Which of the following puts more emphasis on materials?
(A) Community Language Learning
(B) Total Physical Response
(C) Communicative Language Teaching
(D) Silent Way

Which of the following is NOT true about prominence in English? (A) It highlights the new or important information in an utterance. (B) It shows word stress. (C) It shows contrast. (D) It places special emphasis.

Which of the following is NOT true about language formality? (A)It would be appropriate for the teacher to say “Good morning, everyone” or something similar to greet a class. (B)It is proper for a student to say “I’m so tired” to his teacher when the student requests to stop doing his homework. (C)Your close friends may invite you for lunch by saying “Coming for lunch?” (D)A teacher might be too formal when greeting a class by saying “I’d like to wish you all a very good morning,” or too informal by saying “Hi, guys.”

Which of the following is NOT true? (A)The language we use to express a function is called an exponent. An exponent can indicate a speaker’s intention and speaking rate. (B)Functions are often taught in course-books with the grammar of main exponents. (C)Exponents can express different levels of formality and appropriacy based on the contexts they are used in. (D)A functional approach to teaching language helps teachers find real-world context to present and practice grammar.

Which of the following is NOT an essential element for a good English test? (A)testability (B) reliability (C) validity (D) practicability

Which of the following is constructed according to goals of a curriculum or program? (A) Achievement Test (B) Placement Test (C) Proficiency Test (D) Diagnostic Test

Which of the following is a contraction? (A)See you. (B) FYI. (C) won’t (D) Gonna

In Taiwan two English tests are administered to assess high school graduates for university admission: Scholastic Aptitude English Test (SAET) and Department Required English Test (DRET). Which of the following is NOT true? (A) There are differences detected in test-takers’ performances in SAET and DRET. (B) SAET and DRET are designed for identical purposes but have varied difficulty levels. (C) SAET mainly discriminates lower 60% students’ English proficiency and the test items should be easier than those of DRET. (D) DRET assesses not only students’ basic knowledge of English, but also their higher cognitive competences such as analysis, reasoning, and application.

According to the Senior High School English Curriculum Guidelines, which of the following is NOT true about the textbooks for senior high schools? (A) The textbooks are classified into two levels (level A-basic and level B-advanced) from the first year in senior high schools. (B) When an activity involves more than one sub-skill, it is more challenging. (C) The more guidance is provided for an activity, the easier and the more suitable it is for the basic level. (D) The text difficulty results from content, vocabulary, structure, and processing load.

According to the Senior High School English Curriculum Guidelines, which of the following is NOT true about the level-B advanced textbooks? (A) The amount of new words in each volume should not exceed 500 words. (B) The textbooks can contain only advanced materials, or include both basic and advanced materials. (C) The used words can be selected within the range of 4500 and 7000 from the CEEC English Word List (大考中心高中英文參考詞彙表). (D) The textbooks aim to develop comprehension, application, and thinking abilities as well as enhance analytical, critical, and creative abilities.

According to the Senior High School English Curriculum Guidelines, which of the following is NOT true about assessment? (A) Portfolio assessment can be utilized to chronicle students’ learning process, attitude, achievement, and individual progress. (B) Assessment can be formative and summative by nature, and based on multiple measures. (C) Assessment mainly aims to diagnose students’ English learning difficulties and help improve the effectiveness of teaching and learning. (D) Assessment can embrace language components such as pronunciation, vocabulary, and grammar as well as applications of sub-skills, but the latter should receive more attention.