Topic
81: Wearing uniforms is popular in schools, but some people argue that it might
cause damage to children's individuality. What is your opinion?
Wearing school uniforms is a norm in elementary and secondary schools in many
countries. Although students are advised to follow this convention, it is a
subject of debate whether wearing uniforms should be made compulsory or not. In
my opinion, designating and
standardising student wardrobe
has numerous advantages.
One of the most significant benefits obtaining from a
uniform is that it eliminates economic inequalities
and reduces the competition among students for showing off stylish clothes.
Parents need not shop for expensive and varied wardrobes for their children.
There will be less distraction at school and children will not strive to keep
up with the fashion. Students from low income families would not feel isolated
or inferior to others, while those from high income families would not become
the target of bullies. It
is because all students look as plain as their peers. A child's education
should not be damaged by their inability to afford stylish clothes. Their
performance at school should be recognised based on individual characters rather
than on their economic status.
School uniforms are meanwhile believed to have positive
effects on discipline. Students are discouraged from wearing make-up, jewellery
or trendy clothing. When children are required to wear uniforms and conform to a dress code, they conjure up thoughts of
order and safety. They will take their schooling more seriously. In addition,
with obscene and gang-related clothing being forbidden, the school would
find it much easier to combat the gang, decrease drug use, improve attendance
and solve other discipline problems.
School uniforms are sometimes viewed as a symbol of
restrictive culture and a significant determinant of children's
self-expression, potentially suppressing students' individuality. However, this
concern is groundless, because uniforms can vary according to the season,
environment and occasion. It is not common that students wear different
seasonal and activity uniforms within the same classroom during the day. After
school, they can wear whatever street clothes they like. The impact of uniforms
is therefore very limited on children's individuality.
As suggested above, wearing school uniforms should be
retained as a rule, not only because it unifies students and makes the
rich and poor look alike, but also because it can instil a sense of discipline
in children. The fear that school uniforms can suppress individuality is ungrounded.
1. norm
= normal ways of behaving
2. designate
= choose = appoint = specify
3. wardrobe
= clothes = clothing
4. inequality
= disparity = inequity
5. bully
= intimidator
6. conform
to = abide by = comply with = follow
7. dress
code = rules about clothes
8. conjure
up = recall
9. obscene
= sex-related
10. unify
= bring together
11. suppress
= stifle = repress = hold back
Topic 82: Some people think that
children should learn to compete, but others think that they should be taught
to cooperate with others. What's your opinion?
There has been a lot of debate among educators about
whether students should work together (known as cooperative learning) or
individually (known as competitive learning). While the former model of
learning encourages collaboration
between students, the latter seems to value individualism and personal
achievement. In my opinion, cooperative learning is more favourable, despite
some of its drawbacks.
Cooperative learning occurs when students work
collaboratively towards a common goal. A student's achievements are positively
correlated with those of his or her peers in the group. Students work together
in small clusters or groups and thus have a feeling of connection with other
members of the group as they accomplish a common goal. Not only can it enhance
the sense of teamwork among students but also it enables students to exercise
their communication skills, with much of their learning being involved in face-to-face
interaction.
Another benefit of cooperative learning is allowing
students to take advantage of individual strengths and combined efforts.
Working in a group, each member is assigned with a task, which closely matches
his or her strengths, expertise and aptitudes. It will enhance efficiency and
productivity. Meanwhile, group members might discuss how well they can function
as a unit throughout the process and how effective their working relationships
can be. It raises the possibility of students' making swift adjustment from school to
work when the time conies.
However, some characteristics of collaborative learning
have made it inapplicable on
some occasions. For example, successful collaboration normally requires group
dynamics, great variation in skills and intellectual levels of group members
and a good command of social skills, and so forth. These prerequisites can
easily overwhelm the possible benefits that collaborative
learning techniques may have. Although collaborative learning tends to favour
ordinary or slow students with giving them more support, it turns out that
talented, eager students might learn little and become disenchanted over time. This situation can be
remedied by encouraging intergroup competition, grouping students and allowing
them to compete in groups. It minimises the negative effect of individualism
while retaining the interest of outstanding students in groupwork.
In light of the above-mentioned facts, teachers should
identify the best learning style for students and predict its outcomes, either
destructive or constructive. In cooperative learning, personal success springs
only from group
success, while in competitive learning one learner succeeds at the cost of
other learners. Collaborative learning brings more benefits, despite the
possibility of impeding outstanding students' personal development, a problem
which should be handled with caution.
1. collaboration
= partnership = group effort = teamwork = cooperation = alliance
2. adjustment
= change
3. inapplicable
= unsuitable = impractical
4. overwhelm
= overpower
5. disenchanted
= dissatisfied = disappointed
6. spring
from = arise from = originate from = develop from = derive from
7. with
caution = with care = prudently = sensibly
Topic 83: Some people believe that
educating children altogether will benefit them. Others think intelligent
children should be taught separately and given special courses. Discuss those
two views.
Not surprisingly, students feel privileged when working with someone with exceptional abilities
even from very early years. With the aim to produce elite students, schools now endeavour to gather
children of special talents and offer them special courses. There are both
advantages and disadvantages to this educational philosophy.
Treating gifted children the same as others might
seriously hamper their personal development. Imagine that a maths prodigy works out
solutions to a thorny and tricky problem briskly; it makes no sense to force him or her to follow an
ordinary curriculum. Some might argue that it will foster depression or
frustration amongst low-achieving students if talented students are arranged
with a special class and given specialised instruction. Many students think
otherwise. Studying with high achievers cause slow students to feel frustrated
and cast doubt on their effort. Feelings of worthlessness will drive them
further toward low performance.
Another advantage of grouping students is enabling them
to advance a strong friendship or partnership within different groups. Some
opponents of this strategy argue that special students suffer socially, in a
misguided belief that students would seldom talk to each oilier in an air of
professional jealousy. This
stereotype has blinded people to the fact that students with the same
background knowledge are more likely to share a common topic of conversation.
