올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 오류 수정

Chapter 3 QN 31-34 기출 예제 01

1 People have always needed to eat, and they always will be1).

2 Rising emphasis on self-expression values do2) not put an end to material desires.

3 But prevailing economic orientations are gradually being reshaped.

4 People who work in the knowledge sector continues3) to seek high salaries, but they place equal
or greater emphasis on doing stimulated4) work and are5) able to follow their own time schedules.

5 Consumption is becoming progressive6) less determined by the need for sustenance and the
practical use of the goods consumed.

6 People still eat, but a growing component of food’s value is determined by its nonmaterial
aspects.

7 People pay a premium to eat exotic cuisines that provide an interested7) experience or that
symbolizes8) a distinctive life-style.

8 The publics of postindustrial societies place growing emphasis on “political consumerism,” such as
boycotting goods which9) production violates ecological or ethical standards.

9 Consumption is less and less a matter of sustenance and more and more a question of life-style
― and choice.

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Chapter 3 QN 31-34 기출 예제 02

1 Epictetus wrote, “A man’s master is he who is able to confirm or remove what10) that man seeks
or shuns.”

2 If you depend on no one except yourself to satisfy your desires, you will have no master other
than yourself and you will be free.

3 Stoic philosophy was about that ― taking charge of your life, learning to work on those things
that are within your power to accomplish or change and do not11) waste energy on things you
cannot.

4 In particular, the Stoics warned against reacting emotionally to what is outside your control.

5 Often, Epictetus argued, it’s not our circumstances that get down us12) but rather the judgments
we make about them.

6 Consider anger.

7 We don’t get angry at the rain if it spoils our picnic.

8 That would be silly because we can’t do anything about the rain.

9 But we often do get angry if someone mistreats us.

10 We usually can’t control or change that person any more than we can’t13) stop the rain, so that
is equally silly.

11 More generally, it is just as pointless to tie our feelings of well-being to alter14) another
individual’s behavior as it deos15) to tie them to the weather.

12 Epictetus wrote, “If it concerns anything not in our control, being16) prepared to say that it is
nothing to you.”

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Chapter 3 QN 31-34 PRACTICE 01

1 Imagine you’ve bought a nice piece of land and built a house.

2 The house is magnificent, with at least three more bedrooms than you need.

3 One year later, somebody else buys the neighboring plot and constructs a house so luxuriously17)
it makes you18) to look19) like a garden shed.

4 What happens?

5 Your blood pressure rises and your life satisfaction drops ― even though you’re still living very
well.

6 Money is relative.

7 Not just in comparison to others, but in comparison to your past.

8 If you earned ＄50,000 per year during the first half of your career and today you earn ＄75,000,
you’ll be happier than if you first earned ＄75,000 and now earn just ＄60,000.

9 This is though20) the fact which21), averaging the figures, you come out better off overall in the
second scenario.

10 Simply put, your level of wealth ― above the poverty line ― is primarily a matter of
interpretation.

11 But this is good news; it means it’s up to you whether money makes you happily22) or not.

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Chapter 3 QN 31-34 PRACTICE 02

1 All learning involves memory.

2 But people are most likely to remember that23) they have used and maybe invented, not what
they have had drill24) into their heads.

3 Marshall and Albert began learning French in the sixth grade, but six weeks into the fall semester,
Albert’s parents moved to Paris, taken25) the young boy and his sister with them.

4 By the time he graduated from high school, Marshall took26) six years of French, memorizing
vocabulary and usually acing the exams.

5 His parents drilled him, used27) all the sophisticated procedures of spaced repetition.

6 It doesn’t take much imagination or insight, however, guessing28) which one of the two boys read,
spoke, and wrote French with almost perfect fluency when they met for a reunion right before
going off to college, and that29) one struggled to keep up with the chatter.

7 People learn deeply by doing in authentic situations.

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Chapter 3 QN 31-34 PRACTICE 03

1 Hudson Hoagland, an American doctor, had shown in the 1930s what30) the ability to ‘count’ time
was temperature dependent.

2 His wife was ill and had a very high fever, somewhere around 39°C.

3 Hoagland needed to go to the drugstore for some medication for her.

4 When he got home his wife was quite upset with him for taking so long, claimed31) what32) he
was33) away for hours.

5 In truth, his trip has34) only taken about 20 minutes.

6 His wife’s misperception interested Hoagland.

7 Without telling her that35) he was thinking, he asked her estimating36) the duration of a minute by
counting to 60 at the rate of one number per second.

8 It turned out that his wife’s estimate of a minute was only 30 seconds long.

9 She did much better as her temperature fell.

10 Her ability to time intervals obviously varied with temperature, so her interval timer worked in an
entirely different way to a temperature-compensating37) circadian clock.

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Chapter 3 QN 31-34 PRACTICE 04

1 When we ask people telling38) us about the most meaningful recognition they’ve received, they
consistently say that it’s “personal.”

2 They say that it feels special.

3 That’s bacause39) it’s so important of40) you as a leader paying41) attention to the likes and
dislikes of each and every individual in your group.

4 You get a lot more emotional bang for your buck when you make recognition and rewards
personally.

5 To step42) into the shoes of other people and ask you43), “What do I wish someone would do to
celebrate and recognize my contribution?”

6 Letting44) your answer to this question to guide45) your own thinking about how to acknowledge
the contributions of others, while also to be46) sensitive to the fact which47) not everyone is just like
you.

7 This means what48) you have to get enough close49) to others knowing50) about what would make
recognition meaningfully51) to them.

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Chapter 3 QN 31-34 PRACTICE 05

1 Humans live way longer than similar species, and we persist long after our physical or reproductive
usefulness has peaked, it52) isn’t very ‘selective’ if you think about them53).

2 There are many theories as to why we ended up so enduring, but one factor seems to play a big
part, it54) is the positive influence of grandparents, on the survival of young ones and the
community at large.

3 Older members of a primitive human community may not be55) very good at hunting or the
physical stuff, but they were still perfectly capable of looking after the babies and children, and
weren’t needed56) to spend time pursue57) mates or any of that other exhausted58) stuff.

4 The children were cared59), learned wisdom passed60) on directly, extra hands were available for
the day-to-day stuff...

5 The advantages of keeping your old folks around is61) many and varied, it seems.

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Chapter 3 QN 31-34 PRACTICE 06

1 Psychology researchers estimate what62) larger populations of people would respond by testing
smaller, representative samples of people.

2 It is intuitive what63) larger samples would produce more accurate estimates of which64) the entire
population would respond.

3 Considering65), for example, a study of attitudes about wearing face masks among incoming
first-year students at your college or university.

4 A study that includes half of all incoming students are66) likely to provide a far better
approximation of which67) the entire population feels than a study that includes only 10 incoming
students.

5 The issue is how strong68) random chance influences the smaller sample.

6 What if 8 out of the 10 students in the smaller sample happened to come from the same town?

7 Or if 9 of them identified as women?

8 A larger sample is less prone to be skewed toward one particular town, gender, or any other
factor that might distort the results.

9 Scientists might assume what69) a small sample is sufficient, when a larger one has70) actually
required achieving71) an accurate estimation of the population effects.

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Chapter 3 QN 31-34 PRACTICE 07

1 Linear solutions are often limited in their effectiveness when trying solving72) problems that involve
multiple layers of cycles and paradox.

2 In fact, they often make the presenting problems worse.

3 Linear solutions involve to break73) the problem into component parts and then address74) the
symptoms of each component with a separate solution or set of solutions.

4 Each solution, like any other aspect of nature, will have pros and cons.

5 Everything in life has an upside and a downside.

6 Side effects are a downside of medications, for example.

7 A single problem might be divided into several subproblems, each with its own attempted
solutions that have their own downsides.

8 As a result, the solutions to a single problem creates75) new problems.

9 One obvious example of that might be what76) we have used technology to try saving77) time
never78) to find we have to work more to be able to buy the latest gadgets and learn more so we
can know how to use them.

10 Another example might be the bureaucracy that involves79) in getting service from a government
department.

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Chapter 3 QN 31-34 PRACTICE 08

1 One paradox of power is what80) leaders who are most effective in building a positive legacy that
outlasts them is81) that82) least interesting83) in exercising power for its own sake, or establish84) their
own place in history.

2 J. Patrick Dobel cautions leaders what85) “insisting on credit for your achievements invite86)
disappointment and distortion of personal energy and aspirations.”

3 He also advises aspiring leaders be87) proactive “sooner rather than later; a person’s legacy unfolds
every day,” and priorities and relationships formed early in a career creates88) the foundations for later
achievements.

4 People cannot control what89) history will judge them, but they can be conscious of what90) their
daily interactions and priorities affect followers and institutions.

5 Unless leaders’ priorities include support for others’ careers as well as their own, their legacy is
likely to be limited.

6 As one leadership development expert notes, “The ultimate test of a leader is not whether he or
she makes smart decisions... but whether he or she teaches others be91) leaders and build92) an
organization that can sustain its success even when he or she is not around.”

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Chapter 3 QN 31-34 PRACTICE 09

1 Particularly for very young children, those who are learning the language of instruction, or those
with language delays/disorders, it is important to make experiences concretely93).

2 Collaborative storytelling ― for instance, starting with a stuffed toy and initiating a story and then
passing to a child in succession with the words, “and then,” are94) a way building95) narrative skills in
children.

3 Teachers who work to build prior knowledge can do a better job of giving every child a chance
to participate and succeed.

4 During a summer reading support program for children, there was talk of going camping but all
the children has96) not had this experience.

5 The teacher used real objects while told97) a story about a camping trip, created a learning center
setting98) up like a campsite with a tent, “campfire,” and even real animals from a taxidermist; had
children to take99) a virtual camping trip online, and, as a culminating activity, parking100) her
camper on the school property so that children could go on a simulated camping trip.

6 Together, they built a “word wall” with the words and pictures the students gathered and later
used to talk and write about camping experiences.

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Chapter 3 QN 31-34 PRACTICE 10

1 Usually, when experts disagree, doubt is the most reasonable response.

2 You might have an opinion about what101) the Chinese stock market will rise next year.

3 You might have an opinion about the best explanation of the fall of Rome.

4 But unless you have some privileged information others lack, you should feel some doubt if
there’s no consensus among the world’s leading experts.

5 You should probably acknowledge, at least, what102) the evidence doesn’t decisively support your
preferred view over all others.

6 You might still prefer your view.

7 You might champion it, defend it, argue for it, see the counterarguments as flawed, think those
who disagree be103) failing to appreciate the overall balance of considerations.

8 But appropriate epistemic humility and recognition of your history of sometimes misplaced
confidence ought, probably, to inspire substantial uncertainty in moments of judicious assessment.

9 This is true, of course, when you are a novice, but it is also often true when you yourself are
among the experts.

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정답 43) yourself 87) to be
44) Let 88) create
1) will
45) guide 89) how
2) does
46) being 90) how
3) continue
47) that 91) to be
4) stimulating
48) that 92) builds
5) being
49) close enough 93) concrete
6) progressively
50) to know 94) is
7) interesting
51) meaningful 95) to build
8) symbolize
52) which 96) had
9) whose
53) it 97) telling
10) whatever
54) which 98) set
11) not to
55) have been 99) take
12) us down
56) didn’t need 100) parked
13) can
57) pursuing 101) whether
14) altering
58) exhausting 102) that
15) is
59) cared for 103) are
16) be
60) was passed
17) luxurious
61) are
18) yours
62) how
19) look
63) that
20) despite
64) how
21) that
65) Consider
22) happy
66) is
23) what
67) what
24) drilled
68) strongly
25) taking
69) that
26) had taken
70) is
27) using
71) to achieve
28) to guess
72) to solve
29) which
73) breaking
30) that
74) addressing
31) claiming
75) create
32) that
76) how
33) had been
77) to save
34) had
78) only
35) what
79) is involved
36) to estimate
80) that
37) temperature-compensated
81) are
38) to tell
82) those
39) why
83) interested
40) for
84) in establishing
41) to pay
85) that
42) Step
86) invites

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Chapter 3 QN 31-34 기출 예제 01

1 People have always needed to eat, and they always will1).

사람들은 항상 먹을 것이 필요했으며, 또 항상 그럴 것이다.

2 Rising emphasis on self-expression values does2) not put an end to material desires.
자기표현 가치에 관한 늘어나는 강조가 물질적 욕구를 끝내지는 않는다.

3 But prevailing economic orientations are gradually being reshaped.

하지만 우세한 경제적 방향성이 서서히 재형성되고 있다.

4 People who work in the knowledge sector continue3) to seek high salaries, but they place equal
or greater emphasis on doing stimulating4) work and being5) able to follow their own time
schedules.
지식 부문에서 일하는 사람들은 계속 높은 급료를 추구하지만, 그들은 (아주 흥미로워) 자극이 되는 일을 하는 것과 그들 자신
의 시간 계획을 따르는 것에 동등한 또는 더 큰 중점을 둔다.

5 Consumption is becoming progressively6) less determined by the need for sustenance and the
practical use of the goods consumed.
소비는 점진적으로 생존에 대한 필요와 소비되는 재화의 실용적 사용에 의해 덜 결정된다.

6 People still eat, but a growing component of food’s value is determined by its nonmaterial
aspects.
사람들은 여전히 먹지만, 음식 가치의 증가하는 구성 요소가 그것의 비물질적인 측면에 의해 결정된다.

7 People pay a premium to eat exotic cuisines that provide an interesting7) experience or that
symbolize8) a distinctive life-style.
사람들은 흥미로운 경험을 제공하거나 독특한 생활 방식을 상징하는 이국적인 요리를 먹고자 할증금을 낸다.

8 The publics of postindustrial societies place growing emphasis on “political consumerism,” such as
boycotting goods whose9) production violates ecological or ethical standards.
탈공업화 사회의 대중은 생산이 생태적 또는 윤리적 기준을 위반하는 상품의 구매를 거부하는 것과 같은 ‘정치적 소비주의’에
점점 더 많은 중점을 둔다.

9 Consumption is less and less a matter of sustenance and more and more a question of life-style
― and choice.
소비는 점점 덜 생존의 문제이며 점점 더 생활 방식, 그리고 선택의 문제이다.

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Chapter 3 QN 31-34 기출 예제 02

1 Epictetus wrote, “A man’s master is he who is able to confirm or remove whatever10) that man
seeks or shuns.”
Epictetus는 “사람의 주인은 그 사람이 추구하거나 피하는 것은 무엇이든지 확인하거나 제거할 수 있는 사람이다.”라고 썼다.

2 If you depend on no one except yourself to satisfy your desires, you will have no master other
than yourself and you will be free.
만일 여러분이 자신의 욕망을 만족시키기 위해 여러분 자신 외에 누구에게도 의존하지 않는다면, 여러분은 여러분 자신 외에
주인이 없을 것이고 여러분은 자유로울 것이다.

3 Stoic philosophy was about that ― taking charge of your life, learning to work on those things
that are within your power to accomplish or change and not to11) waste energy on things you
cannot.
스토아 철학은 여러분의 삶을 책임지고, 성취하거나 변화하기 위해 여러분의 힘 안에 있는 것들에 노력하는 것과 여러분이 할
수 없는 것들에 에너지를 낭비하지 않는 것을 배우는 것에 관한 것이었다.

4 In particular, the Stoics warned against reacting emotionally to what is outside your control.
특히, 스토아학파는 여러분의 통제 밖에 있는 것에 대해 감정적으로 반응하는 것에 대해 경고했다.

5 Often, Epictetus argued, it’s not our circumstances that get us down12) but rather the judgments
we make about them.
흔히, Epictetus는 우리를 낙담시키는 것은 우리의 상황이 아니라 오히려 그것들에 대해 우리가 내리는 판단이라고 주장했다.

6 Consider anger.
분노를 생각해 보라.

7 We don’t get angry at the rain if it spoils our picnic.

우리는 비가 우리의 소풍을 망친다 해도, 그것에 화가 나지 않는다.

8 That would be silly because we can’t do anything about the rain.

그것은 어리석은 짓인데, 우리가 비에 대해 아무것도 할 수 없기 때문이다.

9 But we often do get angry if someone mistreats us.

하지만 우리는 누군가가 우리를 나쁘게 대한다면 흔히 정말 화가 난다.

10 We usually can’t control or change that person any more than we can13) stop the rain, so that is
equally silly.
우리가 비를 멈출 수 없는 것처럼 우리는 대개 그 사람을 통제하거나 바꿀 수도 없으므로, 그것은 마찬가지로 어리석다.

11 More generally, it is just as pointless to tie our feelings of well-being to altering14) another
individual’s behavior as it is15) to tie them to the weather.
더 일반적으로, 우리의 안녕에 관한 감정을 다른 개인의 행동을 바꾸는 것에 연결하는 것은, 그것들을 날씨에 연결하는 것만큼
이나 무의미하다.

12 Epictetus wrote, “If it concerns anything not in our control, be16) prepared to say that it is
nothing to you.”
Epictetus는 “만약 그것이 우리의 통제 안에 있지 않은 것과 관련이 있다면, 그것은 당신에게 아무것도 아니라고 말할 준비를
하라.”고 썼다.

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Chapter 3 QN 31-34 PRACTICE 01

1 Imagine you’ve bought a nice piece of land and built a house.

멋진 땅을 사서 집을 지었다고 상상해 보라.

2 The house is magnificent, with at least three more bedrooms than you need.
그 집은 여러분이 필요한 것보다 침실이 적어도 3개 더 있는 멋진 집이다.

3 One year later, somebody else buys the neighboring plot and constructs a house so luxurious17) it
makes yours18) look19) like a garden shed.
1년 후, 다른 어떤 사람이 옆에 있는 땅을 사서 여러분의 집이 정원의 헛간처럼 보이게 할 정도로 아주 호화로운 집을 짓는다.

4 What happens?
무슨 일이 일어날까?

5 Your blood pressure rises and your life satisfaction drops ― even though you’re still living very
well.
여러분은 혈압이 오르고 삶의 만족도가 떨어지는데— 비록 여전히 아주 잘 살고 있다 하더라도 그렇다.

6 Money is relative.
돈은 상대적이다.

7 Not just in comparison to others, but in comparison to your past.

다른 사람과의 비교뿐만 아니라 자신의 과거와 비교해서도 그러하다.

8 If you earned ＄50,000 per year during the first half of your career and today you earn ＄75,000,
you’ll be happier than if you first earned ＄75,000 and now earn just ＄60,000.
경력 전반기에 연간 5만 달러를 벌었고 현재 7만 5천 달러를 벌고 있다면, 처음에 7만 5천 달러를 벌다가 지금은 6만 달러만
버는 경우보다 더 행복할 것이다.

9 This is despite20) the fact that21), averaging the figures, you come out better off overall in the
second scenario.
이는 수치의 평균을 내면 두 번째 시나리오에서 전반적으로 더 나은 결과를 얻을 수 있다는 사실에도 불구하고 그렇다.

10 Simply put, your level of wealth ― above the poverty line ― is primarily a matter of
interpretation.
간단히 말해, 재산 수준은, 빈곤선 이상인 경우, 주로 해석의 문제이다.

11 But this is good news; it means it’s up to you whether money makes you happy22) or not.
하지만 이것은 좋은 소식이다. 그것의 의미는 돈이 여러분을 행복하게 만들지의 여부가 여러분에게 달려 있다는 것이다.

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Chapter 3 QN 31-34 PRACTICE 02

1 All learning involves memory.

모든 학습은 기억을 수반한다.

2 But people are most likely to remember what23) they have used and maybe invented, not what
they have had drilled24) into their heads.
하지만 사람들은 머릿속에 주입된 것이 아니라 자신이 사용하거나 어쩌면 만들어 냈던 것을 기억할 가능성이 가장 크다.

3 Marshall and Albert began learning French in the sixth grade, but six weeks into the fall semester,
Albert’s parents moved to Paris, taking25) the young boy and his sister with them.
Marshall과 Albert는 6학년 때 프랑스어를 배우기 시작했지만, 가을 학기가 시작되고 6주 후 Albert의 부모님은 그 어린 소년과
그의 여동생을 데리고 파리로 이사했다.

4 By the time he graduated from high school, Marshall had taken26) six years of French, memorizing
vocabulary and usually acing the exams.
고등학교를 졸업했을 때, Marshall은 이미 6년 동안 프랑스어를 배웠으며 어휘를 암기하고 시험에서 대개 A를 받았다.

5 His parents drilled him, using27) all the sophisticated procedures of spaced repetition.
그의 부모님은 간격을 두고 반복하는 모든 정교한 절차를 사용하여 그를 훈련시켰다.

6 It doesn’t take much imagination or insight, however, to guess28) which one of the two boys read,
spoke, and wrote French with almost perfect fluency when they met for a reunion right before
going off to college, and which29) one struggled to keep up with the chatter.
그러나 대학 진학 직전에 동창회를 위해 만났을 때 두 소년 중 누가 프랑스어를 거의 완벽하게 유창하게 읽고, 말하고, 썼는지,
그리고 누가 수다를 따라잡기 위해 애썼는지 추측하는 데는 많은 상상력이나 통찰력이 필요하지 않다.

7 People learn deeply by doing in authentic situations.

사람들은 진짜 상황에서 학습함으로써 깊이 학습한다.

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Chapter 3 QN 31-34 PRACTICE 03

1 Hudson Hoagland, an American doctor, had shown in the 1930s that30) the ability to ‘count’ time
was temperature dependent.
미국의 의사 Hudson Hoagland는 1930년대에 시간을 ‘세는’ 능력이 체온 의존적임을 입증했었다.

2 His wife was ill and had a very high fever, somewhere around 39°C.
그의 아내는 몸이 아팠고 대략 39°C 정도의 아주 높은 열이 났다.

3 Hoagland needed to go to the drugstore for some medication for her.

Hoagland는 아내를 위해 약국에 가서 약을 사 와야 했다.

4 When he got home his wife was quite upset with him for taking so long, claiming31) that32) he
had been33) away for hours.
집에 돌아왔을 때 그의 아내는 그가 몇 시간 동안 자리를 비웠다고 주장하면서 그가 너무 오래 걸린 데 대해 상당히 화가 나
있었다.

5 In truth, his trip had34) only taken about 20 minutes.

사실 그가 갔다 온 시간은 20분 정도밖에 걸리지 않았다.

6 His wife’s misperception interested Hoagland.

아내의 오해는 Hoagland의 관심을 끌었다.

7 Without telling her what35) he was thinking, he asked her to estimate36) the duration of a minute
by counting to 60 at the rate of one number per second.
그는 아내에게 자신이 무슨 생각을 하고 있는지 말하지 않고 1초에 한 숫자씩 60까지 세면서 1분의 시간 길이를 추정해 달라
고 부탁했다.

8 It turned out that his wife’s estimate of a minute was only 30 seconds long.
아내가 추정한 1분은 30초에 불과했다는 것이 드러났다.

9 She did much better as her temperature fell.

체온이 떨어짐에 따라 그녀는 훨씬 더 잘 해냈다.

10 Her ability to time intervals obviously varied with temperature, so her interval timer worked in an
entirely different way to a temperature-compensated37) circadian clock.
그녀가 시간 간격을 측정하는 능력은 온도에 따라 분명히 달랐으며, 그래서 그녀의 시간 간격 타이머는 온도로 보정된 체내 시
계에 맞추어 완전히 다른 방식으로 작동했다.

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Chapter 3 QN 31-34 PRACTICE 04

1 When we ask people to tell38) us about the most meaningful recognition they’ve received, they
consistently say that it’s “personal.”
우리가 사람들에게 자신들이 받은 ‘가장 의미 있는 인정’에 관해 이야기해 달라고 부탁하면 그들은 한결같이 그것은 ‘개인적인’
것이라고 답한다.

2 They say that it feels special.

그들은 그것이 특별하게 느껴진다고 말한다.

3 That’s why39) it’s so important for40) you as a leader to pay41) attention to the likes and dislikes
of each and every individual in your group.
그래서 리더로서 여러분이 그룹 구성원 개개인이 좋아하는 것과 싫어하는 것에 주의를 기울이는 것이 매우 중요하다.

4 You get a lot more emotional bang for your buck when you make recognition and rewards
personally.
인정과 보상을 개인적이게 만들 때 훨씬 더 큰 감정적 효과를 얻는다.

5 Step42) into the shoes of other people and ask yourself43), “What do I wish someone would do to
celebrate and recognize my contribution?”
다른 사람의 입장이 되어 “나는 내가 한 기여를 축하하고 인정하기 위해 다른 사람이 무엇을 해 주기를 바라는가?”라고 자문해
보라.

6 Let44) your answer to this question guide45) your own thinking about how to acknowledge the
contributions of others, while also being46) sensitive to the fact that47) not everyone is just like you.
모든 사람이 여러분과 꼭 같지는 않다는 사실도 또한 세심하게 인식하는 한편, 이 질문에 대한 답이 다른 사람의 기여를 인정
하는 방법에 대한 여러분의 생각을 이끌도록 하라.

7 This means that48) you have to get close enough49) to others to know50) about what would make
recognition meaningful51) to them.
이것은 곧, 무엇이 인정을 다른 사람들에게 의미 있게 만드는지에 관해 알기 위해서는 그들과 충분히 가까워져야 한다는 뜻이
다.

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Chapter 3 QN 31-34 PRACTICE 05

1 Humans live way longer than similar species, and we persist long after our physical or reproductive
usefulness has peaked, which52) isn’t very ‘selective’ if you think about it53).
인간은 비슷한 종보다 훨씬 오래 살며, 신체적 또는 생식적 유용성이 정점에 이른 지 오랜 후에도 생존하는데, 생각해보면 그
것은 그다지 ‘자연 선택적’이지 않다.

2 There are many theories as to why we ended up so enduring, but one factor seems to play a big
part, which54) is the positive influence of grandparents, on the survival of young ones and the
community at large.
인류가 결국 그렇게 오래 살게 된 이유에 대해서는 여러 가지 이론이 있지만, 조부모의 긍정적인 영향이라는 한 요소가 어린
자녀와 공동체 전체의 생존에 큰 역할을 하는 것 같다.

3 Older members of a primitive human community may not have been55) very good at hunting or
the physical stuff, but they were still perfectly capable of looking after the babies and children, and
didn’t need56) to spend time pursuing57) mates or any of that other exhausting58) stuff.
원시 인류 공동체의 나이 든 구성원들은 사냥이나 육체적인 일에는 능숙하지 못했을지 몰라도 아기와 아이들을 돌보는 것을
여전히 완벽하게 할 수 있었고, 짝을 찾거나 그 밖의 소모적인 일에 시간을 쏟을 필요가 없었다.

4 The children were cared for59), learned wisdom was passed60) on directly, extra hands were
available for the day-to-day stuff...
아이들은 보살핌을 받았으며, 학습된 지혜는 직접 전수되었고, 일상적인 일에 여분의 일손이 이용될 수 있었으며…

5 The advantages of keeping your old folks around are61) many and varied, it seems.
노부모를 모시는 것의 장점은 다양하고 많은 것 같다.

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Chapter 3 QN 31-34 PRACTICE 06

1 Psychology researchers estimate how62) larger populations of people would respond by testing
smaller, representative samples of people.
심리학 연구자들은 사람들의 더 작고 대표적인 표본을 테스트함으로써 사람들의 더 큰 모집단이 어떻게 반응할지 추정한다.

2 It is intuitive that63) larger samples would produce more accurate estimates of how64) the entire
population would respond.
더 큰 표본이 전체 모집단이 어떻게 반응할지를 더 정확하게 추정할 것이라는 사실은 직관적이다.

3 Consider65), for example, a study of attitudes about wearing face masks among incoming first-year
students at your college or university.
예를 들어 대학이나 대학교에 입학하는 1학년 학생들 사이에서 안면 마스크를 착용하는 것에 대한 태도에 관한 연구를 생각해
보라.

4 A study that includes half of all incoming students is66) likely to provide a far better
approximation of what67) the entire population feels than a study that includes only 10 incoming
students.
단 10명의 입학생을 포함하는 연구보다, 모든 입학생의 절반을 포함한 연구가 훨씬 더 나은 근사치를 제공할 가능성이 있다.

5 The issue is how strongly68) random chance influences the smaller sample.
문제는 무작위 확률이 더 작은 표본에 얼마나 강하게 영향을 미치는가 하는 것이다.

6 What if 8 out of the 10 students in the smaller sample happened to come from the same town?
만약 작은 표본의 10명 중 8명이 같은 마을에서 왔다면 어떻게 될까?

7 Or if 9 of them identified as women?

또는 그들 중 9명이 여성으로 확인된다면 어떨까?

8 A larger sample is less prone to be skewed toward one particular town, gender, or any other
factor that might distort the results.
더 큰 표본은 하나의 특정한 마을, 성별 또는 결과를 왜곡할 수도 있는 다른 요인으로 편향되는 경향이 더 적다.

9 Scientists might assume that69) a small sample is sufficient, when a larger one is70) actually
required to achieve71) an accurate estimation of the population effects.
모집단의 효과에 대한 정확한 추정을 얻기 위해 더 큰 표본이 실제로 요구되는데도, 과학자들은 작은 표본이 충분하다고 가정
할 수도 있을 것이다.

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1 Linear solutions are often limited in their effectiveness when trying to solve72) problems that
involve multiple layers of cycles and paradox.
여러 층의 순환과 역설을 포함하는 문제를 해결하고자 할 때, 선형적인 해결책은 그 효과가 흔히 제한적이다.

2 In fact, they often make the presenting problems worse.

사실, 그것들은 표출되는 문제를 더 악화시킨다.

3 Linear solutions involve breaking73) the problem into component parts and then addressing74) the
symptoms of each component with a separate solution or set of solutions.
선형적인 해결책은 문제를 구성 요소로 나누고, 각 구성 요소의 증상을 개별적인 해결책이나 해결책의 모음으로 다루는 것을
포함한다.

4 Each solution, like any other aspect of nature, will have pros and cons.
다른 자연의 모든 측면과 마찬가지로, 각 해결책에는 장단점이 있을 것이다.

5 Everything in life has an upside and a downside.

삶의 모든 것에는 긍정적인 면과 부정적인 면이 있다.

6 Side effects are a downside of medications, for example.

예를 들어, 약물의 부작용은 약물 치료의 부정적인 면이다.

7 A single problem might be divided into several subproblems, each with its own attempted
solutions that have their own downsides.
하나의 문제는 여러 하위 문제로 나누어질 수도 있는데, 각각의 하위 문제는 그 자체의 부정적인 측면이 있는 그 자체의 시도
된 해결책을 가진다.

8 As a result, the solutions to a single problem create75) new problems.

그 결과, 하나의 문제에 대한 해결책들이 새로운 문제들을 만든다.

9 One obvious example of that might be how76) we have used technology to try to save77) time
only78) to find we have to work more to be able to buy the latest gadgets and learn more so we
can know how to use them.
그것의 한 가지 명백한 예는, 시간을 절약하기 위해 기술을 사용해 왔으나 결국 최신 기기를 구매할 수 있도록 일을 더 많이
해야 하고 그것을 사용하는 방법을 알 수 있도록 더 많은 것을 배워야 한다는 것을 알게 되는 것일 수도 있다.

10 Another example might be the bureaucracy that is involved79) in getting service from a
government department.
또 다른 예는 정부 부서에서 서비스를 받기 위해 겪는 번잡한 사무 절차일 수도 있을 것이다.

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1 One paradox of power is that80) leaders who are most effective in building a positive legacy that
outlasts them are81) those82) least interested83) in exercising power for its own sake, or in
establishing84) their own place in history.
권력의 역설 중 하나는 자신보다 더 오래가는 긍정적인 유산을 남기는 데 가장 유능한 리더들은 그(권력) 자체를 위해서 권력
을 행사하거나 역사에 자신의 자리를 확고히 하는 데 전혀 관심이 없는 사람들이라는 것이다.

2 J. Patrick Dobel cautions leaders that85) “insisting on credit for your achievements invites86)
disappointment and distortion of personal energy and aspirations.”
J. Patrick Dobel은 리더들에게 ‘자신의 성취에 대한 공로를 주장하는 것은 실망과 개인의 에너지 및 포부의 왜곡을 자초한다’고
경고한다.

3 He also advises aspiring leaders to be87) proactive “sooner rather than later; a person’s legacy
unfolds every day,” and priorities and relationships formed early in a career create88) the foundations
for later achievements.
그는 또한 포부가 있는 리더들에게 ‘차라리 일찌감치’ 상황을 앞서서 주도하도록 조언하는데, ‘사람의 유산은 매일 드러나며,’
경력 초기에 형성된 우선순위와 관계가 나중 성취의 토대를 만든다.

4 People cannot control how89) history will judge them, but they can be conscious of how90) their
daily interactions and priorities affect followers and institutions.
사람은 역사가 자신을 어떻게 평가할지를 통제할 수 없으나 자신의 일상적인 소통과 우선순위가 추종자와 기관에 어떻게 영향
을 미치는지는 알 수 있다.

5 Unless leaders’ priorities include support for others’ careers as well as their own, their legacy is
likely to be limited.
리더들의 우선순위가 자기 자신의 것뿐만 아니라 다른 사람들의 경력을 지원하는 것을 포함하지 않으면, 그들의 유산은 제한될
가능성이 있다.

6 As one leadership development expert notes, “The ultimate test of a leader is not whether he or
she makes smart decisions... but whether he or she teaches others to be91) leaders and builds92) an
organization that can sustain its success even when he or she is not around.”
한 리더십 개발 전문가가 언급하듯이, “리더에 대한 최종 시험은 그가 현명한 결정을 내리는지 여부가 아니라, 그가 다른 사람
들을 리더가 되도록 가르치고 심지어 그가 없는 상황에서도 성공을 지속할 수 있는 조직을 구축하는지의 여부이다.”

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1 Particularly for very young children, those who are learning the language of instruction, or those
with language delays/disorders, it is important to make experiences concrete93).
특히 매우 어린 아이들, 교수 언어를 배우고 있는 아이들, 또는 언어 지연/장애가 있는 아이들에게는 경험을 구체적으로 만드
는 것이 중요하다.

2 Collaborative storytelling ― for instance, starting with a stuffed toy and initiating a story and then
passing to a child in succession with the words, “and then,” is94) a way to build95) narrative skills in
children.
예를 들어, 봉제 인형으로 시작하여 이야기에 착수하며, 그런 다음 ‘그러고 나서’라는 말과 함께 잇달아 한 아이에게 (말을) 넘
기는 협력적인 이야기 만들기는 아이들의 이야기 기술을 키워 주는 방법이다.

3 Teachers who work to build prior knowledge can do a better job of giving every child a chance
to participate and succeed.
사전 지식을 쌓아 주는 데 노력하는 교사들은 모든 아이에게 참여하고 성공할 기회를 주는 것을 더 잘할 수 있다.

4 During a summer reading support program for children, there was talk of going camping but all
the children had96) not had this experience.
아이들을 위한 여름 독서 지원 프로그램 동안 캠핑 가는 것에 대한 이야기가 나왔지만, 모든 아이들이 이 경험을 한 것은 아니
었다.

5 The teacher used real objects while telling97) a story about a camping trip, created a learning
center set98) up like a campsite with a tent, “campfire,” and even real animals from a taxidermist;
had children take99) a virtual camping trip online, and, as a culminating activity, parked100) her
camper on the school property so that children could go on a simulated camping trip.
그 교사는 캠핑 여행에 대한 이야기를 하면서 실제 물건을 사용했고, 텐트, ‘캠프파이어’, 심지어 박제사로부터 구한 진짜 동물
들이 있는 캠핑장처럼 꾸며진 학습 센터를 만들었고, 아이들에게 온라인으로 가상 캠핑 여행을 하게 했고, 마무리 활동으로 아
이들이 모의 캠핑 여행을 갈 수 있도록 학교 부지에 자신의 캠핑카를 주차했다.

6 Together, they built a “word wall” with the words and pictures the students gathered and later
used to talk and write about camping experiences.
함께 그들은 학생들이 모으고 나중에 캠핑 경험에 대해 말하고 쓰는 데 사용한 단어와 그림을 가지고 ‘단어 벽’을 만들었다.

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 빈칸
Chapter 3 QN 31-34 PRACTICE 10

1 Usually, when experts disagree, doubt is the most reasonable response.

보통 전문가들의 의견이 일치하지 않을 때는 의심이 가장 합리적인 대응이다.

2 You might have an opinion about whether101) the Chinese stock market will rise next year.
여러분은 내년에 중국 주식 시장이 상승할 것인지에 대한 의견을 가질 수도 있을 것이다.

3 You might have an opinion about the best explanation of the fall of Rome.
로마의 몰락에 대한 최선의 설명에 대한 의견을 가질 수도 있을 것이다.

4 But unless you have some privileged information others lack, you should feel some doubt if
there’s no consensus among the world’s leading experts.
그러나 여러분이 다른 사람들에게 없고 소수에게 독점된 어떤 정보를 가지지 않은 한, 세계 최고의 전문가들 사이에 합의가 없
다면 약간의 의구심을 느낄 것이다.

5 You should probably acknowledge, at least, that102) the evidence doesn’t decisively support your
preferred view over all others.
아마 적어도 증거가 다른 모든 견해보다 여러분이 선호하는 견해를 결정적으로 뒷받침하지 못한다는 점을 인정해야 할 것이다.

6 You might still prefer your view.

여러분은 여전히 자신의 견해를 선호할 수도 있다.

7 You might champion it, defend it, argue for it, see the counterarguments as flawed, think those
who disagree are103) failing to appreciate the overall balance of considerations.
그것을 위해 싸우고, 그것을 옹호하고, 그것에 찬성 주장을 하고, 반론에 결함이 있다고 보고, 동의하지 않는 사람들이 고려 사
항의 전체적인 균형을 인식하지 못하고 있다고 생각할 수도 있다.

8 But appropriate epistemic humility and recognition of your history of sometimes misplaced
confidence ought, probably, to inspire substantial uncertainty in moments of judicious assessment.
그러나 적절한 인식론적 겸손과 때때로 잘못된 확신을 가졌던 자신의 역사를 인정하는 것은 아마도 신중한 평가의 순간에 상
당한 불확실성을 불러일으킬 것이다.

9 This is true, of course, when you are a novice, but it is also often true when you yourself are
among the experts.
이것은 물론 여러분이 초심자일 때도 해당되지만, 자신이 전문가에 속할 때도 해당되는 경우가 많다.

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 빈칸
정답 43) yourself 87) to be
44) Let 88) create
1) will
45) guide 89) how
2) does
46) being 90) how
3) continue
47) that 91) to be
4) stimulating
48) that 92) builds
5) being
49) close enough 93) concrete
6) progressively
50) to know 94) is
7) interesting
51) meaningful 95) to build
8) symbolize
52) which 96) had
9) whose
53) it 97) telling
10) whatever
54) which 98) set
11) not to
55) have been 99) take
12) us down
56) didn’t need 100) parked
13) can
57) pursuing 101) whether
14) altering
58) exhausting 102) that
15) is
59) cared for 103) are
16) be
60) was passed
17) luxurious
61) are
18) yours
62) how
19) look
63) that
20) despite
64) how
21) that
65) Consider
22) happy
66) is
23) what
67) what
24) drilled
68) strongly
25) taking
69) that
26) had taken
70) is
27) using
71) to achieve
28) to guess
72) to solve
29) which
73) breaking
30) that
74) addressing
31) claiming
75) create
32) that
76) how
33) had been
77) to save
34) had
78) only
35) what
79) is involved
36) to estimate
80) that
37) temperature-compensated
81) are
38) to tell
82) those
39) why
83) interested
40) for
84) in establishing
41) to pay
85) that
42) Step
86) invites

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올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 빈칸
Chapter 3 QN 31-34 기출 예제 01

1 People have always needed to eat, and they always will1).

2 Rising emphasis on self-expression values does2) not put an end to material desires.

3 But prevailing economic orientations are gradually being reshaped.

4 People who work in the knowledge sector continue3) to seek high salaries, but they place equal
or greater emphasis on doing stimulating4) work and being5) able to follow their own time
schedules.

5 Consumption is becoming progressively6) less determined by the need for sustenance and the
practical use of the goods consumed.

6 People still eat, but a growing component of food’s value is determined by its nonmaterial
aspects.

7 People pay a premium to eat exotic cuisines that provide an interesting7) experience or that
symbolize8) a distinctive life-style.

8 The publics of postindustrial societies place growing emphasis on “political consumerism,” such as
boycotting goods whose9) production violates ecological or ethical standards.

9 Consumption is less and less a matter of sustenance and more and more a question of life-style
― and choice.

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 빈칸
Chapter 3 QN 31-34 기출 예제 02

1 Epictetus wrote, “A man’s master is he who is able to confirm or remove whatever10) that man
seeks or shuns.”

2 If you depend on no one except yourself to satisfy your desires, you will have no master other
than yourself and you will be free.

3 Stoic philosophy was about that ― taking charge of your life, learning to work on those things
that are within your power to accomplish or change and not to11) waste energy on things you
cannot.

4 In particular, the Stoics warned against reacting emotionally to what is outside your control.

5 Often, Epictetus argued, it’s not our circumstances that get us down12) but rather the judgments
we make about them.

6 Consider anger.

7 We don’t get angry at the rain if it spoils our picnic.

8 That would be silly because we can’t do anything about the rain.

9 But we often do get angry if someone mistreats us.

10 We usually can’t control or change that person any more than we can13) stop the rain, so that is
equally silly.

11 More generally, it is just as pointless to tie our feelings of well-being to altering14) another
individual’s behavior as it is15) to tie them to the weather.

12 Epictetus wrote, “If it concerns anything not in our control, be16) prepared to say that it is
nothing to you.”

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 빈칸
Chapter 3 QN 31-34 PRACTICE 01

1 Imagine you’ve bought a nice piece of land and built a house.

2 The house is magnificent, with at least three more bedrooms than you need.

3 One year later, somebody else buys the neighboring plot and constructs a house so luxurious17) it
makes yours18) look19) like a garden shed.

4 What happens?

5 Your blood pressure rises and your life satisfaction drops ― even though you’re still living very
well.

6 Money is relative.

7 Not just in comparison to others, but in comparison to your past.

8 If you earned ＄50,000 per year during the first half of your career and today you earn ＄75,000,
you’ll be happier than if you first earned ＄75,000 and now earn just ＄60,000.

9 This is despite20) the fact that21), averaging the figures, you come out better off overall in the
second scenario.

10 Simply put, your level of wealth ― above the poverty line ― is primarily a matter of
interpretation.

11 But this is good news; it means it’s up to you whether money makes you happy22) or not.

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 빈칸
Chapter 3 QN 31-34 PRACTICE 02

1 All learning involves memory.

2 But people are most likely to remember what23) they have used and maybe invented, not what
they have had drilled24) into their heads.

3 Marshall and Albert began learning French in the sixth grade, but six weeks into the fall semester,
Albert’s parents moved to Paris, taking25) the young boy and his sister with them.

4 By the time he graduated from high school, Marshall had taken26) six years of French, memorizing
vocabulary and usually acing the exams.

5 His parents drilled him, using27) all the sophisticated procedures of spaced repetition.

6 It doesn’t take much imagination or insight, however, to guess28) which one of the two boys read,
spoke, and wrote French with almost perfect fluency when they met for a reunion right before
going off to college, and which29) one struggled to keep up with the chatter.

7 People learn deeply by doing in authentic situations.

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올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 빈칸
Chapter 3 QN 31-34 PRACTICE 03

1 Hudson Hoagland, an American doctor, had shown in the 1930s that30) the ability to ‘count’ time
was temperature dependent.

2 His wife was ill and had a very high fever, somewhere around 39°C.

3 Hoagland needed to go to the drugstore for some medication for her.

4 When he got home his wife was quite upset with him for taking so long, claiming31) that32) he
had been33) away for hours.

5 In truth, his trip had34) only taken about 20 minutes.

6 His wife’s misperception interested Hoagland.

7 Without telling her what35) he was thinking, he asked her to estimate36) the duration of a minute
by counting to 60 at the rate of one number per second.

8 It turned out that his wife’s estimate of a minute was only 30 seconds long.

9 She did much better as her temperature fell.

10 Her ability to time intervals obviously varied with temperature, so her interval timer worked in an
entirely different way to a temperature-compensated37) circadian clock.

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 빈칸
Chapter 3 QN 31-34 PRACTICE 04

1 When we ask people to tell38) us about the most meaningful recognition they’ve received, they
consistently say that it’s “personal.”

2 They say that it feels special.

3 That’s why39) it’s so important for40) you as a leader to pay41) attention to the likes and dislikes
of each and every individual in your group.

4 You get a lot more emotional bang for your buck when you make recognition and rewards
personally.

5 Step42) into the shoes of other people and ask yourself43), “What do I wish someone would do to
celebrate and recognize my contribution?”

6 Let44) your answer to this question guide45) your own thinking about how to acknowledge the
contributions of others, while also being46) sensitive to the fact that47) not everyone is just like you.

7 This means that48) you have to get close enough49) to others to know50) about what would make
recognition meaningful51) to them.

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올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 빈칸
Chapter 3 QN 31-34 PRACTICE 05

1 Humans live way longer than similar species, and we persist long after our physical or reproductive
usefulness has peaked, which52) isn’t very ‘selective’ if you think about it53).

2 There are many theories as to why we ended up so enduring, but one factor seems to play a big
part, which54) is the positive influence of grandparents, on the survival of young ones and the
community at large.

3 Older members of a primitive human community may not have been55) very good at hunting or
the physical stuff, but they were still perfectly capable of looking after the babies and children, and
didn’t need56) to spend time pursuing57) mates or any of that other exhausting58) stuff.

4 The children were cared for59), learned wisdom was passed60) on directly, extra hands were
available for the day-to-day stuff...

5 The advantages of keeping your old folks around are61) many and varied, it seems.

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올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 빈칸
Chapter 3 QN 31-34 PRACTICE 06

1 Psychology researchers estimate how62) larger populations of people would respond by testing
smaller, representative samples of people.

2 It is intuitive that63) larger samples would produce more accurate estimates of how64) the entire
population would respond.

3 Consider65), for example, a study of attitudes about wearing face masks among incoming first-year
students at your college or university.

4 A study that includes half of all incoming students is66) likely to provide a far better
approximation of what67) the entire population feels than a study that includes only 10 incoming
students.

5 The issue is how strongly68) random chance influences the smaller sample.

6 What if 8 out of the 10 students in the smaller sample happened to come from the same town?

7 Or if 9 of them identified as women?

8 A larger sample is less prone to be skewed toward one particular town, gender, or any other
factor that might distort the results.

9 Scientists might assume that69) a small sample is sufficient, when a larger one is70) actually
required to achieve71) an accurate estimation of the population effects.

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올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 빈칸
Chapter 3 QN 31-34 PRACTICE 07

1 Linear solutions are often limited in their effectiveness when trying to solve72) problems that
involve multiple layers of cycles and paradox.

2 In fact, they often make the presenting problems worse.

3 Linear solutions involve breaking73) the problem into component parts and then addressing74) the
symptoms of each component with a separate solution or set of solutions.

4 Each solution, like any other aspect of nature, will have pros and cons.

5 Everything in life has an upside and a downside.

6 Side effects are a downside of medications, for example.

7 A single problem might be divided into several subproblems, each with its own attempted
solutions that have their own downsides.

8 As a result, the solutions to a single problem create75) new problems.

9 One obvious example of that might be how76) we have used technology to try to save77) time
only78) to find we have to work more to be able to buy the latest gadgets and learn more so we
can know how to use them.

10 Another example might be the bureaucracy that is involved79) in getting service from a
government department.

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올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 빈칸
Chapter 3 QN 31-34 PRACTICE 08

1 One paradox of power is that80) leaders who are most effective in building a positive legacy that
outlasts them are81) those82) least interested83) in exercising power for its own sake, or in
establishing84) their own place in history.

2 J. Patrick Dobel cautions leaders that85) “insisting on credit for your achievements invites86)
disappointment and distortion of personal energy and aspirations.”

3 He also advises aspiring leaders to be87) proactive “sooner rather than later; a person’s legacy
unfolds every day,” and priorities and relationships formed early in a career create88) the foundations
for later achievements.

4 People cannot control how89) history will judge them, but they can be conscious of how90) their
daily interactions and priorities affect followers and institutions.

5 Unless leaders’ priorities include support for others’ careers as well as their own, their legacy is
likely to be limited.

6 As one leadership development expert notes, “The ultimate test of a leader is not whether he or
she makes smart decisions... but whether he or she teaches others to be91) leaders and builds92) an
organization that can sustain its success even when he or she is not around.”

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 빈칸
Chapter 3 QN 31-34 PRACTICE 09

1 Particularly for very young children, those who are learning the language of instruction, or those
with language delays/disorders, it is important to make experiences concrete93).

2 Collaborative storytelling ― for instance, starting with a stuffed toy and initiating a story and then
passing to a child in succession with the words, “and then,” is94) a way to build95) narrative skills in
children.

3 Teachers who work to build prior knowledge can do a better job of giving every child a chance
to participate and succeed.

4 During a summer reading support program for children, there was talk of going camping but all
the children had96) not had this experience.

5 The teacher used real objects while telling97) a story about a camping trip, created a learning
center set98) up like a campsite with a tent, “campfire,” and even real animals from a taxidermist;
had children take99) a virtual camping trip online, and, as a culminating activity, parked100) her
camper on the school property so that children could go on a simulated camping trip.

6 Together, they built a “word wall” with the words and pictures the students gathered and later
used to talk and write about camping experiences.

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 빈칸
Chapter 3 QN 31-34 PRACTICE 10

1 Usually, when experts disagree, doubt is the most reasonable response.

2 You might have an opinion about whether101) the Chinese stock market will rise next year.

3 You might have an opinion about the best explanation of the fall of Rome.

4 But unless you have some privileged information others lack, you should feel some doubt if
there’s no consensus among the world’s leading experts.

5 You should probably acknowledge, at least, that102) the evidence doesn’t decisively support your
preferred view over all others.

6 You might still prefer your view.

7 You might champion it, defend it, argue for it, see the counterarguments as flawed, think those
who disagree are103) failing to appreciate the overall balance of considerations.

8 But appropriate epistemic humility and recognition of your history of sometimes misplaced
confidence ought, probably, to inspire substantial uncertainty in moments of judicious assessment.

9 This is true, of course, when you are a novice, but it is also often true when you yourself are
among the experts.

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 빈칸
정답 43) yourself 87) to be
44) Let 88) create
1) will
45) guide 89) how
2) does
46) being 90) how
3) continue
47) that 91) to be
4) stimulating
48) that 92) builds
5) being
49) close enough 93) concrete
6) progressively
50) to know 94) is
7) interesting
51) meaningful 95) to build
8) symbolize
52) which 96) had
9) whose
53) it 97) telling
10) whatever
54) which 98) set
11) not to
55) have been 99) take
12) us down
56) didn’t need 100) parked
13) can
57) pursuing 101) whether
14) altering
58) exhausting 102) that
15) is
59) cared for 103) are
16) be
60) was passed
17) luxurious
61) are
18) yours
62) how
19) look
63) that
20) despite
64) how
21) that
65) Consider
22) happy
66) is
23) what
67) what
24) drilled
68) strongly
25) taking
69) that
26) had taken
70) is
27) using
71) to achieve
28) to guess
72) to solve
29) which
73) breaking
30) that
74) addressing
31) claiming
75) create
32) that
76) how
33) had been
77) to save
34) had
78) only
35) what
79) is involved
36) to estimate
80) that
37) temperature-compensated
81) are
38) to tell
82) those
39) why
83) interested
40) for
84) in establishing
41) to pay
85) that
42) Step
86) invites

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올림포스 9대 변별유형 Chapter 03 QN 31-34 중요 어휘 빈칸
Chapter 3 QN 31-34 기출 예제 01

1 People have always needed to eat, and they always will.

사람들은 항상 먹을 것이 필요했으며, 또 항상 그럴 것이다.

2 Rising1) emphasis on self-expression2) values does not put an end to material3) desires.
자기표현 가치에 관한 늘어나는 강조가 물질적 욕구를 끝내지는 않는다.

3 But연4) prevailing economic orientations are gradually being reshaped5).

하지만 우세한 경제적 방향성이 서서히 재형성되고 있다.

4 People who work in the knowledge sector continue to seek high salaries, but they place equal or
greater emphasis on doing stimulating6) work and being able to follow their own time schedules.
지식 부문에서 일하는 사람들은 계속 높은 급료를 추구하지만, 그들은 (아주 흥미로워) 자극이 되는 일을 하는 것과 그들 자신
의 시간 계획을 따르는 것에 동등한 또는 더 큰 중점을 둔다.

5 Consumption is becoming progressively less7) determined by the need for sustenance8) and the
practical9) use of the goods consumed.
소비는 점진적으로 생존에 대한 필요와 소비되는 재화의 실용적 사용에 의해 덜 결정된다.

6 People still eat, but a growing component of food’s value is determined by its nonmaterial10)
aspects.
사람들은 여전히 먹지만, 음식 가치의 증가하는 구성 요소가 그것의 비물질적인 측면에 의해 결정된다.

7 People pay a premium11) to eat exotic cuisines that provide an interesting12) experience or that
symbolize a distinctive life-style.
사람들은 흥미로운 경험을 제공하거나 독특한 생활 방식을 상징하는 이국적인 요리를 먹고자 할증금을 낸다.

8 The publics of postindustrial societies place growing emphasis on “political13) consumerism,” such
as boycotting goods whose production violates ecological or ethical standards.
탈공업화 사회의 대중은 생산이 생태적 또는 윤리적 기준을 위반하는 상품의 구매를 거부하는 것과 같은 ‘정치적 소비주의’에
점점 더 많은 중점을 둔다.

9 Consumption is less and less a matter of sustenance and more and more a question of life-style
― and choice14).
소비는 점점 덜 생존의 문제이며 점점 더 생활 방식, 그리고 선택의 문제이다.

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Chapter 3 QN 31-34 기출 예제 02

1 Epictetus wrote, “A man’s master is he who is able to confirm or remove whatever that man seeks
or shuns.”
Epictetus는 “사람의 주인은 그 사람이 추구하거나 피하는 것은 무엇이든지 확인하거나 제거할 수 있는 사람이다.”라고 썼다.

2 If you depend on no one except yourself to satisfy15) your desires, you will have no master other
than yourself and you will be free16).
만일 여러분이 자신의 욕망을 만족시키기 위해 여러분 자신 외에 누구에게도 의존하지 않는다면, 여러분은 여러분 자신 외에
주인이 없을 것이고 여러분은 자유로울 것이다.

3 Stoic philosophy was about that ― taking charge of your life, learning to work on those things
that are within17) your power to accomplish or change and not to waste18) energy on things you
cannot.
스토아 철학은 여러분의 삶을 책임지고, 성취하거나 변화하기 위해 여러분의 힘 안에 있는 것들에 노력하는 것과 여러분이 할
수 없는 것들에 에너지를 낭비하지 않는 것을 배우는 것에 관한 것이었다.

4 In particular, the Stoics warned against reacting emotionally19) to what is outside20) your control.
특히, 스토아학파는 여러분의 통제 밖에 있는 것에 대해 감정적으로 반응하는 것에 대해 경고했다.

5 Often, Epictetus argued, it’s not our circumstances that get us down but rather the judgments21)
we make about them.
흔히, Epictetus는 우리를 낙담시키는 것은 우리의 상황이 아니라 오히려 그것들에 대해 우리가 내리는 판단이라고 주장했다.

6 Consider anger.
분노를 생각해 보라.

7 We don’t get angry at the rain if it spoils our picnic.

우리는 비가 우리의 소풍을 망친다 해도, 그것에 화가 나지 않는다.

8 That would be silly because we can’t do anything about the rain.

그것은 어리석은 짓인데, 우리가 비에 대해 아무것도 할 수 없기 때문이다.

9 But연22) we often do get angry if someone mistreats us.

하지만 우리는 누군가가 우리를 나쁘게 대한다면 흔히 정말 화가 난다.

10 We usually can’t control or change that person any more than we can stop23) the rain, so that is
equally silly24).
우리가 비를 멈출 수 없는 것처럼 우리는 대개 그 사람을 통제하거나 바꿀 수도 없으므로, 그것은 마찬가지로 어리석다.

11 More generally, it is just as pointless25) to tie our feelings of well-being to altering26) another
individual’s behavior as it is to tie them to the weather.
더 일반적으로, 우리의 안녕에 관한 감정을 다른 개인의 행동을 바꾸는 것에 연결하는 것은, 그것들을 날씨에 연결하는 것만큼
이나 무의미하다.

12 Epictetus wrote, “If it concerns anything not in our control, be prepared to say that it is nothing27)
to you.”
Epictetus는 “만약 그것이 우리의 통제 안에 있지 않은 것과 관련이 있다면, 그것은 당신에게 아무것도 아니라고 말할 준비를
하라.”고 썼다.

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Chapter 3 QN 31-34 PRACTICE 01

1 Imagine you’ve bought a nice piece of land and built a house.

멋진 땅을 사서 집을 지었다고 상상해 보라.

2 The house is magnificent, with at least three more bedrooms than you need.
그 집은 여러분이 필요한 것보다 침실이 적어도 3개 더 있는 멋진 집이다.

3 One year later, somebody else buys the neighboring plot and constructs a house so luxurious it
makes yours look like a garden shed.
1년 후, 다른 어떤 사람이 옆에 있는 땅을 사서 여러분의 집이 정원의 헛간처럼 보이게 할 정도로 아주 호화로운 집을 짓는다.

4 What happens?
무슨 일이 일어날까?

5 Your blood pressure rises and your life satisfaction drops28) ― even though you’re still living very
well.
여러분은 혈압이 오르고 삶의 만족도가 떨어지는데— 비록 여전히 아주 잘 살고 있다 하더라도 그렇다.

6 Money is relative29).
돈은 상대적이다.

7 Not just in comparison to others, but in comparison to your past30).

다른 사람과의 비교뿐만 아니라 자신의 과거와 비교해서도 그러하다.

8 If you earned ＄50,000 per year during the first half of your career and today you earn ＄75,000,
you’ll be happier31) than if you first earned ＄75,000 and now earn just ＄60,000.
경력 전반기에 연간 5만 달러를 벌었고 현재 7만 5천 달러를 벌고 있다면, 처음에 7만 5천 달러를 벌다가 지금은 6만 달러만
버는 경우보다 더 행복할 것이다.

9 This is despite the fact that, averaging the figures, you come out better off overall in the second
scenario.
이는 수치의 평균을 내면 두 번째 시나리오에서 전반적으로 더 나은 결과를 얻을 수 있다는 사실에도 불구하고 그렇다.

10 Simply put연32), your level of wealth ― above the poverty line ― is primarily a matter of
interpretation33).
간단히 말해, 재산 수준은, 빈곤선 이상인 경우, 주로 해석의 문제이다.

