Contents

1. Advertising........................................................................................................ 2
2. Animal rights....................................................................................3
3. Cities................................................................................................................... 5
4. Crime.................................................................................................................. 6
5. Education........................................................................................................... 8
6. Environment.................................................................................................... 14
7. Family............................................................................................................... 17
8. ender.............................................................................................................. 19
!. enetic Engineering....................................................................................... 20
1". lo#al issues................................................................................................ 21
11. overnment and $ociety............................................................................22
12. uns and %ea&ons...................................................................................... 24
13. 'ealth............................................................................................................ 26
14. 'ousing and Architecture.......................................................................... 27
15. (anguage...................................................................................................... 28
16. )oney............................................................................................................ 28
17. *ersonality.................................................................................................... 29
18. $&ort and (eisure........................................................................................ 30
1!. +elevision, -nternet, *hones......................................................................31
2". +ourism.......................................................................................................... 33
21. +raditional vs )odern................................................................................. 34
22. +rans&ort....................................................................................................... 35
23. %ater............................................................................................................. 36
24. %or............................................................................................................... 37
Ideas for IELTS topics
Who is this boo for!
"a#$ st%de#ts ha&e #o ideas or opi#io#s abo%t IETLS 'riti#( topics. E&e# if $o%r
(ra))ar is perfect* $o% 'i++ #ot (et a hi(h IELTS score if $o% do #ot #o' 'hat to
'rite. This boo is for st%de#ts 'ho 'a#t to (o i#to the 'riti#( e,a) fee+i#(
co#-de#t that the$ ha&e e,ce++e#t ideas* opi#io#s a#d &ocab%+ar$ for as )a#$
topics as possib+e
.o' do $o% (et a# IELTS score of 7 or hi(her!
The e$ to a hi(h score is #ot (ra))ar* it is #ot $o%r %se of 'ords +ie /)oreo&er0
or /i# additio#0* a#d it is #ot $o%r %se of phrases +ie /this is co#tro&ersia+ iss%e
#o'ada$s0.
+o get a high score you need to use good /to&ic language0 12ords and
&hrases that are related to the 3uestion to&ic4. 5ou need good ideas in
order to ans2er the 3uestion 2ell.
.o' sho%+d $o% prepare for IELTS 'riti#( tas 2!
There is a# e#or)o%s a)o%#t of ad&ice o# )$ 'ebsite ie+ts1si)o#.co). .ere is a
s%))ar$ of 'hat I s%((est2
1 $&end more time &re&aring than testing
Whe# $o% test $o%rse+f* $o% -#d o%t 'hat $o%r +e&e+ is* b%t $o% do #ot +ear#
a#$thi#( #e'. 3o% 'i++ #ot i)pro&e if $o% o#+$ 'rite test essa$s. 4efore 'riti#(
a# essa$* st%d$ the topic a#d prepare $o%r ideas* opi#io#s a#d &ocab%+ar$.
1 $teal my ideas
If $o% o#+$ %se the &ocab%+ar$ that $o% a+read$ #o'* $o% 'i++ #ot +ear# a#$thi#(
#e'* a#d $o% 'i++ #ot i)pro&e. 5ractise +i#i#( )$ topic ideas to(ether to 'rite
/perfect essa$s0. See the 'ebsite for e,a)p+es of ho' to do this.
1 6se this boo to(ether 'ith the 'ebsite
The 'ebsite ie+ts1si)o#.co) co#tai#s +esso#s a#d &ideos that sho' $o% ho' to
%se the ideas fro) this boo. 3o% ca# spea to )e there if $o% ha&e a#$
7%estio#s.
8o#te#t
24 topics2
1. Advertising
*ositives o6 Advertising
9d&ertisi#( is a e$ part of )oder# b%si#ess
8o)pa#ies #eed to te++ c%sto)ers abo%t their prod%cts
9d&ertise)e#ts i#for) %s abo%t the choices 'e ha&e
9d&ertisi#( is a creati&e i#d%str$ that e)p+o$s )a#$ peop+e
Witho%t ad&ertisi#( 'e 'o%+d ha&e +ess choice
Witho%t ad&ertisi#( there 'o%+d be hi(her %#e)p+o$)e#t
9d&ertisi#( is a for) of )oder# art
5eop+e e#:o$ ad&erts
7egatives o6 Advertising
9d&ertisi#( )a#ip%+ates peop+e
It ai)s to pers%ade peop+e that b%$i#( a prod%ct 'i++ )ae the) happier
9d&ertisers foc%s o# se++i#( a bra#d i)a(e
The$ %se (+a)oro%s* s%ccessf%+ peop+e
We #o' +i&e i# a co#s%)er c%+t%re
We are pers%aded to fo++o' the +atest tre#d
We are e#co%ra(ed to associate certai# bra#ds 'ith a hi(her stat%s
9d&ertisers ofte# ai) their )areti#( at chi+dre#
8hi+dre# ca# easi+$ be i#;%e#ced b$ ad&ertise)e#ts.
8hi+dre# p%t press%re o# pare#ts to b%$ the) thi#(s
8&inions a#out Advertising
9d&ertisi#( sho%+d be re(%+ated
9d&ertisi#( ai)ed at chi+dre# sho%+d be co#tro++ed or e&e# ba##ed
6#hea+th$ foods sho%+d #ot be )areted i# a 'a$ that attracts chi+dre#
5rod%cts that ca# be ris to hea+th$ sho%+d disp+a$ 'ar#i#(s
I# so)e co%#tries it is i++e(a+ to ad&ertise ci(arettes o# te+e&isio#
War#i#(s )%st be disp+a$ed o# ci(arette pacets
.o'e&er* ad&ertisi#( is #ecessar$ i# free )aret eco#o)ies
It creates de)a#d for prod%cts
<o&er#)e#ts sho%+d o#+$ ce#sor fa+se i#for)atio# or prod%cts that are
har)f%+
2. Animal rights
Arguments 6or Animal testing
9#i)a+s are %sed i# i)porta#t scie#ti-c research
It is #ecessar$ to do )edica+ tests o# #e' dr%(s
9#i)a+ testi#( he+ps to ad&a#ce )edica+ a#d scie#ti-c #o'+ed(e
"a#$ i)porta#t )edica+ disco&eries i#&o+&ed e,peri)e#tatio# o# a#i)a+s
=esearchers ai) to )i#i)i>e the s%?eri#( that a#i)a+s e,perie#ce
Testi#( for the cos)etics i#d%str$ is #o' ba##ed i# )a#$ co%#tries
Arguments against Animal +esting
The be#e-ts of research %si#( a#i)a+s do #ot :%stif$ the s%?eri#( ca%sed
There are a+ter#ati&e )ethods of research
The +i&es of a#i)a+s sho%+d be respected
.%)a#s ha&e #o )ora+ ri(ht to do e,peri)e#ts o# a#i)a+s
Arguments 6or 9egetarianism
@e(etaria#s do #ot eat foods that are prod%ced b$ i++i#( a#i)a+s
"a#$ peop+e choose a &e(etaria# diet for )ora+ or hea+th reaso#s
9 hea+th$ diet is possib+e 'itho%t eati#( )eat
It is %##ecessar$ to i++ a#i)a+ for food
9 &e(etaria# diet )a$ red%ce the ris of disease +ie ca#cer
"a#$ peop+e 7%estio# the treat)e#t of a#i)a+s i# factor$ far)s
Arguments against 9egetarianism
@e(etaria#s do #ot eat a ba+a#ced diet
I# )a#$ c%+t%res* )eat is the )ai# i#(redie#t i# traditio#a+ )ea+s
"eat1eaters ar(%e that a#i)a+s are be+o' h%)a#s i# the food chai#
It is co)p+ete+$ #at%ra+ for %s to i++ the) for food
A%r ai) sho%+d be i)pro&e far)i#( )ethods
Bar)s sho%+d prod%ce or(a#ic food
*ositives o6 :oos
Coos pa+$ a# i)porta#t ro+e i# 'i+d+ife co#ser&atio#
The$ ca# he+p to protect e#da#(ered species
Coos a++o' scie#tists to st%d$ a#i)a+s a#d their beha&ior
Coos are ed%catio#a+* i#teresti#( a#d f%#
8hi+dre#* i# partic%+ar* e#:o$ +ear#i#( abo%t a#i)a+s
Coos pro&ide :ob opport%#ities.
7egatives o6 :oos
Coo a#i)a+s are ept i# arti-cia+ e#&iro#)e#ts
The$ are ept i# ca(es or ha&e +i)ited space
Coo a#i)a+s re+$ o# h%)a#s
The$ +ose the freedo) to h%#t for food
The$ best 'a$ to sa&e e#da#(ered species is b$ protecti#( #at%ra+ habitats.
So)e peop+e be+ie&e that >oos are %#ethica+
Coos e,hibits a#i)a+s 'ith the ai) of )ai#( )o#e$
We ha&e #o ri(ht to %se a#i)a+s for e#tertai#)e#t a#d pro-t.
3. Cities
;easons 6or <r#ani=ation
5eop+e )o&e to cities i# search of :ob opport%#ities
8ities o?er (reater e)p+o$)e#t possibi+ities a#d a hi(her sta#dard of +i&i#(
5eop+e )i(rate to cities fro) the co%#tr$side
Traditio#a+ acti&ities +ie far)i#( #eed fe'er 'orers #o'ada$s
7egatives o6 City (i6e
Life i# cities has its dra'bacs
The cost of +i&i#( is hi(her tha# i# r%ra+ areas
So)e peop+e d #ot )a#a(e to -#d 'or
.o%si#( is %s%a++$ )%ch )ore e,pe#si&e
.o)e+ess#ess a#d po&ert$ are co))o# o# cities
There is a (ap bet'ee# rich a#d poor
Life i# cities ca# be e,tre)e+$ stressf%+
There are prob+e)s +ie traDc co#(estio# a#d cri)e
8ities +ac a se#se of co))%#it$
5eop+e do #ot e&e# #o' their #ei(hbor
8ities are so)eti)es described as /co#crete :%#(+es0.
*edestrian Areas
5edestria# >o#es i# cit$ ce#tre ca# i)pro&e the +oca+ e#&iro#)e#t
4a##i#( cars e#co%ra(es peop+e to 'a+ or c$c+e
"a#$ E%ropea# cities ha&e b%i+t bic$c+e +a#es
Eepe#de#ce o# cars is +i#ed to hea+th prob+e)s +ie obesit$
5eop+e 'ho 'a+ or c$c+e re(%+ar+$ are (e#era++$ hea+thier
5edestria# areas are safer a#d )ore attracti&e for both reside#ts a#d to%rists
4. Crime
*olice and Crime *revention
The :ob of the po+ices is to catch cri)i#a+s
The$ )%st a+so pre&e#t cri)e a#d )ae co))%#ities safer
There sho%+d be a# i#crease i# the #%)ber of po+ice oDcers o# the streets
5o+ice oDcers sho%+d be see# as part of the co))%#it$
The$ sho%+d be i#&o+&ed 'ith ed%catio# a#d pre&e#tio#
The po+ice sho%+d be i# c+ose co#tact 'ith schoo+s
The$ sho%+d foc%s o# $o%#( peop+e 'ho ha&e dropped o%t of schoo+.
These tee#a(ers )a$ beco)e i#&o+&ed 'ith (a#(s
*unishments>*risons
Bi#es are %sed as p%#ish)e#t for )i#or cri)es
If the cri)e is )ore serio%s* priso# is the )ost co))o# p%#ish)e#t
So)e cri)i#a+s pose a threat to societ$
The$ are p%t i# priso# to e#s%re the safet$ of other citi>e#s
7egatives o6 *risons
8ri)i#a+s are p%t to(ether
The$ )ae frie#ds 'ith other o?e#ders
"a#$ priso#ers re1o?e#d 'he# the$ are re+eased
9 cri)i#a+ record )aes -#di#( a :ob )ore diDc%+t
;eha#ilitation
9#other ai) of priso#s is rehabi+itatio#
5riso#ers recei&e ed%catio# of &ocatio#a+ trai#i#(
5riso#ers sho%+d +ear# perso#a+ si++s a#d speci-c :ob si++s
5%#ish)e#t co%+d )ae priso#ersF beha&ior 'orse
=ehabi+itatio# ai)s to )ae the) better citi>e#s
=ehabi+itated priso#ers are +ess +ie+$ to re1o?e#d
Ca&ital &unishment
S%pporters sa$ that capita+ p%#ish)e#t deters cri)e
Bear of the death pe#a+t$ stops peop+e fro) co))itti#( o?e#ces
The death pe#a+t$ sho's that cri)e is #ot to+erated
It is a for) of re&e#(e
The cost of i)priso#)e#t is a&oided
The o?e#der ca##ot pose a threat to others
Against Ca&ital *unishment
