1981-03-21 — Page 22

日一十月三年一八九一曆公年十七國民華中 育教刊特節樂音:

項|音|能年|傷|國|响 目樂童弱殘際應 異優現表低雖力智 感樂音富密緊作合

貴可能難讚判評演表色出生智弱

軍冠膺榮雄羣壓力唱合組級初校學崗晨港 盃會大拿加港奪唱合組級高校學崗晨塘油

*第卅三

香港學校音樂節特輯

中心

小事業

ABDE-HEIGNALKEREGR

ZONEKE - FETKA-EKSVE-ET

六期星®

郭日僑華

3 N

莫二第張六第二日六十月二年酉辛曆夏 WAH KIU YAT PO

使

:軍,三水同鄉會家本竞學校則位列季年。.

連奴雅文小姐十分讚賞,認爲是無能可的。 现出他們是一出喜樂點,有音墨水準的學生。他們汝現出色,你評判

!及六一一組的敲擊樂器,保良局百淼年學校(第六組自製樂器 KORK:11ZGROMA) • DEREAR(RK | RECCA |

在上午的表悯除伍得屐榮眷獎狀的有:要考最敬學校(第六〇九組數

* 取得館六一祖的冠軍,並有去『美誦利英盃」,而基値學校則萬居亞

·使人感到意外的好,經過一番激烈發賽後,終於出香港及崗學校力限各除 .雖然昨日的残沒很少比賽,但在下午三時十五分行的合唱比賽,

特 昨日在九龍華仁習院的弱智學生担任的音樂表演節日

佳現表般一奏獨笛横 熟純能未用運惜 對未亦位擺指手

軍冠曼紐倫海校島港

[ ◎昨午在

.藝術中心舉行的插笛

獨奏評判形愨那是「

、緊張的一段一:

人數共有數十名之多。

· EK4-48

事,然而:常海倫、 ,要分出勝負殊非易

·紐曼以橘笛吹奏時

,就是巽色俱全。 TENSCH

另外,加上鋼琴組樂 ,正好配合著內容

命啊,而海倫的表現 其內容主要珽德裔延

·各同學表現不俗,但對於賓館的運用,卻未有,

六季三組的陸劇」,逐俄烝崗學校與基顉牛校、第六宕一組的初級合唱)不靈對,故間中出現嚴疵。 此外油塘邊做學梭在第六百祖的高級組合唱中奪得「被加拿大會盃」不過,總括來說,加獾琳仍然認爲成若無患 觀杌明愛樂基學校八六í一組敲擊樂)。而在下午則有油塘崗學校(第一面得純熟,還須勤加練習,而手指的擺放位置也。

胸政府在接抛中評究院演出,她更希望各同學因此而氣馁,繼續努力。

露不可多得。...

十九盏以下奂国服荽冠軍聖士提反女校具商 崗良好的娄現,更很少有忘記歌詞及樂諧的弊病,這是張好的現象。 嚮,使到補習時間叛得更長,所以有些學校要用上三、四佩月的時間安排一號),八十五分;屈居爭軍的則有四名,林 械。不過學生有一個優點,就是十分喜麼音樂,雖在意力較差,但仍然得 薇〕全完一校),會文煇(上水鳳溪一中英文部 根據各校的老師指出,學生們因智力極低;訓兵並不容易,而且常鬧份有三名,徐煎說,兗詩則及楊翠珠八阿爲女拔萃, ,住意抢彈爭勢,美羅衣飾及術狱,優美的動作及隨從诈嚓十分獲許,鹳 倫 ̇紐亞代澳島學校),八十六分;獲亞軍者共 拔萃小學,同得八十四分。(綺), 心、腦症堀一上水鳳溪一中英文部),黎减

·依笛獨奏賽(八十三歲以下之單很在意游,

·王軍黃文欣(聖士提反女校及季軍淸〔北 優勝者右起,冠軍梁蓓強同學(聖保祿小學)

·評判嘉夫運巴斯德小姐與一般琴獨奏比賽

角衛理小學行。

:(878).

