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<무관한문장>

그래서 선생님들은 학생들이 최선의 노력을 할 수 있도록 함께 마음을 바로잡아줘야한다.

So teachers must correct their minds together so that students can make their best efforts.

<제목>

주제 : 학생은 점수만이 아니라 발전 노력에 대해 보상받아야한다.

1. What kind of attitude should students have in order to get a high score?(높은 점수를 받기 위해서 학생들은 어떤 태도를 가져야할까?)

2. Reward : Focus on development efforts rather than students' scores(보상 : 학생들의 점수보다 발전 노력에 초점)

3. Expectation Theory: Same effort, same reward(기대이론: 동일한 노력, 동일한 보상)

4. The importance of expectation theory in disregard of traditional grading practices(전통적인 채점 관행을 무시하는 기대이론의 중요성)

5. Expectation theory that all students can get the maximum reward if they do their best effort(모든학생이 최선을 다하면 최대보상을 받을 수 있는 기대이론)

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다음 글의 주제로 가장 적절한 것은?

A significant challenge arises when we ask whether there is any such thing as general aptitude. Many people are

terrific at calculus but couldn’t write a good essay or paint a good picture if their lives depended on it. Some people

can walk into a room full of strangers and immediately figure out the relationships and feelings among them; others

may never learn this skill. As Will Rogers put it, “Everybody is ignorant, only on different topics.” Clearly, individuals

vary in their aptitude for learning any specific type of knowledge or skill taught in a specific way. A hundred

students attending a lecture on a topic they knew nothing about beforehand will all walk away with different

amounts and kinds of learning, and aptitude for that particular content and that particular teaching method is one

important factor in explaining these differences. But would the students who learned the most in this class also

learn the most if the lecture were on a different topic or if the same material were presented through hands-on

experiences or in small groups?

1. effectiveness of lectures with a teaching method

2. neccessity of considering the individual aptitude in learning

3. challenges of teaching calculus and essay writing

4. disadvantages of teaching students according to their aptitude

5. difficulty in learning a topic they didn‘t know about beforehand

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30712 김정민

내용 일치 불일치

1.Everyone learns differently.

2. Everyone has strengths and weakness.

3. Will Rogers highlighted comprehensive knowledge among individuals.

4. People learn different amounts on the same topic.

5. There are people who can learn social perceptiveness and people who can't.

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빈칸에 들어갈 문장은?

One implication of expectancy theory is that even though all students should have a chance to be rewarded if they do their best, no student should have an easy time achieving the maximum reward. This principle is violated by traditional grading practices, because some students find it easy to earn A’s and B’s, whereas others believe that they have little chance of academic success no matter what they do. In this circumstance, neither high achievers nor low achievers are likely to exert their best efforts. For example, students can build a portfolio of compositions, projects, reports, or other work and can then see how their work is improving over time. Not all students are equally capable of achieving high scores, but all are equally capable of exerting effort, exceeding their own past performance, or making progress, so these are often better, more equally available criteria on which to base reward.

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(문법적으로 옳지않은 것)

One implication of expectancy theory is that even though all students should have a chance 1.(to be) rewarded if they do their best, no student should have an easy time 2.(achieving) the maximum reward. This principle is 3.(violated) by traditional grading practices, because some students find it easy to earn A’s and B’s, whereas others believe that they have 4. ( little )chance of academic success no matter what they do. In this circumstance, neither high achievers nor low achievers are likely to exert their best efforts. This is one reason why it is important to reward students for effort, for doing better than they have done in the past, or for making progress, rather than only for getting a high score. For example, students can build a portfolio of compositions, projects, reports, or other work and can then see how their work is improving over time. Not all students are equally capable of achieving high scores, but all are equally capable of exerting effort, 5.(exceeded) their own past performance, or making progress, so these are often better, more equally available criteria on which to base reward.

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주어진 문장이 들어갈 위치는?

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글의 순서 파악
One implication of expectancy theory is that even though all students should have a chance to be rewarded if they do their best, no student should have an easy time achieving the maximum reward.
A
This is one reason why it is important to reward students for effort, for doing better than they have done in the past, or for making progress, rather than only for getting a high score
B
For example, students can build a portfolio of compositions, projects, reports, or other work and can then see how their work is improving over time. Not all students are equally capable of achieving high scores, but all are equally capable of exerting effort, exceeding their own past performance, or making progress, so these are often better, more equally available criteria on which to base reward.
C
This principle is violated by traditional grading practices, because some students find it easy to earn A’s and B’s, whereas others believe that they have little chance of academic success no matter what they do. In this circumstance, neither high achievers nor low achievers are likely to exert their best efforts.

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순서문제

[A significant challenge arises when we ask whether there is any such thing as general aptitude.]

(A) Clearly, individuals vary in their aptitude for learning any specific type of knowledge or skill taught in a specific way. A hundred students attending a lecture on a topic they knew nothing about beforehand will all walk away with different amounts and kinds of learning, and aptitude for that particular content and that particular teaching method is one important factor in explaining these differences.

