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111 年 - 111 臺北市市立高級中等學校正式教師聯合甄選:英文科#107365 

我要補題 回報試卷錯誤
1.1. The school band decided to launch a fundraiser to help ______ the costs of fixing the musical instruments.
(A) defray
(B) emanate
(C) supersede
(D) envisage

2.2. The suspect was released when a witness came forward with testimony to ______ her.
(A) incinerate
(B) vindicate
(C) rescind
(D) decapitate

3.3. Half of the ______ of the fundraising concert featuring A-list singers will go towards helping the humanitarian effort in the war-torn regions in Ukraine.
(A) amenities
(B) casualties
(C) venues
(D) proceeds

4.4. Young individuals who are at high risk of developing bipolar disorder already suffer a sleep deprivation. It turns out that such sleep disruption may ______ the mental illness state.
(A) transfix
(B) exacerbate
(C) crucify
(D) mesmerize

5.5. As a CEO who trains for marathons, he takes the hours spent running as chances to meditate on life and to ______ strategies for his business.
(A) discriminate between
(B) dispose of
(C) ruminate on
(D) languish in

6.II. Words in Context 
    A cryptocurrency, broadly defined, is virtual or digital money that allows people to make payments directly to each other through an online system. Cryptocurrencies take the form of tokens or coins but have no   6   value. They are simply worth what people are willing to pay for them in the market. Though some cryptocurrencies have ventured into the physical world with credit cards or other projects, the large majority remain entirely   7   . 
    Launched in 2009, Bitcoin is one of the first digital currencies to use peer-to-peer (P2P) technology to facilitate instant payments. In recent years, bitcoin has been a trendsetter, ushering in a wave of cryptocurrencies built on a(n)   8   network without systems where one entity has full control. It has also become the   9   standard for cryptocurrencies, inspiring an ever-growing legion of followers and spin-offs. While the use of cryptocurrencies as a means of payment is currently limited, there is one type of digital currency that could be considered money—digital currency issued by a central bank. It can be   10   to the general public and used to settle transactions between firms and households. The unit of account would be the national currency, and it could be exchanged at parity (i.e. one for one) with other forms of money, such as physical currency or electronic deposits with well-regulated financial institutions. 
(AB) de facto (AC) resistant (AD) intangible (AE) speculative (BC) intrinsic (BD) accessible (BE) entangled (CD) subjected (CE) decentralized (DC) contradictory



11.III. Cloze
     Aside from cultural factors affecting our food choices, there exists evidence that genetic makeup, geography, and globalization determine how we experience taste. First and foremost, the basic tastes of sweet, sour, salty, bitter and umami are detected when the chemicals that produce those flavors   11   certain receptors on our tongues. We all have different amounts of these various receptors, depending on our DNA, and research has shown that sensitivity to one particular bitter compound varies widely between different countries. In some parts of Asia, South America and Africa, as much as 85% of native populations are highly sensitive tasters. Ethnic Europeans sit at the lower end of the scale. On top of that, the way people perceive certain flavors is programmed according to how people usually consume them in different geographical regions. For instance, traditional European   12   is all about pairing foods that share flavors, but a 2011 study found that Asian cooking does the opposite and avoids combining similar flavors. Furthermore, people’s food preferences have also been altered to a certain extent by globalization. As the world shrinks, regional preferences will surely be subject to increasing   13   . On the one hand, you can see Italians shunning their local vino in favor of American-style beer. On the other hand, multinational fast-food corporations adapt their existing products just enough to   14   consumers’ tastes in various regional markets. For example, in China in addition to spicy chicken, KFC’s menus offer rice dishes, soy milk drinks, egg tarts, fried dough sticks, wraps with local sauces, and fish and shrimp burgers on fresh buns. So, are people’s food preferences   15   or learned? It turns out that it might just be a little bit of both. Behind any individual’s food choices hides a mix of biological, geographical and global influences.

