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 misconceptions, 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 risk 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 derogatory comments. As educators we can model this by recording all answers to be considered without giving any verbal or physical expressions that indicate ①opposition or disagreement with any answer. The teacher may need to practice having a ②blank face. Students look to teachers as the source of ③accurate answers. Part of building a safe learning community is to ④transfer this source of knowledge to the students, by ⑤enabling them to defend the thinking behind their solutions.

① opposition
② blank
③ accurate
④ transfer
⑤ enabling

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

The usual intercity traveler moves slowly through the station area. The passenger may not be familiar with the routine, have baggage to handle and check or retrieve, have a long wait for connections or delayed trains, and may require information, food, and a comfortable place to ①sit. Commuters, on the other hand, are familiar with the route through the station, have little or no luggage, and are usually in a hurry. They want ②immediate access to or from local streets and transport. These two types of traffic should be kept ③unified to avoid conflict and confusion. In some large stations such as Grand Central Terminal in New York City, commuter and intercity trains arrive and depart on different levels. In smaller stations, separate platforms should be used and traffic ④directed so that the two lines of movement do not cross. In some instances, separate stations are in use. Clear and concise direction and routing signs and other means of ⑤guidance are desirable.

① sit
② immediate
③ unified
④ directed
⑤ guidance

3. 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 ①states. Each lighting cue triggers a change to a new state. Like actors, lighting cues usually need a ②reason. This might be something very obvious such as a cue required to brighten a room setting when an actor turns on a light switch or the rapid increase in ③intensity 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 ④dramatic change in atmosphere over a number of minutes, motivated perhaps by the mention of a sunset or the intention to slowly change the feel of the performance from normal to threatening. The question, ‘What will lighting do for this production?’ needs to be asked for each ⑤moment of the production, each dramatic unit or scene, and each transition.

① states
② reason
③ intensity
④ dramatic
⑤ moment

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

Rooms have their own “sound” because they impose their own characteristics on audio signals contained within them. It’s actually kind of remarkable. Sound such as music coming from headphones will sound the same everywhere. No matter what acoustical environment we are in, the headphones sound the same. That’s because the room is not part of that playback signal path. But sound such as music from a loudspeaker will sound ①different in every acoustical environment. Every room where you set up the loudspeaker will ②produce the sound you hear to be different—sometimes dramatically different; that is because the room is now part of the signal path. Also, in the same room, the loudspeaker will sound different when it is placed in ③various locations in the room and it will sound different as you move around the room. Similarly, when you are recording a musical instrument, the sound you receive at the microphone will be different in every room and the recorded sound will sound ④identical as the instrument or the microphone is moved. The room’s acoustical properties therefore ⑤influence both what we hear and what gets recorded.

① different
② produce
③ various
④ identical
⑤ influence

5. 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 ①broadening the focus. As students become deeply absorbed in their research, they may spend less time exploring related fields or acquiring ②competencies outside their immediate area of study. Consequently, this singular focus may ③restrict the breadth of knowledge and skills developed during the programme, potentially ④impeding 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 ⑤combine research with coursework and training in transferable skills. By incorporating coursework, seminars, workshops and internships into the curriculum, they aim to provide students with a broader skill set and better prepare them for a variety of career paths beyond academia.

① broadening
② competencies
③ restrict
④ impeding
⑤ combine

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

Research shows that, by age three, children understand that imaginary objects do not come to life. This is especially clear with respect to everyday objects—children know that even though they imagine a pencil in an empty box, the box will remain empty. However, emotion can sometimes ①disturb this understanding, or at least its expression. That is, even though a child knows that monsters are not real, the thought of a monster under a bed might be enough to make a child ②decline to go into his room at night. Indeed, research shows that children have a more difficult time ③displaying their understanding of the causal relations between imagination and reality when they are asked to pretend or imagine scary things, like monsters. In one study, preschool children were shown an empty box and were asked to imagine a monster inside. All children ④disagreed that the box was empty. However, when they were left alone with the box they exhibited ⑤avoidance of it.

① disturb
② decline
③ displaying
④ disagreed
⑤ avoidance