이 문답지는 대전 충북 충남교육청 응시자용이다 이 문답지는 대전 충북 충남교육청 응시자용이다 이 문답지는 대전 충북 충남교육청 응시자용이다 이 문답지는 대전 충북 충남교육청 응시자용이다,,,, ,,,, ....
◦ 문답지 전체 면 수가 맞는지 확인하시오.
◦ 문답지 모든 면의 상단 해당란에 수험번호와 성명을 쓰시오.
◦ 지워지거나 번지지 않는 흑색 필기구를 사용하여 답안을 작성하시오.
◦ 답안을 수정할 때에는 두 줄 ( 〓 을 긋고 수정할 내용을 쓰시오) .
※ 다음의 경우에는 채점하지 않고 점으로 처리합니다0 .
∙연필로 작성된 문항
∙수정테이프나 수정액을 사용하여 수정된 문항
∙개인 정보가 노출되어 있거나 불필요한 표시가 되어 있는 문답지 전체
※※
※※ 각 문항에 대한 답은 문답지의 답란에 쓰되 주어진 조건에각 문항에 대한 답은 문답지의 답란에 쓰되 주어진 조건에각 문항에 대한 답은 문답지의 답란에 쓰되 주어진 조건에각 문항에 대한 답은 문답지의 답란에 쓰되 주어진 조건에,,,, 맞게 쓰시오
맞게 쓰시오맞게 쓰시오 맞게 쓰시오....
주의 사항： 1. 우리말로 답안을 작성하라는 문항 이외에는 모두 영어로영어로영어로 답하시오.영어로
2. 우리말로우리말로우리말로우리말로 답안을 작성할 때 띄어쓰기한 빈칸은 글자 수에 포함하지 마시오.
1.
1.
1.
1. 다음 글을 읽고다음 글을 읽고다음 글을 읽고다음 글을 읽고 <<<<보기 에 제시된보기 에 제시된보기 에 제시된보기 에 제시된>>>> 세 개의세 개의세 개의세 개의 표현을 나열하여표현을 나열하여표현을 나열하여표현을 나열하여 빈칸에 들어갈 가장 적절한 문장을 완성하시오 점
빈칸에 들어갈 가장 적절한 문장을 완성하시오빈칸에 들어갈 가장 적절한 문장을 완성하시오 점점 빈칸에 들어갈 가장 적절한 문장을 완성하시오. [3 ]. [3 ]. [3 ]. [3 ]점
The word that has been most cheapened and devalued in our language is “love.” We use it for everything we love our― mother, we love our new car, we love ice cream and Mozart and picnics and being left alone. Most people suppose that first we think, and then we find words to express our thoughts. Actually, we think in and with words, and the words we have at our command shape the thoughts they express, rather than the other way around.
For example, we do not love our children in the same way we love our wives or sweethearts. We do not love our country in any sense that we love the color blue or the taste of peppermint or the smell of roses. We do not love God in the way we love our pet cockatoo. Our failure to make these verbal distinctions is more than “a manner of speaking”; it is a manner of conceptualizing, of defining and distinguishing.
( ). We are spurred to action by slogans and catchwords rather than by the concrete realities they embody.
보
< 기>
control and direct / our thoughts / the words we use
답 :
2.
2.2.
2. 다음 글을 읽고다음 글을 읽고다음 글을 읽고다음 글을 읽고 <<<<보기 의보기 의보기 의보기 의>>>> 모든 표현을모든 표현을모든 표현을모든 표현을 사용하여 빈칸에사용하여 빈칸에사용하여 빈칸에사용하여 빈칸에 들어갈 가장 적절한 문장을 완성하시오 점
들어갈 가장 적절한 문장을 완성하시오들어갈 가장 적절한 문장을 완성하시오 점점 들어갈 가장 적절한 문장을 완성하시오. [4 ]. [4 ]. [4 ]. [4 ]점
Through socialization humans learn to be effective members of the society, class, region, and family into which they are born, and come to understand the social relations that surround them. Indeed, socialization goes on throughout life and people prove almost infinitely capable of learning and unlearning social roles. For example, the ways a doctor and a patient will interact are largely prescribed in the roles of “doctor” and
“patient.” Doctors learn their part of the script in medical school. Patients learn theirs in the mass media, or by interacting with doctors. People come into a world of fairly stable pre-existing relations. In a world they never made, people must learn to play their assigned parts. This top-down theory is more likely to emphasize persistent inequalities of power. Such inequalities favour certain roles and interactions over others. In general, top-down theory fits the observed persistence of social order.
Yet, even under the simplest conditions, interactions are more than a performance of prescribed social roles. People repeatedly meet new situations and create new roles and rules. Whether they realize it or not, people often negotiate social relations from the bottom-up through interaction. It is this negotiation process that creates and re-creates what we call social structure.
Creativity is evident in all newly forming ethnic communities and movements to protest social inequality. The resurgence of neighborhoods, networks, and informal communities shows human creativity despite the supposed “death of community.”
Thus, ( ); and all respond to
pressures for change. Socialization influences the forms creativity may take, and the patterns of change that finally emerge.
보
< 기>
all social organizations / and / bottom-up / creativity / display / socialization / top-down
답 : 교시
( 2 )
영 영 영 영 어 어 어 어
( 22 )문항 ( 80 )점 작성시간 ( 150 )분 감독관 확인ꄫ
3.