By exchanging experience and knowledge, they can make quicker progress toward
their academic success.
Despite the significant position of special courses in
education, it is not to say that ordinary students should be denied the same
opportunity. Treating students differently can twist a child's perception of
his or her abilities and potential. A student experiencing great difficulty in
studying should be provided with extra support rather than being treated as the
loser. The sense of exclusion
does not inspire their performance or commitment but merely triggers their
further decline in school record.
In view of the arguments outlined above,
ability grouping is of great value. It fosters a nutritious environment in which
talented students can facilitate their learning process and easily find their pals of the same gift.
However, special courses should be open to any willing learner; otherwise,
students will feel discriminated.
1. privileged
= honoured = advantaged
2. exceptional
= extraordinary = outstanding = incomparable
3. elite
= best = most talented
4. prodigy
= genius = phenomenon
5. briskly
= rapidly = quickly
6. jealousy
= envy = resentment
7. exclusion
= isolation = segregation = elimination
8. outline
= summarise = delineate
9. pal
= peer
Topic 84: Some people who have been
successful in the society do not attribute their success to the theoretical
knowledge they learned at university. What is your opinion on the factors
contributing to one's achievement?
People harbour different perceptions of tertiary
education. Although higher education is recognised by many as the most
important predictor of one's success, its efficacy
has been subject to long discussion. It is always interesting to note that
some people do not owe their success to the knowledge they acquired at
university, despite the great effort they ever made in obtaining a
qualification. In my opinion, tertiary education itself cannot guarantee one's
success, and there are many other elements combined to mould a successful role
model.
Knowledge, an essential element of one's success, is
normally acquired through formal education, but it is not the only approach. A
university is home to those teaching professionals who have a firm grasp of a given
knowledge area and can impart it to students by various techniques. However,
not all the knowledge, experience and skills can be passed on to students by
teaching. Experiences and rules of
thumb are non-transferable at a traditional classroom. The only
way to gain a mastery of them is the full participation in a job.
In addition to hands-on
skills and practical experience, characters can foretell one's prospects. Society has been polarised as economic and
social changes make it more competitive. Those with outstanding academic
qualifications are not sought-after as much as before. Employers show interest
in other qualities of an applicant, for example, resilience, willpower and adaptability. It is
increasingly believed that the most successful are normally those who are most
likely to adapt to changes in their world. Some other qualities, such as the
ability to work in a hard-working, stressful and ever-changing environment, are
viewed as the shared traits of successful people. Running toward success is
more of a marathon than of a sprint. Only those persistent, self-motivated and self-directed can
eventually attain their objectives.
There are some other factors, such as opportunities,
that play a contributing role in one's success, but for simplicity's sake, one does not need to cite all
these factors to uphold the assertion
that a college degree is not the precondition to personal success.
Practical experience, a mastery of different skills and personality suffice to
illustrate the complex nature of personal achievement.
1. efficacy
= effectiveness = usefulness
2. grasp
= understanding = comprehension
3. rule
of thumb = a rule based on experience
4. hands-on
= practical
5. foretell
= predict = forecast = harbinger
6. polarise
= separate
7. resilience
= flexibility = elasticity
8. self-motivated
= energetic
9. self-directed
= autonomous = independent
10. for
simplicity's sake
11. assertion
= declaration = contention = claim = statement
Topic 85: It is generally believed
that education is of vital importance to individual development and the
well-being of societies. What should education consist of to fulfil both these
functions?
Education is one of the largest items of government
spending. It is regarded as the pathway
to economic prosperity, an instrument for combating unemployment and the driving force behind
scientific and technological advance. Given the importance of education for
individuals and society, its scope, constituents and configuration have long been the subject of research,
studies and discussion.
Theoretically, a student is expected to acquire
knowledge of a specific subject or profession at school, but throughout the
learning process, education should focus on the development of their skills. A
successful school leaver should show exceptional abilities to acquire,
organise, interpret, evaluate and communicate information when graduate. Similarly, a proficient
learner should meanwhile be a resource coordinator and user, proficient in
identifying useful resources (such as information and capital) with speed and
utilising them to the full advantage. A qualified student should also possess
some other skills, such as problem solving and critical thinking, which are
essential not only for their further education but also for their careers later
in life.
When students become knowledgeable and resourceful, they should
be equipped with competence that would enhance the transition from school to work. An excellent learner
is admittedly important to society, but more important is his or her
productivity. Education should absorb new substances and embrace new concepts
in order for students to keep in touch with community and have full knowledge
of the needs of community. Besides, a school should facilitate the progress of
students in every practical field and give them opportunities to try new tasks
and take on new roles. By enhancing then hands-on skills and job-related
skills, schools can foster students' and society's future development and
prosperity.
When enhancing learners' academic excellence and
professionalism, education cannot overlook learners' physical and psychological
well-being. In this fast-changing and competitive society, many people are not in
good form in
coping with stress and health problems. Encouraging students to reduce stress
and develop good health habits is therefore important. Sports, for example, function
effectively as a health facilitator and as a good stress reducer. These extracurricular
activities can be combined with academic activities to boost students' mental
health and learning outcomes.
To conclude, today's students are expected to be versatile,
productive and healthy individuals when they finish schooling. With
society becoming more specialised and economies demanding more skills, students
should focus on both theoretical and practical aspects of education. They
should lay a stress on physical activities as well.
1. pathway
= path-access = entrance
2. combat
= address = tackle = prevent = fight against
3. configuration
= composition = formation = make-up
4. similarly
= likewise
5. resourceful
= ingenious = smart
6. transition
= change = changeover
7. in
good form = performing well
8. versatile
= multitalented = all-round
Topic 86: Nowadays, some
universities offer graduate students skills that assist them to find
employment, but some people believe that the main function of university should
be to access knowledge for its sake. What is your opinion?
There is an upsurge in practical knowledge in these
years and people have seen many education courses being totally work-based. The
idea that students should apply theory to practice or even focus on practice
only has become widely accepted. In my opinion, schooling should be designed to
prepare children for real life, rather than underlining the academic aspect only.
