Maple English 올림포스2 워크북 8과
빈칸 수능 Analysis
"_________________, [5] ______________ [6] is time ______________ [7] __________________ [8] an __________________. [9]
여러분이 좋은 결과를 얻고 그 새로운 습관이 일상적인 것으로 느껴질 때가 닻을 내릴 때이다."
"The anchor is ____________________ [10] for _________________ [11] ______________________ [12]
______________ [13] _________________ [14] you ____________________ [15] ______________ [16]
_________________ [17] your _______________ [18] _________________. [19]
그 닻은 여러분이 새로운 습관을 잃어버릴 위협에 처하게 되는 상황에서 유용하다."
"I once created the habit of __________________ [20] beauty in every _________________ [21]
_________________. [22]
나는 전에 모든 인간 안에 있는 아름다움을 보는 습관을 갖게 되었다."
"______________ [23] when I ________________ [24] the _________________ [25] _______________ [26]
________________, [27] I __________________ [28] __________________ [29] a geode, a stone ________________ [30] can ______________ [31] _________________ [32] __________________ [33]
volcanoes.
그래서 그 습관이 내 것이 되었다고 느꼈을 때, 나는 화산 주위에서 발견될 수 있는 돌인 정동을 하나 구입했다."
"Geodes are _________________ [34] ______________ [35] the ___________________ [36]
_______________ [37] ______________ [38] you _________________ [39] them ______________ [40]
_______________, [41] __________________ [42] there ______________ [43] a __________________ [44]
________________ [45] __________________ [46] ________________ [47] ___________________ [48]
crystals.
정동은 겉은 거칠지만 그것을 두 개로 쪼개면 그 안에 빛나는 수정으로 가득 찬 아름다운 굴이 있다."
"______________ [49] I put the geode on my desk and after a year ______________ [50] ______________
[51] I _______________ [52] _______________ [53] a _______________ [54] ________________ [55] a person and I was really angry.
그래서 나는 그 정동을 내 책상 위에 두었는데, 일 년 정도 후에 나는 한 사람과 다투었고 정말 화가 났다."
"I ________________ [56] ________________ [57] my office and _________________ [58] my bag on the ground.
나는 내 사무실에 와서 내 가방을 바닥에 던졌다."
"________________ [59] _____________ [60] _______________ [61] person!
얼마나 나쁜 사람인가!"
"I said _______________ [62] ________________, [63] and _______________________ [64] my eye _______________ [65] _________________ [66] ________________ [67] a __________________ [68]
______________ [69] the geode and I ____________________ [70] ________________ [71]
________________ [72] I _______________ [73] a person ________________ [74] a very
_________________ [75] ___________________, [76] _______________ [77] _____________________ [78]
__________________ [79] there ________________ [80] ______________ [81] _____________________ [82]
_____________________. [83]
나는 크게 소리를 질렀다. 그 순간 나의 눈은 정동에 자석처럼 이끌렸다. 그리고 겉은 거칠지만 그 속의 어딘가에 틀림없이 아름다운 어떤 것이 있는 사람을 내가 알고 있다는 것을 깨달았다."
정답
When [1] are [2] successful [3] feels [4] normal [5] it [6] to [7] create [8] anchor. [9] valuable [10]
those [11] situations [12] in [13] which [14] threaten [15] to [16] loose [17] new [18] habit. [19]
seeing [20] human [21] being. [22] So [23] felt [24] habit [25] was [26] mine [27] bought [28] myself [29] that [30] be [31] found [32] around [33] rough [34] on [35] outside [36] but [37] if [38] break [39] in [40] two [41] inside [42] is [43] lovely [44] cave [45] filled [46] with [47] shining [48] So [49]
or [50] so [51] had [52] had [53] row [54] with [55] came [56] into [57] threw [58] What [59] a [60]
bad [61] out [62] loud [63] immediately [64] was [65] drawn [66] like [67] magnet [68] to [69]
realised [70] that [71] here [72] had [73] with [74] rough [75] outside [76] but [77] somewhere [78]
Maple English 올림포스2 워크북 8과
문장배열 수능 Analysis
"1. and / you / an / are / anchor. / create / When / feels / time / is / it / new / normal, / successful / habit / the / to
여러분이 좋은 결과를 얻고 그 새로운 습관이 일상적인 것으로 느껴질 때가 닻을 내릴 때이다."