I##oce#t peop+e co%+d be 'ro#(+$ co#&icted a#d e,ec%ted
8ri)e rates are #ot #ecessari+$ red%ced
"a#$ cri)i#a+s do #ot thi# the$ 'i++ be ca%(ht
8apita+ p%#ish)e#t is #ot a (ood deterre#t
E,ec%ti#( priso#ers creates a &io+e#t c%+t%re a#d e#co%ra(es re&e#(e
We ha&e #o ri(ht to tae a#other h%)a# +ife
Community service
8o))%#it$ ser&ice is a 'a$ to refor) o?e#ders
It co%+d be a so+%tio# to priso# o&ercro'di#(
It a&oids the cost of i)priso#)e#t
It )aes o?e#ders %sef%+ i# their +oca+ co))%#ities
The$ are re7%ired to c+ea# streets or ta+ to schoo+ (ro%ps
A?e#ders repa$ their co))%#it$
The$ a&oid the #e(ati&e i#;%e#ce that priso# ca# ha&e
Against community service
8o))%#it$ ser&ice is #ot a s%Dcie#t p%#ish)e#t
8ri)i#a+s sho%+d be +oced %p* a'a$ fro) their &icti)s
Crime in the )edia
8ri)e is o#e of the )ai# s%b:ects of )ost #e's pro(ra)s.
The )ass )edia foc%s o# &io+e#t a#d se#satio#a+ cri)es
This +ead to fear of cri)e a)o#( the p%b+ic
Se#satio#a+ stories attract )ore &ie'ers or readers
The )edia report cri)e stories i# order to i#crease their a%die#ce
5. Education
?ene@ts o6 education
Ed%catio# (i&es peop+e #o'+ed(e a#d si++s
5eop+e 'ith 7%a+i-catio# are )ore +ie+$ to -#d 'or
The$ ca# ear# a hi(her sa+ar$
The$ ca# co#trib%te positi&e+$ to societ$
Schoo+s ai) to teach $o%#( peop+e )ora+ &a+%es s%ch as to+era#ce a#d shari#(
Schoo+s prepare chi+dre# to be )e)bers of a societ$
?ene@ts o6 $tudying A#road
Borei(# i#stit%tio#s )a$ o?er better co%rses
"a#$ st%de#ts 'a#t to atte#d a presti(io%s %#i&ersit$
The best %#i&ersities e)p+o$ teachers 'ho are e,perts i# their -e+ds
G%a+i-catio#s (ai#ed abroad ca# ope# the door to better :ob opport%#ities
Li&i#( abroad ca# broade# st%de#tsF hori>o#s
A&erseas st%de#ts are e,posed to di?ere#t c%+t%res a#d c%sto)s.
The$ beco)e )ore i#depe#de#t
The$ are respo#sib+e for cooi#(* c+ea#i#( a#d pa$i#( bi++s
The$ 'i++ +ear# a forei(# +a#(%a(e
Ara2#ac. o6 studying a#road
Li&i#( a#d st%d$i#( abroad ca# be diDc%+t
St%de#ts ha&e prob+e)s 'ith paper'or s%ch as &isa app+icatio#s
The +a#(%a(e barrier ca# be a prob+e)
St%de#ts ha&e to -#d acco))odatio# a#d pa$ bi++s
St%d$i#( i# a forei(# +a#(%a(e is cha++e#(i#(
Li&i#( a+o#e i# a# %#fa)i+iar c%+t%re ca# ca%se ho)esic#ess
+echnology in EducationB Advantages
Tech#o+o($ is a po'erf%+ too+ to e#(a(e st%de#ts
Tech#o+o($ ca# )ae +esso#s )%ch )ore i#teresti#(
St%de#ts ca# do research %si#( o#+i#e reso%rces
St%de#ts ca# st%d$ at their o'# p+ace
9d%+ts ca# tae dista#ce +ear#i#( co%rses
St%de#ts ca# st%d$ 'he#e&er a#d 'here&er the$ 'a#t
St%de#ts a+so +ear# si++s 'hich are %sef%+ for their f%t%re :obs
Bor e,a)p+e* the$ +ear# to 'rite reports %si#( a 'ord processor
+echnology in EducationB Aisadvantages
5eop+e re+$ too )%ch o# co)p%ters
3o%#( +ear#ers do #ot beco)e pro-cie#t i# so)e basic si++s
The$ %se 'ord processors a#d spe++i#( )a$ s%?er
5eop+e sho%+d be ab+e to 'rite a +etter b$ ha#d
Tech#o+o($ is #o s%bstit%te for a rea+ teacher
Lear#ers #eed a str%ct%red co%rse
9# e,perie#ced teacher #o's 'hat )ateria+s to choose
8o)p%ters are e,pe#si&e to )ai#tai# a#d ca# be %#re+iab+e
+echnology in EducationB 8&inion
I#stit%tio#s sho%+d s%pp+e)e#t traditio#a+ teachi#( 'ith the %se of tech#o+o($
Tech#o+o($ is part of e&er$da$ +ife
It ca# e#ha#ce a teacherFs +esso#s
St%de#ts ca# %se o#+i#e reso%rces to he+p 'ith ho)e'or
St%de#ts )%st sti++ +ear# to 'rite b$ ha#d
The$ sho%+d sti++ %se traditio#a+ so%rces of i#for)atio# s%ch as boos
Education in Aevelo&ing countriesB *ro#lems
8hi+dre# ofte# ha&e to 'or fro) a# ear+$ a(e
There are #o schoo+s i# )a#$ areas
Ba)i+ies do #ot ha&e access to boos or co)p%ters
Literac$ rates are ofte# +o'
5eop+e i# de&e+opi#( co%#tries #eed #o'+ed(e a#d si++s
Ed%catio# is the e$ to i)pro&i#( the eco#o)$ of these co%#tries
Education in develo&ing countriesB solutions
Ee&e+oped co%#tries co%+d he+p de&e+opi#( #atio#s b$ pro&idi#( )o#e$
The$ co%+d i#&est i# schoo+s a#d tech#o+o($
The$ co%+d s%pp+$ the f%#ds to b%i+d schoo+s a#d pa$ for teachers
8hi+dre# #eed to ha&e access to free schoo+i#(
8o)p%ter e7%ip)e#t co%+d be do#ated
The I#ter#et ca# e,pose st%de#ts to a 'or+d of #o'+ed(e a#d i#for)atio#
<o&er#)e#ts sho%+d )ae ed%catio# co)p%+sor$ for a++ chi+dre#
The$ sho%+d e#co%ra(e pare#ts to se#d their chi+dre# to schoo+
<o&er#)e#ts of de&e+oped a#d de&e+opi#( co%#tries )%st 'or to(ether
'igher educationB Advantages 1also see /#ene@ts o6 education04
There are )a#$ be#e-ts to (oi#( to %#i&ersit$
9 de(ree ca# ope# the door to better e)p+o$)e#t prospects
Eco#o)ies are beco)i#( i#creasi#(+$ #o'+ed(e1based
"ost :obs re7%ire speci-c #o'+ed(e a#d si++s
Si++ed 'orers are #eeded for sectors s%ch as i#for)atio# tech#o+o($ a#d
e#(i#eeri#(
=epetiti&e )a#%a+ :obs are #o' do#e b$ )achi#e
"a#$ factories ha&e )o&ed to de&e+opi#( co%#tries
'igher educationB Aisadvantages
9 hea+th$ eco#o)$ #eeds a 'ide ra#(e of 'orers
So)e )a#%a+ 'orers 'i++ a+'a$s be #eeded
9 %#i&ersit$ de(ree is #ot #ecessar$ for )a#$ ser&ice professio#s
5ractica+ trai#i#( is )ore i)porta#t i# so)e i#d%stries
I# the 6H* for e,a)p+e* there is c%rre#t+$ a shorta(e of p+%)bers
Their ser&ices are therefore beco)i#( )ore a#d )ore e,pe#si&e
Advantage o6 'omeCschooling
So)e pare#ts decide to ed%cate their chi+dre# at ho)e
So)e fa)i+ies +i&e i# iso+ated areas 'ith poor tra#sport
Ather pare#ts are #ot satis-ed 'ith +oca+ schoo+s
5are#ts ca# respo#d to 'hat their chi+dre# #eed a#d ho' the$ +ear# best
A#e1to1o#e +esso#s a++o' )%ch faster pro(ress
The chi+d ca# 'or at his or her o'# pace
Eiscip+i#e prob+e)s are a&oided b$ ho)e1schoo+i#(
Aisadvantages o6 homeCschooling
"ost pare#ts do #ot ha&e the ti)e to ed%cate their chi+dre# at ho)e
A#e pare#t 'o%+d #eed to (i&e %p 'or
Schoo+ s%b:ects are #or)a++$ ta%(ht b$ %p to te# di?ere#t teachers
"ost pare#ts do #ot ha&e the #ecessar$ #o'+ed(e or reso%rces
5ri&ate t%tors are e,pe#si&e
8hi+dre# 'i++ )iss o%t o# the socia+ e,perie#ce that schoo+ o?ers
9t schoo+* chi+dre# +ear# ho' to (et o# 'ith each other
.o)e1schoo+ed chi+dre# )a$ +ac socia+ si++s
Schoo+s o?er a better o&era++ ed%catio#a+ e,perie#ce
?ad #ehavior in schoolsB causes
4ad beha&ior is d%e to a +ac of str%ct%re a#d discip+i#e
There are too )a#$ chi+dre# i# so)e c+asses
Lar(e c+asses are diDc%+t to )a#a(e
"a$ disr%pti&e st%de#ts co)e fro) a# %#stab+e fa)i+$ bac(ro%#d
Ather pare#ts are too +e#ie#t a#d spoi+ their chi+dre#
So)e chi+dre# are %sed to (etti#( 'hate&er the$ 'a#t
Schoo+s ca# do &er$ +itt+e if the$ are #ot s%pported b$ pare#ts
?ad #ehavior in schoolsB solutions
Schoo+s #eed a c+ear code of co#d%ct
Schoo+s #eed a c+ear set of r%+es abo%t beha&ior
The$ #eed to create a positi&e 'ori#( at)osphere
Teachers )%st ha&e the po'er to p%#ish disr%pti&e st%de#ts
Schoo+s sho%+d re)o&e diDc%+t chi+dre# fro) +esso#s
Schoo+s #eed to 'or c+ose+$ 'ith pare#ts
Eiscip+i#e co%+d be +aci#( at ho)e
5are#ts )%st s%pport the schoo+ r%+es
The$ sho%+d tae respo#sibi+it$ for their chi+dre#Fs beha&ior
Cor&oral *unishmentB 8&inion
8orpora+ 5%#ish)e#t is #ot a (ood idea
5h$sica+ p%#ish)e#t is a 'a$ of co#tro++i#( chi+dre# %si#( fear
This does #ot pro)ote tr%st bet'ee# ad%+ts a#d chi+dre#
8hi+dre# 'ho are p%#ished ph$sica++$ )a$ beco)e sh$ or rese#tf%+
8orpora+ p%#ish)e#t creates a# at)osphere of fear a#d a#(er
$ingle $eD EducationB Advantages
So)e peop+e be+ie&e that )a+e a#d fe)a+e st%de#ts sho%+d (o to separate
schoo+s
This is ofte# for re+i(io%s or c%+t%ra+ reaso#s
Eiscip+i#e prob+e)s )i(ht be a&oided b$ separati#( bo$s a#d (ir+s
4o$s a#d (ir+s )a$ +ear# i# di?ere#t 'a$s a#d ha&e di?ere#t #eeds
St%de#t at si#(+e1se, schoo+s ofte# (et better e,a) (rades.
$ingleCseD EducationB Aisadvantages
Separati#( bo$s a#d (ir+s is %##ecessar$
It is %#hea+th$ i# ter)s of chi+dre#Fs socia+ de&e+op)e#t
"a#$ coed%catio#a+ schoo+s are e,tre)e+$ s%ccessf%+
9 )i,ed1se, e#&iro#)e#t is )ore represe#tati&e of rea+ +ife
8oed%catio#a+ schoo+s pro&ide chi+dre# 'ith better socia+ si++s for ad%+t +ife
Advantages o6 $treaming 1grou&ing children according to a#ility4
So)e schoo+s separate st%de#ts accordi#( to their acade)ic abi+it$
Teachers ca# 'or at the ri(ht speed for their st%de#ts
Teachers ca# p+a# )ore s%itab+e +esso#s
.i(h1+e&e+ (ro%ps )a$ pro(ress faster
Lo'er +e&e+ (ro%ps ca# be#e-ts fro) a s+o'er pace
So)e teachers a#d pare#ts s%pport strea)i#( for these reaso#s
Aisadvantages o6 $treaming
<ro%pi#( b$ abi+it$ )a$ ha&e a #e(ati&e i)pact o# st%de#ts
8hi+dre# do #ot 'a#t to be see# as +ess i#te++i(e#t tha# others
Strea)i#( co%+d da)a(e st%de#tsF se+f estee)
The$ )a$ +ose )oti&atio#
St%de#ts fro) 'ea+thier fa)i+ies te#d to be better prepared
8hi+dre# fro) poorer fa)i+ies )a$ recei&e +ess s%pport fro) pare#ts
"i,ed abi+it$ c+asses e#co%ra(e e&er$o#e to achie&e their pote#tia+.
6. Environment
lo#al 2arming
<ases s%ch as carbo# dio,ide trap heat fro) the s%#
This ca%ses (+oba+ te)perat%res to rise
This process is #o'# as the (ree#ho%se e?ect
.%)a# acti&it$ is a )a:or factor i# the rise of the (ree#ho%se (ases
Bactories a#d &ehic+es prod%ce e)issio#s a#d e,ha%st f%)es
"a#$ de&e+opi#( co%#tries are beco)i#( i#d%stria+i>ed
The #%)ber of cars o# o%r streets is (ro'i#(
8heap air tra&e+ is a++o'i#( )ore peop+e to ;$
EEects o6 lo#al %arming
<+oba+ 'ar)i#( 'i++ ha&e a si(#i-ca#t i)pact o# o%r p+a#et
=isi#( te)perat%re 'i++ ca%se )e+ti#( of the po+ar ice caps
Sea +e&e+s 'i++ rise
We ca# e,pect )ore e,tre)e 'eather co#ditio#s
B+oodi#( a#d dro%(hts )a$ beco)e )ore co))o#
-m&acts o6 humans on the environment
The i#creasi#( 'or+d pop%+atio# is p%tti#( press%re o# #at%ra+ reso%rces
Bossi+ f%e+s +ie oi+ a#d (as are r%##i#( o%t
We are destro$i#( 'i+d+ife habitats
We ha&e c%t do'# e#or)o%s areas of rai#forest
This has +ed to the e,ti#ctio# of )a#$ species of a#i)a+s a#d p+a#ts
$olutions to environment &ro#lems
<o&er#)e#ts co%+d i#trod%ce +a's to +i)it e)issio#s fro) factories
The$ sho%+d i#&est i# re#e'ab+e e#er($ fro) so+ar* 'i#d or 'ater po'er
The$ co%+d i)pose /(ree# ta,es0 o# dri&ers a#d air+i#es co)pa#ies
<o&er#)e#t ca)pai(#s sho%+d pro)ote rec$c+i#(
Iat%ra+ areas a#d 'i+d a#i)a+s sho%+d be protected
I#di&id%a+s sho%+d a+so tr$ to be (ree#er
We sho%+d tae fe'er ;i(hts abroad for ho+ida$s
We sho%+d tae p%b+ic tra#sport rather tha# dri&i#(
We sho%+d choose prod%cts 'ith +ess paca(i#(
We sho%+d rec$c+e as )%ch as possib+e
%aste>ru##ish
The a)o%#t of 'aster 'e prod%ce has i#creased
This prob+e) is a res%+t of o%r co#s%)er c%+t%re
5rod%cts are #ot )ade to +ast
If so)ethi#( breas* 'e thro' it 'a$ a#d b%$ a #e' o#e
9d&ertisers e#co%ra(e is to b%$ the #e'est fashio#s
5aca(i#( is a# i)porta#t part of se++i#(
"ost foods are so+d i# #o#1biode(radab+e p+astics paca(i#(
The a)o%#t of ho%seho+d 'aste is (ro'i#(