There can be little doubt that the main purpose of
providing university education is to assist young contenders to begin and pursue their future careers.
The hypothesis that theory and abstract conceptual knowledge are important lies
in the fact that they are the fundamentals of tertiary education, but without bridging theory and
practice, education will possess little value and receive much less support
from the public. A university should place its emphasis on vocational training
(or career education), which is directly related to a specific trade, occupation or
vocation. It is particularly true when many well-paid jobs require intense use
of technical skills.
Aside from theoretical knowledge, universities should assume the responsibility to
enhance, diversify and consolidate
the skills students can possibly use in many life situations. Life skills
refer to a wide range of skills necessary for successful living, including
recognising other people's feelings, setting realistic and attainable goals and
employing problem-solving strategies. The university can devise its curriculum
to achieve these outcomes. For example, by organising sports and other physical
activities, the university can help students enhance their team-building and
leadership skills. Meanwhile, team assessments
can be designed to facilitate students' group discussion and improve
information-sharing skills. These skills, when taken together, enable students
to put their potential to the maximum and to apply the knowledge dextrously.
Meanwhile, as education is widely accepted as the
foundation of society, emphasis should be placed on the relationship between
education and economic success, Education is sometimes considered useless
because it leads learners away from practicality and distances them from real life. To tackle this
problem, educators are required to restructure the curriculum to suit the
emerging trends in society. A good example is that if some industries, such as
retail, tourism and information technology, are projected to have good
prospects, educational institutes should generate skilled workforce for those industries, thereby giving a
boost to the employability of young contenders.
As suggested in the above discussion, the role of
education is to prepare young generations for paid work. Vocational education
or training should be integrated in the curriculum, in an effort to make students
productive members of society.
1. underline
= underscore = emphasise = highlight
2. contender
= aspirant = applicant = candidate
3. bridge
= link = connect = join
4. trade
= craft = line of work = occupation = profession
5. assume
responsibility = take responsibility
6. consolidate
= strengthen = secure
7. assessment
= examination = appraisal
8. dextrously
= skilfully = adroitly = proficiently = adeptly
9. distance
= dissociate = detach = separate
10. workforce
= worker = employee = personnel = labour force
Topic 87: Some people think that
teachers should be responsible for teaching students to judge right and wrong
and to behave well. Some say that teachers should only teach students about
academic subjects. Discuss both views and give your opinion.
Traditionally, the task of teachers was to use a variety
of methods and materials to impart the knowledge of a given field to students.
However, this notion has been refuted
by many people, who consider it important to integrate other elements in
education, such as morality.
In my opinion, moral education will become a central part of modern
education and teachers should be responsible for correcting students' behaviour
and improving their moral values.
Ethics in plain words means
studying and analysing right from wrong, which is identical with the objective
of education, telling the young generation what is the right thing to do.
Without being aware of the distinction between acceptable and accusable behaviours,
young people become delinquents
and criminals, rather than qualified workers and successful individuals. It
is particularly true as people are living in a society where violent juvenile
crime, teen pregnancy and suicide are becoming worrying problems. There is thus
a strong call for linking the modification of young people's behaviour to the
teaching of moral and social values in schools. Teachers are expected to take
preventive measures to address misbehaviours, such as substance abuse, focus on
the root causes of the problems, such as family violence, and help those who
appear troubled. It stops a problem among young people from occurring or reoccurrence.
Ethical principles and moral values have relevance to
the order of a society and individual citizens' quality of life. The young
people who are unaware of standards
of morality will end up with breaching their duties as law-abiding citizens and
ruining the moral values of the society. Nor can they become happy, successful
and productive. A good example to support this is that many recent business
frauds, bribery, embezzlement and other illegitimate activities have been found
related to some well-educated but unethical
people. Despite their strong educational background and high intelligence, they
cause damage to enterprises and communities.
Ethnic education can also help shape the behaviour
pattern of individual citizens. Morality is neither a vain promise nor a
collection of ideals that appear in writing only. It is reflected in how
people respond and act in different social situations, such as whether they
habitually or instinctively reserve seats for the elderly and disabled at a
bus. When children and young people construct most of their knowledge of the
world through social interactions, teachers are in a very good position to
impact such knowledge to them. Young people are hence will informed of moral
principles, code of conduct and motivated to speak and act in a manner as
intended.
As suggested above, teachers should play a more active
role in the moral development of young people, instead of simply translating
knowledge of a subject into course materials and imparting it to students. They
should pass on good judgement, moral principles and wisdom to
students, all contributing to students’ individual life fulfilment and
well-being.
1.
refute = disprove = contest
2.
morality = disprove = contest
3.
in plain words = in simple terms
4.
accusable = detestable
5.
delinquent = criminal = wrongdoer =
law-breaker
6.
reoccurrence = occurring again
7.
unaware of = ignorant of =
uninformed about
8.
unethical = immortal =
dishonourable
9.
ideal = principal = standard =
belief = moral value
10.
instinctively = intuitively =
impulsively
11.
pass on = impart = convey
Topic
88: Education used to be a short period of training, but today, people treat it
like a lifelong practise. Do you agree or disagree?
The notion of learning throughout life is not new but
only until recently has been discussed to a larger extent. More than learning
for employment opportunities and competitive positions, learners pursue
academic opportunities for many other purposes today. One has reasons to believe
that education is more likely to be a lifelong pursuit, rather than an
isolated practice in the century to come.
Because of technological advances, people are now given
learning opportunities in different contexts at work, at home or through
leisure activities. People in a modern society are not confined to formal
channels (e.g., schools) but provided with more options, such as studying
either via the Internet or television, known as distance learning or
e-learning. Learning can occur at all ages. The working people, parents with
childcare responsibilities, the disabled, and the elderly are all able to learn
now, with time and location constraints being transcended. The era when education was available
only in a formal school and intended for young people is bygone.
