En1320 Unit 1 Assignment 2
2013학년도 중등교사신규임용후보자선정경쟁시험
영
1차 시험 2 교시 (전공)
◦ 문제지 전체 면수가 맞는지 확인하시오. ◦ 문항의 배점이 1.5점과 2.5점인 문항에는 배점이 표시되어 있습니다. 나머지 문항은 2점입니다. ◦ 각 문항의 정답을 컴퓨터용 흑색 사인펜을 사용하여 답안지에 표시 하시오.
어
40문항 80점 시험시간 120 분
【5~6】Listen to the dialog and answer questions 5 and 6.
5. Which of the following is most likely the topic of this podcast?
① changes in attitudes toward teaching methods ② different ways to define future pedagogy ③ standards for teachers to adhere to in classrooms ④ approaches to maintaining educational environments ⑤ shifts in notions regarding the use of in-class materials
1번부터 8번 문항까지는 듣고 답하는 문제입니다. 내용은 한 번만 들려줍니다. 5번과 6번 문항은 동일한 대화를 듣고 답하는 문제입니다.
【1~4】Listen to the dialogs and answer the questions.
6. Which of the following would …show more content…
the man most likely agree with? ① A method can work if applied by an experienced teacher. ② Combining teaching methods is more prevalent these days. ③ Teachers today should return to the teaching styles of 20
1. Which of the following best describes the woman?
① She is applying for a position as a manager. ② She has worked in the business field for 16 years. ③ She owns a number of start-up companies. ④ She heard about the company from her co-workers. ⑤ At present, the woman’s home is in London.
years ago.
④ Presenting lessons with varying methods can be confusing
for students.
2. Which of the following is NOT mentioned as what needs to be done? [1.5점]
① constructing a questionnaire ② observing the professor’s class ③ conducting a survey ④ asking friends for help ⑤ building a Power Point for a presentation
⑤ Students learn best when they are grouped according to
their abilities.
【7~8】Listen to the talks and answer the questions.
7. What is the main idea of the talk? [2.5점]
① Innovations are indebted to previous achievements. ② Masterpieces are unique in and of themselves. ③ Science and technology are, in essence, artistic. ④ Connections cannot be drawn between art and invention. ⑤ Lessons can be learned from past mistakes.
3. Which of the following is most likely to be inferred from the dialog?
① The woman has been to the lecturer’s talks many times before. ② The man feels the lecturer uses imperfect quotes and
anecdotes. ③ The man and the woman’s favorite part of the talk discouraged the use of comic books. ④ The man thinks classical literature shouldn’t be taught in class. ⑤ The woman previously had a narrow scope of appropriate reading materials.
8. Which of the following is NOT true about Roone Arledge?
① He started to work for ABC as an assistant producer. ② He contributed to the sports broadcasting industry. ③ He tried to make TV viewers feel like they were at the
stadium.
④ He experimented with new technologies for broadcasting. ⑤ He thought that athletes’ stories would turn viewers away.
4. Which of the following is NOT true about the speakers?
① The woman is reading the book for the first time. ② The man was once on a large boat with his family. ③ The woman heard Richard Dawkins on the radio. ④ The man and the woman are interested in science. ⑤ The woman is going to lend the book to the man.
이제 듣기 평가 문제가 끝났습니다. 9번 문항부터는 문제지의 지시에 따라 답을 하기 바랍니다.
영 어 (15면 중
1 면)
9. Which of the following would best fit in the blanks?
Christopher Austin inched forward on his hands and knees with only a headlamp to light his way. The herpetologist and his assistant were searching Papua New Guinea’s damp forest floor for the source of a (A) mating call coming from the ground foliage. They assumed an insect was projecting the high-pitched chirp, but there was no bug to be found. So the two bagged up some leaves and brought them back to camp. There, they searched each leaf, one by one, until they found the surprising (B) : not insects but tiny frogs with skin the color of earth, one-third of an inch long. Austin later reported that his find was a new species, Paedophryne amauensis, the smallest known vertebrate in the world, measuring a millimeter shorter than the Southeast Asian fish that previously held the record. “One way to evolve a small body size is to never grow up,” Austin says. What is the advantage? Their miniature size makes them ideal (C) for even smaller invertebrates, including the mites that are their prey in the moist leaves of tropical forests. (A)
① perceptible ② perceptible ③ mysterious ④ mysterious ⑤ perceptible
① Forced drugging by the government protects Sell’s rights. ② The government is allowed to use pharmacology to cure
Sell’s mental illness.
③ Specific chemical manipulations can help Sell to produce an
explicit state of mind.
④ Sell’s mind may go beyond what neuroscience can know
about his brain.
⑤ Antipsychotic medication can render Sell competent to read
his mind.
11. What would be the best title of the passage? [1.5점]
You may argue that music is a purely human manifestation not to be touched by the intrusion of electronic probes. Yet, several successful programs have been written that seem to produce “quite good” musical pieces. One such program was written by Steve Larson, who selected three compositions―one by Johann Sebastian Bach, one by himself, and one by a computer―to be played before an audience. In an outcome somewhat bemusing to Larson, his own composition was judged to have been composed by the computer, while the computer-generated music was judged to be the authentic Bach. At least on a limited basis, computer-generated music fools some of the people some of the time. Another program called Improvisor has been written to emulate a range of styles from that of Bach to those of jazz musicians like Louis Armstrong. At the present time, computer-generated music seems to be very convincing. The main weakness in these programs, however, is in their ability to create music that is persuasive over a longer period of time, especially among musical specialists who are sensitive to the nuances of specialized types of music. While a novice may be convinced that a computer-generated piece of music was composed by Mozart, a Mozart virtuoso could identify the artificial Mozart. One might be moved to observe that it sounds like Mozart, but it sounds as if he was having a ‘bad hair day’. Of course, it is possible that future programs will not only produce Mozart-like compositions, but surpass the talented young Austrian and generate super-Mozart compositions―music that would reincarnate the apotheosis of the boy genius.
① Musical Intelligence: Nature versus Nurture ② Composers: Novices and Virtuosos ③ Marketing via Computer-Generated Music ④ The Achievements of Great Musicians ⑤ The Potential of Machine-Generated Music
(B) culprits convicts culprits convicts suspects
(C) invertebrates vertebrates predators invertebrates victims
10. Which of the following would the writer most likely agree with?
The freedom of thought was recently challenged in the case of Charles T. Sell, who claimed, “The court of appeals erred in rejecting the petitioner’s argument that allowing the government to administer antipsychotic medication against his will solely to render him competent to stand trial . . . would violate his rights under the Amendments.” The Supreme Court ruled, in a 6-3 decision, in favor of Sell. While neuroscience is only beginning to get a handle on brain states, much less mind reading, in Sell’s case the government wanted to use pharmacology to force a mental state upon him. Structuring someone’s biochemical milieu to render him or her mentally competent is a total dream; antipsychotic medication deals with the symptoms of a disorder, not with the underlying structure. At this point, neuroscience has a long way to go before it can claim that specific chemical manipulations of brain cells produce an explicit state of mind, for neuroscience reads brains, not minds.
영 어 (15면 중
2 면)
12. What is the main idea of the passage? [2.5점]
Why be moral? This question is fundamental for ethics because even if people can figure out what are the right things to do, we can still ask why they would in fact do these things. The traditional philosophical responses to the problem of moral motivation have been rationalist: We should be more moral because it would be irrational to do otherwise. The rationality of morality might derive from a priori truths about what is right, or from arguments that it is rational for people to agree with others to be moral. The philosopher Sean Nichols argues that a major problem for rationalism is that psychopaths, with no impediments in abstract reasoning, nevertheless see nothing wrong in harming other people. Nichols argues convincingly that what is wrong with psychopaths is not their reasoning but their emotions. Psychopathy, whose symptoms include antisocial behavior, lack of guilt, and poverty of emotions, is the result of impairments to emotional learning that derive from disrupted functioning of the amygdala. According to Nichols, an adequate account of ethical thinking must explain how emotion plays a role in linking moral judgment to motivations, while also allowing a place for reason in moral judgment. His explanation of ethical norms is cultural and historical: Norms are more likely to be preserved in the culture if the norms resonate with our affective systems by prohibiting actions that are likely to elicit negative affect. Norms that prohibit harm to others are virtually ubiquitous across cultures because of this “affective resonance.” The adoption of norms enables us to reason about what is right and wrong, but these norms have an emotional underpinning that intrinsically provides a connection between morality and action.
① It is imperative we understand psychopathic behavior. ② Norms which include not harming others are universal. ③ Moral action is linked to emotions as well as reasoning. ④ One major aspect of psychopathy is an intrinsic lack of
13. Which of the following is LEAST likely to be inferred from the passage? Our belief in insects as adversaries shapes our interactions with them. It has given rise to the regulatory agencies and big-business conglomerates whose goal is to eradicate or control insects. Propaganda generated by these institutions simplifies the complexities of our relationship with the creatures and feeds us hostile images that perpetuate a militaristic stance toward thousands of species. The taproot, however, is our fear. “I didn’t know what it was, so I killed it,” is what biologist Ronald Rood heard over and over again when he questioned people who brought him the dead bodies of insects or other unfamiliar creatures to identify. The curiosity natural in a non-threatening situation was absent. They had killed it―just to be safe―to crush the fear invoked by the creature’s presence. A large part of our fear revolves around being bitten. Bug zappers, those glowing fixtures in suburban yards, keep those fears at bay, killing billions of insects each year. One entomologist said that all these devices do is amuse us; they are otherwise ineffective. Fewer than one fourth of the insects killed are the ones with an appetite for blood. Any mirth, however, would be short-lived if we realized that when insects hit the zapper and explode, they spray bacteria and viruses in a radius of at least two meters. Self-protection may motivate us to stop using bug zappers because compassion for the estimated seventy-one billion nontarget insects that are killed has not. In fact, there is not much that influences our conviction that insects are adversaries. When our experiences do not substantiate our fears, we tend to discount the contradictory evidence. Convinced we are justified and acting realistically, we are quick to defend our aggressive stance and do not even see the opportunities that arise for a different, more positive relationship.
① Some businesses tend to instill the idea that insects are
guilt.
⑤ Acting emotionally must be seen as irrational in all
dangerous.
② Fear of insects is one reason why people kill them. ③ The majority of the insects killed by bug zappers do not
societies.
feed on human blood.
④ Fear of the bacteria and viruses found in insects may stop
people from using bug zappers.
⑤ Negative attitudes toward insects are easily changed.
