Unit 2 Schooldays: An Effective Education SystemUnderstanding the textPart A: Comprehending the textPart B: Interpreting the text1. Why, in paragraph 2 of the debate speech, does the speaker describe failing an examination as being like a "death sentence"?These exams "decide their .futures" and the penalties .for .failure are ".final". Also look at speech paragraph 6 -- the "threat of being a .failure .for life" is perhaps even worse than a death sentence.2. Why does the speaker mention the labour market in paragraph 4 of the speech? The labour market does not urgently need "newly qualified people ". There is no "hurry"; the situation is not critical.3. Why does the speaker introduce such exact figures in paragraph 7 of the speech? To compare the large number of lessons ("17,745") with the tiny result ("how little I knew at the end ... ")and also to say that "40-minute pieces of learning" and "little pieces of 9eography or history or biology" do not really add up to any substantial body of knowledge. Perhaps, too, the writer wants to show that mere statistics ("17,745 lessons") do not really prove that the results are good.4. What does the word "subjected" in paragraph 7 of the speech tell us about the speaker's attitude towards his own education?The word suggests an unpleasant experience. The writer was, when a child, the subject -- and the education system was the "boss". The results o.1~ the child's subjection were not good. Also look at speech paragraph 8 again: the system "can never be called e. efficient"; it simply helps the administrators and the bureaucrats.Developing your skillsPart A: Using reference markersCircle the letter of your choice.1. c)In the text, "schooldays" is related to "remember" -- "schooldays" is the object of "remember"; "them" is also the object -- of the second verb "remember". The pronoun "them" means exactly the same, in this sentence, as the noun "schooldays"2. b)Here, "it" is connected -- or linked -- to "this question" by the word "as". And "as it exists in Britain" specifies that the discussion is limited to present-day Britain.3. c)This is more difficult: those refers, here, to the "school children" mentioned in the previous sentence! So the link -- or the connection -- is more distant. All the words in this phrase give clues to the link: "but", for example, is very important here because it indicates a limitation on what is being discussed. (The teacher might wish to point out that there are many small words which are very important in English --and "but" is one of these. A useful class exercise can be given in which each student-- or perhaps pair of students -- creates an original sentence in which "but" is an essential part. Y ou can emphasise that, although the word is "simple", it is often very important indeed in communication. )4. a)Here we need to go back to the subject of this long sentence -- namely " parents" !Find and circle five more examples of reference markers in the text. For e ach marker, draw an arrow to the part of the text it refers to. Compare your examples with those of a partner.·"But" (speech paragraph 4, line 26) does two jobs. It refers back to the whole subject of exams and pressures; it also signals that there is going to be a change of direction in the whole discussion.·"It" (speech paragraph 4, line 32) refers back to the "problem" if children "suddenly stop reading" -- and the paragraph goes on to say that this is not really a problem. ·"So" (speech paragraph 4, line 36) is another small but very important linking word. Often -- as here -- it is used to "wrap up", or conclude, an argument.·"If" (speech paragraph 5, line 38) introduces a hypothetical situation. It raises the idea of imagining big changes and new conditions. Again, it's a small word 'with many uses.·In speech paragraph 8, ".for example" is perhaps a more simple instance of linking: here the inefficiency of the "present system" is shown clearly by the example -- i. e. it "takes up to 11 years" to produce even basic results.Part B: Using discourse markers1. I've been really busy this week with five assignments to complete. However/Yet last week was easy as I only had one to do.Function: showing contrast2. Although there are some minor disadvantages, on the whole / in general / generally s peaking / overall, I prefer studying at university to secondary school.Function: generalizing3. Nobody is allowed in here except / except for / with the exception of the principal and the most senior members of staff.Function: introducing exceptions4. Y our progress seems to have been variable. Some assignments are OK, but as for / as regards your last written assignment ... it was a complete disaster!Function: focusing attention5. I've finished all my assignments so / and so / so now I can go to the cinema this evening and relax.Function: showing logical sequenceExtending your vocabularyPart A: W ords to note1. His carefree attitude sometimes makes people think he doesn't take his studies seriously enough.2. I really find the fact that so many students have copied this assignment totally intolerable. This is cheating!3. He seemed very receptive to my suggestion that he should focus more on his basic language skills.4. As this is a compulsory course, it is not possible for you to drop it.5. The consequences of cheating in an examination are usually very severe. In any case, anyone who cheats will fail.6. Clearly, the more motivated a student is to learn a language, the more successful he or she will be.7. I am appalled at the very high failure rate of the course! Everyone should pass.8. The student was frantically trying to remember where he put his textbook. He needed it immediately to complete his assignment.Part B: Expressions。