(B) Many people are terrific at calculus but couldn’t write a good essay or paint a good picture if their lives depended on it. Some people can walk into a room full of strangers and immediately figure out the relationships and feelings among them; others may never learn this skill. As Will Rogers put it, “Everybody is ignorant, only on different topics.”

(C) But would the students who learned the most in this class also learn the most if the lecture were on a different topic or if the same material were presented through hands-on experiences or in small groups?

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Clearly, individuals vary in their aptitude for learning any specific type of knowledge or skill taught in a specific way. 이 문장이 들어갈 번호를 찾으시오

A significant challenge arises when we ask whether there is any such thing as general aptitude. 1번Many people are

terrific at calculus but couldn’t write a good essay or paint a good picture if their lives depended on it.2번 Some people

can walk into a room full of strangers and immediately figure out the relationships and feelings among them; others

may never learn this skill. As Will Rogers put it, “Everybody is ignorant, only on different topics.” 3번A hundred

students attending a lecture on a topic they knew nothing about beforehand will all walk away with different

amounts and kinds of learning, and aptitude for that particular content and that particular teaching method is one

important factor in explaining these differences. 4번But would the students who learned the most in this class also

learn the most if the lecture were on a different topic or if the same material were presented through hands-on

experiences or in small groups? 5번

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<순서>

One implication of expectancy theory is that even though all students should have a chance to be rewarded if they do their best, no student should have an easy time achieving the maximum reward.

(A) For example, students can build a portfolio of compositions, projects, reports, or other work and can then see how their work is improving over time. Not all students are equally capable of achieving high scores, but all are equally capable of exerting effort, exceeding their own past performance, or making progress, so these are often better, more equally available criteria on which to base reward.

(B) This principle is violated by traditional grading practices, because some students find it easy to earn A's and B's, whereas others believe that they have little chance of academic success no matter what they do.

(C) In this circumstance, neither high achievers nor low achievers are likely to exert their best efforts. This is one reason why it is important to reward students for effort, for doing better than they have done in the past, or for making progress, rather than only for getting a high score.

1.(A)-(C)-(B) 2.(B)-(A)-(C) 3.(B)-(C)-(A) 4.(C)-(A)-(B) 5.(C)-(B)-(A)

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다음 글의 밑줄 친 부분 중, 어법상 틀린 것은?
One implication of expectancy theory is that even though all students should have a chance (1. to be rewarded) if they do their best, no student should have an easy time achieving the maximum reward. This principle is (2.violated) by traditional grading practices, because some students find it easy to earn A’s and B’s, whereas others believe that they have little chance of academic success (3.no matter what) they do. In this circumstance, neither high achievers nor low achievers are likely to exert their best efforts. This is one reason why it is important to reward students for effort, for doing better than they have done in the past, or for making progress, rather than only for getting a high score. For example, students can build a portfolio of compositions, projects, reports, or other work and can then see (4.what) their work is improving over time. Not all students are equally capable of achieving high scores, but all are equally capable of exerting effort, exceeding their own past performance, or making progress, so these are often better, more equally available criteria (5.on which) to base reward.

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26-1

유형 : 요지

A significant challenge arises when we ask whether there is any such thing as general aptitude. Many people are

terrific at calculus but couldn’t write a good essay or paint a good picture if their lives depended on it. Some people

can walk into a room full of strangers and immediately figure out the relationships and feelings among them; others

may never learn this skill. As Will Rogers put it, “Everybody is ignorant, only on different topics.” Clearly, individuals

vary in their aptitude for learning any specific type of knowledge or skill taught in a specific way. A hundred

students attending a lecture on a topic they knew nothing about beforehand will all walk away with different

amounts and kinds of learning, and aptitude for that particular content and that particular teaching method is one

important factor in explaining these differences. But would the students who learned the most in this class also

learn the most if the lecture were on a different topic or if the same material were presented through hands-on

experiences or in small groups?

1.적성은 지능과 관련이 없다.

2.학습유형은 갑자기 변할 수 없다.

3.적성이 지능과 관련이 있다.

4.개인마다 배움에 있어서 적성이 다르다.

5.개인마다 배움에 있어서 적성이 같다.

26-2

유형 : 순서

One implication of expectancy theory is that even though all students should have a chance to be rewarded if they do their best, no student should have an easy time achieving the maximum reward.

(A) This is one reason why it is important to reward students for effort, for doing better than they have done in the past, or for making progress, rather than only for getting a high score. For example, students can build a portfolio of compositions, projects, reports, or other work and can then see how their work is improving over time.

(B) Not all students are equally capable of achieving high scores, but all are equally capable of exerting effort, exceeding their own past performance, or making progress, so these are often better, more equally available criteria on which to base reward.

(C) This principle is violated by traditional grading practices, because some students find it easy to earn A’s and B’s, whereas others believe that they have little chance of academic success no matter what they do. In this circumstance, neither high achievers nor low achievers are likely to exert their best efforts.

1. (A)-(B)-(C)

2. (B)-(C)-(A)

3. (B)-(A)-(C)

4. (C)-(A)-(B)

5. (C)-(B)-(A)