【文章內(nèi)容簡介】 ts could not learn enough/adequate knowledge and are lack of petitiveness 降低高等教育的含金量 devalue the higher education 導(dǎo)致教育行業(yè)的不良競爭 lead to/contribute to deteriorate petition ***畢業(yè)就失業(yè)的原因（同失業(yè)的原因）：失業(yè)的原因是綜合的Comprehensive reasons，例如經(jīng)濟(jì)衰退或者不景氣recession／depression，就業(yè)崗位劇減，導(dǎo)致市場對于勞動力的需求整體下降a fall in the overall demand for labor 還可能社會原因：勞動法制約著雇主labor/job market regulations，使其對員工的招聘特別謹(jǐn)慎；雇主對年輕人抱有偏見和不信任。Prejudice to young inexperienced workers 還可能有個人原因：教育不夠inadequate education，沒有工作經(jīng)驗，缺乏培訓(xùn)lack of appropriate training缺乏對于勞動力市場的清晰理解a clear understanding of the job market對工資和職業(yè)的期望值過高exceedingly high occupational and wage aspirations/expectation，缺乏對于工作的耐性和雇主的忠誠度lack of loyalty to employers at schools and universities learn far more from lessons with teachers than from others sources (such as the Internet, television). To what extent do you agree or disagree? () and more students choose to go to another country for their higher education. Do you think the benefits outweigh the problems associated with it? ()留學(xué)的好處：學(xué)習(xí)不同的文化，開闊視野l(fā)earn diversified cultures and expand vision 有助于語言的學(xué)習(xí) be beneficial to language study 增強競爭力，擁有國際化的就業(yè)機會 enhance petiveness, have international job opportunity 獨立性，生存能力 independence, survival skills 利用先進(jìn)的教學(xué)設(shè)備和教育資源 take advantage of advanced teaching equipments and recourses 留學(xué)的壞處：想家，孤獨感，無助感 homesick, feel lonely, helpless 巨大的經(jīng)濟(jì)壓力 economic pressure 人才流失 talent drain 因為缺乏監(jiān)督，可能會沾染到不好的習(xí)慣 may addict to bad habits people think that puters and the Internet are more important for a child39。s education than going to school. But others believe that schools and teachers are essential for children to learn effectively. Discuss both views and give your own opinion. () people believe that teenagers should concentrate on all school subjects. But, others believe that teenagers should focus on the subject that they are best at or that they find the most interest. Discuss both these views and give your own opinion. () 比較與第五題的區(qū)別：主體不同: unversity students VS teenagers18. Some children do not appear to have language talent, so schools should not require then learning a foreign language. What is your opinion? ()淺析:這是一道教育類的新題. 外語學(xué)習(xí)的作文題在最近兩年有所增加, 是個可以注意的趨勢. 支持學(xué)校強調(diào)外語學(xué)習(xí)： acquisition has evolved from a need to a must in a globalised world. 語言學(xué)習(xí)已經(jīng)成為其他科目學(xué)習(xí)的媒介物和必需品 語言學(xué)習(xí)涉及到學(xué)生未來的交流技能，甚至需要對語言非常熟練achieve superior proficiency. 反對學(xué)校強調(diào)外語學(xué)習(xí)：強制教育可能會導(dǎo)致學(xué)生對語言學(xué)習(xí)的厭惡Demanding language tasks might engender frustration among students, causing their resentment against language acquisition. 語言的學(xué)習(xí)涉及到文化，過分強調(diào)外語學(xué)習(xí)可能會讓學(xué)生對于本國文化的學(xué)習(xí)缺失。 學(xué)生應(yīng)當(dāng)全面發(fā)展，過分強調(diào)一科可能會占用學(xué)生大部分的精力。 很多科目的學(xué)習(xí)是不需要以外語為基礎(chǔ)的，學(xué)生未必能夠?qū)W以致用apply what one has learned to practice 結(jié)論：學(xué)校應(yīng)該要求學(xué)生學(xué)習(xí)外語，但是應(yīng)該給予更多的靈活度．Schools should require students to learn a foreign language, but should be given more flexibilityA concluding remark is that schools should not be held back by some students’ apparent lack of capacity for language learning. Instead, flexibility should be given in learning task design so as to boost students39。 interest in language acquisition. In a world where nobody is exempt from munication in a second language, learning a foreign language has its justifications.19. Students are now sent to boarding schools and even other countries (away from home, to study and live on their own). This has bee more and more mon in many countries. What are the reasons for this? Is it a positive development? ()大意:學(xué)生現(xiàn)在被送到了寄宿學(xué)校, 甚至是國外(遠(yuǎn)離家人, 獨力學(xué)習(xí)和生活). 在很多國家, 這已經(jīng)變得很普遍. 原因是什么? 是否這代表著一個積極的變化?在上面留學(xué)話題的基礎(chǔ)上加入了寄宿學(xué)校的內(nèi)容：寄宿學(xué)校的好處：因為父母工作的原因，有些家庭總是居無定所have to cope with geographic displacement frequently而寄宿學(xué)校可以確保教育的延續(xù)性educational continuity 學(xué)生的情況可以一直被監(jiān)督regular supervised study periods成績會提高更快high achievement standards 集體生活munal life可以培養(yǎng)學(xué)生和其他人，比如教職員工和同學(xué)的關(guān)系the munity atmosphere fosters relationship between students and others, as faculty and classmates，增加與人交往的機會培養(yǎng)集體意識 寄宿可以培養(yǎng)學(xué)生的獨立自主能力和獨立生活能力 寄宿學(xué)校的壞處：導(dǎo)致學(xué)生和社會隔離to cause to be in a detached or isolated position. 導(dǎo)致孩子和父母的關(guān)系疏遠(yuǎn)alienate children from parents無法滿足其情感需要emotional needs從而加大與父母之間的代溝 學(xué)生自由掌握的時間減少less free time大部分時候要遵從學(xué)校的安排 受同年齡群體的不良影響的機會增加receive negative influence from peer group Those who study at a boarding school or go overseas for educational purposes have appeared to account for a growing proportion of students in many countries. There are a number of motivators behind parents39。 decisions to send students to boarding schools or foreign countries. These motivators might be reasonable, but this trend should not be weled. Today, parents are interested in putting their children in an institution remote from the neighborhood, so as to protect their children from the risk of drug use, joining gangs and teen sex. Under the supervision of staff in school, children are required and expected to discipline themselves and concentrate on their schoolwork. In addition, parents are motivated by the idea that their children might improve their abilities to cope with daily problems independently in a boarding school, where they cannot turn to parents for help, even in handling seemingly trivial tasks, such as laundry. Such challenges prepare them well for adulthood, in which they are overwhelmed with various problems. Parents39。 initiatives should be appreciated, but it turns out that boarding schools do not offer an answer to their worries. Children might not have those behavior problems monly found among those from day schools, but the cost of this benefit is children39。s zero social life. Many students, especially those in early teens, suffer homesickness and depression because of their protracted family detachment. These problems can be even more devastating among those who have to stay overseas all year long. The mundane campus life might nurture the misconception of what the real world is like among students. They might graduate from schools with confusion when they experience problems in making an adjustment from school to society. Even a shallow review of the problems