A형
1. reformulation
(해설: 교사의 기술은 학생들의 아이디어를 면밀히 따르되 언어 정확성을 개선하여 학생들의 글을 다시 쓰는 것을 포함하며, 이는 언어 교육에서 ‘reformulation’으로 알려져 있다.)
2. situation analysis
(해설: 단계 1은 학급 크기, 교수 스타일, 숙련도와 같은 기관, 교사, 학습자 측면의 요인을 분석하며, 이는 커리큘럼 개발에서 ‘situational analysis’를 구성한다. 그리고 잘 알려져 있지는 않지만 이 문항은 environment analysis 역시 답이 된다.)
3. savages
(해설: Halie는 현대 문화의 타락을 비난하며 현재 농구 선수들을 ‘savages’라고 부르며, Ansel 같은 영웅적 인물을 대체한다고 생각한다.)
4. geminates
(해설: 문제 속 데이터에 의하면 (1)의 단일 형태소 단어에서 긴 자음( ':'으로 표시)이 없지만 (2)의 복합어에서는 존재한다. 따라서 ‘geminates’는 영어의 단일 형태소 단어에서 허용되지 않는다. gemination은 겹자음<화>라는 현상을 가리키고 겹자음 자체는 geminate라고 하며 문맥상 이 단어의 복수형이 와야 한다.)
5. reconciliation. The narrator feels negatively because their refined appearances starkly contrast with the impoverished neighborhood’s casual, torn dresses, making them objects of ridicule. She loathes this attention, feeling embarrassed and different, as it highlights her mother's bitterness and refusal to reconcile with their new poor reality.
6. ① [-anterior] ② [+anterior]. In (4), /j/-dropping occurs after /l/ in consonant clusters like ‘bl, fl, gl,’ where the lateral /l/ follows noncoronal labial or dorsal consonants.
7. Principle 5 applies to Material 1 as it practices pragmatic skills like politeness in requests through ordering utterances and replacing inappropriate ones in context. Principle 2 applies to Material 2 via communicative drills where students ask and answer about plans using ‘going to’ in group interactions.
8. Items 1 and 20 do not assess intended components. Item 1 tests specific detail (‘enjoyed most’) not main idea of discourse per specs. Item 20 tests main topic via title, not inferring writer’s intention from context, as options focus on content summary rather than purpose.
9. Examples (a) and (d) have iteration meaning. ‘Was hitting’ in (a) uses achievement verb ‘hit’ in progressive, implying repeated punches instantaneously. ‘Bounced for 10 minutes’ in (d) uses achievement verb ‘bounce’ with the duration PP (for-phrase), meaning repeated bounces.
10. Objectives 2 and 4 are achieved. Step 2 has students infer and confirm the meanings of listed English food proverbs and then record them in Worksheet 1, meeting 2. Step 3 involves groups finding, planning, and presenting new proverbs via news cards, supporting 4 with evidence of introduction and sharing findings.
11. close-up. The phrase signals that the camera frames the actor’s face so viewers privately see inner thoughts in small expressions while dialogue continues. This lets us ‘overhear’ the character’s unspoken feelings that the tight shot exposes more clearly than the spoken lines.
12. Activity 1 addresses sentence stress of <A> by underlining emphasized words affecting the sentence meaning, raising awareness of communication impact in <B>. Activity 4 targets intonation and voice qualities of <A> via guessing attitudes like surprised or bored in ‘Really?’ responses, conveying emotion per the issue in <B>.
B형
1. ① category ② meaning
(해설: ① 본문에서 “inflectional suffixes … do not change the grammatical ①______ of the stem, while … heart, a noun, becomes an adjective after -less attaches.”라고 하여, 파생접사는 품사(문법 범주)를 바꾸는 예를 든다./ ② 바로 앞 문장에서 “The semantic contribution of an inflectional suffix …”라고 하며, 복수 접미사가 ‘more than one’이라는 뜻을 더한다고 설명한다. 이어서 “These examples suggest that the ② of an inflectional suffix is predictable…”라고 하므로, ②는 의미(semantic contribution), 즉 meaning이 와야 문맥이 이어진다.)
