2. Vocabulary Idioms & Phrases Reading -Paragraphs 6-9 Post-reading

3. Listen to paragraphs 6-9. Skip

4. Now, answer the following questions.

5. ______2. At the narrator's request, how many more answers did the student give after the second test? (A) 1. (B) 2. (C) 3. (D) 4. C

7. In leaving my colleague's office, I recalled that the student had mentioned having other answers to the problem, so I asked him what they were. mention + V-ing 提到 … They mentioned seeing my brotherthe other day. In + V-ing..., 正當 … In attempting to save the child from drowning, the young man nearly lost his own life. Next

8. In leaving my colleague's office, I recalled that the student had mentioned having other answers to the problem, so I asked him what they were. In + V1-ing..., S + V2.... = While + V1-ing..., S + V2.... 正當 … 原句 = →While leaving my colleague's office, I recalled....

9. There are many ways of computing the height of a tall building with the aid of a barometer.

10. For example, you could take the barometer out on a sunny day and measure the height of the barometer, the length of its shadow, and the length of the shadow of the building,

11. and by the use of a simple proportion, determine the height of the building....by the use of a simple proportion, determine the height of the building.... 此算法的公式是： x/l=a/b 或 x=a/b×l (x = 樓高， l = 大樓影子的 長度， a = 氣壓計高度， b = 氣壓計 的影子長度 )

12. “Fine,” I said. “And the others?” “Yes,” said the student. “There is a very basic measurement method that you will like. In this method, you take the barometer and begin to walk up the stairs.

13. As you climb the stairs, you mark off the length of the barometer along the wall. mark off 畫線標示出，以線區隔開 This area is marked off for the safety of the public.

14. You then count the number of marks, and this will give you the height of the building in barometer units. A very direct method.” number n. [U][C] 總數，合計 The number of the wounded was estimated at 100.

15. Finally he concluded that there were many other ways of solving the problem. “Probably the best, “ he said, is to take the barometer to the basement and knock on the superintendent's door.

16. When the superintendent answers, you speak to him as follows: Mr. Superintendent, here I have a fine barometer. as follows 如下 It is very easy to make an apple pie. Just do as follows: first, go buy apples... 此片語中 follows 與句子主詞的單複數 以及動詞的時態無關，且固定不變。

17. If you will tell me the height of this building, I will give you this barometer. if you will/would 常用於禮貌的請求中， 用 would 更有禮貌. If you will allow me, I will introduce you to my superior. I would be very grateful if you would make the arrangement for me.

18. At this point, I asked the student if he really did not know the conventional answer to this question. conventional answer : traditional answer 所謂 conventional answer 是指： 高度每升高 100 公尺，氣壓會下降 6 毫米 水銀柱。若要測樓高，就要在一樓量一 次氣壓，在樓頂再量一次。用兩次氣壓 的差異值即可推算出樓高。 Next

19. At this point, I asked the student if he really did not know the conventional answer to this question. 原句 = →...I asked the student, “Don't you really know the conventional answer...?”

20. He admitted that he did but said that he was fed up with high school and college instructors who would rather teach him how to think and to use the scientific method in a pedantic way than teach him the structure of the subject. did 代替前面出現過之動詞 know. Next

21. He admitted that he did but said that he was fed up with high school and college instructors who would rather teach him how to think and to use the scientific method in a pedantic way than teach him the structure of the subject. be fed up with 對 … 感到厭倦或厭煩 She is fed up with his childish behavior. We are fed up with her bad temper. Next

22. He admitted that he did but said that he was fed up with high school and college instructors who would rather teach him how to think and to use the scientific method in a pedantic way than teach him the structure of the subject. would rather A than B 寧可 A ，也不願 B ；與其 B ，不如 A He would rather die than disgrace himself.

23. With this in mind, he decided to revive scholasticism as an academic lark to challenge the classrooms of America. with this in mind → because of this 有鑑於此 The election was coming, and with this in mind they decided to set up their publicity campaign. Next

24. With this in mind, he decided to revive scholasticism as an academic lark to challenge the classrooms of America. The Introduction of scholasticism Next

25. scholasticism 「經院哲學」是歐洲中世紀的 哲學主流，起自九世紀至十七世紀衰落。當時 神學即哲學，教士集中於經院，針對一個 問題的各個面向看法分析論證，最後達成共 識，以此方式研究教義，其中 How many angels can dance on the head of a pin? ， 或稱 angels on a pin 、 angels on pinheads 、 angels dancing on the head of a pin ，即為 當時廣受討論的問題之一。經院哲學的優點為 論證精密，但其迂迴繁瑣的過程卻為人詬病， 故又稱繁瑣哲學。本篇文章即試圖以玩笑、戲 謔的方式，用經院哲學的議題 (Angels on a

26. Pin) 來挑戰美國當時封閉保守的教育體系。 並期待對一個問題採開放性思考，經由思考、 理解找出答案，而非在一開始即被告知「唯 一正確的解答」。

27. With this in mind, he decided to revive scholasticism as an academic lark to challenge the classrooms of America. lark 於此乃口語用法，表「玩笑；嬉戲」 What a lark! 多好玩啊！ lark 一般指「百靈科鳴禽 ( 如雲雀 ) 」 They sat in the sun, listening to larks sing. Back

30. □ the ways to evaluate students □ the ways to get the height of a tall building □ teaching and learning □ the qualities of a good teacher I. Reading for the Main Idea A. Check the main idea of the reading. On the whole, the story talks about.

