47. What does the author suggest about the relationship between perception and athletic performance?
(A) Athletes consciously override perceptual limits through experience.
(B) Perceptual illusions are irrelevant when facing high-speed, spinning pitches.
(C) Strategic manipulation of visual information can influence decision-making.
(D) The brain easily adapts to high-speed visual changes with proper scientific training.

45. What dietary value is emphasized in traditional communities? (A) Imported superfoods (B) High protein snacks (C) Processed supplements (D) Natural local ingredients

46. Which of the following best describes the author’s main purpose in the passage? (A) To critique the reliance on technology in modern Major League Baseball (B) To introduce a perceptual strategy and trace its scientific development (C) To argue that traditional pitching methods are becoming obsolete (D) To compare different schools of thought on baseball deception

48. Which of the following best characterizes the tone of the passage? (A) Analytical and informative (B) Dismissive and skeptical (C) Enthusiastic and celebratory (D) Humorous and speculative

49. According to the passage, what does the “Magnus effect” help explain? (A) The cognitive limitations that lead to poor pitch recognition (B) The way pitchers choose which pitch type to use in key situations (C) The influence of psychological pressure on a batter’s swing decision (D) The aerodynamic force causing breaking balls to curve late in flight

50. According to the passage, how do pitchers increase the likelihood of a batter swinging and missing? (A) By varying pitch speeds significantly during each at-bat (B) By withholding visual information until the batter commits (C) By exploiting auditory cues or miscues in the batter’s batting zone (D) By introducing deliberate pauses and stretches in the pitching motion

1. Scenario: During a lesson, the teacher plays a short documentary containing unfamiliar yet thematically predictable vocabulary. While learners struggle with some new forms, visuals, contextual cues, and follow-up comprehension questions allow them to infer meaning without direct instruction. Which second language acquisition theory best explains the rationale behind using rich, slightly challenging input supported by contextual cues? (A) Input Hypothesis (B) Noticing Hypothesis (C) Puberty Hypothesis (D) Skill Acquisition Theory

2. Scenario: In a middle school geography lesson taught in English, students work in groups to create posters explaining the causes and effects of deforestation. The teacher supports both subject-specific vocabulary and language structures like cause-effect connectors. What approach is most clearly exemplified by this dual-focus lesson? (A) Project-Based Learning (B) Natural Approach (C) Content and Language Integrated Learning (D) Suggestopedia

3. Scenario: Learners simulate a restaurant setting, taking orders, asking questions, and making substitutions. There is no single correct output, and communication is emphasized over accuracy. Grammar correction is minimal and occurs only after the activity. Which teaching philosophy underpins this type of lesson design? (A) Audiolingualism (B) Communicative Language Teaching (C) Grammar-Translation (D) Structural Approach

4. Scenario: Despite many years living in an English-speaking country, a learner still says, “I am agree” and never self-corrects. He uses this form confidently and appears unaware of its inaccuracy. What concept most precisely explains the persistence of this error? (A) Transfer – because the form resembles one from the L1. (B) Interlanguage – because the learner is still developing rules. (C) Output Hypothesis – because production opportunities are lacking. (D) Fossilization – because development has plateaued and the error is resistant to change.

5. Scenario: A student says, “She don’t like apples.” The teacher immediately responds, “Oh, she doesn’t like apples? Why not?” The student then replies, “Right, she doesn’t like apples because…” What feedback strategy is the teacher using, and why is it effective? (A) Recast (B) Elicitation (C) Clarification Request (D) Metalinguistic Feedback

114年 - 114 文藻外語大學_國小教師教育學程新生甄選試題：英文#130723

114年 - 114 高雄市市立國民中學教師聯合甄選：英語#129012

114年 - 114-2 新竹市國民中學教師聯合甄選初試試題：英文科#128195

114年 - 114 臺南市市立國民中學_正式教師聯合甄選試題：英語文專門科目#128067

114年 - 114 桃園市國民中學新進教師聯合甄選試題：英語文科#127823

114年 - 114 中區縣市政府教師甄選策略聯盟：國小英語#127532

114年 - 114 中區縣市政府教師甄選策略聯盟：國中英語#127518

114年 - 114 臺北市市立國民中學正式教師聯合甄選：英語科/特殊教育-資優英語科#127507

114年 - 114-1 新竹市立數位實驗高級中等學校_正式教師甄選筆試試題：英文科#127375

114年 - 114 桃園市國民小學教師聯合甄選初試試題：語文科-B#127361