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  µ¿½ÃÁ¢¼ÓÀÚ:     070
 
ÀÛ¼ºÀÏ : 12/06/25
2011Çг⵵ ¼ö´É ¿Ü±¹¾î ¿µ¿ª 48-50¹ø Çؼ³
 ±Û¾´ÀÌ : songgok
Á¶È¸ : 5,876  


2011³â ¼ö´É ¿Ü±¹¾î ¿µ¿ª 48-50¹ø Á¤´ä ¹× Çؼ³ - ¼Û°î´åÄÄ(songgok.com)
 
[48¢¦50] ´ÙÀ½ ±ÛÀ» ÀÐ°í ¹°À½¿¡ ´äÇϽÿÀ
(A)
After several futile attempts to teach the role of theme, or the prominent repeated melody, in classical music, the teacher was at wit¡¯s end. Having reminded her students many times that composers like Wagner depended on the listeners¡¯ remembering the earlier theme to recognize its later use, (a)she was determined to make her students understand that themes recur throughout a piece.
(B)
She knew that her class had little trouble with simple variations and could easily identify themes that were repeated in a similar way. But when the theme showed much variation, the students¡¯ attention focused on the new detail to such an extent that they no longer ¡®heard¡¯ the basic theme. For a week or two, the teacher worried about the problem. Other teachers advised (b) her to go on with something else, but she continued to search for a solution.
(C)
The following day in class, (c) she asked how many students had tape recorders. A dozen or so students said, ¡°I do.¡± The teacher said excitedly, ¡°I have an idea. Let¡¯s play Beethoven¡¯s Eroica again. One of you can record the theme when it¡¯s first introduced. Then later, someone else can record it the second time it appears. Finally, we¡¯ll have another person record when it appears next. Then we can start all three tape recorders at exactly the same time to see if the recordings fit!¡± Her students looked at (d) her in surprise. Suddenly, however, delight appeared on their faces. And so it was done. When they played the recordings simultaneously, the sounds blended sufficiently for the students to recognize their commonality.
(D)
With this problem in mind, one afternoon during the lunch hour, she noticed a group of students gathered in a corner of the school yard. Several girls were moving their bodies rhythmically. Curious, she drew closer and found that the students were listening to a new rock hit. A girl in the center of the group held a tape recorder in (e) her hand. At that moment, a sudden inspiration took hold.
 
48. ÁÖ¾îÁø ±Û(A)¿¡ À̾îÁú ³»¿ëÀ» ¼ø¼­¿¡ ¸Â°Ô ¹è¿­ÇÑ °ÍÀ¸·Î °¡Àå ÀûÀýÇÑ °ÍÀº?
¨ç (B) - (C) - (D) ¨è (B) - (D) - (C) ¨é (C) - (B) - (D) ¨ê (C) - (D) - (B) ¨ë (D) - (B) - (C)
 
49. ¹ØÁ٠ģ(a)¢¦(e) Áß¿¡¼­ °¡¸®Å°´Â ´ë»óÀÌ ³ª¸ÓÁö ³Ý°ú ´Ù¸¥ °ÍÀº?
¨ç (a)     ¨è (b)     ¨é (c)     ¨ê (d)     ¨ë (e)
 
50. ÁÖ¾îÁø ±ÛÀÇ ³»¿ë°ú ÀÏÄ¡ÇÏÁö ¾Ê´Â °ÍÀº?
¨ç ±³»ç´Â °íÀüÀ½¾Ç¿¡¼­ ÁÖÁ¦°¡ ¹Ýº¹µÊÀ» Çлýµé¿¡°Ô ÀÌÇؽÃÅ°·Á Çß´Ù.
¨è ÇлýµéÀº ´Ü¼øÇÑ º¯ÁֺκÐÀ» ÀÌÇØÇϴµ¥ º° ¹®Á¦°¡ ¾ø¾ú´Ù.
¨é ±³»ç´Â Çлýµé¿¡°Ô ³ìÀ½±â¸¦ °¡Áö°í ÀÖ´ÂÁö¸¦ ¹°¾ú´Ù.
¨ê ÇлýµéÀº ÀڽŵéÀÌ ³ìÀ½ÇÑ ¼¼ºÎºÐÀ» Â÷·Ê·Î Àç»ýÇØ µé¾ú´Ù.
¨ë ¸î¸î ÇлýµéÀÌ Á¡½É½Ã°£¿¡ ¿îµ¿Àå¿¡¼­ ·ÏÀ½¾ÇÀ» µè°í ÀÖ¾ú´Ù.
 