"2. your / habit. / to / which / anchor / in / The / is / valuable / situations / new / you / threaten / loose / for / those
그 닻은 여러분이 새로운 습관을 잃어버릴 위협에 처하게 되는 상황에서 유용하다."
"3. I / habit / of / being. / seeing / created / the / in / once / every / beauty / human 나는 전에 모든 인간 안에 있는 아름다움을 보는 습관을 갖게 되었다."
"4. be / bought / felt / mine, / around / that / I / volcanoes. / when / a / I / can / myself / So / a / habit / found / stone / the / was / geode,
그래서 그 습관이 내 것이 되었다고 느꼈을 때, 나는 화산 주위에서 발견될 수 있는 돌인 정동을 하나 구입했다."
"5. if / break / cave / them / inside / is / there / rough / two, / are / outside / the / Geodes / you / filled / crystals. / with / lovely / but / a / on / in / shining
정동은 겉은 거칠지만 그것을 두 개로 쪼개면 그 안에 빛나는 수정으로 가득 찬 아름다운 굴이 있다."
"6. angry. / I / really / and / so / year / person / on / geode / row / the / had / a / I / with / So / was / had / and / after / desk / or / a / my / a / I / put
그래서 나는 그 정동을 내 책상 위에 두었는데, 일 년 정도 후에 나는 한 사람과 다투었고 정말 화가 났다."
"7. office / bag / on / ground. / the / my / my / into / came / threw / and / I 나는 내 사무실에 와서 내 가방을 바닥에 던졌다."
"8. a / ""What / bad / person!""
얼마나 나쁜 사람인가!"
"9. immediately / to / a / very / the / said / I / eye / out / there / loud, / somewhere / beautiful.
/ that / my / inside / must / outside, / geode / a / here / magnet / but / like / and / rough / person / realised / was / a / with / I / had / I / and / be / something / drawn
나는 크게 소리를 질렀다. 그 순간 나의 눈은 정동에 자석처럼 이끌렸다. 그리고 겉은 거칠지만 그 속의 어딘가에 틀림없이 아름다운 어떤 것이 있는 사람을 내가 알고 있다는 것을 깨달았다."
Maple English 올림포스2 워크북 8과
순서배열 수능 Analysis
1 When you are successful and the new habit feels normal, it is time to create an anchor.
2 So I put the geode on my desk and after a year or so I had had a row with a person and I was really angry.
3 I came into my office and threw my bag on the ground.
4 I once created the habit of seeing beauty in every human being.
5 "What a bad person!" I said out loud, and immediately my eye was drawn like a magnet to the geode and I realised that here I had a person with a very rough outside, but somewhere inside there must be something beautiful.
6 So when I felt the habit was mine, I bought myself a geode, a stone that can be found around volcanoes.
7 Geodes are rough on the outside but if you break them in two, inside there is a lovely cave filled with shining crystals.
8 The anchor is valuable for those situations in which you threaten to loose your new habit.
1 I once created the habit of seeing beauty in every human being.
2 So when I felt the habit was mine, I bought myself a geode, a stone that can be found around volcanoes.
3 When you are successful and the new habit feels normal, it is time to create an anchor.
4 I came into my office and threw my bag on the ground.
5 "What a bad person!" I said out loud, and immediately my eye was drawn like a magnet to the geode and I realised that here I had a person with a very rough outside, but somewhere inside there must be something beautiful.
6 The anchor is valuable for those situations in which you threaten to loose your new habit.
7 Geodes are rough on the outside but if you break them in two, inside there is a lovely cave filled with shining crystals.
