고등영어 자료는 더메이킹스(TheMakings)

 

일반 워크북 형태의 문제에서 벗어나 The Makings가 만든

2015년 개정 영어 I 교학사(강문구)

5과 변형 문제

Trumpet Creeper Love

2015년 개정 영어 I 교학사(강문구) 5과 변형 문제 Trumpet Creeper Love

일반 워크북 형태의 문제에서 벗어나 The Makings가 만든

2015년 개정 영어 I 교학사(강문구) 5과 변형 문제는

출판사에서 오랫동안 영어 번역과 교정을 하셨던 원어민 선생님과

현직에서 강사를 하고 있는 연구진들이 학생들을 위한

최상의 2015년 개정 영어 I 교학사(강문구) 5과 변형 문제를 선보입니다.

사고력과 이해력을 요구하는 문제들로 내신 대비 뿐만이 아니라

수능도 한꺼번에 공부하실 수 있는 자료입니다.

중간고사&기말고사 전에 더메이킹스(The Makings)에서 제작한

2015년 개정 영어 I 교학사(강문구) 5과 변형 문제로 마무리 하세요.

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The Makings의 2015년 개정 영어 I 교학사(강문구) 5과 변형 문제는

총 10개의 유형으로 구성되어 있습니다.

1. 빈칸 채우기(객관식)

2. 글의 내용 일치/불일치(객관식/한글 선택지)

3. 글의 내용 일치/불일치(객관식/영어 선택지)

4. 글 끼어 넣기(객관식)

5. 어법(서술형)

6. 어휘(서술형)

7. 주제문(객관식/영어 선택지)

8. 어휘 빈칸 채우기(서술형)

9. 영작(서술형)

10. 요약문 완성하기(서술형)

더메이킹스(The Makings)가 제작한

2015년 개정 영어 I 교학사(강문구) 5과 변형 문제의 지문입니다.

1번 지문

Tai was born as the second son in the Lee family. One day, Mr. Lee, Tai’s father, is told by a monk that the baby is born with a fate to die young. The monk tells him that the only way to fight his fate is to stay away from trumpet creepers – a type of flower with beautiful, vivid orange colors containing poison – and to marry the ugliest woman in town. So Mr. Lee destroys every trumpet creeper tree in his garden and strictly bans planting any more trumpet creeper vines in his garden. As Tai grow older, Mr. Lee looks everywhere to find an ugly girl to wed his son. He finally discovers a good match. It is Yuni, who is said to be very ugly. Yuni’s parents refuse Mr. Lee’ offer, saying she is too unattractive to wed his son. In truth, a monk told Yuni’s parents that she isn’t from this world. She is an angel who is said to have stolen a trumpet creeper tree vine from heaven and run away to the earth with it. He also warned that anyone who stays close to her will get hurt from the flower’s poison. To keep her away from others, Yuni’s parents intentionally spread a rumor about their beautiful daughter that she is very ugly and has bad manners. Mr. Lee, who believes the rumor to be true, persuades Yuni’s parents to marry his son. Yuni’s parents eventually agree, thinking that Yuni can’t live alone for the rest of her life.

2번 지문

One day, Tai goes hunting in the woods. While taking a break, he sees a beautiful lady surrounded by some trumpet creeper flowers and he immediately falls in love with her. For days, Tai could not stop thinking about her and visits the woods again to see her. He can’t find her and so he gives up since he knows his father has already arranged his marriage. He was told that his fiancé had an ugly face and a bad temper, but that she would keep him from misfortune. One the wedding day, all the servants at Yuni’s household are busy preparing for the wedding ceremony. Tai arrives at the bride’s house. Unlike most bridegrooms who would be full of anticipation to see his bride for the first time, Tai isn’t excited at all. While he is thinking he is unfortunate to marry an ugly woman, the bride walks toward him with her face down. As she lifts her face up, Tai cannot believe his eyes! There she was, the lady he had seen in the woods, the lady who was so beautiful that she outshone the beautiful trumpet creepers.