1. ³»¿ëÇ®ÀÌ
48. ÇÑ ¿©±³»ç°¡ Ŭ·¡½Ä À½¾Ç¿¡¼­ ¹Ýº¹µÇ´Â ÁÖÁ¦¸¦ Çлýµé¿¡°Ô ¿©·¯ ¹ø °¡¸£Ä¡·Á°í ÇßÁö¸¸, ½ÇÆÐÇß´Ù´Â (A)ÀÇ ³»¿ë µÚ¿¡, ÇлýµéÀÇ ¹®Á¦Á¡ÀÌ ¾ð±ÞµÇ´Â (B)°¡ ¿À°í, (D)ÀÇ Ã¹ ¹®ÀåÀÇ this problemÀÌ (B)ÀÇ ¹®Á¦Á¡À» °¡¸®Å²´Ù. ¸¶Áö¸·À¸·Î, ÇлýµéÀÌ °¡Áö°í ÀÖ´Â ³ìÀ½±â¸¦ °¡Áö°í ÀÌ ¹®Á¦Á¡À» ÇØ°áÇß´Ù´Â ³»¿ëÀÎ (C)°¡ ¿À´Â °ÍÀÌ ÀûÀýÇÔ.   49. (a), (b), (c), (d)´Â ¿©±³»ç¸¦ °¡¸®Å°¸ç, (e)´Â ³ìÀ½±â¸¦ µé°í ÀÖ´ø ¿©ÇлýÀ» °¡¸®Å²´Ù. 50. ÇлýµéÀº ÀڽŵéÀÌ ³ìÀ½ÇÑ ¼¼ ºÎºÐÀ» µ¿½Ã¿¡ Àç»ýÇØ µé¾ú´Ù. µû¶ó¼­ ¨ê°¡ ÁÖ¾îÁø ±ÛÀÇ ³»¿ë°ú ÀÏÄ¡ÇÏÁö ¾Ê´Â´Ù.
 
2. ±¸¹®Çؼ³
¨ç [After several futile attempts to teach the role of theme, or the prominent repeated melody, in classical music, the teacher was at wit¡¯s end.]
¡Ø the role of theme: ÁÖÁ¦ÀÇ ¿ªÇÒ ¡Ø After several futile attempts: ¸î ¹øÀÇ ÇêµÈ ½ÃµµÈÄ¿¡ ¡æ ¸î¹øÀÇ ½Ãµµ°¡ ½ÇÆÐÇÑ ÈÄ¿¡ ¡Ø at wit's end ¾îÂîÇÒ ¹Ù¸¦ ¸ð¸£´Â, ´çȲÇÑ  ¡æ Ŭ·¡½Ä À½¾Ç¿¡¼­ÀÇ ÁÖÁ¦ÀÇ ¿ªÇÒ, Áï µÎµå·¯Áö´Â ¹Ýº¹µÈ ¼±À²À» °¡¸£Ä¡·Á´Â ¸î¹øÀÇ ½Ãµµ°¡ ½ÇÆÐÇÑ ÈÄ¿¡, ±× ±³»ç´Â ¾îÂîÇÒ ¹Ù¸¦ ¸ô¶ú´Ù.
 