This 'aste e#ds %p i# +a#d-++ sites
(itter
5eop+e do #ot thi# abo%t the co#se7%e#ces of droppi#( r%bbish
The$ ass%)e that so)ebod$ is pad to c+ea# the streest
5+astic paca(i#( does #ot brea do'# easi+$
"ost of the +itter see# o# streets is fast food paca(i#(
;ecycling and other solutions
8o)pa#ies sho%+d )ae (oods that +ast +o#(er
The$ sho%+d #ot %se so )%ch paca(i#(
<o&er#)e#ts sho%+d be stricter* abo%t 'aster prod%ced b$ co)pa#ies
The$ sho%+d p%t +e(a+ +i)its o# paca(i#(
8o#s%)ers sho%+d a&oid b%$i#( o&er1paca(ed prod%cts
We sho%+d rec$c+e a#d re%se %sef%+ )ateria+s.
There are co++ectio# ba#s for (+ass* paper a#d p+astic bott+es
.o%seho+ds ca# %se se&era+ r%bbish bi#s to separate 'aste
=ec$c+i#( sa&es e#er($ a#d ra' )ateria+s.
7uclear *o2erB *ositives
There are se&era+ be#e-ts to b%i+d )ore #%c+ear po'er statio#s
Bossi+ f%e+ +ie oi+ a#d (as are r%##i#( o%t
I%c+ear po'er is a s%stai#ab+e e#er($ so%rce
It ca# be %sed to prod%ce e+ectricit$ 'itho%t 'asti#( #at%ra+ reso%rces
It co%+d be rep+ace the %se of #at%ra+ reso%rces +ie coa+* oi+ or (as
I%c+ear po'er statio#s are c+ea#er tha# fossi+ f%e+ po'er statio#s
The$ co%+d he+p to red%ce carbo# e)issio#s that ca%se (+oba+ 'ar)i#(
The riss of accide#ts are bei#( red%ced
7uclear *o2erB negatives
Appo#e#ts of #%c+ear po'er 'orr$ abo%t the safet$ of po'er statio#s
The b%i+di#( of #e' #%c+ear po'er statio#s is %#pop%+ar
Iobod$ 'a#ts to +i&e #ear o#e
I%c+ear 'aste disposa+ is a si(#i-ca#t prob+e)
There is c%rre#t+$ #o 'a$ to deco#ta)i#ate radioacti&e )ateria+
5eop+e 'orr$ that terrorists co%+d stea+ radioacti&e )ateria+s
It is safer to prod%ce e#er($ fro) so+ar* 'i#d or 'ater po'er.
7. Family
Family si=e
Ba)i+ies i# )a#$ co%#tries are #ot as +ar(e as the$ %sed to be
We te#d to +i&e i# s)a++ #%c+ear fa)i+ies rather tha# +ar(e e,te#ded fa)i+ies
5are#ts te#d to ha&e fe'er chi+dre#
3o%#( chi+dre# are #o +o#(er e,pected to 'or
Io'ada$s both pare#ts ofte# 'or
It costs so )%ch to bri#( chi+dre# %p
It is )ore diDc%+t to raise a +ar(e fa)i+$
%or.ing &arents 1also see /gender0 to&ic4
8hi+dre# a#d their pare#ts see) to be +ess c+ose #o'ada$s
5are#ts spe#d +ess ti)e 'ith their chi+dre#
Wo)e# traditio#a++$ sta$ed at ho)e to coo* c+ea# a#d +oo after chi+dre#
Io'ada$s both pare#ts ofte# 'or f%++ ti)e
8hi+dre# )a$ be +eft a+o#e* or 'ith #a##ies or bab$sitters
4%s$ pare#ts ha&e +ess co#tact 'ith their chi+dre#
"a#$ fa)i+ies #o +o#(er eat )ea+s to(ether
8hi+dre# spe#d )ore ti)e 'ith frie#ds or s%r-#( the I#ter#et
7egative eEects on Children
The +ac of c+ose#ess i# fa)i+ies ca# ha&e a #e(ati&e e?ect o# chi+dre#
"a#$ pare#ts ha&e #o idea ho' their chi+dre# spe#d their ti)e
Brie#ds* te+e&isio# a#d the I#ter#et beco)e the )ai# i#;%e#ce o# chi+dre#Fs
beha&ior
Tee#a(ers are i#;%e#ced b$ peer press%re
So)e of the) :oi# (a#(s
J%&e#i+e de+i#7%e#c$ is o# the i#crease
5are#ts sho%+d be )ore i#&o+&ed 'ith their chi+dre#Fs %pbri#(i#(
3o%#( peop+e #eed positi&e ro+e )ode+s
Aivorce
I# the past* di&orce 'as %#acceptab+e
It 'as co#sidered to be e)barrassi#( for a fa)i+$
5eop+e sta$ed to(ether for re+i(io%s or fa)i+$ reaso#s
Ei&orce is )ore socia++$ acceptab+e #o'ada$s
It has beco)e )%ch )ore co))o#
Ei&orce ca# be e,tre)e+$ stressf%+
Lo#e pare#ts )a$ face -#a#cia+ diDc%+ties
"a#$ si#(+e pare#ts ha&e to re+$ o# be#e-ts paid b$ the state
Ei&orce ca# ha&e a #e(ati&e e?ect o# chi+dre#
8hi+dre# fro) si#(+e1pare#t fa)i+ies are )ore +ie+$ to (et +o'er (rades or
drop o%t of schoo+.
The rise i# di&orce rates )a$ be co##ected to so)e socia+ prob+e)s
Care 6or 8ld &eo&le
8ari#( for e+der+$ peop+e 'as traditio#a++$ the respo#sibi+it$ of fa)i+ies
9d%+ts had to +oo after their e+der+$ pare#ts
9 'o)a#Fs :ob 'as to sta$ at ho)e tai#( care of her fa)i+$
Io'ada$s* fe'er e+der+$ peop+e are +ooed after b$ their re+ati&es
=eside#tia+ ho)es pro&ide care for +ar(e #%)ber of e+der+$ peop+e
So)e fa)i+ies are %#ab+e to +oo after e+der+$ re+ati&es
Ba)i+ies te#d to be s)a++er these da$s* a#d 'o)e# ofte# ha&e f%++1ti)e :obs
8ares ho)es pro&ide a professio#a+ ser&ice for se#ior citi>e#s
I%rses are better trai#ed tha# fa)i+$ )e)bers
Care 6or 8ld &eo&leB 8&inion
The best for) of care for the e+der+$ depe#ds o# the fa)i+$ sit%atio#
It depe#ds o# 'hether fa)i+$ )e)bers ha&e the ti)e reso%rces
We a++ ha&e a respo#sibi+it$ to'ards the o+der peop+e i# o%r societ$
<o&er#)e#ts sho%+d i#&est )o#e$ i# faci+ities a#d trai#i#( for care 'orers.
8. ender
ender and education
"e# a#d 'o)e# sho%+d ha&e access to the sa)e ed%catio#a+ opport%#ities
"a+es a#d fe)a+es sho%+d be accepted o#to co%rses accordi#( to their
abi+ities
It is 'ro#( to discri)i#ate a(ai#st st%de#ts beca%se of their (e#der
<e#der sho%+d be irre+e&a#t i# ed%catio#
St%de#tFs achie&e)e#ts sho%+d depe#d o# hard 'or a#d i#di&id%a+ )erit
I# the 6H* there are si)i+ar #%)bers of )a+e a#d fe)a+e st%de#ts i# hi(her
ed%catio#
ender and 2or.
"e# a#d 'o)e# sho%+d ha&e access to the sa)e professio#a+ opport%#ities
4oth )a# a#d 'o)e# sho%+d be ab+e to p%rs%e a career
The$ sho%+d ear# e7%a+ sa+aries
The$ sho%+d be e)p+o$ed accordi#( to their abi+ities* 7%a+i-catio#s a#d
e,perie#ce
Traditio#a++$ 'o)e# ha&e bee# restricted to certai# ro+es
The$ 'ere ofte# e)p+o$ed as secretaries or receptio#ists
Io'ada$s* a ra#(e of occ%patio#s is a&ai+ab+e to both se,es
8areer s%ccess depe#ds o# i#di&id%a+ )erit
%omenFs and )enFs roles in the Family
So)e peop+e ar(%e that a )other sho%+d #ot 'or
She sho%+d sta$ at ho)e a#d bri#( %p her chi+dre#
The father sho%+d be the bread'i##er of the fa)i+$
Athers be+ie&e that both pare#ts sho%+d share these respo#sibi+ities
Wori#( 'o)e# ca# tae )ater#it$ +ea&e d%ri#( a#d after pre(#a#c$
"a#$ )others co#ti#%e to 'or after this period
"a#$ fathers a#d )others share their pare#ti#( a#d do)estic respo#sibi+ities
The$ co#trib%te e7%a++$ to chi+dcare* cooi#( a#d c+ea#i#(
So)e 'o)e# )a#$ ha&e better career prospects tha# their h%sba#ds.
5ater#it$ +ea&e a#d /ho%seh%sba#ds0 are beco)i#( )ore co))o#
Traditio#a+ (e#der ro+es a#d (rad%a++$ cha#(i#(
Ba)i+ies ca# di&ide ro+es a#d respo#sibi+ities i# the )ost co#&e#ie#t 'a$.
!. enetic Engineering
*ositives o6 genetic engineering
<e#etic e#(i#eeri#( is the practice of )a#ip%+ati#( the (e#es of a# or(a#is)
It is %sed to prod%ce crops that are )ore resista#t to i#sects a#d diseases
So)e (e#etica++$ )odi-ed crops (ro' )ore 7%ic+$
So)e dr%(s a#d &acci#es are prod%ced b$ (e#etic e#(i#eeri#(
It )a$ beco)e possib+e to cha#(e h%)a#Fs (e#etic characteristics.
Scie#tists )a$ %se (e#etic e#(i#eeri#( to c%re diseases.
I#herited i++#esses 'o%+d #o +o#(er e,ist
<e#es co%+d be cha#(ed before a bab$ is bor#
It co%+d a+so be possib+e to c+o#e h%)a# or(a#s
We co%+d a++ ha&e rep+ace)e#t bod$ part
.%)a#s co%+d +i&e +o#(er* hea+thier +i&es
7egatives o6 genetic engineering
There are ethica+ co#cer#s abo%t h%)a# (e#etic e#(i#eeri#(
5are#ts )i(ht 'a#t to choose their chi+dre#Fs characteristics
This 'o%+d be %##at%ra+
It 'o%+d be %#acceptab+e i# )ost re+i(io#s
So+diers co%+d be c+o#ed fro) the (e#es of the stro#(est peop+e
8+o#es )i(ht be %sed +ie robots to do certai# :obs
8+o#es )i(ht e&e# be de&e+oped :%st for or(a# rep+ace)e#ts
Societ$ a#d h%)a# e&o+%tio# 'o%+d cha#(e co)p+ete+$
8%rre#t+$* h%)a# (e#etic e#(i#eeri#( is prohibited
eneticallyC)odi@ed 1)4 6oodsB Advantages
Bar)ers ca# prod%ce crops that (ro' bi((er a#d faster
So)e <" crops are )ore resista#t to disease or i#sects
This co%+d be i)porta#t for food prod%ctio# i# de&e+opi#( co%#tries
Baster (ro'i#( cerea+s* fr%it a#d &e(etab+es 'i++ )ea# )ore pro-t
<" foods ca# be )odi-ed to +oo perfect
The$ )a$ be )ore attracti&e to c%sto)ers
eneticallyC)odi@ed 1)4 FoodsB Aisadvantages
There )a$ be riss i#&o+&ed i# the (e#etic e#(i#eeri#( of foods.
<" crops )i(ht cha#(e 'ho+e ecos$ste)s
Bood chai#s co%+d be broe# if crops are resista#t to predators
Ar(a#ic foods are prod%ced 'itho%t che)ica+s or (e#etic )odi-catio#
Ar(a#ic far)i#( )a$ be s+o'er a#d )ore e,pe#si&e
.o'e&er* the e#&iro#)e#t is #ot da)a(ed b$ ferti+i>ers or pesticides.
1". lo#al issues
*ro#lems in develo&ing countries
Ee&e+opi#( co%#tries face a ra#(e if prob+e)s
Sta#dards of hea+thcare a#d ed%catio# are +o'
Life e,pecta#c$ is %s%a++$ +o'er tha# i# de&e+oped co%#tries
There is a +ac of i#frastr%ct%re* e)p+o$)e#t a#d (ood 7%a+it$ ho%si#(
"a#$ peop+e are forced to +i&e i# po&ert$
Bood* dri#i#( 'ater a#d basic )edici#es are i# short s%pp+$
'o2 to hel& develo&ing countries
The best for) of he+p for de&e+opi#( co%#tries is de&e+op)e#t aid
=icher #atio#s ca# he+p b$ i#&esti#( i# +o#(1ter) pro:ects
<o&er#)e#ts a#d charities ca# he+p b$ b%i+di#( #e' ho%ses a#d schoo+s
<+oba+i>atio# )a$ a+so he+p de&e+opi#( co%#tries
"%+ti1#atio#a+ co)pa#ies ca# creati#( :obs i# de&e+opi#( co%#tries
A# the other ha#d* )a#$ peop+e e)i(rate to -#d 'or i# richer co%#tries
The$ ofte# sa#d )o#e$ bac ho)e to their fa)i+ies
This )o#e$ he+ps to i)pro&e the sta#dard of +i&i#( i# de&e+opi#( co%#tries
-mmigration
So)e peop+e )o&e to a#other co%#tries i# search of a better +ife
"a#$ i))i(ra#ts co)e fro) +ess de&e+oped co%#tries
=icher* i#d%stria+i>ed co%#tries )a$ o?er opport%#ities for e)p+o$)e#t
Bree hea+thcare a#d schoo+i#( are a&ai+ab+e i# so)e de&e+oped co%#tries
Ather peop+e )i(rate to a forei(# co%#tr$ to i)pro&e their acade)ic
7%a+i-catio#s
*ositives o6 immigration and )ultiCcultural societies
Bro) a# eco#o)ic perspecti&e* i))i(ratio# ca# be e,tre)e+$ positi&e
"a#$ i))i(ra#ts ha&e si++s that are #eeded i# the co%#tr$ the$ )o&e to
I))i(ra#ts 'ho -#d 'or co#trib%te to the eco#o)$ of their #e' co%#tr$
"a#$ i))i(ra#ts se#d )o#e$ ho)e to he+p fa)i+$ )e)bers
I))i(ratio# a+so creates c%+t%ra+ di&ersit$
5eop+e of )a#$ di?ere#t #atio#a+ities +ear# to +i&e to(ether
This ca# he+p peop+e to beco)e )ore ope#1)i#ded a#d to+era#t
7egatives o6 -mmigration
So)e peop+e be+ie&e that i))i(ra#ts tae :obs that sho%+d (o to +oca+ peop+e
So)e i))i(ra#t 'orers 'or +o#(er ho%rs for +ess )o#e$
8o)pa#ies )i(ht pa$ +o'er sa+aries to i))i(ra#t 'orers
6#e)p+o$)e#t rates co%+d rise if there are too )a#$ i))i(ra#ts
8&inions a#out -mmigration
I))i(ratio# ca# he+p the eco#o)$ of a co%#tr$
It ca# create )%+ti1c%+t%ra+ societies
.o'e&er* i))i(ratio# #eeds to be co#tro++ed
I# )a#$ co%#tries* i))i(ra#ts #eed &isas or 'or per)it
<o&er#)e#ts sho%+d stop co)pa#ies fro) e,p+oiti#( i))i(ra#t 'orers
Borei(# a#d +oca+ 'orers sho%+d ha&e the ri(ht to e7%a+ pa$ a#d co#ditio#s
*ositives o6 lo#ali=ation
4%si#ess of beco)i#( i#creasi#(+$ i#ter#atio#a+
"%+ti1#atio#a+ co)pa#ies do b%si#ess across the 'or+d
8o)pa#ies +ie "acEo#a+dFs ca# be see# o# hi(h streets i# )ost cities
<oods are prod%ced i# o#e co%#tr$ a#d so+d i# )a#$ others
9 (+oba+ eco#o)$ )ea#s free trade bet'ee# co%#tries
