VI. 屏科實中重視學生具備國際溝通與公開表達的能力，期望學生在國中階段即能逐步發展全英文發表的能力，培養語言組織、邏輯表達、自信溝通等綜合素養。
請您結合自身的教學理念與經驗，說明在課程規劃與教學中，您如何逐步培養學生的英文發表能力，並具體回應以下三項問題：
(一) 三年期英文發表能力養成規劃：(10%)
請以國中三年為整體規劃期程，在不增加現有授課時數的情況下，逐步發展學生的英文發表能力。請說明您如何透過課內融入的方式，運用有限課時結合相關主題課程，系統性地安排各年段的階段性目標、語言技能重點、教學活動設計、學生產出成果形式與預期成效。
(二) 分層訓練與分組策略規劃：(5%)
請說明您在課堂中如何因應學生語言程度與個別差異，進行發表技巧的分層訓練與分組規劃。您會採取何種分組方式進行合作與互動，並說明這樣安排的教學考量與預期成效。
(三) 科技輔助與 AI 應用經驗：(5%)
請分享您曾經運用過或未來計畫使用的 AI 工具或其他科技輔助學習資源，說明這些工具如何幫助學生提升全英文發表的表現。請具體描述使用時機、操作方式與實際或預期成效，並進一步說明其在課程中的延伸應用可能。

I. Please summarize the following passage and design a cloze test based on it. (English only)(1) Make a summary of the following passage in an essay within 200 words. (10%)(2) Based on your summary, design FIVE cloze questions. Circle the words which you would like to turn into a blank, mark the question number, and provide four options—1 correct answer and 3 distractors. Remember to give the answers. (10%; 2% each question/answer item) This cloze test is designed for 9th graders.Conclave: the Vatican’s secret process for choosing a new pope         The next pope will be chosen by the College of Cardinals, the Catholic church’s most senior figures appointed by the pontiff, who will make their way to Rome in the next few days for the conclave. The name comes from the Latin cum clave, meaning “with key”, indicating the closed process of electing a pope.         There are more than 250 cardinals from more than 90 countries, but only about 135 are cardinal electors (those over the age of 80 are excluded). About 110 of the cardinal electors have been chosen by Francis in the past 10 years and largely reflect his vision of a more inclusive church.         Once the cardinals are assembled in Rome, usually 15-20 days after the pope’s death, they gather under Michelangelo’s magnificent painted ceiling in the Sistine Chapel to begin their deliberations. After the words extra omnes – everyone out – are declared, referring to all but voting cardinals and a handful of officials and doctors, the doors are locked.         The cardinals swear an oath of absolute secrecy, and are permitted no contact with the outside world for the duration of the election process. Their phones are removed, and no newspapers, television, letters or messages are allowed. The chapel is also swept for listening devices before and during the conclave.         The conclave begins with a celebration of mass, after which deliberations and voting begins. Votes are taken each day, morning and afternoon, until a candidate wins a two-thirds majority. There is a day’s break for prayer and reflection after every seven ballots. The longest papal conclave in recent history was 1922, when the cardinals took five days to choose their new leader.         Any baptized male can be elected as pope, although a serving cardinal is invariably chosen. Each elector is given a ballot card with the words eligo in summum pontificem (I elect as supreme pontiff) printed at the top. They insert the name of their choice, fold the card and drop it into a chalice.         The ballot is secret, but that does not mean the process is immune from factionalizing, intrigue and lobbying.         After each round of voting, the ballot cards are burned. Chemicals are added to make the smoke black or white. Black smoke emerging from the 60ft chimney indicates an inconclusive ballot; white smoke announces to the world that a new pope has been elected.         The successful candidate is asked if he accepts election and, if so, which name he chooses to take as pontiff. The cardinals pledge obedience to the new pope, who is led into the adjacent Room of Tears to be dressed in a white cassock and skull cap, and red slippers. Three sets of vestments in different sizes will have been made by Vatican tailors in advance.         The cardinal protodeacon steps on to the main balcony of St Peter’s Basilica, in front of which thousands of Catholic devotees and tourists will be gathered. The protodeacon will declare: “Annuntio vobis gaudium magnum: Habemus papam” – “I announce to you a great joy: We have a pope.”  Source: https://www.theguardian.com/world/2025/apr/21/conclave-vatican-secret-process-for-choosing-new-pope