評判合照。

·被評我形容食-

滿之樂的狖的一獨奏冠軍韓尝齊時與

拔

(特)按萃女小一誦協會的會場。

高音獨唱會昭珍奪魁 拔萃女小囊括前三甲

別具風格歌唱使評判難以取捨

四十二位兒童唱出對昆虫之愛

• 302645.

|愛找人家的耳孔聚雅作 夫人盃 ,比美四脚蜥蜴,而且 音樂節的小獎盃(愛七分成爲季軍。 的昆蟲,長有小尾巴一酀是項冠軍,第一次探一張都吸引。她得到九十 咦?其實鈤般是類似甲個實實的故事唱出,奪 範,把每一位在滿的

·要知道伊妮花图 富娛樂性的音調,把泼出又是個表演的凤 「的說:「我愛妒耍!」結果啻昭玜最小于的儆隆,一

小朋友,更是異口同聲,以實在整倒卵。 道三個列入三甲的「滾歌曲,各有風格,所嗓子。 、亞、季軍 四十二首娓娓体德的兒筱恩,也有一副甜美的 -學昨日我在香渦唱(四十二位十來歲的阿而得到八十八分的 十一歲以下組)廂的小朋友,簡直等清唱出 優美成績當上亞軍的

她們向是拔萃女小

人吧。 |爲安居之所,根本很晚」'師判李察加利夫斯一學的學生,第一次学 | ENEUOKKNUS KAKS - SWEDE

·來,那是「我愛號」一做唱家。 逭種對昆蟲的愛都唱出 小妹妹該是倘未來的更是開心,證明自己兩 小朋友喜愛,他們況至一是恰到好處。他說:」笑了。而在旁的舊老师 不過小昆蟲灤羸得麼消焢,運氣及停頓一路、豪怪她們都在葵得 一個月來的努力並沒有白

的歌聲阼島 温蝼個

·合照給以八十九分費(姆、邵)

1981

中學會考試題預習專欄

英文

(有四

立基出版社劉浩濂提供資料

ENGLISH (24)

Stephen zu (Foundation Press)

Dear Students,

Today I turn to something which may be

Called digression,

On previous days, I've from time to time said that there is no hard and fast rule for this and there is no hard and fast rule for that. Tiris is only one of the illustrations or evidences that

English is a living language. So let me emphasize that language is, and should be, a living,

thingka

chang

One example is the word alterative. It is formerly used in connection with only two *** things. But over the years, more and more people have been using it to mean one of several things, in other words, they made it with choice. Although some synonymous writers still consider this an abusage, even dictionaries now accept this use of the word as in there are several alternatives to your

scheme

And that is why I do not wish to be dog. sustic. I have tried to present altematives whenever possible.

The entire realur of what is called "usage" will certainly fail any attempt at discussing usage thoroughly. Thus, I have never tried, or pretended, to be exhaustive. The same attitude marks the characteristic of today's discussion. Tve chosen some sensitive or controversial areas which are of interest to you. Or you simply consider what I've included here ́s discussion about "abusage"

Comparative sentences

may

The usual problem is: should I say He is taller than 17 or He is taller than me? The former is of course grammatically correct since the sentence is elliptical for He is taller than I am But some people may argue that the latter form (me) can better bear the stress which normally falls on the last syllable of a sentence. But it is sensible to avoid the elliptical form of the sentence, and express the verb of the thun clause. Thus write He does the job better than

I do for He does the job better than I/me.

The same problem vanishes, however, when the object is not a pronoun: there is only one form in He does the job better than Peter (does)

*Another problem is one of what is to be. ellipted. The answer is that ellipsis of the object cannot take place unless the verb too is el- lipted:

Mary likes this cat more than Fred likes

this cat.

Mary likes this cat more than Fred likes

"Mary likes this cat more than Fred docs Mary likes this cat more than Fred

but "Mary likes this cat inore than Fred likes, However, ambiguity can arise:

Mary likes this cat more than Fred

Mary likes this cat more than Fred likes.

this cat?

Mary likes-this cat more than she likes

Fred?

This ambiguity could be removed if Fred were replaced by a pronoun and one examines the sentences closely (in formal English)::

Mary likes this cat more than him

(Mary likes it more than she likes him).

Mary

or this cát more than ke (= Mary: Nikes it more than he likes it). Unfortunately, the ambiguity still remains in Informal English. So, in order that one may not be either ambiguous or pedantic, one usually

ateers a middle course;.

Mary like this cat more than Fred does. Mary like this cat more than she does Fred.

Segregatory coordination

If one says Bob and Harry have bought a new car, we may be felt to puzzle whether one

or two new cars were bought..........

However, by adding in certain words like both, each, neither............ nor, respective, respec- ovely, one makes oneself very clear:

Both Bob and Harry have bought a new

BOB

and Harry both have bought a new:

car.

