22. The researcher was able to ______ a subtle distinction between language acquisition and
language learning that many readers had overlooked.

(A) break down

(B) take over

(C) bring out

(D) give in

23. Several schools have begun to ______ project-based learning in response to the new curriculum guidelines. (A) phase in (B) phase out (C) look over (D) hand in

24. The committee decided to ______ the implementation of the new assessment policy until additional training had been provided. (A) take after (B) put off (C) carry on (D) bring up

25. The unexpected findings ______ several widely accepted assumptions in second language acquisition research. (A) put up with (B) came up with (C) ran out of (D) called into question V. Cloze Passage 1 Black-faced Spoonbills occur in Kinmen primarily because of the convergence of migratory dynamics and suitable wintering habitat conditions. As a migratory waterbird breeding in higher-latitude regions of East Asia, the species moves southward during winter, and Kinmen is strategically __26__ within this flyway system. In addition, Kinmen provides extensive shallow-water foraging habitats—including intertidal flats, estuarine zones, fishponds, and wetlands—that align closely with the spoonbill’s __27__ feeding strategy, in which the bill is swept laterally through the water to detect and capture prey such as small fish and crustaceans. The relative stability of trophic resources in these habitats further supports energetic maintenance __28__ the non-breeding season. As a globally threatened species, the Black-faced Spoonbill __29__ heavily on the continued protection of such limited wintering sites. Kinmen also offers low-disturbance roosting and resting sites suitable for group __30__, an important behavioral feature of the species during winter. At a broader spatial scale, Blackfaced Spoonbills rely on a network of coastal wetlands rather than a single site; Kinmen functions as a key node within this regional wintering network.

26. (A) divided (B) situated (C) isolated (D) misplaced

27. (A) visual (B) chemical (C) tactile (D) acoustic

28. (A) despite (B) without (C) beyond (D) throughout

29. (A) competes (B) thrives (C) depends (D) struggles

30. (A) aggregation (B) dispersal (C) hibernation (D) reproduction Passage 2 Although piano performance, sketching, and Chinese calligraphy belong to different fields of art, brain science suggests they all share a common foundation: a tightly linked system joining the hands, the senses, and sustained attention. In each activity, the hand performs the action while the eyes or ears supply constant __31__, and the mind notices small mistakes as they happen. Because of this overlapping demand, every practice __32__ on areas of the brain devoted to coordination and to deliberate planning. Yet each activity also asks something special of the body and mind: piano calls for split-second timing, sketching calls for visual judgment, and calligraphy calls for disciplined hand technique. At the keyboard, a pianist must keep both hands moving independently while listening closely and anticipating what comes next, a skill that depends heavily on a __33__ sense of rhythm. __34__ sketching, an artist studies proportion, light, and shadow, translating a three-dimensional scene onto a flat page through patient observation. In calligraphy, a writer adjusts the pressure of the brush, the order of strokes, and the balance of the whole composition, requiring quiet concentration and fine motor __35__. Taken together, these three pursuits build both a shared flexibility of mind and their own special strengths. Piano, sketching, and calligraphy should therefore be seen not as interchangeable pastimes but as different paths toward a more complete development of mind and body.

31. (A) response (B) feedback (C) output (D) instruction

32. (A) relies (B) lingers (C) flips (D) drives

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