영 어 (15면 중
3 면)
14. Which of the following is the best order to complete the passage? The first part of the passage is given below. Do all risks have to be physical? Of course not. There are intellectual risks, too. Unlike a physical risk that challenges the body and involves potential physical harm to it, an intellectual risk challenges the mind and causes a potential disturbance in common beliefs. It is a “thinking” risk. [A] It was a risk because it challenged people to rethink a certain, long-held belief. The producer took the risk, hoping that the viewers would think again about the utter brutality against slaves. Potentially, the producer stood to lose not only the money he invested, but also his reputation. In this case, taking the intellectual risk paid off. It disturbed then-current views about the human rights of African Americans and helped educate many people about a rarely-talked-about past. [B] In the mid-1970s, for example, the first miniseries appeared on television. Roots was a multi-day series of movies depicting the life of a young African in the 1700s who was kidnapped and brought to the United States as a slave. The series was graphic; it portrayed how slaves were really treated. It made people uncomfortable to watch―even more uncomfortable because they were from a nation that wished to leave the unpleasant history of slavery in the past. [C] What does an intellectual risk involve? This type of risk forces other people to distrust what they used to believe in. Perhaps it exposes something that has not been considered previously. Perhaps it attempts to stretch intellectual ability. These intellectual risks are similar to physical risks, and a certain sense of satisfaction can take place from such experience.
① [A]－[B]－[C] ② [A]－[C]－[B] ③ [B]－[C]－[A] ④ [C]－[A]－[B] ⑤ [C]－[B]－[A]
15. Read the following and answer the question.
Activity A 1. Complete the table below with the things you have to do this week, using “be going to.” Leave two spaces empty.
2. Talk to several other students and arrange a time to see a movie with them. You might need to change your schedule.
Activity B In pairs, do the following tasks in English: 1. Talk about the differences between adjectives ending in -ed and -ing. *We felt moved by his story. *We felt moving by his story. *It was a really exhausting day. *It was a really exhausted day. 2. Indicate whether the sentences below are grammatical or ungrammatical, focusing on the underlined words. 1. They seemed pleasing with the outcome. 2. I saw the most amazed film yesterday. 3. He felt disappointed about the test results. 4. The most annoyed thing was her rude attitude. 5. The incident could be embarrassing for him. 3. Write a rule that can explain the differences between the two types of adjectives. Which of the following is a correct statement about the above activities?
① Activity A has students explain the target form in a
decontextualized setting.
② Activity B is aimed at encouraging students to automatize
the target structure through communication.
③ Activity B fosters students to learn the language points
through a discovery activity.
④ Both activities have students analyze the data containing
exemplars of the targeted features.
⑤ Both activities require students to use metalinguistic terms.
영 어 (15면 중
4 면)
16. Read the following and answer the question. [1.5점]
Activity Procedure 1. Work in pairs and choose one of the three verbs that most likely appears before each phrase. do make √ take a lot of noise family photographs a lot of mistakes the housework
Which of the following is LEAST likely to be the author’s suggestion for second language pedagogy?
① It is important for students to explicitly learn abstract
linguistic categories from the start.
② The use of actual data from language users is important for
language lessons.
③ Teachers should help learners attend to second language
input better by making it easily noticeable.
④ It is necessary to increase input frequency, which will affect
2. Check your answers with another student. 3. Using a concordancing program on the Internet, find other phrases that can be used with the three verbs. 4. Make your own conversation about a familiar topic (e.g., family life) using the phrases you have found on the Internet, and practice it in pairs. Which of the following is NOT a correct statement about the procedure described above?
① It integrates a speaking activity into vocabulary work. ② It gives students a chance to use lexical phrases at the
the level of achievement.
⑤ Students should be provided with many opportunities to
practice various form-meaning mappings in context.
18. Read and and answer the question. Syllabus [1]
discourse level.
③ It focuses on teaching how some verbs collocate with
various noun phrases.
④ It involves practicing lexical phrases using cue-response
drills.
⑤ It asks students to use multimedia to understand how words
group together. Syllabus [2]
17. Read the following review of a book on language learning and answer the question. I found the author’s points all interesting and agree with him in every aspect. The author views language, communication, and cognition as mutually inextricable. According to him, language has come to represent the world as we know it; it is grounded in our perceptual experience. He further argues that language learning is not dissimilar to learning about all other aspects of the world, and that it is important to note that learning language involves building knowledge of structures, meanings, and functions based on actual instances of language use. A crucial factor in language learning is the reinforcing of features that recur across a sufficient number of usage events. The author also emphasizes the role of learner attention. Simply put, what is attended to is learned, so attention controls the acquisition of language itself. I think the viewpoints of the author may have many meaningful implications for organizing my English lessons.
a. b. c. d.
Syllabus [1] emphasizes performing functions in communicative interactions. In Syllabus [1], skills and activities are aligned with topics. In Syllabus [2], prefabricated phrases are given precedence over individual words. Syllabus [2] is a type of process-oriented syllabus.
Which of the following lists all and only the correct statements in about the syllabuses in ?
① a, b ④ b, d ② a, c ⑤ c, d ③ b, c
영 어 (15면 중
5 면)
19. Read the following and answer the question.
Below is an excerpt of a listening lesson developed by a middle school English teacher. The listening text is from a talk given by a famous plant expert. Lesson Procedure Pre-listening Activity 1. Have Ss think about the following questions: ∙ Do you like plants? Why or why not? ∙ Have you ever grown a plant? 2. Introduce the talk and its topics. ∙ Amazing qualities of plants ∙ The benefits of growing plants 3. Have Ss guess about the content of the talk. While-listening Activity 1. Have Ss listen to the talk and check whether their predictions are correct. 2. Have Ss listen again to find out key information, jotting down important words. Post-listening Activity 1. Have Ss read the listening script where several words and phrases are blanked out, and then reconstruct it in pairs. 2. Have Ss discuss in groups whether they agree or disagree with the speaker of the talk and why.
Ss = students
20. Read and and answer the question. Below are the results of a high school textbook evaluation.
Prerequisites Do the aims of the textbook correspond with the aims of the teaching program and the needs of the learners? Is a teachers’ guide available? Initial Status Criteria Are design and layout attractive to learners? Does the textbook include appropriate materials for pronunciation work? Does the textbook contain enough skill-integrated activities? Are topics interesting for learners? Does the textbook include materials for strategy training? Total Final Status WT* (1-3) 2
Textbook A
Textbook B
Yes
Yes
Yes Accepted SC* (1-5) 5 WT x SC 10
Yes Accepted SC (1-5) 3 WT x SC 6
1
5
5
2
2
2
3
6
3
6
3
2
6
3
9
3
2
6
5
15
Which of the following is NOT a correct statement about the lesson procedure described above?
① The teacher provides multiple opportunities to listen for
17
33
16
38
Rejected
Selected
analysis of genre and language.
② The teacher promotes cooperative learning during the
*WT ＝ weight (1 ＝ not very important; 2 ＝ important; 3 ＝ very important) *SC ＝ score (1 ＝ very poor; . . . 5 ＝ excellent)
post-listening activity.
③ The teacher encourages students to use listening strategies
such as note-taking.
④ The
teacher activates students’ schematic knowledge
a. b. c. d.
relating to the talk.
⑤ The teacher integrates reading, listening, speaking, and
writing.
Both textbooks satisfy the prerequisites for acceptance. Textbook A is poorer than Textbook B in design and layout, and pronunciation activities. Skill-integration is a more important criterion than topic interest in this context. Textbook B scores higher than Textbook A in the criteria with the highest weight.
Which of the following lists all and only the correct statements in about the evaluation results in ?
① a, c ④ b, d ② a, d ⑤ c, d ③ b, c
영 어 (15면 중
6 면)
21. Read the following and answer the question. [1.5점]
[The teacher speaks in front of the class in the classroom.] T: OK, today we’ve learned how to construct a topic sentence. You did a good job. Here’s your homework. First, write a paragraph about your weekend plans and post it on our class blog. Second, you should respond to at least two persons’ writings. When you give comments, please focus on content as well as on grammar. If you need to, you can visit some grammar websites that are linked to the class blog. I have already posted the evaluation criteria on the blog. If you have any questions, log into the chat room from 8 to 9 pm on Thursday, and I’ll answer them. See you then.
22. Read the following and answer the question.
Below is an excerpt of a reading lesson. The teacher selected two different reading texts from a magazine. The texts shared a common topic on nature conservation. Each text had 10 sentences and was about 100 words long. She combined the two original texts and scrambled the sentences. Lesson Procedure Step 1 ∙ Show Ss several pictures about environmental pollution, and then have them talk about why it happens and what they can do to prevent it.
∙ Have Ss read the newly-formed text quickly, for
about 30 seconds, to find out what the text is about, without focusing on every word. Step 2 ∙ Have Ss read the text individually, but now more carefully. ∙ Explain that the text is a combination of two shorter ones. ∙ In groups of three, have Ss divide the text into two separate ones that make sense. ∙ Have a member of each group give a presentation about how and why they divided the text the way they did. Step 3 ∙ Show Ss the original versions of the two texts, and have Ss compare them with their own. ∙ Have Ss vote for the most accurately restored versions.
Ss = students
Which of the following is NOT a correct statement about the assignment above?
① It can be done with the help of online resources. ② It allows students to utilize synchronous communication. ③ It compels students to exchange feedback with each other. ④ It creates a computer-mediated communication environment. ⑤ It requires students to post their scoring rubric on the blog.
Which of the following is a correct statement about the lesson procedure above?
① The students are led to use the scanning strategy for details. ② It involves a one-way information-gap task to promote
meaning negotiation.
③ It helps students to be aware of how coherent texts are
constructed.
④ It serves to increase students’ passive vocabulary through
extensive reading.
⑤ The teacher uses simplified reading materials to provide
comprehensible input.
영 어 (15면 중
7 면)
23.
Read the following and answer the question.
A high school English teacher conducted a survey with 50 high school English teachers in her school district as part of action research. The teachers were asked to indicate how well the statements in the survey described their teaching practice. Below are the results. How Do You Teach English Writing?
No. of respondents Statements 1 1. I emphasize students’ final writing products. 2. I involve students in the process of planning, drafting, revising, and editing. 3. I focus mostly on grammar and mechanics when giving feedback. 4. I focus mostly on content and organization when giving feedback. 5. I involve students in group writing tasks more than individual writing tasks. 6. I have students keep a journal and write as often as possible in English at home. 7. I meet with individual students to help with work in progress. 30 per category* 2 10 3 8 4 2
24. Read and and answer the question. The following excerpts are two students’ writing samples with feedback from their teachers: Sample [1] Do you remember your middle school’s life? Well, compared to high schools, middle schools end up more earlier. also, middle school students don’t worry about their future as much as high schoolers. However, there is a big similarity between middle school and high school, which is both students have to study a lot, and the fact that most of them go to
academy.
1
4
35
10
Teacher comments:
22 5 14 8 9 25 5 12
34
3
6
7
Nice work! You started with an attractive question, which is a good organizational skill for the introduction of an essay. When you rewrite, please try to add your own story about your school life to make the essay more appealing.
32
5
7
6
Sample [2] All Koreans enters school, and learns many things. They
Agr Agr
5
6
18
21
entered elementary school, Middle school, High school.
Tns
*1 = not at all; 2 = not really; 3 = well; 4 = very well
Total, there is twelve grade. In elementary school,
Agr Agr Agr Tns
Which of the following is a correct statement according to the survey results above?
① More teachers tend to use a product-based approach rather
Koreans learned six year. In middle school, they learned
Tns Agr
Agr = Agreement; Tns = Verb tense
three year and same in high school.
than a process-based one.
