113年 - 113-1 嘉科實驗高級中等學校籌備處_教師甄選試題_國中部：英語科#119129

選擇題 (40)

1. The firm has presented a ten-page ______ for the review of its investors. (A) aberration (B) welter (C) paucity (D) dossier

2. The lawyer is working on collecting the details _______ to the case. (A) peevish (B) arcane (C) pertinent (D) ephemeral

3. The principle called for a reform, but the school board _______. (A) precipitated (B) demurred (C) exhorted (D) entreated

4. Tom’s chest radiograph shows ________ signs of pulmonary edema, which means his condition is highly treatable. (A) fervent (B) belligerent (C) incipient (D) obdurate)

5. Too much information makes his speech too ______ to understand. (A) implacable (B) coterminous (C) felicitous (D) paradigmatic

6. What does PPP stand for in language teaching, to describe typical stages of teaching a new language skill? (A) Present, Practice, Produce. (B) Pronunciation, Phonetics, Prosody. (C) Preposition, Pronoun, Phrase. (D) Pattern, Pause, Pace.

7. Why is "scaffolding" important in language teaching? (A) Because it emphasizes the importance of using technology for language instruction. (B) Because it involves teaching language through outdoor activities and exploration. (C) Because it provides temporary support to learners as they acquire new language skills. (D) Because it allows learners to have a chance to use the language as freely as possible.

8. According to the top-down processing model of reading, what do readers primarily rely on to understand a text? (A) Their prior knowledge and experiences. (B) Their understanding of individual words in the text. (C) Their knowledge of syntactic structure of sentences. (D) Their prediction of the author's intended meaning.

( )9. What is the primary purpose of using visuals aids in language teaching? (A) To maximize the need for student participation in class discussions. (B) To replace verbal instructions and explanations. (C) To support and enhance understanding of language input. (D) To simplify complex grammatical concepts.

( )10. Why is it important for language teachers to teach collocation? (A) To prioritize grammar instruction over vocabulary instruction. (B) To emphasize the importance of pronunciation in language learning. (C) To assist learners to find words quickly in a text with corpus. (D) To help learners understand natural word combinations and improve fluency.

( )11. What is the benefit of teaching grammar in context? (A) It simplifies grammar rules for both students and teachers. (B) It helps shape the understanding of grammar by using it in a meaningful situation. (C) It encourages students to memorize grammar rules according to different contexts. (D) It helps engage students to use language creatively and to promote better retention.

( )12. Which of the following teaching activities is an example of teaching grammar inductively? (A) Asking students to analyze authentic texts for grammatical patterns. (B) Providing a list of grammar rules followed by grammar exercises. (C) Prompting students to orally construct sentences using assigned grammar rules. (D) Explicitly explaining grammar rules by deconstructing sentences.

( )13. How is reformulation used as a strategy for giving feedback in a speaking activity? (A) By providing written feedback on a student's performance. (B) By assigning grades based on the accuracy of the student's speech. (C) By correcting all errors made by the student during the activity. (D) By repeating what the student said with corrected language.

( )14.What is the purpose of formative assessment in language teaching? (A) To measure language proficiency for globally recognized certification. (B) To evaluate learners' language proficiency at the end of the academic year. (C) To rank students based on their language abilities and academic performances. (D) To provide ongoing feedback and monitor students' progress throughout a lesson.

( )15. John Austin, one important figure in the development of pragmatics, pointed out that when people use language, they are performing a kind of action. What did he call these actions? (A) Interactive events. (B) Performing acts. (C) Speech acts. (D) Conversational acts.

