심화영어독해 중간 — David 실전 모의고사

PART I

the Five — 서술형 5문항 (100점)

제시문(원문 verbatim) → 요구 조건 → 답안 칸

Question 1. 수사 분석 (Rhetorical Analysis) 20점 ② Piano (+ Biden · Dolly Parton)

원문"Piano" — Edgar Kunz (정리본 행 번호)

L1I held him together

L2as long as I could, she says.

L3He stopped working,

L4stopped coming upstairs.

L5He was like tissue paper

L6coming apart in water.

L7Like smoke in my hands.

In lines 1–7 of "Piano," identify TWO figurative devices. Analyze how their diction and syntax reveal what the class called the limits of love. Do NOT simply summarize — analyze the rhetorical effect.

Question 2. Shift 찾기 20점 ① All Trains Are Going Local

원문"All Trains Are Going Local" — Timothy Liu (정리본 행 번호)

L7Running to get to or away from?

L8the stranger who helps you up

L9wants to know, you who are so used to

L10anything scribbled on a prescription blank.

L11Just want the pain to go away, you say,

L12surprised to find yourself

L13reaching for someone else's hand.

Find the Shift in lines 7–13 of "All Trains Are Going Local." Quote the line(s) BEFORE and AFTER the Shift, name the device that creates it, and explain how the speaker changes.

Question 3. 어휘 + 인용 해석 (Vocabulary in Context) 20점 ③ My Secret Pepsi Plot

원문"My Secret Pepsi Plot" — Boris Fishman

¶2In the Soviet Union, we were secretly wealthy, but we arrived in Brooklyn as paupers. We patrolled curbsides, washed floors for $3 an hour and reused paper towels. I was 10 years old, and I helped how I could. It’s an old story for immigrant kids: You learn English faster than the adults, becoming their ambassador in this new world. You argue with Nynex over the 10-cent discrepancy on the telephone bill and with the grocery clerk over how the potatoes are rung up; joy is when you manage to ease the anxiety on the faces of people who, until now, were the ones you looked to for reassurance and calm. You wish you were old enough to earn real money instead.

원문"My Secret Pepsi Plot" — Boris Fishman

¶9It would be some time before I learned that the bottle deposit is factored into the original cost of the bottle. I was merely reimbursing my parents for something already due to them. But that afternoon, returning from the store, my feet didn’t feel the pavement. At home, Grandmother was waking to a missing 10-year-old; somewhere in the neighborhood, the other adults were going curbside to curbside to check for loot; and I was running toward them with their ransom burning a fire in my pocket.

(1) Give the meaning in context of "ambassador" (¶2), "reimbursing" (¶9), and "ransom" (¶9). (2) Explain how the expression "my feet didn’t feel the pavement" (¶9) works, as the class analyzed it.

Question 4. Synthesis (텍스트 교차) 25점 ④ The Lottery · The Maldive Shark

원문"The Lottery" — Shirley Jackson

¶73Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones. The pile of stones the boys had made earlier was ready; there were stones on the ground with the blowing scraps of paper that had come out of the box. Mrs. Delacroix selected a stone so large she had to pick it up with both hands and turned to Mrs. Dunbar. "Come on," she said. "Hurry up."

원문"The Maldive Shark" — Herman Melville (정리본 행 번호)

L13They are friends; and friendly they guide him to prey,

L14Yet never partake of the treat—

L15Eyes and brains to the dotard lethargic and dull,

L16Pale ravener of horrible meat.

Using paragraph 73 of "The Lottery," lines 13–16 of "The Maldive Shark," and the class idea of the banality of evil, explain how ordinary participants keep harm going. Then evaluate whether indirect participants are morally responsible.

Question 5. 처방 비교 + 평가 (Connection & Evaluation) 15점 ⑤ Far from the Tree · Love After Love

원문Far from the Tree — Andrew Solomon

¶32I wish I’d been accepted sooner and better. When I was younger, not being accepted made me enraged, but now, I am not inclined to dismantle my history. If you banish the dragons, you banish the heroes —and we become attached to the heroic strain in our personal history. We choose our own lives. It is not simply that we decide on the behaviors that construct our experience; when given our druthers, we elect to be ourselves. Most of us would like to be more successful or more beautiful or wealthier, and most people endure episodes of low self-esteem or even self-hatred. We despair a hundred times a day. But we retain the startling evolutionary imperative of affection for the fact of ourselves, and with that splinter of grandiosity we redeem our flaws.

