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. 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/As for the raised subject in (4b), the following sentence can be licensed with the dummy ‘it’: It happened to rain yesterday. As for the ordinary subject in (4a), voice transparency is not established. If we rewrite (4a) into “The man attempted to be saved by the fire fighter”, the result is not semantically same with (4a). (해설) To 부정사 구문이 내포절(embedded clause)로 존재하는 문장에서, 모문절(matrix clause)의 주어가 의미상 내포절에 연관된 경우를 raised subject라고 함. 반면 모문절 주어(matrix subject)가 내포절에 의미적으로 연결되지 않고 모문절에서 해석되면 ordinary subject. 모문절 주어가 ordinary subject인 경우는 동사 want, attempt 등이 사용되었을 때이고, raised subject인 경우는 동사 seem, happen 등이 사용된 경우임. 이들의 차이는 (4)의 두 문장의 부정사절을 수동으로 변형할 때 잘 드러남a. The fire fighter attempted to save the man. ≁The man attempted to be saved by the fire fighter.b. The fire fighter happened to save the man. = The man happened to be saved by the fire fighter.(즉, raised subject가 사용된 경우만이 voice transparency가 성립됨) A8Semantic Deviation: When S2 says, "What’s the pen?", it does not convey the proper meaning in context, 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 by S2, "She is giving Mary a book.“ (해설)중간언어 (interlanguage): 아직은 완벽하게 정확한 단계에 도달하지는 못하고 여전히 단계적으로 발전하는 과정에 있는 언어 완벽하지는 못하기 때문에 오류가 섞인 표현(deviations)이 나오게 마련임. 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.  A10nothingThe "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 in T/F tasks, etc. P3: Step 1 prompts students to brainstorm pros and cons of AI in education, encouraging critical thinking. (다음도 추가 가능 -> In Step 3, they collaboratively write rules for digital tool usage, negotiating differing views.) (해설)Reception skills: 듣기와 읽기Production skills: 말하기와 쓰기 문제 연관된 정보끼리 T/F 문제, matching/linking하는 문제는 듣거나 읽는 내용을 세부적으로 파악할 때 해결됨 그리고 브레인스토밍은 단지 자유롭게 생각만 하는 것이 아니라 그룹 활동 속에서 과제에 대해 각자 자유롭게 <말하기>까지 하는 것임 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), an obligatory argument is missing, the NP in the VP as the Locative role. In (b), "the ball" is assigned the role of the Theme. The dummy "it", wrongly used as an object pronoun in the relative clause, should not be assigned the same thematic role again. 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. (해설) 이 문제의 가장 큰 특징은 문제에 사용된 용어들이 평소 보던 책에서 암기한 것들과는 다르더라도 문제 본문에 맞춰가야한다는 데 있다. 특히 noticing=to experience new input about culture and attempt to understand it이라는 것과 reflecting=make personal interpretations of experiences가 <A> 지문에서 서연의 표현 중 would .. wouldn’t like .. wouldn’t want to ... don’t like 같은 데서 보여지고 있음에 주의해야 함.그리고 후반부 과제의 답이 되는 interacting personal meaning은 을 전달한다는 것과 다른 사람의 말에 대한 반응을 보이며 이해를 넓히려는 시도라는 것까지 세세하게 이해하고 에적용해서 찾아야 함. 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 not individualized feedback being provided to address each student's specific needs or progress.  (알림)이 모범답안을 작년 시험 직후에 올린 후방금 다음 문항에 대한 부분을 보강했습니다 (주로 해설자료 추가. 일부는 모범답안 표현 명료화)A6A7 (<- 작년에 올렸던 영어 모범답안에서 서술 과제의 답 순서가 바뀌어 있던 걸 정정. 그리고 일부 표현 수정)A8A11A12B5 B10B11 <- 끝 문장에 ther is 다음에 not 추가