Test 3 Test 3 Test 3

(1)

Test 3 Test 3 Test 3 1. 1.

1.

(A), (B), (C)의 각 괄호 안에 알맞은 표현으로 적절한 것은?<T3-1>

Recently, I received your fundraising letter describing the financial support (A) [requiring / required] to realize the upcoming programs and services of GDRO, Global Development Relief Organization. As you know, I admire and feel connected to the purpose and mission of your organization, and I am amazed by the effects of the services you provide. During past fundraising drives, I was (B) [capable / able] to express my admiration and support of your endeavors with a monetary donation.

However, at this time, I regret to say that I am unable to contribute funds to your cause, but please do not view this inability as an expression of my wavering support. I continue to value (C) [highly / high] the work that GDRO does, and I hope to be able to express my admiration and support of the organization again in the future.

(A) (B) (C)

① requiring … capable … highly

② required … able … highly

③ required … capable … highly

④ required … able … high

⑤ requiring … capable … high

2. 2.

2.

^{밑줄 친}^ⓐ~ⓒ부분을 어법과 문맥에 맞게 고쳐 쓰시오. <T3-1>

Recently, I received your fundraising letter ⓐdescription the financial support required to realize the upcoming programs and services of GDRO, Global Development Relief Organization.

As you know, I admire and feel connected to the purpose and mission of your organization, and I am ⓑamaze the effects of the services you provide. During past fundraising drives, I was able to express my admiration and support of your endeavors with a monetary donation. ____________, at this time, I regret

ⓒsaying that I am unable to contribute funds to your cause, but please do not view this inability as an expression of my wavering support. I continue to value highly the work that GDRO does, and I hope to be able to express my admiration and support of the organization again in the future.

ⓐ →

ⓑ →

ⓒ →

3. 3.

3.

윗글의 빈칸에 들어갈 말로 가장 적절한 것을 고르시오.

① Therefore ② For example ③ However

④ Furthermore ⑤ In short

4. 4. 4.

It was about midnight when we were passing right over DFW airport. Everything was going (A) [finely / fine]. All of a sudden the cockpit lit up like it was daylight. I could not figure out what was going on. I thought maybe we were in the headlights of a big jet going into DFW. I told my passenger to look for planes.

The tone of my voice really (B) [scared / scaring] him and he was frantically looking around. I started to make a clearing turn to the left, but I could see nothing. Then all at once I saw it: a big glowing ball of fire coming right at us at 12:00. I instinctively pushed in on the control wheel as the object kept coming at terrific speed. As it got closer, I could see (C) [what / that] it was solid rock about 10 – 15 feet in diameter. It soared about 2,000 feet over us and then we were plunged back into darkness.

(A) (B) (C)

① fine … scaring … that

② finely … scaring … what

③ fine … scared … what

④ finely … scared … what

⑤ fine … scared … that

5. 5. 5.

^{밑줄 친}^ⓐ~ⓔ^중^,문맥 또는 어법상 적절하지 않은것은?<T3-2>

It (was DFW airport about were midnight we passing right when over). Everything was going fine. All of a sudden the cockpit lit up ⓐlike it was daylight. I could not figure out ⓑwhat was going on. I thought maybe we were in the headlights of a big jet ⓒgoing into DFW. I told my passenger ⓓlook for planes.

The tone of my voice really scared him and he was frantically looking around. I started to make a clearing turn to the left, but I could see nothing. Then all at once I saw it: a big glowing ball of fire ⓔcoming right at us at 12:00. I instinctively pushed in on the control wheel as the object kept from coming at terrific speed. As it got closer, I could see that it was solid rock about 10 – 15 feet in diameter. It soared about 2,000 feet over us and then we were plunged back into darkness.

① ⓐ ② ⓑ ③ ⓒ ④ ⓓ ⑤ ⓔ

6. 6. 6.

밑줄 친 괄호 안에 주어진 낱말들을 어법과 문맥에 맞게 배열하시오.

↠

7. 7. 7.

^{윗글의 밑줄 친}kept from coming을 어법과 문맥에 맞게 고쳐 쓰시오.

↠

(2)

8. 8.

8.