Another force that drives lifelong education is the
constantly changing nature of the society. It is certain that at the present
lime, no career fields can stay static.
Because of the acceleration of scientific and technological progress, re-education
seems to be an urgent need throughout one's working life, especially to those
who work in hi-tech industries, such as IT. People feel compelled to keep
themselves well-in formed of all the latest changes in the industry they are
working in, in case that they fall behind their peers. It is in sharp contrast
to the past, where university education was sufficient for a professional
career spanning three
or more decades.
Pursuit of one's own targets is another reason why
education tends to last a lifetime nowadays. The interests of people in today's
society are not limited to material wealth and better standards of living, but
involve other desires, ranging from self-expression, individuality to
fulfilment of their own dreams. When formal education in the past was generally
vocational and intended for sustaining
life, many forms of education in today's society are non-vocational. For
example, many people study philosophy, psychology, painting, music, history and
other arts subjects with the purpose to put meaning into the whole of life,
rather than living simply as an income earner.
In summary, a combination of various factors, including
the educational opportunities provided outside standard educational systems,
individuals' craving for achievement, and the soaring competitive pressure,
accounts for why education has no endings in one's lifetime.
1. pursuit
= hobby = interest
2. transcend
= surpass = excel = exceed
3. static
= stationary = inert = unchanging = constant = unvarying
4. span
= extend = cross
5. sustain
= maintain
Topic 89: Discuss the advantages
and disadvantages of studying abroad.
In recent years, there has been a growing trend toward
studying abroad among young people. When pursuing educational opportunities
overseas is widely considered as a life-transforming
opportunity, students should take
on a number of challenges. Below are some specific advantages
and disadvantages of studying abroad.
Studying abroad allows one to gain a real knowledge of a
new culture and a new language. By interacting and communicating with native
speakers daily, students can enhance their foreign language skills. They will
simultaneously explore the values and ways of life of the host country. For
example, Asian students might be surprised to find that communication in Western
countries is starkly open and straightforward, in sharp contrast to the intense
use of non-verbal messages in communication in their home countries. Not
surprisingly, even simple everyday experiences, such as buying food and mailing
letter, can help improve language proficiency
and promote culture learning. It gives students new perspectives on how
things are done.
During their overseas trips, many students will learn
how to take care of themselves and live independently. They might have initial
difficulties in fulfilling even the simplest tasks at the very beginning, such
as grocery shopping, doing laundry, making living arrangements and setting
accounts for electricity, but before long, they will adapt to the new
environment and become self-sufficient.
Moreover, by interacting with people from different backgrounds, overseas
students can exercise and improve their social skills, an experience which is
of great value to their careers later in life.
While studying abroad has its advantages, it might have
its drawbacks Most of the students are lack of life experience when they first
travel overseas. Failure to cope with the problems that arise from their
everyday lives might cause frustration. They feel helpless, suffer homesick and
in worse cases, have a breakdown.
As suggested above, studying abroad poses both
opportunities and challenges. While young people can become polyglots and independent individuals, gain
opportunities for personal growth and develop an appreciation of cultural
differences, they have to cope with the stress of living overseas.
1. life-transforming
= life-changing
2. take
on = assume = undertake
3. proficiency
= fluency
4. self-sufficient
= independent = autonomous = self-reliant
5. breakdown
= collapse = depression
6. polyglot
= multilingual individual
Topic 90: Some people argue that
learning a second language involves learning the culture of the country where
this language is spoken (including lifestyles). What is your opinion?
To most people, second language acquisition is a lengthy
and exhausting process.
A general approach taken by most learners is to learn vocabulary and memorise
grammar rules. They contend that language speaks for itself and the meaning of
language lies in the language itself. In my opinion, a language goes beyond its
literal meaning and
delivers different messages as situations change. The cultural context and
background of a language have a bearing on the forming of a language. There is
no distinction between acquiring a language and acquiring a culture.
The first reason to support the above contention is that
culture influences the evolution and formation of a language. Learning a
culture can help learners understand many aspects of a language, wording, syntax, and so forth. For
example, word order, the order in which words appear in sentences, differs from
language to language. In some languages, the object normally comes ahead of the
subject, as opposed to the
word order in the English language. It mirrors
the disparity in
ways of seeing things and ways of thinking between people who speak different
languages. Learning a culture can draw the attention of learners to these
differences and therefore lead them to use a foreign language appropriately.
Familiarity with a culture is also known as the prerequisite of
communication with native speakers. Effective communication relies not only on
wording, pronunciation and sentence construction but also on physical gesture, body language
and facial expressions. In fact, non-verbal messages sometimes tell people more
than verbal messages do. For example, silence in the English-speaking country
might indicate the agreement of the speaker on something, but in some Asian
countries, silence might convey
a message to the contrary, disagreement or even resentment. There is no denying that by learning the
cultural dimensions of a language, a language learner can make him-or-herself
acquainted with the skills and habits involved in cross-cultural communication.
Although the importance of studying the cultural aspect
of language is indisputable, it should not be over-emphasised. For most
learners, especially for those at an elementary' level, the cultural elements
of a language are remote and incomprehensible.
Intrusion of these messages will
create confusion. Learners will flounder
when the progress toward success is little and the situation appears to be unmanageable. Language
acquisition requires a high commitment of time and effort, so new learners are
advised to concentrate on the language itself at the first stage.
From what has been discussed, one can make it clear that
culture is an element that determines the difference between languages. Failing
to recognise this would impede
language learning. However, for new learners, acquiring a culture is less
practical, for it requires great effort and produces little outcome.
1. exhausting
= tiring = arduous = strenuous
2. literal
= plain = unvarnished = basic = original
3. contention
= assertion = argument = opinion = claim
4. syntax
= sentence structure = language rules
5. as
opposed to = rather than
6. mirror
= reflect
7. disparity
= difference = discrepancy
8. prerequisite
= precondition
9. gesture
= signal
10. convey
= communicate = transmit = pass on
11. resentment
= anger = hatred = antipathy
12. incomprehensible
= perplexing = beyond understanding
13. intrusion
= incursion
14. flounder
= have difficulty = struggle
15. unmanageable
= uncontrollable
16. impede
= obstruct = hinder = hamper = hold back
Topic 91: Some people argue that
history is of little or no use to us. Others believe that studying history
gives many benefits. Discuss those views and give your own opinion.