3번 지문

Seeing the stunning face of the bride, everyone but Mr. Lee cheers. Mr. Lee had thought that he could finally stop worrying about his son’s well-being once Tai got married to an ugly woman. But Tai’s bride was not ugly. Everything was perfect except that Yuni was a beautiful, warm-hearted lady. Mr. Lee orders the newly married couples to destroy every trumpet creeper tree in Yuni’s home before moving into his house. Tai and Yuni do as they are told, mistakenly leaving one tree in the backyard. Yuni’s parents say goodbye to their daughter, wishing the couple happiness and joy. To Tai and Yuni, every day is a gift. Their positive energy spreads out to the village and all the villagers love the young couple. Yuni behaves well as a married lady and is good to Tai’s parents. Mr. Lee, who was once suspicious of her, opens his heart and treats her as his own daughter. Their happiness doubles when Yuni gives birth to their first son. Mr. Lee names him Won, meaning the very first and the greatest. Like his name, Won, grew very fast, outgrowing all of his cousins. For a long time, this happiness seemed to last forever, making them completely forget about the prophecy.

4번 지문

n a hot summer day, Tai catches a cold that lasts for two weeks. He gets better but soon gets sick again. He lies in his bed for days and becomes sicker and sicker. Numerous doctors come and go but fail to cure him. The whole family tries everything they can think of. But it is Yuni who feels the most grief. Yuni weaves a sandal out of her hair and straw, which is a symbol of her love and hope for the recovery of her husband. Despite her efforts to heal her husband, Tai eventually dies. The villagers said that in the end, Tai failed to overcome his fate. However, Yuni’s love for Tai did not end with his death. She planted some trumpet flower seeds where Tai lay, wishing the flower which brought them together would bring her husband’s soul to her dreams. She renames the flower Neungsohwa, which means “to overcome reality.” The new name of the trumpet creeper conveys her will to overcome her pre-determined fate. Her everlasting love that continues after the death of her husband gives her the strength to live on, wishing that someday she would be reunited with her beloved.

2015년 개정 영어 I 교학사(강문구)

7과 변형 문제

Rational Consumer Behavior

일반 워크북 형태의 문제에서 벗어나 The Makings가 만든 2015년 개정

영어 I 교학사(강문구) 7과 변형 문제는

출판사에서 오랫동안 영어 번역과 교정을 하셨던 원어민 선생님과

현직에서 강사를 하고 있는 연구진들이 학생들을 위한 최상의  

2015년 개정  영어 I 교학사(강문구)  7과 변형 문제를 선보입니다. 

사고력과 이해력을 요구하는 문제들로 내신 대비 뿐만이 아니라

수능도 한꺼번에 공부하실 수 있는 자료입니다.

중간고사&기말고사 전에 더메이킹스(The Makings)에서

제작한 2015년 개정 영어 I 교학사(강문구) 7과 변형 문제로 마무리 하세요.

정답 확인하러가기!

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themakings.co.kr

The Makings의 2015년 개정 영어 I 교학사(강문구)  7과 변형 문제는

총 10개의 유형으로 구성되어 있습니다.

1. 빈칸 채우기(객관식)

2. 글의 내용 일치/불일치(객관식/한글 선택지)

3. 글의 내용 일치/불일치(객관식/영어 선택지)

4. 글 끼어 넣기(객관식)

5. 어법(서술형)

6. 어휘(서술형)

7. 주제문(객관식/영어 선택지)

8. 어휘 빈칸 채우기(서술형)

9. 영작(서술형)

10. 요약문 완성하기(서술형)

더메이킹스(The Makings)가 제작한 2015년 개정

영어 I 교학사(강문구) 7과 변형 문제의 지문입니다.

1번 지문

Have you ever heard of the term tulip mania? As the term indicates, it has something to do with the tulip flower. The full story goes back all the way to seventeenth century Holland. Actually, the tulip is not native to Holland. Not until 1593 was it introduced to Holland by Carolus Clusius, a botanist, who brought it from Constantinople. He planted a small garden, intending to research the plant for medicinal purposes. If Clusius's neighbors had been morally upright, the tulip might still be a rare exotic plant in the gardening world. Instead they broke into his garden and stole some of his bulbs in order to make some quick money, and in the process started the Dutch bulb trade. Over the next several decades tulips became a popular trend among the rich of Holland, and the price of tulips began to rise. In a very short time, even ordinary bulbs were selling for extraordinary prices, and the prices for some of the rare types of tulip bulbs became absurdly high. A single bulb of a Viceroy, a rare type of tulip, would sell for 2,500 florins, which would be about $1,250 in current American dollars, while a Semper Augustus bulb, one of the rarest kinds of tulip, could easily go for twice the price of a Viceroy. Sometimes people traded one tulip bulb for other goods as well. The lengthy list includes, among other things, a bed, a complete suit of clothes, and a thousand pounds of cheese.