수업요약(B)이 인용한 "Love After Love" 구절 — 시 전문은 범위 문서에 없음(행 번호 없음)

수업요약 · 2차 요약L4146“Give wine. Give bread.”L4167–4168Sit. / Eat.L422436. “Sit. Feast on Your Life.”

Solomon (Far from the Tree, ¶32–33) and Walcott ("Love After Love," as quoted in class) both offer a "prescription" for self-acceptance. Compare the two and evaluate which is more useful.

PART II

선택형 10문항 (별도 연습 · 배점 없음)

2025 David 파트 형식 가정 · 5지선다

[① All Trains Are Going Local]

1What does "Thought you were at a standstill / but you were only slowing down enough" (L2–3) suggest, according to the class?추론 (BEST explains)

① The speaker has stopped for good and will never be able to move on again.

② The speaker is speeding up to catch the express train on time.

③ An apparent stop may in fact be a slower stage of moving forward.

④ Slowing down is presented as a clear sign of laziness and weakness.

⑤ The speaker’s body feels nothing because his medicine numbs it.

2The teacher compared the poem’s line breaks to the New York subway. What is the point of this comparison?수사 효과·기능

① Sentences stop and restart unpredictably, like a train halting between stations.

② Every line ends with a full stop, like a train arriving exactly on schedule.

③ The lines are long and smooth, like an express train skipping small stations.

④ The poem keeps a regular rhyme scheme that copies the sound of the wheels.

⑤ The breaks show that the speaker lives in Seoul rather than in New York.

[② Piano (+ Biden · Dolly Parton)]

3In class, Joe Biden’s voicemail to his son was used mainly to show…추론 (BEST explains)

① that political leaders should not discuss private family matters.

② that enough money and influence can make a person recover.

③ that addiction happens only to one particular type of person.

④ a father’s love for a son whom love alone could not repair.

⑤ that the son had already recovered from his addiction before the call was made.

4What does the ending "The second I step away / it’s already falling out of tune." (L17–18) emphasize?인용 의도

① The tuner’s pride that her careful work lasts for many years after she leaves.

② The endless responsibility of caring for someone who cannot stay "in tune" for good.

③ The poor quality of the piano, which the tuner blames on its careless owner.

④ The tuner’s decision to quit the job because she no longer loves it.

⑤ The idea that one perfect tuning can solve the problem permanently.

[③ My Secret Pepsi Plot]

5In ¶2, the narrator says that immigrant kids become the adults’ "ambassador in this new world." Which BEST explains this word choice?상징·인물 해석

① The child works for the Soviet government as an official diplomat in a foreign country.

② The child refuses to learn English so that the family can keep its culture.

③ The child represents America to relatives who stayed behind in the homeland.

④ The parents send the child to customs to recover their seized wedding ring.

⑤ The child speaks for the family in English, doing jobs usually done by adults.

6In ¶6, the boy washes each can "as if it were a newborn" and restacks them "as if I were handling diamonds." What do these similes BEST convey?수사 효과·기능

① How carefully he prepares the cans, afraid the store might turn him away.

② That he plans to keep the cans as treasures instead of returning them.

③ That his grandmother taught him to wash the cans like a baby’s bottle.

④ That the empty cans were worth about as much money as real diamonds.

⑤ That he is careless and rushes through the washing so that he can finish quickly.

[④ The Lottery · The Maldive Shark]

7Mrs. Adams says, "Some places have already quit lotteries." (¶33). What does the class discussion of such moments suggest?추론 (BEST explains)

① Mrs. Adams leads the village in ending the lottery that same day.

② The tradition is completely unquestionable, so no one imagines another way.

③ Privately feeling uneasy is the same as publicly refusing to take part.

④ Knowing that alternatives exist does not by itself lead people to resist.

⑤ Old Man Warner agrees and proposes a new kind of lottery.

8In "The Maldive Shark," the pilot fish find "a haven when peril’s abroad, / An asylum in jaws of the Fates!" (L11–12). What does this image show?수사 효과·기능

① The fish are trapped in the shark’s jaws and are about to be eaten.

② The fish find safety inside the very mouth that kills other creatures.

③ The fish warn the shark’s prey so that the prey can escape in time.

④ The fish hide in the jaws because they fear the shark more than anything.

⑤ The fish feed on what is left of the shark’s meals between its teeth.

[⑤ Far from the Tree · Love After Love]

9Solomon distinguishes vertical and horizontal identities. Which BEST describes a horizontal identity?추론 (BEST explains)

① A trait such as language or nationality that is passed down from parents.

② A trait that families usually reinforce from the child’s earliest childhood.

③ A trait like blondness that is too minor to shape a person’s identity.

④ A trait that parents know how to teach because they share it with the child.

