2.

一、Summary and Cloze Test Design Please summarize the following passage in      180-200      words  and design      five      multiple-choice cloze questions for 9th 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. 

(a.) Instructional Design: How do you modify a single lesson plan to provide different levels of "challenge"?

(b.) Collaborative Learning: How do you structure group work or peer-tutoring so that it benefits both the tutor and the tutee?

(c.) Assessment & Motivation: How do you design assessments that are fair to all levels while maintaining high expectations for the entire class?

三、Currently, junior high school teaching faces two severe challenges: 'large class sizes' and the 'bimodal distribution' of student ability. When implementing Differentiated Instruction (DI), teachers often find themselves torn between maintaining teaching progress and managing the classroom effectively. Please discuss the strategies you would employ to balance instructional pacing with quality, and how you would effectively manage the learning behaviors of different groups while implementing DI. 

1.

五、會考英語科閱讀測驗文本近年來出現大量生活情境題，如：地圖、時刻表、廣告等）以及長篇論說文。請以113年英語科會考題本中第33-35題的文本為範例，說明您如何引導中高成就學生從「提取訊息」提升到「統整解釋」與「反思評價」，以達成增A的目標。（請以英文作答） (33-35) 33. According to the reading, why did Rohla and Kreytenberg open Habibi & Hawara? (A) To help refugees live better in Austria. (B) To collect money to help Syria fight the war.  (C) To help Austrians learn about the war in Syria. (D) To help refugees go back to their home countries. 34. What can we learn about Habibi & Hawawara? (A)It was moved from Syria to Austria. (B)It may finally be sold to its workers. (C)It has cooking classes in Syrian food. (D) It is an important meeting place for Syrians. 35. What does it mean when people      beg to differ     ? (A)They do not agree. (B)They look different. (C)They cannot speak for others. (D) They do not notice something.

3. Professional Self-Care and Reflection : Managing high-intensity "emotional labor" can lead to burnout. Discuss how a teacher can utilize self-reflection or professional learning communities to maintain psychological well-being and pedagogical passion.

2. Restorative Practices : Following a conflict, how would you utilize "restorative dialogue" or individual conferencing to rebuild mutual trust with the student(s) involved? How can this crisis be transformed into a learning opportunity for emotional intelligence?

1. Immediate De-escalation : When a conflict or a challenge to your authority occurs in mid-class, what specific communication strategies (e.g., Non-violent Communication) would you employ to de-escalate the tension while maintaining both classroom dignity and instructional flow?

115年 - 115-1 臺南市立沙崙國際高級中等學校_教師甄選試題︰英文科#138687

115年 - [無官方正解]115-1 國立屏科實驗高級中等學校_專任教師甄選初試試題_國中部：英文科#138654

115年 - 115-1 新竹縣立湖口高中_正式教師甄選試題：英文科#138652

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

115年 - 115-1 國立臺灣師範大學附屬高級中學_專任教師甄選試題：英文科#138540

115年 - 115-1 臺北市立大安高工教師甄選試題：英文科#138441

115年 - 115-1 臺北市立麗山高級中學_正式教師甄選試題：英文科#138422

115年 - 115-1 國立臺南女中_教師甄選試題：英文科#138421

115年 - 115-1 國立臺南一中_教師甄選初試試題：英文#138418

115年 - 115-1 臺北市立松山高級商業家事職業學校_教師甄選試題：英文科#138387