8 So I put the geode on my desk and after a year or so I had had a row with a
person and I was really angry.
Maple English 올림포스2 워크북 8과
빈칸 Practice 01
"Ellen Langer and her colleagues studied the ______________________ [1] _________________ [2] which people __________________ [3] ______________ [4] ____________________ [5] ______________________.
[6]
Ellen Langer와 그녀의 동료들은 사람들이 무심한 순응을 하게 되는 조건을 연구했다."
"To forty secretaries at a New York university, they sent a memo ________________ [7]
________________, [8] ""This paper ______________ [9] ______________ [10] ______________ [11]
____________________ [12] _______________________ [13] ______________ [14] Room 238 ___________________ [15] interoffice mail.""
뉴욕에 있는 한 대학의 40명의 비서에게 그들은 ""이 종이는 사내 우편으로 238호로 즉각 되돌려져야 합니다.""라고 쓰인 메모를 보냈다."
"________________ [16] almost all other memos at this university, this one _______________ [17]
____________________. [18]
이 대학의 거의 모든 다른 메모들처럼 이 메모도 사인되지 않았다."
"________________ [19] ________________ [20] this is a __________________ [21] _________________ [22]
___________________; [23] ______________ [24] the person _______________ [25] ________________ [26]
the memo __________________ [27] ______________, [28] _______________ [29] _______________ [30] he or she send ______________ [31] ______________ [32] the _________________ [33] _________________?
[34]
이것이 상당히 어리석은 요청이라는 점에 주목하라. 만일 그 메모를 보낸 사람이 그것을 원했다면 왜 그나 그녀가 처음에 그것을 보냈단 말인가?"
"Langer and her colleagues ________________________ [35] ________________ [36] secretaries
_________________ [37] ______________ [38] _________________ [39] and __________________ [40] the memo ___________________ [41] much ____________________, [42] ___________________ [43] they _________________ [44] __________________ [45] the ________________ [46] ________________ [47]
________________, [48] ""______________ [49] ________________ [50] _________________ [51]
________________ [52] _______________ [53] ______________ [54] ______________."" [55]
Langer와 그녀의 동료들은 비서들은 ""메모에서 하라는 대로 하시오.""라는 규범을 따를 것이기 때문에 그리 많은 생각을 하지 않고 그냥 진행하여 그 메모를 돌려보낼 것이라는 가설을 세웠다."
"They were _________________; [56] 90 percent of the _______________________ [57]
_____________________ [58] ____________________ [59] the memo ______________ [60] Room 238.
그들이 맞았다. 비서들의 90%가 충실하게 그 메모를 238호로 돌려보냈다."
정답
conditions [1] under [2] engage [3] in [4] mindless [5] conformity. [6] that [7] said [8] is [9] to [10]
be [11] returned [12] immediately [13] to [14] through [15] Like [16] was [17] unsigned. [18] Note [19] that [20] pretty [21] silly [22] request [23] if [24] who [25] sent [26] wanted [27] it [28] why [29]
did [30] it [31] in [32] first [33] place? [34] hypothesized [35] that [36] would [37] go [38] ahead [39]
return [40] without [41] thinking [42] because [43] would [44] follow [45] norm [46] that [47] says [48] Do [49] what [50] memos [51] tell [52] you [53] to [54] do. [55] right [56] secretaries [57]
dutifully [58] returned [59] to [60]
Maple English 올림포스2 워크북 8과
문장배열 Practice 01
"1. under / studied / Langer / and / people / engage / mindless / conformity. / her / conditions / in / the / colleagues / which / Ellen
Ellen Langer와 그녀의 동료들은 사람들이 무심한 순응을 하게 되는 조건을 연구했다."
"2. to / university, / To / that / York / is / mail."" / returned / ""This / New / said, / Room / paper / 238 / a / a / at / forty / sent / through / memo / be / to / they / secretaries / interoffice / immediately
뉴욕에 있는 한 대학의 40명의 비서에게 그들은 ""이 종이는 사내 우편으로 238호로 즉각 되돌려져야 합니다.""라고 쓰인 메모를 보냈다."
