闊

⌒: Pis˛ us:s tho folloν v'¨ °q● oξ ti● ns::as a dass. : : :

萱罷vvh● ! do yo˘ e ¡ :s●
ⅱ:the p¡
ct˛ re ab˚ ˛ e?: : :
萱催:H¿ IA/ ¿ Δ IΔ δyou thi⌒ κthe ξ tu:Δ ontξ '⌒ th⇔ pi˛ tμ r:e are?

翰擴 v̆h¸ t d● the ¸ tudent:s :!¿ ok Iike th● y

● do¡ n˚ ? :::
r↔

B. An:Svvef:tho ●
llq1˛ t¡ wi!h a pa:rt!ner: : :: :
onζ
—ehd :ξ
ⅲh!at alg- '''Iing peoplΔ ¡ ⅲ r ˛
● 。¸ :
:h°
翰罷 ¨μ stqueξ n νρ
:

: u:n:til ů:ntㅏ y t● l

婚罷p˚ :you :thi● k !he u̧bj:ecis stude∴ :le:arn ot s˛ hpo! a ㅏ̊ s̈eful7 ㅌ

:tξ xpla ¡ n.

翰慧What ⅛ ¡
:re ζ
˚ ⅲ;e other vv⅛ ys th¸ t peo:pIo ¿ ¨Iearⅱ beζ ide● a:tt¿ nd¡ ng school?
 Leorhing obou十 +he Top¡ c

Shou'd students be requ¡ red to attend s˛ hoo' 'or a

˛
erta¡ ber of years?
" nuⅲ

Read the passage and underiine the rnain ideas°

※
姦: Track 10

Attending school is ˛ompul¸ ory untⅱ at least the age of 16

in rnost countries. For twelve years or rnore, children spend
νvr¡ ting,
thousands of hours at school studying reading,
s necessary
eved that th¡ s learning ¡
and arithmetic. lt is be1 ¡

¡n order to function in ㅇur rnodern society. Few people

even consider rnaking schoo1 education optional. This is

unfortunate as there are rnany reasons to believe that

rnandatory education does nㄱ ore harrn than good.

w¡ th rnandatory educatiㅇ n is that it is Πㄱ

¡ practica l. As adults, people rarely
The rnain problenㄱ
need the inforrnation that they studied in school. They learn the skil ls that they need at their
jobs. To prepare young people for the '˘ Γ ng vvorld, ¡t vvould be Πㄱore effective for theΠ
'
'Iork¡
kevvise, there is little
to have internships and apprenticeships rather than to attend school. L¡
ance. Being
、
relationship betvveen students' acadenㄱ ic ability and their future work perfor“
nit¡ ative. Be¡ ng a good student oftentimes does
a good ernployee requires creat¡ vity and ¡
not. Therefore, going to school does I ittle to prepare people to becorne effective vvorkers.
ㄱic
Final lyr cornpulsory education den ¡es ch ¡ldren the opportunity to pursue their real acadeΠ

interests. AⅡ school students nㄱ ust study the sanㄱ e subje˛ ts even if they are not talented at

thern. This is often a vvaste ㅇf tiΠ ⌒ ldren who are interested in rnath should
'e. For exarnple, ch¡
c.
ng other subjects such as art or rnus¡
focus rnainly 아ㄱstudying math rather than on learn¡

Even ⅥIith these shortcornings, abolish ¡ng nnandatory education nnay be a hasty decis¡ on. For
tizens have a rudiΠlentary level of education. ⊂
zens it¡

oneI society rTlust ensure that al l of its c¡

ts
nnust be able to th ¡
nk cr¡ tical ly and have knovvledge about history: politics, and other subje⊂
t pr아 ㄲotes
s that ¡
¡
in order to funct¡ on in society. Another advantage of connpulsory education

equa'¡ ty. Every student learns the same mater¡

al and gains the same knowledge. Th¡ s means

that everyone has an equal chance to becorne successful and to rnake a good l iving. No doubt,
abol¡ shing compulsory education 'Nould leave sorne students behind. Furtherrnore, schools
help children becorne socialized. They learn hoⅥ I to interact 'Nith other students frorn a variety
ooperating
ch as shar¡ ng and ⊂
of soc¡ al backgrounds. They are also taught basic nㄱ anners s'」

Iith others. This prepares theΠ ㄱto beconne funct¡ oning mernbers of society as adults.
:¨::::¨ ‥ ::-:¨ -‥ :::::::::-:--:-:-:----:-:
'Λ

4 5
Choose the correct word for each def¡ n ¡on.
t¡

conㄱ pulsory ¡nternsh ¡p ¡

nit¡ ative rudi Πentary
ㄱ

瑾the povver tㅇ do sornething before others do it

慧 the state of having the sarne r¡ ghts, social status, etc.

