21. (A) gradual (B) marginal (C) seismic (D) theoretical

30. (A) sensory (B) digital (C) linguistic (D) cognitive III. Reading Comprehension 20% (two points each) 本大題於答案卡上作答。 During Superbowl XLIX, a commercial aired across America showing young women and men's responses when asked to 'run like a girl' or 'throw like a girl.' Most flounced around theatrically, saying things like, 'Ooh, my hair.' When younger girls, like 10-year-old Dakota, were asked the same question, they sprinted across the stage or mimed a powerful pitch. It's worth watching, or rewatching if you've seen it before. I find it moving every time. Search 'Run Like a Girl commercial' on YouTube to see it. The ad created for the #LikeAGirl campaign launched by Always in 2014 – highlights how girls' confidence can drop during puberty and how the humiliating messages our society sends, often unintentionally, can have a significant impact. Phrases like 'you fight like a girl' undermine girls' self-belief. In other words, we do this to them. As parents, teachers, and members of society, we send countless signals to our children. Whether intended or not, these messages shape their expectations, anxieties, hopes, confidence, and self-doubt. This is not only about gender. Our influence can shape any of our children's dispositions towards learning, life, and school. While that Superbowl commercial aired a decade ago, research published in recent months has shown how students' dispositions to learning are shaped by us, and how these dispositions in turn influence achievement. The latest Trends in International Mathematics and Science Study (TIMSS) surveyed over 650,000 students across 63 countries. It found that Australia and France share the unenviable top spot for the largest gender gap in Year 4 mathematics performance (Wernert et al., 2024). This result has troubled me ever since. With few exceptions, boys and girls receive the same teaching in the same environments. So, what is driving the difference? The prestigious journal Nature recently published a major French study involving 2.3 million children, showing that the emergence of the maths gender gap is not primarily due to age, or other background factors, but to the experience of being at school (Martinot et al., 2025). It seems we do this to them too.

21.

(A) gradual

(B) marginal

(C) seismic

(D) theoretical

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