Lessondownloads>IELTSAcademicModulepreparation>Writing>Lesson3

Introduction Inlesson2welookedmoreathowtodescribetablesfortask1oftheIELTSwritingtest.Youalso learnedsometipsonhowtoorganiseanadvantagesanddisadvantagestypediscursive composition.Inthislesson,welltakeafirstlookatanothercommonkindoftask1:describingcharts. Thenwellexaminemorewaysofdevelopinganargumentfortask2compositions. Inthislessonyouwill learnaboutdifferenttypesofchart. practisegettinginformationfromcharts. learntorecognisestaticanddynamiccharts. reviewsimpleverbtensesfordescribingcharts. learnhowtoorganiseabalanceddiscussion. becomemoreawareofformallanguageforcompositions.

IELTSWRITINGTASK1:CHARTS Activity1>Typesofchart>8minutes Numbersandstatisticscanbeshowninmanydifferenttypesofchart.Dontworrytoomuchifyouare notusedtoreadingcharts.Thechartsinthetestwillnotbecomplicated.However,youdoneedto knowhowtoreadandunderstandthesebasiccharttypes: 1Barchart 2Proportionalbarchart 3Piechart 4Linegraph a)Matchthefourtypesofchartwiththechartsshownhere. b)Whichofthechartsshow(s) 1thesituationatonepointintime. 2changeovertime. 3howatotalfigureisdividedintoparts. 4comparisonsfordifferentgroups. 5howonevaluechangesovertime. 6howseveralvalueschangeovertime.

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Activity2>Understandingcharts>10minutes ThefirstthingsyoushoulddowhenyouattemptIELTStask1are readthequestiontwiceverycarefully. lookatthetableorchartverycarefullyuntilyouaresurewhatitshowsandwhatitdoesnt show.

Therearethreeimportantthingstolookatinachartbeforeyouwrite thetitleofthechartthiswilltellyouwhatisbeingshownoverall,anditusuallygivesthetime periodthatitrepresents(e.g.19802000) thetitlesoftheverticalandhorizontalaxesthesewilltellyouwhattheunitsofmeasurement are(e.g.centimetres,kilos,euros)andwhatgroupsarebeingcompared thekeyorlegend(ifthereisone)thiswilltellyouwhatgroupsortimeperiodsareshown.

[Tip:Thetitlesandlabelsonthechartalsogiveyouusefulvocabularytouseinyourdescription] Lookatthischartanddecideifthestatementsbelowaretrue(T)orfalse(F)accordingtothe informationshown,orifitisimpossibletotell(I).

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InflowofforeignworkersintoAustralia19922001
50 45 40 35 Thousands 30 25 20 15 10 5 0 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 Permanentsettlers Temporaryworkers

ThisinformationisfromtheOECDstatisticswebsite: http://www.oecd.org/statsportal/0,2639,en_2825_293564_1_1_1_1_1,00.html Specifically:http://stats.oecd.org/WBOS/default.aspx?DatasetCode=CSP6

1ThechartshowshowmanyAustralianstravelledabroadforworkbetween1992and2001 2ThechartshowsthenumbersofworkersimmigratingintoAustraliabetween1992and2001 3ThetotalnumberofimmigrantsintoAustraliain1992wasabout54thousand 4Thechartcomparestwotypesofforeignworker. 540percentofforeignworkerswhocametoAustraliain1992werepermanentsettlers. 6ThetotalnumberofpermanentforeignworkersinAustraliain1995wasabout34thousand. 7Justunder15thousandtemporaryforeignworkersenteredAustraliain1992. 8In2001fewertemporaryworkersarrivedthanworkerswhowerepermanentsettlers.

T/F/I T/F/I T/F/I T/F/I T/F/I T/F/I T/F/I T/F/I

Activity3>Understandingcharts>10minutes Describingachartissimilarinlotsofwaystodescribingatableoffigures.Rememberthatyouhave todothefollowingwhenyoufirstlookatatable: checkdatestoseewhatthetimeperiodis checkwhattheunitsofmeasurementare decidewhatthemostimportantinformationis decidewhatdetailsarenotsoimportant makecomparisonsbetweenimportantfigures roundfiguresupordownwhenpossible

Youshoulddothesamethingswhenyoustudyachart. a)Lookatthepiechartbelowandlookforallthethingsinthelistabove.