This ca# stre#(the# po+itica+ re+atio#ships
<+oba+i>atio# ca# a+so create opport%#ities for e)p+o$)e#t
It e#co%ra(es i#&est)e#t i# +ess de&e+oped co%#tries
It co%+d red%ce po&ert$ i# the de&e+opi#( 'or+d
7egatives o6 lo#ali=ation
<+oba+i>atio# is #ot a+'a$s be#e-cia+ to e&er$o#e
8o)pa#ies ca# )o&e to co%#tries 'here +abo%r is cheap
This creates red%#da#cies* or :ob +osses
E)p+o$ees ca##ot be co#-de#t that the$ ha&e stab+e :obs
8o)pa#ies so)eti)es e,p+oit their e)p+o$ees i# de&e+opi#( co%#tries
<+oba+ trade creates )ore 'aste a#d po++%tio#
+he 6uture o6 lo#ali=ation
There sho%+d be (+oba+ re(%+atio#s for sa+aries a#d 'ori#( co#ditio#s
<o&er#)e#ts sho%+d i)pose +a's to protect the e#&iro#)e#t
11. overnment and $ociety
%hat governments can do
<o&er#)e#ts pro&ide p%b+ic ser&ices +ie hea+thcare a#d ed%catio#
The$ s%pport peop+e 'ho are +i&i#( i# po&ert$ or %#ab+e to 'or
<o&er#)e#ts raise )o#e$ b$ ta,i#( 'ori#( peop+e
The$ ca# spe#d )o#e$ o# reso%rces a#d ca)pai(#s
The$ ca# i#trod%ce #e' +a's
The$ ca# i)pose ta,es
The$ ca# raise peop+eFs a'are#ess of iss%es Ke.( c+i)ate cha#(eLhea+th$
eati#(M
The$ ca# i#;%e#ce peop+eFs habits a#d opi#io#s
The$ ca# create :obs
The$ ca# re(%+ate the acti&ities of co)pa#ies s%ch as ba#s
The$ ca# pro&ide reso%rces for schoo+s
The$ are a+so respo#sib+e for the sec%rit$ a#d 'e++1bei#( of their citi>e#s
The$ co#tro+ ar)ed forces a#d po+ice forces
*u#lic services
<o&er#)e#ts pa$ the sa+aries of p%b+ic sector 'orers +ie po+ice oDcers a#d
teachers
The #ecessar$ )o#e$ is raised b$ ta,i#( peop+eFs i#co)e
Bree ed%catio# a#d hea+thcare )a$ be pro&ided b$ the state
So)e (o&er#)e#ts co#tro+ p%b+ic tra#sport s$ste)s a#d e&e# T@ cha##e+s
I# other co%#tries* these ser&ices are pro&ided b$ pri&ate co)pa#ies
So)e peop+e be+ie&e that co)petitio# bet'ee# pri&ate co)pa#ies is (ood
It he+ps to i)pro&e 7%a+it$ 'hi+e bri#(i#( prices do'#
Ather peop+e thi# that esse#tia+ ser&ices sho%+d be free
<o&er#)e#ts sho%+d pa$ for the)
Censorshi&B 8&inion
<o&er#)e#ts ca# ce#sor 'hat p%b+ic sees or reads i# the )edia
To a certai# e,te#t ce#sorship is #ecessar$
We sho%+d %se ce#sorship to protect chi+dre# fro) &io+e#t i)a(es
So)e co)p%ter (a)es i#&o+&e i++i#( peop+e or co))itti#( cri)es
The I#ter#et a+so #eeds to be co#tro++ed
"a#$ 'ebsites sho' por#o(raph$ a#d &io+e#ce
There sho%+d be a(e +i)its for 'ebsites a#d co)p%ters (a)es
5are#ts #eed to tae respo#sibi+it$ for checi#( 'hat their chi+dre# 'atch
It is i)possib+e for (o&er#)e#ts to co#tro+ e&er$thi#( 'e see
9ideo cameras in &u#lic &laces
The %se of 88T@ is beco)i#( 'idespread
@ideo ca)eras ha&e bee# i#sta++ed i# )a#$ p%b+ic p+aces
The$ are s%pposed to protect %s a#d deter cri)i#a+s
"a#$ peop+e thi# that this s%r&ei++a#ce &io+ates o%r pri&ac$
The a%thorities co%+d b%i+d databases 'ith o%r pict%res a#d ide#tities
We sho%+d #ot be treated +ie cri)i#a+s
$mart cardsB *ositives
<o&er#)e#ts 'i++ probab+$ i#trod%ce a di(ita+ ide#ti-catio# card s$ste)
S)art cards 'i++ ha&e be#e-ts a#d dra'bacs
The$ co%+d he+p to red%ce cri)e
The$ co%+d ho+d perso#a+ i#for)atio#* s%ch as EI9
Ei(ita+ ba# cards co%+d co#tai# -#(erpri#t i#for)atio#
It 'o%+d be &er$ diDc%+t for cri)i#a+s to %se a sto+e# card
It 'o%+d be easier for po+ice to ide#tif$ peop+e a#d catch cri)i#a+s
$mart cardsB 7egatives
"a#$ peop+e are 'orried abo%t +osi#( their pri&ac$
<o&er#)e#ts co%+d store a++ o%r perso#a+ a#d )edica+ i#for)atio#
This i#for)atio# co%+d be %sed b$ i#s%ra#ce co)pa#ies
E)p+o$ers co%+d chec o%r hea+th records
*eo&le 2ith Aisa#ilities
5eop+e 'ith disabi+ities sho%+d be treated the sa)e as e&er$bod$ e+se
The$ sho%+d ha&e the sa)e ri(hts as other peop+e
The$ sho%+d ha&e access to the sa)e :obs as other citi>e#s
Eiscri)i#atio#s a(ai#st disab+ed peop+e is i++e(a+ i# )a#$ co%#tries
=a)ps a#d +ifts for 'hee+chairs sho%+d be i#sta++ed i# p%b+ic b%i+di#(s
S%pport teacher ca# be e)p+o$ed to he+p chi+dre# 'ith +ear#i#( diDc%+ties
12. uns and %ea&ons
%hy guns should #e legalB
I# so)e co%#tries* peop+e are a++o'ed to o'# -rear)s
I#di&id%a+s ha&e the ri(ht to protect the)se+&es
5eop+e ca# %se (%#s i# se+f defe#ce
This deters cri)i#a+s
%hy gun o2nershi& should #e illegalB
There is a ris of accide#ts 'ith (%#s
The #%)ber of &io+e#t cri)es i#creases 'he# (%#s are a&ai+ab+e
8ri)i#a+s )a$ be ar)ed
The po+ice the# #eed to %se (%#s
S%icide rates ha&e bee# sho'# to rise 'he# (%#s are a&ai+ab+e
<%#s create &io+e#t societies 'ith hi(h )%rder rates
%hy &olices should use guns
"a#$ cri)i#a+s %se 'eapo#s
The threat of a (%# ca# deter cri)i#a+s
5o+ice oDcers ca# forces a cri)i#a+ to s%rre#der
It is easier to arrest so)eo#e a#d a&oid ph$sica+ &io+e#ce
The po+ice )a$ shoot &io+e#t cri)i#a+s i# se+f defe#ce
The$ ca# protect the p%b+ic
The$ ca# shoot a# escapi#( cri)i#a+ 'ho poses a serio%s da#(er to the
p%b+ic
%hy &olice should not carry guns
There is a ris of accide#ts a#d )istaes
The po+ice )i(ht shoot a# %#ar)ed cri)i#a+ or a# i##oce#t perso#
9ccide#ts ca# happe# i# p%b+ic p+aces
There are se&era+ a+ter#ati&es to (%#s Ke.( tear (as* spra$s a#d e+ectric shoc
'eapo#sM
A#+$ specia+ po+ice %#its sho%+d %se (%#s
Arm +radeB *ositives
The e,port of ar)s* or 'eapo#s* is a# e,tre)e+$ co#tro&ersia+ iss%e
<o&er#)e#ts of rich* i#d%stria+i>ed co%#tries se++ ar)s to each other
This i#d%str$ creates :obs a#d 'ea+th
The trade of 'eapo#s )a$ i)pro&e re+atio#ships bet'ee# (o&er#)e#ts
Arms +radeB 7egatives
Weapo#s )a$ be %sed i# co#;icts a#d 'ars
The s%pp+$ of ar)s co%+d be respo#sib+e for deaths
<o&er#)e#ts are pro)oti#( 'ar i# order to )ae a pro-t
=ich co%#tries ca# i#;%e#ce the po+itics of other #atio#s
7uclear 2ea&ons
I%c+ear 'eapo#s are capab+e of destro$i#( 'ho+e cities
9 #%c+ear 'ar bet'ee# t'o co%#tries 'o%+d destro$ both co%#tries
I%c+ear 'eapo#s are %sed as a deterre#t
The$ pre&e#t 'ars fro) starti#(
7uclear 2ea&onsB 8&inion
I%c+ear 'eapo#s sho%+d be prohibited
<o&er#)e#ts sho%+d +i)it the prod%ctio# of #%c+ear 'eapo#s
There is a da#(er of #%c+ear 'eapo#s bei#( obtai#ed b$ terrorists
I%c+ear 'eapo#s ca##ot be %sed a(ai#st terrorist or(a#i>atio#s
Armed ForcesB *ositives
9r)ed forces pro&ide sec%rit$ a#d protectio#
The$ deter )i+itar$ attac b$ a#other co%#tr$
The$ ca# a+so be s%ed to )ai#tai# peace 'ithi# co%#tries
The$ ca# be s%ed to (i&e the po+ice e,tra s%pport
So+diers are a+so %sed to he+p i# e)er(e#c$ sit%atio#s* s%ch as after a #at%ra+
disaster
Armed 6orcesB negatives
9r)ies re7%ire a +ot of f%#di#( fro) (o&er#)e#ts
Too )%ch )o#e$ is spe#t o# 'eapo#s a#d )i+itar$ tech#o+o($
This )o#e$ co%+d be spe#t o# schoo+s* hospita+s a#d other p%b+ic ser&ices
13. 'ealth
Aiet
The h%)a# bod$ re7%ires a ba+a#ced diet
9# %#hea+th$ diet ca# ca%se &ario%s hea+th prob+e)s
Abesit$* diabetes a#d heart disease are o# the i#crease
"a#$ peop+e #o'ada$s re+$ o# fast food or pre1prepared )ea+s
These foods ofte# co#tai# too )%ch fat* sa+t a#d s%(ar
The$ are cheap to b%$ a#d &er$ eas$ to prepare
"a#$ $o%#( peop+e ha&e (ro'# %p o# a diet of co#&e#ie#ce foods
5op%+atio#s i# de&e+oped co%#tries are i#creasi#(+$ o&er'ei(ht
EDercise
=e(%+ar e,ercise is esse#tia+ i# )ai#tai#i#( a hea+th$ bod$
E,ercise b%r#s ca+ories a#d he+ps to b%i+d hea+th$ bo#es a#d )%sc+es
Eoctors ad&ise e,ercisi#( at +east three ti)es a 'ee for 20 )i#%tes
"ost peop+e #o'ada$s +ead a sede#tar$ +ifest$+e
We te#d to 'a+ +ess a#d do des :obs
"ost ad%+ts re+a, b$ 'atchi#( te+e&isio#
8hi+dre# p+a$ &ideo (a)es rather tha# doi#( o%tdoor sports
I# the past* peop+e 'ere )ore acti&e i# their :obs a#d at ho)e
overnmentFs ;ole
<o&er#)e#ts ha&e a si(#i-ca#t ro+e to p+a$ i# red%ci#( obesit$
"ore a#d )ore peop+e* i#c+%di#( $o%#( chi+dre# are serio%s+$ o&er'ei(ht
The$ are at ris of heart disease a#d diabetes
This sit%atio# 'i++ i#crease the b%rde# o# hospita+s a#d ta,pa$ers
.ospita+s re+$ o# the (o&er#)e#t for )o#e$ a#d reso%rces
<o&er#)e#ts sho%+d pro)ote a hea+th$ diet a#d re(%+ar e,ercise
There sho%+d be )ore ti)e for sports o# schoo+ ti)etab+es
6#hea+th$ :%# food sho%+d be ba##ed fro) schoo+ )e#%s
5eop+e #eed i#for)atio# abo%t 'hat foods co#tai#
Bood paca(i#( )%st sho' the foodFs #%tritio#a+ co#te#t
The 4ritish <o&er#)e#t reco))e#ds eati#( -&e portio#s of fr%it a#d
&e(etab+es per da$
$tate 'ealth systemB advantages
<ood hea+thcare sho%+d be a&ai+ab+e to e&er$o#e for free
State hea+thcare is paid b$ the (o&er#)e#t %si#( )o#e$ fro) ta,es
E&er$o#e has access to the sa)e 7%a+it$ of care a#d treat)e#t
5ri&ate hea+thcare is %#fair beca%se o#+$ 'ea+th$ peop+e ca# a?ord it
The Iatio#a+ .ea+th Ser&ice i# the 6H pro&ides free hea+thcare for e&er$
reside#t
*rivate 'ealthcareB advantages
State hospita+s are ofte# &er$ +ar(e a#d diDc%+t to r%#
5ri&ate hospita+s ha&e shorter 'aiti#( +ists for operatio#s a#d appoi#t)e#ts
5atie#ts ca# be#e-t fro) faster treat)e#t
"a#$ peop+e prefer to pa$ for )ore a perso#a+ ser&ice
5atie#ts ha&e their o'# roo) a#d )ore co)fortab+e faci+ities
Alternative medicineB *ositives
5eop+e are i#creasi#(+$ %si#( a+ter#ati&e )edici#es to treat i++#esses.
Bor e,a)p+e* ac%p%#ct%re ca# be %sed to treat bacache
.erba+ )edici#es ca# be %sed to treat a++er(ies or &ir%ses
"a#$ patie#ts report positi&e e,perie#ces 'ith these treat)e#ts
So)e traditio#a+ c%res ha&e bee# %sed for h%#dreds of $ears
Alternative medicineB 7egatives
"a#$ a+ter#ati&e )edici#es ha&e #ot bee# tested scie#ti-ca++$
The$ )a$ ha&e #o be#e-cia+ e?ect at a++
The$ )a$ ca%se %##o'# side e?ects
5eop+e sho%+d tr%st the opi#io#s of 7%a+i-ed doctors
9# i++#ess co%+d (et 'orse 'itho%t treat)e#t fro) a doctor
$tress
"oder# +ifest$+es are i#creasi#(+$ stressf%+
5eop+e 'or +o#( ho%rs 'ith strict dead+i#es
A%r b%s$ +ifest$+es )ea# 'e ha&e +ess ti)e to re+a,
6#e)p+o$)e#t is a )a:or ca%se of stress
8hi+dre# )a$ be a?ected b$ their pare#tsF re+atio#ship prob+e)s
Tests a#d e,a)s ca# a+so ca%se stress
'o2 to reduce stress
Stress ca# be red%ced b$ tai#( re(%+ar e,ercise a#d eati#( a hea+th$ diet
It is a+so i)porta#t to (et s%Dcie#t s+eep a#d )ae +eis%re ti)e a priorit$
5eop+e sho%+d 'or +ess o&erti)e a#d tae re(%+ar ho+ida$s
Schoo+s ha&e started to e)p+o$ ps$cho+o(ists
The$ ca# o?er e)otio#a+ s%pport to st%de#ts
The$ ca# he+p st%de#ts to cope 'ith e,a) stress
14. 'ousing and Architecture
$tate>council housing
I# so)e co%#tries the (o&er#)e#t pro&ides state or co%#ci+ ho%si#(
This he+ps peop+e 'ho ca##ot a?ord to b%$ their o'# ho%se
It ca# be ar(%ed that state ho%si#( creates depe#de#ce o# the (o&er#)e#t
5eop+e sho%+d be re+$ o# the (o&er#)e#t to +oo after the)
5eop+e ha&e #o i#ce#ti&e to ear# )o#e$ a#d b%$ their o'# ho)e
8o%#ci+ properties are ofte# )ade 'ith cheap* poor17%a+it$ )ateria+s.
8ld ?uildings
.istoric b%i+di#(s are part of a co%#tr$Fs herita(e
The$ sho%+d be protected