(A) hold off
(B) frame up
(C) bind with
(D) account for

(A) ambivalence
(B) circumlocution
(C) encumbrance
(D) gastronomy

(A) veracity
(B) dilution
(C) symmetry
(D) rapture

(A) hinge on
(B) abound with
(C) border on
(D) pander to

(A) inherited
(B) engrossed
(C) heralded
(D) debilitated

16.IV. Discourse 
     Teaching students about the Russian invasion of Ukraine is not as easy as you might expect. The war has been fast-moving, heartbreaking, and difficult to process. Not only that,   16   Even so, Professor Jay and Professor Buterbaugh of the Political Science Department at Southern Connecticut State University offer some advice on teaching about the Russia–Ukraine war more effectively.
    Their first suggestion is for educators to approach the Ukraine war as learners. Teachers do not necessarily have to be scholars or researchers of Russia’s invasion of Ukraine to effectively teach it. Instead, they should frame themselves as learners who utilize their experiences of being learners transparently and as a form of modeling. Gradually,   17  
    Another suggestion is that   18   As an instructor, it can also be an appropriate approach to guide students to explore media literacy and critical thinking by encouraging students to analyze statements from both Russian President Vladimir Putin and Ukrainian President Volodymyr Zelensky. The students can see the value in being skeptical of both nations’ accounts. This is a good case study to teach not merely critical thinking, but also how to examine valid evidence.
    In addition to the aforementioned ideas, Jay and Buterbaugh also remind us to be on the alert for any sign of misinterpretation or misinformation when it comes to assisting students in making sense of the war. For one, we are expected to use analogies, although it is imperative to not oversimply complex issues. Comparing this war to other events in our history curriculum can be a powerful teaching tool. This type of approach can deepen students’ knowledge of both events. Yet,   19   Another teaching pedagogy we ought to beware of is that when teaching about the war in Ukraine, educators should make sure to differentiate between Russian leadership and the general populace. A great number of nations have clearly sided with Ukraine. Over time,   20   Consequently, instructors should supervise discussions to step in before students start demonizing Russians.
    In brief, addressing the Russian invasion of Ukraine is an opportunity for learning and discussion on a number of topics in class. Nevertheless, there are some do’s and don’ts we as educators should take into consideration.

(A) Russia and Ukraine’s competing narratives should be closely scrutinized.

(B) that is likely to trigger anti-Russian sentiment, causing students to stereotype all Russians as invaders, and treat all Russians as culpable.

(C) we should be careful to teach students not to generalize the comparisons of all historic events; otherwise, their bias or prejudice may come into play.

(D) numerous educators lack sufficient knowledge about the complicated geopolitical and historical background to the conflict.

(E) with this mindset, they can realize that their goal as teachers is not to impart knowledge about the conflict, but to facilitate students’ inquiry as they learn more about it.






1. The Blueprint for Developing Taiwan into a Bilingual Nation by 2030 was drafted by National Development Council with an aim of “raising the people’s English proficiency and enhancing Taiwan’s international competitiveness.” Ministry of Education has sponsored 50 high schools as “benchmark” bilingual institutions. Under such circumstances, English teachers are expected to teach English through English (TETE) and work with other subject teachers to support CLIL (Content and Language Integrated Learning). 

【題組】(1) What challenges do you think you will be facing while assuming the responsibility of TETE and supporting bilingual education under the bilingual nation policy? 

22.【題組】(2) How will you address such challenges? 

