1. Given the National Development Council’s policy of Bilingual Nation, schools often have corresponding policies in place that affect students’ development in their English language skills. In your written response, ● Describe one school bilingual policy related to curriculum design or pedagogy; 

● Illustrate one instructional strategy that a teacher could use to support English learners in addressing the school policy or practice you have chosen; and

● Explain clearly how this strategy would be effective in addressing the barriers that English learners face in developing their English language skills.

2. Language-rich classrooms, also known as literacy-rich environments, expose all learners to a range of quality language in diverse ways. By providing students with opportunities to develop language and literacy, language-rich classrooms can support English Learners’ English language development. In your written response, ● Describe two key components that are essential for a successful language-rich classroom;● Illustrate how each component supports English learners’ language development.

3. In your written response focusing on Primary English learners at the early intermediate proficiency level, ● Describe one instructional strategy or program that would be appropriate to develop English learners’ speaking skills in English;● Explain further how the strategy or program you described would help develop English learners’ speaking skills;● Describe one type of assessment that could be used to determine whether the instructional program you described has been effective in improving English learners’ speaking skills; and● Explain why this type of assessment is appropriate for this purpose.

4. In the bilingual class, Amy is a fourth grade student in your classroom. Amy is very quiet and shy, especially when reading aloud or speaking in front of the whole class. During individual reading exercises, you notice that Amy sometimes mumbles through unfamiliar words or even replaces them in Chinese. To better understand Amy’s reading skills, you requested that she read a portion of the current story out loud to you. Before the reading exercise, you asked her to make a prediction about the story. Her prediction was demonstrated a solid ability to make predictions and a deep schema from which to draw. You completed a running record on Amy which revealed the following errors in Amy’s reading of one paragraph:After Amy completed reading the portion you assigned her to read out loud, her accuracy rate was eighty-eight percent. You then asked her to continue reading the story silently. However, when you asked her to retell the story later, she demonstrated some misunderstandings of the information presented in the story. ● In light of the three dimensions of core competencies of 108 Curriculum Guidelines namely spontaneity, communication and interaction, and social participation, develop an instructional plan of action to address areas of weakness Amy is displaying in reading. Be sure to include specific objectives, goals, materials and activities that you can implement in your bilingual class to ensure Amy makes the necessary progress in reading to end the year on grade level.

1、活塞環的功用有：潤滑、散熱、刮油及____。

2、汽車引擎二次空氣導入裝置係將空氣導入____歧管中，使排氣中之 CO 及 HC 再進一步燃燒，以消除 CO、HC 之排出量。

3、汽車點火系統，點火線圈所能輸出的最高電壓稱為____電壓。

4、機械效率為引擎的____與指示馬力之百分比。

5、起動馬達依磁場線圈與電樞線圈之連接方法有：串聯、並聯及____聯。

6、可不受道路不平而震動的影響，使傳動軸可以身長或縮短，是因裝有____接頭。

7、離合器依構造可區分為：摩擦離合器、____離合器、電磁離合器等 3 種。

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115年 - 115 臺北市立陽明高級中學正式教師甄選試題：高中英文科#139217

115年 - 115-1 國立頭城高級家事商業職業學校_教師甄選試題：英文科#139159

115年 - 115-1 國立竹東高級中學_教師甄試試題：英文科#139071

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