¨è [Having reminded her students many times / that composers like Wagner / depended on the listeners¡¯ remembering the earlier theme / to recognize its later use, / she was determined to make her students understand / that themes recur throughout a piece]
 
¡Ø remind Ⓐ that S+V: Ⓐ¿¡°Ô thatÀÌÇÏ ÀýÀ» »ó±â½ÃÅ°´Ù(Àϱú¿ì´Ù)
¡Ø remind Ⓐ of Ⓑ : Ⓐ·Î ÇÏ¿©±Ý Ⓑ¸¦ »ý°¢³ª°Ô ÇÏ´Ù(Ⓐ¿¡°Ô Ⓑ¸¦ »ó±â½ÃÅ°´Ù)
¡Ø remind Ⓐ to Ⓑ :Ⓐ¿¡°Ô ⒷÇϵµ·Ï »ó±â½ÃÅ°´Ù
¡Ø Having reminded: ½Ã°£À» ³ªÅ¸³»´Â ¿Ï·á µ¿¸í»çÀÓ¿¡ À¯ÀÇ.
¡Ø Having reminded her students many times that~, she was determined~.
= After she had reminded her students many times that~, she was determined~.
= ±×³à´Â ±×³àÀÇ Çлýµé¿¡°Ô that ÀÌÇϸ¦ ¿©·¯ ¹ø »ó±â ½ÃŲ ÈÄ¿¡~
¡Ø to recognize its later use: ³ªÁß¿¡ ÁÖÁ¦°¡ ´Ù½Ã »ç¿ëµÇ´Â °ÍÀ» ¡Ø was determined to: ~Çϱâ·Î °á½ÉÇÏ´Ù
¡æ Wagner °°Àº ÀÛ°î°¡µéÀº ³ªÁß¿¡ ÁÖÁ¦°¡ ´Ù½Ã »ç¿ëµÇ´Â °ÍÀ» ûÃëÀÚµéÀÌ ¾Ë¾Æäµµ·Ï Çϱâ À§Çؼ­ ÀÌÀüÀÇ ÁÖÁ¦¸¦ ±â¾ïÇϴ ûÃëÀÚµéÀÇ ±â¾ï·Â¿¡ ÀÇÁ¸Çß´Ù´Â °ÍÀ» Çлýµé¿¡°Ô ¿©·¯ ¹ø Àϱú¿ö ÁØ ÈÄ, ±×³à´Â ÇлýµéÀÌ ±× ÁÖÁ¦°¡ Àü ¾Çº¸¿¡ °ÉÃÄ ´Ù½Ã ³ªÅ¸³ª´Â °ÍÀ» ÀÌÇؽÃÅ°·Á°í °á½ÉÇß´Ù.
¡æ ¹Ù±×³Ê¿Í °°Àº ÀÛ°î°¡µéÀº ûÃëÀÚµéÀÌ ÀÏÂï µéÀº ÁÖÁ¦¸¦ ³ªÁß¿¡ ¾²¿´À» ¶§ ÀνÄÇÑ´Ù´Â Á¡¿¡ ÀÇÁ¸Çß´Ù´Â »ç½ÇÀ» ±×³àÀÇ Çлýµé¿¡°Ô ¿©·¯ ¹ø »ó±â½ÃÅ°¸é¼­, ±×³à´Â À½¾Æ°î ³»³» ÁÖÁ¦µéÀÌ ¹Ýº¹µÈ´Ù´Â °ÍÀ» Çлýµé¿¡°Ô ÀÌÇؽÃÅ°±â·Î °á½ÉÇß½À´Ï´Ù.
 
