5. 君不見，青海頭，古來白骨無人收。（                      ）。

6. 夫以子之不遇時，（                      ），皆愛惜焉。（                      ），出乎其性者哉！

7. 匹夫見辱，拔劍而起，挺身而鬥，此不足為勇者。天下有大勇者，（                      ）。

8. 佛狸祠下，一片神鴉社鼓。（                      ）？

9. 嗟呼！之推不得已而仕於亂世，猶為此言，（                      ），能無愧哉！

10. 庶幾秋姿不老，四座流芬，得比勁節長垂，千人共仰，（                      ）。

1. Please write a summary in 150 to 200 words for the following article. In addition, create five cloze test questions, each with four options, based on your summary. (25%)         In 1954, British schoolteacher William Golding penned his now famous novel Lord of the Flies, depicting the partly natural and partly self-inflicted struggles endured by a party of English schoolchildren who find themselves stranded on a deserted island and quickly turn on one another out of selfishness. Often turned to today as a poetic expression of the ultimately realistic truth that, when push comes to shove, all the niceties people put on in their daily lives will fall away and, free to now express their otherwise repressed inner demons, people will devolve into little more than bloodthirsty brutes, instruments of their own destruction. Compelling a story it may be, Bregman argues, it is a work of fiction and should be treated as such. When we search for real-life examples of stories like Lord of the Flies unfolding, we discover a very different image of what humanity turns into when freed from the shackles of civilization.         Bregman describes the true story of Tongan schoolboys shipwrecked on the deserted island of Ata with few resources and no adult supervision. Bregman was able to track down the captain of the fishing boat who rescued the boys, Peter Warner, son of Australian businessman Arthur Warner, and one of the rescued individuals, Mano Totau. He interviewed Warner and got the full story of the boys' ordeal and rescue, including that Warner hired all of them as crew members for his fishing boat. In sharp contrast to the prediction by Lord of the Flies, the children immediately came up with rules to govern their conduct and ensure cooperation. A division of labor was set up, respective to each boy's strengths and weaknesses. When arguments and disputes broke out, those involved would separate themselves from one another, returning only once they had calmed down and could engage in good faith to resolve the matter. "By the time we arrived,” captain Peter wrote in his memoirs, “they had set up a small commune with a vegetable garden and hollowed out stumps to collect rainwater, a sports area with unusual weights, a badminton field, chicken coops, and a permanent fire." When one of the boys, Steven, fell from a height and broke his leg, the others rushed to provide him with medical care. After the rescue, medical professionals were impressed with the general health of the boys, including Steven whose leg had fully recovered.

2. Please carefully study the following article and create 5 integrated reading tasks appropriate for the new General Scholastic Ability Test(新型學測混和題型). For these integrated reading tasks, please utilize at least three different types of questions, such as multiple-choice, matching, ordering, fill-in-the-blank, table/chart/organizer completion, and short-answer questions. (每題題目皆需附上答案) (10%)Nathan Reilly has had Type 1 diabetes since he was a baby. And until recently, the 19-year-old alwayshad his mother to help remind him of the litany of tasks people with diabetes must do: check blood sugar; adjust insulin pump; watch what you eat; be careful how much you run around.Now a freshman at Pennsylvania State University, Reilly feels confident he can manage on his own. He spent much of his senior year of high school practicing the routine, preparing. But of course he still worries a little.A few times in high school, during hockey season, Reilly fell asleep with low blood sugar and experienced a seizure overnight. The experience was scary, but at least his mom was there to take care of him.Now living in a dorm room, if his blood sugar is low when he tests before bed, Reilly plans to stay awake until it comes up.Diabetes distress-which is different from regular stress and anxiety-is high among college students and can negatively affect their quality of life, according to a small survey-based study in Ohio."This is a population we need to focus on in terms of addressing their health outcomes," said Elizabeth A. Beverly, an assistant professor of medicine at Ohio University and the study's lead author. "If you're not controlling your diabetes ... for even four years, that can have a major impact in terms of complications down the road."Diabetes distress is a negative emotional reaction to the experience of living with a condition that requires around-the-clock attention and lifestyle changes.People with Type 1 diabetes, an autoimmune condition in which the body does not produce insulin, must diligently track their blood sugar levels and their carb intake and administer insulin. People with Type 2 diabetes, where insulin production is compromised, may also need to adhere to nutrition guidelines and take medication.To better understand diabetes distress on university campuses, Ohio University researchers conducted anonline survey in December 2017 and January 2018.Of the 173 people who completed the survey, 56 were students and 117 were employees. About half ofthe participants had Type 1 diabetes; the remainder had Type 2.The findings support earlier research that diabetes stress is a significant issue and point to the need formore research among a broader student and faculty population, Beverly said.About 27 percent of respondents with Type 1 diabetes and 30 percent of respondents with Type 2 reported high diabetes distress.Students reported higher rates of diabetes distress than faculty and staff, Beverly said.Feelings of powerlessness, stress about eating properly and adequately managing diabetes were the most common concerns participants reported.Many survey respondents showed signs of severe depression.Food is something Reilly thinks about a lot and is an aspect of college he anticipates he'll need to approach with extra care."Foods that wouldn't be an issue for just anyone are an issue for me," Reilly said.Pizza, for example, is loaded with fat and carbs. Reilly must plan carefully to adjust his insulin pump to accommodate the effect a slice would have on his blood sugar levels.As he starts out in a new school, Reilly wants to make sure the new friends and classmates he meets don'tmisunderstand what it means to have diabetes. Sure, he can't eat whatever he wants whenever he wants,but he is still in control of his life."It is kind of a pain to deal with, but a lot of people that I come across are like,'Oh, you can't do this, you can't do that.' And that's not the case," Reilly said. "I can do pretty mucheverything someone without diabetes can do; I just have to be careful."

Part 6: Essay Questions (15%)      In recent months, the emergence of ChatGPT has made headlines all over the world. Some in the education community regard it favorably and believe that the AI system can greatly help students, while others are concerned that students will abuse the AI and produce poor learning outcomes. How can we, as high school English teachers, use ChatGPT to teach students how to use the AI system effectively for English learning? You must elaborate on your teaching strategies and provide practical examples for this task.

Part 7: Course Design (20%)      Design an 18-week syllabus for a selective course on global and cross-cultural awareness, two hours per week. (Please keep the following objectives in mind: creative and critical thinking skills and information and media literacies.)

題目：信任與懲誡引言: 有部日劇〈令人討厭的松子的一生〉，故事是說，一名高中女老師松子在學校舉辦的旅行途中為學生的偷竊頂罪，而被開除之事，從此開啟松子不幸的一生。這種戲劇性内容，要出現在臺灣校園場景中，幾乎是不太可能；反之，較有可能的是，一定要找出一個偷竊金錢或物品的學生才行。但是，學校老師既不是警察，也無相關專業訓練，要如何確認是誰偷竊的，就不是一件容易的事。因此，當學生說，不是他偷竊的，這時候， 「信任」學生就成為一件重要的事。不過，在眾口鑠金下，又依據什麼基礎或信念去信任學生呢？如何公允的判斷裁決處理，在教育現場就變成 一項相當重要的事。承上所述，試以「信任與懲誡」為題，撰寫一文申論之。

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