109年 - 109-1 國立嘉義高級中學教師甄選：英文#86811

科目：教甄◆英文科 | 年份：109年 | 選擇題數：25 | 申論題數：3

試卷資訊

所屬科目：教甄◆英文科

選擇題 (25)

1. (A) innocuous (B) institutional (C) insurgent (D) intangible
2. (A) endanger (B) endeavor (C) engender (D) engulf
3. (A) credulity (B) efficacy (C) fragility (D) validity
4. (A) celebrates (B) descries (C) envisions (D) predicts
5. (A) enterprising (B) irrevocable (C) presumed (D) ruminating
6. (A) auxiliary (B) enriching (C) impervious (D) oscillating
7. (A) bolstered (B) mollified (C) outstripped (D) vindicated
8. (A) credits (B) exalts (C) institutionalizes (D) vilifies
9. (A) auspices (B) gamut (C) gouge (D) temerity
10. (A) ardent (B) defunct (C) gratuitous (D) tepid
11. (A) advocated by (B) centered on (C) illustrated in (D) separated from
12. (A) In contrast (B) In fact (C) In particular (D) In summary
13. (A) different from (B) in line with (C) subordinate to (D) superior to
14. (A) as (B) from (C) in (D) with
15. (A) acknowledged by (B) allocated to (C) confined to (D) distinguished from
16. (A) was linked to (B) led to (C) gave way to (D) resulted in
17. (A) allergic (B) pathological (C) preexisting (D) typological
18. (A) on conceiving (B) to conceive (C) to conceiving (D) to have conceived
19. (A) Concerning (B) Except (C) Similar to (D) Unlike
20. (A) in that (B) to which (C) where (D) while
複選題
21 (AB) Only by asking that omitted information be supplied in each case could you avoid this danger.  (AC)So our minds need to do a lot of extra work to fill in the many gaps in what 5 they have to say in these situations.  (AD) Such omissions are particularly tempting if those trying to advise you see you as a “sponge.” (AE) Thus, communicators often feel a need to get their message across quickly.  (BC) Unless your perspective is identical to that of the person trying to persuade you, important omissions of information are to be expected.  (BD) You can expect, therefore, that their reasoning will be guided by different assumptions from those you would have brought to the same question.
複選題
22 (AB) Only by asking that omitted information be supplied in each case could you avoid this danger.  (AC)So our minds need to do a lot of extra work to fill in the many gaps in what 5 they have to say in these situations.  (AD) Such omissions are particularly tempting if those trying to advise you see you as a “sponge.” (AE) Thus, communicators often feel a need to get their message across quickly.  (BC) Unless your perspective is identical to that of the person trying to persuade you, important omissions of information are to be expected.  (BD) You can expect, therefore, that their reasoning will be guided by different assumptions from those you would have brought to the same question.
複選題
23 (AB) Only by asking that omitted information be supplied in each case could you avoid this danger.  (AC)So our minds need to do a lot of extra work to fill in the many gaps in what 5 they have to say in these situations.  (AD) Such omissions are particularly tempting if those trying to advise you see you as a “sponge.” (AE) Thus, communicators often feel a need to get their message across quickly.  (BC) Unless your perspective is identical to that of the person trying to persuade you, important omissions of information are to be expected.  (BD) You can expect, therefore, that their reasoning will be guided by different assumptions from those you would have brought to the same question.
複選題
24 (AB) Only by asking that omitted information be supplied in each case could you avoid this danger.  (AC)So our minds need to do a lot of extra work to fill in the many gaps in what 5 they have to say in these situations.  (AD) Such omissions are particularly tempting if those trying to advise you see you as a “sponge.” (AE) Thus, communicators often feel a need to get their message across quickly.  (BC) Unless your perspective is identical to that of the person trying to persuade you, important omissions of information are to be expected.  (BD) You can expect, therefore, that their reasoning will be guided by different assumptions from those you would have brought to the same question.
複選題
25 (AB) Only by asking that omitted information be supplied in each case could you avoid this danger.  (AC)So our minds need to do a lot of extra work to fill in the many gaps in what 5 they have to say in these situations.  (AD) Such omissions are particularly tempting if those trying to advise you see you as a “sponge.” (AE) Thus, communicators often feel a need to get their message across quickly.  (BC) Unless your perspective is identical to that of the person trying to persuade you, important omissions of information are to be expected.  (BD) You can expect, therefore, that their reasoning will be guided by different assumptions from those you would have brought to the same question.

申論題 (3)

IV. Essay questions (30%) 1. Language assessment has been employed to evaluate learners’ competence in language, to identify their weakness in language, and to determine their achievement in language courses. While “the assessment of learning” has long been adopted in EFL classrooms, there has been a call for “the assessment for learning.” In this sense, what is “assessment for leaning?” What is the significance of this assessment approach? Please put forward three assessment strategies in this regard. (15%)
2. Technology has been increasingly incorporated into English teaching and learning. However, research has found that English teachers use technology mostly for motivating students and displaying materials. To address this problem, language teachers can design technology-enhanced teaching activities in which their students can actively practice English as opposed to passively receiving input from the teacher. In this case, please describe how you would teach a particular language skill (content) using appropriate instructional techniques or methods (pedagogy) via the use of specific technological tools or resources (technology). Meanwhile, in order to put your teaching ideas into actual practice, what contextual factors would you consider? (15%) 
V. Lesson Plan (40%) If you are asked to teach a senior high school class (about 50 minutes) the following poem, “My heart leaps up,” written in 1802 by the British Romantic poet 6 William Wordsworth (1770-1850), how would you design a student-centered lesson plan? How can this poem be related to students’ daily lives or experiences? My heart leaps up when I behold A rainbow in the sky: So was it when my life began; So is it now I am a man; So be it when I shall grow old, Or let me die! The Child is father of the Man; And I could wish my days to be Bound each to each by natural piety. Please focus only on the following TWO parts: Goal (20%) and Content (20%). （For your reference: (1) 目標是指學生在學習此單元之後，預期能得到的學 習成果，通常包括認知、情意與技能三個層面。(2) 內容指的是要教學的概 念、原理、原則、事實、方法、價值、態度、技巧、操作等。內容的選擇係 依據目標而來，可運用書面資料、電腦軟體或視聽媒體等方式。）