② The teachers as a whole focus on accuracy more than
content and organization when giving feedback.
③ Collaborative writing tasks are widely utilized in the
a. b. c. d.
classroom.
④ The majority of the teachers foster writing habits through
home assignments.
⑤ More than half of the teachers use conferencing to support
the revision process.
In Sample [1], the teacher provides feedback on organization and content. In Sample [2], the teacher gives feedback selectively focusing on specific types of errors. In Sample [2], the teacher uses error codes as a means of corrective feedback. Both teachers provide reformulations of students’ language to assist their revision process.
Which of the following lists all and only the correct statements in about teacher feedback in ?
① a, b ④ b, c, d ② a, b, c ⑤ c, d ③ a, c
영 어 (15면 중
8 면)
25. Read and and answer the question. The following are guidelines for constructing multiplechoice items to assess knowledge of word meanings: 1. Make sure there is only one correct answer for each item. 2. Make sure the distractors are the same grammatical class as the key. 3. Do not provide inadvertent clues to the key which allow students to answer an item correctly without knowledge of word meanings. 4. Make sure the key cannot be selected based on students’ world knowledge. Below are some examples of multiple-choice items that are intended to measure students’ knowledge of word meanings. Choose the one that best fits in each blank. a. I want to be a poet. I have had an _________ in writing poems, since I was a child.
① interest ② doubt ③ concern ④ worry
26. Read and and answer the question. For his 1st-year middle school students, Mr. Lee developed the following lesson procedure for teaching how to express actions that happened in the past: Step 1. Listen carefully and decide whether Minsu did these things yesterday. Check the correct boxes as you listen.
The action happened yesterday. 1 2 3 4
√
The action did not happen yesterday.
Instructor’s script: 1. Minsu watched a baseball game on TV. 2. Minsu walked his dog in the park. 3. Minsu will listen to classical music. 4. Minsu played computer games at home.
b. I was hungry, so I went home ________ to eat dinner. ① run ② rate ③ quickly ④ rapid c. I usually go to the dentist to have my teeth once a year. ① examined ② checked ③ seen ④ fixed d. Inventors are always coming up with new ideas because they are very _______. ① creative ② sad ③ lazy ④ guilty e. When tourists from Seoul go to Jeju on vacation, they travel . ① north ② west ③ east ④ south Which test item in follows ALL the guidelines in ?
① a ④ d ② b ⑤ e ③ c
Step 2. What did you do yesterday? Raise your hand if you did each activity yesterday. 1. Who watched a baseball game on TV? 2. Who walked their dog in the park? 3. Who listened to classical music? 4. Who played computer games at home? Learners must pay attention to verb forms in order to determine the temporal reference of each sentence. The instructor offers metalinguistic information to teach the concept of pastness that has low communicative value. Students are encouraged to make form-meaning connections appropriately in Step 1. The instructor mostly provides display questions to his students in Step 2.
a. b.
c. d.
Which of the following lists all and only the correct statements in about the lesson procedure described in ?
① a, b ④ b, d ② a, c ⑤ c, d ③ b, c
영 어 (15면 중
9 면)
27. Read and and answer the question. [2.5점] Below are the results from a 10-item test that Mr. Park gave to his 11 students to compare their English abilities. Based on the test results, Mr. Park divided the students into three groups−upper, middle, and lower. He wanted to determine the effectiveness of the test by examining item facility (IF) and item discrimination (ID). To calculate IF, Mr. Park divided the number of students who correctly answered a particular item by the total number of students who took the test. ID indicates the degree to which an item separates the students who performed well from those who did poorly on the test as a whole. Mr. Park used the following formula to calculate the ID for each item: ID = IFupper － IFlower. Test Results
Groups Students A Upper B C D E Middle F G H Lower I J K Total Items 1 1 1 1 1 0 1 1 1 0 0 1 8 2 1 0 0 1 1 0 1 1 0 1 0 6 3 1 1 1 0 0 1 0 0 0 1 0 5 4 1 1 0 1 1 1 0 0 0 0 1 6 5 1 1 1 1 1 1 1 1 1 0 1 10 6 1 1 1 1 1 0 0 0 1 0 1 7 7 1 1 1 1 1 1 1 1 0 0 0 8 8 1 1 1 0 1 0 0 0 0 0 0 4 9 10 1 1 1 1 0 1 1 0 1 1 0 8 1 1 1 1 0 0 1 0 1 1 0 7 Total 10 9 8 8 6 6 6 4 4 4 4
28. Read the following and answer the question. [2.5점]
Below is an excerpt of an English lesson procedure developed by a high school teacher. Step 1. Ask questions relating to the topic. ∙ Do you talk to your parents a lot? Why or why not? ∙ Who do you talk to when you have a problem? Step 2. Provide a reading text and have Ss read it individually.
Dear Dr. Teen, Recently, our family moved to a new city. My husband and I knew this would not be easy for our teenage daughter, but we thought she would adjust in time. It has now been two months, and we are really starting to worry about her. She used to be very outgoing and talkative. But, now she spends a lot of time in her room and will not talk to us. She seems uninterested in school, and her grades are slipping. Why won’t she communicate with us? What can we do? Please help! Worried Mother
Step 3. Ask comprehension-checking questions. Step 4. In groups of four, have Ss discuss and come up with the best advice for the worried mother. Step 5. Have each group write a letter to the worried mother, using the advice they chose. Each group exchanges their letter with another group and offers comments. Step 6. Have each group revise their own letter, taking into account the feedback from another group. Step 7. Explain the errors that Ss made frequently during discussion. Have them engage in pattern practice.
Ss = students
1 = a correct response; 0 = an incorrect response
a. b. c. d.
The test is criterion-referenced, assessing the extent to which the students achieved the goals of the class. Item 2 does not distinguish the upper level students from the lower level students. The ID values for Item 3 and Item 10 turned out to be the same. All 10 items have IF values which are greater than 0.4.
Which of the following is NOT a correct statement about the lesson procedure described above?
① It uses the mother’s letter as input to encourage learner
Which of the following lists all and only the correct statements in about the test and its results described in ?
① a, b ④ b, c, d ② a, d ⑤ b, d ③ b, c
output.
② It engages students in a problem-solving activity to offer
advice on a given problem.
③ It encourages students to work cooperatively through group
work and feedback.
④ It utilizes different types of meaning-focused activities such
as discussion.
⑤ It assists students in developing oral skills by moving from
controlled to free activities.
영 어 (15면 중
10 면)
29. Read and and answer the question. Although nearly everybody can identify individual syllables, it is difficult to define what is meant by a syllable. One possible theory of the syllable draws on the concept of sonority. The sonority of a sound is its loudness relative to that of other sounds with the same length, stress, and pitch. It is generally agreed that the sonority hierarchy is as follows:
a. At the beginning of a stressed syllable, an aspirated stop occurs, and an unaspirated stop does not (e.g., pea, tea, key). b. In some accents of English, /p, t, k/ in syllable final position are realized as a glottal stop (e.g., tip, pit, kick). c. In African American English, /ɪ/ and /ɛ/ are pronounced the same before nasal consonants (e.g., pin, pen). Which of the following lists all and only the case(s) in that show(s) the phonological process described in ?
① a ④ b, c ② a, b ⑤ c ③ a, b, c
The sonority theory of the syllable holds that a peak of sonority defines a syllable. That is, according to the theory, the peak of a syllable coincides with the peak of sonority. For example, in a sequence of sounds, [sænd], the vowel is more sonorous than [s] and [n], and [n] is more sonorous than [d]. This sequence of sounds forms one sonority peak on the vowel. Therefore, the theory correctly predicts that this word has one syllable. a. bright b. speed c. dance d. sweet
31. Read and and answer the question. [1.5점] Affixes like -ing or -y are called bound morphemes because they cannot stand alone. They always have to be attached to the stem or root of a word in order to be used. There are two types of affixes: derivational and inflectional. Derivational affixes are added to a stem or root to form a new stem or word, possibly, but not necessarily, resulting in a change in syntactic category or meaning. For example, the derivational affix -er is added to a verb like kick to give the noun kicker. On the other hand, by the addition of inflectional affixes, forms with different grammatical functions are created as in cats. That is, inflectional affixes have a strictly grammatical function, marking properties such as tense and number. In condemnation, -ation is an inflectional affix. In nonrefundable, non-, re-, and -able are all derivational affixes. In governments, -ment is a derivational affix, and -s is an inflectional affix. In insincerity, in- and -ity are both inflectional affixes. In lovelier, -ly is a derivational affix, and -er is an inflectional affix.
Which of the following lists all and only the examples in that support the theory described in ?
① a, b, c ④ b, d ② a, c, d ⑤ c, d ③ b, c, d
30. Read and and answer the question. [2.5점] A phonological process commonly found in English is neutralization, whereby a phonemic contrast generally observed is not found in a given environment. For example, both /t/ and /d/ are realized as the flap [ɾ] between a stressed and an unstressed vowel in American English, as can be seen in writer [ɹaɪɾəɹ] and rider [ɹaɪɾəɹ]. By the flapping rule, the phonemic contrast between /t/ and /d/ is lost between a stressed and an unstressed vowel, resulting in the neutralization of the contrast in that position. As another example of neutralization, the vowel /i/ within syllables closed by /ɹ/ (e.g., beer) is produced somewhere between a tense /i/ and a lax vowel /ɪ/ in American English. That is, there is no contrast between a tense and a lax vowel before syllable final /ɹ/, even though this distinction exists elsewhere.
a. b. c. d. e.
Based on , which of the following lists all and only the correct statements in ?
① a, b, c ④ b, c, e ② a, b, d ⑤ c, d, e ③ b, c, d
영 어 (15면 중
11 면)
32. Read and and answer the question. Type I so occurs in clause-initial position, as in (1). In this type of construction, so introduces an emphasis that might otherwise be conveyed by indeed or in fact. (1) You asked me to leave, and so I did. Type II so also occurs in clause-initial position, as in (2). In this type of construction, however, so is an additive adverb equivalent in meaning to too or also. (2) You asked him to leave, and so did I.
Cases a. A: It’s starting to snow. B: So it is. b. A: I saw the movie last week. B: So did I. c. A: You’ve spilled coffee on your dress. B: Oh dear, so I have. d. A: The corn is ripening. B: So are the apples. Types of so II II I I Cases
Implicatures Peter is in his office. Not more than two or three did very well. a. The light in Peter’s office is on. b. Two or three did very well.
c. Some of the faculty left yesterday’s The lecture didn’t go well. guest lecture before it ended. d. It’s fairly warm outside. It isn’t hot outside.
Which of the following lists all and only the cases in that correctly show the scalar implicatures described in ?
① a, b ④ b, d ② a, d ⑤ c, d ③ b, c
34. Read and and answer the question. A group of verbs occurring in main verb position followed by infinitive complements may be described as involving some kind of commitment to future action. From a structural perspective, a commitment can be either SELF-DIRECTED (e.g., decide) or OTHER-DIRECTED (e.g., order). That is, you yourself (self-directed) can decide to go (Structure I: V to-V ), or someone else (other-directed) can order you to go (Structure II: V NP to-V ). When the commitment is self-directed, there is usually no need for an object NP, as in (1). When the commitment is other-directed, the structure will include an object NP, as in (2). (1) I decided (*me) to go. (2) He ordered us to get out. Other-directed verbs also occur with ‘for NP’ followed by infinitive complements (Structure III: V for NP to-V), as in (3). (3) She prayed for him to return.
