30. (A) sensory (B) digital (C) linguistic (D) cognitive III. Reading Comprehension 20% (two points each) 本大題於答案卡上作答。 During Superbowl XLIX, a commercial aired across America showing young women and men's responses when asked to 'run like a girl' or 'throw like a girl.' Most flounced around theatrically, saying things like, 'Ooh, my hair.' When younger girls, like 10-year-old Dakota, were asked the same question, they sprinted across the stage or mimed a powerful pitch. It's worth watching, or rewatching if you've seen it before. I find it moving every time. Search 'Run Like a Girl commercial' on YouTube to see it. The ad created for the #LikeAGirl campaign launched by Always in 2014 – highlights how girls' confidence can drop during puberty and how the humiliating messages our society sends, often unintentionally, can have a significant impact. Phrases like 'you fight like a girl' undermine girls' self-belief. In other words, we do this to them. As parents, teachers, and members of society, we send countless signals to our children. Whether intended or not, these messages shape their expectations, anxieties, hopes, confidence, and self-doubt. This is not only about gender. Our influence can shape any of our children's dispositions towards learning, life, and school. While that Superbowl commercial aired a decade ago, research published in recent months has shown how students' dispositions to learning are shaped by us, and how these dispositions in turn influence achievement. The latest Trends in International Mathematics and Science Study (TIMSS) surveyed over 650,000 students across 63 countries. It found that Australia and France share the unenviable top spot for the largest gender gap in Year 4 mathematics performance (Wernert et al., 2024). This result has troubled me ever since. With few exceptions, boys and girls receive the same teaching in the same environments. So, what is driving the difference? The prestigious journal Nature recently published a major French study involving 2.3 million children, showing that the emergence of the maths gender gap is not primarily due to age, or other background factors, but to the experience of being at school (Martinot et al., 2025). It seems we do this to them too.

35. What conclusion did the French study published in Nature reach about the maths gender gap? (A) It is mainly caused by biological differences (B) It is mostly influenced by family background (C) It develops primarily due to school experiences (D) It appears before children start school 閱讀段落 (Reading Passage): Under a government which imprisons any unjustly, the true place for a just man is also a prison. The proper place today, the only place which Massachusetts has provided for her freer and less desponding spirits, is in her prisons, to be put out and locked out of the State by her own act, as they have already put themselves out by their principles. It is there that the fugitive slave, and the Mexican prisoner on parole, and the Indian come to plead the wrongs of his race should find them; on that separate, but more free and honorable, ground, where the State places those who are not with her, but against her- the only house in a slave State in which a free man can abide with honor. If any think that their influence would be lost there, and their voices no longer afflict the ear of the State, that they would not be as an enemy within its walls, they do not know by how much truth is 閱讀段落 (Reading Passage): stronger than error, nor how much more eloquently and effectively he can combat injustice who has experienced a little in his own person. Cast your whole vote, not a strip of paper merely, but your whole influence. A minority is powerless while it conforms to the majority; it is not even a minority then; but it is irresistible when it clogs by its whole weight. If the alternative is to keep all just men in prison, or give up war and slavery, the State will not hesitate which to choose. If a thousand men were not to pay their tax-bills this year, that would not be a violent and bloody measure, as it would be to pay them, and enable the State to commit violence and shed innocent blood. This is, in fact, the definition of a peaceable revolution, if any such is possible. If the tax-gatherer, or any other public officer, asks me, as one has done, "But what shall I do?" my answer is, "If you really wish to do anything, resign your office." When the subject has refused allegiance, and the officer has resigned his office, then the revolution is accomplished. But even suppose blood should flow. Is there not a sort of blood shed when the conscience is wounded? Through this wound a man's real manhood and immortality flow out, and he bleeds to an everlasting death. I see this blood flowing now. 題目 (Questions):

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