TEST 02

03 청소년 스포츠는 상대와의 협력을 배울 수 있도록 운영해야 한다

❶ Reaffirming friendships is central in the lives of children. ❷ Organized sports provide
contexts for making friends, but friendships are difficult to nurture when children see each
other only at adult-controlled practices and games. ❸ Additionally, making friends with
opponents is seldom considered in organized sports. ❹ Therefore, youth teams should be
neighborhood- and school- based whenever possible. ❺ Pregame warm-ups should mix
players from both teams, and players should introduce themselves to the person they line
up with as each quarter or half begins. ❻ Unless children learn that games cannot exist
without c between opponents, they will have no understanding of fair play, why
rules exist, why rule enforcement is necessary, and why players should follow game rules.
❼ Without this understanding, children don’t have 자신이 경쟁을 통한 성공을 위해 노려하는 동시
에 페어플레이를 유지하는 데 필요한 것을 . (the same time/take/competitive success/fair play/for
/what/that/it/they/at/maintain) ❽ When this occurs, youth sports are not worth our time
and effort.

06 과학적 연구 분야로서의 의식의 수용증가

주제 : g a of c as a s f of s
❶ We cannot test for consciousness. ❷ This simple fact has been used to argue that
consciousness doesn’t even merit being considered a legitimate field of science. ❸ Science,
it is argued, is o whereas consciousness is defined as s experience. ❹ How
can there be a scientific study of consciousness? ❺ As the philosopher John Searle relates,
years ago a famous neurobiologist responded to his repeated questions about
consciousness by saying, “Look, in my discipline it’s okay to be interested in
consciousness, but get tenure first.” ❻ Searle continues by noting that in this day and age,
“you might actually get tenure by working on consciousness. If so, that’s a real step
forward." ❼ The bias against a scientific inquiry into consciousness seems to be thawing,
with the realization that while consciousness is subjective experience, that subjective
experience either objectively happens or not. ❽ Pain is also subjectively experienced, but it
is objectively real. //growing acceptance of consciousness as a scientific field of study

13 집단 크기의 효과
❶ There are fascinating effects of group size. ❷ In a dyad or triad, the host usually has
the edge over the visitor; the host is more likely to get his or her own way. ❸ Thus, a
businessperson can strike a better deal by inviting the other person to his or her office. ❹
But such t d ― the so-called home court advantage ― may disappear if
the group is larger than a triad. ❺ In public places, a large group may also inhibit an
individual from helping someone in distress. ❻ More than 50 studies have shown
consistently that people are [more/less] likely to help a victim if others are around than if
they are alone with the victim. ❼ A major reason is 다른 사람들이 존재하고 응할 수 있다는 것을
아는 것은 그 사람이 책임의 일부를 다른 사람들에게 전가할 수 있게 해 주기 때문이다 . (allow/some of the
responsibility/the knowledge/present/the individual/that/shift/others/respond/to/and available/are)
❽ The same factor operates in “social loafing”: As the size of a group performing a
certain task increases, each member tends to work less hard.
15 진정한 삶의 의미: 상황에 맞는 적절한 행동과 실행
❶ In his famous book Man's Search for Meaning, Viktor Frankl writes, “Man’s search for
meaning is the primary motivation in his life.” ❷ He quotes Nietzsche’s words, “He who
has a why to live for can bear with almost any how." ❸ But then Frankl made a crucial,
helpful point: It’s [ fruit ] to try to think in the a about what life in general means.
❹ The meaning of one’s life is only discernible within the s circumstances of one’s
own s life. ❺ In the concentration camp, he writes, “We had to learn ourselves
and, furthermore, we had to teach the despairing men, that 우리는 우리가 삶에서 무엇을 기대
하느냐가 아니라 오히려 삶이 우리에게 무엇을 기대하느냐가 정말로 중요하다 . (expected/but rather/really
matter/what/us/it/life/from/did not/we) We needed to stop asking the meaning of life,
and instead to think of ourselves as those who were being questioned by life ― daily and
hourly. Our answer must consist, not in t and m , but in r a and r
c .”

23 비극적인 예술에서 즐거움을 얻는 인간 본성의 모순

❶ Thinkers of the eighteenth century puzzled over what contemporary aesthetics calls ‘the
p of negative emotion in art’. ❷ L’Abbé Dubos noted that, ‘at the theatre, man
finds more pleasure weeping than he does laughing’, in [that/which] ‘the art of poetry and
the art of painting are never [more/less] appreciated than when they succeed in stirring in
us a sense of profound grief'. ❸ He wondered about the nature of this apparently ‘secret
charm that draws us to artistic depictions of overwhelming events, while at the same time
an internal tremor tells us that we are contradicting our own understanding of pleasure’.
❹ David Hume also underlines the strangeness of this pleasure that seems to contradict
our human nature: ‘It seems an [ account ] pleasure, which the spectators of a
well-written tragedy receive from sorrow, terror, anxiety, and other passions that are in
themselves disagreeable and uneasy. 그들이 더 많이 감동하고 영향받을수록, 그들은 그 광경에 더 많이
기뻐한다 '. (and affect/the spectacle/the more/touch/with/they/delight)

