分科測驗英文 — 聽力與聽解練習
威威老師小提醒
嚴格說，分科測驗英文不單獨考聽力，但要進入頂大（特別是外文系、國際關係相關科系），英聽能力是面試和大學課程的必備。這份檔案提供 10 段進階聽力腳本，難度高於學測，接近 B2 水準。
TTS 設定（分科測驗進階語速）
edge-tts --voice "en-US-AriaNeural" --rate "+5%" # 標準學術
edge-tts --voice "en-GB-SoniaNeural" --rate "+5%" # 英式Part 1: 學術短講（5 段）
Lecture 1: Climate Change
TTS 腳本（550 字）：
[Female Speaker, +5% speed]
"Climate change is one of the most pressing challenges of our time.
Yet despite overwhelming scientific consensus, public action remains
inadequate. Today, I'd like to examine why.
The first reason is psychological. Climate change is a 'wicked problem'
— complex, global, and slow-moving. Our brains evolved to respond to
immediate threats, like a charging tiger, not gradual changes spread
over decades. So even when we know climate change is happening, it
doesn't feel urgent the way other crises do.
The second reason is economic. Many of our economic systems depend
on fossil fuels, and transitioning to renewable energy requires
significant short-term costs. Decision-makers often face pressure to
prioritize immediate economic concerns over long-term environmental
goals.
The third reason is political. Climate change requires international
cooperation, but global politics has become increasingly fragmented.
Countries that should be working together often pursue narrow national
interests instead.
However, there are reasons for hope. Renewable energy costs have
dropped dramatically — solar power is now cheaper than coal in many
markets. Younger generations are demanding action, and many cities
and businesses are leading where national governments lag.
The question isn't whether we have the technology to address climate
change. We do. The question is whether we have the political and
social will to act fast enough. The next decade will be critical."
Q1: According to the speaker, why does climate change feel less urgent than other crises? (A) It’s not really happening (B) Our brains evolved to respond to immediate threats (C) Scientists disagree about it (D) It’s already too late
答案：(B)
Q2: What is the speaker’s overall view? (A) Pessimistic about climate change (B) Hopeful but emphasizing urgency (C) Indifferent (D) Climate change isn’t real
答案：(B)
Lecture 2: The Future of Work
TTS 腳本：
[Male Speaker]
"The world of work is undergoing fundamental transformation.
Automation, artificial intelligence, and remote technologies are
reshaping not just how we work, but what work itself means.
Studies suggest that within the next two decades, up to 40 percent
of current jobs may be significantly altered by automation. However,
this doesn't necessarily mean massive unemployment. History shows
that technological revolutions tend to create new types of work even
as they eliminate old ones.
The key question is whether the workforce can adapt quickly enough
to fill these new roles. The skills demanded in tomorrow's economy
will be very different from those needed today.
Critical thinking, creativity, emotional intelligence, and the ability
to collaborate with both humans and machines will become increasingly
valuable. These are skills that machines struggle with — at least
for now.
Education systems must evolve to meet these challenges. Traditional
models that emphasize rote learning and standardized testing are
out of step with what the future workforce will need.
Lifelong learning will no longer be optional but essential. Workers
will need to continuously update their skills throughout their
careers. The challenge for society is to support this transition
equitably, ensuring that no one is left behind."
Q3: According to the lecture, what skills will be valuable in the future? (A) Rote memorization (B) Standardized test-taking (C) Critical thinking and creativity (D) Manual labor
答案：(C)
Q4: What is the main message about education? (A) Education systems are perfect (B) Schools should focus only on testing (C) Education must evolve to meet future needs (D) Education is unimportant
答案：(C)
Lecture 3: Mental Health Crisis Among Teenagers
TTS 腳本（女性教授，~400 字）：
[Female Professor]
"Today we're examining one of the most pressing public health issues
of our time: the mental health crisis among teenagers. The data is
striking. In Taiwan, surveys show that nearly thirty percent of high
school students report symptoms of moderate to severe depression —
roughly double the rate of a decade ago. Similar trends appear across
many developed countries.
