I. 中翻英 （共 1 題，占 10 分）
行政院長陳建仁 (Chien-jen Chen) 昨天表示：「打詐國家隊將在1個月內提出相關配套方案，以制止近期頻傳的假冒名人照片進行投資的網路詐騙行為。」

II. 英翻中（共 1 題，占 10 分） Despite Meta, the company formerly known as Facebook, losing billions of US dollars on its metaverse efforts, the idea of spending time in virtual online worlds is increasingly becoming part of the public consciousness, and the buzz is set to grow in

1. Based on the attached article, “Four Lessons from ChatGPT: Challenges and Opportunities for Educators”, please analyze the pros and cons of the incorporation of AI into the classroom. (占20分)Attached ArticleFour Lessons from ChatGPT: Challenges and Opportunities for Educators      The release of ChatGPT by OpenAI in late 2022 has drawn much attention to the increasing power of systems built using the latest developments of machine learning.      While ChatGPT is already the fourth iteration of the GPT technology (the first being announced in 2018), it has captured the attention of the media as well as the education community due to the quality of the text it can generate. This is magnified by its chat interface which makes it much easier to interact with the tool without any technical knowledge.      People from diverse backgrounds have pushed the limits and discovered many unexpected uses. The immediate concern (dating back to the release of GPT-2 in 2019) is the use of this technology for cheating. However, when we survey the published reflections on ChatGPT we see a more sober and even optimistic picture emerge.      What is clear, even at this early stage, is that ChatGPT offers an initial glimpse at the potential of this type of technology. It will take some time before we have a more concrete picture of the actual impact on teaching and assessment as new products, approaches and ways of working emerge around it.Lesson 1: ChatGPT does present a challenge to maintaining academic integrity, but this is neither new nor unique      The first question many people have asked is: “Can this tool be used to write a student’s essay for them?”. Even a brief engagement with ChatGPT will reveal the answer to be “yes” but with many qualifications. The system is designed to produce cohesive and plausible text, but it is not factual in the sense that we expect from a database search. It will intersperse accurate facts with fabrications that have come to be known as “hallucinations”      Nevertheless, it is not difficult to prompt the system to produce work that will not be easily identified as machine generated and will probably for the time being escape detection by plagiarism checkers such as Turnitin. As such, it is a possible tool for cheating.      However, as the reactions from the educator community indicate, this merely underscores the challenges of maintaining academic integrity rather than completely changing the situation.      A consensus seems to be emerging that educators can use the new challenge of ChatGPT and other AI text-generation tools as an opportunity to (re)design assessments that require students to demonstrate higher-order learning outcomes that draw on learning across the curriculum in order to achieve higher outcomes. The impetus is on designing assessments that provide robust academic challenge for students across a range of tasks, conditions and timings to support a flexible and inclusive suite of assessments.Lesson 2: ChatGPT is not just a chatbot but a useful tool for educators whose potentialis yet to be fully explored      To limit the discussion to how ChatGPT and other similar tools can be used to generate essays would be to ignore its other possibilities that can be used today.      ChatGPT can not only generate text, but also snippets of computer code in various languages, tables, lists, and even Excel formulas. All of these require editing and checking, but they can be a great time-saving device.      In fact, a new term has emerged in the last year since other similar tools have appeared called “prompt engineering” that describes the skill of formulating prompts in such a way that it produces useful results.      Given that this type of tool is brand new, and its possibilities not fully explored, it is not yet clear what all those skills are. What is certain is that those who will take the time to learn about the underlying principles of this tool will be best placed to take advantage of it.Lesson 3: ChatGPT is starting to be used as a tool for learning and we are still waitingto see how effective it may be      In all the concern about students using ChatGPT or other AI tools to cheat, it may be easy to forget that they can also use it to support their learning. It is too early to say with any confidence what the overall impact of this will be, but not too early to imagine real uses      Given that ChatGPT can be used for almost any language, language learning is one such use case. Within a week of ChatGPT’s release, translator Tom Gally started imagining the different ways language students can use it to help them learn. These include generating their own vocabulary quizzes, suggesting comprehension questions for a text in another language, comparing translations, etc. The results produced by ChatGPT are far from perfect but already show great promise.Lesson 4: ChatGPT is only one of many tools built on similar underlying technologiesin a rapidly changing field. It is too early to fully appreciate what the landscape will look likeeven one year from now      Despite its high profile, ChatGPT is neither completely new, nor the last development in the use of machine learning models (often referred to as Large Language Models or more generally foundation models). Despite its undisputed power and utility, ChatGPT is not a product but a “research preview” released by OpenAI to “to get users’ feedback and learn about its strengths and weaknesses”.      Finally, a very similar technology has already been productised in image generation, computer code, voice generation, etc. And we should also not forget that similar developments are slowly being incorporated into existing products by Microsoft and Google. Latest developments in dictation, text to speech or text prediction available in Microsoft products take advantage of earlier generations of similar technology and can be expected to continue to improve.      It is not clear yet what exact shape this new ecosystem of tools will take, and neither is it certain what future improvements we can expect. But it is without doubt that this technology has real uses and will continue to increase its presence in both our professional and personal lives.(Excerpted from: https://www.ctl.ox.ac.uk/article/four-lessons-from-chatgpt-challenges-andopportunities for-educators)

