Ever since the Ministry of Education handed down the policy ¡§One guiding principle, different versions,¡¨ criticizing voices had emerged from everywhere. Parents, teachers, and students all had something to say. What has gone wrong with the education reformation previously claiming to take our children to a better place? Thanks to my current part-time job, I soon learned that there seemed to be existing a noticeable gap between the vocabulary taught in junior high school and senior high schools. Also, vocabulary teaching methods adopted in different school levels might as well take place as pivotal element and lower students¡¦ learning efficiency. There are presently eighteen senior high schools, public or private, in the Kaohsiung city and three versions(¤T¥Á, »·ªF, ÀsÄË) of English text books are used in these schools. The situation, however, in junior high schools is a bit more complex because six different versions(±d°a, «n¤@, ®Ô¤å, ¿«ªL, ¦ó¹Å¤¯, ¦XÁn) are randomly selected from semester to semester simply based on the opinions of teachers in charge of different grades. Knowing how the teaching materials are selected, I decided to conduct a research by choosing three most frequently used versions of English textbooks from both junior high and senior high schools and to, based on Dr. Gao(°ª·Ó©ú)¡¦s word-frequency-checking program, figure out that into which levels the vocabulary taught at two levels falls. The study is, furthermore, attached with two sets of interviews aiming at junior and senior high school teachers and a questionnaire directing to students of both levels with the purpose of a better understanding of the authentic EVT situations in the academic environment. Contrary to the common perception, that there is a vocabulary gap between the two high school levels, the figures surprisingly show us that the junior and senior high English textbooks are very much consecutive on vocabulary. This result reveals one fact that even the vocabulary is consecutively compiled, all of the efforts will still be in futility if the time given to students to absorb new knowledge isn¡¦t enough. As for the interview section, almost all of the interviewees agreed that the conception to emphasize ¡§word frequency¡¨ is rather critical in vocabulary learning. Nonetheless, other factors such as time limit and personal background also get involved to influence the expected goal. The researcher, by means of the gained data, tried to set forth the outcome and come up with a solution hoping to provide the English learners a sounder set of learning tools and the relevant authorities an alternative of selecting textbooks while promising our people a ¡§consecutive¡¨ academic curriculum.

Efficiency in the presentation of a Latin text and its study-aids is the key to assisting intermediate students, who frequently become overwhelmed with the amount of vocabulary and grammar that needs to be simultaneously understood in order to read with any accuracy. This text breaks down the first book of Caesar's Bellum Gallicum in both a visual and a conceptual manner to aid students in learning intermediate Latin efficiently. The text is comprised of five parts. The first section contains the text as found in DuPontet's edition of Caesar's Bellum Gallicum. The second section has grammar notes that explain tense and case uses that are necessary for grasping the text, as well as citations for further reading. The third section displayes the text segmented into clauses and is positioned in such a way that the student can, at a glance, visualize what is part of the main clause, and what is subordinate to it. This segmentation assists the reader in learning to follow the order of Caesarian clauses when translating. The fourth section provides a list of vocabulary, not previously memorized by students, that happens to appear in that specific section. The final component is a list of all words that first appear in Book 1 of Caesar's Bellum Gallicum and that appear throughout Caesar's text five or more times.