3.
3.
3. 다음 글을 읽고다음 글을 읽고다음 글을 읽고다음 글을 읽고 apartheidapartheidapartheidapartheid를 가장 명확하게 의미하는를 가장 명확하게 의미하는를 가장 명확하게 의미하는 두 단어로를 가장 명확하게 의미하는 두 단어로두 단어로두 단어로 이루어진 어구 를 글에서 찾아 쓰시오 점
이루어진 어구 를 글에서 찾아 쓰시오이루어진 어구 를 글에서 찾아 쓰시오 점점 이루어진 어구 를 글에서 찾아 쓰시오‘‘‘‘ ’’’’ . [4 ]. [4 ]. [4 ]. [4 ]점
“I’ll cut you down to size yet, my boy,” my father shouted after me. “Wait until I send you to the mountain school back in the homelands, where they’ll teach you respect. Just you wait and see.” I stayed at Granny’s a week, and then returned home. My father said nothing, but I sensed that he was planning some sort of retaliation. I was ready for anything. He couldn’t whip me as he used to when I was a child, for I was growing stronger and more stubborn every day. We both knew that we were on a collision course. I was set in my ways, he in his. He disparaged education, I extolled it; he believed all that the white man said about him without protesting against racial segregation, I did not; he lived for the moment, I for the future, uncertain as it was. It soon became evident that the reason my father lived for the moment was because he was terrified of the future terrified of facing the reality that I was― on the way to becoming a somebody in a world that regarded him as a nobody, a world that had stripped him of his manhood, of his power to provide. Years of watching him suffer under the double yoke of apartheidapartheidapartheidapartheid and tribalism convinced me that his was a hopeless case, so long as he persisted in clinging to tribal beliefs and letting the white man define his manhood.
답 :
4.
4.
4.
4. 다음 글을 읽고 빈칸다음 글을 읽고 빈칸다음 글을 읽고 빈칸다음 글을 읽고 빈칸 ①①①①과과과과 ②②②②에에에에 공통으로공통으로공통으로공통으로 들어갈 가장 적절한들어갈 가장 적절한들어갈 가장 적절한들어갈 가장 적절한 한 단어를
한 단어를한 단어를
한 단어를 보기 에서 찾아 쓰시오<<<<보기 에서 찾아 쓰시오보기 에서 찾아 쓰시오보기 에서 찾아 쓰시오>>>> . [3 ]. [3 ]. [3 ]. [3 ]점점점점
Although it is obvious that specific languages differ from each other on the surface, if we look closer we find that human languages are surprisingly ( ① ). For instance, all known languages are at a similar level of complexity and detail there is no such thing as a primitive human language.― All languages provide a means for asking questions, making requests, making assertions, and so on. And there is nothing that can be expressed in one language that cannot be expressed in any other. Obviously, one language may have terms not found in another language, but it is always possible to invent new terms to express what we mean: anything we can imagine or think, we can express in any human language.
Turning to more abstract properties, even the formal structures of language are similar: all languages have sentences made up of smaller phrasal units, these units in turn being made up of words, which are themselves made up of sequences of sounds. All of these features of human language are so obvious to us that we may fail to see how surprising it is that languages share them. When linguists use the term language, or natural human language, they are revealing their belief that at the abstract level, beneath the surface variation, languages are remarkably ( ② ) in form and function, conforming to certain universal principles.
보
< 기>
disorderly / primitive / popular / similar / indistinguishable
답 :
5.5.5.
5. 다음 글을 읽고 글의 요지를다음 글을 읽고 글의 요지를다음 글을 읽고 글의 요지를다음 글을 읽고 글의 요지를30303030자 이내의자 이내의자 이내의자 이내의우리말로우리말로 쓰시오우리말로우리말로쓰시오쓰시오쓰시오. [4 ]. [4 ]. [4 ]. [4 ]점점점점 Many of today’s drivers continue to have trouble avoiding collisions, and traffic-safety experts continue to search for ways to make driving safer. After an emphasis on improving the designs of cars and roads in recent years, the auto-safety focus now is reverting to what used to be called “the nut behind the wheel.” But it isn’t easy to improve the ingrained behavior of drivers, whom some analysts blame for more than 90% of all traffic accidents. The problem is that pinpointing which drivers are to blame for crashes, why accidents happen and how to stop them remains elusive. For example, drivers with the worst accident or violation records do account for more than their share of accidents, but their numbers are relatively few, and they cause only a small percentage of all crashes. The largest part of the traffic-accident problem has been shown to involve lapses by normal drivers rather than errors by just a few problem cases. Changing driver habits is so difficult partly because people just don’t take driving seriously.
답 :
다음 글을 읽고 빈칸 과 에 들어갈 가장 적절한 단어를 다음 글을 읽고 빈칸다음 글을 읽고 빈칸 과과 에 들어갈 가장 적절한 단어를에 들어갈 가장 적절한 단어를 다음 글을 읽고 빈칸 과 에 들어갈 가장 적절한 단어를 6.
6.
6.
