李秋慧>试卷(2011/07/20)

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100 年 - 100學年度中區縣政府教師甄選策略聯盟(36~50)#5516 

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1.Critical to any lesson plan is the idea of learner _____36_____ . When lessons _____37_____ students’ interests and experiences, students are naturally more motivated to _____38_____ learning. If they are not interested in learning something, their learning is apt to be short-term rote memorization _____39_____ . In whole language classes we hope that students’ interest is not based simply on the desire to do well on a test or get some other kind of extrinsic reward, but _____40_____ we hope that students will “buy into” the curriculum because they honestly are interested in _____41_____ the questions that they have helped raised. (Adapted from Whole Language for Second Language Learners, by Yvonne S. Freeman and David E. Freeman, page 49)
【題組】 36.
(A) center
(B) centered
(C) centeredness
(D) centering
2.【題組】 37.
(A) begin with
(B) begins with
(C) beginning with
(D) began with
3.【題組】38.
(A) engaging in
(B) engaging with
(C) engage to
(D) engage in
4.【題組】39.
(A) at least
(B) at best
(C) at ease
(D) at all
5.【題組】40.
(A) instead
(B) despite
(C) otherwise
(D) nevertheless
6.【題組】41.
(A) answer
(B) to answer
(C) answering
(D) answered
7.
Parents of highly gifted children are often concerned that everything comes too easily to their children. These children learn that they can do
everything academic without trying. Parents worry that the children will fall apart the first time they hit an academic task they cannot do effortlessly
(and this worry often has a foundation in reality). This is often a large part of the impetus for grade skips or other methods of providing adequate
academic challenge.

The problem for twice-exceptional children-that is, children who are gifted but also have learning disabilities or other special needs-is that they
learn an even more damaging lesson: that if they cannot do a task right away, they won't be able to do it at all. Everything in school is either too
difficult or too easy-nothing is "just right." This is exacerbated by the frequently occurring problem of under-identification; that is, because highly
gifted children are so good at compensating for their special needs, their problems often go undetected until they finally "hit the wall." By this time, a
great deal of emotional and academic damage may have been done.

Teachers and parents often are unaware that children with special needs may be able to do a task sometimes, but not always. Their coping skills
may fall apart when they are tired or ill. They may be able to muster the extra mental/physical/emotional energy to do a difficult task if the subject is
one that engages them and they are fresh and rested, but not at the end of the day on a topic they dislike. They may also learn that it is dangerous to
perform well, because they will then be held to a standard that they can't maintain consistently ("I know you can do it, because I've seen you") – in
other words, they get punished for sometimes succeeding.
Children with special needs can tire quickly when doing non-physical tasks, because they are so much harder for them than for kids without the
special needs. For example, imagine spending the day in school with earmuffs on, so that you had trouble hearing – you would be pretty tired! It would take you longer to figure out what was being said, and by the time you figured it out, the class would have moved on. You would be spending so much mental energy decoding what was said that you would have less left for actually thinking about it. If you have ever learned a foreign language, remember how much work it was to carry on a conversation when you had not yet become fluent. This is what school is like for children with auditory processing problems.

There are no easy answers for helping our twice-exceptional kids learn to tolerate difficulty, especially after they have been burned. It certainly
helps if you can recognize when a task is hard for them and let them know that you understand. Starting easy and gradually easing them into more
difficult work can help. Doing a task together (for example, co-writing a story with the adult acting as "scribe") can be a great way to start. One of the most important parts is being aware that there is a basis for the sometimes seemingly irrational over-reactions of twice-exceptional kids.

(The challenge of the gifted/special needs child by Meredith G. Warshaw, M.S.S., M.A. Special Needs Educational Advisor)


【題組】 42. What’s the main idea of the passage?
(A) The needs of twice-exceptional children are often unidentified and there are no easy answers for helping these children to cope.
(B) The greatest concern for parents of highly gifted children is that they can learn everything too easily.
(C) Some children of special needs are afraid to perform well because they fear they will be asked to do well all the time.
(D) Learning a foreign language is difficult for children with auditory processing problems.
8.【題組】 43. Who are twice-exceptional children?
(A) Children who have two types of learning disabilities.
(B) Children who cannot do a task right away.
(C) Children who are not good at doing non-physical tasks.
(D) Children who are gifted but also have learning disabilities.
9.【題組】44. What’s the problem for twice-exceptional children?
(A) Everything comes too easily for them.
(B) Everything in school is either too difficult or too easy for them.
(C) Nothing is too easy for them.
(D) They want everything to be “just right.”
10.【題組】45. Why the special needs of twice-exceptional children are frequently undetected?
(A) The children have ways to make up for their special needs.
(B) Parents and teachers don’t care about their special needs.
(C) The children usually have a lot of emotional and academic damages.
(D) All of the above.
11.【題組】46. Why some twice-exceptional children may not want to perform well?
(A) They know it will take them extra energy to perform well.
(B) They want teachers and parents to do the tasks for them.
(C) They fear they may be expected to do well all the time.
(D) The tasks maybe too dangerous for them to do.
12.【題組】47. Why do children with special needs get tired quickly when doing non-physical tasks?
(A) Children with special needs usually have auditory processing problems.
(B) They have to spend the day in school with earmuffs on so that they have trouble hearing.
(C) Non-physical tasks are so much harder for them than for kids without the special needs.
(D) They spend a lot of time finding tasks that are just right for them.
13.【題組】48. What does the word "exacerbated" in paragraph two mean?
(A) tailored
(B) worsened
(C) succeeded
(D) lessened
14.【題組】49. What does the word "muster" in paragraph three mean?
(A) disperse
(B) think
(C) select
(D) gather
15.【題組】 50. What can be inferred from this passage?
(A) Helping twice-exceptional children to cope with difficulty will never become easier.
(B) Irrational or over-reactions of twice-exceptional children can be signs for identifying the needs of these children.
(C) Ways to help twice-exceptional children may include telling them know that you know they can do it because you have seen them before.
(D) We should teach twice-exceptional children not to use coping skills to compensate their needs.