Cases a. Can you allow (we come in)? b. She longed (he would visit her). c. I threatened (I would leave). d. We arranged (he would leave at once). e. They expect (we will come early). Types of structures II I I II III
Which of the following lists all and only the cases in that correctly illustrate the types of so described in ?
① a, b ④ b, d ② a, c ⑤ c, d ③ b, c
33. Read and and answer the question. The Maxim of Informativeness, also called the Maxim of Quantity, has two clauses: “Make your contribution as informative as is required (for the current purposes of the exchange),” and “Do not make your contribution more informative than is required.” The first clause, requiring the speaker to give enough information, is identified as the basis of a wide range of implicatures, known as scalar implicatures. Scalar implicatures typically arise with terms denoting quantities or degrees of attributes which can be graded on some scale of informative strength. With a scalar implicature, it is assumed that the speaker obeys the Maxim of Informativeness and makes the strongest statement consistent with what he or she knows or believes to be the case. The speaker’s use of an expression on an information strength scale implicates the negation of any higher term on the same scale.
Which of the following lists all and only the cases in that correctly illustrate the types of structures described in when the underlined part is changed into a verb plus infinitive clause sequence?
① a, b ④ c, d ② a, c ⑤ d, e ③ b, c
영 어 (15면 중
12 면)
35. Read and and answer the question. A reflexive (e.g., himself ) or a reciprocal (e.g., each other) in general meets both of the two constraints below. The Binding Constraint (BC) A reflexive or a reciprocal (Y) must be bound by its antecedent (X). [X binds Y if and only if X c-commands Y and X and Y are co-indexed (thereby co-referring); a constituent X c-commands its sister constituent Y and any constituent Z that is contained within Y.] The c-command relation is represented in the tree diagram below.
36. Read and and answer the question. Maria, a young immigrant from Europe, lived in a neighborhood where little English was spoken. Each weekday, Maria worked cleaning offices. Her work required little or no language. Conversations between co-workers were unusual. Maria did have access to break-time conversations, but they were not very lengthy, and they required English skills Maria simply did not have. Several months later, however, because of the company’s new policy, Maria began attending monthly social outings. Here, she was able to establish a different set of relationships over time. On several occasions, Maria tried to teach her native language to her peers, and they were impressed by her knowledge of European countries. Maria’s identity in the eyes of the other employees became more complex, and their relationship with her began to change. Her subsequent reassignment to other positions allowed her to speak English, and to speak it from a more desirable position. In time, space was made for her to participate more actively in the social and verbal activities of her community. Maria proved particularly effective as a language learner. Culture Note A sociocultural theory of mind (hereafter SCT) takes into account the complex interaction between the individual acting with mediational means and the sociocultural context. SCT focuses on what tools the person is acting with (mediational means), where the action takes place, and why the person is acting (motives and goals). According to SCT, people are not free agents, but their behavior is enhanced or constrained by the tools available to use and the affordances present in (or absent from) their environment. Based on and , which of the following is LEAST
The Locality Constraint (LC) A reflexive or a reciprocal must find its antecedent within the local binding domain. [The local binding domain is the smallest clause containing a reflexive or a reciprocal.] For example, in (1), the reflexive violates the BC, and in (2), it violates the LC. (1) *Mary hopes Michaeli’s father represents himselfi. (2) *Johni thinks Mary should marry himselfi.
Cases a. *Mary expects each otheri’s mothers will dance with the two boysi. Types of constraints violated LC only
likely to be inferred?
① Maria’s initial mediational means limited her opportunities
b. *Theiri teacher thinks Bill hit each both BC and LC otheri’s friends. c. *Each otheri persuaded theiri sons to leave. d. BC only
to fully engage in community practices.
② Maria’s job of cleaning offices functioned as an institutional
constraint that limited her participation in speaking English.
③ For Maria, access to opportunities for social interaction was
*John wanted the girlsi to know that he would help with each otheri’s both BC and LC homework.
important not only for socialization but for language learning.
④ Maria exercised human agency in making her intellectual
Which of the following lists all and only the cases in that correctly illustrate the violation(s) of the constraint(s) described in ?
① a, b ④ b, d ② a, c ⑤ c, d ③ b, c
offerings positive and enhanced her chances to access the social networks of her communities.
⑤ Maria’s case highlighted a view of language as a conveyer
of already formed thoughts that contribute to language development.
영 어 (15면 중
13 면)
37. Read and and answer the question. [1.5점] I saw her, pegging out her web thin as a pressed flower in the bleaching light. From the bushes a few small insects clicked like opening seed-pods. I knew some would be trussed up* by her and gone next morning. She was so beautiful spinning her web above the marigolds the sun had made more apricot, more amber; any bee lost from its solar flight could be gathered back to the anther,* and threaded onto the flower like a jewel.
*truss up: tie up somebody’s arms and legs so that they cannot move *anther: the part of a flower that contains pollen
38. Read and and answer the question. The house was left; the house was deserted. . . . The swallows nested in the drawing-room; the floor was strewn with straw; the plaster fell in shovelfuls; rafters were laid bare; rats carried off this and that to gnaw behind the wainscots. . . . What power could now prevent the fertility, the insensibility of nature? Mrs McNab’s dream of a lady, of a child, of a plate of milk soup? It had wavered over the walls like a spot of sunlight and vanished. She had locked the door; she had gone. It was beyond the strength of one woman, she said. They never sent. They never wrote. There were things up there rotting in the drawers―it was a shame to leave them so, she said. The place was gone to rack and ruin. Only the Lighthouse beam entered the rooms for a moment, sent its sudden stare over bed and wall in the darkness of winter, looked with equanimity at the thistle and the swallow, the rat and the straw. Nothing now withstood them; nothing said no to them. Let the wind blow; let the poppy seed itself and the carnation mate with the cabbage. Let the swallow build in the drawing-room, and the thistle thrust aside the tiles, and the butterfly sun itself on the faded chintz of the arm-chairs. Let the broken glass and the china lie out on the lawn and be tangled over with grass and wild berries. shows Mrs.
a. b. c. d.
The poem describes the speaker’s observation of the web-spinning in sunlight. The speaker despises the spider’s cruelty as it entraps insects in its web. Poetic devices that are used in the poem include simile and visual images. The example of onomatopoeia in line 4 describes the sound of insects.
Which of the following lists all and only the statements in that correctly describe the poem in ?
① a, b ② a, b, c ③ a, c, d ④ b, c ⑤ c, d
a. The
feeling of powerlessness to prevent nature from overtaking the abandoned home. b. The house symbolizes the cycle of life―a life that had been lived, a life dying and decaying and finally being restored to new life. c. The narrative voice denies time’s power to erode and destroy, and confidently proposes that everything within the house will surely remain untouched by time. d. Nothing now can stop decay and destruction from replacing the life that was once in the house. Which of the following lists all and only the statements in that correctly describe the passage in ?
① a, b ④ b, c ② a, c ⑤ c, d ③ a, d
passage
McNab’s
영 어 (15면 중
14 면)
39. Read the following and answer the question. [2.5점]
A country woman (Mrs. Wright) is suspected of killing her husband in their isolated farmhouse. The county attorney, the sheriff, and a neighbor return to the scene of the crime, attempting to collect evidence. Mrs. Hale and Mrs. Peters accompany them to gather belongings for Mrs. Wright. In the course of the action, the two women accidentally turn up the evidence (a dead bird) which the men seek in vain. MRS HALE: She [Mrs Wright/Minnie Foster] liked the bird. She was going to bury it in that pretty box. MRS PETERS: (in a whisper) When I was a girl―my kitten―there was a boy took a hatchet, and before my eyes―and before I could get there―(covers her face an instant) If they hadn’t held me back I would have― (catches herself, looks upstairs where steps are heard, falters weakly)―hurt him. MRS HALE: (with a slow look around her) I wonder how it would seem never to have had any children around. (pause) No, Wright wouldn’t like the bird―a thing that sang. She used to sing. He killed that, too. MRS PETERS: (moving uneasily) We don’t know who killed the bird. MRS HALE: I knew John Wright. MRS PETERS: It was an awful thing was done in this house that night, Mrs Hale. Killing a man while he slept, slipping a rope around his neck that choked the life out of him. MRS HALE: His neck. Choked the life out of him. (Her hand goes out and rests on the bird-cage.) MRS PETERS: (with rising voice) We don’t know who killed him. We don’t know. MRS HALE: (her own feeling not interrupted) If there’d been years and years of nothing, then a bird to sing to you, it would be awful―still, after the bird was still. MRS PETERS: (something within her speaking) I know what stillness is. When we homesteaded in Dakota, and my first baby died―after he was two years old, and me with no other then― MRS HALE: (moving) How soon do you suppose they’ll be through, looking for the evidence? MRS PETERS: I know what stillness is. (pulling herself back) The law has got to punish crime, Mrs Hale. MRS HALE: (not as if answering that) I wish you’d seen Minnie Foster when she wore a white dress with blue ribbons and stood up there in the choir and sang. (a look around the room) Oh, I wish I’d come over here once in a while! That was a crime! That was a crime! Who’s going to punish that? MRS PETERS: (looking upstairs) We mustn’t―take on.
Which of the following is LEAST likely to be inferred from the scene?
① Mrs.
Peters sympathizes with Mrs. Wright through
recollection of her own memories.
② Mrs. Hale reflects Mrs. Wright’s husband would not have
liked a thing that sang.
③ Mrs. Hale remembers the young, singing Minnie Foster and
regrets not visiting her.
④ Mrs. Hale regrets maintaining a relationship with Mrs.
Wright, who is suspected of a homicide.
⑤ Mrs. Peters recalls the stillness of her old homestead after
her first baby died and relates it to Mrs. Wright’s solitude.
40. Read the following and answer the question.
Earth has not anything to show more fair: Dull would he be of sight who could pass by A sight so touching in its majesty: This City now doth, like a garment, wear The beauty of the morning; silent, bare, Ships, towers, domes, theaters, and temples lie Open unto the fields, and to the sky, All bright and glittering in the smokeless air. Never did sun more beautifully steep In his first splendor, valley, rock, or hill; Ne’er saw I, never felt, a calm so deep! The river glideth at his own sweet will: Dear God! the very houses seem asleep, And all that mighty heart is lying still! Which of the following is NOT true about the poem above?
① It presents a contrast between a city as a center of
corruption and cruelty and the beauty of nature.
② It says that only a dull person would not appreciate the
majestic scene of the city in the morning.
③ The exclamations in the last four lines in the poem reveal
the narrator’s outpouring of sheer joy.
④ The poem presents a kind of Italian sonnet that consists of
an octave and a sestet.
⑤ The poetic devices used in the poem include simile and
personification.