What's driving this? Researchers point to several converging factors.
First, academic pressure. Students face increasingly competitive
entrance exams, longer school days, and after-school cram schools
that extend into the night. Sleep deprivation has become normalized
among teenagers, despite clear evidence that sleep is essential for
emotional regulation.
Second, smartphones and social media. The timing is suggestive:
mental health indicators began deteriorating around 2012, when
smartphones became ubiquitous among teenagers. Studies show that
heavy social media use correlates with anxiety, depression, and poor
body image, particularly among teenage girls. The constant comparison
with curated images of others' lives appears especially toxic.
Third, reduced face-to-face interaction. Even before the pandemic,
teens were spending less time with friends in person. Pandemic
isolation accelerated this trend. Loneliness, we now know, is not
just unpleasant — it's physically harmful, comparable in health
impact to smoking.
What can be done? Research suggests interventions at multiple levels.
Schools can integrate mental health literacy into curricula, train
teachers to recognize warning signs, and reduce stigma around seeking
help. Parents can model healthy phone habits and prioritize family
mealtimes. Policymakers can regulate algorithms that maximize
engagement at the expense of wellbeing.
But ultimately, addressing this crisis requires recognizing that
mental health is not a private problem. It's a public concern that
reflects how we structure our society — our schools, our technologies,
our communities."
Q5: What percentage of Taiwanese high school students report depression symptoms? (A) About 10 percent (B) Nearly 30 percent (C) Over 50 percent (D) Less than 5 percent
答案：(B)
Q6: Which of the following is NOT mentioned as a cause? (A) Academic pressure (B) Heavy social media use (C) Reduced face-to-face interaction (D) Climate change
答案：(D)
Lecture 4: The Ethics of Artificial Intelligence
TTS 腳本（男性教授，~400 字）：
[Male Professor]
"Artificial intelligence is transforming our world at remarkable speed,
raising ethical questions that humanity has never confronted before.
Today I want to examine three of these questions: bias, accountability,
and the future of work.
First, bias. AI systems learn from data, and data reflects the world
as it is — including historical injustices. A hiring algorithm trained
on a company's past decisions may learn to discriminate against women
because the company historically did. A facial recognition system
trained mostly on light-skinned faces may perform poorly on people of
color. These aren't bugs; they're consequences of how machine learning
works. Without deliberate intervention, AI can encode and amplify
existing inequalities.
Second, accountability. When an AI system causes harm — a self-driving
car crashes, a diagnostic algorithm misses a tumor, a content algorithm
recommends extremist material — who is responsible? The programmer?
The company? The user? Traditional concepts of responsibility assume
human decision-makers, but AI systems often involve complex chains
of decisions made by software. Legal frameworks are struggling to
keep pace.
Third, the future of work. AI can now perform tasks that seemed
distinctly human just a few years ago — writing essays, generating
images, translating languages, analyzing legal documents. While
previous waves of automation displaced manual workers, AI threatens
white-collar professions too. Some economists predict massive
disruption; others believe new jobs will emerge, as has happened
with past technologies. We don't know yet which view is correct.
What should we do? Three principles can guide us. First, transparency:
AI systems used for consequential decisions should be auditable and
explainable. Second, human oversight: critical decisions should keep
humans in the loop, not delegate fully to machines. Third, distributive
justice: the benefits of AI should be widely shared, not concentrated
among those who own the technology.
The window for shaping AI's development is now. Decisions made in the
next decade will determine whether AI becomes a tool for broad human
flourishing or a force that deepens inequality and erodes accountability."
Q7: What causes AI bias according to the professor? (A) The AI is intentionally racist (B) Training data reflects historical inequalities (C) Programmers are evil (D) Hardware limitations
答案：(B)
Q8: What is the professor’s main message? (A) AI should be banned (B) The next decade’s decisions will shape whether AI promotes flourishing or inequality (C) AI is harmless (D) Only governments matter
答案：(B)
Lecture 5: Globalization — Benefits and Drawbacks
TTS 腳本（女性教授，~400 字）：
[Female Professor]
"Globalization — the integration of economies, cultures, and societies
across borders — has been one of the defining forces of recent decades.
