45. The use of a regular morpheme in a word that is irregular, such as goed, is referred to as a(n)
(A) overextension
(B) overregularization
(C) underextension
(D) none of the above

46. In describing vowels we need not consider _______. (A) tongue height (B) tongue advancement (C) state of the vocal cords (D) tenseness

47. Which of the following is not true about Content and Language Integrated Learning (CLIL)? (A) CLIL helps students to prepare for internationalization. (B) Implementing CLIL requires a rethink of the traditional concepts of the language classroom and the language teacher. (C) In this approach, an additional language is used for the learning and teaching of both content and language. (D) CLIL helps students to become better problem solvers, but will not influence their academic skills.

48. Which of the following is not true? (A) The term English as a lingua franca (ELF) describes the use of English as a common language for speakers of different native languages. (B) The widespread use of English is largely due to the simplicity in its sound system and grammar. (C) A large amount of variation is present within ELF, and there is no standardized version. (D) In the international context, English users are mainly non-native speakers.

49. An approach to language learning emphasizes mastering language components and structures over practical application and communication skills. In this approach, assessments are focused on: (A) the final product of language use (B) the process of learning and using language (C) the specific content being learned (D) the overall purpose or goal of learning the language

50. Which is not true about free morpheme? (A) It can carry semantic meaning on its own. (B) It requires a prefix or suffix to give it meaning. (C) Words such as “boy,” “run,” and “luck” are free morphemes. (D) Each of the morphemes can function independently.

51. Which statement best describes the features of task-based language teaching? (A) A pre-task phase takes place to reinforce students’ learning or to address any problems that may have arisen. (B) The tasks are meaningful and relevant so that the students see the reason for doing the task and can see how the task relates to possible situation in their lives outside the classroom. (C) Students are actively engaged with the task, with the teacher correcting students’ errors and intervening. (D) During the post-task phase, a teacher can introduce the students to the language they will need to complete the task.

52. _______ tasks require that students express their personal preferences, feelings, or attitudes in order to complete the task. (A) Opinion-gap (B) Reasoning-gap (C) Information-gap (D) Input-providing

53. It is crucial for language teachers to provide an appropriate acquisition environment in the classroom, eliminating anxiety and encouraging students so they feel they can really acquire the language. Which hypothesis best supports this claim? (A) the natural order hypothesis (B) the monitor hypothesis (C) the input hypothesis (D) the affective filter hypothesis

54. For the CLIL (content and language integrated learning) unit title “habitats,” Mr. Anderson wrote, “types of habitat,” “animals in their habits,” “understand how living things interact,” and “human influences: habitat conversation.” What are these teaching objectives written for? (A) content (B) cognition (C) communication (D) culture

55. Which statement below is correct? (A) The acquisition-learning order asserts that the contexualized teaching is only good for the first language teaching and learning. (B) The monitor hypothesis emphasizes how teachers supervises students’ learning and correcting errors of students. (C) The affective filter concerns students’ emotional state therefore teachers should prioritize students’ preference and put the comprehensible input aside. (D) One of Krashen’s five hypotheses on language teaching is the comprehensible input often referred to “i+1” whose concept is similar to zone of proximal development.

115年 - 115 中區縣市政府教師甄選策略聯盟_國中：英語科#140388

115年 - 115 臺南市立蓮潭國民中小學(國中部)_教師甄選試題：英文科#140303

115年 - 115 臺南市市立國民小學_教師暨學前特教師聯合甄選：英語專門#140295

115年 - 115 新北市立國民中學_教師聯合甄選試題：英文科#140276

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