1. What qualities have you, as an English teacher, developed to be an effective mentor who can help promote students’ intellectual growth and personal confidence? Provide examples of how you have put these qualities into practice. (20%)

2. Writing is a learning process. As a high school teacher, when will you introduce writing to your students? What kind of writing activities will you adopt? How often will you ask the students to write? Please share your experience of teaching writing. (20%)

3. Describe a 50-minute English lesson you have recently taught. Explain your instructional decisions and how your students responded during the lesson. If you were to teach the same lesson again, what would you do differently and why? (20%)

4. The unauthorized use of smartphones and earphones (e.g., AirPods) during class has become a growing concern in many classrooms. Students often use these devices discreetly, which can disrupt instruction, reduce engagement, and hinder effective classroom management. Write an essay outlining the specific measures you would take to address this issue in your classroom. Your response should aim to improve student focus, enhance participation, and reduce the negative impact of inappropriate device use. Be sure to present practical, thoughtful strategies suited to a senior high school learning environment. (20%)

5. Read the following excerpt from George Orwell’s Politics and the English Language. Based on the given passage, design three reading comprehension questions and four cloze test questions. For each question, please indicate the correct answer and provide a brief rational explanation. (20%)          In our time, political speech and writing are largely the defense of the indefensible. Things like the continuance of British rule in India, the Russian purges and deportations, the dropping of the atom bombs on Japan, can indeed be defended, but only by arguments which are too brutal for most people to face, and which do not square with the professed aims of the political parties.          Thus, political language has to consist largely of euphemism, question-begging, and sheer cloudy vagueness. Defenseless villages are bombarded from the air, the inhabitants driven out into the countryside, the cattle machine-gunned, the huts set on fire with incendiary bullets: this is called pacification. Millions of peasants are robbed of their farms and sent trudging along the roads with no more than they can carry: this is called transfer of population or rectification of frontiers. People are imprisoned for years without trial, or shot in the back of the neck, or sent to die of scurvy in Arctic lumber camps: this is called elimination of unreliable elements.          Political language is designed to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind. One cannot change all this in a moment, but one can at least change one’s own habits, and from time to time one can even, if one jeers loudly enough, send some worn-out and useless phrase—some jackboot, Achilles’ heel, hotbed, melting pot, acid test, veritable inferno, or other lump of verbal refuse—into the dustbin where it belongs.          But if thought corrupts language, language can also corrupt thought. A bad usage can spread by tradition and imitation, even among people who should and do know better. The English language becomes ugly and inaccurate because our thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish thoughts. If one gets rid of these bad habits, one can think more clearly, and to think clearly is a necessary first step toward political regeneration: so that the fight against bad English is not frivolous and is not the exclusive concern of professional writers.          I have not here been considering the literary use of language, but merely language as an instrument for expressing and not for concealing or preventing thought. When one reads badly written passages, one is often unconsciously influenced by them. A speaker who uses vague language or pretentious diction is not merely being dishonest: they may also be unconsciously defending an unjustifiable action simply because the words make it sound acceptable

 甲：在與外族互動發展中，逐漸產生對等多元的國際觀，有了明確的邊界和邊界意識。(2 分)

乙：在戰爭後，中國歷經「三千年未有之大變局」，以中國為世界中心的世界觀徹底的瓦解， 進入現代國際秩序。(2 分)

丙：自己所在的地點是世界的中心，天下是由中央及四邊方國所構成，自己所處的中央高於 四邊，故將四邊轉變成帶有貶低意味的夷戎蠻狄等名稱。(2 分)

丁：在承接數百年胡漢融合的發展後，加上統治者兼有胡漢血統，比較能以平等的態度看待 境內各族，中國的世界觀開始起了變化，打破長久以自我為中心的思想。(2 分)

2. 西元 380~ 395 年間，某位統治者頒布了十五道法令排斥異端與異教，例如：一、異端與異教不得私下或公開舉行祭典；二、不遵守法令者不得與其他人民來往；三、神殿改建為教堂， 並破壞不需要的神殿；四、全面廢除奧林匹亞運動會(也因此西元 393 年被視為「希臘、羅馬文明正式結束的一年」)，而針對違法者的處罰，輕則財產充公，重則流放甚至死刑。請問 文中所述的統治者應為哪一歷史時期的統治者？(1 分)他的姓名是？(1 分)

3. 某地曾在 1930 年代一度成為台灣人夢想前進、大展長才的地區。在台灣人眼中，不僅因為此地有更多的高等教育機構，能滿足知識上繼續深造的需求，而剛成立不久的新政府也因急需人才，提供了較台灣更優沃的工作待遇。更不用擔心在這塊新天地上，發生階級岐視或差別待遇的問題，若從當地政權看來，台灣人更是能通曉日語、漢文，在必要時也能快速學習北京話的外交、內政不二人選。請問某地最可能為何地？(2 分)

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