But is it a blessing or a curse? The honest answer is both, and
understanding why requires examining its effects with care.
Consider the benefits. Over the past forty years, global poverty
rates have fallen dramatically. Hundreds of millions of people in
Asia have been lifted into the middle class as their countries
integrated into global markets. International trade has lowered
consumer prices worldwide. Cross-border flows of ideas have produced
unprecedented cultural and scientific exchange. Cooperation between
nations has eradicated diseases like smallpox and produced rapid
vaccine development during the COVID pandemic.
Yet the costs of globalization are also real. Manufacturing workers
in advanced economies have faced wage stagnation and community decline
as factories relocated overseas. Many small towns in the United States
and Europe have never recovered from the loss of industrial jobs.
Inequality within countries has risen sharply, even as inequality
between countries has fallen. Cultural homogenization threatens
linguistic and traditional diversity. Tax competition between
jurisdictions has eroded states' capacity to fund public goods.
Two responses tend to dominate the debate. The first says: globalization
is fundamentally good; ignore the noise from those left behind. The
second says: globalization has failed; we should retreat to economic
nationalism. I think both responses are wrong.
The benefits of globalization are too substantial to abandon. But the
costs to displaced workers and communities are too real to dismiss.
What we need is not retreat but reform — stronger labor protections,
investment in regions hit by trade shocks, redistributive taxation,
and international cooperation to prevent a race to the bottom on
corporate taxes and environmental standards.
The question for your generation is not whether to be for or against
globalization. It's how to build a global economy that works for the
many, not just the few. That challenge will define the politics of
the twenty-first century."
Q9: According to the lecture, what has happened to global poverty? (A) It has worsened (B) It has fallen dramatically over the past 40 years (C) It is unchanged (D) It only fell in Africa
答案：(B)
Q10: What is the professor’s recommended response to globalization? (A) Embrace it without reservation (B) Reject it entirely (C) Reform it with stronger protections and redistribution (D) Ignore the issue
答案：(C)
Part 2: 學術對話（3 段）
Conversation 1: Student & Professor
TTS 腳本：
[Student]: "Professor, I need help with my research paper. I'm
having trouble narrowing down my topic."
[Professor]: "What are you researching?"
[Student]: "The impact of social media on teenage mental health.
But the literature is overwhelming — there are thousands of studies."
[Professor]: "That's a great topic, but you're right that it's
broad. Have you considered focusing on a specific aspect? For
example, you could look at one platform like Instagram, or a
specific outcome like body image or sleep."
[Student]: "Body image actually interests me. I've read some
fascinating studies on how Instagram affects teen girls' body image."
[Professor]: "Excellent! That's much more focused. Now, what
specific question are you trying to answer? Are you arguing that
Instagram causes body image issues? Or that the relationship is
more complex?"
[Student]: "More complex, I think. The research suggests it depends
on how teens use Instagram, not just how much."
[Professor]: "That's a sophisticated thesis. Make sure to define
your key terms clearly and consider counterarguments. When can you
have a draft ready?"
[Student]: "By next Friday, hopefully."
[Professor]: "Send it to me. I'm happy to give feedback."
Q5: What is the student researching? (A) Effects of social media on adults (B) Impact of social media on teenage mental health (C) History of Instagram (D) Sleep patterns
答案：(B)
Q6: What does the professor recommend? (A) Stop the project (B) Focus on a specific aspect of the broad topic (C) Use only Instagram data (D) Avoid counterarguments
答案：(B)
Conversation 2: Student & Advisor — Study Abroad
TTS 腳本：
[Female Student]: "Professor Wang, I wanted to talk to you about
the study abroad program. I'm interested in applying for the
exchange to the UK next year."
[Male Advisor]: "Great. Tell me what's drawing you to it."
