V. Essay questions (20%) 

Our students are facing a rapidly-changing world. What are the most important abilities they should have before they graduate from high school? How are you going to build those abilities in your own classroom?

III. Translation (15%) 假新聞通常都貼在看起來可靠的網站，然後分享到像臉書的社群媒體平台。這些網站的經營者靠 著出現在網站上的廣告獲利，據傳有些假新聞每則可賺取超過一萬美金。谷歌跟臉書都已採取措施來 限制假新聞網站能從廣告獲取利潤。臉書也設法讓使用者，更容易在可疑的新聞文章上標記「有爭 議」，藉此來抑制假新聞在其平台上分享。

IV. Rewrite the following passage for a cloze test(150-200words) (30%) The test should contain 5 questions, each with 4 choices. Your version should read like a coherent, complete passage in itself. Do not copy exact sentences; write in your own words.    Most of us have seen a dog staring at, sometimes snarling at, and approaching a reflection of itself. For most animals, seeing their own image in a mirror acts as a social stimulus. But does the dog recognize itself, or does the reflection simply signal a potential companion or threat? This question is of interest for a number of reasons. Apart from curiosity about the level of animals’ understanding, research on self-recognition in animals has several benefits. It provides some insight into the evolutionary significance of this skill of self-recognition and into the level and kinds of cognitive competence that the skill requires. Such research also indicates the kinds of learning experiences that determine the development of self-recognition. In addition, work with animals fosters the use of techniques that are not dependent on verbal responses and that may therefore be suitable for use with preverbal children.    The evidence indicates that dogs and almost all other nonhumans do not recognize themselves. In a series of clever experiments, however, Gallup has shown that the chimpanzee does have this capacity. Gallup exposed chimpanzees in a small cage to a full-length mirror for ten consecutive days. It was observed that over this period of time the number of self-directed responses increased. These behaviors included grooming parts of the body while watching the results, guiding fingers in the mirror, and picking at teeth with the aid of the mirror. Describing one chimp, Gallup said, “Marge used the mirror to play with and inspect the bottom of her feet; she also looked at herself upside down in the mirror while suspended by her feet from the top of the cage;…she was also observed to stuff celery leaves up her nose using the mirror for purposes of visually guiding the stems into each nostril.”   Then the researchers devised a further test of self-recognition. The chimps were anesthetized and marks were placed over their eyebrows and behind their ears, areas the chimps could not directly observe. The mirror was temporarily removed from the cage, and baseline data regarding their attempts to touch these areas were recorded. The data clearly suggest that chimps do recognize themselves, or are self-aware, for their attempts to touch the marks increased when they viewed themselves. Citing further evidence for this argument, Gallup noted that chimpanzees with no prior mirror experience did not direct behavior to the marks when they were first exposed to the mirror; that is, the other chimpanzees appeared to have remembered what they looked like and to have responded to the marks because they noticed changes in their appearance.

3. In recent years, many senior high schools in Taiwan have actively promoted bilingual education and international education in response to globalization and national education policies. As a senior high school English teacher, how would you support the implementation of bilingual education and international education in your school? In your essay, please address the following: (1) your understanding of the goals of bilingual education and international education in the senior high school context; (2) the specific roles an English teacher can play in supporting these school initiatives; (3) one or two concrete classroom activities, school-based projects, or collaborative programs you would design with subject teachers or administrative teams; (4) how such activities would help students develop both English proficiency and global competence; and (5) the assessment methods or indicators you would use to evaluate student learning and the effectiveness of the program. Please provide specific examples to illustrate your ideas. Your essay should be approximately 300–400 words.

2. As an English teacher assigned to an AI experimental class, how would you design and implement English instruction that supports interdisciplinary learning and collaboration with teachers from other subject areas? Furthermore, how would you incorporate digital tools and AI technologies into your teaching to enhance both teaching effectiveness and student learning outcomes? In your essay, please address the following: (1) the role of English in an AI experimental program; (2) the learning objectives you would set for students; (3) one possible interdisciplinary unit, project, or lesson sequence you would design in collaboration with teachers from other subject areas; (4) how you would use digital tools and AI technologies to support reading, writing, discussion, presentation, or project work; and (5) the assessment methods you would use to evaluate both students’ English performance and interdisciplinary learning outcomes. Please provide at least one concrete example and explain how your design fits the needs of an AI experimental class. Your essay should be approximately 300–400 words.

III. Essay Questions 1. In a community-based senior high school, students often demonstrate a wide range of English proficiency levels, and a considerable number of low-achieving students may lack confidence and motivation in learning English. In addition, the school places increasing emphasis on diversified curricula, project-based learning, and the development of practical English skills to prepare students for multiple post-secondary pathways. As a senior high school English teacher in such a context, how would you enhance the learning motivation of low-achieving students while at the same time implementing differentiated instruction in a mixed-ability classroom? In your essay, please address the following: (1) your understanding of students’ learning needs and difficulties; (2) the teaching objectives you would set; (3) specific instructional strategies and classroom activities you would use; (4) how you would adapt tasks, materials, or support for students at different proficiency levels; and (5) the assessment methods you would adopt to monitor student progress and adjust your instruction. Please include at least one concrete classroom example and explain the educational theories or principles that support your approach. Your essay should be approximately 300–400 words.