2번 지문

One curiosity of the 17th century tulip market was that people did not trade the flowers themselves but rather the bulbs of scarce varieties. The result was what would be called today, "a futures market." Tulips even began to be used as a form of money in their own right. In 1633, actual properties were sold for handfuls of tulip bulbs. This strategy led to an unexpected, rather absurd, incident. A man who ran a grocery store happened to learn that trading tulip bulbs could make him a lot of money, thus he began selling the bulbs in his store. The number of customers coming into his shop soared, and so he hired a new assistant. Interestingly, the assistant had never seen a tulip bulb in his life nor did he know how expensive one bulb was. While the owner of the store was away, he mistook a tremendously valuable tulip bulb for an onion, selling it for just one pence. Soon after, the owner came back and found out what had happened. He immediately went looking for the customer who had purchased the bulb, only to be devastated to learn that the customer had already eaten it for dinner. What he had had for dinner that evening actually cost 24 times the salary of a normal sailor in Amsterdam at that time.

3번 지문

How did the tulip market boom, and then go bust? There were several factors, but it mostly had to do with the simple rule of supply and demand. The tulip bulb was a rare commodity from the start, although ordinary bulbs were often sold by the pound. Then some of the tulips contracted a mosaic virus that altered the color of the blooms, creating red stripe patterns on their leaves. These varieties were very rare, and this started attracting wealthy collectors. This caused the price of the rare tulip bulbs to become even higher. Demand grew so rapidly that the supply of bulbs could not keep pace with the demand, and the prices rose and rose. But no market can sustain that kind of rapid growth rate forever. Eventually the price of a single tulip bulb became so high that very few buyers were able to purchase one. When no buyers showed up to buy the tulip bulbs, a domino effect occurred. Demand dropped suddenly, panic selling spread across Holland, and the price bubble burst, which caused an economic disaster for those who had speculated in the tulip market.

4번 지문

Looking back, it's easy to laugh at the foolish Dutch for paying such high prices for simple tulip bulbs, but an economic bubble was nothing new even then. We have experienced a lot of economic bubbles recently such as the real estate bubble, the stock market bubble, and the dot-com bubble. Then how can we avoid falling into another tulip mania type crisis? Christopher Menon, a financial journalist, gives us three answers to this question. First, do not yield to public opinion! To put it metaphorically, "be a shepherd not a sheep!" When the majority is sure about making money out of something, you should question whether they are right. Second, if you don't yield to public opinion in an inflated market, calculate the intrinsic value. "Price is what you pay: value is what you get," says Warren Buffet. This implies that price and value are not always the same. Thus, you should weigh the price you pay against the value of the item you wish to buy! Third, count on rationality. According to rational models of decision making, people will make choices that maximize benefit and minimize cost. If the value you can gain is higher than the price you must pay, you can take a step forward. But in the opposite case, you must stop. We have learned a valuable lesson from the economic crisis caused by tulip mania in 17th century Holland. It is now up to us to become a rational consumer in any economic activity that we do in the future!

2015년 개정 영어 I 교학사(강문구)

6과 변형 문제

Saving the Earth

일반 워크북 형태의 문제에서 벗어나 The Makings가 만든

2015년 개정 영어 I 교학사(강문구) 6과 변형 문제는

출판사에서 오랫동안 영어 번역과 교정을 하셨던 원어민 선생님과

현직에서 강사를 하고 있는 연구진들이 학생들을 위한 최상의  

2015년 개정 영어 I 교학사(강문구) 6과 변형 문제를 선보입니다.

사고력과 이해력을 요구하는 문제들로 내신 대비 뿐만이 아니라

수능도 한꺼번에 공부하실 수 있는 자료입니다.

중간고사&기말고사 전에 더메이킹스(The Makings)에서

제작한 2015년 개정 영어 I 교학사(강문구) 6과 변형 문제로 마무리 하세요.

정답 확인하러가기!

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The Makings의 2015년 개정 영어 I 교학사(강문구) 6과 변형 문제는

총 10개의 유형으로 구성되어 있습니다.