¨é [She knew that her class had little trouble with simple variations and could easily identify themes that were repeated in a similar way. But when the theme showed much variation, the students¡¯ attention focused on the new detail to such an extent that they no longer ¡®heard¡¯ the basic theme.] ¡Øhad ¿Í could´Â º´·Ä°ü°è ¡Øto such an extent that~:~ÇÒ Á¤µµ(¹üÀ§)±îÁö(¼÷¾îó·³ ¾Ï±âÇϼ¼¿ä)
 
¡æ±×³àÀÇ ÇÐ±Þ ÇлýµéÀº ´Ü¼øÇÑ º¯ÁÖ¿¡´Â °ÅÀÇ ¹®Á¦°¡ ¾øÀ¸¸ç, ºñ½ÁÇÑ ½ÄÀ¸·Î ¹Ýº¹µÇ´Â ÁÖÁ¦µéÀ» ½±°Ô ±¸º°ÇÒ ¼ö ÀÖ¾ú´Ù´Â °ÍÀ» ¾Ë°í ÀÖ¾ú´Ù. ÇÏÁö¸¸ ±× ÁÖÁ¦ÀÇ º¯ÁÖ°¡ ½ÉÇØÁö¸é, ÇлýµéÀº ±âº»ÀûÀÎ ÁÖÁ¦¸¦ ´õ ÀÌ»ó µèÁö ¾Ê´Â ¹üÀ§±îÁö À̸£¸ç, ±×µéÀÇ °ü½ÉÀº »õ·Î¿î ¼¼ºÎ»çÇ׿¡ ÁýÁßÇß´Ù
 
¨ê [For a week or two, the teacher worried about the problem. Other teachers advised her to go on with something else, but she continued to search for a solution.]
¡æ 1¢¦2ÁÖ µ¿¾È, ±× ±³»ç´Â ±× ¹®Á¦¿¡ ´ëÇØ °ÆÁ¤Çß´Ù. ´Ù¸¥ ±³»çµéÀÌ ´Ù¸¥ °ÍÀ¸·Î ÁøÇàÇ϶ó°í Ãæ°íÇßÁö¸¸, ±×³à´Â °è¼ÓÇؼ­ ÇØ°áÃ¥À» ã¾Ò´Ù.
 
¨ë [With this problem in mind, one afternoon during the lunch hour, she noticed a group of students gathered in a corner of the school yard. Several girls were moving their bodies rhythmically.]
¡æ ¾î´À ¿ÀÈÄ Á¡½É½Ã°£ Áß¿¡, ÀÌ ¹®Á¦Á¡À» »ý°¢Çϸ鼭 ±×³à´Â Çлýµé ¹«¸®°¡ Çб³ ¶ã ÇÑÂÊ ±¸¼®¿¡ ¸ð¿© ÀÖ´Â °ÍÀ» º¸¾Ò´Ù. ¿©ÀÚ ¾ÆÀÌµé ¿©·¯ ¸íÀÌ ¸®µë¿¡ ¸ÂÃç ¸öÀ» ¿òÁ÷ÀÌ°í ÀÖ¾ú´Ù.
 
¨ì [Curious, she drew closer and found that the students were listening to a new rock hit. A girl in the center of the group held a tape recorder in her hand. At that moment, a sudden inspiration took hold.]
¡æ ±Ã±ÝÇؼ­, ±×³à´Â °¡±îÀÌ ´Ù°¡°¡, ÇлýµéÀÌ »õ ·Ï À½¾ÇÀ» µè°í ÀÖ´Â °ÍÀ» ¹ß°ßÇß´Ù. ±× ¹«¸®ÀÇ ÇÑ °¡¿îµ¥¿¡ ÀÖ´Â ¼Ò³à°¡ Å×ÀÌÇÁ ³ìÀ½±â¸¦ ¼Õ¿¡ µé°í ÀÖ¾ú´Ù. ±× ¼ø°£, °©ÀÛ½º·± ¿µ°¨ÀÌ ¶°¿Ã¶ú´Ù.
 