( )16.(A) inclining to (B) tending to (C) adapting to (D) reacting to

( )17.(A) admonishing (B) curbing (C) fostering (D) dictating

( )18.(A) mobility (B) longevity (C) vicinities (D) properties

( )19.(A) delivery (B) accessibility (C) inventory (D) termination

( )20.(A) pledge (B) delusion (C) resolution (D) landscape

複選題
21(AB) fade (AC) approach (AD) but (AE) disoriented (BC) deafening (BD) technique (BE) composed (CD) surrounding (CE) objective (DE) comforting(AB) fade (AC) approach (AD) but (AE) disoriented (BC) deafening (BD) technique (BE) composed (CD) surrounding (CE) objective (DE) comforting

複選題
22(AB) fade (AC) approach (AD) but (AE) disoriented (BC) deafening (BD) technique (BE) composed (CD) surrounding (CE) objective (DE) comforting(AB) fade (AC) approach (AD) but (AE) disoriented (BC) deafening (BD) technique (BE) composed (CD) surrounding (CE) objective (DE) comforting

複選題
23(AB) fade (AC) approach (AD) but (AE) disoriented (BC) deafening (BD) technique (BE) composed (CD) surrounding (CE) objective (DE) comforting(AB) fade (AC) approach (AD) but (AE) disoriented (BC) deafening (BD) technique (BE) composed (CD) surrounding (CE) objective (DE) comforting

24(AB) fade (AC) approach (AD) but (AE) disoriented (BC) deafening (BD) technique (BE) composed (CD) surrounding (CE) objective (DE) comforting

25(AB) fade (AC) approach (AD) but (AE) disoriented (BC) deafening (BD) technique (BE) composed (CD) surrounding (CE) objective (DE) comforting

26(AB) fade (AC) approach (AD) but (AE) disoriented (BC) deafening (BD) technique (BE) composed (CD) surrounding (CE) objective (DE) comforting

27(AB) fade (AC) approach (AD) but (AE) disoriented (BC) deafening (BD) technique (BE) composed (CD) surrounding (CE) objective (DE) comforting

28(AB) fade (AC) approach (AD) but (AE) disoriented (BC) deafening (BD) technique (BE) composed (CD) surrounding (CE) objective (DE) comforting

29(AB) fade (AC) approach (AD) but (AE) disoriented (BC) deafening (BD) technique (BE) composed (CD) surrounding (CE) objective (DE) comforting

30(AB) fade (AC) approach (AD) but (AE) disoriented (BC) deafening (BD) technique (BE) composed (CD) surrounding (CE) objective (DE) comforting

31(AB) This policy places much emphasis on the suspect being compassionately motivated. (AC) However, they are irrelevant in examining the suspect's motivations. (AD) Nonetheless, before the policy comes into effect, additional factors should be included for the guidelines to appropriately work and effectively assist prosecutors in identifying the suspect's compassionate motives. (AE) This factor will better ensure that the suspect's actions were a reasonable and proper expression of compassion. (BC) However, this significant development must maintain its momentum. (BD) In light of this, some policy adjustments to the CPS's guidelines were discussed to help prosecutors identify the suspects’ compassionate motives. (BE) This factor will impose an evidential question of whether it was credible for the suspect to end the victim's suffering based on their relationship.

32(AB) This policy places much emphasis on the suspect being compassionately motivated. (AC) However, they are irrelevant in examining the suspect's motivations. (AD) Nonetheless, before the policy comes into effect, additional factors should be included for the guidelines to appropriately work and effectively assist prosecutors in identifying the suspect's compassionate motives. (AE) This factor will better ensure that the suspect's actions were a reasonable and proper expression of compassion. (BC) However, this significant development must maintain its momentum. (BD) In light of this, some policy adjustments to the CPS's guidelines were discussed to help prosecutors identify the suspects’ compassionate motives. (BE) This factor will impose an evidential question of whether it was credible for the suspect to end the victim's suffering based on their relationship.

33(AB) This policy places much emphasis on the suspect being compassionately motivated. (AC) However, they are irrelevant in examining the suspect's motivations. (AD) Nonetheless, before the policy comes into effect, additional factors should be included for the guidelines to appropriately work and effectively assist prosecutors in identifying the suspect's compassionate motives. (AE) This factor will better ensure that the suspect's actions were a reasonable and proper expression of compassion. (BC) However, this significant development must maintain its momentum. (BD) In light of this, some policy adjustments to the CPS's guidelines were discussed to help prosecutors identify the suspects’ compassionate motives. (BE) This factor will impose an evidential question of whether it was credible for the suspect to end the victim's suffering based on their relationship.