The symphony is the ideal genre for the public concert hall, for it aims to (A) [please / be pleased] a large listening public. The string quartet, on the other hand, typifies chamber music — music for the small concert hall, the private chamber, or the simple enjoyment of the performers themselves. Like the symphony, the string quartet normally has four movements, all unified by a common key. But (B) [unlikely / unlike] the symphony, which might have a dozen violinists joining on the first violin line, the string quartet features only one player per part: first violinist, second violinist, violist, and cellist. Such an intimate ensemble has no need for a conductor; all performers function equally and communicate directly among (C) [them / themselves] in a spirit of disciplined collegiality. No wonder the German poet Johann Wolfgang von Goethe compared the string quartet to “a conversation among four intelligent people.”

(A) (B) (C)

① please … unlike … themselves

② be pleased … unlike … them

③ please … unlike … them

④ be pleased … unlikely … them

⑤ please … unlikely … themselves

9. 9.

9.

빈칸에 들어갈 말로 가장 적절한 것을 아래 박스에서 고르시오.<T3-4>

In the physical sciences, it is usually the case that a handful of concepts can be applied to solve problems across a wide range of contexts. Research literature on the transfer of knowledge suggests that when people acquire knowledge in one context they can seldom apply this knowledge to situations in related contexts that look superficially different from the original context, but which are related by the major idea that could be applied to solve or analyze them. The implication is that students should learn to apply major concepts ___(A)___ in order to make the knowledge “fluid.” Other sciences that have larger sets of concepts also require practice for students to relate the concepts to ___(B)___. To repeat what has been said before, providing practice exercises ___(C)___ is what makes learning last — it is the way to promote transfer of learning.

① across a variety of contexts and situations

② new and varied situations

③ in multiple contexts

10. 10. 10.

^{밑줄 친}^ⓐ~ⓔ^중, 문맥 또는 어법상 적절하지 않은것은?<T3-5>

A strong principal or superintendent sets the tone for the school environment. If teachers ⓐwill be motivated, they will perform better in their classroom, increasing the energy and enthusiasm of students. If teachers believe ⓑthat their supervisor is supportive, positive, dedicated, and trustworthy, they will seek him or her out for advice and ideas. ________, even the principals who have these skills do not necessarily have spare time, so that teachers ⓒfind that turning to their teacher peers in camaraderie is the best solution. It is not that administrators are not welcome in the teachers’ room — although some certainly ⓓdo earn exclusion — but that they are often not available to meet with teachers in addition to their other responsibilities. Teacher support, in the form of administration, must become more evident in schools ⓔso that the school structure will not be strained right from the top.

① ⓐ ② ⓑ ③ ⓒ ④ ⓓ ⑤ ⓔ

11. 11. 11.

12. 12. 12.

^{밑줄 친}^ⓐ~ⓔ^중^,문맥 또는 어법상 적절하지 않은것은?<T3-6>

It is important to note that analogies based upon superficial features are very useful and help ⓐsolve problems that the scientists frequently encounter. ____________, if a scientist is obtaining uninterpretable data and another scientist makes an analogy to an experiment that worked ⓑwhich the temperature was different, and suggests changing the temperature, this can potentially fix the problem. Many of the superficial analogies were of this type and solved the problem. These types of analogy are very frequent, but were ⓒrarely mentioned by the scientists in their interviews and never appeared in their lab books. When asked ⓓwhy they did not mention these analogies, the scientists thought that they were so obvious that they were not ⓔworth talking about. Despite the obviousness of these analogies, they are one of the most frequent cognitive workhorses of the scientific mind.

① ⓐ ② ⓑ ③ ⓒ ④ ⓓ ⑤ ⓔ

13. 13. 13.

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14. 14.

14.

Raden Adjeng Kartini, a pioneer in the area of education for girls and women’s rights for Indonesians, (A) [born / was born] in Japara, the northern coastal area of Central Java, when Indonesia was under Dutch colonization. Her father, the regent of Japara, sent his daughters to a Dutch school, an unusual decision for that time. As a member of an aristocratic family, Kartini enjoyed her privileged status, studying and making friends with Dutch children. Unfortunately, as a woman she was prevented from continuing her studies. Traditional Javanese culture required women (B) [to be / being] secluded at home after reaching age twelve until the time of their parentally arranged marriage. Frustrated by being a captive in her residence, she spent most of her time reading books and writing letters to Dutch friends. The publication of her letters attracted (C) [greatly / great] interest in the Netherlands and her ideas provided inspiration for prominent figures in the fight for independence.