"3. Like / all / other / memos / one / at / university, / was / unsigned. / almost / this / this 이 대학의 거의 모든 다른 메모들처럼 이 메모도 사인되지 않았다."
"4. or / a / send / did / it / that / the / sent / person / he / if / who / Note / it, / first / silly / request; / in / this / memo / why / wanted / pretty / she / the / the / is / place?
이것이 상당히 어리석은 요청이라는 점에 주목하라. 만일 그 메모를 보낸 사람이 그것을 원했다면 왜 그나 그녀가 처음에 그것을 보냈단 말인가?"
"5. and / thinking, / that / to / colleagues / Langer / would / do."" / they / follow / would / ahead / hypothesized / return / ""Do / memo / secretaries / the / much / the / without / you / her / that / says, / tell / because / norm / what / and / go / memos
Langer와 그녀의 동료들은 비서들은 ""메모에서 하라는 대로 하시오.""라는 규범을 따를 것이기 때문에 그리 많은 생각을 하지 않고 그냥 진행하여 그 메모를 돌려보낼 것이라는 가설을 세웠다."
"6. to / They / percent / secretaries / right; / 238. / of / 90 / dutifully / were / memo / the / returned / the / Room
그들이 맞았다. 비서들의 90%가 충실하게 그 메모를 238호로 돌려보냈다."
Maple English 올림포스2 워크북 8과
순서배열 Practice 01
1 " Like almost all other memos at this university, this one was unsigned.
2 To forty secretaries at a New York university, they sent a memo that said, "This paper is to be returned immediately to Room 238 through interoffice mail.
3 " They were right; 90 percent of the secretaries dutifully returned the memo to Room 238.
4 Ellen Langer and her colleagues studied the conditions under which people engage in mindless conformity.
5 Note that this is a pretty silly request; if the person who sent the memo wanted it, why did he or she send it in the first place? Langer and her colleagues
hypothesized that secretaries would go ahead and return the memo without much thinking, because they would follow the norm that says, "Do what memos tell you to do.
1 To forty secretaries at a New York university, they sent a memo that said, "This paper is to be returned immediately to Room 238 through interoffice mail.
2 " They were right; 90 percent of the secretaries dutifully returned the memo to Room 238.
3 Ellen Langer and her colleagues studied the conditions under which people engage in mindless conformity.
4 Note that this is a pretty silly request; if the person who sent the memo wanted it, why did he or she send it in the first place? Langer and her colleagues
hypothesized that secretaries would go ahead and return the memo without much thinking, because they would follow the norm that says, "Do what memos tell you to do.
5 " Like almost all other memos at this university, this one was unsigned.
Maple English 올림포스2 워크북 8과
빈칸 Practice 02
"Many _____________________ [1] _____________________ [2] _______________ [3] ________________ [4]
______________ [5] ____________________ [6] structural ________________________. [7]
여러 교사들의 유추는 구조적 유사성을 묘사하기 위해 사용된다."
"_______________ [8] ____________________, [9] ""a ____________________ [10] of Gas Is ________________ [11] a __________________ [12] ________________,"" [13] ""An Artery Is ________________ [14] a ________________,"" [15] and ""Rock Strata Are Like Cake __________________."" [16]
가스의 분자는 고무공과 같다, ""동맥은 호스와 같다"", 그리고 ""암석의 단층은 케이크의 층과 같다"" 와 같은 예를 들 수 있다."
"Teachers often __________________ [17] that the students ______________________ [18] the sense ______________ [19] _________________ [20] these _______________________ [21] _______________ [22]
________________. [23]
교사들은 종종 학생들이 이러한 비교가 이루어지는 개념을 이해한다고 가정한다."