II. Reading-Comprehension & Mixed-Type Questions Design (20%) Based on the passage provided, please design five reading comprehension questions based on the passage aligned with the format of the GSAT questions. At least three different question types must be included (e.g., multiple-choice, matching, sequencing, or graphic organizer completion) Provide the correct answer for each question and briefly indicate what each question is intended to assess (e.g., main idea, detail, inference, vocabulary in context, or text organization). Passage By the year 2050, the global population is projected to reach nearly 10 billion. This demographic explosion presents a daunting challenge: how to feed billions more people without destroying the planet’s remaining ecosystems. Currently, traditional agriculture consumes 70% of the world’s freshwater and is a leading cause of deforestation. In response to this environmental predicament, a radical innovation has emerged—vertical farming. This method involves growing crops in stacked layers, often integrated into urban structures such as skyscrapers or repurposed shipping containers. The core of vertical farming lies in Controlled Environment Agriculture (CEA) technology. Unlike traditional farming, which is at the mercy of unpredictable weather patterns and seasonal changes, vertical farms operate under highly regulated conditions. Artificial LED lights provide the exact spectrum needed for photosynthesis, while sophisticated sensors monitor temperature, humidity, and nutrient levels. Because the environment is sealed, the need for chemical pesticides is virtually eliminated. Furthermore, many vertical farms utilize hydroponic or aeroponic systems, which can reduce water consumption by up to 95% compared to conventional soil-based farming. Proponents of vertical farming also highlight its potential to revolutionize food logistics. Most traditional produce travels thousands of miles from rural farms to urban dinner tables, contributing to a significant carbon footprint and food spoilage. By bringing the farm into the heart of the city, vertical farming ensures that vegetables reach consumers within hours of harvest, maximizing both freshness and nutritional value. This “hyper-local” production model could be the key to enhancing food security in densely populated metropolitan areas. However, the path to a vertical future is not without its hurdles. The most significant drawback is the staggering amount of energy required to power the artificial lighting and climate control systems 24/7. While solar and wind power offer potential solutions, the current reliance on fossil fuels in many regions can make the carbon footprint of vertical farming higher than that of traditional methods. Additionally, the initial capital investment for infrastructure and technology is immense, making it difficult for small-scale farmers to compete. Furthermore, vertical farming is currently limited to high-value leafy greens and herbs; staple crops like wheat and rice, which provide the bulk of global calories, are not yet economically viable to grow upward. Ultimately, vertical farming may not replace traditional agriculture entirely, but it represents a crucial tool in our quest for sustainability. As technology advances and energy costs decrease, these urban towers of green may soon become a common sight in the cityscapes of tomorrow.

3. In the General Scholastic Ability Test (GSAT), reading comprehension items assess students’ ability to integrate and apply knowledge of vocabulary (including idiomatic expressions), semantics, grammar, pragmatics, and discourse structure. Students are expected to understand the overall meaning of a text, identify key information, and engage in higher-order thinking skills such as analysis, comparison, and inference. Based on the following original text, design four reading comprehension questions with answer choices. Each question should assess a different skill, strategy, or learning performance. (20 分)        Many women today feel constantly exhausted, yet the source of that fatigue is not always obvious. It is often linked to what researchers describe as the “mental load” — the invisible work of planning, organising, and anticipating everyday needs. Unlike physical tasks, this kind of effort is continuous and often goes unnoticed, making it particularly draining over time.        This mental load is not a single burden but a combination of different types of responsibility. It includes keeping track of schedules, managing household logistics, remembering important details, and monitoring the emotional needs of others. Much of this work happens in the background, requiring constant attention even during moments that appear to be restful. As a result, many women feel as though their minds are always “on,” with little opportunity to fully switch off.        What makes the situation more complex is that this effort is often shaped by social expectations. Women are frequently expected to take on the role of organiser, caregiver, and emotional anchor, even when they are equally involved in paid work. Over time, this imbalance can lead to stress, frustration, and a sense of being overwhelmed. Because much of this work is invisible, it is rarely acknowledged or shared equally, which can deepen feelings of exhaustion.        At the same time, there is growing awareness of how this hidden workload affects well-being. Rather than focusing solely on doing more, many experts suggest the need to rethink how responsibilities are distributed and recognised. Making the invisible visible — by naming, sharing, and valuing this type of labour — may be an important step toward reducing its impact. In this sense, addressing the mental load is not just about fairness, but about creating more sustainable and balanced ways of living.

2.Essay questions:            The integration of Artificial Intelligence (AI) in language teaching and learning has gained significant momentum in recent years. In a 250-word essay, elaborate on your pedagogical approach to incorporating AI into your English courses. Discuss the specific AI tools with which you are familiar and how you intend to utilize these resources to enhance students’ productive language skills, particularly speaking and writing, as well as fostering critical thinking and creativity. Additionally, outline strategies for designing assignments that discourage students from submitting AI-generated content, ensuring that their submissions are a true reflection of their individual learning progress.

貳、非選擇題1.請用英文書寫一門高中英文科多元選修課程，以「嘉義學英語導覽」為主題，設計為期一學期(18 週)的課程。課程內容須包含課程名稱、設計理 念、學習目標、每週教學內容(18 週課程大綱)、教學方法，以及形成性與總結性評量方式，並說明如何培養學生之英語溝通能力與在地文化素養。

VI. Translation (15%) Translate the following paragraph into English.        在補習班與校園間往返，Z 世代的步履往往匆促。然而，當手機裡住進了「皮克敏」(Pikmin Bloom)，通勤竟成了神祕的療癒儀式。這群頂著嫩芽、穿戴瓶蓋的小生物，不僅是遊戲數據，更是 情緒的投射。面對升學壓力與社交焦慮，皮克敏「跌倒了吹哨再集合」的韌性，以及「只要走路就 能開花」的單純，精準撫慰了年輕的靈魂。我們不再執著於高強度的數位競技，轉而在虛擬與現實 重疊的地圖上，用腳步溫柔地對抗世界的吵雜。收集飾品皮克敏的過程，將枯燥的街道轉化為未知 的探險地。在變動的時代，我們需要的或許不是登頂捷徑，而是一場慢下來的「精神散步」。當數 位小花在身後綻放，心裡的焦慮也隨之消散。

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