¨í [The following day in class, she asked how many students had tape recorders. A dozen or so students said, ¡°I do.¡± The teacher said excitedly, ¡°I have an idea. Let¡¯s play Beethoven¡¯s Eroica again. One of you can record the theme when it¡¯s first introduced. Then later, someone else can record it the second time it appears. Finally, we¡¯ll have another person record when it appears next.]   ¡Ø when it appears next (when it will appears next °¡ ¾Æ´Ô¿¡ À¯ÀÇ)
¡æ ´ÙÀ½³¯ ¼ö¾÷ ½Ã°£¿¡, ±×³à´Â ¾ó¸¶³ª ¸¹Àº ÇлýµéÀÌ Å×ÀÌÇÁ ³ìÀ½±â¸¦ °¡Áö°í ÀÖ´ÂÁö ¹°¾ú´Ù. 12¸í Á¤µµÀÇ ÇлýµéÀÌ ¡°°¡Áö°í ÀÖ¾î¿ä.¡±¶ó°í ¸»Çß´Ù. ±× ±³»ç´Â ÈïºÐµÇ¾î ¸»Çß´Ù. ¡°³»°Ô »ý°¢ÀÌ ÀÖ´Ù. º£Å亥ÀÇ ¡°¿µ¿õ¡±À» ´Ù½Ã ƲÀÚ. ³ÊÈñµé ÁßÀÇ ÇÑ ¸íÀÌ Ã³À½¿¡ ÁÖÁ¦°¡ ³ª¿Ã ¶§, ±×°ÍÀ» ³ìÀ½Çضó. ±×¸®°í ³ªÁß¿¡ ´Ù¸¥ »ç¶÷ÀÌ ±× ÁÖÁ¦°¡ µÎ¹ø°·Î ³ª¿Ã ¶§ ±×°ÍÀ» ³ìÀ½Çضó. ¸¶Áö¸·À¸·Î, ±× ÁÖÁ¦°¡ ´ÙÀ½¿¡ ³ªÅ¸³ª¸é ´Ù¸¥ »ç¶÷ÀÌ ±×°ÍÀ» ³ìÀ½ÇÏ°Ô µÉ °ÍÀÌ´Ù.
 
¨î [Then we can start all three tape recorders at exactly the same time to see if the recordings fit!¡± Her students looked at her in surprise. Suddenly, however, delight appeared on their faces. And so it was done. When they played the recordings simultaneously, the sounds blended sufficiently for the students to recognize their commonality.]
¡Ø to see if the recordings fit!: ³ìÀ½ÀÌ ÀÏÄ¡ÇÏ´ÂÁö È®ÀÎÇϱâ À§ÇØ~
¡æ ±×·¯°í ³ª¼­, ¿ì¸®´Â ±× ³ìÀ½ÀÌ ÀÏÄ¡ÇÏ´ÂÁö È®ÀγìÀ½ À§ÇØ Å×ÀÌÇÁ ³ìÀ½±â ¼¼ °³¸¦ ¸ðµÎ Á¤È®È÷ µ¿½Ã¿¡ Àç»ýÇÒ °ÍÀÌ´Ù!¡± ±×³àÀÇ ÇлýµéÀº ³î¶ó¼­ ±×³à¸¦ ¹Ù¶óº¸¾Ò´Ù. ÇÏÁö¸¸ °©Àڱ⠱â»ÝÀÌ ±×µéÀÇ ¾ó±¼¿¡ ³ªÅ¸³µ´Ù. ±×·¸°Ô ±×°ÍÀº ÇàÇØÁ³´Ù. ±×µéÀÌ ±× ³ìÀ½µéÀ» µ¿½Ã¿¡ Àç»ýÇßÀ» ¶§, ±× ¼Ò¸®´Â ÇлýµéÀÌ ±× °øÅëÁ¡À» ÀνÄÇÒ ¼ö ÀÖÀ» Á¤µµ·Î ÃæºÐÈ÷ µÚ¼¯¿´´Ù.
 
