Test 1 Test 1 Test 1

(1)

Test 1 Test 1 Test 1

1. 1.

1.

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

I am pleased to inform you that you have been selected by the Department of Integrative Arts to receive an Undergraduate Graphic Design Scholarship. This scholarship was established (A) [to recognize / recognizing] outstanding full-time students enrolled in graphic design in the Department of Integrative Arts who have achieved positive academic records. To receive this scholarship, you are (B) [expecting / expected] to complete two items. First, please review and sign the enclosed Release of Information Form. Second, we ask that you send a thank-you letter to the scholarship donor whose name appears below.

Donors believe that both they and you are making a difference in the world. They are interested in hearing about you ― your academic plans, activities, and career goals, as well as what this scholarship means to you. (C) [Enclosing / Enclosed] you will find some general tips to help you compose your letter.

Congratulations and best wishes for a productive and successful academic year.

(A) (B) (C)

① to recognize … expecting … Enclosed

② recognizing … expecting … Enclosed

③ to recognize … expecting … Enclosed

④ recognizing … expecting … Enclosing

⑤ to recognize … expecting … Enclosing

2. 2.

2.

^{밑줄 친}^ⓐ~ⓔ^중^,문맥 또는 어법상 적절하지 않은것은?<1>

I am ⓐpleased to inform you that you have been selected by the Department of Integrative Arts to receive an Undergraduate Graphic Design Scholarship. This scholarship was established to recognize outstanding full-time students ⓑenrolled in graphic design in the Department of Integrative Arts who have achieved positive academic records. To receive this scholarship, you are expected ⓒto complete two items. First, please review and sign the enclosed Release of Information Form. Second, we ask that you send a thank-you letter to the scholarship donor ⓓwhom name appears below. Donors believe that both they and you are making a difference in the world. They are interested in hearing about you ― your academic plans, activities, and career goals, as well as ⓔwhat this scholarship means to you. Enclosed you will find some general tips to help you compose your letter.

Congratulations and best wishes for a productive and successful academic year.

① ⓐ ② ⓑ ③ ⓒ ④ ⓓ ⑤ ⓔ

3. 3. 3.

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

One day I was walking along the edge of a cliff above a big river.

A raven followed me along the trail, ⓐlanding on tree branches and calling to me. At a place along the cliff ⓑwhere the air currents formed strong updrafts, the raven started to play.

When wind hits a cliff, the air shoots upward ⓒso strongly that a bird can get carried up without having to flap its wings. The raven soared upward effortlessly. Then, at the top, it flipped over, ⓓtucking its wings in and dived straight down, spiraling as it went. After a few long seconds of spinning free fall, the raven caught the updraft and soared back up to the top. It did this again and again as I stood there laughing, ⓔwishing that I too can play in the wind.

① ⓐ ② ⓑ ③ ⓒ ④ ⓓ ⑤ ⓔ

4. 4. 4.

^{윗글의 밑줄 친}^{can play}를 어법과 문맥에 맞게 고쳐[바꿔] 쓰시오.

↠

5. 5. 5.

Let’s be real, chores are the worst. Those dirty pots and pans taunt you from miles away, reminding you ⓐthat you can’t really relax until they’re sitting clean and tidy in the cabinets. But studies have shown ⓑwhat doing chores ― especially starting to do them at an early age ― is good for everyone in the house.

According to professor Marty Rossmann, a family education research expert, kids who were ⓒgiven chores early in life ― around four years old ― had a more solid relationship with their parents. But wait, there’s more! These grocery-helping, floor-sweeping, lawn-mowing wunderkinds were also ⓓfound to be self-sufficient and had better grades. So rather than think of chores as, well, a chore, think of them as the ultimate exercise in mindfulness ― using time to reflect and meditate. And maybe, just maybe, the chores won’t seem so ⓔoverwhelming.

① ⓐ ② ⓑ ③ ⓒ ④ ⓓ ⑤ ⓔ

(2)

6. 6.

6.

