교과서 8과 워크북

개정 영어 NE능률(김성곤) Lesson 8
본문 해석지
영문과 해석을 읽으며 문장의 의미를 파악합니다.
본문 1 How Teens Make Decisions 십 대들은 어떻게 의사결정을 하는가
Host: Hello, everyone! Welcome to The Dr. Brain Show. I'm 진행자: 안녕하세요, 여러분! The Dr. Brain
your host, Joseph Emerson. Show에 오신 것을 환영합니다. 저는 진행자
Joseph Emerson입니다.
Can you think back to a time when a friend upset you? 친구가 여러분을 화나게 했던 때를 돌이켜
생각해 볼까요?
Let's imagine that you decided to write an angry message 여러분이 그 친구에게 분노에 찬 문자메시
to that friend. 지를 쓰기로 결심했다고 상상해 봅시다.
You say some harsh things that you normally wouldn't 여러분은 평소에는 하지 않을 법한 심한 말
say. You're so angry that you don't care. 들을 합니다. 여러분은 너무 화가 나서 개의치
않습니다.
When you're about to push "send," you think about “전송”을 누르려는 찰나에, 여러분은 이것이
whether it's a good idea. 좋은 생각인지 생각합니다.
Before you know it, you have sent the message anyway. 그걸 깨닫기도 전에, 여러분은 어쨌든 문자
메시지를 보내버리고 맙니다.
Teens are more likely to make these types of decisions 십 대들은 성인들보다 이러한 유형의 결정
than adults. 을 할 가능성이 더 높습니다.
With the help of our guest, we'll learn why teens tend to 초대 손님의 도움으로, 왜 십대들이 모든 것
act before thinking everything through. 을 충분히 고려하기 전에 행동하는 경향이
있는지에 관해 알아볼 것입니다.
Now, here's our guest for tonight, Dr. Jenny Clarkson! 이제, 오늘 밤의 초대 손님을 모셔보죠.
Thank you for joining us, doctor! Jenny Clarkson박사님입니다! 박사님, 자리
해 주셔서 감사합니다!
Dr. C: Thank you for having me, Joseph! Clarkson 박사: Joseph씨, 초대해 주셔서 감
사합니다!
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WORKBOOK – Part 1 Lesson 8
Part 1. 빈칸 연습
우리말 해석을 보고 영문의 빈칸을 완성하시오.
1. 진행자: 안녕하세요, 여러분! The Dr. Brain Show에 오신 것을 환영합니다. 저는 진행자 Joseph
Emerson입니다.1)
Host: Hello, everyone! ________________ to The Dr. Brain Show. I'm your ________________, Joseph Emerson.
2. 친구가 여러분을 화나게 했던 때를 돌이켜 생각해 볼까요?2)

Can you ________________ ________________ to a time when a friend ________________ you?
3. 여러분이 그 친구에게 분노에 찬 문자메시지를 쓰기로 결심했다고 상상해 봅시다.3)

Let's ________________ that you ________________ to write an angry message to that friend.
4. 여러분은 평소에는 하지 않을 법한 심한 말들을 합니다. 여러분은 너무 화가 나서 개의치 않습니다.4)

You say some ________________ things that you ________________ wouldn't say. You're so angry that
you don't ________________.
5. “전송”을 누르려는 찰나에, 여러분은 이것이 좋은 생각인지 생각합니다.5)

When you're ________________ ________________ push "send," you think about ________________ it's a
good idea.
6. 그걸 깨닫기도 전에, 여러분은 어쨌든 문자메시지를 보내버리고 맙니다.6)

Before you know it, you ________________ ________________ the message ________________.
7. 십 대들은 성인들보다 이러한 유형의 결정을 할 가능성이 더 높습니다.7)

________________ are more ________________ ________________ make these ________________ of
________________ than ________________.
8. 초대 손님의 도움으로, 왜 십대들이 모든 것을 충분히 고려하기 전에 행동하는 경향이 있는지에 관해

알아볼 것입니다.8)
________________ ________________ ________________ of our guest, we'll ________________ why teens
________________ ________________ ________________ before thinking everything through.
9. 이제, 오늘 밤의 초대 손님을 모셔보죠. Jenny Clarkson박사님입니다! 박사님, 자리해 주셔서 감사합니다!9)

Now, here's our ________________ for tonight, Dr. Jenny Clarkson! Thank you for ________________ us, doctor!
10. Clarkson 박사: Joseph씨, 초대해 주셔서 감사합니다!10)

Dr. C: Thank you for ________________ me, Joseph!
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Part 2. 해석 연습
영어 문장을 읽고 한글 해석을 쓰시오.
1. Host: Hello, everyone! Welcome to The Dr. Brain Show. I'm your host, Joseph Emerson.1)
2. Can you think back to a time when a friend upset you?2)
3. Let's imagine that you decided to write an angry message to that friend.3)
4. You say some harsh things that you normally wouldn't say. You're so angry that you don't care.4)
5. When you're about to push "send," you think about whether it's a good idea.5)
6. Before you know it, you've sent the message anyway.6)
7. Teens are more likely to make these types of decisions than adults.7)
8. With the help of our guest, we'll learn why teens tend to act before thinking everything through.8)
9. Now, here's our guest for tonight, Dr. Jenny Clarkson! Thank you for joining us, doctor!9)
10. Dr. C: Thank you for having me, Joseph!10)
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Part 3. 동사형 연습
괄호 안에 주어진 단어를 알맞게 고쳐 쓰시오.
Emerson입니다.1)
Host: Hello, everyone! (Welcome) to The Dr. Brain Show. I'm your host, Joseph Emerson.

Can you (think) back to a time when a friend (upset) you?

Let's (imagine) that you (decide) (write) an angry message to that friend.

You say some harsh things that you normally (will, not) (say). You're so angry that you (not,
care).

When you're about (push) "send," you (think) about whether it's a good idea.

Before you (know) it, you've (send) the message anyway.

Teens are more likely (make) these types of decisions than adults.

With the help of our guest, we'll (learn) why teens (tend) (act) before (think) everything through.

Now, here's our guest for tonight, Dr. Jenny Clarkson! Thank you for (join) us, doctor!

Dr. C: Thank you for (have) me, Joseph!
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Part 4. 어법 선택형 연습
괄호 안에서 어법상 쓰임이 바른 것을 고르시오.
Emerson입니다.1)
Host: Hello, everyone! Welcome [to / with] The Dr. Brain Show. I'm your host, Joseph Emerson.

Can you think back to a time [which / when] a friend upset you?

Let's [to imagine / imagine] [which / that] you decided [to write / writing] an angry message to
that friend.

You say some harsh things [that / what] you normally wouldn't say. You're so angry [which /
that] you don't care.

When you're about [pushing / to push] "send," you think about [that / whether] it's a good idea.

Before you know it, you [have sent / have been sent] the message anyway.

Teens are more likely [making / to make] these types of decisions [as / than] adults.

With the help of our guest, we'll learn [why teens / why do teens] tend to [acting / act] before
[think / thinking] everything through.

Now, here's our guest for tonight, Dr. Jenny Clarkson! Thank you for [join / joining] us, doctor!

Dr. C: Thank you for [have / having] me, Joseph!
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Part 5. 어색한 곳 찾기 연습
다음 글의 밑줄 친 부분 중 어색한 것을 찾아 바르게 고쳐 쓰시오.
I. 다음 글의 밑줄 친 부분 중 문맥상 어색한 것을 세 개 찾아 바르게 고쳐 쓰시오.1)
Host: Hello, everyone! Welcome to The Dr. Brain Show. I'm your host, Joseph Emerson. Can you
think back to a time when a friend upset you? Let's imagine that you decided to write an
angry message to that friend. You say some mild things that you normally wouldn't say.
You're so angry that you don't care. When you're about to push "send," you think about
whether it's a good idea. Before you know it, you've sent the message anyway. Teens are
more unlikely to make these types of decisions than adults. With the help of our guest, we'll
learn why teens tend to act after thinking everything through. Now, here's our guest for
tonight, Dr. Jenny Clarkson! Thank you for joining us, doctor!
Dr. C: Thank you for having me, Joseph!
(1) ______________________________ → _____________________________
(2) ______________________________ → _____________________________
(3) ______________________________ → _____________________________
II. 다음 글의 밑줄 친 부분 중 어법상 어색한 것을 세 개 찾아 바르게 고쳐 쓰시오.2)
Host: Hello, everyone! Welcome to The Dr. Brain Show. I'm your host, Joseph Emerson. Can you
think back to a time which a friend upset you? Let's imagine that you decided writing an
angry message that friend. You say some harsh things that you normally wouldn't say. You're
so angry that you don't care. When you're about to push "send," you think about whether
it's a good idea. Before you know it, you've sent the message anyway. Teens are more likely
to make these types of decisions than adults. With the help of our guest, we'll learn why do
teens tend to acting before thinking everything through. Now, here's our guest for tonight,
Dr. Jenny Clarkson! Thank you for joining us, doctor!
Dr. C: Thank you for having me, Joseph!
(1) __________________________________________________ → ___________________________________________________
(2) __________________________________________________ → __________________________________________________
(3) __________________________________________________ → __________________________________________________
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Part 6. 순서배열 연습
다음 우리말과 같은 뜻이 되도록 주어진 단어를 바르게 배열하시오.
Emerson입니다.1)
Host: Hello, everyone! (to / The Dr. Brain Show / welcome). (host, / Joseph Emerson / your /
I‘m)

(a friend / you / to / you / ? / upset / think / back / when / a time / can)

(angry / an / let's / message / that friend / you / to / to / write / that / imagine / decided)

(wouldn't / say / things / some / that / you / say / harsh / you / normally). (you're / don't / so
/ care / that / angry / you)

(when / to / about / you're / push / "send,") (idea / you / it's / good / about / think / whether
/ a)

(know / it / before / you), (sent / the / message / you've) anyway.

(decisions / more / of / these types / are / teens / likely / to / than / adults / make)

(with / of / our / guest / help / the), (teens / why / we'll / to / act / tend / learn) (thinking /
through / before / everything)

Now, (tonight, / for / our guest / here's / Dr. Jenny Clarkson)! (us, / ! / you / doctor / thank /
for / joining)

Dr. C: (for / ! / you / having / thank / Joseph / me,)
- 7 -
Part 7. 영작 연습
다음 우리말과 같은 뜻이 되도록 주어진 단어를 순서대로 사용하여 영작하시오.
1. 진행자: 안녕하세요, 여러분! The Dr. Brain Show에 오신 것을 환영합니다. 저는 진행자 Joseph Emerson
입니다.1)
hello, welcome, your

Host: ______________, ______________! ______________ ______________ ______________ ______________ ______________
______________. ______________ ______________ ______________, ______________ ______________
can, back, a time, when, upset

______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________?

let’s, that, decide, angry, message, that
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________
say, some, harsh, thing, that, normally, will, say, so, angry, care
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________. ______________ ______________ ______________ ______________
______________ ______________ ______________
5. “전송”을 누르려는 찰나에, 여러분은 이것이 좋은 생각인지에 관해 생각합니다.5)

when, about, push, send, about, whether, it, good, idea
______________ ______________ ______________ ______________ ______________ “______________,” ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
- 8 -
you, know, send, anyway

______________ ______________ ______________ ______________, ______________ ______________ ______________
______________ ______________ ______________
7. 십 대들은 성인들보다 이러한 유형의 결정들을 할 가능성이 더 높습니다.7)
teen, likely, make, this, type, decision

______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________
8. 우리 초대 손님의 도움으로, 우리는 왜 십대들이 모든 것을 충분히 고려하기 전에 행동하는 경향이

