45. A bilingual program supports students’ literacy development in their home language while gradually increasing English- medium instruction. Its goal is to add English without weakening the students’ first language. Which outcome does the program seek to promote?
(A) Additive bilingualism.
(B) Subtractive bilingualism.
(C) Language attrition.
(D) Linguistic assimilation.

46. In a CLIL science lesson, a teacher presents plate tectonics through oral explanations, an annotated diagram, gestures, and a short animation. Each mode contributes information that others do not fully convey. Which statement best explains the pedagogical value of this design? (A) It eliminates the need for explicit support for discipline-specific language during instruction. (B) It uses complementary modes to scaffold students’ construction of disciplinary meaning. (C) It enhances learning by repeating identical information across multiple channels. (D) It shifts students’ attention away from classroom interaction and toward the teacher’s lecture.

47. According to the principles of Task-Based Language Teaching (TBLT), which of the following classroom activities would NOT be classified as an authentic “task”? (A) Students take turns reading a dialogue aloud from the textbook and underline past tense verbs. (B) Students read a restaurant menu and role-play ordering a meal based on specific conditions. (C) Students work in pairs to look at two different pictures and find ten differences in the pictures. (D) Students collaborate in small groups to design a three-day travel itinerary for a school trip within a fixed budget.

48. During a speaking activity, a junior high student becomes visibly frustrated and shuts down after making a pronunciation error that causes peers to chuckle. A teacher utilizing Social-Emotional Learning (SEL) principles would use this moment primarily to ______. (A) force the embarrassed student to repeat the word correctly to demonstrate resilience (B) instruct the student to go to the hallway so the rest of the class can finish the lesson without interruption (C) validate the student’s frustration and lead a classroom discussion on empathy and supportive peer communication (D) ignore the incident entirely to avoid drawing further embarrassment to the student and moving quickly to the next .. student

49. Why is the integration of “multimodal teaching” critical for learners in the English as a Foreign Language (EFL) classroom? (A) It provides varied contextual scaffolds that lower cognitive loads and so help language learners. (B) It ensures students spend the majority of classroom time interacting with electronic devices. (C) It allows teachers to use digital media and reduce the amount of required lesson planning time. (D) It follows the strict “learning styles” theory so visual, auditory, and kinesthetic learners are taught completely .. separately.

50. Which statement best reflects differentiated instruction? (A) Students should complete classroom tasks in the same way. (B) Fairness means treating all students identically. (C) Instruction should be adjusted to meet diverse learner needs. (D) Only struggling students benefit from differentiation.

1. 關於行政法法源之敘述，下列何者錯誤？ (A)經濟社會文化權利國際公約所揭示保障人權之規定，具有國內法律之效力 (B)條約案經立法院議決後，該條約位階同於法律 (C)直轄市訂定有罰則之自治條例，得作為行政罰之依據 (D)私立大學之教師升等辦法非屬行政法法源

2. 土地徵收程序應合法通知土地所有權人及利害關係人陳述意見，係基於下列何種法律原則？ (A)正當行政程序 (B)比例原則 (C)法律優位原則 (D)授權明確性原則

3. 依司法院解釋意旨，關於學生與學校間法律關係之敘述，下列何者錯誤？ (A)大學於合理及必要之範圍內，訂定相關入學資格條件，不違反法律保留原則 (B)大學對學生所為行政處分，如侵害學生受教育權或其他基本權利，應許權利受侵害之學生 提起行政爭訟 (C)大學不得以學則訂定有關學生退學事項 (D)受處分之學生得依法提起訴願及行政訴訟

4. 有關行政組織之敘述，下列何者錯誤？ (A)依行政程序法之規定，行政主體包括國家及其他公法人 (B)主管機關所為裁併學校之行政組織決定，受裁併學校之學生不得對之提起行政爭訟 (C)法律明定獨立機關須經委員會議審議，始得作成負擔處分，目的在確保認事用法的專業精 確與公正客觀 (D)地方自治團體係屬具公法人資格之社團法人

5. 下列何者屬於行政法人？ (A)國家資通安全研究院 (B)國防安全研究院 (C)交通部運輸研究所 (D)中央研究院

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