1. 빈칸 채우기(객관식)

2. 글의 내용 일치/불일치(객관식/한글 선택지)

3. 글의 내용 일치/불일치(객관식/영어 선택지)

4. 글 끼어 넣기(객관식)

5. 어법(서술형)

6. 어휘(서술형)

7. 주제문(객관식/영어 선택지)

8. 어휘 빈칸 채우기(서술형)

9. 영작(서술형)

10. 요약문 완성하기(서술형)

더메이킹스(The Makings)가 제작한 2015년 개정 영어 I 교학사(강문구) 6과 변형 문제의 지문입니다.

1번 지문

Ice is melting worldwide and the rise in the sea level has increased faster than people can imagine over the last century. Recently, floods and droughts are becoming more common. What is happening to our planet? As we already know, the phenomena are mostly caused by human activity, primarily the burning of fossil fuels that add carbon dioxide(CO₂) and other greenhouse gases into the atmosphere. Scientists say that to avoid these dramatic changes in the climate, the world must cut greenhouse gas emissions by up to 80 percent by 2050, and eliminate them entirely by the end of the century. That's a huge challenge. In 2015, the world emitted 36 billion tons of carbon dioxide to produce energy. How can we reduce a number like 36 billion tones to zero?

2번 지문

Whenever I am faced with a problem, I turn to my favorite subject: math. What I needed was an equation that would help me understand how we could get our CO₂ gas emissions down to zero. Here's what I came up with. It might look complicated, but it's not. On the right side is the total amount of CO₂ we put in the atmosphere. This is what we need to get to zero. It's based on the four factors multiplied on the left side of the equation: the world's population(P); the services used by each person(S); the energy needed to provide each of those services(E); and finally, the carbon dioxide produced by that energy(C). As you learned in your math class, any number multiplied by zero will equal zero. So if we want to get to zero CO₂ emissions, then we need to get at least one of the four factors on the left to become zero. Let's go through them, one by one, and see what we get. The world's population(P) is currently 7 billion and expected to increase to 9 billion by 2050. No chance it'll ever be zero. Next is services. This is everything: food, clothing, heat, houses, cars, TVs, toothbrushes, music albums, etc. This number needs to go up in poor countries, so people can have lights, refrigerators, and other necessary appliances. So (S) can't be zero, either. Let's take a look at (E). That's the energy needed per service. There's some good news here. Fuel-efficient cars, LED light bulbs, and other inventions are making it possible to use energy more efficiently. These inventions may help cut down on energy use but unfortunately, they don't get us to zero. So none of the first three, population, services, and energy, are getting close to zero. That leaves the final factor (C), the amount of carbon dioxide emitted per each unit of energy.

3번 지문

Whenever I am faced with a problem, I turn to my favorite subject: math. What I needed was an equation that would help me understand how we could get our CO₂ gas emissions down to zero. Here's what I came up with. It might look complicated, but it's not. On the right side is the total amount of CO₂ we put in the atmosphere. This is what we need to get to zero. It's based on the four factors multiplied on the left side of the equation: the world's population(P); the services used by each person(S); the energy needed to provide each of those services(E); and finally, the carbon dioxide produced by that energy(C). As you learned in your math class, any number multiplied by zero will equal zero. So if we want to get to zero CO₂ emissions, then we need to get at least one of the four factors on the left to become zero. Let's go through them, one by one, and see what we get. The world's population(P) is currently 7 billion and expected to increase to 9 billion by 2050. No chance it'll ever be zero. Next is services. This is everything: food, clothing, heat, houses, cars, TVs, toothbrushes, music albums, etc. This number needs to go up in poor countries, so people can have lights, refrigerators, and other necessary appliances. So (S) can't be zero, either. Let's take a look at (E). That's the energy needed per service. There's some good news here. Fuel-efficient cars, LED light bulbs, and other inventions are making it possible to use energy more efficiently. These inventions may help cut down on energy use but unfortunately, they don't get us to zero. So none of the first three, population, services, and energy, are getting close to zero. That leaves the final factor (C), the amount of carbon dioxide emitted per each unit of energy.

