112年 - 112 新北市公立高級中等學校教師聯合甄選:英文科#114271

科目：教甄◆英文科 | 年份：112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. The secretary was tasked with arranging the meeting records in _____ order to ensure information could be found using dates. (A) chronological (B) graphological (C) phonological (D) theological
2. The existence of the previous monarch’s illegitimate child _____ a threat to the current monarch’s reign. (A) dwelt (B) gauged (C) logged (D) posed
3. The detective found that an _____ situation had arisen as the fingerprints on the weapon identified at the scene of the murder did not match the suspect. (A) autonomous (B) effervescent (C) intriguing (D) unkempt
4. To meet the high demand for foreign labor, the Ministry of Labor started indiscriminately _____ copies of the foreign labor hiring approval letter. (A) compromising (B) issuing (C) proscribing (D) withholding
5. The Polish tennis player’s tall _____ gave her a slight edge over her opponents. (A) abdomen (B) odium (C) stature (D) totality
6. The connection between Nick and Nora _____ immediately as they had similar tastes and interests. (A) alighted (B) absolved (C) baffled (D) blossomed
7. The daffodil heads that pop out of the frosty ground in February are the delightful _____ of spring. (A) artisans (B) bards (C) heralds (D) troubadours
8. Henry’s choice of wearing a clean, bright pink suit was too _____ for the funeral. (A) brash (B) inconspicuous (C) scruffy (D) unobtrusive
9. The children snuck into the old, _____ building to fetch the ball that had accidentally rolled into its yard. (A) contorted (B) dilapidated (C) dowdy (D) sinuous
10. Alice peeked through the tall evergreen hedge’s _____, trying to get a glimpse inside the Queen of Heart’s Garden. (A) crest (B) foliage (C) hemp (D) lint
11. (A) concede (B) envisage (C) manifest (D) reserve
12. (A) crisis (B) junction (C) scrimmage (D) volley
13. (A) capital (B) coffer (C) stocks (D) treasury
14. (A) Therefore (B) As a result (C) In addition (D) However
15. (A) fairly (B) less (C) really (D) very
16.(AB) as (AC) their (AD) multifaceted (AE) instability (BC) alienating
(BD) by (BE) those (CD) prone (CE) validation (DE) inflating
17(AB) as (AC) their (AD) multifaceted (AE) instability (BC) alienating
(BD) by (BE) those (CD) prone (CE) validation (DE) inflating
18(AB) as (AC) their (AD) multifaceted (AE) instability (BC) alienating
(BD) by (BE) those (CD) prone (CE) validation (DE) inflating
19(AB) as (AC) their (AD) multifaceted (AE) instability (BC) alienating
(BD) by (BE) those (CD) prone (CE) validation (DE) inflating
20(AB) as (AC) their (AD) multifaceted (AE) instability (BC) alienating
(BD) by (BE) those (CD) prone (CE) validation (DE) inflating
21(AB) as (AC) their (AD) multifaceted (AE) instability (BC) alienating
(BD) by (BE) those (CD) prone (CE) validation (DE) inflating
22(AB) as (AC) their (AD) multifaceted (AE) instability (BC) alienating
(BD) by (BE) those (CD) prone (CE) validation (DE) inflating
23(AB) as (AC) their (AD) multifaceted (AE) instability (BC) alienating
(BD) by (BE) those (CD) prone (CE) validation (DE) inflating
24(AB) as (AC) their (AD) multifaceted (AE) instability (BC) alienating
(BD) by (BE) those (CD) prone (CE) validation (DE) inflating
25(AB) as (AC) their (AD) multifaceted (AE) instability (BC) alienating
(BD) by (BE) those (CD) prone (CE) validation (DE) inflating

申論題 (3)

四、教案設計：共1題，每題10分（以英文作答，否則不予計分。）
       依據人工智慧聊天機器人的特性，撰寫一堂融入 ChatGPT 的教案。請以英文寫出該 教案之教學目標及其教學活動。
五、翻譯題：請將下列段落翻譯成中文，共1題，每題20分
       This was not a good moment in the history of English cuisine, but no one much minded at the time, except visitors from abroad. The formal meal began, as so many did then, with a slice of melon decorated by a single glazed cherry. Out in the corridor, in silver dishes on candle-heated plate warmers, waited slices of long-ago roasted beef in a thickened gravy, soft boiled vegetables, and potatoes of a bluish hue. The wine was from France, though no particular region was mentioned on the label, which was embellished with a solitary, darting swallow. It would not have crossed Edward's mind to order a red. –from Ian McEwan’s The Chesil Beach
六、申論題：共1題，每題30分
       How do you define the high-performing students and the low-performing students in a class? What can be the problems with either of them, and the ways to help them? Also, are good learners the high-performing students? How would you define the meaning of grade to help your students become good learners?