5.5. In Harry Potter and the Half Blood Prince, it is revealed that the teenage Voldemort
murdered his father and grandparents using his uncle Morfin’s wand, knowing that the
wand would ____ Morfin as the murderer.
(A) expurgate (B) vacillate (C) incriminate (D) eradicate
9.9. As the shore line of the Gulf slowly receded southward and westward, the ____ at its
bottom gradually came to the surface, and constituted the Cretaceous and Tertiary
(A) sediment (B) manifesto (C) manacle (D) insurgency
10.10. In the country, all citizens above twenty years of age have the right of ____, subject to a
residence of one year in the state and sixty days in the county in which they offer to vote.
(A) denouement (B) ramification (C) suffrage (D) genocide
11.11. Levi Jordan had a reputation for being a bit _____. Among those who suffered his wrath
were his granddaughter, Anne, and her husband, Robert Martin.
(A) cantankerous (B) tractable (C) mellifluous (D) parsimonious
12.12. After the czar was overthrown, civil war erupted. With government control gone,
ill-disciplined armies led by revolutionaries, generals, admirals and Cossack warlords
roamed the land, looting to feed and equip themselves and to enrich their leaders. By the
summer of 1918, the opponents had _____ into two main factions, the Bolshevik “Reds”
and monarchist “Whites.”
(A) aggrandized (B) flouted (C) derogated (D) coalesced
16.16. The presidential candidate _____ the assets in his blind trust in April when he learned it
contained investments that could pose conflicts of interest for his presidential campaign.
The trust was apparently valued at between $5 million and $25 million. Political analysts
said the assets would not meet governmental ethics requirements.
(A) dispensed (B) capitulated (C) salvaged (D) liquidated
18.18. Few people could understand how he could listen to the news of the tragedy with such
_____; the majority regarded him as callous and unsympathetic.
(A) duress (B) cupidity (C) mayhem (D) nonchalance
21.II. 克漏字選擇 10%
To coerce a man is to deprive him of freedom - freedom from what? Almost every moralist
in human history has praised freedom. Like happiness and goodness, like nature and reality, it is
a term whose meaning is so __ (21)__ that there is little interpretation that it seems able to resist.
I do not propose to discuss either the history of this protean word or the more than two hundred
senses of it recorded by historians of ideas. Instead, I propose to answer a core question: what is
the area within which the subject - a person or group of persons - is or should be left to do or be
what he is able to do or be, without interference by other persons?
I am normally said to be free to the degree to which no man or body of men interferes with
my activity. Political liberty in this sense is simply the area within which a man can act
~ 2 ~
unobstructed by others. If I am prevented by others from doing what I could otherwise do, I am
to that degree unfree; and if this area is contracted by other men beyond a certain minimum, I
can be described as being coerced, or, it may be, enslaved. Coercion is not, however, a term that
covers every form of inability. If I say that I am unable to jump more than ten feet in the air, or
cannot read because I am blind, or cannot understand the darker pages of Hegel, it would be
eccentric to say that I am to that degree enslaved or coerced. Coercion implies the deliberate
interference of other human beings within the area in which I could otherwise act. You lack
political liberty or freedom only if you are prevented from attaining a goal by human beings.
__(22)___ incapacity to attain a goal is not lack of political freedom. This is brought out by the
use of such modern expressions as “economic freedom” and its counterpart, “economic
slavery.” It is argued, very plausibly, that if a man is too poor to afford something
___ (23)___ there is no legal ban - a loaf of bread, a journey round the world, recourse to the
law courts - he is as little free to have it as he would be if it were forbidden him by law. If my
poverty were a kind of disease which prevented me from buying bread, or paying for the
journey round the world or getting my case heard, as lameness prevents me from running, this
inability would not naturally be described as a lack of freedom, least of all political freedom. It
is only because I believe that my inability to get a given thing is due to the fact that other human
beings have made arrangements whereby I am, whereas others are not, prevented from having
enough money with which to pay for it, that I think myself a victim of coercion or slavery.