History has long been recognised us a discipline, but it
.seems to be a fact that few students have a clear concept of why they should
study it. Many people even argue that studying history is meaningless, considering the past differs in many
important ways from the present. In my opinion, there are many facts to show
the importance of history as a subject.
Despite the scepticism
over the relevance of historical events to today's society, understanding
the past contributes to people's decision making in today's social context. By
studying history, people can draw on the experience of the generations before
them, taking a similar path to success and avoiding a dead-end. Besides, they
understand how and why people (e. g., Hitler, Napoleon) behaved as they did.
They are aware that people are neither good nor bad but motivated in complex ways. Instead of being misguided by stereotypes
or historians, one learns to analyse issues or subjects based on historical
context and perspective, take a dispassionate
view toward today's political and social problems and trace origins and
causes objectively.
To students, studying history is not only to seek
self-knowledge, but also to enhance their skills and make themselves all-round
individuals. The study of history requires independent research as well as coherent explanations.
Students are encouraged to do as much work independently as they can and to
read widely and extensively. In addition to widening their experience, it helps
students develop qualities of perception and judgements. Students are
increasingly capable to analyse and compare conflicting views. All these
improvements can foster a student's intellectual independence, sharpness and maturity.
These strengths are transferable
across occupations and careers.
Although studying history is beneficial, its importance
should not be overstated. The
world is changing so rapidly that the lesson from the past might be applicable
in particular circumstances only. For instance, imperialism is now occurring in
business or culture, rather than in colonies. Taking the same approaches to
combat imperialism might be counter effective. Studying history should not be
taken as a demanding job but preferably as a pastime that satisfies people's curiosity over the past.
In addressing real-life issues, current events give people more hints and
advice than historical events do.
From what has been discussed, studying history is very
important, particularly in increasing one's knowledge and enhancing one's
intellectual abilities. However, it should not be attached with unjustified importance
because its applications in today's society are not known with certainty.
1. meaningless
= insignificant = worthless = unimportant
2. scepticism
= doubt
3. motivate
= inspire = encourage = stimulate
4. misguide
= mislead
5. dispassionate
= unbiased = objective = impartial
6. coherent
= consistent
7. sharpness
= acuteness
8. transferable
= conveyable-convertible
9. overstate
= exaggerate = over-emphasise
10. curiosity
= inquisitiveness = interest
11. unjustified
= groundless
12. with
certainty = certainly
Topic 92: Do you think middle
school students should study International news as a subject?
Today, watching news, a means of learning what is
happening around the world, has become a way of life to many people. When the
value of news is undisputed, an issue of debate is whether it is necessary to
include international news as part of school curriculum. I am of the opinion
that it will be an enheartening change.
The first point to support the importance of
international news is that it reminds young people of the forces of
globalisation and international developments. In today's world, businesses
operate beyond borders and countries are closely connected with each other. Any
country that fails to recognise this would miss out on the benefits of
globalisation. To young people, watching international news leads them to
develop a global perspective and world vision.
They learn to elicit information from news and use it in decision making,
for example, studying abroad, career option, and so forth. It is of critical
importance as they are very likely to face still international competition
later in life.
Another benefit obtained from studying international
news is enhancing young people's capabilities and skills, such as critical
thinking skills. Living in a society that is bombarded with different messages,
many people have become lost in search for useful information and unable to
understand and absorb information. Studying international news drives them to
explore perspectives and get a view of every aspect of an international event.
Reading editorials allows them to practice independent thinking.
Despite those benefits, integrating international news
into curriculum requires educators to address several issues in advance. First,
students might be distracted by a great variety of conflicting arguments
produced by different experts. However, as mentioned above, it is immensely conducive to
the development of their analytical skills. Meanwhile, it could be
time-consuming for students to read those news stories that are identical
with each other in essence, although they appear in different papers.
It, therefore, requires teachers to select news in advance and play an active
role.
In conclusion, one has reasons to believe that
international news deserves a place in school curriculum. By reading, watching
and analysing international news, future generations will knowledge of the
whole world and enrich a variety of skills.
1. vision
= foresight = farsightedness = forethought
2. immensely
= vastly = greatly = immeasurably
3. identical
= the same = duplicated = alike
Topic 93: Opinions divide
concerning what plays a more important role in people's personality
development, nature or nurture. What is your opinion?
The idea of nature-versus-nurture has long been debated,
with no conclusive resolution.
People are faced with an apparent paradox: while some studies have ascertained that no nexus exists between
genes and behavioural patterns, anecdotal evidence suggests that it is not a foregone conclusion. This
essay is to evaluate these two schools of thoughts, with some facts being
closely examined.
It is still a myth why some children, born in affluent families and raised in a positive
enriching environment, still embark
on a career of crime and self destruction. It points to factors
outside of the parental and educational environment; or in plain words, it
could be traced back to genetics and thus a natural progression. It must be
remembered that life is not simple. Nor is any human being. Even though
environment is so overwhelming that it either suppresses or fortifies personality
traits of individuals, individuals differ from each other in many aspects,
rather than show identical traits. Genetic difference shows its effect from as
early as one's preschool years, throughout adolescence and into adulthood.
The impacts of nature seem sizeable in some other cases.
For example, a couple can give birth to twins who resemble each other in both appearance and behaviour.
Ruthlessly separated at birth, and brought up in completely different
environment, the twins would most likely grow into identical adults, developing
extremely similar characteristics and even showing the same likes and dislikes.
So striking are the
effects of their genetic make-up that those of the environment are obscured.
