33. Based on the recommendations regarding daily scheduling in Paragraph 3, it can be inferred that leaving an entire vacation itinerary blank is discouraged because ______.
(A) it forces travelers to spend too much time taking and sharing photos on social media
(B) completely unstructured leisure time has been proven to increase a traveler's heart rate
(C) modern restaurants refuse to accommodate travelers who arrive without prior reservations
(D) the need to make constant, real-world choices during the trip can lead to decision fatigue

34. According to the passage, all of the following are explicit strategies recommended to reduce or prevent stress before, during, or after a trip EXCEPT ______. (A) conducting exhaustive online web searches to gather a comprehensive list of destination options (B) utilizing compression packing cubes to minimize organizational chaos during transit (C) building a buffer day at home prior to returning to regular work responsibilities (D) executing extra professional tasks in advance of the scheduled departure date

35. What is the author's primary purpose in mentioning travelers’ “habits and priorities” in the final paragraph? (A) To argue that early morning physical activity is superior to resting late while on vacation. (B) To explain why traveling families face unique logistical challenges when booking direct flights. (C) To illustrate how interpersonal compatibility between travel companions shapes the quality of the trip. (D) To criticize corporate colleagues for having incompatible scheduling demands during business trips.

36. What is the main argument of the passage? (A) Teenagers today are less empathetic than previous generations. (B) Schools should focus more on punishment than emotional education. (C) Bullying is influenced by social dynamics involving peer culture and bystanders. (D) Academic competition is the primary reason students use social media irresponsibly. 

37. According to the passage, why did students repost the video of Ethan? (A) They were forced to do so by their peers. (B) They believed the video was educational. (C) They wanted to help Ethan become popular. (D) They feared social exclusion from their peers.

38. The author includes the example of Ethan primarily to illustrate how ______. (A) public embarrassment is more harmful than physical aggression (B) digital technology has made school discipline increasingly ineffective (C) students today are more emotionally vulnerable than previous generations (D) indirect participation can contribute significantly to the persistence of bullying

39. The word “symbolic” in the final paragraph suggests that anti-bullying policies may ______. (A) become legally controversial (B) strengthen school discipline immediately (C) improve students’ academic performance (D) appear meaningful without creating real change

40. Which of the following best describes the tone of the passage? (A) Analytical and critical. (B) Humorous and relaxed. (C) Nostalgic and emotional. (D) Optimistic and celebratory.

41. During an English-speaking activity in a Taiwanese junior high school, students are discussing what they did over the weekend. One student enthusiastically shares: “He go to school yesterday.” The teacher recognizes that the student has made a grammatical error in verb tense but is also aware that the primary goal of the activity is to promote oral fluency and confidence in communication. According to the principles of Communicative Language Teaching (CLT), what would be the MOST appropriate teacher response? (A) Ask the student to translate the sentence into Mandarin Chinese in order to identify the grammatical mistake. (B) Interrupt the student immediately and require repetition of the sentence until the correct grammatical form is produced. (C) Prioritize the student’s successful communication of meaning during the activity and provide corrective feedback at a later, more appropriate stage. (D) Refrain from addressing the error altogether because grammatical accuracy should never be corrected during communicative activities.

42. During an English lesson in Taiwan, the teacher organizes a scavenger hunt activity in which students work in small groups to locate hidden objects around the classroom. To complete the task, students must read English clues, discuss possible answers with teammates, ask questions, and negotiate meaning in English before moving to the next location. Which instructional characteristic is MOST clearly reflected in this classroom activity? (A) An interactive, learner-centered approach that promotes meaningful communication and authentic language use through collaborative problem-solving. (B) A structured Audiolingual approach that emphasizes habit formation through repetitive oral pattern drills and immediate error correction. (C) A Total Physical Response (TPR) approach that focuses primarily on learners’ comprehension of teacher commands through physical movement with minimal verbal interaction. (D) A Grammar-Translation approach that develops linguistic knowledge through explicit grammar explanation and translation between English and Mandarin.

43. During an EMI environmental studies lesson, students are investigating the causes of climate change. Several learners initially hold the misconception that climate change is caused solely by littering and local pollution. As they analyze scientific data, interpret graphs, and engage in guided discussions, they encounter evidence demonstrating the complex roles of greenhouse gases, industrialization, and global consumption patterns. The teacher deliberately encourages students to challenge their prior assumptions and reconstruct their understanding based on the newly acquired knowledge. From the perspective of Piagetian Constructivism, the cognitive process most clearly illustrated in this scenario is ______. (A) conditioning, in which learners acquire knowledge through reinforcement of desired responses (B) accommodation, in which learners revise existing cognitive structures when confronted with information that cannot be adequately explained by prior schemas (C) pattern drilling, in which learners develop automaticity through repeated exposure to target forms (D) linguistic translation, in which understanding is achieved by converting information between two languages

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