□ Vocabulary Check

중3-두산(김)- Lesson 6. Super Smart Animals

(모르는 단어는 표시해서 집중 점검합시당~~~!!)

Edited by Teacher ALICE 010-8875-6504

	단 어	뜻			단 어	뜻
1	kid + 사람	□	~를 놀리다	26	times		~번(횟수), ~배(곱절)
2	how to 동사원형	□	~하는 방법, 어떻게 ~하는지	27	expression	□	표현
3	distinguish	□	~을 구별하다, 구분하다	28	various	□	다양한
4	according to 명사		~에 따르면	29	anger	□	화, 분노
5	as 형용사 as~		~만큼 ~하다	30	boredom	□	지루함, 따분함
6	which		어느 (것)	31	emotion	□	감정
7	than ~	□	~보다	32	wanna	□	= want to: ~하고 싶다
8	be surprised about		~ 에 놀라다	33	mean-meant-meant	□	~를 의미하다, 뜻하다
9	repeat	□	반복하다	34	on purpose		일부러
10	colorful	□	색이 다양한	35	bored	□	지루한
11	grey	□□	회색의, 회색	36	be tired of	□	~에 지치다
12	parrot	□	앵무새	37	death	□	죽음
13	receive	□	받다	38	last		□ 최후의/ 마지막의 □ 지속되다
14	training	□/	훈련	39	transform	□	바꾸다
15	including	□	포함하여	40	refer to	□	~에 대해 언급하다
16	object	□	①물건 ②목적	41	thanks to 사람		~의 덕분에, 덕택에
17	count	□	(수)를 세다	42	differently	□	다르게
18	up to	□	(특정 수, 지점)까지	43	mirror	□	거울
19	shape	□	형태	44	wrong	□	① 틀린 ② 나쁜
20	block	□	블록, 상자	45	what to 동.원		무엇을 ~해야 할지
21	correctly	□	정확하게	46	when to 동.원		언제~해야 할지
22	for the first time		처음으로	47	where to 동.원		어디로 ~해야 할지
23	back and forth		앞뒤로	48	experiment	□	실험
24	trainer	□	교육시키는 사람	49	through		~를 통해
25	continue	□	~를 계속하다	50	hide-hid-hid	□	숨다, 숨기다

□ Study Point

◈ 의사소통 기능

1. 비교하여 말하기

↱ large- larger- largest

A: Which country do you think / is larger, Canada or Russia?     A: 너는 어느 나라가 더 크다고 생각하니,

의문사+명사 + 조동사 do + S +동사원형/ V                                      캐나다 아니면 러시아?

: 의문사가 이끄는 주절

목적어를 이끄는 명사절 접속사 that 생략

B: I think / ﹀ Russia is larger.                                   B: 난 러시아가 더 크다고 생각해

2. 놀람 표현하기

A: It’s snowing outside.                                          A: 밖에 눈이 오고 있어요.

비인칭주어(날씨)

B: You’re kidding. It's April now.                                 B: 너 농담이지. 지금 4월이라구.

비인칭주어(날짜)

◈  주요 문법

1.  의문사 to 동사원형

He knew / how to distinguish / seven colors and five shapes.

S    V                 O

그는 알았다/ 어떻게 구별해야 하는지를/ 일곱 개의 색과 다섯 개의 형태를.

= 구별하는 방법을

; 의문사 + to 동사원형은 to부정사구의 일종으로, ‘의문사 + 주어 should 동사원형’ - 의문사절을 줄인 형태입니다.. 따라서 반드시 should(~ 해야 한다)라는 단어가 있는 것처럼 해석해야 합니다.

그 종류로는  how to 동사원형   : 어떻게 ~해야 하는 지  (= how 주어 should 동사원형)

where to 동사원형 : 어디로 ~해야 하는 지  (= where 주어 should 동사원형)

when to 동사원형  : 언제 ~ 해야 하는 지   (= when 주어 should 동사원형)

what to 동사원형  : 무엇을 ~ 해야 하는 지  (= what 주어 should 동사원형)

▣ Q & A

A. 다음 우리말과 같은 뜻이 되도록 빈칸에 알맞은 말을 넣어 문장을 완성하시오.

1. 언제 시작할 지 말해 줘.

➜ Tell me                             .

2. 너는 어디를 먼저 방문해야 할 지 아니?

➜ Do you know                               first?

3. 중간고사가 끝난 후에 무엇을 해야 할지 모르겠어.

➜ I don't know                               after finishing the mid-term test.

4. 부모님은 우리에게 어떻게 살아야 할 지(사는 방법)을 가르쳐주셨다.

Parents taught us                               .

B. 괄호 속 단어들을 바르게 배열하여 빈칸에 넣어 봅시다.

1. A: Mom,                                                                        .

(wear, I, know, to, don’t, what)

B: Why don’t you wear your red T-shirt? It looks great on you.

2. A: It’s lunch time. What do you want to eat, Mina?

B:                                               . Why don’t you decide?

(don’t, I, to, eat, know, what)

3. A:                                                                            ?

(you, can, to, tell, get, me, to the library, how)

B: I’m sorry, but I don’t know where it is.

4. A: There are so many places to go in London.                                                   ?

(know, first, do, you, visit, to, where )

B: Of course. We should go to the British Museum first.

C. 다음 to부정사구를 의문사절로, 의문사절은 to 부정사구로 바꾸시오.

1. Can you tell me how to get to the hospital?

➜  Can you tell me                                                                  .

2. I didn't heard where to put this dish.

➜ I didn't heard                                                                      .