II. 情境題:以下為國中學生在英文課堂中曾經向老師請教過的真實問題，請正確且詳盡地回應學生的提問並舉例解釋為何正確或錯誤?可以用中文或英文作答。(5 %) 學生 B 某問老師：老師，請問下面這題克漏字的答案為什麼是“what about”而不能選“why not”? Jamie: Why didn’t you get some of the cheaper vegetables? Zac: I wanted to, but they were beans and carrots. You don’t like them, right? Jamie: Well, no. Then, ____ fruit?(A) what about (B) how come (C) why not (D) what’s up

III. 會考迷思題解析:以下為國中教育會考英文閱讀曾經出現過的迷思題，請閱讀下述題目並分別詳盡說明正確答選項為何?以及學生最可能選錯的選項為何?並解釋為何該誘答選項並非正確答案。(10%)※ (The following screenshots excerpted from the webpage of V.I.P. Zone are for Question Ⅳ .)Data Source: https://www.cultural.pthg.gov.tw/vipzone/News_Content.aspxn=CB80A3E289D0D93D&sms=926F2E666D71D89B&s=6CDF388E0EF077CD

IV. From this advertisement, we know that there will be an interesting and meaningful activity held in Victorystar in Pingtung (V.I.P. Zone).Please create your own dialogue among 3 persons (A/B/C) concerning the activity held in Victorystar in Pingtung (V.I.P. Zone). Your dialogue must contain at least 20 sentences, and you have to adopt these three sentence patterns: (15 %)(English only)a. Which do you want/like, A or B?b. ask for prices using “How much…?”c. use “one/ones” to replace nouns.※ (The following totem excerpted from the webpage of NEHSP is for Questions V.)《實中雲豹》是我們學校的吉祥物台灣特有種雲豹，代表著勇敢、智慧、敏捷與團結的精神。Data Source:https://nehs.ptc.edu.tw/nss/p/105

V. Every school has a mascot that represents them, and NEHSP is no exception. NEHSP choose Formosan clouded leopard as its mascot, wanting all students to possess Formosan clouded leopard’s 4 essential attributes for a good NEHSP member.Regarding the above totem, please write an essay within 300 words about the four essential attributes for NEHSP members and how you will put these attributes into practice as an NEHSP member.(10%)(English only)

VII. 外籍教師參與教學能帶給學生自然的語言互動經驗，進一步提升英語溝通能力與跨文化理解。透過本國教師與外師的協同合作，不僅能豐富課堂內容，也能強化學生在實際情境中的語言應對與國際素養。請說明您如何與外籍教師建立協同教學的合作模式，例如您如何與外籍教師在教材設計、課堂活動規劃與角色分工上進行協同教學，發揮雙師優勢，提升學生的學習參與。(10%)

(1) Identifying and Supporting Students with Advanced Performance：(5%)Describe how you identify students who demonstrate advanced proficiency in English. Based on their individual strengths, how do you provide appropriate resources and learning opportunities to help them continually deepen their language skills and sustain steady progress?

(2) Promoting Peer Learning Through Positive Role Modeling：(5%)Explain how you make use of these students’ learning processes and outcomes as positive examples for the rest of the class. How do you provide purposeful learning activities while fostering a learning environment that encourages collaboration, mutual respect, and academic growth for all students?