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ImmigrantlabourforceinAustraliabyregionorcountryof birth,1991(thousands)

3% 4%

5% Europe

9%

Asia NewZealand NorthAfricaandtheMiddle East America Other

17%

62%

ThisinformationisfromtheOECDstatisticswebsite: http://www.oecd.org/statsportal/0,2639,en_2825_293564_1_1_1_1_1,00.html Specifically:http://stats.oecd.org/WBOS/default.aspx?DatasetCode=CSP6

b)Nowcompletethetextwithphrases,wordsandnumbersfromthebox. 1991 afifth atenth four majority secondlargest smallersmallest thethirdlargest three (x2) twothirds ThechartshowsthedifferentnationalitiesthatmadeuptheimmigrantworkforceinAustraliain 1.. .Itsclearfromthechartthattherewere2.maingroupsofworkers:Europeans, AsiansandNewZealanders.Onlyarelativelysmallnumberofworkerswerefromotherregions. The3.offoreignworkerscamefromEurope.Infact,nearly4 .ofallimmigrant workerswereofEuropeanorigin.The5 ..groupofforeignworkersinthelabourforcewere Asians.Theyrepresentedjustunder6..oftheimmigrantlabourforce.NewZealanders,who madeupalmost7oftheforeignworkforceinthatyear,were8group. Thenumberofworkersfromothernationalitieswasmuch9.WorkersfromNorthAfrica andtheMiddleEast,forexample,wereonly10 ..percentofthewholeforeignlabourforce. The11..nationalitygroup,however,wereAmericans.Theserepresentedonly12 .. percentofallforeignworkersinAustraliain1991.

Activity4>Staticanddynamiccharts>10minutes Thepiechartinactivity3showedthesituationatonepointintime.Thiskindofchartiscalledastatic chart.Whenyoudescribeastaticchart,youonlyneedtousesimpletenses(presentsimpleorpast simple,forexample). a)LookagainatthedescriptionyoucompletedinActivity3andunderlinealltheverbsinpastsimple. Nowlookatthechartbelow.ItcomparesthesizeoftheimmigrantworkforceinAustralia1991with thatof2001.Inotherwords,itshowschangeovertime.Thiskindofchartissometimescalleda dynamicchart.Todescribedynamiccharts,youneedtouseavarietyoftenses,suchas:

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simplepast Between1991and2001,thepopulationincreased. pastperfectBy2001,thepopulationhadincreased

ImmigrantlabourforceinAustraliabyregionorcountryof birth(19912001)
2500

172.5 101.6 75.6 94.4 187.3 99.9 119.6 251.1

Other America NorthAfrica NewZealand Asia Europe

2000

1500 Thousands

378.0 582.1

1000

1332.1 1142.1 500

0 1991 2001

ThisinformationisfromtheOECDstatisticswebsite: http://www.oecd.org/statsportal/0,2639,en_2825_293564_1_1_1_1_1,00.html Specifically:http://stats.oecd.org/WBOS/default.aspx?DatasetCode=CSP6

b)Nowcompletethedescriptionofthechartbelowbyputtingtheverbsinthecorrecttense. ThebarchartcompareshowtheimmigrantlabourforceinAustralia1(change)between 1991and2001. Thefirstthingtonoteisthatthetotalnumberofimmigrantworkers2 (increase)overthisperiodbyabout200,000.However,there3(be)otherimportantchanges inthemakeupoftheimmigrantworkforce.By2001,forexample,thenumberofEuropeanimmigrant workers4(fall)byalmost200,000.Incontrast,thenumberofallothernationalitiesinthe workforce5(rise).In1991thenumberofAsianworkers,forinstance,6(stand)at around380,000.Tenyearslater,thisfigure7(go)uptoover580,000.

Activity5>Moreaboutdynamicchartsandverbtenses>10minutes. Somedynamiccharts,liketheoneinActivity4,showachangeinvaluesfromonetimeinthepastto anothertimeinthepast.Othercharts,however, maycomparethepastwiththepresent. Occasionally,chartsevenshowpredictionsaboutthefuture.Ineachcase,youneedtomakesure thatyouareusingthecorrectverbtensestodescribethechart.Forexample,youcoulduse

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Presentperfect:Thepriceofoilhasrisenby0.10everymonthsinceJanuary. Presentperfectcontinuous:Averagetemperatureshavebeenincreasingsincethebeginningofthe century. Futureperfect:Thepopulationwillhavereachedsixtymillionby2030. a)Rememberthatitisimportanttousethecorrecttimephraseswiththetenseyouareusing. Choosethephraseswhichcangointhegaps(theremaybemorethanone): 1.pricesfell. AIn2005 BBy2005 CAfter2005 DSince2005 2..priceshadfallen. AIn2005 BBy2005 CAfter2005 DSince2005 3.priceshavefallen AIn2005 BBy2005 CAfter2005 DSince2005 4.priceshavebeenfalling. AIn2005 BBy2005 CAfter2005 DSince2005 5.priceswillhavefallen. AIn2015 BBy2015 CAfter2015 DSince2015

b)Nowlookatthechartbelowandcompletethedescriptionwiththecorrectverbtense.

