3. What is the most interesting group project you have involved your students in? Please specify the material, objective, and activity of the project, and your students’ feedback. (24%)

Part II -- Essay Question 80% 1. Please rewrite the following article and accordingly devise a cloze test with five multiple choice questions. (15%) For Strong Daughters, Stop with the Sex Stereotypes     When the rocket scientist Yvonne Brill died in March, The New York Times celebrated her as the maker of a “mean beef stroganoff” and “the world’s best mother.” When my 4­year­old daughter, Ellie, a wildly creative and interesting girl, finished a year of preschool last week, her teachers gave her an award for being the best dressed.     A few years ago at my son’s preschool camp award ceremony, I sat silently as well­meaning counselors called each child forward. Girls: best hair, best clothes, best friend, best helper, and best artist. Boys: best runner, best climber, best builder, and best thrower. My son won best soccer player. In general, girls received awards for their personalities and appearance and boys for their actions and physical attributes.    It was similar at my daughter’s ceremony, where the teacher told us that all the children were so excited to see what award they would receive; it had obviously been built up as a big deal. The gender disparity was subtle but present. A boy received best engineer. A girl got best friend. Another girl was the best helper, and another most compassionate.     A boy received best break dancer. A girl was named most athletic, and the teacher told us how when all the class raced around the track this girl “beat everyone! Even the boys!” And then my daughter got her certificate, showing her in a funky orange sweater, tight pants, and holding a bowling ball. Her award—best dressed.    Many decades after the feminist movement of the 1960s, why are we still stuck in this gender-norming rut?    The truth is that my daughter may well be the best dressed in her class. She has a terrific sense of style. One day she put on a hand-me-down Disney princess outfit, looked in the mirror and said, “OK Dad, I’m ready to dig for worms!” Another day, she went to school in a pink dress, green rain boots and a viking helmet. I frequently come home to find her in a pirate costume. She’s practical and became outraged when she discovered that her “girl jeans” turned out to have fake pockets. “Daddy,” she said, “Where am I going to put my pine cones?” If she’s the best dressed, it’s because of her creativity.    Sometimes, I find the prospect of raising a girl to be terrifying. The forces of patriarchy conspire to render girls weak, subordinate, and sexually objectified. When we respond to infants by gendering our speech, strong for boys and lilting for girls, we immediately start to shape their interactions with the world.    I would once have said nothing was worse than the conspicuous consumption mantras of Barbie or the female-subjugation messaging of Disney, but then I encountered the hyper­sexualized elementary­school girls called Bratz. And then there’s underwear. Boys mostly get superheroes and girls get hearts and flowers, but at least Dora is an explorer. All too soon Ellie will encounter the world of Justin Bieber nightgowns and Victoria’s Secret underwear for tweens.    The teenage years with the new dangers of sex, alcohol, eating disorders and more will arrive before we know it. I can’t save her from all of this, and anyway we buy into purity culture (the notion that only a father’s constant surveillance can save our daughters) at our peril and the peril of our daughters. Our daughters need to be strong, not closeted and coddled. We have toarm them with the tools to question, resist and change our patriarchal culture.    Ellie’s teacher is the kind of smart and strong young woman I want as a role model for my daughter (she’s also a really snappy dresser), and I know she was only trying to make the transition moment special for each student. She absolutely intended to celebrate the way Ellie expresses her creativity through clothes. But gender stereotypes are, by their very nature,pernicious. They creep into our minds, shaping our perceptions of the world on a subconscious level, tricking us into betrayingour values.    Our culture constantly projects the message that only appearances matter, and this message is aimed squarely at our children. We can fight this only by working against the grain, resisting gendered language and emphasizing the internal over the external.    If my daughter’s creativity shines through in her choice of clothing, then celebrate both that creativity and the critical thinking that lies at the heart of all creative acts with a most creative award. Or we could just let Ellie tell us what she wants us to celebrate. When she picked up her award, she beamed at the picture of herself holding the bowling ball so proudly. “Daddy!”she said, “I won best bowler!”         資料來源:http://edition.cnn.com/2013/05/28/opinion/perry-gender-children/index.html

2. (A) Please devise a reading comprehension test with four multiple choice questions based on the following article.(8%)

(B) How will you use the material to teach Grade 11 students? (8%)

4. If you are the homeroom teacher of Grade 11 of Language Gifted Class in TYSH (1/3 of them are able students, 1/3 of them are mediocre, and 1/3 of them are slow learners), and the class will have a two-hour graduation presentation one year later, what will you do to help the students organize the event during the year? And what performances will your programme contain? Please give reasons for each performance. (25%)

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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