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115年 - 115-1 國立嘉科實驗高級中學_教師甄選試題_高中部:英文科#138617
> 申論題
1.請用英文書寫一門高中英文科多元選修課程,以「嘉義學英語導覽」為主
題,設計為期一學期(18 週)的課程。課程內容須包含課程名稱、設計理
念、學習目標、每週教學內容(18 週課程大綱)、教學方法,以及形成性與總
結性評量方式,並說明如何培養學生之英語溝通能力與在地文化素養。(20分)
相關申論題
2.Essay questions: (20 分) The integration of Artificial Intelligence (AI) in language teaching and learning has gained significant momentum in recent years. In a 250-word essay, elaborate on your pedagogical approach to incorporating AI into your English courses. Discuss the specific AI tools with which you are familiar and how you intend to utilize these resources to enhance students’ productive language skills, particularly speaking and writing, as well as fostering critical thinking and creativity. Additionally, outline strategies for designing assignments that discourage students from submitting AI-generated content, ensuring that their submissions are a true reflection of their individual learning progress.
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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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VI. Translation (15%) Translate the following paragraph into English. 在補習班與校園間往返,Z 世代的步履往往匆促。然而,當手機裡住進了「皮克敏」(Pikmin Bloom),通勤竟成了神祕的療癒儀式。這群頂著嫩芽、穿戴瓶蓋的小生物,不僅是遊戲數據,更是 情緒的投射。面對升學壓力與社交焦慮,皮克敏「跌倒了吹哨再集合」的韌性,以及「只要走路就 能開花」的單純,精準撫慰了年輕的靈魂。我們不再執著於高強度的數位競技,轉而在虛擬與現實 重疊的地圖上,用腳步溫柔地對抗世界的吵雜。收集飾品皮克敏的過程,將枯燥的街道轉化為未知 的探險地。在變動的時代,我們需要的或許不是登頂捷徑,而是一場慢下來的「精神散步」。當數 位小花在身後綻放,心裡的焦慮也隨之消散。
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V. Integrated Reading Questions Design (10%) Create integrated comprehension questions based on the given text. The questions should reflect the GSAT format, including (1) a mix of blank filling questions, (2) a multiple-choice question with at least two correct answers, and (3) a short-answer question. Forum Topic: Is It Necessary to Teach Philosophy in High School? Introduction: This forum was created as a space for educators to exchange views and debate whether it is necessary to teach philosophy in high school. By sharing personal experiences and concerns, participants aimed to explore both the value of philosophy education and the challenges of introducing it at the secondary level. Discussion Summary:
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IV. Writing and Reading Comprehension Questions Design (20%) Rewrite the given passage below into a well-structured text of 300 to 350 words and create 4 reading comprehension questions based on your rewritten passage. Be sure to provide the answer key. Tudor architecture marks a pivotal moment in English history, blending older medieval traditions with emerging Renaissance ideas to create a distinctive and lasting style. It is not only visually recognizable but also tied to a compelling story of ambition and power. One of the most famous examples begins in 1515, when Cardinal Thomas Wolsey—who rose from humble beginnings to become King Henry VIII’s most trusted advisor—began building Hampton Court Palace. Wolsey envisioned a residence so magnificent that it could rival even the King’s own. His project reflected both his immense influence and his desire to display it, while also helping shape what would become a defining architectural style of the Tudor period. Yet power can shift quickly. Wolsey’s failure to secure Henry VIII’s divorce from Catherine of Aragon led to his sudden downfall in 1529. The King seized Hampton Court Palace and transformed it into a royal residence, expanding it with additions such as the Great Hall and other lavish features. What began as Wolsey’s personal statement became one of the most iconic symbols of Tudor England. In a way, the palace stands as both a monument to royal authority and a reminder of Wolsey’s dramatic rise and fall. Although Wolsey played an important role in promoting this style, Tudor architecture did not originate with him alone. He functioned more as a patron, working with skilled architects and craftsmen. The style itself began to emerge in the late 15th century, during a transitional period when England was moving away from medieval Gothic traditions and gradually incorporating Renaissance influences. Named after the Tudor dynasty, which ruled from 1485 to 1603, the style developed during a time of increasing political stability following the Wars of the Roses. Under Henry VII, this stability created opportunities for architectural innovation and experimentation. As England entered a more peaceful era, the focus of building shifted. Instead of purely defensive structures, architects began designing grand manor houses and palaces that balanced protection with comfort and decoration. Figures such as Henry VII and Sir Reginald Bray contributed to this evolution through projects like Richmond Palace. These developments resulted in buildings that combined elements from both Gothic and Renaissance traditions, creating what can be described as a transitional or hybrid style. Over time, Tudor architecture established its own clear identity. It emphasized both functionality and visual appeal, with a strong focus on craftsmanship and the use of local materials. Timber and brick became especially important, and one notable shift during this period was the increased use of brick instead of stone. This change reflected not only aesthetic preferences but also broader economic and technological developments. Several key features define Tudor architecture. One of the most recognizable is half-timbering, where exposed wooden frames are filled with plaster or brick, forming distinctive patterns on exterior walls. Roofs are typically steeply pitched and often include multiple gables, making them both practical for weather conditions and visually striking. Tall, decorative chimneys are another hallmark, often elaborately designed to display wealth and status. Windows in Tudor buildings are usually narrow and tall, often grouped together and fitted with leaded glass. These casement windows allow natural light while maintaining a vertical emphasis inherited from Gothic design. Entrances frequently feature ornate doorways and Tudor arches, which are flatter than the sharply pointed arches of earlier Gothic structures. In wealthier buildings, a combination of brick and stonework further highlights the stylistic transition taking place during this time. The relationship between Tudor architecture and earlier styles is essential to understanding its significance. Gothic architecture, which had dominated Europe for centuries, heavily influenced Tudor design. Its vertical lines, intricate detailing, and pointed forms were adapted from large religious structures into more domestic settings. This allowed Tudor homes to retain a sense of grandeur while becoming more suitable for everyday living. At the same time, Renaissance ideas introduced a new focus on symmetry, proportion, and classical elements. Originating in Italy, the Renaissance gradually spread across Europe, influencing English architecture as well. Tudor builders incorporated some of these principles, particularly in their use of brickwork and more balanced designs. Rather than replacing Gothic elements entirely, these ideas blended together, resulting in a unique and distinctly English style. This fusion makes Tudor architecture a true transitional form, bridging the gap between medieval and modern design. It also laid the foundation for the Elizabethan style that followed, which would place even greater emphasis on symmetry and decorative complexity. Tudor buildings reflect a desire to combine the dramatic qualities of Gothic architecture with the harmony and order associated with the Renaissance. Ultimately, Tudor architecture represents more than just a style of building; it reflects a period of change in English society. It captures a time when stability allowed for creativity and when people sought to express both tradition and progress in their surroundings. From Wolsey’s ambitious vision at Hampton Court to the broader development of manor houses and palaces, Tudor architecture tells a story of experimentation and aspiration. It stands as a lasting example of how historical transitions can shape not only the way people live, but also the spaces they create.
