2025年小升初英語試題辯論賽題辯題一：Shouldstudentsbeallowedtousemobilephonesatschool?正方觀點（For）Mobilephonesarenecessarytoolsforstudentsinthedigitalage.First,theycanserveaslearningaids.WitheducationalappslikedictionariesandEnglishlisteningsoftware,studentscanquicklylookupnewwordsorpracticepronunciationduringbreaks.Forexample,whenencounteringunfamiliartermsinEnglishclass,amobilephoneallowsinstantaccesstodefinitionsandexamplesentences,enhancinglearningefficiency.Second,mobilephonesensuresafety.Inemergencysituationssuchassuddenillnessoraccidents,studentscancontactparentsorteachersimmediately.Asurveyshowsthat82%ofparentsfeelmoresecureknowingtheirchildrencanreachthemanytimeviaphone.Third,properlymanagedphoneuseteachesresponsibility.Schoolscansetclearrules,likeallowingphonesonlyduringlunchbreaksordesignatedstudytimes,helpingstudentslearnself-disciplineandtimemanagement.反方觀點（Against）Mobilephonesdistractstudentsfromlearninganddisruptclassroomorder.Firstly,gamesandsocialmediaappsaremajorsourcesofdistraction.Evenwithstrictrules,studentsmaysecretlycheckmessagesorplaygamesduringclass,leadingtopoorconcentration.AstudybytheEducationResearchInstitutefoundthatstudentswhousephonesatschoolhave30%lowertestscoresonaverage.Secondly,mobilephonescancausesocialproblemslikecyberbullying.Takingphotosorrecordingvideoswithoutpermissionmayharmclassmates’privacyandmentalhealth.Thirdly,excessivescreentimeaffectsphysicalhealth.Longhoursofphoneusestraineyesightandreducetimeforoutdooractivities,contributingtomyopiaandobesityamongstudents.Schoolsshouldfocusoncreatingaphone-freeenvironmenttoprotectstudents’well-beingandacademicperformance.辯題二：Isonlinelearningbetterthantraditionalclassroomlearning?正方觀點（For）Onlinelearningoffersflexibilityandpersonalizededucationthattraditionalclassroomscannotmatch.First,itallowsstudentstolearnattheirownpace.Slowlearnerscanreplayrecordedlessonstoreviewdifficultconcepts,whileadvancedstudentscanskipbasiccontentandexploremorechallengingmaterials.Forinstance,platformslikeKhanAcademyprovideEnglishgrammarcourseswithadjustabledifficultylevels,cateringtodifferentlearningneeds.Second,onlinelearningsavestimeandresources.Studentsnolongerneedtocommute,reducingfatigueandallowingmoretimeforhomeworkorhobbies.Additionally,digitalmaterialslikee-booksandinteractivequizzesareoftencheaperthanprintedtextbooks,easingfinancialburdensonfamilies.Third,itexposesstudentstoglobalresources.Throughvirtualclassrooms,studentscanjoininternationalEnglish-speakingclubsorattendlecturesbynativespeakers,improvingtheirlanguageskillsandculturalawareness.反方觀點（Against）Traditionalclassroomlearningisirreplaceablebecauseitfostersface-to-faceinteractionandstructureddiscipline.Firstly,teachersinphysicalclassroomscanprovideimmediatefeedbackandemotionalsupport.Forexample,ifastudentstruggleswithEnglishpronunciation,theteachercancorrectthemonthespotandofferencouragement,whichishardertoachievethroughascreen.Secondly,classroomenvironmentspromotesocialskills.Groupactivitieslikerole-plays,debates,andteamprojectshelpstudentsdevelopcommunicationandcollaborationabilities,whichareessentialforfuturesuccess.Onlinelearning,bycontrast,oftenleadstoisolationandreducesopportunitiesforreal-worldinteraction.Thirdly,traditionallearningpreventstechnicalissues.Poorinternetconnections,devicemalfunctions,orpoweroutagescandisruptonlineclasses,whereasclassroomsprovideastableandreliablelearningenvironment.Youngstudents,inparticular,needthestructureandsupervisionofin-personteachingtostayfocused.辯題三：Shouldhomeworkbeabolishedforprimaryschoolstudents?正方觀點（For）Homeworkshouldbeabolishedtoallowstudentsmoretimeforholisticdevelopment.First,excessivehomeworkcausesstressandburnout.Manyprimaryschoolstudentsspend2-3hoursdailyonhomework,leavinglittletimeforphysicalexercise,creativeactivities,orfamilybonding.Thiscanleadtoanxietyandsleepdeprivation,negativelyimpactingbothmentalandphysicalhealth.Second,homeworkoftenlackspracticalvalue.RepetitiveexerciseslikecopyingEnglishwords50timesorsolvingmathproblemsmechanicallydonotenhancecriticalthinkingorcreativity.Instead,studentsshouldengageinhands-onexperiencessuchasscienceexperiments,artprojects,orsports,whichpromotereal-worldskills.Third,abolishinghomeworkencouragesself-directedlearning.Withoutmandatorytasks,studentscanexploretopicstheyarepassionateabout,suchasreadingEnglishstorybooks,watchingeducationalvideos,orjoininghobbyclubs,fosteringalifelongloveforlearning.