있는지에 관해 알아볼 것입니다.8)
with, our, guest, learn, teen, tend, act, think, through

______________ ______________ ______________ ______________ ______________ ______________, ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________
9. 이제, 오늘 밤의 우리 초대 손님을 모셔보죠. Jenny Clarkson박사님입니다! 박사님, 자리해 주셔서 감사합니다!9)

here’s, for, thank, join, us, doctor
Now, ______________ ______________ ______________ ______________ ______________, Dr. Jenny Clarkson!
______________ ______________ ______________ ______________ ______________, ______________!
thank, have, me
Dr. C: ______________ ______________ ______________ ______________ ______________, Joseph!
- 9 -
본문 해석지
본문 2 How Teens Make Decisions
Host: Dr. Clarkson, could you first tell us about how we 진행자: Clarkson 박사님, 먼저 저희가 어떻
make decisions? 게 의사결정을 하는지에 관해 말씀해 주실
수 있을까요?
Dr. C: Sure. It seems like we make decisions almost Clarkson 박사: 물론입니다. 우리가 거의 즉
immediately, but our brain actually has to go through 각적으로 의사결정을 하는 것처럼 보입니다
만, 사실 우리의 뇌는 어떤 것을 결정하기
several steps before deciding anything.
전에 몇 가지 단계를 거쳐야 합니다.
Neurons, which are special brain cells, make up different 특수한 뇌세포인 뉴런들은 우리 뇌 속에 상
structures in our brains. 이한 구조들을 형성하고 있습니다.
These structures send signals to each other. 이러한 구조들은 서로 신호를 주고 받습니다.
After the structures finish evaluating all the signals, they 그 구조들이 그 모든 신호들을 감정한 이후
will send out a response that will tell our body what to 에, 우리의 신체에 해야 할 일들을 전달하는
회신을 보내죠.
do.
Host: I see. Does this process happen exactly the same 진행자: 알겠습니다. 그렇다면, 이 과정이 모
way in everyone's brain? 든 사람의 뇌에서 정확히 똑같은 방식으로
일어나나요?
Dr. C: People basically go through the same decision-making Clarkson 박사: 사람은 기본적으로는 동일한
process, but there is a slight difference between teens and 의사결정 과정을 거치지만 십 대와 성인 사
adults. 이에는 약간의 차이가 있습니다.
Scientists used to think that the brain was done growing 과학자들은 뇌가 12살 즈음에 최대 크기에
by the time you turned 12 since the brain reaches its 다다르기 때문에 그 무렵에는 뇌의 성장이
완료된다고 생각했습니다.
maximum size around that age.
However, studies show that some parts of the brain 그러나 연구들이 뇌의 어떤 부분은 이십 대
continue to develop until the early twenties. 초반까지 계속해서 발달한다는 것을 보여
줍니다.
That means teens' brains are still maturing and not 이것은 십대들의 뇌가 여전히 자라는 중이
completely developed. 고 완전히 발달되지 않았음을 의미합니다.
This may be why teens seem to make risky decisions. 이것이 아마도 십 대들이 위험한 결정을 하
는 것처럼 보이는 이유일 수 있습니다.
- 10 -
1. 진행자: Clarkson 박사님, 먼저 저희가 어떻게 의사결정을 하는지에 관해 말씀해 주실 수 있을까요?1)

Host: Dr. Clarkson, could you first tell us about how we ________________ ________________?
2. Clarkson 박사: 물론입니다. 우리가 거의 즉각적으로 의사결정을 하는 것처럼 보입니다만, 사실 우리

의 뇌는 어떤 것을 결정하기 전에 몇 가지 단계를 거쳐야 합니다.2)
Dr. C: Sure. It ________________ ________________ we make decisions almost ________________, but our brain
________________ has to ________________ ________________ ________________ ________________ before deciding anything.
3. 특수한 뇌세포인 뉴런들은 우리 뇌 속에 상이한 구조들을 형성하고 있습니다.3)

Neurons, which are special ________________ ________________, ________________ ________________ different
________________ in our brains.
4. 이러한 구조들은 서로 신호를 주고 받습니다.4)

These structures send ________________ to ________________ ________________.
5. 그 구조들이 그 모든 신호들을 감정한 이후에, 우리의 신체에 해야 할 일들을 전달하는 회신을 보내죠.5)
After the structures finish ________________ all the signals, they will ________________ ________________ a
________________ that will tell our body what to do.
6. 진행자: 알겠습니다. 그렇다면, 이 과정이 모든 사람의 뇌에서 정확히 똑같은 방식으로 일어나나요?6)
Host: I see. Does this ________________ happen ________________ ________________ ________________
________________ in everyone's brain?
7. Clarkson 박사: 사람은 기본적으로는 동일한 의사결정 과정을 거치지만 십 대와 성인 사이에는 약간

의 차이가 있습니다.7)
Dr. C: People ________________ go through the same ________________ process, but there is a
________________ difference between teens and adults.
8. 과학자들은 뇌가 12살 즈음에 최대 크기에 다다르기 때문에 그 무렵에는 뇌의 성장이 완료된다고 생

각했습니다.8)
Scientists used to think that the brain ________________ ________________ growing ________________ ________________
________________ you turned 12 since the brain ________________ its ________________ size ________________ that age.
9. 그러나 연구들이 뇌의 어떤 부분은 이십 대 초반까지 계속해서 발달한다는 것을 보여 줍니다.9)

However, studies show that some parts of the brain ________________ to ________________
________________ the ________________ twenties.
10. 이것은 십대들의 뇌가 여전히 자라는 중이고 완전히 발달되지 않았음을 의미합니다.10)
That ________________ teens' brains are still ________________ and not ________________ developed.
11. 이것이 아마도 십 대들이 위험한 결정을 하는 것처럼 보이는 이유일 수 있습니다.11)
This may be why teens seem to make ________________ decisions.
- 11 -
1. Host: Dr. Clarkson, could you first tell us about how we make decisions?1)
2. Dr. C: Sure. It seems like we make decisions almost immediately, but our brain actually has to
go through several steps before deciding anything.2)
3. Neurons, which are special brain cells, make up different structures in our brains.3)
4. These structures send signals to each other.4)
5. After the structures finish evaluating all the signals, they will send out a response that will tell
our body what to do.5)
6. Host: I see. Does this process happen exactly the same way in everyone's brain?6)
7. Dr. C: People basically go through the same decision-making process, but there is a slight
difference between teens and adults.7)
8. Scientists used to think that the brain was done growing by the time you turned 12 since the
brain reaches its maximum size around that age.8)
9. However, studies show that some parts of the brain continue to develop until the early twenties.9)
10. That means teens' brains are still maturing and not completely developed.10)
11. This may be why teens seem to make risky decisions.11)
- 12 -

Host: Dr. Clarkson, could you first (tell) us about how we (make) decisions?

Dr. C: Sure. It (seem) like we (make) decisions almost immediately, but our brain actually (have)
to (go through) several steps before (decide) anything.

Neurons, which (be) special brain cells, (make up) different structures in our brains.

These structures (send) signals to each other.
After the structures (finish) (evaluate) all the signals, they will (send out) a response that will (tell)
our body what (do).
6. 진행자: 알겠습니다. 그렇다면, 이 과정이 모든 사람의 뇌에서 똑같은 방식으로 일어나나요?6)

Host: I see. (Do) this process (happen) exactly the same way in everyone's brain?

Dr. C: People basically (go through) the same decision-(make) process, but there (be) a slight
difference between teens and adults.

각했습니다.8)
Scientists used to (think) that the brain (do) (grow) by the time you (turn) 12 since the brain
(reach) its maximum size around that age.

However, studies (show) that some parts of the brain (continue) (develop) until the early twenties.
That (mean) teens' brains are still (mature) and not completely (develop).
This may (be) why teens (seem) (make) risky decisions.
- 13 -

Host: Dr. Clarkson, could you first tell us about [how / what] [do we / we] make decisions?

Dr. C: Sure. It seems like [us / we] make decisions [most / almost] immediately, but our brain
actually has to go through several steps before [decide / deciding] anything.

Neurons, [that / which] [are / is] special brain cells, [makes / make] up different structures in our
brains.

These structures [are sent / send] signals to each other.
After the structures finish [to evaluate / evaluating] all the signals, they will send out a response
[that / what] will tell [to our body / our body] what [to doing / to do].
6. 진행자: 알겠습니다. 그렇다면, 이 과정이 모든 사람의 뇌에서 똑같은 방식으로 일어나나요?6)

Host: I see. [Does / Do] this process happen exactly [the same / same] way in everyone's brain?

Dr. C: People basically go through the same decision-[made / making] process, but there [are /
is] a slight difference between teens and adults.

각했습니다.8)
Scientists used to [thinking / think] [that / what] the brain was [doing / done] [grown / growing]
by the time you turned 12 [since / because of] the brain reaches its maximum size around that
age.

However, studies show [that / which] some parts of the brain [continue / continues] to develop
until the early twenties.
That means [teens' / teens's] brains are still [maturing / matured] and not completely
[developing / developed].
This may be why teens seem [making / to make] risky decisions.
- 14 -
Host: Dr. Clarkson, could you first tell us about why we make decisions?
Dr. C: Sure. It seems like we make decisions almost immediately, but our brain actually has to go
through several steps before deciding anything. Neurons, which are special brain cells, make
up different structures in our brains. These structures send signals to each other. After the
structures finish evaluating all the signals, they will send out a response that will tell our
body what to do.
Host: I see. Does this process happen exactly the same way in everyone's brain?
Dr. C: People basically go through different decision-making process, but there is a slight difference
between teens and adults. Scientists used to think that the brain was done growing by the
time you turned 12 since the brain reaches its minimum size around that age. However,
studies show that some parts of the brain continue to develop until the early twenties. That
means teens' brains are still maturing and not completely developed. This may be why teens
seem to make risky decisions.
(1) ______________________________ → _____________________________
(2) ______________________________ → _____________________________
(3) ______________________________ → _____________________________
Host: Dr. Clarkson, could you first tell us about how do we make decisions?
Dr. C: Sure. It seems like we make decisions almost immediately, but our brain actually has to go
through several steps before deciding anything. Neurons, that is special brain cells, make up
different structures in our brains. These structures send signals to each other. After the
structures finish evaluating all the signals, they will send out a response that will tell our
body what to do.
Host: I see. Does this process happen exactly the same way in everyone's brain?
Dr. C: People basically go through the same decision-making process, but there is a slight difference
between teens and adults. Scientists used to think that the brain was doing grown by the
time you turned 12 since the brain reaches its maximum size around that age. However,
studies show that some parts of the brain continue to develop until the early twenties. That
means teens' brains are still maturing and not completely developed. This may be why teens
seem to make risky decisions.
(1) __________________________________________________ → ___________________________________________________
(2) __________________________________________________ → __________________________________________________
(3) __________________________________________________ → __________________________________________________
- 15 -

Host: Dr. Clarkson, (make / how / could / tell / us / decisions / about / first / you / we)?

Dr. C: Sure. (make / decisions / seems / it / like / we / almost immediately), but (deciding /
steps / before / several / go / actually has / anything / our brain / through / to).

Neurons, (which / brain / cells / special / are), (make / different / our brains / up / in /
structures).

(structures / other / these / signals / send / to / each)
(the structures / evaluating / after / finish / all / the signals), (tell / out / will / send / to / that
/ our body / what / do / will / a response / they)
Host: I see. (the / same / does / way / ? / happen exactly / this process / in everyone's brain)
- 16 -

Dr. C: (through / people / same / decision-making / the / basically go / process), but (difference
/ is / adults / and / slight / a / there / teens / between).

각했습니다.8)
(used / done / to / by / turned / 12 / the time / the brain / was / think / that / you /
scientists / growing) (the brain / reaches / that age / size / since / its / around / maximum)

However, (studies / to / show / develop / that / some parts / the early twenties / continue / of
/ until / the brain).
(teens' / that / brains / maturing / means / are still / completely developed / and / not)
(teens / make / be / why / decisions / may / risky / this / seem / to)
- 17 -
could, first, tell, we, decisions

Host: Dr. Clarkson, ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________?

