III. Lesson Plan 教案設計:1 題 Please read the article " Mazu Mania: A Great Pilgrimage That Unifies the People," and identify ONE writing feature (e.g. choice of words, descriptive flow or overall organization) that you find effective indemonstrating strong writing skills. Next, design a TWO-period lesson plan in which you guide 11thgrade students at Tainan Municipal Shalun International High School(SLSH) to learn and apply thisfeature in their own writing about Tainan’s tradition or customs. Your lesson plan should be as clear,detailed and specific as possible.      Every year, more than five million people participate in the Mazu pilgrimage. It is no exaggeration to say that this event might just be the world’s largest and wildest birthday party. The festivities do not end until the participants have celebrated for nine days and journeyed over 300 kilometers in central Taiwan. Undoubtedly, the Mazu pilgrimage is a can’t-miss event for visitors to Taiwan.     The pilgrimage, which honors the sea goddess Mazu, sets out from Dajia’s Zhenlan Temple around her birthday, the twenty-third day of the third month on Taiwan’s lunar calendar. The exact date and time, which vary from year to year, are determined earlier. During the Lantern Festival, temple authorities cast two half-moon-shaped wooden blocks to decide the actual schedule. At the chosen time, some 200,000 pilgrims set out from Zhenlan Temple on foot and visit more than 100 temples over the course of nine days. They are accompanied every step of the way by a statue of Mazu, which is carried in a sedan chair. Although the pilgrims’ strength may wane during the long journey, never do their passion and dedication fade.     Apart from being a chance for people to show their devotion to the goddess, this annual festival is a spectacular and heartwarming event. The gathering in front of Zhenlan Temple before the pilgrimage begins is a scene like no other. Throngs of people fill the streets, while the explosive sounds of drums, horns, fireworks, and firecrackers pierce the air. When the statue of Mazu finally emerges from the temple in her sedan chair, the crowd surrounds her, excited to send her off on her long journey.Along the route, millions of people also join in the celebration and come out to receive her blessing. Some even kneel or lie face down on the pavement to allow the sedan chair to pass over them, which symbolizes their hope for good luck. In the meantime, locals show their hospitality by enthusiastically offering free food, washing facilities, and accommodations to passing pilgrims. Rarely can such generosity be seen during a religious event. It reflects not only the locals’ dedication to Mazu but also the warmth and humanity that are characteristic of the Taiwanese people.      Over the years, the Mazu pilgrimage has transformed into more than just a religious ritual, and every year it attracts all manner of people—young and old, foreign and Taiwanese. Thus, the Mazu pilgrimage has been designated as one of Taiwan’s important national folk customs. For those who are looking to experience Taiwan’s cultural heritage, participating in the Mazu pilgrimage is essential!

第二部份選擇題： I. Summary and Cloze-Test Design: 1 題(20%) 含摘要改寫(10%)與克漏字出題(5 題,10%) Summarize the following article in around 300 words. Based on your summary, design FIVE cloze test questionsThe multiple-choice questions should have four options. The correct answershould be given to your designed questions. Navigating the Digital Frontier: UNESCO’s Human-Centered Frameworks for AI Competencies in Education Overview The past decade has witnessed the pervasive integration of artificial intelligence (AI) across all facets of human development. The public release of generative AI tools in November 2022 served as a catalyst, accelerating the permeation of these technologies into the fabric of social life. Within this transformation, the education sector stands at the epicenter. While therise of AI presents unprecedented opportunities to innovate teaching and learning practices, it simultaneously introduces complex risks that challenge traditional educational paradigms. This article explores the necessity of structured AI competency frameworks, emphasizing a human-centered approach that empowers both students and teachers to navigate this evolvinglandscape as responsible co-creators rather than mere passive users. The Imperative for AI in Education: Opportunities and Ethical Risks Artificial Intelligence has the potential to address some of the most daunting challenges in modern education. By automating administrative tasks and facilitating personalized learning experiences, AI can accelerate progress toward Sustainable Development Goal 4 (SDG 4)—ensuring inclusive and equitable quality education for all. However, technological advancementhas historically outpaced policy debate and regulatory frameworks. UNESCO’s mandate centers on a human-centered approach to AI. This philosophy shifts the global conversation from technical efficiency to social equity. The primary objective is to ensure that AI does not widen the existing technological divides between and within countries. The promise of "AI for All" implies that every individual must be able to harness the fruits of this revolution, particularly in terms of innovation and knowledge access. Despite these promises, AI poses significant risks. It threatens human agency, violates data privacy, and may intensify systemic inequalities. In educational settings, an over-reliance on AI could reduce the nuanced art of teaching to mere calculations and automated tasks, thereby devaluing the human connection between educator and student. Furthermore, disproportionatespending on technology at the expense of human capacity development could exacerbate the global shortage of qualified teachers.Therefore, the implementation of AI requires a judicious balance guided by the principles of inclusion and equity. From Deterministic to Stochastic: Understanding the Nature of Modern AI A fundamental shift in the nature of information technology has occurred. Prior generations of Information and Communication Technology (ICT) tools were largely deterministic, meaning the same inputs invariably produced the same outputs. In contrast, modern generative AI tools are stochastic. They operate on probabilistic models where the same input may lead to different, unpredictable outputs. This stochastic nature makes AI-generated content potentially less trustworthy, particularly in the context of factual and conceptual knowledge. Because the "black box" of AI algorithms remains opaque to the average user, it is critical that teachers and students understand how these systems are trained. Educators must develop the capacity to examine AI outputs critically anddesign pedagogical methodologies that guide the use of AI-synthesized content. Furthermore, because AI systems are adaptive and built upon general-purpose foundation models, they possess the transformative power to alter not just business models, but social and personal practices at a foundational level. Challenges to Implementation: Human Agency and Sustainable Development The transition to an AI-rich educational environment is fraught with systemic hurdles. One of the most pressing concerns is the potential for AI to narrow education to only that which can be processed and delivered by algorithms. There is a risk that learning becomes a series of automated tasks, stripping away the critical thinking and emotional intelligence that are central to human maturity. Furthermore, the environmental cost of AI cannot be ignored. The massive data centers required to train foundation models contribute to climate change—a reality that must be reconciled with the goals of environmental education. National educational authorities must dynamically review and redefine teachers' roles, strengthen teacher-training institutions, and establish robustcapacity-building programs. Investment must be redirected from mere hardware procurement to the long-term development of human capacity. Conclusion: Wisdom over Knowledge In the age of AI, we are rich in mechanisms but potentially poor in purpose. If we allow AI to dictate the goals of education, we risk a "disorderly individualism" and a fragmentation of character. UNESCO’s frameworks serve as a global reference to ensure that the AI revolution serves the common good. By fostering a human-centered mindset, emphasizing accountability, and encouraging students to be co-creators rather than consumers, we can ensure that technology enhances human flourishing. The ultimate goal is to produce citizens who move with intention, guided by wisdom, toward a future that values human dignity above algorithmic efficiency. The successful cleanup of our "digital rivers" requires the same ten-year commitment and mindset shift seen in historical urban transformations. Any city, and any education system, can transform from a "polluted backwater" into a "global green powerhouse" of intellect, provided it prioritizes human agency and collective well-being over the allure of automated shortcuts.

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