수능 기출 영어 지문 읽기
전체지문
Over the last decade the attention given to how children learn to read has foregrounded the nature of textuality, and of the different, interrelated ways in which readers of all ages make texts mean.
‘Reading’ now applies to a greater number of representational forms than at any time in the past: pictures, maps, screens, design graphics and photographs are all regarded as text.
In addition to the innovations made possible in picture books by new printing processes, design features also predominate in other kinds, such as books of poetry and information texts.
Thus, reading becomes a more complicated kind of interpretation than it was when children’s attention was focused on the printed text, with sketches or pictures as an adjunct.
Children now learn from a picture book that words and illustrations complement and enhance each other.
Reading is not simply word recognition.
Even in the easiest texts, what a sentence ‘says’ is often not what it means.
수능 기출 영어 지문 쓰기
지난 10년 동안 어린이가 읽는 법을 배우는 방법에 관한 관심은 ‘텍스트성’의 본질과 모든 나이의 독자가 텍스트를 의미하게 하는 다양하고 상호 연관된 방식의 본질을 전면으로 불러왔다.
O___ t__ l___ d_____ t__ a________ g____ t_ h__ c_______ l____ t_ r___ h__ f___________ t__ n_____ o_ t_________, a__ o_ t__ d________, i___________ w___ i_ w____ r______ o_ a__ a___ m___ t____ m___.
보기
Over the last decade the attention given to how children learn to read has foregrounded the nature of textuality, and of the different, interrelated ways in which readers of all ages make texts mean.
이제 ‘읽기’는 과거 어느 시대보다 훨씬 더 많은 표현 형식에 적용되는데, 그림, 지도, 화면, 디자인 그래픽, 사진이 모두 텍스트로 여겨진다.
‘R______’ n__ a______ t_ a g______ n_____ o_ r_______________ f____ t___ a_ a__ t___ i_ t__ p___: p_______, m___, s______, d_____ g_______ a__ p__________ a__ a__ r_______ a_ t___.
보기
‘Reading’ now applies to a greater number of representational forms than at any time in the past: pictures, maps, screens, design graphics and photographs are all regarded as text.
새로운 인쇄 공정에 의해 그림책에서 가능해진 혁신에 더해, 시집이나 정보 텍스트와 같은 다른 종류에서도 디자인적 특징이 두드러진다.
I_ a_______ t_ t__ i__________ m___ p_______ i_ p______ b____ b_ n__ p_______ p________, d_____ f_______ a___ p__________ i_ o____ k____, s___ a_ b____ o_ p_____ a__ i__________ t____.
보기
In addition to the innovations made possible in picture books by new printing processes, design features also predominate in other kinds, such as books of poetry and information texts.
이처럼, 읽기는 어린이들의 주의가 인쇄된 텍스트에 집중되고 스케치나 그림이 부속물일 때보다 더 복잡한 종류의 해석이 된다.
T___, r______ b______ a m___ c__________ k___ o_ i_____________ t___ i_ w__ w___ c_______’_ a________ w__ f______ o_ t__ p______ t___, w___ s_______ o_ p_______ a_ a_ a______.
보기
Thus, reading becomes a more complicated kind of interpretation than it was when children’s attention was focused on the printed text, with sketches or pictures as an adjunct.
이제 어린이들은 그림책을 통해 글과 삽화가 서로를 보완하여 향상한다는 것을 배운다.
C_______ n__ l____ f___ a p______ b___ t___ w____ a__ i____________ c_________ a__ e______ e___ o____.
보기
Children now learn from a picture book that words and illustrations complement and enhance each other.
읽기는 단순히 단어 인식이 아니다.
R______ i_ n__ s_____ w___ r__________.
보기
Reading is not simply word recognition.
아무리 쉬운 텍스트에서도 흔히 문장이 ‘말하는 것’이 그 문장이 의미하는 것이 아니다.
E___ i_ t__ e______ t____, w___ a s_______ ‘s___’ i_ o____ n__ w___ i_ m____.
보기
Even in the easiest texts, what a sentence ‘says’ is often not what it means.