Day	13	지칭 추론

패턴 대표 문항  2017학년도 수능 30

밑줄 친 he[his]가 가리키는 대상이 나머지 넷과 다른 것은?

Dr. Paul Odland and his friend Bob travel frequently to South America, where they provide free medical treatment for disabled children of poor families. One day, they went to a local marketplace. Paul wanted to buy some souvenirs, and ① he spotted a carving that he liked. The non-English speaking seller was asking 500 pesos for the carving. With Bob acting as interpreter, Paul offered 300 and ② his opponent proposed 450. The bargaining in the noisy market became spirited, even intense, with Paul stepping up ③ his price slightly and the seller going down slowly. The pace increased so fast that Bob could not keep up with the back-and-forth interpretation. Meanwhile, observing the seller carefully, Paul sensed something wrong in Bob’s interpretation. In fact, the seller had gone below Paul’ last offer. When Paul raised his doubt, Bob instantly recognized the error and corrected ④ his interpretation. At length, they settled the deal, and ⑤ he was delighted to purchase the carving at a reasonable price and thanked Bob.

2017학년도 9월 평가원 30

1301 밑줄 친 부분이 가리키는 대상이 나머지 넷과 다른 것은?

Harumi Tanaka, from Osaka, Japan, had accepted an assignment in Boston. His task was to explore the possibility of developing joint ventures with American firms. ① He had been invited by one company to spend a month there and had been assigned an office and a research assistant. Harumi agreed on a Monday to present a business plan the following Friday. On

Tuesday, the computers in the company crashed, and the research assistant called in sick with a severe case of the flu. Still, Harumi pushed forward and presented ② his plan on Friday. He began his presentation, “I’m sorry that ③ I am not well prepared. This meeting may not be a good use of your time.” He then went into a clear, interesting presentation. After the meeting, one of the American executives said, “④ I don’t know why you had to apologize. Everyone knows about the computer crash and your assistant’s illness.” Harumi responded that he thought that the apology would be a good introduction to ⑤ his presentation.

2017학년도 6월 평가원 30

1302 밑줄 친 부분이 가리키는 대상이 나머지 넷과 다른 것은?

In the summer of 1972, the actor Anthony Hopkins was signed to play a leading role in a film based on George Feifer’s novel The Girl from Petrovka. That is why ① he traveled to London to buy a copy of the book.

Unfortunately, none of the main London bookstores had a copy. Then, on his way home, waiting for an underground train at Leicester Square tube station, he saw a discarded book lying on the seat next to ② him. It was a copy of The Girl from Petrovka. As if that was not coincidence enough, more was to follow. Later, when ③ he had a chance to meet the author, Hopkins told him about this strange occurrence. Feifer was interested. He said to ④ him that in November 1971 he had lent a friend a copy of the book — a unique copy in which he had made notes on turning the British English into American English for the publication of an American version — but his friend had lost the copy in London. A quick check of the copy Hopkins had found showed that it was the very same copy that ⑤ his friend had mislaid.

2016학년도 수능 30

1303 밑줄 친 he〔his〕가 가리키는 대상이 나머지 넷과 다른 것은?

The dancers stood on a two-step elevated stage, so that there was a natural gap between those who came to dance and those who came to watch. The host randomly pulled the name of a well-known dancer, Linx, out of a hat. People cheered. According to the format, Linx had to “call out” another dancer to battle him on stage. Instead of deliberately choosing someone, however, ① he decided to select his opponent randomly by

making himself into a human spin-wheel. He propelled himself into a backspin, covered ② his eyes, and extended his arm above his head. When his body finally stopped spinning, ③ his arm pointed away from the dancers on stage and directly at Dan Tres, standing among the spectators. The crowd erupted in “Ohhhhs!” because ④ he was an older family man who had not danced hip-hop in many years, while the much younger Linx was a nimble b-boy. Linx looked embarrassed, but nonetheless ⑤ he called out the respected elder to battle.

* nimble 동작이 날렵한

2016학년도 9월 평가원 30

1304 밑줄 친 him〔his〕이 가리키는 대상이 나머지 넷과 다른 것은?

Dad just laughed and walked out of the room still holding Slade in his arms. He had dressed him and now he put ① him in his chair. As Slade sat in his chair eating a biscuit that Dad had spread with butter and

homemade strawberry jam, Mom walked into the kitchen. She took one look at her little boy and started laughing; ② his little face and hands were covered with biscuit and jam. She thought how really cute he was. “Honey, what have you done? Look at him. I will never get ③ him clean again. I guess when he gets through eating you can take ④ him out and dump him in the bathtub.” Dad laughed. Slade giggled and tried to spit biscuit all over Dad. It didn’t hit ⑤ him because luckily he avoided the spray. That made Mom laugh even more and soon the little cabin was full of love and laughter.

2016학년도 6월 평가원 30

1305 밑줄 친 부분이 가리키는 대상이 나머지 넷과 다른 것은?

