대광고 영어 · 7일 회상 연습표 적용 문제

Minseo reread the same passage on three consecutive days. Each time, the sentences felt more familiar, but she could not explain why one answer choice exaggerated the author's claim. On the fourth day, she closed the passage, wrote the claim from memory, reopened it, and marked the missing condition. She then rewrote the exaggerated option so that its scope matched the passage.

A class wanted to know whether repeated success on one familiar passage showed transferable reading skill. (A) The teacher therefore replaced the topic and vocabulary while preserving the same logical relation. Students now had to identify a limited claim and reject an option that turned it into a universal one. (B) Several students who had answered the familiar questions correctly could not explain the change in scope in the new passage. Their earlier success had partly depended on remembering the location of the answer. (C) At first, the class solved the same questions after each rereading. Scores rose, but this procedure could not separate memory for the item from understanding of the relation being tested.

[주어진 문장] Only then does the learner test whether the recovered structure can guide a decision in an unfamiliar setting. A useful review cycle does not end when a passage feels easy to read. ① The learner first closes the text and reconstructs its claim and turning points. ② After reopening it, the learner marks what was omitted or distorted. ③ A familiar question is then solved again, with the evidence for rejecting at least one distractor stated aloud. ④ Finally, a short passage on a different topic is presented with the same logical demand. ⑤ Success on that item provides stronger evidence of transfer than fluent rereading alone.

A weekly plan should alternate exposure and retrieval. Exposure makes the material available, while retrieval reveals what remains unavailable without support. If every session consists only of rereading, growing familiarity may (A) [conceal / announce] missing connections. A delayed reattempt is useful because it makes temporary success less (B) [distinguishable / identical] from durable learning. The final transfer task should preserve the logical demand but change the surface topic, making the test more (C) [diagnostic / decorative].

Two students received the same score on a Friday quiz. Jiwon had solved the passage three times during the week and remembered where each answer appeared. Haneul had solved it once, then explained the evidence for rejecting each distractor and, two days later, applied the same reasoning to a passage about a different topic. The teacher did not conclude that one student was globally better at English. Instead, she noted that the identical scores summarized different evidence about what each student could do without the original cues.