All musics have a history, and all music changes, has always been changing, though at various rates and not always in the same direction. It would be foolish to (A) [resume / assume] that the music of India, because it is largely melodic and without harmony, somehow represents an “earlier stage” through which Western music has already passed, or that Europeans, in the days when they lived in tribes, had music similar to (B) [those / that] of Native Americans. Musics do not uniformly change from simple to complex. Each music has its own unique history, related to the history of its culture, to the way people adapt to their natural and social environment. The patterns we may discern in the world’s music history usually (C) [has / have] to do with the relationships of cultures to one another. Thus, in the twentieth century, as Western-derived culture has affected most others, most non-Western musics now show some influences of Western music. ________, the results of this influence vary from culture to culture.

(A) (B) (C)

① assume … that … has

② resume … those … has

③ assume … those … have

④ resume … those … have

⑤ assume … that … have

7. 7.

7.

윗글의 빈칸에 들어갈 말로 가장 적절한 것을 고르시오.

① Therefore ② For example ③ However

④ Furthermore ⑤ In short

8. 8.

8.

The world we live in is like a sea. The deeper we go into it, the greater are the ⓐdisturbing forces we have to face. If we are not trained to bear these pressures, we ⓑcollapse and fail to achieve the goal of our existence. In that case, we sink and then blame the world for it. We forget the nature of the world and the fact that there is no use blaming external circumstances. We should, on the other hand, train ⓒourselves to withstand the pressures of the world. For this, we have to develop enough internal strength ⓓso that the two neutralise each other and we are able to dive into this worldly sea ⓔalike professional divers.

If we remember this, we shall not only perform our roles well but will enjoy life too.

① ⓐ ② ⓑ ③ ⓒ ④ ⓓ ⑤ ⓔ

9. 9.

9.

윗글의 밑줄 친 부분과 같은 의미가 되도록 빈칸에 알맞은 말을 쓰시오.

↠ ___ ___ ___ ___ _____ to blame

10. 10. 10.

A child climbs on the Tomb of the Unknown Warrior, touches something he is not supposed to touch, or is misbehaving in a museum, restaurant, school bus, or other public place or event.

Someone who is not the child’s parent (passerby, neighbor, camp counselor, museum employee, bus driver) approaches the child, or his parents, and asks that he comply with behavioral expectations. The child’s parent responds with: “But he’s not doing any harm!” This may well be true. Yet, what if we set the bottom line only at the point which a child does harm? Once he has hit his little sister, destroyed something valuable, hurt another child, been suspended from school, broken the law, or contributed to his parents’ marital discord? This means that the child actually has to do harm before we will say, “Enough!” and the limit that the child internalizes is something along the lines of: “Anything goes until I actually hurt someone.”

① ⓐ ② ⓑ ③ ⓒ ④ ⓓ ⑤ ⓔ

11. 11. 11.

The Lascaux Caves in southern France are the site of an important discovery: prehistoric art on a scale never ⓐseen before and dating from approximately 15,000 B.C.E. The caves were accidentally discovered by a group of boys ⓑsearching for their lost dog, and soon after, archeologists were called in to investigate. Paleolithic artists at Lascaux painted over 600 images and made more than 1,500 life-like carvings of animal, including images of horses, cows, deer, and bulls, deep within the caves. The art ⓒthat discovered at Lascaux was dizzyingly impressive and attracted numerous visitors after opening to the public in the 1940s. The arrival of tourists resulted in severe damage to the art and the caves were permanently shut to visitors in 1963. Anyone ⓓlooking for an alternative experience can now visit Lascaux II, an exact copy of the Great Hall of the Bulls and the Painted Gallery sections of the original cave,

ⓔwhich was opened in 1983.

① ⓐ ② ⓑ ③ ⓒ ④ ⓓ ⑤ ⓔ

(3)

12. 12.

12.

One of the settlements (A) [takes / taking] advantage of earth as a natural insulator can be found in Coober Pedy, Australia, an opal-mining town with 1,700 residents. Since extensive underground networks were already in place from the old opal mines, it was a logical step (B) [for / of] locals to move underground to escape the intense summer heat of the Australian Outback.

