1. 다음 글의 밑줄 친 ①~⑤ 중, 문맥상 낱말의 쓰임이 적절하지 않은 것은?

A first step toward establishing a respectful classroom learning community is acceptance of all ideas and answers—regardless of any obvious errors. Rich mathematical discussions cannot occur if this expectation is not in place. We must remember that wrong answers are often rooted in ①misunderstandings, and unless these ideas are allowed to be brought to the forefront, we cannot help students confront their thinking. Students who are in safe learning environments are willing to ②avoid sharing an incorrect answer with their peers in order to grow mathematically. It is important to model and expect the acceptance of all ideas without ③derogatory comments. As educators we can model this by recording all answers to be considered without giving any verbal or physical expressions that ④signal agreement or disagreement with any answer. The teacher may need to practice having a “blank face.” Students look to teachers as the source of correct answers. Part of building a safe learning community is to ⑤shift this source of knowledge to the students, by equipping them to defend the thinking behind their solutions.

① misunderstandings
② avoid
③ derogatory
④ signal
⑤ shift

2. 다음 글의 밑줄 친 단어 중, 문맥상 쓰임이 적절하지 않은 것은?

Most performance lighting is made up of a number of different looks which we have called lighting states. Each lighting cue triggers a change to a new state. Like actors, lighting cues usually need a ①motivation. This might be something very obvious such as a cue required to ②dim a room setting when an actor turns on a light switch or the rapid increase in intensity at the end of a dance number in a traditional musical (known as a button cue). At other times we will need a cue to provide a ③subtle change in atmosphere over a number of minutes, motivated perhaps by the mention of a sunset or the intention to slowly ④alter the feel of the performance from normal to ⑤menacing.

① motivation
② dim
③ subtle
④ alter
⑤ menacing

3. 다음 글의 밑줄 친 단어 중, 문맥상 쓰임이 적절하지 않은 것은?

In a thesis-based doctoral programme, students typically spend a significant amount of time and effort researching a specific topic. While this deep dive into a particular area allows for thorough exploration and understanding, it can also result in ①restricting the focus. As students become deeply absorbed in their research, they may spend less time exploring related fields or acquiring ②abilities outside their immediate area of study. Consequently, this singular focus may limit the breadth of knowledge and skills developed during the programme, potentially ③facilitating students’ ability to adapt to diverse career paths or address interdisciplinary challenges. Some universities in Europe have recognised the limitations of traditional thesis-based doctoral programmes and have started to implement more structured approaches. These structured programmes often combine research with coursework and training in ④transferable skills. By incorporating coursework, seminars, workshops and internships into the curriculum, they aim to provide students with a broader ⑤skill set and better prepare them for a variety of career paths beyond academia.

① ①
② ②
③ ③
④ ④
⑤ ⑤