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國立中央大學附屬中壢高級中學 111 學年度第 1 次教師甄選英文科筆試題目卷
Part One: Multiple Choice Questions (40%)
Choose the best answer to each question. Please mark your answer on the answer card using 2B pencil.
I. Vocabulary Test (10%)
1. With a rising awareness of food safety, consumer interest in organically and locally grown produce has in Taiwan during the past years.
(A) burgeoned (B) coalesced (C) evaporated (D) legislated
2. The newly opened candy shop is full of sweets. No child (or even adult) can resist the temptation of giving the various kinds of candies a try.
(A) auspicious (B) ludicrous (C) miscellaneous (D) treacherous
3. The two nations signed a(n) work rights agreement, thus facilitating the daily border crossings of workers from both countries.
(A) hereditary (B) inscrutable (C) pecuniary (D) reciprocal
4. The girl student was punished with detention because she her private school’s rigid dress code by wearing a short skirt to class.
(A) acclaimed (B) impeded (C) salvaged (D) transgressed
5. The Michelin Guide has awarded one of its coveted stars to a French vegan restaurant for the first time. This restaurant has been handed the ____ in the newest edition of the culinary guide.
(A) chimera (B) accolade (C) mendacity (D) notoriety
6. Lisa felt that her return from jail would be likely to ____ a collision with her conservative father; their conflicts would get worse than before. She thus decided to leave without saying good-bye.
(A) remonstrate (B) shunt (C) repudiate (D) precipitate
7. The show's high-budget, _______ production design by a world-famous team stunned all the audience worldwide. The marvelous cast and fabulous scenes in the show were dazzling.
(A) tangential (B) unabashed (C) sumptuous (D) vehement
8. Racism is the belief that one race is _____ superior to another. This is certainly wrong. Every human being is born equal and deservesequal treatment.
(A) innately (B) externally (C) sporadically (D) marginally
9. This island has been suffering from “over-tourism”—the perceived congestion and bad influence brought by the massive _____ of tourists on the nature and residential areas.
(A) segregation (B) expulsion (C) diaspora (D) influx
10. Nancy was _____ by those around her because she broke the promise of keeping her best friend’s secret. They thought it was really an unethical act.
(A) complimented (B) reproached (C) endorsed (D) sanctioned
II. Blank Filling (8%)
Read the following article carefully and fill in each blank with an appropriate option from the box below. Each option can be used only ONCE.
第 11 至 18 題為題組
Mathematics can be said to have begun with the invention of numbers and arithmetic, which is believed to have occurred around ten thousand years ago, with the introduction of money.
Time passed. Over the 11 centuries, the ancient Egyptians and Babylonians expanded the subject to include geometry and trigonometry. In those civilizations, mathematics was largely 12 , and very much of a “cookbook” variety. (“Do such and such to a number or a geometric figure, and you will get the answer.”)
The period from around 500 BCE to 300 CE was the era of Greek mathematics. The mathematicians of ancient Greece had a particularly high regard for geometry. Indeed, they treated numbers geometrically, as measurements of length, and when they discovered that there were lengths to which their numbers did not 13 (essentially the discovery of irrational numbers), their study of number largely came to a halt.
In fact, it was the Greeks who made mathematics into an area of study, not merely a collection of techniques for measuring, counting, and accounting. Around 500 BCE, Thales of Miletus (Miletus is now part of Turkey) introduced the idea that the precisely stated assertions of mathematics could be logically proved by formal arguments. This innovation marked the birth of the theorem, now the bedrock of mathematics. This formal approach by the Greeks 14 in the publication of Euclid’s Elements, reputedly the most widely circulatedbook of all time after the Bible.