A+d b%i+di#(s are ofte# co#sidered to be 'ors or art
The$ (i&e character to cities a#d attract to%rists
The$ sho' %s ho' peop+e +i&ed i# the past
We ide#tif$ co%#tries b$ architect%ra+ s$)bo+s +ie the p$ra)ids i# E($pt
<o&er#)e#ts sho%+d spe#d )o#e$ o# +ooi#( after historic b%i+di#(s
The$ #eed re(%+ar repairs a#d )ai#te#a#ce
Ie' b%i+di#(s sho%+d be desi(#ed to co)p+e)e#t the)
)odern>green #uildings
"oder# b%i+di#(s sho%+d be desi(#ed to be e#&iro#)e#ta++$ frie#d+$
The$ sho%+d %se +ess e#er($ a#d prod%ce +ess 'aste
"oder# i#s%+atio# ca# )ae ho%ses )ore e#er($1eDcie#t
So+ar a#d 'i#d po'er ca# be %sed to (e#erate e+ectricit$
=ai#'ater a#d 'aste 'ater ca# be rec$c+ed a#d %sed to ;%sh toi+ets.
"oder# (+ass b%i+di#(s tae ad&a#ta(e if #at%ra+ +i(ht
15. (anguage
English as an international language
E#(+ish is 'ide+$ %sed aro%#d the 'or+d
It is beco)i#( a (+oba+ seco#d +a#(%a(e
It is the do)i#a#t +a#(%a(e of tech#o+o($* scie#ce a#d i#ter#atio#a+ b%si#ess
I#ter#atio#a+ b%si#ess )eeti#(s are re(%+ar+$ he+d i# E#(+ish
The )ost i)porta#t te,tboos a#d :o%r#a+s are p%b+ished i# E#(+ish
The abi+it$ to spea E#(+ish is a #ecessar$ si++ i# the )oder# 'or+d
7egative o6 English as an -nternational (anguage
If o#e +a#(%a(e is do)i#a#t* other +a#(%a(es )a$ disappear
The do)i#a#t +a#(%a(e bri#(s its o'# c%+t%re
9)erica# c%+t%re has beco)e pop%+ar aro%#d the 'or+d
Ather c%+t%res )a$ be da)a(ed
9s a# a+ter#ati&e to E#(+ish* a #e' (+oba+ +a#(%a(e co%+d be i#&e#ted
It 'o%+d ha&e #o #atio#a+it$ or c%+t%re attached to it
This co%+d he+p to pro)ote i#ter#atio#a+ peace a#d %#dersta#di#(
Espera#to is a# e,a)p+e of a +a#(%a(e that 'as i#&e#ted 'ith this ai)
16. )oney
)oney and $ociety
Societ$ has beco)e i#creasi#(+$ )ateria+istic
5eop+e aspire to ear# )ore )o#e$
The$ 'a#t a bi((er ho%se or a better car
We co##ect 'ea+th a#d )ateria+ possessio#s 'ith happi#ess a#d s%ccess
4ra#ds +ie /9r)a#i0 or 0"ercedes0 are stat%s s$)bo+s
9d&ertisi#( creates #e' desires a#d #eeds
It pers%ades %s to b%$ the +atest st$+es
*ositives o6 Consumerism
8o#s%)eris) creates e)p+o$)e#t
It he+ps to red%ce po&ert$
It e#co%ra(es i##o&atio# a#d creati&it$ i# b%si#ess
We +i&e i# a (+oba+ eco#o)$
We ha&e a better 7%a+it$ of +ife
7egatives o6 Consumerism
8o#s%)erist societies create )ore 'aste
The$ %se )ore #at%ra+ reso%rces
The$ ca%se da)a(e to the e#&iro#)e#t
8o#s%)eris) creates a /thro'1a'a$0 c%+t%re
9d&ertisers te++ %s 'ho 'e are a#d 'hat 'e 'a#t
Wea+th does #ot +ead to happi#ess
"ateria+is) ca%ses (reed a#d cri)e
We sho%+d ret%r# to traditio#a+ &a+%es +ie shari#(
17. *ersonality
'a&&iness
.appi#ess )ea#s di?ere#t thi#(s to di?ere#t peop+e
It ca# be described as a fee+i#( of p+eas%re or e#:o$)e#t
5eop+e e#:o$ spe#di#( ti)e 'ith fa)i+$ a#d frie#ds
.obbies* sports a#d (a)es ca# be a so%rce of f%# a#d e#:o$)e#t
So)e peop+e see )o#e$ as a so%rce of happi#ess
Ather peop+e de-#e happi#ess as so)ethi#( deeper
I# order to be tr%+$ happ$ it is #ecessar$ to +i&e a (ood +ife
We #eed to fee+ that 'e are doi#( so)ethi#( %sef%+ 'ith o%r +i&es
So)e peop+e (et a se#se of achie&e)e#t fro) their 'or
Athers -#d happi#ess i# bri#(i#( %p their chi+dre#
=e+i(io# or a se#se of p%rpose ca# a+so be a so%rce of happi#ess
$uccess
5eop+e de-#e s%ccess i# di?ere#t 'a$s
So)e peop+e (et a se#se of achie&e)e#t fro) raisi#( a fa)i+$
Bor others* s%ccess is de-#ed b$ 'ea+th or stat%s
We ofte# thi# of rich a#d fa)o%s peop+e as bei#( s%ccessf%+ i# +ife
"i++io#aires +ie 4i++ <ates are co#sidered to be s%ccessf%+
The$ ha&e rise# to the top i# their chose# professio#s
Bor so)e* bei#( s%ccessf%+ )ea#s achie&i#( perso#a+ or professio#a+ (oa+s
The$ see s%ccess as the res%+t of hard 'or
S%ccess i# a#$ -e+d re7%ires +o#(1ter) p+a##i#( a#d e?ort
7ature or 7urture
So)e peop+e be+ie&e that o%r perso#a+ities are deter)i#ed )ai#+$ b$
(e#etics
We i#herit o%r abi+ities a#d ta+e#ts fro) o%r pare#ts
Athers thi# that o%r ed%catio# a#d %pbri#(i#( are )ore i)porta#t
We de&e+op accordi#( to the i#;%e#ces aro%#d %s
A%r perso#a+ities a#d achie&e)e#ts depe#d )ore o# #%rt%re tha# #at%re
"a#$ peop+e ar(%e that 'e co#tro+ o%r o'# desti#ies
We ca# shape o%r o'# perso#a+ities
4$ 'ori#( hard 'e ca# achie&e a#d (oa+ that 'e p%t o%r )i#ds to
"a#$ s%ccessf%+ peop+e are /se+f1)ade0
We are #ot +i)ited b$ o%r (e#etic characteristic or %pbri#(i#(
18. $&ort and (eisure
Arguments against *ro6essional>com&etitive s&ort
Sport has beco)e a b%si#ess
5rofessio#a+ sport e#co%ra(es peop+e to co)pete for )o#e$
"a#$ sports stars are o#+$ co#cer#ed abo%t )o#e$ a#d fa)e
So)e ath+etes tae dr%(s i# order to 'i# at a#$ cost
8o)petitors are ofte# se+-sh a#d r%de
The$ are #ot (ood ro+e )ode+s for chi+dre#
9++ sports sho%+d be a)ate%r
Sports sho%+d be +eis%re acti&ities rather tha# :obs
5eop+e sho%+d do sporti#( acti&ities for e#:o$)e#t a#d hea+th reaso#s
Tai#( part is )ore i)porta#t tha# 'i##i#(
Arguments 6or *ro6essional s&ort
5rofessio#a+ sports are the sa)e as a#$ other b%si#ess
"a#$ peop+e are e)p+o$ed i# the sports i#d%str$
5eop+e sho%+d be ab+e to %se their ta+e#ts to ear# a sa+ar$
Sports stars e#tertai# )i++io#s of peop+e
"o#e$ is #ecessar$ to i)pro&e faci+ities a#d trai# ath+etes
The +e&e+ of professio#a+ sport is )%ch hi(her tha# that of a)ate%r sport
Arguments 6or Com&etitive s&ort
8o)petitio# is a #at%ra+ i#sti#ct i# h%)a#s
I# dai+$ +ife 'e co)pete to (et :obs or the hi(hest (rades
Sports are a safe for) of co)petitio#
8o)petitio# is hea+th$ beca%se it p%shes %s to (i&e o%r best
8o)petitors a#d fa#s ca# re+ease e#er($ a#d a((ressio#
S%pporters of tea)s fee+ a se#se of be+o#(i#( to a co))%#it$
8&inionB &ro6essional s&ort salaries are too high
Sports professio#a+s ear# too )%ch )o#e$
The$ do #ot pro&ide a &ita+ ser&ice
Bootba++ p+a$ers* for e,a)p+e* ear# e#or)o%s sa+aries b$ si)p+$ ici#( a ba++
We co%+d a++ +i&e happi+$ 'itho%t professio#a+ footba++
Life 'o%+d be diDc%+t 'itho%t doctors* e#(i#eers a#d other &ita+
professio#a+s.
Societ$ does #ot see) to &a+%e these professio#s as hi(h+$ as professio#a+
sport
Sports sa+aries sho%+d be co)patib+e 'ith the 'a(es )ost peop+e ear#
8&inionB &ro6essional s&ort salaries are 6air
It is fair that the best professio#a+ ear# a +ot of )o#e$
Sport is a )%+ti1)i++io#1po%#d i#d%str$
There is a +ar(e a%die#ce of sports fa#s
Sports o# te+e&isio# attract )a#$ &ie'ers
Sports stars ha&e dedicated ho%rs of practice to de&e+opi#( their -t#ess a#d
si++s
A#+$ the )ost ta+e#ted a)o#( the) 'i++ reach the top
9 sports career )a#$ o#+$ +ast 10 $ears
Sports fa#s are 'i++i#( to pa$ to s%pport their tea)s
$&orts and *olitics
So)e peop+e thi# that sport a#d po+itics sho%+d re)ai# separate
<o&er#)e#ts are i#&o+&ed i# the hosti#( of sporti#( e&e#ts s%ch as the
A+$)pics.
These e&e#ts attract i#&est)e#t a#d create :obs.
The A+$)pic <a)es are a# ad&ertise)e#t for the host #atio#
The$ attract h%(e #%)bers of &isitors a#d sports fa#s
Wea+th$ co%#tries te#d to ho+d these e&e#ts
Ee&e+opi#( co%#tries sho%+d be (i&e# the cha#ce to beco)e hosts
1!. +elevision, -nternet, *hones
*ositives o6 television
Watchi#( te+e&isio# is a (ood 'a$ to re+a,
It is )a#$ peop+eFs fa&orite 'a$ to 'i#d do'# after a hard da$ at 'or
Te+e&isio# pro(ra)s ca# be e#tertai#i#( a#d e#:o$ab+e
@ie'ers ha&e access to a h%(e &ariet$ of e#tertai#)e#t cha##e+s
Te+e&isio# bri#(s the best co)edia#s* )%sicia#s a#d actors i#to o%r ho)es
5ro(ra))ers ca# a+so be i#for)ati&e a#d ed%catio#a+
Ie's co&era(e )aes the p%b+ic a'are of e&e#ts aro%#d the 'or+d
Eoc%)e#taries ca# )ae +ear#i#( )ore i#teresti#(
7egatives o6 +elevision
Te+e&isio# is ha&i#( a #e(ati&e i)pact o# societ$
So)e peop+e +i# &io+e#ce o# te+e&isio# 'ith cri)e rates i# the rea+ 'or+d
8hi+dre# cop$ the beha&ior the$ see o# the scree#
8hi+dre# are +ess hea+th$ beca%se the$ spe#d +ess ti)e pa+$i#(
9d&ertisers direct their )areti#( at chi+dre#
"ost pro(ra)s do #ot re7%ire )%ch tho%(ht
Watchi#( T@ is a 'aste of ti)e
8&inions a#out +elevision
Te+e&isio# has )a#$ be#e-ts
.o'e&er* it ca# be addicti&e
8hi+dre# sho%+d p+a$ o%tside rather tha# sit i# fro#t of a scree# a++ da$
4eha&io%r sho'# o# T@ ca# i#;%e#ce peop+e
5are#ts sho%+d choose caref%++$ 'hat their chi+dre# 'atch
8hi+dre# sho%+d #ot be e,posed to &io+e#ce* s'eari#( or se,%a+ i)a(es
9d&ertisi#( d%ri#( chi+dre#Fs pro(ra)s sho%+d be strict+$ co#tro++ed
T@ co)pa#ies sho%+d )ae )ore positi&e* ed%catio#a+ pro(ra)s
*ositives o6 the -nternet
There are )a#$ ad&a#ta(es to %si#( the I#ter#et
It (i&es %s i#sta#t access to i#for)atio# o# a+)ost a#$ s%b:ect
Shops a#d other ser&ices are #o' a&ai+ab+e o#+i#e
5eop+e ca# b%$ (oods a#d ser&ices fro) the co)fort of their ho)es
The I#ter#et is starti#( to rep+ace other for)s of e#tertai#)e#t
It has re&o+%tio#i>ed co))%#icatio#
We ca# eep i# to%ch b$ e)ai+ or i#sta#t )esse#(er ser&ices
@ideo )essa(i#( is beco)i#( co))o# for b%si#ess )eeti#(s
7egatives o6 the internet
"a#$ 'ebsites co#tai# o?e#si&e co#te#t
So)e sites sho' &io+e#t or se,%a+ i)a(es
5are#ts -#d it diDc%+t to co#tro+ 'hat their chi+dre# see o#+i#e
The$ do #ot a+'a$s #o' 'ho their chi+dre# are chatti#( to
With so )a#$ 'ebsites it is diDc%+t to search for (ood i#for)atio#
8ri)i#a+s i#creasi#(+$ %se the I#ter#et to stea+ peop+eFs )o#e$
-nternet com&ared to ne2s&a&er and #oo.s
Ie'spapers a#d boos are #o' p%b+ished o#+i#e as 'e++ as i# pri#t
We ca# read the #e's i# a#$ +a#(%a(e fro) a#$ co%#tr$ i# the 'or+d
It costs #othi#( to p%b+ish or access i#for)atio# o# the I#ter#et
The I#ter#et a++o's a#$bod$ to p%b+ish their o'# 'riti#(
Ie'spaper artic+es a#d boos are 'ritte# b$ professio#a+s
5rofessio#a+s prod%ce better 7%a+it$ 'riti#( tha# a)ate%r
5eop+e sti++ b%$ #e'spapers a#d boos beca%se the$ are portab+e
5eop+e do #ot +ie readi#( fro) a scree#
*ositives o6 )o#ile *hones
The )obi+e pho#e is the )ost pop%+ar (ad(et i# toda$Fs 'or+d
"obi+e pho#es ha&e re&o+%tio#i>ed the 'a$ 'e co))%#icate
We ca# sta$ i# to%ch 'ith fa)i+$* frie#ds a#d co++ea(%es 'here&er 'e are
6sers ca# se#d te,t )essa(es* s%rf the I#ter#et* tae photos a#d +iste# to
)%sic
"obi+es ha&e a+so beco)e fashio# accessories
7egatives o6 )o#ile *hones
"obi+es pho#es ca# be a prob+e) i# so)e p%b+ic p+aces
=i#(i#( pho#es ca%se dist%rba#ce i# ci#e)as a#d schoo+ +esso#s
So)e peop+e are #ot a'are that others ca# hear their co#&ersatio#s
"obi+e pho#es )a$ a+so i#terfere 'ith e+ectro#ic e7%ip)e#t
Their 'a&es co%+d ca%se da)a(e to o%r brai#s
"obi+e pho#es ca# a+so be a da#(ero%s distractio#
6si#( a pho#e 'hi+e dri&i#( red%ces the dri&erFs co#ce#tratio#
"obi+e pho#es are a pop%+ar tar(et for thie&es
8&inion a#out )o#ile *hones
The be#e-ts of )obi+e pho#es o%t'ei(h the dra'bacs
We #eed to %se these pho#es 'ith care
2". +ourism
*ositives o6 +ourism
To%ris) is a pop%+ar +eis%re acti&it$