___(24)____, this use of the term depends on a particular social and economic theory about the
causes of my poverty or weakness. If my lack of material means is due to my lack of mental or
physical capacity, then I begin to speak of being deprived of freedom (and not simply about
poverty) only if I accept the theory. If, in addition, I believe that I ___(25)____ in want by a
specific arrangement which I consider unjust or unfair, I speak of economic slavery or
oppression. The nature of things does not madden us, only ill will does, said Rousseau. The
criterion of oppression is the part that I believe to be played by other human beings, directly or
indirectly, with or without the intention of doing so, in frustrating my wishes. By being free in
this sense I mean not being interfered with by others. The wider the area of non-interference is,
the wider my freedom is.
【題組】21. (A) rigid (B) porous (C) tenacious (D) askew
26.Discussion of the assimilation of Puerto Ricans in the United States has focused on two
factors: social standing and the loss of national culture. In general, excessive stress is placed on
one factor or the other, depending on __(26)___ the commentator is North America or Puerto
Rican. Many North American social scientists, such as Oscar Handlin, Joseph Fitzpatrick, and
Oscar Lewis, consider Puerto Ricans as the most recent in a long line of ethnic entrants to
occupy the lowest ___(27)___ on the social ladder. Such a “sociodemographic” approach tends
to regard assimilation as a benign process, taking for granted increased economic advantage and
inevitable cultural integration, in a supposedly egalitarian context. However, this approach fails
to take into account the colonial nature of the Puerto Rican case, with this group, unlike their
European predecessors, coming from a nation politically subordinated to the United States.
Even the “radical” critiques of this mainstream research model, such as the critique developed
in Divided Society, attach the issue of ethnic assimilation too mechanically to factors of
economic and social mobility and are thus unable to illuminate the cultural subordination of
Puerto Ricans as a colonial minority.
In contrast, the “colonialist” approach of island-based writers such as Eduardo
Seda-Bonilla, Manuel Maldonado-Denis, and Luis Nieves-Falcon tends to view assimilation as
the forced loss of national culture in a(n) __(28)__ contest with imposed foreign values. There
is, of course, a strong tradition of cultural accommodation among other Puerto Rican thinkers.
The writings of Eugenio Fernandez Mendez clearly exemplify this tradition, and many
supporters of Puerto Rico’s commonwealth status share the same universalizing orientation. But
the Puerto Rican intellectuals who have written most about the assimilation process in the
United States all advance cultural nationalist views, advocating the preservation of minority
cultural distinctions and __(29)___ what they see as the subjugation of colonial nationalities.
This cultural and political emphasis is appropriate, but the colonialist thinkers misdirect it,
overlooking the class relations ___(30)___ in both Puerto Rican and North American history.
They pose the clash of national cultures as an absolute polarity, with each culture understood as
static and undifferentiated. Yet both the Puerto Rican and North American traditions have been
subject to constant challenge from cultural forces within their own societies, forces that may
move toward each other in ways that cannot be written off as mere “assimilation.” Consider, for
example, the indigenous and Afro-Caribbean traditions in Puerto Rican culture and how they
influence and are influenced by other Caribbean cultures and Black cultures in the United States.
The elements of coercion and inequality, so central to cultural contact according to the
colonialist framework, play no role in this kind of convergence of racially and ethnically
different elements of the same social class.
【題組】26. (A) where (B) whether (C) what (D) who
31.III. 文意選填 10%
America’s passion for the automobile developed rather quickly in the beginning of the
twentieth century. At the turn of that century, there were few automobiles, or horseless carriages,
as they were called at the time, and those that existed were considered 31 playthings of
the rich. They were rather fragile machines that sputtered and smoked and broke down often;
they were expensive toys that could not be 32 to get one where one needed to go; they
could only be afforded by the wealthy class, who could afford both the expensive 33 and
the inherent delays that resulted from the use of a machine that tended to break down time and
again. These early automobiles required repairs so frequently both because their engineering
was at a(n) 34 stage and because roads were unpaved and often in poor condition. Then,
when breakdowns occurred, there were no services such as roadside gas stations or tow trucks
~ 3 ~
to assist drivers needing help in their 35 . Drivers of horse-drawn carriages considered the
horseless mode of transportation foolhardy, preferring instead to rely on their four-legged
“engines,” which they considered a tremendously more 36 and cost-effective means of
Automobiles in the beginning of the twentieth century were quite unlike today’s models.