11 But연34) this is good news; it means it’s up to you whether money makes you happy35) or not.
하지만 이것은 좋은 소식이다. 그것의 의미는 돈이 여러분을 행복하게 만들지의 여부가 여러분에게 달려 있다는 것이다.

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Chapter 3 QN 31-34 PRACTICE 02

1 All learning involves36) memory.

모든 학습은 기억을 수반한다.

2 But연37) people are most likely to remember38) what they have used and maybe invented, not
what they have had drilled39) into their heads.
하지만 사람들은 머릿속에 주입된 것이 아니라 자신이 사용하거나 어쩌면 만들어 냈던 것을 기억할 가능성이 가장 크다.

3 Marshall and Albert began learning French in the sixth grade, but six weeks into the fall semester,
Albert’s parents moved to Paris, taking the young boy and his sister with them.
Marshall과 Albert는 6학년 때 프랑스어를 배우기 시작했지만, 가을 학기가 시작되고 6주 후 Albert의 부모님은 그 어린 소년과
그의 여동생을 데리고 파리로 이사했다.

4 By the time he graduated from high school, Marshall had taken six years of French, memorizing
vocabulary and usually acing the exams.
고등학교를 졸업했을 때, Marshall은 이미 6년 동안 프랑스어를 배웠으며 어휘를 암기하고 시험에서 대개 A를 받았다.

5 His parents drilled him, using all the sophisticated procedures of spaced repetition.
그의 부모님은 간격을 두고 반복하는 모든 정교한 절차를 사용하여 그를 훈련시켰다.

6 It doesn’t take much imagination or insight, however연40), to guess which one of the two boys
read, spoke, and wrote French with almost perfect fluency when they met for a reunion right before
going off to college, and which one struggled to keep up with the chatter.
그러나 대학 진학 직전에 동창회를 위해 만났을 때 두 소년 중 누가 프랑스어를 거의 완벽하게 유창하게 읽고, 말하고, 썼는지,
그리고 누가 수다를 따라잡기 위해 애썼는지 추측하는 데는 많은 상상력이나 통찰력이 필요하지 않다.

7 People learn deeply by doing in authentic41) situations.

사람들은 진짜 상황에서 학습함으로써 깊이 학습한다.

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Chapter 3 QN 31-34 PRACTICE 03

1 Hudson Hoagland, an American doctor, had shown in the 1930s that the ability to ‘count’ time
was temperature dependent42).
미국의 의사 Hudson Hoagland는 1930년대에 시간을 ‘세는’ 능력이 체온 의존적임을 입증했었다.

2 His wife was ill and had a very high fever, somewhere around 39°C.
그의 아내는 몸이 아팠고 대략 39°C 정도의 아주 높은 열이 났다.

3 Hoagland needed to go to the drugstore for some medication for her.

Hoagland는 아내를 위해 약국에 가서 약을 사 와야 했다.

4 When he got home his wife was quite upset with him for taking so long, claiming that he had
been away for hours.
집에 돌아왔을 때 그의 아내는 그가 몇 시간 동안 자리를 비웠다고 주장하면서 그가 너무 오래 걸린 데 대해 상당히 화가 나
있었다.

5 In truth연43), his trip had only taken about 20 minutes.

사실 그가 갔다 온 시간은 20분 정도밖에 걸리지 않았다.

6 His wife’s misperception44) interested Hoagland.

아내의 오해는 Hoagland의 관심을 끌었다.

7 Without telling her what he was thinking, he asked her to estimate the duration of a minute by
counting to 60 at the rate of one number per second.
그는 아내에게 자신이 무슨 생각을 하고 있는지 말하지 않고 1초에 한 숫자씩 60까지 세면서 1분의 시간 길이를 추정해 달라
고 부탁했다.

8 It turned out that his wife’s estimate of a minute was only 30 seconds long.
아내가 추정한 1분은 30초에 불과했다는 것이 드러났다.

9 She did much better as her temperature fell45).

체온이 떨어짐에 따라 그녀는 훨씬 더 잘 해냈다.

10 Her ability to time intervals obviously varied46) with temperature, so her interval timer worked in
an entirely different way to a temperature-compensated47) circadian clock.
그녀가 시간 간격을 측정하는 능력은 온도에 따라 분명히 달랐으며, 그래서 그녀의 시간 간격 타이머는 온도로 보정된 체내 시
계에 맞추어 완전히 다른 방식으로 작동했다.

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Chapter 3 QN 31-34 PRACTICE 04

1 When we ask people to tell us about the most meaningful recognition they’ve received, they
consistently say that it’s “personal48).”
우리가 사람들에게 자신들이 받은 ‘가장 의미 있는 인정’에 관해 이야기해 달라고 부탁하면 그들은 한결같이 그것은 ‘개인적인’
것이라고 답한다.

2 They say that it feels special49).

그들은 그것이 특별하게 느껴진다고 말한다.

3 That’s why it’s so important for you as a leader to pay attention50) to the likes and dislikes of
each and every individual in your group.
그래서 리더로서 여러분이 그룹 구성원 개개인이 좋아하는 것과 싫어하는 것에 주의를 기울이는 것이 매우 중요하다.

4 You get a lot more emotional bang for your buck when you make recognition and rewards
personally51).
인정과 보상을 개인적이게 만들 때 훨씬 더 큰 감정적 효과를 얻는다.

5 Step into the shoes of other people and ask yourself, “What do I wish someone would do to
celebrate and recognize52) my contribution?”
다른 사람의 입장이 되어 “나는 내가 한 기여를 축하하고 인정하기 위해 다른 사람이 무엇을 해 주기를 바라는가?”라고 자문해
보라.

6 Let your answer to this question guide53) your own thinking about how to acknowledge the
contributions of others, while also being sensitive to the fact that not everyone is just like you.
모든 사람이 여러분과 꼭 같지는 않다는 사실도 또한 세심하게 인식하는 한편, 이 질문에 대한 답이 다른 사람의 기여를 인정
하는 방법에 대한 여러분의 생각을 이끌도록 하라.

7 This means that you have to get close54) enough to others to know about what would make
recognition meaningful to them.
이것은 곧, 무엇이 인정을 다른 사람들에게 의미 있게 만드는지에 관해 알기 위해서는 그들과 충분히 가까워져야 한다는 뜻이
다.

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Chapter 3 QN 31-34 PRACTICE 05

1 Humans live way longer than similar species, and we persist long after our physical or
reproductive usefulness has peaked55), which isn’t very ‘selective56)’ if you think about it.
인간은 비슷한 종보다 훨씬 오래 살며, 신체적 또는 생식적 유용성이 정점에 이른 지 오랜 후에도 생존하는데, 생각해보면 그
것은 그다지 ‘자연 선택적’이지 않다.

2 There are many theories as to why we ended up so enduring57), but one factor seems to play a
big part, which is the positive influence of grandparents, on the survival58) of young ones and the
community at large.
인류가 결국 그렇게 오래 살게 된 이유에 대해서는 여러 가지 이론이 있지만, 조부모의 긍정적인 영향이라는 한 요소가 어린
자녀와 공동체 전체의 생존에 큰 역할을 하는 것 같다.

3 Older members of a primitive human community may not have been very good at hunting or the
physical stuff, but they were still perfectly capable of looking after the babies and children, and
didn’t need to spend time pursuing mates or any of that other exhausting59) stuff.
원시 인류 공동체의 나이 든 구성원들은 사냥이나 육체적인 일에는 능숙하지 못했을지 몰라도 아기와 아이들을 돌보는 것을
여전히 완벽하게 할 수 있었고, 짝을 찾거나 그 밖의 소모적인 일에 시간을 쏟을 필요가 없었다.

4 The children were cared for, learned wisdom was passed on directly, extra hands were available60)
for the day-to-day stuff...
아이들은 보살핌을 받았으며, 학습된 지혜는 직접 전수되었고, 일상적인 일에 여분의 일손이 이용될 수 있었으며…

5 The advantages61) of keeping your old folks around are many and varied, it seems.
노부모를 모시는 것의 장점은 다양하고 많은 것 같다.

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Chapter 3 QN 31-34 PRACTICE 06

1 Psychology researchers estimate how larger populations of people would respond by testing
smaller, representative samples of people.
심리학 연구자들은 사람들의 더 작고 대표적인 표본을 테스트함으로써 사람들의 더 큰 모집단이 어떻게 반응할지 추정한다.

2 It is intuitive that larger samples would produce more accurate62) estimates of how the entire
population would respond.
더 큰 표본이 전체 모집단이 어떻게 반응할지를 더 정확하게 추정할 것이라는 사실은 직관적이다.

3 Consider, for example연63), a study of attitudes about wearing face masks among incoming
first-year students at your college or university.
예를 들어 대학이나 대학교에 입학하는 1학년 학생들 사이에서 안면 마스크를 착용하는 것에 대한 태도에 관한 연구를 생각해
보라.

4 A study that includes half of all incoming students is likely to provide a far better64)
approximation of what the entire population feels than a study that includes only 10 incoming
students.
단 10명의 입학생을 포함하는 연구보다, 모든 입학생의 절반을 포함한 연구가 훨씬 더 나은 근사치를 제공할 가능성이 있다.

5 The issue is how strongly random65) chance influences the smaller sample.
문제는 무작위 확률이 더 작은 표본에 얼마나 강하게 영향을 미치는가 하는 것이다.

6 What if 8 out of the 10 students in the smaller sample happened to come from the same town?
만약 작은 표본의 10명 중 8명이 같은 마을에서 왔다면 어떻게 될까?

7 Or if 9 of them identified as women?

또는 그들 중 9명이 여성으로 확인된다면 어떨까?

8 A larger sample is less66) prone to be skewed67) toward one particular town, gender, or any other
factor that might distort68) the results.
더 큰 표본은 하나의 특정한 마을, 성별 또는 결과를 왜곡할 수도 있는 다른 요인으로 편향되는 경향이 더 적다.

9 Scientists might assume that a small sample is sufficient69), when a larger one is actually required
to achieve an accurate estimation of the population effects.
모집단의 효과에 대한 정확한 추정을 얻기 위해 더 큰 표본이 실제로 요구되는데도, 과학자들은 작은 표본이 충분하다고 가정
할 수도 있을 것이다.

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Chapter 3 QN 31-34 PRACTICE 07

1 Linear solutions are often limited70) in their effectiveness71) when trying to solve problems that
involve multiple layers of cycles and paradox.
여러 층의 순환과 역설을 포함하는 문제를 해결하고자 할 때, 선형적인 해결책은 그 효과가 흔히 제한적이다.

2 In fact연72), they often make the presenting problems worse73).

사실, 그것들은 표출되는 문제를 더 악화시킨다.

3 Linear solutions involve74) breaking the problem into component parts and then addressing the
symptoms of each component with a separate solution or set of solutions.
선형적인 해결책은 문제를 구성 요소로 나누고, 각 구성 요소의 증상을 개별적인 해결책이나 해결책의 모음으로 다루는 것을
포함한다.

4 Each solution, like any other aspect of nature, will have pros and cons.
다른 자연의 모든 측면과 마찬가지로, 각 해결책에는 장단점이 있을 것이다.

5 Everything in life has an upside and a downside.

삶의 모든 것에는 긍정적인 면과 부정적인 면이 있다.

6 Side effects are a downside of medications, for example연75).

예를 들어, 약물의 부작용은 약물 치료의 부정적인 면이다.

7 A single problem might be divided into several subproblems, each with its own attempted
solutions that have their own downsides.
하나의 문제는 여러 하위 문제로 나누어질 수도 있는데, 각각의 하위 문제는 그 자체의 부정적인 측면이 있는 그 자체의 시도
된 해결책을 가진다.

8 As a result연76), the solutions to a single problem create77) new problems.

그 결과, 하나의 문제에 대한 해결책들이 새로운 문제들을 만든다.

9 One obvious example of that might be how we have used technology to try to save78) time only
to find we have to work more to be able to buy the latest gadgets and learn more so we can
know how to use them.
그것의 한 가지 명백한 예는, 시간을 절약하기 위해 기술을 사용해 왔으나 결국 최신 기기를 구매할 수 있도록 일을 더 많이
해야 하고 그것을 사용하는 방법을 알 수 있도록 더 많은 것을 배워야 한다는 것을 알게 되는 것일 수도 있다.

10 Another example might be the bureaucracy that is involved in getting service from a government
department.
또 다른 예는 정부 부서에서 서비스를 받기 위해 겪는 번잡한 사무 절차일 수도 있을 것이다.

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Chapter 3 QN 31-34 PRACTICE 08

1 One paradox of power is that leaders who are most effective79) in building a positive legacy that
outlasts them are those least interested80) in exercising power for its own sake, or in establishing
their own place in history.
권력의 역설 중 하나는 자신보다 더 오래가는 긍정적인 유산을 남기는 데 가장 유능한 리더들은 그(권력) 자체를 위해서 권력
을 행사하거나 역사에 자신의 자리를 확고히 하는 데 전혀 관심이 없는 사람들이라는 것이다.

2 J. Patrick Dobel cautions leaders that “insisting on credit for your achievements invites81)
disappointment and distortion of personal energy and aspirations.”
J. Patrick Dobel은 리더들에게 ‘자신의 성취에 대한 공로를 주장하는 것은 실망과 개인의 에너지 및 포부의 왜곡을 자초한다’고
경고한다.

3 He also연82) advises aspiring leaders to be proactive83) “sooner rather than later; a person’s legacy
unfolds every day,” and priorities and relationships formed early in a career create84) the foundations
for later achievements.
그는 또한 포부가 있는 리더들에게 ‘차라리 일찌감치’ 상황을 앞서서 주도하도록 조언하는데, ‘사람의 유산은 매일 드러나며,’
경력 초기에 형성된 우선순위와 관계가 나중 성취의 토대를 만든다.

4 People cannot control85) how history will judge them, but they can be conscious86) of how their
daily interactions and priorities affect followers and institutions.
사람은 역사가 자신을 어떻게 평가할지를 통제할 수 없으나 자신의 일상적인 소통과 우선순위가 추종자와 기관에 어떻게 영향
을 미치는지는 알 수 있다.

5 Unless leaders’ priorities include87) support for others’ careers as well as their own, their legacy is
likely to be limited88).
리더들의 우선순위가 자기 자신의 것뿐만 아니라 다른 사람들의 경력을 지원하는 것을 포함하지 않으면, 그들의 유산은 제한될
가능성이 있다.

6 As one leadership development expert notes, “The ultimate test of a leader is not whether he or
she makes smart decisions... but whether he or she teaches others to be leaders and builds an
organization that can sustain89) its success even when he or she is not around90).”
한 리더십 개발 전문가가 언급하듯이, “리더에 대한 최종 시험은 그가 현명한 결정을 내리는지 여부가 아니라, 그가 다른 사람
들을 리더가 되도록 가르치고 심지어 그가 없는 상황에서도 성공을 지속할 수 있는 조직을 구축하는지의 여부이다.”

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Chapter 3 QN 31-34 PRACTICE 09

1 Particularly for very young children, those who are learning the language of instruction, or those
with language delays/disorders, it is important to make experiences concrete91).
특히 매우 어린 아이들, 교수 언어를 배우고 있는 아이들, 또는 언어 지연/장애가 있는 아이들에게는 경험을 구체적으로 만드
는 것이 중요하다.

2 Collaborative92) storytelling ― for instance연93), starting with a stuffed toy and initiating a story
and then passing to a child in succession with the words, “and then,” is a way to build narrative
skills in children.
예를 들어, 봉제 인형으로 시작하여 이야기에 착수하며, 그런 다음 ‘그러고 나서’라는 말과 함께 잇달아 한 아이에게 (말을) 넘
기는 협력적인 이야기 만들기는 아이들의 이야기 기술을 키워 주는 방법이다.

3 Teachers who work to build prior knowledge can do a better job of giving every child a chance
to participate94) and succeed.
사전 지식을 쌓아 주는 데 노력하는 교사들은 모든 아이에게 참여하고 성공할 기회를 주는 것을 더 잘할 수 있다.

4 During a summer reading support program for children, there was talk of going camping but all
the children had not had this experience.
아이들을 위한 여름 독서 지원 프로그램 동안 캠핑 가는 것에 대한 이야기가 나왔지만, 모든 아이들이 이 경험을 한 것은 아니
었다.

5 The teacher used real objects while telling a story about a camping trip, created a learning center
set up like a campsite with a tent, “campfire,” and even real animals from a taxidermist; had
children take a virtual camping trip online, and, as a culminating activity, parked her camper on the
school property so that children could go on a simulated camping trip.
그 교사는 캠핑 여행에 대한 이야기를 하면서 실제 물건을 사용했고, 텐트, ‘캠프파이어’, 심지어 박제사로부터 구한 진짜 동물
들이 있는 캠핑장처럼 꾸며진 학습 센터를 만들었고, 아이들에게 온라인으로 가상 캠핑 여행을 하게 했고, 마무리 활동으로 아
이들이 모의 캠핑 여행을 갈 수 있도록 학교 부지에 자신의 캠핑카를 주차했다.

6 Together, they built a “word wall” with the words and pictures the students gathered and later
used to talk and write about camping experiences.
함께 그들은 학생들이 모으고 나중에 캠핑 경험에 대해 말하고 쓰는 데 사용한 단어와 그림을 가지고 ‘단어 벽’을 만들었다.

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Chapter 3 QN 31-34 PRACTICE 10

1 Usually, when experts disagree95), doubt is the most reasonable96) response.

보통 전문가들의 의견이 일치하지 않을 때는 의심이 가장 합리적인 대응이다.

2 You might have an opinion about whether the Chinese stock market will rise next year.
여러분은 내년에 중국 주식 시장이 상승할 것인지에 대한 의견을 가질 수도 있을 것이다.

3 You might have an opinion about the best explanation of the fall of Rome.
로마의 몰락에 대한 최선의 설명에 대한 의견을 가질 수도 있을 것이다.

4 But연97) unless you have some privileged information others lack, you should feel some doubt if
there’s no consensus98) among the world’s leading experts.
그러나 여러분이 다른 사람들에게 없고 소수에게 독점된 어떤 정보를 가지지 않은 한, 세계 최고의 전문가들 사이에 합의가 없
다면 약간의 의구심을 느낄 것이다.

5 You should probably acknowledge, at least, that the evidence doesn’t decisively support99) your
preferred view over all others.
아마 적어도 증거가 다른 모든 견해보다 여러분이 선호하는 견해를 결정적으로 뒷받침하지 못한다는 점을 인정해야 할 것이다.

6 You might still prefer100) your view.

여러분은 여전히 자신의 견해를 선호할 수도 있다.

7 You might champion it, defend it, argue for it, see the counterarguments as flawed101), think those
who disagree are failing102) to appreciate the overall balance of considerations.
그것을 위해 싸우고, 그것을 옹호하고, 그것에 찬성 주장을 하고, 반론에 결함이 있다고 보고, 동의하지 않는 사람들이 고려 사
항의 전체적인 균형을 인식하지 못하고 있다고 생각할 수도 있다.

8 But연103) appropriate epistemic humility and recognition of your history of sometimes misplaced104)
confidence ought, probably, to inspire105) substantial uncertainty in moments of judicious assessment.
그러나 적절한 인식론적 겸손과 때때로 잘못된 확신을 가졌던 자신의 역사를 인정하는 것은 아마도 신중한 평가의 순간에 상
당한 불확실성을 불러일으킬 것이다.

9 This is true, of course, when you are a novice, but it is also often true when you yourself are
among the experts.
이것은 물론 여러분이 초심자일 때도 해당되지만, 자신이 전문가에 속할 때도 해당되는 경우가 많다.

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정답 43) In truth 87) include
44) misperception 88) limited
1) Rising
45) fell 89) sustain
2) self-expression
46) varied 90) around
3) material
47) temperature-compensated 91) concrete
4) But
48) personal 92) Collaborative
5) reshaped
49) special 93) for instance
6) stimulating
50) attention 94) participate
7) less
51) personally 95) disagree
8) sustenance
52) recognize 96) reasonable
9) practical
53) guide 97) But
10) nonmaterial
54) close 98) consensus
11) premium
55) peaked 99) support
12) interesting
56) selective 100) prefer
13) political
57) enduring 101) flawed
14) choice
58) survival 102) failing
15) satisfy
59) exhausting 103) But
16) free
60) available 104) misplaced
17) within
61) advantages 105) inspire
18) waste
62) accurate
19) emotionally
63) for example
20) outside
64) better
21) judgments
65) random
22) But
66) less
23) stop
67) skewed
24) silly
68) distort
25) pointless
69) sufficient
26) altering
70) limited
27) nothing
71) effectiveness
28) drops
72) In fact
29) relative
73) worse
30) past
74) involve
31) happier
75) for example
32) Simply put
76) As a result
33) interpretation
77) create
34) But
78) save
35) happy
79) effective
36) involves
80) interested
37) But
81) invites
38) remember
82) also
39) drilled
83) proactive
40) however
84) create
41) authentic
85) control
42) dependent
86) conscious

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Chapter 3 QN 31-34 기출 예제 01

1 People have always needed to eat, and they always will.

2 Rising1) emphasis on self-expression2) values does not put an end to material3) desires.

3 But연4) prevailing economic orientations are gradually being reshaped5).

4 People who work in the knowledge sector continue to seek high salaries, but they place equal or
greater emphasis on doing stimulating6) work and being able to follow their own time schedules.

5 Consumption is becoming progressively less7) determined by the need for sustenance8) and the
practical9) use of the goods consumed.

6 People still eat, but a growing component of food’s value is determined by its nonmaterial10)
aspects.

7 People pay a premium11) to eat exotic cuisines that provide an interesting12) experience or that
symbolize a distinctive life-style.

8 The publics of postindustrial societies place growing emphasis on “political13) consumerism,” such
as boycotting goods whose production violates ecological or ethical standards.

9 Consumption is less and less a matter of sustenance and more and more a question of life-style
― and choice14).

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Chapter 3 QN 31-34 기출 예제 02

1 Epictetus wrote, “A man’s master is he who is able to confirm or remove whatever that man seeks
or shuns.”

2 If you depend on no one except yourself to satisfy15) your desires, you will have no master other
than yourself and you will be free16).

3 Stoic philosophy was about that ― taking charge of your life, learning to work on those things
that are within17) your power to accomplish or change and not to waste18) energy on things you
cannot.

4 In particular, the Stoics warned against reacting emotionally19) to what is outside20) your control.

5 Often, Epictetus argued, it’s not our circumstances that get us down but rather the judgments21)
we make about them.

6 Consider anger.

7 We don’t get angry at the rain if it spoils our picnic.

8 That would be silly because we can’t do anything about the rain.

9 But연22) we often do get angry if someone mistreats us.

10 We usually can’t control or change that person any more than we can stop23) the rain, so that is
equally silly24).

11 More generally, it is just as pointless25) to tie our feelings of well-being to altering26) another
individual’s behavior as it is to tie them to the weather.

12 Epictetus wrote, “If it concerns anything not in our control, be prepared to say that it is nothing27)
to you.”

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Chapter 3 QN 31-34 PRACTICE 01

1 Imagine you’ve bought a nice piece of land and built a house.

2 The house is magnificent, with at least three more bedrooms than you need.

3 One year later, somebody else buys the neighboring plot and constructs a house so luxurious it
makes yours look like a garden shed.

4 What happens?

5 Your blood pressure rises and your life satisfaction drops28) ― even though you’re still living very
well.

6 Money is relative29).

7 Not just in comparison to others, but in comparison to your past30).

8 If you earned ＄50,000 per year during the first half of your career and today you earn ＄75,000,
you’ll be happier31) than if you first earned ＄75,000 and now earn just ＄60,000.

9 This is despite the fact that, averaging the figures, you come out better off overall in the second
scenario.

10 Simply put연32), your level of wealth ― above the poverty line ― is primarily a matter of
interpretation33).

11 But연34) this is good news; it means it’s up to you whether money makes you happy35) or not.

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Chapter 3 QN 31-34 PRACTICE 02

1 All learning involves36) memory.

2 But연37) people are most likely to remember38) what they have used and maybe invented, not
what they have had drilled39) into their heads.

3 Marshall and Albert began learning French in the sixth grade, but six weeks into the fall semester,
Albert’s parents moved to Paris, taking the young boy and his sister with them.

4 By the time he graduated from high school, Marshall had taken six years of French, memorizing
vocabulary and usually acing the exams.

5 His parents drilled him, using all the sophisticated procedures of spaced repetition.

6 It doesn’t take much imagination or insight, however연40), to guess which one of the two boys
read, spoke, and wrote French with almost perfect fluency when they met for a reunion right before
going off to college, and which one struggled to keep up with the chatter.

7 People learn deeply by doing in authentic41) situations.

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Chapter 3 QN 31-34 PRACTICE 03

1 Hudson Hoagland, an American doctor, had shown in the 1930s that the ability to ‘count’ time
was temperature dependent42).

2 His wife was ill and had a very high fever, somewhere around 39°C.

3 Hoagland needed to go to the drugstore for some medication for her.

4 When he got home his wife was quite upset with him for taking so long, claiming that he had
been away for hours.

5 In truth연43), his trip had only taken about 20 minutes.

6 His wife’s misperception44) interested Hoagland.

7 Without telling her what he was thinking, he asked her to estimate the duration of a minute by
counting to 60 at the rate of one number per second.

8 It turned out that his wife’s estimate of a minute was only 30 seconds long.

9 She did much better as her temperature fell45).

10 Her ability to time intervals obviously varied46) with temperature, so her interval timer worked in
an entirely different way to a temperature-compensated47) circadian clock.

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Chapter 3 QN 31-34 PRACTICE 04

1 When we ask people to tell us about the most meaningful recognition they’ve received, they
consistently say that it’s “personal48).”

2 They say that it feels special49).

3 That’s why it’s so important for you as a leader to pay attention50) to the likes and dislikes of
each and every individual in your group.

4 You get a lot more emotional bang for your buck when you make recognition and rewards
personally51).

5 Step into the shoes of other people and ask yourself, “What do I wish someone would do to
celebrate and recognize52) my contribution?”

6 Let your answer to this question guide53) your own thinking about how to acknowledge the
contributions of others, while also being sensitive to the fact that not everyone is just like you.

7 This means that you have to get close54) enough to others to know about what would make
recognition meaningful to them.

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Chapter 3 QN 31-34 PRACTICE 05

1 Humans live way longer than similar species, and we persist long after our physical or
reproductive usefulness has peaked55), which isn’t very ‘selective56)’ if you think about it.

2 There are many theories as to why we ended up so enduring57), but one factor seems to play a
big part, which is the positive influence of grandparents, on the survival58) of young ones and the
community at large.

3 Older members of a primitive human community may not have been very good at hunting or the
physical stuff, but they were still perfectly capable of looking after the babies and children, and
didn’t need to spend time pursuing mates or any of that other exhausting59) stuff.

4 The children were cared for, learned wisdom was passed on directly, extra hands were available60)
for the day-to-day stuff...

5 The advantages61) of keeping your old folks around are many and varied, it seems.

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Chapter 3 QN 31-34 PRACTICE 06

1 Psychology researchers estimate how larger populations of people would respond by testing
smaller, representative samples of people.

2 It is intuitive that larger samples would produce more accurate62) estimates of how the entire
population would respond.

3 Consider, for example연63), a study of attitudes about wearing face masks among incoming
first-year students at your college or university.

4 A study that includes half of all incoming students is likely to provide a far better64)
approximation of what the entire population feels than a study that includes only 10 incoming
students.

5 The issue is how strongly random65) chance influences the smaller sample.

6 What if 8 out of the 10 students in the smaller sample happened to come from the same town?

7 Or if 9 of them identified as women?

8 A larger sample is less66) prone to be skewed67) toward one particular town, gender, or any other
factor that might distort68) the results.

9 Scientists might assume that a small sample is sufficient69), when a larger one is actually required
to achieve an accurate estimation of the population effects.

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Chapter 3 QN 31-34 PRACTICE 07

1 Linear solutions are often limited70) in their effectiveness71) when trying to solve problems that
involve multiple layers of cycles and paradox.

2 In fact연72), they often make the presenting problems worse73).

3 Linear solutions involve74) breaking the problem into component parts and then addressing the
symptoms of each component with a separate solution or set of solutions.

4 Each solution, like any other aspect of nature, will have pros and cons.

5 Everything in life has an upside and a downside.

6 Side effects are a downside of medications, for example연75).

7 A single problem might be divided into several subproblems, each with its own attempted
solutions that have their own downsides.

8 As a result연76), the solutions to a single problem create77) new problems.

9 One obvious example of that might be how we have used technology to try to save78) time only
to find we have to work more to be able to buy the latest gadgets and learn more so we can
know how to use them.

10 Another example might be the bureaucracy that is involved in getting service from a government
department.

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Chapter 3 QN 31-34 PRACTICE 08

1 One paradox of power is that leaders who are most effective79) in building a positive legacy that
outlasts them are those least interested80) in exercising power for its own sake, or in establishing
their own place in history.

2 J. Patrick Dobel cautions leaders that “insisting on credit for your achievements invites81)
disappointment and distortion of personal energy and aspirations.”

3 He also연82) advises aspiring leaders to be proactive83) “sooner rather than later; a person’s legacy
unfolds every day,” and priorities and relationships formed early in a career create84) the foundations
for later achievements.

4 People cannot control85) how history will judge them, but they can be conscious86) of how their
daily interactions and priorities affect followers and institutions.

5 Unless leaders’ priorities include87) support for others’ careers as well as their own, their legacy is
likely to be limited88).

6 As one leadership development expert notes, “The ultimate test of a leader is not whether he or
she makes smart decisions... but whether he or she teaches others to be leaders and builds an
organization that can sustain89) its success even when he or she is not around90).”

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Chapter 3 QN 31-34 PRACTICE 09

1 Particularly for very young children, those who are learning the language of instruction, or those
with language delays/disorders, it is important to make experiences concrete91).

2 Collaborative92) storytelling ― for instance연93), starting with a stuffed toy and initiating a story
and then passing to a child in succession with the words, “and then,” is a way to build narrative
skills in children.

3 Teachers who work to build prior knowledge can do a better job of giving every child a chance
to participate94) and succeed.

4 During a summer reading support program for children, there was talk of going camping but all
the children had not had this experience.

5 The teacher used real objects while telling a story about a camping trip, created a learning center
set up like a campsite with a tent, “campfire,” and even real animals from a taxidermist; had
children take a virtual camping trip online, and, as a culminating activity, parked her camper on the
school property so that children could go on a simulated camping trip.

6 Together, they built a “word wall” with the words and pictures the students gathered and later
used to talk and write about camping experiences.

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Chapter 3 QN 31-34 PRACTICE 10

1 Usually, when experts disagree95), doubt is the most reasonable96) response.

2 You might have an opinion about whether the Chinese stock market will rise next year.

3 You might have an opinion about the best explanation of the fall of Rome.

4 But연97) unless you have some privileged information others lack, you should feel some doubt if
there’s no consensus98) among the world’s leading experts.

5 You should probably acknowledge, at least, that the evidence doesn’t decisively support99) your
preferred view over all others.

6 You might still prefer100) your view.

7 You might champion it, defend it, argue for it, see the counterarguments as flawed101), think those
who disagree are failing102) to appreciate the overall balance of considerations.

8 But연103) appropriate epistemic humility and recognition of your history of sometimes misplaced104)
confidence ought, probably, to inspire105) substantial uncertainty in moments of judicious assessment.

9 This is true, of course, when you are a novice, but it is also often true when you yourself are
among the experts.

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 중요 어휘 빈칸
정답 43) In truth 87) include
44) misperception 88) limited
1) Rising
45) fell 89) sustain
2) self-expression
46) varied 90) around
3) material
47) temperature-compensated 91) concrete
4) But
48) personal 92) Collaborative
5) reshaped
49) special 93) for instance
6) stimulating
50) attention 94) participate
7) less
51) personally 95) disagree
8) sustenance
52) recognize 96) reasonable
9) practical
53) guide 97) But
10) nonmaterial
54) close 98) consensus
11) premium
55) peaked 99) support
12) interesting
56) selective 100) prefer
13) political
57) enduring 101) flawed
14) choice
58) survival 102) failing
15) satisfy
59) exhausting 103) But
16) free
60) available 104) misplaced
17) within
61) advantages 105) inspire
18) waste
62) accurate
19) emotionally
63) for example
20) outside
64) better
21) judgments
65) random
22) But
66) less
23) stop
67) skewed
24) silly
68) distort
25) pointless
69) sufficient
26) altering
70) limited
27) nothing
71) effectiveness
28) drops
72) In fact
29) relative
73) worse
30) past
74) involve
31) happier
75) for example
32) Simply put
76) As a result
33) interpretation
77) create
34) But
78) save
35) happy
79) effective
36) involves
80) interested
37) But
81) invites
38) remember
82) also
39) drilled
83) proactive
40) however
84) create
41) authentic
85) control
42) dependent
86) conscious

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Chapter 3 QN 31-34 기출 예제 01

1 People have always needed to eat, and they always will.

사람들은 항상 먹을 것이 필요했으며, 또 항상 그럴 것이다.

2 Rising1) emphasis on self-expression2) values does not put an end to material3) desires.
자기표현 가치에 관한 늘어나는 강조가 물질적 욕구를 끝내지는 않는다.

3 But연4) prevailing economic orientations are gradually being reshaped5).

하지만 우세한 경제적 방향성이 서서히 재형성되고 있다.

4 People who work in the knowledge sector continue to seek high salaries, but they place equal or
greater emphasis on doing stimulating6) work and being able to follow their own time schedules.
지식 부문에서 일하는 사람들은 계속 높은 급료를 추구하지만, 그들은 (아주 흥미로워) 자극이 되는 일을 하는 것과 그들 자신
의 시간 계획을 따르는 것에 동등한 또는 더 큰 중점을 둔다.

5 Consumption is becoming progressively less7) determined by the need for sustenance8) and the
practical9) use of the goods consumed.
소비는 점진적으로 생존에 대한 필요와 소비되는 재화의 실용적 사용에 의해 덜 결정된다.

6 People still eat, but a growing component of food’s value is determined by its nonmaterial10)
aspects.
사람들은 여전히 먹지만, 음식 가치의 증가하는 구성 요소가 그것의 비물질적인 측면에 의해 결정된다.

7 People pay a premium11) to eat exotic cuisines that provide an interesting12) experience or that
symbolize a distinctive life-style.
사람들은 흥미로운 경험을 제공하거나 독특한 생활 방식을 상징하는 이국적인 요리를 먹고자 할증금을 낸다.

8 The publics of postindustrial societies place growing emphasis on “political13) consumerism,” such
as boycotting goods whose production violates ecological or ethical standards.
탈공업화 사회의 대중은 생산이 생태적 또는 윤리적 기준을 위반하는 상품의 구매를 거부하는 것과 같은 ‘정치적 소비주의’에
점점 더 많은 중점을 둔다.

9 Consumption is less and less a matter of sustenance and more and more a question of life-style
― and choice14).
소비는 점점 덜 생존의 문제이며 점점 더 생활 방식, 그리고 선택의 문제이다.

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Chapter 3 QN 31-34 기출 예제 02

1 Epictetus wrote, “A man’s master is he who is able to confirm or remove whatever that man seeks
or shuns.”
Epictetus는 “사람의 주인은 그 사람이 추구하거나 피하는 것은 무엇이든지 확인하거나 제거할 수 있는 사람이다.”라고 썼다.

2 If you depend on no one except yourself to satisfy15) your desires, you will have no master other
than yourself and you will be free16).
만일 여러분이 자신의 욕망을 만족시키기 위해 여러분 자신 외에 누구에게도 의존하지 않는다면, 여러분은 여러분 자신 외에
주인이 없을 것이고 여러분은 자유로울 것이다.

3 Stoic philosophy was about that ― taking charge of your life, learning to work on those things
that are within17) your power to accomplish or change and not to waste18) energy on things you
cannot.
스토아 철학은 여러분의 삶을 책임지고, 성취하거나 변화하기 위해 여러분의 힘 안에 있는 것들에 노력하는 것과 여러분이 할
수 없는 것들에 에너지를 낭비하지 않는 것을 배우는 것에 관한 것이었다.

4 In particular, the Stoics warned against reacting emotionally19) to what is outside20) your control.
특히, 스토아학파는 여러분의 통제 밖에 있는 것에 대해 감정적으로 반응하는 것에 대해 경고했다.

5 Often, Epictetus argued, it’s not our circumstances that get us down but rather the judgments21)
we make about them.
흔히, Epictetus는 우리를 낙담시키는 것은 우리의 상황이 아니라 오히려 그것들에 대해 우리가 내리는 판단이라고 주장했다.

6 Consider anger.
분노를 생각해 보라.

7 We don’t get angry at the rain if it spoils our picnic.

우리는 비가 우리의 소풍을 망친다 해도, 그것에 화가 나지 않는다.

8 That would be silly because we can’t do anything about the rain.

그것은 어리석은 짓인데, 우리가 비에 대해 아무것도 할 수 없기 때문이다.

9 But연22) we often do get angry if someone mistreats us.

하지만 우리는 누군가가 우리를 나쁘게 대한다면 흔히 정말 화가 난다.

10 We usually can’t control or change that person any more than we can stop23) the rain, so that is
equally silly24).
우리가 비를 멈출 수 없는 것처럼 우리는 대개 그 사람을 통제하거나 바꿀 수도 없으므로, 그것은 마찬가지로 어리석다.

11 More generally, it is just as pointless25) to tie our feelings of well-being to altering26) another
individual’s behavior as it is to tie them to the weather.
더 일반적으로, 우리의 안녕에 관한 감정을 다른 개인의 행동을 바꾸는 것에 연결하는 것은, 그것들을 날씨에 연결하는 것만큼
이나 무의미하다.

12 Epictetus wrote, “If it concerns anything not in our control, be prepared to say that it is nothing27)
to you.”
Epictetus는 “만약 그것이 우리의 통제 안에 있지 않은 것과 관련이 있다면, 그것은 당신에게 아무것도 아니라고 말할 준비를
하라.”고 썼다.

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Chapter 3 QN 31-34 PRACTICE 01

1 Imagine you’ve bought a nice piece of land and built a house.

멋진 땅을 사서 집을 지었다고 상상해 보라.

2 The house is magnificent, with at least three more bedrooms than you need.
그 집은 여러분이 필요한 것보다 침실이 적어도 3개 더 있는 멋진 집이다.

3 One year later, somebody else buys the neighboring plot and constructs a house so luxurious it
makes yours look like a garden shed.
1년 후, 다른 어떤 사람이 옆에 있는 땅을 사서 여러분의 집이 정원의 헛간처럼 보이게 할 정도로 아주 호화로운 집을 짓는다.

4 What happens?
무슨 일이 일어날까?

5 Your blood pressure rises and your life satisfaction drops28) ― even though you’re still living very
well.
여러분은 혈압이 오르고 삶의 만족도가 떨어지는데— 비록 여전히 아주 잘 살고 있다 하더라도 그렇다.

6 Money is relative29).
돈은 상대적이다.

7 Not just in comparison to others, but in comparison to your past30).

다른 사람과의 비교뿐만 아니라 자신의 과거와 비교해서도 그러하다.

8 If you earned ＄50,000 per year during the first half of your career and today you earn ＄75,000,
you’ll be happier31) than if you first earned ＄75,000 and now earn just ＄60,000.
경력 전반기에 연간 5만 달러를 벌었고 현재 7만 5천 달러를 벌고 있다면, 처음에 7만 5천 달러를 벌다가 지금은 6만 달러만
버는 경우보다 더 행복할 것이다.

9 This is despite the fact that, averaging the figures, you come out better off overall in the second
scenario.
이는 수치의 평균을 내면 두 번째 시나리오에서 전반적으로 더 나은 결과를 얻을 수 있다는 사실에도 불구하고 그렇다.

10 Simply put연32), your level of wealth ― above the poverty line ― is primarily a matter of
interpretation33).
간단히 말해, 재산 수준은, 빈곤선 이상인 경우, 주로 해석의 문제이다.

11 But연34) this is good news; it means it’s up to you whether money makes you happy35) or not.
하지만 이것은 좋은 소식이다. 그것의 의미는 돈이 여러분을 행복하게 만들지의 여부가 여러분에게 달려 있다는 것이다.

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Chapter 3 QN 31-34 PRACTICE 02

1 All learning involves36) memory.

모든 학습은 기억을 수반한다.

2 But연37) people are most likely to remember38) what they have used and maybe invented, not
what they have had drilled39) into their heads.
하지만 사람들은 머릿속에 주입된 것이 아니라 자신이 사용하거나 어쩌면 만들어 냈던 것을 기억할 가능성이 가장 크다.

3 Marshall and Albert began learning French in the sixth grade, but six weeks into the fall semester,
Albert’s parents moved to Paris, taking the young boy and his sister with them.
Marshall과 Albert는 6학년 때 프랑스어를 배우기 시작했지만, 가을 학기가 시작되고 6주 후 Albert의 부모님은 그 어린 소년과
그의 여동생을 데리고 파리로 이사했다.

4 By the time he graduated from high school, Marshall had taken six years of French, memorizing
vocabulary and usually acing the exams.
고등학교를 졸업했을 때, Marshall은 이미 6년 동안 프랑스어를 배웠으며 어휘를 암기하고 시험에서 대개 A를 받았다.

5 His parents drilled him, using all the sophisticated procedures of spaced repetition.
그의 부모님은 간격을 두고 반복하는 모든 정교한 절차를 사용하여 그를 훈련시켰다.

6 It doesn’t take much imagination or insight, however연40), to guess which one of the two boys
read, spoke, and wrote French with almost perfect fluency when they met for a reunion right before
going off to college, and which one struggled to keep up with the chatter.
그러나 대학 진학 직전에 동창회를 위해 만났을 때 두 소년 중 누가 프랑스어를 거의 완벽하게 유창하게 읽고, 말하고, 썼는지,
그리고 누가 수다를 따라잡기 위해 애썼는지 추측하는 데는 많은 상상력이나 통찰력이 필요하지 않다.

7 People learn deeply by doing in authentic41) situations.

사람들은 진짜 상황에서 학습함으로써 깊이 학습한다.

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Chapter 3 QN 31-34 PRACTICE 03

1 Hudson Hoagland, an American doctor, had shown in the 1930s that the ability to ‘count’ time
was temperature dependent42).
미국의 의사 Hudson Hoagland는 1930년대에 시간을 ‘세는’ 능력이 체온 의존적임을 입증했었다.

2 His wife was ill and had a very high fever, somewhere around 39°C.
그의 아내는 몸이 아팠고 대략 39°C 정도의 아주 높은 열이 났다.

3 Hoagland needed to go to the drugstore for some medication for her.

Hoagland는 아내를 위해 약국에 가서 약을 사 와야 했다.

4 When he got home his wife was quite upset with him for taking so long, claiming that he had
been away for hours.
집에 돌아왔을 때 그의 아내는 그가 몇 시간 동안 자리를 비웠다고 주장하면서 그가 너무 오래 걸린 데 대해 상당히 화가 나
있었다.

5 In truth연43), his trip had only taken about 20 minutes.

사실 그가 갔다 온 시간은 20분 정도밖에 걸리지 않았다.

6 His wife’s misperception44) interested Hoagland.

아내의 오해는 Hoagland의 관심을 끌었다.

7 Without telling her what he was thinking, he asked her to estimate the duration of a minute by
counting to 60 at the rate of one number per second.
그는 아내에게 자신이 무슨 생각을 하고 있는지 말하지 않고 1초에 한 숫자씩 60까지 세면서 1분의 시간 길이를 추정해 달라
고 부탁했다.

8 It turned out that his wife’s estimate of a minute was only 30 seconds long.
아내가 추정한 1분은 30초에 불과했다는 것이 드러났다.

9 She did much better as her temperature fell45).

체온이 떨어짐에 따라 그녀는 훨씬 더 잘 해냈다.

10 Her ability to time intervals obviously varied46) with temperature, so her interval timer worked in
an entirely different way to a temperature-compensated47) circadian clock.
그녀가 시간 간격을 측정하는 능력은 온도에 따라 분명히 달랐으며, 그래서 그녀의 시간 간격 타이머는 온도로 보정된 체내 시
계에 맞추어 완전히 다른 방식으로 작동했다.

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Chapter 3 QN 31-34 PRACTICE 04

1 When we ask people to tell us about the most meaningful recognition they’ve received, they
consistently say that it’s “personal48).”
우리가 사람들에게 자신들이 받은 ‘가장 의미 있는 인정’에 관해 이야기해 달라고 부탁하면 그들은 한결같이 그것은 ‘개인적인’
것이라고 답한다.

2 They say that it feels special49).

그들은 그것이 특별하게 느껴진다고 말한다.

3 That’s why it’s so important for you as a leader to pay attention50) to the likes and dislikes of
each and every individual in your group.
그래서 리더로서 여러분이 그룹 구성원 개개인이 좋아하는 것과 싫어하는 것에 주의를 기울이는 것이 매우 중요하다.

4 You get a lot more emotional bang for your buck when you make recognition and rewards
personally51).
인정과 보상을 개인적이게 만들 때 훨씬 더 큰 감정적 효과를 얻는다.

5 Step into the shoes of other people and ask yourself, “What do I wish someone would do to
celebrate and recognize52) my contribution?”
다른 사람의 입장이 되어 “나는 내가 한 기여를 축하하고 인정하기 위해 다른 사람이 무엇을 해 주기를 바라는가?”라고 자문해
보라.

6 Let your answer to this question guide53) your own thinking about how to acknowledge the
contributions of others, while also being sensitive to the fact that not everyone is just like you.
모든 사람이 여러분과 꼭 같지는 않다는 사실도 또한 세심하게 인식하는 한편, 이 질문에 대한 답이 다른 사람의 기여를 인정
하는 방법에 대한 여러분의 생각을 이끌도록 하라.

7 This means that you have to get close54) enough to others to know about what would make
recognition meaningful to them.
이것은 곧, 무엇이 인정을 다른 사람들에게 의미 있게 만드는지에 관해 알기 위해서는 그들과 충분히 가까워져야 한다는 뜻이
다.

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Chapter 3 QN 31-34 PRACTICE 05

1 Humans live way longer than similar species, and we persist long after our physical or
reproductive usefulness has peaked55), which isn’t very ‘selective56)’ if you think about it.
인간은 비슷한 종보다 훨씬 오래 살며, 신체적 또는 생식적 유용성이 정점에 이른 지 오랜 후에도 생존하는데, 생각해보면 그
것은 그다지 ‘자연 선택적’이지 않다.

2 There are many theories as to why we ended up so enduring57), but one factor seems to play a
big part, which is the positive influence of grandparents, on the survival58) of young ones and the
community at large.
인류가 결국 그렇게 오래 살게 된 이유에 대해서는 여러 가지 이론이 있지만, 조부모의 긍정적인 영향이라는 한 요소가 어린
자녀와 공동체 전체의 생존에 큰 역할을 하는 것 같다.

3 Older members of a primitive human community may not have been very good at hunting or the
physical stuff, but they were still perfectly capable of looking after the babies and children, and
didn’t need to spend time pursuing mates or any of that other exhausting59) stuff.
원시 인류 공동체의 나이 든 구성원들은 사냥이나 육체적인 일에는 능숙하지 못했을지 몰라도 아기와 아이들을 돌보는 것을
여전히 완벽하게 할 수 있었고, 짝을 찾거나 그 밖의 소모적인 일에 시간을 쏟을 필요가 없었다.

4 The children were cared for, learned wisdom was passed on directly, extra hands were available60)
for the day-to-day stuff...
아이들은 보살핌을 받았으며, 학습된 지혜는 직접 전수되었고, 일상적인 일에 여분의 일손이 이용될 수 있었으며…

5 The advantages61) of keeping your old folks around are many and varied, it seems.
노부모를 모시는 것의 장점은 다양하고 많은 것 같다.

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Chapter 3 QN 31-34 PRACTICE 06

1 Psychology researchers estimate how larger populations of people would respond by testing
smaller, representative samples of people.
심리학 연구자들은 사람들의 더 작고 대표적인 표본을 테스트함으로써 사람들의 더 큰 모집단이 어떻게 반응할지 추정한다.

2 It is intuitive that larger samples would produce more accurate62) estimates of how the entire
population would respond.
더 큰 표본이 전체 모집단이 어떻게 반응할지를 더 정확하게 추정할 것이라는 사실은 직관적이다.

3 Consider, for example연63), a study of attitudes about wearing face masks among incoming
first-year students at your college or university.
예를 들어 대학이나 대학교에 입학하는 1학년 학생들 사이에서 안면 마스크를 착용하는 것에 대한 태도에 관한 연구를 생각해
보라.

4 A study that includes half of all incoming students is likely to provide a far better64)
approximation of what the entire population feels than a study that includes only 10 incoming
students.
단 10명의 입학생을 포함하는 연구보다, 모든 입학생의 절반을 포함한 연구가 훨씬 더 나은 근사치를 제공할 가능성이 있다.

5 The issue is how strongly random65) chance influences the smaller sample.
문제는 무작위 확률이 더 작은 표본에 얼마나 강하게 영향을 미치는가 하는 것이다.

6 What if 8 out of the 10 students in the smaller sample happened to come from the same town?
만약 작은 표본의 10명 중 8명이 같은 마을에서 왔다면 어떻게 될까?

7 Or if 9 of them identified as women?

또는 그들 중 9명이 여성으로 확인된다면 어떨까?

8 A larger sample is less66) prone to be skewed67) toward one particular town, gender, or any other
factor that might distort68) the results.
더 큰 표본은 하나의 특정한 마을, 성별 또는 결과를 왜곡할 수도 있는 다른 요인으로 편향되는 경향이 더 적다.

9 Scientists might assume that a small sample is sufficient69), when a larger one is actually required
to achieve an accurate estimation of the population effects.
모집단의 효과에 대한 정확한 추정을 얻기 위해 더 큰 표본이 실제로 요구되는데도, 과학자들은 작은 표본이 충분하다고 가정
할 수도 있을 것이다.

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Chapter 3 QN 31-34 PRACTICE 07

1 Linear solutions are often limited70) in their effectiveness71) when trying to solve problems that
involve multiple layers of cycles and paradox.
여러 층의 순환과 역설을 포함하는 문제를 해결하고자 할 때, 선형적인 해결책은 그 효과가 흔히 제한적이다.

2 In fact연72), they often make the presenting problems worse73).

사실, 그것들은 표출되는 문제를 더 악화시킨다.

3 Linear solutions involve74) breaking the problem into component parts and then addressing the
symptoms of each component with a separate solution or set of solutions.
선형적인 해결책은 문제를 구성 요소로 나누고, 각 구성 요소의 증상을 개별적인 해결책이나 해결책의 모음으로 다루는 것을
포함한다.

4 Each solution, like any other aspect of nature, will have pros and cons.
다른 자연의 모든 측면과 마찬가지로, 각 해결책에는 장단점이 있을 것이다.

5 Everything in life has an upside and a downside.

삶의 모든 것에는 긍정적인 면과 부정적인 면이 있다.

6 Side effects are a downside of medications, for example연75).

예를 들어, 약물의 부작용은 약물 치료의 부정적인 면이다.

7 A single problem might be divided into several subproblems, each with its own attempted
solutions that have their own downsides.
하나의 문제는 여러 하위 문제로 나누어질 수도 있는데, 각각의 하위 문제는 그 자체의 부정적인 측면이 있는 그 자체의 시도
된 해결책을 가진다.

8 As a result연76), the solutions to a single problem create77) new problems.

그 결과, 하나의 문제에 대한 해결책들이 새로운 문제들을 만든다.

9 One obvious example of that might be how we have used technology to try to save78) time only
to find we have to work more to be able to buy the latest gadgets and learn more so we can
know how to use them.
그것의 한 가지 명백한 예는, 시간을 절약하기 위해 기술을 사용해 왔으나 결국 최신 기기를 구매할 수 있도록 일을 더 많이
해야 하고 그것을 사용하는 방법을 알 수 있도록 더 많은 것을 배워야 한다는 것을 알게 되는 것일 수도 있다.

10 Another example might be the bureaucracy that is involved in getting service from a government
department.
또 다른 예는 정부 부서에서 서비스를 받기 위해 겪는 번잡한 사무 절차일 수도 있을 것이다.

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Chapter 3 QN 31-34 PRACTICE 08

1 One paradox of power is that leaders who are most effective79) in building a positive legacy that
outlasts them are those least interested80) in exercising power for its own sake, or in establishing
their own place in history.
권력의 역설 중 하나는 자신보다 더 오래가는 긍정적인 유산을 남기는 데 가장 유능한 리더들은 그(권력) 자체를 위해서 권력
을 행사하거나 역사에 자신의 자리를 확고히 하는 데 전혀 관심이 없는 사람들이라는 것이다.

2 J. Patrick Dobel cautions leaders that “insisting on credit for your achievements invites81)
disappointment and distortion of personal energy and aspirations.”
J. Patrick Dobel은 리더들에게 ‘자신의 성취에 대한 공로를 주장하는 것은 실망과 개인의 에너지 및 포부의 왜곡을 자초한다’고
경고한다.

3 He also연82) advises aspiring leaders to be proactive83) “sooner rather than later; a person’s legacy
unfolds every day,” and priorities and relationships formed early in a career create84) the foundations
for later achievements.
그는 또한 포부가 있는 리더들에게 ‘차라리 일찌감치’ 상황을 앞서서 주도하도록 조언하는데, ‘사람의 유산은 매일 드러나며,’
경력 초기에 형성된 우선순위와 관계가 나중 성취의 토대를 만든다.

4 People cannot control85) how history will judge them, but they can be conscious86) of how their
daily interactions and priorities affect followers and institutions.
사람은 역사가 자신을 어떻게 평가할지를 통제할 수 없으나 자신의 일상적인 소통과 우선순위가 추종자와 기관에 어떻게 영향
을 미치는지는 알 수 있다.

5 Unless leaders’ priorities include87) support for others’ careers as well as their own, their legacy is
likely to be limited88).
리더들의 우선순위가 자기 자신의 것뿐만 아니라 다른 사람들의 경력을 지원하는 것을 포함하지 않으면, 그들의 유산은 제한될
가능성이 있다.

6 As one leadership development expert notes, “The ultimate test of a leader is not whether he or
she makes smart decisions... but whether he or she teaches others to be leaders and builds an
organization that can sustain89) its success even when he or she is not around90).”
한 리더십 개발 전문가가 언급하듯이, “리더에 대한 최종 시험은 그가 현명한 결정을 내리는지 여부가 아니라, 그가 다른 사람
들을 리더가 되도록 가르치고 심지어 그가 없는 상황에서도 성공을 지속할 수 있는 조직을 구축하는지의 여부이다.”

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Chapter 3 QN 31-34 PRACTICE 09

1 Particularly for very young children, those who are learning the language of instruction, or those
with language delays/disorders, it is important to make experiences concrete91).
특히 매우 어린 아이들, 교수 언어를 배우고 있는 아이들, 또는 언어 지연/장애가 있는 아이들에게는 경험을 구체적으로 만드
는 것이 중요하다.

2 Collaborative92) storytelling ― for instance연93), starting with a stuffed toy and initiating a story
and then passing to a child in succession with the words, “and then,” is a way to build narrative
skills in children.
예를 들어, 봉제 인형으로 시작하여 이야기에 착수하며, 그런 다음 ‘그러고 나서’라는 말과 함께 잇달아 한 아이에게 (말을) 넘
기는 협력적인 이야기 만들기는 아이들의 이야기 기술을 키워 주는 방법이다.

3 Teachers who work to build prior knowledge can do a better job of giving every child a chance
to participate94) and succeed.
사전 지식을 쌓아 주는 데 노력하는 교사들은 모든 아이에게 참여하고 성공할 기회를 주는 것을 더 잘할 수 있다.

4 During a summer reading support program for children, there was talk of going camping but all
the children had not had this experience.
아이들을 위한 여름 독서 지원 프로그램 동안 캠핑 가는 것에 대한 이야기가 나왔지만, 모든 아이들이 이 경험을 한 것은 아니
었다.

5 The teacher used real objects while telling a story about a camping trip, created a learning center
set up like a campsite with a tent, “campfire,” and even real animals from a taxidermist; had
children take a virtual camping trip online, and, as a culminating activity, parked her camper on the
school property so that children could go on a simulated camping trip.
그 교사는 캠핑 여행에 대한 이야기를 하면서 실제 물건을 사용했고, 텐트, ‘캠프파이어’, 심지어 박제사로부터 구한 진짜 동물
들이 있는 캠핑장처럼 꾸며진 학습 센터를 만들었고, 아이들에게 온라인으로 가상 캠핑 여행을 하게 했고, 마무리 활동으로 아
이들이 모의 캠핑 여행을 갈 수 있도록 학교 부지에 자신의 캠핑카를 주차했다.

6 Together, they built a “word wall” with the words and pictures the students gathered and later
used to talk and write about camping experiences.
함께 그들은 학생들이 모으고 나중에 캠핑 경험에 대해 말하고 쓰는 데 사용한 단어와 그림을 가지고 ‘단어 벽’을 만들었다.

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Chapter 3 QN 31-34 PRACTICE 10

1 Usually, when experts disagree95), doubt is the most reasonable96) response.

보통 전문가들의 의견이 일치하지 않을 때는 의심이 가장 합리적인 대응이다.

2 You might have an opinion about whether the Chinese stock market will rise next year.
여러분은 내년에 중국 주식 시장이 상승할 것인지에 대한 의견을 가질 수도 있을 것이다.

3 You might have an opinion about the best explanation of the fall of Rome.
로마의 몰락에 대한 최선의 설명에 대한 의견을 가질 수도 있을 것이다.

4 But연97) unless you have some privileged information others lack, you should feel some doubt if
there’s no consensus98) among the world’s leading experts.
그러나 여러분이 다른 사람들에게 없고 소수에게 독점된 어떤 정보를 가지지 않은 한, 세계 최고의 전문가들 사이에 합의가 없
다면 약간의 의구심을 느낄 것이다.

5 You should probably acknowledge, at least, that the evidence doesn’t decisively support99) your
preferred view over all others.
아마 적어도 증거가 다른 모든 견해보다 여러분이 선호하는 견해를 결정적으로 뒷받침하지 못한다는 점을 인정해야 할 것이다.

6 You might still prefer100) your view.

여러분은 여전히 자신의 견해를 선호할 수도 있다.

7 You might champion it, defend it, argue for it, see the counterarguments as flawed101), think those
who disagree are failing102) to appreciate the overall balance of considerations.
그것을 위해 싸우고, 그것을 옹호하고, 그것에 찬성 주장을 하고, 반론에 결함이 있다고 보고, 동의하지 않는 사람들이 고려 사
항의 전체적인 균형을 인식하지 못하고 있다고 생각할 수도 있다.