Temperatures in the area regularly climb to over 40 degrees Celsius (about 100 degrees Fahrenheit). While not all residents live underground, the network of “dugouts” is extensive and also to feature several underground churches, a jewelry store, a bar and — in one house — an underground swimming pool.

These homes are also good for the environment, as they have a much smaller carbon footprint (the amount of carbon your actions (C) [releasing / release] into the atmosphere) than that of a traditional home.

(A) (B) (C)

① taking … for … releasing

② takes … of … releasing

③ taking … of … release

④ takes … of … release

⑤ taking … for … release

13. 13.

13.

Recently published textbooks on art of the post-World War II era include more women, artists of color, and other previously excluded groups than ever before. The call for cultural equity has reached a point (A) [where / which] most authors recognize the need to include at least some diversity in their selection of artists. However, inclusion alone does not eliminate the differential treatment of art. Many surveys of contemporary art (B) [containing / contain] a section that clusters artists of color, women, and other groups in a discrete chapter on identity or

“alternative” art. The problem here is not only one of segregation in the guise of integration but also one of point of view: who decides what is an “alternative”? In other cases, gendered or racialized themes provide the pretext for such segregation, such as addressing the theme of domesticity exclusively with works by women. Often this approach wrenches artists and artworks out of their historical contexts in order to have them (C) [to support / support] a particular theme.

(A) (B) (C)

① which … containing … to support

② where … contain … to support

③ which … contain … support

④ where … contain … support

⑤ which … containing … support

14. 14. 14.

^{글의 흐름상}, 주어진 문장이 들어가기에 적절한 곳을 고르시오.<13>

I finally persuaded her mother to abolish the practice chart.

Jean’s mother ruled her daughter’s practice sessions with an iron fist. She cut Jean no slack. () Her rule for Jean was an hour of practice, seven days a week. If Jean missed a day, her mother made her practice for two hours the next day. (‚) If she missed three days, her mother called me and canceled her lesson. Her mother assumed that with only four hours of practice, Jean’s lesson would be a waste of time. (ƒ) Jean resented her strict practice demands and unwillingly put in her time, but her playing skills remained poor. („) The change in Jean was miraculous. She arrived at her lessons happier and well prepared. (…) Now she focused on what she needed to improve, not on how many minutes had ticked by.

① () ② (‚) ③ (ƒ) ④ („) ⑤ (…)

15. 15. 15.

주어진 글 다음에 이어질 글의 순서로 가장 적절한 것을 고르시오.<14>

A region that has a wide variety of species in robust populations is said to possess biodiversity.

(A) Healthy ecosystems require larger population sizes of certain species such as plants and small prey animals to serve as food for other animals, and some other species must have small population sizes to reduce competition between individuals.

(B) But not every place on Earth bursts with diverse life. This does not mean the Earth’s biodiversity is gone. Biodiversity concentrates in certain areas, while other parts of the globe possess a somewhat lesser variety and number of species.

(C) For example, in a mountain ecosystem, predators such as mountain lions exist in much smaller numbers than deer, which serve as mountain lion prey, yet insects live in huge numbers because they are food for a variety of species of other insects, birds, mammals, reptiles, amphibians, and fish.

Environmental scientists must understand this normal variability in nature to assess biodiversity and species loss.

① (A)－(C)－(B) ② (B)－(A)－(C) ③ (B)－(C)－(A)

④ (C)－(A)－(B) ⑤ (C)－(B)－(A)

(4)

16. 16.

16.

^{다음 글의 빈칸}(A), (B)에 들어갈 말로 가장 적절한 것은?<15>

To illustrate: I see a particular blueberry I’m about to pick, and the word ‘blueberry’ may well jump to mind. But this concept refers not just to the object I’m placing in my hand; it refers to all the blueberries that ever were or that ever will be. Verbal generalizing ability of this sort forms a spectacular achievement, because we can use such generalizations to understand the past and to predict the future. Even in this minor case, ___(A)___, I can move the concept ‘blueberry’ around in order to appreciate why people have gone blueberry picking for millennia, why raising blueberries has become big business in Maine, and why blueberry futures are not a bad investment. ___(B)___, if

‘blueberry’ had referred only to the specific thing I just picked and no more, the sound would have slipped away silently, devoid of further application.

