50.依據111年一月出版的《臺北市雙語教育白皮書》，何者不屬於臺北市雙語課程的教學模式？ (A)任教該學科的教師以全英語或英語融入方式授課。 (B)同一學科或主題課程，由中文及英文教師進行協同教學。 (C)由教師團隊共同備課後所設計的跨領域統整式主題課程以全英語或英語融入方式授課。 (D)外籍教師巡迴到校國際議題融入繪本教學。

50.依據111年一月出版的《臺北市雙語教育白皮書》，何者不屬於臺北市雙語課程的教學模式？
(A)任教該學科的教師以全英語或英語融入方式授課。
(B)同一學科或主題課程，由中文及英文教師進行協同教學。
(C)由教師團隊共同備課後所設計的跨領域統整式主題課程以全英語或英語融入方式授課。
(D)外籍教師巡迴到校國際議題融入繪本教學。

答案：登入後查看
統計： A(21), B(27), C(9), D(79), E(0) #2925948

詳解 (共 2 筆)

Yun

B1 · 2024/05/02

#6084796

(A) 任教該學科的教師以全英語或英語...

(共 321 字，隱藏中）

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B2 · 2025/12/14

#7252874

這是一道關於臺北市雙語教育政策的細節題，...

(共 2029 字，隱藏中）

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16. The allomorphs of the plural morpheme are determined by the last sound of the singular noun to which the morpheme is attached. The allomorphs of the past-tense morpheme are determined by the last sound of the verb to which the morpheme is attached. There is striking similarities in the processes required to generate the correct forms of these inflectional morphemes. Which of the following description is incorrect? (A) There is a schwa insertion process as schwa is inserted before a word-final /z/ that follows a morpheme ending in a sibilant. (B) There is an assimilation process as word-final /z/ is devoiced following a morpheme ending in a voiceless sound. (C) There is a schwa insertion process as schwa is inserted preceding a word-final /d/ that follows a morpheme ending in a velar stop. (D) There is an assimilation process as word-final /d/ is realized as [t] following a morpheme that ends in a voiceless sound.

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