- 수고하셨습니다-
영 어 (15면 중
15 면)
영
1차 시험 2 교시 (전공)
◦ 문제지 전체 면수가 맞는지 확인하시오. ◦ 문항의 배점이 1.5점과 2.5점인 문항에는 배점이 표시되어 있습니다. 나머지 문항은 2점입니다. ◦ 각 문항의 정답을 컴퓨터용 흑색 사인펜을 사용하여 답안지에 표시 하시오.
어
40문항 80점 시험시간 120 분
【5~6】Listen to the dialog and answer questions 5 and 6.
5. Which of the following is most likely the topic of this podcast?
① changes in attitudes toward teaching methods ② different ways to define future pedagogy ③ standards for teachers to adhere to in classrooms ④ approaches to maintaining educational environments ⑤ shifts in notions regarding the use of in-class materials
1번부터 8번 문항까지는 듣고 답하는 문제입니다. 내용은 한 번만 들려줍니다. 5번과 6번 문항은 동일한 대화를 듣고 답하는 문제입니다.
【1~4】Listen to the dialogs and answer the questions.
6. Which of the following would …show more content…
the man most likely agree with? ① A method can work if applied by an experienced teacher. ② Combining teaching methods is more prevalent these days. ③ Teachers today should return to the teaching styles of 20
1. Which of the following best describes the woman?
① She is applying for a position as a manager. ② She has worked in the business field for 16 years. ③ She owns a number of start-up companies. ④ She heard about the company from her co-workers. ⑤ At present, the woman’s home is in London.
years ago.
④ Presenting lessons with varying methods can be confusing
for students.
2. Which of the following is NOT mentioned as what needs to be done? [1.5점]
① constructing a questionnaire ② observing the professor’s class ③ conducting a survey ④ asking friends for help ⑤ building a Power Point for a presentation
⑤ Students learn best when they are grouped according to
their abilities.
【7~8】Listen to the talks and answer the questions.
7. What is the main idea of the talk? [2.5점]
① Innovations are indebted to previous achievements. ② Masterpieces are unique in and of themselves. ③ Science and technology are, in essence, artistic. ④ Connections cannot be drawn between art and invention. ⑤ Lessons can be learned from past mistakes.
3. Which of the following is most likely to be inferred from the dialog?
① The woman has been to the lecturer’s talks many times before. ② The man feels the lecturer uses imperfect quotes and
anecdotes. ③ The man and the woman’s favorite part of the talk discouraged the use of comic books. ④ The man thinks classical literature shouldn’t be taught in class. ⑤ The woman previously had a narrow scope of appropriate reading materials.
8. Which of the following is NOT true about Roone Arledge?
① He started to work for ABC as an assistant producer. ② He contributed to the sports broadcasting industry. ③ He tried to make TV viewers feel like they were at the
stadium.
④ He experimented with new technologies for broadcasting. ⑤ He thought that athletes’ stories would turn viewers away.
4. Which of the following is NOT true about the speakers?
① The woman is reading the book for the first time. ② The man was once on a large boat with his family. ③ The woman heard Richard Dawkins on the radio. ④ The man and the woman are interested in science. ⑤ The woman is going to lend the book to the man.
이제 듣기 평가 문제가 끝났습니다. 9번 문항부터는 문제지의 지시에 따라 답을 하기 바랍니다.
영 어 (15면 중
1 면)
9. Which of the following would best fit in the blanks?
Christopher Austin inched forward on his hands and knees with only a headlamp to light his way. The herpetologist and his assistant were searching Papua New Guinea’s damp forest floor for the source of a (A) mating call coming from the ground foliage. They assumed an insect was projecting the high-pitched chirp, but there was no bug to be found. So the two bagged up some leaves and brought them back to camp. There, they searched each leaf, one by one, until they found the surprising (B) : not insects but tiny frogs with skin the color of earth, one-third of an inch long. Austin later reported that his find was a new species, Paedophryne amauensis, the smallest known vertebrate in the world, measuring a millimeter shorter than the Southeast Asian fish that previously held the record. “One way to evolve a small body size is to never grow up,” Austin says. What is the advantage? Their miniature size makes them ideal (C) for even smaller invertebrates, including the mites that are their prey in the moist leaves of tropical forests. (A)
① perceptible ② perceptible ③ mysterious ④ mysterious ⑤ perceptible
① Forced drugging by the government protects Sell’s rights. ② The government is allowed to use pharmacology to cure
Sell’s mental illness.
③ Specific chemical manipulations can help Sell to produce an
explicit state of mind.
④ Sell’s mind may go beyond what neuroscience can know
about his brain.
⑤ Antipsychotic medication can render Sell competent to read
his mind.
11. What would be the best title of the passage? [1.5점]
You may argue that music is a purely human manifestation not to be touched by the intrusion of electronic probes. Yet, several successful programs have been written that seem to produce “quite good” musical pieces. One such program was written by Steve Larson, who selected three compositions―one by Johann Sebastian Bach, one by himself, and one by a computer―to be played before an audience. In an outcome somewhat bemusing to Larson, his own composition was judged to have been composed by the computer, while the computer-generated music was judged to be the authentic Bach. At least on a limited basis, computer-generated music fools some of the people some of the time. Another program called Improvisor has been written to emulate a range of styles from that of Bach to those of jazz musicians like Louis Armstrong. At the present time, computer-generated music seems to be very convincing. The main weakness in these programs, however, is in their ability to create music that is persuasive over a longer period of time, especially among musical specialists who are sensitive to the nuances of specialized types of music. While a novice may be convinced that a computer-generated piece of music was composed by Mozart, a Mozart virtuoso could identify the artificial Mozart. One might be moved to observe that it sounds like Mozart, but it sounds as if he was having a ‘bad hair day’. Of course, it is possible that future programs will not only produce Mozart-like compositions, but surpass the talented young Austrian and generate super-Mozart compositions―music that would reincarnate the apotheosis of the boy genius.
① Musical Intelligence: Nature versus Nurture ② Composers: Novices and Virtuosos ③ Marketing via Computer-Generated Music ④ The Achievements of Great Musicians ⑤ The Potential of Machine-Generated Music
(B) culprits convicts culprits convicts suspects
(C) invertebrates vertebrates predators invertebrates victims
10. Which of the following would the writer most likely agree with?
The freedom of thought was recently challenged in the case of Charles T. Sell, who claimed, “The court of appeals erred in rejecting the petitioner’s argument that allowing the government to administer antipsychotic medication against his will solely to render him competent to stand trial . . . would violate his rights under the Amendments.” The Supreme Court ruled, in a 6-3 decision, in favor of Sell. While neuroscience is only beginning to get a handle on brain states, much less mind reading, in Sell’s case the government wanted to use pharmacology to force a mental state upon him. Structuring someone’s biochemical milieu to render him or her mentally competent is a total dream; antipsychotic medication deals with the symptoms of a disorder, not with the underlying structure. At this point, neuroscience has a long way to go before it can claim that specific chemical manipulations of brain cells produce an explicit state of mind, for neuroscience reads brains, not minds.
영 어 (15면 중
2 면)
12. What is the main idea of the passage? [2.5점]
Why be moral? This question is fundamental for ethics because even if people can figure out what are the right things to do, we can still ask why they would in fact do these things. The traditional philosophical responses to the problem of moral motivation have been rationalist: We should be more moral because it would be irrational to do otherwise. The rationality of morality might derive from a priori truths about what is right, or from arguments that it is rational for people to agree with others to be moral. The philosopher Sean Nichols argues that a major problem for rationalism is that psychopaths, with no impediments in abstract reasoning, nevertheless see nothing wrong in harming other people. Nichols argues convincingly that what is wrong with psychopaths is not their reasoning but their emotions. Psychopathy, whose symptoms include antisocial behavior, lack of guilt, and poverty of emotions, is the result of impairments to emotional learning that derive from disrupted functioning of the amygdala. According to Nichols, an adequate account of ethical thinking must explain how emotion plays a role in linking moral judgment to motivations, while also allowing a place for reason in moral judgment. His explanation of ethical norms is cultural and historical: Norms are more likely to be preserved in the culture if the norms resonate with our affective systems by prohibiting actions that are likely to elicit negative affect. Norms that prohibit harm to others are virtually ubiquitous across cultures because of this “affective resonance.” The adoption of norms enables us to reason about what is right and wrong, but these norms have an emotional underpinning that intrinsically provides a connection between morality and action.
① It is imperative we understand psychopathic behavior. ② Norms which include not harming others are universal. ③ Moral action is linked to emotions as well as reasoning. ④ One major aspect of psychopathy is an intrinsic lack of
13. Which of the following is LEAST likely to be inferred from the passage? Our belief in insects as adversaries shapes our interactions with them. It has given rise to the regulatory agencies and big-business conglomerates whose goal is to eradicate or control insects. Propaganda generated by these institutions simplifies the complexities of our relationship with the creatures and feeds us hostile images that perpetuate a militaristic stance toward thousands of species. The taproot, however, is our fear. “I didn’t know what it was, so I killed it,” is what biologist Ronald Rood heard over and over again when he questioned people who brought him the dead bodies of insects or other unfamiliar creatures to identify. The curiosity natural in a non-threatening situation was absent. They had killed it―just to be safe―to crush the fear invoked by the creature’s presence. A large part of our fear revolves around being bitten. Bug zappers, those glowing fixtures in suburban yards, keep those fears at bay, killing billions of insects each year. One entomologist said that all these devices do is amuse us; they are otherwise ineffective. Fewer than one fourth of the insects killed are the ones with an appetite for blood. Any mirth, however, would be short-lived if we realized that when insects hit the zapper and explode, they spray bacteria and viruses in a radius of at least two meters. Self-protection may motivate us to stop using bug zappers because compassion for the estimated seventy-one billion nontarget insects that are killed has not. In fact, there is not much that influences our conviction that insects are adversaries. When our experiences do not substantiate our fears, we tend to discount the contradictory evidence. Convinced we are justified and acting realistically, we are quick to defend our aggressive stance and do not even see the opportunities that arise for a different, more positive relationship.
① Some businesses tend to instill the idea that insects are
guilt.
⑤ Acting emotionally must be seen as irrational in all
dangerous.
② Fear of insects is one reason why people kill them. ③ The majority of the insects killed by bug zappers do not
societies.
feed on human blood.
④ Fear of the bacteria and viruses found in insects may stop
people from using bug zappers.
⑤ Negative attitudes toward insects are easily changed.