6. ①①①① ②②②② 보기 에서 찾아
보기 에서 찾아 보기 에서 찾아 보기 에서 찾아
< >
<< >>
< > 기호를기호를 쓰시오기호를기호를 쓰시오쓰시오쓰시오. [4 ]. [4 ]. [4 ]. [4 ]점점점점
Computer-adaptive testing (CAT) uses a database of questions to match the difficulty of each test item to the abilities of the learners being tested. Learners take a CAT test at the computer and because the computer can instantly mark each answer, the following question can be ( ① ). If a learner correctly answers a question, the computer will ensure that the next question will be more difficult. If a learner incorrectly answers a question, the next question will be easier.
One of the great advantages of CAT testing is that ( ② ) of test items can ensure that learners of a large class taking a test in the same room may all take slightly different tests as their correct and incorrect answers prompt the computer to take them to different levels. However, the effort in setting up CAT testing is also difficult and learners may not like the fact that they cannot review or change the answers to any questions they have already answered.
보
< 기>
a. ensured b. comprehension c. adapted d. explained e. randomization f. implementation
답 : ① ②
밑줄 친 문장은 이 글의 요지를 나타내고 있다 다음 글을 밑줄 친 문장은 이 글의 요지를 나타내고 있다 다음 글을밑줄 친 문장은 이 글의 요지를 나타내고 있다 다음 글을 밑줄 친 문장은 이 글의 요지를 나타내고 있다 다음 글을
7. .
7. .
7. .
7. .
읽고 빈칸에 들어갈 가장 적절한 읽고 빈칸에 들어갈 가장 적절한 읽고 빈칸에 들어갈 가장 적절한
읽고 빈칸에 들어갈 가장 적절한 한 단어를한 단어를한 단어를 글에서 찾아한 단어를 글에서 찾아글에서 찾아글에서 찾아 쓰시오 점
쓰시오 점 쓰시오 점 쓰시오. [3 ]. [3 ]. [3 ]. [3 ]점
Let’s assume that you have decided what grammar points to test, what multiple-choice type to use, and how many questions to prepare. You are now ready to start writing the test items. First, choose a structure and then use it correctly in a sentence. Remember, a good ( ) is very important for the structure chosen in a sentence. Sometimes only a few words are enough, such as “I don’t want tototo go.” into testing “to plus verb.” But notice how many surrounding sentences are needed for other grammar points. In the following sentence, must is used to express a conclusion or deduction: “Jimmy hasn’t eaten anything, and he won’t talk or play. He mustmustmustmust be ill.” When many of your test items require a lot of context like this, you will want to use a two-sentence approach. The two-sentence item above has the same speaker saying both sentences.
답 :
다음 글을 읽고 각 단락 가 담고 있는 정보를 다음 글을 읽고 각 단락 가 담고 있는 정보를 다음 글을 읽고 각 단락 가 담고 있는 정보를 다음 글을 읽고 각 단락 가 담고 있는 정보를
8. [A], [B], [C]
8.8. [A], [B], [C][A], [B], [C]
8. [A], [B], [C]
보기 에서 찾아 보기 에서 찾아 보기 에서 찾아 보기 에서 찾아
< >
< >
< >
< > 기호를기호를 쓰시오기호를기호를 쓰시오쓰시오쓰시오. [3 ]. [3 ]. [3 ]. [3 ]점점점점 [A]
[A]
[A]
[A] Without being aware of it, each speaker of any language has mastered a number of language styles. To illustrate, in a formal setting someone might offer coffee to a guest by saying May I offer you some coffee? or perhaps Would you care for some coffee? In an informal setting the same speaker might well say Want some coffee? or even Coffee? This shift in styles is completely unconscious and automatic; indeed, it takes some concentration and hard introspection to realize that we each use a formal and an informal style on different occasions.
[B][B]
[B][B] The clearest cases of formal speech occur in social contexts that are serious, often official in some sense, in which speakers feel they must watch their language and in which the manner of saying something is regarded as socially important.
These contexts would include a formal job interview, meeting an important person, and standing before a court of law.
Informal speech in our use of that term occurs in casual, relaxed social settings in which speech is spontaneous, rapid, and uncensored by the speaker. Social settings for this style of speech would include chatting with close friends and interacting in an intimate or family environment or in similar relaxed settings.
[C]
[C]
[C]
[C] Some speakers of English often equate the formal language style with the so-called standard language; the informal style, if discussed at all, is dubbed a form of sloppy speech or even slang, especially in language classes in public schools. But on closer investigation of the actual details of informal language, it turns out that the informal style, far from being merely a sloppy form of language, is governed by rules every bit as precise, logical, and rigorous as the rules governing formal language.
보
< 기>
a. Style shifts are unconscious and automatic.
b. All styles are rule-governed.
c. Speaking styles are contingent upon social contexts.
답 : [A] [B] [C]
글 글 글 글 9.
9.
9.
9. <A><A><A><A>를 읽고 답란의를 읽고 답란의를 읽고 답란의를 읽고 답란의 ①①①①과과과과 ②②②②에 해당하는 문장을에 해당하는 문장을에 해당하는 문장을에 해당하는 문장을 <A><A><A><A>의의의의 대화에서 찾아
대화에서 찾아대화에서 찾아
대화에서 찾아 기호를기호를기호를 쓰시오기호를쓰시오쓰시오....쓰시오 [4 ][4 ][4 ][4 ]점점점점
<A>
The Interaction Hypothesis affords a much richer view of how negotiation can assist language learning. Negotiation is seen as enabling learners not only to obtain comprehensible input, thereby supplying them with positive evidence but also to acquire the target language with negative evidence, input that provides ‘direct or indirect evidence of what is correct’. In the conversation below, negotiation can give salience to form-function relationships and it also helps learners to modify their output by segmenting message data into linguistic units.