2. Test Design: Please follow the instructions below to design three integrated reading tasks
suitable for the new General Scholastic Ability Test (新型學測混合題型). 
    Today, Gapminder launches a new free educational service called the Worldview Upgrader, which will help people and organizations realize their ignorance and rid themselves of common misconceptions.
    For many years, Gapminder has tested the public knowledge and identified systematic misconceptions about global trends and proportions and invented different tools to fight these misconceptions. Today, we are releasing this groundbreaking new online service in which users can test themselves and replace misconceptions with updated facts.
    The format is simple: ABC questions about global trends and proportions. All questions have been carefully selected based on the strict criteria that most people answer them wrongly. As we disclosed in our latest study (the Sustainable Development Misconceptions Study 2020),these fact questions capture widespread misconceptions about global trends and proportions that most people suffer from. The sum of which adds up to a completely wrong worldview. With this new service, users can test their preconceived ideas about important global trends that almost everyone is wrong about. If they learn the facts and answer the questions correctly, they can get a certificate that proves they have upgraded their worldview. The initial test contains global questions across all the subjects of the UN’s Sustainable Development Goals (SDGs).
    Gapminder’s goal is to make it easier for people to quickly rid themselves of misconceptions. As the world keeps changing, the facts change, and the questions will be updated and new ones will be added. The Worldview Upgrader will provide a simple way to upgrade people’s worldview. Ola Rosling, co-founder of Gapminder, said:
    “Together with my father Hans Rosling, I gave a TED-talk in 2014 (“How not to be ignorant about the world”) where I described my vision to capture and dismantle systematic misconceptions. After years of hard work, today it becomes reality and I am super excited about this!''
    “Many people rely on the media to understand the world, but it mostly focuses on exceptional and temporary events and, because of that, it can’t be expected to give people a good picture of big proportions and the slow changing trends. But in a globalized world, everyone needs a worldview that is based on data, and it needs to keep upgrading as the world changes. The staff in companies, schools and other organizations are currently wrong about the state of the world, often because they have facts that were true more than forty years ago. The Worldview Upgrader helps people and organizations quickly rid themselves of the most common misconceptions. Fortunately, the misconceptions are systematic, so we realized we could build a systematic solution to the problem. I’m convinced this will lead to better decisions for positive change, and I know my father would have loved it.”
    In the first version launched today, there’s one global test with one question for each of the UN Goals. Over the next couple of months we will roll out hundreds of new test questions about all aspects of global development that most people are wrong about.
    The service is free to use. All you need is an internet connection. We hope that journalists, teachers and students, politicians, business leaders and staff, will test themselves and realize what they are wrong about.
    In the coming months, we will also announce our plans to help educate organizations to use the service and get certificates that prove their staff have an upgraded worldview.

【題組】(1) These integrated reading tasks can be designed to test a wide range of reading skills. These include understanding discourse, organizing ideas, analyzing logical arguments, making inferences, giving evidence, recognizing writers' opinions, attitudes and purpose, etc. 

24.【題組】(2) Please use at least three different kinds of questions for these integrated reading tasks, including multiple-choice, matching, ordering, fill-in-the-blank, table/chart/organizer completion, short-answer questions, true-false questions, and so on. Answer keys need to be provided. 


3. In the second semester of the 625e63964c6a8.jpg grade, a majority of students in Taiwan are required to take such elective courses as English Listening and Speaking, and English Reading and Writing (高三下英語文科「加深加廣」選修課程:英語聽講練習及英文閱讀與寫作). They are the courses in which the students do not have any standard textbooks or materials, nor do they need to take any college entrance examination again. Imagine that you are going to teach 12th graders these elective courses in their last semester (12 weeks), and you need to match the needs of the learners and their learning process. Your task is to   design an effective learner-centered syllabus using the following template and fill in detailed information about the two courses.    (請將這兩門課程合併寫成一份課程綱要)625e6380ba564.jpg



3. 張杉說:等差數列 a1 , a2 , a3 ,........前 n 項和為,經由整理,前 n 項和 Sn       一定是呈現 n 的二次式,且形式如Sn+An2 + Bn !所以等差數列前 n 項和必...

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111 年 - 111 臺北市市立高級中等學校正式教師聯合甄選:英文科#107365-阿摩線上測驗

111 年 - 111 臺北市市立高級中等學校正式教師聯合甄選:英文科#107365