의 뇌는 어떤 것을 결정하기 전에 몇 가지 단계를 거쳐야만 합니다.2)
seem, like, decisions, immediately, actually, have, through, several, step, decide, anything
Dr. C: Sure. ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________, but ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________.
which, special, make, different

Neurons, ______________ ______________ ______________ ______________ ______________, ______________
______________ ______________ ______________ ______________ ______________ ______________.
this, send, each

______________ ______________ ______________ ______________ ______________ ______________ ______________
5. 그 구조들이 그 모든 신호들을 감정한 이후에, 그것들은 우리의 신체에 해야 할 일들을 전달하는 회신을
보내죠.5)
finish, evaluate, all, out, response, that, will, tell, what, do
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________, ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________
happen, exactly, same, way, in
Host: I see. ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________?
- 18 -

basically, go, decision-making, there, slight, teen

Dr. C: ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________, but ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________.
8. 과학자들은 뇌가 12살 즈음에 그것의 최대 크기에 다다르기 때문에 그 무렵에는 뇌의 성장이 완료된
다고 생각했었습니다.8)
used, that, do, grow, time, turn, since, reach, maximum, around, that, age
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________
study, that, some, continue, develop, until, early

However, ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________.
that, teen, mature, completely

______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________
this, may, why, seem, risky, decisions

______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________
- 19 -
본문 해석지
Host: Very interesting! Please tell us more about the 진행자: 매우 흥미롭네요! 십 대들의 뇌와
relationship between their brains and their decision-making. 의사결정 간의 관계에 대해 좀 더 말씀해
주시죠.
Dr. C: Well, the region that controls emotions matures Clarkson 박사: 감정을 조절하는 영역은 미
리 생각해보고 위험 요소를 평가하도록 돕
faster than the part of the brain that helps you think
는 뇌 영역보다 먼저 발달합니다.
ahead and measure risk.
Teens therefore rely on it heavily, which means they are 따라서 십 대들은 그 영역에 대단히 많이
influenced more by feelings and instincts than by reason 의존하게 되는데요, 이는 십 대들이 의사결
정을 할 때 이성보다 감정과 본능에 더 영
when making decisions.
향을 받는다는 말입니다.
In other words, teens are usually not inclined to consider 다시 말해, 십 대들은 보통 그들의 행동의
모든 결과를 고려하지 않는 경향이 있으며,
all the consequences of their actions, so they make choices
따라서 결국 후회하고 말 선택들을 하죠.
that they end up regretting.
Host: So what you're saying is teens are likely to make 진행자: 그렇다면 박사님 말씀은 십 대들은
choices based on their feelings since their brains are not 뇌가 완전히 발달되지 않아서 감정에 기반한
선택들을 하는 경향이 있다는 것이군요.
fully developed.
- 20 -
1. 진행자: 매우 흥미롭네요! 십 대들의 뇌와 의사결정 간의 관계에 대해 좀 더 말씀해 주시죠.1)

Host: Very ________________! Please tell us more about the ________________ ________________ their brains
and their decision-making.
2. Clarkson 박사: 감정을 조절하는 영역은 미리 생각해보고 위험 요소를 평가하도록 돕는 뇌 영역보다

먼저 발달합니다.2)
Dr. C: Well, the ________________ that ________________ ________________ matures faster than the part of the
brain that helps you think ahead and ________________ risk.
3. 따라서 십 대들은 그 영역에 대단히 많이 의존하게 되는데요, 이는 십 대들이 의사결정을 할 때 이성

보다 감정과 본능에 더 영향을 받는다는 말입니다.3)
Teens therefore ________________ ________________ it ________________, which means they ________________
________________ more by ________________ and ________________ than by ________________ when making
decisions.
4. 다시 말해, 십 대들은 보통 그들의 행동의 모든 결과를 고려하지 않는 경향이 있으며, 따라서 결국

후회하고 말 선택들을 하죠.4)
________________ ________________ ________________, teens are usually not ________________ to consider all the
________________ of their ________________, so they make choices that they ________________ ________________
________________.
5. 진행자: 그렇다면 박사님 말씀은 십 대들은 뇌가 완전히 발달되지 않아서 감정에 기반한 선택들을 하
는 경향이 있다는 것이군요.5)
Host: So what you're saying is teens are likely to make choices ________________ ________________ their
feelings since their brains are not ________________ developed.
- 21 -
1. Host: Very interesting! Please tell us more about the relationship between their brains and their
decision-making.1)
2. Dr. C: Well, the region that controls emotions matures faster than the part of the brain that
helps you think ahead and measure risk.2)
3. Teens therefore rely on it heavily, which means they are influenced more by feelings and
instincts than by reason when making decisions.3)
4. In other words, teens are usually not inclined to consider all the consequences of their actions,
so they make choices that they end up regretting.4)
5. Host: So what you're saying is teens are likely to make choices based on their feelings since
their brains are not fully developed.5)
- 22 -

Host: Very interesting! Please (tell) us more about the relationship between their brains and their
decision-(make).

Dr. C: Well, the region that (control) emotions (mature) faster than the part of the brain that
(help) you (think) ahead and (measure) risk.

Teens therefore (rely on) it heavily, which (mean) they (influence) more by feelings and instincts
than by reason when (make) decisions.

In other words, teens are usually not (incline) (consider) all the consequences of their actions, so
they (make) choices that they (end up) (regret).
Host: So what you're (say) (be) teens (be) likely (make) choices (base) on their feelings since their
brains are not fully (develop).
- 23 -

Host: Very interesting! Please [tell / telling] [to us / us] more about the relationship between
their brains and their decision-making.

Dr. C: Well, the region [that / where] [control / controls] emotions [mature / matures] faster than
the part of the brain [what / that] [helps / help] you [thinking / think] ahead and [measuring /
measure] risk.

Teens therefore rely on [it / them] heavily, [that / which] [mean / means] they [influenced / are
influenced] more by feelings and instincts than by reason when [made / making] decisions.

In other words, teens are usually not inclined to [considering / consider] all the consequences of
their actions, so they make choices [what / that] they end up [to regret / regretting].
Host: So [what / that] you're saying [are / is] teens are likely to [making / make] choices [basing
/ based] on their feelings [since / due to] their brains are not fully [developing / developed].
- 24 -
Host: Very interesting! Please tell us more about the relationship between their brains and their
decision-making.
Dr. C: Well, the region that controls emotions matures slower than the part of the brain that helps
you think ahead and measure risk. Teens therefore rely on it heavily, which means they are
influenced more by feelings and instincts than by reason when making decisions. In other
words, teens are usually not disinclined to consider all the consequences of their actions, so
they make choices that they end up regretting.
Host: So what you're saying is teens are likely to make choices based on their reason since their
brains are not fully developed.
(1) ______________________________ → _____________________________
(2) ______________________________ → _____________________________
(3) ______________________________ → _____________________________
Host: Very interesting! Please tell us more about the relationship between their brains and their
decision-making.
Dr. C: Well, the region that control emotions mature faster than the part of the brain that helps
you think ahead and measure risk. Teens therefore rely on it heavily, which mean they
influence more by feelings and instincts than by reason when making decisions. In other
words, teens are usually not inclined to consider all the consequences of their actions, so
they make choices what they end up to regret.
Host: So what you're saying is teens are likely to make choices based on their feelings since their
brains are not fully developed.
(1) __________________________________________________ → ___________________________________________________
(2) __________________________________________________ → __________________________________________________
(3) __________________________________________________ → __________________________________________________
- 25 -

Host: Very interesting! Please (their brains / their decision-making / and / tell / about / between
/ us / more / the relationship).

Dr. C: Well, (faster / think / the brain / matures / helps / the region / ahead / that / and / risk
/ of / controls / emotions / than / that / the part / you / measure).

(heavily / on / rely / it / teens therefore), (by reason / than / instincts / influenced / which / are
/ and / more / means / by feelings / they) (making / when / decisions)

In other words, (all / their actions / to / teens / consider / not / of / are usually / the
consequences / inclined), (they / so / up / choices / that / they / end / regretting / make).
Host: So (make / choices / to / based / on / their feelings / is / you're / are / what / likely /
teens / saying) (fully developed / since / their brains / not / are).
- 26 -
1. 진행자: 매우 흥미롭네요! 십 대들의 뇌와 의사결정 간의 관계에 대해 우리에게 좀 더 말씀해 주시죠.1)
very, interest, tell, relationship, decision-making

Host: ______________ ______________! Please ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________.

region, that, control, emotions, fast, that, ahead, measure, risk

Dr. C: Well, ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________.
3. 따라서 십 대들은 그 영역에 대단히 많이 의존하게 되는데요, 이는 그들이 의사결정들을 할 때 이성

보다 감정과 본능에 더 영향을 받는다는 것을 의미합니다.3)
teen, therefore, rely, heavily, which, influence, feeling, reason, decision

______________ ______________ ______________ ______________ ______________ ______________, ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________

other, teen, not, incline, consider, all, consequence, action, choice, end, regret
______________ ______________ ______________, ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________, ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________
5. 진행자: 그렇다면 박사님 말씀은 십 대들은 뇌가 완전히 발달되지 않아서 그들의 감정들에 기반한 선
택들을 하는 경향이 있다는 것이군요.5)
what, say, teen, likely, choice, base, feeling, since, not, fully, develop
Host: So ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________.
- 27 -
본문 해석지
Dr. C: That's right. However, this is not the whole story. Clarkson 박사: 그렇습니다. 그러나, 이것이
전부는 아닙니다.
Teens' brains are also going through other important 십 대들의 뇌는 다른 중요한 변화들도 겪고
changes. 있습니다.
Their brains are constantly identifying and removing any 그들의 뇌는 끊임없이 뉴런 사이에 약한 연
weak connections between neurons. 결고리를 찾아 제거하고 있죠.
For example, if teens aren't reading, doing experiments, or 예를 들어, 십 대들이 독서나 실험, 문제 해
solving problems, then the brain will get rid of the 결을 하지 않고 있다면, 뇌는 그러한 활동과
관련된 연결고리들을 제거할 것입니다.
connections that are related to those activities.
Once those are gone, their brains will put more energy 일단 그것들이 사라지고 나면, 그들의 뇌는
into making other connections stronger. 다른 연결고리들을 더 강하게 만드는 데 더
많은 에너지를 쏟을 것입니다.
Host: So, do you mean that the activities teens are 진행자: 그렇다면, 십 대들이 참여하고 있는
involved in can shape the way their brains develop? 활동들이 그들의 뇌가 발달하는 방식을 형
성할 수 있다는 말씀이신가요?
Dr. C: Exactly. This is why the types of activities teens Clarkson 박사: 바로 그렇습니다. 이것이 십
choose to participate in are especially important. 대들이 참여하기로 선택하는 활동의 종류가
특히 더 중요한 이유입니다.
If a teen decides to play sports or learn an instrument, 만약 한 십 대 청소년이 운동을 하거나 악

then the brain will strengthen those connections. 기를 배우겠다고 결정하면, 뇌는 그 연결고
리를 강화하겠지요.
On the other hand, if he or she chooses to surf the 반면, 그 학생이 온종일 인터넷을 하거나 온
Internet or play online games all day long, then those 라인 게임을 하기로 선택하면, 그러한 연결
고리가 대신 살아남게 될 것입니다.
connections will survive instead.
The harder teens work at building good habits, the 십 대들이 좋은 습관을 기르려고 더 열심히
stronger those connections in their brains will be. 노력할수록, 그들 뇌 안의 그러한 연결고리
는 더욱 강해질 것입니다.
- 28 -
1. Clarkson 박사: 그렇습니다. 그러나, 이것이 전부는 아닙니다.1)

Dr. C: That's right. However, this is not the ________________ story.
2. 십 대들의 뇌는 다른 중요한 변화들도 겪고 있습니다.2)

Teens' brains are also going through other important ________________.
3. 그들의 뇌는 끊임없이 뉴런 사이에 약한 연결고리를 찾아 제거하고 있죠.3)