For example, the native speaker’s modification helps the learner to segment the constituent above in line c:
a. NS : With a small pat of butter on it and above the plate.
b. NNS : Hmm, what is buvdaplate?
c. NS : Above.
d. NNS : Above the plate.
e. NS : Yeah.
*NS: Native Speaker
**NNS: Non-native Speaker
문장 기호 답 : ① negative evidence ( )
modified output
② ( )
다음 글을 읽고 보기 에서 가장 적절한 다음 글을 읽고 보기 에서 가장 적절한 다음 글을 읽고 보기 에서 가장 적절한 다음 글을 읽고 보기 에서 가장 적절한 10. < >
10. < >
10. < >
10. < > 단어만단어만단어만단어만 선택하선택하선택하선택하 여 글의 요지를 완성하시오 점
여 글의 요지를 완성하시오 점 여 글의 요지를 완성하시오 점 여 글의 요지를 완성하시오. [3 ]. [3 ]. [3 ]. [3 ]점
The weighting, in favor of dialogue or narrative type texts, may vary from one coursebook to another, but by and large we may assume that in the early stages patterns typical of the spoken language have been selected and that these are presented in contexts designed to promote oral fluency. We should also remember that the actual input of language is likely to be fairly slow: the students are learning how to understand and how to make themselves understood through the spoken medium.
One solution to this problem would be to delay the introduction of writing, at least in any significant form, until the learners have a much greater command of the language, in the form of a plateau on which written work could be much more easily based. However, if we adopted this solution, we should fail to satisfy needs which the learners have in the early stages and which can be met through writing:
reinforcement of material learned orally, variety of activity in the classroom and increased contact with the language through work that can be done out of class. These are good reasons for introducing writing and it would be wrong to ignore them.
보
< 기>
introduction / of / reinforced / the / not / should / be / writing / speaking / delayed
답 :
in the early stages.
11.11.11.
11. 다음의 교실 상황다음의 교실 상황다음의 교실 상황다음의 교실 상황 <A><A><A><A>를 읽고를 읽고를 읽고를 읽고 <<<<보기 에 제시된보기 에 제시된보기 에 제시된보기 에 제시된>>>> 모든모든모든모든 표현을표현을
표현을표현을 나열하여 글나열하여 글나열하여 글나열하여 글 <B><B><B><B>의 빈칸에 들어갈 가장의 빈칸에 들어갈 가장의 빈칸에 들어갈 가장의 빈칸에 들어갈 가장 적절한적절한적절한적절한 내용을 완성하시오 점
내용을 완성하시오 점 내용을 완성하시오 점 내용을 완성하시오. [3 ]. [3 ]. [3 ]. [3 ]점
<A>
The teacher is giving a lesson using A Structured Word Net.
A Structured Word Net
Teacher : Try to add as many words to the net as possible.
Teacher : (looking at the word net) Now, you can say like this using the words in the net. During an exam the room is very quiet and I feel nervous.
Teacher : Try to use the words you have added to the net in your sentence. Write some examples here.
<B>
In the classroom task above, the teacher tries to make the structural principles underlying the organization of the net more overt by adding symbols in A Structured Word Net.
The teacher can then elicit and demonstrate relations of dependency between the words. These dependencies are either of a structural semantic nature, or grammatical nature, involving developing awareness of parts of speech. This is one way of learning grammar through the procedure of asking questions about words. Therefore, this classroom task can be shown to
lead to the learner’s ( ).
보
< 기>
grammatical / covert acquisition / of / lexis / information / via
답 :
글 와 를 읽고 지시에 따라 답하시오 점 글글 와와 를 읽고 지시에 따라 답하시오를 읽고 지시에 따라 답하시오 점점 글 와 를 읽고 지시에 따라 답하시오 점 12. <A> <B> . [4 ] 12. <A> <B> . [4 ] 12. <A> <B> . [4 ] 12. <A> <B> . [4 ]
<A>
One study was carried out with three groups of seven-year-olds who heard a story about a hunter from the (fictitious) Targa people. A week before being told the story, one group of children had heard a passage that described the Targa as Eskimos living in a cold climate; the second group had heard that the Targa were American Indians living in the desert; and the third group had heard information about people living in Spain which was irrelevant to the hunting text. After listening to the story, the first two groups were asked questions about climate and living conditions, although the story contained no information about either; but interestingly, the listeners claimed that it was in the story they had just been told. This indicates that the children were using prior knowledge to interpret what they heard and seemed unaware of the extent to which they were drawing on such knowledge. Moreover, the third group remembered the story less well than the other two groups, which suggests that a text on a familiar topic is easier to understand, even if the information it contains is novel. It should be remembered that inappropriately applied background knowledge may distort, rather than support, comprehension if it causes the listeners to force the content of a text into an existing schematic script.
<B>
You are teaching English oral skills to an intermediate-level group of Korean high school students, who are preparing for their first tour of New York. The following are some class activities available for the students:
a. A ten-minute role-play involving asking directions on the street in an American city.
b. A ten-minute discussion on the effects of global warming in the U.S.
c. A ten-minute talk by the teacher about the travel arrangements, using the information pack on the city of New York.
d. A ten-minute talk by the teacher on the Korean parliamentary system.