8 But연103) appropriate epistemic humility and recognition of your history of sometimes misplaced104)
confidence ought, probably, to inspire105) substantial uncertainty in moments of judicious assessment.
그러나 적절한 인식론적 겸손과 때때로 잘못된 확신을 가졌던 자신의 역사를 인정하는 것은 아마도 신중한 평가의 순간에 상
당한 불확실성을 불러일으킬 것이다.

9 This is true, of course, when you are a novice, but it is also often true when you yourself are
among the experts.
이것은 물론 여러분이 초심자일 때도 해당되지만, 자신이 전문가에 속할 때도 해당되는 경우가 많다.

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정답 43) In truth 87) include
44) misperception 88) limited
1) Rising
45) fell 89) sustain
2) self-expression
46) varied 90) around
3) material
47) temperature-compensated 91) concrete
4) But
48) personal 92) Collaborative
5) reshaped
49) special 93) for instance
6) stimulating
50) attention 94) participate
7) less
51) personally 95) disagree
8) sustenance
52) recognize 96) reasonable
9) practical
53) guide 97) But
10) nonmaterial
54) close 98) consensus
11) premium
55) peaked 99) support
12) interesting
56) selective 100) prefer
13) political
57) enduring 101) flawed
14) choice
58) survival 102) failing
15) satisfy
59) exhausting 103) But
16) free
60) available 104) misplaced
17) within
61) advantages 105) inspire
18) waste
62) accurate
19) emotionally
63) for example
20) outside
64) better
21) judgments
65) random
22) But
66) less
23) stop
67) skewed
24) silly
68) distort
25) pointless
69) sufficient
26) altering
70) limited
27) nothing
71) effectiveness
28) drops
72) In fact
29) relative
73) worse
30) past
74) involve
31) happier
75) for example
32) Simply put
76) As a result
33) interpretation
77) create
34) But
78) save
35) happy
79) effective
36) involves
80) interested
37) But
81) invites
38) remember
82) also
39) drilled
83) proactive
40) however
84) create
41) authentic
85) control
42) dependent
86) conscious

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Chapter 3 QN 31-34 기출 예제 01

1 People have always needed to eat, and they always will.

2 Rising1) emphasis on self-expression2) values does not put an end to material3) desires.

3 But연4) prevailing economic orientations are gradually being reshaped5).

4 People who work in the knowledge sector continue to seek high salaries, but they place equal or
greater emphasis on doing stimulating6) work and being able to follow their own time schedules.

5 Consumption is becoming progressively less7) determined by the need for sustenance8) and the
practical9) use of the goods consumed.

6 People still eat, but a growing component of food’s value is determined by its nonmaterial10)
aspects.

7 People pay a premium11) to eat exotic cuisines that provide an interesting12) experience or that
symbolize a distinctive life-style.

8 The publics of postindustrial societies place growing emphasis on “political13) consumerism,” such
as boycotting goods whose production violates ecological or ethical standards.

9 Consumption is less and less a matter of sustenance and more and more a question of life-style
― and choice14).

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Chapter 3 QN 31-34 기출 예제 02

1 Epictetus wrote, “A man’s master is he who is able to confirm or remove whatever that man seeks
or shuns.”

2 If you depend on no one except yourself to satisfy15) your desires, you will have no master other
than yourself and you will be free16).

3 Stoic philosophy was about that ― taking charge of your life, learning to work on those things
that are within17) your power to accomplish or change and not to waste18) energy on things you
cannot.

4 In particular, the Stoics warned against reacting emotionally19) to what is outside20) your control.

5 Often, Epictetus argued, it’s not our circumstances that get us down but rather the judgments21)
we make about them.

6 Consider anger.

7 We don’t get angry at the rain if it spoils our picnic.

8 That would be silly because we can’t do anything about the rain.

9 But연22) we often do get angry if someone mistreats us.

10 We usually can’t control or change that person any more than we can stop23) the rain, so that is
equally silly24).

11 More generally, it is just as pointless25) to tie our feelings of well-being to altering26) another
individual’s behavior as it is to tie them to the weather.

12 Epictetus wrote, “If it concerns anything not in our control, be prepared to say that it is nothing27)
to you.”

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 중요 어휘 빈칸
Chapter 3 QN 31-34 PRACTICE 01

1 Imagine you’ve bought a nice piece of land and built a house.

2 The house is magnificent, with at least three more bedrooms than you need.

3 One year later, somebody else buys the neighboring plot and constructs a house so luxurious it
makes yours look like a garden shed.

4 What happens?

5 Your blood pressure rises and your life satisfaction drops28) ― even though you’re still living very
well.

6 Money is relative29).

7 Not just in comparison to others, but in comparison to your past30).

8 If you earned ＄50,000 per year during the first half of your career and today you earn ＄75,000,
you’ll be happier31) than if you first earned ＄75,000 and now earn just ＄60,000.

9 This is despite the fact that, averaging the figures, you come out better off overall in the second
scenario.

10 Simply put연32), your level of wealth ― above the poverty line ― is primarily a matter of
interpretation33).

11 But연34) this is good news; it means it’s up to you whether money makes you happy35) or not.

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Chapter 3 QN 31-34 PRACTICE 02

1 All learning involves36) memory.

2 But연37) people are most likely to remember38) what they have used and maybe invented, not
what they have had drilled39) into their heads.

3 Marshall and Albert began learning French in the sixth grade, but six weeks into the fall semester,
Albert’s parents moved to Paris, taking the young boy and his sister with them.

4 By the time he graduated from high school, Marshall had taken six years of French, memorizing
vocabulary and usually acing the exams.

5 His parents drilled him, using all the sophisticated procedures of spaced repetition.

6 It doesn’t take much imagination or insight, however연40), to guess which one of the two boys
read, spoke, and wrote French with almost perfect fluency when they met for a reunion right before
going off to college, and which one struggled to keep up with the chatter.

7 People learn deeply by doing in authentic41) situations.

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Chapter 3 QN 31-34 PRACTICE 03

1 Hudson Hoagland, an American doctor, had shown in the 1930s that the ability to ‘count’ time
was temperature dependent42).

2 His wife was ill and had a very high fever, somewhere around 39°C.

3 Hoagland needed to go to the drugstore for some medication for her.

4 When he got home his wife was quite upset with him for taking so long, claiming that he had
been away for hours.

5 In truth연43), his trip had only taken about 20 minutes.

6 His wife’s misperception44) interested Hoagland.

7 Without telling her what he was thinking, he asked her to estimate the duration of a minute by
counting to 60 at the rate of one number per second.

8 It turned out that his wife’s estimate of a minute was only 30 seconds long.

9 She did much better as her temperature fell45).

10 Her ability to time intervals obviously varied46) with temperature, so her interval timer worked in
an entirely different way to a temperature-compensated47) circadian clock.

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Chapter 3 QN 31-34 PRACTICE 04

1 When we ask people to tell us about the most meaningful recognition they’ve received, they
consistently say that it’s “personal48).”

2 They say that it feels special49).

3 That’s why it’s so important for you as a leader to pay attention50) to the likes and dislikes of
each and every individual in your group.

4 You get a lot more emotional bang for your buck when you make recognition and rewards
personally51).

5 Step into the shoes of other people and ask yourself, “What do I wish someone would do to
celebrate and recognize52) my contribution?”

6 Let your answer to this question guide53) your own thinking about how to acknowledge the
contributions of others, while also being sensitive to the fact that not everyone is just like you.

7 This means that you have to get close54) enough to others to know about what would make
recognition meaningful to them.

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Chapter 3 QN 31-34 PRACTICE 05

1 Humans live way longer than similar species, and we persist long after our physical or
reproductive usefulness has peaked55), which isn’t very ‘selective56)’ if you think about it.

2 There are many theories as to why we ended up so enduring57), but one factor seems to play a
big part, which is the positive influence of grandparents, on the survival58) of young ones and the
community at large.

3 Older members of a primitive human community may not have been very good at hunting or the
physical stuff, but they were still perfectly capable of looking after the babies and children, and
didn’t need to spend time pursuing mates or any of that other exhausting59) stuff.

4 The children were cared for, learned wisdom was passed on directly, extra hands were available60)
for the day-to-day stuff...

5 The advantages61) of keeping your old folks around are many and varied, it seems.

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Chapter 3 QN 31-34 PRACTICE 06

1 Psychology researchers estimate how larger populations of people would respond by testing
smaller, representative samples of people.

2 It is intuitive that larger samples would produce more accurate62) estimates of how the entire
population would respond.

3 Consider, for example연63), a study of attitudes about wearing face masks among incoming
first-year students at your college or university.

4 A study that includes half of all incoming students is likely to provide a far better64)
approximation of what the entire population feels than a study that includes only 10 incoming
students.

5 The issue is how strongly random65) chance influences the smaller sample.

6 What if 8 out of the 10 students in the smaller sample happened to come from the same town?

7 Or if 9 of them identified as women?

8 A larger sample is less66) prone to be skewed67) toward one particular town, gender, or any other
factor that might distort68) the results.

9 Scientists might assume that a small sample is sufficient69), when a larger one is actually required
to achieve an accurate estimation of the population effects.

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Chapter 3 QN 31-34 PRACTICE 07

1 Linear solutions are often limited70) in their effectiveness71) when trying to solve problems that
involve multiple layers of cycles and paradox.

2 In fact연72), they often make the presenting problems worse73).

3 Linear solutions involve74) breaking the problem into component parts and then addressing the
symptoms of each component with a separate solution or set of solutions.

4 Each solution, like any other aspect of nature, will have pros and cons.

5 Everything in life has an upside and a downside.

6 Side effects are a downside of medications, for example연75).

7 A single problem might be divided into several subproblems, each with its own attempted
solutions that have their own downsides.

8 As a result연76), the solutions to a single problem create77) new problems.

9 One obvious example of that might be how we have used technology to try to save78) time only
to find we have to work more to be able to buy the latest gadgets and learn more so we can
know how to use them.

10 Another example might be the bureaucracy that is involved in getting service from a government
department.

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Chapter 3 QN 31-34 PRACTICE 08

1 One paradox of power is that leaders who are most effective79) in building a positive legacy that
outlasts them are those least interested80) in exercising power for its own sake, or in establishing
their own place in history.

2 J. Patrick Dobel cautions leaders that “insisting on credit for your achievements invites81)
disappointment and distortion of personal energy and aspirations.”

3 He also연82) advises aspiring leaders to be proactive83) “sooner rather than later; a person’s legacy
unfolds every day,” and priorities and relationships formed early in a career create84) the foundations
for later achievements.

4 People cannot control85) how history will judge them, but they can be conscious86) of how their
daily interactions and priorities affect followers and institutions.

5 Unless leaders’ priorities include87) support for others’ careers as well as their own, their legacy is
likely to be limited88).

6 As one leadership development expert notes, “The ultimate test of a leader is not whether he or
she makes smart decisions... but whether he or she teaches others to be leaders and builds an
organization that can sustain89) its success even when he or she is not around90).”

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Chapter 3 QN 31-34 PRACTICE 09

1 Particularly for very young children, those who are learning the language of instruction, or those
with language delays/disorders, it is important to make experiences concrete91).

2 Collaborative92) storytelling ― for instance연93), starting with a stuffed toy and initiating a story
and then passing to a child in succession with the words, “and then,” is a way to build narrative
skills in children.

3 Teachers who work to build prior knowledge can do a better job of giving every child a chance
to participate94) and succeed.

4 During a summer reading support program for children, there was talk of going camping but all
the children had not had this experience.

5 The teacher used real objects while telling a story about a camping trip, created a learning center
set up like a campsite with a tent, “campfire,” and even real animals from a taxidermist; had
children take a virtual camping trip online, and, as a culminating activity, parked her camper on the
school property so that children could go on a simulated camping trip.

6 Together, they built a “word wall” with the words and pictures the students gathered and later
used to talk and write about camping experiences.

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 중요 어휘 빈칸
Chapter 3 QN 31-34 PRACTICE 10

1 Usually, when experts disagree95), doubt is the most reasonable96) response.

2 You might have an opinion about whether the Chinese stock market will rise next year.

3 You might have an opinion about the best explanation of the fall of Rome.

4 But연97) unless you have some privileged information others lack, you should feel some doubt if
there’s no consensus98) among the world’s leading experts.

5 You should probably acknowledge, at least, that the evidence doesn’t decisively support99) your
preferred view over all others.

6 You might still prefer100) your view.

7 You might champion it, defend it, argue for it, see the counterarguments as flawed101), think those
who disagree are failing102) to appreciate the overall balance of considerations.

8 But연103) appropriate epistemic humility and recognition of your history of sometimes misplaced104)
confidence ought, probably, to inspire105) substantial uncertainty in moments of judicious assessment.

9 This is true, of course, when you are a novice, but it is also often true when you yourself are
among the experts.

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 중요 어휘 빈칸
정답 43) In truth 87) include
44) misperception 88) limited
1) Rising
45) fell 89) sustain
2) self-expression
46) varied 90) around
3) material
47) temperature-compensated 91) concrete
4) But
48) personal 92) Collaborative
5) reshaped
49) special 93) for instance
6) stimulating
50) attention 94) participate
7) less
51) personally 95) disagree
8) sustenance
52) recognize 96) reasonable
9) practical
53) guide 97) But
10) nonmaterial
54) close 98) consensus
11) premium
55) peaked 99) support
12) interesting
56) selective 100) prefer
13) political
57) enduring 101) flawed
14) choice
58) survival 102) failing
15) satisfy
59) exhausting 103) But
16) free
60) available 104) misplaced
17) within
61) advantages 105) inspire
18) waste
62) accurate
19) emotionally
63) for example
20) outside
64) better
21) judgments
65) random
22) But
66) less
23) stop
67) skewed
24) silly
68) distort
25) pointless
69) sufficient
26) altering
70) limited
27) nothing
71) effectiveness
28) drops
72) In fact
29) relative
73) worse
30) past
74) involve
31) happier
75) for example
32) Simply put
76) As a result
33) interpretation
77) create
34) But
78) save
35) happy
79) effective
36) involves
80) interested
37) But
81) invites
38) remember
82) also
39) drilled
83) proactive
40) however
84) create
41) authentic
85) control
42) dependent
86) conscious

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올림포스 9대 변별유형 Chapter 03 QN 31-34 중요 내용 영작
Chapter 3 QN 31-34 기출 예제 01

1 People have always needed to eat, and they always will.

사람들은 항상 먹을 것이 필요했으며, 또 항상 그럴 것이다.

2 Rising emphasis on self-expression values does not put an end to material desires.
자기표현 가치에 관한 늘어나는 강조가 물질적 욕구를 끝내지는 않는다.

3 But prevailing economic orientations are gradually being reshaped.

하지만 우세한 경제적 방향성이 서서히 재형성되고 있다.

4 People who work in the knowledge sector continue to seek high salaries, but they place equal or
greater emphasis on doing stimulating work and being able to follow their own time schedules.
지식 부문에서 일하는 사람들은 계속 높은 급료를 추구하지만, 그들은 (아주 흥미로워) 자극이 되는 일을 하는 것과 그들 자신
의 시간 계획을 따르는 것에 동등한 또는 더 큰 중점을 둔다.

5 Consumption is becoming progressively less determined by the need for sustenance and the
practical use of the goods consumed.
소비는 점진적으로 생존에 대한 필요와 소비되는 재화의 실용적 사용에 의해 덜 결정된다.

6 People still eat, but 1)[ food’s / determined / is / a / its / nonmaterial / component / by /
growing / of / aspects / value ].
사람들은 여전히 먹지만, 음식 가치의 증가하는 구성 요소가 그것의 비물질적인 측면에 의해 결정된다.

7 People pay a premium to eat exotic cuisines that provide an interesting experience or that
symbolize a distinctive life-style.
사람들은 흥미로운 경험을 제공하거나 독특한 생활 방식을 상징하는 이국적인 요리를 먹고자 할증금을 낸다.

8 The publics of postindustrial societies place growing emphasis on “political consumerism,” such as
boycotting goods whose production violates ecological or ethical standards.
탈공업화 사회의 대중은 생산이 생태적 또는 윤리적 기준을 위반하는 상품의 구매를 거부하는 것과 같은 ‘정치적 소비주의’에
점점 더 많은 중점을 둔다.

9 2)[ more / sustenance / less / a / and / and / less / question / and / more / a / is / matter /
life-style / of / of / Consumption ] ― and choice.
소비는 점점 덜 생존의 문제이며 점점 더 생활 방식, 그리고 선택의 문제이다.

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Chapter 3 QN 31-34 기출 예제 02

1 Epictetus wrote, “A man’s master is he who is able to confirm or remove whatever that man seeks
or shuns.”
Epictetus는 “사람의 주인은 그 사람이 추구하거나 피하는 것은 무엇이든지 확인하거나 제거할 수 있는 사람이다.”라고 썼다.

2 3)[ will / yourself / If / except / your / yourself / no / you / no / you / and / depend / will /
you / one / other / free / have / satisfy / be / to / on / master / desires, / than ].
만일 여러분이 자신의 욕망을 만족시키기 위해 여러분 자신 외에 누구에게도 의존하지 않는다면, 여러분은 여러분 자신 외에
주인이 없을 것이고 여러분은 자유로울 것이다.

3 Stoic philosophy was about that ― taking charge of your life, 4)[ to / or / energy / on / those /
within / are / your / things / power / waste / to / things / to / and / change / accomplish / on /
you / work / that / not / learning / cannot ].
스토아 철학은 여러분의 삶을 책임지고, 성취하거나 변화하기 위해 여러분의 힘 안에 있는 것들에 노력하는 것과 여러분이 할
수 없는 것들에 에너지를 낭비하지 않는 것을 배우는 것에 관한 것이었다.

4 In particular, the Stoics 5)[ control / your / what / to / outside / warned / reacting / against /
emotionally / is ].
특히, 스토아학파는 여러분의 통제 밖에 있는 것에 대해 감정적으로 반응하는 것에 대해 경고했다.

5 Often, Epictetus argued, it’s not our circumstances that get us down but rather the judgments we
make about them.
흔히, Epictetus는 우리를 낙담시키는 것은 우리의 상황이 아니라 오히려 그것들에 대해 우리가 내리는 판단이라고 주장했다.

6 Consider anger.
분노를 생각해 보라.

7 We don’t get angry at the rain if it spoils our picnic.

우리는 비가 우리의 소풍을 망친다 해도, 그것에 화가 나지 않는다.

8 That would be silly because we can’t do anything about the rain.

그것은 어리석은 짓인데, 우리가 비에 대해 아무것도 할 수 없기 때문이다.

9 But we often do get angry if someone mistreats us.

하지만 우리는 누군가가 우리를 나쁘게 대한다면 흔히 정말 화가 난다.

10 We usually can’t control or change that person any more than we can stop the rain, so that is
equally silly.
우리가 비를 멈출 수 없는 것처럼 우리는 대개 그 사람을 통제하거나 바꿀 수도 없으므로, 그것은 마찬가지로 어리석다.

11 More generally, it is just as pointless to tie our feelings of well-being to altering another
individual’s behavior as it is to tie them to the weather.
더 일반적으로, 우리의 안녕에 관한 감정을 다른 개인의 행동을 바꾸는 것에 연결하는 것은, 그것들을 날씨에 연결하는 것만큼
이나 무의미하다.

12 Epictetus wrote, “6)[ it / is / be / nothing / our / control, / say / If / it / to / that / in /

prepared / concerns / you / anything / to / not ].”
Epictetus는 “만약 그것이 우리의 통제 안에 있지 않은 것과 관련이 있다면, 그것은 당신에게 아무것도 아니라고 말할 준비를
하라.”고 썼다.

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Chapter 3 QN 31-34 PRACTICE 01

1 Imagine you’ve bought a nice piece of land and built a house.

멋진 땅을 사서 집을 지었다고 상상해 보라.

2 The house is magnificent, with at least three more bedrooms than you need.
그 집은 여러분이 필요한 것보다 침실이 적어도 3개 더 있는 멋진 집이다.

3 One year later, somebody else buys the neighboring plot and constructs a house so luxurious it
makes yours look like a garden shed.
1년 후, 다른 어떤 사람이 옆에 있는 땅을 사서 여러분의 집이 정원의 헛간처럼 보이게 할 정도로 아주 호화로운 집을 짓는다.

4 What happens?
무슨 일이 일어날까?

5 Your blood pressure rises and your life satisfaction drops ― even though you’re still living very
well.
여러분은 혈압이 오르고 삶의 만족도가 떨어지는데— 비록 여전히 아주 잘 살고 있다 하더라도 그렇다.

6 Money is relative.
돈은 상대적이다.

7 Not just in comparison to others, but in comparison to your past.

다른 사람과의 비교뿐만 아니라 자신의 과거와 비교해서도 그러하다.

8 If you earned ＄50,000 per year during the first half of your career and today you earn ＄75,000,
you’ll be happier than if you first earned ＄75,000 and now earn just ＄60,000.
경력 전반기에 연간 5만 달러를 벌었고 현재 7만 5천 달러를 벌고 있다면, 처음에 7만 5천 달러를 벌다가 지금은 6만 달러만
버는 경우보다 더 행복할 것이다.

9 This is despite the fact that, averaging the figures, you come out better off overall in the second
scenario.
이는 수치의 평균을 내면 두 번째 시나리오에서 전반적으로 더 나은 결과를 얻을 수 있다는 사실에도 불구하고 그렇다.

10 Simply put, your level of wealth ― above the poverty line ― is primarily a matter of
interpretation.
간단히 말해, 재산 수준은, 빈곤선 이상인 경우, 주로 해석의 문제이다.

11 But this is good news; it means 7)[ happy / whether / makes / not / you / money / to / up /
or / it’s / you ].
하지만 이것은 좋은 소식이다. 그것의 의미는 돈이 여러분을 행복하게 만들지의 여부가 여러분에게 달려 있다는 것이다.

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Chapter 3 QN 31-34 PRACTICE 02

1 All learning involves memory.

모든 학습은 기억을 수반한다.

2 But people are most likely to 8)[ have / remember / their / used / have / not / they / what /
they / invented, / heads / had / and / what / drilled / into / maybe ].
하지만 사람들은 머릿속에 주입된 것이 아니라 자신이 사용하거나 어쩌면 만들어 냈던 것을 기억할 가능성이 가장 크다.

3 Marshall and Albert began learning French in the sixth grade, but six weeks into the fall semester,
Albert’s parents moved to Paris, taking the young boy and his sister with them.
Marshall과 Albert는 6학년 때 프랑스어를 배우기 시작했지만, 가을 학기가 시작되고 6주 후 Albert의 부모님은 그 어린 소년과
그의 여동생을 데리고 파리로 이사했다.

4 By the time he graduated from high school, Marshall had taken six years of French, memorizing
vocabulary and usually acing the exams.
고등학교를 졸업했을 때, Marshall은 이미 6년 동안 프랑스어를 배웠으며 어휘를 암기하고 시험에서 대개 A를 받았다.

5 His parents drilled him, using all the sophisticated procedures of spaced repetition.
그의 부모님은 간격을 두고 반복하는 모든 정교한 절차를 사용하여 그를 훈련시켰다.

6 It doesn’t take much imagination or insight, however, to guess which one of the two boys read,
spoke, and wrote French with almost perfect fluency when they met for a reunion right before
going off to college, and which one struggled to keep up with the chatter.
그러나 대학 진학 직전에 동창회를 위해 만났을 때 두 소년 중 누가 프랑스어를 거의 완벽하게 유창하게 읽고, 말하고, 썼는지,
그리고 누가 수다를 따라잡기 위해 애썼는지 추측하는 데는 많은 상상력이나 통찰력이 필요하지 않다.

7 9)[ doing / by / learn / authentic / People / situations / in / deeply ].

사람들은 진짜 상황에서 학습함으로써 깊이 학습한다.

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 중요 내용 영작
Chapter 3 QN 31-34 PRACTICE 03

1 Hudson Hoagland, an American doctor, had shown in the 1930s that 10)[ to / time / ability /
temperature / dependent / ‘count’ / the / was ].
미국의 의사 Hudson Hoagland는 1930년대에 시간을 ‘세는’ 능력이 체온 의존적임을 입증했었다.

2 His wife was ill and had a very high fever, somewhere around 39°C.
그의 아내는 몸이 아팠고 대략 39°C 정도의 아주 높은 열이 났다.

3 Hoagland needed to go to the drugstore for some medication for her.

Hoagland는 아내를 위해 약국에 가서 약을 사 와야 했다.

4 When he got home his wife was quite upset with him for taking so long, claiming that he had
been away for hours.
집에 돌아왔을 때 그의 아내는 그가 몇 시간 동안 자리를 비웠다고 주장하면서 그가 너무 오래 걸린 데 대해 상당히 화가 나
있었다.

5 In truth, his trip had only taken about 20 minutes.

사실 그가 갔다 온 시간은 20분 정도밖에 걸리지 않았다.

6 His wife’s misperception interested Hoagland.

아내의 오해는 Hoagland의 관심을 끌었다.

7 Without telling her what he was thinking, he asked her to estimate the duration of a minute by
counting to 60 at the rate of one number per second.
그는 아내에게 자신이 무슨 생각을 하고 있는지 말하지 않고 1초에 한 숫자씩 60까지 세면서 1분의 시간 길이를 추정해 달라
고 부탁했다.

8 It turned out that his wife’s estimate of a minute was only 30 seconds long.
아내가 추정한 1분은 30초에 불과했다는 것이 드러났다.

9 She did much better as her temperature fell.

체온이 떨어짐에 따라 그녀는 훨씬 더 잘 해냈다.

10 11)[ ability / varied / intervals / temperature / to / time / obviously / with / Her ], so her interval
timer worked in an entirely different way to a temperature-compensated circadian clock.
그녀가 시간 간격을 측정하는 능력은 온도에 따라 분명히 달랐으며, 그래서 그녀의 시간 간격 타이머는 온도로 보정된 체내 시
계에 맞추어 완전히 다른 방식으로 작동했다.

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Chapter 3 QN 31-34 PRACTICE 04

1 When we ask people to tell us about the most meaningful recognition they’ve received, they
consistently say that it’s “personal.”
우리가 사람들에게 자신들이 받은 ‘가장 의미 있는 인정’에 관해 이야기해 달라고 부탁하면 그들은 한결같이 그것은 ‘개인적인’
것이라고 답한다.

2 They say that it feels special.

그들은 그것이 특별하게 느껴진다고 말한다.

3 That’s why 12)[ in / individual / pay / leader / to / for / important / group / each / the / a / it’s
/ and / of / so / dislikes / your / as / every / attention / to / you / and / likes ].
그래서 리더로서 여러분이 그룹 구성원 개개인이 좋아하는 것과 싫어하는 것에 주의를 기울이는 것이 매우 중요하다.

4 13)[ personally / your / lot / more / for / you / when / and / buck / You / a / make / rewards /
get / recognition / bang / emotional ].
인정과 보상을 개인적이게 만들 때 훨씬 더 큰 감정적 효과를 얻는다.

5 Step into the shoes of other people and ask yourself, “What do I wish someone would do to
celebrate and recognize my contribution?”
다른 사람의 입장이 되어 “나는 내가 한 기여를 축하하고 인정하기 위해 다른 사람이 무엇을 해 주기를 바라는가?”라고 자문해
보라.

6 Let your answer to this question guide your own thinking about how to acknowledge the
contributions of others, while also being sensitive to the fact that not everyone is just like you.
모든 사람이 여러분과 꼭 같지는 않다는 사실도 또한 세심하게 인식하는 한편, 이 질문에 대한 답이 다른 사람의 기여를 인정
하는 방법에 대한 여러분의 생각을 이끌도록 하라.

7 This means that you have to get close enough to others to 14)[ them / recognition / know /
make / about / what / would / meaningful / to ].
이것은 곧, 무엇이 인정을 다른 사람들에게 의미 있게 만드는지에 관해 알기 위해서는 그들과 충분히 가까워져야 한다는 뜻이
다.

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Chapter 3 QN 31-34 PRACTICE 05

1 Humans live way longer than similar species, and we persist long after our physical or
reproductive usefulness has peaked, which isn’t very ‘selective’ if you think about it.
인간은 비슷한 종보다 훨씬 오래 살며, 신체적 또는 생식적 유용성이 정점에 이른 지 오랜 후에도 생존하는데, 생각해보면 그
것은 그다지 ‘자연 선택적’이지 않다.

2 There are many theories as to why we ended up so enduring, but one factor seems to play a big
part, which is the positive influence of grandparents, on the survival of young ones and the
community at large.
인류가 결국 그렇게 오래 살게 된 이유에 대해서는 여러 가지 이론이 있지만, 조부모의 긍정적인 영향이라는 한 요소가 어린
자녀와 공동체 전체의 생존에 큰 역할을 하는 것 같다.

3 Older members of a primitive human community may not have been very good at hunting or the
physical stuff, but they were still perfectly capable of looking after the babies and children, and
didn’t need to spend time pursuing mates or any of that other exhausting stuff.
원시 인류 공동체의 나이 든 구성원들은 사냥이나 육체적인 일에는 능숙하지 못했을지 몰라도 아기와 아이들을 돌보는 것을
여전히 완벽하게 할 수 있었고, 짝을 찾거나 그 밖의 소모적인 일에 시간을 쏟을 필요가 없었다.

4 The children were cared for, learned wisdom was passed on directly, extra hands were available
for the day-to-day stuff...
아이들은 보살핌을 받았으며, 학습된 지혜는 직접 전수되었고, 일상적인 일에 여분의 일손이 이용될 수 있었으며…

5 15)[ The / of / old / keeping / around / are / many / your / advantages / and / varied / folks ],
it seems.
노부모를 모시는 것의 장점은 다양하고 많은 것 같다.

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Chapter 3 QN 31-34 PRACTICE 06

1 Psychology researchers estimate how larger populations of people would respond by testing
smaller, representative samples of people.
심리학 연구자들은 사람들의 더 작고 대표적인 표본을 테스트함으로써 사람들의 더 큰 모집단이 어떻게 반응할지 추정한다.

2 It is intuitive that 16)[ would / entire / samples / of / population / the / would / respond / how /
estimates / more / accurate / produce / larger ].
더 큰 표본이 전체 모집단이 어떻게 반응할지를 더 정확하게 추정할 것이라는 사실은 직관적이다.

3 Consider, for example, a study of attitudes about wearing face masks among incoming first-year
students at your college or university.
예를 들어 대학이나 대학교에 입학하는 1학년 학생들 사이에서 안면 마스크를 착용하는 것에 대한 태도에 관한 연구를 생각해
보라.

4 A study that includes half of all incoming students is likely to provide a far better approximation
of what the entire population feels than a study that includes only 10 incoming students.
단 10명의 입학생을 포함하는 연구보다, 모든 입학생의 절반을 포함한 연구가 훨씬 더 나은 근사치를 제공할 가능성이 있다.

5 The issue is 17)[ strongly / chance / the / sample / smaller / influences / how / random ].
문제는 무작위 확률이 더 작은 표본에 얼마나 강하게 영향을 미치는가 하는 것이다.

6 What if 8 out of the 10 students in the smaller sample happened to come from the same town?
만약 작은 표본의 10명 중 8명이 같은 마을에서 왔다면 어떻게 될까?

7 Or if 9 of them identified as women?

또는 그들 중 9명이 여성으로 확인된다면 어떨까?

8 A larger sample is less prone to be skewed toward one particular town, gender, or any other
factor that might distort the results.
더 큰 표본은 하나의 특정한 마을, 성별 또는 결과를 왜곡할 수도 있는 다른 요인으로 편향되는 경향이 더 적다.

9 Scientists might assume that a small sample is sufficient, when 18)[ achieve / of / accurate /
population / larger / the / to / required / a / is / effects / an / one / actually / estimation ].
모집단의 효과에 대한 정확한 추정을 얻기 위해 더 큰 표본이 실제로 요구되는데도, 과학자들은 작은 표본이 충분하다고 가정
할 수도 있을 것이다.

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Chapter 3 QN 31-34 PRACTICE 07

1 Linear solutions are often limited in their effectiveness when trying to solve problems that involve
multiple layers of cycles and paradox.
여러 층의 순환과 역설을 포함하는 문제를 해결하고자 할 때, 선형적인 해결책은 그 효과가 흔히 제한적이다.

2 In fact, they often make the presenting problems worse.

사실, 그것들은 표출되는 문제를 더 악화시킨다.

3 Linear solutions involve breaking the problem into component parts and then addressing the
symptoms of each component with a separate solution or set of solutions.
선형적인 해결책은 문제를 구성 요소로 나누고, 각 구성 요소의 증상을 개별적인 해결책이나 해결책의 모음으로 다루는 것을
포함한다.

4 Each solution, like any other aspect of nature, will have pros and cons.
다른 자연의 모든 측면과 마찬가지로, 각 해결책에는 장단점이 있을 것이다.

5 Everything in life has an upside and a downside.

삶의 모든 것에는 긍정적인 면과 부정적인 면이 있다.

6 Side effects are a downside of medications, for example.

예를 들어, 약물의 부작용은 약물 치료의 부정적인 면이다.

7 A single problem might be divided into several subproblems, 19)[ own / with / have / each / its /
attempted / that / downsides / solutions / their / own ].
하나의 문제는 여러 하위 문제로 나누어질 수도 있는데, 각각의 하위 문제는 그 자체의 부정적인 측면이 있는 그 자체의 시도
된 해결책을 가진다.

8 As a result, 20)[ new / problem / single / solutions / to / problems / a / create / the ].

그 결과, 하나의 문제에 대한 해결책들이 새로운 문제들을 만든다.

9 One obvious example of that might be how we have used technology to try to save time only to
find we have to work more to be able to buy the latest gadgets and learn more so we can know
how to use them.
그것의 한 가지 명백한 예는, 시간을 절약하기 위해 기술을 사용해 왔으나 결국 최신 기기를 구매할 수 있도록 일을 더 많이
해야 하고 그것을 사용하는 방법을 알 수 있도록 더 많은 것을 배워야 한다는 것을 알게 되는 것일 수도 있다.

10 Another example might be the bureaucracy that is involved in getting service from a government
department.
또 다른 예는 정부 부서에서 서비스를 받기 위해 겪는 번잡한 사무 절차일 수도 있을 것이다.

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Chapter 3 QN 31-34 PRACTICE 08

1 One paradox of power is that 21)[ legacy / history / own / outlasts / are / positive / in / that /
in / their / a / for / those / or / building / most / them / establishing / own / place / exercising /
who / interested / sake, / leaders / power / its / are / least / in / in / effective ].
권력의 역설 중 하나는 자신보다 더 오래가는 긍정적인 유산을 남기는 데 가장 유능한 리더들은 그(권력) 자체를 위해서 권력
을 행사하거나 역사에 자신의 자리를 확고히 하는 데 전혀 관심이 없는 사람들이라는 것이다.

2 J. Patrick Dobel 22)[ achievements / that / distortion / of / and / personal / leaders / for / invites
/ disappointment / on / your / insisting / aspirations / credit / energy / and / cautions ].
J. Patrick Dobel은 리더들에게 ‘자신의 성취에 대한 공로를 주장하는 것은 실망과 개인의 에너지 및 포부의 왜곡을 자초한다’고
경고한다.

3 He also advises aspiring leaders to be proactive “sooner rather than later; a person’s legacy
unfolds every day,” and priorities and relationships formed early in a career create the foundations
for later achievements.
그는 또한 포부가 있는 리더들에게 ‘차라리 일찌감치’ 상황을 앞서서 주도하도록 조언하는데, ‘사람의 유산은 매일 드러나며,’
경력 초기에 형성된 우선순위와 관계가 나중 성취의 토대를 만든다.

4 People cannot control how history will judge them, but they can be conscious of how their daily
interactions and priorities affect followers and institutions.
사람은 역사가 자신을 어떻게 평가할지를 통제할 수 없으나 자신의 일상적인 소통과 우선순위가 추종자와 기관에 어떻게 영향
을 미치는지는 알 수 있다.

5 23)[ limited / Unless / to / their / their / as / likely / include / be / well / as / support / legacy /
careers / priorities / for / others’ / own, / leaders’ / is ].
리더들의 우선순위가 자기 자신의 것뿐만 아니라 다른 사람들의 경력을 지원하는 것을 포함하지 않으면, 그들의 유산은 제한될
가능성이 있다.

6 As one leadership development expert notes, “The ultimate test of a leader is not whether he or
she makes smart decisions... but whether he or she 24)[ not / around / and / an / when / to /
success / teaches / is / that / organization / can / or / she / he / builds / its / be / sustain /
others / leaders / even ].”
한 리더십 개발 전문가가 언급하듯이, “리더에 대한 최종 시험은 그가 현명한 결정을 내리는지 여부가 아니라, 그가 다른 사람
들을 리더가 되도록 가르치고 심지어 그가 없는 상황에서도 성공을 지속할 수 있는 조직을 구축하는지의 여부이다.”

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Chapter 3 QN 31-34 PRACTICE 09

1 Particularly for very young children, those who are learning the language of instruction, or those
with language delays/disorders, 25)[ it / experiences / is / important / concrete / to / make ].
특히 매우 어린 아이들, 교수 언어를 배우고 있는 아이들, 또는 언어 지연/장애가 있는 아이들에게는 경험을 구체적으로 만드
는 것이 중요하다.

2 Collaborative storytelling ― for instance, starting with a stuffed toy and initiating a story and then
passing to a child in succession with the words, “and then,” is a way to build narrative skills in
children.
예를 들어, 봉제 인형으로 시작하여 이야기에 착수하며, 그런 다음 ‘그러고 나서’라는 말과 함께 잇달아 한 아이에게 (말을) 넘
기는 협력적인 이야기 만들기는 아이들의 이야기 기술을 키워 주는 방법이다.

3 26)[ every / build / job / and / of / can / succeed / to / to / who / Teachers / better / do /
knowledge / participate / child / a / chance / a / work / prior / giving ].
사전 지식을 쌓아 주는 데 노력하는 교사들은 모든 아이에게 참여하고 성공할 기회를 주는 것을 더 잘할 수 있다.

4 During a summer reading support program for children, there was talk of going camping but all
the children had not had this experience.
아이들을 위한 여름 독서 지원 프로그램 동안 캠핑 가는 것에 대한 이야기가 나왔지만, 모든 아이들이 이 경험을 한 것은 아니
었다.

5 The teacher used real objects while telling a story about a camping trip, created a learning center
set up like a campsite with a tent, “campfire,” and even real animals from a taxidermist; had
children take a virtual camping trip online, and, as a culminating activity, parked her camper on the
school property so that children could go on a simulated camping trip.
그 교사는 캠핑 여행에 대한 이야기를 하면서 실제 물건을 사용했고, 텐트, ‘캠프파이어’, 심지어 박제사로부터 구한 진짜 동물
들이 있는 캠핑장처럼 꾸며진 학습 센터를 만들었고, 아이들에게 온라인으로 가상 캠핑 여행을 하게 했고, 마무리 활동으로 아
이들이 모의 캠핑 여행을 갈 수 있도록 학교 부지에 자신의 캠핑카를 주차했다.

6 Together, they built a “word wall” with the words and pictures the students gathered and later
used to talk and write about camping experiences.
함께 그들은 학생들이 모으고 나중에 캠핑 경험에 대해 말하고 쓰는 데 사용한 단어와 그림을 가지고 ‘단어 벽’을 만들었다.

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Chapter 3 QN 31-34 PRACTICE 10

1 Usually, 27)[ is / most / disagree, / the / response / reasonable / when / experts / doubt ].
보통 전문가들의 의견이 일치하지 않을 때는 의심이 가장 합리적인 대응이다.

2 You might have an opinion about whether the Chinese stock market will rise next year.
여러분은 내년에 중국 주식 시장이 상승할 것인지에 대한 의견을 가질 수도 있을 것이다.

3 You might have an opinion about the best explanation of the fall of Rome.
로마의 몰락에 대한 최선의 설명에 대한 의견을 가질 수도 있을 것이다.

4 But unless you have some privileged information others lack, 28)[ world’s / consensus / doubt /
there’s / the / no / feel / some / experts / among / you / leading / should / if ].
그러나 여러분이 다른 사람들에게 없고 소수에게 독점된 어떤 정보를 가지지 않은 한, 세계 최고의 전문가들 사이에 합의가 없
다면 약간의 의구심을 느낄 것이다.

5 You should probably acknowledge, at least, that the evidence doesn’t decisively support your
preferred view over all others.
아마 적어도 증거가 다른 모든 견해보다 여러분이 선호하는 견해를 결정적으로 뒷받침하지 못한다는 점을 인정해야 할 것이다.

6 You might still prefer your view.

여러분은 여전히 자신의 견해를 선호할 수도 있다.

7 You might champion it, defend it, argue for it, see the counterarguments as flawed, think those
who disagree are failing to appreciate the overall balance of considerations.
그것을 위해 싸우고, 그것을 옹호하고, 그것에 찬성 주장을 하고, 반론에 결함이 있다고 보고, 동의하지 않는 사람들이 고려 사
항의 전체적인 균형을 인식하지 못하고 있다고 생각할 수도 있다.

8 But appropriate epistemic humility and recognition of your history of sometimes misplaced
confidence ought, probably, to 29)[ of / substantial / uncertainty / moments / judicious / assessment
/ inspire / in ].
그러나 적절한 인식론적 겸손과 때때로 잘못된 확신을 가졌던 자신의 역사를 인정하는 것은 아마도 신중한 평가의 순간에 상
당한 불확실성을 불러일으킬 것이다.

9 This is true, of course, when you are a novice, but it is also often true when you yourself are
among the experts.
이것은 물론 여러분이 초심자일 때도 해당되지만, 자신이 전문가에 속할 때도 해당되는 경우가 많다.

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정답

1) a growing component of food’s value is determined by its nonmaterial aspects

2) Consumption is less and less a matter of sustenance and more and more a question of life-style
3) If you depend on no one except yourself to satisfy your desires, you will have no master other
than yourself and you will be free
4) learning to work on those things that are within your power to accomplish or change and not to
waste energy on things you cannot
5) warned against reacting emotionally to what is outside your control
6) If it concerns anything not in our control, be prepared to say that it is nothing to you
7) it’s up to you whether money makes you happy or not
8) remember what they have used and maybe invented, not what they have had drilled into their
heads
9) People learn deeply by doing in authentic situations
10) the ability to ‘count’ time was temperature dependent
11) Her ability to time intervals obviously varied with temperature
12) it’s so important for you as a leader to pay attention to the likes and dislikes of each and every
individual in your group
13) You get a lot more emotional bang for your buck when you make recognition and rewards
personally
14) know about what would make recognition meaningful to them
15) The advantages of keeping your old folks around are many and varied
16) larger samples would produce more accurate estimates of how the entire population would
respond
17) how strongly random chance influences the smaller sample
18) a larger one is actually required to achieve an accurate estimation of the population effects
19) each with its own attempted solutions that have their own downsides
20) the solutions to a single problem create new problems
21) leaders who are most effective in building a positive legacy that outlasts them are those least
interested in exercising power for its own sake, or in establishing their own place in history
22) cautions leaders that insisting on credit for your achievements invites disappointment and
distortion of personal energy and aspirations
23) Unless leaders’ priorities include support for others’ careers as well as their own, their legacy is
likely to be limited
24) teaches others to be leaders and builds an organization that can sustain its success even when
he or she is not around
25) it is important to make experiences concrete
26) Teachers who work to build prior knowledge can do a better job of giving every child a chance
to participate and succeed
27) when experts disagree, doubt is the most reasonable response
28) you should feel some doubt if there’s no consensus among the world’s leading experts
29) inspire substantial uncertainty in moments of judicious assessment

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Chapter 3 QN 31-34 기출 예제 01

1 사람들은 항상 먹을 것이 필요했으며, 또 항상 그럴 것이다.1)

[ eat, / needed / always / always / have / to / People / will. / and / they ]

2 자기표현 가치에 관한 늘어나는 강조가 물질적 욕구를 끝내지는 않는다.2)

[ desires. / to / on / emphasis / does / material / an / Rising / self-expression / values / put / not
/ end ]

3 하지만 우세한 경제적 방향성이 서서히 재형성되고 있다.3)

[ prevailing / economic / gradually / But / orientations / are / reshaped. / being ]

4 지식 부문에서 일하는 사람들은 계속 높은 급료를 추구하지만, 그들은 (아주 흥미로워) 자극이 되는 일

을 하는 것과 그들 자신의 시간 계획을 따르는 것에 동등한 또는 더 큰 중점을 둔다.4)
[ knowledge / able / who / work / doing / time / emphasis / being / and / stimulating / continue
/ their / schedules. / equal / follow / greater / high / sector / place / seek / to / to / on / or /
own / in / People / they / but / the / salaries, / work ]

5 소비는 점진적으로 생존에 대한 필요와 소비되는 재화의 실용적 사용에 의해 덜 결정된다.5)

[ and / practical / the / consumed. / need / use / progressively / by / goods / Consumption /
determined / the / sustenance / less / of / for / becoming / is / the ]

6 사람들은 여전히 먹지만, 음식 가치의 증가하는 구성 요소가 그것의 비물질적인 측면에 의해 결정된
다.6)
[ of / but / eat, / growing / still / food’s / a / People / component / determined / value / its / is
/ aspects. / by / nonmaterial ]

7 사람들은 흥미로운 경험을 제공하거나 독특한 생활 방식을 상징하는 이국적인 요리를 먹고자 할증금
을 낸다.7)
[ People / or / provide / premium / distinctive / eat / that / life-style. / experience / cuisines / a /
an / to / interesting / exotic / a / pay / that / symbolize ]

8 탈공업화 사회의 대중은 생산이 생태적 또는 윤리적 기준을 위반하는 상품의 구매를 거부하는 것과
같은 ‘정치적 소비주의’에 점점 더 많은 중점을 둔다.8)
[ place / growing / standards. / postindustrial / whose / consumerism,” / societies / ethical /
emphasis / goods / such / production / or / publics / as / “political / boycotting / The / of /
ecological / violates / on ]

9 소비는 점점 덜 생존의 문제이며 점점 더 생활 방식, 그리고 선택의 문제이다.9)

[ ― / a / of / and / a / question / less / and / less / Consumption / more / life-style / matter /
more / choice. / and / and / sustenance / of / is ]

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Chapter 3 QN 31-34 기출 예제 02

1 Epictetus는 “사람의 주인은 그 사람이 추구하거나 피하는 것은 무엇이든지 확인하거나 제거할 수 있

는 사람이다.”라고 썼다.10)
[ or / man / confirm / whatever / wrote, / who / man’s / seeks / master / is / is / or / able /
remove / he / Epictetus / that / to / “A / shuns.” ]

2 만일 여러분이 자신의 욕망을 만족시키기 위해 여러분 자신 외에 누구에게도 의존하지 않는다면, 여러

분은 여러분 자신 외에 주인이 없을 것이고 여러분은 자유로울 것이다.11)
[ depend / other / free. / you / no / on / satisfy / will / no / and / one / master / yourself / you
/ desires, / have / will / If / be / yourself / to / you / your / except / than ]

3 스토아 철학은 여러분의 삶을 책임지고, 성취하거나 변화하기 위해 여러분의 힘 안에 있는 것들에 노

력하는 것과 여러분이 할 수 없는 것들에 에너지를 낭비하지 않는 것을 배우는 것에 관한 것이었다.12)
[ Stoic / your / ― / philosophy / and / about / to / cannot. / that / those / life, / energy / power
/ work / taking / change / or / of / waste / not / to / things / that / your / was / things / on /
charge / on / to / learning / accomplish / you / within / are ]

4 특히, 스토아학파는 여러분의 통제 밖에 있는 것에 대해 감정적으로 반응하는 것에 대해 경고했다.13)

[ Stoics / what / is / warned / outside / to / your / particular, / emotionally / In / control. /
against / the / reacting ]

5 흔히, Epictetus는 우리를 낙담시키는 것은 우리의 상황이 아니라 오히려 그것들에 대해 우리가 내리는
판단이라고 주장했다.14)
[ get / we / them. / down / about / that / circumstances / not / it’s / our / Epictetus / Often, /
judgments / argued, / us / rather / but / make / the ]

6 분노를 생각해 보라.15)

[ Consider / anger. ]

7 우리는 비가 우리의 소풍을 망친다 해도, 그것에 화가 나지 않는다.16)

[ picnic. / rain / at / get / it / don’t / spoils / We / our / angry / if / the ]

8 그것은 어리석은 짓인데, 우리가 비에 대해 아무것도 할 수 없기 때문이다.17)

[ because / would / anything / the / rain. / be / silly / can’t / we / about / That / do ]

9 하지만 우리는 누군가가 우리를 나쁘게 대한다면 흔히 정말 화가 난다.18)

[ do / often / if / mistreats / get / angry / But / us. / we / someone ]

10 우리가 비를 멈출 수 없는 것처럼 우리는 대개 그 사람을 통제하거나 바꿀 수도 없으므로, 그것은 마

찬가지로 어리석다.19)
[ person / can / more / usually / change / any / can’t / the / equally / or / that / stop / control /
so / We / is / silly. / rain, / that / we / than ]

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11 더 일반적으로, 우리의 안녕에 관한 감정을 다른 개인의 행동을 바꾸는 것에 연결하는 것은, 그것들
을 날씨에 연결하는 것만큼이나 무의미하다.20)
[ tie / well-being / to / it / individual’s / to / them / behavior / feelings / pointless / altering / our
/ it / another / is / the / generally, / is / tie / of / to / just / as / More / to / as / weather. ]

12 Epictetus는 “만약 그것이 우리의 통제 안에 있지 않은 것과 관련이 있다면, 그것은 당신에게 아무것

도 아니라고 말할 준비를 하라.”고 썼다.21)
[ “If / not / our / be / you.” / say / prepared / in / nothing / anything / it / to / Epictetus /
wrote, / to / is / concerns / that / it / control, ]

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Chapter 3 QN 31-34 PRACTICE 01

1 멋진 땅을 사서 집을 지었다고 상상해 보라.22)

[ a / a / of / and / land / Imagine / you’ve / house. / built / bought / piece / nice ]

2 그 집은 여러분이 필요한 것보다 침실이 적어도 3개 더 있는 멋진 집이다.23)

[ you / The / more / three / is / with / magnificent, / bedrooms / need. / at / house / than / least
]

3 1년 후, 다른 어떤 사람이 옆에 있는 땅을 사서 여러분의 집이 정원의 헛간처럼 보이게 할 정도로 아

주 호화로운 집을 짓는다.24)
[ constructs / somebody / luxurious / it / garden / neighboring / makes / yours / so / a / buys /
else / house / later, / year / plot / a / look / and / shed. / One / like / the ]

4 무슨 일이 일어날까?25)
[ happens? / What ]

5 여러분은 혈압이 오르고 삶의 만족도가 떨어지는데— 비록 여전히 아주 잘 살고 있다 하더라도 그렇

다.26)
[ blood / rises / ― / still / life / Your / well. / drops / very / your / pressure / satisfaction / and /
you’re / though / even / living ]

6 돈은 상대적이다.27)
[ is / relative. / Money ]

7 다른 사람과의 비교뿐만 아니라 자신의 과거와 비교해서도 그러하다.28)

[ comparison / in / but / past. / to / Not / to / others, / just / in / your / comparison ]

8 경력 전반기에 연간 5만 달러를 벌었고 현재 7만 5천 달러를 벌고 있다면, 처음에 7만 5천 달러를 벌

다가 지금은 6만 달러만 버는 경우보다 더 행복할 것이다.29)
[ just / you / you / of / earn / if / today / and / first / earned / If / earn / you / career / and /
you’ll / your / ＄75,000 / year / be / happier / during / the / ＄60,000. / now / ＄50,000 / per /
earned / than / ＄75,000, / half / first ]

9 이는 수치의 평균을 내면 두 번째 시나리오에서 전반적으로 더 나은 결과를 얻을 수 있다는 사실에도

불구하고 그렇다.30)
[ fact / is / second / the / in / out / off / overall / figures, / This / better / scenario. / come / the
/ despite / the / that, / you / averaging ]

10 간단히 말해, 재산 수준은, 빈곤선 이상인 경우, 주로 해석의 문제이다.31)

[ interpretation. / your / a / of / wealth / the / put, / above / primarily / ― / ― / is / matter /
level / line / Simply / poverty / of ]

11 하지만 이것은 좋은 소식이다. 그것의 의미는 돈이 여러분을 행복하게 만들지의 여부가 여러분에게
달려 있다는 것이다.32)
[ means / it’s / up / you / money / you / is / or / happy / But / not. / makes / to / it / news; /
whether / this / good ]

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Chapter 3 QN 31-34 PRACTICE 02

1 모든 학습은 기억을 수반한다.33)

[ memory. / All / involves / learning ]

2 하지만 사람들은 머릿속에 주입된 것이 아니라 자신이 사용하거나 어쩌면 만들어 냈던 것을 기억할
가능성이 가장 크다.34)
[ they / maybe / people / and / not / had / drilled / have / most / used / what / into / are /
likely / what / have / remember / invented, / But / heads. / their / to / they ]

3 Marshall과 Albert는 6학년 때 프랑스어를 배우기 시작했지만, 가을 학기가 시작되고 6주 후 Albert의

부모님은 그 어린 소년과 그의 여동생을 데리고 파리로 이사했다.35)
[ with / his / the / fall / to / sixth / Marshall / sister / taking / moved / weeks / grade, / and /
into / them. / six / Paris, / but / French / young / Albert / parents / the / semester, / learning /
and / in / Albert’s / boy / began / the ]

4 고등학교를 졸업했을 때, Marshall은 이미 6년 동안 프랑스어를 배웠으며 어휘를 암기하고 시험에서

대개 A를 받았다.36)
[ and / graduated / Marshall / of / school, / from / French, / high / vocabulary / the / the / he /
six / years / exams. / usually / memorizing / acing / had / time / By / taken ]

5 그의 부모님은 간격을 두고 반복하는 모든 정교한 절차를 사용하여 그를 훈련시켰다.37)

[ all / spaced / using / the / of / him, / procedures / His / parents / sophisticated / repetition. /
drilled ]

6 그러나 대학 진학 직전에 동창회를 위해 만났을 때 두 소년 중 누가 프랑스어를 거의 완벽하게 유창

하게 읽고, 말하고, 썼는지, 그리고 누가 수다를 따라잡기 위해 애썼는지 추측하는 데는 많은 상상력이나
통찰력이 필요하지 않다.38)
[ or / It / one / guess / the / which / reunion / to / take / off / met / chatter. / read, / they /
perfect / doesn’t / wrote / two / which / keep / almost / much / insight, / imagination / one /
right / to / when / and / with / fluency / struggled / going / spoke, / for / the / of / a / French /
and / college, / up / to / with / boys / however, / before ]

7 사람들은 진짜 상황에서 학습함으로써 깊이 학습한다.39)

[ by / authentic / learn / doing / situations. / People / in / deeply ]

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Chapter 3 QN 31-34 PRACTICE 03

1 미국의 의사 Hudson Hoagland는 1930년대에 시간을 ‘세는’ 능력이 체온 의존적임을 입증했었다.40)

[ in / time / had / 1930s / shown / ‘count’ / to / temperature / was / an / American / that / the /
ability / dependent. / the / doctor, / Hoagland, / Hudson ]

2 그의 아내는 몸이 아팠고 대략 39°C 정도의 아주 높은 열이 났다.41)

[ fever, / 39°C. / was / ill / His / very / high / around / had / a / wife / and / somewhere ]

3 Hoagland는 아내를 위해 약국에 가서 약을 사 와야 했다.42)

[ the / for / medication / needed / for / to / some / drugstore / Hoagland / her. / go / to ]

4 집에 돌아왔을 때 그의 아내는 그가 몇 시간 동안 자리를 비웠다고 주장하면서 그가 너무 오래 걸린

데 대해 상당히 화가 나 있었다.43)
[ upset / been / claiming / had / for / hours. / long, / home / wife / him / he / so / his / away /
taking / that / When / was / for / with / quite / got / he ]

5 사실 그가 갔다 온 시간은 20분 정도밖에 걸리지 않았다.44)

[ about / In / only / minutes. / had / truth, / taken / trip / 20 / his ]

6 아내의 오해는 Hoagland의 관심을 끌었다.45)

[ His / Hoagland. / misperception / interested / wife’s ]

7 그는 아내에게 자신이 무슨 생각을 하고 있는지 말하지 않고 1초에 한 숫자씩 60까지 세면서 1분의
시간 길이를 추정해 달라고 부탁했다.46)
[ the / number / at / Without / he / the / her / by / 60 / estimate / rate / telling / one /
duration / he / minute / was / to / thinking, / to / her / what / asked / of / of / counting /
second. / a / per ]

8 아내가 추정한 1분은 30초에 불과했다는 것이 드러났다.47)

[ wife’s / out / estimate / seconds / long. / only / a / that / 30 / turned / It / was / his / of /
minute ]

9 체온이 떨어짐에 따라 그녀는 훨씬 더 잘 해냈다.48)

[ better / her / temperature / fell. / did / as / much / She ]

10 그녀가 시간 간격을 측정하는 능력은 온도에 따라 분명히 달랐으며, 그래서 그녀의 시간 간격 타이머
는 온도로 보정된 체내 시계에 맞추어 완전히 다른 방식으로 작동했다.49)
[ temperature, / to / intervals / varied / worked / ability / time / temperature-compensated / Her /
timer / an / way / a / in / different / interval / circadian / her / to / with / clock. / so / obviously
/ entirely ]

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Chapter 3 QN 31-34 PRACTICE 04

1 우리가 사람들에게 자신들이 받은 ‘가장 의미 있는 인정’에 관해 이야기해 달라고 부탁하면 그들은 한

결같이 그것은 ‘개인적인’ 것이라고 답한다.50)
[ people / tell / about / to / it’s / they / say / ask / us / received, / that / meaningful / When /
we / they’ve / recognition / the / most / “personal.” / consistently ]

2 그들은 그것이 특별하게 느껴진다고 말한다.51)

[ it / say / special. / feels / They / that ]

3 그래서 리더로서 여러분이 그룹 구성원 개개인이 좋아하는 것과 싫어하는 것에 주의를 기울이는 것이

매우 중요하다.52)
[ and / of / to / in / and / the / each / you / individual / your / a / to / important / That’s /
likes / so / it’s / pay / dislikes / why / attention / as / group. / leader / for / every ]

4 인정과 보상을 개인적이게 만들 때 훨씬 더 큰 감정적 효과를 얻는다.53)

[ and / bang / get / your / emotional / recognition / buck / when / personally. / for / rewards /
more / lot / You / you / make / a ]

5 다른 사람의 입장이 되어 “나는 내가 한 기여를 축하하고 인정하기 위해 다른 사람이 무엇을 해 주기

를 바라는가?”라고 자문해 보라.54)
[ and / do / of / recognize / contribution?” / celebrate / people / and / shoes / yourself, / into /
do / ask / to / my / other / would / Step / I / wish / the / “What / someone ]