⑤ A trait foreign to the parents, so the child must find identity among peers.

10The class contrasted "the child I wanted" with "the child who actually exists." Which line from Solomon expresses this idea?인용 의도

① "Vertical identities are usually respected as identities; horizontal ones are often treated as flaws."

② "the disruption provides the opportunity for growth, not the growth itself."

③ "the rapture of privileging what exists over what we have merely imagined."

④ "numbers imply trends, while stories acknowledge chaos"

⑤ "Suffering does not necessarily imply love, but love implies suffering"

ANSWERS

정답 · 모범답안 · 채점기준

풀고 난 뒤에 펼치기 (인쇄 시 자동 표시)

🔑 정답 · 모범답안 · 채점기준 펼치기 / 접기

PART I — 채점기준(가정 · 교사 채점기준 아님) · 모범답안 · Cite the Line 체크리스트

문항	유형	편	배점
Q1	수사 분석 (Rhetorical Analysis)	② Piano (+ Biden · Dolly Parton)	20
Q2	Shift 찾기	① All Trains Are Going Local	20
Q3	어휘 + 인용 해석 (Vocabulary in Context)	③ My Secret Pepsi Plot	20
Q4	Synthesis (텍스트 교차)	④ The Lottery · The Maldive Shark	25
Q5	처방 비교 + 평가 (Connection & Evaluation)	⑤ Far from the Tree · Love After Love	15
합계			100.0

Question 1 — 수사 분석 (Rhetorical Analysis) (20점)

채점 요소 (가정)	배점
장치 ① metaphor "I held him together" 식별 + 줄 인용 + 돌봄 = 노동	5
장치 ② simile "like tissue paper / coming apart in water" 또는 "Like smoke in my hands" 효과	5
syntax — L7 문장 조각(fragment)의 효과(짧고 허무하게 끊김)	5
thesis(사랑과 통제의 한계) 연결 + Power Word 2개 이상	5

Model Answer (8 sentences). On lines 1–2, the poet uses the metaphor "I held him together / as long as I could" to present love as constant labor. As the class noted, "A human being is not literally something that can be held together like a machine," so the phrase shows how hard she worked to keep him from falling apart. On lines 5–6, the simile "like tissue paper / coming apart in water" shows how fragile the man has become. The image is powerful because "The harder you try to hold it, the more easily it may break apart." On line 7, the fragment "Like smoke in my hands" intensifies the image, since smoke "cannot really be held." The short, verbless syntax of this line makes her effort sound empty and unfinished. Through this progression from holding to dissolving to escaping, the poet shows that "the person being cared for is becoming impossible to hold together." Together, these devices reveal "the limits of love and control": she loves him, but she cannot save him.

모범답안 속 인용 출처: 원문3개 · 수업요약 · 2차 요약5개

Cite the Line 체크리스트

☐ 첫 문장을 "On line(s) X, the poet uses [device] to…" 로 시작했나
☐ 줄 번호는 시험지 기준으로 바꿔 썼나(이 자료는 정리본 L 번호)
☐ 장치 이름(metaphor · simile · fragment)을 정확히 썼나
☐ 요약이 아니라 효과(→ limits of love)를 설명했나

Question 2 — Shift 찾기 (20점)

채점 요소 (가정)	배점
Shift 위치 지목(L11 → L12–13) + 인용	5
BEFORE — 회피("Just want the pain to go away" · L10 처방전) 인용·설명	5
AFTER — 손을 뻗음("surprised … reaching for someone else’s hand") 인용·설명	5
장치·효과(말과 행동의 대비 / "surprised") + avoidance → recognition thesis	5

Model Answer (8 sentences). The Shift in the poem happens between line 11 and lines 12–13, when the speaker’s words and his action point in opposite directions. Before the Shift, on line 11, the speaker says, "Just want the pain to go away," which expresses avoidance. The class summarized this attitude as "Make the pain disappear." Earlier, on line 10, he is described as someone used to "anything scribbled on a prescription blank," which the teacher linked to quick medical solutions. After the Shift, on lines 12–13, he is "surprised to find yourself / reaching for someone else’s hand." This gesture moves him toward healing, which the class defined as "Recognize the pain and deal with it." The word "surprised" marks the turn, because this "small physical action becomes a major emotional change." In this way, the Shift captures the poem’s whole movement "from avoidance toward recognition."

모범답안 속 인용 출처: 원문4개 · 수업요약 · 2차 요약4개

정리본 분석 · 수업 미언급Shift 지점(L11 → L12–13) 지정은 정리본 판단 — 수업요약은 지점을 지정하지 않고 시가 회피에서 인식으로 "점차" 이동한다(227줄)고만 했다. 채점 요소 1 의 지점도 이 판단을 따른 가정.

