6．This was no ordinary class．The students who came together were all science or engineering professors at Cornell University．They had interrupted their research to accept an invitation to take part in an unusual experiment："an interesting week of poetry"．This class was part of a study to answer the questions：Why is science difficult for many non-science students？
The students in the poetry class listened to lectures and took notes．They had reading tasks and had to write three short papers．All students noticed one thing-the importance of spoken words．In science and engineering classes，the instructors put tables and drawings on the blackboard．But in this poetry class，the instructors just talked．They didn't write anything on the board．
The scientists and engineers noticed one similarity between science and poetry．In both subjects，students need to find layers of meaning．Some layers are simple，clear，and on the surface； other layers are deeper and more difficult．This search for different levels of meaning doesn't happen much in undergraduate science classes，but it is important later，in graduate school．And it is always important in humanities（人文科學(xué)）．
Both the poetry instructors and their students learned something about teaching from this experience．One poetry instructor，for example，now sees the importance of using informational charts as he teaches．Most of the scientists agreed on several points．First，humanities classes might help science students to see patterns and decide which information is important．Second，the poetry class was fun．One engineer decided，"We need to change the way we teach engineering to make it an enjoyable experience for students．"But perhaps the most important result of the experience was this：All of the professors began to think about how they teach and how they can teach better．
（Note：Answer the questions or complete the statements in NO MORE THAN TWELVE WORDS．）
81．Why was this class very unusual？The students were （science or engineering） professors from a university．
82．The experiment was designed to help teachers find outwhy many non-science/humanities students find science hard to learn．
83．The poetry class was different from science and engineering classes in thatthe instructors just talked and they didn't write anything on the board．
84．What influence did the experiment had on those professors？All of the professors began to reflect on their way of teaching．．
分析 該篇文章屬于說明文．文章介紹了一個特殊班級的組成情況以及他們進行特殊課程培訓(xùn)的目的和過程，同時對他們的感受做了描述和總結(jié)．
解答 81．The students were （science or engineering） professors from a university．
82．why many non-science/humanities students find science hard to learn
83．the instructors just talked and they didn't write anything on the board
84．All of the professors began to reflect on their way of teaching．
81．The students were （science or engineering） professors from a university．細節(jié)理解題．題目考查了這個特殊班級的情況，文章第一段The students who came together were all science or engineering professors at Cornell University．介紹了學(xué)生的來源情況：他們都是大學(xué)教授，來自康奈爾大學(xué)．
82．why many non-science/humanities students find science hard to learn細節(jié)理解題．根據(jù)第一段This class was part of a study to answer the questions：Why is science difficult for many non-science students？的敘述內(nèi)容可知該活動的目的是：回答為什么非理科專業(yè)學(xué)生學(xué)理科特別困難．
83．the instructors just talked and they didn't write anything on the board 細節(jié)理解題．根據(jù)第二段In science and engineering classes，the instructors put tables and drawings on the blackboard．But in this poetry class，the instructors just talked．They didn't write anything on the board．可知詩歌班與科學(xué)工程班不同的原因是導(dǎo)師只聊天，在黑板上不寫任何東西．
84．All of the professors began to reflect on their way of teaching．細節(jié)理解題．根據(jù)文章最后一段All of the professors began to think about how they teach and how they can teach better．可知實驗對教授們的影響是：所有的教授開始思考他們的教學(xué)方式．
點評 做閱讀表達題時，理清文章的脈絡(luò)、掌握文章的主旨大意，并能運用簡潔的語言表達．回答要有針對性觀點要明確．不要摘抄文章原句．