빈칸 과 에 들어갈 가장 적절한 빈칸 과 에 들어갈 가장 적절한 빈칸 과 에 들어갈 가장 적절한
빈칸 ①①①①과 ②②②②에 들어갈 가장 적절한 기호를기호를기호를기호를 글글글글 <B><B><B><B>에서에서에서에서 찾아 각각
찾아 각각 찾아 각각
찾아 각각 두 개씩두 개씩두 개씩두 개씩 쓰고쓰고쓰고쓰고,,,, ②②②②의 학습활동이 부적절한 이유를의 학습활동이 부적절한 이유를의 학습활동이 부적절한 이유를의 학습활동이 부적절한 이유를 글 에서 찾아 빈칸 에 쓰시오
글 에서 찾아 빈칸 에 쓰시오 글 에서 찾아 빈칸 에 쓰시오 글 <A><A><A><A>에서 찾아 빈칸 ③③③③에 쓰시오....
학습활동학습활동
학습활동학습활동 기호기호기호기호 이이이이 유유유유
적절한 활동 ① familiar topic or prior knowledge
부적절한 활동 ② ③
답 : ① , ② ,
③
13.
13.13.
13. 글글글글 <A><A><A><A>와와와와 <B><B><B><B>를 읽고 빈칸를 읽고 빈칸를 읽고 빈칸를 읽고 빈칸 ①①①①과과과과 ②②②②에 각각에 각각에 각각에 각각 공통으로공통으로공통으로공통으로 들어갈 가장 적절한 단어를 에서 찾아 쓰시오 점 들어갈 가장 적절한 단어를 에서 찾아 쓰시오 점 들어갈 가장 적절한 단어를 에서 찾아 쓰시오 점 들어갈 가장 적절한 단어를 <A><A><A><A>에서 찾아 쓰시오. [4 ]. [4 ]. [4 ]. [4 ]점
<A>
The classroom conversation below is an example of procedural vocabulary at work. The declarative knowledge or meaning being asserted is anesthetic. The procedural words used to break this down include put, someone, make, them, and so on.
Teacher : And some drugs can also be used as anesthetics, like...
Student : What is anesthetic?
Teacher : Oh er... when you put someone to sleep, you make them go to sleep before an operation.
Student : Sleep?
Teacher : Yes, you anesthetize them... you give them a drug or anesthetic that makes them sleep... so they have no pain... you make them sleepy.
<B>
This classroom exchange illustrates the process whereby the student begins to develop or confirm hypotheses about the verb valency or the grammatical dependencies between the verb and its frame, animate subject and object NPs, as well as about the derivational link between the noun-form and the verb-form of anesthetize. In addition, the acquisition of the meaning of the word anesthetic is negotiated through the use of procedural vocabulary. Therefore, students need to be taught how to use ( ① ) vocabulary in order to effectively learn the ( ② ) vocabulary.
Communicative competence includes not only the idealized ( ② ) knowledge we have of word meaning, but the ( ① ) knowledge we draw on in converting that knowledge to performance.
답 : ① ②
14.
14.
14.
14. 글글글글 <A><A><A><A>를 읽고 강세규칙를 읽고 강세규칙를 읽고 강세규칙를 읽고 강세규칙 (1)- , (1)- , (2)- , (2)-(1)- , (1)- , (2)- , (2)-(1)- , (1)- , (2)- , (2)-(1)- , (1)- , (2)- , (2)-①①①① ②②②② ①①①① ②②②②에에에에 해당하는 단어의
해당하는 단어의해당하는 단어의
해당하는 단어의 기호를기호를기호를기호를 <B><B><B><B>에서 각각에서 각각에서 각각에서 각각 두 개씩두 개씩 찾아 쓰두 개씩두 개씩 찾아 쓰찾아 쓰찾아 쓰 시오 단 에 제시된 강세규칙의 조건만을 고려할 시오시오 단단 에 제시된 강세규칙의 조건만을 고려할에 제시된 강세규칙의 조건만을 고려할 시오. ( , <A>. ( , <A>. ( , <A>. ( , <A>단 에 제시된 강세규칙의 조건만을 고려할
것 점
것것 점점 것.) [4 ].) [4 ].) [4 ].) [4 ]점
<A>
The rules of word stress placement in English are complex and have exceptions, but some information such as the grammatical category of the word, the number of syllables the word has, and the phonological structure of those syllables is important in stress placement. Consider the following stress placement rules:
(1) In three-syllable verbs,
if the final syllable is strong, then it is stressed;
①
if the final syllable is weak, then it is unstressed, and
②
stress is placed on the preceding syllable if that syllable is strong.
(2) In three-syllable nouns,
① if the final syllable is weak, or ends with [ ], then itəʋ is unstressed; if the syllable preceding this final syllable is strong, then that middle syllable is stressed;
if the second and third syllables are both weak, then
②
the first syllable is stressed.
