114年 - 114-1 國立嘉義高級中學_第一學期教師甄選試題：英文科#126834

1. Although the topic was emotional, his _______ delivery, superfluously filled with exaggerated gestures and a theatrical tone, made it hard for the audience to connect with his message. (A) serried (B) checked (C) mannered (D) calculated

2. During the award ceremony, the university president _______ the research team and applauded their groundbreaking discovery. (A) felicitated (B) arrogated (C) dissipated (D) disinterred

3. After years of poor investments and mounting debt, the once-wealthy businessman found himself living in _______, unable to afford even basic necessities. (A) osmosis (B) aversion (C) penury (D) grievance

4. During the town hall meeting, she delivered a fervent, _______ plea for climate action. Her contagious voice trembled with urgency and deep conviction. (A) unprincipled (B) impassioned (C) disenchanted (D) inflamed

5. After eating far too quickly, he began to feel an uncomfortable _______ in his abdomen. Evidently, his stomach was struggling to cope with the large meal. (A) analgesic (B) distension (C) partition (D) caveat

6. Before publishing the image on the magazine cover, the editors _______ the photo to remove minor blemishes and enhance the lighting. (A) obliterated (B) shelved (C) denounced (D) retouched

7. The hikers felt their energy sapped by the oppressive summer heat, which seemed to _______ them well before they could reach the summit. (A) enervate (B) elongate (C) implicate (D) retaliate

8. The model's _______ presence, marked by her piercing green eyes and confident posture, captivated everyone the moment she entered the room. (A) sneaking (B) retiring (C) obliging (D) arresting

9. Despite the project's ambitious goals and detailed proposal, she had a nagging _______ that the team lacked the experience to carry it through successfully. (A) aspersion (B) misgiving (C) disposition (D) progeny

10. He sheepishly explained his two-hour delay by mentioning traffic and a forgotten wake-up call, but the excuse sounded _______ and lacked credibility. (A) flimsy (B) detached (C) spiny (D) radical

11.

12.

13.

14.

15.

16.

17.

18.

19.

20. 

21.

(AC) Animals can respond to death in surprising ways: Ants remove the dead from their colonies; elephants bury their corpses; whales carry their dead across the sea.

(AD) While the behaviors may seem familiar, Monsó warns against interpreting them too easily through a human lens.

(AE) Experts draw on behavioral science and comparative psychology to describe how a range of animals address mortality.

(BC) Ants, she argues, react to chemical signals rather than conceptualize death, while animals like chimpanzees or peccaries show more varied, perhaps cognitive, responses to the death of kin. 

(BD) Powerful images such as this leap out of Spanish philosopher Susana Monsó’s book, Playing Possum, an engaging inquiry into animals and their notions of mortality.

(BE) She contends that traits often thought to distinguish us, such as morality, rationality, culture, and even the concept of death, exist in other species as well.

22.

(AC) Animals can respond to death in surprising ways: Ants remove the dead from their colonies; elephants bury their corpses; whales carry their dead across the sea.

(AD) While the behaviors may seem familiar, Monsó warns against interpreting them too easily through a human lens.

(AE) Experts draw on behavioral science and comparative psychology to describe how a range of animals address mortality.

(BC) Ants, she argues, react to chemical signals rather than conceptualize death, while animals like chimpanzees or peccaries show more varied, perhaps cognitive, responses to the death of kin. 

(BD) Powerful images such as this leap out of Spanish philosopher Susana Monsó’s book, Playing Possum, an engaging inquiry into animals and their notions of mortality.

(BE) She contends that traits often thought to distinguish us, such as morality, rationality, culture, and even the concept of death, exist in other species as well.

23.

(AC) Animals can respond to death in surprising ways: Ants remove the dead from their colonies; elephants bury their corpses; whales carry their dead across the sea.

(AD) While the behaviors may seem familiar, Monsó warns against interpreting them too easily through a human lens.

(AE) Experts draw on behavioral science and comparative psychology to describe how a range of animals address mortality.

(BC) Ants, she argues, react to chemical signals rather than conceptualize death, while animals like chimpanzees or peccaries show more varied, perhaps cognitive, responses to the death of kin. 

(BD) Powerful images such as this leap out of Spanish philosopher Susana Monsó’s book, Playing Possum, an engaging inquiry into animals and their notions of mortality.

(BE) She contends that traits often thought to distinguish us, such as morality, rationality, culture, and even the concept of death, exist in other species as well.

24.