Their brains are ________________ ________________ and ________________ any ________________ ________________
between neurons.
4. 예를 들어, 십 대들이 독서나 실험, 문제 해결을 하지 않고 있다면, 뇌는 그러한 활동과 관련된 연결

고리들을 제거할 것입니다.4)
________________ ________________, if teens aren't reading, doing ________________, or solving problems, then
the brain will ________________ ________________ ________________ the connections that are ________________
________________ those ________________.
5. 일단 그것들이 사라지고 나면, 그들의 뇌는 다른 연결고리들을 더 강하게 만드는 데 더 많은 에너지

를 쏟을 것입니다.5)
________________ those ________________ ________________, their brains will put more energy into making
other connections stronger.
6. 진행자: 그렇다면, 십 대들이 참여하고 있는 활동들이 그들의 뇌가 발달하는 방식을 형성할 수 있다

는 말씀이신가요?6)
Host: So, do you mean that the activities teens are ________________ ________________ can ________________
the way their brains develop?
7. Clarkson 박사: 바로 그렇습니다. 이것이 십 대들이 참여하기로 선택하는 활동의 종류가 특히 더 중요

한 이유입니다.7)
Dr. C: Exactly. This is why the types of activities teens choose to ________________ ________________ are
________________ important.
8. 만약 한 십 대 청소년이 운동을 하거나 악기를 배우겠다고 결정하면, 뇌는 그 연결고리를 강화하겠지요.8)

If a teen decides to play sports or learn an instrument, then the brain will ________________ those
connections.
9. 반면, 그 학생이 온종일 인터넷을 하거나 온라인 게임을 하기로 선택하면, 그러한 연결고리가 대신
살아남게 될 것입니다.9)
________________ ________________ ________________ ________________, if he or she chooses to ________________
________________ ________________ or play online games all day long, then those connections will
________________ instead.
10. 십 대들이 좋은 습관을 기르려고 더 열심히 노력할수록, 그들 뇌 안의 그러한 연결고리는 더욱 강해

질 것입니다.10)
The harder teens work at building ________________ ________________, the stronger those connections in
their brains will be.
- 29 -
1. Dr. C: That's right. However, this is not the whole story.1)
2. Teens' brains are also going through other important changes.2)
3. Their brains are constantly identifying and removing any weak connections between neurons.3)
4. For example, if teens aren't reading, doing experiments, or solving problems, then the brain will
get rid of the connections that are related to those activities.4)
5. Once those are gone, their brains will put more energy into making other connections stronger.5)
6. Host: So, do you mean that the activities teens are involved in can shape the way their brains
develop?6)
7. Dr. C: Exactly. This is why the types of activities teens choose to participate in are especially
important.7)
8. If a teen decides to play sports or learn an instrument, then the brain will strengthen those
connections.8)
9. On the other hand, if he or she chooses to surf the Internet or play online games all day long,
then those connections will survive instead.9)
10. The harder teens work at building good habits, the stronger those connections in their brains
will be.10)
- 30 -

Dr. C: That's right. However, this (be) not the whole story.

Teens' brains are also (go) through other important changes.

Their brains are constantly (identify) and (remove) any weak connections between neurons.

For example, if teens aren't (read), (do) experiments, or (solve) problems, then the brain will (get
rid of) the connections that (relate) to those activities.

Once those are (go), their brains will (put) more energy into (make) other connections stronger.

Host: So, do you (mean) that the activities teens (involve) in can (shape) the way their brains
(develop)?

Dr. C: Exactly. This (be) why the types of activities teens (choose) (participate) in (be) especially
important.

If a teen (decide) (play) sports or (learn) an instrument, then the brain will (strengthen) those
connections.
On the other hand, if he or she (choose) (surf) the Internet or (play) online games all day long,
then those connections will (survive) instead.

The harder teens (work) at (build) good habits, the stronger those connections in their brains
will (be).
- 31 -
1. Clarkson 박사: 그렇습니다. 그러나, 이것이 전부는 아닙니다. 십 대들의 뇌는 다른 중요한 변화들도
겪고 있습니다.1)
Dr. C: That's right. However, this is not the whole story. Teens' brains are also [going / gone]
through [another / other] important changes.

Their brains are constantly [identifying / identified] and [removing / removed] any weak
connections between neurons.

For example, if teens aren't [reading / read], [doing / done] experiments, or [solving / solved]
problems, then the brain will get rid of the connections [that / what] are [related / relating] to
those activities.

Once those are [going / gone], their brains will put more energy into [making / made] [another
/ other] connections [more strongly / stronger].

Host: So, do you mean [that / which] the activities teens are [involved / involving] [in / at] can
shape the way their brains develop?

Dr. C: Exactly. This is why the types of activities teens choose [to participate / participating] [in /
of] [is / are] especially important.

If a teen [will decide / decides] [playing / to play] sports or learn an instrument, then the brain
will strengthen those connections.
On the other hand, if he or she chooses [surfing / to surf] the Internet or [playing / play] online
games all day long, then those connections will [survive / be survived] instead.

질 것입니다.9)
[Harder / The harder] teens work at [building / to build] good habits, the [stronger / more
strongly] those connections in their brains will be.
- 32 -
Dr. C: That's right. However, this is not the whole story. Teens' brains are also going through other
important changes. Their brains are constantly identifying and removing any strong
connections between neurons. For example, if teens aren't reading, doing experiments, or
solving problems, then the brain will get rid of the connections that are related to those
activities. Once those are gone, their brains will put more energy into making other
connections stronger.
Host: So, do you mean that the activities teens are involved in can shape the way their brains
develop?
Dr. C: Exactly. This is why the types of activities teens choose to participate in are especially
important. If a teen decides to play sports or learn an instrument, then the brain will
strengthen those connections. On the other hand, if he or she chooses to surf the Internet
or play online games all day long, then those connections will perish instead. The harder
teens work at building bad habits, the stronger those connections in their brains will be.
(1) ______________________________ → _____________________________
(2) ______________________________ → _____________________________
(3) ______________________________ → _____________________________
Dr. C: That's right. However, this is not the whole story. Teens' brains are also going through other
important changes. Their brains are constantly identifying and removing any weak
connections between neurons. For example, if teens aren't reading, doing experiments, or
solving problems, then the brain will get rid of the connections that are related to those
activities. Once those are gone, their brains will put more energy into make other
connections stronger.
Host: So, do you mean that the activities teens are involved in can shape the way their brains
develop?
Dr. C: Exactly. This is why the types of activities teens choose to participate is especially important.
If a teen decides to play sports or learn an instrument, then the brain will strengthen those
connections. On the other hand, if he or she chooses to surf the Internet or play online
games all day long, then those connections will survive instead. The harder teens work at
building good habits, more strongly those connections in their brains will be.
(1) __________________________________________________ → ___________________________________________________
(2) __________________________________________________ → __________________________________________________
(3) __________________________________________________ → __________________________________________________
- 33 -

Dr. C: That's right. However, (the / not / is / story / this / whole).

(important / brains / are also / changes / teens' / going / other / through)

(any / and / their brains / are constantly / connections / neurons / weak / between / identifying
/ removing)

For example, (teens / aren't / problems, / reading, / doing / solving / if / experiments, / or), then
(those activities / to / are / will / the connections / the brain / related / that / get rid of).

(gone / once / are / those), (will / connections / making / put / other / stronger / more /
energy / their brains / into)
- 34 -

Host: So, (in / that / shape / their brains / involved / mean / can / develop / you / the
activities / are / the way / teens / do)?

Dr. C: Exactly. (choose / why / teens / of / to / activities / participate / is / in / important / this
/ the types / are especially)

(to / a teen / decides / play / or / sports / if / an instrument / learn), then (connections / will /
those / the brain / strengthen).
On the other hand, (chooses / to / online games / the Internet / or / play / if / all day long /
he or she / surf), then (connections / will / those / survive) instead.

(habits / work / the / teens / harder / good / building / at), (stronger / in / will / connections
/ those / their brains / be / the)
- 35 -

whole, story
Dr. C: That's right. However, ______________ ______________ ______________ ______________ ______________
______________.

also go, important, change
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________
3. 그들의 뇌는 끊임없이 뉴런 사이에 어떤 약한 연결고리들을 찾아 제거하고 있죠.3)

constantly, identify, remove, any, connection
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________

example, do, experiments, solve, get, rid, that, relate, those, activity
______________ ______________, ______________ ______________ ______________ ______________, ______________
______________, ______________ ______________ ______________, then ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________.

once, be, go, put, into, make, strong
______________ ______________ ______________ ______________, ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________

는 것을 의미하시나요?6)
mean, that, activity, involve, shape, way, develop
Host: So, ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________?
- 36 -

why, type, teen, choose, participate, especially, important

Dr. C: Exactly. ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________
decide, sports, instrument, strengthen, those

______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________, then ______________ ______________ ______________
______________ ______________ ______________.
other, he or she, choose, surf, long, survive, instead

______________ ______________ ______________ ______________, ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________, then ______________
______________ ______________ ______________ ______________.

hard, work, build, habit, strong, be

______________ ______________ ______________ ______________ ______________ ______________ ______________
______________, ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________
- 37 -
본문 해석지
Host: I see. Do you have any final comments for our 진행자: 알겠습니다. 시청자분들을 위해 마
viewers? 지막으로 해주실 말씀이 있을까요?
Dr. C: If we view the adolescent period as merely a Clarkson 박사: 만약 우리가 청소년기를 단
process of becoming mature, then it's easy to dismiss it as 순히 성숙해가는 과정으로만 간주한다면, 그
것을 그저 지나가는 단계로 치부해버리기
a passing phase.
쉽습니다.
However, we shouldn't look at the changes that occur in 하지만, 우리는 십 대들의 뇌에서 일어나는
teens' brains only in terms of maturity. 변화들을 성숙이라는 관점에서만 보아서는
안 됩니다.
Adolescence is also a period when significant changes 청소년기는 새로운 재능들이 나타나도록 돕
는 중요한 변화가 뇌 안에서 일어나는 시기
happen in the brain that help new abilities appear.
이기도 합니다.
Therefore, adolescence is not a stage to simply get 그러므로, 청소년기는 그저 견뎌내어야 하는

단계가 아니라 삶에서 그들이 많은 자질과
through, but an important stage in people's lives where
능력을 발달시키고 그들의 미래를 설계하는
they can develop many qualities and abilities, and shape 중요한 단계입니다.
their future.
Host: Thank you for your insight, Dr. Clarkson! 진행자: Clarkson 박사님, 좋은 의견 감사드
립니다!
We hope the information you've shared will help our 오늘 나눠주신 정보가 가정에 계신 시청자
여러분들이 미래에 더 합리적인 선택을 하
viewers at home make more reasonable choices in the
는 데 도움이 되길 바랍니다.
future.
That's it for The Dr. Brain Show tonight. Good night, 오늘 The Dr. Brain Show는 여기까지입니다.
everyone! 여러분, 좋은 밤 보내십시오!
- 38 -
1. 진행자: 알겠습니다. 시청자분들을 위해 마지막으로 해주실 말씀이 있을까요?1)

Host: I see. Do you have any ________________ ________________ for our ________________?
2. Clarkson 박사: 만약 우리가 청소년기를 단순히 성숙해가는 과정으로만 간주한다면, 그것을 그저 지나

가는 단계로 치부해버리기 쉽습니다.2)
Dr. C: If we ________________ the ________________ ________________ as ________________ a process of becoming
mature, then it's easy to ________________ it as a passing ________________.
3. 하지만, 우리는 십 대들의 뇌에서 일어나는 변화들을 성숙이라는 관점에서만 보아서는 안 됩니다.3)
However, we shouldn't look at the changes that ________________ in teens' brains only ________________
________________ ________________ ________________.
4. 청소년기는 새로운 재능들이 나타나도록 돕는 중요한 변화가 뇌 안에서 일어나는 시기이기도 합니다.4)
________________ is also a period when ________________ changes happen in the brain that help new
________________ ________________.
5. 그러므로, 청소년기는 그저 견뎌내어야 하는 단계가 아니라 삶에서 그들이 많은 자질과 능력을 발달

