38.
(A) Those communities
(B) They
(C) The members
(D) Others

39. (A) choirs (B) communions (C) ministers (D) monasteries

40. (A) reservation (B) provision (C) independence (D) eloquence

41. What is the main idea of this passage? (A) Multitasking has become more common among students and scientists have sought to understand how it affects learning. (B) The effects of multitasking are often unidentified and there are no easy answers for helping students learn to multitask better. (C) Digital multitasking stimulates our brains to release chemicals to help people maintain focus and concentration. (D) Some people are better multitaskers than others because they have strong sense of purpose and goal attainment.

42. Which of the following statements is NOT true about “dual tasking” and “attention switching”? (A) Dual tasking refers to the process when people are involved in two activities simultaneously. (B) Attention switching refers to the process when people juggle from task to task consecutively.  (C) Dual tasking and attention switching vary mainly in relation to their degree of time involved.(D) Both dual taking and attention switching can lead to more errors than concentrating on one task only.

43. The phrase “thrive on” in paragraph 4 is closest in meaning to (A) passing under (B) protected with (C) consisting of (D) grow by

44. It can be inferred from the passage that multitasking (A) is comparatively unusual for young people (B) is compatible with shallow information processing (C) is a valuable life skill for students to acquire (D) is a natural neurological process that may enhance memory

45. The author’s attitude toward multitasking could best be described as (A) neutral (B) concerned (C) indifferent (D) resentful

46. It can best be inferred from the passage that in 1636, the Japanese government (A) saw its citizens living abroad as potential threats. (B) considered all foreign religions a danger. (C) disagreed with the European philosophy that trade brought wealth. (D) foresaw the economic dangers of European trade and imperialism.

47. The primary purpose of the passage is to (A) explore the consequences of some European trade and exploration along with analyzing a country’s response to it. (B) elucidate the root of frustration with European imperialism. (C) explain the actions of the Tokugawa government of Japan. (D) compare the results of countries that pursued protectionism with those that pursued globalization.

48. The author most likely included the quotation from Article 8 of the Edict at the end of the second paragraph to (A) highlight the venomous anger many Japanese leaders felt toward the importation of foreign religions. (B) illustrate how pervasive foreign religious influence had become in Japanese society. (C) provide an example of Japan’s effort to curb cultural and economic exchange. (D) emphasize the determination of the Japanese government to protect itself from foreign influences it saw as damaging.

115年 - 115 中區縣市政府教師甄選策略聯盟_國中：英語科#140388

115年 - 115 臺南市立蓮潭國民中小學(國中部)_教師甄選試題：英文科#140303

115年 - 115 臺南市市立國民小學_教師暨學前特教師聯合甄選：英語專門#140295

115年 - 115 新北市立國民中學_教師聯合甄選試題：英文科#140276

115年 - 115 高雄市立高雄高級中學_正式教師甄選試題︰英文科#140110

115年 - 115 教育部受託辦理公立高級中等學校教師甄選試題：英文科/應用英文科#139637

115年 - 115-1 國立臺南第二高級中學_教師甄選試題︰英文科#139242

115年 - 115 臺北市立內湖高級工業職業學校_正式教師甄選試題：應英科#139220

115年 - 115 新北市公立高級中等學校_教師聯合甄選試題：英文科#139218

115年 - 115 臺北市立陽明高級中學正式教師甄選試題：高中英文科#139217