2025 1차 시험 모범답안

A1 reverseA2 implicatureA3 modifyingA4 inter-rater reliability (철자를 interrater.., inter-rator 등으로 써도 맞음. 원서에 다 나오는 형태들임) A5ordeals"Give" symbolizes the opportunities and freedoms granted to the child, while "take" represents the challenges and sacrifices involved in their journey toward independence. (여기서는 기입 부분을 partings로 써도 거의 맞을 듯한데, 다만 좀 더 포괄적이고 일반화된 표현을 고르라면 ordeals가 가장 좋음) A6fancy, narrowWhen the last syllable of a dysyllabic adjective is a closed syllable with the rhyme composed of a nucleus and a coda, the comparative suffix ‘-er’ is not attached to it. By contrast, its last syllable is an open one with the rhyme composed of only a nucleus, the comparative suffix ‘-er’ can be attached. A7① ordinary, ② raised/For (4a), converted into passive voice, the truth conditions change since subject of ’attempted’ is directly linked to the verb: Active: The fire fighter attempted to save the man. Passive: The man attempted to be saved by the fire fighter./For (4b), A dummy like ’it’ can replace the subject: It happened to rain. A8Semantic Deviation: When S2 says, "What’s the pen?", it does not convey the intended meaning, which is clarified later by S1./ Number of Arguments: When S2 says, "She is giving Mary," the utterance lacks the necessary argument to complete its meaning). This is clarified later when S2 corrects the utterance to "She is giving Mary a book." A9Item1:Authenticity. Evidence from : The teacher notes that this item "resembled a conversation topic in real-life contexts," highlighting its alignment with authenticity./Item2: Clarity.Evidence from : The teacher observes that "the item clearly described - was desired," indicating that clarity was successfully applied.  A10nothing (> ‘empty’ > ‘lost’) 복수정답 논란이 있는 듯한데 nothing이 가장 나음The "pearl" represents the ultimate meaning, purpose, or resolution that makes the struggles and failures in life worthwhile. It highlights the importance of perseverance and the belief that the meaning we seek may emerge at the end of a narrative or life itself. A11R2: In Step 2 of , students listen to an audio clip on AI and digital tools and complete a worksheet to identify key details and extract precise information. P3: Step 1 prompts students to brainstorm pros and cons of AI in education, encouraging critical thinking. In Step 3, they collaboratively write rules for digital tool usage, negotiating differing views. A12PROB–P4: S1 realizes visualizing information can improve comprehension and suggests trying this under challenges. Ms. Yu can use P4 to teach mental imagery strategies for understanding./GLOB–G3: S2 recognizes a need to read selectively for efficiency. With G3, Ms. Yu can help students identify key details and skip irrelevant parts for more strategic reading.  B1 ① one-way  ② mutualB2 particularity B3Sloth/ Jimmy's situation mirrors the woman at the mass meeting because both seek acknowledgment but are ignored. Her cries of pain go unnoticed in the crowd's fervor, just as Jimmy's emotional need for connection is met with indifference from Alison and Cliff, highlighting his isolation and frustration. B4Annette, Miranda/‘Annette’ begins with an unstressed syllable [ə], making it unsuitable for the game because of the violation of the stress requirement./ ‘Miranda’ begins with an unstressed syllable [mə], also violating the stress requirement./The name must have a stressed first syllable for the Name Game, as in ‘Tony’, ‘Lana’, ‘Kit’, to be played properly. B5In (a), while the Agent ("Susan") and Theme ("the book") are present, the Goal (e.g., "on the table") is missing. So, not all the required theta-roles have been assigned: the violation of the theta-criterion. In (b), "the ball" is introduced as the Theme, but the dummy "it", though used as an object pronoun, is not assigned such a role. B6Week 1:In <A>, students should collaboratively set the project goal, but in , Ms. Park predetermined the goal and announced it to the students.Week 6: In <A>, the teacher should eval‎uate both the process and product, but in , Ms. Park eval‎uated only the final product based on a rubric. B7Intensive listening: In the while-listening stage, students complete a gap-filling activity, focusing on specific language features, as suggested.Incorporating creative activities: In the post-listening stage, students act out scenes from the story, making the lesson more engaging and interactive. B8scarcityHumans, like cacti in a rain forest, are adapted to scarcity but struggle in a world of abundance, leading to harmful overconsumption and poor regulation of pleasure and pain. B9Prioritizing oneself promotes well-being and benefits others. Saying no reduces stress and improves interactions. Also, meeting personal needs fosters happiness that can be shared. Self-care ultimately enhances positivity for everyone involved. B10① reflecting ② comparingIn , Seoyeon engages in interacting. She is communicating personal meanings about her experiences at her first turn and trying to reshape her understanding in response to Taesoo, at her second turn, by asking to explore further ways for their communities. B11①: In the 3rd period, grammar is taught explicitly through drills, leaving no room for students to explore rules on their own./④: While she conducts a team-based quiz and provides group comments in the 8th period, there is individualized feedback being provided to address each student's specific needs or progress.