시키고 그들의 미래를 설계하는 중요한 단계입니다.5)
________________, adolescence is not a ________________ to ________________ get through, but an important
stage in people's lives where they can develop many ________________ and abilities, and shape their
future.
6. 진행자: Clarkson 박사님, 좋은 의견 감사드립니다!6)

Host: Thank you for your ________________, Dr. Clarkson!
7. 오늘 나눠주신 정보가 가정에 계신 시청자 여러분들이 미래에 더 합리적인 선택을 하는 데 도움이

되길 바랍니다.7)
We ________________ the ________________ you've ________________ will help our viewers at home make more
________________ choices in the future.
8. 오늘 The Dr. Brain Show는 여기까지입니다. 여러분, 좋은 밤 보내십시오!8)

________________ ________________ for The Dr. Brain Show tonight. Good night, everyone!
- 39 -
1. Host: I see. Do you have any final comments for our viewers?1)
2. Dr. C: If we view the adolescent period as merely a process of becoming mature, then it's easy
to dismiss it as a passing phase.2)
3. However, we shouldn't look at the changes that occur in teens' brains only in terms of maturity.3)
4. Adolescence is also a period when significant changes happen in the brain that help new abilities
appear.4)
5. Therefore, adolescence is not a stage to simply get through, but an important stage in people's
lives where they can develop many qualities and abilities, and shape their future.5)
6. Host: Thank you for your insight, Dr. Clarkson!6)
7. We hope the information you've shared will help our viewers at home make more reasonable
choices in the future.7)
8. That's it for The Dr. Brain Show tonight. Good night, everyone!8)
- 40 -

Host: I see. Do you (have) any final comments for our viewers?

Dr. C: If we (view) the adolescent period as merely a process of (become) mature, then it's easy
(dismiss) it as a (pass) phase.
However, we shouldn't (look) at the changes that (occur) in teens' brains only in terms of
maturity.
Adolescence (be) also a period when significant changes (happen) in the brain that (help) new
abilities (appear).

Therefore, adolescence is not a stage (simply, get) through, but an important stage in people's
lives where they can (develop) many qualities and abilities, and (shape) their future.

Host: (Thank) you for your insight, Dr. Clarkson!

We (hope) the information you (share) will (help) our viewers at home (make) more reasonable
choices in the future.

That (be) it for The Dr. Brain Show tonight. Good night, everyone!
- 41 -

Host: I see. Do you have [some / any] final comments for our viewers?

Dr. C: If we view the adolescent period as [mere / merely] a process of [becoming / become]
mature, then it's easy [to dismissing / to dismiss] it as a [passing / passed] phase.
However, we shouldn't look at the changes [that / what] [occur / are occurred] in teens' brains
only in terms of maturity.
Adolescence is also a period [when / that] significant changes happen in the brain [that / what]
[help / helps] new abilities [appearing / appear].

Therefore, adolescence is not a stage to simply [get / getting] through, [and / but] an important
stage in people's lives [which / where] they can develop many qualities and abilities, and shape
their future.

Host: Thank you [to / for] your insight, Dr. Clarkson!

We hope the information you've [shared / been shared] will help our viewers at home [making /
make] more reasonable choices in the future.

That's it [for / of] The Dr. Brain Show tonight. Good night, everyone!
- 42 -
Host: I see. Do you have any final comments for our viewers?
Dr. C: If we view the adolescent period as merely a process of becoming mature, then it's easy to
dismiss it as a passing phase. However, we shouldn't look at the changes that occur in
teens' brains only in terms of immaturity. Adolescence is also a period when significant
changes happen in the brain that help new abilities disappear. Therefore, adolescence is not
a stage to simply get through, but an important stage in people's lives where they can
develop many qualities and abilities, and shape their future.
Host: Thank you for your insight, Dr. Clarkson! We hope the information you've shared will help our
viewers at home make more unreasonable choices in the future. That's it for The Dr. Brain
Show tonight. Good night, everyone!
(1) ______________________________ → _____________________________
(2) ______________________________ → _____________________________
(3) ______________________________ → _____________________________
Host: I see. Do you have any final comments for our viewers?
Dr. C: If we view the adolescent period as merely a process of become maturely, then it's easy to
dismiss it as a passing phase. However, we shouldn't look at the changes that occur in
teens' brains only in terms of maturity. Adolescence is also a period which significant
changes happen in the brain that helps new abilities appearing. Therefore, adolescence is not
a stage to simply get through, but an important stage in people's lives where they can
develop many qualities and abilities, and shape their future.
Host: Thank you for your insight, Dr. Clarkson! We hope the information you've shared will help our
viewers at home make more reasonable choices in the future. That's it for The Dr. Brain
Show tonight. Good night, everyone!
(1) __________________________________________________ → ___________________________________________________
(2) __________________________________________________ → __________________________________________________
(3) __________________________________________________ → __________________________________________________
- 43 -

Host: I see. (for / do / ? / any / you / our viewers / have / final / comments)

Dr. C: (mature / view / merely / the adolescent / becoming / of / a process / if / as / period /
we), then (a / phase / easy / passing / it's / dismiss / it / to / as).
However, (in / in / occur / brains only / teens' / maturity / at / we / that / shouldn't / terms /
look / of / the changes).
(appear / when / new / help / changes / abilities / a period / in the brain / significant /
adolescence / happen / that / is also)

Therefore, (to / not / simply get through / is / a stage / adolescence), but (an important stage /
qualities / abilities, / develop / in people's lives / where / their future / can / and / many / they
/ and / shape).

Host: (for / Dr. Clarkson / ! / thank / you / your insight,)

(you've / reasonable / the information / help / our viewers / in the future / at home / will /
more / make / hope / shared / choices / we)

(it / The Dr. Brain Show / that‘s / tonight / for). Good night, everyone!
- 44 -
have, any, final, comments, view

Host: I see. ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________?

view, adolescent, period, as, merely, become, it’s, dismiss, pass, phase
Dr. C: ______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________, then ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________.
should, look, that, occur, only, terms, maturity

However, ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________.
adolescence, also, significant, happen, that, ability, appear

______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________
- 45 -

stage, simply get, important, people’s, where, develop, many, quality, ability, shape
Therefore, ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________, but ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
_______________ _____________ ______________, and ______________ ______________ ______________.
thank, your, insight

Host: ______________ ______________ ______________ ______________ ______________, Dr. Clarkson!
7. 우리는 오늘 나눠주신 정보가 가정에 계신 우리의 시청자들이 미래에 더 합리적인 선택을 하는 데

