四、教室層級素養導向教學之落實，是十二年國民基本教育課程綱要(簡稱新課綱)能否成功的重要關鍵。以下請先闡述素養導向教學有哪些著重的教與學要素，接續說明若您擔任校長後，發現教師多以傳統講述教學為主且效能不佳時，您會採取哪些領導作為帶動教師的教學革新？(25分

(A) Translate the following English passage into Chinese. (5%)While artificial intelligence, which is increasingly integrated into language classrooms, is frequently celebrated for its capacity to provide individualized feedback and simulate communicative contexts, its pedagogical effectiveness ultimately hinges on whether and how teachers exercise critical mediation, ensuring that its integration fosters the cultivation of communicative competence rather than encouraging students to become passive recipients of algorithmic guidance, insofar as such practices may undermine learners’ cognitive autonomy.

(B) Translate the following Chinese passage into English. (5%)在高中教室中，教師除了建立正向班級文化以促進學生的歸屬感之外，還必須設計並實施多元策略來幫助學生發展社交與情緒能力，使他們在面對同儕衝突、學習壓力或個人挫折時，能夠有效自我調適、維持正向互動，並促進整體學習氛圍的和諧與持續發展。

III. Rewrite and Cloze-Test Design 15%Rewrite the following article into a short passage within 150-250 words and design 5 cloze questions for B2-level high school students.Anyone with more than a superficial knowledge of Shakespeare’s plays must necessarily entertain some doubt concerning their true authorship. Can scholars honestly accept the idea that such masterworks were written by a shadowy actor with limited formal education and a social position that can most charitably be called “humble”? Obviously, the real author had to have intimate knowledge of life within royal courts and palaces, yet Shakespeare was a commoner, with little firsthand experience of the aristocracy. Common sense tells us that the plays must have been written by someone with substantial expertise in the law, the sciences, classics, foreign languages,and the fine arts. Someone, in other words, like Shakespeare’s eminent contemporary, Sir Francis Bacon.The first person to suggest that Bacon was the actual author of the plays was Reverend James Wilmot. Writing in 1785, Wilmot argued that someone of Shakespeare’s educational background could hardly have produced works of such erudition and insight. But a figure like Bacon, a scientist and polymath of legendary stature, would certainly have known about, for instance, the circulation of the blood as alluded to in Coriolanus. And, as an aristocrat, Bacon would have possessed the familiarity with court life required to produce Love’s Labour’s Lost. Delia Bacon (no relation to Sir Francis) was next to make the case for Francis Bacon’sauthorship. In 1856, in collaboration with Nathaniel Hawthorne, she insisted that it was ridiculous to look for the creator of Hamlet among “that dirty, doggish group of players, who come into scene of the play Hamlet summoned like a pack of hounds to his service.” Ultimately, she concluded that the plays were composed by a committee consisting of Bacon, Edmund Spenser, Walter Raleigh, and several others.Still, some might wonder why Bacon, if indeed the plays were wholly or partially his work, would not put his own name on them. But consider the political climate of England in Elizabeth times. Given that it would have been politically and personally damaging for a man of Bacon’s position to associate himself with such controversial plays, it is quite understandable that Bacon would hire a lowly actor to take the credit and the consequences.But perhaps the most convincing evidence of all comes from the postscript of a 1624 letter sent to Bacon by Sir Tobie Matthew. “The most prodigious wit that I ever knew … is your lordship’s name,” Matthew wrote, “though he be known by another.” That name, of course, was William Shakespeare.

IV. Reading-Comprehension & Mixed-Type Questions Design 10%Please design 3 reading comprehension questions and 2 mixed-type questions (5 questions in total) that align with current GSAT competency-based assessment trends.Recent research published in Current Biology documents an unusual and striking instance of social parasitism in ants, in which a queen of Lasius orientalis infiltrates and ultimately seizes control of a colony belonging to another species, Lasius flavus. Rather than killing the resident queen outright, the invading monarch manipulates the host workers into eliminating their own mother by subtly altering the chemical signals that govern nestmate recognition and maintain social order. First observed by ant enthusiast Taku Shimada and later formally examined in collaboration with ecologist Keizo Takasuka, the phenomenon is especially noteworthy because the Lasius flavus workers appear to gain no adaptive or evolutionary advantage from their actions; instead, the invading queen alone secures reproductive dominance andlong-term control of the colony’s resources.To determine how such manipulation is possible, Shimada recreated the invasion process under controlled experimental conditions. A Lasius orientalis queen was first allowed to acquire the scent of Lasius flavus workers, a crucial step given that ants rely heavily on chemical cues to distinguish colony members from outsiders. Disguised by this acquired odor, the invader entered the nest without resistance and was not only tolerated but even provisioned with food. After locating the host queen, however, she sprayed her with a chemical substance, believed to be formic acid, thereby altering the queen’s scent profile and destabilizing the colony’s established recognition system.This chemical disruption had profound behavioral consequences. Deprived of reliable sensory cues, the workers no longer identified their queen as kin and gradually exhibited signs of agitation and aggression. Repeated spraying intensified the hostility, and over the course of several days the workerscollectively turned against their mother and killed her. Shortly thereafter, they accepted the intruder as their new reproductive authority, effectively transferring allegiance without apparent resistance.In the weeks that followed, the parasitic queen began laying eggs, and the colony’s composition progressively shifted until all workers were her offspring. Beyond its dramatic narrative, the study underscores the central role of chemical communication in sustaining social cohesion and demonstrates how subtle biochemical interference can overturn entrenched hierarchies within complex insect societies.

(A) Classroom management is an acquired competency rather than a natural gift. It demands continuous refinement through practice and critical self-evaluation. Any instructor committed to reflective teaching possesses the capacity to enhance their mastery over the classroom dynamic. Please write a composition demonstrating how you can achieve the goal of managing the classroom well. (20%)

(B) As artificial intelligence becomes increasingly integrated into language classrooms, teachers face complex ethical and psychological challenges. Discuss the potential risks associated with students’ overreliance on AI, including its impact on students’ autonomous learning, critical thinking, and social interaction. In addition, propose practical strategies that teachers can implement to ensure that AI supports meaningful, reflective, and responsible learning experiences without diminishing students’ engagement or cognitive development. (20%)

1. 已知 25 ℃ 時，下列酸的濃度均為 0.1 M，解離常數如下，試回答下列問題： H2SO4(aq)： Ka1 ＝極大；Ka2 ＝1.3×10－2 CH3COOH(aq)：Ka＝1.8×10－5H3PO4(aq)： Ka1 ＝7.0×10－3； Ka2 ＝6.0×10－8；Ka3 ＝4.0×10－13 H3PO2(aq)：Ka＝3.0×10－2 HF(aq)：Ka＝6.0×10－4 H2S(aq)：  Ka1 ＝1.0×10－7；  Ka2 ＝1.2×10－13 欲以 0.1 M NaOH(aq) 中和酸的方式配製 pH＝7.2 的緩衝溶液，最好取 100 毫升的上列何種酸， 與多少毫升 0.1 M NaOH(aq) 混合而得？

(1)由此滴定曲線計算，起始的 Na2CO3 溶液中，Na2CO3 的體積莫耳濃度為多少 M？

(2)已知 H2CO3 的 Ka1 ＝4×10－7、 Ka2 ＝4×10－11，在附圖中當加入的 HCl 分別為 25mL 時，溶液 的 pH 值應為多少？(log2＝0.3)

(3)承第(2)題，請計算當加入 50 mL 的 HCl 時，溶液的 pH 值約為多少？

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