4번 지문

Many of these ideas won't work, but that's okay. As Thomas Edison said, "I have not failed 10,000 times. I've just found 10,000 ways that will not work." To find thousands of ways that won't work, you first need to try thousands of different ideas. But energy research and the transition to new energy sources take a long time. It took four decades for oil to go from 5% of the world's energy supply to 25%. Today, renewable energy sources such as wind and solar power account for less than 5% of the world's energy. So we need to get started now. You may be wondering what you can do to help. First, it is required for everyone to be educated about this challenge. Many young people are already actively involved in climate and energy issues. I’m sure they could use more help. Second, if you're someone with some crazy-sounding ideas to solve our energy challenge, the world needs you. You might just have the answer. The challenge we face is bigger than many people imagine, but so is the opportunity. I'm so optimistic about your ability to make a miracle happen. I am certain the world will discover a clean energy breakthrough that will stop climate change and save our planet. The future of the world is in your hands! Thank you.

2015년 개정 영어 I 교학사(강문구) 3과

변형 문제

How Asians and Westerners Think Differently

일반 워크북 형태의 문제에서 벗어나 The Makings가 만든

2015년 개정 영어 I 교학사(강문구) 3과 변형 문제는

출판사에서 오랫동안 영어 번역과 교정을 하셨던 원어민 선생님과

현직에서 강사를 하고 있는 연구진들이 학생들을 위한

최상의 2015년 개정 영어 I 교학사(강문구) 3과 변형 문제를 선보입니다.

사고력과 이해력을 요구하는 문제들로 내신 대비 뿐만이 아니라

수능도 한꺼번에 공부하실 수 있는 자료입니다.

중간고사&기말고사 전에 더메이킹스(The Makings)에서 제작한

2015년 개정 영어 I 교학사(강문구) 3과 변형 문제로 마무리 하세요.

정답 확인 하러가기!

http://themakings.co.kr/44/?idx=284

themakings.co.kr

The Makings의 2015년 개정 영어 I 교학사(강문구) 3과 변형 문제는

총 10개의 유형으로 구성되어 있습니다.

1. 빈칸 채우기(객관식)

2. 글의 내용 일치/불일치(객관식/한글 선택지)

3. 글의 내용 일치/불일치(객관식/영어 선택지)

4. 글 끼어 넣기(객관식)

5. 어법(서술형)

6. 어휘(서술형)

7. 주제문(객관식/영어 선택지)

8. 어휘 빈칸 채우기(서술형)

9. 영작(서술형)

10. 요약문 완성하기(서술형)

더메이킹스(The Makings)가 제작한 2015년 개정 영어 I 교학사(강문구) 3과

변형 문제의 지문입니다.

1번 지문

Sumin, a Korean ex-change student in America, asks a question to her teacher, "Mr. Mann, do we bring our own lunch to the school trip tomorrow?" The teacher looks puzzled, thinking that Sumin wanted to eat lunch with him and asks back, "Uh.. Sumin, who are WE?" Sumin does not understand why Mr. Mann is confused and answers, "Me and my friends!" He thought of "we" as "you and me." Here, the misunderstanding arises from the different definitions of "we" that the Korean student and the American teacher have.

So why do these two cultures have different ways of thinking? What impact does culture have on cognition? Psychologist Richard Nisbett has conducted dozens of studies to find out the answer to this question. Presented inThe Geography of Thought: How Asians and Westerners Think Differently, the results of his studies are fascinating. In the book, psychologists conducted tests of inference, logic, or decision making to compare two different groups, "Asians" and "Westerners." Here are a few examples of their remarkable findings.

2번 지문

(A) Chinese, Korean, and American students were asked to read newspaper reports about mass shootings. When asked why the killings happened, Chinese and Korean students were far more likely to blame situational factors (such as "he was isolated from the rest of his class" or "availability of guns in the United States") while Americans were more likely to focus on the shooter's personality traits or psychological problems (such as "he suffered from severe depression" or "political belief that guns were a legitimate means to resolve a problem").

(B) When asked to describe themselves either in particular contexts or without specifying a situation (e.g. I work very diligently on school projects, I am a loving child, or like to cook with my friend vs. I am loving, diligent, or like to cook), Japanese people had difficulty describing themselves without referencing context; Americans not only preferred to describe themselves in terms of universal attributes, but many had trouble understanding the concept of describing themselves "in context" at all.

(C) When shown pictures of grass, a chicken, and a cow and then asked to select which of the three did not belong, American children were far more likely to choose the grass (because the other two are animals), while Chinese children were far more likely to choose the chicken (because the cow eats the grass).