Cite the Line 체크리스트

☐ Shift 를 한 지점(줄 번호)으로 정확히 지목했나
☐ BEFORE·AFTER 를 각각 따옴표 인용으로 제시했나
☐ 이탤릭 줄(대화) 위치는 서식 원본 미확인 — 이탤릭을 근거로 쓰지 않았나
☐ "surprised" 의 효과를 설명했나

Question 3 — 어휘 + 인용 해석 (Vocabulary in Context) (20점)

채점 요소 (가정)	배점
ambassador — 문맥 의미(가족의 대변인·창구) + ¶2 근거	5
reimbursing — 문맥 의미(이미 낸 돈을 돌려줌) + 아이러니 설명	5
ransom — 문맥 의미(몸값 → 가족을 구할 돈) + 효과	5
"my feet didn’t feel the pavement" — 비유·evocation, 문자적 문장과의 대비	5

Model Answer (8 sentences). In paragraph 2, "ambassador" means a representative who speaks for others, because the boy learns English "faster than the adults" and deals with the outside world for his family. The teacher described this as "a common pattern in immigrant families," where children handle "tasks normally handled by adults." In paragraph 9, "reimbursing" means paying back money that is owed, so the boy realizes that he "was merely reimbursing my parents for something already due to them." This creates irony, since "the money is not really new income." The word "ransom," the price paid to free someone, makes the small coins sound like money that can rescue his family. Finally, "my feet didn’t feel the pavement" is figurative, because literally "the child obviously walks or runs on the pavement," but he feels as if he were flying. The teacher contrasted it with the literal sentence "I was very happy and ran home quickly." The figurative version "is much more powerful because it creates an image," so we feel his joy instead of being told about it.

모범답안 속 인용 출처: 원문6개 · 수업요약 · 2차 요약6개

Cite the Line 체크리스트

☐ 세 단어 모두 "문맥상" 뜻을 썼나(사전 뜻만 쓰면 감점 가정)
☐ 원문 동사는 feel — 수업요약 표제(touch)와 섞지 않았나
☐ 아이러니(새 수입 아님 ↔ 감정적 의미)를 연결했나
☐ 문단 번호(¶)를 붙여 인용했나

Question 4 — Synthesis (텍스트 교차) (25점)

채점 요소 (가정)	배점
The Lottery ¶73 인용 + 의식(ritual)이 의미는 잃고 폭력은 남음	5
Maldive Shark L13–14 인용 + pilot fish = complicity	5
수업의 학생 비교(체계를 만들진 않았지만 참여) 연결	5
banality of evil / Evil Without Hatred 개념 정확히(수업요약이 설명한 개념으로 — 사상가 이름·저작 인용 없이)	5
평가(간접 참여자의 책임) + 근거 · 7–10문장	5

Model Answer (10 sentences). In paragraph 73, Jackson writes that "Although the villagers had forgotten the ritual and lost the original black box, they still remembered to use stones." This detail shows a ritual that has lost its procedures but kept its violence, and the class explained that "The ritual becomes its own justification." Even Mrs. Delacroix, who chatted with Tessie earlier, "selected a stone so large she had to pick it up with both hands." On lines 13–14 of "The Maldive Shark," Melville describes the pilot fish as "friends" who "guide him to prey, / Yet never partake of the treat." The class read the pilot fish as "a symbol of complicity," because they help the shark without directly killing. A student compared them to the villagers, who "may not individually invent the system" but "still participate." Both texts illustrate the banality of evil, the idea that harm can come from "ordinary people participating in harmful systems without seriously questioning them." They also show that "Evil does not always require hatred," since neither the villagers nor the fish act out of rage. In my evaluation, indirect participants still carry responsibility, because "participating in a harmful system can create moral responsibility even if you are not the main aggressor." Therefore, the most dangerous evil is the kind that "stops looking evil."

