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（人文科学）．
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 该篇文章属于说明文．文章介绍了一个特殊班级的组成情况以及他们进行特殊课程培训的目的和过程，同时对他们的感受做了描述和总结．
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．细节理解题．题目考查了这个特殊班级的情况，文章第一段The students who came together were all science or engineering professors at Cornell University．介绍了学生的来源情况：他们都是大学教授，来自康奈尔大学．
82．why many non-science/humanities students find science hard to learn细节理解题．根据第一段This class was part of a study to answer the questions：Why is science difficult for many non-science students？的叙述内容可知该活动的目的是：回答为什么非理科专业学生学理科特别困难．
83．the instructors just talked and they didn't write anything on the board 细节理解题．根据第二段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．可知诗歌班与科学工程班不同的原因是导师只聊天，在黑板上不写任何东西．
84．All of the professors began to reflect on their way of teaching．细节理解题．根据文章最后一段All of the professors began to think about how they teach and how they can teach better．可知实验对教授们的影响是：所有的教授开始思考他们的教学方式．
点评 做阅读表达题时，理清文章的脉络、掌握文章的主旨大意，并能运用简洁的语言表达．回答要有针对性观点要明确．不要摘抄文章原句．