영 어 (15면 중
3 면)
14. Which of the following is the best order to complete the passage? The first part of the passage is given below. Do all risks have to be physical? Of course not. There are intellectual risks, too. Unlike a physical risk that challenges the body and involves potential physical harm to it, an intellectual risk challenges the mind and causes a potential disturbance in common beliefs. It is a “thinking” risk. [A] It was a risk because it challenged people to rethink a certain, long-held belief. The producer took the risk, hoping that the viewers would think again about the utter brutality against slaves. Potentially, the producer stood to lose not only the money he invested, but also his reputation. In this case, taking the intellectual risk paid off. It disturbed then-current views about the human rights of African Americans and helped educate many people about a rarely-talked-about past. [B] In the mid-1970s, for example, the first miniseries appeared on television. Roots was a multi-day series of movies depicting the life of a young African in the 1700s who was kidnapped and brought to the United States as a slave. The series was graphic; it portrayed how slaves were really treated. It made people uncomfortable to watch―even more uncomfortable because they were from a nation that wished to leave the unpleasant history of slavery in the past. [C] What does an intellectual risk involve? This type of risk forces other people to distrust what they used to believe in. Perhaps it exposes something that has not been considered previously. Perhaps it attempts to stretch intellectual ability. These intellectual risks are similar to physical risks, and a certain sense of satisfaction can take place from such experience.
① [A]－[B]－[C] ② [A]－[C]－[B] ③ [B]－[C]－[A] ④ [C]－[A]－[B] ⑤ [C]－[B]－[A]
15. Read the following and answer the question.
Activity A 1. Complete the table below with the things you have to do this week, using “be going to.” Leave two spaces empty.
2. Talk to several other students and arrange a time to see a movie with them. You might need to change your schedule.
Activity B In pairs, do the following tasks in English: 1. Talk about the differences between adjectives ending in -ed and -ing. *We felt moved by his story. *We felt moving by his story. *It was a really exhausting day. *It was a really exhausted day. 2. Indicate whether the sentences below are grammatical or ungrammatical, focusing on the underlined words. 1. They seemed pleasing with the outcome. 2. I saw the most amazed film yesterday. 3. He felt disappointed about the test results. 4. The most annoyed thing was her rude attitude. 5. The incident could be embarrassing for him. 3. Write a rule that can explain the differences between the two types of adjectives. Which of the following is a correct statement about the above activities?
① Activity A has students explain the target form in a
decontextualized setting.
② Activity B is aimed at encouraging students to automatize
the target structure through communication.
③ Activity B fosters students to learn the language points
through a discovery activity.
④ Both activities have students analyze the data containing
exemplars of the targeted features.
⑤ Both activities require students to use metalinguistic terms.
영 어 (15면 중
4 면)
16. Read the following and answer the question. [1.5점]
Activity Procedure 1. Work in pairs and choose one of the three verbs that most likely appears before each phrase. do make √ take a lot of noise family photographs a lot of mistakes the housework
Which of the following is LEAST likely to be the author’s suggestion for second language pedagogy?
① It is important for students to explicitly learn abstract
linguistic categories from the start.
② The use of actual data from language users is important for
language lessons.
③ Teachers should help learners attend to second language
input better by making it easily noticeable.
④ It is necessary to increase input frequency, which will affect
2. Check your answers with another student. 3. Using a concordancing program on the Internet, find other phrases that can be used with the three verbs. 4. Make your own conversation about a familiar topic (e.g., family life) using the phrases you have found on the Internet, and practice it in pairs. Which of the following is NOT a correct statement about the procedure described above?
① It integrates a speaking activity into vocabulary work. ② It gives students a chance to use lexical phrases at the
the level of achievement.
⑤ Students should be provided with many opportunities to
practice various form-meaning mappings in context.
18. Read and and answer the question. Syllabus [1]
discourse level.
③ It focuses on teaching how some verbs collocate with
various noun phrases.
④ It involves practicing lexical phrases using cue-response
drills.
⑤ It asks students to use multimedia to understand how words
group together. Syllabus [2]
17. Read the following review of a book on language learning and answer the question. I found the author’s points all interesting and agree with him in every aspect. The author views language, communication, and cognition as mutually inextricable. According to him, language has come to represent the world as we know it; it is grounded in our perceptual experience. He further argues that language learning is not dissimilar to learning about all other aspects of the world, and that it is important to note that learning language involves building knowledge of structures, meanings, and functions based on actual instances of language use. A crucial factor in language learning is the reinforcing of features that recur across a sufficient number of usage events. The author also emphasizes the role of learner attention. Simply put, what is attended to is learned, so attention controls the acquisition of language itself. I think the viewpoints of the author may have many meaningful implications for organizing my English lessons.
a. b. c. d.
Syllabus [1] emphasizes performing functions in communicative interactions. In Syllabus [1], skills and activities are aligned with topics. In Syllabus [2], prefabricated phrases are given precedence over individual words. Syllabus [2] is a type of process-oriented syllabus.
Which of the following lists all and only the correct statements in about the syllabuses in ?
① a, b ④ b, d ② a, c ⑤ c, d ③ b, c
영 어 (15면 중
5 면)
19. Read the following and answer the question.
Below is an excerpt of a listening lesson developed by a middle school English teacher. The listening text is from a talk given by a famous plant expert. Lesson Procedure Pre-listening Activity 1. Have Ss think about the following questions: ∙ Do you like plants? Why or why not? ∙ Have you ever grown a plant? 2. Introduce the talk and its topics. ∙ Amazing qualities of plants ∙ The benefits of growing plants 3. Have Ss guess about the content of the talk. While-listening Activity 1. Have Ss listen to the talk and check whether their predictions are correct. 2. Have Ss listen again to find out key information, jotting down important words. Post-listening Activity 1. Have Ss read the listening script where several words and phrases are blanked out, and then reconstruct it in pairs. 2. Have Ss discuss in groups whether they agree or disagree with the speaker of the talk and why.
Ss = students
20. Read and and answer the question. Below are the results of a high school textbook evaluation.
Prerequisites Do the aims of the textbook correspond with the aims of the teaching program and the needs of the learners? Is a teachers’ guide available? Initial Status Criteria Are design and layout attractive to learners? Does the textbook include appropriate materials for pronunciation work? Does the textbook contain enough skill-integrated activities? Are topics interesting for learners? Does the textbook include materials for strategy training? Total Final Status WT* (1-3) 2
Textbook A
Textbook B
Yes
Yes
Yes Accepted SC* (1-5) 5 WT x SC 10
Yes Accepted SC (1-5) 3 WT x SC 6
1
5
5
2
2
2
3
6
3
6
3
2
6
3
9
3
2
6
5
15
Which of the following is NOT a correct statement about the lesson procedure described above?
① The teacher provides multiple opportunities to listen for
17
33
16
38
Rejected
Selected
analysis of genre and language.
② The teacher promotes cooperative learning during the
*WT ＝ weight (1 ＝ not very important; 2 ＝ important; 3 ＝ very important) *SC ＝ score (1 ＝ very poor; . . . 5 ＝ excellent)
post-listening activity.
③ The teacher encourages students to use listening strategies
such as note-taking.
④ The
teacher activates students’ schematic knowledge
a. b. c. d.
relating to the talk.
⑤ The teacher integrates reading, listening, speaking, and
writing.
Both textbooks satisfy the prerequisites for acceptance. Textbook A is poorer than Textbook B in design and layout, and pronunciation activities. Skill-integration is a more important criterion than topic interest in this context. Textbook B scores higher than Textbook A in the criteria with the highest weight.
Which of the following lists all and only the correct statements in about the evaluation results in ?
① a, c ④ b, d ② a, d ⑤ c, d ③ b, c
영 어 (15면 중
6 면)
21. Read the following and answer the question. [1.5점]
[The teacher speaks in front of the class in the classroom.] T: OK, today we’ve learned how to construct a topic sentence. You did a good job. Here’s your homework. First, write a paragraph about your weekend plans and post it on our class blog. Second, you should respond to at least two persons’ writings. When you give comments, please focus on content as well as on grammar. If you need to, you can visit some grammar websites that are linked to the class blog. I have already posted the evaluation criteria on the blog. If you have any questions, log into the chat room from 8 to 9 pm on Thursday, and I’ll answer them. See you then.
22. Read the following and answer the question.
Below is an excerpt of a reading lesson. The teacher selected two different reading texts from a magazine. The texts shared a common topic on nature conservation. Each text had 10 sentences and was about 100 words long. She combined the two original texts and scrambled the sentences. Lesson Procedure Step 1 ∙ Show Ss several pictures about environmental pollution, and then have them talk about why it happens and what they can do to prevent it.
∙ Have Ss read the newly-formed text quickly, for
about 30 seconds, to find out what the text is about, without focusing on every word. Step 2 ∙ Have Ss read the text individually, but now more carefully. ∙ Explain that the text is a combination of two shorter ones. ∙ In groups of three, have Ss divide the text into two separate ones that make sense. ∙ Have a member of each group give a presentation about how and why they divided the text the way they did. Step 3 ∙ Show Ss the original versions of the two texts, and have Ss compare them with their own. ∙ Have Ss vote for the most accurately restored versions.
Ss = students
Which of the following is NOT a correct statement about the assignment above?
① It can be done with the help of online resources. ② It allows students to utilize synchronous communication. ③ It compels students to exchange feedback with each other. ④ It creates a computer-mediated communication environment. ⑤ It requires students to post their scoring rubric on the blog.
Which of the following is a correct statement about the lesson procedure above?
① The students are led to use the scanning strategy for details. ② It involves a one-way information-gap task to promote
meaning negotiation.
③ It helps students to be aware of how coherent texts are
constructed.
④ It serves to increase students’ passive vocabulary through
extensive reading.
⑤ The teacher uses simplified reading materials to provide
comprehensible input.
영 어 (15면 중
7 면)
23.
Read the following and answer the question.
A high school English teacher conducted a survey with 50 high school English teachers in her school district as part of action research. The teachers were asked to indicate how well the statements in the survey described their teaching practice. Below are the results. How Do You Teach English Writing?
No. of respondents Statements 1 1. I emphasize students’ final writing products. 2. I involve students in the process of planning, drafting, revising, and editing. 3. I focus mostly on grammar and mechanics when giving feedback. 4. I focus mostly on content and organization when giving feedback. 5. I involve students in group writing tasks more than individual writing tasks. 6. I have students keep a journal and write as often as possible in English at home. 7. I meet with individual students to help with work in progress. 30 per category* 2 10 3 8 4 2
24. Read and and answer the question. The following excerpts are two students’ writing samples with feedback from their teachers: Sample [1] Do you remember your middle school’s life? Well, compared to high schools, middle schools end up more earlier. also, middle school students don’t worry about their future as much as high schoolers. However, there is a big similarity between middle school and high school, which is both students have to study a lot, and the fact that most of them go to
academy.
1
4
35
10
Teacher comments:
22 5 14 8 9 25 5 12
34
3
6
7
Nice work! You started with an attractive question, which is a good organizational skill for the introduction of an essay. When you rewrite, please try to add your own story about your school life to make the essay more appealing.
32
5
7
6
Sample [2] All Koreans enters school, and learns many things. They
Agr Agr
5
6
18
21
entered elementary school, Middle school, High school.
Tns
*1 = not at all; 2 = not really; 3 = well; 4 = very well
Total, there is twelve grade. In elementary school,
Agr Agr Agr Tns
Which of the following is a correct statement according to the survey results above?
① More teachers tend to use a product-based approach rather
Koreans learned six year. In middle school, they learned
Tns Agr
Agr = Agreement; Tns = Verb tense
three year and same in high school.
than a process-based one.
② The teachers as a whole focus on accuracy more than
content and organization when giving feedback.
