( Explanation of Linguistic Terms)3. adverb

( Explanation of Linguistic Terms)1. auxiliary verb

( Explanation of Linguistic Terms)2. affix

( Explanation of Linguistic Terms)4. morpheme

( Explanation of Linguistic Terms)5. tense

V. Composition What is Audio-Lingual teaching method? What are advantages and disadvantages of Audio-Lingual teaching method? How can you apply Audio-Lingual teaching method to your teaching activities in the classroom? Briefly describe your opinion about it. (In about 500 words) 20%

3. In recent years, many senior high schools in Taiwan have actively promoted bilingual education and international education in response to globalization and national education policies. As a senior high school English teacher, how would you support the implementation of bilingual education and international education in your school? In your essay, please address the following: (1) your understanding of the goals of bilingual education and international education in the senior high school context; (2) the specific roles an English teacher can play in supporting these school initiatives; (3) one or two concrete classroom activities, school-based projects, or collaborative programs you would design with subject teachers or administrative teams; (4) how such activities would help students develop both English proficiency and global competence; and (5) the assessment methods or indicators you would use to evaluate student learning and the effectiveness of the program. Please provide specific examples to illustrate your ideas. Your essay should be approximately 300–400 words.

2. As an English teacher assigned to an AI experimental class, how would you design and implement English instruction that supports interdisciplinary learning and collaboration with teachers from other subject areas? Furthermore, how would you incorporate digital tools and AI technologies into your teaching to enhance both teaching effectiveness and student learning outcomes? In your essay, please address the following: (1) the role of English in an AI experimental program; (2) the learning objectives you would set for students; (3) one possible interdisciplinary unit, project, or lesson sequence you would design in collaboration with teachers from other subject areas; (4) how you would use digital tools and AI technologies to support reading, writing, discussion, presentation, or project work; and (5) the assessment methods you would use to evaluate both students’ English performance and interdisciplinary learning outcomes. Please provide at least one concrete example and explain how your design fits the needs of an AI experimental class. Your essay should be approximately 300–400 words.

III. Essay Questions 1. In a community-based senior high school, students often demonstrate a wide range of English proficiency levels, and a considerable number of low-achieving students may lack confidence and motivation in learning English. In addition, the school places increasing emphasis on diversified curricula, project-based learning, and the development of practical English skills to prepare students for multiple post-secondary pathways. As a senior high school English teacher in such a context, how would you enhance the learning motivation of low-achieving students while at the same time implementing differentiated instruction in a mixed-ability classroom? In your essay, please address the following: (1) your understanding of students’ learning needs and difficulties; (2) the teaching objectives you would set; (3) specific instructional strategies and classroom activities you would use; (4) how you would adapt tasks, materials, or support for students at different proficiency levels; and (5) the assessment methods you would adopt to monitor student progress and adjust your instruction. Please include at least one concrete classroom example and explain the educational theories or principles that support your approach. Your essay should be approximately 300–400 words.

II. Reading-Comprehension & Mixed-Type Questions Design (20%) Based on the passage provided, please design five reading comprehension questions based on the passage aligned with the format of the GSAT questions. At least three different question types must be included (e.g., multiple-choice, matching, sequencing, or graphic organizer completion) Provide the correct answer for each question and briefly indicate what each question is intended to assess (e.g., main idea, detail, inference, vocabulary in context, or text organization). Passage By the year 2050, the global population is projected to reach nearly 10 billion. This demographic explosion presents a daunting challenge: how to feed billions more people without destroying the planet’s remaining ecosystems. Currently, traditional agriculture consumes 70% of the world’s freshwater and is a leading cause of deforestation. In response to this environmental predicament, a radical innovation has emerged—vertical farming. This method involves growing crops in stacked layers, often integrated into urban structures such as skyscrapers or repurposed shipping containers. The core of vertical farming lies in Controlled Environment Agriculture (CEA) technology. Unlike traditional farming, which is at the mercy of unpredictable weather patterns and seasonal changes, vertical farms operate under highly regulated conditions. Artificial LED lights provide the exact spectrum needed for photosynthesis, while sophisticated sensors monitor temperature, humidity, and nutrient levels. Because the environment is sealed, the need for chemical pesticides is virtually eliminated. Furthermore, many vertical farms utilize hydroponic or aeroponic systems, which can reduce water consumption by up to 95% compared to conventional soil-based farming. Proponents of vertical farming also highlight its potential to revolutionize food logistics. Most traditional produce travels thousands of miles from rural farms to urban dinner tables, contributing to a significant carbon footprint and food spoilage. By bringing the farm into the heart of the city, vertical farming ensures that vegetables reach consumers within hours of harvest, maximizing both freshness and nutritional value. This “hyper-local” production model could be the key to enhancing food security in densely populated metropolitan areas. However, the path to a vertical future is not without its hurdles. The most significant drawback is the staggering amount of energy required to power the artificial lighting and climate control systems 24/7. While solar and wind power offer potential solutions, the current reliance on fossil fuels in many regions can make the carbon footprint of vertical farming higher than that of traditional methods. Additionally, the initial capital investment for infrastructure and technology is immense, making it difficult for small-scale farmers to compete. Furthermore, vertical farming is currently limited to high-value leafy greens and herbs; staple crops like wheat and rice, which provide the bulk of global calories, are not yet economically viable to grow upward. Ultimately, vertical farming may not replace traditional agriculture entirely, but it represents a crucial tool in our quest for sustainability. As technology advances and energy costs decrease, these urban towers of green may soon become a common sight in the cityscapes of tomorrow.

3. In the General Scholastic Ability Test (GSAT), reading comprehension items assess students’ ability to integrate and apply knowledge of vocabulary (including idiomatic expressions), semantics, grammar, pragmatics, and discourse structure. Students are expected to understand the overall meaning of a text, identify key information, and engage in higher-order thinking skills such as analysis, comparison, and inference. Based on the following original text, design four reading comprehension questions with answer choices. Each question should assess a different skill, strategy, or learning performance. (20 分)        Many women today feel constantly exhausted, yet the source of that fatigue is not always obvious. It is often linked to what researchers describe as the “mental load” — the invisible work of planning, organising, and anticipating everyday needs. Unlike physical tasks, this kind of effort is continuous and often goes unnoticed, making it particularly draining over time.        This mental load is not a single burden but a combination of different types of responsibility. It includes keeping track of schedules, managing household logistics, remembering important details, and monitoring the emotional needs of others. Much of this work happens in the background, requiring constant attention even during moments that appear to be restful. As a result, many women feel as though their minds are always “on,” with little opportunity to fully switch off.        What makes the situation more complex is that this effort is often shaped by social expectations. Women are frequently expected to take on the role of organiser, caregiver, and emotional anchor, even when they are equally involved in paid work. Over time, this imbalance can lead to stress, frustration, and a sense of being overwhelmed. Because much of this work is invisible, it is rarely acknowledged or shared equally, which can deepen feelings of exhaustion.        At the same time, there is growing awareness of how this hidden workload affects well-being. Rather than focusing solely on doing more, many experts suggest the need to rethink how responsibilities are distributed and recognised. Making the invisible visible — by naming, sharing, and valuing this type of labour — may be an important step toward reducing its impact. In this sense, addressing the mental load is not just about fairness, but about creating more sustainable and balanced ways of living.

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