(D) American and Japanese students were asked to view a video of a fish tank that contained several fish in the foreground with bubbles, water plants, rocks, and a smaller fish in the background. They were later tested on what they remembered from the scene. Japanese students were twice as likely to remember unmoving, background objects as Americans. When asked to describe what they saw, Japanese students first referred to the environment ("it looked like a pond"), while Americans were three times as likely to refer to something in the foreground ("there were three big fish swimming to the left") as Japanese.

3번 지문

When numerous studies of this sort are placed side by side, one can draw a clear conclusion. Asians perceive the world as a complex, constantly changing, and interrelated whole. On the other hand, Westerners perceive the world as what can be analyzed, categorized, and divided into individual parts. Asians have difficulty understanding an object apart from its context; Westerners often never see the context at all. Asians see themselves as part of one larger whole. They accept social order and are quicker to notice the feelings of others. Westerners try hard to make themselves look good and look unique. Westerners demand social equality; Asians aim for social harmony.

However,The Geography of Thoughtis not without its limitations. Careful readers will notice that the "East" and "West" in the book are narrower than normally defined, with the East meaning "China, Korea, or Japan" and the West meaning "America, Canada, Great Britain, or Australia." The studies that do include continental Europeans suggest that human cognition cannot be simply separated into West and East.

4번 지문

When the attitudes and perceptions of developed countries are surveyed, three distinct groupings emerge. The Americans, British, Canadians, and Australians had a strong 'individualist' tendency. As expected, Korean, Japanese, and Chinese preferences were far on the opposite side. Most surprising were the French, Germans, Belgians, and Italians, whose preferences were between the two although they are considered "Westerners."

This is a fatal flaw in Professor Nisbett's argument that the cognitive difference between East and West has deep seated historical and sociological roots. The problem is worsened by the studies of bicultural individuals. When given contextual cues that they were encountering an "Eastern" or "Western" situation, these individuals unconsciously flipped their world views. This suggests that many of these differences are not deeply rooted in history or socioeconomics.

Despite these weaknesses this book is an important one. The actual data presented is hard to argue with, and its implications are far ranging. There are other fields (such as marketing, organizational science, public diplomacy, and second language learning) that can make good use of these studies. The studies presented inThe Geography of Thoughtare really just the beginning. This is one of the most exciting areas of research offered by modern psychology and every other field related to it.

2015년 개정 영어 I 교학사(강문구)

2과 변형 문제

Wisdom from Nature

일반 워크북 형태의 문제에서 벗어나 The Makings가 만든

2015년 개정 영어 I 교학사(강문구) 2과 변형 문제는

출판사에서 오랫동안 영어 번역과 교정을 하셨던 원어민 선생님과

현직에서 강사를 하고 있는 연구진들이 학생들을 위한 최상의  

2015년 개정 영어 I 교학사(강문구) 2과 변형 문제를 선보입니다.

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The Makings의 2015년 개정 영어 I 교학사(강문구) 2과 변형 문제는

총 10개의 유형으로 구성되어 있습니다.

1. 빈칸 채우기(객관식)

2. 글의 내용 일치/불일치(객관식/한글 선택지)

3. 글의 내용 일치/불일치(객관식/영어 선택지)

4. 글 끼어 넣기(객관식)

5. 어법(서술형)

6. 어휘(서술형)

7. 주제문(객관식/영어 선택지)

8. 어휘 빈칸 채우기(서술형)

9. 영작(서술형)

10. 요약문 완성하기(서술형)

더메이킹스(The Makings)가 제작한 2015년 개정 영어 I 교학사(강문구)

2과 변형 문제의 지문입니다.

1번 지문

Have you ever observed ants and wondered about their skillful and well organized work? When you see ants walk confidently across the kitchen counter, don't you think ants seem to have a plan they have made in groups? They seem to know where they are going and what needs to be done. How else can ants organize highways, build elaborate nests, stage epic raids, and do all the other things that ants do?

However, you are wrong. Ants aren't clever little engineers, architects, or warriors, at least not as individuals. "Ants aren't smart, but ant colonies are," says Deborah M. Gordon, a biologist at Stanford University. A colony can solve problems unthinkable for individual ants, such as finding the shortest path to the best food source, allocating workers to different tasks, or defending a territory from neighbors. As individuals, ants might not be smart, but as colonies they respond quickly and effectively to their environment. They do it with something called swarm intelligence. It means the collective behavior of a group of animals, especially social insects that are each following very basic rules. We can find many more examples of this swarm intelligence from bees, herring, and so on, in addition to ants.