(A) (B)

① for example …… Therefore

② therefore …… Instead

③ likewise …… In contrast

④ however …… For example

⑤ for example …… However

17. 17.

17.

Failure to appreciate the value of uncertainty is at the origin of much silliness in our society. Are we sure that the Earth is going to keep heating up if we (A) [won't / don’t] do anything? Are we sure of the details of the current theory of evolution? Are we sure that modern medicine is always a better strategy than traditional medicine? No, we are not, in any of these cases. But if, from this lack of certainty, we jump to the conviction that we had better not care about global heating, (B) [that / which] there is no evolution and the world was created six thousand years ago, or that traditional medicine must be more effective than modern medicine — well, we are simply stupid. Still, many people do make these inferences, because the lack of certainty is (C) [deceived / perceived] as a sign of weakness instead of being what it is — the first source of our knowledge.

(A) (B) (C)

① don't … that … perceived

② won't … which … perceived

③ don't … which … perceived

④ won't … which … deceived

⑤ don't … that … deceived

18. 18. 18.

Even though unemployment is painful to those who have no source of income, reducing unemployment is not costless. In the short run, a reduction in unemployment may come at the expense of a higher rate of inflation, especially if the economy is close to full capacity, (A) [where / which] resources are almost fully employed. However, trying to match employees with jobs can quickly lead to significant inefficiencies because of mismatches between a worker’s skill level and the level of skill (B) [inquired / required] for a job. For example, the economy would be wasting resources subsidizing education if people with PhDs in biochemistry were driving taxis or tending bars.

That is, the skills of the employee may be higher than those necessary for the job, (C) [result / resulting] in what economists call underemployment. Another source of inefficiencies is placing employees in jobs beyond their abilities.

(A) (B) (C)

① which … inquired … result

② where … required … result

③ which … required … resulting

④ where … required … resulting

⑤ which … inquired … resulting

19. 19. 19.

Introducing broader measures of well-being into the policy arena raises a host of unanswered questions. Among them is a conundrum (A) [raised / risen] repeatedly by my research: the paradox of happy peasants and frustrated achievers. While poor people are less happy than wealthy people on average in countries around the world, very poor people often report that they are very happy. In fact, they often report higher levels of happiness than their (B) [slight / slightly] wealthier counterparts and at times even higher levels than the very rich (miserable millionaires). This puzzle is explained in part by people’s ability to adapt to adversity and related differences in norms and expectations. While better accounting for differences in norms, expectations, and capacity to (C) [adopt / adapt] can enhance our understanding of human well-being, they also complicate comparisons based on well-being data.

(A) (B) (C)

① risen … slight … adapt

② raised … slightly … adapt

③ risen … slightly … adapt

④ raised … slightly … adopt

⑤ risen … slight … adopt

(5)

20. 20.

20.

The ancients knew that content should not be confused with the way the content is conveyed, and yet that the packaging was also important. It’s certainly not recommended (A) [what / that]

a doctor, for instance, grab her patient by the throat, slam him against the wall, and shout profanities at him, while telling him that smoking is bad for his health. Being a successful doctor (B) [requires / is required] a certain bedside manner. Similarly, in teaching there are more and less effective ways to teach something. For instance, hitting a student over the head with a stick while trying to get across the idea that two and two make four is not the best way to teach. There’s no doubt that certain things, such as two and two adding up to four, must be taught as absolutely true, but the manner (C) [which / in which] the truth is taught can vary over a wide range of methods.

(A) (B) (C)

① that … is required … in which

② what … requires … in which

③ that … requires … in which

④ what … requires … which

⑤ that … is required … which

21. 21.

21.

In the early days of the 20th century, the editor of a small-town newspaper in Indiana wanted to delay the afternoon edition of the paper until he received word of who ⓐhad won the Indianapolis 500. In those days, the fastest form of communication was the telegraph, so the editor made arrangements ⓑfor him to be telegraphed the name of the winner. ⓒBeing nervous about holding up the afternoon edition of the newspaper, the editor telegraphed his correspondent,

ⓓreminding him that the afternoon edition was being held up. The correspondent telegraphed back, “WILL OVERHEAD WINNER.”