Bob and Harry have both bought a new.

Bob and Harry each have fought a new,

car..

car

car.

Bob and Harry have each bought a new

Similarly, while Bob and Harry haven't bought a new car is ambiguous, the sentence Neither Bob nor Harry has bought a new car expresses clearly that two new cars are involved..

Defining and non-defining clauses

The following two sentences differ in meaning:

Members of the club, who are over 50 years old, are eligible for a money gruzi.

Members of the club who are over 50 years

old are eligible for a money grant.

In the first sentence the who clause is in paren.. thesis and it does not define the antecedent.. (members of the club). We thus infer that mem- bers of the club are eligible for a money grant and they are over 50 years old. On the other hand, the who clause in the second sentence is “defining", it defines its antecedent. Thus, the sentence means that only those members of the

club"over So years old are eligible for a money grant. (We may infer further that some mem- bers of the club are under 50.)

The real problem is that pupils tend to place a defining clause between commas with

X

out reasons who who would do cory:

"He is one of those, who

thing just to win their girl-friend's heart. The comma sho

should be omitted in the above sentence.

Comma

Time and again, the omission of a tums what should be a non-defining clause into a defining one, and destroys the serse com pletely. The following is an examples

"It is a deeply moving book about the life

in prison which has been widely praised... Presumably it is the back, not the life in prison, which has been widely praised. To put the matter right, one, should add a comma after prison to make the relative clause non-defining: It is a deeply moving book about the life

in

i prison, whter!

which has been widely praised, Negative direct - questions'.

This

is an

an area which Chinese pupils are weakest in. It may be due to the influence exerted by their nat

`native language.

of

I once heard a European asking a group Chinese pupils, "Are you not Chinese?" The answer was, not to my surprise, "No". It's of cose ridiculous, if not shameful.

Many Chinese pupils are fond of giving "Yes", "No" It can be one-word

answers:

wn in the ambiguous, as shown in answers to the above question. So notice the following:

"Are you not Chinese?*** "Yes, I am means "Yes, I'm Chinese.

No

I am not means "No, I am not Chinese,"

In short, when one is answering a negative direct question, Yes reverses the negation in the question while No confirms it. But adding

the subject and the proverb will always make the answer clearer.

One further example:

Don'

't you feel tired?"

"Yes, I do," not "Yes, I don't.

“No, I don't." not "No, I do."

dem words

Some problem

Accidental vs Incidental

Accidental suggests chance or unex

pected. occurrence, Incidental suggests a real, sometimes a designed or anticipated; relationship but one which is secondary. and non essential.

(incidentally = by the way)

As follows and the following

As follows means as given in the list below. Note that the sis necessary in follows,

Following means the one(s) abonit to *be mentioned. It is always used in the singular although it can be followed by a plural verb, e.get

The following are the names of our team members: John Wong, Ben Tung, Richard Sun.

Economic vs.

vs Economical

economic concerning economics/ connected with trade, industry and commierce

economical = not wasteful/careful in

using money, etc.

The verb economize is formed from econ

omical.

4. Fairly vs Rather

S

·Few ys A few and Little vs A little

few a small number only

a few

(This applies little.)

AN=

(/3)(DN)

some

similarly to little and a

Substitute the value of g

into (1)

24(-8)+c+144 = 0.

nice AP = k(u +

48

K [ŻANCOS 30°]

Substitute the values of and g into (3)

12g+8(-8)+48+52

Well, needless to say, few and a few are used with countable hours while little and.

a little, with uncountable Rouns.

In the future vs in future

in future = from now onwards

in the future in time yet to come (and not necessarily in the imine... diate future)

Everyday vs Every day

* Everyday (one word) is ari adjective, which means common, ordinary or usual eg. Examples are taken from everyday life.

She washes herself every day.

Maybe vs May be

Maybe (one word) means perhaps Note the following examples:

He may be at home - "I'm not sure, I cannot find him in the school. Maybe

he is at home.

Today vs To date

to date = until today/yet

e.g. He went out last Friday and he hasn't

come home, to date.ș (up to date

modern/conforming to the newest things, etc.) today this day:

The following

This day... words are

are commonly wrongly used among science students, although they are also of interest to students of other disciplines.

· 10. Alternate vs Alternative,

= (of 2 things) happening by

alternate = ∙turns

alternative (of 2 things) that may be

done, used, etc. in place of another

g. Mabel and Sue do the washing up on alternate days (for instance, Monday, Wednesday and Friday are for Mabel and the others are for Sue).