Q4. Writing Assessment (20%)Below is an English composition written by a 12th grader. (1) Use a table to mark each error in the composition and provide every corresponding written corrective feedback to improve its accuracy,clarity, and coherence. (2) Provide an overall suggestion after making corrections. Note that your feedback should be specific enough (but not too overwhelming) to help the student know how to improve their writing. Provide some writing strategies appropriate for this student說明:1.依提示在「答案卷」上寫一篇英文作文。2.文長至少120個單詞(words)提示:排隊雖是生活中常有的經驗,但我們也常看到民眾因一時好奇或基於嘗鮮心理而出現大排長龍(form a long line)的現象,例如景點初次開放或媒體介紹某家美食餐廳後,人們便蜂擁而至。請以此種一窩蜂式的「排隊現象」為題,寫一篇英文作文。第一段,以個人、親友的經驗或報導所聞為例,試描述這種排隊情形;第二段,說明自己對此現象的心得或感想。My friend, Mina, and I have a sweet tooth, Last week, we heard from a TV commercial that a famous bakery had opened a branch in our neighborhood. There, a special kind of cream puff is sold and said to have been incredibly delicious. We were so excited that we had no choice but scream out. Out of curiosity, we decided to go and see. However, as we approched the bakery, a long line extending to the block has already formed. We wanted to give up, but we couldn't fightthe lure of the mouth-watering picture of the cream puff. So we waited in the line. Some people were staring at their phone to pass time, others seemed restless and lack of patience, complaining about the wait. Inspite of the long wait, we believed the cream puff is worth it. Time passed by, the line moved very slowly, and the sun was getting hotter. Not until an hour later that I finally reached to the front. However, just as I was about to order, the staff announced that the cream puffs weresold out. Some customers sighed with disappoint, and others, just like Mia and I, were simply left quietly. "It's not fair,we've beenwaiting for over an hour!"Mia murmured. The result iswe waited for nothing, which made us look silly.This frustrating experience made me realize that sometimes people just follow the crowd without second thought. Maybe some in the line had no interest in the cream puffs but just because they saw others doing the same. In the end, we couldn't help wondering was it worth spending so much time for a small dessert? In my opinion, if I knew the cream puffs were limited, I would go to the bakery earlier. However, Mia had said she would definitely not line up for anything, even if it is her favorite dessert!

Q3. Lesson Plan Design (30%) Please design a 4-period English-as-a-medium-of-instruction (EMI) lesson plan based on Irena Sendler: A Holocaust Hero (see the text below) for 11th graders at Kaohsiung Girls' Senior High School to enhance their language skills, creativity, and criticality. Describe how you leverage two important pedagogical approaches, including translanguaging and multimodality, and integrate other historical events with the story of Irena Sendler, focusing on language practice and historical comparison. Please elaborate on specific teaching objectives, tasks, teaching materials and assessment methods. Irena Sendler: A Holocaust Hero It was the early morning of October 20, 1943, and eleven German Gestapo* agents had just burst through the front door of a Polish* woman's apartment. They searched her home from top to bottom, tearing open every pillow and mattress*. If they had entered just seconds earlier, they would have found the precious list before the woman slipped³ it to her friend. After three hours of searching, they gave up and arrested the woman. Knowing the list was safe, she breathed a sigh of relief. The young lady was Irena Sendler, a compassionate social worker who lived in Warsaw*, Poland. During World War II, the Nazis* seized7 control of this city and announced the establishment of the Warsaw Ghetto*. Over 400, 000 Jews* were herded into this area, and thousands of them were dying from starvation8 and disease every month. Horrified by these shocking conditions, Irena decided to join an underground resistance group and began helping to bring in food and medicine to the Jews secretly. However, she soon realized this would not be enough, as the ghetto was sealed9 and the Nazis had already started sending Jews to death camps. Determined to help, Irena recruited¹0 her friends and colleagues¹1! for a risky mission: sneaking12 Jewish children out ofthe ghetto. To enter the isolated area, they managed to obtain 13 official passes. Once inside, they faced an even bigger challenge: convincing14 Jewish parents to hand their children over to strangers. In the end, many parents made the heart-wrenching* decision in hopes that their children could survive even if they themselves couldn't. Hidden in everything from suitcases15 to flour sacks¹6, the children were smuggled¹7 out in various ways. One ambulance¹8 driver even hid babies under stretchers* and trained his dog to bark in order to drown out their cries. Irena and the other courageous¹9 people were risking their own lives. Once caught, these compassionate smugglers and their families would certainly facé execution20. After successfully escaping, the children were given new identities, complete with fake2¹ birth documents22 and family records. Some were taken in by kind and brave Polish families, while others were sent to orphanages* or convents*. Irena hoped that after the war the children could be reunited with their parents, so she kept detailed records. Her list included each child's real name, his or her new identity, location, and parents' names. Unfortunately, at the height of this rescue operation, Irena was arrested for her underground work. Despite being brutally tortured, she refused to reveal any information. She chose to sacrifice her own life instead of putting the lives of others at risk. Eventually, Irena was rescued by her friends and continued to work to save Jewish children while living in hiding. If Irena and her friends had not helped, over 2,000 children would have ended up in the death camps. To this day, Irena Sendler is still remembered for her selfless acts during the Holocaust. While she never admitted23 it, she was a true hero who risked her life to save others, and her story of bravery24 and compassion continues to inspire people all over the world.-Written by Kelsi Wright

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