How do the simple actions of individuals add up to the complex behavior of a group? How do hundreds of honeybees make a critical decision about their hive if many of them disagree? What enables a school of herring to coordinate its movements precisely so that it may change direction in a flash, like a single, silvery organism?

2번 지문

None of them grasps the big picture, but each of them contributes to the group's success. The collective abilities of such animals seem miraculous even to the biologists who know them best.

Where does this swarm intelligence come from, then? During the past few decades, researchers have come up with intriguing insights. One key to an ant colony, for example, is that no one's in charge. No generals command ant warriors. No managers boss ant workers. The queen plays no role except to lay eggs. Even with half a million ants, a colony functions just fine with no management at all. It relies instead upon countless interactions between individual ants, each of which is following simple rules of thumb. Scientists describe such a system as self-organizing.

That's how swarm intelligence works: simple creatures following simple rules, each one acting on local information. No ant sees the big picture. No ant tells any other ant what to do. No leadership is required. Even complex behavior may be coordinated by relatively simple interactions.

3번 지문

Different animals have different methods of interaction. For example, ants leave a trail of pheromones so that other ants may follow them. A key component of bee interaction is movement. When bees need to move their hive to a new place, scout bees go out in search of a suitable place to live in. When they return, they each do a type of dance. The happier the bee is about the new location, the faster the dance is.

In addition, the dance includes a code with directions to the new location. The excited dancers excite other scout bees. These bees then fly out to check out the new locations. They come back, get close together, and dance with the other excited bees. The bees will not move until they are all excited, or in agreement about the best location. Once a large enough group of bees all agree, they convince the thousands of other bees. Then they all fly together to the new location.

4번 지문

Scientists are realizing how effective swarm intelligence is. Some scientists are applying what they've learned to solve human problems. Thomas Seeley, a biologist at Cornell University, is impressed by how well bees make decisions. According to him, the bees' rules for decision making are: seek a diversity of options, encourage a free competition among ideas, and use an effective mechanism to narrow choices. He is so impressed.

He now uses them at Cornell as chairman of his department. "I've applied what I've learned from the bees to run faculty meetings," he says. He tries to avoid going into a faculty meeting with his mind made up, hearing only what he wants to hear, and pressuring people to conform. He asks his group to identify all the possibilities, show their ideas for a while, then vote by secret ballot. It's exactly what the swarm bees do, which gives a group time to let the best ideas emerge and win. He says that running meetings using swarm intelligence ideas can lead to better decisions. It can also reduce conflict among the staff.

Now, can you find any example of swarm intelligence used in your everyday life? Of course, you can. The Internet search engines can be the example. When you type in a search query, they survey billions of web pages on their index servers, and provide a huge amount of the most relevant information for you at a remarkable speed. There are surely more examples in which you use group smarts like this in your daily life. Don't you think this swarm intelligence will give you more significant help in your life in the future?

2015년 개정 영어 I 교학사(강문구)

1과 변형 문제

The Art of Conversation

일반 워크북 형태의 문제에서 벗어나 The Makings가 만든

2015년 개정 영어 I 교학사(강문구) 1과 변형 문제는

출판사에서 오랫동안 영어 번역과 교정을 하셨던 원어민 선생님과

현직에서 강사를 하고 있는 연구진들이 학생들을 위한

최상의 2015년 개정 영어 I 교학사(강문구) 1과 변형 문제를 선보입니다.

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The Makings의 2015년 개정 영어 I 교학사(강문구) 1과 변형 문제는

총 10개의 유형으로 구성되어 있습니다.

1. 빈칸 채우기(객관식)

2. 글의 내용 일치/불일치(객관식/한글 선택지)

3. 글의 내용 일치/불일치(객관식/영어 선택지)

4. 글 끼어 넣기(객관식)

5. 어법(서술형)

6. 어휘(서술형)

7. 주제문(객관식/영어 선택지)

8. 어휘 빈칸 채우기(서술형)

9. 영작(서술형)

10. 요약문 완성하기(서술형)

더메이킹스(The Makings)가 제작한 2015년 개정 영어 I 교학사(강문구)

1과 변형 문제의 지문입니다.