反方觀點（Against）Homeworkisessentialforreinforcingclassroomlearningandbuildingresponsibility.Firstly,ithelpsstudentsreviewandretainknowledge.Forexample,practicingEnglishdialoguesathomeorcompletingmathworksheetsreinforceswhatwastaughtinclass,ensuringlong-termmemoryretention.Researchshowsthatstudentswhodoregularhomeworkscore15%higheronteststhanthosewhodonot.Secondly,homeworkteachestimemanagementanddiscipline.Byplanningandcompletingtasksindependently,studentslearntoprioritizeresponsibilities—askillcrucialforfutureacademicandcareersuccess.Thirdly,homeworkprovidesfeedbackforteachersandparents.Itrevealswhichconceptsstudentsstrugglewith,allowingteacherstoadjusttheirteachingmethodsandparentstooffertargetedsupport.Withouthomework,identifyinglearninggapsbecomesmuchharder,potentiallyleadingtoacademicweaknessesgoingunaddressed.辯題四：ShouldstudentslearnEnglishfromayoungage(before10yearsold)?正方觀點（For）EarlyEnglishlearningprovidescognitiveandculturaladvantagesthatlastalifetime.First,youngchildrenhaveanaturalabilitytoacquirelanguages.Thebrain’splasticitybeforeage10makesiteasiertolearnpronunciationandgrammarintuitively,similartohownativespeakerslearntheirfirstlanguage.StudiesshowthatchildrenwhostartlearningEnglishbefore10havebetteraccentsandhigherfluencythanthosewhostartlater.Second,earlyexposuretoEnglishopensdoorstoglobalopportunities.Inaninterconnectedworld,Englishisthelanguageofinternationalbusiness,science,andtechnology.Proficiencyatayoungagegivesstudentsacompetitiveedgeinfutureeducationandcareers.Third,learningEnglishenhancescognitiveskills.Bilingualchildrendevelopbetterproblem-solvingabilities,memory,andmultitaskingskills,asswitchingbetweenlanguagesexercisesthebrain.Forexample,Englishstorybooksandsongsnotonlyimprovelanguageskillsbutalsostimulatecreativityandimagination.反方觀點（Against）LearningEnglishtooearlymayharmchildren’smothertonguedevelopmentandcauseunnecessarystress.Firstly,youngchildrenhavelimitedcognitivecapacity.Forcingthemtolearntwolanguagessimultaneouslycanleadtoconfusion,suchasmixinggrammarrulesormispronouncingwordsintheirnativelanguage.Asurveyofprimaryschoolteachersfoundthat45%ofstudentswholearnedEnglishbeforeage10showedweakerChinesewritingskillscomparedtotheirpeers.Secondly,earlyEnglishlearningoftenfocusesonrotememorizationratherthanpracticaluse.Childrenmaybepressuredtorecitevocabularylistsorpassexams,losinginterestinthelanguagealtogether.Thirdly,culturalidentitymaybeaffected.ExcessiveemphasisonEnglishcouldovershadowtheimportanceofnativecultureandtraditions.Schoolsshouldprioritizestrengtheningmothertongueskillsfirst,asasolidfoundationinone’snativelanguageisessentialforlearningothersubjectsandpreservingculturalheritage.辯題五：Shouldschoolsrequirestudentstowearuniforms?正方觀點（For）Schooluniformspromoteequality,safety,andasenseofcommunity.First,theyeliminatesocialdifferences.Studentsfromdifferenteconomicbackgroundswearthesameclothes,reducingpeerpressurerelatedtofashionandwealth.Thiscreatesamoreinclusiveenvironmentwherestudentsarejudgedbytheircharacterandabilitiesratherthantheirclothing.Second,uniformsenhanceschoolsafety.Theymakeiteasiertoidentifyintrudersoncampusandpreventgang-relatedclothingorsymbols,reducingtheriskofviolence.Third,uniformssavetimeandmoney.Parentsnolongerneedtospendonexpensivetrendyclothes,andstudentsavoidwastingtimechoosingoutfitseachmorning.Forexample,asurveyinShanghaishowedthatschoolswithuniformpoliciesreported25%fewerdisciplinaryissuesandhigherstudentsatisfactionrates.反方觀點（Against）Schooluniformsrestrictself-expressionandcreativity,whicharevitalforpersonaldevelopment.Firstly,clothingisaformofself-expression.Byforcingstudentstowearidenticaluniforms,schoolssuppressindividualityandlimitopportunitiesforcreativeexpression.Thiscanhinderstudents’confidenceandabilitytodeveloptheiruniqueidentities.Secondly,uniformsmaybeuncomfortableorimpractical.Poorlydesigneduniforms,suchastightskirtsorheavyfabrics,candistractstudentsfromlearningandcausediscomfort,especiallyduringphysicalactivities.Thirdly,uniformsdonotnecessarilyreducebullying.Studentsmaystillfindotherwaystoteasepeers,suchasthroughhairstylesoraccessories.Insteadofenforcinguniforms,schoolsshouldfocusonteachingrespectandtolerancetocreateapositiveenvironmentwherediversityiscelebrated.辯題六：Isitbettertostudyabroadatayoungageoraftercompletinghighschool?正方觀點（For）Studyingabroadatayoungage(e.g.,middleschool)helpsstudentsadapttonewculturesandlanguagesmoreeffectively.First,younglearnersaremoreopen-mindedandflexible.Theycanquicklypickupforeignlanguagesandcustoms,integratingintothelocalcommunitywithlessresistance.Forexample,astudentwhostudiesinCanadaduringmiddleschoolwilllikelydevelopnative-levelEnglishfluencyandcross-culturalcommunicationskillsbyadulthood.Second,earlyinternationalexperiencebroadenshorizons.Livinginaforeigncountryexposesstudentstodifferenteducationalsystems,teachingmethods,andwaysofthinking,fosteringglobalawarenessandindependence.Third,itprovidesacademicadvantages.Manyforeignschoolsemphasizepracticalskillslikecriticalthinkingandteamwork,whicharevaluableforfuturestudies.Studentswhostudy