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Ratioofthepopulationaged65andovertothelabourforce
70% 60% 50% 40% 30% 20% 10% 0%
Ko re a C an ad a Au st U ni ra te l ia d Ki ng Sl ov do ak m R ep C ze ub ch lic R ep ub lic Po la nd Ja pa n Fr an ce It a ly H un ga ry Tu rk ey

2000 2020

ThisinformationisfromtheOECDstatisticswebsite: http://www.oecd.org/statsportal/0,2639,en_2825_293564_1_1_1_1_1,00.html Specifically: http://stats.oecd.org/WBOS/default.aspx?DatasetCode=CSP6

Thechart1..(show)theratioofthepopulationaged65andovertothelabourforceoftwelve differentcountries,andhowthis2.. (change)by2020. Itisclearfromthechartthatin2000somecountriesalreadyhadahighratio.InItaly,forexample,the populationaged65andover3.. (be)over40%ofthesizeoftheworkingpopulation.Hungary also4.. (have)ahighratioin2000.Itsretiredpopulationwasover30%thesizeofitsworking population.However,thefigurevariedalotbetweencountries.InTurkeyandKorea,forexample,it 5.. (be)onlyjustover10%. Thechartalso6.. (make)predictionsabouthowthisratio7.. (change)inthefuture.It isclearthatallthecountriesshownhaveanagingpopulation.Hungary8.. (have)thebiggest change.By2020theratioofretiredpeopletoworkers9..(reach)almost60%.Thisisan increaseofalmost25%.EveninKoreatheratio10..(increase)toover30%by2020.

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IELTSWRITINGTASK2:DEVELOPINGANARGUMENT Activity6>Analysingthequestion>7minutes Inpart2oftheIELTSwritingtestyoumaybeaskedtoexpressyouropinionaboutacontroversial issueordebateinotherwords,asubjectforwhichpeopletendtohavestronglyopposingopinions. Heresanexample: Presentawrittenargumentorcasetoaneducatedreaderwithnospecialknowledgeofthe followingtopic. Relyingonfossilfuelssuchasoilandcoalforourenergyneedsisbecomingincreasingly impractical.Therisingcostanddecreasingsupplyofthesefuels,alongwithconcerns abouttheglobalwarmingtheycause,meanswemustfindanalternative.Theonlyrealistic alternativeisnuclearenergy. Towhatextentdoyouagreeordisagree? Youshoulduseyourownideas,knowledgeandexperienceandsupportyourargumentswith examplesandrelevantevidence. Asalways,beforeyoustartwriting,spendafewminutesthinkingaboutwhatthequestionasks,and whatthebestwaytoansweris.Readtheexamplequestionaboveonemoretime,andthendecide whetherthestatementsbelowaretrueorfalse. 1Thequestionaskswhetherornotfossilfuelsareimpractical. 2Youshouldgiveadetaileddescriptionofhowfossilfuelscauseglobalwarming. 3Thequestionaskswhethernuclearenergyisagoodalternativetofossilfuels. 4Youshoulddiscusstheargumentsforandagainstnuclearenergy. 5Youshoulddiscusstheargumentsforandagainstfossilfuels. 6Youshouldmentionotheralternativeenergyresources. 7Youshouldgivedetailedhistoricalaccountsofnucleardisasters. 8Youshouldonlymentionyouropinions. 9Youshouldexpressyouropinions,butshowawarenessofothers. 10Youshouldincluderelevantfactsthathelptosupportyouropinions. T/F T/F T/F T/F T/F T/F T/F T/F T/F T/F

Activity7>Gettingideas>5minutes Theexamplequestionyousawinthepreviousactivityinvitesyoutoexpressyouropinionabout nuclearenergy.Onewaytodothisistodiscussargumentsforandagainstthisenergysource. a)Takeafewminutestojotdownargumentsforandagainsttheuseofnuclearpower.