[Female Student]: "Mainly two things. First, my major is international
relations, and studying in London would give me access to incredible
resources — the British Library, think tanks, parliamentary debates.
Second, I want to improve my English to a near-native level."
[Male Advisor]: "Both are excellent reasons. What concerns do you have?"
[Female Student]: "Honestly, the cost. Even with the scholarship,
I estimate the total expense will be around three hundred thousand
NT dollars. My family can support me, but it's a lot to ask. I'm
also worried about adjustment — I've never lived abroad alone."
[Male Advisor]: "Both concerns are reasonable. On the cost question,
have you applied for the additional government scholarships? The
Ministry of Education has a study-abroad grant specifically for
liberal arts students."
[Female Student]: "I didn't know about that. I'll look into it."
[Male Advisor]: "On the adjustment question — yes, the first month
is hard for almost everyone. Cultural differences, missing food,
loneliness. But our students who go almost universally describe
the experience as transformative. The struggle itself is part of
the growth."
[Female Student]: "Did you study abroad when you were younger?"
[Male Advisor]: "I did, in Germany during my master's. The first
six weeks were the hardest period of my education. By month three,
I felt at home. By the end of the year, I'd grown more than in any
previous period of my life. I still keep in touch with friends I
made there twenty years later."
[Female Student]: "That's encouraging."
[Male Advisor]: "One more thought: don't just live with other Taiwanese
students. The temptation will be strong, especially when things get
hard. But you'll get the most growth by pushing yourself into the
local community."
[Female Student]: "That makes sense. Thanks, Professor. I'll start
the scholarship applications this week."
[Male Advisor]: "Good. Send me your statement of purpose when you
have a draft. I'm happy to review it."
Q11: What is the student’s main academic motivation for studying abroad? (A) To save money (B) Access to research resources for international relations and language improvement (C) To meet a specific professor (D) To avoid Taiwan
答案：(B)
Q12: What advice does the advisor give about adjustment? (A) Don’t go if it’s too hard (B) The first weeks are hard for everyone, but the struggle drives growth (C) Stay only with Taiwanese students (D) Come back immediately if homesick
答案：(B)
Conversation 3: Two Students Debating AI Ethics
TTS 腳本：
[Female Student A]: "Did you read that article about AI being used
to grade essays in some universities?"
[Male Student B]: "Yeah, I have mixed feelings about it. On one
hand, it could give students faster feedback. On the other hand,
something feels wrong about a machine evaluating creative work."
[Female Student A]: "I think it's deeply problematic. AI doesn't
actually understand essays — it pattern-matches based on what high-scoring
essays look like. It rewards surface features over real thinking."
[Male Student B]: "That's true to some extent. But human grading
isn't perfect either. Studies show that the same essay graded by
different professors can get very different scores. AI is at least
consistent."
[Female Student A]: "Consistent in being wrong, maybe. And here's
the bigger issue — once AI is grading, students will optimize for
the AI rather than for actual learning. We'll write to please an
algorithm, not to think clearly."
[Male Student B]: "I see your point, but I think you're being a
bit absolute. What about using AI as a first pass, with humans
making final decisions? That could combine consistency with judgment."
[Female Student A]: "That sounds reasonable in theory. In practice,
once AI gives a score, humans tend to just confirm it. There's
research on this — it's called automation bias. We trust the machine's
output more than we should."
[Male Student B]: "Hmm. So what's your alternative? We can't have
professors spending hours on every essay."
[Female Student A]: "Maybe smaller classes. Or peer review with
structured rubrics. Or AI as a feedback tool for students before
submission, but not for grading. The point is we shouldn't surrender
evaluation entirely to algorithms just because it's convenient."
[Male Student B]: "OK, you've convinced me on the grading question.
But I still think AI has roles in education — generating practice
questions, explaining concepts, translating texts."
[Female Student A]: "I agree with all of that. The question is
where we draw the line between AI as a tool and AI as a replacement
for human judgment."
[Male Student B]: "Maybe that's the principle. AI as a tool: yes.