By and large, school mathematics is based on all the developments listed above, together with just two further 15 , both from the seventeenth century: calculus and probability theory.Is school mathematics tantamount to mathematics? Anyone whose view of mathematics is 16 to what is typically taught in schools is unlikely to appreciate that research in mathematics is a thriving, worldwide activity, or to accept that mathematics does 17 , often to a considerable extent, most walks of present-day life and society. For example, they are unlikely to know which organization in the United States employs the greatest number of Ph.Ds. in mathematics. (The answer is almost certainly the National Security Agency, though the exact number is an official secret. Most of those mathematicians work on code breaking, to enable the agency to read 18 messages that are intercepted by monitoring systems—at least, that is what is generally assumed, though again the Agency won’t say. Though most Americans probably know that the NSA engages in code breaking, many do not realize it requires mathematics, and hence do not think of the NSA as an organization that employs a large number of advanced mathematicians.)
(A) correspond (B) ensuing (C) purloined (D) advances (E) permeate (AB) utilitarian
(AC) sophisms (AD) confined (AE) erudite (BC) culminated (BD) foregoing (BE) encrypted
III. Discourse (10%)
Everybody faces choices every day that carry a climate cost. Do we turn the lights on in the morning, or is the light of daybreak sufficient for finding matching socks? Do we feast on bacon and eggs for breakfast, or will a bowl of oatmeal suffice? There is much talk these days about the need to lead lower-carbon lifestyles. There is also lots of finger-pointing going on. However, who is truly walking the climate walk? The carnivore who doesn’t fly? The vegan who travels to see family abroad? If nobody is without carbon sin, who gets to cast the first lump of coal? If all climate advocates were expected to live off the grid, eating only what they grow themselves and wearing only the clothes they’d knitted from scratch, there wouldn’t be much of a climate movement. 19
We don’t need to ban cars; we need to electrify them. We don’t need to ban burgers; we need climate-friendly beef. To spur these changes, we need to put a price on carbon, to incentivize polluters to invest in these solutions. Though air accounts for only a paltry 2% of global emissions, I doubt whether or not climate scientists should fly consuming far more than 2% of my Twitter timeline. 20 We have a job to do, after all. Still, a single scientist choosing to never fly again is not going to change the system. Purchasing carbon offsets for lights is a viable means of decarbonizing your air travel; nevertheless, the true solution, pricing carbon, requires policy change.
There is a long history of industry-funded “deflection campaigns” aimed to divert attention from big polluters and place the burden on individuals. 21 Nonetheless, to force Americans to give up meat, travel or other things central to the lifestyle they’ve chosen to live is politically dangerous. It plays right into the hands of climate-change deniers whose strategy tends to be to portray climate abettors as freedomhating totalitarians.
22 We need systematic changes that will reduce everyone’s carbon footprint, whether or not they care. The good news is that we have tactics to bring environmentally friendly options to fruition: pricing carbon emissions and creating incentives for renewable energy and reduced consumption. By putting a price on carbon, people can actually make money by reducing emissions, selling their services to corporations that are always looking for ways to cut costs. Never underestimate the resourcefulness of Americans when there’s a dime to save! A price on carbon needs to be designed so that marginalized communities most at risk from climate impacts aren’t adversely impinged on economically. 23 We need change not merely at the breakfast table but at the ballot as well.
(A)Meaningful change rarely happens with the galvanizing force of influential individuals.
(B) Swinging into action is important, which is indeed something we should all champion.
(C) Corporate commitments to sustainable growth and net-zero emissions are on the rise nowadays.
(D)This is why we really need political change at every level, from local leaders to federal legislators all the way up to the President.
(E) Unfortunately, sometimes doing science means traveling great distances, and we don’t always have the time or luxury to take slower lowcarbon options.
(AB) The bigger issue is that focusing on individual choices around air travel and beef consumption heightens the risk of losing sight of the gorilla in the room: civilization’s reliance on fossil fuels for energy and transport overall, which accounts for roughly two-thirds of global carbon emissions.
(AC) That level of sacrifice is unacceptable to most people.
IV. Reading Comprehension (12%)
24-26 題為一題組
When Gaudi died suddenly at the age of 73, struck down by a tram on a busy Barcelona street in 1926, the architect had been working on the Templo Expiatorio de la Sagrada Familia for 43 years. A religious organization hired the diocesan architect, Francisco de Paula del Villar, to build what was originally planned as a typical neo-Gothic church. But when Villar resigned a year after construction began, the project passed to Gaudi. Although he would go on to build several of Barcelona’s most iconic structures, including La Pedrera and Parc Guell, at the time, he had little more than a few lampposts and a shrine to his name.