③ Collaborative writing tasks are widely utilized in the
a. b. c. d.
classroom.
④ The majority of the teachers foster writing habits through
home assignments.
⑤ More than half of the teachers use conferencing to support
the revision process.
In Sample [1], the teacher provides feedback on organization and content. In Sample [2], the teacher gives feedback selectively focusing on specific types of errors. In Sample [2], the teacher uses error codes as a means of corrective feedback. Both teachers provide reformulations of students’ language to assist their revision process.
Which of the following lists all and only the correct statements in about teacher feedback in ?
① a, b ④ b, c, d ② a, b, c ⑤ c, d ③ a, c
영 어 (15면 중
8 면)
25. Read and and answer the question. The following are guidelines for constructing multiplechoice items to assess knowledge of word meanings: 1. Make sure there is only one correct answer for each item. 2. Make sure the distractors are the same grammatical class as the key. 3. Do not provide inadvertent clues to the key which allow students to answer an item correctly without knowledge of word meanings. 4. Make sure the key cannot be selected based on students’ world knowledge. Below are some examples of multiple-choice items that are intended to measure students’ knowledge of word meanings. Choose the one that best fits in each blank. a. I want to be a poet. I have had an _________ in writing poems, since I was a child.
① interest ② doubt ③ concern ④ worry
26. Read and and answer the question. For his 1st-year middle school students, Mr. Lee developed the following lesson procedure for teaching how to express actions that happened in the past: Step 1. Listen carefully and decide whether Minsu did these things yesterday. Check the correct boxes as you listen.
The action happened yesterday. 1 2 3 4
√
The action did not happen yesterday.
Instructor’s script: 1. Minsu watched a baseball game on TV. 2. Minsu walked his dog in the park. 3. Minsu will listen to classical music. 4. Minsu played computer games at home.
b. I was hungry, so I went home ________ to eat dinner. ① run ② rate ③ quickly ④ rapid c. I usually go to the dentist to have my teeth once a year. ① examined ② checked ③ seen ④ fixed d. Inventors are always coming up with new ideas because they are very _______. ① creative ② sad ③ lazy ④ guilty e. When tourists from Seoul go to Jeju on vacation, they travel . ① north ② west ③ east ④ south Which test item in follows ALL the guidelines in ?
① a ④ d ② b ⑤ e ③ c
Step 2. What did you do yesterday? Raise your hand if you did each activity yesterday. 1. Who watched a baseball game on TV? 2. Who walked their dog in the park? 3. Who listened to classical music? 4. Who played computer games at home? Learners must pay attention to verb forms in order to determine the temporal reference of each sentence. The instructor offers metalinguistic information to teach the concept of pastness that has low communicative value. Students are encouraged to make form-meaning connections appropriately in Step 1. The instructor mostly provides display questions to his students in Step 2.
a. b.
c. d.
Which of the following lists all and only the correct statements in about the lesson procedure described in ?
① a, b ④ b, d ② a, c ⑤ c, d ③ b, c
영 어 (15면 중
9 면)
27. Read and and answer the question. [2.5점] Below are the results from a 10-item test that Mr. Park gave to his 11 students to compare their English abilities. Based on the test results, Mr. Park divided the students into three groups−upper, middle, and lower. He wanted to determine the effectiveness of the test by examining item facility (IF) and item discrimination (ID). To calculate IF, Mr. Park divided the number of students who correctly answered a particular item by the total number of students who took the test. ID indicates the degree to which an item separates the students who performed well from those who did poorly on the test as a whole. Mr. Park used the following formula to calculate the ID for each item: ID = IFupper － IFlower. Test Results
Groups Students A Upper B C D E Middle F G H Lower I J K Total Items 1 1 1 1 1 0 1 1 1 0 0 1 8 2 1 0 0 1 1 0 1 1 0 1 0 6 3 1 1 1 0 0 1 0 0 0 1 0 5 4 1 1 0 1 1 1 0 0 0 0 1 6 5 1 1 1 1 1 1 1 1 1 0 1 10 6 1 1 1 1 1 0 0 0 1 0 1 7 7 1 1 1 1 1 1 1 1 0 0 0 8 8 1 1 1 0 1 0 0 0 0 0 0 4 9 10 1 1 1 1 0 1 1 0 1 1 0 8 1 1 1 1 0 0 1 0 1 1 0 7 Total 10 9 8 8 6 6 6 4 4 4 4
28. Read the following and answer the question. [2.5점]
Below is an excerpt of an English lesson procedure developed by a high school teacher. Step 1. Ask questions relating to the topic. ∙ Do you talk to your parents a lot? Why or why not? ∙ Who do you talk to when you have a problem? Step 2. Provide a reading text and have Ss read it individually.
Dear Dr. Teen, Recently, our family moved to a new city. My husband and I knew this would not be easy for our teenage daughter, but we thought she would adjust in time. It has now been two months, and we are really starting to worry about her. She used to be very outgoing and talkative. But, now she spends a lot of time in her room and will not talk to us. She seems uninterested in school, and her grades are slipping. Why won’t she communicate with us? What can we do? Please help! Worried Mother
Step 3. Ask comprehension-checking questions. Step 4. In groups of four, have Ss discuss and come up with the best advice for the worried mother. Step 5. Have each group write a letter to the worried mother, using the advice they chose. Each group exchanges their letter with another group and offers comments. Step 6. Have each group revise their own letter, taking into account the feedback from another group. Step 7. Explain the errors that Ss made frequently during discussion. Have them engage in pattern practice.
Ss = students
1 = a correct response; 0 = an incorrect response
a. b. c. d.
The test is criterion-referenced, assessing the extent to which the students achieved the goals of the class. Item 2 does not distinguish the upper level students from the lower level students. The ID values for Item 3 and Item 10 turned out to be the same. All 10 items have IF values which are greater than 0.4.
Which of the following is NOT a correct statement about the lesson procedure described above?
① It uses the mother’s letter as input to encourage learner
Which of the following lists all and only the correct statements in about the test and its results described in ?
① a, b ④ b, c, d ② a, d ⑤ b, d ③ b, c
output.
② It engages students in a problem-solving activity to offer
advice on a given problem.
③ It encourages students to work cooperatively through group
work and feedback.
④ It utilizes different types of meaning-focused activities such
as discussion.
⑤ It assists students in developing oral skills by moving from
controlled to free activities.
영 어 (15면 중
10 면)
29. Read and and answer the question. Although nearly everybody can identify individual syllables, it is difficult to define what is meant by a syllable. One possible theory of the syllable draws on the concept of sonority. The sonority of a sound is its loudness relative to that of other sounds with the same length, stress, and pitch. It is generally agreed that the sonority hierarchy is as follows:
a. At the beginning of a stressed syllable, an aspirated stop occurs, and an unaspirated stop does not (e.g., pea, tea, key). b. In some accents of English, /p, t, k/ in syllable final position are realized as a glottal stop (e.g., tip, pit, kick). c. In African American English, /ɪ/ and /ɛ/ are pronounced the same before nasal consonants (e.g., pin, pen). Which of the following lists all and only the case(s) in that show(s) the phonological process described in ?
① a ④ b, c ② a, b ⑤ c ③ a, b, c
The sonority theory of the syllable holds that a peak of sonority defines a syllable. That is, according to the theory, the peak of a syllable coincides with the peak of sonority. For example, in a sequence of sounds, [sænd], the vowel is more sonorous than [s] and [n], and [n] is more sonorous than [d]. This sequence of sounds forms one sonority peak on the vowel. Therefore, the theory correctly predicts that this word has one syllable. a. bright b. speed c. dance d. sweet
31. Read and and answer the question. [1.5점] Affixes like -ing or -y are called bound morphemes because they cannot stand alone. They always have to be attached to the stem or root of a word in order to be used. There are two types of affixes: derivational and inflectional. Derivational affixes are added to a stem or root to form a new stem or word, possibly, but not necessarily, resulting in a change in syntactic category or meaning. For example, the derivational affix -er is added to a verb like kick to give the noun kicker. On the other hand, by the addition of inflectional affixes, forms with different grammatical functions are created as in cats. That is, inflectional affixes have a strictly grammatical function, marking properties such as tense and number. In condemnation, -ation is an inflectional affix. In nonrefundable, non-, re-, and -able are all derivational affixes. In governments, -ment is a derivational affix, and -s is an inflectional affix. In insincerity, in- and -ity are both inflectional affixes. In lovelier, -ly is a derivational affix, and -er is an inflectional affix.
Which of the following lists all and only the examples in that support the theory described in ?
① a, b, c ④ b, d ② a, c, d ⑤ c, d ③ b, c, d
30. Read and and answer the question. [2.5점] A phonological process commonly found in English is neutralization, whereby a phonemic contrast generally observed is not found in a given environment. For example, both /t/ and /d/ are realized as the flap [ɾ] between a stressed and an unstressed vowel in American English, as can be seen in writer [ɹaɪɾəɹ] and rider [ɹaɪɾəɹ]. By the flapping rule, the phonemic contrast between /t/ and /d/ is lost between a stressed and an unstressed vowel, resulting in the neutralization of the contrast in that position. As another example of neutralization, the vowel /i/ within syllables closed by /ɹ/ (e.g., beer) is produced somewhere between a tense /i/ and a lax vowel /ɪ/ in American English. That is, there is no contrast between a tense and a lax vowel before syllable final /ɹ/, even though this distinction exists elsewhere.
a. b. c. d. e.
Based on , which of the following lists all and only the correct statements in ?
① a, b, c ④ b, c, e ② a, b, d ⑤ c, d, e ③ b, c, d
영 어 (15면 중
11 면)
32. Read and and answer the question. Type I so occurs in clause-initial position, as in (1). In this type of construction, so introduces an emphasis that might otherwise be conveyed by indeed or in fact. (1) You asked me to leave, and so I did. Type II so also occurs in clause-initial position, as in (2). In this type of construction, however, so is an additive adverb equivalent in meaning to too or also. (2) You asked him to leave, and so did I.
Cases a. A: It’s starting to snow. B: So it is. b. A: I saw the movie last week. B: So did I. c. A: You’ve spilled coffee on your dress. B: Oh dear, so I have. d. A: The corn is ripening. B: So are the apples. Types of so II II I I Cases
Implicatures Peter is in his office. Not more than two or three did very well. a. The light in Peter’s office is on. b. Two or three did very well.
c. Some of the faculty left yesterday’s The lecture didn’t go well. guest lecture before it ended. d. It’s fairly warm outside. It isn’t hot outside.
Which of the following lists all and only the cases in that correctly show the scalar implicatures described in ?
① a, b ④ b, d ② a, d ⑤ c, d ③ b, c
34. Read and and answer the question. A group of verbs occurring in main verb position followed by infinitive complements may be described as involving some kind of commitment to future action. From a structural perspective, a commitment can be either SELF-DIRECTED (e.g., decide) or OTHER-DIRECTED (e.g., order). That is, you yourself (self-directed) can decide to go (Structure I: V to-V ), or someone else (other-directed) can order you to go (Structure II: V NP to-V ). When the commitment is self-directed, there is usually no need for an object NP, as in (1). When the commitment is other-directed, the structure will include an object NP, as in (2). (1) I decided (*me) to go. (2) He ordered us to get out. Other-directed verbs also occur with ‘for NP’ followed by infinitive complements (Structure III: V for NP to-V), as in (3). (3) She prayed for him to return.
