計臂。 今年 ,而電視所穿也是於九月正式抵狭,由小巫三年級開始,分別有英文、中文、算術及自然科垦断科通過他說次授。 一樣落小事激育之發眨。中經渺育也柑照能行,今年九月辦學年時,首先置施三年制補助中邴汝臂。共有九千二百個小 在小毘波育方面,自今年九月始,超過五十萬它富立,深貼及補助學校的小學生獲得完佘免費。享受得期六年的小學

激

路

, 於六六年乓雄港赴兹深造,其攻服裝設計,在本 《为一本港安中醫師弒染黨病女士之長公,至爲鮮盡,顧勃就不 年初供鹕,曾任職法國最具規鹉的“ELIZAT 子牌靖(又汤利成),早笫珌業家浩穆仁剪院,南容元。

·從上述稱铪;

▲取得該項盉格,直管本米之第一位。

裝」及T 成本工業」設由師證書等,含您君同時 黎 GUERRE-LAUIGNE 服装滃院之一級服 注意 “設計堡之“STYLIST:湖流設計文憑,包頁請讀者

#KE HIS FLEURI DELAPORTE

家皮画公司所聘,這次月六日由法返迫騰勢。 H ̈BEGARD'ALIN" <NCE BERE ELIMI

**** JEOFFRIN I BYRS"{{

CI

注真

消與

意請張息有等

讀第 教

者三第育

(2) He told me that he wished he

yesterday.

there

Al is

B. was

were

D

had been

E.

could be

(D) is the correct answer.

in Subjunctive Mood, such as

1) I wish that

I (can) go now.

If a sentence: 1s

The verb in the Objective Clause is always in Simple Past Tense,

ti)'I wished I (leam) driving last year.

In this case, the verb in the Objective Clause should be in Past Perfect Tense.

(3) It is time we....

eat

také

have

had

E can have

our dinner.

(D) is the correct answer.

This is what we call the Unreal Past. It means that I suppose it to be the time. It shows a Supposition.

(4) He looks at us proudly as if he ... the master.

AT

19

can be

is sure to be was

will be

(D) is the right answerHe looks as if.

* means he seems to be, or the supposes himself to be but in fact, he is not. sentence expresses something contrary to fact, so it is in Subjunctive Mood.

The

now.

(5) I'd rather you

(1)

A. 1 go

B.

are going

c. will go

went

have gone

is the right answer. 1 would rather you went now means that I wish you would go but you won't. It shows, thus, something contrary to fact again. The sentence is also in Subjunctive Mood.

Answers

exercises in Iss

(2)

(3)

(6)

(7)

(4)

(8)

A

36

(5)

(9)

(10) (C), ds right.

A

Look at the sentence again:- Nobody but them is here.

i) The words underlined are the main words

of the sentence.

Nobody

is-Verb

Subject

here Complement

ii) "but them" is a prepositional phrase

added to the sentence.

But Preposition

them-- Object of the Prepositi

(11) (A) is the correct answer.

"The General with his five thousand soldiers was cheered loudly on entering the

1) In Comparative Degree such as larger than bigger than, more beautiful than, more than and 'er.. than' are used together.

ii) No sooner than -- means 'as soon as' Therefore,

No sooner had we finished our work than the bell rang. can also be written into:-

"The bell rang as soon as we had finished our work."

(14) (C) is the right answer. Now let us

distinguish between:-

1) Crossing the road,

lis mother-

I came across John and

and) Having crossed the road, came across

John and his mother

In (i), it means that I met John and his

mother when I was crossing the road To split

up into two, the sentences read:-

I was crossing the road.

I came across John and his mother.

In (ii), it means that I met John and his mother after I had crossed the road. To split this. the sentences read:-

I had crossed the road, I came across John and his mother.

Therefore,

was sitting in the armchair.

of her. would become

thought

*Sitting in the armchair, I thought of

her

I thought of her when I was sitting in the armchair,'

(Two things happening at the same time.)

while:

Henry marched away boldly. the door.

action followed

would become

He had looked

Action finished

Having locked the door, Henry marched away boldly. (One action finished first, the other followed)

(15) He dressed so particularly that I could

hardly recognize him when I saw him... the road and coming towards me."

and

'crossing' is the right word to go in.

Note the difference between- 1) I saw him cross the road.

ii) I saw him crossine the road

In (1), it means that he had crossed the and I saw this..

In (ii), it means that he was crossing the road the moment I was looking at him.

Read the following passage carefully:-

It is not an unusual thing that we give applause to those who, in our opinion, have done something marvellous or deserving a special reward, which being usually in the form of a shinning silvery cup, a golden medal, a shield with a mercury look, a bright shinning urn, or silk-made pennon is a thing that brings back to us our sweet memory of our days of glory when we become tired of excitment and decide to retire to armchairs, doing a little bit of read- ing every day, or relating tales to our grand children as they lean begging on our knees Tor the wonderful affairs of princess Snow White and Cinderrella

Prize-giving in a school serves not only this purpose but also it is to stimulate the... industry of all the pupils. Some, anyhow, are with the opinion that good teachers should also

be good actors in C1899.

They should be

able

to stimulate the diligence of their pupils by the interest they excite. Teachers who rely upon prizes for a stimulus, in one way or the other, show a confession of their incapacity and weakness.

The offering or prizes would encourage self. seeking and selfishness. Pupils with a strong desire to win over the first prize are always found behaving in a way that they are unwilling to render help to their classmates for fearing of bring overtaken by their inferiors in the long run. A student should feel sufficiently rewarded by knowing that he has done his best and by the respect that he has won from his fellows, if he comes out first. He should be encouraged to value knowledge for its own sake, and not for what it brings him in the way of a reward. He should be told that he is educated for the benefit of the whole community and not for his own. President Kennedy had once told his people, "Don't ask how much the country has done for you, but ask how much you have done for your country." This is what we should put into the mind of our youngsters and is a sharp cont- rast to a part, if not all, of the motives of prize-giving.

On the other hand, those who are in Tavoli of prize-giving insist on the point that it is rare one can find a teacher being able to make every student take the keerest interest in what- ever he tells them. We have to think for the ordinary class-teacher and the ordinary student. It is doubtful whether interest would not flag at times, even in the most hard-working and intelligent student. Prize-giving is one of the best ways of raising the spirit and the morale. of a team of workers, especially of children who are always in need of care and heartening anima- tion.

A student values a prize not for the pricE it costs, but for what it puts upon his record. It is impeccable that a student feels proud of and treasures the prize he has won over for hay- ing defeated his opponent in an open competition. It brings pleasure to his parents and earns credits for his school or class. The real purpose of prize-giving is to bring education to its greatest effect or gratifying results, through the catalyst of material and spiritual incitement.

In conclusion, the effect of prize-giving depends on how we manage the matter. If prizes are made too common, there is little credit in getting one. A prize values nothing if it is: not a distinction. On the other hand, if we give too much emphasis on the winning of a prize, we are taking the risk of leading our pupils to amis-conception of self-importance.

Question:-

Write, in not more than 200 words, the acvantages and disadvantages of prize-giving to students.