80.
(A)Conversely

(B)Lamentably

(C)Paradoxically

(D)Symptomatically

81.(A)Complementary to the precipitous decline in (B)Notwithstanding the deleterious impact of (C)By means of the multifaceted restoration of (D)For the express purpose of mitigating

82.(A)marginalize the gravity of (B)appreciate the fleeting beauty of (C)document the progression of (D)ignore the looming threat of

83.(A)As a direct corollary (B)Be that as it may (C)By the same token (D)In a similar vein 第3頁，共7頁 桃園市 115 年國民中學新進教師甄選【專業科目：英語文科】試題卷 V. Reading Comprehension (84-100 题，共 17 题) A. 84-86 题 Read the following email: Subject: Follow-up on Curriculum Discussion Dear Ms. Patel, Thank you for meeting with our department last Friday. Your presentation on project-based learning gave us several practical ideas that we are eager to explore further. After discussing your suggestions, our teachers agreed that we would like to begin with a small pilot program rather than a full curriculum redesign. We believe this approach will allow us to evaluate how students respond before making larger changes. Several teachers were especially interested in your recommendation that students work on interdisciplinary projects connected to real-world issues. One concern, however, involves assessment. Some teachers are unsure how group projects can be evaluated fairly when students contribute at different levels. If possible, could you share examples of assessment rubrics or student reflection forms that your school has used successfully? Thank you again for your time and generosity. Sincerely, Grace Lin Department Chair

84. Why does the department want to begin with a pilot program? (A)They lack enough teachers to redesign the curriculum. (B)They want to test the approach before expanding it. (C)They have already decided to reject the proposal. (D)They are required to follow government regulations.

85. What concern do some teachers have? (A)Students may dislike interdisciplinary learning. (B)Parents may oppose project-based instruction. (C)Group projects may be difficult to assess fairly. (D)Teachers may not have enough technological support.

86. What is Grace Lin asking Ms. Patel to provide? (A)A list of recommended textbooks. (B)Funding for classroom projects. (C)A schedule for future workshops. (D)Examples of assessment materials. B. 87-91 题 For over a decade, the concept of a "growth mindset"—the belief that intelligence and abilities can be developed through effort rather than being innate traits—has become a cornerstone of modern pedagogy. Developed by psychologist Carol Dweck, this framework encourages teachers to praise students for their process and strategy rather than their inherent talent. The goal is to foster resilience, leading students to view challenges as opportunities for growth rather than evidence of failure. However, as the growth mindset has moved from academic research to mainstream classrooms, a phenomenon known as "false growth mindset" has emerged. Many educators and parents have oversimplified the concept, equating it merely with "working harder." This narrow interpretation often leads to praising "effort" alone, regardless of the outcome. When a student struggles, simply telling them to "try harder" without providing new strategies or support can lead to frustration and a sense of helplessness. In reality, effort is a means to an end, not the end itself; if the effort does not lead to progress, the strategy must be re-evaluated. Furthermore, some critics argue that an overemphasis on mindset can inadvertently shift the burden of success entirely onto the student, overlooking systemic issues such as socioeconomic disparities or inadequate resources. If a student is failing due to external barriers, attributing their lack of success solely to a "fixed mindset" can be a form of victim-blaming. Therefore, for the growth mindset to be effective, it must be integrated into a supportive learning environment where students feel safe to take risks and have access to the tools necessary for improvement.A truly effective growth mindset intervention requires a balance of encouraging persistence and providing high-quality instructional scaffolding. 第4頁，共7頁 桃園市 115 年國民中學新進教師甄選【專業科目：英語文科】試題卷

87. What is the primary purpose of the passage? (A)To delineate the neurological underpinnings that differentiate innate talent from acquired skill. (B) To champion the growth mindset as a panacea for overcoming long-standing socioeconomic disparities. (C) To critically evaluate the ideological shift of the growth mindset from a research-based theory to its problematic practical applications. (D) To advocate for a standardized pedagogical model that prioritizes student effort over academic benchmarks.

88. According to the second paragraph, what is a "false growth mindset"? (A)The refusal to acknowledge that certain cognitive abilities are biologically predetermined. (B) A pedagogical failure to provide positive reinforcement during a student's initial struggle. (C) The belief that academic success is solely a byproduct of high-quality instructional scaffolding. (D) A reductionist interpretation that prioritizes dogged persistence over the dynamic recalibration of learning strategies.

89. Why does the author mention "socioeconomic disparities" in the passage? (A)To provide empirical evidence that students from affluent backgrounds are more predisposed to a growth mindset. (B) To caution against a narrative that may inadvertently pathologize students for their lack of progress while ignoring structural inequities. (C) To suggest that the growth mindset is a luxury only attainable in resource-rich educational environments. (D) To emphasize the need for government-subsidized psychological interventions in underprivileged communities.

90. According to the passage, what is the author's primary concern regarding the "overemphasis on mindset"? (A)It may inadvertently lead to the total abandonment of traditional assessment metrics in modern classrooms. (B) It might cause educators to ignore the psychological distress associated with academic overachievement. (C) It may encourage students to perceive failure as a permanent reflection of their lack of effort.

115年 - 115 桃園市國民中學新進教師甄選試題：英文科#140721

115年 - 115 臺北市立華江高級中學 _正式教師甄選﹕英文科#140673

115年 - 115 臺北市市立國民中學＿正式教師聯合甄選： 英文#140599

115年 - 115 中區縣市政府教師甄選策略聯盟_國中：英語科#140388

115年 - 115 臺南市立蓮潭國民中小學(國中部)_教師甄選試題：英文科#140303

115年 - 115 臺南市市立國民小學教師暨學前特教師聯合甄選：英語專門#140295

115年 - 115 新北市立國民中學_教師聯合甄選試題：英文科#140276

115年 - 115 高雄市市立高級中等學校聯合教師甄選試題︰英文科#140110

115年 - 115 教育部受託辦理公立高級中等學校教師甄選試題：英文科/應用英文科#139637

115年 - 115-1 國立臺南第二高級中學_教師甄選試題︰英文科#139242