AI as a substitute for evaluation that requires real understanding: no."
[Female Student A]: "Exactly. That's a useful distinction."
Q13: What is Student A’s main concern about AI grading essays? (A) AI is too slow (B) AI rewards surface features over real thinking and may push students to optimize for the algorithm (C) AI costs too much (D) AI is illegal
答案：(B)
Q14: What is “automation bias” according to the conversation? (A) When AI is biased against minorities (B) When humans trust machine outputs more than they should (C) When AI breaks down (D) When AI is too slow
答案：(B)
Q15: What principle do the students agree on by the end? (A) Ban all AI in education (B) Use AI everywhere (C) AI as a tool is fine; AI as a substitute for evaluation requiring understanding is not (D) Only professors should use AI
答案：(C)
Part 3: 圖表/數據（2 段）
Data 1: Economic Report
TTS 腳本：
[Female Economist]
"Looking at the latest economic data, several trends warrant attention.
GDP growth was 2.5 percent for the year — modest but positive.
However, this aggregate masks significant disparities. The technology
sector grew at 7 percent, driven by AI-related investments.
Manufacturing, by contrast, contracted by 1 percent due to global
supply chain issues.
Inflation, after peaking at 8 percent two years ago, has now
stabilized at around 3 percent — closer to the central bank's
target.
Unemployment remains historically low at 3.5 percent, though the
labor force participation rate is concerning. Many workers who left
during the pandemic haven't returned.
Looking ahead, economists are split on whether the economy will
continue its modest growth or face a recession. The Federal Reserve's
upcoming policy decisions will be crucial."
Q7: What was the GDP growth rate? (A) 2.5 percent (B) 7 percent (C) 3 percent (D) 8 percent
答案：(A)
Q8: Which sector grew the fastest? (A) Manufacturing (B) Technology (driven by AI) (C) Agriculture (D) Construction
答案：(B)
分科測驗英聽進階策略
1. 雙重訊息辨識
分科測驗等級的聽力常包含對比訊息：
聽到："Tech grew 7%, but manufacturing contracted 1%."
重點：兩個產業都要記，可能會問「哪個成長最快？」
2. 學術詞彙的快速反應
"aggregate" → 總體
"disparity" → 差距
"stabilized" → 穩定
"contracted" → 縮減
"crucial" → 關鍵
聽到立刻反應，不要停下來想。
3. 主旨句的位置
學術短講的主旨通常在：
- 第一段最後一句：宣告主題
- 每段開頭：sub-thesis
- 最後一段：結論
4. 立場辨識
題目常問講者的態度：
線索字：
- "However" → 預告轉折
- "Indeed / In fact" → 強調
- "Critics argue..." → 引入反方
- "I would argue..." → 表達立場
4 週進階聽力訓練計畫
| 週 | 重點 | 每天 |
|---|---|---|
| 1 | 學術短講（環境、科技） | 1 段 + 摘要 |
| 2 | 學術對話 | 抓立場 + 反駁 |
| 3 | 數據與圖表 | 抓對比 + 數字 |
| 4 | 全套模擬（30 分鐘） | 計時 + 跟讀 |
推薦每日聽力資源
| 資源 | 程度 | 特色 |
|---|---|---|
| BBC 6 Minute English | B2 | 短、慢、有解析 |
| TED-Ed | B2-C1 | 5 分鐘動畫 + 學術主題 |
| NPR Up First | C1 | 美國新聞 |
| The Economist Podcasts | C1 | 深度分析 |
| CNN Student News | B2 | 學生取向 |
威威老師的最後叮嚀
分科測驗英聽不是必考，但頂大面試和大學課程都需要。
每天 20 分鐘的訓練：
- 聽：BBC 6 Minute English（6 分鐘）
- 讀：跟著腳本對照（5 分鐘）
- 跟讀：模仿語調速度（5 分鐘）
- 摘要：用英文寫 3 句心得（4 分鐘）
三個月後，你會發現：學術文章變得好讀、英文新聞變得好懂。加油！