Write on ANSWER SHEET TWO a note of about 50- 60 words based on the following situation:
Peter has won the first prize at the 21st Century Speech Contest. Write a note of congratulations to him.
Marks will be awarded for content, organization, grammar and appropriateness.

should encourage the staff by setting up examples.

should not be regarded as stars by their employees.

should ban boss-worship in the companies they lead.

should be as humble as possible in their company.

Egyptian wine has an extensive history within the history of Egyptian civilization. Grapes were not (1) to the landscape of Egypt, rather the vines themselves are (2) to have been imported from the Phoenicians, (3) the actual origins remain in (4) . What is known, is that (5) the third millennium BC, Egyptian kings of the first (6) had extensive wine cellars, and wine was used extensively in the temple ceremonies. The main (7) of wine in Egypt. took place between the king, nobles, and the priests in temple ceremonies, and is (8) by numerous painted relief’ s, and other (9) evidence. The vineyards of ancient Egypt, were quite different from the modern methods of wine making today. (10) viticulture (or wine making) ,ceased to (11) an exclusively ceremonial purpose, the Egyptians began to experiment with simple structures for their vines to train on, (12) found a way to train their vines so they were easy low (13) bushes, and found ways for the soil to (14) more moisture for the vines. Egyptian wine making experiments included the use of different wine presses, adding heat to the must (the grape juice ready for fermentation) (15) make the wine sweet, and differences in vat types and materials. The (16) finished product of wine, was poured through a cloth filter, and then into earthenware jars, (17) they would be sealed with natural tar and left to (18) . The Egyptians kept accurate records of their vintages, and (19) of their wines, each jar of wine was clearly (20) with it’s own vintage, and quality.

the canisters were fired at the main structure

the canisters were fired hours before the fire started

federal agents fired tear gas canisters capable of causing a fire

other tear gas canisters that were not flammable or potentially explosive were also used

Of all the areas of learning the most important is the development of attitudes. Emotional reactions as well as logical thought processes affect the behavior of most people.

"The burnt child fears the fire" is one instance; another is the rise of despots like Hitler. Both examples also point up the fact that attitudes stem from experience. In one case the experience was direct and impressive; in the other it was indirect and cumulative. The Nazis were indoctrinated largely by the speeches they heard and the books they read.

The classroom teacher in the elementary school is in a strategic position to influence attitudes. This is true partly because children acquire attitudes from those adults whose word they respect.

Another reason it is true is that pupils often delve somewhat deeply into a subject in school that has only been touched upon at home or has possibly never occurred to them before. To a child who had previously acquired little knowledge of Mexico, his teacher’s method of handling such a unit would greatly affect his attitude toward Mexicans.

The media through which the teacher can develop wholesome attitudes are innumerable. Social studies (with special reference to races, creeds and nationalities), science matters of health and safety, the very atmosphere of the classroom... these are a few of the fertile fields for the inculcation of proper emotional reactions.

However, when children come to school with undesirable attitudes, it is unwise for the teacher to attempt to change their feelings by cajoling or scolding them. She can achieve the proper effect by helping them obtain constructive experiences.

To illustrate, first grade pupils afraid of policemen will probably alter their attitudes after a classroom chat with the neighborhood officer in which he explains how he protects them. In the same way, a class of older children can develop attitudes through discussion, research, outside reading and all-day trips.

Finally, a teacher must constantly evaluate her own attitudes, because her influence can be deleterious if she has personal prejudices. This is especially true in respect to controversial issues and questions on which children should be encouraged to reach their own decisions as a result of objective analysis of all the facts.

In sports the sexes are separate. (36) and men do not run or swim in the same races. Women are less strong than men. That (37) is (38) people say. Women are (39) "the weaker sex", or if men want to please them, "the fair sex". But boys and girls are taught (40) schools and universities. There are women (41) are famous prime ministers, scientists and writers. And women live longer than men. (42) European woman can expect (43) until the age of 74; a man only until he is 68. Are women’s bodies really weaker The fastest men can run a mile in (44) 4 minutes. The best women need 5 minutes. Women’s times are al- ways slower than (45) , but some facts are a surprise. Some of the (46) women swimmers today are girls. One of them swam 400 metres (47) 4 minutes and 21.2 seconds when she was only 16. The first "Tartan" in films (48) an Olympic swimmer, Johnny Weissmuller. His fastest 400 meters was 4 minutes and 59. 1 seconds, (49) is 37.9 seconds (50) than a girl 50 years (51) ! This does not mean that women are catching men (52) . Conditions are very different now, and sport is much (53) serious. It is (54) serious that some women are given hormone injections. At the Olympics a doctor has to check (55) the women are really women or not. It seems like that sport has many problems. Life can be very complicated when there are more than two separate sexes.

should encourage the staff by setting up examples.

should not be regarded as stars by their employees.

should ban boss-worship in the companies they lead.

should be as humble as possible in their company.