(A) (B) (C)

① was born … to be … great

② born … being … great

③ born … to be … great

④ born … being … greatly

⑤ was born … to be … greatly

15. 15.

15.

Creativity is about “connecting the dots” — making connections between things that have never before (A) [linked / been linked].

It is the ability to recognize the possibilities that exist within any scenario and the opportunities in every situation. Changing the game starts with seeing the unseen within even the ordinary.

Out of a plain slab of marble, Michelangelo carved his best work.

German philosopher Arthur Schopenhauer once said, “Talent hits a target no one else can hit. Genius hits a target no one else can see.” Creative solutions and breakthroughs come from viewing something (B) [different / differently] and discovering what others have missed. Patents for novel ideas, processes and methodologies are simply the tangible results of someone seeing something differently than the world had ever seen it before. Paradigms shift when people come along who see how to connect the dots, (C) [applying / apply] multiple perspectives and build a bridge between unrelated ideas.

(A) (B) (C)

① linked … different … apply

② been linked … differently … apply

③ linked … differently … apply

④ been linked … differently … applying

⑤ linked … different … applying

16. 16. 16.

빈칸에 들어갈 말로 가장 적절한 것을 아래 박스에서 고르시오.<T3-12>

Why do some in society always want more? One obvious answer is ___(A)___. In a rich economy, material comfort is easily achieved. The pleasure of satisfying the simple wants, so difficult to do in a poor society, is removed. Every day is a feast day. Tensions are aroused by ___(B)___. In an otherwise boring world, stimulation and arousal are sought through new and novel consumption experiences. Once incorporated into daily routines, ___(C)___ and the pleasure of acquiring and making use of them diminishes. Playing a new computer game sparks arousal and creates tension; learning to play the game and succeeding at it brings the pleasure of tension reduction.

As the experience is repeated, (and the pleasure of arousal so diminishes, level does).

① the novelty of new consumer items wears off

② the boredom of comfort

③ only the new and the novel

17. 17. 17.

↠

18. 18. 18.

When Haydn was in England, one of the princes commissioned Sir Joshua Reynolds to (A) [be taken / take] his portrait. Haydn went to the painter’s house, and sat to him, but soon grew tired.

Sir Joshua, careful of his reputation, would not paint a man of acknowledged genius, with a stupid countenance, and postponed the sitting till another day. The same weariness and want of expression (B) [occurring / occurred] at the next attempt, Reynolds went and communicated the circumstance to his royal patron, who devised the following trick. He sent to the painter’s house a German woman, in the service of the queen.

Haydn took his seat for the third time, and as soon as the conversation began to be dull, a curtain (C) [arose / rose], and the German addressed him in his native language, with a most elegant compliment. Haydn, delighted, overwhelmed the German intellect with questions; his countenance recovered its animation, and Sir Joshua rapidly seized its traits.

(A) (B) (C)

① take … occurred … arose

② be taken … occurring … arose

③ take … occurring … rose

④ be taken … occurring … rose

⑤ take … occurred … rose

(4)

19. 19.

19.

(A), (B), (C)의 괄호 안에 알맞은 표현으로 적절한 것은?<T3-14>

Our civilization uses materials for many things, but mainly to make things with a certain size, shape, and strength. These structural uses (A) [including / include] everything from fibers in clothing to paving in roads, and most of the mass of furniture, walls, cars, spacecraft, computers — indeed, most of the mass of almost every product we build and use. The best structural materials use carbon. (B) [Without / With] elements from air and water, carbon makes up the polymers of wool and polyester, and of wood and nylon. A twenty-first-century civilization could mine the atmosphere for carbon, extracting over 300 billion tons before lowering the CO2 concentration back to its natural, pre-industrial level. For a population of 10 billion, this would be enough to give every family a large house with lightweight but steel-strong walls, with 95 percent (C) [left / leaving] over.