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b)Herearesomeideaswethoughtof. Whichofthesepointsareforandwhichagainst?WriteF (for)orA(against) nexttoeachpoint. Allwasteiscontainedinsteadofgoingdirectlyintotheatmosphere. Theminingofuraniumcausesenvironmentaldamage. Modernnuclearpowerstationsaredesignedwithmanysafetyfeatures. Thereisalwaysadangerthathumanerrorornegligencecouldcauseanaccident. Nationsthathavenooilandgasreservescanproducetheirownenergyindependently. Nuclearpowerstationscouldbetargetedbyterrorists. Nuclearpowerisamuchmoreeconomicalwaytoproduceenergy. Safelydisposingofradioactivewasteisexpensive. Thereareotheralternativestofossilfuels,suchaswindandsolarpower,whichposefewerrisks. Nuclearpoweroffersanalmostlimitlesssupplyofenergy. Nuclearpowerstationsaresaferplacesforpeopletoworkthancoalfiredpowerstations. Thereisthedangerofahugeenvironmentaldisaster. Nuclearpowerstationsdonotproducegreenhousegases. Radioactivewasteposesadangerforcenturies. .

Activity8>Organisingabalanceddiscussion>10minutes Onewaytoorganiseabalanceddiscussionissimplytodividetheargumentsforandthearguments againstintotwoseparatecentralparagraphs.Youwouldneedtoconnectideasusingwordsand expressionssuchasthoseyoulearnedinLessons1and2. a)Connecttheideasintheexampleparagraphbelowwithwordsfromthebox. AsaresultFinallyFirstofallFurthermoreInsteadSecondly Whatarethefactorsinfavourofnuclearpowerasanenergysource?[1].,itisan economicalsourceofenergy.Thepowergeneratedbynuclearpowerstationscostsmuchlessto producethanfromcoaloroilfiredstations.[2].,unliketraditionalpowerstations,nuclear powerplantsdonotpollutetheatmospherewiththeirwaste.[3].,thewasteisstoredinsafe containersdeepunderground.[4].,amovetonuclearpowerwillreducegreenhousesgases thatareresponsibleforglobalwarmingintheatmosphere.[5].,statisticsshowthatpower stationsareactuallysaferplacesforpeopletoworkthancoalfiredpowerstations.[6]., nuclearpowercanpotentiallysupplyallourenergyneedsformanycenturiestocome.

However,anothereffectivewaytoorganiseyourdiscussionistomatchargumentwithcounter argumentinthesameparagraph.Thiscanoftenbeamorepersuasivewaytopresentyourviews. Youdemonstrateawarenessofothersopinions,butatthesametimeyoushowwhytheseare mistaken.Again,connectingwordsandphraseshelptoholdtheparagraphtogether. b)Connecttheideasintheexampleparagraphbelowwithwordsfromthebox. causingdespiteforinstance moreimportantlymoreover while

Theclaimsmadebythoseinfavourofnuclearpowerdonotstanduptocloseexamination.Itisoften said,[1].,thatnuclearpowerdoesnotdamagetheenvironment.[2].itistruethat greenhousegasesarenotproduced,miningforuraniumcausesrealdamagetotheenvironment. [3]., manyreactorsuseriversforcooling.Thisraisestemperaturesintheriverwater,

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[4].harmtolifeinandaroundthoserivers.Itisalsoarguedthatthetechnologyofmodern reactorsmakesaccidentsalmostimpossible.[5].theseclaims,accidentshavehappened mostfamouslyatChernobyl.Noamountoftechnologycanpreventhumanerror,carelessnessor laziness.Allofthesecancausedeadlyaccidents.[6].,nuclearpowerplantscouldbecome thetargetofterroristattacks.Technologycoulddoverylittletopreventsuchanattack,andthe consequencesareunthinkable.

Activity9>Developingamoreformalstyle>10minutes Noticethatintheexampleparagraphabove,whichcontrastsargumentwithcounterargument,the writerusesthepassivetointroduceideas: Itisoftensaid. Itisalsoarguedthat Thisisonewaytogiveyourwritingamoreformalstyle. a)Rewriteeachofthesesentencesbyputtingthemainverbinthepassive. 1Peoplesaythatwindpowerturbinesarecompletelyharmless. Itissaidthatwindpowerturbinesarecompletelyharmless. 2Therearepeoplewhoarguethatsolarpowerwillneverreplacefossilfuels. ________________________________________________ 3ExpertspredictthatverysoonChinawillbetheworldsleadingeconomicandpoliticalpower. _______________________________________________ 4ManypeopleregardtheInternetasagreatforcefordemocracyandfreedomofspeech. _______________________________________________ 5Researchershopethattheywillsoonfindavaccineforavianflu. _______________________________________________ 6Everyoneknowsthatheartdiseaseisthehighestcauseofdeath. _______________________________________________

Thereareanumberofotherwaystomakeyourwritingmoreformalinstyle.Asageneralrule, rememberthatformalwritingisdifferentfromspokenlanguage,andyourcompositionshouldnt soundtoochatty.Hereanumberofthingsyoushouldavoid. b)Matchtherulesontheleftwiththeexamplesontheright.

