6. History Seminars Should Be Shorter
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리딩 지문 (읽는 시간 45초)
History Seminars Should Be Shorter
Currently, all of the seminar classes in the history department are three hours long. I would like to propose that history seminars be shortened to two hours. I make this proposal for two reasons. First, most students just cannot concentrate for three hours straight. I myself have taken these three-hour seminars and found them tiring and sometimes boring. Also, when a seminar lasts that long, people stop concentrating and stop learning, so the third hour of a three-hour seminar is a waste of everyone‘s time. Two-hour seminars would be much more efficient.
리스닝 듣기
말하기 준비 시간: 30초
말하기 녹음 시간: 1분
리스닝 스크립트
W: I totally disagree with Tim’s proposal.
M: Why?
W: Well, look, Tim is my friend, but he is not a typical student. He stays up late partying every night, week nights too.
M: If he parties every night, no wonder he can’t pay attention.
W: Yes, and most students aren’t like that. They come to class prepared and rested and they can concentrate.
M: So you are saying the problem is really Tim.
W: Yes. He was in one of my classes last year. And whenever I looked at him he was actually sleeping.
M: I guess if he is sleeping, he can’t really know what’s happening. What other people in classes are doing?
W: Right! And you wanna know what does happen in that last hour of seminar? And in a lot of seminars that I have been in that’s when things get interesting.
M: Really?
W: Yes, that’s usually when students get really involved in a discussion and start exchanging important ideas. And if the history department actually did what Tim suggests, well, if they did that what would happen is you lose what might be the most worthwhile part of a seminar.
30점을 위한 해설
(리딩 파트)
편지 내용: I propose shortening history seminars from three hours to two hours. (역사 세미나 시간을 3시간에서 2시간으로 줄이는 것을 제안)
첫번째 이유: Sustaining focus for three consecutive hours can be challenging for students. (3시간을 연속으로 집중하는 것은 어렵다)
두번째 이유: The third hour of a three-hour seminar often sees a decline in student concentration and learning, rendering it less effective. (학생들이 집중해서 배울 수 없기 때문에 세시간 세미나의 마지막 한 시간은 시간 낭비이다)
(리스닝 파트)
여학생이 편지의 내용에 반대함 (The woman holds reservations about the proposal and doesn’t believe it to be a favorable idea.)
첫번째 이유
편지 쓴 사람은 밤늦게까지 파티하는 학생이다 (The individual who penned the letter hosts a party every evening.)
그러므로 그는 수업에 집중할 수 없다 (As a result, his ability to focus in class may be compromised.)
그와 다르게 대부분 학생들은 수업 준비해오고 집중을 잘한다 (Unlike him, the majority of students come to class well-prepared and maintain focus throughout.)
두번째 이유
또한 그는 실제로 수업시간에 잠을 잤다 (Additionally, the man was observed sleeping during class.)
그렇기 때문에 마지막 세번째 시간에 수업시간이 어떻게 진행되는지 알지 못한다 (Hence, his lack of engagement means he may not fully comprehend the content presented during the third hour of a three-hour seminar.)
그 시간에 학생들은 토론하고 중요한 생각들을 교환한다 (During this period, students actively engage in discussions and share their thoughts.)
이 시간은 세미나 수업중에서 가장 중요한 시간이다 (This hour constitutes the most crucial aspect of a seminar class.)
(샘플 답안)
The reading passage presents a letter proposing the reduction of history seminars from three hours to two hours. However, in the ensuing conversation, the woman opposes this suggestion.
Her primary objection is rooted in the credibility of the individual advocating for the change. She highlights the lifestyle of the letter’s author, who is known for hosting nightly parties. Consequently, she questions his capacity to remain attentive during class sessions. In contrast, she asserts that most students, unlike the author, approach their studies with diligence and prioritize classroom engagement.
Furthermore, she cites specific instances of the author’s lack of engagement, noting his tendency to fall asleep during class. She underscores the significance of the third hour of the seminar, wherein students actively participate in discussions and knowledge exchange. Thus, she argues that shortening the seminar would deprive students of valuable learning opportunities and detract from the overall educational experience.