It didn’t take him long, however, to transform the Sagrada Familia’s original plans into an extraordinarily ambitious undertaking: a structure that would combine natural forms and Christian symbolism into a temple that, as Fauli (the head architect now charged with the task of completing the church) puts it, “expressed meaning not only through the sculpture and other decorations but through the architecture itself.” Gaudi was not a practicing Catholic when he received the assignment. But he became increasingly devout as he worked on it, eventually coming to see the very structure as a vehicle for Christian evangelism.
“My client,” Gaudi reportedly said, “is not in a hurry.” Aware that the Sagrada Familia would never be finished in his lifetime, he left extensive drawings and models for a building that, when complete, would fill an entire city block. He insisted on completing the Nativity entrance—even though there was not yet a nave to enter into—because he knew it would serve as a kind of inspirational advert for what was to come. He did not quite achieve the goal: that façade would not be finished until 1936. Otherwise, only the crypt, the apse’s façade and a single tower were complete at the time of his death. Everything else, including the remaining 17 towers and the central nave, remained undone.
For a long time, it stayed that way. During Spain’s 1936-39 civil war, construction stopped, and much of Gaudi’s preparatory work was destroyed. Even once it resumed, that were long stretches from the 1940s through the 1990s when insufficient funds—construction depended entirely on private donations—slowed or halted altogether the work. When Fauli joined the team as a junior architect in 1990, only three of the interior’s 56 columns and a handful of the windows had been completed.
But that was before the miracle of modern tourism. Although many in Barcelona would eventually see them as a curse, the millions of travelers who began flooding the city at the start of the new century meant salvation for the Sagrada Familia. As the number of visitors rose—the church currently gets roughly 4 million per year, and each one pays an entry fee that ranges from $16 to $43—the foundation overseeing the basilica found itself in the unfamiliar position of having enough money to finish the main nave. A soaring expanse with treelike pillars and multicolored stained-glass windows that make it feel like kaleidoscopic forest, the nave was consecrated by Pope Benedict in 2010.
24. According to the passage, which of the following statements is true?
(A) Gaudi was trusted with the mission because he was an architect of great reputation and piety toward God.
(B) The booming tourism industry in Barcelona made it possible to resume the construction of the Sagrada Familia.
(C) Gaudi had no regrets because he saw the completion of the Nativity entrance before he died.
(D) After the originally assigned architect died suddenly in a tram accident, Gaudi took over the job.
25. Several factors hindered the completion of the Sagrada Familia EXCEPT .
(A) the extraordinarily grand, complicated plan by Gaudi
(B) strong protests from other Catholic churches
(C) scarcity of financial support and resources
(D) a war in which opposing groups of people in Spain fought each other
26. Which of the following would most likely be the topic proceeding the 5th paragraph?
(A) Other architectural masterpieces designed by Gaudi.
(B) The impact of a continuous surge of tourists on Barcelona.
(C) Further obstacles to the completion of the basilica and their solutions.
(D) Theological significance of different parts of the Sagrada Familia.
The Painting Robot is one of an increasing number of computer programs possessing remarkably creative talents. Classical music played by an artificial composer has had audiences enthralled, and even tricked them into believing a human was behind the score. Artworks created by a robot have been sold for millions of dollars and hung in prestigious galleries. Besides, the built software which produced art could not have been imagined by the programmer.
Humans are the only species to exhibit sophisticated creative acts. Provided that these computer codes can be broken down, where do those leave human creativities? “This is the very question of the core humanity,” says Geraint Wiggins. It scares a huge number of people. They tend to be worried that it is carrying something special away from what it means to be human.To some extent, people are considerably familiar with computerized art. Yet, the question is where the work of the artist stops and the creativity of the computer begins. One of the oldest machine artists is Aaron, a robot which has had paintings displayed in London’s Tate Modern. It can pick up a paintbrush and draw on canvas on its own. Impressive, but it is still little more than a tool to realize the programmer’s own creative ideas.