1Donotusecontractions 2Avoidusingphrasalverbs 3Avoidusingidioms 4Donotusetagquestions 5Donotuseironyorsarcasm 6Avoidconversationalstyle 7Avoidexaggeration

aOfcourse,weallknowwhatbignatureloverscarmanufacturesare. bNobodywantswar,dothey? cItisntonlythegovernmentwhoaretoblame. dIfyouaskme,whatweshoulddois eIfwekeeponlikethis,wewillhaveusedupallourresources. fThereareloadsandloadsofreasonswhythiswillnotwork gThatideaisjustapipedream.

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c)Nowrewritethesentencesfromexercisebinamoreformalstyle. a b c d e f g Activity10>Examplequestion>10minutes Finally,hereisachancetoputwhatyouhavelearnedinthislessonintopractice. Readtheexamplequestionbelowtwicetomakesureyouknowwhatitisasking(andisnt asking). Brainstormideasandopinionsorganisethemintoaforandagainstlist. Decidehowyouwanttoorganisethewholecompositionmakeaparagraphplan. Writeonlyoneparagraph,butusetheargumentandcounterargumentformat. Checkthatyourparagraphusesappropriatelyformallanguageandstyle. Whenyouvefinished,compareyourparagraphwiththeexampleanswerintheanswerkey.

Presentawrittenargumentorcasetoaneducatedreaderwithnospecialknowledgeofthe followingtopic. TheteachingofInformationTechnology(computers)hasbecomeastandardpartofthe curriculuminmostsecondaryschools.Thesameisnowhappeninginprimaryschools, wherechildrenasyoungassixarelearninghowtousecomputers.However,thereisa dangerthatITskillsarebeingtaughtattheexpenseofmorebasicskills. Towhatextentdoyouagreeordisagree? Youshoulduseyourownideas,knowledgeandexperienceandsupportyourargumentswith examplesandrelevantevidence.

LessonReview Inthislessonyouhave: learnedaboutdifferenttypesofchart. practisedgettinginformationfromcharts. learnedtorecognisestaticanddynamiccharts. reviewedsimpleverbtensesfordescribingcharts. learnedtwowaystoorganiseabalanceddiscussion. becomemoreawareofformallanguageforcompositions.

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Lessondownloads>IELTSAcademicModulepreparation>Writing>Lesson3>Answerkey Activity1 a) 1Barchart B 2Proportionalbarchart D 3Piechart C 4Linegraph A b) 1B,C 2A,D(however,barcharts(B)canalsobeusedtoshowchangeovertimebutnotinthisexample) 3C,D(wecouldalsoincludeBifthechartshowsalltypesoffruitsoldthatyear.) 4B,C,D 5A 6D Activity2 1FThechartshowsworkerscomingintoAustralia 2T 3IThechartonlyshowsimmigrantworkerstheresnoinformationaboutotherimmigrants 4T 5FTheverticalaxisisthousandsnotpercentage 6IThechartdoesntgiveinformationabouttotalnumbersofforeignworkersinAustralia 7T 8FMoretemporaryworkersarrivedthanworkerswhowerepermanentsettlers.

Activity3 11991 2three 3majority 4twothirds 5secondlargest 6afifth 7atenth 8thethirdlargest 9smaller 10four 11smallest 12three Activity4 a) Thechartshowsthedifferentnationalitiesthat madeuptheimmigrantworkforceinAustraliain1991. Itsclearfromthechartthattherewerethreemaingroupsofworkers:Europeans,AsiansandNew Zealanders.Onlyarelativelysmallnumberofworkerswerefromotherregions. ThemajorityofforeignworkerscamefromEurope.Infact,nearlytwothirdsofallimmigrantworkers wereofEuropeanorigin.Thesecondlargestgroupofforeignworkersinthelabourforcewere Asians.Theyrepresentedjustunderafifthoftheimmigrantlabourforce.NewZealanders,whomade upalmostatenthoftheforeignworkforceinthatyear,werethethirdlargestgroup.