History Seminars Should Be Shorter
Currently, all of the seminar classes in the history department are three hours long. I would like to propose that history seminars be shortened to two hours. I make this proposal for two reasons. First, most students just cannot concentrate for three hours straight. I myself have taken these three-hour seminars and found them tiring and sometimes boring. Also, when a seminar lasts that long, people stop concentrating and stop learning, so the third hour of a three-hour seminar is a waste of everyone‘s time. Two-hour seminars would be much more efficient.
리스닝 듣기
말하기 준비 시간: 30초
말하기 녹음 시간: 1분
리스닝 스크립트
W: I totally disagree with Tim’s proposal.
M: Why?
W: Well, look, Tim is my friend, but he is not a typical student. He stays up late partying every night, week nights too.
M: If he parties every night, no wonder he can’t pay attention.
W: Yes, and most students aren’t like that. They come to class prepared and rested and they can concentrate.
M: So you are saying the problem is really Tim.
W: Yes. He was in one of my classes last year. And whenever I looked at him he was actually sleeping.
M: I guess if he is sleeping, he can’t really know what’s happening. What other people in classes are doing?
W: Right! And you wanna know what does happen in that last hour of seminar? And in a lot of seminars that I have been in that’s when things get interesting.
M: Really?
W: Yes, that’s usually when students get really involved in a discussion and start exchanging important ideas. And if the history department actually did what Tim suggests, well, if they did that what would happen is you lose what might be the most worthwhile part of a seminar.
30점을 위한 해설
(리딩 파트)
편지 내용: I propose shortening history seminars from three hours to two hours. (역사 세미나 시간을 3시간에서 2시간으로 줄이는 것을 제안)
첫번째 이유: Sustaining focus for three consecutive hours can be challenging for students. (3시간을 연속으로 집중하는 것은 어렵다)
두번째 이유: The third hour of a three-hour seminar often sees a decline in student concentration and learning, rendering it less effective. (학생들이 집중해서 배울 수 없기 때문에 세시간 세미나의 마지막 한 시간은 시간 낭비이다)
(리스닝 파트)
여학생이 편지의 내용에 반대함 (The woman holds reservations about the proposal and doesn’t believe it to be a favorable idea.)
첫번째 이유
편지 쓴 사람은 밤늦게까지 파티하는 학생이다 (The individual who penned the letter hosts a party every evening.)
그러므로 그는 수업에 집중할 수 없다 (As a result, his ability to focus in class may be compromised.)
그와 다르게 대부분 학생들은 수업 준비해오고 집중을 잘한다 (Unlike him, the majority of students come to class well-prepared and maintain focus throughout.)
두번째 이유
또한 그는 실제로 수업시간에 잠을 잤다 (Additionally, the man was observed sleeping during class.)
그렇기 때문에 마지막 세번째 시간에 수업시간이 어떻게 진행되는지 알지 못한다 (Hence, his lack of engagement means he may not fully comprehend the content presented during the third hour of a three-hour seminar.)
그 시간에 학생들은 토론하고 중요한 생각들을 교환한다 (During this period, students actively engage in discussions and share their thoughts.)
이 시간은 세미나 수업중에서 가장 중요한 시간이다 (This hour constitutes the most crucial aspect of a seminar class.)
(샘플 답안)
The reading passage presents a letter proposing the reduction of history seminars from three hours to two hours. However, in the ensuing conversation, the woman opposes this suggestion.
Her primary objection is rooted in the credibility of the individual advocating for the change. She highlights the lifestyle of the letter’s author, who is known for hosting nightly parties. Consequently, she questions his capacity to remain attentive during class sessions. In contrast, she asserts that most students, unlike the author, approach their studies with diligence and prioritize classroom engagement.
Furthermore, she cites specific instances of the author’s lack of engagement, noting his tendency to fall asleep during class. She underscores the significance of the third hour of the seminar, wherein students actively participate in discussions and knowledge exchange. Thus, she argues that shortening the seminar would deprive students of valuable learning opportunities and detract from the overall educational experience.