Atmospheric garbage is an ample source of structural materials, with no need to cut trees or dig iron ore.

(A) (B) (C)

① include … With … left

② including … Without … left

③ include … Without … left

④ including … Without … leaving

⑤ include … With … leaving

20. 20.

20.

Even in societies that consider religion a central part of their life, temples, churches and mosques seem to (A) [lose / have lost]

their old position in the life of the city, at least as far as their distribution in the city and their size and significance relative to other functions are concerned. As urban populations have grown, and movements and functions in cities have become ever more complex and diversified, new modes of working and living have emerged. (B) [That / While] religious beliefs and practices may rule social norms and public conduct, they do not determine the built form or the spatial structure of the city. As cities have grown, the new urban areas and suburbs have hardly caught up in their numbers of houses of worship with the older central parts. The phenomenal growth of urban areas in the twentieth century (C) [has / have] primarily been a secular one.

(A) (B) (C)

① lose … That … have

② have lost … While … have

③ lose … While … has

④ have lost … While … has

⑤ lose … That … has

21. 21. 21.

It is very sad that so many children are hurried along and not given time to think about themselves. People say (A) [them / to them]

when they think that they have been playing long enough: “You are no longer a child. You must begin to do something.” But although playing is doing nothing, you are really doing something (B) [which / when] you play; you are thinking about yourself. Many children play in the wrong way. They make work out of play. They not only seem to be doing something, they really are doing something. They are imitating the grown-ups around them who are always doing as much instead of as little as possible. And they are often encouraged (C) [to play / play]

in this way by the grown-ups. And they are not learning to be themselves.

(A) (B) (C)

① them … which … to play

② to them … when … to play

③ them … when … to play

④ to them … when … play

⑤ them … which … play

22. 22. 22.

Although most people, including Europe’s Muslims, have numerous identities, few of these are ⓐpolitically salient at any moment. It (is identity only when a affects political those issue the assumes welfare in a particular of group that importance).

For instance, when issues arise ⓑthat touch on women’s rights, women start to think of gender as their principal identity.

Whether such women are American or Iranian or whether they are Catholic or Protestant ⓒmatter less than the fact that they are women. Similarly, when famine and civil war threaten people in sub-Saharan Africa, many African-Americans are

ⓓreminded of their kinship with the continent ⓔin which their ancestors originated centuries earlier, and they lobby their leaders to provide humanitarian relief. In other words, each issue calls forth somewhat different identities that help explanation the political preferences people have regarding those issues.

① ⓐ ② ⓑ ③ ⓒ ④ ⓓ ⑤ ⓔ

23. 23. 23.

↠

24. 24. 24.

^{윗글의 밑줄 친}explanation을 어법과 문맥에 맞게 고쳐 쓰시오.

↠

(5)

25. 25.

25.

While the nonhuman animal species have only those two major inherited survival coping behaviors — fight or flight — in common with us, ⓐthanks to our more successful ancestors we have three major survival coping behaviors — fight, flight, and a verbal problem-solving ability. Fighting and running away from danger ⓑare the responses inherited from our pre-human ancestors. Verbally communicating with one another and working out our problems in an assertive manner instead of fighting or running away is ⓒwhich part of our evolutional inheritance ⓓpassed down from our early human ancestors.

________, while you have the inherited ability to either fight or run to survive, you are not instinctively ⓔforced to do either.

Instead, you have the human option to talk with others and in that way to cope with what is bothering you.

① ⓐ ② ⓑ ③ ⓒ ④ ⓓ ⑤ ⓔ

26. 26.

26. 27. 27.

27.

Is it really true that (A) [there / they] are no universal gestures?

There is some disagreement on this point. Some anthropologists claim that no gesture is universal. They point out that even nodding the head up and down to indicate “yes” is not universal.

In an area of Turkey, nodding the head up and down means “no.”

However, ethologists, researchers who (B) [studying / study] the biological bases of behavior, claim that expressions of anger, pouting, fear, and sadness are built into our biological makeup and are universal. They point out that even infants who are born blind and deaf, who have had no chance to learn these gestures, express (C) [them / themselves] in the same way.

Although this matter is not yet settled, we can note that gestures tend to vary remarkably around the world.