5eop+e (o o# ho+ida$ to re+a, a#d ha&e f%#
To%rists ca# e,perie#ce di?ere#t c%+t%res
The$ ca# s%#bathe o# beaches or (o si(ht1seei#(
Tra&e++i#( abroad ope#s o%r )i#ds
We ca# +ear# to spea other +a#(%a(es
The to%rist trade is &ita+ for so)e eco#o)ies
It creates e)p+o$)e#t i# ser&ices +ie acco))odatio#* tra#sport a#d
e#tertai#)e#t
So)e areas re+$ o# to%ris) for their i#co)e
To%rists spe#d )o#e$
To%ris) attracts i#&est)e#t fro) )%+ti1#atio#a+ co)pa#ies
It he+ps to i)pro&e the sta#dard of +i&i#(
Lo'1cost air+i#es are )ai#( it cheaper to tra&e+ abroad
7egative eEects o6 tourism
To%ris) ca# ha&e a #e(ati&e e?ect o# the #at%ra+ e#&iro#)e#t
The b%i+di#( of faci+ities a#d i#frastr%ct%re ca# destro$ the habitat of 'i+d
a#i)a+s
4ea%tif%+ beaches are spoi+t b$ the b%i+di#( of hote+s
To%ris) creates po++%tio# a#d 'aste
It p%ts press%re o# +oca+ reso%rces
Loca+ traditio#a+ a#d c%+t%res )a$ be e#da#(ered
9 rise i# the cost of +i&i#( a?ects +oca+ peop+e
The price of (oods* ser&ices a#d ho%si#( )a$ i#crease si(#i-ca#t+$
+he 6uture o6 tourism
<o&er#)e#t sho%+d i#trod%ce +a's to protect #at%ra+ e#&iro#)e#ts a#d +oca+
c%+t%res
To%ris) sho%+d ha&e a +o' i)pact o# 'i+d+ife
=e#e'ab+e reso%rces +ie so+ar or 'ater po'er sho%+d be %sed
Waste sho%+d be rec$c+ed
Loca+ b%si#esses s%ch as far)s sho%+d be s%pported
21. +raditional vs )odern
(osing traditional s.ills
4eca%se of i#d%stria+i>atio# a#d (+oba+ trade* )a#$ traditio#s ha&e
disappeared
<+oba+ ad&ertisi#( e#co%ra(es e&er$o#e to b%$ the sa)e prod%cts
"ost prod%cts are #o' )ade i# factories
"achi#er$ has rep+aced si++ed h%)a# +abo%r
Bactor$ 'or is bori#( a#d +ea&es peop+e fee+i#( %#f%+-++ed
<oods are prod%ced &er$ 7%ic+$ a#d i# +ar(e #%)bers
5rod%cts are cheaper* 'hich )ea#s that )ore peop+e ca# b%$ the)
EDam&les
8+othes are )ass prod%ced i# sta#dard si>es
5eop+e 'ear si)i+ar c+othes* rather tha# traditio#a+ cost%)es
Jea#s a#d T1shirt are #o' 'or# thro%(ho%t the 'or+d
.istoric b%i+di#(s too si++ed crafts)e# $ears to b%i+d
"oder# co#crete* stee+ a#d (+ass b%i+di#(s are b%i+t i# o#+$ 'ees or )o#ths
There are fe'er peop+e 'ho ca# create ha#d1)ade (oods
+raditional customs
Traditio#a+ c%sto)s are sti++ i)porta#t d%ri#( 'eddi#(s a#d re+i(io%s festi&a+s
5eop+e 'ear traditio#a+ cost%)ers a#d eat specia+ foods
It is i)porta#t to )ai#tai# o%r di?ere#t c%+t%ra+ ide#tities
We sho%+d ce+ebrate festi&a+s* teach traditio#a+ si++s a#d protect historic
p+aces
22. +rans&ort
+raGc &ro#lems
TraDc co#(estio# is ca%sed b$ co))%ters tra&e++i#( to 'or
"ost peop+e +i&e i# the s%b%rbs o%tside cit$ ce#tre
8o))%ters te#d to tra&e+ at the sa)e ti)e of da$
The$ te#d to tra&e+ a+o#e
8ars a#d road space are #ot %sed eDcie#t+$
This ca%ses traDc :a)s d%ri#( the r%sh ho%r
+raGc solutions
I# order to red%ce traDc 'e sho%+d cha#(e o%r 'ori#( habits
The i#ter#et ca# #o' be %sed to co##ect peop+e
"ore peop+e co%+d 'or fro) ho)e
"eeti#(s ca# be he+d as &ideo co#fere#ces
Worers co%+d be (i&e# ;e,ib+e ti)etab+es
9#other so+%tio# 'o%+d be to ta, dri&ers
Worers sho%+d share their cars a#d tra&e+ to(ether
I# Lo#do#* for e,a)p+e* there is a co#(estio# char(e
This he+ps to raise )o#e$ for better p%b+ic tra#sport
5%b+ic tra#sport #eeds to be re+iab+e a#d eDcie#t
*ositives o6 *u#lic trans&ort
We #eed to red%ce o%r depe#de#ce o# cars
5ari#( a car ca# be e,tre)e+$ diDc%+t i# bi( cities
We++1desi(#ed tra#sport s$ste)s are co)fortab+e a#d co#&e#ie#t
"oder# p%b+ic tra#sport ca# be fast a#d cheap
5%b+ic tra#sport ca# he+p to red%ce po++%tio# i# cities
I#&est)e#t i# b%ses a#d trai#s 'i++ ease traDc co#(estio#
4%ses ca# be (i&e# specia+ +a#ds to a&oid traDc
7egatives o6 &u#lic trans&ort
5%b+ic tra#sport if ofte# s+o' a#d %#re+iab+e
"etro s$ste)s a#d trai#s are ofte# dirt$ a#d cro'ded
5eop+e fee+ +ie /sardi#es i# a ca#0
8ars are )%ch )ore co)fortab+e
;oad sa6ety
Eri&i#( 'hi+e tired or dr%# is e,tre)e+$ da#(ero%s
"obi+e pho#es ca# be a da#(ero%s distractio# for dri&ers
The$ dra' the dri&erFs atte#tio# a'a$ fro) the road
The %se of pho#es 'hi+e dri&i#( has bee# ba##ed i# )a#$ co%#tries
5%#ish)e#ts are beco)i#( stricter
Te+e&isio# ca)pai(#s are %sed to re)i#d peop+e to dri&e safe+$
Speed ca)eras ha&e beco)e )ore co))o#
Speed b%)ps are a#other for) of traDc ca+)i#(
"a#$ streets are desi(#ed 'ith the ai) of s+o'i#( traDc do'#
23. %ater
-m&ortance o6 clean 2ater
Water is as #ecessar$ #at%ra+ reso%rce
.%)a#s #eed access to c+ea#* safe dri#i#( 'ater i# order to +i&e
5oor 'ater 7%a+it$ is a )a:or ca%se of disease a#d death i# so)e co%#tries
Water %s%a++$ #eeds to be treated before 'e ca# dri# it
Ee&e+opi#( co%#tries ofte# +ac the )ea#s to treat a#d s%pp+$ 'ater to
citi>e#s
Ee&e+oped co%#tries te#d to ha&e )%ch better sa#itatio#
8iti>e#s ha&e access to c+ea# tap 'ater
Eri#i#( 'ater is #ot co#ta)i#ated b$ se'a(e or 'aste 'ater
The s%pp+$ of c+ea# 'ater 'o%+d i)pro&e p%b+ic hea+th i# )a#$ de&e+opi#(
co%#tries
%ater su&&ly
6rba# +ife 'o%+d be i)possib+e 'itho%t 'ater s%pp+$ s$ste)s
These s$ste)s are )assi&e e#(i#eeri#( pro:ects
"a#$ professio#a+s are i#&o+&ed i# their p+a##i#(* co#str%ctio# a#d
)ai#te#a#ce
The s%pp+$ a#d distrib%tio# of 'ater are )a:or co#cer#s
Water is beco)i#( scarce i# so)e co%#tries
9reas that s%?er dro%(hts ofte# #eed to i)port 'ater
9s pop%+atio#s (ro'* there is )ore press%re o# 'ater s%pp+ies
This co%+d +ead to a 'ater crisis
%ater and &olitics
The s%pp+$ of 'ater is a+so a# i)porta#t po+itica+ iss%e
.%(e a)o%#t of 'ater are #eeded for a(ric%+t%re a#d i#d%str$
The irri(atio# of crops acco%#ts for a +ar(e proportio#s of 'ater %se
9 'ater crisis co%+d +ead to po+itica+ co#;icts or e&e# 'ars
ArgumentB 2ater should #e 6ree
So)e peop+e be+ie&e that 'ater sho%+d be free for e&er$o#e
<o&er#)e#ts sho%+d s%pp+$ 'ater to a++ ho)es at #o cost
5ri&ate co)pa#ies sho%+d #ot be a++o'ed to pro-t fro) this #at%ra+ reso%rce
"o#e$ fro) ta,es ca# be %sed to pa$ for 'ater s%pp+$ s$ste)s
ArgumentB 2ater should not #e 6ree
If 'ater is free* peop+e tae it for (ra#ted
The$ do #ot thi# abo%t ho' )%ch 'ater the$ 'aste
The$ +ea&e taps r%##i#( 'hi+e 'ashi#( or br%shi#( their teeth
If 'e ha&e to pa$ for 'ater* 'e 'i++ %se it )ore respo#sib+$
Water s%pp+$ s$ste)s are e,tre)e+$ e,pe#si&e
I#&est)e#t is #eeded to )ai#tai# a#d i)pro&e the)
5ri&ate co)pa#ies )a$ pro&ide a better ser&ice tha# (o&er#)e#ts
If the$ pro&ide a# eDcie#t ser&ice* the$ 'i++ )ae )ore )o#e$
The$ 'i++ repair +eas to a&oid +osi#( )o#e$
?ottled %aterB 8&inions
So)e peop+e carr$ bott+es of 'ater 'here&er the$ (o
Bor e,a)p+e* the$ tae bott+es of 'ater to 'or or to the ($)
The$ be+ie&e that bott+ed 'ater is hea+thier tha# tap 'ater
The$ a+so ar(%e that it tastes better
.o'e&er* other peop+e be+ie&e that 'e sho%+d co#s%)e +ess bott+ed 'ater
5+astic 'ater bott+es add to +itter a#d 'aste prob+e)s
8o)pa#ies sho%+d #ot be ab+e to )ae a pro-t fro) 'ater
It is %#ethica+ to )ae )o#e$ b$ se++i#( paca(ed 'ater
There is #o di?ere#ce i# 7%a+it$ bet'ee# bott+ed a#d tap 'ater
24. %or.
+he #ene@ts o6 staying in the same Ho# 6or li6e
E)p+o$ees ha&e a stab+e career 'ith o#e e)p+o$er
The$ ha&e a (ood pe#sio# a#d hea+th i#s%ra#ce
Their sa+aries (rad%a++$ i#crease
The$ )a$ be pro)oted 'ithi# the or(a#i>atio#
The$ de)o#strate +o$a+t$
E,perie#ced sta? ca# be tr%sted 'ith )ore respo#sibi+it$
The$ beco)e part of a tea)
There is a c+ear+$ de-#ed path for de&e+op)e#t
+he #ene@ts o6 not staying in the same Ho#
5eop+e ofte# cha#(e :obs i# order to f%rther their career
9#other co)pa#$ )a$ o?er a pro)otio# or a hi(her sa+ar$
5eop+e 'ho cha#(e :obs ca# (ai# e,perie#ce
The$ ca# +ear# di?ere#t si++s
8ha#(i#( :obs is i#teresti#( a#d cha++e#(i#(
5eop+e ca# retrai# i# a di?ere#t occ%patio#
I# a fast1cha#(i#( 'or+d 'orers #eed to be ;e,ib+e
5eop+e #eed to de&e+op a ra#(e of e,perie#ce a#d si++s
$el6Cem&loyment
Io'ada$s* it is eas$ to set %p a co)pa#$
The I#ter#et pro&ides a (+oba+ )aretp+ace
Se+f1e)p+o$)e#t o?ers (reater freedo) tha# 'ori#( for a co)pa#$
.o'e&er* there are riss to starti#( a #e' b%si#ess
Se+f1e)p+o$ed peop+e )a$ face -#a#cia+ diDc%+ties
"a#$ b%si#esses fai+ to )ae a pro-t
There is +ess stabi+it$ i# se+f1e)p+o$)e#t
There are #o be#e-ts +ie pe#sio#s* sic pa$ a#d ho+ida$ pa$
Se+f1e)p+o$)e#t i#&o+&ed hard 'or* +o#( ho%rs a#d tota+ respo#sibi+it$
<nem&loyment
6#e)p+o$)e#t is a bi( prob+e) for i#di&id%a+s* co))%#ities a#d societ$
So)e peop+e are %#ab+e to -#d a :ob
The$ )a$ #ot ha&e the s%Dcie#t +e&e+ of ed%catio# or 7%a+i-catio#s
The$ )a$ -#d the)se+&es ho)e+ess
6#e)p+o$)e#t ca%ses fr%stratio# a#d stress
Job+ess peop+e )a$ beco)e i#&o+&ed i# cri)e as a )ea#s to (et )o#e$
The %#e)p+o$ed #eed careers ad&ice
<o&er#)e#ts #eed to pro&ide &ocatio#a+ co%rses a#d retrai#i#(
<nem&loyment #ene@tsB &ositives
So)e (o&er#)e#ts pa$ %#e)p+o$)e#t be#e-ts i# order to he+p :ob+ess
peop+e
6#e)p+o$ed peop+e #eed -#a#cia+ s%pport %#ti+ the$ -#d a #e' :ob
4$ c+ai)i#( be#e-ts the$ ca# co#ti#%e to pa$ for their ho)es
The be#e-ts s$ste) he+ps to red%ce po&ert$* ho)e+ess#ess a#d cri)e
<nem&loyment #ene@tsB negatives
So)e peop+e c+ai) be#e-ts rather tha# 'ori#(
The$ beco)e depe#de#t o# the (o&er#)e#t
The$ are #ot )oti&ated to -#d a :ob
The be#e-ts s$ste) is a b%rde# o# ta,pa$ers
9++ citi>e#s sho%+d 'or to ear# a +i&i#( a#d s%pport the)se+&es
=ecei&i#( be#e-ts a?ects peop+eFs se+f estee)
%or.>(i6e ?alance
It is i)porta#t to achie&e a ba+a#ce bet'ee# 'or ti)e a#d +eis%re or fa)i+$
ti)e
Too )%ch 'or ca# res%+t i# stress a#d poor hea+th
/'oraho+ics0 )a$ #e(+ect their fa)i+ies a#d frie#ds
5eop+e #eed to tae re(%+ar ho+ida$s
8o)pa#ies sho%+d be e,pect e)p+o$ees to 'or o&erti)e
Io'ada$s* )a#$ peop+e 'or part1ti)e or ha&e ;e,ib+e 'ori#( ho%rs
Tech#o+o($ a++o' peop+e to 'or fro) ho)e
"a#$ co)pa#ies pro&ide chi+dcare faci+ities
9 (ood 'orL +ife ba+a#ce ca# raise :ob satisfactio#
.app$* hea+th$ 'orers are )ore prod%cti&e
+echnology and 2or.
I#ter#et* fa, a#d )obi+e pho#e tech#o+o(ies ha&e re&o+%tio#i>ed 'ori#( +ife
Worers ca# co))%#icate &ia e)ai+* o#+i#e #et'ors a#d &ideo co#fere#ci#(
Tech#o+o($ ca# co##ect 'orers i# di?ere#t co%#tries
It (i&es peop+e )ore freedo)
It ca# a+so sa&e ti)e a#d )o#e$
So)e peop+e be+ie&e that oDces co%+d disappear i# the f%t%re
@irt%a+ o#+i#e oDces )a$ rep+ace the)
Child la#our
I# so)e co%#tries* chi+dre# are e,p+oited
The$ do repetiti&e :obs for &er$ +o' pa$
8hi+dre# are ofte# %sed i# a(ric%+t%re a#d factor$ 'or
The e)p+o$)e#t of chi+dre# is prohibited i# other co%#tries
"a#$ peop+e thi# that chi+dre# sho%+d be free to e#:o$ their chi+dhood
<o&er#)e#ts sho%+d )ae ed%catio# a priorit$
The$ sho%+d b%i+d #e' schoo+s
The$ sho%+d s%pp+$ the reso%rces to ed%cate chi+dre#
8hi+dre# #eed to be (i&e# the #o'+ed(e a#d si++s for ad%+t +ife
YOUNG ADULTS DOING MANDATORY COMMUNITY WORK

