所屬科目：教甄◆英文科
I. Sentence Completion: Choose the option that best completes each sentence.
1. The child's ______ honesty made everyone uncomfortable. (A)ingenious (B)ingenuous (C)indigenous (D)indignant
2. She is an ______ reader who enjoys everything from history to comics. (A)omnipotent (B)omniscient (C)omnivorous (D)omnifarious
3. He grew ______ after years of success and stopped trying to improve his performance. (A)complaisant (B)complacent (C)compliant (D)complementary
4. The new regulations aim to __________ the environmental impact of industrial activities in the area. (A)improve (B)exacerbate (C)obfuscate (D)mitigate
5. Critics argue that the education system continues to ______ social inequality rather than challenge it. (A)entrench (B)legitimate (C)alleviate (D)eliminate
6. The company was criticized for its ______ treatment of workers, which violated basic ethical standards. (A)reprehensive (B)reprehensible (C)comprehensive (D)comprehensible
7. Critics warned that the proposed law would seriously ______ on fundamental civil liberties, raising constitutional concerns. (A)infringe (B)violate (C)breach (D)transgress
8. The lecture was so ______ that only experts in the field could fully understand it. (A)esoteric (B)exoteric (C)explicit (D)accessible
9. His calm response in a difficult situation seemed to ______ great confidence and experience. (A)betray (B)betoken (C)conceal (D)imitate
10. He has a strong ______ for staying up late, even when he knows he has an early meeting the next day. (A)reluctance (B)prohibition (C)proclivity (D)objection
11. The machine is powerful enough to ______ rocks into fine powder within seconds. (A)assemble (B)preserve (C)pulverize (D)decorate
12. The extra decorations only ______ the elegance of the design. (A)detract from (B)are detracted from (C)detract to (D)are detracted to
13. The child was considered ______, demonstrating unusually advanced intellectual abilities for his age. (A)precarious (B)precocious (C)prodigal (D)proficient
14. If the learners ______ more opportunities for interaction, they ______ developed greater communicative competence than what was observed. (A)had / would have (B)were given / have (C)had been given / would have (D)have / have
15. The guidelines were revised to ensure that all procedures ______ strictly followed, lest any deviation ______ the reliability of the findings. (A)were / affected (B)be / affect (C)should be / affected (D)are / affect
16. ______ more attention to learner variability, the study might not have overlooked the factors that ______ to differences in performance across groups. (A)If it paid / contributed (B)Had it paid / contributed (C)Were it paying / have contributed (D)Should it pay / had contributed
17. The belief ______ learners develop grammatical competence primarily through exposure has been challenged by researchers ______ conclusions, which several critics contend ______ insufficiently grounded, have influenced current pedagogical practices. (A)that / whose / are (B)which / that / are (C)which / whose / is (D)that / which / is
18. The researchers found the participants ______ significantly better when exposed to authentic input. (A)perform (B)to perform (C)performing (D)performed
19. While the proposal has been widely praised for its innovative design, several analysts—citing inconsistencies in the underlying data—have taken issue ______ the assumptions on which its conclusions rest. (A)to (B)on (C)at (D)with
20. The argument is predicated ______ a distinction that, upon closer examination, proves far less clear-cut than initially assumed. (A)on (B)in (C)at (D)for
21. Which opposition is NOT developed in the essay? (A)nature vs. civilisation (B)freedom vs. authority (C)desire vs. duty (D)emotion vs. reason
22. Fourier differs from Rousseau primarily in that he: (A)rejects the idea of freedom as central to education. (B)emphasises emotional over intellectual development. (C)replaces the role of the tutor with a fully designed social system. (D)favours earlier entry into collective life.
23. According to the essay, Summerhill revises Rousseau's version of negative education by: (A)keeping subtle authoritarianism but making it more explicit. (B)rejecting even subtle teacherly control more fully. (C)promoting freedom with voluntary forms of therapeutic intervention. (D)subordinating happiness to academic mastery.
24. The author's criticism of contemporary schooling points to a tension between: (A)social adaptation and lack of authentic self-direction (B)educational discipline and restrained desire (C)intellectual training and ethical underdevelopment (D)student wellbeing and neglect of genuine flourishing
25. What is the most likely reason the author considers Rousseau still radical today? (A)He emphasises preserving the child's natural development. (B)He reveals the tension between freedom and authority in education. (C)He uses an ideal of freedom to challenge established social institutions. (D)He inspires later experimental and free-school movements.
III. Essay Question26. Nowadays, in English learning, AI makes it easy for students to get instant translations, grammar corrections, vocabulary help, and answers to language questions. This challenges not only the way students learn English but also the purpose of English education itself, as teachers must now consider how to help students build genuine language ability, independent thinking, communication skills, and responsible learning habits beyond simply training them to pass exams. How should English teachers respond to these challenges, redefine their role, and guide or regulate students' use of AI? (Answer this essay question in about 500 words.) (30%)
(1) Perspective-taking and emotional understanding Explain how you would guide students to explore multiple perspectives and develop empathy (e.g., through character analysis or thematic inquiry).
(2) Interactive or inquiry-based activities Design learning activities that actively engage students and accommodate diverse learning needs and abilities.
(3) Assessment strategies Describe how you would assess both cognitive learning outcomes and students' social-emotional engagement.
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