도움이 되길 바랍니다.7)
hope, share, home, make, reasonable, future

______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________ ______________ ______________
______________ ______________ ______________ ______________ ______________
that
______________ ______________ ______________ ______________ ______________ ______________ ______________
tonight. Good night, everyone!
- 46 -
WORKBOOK – Check Lesson 8
Check How Teens Make Decisions
본문 어법&어휘 선택 / 영작 / 빈칸 / 순서배열
Host: Hello, everyone! Welcome to The Dr. Brain Show. I'm your 진행자: 안녕하세요, 여러분! The Dr.
빈칸
___________1), Joseph Emerson. 영작
친구가 여러분을 화나게 했던 Brain Show에 오신 것을 환영합니다.
저는 진행자 Joseph Emerson입니다.
때를 돌이켜 생각해 볼까요?(can, back, a time, a friend, upset)2)
친구가 여러분을 화나게 했던 때를 돌
Let's [imagine / imaging]3) [that / which]4) you decided [to write 이켜 생각해 볼까요? 여러분이 그 친
/ writing]5) an angry message to that friend. You say some 구에게 분노에 찬 문자메시지를 쓰기
빈칸
___________6) things [that / what]7) you normally wouldn't say. 로 결심했다고 상상해 봅시다. 여러분
순서배열 은 평소에는 하지 않을 법한 심한 말
(so, you, care, are, that, you, angry, don't).8) When you're
빈칸
들을 합니다. 여러분은 너무 화가 나
___________ ___________ ___________9) "send," you think about 서 개의치 않습니다. “전송”을 누르려
빈칸
___________10) it's a good idea. Before you know it, you [have 는 찰나에, 여러분은 이것이 좋은 생
sent / are sent]11) the message anyway. Teens are more 각인지 생각합니다. 그걸 깨닫기도 전
[unlikely / likely]12) to [make / making]13) these types of 에, 여러분은 어쨌든 문자메시지를 보
빈칸 내버리고 맙니다. 십 대들은 성인들보
decisions than adults. ___________ ___________ ___________
다 이러한 유형의 결정을 할 가능성이
영작
___________14) our guest, we'll learn 왜 십대들이 모든 것을 충 더 높습니다. 초대 손님의 도움으로,
분히 고려하기 전에 행동하는 경향이 있는지를(why, teen, tend, 왜 십대들이 모든 것을 충분히 고려하
act, before, think, everything, through)15). Now, here's our guest 기 전에 행동하는 경향이 있는지에 관
해 알아볼 것입니다. 이제, 오늘 밤의
for tonight, Dr. Jenny Clarkson! Thank you for [joining / join]16)
초대 손님을 모셔보죠. Jenny Clarkson
us, doctor! 박사님입니다! 박사님, 자리해 주셔서
빈칸
Dr. C: Thank you for ___________ ___________,17) Joseph! 감사합니다!
Clarkson 박사: Joseph씨, 초대해 주셔
서 감사합니다!
영작
Host: Dr. Clarkson, could you first tell us 어떻게 의사결정을 진행자: Clarkson 박사님, 먼저 저희가
하는지에 관해(make, about, we, decisions, how)?18) 어떻게 의사결정을 하는지에 관해 말
빈칸 빈칸 씀해 주실 수 있을까요?
Dr. C: Sure. It ___________ ___________19) we ___________ ___________20)
빈칸 Clarkson 박사: 물론입니다. 우리가 거
almost immediately, but our brain actually has to ___________
의 즉각적으로 의사결정을 하는 것처
___________21) several steps before [to decide / deciding]22) 럼 보입니다만, 사실 우리의 뇌는 어
anything. Neurons, [that / which]23) are special brain cells, 떤 것을 결정하기 전에 몇 가지 단계
빈칸
___________ ___________24) different structures in our brains. 를 거쳐야 합니다. 특수한 뇌세포인
뉴런들은 우리 뇌 속에 상이한 구조들
These structures send signals [for / to]25) each other. After the
을 형성하고 있습니다. 이러한 구조들
structures finish [to evaluate / evaluating]26) all the signals, 은 서로 신호를 주고 받습니다. 그 구
순서배열
(our, they, to, send, do, that, will, what, tell, out, body, 조들이 그 모든 신호들을 감정한 이후
will, a response)27). 에, 그것들은 우리의 신체에 해야 할
일들을 전달하는 회신을 보내죠.
- 47 -
Host: I see. Does this process happen exactly the same way in 진행자: 알겠습니다. 그렇다면, 이 과
everyone's brain? 정이 모든 사람의 뇌에서 똑같은 방식
빈칸 으로 일어나나요?
Dr. C: People basically go through the same ___________ ___________28),
Clarkson 박사: 사람은 기본적으로는
알맞지 않은 것 고르기
but there is [some / a slight / a few / a little]29) 동일한 의사결정 과정을 거치지만 십
빈칸
difference between teens and adults. Scientists ___________ 대와 성인 사이에는 약간의 차이가 있
___________ ___________30) that the brain was [doing / done]31) 습니다. 과학자들은 뇌가 12살 즈음에
빈칸 최대 크기에 다다르기 때문에 그 무렵
[growing / grown]32) ___________ ___________ ___________33) you
알맞지 않은 것 고르기
에는 뇌의 성장이 완료된다고 생각했
turned 12 [owing to / since / because / as]34) 습니다.
the brain [reaches to / reaches]35) its [minimum / maximum]36) 그러나 연구들이 뇌의 어떤 부분은 이
size around that age. However, studies show that some parts 십 대 초반까지 계속해서 발달한다는
of the brain continue 알맞지 않은 것 고르기
[developing / developed / 것을 보여 줍니다. 이것은 십대들의
뇌가 여전히 자라는 중이고 완전히 발
to develop]37) until the early twenties. That means teens' brains
달되지 않았음을 의미합니다. 이것이
are still [matured / maturing]38) and not [partially / completely]39) 아마도 십 대들이 위험한 결정을 하는
순서배열
[developing / developed]40). (teens, seem, risky, may, to, 것처럼 보이는 이유일 수 있습니다.
this, be, why, make, decisions).41)
빈칸
Host: Very interesting! Please tell us more about the ___________42) 진행자: 매우 흥미롭네요! 십 대들의
between their brains and their decision-making. 뇌와 의사결정 간의 관계에 대해 좀
Dr. C: Well, the region [that / what]43) [controls / control]44) 더 말씀해 주시죠.
Clarkson 박사: 감정을 조절하는 영역
emotions [mature / matures]45) faster than the part of the brain
은 미리 생각해보고 위험 요소를 평가
that [helps / help]46) you think ahead and measure risk. Teens
하도록 돕는 뇌 영역보다 먼저 발달합
빈칸
therefore ___________ ___________47) it heavily, [that / which]48) 니다. 따라서 십 대들은 그 영역에 대
means they [influenced / are influenced]49) more by feelings 단히 많이 의존하게 되는데요, 이는
and 빈칸
___________50) than by reason when [made / making]51) 십 대들이 의사결정을 할 때 이성보다
빈칸 감정과 본능에 더 영향을 받는다는 말
decisions. ___________ ___________ ___________52), teens are
입니다. 다시 말해, 십 대들은 보통 그
빈칸
usually not ___________53) [to consider / to considering]54) all 들의 행동의 모든 결과를 고려하지 않
빈칸 영작
the ___________55) of their actions, so 그들은 결국 그들이 후 는 경향이 있으며, 따라서 결국 후회
회하고 말 선택들을 하죠.(they, choice, that, they, end, regret)56) 하고 말 선택들을 하죠.
- 48 -
Host: So [what / which]57) you're saying [is / are]58) teens are 진행자: 그렇다면 박사님 말씀은 십
likely to make choices 빈칸
___________ ___________59) their feelings 대들은 뇌가 완전히 발달되지 않아서
감정에 기반한 선택들을 하는 경향이
[since / due to]60) their brains are not fully [developing /
있다는 것이군요.
developed]61). Clarkson 박사: 그렇습니다. 그러나, 이
영작
Dr. C: That's right. However, 이것이 전부는 아닙니다(this, 것이 전부는 아닙니다. 십 대들의 뇌
whole, story)62). Teens' brains are also going through other 는 다른 중요한 변화들도 겪고 있습니
다. 그들의 뇌는 끊임없이 뉴런 사이
important changes. Their brains are constantly identifying and
에 약한 연결고리를 찾아 제거하고 있
[removing / to remove]63) any weak connections between 죠. 예를 들어, 십 대들이 독서나 실험,
빈칸
neurons. ___________ ___________64), if teens aren't reading, 문제 해결을 하지 않고 있다면, 뇌는
빈칸 순서배열 그러한 활동과 관련된 연결고리들을
___________ ___________65), or solving problems, then (that,
related, the brain, activities, get, will, the connections, rid, those, 제거할 것입니다. 일단 그것들이 사라
빈칸 빈칸 지고 나면, 그들의 뇌는 다른 연결고
are, of, to)66). ___________67) those are ___________68), their
리들을 더 강하게 만드는 데 더 많은
영작
brains will put more energy into 다른 연결고리들을 더 강하게 에너지를 쏟을 것입니다.
만드는데(make, connections, strong)69).
Host: So, do you mean [which / that]70) the activities teens are 진행자: 그렇다면, 십 대들이 참여하고
있는 활동들이 그들의 뇌가 발달하는 방
[involved / involved in]71) can shape the way their brains
식을 형성할 수 있다는 말씀이신가요?
develop? Clarkson 박사: 바로 그렇습니다. 이것
Dr. C: Exactly.순서배열(participate, choose, especially important, this, 이 십 대들이 참여하기로 선택하는 활
are, is, teens, why, the types of, to, activities, in).72) If a teen 동의 종류가 특히 더 중요한 이유입니
decides [playing / to play]73) sports or learn an instrument, 다. 만약 한 십 대 청소년이 운동을
하거나 악기를 배우겠다고 결정하면,
then the brain will [strengthen / weaken]74) those connections.
뇌는 그 연결고리를 강화하겠지요. 반
빈칸
___________ ___________ ___________ ___________75), if he or she 면, 그 학생이 온종일 인터넷을 하거
chooses [surfing / to surf]76) the Internet or [play / playing]77) 나 온라인 게임을 하기로 선택하면,
online games all day long, then those connections will survive 그러한 연결고리가 대신 살아남게 될
영작 것입니다. 십 대들이 좋은 습관을 기
instead. 십 대들이 좋은 습관을 기르려고 더 열심히 노력할수
르려고 더 열심히 노력할수록, 그들
록, 그들 뇌 안의 그러한 연결고리는 더욱 강해질 것입니다.(hard, 뇌 안의 그러한 연결고리는 더욱 강해
work, build, habits, strong, those connections, will)78) 질 것입니다.
- 49 -
Host: I see. Do you have any final comments for our viewers? 진행자: 알겠습니다. 시청자분들을 위해
Dr. C: If we view the 빈칸
___________ ___________79) as 알맞지 않은 것 고르기 마지막으로 해주실 말씀이 있을까요?
Clarkson 박사: 만약 우리가 청소년기
[merely / simply / rarely / only]80) a process of [became /
를 단순히 성숙해가는 과정으로만 간
영작
becoming]81) mature, then 그것을 그저 지나가는 단계로 치부해버 주한다면, 그것을 그저 지나가는 단계
빈칸
리기 쉽습니다(it, easy, dismiss, it, as, pass, phase)82). ___________83), 로 치부해버리기 쉽습니다. 하지만, 우
we shouldn't look at the changes [that / what]84) occur in 리는 십 대들의 뇌에서 일어나는 변화
빈칸 들을 성숙이라는 관점에서만 보아서는
teens' brains only ___________ ___________ ___________85) maturity.
순서배열
안 됩니다. 청소년기는 새로운 재능들
Adolescence is also a period (appear, help, the brain, 이 나타나도록 돕는 중요한 변화가 뇌
happen, new, when, significant, changes, in, that, abilities)86). 안에서 일어나는 시기이기도 합니다.
Therefore, adolescence is not a stage [simply getting through / 그러므로, 청소년기는 그저 견뎌내어야
to simply get through]87), but an important stage in people's 하는 단계가 아니라 삶에서 그들이 많
빈칸 빈칸 은 자질과 능력을 발달시키고 그들의
lives ___________88) they can develop many ___________89) and
미래를 설계하는 중요한 단계입니다.
abilities, and shape their future. 진행자: Clarkson 박사님, 좋은 의견
Host: Thank you for your insight, Dr. Clarkson! We hope the 감사드립니다! 오늘 나눠주신 정보가
information you've shared will help our viewers at home 가정에 계신 시청자 여러분들이 미래
에 더 합리적인 선택을 하는 데 도움
[making / make]90) more [reasonable / irrational]91) choices in
이 되길 바랍니다. 오늘 The Dr. Brain
빈칸
the future. ___________ ___________ ___________92) The Dr. Brain Show는 여기까지입니다. 여러분, 좋은
Show tonight. Good night, everyone! 밤 보내십시오!
- 50 -
Answer Key Lesson 8
정답
개정 영어 NE능률(김성곤) 본문 1
본문 8단계 워크북 Part 4. 어법 선택형 연습
1) to
2) when
본문 1 3) imagine / that / to write
Part 1. 빈칸 연습 4) that / that
1) Welcome / host 5) to push / whether
2) think back / upset 6) have sent
3) imagine / decided 7) to make / than
4) harsh / normally / care 8) why teens / act / thinking
5) about to / whether 9) joining
6) have sent / anyway 10) having
7) Teens / likely to / types / decisions / adults
8) With the help / learn / tend to / act 본문 1
9) guest / joining
10) having
1) (1) mild → harsh
(2) unlikely → likely
본문 1 (3) after → before
Part 2. 해석 연습 2) (1) a time which a friend upset you → a time when a
1) 진행자: 안녕하세요, 여러분! The Dr. Brain Show에 오신 friend upset you
것을 환영합니다. 저는 진행자 Joseph Emerson입니다. (2) you decided writing an angry message that friend →
2) 친구가 여러분을 화나게 했던 때를 돌이켜 생각해 볼까요? you decided to write an angry message to that friend
3) 여러분이 그 친구에게 분노에 찬 문자메시지를 쓰기로 결 (3) why do teens tend to acting → why teens tend to
심했다고 상상해 봅시다. act
4) 여러분은 평소에는 하지 않을 법한 심한 말들을 합니다. 여

러분은 너무 화가 나서 개의치 않습니다. 본문 1
5) “전송”을 누르려는 찰나에, 여러분은 이것이 좋은 생각인지 Part 6. 순서배열 연습
생각합니다. 1) Welcome to The Dr. Brain Show. / I'm your host, Joseph
6) 그걸 깨닫기도 전에, 여러분은 어쨌든 문자메시지를 보내버 Emerson.
리고 맙니다. 2) Can you think back to a time when a friend upset you?
7) 십 대들은 성인들보다 이러한 유형의 결정을 할 가능성이 3) Let's imagine that you decided to write an angry message
더 높습니다. to that friend.
8) 초대 손님의 도움으로, 왜 십대들이 모든 것을 충분히 고려 4) You say some harsh things that you normally wouldn't
하기 전에 행동하는 경향이 있는지에 관해 알아볼 것입니다. say. You're so angry that you don't care.
9) 이제, 오늘 밤의 초대 손님을 모셔보죠. Jenny Clarkson박사님 5) When you're about to push "send," you think about
입니다! 박사님, 자리해 주셔서 감사합니다! whether it's a good idea.
10) Clarkson 박사: Joseph씨, 초대해 주셔서 감사합니다! 6) Before you know it / you've sent the message
7) Teens are more likely to make these types of decisions
본문 1 than adults.
Part 3. 동사형 연습 8) With the help of our guest, we'll learn why teens tend
1) Welcome to act before thinking everything through.
2) think / upset 9) here's our guest for tonight, Dr. Jenny Clarkson / Thank
3) imagine / decided / to write you for joining us, doctor!
4) wouldn’t / say / don’t care 10) Thank you for having me, Joseph!
5) to push / think 본문 1
6) know / sent Part 7. 영작 연습
7) to make 1) Hello, everyone! Welcome to The Dr. Brain Show. I'm
8) learn / tend / to act / thinking your host, Joseph Emerson.
9) joining 2) Can you think back to a time when a friend upset you?
10) having 3) Let's imagine that you decided to write an angry message
- 51 -
Answer Key Lesson 8
to that friend. 이는 이유일 수 있습니다.