(A) (B) (C)

① there … study … themselves

② they … studying … themselves

③ there … studying … themselves

④ they … studying … them

⑤ there … study … them

28. 28. 28.

The critical ability of children develops rapidly after around 8 years of age. As of that age, every product that they look at is studied in detail and (A) [comparing / compared] with other products. When a child of 8 gets a new pair of sport shoes, each part of the shoe, from the laces to the logo, is carefully examined and compared to the features of other shoes. These children are also very critical of media products, for example whether they do look (B) [exciting / excited], fun or trendy. At 8 years of age, children begin to realize that commercials are made to entice them into buying products. Then these commercials also no longer escape their critical examination. In (C) [addition / contrast] to younger children, who primarily see commercials as entertainment, children of this age can be very skeptical about commercials.

(A) (B) (C)

① comparing … excited … contrast

② compared … exciting … contrast

③ comparing … exciting … contrast

④ compared … exciting … addition

⑤ comparing … excited … addition

29. 29. 29.

Maps not only contain spatial information and data; they also display essential information about the map itself. This information and certain graphic features (often in the margins) (A) [that are / are] intended to facilitate using and understanding the map. Among these items are the map title, date, legend, scale, and direction. A map should have a title that tells what area is depicted and (B) [what / that] subject the map concerns.

For example, a hiking and camping map for Yellowstone National Park should have a title such as “Yellowstone National Park: Trails and Camp Sites.” Most maps should also indicate when they were published and the date (C) [which / to which]

its information applies. A population map of the United States, for instance, should tell when the census was taken to let the map user know if the map information is current or outdated or whether the map is intended to show historical data.

(A) (B) (C)

① are … that … which

② that are … what … which

③ are … what … to which

④ that are … what … to which

⑤ are … that … to which

(6)

30. 30.

30.

When Atlantic cod populations collapsed due to overfishing, the Canadian government suggested hunting expeditions ⓐto kill North Atlantic harp seals, because the seals ⓑwere known to eat cod. It was assumed that eliminating the seals, a principal cod predator, would allow the cod populations ⓒto rebound. What the government failed to realize was that the cod/ seal relationship was affected by many other less prominent species in the system. The seals, ________, not only fed on cod but also on 150 other species, many of which also fed on cod! So there simply was ⓓnot way of knowing in advance whether reducing the seal population would actually produce more cod or less cod. In food webs ⓔinvolving as few as eight species, there can be more than 10 million distinct chains of cause and effect that would link the seal to the cod. How can we ever exercise effective control management in such complex, dynamic communities?

31. 31.

31.

① therefore ② for example ③ however

④ furthermore ⑤ in short

32. 32.

32.

An individual characteristic that moderates the relationship with behavior is self-efficacy, or a judgment of one’s capability to accomplish a certain level of performance. People who have a high sense of self-efficacy (A) [tending / tend] to pursue challenging goals that may be outside the reach of the average person.

People with a strong sense of self-efficacy, therefore, may be more willing to step outside the culturally prescribed behaviors to attempt tasks or goals (B) [which / for which] success is viewed as improbable by the majority of social actors in a setting. For these individuals, culture will have little or no impact on behavior. For example, Australians tend to endorse the “Tall Poppy Syndrome.” This saying suggests that any “poppy” that outgrows the others in a field (C) [will / should] get “cut down”;

in other words, any overachiever will eventually fail. Interviews and observations suggest that it is the high self-efficacy Australians who step outside this culturally prescribed behavior to actually achieve beyond average.

(A) (B) (C)

① tending … which … should

② tend … for which … should

③ tending … for which … will

④ tend … for which … will

⑤ tending … which … will

33. 33. 33.

(A),(B),(C)의 괄호 안에 알맞은 표현으로 적절한 것은?<24-25>

Four decades ago, scientists noticed something on the African savannah. The giraffes there were feeding on umbrella thorn acacias, and the trees didn’t like this one bit. It (A) [took / was taken] the acacias mere minutes to start pumping toxic substances into their leaves to rid (B) [them / themselves] of the large plant- eating animals. The giraffes got the message and moved on to other trees in the area. But did they move on to trees close by?

