1.Which one of the following is NOT a bottom-up processing skill of reading?
(A) Discriminate among the distinctive graphemes and orthographic patterns of English.
(B) Recognize grammatical word classes, systems, patterns, rules, and elliptical forms.
(C) Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses.
(D) Recognize letters and words and extract meaning from the printed page.
2.An application of a WIKI system is BEST for facilitating EFL ______.
(A) listening instruction (B) vocabulary instruction
(C) speaking instruction (D) writing instruction
3.In a class of adult learners of mixed levels, the teacher is giving the first instruction for a complex group activity. Which of the following is the most appropriate for the teacher to say to the class?
(A) You all know what to do, so you can start.
(B) First, go into the groups you were in yesterday.
(C) Here’s the handout to the activity. You can start now.
(D) Complete the worksheet with your group members now.
4.In a class of 10th grade students, the teacher has just presented a new grammatical structure and wants to check whether the students understand the meaning. Which of the following is the most appropriate for the teacher to say to the class?
(A) Does everyone understand?
(B) Who can give me an example sentence?
(C) Please explain the meaning?
(D) Is there any question?
5.The core of communicative language teaching is ______.
(A) motivation (B) interaction (C) eclecticism (D) automaticity
6.What reading sub-skill is involved when students are asked to “find all the words in the story about pets”?
(A) Intensive reading. (B) Extensive Reading.
(C) Reading for gist. (D) Reading for detail.
7.What is NOT true about oral reading?
(A) It can be a pronunciation check.
(B) It serves as an evaluative check on top-down processing skills.
(C) Oral reading fluency affects reading comprehension.
(D) Oral reading fluency is related to decoding speed and reading prosody.
8.Which of the following is BEST for facilitating oral communication instruction?
(A) video conferencing (B) e-books
(C) online dictionaries (D) online connotation
9.Which of the following is NOT true about English language?
(A) It was not until the middle of the 1700s that English spelling was finally standardized.
(B) Samuel Johnson’s Dictionary of the English Language, published in 1755, was a result of the standardization of English spelling.
(C) All of the 100 most frequent words in Contemporary English come from Old English.
(D) The spelling-pronunciation mismatch in English words results from the influence of Greek and Latin.
10.Which of the following has more of an affective focus than a cognitive one in language teaching?
(A) Total Physical Response (B) Silent Way
(C) Community Language Learning (D) Natural Approach
11.Which of the following is BEST for facilitating written communication instruction?
(A) Youtube (B) discussion board
(C) vlog (D) multimedia-on-demand
12.What does this set of words have in common—a straight road, a brilliant idea, hard work, no problem, extremely grateful?
(A) compounds (B) antonyms (C) collocations (D) synonyms
13.Which of the following is NOT true about prominence in English?
(A) It highlights the new or important information in an utterance.
(B) It shows word stress.
(C) It shows contrast.
(D) It places special emphasis.
14.Which of the following is NOT true about language formality?
(A)It would be appropriate for the teacher to say “Good morning, everyone” or something similar to greet a class.
(B)It is proper for a student to say “I’m so tired” to his teacher when the student requests to stop doing his homework.
(C)Your close friends may invite you for lunch by saying “Coming for lunch?”
(D)A teacher might be too formal when greeting a class by saying “I’d like to wish you all a very good morning,” or too informal by saying “Hi, guys.”
15.Which of the following is NOT true?
(A)The language we use to express a function is called an exponent. An exponent can indicate a speaker’s intention and speaking rate.
(B)Functions are often taught in course-books with the grammar of main exponents.
(C)Exponents can express different levels of formality and appropriacy based on the contexts they are used in.
(D)A functional approach to teaching language helps teachers find real-world context to present and practice grammar.
16.Which of the following is NOT an essential element for a good English test?
(A)testability (B) reliability (C) validity (D) practicability
17.Which of the following puts more emphasis on materials?
(A) Community Language Learning (B) Total Physical Response
(C) Communicative Language Teaching (D) Silent Way
18.Which of the following is constructed according to goals of a curriculum or program?
(A) Achievement Test (B) Placement Test
(C) Proficiency Test (D) Diagnostic Test
19.Which of the following is a contraction?
(A)See you. (B) FYI. (C) won’t (D) Gonna
20.In Taiwan two English tests are administered to assess high school graduates for university admission: Scholastic Aptitude English Test (SAET) and Department Required English Test (DRET). Which of the following is NOT true?
(A) There are differences detected in test-takers’ performances in SAET and DRET.
(B) SAET and DRET are designed for identical purposes but have varied difficulty levels.
(C) SAET mainly discriminates lower 60% students’ English proficiency and the test items should be easier than those of DRET.
(D) DRET assesses not only students’ basic knowledge of English, but also their higher cognitive competences such as analysis, reasoning, and application.
21.According to the Senior High School English Curriculum Guidelines, which of the following is NOT true about the textbooks for senior high schools?
(A) The textbooks are classified into two levels (level A-basic and level B-advanced) from the first year in senior high schools.
(B) When an activity involves more than one sub-skill, it is more challenging.
(C) The more guidance is provided for an activity, the easier and the more suitable it is for the basic level.
(D) The text difficulty results from content, vocabulary, structure, and processing load.
22.According to the Senior High School English Curriculum Guidelines, which of the following is NOT true about the level-B advanced textbooks?
(A) The amount of new words in each volume should not exceed 500 words.
(B) The textbooks can contain only advanced materials, or include both basic and advanced materials.
(C) The used words can be selected within the range of 4500 and 7000 from the CEEC English Word List (大考中心高中英文參考詞彙表).
(D) The textbooks aim to develop comprehension, application, and thinking abilities as well as enhance analytical, critical, and creative abilities.
23.According to the Senior High School English Curriculum Guidelines, which of the following is NOT true about assessment?
(A) Portfolio assessment can be utilized to chronicle students’ learning process, attitude, achievement, and individual progress.
(B) Assessment can be formative and summative by nature, and based on multiple measures.
(C) Assessment mainly aims to diagnose students’ English learning difficulties and help improve the effectiveness of teaching and learning.
(D) Assessment can embrace language components such as pronunciation, vocabulary, and grammar as well as applications of sub-skills, but the latter should receive more attention.
24.Which of the following is NOT the goal stated in the Senior High School English Curriculum Guidelines?
(A) Develop knowledge to integrate technology into English learning.
(B) Cultivate critical and creative thinking in English.
(C) Acquire effective English learning methods to enhance learner autonomy.
(D) Promote understanding of and respect for multiple cultures and develop global perspectives.
25.According to the Senior High School English Curriculum Guidelines, which of the following is NOT true about English instruction?
(A) The activities can be task-based and engage students in the use of vocabulary, idioms, and grammar for daily communication.
(B) Writing instruction should accentuate the writing process, including generating ideas, planning and organizing ideas, and revising through different levels of practices, such as sentence combination/transformation, paragraph writing, summary writing, diary, letter, short essay, writing about tables and figures, etc.
(C) Reading instruction should highlight strategies of comprehending a text (including main idea and details) and learning words in contextualized contexts.
(D) Listening and speaking instruction should emphasize phonological awareness (including understanding of English segmentals and suprasegmentals) and oral production (including daily conversations and short speeches).