Cases a. Can you allow (we come in)? b. She longed (he would visit her). c. I threatened (I would leave). d. We arranged (he would leave at once). e. They expect (we will come early). Types of structures II I I II III
Which of the following lists all and only the cases in that correctly illustrate the types of so described in ?
① a, b ④ b, d ② a, c ⑤ c, d ③ b, c
33. Read and and answer the question. The Maxim of Informativeness, also called the Maxim of Quantity, has two clauses: “Make your contribution as informative as is required (for the current purposes of the exchange),” and “Do not make your contribution more informative than is required.” The first clause, requiring the speaker to give enough information, is identified as the basis of a wide range of implicatures, known as scalar implicatures. Scalar implicatures typically arise with terms denoting quantities or degrees of attributes which can be graded on some scale of informative strength. With a scalar implicature, it is assumed that the speaker obeys the Maxim of Informativeness and makes the strongest statement consistent with what he or she knows or believes to be the case. The speaker’s use of an expression on an information strength scale implicates the negation of any higher term on the same scale.
Which of the following lists all and only the cases in that correctly illustrate the types of structures described in when the underlined part is changed into a verb plus infinitive clause sequence?
① a, b ④ c, d ② a, c ⑤ d, e ③ b, c
영 어 (15면 중
12 면)
35. Read and and answer the question. A reflexive (e.g., himself ) or a reciprocal (e.g., each other) in general meets both of the two constraints below. The Binding Constraint (BC) A reflexive or a reciprocal (Y) must be bound by its antecedent (X). [X binds Y if and only if X c-commands Y and X and Y are co-indexed (thereby co-referring); a constituent X c-commands its sister constituent Y and any constituent Z that is contained within Y.] The c-command relation is represented in the tree diagram below.
36. Read and and answer the question. Maria, a young immigrant from Europe, lived in a neighborhood where little English was spoken. Each weekday, Maria worked cleaning offices. Her work required little or no language. Conversations between co-workers were unusual. Maria did have access to break-time conversations, but they were not very lengthy, and they required English skills Maria simply did not have. Several months later, however, because of the company’s new policy, Maria began attending monthly social outings. Here, she was able to establish a different set of relationships over time. On several occasions, Maria tried to teach her native language to her peers, and they were impressed by her knowledge of European countries. Maria’s identity in the eyes of the other employees became more complex, and their relationship with her began to change. Her subsequent reassignment to other positions allowed her to speak English, and to speak it from a more desirable position. In time, space was made for her to participate more actively in the social and verbal activities of her community. Maria proved particularly effective as a language learner. Culture Note A sociocultural theory of mind (hereafter SCT) takes into account the complex interaction between the individual acting with mediational means and the sociocultural context. SCT focuses on what tools the person is acting with (mediational means), where the action takes place, and why the person is acting (motives and goals). According to SCT, people are not free agents, but their behavior is enhanced or constrained by the tools available to use and the affordances present in (or absent from) their environment. Based on and , which of the following is LEAST
The Locality Constraint (LC) A reflexive or a reciprocal must find its antecedent within the local binding domain. [The local binding domain is the smallest clause containing a reflexive or a reciprocal.] For example, in (1), the reflexive violates the BC, and in (2), it violates the LC. (1) *Mary hopes Michaeli’s father represents himselfi. (2) *Johni thinks Mary should marry himselfi.
Cases a. *Mary expects each otheri’s mothers will dance with the two boysi. Types of constraints violated LC only
likely to be inferred?
① Maria’s initial mediational means limited her opportunities
b. *Theiri teacher thinks Bill hit each both BC and LC otheri’s friends. c. *Each otheri persuaded theiri sons to leave. d. BC only
to fully engage in community practices.
② Maria’s job of cleaning offices functioned as an institutional
constraint that limited her participation in speaking English.
③ For Maria, access to opportunities for social interaction was
*John wanted the girlsi to know that he would help with each otheri’s both BC and LC homework.
important not only for socialization but for language learning.
④ Maria exercised human agency in making her intellectual
Which of the following lists all and only the cases in that correctly illustrate the violation(s) of the constraint(s) described in ?
① a, b ④ b, d ② a, c ⑤ c, d ③ b, c
offerings positive and enhanced her chances to access the social networks of her communities.
⑤ Maria’s case highlighted a view of language as a conveyer
of already formed thoughts that contribute to language development.
영 어 (15면 중
13 면)
37. Read and and answer the question. [1.5점] I saw her, pegging out her web thin as a pressed flower in the bleaching light. From the bushes a few small insects clicked like opening seed-pods. I knew some would be trussed up* by her and gone next morning. She was so beautiful spinning her web above the marigolds the sun had made more apricot, more amber; any bee lost from its solar flight could be gathered back to the anther,* and threaded onto the flower like a jewel.
*truss up: tie up somebody’s arms and legs so that they cannot move *anther: the part of a flower that contains pollen
38. Read and and answer the question. The house was left; the house was deserted. . . . The swallows nested in the drawing-room; the floor was strewn with straw; the plaster fell in shovelfuls; rafters were laid bare; rats carried off this and that to gnaw behind the wainscots. . . . What power could now prevent the fertility, the insensibility of nature? Mrs McNab’s dream of a lady, of a child, of a plate of milk soup? It had wavered over the walls like a spot of sunlight and vanished. She had locked the door; she had gone. It was beyond the strength of one woman, she said. They never sent. They never wrote. There were things up there rotting in the drawers―it was a shame to leave them so, she said. The place was gone to rack and ruin. Only the Lighthouse beam entered the rooms for a moment, sent its sudden stare over bed and wall in the darkness of winter, looked with equanimity at the thistle and the swallow, the rat and the straw. Nothing now withstood them; nothing said no to them. Let the wind blow; let the poppy seed itself and the carnation mate with the cabbage. Let the swallow build in the drawing-room, and the thistle thrust aside the tiles, and the butterfly sun itself on the faded chintz of the arm-chairs. Let the broken glass and the china lie out on the lawn and be tangled over with grass and wild berries. shows Mrs.
a. b. c. d.
The poem describes the speaker’s observation of the web-spinning in sunlight. The speaker despises the spider’s cruelty as it entraps insects in its web. Poetic devices that are used in the poem include simile and visual images. The example of onomatopoeia in line 4 describes the sound of insects.
Which of the following lists all and only the statements in that correctly describe the poem in ?
① a, b ② a, b, c ③ a, c, d ④ b, c ⑤ c, d
a. The
feeling of powerlessness to prevent nature from overtaking the abandoned home. b. The house symbolizes the cycle of life―a life that had been lived, a life dying and decaying and finally being restored to new life. c. The narrative voice denies time’s power to erode and destroy, and confidently proposes that everything within the house will surely remain untouched by time. d. Nothing now can stop decay and destruction from replacing the life that was once in the house. Which of the following lists all and only the statements in that correctly describe the passage in ?
① a, b ④ b, c ② a, c ⑤ c, d ③ a, d
passage
McNab’s
영 어 (15면 중
14 면)
39. Read the following and answer the question. [2.5점]
A country woman (Mrs. Wright) is suspected of killing her husband in their isolated farmhouse. The county attorney, the sheriff, and a neighbor return to the scene of the crime, attempting to collect evidence. Mrs. Hale and Mrs. Peters accompany them to gather belongings for Mrs. Wright. In the course of the action, the two women accidentally turn up the evidence (a dead bird) which the men seek in vain. MRS HALE: She [Mrs Wright/Minnie Foster] liked the bird. She was going to bury it in that pretty box. MRS PETERS: (in a whisper) When I was a girl―my kitten―there was a boy took a hatchet, and before my eyes―and before I could get there―(covers her face an instant) If they hadn’t held me back I would have― (catches herself, looks upstairs where steps are heard, falters weakly)―hurt him. MRS HALE: (with a slow look around her) I wonder how it would seem never to have had any children around. (pause) No, Wright wouldn’t like the bird―a thing that sang. She used to sing. He killed that, too. MRS PETERS: (moving uneasily) We don’t know who killed the bird. MRS HALE: I knew John Wright. MRS PETERS: It was an awful thing was done in this house that night, Mrs Hale. Killing a man while he slept, slipping a rope around his neck that choked the life out of him. MRS HALE: His neck. Choked the life out of him. (Her hand goes out and rests on the bird-cage.) MRS PETERS: (with rising voice) We don’t know who killed him. We don’t know. MRS HALE: (her own feeling not interrupted) If there’d been years and years of nothing, then a bird to sing to you, it would be awful―still, after the bird was still. MRS PETERS: (something within her speaking) I know what stillness is. When we homesteaded in Dakota, and my first baby died―after he was two years old, and me with no other then― MRS HALE: (moving) How soon do you suppose they’ll be through, looking for the evidence? MRS PETERS: I know what stillness is. (pulling herself back) The law has got to punish crime, Mrs Hale. MRS HALE: (not as if answering that) I wish you’d seen Minnie Foster when she wore a white dress with blue ribbons and stood up there in the choir and sang. (a look around the room) Oh, I wish I’d come over here once in a while! That was a crime! That was a crime! Who’s going to punish that? MRS PETERS: (looking upstairs) We mustn’t―take on.
Which of the following is LEAST likely to be inferred from the scene?
① Mrs.
Peters sympathizes with Mrs. Wright through
recollection of her own memories.
② Mrs. Hale reflects Mrs. Wright’s husband would not have
liked a thing that sang.
③ Mrs. Hale remembers the young, singing Minnie Foster and
regrets not visiting her.
④ Mrs. Hale regrets maintaining a relationship with Mrs.
Wright, who is suspected of a homicide.
⑤ Mrs. Peters recalls the stillness of her old homestead after
her first baby died and relates it to Mrs. Wright’s solitude.
40. Read the following and answer the question.
Earth has not anything to show more fair: Dull would he be of sight who could pass by A sight so touching in its majesty: This City now doth, like a garment, wear The beauty of the morning; silent, bare, Ships, towers, domes, theaters, and temples lie Open unto the fields, and to the sky, All bright and glittering in the smokeless air. Never did sun more beautifully steep In his first splendor, valley, rock, or hill; Ne’er saw I, never felt, a calm so deep! The river glideth at his own sweet will: Dear God! the very houses seem asleep, And all that mighty heart is lying still! Which of the following is NOT true about the poem above?
① It presents a contrast between a city as a center of
corruption and cruelty and the beauty of nature.
② It says that only a dull person would not appreciate the
majestic scene of the city in the morning.
③ The exclamations in the last four lines in the poem reveal
the narrator’s outpouring of sheer joy.
④ The poem presents a kind of Italian sonnet that consists of
an octave and a sestet.
⑤ The poetic devices used in the poem include simile and
personification.
- 수고하셨습니다-
영 어 (15면 중
15 면)