108年 - 108 中正國防幹部預備學校教師甄選：英文#76096

科目：教甄◆英文科 | 年份：108年 | 選擇題數：50 | 申論題數：4

試卷資訊

所屬科目：教甄◆英文科

選擇題 (50)

1. (A) controversial (B) widespread (C) contagious (D) evolutionary
2. (A) Symptoms (B) Continua (C) Evaluations (D) Phenomena
3. (A) buck the trend (B) take a pounding(C) head for the gutter (D) run its course
4. (A) While (B) As (C) Once (D) If
5. (A) embraced (B) credited (C) supplied (D) identified
6. (A) far (B) thin (C) long (D) wide
7. (A) scarcely (B) randomly (C) rightfully (D) accidentally
8. (A) as if (B) as long as (C) if only (D) in case
9. (A) in a nutshell (B) to a tee (C) off the bat (D) to the contrary
10. (A) washing (B) washed (C) having washed (D) to be washed
11. (A) depositing (B) decimating (C) decomposing (D) deploying
12. (A) profound (B) prolific (C) provident (D) periodic
13. (A) which (B) where (C) wherever (D) when
14. (A) respite (B) subsidy (C) juggernaut (D) revenue
15. (A) Subdue (B) Pare (C) Exude (D) Condone
16. (A) though (B) hence (C) besides (D) instead
17. (A) retouched (B) defenestrated (C) mined (D) galvanized
18. (A) squandering (B) tweaking (C) reminiscing (D) leveraging
19. (A) by far (B) after all (C) in contrast (D) on average
20. (A) malfeasance (B) predilection (C) menace (D) default
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31. (AB)What’s more, the names given to the individual wagashi create a sense of sound, with many referring to things in nature or well-known poems. 
(AC)Japan’s custom of enjoying wagashi dates back thousands of years to the Yayoi period, which lasted from about 300 BCE to 300 CE. 
(AD) Rich in history, symbolism, and design, wagashi are Japan’s essential tasty treats! 
(AE)In fact, eating tasty sweet treats is closely linked to another one of the nation’s iconic activities: the tea ceremony. 
(BC) Meanwhile, it only takes a second to pop one in your mouth and enjoy the sensation! 
(BD) In fact, when crafting wagashi, pastry chefs pay tribute to the other four senses: sight, hearing, touch, and smell. 
(BE)For instance, mochi have a chewy consistency, while senbei are dry and crunchy like crackers.
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32. (AB)What’s more, the names given to the individual wagashi create a sense of sound, with many referring to things in nature or well-known poems. 
(AC)Japan’s custom of enjoying wagashi dates back thousands of years to the Yayoi period, which lasted from about 300 BCE to 300 CE. 
(AD) Rich in history, symbolism, and design, wagashi are Japan’s essential tasty treats! 
(AE)In fact, eating tasty sweet treats is closely linked to another one of the nation’s iconic activities: the tea ceremony. 
(BC) Meanwhile, it only takes a second to pop one in your mouth and enjoy the sensation! 
(BD) In fact, when crafting wagashi, pastry chefs pay tribute to the other four senses: sight, hearing, touch, and smell. 
(BE)For instance, mochi have a chewy consistency, while senbei are dry and crunchy like crackers.
複選題
33. (AB)What’s more, the names given to the individual wagashi create a sense of sound, with many referring to things in nature or well-known poems. 
(AC)Japan’s custom of enjoying wagashi dates back thousands of years to the Yayoi period, which lasted from about 300 BCE to 300 CE. 
(AD) Rich in history, symbolism, and design, wagashi are Japan’s essential tasty treats! 
(AE)In fact, eating tasty sweet treats is closely linked to another one of the nation’s iconic activities: the tea ceremony. 
(BC) Meanwhile, it only takes a second to pop one in your mouth and enjoy the sensation! 
(BD) In fact, when crafting wagashi, pastry chefs pay tribute to the other four senses: sight, hearing, touch, and smell. 
(BE)For instance, mochi have a chewy consistency, while senbei are dry and crunchy like crackers.
複選題
34. (AB)What’s more, the names given to the individual wagashi create a sense of sound, with many referring to things in nature or well-known poems. 
(AC)Japan’s custom of enjoying wagashi dates back thousands of years to the Yayoi period, which lasted from about 300 BCE to 300 CE. 
(AD) Rich in history, symbolism, and design, wagashi are Japan’s essential tasty treats! 
(AE)In fact, eating tasty sweet treats is closely linked to another one of the nation’s iconic activities: the tea ceremony. 
(BC) Meanwhile, it only takes a second to pop one in your mouth and enjoy the sensation! 
(BD) In fact, when crafting wagashi, pastry chefs pay tribute to the other four senses: sight, hearing, touch, and smell. 
(BE)For instance, mochi have a chewy consistency, while senbei are dry and crunchy like crackers.
複選題
35. (AB)What’s more, the names given to the individual wagashi create a sense of sound, with many referring to things in nature or well-known poems. 
(AC)Japan’s custom of enjoying wagashi dates back thousands of years to the Yayoi period, which lasted from about 300 BCE to 300 CE. 
(AD) Rich in history, symbolism, and design, wagashi are Japan’s essential tasty treats! 
(AE)In fact, eating tasty sweet treats is closely linked to another one of the nation’s iconic activities: the tea ceremony. 
(BC) Meanwhile, it only takes a second to pop one in your mouth and enjoy the sensation! 
(BD) In fact, when crafting wagashi, pastry chefs pay tribute to the other four senses: sight, hearing, touch, and smell. 
(BE)For instance, mochi have a chewy consistency, while senbei are dry and crunchy like crackers.
36. What is the main point of the passage? (A)Some plants eat animals and thus are dangerous to all forms of life. (B) Environment has an important effect on plant evolution. (C) Carnivorous plants are a unique species worthy of study. (D)Swamps contain a variety of fascinating plant life.
37. According to the passage, which of the following statements is NOT true of carnivorous plants? (A)They are found only in North and South America. (B) They use enzymes and bacteria to “digest” food. (C) They grow mainly in wet marshes and bogs. (D)They have developed many ways to trap prey.

