The first Nobel Prizes were awarded in ______.

Section IV Writing

(35 minutes)

66. The automobile industry has enjoyed a continuous boom in the past ten years. Here is a

discussion on this topic:

(1) Some people think automobiles bring convenience.

(2) Other people think automobiles bring many problems.

(3) My points of view on automobiles.

In your essay, you should use the three pieces of information mentioned above.

You should write 160-200 words neatly on ANSWER SHEET 2.

You are allowed 35 minutes to write a composition on the topic:Friendship. You should base your composition on the .following outline, and write it coherently and neatly.

(1) Friendship is important to us.

(2) But real friendship is not easy to come by.

(3) Real friendship should be able to stand all sorts of tests.

(4) It is advisable to have as many good friends as we can.

You should write 160--200 words neatly on ANSWER SHEET 2.

Housing is one of the most important issues concerning Chinese people now. The following graph shows the price of house in 1987 and in 1999 ( Yuan per square meter). You are to write a composition within 35 minutes.

You should write 160--200 words neatly on ANSWER SHEET2.

听力原文： The Austrian composer, Schubert, was born in Vienna. His father, a schoolmaster, was his first music teacher. When he was 11, he was fortunate in being chosen to one of the Vienna Boy's singing group. There he received a free general education as well as music teaching. He began to compose in these years, mostly instrumental or orchestral compositions, but also a few songs. He spent more time in covering sheets of paper with these compositions than at 'his other studies.

After he left the singing group, Schubert became a schoolmaster to avoid being sent into the army, and he taught at his father's school for 3 years. When only 17, he wrote his first great song, and during the next 2 years he wrote many of his finest songs. After his 3 years' teaching, he lived with various friends, all as penniless as himself, composing all the time, sometimes writing eight songs in a day, and even sleeping in his spectacles in case he might have an idea for a song during the night. Although he hated teaching, he earned some money by giving piano lessons.

Schubert never became widely famous outside Vienna during his life. It was late in his short life, and only after much persuasion, that publishers began to print and sell some of his compositions; and Schubert received very little money for these. He had been able to be happy and free to compose, though extremely poor. But a cloud of sadness hung over in his late years. In 1827 he wrote his song-cycle for voice and piano. "The Winter Journey" and its sadness reveals his own state of mind. In the autumn of 1828 he fell iii for the second time in his life and died. Almost all his last words were of Beethoven, whom he loved and admired above all other composers. He was buried beside him.

Although Schubert died when only 32, he wrote a great amount of music. He had little academic training but a very sure musical instinct. Much of his finest work he never heard performed.

(5)

.Comenius, a Czech humanist, greatly influenced both educational and psycho-educational thought .He wrote texts that were based on a developmental theory and in them introduced the use of visual aids in instruction. Media and instructional research, a vital part of contemporary educational psychology, has its origins in the writing and textbook design of Comenius.61) He recommended thatinstruction start with the general and then move to the particular and that nothing in books be accepted unless checked by a demonstration to the senses. He taught that understanding, not memory, is the goal of instruction; that we learn best that which we have an opportunity to teach; and thatparents have a role to play in the schooling of their children. The contributions of one of our many ancestors often are overlooked, yet Juan Luis Vives wrote very much as a contemporary educational psychologist might in the first part of the 16th centu_ ry. 62) He stated to teachers and others with educational responsibilities, such as those in govem- ment and commerce, that there should be an orderly presentation of the facts to be learned, and in this way he anticipated Herbart and the 19th-century psychologists. He noted that what is to be learned must be practiced, and in this way he anticipated Thomdike's Law of Exercise. He wrote on practical knowledge and the need to engage student interest, anticipating Dewey. 63) He wrote about individual differences and about the need to adjust instruction for all students, and anticipated the work of educational and school psychologists in the area of special education. He discussed the schools's role in moral growth, anticipating the work of Dewey, Piaget, Kohlberg, and Gilligan. He wrote about learning being dependent on self-activity, a precursor to contemporary research on meta-cognition, where the ways in which the self monitors its own activties are studied. Finally, 64)Vives anticipated both the contemporary motivational theorists who avoid social comparisons and those researchers who find the harmful elements of norm-referenced testing to outweigh their advantages, by writing about the need for students to be evaluated on the basis of their own past accomplishments and not in comparison with other students. 65) Thus, long before we claimed our professional identity, there were individuals thinking intelligently about what we would eventually call educational psychology, preparing the way for the scientific study of education.

Directions:

There has been a discussion recently on the issue of communication in a newspaper. Write an essay of about 200 words to the newspaper to

1. show your understanding of the symbolic meaning of the picture below

1) the content of the picture

2) the symbolic meaning

3) the special understanding

2. give a specific example/comment, and

3. give your suggestion as to the best way to communicate.

telligently about what we would eventually call educational psychology, preparing the way for the scientific study of education.