3. mirror (verb)

4. plight

5. abundance

二、 Summary and cloze test design 20%Please summarize the following passage in 200-250 words. Then design five multiple-choice cloze questions for 11th graders. Each question mustinclude four alternatives, ( A ), ( B ), ( C ), and ( D ), with one of them being the best answer. Answers to each question must be provided.In an age where artificial intelligence can conjure entire visual landscapes from a few lines of text or a single image, the aesthetic allure of Ghiblistyle art has not escaped the grasp of machine learning. Inspired by the signature look of Studio Ghibli, characterized by whimsical detail, hand-drawn textures, and emotionally resonant color palettes, AI models can now transform ordinary photographs into dreamy, painterly renderings that evoke the work of Hayao Miyazaki and his studio's legendary animators. This development has captivated social media users and hobbyists, who eagerly share AIgenerated portraits of themselves rendered in this style. Yet behind the enchantment lies a contentious question: to what extent are these AI creations derivative, and do they infringe upon the intellectual property of human artists, particularly those at Studio Ghibli who never consented to their style being harvested and replicated?The controversy hinges on a complex intersection of creativity, technology, and legal frameworks ill-equipped to govern such rapid evolution. Unlike traditional tools, generative AI systems are trained on massive datasets scraped indiscriminately from the internet, which often include copyrighted artworks without the original creators’ permission. As a result, the AI “learns” not merely from public domain material but from the signature techniques, compositional patterns, and visual motifs of living artists. In the case of Ghibli-style art generators, these systems mimic not only the formal elements of the studio’s animation but also its deeply personal ethos and cultural specificity. Critics argue that such mimicry is not mere flattery but appropriation, which, in other words, automated plagiarism masquerading as innovation. Studio Ghibli itself, known for its staunch preservation of hand-drawn artistry, has not publicly endorsed any AI rendering tools, raising ethical questions about the unauthorized replication of their brand.The implications for contemporary artists are profound. In a creative landscape increasingly influenced by AI-generated outputs, human illustrators face the disquieting prospect of being overshadowed, or even replaced, by machines that replicate their style with uncanny precision and no legal or financial accountability. Moreover, when an artist’s stylistic fingerprint becomes a training source for AI without attribution, consent, or compensation, the act borders on digital exploitation. While copyright law traditionally protects specific expressions of ideas, such as finished illustrations, it does not yet safeguard style, which remains a more elusive and unprotected attribute. This legal gap has sparked calls from creators, lawyers, and ethicists to redefine intellectual property rights in ways that reflect the complexities of the AI era. Without meaningful reform, artists may find themselves in the paradoxical position of being both the muses and the casualties of algorithmic creativity.To address these tensions, a multi-pronged approach is necessary. First, transparency in AI training data must be enforced: artists should know whether their work has been used to train models, and they should be given the option to opt out. Second, new legal protections should be developed that recognize artistic style as a form of intellectual property—not to monopolize aesthetics, but to ensure fair use, respect, and compensation. Third, platforms hosting AI-generated content should implement clearer labeling systems that differentiate between human-made and machine-made art, preserving the value and integrity of traditional craftsmanship. Finally, educational initiatives are essential to cultivating digital literacy, so that users understand both the technological marvel and the ethical cost of AI-generated aesthetics. The transformation of images into Ghibli-style fantasy may dazzle the eye, but behind the shimmer lies a critical question for our time: how do we honor the humanity of art in an age where machines can mimic it so well?