Note: A strong syllable has a rhyme which either has a syllable peak which is a long vowel or diphthong, or a vowel followed by a coda (i.e., one or more consonants). Weak syllables have a syllable peak which is a short vowel, and no coda unless the syllable peak is [ ].ə
<B>
(a) bonanza (b) resurrect (c) cinema (d) remember (e) embroider (f) algebra (g) entertain (h) aroma
강세규칙 단어 기호
답 : (1)-① ( ) ( )
(1)-② ( ) ( )
(2)-① ( ) ( )
(2)-② ( ) ( )
15.
15.15.
15. 글글글글 <A><A><A><A>를 읽고를 읽고를 읽고를 읽고 <B><B><B><B>에서 비문법적인 문장을 찾아에서 비문법적인 문장을 찾아에서 비문법적인 문장을 찾아에서 비문법적인 문장을 찾아 기호를기호를기호를기호를 쓰고 비문법적인
쓰고 비문법적인 쓰고 비문법적인
쓰고 비문법적인,,,, 이유를이유를이유를이유를 <A><A><A><A>에 나오는 용어를에 나오는 용어를에 나오는 용어를에 나오는 용어를 이용하여이용하여이용하여이용하여 단어 이내로 쓰시오 단 영어와 우리말 혼용 가능 점 단어 이내로 쓰시오 단 영어와 우리말 혼용 가능단어 이내로 쓰시오 단 영어와 우리말 혼용 가능 점점 단어 이내로 쓰시오 단 영어와 우리말 혼용 가능 점
15 . ( , ) [4 ]
15 . ( , ) [4 ]
15 . ( , ) [4 ]
15 . ( , ) [4 ]
<A>
X-bar theory is a very simple and general theory of phrase structure. Using only three rules, this theory accounts for the distinction between adjuncts, complements, and specifiers.
(1) a. Specifier rule: XP → (YP) X’
b. Adjunct rule: X’ → X’ (ZP) or X’ →(ZP) X’
c. Complement rule: X’ → X (WP)
X is a head, WP is a complement, ZP is an adjunct, and YP is a specifier. Let us think, here, about differences between the complement and adjunct rules. Because the complement rule introduces the head, the complement will always be adjacent to the head. Or more particularly, it will always be closer to the head than an adjunct. This is seen in the following tree:
(2) NP
D N’
N’ PP
N PP with a red cover
book
of poems
Since the adjunct rule takes an X’ level category and generates another X’ category, it will always be higher in the tree than the output of the complement rule. Since lines can’t cross, this means that complements will always be lower in the tree than adjuncts, and will always be closer to the head than adjuncts.
<B>
(a) It is very interesting and of great help.
(b) The flower moved of itself and with elegance.
(c) She likes the book of poems and from The MIT Press.
(d) I read the book of poems with a red cover and with a blue spine.
답 : 비문법적인 문장의 기호 : ( ) 비문법적인 이유 :
the
16.
16.
16.
16. 다음 글을 읽고 빈칸에 들어갈 가장 적절한다음 글을 읽고 빈칸에 들어갈 가장 적절한다음 글을 읽고 빈칸에 들어갈 가장 적절한다음 글을 읽고 빈칸에 들어갈 가장 적절한 한 단어를한 단어를한 단어를한 단어를 글에서 찾아 쓰시오 점
글에서 찾아 쓰시오 점 글에서 찾아 쓰시오 점 글에서 찾아 쓰시오. [3 ]. [3 ]. [3 ]. [3 ]점
An optimal scenario for development, and hence internalization, is the zone of proximal development (ZPD). In other words, an essential feature of learning is that it creates the zone of proximal development; that is, learning awakens a variety of internal developmental processes that are able to operate only when the child is interacting with people in his or her environment and in cooperation with peers. Once these processes are internalized, they become part of the child’s developmental achievement.
One way of conceptualizing movement within the ZPD is the stages of regulation, or control over intellectual actions. It has been proposed that, in the transition from interpsychological to intrapsychological activity, the learner moves from other-regulation to complete self-regulation. When other-regulated, the learner can perform with assistance from others. The learner achieves self-regulation when, in the course of ZPD interactional processes, he or she can take control of external actions and is capable of independent problem solving. In the absence of other-regulation or when not responding to other-regulation, the learner may be at a stage of object-regulation, a stage in which the learner is easily regulated by objects in the environment.
Because assistance in the ZPD is extended as long as ( ) persists but is removed once the learner can function independently, it has been metaphorically conceived as a form of scaffolding. Traditionally, the concept of scaffolding has referred to the supportive behaviors by which an expert can help a novice learner achieve higher levels of regulation.
답 :
글 를 읽고 의 밑줄 친 부분에 각각 일어날 수 글글 를 읽고를 읽고 의 밑줄 친 부분에 각각 일어날 수의 밑줄 친 부분에 각각 일어날 수 글 를 읽고 의 밑줄 친 부분에 각각 일어날 수 17. <A> <B>
17.17. <A><A> <B><B>
17. <A> <B>
있는 음운현상을 에서 찾아
있는있는 음운현상을음운현상을 에서에서 찾아찾아
있는 음운현상을 <A><A><A><A>에서 찾아 번호를번호를번호를번호를 쓰시오쓰시오쓰시오쓰시오.... ( ,( ,( ,( ,단단단단 에 제시된 조건만을 고려할 것 점
에 제시된 조건만을 고려할 것 점 에 제시된 조건만을 고려할 것 점 에 제시된 조건만을 고려할 것 점
<A> .) [4 ]
<A><A> .) [4 ].) [4 ]
<A> .) [4 ]
<A>
All languages modify complicated sequences in connected speech in order to simplify the articulation process. The main function of most of the adjustments in English is to promote the regularity of English rhythm that is, to squeeze syllables― between stressed elements and facilitate their articulation so that regular timing can be maintained. Specifically, the following optional phonological processes frequently occur in connected speech in North American English:
(1) Alveolar stops are assimilated in place of articulation to following bilabial or velar stops across word boundaries.