The designer of the Painting Robot, Simon Colton, is eager to ensure his creation doesn’t attract the same criticism. Unlike earlier ‘artist’ such as Aaron, the Painting Robot only needs minimal direction and can come up with its own conceptions by going online for material. The software runs its own web searches and trawls through social media sites. It starts to exhibit a sort of imagination too, creating pictures from scratch. One of its original works is an array of fuzzy landscapes, depicting trees and sky. Though some might say they have a mechanical look, Colton argues that such reactions stem from people’s double standards towards software-produced and human-produced art. After all, from his point of view, the Painting Robot painted the landscapes without referring to a photo. Software bugs can also bring about unexpected results. Some of the Painting Robot’s paintings of a chair came out in black and white, due to a technical glitch. This gives the work an eerie, ghostlike quality. Human artists like the prestigious Ellsworth Kelly are lauded for limiting their color palette, so why should computers be any different?
27. What is the writer suggesting about computer-created works in the first paragraph?
(A) They have had more success in some artistic genres than in others.
(B) A huge amount of progress has been attained in this field.
(C) Humans’ acceptance of them can differ considerably.
(D) The progress is not as significant as the public believes them to be.
28. On the basis of Geraint Wiggins, why are many people worried by computer art?
(A) It contributes to a deterioration in human capability.
(B) It ultimately surpasses human art.
(C) It undermines a fundamental human quality.
(D) It is aesthetically inferior to human art.
29. The writer regards the paintings of a chair as an example of computer art which
(A) achieves a particularly striking effect.
(B) highlights the technical limitations of software.
(C) displays a certain level of genuine artistic skill.
(D) closely resembles that of a renowned artist.
Part Two: Free Response Questions (60%)
Please read the instructions carefully and write your answers on the answer sheet.
V. Test Design: Cloze (20%)
Please read the following passage carefully, and then
(1) Summarize it into an essay of approximately 200 words. (10%)
(2) Then, based on your summary, design FIVE cloze questions. Underline the word(s) which you would like to turn into a blank, mark the question number, and provide four options—1 correct answer and 3 distractors. Remember to give the answers. (10%; 2% each question/answer item)
Please note that the targeted students are 11th-graders at CLHS.
Most People Will Add Something — Even When Subtracting Makes More Sense
Picture a bridge made of Lego blocks. One side has three support pieces, the other two. How would you stabilize the bridge? Most people would add a piece to the short stack, a new study suggests. But why not remove a piece from the taller stack? When it comes to Lego blocks, ingredients in a recipe or words in an essay, people prefer to add, not subtract.
People can be nudged to subtract instead. But effectively changing that preference seems to require reminders or rewards. That’s the finding of a new study. Its authors shared details of it in the April 8 Nature.
This preference for adding isn’t limited to building blocks, cooking and writing. It might also contribute to modern-day excesses. Think about cluttered homes, excess government rules and even a tendency to pollute, says Benjamin Converse, a behavioral scientist at the University of Virginia. He worries that because of this bias toward adding, “We’re missing an entire class of solutions.”
Converse was part of a team that first found this bias when they asked 1,585 participants to tackle eight puzzles and problems. Each could be solved by adding or removing things. One puzzle required shading or erasing squares on a grid to make some pattern symmetrical.In another, people could add or subtract items on a list of intended destinations to improve their vacation experience.
In each case, the vast majority of people chose to add, not subtract. For instance, of 94 participants who completed the grid task, 73 added squares, another 18 removed squares, and 3 simply reworked the original number of squares.
The researchers suspect that most people default to adding simply because subtracting never even comes to mind. But through a series of controlled trials, the team was able to nudge recruits toward the minus option.
In another experiment, the team offered 197 people wandering around a crowded university site. People viewed a Lego structure. It had a figure standing atop a platform with a large pillar behind her. A single block on one corner of the pillar supported a flat roof. Researchers asked the participants to stabilize the roof to avoid squashing the figure.
