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4. Directions governing for the 12-Year Basic Education Curricula promote learning progression and cross-field integration. Please design a lesson plan for two 50-minute sessions based on the following article. In the lesson plan, please mention the subject(s) you would like to integrate, objectives,and main teaching content/activities. You do not need to provide a complete lesson plan. (25%)    In order to protect the diversity of crops from catastrophe, the Svalbard Global Seed Vault, a seed bank, was built beneath a mountain on an Arctic island halfway between Norway and the North Pole. The Vault is meant to help farmers and scientists find the genes they need to improve today’s crops. It also aims to breed varieties that might better respond to emerging challenges, such as climate change and population growth. Currently, the Vault holds more than 860,000 samples, originating from almost every country in the world.   There is now, however, a growing body of opinion that the world’s faith in Svalbard is misplaced. Those who have worked with farmers in the field say that diversity cannot be boxed up and saved in a single container—no matter how secure it may be. Crops are always changing, pests and diseases are always adapting, and global warming will bring additional challenges that remain unforeseen. In a perfect world, the solution would be as diverse and dynamic as plant life itself.   The dispute about how best to save crop diversity centers on whether we should work with communities in the fields or with institutions, since it will be extremely difficult to find enough funding to do both. Now the isolated Svalbard seed vault is sucking up available funding. Yet, the highly centralized approach may not be able to help farmers cope with climate change, fifty or a hundred years from now. According to new research findings, as much as 75 percent of global crop diversity exists outside the big institutional seed banks. Such diversity is held instead by some of the world’s most marginal farmers. Moreover, it is argued with increasing force that seed banks can neither make up for the practical knowledge of farmers on the ground, nor compete with their ingenuity. (from 107 指考題第 48 至 51 題組文章)

六、翻譯，10%。 在電腦化的時代中，人的主要問題仍是以前一向有的同一個 問題。這難題並不僅是如何達到生產力更高、更舒適、更滿足， 而是如何能更敏於感受、更明智、更平衡、更富於活力。電腦使 得人類可能在效能上做巨大的躍進。但它會不會使人類更容易或 更難認識自己，辨識他們真正的問題，對美作更完滿的反應?

七.下列為一篇高中生作文。請將原文中的錯誤改正，並潤飾、擴寫為一篇適合在英文 作文課觀摩之範文。20%。   Helen is working mother. His busy day not ending when she leave office, however, it just begin. After yesterday work, she pick up children at school. Than, droped her son, Peter, down at home and driving daughter, Nancy, in piano lesson. When nancy is at piano lesson, she go to super market. Before she go home, she picks she up.   When she get home, she prepares dinner and help children doing homework. His hasband last night work very late. When he gets home, he eat dinner and Helen reads the children story. After that she take shower and watched news from TV. Final, she go to bed after she spend some time to talk hasband. What busy day for Helen.

二、作文 40 分（請以黑色、藍色原子筆或鋼筆於作文卷上由左而右、由上而下、橫式書寫） 題目：牽手 提示：「牽手」可以是父母子女之間的牽手，也可以是老師牽引著學童，或者只是扶持 一位長者、盲人過馬路。無論是親情、友情、愛情的牽手，都可以感受人間的溫暖。 試以「牽手」為題，作文一篇。

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