三、 Reading comprehension test design 20%Please read the following passages and design four reading comprehension questions for each passage. They must include three multiple-choice questions and one short-answer question. Answers to each question must be provided.(A)Recent findings in neuroscience illuminate a striking reality: the relentless pursuit of wealth and success, so often idealized, can result in considerable emotional and psychological distress. A comprehensive study involving over 400 individuals examined the greed personality trait (GPT) and its emotional consequences. The results indicate that individuals with high GPT scores are more prone to depression, anger, and aggression. Moreover, this relationship extends beyond external behavior to internal neurobiological structures. Neuroimaging data revealed that those with elevated levels of greed exhibited significant differences in brain regions responsible for emotion regulation, decision-making, and empathy. These distinct neural patterns suggest that greed may fundamentally reshape brain function, amplifying the likelihood of experiencing negative emotional states. Participants with higher GPT not only expressed more emotional volatility but also showed divergent activity in areas linked to moral reasoning and social sensitivity. This highlights the neurological costs of unchecked greed and suggests that its influence deeply permeates cognitive and affective processes.Beyond individual consequences, the societal and organizational implications of greed are equally concerning. Economically, cultures that reward greedy behavior often face systemic instability, as demonstrated by the 2008 financial crisis. In the corporate world, the glorification of greed can foster toxic work environments dominated by hyper-competition, eroded trust, and high employee turnover. From a psychological standpoint, the study reveals that individuals with elevated GPT often fall into a pattern of chronic comparison and dissatisfaction, perpetuating emotional unrest. These insights are pivotal in guiding healthier cultural norms—ones that prioritize long-term well-being over short-term gains. In workplaces where greed is encouraged, collaboration tends to be overshadowed by individualism, resulting in diminished morale and productivity. Leadership plays a crucial role in reversing this trend. By cultivating empathy, encouraging collaboration, and redesigning reward structures to value collective achievement, organizations can foster prosocial behavior. Such a shift not only benefits employee well-being but also enhances overall organizational resilience and effectiveness.(B)In 2024, Collins Dictionary selected “brat” as its Word of the Year, reflecting a significant cultural shift influenced by British pop artist Charli XCX’s sixth studio album, Brat. Traditionally, “brat” referred to a misbehaving or annoying child. However, under Charli XCX’s influence, the term has evolved to embody a “confident, independent, and hedonistic attitude,” as defined by Collins Dictionary.The album Brat not only dominated music charts but also sparked the “brat summer” movement—a cultural phenomenon emphasizing self-assurance, independence, and indulgence. This movement permeated various aspects of society, from fashion trends to political discourse. Notably, U.S. Vice President Kamala Harris’s campaign embraced the “brat” aesthetic, with Charli XCX herself declaring, “Kamala IS brat,” a sentiment that resonated across social media platforms.The influence of “brat” extended beyond music and politics into broader societal trends. The term became synonymous with a lifestyle that challenges conventional norms, encouraging individuals to embrace their authentic selves unapologetically. This shift is indicative of a broader cultural movement towards self-expression and defiance of traditional expectations.Collins Dictionary’s choice underscores the dynamic nature of language and its ability to capture the zeitgeist. The selection process involves monitoring a 20-billion-word database to identify terms that have gained significant traction. In 2024, “brat” stood out not only for its widespread usage but also for its embodiment of the year's cultural and social climate.Other words shortlisted by Collins for 2024 reflect similar cultural trends. Terms like “era,” inspired by Taylor Swift's Eras Tour, and “delulu,” meaning to be utterly mistaken or unrealistic, highlight the influence of pop culture and social media on language evolution. These selections demonstrate how contemporary events and figures shape our lexicon, capturing the essence of the times.The designation of “brat” as Word of the Year signifies more than a linguistic trend; it marks a cultural movement that champions confidence, independence, and a departure from traditional norms. As society continues to evolve, so too does our language, reflecting the ever-changing values and attitudes that define each era.