"In the first example, the teacher has ______________ [24] ________________ [25] the idea ________________ [26] a gas molecule ______________ [27] ___________________, [28] and
________________ [29] ______________ [30] ____________________ [31] ________________ [32] another molecule or the wall of its container, it will ___________________ [33] ________________ [34]
_________________ [35] the ________________ [36] speed and energy ________________ [37]
______________ [38] _______________ [39] before the collision.
첫 번째 예시에서, 교사는 가스의 분자가 탄력이 있어서, 다른 분자나 (그것이 담겨 있는) 용기의 벽과 충돌했을 때 이전의 충돌과 동일한 속도와 에너지로 다시 튕겨 나가게 된다는 생각을 가지고 있다."
"__________________ [40] students ________________ [41] this relationship _____________________ [42]
______________ [43] ________________, [44] some may __________________________ [45]
_____________________ [46] the molecule ______________ [47] just a _________________ [48]
__________________ [49] _________________ [50] __________________ [51] may think of ______________
[52] ______________ [53] a __________________ [54] ___________________ [55] __________________. [56]
만약 학생들이 그 관계를 (교사에 의해) 자신들에게 설명되게 하지 않으면, 몇몇 학생들은 당연하게도 그 분자를 단순히 둥근 물체로 시각화하고, 다른 학생들은 그것을 움직이는 탄성력 있는 구체로 생각할지도 모른다."
"________________ [57] ______________, [58] they may _______________ [59] ________________ [60]
_____________________ [61] ______________ [62] the _____________________ [63]
______________________ [64] ______________________ [65] and _______________ [66]
__________________ [67] _____________________ [68] to the _______________________ [69]
___________________. [70]
즉, 학생들은 아마도 유추의 구조적 특성에 더 많은 주의를 기울일 수 있고, 그것의 상호작용 효과에 대해서는 매우 적은 주의를 기울일 수 있다."
정답
teachers [1] analogies [2] are [3] used [4] to [5] describe [6] similarities. [7] For [8] instance [9]
Molecule [10] Like [11] Rubber [12] Ball [13] Like [14] Hose [15] Layers. [16] assume [17]
understand [18] in [19] which [20] comparisons [21] are [22] made. [23] in [24] mind [25] that [26]
is [27] elastic [28] when [29] it [30] collides [31] with [32] rebound [33] with [34] about [35] same [36] that [37] it [38] had [39] Unless [40] have [41] explained [42] to [43] them [44] understandably [45] visualize [46] as [47] round [48] object [49] while [50] others [51] it [52] as [53] moving [54]
elastic [55] sphere. [56] That [57] is [58] pay [59] more [60] attention [61] to [62] analogys [63]
structural [64] attributes [65] too [66] little [67] attention [68] interaction [69] effects. [70]
Maple English 올림포스2 워크북 8과
문장배열 Practice 02
"1. to / teachers' / Many / describe / are / analogies / structural / similarities. / used 여러 교사들의 유추는 구조적 유사성을 묘사하기 위해 사용된다."
"2. Rubber / Are / Layers."" / Like / Like / instance, / Is / Molecule / ""a / For / Artery / Strata /
""An / of / ""Rock / Gas / Ball,"" / Like / Hose,"" / a / Cake / and / a / Is
가스의 분자는 고무공과 같다, ""동맥은 호스와 같다"", 그리고 ""암석의 단층은 케이크의 층과 같다"" 와 같은 예를 들 수 있다."
"3. which / Teachers / these / comparisons / the / the / in / are / understand / students / assume / that / often / made. / sense
교사들은 종종 학생들이 이러한 비교가 이루어지는 개념을 이해한다고 가정한다."
"4. that / first / the / with / will / its / when / rebound / of / the / and / same / that / energy / has / collides / and / in / it / it / the / had / collision. / or / teacher / In / about / another / speed / molecule / idea / elastic, / with / is / gas / a / mind / before / molecule / it / the / the / example, / the / wall / container,
첫 번째 예시에서, 교사는 가스의 분자가 탄력이 있어서, 다른 분자나 (그것이 담겨 있는) 용기의 벽과 충돌했을 때 이전의 충돌과 동일한 속도와 에너지로 다시 튕겨 나가게 된다는 생각을 가지고 있다."