모범답안 속 인용 출처: 원문4개 · 수업요약 · 2차 요약9개

Cite the Line 체크리스트

☐ 두 텍스트 각각 줄/문단 번호와 함께 인용했나
☐ banality of evil 을 수업 개념으로 설명했나(수업요약 B 에 없는 사상가 인용·저작 언급 금지)
☐ "Hate causes evil" 보다 복잡하다는 점을 썼나
☐ 마지막에 평가(책임 있음/없음 + 이유)를 했나

Question 5 — 처방 비교 + 평가 (Connection & Evaluation) (15점)

채점 요소 (가정)	배점
Solomon 의 처방(We choose our own lives · privileging what exists) 인용·설명	5
Walcott 의 처방(Sit. / Eat. / feast — 행동으로서의 자기애) — 수업요약 인용 구절로만	5
비교(철학적 설명 ↔ 시적 행동) + 평가 근거	5

Model Answer (9 sentences). Solomon and Walcott both prescribe self-acceptance, but they deliver it in different ways. In paragraph 32, Solomon argues that "We choose our own lives," even though "We despair a hundred times a day." His prescription is philosophical: love means "privileging what exists over what we have merely imagined." As the teacher explained, Solomon "Explains the idea philosophically," while Walcott "Shows the idea poetically." Walcott’s prescription is a series of short commands that "turns self-love into an action rather than an abstract idea." The poem’s final command asks the reader to "feast on it," which suggests abundance and gratitude rather than mere tolerance. In my evaluation, Solomon’s prescription is more convincing as an argument, because it admits self-hatred instead of denying it. However, Walcott’s is easier to practice, because it gives concrete actions instead of abstract claims. Used together, they move a reader "From self-rejection → toward reconciliation with oneself."

모범답안 속 인용 출처: 원문3개 · 수업요약 · 2차 요약5개

Cite the Line 체크리스트

☐ "Love After Love" 는 시 전문이 문서에 없음 — 수업요약이 인용한 구절만 썼나(행 번호 X)
☐ 두 처방의 차이를 한 문장으로 대비했나
☐ "어느 쪽이 더 유용한가" 평가와 이유를 썼나
☐ Solomon 인용은 ¶ 번호와 함께 썼나