38. Which of the drawings below that most closely resembles the object described in paragraph 3?5cdedf28de30e.jpg
39. The paragraph following the passage most probably discusses (A)the characteristics of nectar. (B) other types of carnivorous plants. (C) other plants found in swampy areas. (D)other plants of North and South America.
40. The passage is organized by (A)listing the conditions necessary for carnivorous plants to survive. (B) comparing two species of plant. (C) analyzing the digestion processes of carnivorous plants. (D)describing the features of carnivorous plants.
41. What does the author imply about voting rights in the United States? (A)Many people have lost their right to vote. (B) Over time, more people have decided to vote. (C) People prefer voting in state elections over national elections. (D)In the past, fewer people had the right to vote.
42. The word “dear” in paragraph 2 is closest in meaning to ______. (A) enjoyable (B) costly (C) important (D) exciting
43. The word “it” in paragraph 3 refers to ______. (A)tie (B) vote (C) election (D)outcome
44. In paragraph 5, what can be inferred from the author’s description of voter turnout at the end of the nineteenth century? (A)Voter turnout was higher in the Northeast than in the South. (B) Voter turnout increased the rate of inflation in the United States. (C) Voter turnout would have been higher if people had not been paid to vote. (D)Voter turnout in New York has not changed dramatically in the past 100 years.
45. In paragraph 8, the description of the psychological benefits of voting mentions that people are more satisfied (A)when they vote in a close election. (B) when they vote for a person who received few votes. (C) when they vote for a sports fan. (D)when they vote for a person who wins.
46. According to paragraph 1, which of the following is true about Beowulf? (A)The original story was written in a German dialect. (B) The author did not sign his name to the poem. (C) It is one of several epics from the first century. (D)It is the only manuscript from the Anglo-Saxon period.
47. Why does the author mention “bog-iron” in paragraph 2? (A)To suggest that 500 B.C. was the date that the Iron Age began. (B) To prove that iron was better than bronze for weapons. (C) To argue that the Celts provided the materials to make iron. (D)To demonstrate the availability of iron in Scandinavia.
48. Which of the sentences below best expresses the information in the highlighted statement in paragraph 3? (A)Society in Anglo-Saxon England was both advanced and cultured. (B) The Anglo-Saxons had a society that was primitive, not cultured. (C) England during the Anglo-Saxon society was advanced, not cultured. (D)The society of the Anglo-Saxons was not primitive or cultured.
49. According to paragraph 4, why do many scholars believe that the original manuscript for Beowulf was lost? (A)Because no copies were found in monasteries. (B) Because it is not like other manuscripts. (C) Because many libraries were burned. (D)Because the Danes were allies of the Anglo-Saxons.
50. Why did the author compare the Beowulf character to Hercules? (A)They lived at about the same time. (B) The speeches that they make are inspiring. (C) Their adventures with a dragon are very similar. (D)They are both examples of the ideal hero.

申論題 (4)

第貳部分、非選擇題 50% I. Please design a multiple-choice question with four options, and underline the correct answer for each of the following grammatical points. (10 %) 1. Comparative adjective 2. Definite article 3. Linking verb 4. Present perfect tense 5. Relative clause
II. To implement the ideas and goals of 12-Year Basic Education, core competencies are used as the basis of curriculum development to ensure continuity between educational stages. As a junior high school English teacher, you play a crucial role in equipping your students with the abilities to tackle future challenges through your course design. Please use the following poem as an example to design a 3-period inter-disciplinary lesson plan (including a course name, course objectives, teaching procedures, teaching materials, and assessment), and elaborate on what core competencies you are going to develop in your students. (20%) 

The Girl at the Next Desk By Sarah Kortemartin 

I see you. You’re a bit like me: we both have big brown eyes. We’re both wearing socks today. I bet they’re the same size. Your hair is long, but mine is short. I draw; you’d rather run. I walk to school; you ride the bus. You have sisters. I have none. We’re different in a lot of ways, but in some ways we’re the same. We’re both important. Both of us have feelings, thoughts, and names. We listen to each other, even when we disagree. We can learn from one another. We’re equals, you and me. Wheel-in-action diagram of core competencies1
(1) Please specify the most common learning difficultiesin terms of listening, speaking, reading and writing. (10 %)
(2) Based on the above-mentioned difficulties, please illustrate some ways to help students improve their skills. (10 %)