→Thinkers of the 18 century thought that people derive e from artistic works
depicting t events, 그것은 인간의 본성과 충돌하는 것처럼 보인다 .
(human nature/which/conflict/appear)
TEST 03
06 변화하는 세계의 요구를 충족하기 위한 수단으로서의 평생 학습
주제: l l as a m to m the c g n
❶ The emergence of life-long learning is one major development in Europe which is
thought to have an impact on educational policies and teaching-learning trends across
Europe, and the world. ❷ It relates to the awareness of the need to bridge the gap
between education systems and the socio-economic needs in particular. ❸ Education is
believed to work more and be directed towards exploring and catering for new emerging
needs. ❹ In 1996, Europe celebrated The European Year of Life-long Learning, stressing
the need to respond to fears about competitiveness, innovations in technology and
capitalist globalisation. ❺ Substantial changes in education systems are expected to cater
for the new needs. ❻ Responding to change has become a must and, as often stated by
policy-makers, there is a mounting urgency to adapt and upgrade education to be able
to respond to the changing global economic, social and political environment.
//life-long learning as a means to meet the changing global needs

07 상 : 인간에게 고유한 동기 부여 요소 제목: A :M D to H

❶ I can't imagine a rat working for a shiny medal to hang around its neck or an
inscribed plaque to decorate its cage. ❷ Appealing as it sounds having the title of
"Laboratory Rat of the Year" or "Most Creative Path through a Maze," the rats just aren't
motivated by such distinctions. ❸ Instead, laboratory rats want the real deal ― food,
safety, social contact, even some gentle stroking from an experimenter. ❹ In fact, award
ceremonies are distinctly human, as I know no other animal that will work for trophies
or certificates. ❺ Other animals learn to associate verbal expressions with the subsequent
presentation of tangible rewards such as food, but medals, ribbons, and awards are
specific to human motivation. ❻ Awards are designed to distinguish one individual from a
group of individuals, a goal that doesn't register for most nonhuman animals.
//Awards: Motivators Distinct to Humans

12 화폐로 사용될 수 있는 물체의 속성

❶ The idea that money replaced barter by making transactions more efficient [ allow ]
one to see the economy as something in which money is [nothing/anything] more than a
passive mediator ― a “lubricant in exchange." ❷ Money objects such as coins are not
fundamentally different from commodities such as weights of gold: the stamp is merely
something to “save the trouble of weighing" (Aristotle) and “a great convenience"
(Ragan and Lipsey) but has no unique importance of its own. ❸ The Canadian economist
Todd Hirsch quipped that “you could use chickens as money” as long as people are
ready to accept them as a means of exchange. ❹ However, the fact that many things
can serve as money does not tell us much about money, 햄릿 역을 한 배우의 수가 우리에게
Shakespeare의 연극에 대해 말해 주지 않듯이 . (actors/Shakespeare'play/us/Hamlet/than/the
number of/play/any/tell/who/more/about) ❺ What counts [is/to be] the properties of
objects at the time when they are used as money, not when they are offstage.
13 행복은 또 다른 욕구로 인해 빠르게 사라진다
❶ Happiness can be brief. ❷ Remember how great it felt the last time you got a raise?
❸ Do you still feel the same excitement about it today? ❹ Probably not. ❺ Psychologists
have long noted the human tendency to psychologically adapt to new circumstances. ❻
Something that initially makes one feel happy soon comes to feel like the n . ❼ The
sense of happiness fades, and an u to acquire the next bigger or better thing takes
hold again. ❽ This can make the pursuit of happiness feel like walking on a treadmill,
where you have to keep working to stay in the same place ― and, in fact, this cycle has
been called the “hedonic treadmill.” ❾ For example, you may feel happy to buy a house.
❿ But the euphoria begins to fade as you see how much work it needs. ⓫ Upgrading
the kitchen feels good, but then the bathroom looks outdated. ⓬ 한 가지 일을 성취하는 기
쁨은 다음번의 향상에 대한 욕구가 생기면서 빠르게 사라진다 . (the desire/accomplish/the next/arise/
fade/as/improvement/the pleasure/quickly/for/one task/of)

23 과학과 과학자에 대한 학생들의 비슷한 대답

❶ When we ask students "What is science?" we often receive the same sorts of
responses whether they are elementary school, middle school, high school, or college
students. ❷ Students point to a biology book and say, "That is science." ❸ Or they may
give a list of courses such as physics, biology, and chemistry. ❹ With additional
examination, they'll cite the scientific method as an explanation of how science is
done. ❺ When we prompt them to draw a picture that answers the question "What does
a scientist look like?" we again receive s messages from students across the grade
levels. ❻ Students tend to draw a befuddled, wild-haired man in a white lab coat. ❼ As
we spend even more time discussing these matters, students (again from across the age
and grade spectrums) explain that science is a large body of very sure facts, facts that
are "discovered" by objective scientists as they study all aspects of the world, a study that
is sometimes described as "prying open" the natural world as if the answers are hidden
inside like a prize. ❽ These scientists are often viewed as "l r " who work in i
and surprise the world with their discoveries after long hours of diligent work.
ê
When asked what science is and what scientists look like, students across all grade levels
give s answers, 과학은 자연 세계에 관한 객관적인 사실의 집합이며 과학자들은 그러한 사실들을 발
견하기 위해 개별적으로 일한다고 설명한다 .
(about the natural world/such facts/a collection/explain/individually/and scientists/is/
objective facts/discover/science/work/of/that)