In telegram language, this meant that the correspondent would send the name of the winner by telegram when it was available.

Unfortunately, the editor didn’t realize ⓔwhat, and the afternoon edition of the newspaper appeared with the headline “Will Overhead Wins Race” with a short article about a racer named Will Overhead came out of nowhere to win the Indianapolis 500.

① ⓐ ② ⓑ ③ ⓒ ④ ⓓ ⑤ ⓔ

22. 22.

22.

윗글의 밑줄 친 came을 어법과 문맥에 맞게 고쳐[^바꿔] ^쓰시오.

↠

23. 23. 23.

What do jazz bands, sports teams, and construction crews have in common? ⓐTo succeed at their jobs, these groups of people require a high degree of social coordination. For many complex tasks, such as those above, the ability to effectively coordinate with others requires intensive training. ________, social coordination also ⓑoccurring automatically, nonconsciously, and effortlessly throughout our daily encounters with other people. Just as walking down the street involves the ⓒcoordinated action of muscles, nerves, and control centers in the brain, having a conversation with someone involves coordinated actions like speaking at the right time, understanding the intentions of the speaker, and, often, mimicking facial expressions and posture. Coordination can even be anticipatory, ⓓas when people alter their mood state prior to interacting with unfamiliar others. The ubiquity and automatic nature of such processes ⓔsuggests that social coordination may be a fundamental property of social interaction.

24. 24. 24.

윗글의 빈칸에 들어갈 말로 가장 적절한 것을 고르시오.

① Therefore ② For example ③ However

④ Furthermore ⑤ In short

25. 25. 25.

주어진 글 다음에 이어질 글의 순서로 가장 적절한 것을 고르시오.<22>

Some major advances in science and technology have posed threats. In 1979 radioactive water leaked from a nuclear power plant at Three Mile Island in Pennsylvania, threatening the safety of the entire area.

(A) Several years later, policymakers began to wrestle with the problem of what would be done to dismantle nuclear plants when they were obsolete, something those who originally built them may never have considered.

(B) For several days, specialists sought to cool the nuclear generator to prevent “meltdown,” an overheating of the nuclear facility that would have spread radioactive materials over hundreds of miles of heavily populated areas.

(C) Residents of towns near the plant waited anxiously, ready to flee their homes in case of disaster. Luckily, experts were able to prevent such a tragedy. But the near-accident raised new questions about the safety and practicality of atomic energy as a possible alternative to oil.

① (A)－(C)－(B) ② (B)－(A)－(C) ③ (B)－(C)－(A)

④ (C)－(A)－(B) ⑤ (C)－(B)－(A)

(6)

26. 26.

26.

Parents are not the only ones ⓐunsure in a world that has changed so quickly. The society that surrounds them is equally confused. In a recent Gallup poll, American parents supported

ⓑseeming contradictory family values. 87 percent reported they held “old-fashioned values about family and marriage,” and 68 percent believed that “too many children ⓒare being raised in child care centers today.” At the same time, 66 percent rejected the idea that “women should return to their traditional roles in society,” and 64 percent also rejected the idea that “it’s more important ⓓfor a wife to help her husband’s career than to have one herself.” Clearly, change has happened too quickly

ⓔfor some of our values and beliefs to catch up. Families are caught in the dilemma of rapid change in very real ways. Most jobs are still designed as if there are a homemaker to provide support for a working husband, and many institutional practices assume that all children live with two biological parents. Social structure has changed rapidly; changes in social and personal values and feelings lag behind.

27. 27.

27.

윗글의 밑줄 친 are를 어법과 문맥에 맞게 고쳐[바꿔] 쓰시오.

↠

28. 28.

28.

빈칸에 들어갈 말로 가장 적절한 것을 아래 박스에서 고르시오.<24-25>

Your brain is updated moment by moment and hour by hour.

In essence, you frequently get a new processing system.

