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(a. The Oral Approach b. Communicative Language Teaching c. Lexically based language teaching d. Suggestopedia) emphasizes content and not form. Learning a second language is viewed as acquiring the linguistic means to perform different kinds of functions. It is assumed that if the students interact with second language speakers using real-life subject matter, the language will be acquired subconsciously.
4 學者 Kenneth Blanchard 等人認為,一個高績效團隊的建立必須具備「PERFORM」等七項特質,其中M 所代表的特質是:
Denny 高三下 (2011/12/05 16:18)
P目標價值E  授能R 關係 (溝通 )F 彈性O 最適的生.....觀看完整全文,請先登入
Wei-Ren Ding 高一上 (2014/08/10 10:32)
Mark Lin 國一下 (2016/05/17 17:48)

學者布蘭查(Ken Blanchard)等人認為一個高績效團隊的建立,必須具備「P.E.R.F.O.R.M.」等七項特質,分述如下:

1.對於組織目標與價值具有共識(Purpose and Values,P):




3.良好的工作關係及溝通(Relationships and Communication,R):





陳奕志 國三下 (2016/06/26 19:52)
Parents of highly gifted children are often concerned that everything comes too easily to their children. These children learn that they can do
everything academic without trying. Parents worry that the children will fall apart the first time they hit an academic task they cannot do effortlessly
(and this worry often has a foundation in reality). This is often a large part of the impetus for grade skips or other methods of providing adequate
academic challenge.

The problem for twice-exceptional children-that is, children who are gifted but also have learning disabilities or other special needs-is that they
learn an even more damaging lesson: that if they cannot do a task right away, they won't be able to do it at all. Everything in school is either too
difficult or too easy-nothing is "just right." This is exacerbated by the frequently occurring problem of under-identification; that is, because highly
gifted children are so good at compensating for their special needs, their problems often go undetected until they finally "hit the wall." By this time, a
great deal of emotional and academic damage may have been done.

Teachers and parents often are unaware that children with special needs may be able to do a task sometimes, but not always. Their coping skills
may fall apart when they are tired or ill. They may be able to muster the extra mental/physical/emotional energy to do a difficult task if the subject is
one that engages them and they are fresh and rested, but not at the end of the day on a topic they dislike. They may also learn that it is dangerous to
perform well, because they will then be held to a standard that they can't maintain consistently ("I know you can do it, because I've seen you") – in
other words, they get punished for sometimes succeeding.
Children with special needs can tire quickly when doing non-physical tasks, because they are so much harder for them than for kids without the
special needs. For example, imagine spending the day in school with earmuffs on, so that you had trouble hearing – you would be pretty tired! It would take you longer to figure out what was being said, and by the time you figured it out, the class would have moved on. You would be spending so much mental energy decoding what was said that you would have less left for actually thinking about it. If you have ever learned a foreign language, remember how much work it was to carry on a conversation when you had not yet become fluent. This is what school is like for children with auditory processing problems.

There are no easy answers for helping our twice-exceptional kids learn to tolerate difficulty, especially after they have been burned. It certainly
helps if you can recognize when a task is hard for them and let them know that you understand. Starting easy and gradually easing them into more
difficult work can help. Doing a task together (for example, co-writing a story with the adult acting as "scribe") can be a great way to start. One of the most important parts is being aware that there is a basis for the sometimes seemingly irrational over-reactions of twice-exceptional kids.

(The challenge of the gifted/special needs child by Meredith G. Warshaw, M.S.S., M.A. Special Needs Educational Advisor)

【題組】 42. What’s the main idea of the passage?
(A) The needs of twice-exceptional children are often unidentified and there are no easy answers for helping these children to cope.
(B) The greatest concern for parents of highly gifted children is that they can learn everything too easily.
(C) Some children of special needs are afraid to perform well because they fear they will be asked to do well all the time.
(D) Learning a foreign language is difficult for children with auditory processing problems.
【題組】46. Why some twice-exceptional children may not want to perform well?
(A) They know it will take them extra energy to perform well.
(B) They want teachers and parents to do the tasks for them.
(C) They fear they may be expected to do well all the time.
(D) The tasks maybe too dangerous for them to do.
Once upon a time there was a king who had three daughters. He wanted to choose one of them to be the queen. He called the daughter to him and said, “My dear children, the one who brings me a birthday present which is most necessary to human life shall be queen. Go and make your plans.” The king’s birthday arrived. The two oldest daughters brought him presents that were very necessary, but were also very expensive. However, the youngest daughter only brought him a small pile of salt. When the king saw her present, he became very angry. He told the daughter to leave his castle and never come back. The daughter left her father’s castle. She had nowhere to go. As she wandered in the forest, cold and hungry, a prince saw her and fell in love with her at once. She agreed to marry him and a great party was held at the prince’s castle. The king was invited, but he did not know that the bride was his daughter. The girl told the cook to make all the dishes for the party with no salt. At the wedding, everyone started eating and they found that the food had no taste. Then the king sighed, “I now know how necessary salt is. But, because I didn’t know that before, I sent my own daughter away and I will never see her again.” Hearing this, the daughter went to the king and made herself known. They all lived happily ever after.
【題組】47 The king sent away his youngest daughter because .
(A)she did not follow his words carefully
(B)she gave him a cheap and lowly present
(C)she failed to perform the task he gave her
(D)she was so silly that she picked a wrong gift
Chun Jen Wan 高二上 (2012/02/17 15:15)