10th Mandy Vocabulary Unit 3 Education .ppt

1、Vocabulary,Unit 3 Education,Academic subjects,the human mind people of the past society money,industry,trade the Earth how language works stars and planets,psychology sakld archaeology ,kld sociology ssld economics geology dld linguistics lgwstks astronomy strnm,history/historian,biology/biologist,g

2、eography/geographer,philosophy/philosopher,politics/politician,mathematics數(shù)學(xué) （mathematician） science理科 gymnastics體育 （gymnast） algebra代數(shù) ldbr （algebrist） geometry幾何 dmtr （geometrist） geography地理 biology生物 chemistry化學(xué) biochemistry生物化學(xué) physics物理 （physicist） physical geography地球物理 literature文學(xué) （litterat

3、eur） sociology社會(huì)學(xué) linguistics語(yǔ)言學(xué) psycology心理學(xué) philosophy哲學(xué) diplomacy外交 （diplomat ） botany植物學(xué) bt()n （botanist）,engineering工程學(xué) mechanical engineering機(jī)械工程學(xué) social science社會(huì)科學(xué) agriculture農(nóng)學(xué) grklt（agriculturist） astronomy天文學(xué) economics經(jīng)濟(jì)學(xué) politics政治學(xué) comercial science商學(xué) anthropology人類學(xué) ,nrpld languistics語(yǔ)

4、言學(xué) accounting會(huì)計(jì)學(xué) accountant law 法學(xué) （lawyer） banking銀行學(xué) （banker） metallurgy冶金學(xué) mtld finance財(cái)政學(xué) （financer） mass-communication大眾傳播學(xué) journalism新聞學(xué) atomic energy原子能學(xué) civil engineering土木工程 architecture建筑學(xué) （architect） ktekt chemical, engineering化學(xué)工程 accounting and satisics會(huì)計(jì)統(tǒng)計(jì),2,astronomer psychology Lingu

5、istics economists geology sociology Archaeologists,parts of speech 詞類；詞性,5,1. claim 2. hypothesis 3. evidence 4. investigation 5. definition,Exam Practice,1. claim 2. evaluate 3.define 4. Linguists 5. analyses 6. Archaeologists 7. investigate 8. geology 9. astronomer 10. evidence,Is there any value

6、in studying academic subjects that are not useful in terms of generating wealth for the country?,outline,introduction body conclusion,Introduction,Many people these days claim that a useful education is one that prepares graduates for occupations that create wealth. However, when we evaluate the use

7、fulness of an academic subject we should think carefully about how we define the term useful. In this essay, I argue that many academic subjects that do not directly generate great wealth can still be very useful.,Introduction,Sentence: 1: Many people these days claim that . 2: However, when we eval

8、uate the. think. how we define the term useful 3: In this essay, I argue that.subjects. useful,Body,Some subjects can be useful because they create knowledge that can be applied in related fields. Linguistics, for example, study the way of language works. Their analyses can be used to create more ef

9、fective methods of language teaching. Improved international commmunication can resukt in better trading relations, which can in turn generate wealth. .,Archaeologist investigate the lives of people in the past through their artifacts. Many of these will be displayed in museums, which can attract to

10、urists who generate income for hoteliers, restaurants and so on,Many academic subjects can also be useful in terms of contributing to peoples quality of life. Some people pursue hobbies in fields such as geology in order to have a better understanding of the planet we live on. Others with an interes

11、t in stars and planets may become amateur astronomers. Curiosity is an important human trait, and many academic subjects allow people to satisfy this need.,Body,Part 1: thesis: useful Reason: knowledge can be applied in related fields e.g. 1)Linguistics: language teaching; international/trade 2) Arc

12、haelogy: past/museums/attract. result: generate money,Body (Part 2),thesis: useful Reasons: 1. contribute to peoples quality of life e.g. geology : improve understanding of the planet/earth astronomers: explore stars/planet 2. satisfy humans curiosity,Conclusion,In short, there is little evidence th

13、at simply educating people to be efficient workers makes them happier or richer in the broader sense. Human curiosity and the unpredictable nature of knowledge creation mean that a variety of academic disciplines should be valued.,Conclusion,In short: 總之 Setence 1: there is little evidence that simply educating people to be efficient workers makes t