Many of them were electric cars, even though the electric models had quite a limited range and
need to be recharged frequently at electric charging stations; many others were powered by
steam, though it was often required that drivers of steam cars be 37 steam engineers due
to the dangers 38 in operating a steam-powered machine. The early automobiles also
39 much emphasis on body design; in fact, they were often little more than benches on
wheels, though by the end of the first decade of the century they had progressed to
leather-upholstered chairs or sofas on thin wheels that 40 little of the incessant pounding
associated with the movement of these machines.
(AB) dispensed with (AC) immature (AD) dependable (AE) recessive
(BC) predicament (BD) inherent (BE) frivolous (CD) absorbed
(CE) certified (DE) upkeep (ABC) counted on (ABD) lacked 【題組】31.
41.IV. 閱讀測驗 10%
Welcome to the Gym World, ladies and gentlemen. As you have seen from the
demonstration, the sport offers a wide variety of basic strokes, and players require a high level
of skill to perform all of them effectively. All strokes can be played either forehand or backhand.
A player's forehand side is the same side as their playing hand: for a right-handed player, the
forehand side is their right side and the backhand side is their left side. Forehand strokes are hit
with the front of the hand leading, like hitting with the palm, whereas backhand strokes are hit
with the back of the hand leading, just like hitting with the knuckles. Players frequently play
certain strokes on the forehand side with a backhand hitting action, and vice versa.
Remember, the location of the place where you play your strokes matters. In the forecourt
and midcourt, most strokes can be played equally effectively on either the forehand or backhand
side; but in the rearcourt, players will attempt to play as many strokes as possible on their
forehands, often preferring to play a round-the-head forehand overhead rather than attempt a
backhand overhead. Playing a backhand overhead has two main disadvantages. First, the player
must turn their back to their opponents, restricting their view of them and the court. Second,
backhand overheads cannot be hit with as much power as forehands: the hitting action is limited
by the shoulder joint, which permits a much greater range of movement for a forehand overhead
than for a backhand. The backhand clear is considered by most players and coaches to be the
most difficult basic stroke in the game, since precise technique is needed in order to muster
enough power for the shuttlecock to travel the full length of the court. For the same reason,
backhand smashes tend to be weak.
How will we address the choice of strokes? Literally, it depends on how near the
shuttlecock is to the net, whether it is above net height, and where an opponent is currently
positioned: players have much better attacking options if they can reach the shuttlecock well
above net height, especially if it is also close to the net. In the forecourt, a high shuttlecock will
be met with a net kill, hitting it steeply downwards and attempting to win the rally immediately.
This is why it is best to drop the shuttlecock just over the net in this situation. In the midcourt, a
high shuttlecock will usually be met with a powerful smash, also hitting downwards and hoping
for an outright winner or a weak reply. Athletic jump smashes, where players jump upwards for
a steeper smash angle, are a common and spectacular element of elite men's doubles play. In the
rearcourt, players strive to hit the shuttlecock while it is still above them, rather than allowing it
to drop lower. This overhead hitting allows them to play smashes, clears, and dropshots. When
you play clears, you can draw your opponent to the rear part of the court. When you play
dropshots, you can force your opponent to come near to the net in the forecourt. If the
shuttlecock has dropped lower, then a smash is impossible and a full-length, high clear is
difficult. Manipulating the above strategies in rotation may confuse your opponents and make
them respond in a weaker way.
Now that the lecture is enough, let’s embark on our practice today and now Coach Spencer
【題組】41. The sport that the people in this program want to master is ________.
(A) tennis (B) volleyball (C) cricket (D) badminton
42.【題組】42. If you want to obtain the edge with your opponent while playing the sport, you must
(A) stay in the rearcourt and let your advantageous partner handle everything
(B) hit the ball with the knuckles as frequently as possible
(C) swing at the shuttlecock and let it travel in full length and let your opponent play
(D) hit with the palm as well as the hand leading and let your opponent play backhand
~ 4 ~
43.【題組】43. In terms of the location of the court, _______.
(A) strokes cannot be played effectually in the rearcourt and forecourt as long as they are
(B) a high shuttlecock in the midcourt to your opponent can be disastrous for the game
(C) an advanced player will catch his or her opponents off guard by playing the strokes
backhand overhead in the rearcourt
(D) the back hand clear from your rearcourt can draw your opponent to the forecourt to
make a net kill
44.【題組】44. Based on the narrator, you are NOT inclined to confuse your opponent by hitting the
shuttlecock _________ in rotation.