頀 an unpaid job sorneone does to get experience

瓘 requ¡ red by rule or 1aw

頀 basi˛ or s¡ rnple

⊂heck the correct answer for each question.

vay to help ch¡ 1dren be ready to have jobs as adults?
闊VVhat rnight be a better ν
[::::] Learn¡ ng a larger var¡ ety of acadernic ski I Is ¡
n school
□ Having ¡nternships and apprenticeshi1⊃ s at young ages

罷 νVhy does rnandatory education 'ㄲ ake ¡

t d¡ fficult for ˛hildren to learn about their true inter

□ Because students have to spend too rnuch ti Πㄱ

e preparing for exaΠ
's
[二 〕Because students Π
lust study subjects that do not interest thern

戇 VVhat knowledge do citizens need to have to funct¡ on in society? ⊂hoose TVVO correct ansⅥ
□ h¡ story □ art
□ Πㄱusic EI pol it¡ cs

How does attending school help children 1earn soc¡ al sk¡ ‖s?

□ They 1earn hovv tㅇ deal vv¡ th other types of people and bas¡ c rnanners.
[二 ] They study the saΠ le subject nlater¡ al, which hel ps them rnake a good liv¡ ng・

4 6
Think of and share ideas to explore the dobatable issues ¡
n the art¡ de. Be s:ure to state your opin¡ on
dearly and to proν ide one support¡ ng idea for ea⊂ h opin¡ on.
∵
:::::::::::::::i莘
塵
i垂垂盡予 莩攀 驥 攀囍 麟莘풍늄:=⅛¨ :捿 ::::::-:::::::--::::::::::

::::::: 瑾Until what age do you==-----=--==i●

=::=::::::::::::⅜
=*ㅣschool?
think that people should be requ¡ red to attend
'—

I''' ore speciFcqlly'

瓘 Do you think that Π nfor了ㄲat¡ on tha:t they Iearned ¡

10st adults use the ¡ n the¡ r *:˙
n school ¡ ::-˙

・ :I::::::—

daily l ves?
¡
==:::::

My ㅇpinion qboul Ih¡ s ¡

s

The 「
eosㅇ n l feel +his woy is

|十 is nny feeling lhqt

鍛姦
- *:: 1-:˙
⅜
:=-=:=
● : =˙
:˙

'':::●

This is due 十
ㅇ+he focl +hqㅏ

●
●●-● ●● ● ● 、;
- ' ●
—
:=:I˙
::i= 4 Do you think go¡
ng to school helps children beconne social ¡
zed? ν
Vhy ㅇr vvhy not?
:::::: l b히
ieve ⅲ o十

To go inㅏ o more deto",

¡
:=i does th s suggest about getting an educat¡ on and be¡ ng successful?
:= |+ seems 'o sugges十
::-i
thoㅣ

Fo「 e× qr'nple,

●●
!꾸 ●-● --¨ ● :::::::●
-:・
::---●¨---::::::: ::::::: :: :::::::::::-::i一 ˛

＼＼
Look at the opinion exannples about the motion beIow and answer the questions.

Motion: Mandatory s˛ hoo' edu˛ at¡ on shou]d be abo' ished.

粲ㅠ
囍 ㄾk Ⅱ 闊
霞"ㄾ k
vated people oned
Mandatory schooling is an old— fash ¡
”
't is true that highly rnot¡
can succeed without getting a forrnal dea that needs to be abandorㄱ
¡ ed
educat¡ on. But these people are n the
¡ imrrlediately. The fact is that most of
n'¡ nor¡ ty. For nㄱ ost peopl e, attending schooㅣ at¡ on vve learn at school-=the
the inforΠ ㄱ
¡
s absol utely essential. For one, s⊂ hool is h story lessons, the algebra dasses, and
¡
one of the fevv places vvhere people are the vvorks of l ite rature— g ets fo rg otten
exposed to acadenㄱ ic inforrnation. M ¡I Iions shortly after we learrㄱ it. The reasorㄱ ¡
s that
of parents never teach their childrerㄱ how vve ra rely need school subjects in the rea l
to read, do math, or do other such bas¡ c Γ Γ
'Iorld. ln fact, people learn real '˘ 'Iorld skiIIs
'˘

sk¡ l ls. VVithout rnandatory schooling, at their jobs, not at s˛ hool. Surprisinglyr
countless people vvould not develop any school teaches ch ¡ldren to d ¡
slike acadern ¡
c

acadernic knoⅶ edge. Further'¨ ore, going

rㄱ ㅣ
earning. Students must Iearn inforrnatior'
to school teaches ch ¡ldren irn portant social in a short arnount of tirne or risk fa"ing
skil ls. ⊂hildren rarely have the chance to their tests. ln th ¡
s envi ronnㄱ ent, learning

¡nteract with their peers at horne. School becornes a source of stress, not a source of
gives children a safe pla⊂ e to rneet people enjoynㄱ ent. VVe should ¡nstead let children
the¡ r own age and to develop lifelong pursue the¡ r ㅇⅥIn acadeΠ ㄱ
¡c ¡nterests at the¡ r

fr¡ endships. ovvn pace.