四、 Lesson plan design 15%Go over the reading text: “To Kill a Mockingbird.” Identify ONE core concept (e.g., writing skills, genre, and text structure) to teach in FOUR periods. Design a FOUR-period course in which you guide 11th graders to understand the core concept through the reading text.Reading TextLungteng B4 L9 “To Kill a Mockingbird”“Remember it’s a sin to kill a mockingbird,” Atticus said, believing that mockingbirds were harmless and did nothing but sing their hearts out for people to enjoy.In the town of Maycomb, Alabama, in the 1930s, there lived a little girl, Scout Finch, her older brother, Jem, and their widowed father, Atticus. Their father, a well-respected lawyer in the community, taught them to be empathetic and just.When Scout was in second grade, Atticus was appointed to defend Tom Robinson, a black man accused of sexually assaulting Mayella Ewell. Mayella Ewell came from Maycomb’s poorest white family, and her father was a widowed drunkard who wasted all his money on alcohol instead of food for his hungry children. All the other people in Maycomb despised the Ewells. Even so, when people found out that Atticus was the man assigned to serve as the defense lawyer in this sexual assault case, they were on the Ewells’ side. The Finches faced criticism from the community and even their own relatives. People called Atticus a “nigger-lover,” which angered Jem and Scout. Atticus comforted them, telling them a lawyer should stand up for the rights of people regardless of their skin color, and he encouraged them to hold their heads up and keep their fists down.On the day of the trial, the courthouse was packed, and Jem and Scout secretly slipped in to watch. The Ewells’ story was that Mayella had asked Tom to come over to fix something. While there, Tom beat and sexually assaulted Mayella until Mr. Ewell came home, scaring Tom off. However, Tom’s version of the story was that Mayella came on to him and kissed him, and he pushed her away. At just that moment, Mr. Ewell arrived home and flew into a rage. Mr. Ewell yelled at Mayella, and he ran away out of fear.After hearing both sides’ testimonies, the sheriff of Maycomb pointed out that Mayella’s bruises were on the right side of her face. Upon hearing this, the audience in the courtroom realized that her injuries must have been caused by somebody left-handed. They also noticed that Tom’s left arm had been injured in an accident, which meant he must have been innocent of giving Mayella her bruises. Meanwhile, Atticus asked Mr. Ewell to write his name. To the audience’s surprise, he instinctively used his left hand. Therefore, the injuries could only have been done by Mr. Ewell himself, and the Ewells must have been lying to protect Mayella’s reputation.Despite the strong evidence, Tom was found guilty by the all-white jury and sent to prison. Feeling great despair for his future in a whitedominated legal system, Tom tried to escape from prison but was shot to death. Jem and Scout, who had watched the entire trial, had had high hopes that Tom would be found innocent. They were devastated by the injustice of Tom’s heartbreaking fate. Atticus explained that most people make sensible and moral decisions in everyday life, but when race is involved, they tend to be swayed by the person’s skin color, turning into someone unrecognizable.Nevertheless, for Maycomb, a glimmer of hope remained. Atticus noted that the jury had spent a few hours deliberating the verdict. This was an encouraging sign because usually a jury would require only a few minutes to find a black person guilty. This delay in the verdict meant that at least one member of the jury must have believed in Tom’s innocence. Therefore, although the guilty verdict could not really be considered a victory, the delay definitely represented progress and positive change.

五、 Essay writing 30%1. Online exchange programs with overseas sister schools have become increasingly popular, thanks to technological advancements. As a teacher overseeing such programs, what challenges might you anticipate, and how would you address them? (15%)

2. The 8th period presents a unique challenge: students are tired, unmotivated, and regular tests are not allowed. Yet, the time must be used meaningfully. How would you, as a creative English teacher, design engaging and purposeful learning experiences during this period? In your response, discuss your proposed materials and teaching strategies, and how you would measure student engagement or growth without using traditional tests. (15%)

一、請說明財務管理(Financial Management)的意義(5分)、目標(5分) 與主要功能。(15分)

(1)平均應收帳款

(2)流動資產

115年 - 115 新北市立國民中學_教師聯合甄選試題：英文科#140276

115年 - 115 高雄市立高雄高級中學_正式教師甄選試題︰英文科#140110

115年 - 115 教育部受託辦理公立高級中等學校教師甄選試題：英文科/應用英文科#139637

115年 - 115-1 國立臺南第二高級中學_教師甄選試題︰英文科#139242

115年 - 115 臺北市立內湖高級工業職業學校_正式教師甄選試題：應英科#139220

115年 - 115 新北市公立高級中等學校_教師聯合甄選試題：英文科#139218

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

115年 - 115 國立高科實驗高級中等學校_專任教師甄選_國小部：英語文領域專長#139004