6 모든 사람이 여러분과 꼭 같지는 않다는 사실도 또한 세심하게 인식하는 한편, 이 질문에 대한 답이

다른 사람의 기여를 인정하는 방법에 대한 여러분의 생각을 이끌도록 하라.55)
[ fact / thinking / your / everyone / your / this / just / that / others, / Let / like / to / sensitive /
contributions / the / of / not / also / answer / is / being / to / you. / about / while / to /
question / guide / the / how / own / acknowledge ]

7 이것은 곧, 무엇이 인정을 다른 사람들에게 의미 있게 만드는지에 관해 알기 위해서는 그들과 충분히

가까워져야 한다는 뜻이다.56)
[ meaningful / means / you / have / that / to / others / enough / make / would / know /
recognition / get / to / This / close / about / what / to / them. / to ]

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Chapter 3 QN 31-34 PRACTICE 05

1 인간은 비슷한 종보다 훨씬 오래 살며, 신체적 또는 생식적 유용성이 정점에 이른 지 오랜 후에도 생

존하는데, 생각해보면 그것은 그다지 ‘자연 선택적’이지 않다.57)
[ ‘selective’ / reproductive / live / physical / way / Humans / than / has / longer / similar / think /
long / which / our / we / isn’t / species, / and / persist / or / peaked, / after / about / very / if /
you / usefulness / it. ]

2 인류가 결국 그렇게 오래 살게 된 이유에 대해서는 여러 가지 이론이 있지만, 조부모의 긍정적인 영향

이라는 한 요소가 어린 자녀와 공동체 전체의 생존에 큰 역할을 하는 것 같다.58)
[ influence / up / theories / seems / are / one / factor / survival / many / the / young / we /
ones / is / but / play / enduring, / ended / There / to / the / positive / as / community / why /
and / which / at / to / so / grandparents, / on / big / of / the / large. / of / part, / a ]

3 원시 인류 공동체의 나이 든 구성원들은 사냥이나 육체적인 일에는 능숙하지 못했을지 몰라도 아기와

아이들을 돌보는 것을 여전히 완벽하게 할 수 있었고, 짝을 찾거나 그 밖의 소모적인 일에 시간을 쏟을
필요가 없었다.59)
[ the / of / stuff. / but / of / or / the / children, / hunting / and / perfectly / time / good / other
/ mates / were / human / members / very / stuff, / looking / physical / capable / a / have / been
/ still / babies / primitive / Older / that / community / may / pursuing / of / spend / any / not /
at / need / after / didn’t / to / and / or / they / exhausting ]

4 아이들은 보살핌을 받았으며, 학습된 지혜는 직접 전수되었고, 일상적인 일에 여분의 일손이 이용될
수 있었으며…60)
[ cared / hands / stuff... / the / for, / were / on / children / day-to-day / extra / for / learned /
wisdom / passed / was / were / available / The / directly, ]

5 노부모를 모시는 것의 장점은 다양하고 많은 것 같다.61)

[ seems. / old / of / many / varied, / around / keeping / folks / The / your / advantages / are /
and / it ]

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Chapter 3 QN 31-34 PRACTICE 06

1 심리학 연구자들은 사람들의 더 작고 대표적인 표본을 테스트함으로써 사람들의 더 큰 모집단이 어떻

게 반응할지 추정한다.62)
[ respond / would / of / Psychology / estimate / samples / testing / larger / populations / people.
/ people / researchers / by / smaller, / of / how / representative ]

2 더 큰 표본이 전체 모집단이 어떻게 반응할지를 더 정확하게 추정할 것이라는 사실은 직관적이다.63)

[ entire / would / population / larger / is / would / accurate / samples / the / how / intuitive /
respond. / that / of / estimates / more / It / produce ]

3 예를 들어 대학이나 대학교에 입학하는 1학년 학생들 사이에서 안면 마스크를 착용하는 것에 대한 태

도에 관한 연구를 생각해 보라.64)
[ university. / incoming / about / at / face / of / students / for / among / college / first-year /
masks / wearing / study / example, / Consider, / your / a / or / attitudes ]

4 단 10명의 입학생을 포함하는 연구보다, 모든 입학생의 절반을 포함한 연구가 훨씬 더 나은 근사치를

제공할 가능성이 있다.65)
[ is / study / incoming / population / to / of / approximation / students. / provide / includes / half
/ a / students / likely / a / feels / far / 10 / than / that / that / study / includes / of / only /
better / A / incoming / entire / all / what / the ]

5 문제는 무작위 확률이 더 작은 표본에 얼마나 강하게 영향을 미치는가 하는 것이다.66)

[ smaller / influences / is / chance / random / strongly / The / issue / the / how / sample. ]

6 만약 작은 표본의 10명 중 8명이 같은 마을에서 왔다면 어떻게 될까?67)

[ the / out / town? / in / 8 / What / the / if / of / from / happened / the / 10 / smaller / sample
/ come / students / same / to ]

7 또는 그들 중 9명이 여성으로 확인된다면 어떨까?68)

[ women? / of / Or / if / identified / 9 / as / them ]

8 더 큰 표본은 하나의 특정한 마을, 성별 또는 결과를 왜곡할 수도 있는 다른 요인으로 편향되는 경향

이 더 적다.69)
[ toward / any / to / one / or / be / might / particular / factor / prone / other / A / less / the /
gender, / sample / larger / is / skewed / results. / that / distort / town, ]

9 모집단의 효과에 대한 정확한 추정을 얻기 위해 더 큰 표본이 실제로 요구되는데도, 과학자들은 작은

표본이 충분하다고 가정할 수도 있을 것이다.70)
[ effects. / to / achieve / Scientists / larger / is / estimation / required / of / a / actually / small /
a / the / sufficient, / population / when / one / assume / sample / might / that / accurate / an /
is ]

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Chapter 3 QN 31-34 PRACTICE 07

1 여러 층의 순환과 역설을 포함하는 문제를 해결하고자 할 때, 선형적인 해결책은 그 효과가 흔히 제한

적이다.71)
[ solutions / layers / are / problems / limited / their / of / trying / when / often / that / in /
paradox. / involve / cycles / Linear / effectiveness / and / solve / to / multiple ]

2 사실, 그것들은 표출되는 문제를 더 악화시킨다.72)

[ problems / make / fact, / In / presenting / worse. / they / often / the ]

3 선형적인 해결책은 문제를 구성 요소로 나누고, 각 구성 요소의 증상을 개별적인 해결책이나 해결책의
모음으로 다루는 것을 포함한다.73)
[ Linear / addressing / the / component / solution / solutions. / the / component / or / separate /
a / breaking / solutions / and / symptoms / into / each / then / problem / involve / parts / of /
with / of / set ]

4 다른 자연의 모든 측면과 마찬가지로, 각 해결책에는 장단점이 있을 것이다.74)

[ solution, / Each / other / like / pros / nature, / any / have / and / will / aspect / cons. / of ]

5 삶의 모든 것에는 긍정적인 면과 부정적인 면이 있다.75)

[ a / upside / life / downside. / has / an / and / in / Everything ]

6 예를 들어, 약물의 부작용은 약물 치료의 부정적인 면이다.76)

[ of / Side / downside / example. / for / medications, / are / a / effects ]

7 하나의 문제는 여러 하위 문제로 나누어질 수도 있는데, 각각의 하위 문제는 그 자체의 부정적인 측면

이 있는 그 자체의 시도된 해결책을 가진다.77)
[ A / their / have / own / that / be / solutions / might / with / several / own / divided / single /
each / subproblems, / attempted / into / downsides. / its / problem ]

8 그 결과, 하나의 문제에 대한 해결책들이 새로운 문제들을 만든다.78)

[ new / create / a / solutions / result, / single / to / problem / As / problems. / a / the ]

9 그것의 한 가지 명백한 예는, 시간을 절약하기 위해 기술을 사용해 왔으나 결국 최신 기기를 구매할
수 있도록 일을 더 많이 해야 하고 그것을 사용하는 방법을 알 수 있도록 더 많은 것을 배워야 한다는
것을 알게 되는 것일 수도 있다.79)
[ have / that / save / to / be / to / them. / technology / how / so / try / to / be / used / to / of
/ know / we / gadgets / to / able / the / obvious / buy / One / we / learn / we / more / might /
find / to / time / have / only / more / use / and / how / latest / can / to / work / example ]

10 또 다른 예는 정부 부서에서 서비스를 받기 위해 겪는 번잡한 사무 절차일 수도 있을 것이다.80)

[ government / that / might / in / getting / the / example / be / service / is / from / involved /
bureaucracy / department. / a / Another ]

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Chapter 3 QN 31-34 PRACTICE 08

1 권력의 역설 중 하나는 자신보다 더 오래가는 긍정적인 유산을 남기는 데 가장 유능한 리더들은 그(권
력) 자체를 위해서 권력을 행사하거나 역사에 자신의 자리를 확고히 하는 데 전혀 관심이 없는 사람들이
라는 것이다.81)
[ a / who / paradox / effective / power / or / place / are / legacy / that / in / those / them /
One / building / exercising / its / outlasts / own / most / in / positive / for / leaders / of / in /
their / interested / own / are / power / history. / that / is / establishing / sake, / in / least ]

2 J. Patrick Dobel은 리더들에게 ‘자신의 성취에 대한 공로를 주장하는 것은 실망과 개인의 에너지 및
포부의 왜곡을 자초한다’고 경고한다.82)
[ disappointment / energy / leaders / Patrick / aspirations.” / that / and / invites / for / “insisting /
distortion / and / Dobel / of / your / credit / J. / achievements / cautions / on / personal ]

3 그는 또한 포부가 있는 리더들에게 ‘차라리 일찌감치’ 상황을 앞서서 주도하도록 조언하는데, ‘사람의

유산은 매일 드러나며,’ 경력 초기에 형성된 우선순위와 관계가 나중 성취의 토대를 만든다.83)
[ later / than / person’s / formed / priorities / relationships / unfolds / a / career / rather / later; /
achievements. / early / aspiring / advises / proactive / “sooner / also / for / a / create / be / every
/ He / legacy / leaders / to / in / foundations / the / and / and / day,” ]

4 사람은 역사가 자신을 어떻게 평가할지를 통제할 수 없으나 자신의 일상적인 소통과 우선순위가 추종
자와 기관에 어떻게 영향을 미치는지는 알 수 있다.84)
[ they / will / affect / how / interactions / and / judge / followers / of / conscious / their / how /
and / cannot / them, / but / priorities / control / People / history / be / can / daily / institutions. ]

5 리더들의 우선순위가 자기 자신의 것뿐만 아니라 다른 사람들의 경력을 지원하는 것을 포함하지 않으

면, 그들의 유산은 제한될 가능성이 있다.85)
[ is / include / well / own, / likely / others’ / their / as / support / priorities / limited. / their /
legacy / leaders’ / Unless / to / careers / be / as / for ]

6 한 리더십 개발 전문가가 언급하듯이, “리더에 대한 최종 시험은 그가 현명한 결정을 내리는지 여부가

아니라, 그가 다른 사람들을 리더가 되도록 가르치고 심지어 그가 없는 상황에서도 성공을 지속할 수 있
는 조직을 구축하는지의 여부이다.”86)
[ builds / ultimate / is / sustain / expert / or / development / is / not / not / one / “The / and /
to / makes / test / she / around.” / its / of / notes, / he / organization / he / even / but / that /
he / smart / leader / others / leadership / or / whether / or / when / success / an / she / be /
can / she / leaders / a / whether / decisions... / teaches / As ]

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 전체 문장 영작
Chapter 3 QN 31-34 PRACTICE 09

1 특히 매우 어린 아이들, 교수 언어를 배우고 있는 아이들, 또는 언어 지연/장애가 있는 아이들에게는

경험을 구체적으로 만드는 것이 중요하다.87)
[ those / with / is / instruction, / for / it / make / language / to / are / language / Particularly /
very / concrete. / young / the / or / delaysdisorders, / those / important / experiences / of / who /
learning / children, ]

2 예를 들어, 봉제 인형으로 시작하여 이야기에 착수하며, 그런 다음 ‘그러고 나서’라는 말과 함께 잇달아

한 아이에게 (말을) 넘기는 협력적인 이야기 만들기는 아이들의 이야기 기술을 키워 주는 방법이다.88)
[ words, / stuffed / the / to / child / toy / a / ― / in / a / in / for / “and / a / children. / build /
then,” / storytelling / initiating / instance, / Collaborative / skills / narrative / a / story / to / is /
then / way / starting / succession / passing / with / and / with / and ]

3 사전 지식을 쌓아 주는 데 노력하는 교사들은 모든 아이에게 참여하고 성공할 기회를 주는 것을 더

잘할 수 있다.89)
[ work / a / chance / of / Teachers / giving / build / every / knowledge / succeed. / to / who /
do / better / to / child / job / and / a / participate / can / prior ]

4 아이들을 위한 여름 독서 지원 프로그램 동안 캠핑 가는 것에 대한 이야기가 나왔지만, 모든 아이들이

이 경험을 한 것은 아니었다.90)
[ program / had / reading / experience. / this / During / but / had / support / for / the / of / was
/ summer / a / all / children / talk / camping / going / there / children, / not ]

5 그 교사는 캠핑 여행에 대한 이야기를 하면서 실제 물건을 사용했고, 텐트, ‘캠프파이어’, 심지어 박제

사로부터 구한 진짜 동물들이 있는 캠핑장처럼 꾸며진 학습 센터를 만들었고, 아이들에게 온라인으로 가
상 캠핑 여행을 하게 했고, 마무리 활동으로 아이들이 모의 캠핑 여행을 갈 수 있도록 학교 부지에 자신
의 캠핑카를 주차했다.91)
[ a / used / as / a / story / set / “campfire,” / camping / a / so / real / campsite / on / a / her /
trip / culminating / even / school / telling / and / created / trip, / like / simulated / a / children /
camping / trip. / real / animals / tent, / objects / teacher / go / a / a / activity, / and, /
taxidermist; / up / property / had / virtual / the / camper / The / with / from / children / that /
online, / camping / center / take / while / a / parked / on / could / a / learning / about ]

6 함께 그들은 학생들이 모으고 나중에 캠핑 경험에 대해 말하고 쓰는 데 사용한 단어와 그림을 가지고
‘단어 벽’을 만들었다.92)
[ the / gathered / the / with / about / wall” / words / students / and / talk / to / and / and /
pictures / a / Together, / camping / experiences. / “word / they / built / write / used / later ]

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올림포스 9대 변별유형 Chapter 03 QN 31-34 전체 문장 영작
Chapter 3 QN 31-34 PRACTICE 10

1 보통 전문가들의 의견이 일치하지 않을 때는 의심이 가장 합리적인 대응이다.93)

[ disagree, / Usually, / experts / the / doubt / is / most / response. / reasonable / when ]

2 여러분은 내년에 중국 주식 시장이 상승할 것인지에 대한 의견을 가질 수도 있을 것이다.94)

[ Chinese / market / will / the / about / rise / have / You / year. / might / next / whether / an /
opinion / stock ]

3 로마의 몰락에 대한 최선의 설명에 대한 의견을 가질 수도 있을 것이다.95)

[ You / fall / an / best / have / the / the / might / of / of / opinion / about / Rome. /
explanation ]

4 그러나 여러분이 다른 사람들에게 없고 소수에게 독점된 어떤 정보를 가지지 않은 한, 세계 최고의 전

문가들 사이에 합의가 없다면 약간의 의구심을 느낄 것이다.96)
[ the / leading / should / unless / doubt / others / feel / among / privileged / some / you / But /
consensus / experts. / you / have / information / no / lack, / world’s / there’s / some / if ]

5 아마 적어도 증거가 다른 모든 견해보다 여러분이 선호하는 견해를 결정적으로 뒷받침하지 못한다는

점을 인정해야 할 것이다.97)
[ decisively / all / should / your / that / view / over / least, / You / at / support / probably /
doesn’t / acknowledge, / evidence / preferred / the / others. ]

6 여러분은 여전히 자신의 견해를 선호할 수도 있다.98)

[ still / your / might / You / view. / prefer ]

7 그것을 위해 싸우고, 그것을 옹호하고, 그것에 찬성 주장을 하고, 반론에 결함이 있다고 보고, 동의하지
않는 사람들이 고려 사항의 전체적인 균형을 인식하지 못하고 있다고 생각할 수도 있다.99)
[ the / those / the / think / failing / it, / defend / balance / as / flawed, / considerations. /
counterarguments / champion / of / overall / are / You / it, / for / it, / who / appreciate /
disagree / might / see / argue / to ]

8 그러나 적절한 인식론적 겸손과 때때로 잘못된 확신을 가졌던 자신의 역사를 인정하는 것은 아마도
신중한 평가의 순간에 상당한 불확실성을 불러일으킬 것이다.100)
[ your / recognition / substantial / confidence / to / inspire / of / history / of / ought, / epistemic
/ and / sometimes / misplaced / judicious / humility / of / in / assessment. / probably, /
uncertainty / moments / But / appropriate ]

9 이것은 물론 여러분이 초심자일 때도 해당되지만, 자신이 전문가에 속할 때도 해당되는 경우가 많

다.101)
[ course, / it / often / This / of / you / a / is / but / are / among / experts. / true / are / when /
you / the / also / yourself / novice, / is / true, / when ]

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 전체 문장 영작
정답

1) People have always needed to eat, and they always will.

2) Rising emphasis on self-expression values does not put an end to material desires.
3) But prevailing economic orientations are gradually being reshaped.
4) People who work in the knowledge sector continue to seek high salaries, but they place equal or
greater emphasis on doing stimulating work and being able to follow their own time schedules.
5) Consumption is becoming progressively less determined by the need for sustenance and the
practical use of the goods consumed.
6) People still eat, but a growing component of food’s value is determined by its nonmaterial
aspects.
7) People pay a premium to eat exotic cuisines that provide an interesting experience or that
symbolize a distinctive life-style.
8) The publics of postindustrial societies place growing emphasis on “political consumerism,” such as
boycotting goods whose production violates ecological or ethical standards.
9) Consumption is less and less a matter of sustenance and more and more a question of life-style
― and choice.
10) Epictetus wrote, “A man’s master is he who is able to confirm or remove whatever that man
seeks or shuns.”
11) If you depend on no one except yourself to satisfy your desires, you will have no master other
than yourself and you will be free.
12) Stoic philosophy was about that ― taking charge of your life, learning to work on those things
that are within your power to accomplish or change and not to waste energy on things you cannot.
13) In particular, the Stoics warned against reacting emotionally to what is outside your control.
14) Often, Epictetus argued, it’s not our circumstances that get us down but rather the judgments
we make about them.
15) Consider anger.
16) We don’t get angry at the rain if it spoils our picnic.
17) That would be silly because we can’t do anything about the rain.
18) But we often do get angry if someone mistreats us.
19) We usually can’t control or change that person any more than we can stop the rain, so that is
equally silly.
20) More generally, it is just as pointless to tie our feelings of well-being to altering another
individual’s behavior as it is to tie them to the weather.
21) Epictetus wrote, “If it concerns anything not in our control, be prepared to say that it is nothing
to you.”
22) Imagine you’ve bought a nice piece of land and built a house.
23) The house is magnificent, with at least three more bedrooms than you need.
24) One year later, somebody else buys the neighboring plot and constructs a house so luxurious it
makes yours look like a garden shed.
25) What happens?
26) Your blood pressure rises and your life satisfaction drops ― even though you’re still living very
well.
27) Money is relative.
28) Not just in comparison to others, but in comparison to your past.

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29) If you earned ＄50,000 per year during the first half of your career and today you earn
＄75,000, you’ll be happier than if you first earned ＄75,000 and now earn just ＄60,000.
30) This is despite the fact that, averaging the figures, you come out better off overall in the
second scenario.
31) Simply put, your level of wealth ― above the poverty line ― is primarily a matter of
interpretation.
32) But this is good news; it means it’s up to you whether money makes you happy or not.
33) All learning involves memory.
34) But people are most likely to remember what they have used and maybe invented, not what
they have had drilled into their heads.
35) Marshall and Albert began learning French in the sixth grade, but six weeks into the fall
semester, Albert’s parents moved to Paris, taking the young boy and his sister with them.
36) By the time he graduated from high school, Marshall had taken six years of French, memorizing
vocabulary and usually acing the exams.
37) His parents drilled him, using all the sophisticated procedures of spaced repetition.
38) It doesn’t take much imagination or insight, however, to guess which one of the two boys read,
spoke, and wrote French with almost perfect fluency when they met for a reunion right before
going off to college, and which one struggled to keep up with the chatter.
39) People learn deeply by doing in authentic situations.
40) Hudson Hoagland, an American doctor, had shown in the 1930s that the ability to ‘count’ time
was temperature dependent.
41) His wife was ill and had a very high fever, somewhere around 39°C.
42) Hoagland needed to go to the drugstore for some medication for her.
43) When he got home his wife was quite upset with him for taking so long, claiming that he had
been away for hours.
44) In truth, his trip had only taken about 20 minutes.
45) His wife’s misperception interested Hoagland.
46) Without telling her what he was thinking, he asked her to estimate the duration of a minute by
counting to 60 at the rate of one number per second.
47) It turned out that his wife’s estimate of a minute was only 30 seconds long.
48) She did much better as her temperature fell.
49) Her ability to time intervals obviously varied with temperature, so her interval timer worked in
an entirely different way to a temperature-compensated circadian clock.
50) When we ask people to tell us about the most meaningful recognition they’ve received, they
consistently say that it’s “personal.”
51) They say that it feels special.
52) That’s why it’s so important for you as a leader to pay attention to the likes and dislikes of
each and every individual in your group.
53) You get a lot more emotional bang for your buck when you make recognition and rewards
personally.
54) Step into the shoes of other people and ask yourself, “What do I wish someone would do to
celebrate and recognize my contribution?”
55) Let your answer to this question guide your own thinking about how to acknowledge the
contributions of others, while also being sensitive to the fact that not everyone is just like you.

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올림포스 9대 변별유형 Chapter 03 QN 31-34 전체 문장 영작
56) This means that you have to get close enough to others to know about what would make
recognition meaningful to them.
57) Humans live way longer than similar species, and we persist long after our physical or
reproductive usefulness has peaked, which isn’t very ‘selective’ if you think about it.
58) There are many theories as to why we ended up so enduring, but one factor seems to play a
big part, which is the positive influence of grandparents, on the survival of young ones and the
community at large.
59) Older members of a primitive human community may not have been very good at hunting or
the physical stuff, but they were still perfectly capable of looking after the babies and children, and
didn’t need to spend time pursuing mates or any of that other exhausting stuff.
60) The children were cared for, learned wisdom was passed on directly, extra hands were available
for the day-to-day stuff...
61) The advantages of keeping your old folks around are many and varied, it seems.
62) Psychology researchers estimate how larger populations of people would respond by testing
smaller, representative samples of people.
63) It is intuitive that larger samples would produce more accurate estimates of how the entire
population would respond.
64) Consider, for example, a study of attitudes about wearing face masks among incoming first-year
students at your college or university.
65) A study that includes half of all incoming students is likely to provide a far better approximation
of what the entire population feels than a study that includes only 10 incoming students.
66) The issue is how strongly random chance influences the smaller sample.
67) What if 8 out of the 10 students in the smaller sample happened to come from the same
town?
68) Or if 9 of them identified as women?
69) A larger sample is less prone to be skewed toward one particular town, gender, or any other
factor that might distort the results.
70) Scientists might assume that a small sample is sufficient, when a larger one is actually required
to achieve an accurate estimation of the population effects.
71) Linear solutions are often limited in their effectiveness when trying to solve problems that
involve multiple layers of cycles and paradox.
72) In fact, they often make the presenting problems worse.
73) Linear solutions involve breaking the problem into component parts and then addressing the
symptoms of each component with a separate solution or set of solutions.
74) Each solution, like any other aspect of nature, will have pros and cons.
75) Everything in life has an upside and a downside.
76) Side effects are a downside of medications, for example.
77) A single problem might be divided into several subproblems, each with its own attempted
solutions that have their own downsides.
78) As a result, the solutions to a single problem create new problems.
79) One obvious example of that might be how we have used technology to try to save time only
to find we have to work more to be able to buy the latest gadgets and learn more so we can
know how to use them.
80) Another example might be the bureaucracy that is involved in getting service from a

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 전체 문장 영작
government department.
81) One paradox of power is that leaders who are most effective in building a positive legacy that
outlasts them are those least interested in exercising power for its own sake, or in establishing their
own place in history.
82) J. Patrick Dobel cautions leaders that “insisting on credit for your achievements invites
disappointment and distortion of personal energy and aspirations.”
83) He also advises aspiring leaders to be proactive “sooner rather than later; a person’s legacy
unfolds every day,” and priorities and relationships formed early in a career create the foundations
for later achievements.
84) People cannot control how history will judge them, but they can be conscious of how their daily
interactions and priorities affect followers and institutions.
85) Unless leaders’ priorities include support for others’ careers as well as their own, their legacy is
likely to be limited.
86) As one leadership development expert notes, “The ultimate test of a leader is not whether he or
she makes smart decisions... but whether he or she teaches others to be leaders and builds an
organization that can sustain its success even when he or she is not around.”
87) Particularly for very young children, those who are learning the language of instruction, or those
with language delays/disorders, it is important to make experiences concrete.
88) Collaborative storytelling ― for instance, starting with a stuffed toy and initiating a story and
then passing to a child in succession with the words, “and then,” is a way to build narrative skills in
children.
89) Teachers who work to build prior knowledge can do a better job of giving every child a chance
to participate and succeed.
90) During a summer reading support program for children, there was talk of going camping but all
the children had not had this experience.
91) The teacher used real objects while telling a story about a camping trip, created a learning
center set up like a campsite with a tent, “campfire,” and even real animals from a taxidermist; had
children take a virtual camping trip online, and, as a culminating activity, parked her camper on the
school property so that children could go on a simulated camping trip.
92) Together, they built a “word wall” with the words and pictures the students gathered and later
used to talk and write about camping experiences.
93) Usually, when experts disagree, doubt is the most reasonable response.
94) You might have an opinion about whether the Chinese stock market will rise next year.
95) You might have an opinion about the best explanation of the fall of Rome.
96) But unless you have some privileged information others lack, you should feel some doubt if
there’s no consensus among the world’s leading experts.
97) You should probably acknowledge, at least, that the evidence doesn’t decisively support your
preferred view over all others.
98) You might still prefer your view.
99) You might champion it, defend it, argue for it, see the counterarguments as flawed, think those
who disagree are failing to appreciate the overall balance of considerations.
100) But appropriate epistemic humility and recognition of your history of sometimes misplaced
confidence ought, probably, to inspire substantial uncertainty in moments of judicious assessment.
101) This is true, of course, when you are a novice, but it is also often true when you yourself are

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올림포스 9대 변별유형 Chapter 03 QN 31-34 전체 문장 영작
among the experts.

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 어휘 직전 보강
Chapter 3 QN 31-34 기출 예제 01

People have always needed to eat, and they always will. Rising1) emphasis on self-expression2)
values does not put an end to material3) desires. But연4) prevailing economic orientations are
gradually being reshaped5). People who work in the knowledge sector continue to seek high salaries,
but they place equal or greater emphasis on doing stimulating6) work and being able to follow their
own time schedules. Consumption is becoming progressively less7) determined by the need for
sustenance8) and the practical9) use of the goods consumed. People still eat, but a growing
component of food’s value is determined by its nonmaterial10) aspects. People pay a premium11) to
eat exotic cuisines that provide an interesting12) experience or that symbolize a distinctive life-style.
The publics of postindustrial societies place growing emphasis on “political13) consumerism,” such as
boycotting goods whose production violates ecological or ethical standards. Consumption is less and
less a matter of sustenance and more and more a question of life-style ― and choice14).

<조건>
아래 보기의 모든 단어를 각 1번씩 사용하시오
<보기>
premium / political / Rising / material / nonmaterial / stimulating / reshaped / sustenance / less /
choice / practical / But / self-expression / interesting

Chapter 3 QN 31-34 기출 예제 02

Epictetus wrote, “A man’s master is he who is able to confirm or remove whatever that man seeks
or shuns.” If you depend on no one except yourself to satisfy15) your desires, you will have no
master other than yourself and you will be free16). Stoic philosophy was about that ― taking charge
of your life, learning to work on those things that are within17) your power to accomplish or change
and not to waste18) energy on things you cannot. In particular, the Stoics warned against reacting
emotionally19) to what is outside20) your control. Often, Epictetus argued, it’s not our circumstances
that get us down but rather the judgments21) we make about them. Consider anger. We don’t get
angry at the rain if it spoils our picnic. That would be silly because we can’t do anything about the
rain. But연22) we often do get angry if someone mistreats us. We usually can’t control or change
that person any more than we can stop23) the rain, so that is equally silly24). More generally, it is
just as pointless25) to tie our feelings of well-being to altering26) another individual’s behavior as it
is to tie them to the weather. Epictetus wrote, “If it concerns anything not in our control, be
prepared to say that it is nothing27) to you.”

<조건>
아래 보기의 모든 단어를 각 1번씩 사용하시오
<보기>
outside / altering / nothing / silly / free / pointless / satisfy / But / stop / waste / within /
judgments / emotionally

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올림포스 9대 변별유형 Chapter 03 QN 31-34 어휘 직전 보강
Chapter 3 QN 31-34 PRACTICE 01

Imagine you’ve bought a nice piece of land and built a house. The house is magnificent, with at
least three more bedrooms than you need. One year later, somebody else buys the neighboring plot
and constructs a house so luxurious it makes yours look like a garden shed. What happens? Your
blood pressure rises and your life satisfaction drops28) ― even though you’re still living very well.
Money is relative29). Not just in comparison to others, but in comparison to your past30). If you
earned ＄50,000 per year during the first half of your career and today you earn ＄75,000, you’ll be
happier31) than if you first earned ＄75,000 and now earn just ＄60,000. This is despite the fact that,
averaging the figures, you come out better off overall in the second scenario. Simply put연32), your
level of wealth ― above the poverty line ― is primarily a matter of interpretation33). But연34) this is
good news; it means it’s up to you whether money makes you happy35) or not.

<조건>
아래 보기의 모든 단어를 각 1번씩 사용하시오
<보기>
past / drops / interpretation / Simply / But / relative / happy / happier / put

Chapter 3 QN 31-34 PRACTICE 02

All learning involves36) memory. But연37) people are most likely to remember38) what they have used
and maybe invented, not what they have had drilled39) into their heads. Marshall and Albert began
learning French in the sixth grade, but six weeks into the fall semester, Albert’s parents moved to
Paris, taking the young boy and his sister with them. By the time he graduated from high school,
Marshall had taken six years of French, memorizing vocabulary and usually acing the exams. His
parents drilled him, using all the sophisticated procedures of spaced repetition. It doesn’t take much
imagination or insight, however연40), to guess which one of the two boys read, spoke, and wrote
French with almost perfect fluency when they met for a reunion right before going off to college,
and which one struggled to keep up with the chatter. People learn deeply by doing in authentic41)
situations.

<조건>
아래 보기의 모든 단어를 각 1번씩 사용하시오
<보기>
involves / however / remember / drilled / authentic / But

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 어휘 직전 보강
Chapter 3 QN 31-34 PRACTICE 03

Hudson Hoagland, an American doctor, had shown in the 1930s that the ability to ‘count’ time was
temperature dependent42). His wife was ill and had a very high fever, somewhere around 39°C.
Hoagland needed to go to the drugstore for some medication for her. When he got home his wife
was quite upset with him for taking so long, claiming that he had been away for hours. In truth연43),
his trip had only taken about 20 minutes. His wife’s misperception44) interested Hoagland. Without
telling her what he was thinking, he asked her to estimate the duration of a minute by counting to
60 at the rate of one number per second. It turned out that his wife’s estimate of a minute was
only 30 seconds long. She did much better as her temperature fell45). Her ability to time intervals
obviously varied46) with temperature, so her interval timer worked in an entirely different way to a
temperature-compensated47) circadian clock.

<조건>
아래 보기의 모든 단어를 각 1번씩 사용하시오
<보기>
dependent / varied / fell / temperature-compensated / In / truth / misperception

Chapter 3 QN 31-34 PRACTICE 04

When we ask people to tell us about the most meaningful recognition they’ve received, they
consistently say that it’s “personal48).” They say that it feels special49). That’s why it’s so important
for you as a leader to pay attention50) to the likes and dislikes of each and every individual in your
group. You get a lot more emotional bang for your buck when you make recognition and rewards
personally51). Step into the shoes of other people and ask yourself, “What do I wish someone would
do to celebrate and recognize52) my contribution?” Let your answer to this question guide53) your
own thinking about how to acknowledge the contributions of others, while also being sensitive to
the fact that not everyone is just like you. This means that you have to get close54) enough to
others to know about what would make recognition meaningful to them.

<조건>
아래 보기의 모든 단어를 각 1번씩 사용하시오
<보기>
recognize / close / attention / special / “personal / personally / guide

내신 Ÿ 수능 완전 정복 - 3 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 어휘 직전 보강
Chapter 3 QN 31-34 PRACTICE 05

Humans live way longer than similar species, and we persist long after our physical or reproductive
usefulness has peaked55), which isn’t very ‘selective56)’ if you think about it. There are many theories
as to why we ended up so enduring57), but one factor seems to play a big part, which is the
positive influence of grandparents, on the survival58) of young ones and the community at large.
Older members of a primitive human community may not have been very good at hunting or the
physical stuff, but they were still perfectly capable of looking after the babies and children, and
didn’t need to spend time pursuing mates or any of that other exhausting59) stuff. The children were
cared for, learned wisdom was passed on directly, extra hands were available60) for the day-to-day
stuff... The advantages61) of keeping your old folks around are many and varied, it seems.

<조건>
아래 보기의 모든 단어를 각 1번씩 사용하시오
<보기>
exhausting / advantages / survival / available / peaked / selective / enduring

Chapter 3 QN 31-34 PRACTICE 06

Psychology researchers estimate how larger populations of people would respond by testing
smaller, representative samples of people. It is intuitive that larger samples would produce more
accurate62) estimates of how the entire population would respond. Consider, for example연63), a study
of attitudes about wearing face masks among incoming first-year students at your college or
university. A study that includes half of all incoming students is likely to provide a far better64)
approximation of what the entire population feels than a study that includes only 10 incoming
students. The issue is how strongly random65) chance influences the smaller sample. What if 8 out
of the 10 students in the smaller sample happened to come from the same town? Or if 9 of them
identified as women? A larger sample is less66) prone to be skewed67) toward one particular town,
gender, or any other factor that might distort68) the results. Scientists might assume that a small
sample is sufficient69), when a larger one is actually required to achieve an accurate estimation of
the population effects.

<조건>
아래 보기의 모든 단어를 각 1번씩 사용하시오
<보기>
sufficient / accurate / distort / better / skewed / for / less / example / random

내신 Ÿ 수능 완전 정복 - 4 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 어휘 직전 보강
Chapter 3 QN 31-34 PRACTICE 07

Linear solutions are often limited70) in their effectiveness71) when trying to solve problems that
involve multiple layers of cycles and paradox. In fact연72), they often make the presenting problems
worse73). Linear solutions involve74) breaking the problem into component parts and then addressing
the symptoms of each component with a separate solution or set of solutions. Each solution, like
any other aspect of nature, will have pros and cons. Everything in life has an upside and a
downside. Side effects are a downside of medications, for example연75). A single problem might be
divided into several subproblems, each with its own attempted solutions that have their own
downsides. As a result연76), the solutions to a single problem create77) new problems. One obvious
example of that might be how we have used technology to try to save78) time only to find we have
to work more to be able to buy the latest gadgets and learn more so we can know how to use
them. Another example might be the bureaucracy that is involved in getting service from a
government department.

<조건>
아래 보기의 모든 단어를 각 1번씩 사용하시오
<보기>
worse / a / example / save / limited / involve / result / create / effectiveness / As / In / fact / for

Chapter 3 QN 31-34 PRACTICE 08

One paradox of power is that leaders who are most effective79) in building a positive legacy that
outlasts them are those least interested80) in exercising power for its own sake, or in establishing
their own place in history. J. Patrick Dobel cautions leaders that “insisting on credit for your
achievements invites81) disappointment and distortion of personal energy and aspirations.” He also연82)
advises aspiring leaders to be proactive83) “sooner rather than later; a person’s legacy unfolds every
day,” and priorities and relationships formed early in a career create84) the foundations for later
achievements. People cannot control85) how history will judge them, but they can be conscious86) of
how their daily interactions and priorities affect followers and institutions. Unless leaders’ priorities
include87) support for others’ careers as well as their own, their legacy is likely to be limited88). As
one leadership development expert notes, “The ultimate test of a leader is not whether he or she
makes smart decisions... but whether he or she teaches others to be leaders and builds an
organization that can sustain89) its success even when he or she is not around90).”

<조건>
아래 보기의 모든 단어를 각 1번씩 사용하시오
<보기>
also / sustain / include / create / limited / control / invites / effective / around / proactive /
conscious / interested

내신 Ÿ 수능 완전 정복 - 5 -
올림포스 9대 변별유형 Chapter 03 QN 31-34 어휘 직전 보강
Chapter 3 QN 31-34 PRACTICE 09

Particularly for very young children, those who are learning the language of instruction, or those
with language delays/disorders, it is important to make experiences concrete91). Collaborative92)
storytelling ― for instance연93), starting with a stuffed toy and initiating a story and then passing to
a child in succession with the words, “and then,” is a way to build narrative skills in children.
Teachers who work to build prior knowledge can do a better job of giving every child a chance to
participate94) and succeed. During a summer reading support program for children, there was talk of
going camping but all the children had not had this experience. The teacher used real objects while
telling a story about a camping trip, created a learning center set up like a campsite with a tent,
“campfire,” and even real animals from a taxidermist; had children take a virtual camping trip online,
and, as a culminating activity, parked her camper on the school property so that children could go
on a simulated camping trip. Together, they built a “word wall” with the words and pictures the
students gathered and later used to talk and write about camping experiences.

<조건>
아래 보기의 모든 단어를 각 1번씩 사용하시오
<보기>
instance / concrete / for / Collaborative / participate

Chapter 3 QN 31-34 PRACTICE 10

Usually, when experts disagree95), doubt is the most reasonable96) response. You might have an
opinion about whether the Chinese stock market will rise next year. You might have an opinion
about the best explanation of the fall of Rome. But연97) unless you have some privileged information
others lack, you should feel some doubt if there’s no consensus98) among the world’s leading experts.
You should probably acknowledge, at least, that the evidence doesn’t decisively support99) your
preferred view over all others. You might still prefer100) your view. You might champion it, defend it,
argue for it, see the counterarguments as flawed101), think those who disagree are failing102) to
appreciate the overall balance of considerations. But연103) appropriate epistemic humility and
recognition of your history of sometimes misplaced104) confidence ought, probably, to inspire105)
substantial uncertainty in moments of judicious assessment. This is true, of course, when you are a
novice, but it is also often true when you yourself are among the experts.

<조건>
아래 보기의 모든 단어를 각 1번씩 사용하시오
<보기>
inspire / But / disagree / failing / consensus / reasonable / flawed / prefer / support / misplaced /
But

내신 Ÿ 수능 완전 정복 - 6 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 어휘 직전 보강
정답 43) In truth 87) include
44) misperception 88) limited
1) Rising
45) fell 89) sustain
2) self-expression
46) varied 90) around
3) material
47) temperature-compensated 91) concrete
4) But
48) personal 92) Collaborative
5) reshaped
49) special 93) for instance
6) stimulating
50) attention 94) participate
7) less
51) personally 95) disagree
8) sustenance
52) recognize 96) reasonable
9) practical
53) guide 97) But
10) nonmaterial
54) close 98) consensus
11) premium
55) peaked 99) support
12) interesting
56) selective 100) prefer
13) political
57) enduring 101) flawed
14) choice
58) survival 102) failing
15) satisfy
59) exhausting 103) But
16) free
60) available 104) misplaced
17) within
61) advantages 105) inspire
18) waste
62) accurate
19) emotionally
63) for example
20) outside
64) better
21) judgments
65) random
22) But
66) less
23) stop
67) skewed
24) silly
68) distort
25) pointless
69) sufficient
26) altering
70) limited
27) nothing
71) effectiveness
28) drops
72) In fact
29) relative
73) worse
30) past
74) involve
31) happier
75) for example
32) Simply put
76) As a result
33) interpretation
77) create
34) But
78) save
35) happy
79) effective
36) involves
80) interested
37) But
81) invites
38) remember
82) also
39) drilled
83) proactive
40) however
84) create
41) authentic
85) control
42) dependent
86) conscious

내신 Ÿ 수능 완전 정복 - 7 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 직전 보강
Chapter 3 QN 31-34 기출 예제 01

People have always needed to eat, and they always will1). Rising emphasis on self-expression values
does2) not put an end to material desires. But prevailing economic orientations are gradually being
reshaped. People who work in the knowledge sector continue3) to seek high salaries, but they place
equal or greater emphasis on doing stimulating4) work and being5) able to follow their own time
schedules. Consumption is becoming progressively6) less determined by the need for sustenance and
the practical use of the goods consumed. People still eat, but a growing component of food’s value
is determined by its nonmaterial aspects. People pay a premium to eat exotic cuisines that provide
an interesting7) experience or that symbolize8) a distinctive life-style. The publics of postindustrial
societies place growing emphasis on “political consumerism,” such as boycotting goods whose9)
production violates ecological or ethical standards. Consumption is less and less a matter of
sustenance and more and more a question of life-style ― and choice.

<조건>
1 필요시 어형 변화 가능
2 아래 보기의 단어를 모두 한 번씩만 사용할 것
<보기>
will / progressive / do / be / interest / continue / symbolize / which / stimulate

Chapter 3 QN 31-34 기출 예제 02

Epictetus wrote, “A man’s master is he who is able to confirm or remove whatever10) that man
seeks or shuns.” If you depend on no one except yourself to satisfy your desires, you will have no
master other than yourself and you will be free. Stoic philosophy was about that ― taking charge
of your life, learning to work on those things that are within your power to accomplish or change
and not to11) waste energy on things you cannot. In particular, the Stoics warned against reacting
emotionally to what is outside your control. Often, Epictetus argued, it’s not our circumstances that
get us down12) but rather the judgments we make about them. Consider anger. We don’t get angry
at the rain if it spoils our picnic. That would be silly because we can’t do anything about the rain.
But we often do get angry if someone mistreats us. We usually can’t control or change that person
any more than we can13) stop the rain, so that is equally silly. More generally, it is just as pointless
to tie our feelings of well-being to altering14) another individual’s behavior as it is15) to tie them to
the weather. Epictetus wrote, “If it concerns anything not in our control, be16) prepared to say that
it is nothing to you.”

<조건>
1 필요시 어형 변화 가능
2 아래 보기의 단어를 모두 한 번씩만 사용할 것
<보기>
to / us / be / be / not / can / down / however / alter

내신 Ÿ 수능 완전 정복 - 1 -
올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 직전 보강
Chapter 3 QN 31-34 PRACTICE 01

Imagine you’ve bought a nice piece of land and built a house. The house is magnificent, with at
least three more bedrooms than you need. One year later, somebody else buys the neighboring plot
and constructs a house so luxurious17) it makes yours18) look19) like a garden shed. What happens?
Your blood pressure rises and your life satisfaction drops ― even though you’re still living very well.
Money is relative. Not just in comparison to others, but in comparison to your past. If you earned
＄50,000 per year during the first half of your career and today you earn ＄75,000, you’ll be happier
than if you first earned ＄75,000 and now earn just ＄60,000. This is despite20) the fact that21),
averaging the figures, you come out better off overall in the second scenario. Simply put, your level
of wealth ― above the poverty line ― is primarily a matter of interpretation. But this is good news;
it means it’s up to you whether money makes you happy22) or not.

<조건>
1 필요시 어형 변화 가능
2 아래 보기의 단어를 모두 한 번씩만 사용할 것
<보기>
happy / look / that / though / luxurious / you

Chapter 3 QN 31-34 PRACTICE 02

All learning involves memory. But people are most likely to remember what23) they have used and
maybe invented, not what they have had drilled24) into their heads. Marshall and Albert began
learning French in the sixth grade, but six weeks into the fall semester, Albert’s parents moved to
Paris, taking25) the young boy and his sister with them. By the time he graduated from high school,
Marshall had taken26) six years of French, memorizing vocabulary and usually acing the exams. His
parents drilled him, using27) all the sophisticated procedures of spaced repetition. It doesn’t take
much imagination or insight, however, to guess28) which one of the two boys read, spoke, and
wrote French with almost perfect fluency when they met for a reunion right before going off to
college, and which29) one struggled to keep up with the chatter. People learn deeply by doing in
authentic situations.

<조건>
1 필요시 어형 변화 가능
2 아래 보기의 단어를 모두 한 번씩만 사용할 것
<보기>
have / drill / guess / take / take / that / to / what / use

내신 Ÿ 수능 완전 정복 - 2 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 직전 보강
Chapter 3 QN 31-34 PRACTICE 03

Hudson Hoagland, an American doctor, had shown in the 1930s that30) the ability to ‘count’ time
was temperature dependent. His wife was ill and had a very high fever, somewhere around 39°C.
Hoagland needed to go to the drugstore for some medication for her. When he got home his wife
was quite upset with him for taking so long, claiming31) that32) he had been33) away for hours. In
truth, his trip had34) only taken about 20 minutes. His wife’s misperception interested Hoagland.
Without telling her what35) he was thinking, he asked her to estimate36) the duration of a minute by
counting to 60 at the rate of one number per second. It turned out that his wife’s estimate of a
minute was only 30 seconds long. She did much better as her temperature fell. Her ability to time
intervals obviously varied with temperature, so her interval timer worked in an entirely different way
to a temperature-compensated37) circadian clock.

<조건>
1 필요시 어형 변화 가능
2 아래 보기의 단어를 모두 한 번씩만 사용할 것
<보기>
temperature-compensate / that / be / to / what / what / claim / have / estimate / have

Chapter 3 QN 31-34 PRACTICE 04

When we ask people to tell38) us about the most meaningful recognition they’ve received, they
consistently say that it’s “personal.” They say that it feels special. That’s why39) it’s so important for40)
you as a leader to pay41) attention to the likes and dislikes of each and every individual in your
group. You get a lot more emotional bang for your buck when you make recognition and rewards
personally. Step42) into the shoes of other people and ask yourself43), “What do I wish someone
would do to celebrate and recognize my contribution?” Let44) your answer to this question guide45)
your own thinking about how to acknowledge the contributions of others, while also being46)
sensitive to the fact that47) not everyone is just like you. This means that48) you have to get close
enough49) to others to know50) about what would make recognition meaningful51) to them.

<조건>
1 필요시 어형 변화 가능
2 아래 보기의 단어를 모두 한 번씩만 사용할 것
<보기>
close / for / be / to / enough / because / to / tell / guide / know / which / you / Step / pay / to
/ meaningful / that / Let

내신 Ÿ 수능 완전 정복 - 3 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 직전 보강
Chapter 3 QN 31-34 PRACTICE 05

Humans live way longer than similar species, and we persist long after our physical or reproductive
usefulness has peaked, which52) isn’t very ‘selective’ if you think about it53). There are many theories
as to why we ended up so enduring, but one factor seems to play a big part, which54) is the
positive influence of grandparents, on the survival of young ones and the community at large. Older
members of a primitive human community may not have been55) very good at hunting or the
physical stuff, but they were still perfectly capable of looking after the babies and children, and
didn’t need56) to spend time pursuing57) mates or any of that other exhausting58) stuff. The children
were cared for59), learned wisdom was passed60) on directly, extra hands were available for the
day-to-day stuff... The advantages of keeping your old folks around are61) many and varied, it
seems.

<조건>
1 필요시 어형 변화 가능
2 아래 보기의 단어를 모두 한 번씩만 사용할 것
<보기>
it / be / be / be / it / need / care / don’t / for / pursue / exhaust / have / pass / it

Chapter 3 QN 31-34 PRACTICE 06

Psychology researchers estimate how62) larger populations of people would respond by testing
smaller, representative samples of people. It is intuitive that63) larger samples would produce more
accurate estimates of how64) the entire population would respond. Consider65), for example, a study
of attitudes about wearing face masks among incoming first-year students at your college or
university. A study that includes half of all incoming students is66) likely to provide a far better
approximation of what67) the entire population feels than a study that includes only 10 incoming
students. The issue is how strongly68) random chance influences the smaller sample. What if 8 out
of the 10 students in the smaller sample happened to come from the same town? Or if 9 of them
identified as women? A larger sample is less prone to be skewed toward one particular town,
gender, or any other factor that might distort the results. Scientists might assume that69) a small
sample is sufficient, when a larger one is70) actually required to achieve71) an accurate estimation of
the population effects.

<조건>
1 필요시 어형 변화 가능
2 아래 보기의 단어를 모두 한 번씩만 사용할 것
<보기>
that / achieve / be / to / Consider / strong / be / what / what / how / that

내신 Ÿ 수능 완전 정복 - 4 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 직전 보강
Chapter 3 QN 31-34 PRACTICE 07

Linear solutions are often limited in their effectiveness when trying to solve72) problems that involve
multiple layers of cycles and paradox. In fact, they often make the presenting problems worse.
Linear solutions involve breaking73) the problem into component parts and then addressing74) the
symptoms of each component with a separate solution or set of solutions. Each solution, like any
other aspect of nature, will have pros and cons. Everything in life has an upside and a downside.
Side effects are a downside of medications, for example. A single problem might be divided into
several subproblems, each with its own attempted solutions that have their own downsides. As a
result, the solutions to a single problem create75) new problems. One obvious example of that might
be how76) we have used technology to try to save77) time only78) to find we have to work more to
be able to buy the latest gadgets and learn more so we can know how to use them. Another
example might be the bureaucracy that is involved79) in getting service from a government
department.

<조건>
1 필요시 어형 변화 가능
2 아래 보기의 단어를 모두 한 번씩만 사용할 것
<보기>
solve / to / involve / save / what / address / only / to / create / be / break

Chapter 3 QN 31-34 PRACTICE 08

One paradox of power is that80) leaders who are most effective in building a positive legacy that
outlasts them are81) those82) least interested83) in exercising power for its own sake, or in
establishing84) their own place in history. J. Patrick Dobel cautions leaders that85) “insisting on credit
for your achievements invites86) disappointment and distortion of personal energy and aspirations.”
He also advises aspiring leaders to be87) proactive “sooner rather than later; a person’s legacy unfolds
every day,” and priorities and relationships formed early in a career create88) the foundations for later
achievements. People cannot control how89) history will judge them, but they can be conscious of
how90) their daily interactions and priorities affect followers and institutions. Unless leaders’ priorities
include support for others’ careers as well as their own, their legacy is likely to be limited. As one
leadership development expert notes, “The ultimate test of a leader is not whether he or she makes
smart decisions... but whether he or she teaches others to be91) leaders and builds92) an organization
that can sustain its success even when he or she is not around.”

<조건>
1 필요시 어형 변화 가능
2 아래 보기의 단어를 모두 한 번씩만 사용할 것
<보기>
establish / that / that / to / invite / be / what / that / in / create / interest / build / be / to /
what / be

내신 Ÿ 수능 완전 정복 - 5 -
올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 직전 보강
Chapter 3 QN 31-34 PRACTICE 09

Particularly for very young children, those who are learning the language of instruction, or those
with language delays/disorders, it is important to make experiences concrete93). Collaborative
storytelling ― for instance, starting with a stuffed toy and initiating a story and then passing to a
child in succession with the words, “and then,” is94) a way to build95) narrative skills in children.
Teachers who work to build prior knowledge can do a better job of giving every child a chance to
participate and succeed. During a summer reading support program for children, there was talk of
going camping but all the children had96) not had this experience. The teacher used real objects
while telling97) a story about a camping trip, created a learning center set98) up like a campsite with
a tent, “campfire,” and even real animals from a taxidermist; had children take99) a virtual camping
trip online, and, as a culminating activity, parked100) her camper on the school property so that
children could go on a simulated camping trip. Together, they built a “word wall” with the words
and pictures the students gathered and later used to talk and write about camping experiences.

<조건>
1 필요시 어형 변화 가능
2 아래 보기의 단어를 모두 한 번씩만 사용할 것
<보기>
take / build / be / tell / concrete / park / set / to / have

Chapter 3 QN 31-34 PRACTICE 10

Usually, when experts disagree, doubt is the most reasonable response. You might have an opinion
about whether101) the Chinese stock market will rise next year. You might have an opinion about
the best explanation of the fall of Rome. But unless you have some privileged information others
lack, you should feel some doubt if there’s no consensus among the world’s leading experts. You
should probably acknowledge, at least, that102) the evidence doesn’t decisively support your preferred
view over all others. You might still prefer your view. You might champion it, defend it, argue for it,
see the counterarguments as flawed, think those who disagree are103) failing to appreciate the
overall balance of considerations. But appropriate epistemic humility and recognition of your history
of sometimes misplaced confidence ought, probably, to inspire substantial uncertainty in moments of
judicious assessment. This is true, of course, when you are a novice, but it is also often true when
you yourself are among the experts.

<조건>
1 필요시 어형 변화 가능
2 아래 보기의 단어를 모두 한 번씩만 사용할 것
<보기>
what / be / what

내신 Ÿ 수능 완전 정복 - 6 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 직전 보강
정답 43) yourself 87) to be
44) Let 88) create
1) will
45) guide 89) how
2) does
46) being 90) how
3) continue
47) that 91) to be
4) stimulating
48) that 92) builds
5) being
49) close enough 93) concrete
6) progressively
50) to know 94) is
7) interesting
51) meaningful 95) to build
8) symbolize
52) which 96) had
9) whose
53) it 97) telling
10) whatever
54) which 98) set
11) not to
55) have been 99) take
12) us down
56) didn’t need 100) parked
13) can
57) pursuing 101) whether
14) altering
58) exhausting 102) that
15) is
59) cared for 103) are
16) be
60) was passed
17) luxurious
61) are
18) yours
62) how
19) look
63) that
20) despite
64) how
21) that
65) Consider
22) happy
66) is
23) what
67) what
24) drilled
68) strongly
25) taking
69) that
26) had taken
70) is
27) using
71) to achieve
28) to guess
72) to solve
29) which
73) breaking
30) that
74) addressing
31) claiming
75) create
32) that
76) how
33) had been
77) to save
34) had
78) only
35) what
79) is involved
36) to estimate
80) that
37) temperature-compensated
81) are
38) to tell
82) those
39) why
83) interested
40) for
84) in establishing
41) to pay
85) that
42) Step
86) invites

내신 Ÿ 수능 완전 정복 - 7 -
 올림포스 9대 변별유형 QN 31-34 빈칸 및 서술형 직전보강
Chapter 3 QN 31-34 기출 예제 01

People have always needed to eat, and they always will. Rising emphasis on self-expression values
does not put an end to material desires. But prevailing economic orientations are gradually being
reshaped. People who work in the knowledge sector continue to seek high salaries, but they place
equal or greater emphasis on doing stimulating work and being able to follow their own time
schedules. Consumption is becoming progressively less determined by the need for sustenance and
the practical use of the goods consumed. People still eat, but a growing component of food’s value
is determined by its nonmaterial aspects1). People pay a premium to eat exotic cuisines that provide
an interesting experience or that symbolize a distinctive life-style. The publics of postindustrial
societies place growing emphasis on “political consumerism,” such as boycotting goods whose
production violates ecological or ethical standards. Consumption is less and less a matter of
sustenance and more and more a question of life-style2) ― and choice.

1. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ component / value / aspects / be / of / determine / grow / a / food’s / material / by / its ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

2. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ matter / of / more / Consumption / and / and / a / sustenance / less / life-style / of / be / a / question /
less / and / more ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

내신 Ÿ 수능 완전 정복 - 1 -
 올림포스 9대 변별유형 QN 31-34 빈칸 및 서술형 직전보강
Chapter 3 QN 31-34 기출 예제 02

Epictetus wrote, “A man’s master is he who is able to confirm or remove whatever that man seeks
or shuns.” If you depend on no one except yourself to satisfy your desires, you will have no master
other than yourself and you will be free3). Stoic philosophy was about that ― taking charge of your
life, learning to work on those things that are within your power to accomplish or change and not
to waste energy on things you cannot4). In particular, the Stoics warned against reacting emotionally
to what is outside your control5). Often, Epictetus argued, it’s not our circumstances that get us
down but rather the judgments we make about them. Consider anger. We don’t get angry at the
rain if it spoils our picnic. That would be silly because we can’t do anything about the rain. But we
often do get angry if someone mistreats us. We usually can’t control or change that person any
more than we can stop the rain, so that is equally silly. More generally, it is just as pointless to tie
our feelings of well-being to altering another individual’s behavior as it is to tie them to the
weather. Epictetus wrote, “If it concerns anything not in our control, be prepared to say that it is
nothing to you6).”

3. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ will / free / you / satisfy / depend / other / you / you / and / than / If / master / no / except / desires, /
you / you / be / have / your / will / no / one ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

4. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ energy / waste / work / not / or / cannot / be / those / power / on / things / accomplish / things / you /
change / that / to / within / learn / your / and / on ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

5. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ warn / what / your / against / be / emotionally / inside / control / react / to ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

내신 Ÿ 수능 완전 정복 - 2 -
 올림포스 9대 변별유형 QN 31-34 빈칸 및 서술형 직전보강

6. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ nothing / control, / be / it / be / concern / anything / say / to / prepare / If / not / you / it / in / our /
what ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

내신 Ÿ 수능 완전 정복 - 3 -
 올림포스 9대 변별유형 QN 31-34 빈칸 및 서술형 직전보강
Chapter 3 QN 31-34 PRACTICE 01

Imagine you’ve bought a nice piece of land and built a house. The house is magnificent, with at
least three more bedrooms than you need. One year later, somebody else buys the neighboring plot
and constructs a house so luxurious it makes yours look like a garden shed. What happens? Your
blood pressure rises and your life satisfaction drops ― even though you’re still living very well.
Money is relative. Not just in comparison to others, but in comparison to your past. If you earned
＄50,000 per year during the first half of your career and today you earn ＄75,000, you’ll be happier
than if you first earned ＄75,000 and now earn just ＄60,000. This is despite the fact that, averaging
the figures, you come out better off overall in the second scenario. Simply put, your level of wealth
― above the poverty line ― is primarily a matter of interpretation. But this is good news; it means
it’s up to you whether money makes you happy or not7).

7. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ it / make / you / or / up / you / be / to / not / money / whether / happy ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

내신 Ÿ 수능 완전 정복 - 4 -
 올림포스 9대 변별유형 QN 31-34 빈칸 및 서술형 직전보강
Chapter 3 QN 31-34 PRACTICE 02

All learning involves memory. But people are most likely to remember what they have used and
maybe invented, not what they have had drilled into their heads8). Marshall and Albert began
learning French in the sixth grade, but six weeks into the fall semester, Albert’s parents moved to
Paris, taking the young boy and his sister with them. By the time he graduated from high school,
Marshall had taken six years of French, memorizing vocabulary and usually acing the exams. His
parents drilled him, using all the sophisticated procedures of spaced repetition. It doesn’t take much
imagination or insight, however, to guess which one of the two boys read, spoke, and wrote French
with almost perfect fluency when they met for a reunion right before going off to college, and
which one struggled to keep up with the chatter. People learn deeply by doing in authentic
situations9).

8. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ have / have / that / and / not / their / use / they / remember / what / have / they / drill / invent, / into
/ heads / maybe ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

9. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ deeply / authentic / learn / do / situations / People / by / in ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

내신 Ÿ 수능 완전 정복 - 5 -
 올림포스 9대 변별유형 QN 31-34 빈칸 및 서술형 직전보강
Chapter 3 QN 31-34 PRACTICE 03

Hudson Hoagland, an American doctor, had shown in the 1930s that the ability to ‘count’ time was
temperature dependent10). His wife was ill and had a very high fever, somewhere around 39°C.
Hoagland needed to go to the drugstore for some medication for her. When he got home his wife
was quite upset with him for taking so long, claiming that he had been away for hours. In truth, his
trip had only taken about 20 minutes. His wife’s misperception interested Hoagland. Without telling
her what he was thinking, he asked her to estimate the duration of a minute by counting to 60 at
the rate of one number per second. It turned out that his wife’s estimate of a minute was only 30
seconds long. She did much better as her temperature fell. Her ability to time intervals obviously
varied with temperature11), so her interval timer worked in an entirely different way to a
temperature-compensated circadian clock.

10. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ dependent / the / ‘count’ / time / be / temperature / ability ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

11. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ intervals / time / ability / temperature / obviously / Her / with / vary ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

내신 Ÿ 수능 완전 정복 - 6 -
 올림포스 9대 변별유형 QN 31-34 빈칸 및 서술형 직전보강
Chapter 3 QN 31-34 PRACTICE 04

When we ask people to tell us about the most meaningful recognition they’ve received, they
consistently say that it’s “personal.” They say that it feels special. That’s why it’s so important for
you as a leader to pay attention to the likes and dislikes of each and every individual in your
group12). You get a lot more emotional bang for your buck when you make recognition and
rewards personally13). Step into the shoes of other people and ask yourself, “What do I wish
someone would do to celebrate and recognize my contribution?” Let your answer to this question
guide your own thinking about how to acknowledge the contributions of others, while also being
sensitive to the fact that not everyone is just like you. This means that you have to get close
enough to others to know about what would make recognition meaningful to them14).

12. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ a / dislikes / each / and / attention / leader / in / the / your / be / to / every / and / individual / so /
pay / important / group / it / you / as / of / for / likes ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

13. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ your / a / more / personal / buck / recognition / for / when / bang / You / emotional / lot / make / and
/ rewards / you / get ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

14. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ what / them / about / to / meaningful / would / make / recognition / know ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

내신 Ÿ 수능 완전 정복 - 7 -
 올림포스 9대 변별유형 QN 31-34 빈칸 및 서술형 직전보강
Chapter 3 QN 31-34 PRACTICE 05

Humans live way longer than similar species, and we persist long after our physical or reproductive
usefulness has peaked, which isn’t very ‘selective’ if you think about it. There are many theories as to
why we ended up so enduring, but one factor seems to play a big part, which is the positive
influence of grandparents, on the survival of young ones and the community at large. Older members
of a primitive human community may not have been very good at hunting or the physical stuff, but
they were still perfectly capable of looking after the babies and children, and didn’t need to spend
time pursuing mates or any of that other exhausting stuff. The children were cared for, learned
wisdom was passed on directly, extra hands were available for the day-to-day stuff... The advantages
of keeping your old folks around are many and varied15), it seems.

15. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ around / folks / many / of / advantages / vary / old / and / be / your / The / keep ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

내신 Ÿ 수능 완전 정복 - 8 -
 올림포스 9대 변별유형 QN 31-34 빈칸 및 서술형 직전보강
Chapter 3 QN 31-34 PRACTICE 06

Psychology researchers estimate how larger populations of people would respond by testing smaller,
representative samples of people. It is intuitive that larger samples would produce more accurate
estimates of how the entire population would respond16). Consider, for example, a study of attitudes
about wearing face masks among incoming first-year students at your college or university. A study
that includes half of all incoming students is likely to provide a far better approximation of what the
entire population feels than a study that includes only 10 incoming students. The issue is how
strongly random chance influences the smaller sample17). What if 8 out of the 10 students in the
smaller sample happened to come from the same town? Or if 9 of them identified as women? A
larger sample is less prone to be skewed toward one particular town, gender, or any other factor
that might distort the results. Scientists might assume that a small sample is sufficient, when a larger
one is actually required to achieve an accurate estimation of the population effects18).

16. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ the / estimates / of / population / produce / respond / larger / would / more / entire / would / what /
samples / accurate ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

17. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ influence / random / how / chance / the / strong / sample / smaller ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

18. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ estimation / larger / population / actually / of / one / effects / an / accurate / achieve / a / the / require ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

내신 Ÿ 수능 완전 정복 - 9 -
 올림포스 9대 변별유형 QN 31-34 빈칸 및 서술형 직전보강
Chapter 3 QN 31-34 PRACTICE 07

Linear solutions are often limited in their effectiveness when trying to solve problems that involve
multiple layers of cycles and paradox. In fact, they often make the presenting problems worse.
Linear solutions involve breaking the problem into component parts and then addressing the
symptoms of each component with a separate solution or set of solutions. Each solution, like any
other aspect of nature, will have pros and cons. Everything in life has an upside and a downside.
Side effects are a downside of medications, for example. A single problem might be divided into
several subproblems, each with its own attempted solutions that have their own downsides19). As a
result, the solutions to a single problem create new problems20). One obvious example of that might
be how we have used technology to try to save time only to find we have to work more to be
able to buy the latest gadgets and learn more so we can know how to use them. Another example
might be the bureaucracy that is involved in getting service from a government department.

19. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ that / own / attempt / downsides / have / their / solutions / own / its / each / with ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

20. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ to / solutions / single / a / new / create / the / problems / problem ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

내신 Ÿ 수능 완전 정복 - 10 -
 올림포스 9대 변별유형 QN 31-34 빈칸 및 서술형 직전보강
Chapter 3 QN 31-34 PRACTICE 08

One paradox of power is that leaders who are most effective in building a positive legacy that
outlasts them are those least interested in exercising power for its own sake, or in establishing their
own place in history21). J. Patrick Dobel cautions leaders that “insisting on credit for your
achievements invites disappointment and distortion of personal energy and aspirations22).” He also
advises aspiring leaders to be proactive “sooner rather than later; a person’s legacy unfolds every
day,” and priorities and relationships formed early in a career create the foundations for later
achievements. People cannot control how history will judge them, but they can be conscious of how
their daily interactions and priorities affect followers and institutions. Unless leaders’ priorities include
support for others’ careers as well as their own, their legacy is likely to be limited23). As one
leadership development expert notes, “The ultimate test of a leader is not whether he or she makes
smart decisions... but whether he or she teaches others to be leaders and builds an organization
that can sustain its success even when he or she is not around24).”

21. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ exercising / power / or / leaders / establish / in / interest / them / that / a / be / in / place / its /
effective / for / own / be / history / legacy / least / those / positive / build / most / own / sake, / their / in
/ in / outlast / who ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

22. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ invite / of / and / aspirations / distortion / and / on / insist / caution / personal / what / credit /
disappointment / leaders / your / for / achievements / energy ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

23. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ to / for / own, / careers / limit / others’ / leaders’ / their / as / legacy / If / likely / support / be / their /
well / as / priorities / include ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

내신 Ÿ 수능 완전 정복 - 11 -
 올림포스 9대 변별유형 QN 31-34 빈칸 및 서술형 직전보강

24. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ around / or / an / build / can / not / and / be / its / sustain / leaders / be / success / even / she /
others / teach / when / organization / that / he ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

내신 Ÿ 수능 완전 정복 - 12 -
 올림포스 9대 변별유형 QN 31-34 빈칸 및 서술형 직전보강
Chapter 3 QN 31-34 PRACTICE 09

Particularly for very young children, those who are learning the language of instruction, or those
with language delays/disorders, it is important to make experiences concrete25). Collaborative
storytelling ― for instance, starting with a stuffed toy and initiating a story and then passing to a
child in succession with the words, “and then,” is a way to build narrative skills in children. Teachers
who work to build prior knowledge can do a better job of giving every child a chance to
participate and succeed26). During a summer reading support program for children, there was talk of
going camping but all the children had not had this experience. The teacher used real objects while
telling a story about a camping trip, created a learning center set up like a campsite with a tent,
“campfire,” and even real animals from a taxidermist; had children take a virtual camping trip online,
and, as a culminating activity, parked her camper on the school property so that children could go
on a simulated camping trip. Together, they built a “word wall” with the words and pictures the
students gathered and later used to talk and write about camping experiences.

25. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ be / experiences / make / it / abstract / important ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

26. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ Teachers / better / who / succeed / and / prior / do / chance / a / job / every / work / build / can /
child / of / give / knowledge / a / participate ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

내신 Ÿ 수능 완전 정복 - 13 -
 올림포스 9대 변별유형 QN 31-34 빈칸 및 서술형 직전보강
Chapter 3 QN 31-34 PRACTICE 10

Usually, when experts disagree, doubt is the most reasonable response27). You might have an
opinion about whether the Chinese stock market will rise next year. You might have an opinion
about the best explanation of the fall of Rome. But unless you have some privileged information
others lack, you should feel some doubt if there’s no consensus among the world’s leading experts28).
You should probably acknowledge, at least, that the evidence doesn’t decisively support your
preferred view over all others. You might still prefer your view. You might champion it, defend it,
argue for it, see the counterarguments as flawed, think those who disagree are failing to appreciate
the overall balance of considerations. But appropriate epistemic humility and recognition of your
history of sometimes misplaced confidence ought, probably, to inspire substantial uncertainty in
moments of judicious assessment29). This is true, of course, when you are a novice, but it is also
often true when you yourself are among the experts.

27. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ most / experts / reasonable / doubt / is / agree, / the / response / when ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

28. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ you / no / should / the / there / doubt / feel / world’s / if / some / among / consensus / be / leading /
experts ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

29. 위의 글의 빈칸에 들어갈 말을 아래에 주어진 조건에 맞게 완성하시오.

<조건>
1 빈칸에 들어갈 표현을 문맥과 어법에 맞도록 완성할 것
2 아래에 주어진 단어들을 모두 사용할 것
[ moments / in / of / inspire / assessment / judicious / certainty / substantial ]
3 필요시 어형 변화 또는 단어 추가 가능

_________________________________________________________________________________________________________________

내신 Ÿ 수능 완전 정복 - 14 -
 올림포스 9대 변별유형 QN 31-34 빈칸 및 서술형 직전보강
정답

1) a growing component of food’s value is determined by its nonmaterial aspects

2) Consumption is less and less a matter of sustenance and more and more a question of life-style
3) If you depend on no one except yourself to satisfy your desires, you will have no master other
than yourself and you will be free
4) learning to work on those things that are within your power to accomplish or change and not to
waste energy on things you cannot
5) warned against reacting emotionally to what is outside your control
6) If it concerns anything not in our control, be prepared to say that it is nothing to you
7) it’s up to you whether money makes you happy or not
8) remember what they have used and maybe invented, not what they have had drilled into their
heads
9) People learn deeply by doing in authentic situations
10) the ability to ‘count’ time was temperature dependent
11) Her ability to time intervals obviously varied with temperature
12) it’s so important for you as a leader to pay attention to the likes and dislikes of each and every
individual in your group
13) You get a lot more emotional bang for your buck when you make recognition and rewards
personally
14) know about what would make recognition meaningful to them
15) The advantages of keeping your old folks around are many and varied
16) larger samples would produce more accurate estimates of how the entire population would
respond
17) how strongly random chance influences the smaller sample
18) a larger one is actually required to achieve an accurate estimation of the population effects
19) each with its own attempted solutions that have their own downsides
20) the solutions to a single problem create new problems
21) leaders who are most effective in building a positive legacy that outlasts them are those least
interested in exercising power for its own sake, or in establishing their own place in history
22) cautions leaders that “insisting on credit for your achievements invites disappointment and
distortion of personal energy and aspirations
23) Unless leaders’ priorities include support for others’ careers as well as their own, their legacy is
likely to be limited
24) teaches others to be leaders and builds an organization that can sustain its success even when
he or she is not around
25) it is important to make experiences concrete
26) Teachers who work to build prior knowledge can do a better job of giving every child a chance
to participate and succeed
27) when experts disagree, doubt is the most reasonable response
28) you should feel some doubt if there’s no consensus among the world’s leading experts
29) inspire substantial uncertainty in moments of judicious assessment

내신 Ÿ 수능 완전 정복 - 15 -
올림포스 9대 변별유형 QN 31-34 어휘
Chapter 3 QN 31-34 기출 예제 01
1 emphasis 강조
2 put an end to ~을 끝내다
3 orientation 방향(성)
4 reshape 재형성하다
5 stimulating (아주 흥미로워) 자극이 되는, 고무적인
6 progressively 점진적으로
7 sustenance 생존, 생계
8 premium 할증금
9 exotic 이국적인
10 distinctive 독특한, 두드러지는
11 postindustrial 탈공업화의
12 consumerism 소비자 운동
13 boycott 구매를 거부하다
14 violate 위반하다
15 ecological 생태적인
Chapter 3 QN 31-34 기출 예제 02
1 confirm 확인하다
2 satisfy 만족시키다
3 take charge of ~을 책임지다
4 circumstance 상황
5 spoil 망치다
6 mistreat 나쁘게 대하다
7 pointless 무의미한
8 well-being 안녕, (건강과) 행복
9 alter 바꾸다, 변경하다
Chapter 3 QN 31-34 PRACTICE 01
1 magnificent 멋진, 장엄한
2 luxurious 호화로운
3 shed 헛간, 광
4 blood pressure 혈압
5 relative 상대적인
6 comparison 비교
7 average 평균을 내다, 평균하다
8 overall 전반적으로
9 simply put 간단히 말해서
10 poverty line 빈곤선
11 primarily 주로
Chapter 3 QN 31-34 PRACTICE 02
1 drill 주입하다, 반복 연습하다
2 semester 학기
3 ace (시험에서) A를 받다
4 sophisticated 정교한
5 procedure 절차
6 repetition 반복
7 insight 통찰력
8 fluency 유창성
9 reunion 동창회
Chapter 3 QN 31-34 PRACTICE 03
1 fever 열
2 medication 약
3 misperception 오해, 오인
4 estimate 추정하다; 추정치
5 duration (시간의) 지속
6 interval 간격
7 temperature-compensated 온도로 보정되는

내신 Ÿ 수능 완전 정복 - 1 -
올림포스 9대 변별유형 QN 31-34 어휘
Chapter 3 QN 31-34 PRACTICE 04
1 recognition 인정
2 consistently 한결같이
3 emotional 감정적인
4 celebrate 축하하다
5 contribution 기여, 공로, 공헌
6 acknowledge 인정하다
7 sensitive (to) (~을) 세심하게 인식하는, (~에) 민감한
Chapter 3 QN 31-34 PRACTICE 05
1 species 종
2 persist 생존하다, 살아남다
3 reproductive 생식의
4 peak 정점에 이르다
5 selective 자연 선택적인
6 enduring 오래 지속되는
7 survival 생존
8 primitive 원시의
9 stuff 일
10 pursue 추구하다
11 exhausting 소모적인
12 pass on ~을 전수하다
Chapter 3 QN 31-34 PRACTICE 06
1 estimate 추정하다; 추정
2 population 모집단, 인구 집단
3 representative 대표적인, 대표성이 있는
4 sample 표본
5 intuitive 직관적인
6 incoming 입학하는
7 approximation 근사치
8 be prone to do ~하는 경향이 있다, ~하기 쉽다
9 distort 왜곡하다
10 sufficient 충분한
Chapter 3 QN 31-34 PRACTICE 07
1 linear 선형적인, 직선의
2 paradox 역설
3 presenting 표출되는, 나타나는
4 component 구성 요소, 성분
5 address 다루다, 해결하다
6 pros and cons 장단점
7 upside 긍정적인 면, 장점
8 downside 부정적인 면, 단점
9 medication 약, 약물
10 gadget 기기, 장치
Chapter 3 QN 31-34 PRACTICE 08
1 paradox 역설
2 effective 유능한
3 for its own sake 그 자체를 위해서
4 caution 경고하다
5 distortion 왜곡
6 aspiration 포부, 열망
7 proactive 상황을 앞서서 주도하는
8 priority 우선순위
9 foundation 기초, 토대
10 conscious 알고 있는
11 expert 전문가
12 sustain 지속하다, 계속하다

내신 Ÿ 수능 완전 정복 - 2 -
올림포스 9대 변별유형 QN 31-34 어휘
Chapter 3 QN 31-34 PRACTICE 09
1 language of instruction 교수 언어
2 disorder 장애
3 collaborative 합작의, 협력적인
4 initiate 시작하다, 창시하다
5 narrative 이야기의
6 prior 사전의
7 virtual 가상의
8 property 건물, 건물 구내
9 simulated 모의의, 모조의
Chapter 3 QN 31-34 PRACTICE 10
1 expert 전문가
2 stock 주식
3 privileged 소수에게 독점된
4 consensus 합의
5 champion ~을 위해 싸우다
6 defend 옹호하다
7 counterargument 반론
8 flawed 결함이 있는
9 appreciate 인식하다
10 humility 겸손
11 misplaced 잘못된
12 confidence 확신, 자신감
13 substantial 상당한
14 assessment 평가

내신 Ÿ 수능 완전 정복 - 3 -
올림포스 9대 변별유형 QN 31-34 어휘
Chapter 3 QN 31-34 기출 예제 01
1 emphasis
2 put an end to
3 orientation
4 reshape
5 stimulating
6 progressively
7 sustenance
8 premium
9 exotic
10 distinctive
11 postindustrial
12 consumerism
13 boycott
14 violate
15 ecological
Chapter 3 QN 31-34 기출 예제 02
1 confirm
2 satisfy
3 take charge of
4 circumstance
5 spoil
6 mistreat
7 pointless
8 well-being
9 alter
Chapter 3 QN 31-34 PRACTICE 01
1 magnificent
2 luxurious
3 shed
4 blood pressure
5 relative
6 comparison
7 average
8 overall
9 simply put
10 poverty line
11 primarily
Chapter 3 QN 31-34 PRACTICE 02
1 drill
2 semester
3 ace
4 sophisticated
5 procedure
6 repetition
7 insight
8 fluency
9 reunion
Chapter 3 QN 31-34 PRACTICE 03
1 fever
2 medication
3 misperception
4 estimate
5 duration
6 interval
7 temperature-compensated

내신 Ÿ 수능 완전 정복 - 1 -
올림포스 9대 변별유형 QN 31-34 어휘
Chapter 3 QN 31-34 PRACTICE 04
1 recognition
2 consistently
3 emotional
4 celebrate
5 contribution
6 acknowledge
7 sensitive (to)
Chapter 3 QN 31-34 PRACTICE 05
1 species
2 persist
3 reproductive
4 peak
5 selective
6 enduring
7 survival
8 primitive
9 stuff
10 pursue
11 exhausting
12 pass on
Chapter 3 QN 31-34 PRACTICE 06
1 estimate
2 population
3 representative
4 sample
5 intuitive
6 incoming
7 approximation
8 be prone to do
9 distort
10 sufficient
Chapter 3 QN 31-34 PRACTICE 07
1 linear
2 paradox
3 presenting
4 component
5 address
6 pros and cons
7 upside
8 downside
9 medication
10 gadget
Chapter 3 QN 31-34 PRACTICE 08
1 paradox
2 effective
3 for its own sake
4 caution
5 distortion
6 aspiration
7 proactive
8 priority
9 foundation
10 conscious
11 expert
12 sustain

내신 Ÿ 수능 완전 정복 - 2 -
올림포스 9대 변별유형 QN 31-34 어휘
Chapter 3 QN 31-34 PRACTICE 09
1 language of instruction
2 disorder
3 collaborative
4 initiate
5 narrative
6 prior
7 virtual
8 property
9 simulated
Chapter 3 QN 31-34 PRACTICE 10
1 expert
2 stock
3 privileged
4 consensus
5 champion
6 defend
7 counterargument
8 flawed
9 appreciate
10 humility
11 misplaced
12 confidence
13 substantial
14 assessment

내신 Ÿ 수능 완전 정복 - 3 -
올림포스 9대 변별유형 QN 31-34 어휘
Chapter 3 QN 31-34 기출 예제 01
1 강조
2 ~을 끝내다
3 방향(성)
4 재형성하다
5 (아주 흥미로워) 자극이 되는, 고무적인
6 점진적으로
7 생존, 생계
8 할증금
9 이국적인
10 독특한, 두드러지는
11 탈공업화의
12 소비자 운동
13 구매를 거부하다
14 위반하다
15 생태적인
Chapter 3 QN 31-34 기출 예제 02
1 확인하다
2 만족시키다
3 ~을 책임지다
4 상황
5 망치다
6 나쁘게 대하다
7 무의미한
8 안녕, (건강과) 행복
9 바꾸다, 변경하다
Chapter 3 QN 31-34 PRACTICE 01
1 멋진, 장엄한
2 호화로운
3 헛간, 광
4 혈압
5 상대적인
6 비교
7 평균을 내다, 평균하다
8 전반적으로
9 간단히 말해서
10 빈곤선
11 주로
Chapter 3 QN 31-34 PRACTICE 02
1 주입하다, 반복 연습하다
2 학기
3 (시험에서) A를 받다
4 정교한
5 절차
6 반복
7 통찰력
8 유창성
9 동창회
Chapter 3 QN 31-34 PRACTICE 03
1 열
2 약
3 오해, 오인
4 추정하다; 추정치
5 (시간의) 지속
6 간격
7 온도로 보정되는

내신 Ÿ 수능 완전 정복 - 1 -
올림포스 9대 변별유형 QN 31-34 어휘
Chapter 3 QN 31-34 PRACTICE 04
1 인정
2 한결같이
3 감정적인
4 축하하다
5 기여, 공로, 공헌
6 인정하다
7 (~을) 세심하게 인식하는, (~에) 민감한
Chapter 3 QN 31-34 PRACTICE 05
1 종
2 생존하다, 살아남다
3 생식의
4 정점에 이르다
5 자연 선택적인
6 오래 지속되는
7 생존
8 원시의
9 일
10 추구하다
11 소모적인
12 ~을 전수하다
Chapter 3 QN 31-34 PRACTICE 06
1 추정하다; 추정
2 모집단, 인구 집단
3 대표적인, 대표성이 있는
4 표본
5 직관적인
6 입학하는
7 근사치
8 ~하는 경향이 있다, ~하기 쉽다
9 왜곡하다
10 충분한
Chapter 3 QN 31-34 PRACTICE 07
1 선형적인, 직선의
2 역설
3 표출되는, 나타나는
4 구성 요소, 성분
5 다루다, 해결하다
6 장단점
7 긍정적인 면, 장점
8 부정적인 면, 단점
9 약, 약물
10 기기, 장치
Chapter 3 QN 31-34 PRACTICE 08
1 역설
2 유능한
3 그 자체를 위해서
4 경고하다
5 왜곡
6 포부, 열망
7 상황을 앞서서 주도하는
8 우선순위
9 기초, 토대
10 알고 있는
11 전문가
12 지속하다, 계속하다

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올림포스 9대 변별유형 QN 31-34 어휘
Chapter 3 QN 31-34 PRACTICE 09
1 교수 언어
2 장애
3 합작의, 협력적인
4 시작하다, 창시하다
5 이야기의
6 사전의
7 가상의
8 건물, 건물 구내
9 모의의, 모조의
Chapter 3 QN 31-34 PRACTICE 10
1 전문가
2 주식
3 소수에게 독점된
4 합의
5 ~을 위해 싸우다
6 옹호하다
7 반론
8 결함이 있는
9 인식하다
10 겸손
11 잘못된
12 확신, 자신감
13 상당한
14 평가

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올림포스 9대 변별유형 Chapter 03 QN 31-34 한 문장 해석
Chapter 3 QN 31-34 기출 예제 01

1 People have always needed to eat, and they always will.

사람들은 항상 먹을 것이 필요했으며, 또 항상 그럴 것이다.

2 Rising emphasis on self-expression values does not put an end to material desires.
자기표현 가치에 관한 늘어나는 강조가 물질적 욕구를 끝내지는 않는다.

3 But prevailing economic orientations are gradually being reshaped.

하지만 우세한 경제적 방향성이 서서히 재형성되고 있다.

4 People who work in the knowledge sector continue to seek high salaries, but they place equal or
greater emphasis on doing stimulating work and being able to follow their own time schedules.
지식 부문에서 일하는 사람들은 계속 높은 급료를 추구하지만, 그들은 (아주 흥미로워) 자극이 되는 일을 하는 것과 그들 자신
의 시간 계획을 따르는 것에 동등한 또는 더 큰 중점을 둔다.

5 Consumption is becoming progressively less determined by the need for sustenance and the
practical use of the goods consumed.
소비는 점진적으로 생존에 대한 필요와 소비되는 재화의 실용적 사용에 의해 덜 결정된다.

6 People still eat, but a growing component of food’s value is determined by its nonmaterial
aspects.
사람들은 여전히 먹지만, 음식 가치의 증가하는 구성 요소가 그것의 비물질적인 측면에 의해 결정된다.

7 People pay a premium to eat exotic cuisines that provide an interesting experience or that
symbolize a distinctive life-style.
사람들은 흥미로운 경험을 제공하거나 독특한 생활 방식을 상징하는 이국적인 요리를 먹고자 할증금을 낸다.

8 The publics of postindustrial societies place growing emphasis on “political consumerism,” such as
boycotting goods whose production violates ecological or ethical standards.
탈공업화 사회의 대중은 생산이 생태적 또는 윤리적 기준을 위반하는 상품의 구매를 거부하는 것과 같은 ‘정치적 소비주의’에
점점 더 많은 중점을 둔다.

9 Consumption is less and less a matter of sustenance and more and more a question of life-style
― and choice.
소비는 점점 덜 생존의 문제이며 점점 더 생활 방식, 그리고 선택의 문제이다.

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Chapter 3 QN 31-34 기출 예제 02

1 Epictetus wrote, “A man’s master is he who is able to confirm or remove whatever that man seeks
or shuns.”
Epictetus는 “사람의 주인은 그 사람이 추구하거나 피하는 것은 무엇이든지 확인하거나 제거할 수 있는 사람이다.”라고 썼다.

2 If you depend on no one except yourself to satisfy your desires, you will have no master other
than yourself and you will be free.
만일 여러분이 자신의 욕망을 만족시키기 위해 여러분 자신 외에 누구에게도 의존하지 않는다면, 여러분은 여러분 자신 외에
주인이 없을 것이고 여러분은 자유로울 것이다.

3 Stoic philosophy was about that ― taking charge of your life, learning to work on those things
that are within your power to accomplish or change and not to waste energy on things you cannot.
스토아 철학은 여러분의 삶을 책임지고, 성취하거나 변화하기 위해 여러분의 힘 안에 있는 것들에 노력하는 것과 여러분이 할
수 없는 것들에 에너지를 낭비하지 않는 것을 배우는 것에 관한 것이었다.

4 In particular, the Stoics warned against reacting emotionally to what is outside your control.
특히, 스토아학파는 여러분의 통제 밖에 있는 것에 대해 감정적으로 반응하는 것에 대해 경고했다.

5 Often, Epictetus argued, it’s not our circumstances that get us down but rather the judgments we
make about them.
흔히, Epictetus는 우리를 낙담시키는 것은 우리의 상황이 아니라 오히려 그것들에 대해 우리가 내리는 판단이라고 주장했다.

6 Consider anger.
분노를 생각해 보라.

7 We don’t get angry at the rain if it spoils our picnic.

우리는 비가 우리의 소풍을 망친다 해도, 그것에 화가 나지 않는다.

8 That would be silly because we can’t do anything about the rain.

그것은 어리석은 짓인데, 우리가 비에 대해 아무것도 할 수 없기 때문이다.

9 But we often do get angry if someone mistreats us.

하지만 우리는 누군가가 우리를 나쁘게 대한다면 흔히 정말 화가 난다.

10 We usually can’t control or change that person any more than we can stop the rain, so that is
equally silly.
우리가 비를 멈출 수 없는 것처럼 우리는 대개 그 사람을 통제하거나 바꿀 수도 없으므로, 그것은 마찬가지로 어리석다.

11 More generally, it is just as pointless to tie our feelings of well-being to altering another
individual’s behavior as it is to tie them to the weather.
더 일반적으로, 우리의 안녕에 관한 감정을 다른 개인의 행동을 바꾸는 것에 연결하는 것은, 그것들을 날씨에 연결하는 것만큼
이나 무의미하다.

12 Epictetus wrote, “If it concerns anything not in our control, be prepared to say that it is nothing
to you.”
Epictetus는 “만약 그것이 우리의 통제 안에 있지 않은 것과 관련이 있다면, 그것은 당신에게 아무것도 아니라고 말할 준비를
하라.”고 썼다.

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Chapter 3 QN 31-34 PRACTICE 01

1 Imagine you’ve bought a nice piece of land and built a house.

멋진 땅을 사서 집을 지었다고 상상해 보라.

2 The house is magnificent, with at least three more bedrooms than you need.
그 집은 여러분이 필요한 것보다 침실이 적어도 3개 더 있는 멋진 집이다.

3 One year later, somebody else buys the neighboring plot and constructs a house so luxurious it
makes yours look like a garden shed.
1년 후, 다른 어떤 사람이 옆에 있는 땅을 사서 여러분의 집이 정원의 헛간처럼 보이게 할 정도로 아주 호화로운 집을 짓는다.

4 What happens?
무슨 일이 일어날까?

5 Your blood pressure rises and your life satisfaction drops ― even though you’re still living very
well.
여러분은 혈압이 오르고 삶의 만족도가 떨어지는데— 비록 여전히 아주 잘 살고 있다 하더라도 그렇다.

6 Money is relative.
돈은 상대적이다.

7 Not just in comparison to others, but in comparison to your past.

다른 사람과의 비교뿐만 아니라 자신의 과거와 비교해서도 그러하다.

8 If you earned ＄50,000 per year during the first half of your career and today you earn ＄75,000,
you’ll be happier than if you first earned ＄75,000 and now earn just ＄60,000.
경력 전반기에 연간 5만 달러를 벌었고 현재 7만 5천 달러를 벌고 있다면, 처음에 7만 5천 달러를 벌다가 지금은 6만 달러만
버는 경우보다 더 행복할 것이다.

9 This is despite the fact that, averaging the figures, you come out better off overall in the second
scenario.
이는 수치의 평균을 내면 두 번째 시나리오에서 전반적으로 더 나은 결과를 얻을 수 있다는 사실에도 불구하고 그렇다.

10 Simply put, your level of wealth ― above the poverty line ― is primarily a matter of
interpretation.
간단히 말해, 재산 수준은, 빈곤선 이상인 경우, 주로 해석의 문제이다.

11 But this is good news; it means it’s up to you whether money makes you happy or not.
하지만 이것은 좋은 소식이다. 그것의 의미는 돈이 여러분을 행복하게 만들지의 여부가 여러분에게 달려 있다는 것이다.

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Chapter 3 QN 31-34 PRACTICE 02

1 All learning involves memory.

모든 학습은 기억을 수반한다.

2 But people are most likely to remember what they have used and maybe invented, not what they
have had drilled into their heads.
하지만 사람들은 머릿속에 주입된 것이 아니라 자신이 사용하거나 어쩌면 만들어 냈던 것을 기억할 가능성이 가장 크다.

3 Marshall and Albert began learning French in the sixth grade, but six weeks into the fall semester,
Albert’s parents moved to Paris, taking the young boy and his sister with them.
Marshall과 Albert는 6학년 때 프랑스어를 배우기 시작했지만, 가을 학기가 시작되고 6주 후 Albert의 부모님은 그 어린 소년과
그의 여동생을 데리고 파리로 이사했다.

4 By the time he graduated from high school, Marshall had taken six years of French, memorizing
vocabulary and usually acing the exams.
고등학교를 졸업했을 때, Marshall은 이미 6년 동안 프랑스어를 배웠으며 어휘를 암기하고 시험에서 대개 A를 받았다.

5 His parents drilled him, using all the sophisticated procedures of spaced repetition.
그의 부모님은 간격을 두고 반복하는 모든 정교한 절차를 사용하여 그를 훈련시켰다.

6 It doesn’t take much imagination or insight, however, to guess which one of the two boys read,
spoke, and wrote French with almost perfect fluency when they met for a reunion right before
going off to college, and which one struggled to keep up with the chatter.
그러나 대학 진학 직전에 동창회를 위해 만났을 때 두 소년 중 누가 프랑스어를 거의 완벽하게 유창하게 읽고, 말하고, 썼는지,
그리고 누가 수다를 따라잡기 위해 애썼는지 추측하는 데는 많은 상상력이나 통찰력이 필요하지 않다.

7 People learn deeply by doing in authentic situations.

사람들은 진짜 상황에서 학습함으로써 깊이 학습한다.

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Chapter 3 QN 31-34 PRACTICE 03

1 Hudson Hoagland, an American doctor, had shown in the 1930s that the ability to ‘count’ time
was temperature dependent.
미국의 의사 Hudson Hoagland는 1930년대에 시간을 ‘세는’ 능력이 체온 의존적임을 입증했었다.

2 His wife was ill and had a very high fever, somewhere around 39°C.
그의 아내는 몸이 아팠고 대략 39°C 정도의 아주 높은 열이 났다.

3 Hoagland needed to go to the drugstore for some medication for her.

Hoagland는 아내를 위해 약국에 가서 약을 사 와야 했다.

4 When he got home his wife was quite upset with him for taking so long, claiming that he had
been away for hours.
집에 돌아왔을 때 그의 아내는 그가 몇 시간 동안 자리를 비웠다고 주장하면서 그가 너무 오래 걸린 데 대해 상당히 화가 나
있었다.

5 In truth, his trip had only taken about 20 minutes.

사실 그가 갔다 온 시간은 20분 정도밖에 걸리지 않았다.

6 His wife’s misperception interested Hoagland.

아내의 오해는 Hoagland의 관심을 끌었다.

7 Without telling her what he was thinking, he asked her to estimate the duration of a minute by
counting to 60 at the rate of one number per second.
그는 아내에게 자신이 무슨 생각을 하고 있는지 말하지 않고 1초에 한 숫자씩 60까지 세면서 1분의 시간 길이를 추정해 달라
고 부탁했다.

8 It turned out that his wife’s estimate of a minute was only 30 seconds long.
아내가 추정한 1분은 30초에 불과했다는 것이 드러났다.

9 She did much better as her temperature fell.

체온이 떨어짐에 따라 그녀는 훨씬 더 잘 해냈다.

10 Her ability to time intervals obviously varied with temperature, so her interval timer worked in an
entirely different way to a temperature-compensated circadian clock.
그녀가 시간 간격을 측정하는 능력은 온도에 따라 분명히 달랐으며, 그래서 그녀의 시간 간격 타이머는 온도로 보정된 체내 시
계에 맞추어 완전히 다른 방식으로 작동했다.

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Chapter 3 QN 31-34 PRACTICE 04

1 When we ask people to tell us about the most meaningful recognition they’ve received, they
consistently say that it’s “personal.”
우리가 사람들에게 자신들이 받은 ‘가장 의미 있는 인정’에 관해 이야기해 달라고 부탁하면 그들은 한결같이 그것은 ‘개인적인’
것이라고 답한다.

2 They say that it feels special.

그들은 그것이 특별하게 느껴진다고 말한다.

3 That’s why it’s so important for you as a leader to pay attention to the likes and dislikes of each
and every individual in your group.
그래서 리더로서 여러분이 그룹 구성원 개개인이 좋아하는 것과 싫어하는 것에 주의를 기울이는 것이 매우 중요하다.

4 You get a lot more emotional bang for your buck when you make recognition and rewards
personally.
인정과 보상을 개인적이게 만들 때 훨씬 더 큰 감정적 효과를 얻는다.

5 Step into the shoes of other people and ask yourself, “What do I wish someone would do to
celebrate and recognize my contribution?”
다른 사람의 입장이 되어 “나는 내가 한 기여를 축하하고 인정하기 위해 다른 사람이 무엇을 해 주기를 바라는가?”라고 자문해
보라.

6 Let your answer to this question guide your own thinking about how to acknowledge the
contributions of others, while also being sensitive to the fact that not everyone is just like you.
모든 사람이 여러분과 꼭 같지는 않다는 사실도 또한 세심하게 인식하는 한편, 이 질문에 대한 답이 다른 사람의 기여를 인정
하는 방법에 대한 여러분의 생각을 이끌도록 하라.

7 This means that you have to get close enough to others to know about what would make
recognition meaningful to them.
이것은 곧, 무엇이 인정을 다른 사람들에게 의미 있게 만드는지에 관해 알기 위해서는 그들과 충분히 가까워져야 한다는 뜻이
다.

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Chapter 3 QN 31-34 PRACTICE 05

1 Humans live way longer than similar species, and we persist long after our physical or
reproductive usefulness has peaked, which isn’t very ‘selective’ if you think about it.
인간은 비슷한 종보다 훨씬 오래 살며, 신체적 또는 생식적 유용성이 정점에 이른 지 오랜 후에도 생존하는데, 생각해보면 그
것은 그다지 ‘자연 선택적’이지 않다.

2 There are many theories as to why we ended up so enduring, but one factor seems to play a big
part, which is the positive influence of grandparents, on the survival of young ones and the
community at large.
인류가 결국 그렇게 오래 살게 된 이유에 대해서는 여러 가지 이론이 있지만, 조부모의 긍정적인 영향이라는 한 요소가 어린
자녀와 공동체 전체의 생존에 큰 역할을 하는 것 같다.

3 Older members of a primitive human community may not have been very good at hunting or the
physical stuff, but they were still perfectly capable of looking after the babies and children, and
didn’t need to spend time pursuing mates or any of that other exhausting stuff.
원시 인류 공동체의 나이 든 구성원들은 사냥이나 육체적인 일에는 능숙하지 못했을지 몰라도 아기와 아이들을 돌보는 것을
여전히 완벽하게 할 수 있었고, 짝을 찾거나 그 밖의 소모적인 일에 시간을 쏟을 필요가 없었다.

4 The children were cared for, learned wisdom was passed on directly, extra hands were available
for the day-to-day stuff...
아이들은 보살핌을 받았으며, 학습된 지혜는 직접 전수되었고, 일상적인 일에 여분의 일손이 이용될 수 있었으며…

5 The advantages of keeping your old folks around are many and varied, it seems.
노부모를 모시는 것의 장점은 다양하고 많은 것 같다.

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Chapter 3 QN 31-34 PRACTICE 06

1 Psychology researchers estimate how larger populations of people would respond by testing
smaller, representative samples of people.
심리학 연구자들은 사람들의 더 작고 대표적인 표본을 테스트함으로써 사람들의 더 큰 모집단이 어떻게 반응할지 추정한다.

2 It is intuitive that larger samples would produce more accurate estimates of how the entire
population would respond.
더 큰 표본이 전체 모집단이 어떻게 반응할지를 더 정확하게 추정할 것이라는 사실은 직관적이다.

3 Consider, for example, a study of attitudes about wearing face masks among incoming first-year
students at your college or university.
예를 들어 대학이나 대학교에 입학하는 1학년 학생들 사이에서 안면 마스크를 착용하는 것에 대한 태도에 관한 연구를 생각해
보라.

4 A study that includes half of all incoming students is likely to provide a far better approximation
of what the entire population feels than a study that includes only 10 incoming students.
단 10명의 입학생을 포함하는 연구보다, 모든 입학생의 절반을 포함한 연구가 훨씬 더 나은 근사치를 제공할 가능성이 있다.

5 The issue is how strongly random chance influences the smaller sample.
문제는 무작위 확률이 더 작은 표본에 얼마나 강하게 영향을 미치는가 하는 것이다.

6 What if 8 out of the 10 students in the smaller sample happened to come from the same town?
만약 작은 표본의 10명 중 8명이 같은 마을에서 왔다면 어떻게 될까?

7 Or if 9 of them identified as women?

또는 그들 중 9명이 여성으로 확인된다면 어떨까?

8 A larger sample is less prone to be skewed toward one particular town, gender, or any other
factor that might distort the results.
더 큰 표본은 하나의 특정한 마을, 성별 또는 결과를 왜곡할 수도 있는 다른 요인으로 편향되는 경향이 더 적다.

9 Scientists might assume that a small sample is sufficient, when a larger one is actually required to
achieve an accurate estimation of the population effects.
모집단의 효과에 대한 정확한 추정을 얻기 위해 더 큰 표본이 실제로 요구되는데도, 과학자들은 작은 표본이 충분하다고 가정
할 수도 있을 것이다.

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Chapter 3 QN 31-34 PRACTICE 07

1 Linear solutions are often limited in their effectiveness when trying to solve problems that involve
multiple layers of cycles and paradox.
여러 층의 순환과 역설을 포함하는 문제를 해결하고자 할 때, 선형적인 해결책은 그 효과가 흔히 제한적이다.

2 In fact, they often make the presenting problems worse.

사실, 그것들은 표출되는 문제를 더 악화시킨다.

3 Linear solutions involve breaking the problem into component parts and then addressing the
symptoms of each component with a separate solution or set of solutions.
선형적인 해결책은 문제를 구성 요소로 나누고, 각 구성 요소의 증상을 개별적인 해결책이나 해결책의 모음으로 다루는 것을
포함한다.

4 Each solution, like any other aspect of nature, will have pros and cons.
다른 자연의 모든 측면과 마찬가지로, 각 해결책에는 장단점이 있을 것이다.

5 Everything in life has an upside and a downside.

삶의 모든 것에는 긍정적인 면과 부정적인 면이 있다.

6 Side effects are a downside of medications, for example.

예를 들어, 약물의 부작용은 약물 치료의 부정적인 면이다.

7 A single problem might be divided into several subproblems, each with its own attempted
solutions that have their own downsides.
하나의 문제는 여러 하위 문제로 나누어질 수도 있는데, 각각의 하위 문제는 그 자체의 부정적인 측면이 있는 그 자체의 시도
된 해결책을 가진다.

8 As a result, the solutions to a single problem create new problems.

그 결과, 하나의 문제에 대한 해결책들이 새로운 문제들을 만든다.

9 One obvious example of that might be how we have used technology to try to save time only to
find we have to work more to be able to buy the latest gadgets and learn more so we can know
how to use them.
그것의 한 가지 명백한 예는, 시간을 절약하기 위해 기술을 사용해 왔으나 결국 최신 기기를 구매할 수 있도록 일을 더 많이
해야 하고 그것을 사용하는 방법을 알 수 있도록 더 많은 것을 배워야 한다는 것을 알게 되는 것일 수도 있다.

10 Another example might be the bureaucracy that is involved in getting service from a government
department.
또 다른 예는 정부 부서에서 서비스를 받기 위해 겪는 번잡한 사무 절차일 수도 있을 것이다.

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Chapter 3 QN 31-34 PRACTICE 08

1 One paradox of power is that leaders who are most effective in building a positive legacy that
outlasts them are those least interested in exercising power for its own sake, or in establishing their
own place in history.
권력의 역설 중 하나는 자신보다 더 오래가는 긍정적인 유산을 남기는 데 가장 유능한 리더들은 그(권력) 자체를 위해서 권력
을 행사하거나 역사에 자신의 자리를 확고히 하는 데 전혀 관심이 없는 사람들이라는 것이다.

2 J. Patrick Dobel cautions leaders that “insisting on credit for your achievements invites
disappointment and distortion of personal energy and aspirations.”
J. Patrick Dobel은 리더들에게 ‘자신의 성취에 대한 공로를 주장하는 것은 실망과 개인의 에너지 및 포부의 왜곡을 자초한다’고
경고한다.

3 He also advises aspiring leaders to be proactive “sooner rather than later; a person’s legacy
unfolds every day,” and priorities and relationships formed early in a career create the foundations
for later achievements.
그는 또한 포부가 있는 리더들에게 ‘차라리 일찌감치’ 상황을 앞서서 주도하도록 조언하는데, ‘사람의 유산은 매일 드러나며,’
경력 초기에 형성된 우선순위와 관계가 나중 성취의 토대를 만든다.

4 People cannot control how history will judge them, but they can be conscious of how their daily
interactions and priorities affect followers and institutions.
사람은 역사가 자신을 어떻게 평가할지를 통제할 수 없으나 자신의 일상적인 소통과 우선순위가 추종자와 기관에 어떻게 영향
을 미치는지는 알 수 있다.

5 Unless leaders’ priorities include support for others’ careers as well as their own, their legacy is
likely to be limited.
리더들의 우선순위가 자기 자신의 것뿐만 아니라 다른 사람들의 경력을 지원하는 것을 포함하지 않으면, 그들의 유산은 제한될
가능성이 있다.

6 As one leadership development expert notes, “The ultimate test of a leader is not whether he or
she makes smart decisions... but whether he or she teaches others to be leaders and builds an
organization that can sustain its success even when he or she is not around.”
한 리더십 개발 전문가가 언급하듯이, “리더에 대한 최종 시험은 그가 현명한 결정을 내리는지 여부가 아니라, 그가 다른 사람
들을 리더가 되도록 가르치고 심지어 그가 없는 상황에서도 성공을 지속할 수 있는 조직을 구축하는지의 여부이다.”

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Chapter 3 QN 31-34 PRACTICE 09

1 Particularly for very young children, those who are learning the language of instruction, or those
with language delays/disorders, it is important to make experiences concrete.
특히 매우 어린 아이들, 교수 언어를 배우고 있는 아이들, 또는 언어 지연/장애가 있는 아이들에게는 경험을 구체적으로 만드
는 것이 중요하다.

2 Collaborative storytelling ― for instance, starting with a stuffed toy and initiating a story and then
passing to a child in succession with the words, “and then,” is a way to build narrative skills in
children.
예를 들어, 봉제 인형으로 시작하여 이야기에 착수하며, 그런 다음 ‘그러고 나서’라는 말과 함께 잇달아 한 아이에게 (말을) 넘
기는 협력적인 이야기 만들기는 아이들의 이야기 기술을 키워 주는 방법이다.

3 Teachers who work to build prior knowledge can do a better job of giving every child a chance
to participate and succeed.
사전 지식을 쌓아 주는 데 노력하는 교사들은 모든 아이에게 참여하고 성공할 기회를 주는 것을 더 잘할 수 있다.

4 During a summer reading support program for children, there was talk of going camping but all
the children had not had this experience.
아이들을 위한 여름 독서 지원 프로그램 동안 캠핑 가는 것에 대한 이야기가 나왔지만, 모든 아이들이 이 경험을 한 것은 아니
었다.

5 The teacher used real objects while telling a story about a camping trip, created a learning center
set up like a campsite with a tent, “campfire,” and even real animals from a taxidermist; had
children take a virtual camping trip online, and, as a culminating activity, parked her camper on the
school property so that children could go on a simulated camping trip.
그 교사는 캠핑 여행에 대한 이야기를 하면서 실제 물건을 사용했고, 텐트, ‘캠프파이어’, 심지어 박제사로부터 구한 진짜 동물
들이 있는 캠핑장처럼 꾸며진 학습 센터를 만들었고, 아이들에게 온라인으로 가상 캠핑 여행을 하게 했고, 마무리 활동으로 아
이들이 모의 캠핑 여행을 갈 수 있도록 학교 부지에 자신의 캠핑카를 주차했다.

6 Together, they built a “word wall” with the words and pictures the students gathered and later
used to talk and write about camping experiences.
함께 그들은 학생들이 모으고 나중에 캠핑 경험에 대해 말하고 쓰는 데 사용한 단어와 그림을 가지고 ‘단어 벽’을 만들었다.

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Chapter 3 QN 31-34 PRACTICE 10

1 Usually, when experts disagree, doubt is the most reasonable response.

보통 전문가들의 의견이 일치하지 않을 때는 의심이 가장 합리적인 대응이다.

2 You might have an opinion about whether the Chinese stock market will rise next year.
여러분은 내년에 중국 주식 시장이 상승할 것인지에 대한 의견을 가질 수도 있을 것이다.

3 You might have an opinion about the best explanation of the fall of Rome.
로마의 몰락에 대한 최선의 설명에 대한 의견을 가질 수도 있을 것이다.

4 But unless you have some privileged information others lack, you should feel some doubt if
there’s no consensus among the world’s leading experts.
그러나 여러분이 다른 사람들에게 없고 소수에게 독점된 어떤 정보를 가지지 않은 한, 세계 최고의 전문가들 사이에 합의가 없
다면 약간의 의구심을 느낄 것이다.

5 You should probably acknowledge, at least, that the evidence doesn’t decisively support your
preferred view over all others.
아마 적어도 증거가 다른 모든 견해보다 여러분이 선호하는 견해를 결정적으로 뒷받침하지 못한다는 점을 인정해야 할 것이다.

6 You might still prefer your view.

여러분은 여전히 자신의 견해를 선호할 수도 있다.

7 You might champion it, defend it, argue for it, see the counterarguments as flawed, think those
who disagree are failing to appreciate the overall balance of considerations.
그것을 위해 싸우고, 그것을 옹호하고, 그것에 찬성 주장을 하고, 반론에 결함이 있다고 보고, 동의하지 않는 사람들이 고려 사
항의 전체적인 균형을 인식하지 못하고 있다고 생각할 수도 있다.

8 But appropriate epistemic humility and recognition of your history of sometimes misplaced
confidence ought, probably, to inspire substantial uncertainty in moments of judicious assessment.
그러나 적절한 인식론적 겸손과 때때로 잘못된 확신을 가졌던 자신의 역사를 인정하는 것은 아마도 신중한 평가의 순간에 상
당한 불확실성을 불러일으킬 것이다.

9 This is true, of course, when you are a novice, but it is also often true when you yourself are
among the experts.
이것은 물론 여러분이 초심자일 때도 해당되지만, 자신이 전문가에 속할 때도 해당되는 경우가 많다.

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Chapter 3 QN 31-34 기출 예제 01

1 People have always needed to eat, and they always will.

2 Rising emphasis on self-expression values does not put an end to material desires.

3 But prevailing economic orientations are gradually being reshaped.

4 People who work in the knowledge sector continue to seek high salaries, but they place equal or
greater emphasis on doing stimulating work and being able to follow their own time schedules.

5 Consumption is becoming progressively less determined by the need for sustenance and the
practical use of the goods consumed.

6 People still eat, but a growing component of food’s value is determined by its nonmaterial
aspects.

7 People pay a premium to eat exotic cuisines that provide an interesting experience or that
symbolize a distinctive life-style.

8 The publics of postindustrial societies place growing emphasis on “political consumerism,” such as
boycotting goods whose production violates ecological or ethical standards.

9 Consumption is less and less a matter of sustenance and more and more a question of life-style
― and choice.

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Chapter 3 QN 31-34 기출 예제 02

1 Epictetus wrote, “A man’s master is he who is able to confirm or remove whatever that man seeks
or shuns.”

2 If you depend on no one except yourself to satisfy your desires, you will have no master other
than yourself and you will be free.

3 Stoic philosophy was about that ― taking charge of your life, learning to work on those things
that are within your power to accomplish or change and not to waste energy on things you cannot.

4 In particular, the Stoics warned against reacting emotionally to what is outside your control.

5 Often, Epictetus argued, it’s not our circumstances that get us down but rather the judgments we
make about them.

6 Consider anger.

7 We don’t get angry at the rain if it spoils our picnic.

8 That would be silly because we can’t do anything about the rain.

9 But we often do get angry if someone mistreats us.

10 We usually can’t control or change that person any more than we can stop the rain, so that is
equally silly.

11 More generally, it is just as pointless to tie our feelings of well-being to altering another
individual’s behavior as it is to tie them to the weather.

12 Epictetus wrote, “If it concerns anything not in our control, be prepared to say that it is nothing
to you.”

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Chapter 3 QN 31-34 PRACTICE 01

1 Imagine you’ve bought a nice piece of land and built a house.

2 The house is magnificent, with at least three more bedrooms than you need.

3 One year later, somebody else buys the neighboring plot and constructs a house so luxurious it
makes yours look like a garden shed.

4 What happens?

5 Your blood pressure rises and your life satisfaction drops ― even though you’re still living very
well.

6 Money is relative.

7 Not just in comparison to others, but in comparison to your past.

8 If you earned ＄50,000 per year during the first half of your career and today you earn ＄75,000,
you’ll be happier than if you first earned ＄75,000 and now earn just ＄60,000.

9 This is despite the fact that, averaging the figures, you come out better off overall in the second
scenario.

10 Simply put, your level of wealth ― above the poverty line ― is primarily a matter of
interpretation.

11 But this is good news; it means it’s up to you whether money makes you happy or not.

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Chapter 3 QN 31-34 PRACTICE 02

1 All learning involves memory.

2 But people are most likely to remember what they have used and maybe invented, not what they
have had drilled into their heads.

3 Marshall and Albert began learning French in the sixth grade, but six weeks into the fall semester,
Albert’s parents moved to Paris, taking the young boy and his sister with them.

4 By the time he graduated from high school, Marshall had taken six years of French, memorizing
vocabulary and usually acing the exams.

5 His parents drilled him, using all the sophisticated procedures of spaced repetition.

6 It doesn’t take much imagination or insight, however, to guess which one of the two boys read,
spoke, and wrote French with almost perfect fluency when they met for a reunion right before
going off to college, and which one struggled to keep up with the chatter.

7 People learn deeply by doing in authentic situations.

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Chapter 3 QN 31-34 PRACTICE 03

1 Hudson Hoagland, an American doctor, had shown in the 1930s that the ability to ‘count’ time
was temperature dependent.

2 His wife was ill and had a very high fever, somewhere around 39°C.

3 Hoagland needed to go to the drugstore for some medication for her.

4 When he got home his wife was quite upset with him for taking so long, claiming that he had
been away for hours.

5 In truth, his trip had only taken about 20 minutes.

6 His wife’s misperception interested Hoagland.

7 Without telling her what he was thinking, he asked her to estimate the duration of a minute by
counting to 60 at the rate of one number per second.

8 It turned out that his wife’s estimate of a minute was only 30 seconds long.

9 She did much better as her temperature fell.

10 Her ability to time intervals obviously varied with temperature, so her interval timer worked in an
entirely different way to a temperature-compensated circadian clock.

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Chapter 3 QN 31-34 PRACTICE 04

1 When we ask people to tell us about the most meaningful recognition they’ve received, they
consistently say that it’s “personal.”

2 They say that it feels special.

3 That’s why it’s so important for you as a leader to pay attention to the likes and dislikes of each
and every individual in your group.

4 You get a lot more emotional bang for your buck when you make recognition and rewards
personally.

5 Step into the shoes of other people and ask yourself, “What do I wish someone would do to
celebrate and recognize my contribution?”

6 Let your answer to this question guide your own thinking about how to acknowledge the
contributions of others, while also being sensitive to the fact that not everyone is just like you.

7 This means that you have to get close enough to others to know about what would make
recognition meaningful to them.

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Chapter 3 QN 31-34 PRACTICE 05

1 Humans live way longer than similar species, and we persist long after our physical or
reproductive usefulness has peaked, which isn’t very ‘selective’ if you think about it.

2 There are many theories as to why we ended up so enduring, but one factor seems to play a big
part, which is the positive influence of grandparents, on the survival of young ones and the
community at large.

3 Older members of a primitive human community may not have been very good at hunting or the
physical stuff, but they were still perfectly capable of looking after the babies and children, and
didn’t need to spend time pursuing mates or any of that other exhausting stuff.

4 The children were cared for, learned wisdom was passed on directly, extra hands were available
for the day-to-day stuff...

5 The advantages of keeping your old folks around are many and varied, it seems.

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올림포스 9대 변별유형 Chapter 03 QN 31-34 해석 연습
Chapter 3 QN 31-34 PRACTICE 06

1 Psychology researchers estimate how larger populations of people would respond by testing
smaller, representative samples of people.

2 It is intuitive that larger samples would produce more accurate estimates of how the entire
population would respond.

3 Consider, for example, a study of attitudes about wearing face masks among incoming first-year
students at your college or university.

4 A study that includes half of all incoming students is likely to provide a far better approximation
of what the entire population feels than a study that includes only 10 incoming students.

5 The issue is how strongly random chance influences the smaller sample.

6 What if 8 out of the 10 students in the smaller sample happened to come from the same town?

7 Or if 9 of them identified as women?

8 A larger sample is less prone to be skewed toward one particular town, gender, or any other
factor that might distort the results.

9 Scientists might assume that a small sample is sufficient, when a larger one is actually required to
achieve an accurate estimation of the population effects.

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Chapter 3 QN 31-34 PRACTICE 07

1 Linear solutions are often limited in their effectiveness when trying to solve problems that involve
multiple layers of cycles and paradox.

2 In fact, they often make the presenting problems worse.

3 Linear solutions involve breaking the problem into component parts and then addressing the
symptoms of each component with a separate solution or set of solutions.

4 Each solution, like any other aspect of nature, will have pros and cons.

5 Everything in life has an upside and a downside.

6 Side effects are a downside of medications, for example.

7 A single problem might be divided into several subproblems, each with its own attempted
solutions that have their own downsides.

8 As a result, the solutions to a single problem create new problems.

9 One obvious example of that might be how we have used technology to try to save time only to
find we have to work more to be able to buy the latest gadgets and learn more so we can know
how to use them.

10 Another example might be the bureaucracy that is involved in getting service from a government
department.

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올림포스 9대 변별유형 Chapter 03 QN 31-34 해석 연습
Chapter 3 QN 31-34 PRACTICE 08

1 One paradox of power is that leaders who are most effective in building a positive legacy that
outlasts them are those least interested in exercising power for its own sake, or in establishing their
own place in history.

2 J. Patrick Dobel cautions leaders that “insisting on credit for your achievements invites
disappointment and distortion of personal energy and aspirations.”

3 He also advises aspiring leaders to be proactive “sooner rather than later; a person’s legacy
unfolds every day,” and priorities and relationships formed early in a career create the foundations
for later achievements.

4 People cannot control how history will judge them, but they can be conscious of how their daily
interactions and priorities affect followers and institutions.

5 Unless leaders’ priorities include support for others’ careers as well as their own, their legacy is
likely to be limited.