Despite the strong proof that nature is responsible for
one's behaviour, it is not to deny the function of the environment people are
raised in. Studies show that many young criminals come from problem families,
who have a history of violence and crime. Without good job prospects, they end
up with finding solace in
gangs. The circle of poverty and crime will continue, as these young criminals
start new families with the characteristics of their own.
As suggested above, people are made up by both learned
and born traits. There
is no need to reach a conclusion that either environment or nature plays a decisive
part in one's character and behaviour development. Although the effect of
genetic heredity is overt, one cannot afford to ignore that of environment
where a child is brought up.
1. conclusive
= definite = irrefutable = decisive
2. resolution
= result = declaration
3. ascertain
= find out = establish
4. nexus
= elation = link
5.
a foregone conclusion
6. affluent
= wealthy = rich = high-income = high-class
7. raise
= bring up = rear = nurture
8. embark
on = initiate = attempt
9. fortify
= strengthen = reinforce
10. resemble
= bear a resemblance to = be similar to
11. striking
= conspicuous = remarkable = noticeable
12. obscure
= dim
13. solace
= comfort = consolation
14. trait
= attribute = characteristic = feature
Topic 94: Do you think that parents
should be punished if their five-year-old child commits a crime? From what age
should children be held responsible for their own behaviours?
Parents' intervention can heavily influence a child's
personality and behaviour development. It is an interesting subject of
discussion whether parents should be liable
for their five-year-old child's lawoffending behaviour or even subject to punishment. In
my viewpoint, parents must be held responsible.
Unlike adults, children break the law in the
absence of either
incentive or motive. Their acts are accidental
and intuitive, signalling the accumulative effect
of the environment where they grow up. Children informative years are particularly susceptible to
whom they meet and what they see in their daily lives. For example, their
violent acts are very likely to reflect a mixed effect of their repeated
exposure to violence. Parents should therefore act as gatekeepers to prevent their children from watching
TV and playing video games, thereby negating
the influence of media. Once a child uses violence, it reveals that his or
her parents have habitually failed to fulfil those duties. For this reason, parents
should be accountable for their child's wrongdoing.
Another example to show parents' effect on their child's
behaviour is that many parents fail to set a positive role model. More often
than not, parents have their own behaviour problems (such as using violence in
the face of their children). As children have a natural ability to imitate
others, their violent or unlawful behaviour is potentially a replica of their
parents'. That's why children with fine upbringing normally show their courtesy and professional
etiquettes in coping with real-life problems, such as conflicts with others,
while those children with poor upbringing are more likely to act violently.
People are thus not surprised to see that many young delinquents had unhappy
lives and felt discontented
with their life circumstances in which they grew up.
In general, 18 is the age when an individual starts to
be legally responsible for his or her acts. This is an age from which a child
is ready to explore life him-or-herself and assumes life responsibilities. For the most part they
are allowed to vote, drive, drink and smoke. They have sufficient experience,
knowledge and competence for decision making and reaching moral conclusions.
In conclusion, parents should be subject to punishment
when their children violate the law, in view of their tremendous influence on
their child's behaviour. It is their inescapable
responsibility until their child comes
of age.
1. liable
= responsible = accountable
2. subject
to = exposed to
3. in
the absence of = lacking
4. accidental
= unintentional = unplanned = inadvertent
5. intuitive
= instinctive = spontaneous
6. signal
= indicate
7. formative
= impressionable
8. gatekeeper
= guardian = protector = custodian
9. negate
= counteract = reverse = wipe out
10. courtesy
= politeness
11. discontented
= dissatisfied = unhappy = displeased
12. for
the most part = on the whole = principally
13. inescapable
= inevitable
14. come
of age = come to maturity = become an adult
Topic 95: Some scientists believe
that studying the behaviour of 3-year-old children can predict their
criminality. To what extent do you think a crime is a product of human nature
or is it possible to stop children from growing up to be criminals?
The age-old
nature vs nurture debate is concerned mainly with reaching a conclusion
over genetic and environmental influences on criminal behaviour, which has long
been a subject of interest to psychologists and criminologists. Some scientists
subscribe to a view that studying the behaviour of 3-year-old children can help
foretell their criminality. To the best of my knowledge, both genes and
environment have a bearing over the development of one's behaviour patterns,
including criminal or violent behaviour.
The notion that some individuals have a genetic predisposition for
criminal behaviour can seek support from a large number of facts. For example,
aggression and impulsivity, two personality traits commonly found among adult
criminals, are in fact evident
from as early as those people's preschool years. Criminals are also diagnosed to share a
similar set of psychological problems, indicating their heritable nature. If given the right circumstances, individuals
with those genes would eventually engage in criminal activity. For example, the
children raised in an environment where violence and illegitimacy are norms are
more likely to commit similar crimes in adulthood. It is therefore fair to say
that the effect of heredity is worsened
by the environment.
While the impact of genetic predisposition is
recognised, genetics is not solely responsible for unlawful acts. Criminal tendencies are admittedly
clear among those children whose parents have a long criminal history. However,
the chances for their engagement in criminal activities would not become bigger
until they are exposed to an environment that breeds such activities.
Environment can modify, weaken or reinforce one's characteristics. It is the
reason why a child can act in a different manner from his or her parents. It is
neither practicable nor rational to make a moral judgement on a child simply by
their genetic makeup and label
him or her as a criminal while ignoring the influence of factors like
education.
A proper understanding of the impact of environment on
individual behaviour also enables people to recognise the influence of some
other elements, such as schooling and upbringing.
Children, whose biological parents have criminal records, have the
potential for personal success, if adopted and reared by well-educated and
upper class families. Likewise, children who experience family problems like
family breakdown and child abuse are more likely to commit violent crimes later
in life. These elements, working either in isolation or in groups, lead to a
child's criminal behaviour.
In the light of the facts outlined above, one can
conclude that the interaction between genes and the environment is a predictor
of criminal behaviour. Certain genes, when combined with certain environmental
factors, lead to criminal behaviour. To prevent individuals with criminal
disposition from committing crimes, schooling, parenting and some other factors
are of critical importance.