(2) Oral alveolar stops are pronounced as a flap after a stressed vowel and before an unstressed vowel.
(3) Oral alveolar stops are deleted if they are central in a sequence of three consonants.
<B>
(a) He has a green car.
(b) Please send Susan a box of chocolates.
(c) Would you care for a bit of cheese?
(d) I met Bob yesterday.
음운현상 번호 답 : (a) green car ( )
(b) send Susan ( )
(c) bit of ( )
(d) met Bob ( )
다음 글을 읽고 지시에 따라 답하시오 점 다음 글을 읽고 지시에 따라 답하시오다음 글을 읽고 지시에 따라 답하시오 점점 다음 글을 읽고 지시에 따라 답하시오 점
18. . [4 ]
18. . [4 ]
18. . [4 ]
18. . [4 ]
A word is not a simple sequence of morphemes. It has an internal structure. For example, the word unsystematic is composed of three morphemes: un-, system, and -atic. The root is system, a noun, to which we add the suffix -atic resulting in an adjective,systematic. To this adjective, we add the prefix un- forming a new adjective, unsystematic.
The hierarchical organization of words is most clearly shown by structurally ambiguous words. Consider the word unbuttonable. The two meanings of the word correspond to different structures, as follows:
(1) Adjective (2) Adjective
un ( ① ) ( ③ ) able
( ② ) able un ( ④ )
button button
The ambiguity of this word arises because the prefix un- can combine with different grammatical categories.
위 수형도의 빈칸 위 수형도의 빈칸 위 수형도의 빈칸
위 수형도의 빈칸 ①①①①~~~ 에~④④④④에에에 들어갈 문법범주 품사들어갈 문법범주 품사들어갈 문법범주 품사들어갈 문법범주 품사(((( ))를 쓰고))를 쓰고를 쓰고를 쓰고, (1), (1), (1), (1) 과 에 해당하는 단어 의 의미를 각각 쓰시오 과 에 해당하는 단어 의 의미를 각각 쓰시오 과 에 해당하는 단어 의 의미를 각각 쓰시오 과 (2)(2)(2)(2)에 해당하는 단어 unbuttonableunbuttonableunbuttonableunbuttonable의 의미를 각각 쓰시오....
답 : (1) 문법범주 : ① ② 단어의 의미 :
(2) 문법범주 : ③ ④
단어의 의미 :
19.
19.19.
19. 글글글글 <A><A><A><A>를 읽고를 읽고를 읽고를 읽고 <B><B><B><B>에서 비문법적인 문장을에서 비문법적인 문장을에서 비문법적인 문장을에서 비문법적인 문장을 모두모두 찾아모두모두 찾아찾아찾아 기호를
기호를기호를
기호를 쓰고 비문법적인쓰고 비문법적인쓰고 비문법적인쓰고 비문법적인,,,, 이유를이유를이유를이유를 <A><A><A><A>의 설명을 바탕으로의 설명을 바탕으로의 설명을 바탕으로의 설명을 바탕으로 단어 이내로 쓰시오 단 영어와 우리말 혼용 가능 단어 이내로 쓰시오단어 이내로 쓰시오 단 영어와 우리말 혼용 가능단 영어와 우리말 혼용 가능 단어 이내로 쓰시오 단 영어와 우리말 혼용 가능
15 . ( , )
1515 . ( ,. ( , ))
15 . ( , )
점 점점 점 [4 ] [4 ][4 ] [4 ]
<A>
Adopting the concepts of traditional grammar, we can say that subjects of finite clauses have Nominative Case and that NPs that are complements of prepositions or verbs appear in the Accusative. Let us postulate that there is a universal requirement that all overt NPs must be assigned abstract Case to satisfy the Case filter.
(1) Case Filter
Every overt NP must be assigned abstract Case.
To pass the Case filter NPs must be assigned Case by Case assigners such as a finite Tense, a transitive verb, a preposition, or a prepositional complementizer for. (The prepositional complementizer can appear in the infinitival clause to assign Accusative Case, since infinitival to can’t assign Case to the overt subject of an infinitival clause.)
(2) a. He likes her.
b. She moved toward him.
c. For her to like him is surprising.
<B>
(a) It is likely Mary to be innocent.
(b) I persuaded him to go to college.
(c) She believes sincerely that he is smart.
(d) I don’t know whether John to go to the party.
(e) She seems to me to be intelligent.
답 : 비문법적인 문장의 기호 : ( ) 비문법적인 이유 :
다음 글을 읽고 빈칸 다음 글을 읽고 빈칸 다음 글을 읽고 빈칸 다음 글을 읽고 빈칸 20.
20.
20.
