高雄市 108 學年度市立高級中等學校聯合教師甄選英文科答案卷

【※答案一律寫在答案本上】
I. Vocabulary: (10%)
A 1. An opulence of story books covered my bed, and I would read away my sleepless
nights, with a feeling of _________.
A. insatiability B. verisimilitude C. blatherskite D. avocation
D 2. In this world, no Superman would come swooping out of the sky at the last
minute to rescue you from a catastrophe; no rider would arrive _________ with a
pardon from the king.
A. inadvertently B. stoically C. explicitly D. posthaste
C 3. The preacher preached a wonderfully rhythmical sermon, all moans, and shouts
and lonely cries and _________ pictures of hell.
A. tenacious B. exigent C. dire D. unobtrusive
A
B 4. Thousands of workers gathered in the Grand Plaza to _________ demands for wage
A
hike.
A. pulverize B. reiterate C. oscillate D. disembowel
A 5. Where had all the birds gone? The feeding stations in the backyards were
deserted. The few birds seen anywhere were_________.
A. moribund B. timorous C. reposing D. obsequious
D 6. Hunched over, trying to be as _________ as possible, a solitary diner slips into a
midtown steakhouse.
A. gregarious B. esoteric C. sanguine D. inconspicuous
B 7. Nearly all outdoor writers _________ over the browse bed, perfect for anyone who
knows how to make one and has plenty of time.
A. emulate B. rhapsodize C. waft D. inveigle
C 8. Happiness is not having less, or more; happiness is wanting what I have. And this
truth has an important _________: If I don’t want something, getting it won’t make
me happy.
A. sabbatical B. panorama C. corollary D. tantrum
B 9. You long for writers like Robert Gaiman; his vision is so personal and _________. He
explores the contradictions with a light of his own.
A. allegorical B. idiosyncratic C. poignant D. kaleidoscopic
A
A 10. By “underreacting to problems,” and acting in a serene and unflappable way, I
cultivate a _________ attitude toward life.
A. phlegmatic B. contagious C. crabby D. cumbersome
II. Essay questions:

1. Using songs in the EFL (English as a Foreign Language) classroom can be a

useful tool because it's a way to make learning more interesting and
memorable for students of all levels. Please illustrate some tips on how to
incorporate songs into your English lessons in a way that can help your
students improve their listening, speaking and overall comprehension skills.
(20%)

2. Apart from form-focused instruction, discourse has received focal attention

in competency-based instruction in English language teaching (ELT) in
Taiwan. (a) Why do English teachers need to teach discourse to students?
What aspects does discourse teaching entail? (b) If you are going to teach
discourse, what various teaching activities will you use to teach these
aspects to high school students with various English proficiency levels?
Specify student profiles, teaching objectives and the corresponding core
competencies in the teaching activities. (c) How would you assess these
students’ learning outcomes in terms of discourse? (25%)

3. As an English teacher, what will you do for your school to implement English
education in accordance with the 108 curriculum guidelines in the coming
108 semester? (20%)

4. Directions governing for the 12-Year Basic Education Curricula promote

learning progression and cross-field integration. Please design a lesson
plan for two 50-minute sessions based on the following article. In the lesson
plan, please mention the subject(s) you would like to integrate, objectives,
 and main teaching content/activities. You do not need to provide a
complete lesson plan. (25%)

In order to protect the diversity of crops from catastrophe, the Svalbard Global
Seed Vault, a seed bank, was built beneath a mountain on an Arctic island halfway
between Norway and the North Pole. The Vault is meant to help farmers and scientists
find the genes they need to improve today’s crops. It also aims to breed varieties that
might better respond to emerging challenges, such as climate change and population
growth. Currently, the Vault holds more than 860,000 samples, originating from almost
every country in the world.
There is now, however, a growing body of opinion that the world’s faith in Svalbard
is misplaced. Those who have worked with farmers in the field say that diversity cannot
be boxed up and saved in a single container—no matter how secure it may be. Crops
are always changing, pests and diseases are always adapting, and global warming will
bring additional challenges that remain unforeseen. In a perfect world, the solution
would be as diverse and dynamic as plant life itself.
The dispute about how best to save crop diversity centers on whether we should
work with communities in the fields or with institutions, since it will be extremely
difficult to find enough funding to do both. Now the isolated Svalbard seed vault is
sucking up available funding. Yet, the highly centralized approach may not be able to
help farmers cope with climate change, fifty or a hundred years from now. According to
new research findings, as much as 75 percent of global crop diversity exists outside the
big institutional seed banks. Such diversity is held instead by some of the world’s most
marginal farmers. Moreover, it is argued with increasing force that seed banks can
neither make up for the practical knowledge of farmers on the ground, nor compete
with their ingenuity. (from 107 指考題第 48 至 51 題組文章)