32.命題-混合題：

Based on the passages provided below, design a set of five reading comprehension questions and mix-questions in accordance with the format and conventions of the GSAT. Your response should include the following items:

(1)      Two      single-answer multiple-choice reading comprehension questions, each with four options (A-D). 

(2)      One      multiple-select reading comprehension question that comes with more than one correct option.

(3)      One     fill-in-the-blank question based on a summary paragraph, requiring students to fill in the appropriate vocabulary or phrase(s) to reflect the key ideas of the passages.

(4) One vocabulary/phrase definition question testing students' understanding of word meaning in context. Passages compare edamame (Taiwanese crop) with artichoke (Mediterranean-origin).

Ensure that the questions assess students' ability to interpret main ideas, contextual meaning, vocabulary usage, and textual inference, in line with the assessment objectives of the GSAT reading

comprehension/ mix-questions section.

Passages 

     These two short passages compare a famous Taiwanese crop, edamame, with the Mediterranean-origin artichoke.

31.課程設計：     In recent years, many schools have adopted the concept of New Pedagogies for Deep Learning (NPDL). This approach emphasizes students' ability to apply knowledge in authentic contexts and to develop six core competencies, commonly known as the 6Cs: Character, Citizenship, Collaboration, Communication, Creativity, and Critical Thinking. NPDL course design has 4 Elements: Pedagogical Practices, Learning Environments, Leveraging Digital, and Learning Partnerships. Through NPDL, students will be able to develop the six core competencies to tackle future challenges and adapt to the ever-changing world.     Please design an English course focusing on a particular theme or unit. Your course design should align with the principles of NPDL and the development of 6Cs, and should include the following components:  (1) The course theme, learning objectives, the time frame. (2) The 4 Elements, and one (or more) of the 6Cs as the focus of this course. (3) An outline of the instructional plan and major learning activities. (4) An explanation of how the course will cultivate which one (or more) of the 6C competencies. (5) The ways in which students will engage in this course. (6) Assessment methods (both formative and summative).  (7) The final products or outcomes students are expected to produce.

33.命題-克漏字：      Based on the passage provided below, rewrite and condense the content into a well-organized passage of approximately 150-180 words suitable for Grade 12 (third-year senior high school) students preparing for the GSAT. After completing the passage, design five cloze questions following the format and conventions of the GSAT.      After completing the passage, design five cloze questions following the format and conventions of the GSAT (General Scholastic Ability Test). The rewritten passage should not reproduce sentences with more than three consecutive words directly from the original article but should instead paraphrase and reorganize the information. In your response, please include: (1) the rewritten passage, (2) the five cloze questions with four answer choices, (3) the correct answers. Passage     Artificial intelligence systems such as ChatGPT are increasingly embedded in everyday informational practices, and many individuals now consult these tools when attempting to interpret health-related information. Although this development reflects the expanding accessibility of digital knowledge, medical professionals caution that such systems should not be mistaken for authoritative sources of clinical judgment. Rather, when deployed judiciously, AI may function as an intermediary interpretive tool, assisting individuals in navigating the conceptual and linguistic complexity that characterizes modern medical discourse.      One significant utility of AI lies in its abity to mediate specialized medical terminology. Medical communication frequently relies on technical vocabulary and condensed expressions that can obscure meaning for patients lacking formal training in the health sciences. AI systems may help translate such terminology into more accessible explanations, thereby allowing individuals who receive diagnostic reports or treatment descriptions to develop a clearer conceptual understanding of their medical circumstances.      AI may also assist patients in structuring their interactions with healthcare providers. Clinical consultations are often constrained time, and patients may struggle to articulate concems or formulate relevant questions. By describing symptoms or uncertainties to an AI system in advance, individuals may generate a more organized framework for discussion, potentially enhancing the efficiency of clinical encounters.     In addition, AI tools can contribute to the cognitive management of vast medical information environments. Online health resources are abundant but uneven in rehability, and individuals often lack the expertise required to evaluate them critically. AI systems can distill extensive materials, synthesize key points, and facilitate comparison among muliple sources, thereby supporting more informed engagement with medical knowledge.     Nevertheless, the epistemic reliability of Al-generated responses remains uncertain. Such systems may reproduce inaccuracies, oversimplifications, or misleading interpretations embed within their training data. Consequently, AI should be regarded not as a substitute for professional medical expertise but as a supplementary interpretive aid within a broader framework of clinical consultation.