Indeed, you have the potential to change your brain with everything you do that has some level of challenge, novelty, or variety. My research has found an interesting paradox: when one focuses on remembering the minute details, it may ___(A)___ to engage in more strategic abstract thinking. In essence, trying to remember as many details as possible can actually ___(B)___ being selective about what you let into your brain’s attic. This pattern helps explain why access to more information is not, on its own, making us smarter. More likely, quite the opposite is true. Exposure to large volumes of information ___(C)___. However, my research has also shown that when focused and engaged more in strategic, abstract thinking, it becomes easier to remember the details.

① steals and freezes your brainpower

② adversely affect the ability

③ work against

29. 29. 29.

다음 글의 빈칸 (A), (B)에 들어갈 말로 가장 적절한 것은?<24-25>

Your brain is updated moment by moment and hour by hour.

In essence, you frequently get a new processing system.

___(A)___ , you have the potential to change your brain with everything you do that has some level of challenge, novelty, or variety. My research has found an interesting paradox: when one focuses on remembering the minute details, it may adversely affect the ability to engage in more strategic abstract thinking. In essence, trying to remember as many details as possible can actually work against being selective about what you let into your brain’s attic. This pattern helps explain why access to more information is not, on its own, making us smarter. More likely, quite the opposite is true. Exposure to large volumes of information steals and freezes your brainpower. ___(B)___, my research has also shown that when focused and engaged more in strategic, abstract thinking, it becomes easier to remember the details.

(A) (B)

① For example …… Therefore

② Therefore …… For example

③ Indeed …… However

④ However …… For example

⑤ For example …… Indeed

(7)

30. 30.

30.

각 괄호 안에 알맞은 표현으로 적절한 것을 고르시오.<T1-26-28>

My husband and I decided that we would take his mother and my mother on holiday. At this point, my mother was 86 and my mother-in-law was 90 and 1)1)1)[there / it] was a big thing for them 2)2)

2)[to go / going] on holiday. After 3)3)3)[having settled / their having settled], we invited the rest of our families to join us ― our brothers and sisters and their children ― because we thought it would be lovely 4)4)4)[of / for] us all to spend time together.

A couple of days later we were all heading out to the swimming pool and my mother decided that she wanted to have a go at swimming. Due to an accident many years ago and the fact she is very old, she finds it 5)5)5)[hardly / hard] to walk, so this was a big thing for her to do. But once she got in the water, she was able to swim really well because the water was supporting her.

She looked so happy being free and feeling strong, and started to remember how she 6)6)6)[was used / used] to feel when she was younger.

With her confidence up and the energy of her past memories to boost her, she then decided that she wanted to dive under the water. We weren’t sure 7)7)7)[that / what] she’d be able to do, but she surprised us all by swimming the whole length of the pool (about 49 feet) underwater! We were shocked and so happy ― as she 8)8)8)[was / did] ― and everybody started clapping and laughing.

In all this excitement, 9)9)9)[neither / none] of us had noticed that my mother- in-law had disappeared. A few minutes later she appeared in her swimming costume, which she had not worn for 60 years: she had decided 10)10)10)[to have / having] a go at swimming too! She started off very slowly and then got stronger and more confident and soon the two of them looked young and happy. Cameras were flashing as we encouraged them ― and soon we were drinking champagne to celebrate their achievements. The rest of us then jumped in the pool and we all started acting 11)11)11)[alike / as if] we were kids. We splashed and laughed and threw a ball around ― and the atmosphere was 12)12)12)[amazed / amazing].

(8)

정 답 œ

1. ③ 2. ④ 3. ④

4. could play 5. ②

6. ⑤ 7. ③ 8. ⑤

9. it is of no use 10. ④

11. ③ 12. ⑤ 13. ④ 14. ④ 15. ② 16. ⑤ 17. ① 18. ④ 19. ② 20. ③ 21. ⑤ 22. coming 23. ② 24. ③ 25. ③ 26. ② 27. were/was

28. (A)-② (B)-③ (C)-① 29. ③

30. 1) it 2) to go 3) their having settled 4) for 5) hard 6) used 7) what 8) was 9) none 10) to have 11) as if 12) amazing

Test 1 Test 1 Test 1