瀅 'Jnderl¡ ne the '¨ ain idea of each opin¡ on.

rㄱ

驪 VVhich opiniㅇ n is for the top¡ c? VVhi⊂ h one ¡

s against it?
撥 FOR:

醱 AGAINSI

VVhat supporting ideas does ea⊂ h op¡ nion give?

揮opin¡ on A:

齒 opinion B:

⊂reate one Πㄱ
ore supporting ¡
dea for each argurnent.
簽0p¡ nion A:

酋0p¡ nion B:
4 8
 驥ead ¼ㅣd Ie¼ ::lrn
:;⅛
''⅛
hovv 莖
0 ㎩eh¿폈 v(':ㅑ durii'˙ lg ¼
:;! deb¼ 혔
t¼:::.

ㅐow Sho"'d Yo" Behaˇ e Dur¡ ng a Debate?

In addit¡ on to being pol ¡

te, it is also irnportant to de'¡ ver your ideas ˛
many aspects of your speech. One ¡ 'early.
s your way of speaking. You should speak in Delivery refers to
fairly loud, ˛Iear
νoice. Speak at an eν en pa˛ e that ¡
s neither too quick nor too sloIA/ly. Ybu must also rerㄲ ember
to address your audien˛ e proper'y. Stand up before you begin tㅇ speak and make sure to stand
straight and ta‖ . Give the other debaters the irnpression that you are confident and sure of your
argurnents. A Iarge part of ν
v¡ nn¡ ng a debate is not vvhat you say but hoν v you say ¡
t.

VVork vvith a partner or as a dass and ansvver the foI Iovv¡ ng debate quest¡ ons. VVhile other people
a re speaking, take note of hovv they speak and address their audience. Use the boxes belovv tㅇ
eva luate the other students and to g ve them feedback to improve their debate speaking.
¡
: Question 1: Does going to school rnake you nㄱ ore interested or less interested ¡
n learning nel’v
¡nformation? Expla ¡
n.
=::;ㅑ

離
麟끓鑑
寗뿐揮
筵簽繼
轍
ㅑ追ㄶ

闊暈ls t:he speaker's vo lunle appropriate? 闊鎚Did the speaker stand up before
ng to speak?
beginn ¡
」
:ㅏ

:::::::' Too ioud :::::::: Too quiet ::::::::: ust right

追 瑾볕禪盞ξ

::: Yes :¨ : No

擴I:s the s˚ eaker's

闊 talk¡ ng speed easy to 萱
萱's the speaker standing stra¡ ght and ta l l?
understand?
: : Yes : -¡ No
:::::' Too fast ::::: Too sloⅶ ::::: 」ust right

Question 2: VVhat are sorne vvays that you vvould change hovv students study at your school?

¾
⅜
:::;i:':+i:::+姆

=
萱薨ls the speaker's vㅇ lu Π
)e appropr¡ ate? 闊麾D¡ d the speaker stand up before
beg ¡ nn ¡ng to speak?
::::::::: Too Ioud ::::::::: Too quiet ::::::::: 」
ust right
::::::: Y° s :::::: Nㅇ
萱幣ls the speaker's talking speed easy to 闊 ls the speaker standing stra¡ ght and ta l l?
婚
understand?
::::::::::: Yos : : No
:::::: Too fast ::::: Too sloⅥ I ::::::: 」
ust right

4 9
 ng 十
Debo十 ¡ he Top¡ c

Motion: Mandatory s˛ hool edu˛ at¡ on should be abolished.

VVhat are your arguments? Get into tvvo groups arㄱ d plarㄱ for the debate. Decide whether your
tea'ㄲ ¡s FOR (agree) or AGAINST (d¡ sagree) the n1otion. Then, create your ARE: Argurnent, Reasc
r vvorl〈 book to hel p
a rㄱ d Exa 1ㄱ nple. '」 se the exarnple arguments belovv and the research frorn yoL」
create your argurnents.

■ㅌxa'ㄲ ple Arguw￢ ents

Argu γ
ㄲ ent Argument
Corr'pulsory education is the best ⅥIay to
Mandatory educat¡ on ta kes avvay the joy of
Iearn¡ ng and nㄱ akes ¡
t stressful. ensure that al l cit¡ zerㄱ s Iearn fur-'darnenta l

acade“ ㄱic sk¡ I Is.

