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• 30.____________ is a method for teaching children to read. Words are always taught in association wi
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• 21 The structural intuitions which native speakers have about the syntax of their language are of tw
• 1.如果您是音樂班行政教師，您將如何提升本校音樂班行政效 能及學生競爭力？
• 31.The words that are used to signal different kinds of relations between sentences and to enhance c
• 22Young children initially appear to regard an entire word as if it were a single sound. However, as
• 2•請將綠能或鄕土人文議題融入高中音樂教育完成一課程教學 設計°
• 32.Teaching new or difficult items which students will encounter before a reading comprehension acti
• 23 Four traits constituting language aptitude are phonemic coding ability, grammatical sensitivity,
• 33.Thinking about the mental processes used in the learning process, and evaluating learning after i
• 34.“Negotiation for meaning” in Communicative Language Teaching Method means that interlocutors try
• 35.The students are given a passage in which the sentences are in a scrambled order. Then, they are
• 44.根據臺北市國小英語課程綱要，「看懂簡易的英文標示如 STOP, NO SMOKING, NO FOOD OR DRINKS, NO EATING等」應於哪一年段達成？(A)國小低年段 (B)國小
• 36.Which of the following instructional approaches/methods mainly employs a structural syllabus?(A)T
• 45.根據臺北市國小英語課程綱要，低年段要求學生能聽辨的重點是什麼?(A)字詞的音節數 (B)對話中的關鍵字詞 (C)句尾語調是上揚或下降 (D)片語的重音
• 4. 依據現行法規，關於情緒行為障礙之鑑定，以下述敘何者是正確的?甲、在學業、社會、人際、生活等適應有顯著困難乙、情緒或行為表現顯著異於其同年齡或社會文化之常態者丙、除學校外，在家庭、社區、社會或任一
• 46.根據臺北市國小英語課程綱要，關於國民小學英文書寫教學的敘述，下列何者不正確?(A)低年段能臨摹課堂中所學的應用字詞。(B)低年段能抄寫課堂中所學的應用字詞。(C)中年段能依照提示，將句子改寫。(
• 5. 依據現行法規，以下敘述關於身心障礙學生考試服務之提供何者為是?甲、身心障礙學生於試場服務得申請使用自備輔具乙、身心障礙學生申請作答方式調整涵蓋代謄答案卡服務丙、身心障礙學生參加校內學習評量或申請
• 37.Top-down processing is based on the knowledge of____________.(A)grammar (B)situational routines (
• 14. 李老師利用電腦Office 的巨集功能為班上學障學生設定閱讀材料的字體尺寸和行距，此為輔助閱讀的策略之一。對此做法的說明何者正確？(A) 是視知覺歷程的輔助 (B) 是採由上而下的閱讀模式取向
• 47.根據臺北市國小英語課程綱要，國小一、二年級學習評量方式，以下何種方式較不適當?(A)唱遊 (B)紙筆測驗 (C)多元評量方式 (D)過關
• 6. 下列何者非為語文性與非語文性學習障礙學生在鑑定綜合研判時鑑別診斷的主要特徵?(A)動作協調不佳 (B)社交技巧不佳(C)口語溝通困難 (D)視覺空間組織困難
• 38 . An essential aspect of __________ is facility in perceiving words as a sequence of sounds. For
• 24. 老師的哪一種作法並非在進行促進刺激類化的教學(A) 學會跟李老師問早之後，讓學生也能跟同學和王老師問早(B) 學會在模擬商店購物付錢後，到便利商店和超市購物付錢(C) 學會標楷體的詞卡認讀後，