II. Examination Questions Design
( A ) Rewrite the passage in approximately 250 words, keeping the main ideas and key points while making it appropriate for 11th -grade students. Then, create a cloze test with five multiple-choice questions, each with four answer choices. Provide the correct answer for each question.
        The notion that consuming coffee immediately upon waking is detrimental has gained significant traction on social media. Wellness advocates and influencers often recommend delaying caffeine intake by 90 to 120 minutes after waking to mitigate the purported risks of an afternoon energy slump and enhance sleep quality. This practice is sometimes hailed as a transformative strategy for optimizing energy levels. However, it is essential to scrutinize these claims through the lens of scientific evidence.
        To critically evaluate this assertion, it is crucial to comprehend the physiological mechanisms underlying caffeine's effects on the human body. Throughout the day, the brain synthesizes adenosine, a neurotransmitter that induces somnolence by binding to specific receptors. Caffeine functions as an adenosine receptor antagonist, thereby enhancing alertness by blocking these receptors.
        Notably, caffeine's effects are not instantaneous. Dr. Michael Grandner, Director of the Sleep and Health Research Program at the University of Arizona, notes that it typically requires 20 to 30 minutes for caffeine to reach the brain and exert its effects. The duration of these effects varies significantly among individuals, primarily due to genetic variability in caffeine metabolism.
        One rationale for postponing caffeine consumption is predicated on the fluctuations in adenosine levels. Given that adenosine concentrations naturally diminish during sleep, they are at their nadir upon waking. The theoretical underpinning is that consuming coffee immediately after waking may yield a less pronounced stimulatory effect compared to waiting until adenosine levels have increased.
        Dr. Grandner acknowledges the validity of this rationale and personally adopts a delay of 30 to 60 minutes before consuming his first cup of coffee. However, it is crucial to note that there is no universally accepted scientific consensus regarding the optimal timing for caffeine intake, as individual preferences play a significant role. Another potential justification for delaying caffeine intake is for individuals who limit themselves to a single cup per day. By postponing consumption until later in the morning, they may potentially prolong the effects of caffeine into the afternoon, thereby mitigating the likelihood of a mid-day energy decline.
        In reality, there is a dearth of robust scientific evidence to support the notion that consuming coffee immediately upon waking is detrimental or that delaying it confers substantial benefits. Dr. Marilyn Cornelis, a prominent caffeine researcher at Northwestern University Feinberg School of Medicine, underscores that caffeine's effects are highly variable among individuals, with some metabolizing it rapidly and others experiencing more prolonged effects.
        For individuals experiencing afternoon energy fluctuations, adjusting caffeine intake may be beneficial, but delaying morning coffee consumption is not the sole solution. Factors such as sleep quality, dietary habits, and hydration status play a more significant role in maintaining consistent energy levels throughout the day.
       The notion that consuming coffee immediately upon waking is inherently detrimental is more akin to a social media trend than a scientifically substantiated fact. While delaying caffeine intake may be beneficial for certain individuals, it is not a universally applicable principle. If you derive satisfaction from your morning coffee immediately upon waking, there is no compelling scientific rationale to alter this routine.