The researchers warned 98 participants that “each piece you add costs 10 cents.” Yet only 40 of them thought to remove the destabilizing block so that the roof could rest on top of the wide pillar below. The other 99 participants were told about the 10-cent cost of each extra block. But these people also learned “removing pieces is free.” That cue prompted 60 of them to remove the block.Practice did help participants call to mind that elusive option of removing (subtracting) something. In a variation on the grid test, where subtraction yielded the best solution, participants got three practice runs. When they performed the actual task, more people now chose to subtract squares than did those who worked this problem without practice.
Throwing unrelated information at people reduced the chance they would subtract something. In fact, people added even more when fighting information overload, the new study reports.
“When people try to make something better … they don’t think that they can remove or subtract unless they are somehow prompted to do so,” says Gabrielle Adams, a behavioral scientist who also works at the University of Virginia.
VI. Test Design: Reading Comprehension (10%)
According to the following passage, make FIVE questions for a READING test. Each question needs to include FOUR multiple choices and please Underline the CORRECT answer for each question. Among the five questions, THREE of the questions are multiple choices, each with only ONE correct answer. TWO of the questions are MIXED questions. Charts, graphs, diagrams, pictures or other forms of statements can be used in the questions to test students’ reading comprehension. The test is targeted for the grade TEN and ELEVEN students.
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Sabrina started working for a male-dominated restaurant business two years ago. At first, even though she wasn’t a manager, she tried her best to help out with all the managerial work. She created staff schedules, opened up first in the morning, locked up at closing time, made deposits at the bank, waited tables, and even trained new employees. When an official managerial position became available five months later, she therefore felt confident enough to ask for a promotion. Her general manager’s shocking reply, however, was that “women make terrible managers.” Sabrina was just another victim of the “glass ceiling” effect. Sadly, many working women have, in one way or another, suffered from this subtle form of discrimination.
In the past, it was common for women who had reached childbearing age to be considered less motivated and less disciplined than male employees or older females. This created an imperceptible but very real barrier to a female employee’s career advancement. Like an invisible lid or shield, this “glass ceiling” resisted the efforts of women to reach the top ranks of management in major corporations. To make matters worse, the see-through nature of the obstacle meant that women were constantly reminded of the opportunities they were missing out on.
Nowadays, these long-standing, unconscious gender prejudices continue to keep this glass ceiling in place. Though patterns of employment, and society itself, may have changed a lot, many people don’t realize just how pervasive this glass ceiling still is, even decades into the 21th century. In many cases, this type of gender discrimination has, over time, become a systemic problem, an inherent part of company culture that organizations simply turn a blind eye to.
Fortunately, there are also many companies and activists that are trying their best to ensure change. Thanks to new laws and greater awareness of the issue, many employers have been unable to blatantly discriminate against women. In addition, working women these days also try to break down the barriers by changing organizations with regard to unfair treatment. This can lead to discussion about professional areas where ceilings often exist, such as recruitment, skill assessment, pay gaps and promotion practices, and thus can also inspire reform. Empowered, modern female professionals who fall victim to a glass ceiling are also more likely to explore career alternatives.
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VII. Course Design (10%)
For your reference: Wheel-in-action diagram of core competencies in Curriculum GuidelinesPlease use the following materials to design a course. The length of your course is not limited to one period. The first part
of your design contains the rationale and how the design is connected to the core value of the Curriculum Guidelines of the 12-Year Basic Education (4%). The second part is the worksheet you’ll use in class (3%). The last part is how the content of the worksheet is presented in your class (3%). Please design your lesson plan within 300 words.
The First Taiwanese Commencement Speaker of UC BerkeleyA bioengineering student from Taiwan became the first Taiwanese citizen to give a graduation speech at the University of California at Berkeley. The following is the full text of her speech.
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Greetings, family, friends, faculty, alumni, and Congratulations to the class of 2018! I stand before you as a less conventional choice for student speaker because I am not an engineer by training.
But before you start questioning the decision of the committee, I would like to tell you why we doctors and engineers share so much in common.