3. ´Ü¾îÁ¤¸®
*futile ¾µµ¥¾ø´Â, ¹«ÀÍÇÑ *attempt ½Ãµµ, ³ë·Â *prominent µÎµå·¯Áø = conspicuous = remarkable = distinguished = eminent *at wit's end ¾îÂîÇÒ ¹Ù¸¦ ¸ð¸£´Â *recur ´Ù½Ã ¹ß»ýÇÏ´Ù, ´Ù½Ã ³ªÅ¸³ª´Ù *variation º¯ÁÖ(ܨñ´) *simultaneously µ¿½Ã¿¡ *blend ¼¯ÀÌ´Ù *sufficiently ÃæºÐÈ÷ *inspiration ¿µ°¨ *commonality °øÅ뼺, Æò¹Î
 
4. Àü¹®Çؼ®
(A) Ŭ·¡½Ä À½¾Ç¿¡¼­ÀÇ ÁÖÁ¦ÀÇ ¿ªÇÒ, Áï µÎµå·¯Áö´Â ¹Ýº¹µÈ ¼±À²À» °¡¸£Ä¡·Á´Â ¸î¹øÀÇ ½Ãµµ°¡ ½ÇÆÐÇÑ ÈÄ¿¡, ±× ±³»ç´Â ¾îÂîÇÒ ¹Ù¸¦ ¸ô¶ú´Ù. Wagner °°Àº ÀÛ°î°¡µéÀº ³ªÁß¿¡ ÁÖÁ¦°¡ ´Ù½Ã »ç¿ëµÇ´Â °ÍÀ» ûÃëÀÚµéÀÌ ¾Ë¾Æä±â À§Çؼ­ ÀÌÀüÀÇ ÁÖÁ¦¸¦ ±â¾ïÇϴ ûÃëÀÚµéÀÇ ±â¾ï·Â¿¡ ÀÇÁ¸Çß´Ù´Â °ÍÀ» Çлýµé¿¡°Ô ¿©·¯ ¹ø Àϱú¿ö ÁØ ÈÄ, ±×³à´Â ÇлýµéÀÌ ±× ÁÖÁ¦°¡ Àü ¾Çº¸¿¡ °ÉÃÄ ´Ù½Ã ³ªÅ¸³ª´Â °ÍÀ» ÀÌÇؽÃÅ°·Á°í °á½ÉÇß´Ù.
 
(B) ±×³àÀÇ ÇÐ±Þ ÇлýµéÀº ´Ü¼øÇÑ º¯ÁÖ¿¡´Â °ÅÀÇ ¹®Á¦°¡ ¾øÀ¸¸ç, ºñ½ÁÇÑ ½ÄÀ¸·Î ¹Ýº¹µÇ´Â ÁÖÁ¦µéÀ» ½±°Ô ±¸º°ÇÒ ¼ö ÀÖ¾ú´Ù´Â °ÍÀ» ¾Ë°í ÀÖ¾ú´Ù. ÇÏÁö¸¸ ±× ÁÖÁ¦ÀÇ º¯ÁÖ°¡ ½ÉÇØÁö¸é, ÇлýµéÀº ±âº»ÀûÀÎ ÁÖÁ¦¸¦ ´õ ÀÌ»ó µèÁö ¾Ê´Â ¹üÀ§±îÁö À̸£¸ç, ±×µéÀÇ °ü½ÉÀº »õ·Î¿î ¼¼ºÎ»çÇ׿¡ ÁýÁßÇß´Ù. 1¢¦2ÁÖ µ¿¾È, ±× ±³»ç´Â ±× ¹®Á¦¿¡ ´ëÇØ °ÆÁ¤Çß´Ù. ´Ù¸¥ ±³»çµéÀÌ ´Ù¸¥ °ÍÀ¸·Î ÁøÇàÇ϶ó°í Ãæ°íÇßÁö¸¸, ±×³à´Â °è¼ÓÇؼ­ ÇØ°áÃ¥À» ã¾Ò´Ù.
 