PART II — 선택형 정답 · 해설 · 선지별 판정

번호	편	유형	정답	해설 · 근거
1	①	추론 (BEST explains)	③	standing still(완전한 정지) vs slowing down(여전히 움직임) — 수업의 구분. 멈춘 것처럼 보이는 것이 실은 앞으로 나아가는 과정의 일부일 수 있다. 수업요약 · 2차 요약“The teacher made an important distinction between:”문서 L132 수업요약 · 2차 요약“What seems like stopping may actually be part of moving forward.”문서 L138 선지별 판정 (원문 · 수업요약 대조) ① 오답 반대 — 느려짐은 여전히 움직임이다.수업요약 · 2차 요약“Slowing down, however, still means movement is happening.”문서 L136 ② 오답 반대 — 다쳐서 멈추게 된다.수업요약 · 2차 요약“He is forced to stop.”문서 L99 ③ 정답 수업이 정리한 역설.수업요약 · 2차 요약“What seems like stopping may actually be part of moving forward.”문서 L138 ④ 오답 반대 — 느려짐 ≠ 실패.학생 발언 · 수업요약 속“This suggests that slowing down does not necessarily mean failure.”문서 L122 ⑤ 오답 반대 — 첫 행은 "느낄 만큼" 몸을 늦춘다고 말한다.원문“Slowing down your body enough to feel.”All Trains L1
2	①	수사 효과·기능	①	문장이 다음 행으로 이어지며 "movement → interruption → movement again → stopping again" 리듬. 서울 지하철과 달리 역 사이에서 갑자기 서기도 하는 뉴욕 지하철처럼, 독자는 문장이 언제 멈출지 알 수 없다. 수업요약 · 2차 요약“The teacher compared this to the New York subway.”문서 L257 수업요약 · 2차 요약“The reader does not always know exactly when the sentence will stop.”문서 L260 선지별 판정 (원문 · 수업요약 대조) ① 정답 수업: 예측 불가능하게 멈추는 열차의 경험을 반영.수업요약 · 2차 요약“This unpredictability reflects the experience of riding a train that keeps stopping unexpectedly.”문서 L261 ② 오답 반대 — 문장이 행 끝에서 끝나지 않는 경우가 많다.수업요약 · 2차 요약“Students noticed that sentences do not always end where the lines end.”문서 L250 ③ 오답 반대 — 짧은 행·불규칙한 멈춤이 독자를 느리게 한다.수업요약 · 2차 요약“These features make the reader slow down.”문서 L240 ④ 오답 원문 미언급 — 수업은 각운을 다루지 않았다. ⑤ 오답 원문 미언급 — 서울 지하철은 대비의 예로만 나온다.수업요약 · 2차 요약“Unlike the very predictable Seoul subway system”문서 L258
3	②	추론 (BEST explains)	④	Seminar Review: Biden = piano tuner, 중독과 싸우는 아들 = piano. "I love you. We need to get you help." — 선생님은 학생들이 부모의 정서적 탈진과 무력감을 듣기를 원했다. 수업요약 · 2차 요약“The teacher’s point was that Biden’s voice sounded like the voice of the piano tuner.”문서 L1372 수업요약 · 2차 요약“The important lesson was not politics.”문서 L1383 선지별 판정 (원문 · 수업요약 대조) ① 오답 반대 — 목적은 정치가 아니었다.수업요약 · 2차 요약“The teacher’s main reason for showing the example was not primarily political.”문서 L667 ② 오답 반대 — 돈·자원·영향력·사랑이 있어도 회복시킬 수 없다.수업요약 · 2차 요약“You may have money, resources, influence, and love, but you still cannot make another person recover.”문서 L656 ③ 오답 반대 — 특정 "유형"에게만 일어나지 않는다.수업요약 · 2차 요약“Addiction does not necessarily happen only to a particular “type” of person.”문서 L686 ④ 정답 수업: 고칠 수도 완전히 통제할 수도 없는 자식을 사랑하는 부모의 경험.수업요약 · 2차 요약“It was the recognizable experience of a parent loving a child whom he cannot fully control or repair.”문서 L1384 ⑤ 오답 원문 미언급 — 아들의 회복 여부는 수업에 나오지 않는다.
4	②	인용 의도	②	떠나는 그 순간 이미 음이 틀어지기 시작 → failure·frustration·futility·exhaustion. "If I stop helping, even for one moment, everything will fall apart again." 결국 본인이 회복에 참여해야 한다. 수업요약 · 2차 요약“You cannot permanently keep another human being “in tune.””문서 L903 수업요약 · 2차 요약“At some point, the other person must also participate in their own recovery.”문서 L904 선지별 판정 (원문 · 수업요약 대조) ① 오답 반대 — 완벽히 조율해도 영원히 완벽하지 않다.수업요약 · 2차 요약“Even after being perfectly tuned, it does not remain perfect forever.”문서 L937 ② 정답 수업: 끝없는 책임 — 다른 사람을 영구히 조율된 상태로 둘 수 없다.수업요약 · 2차 요약“This creates the feeling of endless responsibility.”문서 L898 ③ 오답 원문 미언급 — 주인 탓이라는 내용은 없다. ④ 오답 반대 — 그녀는 그 일을 사랑한다.원문“I love it, she said, but it’s brutal.”Piano L15–16 ⑤ 오답 반대 — 누군가를 유지하는 일은 영구적일 수 없다.수업요약 · 2차 요약“The line shows that the work of maintaining someone else cannot be permanent.”문서 L1343
5	③	상징·인물 해석	⑤	원문 ¶2: 아이가 Nynex 와 10센트 전화요금 차액을, 식료품 점원과 감자 계산을 두고 다툰다 → 가족과 새 세계 사이의 창구(ambassador). 수업: 이민 가정의 흔한 패턴 — 일찍 철들고 책임을 떠맡는다. 원문“You argue with Nynex over the 10-cent discrepancy on the telephone bill”Pepsi Plot ¶2 수업요약 · 2차 요약“The teacher described this as a common pattern in immigrant families:”문서 L1490 선지별 판정 (원문 · 수업요약 대조) ① 오답 원문 미언급 — 실제 외교관이 아니라 비유. ② 오답 반대 — 어른보다 영어를 빨리 배운다.원문“You learn English faster than the adults”Pepsi Plot ¶2 ③ 오답 원문 미언급 — 고향 친척 이야기는 없다. ④ 오답 반대 — 반지는 출국 때 세관에서 압수되었을 뿐, 아이를 보낸 일은 없다.원문“My mother tried to bring her wedding ring, but it was seized at customs.”Pepsi Plot ¶1 ⑤ 정답 원문 ¶2(전화요금 차액·감자 계산 다툼) + 수업: 어른이 하던 일을 아이가 맡는다.수업요약 · 2차 요약“children sometimes become responsible for tasks normally handled by adults.”문서 L1491
