(2) For the second phase of ASEP, there was a Q&A session after each team’s presentation. Each team was required to immediately reply to the questions posed by other school teams based on the group presentation. Please explain clearly how you will help students prepare for ASEP, including English presentation and also Q&A session. Teaching objectives, strategies, activities, and learning materials need to be included. (15%)

・Please summarize the following passage in 200-250 words. (10%). ・Design five multiple-choice cloze questions for 11th graders. (10%). Each question must include four alternatives, (A), (B), (C), and (D), with one of them being the best answer. Answers to each question must be provided. The 21st century is a media-saturated, technology dependent, and globallyconnected world. Today’s digital world has made it easier than ever for content creation and distribution. The evolving and complex digital landscape has exposed individuals to a vast array of unfiltered information available in multiple formats. Social media have become breeding grounds for large-scale information sharing. As social media become embedded in the fabric of academia, they are also becoming a site of contestation.Today’s information environment is rife with fake news stories. In times of crisis, as is the case with COVID-19 pandemic, individuals become increasingly dependent on electronic sources for instant updates and news. The unregulated nature of the internet has contributed to large masses of fake news stories being created and circulated online causing massive confusion among people. The propagation of online mis/disinformation has generated extraordinary interest across several disciplines, signaling a growing concern that the prevalence of falsehoods heightens political polarization, decreases trust in public institutions, and undermines democracy. Disinformation and so-called “fake news” are informational disorders that are intentionally emitted and elaborated through the creation of doubt and false debates, with the purpose of obtaining economic profitability or an ideological advantage. It differs from “mis-information”, consisting of imprecise information that is not disseminated with the intention of lying, nor does it intend to cause harm. Finally, the term “mal-information” is defined as information based on real evidence, which is used cunningly, with the intention of causing harm to individuals, organizations or countries. The use of the term “fake news” has been questioned since disinformation is a complex phenomenon, involving uncertain content mixed with facts, the dissemination of which takes place in multiple formats and through various digital practices. Its use is considered to tend to destroy the credibility of information and to generate an oxymoron, since the concept of “news” is associated with verification and public interest (UNESCO, 2018). Different factors are identified to explain the spread of disinformation among citizens: (a) The principle of minimum effort” and the rise of pseudo-contents: Information consumers prefer easily accessible resources, regardless of their intellectual value or relevance. (b) The use of logical fallacies and excessive trust: Repeated manipulated arguments about misleading or invented news encourage disinformation. The Kruger-Dunning effect suggests that people can overestimate their informational skills and knowledge of a subject, leading to misjudgments about the veracity of information. (c) Use of propaganda: It is used for partial presentation of facts, to distort the relationship with reality and to draw biased and inaccurate conclusions. (d) Acceptance of rumor: Rumors are distortions derived from ignorance and repetition of misinformation in an involuntary manner. (e) Parody, satire, and simulation of likelihood in political discourse: A joke, caricature, or irony, due to the loss of context, can be interpreted as valid

1. The government in Taiwan has been implementing the bilingual policy in full swing in recent years, pledging to enhance students’ English language skills and boost their international competitiveness by 2030. From your accumulative learning/teaching experiences, share your opinions of potential advantages you get or predicaments you might run into over the issues like regular budgets for foreign faculty, students’ basic English competence, the number of qualified bilingual teachers, or the designs for multidisciplinary electives. (15%)

(1) As an English teacher, how will you facilitate students to collaborate ASEP with the partner school via Network, including online meeting, group discussion, video making and also online group presentation? Please provide specific strategies. (10%)

In the last semester of senior high school, the English curriculum for twelfth grade students is textbook-free. How do you design your English courses during a ten-week session? Please write a ten-week teaching plan and account for the reasons why you would like to arrange your curricula in this way. Remember to include the teaching materials, teaching aids, multi-media, evaluation methods and the assignments in your plan. individuals to a vast array of unfiltered information available in multiple formats. Social media have become breeding grounds for large-scale information sharing. As social media become embedded in the fabric of academia, they are also becoming a site of contestation. Today’s information environment is rife with fake news stories. In times of crisis,

Essay: Managing Anonymous Dissent      You recently assigned a complex writing project to your students. A few days later, you discover an anonymous post on a popular student social media forum criticizing the assignment as "burdensome" and "pointless," a sentiment that has gained significant support from other students. As their teacher, how would you address this situation professionally and pedagogically? Please write an essay to discuss your immediate response, communication strategy with the class, and reflective process regarding your instructional design.

2. Instructions:      Based on the following reading text about two museums, design a set of hybrid reading comprehension questions that incorporate multiple formats (e.g., multiple choice and short-answer items) for EFL high school students at the CEFR B2-C1 level. The test should include three parts: Part 1: Summary and Contextual Words • Write a short passage of no more than 80 words that conveys the same meaning as the original text. • Select two words from your passage and remove them to create two blanks. • The two words must appear in the original reading text. • This requires students to: locate two base words in the original text, change word forms appropriately, and fill the blanks so that the passage is grammatically and logically correct. * Provide your answers to the blanks.  Part 2: Phrasal Identification or Contextual Phrase Retrieval • Target a specific phrase in the original text. • Design one short-answer question beginning with "Which [grammatical phrase type or word count]...?" • The question requires students to identify or interpret a phrase based on context. * Provide your answer to the question. Part 3: Reading Comprehension Questions • Design two multiple-choice questions, with options from (A) to (D).  • Each must include 1 correct answer and 3 effective distractors. * Mark the correct answer to each question clearly. [Reading Text]       Throughout history, grand architecture has served as a symbol of national identity and power. Two of the most significant examples are the Louvre in Paris and the Palace Museum in Beijing. Both have undergone a remarkable transformation from exclusive royal residences into massive public museums. Today, these palace museums serve as essential gateways to understanding the art and cultural heritage of their respective nations. 

1. Instructions: The following is an oral dialogue offered by a TNSSH English teacher in the class activity for L4B3 Day of the Dead (Longteng Version). You are required to: 1. Summarize the content into a short passage within 180 words for a midterm exam meant for 11th - grade students, and create five blanks for cloze test.  2. Based on the original text, provide five multiple-choice reading comprehension questions with four options from (A) to (D), one correct answer, and three distractors.      Underline      the correct answer. 3. Based on the summary you write, concisely state 2 strategies that you can take in class to help TNSSH high school students at the CEFR B2 level to develop comparative writing techniques.

(三) 申論題 請以英文回答下列題目 1. How can English instruction be tailored to better prepare vocational high school students for their future careers? Provide specific examples.

3. Teachers at this independent school are creating customized interactive online resources, shared via iTunes U, allowing students to access lessons anytime and grow interest in online courses.

2. Havana, Cuba's capital, is undergoing a seismic economic shift, with expanding private enterprises and tourism, as locals proudly share their culture with visitors and expats.

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