As the main road is blocked, we go

home by the alternative route.

11. Deduce vs Deduct

deduct (verb]=prinus

deduce {verb] = arrive at knowledge,

a conclusion, etc. by reasoning: deduction [noun] deducting or de

ducing.

12. Infinitive vs infinity

Infinitive is a word used in grammar.

But infinity means an infinite (18. limit- less) amount of time or space; it is often used in Maths or Physics. -

新數學 (廿四)

明德出版社魯榮家提供資料

Modern Mathematica (24) W.K.Lo

Mill & Dale Press Ltd.

Suggested solutions to Test Eight (cont'd)

10(a)

AP

LXAY = 60°

[MAP = ZNAP

= 3x60°

=:30°

is along the direction

of

+

Let' AP

ON

Fairly is used in connection with favourable or desirable things only. the other hand, rather can be used with both desirable and undesirable things. Thus, it is wrong

to say

radius of the circle

ON

"His exam results are fairty disappoint

ing. Write instead

༣་ ས

His exam results are rather disappoint-

2r

ing.

ing...

AO: + OP

ד.

Moreover, fairly cannot be used before comparatives and before too, but rather

can I

He feels rather better today.

(not "He feels fairly better today).

I can't catch up with him. He walks

rather iço quickly.

(not "lie walks fairly too quickly).

AP 3.x

=tan 30°

* [2({3+}£}

*(3r)

k(31)

then from (2),

The circle is

2002

2002

122.47 m (Ans

the height of the building is 122.47 m.

15.(a) As shown in the figure

(* + *)

u. Vare unit vectora

12(b) Since (k,5) is also

the circle, therefore

CAB

90°

60 -900

LCBA

LOCA

=

ZOAB

-30°

ZCOA

k2-6x-7 0 --(x+1)(x+7)

k = -1 or k = 7 (äns,)

13(a) The area of the rhombus

(product of the

diagonals

Area of triangle

(OA)(00)sin/100 4(1)(1) sin120°

180 AD+ (400)

120

+(x¬¤)+x+(x+8)

11(a)

Let the A.P. be x-2

x, x+d, 5+2dj

+(x+2d) = 30

5 - 30

x (8-x)

(1)

13(b)(1)

(x−d)(x) (x+d) = 120

·(6-a)(6)(64α)

720

20

When din-4

x-2d - 6~2(-4):

14

the first term is 14 and

common difference is the

When d = 4.

x-2α = 6~2(4):

the first term is -2 and

the common difference is

11(b) The sum of first ten

terus

12(14)+(10-1)(-4)]

-40

(Ane.)

OR The sum of firet ten

teras

19 (2(-2)+(10-1)(4)]

Tón

(Ane)

12(a) Let the circle passing

through (0,12), (7,11) and (6,4) be

(Ans.)

0.433 m

75(b) Area of sector AOG

-120°

·360°

13(b)(11) Area = x (8-x)

20(7)

1:0472.

AC AEcos 30'

If the area -is 6

then

x=6 9x-x 12

8x+120

-2(43)

1-7321

Area of the semi-circle. with diameter AC

2.

*4x + 4

should be drawn

From the graph;

x 2 or x 6

When x 2

the length of the other diagonal

2 is rejected

2)

Area of the shaded region

1.1761 - (1.0472-0.433) 0.5639 m

(ANB)

16(a) Since x, y and z are în

10g

= 106. (x2)

(ans.)

210g

16(b)

log log-

logy logo logz 1029

lox, logy and logz

are

246+0+144 = 0 -22(1)

72+112+26(7)+28(11)+c=0 141+22g+c+170 0. -(2)

62+42+2£(6)+28(4)+©

12f+88+c+52 - ◊ (2) x 6.

As shown in the figure, OG represents the building of height h metres.

In rt. A 100,

A tané0 = 3

F

0.

·0).

40 =

(4)

Let CE

DE asin30 CD = 0Dsin30°

acos3

841+56g+7c+364

(4) `(5) 768-c+656 = 0

(1) + (4)

100g + 800. 0

rt. A 200, tan30°

30 = √3 h

In rt. A AOB,

(n)?

2002.

2002

BC

Ocsin30° aco?

30° AB OBs in30°

acos

3

BC

✔

=

- coa 30°

AB, C, CD and DE. for