⊂hildren are natura l ly curious. They vvant
tㅇ learn about the vvorld. Unfortunatelyr
school takes knou/ledge and forces children
to learn it. There are tin、 e 1iΠ ㄱ
its, deadlines,
and tests. Th¡ s nㄱ akes learning becorne a
chore rather than sonㄱ ething to be enjoyed.
A handful of children and their parents n)ay
be able to learn better on their ovvlㄱ . FoI
most people though, they need the hel p
of professional teachers to learn. Making
everybody attend schoo1 guarantees that
everyone in a society develops iry) portant
academic skil ls.

Exan' pl e Exampl e

Studies shovv that formal education ca n S˛ hool becarne rnandatory in the 19th

da!1ㄱ age a child's desire to learn. This is
vhy Scandinav¡ an countries en˛ ㅇurage
ν
young students to learn through play and
century in many places because rnore
n c¡ ties and needed a
people 'Nere liv¡ ng ¡
variety of academic skil ls to function.

exploration.

5 0
■Årguments FORIAGÅ 撥떫S丁 the Mot둡 0n

～= ⌒rgun'우
nt
弁
萱

˙
멓⊥

::R::::::

—
달

:,/;,':

'

ㅌxampl e Exa n' pl˚ Exa ● p'

'●
:●
e
⊥
–
—
:–
::::–
::::-∵
:

∴
:::i

뚜●¨

—-:::-」
●‥ i:=● ●
:---˙
P
:::::i¡ ;:●

-ㅗ —:=:::—
Iㅑ ::-:…
5 1
㎚ ■ organize the debate.
Novv, it's time to debate. Use the flovv chart belovv to help you put your argurnents in order
ons have been provided to help you.
The introductory express¡
ng team's arguments.
and Π
'ake dear rebuttals to the oppos¡

㎏眸e opening
h° 十
Statement 莩
茫t亨沼 ㄸ○
땁稻긍
ξ " ;
. ㅇpinion is 'ho'
＼ ongl'y feel 十
A/e sㅏ 「

Rebuttal 1
十 十
You w「 ongly o「 gυ e h°
F ㅇr s* or* ers, . The 'oc누 is 누
ho'
'

Disagree Argu∏
'ent 1
To shdre oυ r n「 sl ideo,

弑F::ξ umenⅱ s incorrec十 b‘ ( {】 USe

푸
무丁
끔 :::lem wi+h yㅇ ur drgumen+ is

sagree Argu∏

了 巾id 十
D¡
r盂 'F꾹 'ent 2
伊 f:芚 cㅇ h㎤ ○ u「 nex十 d「 gu【ㄲent is +ho十

Rebutta] 크
he「 ㅏ
、
Nron9・
he ㅇㅏ
Once ogoin, 十 eorn hos i十

γ
::떫 ;onen+s mistdkenly be"eve +hd+
Cㅇ nsider lh㎤

D'sagree Argu∏ ⅝

ㅏㅡ
'ent

:황 ξ∶ T육 :℉ poin十 , |삵 ㎰menⅱ on h하
Findll'y'

'졍

T ㅇconcIude,

5 2
 Finish the debate summary.

˘˛무
ㅇ 무●우
●φ●十
rhe ㅏ|°
!¿

The PrO 'e?:¨

sup●
or!ed +his moii˙ p
'pi.c::우
'
●●
y clqi nη g +hd!

ㅇ +hey m● ⌒iδ ned lhot

'ⅲ
Fi「 sl f. o‖ , :ㅏ

˛t￢ ・'

ㅜhey ¡
IIuξ Iㅏ
qleㅂ 十
:his by P♀ in!ing ㅇ十
υ̇ .十
h・
d+

Tho¡ Γ
: se¿ ond qη gυ rne● t w° ¸

F¿ ㅏ●★qnnple,

:de
Losㅟ y’ !he og「 .oo s¡ c l qime
이+ h °ㅏ
・
'

Thpi닳 ::sup ●
●「
! y'ds
'＼＼

ㅑㅛ
¼:;:#●

=遠 :●
蕓Ξ

On +he: c:ㅇ hㅏ rory, 十

hd othor ㅏ
o,om bel¡ eved '::ho'
:-● :'

Thoir ㅇp● ˙
n:ihg o 「
g υm˚ nt ⅲ:ds tho十

ㅜhey ㎥ehti¿ hed ⅛

十 ㅣ十
ㅇSυ Pρ 「
:♀
・
he¡ ㅏd「 9υ nn˚
-'.

Second ㅇf d‖ , ㅗ

I'''ore spociΠ cdlly,

The'r cl● ¡
ξ
in° dΓ g˘ :ⅱ 'wdξ
'en十

十 ˙
The: eν id::ehce h↔ y gqye w' os
「
llㅏ
「■■■「',,I,,,

;:⅛ :;旒
"
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5 B