"5. sphere. / relationship / object / a / Unless / may / moving / elastic / others / explained / it / visualize / this / of / while / to / some / understandably / a / just / as / think / round / students / molecule / them, / the / may / as / have
만약 학생들이 그 관계를 (교사에 의해) 자신들에게 설명되게 하지 않으면, 몇몇 학생들은 당연하게도 그 분자를 단순히 둥근 물체로 시각화하고, 다른 학생들은 그것을 움직이는 탄성력 있는 구체로 생각할지도 모른다."
"6. attributes / more / structural / analogy's / the / they / the / little / That / is, / may / to / attention / effects. / to / pay / interaction / attention / too / and
즉, 학생들은 아마도 유추의 구조적 특성에 더 많은 주의를 기울일 수 있고, 그것의 상호작용 효과에 대해서는 매우 적은 주의를 기울일 수 있다."
Maple English 올림포스2 워크북 8과
순서배열 Practice 02
1 For instance, a Molecule of Gas Is Like a Rubber Ball, An Artery Is Like a Hose, and Rock Strata Are Like Cake Layers.
2 That is, they may pay more attention to the analogy's structural attributes and too little attention to the interaction effects.
3 Teachers often assume that the students understand the sense in which these comparisons are made.
4 Many teachers' analogies are used to describe structural similarities.
5 Unless students have this relationship explained to them, some may
understandably visualize the molecule as just a round object while others may think of it as a moving elastic sphere.
6 In the first example, the teacher has in mind the idea that a gas molecule is elastic, and when it collides with another molecule or the wall of its container, it will rebound with about the same speed and energy that it had before the collision.
1 In the first example, the teacher has in mind the idea that a gas molecule is elastic, and when it collides with another molecule or the wall of its container, it will rebound with about the same speed and energy that it had before the collision.
2 For instance, a Molecule of Gas Is Like a Rubber Ball, An Artery Is Like a Hose, and Rock Strata Are Like Cake Layers.
3 Teachers often assume that the students understand the sense in which these comparisons are made.
4 That is, they may pay more attention to the analogy's structural attributes and too little attention to the interaction effects.
5 Many teachers' analogies are used to describe structural similarities.
6 Unless students have this relationship explained to them, some may
understandably visualize the molecule as just a round object while others may think
of it as a moving elastic sphere.
Maple English 올림포스2 워크북 8과
빈칸 Practice 03
"_______________ [1] people _________________ [2] ___________________ [3] ________________ [4] in the eighteenth and nineteenth centuries, Europe and especially Great Britain _____________________
[5] the world ______________________, [6] _______________________ [7] and ________________________.
[8]
18세기와 19세기에 유럽과 특히 대영 제국이 문화적, 정치적, 그리고 경제적으로 세상을 지배했다는 것에 이의를 제기하는 사람들은 거의 없을 것이다."
"Britain was the ____________________ [9] of the Industrial Revolution and its military
__________________ [10] ___________________ [11] the ____________________ [12] ______________ [13]
__________________ [14] ______________ [15] the English ____________________ [16]
___________________ [17] _________________ [18] cultures.
영국은 산업 혁명의 호된 시련의 장이었으며, 영어가 식민지의 문화에 침범하듯이 영국의 군대도 확실하게 식민지를 확보했다."
"When Queen Victoria ____________________ [19] ______________ [20] the __________________ [21] in 1837, she ____________________ [22] ________________ [23] the largest empire in history: the empire ______________ [24] _________________ [25] the sun _________________ [26] _______________. [27]
빅토리아 여왕이 1837년에 왕좌에 올랐을 때 그녀는 역사상 가장 큰 제국을 통솔했는데, 그것은 태양이 결코 지지 않는 제국이었다."
