24. “Can you give me another word with the same meaning?” What is the purpose of this presentation?
(A) Setting the context.
(B) Concept checking.
(C) Explaining meaning.
(D) Focusing on pronunciation.

20. “Choose the most appropriate response for each of the following situations.” What is the main objective of this assessment? (A) To assess knowledge of vocabulary. (B) To check knowledge of functions. (C) To check knowledge of English spellings. (D) To check grammatical knowledge.

21. Students look at a town map and discuss the best route from the station to a hotel, and then they listen to a conversation and compare their route with the one heard in the conversation. What main objective is this activity? (A) To practice reading maps. (B) To practice discussion about a problem. (C) To practice speaking fluency. (D) To practice listening for detail. (本試題卷共 6 頁，本頁為第 2 頁)

22. Students match words with pictures, and build up word maps, which they compare and develop. Then they work together to produce entries for a class dictionary. What is the main objective of this activity? (A) To learn meaning through word study and consolidate vocabulary. (B) To learn the relationship between alphabet, pattern, and meaning. (C) To develop awareness of how words are made into sentence maps. (D) To practice word study and learn word formation.

23. Students listen to a dialogue and identify the tense the speakers use to talk about their plans for next weekend. The teacher checks understanding. Students do repetition drills, and then they practice using the structure in a guided role-play. What is the main objective of this activity? (A) To ask students to practice listening for detail. (B) To present and provide controlled practice of the future tense. (C) To give students oral fluency practice. (D) To prepare students for communicative practice.

25. Students listen to two classmates carrying out a role-play and then give them feedback on their performance. What assessment is this? (A) Summative assessment (B) Teacher assessment (C) Peer assessment (D) Formative assessment

26. What are the five strands for foreign language curriculum frameworks used to describe the overall content and skills of foreign language learning, teaching, and assessment? (A)Communication, constructions, collaborations, connections, and communities. (B)Communication, cultures, collaborations, contacts, and competencies. (C)Communication, cultures, comparisons, connections, and communities. (D)Communication, comprehensions, comparisons, connections, and competencies.

27. Which of the followings is true of vowels and diphthongs in North American English? (A)Vowels are classified as high, mid, or low, referring to the level of the tongue with the oral cavity and the accompanying raised or lowered position of the teeth. (B)Vowels are characterized by the degree of tongue rounding or spreading that occurs during articulation. (C)Vowels can be either tense or glided, referring to the amount of muscle tension used to pronounced the vowel. (D)Vowels are classified as front, central, or back, depending on how far forward or back the tongue is positioned within the oral cavity during articulation.

28. Collocation consists of pairs or groups of words that co-occur with very high frequency and are important in vocabulary learning. What are two main syntactic groups of collocation? (A)Semantic or lexical collocations. (B)Grammatical or lexical collocations. (C)Lexical or phrasal collocations. (D)Grammatical or contextual collocations.

29. Communication strategies have been the center of attention in second language acquisition since the 1970s. What are the five main categories of communication strategies according to Tarone and Bialystock? (A)Approximation, code-switching, literal translation, paraphrase, and word coinage. (B)Confirmation, message abandonment, paraphrase, simplification, and transfer. (C)Avoidance, appeal for repair, generalization, language switch, and mime. (D)Appeal for assistance, avoidance, mime, paraphrase, and transfer. (本試題卷共 6 頁，本頁為第 3 頁)

30. What are the six main categories of second language learning strategies? (A)Cognitive, interactional, memory-related, compensatory, psychomotor, and social strategies. (B)Cognitive, metacognitive, memory-related, compensatory, affective, and social strategies. (C)Metacognitive, discursive, strategic, social and communication strategies. (D)Metacognitive, informational, compensatory, outlining, and synthesizing strategies.