(D) ¾î´À ¿ÀÈÄ Á¡½É½Ã°£ Áß¿¡, ÀÌ ¹®Á¦Á¡À» »ý°¢Çϸ鼭 ±×³à´Â Çлýµé ¹«¸®°¡ Çб³ ¶ã ÇÑÂÊ ±¸¼®¿¡ ¸ð¿© ÀÖ´Â °ÍÀ» º¸¾Ò´Ù. ¿©ÀÚ ¾ÆÀÌµé ¿©·¯ ¸íÀÌ ¸®µë¿¡ ¸ÂÃç ¸öÀ» ¿òÁ÷ÀÌ°í ÀÖ¾ú´Ù. ±Ã±ÝÇؼ­, ±×³à´Â °¡±îÀÌ ´Ù°¡°¡, ÇлýµéÀÌ »õ ·Ï À½¾ÇÀ» µè°í ÀÖ´Â °ÍÀ» ¹ß°ßÇß´Ù. ±× ¹«¸®ÀÇ ÇÑ °¡¿îµ¥¿¡ ÀÖ´Â ¼Ò³à°¡ Å×ÀÌÇÁ ³ìÀ½±â¸¦ ¼Õ¿¡ µé°í ÀÖ¾ú´Ù. ±× ¼ø°£, °©ÀÛ½º·± ¿µ°¨ÀÌ ¶°¿Ã¶ú´Ù.
 
(C) ´ÙÀ½³¯ ¼ö¾÷ ½Ã°£¿¡, ±×³à´Â ¾ó¸¶³ª ¸¹Àº ÇлýµéÀÌ Å×ÀÌÇÁ ³ìÀ½±â¸¦ °¡Áö°í ÀÖ´ÂÁö ¹°¾ú´Ù. 12¸í Á¤µµÀÇ ÇлýµéÀÌ ¡°°¡Áö°í ÀÖ¾î¿ä.¡±¶ó°í ¸»Çß´Ù. ±× ±³»ç´Â ÈïºÐµÇ¾î ¸»Çß´Ù. ¡°³»°Ô »ý°¢ÀÌ ÀÖ´Ù. º£Å亥ÀÇ ¡°¿µ¿õ¡±À» ´Ù½Ã ƲÀÚ. ³ÊÈñµé ÁßÀÇ ÇÑ ¸íÀÌ Ã³À½¿¡ ÁÖÁ¦°¡ ³ª¿Ã ¶§, ±×°ÍÀ» ³ìÀ½Çضó. ±×¸®°í ³ªÁß¿¡ ´Ù¸¥ »ç¶÷ÀÌ ±× ÁÖÁ¦°¡ µÎ¹ø°·Î ³ª¿Ã ¶§ ±×°ÍÀ» ³ìÀ½Çضó. ¸¶Áö¸·À¸·Î, ±× ÁÖÁ¦°¡ ´ÙÀ½¿¡ ³ªÅ¸³ª¸é ´Ù¸¥ »ç¶÷ÀÌ ±×°ÍÀ» ³ìÀ½ÇÏ°Ô µÉ °ÍÀÌ´Ù. ±×·¯°í ³ª¼­, ¿ì¸®´Â ±× ³ìÀ½ÀÌ ÀÏÄ¡ÇÏ´ÂÁö È®ÀγìÀ½ À§ÇØ Å×ÀÌÇÁ ³ìÀ½±â ¼¼ °³¸¦ ¸ðµÎ Á¤È®È÷ µ¿½Ã¿¡ Àç»ýÇÒ °ÍÀÌ´Ù!¡± ±×³àÀÇ ÇлýµéÀº ³î¶ó¼­ ±×³à¸¦ ¹Ù¶óº¸¾Ò´Ù. ÇÏÁö¸¸ °©Àڱ⠱â»ÝÀÌ ±×µéÀÇ ¾ó±¼¿¡ ³ªÅ¸³µ´Ù. ±×·¸°Ô ±×°ÍÀº ÇàÇØÁ³´Ù. ±×µéÀÌ ±× ³ìÀ½µéÀ» µ¿½Ã¿¡ Àç»ýÇßÀ» ¶§, ±× ¼Ò¸®´Â ÇлýµéÀÌ ±× °øÅëÁ¡À» ÀνÄÇÒ ¼ö ÀÖÀ» Á¤µµ·Î ÃæºÐÈ÷ µÚ¼¯¿´´Ù.
 
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