1. age-old
= long-standing
2. predisposition
= disposition = penchant
3. evident
= obvious = apparent = manifest = marked = patent = plain
4. diagnose
= detect = identify
5. heritable
= inherited = hereditary
6. circumstance
= environment = condition
7. worsen
= multiply
8. unlawful
= illegal = illegitimate = prohibited
9. label
= regard = consider = brand
10. upbringing
= rearing = education
Topic 96: Computers do not help
children learn more effectively. On the contrary, the use of computers has a
negative effect on children's physical and mental development. To what extent
do you agree or disagree?
In the new millennium, computer technology is set to
become an essential feature of the society. People are very often confronted
with the argument concerning the impact of widespread computer use on young
people. In my opinion, using computers can be either beneficial or harmful, so
moderation is the key.
Excessive use of computers is unarguably detrimental, as it can
place children at risk in terms of their physical, social and psychological
development. Studies have pointed to the fact that children need physical
activity and social interaction to be healthy, happy and productive
individuals. Unmonitored use
of computers isolates them from those activities and makes them indifferent to
the real world. They are so immersed
in the computer that they are rarely concerned about the people and matters around
them. It leads to a drop in their interaction with others, organised sports and
other social activities that are conducive
to their development
Another hazard
of excessive computer use is children's increased exposure to violent and
sexual contents beyond their years, which have long-term negative effects on
their lives. Repeated exposure to violence has been recognised and singled out
as a decisive element responsible for children's subsequent aggressive
behaviour. Although computer games that have violent themes have been forbidden in many countries, tens of
thousands of children are vulnerable to other forms of violence that spread on
the Internet.
Despite the negative effects of excessive computer use,
adults can take advantage of computer technology in different areas of
education. Educational games, for example, are believed to have positive
effects on children's intellectual well-being. Some computer games are
developed specifically to help children develop academic skills required for
schoolwork. Computers meanwhile provide an escape
for children who experience high levels of pressure in the daytime and
offer them a balance between campus and off-campus life.
As suggested above, healthy and appropriate use of
computers is accepted and encouraged. By giving children ongoing instructions,
imposing a limit on computer time and classing
the types of content a child can view, teachers and parents are able to use
the computer technology to great advantage while avoiding possible harms.
1. detrimental
= harmful = damaging = unfavourable
2. unmonitored
= :unsupervised = uncontrolled
3. immersed
in = absorbed in = engrossed by
4. rarely
= hardly = seldom = once in a blue moon
5. conducive
= favourable = helpful = advantageous = beneficial
6. hazard
= risk = peril = danger
7. theme
= main subject = main idea
8. escape
= diversion = distraction = pastime
9. class
= classify = categorise = group
Topic 97: In modern society, some
people argue that schools become unnecessary as children can study at home via
the Internet. Do you agree or disagree?
The rapid progression
of the Internet has paved the way for the growing popularity of distance
learning. People are now speculating
on the possibility of the Internet taking the place of a traditional school. In my
opinion, given the continued advance in technology, Internet-based learning can
serve as an alternative to traditional class-based learning.
Online education has a large number of advantages. It
allows students to set their own study time. Unlike traditional learning,
online courses offer children greater flexibility and enable them to create a
timetable in line with their needs and characteristics. Students can also save
tuition fees, because a virtual school normally charges students much less than
a conventional school does. It is particularly a great option for those
students with physical handicaps,
who have great difficulties in commuting to school campus. For those who
live far away from the school, online education is remarkably favourable. It
can be expected that the Internet is very likely to replace a physical school
as an education provider in the near future if its drawbacks are removed.
The first drawback of a virtual school is lack of human
contact, as opposed to a noted merit
of traditional teacher-led education, providing students with ongoing daily
interactions with teachers. This weakness can be solved by taking advantage of
bandwidth network technologies. The interaction between students can be
guaranteed when one can contact with another — whenever and wherever he or she
likes—via email, post comments on message boards and chat rooms, or even
videoconference for communication. Educators are also concerned that online
learning cannot make all skills and knowledge transferable. For example, some courses require a
high proportion of hands-on practice, which is beyond the capacity of online
training. This problem can be nevertheless addressed by introducing multimedia
as a teaching aid. By using audio and video, students can sample different
learning styles and acquire both general and specialised knowledge of a
subject.
As suggested above, there are plenty of benefits of
online learning, including flexibility, cost-saving and convenience. Although
it has two problems, lack of interaction and tailing to provide a wide range of
courses, both can be overcame as technology advances.
1. progression
= development = evolution = advance
2. speculate
on = consider = contemplate
3. take
the place of = substitute = supplant
4. handicap
= disability
5. merit
= value = advantage
6. transferable
= conveyable
7. sample
= try = experiment
Topic 98: The computer is widely
used in education and some people think that teachers will not play important
roles in the classroom. To what extent do you agree?
Computers have been favoured by more and more educators
and teachers as a key component of a perfect educational environment. Its role
in a traditional classroom is nevertheless a subject of debate, with myriad arguments being
advanced both in support of and against its impact on the role of a teacher.
One of the major drawbacks of the computer is lack of
flexibility. Due to its programmatic limitations,
its teaching is uniform,
repetitive, standardised and therefore unsuited
to the specific needs of a student. For example, it can only answer
questions which have been programmed into it but fails to answer any unusual, non-standard and unprecedented question. By contrast, a human teacher
is able to respond flexibly with giving well-tailored, persuasive and inspiring
answers. For this reason, a computer hardly functions as effectively as a human
teacher does.
Another disadvantage of the computer, which makes it unaligned with the
philosophy of the contemporary education, is its failure to interact with
students. Out of technical constraints, the computer is interested in eliciting the desired
response only. Students' unexpected performance, potentially exceptional and
distinguished, is not recognised by the computer. It is fair to say that
computers achieve nothing but make all education into an uncritical type of vocational training. Students are
conditioned to absorb information without questioning and given no chance to
express their personal opinions.