(AC) Animals can respond to death in surprising ways: Ants remove the dead from their colonies; elephants bury their corpses; whales carry their dead across the sea.

(AD) While the behaviors may seem familiar, Monsó warns against interpreting them too easily through a human lens.

(AE) Experts draw on behavioral science and comparative psychology to describe how a range of animals address mortality.

(BC) Ants, she argues, react to chemical signals rather than conceptualize death, while animals like chimpanzees or peccaries show more varied, perhaps cognitive, responses to the death of kin. 

(BD) Powerful images such as this leap out of Spanish philosopher Susana Monsó’s book, Playing Possum, an engaging inquiry into animals and their notions of mortality.

(BE) She contends that traits often thought to distinguish us, such as morality, rationality, culture, and even the concept of death, exist in other species as well.

25. 

(AC) Animals can respond to death in surprising ways: Ants remove the dead from their colonies; elephants bury their corpses; whales carry their dead across the sea.

(AD) While the behaviors may seem familiar, Monsó warns against interpreting them too easily through a human lens.

(AE) Experts draw on behavioral science and comparative psychology to describe how a range of animals address mortality.

(BC) Ants, she argues, react to chemical signals rather than conceptualize death, while animals like chimpanzees or peccaries show more varied, perhaps cognitive, responses to the death of kin. 

(BD) Powerful images such as this leap out of Spanish philosopher Susana Monsó’s book, Playing Possum, an engaging inquiry into animals and their notions of mortality.

(BE) She contends that traits often thought to distinguish us, such as morality, rationality, culture, and even the concept of death, exist in other species as well.

26. What is the central argument of the passage regarding the use of traditional laboratory environments in immunological research? (A) They are effective for modeling human responses to bacterial infections but not viral ones. (B) They may produce internally consistent results that fail to reflect real-world immune dynamics. (C) They are designed to test genetic rather than environmental influences on immunity. (D) They have successfully reduced variability in immune system measurements over time.

27. According to the passage, what was one likely consequence of increased microbial diversity in rewilded mice? (A) Skewing of immune responses toward pathways less effective against helminths. (B) Reduced ability to mount type 1 immune responses. (C) Enhanced resistance to both viral and helminthic infections. (D) Suppression of all adaptive immune functions in the gut.

28. Why do the authors highlight the parallel between   Trichuris muris   and human parasites? (A) To question its relevance as a model organism. (B) To argue that humans are also susceptible to rewilding effects. (C) To justify its selection as a valid proxy for studying human immunity. (D) To emphasize the evolutionary relationship between rodents and humans.

29. Which of the following best describes the authors’ proposed solution to the limitations of current experimental models? (A) Eliminating parasite exposure in experimental protocols. (B) Using only wild-caught animals in immunological studies. (C) Introducing controlled ecological variables to better simulate natural immune conditions. (D) Replacing in vivo models with computer-simulated immune systems.

30. What broader implication does the study suggest for preclinical biomedical research? (A) That genetic homogeneity among lab animals undermines experimental reliability. (B) That standardized protocols are sufficient when microbial exposure is controlled. (C) That helminth infections are more dangerous than previously believed. (D) That environmental factors must be integrated to enhance translational relevance.

I. Test-making 

     Please rewrite the following passage into a text of 250-300 words for 12th graders of National Chiayi Senior High School , and devise 4 mixed questions (混合題) following the style and focus of General Scholastic Ability Test (大學學科能力 測驗) based on your text, with the correct answers provided .

Text:

    The advent of generative AI has ushered in a disquieting new era of digital appropriation, wherein the boundaries between homage and theft have grown dangerously porous. Nowhere is this more evident than in the proliferation of AI-generated images mimicking the style of Studio Ghibli—an animation house globally esteemed for its meticulously hand-drawn visuals, ecological sensibility, and cultural depth. What is often lauded as technological ingenuity is, in this case, a disingenuous reproduction that commodifies artistic identity under the guise of democratized creativity.

    At the heart of this issue lies the unregulated data harvesting that fuels most generative AI models. These systems are trained on sprawling datasets that frequently include copyrighted images scraped without consent. In replicating Ghibli’s visual lexicon, AI tools effectively cannibalize decades of artistic labor, abstracting it into a soulless aesthetic algorithm. The resulting images are not tributes but sterile imitations—devoid of narrative coherence, emotional resonance, or cultural rootedness. This process flattens artistic complexity into algorithmic pastiche, reducing a rich visual tradition into a prompt-based gimmick.