4) You say some harsh things that you normally wouldn't
say. You're so angry that you don't care. 본문 2
5) When you're about to push "send," you think about Part 3. 동사형 연습
whether it's a good idea.
1) tell / make
6) Before you know it, you've sent the message anyway.
2) seems / make / has / go through / deciding
7) Teens are more likely to make these types of decisions
3) are / make up
than adults.
4) send
8) With the help of our guest, we'll learn why teens tend
5) finish / evaluating / send out / tell / to do
to act before thinking everything through.
6) Does / happen
9) here's our guest for tonight / Thank you for joining us,
7) go through / making / is
doctor!
8) think / was done / growing / turned / reaches
10) Thank you for having me
9) show / continue / to develop[developing]
10) means / maturing / developed
본문 2
11) be / seem / to make
1) make decisions
본문 2
2) seems like / immediately / actually / go through / several
/ steps
1) how / we
3) brain cells / make up / structures
2) we / almost / deciding
4) signals / each other
3) which / are / make
5) evaluating / send out / response
4) send
6) process / exactly / the same way
5) evaluating / that / our body / to do
7) basically / decision-making / slight
6) Does / the same
8) was done / by the time / reaches / maximum / around
7) making / is
9) continue / develop / until / early
8) think / that / done / growing / since
10) means / maturing / completely
9) that / continue
11) risky
10) teens’ / maturing / developed
11) to make
본문 2
본문 2
1) 진행자: Clarkson 박사님, 먼저 저희가 어떻게 의사결정을
하는지에 관해 말씀해 주실 수 있을까요?
1) (1) why → how
2) Clarkson 박사: 물론입니다. 우리가 거의 즉각적으로 의사결
(2) different → the same
정을 하는 것처럼 보입니다만, 사실 우리의 뇌는 어떤 것을
(3) minimum → maximum
결정하기 전에 몇 가지 단계를 거쳐야 합니다.
2) (1) how do we make decisions → how we make decisions
3) 특수한 뇌세포인 뉴런들은 우리 뇌 속에 상이한 구조들을
(2) that is special brain cells → which are special brain
형성하고 있습니다.
cells
4) 이러한 구조들은 서로 신호를 주고 받습니다.
(3) the brain was doing grown by the time you turned
5) 그 구조들이 그 모든 신호들을 감정한 이후에, 우리의 신체
12 → the brain was done growing by the time you
에 해야 할 일들을 전달하는 회신을 보내죠.
turned 12
6) 진행자: 알겠습니다. 그렇다면, 이 과정이 모든 사람의 뇌에
서 똑같은 방식으로 일어나나요?
본문 2
7) Clarkson 박사: 사람은 기본적으로는 동일한 의사결정 과정
을 거치지만 십 대와 성인 사이에는 약간의 차이가 있습니다. Part 6. 순서배열 연습
8) 과학자들은 뇌가 12살 즈음에 최대 크기에 다다르기 때문 1) could you first tell us about how we make decisions
에 그 무렵에는 뇌의 성장이 완료된다고 생각했습니다. 2) It seems like we make decisions almost immediately /
9) 그러나 연구들이 뇌의 어떤 부분은 이십 대 초반까지 계속 our brain actually has to go through several steps
해서 발달한다는 것을 보여 줍니다. before deciding anything
10) 이것은 십대들의 뇌가 여전히 자라는 중이고 완전히 발달 3) which are special brain cells / make up different structures
되지 않았음을 의미합니다. in our brains
11) 이것이 아마도 십 대들이 위험한 결정을 하는 것처럼 보 4) These structures send signals to each other.
- 52 -
Answer Key Lesson 8
5) After the structures finish evaluating all the signals, they Part 2. 해석 연습
will send out a response that will tell our body what to 1) 진행자: 매우 흥미롭네요! 십 대들의 뇌와 의사결정 간의
do. 관계에 대해 좀 더 말씀해 주시죠.
6) Does this process happen exactly the same way in everyone's 2) Clarkson 박사: 감정을 조절하는 영역은 미리 생각해보고
brain? 위험 요소를 평가하도록 돕는 뇌 영역보다 먼저 발달합니다.
7) People basically go through the same decision-making process 3) 따라서 십 대들은 그 영역에 대단히 많이 의존하게 되는데
/ there is a slight difference between teens and adults 요, 이는 십 대들이 의사결정을 할 때 이성보다 감정과 본
8) Scientists used to think that the brain was done growing 능에 더 영향을 받는다는 말입니다.
by the time you turned 12 since the brain reaches its 4) 다시 말해, 십 대들은 보통 그들의 행동의 모든 결과를 고
maximum size around that age. 려하지 않는 경향이 있으며, 따라서 결국 후회하고 말 선택
9) studies show that some parts of the brain continue to 들을 하죠.
develop until the early twenties 5) 진행자: 그렇다면 박사님 말씀은 십 대들은 뇌가 완전히 발
10) That means teens' brains are still maturing and not 달되지 않아서 감정에 기반한 선택들을 하는 경향이 있다
completely developed. 는 것이군요.
11) This may be why teens seem to make risky decisions.
본문 3
본문 2 Part 3. 동사형 연습
Part 7. 영작 연습 1) tell / making
1) could you first tell us about how we make decisions 2) controls / matures / helps / think / measure
2) It seems like we make decisions almost immediately / 3) rely on / means / are influenced / making
our brain actually has to go through several steps 4) inclined / to consider / make / end up / regretting
before deciding anything 5) saying / is / are / to make / based / developed
3) which are special brain cells, make up different structures
in our brains
본문 3
4) These structures send signals to each other.
5) After the structures finish evaluating all the signals, they
1) tell / us
will send out a response that will tell our body what to
2) that / controls / matures / that / helps / think / measure
do.
3) it / which / means / are influenced / making
6) Does this process happen exactly the same way in
4) consider / that / regretting
everyone's brain?
5) what / is / make / based / since / developed
7) People basically go through the same decision-making process
/ there is a slight difference between teens and adults
8) Scientists used to think that the brain was done growing 본문 3
by the time you turned 12 since the brain reaches its Part 5. 어색한 곳 찾기 연습
maximum size around that age. 1) (1) slower → faster
9) studies show that some parts of the brain continue to (2) disinclined → inclined
develop until the early twenties (3) reason → feelings[emotion]
10) That means teens' brains are still maturing and not 2) (1) the region that control emotions mature faster →
completely developed. the region that controls emotions matures faster
11) This may be why teens seem to make risky decisions. (2) which mean they influence more → which means
they are influenced more
(3) so they make choices what they end up to regret →
본문 3
so they make choices that[which] they end up regretting
1) interesting / relationship / between
2) region / controls / emotions / measure
3) rely on / heavily / are influenced / feelings / instincts /
reason 본문 3
4) In other words / inclined / consequences / actions / Part 6. 순서배열 연습
end up / regretting
1) tell us more about the relationship between their brains
5) based on / fully and their decision-making
2) the region that controls emotions matures faster than
본문 3 the part of the brain that helps you think ahead and
- 53 -
Answer Key Lesson 8
measure risk 들을 더 강하게 만드는 데 더 많은 에너지를 쏟을 것입니다.

3) Teens therefore rely on it heavily, which means they are 6) 진행자: 그렇다면, 십 대들이 참여하고 있는 활동들이 그들
influenced more by feelings and instincts than by reason 의 뇌가 발달하는 방식을 형성할 수 있다는 말씀이신가요?
when making decisions. 7) Clarkson 박사: 바로 그렇습니다. 이것이 십 대들이 참여하
4) teens are usually not inclined to consider all the 기로 선택하는 활동의 종류가 특히 더 중요한 이유입니다.
consequences of their actions / so they make choices 8) 만약 한 십 대 청소년이 운동을 하거나 악기를 배우겠다고 결
that they end up regretting 정하면, 뇌는 그 연결고리를 강화하겠지요.
5) what you're saying is teens are likely to make choices 9) 반면, 그 학생이 온종일 인터넷을 하거나 온라인 게임을 하
based on their feelings / since their brains are not fully 기로 선택하면, 그러한 연결고리가 대신 살아남게 될 것입
developed 니다.
10) 십 대들이 좋은 습관을 기르려고 더 열심히 노력할수록,
본문 3 그들 뇌 안의 그러한 연결고리는 더욱 강해질 것입니다.
1) Very interesting! / tell us more about the relationship 본문 4
between their brains and their decision-making Part 3. 동사형 연습
2) the region that controls emotions matures faster than 1) is
the part of the brain that helps you think ahead and 2) going
measure risk 3) identifying / removing
3) Teens therefore rely on it heavily, which means they are 4) reading / doing / solving / get rid of / are related
influenced more by feelings and instincts than by reason 5) gone / put / making
when making decisions.
6) mean / are involved / shape / develop
4) teens are usually not inclined to consider all the consequences
7) is / choose / to participate / are
of their actions, so they make choices that they end up
8) decides / to play / (to) learn / strengthen
regretting
9) chooses / to surf / (to) play / survive
5) what you're saying is teens are likely to make choices
10) work / building / be
based on their feelings since their brains are not fully
developed
본문 4
본문 4
1) going / other
2) identifying / removing
1) whole
3) reading / doing / solving / that / related
2) changes
4) gone / making / other / stronger
3) constantly / identifying / removing / weak / connections
5) that / involved / in
4) For example / experiments / get rid of / related to /
6) to participate / in / are
activities
7) decides / to play
5) Once / are gone
8) to surf / play / survive
6) involved in / shape
9) The harder / building / stronger
7) participate in / especially
8) strengthen
9) On the other hand / surf the Internet / survive 본문 4
10) good habits Part 5. 어색한 곳 찾기 연습
1) (1) strong → weak
(2) perish → survive
본문 4
(3) bad → good
2) (1) make other activities stronger→ making other activities
1) Clarkson 박사: 그렇습니다. 그러나, 이것이 전부는 아닙니다.
stronger
2) 십 대들의 뇌는 다른 중요한 변화들도 겪고 있습니다.
(2) the types of activities teens choose to participate is
3) 그들의 뇌는 끊임없이 뉴런 사이에 약한 연결고리를 찾아
especially important → the types of activities teens
제거하고 있죠.
choose to participate in are especially important
4) 예를 들어, 십 대들이 독서나 실험, 문제 해결을 하지 않고 (3) more strongly those connections in their brains will
있다면, 뇌는 그러한 활동과 관련된 연결고리들을 제거할 be → the stronger those connections in their brains will
것입니다. be
5) 일단 그것들이 사라지고 나면, 그들의 뇌는 다른 연결고리
- 54 -
Answer Key Lesson 8
3) occur / in terms of / maturity
본문 4 4) Adolescence / significant / abilities / appear
Part 6. 순서배열 연습 5) Therefore / stage / simply / qualities
1) this is not the whole story 6) insight
2) Teens' brains are also going through other important 7) hope / information / shared / reasonable
changes. 8) That's it
3) Their brains are constantly identifying and removing any

weak connections between neurons. 본문 5
4) if teens aren't reading, doing experiments, or solving Part 2. 해석 연습
problems / the brain will get rid of the connections 1) 진행자: 알겠습니다. 시청자분들을 위해 마지막으로 해주실
that are related to those activities 말씀이 있을까요?
5) Once those are gone, their brains will put more energy 2) Clarkson 박사: 만약 우리가 청소년기를 단순히 성숙해가는
into making other connections stronger. 과정으로만 간주한다면, 그것을 그저 지나가는 단계로 치부
6) do you mean that the activities teens are involved in 해버리기 쉽습니다.
can shape the way their brains develop 3) 하지만, 우리는 십 대들의 뇌에서 일어나는 변화들을 성숙
7) This is why the types of activities teens choose to 이라는 관점에서만 보아서는 안 됩니다.
participate in are especially important. 4) 청소년기는 새로운 재능들이 나타나도록 돕는 중요한 변화
8) If a teen decides to play sports or learn an instrument / 가 뇌 안에서 일어나는 시기이기도 합니다.
the brain will strengthen those connections 5) 그러므로, 청소년기는 그저 견뎌내어야 하는 단계가 아니라
9) if he or she chooses to surf the Internet or play online 삶에서 그들이 많은 자질과 능력을 발달시키고 그들의 미
games all day long / those connections will survive 래를 설계하는 중요한 단계입니다.
10) The harder teens work at building good habits, the 6) 진행자: Clarkson 박사님, 좋은 의견 감사드립니다!
stronger those connections in their brains will be. 7) 오늘 나눠주신 정보가 가정에 계신 시청자 여러분들이 미
래에 더 합리적인 선택을 하는 데 도움이 되길 바랍니다.
본문 4 8) 오늘 The Dr. Brain Show는 여기까지입니다. 여러분, 좋은
Part 7. 영작 연습 밤 보내십시오!
1) this is not the whole story