"______________ [28] you _______________ [29] ________________ [30] ______________ [31] her _________________ [32] in 1850 and _____________________ [33] ________________ [34] this empire _________________ [35] ______________ [36] ________________ [37] __________________ [38] a
______________________, [39] you _________________ [40] ________________ [41] ________________ [42]
___________________ [43] _______________ [44] ______________ [45] the building.
1850년에 여러분이 그녀의 궁궐에 가서 이 제국이 한 세대 안에 끝날 것이라는 것을 넌지시 말했다면 여러분은 비웃음을 당하면서 그 건물에서 쫓겨났을 것이다."
"And _______________ [46] it was ________________. [47]
그러나 그것은 사실이었다."
"______________ [48] the _______________ [49] of World War I in 1918, the empire _______________
[50] ___________________ [51] ___________________ [52] and, ______________ [53] the time I _______________ [54] ________________ [55] in 1950, it was a __________________. [56]
1918년 제1차 세계 대전이 끝날 무렵에 그 제국은 치명적으로 상처를 입었고 내가 1950년에 태어났을 때 즈음에 그것은 (역사 속에 남은) 기억이 되었다."
정답
Few [1] would [2] dispute [3] that [4] dominated [5] culturally [6] politically [7] economically. [8]
crucible [9] forces [10] secured [11] colonies [12] as [13] surely [14] as [15] language [16] invaded [17] their [18] ascended [19] to [20] throne [21] presided [22] over [23] on [24] which [25] never [26] set. [27] If [28] had [29] gone [30] to [31] court [32] suggested [33] that [34] would [35] be [36]
over [37] within [38] generation [39] would [40] have [41] been [42] laughed [43] out [44] of [45] yet [46] true. [47] By [48] end [49] was [50] fatally [51] wounded [52] by [53] was [54] born [55]
memory. [56]
Maple English 올림포스2 워크북 8과
문장배열 Practice 03
1. eighteenth / the / politically / culturally, / the / Few / and / Britain / Europe / in / and / nineteenth / especially / would / centuries, / dispute / dominated / world / that / people / economically. / Great / and 18세기와 19세기에 유럽과 특히 대영 제국이 문화적, 정치적, 그리고 경제적으로 세상을 지배했다는 것에 이의를 제기하는 사람들은 거의 없을 것이다.
2. was / their / the / of / and / military / Industrial / surely / invaded / colonies / Revolution / as / the / the / crucible / forces / language / as / secured / English / its / cultures. / Britain / the 영국은 산업 혁명의 호된 시련의 장이었으며, 영어가 식민지의 문화에 침범하듯이 영국의 군대도 확실하게 식민지를 확보했다.
3. the / the / never / set. / in / empire / When / Queen / largest / Victoria / on / ascended / which / 1837, / throne / empire / history: / over / the / in / to / the / she / presided / sun 빅토리아 여왕이 1837년에 왕좌에 올랐을 때 그녀는 역사상 가장 큰 제국을 통솔했는데, 그것은 태양이 결코 지지 않는 제국이었다.
4. her / of / had / would / suggested / be / a / and / have / 1850 / If / this / you / over / would / the / in / court / you / empire / laughed / to / generation, / building. / out / that / within / gone / been 1850년에 여러분이 그녀의 궁궐에 가서 이 제국이 한 세대 안에 끝날 것이라는 것을 넌지시 말했다면 여러분은 비웃음을 당하면서 그 건물에서 쫓겨났을 것이다.
5. And / it / was / yet / true. 그러나 그것은 사실이었다.
6. born / time / a / was / War / 1918, / it / wounded / By / in / end / World / the / the / fatally / memory. / was / the / 1950, / of / I / by / in / was / and, / I / empire 1918년 제1차 세계 대전이 끝날 무렵에 그 제국은 치명적으로 상처를 입었고 내가 1950년에 태어났을 때 즈음에 그것은 (역사 속에 남은) 기억이 되었다.
Maple English 올림포스2 워크북 8과