34(AB) This policy places much emphasis on the suspect being compassionately motivated. (AC) However, they are irrelevant in examining the suspect's motivations. (AD) Nonetheless, before the policy comes into effect, additional factors should be included for the guidelines to appropriately work and effectively assist prosecutors in identifying the suspect's compassionate motives. (AE) This factor will better ensure that the suspect's actions were a reasonable and proper expression of compassion. (BC) However, this significant development must maintain its momentum. (BD) In light of this, some policy adjustments to the CPS's guidelines were discussed to help prosecutors identify the suspects’ compassionate motives. (BE) This factor will impose an evidential question of whether it was credible for the suspect to end the victim's suffering based on their relationship.

35(AB) This policy places much emphasis on the suspect being compassionately motivated. (AC) However, they are irrelevant in examining the suspect's motivations. (AD) Nonetheless, before the policy comes into effect, additional factors should be included for the guidelines to appropriately work and effectively assist prosecutors in identifying the suspect's compassionate motives. (AE) This factor will better ensure that the suspect's actions were a reasonable and proper expression of compassion. (BC) However, this significant development must maintain its momentum. (BD) In light of this, some policy adjustments to the CPS's guidelines were discussed to help prosecutors identify the suspects’ compassionate motives. (BE) This factor will impose an evidential question of whether it was credible for the suspect to end the victim's suffering based on their relationship.

36(AB) This policy places much emphasis on the suspect being compassionately motivated. (AC) However, they are irrelevant in examining the suspect's motivations. (AD) Nonetheless, before the policy comes into effect, additional factors should be included for the guidelines to appropriately work and effectively assist prosecutors in identifying the suspect's compassionate motives. (AE) This factor will better ensure that the suspect's actions were a reasonable and proper expression of compassion. (BC) However, this significant development must maintain its momentum. (BD) In light of this, some policy adjustments to the CPS's guidelines were discussed to help prosecutors identify the suspects’ compassionate motives. (BE) This factor will impose an evidential question of whether it was credible for the suspect to end the victim's suffering based on their relationship.

37(AB) This policy places much emphasis on the suspect being compassionately motivated. (AC) However, they are irrelevant in examining the suspect's motivations. (AD) Nonetheless, before the policy comes into effect, additional factors should be included for the guidelines to appropriately work and effectively assist prosecutors in identifying the suspect's compassionate motives. (AE) This factor will better ensure that the suspect's actions were a reasonable and proper expression of compassion. (BC) However, this significant development must maintain its momentum. (BD) In light of this, some policy adjustments to the CPS's guidelines were discussed to help prosecutors identify the suspects’ compassionate motives. (BE) This factor will impose an evidential question of whether it was credible for the suspect to end the victim's suffering based on their relationship.

( )38. What is the purpose of comparison in this passage? (A) To raise awareness of environmental issues. (B) To affect customer behavior in grocery shopping. (C) To promote the global commercial fishing industry. (D) To increase the consumption of Atlantic salmon.

39. Which of the following statements is true about Atlantic salmon? (A) It contains less fat and more nutrients. (B) It has more availability than its rival. (C) Its pink color results from antibiotics. (D) It became extinct due to commercial interference.

( )40. What can be inferred from the passage? (A) Norwegian salmon are all wild caught. (B) The color of farm raised salmon results from genetic engineering. (C) Budget-concerned customers are more likely to buy farmed salmon. (D) When demand exceeds supply, wide salmon can compete with farm raised one in price.

申論題 (2)

1. A deductive approach (rule-driven) starts with the presentation of a rule and is followed by examples in which the rule is applied, while an inductive approach (rule-discovery) starts with some examples from which a rule is inferred. (Thornbury, 1999). First, compare and contrast these two approaches to teaching grammar in role of the teacher, participation of the learners, and teaching procedures. Then explain in what situations are more appropriate to use deductive approach and in what situations are more appropriate to use inductive approach.

2.Design a lesson plan to focus on reading skills and speaking skills, with the information provided below. Use the lesson plan template below.

113年 - 113-1 嘉科實驗高級中等學校籌備處_教師甄選試題_國中部：英語科#119129

試卷資訊

選擇題 (40)

申論題 (2)