34.International education has become a cornerstone of modern secondary education. Schools like National Tainan First Senior High School offer a wide array of programs, ranging from overseas study tours and bilateral exchanges to homestays, virtual exchanges, and on-campus hosting. However, the rapid expansion of these programs has not been without controversy. Write an argumentative essay addressing the following points:  1. Critical analysis: Identify and discuss the common criticisms or pitfalls associated with current international education practices in high schools. From your perspective, why might these programs be viewed with skepticism by some educators or the public?  2. Purposeful integration and pedagogical strategies: Propose specific activities or programs to address the criticisms you identify, and discuss the role of the teacher in ensuring these international encounters transcend surface-level interaction. What specific strategies can be employed to foster a more profound, qualitative shift in students' global perspectives?

35.Two writing samples produced by 11th-graders at TNFSH are provided below. Based on your understanding of the writing assessment criteria used by the College Entrance Examination Center (CEEC), conduct a diagnostic analysis of these texts by identifying three major problems at the macro (global) level (e.g., organization, coherence, development of ideas, etc.) and three problems at the micro (local) level (e.g., grammar, vocabulary use, sentence structure, mechanics, etc.). Drawing on your analysis, propose specific instructional strategies you would implement in your writing class to address these issues and explain how these strategies could help students improve their performance under the CEEC writing criteria. Your response must include:  (1) analysis of three macro- and three micro-level issues with the writing, (2) proposal and explanation of specific instructional strategies with relevant examples.   Writing sample 1      Some people think high school students should have part-time jobs, but others disagree. In my opinion, students should not work while they are studying in high school. First, high school students already have a lot of homework and exams. If they have part-lime jobs, they may feel very tired and have less time to study. As a result, their grades may become worse.      Second, many students do not know how to manage their time well. If they work after school, they may spend less time doing homework or preparing for tests. This may affect their academic performance.      Finally, students should spend more time developing their interests and abilities. They can join clubs, play sports, or participate in school activities. These experiences may be more helpful for their future than eaming a small amount of money.      For these reasons, I think high school students should focus on their studies instead of having part-time jobs. Writing sample 2      Nowadays many high school students want to have part-time jobs. Some people think it is a good idea, but others think students should focus on their studies.      In my opinion, having a part-time job has both advantages and disadvantages. On the one hand, students can learn how to communicate with other people and become more responsible. They can also eam some money and reduce their parents' financial burden.      On the other hand, working part-time may affect students' school performance. If students spend too much time working, they may not have enough time to study or rest. Therefore, high school students should carefully consider their situation before deciding whether to have a part-time job.

(V) Chinese-to-English Translation (10%)        在新冠肺炎疫情期間，社群媒體公司被指控審查某些特定貼文，並把它們標註上事實查核或甚至將它們完全移除。 這些作為引發激烈的爭論: 究竟社群媒體平台是否能審查有害的內容。如果審查變成常態，會被視為違反言論自由嗎? 在妄下結論前，人們應該先了解是什麼遭到審查以及為什麼。這個審查制度其實是社群媒體平台為了對抗新冠疫情的 危險假訊息被傳播所做的努力。在這個很多人命懸一線，全球危機的時期，移除假訊息無疑是符合道德的作法。一個 相關的問題是對仇恨言論的審查，這種言論會導致因宗教、種族、性別或性傾向而對別人的歧視。被標記的其中一個 例子是有位名人曾在群眾集會的貼文發表了對墨西哥移民詆毀的言論。

(IV) English-to-Chinese Translation (10%)       The relationship between the two countries is a hugely important economic relationship. There is no question that the level of friction around the trade discussion has been escalating. And in the context of that, that’s leading to some uncertainty and some question about where this will all go. Obviously hard to predict at this point—market participants are watching it very closely. To the degree that it escalated more significantly, it would be bad for both countries. So our hope would be that the rhetoric gets put aside, and over time here, there’s a constructive solution that’s worked through. We’ll have to wait to see how it all plays out.

(III) Instructional Design (20%)DAAN Vocational High School frequently organizes international exchange programs. However, a significant challenge arises from the diverse English proficiency levels among students, ranging from CEFR A2 to B2.Task: Design a 50-minute lesson plan for an on-campus exchange activity involving 30 students (15 international and 15 DAAN students). The primary goals are to introduce DAAN Vocational High School to the visitors, foster inclusivity for all proficiency levels, and enhance students' oral communication skills.Your lesson plan must include the following components:● Learning objectives● Activity description● Implementation procedures

2. Two mixed-type questions consistent with the GSAT's focus on competency-based evaluation. (4%).

1. Three multiple-choice questions (Each has four options, including three distractors) (6%).

2. Based on your passage, design four cloze questions for B1-level students. Indicate blanks with underlines, provide four options per item (including three distractors), and attach an answer key. (8%)

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