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Motorways are, no doubt the safest roads in Britain. Mile (21) mile, vehicle for vehicle, you axe much (22) likely to be killed or seriously injured than on an ordinary road. On (23) hand, if you do have a serious accident on a motorway, fatalities are much more likely to (24) than in a comparable accident (25) on the roads.Motorways have no (26) bends, no roundabouts or traffic lights and (27) speeds are much greater than on other roads. Though the 70 mph limit is (28) in force, it is often treated with the contempt that most drivers have for the 30 mph limit applying in built up areas in Britain. Added to this is the fact that motorway drivers seem to like traveling in groups with perhaps (29) ten meters between each vehicle. The resulting horrific pile-ups (30) one vehicle stops for some reason—mechanical failure, driver error and so on—have become all (31) familiar through pictures in newspapers or on television. How (32) of these drivers realize that it takes a car about one hundred meters to brake to a stop (33) 70 mph Drivers also seem to think that motorway driving gives them complete protection from the changing weather. (34) wet the road, whatever the visibility in mist or fog, they (35) at ridiculous speeds oblivious of police warnings or speed restrictions (36) their journey comes to a conclusion.Perhaps one remedy (37) this motorway madness would be better driver education. At present, learner drivers are barred (38) motorways and are thus as far as this kind of driving is (39) , thrown in at the deep end. However, much more efficient policing is required, (40) it is the duty of the police not only to enforce the law but also to protect the general public from its own foolishness. 25（）
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代理出口销售的会计处理(外贸公司做法)。设某进出口企业为A公司代理出口某商品1000打。合同金额为USD 20000(CIF)。代理手续费率3%，当委托单位交来代管出口商品时，根据业务部门开具的盖有“代理业务”戳记的入库单，按合同规定出口金额扣除佣金手续费后按2009年7月24日中国银行买入价(1美元=6.8173元)折合为人民币入账，入账金额为CNY 132255.62[USD 20000×(1-3%)×6.8173]，作会计分录。
The teaching of English as a second language (ESL) in schools has had a history of conflicting arguments, interesting innovations and some very positive methodological changes. To understand the present situation, it is necessary to consider the past and the wider educational context which has a hearing on it.Until quite recently, approaches to ESL work have been strongly influenced by methods developed to teach English as a foreign language to older learners. These methods placed much emphasis on drills, exercises and remedial programs that focus on language in abstraction. 46) The prescriptive nature of such methods and the demands they made on the teacher’s time developed the belief that ESL work could be tackled only by the specialist ESL teacher working with small groups of children. Such an approach does not fit comfortably into current notions of learning and teaching in the primary school, nor does it sufficiently equip ESL learners in the secondary school to benefit from normal schooling. 47) In prescribing what language is to be taught, it has ignored what children bring to the learning task and the choices they make about how and what they want to learn. Furthermore, the location and organization of language provision did not measure up to the demand. 48)The language centers and English language services all contributed to providing special and concentrated teaching of English as a second language in small groups, varying in size from four or five to fifteen. Whatever the pattern of provision, the main aim was to give pupils sufficient English to enable them to join normal schools as quickly as possible. The success of such special provision depended very much on the close and constant liaison of language teachers with the subject teachers and the class teachers and on the continuity of learning experiences provided by them. 49)One of the important disadvantages of language centers and withdrawal groups was that ESL children were being taught away from those English -speakers who provide the most powerful models, i. e. their peer group. Peer-group interaction is an important element in any learning situation, but its particular strengths in a classroom with ESL learners cannot be overemphasized.50) The separation of second language learners from the mainstream classroom cannot easily be justified on educational grounds, since in practice it leads to both their curriculum and language learning being impoverished. Notes: context 环境。bear on 对......有影响，关系到...... 。例如：I don’t see how this bears on the matter. (我不明白这一点与那些事的关系。)liaison n. 联结。liaison of A with A与B之间的联系。 54
阅读下面短文，回答下列五道题汉字究竟起源于何时呢？我认为，这可以以西安半坡村遗址距今的年代为指标。半坡遗址的年代，距今有6000年左右。我认为，这也就是汉字发展的历史。半坡遗址是新石器时代仰韶文化的典型，以红质黑纹的彩陶为其特征。其后的龙山文化，则以薄质坚硬的黑陶为其特征。值得注意的是：半坡彩陶上每每有一些类似文字的简单刻画，和器物上的花纹判然不同。黑陶上也有这种刻画，但为数不多。刻画的意义至今虽尚未阐明，但无疑是具有文字性质的符号，如花押或者族徽之类。我国后来的器物上，无论是陶器、铜器或者其他成品，有“物勒工名”的传统，特别是殷代的青铜上有一些表示族徽的刻画文字，和这些符号极为相类似。由后以例前，也就如由黄河下游以溯源于星宿海，彩陶上的那些刻画符号，可以肯定地说就是我国文字的起源，或者是我国原始文字的孑遗。同样值得注意的是彩陶上的花纹。结构虽然简单，而笔触颇为精巧，具有引入的魅力。其中有些绘画，如人形、人面形、人着长衫形、鱼形、首形、鸟形、草木形、轮形(或以为太阳)等等，画得颇为得心应手，看来显然在使用柔软形的笔了。有人以为这些绘画是当时的象形文字，其说不可靠。当时是应该有象形文字的，但这些图形，就其部位而言，确是花纹，而不是文字。在陶器上既有类似文字的刻画，又有使用颜料和柔软形的笔所绘画的花纹，不可能否认在别的质地上，如竹木之类，已经在用笔来书写初步的文字：只是这种质地是容易毁灭的，在今天很难有实物保留下来。如果在某种情况之下，幸运的还有万一的保留，那就有待于考古工作的进一步发掘和幸运的发现了。总之，在我看来，彩陶和黑陶上的刻画符号应该是汉字的原始阶段。创造它们的是劳动人民，形式是草率急就的。(节选自郭沫若《古代文字之辩证的发展》) 下列说法中，符合作者意思的一项是（）。
明佣是在出口合同中规定而不在出口发票上注明的佣金。 ( )
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