2) Teens' brains are also going through other important 본문 5
changes. Part 3. 동사형 연습
3) Their brains are constantly identifying and removing any 1) have
weak connections between neurons. 2) view / becoming / to dismiss / passing
4) For example, if teens aren't reading, doing experiments, 3) look / occur
or solving problems / the brain will get rid of the 4) is / happen / help / appear
connections that are related to those activities 5) is / to simply get / develop
5) Once those are gone, their brains will put more energy 6) Thank
into making other connections stronger.
7) hope / have shared / help / make
6) do you mean that the activities teens are involved in
8) is
can shape the way their brains develop
7) This is why the types of activities teens choose to participate
본문 5
in are especially important.
8) If a teen decides to play sports or learn an instrument /
1) any
the brain will strengthen those connections
2) merely / becoming / to dismiss / passing
9) On the other hand, if he or she chooses to surf the
Internet or play online games all day long / those 3) that / occur
connections will survive instead 4) when / that / help / appear
10) The harder teens work at building good habits, the 5) get / but / where
stronger those connections in their brains will be. 6) for
7) shared / make
본문 5 8) for
1) final / comments / viewers 본문 5
2) view / adolescent period / merely / dismiss / phase Part 5. 어색한 곳 찾기 연습
- 55 -
Answer Key Lesson 8
1) (1) immaturity → maturity 2) Can you think back a time when a friend upset you?
(2) disappear → appear 3) imagine
(3) unreasonable → reasonable 4) that
2) (1) as merely a process of become maturely → as 5) to write
merely a process of becoming mature 6) harsh
(2) a period which significant changes happen in the 7) that
brain → a period (when[that]) significant changes
8) You are so angry that you don’t care.
happen in the brain
9) about to push
(3) that helps new abilities appearing → that help new
10) whether[if]
abilities appear
11) have sent
12) likely
본문 5
13) make
Part 6. 순서배열 연습 14) With the help of
1) Do you have any final comments for our viewers?
15) why teens tend to act before thinking everything through
2) If we view the adolescent period as merely a process of
16) joining
becoming mature / it's easy to dismiss it as a passing
17) having me
phase
18) how we make decisions
3) we shouldn't look at the changes that occur in teens'
19) seems like
brains only in terms of maturity
20) make decisions
4) Adolescence is also a period when significant changes
21) go through
happen in the brain that help new abilities appear.
22) deciding
5) adolescence is not a stage to simply get through / an
23) which
important stage in people's lives where they can
24) make up
develop many qualities and abilities, and shape their
future 25) to
6) Thank you for your insight, Dr. Clarkson! 26) evaluating
7) We hope the information you've shared will help our 27) they will send out a response that will tell our body
viewers at home make more reasonable choices in the what to do
future. 28) decision-making process

8) That's it for The Dr. Brain Show tonight. 29) a few
30) used to think
31) done
본문 5
32) growing
33) by the time
1) Do you have any final comments for our viewers?
34) owing to
2) If we view the adolescent period as merely a process of
becoming mature / it's easy to dismiss it as a passing 35) reaches
phase 36) maximum
3) we shouldn't look at the changes that occur in teens' 37) developed
brains only in terms of maturity 38) maturing

4) Adolescence is also a period when significant changes 39) completely
happen in the brain that help new abilities appear. 40) developed
5) adolescence is not a stage to simply get through / an 41) This may be why teens seem to make risky decisions.
important stage in people's lives where they can 42) relationship
develop many qualities and abilities / shape their future 43) that
6) Thank you for your insight 44) controls
7) We hope the information you've shared will help our 45) matures
viewers at home make more reasonable choices in the 46) helps
future. 47) rely on
8) That's it for The Dr. Brain Show 48) which
49) are influenced
Check 50) instincts
1) host 51) making
- 56 -
Answer Key Lesson 8
52) In other words

53) inclined
54) to consider
55) consequences
56) they make choices that they end up regretting
57) what
58) is
59) based on
60) since
61) developed
62) this is not the whole story
63) removing
64) For example[For instance]
65) doing experiments
66) the brain will get rid of the connections that are related
to those activities
67) Once
68) gone
69) making other connections stronger
70) that
71) involved in
72) This is why the types of activities teens choose to
participate in are especially important.
73) to play
74) strengthen
75) On the other hand
76) to surf
77) play
78) The harder teens work at building good habits, the
stronger those connections in their brains will be.
79) adolescent period
80) rarely
81) becoming
82) it's easy to dismiss it as a passing phase
83) However
84) that
85) in terms of
86) when significant changes happen in the brain that help
new abilities appear
87) to simply get through
88) where
89) qualities
90) make
91) reasonable
92) That’s it for
- 57 -

교과서 8과 워크북

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교과서 8과 워크북

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개정 영어 NE능률(김성곤) Lesson 8

영문과 해석을 읽으며 문장의 의미를 파악합니다.

본문 1 How Teens Make Decisions 십 대들은 어떻게 의사결정을 하는가

우리말 해석을 보고 영문의 빈칸을 완성하시오.

2. 친구가 여러분을 화나게 했던 때를 돌이켜 생각해 볼까요?2)

3. 여러분이 그 친구에게 분노에 찬 문자메시지를 쓰기로 결심했다고 상상해 봅시다.3)

4. 여러분은 평소에는 하지 않을 법한 심한 말들을 합니다. 여러분은 너무 화가 나서 개의치 않습니다.4)

5. “전송”을 누르려는 찰나에, 여러분은 이것이 좋은 생각인지 생각합니다.5)

6. 그걸 깨닫기도 전에, 여러분은 어쨌든 문자메시지를 보내버리고 맙니다.6)

7. 십 대들은 성인들보다 이러한 유형의 결정을 할 가능성이 더 높습니다.7)

8. 초대 손님의 도움으로, 왜 십대들이 모든 것을 충분히 고려하기 전에 행동하는 경향이 있는지에 관해

9. 이제, 오늘 밤의 초대 손님을 모셔보죠. Jenny Clarkson박사님입니다! 박사님, 자리해 주셔서 감사합니다!9)

10. Clarkson 박사: Joseph씨, 초대해 주셔서 감사합니다!10)

영어 문장을 읽고 한글 해석을 쓰시오.

2. Can you think back to a time when a friend upset you?2)

6. Before you know it, you've sent the message anyway.6)

10. Dr. C: Thank you for having me, Joseph!10)

괄호 안에 주어진 단어를 알맞게 고쳐 쓰시오.

2. 친구가 여러분을 화나게 했던 때를 돌이켜 생각해 볼까요?2)

3. 여러분이 그 친구에게 분노에 찬 문자메시지를 쓰기로 결심했다고 상상해 봅시다.3)

4. 여러분은 평소에는 하지 않을 법한 심한 말들을 합니다. 여러분은 너무 화가 나서 개의치 않습니다.4)

5. “전송”을 누르려는 찰나에, 여러분은 이것이 좋은 생각인지 생각합니다.5)

6. 그걸 깨닫기도 전에, 여러분은 어쨌든 문자메시지를 보내버리고 맙니다.6)

7. 십 대들은 성인들보다 이러한 유형의 결정을 할 가능성이 더 높습니다.7)

8. 초대 손님의 도움으로, 왜 십대들이 모든 것을 충분히 고려하기 전에 행동하는 경향이 있는지에 관해

9. 이제, 오늘 밤의 초대 손님을 모셔보죠. Jenny Clarkson박사님입니다! 박사님, 자리해 주셔서 감사합니다!9)

10. Clarkson 박사: Joseph씨, 초대해 주셔서 감사합니다!10)

괄호 안에서 어법상 쓰임이 바른 것을 고르시오.

2. 친구가 여러분을 화나게 했던 때를 돌이켜 생각해 볼까요?2)

3. 여러분이 그 친구에게 분노에 찬 문자메시지를 쓰기로 결심했다고 상상해 봅시다.3)

4. 여러분은 평소에는 하지 않을 법한 심한 말들을 합니다. 여러분은 너무 화가 나서 개의치 않습니다.4)

5. “전송”을 누르려는 찰나에, 여러분은 이것이 좋은 생각인지 생각합니다.5)

6. 그걸 깨닫기도 전에, 여러분은 어쨌든 문자메시지를 보내버리고 맙니다.6)

7. 십 대들은 성인들보다 이러한 유형의 결정을 할 가능성이 더 높습니다.7)

8. 초대 손님의 도움으로, 왜 십대들이 모든 것을 충분히 고려하기 전에 행동하는 경향이 있는지에 관해

9. 이제, 오늘 밤의 초대 손님을 모셔보죠. Jenny Clarkson박사님입니다! 박사님, 자리해 주셔서 감사합니다!9)

10. Clarkson 박사: Joseph씨, 초대해 주셔서 감사합니다!10)

다음 글의 밑줄 친 부분 중 어색한 것을 찾아 바르게 고쳐 쓰시오.

I. 다음 글의 밑줄 친 부분 중 문맥상 어색한 것을 세 개 찾아 바르게 고쳐 쓰시오.1)

(1) ______________________________ → _____________________________

(2) ______________________________ → _____________________________

(3) ______________________________ → _____________________________

II. 다음 글의 밑줄 친 부분 중 어법상 어색한 것을 세 개 찾아 바르게 고쳐 쓰시오.2)

(1) __________________________________________________ → ___________________________________________________

(2) __________________________________________________ → __________________________________________________

(3) __________________________________________________ → __________________________________________________

다음 우리말과 같은 뜻이 되도록 주어진 단어를 바르게 배열하시오.

2. 친구가 여러분을 화나게 했던 때를 돌이켜 생각해 볼까요?2)

3. 여러분이 그 친구에게 분노에 찬 문자메시지를 쓰기로 결심했다고 상상해 봅시다.3)

4. 여러분은 평소에는 하지 않을 법한 심한 말들을 합니다. 여러분은 너무 화가 나서 개의치 않습니다.4)

5. “전송”을 누르려는 찰나에, 여러분은 이것이 좋은 생각인지 생각합니다.5)

6. 그걸 깨닫기도 전에, 여러분은 어쨌든 문자메시지를 보내버리고 맙니다.6)

7. 십 대들은 성인들보다 이러한 유형의 결정을 할 가능성이 더 높습니다.7)

8. 초대 손님의 도움으로, 왜 십대들이 모든 것을 충분히 고려하기 전에 행동하는 경향이 있는지에 관해

9. 이제, 오늘 밤의 초대 손님을 모셔보죠. Jenny Clarkson박사님입니다! 박사님, 자리해 주셔서 감사합니다!9)

10. Clarkson 박사: Joseph씨, 초대해 주셔서 감사합니다!10)

다음 우리말과 같은 뜻이 되도록 주어진 단어를 순서대로 사용하여 영작하시오.

hello, welcome, your

2. 친구가 여러분을 화나게 했던 때를 돌이켜 생각해 볼까요?2)

can, back, a time, when, upset

3. 여러분이 그 친구에게 분노에 찬 문자메시지를 쓰기로 결심했다고 상상해 봅시다.3)

4. 여러분은 평소에는 하지 않을 법한 심한 말들을 합니다. 여러분은 너무 화가 나서 개의치 않습니다.4)

5. “전송”을 누르려는 찰나에, 여러분은 이것이 좋은 생각인지에 관해 생각합니다.5)

6. 그걸 깨닫기도 전에, 여러분은 어쨌든 문자메시지를 보내버리고 맙니다.6)

(1) __ → _

(2) __ → _

(3) __ → _

(1) → _

(2) →

(3) →

(1) __ → _

(2) __ → _

(3) __ → _

(1) → _

(2) →

(3) →