( B ) Design five reading comprehension questions based on the following passage. Include three multiple-choice questions and two competency-based questions.Provide the correct answer for each question.         Chimamanda Ngozi Adichie, as a storyteller, emphasizes the danger of the single story through personal anecdotes. Growing up in Nigeria, her early reading material consisted mainly of British and American children’s books. Consequently, her early writing featured white, blue-eyed characters who played in the snow and talked about the weather, despite her Nigerian context where such experiences were absent. This illustrated how impressionable children are to stories, leading her to believe that books inherently had to be about foreign experiences.          However, this perception changed when she discovered African literature by authors like Chinua Achebe. This revelation reshaped her understanding of storytelling, showing her that people like her could also exist in literature. It saved her from having a single story of what books could be.         Adichie’s awareness of the single story extended beyond literature to real-life experiences. She recalls the story of their houseboy, Fide, whose family was described only as poor. This limited perspective led her to see them solely through the lens of poverty. However, her assumptions were challenged when she saw a beautifully crafted basket made by Fide’s brother. This moment revealed a hidden dimension of their lives, showing her that people are always more than a single narrative.         Her understanding deepened further when she moved to the U.S. for university. There, she encountered another single story— this time about Africa. Her American roommate assumed Africa was a place of catastrophe, filled with pitiable and incomprehensible people. This singular narrative ignored the continent’s complexity, diversity, and normalcy. Adichie traced the roots of this misrepresentation back to Western literature, citing a 1561 account that depicted Africans as monstrous beings. Such historical portrayals laid the foundation for enduring negative stereotypes.         Recognizing the dangers of a single story, Adichie also reflects on her own biases. She acknowledges that she, too, once held a single story about Mexicans, shaped by the narratives in U.S. media. This self-awareness underscores how easily people, regardless of background, can fall into the trap of oversimplification. The repetition of a single narrative reduces a group to a single characteristic, stripping them of their complexity and humanity.         The concept of "nkali," an Igbo word meaning “to be greater than another,” highlights how power determines which stories are told, how they are framed, and whose voices are amplified. Those with the power to control narratives can dictate how entire groups are perceived, often reinforcing imbalances and dispossessing people of their agency.         However, Adichie clarifies that stereotypes are not necessarily false but incomplete. They flatten experiences, making one perspective the only perspective. To challenge this, she urges people to engage with multiple narratives. Only by listening to a diversity of voices can we avoid robbing others of dignity and recognize our shared humanity. This idea of "a balance of stories" is crucial in shaping a more just and accurate understanding of the world.          To illustrate this, Adichie highlights the richness of Nigerian society—its thriving publishing industry, engaged readership, influential media personalities, medical advancements, vibrant music scene, legal activism, booming Nollywood film industry, and ambitious entrepreneurs. These examples counter the limited and often negative portrayal of Nigeria, revealing a dynamic and multifaceted reality.          Ultimately, Adichie emphasizes that stories hold immense power—they can dispossess and malign, but they can also empower and humanize. Rejecting the single story allows us to reclaim a broader, more truthful vision of the world. By embracing the diversity of experiences, we restore complexity and, in Adichie’s words, regain a kind of paradise.

(1) What your teaching principles are when using AI tools in English courses, as well as the specific AI tools you are familiar with.

(2) How you will apply these AI tools to ensure that they effectively and efficiently assist students in developing the four skills, critical thinking, and creativity.

(1) Align with the five core SEL competencies (self-awareness, self-management, social awareness, relationship skills, and responsible decision-making).

(2) Include weekly themes or focus areas that enhance both English language skills and students’ social-emotional growth.

(3) Describe activities, teaching strategies, and assessments that reinforce SEL through listening, speaking, reading, and writing.

(4) Incorporate real-world applications where students use English in ways that promote SEL competencies.

11. 溶氧指溶解於水中之氧氣濃度，溶氧量被視為是判斷水質好壞之主要指標，一般而言，濃度愈高代表水質狀況愈好。有一市售試劑內含有1、2、3、4號四瓶試劑，可做水中的溶氧量檢測，檢測步驟大致如下：(1)以30毫升樣品瓶取水樣15mL，加入1、2號試劑各5滴於水樣中，後有褐色沉澱產生。(2)立刻加採樣水至剛好滿杯，蓋好杯蓋，靜置使沉澱物下降。(3)約10分鐘後以滴管吸取上層溶液(勿吸取沉澱)，使總體積剩下約15mL。加入3號試劑5滴，搖晃使沉澱物完全溶解，變成棕色溶液。(4)慢慢滴加4號試劑，直到水由棕色變成無色時，停止添加並記下總共滴數。以下是有關溶氧測試劑的相關方程式：Mn2+＋OH－＋O2→MnO2＋H2OMnO2＋I －＋H＋→Mn2+＋I3－＋H2OI3 －＋S2O32－→I－＋S4O62－若在某次測量中，滴加4號試劑24滴後水由棕色變成無色，假設4號試劑中有效物質濃度為0.05M，每滴體積為0.05mL，則水樣中的溶氧量為【第1格】ppm。

12. 定溫下，硫酸銅的溶解度為25克/100克水。現有一杯未知濃度的硫酸銅溶液250克，若將55克的CuSO4加入溶液中，則會有100克CuSO4∙5H2O晶體析出，則此溶液原本的重量百分率濃度為【第2格】%。(CuSO4的式量為160)

13. 氣泡酒可由酒瓶中的葡萄汁發酵而得。在發酵過程中，葡萄汁(C6H12O6)被轉變為酒精(C2H5OH)和二氧化碳(CO2)。將750mL之葡萄汁(密度為1.0g/mL)放入容積為800mL之酒瓶中發酵，直到酒精的含量在25℃時達到4.6%(體積百分比)為止，已知酒精密度為0.80g/mL，二氧化碳之亨利定律常數(25℃)＝30atm/M，試求出氣泡酒中二氧化碳濃度為【第3格】M。

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

115年 - 115 國立高科實驗高級中等學校_專任教師甄選_國中部：語文領域英語文專長#138933