2. loneliness
(해설: 빈 칸의 문맥을 보면 ‘a moment of + 추상명사’ 구조이고, 이런 구조에 자연스럽게 들어갈 수 있는 정서적·심리적 명사는 시 안에서 loneliness뿐이다. 시 전체 흐름도, 아버지가 없는 상태에서 홀로 수확·요리를 하며 기억 속 아버지를 떠올리는 외로움의 순간을 다룬다.)
3. intimacy. The narrator recalls that brief separation because, after witnessing the sari mishap, he suddenly recognizes how fragile and dependent Mala may be in America. Remembering how she once wept over a five-mile distance from her parents deepens his new sense of responsibility for her.
4.Given-new: a; End weight: d. The passive in (a) observes the given-new contract: the discourse focuses on ‘France’, so ‘France’ appears first and the ‘Italian ruler’ is introduced as new information. In (d), passive shifts heavy agent phrase to the end, avoiding awkward heavy subject, following end weight principle.
5. Product 4 fits Ms. Song by enabling online peer evaluations and real-time talks, supporting collaboration goals. Product 3 suits Mr. Jung through analyzing speech rates, pauses, and accuracy with diagrams, meeting assessment needs of both fluency and accuracy.
6. For student 1, organization; comment claims smooth idea links via connectors, but review uses short disjointed sentences without any concluding remark. For student 2, grammar. comment cites article mistakes, yet errors involve tenses like ‘have to wait’ and ‘eat,’ not articles.
7. cause. The underlined part means the cause-effect framework fails when presumed results influence presumed triggers, as in quantum paradoxes. In these paradoxes, observation alters distant states, defying unidirectional storytelling we use for understanding natural phenomena.
(빈 칸 관련 해설)
지문의 핵심 주제(우리가 세계를 원인–결과 이야기로 짜 맞추는 습관)와 해당 문단의 흐름을 고려하면,
force = cause (원인 역할)
mass = 우리가 통제할 수 없고, 이야기 속에서 당하는 쪽으로 대비가 되는 논리구조
더 자세히 설명하면
이 글은 뉴턴의 방정식 F=ma에서 힘(F)과 가속도(a)가 수학적으로는 대칭적이지만 , 우리가 힘을 가할지 말지 선택할 수 있다는 이유로 힘을 능동적인 원인(cause)으로 생각하는 경향을 설명한다.
한편 빈 칸 단락에 나오는 단어 중 가속도(acceleration)는 일반적으로 힘이 질량에 작용하여 발생하는 결과로 간주되는 것이다. 따라서 선택적으로 적용할 수 있기 때문에 가속도를 답으로 생각한다는 것은 문맥상 자연스럽지 않으며, 오히려 이 글은 ‘가속도가 질량을 유발하도록 결정한다’고 상상하기는 훨씬 어렵다고 명시적으로 언급한다. (It’s much harder for us to imagine accelerations deciding to cause mass, so we tell the story a certain way.)
8. Tip 2 for Activity 1. Different support levels are given: first letters provided for low-level whereas intermediate learners fill identical blanks with no hints.
Tip 5 Activity 2. Different cognitive demands; matching only for low-level vs. matching and correct sequencing for intermediate.
9. Sentences (a) and (e) are ungrammatical. In (a), the wh-phrase is the subject of ‘would come,’ yet an overt complementizer ‘that’ follows, creating a that-trace violation. In (e), ‘a legal system’ has been extracted from subject position across ‘that,’ leaving an illicit subject gap after ‘critics said.’
10. (summary)
Sports face pressure because of negative environmental impact.
Artificial sports environments harm nature and landscapes.
Major sports and their stadia cause problems in adjacent areas.
Sports organizations must be more assertive in addressing these issues.
11. Mr. Kang added information gap of <A> 2. via cards with unique details—one’s budget and needs, other’s prices—necessitating sharing for transaction in <B>. Ms. Shin changed from pronoun drills to discussing preferences and reasons in <B>, employing language for communication of <A> 5. (personal attitudes toward chores and reasons) over form practice (drilling object-pronoun forms).