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Thenumberofworkersfromothernationalitieswasmuchsmaller.WorkersfromNorthAfricaandthe MiddleEast,forexample,wereonlyfourpercentofthewholeforeignlabourforce.Thesmallest nationalitygroup,however,wereAmericans.Theserepresentedonlythreepercentofallforeign workersinAustraliain1991. b) 1changed 2increased 3were 4hadfallen 5hadrisen 6stood 7hadgone Activity5 a) 1A,C 2A,B 3D 4D 5B,C b) 1shows 2willhavechanged 3was 4had 5was 6makes 7willchange/willhavechanged 8willhave/willhavehad 9willhavereached 10willhaveincreased Activity6 1F Thequestionassumesthatthisisafact thisisnotthedebate.. 2F Thisisnotnecessary.Thequestionisabouttheimpactofnuclearenergyasanalternative. 3T 4T 5F Again,thisisnotthedebatehere.Thequestionisabouttheprosandconsofthealternativesto fossilfuels. 6TItisappropriatetomentionotheralternatives,becausethequestionsuggeststhatnuclearisthe onlyrealisticalternative.However,themainfocusofyouranswercouldbetheprosandconsof nuclearenergyinmoredetail. 7FSupportyourargumentswithhistoricalevidenceifyouknowany,butjustabriefcommentis enough. 8FItisgoodtohaveaclearopinionofyourownontheissue,andyoucanorganiseyour compositionaroundthisopinion.However,yououghttomentionotherviewsalso. 9T 10T Activity7 For Nuclearpowerstationsdonotproducegreenhousegases. Nuclearpowerisamuchmoreeconomicalwaytoproduceenergy.

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Nuclearpowerstationsareactuallysaferplacesforpeopletoworkthancoalfiredpowerstations. Nuclearpoweroffersanalmostlimitlesssupplyofenergy. Modernnuclearpowerstationsaredesignedwithmanysafetyfeatures. Allwasteiscontainedinsteadofgoingdirectlyintotheatmosphere. Nationsthathavenooilandgasreservescanproducetheirownenergyindependently. Against Safelydisposingofradioactivewasteisexpensive. Radioactivewasteposesadangerforcenturies. Thereisthedangerofahugeenvironmentaldisaster. Theminingofuraniumcausesenvironmentaldamage. Nuclearpowerstationscouldbetargetedbyterrorists. Thereisalwaysadangerthathumanerrorornegligencecouldcauseanaccident. Thereareotheralternativestofossilfuels,suchaswindandsolarpower,whichposefewerrisks. Activity8 a) 1Firstofall 2Secondly 3Instead 4Asaresult 5Furthermore 6Finally b) 1forinstance 2while 3moreover 4causing 5despite 6moreimportantly Activity9 a) 1Itissaidthatwindpowerturbinesarecompletelyharmless.(Example) 2Itisarguedthatsolarpowerwillneverreplacefossilfuels. 3ItispredictedthatverysoonChinawillbe 4TheInternetiswidelyregardedasagreatforcefor 5Itishopedthatavaccineforavianfluwillsoonbefound. 6Itiswidelyknownthatheartdiseaseis b) 1c 2e 3g 4b 5a 6d 7f c) aCarmanufacturershaveshownlittleconcernfortheenvironment. bNobodywantswar. cItisnotonlythegovernmentwhoaretoblame. dInmyview,peopleoughtto

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eIfthiscontinues,wewillhaveexhaustedallourresources. fThereareanumberofgoodreasonswhythiswillnotwork. gThisideaissimplynotfeasible. Activity10 Exampleparagraph TheargumentsthatareusedtosupporttheteachingofITskillsatprimaryschoolsarenotvery convincing.Forinstance,itisoftenclaimedthatITskillsareessentialforsurvivalintodaysworld. Thismaybetrueintheworldofwork,buttheseskillsareeasilylearnedlateroninlifewhenneeded. Thereisnoneedtosacrificevaluabletimeatprimaryschoolforthis.Learninghowtousecomputers isalsobelievedtobeanengagingandcreativeactivityforyoungchildren.Despitethepopularityof thisbelief,nothingcouldbelessmotivatingorcreativethansittingpassivelyinfrontofacomputer screen.Thisisnotwhatthespiritofprimaryschoolisallabout.Schoolisaboutbuildingrelationships withothersandlearninghowtocommunicate.ITtrainingdoesneitherofthese.

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