Egyptian wine has an extensive history within the history of Egyptian civilization. Grapes were not (1) to the landscape of Egypt, rather the vines themselves are (2) to have been imported from the Phoenicians, (3) the actual origins remain in (4) . What is known, is that (5) the third millennium BC, Egyptian kings of the first (6) had extensive wine cellars, and wine was used extensively in the temple ceremonies. The main (7) of wine in Egypt. took place between the king, nobles, and the priests in temple ceremonies, and is (8) by numerous painted relief’ s, and other (9) evidence. The vineyards of ancient Egypt, were quite different from the modern methods of wine making today. (10) viticulture (or wine making) ,ceased to (11) an exclusively ceremonial purpose, the Egyptians began to experiment with simple structures for their vines to train on, (12) found a way to train their vines so they were easy low (13) bushes, and found ways for the soil to (14) more moisture for the vines. Egyptian wine making experiments included the use of different wine presses, adding heat to the must (the grape juice ready for fermentation) (15) make the wine sweet, and differences in vat types and materials. The (16) finished product of wine, was poured through a cloth filter, and then into earthenware jars, (17) they would be sealed with natural tar and left to (18) . The Egyptians kept accurate records of their vintages, and (19) of their wines, each jar of wine was clearly (20) with it’s own vintage, and quality.

the canisters were fired at the main structure

the canisters were fired hours before the fire started

federal agents fired tear gas canisters capable of causing a fire

other tear gas canisters that were not flammable or potentially explosive were also used

Of all the areas of learning the most important is the development of attitudes. Emotional reactions as well as logical thought processes affect the behavior of most people.

"The burnt child fears the fire" is one instance; another is the rise of despots like Hitler. Both examples also point up the fact that attitudes stem from experience. In one case the experience was direct and impressive; in the other it was indirect and cumulative. The Nazis were indoctrinated largely by the speeches they heard and the books they read.

The classroom teacher in the elementary school is in a strategic position to influence attitudes. This is true partly because children acquire attitudes from those adults whose word they respect.

Another reason it is true is that pupils often delve somewhat deeply into a subject in school that has only been touched upon at home or has possibly never occurred to them before. To a child who had previously acquired little knowledge of Mexico, his teacher’s method of handling such a unit would greatly affect his attitude toward Mexicans.

The media through which the teacher can develop wholesome attitudes are innumerable. Social studies (with special reference to races, creeds and nationalities), science matters of health and safety, the very atmosphere of the classroom... these are a few of the fertile fields for the inculcation of proper emotional reactions.

However, when children come to school with undesirable attitudes, it is unwise for the teacher to attempt to change their feelings by cajoling or scolding them. She can achieve the proper effect by helping them obtain constructive experiences.

To illustrate, first grade pupils afraid of policemen will probably alter their attitudes after a classroom chat with the neighborhood officer in which he explains how he protects them. In the same way, a class of older children can develop attitudes through discussion, research, outside reading and all-day trips.

Finally, a teacher must constantly evaluate her own attitudes, because her influence can be deleterious if she has personal prejudices. This is especially true in respect to controversial issues and questions on which children should be encouraged to reach their own decisions as a result of objective analysis of all the facts.

In sports the sexes are separate. (36) and men do not run or swim in the same races. Women are less strong than men. That (37) is (38) people say. Women are (39) "the weaker sex", or if men want to please them, "the fair sex". But boys and girls are taught (40) schools and universities. There are women (41) are famous prime ministers, scientists and writers. And women live longer than men. (42) European woman can expect (43) until the age of 74; a man only until he is 68. Are women’s bodies really weaker The fastest men can run a mile in (44) 4 minutes. The best women need 5 minutes. Women’s times are al- ways slower than (45) , but some facts are a surprise. Some of the (46) women swimmers today are girls. One of them swam 400 metres (47) 4 minutes and 21.2 seconds when she was only 16. The first "Tartan" in films (48) an Olympic swimmer, Johnny Weissmuller. His fastest 400 meters was 4 minutes and 59. 1 seconds, (49) is 37.9 seconds (50) than a girl 50 years (51) ! This does not mean that women are catching men (52) . Conditions are very different now, and sport is much (53) serious. It is (54) serious that some women are given hormone injections. At the Olympics a doctor has to check (55) the women are really women or not. It seems like that sport has many problems. Life can be very complicated when there are more than two separate sexes.