6 As one leadership development expert notes, “The ultimate test of a leader is not whether he or
she makes smart decisions... but whether he or she teaches others to be leaders and builds an
organization that can sustain its success even when he or she is not around.”

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Chapter 3 QN 31-34 PRACTICE 09

1 Particularly for very young children, those who are learning the language of instruction, or those
with language delays/disorders, it is important to make experiences concrete.

2 Collaborative storytelling ― for instance, starting with a stuffed toy and initiating a story and then
passing to a child in succession with the words, “and then,” is a way to build narrative skills in
children.

3 Teachers who work to build prior knowledge can do a better job of giving every child a chance
to participate and succeed.

4 During a summer reading support program for children, there was talk of going camping but all
the children had not had this experience.

5 The teacher used real objects while telling a story about a camping trip, created a learning center
set up like a campsite with a tent, “campfire,” and even real animals from a taxidermist; had
children take a virtual camping trip online, and, as a culminating activity, parked her camper on the
school property so that children could go on a simulated camping trip.

6 Together, they built a “word wall” with the words and pictures the students gathered and later
used to talk and write about camping experiences.

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Chapter 3 QN 31-34 PRACTICE 10

1 Usually, when experts disagree, doubt is the most reasonable response.

2 You might have an opinion about whether the Chinese stock market will rise next year.

3 You might have an opinion about the best explanation of the fall of Rome.

4 But unless you have some privileged information others lack, you should feel some doubt if
there’s no consensus among the world’s leading experts.

5 You should probably acknowledge, at least, that the evidence doesn’t decisively support your
preferred view over all others.

6 You might still prefer your view.

7 You might champion it, defend it, argue for it, see the counterarguments as flawed, think those
who disagree are failing to appreciate the overall balance of considerations.

8 But appropriate epistemic humility and recognition of your history of sometimes misplaced
confidence ought, probably, to inspire substantial uncertainty in moments of judicious assessment.

9 This is true, of course, when you are a novice, but it is also often true when you yourself are
among the experts.

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Chapter 3 QN 31-34 기출 예제 01

1 People have always needed to eat, and they always will. 사람들은 항상 먹을 것이 필요했으며,
또 항상 그럴 것이다.

2 Rising emphasis on self-expression values does not put an 자기표현 가치에 관한 늘어나는 강조가
물질적 욕구를 끝내지는 않는다.
end to material desires.

3 But prevailing economic orientations are gradually being 하지만 우세한 경제적 방향성이 서서히
재형성되고 있다.
reshaped.

4 People who work in the knowledge sector continue to seek 지식 부문에서 일하는 사람들은 계속
높은 급료를 추구하지만, 그들은 (아주
high salaries, but they place equal or greater emphasis on
흥미로워) 자극이 되는 일을 하는 것과
doing stimulating work and being able to follow their own time
그들 자신의 시간 계획을 따르는 것에
schedules. 동등한 또는 더 큰 중점을 둔다.

5 Consumption is becoming progressively less determined by 소비는 점진적으로 생존에 대한 필요와

소비되는 재화의 실용적 사용에 의해 덜
the need for sustenance and the practical use of the goods
결정된다.
consumed.

6 People still eat, but a growing component of food’s value is 사람들은 여전히 먹지만, 음식 가치의
증가하는 구성 요소가 그것의 비물질적
determined by its nonmaterial aspects.
인 측면에 의해 결정된다.

7 People pay a premium to eat exotic cuisines that provide an 사람들은 흥미로운 경험을 제공하거나
독특한 생활 방식을 상징하는 이국적인
interesting experience or that symbolize a distinctive life-style.
요리를 먹고자 할증금을 낸다.

8 The publics of postindustrial societies place growing emphasis 탈공업화 사회의 대중은 생산이 생태적
또는 윤리적 기준을 위반하는 상품의 구
on “political consumerism,” such as boycotting goods whose
매를 거부하는 것과 같은 ‘정치적 소비주
production violates ecological or ethical standards.
의’에 점점 더 많은 중점을 둔다.

9 Consumption is less and less a matter of sustenance and 소비는 점점 덜 생존의 문제이며 점점
더 생활 방식, 그리고 선택의 문제이다.
more and more a question of life-style ― and choice.

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Chapter 3 QN 31-34 기출 예제 02

1 Epictetus wrote, “A man’s master is he who is able to confirm Epictetus는 “사람의 주인은 그 사람이
추구하거나 피하는 것은 무엇이든지 확
or remove whatever that man seeks or shuns.”
인하거나 제거할 수 있는 사람이다.”라고
썼다.

2 If you depend on no one except yourself to satisfy your 만일 여러분이 자신의 욕망을 만족시키
기 위해 여러분 자신 외에 누구에게도
desires, you will have no master other than yourself and you
의존하지 않는다면, 여러분은 여러분 자
will be free.
신 외에 주인이 없을 것이고 여러분은
자유로울 것이다.

3 Stoic philosophy was about that ― taking charge of your life, 스토아 철학은 여러분의 삶을 책임지고,
성취하거나 변화하기 위해 여러분의 힘
learning to work on those things that are within your power to
안에 있는 것들에 노력하는 것과 여러분
accomplish or change and not to waste energy on things you
이 할 수 없는 것들에 에너지를 낭비하
cannot. 지 않는 것을 배우는 것에 관한 것이었
다.

4 In particular, the Stoics warned against reacting emotionally to 특히, 스토아학파는 여러분의 통제 밖에
있는 것에 대해 감정적으로 반응하는 것
what is outside your control.
에 대해 경고했다.

5 Often, Epictetus argued, it’s not our circumstances that get us 흔히, Epictetus는 우리를 낙담시키는 것
은 우리의 상황이 아니라 오히려 그것들
down but rather the judgments we make about them.
에 대해 우리가 내리는 판단이라고 주장
했다.

6 Consider anger. 분노를 생각해 보라.

7 We don’t get angry at the rain if it spoils our picnic. 우리는 비가 우리의 소풍을 망친다 해
도, 그것에 화가 나지 않는다.

8 That would be silly because we can’t do anything about the 그것은 어리석은 짓인데, 우리가 비에
대해 아무것도 할 수 없기 때문이다.
rain.

9 But we often do get angry if someone mistreats us. 하지만 우리는 누군가가 우리를 나쁘게
대한다면 흔히 정말 화가 난다.

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10 We usually can’t control or change that person any more 우리가 비를 멈출 수 없는 것처럼 우리
는 대개 그 사람을 통제하거나 바꿀 수
than we can stop the rain, so that is equally silly.
도 없으므로, 그것은 마찬가지로 어리석
다.

11 More generally, it is just as pointless to tie our feelings of 더 일반적으로, 우리의 안녕에 관한 감
정을 다른 개인의 행동을 바꾸는 것에
well-being to altering another individual’s behavior as it is to tie
연결하는 것은, 그것들을 날씨에 연결하
them to the weather.
는 것만큼이나 무의미하다.

12 Epictetus wrote, “If it concerns anything not in our control, Epictetus는 “만약 그것이 우리의 통제
안에 있지 않은 것과 관련이 있다면, 그
be prepared to say that it is nothing to you.”
것은 당신에게 아무것도 아니라고 말할
준비를 하라.”고 썼다.

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Chapter 3 QN 31-34 PRACTICE 01

1 Imagine you’ve bought a nice piece of land and built a 멋진 땅을 사서 집을 지었다고 상상해
보라.
house.

2 The house is magnificent, with at least three more bedrooms 그 집은 여러분이 필요한 것보다 침실
than you need. 이 적어도 3개 더 있는 멋진 집이다.

3 One year later, somebody else buys the neighboring plot and 1년 후, 다른 어떤 사람이 옆에 있는 땅
constructs a house so luxurious it makes yours look like a 을 사서 여러분의 집이 정원의 헛간처럼
보이게 할 정도로 아주 호화로운 집을
garden shed. 짓는다.

4 What happens? 무슨 일이 일어날까?

5 Your blood pressure rises and your life satisfaction drops ― 여러분은 혈압이 오르고 삶의 만족도가
even though you’re still living very well. 떨어지는데— 비록 여전히 아주 잘 살고
있다 하더라도 그렇다.

6 Money is relative. 돈은 상대적이다.

7 Not just in comparison to others, but in comparison to your 다른 사람과의 비교뿐만 아니라 자신의
past. 과거와 비교해서도 그러하다.

8 If you earned ＄50,000 per year during the first half of your 경력 전반기에 연간 5만 달러를 벌었고
현재 7만 5천 달러를 벌고 있다면, 처음
career and today you earn ＄75,000, you’ll be happier than if
에 7만 5천 달러를 벌다가 지금은 6만
you first earned ＄75,000 and now earn just ＄60,000. 달러만 버는 경우보다 더 행복할 것이다.

9 This is despite the fact that, averaging the figures, you come 이는 수치의 평균을 내면 두 번째 시나
out better off overall in the second scenario. 리오에서 전반적으로 더 나은 결과를 얻
을 수 있다는 사실에도 불구하고 그렇다.

10 Simply put, your level of wealth ― above the poverty line 간단히 말해, 재산 수준은, 빈곤선 이상
― is primarily a matter of interpretation. 인 경우, 주로 해석의 문제이다.

11 But this is good news; it means it’s up to you whether 하지만 이것은 좋은 소식이다. 그것의
의미는 돈이 여러분을 행복하게 만들지
money makes you happy or not.
의 여부가 여러분에게 달려 있다는 것이
다.

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올림포스 9대 변별유형 Chapter 03 QN 31-34 좌본문 우해석
Chapter 3 QN 31-34 PRACTICE 02

1 All learning involves memory. 모든 학습은 기억을 수반한다.

2 But people are most likely to remember what they have used 하지만 사람들은 머릿속에 주입된 것이
아니라 자신이 사용하거나 어쩌면 만들
and maybe invented, not what they have had drilled into their
어 냈던 것을 기억할 가능성이 가장 크
heads.
다.

3 Marshall and Albert began learning French in the sixth grade, Marshall과 Albert는 6학년 때 프랑스어
를 배우기 시작했지만, 가을 학기가 시작
but six weeks into the fall semester, Albert’s parents moved to
되고 6주 후 Albert의 부모님은 그 어린
Paris, taking the young boy and his sister with them.
소년과 그의 여동생을 데리고 파리로 이
사했다.

4 By the time he graduated from high school, Marshall had 고등학교를 졸업했을 때, Marshall은 이
미 6년 동안 프랑스어를 배웠으며 어휘
taken six years of French, memorizing vocabulary and usually
를 암기하고 시험에서 대개 A를 받았다.
acing the exams.

5 His parents drilled him, using all the sophisticated procedures 그의 부모님은 간격을 두고 반복하는
모든 정교한 절차를 사용하여 그를 훈련
of spaced repetition.
시켰다.

6 It doesn’t take much imagination or insight, however, to 그러나 대학 진학 직전에 동창회를 위

해 만났을 때 두 소년 중 누가 프랑스어
guess which one of the two boys read, spoke, and wrote
를 거의 완벽하게 유창하게 읽고, 말하
French with almost perfect fluency when they met for a reunion
고, 썼는지, 그리고 누가 수다를 따라잡
right before going off to college, and which one struggled to 기 위해 애썼는지 추측하는 데는 많은
keep up with the chatter. 상상력이나 통찰력이 필요하지 않다.

7 People learn deeply by doing in authentic situations. 사람들은 진짜 상황에서 학습함으로써

깊이 학습한다.

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Chapter 3 QN 31-34 PRACTICE 03

1 Hudson Hoagland, an American doctor, had shown in the 미국의 의사 Hudson Hoagland는 1930
년대에 시간을 ‘세는’ 능력이 체온 의존
1930s that the ability to ‘count’ time was temperature
적임을 입증했었다.
dependent.

2 His wife was ill and had a very high fever, somewhere around 그의 아내는 몸이 아팠고 대략 39°C 정
도의 아주 높은 열이 났다.
39°C.

3 Hoagland needed to go to the drugstore for some Hoagland는 아내를 위해 약국에 가서

약을 사 와야 했다.
medication for her.

4 When he got home his wife was quite upset with him for 집에 돌아왔을 때 그의 아내는 그가 몇
시간 동안 자리를 비웠다고 주장하면서
taking so long, claiming that he had been away for hours.
그가 너무 오래 걸린 데 대해 상당히 화
가 나 있었다.

5 In truth, his trip had only taken about 20 minutes. 사실 그가 갔다 온 시간은 20분 정도밖
에 걸리지 않았다.

6 His wife’s misperception interested Hoagland. 아내의 오해는 Hoagland의 관심을 끌었

다.

7 Without telling her what he was thinking, he asked her to 그는 아내에게 자신이 무슨 생각을 하
고 있는지 말하지 않고 1초에 한 숫자씩
estimate the duration of a minute by counting to 60 at the rate
60까지 세면서 1분의 시간 길이를 추정
of one number per second.
해 달라고 부탁했다.

8 It turned out that his wife’s estimate of a minute was only 30 아내가 추정한 1분은 30초에 불과했다
는 것이 드러났다.
seconds long.

9 She did much better as her temperature fell. 체온이 떨어짐에 따라 그녀는 훨씬 더
잘 해냈다.

10 Her ability to time intervals obviously varied with 그녀가 시간 간격을 측정하는 능력은
온도에 따라 분명히 달랐으며, 그래서 그
temperature, so her interval timer worked in an entirely different
녀의 시간 간격 타이머는 온도로 보정된
way to a temperature-compensated circadian clock.
체내 시계에 맞추어 완전히 다른 방식으
로 작동했다.

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Chapter 3 QN 31-34 PRACTICE 04

1 When we ask people to tell us about the most meaningful 우리가 사람들에게 자신들이 받은 ‘가장
의미 있는 인정’에 관해 이야기해 달라고
recognition they’ve received, they consistently say that it’s
부탁하면 그들은 한결같이 그것은 ‘개인
“personal.”
적인’ 것이라고 답한다.

2 They say that it feels special. 그들은 그것이 특별하게 느껴진다고 말

한다.

3 That’s why it’s so important for you as a leader to pay 그래서 리더로서 여러분이 그룹 구성원
개개인이 좋아하는 것과 싫어하는 것에
attention to the likes and dislikes of each and every individual
주의를 기울이는 것이 매우 중요하다.
in your group.

4 You get a lot more emotional bang for your buck when you 인정과 보상을 개인적이게 만들 때 훨
씬 더 큰 감정적 효과를 얻는다.
make recognition and rewards personally.

5 Step into the shoes of other people and ask yourself, “What 다른 사람의 입장이 되어 “나는 내가 한
기여를 축하하고 인정하기 위해 다른 사
do I wish someone would do to celebrate and recognize my
람이 무엇을 해 주기를 바라는가?”라고
contribution?”
자문해 보라.

6 Let your answer to this question guide your own thinking 모든 사람이 여러분과 꼭 같지는 않다
는 사실도 또한 세심하게 인식하는 한편,
about how to acknowledge the contributions of others, while
이 질문에 대한 답이 다른 사람의 기여
also being sensitive to the fact that not everyone is just like
를 인정하는 방법에 대한 여러분의 생각
you. 을 이끌도록 하라.

7 This means that you have to get close enough to others to 이것은 곧, 무엇이 인정을 다른 사람들
에게 의미 있게 만드는지에 관해 알기
know about what would make recognition meaningful to them.
위해서는 그들과 충분히 가까워져야 한
다는 뜻이다.

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Chapter 3 QN 31-34 PRACTICE 05

1 Humans live way longer than similar species, and we persist 인간은 비슷한 종보다 훨씬 오래 살며,
신체적 또는 생식적 유용성이 정점에 이
long after our physical or reproductive usefulness has peaked,
른 지 오랜 후에도 생존하는데, 생각해보
which isn’t very ‘selective’ if you think about it.
면 그것은 그다지 ‘자연 선택적’이지 않
다.

2 There are many theories as to why we ended up so enduring, 인류가 결국 그렇게 오래 살게 된 이유

에 대해서는 여러 가지 이론이 있지만,
but one factor seems to play a big part, which is the positive
조부모의 긍정적인 영향이라는 한 요소
influence of grandparents, on the survival of young ones and
가 어린 자녀와 공동체 전체의 생존에
the community at large. 큰 역할을 하는 것 같다.

3 Older members of a primitive human community may not 원시 인류 공동체의 나이 든 구성원들

은 사냥이나 육체적인 일에는 능숙하지
have been very good at hunting or the physical stuff, but they
못했을지 몰라도 아기와 아이들을 돌보
were still perfectly capable of looking after the babies and
는 것을 여전히 완벽하게 할 수 있었고,
children, and didn’t need to spend time pursuing mates or any 짝을 찾거나 그 밖의 소모적인 일에 시
of that other exhausting stuff. 간을 쏟을 필요가 없었다.

4 The children were cared for, learned wisdom was passed on 아이들은 보살핌을 받았으며, 학습된 지
혜는 직접 전수되었고, 일상적인 일에 여
directly, extra hands were available for the day-to-day stuff...
분의 일손이 이용될 수 있었으며…

5 The advantages of keeping your old folks around are many 노부모를 모시는 것의 장점은 다양하고
많은 것 같다.
and varied, it seems.

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Chapter 3 QN 31-34 PRACTICE 06

1 Psychology researchers estimate how larger populations of 심리학 연구자들은 사람들의 더 작고

대표적인 표본을 테스트함으로써 사람들
people would respond by testing smaller, representative samples
의 더 큰 모집단이 어떻게 반응할지 추
of people.
정한다.

2 It is intuitive that larger samples would produce more 더 큰 표본이 전체 모집단이 어떻게 반
응할지를 더 정확하게 추정할 것이라는
accurate estimates of how the entire population would respond.
사실은 직관적이다.

3 Consider, for example, a study of attitudes about wearing face 예를 들어 대학이나 대학교에 입학하는
1학년 학생들 사이에서 안면 마스크를
masks among incoming first-year students at your college or
착용하는 것에 대한 태도에 관한 연구를
university.
생각해 보라.

4 A study that includes half of all incoming students is likely to 단 10명의 입학생을 포함하는 연구보다,
모든 입학생의 절반을 포함한 연구가 훨
provide a far better approximation of what the entire
씬 더 나은 근사치를 제공할 가능성이
population feels than a study that includes only 10 incoming
있다.
students.

5 The issue is how strongly random chance influences the 문제는 무작위 확률이 더 작은 표본에
얼마나 강하게 영향을 미치는가 하는 것
smaller sample.
이다.

6 What if 8 out of the 10 students in the smaller sample 만약 작은 표본의 10명 중 8명이 같은
마을에서 왔다면 어떻게 될까?
happened to come from the same town?

7 Or if 9 of them identified as women? 또는 그들 중 9명이 여성으로 확인된다

면 어떨까?

8 A larger sample is less prone to be skewed toward one 더 큰 표본은 하나의 특정한 마을, 성별
또는 결과를 왜곡할 수도 있는 다른 요
particular town, gender, or any other factor that might distort
인으로 편향되는 경향이 더 적다.
the results.

9 Scientists might assume that a small sample is sufficient, 모집단의 효과에 대한 정확한 추정을
얻기 위해 더 큰 표본이 실제로 요구되
when a larger one is actually required to achieve an accurate
는데도, 과학자들은 작은 표본이 충분하
estimation of the population effects.
다고 가정할 수도 있을 것이다.

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Chapter 3 QN 31-34 PRACTICE 07

1 Linear solutions are often limited in their effectiveness when 여러 층의 순환과 역설을 포함하는 문
제를 해결하고자 할 때, 선형적인 해결책
trying to solve problems that involve multiple layers of cycles
은 그 효과가 흔히 제한적이다.
and paradox.

2 In fact, they often make the presenting problems worse. 사실, 그것들은 표출되는 문제를 더 악
화시킨다.

3 Linear solutions involve breaking the problem into component 선형적인 해결책은 문제를 구성 요소로
나누고, 각 구성 요소의 증상을 개별적인
parts and then addressing the symptoms of each component
해결책이나 해결책의 모음으로 다루는
with a separate solution or set of solutions.
것을 포함한다.

4 Each solution, like any other aspect of nature, will have pros 다른 자연의 모든 측면과 마찬가지로,
각 해결책에는 장단점이 있을 것이다.
and cons.

5 Everything in life has an upside and a downside. 삶의 모든 것에는 긍정적인 면과 부정

적인 면이 있다.

6 Side effects are a downside of medications, for example. 예를 들어, 약물의 부작용은 약물 치료
의 부정적인 면이다.

7 A single problem might be divided into several subproblems, 하나의 문제는 여러 하위 문제로 나누
어질 수도 있는데, 각각의 하위 문제는
each with its own attempted solutions that have their own
그 자체의 부정적인 측면이 있는 그 자
downsides. 체의 시도된 해결책을 가진다.

8 As a result, the solutions to a single problem create new 그 결과, 하나의 문제에 대한 해결책들
이 새로운 문제들을 만든다.
problems.

9 One obvious example of that might be how we have used 그것의 한 가지 명백한 예는, 시간을 절
약하기 위해 기술을 사용해 왔으나 결국
technology to try to save time only to find we have to work
최신 기기를 구매할 수 있도록 일을 더
more to be able to buy the latest gadgets and learn more so 많이 해야 하고 그것을 사용하는 방법을
we can know how to use them. 알 수 있도록 더 많은 것을 배워야 한다
는 것을 알게 되는 것일 수도 있다.

10 Another example might be the bureaucracy that is involved 또 다른 예는 정부 부서에서 서비스를

받기 위해 겪는 번잡한 사무 절차일 수
in getting service from a government department.
도 있을 것이다.

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Chapter 3 QN 31-34 PRACTICE 08

1 One paradox of power is that leaders who are most effective 권력의 역설 중 하나는 자신보다 더 오
래가는 긍정적인 유산을 남기는 데 가장
in building a positive legacy that outlasts them are those least
유능한 리더들은 그(권력) 자체를 위해서
interested in exercising power for its own sake, or in
권력을 행사하거나 역사에 자신의 자리
establishing their own place in history. 를 확고히 하는 데 전혀 관심이 없는 사
람들이라는 것이다.

2 J. Patrick Dobel cautions leaders that “insisting on credit for J. Patrick Dobel은 리더들에게 ‘자신의
성취에 대한 공로를 주장하는 것은 실망
your achievements invites disappointment and distortion of
과 개인의 에너지 및 포부의 왜곡을 자
personal energy and aspirations.”
초한다’고 경고한다.

3 He also advises aspiring leaders to be proactive “sooner 그는 또한 포부가 있는 리더들에게 ‘차

라리 일찌감치’ 상황을 앞서서 주도하도
rather than later; a person’s legacy unfolds every day,” and
록 조언하는데, ‘사람의 유산은 매일 드
priorities and relationships formed early in a career create the
러나며,’ 경력 초기에 형성된 우선순위와
foundations for later achievements. 관계가 나중 성취의 토대를 만든다.

4 People cannot control how history will judge them, but they 사람은 역사가 자신을 어떻게 평가할지
를 통제할 수 없으나 자신의 일상적인
can be conscious of how their daily interactions and priorities
소통과 우선순위가 추종자와 기관에 어
affect followers and institutions.
떻게 영향을 미치는지는 알 수 있다.

5 Unless leaders’ priorities include support for others’ careers as 리더들의 우선순위가 자기 자신의 것뿐
만 아니라 다른 사람들의 경력을 지원하
well as their own, their legacy is likely to be limited.
는 것을 포함하지 않으면, 그들의 유산은
제한될 가능성이 있다.

6 As one leadership development expert notes, “The ultimate 한 리더십 개발 전문가가 언급하듯이,
“리더에 대한 최종 시험은 그가 현명한
test of a leader is not whether he or she makes smart
결정을 내리는지 여부가 아니라, 그가 다
decisions... but whether he or she teaches others to be leaders
른 사람들을 리더가 되도록 가르치고 심
and builds an organization that can sustain its success even 지어 그가 없는 상황에서도 성공을 지속
when he or she is not around.” 할 수 있는 조직을 구축하는지의 여부이
다.”

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Chapter 3 QN 31-34 PRACTICE 09

1 Particularly for very young children, those who are learning 특히 매우 어린 아이들, 교수 언어를 배
우고 있는 아이들, 또는 언어 지연/장애
the language of instruction, or those with language
가 있는 아이들에게는 경험을 구체적으
delays/disorders, it is important to make experiences concrete.
로 만드는 것이 중요하다.

2 Collaborative storytelling ― for instance, starting with a 예를 들어, 봉제 인형으로 시작하여 이

야기에 착수하며, 그런 다음 ‘그러고 나
stuffed toy and initiating a story and then passing to a child in
서’라는 말과 함께 잇달아 한 아이에게
succession with the words, “and then,” is a way to build
(말을) 넘기는 협력적인 이야기 만들기는
narrative skills in children. 아이들의 이야기 기술을 키워 주는 방법
이다.

3 Teachers who work to build prior knowledge can do a better 사전 지식을 쌓아 주는 데 노력하는 교
사들은 모든 아이에게 참여하고 성공할
job of giving every child a chance to participate and succeed.
기회를 주는 것을 더 잘할 수 있다.

4 During a summer reading support program for children, there 아이들을 위한 여름 독서 지원 프로그
램 동안 캠핑 가는 것에 대한 이야기가
was talk of going camping but all the children had not had this
나왔지만, 모든 아이들이 이 경험을 한
experience.
것은 아니었다.

5 The teacher used real objects while telling a story about a 그 교사는 캠핑 여행에 대한 이야기를
하면서 실제 물건을 사용했고, 텐트, ‘캠
camping trip, created a learning center set up like a campsite
프파이어’, 심지어 박제사로부터 구한 진
with a tent, “campfire,” and even real animals from a
짜 동물들이 있는 캠핑장처럼 꾸며진 학
taxidermist; had children take a virtual camping trip online, and, 습 센터를 만들었고, 아이들에게 온라인
as a culminating activity, parked her camper on the school 으로 가상 캠핑 여행을 하게 했고, 마무
property so that children could go on a simulated camping trip. 리 활동으로 아이들이 모의 캠핑 여행을
갈 수 있도록 학교 부지에 자신의 캠핑
카를 주차했다.

6 Together, they built a “word wall” with the words and 함께 그들은 학생들이 모으고 나중에
캠핑 경험에 대해 말하고 쓰는 데 사용
pictures the students gathered and later used to talk and write
한 단어와 그림을 가지고 ‘단어 벽’을 만
about camping experiences.
들었다.

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Chapter 3 QN 31-34 PRACTICE 10

1 Usually, when experts disagree, doubt is the most reasonable 보통 전문가들의 의견이 일치하지 않을
때는 의심이 가장 합리적인 대응이다.
response.

2 You might have an opinion about whether the Chinese stock 여러분은 내년에 중국 주식 시장이 상
승할 것인지에 대한 의견을 가질 수도
market will rise next year.
있을 것이다.

3 You might have an opinion about the best explanation of the 로마의 몰락에 대한 최선의 설명에 대
한 의견을 가질 수도 있을 것이다.
fall of Rome.

4 But unless you have some privileged information others lack, 그러나 여러분이 다른 사람들에게 없고
소수에게 독점된 어떤 정보를 가지지 않
you should feel some doubt if there’s no consensus among the
은 한, 세계 최고의 전문가들 사이에 합
world’s leading experts.
의가 없다면 약간의 의구심을 느낄 것이
다.

5 You should probably acknowledge, at least, that the evidence 아마 적어도 증거가 다른 모든 견해보
다 여러분이 선호하는 견해를 결정적으
doesn’t decisively support your preferred view over all others.
로 뒷받침하지 못한다는 점을 인정해야
할 것이다.

6 You might still prefer your view. 여러분은 여전히 자신의 견해를 선호할
수도 있다.

7 You might champion it, defend it, argue for it, see the 그것을 위해 싸우고, 그것을 옹호하고,
그것에 찬성 주장을 하고, 반론에 결함이
counterarguments as flawed, think those who disagree are
있다고 보고, 동의하지 않는 사람들이 고
failing to appreciate the overall balance of considerations.
려 사항의 전체적인 균형을 인식하지 못
하고 있다고 생각할 수도 있다.

8 But appropriate epistemic humility and recognition of your 그러나 적절한 인식론적 겸손과 때때로
잘못된 확신을 가졌던 자신의 역사를 인
history of sometimes misplaced confidence ought, probably, to
정하는 것은 아마도 신중한 평가의 순간
inspire substantial uncertainty in moments of judicious
에 상당한 불확실성을 불러일으킬 것이
assessment. 다.

9 This is true, of course, when you are a novice, but it is also 이것은 물론 여러분이 초심자일 때도
해당되지만, 자신이 전문가에 속할 때도
often true when you yourself are among the experts.
해당되는 경우가 많다.

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Chapter 3 QN 31-34 기출 예제 011)

People have always needed to eat, and they always will.

(A) People still eat, but a growing component of food’s value is determined by its nonmaterial aspects.

(B) The publics of postindustrial societies place growing emphasis on “political consumerism,” such as
boycotting goods whose production violates ecological or ethical standards.

(C) But prevailing economic orientations are gradually being reshaped.

(D) People pay a premium to eat exotic cuisines that provide an interesting experience or that symbolize a
distinctive life-style.

(E) People who work in the knowledge sector continue to seek high salaries, but they place equal or greater
emphasis on doing stimulating work and being able to follow their own time schedules.

(F) Consumption is becoming progressively less determined by the need for sustenance and the practical use
of the goods consumed.

(G) Consumption is less and less a matter of sustenance and more and more a question of life-style ― and
choice.

(H) Rising emphasis on self-expression values does not put an end to material desires.

Chapter 3 QN 31-34 기출 예제 022)

Epictetus wrote, “A man’s master is he who is able to confirm or remove whatever that man seeks or shuns.”

(A) If you depend on no one except yourself to satisfy your desires, you will have no master other than
yourself and you will be free.

(B) Epictetus wrote, “If it concerns anything not in our control, be prepared to say that it is nothing to you.”

(C) We usually can’t control or change that person any more than we can stop the rain, so that is equally
silly.

(D) Often, Epictetus argued, it’s not our circumstances that get us down but rather the judgments we make
about them.

(E) We don’t get angry at the rain if it spoils our picnic.

(F) More generally, it is just as pointless to tie our feelings of well-being to altering another individual’s
behavior as it is to tie them to the weather.

(G) Consider anger.

(H) Stoic philosophy was about that ― taking charge of your life, learning to work on those things that are
within your power to accomplish or change and not to waste energy on things you cannot.

(I) But we often do get angry if someone mistreats us.

(J) In particular, the Stoics warned against reacting emotionally to what is outside your control.

(K) That would be silly because we can’t do anything about the rain.

내신 Ÿ 수능 완전 정복 - 1 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 문장 배열
Chapter 3 QN 31-34 PRACTICE 013)

Imagine you’ve bought a nice piece of land and built a house.

(A) If you earned ＄50,000 per year during the first half of your career and today you earn ＄75,000, you’ll be
happier than if you first earned ＄75,000 and now earn just ＄60,000.

(B) This is despite the fact that, averaging the figures, you come out better off overall in the second scenario.

(C) But this is good news; it means it’s up to you whether money makes you happy or not.

(D) Simply put, your level of wealth ― above the poverty line ― is primarily a matter of interpretation.

(E) What happens?

(F) Your blood pressure rises and your life satisfaction drops ― even though you’re still living very well.

(G) One year later, somebody else buys the neighboring plot and constructs a house so luxurious it makes
yours look like a garden shed.

(H) Money is relative.

(I) The house is magnificent, with at least three more bedrooms than you need.

(J) Not just in comparison to others, but in comparison to your past.

Chapter 3 QN 31-34 PRACTICE 024)

All learning involves memory.

(A) People learn deeply by doing in authentic situations.

(B) But people are most likely to remember what they have used and maybe invented, not what they have
had drilled into their heads.

(C) By the time he graduated from high school, Marshall had taken six years of French, memorizing vocabulary
and usually acing the exams.

(D) Marshall and Albert began learning French in the sixth grade, but six weeks into the fall semester, Albert’s
parents moved to Paris, taking the young boy and his sister with them.

(E) It doesn’t take much imagination or insight, however, to guess which one of the two boys read, spoke,
and wrote French with almost perfect fluency when they met for a reunion right before going off to
college, and which one struggled to keep up with the chatter.

(F) His parents drilled him, using all the sophisticated procedures of spaced repetition.

내신 Ÿ 수능 완전 정복 - 2 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 문장 배열
Chapter 3 QN 31-34 PRACTICE 035)

Hudson Hoagland, an American doctor, had shown in the 1930s that the ability to ‘count’ time was
temperature dependent.

(A) Without telling her what he was thinking, he asked her to estimate the duration of a minute by counting
to 60 at the rate of one number per second.

(B) It turned out that his wife’s estimate of a minute was only 30 seconds long.

(C) In truth, his trip had only taken about 20 minutes.

(D) His wife was ill and had a very high fever, somewhere around 39°C.

(E) Her ability to time intervals obviously varied with temperature, so her interval timer worked in an entirely
different way to a temperature-compensated circadian clock.

(F) She did much better as her temperature fell.

(G) His wife’s misperception interested Hoagland.

(H) Hoagland needed to go to the drugstore for some medication for her.

(I) When he got home his wife was quite upset with him for taking so long, claiming that he had been away
for hours.

Chapter 3 QN 31-34 PRACTICE 046)

When we ask people to tell us about the most meaningful recognition they’ve received, they consistently say
that it’s “personal.”

(A) They say that it feels special.

(B) Let your answer to this question guide your own thinking about how to acknowledge the contributions of
others, while also being sensitive to the fact that not everyone is just like you.

(C) Step into the shoes of other people and ask yourself, “What do I wish someone would do to celebrate
and recognize my contribution?”

(D) This means that you have to get close enough to others to know about what would make recognition
meaningful to them.

(E) You get a lot more emotional bang for your buck when you make recognition and rewards personally.

(F) That’s why it’s so important for you as a leader to pay attention to the likes and dislikes of each and
every individual in your group.

내신 Ÿ 수능 완전 정복 - 3 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 문장 배열
Chapter 3 QN 31-34 PRACTICE 057)

Humans live way longer than similar species, and we persist long after our physical or reproductive
usefulness has peaked, which isn’t very ‘selective’ if you think about it.

(A) The children were cared for, learned wisdom was passed on directly, extra hands were available for the
day-to-day stuff...

(B) There are many theories as to why we ended up so enduring, but one factor seems to play a big part,
which is the positive influence of grandparents, on the survival of young ones and the community at large.

(C) The advantages of keeping your old folks around are many and varied, it seems.

(D) Older members of a primitive human community may not have been very good at hunting or the physical
stuff, but they were still perfectly capable of looking after the babies and children, and didn’t need to
spend time pursuing mates or any of that other exhausting stuff.

Chapter 3 QN 31-34 PRACTICE 068)

Psychology researchers estimate how larger populations of people would respond by testing smaller,
representative samples of people.

(A) A larger sample is less prone to be skewed toward one particular town, gender, or any other factor that
might distort the results.

(B) The issue is how strongly random chance influences the smaller sample.

(C) Or if 9 of them identified as women?

(D) What if 8 out of the 10 students in the smaller sample happened to come from the same town?

(E) It is intuitive that larger samples would produce more accurate estimates of how the entire population
would respond.

(F) Consider, for example, a study of attitudes about wearing face masks among incoming first-year students
at your college or university.

(G) Scientists might assume that a small sample is sufficient, when a larger one is actually required to achieve
an accurate estimation of the population effects.

(H) A study that includes half of all incoming students is likely to provide a far better approximation of what
the entire population feels than a study that includes only 10 incoming students.

내신 Ÿ 수능 완전 정복 - 4 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 문장 배열
Chapter 3 QN 31-34 PRACTICE 079)

Linear solutions are often limited in their effectiveness when trying to solve problems that involve multiple
layers of cycles and paradox.

(A) Everything in life has an upside and a downside.

(B) A single problem might be divided into several subproblems, each with its own attempted solutions that
have their own downsides.

(C) Linear solutions involve breaking the problem into component parts and then addressing the symptoms of
each component with a separate solution or set of solutions.

(D) As a result, the solutions to a single problem create new problems.

(E) In fact, they often make the presenting problems worse.

(F) Each solution, like any other aspect of nature, will have pros and cons.

(G) Another example might be the bureaucracy that is involved in getting service from a government
department.

(H) One obvious example of that might be how we have used technology to try to save time only to find we
have to work more to be able to buy the latest gadgets and learn more so we can know how to use
them.

(I) Side effects are a downside of medications, for example.

Chapter 3 QN 31-34 PRACTICE 0810)

One paradox of power is that leaders who are most effective in building a positive legacy that outlasts them
are those least interested in exercising power for its own sake, or in establishing their own place in history.

(A) He also advises aspiring leaders to be proactive “sooner rather than later; a person’s legacy unfolds every
day,” and priorities and relationships formed early in a career create the foundations for later achievements.

(B) Unless leaders’ priorities include support for others’ careers as well as their own, their legacy is likely to be
limited.

(C) J. Patrick Dobel cautions leaders that “insisting on credit for your achievements invites disappointment and
distortion of personal energy and aspirations.”

(D) As one leadership development expert notes, “The ultimate test of a leader is not whether he or she
makes smart decisions... but whether he or she teaches others to be leaders and builds an organization that
can sustain its success even when he or she is not around.”

(E) People cannot control how history will judge them, but they can be conscious of how their daily
interactions and priorities affect followers and institutions.

내신 Ÿ 수능 완전 정복 - 5 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 문장 배열
Chapter 3 QN 31-34 PRACTICE 0911)

Particularly for very young children, those who are learning the language of instruction, or those with
language delays/disorders, it is important to make experiences concrete.

(A) The teacher used real objects while telling a story about a camping trip, created a learning center set up
like a campsite with a tent, “campfire,” and even real animals from a taxidermist; had children take a virtual
camping trip online, and, as a culminating activity, parked her camper on the school property so that
children could go on a simulated camping trip.

(B) During a summer reading support program for children, there was talk of going camping but all the
children had not had this experience.

(C) Teachers who work to build prior knowledge can do a better job of giving every child a chance to
participate and succeed.

(D) Together, they built a “word wall” with the words and pictures the students gathered and later used to
talk and write about camping experiences.

(E) Collaborative storytelling ― for instance, starting with a stuffed toy and initiating a story and then passing
to a child in succession with the words, “and then,” is a way to build narrative skills in children.

Chapter 3 QN 31-34 PRACTICE 1012)

Usually, when experts disagree, doubt is the most reasonable response.

(A) But unless you have some privileged information others lack, you should feel some doubt if there’s no
consensus among the world’s leading experts.

(B) But appropriate epistemic humility and recognition of your history of sometimes misplaced confidence
ought, probably, to inspire substantial uncertainty in moments of judicious assessment.

(C) You might have an opinion about whether the Chinese stock market will rise next year.

(D) You might champion it, defend it, argue for it, see the counterarguments as flawed, think those who
disagree are failing to appreciate the overall balance of considerations.

(E) You should probably acknowledge, at least, that the evidence doesn’t decisively support your preferred
view over all others.

(F) This is true, of course, when you are a novice, but it is also often true when you yourself are among the
experts.

(G) You might have an opinion about the best explanation of the fall of Rome.

(H) You might still prefer your view.

내신 Ÿ 수능 완전 정복 - 6 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 문장 배열
정답

1) (H) - (C) - (E) - (F) - (A) - (D) - (B) - (G)

2) (A) - (H) - (J) - (D) - (G) - (E) - (K) - (I) - (C) - (F) - (B)
3) (I) - (G) - (E) - (F) - (H) - (J) - (A) - (B) - (D) - (C)
4) (B) - (D) - (C) - (F) - (E) - (A)
5) (D) - (H) - (I) - (C) - (G) - (A) - (B) - (F) - (E)
6) (A) - (F) - (E) - (C) - (B) - (D)
7) (B) - (D) - (A) - (C)
8) (E) - (F) - (H) - (B) - (D) - (C) - (A) - (G)
9) (E) - (C) - (F) - (A) - (I) - (B) - (D) - (H) - (G)
10) (C) - (A) - (E) - (B) - (D)
11) (E) - (C) - (B) - (A) - (D)
12) (C) - (G) - (A) - (E) - (H) - (D) - (B) - (F)

내신 Ÿ 수능 완전 정복 - 7 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 문장 배열
Chapter3 QN31-34 기출 예제 011)

People have always needed to eat, and they always will.

(A) People pay a premium to eat exotic cuisines that provide an interesting experience or that symbolize a
distinctive life-style.

(B) Consumption is becoming progressively less determined by the need for sustenance and the practical use
of the goods consumed.

(C) Rising emphasis on self-expression values does not put an end to material desires.

(D) But prevailing economic orientations are gradually being reshaped.

(E) People still eat, but a growing component of food’s value is determined by its nonmaterial aspects.

(F) Consumption is less and less a matter of sustenance and more and more a question of life-style ― and
choice.

(G) The publics of postindustrial societies place growing emphasis on “political consumerism,” such as
boycotting goods whose production violates ecological or ethical standards.

(H) People who work in the knowledge sector continue to seek high salaries, but they place equal or greater
emphasis on doing stimulating work and being able to follow their own time schedules.

Chapter3 QN31-34 기출 예제 022)

Epictetus wrote, “A man’s master is he who is able to confirm or remove whatever that man seeks or shuns.”

(A) Stoic philosophy was about that ― taking charge of your life, learning to work on those things that are
within your power to accomplish or change and not to waste energy on things you cannot.

(B) We usually can’t control or change that person any more than we can stop the rain, so that is equally
silly.

(C) If you depend on no one except yourself to satisfy your desires, you will have no master other than
yourself and you will be free.

(D) Consider anger.

(E) More generally, it is just as pointless to tie our feelings of well-being to altering another individual’s
behavior as it is to tie them to the weather.

(F) Epictetus wrote, “If it concerns anything not in our control, be prepared to say that it is nothing to you.”

(G) But we often do get angry if someone mistreats us.

(H) We don’t get angry at the rain if it spoils our picnic.

(I) Often, Epictetus argued, it’s not our circumstances that get us down but rather the judgments we make
about them.

(J) In particular, the Stoics warned against reacting emotionally to what is outside your control.

(K) That would be silly because we can’t do anything about the rain.

내신 Ÿ 수능 완전 정복 - 1 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 문장 배열
Chapter3 QN31-34 PRACTICE 013)

Imagine you’ve bought a nice piece of land and built a house.

(A) Not just in comparison to others, but in comparison to your past.

(B) Your blood pressure rises and your life satisfaction drops ― even though you’re still living very well.

(C) One year later, somebody else buys the neighboring plot and constructs a house so luxurious it makes
yours look like a garden shed.

(D) What happens?

(E) If you earned ＄50,000 per year during the first half of your career and today you earn ＄75,000, you’ll be
happier than if you first earned ＄75,000 and now earn just ＄60,000.

(F) The house is magnificent, with at least three more bedrooms than you need.

(G) Money is relative.

(H) But this is good news; it means it’s up to you whether money makes you happy or not.

(I) Simply put, your level of wealth ― above the poverty line ― is primarily a matter of interpretation.

(J) This is despite the fact that, averaging the figures, you come out better off overall in the second scenario.

Chapter3 QN31-34 PRACTICE 024)

All learning involves memory.

(A) People learn deeply by doing in authentic situations.

(B) Marshall and Albert began learning French in the sixth grade, but six weeks into the fall semester, Albert’s
parents moved to Paris, taking the young boy and his sister with them.

(C) But people are most likely to remember what they have used and maybe invented, not what they have
had drilled into their heads.

(D) By the time he graduated from high school, Marshall had taken six years of French, memorizing
vocabulary and usually acing the exams.

(E) His parents drilled him, using all the sophisticated procedures of spaced repetition.

(F) It doesn’t take much imagination or insight, however, to guess which one of the two boys read, spoke,
and wrote French with almost perfect fluency when they met for a reunion right before going off to
college, and which one struggled to keep up with the chatter.

내신 Ÿ 수능 완전 정복 - 2 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 문장 배열
Chapter3 QN31-34 PRACTICE 035)

Hudson Hoagland, an American doctor, had shown in the 1930s that the ability to ‘count’ time was
temperature dependent.

(A) Hoagland needed to go to the drugstore for some medication for her.

(B) It turned out that his wife’s estimate of a minute was only 30 seconds long.

(C) Her ability to time intervals obviously varied with temperature, so her interval timer worked in an entirely
different way to a temperature-compensated circadian clock.

(D) His wife’s misperception interested Hoagland.

(E) She did much better as her temperature fell.

(F) Without telling her what he was thinking, he asked her to estimate the duration of a minute by counting
to 60 at the rate of one number per second.

(G) In truth, his trip had only taken about 20 minutes.

(H) His wife was ill and had a very high fever, somewhere around 39°C.

(I) When he got home his wife was quite upset with him for taking so long, claiming that he had been away
for hours.

Chapter3 QN31-34 PRACTICE 046)

When we ask people to tell us about the most meaningful recognition they’ve received, they consistently say
that it’s “personal.”

(A) That’s why it’s so important for you as a leader to pay attention to the likes and dislikes of each and
every individual in your group.

(B) This means that you have to get close enough to others to know about what would make recognition
meaningful to them.

(C) They say that it feels special.

(D) Step into the shoes of other people and ask yourself, “What do I wish someone would do to celebrate
and recognize my contribution?”

(E) Let your answer to this question guide your own thinking about how to acknowledge the contributions of
others, while also being sensitive to the fact that not everyone is just like you.

(F) You get a lot more emotional bang for your buck when you make recognition and rewards personally.

내신 Ÿ 수능 완전 정복 - 3 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 문장 배열
Chapter3 QN31-34 PRACTICE 057)

Humans live way longer than similar species, and we persist long after our physical or reproductive
usefulness has peaked, which isn’t very ‘selective’ if you think about it.

(A) There are many theories as to why we ended up so enduring, but one factor seems to play a big part,
which is the positive influence of grandparents, on the survival of young ones and the community at large.

(B) The children were cared for, learned wisdom was passed on directly, extra hands were available for the
day-to-day stuff...

(C) Older members of a primitive human community may not have been very good at hunting or the physical
stuff, but they were still perfectly capable of looking after the babies and children, and didn’t need to
spend time pursuing mates or any of that other exhausting stuff.

(D) The advantages of keeping your old folks around are many and varied, it seems.

Chapter3 QN31-34 PRACTICE 068)

Psychology researchers estimate how larger populations of people would respond by testing smaller,
representative samples of people.

(A) What if 8 out of the 10 students in the smaller sample happened to come from the same town?

(B) A larger sample is less prone to be skewed toward one particular town, gender, or any other factor that
might distort the results.

(C) The issue is how strongly random chance influences the smaller sample.

(D) Scientists might assume that a small sample is sufficient, when a larger one is actually required to achieve
an accurate estimation of the population effects.

(E) A study that includes half of all incoming students is likely to provide a far better approximation of what
the entire population feels than a study that includes only 10 incoming students.

(F) It is intuitive that larger samples would produce more accurate estimates of how the entire population
would respond.

(G) Or if 9 of them identified as women?

(H) Consider, for example, a study of attitudes about wearing face masks among incoming first-year students
at your college or university.

내신 Ÿ 수능 완전 정복 - 4 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 문장 배열
Chapter3 QN31-34 PRACTICE 079)

Linear solutions are often limited in their effectiveness when trying to solve problems that involve multiple
layers of cycles and paradox.

(A) Linear solutions involve breaking the problem into component parts and then addressing the symptoms of
each component with a separate solution or set of solutions.

(B) As a result, the solutions to a single problem create new problems.

(C) In fact, they often make the presenting problems worse.

(D) Side effects are a downside of medications, for example.

(E) A single problem might be divided into several subproblems, each with its own attempted solutions that
have their own downsides.

(F) Everything in life has an upside and a downside.

(G) One obvious example of that might be how we have used technology to try to save time only to find we
have to work more to be able to buy the latest gadgets and learn more so we can know how to use
them.

(H) Another example might be the bureaucracy that is involved in getting service from a government
department.

(I) Each solution, like any other aspect of nature, will have pros and cons.

Chapter3 QN31-34 PRACTICE 0810)

One paradox of power is that leaders who are most effective in building a positive legacy that outlasts them
are those least interested in exercising power for its own sake, or in establishing their own place in history.

(A) As one leadership development expert notes, “The ultimate test of a leader is not whether he or she
makes smart decisions... but whether he or she teaches others to be leaders and builds an organization that
can sustain its success even when he or she is not around.”

(B) People cannot control how history will judge them, but they can be conscious of how their daily
interactions and priorities affect followers and institutions.

(C) He also advises aspiring leaders to be proactive “sooner rather than later; a person’s legacy unfolds every
day,” and priorities and relationships formed early in a career create the foundations for later achievements.

(D) Unless leaders’ priorities include support for others’ careers as well as their own, their legacy is likely to
be limited.

(E) J. Patrick Dobel cautions leaders that “insisting on credit for your achievements invites disappointment and
distortion of personal energy and aspirations.”

내신 Ÿ 수능 완전 정복 - 5 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 문장 배열
Chapter3 QN31-34 PRACTICE 0911)

Particularly for very young children, those who are learning the language of instruction, or those with
language delays/disorders, it is important to make experiences concrete.

(A) The teacher used real objects while telling a story about a camping trip, created a learning center set up
like a campsite with a tent, “campfire,” and even real animals from a taxidermist; had children take a virtual
camping trip online, and, as a culminating activity, parked her camper on the school property so that
children could go on a simulated camping trip.

(B) Teachers who work to build prior knowledge can do a better job of giving every child a chance to
participate and succeed.

(C) Together, they built a “word wall” with the words and pictures the students gathered and later used to
talk and write about camping experiences.

(D) Collaborative storytelling ― for instance, starting with a stuffed toy and initiating a story and then passing
to a child in succession with the words, “and then,” is a way to build narrative skills in children.

(E) During a summer reading support program for children, there was talk of going camping but all the
children had not had this experience.

Chapter3 QN31-34 PRACTICE 1012)

Usually, when experts disagree, doubt is the most reasonable response.

(A) But unless you have some privileged information others lack, you should feel some doubt if there’s no
consensus among the world’s leading experts.

(B) You should probably acknowledge, at least, that the evidence doesn’t decisively support your preferred
view over all others.

(C) You might champion it, defend it, argue for it, see the counterarguments as flawed, think those who
disagree are failing to appreciate the overall balance of considerations.

(D) This is true, of course, when you are a novice, but it is also often true when you yourself are among the
experts.

(E) You might have an opinion about whether the Chinese stock market will rise next year.

(F) But appropriate epistemic humility and recognition of your history of sometimes misplaced confidence
ought, probably, to inspire substantial uncertainty in moments of judicious assessment.

(G) You might still prefer your view.

(H) You might have an opinion about the best explanation of the fall of Rome.

내신 Ÿ 수능 완전 정복 - 6 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 문장 배열
정답

1) (C) - (D) - (H) - (B) - (E) - (A) - (G) - (F)

2) (C) - (A) - (J) - (I) - (D) - (H) - (K) - (G) - (B) - (E) - (F)
3) (F) - (C) - (D) - (B) - (G) - (A) - (E) - (J) - (I) - (H)
4) (C) - (B) - (D) - (E) - (F) - (A)
5) (H) - (A) - (I) - (G) - (D) - (F) - (B) - (E) - (C)
6) (C) - (A) - (F) - (D) - (E) - (B)
7) (A) - (C) - (B) - (D)
8) (F) - (H) - (E) - (C) - (A) - (G) - (B) - (D)
9) (C) - (A) - (I) - (F) - (D) - (E) - (B) - (G) - (H)
10) (E) - (C) - (B) - (D) - (A)
11) (D) - (B) - (E) - (A) - (C)
12) (E) - (H) - (A) - (B) - (G) - (C) - (F) - (D)

내신 Ÿ 수능 완전 정복 - 7 -
 올림포스 9대 변별유형 Chapter 03 QN 31-34 단락 배열
Chapter 3 QN 31-34 기출 예제 01

1. 주어진 글 다음에 이어질 글의 순서로 가장 적절한 것은?1)

People have always needed to eat, and they always will.

(A) Consumption is becoming progressively less determined by the need for sustenance and the practical use
of the goods consumed. People still eat, but a growing component of food’s value is determined by its
nonmaterial aspects. People pay a premium to eat exotic cuisines that provide an interesting experience or
that symbolize a distinctive life-style.

(B) Rising emphasis on self-expression values does not put an end to material desires. But prevailing economic
orientations are gradually being reshaped. People who work in the knowledge sector continue to seek high
salaries, but they place equal or greater emphasis on doing stimulating work and being able to follow their
own time schedules.

(C) The publics of postindustrial societies place growing emphasis on “political consumerism,” such as
boycotting goods whose production violates ecological or ethical standards. Consumption is less and less a
matter of sustenance and more and more a question of life-style ― and choice.

① (A) － (C) － (B) ② (B) － (A) － (C) ③ (B) － (C) － (A)

④ (C) － (A) － (B) ⑤ (C) － (B) － (A)

Chapter 3 QN 31-34 기출 예제 02

2. 주어진 글 다음에 이어질 글의 순서로 가장 적절한 것은?2)

Epictetus wrote, “A man’s master is he who is able to confirm or remove whatever that man seeks or shuns.”

(A) But we often do get angry if someone mistreats us. We usually can’t control or change that person any
more than we can stop the rain, so that is equally silly. More generally, it is just as pointless to tie our
feelings of well-being to altering another individual’s behavior as it is to tie them to the weather. Epictetus
wrote, “If it concerns anything not in our control, be prepared to say that it is nothing to you.”

(B) If you depend on no one except yourself to satisfy your desires, you will have no master other than
yourself and you will be free. Stoic philosophy was about that ― taking charge of your life, learning to
work on those things that are within your power to accomplish or change and not to waste energy on
things you cannot. In particular, the Stoics warned against reacting emotionally to what is outside your
control.

(C) Often, Epictetus argued, it’s not our circumstances that get us down but rather the judgments we make
about them. Consider anger. We don’t get angry at the rain if it spoils our picnic. That would be silly
because we can’t do anything about the rain.

① (A) － (C) － (B) ② (B) － (A) － (C) ③ (B) － (C) － (A)

④ (C) － (A) － (B) ⑤ (C) － (B) － (A)

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 단락 배열
Chapter 3 QN 31-34 PRACTICE 01

3. 주어진 글 다음에 이어질 글의 순서로 가장 적절한 것은?3)

Imagine you’ve bought a nice piece of land and built a house.

(A) The house is magnificent, with at least three more bedrooms than you need. One year later, somebody
else buys the neighboring plot and constructs a house so luxurious it makes yours look like a garden shed.
What happens?

(B) This is despite the fact that, averaging the figures, you come out better off overall in the second scenario.
Simply put, your level of wealth ― above the poverty line ― is primarily a matter of interpretation. But this
is good news; it means it’s up to you whether money makes you happy or not.

(C) Your blood pressure rises and your life satisfaction drops ― even though you’re still living very well.
Money is relative. Not just in comparison to others, but in comparison to your past. If you earned ＄50,000
per year during the first half of your career and today you earn ＄75,000, you’ll be happier than if you first
earned ＄75,000 and now earn just ＄60,000.

① (A) － (C) － (B) ② (B) － (A) － (C) ③ (B) － (C) － (A)

④ (C) － (A) － (B) ⑤ (C) － (B) － (A)

Chapter 3 QN 31-34 PRACTICE 02

4. 주어진 글 다음에 이어질 글의 순서로 가장 적절한 것은?4)

All learning involves memory.

(A) By the time he graduated from high school, Marshall had taken six years of French, memorizing
vocabulary and usually acing the exams. His parents drilled him, using all the sophisticated procedures of
spaced repetition.

(B) It doesn’t take much imagination or insight, however, to guess which one of the two boys read, spoke,
and wrote French with almost perfect fluency when they met for a reunion right before going off to
college, and which one struggled to keep up with the chatter. People learn deeply by doing in authentic
situations.

(C) But people are most likely to remember what they have used and maybe invented, not what they have
had drilled into their heads. Marshall and Albert began learning French in the sixth grade, but six weeks
into the fall semester, Albert’s parents moved to Paris, taking the young boy and his sister with them.

① (A) － (C) － (B) ② (B) － (A) － (C) ③ (B) － (C) － (A)

④ (C) － (A) － (B) ⑤ (C) － (B) － (A)

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 단락 배열
Chapter 3 QN 31-34 PRACTICE 03

5. 주어진 글 다음에 이어질 글의 순서로 가장 적절한 것은?5)

Hudson Hoagland, an American doctor, had shown in the 1930s that the ability to ‘count’ time was
temperature dependent.

(A) His wife was ill and had a very high fever, somewhere around 39°C. Hoagland needed to go to the
drugstore for some medication for her. When he got home his wife was quite upset with him for taking so
long, claiming that he had been away for hours.

(B) It turned out that his wife’s estimate of a minute was only 30 seconds long. She did much better as her
temperature fell. Her ability to time intervals obviously varied with temperature, so her interval timer worked
in an entirely different way to a temperature-compensated circadian clock.

(C) In truth, his trip had only taken about 20 minutes. His wife’s misperception interested Hoagland. Without
telling her what he was thinking, he asked her to estimate the duration of a minute by counting to 60 at
the rate of one number per second.

① (A) － (C) － (B) ② (B) － (A) － (C) ③ (B) － (C) － (A)

④ (C) － (A) － (B) ⑤ (C) － (B) － (A)

Chapter 3 QN 31-34 PRACTICE 04

6. 주어진 글 다음에 이어질 글의 순서로 가장 적절한 것은?6)

When we ask people to tell us about the most meaningful recognition they’ve received, they consistently say
that it’s “personal.”

(A) Step into the shoes of other people and ask yourself, “What do I wish someone would do to celebrate
and recognize my contribution?” Let your answer to this question guide your own thinking about how to
acknowledge the contributions of others, while also being sensitive to the fact that not everyone is just like
you.

(B) This means that you have to get close enough to others to know about what would make recognition
meaningful to them.

(C) They say that it feels special. That’s why it’s so important for you as a leader to pay attention to the likes
and dislikes of each and every individual in your group. You get a lot more emotional bang for your buck
when you make recognition and rewards personally.

① (A) － (C) － (B) ② (B) － (A) － (C) ③ (B) － (C) － (A)

④ (C) － (A) － (B) ⑤ (C) － (B) － (A)

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 단락 배열
Chapter 3 QN 31-34 PRACTICE 05

7. 주어진 글 다음에 이어질 글의 순서로 가장 적절한 것은?7)

Humans live way longer than similar species, and we persist long after our physical or reproductive
usefulness has peaked, which isn’t very ‘selective’ if you think about it.

(A) Older members of a primitive human community may not have been very good at hunting or the physical
stuff, but they were still perfectly capable of looking after the babies and children, and didn’t need to
spend time pursuing mates or any of that other exhausting stuff.