(A) high and to the back of the opponents' court
(B) so that it falls softly downwards into the opponents' forecourt
(C) with a backhand smash from the rearcourt
(D) overhead and dropping it to different parts of the court
45.【題組】45. What can we infer from the passage?
(A) The parts of your limbs can hinder you from playing effective strokes.
(B) The rearcourt athletic jump smash can be met with powerful smashes from your
(C) Just focus on the timing and location of the ball regardless of where the opponents are.
(D) Hitting the shuttlecock from a much lower angle can surprise your opponent.
【非選題】 47.VI. 試題評鑑 15% (將文章改寫成 100 字以內適合高三生的 5 題克漏字，要含選項)
Confronting a bully can be difficult, online or off. But a new study may suggest an
alternative: Bystanders might be more willing to step in to help, its author says, if they’re able
to do so without standing up to the bully directly.
For their study, Kelly P. Dillon, a graduate student in communication at Ohio State
University, and Brad J. Bushman told 241 undergraduates they would be testing an online chat
program. But during the “test,” the person supposedly charged with monitoring the chat began
insulting one of the participants (who was actually a member of the research team). Only 10.4
percent of subjects directly intervened to address the insults — by, for instance, asking the chat
monitor, ‘‘How are you being helpful at all right now?” A total of 68 percent, however,
intervened indirectly, by giving the monitor or the chat program itself a bad evaluation.
“So many anti-bullying and anti-harassment intervention programs are ‘if you see
something, say something,’ and this experimental data tells us that that’s a pretty high
threshold,” Ms. Dillon explained. “There are so many other ways that people can intervene.”
She mentioned that the messaging app Yik Yak allows users to “down-vote” posts (that is, to
express their disapproval by clicking a “down” arrow). After five down-votes, the post is
removed — all without anyone having to say anything to an offensive poster directly. “My data
suggests the more indirect ways you can give people to intervene, the more likely it would be
for them to intervene.”
People may be afraid of judging others directly online because it may impact their own
reputation, said Mihaela van der Schaar, a professor of electrical engineering at U.C.L.A. who
has studied reputation on social networks. And they may prefer to express disapproval for a
particular behavior, rather than for a person. “If there is the opportunity to differentiate between
rating the particular behavior” and rating the user, “that may help,” said Dr. van der Schaar.
Dr. van der Schaar noted that social networking companies may not necessarily want to
institute systems for rating and regulating behavior — their business models may depend on
high numbers of users, and they may have no reason to ensure those users behave well. But
companies that do want a rating system to prevent bad behavior should build one that allows
“for differentiating ratings of different types of behaviors, rather than just one value for the
entire individual.” And, she said, the goal should be to “encourage free speech yet give the
opportunity to people to sanction a particular behavior without being afraid that they themselves
may be negatively impacted.”
Indirect intervention could also be valuable in school settings, said Jaana Juvonen, a
psychology professor at U.C.L.A. who has studied bullying. Often, “kids don’t want to get
involved in these situations,” she said. “Deep inside they feel for the victim or the target, but
there is not enough of an impetus” to do something.
~ 5 ~
國立臺中第二高級中學 104 學年度第一次教師甄選 英文科試題
But students who don’t want to confront a bully may still be able to help the target of
bullying. Research shows that having just one friend can mitigate the ill effects of bullying, Dr.
Juvonen said. No one is exactly sure why this is, she added, but “I personally suspect that it’s
the small things.” During an incident of bullying, “the friend may not do anything right then and
there, but when they walk away from that situation the friend just sort of puts their hand on the
shoulder of the target.”
It may be helpful to teach kids, she said, “how the smallest acts of kindness, something
that they may think is totally trivial, may go a long way.”
People are sometimes reluctant to intervene when they see someone being bullied because
of “a misperception of what the norm is,” she added. “When nobody says and does anything
publicly,” she explained, we’re led to believe that everyone’s on the side of the bully “and
nobody’s feeling for the victim.”
【非選題】 48.VII. 英文作文 20%
Faced with the challenging new curriculum criterion in the near future, you will most likely be
required to offer an elective.
(1) In what ways do you think you are eligible for such a requirement? Please state your
qualifications that will help you through this challenge successfully
(2) Specially design a course that you can possibly offer.