( Explanation of Linguistic Terms)2. affix

( Explanation of Linguistic Terms)1. auxiliary verb

( Explanation of Linguistic Terms)3. adverb

( Explanation of Linguistic Terms)4. morpheme

( Explanation of Linguistic Terms)5. tense

V. Composition What is Audio-Lingual teaching method? What are advantages and disadvantages of Audio-Lingual teaching method? How can you apply Audio-Lingual teaching method to your teaching activities in the classroom? Briefly describe your opinion about it. (In about 500 words) 20%

3. Professional Self-Care and Reflection : Managing high-intensity "emotional labor" can lead to burnout. Discuss how a teacher can utilize self-reflection or professional learning communities to maintain psychological well-being and pedagogical passion.

2. Restorative Practices : Following a conflict, how would you utilize "restorative dialogue" or individual conferencing to rebuild mutual trust with the student(s) involved? How can this crisis be transformed into a learning opportunity for emotional intelligence?

1. Immediate De-escalation : When a conflict or a challenge to your authority occurs in mid-class, what specific communication strategies (e.g., Non-violent Communication) would you employ to de-escalate the tension while maintaining both classroom dignity and instructional flow?

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!

II. Reading Comprehension & Mixed-Type Question Design 說明: 仔細閱讀以下文章後(無須改寫)，設計 5 題符合學測素養混合題題組。出題題型須包含選擇 題、填充題、簡答題、整合歸納題型等等。請附上答案，並標明每題配分與評分標準（Rubrics）。              Bridging the Digital Language Divide: AI and Educational Equity      The rapid advancement of generative artificial intelligence has the potential to revolutionize global education. However, bridging language gaps using AI requires a dedicated effort to promote inclusivity and accessibility. To ensure that no learner is left behind, it is imperative that safety standards and ethical guidelines remain at the forefront of AI development.      According to research from Brookings Education, the increasing integration of AI in classrooms highlights a critical issue: a systemic bias toward dominant languages. The Austrian philosopher Ludwig Wittgenstein once famously remarked, “The limits of my language mean the limits of my world.” This profound insight underscores the modern crisis where the concentration of  generative AI on major global languages risks reinforcing long-standing social and economic inequalities. While there are over 7,000 languages spoken worldwide, a vast majority of internet content is restricted to only a handful of dominant ones. Thisdisparity creates a "digital language divide" that excludes millions of people from the benefits of the digital age.     Furthermore, this phenomenon does not merely limit inclusivity; it perpetuates historical inequalities. Throughout history, language has often been wielded as a tool of power to shape social contexts and influence technological progress. If left unaddressed, AI could become a modern instrument of marginalization. As we move further into the 21st century, it is crucial fordevelopers and policymakers to correct this growing linguistic gap, ensuring that technology serves humanity as a whole rather than a privileged few.      Fortunately, some visionary leaders are already tackling these disparities. Maria Chmir, the Founder and CEO of Rask AI, is one such individual committed to democratizing access to global knowledge. Recognizing that online education frequently caters only to English or Spanish speakers, her mission is to offer high-quality educational materials in over 130 languages. Rask AIachieves this by providing educators with sophisticated tools for content localization. These technologies include automated audio and video translation, high-fidelity dubbing, voice cloning, and even lip-synching. Such innovations allow a lecture delivered in New York to be understood by a student in a remote village in Vietnam or Peru, preserving the nuances of the original message.      A recommended approach for fostering a more inclusive educational landscape involves a multi-faceted strategy. This includes supporting the large-scale translation of diverse educational materials and incentivizing the development of AI models trained on underrepresented languages. By doing so, we can ensure equitable access to information and effectively close thelanguage gaps that currently hinder AI-powered education. Ultimately, the goal is to transform AI from a barrier into a bridge, creating a world where every student, regardless of their native tongue, has the key to unlock the vast treasures of human knowledge.

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