The Article

with names of sciences

Ex 30 Insert the articles where necessary.

1. We shall have lectures on — English literature this term. 2. Poets write about stars so often, but it doesn't mean that they are interested in — astronomy. 3. He will take up — Law when he leaves school. 4. — phonetics is the science of sounds. 5. Everybody is equal before — law. 6. He is an expert on —History of the Middle Ages. 7.— ancient history takes up events up to 476 (when the Roman Empire was destroyed), — medieval history up to 1453 (the fall of Constantinople), and — modern history since 1453. 8. What books can you recommend on —history of Scotland? 9. When at school, she read a lot, especially in— modern literature. 10. When a boy he didn't take great interest in any subject in particular; now he is one of our leading scientists in — biology.

READING

Ex 31 Read the text, and do the assignments coming after it.

MODERN EXAMINATIONS

In ancient times the most important examinations were spoken, not written. In the schools of ancient Greece and Rome, testing usually consisted of saying poetry aloud or giving speeches.

Modern examinations, however, are written. Two types of tests are commonly used in modern schools. The first type is sometimes called an "objective" test. It is meant to deal with facts, not personal opinions. To make up an objective test the teacher writes a series of questions, each of which has only one correct answer. Along with each question the teacher writes the correct answer and also three statements that look like answers to students who have not learned the material properly.

For testing students' memory of facts and details, the objective test has advantages. It can be scored very quickly by the teacher or even by a machine. In a short time the teacher can find out a great deal about the student's range of knowledge.

For testing some kinds of learning, however, such a test is not very satisfactory. A lucky student may guess the correct answer without really knowing the material. Moreover, some of the wrong answers are usually more incorrect than others, yet the scores on the test will not take account of^* this fact.

For a clearer picture of what the student knows, most teachers use another kind of examination in addition to objective tests. They use "essay" tests which require students to write long answers to broad general questions.

One advantage of the essay test is that it reduces the element of luck. The student cannot get a high score just by making a lucky guess. Another advantage is that it shows the examiner more about the student's ability to put facts together into a meaningful whole. It should show how deeply he has thought about the subject. Sometimes, though, essay tests have disadvantages, too. Some students are able to write rather good answers without really knowing about the subject, while other students who actually know the material have trouble expressing their thoughts in essay form.

Besides, in an essay test the student's score may depend upon the] examiner's feelings at the time of reading the answer. If he is feeling tired or bored, the student may receive a lower score than he should. From this standpoint the objective test gives each student a fairer chance, and of course it is easier and quicker to score.

Most teachers and students would probably agree that examinations are unsatisfactory. Students dislike taking them; teachers dislike giving them and scoring students' answers. Whether an objective test or an essay test. is used, problems arise. When some objective questions are used along with some essay questions, however, a fairly clear picture of the student's knowledge can usually be obtained.

(After "A Reading Spectrum", Book 5, American English)