1. Benefits for involved o!n" #d!lts $#"e %et&een 1' ( )*+
, Le#rn to st#nd on t-eir feet . s!rviv#l s/ills0 %e1o2e %ot- 3-si1#ll ( 2ent#ll to!"-0 %enefit
t-e2 in f!t!re
, Le#rn to #33re1i#te dis1i3lines4 %e &ell #&#re of t-e ne1essit to follo& oders ( instr!1tions4
%e #%le to 1ontrol t-eir 2ood ( to res3e1t t-eir le#der
, 5#rds-i3s 1re#te o33ort!nities for t-e2 to reve#l 3otenti#l0 stren"t-s ( 6!#lities
, Good res!2e $C7+
). Benefits for 1o22!nit
, 8ffe1tive &# of ed!1#tin" o!n" 3eo3le #%o!t 3#triotis2
, A &# of tr#inin" f!t!re le#der
, To red!1e 1ri2e r#te #2on" o!n" 3eo3le.

O78RS8AS STUDY

Adv#nt#"es
1. More #dv#n1ed ed!1#tion sste2s in develo3ed 1o!ntries
, Universit 1o!rses in t-ese 1o!ntries #re 2ore 9o% oriented4 2ore res3onsive to l#%o!r 2#r/et4
2ore inte"r#ted in so1io,e1ono2i1 develo32ent trends4 !niversit in 2ost develo3in" 1o!ntries
% 1ontr#st #re still refer to #s :ivor f#&ers; $t-<3 tri t-=1+4 fo1!sin" 2ore on 3rovidin"
#1#de2i1 /no&led"e #nd s/ills needed % t-e l#%o!r 2#r/et.
). Overse# st!dents 1#n #11ess 2odern te1-nolo"ies4 even st#te,of,t-e,#rt ones $1>n" n"-? ti@n
tiAn n-Bt+ #nd %e involved in rese#r1- 3ro9e1t0 "#in 3r#1ti1#l s/ills.
C. More inde3endent #nd 2#t!re
D. 8E3os!re to different 1!lt!re

Dis#dv#nt#"es
1. C!lt!re s-o1/ . Ne& 1li2#te0 Ne& n#t!r#l ( so1i#l environ2ent0 5o2esi1/ness #nd
loneliness
). Fin#n1i#l diffi1!lties f#1in" 3riv#te st!dents
C. 5i"- 1ost of livin"Glivin" 1ost
D. Br#indr#in

L8ARNING 8NGLIS5 IN 8NGLIS5 SH8AKING COUNTRI8S IS T58 ONLY WAY TO
MAST8R T58 LANGUAG8 I

A"ree
1. St!din" environ2ent is ver i23ort#nt so le#rn 8n"lis- #n ti2e4 #n s3#1e #nd 1o2e
n#t!r#ll.
). 8#sil #11ess to n#tive s3e#/ers or te#1-ers0 #&#re of 1orre1t #11ent #nd 3ron!n1i#tion fro2
t-e %e"innin".
C. 8E3erien1e t-e forei"n 1!lt!re

Dis#"ree
1. In ot-er 1o!ntries &-i1- -#ve 2#n 8n"lis- 1o!rse t-#t -#ve n#tive te#1-ers or not. It is #lso #
effe1tive &# to le#rn 8n"lis- if le#rnin" -#rd.
). Le#rnin" in o!r o&n 1o!ntr &ill %e # s#fer $#nd 1-e#3er+ o3tion t-#n "oin" #%ro#d0 less
stress #nd fe&er 3ro%le2s in #11o22od#tion4 eE3ensive t!ition #nd livin" 1osts.

T88NAG8RS S5OULD DO A WID8 RANG8 OF SUBJ8CTS OR T58Y S5OULD FOCUS
ON T5OS8 OF T58IR C5OIC8

Hoint A
1. T-ese s!%9e1t 1over #ll #s3e1ts of n#t!re #nd so1i#l life. St!dents &o!ld %e &ell,e6!i33ed &it-
s!rviv#l s/ills ( #1#de2i1 /no&led"e for t-e f!t!re lives
). Doin" &ide r#n"e of s!%9e1t en#%les to 2#/e %etter of 1-oi1e of t-ose t-e &#nt to fo1!s on.
C. All fields #re interrel#ted0 %ro#d %#1/"ro!nd /no&led"e &o!ld %e -el3f!l.
D. T-is 2#/e 1-ildren %e diffi1!lt to develo3 t-eir "ifts. Teen#"ers s3end 2ost of ti2e in s1-ool4
so t-e -#ve no ti2e to le#rn ot-er s!%9e1ts.

Hoint B
1. More effe1tive0 st!dents %etter 2otiv#ted if t-e &ere #lo!d to 3!rs!e t-eir interest
). S3end 2ore ti2e to s3end on ot-er s!%9e1ts0 di" dee3 into e#1- iss!e . do rese#r1-4 do
#ssi"n2ents4 field &or/4 eE3eri2ents4 "ive 3resent#tion
, Tr#nsl#te /no&led"e fro2 %oo/s into t-eir o&n /no&led"e
C. S#ve reso!r1es for so1iet
D. No s1-ool 3ro"r#24 -o&ever 2#n s!%9e1ts it 1over4 &o!ld 3rovide teen#"ers &it- eno!"-
%#1/"ro!nd /no&led"e self,st!d s/ills #re essenti#l.

W8ARING SC5OOL UNIFORM

Adv#nt#"es
1. M#/e t-in" 2ore e6!#l for #ll st!dents.
). 86!#l on #n e1ono2i1 level
C. Hrevent env #nd 9e#lo!s #%o!t stlis- 1lot-es
D. For2 friends-i3 %#sed on 3erson#lit not 1lot-es.
*. Red!1e !ne6!#l tre#t2ent % te#1-ers.
K. 8n-#n1e solid#rit
L. 8n1o!r#"e t-e individ!#l st!dents of # s1-ool to feel li/e 3#rt of # %i""er "ro!3.

Dis#dv#nt#"es
1. S1-ool !nifor2s li2it 1-ildren to s-o& t-eir individ!#lis2 in 1lot-es.
). So2e f#2ilies 1#nt #fford t-ose !nifor2s %e1#!se itMs too eE3ensive.

LONG OR S5ORT 7ACATION IN T58 Y8AR FOR STUD8NT

S-ort v#1#tion
1. 8#sier for 3#rents to s1-ed!le v#1#tions.
). 5#rd for 3#rents to 2#/e # 3l#n for t-e ti2e in lon" v#1#tion. eE3ensive4 !ns#fe for 1-ildren.
C. Better for e1ono2 #nd to!ris2.
D. Over1ro&ded in -olid# se#sons.
*. C-ildren #re %etter fo1!sed on st!d

Lon" v#1#tion
1. S1-ool %!ildin"s #re #ir,1onditioned in s!22er -ot.
). St!dents 1#n t#/e 3#rt in t-e re#l &orld0 "#inin" eE3erien1es.

STUDY ALON8 OR WIT5 A GROUH

Adv#nt#"es of st!din" #lone
1. In 1#se t-e "ro!3 donNt t#/e st!din" serio!sl0 distr#1ted4 interr!3tions
). A%sol!tel 6!ite
C. De3end on o!r -#%its #nd 3erson#lit
D. If o! #re so1i#%le4 itOs too te23ted to so1i#liPe.

Adv#nt#"es of st!din" in # "ro!3
1. 8E1-#n"e infor2#tion #%o!t t-e to3i1 . 1o23#rin" notes4 dis1!ss v#rio!s #s3e1ts of # to3i10
1le#rer #r"!2ents.
). Fo1!sed on st!din" . "ood dis1i3line0 no &#sted ti2e.
W-#t #re dis#dv#nt#"es of st!din" in # "ro!3I

SC5OOL S5OULD ASK C5ILDR8N TO 87ALUAT8 T58IR T8AC58RS

1. 5el3 te#1-ers to 3erfe1t t-e2selves . Infor2 te#1-er of -o& st!dents re#1t %ot- to t-eir
te#1-in" 2et-ods #nd to t-e2 #s individ!#ls.
). 8n1o!r#"e te#1-ers4 "ive t-e2 1onfiden1e.
C. 5el3f!l for s1-ool #d2inistr#tors #ssess2ent of t-e 6!#lit of t-eir te#1-ers.
D. Good eEer1ise for st!dents0 !nderst#nd %etter &-#t is eE3e1ted of t-e2.
*. Te#1- st!dents res3onsi%ilit. Give st!dents feelin"s t-#t t-e -#ve # voi1e in &-#t -#33en in
t-eir s1-ools.

SOM8 STUD8NTS LIK8 CLASS8S W58R8 T8AC58RS L8CTUR8 $DO ALL OF T58
TALKING+ IN CLASS. OT58R STUD8NTS HR8F8R CLASS W58R8 T58 STUD8NTS DO
SOM8 OF TALKING. W5IC5 TYH8 OF CLASS DO YOU HR8F8R I

Adv#nt#"es of le1t!re
1. Te#1-er "ive t-e st!dent t-e infor2#tion #t t-eir %est.
). St!dents "#in t-eir eE3erien1e #nd /no&led"e.

Adv#nt#"es of dis1!ssion
1. develo3 st!dentsIT #1tiveness.
). Develo3 st!dentsIT inter#1tive s/ill.
C. Te#1-ers feel 2ore 1o2fort#%le.
D. St!dents st!d 2ore effe1tivel.
*. One effe1tive &# of st!din" is. 2#/in" 2ist#/e.
K. Dis1!ssion is #l&#s # %etter &# for "#inin" infor2#tion.
L. St!dents -#ve to 1onsider t-e 3ro%le2s ri"-t #t t-e 1l#ss to /no& to &-#t eEtent t-e
!nderst#nd.

T8AC58R S5OULD B8 HAID ACCORDING TO 5OW MUC5 T58IR STUD8NTS L8ARN

W- s-o!ldnNt te#1-ers %e 3#id #11ordin" to -o& 2!1- t-eir st!dents le#rn I -o& "ood do t-eir
st!dents 3erfor2 in eE#2in#tions
1. St!dents &ill 2iss o!t on # lot of ed!1#tion t-#t 1#nt %e 2e#s!red on # test4 %e1#!se te#1-er
&ill st#rt to te#1- onl &-#t st!dents need to "et -i"- test s1ores.
). So2e less #%le st!dents &o!ld %e dis#dv#nt#"ed. Te#1-ers 2# i"nore st!dents &-o -#ve
le#rnin" diffi1!lties %e1#!se t-e -#ve to 3!s- t-e 2#9orit of t-e st!dents.
C. On &-#t %#sis s-o!ld te#1-ers %e 3#id I

DIST8RUHT SC5OOL STUD8NTS 5A78 A N8GATI78 INFLU8NC8 ON OT58RS.
STUD8NTS W5O AR8 NOISY AND DISOB8DI8NT S5OULD B8 GROUH8D TOG8T58R
AND TAUG5T S8HARAT8LY. AGR88 OR DISAGR88

&e se3#r#te disr!3tive st!dents for t-e 3!r3ose .
1. Li2itin" t-eir ed!1#tion#l o33ort!nities.
). A sort of 3rison0 never re1over fro2 t-e eE3erien1e0 3ro%le2s for t-e &ider so1iet.

W-#t is t-e #ltern#tive I
1. Investi"#te for t-e re#son
). T-e &or/ is too e#s
C. Te#1-ers #re !nins3irin"0 sol!tion

T58 GO78RNM8NT OF YOUR COUNTRY IS GOING TO OFF8R A NUMB8R OF
UNI78RSITY SC5OLARS5IHS4 IN W5IC5 ACAD8MIC SUBJ8CTS S5OULD T58S8
SC5OLARS5IHS B8 OFF8R8D TO B8N8FIT YOUR COUNTRY.

W- offer s1-ol#rs-i3s to eE1ellent st!dents 1o22itted to #"ri1!lt!r#l s1ien1e #nd te1-nolo" I
1. 7ietn#2 is #n #"ri1!lt!r#l 1o!ntr.
). T-e 3rod!1tion is li2ited d!e to t-e l#1/ of #dv#n1ed #"ri1!lt!r#l te1-nolo" #nd f#r2in"
2et-ods.
C. 7ietn#2ese st!dents &o!ld %e en1o!r#"ed #nd f#1ilit#ted to #16!ire #dv#n1ed #"ri1!lt!r#l
s1ien1e #nd te1-nolo" to #33l to t-e f#r2s #nd ri1e fields
D. LQR 3o3!l#tion &o!ld en9o in1re#sed 3rod!1tion4 -i"-er 6!#lit 3rod!1ts4 2ore 9o%
o33ort!nities4 #nd -i"-er in1o2es.

W- offer s1-ol#rs-i3s to eE1ellent st!dents 1o22itted to infor2#tion te1-nolo" I
1. Hivot#l role of t-is field in 3!s-in" !3 t-eir e1ono2ies.
). 7n en9o 1o23#r#tive #dv#nt#"es in -!2#n reso!r1e sin1e o!r st!dents r#n/ -i"- in
intern#tion#l #nd re"ion#l 1o23!ter s1ien1e #nd 2#t-s 1ontests.
C. I"norin" 1o23!ter s1ien1e in t-is IT &orld4 7ietn#2 &o!ld ris/ l#""in" %e-ind in t-e de1#des
to 1o2e.

IN SOM8 COUNTRI8S4 T88NAG8RS 5A78 JOBS W5IL8 T58Y AR8 STILL STUD8NTS.
AGR88 OR DISAGR88

A"ree
1. Teen#"ers &-o &or/ e#rl #re 2ore 2#t!re #nd inde3endent t-#n t-ose do not &or/
). t-e -#ve eE3erien1e in &or/4 &-i1- is !sef!l for t-eir f!t!re 9o%s
C. T-e -#ve res3onsi%ilit &it- 2one #nd t-e l#%or 1ost v#l!e.
, W-en t-e /no& -o& -#rd to e#rn 2one4 t-e !tiliPe 2one 2ore effe1tivel
, T-e 1#n e#rn 2one to %! %oo/s4 "#2es4 or even t-o!"- s3end for s1-ool fee4 &-i1- -el3
t-eir 3#rents to r#ise t-e2
D. T-e 1#n n!rt!re t-eir s/ills #nd so1i#l /no&led"e.

Dis#"ree
1. Ne"#tive i23#1t on t-eir le#rnin"4 #nd event!#ll on t-eir "r#des.
). Disr!3t # teen#"erMs -o2e life. If t-e &or/4 t-e &ill l#1/ ti2e for 3l#in" or slee3in"4 &-i1-
res!lts in ne"#tive effe1t on t-eir -e#lt-.
C. 5eMs 2issin" o!t on t-e f!n of %ein" o!n". 5e -#s # &-ole lifeti2e in &-i1- -eMll -#ve to
e#rn # livin"

UNI78RSITY STUD8NTS S5OULD B8 R8SUIR8D TO ATT8ND CLASS8S OR B8
OHTIONAL FOR STUD8NTS.