We both take time to ENJOY the little things in life, such as those little bugs in the human body and those little bugs in our code.We both LOVE working late into the night and on holidays, and we don’t stop when we are tired; we only stop once we’ve found a solution.But, it’s not just our achievements or the recognition we receive that motivate us. It is the real impact and indelible marks we leave on others’ lives that fulfill us.
On my first morning here, our program director laid out a table of tools ranging from a hammer to a measuring tape to a spoon, and instructed us to choose one without knowing what it was for. From there we got into groups for our “ice-breaking” session, which was literally, to break a giant ice block, using our tools, until it weighed exactly one kilogram. I looked down at my spoon in dismay.
Standing here now with all of you, my fellow graduates, I realize that we are facing a similar challenge. The world is changing unpredictably around us, faster than ever before, and the tools we have in hand may rapidly become outdated or simply not match the problems we are faced with.
When we got to Berkeley we each picked a discipline that matched our personal strengths, without knowing what tasks we will now encounter. Whether you picked a stethoscope, a calculator, or a pipette, I want to reassure you that we have learned far more at Berkeley, than just how to use a tool.
However things unfold from here on out, our mission will be accomplished, as we found out with the ice blocks, not by any single tool, but by our combined creativity, critical thinking and teamwork.
During a visit to Tibet, I met Yomei, a local student who had dropped out of school due to financial strains, even though the education was provided for free. I later learned she had to spend all of her time working in order to raise her siblings, although graduating was her dream. A year later as we were corresponding, I found out she had used all her extra savings to buy coal, to provide heat so the students who were forced to work in the summer could continue to learn during the freezing winter.
By being in the world’s best public university, we are all blessed with having more than one tool in hand to better the world. Yomei, who had almost nothing in hand, except for her own motivation and determination, made this world a little better than she found it.The world outside of Berkeley may be filled with people ready to tell you to be realistic. But the truth is, no one really knows what is possible
until they actually try. As the great German philosopher Nietzsche noted, “He whose life has a why can bear almost any how.” It is all about our willingness to put one foot in front of the other, to brighten the lives of those around us. Scientist or artist, doctor or engineer, whatever your background may be, the same holds true for each of us: Life takes on the meaning that you give it.
This year we celebrate Cal’s 150th birthday, and are reminded of all the life-changing discoveries and miracles that have happened here. Here at Cal, we do not merely strive to meet the gold standard. Together, we create the new golden (bear) standard, which is not only to be a bright light for others to strive toward; but to make others around us shine brighter as well. Here at Cal, history has been made, and we’ve been given the power to shape the future, but there’s no way we could’ve gotten this far, or will achieve what’s to come, without all of you, who have been there for us since day one, and are still with us here today.
So now, on my last day here at Cal, if I were faced with the same “ice-breaking” challenge, I would worry less about which tool I’d choose, because it is not the tool in hand that matters, but the will in mind. My fellow bears, let’s take the light Berkeley has sparked in us, and go after our dreams, go better the world. Go bright, go bold, go brave, and, GO BEARS!
(Full text provided by Tsai-chu Yeh.)
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VIII. Composition Grading and Evaluation (10%)
Please follow grading rubrics from CEEC and (1) give grades on this writing, (2) correct the mistakes, (3) analyze the weakness of the writing, and (4) design a worksheet to show how you will teach or what you will do to help this student improve his/her writing skills?
IX. Essay (10%): Please write an essay of about 250 words on the following topic.
Smartphones can be both a great educational tool and a great distraction in the classroom. It should come as no surprise that almost every teenager in Taiwan owns or has access to a smartphone. This change in the way we interact with technology and integrate it into our lives has come dramatically and fast but it’s sometimes hard for teachers. More and more educators these days are incorporating modern technology and students’ own smartphones into their classroom to engage and excite students about learning. Many teachers, however, have complained that there are several problems they have now encountered while teaching with students distractively scrolling their smartphones in class. Please describe problems of students’ using smartphones in your class and the respective solutions to the problems listed. (Please limit your essay to less than 250 words.)
1. In the first paragraph, please elaborate on the problems you have once encountered.
2. In the second paragraph, please discuss what respective solutions you may use to solve the problems in teaching.
參考解答
歷屆學測自然 