2. As a high school English teacher, do you think that schools should thoughtfully embrace ChatGPT as a teaching aid? Why or why not? As we are living in a world full of generative AI, what advice do you give to your students when they use these tools? How can we use these generative AI tools ethically and safely? Please elaborate your ideas and write a well-developed essay of 200 words. (占15分)

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?

III. Lesson Plan 教案設計:1 題 Please read the article " Mazu Mania: A Great Pilgrimage That Unifies the People," and identify ONE writing feature (e.g. choice of words, descriptive flow or overall organization) that you find effective indemonstrating strong writing skills. Next, design a TWO-period lesson plan in which you guide 11thgrade students at Tainan Municipal Shalun International High School(SLSH) to learn and apply thisfeature in their own writing about Tainan’s tradition or customs. Your lesson plan should be as clear,detailed and specific as possible.      Every year, more than five million people participate in the Mazu pilgrimage. It is no exaggeration to say that this event might just be the world’s largest and wildest birthday party. The festivities do not end until the participants have celebrated for nine days and journeyed over 300 kilometers in central Taiwan. Undoubtedly, the Mazu pilgrimage is a can’t-miss event for visitors to Taiwan.     The pilgrimage, which honors the sea goddess Mazu, sets out from Dajia’s Zhenlan Temple around her birthday, the twenty-third day of the third month on Taiwan’s lunar calendar. The exact date and time, which vary from year to year, are determined earlier. During the Lantern Festival, temple authorities cast two half-moon-shaped wooden blocks to decide the actual schedule. At the chosen time, some 200,000 pilgrims set out from Zhenlan Temple on foot and visit more than 100 temples over the course of nine days. They are accompanied every step of the way by a statue of Mazu, which is carried in a sedan chair. Although the pilgrims’ strength may wane during the long journey, never do their passion and dedication fade.     Apart from being a chance for people to show their devotion to the goddess, this annual festival is a spectacular and heartwarming event. The gathering in front of Zhenlan Temple before the pilgrimage begins is a scene like no other. Throngs of people fill the streets, while the explosive sounds of drums, horns, fireworks, and firecrackers pierce the air. When the statue of Mazu finally emerges from the temple in her sedan chair, the crowd surrounds her, excited to send her off on her long journey.Along the route, millions of people also join in the celebration and come out to receive her blessing. Some even kneel or lie face down on the pavement to allow the sedan chair to pass over them, which symbolizes their hope for good luck. In the meantime, locals show their hospitality by enthusiastically offering free food, washing facilities, and accommodations to passing pilgrims. Rarely can such generosity be seen during a religious event. It reflects not only the locals’ dedication to Mazu but also the warmth and humanity that are characteristic of the Taiwanese people.      Over the years, the Mazu pilgrimage has transformed into more than just a religious ritual, and every year it attracts all manner of people—young and old, foreign and Taiwanese. Thus, the Mazu pilgrimage has been designated as one of Taiwan’s important national folk customs. For those who are looking to experience Taiwan’s cultural heritage, participating in the Mazu pilgrimage is essential!