There are some other problems inherent in the
computer-based teaching, such as inability to discipline students and failing
to attend to students'
emotional needs, making this model of teaching not as competent as the
traditional style. However, the contribution of the computer as a teaching aid
can never be underrated. It
not only assists teachers to present educational materials in diversified ways
but also provides repetitive drills
to improve the students' command of knowledge. With the computer, the teacher
can spend less time on paper work and concentrate more on the development of a
student in other aspects, such as creativity and teamwork skills. It is
essential to advancing rounded education.
Taking into consideration those above-mentioned
characteristics of computer-based teaching, one can conclude that the computer
can only serve as a teaching aid, facilitating students' interest in a topic
and assisting them to take in information faster, rather than taking the place of
the teacher.
1. myriad
= numerous = many = countless
2. limitation
= constraint = restriction
3. uniform
= identical = standardised = homogeneous
4. unsuited
to-incompatible with
5. unusual
= uncommon = atypical
6. non-standard
= irregular
7. unaligned
with = inconsistent with
8. elicit
= obtain
9. uncritical
= unsuspecting
10. attend
to = look after = care for
11. underrate
= underestimate
12. drill
= practice = exercise
13. take
the place of = replace
Topic 99: Although it is generally
prohibited, corporal punishment persists in many families. Do you think
corporal punishment is an acceptable way to regulate children's behaviours?
Physical
punishment is of
concern for many researchers. A subject of broad interest is how physical
punishments link to the internal and external influences that a child may be
exposed to. Either from studies or people's experience, the use of corporal
punishment can cause short and long term effects on a child's personality,
identity and behaviour.
Although many parents attempt to control the intensity
of physical punishment, their behaviour, in many instances, increases the likelihood of causing
remediless harm to their children. The distinction between discipline and abuse
is hardly clear-cut, and
there is no assurance that parents can control their discipline properly.
Physical injury seems
to be an inevitable result in most cases. For example, spanks are widely
accepted by many parents as a method of discipline, but, unfortunately, most
parents hit harder when children recommit the offence. Injuries are therefore
well-documented.
In addition to physical harm, corporal punishment has
been considered as the facilitator of many kinds of emotional harms. For
example, children who are exposed to intense and frequent physical punishment
are more likely than their peers to suffer depression, unhappiness, anxiety and
feelings of hopelessness. The accumulative effects of these problems have a profound influence over
most survivors of physical punishment. They lose courage to venture and have no
desire for being creative individuals, as they only try things their parents
permit them to do.
There are also some other negative outcomes, such as
behavioural problems. Corporal punishment is perhaps not the sole factor
responsible for delinquent behaviour among children, but there is no denying
that it increases children's tendency to act out and attack their siblings,
peers or even parents. It is particularly true when children receive physical
punishment intensely. Even worse, victims of physical punishment might use
violence as one of the main parenting methods when they become parents. It is a
vicious cycle.
In conclusion, physical punishment can affect a child's
life forever. It is imperative that every parent control the extent to which
they physically punish their children in order to avoid any negative behaviour
problems.
1. physical
punishment = corporal punishment
2. in
many instances = in many cases = under some circumstances
3. clear-cut
= clear = definite = straightforward
4. injury
= harm
5. profound
= overwhelming = intense = deep = great = extreme
Topic 100: It is not uncommon that
children are required to obey the rule of their parents and teachers. Some
people are worried that too much control over children will not prepare them
well for their adult life. Discuss both sides and give your opinion.
Adults' intervention plays a pivotal role in a child's
development. Despite this general knowledge, people are very often confronted
with the arguments about the appropriateness of some traditional teaching
styles and methods, such as enforcing rules and requiring children's compliance.
I agree that rules set by parents contribute greatly to the shaping of
children's behaviour, personalities and all other personal characteristics,
although I question the view that it is definitely beneficial to children.
There is no point in denying that rule setting is
possibly the most effective method in overcoming some upbringing difficulties,
such as protecting children from dangers and guiding them to act rationally. Children are adventuresome and full of
curiosity. They attempt various activities, either with deliberation or on the spur of the moment. Imposing
rules is therefore imperative, as it prevents many problems from occurring. For
example, forbidding accessing knives, medicine, microwaves or ovens can
minimise the risk of accidents and injuries. Some other rules, such as
forbidding spitting, nose-picking and foul language, lead children to develop
proper demeanour in
different social situations, and to adhere to strict rules of professional
etiquettes from their early childhood.
However, rules should be lifted gradually as children grow older, especially
when it becomes clear that rules tend to restrain
children's mental development. In a traditional classroom, for example,
rules are set and applied to underpin
the authority of a teacher. Students are not allowed to pose questions at
will, nor are they allowed to challenge teachers' answers. Many of their
questions remain unanswered, presenting obstacles to their learning process and
forming numerous misconceptions.
Another problem is that it will discourage students from reflecting on what they
have learnt, and dampen their
passion for learning. They are trained as mechanical
or rote learners, while their aptitude for creativity is stifled.
As indicated above, whether to impose rules on children
is determined as much by the age of children as by the appropriateness of rules
themselves. For younger children, strict rules should be set to ensure
children's safety and health. For older children, rules should be concerned
about children's behaviour on social occasions. When children become
responsible and knowledgeable with
age, rules should be phased
out.
1. rationally
= sensibly = reasonably
2. adventuresome-adventurous:
= daring = courageous = audacious
3. deliberation
= careful consideration
4. demeanour
= behaviour = manner = conduct
5. lift
= revoke = rescind = cancel
6. restrain
= hold back hold down control
7. underpin
= buttress = underline = bolster = strengthen = fortify
8. misconception
= mistaken belief = misunderstanding = fallacy
9. reflect
on = mull over = meditate on = contemplate
10. dampen
= reduce = diminish
11. mechanical
= unthinking
12. stifle
= suppress = restrain = repress
13. with
age = as one grows up
14. phase
out = abolish = forsake