1번 지문

What is conversational narcissism?

Many of you would be familiar with the Greek mythology about Narcissus, who falls in love with the beautiful reflection of himself in the water and stares at his own reflection until he dies. This story is the origin of the termnarcissism, which refers to the obsession and admiration of one's own physical appearance. But not many of you may have heard the termconversational narcissism. It actually occurs in our daily conversations although we may not be aware of it. In the bookThe Pursuit of Attention, the author shares fascinating results from studying 1,500 conversations in face-to-face interactions. It turns out that without being aware of it, most people struggle with "conversational narcissism." The author describes it as the key indication of the dominant attention getting psychology in conversations. He writes, "It most frequently occurs in informal conversations among teenage friends." Since one's self awareness is formed most actively during adolescence, teens often focus on getting attention rather than giving it.

2번 지문

Sally: Hi, Chris. How are you?

Chris: Oh, my god. I have to tell you everything that's happening in my life! It's been nuts.

In the above dialogue, Chris shows an example of a typical conversational narcissist. Your first reaction to this would probably be something like: "Oh, I don't do that!" But not so fast. We are all guilty of it. We have all had conversations where we pretend to listen, but we are focusing on what we want to say next.

A good conversation is an interesting thing. But in order to make it interesting, group effort is necessary. Each individual has to sacrifice a little for the benefit of the whole group and to increase the pleasure of the conversation. That's why it is important that conversations are cooperative not competitive. But many people, teens especially, make conversations into competitions. In the process, they become a conversational narcissist without being aware of it.

How conversational narcissism occurs in a conversation

During a conversation, each person makes initiatives. These initiatives can either be attention giving or attention getting. Conversational narcissists concentrate more on the latter because they want others' attention on themselves. The response to an initiative can take two forms: the shift response and the support response. The support response keeps attention on the speaker and the speaker's topic. The shift response attempts to change the topic and shift the attention to the other person.

3번 지문

Support Response

Brian: I'm thinking about buying a new smartphone.

Sally: Oh, yeah? What models have you looked at?

Shift Response

Brian: I'm thinking about buying a new smartphone.

Sally: Oh, yeah? I'm thinking about buying a new phone, too.

Brian: Really?

Sally: Yup, it'll be a gift from my grandmother for my birthday.

In the first example, Sally keeps the attention on Brian with her support response. In the second example, Sally attempts to turn the conversation to herself with a shift response.

Now it’s important to point out that although a shift response opens up the opportunity for a person to grab the attention, it doesn't necessarily mean he or she is going to. It’s a matter of intent. You might just share a bit of your own experience and then bring the conversation back to the other person. That's a healthy and natural part of the give and take of conversation. Let's turn back to Sally and Brian:

Brian: I'm thinking about buying a new smartphone.

Sally: Oh, yeah? I'm thinking about buying a new phone, too.

Brian: Really? Maybe we could go look around together.

Sally: Sure. So what models are you looking at?

Brian: I'm not sure.

Sally: Well, what are the most important things to you? Are you more interested in the design, capacity, or the definition of the camera?

Here Sally interjects about herself, but then she turns the attention back to Brian.

4번 지문

Conversational narcissists, on the other hand, keep interjecting themselves until the attention has finally shifted to them. Like this:

Brian: I'm thinking about buying a new smartphone.

Sally: Oh, yeah? I'm thinking about buying a new phone, too.

Brian: Really? Maybe we could go look around together.

Sally: Sure. I saw a new model yesterday. It's expensive, but think it's worth it.

Brian: I don't want to spend too much money on my phone.

Sally: Well, I want something with all the functions available so that I don't have to buy any extra devices. I think that's a waste of money.

To summarize, it's fine to share things about yourself, as long as you turn the attention back to the person who initiated the topic. The best rule to follow is to let the person tell most of their story or problem first, and then share your own experience.

Beyond conversational narcissism

Avoiding these traps of conversational narcissism will help you become a charismatic conversationalist. When someone introduces a topic, your job is to draw out the story from him or her by giving encouragement and asking supportive questions. It is important that you wait until the topic has run its course. By offering attention and being a little more considerate, you can make your conversations enjoyable, which will lead to a more cherishable relationship.