6	③	수사 효과·기능	①	newborn·diamonds 직유 → 캔을 귀하고 조심스럽게 다룸. 이유는 원문이 직접 말한다: 슈퍼마켓 검사가 얼마나 엄격할지 몰라서. ⚠️ 이 직유는 수업요약(B)에 분석이 없다 — 정답 근거는 원문(A) 문장. 원문“I washed each can as if it were a newborn”Pepsi Plot ¶6 원문“I didn’t know how stringent the checking at the supermarket would be, so I would give the inspectors no excuse to turn me away.”Pepsi Plot ¶6 선지별 판정 (원문 · 수업요약 대조) ① 정답 원문 ¶6: 검사가 얼마나 엄격할지 몰라 핑계를 주지 않으려 했다(수업요약은 이 직유를 다루지 않음 — 원문 근거).원문“I didn’t know how stringent the checking at the supermarket would be, so I would give the inspectors no excuse to turn me away.”Pepsi Plot ¶6 ② 오답 반대 — 캔을 반납해 돈을 부모에게 주기로 했다.원문“I decided I would return those cans and give the money to my parents.”Pepsi Plot ¶4 ③ 오답 원문 미언급 — 할머니는 자고 있었다.원문“with my parents out and my grandmother resting”Pepsi Plot ¶6 ④ 오답 반대 — 받은 돈은 1달러와 5센트 동전 4개.원문“handed me a dollar and four nickels.”Pepsi Plot ¶8 ⑤ 오답 반대 — 물·비누·헹굼을 반복하며 공들여 씻는다.원문“water, soap, swish, repeat.”Pepsi Plot ¶6
7	④	추론 (BEST explains)	④	¶31(Mr. Adams)·¶33(Mrs. Adams) 는 다른 마을이 그만둔다는 대안을 안다. 그러나 ¶76 에서 Steve Adams 는 군중 맨 앞에 있다 → 사적으로 불편함을 느끼는 것과 실제로 체계에 저항하는 것은 다르다(수업 §12–13). 수업요약 · 2차 요약“Some villagers are at least aware that alternatives exist.”문서 L2197 수업요약 · 2차 요약“But imagining an alternative does not automatically mean they will resist.”문서 L2200 선지별 판정 (원문 · 수업요약 대조) ① 오답 반대 — 끝에서 Adams 가 군중 맨 앞에 있다.원문“Steve Adams was in the front of the crowd of villagers”The Lottery ¶76 ② 오답 반대 — 체계가 완전히 질문 불가능한 것은 아니다.수업요약 · 2차 요약“This means the system is not completely unquestionable.”문서 L2198 ③ 오답 반대 — "잘못일지도"라고 생각하기가 공개 거부보다 훨씬 쉽다.수업요약 · 2차 요약“It is much easier to think: “Maybe this is wrong.” than to publicly refuse to participate.”문서 L2210–2212 ④ 정답 수업: 대안을 상상한다고 저항하는 것은 아니다.수업요약 · 2차 요약“But imagining an alternative does not automatically mean they will resist.”문서 L2200 ⑤ 오답 반대 — "Nothing but trouble in that" 이라며 반박.원문“"Nothing but trouble in that," Old Man Warner said stoutly.”The Lottery ¶34
8	④	수사 효과·기능	②	haven·asylum(피난처)이 "jaws of the Fates"(운명의 아가리) 안에 있다 — 역설. 원문 L5–6 이 직접 말한다: 톱니 같은 입·시체 안치소 같은 밥통 곁에서도 "They have nothing of harm to dread". ⚠️ 이 역설 분석은 수업요약에 없다 — 원문(A) 독해 문항. 원문“They have nothing of harm to dread,”Maldive Shark L6 원문“An asylum in jaws of the Fates!”Maldive Shark L12 선지별 판정 (원문 · 수업요약 대조) ① 오답 반대 — 그들에게는 두려워할 해가 없다.원문“They have nothing of harm to dread,”Maldive Shark L6 ② 정답 원문 L5–6: 상어의 입 근처에서도 두려워할 해가 없다 → 죽음의 입이 피난처(수업요약에 이 두 행 분석은 없음 — 원문 근거).원문“They have nothing of harm to dread,”Maldive Shark L6 ③ 오답 반대 — 상어를 먹이로 안내한다.원문“and friendly they guide him to prey,”Maldive Shark L13 ④ 오답 반대 — 상어의 입에서 두려워할 것이 없다.원문“From his saw-pit of mouth, from his charnel of maw”Maldive Shark L5 ⑤ 오답 반대 — 먹이를 함께 먹지 않는다.원문“Yet never partake of the treat”Maldive Shark L14
9	⑤	추론 (BEST explains)	⑤	수평 정체성 = 부모가 공유하지 않는 특성 → 또래 집단·공동체·멘토에게서 정체성을 얻어야 함(예: 원문의 청각장애·동성애·천재성). 수직 정체성 = 언어·국적·민족 등 부모에게서 전해짐. 원문“This is a horizontal identity.”Far from the Tree ¶2 수업요약 · 2차 요약“A horizontal identity is something a child has that may not be shared by the parents.”문서 L3339 선지별 판정 (원문 · 수업요약 대조) ① 오답 그것은 수직 정체성.원문“Language is usually vertical”Far from the Tree ¶1 ② 오답 반대 — 가족은 수직 정체성을 강화하고 수평 정체성에는 반대하는 경우가 많다.원문“Whereas families tend to reinforce vertical identities from earliest childhood, many will oppose horizontal ones.”Far from the Tree ¶6 ③ 오답 금발은 부모→자식 전달(수직) 예이며 정체성의 기반이 되지 않는 예.원문“Blondness and myopia are often transmitted from parent to child”Far from the Tree ¶1 ④ 오답 그것은 수직 정체성(수업요약).수업요약 · 2차 요약“Parents often know how to teach these identities because they share them with the child.”문서 L3334 ⑤ 정답 원문 ¶2 정의.원문“Often, however, someone has an inherent or acquired trait that is foreign to his or her parents and must therefore acquire identity from a peer group.”Far from the Tree ¶2
10	⑤	인용 의도	③	수업 §25: 부모는 이상적인 아이를 상상하지만, 사랑은 "the child I wanted" 에서 "the child who actually exists" 로 옮겨 가는 것 — 원문 ¶33 의 마지막 문장. 수업요약 · 2차 요약“valuing what actually exists over what we only imagined or wished for.”문서 L4072 원문“When we love them, we achieve above all else the rapture of privileging what exists over what we have merely imagined.”Far from the Tree ¶33 선지별 판정 (원문 · 수업요약 대조) ① 오답 정체성이 받는 대우의 차이에 관한 문장(¶6) — 상상한 아이 ↔ 실제 아이의 대비가 아니다.원문“Vertical identities are usually respected as identities; horizontal ones are often treated as flaws.”Far from the Tree ¶6 ② 오답 상실에서 성장하려면 의지가 필요하다는 문장(¶23).원문“the disruption provides the opportunity for growth, not the growth itself.”Far from the Tree ¶23 ③ 정답 원문 ¶33 — 수업: "Privileging What Exists Over What We Merely Imagine".원문“the rapture of privileging what exists over what we have merely imagined.”Far from the Tree ¶33 ④ 오답 저자가 통계보다 일화에 기댄 이유(연구 방법, ¶20).원문“numbers imply trends, while stories acknowledge chaos”Far from the Tree ¶20 ⑤ 오답 사랑과 고통의 관계에 관한 문장(¶24).원문“Suffering does not necessarily imply love, but love implies suffering”Far from the Tree ¶24