II. Reading Comprehension & Mixed-Type Question Design 說明: 仔細閱讀以下文章後(無須改寫)，設計 5 題符合學測素養混合題題組。出題題型須包含選擇 題、填充題、簡答題、整合歸納題型等等。請附上答案，並標明每題配分與評分標準（Rubrics）。              Bridging the Digital Language Divide: AI and Educational Equity      The rapid advancement of generative artificial intelligence has the potential to revolutionize global education. However, bridging language gaps using AI requires a dedicated effort to promote inclusivity and accessibility. To ensure that no learner is left behind, it is imperative that safety standards and ethical guidelines remain at the forefront of AI development.      According to research from Brookings Education, the increasing integration of AI in classrooms highlights a critical issue: a systemic bias toward dominant languages. The Austrian philosopher Ludwig Wittgenstein once famously remarked, “The limits of my language mean the limits of my world.” This profound insight underscores the modern crisis where the concentration of  generative AI on major global languages risks reinforcing long-standing social and economic inequalities. While there are over 7,000 languages spoken worldwide, a vast majority of internet content is restricted to only a handful of dominant ones. Thisdisparity creates a "digital language divide" that excludes millions of people from the benefits of the digital age.     Furthermore, this phenomenon does not merely limit inclusivity; it perpetuates historical inequalities. Throughout history, language has often been wielded as a tool of power to shape social contexts and influence technological progress. If left unaddressed, AI could become a modern instrument of marginalization. As we move further into the 21st century, it is crucial fordevelopers and policymakers to correct this growing linguistic gap, ensuring that technology serves humanity as a whole rather than a privileged few.      Fortunately, some visionary leaders are already tackling these disparities. Maria Chmir, the Founder and CEO of Rask AI, is one such individual committed to democratizing access to global knowledge. Recognizing that online education frequently caters only to English or Spanish speakers, her mission is to offer high-quality educational materials in over 130 languages. Rask AIachieves this by providing educators with sophisticated tools for content localization. These technologies include automated audio and video translation, high-fidelity dubbing, voice cloning, and even lip-synching. Such innovations allow a lecture delivered in New York to be understood by a student in a remote village in Vietnam or Peru, preserving the nuances of the original message.      A recommended approach for fostering a more inclusive educational landscape involves a multi-faceted strategy. This includes supporting the large-scale translation of diverse educational materials and incentivizing the development of AI models trained on underrepresented languages. By doing so, we can ensure equitable access to information and effectively close thelanguage gaps that currently hinder AI-powered education. Ultimately, the goal is to transform AI from a barrier into a bridge, creating a world where every student, regardless of their native tongue, has the key to unlock the vast treasures of human knowledge.