31. Paragraphs Paragraph 1 Main Ideas a. The narrator read the examination question and the student's answer in his colleague's office. B. Match the paragraphs with the main ideas by filling each of the following blanks with a, b, c, d, e, or f.

32. Paragraphs Paragraph 2 Main Ideas b. At the narrator's request, the student gave three other answers to the question. B. Match the paragraphs with the main ideas by filling each of the following blanks with a, b, c, d, e, or f.

33. Paragraphs Paragraph 3 Main Ideas c. The narrator realized his colleague's problem and suggested giving the student another chance to answer the question. B. Match the paragraphs with the main ideas by filling each of the following blanks with a, b, c, d, e, or f.

34. Paragraphs Paragraphs 4-5 Main Ideas d. The student told the narrator that he knew the conventional answer to the question and explained why he didn't give it. B. Match the paragraphs with the main ideas by filling each of the following blanks with a, b, c, d, e, or f.

35. Paragraphs Paragraphs 6-8 Main Ideas e. The narrator was selected as a referee to settle the disagreement. B. Match the paragraphs with the main ideas by filling each of the following blanks with a, b, c, d, e, or f.

36. Paragraphs Paragraph 9 Main Ideas f. When it was recommended to the student that he show some knowledge of physics, he successfully answered the question again. B. Match the paragraphs with the main ideas by filling each of the following blanks with a, b, c, d, e, or f.

37. B. Match the paragraphs with the main ideas by filling each of the following blanks with a, b, c, d, e, or f. ________ Paragraph 1 ________ Paragraph 2 ________ Paragraph 3 ________ Paragraph 4-5 ________ Paragraph 6-8 ________ Paragraph 9 Check the answers. eacfbdeacfbd

38. II. Reading Strategy: Reading for Details Different from the main idea, the details of a reading material are more specific and concrete ( 具體的 ). Details do not just state a main idea in another way but support it. They can be facts, causes, effects, examples, or explanations, which support a

39. II. Reading Strategy: Reading for Details topic. Different kinds of supporting details are connected by different transitional words.

40. 1.Take the barometer to the top of the building, attach a long rope to it and lower the barometer to the street. Then, bring it up and measure the length of the rope. EXERCISE: A.What are the student’s answers to the physics question? Next

41. 2.Take the barometer to the top of the building and lean over the edge of the roof. Drop the barometer, timing its fall with a stopwatch. Then, using the formula S = 1/2at2, calculate the height of the building. Next

42. 3.Take the barometer out on a sunny day and measure the height of the barometer, the length of its shadow, and the length of the shadow of the building, and by the use of a simple proportion, determine the height of the building. Next

43. 4.Take the barometer and begin to walk up the stairs. As you climb, mark off the length of the barometer along the wall. Then, count the number of marks, which will give you the height of the building in barometer units. Next

44. 5.Take the barometer to the basement and ask the superintendent for the height of the building.

45. B. ( )1. The narrator might be a. (A) college student (B) high school student (C) college instructor (D) high school teacher C

46. ( )2. At the narrator’s request, how many more answers did the student give after the second test? (A) 1. (B) 2. (C) 3. (D) 4. C

47. ( )3. Which of the following statements is TRUE? (A) At first, the student's instructor was about to give him full credit. (B) The student's instructor wouldn't agree to let him do the same test again. (C) Finally,the student got full credit although he didn't know the conventional answer to the question. (D) To challenge the educational system at that time, the student refused to give the conventional answer to the question. D

48. Topics for Discussion Topics for Discussion Topics for Discussion

49. 1. If you were the student's instructor, would you give him a perfect score? Why or why not?

50. Reference answer : Yes. If I were the instructor, I would give the student a perfect score for three reasons. First, giving him a perfect score will encourage creative thinking and reinforce the idea that there can be more than one answer to every question. I think teachers should teach students creative thinking, instead of feeding fixed answers to them. The ability to creatively and critically think about a

51. Reference answer : question is much more important than the ability to memorize an answer to it. Second, I think students should be rewarded for both their academic competence and creativity. Since the student already provided a correct answer and, in addition, demonstrated high level of creative thinking, there was no reason that he received anything less than full credit. Third, to express oneself

52. Reference answer : truly requires courage, especially for students. The student was brave enough to hold a different view from his teacher's. And, in the face of challenge, he still remained true to himself and was not afraid or hesitant to express what he believed. Since the student demonstrated great courage to defend the correct answer he provided, giving him a perfect score would be completely reasonable.

53. 2. What does the story mean to you? State your own opinion.

54. Reference answer : The story confirms me that there can be more than one answer to a problem. We, the students in Taiwan, are used to mechanically memorizing information in lectures and textbooks. As a result, we lose our creativity and innate imagination and overly depend on rote memorization for problem-solving. In my opinion, we should always remind ourselves to consider alternative solutions while facing

55. Reference answer : a problem, rather than stubbornly stick with the dogmatic and fixed solution that has been taught to us in class. Back