PART II 선택형 10 — 정답 단서 지표 (빌드 시 재집계)
지표	값	기준
정답이 가장 긴 선지(동률 포함) — 단어 수 기준	2/10 (20%)	≤ 35%
정답이 가장 긴 선지(동률 포함) — 글자 수 기준	3/10 (30%)	≤ 35%
정답이 가장 짧은 선지(동률 포함) — 단어 / 글자	3/10 · 0/10	참고
정답 평균 길이 / 전체 선지 평균 길이 — 단어	12.7 / 12.6 = 1.01	≤ 1.15
정답 평균 길이 / 전체 선지 평균 길이 — 글자	73.3 / 71.9 = 1.02	≤ 1.15
절대어(always·never·only·all·every·completely 등) — 참 진술 / 거짓 진술	0/10 / 5/40	차이 ≤ 15%p · 절대어만으로 정답이 정해지는 문항 0
정답이 원문 4-gram 을 단독 최다로 쓰는 문항	0/10 (0%)	≤ 30% (우연 20%)
정답만 수치·고유명사를 가진 문항	0	0

심화영어독해 중간 — David 실전 모의고사

David · 2학년 2학기 중간 · Love & Hate

📋 시험 안내

📑 목차

the Five — 서술형 5문항 (100점)

선택형 10문항 (별도 연습 · 배점 없음)

[① All Trains Are Going Local]

[② Piano (+ Biden · Dolly Parton)]

[③ My Secret Pepsi Plot]

[④ The Lottery · The Maldive Shark]

[⑤ Far from the Tree · Love After Love]

정답 · 모범답안 · 채점기준

PART I — 채점기준(가정 · 교사 채점기준 아님) · 모범답안 · Cite the Line 체크리스트

Question 1 — 수사 분석 (Rhetorical Analysis) (20점)

Question 2 — Shift 찾기 (20점)

Question 3 — 어휘 + 인용 해석 (Vocabulary in Context) (20점)

Question 4 — Synthesis (텍스트 교차) (25점)

Question 5 — 처방 비교 + 평가 (Connection & Evaluation) (15점)

PART II — 선택형 정답 · 해설 · 선지별 판정