No, for the time being, they walked right by a few trees and resumed their meal only when they (C) [had been / had] moved about 100 yards away.

The reason for this behavior is ⓐastonishing. The acacia trees that ⓑwere being eaten gave off a warning gas (specifically, ethylene) that signaled to neighboring trees of the same species that a crisis was at hand. Right away, all the forewarned trees also ⓒpumped toxins into their leaves to prepare themselves. The giraffes were wise to this game and therefore moved farther away to a part of the savannah ⓓwhere they could find trees that were not aware what was going on. Or else they moved upwind. For the scent messages ⓔcarried to nearby trees on the breeze, and if the animals walked upwind, they could find acacias close by that had any idea the giraffes were there.

(A) (B) (C)

① was taken … them … had

② took … themselves … had

③ took … them … had

④ took … themselves … had been

⑤ was taken … them … had been

34. 34. 34.

^{밑줄 친}^ⓐ~ⓔ^중^,문맥 또는 어법상 적절하지 않은것은?

35. 35. 35.

^{윗글의 밑줄 친}any를 어법과 문맥에 맞게 고쳐[^바꿔] ^쓰시오.

↠

(7)

36. 36.

36.

괄호 안에 알맞은 표현으로 적절한 것을 고르시오<T3-26-28>

(A) Count de Boutteville, who became later so famous under the name of the Maréchal de Luxembourg, 1)1)1)[serving / served] in the army of Flanders in 1675, under the command of the Prince of Condé. He perceived in a march some soldiers that were separated from the main body, and he sent one of his aides-de-camp to bring 2)2)2)[him / them] back to their colours. All obeyed, except one, who continued his road.

(C) The count, 3)3)3)[high / highly] 4) [offended / defended] at such disobedience, threatened to strike him with his stick. “That you may do,” said the soldier, with great coolness, “but you will repent of it.” 5)5)5)[Irritated by / Irritating] this answer, Boutteville struck him, and dismissed him to go back to his corps. Fifteen days after, the army surrounded Furnes; and Boutteville commanded his staff officers 6)6)6)[find / to find] a man steady and fearless for a surprise attack, which he wanted, 7)7)7)[promising / promised] a hundred pistoles as a reward.

(D) The soldier in question, who had the character of being the bravest man in Boutteville’s army, presented 8)8)8)[him / himself], and taking thirty of his comrades, 9)9)9)[whom / of whom] he had the choice, he executed his commission, which was of the most dangerous nature, with courage and success beyond all praise. On his return, Boutteville, after having 10)10)10)[praised / been praised] him highly, counted out the hundred pistoles he 111111)))[promised / had promised].

(B) The soldier immediately distributed them to his comrades, 12)12)

12)[saying / said] that he had no occasion for money; and requested that if what he had done merited any compensation, he might 13)13)13)[be made / make] an officer. Then addressing 14)

14)

14)[him / himself] to the count, he asked if he recognised him;

and on Boutteville 15)15)15)[to reply / replying] in the negative, “Well,”

said he, “I am the soldier whom you struck on our march fifteen days ago. Was I not right when I said that you would repent of it?” The Count de Boutteville, filled with admiration and affected almost to tears, 16)16)16)[embraced / embracing] the soldier, created him an officer on the spot, and soon made him one of his aides-de-camp.

(8)

정 답 œ

1. ②

4. ⑤ 5. ④

6. was about midnight when we were passing right over DFW airport

7. kept coming 8. ①

9. (A)-③ (B)-② (C)-① 10. ①

11. ③ 12. ② 13. ② 14. ① 15. ②

16. (A)-② (B)-③ (C)-①

17. the level of arousal diminishes, and so does pleasure 18. ③

19. ① 20. ④ 21. ② 22. ③

23. is only when a political issue affects the welfare of those in a particular group that identity assumes importance 24. explain

25. ③ 26. ⑤ 27. ① 28. ② 29. ③ 30. ④ 31. ② 32. ④ 33. ② 34. ⑤ 35. no

36. 1) served 2) them 3) highly 4) offended 5) Irritated by 6) to find 7) promising 8) himself 9) of whom 10) praised 11) had promised 12) saying 13) be made 14) himself 15) replying 16) embraced

Test 3 Test 3 Test 3