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III. Writing and Cloze Questions Design Test (15%) Rewrite the given passage below into a well-structured text of 200 to 250 words and create a cloze test with 5 questions based on your rewritten passage. Each question should have four choices, ( A ), ( B ), ( C ), and ( D ), with one of them being the best/correct answer. Be sure to provide the answer key. A "blood moon" occurs during a total lunar eclipse. Scientifically, this happens when the Earth passes directly between the sun and the moon, casting its shadow across the lunar surface. Instead of turning completely black, the moon glows with a deep, rusty red color. This is caused by Rayleigh scattering—the same phenomenon that creates red sunsets. The Earth’s atmosphere filters out blue light and bends red light toward the moon. However, for most of human history, people didn't have a scientific explanation; they had stories. In the world of literature and culture, the blood moon is a powerful allusion. An allusion is a brief, indirect reference to a person, place, or event—often from history or the Bible. When a modern author uses the phrase "blood moon," they are rarely just talking about an eclipse; they are usually alluding to ancient prophecies of the "End of Days." This literary technique allows writers to add profound layers of meaning to their work, effectively connecting a simple natural event to centuries of human history and shared belief. The most famous allusions come from the King James Bible, specifically the books of Joel and Revelation, which describe the moon "turning into blood" before a world-changing event. Because of these texts, the red moon has become a literary harbinger—a sign of significant or dangerous change. In Shakespeare’s plays, such as Othello, celestial changes like an eclipse are used to mirror the "madness" or chaos happening on Earth. This is known as the pathetic fallacy, where the environment reflects human emotions and moral turmoil. Cultural folklore also provides a rich history of allusions. The ancient Incas believed a celestial jaguar was attacking and eating the moon, which is why it appeared to bleed. To save it, they would howl and shake spears to drive the predator away. Similarly, in ancient Mesopotamia, an eclipse was seen as a direct attack on the king. These historical "scripts" allow writers today to use the blood moon as a symbol of transformation, judgment, or the shifting of power. Ultimately, the "blood moon" serves as a bridge between the physical world and the human imagination, transforming a predictable astronomical alignment into a profound cultural event. Whether interpreted through the lens of Rayleigh scattering or as a biblical omen, the phenomenon reminds us that humanity rarely views nature with total objectivity. When we look up at a crimson sky, we are participating in a multigenerational dialogue that explores the fascinating boundaries between the known world and the mystical.
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(V) Chinese-to-English Translation (10%) 在新冠肺炎疫情期間,社群媒體公司被指控審查某些特定貼文,並把它們標註上事實查核或甚至將它們完全移除。 這些作為引發激烈的爭論: 究竟社群媒體平台是否能審查有害的內容。如果審查變成常態,會被視為違反言論自由嗎? 在妄下結論前,人們應該先了解是什麼遭到審查以及為什麼。這個審查制度其實是社群媒體平台為了對抗新冠疫情的 危險假訊息被傳播所做的努力。在這個很多人命懸一線,全球危機的時期,移除假訊息無疑是符合道德的作法。一個 相關的問題是對仇恨言論的審查,這種言論會導致因宗教、種族、性別或性傾向而對別人的歧視。被標記的其中一個 例子是有位名人曾在群眾集會的貼文發表了對墨西哥移民詆毀的言論。
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(IV) English-to-Chinese Translation (10%) The relationship between the two countries is a hugely important economic relationship. There is no question that the level of friction around the trade discussion has been escalating. And in the context of that, that’s leading to some uncertainty and some question about where this will all go. Obviously hard to predict at this point—market participants are watching it very closely. To the degree that it escalated more significantly, it would be bad for both countries. So our hope would be that the rhetoric gets put aside, and over time here, there’s a constructive solution that’s worked through. We’ll have to wait to see how it all plays out.
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(III) Instructional Design (20%)DAAN Vocational High School frequently organizes international exchange programs. However, a significant challenge arises from the diverse English proficiency levels among students, ranging from CEFR A2 to B2.Task: Design a 50-minute lesson plan for an on-campus exchange activity involving 30 students (15 international and 15 DAAN students). The primary goals are to introduce DAAN Vocational High School to the visitors, foster inclusivity for all proficiency levels, and enhance students' oral communication skills.Your lesson plan must include the following components:● Learning objectives● Activity description● Implementation procedures
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2. Two mixed-type questions consistent with the GSAT's focus on competency-based evaluation. (4%).
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