VOCABULARY SET 19: SCIENCE
EDUCATION
Vocabulary:
1. a wealth of sth: r t nhi u đi u gìấ ề ề đó
2. brain-drain (np): ch y máu ch tả ấ xám
3. breakthrough (n): phát ki n, ti nế ế bộ
4. compel (v): b t bu c, thuy tắ ộ ế ph cụ
5. driving force (np): đng l c thúcộ ự đyẩ
6. establish (v): thành l p, t oậ ạ l pậ
7. expert (n/adj): chuyên gia / thành th oạ
8. framework (n): khung, cơ c uấ
9. instil (v): vun đpắ
10. migrate (v) - migration (n): di cư
11. offer sb sth: đa / trao t ng cho ai đi uư ặ ề gì
12. paramount (adj): t i cao, quan tr ngố ọ nh tấ
13. patriotism (n) - patriotic (adj): lòng yêu n cướ
14. prioritise (v) - priority (n): uư tiên
15. phenomenon (n): hi nệ t ngượ
Exercises:
Task 1: Write sentences from given cues. Make changes to the cues when needed.
1. there / many / priority / but / reduce / budget deficit / be / paramount importance.
2. some cases / government / torture / spy / compel / them / reveal / their / secret.
3. framework / skybridge / be / approve / by / construction / committee.
4. problem / brain-drain / been / increase / with / many / academic / apply / job / abroad.
5. teacher / must / establish / rule / students / follow / while / they / in / school.
Task 2: Translate from Vietnamese to English
1. M t ph n công vi c c a th y cô giáo là vun đp s t tin cho h c trò c aộ ầ ệ ủ ầ ắ ự ự ọ ủ mình.
2. Đi bàng là bi u t ng yêu n c c a n c M , hình nh này có th đc nhìn th y trên ạ ể ượ ướ ủ ướ ỹ ả ể ượ ấ
đng ti n và các con d u c a đt n cồ ề ấ ủ ấ ướ này.
3. Các nhà khoa h c đang trông ch m t phát ki n trong cách ch a tr b nh ungọ ờ ộ ế ữ ị ệ th .ư
4. Các bác s u tiên lên l ch m cho b nh nhân d a vào m c đ nghiêm tr ng c a v tỹ ư ị ổ ệ ự ứ ộ ọ ủ ế th ng.ươ
5. M t đi u thú v vào nh ng tháng l nh giá là nhìn ng m nh ng đàn chim di c v mi n mộ ề ị ữ ạ ắ ữ ư ề ề ấ áp.
Task 3: Fill in the blanks with suitable words/phrases
Do you agree or disagree with the statement that government should invest more money in science
education rather than other subjects to develop the country?
1 an appropriate national education 2 is of 3 importance to the
development of any country. It is often believed that science subjects should attract more investment than
other disciplines. However, I strongly disagree with this belief, because there are many subjects that are
equally as important as science, or even more so.
I contend that language education plays no lesser role in developing a nation than science does. While
science education is beneficial only for those with an interest in science, language education may help a
nation to develop a strong labour force in almost every field. This is because language education
4 to 5 knowledge written in other languages, and they may become future
6 in a variety of areas.
History is also more significant than science studies, in my opinion, because it may 7 a
sense of 8 in students, and as a result they may be more willing to contribute to the country
in thefuture. In sharp contrasttothis, many developing nations have witnessed a vast number of scientists
who choose to 9 to more developed nations for better living and working conditions. If
history had been 10 as a school subject, this 11 may not have occurred because
these scientists would have felt more 12 to remain in their homeland and contribute to
society.
Finally, I would argue that the significance of the study of management and economics far outweighs
that of science. In today's world, it is common practice that one country purchases technology and
inventions from another. Therefore, the advantages gained through scientific 13 may not
beassignificantforacountry beforethey were beforeglobalisation. By contrast, nowadays, there is an urgent
need for management experts and economists, who are the 14 behind economic and societal
development. It is these people, not scientists, who should be prioritised in relation to investment in
education.
From the issues outlined above, one may conclude that governments should not increase their spending
on science education.
338 words, written by Tu Pham
Key:
Task 1:
1. There are many priorities, but reducing the budget deficit is paramount/is of paramount importance.
2. In some cases, the government will torture spies to compel them to reveal their secrets.
3. A framework for the skybridge has been approved by the construction committee.
4. The problem of brain-drain has been increasing with many academics applying for jobs abroad.
5. Teachers must establish rules for students to follow while they are in school.
Task 2: Answers may vary
1. It is part of a teacher's job to instil confidence in/into his or her students.
2. The eagle is the patriotic symbol of the United States which can be seen on their money and seal.
3. Scientists are hoping for a breakthrough in the search for a cure for cancer.
4. Surgeons prioritise which patients to schedule first based on the extent of their injuries.
5. During the cold months, it is always interesting to watch the migration of the birds as they fly towards
the warm regions.
Task 3:
Do you agree or disagree with the statementthat government should invest more money in science
education rather than other subjects to develop the country?
(1) Establishing an appropriate national education (2) framework is of (3) paramount importance to
the development of any country. It is often believed that science subjects should attract more investment
than other disciplines. However, I strongly disagree with this belief, because there are many subjects that
are equally as important as science, or even more so.
I contend that language education plays no lesser role in developing a nation than science does. While
science education is beneficial only for those with an interest in science, language education may help a
nation to develop a strong labour force in almost every field.This is because language education (4) offers
students access to (5) a wealth of knowledge written in other languages, and they may become future (6)
experts in a variety of areas.
History is also more significant than science studies, in my opinion, because it may (7) instil a sense of
(8) patriotism in students, and as a result they may be more willing to contribute to the country in the
future. In sharp contrast to this, many developing nations have witnessed a vast number of scientists who
choose to (9) migrate to more developed nations for better living and working conditions. If history had
been (10) prioritised as a school subject, this (11) brain- drain phenomenon may not have occurred
because these scientists would have felt more (12) compelled to remain in their homeland and contribute
to society.
Finally, I would argue that the significance of the study of management and economics far outweighs
that of science. In today's world, it is common practice that one country purchases technology and
inventions from another. Therefore, the advantages gained through scientific (13) breakthroughs may
not be as significant for a country before they were before globalisation. By contrast, nowadays, there is
an urgent need for management experts and economists, who are the (14) driving force behind economic
and societal development. It is these people, not scientists, who should be prioritised in relation to
investment in education.