Ads of #ttendin" t-e 1l#ss I
1. Herson#l eE3erien1e 1#n -el3 3eo3le le#rn #%o!t t-e2selves #nd t-e &orld o!tside t-e
1l#ssroo24 %!t &-en it 1o2es to le#rnin" #%o!t #1#de2i1 s!%9e1ts4 st!dents need to %e in 1l#ss.
). In 1l#ss4 st!dents re1eive t-e %enefit of t-e te#1-erMs /no&led"e.
C. Attendin" 1l#sses on #n s!%9e1t te#1-es 2ore t-#n 9!st f#1ts. It te#1-es st!dents -o& to le#rn4
-o& to #%sor% infor2#tion #nd #33l &-#t t-eMve le#rned to ot-er sit!#tions.
D. Te#1- t-e2 -o& to &or/ &it- t-e ot-er 2e2%ers of t-e 1l#ss.
*. Te#1- st!dents res3onsi%ilit #nd dis1i3line.

A COLL8G8 OR UNI78RSITY 8DUCATION S5OULD B8 A7AILABL8 TO ALL
STUD8NTS OR 5IG58R 8DUCATION S5OULD B8 A7AILABL8 ONLY TO GOOD
STUD8NTS. DISCUSS OD W5IC5 7I8W DO YOU AGR88 WIT5 I

W- everone s-o!ld -#ve t-e o33ort!nit to #ttend 1olle"e I
1. 8d!1#tion is # v#l!#%le invest2ent in f!t!re 1#reer e#rnin"s.
). Heo3le &it- 1olle"e de"rees 2#/e 2ore 2one #nd -#ve 2ore o33ort!nities l#ter.
C. 8verone s-o!ld -#ve # 3eriod to le#rn #%o!t t-e2selves %efore t-e %e"in to &or/ #nd e#rn
2one.
D. Colle"e is # ti2e to 2eet different 3eo3le4 se3#r#te fro2 o!r 3#rents4 #nd %e"in to define o!
#s # 3erson.
*. Anone s-o!ld %e "iven # 1-#n1e to see -o& f#r s-e 1#n "o.

W- terti#r s-o!ld %e #v#il#%le to onl "ood st!dents I
1. 5i"-er ed!1#tion is ver eE3ensive.
). Mi"-t %e # &#ste of 2one to send so2eone to 1olle"e &-o 2i"-t not %e #%le to -#ndle t-e
1o!rse &or/.
C. A %i" invest2ent of ti2e for st!din".
D. A &e#/ st!dent s-o!ld "et # 9o% #nd e#rn so2e 2one.

LI78 IN UNI78RSITY DORMITORI8S4 OR AHARTM8NTS IN T58 COMMUNITY I

W- live on 1#23!s t-eir first t&o e#rs I
1. fres-2en #nd so3-o2ores need t-e st#%ilit of 1#23!s life
). livin" on 1#23!s 2#/es it e#sier to "et oriented to t-e &# t-in"s #re done.
C. Yo! "et t-e &-ole !niversit eE3erien1e
D. Yo! inter#1t 2ore &it- ot-er st!dents.
*. T-e older st!dents in t-e dor2itor 1#n %e # %i" -el3 for t-e ne& st!dents
K. M#9or t#s/ is st!d.
L. Feel 2ore # 3#rt of t-e !niversit 1o22!nit.
'. More o33ort!nities for %e1o2in" involved in !niversit #1tivities #nd net&or/in" &it- st!dent
le#ders #nd !niversit #d2inistr#tion.

W- live off 1#23!s t-eir l#st t&o e#rs I
1. J!niors #nd seniors need t-e inde3enden1e of off , 1#23!s life.
). Findin" #n #3#rt2ent4 de#lin" &it- le#ses #nd l#ndlordMs re"!l#tions4 1oo/in" 2e#ls4 #nd
fi"!rin" o!t %!d"ets #re #ll "ood 3r#1ti1e for life #fter "r#d!#tion0 "ro& into #d!lt-ood.
C. A %etter 3ers3e1tive on &-#t is "oin" on #ro!nd t-e2.

WOULD YOU RAT58R 5A78 T58 UNI78RSITY ASSIGN A STUD8NT TO S5AR8 A
ROOM4 OR WOULD YOU RAT58R C5OOS8 YOUR OWN ROOMMAT8 I

Adv#nt#"es of roo22#te fro2 !niversit #ssi"n I
1. St!dent s-o!ld 2eet ne& 3eo3le #nd %e o3en to ne& eE3erien1e.
). We 1#n 1-#n"e roo22#te in t-e neEt se2ester if not 1o2fort#%le.
C. We 1#n 3l# #n de1isive role &-en 2#/in" # list.
D. So2eone &-o is different fro2 !s &o!ld %e interestin".
*. C-#n1e to "et # roo22#te fro2 #not-er 1!lt!re.

8DUCATION IS R8COGNIT8D AS 7ITAL TO T58 FUTUR8 OF ANY SOCI8TY IN
TODAYMS WORLD. GO78RNM8NTS T5ROUG5OUT T58 WORLD S5OULD MAK8
8DUCATION COMHULSORY FOR ALL C5ILDR8N B8TW88N T58 AG8S OF * AND 1*.
AGR88 OR DISAGR88 I

Benefits of 1o23!lsor ed!1#tion
1. At # o!n" #"e4 st!dents #re !nli/el to %e s!ffi1ientl 2#t!re to 2#/e sensi%le de1isions
#%o!t t-eir lives.
). In tod#Ms so1iet4 &-ere in1re#sin"l -i"- levels of s/ills #nd /no&led"e #re re6!ired of t-e
&or/for1e0 need #t le#st %#si1 ed!1#tion.
C. T-e "overn2ents 3rovide # %#si1 ed!1#tion for 1-ildren for free0 t-eir 3#rents -#ve not-in" to
lose.
D. So2e 3#rents &-o do not &#nt to follo& t-e 3oli1 do not re#liPe t-e ne1essit of # %#si1
ed!1#tion.
*. In f#1t4 # %#si1 ed!1#tion is # 2#9or fo!nd#tion for ever 1#reer.

Dis#dv#nt#"es of 1o23!lsor ed!1#tion
1. Lo& in1o2e f#2ilies 2# not %e #%le to #fford to /ee3 t-eir 1-ildren #t s1-ool.
). C-ildren 1#n -el3 %rin" in 2!1- needed in1o2e.
C. Co23!lsor s1-oolin" 2i"-t %e 3s1-olo"i1#l d#2#"in" for t-e st!dents &-o #re not
2otiv#ted to le#rn

8DUCATION IS A CRITICAL FACTOR IN A COUNTRYMS D878LOHM8NT. OHINION IS
DI7ID8D. 5OW878R4 ON W58T58R A D878LOHING COUNTRY WIT5 LIMIT8D
R8SOURC8S S5OULD GI78 HRIORITY TO IMHRO7ING AND 8UHANDING BASIC
8DUCATION FOR T58 MASS8S OR TO HRO7IDING A 5IG5 SUALITY T8RTIARY
8DUCATION FOR T58 FUTUR8 L8AD8RS.

W- s-o!ld i23rove #nd eE3#nd %#si1 ed!1#tion I
1. 8verone %orn to t-is &orld is e6!#l #nd4 -en1e4 is entitled to re1eivin" %#si1 ed!1#tion.
). Onl % i23rovin" %#si1 ed!1#tion 1o!ld # 3oor n#tion en1o!r#"e its 3eo3le to dis1over t-eir
3otenti#l4 &-i1- &o!ld tr#nsl#te into t-eir /no&led"e #nd s/ills to %e e23loed #t &or/4
t-!sGt-ere% i23rovin" 3rod!1tivit #nd4 !lti2#tel4 livin" st#nd#rds.
C. ItMs 1o22on 3eo3le &-o 2#/e !3 t-e l#r"est 3#rt of t-e &or/for1e.
D. T-e 2or#l 6!estion of e6!#l o33ort!nities for everone. On &-#t 1riteri# 1#n # o!n" 3erson
%e 9!d"ed #s # 3otenti#l f!t!re le#der or 9!st #s # 1o22on 3ersonI
*. De3rive t-e involved individ!#l of -i"-er ed!1#tion o33ort!nit to eE3lore -isG-er f!ll
3otenti#l4 #nd 2i"-t #lso de3rive t-e n#tion of # 3otenti#l 1lever le#der.

D8SCRIB8 T58 MAJOR HURHOS8 OF 8DUCATION IN SOCI8TY

1. Well , ed!1#ted #nd "ood 1itiPens.
). S/illf!l #nd 6!#lified &or/for1e.

TOO MUC5 8DUCATION IS DANG8ROUS. IF H8OHL8 R8C8I78 MOR8 8DUCATION
T5AN T58Y N88D TO FUNCTION IN T58IR JOB4 IT ONLY BR88DS
DISSATISFACTION. AGR88 OR DISAGR88

Too 2!1- ed!1#tion is d#n"ero!s I
1. 8d!1#tion "ives 3eo3le !nre#listi1 #2%itions. t-e l#& of t-e 2#r/et de1rees t-#t not ever one
1#n %e # 2#n#"in" dire1tor.
). T-ere is ver little 3oint in tr#inin" 3eo3le for # level of 9o% t-#t t-e 1#n never -o3e to
#1-ieve.
C. 8d!1#tion is eE3ensive. Over,ed!1#tion is # &#ste of ti2e #nd 2one.
D. St!dents tend to %e # disr!3tive infl!en1e on so1iet. fo!nd #t t-e forefront of r#di1#l
or"#nis#tion.

W- s-o!ld invest in ed!1#tion I
1. Most 1o!ntries need # -i"- st#nd#rd of -!2#n reso!r1es in order to 1o23ete in t-e &orld
2#r/et.
). Uned!1#ted 3eo3le !n#%le to s-o& initi#tive.
C. Const#ntl 1-#n"in" te1-nolo" 2e#ns t-#t t-e &or/for1e -#s to %e fleEi%le #nd re1e3tive to
ne& ide#s in order to %e of v#l!e to e23loers.
D. Mor#l 6!estion. &-o -#s t-e ri"-t to s# -o& 2!1- ed!1#tion # 3erson is entitled toI W-#t
1riteri# 1o!ld %e !sed to de1ide # level of s1-oolin"I

8DUCATION IS T58 SINGL8 MOST IMHORTANT FACTOR IN T58 D878LOHM8NT OF
A COUNTRY. AGR88 OR DISAGR88

W- ed!1#tion is t-e 2ost i23ort#nt f#1tor I
1. 8d!1#tion 3rovides %#sis for ot-er s/ills.
). Liter#1 i23roves &or/in" 3ersonMs 1#3#%ilit.
C. Cre#tes selfG n#tion#l res3e1t.
D. 8d!1#tion 3rovides %#sis for -e#lt- 3o3!l#tion.

W- ed!1#tion is not t-e 2ost i23ort#nt f#1tor I
1. 5e#lt- is 2ore i23ort#nt t-#n ed!1#tion.
). 81ono2i1 develo32ent is i23ort#nt4 #nd 2# onl need !ns/illed &or/ers.
C. Diffi1!lt to find eno!"- tr#ined te#1-ers.

TOO MUC5 IMHORTANC8 IS ATTAC58D 8UAMS AT SC5OOL. AGR88 OR DISAGR88

W- s# too 2!1- i23ort#n1e is "iven to eE#2s #nd t-#t it is ti2e to 1-#n"e t-e &# &e
2onitor o!t 1-ildrenMs develo32ent #t s1-ool I
1. Firstl4 I t-in/ t-#t t-e eE#2in#tion sste2 is !nf#ir %e1#!se so2eti2es t&o st!dents &it- t-e
s#2e #%ilit in # s!%9e1t "et ver different eE#2 res!lts. T-is is %e1#!se one is 2!1- %etter #t
t#/in" eE#2s t-#n t-e ot-er.
). A3#rt fro2 t-is4 eE#2 6!estions often test -o& 2!1- # st!dent -#s re2e2%ered #%o!t t-e
t-in"s -e or s-e -#s %een t#!"-t in t-e 1l#ssroo2.
C. As # res!lt4 st!dents #re often en1o!r#"ed to le#rn f#1ts % -e#rt4 inste#d of -o& to !se t-e
infor2#tion #nd -o& to t-in/ for t-e2selves.
D. L#stl4 it see2s to 2e t-#t eE#2s so2eti2es -#ve # %#d effe1t on te#1-in"4 #s te#1-ers #re
!s!#ll 9!d"ed % t-e eE#2 res!lts of t-eir st!dents.
*. Conse6!entl4 t-e #re often 2ore interested in 3re3#rin" t-eir st!dents for t-e eE#2s t-#n in
2#/in" t-eir lessons livel #nd sti2!l#tin".

H8OHL8 S5OULD R8AD T5OS8 BOOKS T5AT AR8 ABOUT R8AL 878NT4 R8AL
H8OHL84 AND 8STABLIS58D FACTS. AGR88 OR DISAGR88

Dis#"ree
1. T-e re#l &orld is too 1o23li1#ted for 1-ildren0 inno1ent #nd ineE3erien1ed to /no& t-e re#l
f#1ts #nd !nderst#nd &-#t is # re#l life #%o!t
). Co2i1 %oo/s &ill dis#33e#r #s &ell #s #ni2#ted fil2s #nd fi1tion 2ovies0 not-in" -#33ens to
eE1ite t-e 2ind #nd s3irit.

SOM8 C5ILDR8N DO NOT 5A78 NATURAL ABILITY FOR L8ARNING OT58R
LANGUAG8S. T58R8FOR84 T58Y S5OULD NOT B8 FORC8D TO L8ARN A FOR8IGN
LANGUAG8. AGR88 OR DISAGR88

Dis#"ree
1. If # 1-ild 1#n %e fl!ent in -isG-er first l#n"!#"e4 sG-e 1#n #lso %e fl!ent in #n ot-er l#n"!#"e
%e1#!se of t-e s#2e %r#in 2e1-#nis2.
). Lon" ter2 %enefits0 eE3ose 1-ildren to #not-er 1!lt!re4 r#isin" t-eir #&#reness of 1!lt!re
diversit of t-e &orld.
C. 8ssenti#l for &or/ #s "lo%#liP#tion 3ro1eeds0 -i"- level 9o% o33ort!nit &ill %e o3en.

MANY H8OHL8 AGR88 T5AT 8DUCATION S5OULD B8 COMHULSORY FOR ALL
C5ILDR8N UNTIL A C8RTAIN AG8. OT58RS4 5OW878R4 ARGU8 T5AT C5ILDR8N
AND T58IR FAMILY S5OULD B8 FR88 TO D8CID8 W58N T58Y L8A78 SC5OOL.
DISCUSS

Hoint A
1. C-ildren #re too o!n" to 2#/e sensi%le de1isions0 le#ve s1-ool e#rl &o!ld de3rive t-e2 of
-i"-er ed!1#tion o33ort!nit.
). Gender e6!#lit0 dis1ri2in#tion &o!ld li2it "irls #11ess to ed!1#tion4 t-!s -inderin" so1io,
e1ono2i1 develo32ent

Hoint B
1. Lo& in1o2e f#2ilies 2# not %e #%le to #fford to /ee3 t-eir 1-ildren #t s1-ool.
). For1ed ed!1#tion 2i"-t %e s31-olo"i1#ll d#2#"in" for t-ose &-o #re not 2otiv#ted to le#rn.