第二部份選擇題： I. Summary and Cloze-Test Design: 1 題(20%) 含摘要改寫(10%)與克漏字出題(5 題,10%) Summarize the following article in around 300 words. Based on your summary, design FIVE cloze test questionsThe multiple-choice questions should have four options. The correct answershould be given to your designed questions. Navigating the Digital Frontier: UNESCO’s Human-Centered Frameworks for AI Competencies in Education    Overview           The past decade has witnessed the pervasive integration of artificial intelligence (AI) across all facets of human development. The public release of generative AI tools in November 2022 served as a catalyst, accelerating the permeation of these technologies into the fabric of social life. Within this transformation, the education sector stands at the epicenter. While therise of AI presents unprecedented opportunities to innovate teaching and learning practices, it simultaneously introduces complex risks that challenge traditional educational paradigms. This article explores the necessity of structured AI competency frameworks, emphasizing a human-centered approach that empowers both students and teachers to navigate this evolvinglandscape as responsible co-creators rather than mere passive users.      The Imperative for AI in Education: Opportunities and Ethical Risks           Artificial Intelligence has the potential to address some of the most daunting challenges in modern education. By automating administrative tasks and facilitating personalized learning experiences, AI can accelerate progress toward Sustainable Development Goal 4 (SDG 4)—ensuring inclusive and equitable quality education for all. However, technological advancementhas historically outpaced policy debate and regulatory frameworks.      UNESCO’s mandate centers on a human-centered approach to AI. This philosophy shifts the global conversation from technical efficiency to social equity. The primary objective is to ensure that AI does not widen the existing technological divides between and within countries. The promise of "AI for All" implies that every individual must be able to harness the fruits of this revolution, particularly in terms of innovation and knowledge access.      Despite these promises, AI poses significant risks. It threatens human agency, violates data privacy, and may intensify systemic inequalities. In educational settings, an over-reliance on AI could reduce the nuanced art of teaching to mere calculations and automated tasks, thereby devaluing the human connection between educator and student. Furthermore, disproportionatespending on technology at the expense of human capacity development could exacerbate the global shortage of qualified teachers.Therefore, the implementation of AI requires a judicious balance guided by the principles of inclusion and equity.     From Deterministic to Stochastic: Understanding the Nature of Modern AI         A fundamental shift in the nature of information technology has occurred. Prior generations of Information and Communication Technology (ICT) tools were largely deterministic, meaning the same inputs invariably produced the same outputs. In contrast, modern generative AI tools are stochastic. They operate on probabilistic models where the same input may lead to different, unpredictable outputs.      This stochastic nature makes AI-generated content potentially less trustworthy, particularly in the context of factual and conceptual knowledge. Because the "black box" of AI algorithms remains opaque to the average user, it is critical that teachers and students understand how these systems are trained. Educators must develop the capacity to examine AI outputs critically anddesign pedagogical methodologies that guide the use of AI-synthesized content. Furthermore, because AI systems are adaptive and built upon general-purpose foundation models, they possess the transformative power to alter not just business models, but social and personal practices at a foundational level.     Challenges to Implementation: Human Agency and Sustainable Development         The transition to an AI-rich educational environment is fraught with systemic hurdles. One of the most pressing concerns is the potential for AI to narrow education to only that which can be processed and delivered by algorithms. There is a risk that learning becomes a series of automated tasks, stripping away the critical thinking and emotional intelligence that are central to human maturity.     Furthermore, the environmental cost of AI cannot be ignored. The massive data centers required to train foundation models contribute to climate change—a reality that must be reconciled with the goals of environmental education. National educational authorities must dynamically review and redefine teachers' roles, strengthen teacher-training institutions, and establish robustcapacity-building programs. Investment must be redirected from mere hardware procurement to the long-term development of human capacity.         Conclusion: Wisdom over Knowledge          In the age of AI, we are rich in mechanisms but potentially poor in purpose. If we allow AI to dictate the goals of education, we risk a "disorderly individualism" and a fragmentation of character.     UNESCO’s frameworks serve as a global reference to ensure that the AI revolution serves the common good. By fostering a human-centered mindset, emphasizing accountability, and encouraging students to be co-creators rather than consumers, we can ensure that technology enhances human flourishing. The ultimate goal is to produce citizens who move with intention, guided by wisdom, toward a future that values human dignity above algorithmic efficiency.     The successful cleanup of our "digital rivers" requires the same ten-year commitment and mindset shift seen in historical urban transformations. Any city, and any education system, can transform from a "polluted backwater" into a "global green powerhouse" of intellect, provided it prioritizes human agency and collective well-being over the allure of automated shortcuts.

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.

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