language curriculum

and taking over most of the timetable. And what I . R . we keep and teach should not be so long and so hard that the teacher is forced to use the duck-stuffing, lecturing method. And it should not just focus on "words, words, words ". It should focus on meaning, on ideas, on understanding, on communication - on forests as well as on

trees.

But as long as students are forced to get good marks in order to get good jobs; and as long as teachers want their students to get good marks so that they themselves can gain fame as good teachers, then everything depends on examinations. It depends on what sort of exams w e teachers set and the educational

authorities demand. Until we reform our exams we can hardly reform our teaching methods.

So let's launch a new campaign, to discuss and reform the exam system; and at the same time continue the campaign against OFIR, the super-power. We need to fight on two fronts at once. Otherwise we'll be eggs striking rocks.

II. Read

Read the following passages. Underline the important viewpoints while reading.

l. Different Views about Examinations

John: Examinations do more harm than good!

Michae: I agree. We spend so much time revising for examinations that we

haven't enough time for new work!

Joan: I don't agree. Without exams, no one would do any revision. We would soon

forget everything.

Linda: That's right. The only time I do any work is when there's going to be an

exam! That's true of everyone, isn't it?

John: No, I don't think so. Many people work steadily all the time, and they

remember what they learn. That's better than doing no work for weeks

and then working all night before the examination. If there were

no exams, more people would work like that, don't you agree?

Joan: No, I don't think so. I think many people wouldn't do any work at all.

I know I wouldn't.

Linda: Of course not. Besides, without exams, how could an employer

decide whether to give us jobs?

John: The teachers could write reports about us. Examinations can be

unreliable, don't you think so? Our teachers know as well, don't they?

Linda: Yes, they do. That's why I would rather have an examination!



2. The General Certificate of Education at O Level

When people discuss education they insist that preparation for examiriations

is not the main purpose. They are right in theory, but in practice, we all realize how importarit examinations are. What do you know about the examinations taken at English secondary schools? Here are a few facts about some of them. .

Pupils who remain at school until they are sixteen normally take what is called the Geneial Certificate of Education at Ordinary level. The examination is a subject examination. This means you can take a number of subjects. Some pupils take as many as ten. The more subjects the better chance a pupil has of getting a job on leaving school.

3. Homework Row Led to the Death of a Girl

A nine-year old girl was beaten to death by her mother for failing to finish the day's homework in time.

Liu Lin- was a third-year pupil in a primary school in a Tibetan autonomous

prefecture in Northwest Qinghai Province: She was one of the best students in her school, according to yesterday's Workers' Daily.

But on July

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