(B) The children were cared for, learned wisdom was passed on directly, extra hands were available for the
day-to-day stuff... The advantages of keeping your old folks around are many and varied, it seems.

(C) There are many theories as to why we ended up so enduring, but one factor seems to play a big part,
which is the positive influence of grandparents, on the survival of young ones and the community at large.

① (A) － (C) － (B) ② (B) － (A) － (C) ③ (B) － (C) － (A)

④ (C) － (A) － (B) ⑤ (C) － (B) － (A)

Chapter 3 QN 31-34 PRACTICE 06

8. 주어진 글 다음에 이어질 글의 순서로 가장 적절한 것은?8)

Psychology researchers estimate how larger populations of people would respond by testing smaller,
representative samples of people.

(A) It is intuitive that larger samples would produce more accurate estimates of how the entire population
would respond. Consider, for example, a study of attitudes about wearing face masks among incoming
first-year students at your college or university. A study that includes half of all incoming students is likely
to provide a far better approximation of what the entire population feels than a study that includes only 10
incoming students.

(B) A larger sample is less prone to be skewed toward one particular town, gender, or any other factor that
might distort the results. Scientists might assume that a small sample is sufficient, when a larger one is
actually required to achieve an accurate estimation of the population effects.

(C) The issue is how strongly random chance influences the smaller sample. What if 8 out of the 10 students
in the smaller sample happened to come from the same town? Or if 9 of them identified as women?

① (A) － (C) － (B) ② (B) － (A) － (C) ③ (B) － (C) － (A)

④ (C) － (A) － (B) ⑤ (C) － (B) － (A)

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 단락 배열
Chapter 3 QN 31-34 PRACTICE 07

9. 주어진 글 다음에 이어질 글의 순서로 가장 적절한 것은?9)

Linear solutions are often limited in their effectiveness when trying to solve problems that involve multiple
layers of cycles and paradox.

(A) Side effects are a downside of medications, for example. A single problem might be divided into several
subproblems, each with its own attempted solutions that have their own downsides. As a result, the
solutions to a single problem create new problems.

(B) In fact, they often make the presenting problems worse. Linear solutions involve breaking the problem into
component parts and then addressing the symptoms of each component with a separate solution or set of
solutions. Each solution, like any other aspect of nature, will have pros and cons. Everything in life has an
upside and a downside.

(C) One obvious example of that might be how we have used technology to try to save time only to find we
have to work more to be able to buy the latest gadgets and learn more so we can know how to use
them. Another example might be the bureaucracy that is involved in getting service from a government
department.

① (A) － (C) － (B) ② (B) － (A) － (C) ③ (B) － (C) － (A)

④ (C) － (A) － (B) ⑤ (C) － (B) － (A)

Chapter 3 QN 31-34 PRACTICE 08

10. 주어진 글 다음에 이어질 글의 순서로 가장 적절한 것은?10)

One paradox of power is that leaders who are most effective in building a positive legacy that outlasts them
are those least interested in exercising power for its own sake, or in establishing their own place in history.

(A) J. Patrick Dobel cautions leaders that “insisting on credit for your achievements invites disappointment and
distortion of personal energy and aspirations.”

(B) Unless leaders’ priorities include support for others’ careers as well as their own, their legacy is likely to be
limited. As one leadership development expert notes, “The ultimate test of a leader is not whether he or
she makes smart decisions... but whether he or she teaches others to be leaders and builds an organization
that can sustain its success even when he or she is not around.”

(C) He also advises aspiring leaders to be proactive “sooner rather than later; a person’s legacy unfolds every
day,” and priorities and relationships formed early in a career create the foundations for later achievements.
People cannot control how history will judge them, but they can be conscious of how their daily
interactions and priorities affect followers and institutions.

① (A) － (C) － (B) ② (B) － (A) － (C) ③ (B) － (C) － (A)

④ (C) － (A) － (B) ⑤ (C) － (B) － (A)

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 단락 배열
Chapter 3 QN 31-34 PRACTICE 09

11. 주어진 글 다음에 이어질 글의 순서로 가장 적절한 것은?11)

Particularly for very young children, those who are learning the language of instruction, or those with
language delays/disorders, it is important to make experiences concrete.

(A) Teachers who work to build prior knowledge can do a better job of giving every child a chance to
participate and succeed. During a summer reading support program for children, there was talk of going
camping but all the children had not had this experience.

(B) Collaborative storytelling ― for instance, starting with a stuffed toy and initiating a story and then passing
to a child in succession with the words, “and then,” is a way to build narrative skills in children.

(C) The teacher used real objects while telling a story about a camping trip, created a learning center set up
like a campsite with a tent, “campfire,” and even real animals from a taxidermist; had children take a virtual
camping trip online, and, as a culminating activity, parked her camper on the school property so that
children could go on a simulated camping trip. Together, they built a “word wall” with the words and
pictures the students gathered and later used to talk and write about camping experiences.

① (A) － (C) － (B) ② (B) － (A) － (C) ③ (B) － (C) － (A)

④ (C) － (A) － (B) ⑤ (C) － (B) － (A)

Chapter 3 QN 31-34 PRACTICE 10

12. 주어진 글 다음에 이어질 글의 순서로 가장 적절한 것은?12)

Usually, when experts disagree, doubt is the most reasonable response.

(A) But appropriate epistemic humility and recognition of your history of sometimes misplaced confidence
ought, probably, to inspire substantial uncertainty in moments of judicious assessment. This is true, of
course, when you are a novice, but it is also often true when you yourself are among the experts.

(B) You might have an opinion about whether the Chinese stock market will rise next year. You might have an
opinion about the best explanation of the fall of Rome. But unless you have some privileged information
others lack, you should feel some doubt if there’s no consensus among the world’s leading experts.

(C) You should probably acknowledge, at least, that the evidence doesn’t decisively support your preferred
view over all others. You might still prefer your view. You might champion it, defend it, argue for it, see
the counterarguments as flawed, think those who disagree are failing to appreciate the overall balance of
considerations.

① (A) － (C) － (B) ② (B) － (A) － (C) ③ (B) － (C) － (A)

④ (C) － (A) － (B) ⑤ (C) － (B) － (A)

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올림포스 9대 변별유형 Chapter 03 QN 31-34 단락 배열
정답

1) [정답] ② (B) - (A) - (C)

2) [정답] ③ (B) - (C) - (A)
3) [정답] ① (A) - (C) - (B)
4) [정답] ④ (C) - (A) - (B)
5) [정답] ① (A) - (C) - (B)
6) [정답] ④ (C) - (A) - (B)
7) [정답] ④ (C) - (A) - (B)
8) [정답] ① (A) - (C) - (B)
9) [정답] ② (B) - (A) - (C)
10) [정답] ① (A) - (C) - (B)
11) [정답] ② (B) - (A) - (C)
12) [정답] ③ (B) - (C) - (A)

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 문장넣기
Chapter 3 QN 31-34 기출 예제 01

1. 글의 흐름으로 보아, 주어진 문장이 들어가기에 가장 적절한 곳은?1)

People still eat, but a growing component of food’s value is determined by its nonmaterial aspects.

People have always needed to eat, and they always will. (①) Rising emphasis on self-expression values does
not put an end to material desires. (②) But prevailing economic orientations are gradually being reshaped. (③)
People who work in the knowledge sector continue to seek high salaries, but they place equal or greater
emphasis on doing stimulating work and being able to follow their own time schedules. (④) Consumption is
becoming progressively less determined by the need for sustenance and the practical use of the goods
consumed. (⑤) People pay a premium to eat exotic cuisines that provide an interesting experience or that
symbolize a distinctive life-style. (⑥) The publics of postindustrial societies place growing emphasis on
“political consumerism,” such as boycotting goods whose production violates ecological or ethical standards.
(⑦) Consumption is less and less a matter of sustenance and more and more a question of life-style ― and
choice.

Chapter 3 QN 31-34 기출 예제 02

2. 글의 흐름으로 보아, 주어진 문장이 들어가기에 가장 적절한 곳은?2)

But we often do get angry if someone mistreats us.

Epictetus wrote, “A man’s master is he who is able to confirm or remove whatever that man seeks or
shuns.” (①) If you depend on no one except yourself to satisfy your desires, you will have no master other
than yourself and you will be free. (②) Stoic philosophy was about that ― taking charge of your life, learning
to work on those things that are within your power to accomplish or change and not to waste energy on
things you cannot. (③) In particular, the Stoics warned against reacting emotionally to what is outside your
control. (④) Often, Epictetus argued, it’s not our circumstances that get us down but rather the judgments we
make about them. (⑤) Consider anger. (⑥) We don’t get angry at the rain if it spoils our picnic. (⑦) That
would be silly because we can’t do anything about the rain. (⑧) We usually can’t control or change that
person any more than we can stop the rain, so that is equally silly. (⑨) More generally, it is just as pointless
to tie our feelings of well-being to altering another individual’s behavior as it is to tie them to the weather.
(⑩) Epictetus wrote, “If it concerns anything not in our control, be prepared to say that it is nothing to you.”

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 문장넣기
Chapter 3 QN 31-34 PRACTICE 01

3. 글의 흐름으로 보아, 주어진 문장이 들어가기에 가장 적절한 곳은?3)

Simply put, your level of wealth ― above the poverty line ― is primarily a matter of interpretation.

Imagine you’ve bought a nice piece of land and built a house. (①) The house is magnificent, with at least
three more bedrooms than you need. (②) One year later, somebody else buys the neighboring plot and
constructs a house so luxurious it makes yours look like a garden shed. (③) What happens? (④) Your blood
pressure rises and your life satisfaction drops ― even though you’re still living very well. (⑤) Money is
relative. (⑥) Not just in comparison to others, but in comparison to your past. (⑦) If you earned ＄50,000 per
year during the first half of your career and today you earn ＄75,000, you’ll be happier than if you first
earned ＄75,000 and now earn just ＄60,000. (⑧) This is despite the fact that, averaging the figures, you
come out better off overall in the second scenario. (⑨) But this is good news; it means it’s up to you
whether money makes you happy or not.

Chapter 3 QN 31-34 PRACTICE 02

4. 글의 흐름으로 보아, 주어진 문장이 들어가기에 가장 적절한 곳은?4)

It doesn’t take much imagination or insight, however, to guess which one of the two boys read, spoke, and
wrote French with almost perfect fluency when they met for a reunion right before going off to college, and
which one struggled to keep up with the chatter.

All learning involves memory. (①) But people are most likely to remember what they have used and maybe
invented, not what they have had drilled into their heads. (②) Marshall and Albert began learning French in
the sixth grade, but six weeks into the fall semester, Albert’s parents moved to Paris, taking the young boy
and his sister with them. (③) By the time he graduated from high school, Marshall had taken six years of
French, memorizing vocabulary and usually acing the exams. (④) His parents drilled him, using all the
sophisticated procedures of spaced repetition. (⑤) People learn deeply by doing in authentic situations.

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 문장넣기
Chapter 3 QN 31-34 PRACTICE 03

5. 글의 흐름으로 보아, 주어진 문장이 들어가기에 가장 적절한 곳은?5)

Without telling her what he was thinking, he asked her to estimate the duration of a minute by counting to
60 at the rate of one number per second.

Hudson Hoagland, an American doctor, had shown in the 1930s that the ability to ‘count’ time was
temperature dependent. (①) His wife was ill and had a very high fever, somewhere around 39°C. (②)
Hoagland needed to go to the drugstore for some medication for her. (③) When he got home his wife was
quite upset with him for taking so long, claiming that he had been away for hours. (④) In truth, his trip had
only taken about 20 minutes. (⑤) His wife’s misperception interested Hoagland. (⑥) It turned out that his
wife’s estimate of a minute was only 30 seconds long. (⑦) She did much better as her temperature fell. (⑧)
Her ability to time intervals obviously varied with temperature, so her interval timer worked in an entirely
different way to a temperature-compensated circadian clock.

Chapter 3 QN 31-34 PRACTICE 04

6. 글의 흐름으로 보아, 주어진 문장이 들어가기에 가장 적절한 곳은?6)

This means that you have to get close enough to others to know about what would make recognition
meaningful to them.

When we ask people to tell us about the most meaningful recognition they’ve received, they consistently
say that it’s “personal.” (①) They say that it feels special. (②) That’s why it’s so important for you as a leader
to pay attention to the likes and dislikes of each and every individual in your group. (③) You get a lot more
emotional bang for your buck when you make recognition and rewards personally. (④) Step into the shoes of
other people and ask yourself, “What do I wish someone would do to celebrate and recognize my
contribution?” (⑤) Let your answer to this question guide your own thinking about how to acknowledge the
contributions of others, while also being sensitive to the fact that not everyone is just like you. (⑥)

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 문장넣기
Chapter 3 QN 31-34 PRACTICE 05

7. 글의 흐름으로 보아, 주어진 문장이 들어가기에 가장 적절한 곳은?7)

There are many theories as to why we ended up so enduring, but one factor seems to play a big part,
which is the positive influence of grandparents, on the survival of young ones and the community at large.

Humans live way longer than similar species, and we persist long after our physical or reproductive
usefulness has peaked, which isn’t very ‘selective’ if you think about it. (①) Older members of a primitive
human community may not have been very good at hunting or the physical stuff, but they were still perfectly
capable of looking after the babies and children, and didn’t need to spend time pursuing mates or any of
that other exhausting stuff. (②) The children were cared for, learned wisdom was passed on directly, extra
hands were available for the day-to-day stuff... (③) The advantages of keeping your old folks around are
many and varied, it seems.

Chapter 3 QN 31-34 PRACTICE 06

8. 글의 흐름으로 보아, 주어진 문장이 들어가기에 가장 적절한 곳은?8)

The issue is how strongly random chance influences the smaller sample.

Psychology researchers estimate how larger populations of people would respond by testing smaller,
representative samples of people. (①) It is intuitive that larger samples would produce more accurate
estimates of how the entire population would respond. (②) Consider, for example, a study of attitudes about
wearing face masks among incoming first-year students at your college or university. (③) A study that includes
half of all incoming students is likely to provide a far better approximation of what the entire population feels
than a study that includes only 10 incoming students. (④) What if 8 out of the 10 students in the smaller
sample happened to come from the same town? (⑤) Or if 9 of them identified as women? (⑥) A larger
sample is less prone to be skewed toward one particular town, gender, or any other factor that might distort
the results. (⑦) Scientists might assume that a small sample is sufficient, when a larger one is actually
required to achieve an accurate estimation of the population effects.

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 문장넣기
Chapter 3 QN 31-34 PRACTICE 07

9. 글의 흐름으로 보아, 주어진 문장이 들어가기에 가장 적절한 곳은?9)

As a result, the solutions to a single problem create new problems.

Linear solutions are often limited in their effectiveness when trying to solve problems that involve multiple
layers of cycles and paradox. (①) In fact, they often make the presenting problems worse. (②) Linear solutions
involve breaking the problem into component parts and then addressing the symptoms of each component
with a separate solution or set of solutions. (③) Each solution, like any other aspect of nature, will have pros
and cons. (④) Everything in life has an upside and a downside. (⑤) Side effects are a downside of
medications, for example. (⑥) A single problem might be divided into several subproblems, each with its own
attempted solutions that have their own downsides. (⑦) One obvious example of that might be how we have
used technology to try to save time only to find we have to work more to be able to buy the latest gadgets
and learn more so we can know how to use them. (⑧) Another example might be the bureaucracy that is
involved in getting service from a government department.

Chapter 3 QN 31-34 PRACTICE 08

10. 글의 흐름으로 보아, 주어진 문장이 들어가기에 가장 적절한 곳은?10)

He also advises aspiring leaders to be proactive “sooner rather than later; a person’s legacy unfolds every
day,” and priorities and relationships formed early in a career create the foundations for later achievements.

One paradox of power is that leaders who are most effective in building a positive legacy that outlasts
them are those least interested in exercising power for its own sake, or in establishing their own place in
history. (①) J. Patrick Dobel cautions leaders that “insisting on credit for your achievements invites
disappointment and distortion of personal energy and aspirations.” (②) People cannot control how history will
judge them, but they can be conscious of how their daily interactions and priorities affect followers and
institutions. (③) Unless leaders’ priorities include support for others’ careers as well as their own, their legacy
is likely to be limited. (④) As one leadership development expert notes, “The ultimate test of a leader is not
whether he or she makes smart decisions... but whether he or she teaches others to be leaders and builds an
organization that can sustain its success even when he or she is not around.”

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Chapter 3 QN 31-34 PRACTICE 09

11. 글의 흐름으로 보아, 주어진 문장이 들어가기에 가장 적절한 곳은?11)

During a summer reading support program for children, there was talk of going camping but all the children
had not had this experience.

Particularly for very young children, those who are learning the language of instruction, or those with
language delays/disorders, it is important to make experiences concrete. (①) Collaborative storytelling ― for
instance, starting with a stuffed toy and initiating a story and then passing to a child in succession with the
words, “and then,” is a way to build narrative skills in children. (②) Teachers who work to build prior
knowledge can do a better job of giving every child a chance to participate and succeed. (③) The teacher
used real objects while telling a story about a camping trip, created a learning center set up like a campsite
with a tent, “campfire,” and even real animals from a taxidermist; had children take a virtual camping trip
online, and, as a culminating activity, parked her camper on the school property so that children could go on
a simulated camping trip. (④) Together, they built a “word wall” with the words and pictures the students
gathered and later used to talk and write about camping experiences.

Chapter 3 QN 31-34 PRACTICE 10

12. 글의 흐름으로 보아, 주어진 문장이 들어가기에 가장 적절한 곳은?12)

But appropriate epistemic humility and recognition of your history of sometimes misplaced confidence ought,
probably, to inspire substantial uncertainty in moments of judicious assessment.

Usually, when experts disagree, doubt is the most reasonable response. (①) You might have an opinion
about whether the Chinese stock market will rise next year. (②) You might have an opinion about the best
explanation of the fall of Rome. (③) But unless you have some privileged information others lack, you should
feel some doubt if there’s no consensus among the world’s leading experts. (④) You should probably
acknowledge, at least, that the evidence doesn’t decisively support your preferred view over all others. (⑤)
You might still prefer your view. (⑥) You might champion it, defend it, argue for it, see the counterarguments
as flawed, think those who disagree are failing to appreciate the overall balance of considerations. (⑦) This is
true, of course, when you are a novice, but it is also often true when you yourself are among the experts.

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올림포스 9대 변별유형 Chapter 03 QN 31-34 문장넣기
정답

1) [정답] ⑤
2) [정답] ⑧
3) [정답] ⑨
4) [정답] ⑤
5) [정답] ⑥
6) [정답] ⑥
7) [정답] ①
8) [정답] ④
9) [정답] ⑦
10) [정답] ②
11) [정답] ③
12) [정답] ⑦

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Chapter 3 QN 31-34 기출 예제 01

1 People have always needed to eat, and they always [will / will be]1).
사람들은 항상 먹을 것이 필요했으며, 또 항상 그럴 것이다.

2 Rising emphasis on self-expression values [does / do]2) not put an end to material desires.
자기표현 가치에 관한 늘어나는 강조가 물질적 욕구를 끝내지는 않는다.

3 But prevailing economic orientations are gradually being reshaped.

하지만 우세한 경제적 방향성이 서서히 재형성되고 있다.

4 People who work in the knowledge sector [continues / continue]3) to seek high salaries, but they
place equal or greater emphasis on doing [stimulating / stimulated]4) work and [are / being]5) able
to follow their own time schedules.
지식 부문에서 일하는 사람들은 계속 높은 급료를 추구하지만, 그들은 (아주 흥미로워) 자극이 되는 일을 하는 것과 그들 자신
의 시간 계획을 따르는 것에 동등한 또는 더 큰 중점을 둔다.

5 Consumption is becoming [progressive / progressively]6) less determined by the need for

sustenance and the practical use of the goods consumed.
소비는 점진적으로 생존에 대한 필요와 소비되는 재화의 실용적 사용에 의해 덜 결정된다.

6 People still eat, but a growing component of food’s value is determined by its nonmaterial
aspects.
사람들은 여전히 먹지만, 음식 가치의 증가하는 구성 요소가 그것의 비물질적인 측면에 의해 결정된다.

7 People pay a premium to eat exotic cuisines that provide an [interesting / interested]7) experience
or that [symbolizes / symbolize]8) a distinctive life-style.
사람들은 흥미로운 경험을 제공하거나 독특한 생활 방식을 상징하는 이국적인 요리를 먹고자 할증금을 낸다.

8 The publics of postindustrial societies place growing emphasis on “political consumerism,” such as
boycotting goods [which / whose]9) production violates ecological or ethical standards.
탈공업화 사회의 대중은 생산이 생태적 또는 윤리적 기준을 위반하는 상품의 구매를 거부하는 것과 같은 ‘정치적 소비주의’에
점점 더 많은 중점을 둔다.

9 Consumption is less and less a matter of sustenance and more and more a question of life-style
― and choice.
소비는 점점 덜 생존의 문제이며 점점 더 생활 방식, 그리고 선택의 문제이다.

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Chapter 3 QN 31-34 기출 예제 02

1 Epictetus wrote, “A man’s master is he who is able to confirm or remove [what / whatever]10) that
man seeks or shuns.”
Epictetus는 “사람의 주인은 그 사람이 추구하거나 피하는 것은 무엇이든지 확인하거나 제거할 수 있는 사람이다.”라고 썼다.

2 If you depend on no one except yourself to satisfy your desires, you will have no master other
than yourself and you will be free.
만일 여러분이 자신의 욕망을 만족시키기 위해 여러분 자신 외에 누구에게도 의존하지 않는다면, 여러분은 여러분 자신 외에
주인이 없을 것이고 여러분은 자유로울 것이다.

3 Stoic philosophy was about that ― taking charge of your life, learning to work on those things
that are within your power to accomplish or change and [do not / not to]11) waste energy on
things you cannot.
스토아 철학은 여러분의 삶을 책임지고, 성취하거나 변화하기 위해 여러분의 힘 안에 있는 것들에 노력하는 것과 여러분이 할
수 없는 것들에 에너지를 낭비하지 않는 것을 배우는 것에 관한 것이었다.

4 In particular, the Stoics warned against reacting emotionally to what is outside your control.
특히, 스토아학파는 여러분의 통제 밖에 있는 것에 대해 감정적으로 반응하는 것에 대해 경고했다.

5 Often, Epictetus argued, it’s not our circumstances that get [us down / down us]12) but rather the
judgments we make about them.
흔히, Epictetus는 우리를 낙담시키는 것은 우리의 상황이 아니라 오히려 그것들에 대해 우리가 내리는 판단이라고 주장했다.

6 Consider anger.
분노를 생각해 보라.

7 We don’t get angry at the rain if it spoils our picnic.

우리는 비가 우리의 소풍을 망친다 해도, 그것에 화가 나지 않는다.

8 That would be silly because we can’t do anything about the rain.

그것은 어리석은 짓인데, 우리가 비에 대해 아무것도 할 수 없기 때문이다.

9 But we often do get angry if someone mistreats us.

하지만 우리는 누군가가 우리를 나쁘게 대한다면 흔히 정말 화가 난다.

10 We usually can’t control or change that person any more than we [can / can’t]13) stop the rain,
so that is equally silly.
우리가 비를 멈출 수 없는 것처럼 우리는 대개 그 사람을 통제하거나 바꿀 수도 없으므로, 그것은 마찬가지로 어리석다.

11 More generally, it is just as pointless to tie our feelings of well-being to [alter / altering]14)
another individual’s behavior as it [is / deos]15) to tie them to the weather.
더 일반적으로, 우리의 안녕에 관한 감정을 다른 개인의 행동을 바꾸는 것에 연결하는 것은, 그것들을 날씨에 연결하는 것만큼
이나 무의미하다.

12 Epictetus wrote, “If it concerns anything not in our control, [be / being]16) prepared to say that it
is nothing to you.”
Epictetus는 “만약 그것이 우리의 통제 안에 있지 않은 것과 관련이 있다면, 그것은 당신에게 아무것도 아니라고 말할 준비를
하라.”고 썼다.

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Chapter 3 QN 31-34 PRACTICE 01

1 Imagine you’ve bought a nice piece of land and built a house.

멋진 땅을 사서 집을 지었다고 상상해 보라.

2 The house is magnificent, with at least three more bedrooms than you need.
그 집은 여러분이 필요한 것보다 침실이 적어도 3개 더 있는 멋진 집이다.

3 One year later, somebody else buys the neighboring plot and constructs a house so [luxurious /
luxuriously]17) it makes [you / yours]18) [look / to look]19) like a garden shed.
1년 후, 다른 어떤 사람이 옆에 있는 땅을 사서 여러분의 집이 정원의 헛간처럼 보이게 할 정도로 아주 호화로운 집을 짓는다.

4 What happens?
무슨 일이 일어날까?

5 Your blood pressure rises and your life satisfaction drops ― even though you’re still living very
well.
여러분은 혈압이 오르고 삶의 만족도가 떨어지는데— 비록 여전히 아주 잘 살고 있다 하더라도 그렇다.

6 Money is relative.
돈은 상대적이다.

7 Not just in comparison to others, but in comparison to your past.

다른 사람과의 비교뿐만 아니라 자신의 과거와 비교해서도 그러하다.

8 If you earned ＄50,000 per year during the first half of your career and today you earn ＄75,000,
you’ll be happier than if you first earned ＄75,000 and now earn just ＄60,000.
경력 전반기에 연간 5만 달러를 벌었고 현재 7만 5천 달러를 벌고 있다면, 처음에 7만 5천 달러를 벌다가 지금은 6만 달러만
버는 경우보다 더 행복할 것이다.

9 This is [despite / though]20) the fact [that / which]21), averaging the figures, you come out better
off overall in the second scenario.
이는 수치의 평균을 내면 두 번째 시나리오에서 전반적으로 더 나은 결과를 얻을 수 있다는 사실에도 불구하고 그렇다.

10 Simply put, your level of wealth ― above the poverty line ― is primarily a matter of
interpretation.
간단히 말해, 재산 수준은, 빈곤선 이상인 경우, 주로 해석의 문제이다.

11 But this is good news; it means it’s up to you whether money makes you [happy / happily]22) or
not.
하지만 이것은 좋은 소식이다. 그것의 의미는 돈이 여러분을 행복하게 만들지의 여부가 여러분에게 달려 있다는 것이다.

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Chapter 3 QN 31-34 PRACTICE 02

1 All learning involves memory.

모든 학습은 기억을 수반한다.

2 But people are most likely to remember [that / what]23) they have used and maybe invented, not
what they have had [drill / drilled]24) into their heads.
하지만 사람들은 머릿속에 주입된 것이 아니라 자신이 사용하거나 어쩌면 만들어 냈던 것을 기억할 가능성이 가장 크다.

3 Marshall and Albert began learning French in the sixth grade, but six weeks into the fall semester,
Albert’s parents moved to Paris, [taking / taken]25) the young boy and his sister with them.
Marshall과 Albert는 6학년 때 프랑스어를 배우기 시작했지만, 가을 학기가 시작되고 6주 후 Albert의 부모님은 그 어린 소년과
그의 여동생을 데리고 파리로 이사했다.

4 By the time he graduated from high school, Marshall [took / had taken]26) six years of French,
memorizing vocabulary and usually acing the exams.
고등학교를 졸업했을 때, Marshall은 이미 6년 동안 프랑스어를 배웠으며 어휘를 암기하고 시험에서 대개 A를 받았다.

5 His parents drilled him, [using / used]27) all the sophisticated procedures of spaced repetition.
그의 부모님은 간격을 두고 반복하는 모든 정교한 절차를 사용하여 그를 훈련시켰다.

6 It doesn’t take much imagination or insight, however, [guessing / to guess]28) which one of the
two boys read, spoke, and wrote French with almost perfect fluency when they met for a reunion
right before going off to college, and [that / which]29) one struggled to keep up with the chatter.
그러나 대학 진학 직전에 동창회를 위해 만났을 때 두 소년 중 누가 프랑스어를 거의 완벽하게 유창하게 읽고, 말하고, 썼는지,
그리고 누가 수다를 따라잡기 위해 애썼는지 추측하는 데는 많은 상상력이나 통찰력이 필요하지 않다.

7 People learn deeply by doing in authentic situations.

사람들은 진짜 상황에서 학습함으로써 깊이 학습한다.

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Chapter 3 QN 31-34 PRACTICE 03

1 Hudson Hoagland, an American doctor, had shown in the 1930s [that / what]30) the ability to
‘count’ time was temperature dependent.
미국의 의사 Hudson Hoagland는 1930년대에 시간을 ‘세는’ 능력이 체온 의존적임을 입증했었다.

2 His wife was ill and had a very high fever, somewhere around 39°C.
그의 아내는 몸이 아팠고 대략 39°C 정도의 아주 높은 열이 났다.

3 Hoagland needed to go to the drugstore for some medication for her.

Hoagland는 아내를 위해 약국에 가서 약을 사 와야 했다.

4 When he got home his wife was quite upset with him for taking so long, [claiming / claimed]31)
[that / what]32) he [was / had been]33) away for hours.
집에 돌아왔을 때 그의 아내는 그가 몇 시간 동안 자리를 비웠다고 주장하면서 그가 너무 오래 걸린 데 대해 상당히 화가 나
있었다.

5 In truth, his trip [has / had]34) only taken about 20 minutes.

사실 그가 갔다 온 시간은 20분 정도밖에 걸리지 않았다.

6 His wife’s misperception interested Hoagland.

아내의 오해는 Hoagland의 관심을 끌었다.

7 Without telling her [that / what]35) he was thinking, he asked her [estimating / to estimate]36) the
duration of a minute by counting to 60 at the rate of one number per second.
그는 아내에게 자신이 무슨 생각을 하고 있는지 말하지 않고 1초에 한 숫자씩 60까지 세면서 1분의 시간 길이를 추정해 달라
고 부탁했다.

8 It turned out that his wife’s estimate of a minute was only 30 seconds long.
아내가 추정한 1분은 30초에 불과했다는 것이 드러났다.

9 She did much better as her temperature fell.

체온이 떨어짐에 따라 그녀는 훨씬 더 잘 해냈다.

10 Her ability to time intervals obviously varied with temperature, so her interval timer worked in an
entirely different way to a [temperature-compensating / temperature-compensated]37) circadian clock.
그녀가 시간 간격을 측정하는 능력은 온도에 따라 분명히 달랐으며, 그래서 그녀의 시간 간격 타이머는 온도로 보정된 체내 시
계에 맞추어 완전히 다른 방식으로 작동했다.

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Chapter 3 QN 31-34 PRACTICE 04

1 When we ask people [telling / to tell]38) us about the most meaningful recognition they’ve
received, they consistently say that it’s “personal.”
우리가 사람들에게 자신들이 받은 ‘가장 의미 있는 인정’에 관해 이야기해 달라고 부탁하면 그들은 한결같이 그것은 ‘개인적인’
것이라고 답한다.

2 They say that it feels special.

그들은 그것이 특별하게 느껴진다고 말한다.

3 That’s [why / bacause]39) it’s so important [for / of]40) you as a leader [paying / to pay]41)
attention to the likes and dislikes of each and every individual in your group.
그래서 리더로서 여러분이 그룹 구성원 개개인이 좋아하는 것과 싫어하는 것에 주의를 기울이는 것이 매우 중요하다.

4 You get a lot more emotional bang for your buck when you make recognition and rewards
personally.
인정과 보상을 개인적이게 만들 때 훨씬 더 큰 감정적 효과를 얻는다.

5 [Step / To step]42) into the shoes of other people and ask [you / yourself]43), “What do I wish
someone would do to celebrate and recognize my contribution?”
다른 사람의 입장이 되어 “나는 내가 한 기여를 축하하고 인정하기 위해 다른 사람이 무엇을 해 주기를 바라는가?”라고 자문해
보라.

6 [Let / Letting]44) your answer to this question [guide / to guide]45) your own thinking about how
to acknowledge the contributions of others, while also [being / to be]46) sensitive to the fact [that /
which]47) not everyone is just like you.
모든 사람이 여러분과 꼭 같지는 않다는 사실도 또한 세심하게 인식하는 한편, 이 질문에 대한 답이 다른 사람의 기여를 인정
하는 방법에 대한 여러분의 생각을 이끌도록 하라.

7 This means [that / what]48) you have to get [enough close / close enough]49) to others [knowing /
to know]50) about what would make recognition [meaningful / meaningfully]51) to them.
이것은 곧, 무엇이 인정을 다른 사람들에게 의미 있게 만드는지에 관해 알기 위해서는 그들과 충분히 가까워져야 한다는 뜻이
다.

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Chapter 3 QN 31-34 PRACTICE 05

1 Humans live way longer than similar species, and we persist long after our physical or reproductive
usefulness has peaked, [it / which]52) isn’t very ‘selective’ if you think about [it / them]53).
인간은 비슷한 종보다 훨씬 오래 살며, 신체적 또는 생식적 유용성이 정점에 이른 지 오랜 후에도 생존하는데, 생각해보면 그
것은 그다지 ‘자연 선택적’이지 않다.

2 There are many theories as to why we ended up so enduring, but one factor seems to play a big
part, [it / which]54) is the positive influence of grandparents, on the survival of young ones and the
community at large.
인류가 결국 그렇게 오래 살게 된 이유에 대해서는 여러 가지 이론이 있지만, 조부모의 긍정적인 영향이라는 한 요소가 어린
자녀와 공동체 전체의 생존에 큰 역할을 하는 것 같다.

3 Older members of a primitive human community may not [be / have been]55) very good at
hunting or the physical stuff, but they were still perfectly capable of looking after the babies and
children, and [weren’t needed / didn’t need]56) to spend time [pursuing / pursue]57) mates or any of
that other [exhausting / exhausted]58) stuff.
원시 인류 공동체의 나이 든 구성원들은 사냥이나 육체적인 일에는 능숙하지 못했을지 몰라도 아기와 아이들을 돌보는 것을
여전히 완벽하게 할 수 있었고, 짝을 찾거나 그 밖의 소모적인 일에 시간을 쏟을 필요가 없었다.

4 The children were [cared for / cared]59), learned wisdom [passed / was passed]60) on directly, extra
hands were available for the day-to-day stuff...
아이들은 보살핌을 받았으며, 학습된 지혜는 직접 전수되었고, 일상적인 일에 여분의 일손이 이용될 수 있었으며…

5 The advantages of keeping your old folks around [is / are]61) many and varied, it seems.
노부모를 모시는 것의 장점은 다양하고 많은 것 같다.

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Chapter 3 QN 31-34 PRACTICE 06

1 Psychology researchers estimate [what / how]62) larger populations of people would respond by
testing smaller, representative samples of people.
심리학 연구자들은 사람들의 더 작고 대표적인 표본을 테스트함으로써 사람들의 더 큰 모집단이 어떻게 반응할지 추정한다.

2 It is intuitive [that / what]63) larger samples would produce more accurate estimates of [which /
how]64) the entire population would respond.
더 큰 표본이 전체 모집단이 어떻게 반응할지를 더 정확하게 추정할 것이라는 사실은 직관적이다.

3 [Consider / Considering]65), for example, a study of attitudes about wearing face masks among
incoming first-year students at your college or university.
예를 들어 대학이나 대학교에 입학하는 1학년 학생들 사이에서 안면 마스크를 착용하는 것에 대한 태도에 관한 연구를 생각해
보라.

4 A study that includes half of all incoming students [is / are]66) likely to provide a far better
approximation of [what / which]67) the entire population feels than a study that includes only 10
incoming students.
단 10명의 입학생을 포함하는 연구보다, 모든 입학생의 절반을 포함한 연구가 훨씬 더 나은 근사치를 제공할 가능성이 있다.

5 The issue is how [strong / strongly]68) random chance influences the smaller sample.
문제는 무작위 확률이 더 작은 표본에 얼마나 강하게 영향을 미치는가 하는 것이다.

6 What if 8 out of the 10 students in the smaller sample happened to come from the same town?
만약 작은 표본의 10명 중 8명이 같은 마을에서 왔다면 어떻게 될까?

7 Or if 9 of them identified as women?

또는 그들 중 9명이 여성으로 확인된다면 어떨까?

8 A larger sample is less prone to be skewed toward one particular town, gender, or any other
factor that might distort the results.
더 큰 표본은 하나의 특정한 마을, 성별 또는 결과를 왜곡할 수도 있는 다른 요인으로 편향되는 경향이 더 적다.

9 Scientists might assume [that / what]69) a small sample is sufficient, when a larger one [is / has]70)
actually required [achieving / to achieve]71) an accurate estimation of the population effects.
모집단의 효과에 대한 정확한 추정을 얻기 위해 더 큰 표본이 실제로 요구되는데도, 과학자들은 작은 표본이 충분하다고 가정
할 수도 있을 것이다.

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Chapter 3 QN 31-34 PRACTICE 07

1 Linear solutions are often limited in their effectiveness when trying [solving / to solve]72) problems
that involve multiple layers of cycles and paradox.
여러 층의 순환과 역설을 포함하는 문제를 해결하고자 할 때, 선형적인 해결책은 그 효과가 흔히 제한적이다.

2 In fact, they often make the presenting problems worse.

사실, 그것들은 표출되는 문제를 더 악화시킨다.

3 Linear solutions involve [breaking / to break]73) the problem into component parts and then
[address / addressing]74) the symptoms of each component with a separate solution or set of
solutions.
선형적인 해결책은 문제를 구성 요소로 나누고, 각 구성 요소의 증상을 개별적인 해결책이나 해결책의 모음으로 다루는 것을
포함한다.

4 Each solution, like any other aspect of nature, will have pros and cons.
다른 자연의 모든 측면과 마찬가지로, 각 해결책에는 장단점이 있을 것이다.

5 Everything in life has an upside and a downside.

삶의 모든 것에는 긍정적인 면과 부정적인 면이 있다.

6 Side effects are a downside of medications, for example.

예를 들어, 약물의 부작용은 약물 치료의 부정적인 면이다.

7 A single problem might be divided into several subproblems, each with its own attempted
solutions that have their own downsides.
하나의 문제는 여러 하위 문제로 나누어질 수도 있는데, 각각의 하위 문제는 그 자체의 부정적인 측면이 있는 그 자체의 시도
된 해결책을 가진다.

8 As a result, the solutions to a single problem [creates / create]75) new problems.

그 결과, 하나의 문제에 대한 해결책들이 새로운 문제들을 만든다.

9 One obvious example of that might be [what / how]76) we have used technology to try [saving /
to save]77) time [only / never]78) to find we have to work more to be able to buy the latest gadgets
and learn more so we can know how to use them.
그것의 한 가지 명백한 예는, 시간을 절약하기 위해 기술을 사용해 왔으나 결국 최신 기기를 구매할 수 있도록 일을 더 많이
해야 하고 그것을 사용하는 방법을 알 수 있도록 더 많은 것을 배워야 한다는 것을 알게 되는 것일 수도 있다.

10 Another example might be the bureaucracy that [involves / is involved]79) in getting service from
a government department.
또 다른 예는 정부 부서에서 서비스를 받기 위해 겪는 번잡한 사무 절차일 수도 있을 것이다.

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Chapter 3 QN 31-34 PRACTICE 08

1 One paradox of power is [that / what]80) leaders who are most effective in building a positive
legacy that outlasts them [is / are]81) [that / those]82) least [interesting / interested]83) in exercising
power for its own sake, or [establish / in establishing]84) their own place in history.
권력의 역설 중 하나는 자신보다 더 오래가는 긍정적인 유산을 남기는 데 가장 유능한 리더들은 그(권력) 자체를 위해서 권력
을 행사하거나 역사에 자신의 자리를 확고히 하는 데 전혀 관심이 없는 사람들이라는 것이다.

2 J. Patrick Dobel cautions leaders [that / what]85) “insisting on credit for your achievements [invites
/ invite]86) disappointment and distortion of personal energy and aspirations.”
J. Patrick Dobel은 리더들에게 ‘자신의 성취에 대한 공로를 주장하는 것은 실망과 개인의 에너지 및 포부의 왜곡을 자초한다’고
경고한다.

3 He also advises aspiring leaders [be / to be]87) proactive “sooner rather than later; a person’s legacy
unfolds every day,” and priorities and relationships formed early in a career [creates / create]88) the
foundations for later achievements.
그는 또한 포부가 있는 리더들에게 ‘차라리 일찌감치’ 상황을 앞서서 주도하도록 조언하는데, ‘사람의 유산은 매일 드러나며,’
경력 초기에 형성된 우선순위와 관계가 나중 성취의 토대를 만든다.

4 People cannot control [what / how]89) history will judge them, but they can be conscious of [what
/ how]90) their daily interactions and priorities affect followers and institutions.
사람은 역사가 자신을 어떻게 평가할지를 통제할 수 없으나 자신의 일상적인 소통과 우선순위가 추종자와 기관에 어떻게 영향
을 미치는지는 알 수 있다.

5 Unless leaders’ priorities include support for others’ careers as well as their own, their legacy is
likely to be limited.
리더들의 우선순위가 자기 자신의 것뿐만 아니라 다른 사람들의 경력을 지원하는 것을 포함하지 않으면, 그들의 유산은 제한될
가능성이 있다.

6 As one leadership development expert notes, “The ultimate test of a leader is not whether he or
she makes smart decisions... but whether he or she teaches others [be / to be]91) leaders and
[builds / build]92) an organization that can sustain its success even when he or she is not around.”
한 리더십 개발 전문가가 언급하듯이, “리더에 대한 최종 시험은 그가 현명한 결정을 내리는지 여부가 아니라, 그가 다른 사람
들을 리더가 되도록 가르치고 심지어 그가 없는 상황에서도 성공을 지속할 수 있는 조직을 구축하는지의 여부이다.”

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Chapter 3 QN 31-34 PRACTICE 09

1 Particularly for very young children, those who are learning the language of instruction, or those
with language delays/disorders, it is important to make experiences [concrete / concretely]93).
특히 매우 어린 아이들, 교수 언어를 배우고 있는 아이들, 또는 언어 지연/장애가 있는 아이들에게는 경험을 구체적으로 만드
는 것이 중요하다.

2 Collaborative storytelling ― for instance, starting with a stuffed toy and initiating a story and then
passing to a child in succession with the words, “and then,” [is / are]94) a way [building / to build]95)
narrative skills in children.
예를 들어, 봉제 인형으로 시작하여 이야기에 착수하며, 그런 다음 ‘그러고 나서’라는 말과 함께 잇달아 한 아이에게 (말을) 넘
기는 협력적인 이야기 만들기는 아이들의 이야기 기술을 키워 주는 방법이다.

3 Teachers who work to build prior knowledge can do a better job of giving every child a chance
to participate and succeed.
사전 지식을 쌓아 주는 데 노력하는 교사들은 모든 아이에게 참여하고 성공할 기회를 주는 것을 더 잘할 수 있다.

4 During a summer reading support program for children, there was talk of going camping but all
the children [has / had]96) not had this experience.
아이들을 위한 여름 독서 지원 프로그램 동안 캠핑 가는 것에 대한 이야기가 나왔지만, 모든 아이들이 이 경험을 한 것은 아니
었다.

5 The teacher used real objects while [telling / told]97) a story about a camping trip, created a
learning center [setting / set]98) up like a campsite with a tent, “campfire,” and even real animals
from a taxidermist; had children [take / to take]99) a virtual camping trip online, and, as a
culminating activity, [parked / parking]100) her camper on the school property so that children could
go on a simulated camping trip.
그 교사는 캠핑 여행에 대한 이야기를 하면서 실제 물건을 사용했고, 텐트, ‘캠프파이어’, 심지어 박제사로부터 구한 진짜 동물
들이 있는 캠핑장처럼 꾸며진 학습 센터를 만들었고, 아이들에게 온라인으로 가상 캠핑 여행을 하게 했고, 마무리 활동으로 아
이들이 모의 캠핑 여행을 갈 수 있도록 학교 부지에 자신의 캠핑카를 주차했다.

6 Together, they built a “word wall” with the words and pictures the students gathered and later
used to talk and write about camping experiences.
함께 그들은 학생들이 모으고 나중에 캠핑 경험에 대해 말하고 쓰는 데 사용한 단어와 그림을 가지고 ‘단어 벽’을 만들었다.

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Chapter 3 QN 31-34 PRACTICE 10

1 Usually, when experts disagree, doubt is the most reasonable response.

보통 전문가들의 의견이 일치하지 않을 때는 의심이 가장 합리적인 대응이다.

2 You might have an opinion about [what / whether]101) the Chinese stock market will rise next
year.
여러분은 내년에 중국 주식 시장이 상승할 것인지에 대한 의견을 가질 수도 있을 것이다.

3 You might have an opinion about the best explanation of the fall of Rome.
로마의 몰락에 대한 최선의 설명에 대한 의견을 가질 수도 있을 것이다.

4 But unless you have some privileged information others lack, you should feel some doubt if
there’s no consensus among the world’s leading experts.
그러나 여러분이 다른 사람들에게 없고 소수에게 독점된 어떤 정보를 가지지 않은 한, 세계 최고의 전문가들 사이에 합의가 없
다면 약간의 의구심을 느낄 것이다.

5 You should probably acknowledge, at least, [that / what]102) the evidence doesn’t decisively
support your preferred view over all others.
아마 적어도 증거가 다른 모든 견해보다 여러분이 선호하는 견해를 결정적으로 뒷받침하지 못한다는 점을 인정해야 할 것이다.

6 You might still prefer your view.

여러분은 여전히 자신의 견해를 선호할 수도 있다.

7 You might champion it, defend it, argue for it, see the counterarguments as flawed, think those
who disagree [be / are]103) failing to appreciate the overall balance of considerations.
그것을 위해 싸우고, 그것을 옹호하고, 그것에 찬성 주장을 하고, 반론에 결함이 있다고 보고, 동의하지 않는 사람들이 고려 사
항의 전체적인 균형을 인식하지 못하고 있다고 생각할 수도 있다.

8 But appropriate epistemic humility and recognition of your history of sometimes misplaced
confidence ought, probably, to inspire substantial uncertainty in moments of judicious assessment.
그러나 적절한 인식론적 겸손과 때때로 잘못된 확신을 가졌던 자신의 역사를 인정하는 것은 아마도 신중한 평가의 순간에 상
당한 불확실성을 불러일으킬 것이다.

9 This is true, of course, when you are a novice, but it is also often true when you yourself are
among the experts.
이것은 물론 여러분이 초심자일 때도 해당되지만, 자신이 전문가에 속할 때도 해당되는 경우가 많다.

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정답 43) yourself 87) to be
44) Let 88) create
1) will
45) guide 89) how
2) does
46) being 90) how
3) continue
47) that 91) to be
4) stimulating
48) that 92) builds
5) being
49) close enough 93) concrete
6) progressively
50) to know 94) is
7) interesting
51) meaningful 95) to build
8) symbolize
52) which 96) had
9) whose
53) it 97) telling
10) whatever
54) which 98) set
11) not to
55) have been 99) take
12) us down
56) didn’t need 100) parked
13) can
57) pursuing 101) whether
14) altering
58) exhausting 102) that
15) is
59) cared for 103) are
16) be
60) was passed
17) luxurious
61) are
18) yours
62) how
19) look
63) that
20) despite
64) how
21) that
65) Consider
22) happy
66) is
23) what
67) what
24) drilled
68) strongly
25) taking
69) that
26) had taken
70) is
27) using
71) to achieve
28) to guess
72) to solve
29) which
73) breaking
30) that
74) addressing
31) claiming
75) create
32) that
76) how
33) had been
77) to save
34) had
78) only
35) what
79) is involved
36) to estimate
80) that
37) temperature-compensated
81) are
38) to tell
82) those
39) why
83) interested
40) for
84) in establishing
41) to pay
85) that
42) Step
86) invites

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Chapter 3 QN 31-34 기출 예제 01

1 People have always needed to eat, and they always [will / will be]1).
사람들은 항상 먹을 것이 필요했으며, 또 항상 그럴 것이다.

2 Rising emphasis on self-expression values [does / do]2) not put an end to material desires.
자기표현 가치에 관한 늘어나는 강조가 물질적 욕구를 끝내지는 않는다.

3 But prevailing economic orientations are gradually being reshaped.

하지만 우세한 경제적 방향성이 서서히 재형성되고 있다.

4 People who work in the knowledge sector [continues / continue]3) to seek high salaries, but they
place equal or greater emphasis on doing [stimulating / stimulated]4) work and [are / being]5) able
to follow their own time schedules.
지식 부문에서 일하는 사람들은 계속 높은 급료를 추구하지만, 그들은 (아주 흥미로워) 자극이 되는 일을 하는 것과 그들 자신
의 시간 계획을 따르는 것에 동등한 또는 더 큰 중점을 둔다.

5 Consumption is becoming [progressive / progressively]6) less determined by the need for

sustenance and the practical use of the goods consumed.
소비는 점진적으로 생존에 대한 필요와 소비되는 재화의 실용적 사용에 의해 덜 결정된다.

6 People still eat, but a growing component of food’s value is determined by its nonmaterial
aspects.
사람들은 여전히 먹지만, 음식 가치의 증가하는 구성 요소가 그것의 비물질적인 측면에 의해 결정된다.

7 People pay a premium to eat exotic cuisines that provide an [interesting / interested]7) experience
or that [symbolizes / symbolize]8) a distinctive life-style.
사람들은 흥미로운 경험을 제공하거나 독특한 생활 방식을 상징하는 이국적인 요리를 먹고자 할증금을 낸다.

8 The publics of postindustrial societies place growing emphasis on “political consumerism,” such as
boycotting goods [which / whose]9) production violates ecological or ethical standards.
탈공업화 사회의 대중은 생산이 생태적 또는 윤리적 기준을 위반하는 상품의 구매를 거부하는 것과 같은 ‘정치적 소비주의’에
점점 더 많은 중점을 둔다.

9 Consumption is less and less a matter of sustenance and more and more a question of life-style
― and choice.
소비는 점점 덜 생존의 문제이며 점점 더 생활 방식, 그리고 선택의 문제이다.

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Chapter 3 QN 31-34 기출 예제 02

1 Epictetus wrote, “A man’s master is he who is able to confirm or remove [what / whatever]10) that
man seeks or shuns.”
Epictetus는 “사람의 주인은 그 사람이 추구하거나 피하는 것은 무엇이든지 확인하거나 제거할 수 있는 사람이다.”라고 썼다.

2 If you depend on no one except yourself to satisfy your desires, you will have no master other
than yourself and you will be free.
만일 여러분이 자신의 욕망을 만족시키기 위해 여러분 자신 외에 누구에게도 의존하지 않는다면, 여러분은 여러분 자신 외에
주인이 없을 것이고 여러분은 자유로울 것이다.

3 Stoic philosophy was about that ― taking charge of your life, learning to work on those things
that are within your power to accomplish or change and [do not / not to]11) waste energy on
things you cannot.
스토아 철학은 여러분의 삶을 책임지고, 성취하거나 변화하기 위해 여러분의 힘 안에 있는 것들에 노력하는 것과 여러분이 할
수 없는 것들에 에너지를 낭비하지 않는 것을 배우는 것에 관한 것이었다.

4 In particular, the Stoics warned against reacting emotionally to what is outside your control.
특히, 스토아학파는 여러분의 통제 밖에 있는 것에 대해 감정적으로 반응하는 것에 대해 경고했다.

5 Often, Epictetus argued, it’s not our circumstances that get [us down / down us]12) but rather the
judgments we make about them.
흔히, Epictetus는 우리를 낙담시키는 것은 우리의 상황이 아니라 오히려 그것들에 대해 우리가 내리는 판단이라고 주장했다.

6 Consider anger.
분노를 생각해 보라.

7 We don’t get angry at the rain if it spoils our picnic.

우리는 비가 우리의 소풍을 망친다 해도, 그것에 화가 나지 않는다.

8 That would be silly because we can’t do anything about the rain.

그것은 어리석은 짓인데, 우리가 비에 대해 아무것도 할 수 없기 때문이다.

9 But we often do get angry if someone mistreats us.

하지만 우리는 누군가가 우리를 나쁘게 대한다면 흔히 정말 화가 난다.

10 We usually can’t control or change that person any more than we [can / can’t]13) stop the rain,
so that is equally silly.
우리가 비를 멈출 수 없는 것처럼 우리는 대개 그 사람을 통제하거나 바꿀 수도 없으므로, 그것은 마찬가지로 어리석다.

11 More generally, it is just as pointless to tie our feelings of well-being to [alter / altering]14)
another individual’s behavior as it [is / deos]15) to tie them to the weather.
더 일반적으로, 우리의 안녕에 관한 감정을 다른 개인의 행동을 바꾸는 것에 연결하는 것은, 그것들을 날씨에 연결하는 것만큼
이나 무의미하다.

12 Epictetus wrote, “If it concerns anything not in our control, [be / being]16) prepared to say that it
is nothing to you.”
Epictetus는 “만약 그것이 우리의 통제 안에 있지 않은 것과 관련이 있다면, 그것은 당신에게 아무것도 아니라고 말할 준비를
하라.”고 썼다.

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Chapter 3 QN 31-34 PRACTICE 01

1 Imagine you’ve bought a nice piece of land and built a house.

멋진 땅을 사서 집을 지었다고 상상해 보라.

2 The house is magnificent, with at least three more bedrooms than you need.
그 집은 여러분이 필요한 것보다 침실이 적어도 3개 더 있는 멋진 집이다.

3 One year later, somebody else buys the neighboring plot and constructs a house so [luxurious /
luxuriously]17) it makes [you / yours]18) [look / to look]19) like a garden shed.
1년 후, 다른 어떤 사람이 옆에 있는 땅을 사서 여러분의 집이 정원의 헛간처럼 보이게 할 정도로 아주 호화로운 집을 짓는다.

4 What happens?
무슨 일이 일어날까?

5 Your blood pressure rises and your life satisfaction drops ― even though you’re still living very
well.
여러분은 혈압이 오르고 삶의 만족도가 떨어지는데— 비록 여전히 아주 잘 살고 있다 하더라도 그렇다.

6 Money is relative.
돈은 상대적이다.

7 Not just in comparison to others, but in comparison to your past.

다른 사람과의 비교뿐만 아니라 자신의 과거와 비교해서도 그러하다.

8 If you earned ＄50,000 per year during the first half of your career and today you earn ＄75,000,
you’ll be happier than if you first earned ＄75,000 and now earn just ＄60,000.
경력 전반기에 연간 5만 달러를 벌었고 현재 7만 5천 달러를 벌고 있다면, 처음에 7만 5천 달러를 벌다가 지금은 6만 달러만
버는 경우보다 더 행복할 것이다.

9 This is [despite / though]20) the fact [that / which]21), averaging the figures, you come out better
off overall in the second scenario.
이는 수치의 평균을 내면 두 번째 시나리오에서 전반적으로 더 나은 결과를 얻을 수 있다는 사실에도 불구하고 그렇다.

10 Simply put, your level of wealth ― above the poverty line ― is primarily a matter of
interpretation.
간단히 말해, 재산 수준은, 빈곤선 이상인 경우, 주로 해석의 문제이다.

11 But this is good news; it means it’s up to you whether money makes you [happy / happily]22) or
not.
하지만 이것은 좋은 소식이다. 그것의 의미는 돈이 여러분을 행복하게 만들지의 여부가 여러분에게 달려 있다는 것이다.

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Chapter 3 QN 31-34 PRACTICE 02

1 All learning involves memory.

모든 학습은 기억을 수반한다.

2 But people are most likely to remember [that / what]23) they have used and maybe invented, not
what they have had [drill / drilled]24) into their heads.
하지만 사람들은 머릿속에 주입된 것이 아니라 자신이 사용하거나 어쩌면 만들어 냈던 것을 기억할 가능성이 가장 크다.

3 Marshall and Albert began learning French in the sixth grade, but six weeks into the fall semester,
Albert’s parents moved to Paris, [taking / taken]25) the young boy and his sister with them.
Marshall과 Albert는 6학년 때 프랑스어를 배우기 시작했지만, 가을 학기가 시작되고 6주 후 Albert의 부모님은 그 어린 소년과
그의 여동생을 데리고 파리로 이사했다.

4 By the time he graduated from high school, Marshall [took / had taken]26) six years of French,
memorizing vocabulary and usually acing the exams.
고등학교를 졸업했을 때, Marshall은 이미 6년 동안 프랑스어를 배웠으며 어휘를 암기하고 시험에서 대개 A를 받았다.

5 His parents drilled him, [using / used]27) all the sophisticated procedures of spaced repetition.
그의 부모님은 간격을 두고 반복하는 모든 정교한 절차를 사용하여 그를 훈련시켰다.

6 It doesn’t take much imagination or insight, however, [guessing / to guess]28) which one of the
two boys read, spoke, and wrote French with almost perfect fluency when they met for a reunion
right before going off to college, and [that / which]29) one struggled to keep up with the chatter.
그러나 대학 진학 직전에 동창회를 위해 만났을 때 두 소년 중 누가 프랑스어를 거의 완벽하게 유창하게 읽고, 말하고, 썼는지,
그리고 누가 수다를 따라잡기 위해 애썼는지 추측하는 데는 많은 상상력이나 통찰력이 필요하지 않다.

7 People learn deeply by doing in authentic situations.

사람들은 진짜 상황에서 학습함으로써 깊이 학습한다.

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Chapter 3 QN 31-34 PRACTICE 03

1 Hudson Hoagland, an American doctor, had shown in the 1930s [that / what]30) the ability to
‘count’ time was temperature dependent.
미국의 의사 Hudson Hoagland는 1930년대에 시간을 ‘세는’ 능력이 체온 의존적임을 입증했었다.

2 His wife was ill and had a very high fever, somewhere around 39°C.
그의 아내는 몸이 아팠고 대략 39°C 정도의 아주 높은 열이 났다.

3 Hoagland needed to go to the drugstore for some medication for her.

Hoagland는 아내를 위해 약국에 가서 약을 사 와야 했다.

4 When he got home his wife was quite upset with him for taking so long, [claiming / claimed]31)
[that / what]32) he [was / had been]33) away for hours.
집에 돌아왔을 때 그의 아내는 그가 몇 시간 동안 자리를 비웠다고 주장하면서 그가 너무 오래 걸린 데 대해 상당히 화가 나
있었다.

5 In truth, his trip [has / had]34) only taken about 20 minutes.

사실 그가 갔다 온 시간은 20분 정도밖에 걸리지 않았다.

6 His wife’s misperception interested Hoagland.

아내의 오해는 Hoagland의 관심을 끌었다.

7 Without telling her [that / what]35) he was thinking, he asked her [estimating / to estimate]36) the
duration of a minute by counting to 60 at the rate of one number per second.
그는 아내에게 자신이 무슨 생각을 하고 있는지 말하지 않고 1초에 한 숫자씩 60까지 세면서 1분의 시간 길이를 추정해 달라
고 부탁했다.