20. ①①①①~~~④~④④에 들어갈 가장 적절한 예문을④에 들어갈 가장 적절한 예문을에 들어갈 가장 적절한 예문을에 들어갈 가장 적절한 예문을 보기 에서 찾아
보기 에서 찾아보기 에서 찾아 보기 에서 찾아
< >
< >
< >
< > 기호를기호를기호를기호를 쓰시오쓰시오쓰시오쓰시오. [4 ]. [4 ]. [4 ]. [4 ]점점점점
To a large extent, the acquisition of negative sentences by second language learners follows a path that looks nearly identical to the stages for first language acquisition. What is different, however, is that second language learners from different first language backgrounds behave somewhat differently within those stages. In the first stage, the negative element (usually ‘no’ or ‘not’) is typically placed before the verb or the element being negated. Often, it occurs as the first word in the utterance because the subject of the sentence is not there. For example, No bicycle. No have any sand. I not like it. ‘No’ is preferred by most learners in this early stage, perhaps because it is the negative form that is easiest to hear and recognize in the speech they are exposed to. In the next stage, ‘no’ and ‘not’ may alternate with ‘don’t’. However, ‘don’t’
is not marked for person, number, or tense and it may even be used before modals like ‘can’ and ‘should’. For example, ( ① ).
Next, learners begin to place the negative element after auxiliary verbs like ‘are’, ‘is’, and ‘can’. But at this stage, the
‘don’t’ form is still not fully analyzed, as shown in the example, ( ② ). Finally, ‘do’ is marked for tense, person, and number, and most interlanguage sentences appear to be just like those of the target language. For instance, ( ③ ).
For some time, however, learners may continue to mark tense, person, and number on both the auxiliary and the verb, as in the example, ( ④ ). This sequence of stages is descriptive of the second language development of most second language learners.
보
< 기>
a. I didn’t went there. She doesn’t wants to go.
b. It doesn’t work. We didn’t have supper.
c. You can not go there. He was not happy. She don’t like rice.
d. He don’t like it. I don’t can sing.
답 : ① ②
③ ④
다음 글은 어느 소설의 일부분이다 밑줄 친 부분이 암시 다음 글은 어느 소설의 일부분이다 밑줄 친 부분이 암시다음 글은 어느 소설의 일부분이다 밑줄 친 부분이 암시 다음 글은 어느 소설의 일부분이다 밑줄 친 부분이 암시
21. .
21.21. ..
21. .
하는 바를 자 이내의 하는 바를 자 이내의 하는 바를 자 이내의
하는 바를 15151515자 이내의 우리말로우리말로우리말로우리말로 쓰시오쓰시오쓰시오쓰시오. [3 ]. [3 ]. [3 ]. [3 ]점점점점
She stood among the swaying crowd in the station at the North Wall. He held her hand and she knew that he was speaking to her, saying something about the passage over and over again. The station was full of soldiers with brown baggages. Through the wide doors of the sheds she caught a glimpse of the black mass of the boat, lying in beside the quay wall, with illumined portholes. She answered nothing. She felt her cheek pale and cold and, out of a maze of distress, she prayed to God to direct her, to show her what was her duty.
The boat blew a long mournful whistle into the mist. If she went, tomorrow she would be on the sea with Frank, steaming towards Buenos Aires. Their passage had been booked. Could she still draw back after all he had done for her? Her distress awoke a nausea in her body and she kept moving her lips in silent fervent prayer.
A bell clanged upon her heart. She felt him seize her hand:
“Come!”
All the seas of the world tumbled about her heart. He was drawing her into them: he would drown her. She gripped with both hands at the iron railing.
“Come!”
No! No! No! It was impossible. Her hands clutched the iron in frenzy. Amid the seas she sent a cry of anguish.
“Eveline! Evvy!”
He rushed beyond the barrierthe barrierthe barrier and called to her to follow.the barrier He was shouted at to go on, but he still called to her. She set her white face to him, passive, like a helpless animal. Her eyes gave him no sign of love or farewell or recognition.
답 :
다음 시를 읽고 지시에 따라 답하시오 점 다음 시를 읽고 지시에 따라 답하시오다음 시를 읽고 지시에 따라 답하시오 점점 다음 시를 읽고 지시에 따라 답하시오 점
22. . [4 ]
22. . [4 ]
22. . [4 ]
22. . [4 ]
Question Question Question Question
Body my house my horse my hound what will I do when you are fallen
Where will I sleep How will I ride What will I hunt
Where can I go without my mount all eager and quick How will I know in thicket ahead is danger or treasure when Body my good bright dog is dead
How will it be to lie in the sky without roof or door and wind for an eye
With cloud for shift how will I hide?
다음은 위의 시에 대한 해설이다 빈칸 다음은 위의 시에 대한 해설이다다음은 위의 시에 대한 해설이다 빈칸빈칸
다음은 위의 시에 대한 해설이다.... 빈칸 ①①①①과과과과 ②②②②에에에에 가장가장가장가장 적절한 단어
적절한 단어적절한 단어
적절한 단어 두 개씩을두 개씩을두 개씩을 시에서 찾아 각각 쓰시오두 개씩을 시에서 찾아 각각 쓰시오시에서 찾아 각각 쓰시오....시에서 찾아 각각 쓰시오
The poet evokes the qualities of the body by the three metaphors. ( ① ) links to quick mobility and liveliness.
My house connotes a sense of security, the place to be at ease. ( ② ) senses what’s ahead in the hunt that is, in― the process of living.
답 : ① ( ) ( )
② ( ) ( )