    The ethical lapse extends beyond the technology itself to the platforms and users who exploit these systems for engagement, novelty, or clout. What they call "accessibility" is in fact a veiled form of intellectual exploitation, in which cultural and creative labor is mined without accountability. The platforms profiting from this trend rarely offer mechanisms for attribution, compensation, or opt-outs for creators, revealing a willful disregard for artistic rights in pursuit of scale and virality.

    Furthermore, the aesthetic integrity of Ghibli’s work is inseparable from its cultural and philosophical origins—especially its grounding in Shinto animism, environmental ethics, and Japanese storytelling traditions. To reduce this nuanced heritage to mere stylistic tropes is to enact a form of cultural erasure. The images may look Ghibli-esque, but they are stripped of the ethos and intentionality that give the originals their meaning. They are simulations devoid of spirit—digital husks mimicking form without understanding function.

    Even more troubling is the impact on emerging artists who engage in sincere, interpretive dialogue with Studio Ghibli’s legacy. These individuals study, evolve, and innovate upon that aesthetic, often creating transformative works that expand the tradition rather than dilute it. In contrast, AI-generated facsimiles flood the creative landscape with undifferentiated content,eroding the visibility of authentic voices and normalizing a culture of effortless reproduction over earned expression.

    The unchecked normalization of AI-generated art styled after Studio Ghibli is symptomatic of a larger failure to impose ethical constraints on technological advancement. Until robust regulatory frameworks and artist protections are established, we risk not only undermining the sanctity of creative labor but also forfeiting the very notion of artistic authorship. In the race toward frictionless creation, we must not lose sight of the irreplaceable value of human imagination, context, and care.

II. Handout Design 

     Please design a handout for 10th graders who are now learning the concept of participle construction (分詞構句) from scratch. Your handout should contain no more than 250 English words and 30 Chinese words.

III. Lesson Design 

     Please design a 50-minute English lesson based on the material provided. The lesson will be delivered entirely in English to a class of 36 senior high school students with mixed proficiency levels (A2–B2 on the CEFR scale). In your lesson plan, be sure to include teaching objectives, lesson procedures, and assessment methods. After the lesson plan, please briefly explain how this lesson reflects your teaching beliefs and why you think it would be meaningful for your students.

Every Taiwanese food lover knows about coffin bread and cow’s tongue cookies. But have you heard of these other unusually named foods from around the world?

                                                          Welsh Rabbit

No rabbits are harmed in the making of Welsh rabbit. Rather, it’s a simple dish of toast topped with melted cheese and sometimes sauces, spices, or even beer. It is eaten across the UK and likely doesn’t come from Wales. Why, then, is it called Welsh rabbit? Historians think it probably started as a joke—one meant to make fun of the Welsh by suggesting they were too poor to eat real rabbit meat.

                                                           Dutch Babies

Dutch babies are giant pancakes served with sweet treats like honey and fruit or savory foods like bacon and eggs. Unlike regular pancakes, they’re cooked in the oven, which makes them light and fluffy. They got their name when an American restaurateur started making German pancakes and mistakenly confused the German word for German, Deutsch, with Dutch. The name has stuck with the dish ever since.

                                                            Head Cheese

Despite its name, there is no cheese in head cheese. It’s actually a cold, savory jelly usually made with meat from a pig’s or calf’s head. It was first created in Europe hundreds of years ago. Back then, wealthy people got all the best meat, so poorer people had to be creative with what was left. These days, head cheese is less common, but it can still be found in countries from Scotland to Spain.

                                                             Ants on a Log

Ants on a log isn’t as scary as it sounds. It’s simply a celery stick (the “log”) cut in half, filled with peanut butter, and dotted with raisins (the “ants”). It’s an easy snack for kids to make and enjoy. Plus, there are lots of ways to change it up, like switching the raisins for other dried fruits, nuts, or chocolate chips!

So, when you’re feeling hungry, why not fill up on some “ants” or “babies”? Don’t tell anybody, though—they might think you’ve gone crazy!

Source: LiveABC. (2024, September). LiveABC English Digest

IV. Essay Question

    As an English teacher, you are invited to take part in organizing an upcoming international exchange program. Please write an essay responding to the following prompts, as if you were to take on this role:

■ What is the significance of international exchange programs for both students and the school as a whole? 

■ Given limited time, how would you help students balance their academic responsibilities while preparing for exchange activities? 

■ If your class included students with varying levels of English proficiency, how would you ensure that all students were able to participate actively and communicate effectively in English during the exchange?