8 It turned out that his wife’s estimate of a minute was only 30 seconds long.
아내가 추정한 1분은 30초에 불과했다는 것이 드러났다.

9 She did much better as her temperature fell.

체온이 떨어짐에 따라 그녀는 훨씬 더 잘 해냈다.

10 Her ability to time intervals obviously varied with temperature, so her interval timer worked in an
entirely different way to a [temperature-compensating / temperature-compensated]37) circadian clock.
그녀가 시간 간격을 측정하는 능력은 온도에 따라 분명히 달랐으며, 그래서 그녀의 시간 간격 타이머는 온도로 보정된 체내 시
계에 맞추어 완전히 다른 방식으로 작동했다.

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Chapter 3 QN 31-34 PRACTICE 04

1 When we ask people [telling / to tell]38) us about the most meaningful recognition they’ve
received, they consistently say that it’s “personal.”
우리가 사람들에게 자신들이 받은 ‘가장 의미 있는 인정’에 관해 이야기해 달라고 부탁하면 그들은 한결같이 그것은 ‘개인적인’
것이라고 답한다.

2 They say that it feels special.

그들은 그것이 특별하게 느껴진다고 말한다.

3 That’s [why / bacause]39) it’s so important [for / of]40) you as a leader [paying / to pay]41)
attention to the likes and dislikes of each and every individual in your group.
그래서 리더로서 여러분이 그룹 구성원 개개인이 좋아하는 것과 싫어하는 것에 주의를 기울이는 것이 매우 중요하다.

4 You get a lot more emotional bang for your buck when you make recognition and rewards
personally.
인정과 보상을 개인적이게 만들 때 훨씬 더 큰 감정적 효과를 얻는다.

5 [Step / To step]42) into the shoes of other people and ask [you / yourself]43), “What do I wish
someone would do to celebrate and recognize my contribution?”
다른 사람의 입장이 되어 “나는 내가 한 기여를 축하하고 인정하기 위해 다른 사람이 무엇을 해 주기를 바라는가?”라고 자문해
보라.

6 [Let / Letting]44) your answer to this question [guide / to guide]45) your own thinking about how
to acknowledge the contributions of others, while also [being / to be]46) sensitive to the fact [that /
which]47) not everyone is just like you.
모든 사람이 여러분과 꼭 같지는 않다는 사실도 또한 세심하게 인식하는 한편, 이 질문에 대한 답이 다른 사람의 기여를 인정
하는 방법에 대한 여러분의 생각을 이끌도록 하라.

7 This means [that / what]48) you have to get [enough close / close enough]49) to others [knowing /
to know]50) about what would make recognition [meaningful / meaningfully]51) to them.
이것은 곧, 무엇이 인정을 다른 사람들에게 의미 있게 만드는지에 관해 알기 위해서는 그들과 충분히 가까워져야 한다는 뜻이
다.

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Chapter 3 QN 31-34 PRACTICE 05

1 Humans live way longer than similar species, and we persist long after our physical or reproductive
usefulness has peaked, [it / which]52) isn’t very ‘selective’ if you think about [it / them]53).
인간은 비슷한 종보다 훨씬 오래 살며, 신체적 또는 생식적 유용성이 정점에 이른 지 오랜 후에도 생존하는데, 생각해보면 그
것은 그다지 ‘자연 선택적’이지 않다.

2 There are many theories as to why we ended up so enduring, but one factor seems to play a big
part, [it / which]54) is the positive influence of grandparents, on the survival of young ones and the
community at large.
인류가 결국 그렇게 오래 살게 된 이유에 대해서는 여러 가지 이론이 있지만, 조부모의 긍정적인 영향이라는 한 요소가 어린
자녀와 공동체 전체의 생존에 큰 역할을 하는 것 같다.

3 Older members of a primitive human community may not [be / have been]55) very good at
hunting or the physical stuff, but they were still perfectly capable of looking after the babies and
children, and [weren’t needed / didn’t need]56) to spend time [pursuing / pursue]57) mates or any of
that other [exhausting / exhausted]58) stuff.
원시 인류 공동체의 나이 든 구성원들은 사냥이나 육체적인 일에는 능숙하지 못했을지 몰라도 아기와 아이들을 돌보는 것을
여전히 완벽하게 할 수 있었고, 짝을 찾거나 그 밖의 소모적인 일에 시간을 쏟을 필요가 없었다.

4 The children were [cared for / cared]59), learned wisdom [passed / was passed]60) on directly, extra
hands were available for the day-to-day stuff...
아이들은 보살핌을 받았으며, 학습된 지혜는 직접 전수되었고, 일상적인 일에 여분의 일손이 이용될 수 있었으며…

5 The advantages of keeping your old folks around [is / are]61) many and varied, it seems.
노부모를 모시는 것의 장점은 다양하고 많은 것 같다.

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Chapter 3 QN 31-34 PRACTICE 06

1 Psychology researchers estimate [what / how]62) larger populations of people would respond by
testing smaller, representative samples of people.
심리학 연구자들은 사람들의 더 작고 대표적인 표본을 테스트함으로써 사람들의 더 큰 모집단이 어떻게 반응할지 추정한다.

2 It is intuitive [that / what]63) larger samples would produce more accurate estimates of [which /
how]64) the entire population would respond.
더 큰 표본이 전체 모집단이 어떻게 반응할지를 더 정확하게 추정할 것이라는 사실은 직관적이다.

3 [Consider / Considering]65), for example, a study of attitudes about wearing face masks among
incoming first-year students at your college or university.
예를 들어 대학이나 대학교에 입학하는 1학년 학생들 사이에서 안면 마스크를 착용하는 것에 대한 태도에 관한 연구를 생각해
보라.

4 A study that includes half of all incoming students [is / are]66) likely to provide a far better
approximation of [what / which]67) the entire population feels than a study that includes only 10
incoming students.
단 10명의 입학생을 포함하는 연구보다, 모든 입학생의 절반을 포함한 연구가 훨씬 더 나은 근사치를 제공할 가능성이 있다.

5 The issue is how [strong / strongly]68) random chance influences the smaller sample.
문제는 무작위 확률이 더 작은 표본에 얼마나 강하게 영향을 미치는가 하는 것이다.

6 What if 8 out of the 10 students in the smaller sample happened to come from the same town?
만약 작은 표본의 10명 중 8명이 같은 마을에서 왔다면 어떻게 될까?

7 Or if 9 of them identified as women?

또는 그들 중 9명이 여성으로 확인된다면 어떨까?

8 A larger sample is less prone to be skewed toward one particular town, gender, or any other
factor that might distort the results.
더 큰 표본은 하나의 특정한 마을, 성별 또는 결과를 왜곡할 수도 있는 다른 요인으로 편향되는 경향이 더 적다.

9 Scientists might assume [that / what]69) a small sample is sufficient, when a larger one [is / has]70)
actually required [achieving / to achieve]71) an accurate estimation of the population effects.
모집단의 효과에 대한 정확한 추정을 얻기 위해 더 큰 표본이 실제로 요구되는데도, 과학자들은 작은 표본이 충분하다고 가정
할 수도 있을 것이다.

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Chapter 3 QN 31-34 PRACTICE 07

1 Linear solutions are often limited in their effectiveness when trying [solving / to solve]72) problems
that involve multiple layers of cycles and paradox.
여러 층의 순환과 역설을 포함하는 문제를 해결하고자 할 때, 선형적인 해결책은 그 효과가 흔히 제한적이다.

2 In fact, they often make the presenting problems worse.

사실, 그것들은 표출되는 문제를 더 악화시킨다.

3 Linear solutions involve [breaking / to break]73) the problem into component parts and then
[address / addressing]74) the symptoms of each component with a separate solution or set of
solutions.
선형적인 해결책은 문제를 구성 요소로 나누고, 각 구성 요소의 증상을 개별적인 해결책이나 해결책의 모음으로 다루는 것을
포함한다.

4 Each solution, like any other aspect of nature, will have pros and cons.
다른 자연의 모든 측면과 마찬가지로, 각 해결책에는 장단점이 있을 것이다.

5 Everything in life has an upside and a downside.

삶의 모든 것에는 긍정적인 면과 부정적인 면이 있다.

6 Side effects are a downside of medications, for example.

예를 들어, 약물의 부작용은 약물 치료의 부정적인 면이다.

7 A single problem might be divided into several subproblems, each with its own attempted
solutions that have their own downsides.
하나의 문제는 여러 하위 문제로 나누어질 수도 있는데, 각각의 하위 문제는 그 자체의 부정적인 측면이 있는 그 자체의 시도
된 해결책을 가진다.

8 As a result, the solutions to a single problem [creates / create]75) new problems.

그 결과, 하나의 문제에 대한 해결책들이 새로운 문제들을 만든다.

9 One obvious example of that might be [what / how]76) we have used technology to try [saving /
to save]77) time [only / never]78) to find we have to work more to be able to buy the latest gadgets
and learn more so we can know how to use them.
그것의 한 가지 명백한 예는, 시간을 절약하기 위해 기술을 사용해 왔으나 결국 최신 기기를 구매할 수 있도록 일을 더 많이
해야 하고 그것을 사용하는 방법을 알 수 있도록 더 많은 것을 배워야 한다는 것을 알게 되는 것일 수도 있다.

10 Another example might be the bureaucracy that [involves / is involved]79) in getting service from
a government department.
또 다른 예는 정부 부서에서 서비스를 받기 위해 겪는 번잡한 사무 절차일 수도 있을 것이다.

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Chapter 3 QN 31-34 PRACTICE 08

1 One paradox of power is [that / what]80) leaders who are most effective in building a positive
legacy that outlasts them [is / are]81) [that / those]82) least [interesting / interested]83) in exercising
power for its own sake, or [establish / in establishing]84) their own place in history.
권력의 역설 중 하나는 자신보다 더 오래가는 긍정적인 유산을 남기는 데 가장 유능한 리더들은 그(권력) 자체를 위해서 권력
을 행사하거나 역사에 자신의 자리를 확고히 하는 데 전혀 관심이 없는 사람들이라는 것이다.

2 J. Patrick Dobel cautions leaders [that / what]85) “insisting on credit for your achievements [invites
/ invite]86) disappointment and distortion of personal energy and aspirations.”
J. Patrick Dobel은 리더들에게 ‘자신의 성취에 대한 공로를 주장하는 것은 실망과 개인의 에너지 및 포부의 왜곡을 자초한다’고
경고한다.

3 He also advises aspiring leaders [be / to be]87) proactive “sooner rather than later; a person’s legacy
unfolds every day,” and priorities and relationships formed early in a career [creates / create]88) the
foundations for later achievements.
그는 또한 포부가 있는 리더들에게 ‘차라리 일찌감치’ 상황을 앞서서 주도하도록 조언하는데, ‘사람의 유산은 매일 드러나며,’
경력 초기에 형성된 우선순위와 관계가 나중 성취의 토대를 만든다.

4 People cannot control [what / how]89) history will judge them, but they can be conscious of [what
/ how]90) their daily interactions and priorities affect followers and institutions.
사람은 역사가 자신을 어떻게 평가할지를 통제할 수 없으나 자신의 일상적인 소통과 우선순위가 추종자와 기관에 어떻게 영향
을 미치는지는 알 수 있다.

5 Unless leaders’ priorities include support for others’ careers as well as their own, their legacy is
likely to be limited.
리더들의 우선순위가 자기 자신의 것뿐만 아니라 다른 사람들의 경력을 지원하는 것을 포함하지 않으면, 그들의 유산은 제한될
가능성이 있다.

6 As one leadership development expert notes, “The ultimate test of a leader is not whether he or
she makes smart decisions... but whether he or she teaches others [be / to be]91) leaders and
[builds / build]92) an organization that can sustain its success even when he or she is not around.”
한 리더십 개발 전문가가 언급하듯이, “리더에 대한 최종 시험은 그가 현명한 결정을 내리는지 여부가 아니라, 그가 다른 사람
들을 리더가 되도록 가르치고 심지어 그가 없는 상황에서도 성공을 지속할 수 있는 조직을 구축하는지의 여부이다.”

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Chapter 3 QN 31-34 PRACTICE 09

1 Particularly for very young children, those who are learning the language of instruction, or those
with language delays/disorders, it is important to make experiences [concrete / concretely]93).
특히 매우 어린 아이들, 교수 언어를 배우고 있는 아이들, 또는 언어 지연/장애가 있는 아이들에게는 경험을 구체적으로 만드
는 것이 중요하다.

2 Collaborative storytelling ― for instance, starting with a stuffed toy and initiating a story and then
passing to a child in succession with the words, “and then,” [is / are]94) a way [building / to build]95)
narrative skills in children.
예를 들어, 봉제 인형으로 시작하여 이야기에 착수하며, 그런 다음 ‘그러고 나서’라는 말과 함께 잇달아 한 아이에게 (말을) 넘
기는 협력적인 이야기 만들기는 아이들의 이야기 기술을 키워 주는 방법이다.

3 Teachers who work to build prior knowledge can do a better job of giving every child a chance
to participate and succeed.
사전 지식을 쌓아 주는 데 노력하는 교사들은 모든 아이에게 참여하고 성공할 기회를 주는 것을 더 잘할 수 있다.

4 During a summer reading support program for children, there was talk of going camping but all
the children [has / had]96) not had this experience.
아이들을 위한 여름 독서 지원 프로그램 동안 캠핑 가는 것에 대한 이야기가 나왔지만, 모든 아이들이 이 경험을 한 것은 아니
었다.

5 The teacher used real objects while [telling / told]97) a story about a camping trip, created a
learning center [setting / set]98) up like a campsite with a tent, “campfire,” and even real animals
from a taxidermist; had children [take / to take]99) a virtual camping trip online, and, as a
culminating activity, [parked / parking]100) her camper on the school property so that children could
go on a simulated camping trip.
그 교사는 캠핑 여행에 대한 이야기를 하면서 실제 물건을 사용했고, 텐트, ‘캠프파이어’, 심지어 박제사로부터 구한 진짜 동물
들이 있는 캠핑장처럼 꾸며진 학습 센터를 만들었고, 아이들에게 온라인으로 가상 캠핑 여행을 하게 했고, 마무리 활동으로 아
이들이 모의 캠핑 여행을 갈 수 있도록 학교 부지에 자신의 캠핑카를 주차했다.

6 Together, they built a “word wall” with the words and pictures the students gathered and later
used to talk and write about camping experiences.
함께 그들은 학생들이 모으고 나중에 캠핑 경험에 대해 말하고 쓰는 데 사용한 단어와 그림을 가지고 ‘단어 벽’을 만들었다.

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Chapter 3 QN 31-34 PRACTICE 10

1 Usually, when experts disagree, doubt is the most reasonable response.

보통 전문가들의 의견이 일치하지 않을 때는 의심이 가장 합리적인 대응이다.

2 You might have an opinion about [what / whether]101) the Chinese stock market will rise next
year.
여러분은 내년에 중국 주식 시장이 상승할 것인지에 대한 의견을 가질 수도 있을 것이다.

3 You might have an opinion about the best explanation of the fall of Rome.
로마의 몰락에 대한 최선의 설명에 대한 의견을 가질 수도 있을 것이다.

4 But unless you have some privileged information others lack, you should feel some doubt if
there’s no consensus among the world’s leading experts.
그러나 여러분이 다른 사람들에게 없고 소수에게 독점된 어떤 정보를 가지지 않은 한, 세계 최고의 전문가들 사이에 합의가 없
다면 약간의 의구심을 느낄 것이다.

5 You should probably acknowledge, at least, [that / what]102) the evidence doesn’t decisively
support your preferred view over all others.
아마 적어도 증거가 다른 모든 견해보다 여러분이 선호하는 견해를 결정적으로 뒷받침하지 못한다는 점을 인정해야 할 것이다.

6 You might still prefer your view.

여러분은 여전히 자신의 견해를 선호할 수도 있다.

7 You might champion it, defend it, argue for it, see the counterarguments as flawed, think those
who disagree [be / are]103) failing to appreciate the overall balance of considerations.
그것을 위해 싸우고, 그것을 옹호하고, 그것에 찬성 주장을 하고, 반론에 결함이 있다고 보고, 동의하지 않는 사람들이 고려 사
항의 전체적인 균형을 인식하지 못하고 있다고 생각할 수도 있다.

8 But appropriate epistemic humility and recognition of your history of sometimes misplaced
confidence ought, probably, to inspire substantial uncertainty in moments of judicious assessment.
그러나 적절한 인식론적 겸손과 때때로 잘못된 확신을 가졌던 자신의 역사를 인정하는 것은 아마도 신중한 평가의 순간에 상
당한 불확실성을 불러일으킬 것이다.

9 This is true, of course, when you are a novice, but it is also often true when you yourself are
among the experts.
이것은 물론 여러분이 초심자일 때도 해당되지만, 자신이 전문가에 속할 때도 해당되는 경우가 많다.

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정답 43) yourself 87) to be
44) Let 88) create
1) will
45) guide 89) how
2) does
46) being 90) how
3) continue
47) that 91) to be
4) stimulating
48) that 92) builds
5) being
49) close enough 93) concrete
6) progressively
50) to know 94) is
7) interesting
51) meaningful 95) to build
8) symbolize
52) which 96) had
9) whose
53) it 97) telling
10) whatever
54) which 98) set
11) not to
55) have been 99) take
12) us down
56) didn’t need 100) parked
13) can
57) pursuing 101) whether
14) altering
58) exhausting 102) that
15) is
59) cared for 103) are
16) be
60) was passed
17) luxurious
61) are
18) yours
62) how
19) look
63) that
20) despite
64) how
21) that
65) Consider
22) happy
66) is
23) what
67) what
24) drilled
68) strongly
25) taking
69) that
26) had taken
70) is
27) using
71) to achieve
28) to guess
72) to solve
29) which
73) breaking
30) that
74) addressing
31) claiming
75) create
32) that
76) how
33) had been
77) to save
34) had
78) only
35) what
79) is involved
36) to estimate
80) that
37) temperature-compensated
81) are
38) to tell
82) those
39) why
83) interested
40) for
84) in establishing
41) to pay
85) that
42) Step
86) invites

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Chapter 3 QN 31-34 기출 예제 01

1 People have always needed to eat, and they always [will / will be]1).

2 Rising emphasis on self-expression values [does / do]2) not put an end to material desires.

3 But prevailing economic orientations are gradually being reshaped.

4 People who work in the knowledge sector [continues / continue]3) to seek high salaries, but they
place equal or greater emphasis on doing [stimulating / stimulated]4) work and [are / being]5) able
to follow their own time schedules.

5 Consumption is becoming [progressive / progressively]6) less determined by the need for

sustenance and the practical use of the goods consumed.

6 People still eat, but a growing component of food’s value is determined by its nonmaterial
aspects.

7 People pay a premium to eat exotic cuisines that provide an [interesting / interested]7) experience
or that [symbolizes / symbolize]8) a distinctive life-style.

8 The publics of postindustrial societies place growing emphasis on “political consumerism,” such as
boycotting goods [which / whose]9) production violates ecological or ethical standards.

9 Consumption is less and less a matter of sustenance and more and more a question of life-style
― and choice.

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Chapter 3 QN 31-34 기출 예제 02

1 Epictetus wrote, “A man’s master is he who is able to confirm or remove [what / whatever]10) that
man seeks or shuns.”

2 If you depend on no one except yourself to satisfy your desires, you will have no master other
than yourself and you will be free.

3 Stoic philosophy was about that ― taking charge of your life, learning to work on those things
that are within your power to accomplish or change and [do not / not to]11) waste energy on
things you cannot.

4 In particular, the Stoics warned against reacting emotionally to what is outside your control.

5 Often, Epictetus argued, it’s not our circumstances that get [us down / down us]12) but rather the
judgments we make about them.

6 Consider anger.

7 We don’t get angry at the rain if it spoils our picnic.

8 That would be silly because we can’t do anything about the rain.

9 But we often do get angry if someone mistreats us.

10 We usually can’t control or change that person any more than we [can / can’t]13) stop the rain,
so that is equally silly.

11 More generally, it is just as pointless to tie our feelings of well-being to [alter / altering]14)
another individual’s behavior as it [is / deos]15) to tie them to the weather.

12 Epictetus wrote, “If it concerns anything not in our control, [be / being]16) prepared to say that it
is nothing to you.”

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Chapter 3 QN 31-34 PRACTICE 01

1 Imagine you’ve bought a nice piece of land and built a house.

2 The house is magnificent, with at least three more bedrooms than you need.

3 One year later, somebody else buys the neighboring plot and constructs a house so [luxurious /
luxuriously]17) it makes [you / yours]18) [look / to look]19) like a garden shed.

4 What happens?

5 Your blood pressure rises and your life satisfaction drops ― even though you’re still living very
well.

6 Money is relative.

7 Not just in comparison to others, but in comparison to your past.

8 If you earned ＄50,000 per year during the first half of your career and today you earn ＄75,000,
you’ll be happier than if you first earned ＄75,000 and now earn just ＄60,000.

9 This is [despite / though]20) the fact [that / which]21), averaging the figures, you come out better
off overall in the second scenario.

10 Simply put, your level of wealth ― above the poverty line ― is primarily a matter of
interpretation.

11 But this is good news; it means it’s up to you whether money makes you [happy / happily]22) or
not.

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Chapter 3 QN 31-34 PRACTICE 02

1 All learning involves memory.

2 But people are most likely to remember [that / what]23) they have used and maybe invented, not
what they have had [drill / drilled]24) into their heads.

3 Marshall and Albert began learning French in the sixth grade, but six weeks into the fall semester,
Albert’s parents moved to Paris, [taking / taken]25) the young boy and his sister with them.

4 By the time he graduated from high school, Marshall [took / had taken]26) six years of French,
memorizing vocabulary and usually acing the exams.

5 His parents drilled him, [using / used]27) all the sophisticated procedures of spaced repetition.

6 It doesn’t take much imagination or insight, however, [guessing / to guess]28) which one of the
two boys read, spoke, and wrote French with almost perfect fluency when they met for a reunion
right before going off to college, and [that / which]29) one struggled to keep up with the chatter.

7 People learn deeply by doing in authentic situations.

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Chapter 3 QN 31-34 PRACTICE 03

1 Hudson Hoagland, an American doctor, had shown in the 1930s [that / what]30) the ability to
‘count’ time was temperature dependent.

2 His wife was ill and had a very high fever, somewhere around 39°C.

3 Hoagland needed to go to the drugstore for some medication for her.

4 When he got home his wife was quite upset with him for taking so long, [claiming / claimed]31)
[that / what]32) he [was / had been]33) away for hours.

5 In truth, his trip [has / had]34) only taken about 20 minutes.

6 His wife’s misperception interested Hoagland.

7 Without telling her [that / what]35) he was thinking, he asked her [estimating / to estimate]36) the
duration of a minute by counting to 60 at the rate of one number per second.

8 It turned out that his wife’s estimate of a minute was only 30 seconds long.

9 She did much better as her temperature fell.

10 Her ability to time intervals obviously varied with temperature, so her interval timer worked in an
entirely different way to a [temperature-compensating / temperature-compensated]37) circadian clock.

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Chapter 3 QN 31-34 PRACTICE 04

1 When we ask people [telling / to tell]38) us about the most meaningful recognition they’ve
received, they consistently say that it’s “personal.”

2 They say that it feels special.

3 That’s [why / bacause]39) it’s so important [for / of]40) you as a leader [paying / to pay]41)
attention to the likes and dislikes of each and every individual in your group.

4 You get a lot more emotional bang for your buck when you make recognition and rewards
personally.

5 [Step / To step]42) into the shoes of other people and ask [you / yourself]43), “What do I wish
someone would do to celebrate and recognize my contribution?”

6 [Let / Letting]44) your answer to this question [guide / to guide]45) your own thinking about how
to acknowledge the contributions of others, while also [being / to be]46) sensitive to the fact [that /
which]47) not everyone is just like you.

7 This means [that / what]48) you have to get [enough close / close enough]49) to others [knowing /
to know]50) about what would make recognition [meaningful / meaningfully]51) to them.

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Chapter 3 QN 31-34 PRACTICE 05

1 Humans live way longer than similar species, and we persist long after our physical or reproductive
usefulness has peaked, [it / which]52) isn’t very ‘selective’ if you think about [it / them]53).

2 There are many theories as to why we ended up so enduring, but one factor seems to play a big
part, [it / which]54) is the positive influence of grandparents, on the survival of young ones and the
community at large.

3 Older members of a primitive human community may not [be / have been]55) very good at
hunting or the physical stuff, but they were still perfectly capable of looking after the babies and
children, and [weren’t needed / didn’t need]56) to spend time [pursuing / pursue]57) mates or any of
that other [exhausting / exhausted]58) stuff.

4 The children were [cared for / cared]59), learned wisdom [passed / was passed]60) on directly, extra
hands were available for the day-to-day stuff...

5 The advantages of keeping your old folks around [is / are]61) many and varied, it seems.

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Chapter 3 QN 31-34 PRACTICE 06

1 Psychology researchers estimate [what / how]62) larger populations of people would respond by
testing smaller, representative samples of people.

2 It is intuitive [that / what]63) larger samples would produce more accurate estimates of [which /
how]64) the entire population would respond.

3 [Consider / Considering]65), for example, a study of attitudes about wearing face masks among
incoming first-year students at your college or university.

4 A study that includes half of all incoming students [is / are]66) likely to provide a far better
approximation of [what / which]67) the entire population feels than a study that includes only 10
incoming students.

5 The issue is how [strong / strongly]68) random chance influences the smaller sample.

6 What if 8 out of the 10 students in the smaller sample happened to come from the same town?

7 Or if 9 of them identified as women?

8 A larger sample is less prone to be skewed toward one particular town, gender, or any other
factor that might distort the results.

9 Scientists might assume [that / what]69) a small sample is sufficient, when a larger one [is / has]70)
actually required [achieving / to achieve]71) an accurate estimation of the population effects.

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Chapter 3 QN 31-34 PRACTICE 07

1 Linear solutions are often limited in their effectiveness when trying [solving / to solve]72) problems
that involve multiple layers of cycles and paradox.

2 In fact, they often make the presenting problems worse.

3 Linear solutions involve [breaking / to break]73) the problem into component parts and then
[address / addressing]74) the symptoms of each component with a separate solution or set of
solutions.

4 Each solution, like any other aspect of nature, will have pros and cons.

5 Everything in life has an upside and a downside.

6 Side effects are a downside of medications, for example.

7 A single problem might be divided into several subproblems, each with its own attempted
solutions that have their own downsides.

8 As a result, the solutions to a single problem [creates / create]75) new problems.

9 One obvious example of that might be [what / how]76) we have used technology to try [saving /
to save]77) time [only / never]78) to find we have to work more to be able to buy the latest gadgets
and learn more so we can know how to use them.

10 Another example might be the bureaucracy that [involves / is involved]79) in getting service from
a government department.

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Chapter 3 QN 31-34 PRACTICE 08

1 One paradox of power is [that / what]80) leaders who are most effective in building a positive
legacy that outlasts them [is / are]81) [that / those]82) least [interesting / interested]83) in exercising
power for its own sake, or [establish / in establishing]84) their own place in history.

2 J. Patrick Dobel cautions leaders [that / what]85) “insisting on credit for your achievements [invites
/ invite]86) disappointment and distortion of personal energy and aspirations.”

3 He also advises aspiring leaders [be / to be]87) proactive “sooner rather than later; a person’s legacy
unfolds every day,” and priorities and relationships formed early in a career [creates / create]88) the
foundations for later achievements.

4 People cannot control [what / how]89) history will judge them, but they can be conscious of [what
/ how]90) their daily interactions and priorities affect followers and institutions.

5 Unless leaders’ priorities include support for others’ careers as well as their own, their legacy is
likely to be limited.

6 As one leadership development expert notes, “The ultimate test of a leader is not whether he or
she makes smart decisions... but whether he or she teaches others [be / to be]91) leaders and
[builds / build]92) an organization that can sustain its success even when he or she is not around.”

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Chapter 3 QN 31-34 PRACTICE 09

1 Particularly for very young children, those who are learning the language of instruction, or those
with language delays/disorders, it is important to make experiences [concrete / concretely]93).

2 Collaborative storytelling ― for instance, starting with a stuffed toy and initiating a story and then
passing to a child in succession with the words, “and then,” [is / are]94) a way [building / to build]95)
narrative skills in children.

3 Teachers who work to build prior knowledge can do a better job of giving every child a chance
to participate and succeed.

4 During a summer reading support program for children, there was talk of going camping but all
the children [has / had]96) not had this experience.

5 The teacher used real objects while [telling / told]97) a story about a camping trip, created a
learning center [setting / set]98) up like a campsite with a tent, “campfire,” and even real animals
from a taxidermist; had children [take / to take]99) a virtual camping trip online, and, as a
culminating activity, [parked / parking]100) her camper on the school property so that children could
go on a simulated camping trip.

6 Together, they built a “word wall” with the words and pictures the students gathered and later
used to talk and write about camping experiences.

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Chapter 3 QN 31-34 PRACTICE 10

1 Usually, when experts disagree, doubt is the most reasonable response.

2 You might have an opinion about [what / whether]101) the Chinese stock market will rise next
year.

3 You might have an opinion about the best explanation of the fall of Rome.

4 But unless you have some privileged information others lack, you should feel some doubt if
there’s no consensus among the world’s leading experts.

5 You should probably acknowledge, at least, [that / what]102) the evidence doesn’t decisively
support your preferred view over all others.

6 You might still prefer your view.

7 You might champion it, defend it, argue for it, see the counterarguments as flawed, think those
who disagree [be / are]103) failing to appreciate the overall balance of considerations.

8 But appropriate epistemic humility and recognition of your history of sometimes misplaced
confidence ought, probably, to inspire substantial uncertainty in moments of judicious assessment.

9 This is true, of course, when you are a novice, but it is also often true when you yourself are
among the experts.

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 선택
정답 43) yourself 87) to be
44) Let 88) create
1) will
45) guide 89) how
2) does
46) being 90) how
3) continue
47) that 91) to be
4) stimulating
48) that 92) builds
5) being
49) close enough 93) concrete
6) progressively
50) to know 94) is
7) interesting
51) meaningful 95) to build
8) symbolize
52) which 96) had
9) whose
53) it 97) telling
10) whatever
54) which 98) set
11) not to
55) have been 99) take
12) us down
56) didn’t need 100) parked
13) can
57) pursuing 101) whether
14) altering
58) exhausting 102) that
15) is
59) cared for 103) are
16) be
60) was passed
17) luxurious
61) are
18) yours
62) how
19) look
63) that
20) despite
64) how
21) that
65) Consider
22) happy
66) is
23) what
67) what
24) drilled
68) strongly
25) taking
69) that
26) had taken
70) is
27) using
71) to achieve
28) to guess
72) to solve
29) which
73) breaking
30) that
74) addressing
31) claiming
75) create
32) that
76) how
33) had been
77) to save
34) had
78) only
35) what
79) is involved
36) to estimate
80) that
37) temperature-compensated
81) are
38) to tell
82) those
39) why
83) interested
40) for
84) in establishing
41) to pay
85) that
42) Step
86) invites

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Chapter 3 QN 31-34 기출 예제 01

1 People have always needed to eat, and they always will be1).
사람들은 항상 먹을 것이 필요했으며, 또 항상 그럴 것이다.

2 Rising emphasis on self-expression values do2) not put an end to material desires.
자기표현 가치에 관한 늘어나는 강조가 물질적 욕구를 끝내지는 않는다.

3 But prevailing economic orientations are gradually being reshaped.

하지만 우세한 경제적 방향성이 서서히 재형성되고 있다.

4 People who work in the knowledge sector continues3) to seek high salaries, but they place equal
or greater emphasis on doing stimulated4) work and are5) able to follow their own time schedules.
지식 부문에서 일하는 사람들은 계속 높은 급료를 추구하지만, 그들은 (아주 흥미로워) 자극이 되는 일을 하는 것과 그들 자신
의 시간 계획을 따르는 것에 동등한 또는 더 큰 중점을 둔다.

5 Consumption is becoming progressive6) less determined by the need for sustenance and the
practical use of the goods consumed.
소비는 점진적으로 생존에 대한 필요와 소비되는 재화의 실용적 사용에 의해 덜 결정된다.

6 People still eat, but a growing component of food’s value is determined by its nonmaterial
aspects.
사람들은 여전히 먹지만, 음식 가치의 증가하는 구성 요소가 그것의 비물질적인 측면에 의해 결정된다.

7 People pay a premium to eat exotic cuisines that provide an interested7) experience or that
symbolizes8) a distinctive life-style.
사람들은 흥미로운 경험을 제공하거나 독특한 생활 방식을 상징하는 이국적인 요리를 먹고자 할증금을 낸다.

8 The publics of postindustrial societies place growing emphasis on “political consumerism,” such as
boycotting goods which9) production violates ecological or ethical standards.
탈공업화 사회의 대중은 생산이 생태적 또는 윤리적 기준을 위반하는 상품의 구매를 거부하는 것과 같은 ‘정치적 소비주의’에
점점 더 많은 중점을 둔다.

9 Consumption is less and less a matter of sustenance and more and more a question of life-style
― and choice.
소비는 점점 덜 생존의 문제이며 점점 더 생활 방식, 그리고 선택의 문제이다.

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Chapter 3 QN 31-34 기출 예제 02

1 Epictetus wrote, “A man’s master is he who is able to confirm or remove what10) that man seeks
or shuns.”
Epictetus는 “사람의 주인은 그 사람이 추구하거나 피하는 것은 무엇이든지 확인하거나 제거할 수 있는 사람이다.”라고 썼다.

2 If you depend on no one except yourself to satisfy your desires, you will have no master other
than yourself and you will be free.
만일 여러분이 자신의 욕망을 만족시키기 위해 여러분 자신 외에 누구에게도 의존하지 않는다면, 여러분은 여러분 자신 외에
주인이 없을 것이고 여러분은 자유로울 것이다.

3 Stoic philosophy was about that ― taking charge of your life, learning to work on those things
that are within your power to accomplish or change and do not11) waste energy on things you
cannot.
스토아 철학은 여러분의 삶을 책임지고, 성취하거나 변화하기 위해 여러분의 힘 안에 있는 것들에 노력하는 것과 여러분이 할
수 없는 것들에 에너지를 낭비하지 않는 것을 배우는 것에 관한 것이었다.

4 In particular, the Stoics warned against reacting emotionally to what is outside your control.
특히, 스토아학파는 여러분의 통제 밖에 있는 것에 대해 감정적으로 반응하는 것에 대해 경고했다.

5 Often, Epictetus argued, it’s not our circumstances that get down us12) but rather the judgments
we make about them.
흔히, Epictetus는 우리를 낙담시키는 것은 우리의 상황이 아니라 오히려 그것들에 대해 우리가 내리는 판단이라고 주장했다.

6 Consider anger.
분노를 생각해 보라.

7 We don’t get angry at the rain if it spoils our picnic.

우리는 비가 우리의 소풍을 망친다 해도, 그것에 화가 나지 않는다.

8 That would be silly because we can’t do anything about the rain.

그것은 어리석은 짓인데, 우리가 비에 대해 아무것도 할 수 없기 때문이다.

9 But we often do get angry if someone mistreats us.

하지만 우리는 누군가가 우리를 나쁘게 대한다면 흔히 정말 화가 난다.

10 We usually can’t control or change that person any more than we can’t13) stop the rain, so that
is equally silly.
우리가 비를 멈출 수 없는 것처럼 우리는 대개 그 사람을 통제하거나 바꿀 수도 없으므로, 그것은 마찬가지로 어리석다.

11 More generally, it is just as pointless to tie our feelings of well-being to alter14) another
individual’s behavior as it deos15) to tie them to the weather.
더 일반적으로, 우리의 안녕에 관한 감정을 다른 개인의 행동을 바꾸는 것에 연결하는 것은, 그것들을 날씨에 연결하는 것만큼
이나 무의미하다.

12 Epictetus wrote, “If it concerns anything not in our control, being16) prepared to say that it is
nothing to you.”
Epictetus는 “만약 그것이 우리의 통제 안에 있지 않은 것과 관련이 있다면, 그것은 당신에게 아무것도 아니라고 말할 준비를
하라.”고 썼다.

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Chapter 3 QN 31-34 PRACTICE 01

1 Imagine you’ve bought a nice piece of land and built a house.

멋진 땅을 사서 집을 지었다고 상상해 보라.

2 The house is magnificent, with at least three more bedrooms than you need.
그 집은 여러분이 필요한 것보다 침실이 적어도 3개 더 있는 멋진 집이다.

3 One year later, somebody else buys the neighboring plot and constructs a house so luxuriously17)
it makes you18) to look19) like a garden shed.
1년 후, 다른 어떤 사람이 옆에 있는 땅을 사서 여러분의 집이 정원의 헛간처럼 보이게 할 정도로 아주 호화로운 집을 짓는다.

4 What happens?
무슨 일이 일어날까?

5 Your blood pressure rises and your life satisfaction drops ― even though you’re still living very
well.
여러분은 혈압이 오르고 삶의 만족도가 떨어지는데— 비록 여전히 아주 잘 살고 있다 하더라도 그렇다.

6 Money is relative.
돈은 상대적이다.

7 Not just in comparison to others, but in comparison to your past.

다른 사람과의 비교뿐만 아니라 자신의 과거와 비교해서도 그러하다.

8 If you earned ＄50,000 per year during the first half of your career and today you earn ＄75,000,
you’ll be happier than if you first earned ＄75,000 and now earn just ＄60,000.
경력 전반기에 연간 5만 달러를 벌었고 현재 7만 5천 달러를 벌고 있다면, 처음에 7만 5천 달러를 벌다가 지금은 6만 달러만
버는 경우보다 더 행복할 것이다.

9 This is though20) the fact which21), averaging the figures, you come out better off overall in the
second scenario.
이는 수치의 평균을 내면 두 번째 시나리오에서 전반적으로 더 나은 결과를 얻을 수 있다는 사실에도 불구하고 그렇다.

10 Simply put, your level of wealth ― above the poverty line ― is primarily a matter of
interpretation.
간단히 말해, 재산 수준은, 빈곤선 이상인 경우, 주로 해석의 문제이다.

11 But this is good news; it means it’s up to you whether money makes you happily22) or not.
하지만 이것은 좋은 소식이다. 그것의 의미는 돈이 여러분을 행복하게 만들지의 여부가 여러분에게 달려 있다는 것이다.

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Chapter 3 QN 31-34 PRACTICE 02

1 All learning involves memory.

모든 학습은 기억을 수반한다.

2 But people are most likely to remember that23) they have used and maybe invented, not what
they have had drill24) into their heads.
하지만 사람들은 머릿속에 주입된 것이 아니라 자신이 사용하거나 어쩌면 만들어 냈던 것을 기억할 가능성이 가장 크다.

3 Marshall and Albert began learning French in the sixth grade, but six weeks into the fall semester,
Albert’s parents moved to Paris, taken25) the young boy and his sister with them.
Marshall과 Albert는 6학년 때 프랑스어를 배우기 시작했지만, 가을 학기가 시작되고 6주 후 Albert의 부모님은 그 어린 소년과
그의 여동생을 데리고 파리로 이사했다.

4 By the time he graduated from high school, Marshall took26) six years of French, memorizing
vocabulary and usually acing the exams.
고등학교를 졸업했을 때, Marshall은 이미 6년 동안 프랑스어를 배웠으며 어휘를 암기하고 시험에서 대개 A를 받았다.

5 His parents drilled him, used27) all the sophisticated procedures of spaced repetition.
그의 부모님은 간격을 두고 반복하는 모든 정교한 절차를 사용하여 그를 훈련시켰다.

6 It doesn’t take much imagination or insight, however, guessing28) which one of the two boys read,
spoke, and wrote French with almost perfect fluency when they met for a reunion right before
going off to college, and that29) one struggled to keep up with the chatter.
그러나 대학 진학 직전에 동창회를 위해 만났을 때 두 소년 중 누가 프랑스어를 거의 완벽하게 유창하게 읽고, 말하고, 썼는지,
그리고 누가 수다를 따라잡기 위해 애썼는지 추측하는 데는 많은 상상력이나 통찰력이 필요하지 않다.

7 People learn deeply by doing in authentic situations.

사람들은 진짜 상황에서 학습함으로써 깊이 학습한다.

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Chapter 3 QN 31-34 PRACTICE 03

1 Hudson Hoagland, an American doctor, had shown in the 1930s what30) the ability to ‘count’ time
was temperature dependent.
미국의 의사 Hudson Hoagland는 1930년대에 시간을 ‘세는’ 능력이 체온 의존적임을 입증했었다.

2 His wife was ill and had a very high fever, somewhere around 39°C.
그의 아내는 몸이 아팠고 대략 39°C 정도의 아주 높은 열이 났다.

3 Hoagland needed to go to the drugstore for some medication for her.

Hoagland는 아내를 위해 약국에 가서 약을 사 와야 했다.

4 When he got home his wife was quite upset with him for taking so long, claimed31) what32) he
was33) away for hours.
집에 돌아왔을 때 그의 아내는 그가 몇 시간 동안 자리를 비웠다고 주장하면서 그가 너무 오래 걸린 데 대해 상당히 화가 나
있었다.

5 In truth, his trip has34) only taken about 20 minutes.

사실 그가 갔다 온 시간은 20분 정도밖에 걸리지 않았다.

6 His wife’s misperception interested Hoagland.

아내의 오해는 Hoagland의 관심을 끌었다.

7 Without telling her that35) he was thinking, he asked her estimating36) the duration of a minute by
counting to 60 at the rate of one number per second.
그는 아내에게 자신이 무슨 생각을 하고 있는지 말하지 않고 1초에 한 숫자씩 60까지 세면서 1분의 시간 길이를 추정해 달라
고 부탁했다.

8 It turned out that his wife’s estimate of a minute was only 30 seconds long.
아내가 추정한 1분은 30초에 불과했다는 것이 드러났다.

9 She did much better as her temperature fell.

체온이 떨어짐에 따라 그녀는 훨씬 더 잘 해냈다.

10 Her ability to time intervals obviously varied with temperature, so her interval timer worked in an
entirely different way to a temperature-compensating37) circadian clock.
그녀가 시간 간격을 측정하는 능력은 온도에 따라 분명히 달랐으며, 그래서 그녀의 시간 간격 타이머는 온도로 보정된 체내 시
계에 맞추어 완전히 다른 방식으로 작동했다.

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Chapter 3 QN 31-34 PRACTICE 04

1 When we ask people telling38) us about the most meaningful recognition they’ve received, they
consistently say that it’s “personal.”
우리가 사람들에게 자신들이 받은 ‘가장 의미 있는 인정’에 관해 이야기해 달라고 부탁하면 그들은 한결같이 그것은 ‘개인적인’
것이라고 답한다.

2 They say that it feels special.

그들은 그것이 특별하게 느껴진다고 말한다.

3 That’s bacause39) it’s so important of40) you as a leader paying41) attention to the likes and
dislikes of each and every individual in your group.
그래서 리더로서 여러분이 그룹 구성원 개개인이 좋아하는 것과 싫어하는 것에 주의를 기울이는 것이 매우 중요하다.

4 You get a lot more emotional bang for your buck when you make recognition and rewards
personally.
인정과 보상을 개인적이게 만들 때 훨씬 더 큰 감정적 효과를 얻는다.

5 To step42) into the shoes of other people and ask you43), “What do I wish someone would do to
celebrate and recognize my contribution?”
다른 사람의 입장이 되어 “나는 내가 한 기여를 축하하고 인정하기 위해 다른 사람이 무엇을 해 주기를 바라는가?”라고 자문해
보라.

6 Letting44) your answer to this question to guide45) your own thinking about how to acknowledge
the contributions of others, while also to be46) sensitive to the fact which47) not everyone is just like
you.
모든 사람이 여러분과 꼭 같지는 않다는 사실도 또한 세심하게 인식하는 한편, 이 질문에 대한 답이 다른 사람의 기여를 인정
하는 방법에 대한 여러분의 생각을 이끌도록 하라.

7 This means what48) you have to get enough close49) to others knowing50) about what would make
recognition meaningfully51) to them.
이것은 곧, 무엇이 인정을 다른 사람들에게 의미 있게 만드는지에 관해 알기 위해서는 그들과 충분히 가까워져야 한다는 뜻이
다.

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Chapter 3 QN 31-34 PRACTICE 05

1 Humans live way longer than similar species, and we persist long after our physical or reproductive
usefulness has peaked, it52) isn’t very ‘selective’ if you think about them53).
인간은 비슷한 종보다 훨씬 오래 살며, 신체적 또는 생식적 유용성이 정점에 이른 지 오랜 후에도 생존하는데, 생각해보면 그
것은 그다지 ‘자연 선택적’이지 않다.

2 There are many theories as to why we ended up so enduring, but one factor seems to play a big
part, it54) is the positive influence of grandparents, on the survival of young ones and the
community at large.
인류가 결국 그렇게 오래 살게 된 이유에 대해서는 여러 가지 이론이 있지만, 조부모의 긍정적인 영향이라는 한 요소가 어린
자녀와 공동체 전체의 생존에 큰 역할을 하는 것 같다.

3 Older members of a primitive human community may not be55) very good at hunting or the
physical stuff, but they were still perfectly capable of looking after the babies and children, and
weren’t needed56) to spend time pursue57) mates or any of that other exhausted58) stuff.
원시 인류 공동체의 나이 든 구성원들은 사냥이나 육체적인 일에는 능숙하지 못했을지 몰라도 아기와 아이들을 돌보는 것을
여전히 완벽하게 할 수 있었고, 짝을 찾거나 그 밖의 소모적인 일에 시간을 쏟을 필요가 없었다.

4 The children were cared59), learned wisdom passed60) on directly, extra hands were available for
the day-to-day stuff...
아이들은 보살핌을 받았으며, 학습된 지혜는 직접 전수되었고, 일상적인 일에 여분의 일손이 이용될 수 있었으며…

5 The advantages of keeping your old folks around is61) many and varied, it seems.
노부모를 모시는 것의 장점은 다양하고 많은 것 같다.

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Chapter 3 QN 31-34 PRACTICE 06

1 Psychology researchers estimate what62) larger populations of people would respond by testing
smaller, representative samples of people.
심리학 연구자들은 사람들의 더 작고 대표적인 표본을 테스트함으로써 사람들의 더 큰 모집단이 어떻게 반응할지 추정한다.

2 It is intuitive what63) larger samples would produce more accurate estimates of which64) the entire
population would respond.
더 큰 표본이 전체 모집단이 어떻게 반응할지를 더 정확하게 추정할 것이라는 사실은 직관적이다.

3 Considering65), for example, a study of attitudes about wearing face masks among incoming
first-year students at your college or university.
예를 들어 대학이나 대학교에 입학하는 1학년 학생들 사이에서 안면 마스크를 착용하는 것에 대한 태도에 관한 연구를 생각해
보라.

4 A study that includes half of all incoming students are66) likely to provide a far better
approximation of which67) the entire population feels than a study that includes only 10 incoming
students.
단 10명의 입학생을 포함하는 연구보다, 모든 입학생의 절반을 포함한 연구가 훨씬 더 나은 근사치를 제공할 가능성이 있다.

5 The issue is how strong68) random chance influences the smaller sample.
문제는 무작위 확률이 더 작은 표본에 얼마나 강하게 영향을 미치는가 하는 것이다.

6 What if 8 out of the 10 students in the smaller sample happened to come from the same town?
만약 작은 표본의 10명 중 8명이 같은 마을에서 왔다면 어떻게 될까?

7 Or if 9 of them identified as women?

또는 그들 중 9명이 여성으로 확인된다면 어떨까?

8 A larger sample is less prone to be skewed toward one particular town, gender, or any other
factor that might distort the results.
더 큰 표본은 하나의 특정한 마을, 성별 또는 결과를 왜곡할 수도 있는 다른 요인으로 편향되는 경향이 더 적다.

9 Scientists might assume what69) a small sample is sufficient, when a larger one has70) actually
required achieving71) an accurate estimation of the population effects.
모집단의 효과에 대한 정확한 추정을 얻기 위해 더 큰 표본이 실제로 요구되는데도, 과학자들은 작은 표본이 충분하다고 가정
할 수도 있을 것이다.

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Chapter 3 QN 31-34 PRACTICE 07

1 Linear solutions are often limited in their effectiveness when trying solving72) problems that involve
multiple layers of cycles and paradox.
여러 층의 순환과 역설을 포함하는 문제를 해결하고자 할 때, 선형적인 해결책은 그 효과가 흔히 제한적이다.

2 In fact, they often make the presenting problems worse.

사실, 그것들은 표출되는 문제를 더 악화시킨다.

3 Linear solutions involve to break73) the problem into component parts and then address74) the
symptoms of each component with a separate solution or set of solutions.
선형적인 해결책은 문제를 구성 요소로 나누고, 각 구성 요소의 증상을 개별적인 해결책이나 해결책의 모음으로 다루는 것을
포함한다.

4 Each solution, like any other aspect of nature, will have pros and cons.
다른 자연의 모든 측면과 마찬가지로, 각 해결책에는 장단점이 있을 것이다.

5 Everything in life has an upside and a downside.

삶의 모든 것에는 긍정적인 면과 부정적인 면이 있다.

6 Side effects are a downside of medications, for example.

예를 들어, 약물의 부작용은 약물 치료의 부정적인 면이다.

7 A single problem might be divided into several subproblems, each with its own attempted
solutions that have their own downsides.
하나의 문제는 여러 하위 문제로 나누어질 수도 있는데, 각각의 하위 문제는 그 자체의 부정적인 측면이 있는 그 자체의 시도
된 해결책을 가진다.

8 As a result, the solutions to a single problem creates75) new problems.

그 결과, 하나의 문제에 대한 해결책들이 새로운 문제들을 만든다.

9 One obvious example of that might be what76) we have used technology to try saving77) time
never78) to find we have to work more to be able to buy the latest gadgets and learn more so we
can know how to use them.
그것의 한 가지 명백한 예는, 시간을 절약하기 위해 기술을 사용해 왔으나 결국 최신 기기를 구매할 수 있도록 일을 더 많이
해야 하고 그것을 사용하는 방법을 알 수 있도록 더 많은 것을 배워야 한다는 것을 알게 되는 것일 수도 있다.

10 Another example might be the bureaucracy that involves79) in getting service from a government
department.
또 다른 예는 정부 부서에서 서비스를 받기 위해 겪는 번잡한 사무 절차일 수도 있을 것이다.

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Chapter 3 QN 31-34 PRACTICE 08

1 One paradox of power is what80) leaders who are most effective in building a positive legacy that
outlasts them is81) that82) least interesting83) in exercising power for its own sake, or establish84) their
own place in history.
권력의 역설 중 하나는 자신보다 더 오래가는 긍정적인 유산을 남기는 데 가장 유능한 리더들은 그(권력) 자체를 위해서 권력
을 행사하거나 역사에 자신의 자리를 확고히 하는 데 전혀 관심이 없는 사람들이라는 것이다.

2 J. Patrick Dobel cautions leaders what85) “insisting on credit for your achievements invite86)
disappointment and distortion of personal energy and aspirations.”
J. Patrick Dobel은 리더들에게 ‘자신의 성취에 대한 공로를 주장하는 것은 실망과 개인의 에너지 및 포부의 왜곡을 자초한다’고
경고한다.

3 He also advises aspiring leaders be87) proactive “sooner rather than later; a person’s legacy unfolds
every day,” and priorities and relationships formed early in a career creates88) the foundations for later
achievements.
그는 또한 포부가 있는 리더들에게 ‘차라리 일찌감치’ 상황을 앞서서 주도하도록 조언하는데, ‘사람의 유산은 매일 드러나며,’
경력 초기에 형성된 우선순위와 관계가 나중 성취의 토대를 만든다.

4 People cannot control what89) history will judge them, but they can be conscious of what90) their
daily interactions and priorities affect followers and institutions.
사람은 역사가 자신을 어떻게 평가할지를 통제할 수 없으나 자신의 일상적인 소통과 우선순위가 추종자와 기관에 어떻게 영향
을 미치는지는 알 수 있다.

5 Unless leaders’ priorities include support for others’ careers as well as their own, their legacy is
likely to be limited.
리더들의 우선순위가 자기 자신의 것뿐만 아니라 다른 사람들의 경력을 지원하는 것을 포함하지 않으면, 그들의 유산은 제한될
가능성이 있다.

6 As one leadership development expert notes, “The ultimate test of a leader is not whether he or
she makes smart decisions... but whether he or she teaches others be91) leaders and build92) an
organization that can sustain its success even when he or she is not around.”
한 리더십 개발 전문가가 언급하듯이, “리더에 대한 최종 시험은 그가 현명한 결정을 내리는지 여부가 아니라, 그가 다른 사람
들을 리더가 되도록 가르치고 심지어 그가 없는 상황에서도 성공을 지속할 수 있는 조직을 구축하는지의 여부이다.”

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Chapter 3 QN 31-34 PRACTICE 09

1 Particularly for very young children, those who are learning the language of instruction, or those
with language delays/disorders, it is important to make experiences concretely93).
특히 매우 어린 아이들, 교수 언어를 배우고 있는 아이들, 또는 언어 지연/장애가 있는 아이들에게는 경험을 구체적으로 만드
는 것이 중요하다.

2 Collaborative storytelling ― for instance, starting with a stuffed toy and initiating a story and then
passing to a child in succession with the words, “and then,” are94) a way building95) narrative skills in
children.
예를 들어, 봉제 인형으로 시작하여 이야기에 착수하며, 그런 다음 ‘그러고 나서’라는 말과 함께 잇달아 한 아이에게 (말을) 넘
기는 협력적인 이야기 만들기는 아이들의 이야기 기술을 키워 주는 방법이다.

3 Teachers who work to build prior knowledge can do a better job of giving every child a chance
to participate and succeed.
사전 지식을 쌓아 주는 데 노력하는 교사들은 모든 아이에게 참여하고 성공할 기회를 주는 것을 더 잘할 수 있다.

4 During a summer reading support program for children, there was talk of going camping but all
the children has96) not had this experience.
아이들을 위한 여름 독서 지원 프로그램 동안 캠핑 가는 것에 대한 이야기가 나왔지만, 모든 아이들이 이 경험을 한 것은 아니
었다.

5 The teacher used real objects while told97) a story about a camping trip, created a learning center
setting98) up like a campsite with a tent, “campfire,” and even real animals from a taxidermist; had
children to take99) a virtual camping trip online, and, as a culminating activity, parking100) her
camper on the school property so that children could go on a simulated camping trip.
그 교사는 캠핑 여행에 대한 이야기를 하면서 실제 물건을 사용했고, 텐트, ‘캠프파이어’, 심지어 박제사로부터 구한 진짜 동물
들이 있는 캠핑장처럼 꾸며진 학습 센터를 만들었고, 아이들에게 온라인으로 가상 캠핑 여행을 하게 했고, 마무리 활동으로 아
이들이 모의 캠핑 여행을 갈 수 있도록 학교 부지에 자신의 캠핑카를 주차했다.

6 Together, they built a “word wall” with the words and pictures the students gathered and later
used to talk and write about camping experiences.
함께 그들은 학생들이 모으고 나중에 캠핑 경험에 대해 말하고 쓰는 데 사용한 단어와 그림을 가지고 ‘단어 벽’을 만들었다.

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Chapter 3 QN 31-34 PRACTICE 10

1 Usually, when experts disagree, doubt is the most reasonable response.

보통 전문가들의 의견이 일치하지 않을 때는 의심이 가장 합리적인 대응이다.

2 You might have an opinion about what101) the Chinese stock market will rise next year.
여러분은 내년에 중국 주식 시장이 상승할 것인지에 대한 의견을 가질 수도 있을 것이다.

3 You might have an opinion about the best explanation of the fall of Rome.
로마의 몰락에 대한 최선의 설명에 대한 의견을 가질 수도 있을 것이다.

4 But unless you have some privileged information others lack, you should feel some doubt if
there’s no consensus among the world’s leading experts.
그러나 여러분이 다른 사람들에게 없고 소수에게 독점된 어떤 정보를 가지지 않은 한, 세계 최고의 전문가들 사이에 합의가 없
다면 약간의 의구심을 느낄 것이다.

5 You should probably acknowledge, at least, what102) the evidence doesn’t decisively support your
preferred view over all others.
아마 적어도 증거가 다른 모든 견해보다 여러분이 선호하는 견해를 결정적으로 뒷받침하지 못한다는 점을 인정해야 할 것이다.

6 You might still prefer your view.

여러분은 여전히 자신의 견해를 선호할 수도 있다.

7 You might champion it, defend it, argue for it, see the counterarguments as flawed, think those
who disagree be103) failing to appreciate the overall balance of considerations.
그것을 위해 싸우고, 그것을 옹호하고, 그것에 찬성 주장을 하고, 반론에 결함이 있다고 보고, 동의하지 않는 사람들이 고려 사
항의 전체적인 균형을 인식하지 못하고 있다고 생각할 수도 있다.

8 But appropriate epistemic humility and recognition of your history of sometimes misplaced
confidence ought, probably, to inspire substantial uncertainty in moments of judicious assessment.
그러나 적절한 인식론적 겸손과 때때로 잘못된 확신을 가졌던 자신의 역사를 인정하는 것은 아마도 신중한 평가의 순간에 상
당한 불확실성을 불러일으킬 것이다.

9 This is true, of course, when you are a novice, but it is also often true when you yourself are
among the experts.
이것은 물론 여러분이 초심자일 때도 해당되지만, 자신이 전문가에 속할 때도 해당되는 경우가 많다.

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 올림포스 9대 변별유형 Chapter 03 QN 31-34 어법 오류 수정
정답 43) yourself 87) to be
44) Let 88) create
1) will
45) guide 89) how
2) does
46) being 90) how
3) continue
47) that 91) to be
4) stimulating
48) that 92) builds
5) being
49) close enough 93) concrete
6) progressively
50) to know 94) is
7) interesting
51) meaningful 95) to build
8) symbolize
52) which 96) had
9) whose
53) it 97) telling
10) whatever
54) which 98) set
11) not to
55) have been 99) take
12) us down
56) didn’t need 100) parked
13) can
57) pursuing 101) whether
14) altering
58) exhausting 102) that
15) is
59) cared for 103) are
16) be
60) was passed
17) luxurious
61) are
18) yours
62) how
19) look
63) that
20) despite
64) how
21) that
65) Consider
22) happy
66) is
23) what
67) what
24) drilled
68) strongly
25) taking
69) that
26) had taken
70) is
27) using
71) to achieve
28) to guess
72) to solve
29) which
73) breaking
30) that
74) addressing
31) claiming
75) create
32) that
76) how
33) had been
77) to save
34) had
78) only
35) what
79) is involved
36) to estimate
80) that
37) temperature-compensated
81) are
38) to tell
82) those
39) why
83) interested
40) for
84) in establishing
41) to pay
85) that
42) Step
86) invites

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