Ellie walked to school in her new shoes. “I like those,” Megan whispered. “Cool.” Ellie felt happy. ① She knew it was hard to get compliments from

Megan and couldn’t hide her smile. The two friends had desks side by side at the back. “Stop talking, you two,” said Miss Smith. “Bring your books to me if you’ve finished.” Ellie followed Megan to the front of the class.

② She always let Megan go first. She felt scared when Miss Smith was upset. Miss Smith noticed ③ her new shoes. “Those aren’t suitable for school,” she said, her voice cold. Ellie took a deep breath. “The shop didn’t have black shoes, Miss Smith,” ④ she said. Her voice came out in a whisper. “The school uniform requires black or dark blue shoes,” said Miss Smith. “Report to me in proper shoes, please. On Monday.” ⑤ She used her quiet-shout voice and Ellie shivered.

* shiver 떨다

2015학년도 수능 29

1306 밑줄 친 부분이 가리키는 대상이 나머지 넷과 다른 것은?

Nancy was struggling to see the positive when ① her teen daughter was experiencing a negative perspective on her life and abilities. In her desire to parent intentionally, ② she went into her daughter’s room and noted one positive accomplishment she had observed. “I know you’ve been having a hard time lately, and you aren’t feeling really good or positive about your life. But you did a great job cleaning up your room today, and ③ I know that must have been a big effort for you.” The next day, to Nancy’s surprise, the teen girl seemed somewhat cheerful. In passing, ④ she said, “Mom, thanks for saying the positive thing about me yesterday. I was feeling so down and couldn’t think of anything good about myself. After ⑤ you said that positive thing, it helped me see one good quality in myself, and I’ve been holding onto those words.”

2015학년도 9월 평가원 30

1307 밑줄 친 부분이 가리키는 대상이 나머지 넷과 다른 것은?

Born in Budapest to a family of bankers, von Neumann was undeniably bright. At age eight, ① he had mastered calculus. At age twelve, he was reading works aimed at professional mathematicians. But ② he also loved to invent mechanical toys and became a child expert on Byzantine history. When it was time to go off to university, he agreed to study chemical engineering as a compromise with his father, who feared that ③ his son couldn’t make a living as a mathematician. Von Neumann kept his bargain by enrolling at the University of Budapest and promptly leaving for Berlin, where he spent his time doing mathematics, and returning to Budapest at the end of every semester to take examinations. He published ④ his second mathematics paper, in which he gave the modern definition of ordinal numbers, at age nineteen. By age twenty-five ⑤ he had published ten major papers; by age thirty, nearly three dozen.

* calculus 미적분학

2014학년도 수능 A 23

1308 밑줄 친 부분이 가리키는 대상이 나머지 넷과 다른 것은?

A friend of mine was sitting in the Miami airport reading a magazine while she waited to catch a plane to New York. Her attention was distracted by a rough, noisy quarrel taking place at the ticket counter. “But I must get to New York today!” ① an angry lady hotly told the clerk. “I’m sorry, ma’am, but there are no more seats available,” came the reply. “But my eight-year-old daughter is on that plane. ② I can’t let her fly into New York City all by herself,” she cried. “Sorry, lady. The flight is full,” came the same answer. My friend had been watching and listening to the woman’s woeful story, and her heart was touched with compassion for

③ the distressed mother. She walked over to the ticket agent and offered to take a later flight, if it meant the woman could use ④ her ticket to travel to New York with her daughter. The agent welcomed my friend’s

solution and quickly issued a revalidated ticket to ⑤ the woman, and then arranged for another flight for my friend.

2014학년도 9월 평가원 A 23

1309 밑줄 친 her〔She〕가 가리키는 대상이 나머지 넷과 다른 것은?

I was reminded of our mission earlier this year when my mother sold her house. Because of my father’s failing health, my parents recently moved from Florida to Maryland to live with my elder sister and ① her family. At my mom’s request, my brothers, sisters, and I sorted through all ② her belongings. ③ She told us to keep or discard whatever we pleased. For myself I kept a solitary piece of china, one of the few remaining plates from the set my grandfather bought my mother for ④ her wedding. I can still remember the set in better days — serving many a guest on a Sunday afternoon. But its comrades have all been broken or have disappeared, and this plate is all I have. It is delicate and faded — you can no longer read the pattern name printed on the back. But it hangs in my dining room as

a pleasant reminder of ⑤ her hospitality.

2014학년도 6월 평가원 B 26

1310 밑줄 친 she〔her〕가 가리키는 대상이 나머지 넷과 다른 것은?

Zaynab Fawwaz was born into a poor family in South Lebanon. As a young girl ① she went to Alexandria with the Egyptian family for whom she worked. Her mistress was intrigued by her maid’s native intelligence and introduced Zaynab to ② her literate friend, Fatima. She, in turn, taught her reading, writing and arithmetic. Zaynab quickly learned what ③ her teacher had to offer and in time went on to study with Egyptian scholars.

Eventually, ④ she became very active in women’s issues and she wrote some pioneering poetry and essays focused on women’s rights. The most famous of ⑤ her essays was The Zaynab Letters.