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(A)

 The town didn't look the same. The downtown area had begun to change early in the morning. Car club mem-bers were parading down the street. The men and women walking down the main street were wearing leather jack-ets as if they had just arrived in a time machine. The music echoing from Shain Park stirred memories of a sim-pler time. Young kids were competing to see who could blow the biggest bubble in town. Youngsters were show-ing off their creatively decorated bicycles to get a free lunch. Some were dressed up for a fashion contest.

(B)

 If you see yourself as being hopeless at mathematics, you will always have difficulty with numbers. Perhaps, influenced by some bad early experiences, you will have developed an attitude that says, "No matter what, I can't do math." Therefore, you don't try. As a result, you will fall further and further behind. If ever you do succeed, you say, "It's just good luck." When you don't succeed, chances are that you say, "There! That proves I am hopeless." This is a typical example of a person who has a poor .

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¨ç result       ¨è self-image       ¨é luck      ¨ê answer      ¨ëself-service

 

2. À­±Û (A)¿Í (B)°¡ °øÅëÀ¸·Î ½Ã»çÇÏ´Â ¹Ù·Î °¡Àå ÀûÀýÇÑ °ÍÀº?

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¨é Àΰ£ ÇൿÀº ¼ºÃë ÁöÇâÀûÀÌ´Ù.

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´ÙÀ½ ±ÛÀ» ÀÐ°í ¹°À½¿¡ ´äÇϽÿÀ.

(A)

 Mr. Clark is very pleased that his ten-year-old daughter is good at learning for-eign languages. He sends his daughter for private foreign language lessons every evening. However, she has a lot of homework and now finds it very hard to do everything. She wanted to stop going for Japanese and Arabic lessons, but her father would not listen. "You must learn as much as you can while you are young," he said. She has become stressed and anxious.

(B)

 Rick Bell was six, but he was very good at mathematics. Rick liked to play with his friends and enjoyed reading and writing more than mathematics. He dreamed of being a football player. Mr. Bell refused to listen to him. He insisted that his son go to a special school for the gifted where he could develop his talent for mathemat-ics. After a year at the school, even his son's teachers agreed that he was unhappy.

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¨è Á¶±â ±³À°À» ÇØ¾ß ÇÑ´Ù.

¨é º»ÀÎÀÇ Àǻ縦 Á¸ÁßÇØ¾ß ÇÑ´Ù.

¨ê Áö½Ä ±³À°À» ¿ì¼±ÇØ¾ß ÇÑ´Ù.

¨ë ¿Ü±¹¾î ±³À°À» °­È­ÇØ¾ß ÇÑ´Ù.

 

2. À­±Û(A)ÀÇ ¹ØÁÙÄ£ Japanese and Arabic lessons¿¡ »óÀÀÇÏ´Â °ÍÀ» (B)¿¡¼­ °í¸¦ ¶§, °¡Àå ÀûÀýÇÑ °ÍÀº?

¨ç football       ¨è friends      ¨é reading      ¨ê writing     ¨ë mathematics