3. It showed us when we should start to study Chinese

➜ It showed us                                                         .

4. Nobody knows what we should do.
➜ Nobody knows                                                        .

2. 원급 비교: A  as 형용사/ 부사의 원급 as  B :  A는 B만큼 ~하다 ( A의 정도 = B의 정도)

According to Pepperberg, Alex was as smart as a five-year-old child.

A           =               B

페퍼버그씨에 따르면,     알렉스는 5살 난 어린이만큼 똑똑했다

; 주어와 비교대상의 성질이나 상태가 동등한 경우 쓰는 비교 표현으로, as와 as 사이에는 형용사나 부사의 비교급이 아닌 원형이 온다.

▣ Q & A

A. 괄호안의 단어를 해석에 맞게 바르게 연결하여 봅시다.

1. 톰은 앤디만큼 그 컴퓨터 게임을 잘한다. (as, as, plays, Tom, Andy, well, the computer game)

2. 존은 하준이만큼 빨리 달릴 수 있다. (John, fast, Hajun, runs, as, as, can)

3. 돼지는 코끼리만큼 무겁지는 않다.  (not, a pig, as, as, heavy, an elephant, is)

4. 그는 그의 형만큼 잘생겼다.  (he, his brother, handsome, as, as, is)

5. 그녀의 핸드폰은 자동차만큼 비싸지는 않다. (expensive, not, her cell phone, as, as, her car, is)

B. 해석에 맞도록 다음 문장을 완성하시오.

1. 사자는 코끼리만큼 크지 않다. (big)

= Lions aren't          big           elephants.

= Elephants are                than lions

2. 닭은 앵무새만큼 똑똑하지 않다. (smart)

= Chickens                   smart          parrots.

= Parrots are                               chickens.

3. 일본어는 한국어보다 위대하지 않다. (great)

= Japanese                                Korean.

=                                                              .

4. 그 핸드폰이 내 아파트만큼 비싸지 않아. (expensive)

= The cell phone isn't                      my apartment.

= My apartment is                                the cell phone.

5. 네가 나보다 잘생긴 건 아니야. (handsome)

= You aren't                                 I

=                                                       .

6. 난 너보다 뚱뚱하진 않아. (fat)

= I                                                                .

= You                                                              .

◈ Text 해석

Listen and Talk 1

1.

G: Which river do you think is longer, the Nile or the Mississippi?

B: I’m not sure, but I think it's the Nile.

G: Right. The Nile is the longest river in the world.

2. B: Which do you think is higher, Mt. Jiri or Mt. Seorak?

G: I think Mt. Seorak is higher. Am I right?

B: No. Mt. Jiri is much higher than Mt. Seorak.

3. G: Who do you think is taller, Tom or Brad?

B: I’m not sure, but I think it’s Brad. He looks taller than Tom.

G: You’re right. Brad is taller than Tom.

Listen and Talk 2

1.

G: Look, Eric. It’s raining.

B: You’re kidding. It was completely sunny when I left home.

G: Look out the window. It’s raining a lot now.

2.

M: Here, Yuna. This is for you.

G: What is it, Dad? Is it my birthday gift?

M: Yes, it is. It’s a new phone.

G: Really? You’re kidding. You said it was too expensive.

Put It Together

A. In Conversation

G: I have to find a topic for my science project. Do you have any ideas, Hajun?

B: Why don’t you write about smart animals? I just read a very interesting book about them.

G: What did it say?

B: Well, Jenny, which animals do you think are smarter, dogs or pigs?

G: Of course, dogs are smarter.

B: Well, the book says pigs are smarter.

G: Really? You’re kidding. That’s hard to believe.

B: I know, but that's what it says.

G: Hmm, that's really interesting. So what was the title of the book you read?

B: It’s The World of Smart Animals. It’s in the library.

B. In Everyday Life

W: Last class, we learned about how smart pigs can be. Today, I want to talk about elephants.

You may just think elephants are big animals, but they’re very smart. Elephants have great memories.

According to a study, elephants can remember the place where they hid food after many years.

Now, which animals do you think are smarter, pigs or elephants? Well, we’ll find out in our next class.

Check Up

1.

G: Which do you think is taller, the Empire State Building or the Chrysler Building?

B: I’m not sure, but I think it’s the Empire State Building.

G: You’re right. The Empire State Building is taller than the Chrysler Building.

[2-3]

B: I just read an interesting book about animals for the science report I’m writing.

G: Animals? What did it say?

B: Well, which animals do you think are faster, crocodiles or hippos?

G: I think crocodiles are faster.

B: Wrong. Hippos are faster.

G: Really? That’s very interesting. So what was the title of the book you read?

B: It’s Fast Animals. I bought it last week at the bookstore.

G: I like reading about animals. Can I borrow your book?

B: Sure.

4.

W: It’s April. Your friend tells you it’s snowing outside. You can’t believe it.

What will you say to your friend?

◈ 대화문 - Fill in the blank

Listen and Talk 1

1.

G:        river      you think is       , the Nile or the Mississippi?

B: I’m               ,        I think it's the Nile.

G: Right. The Nile is                  river in the world.

2.

B:          do         think is          , Mt. Jiri or Mt. Seorak?

G: I think Mt. Seorak is           . Am I right?

B: No. Mt. Jiri is                             Mt. Seorak.

3.

G:                you think is         , Tom or Brad?

B:      not       ,       I think it’s Brad. He       taller      Tom.

G: You’re right. Brad is          than Tom.

Listen and Talk 2

1.

G: Look, Eric. It’s            .

B: You’re           . It was             sunny when I left home.

G: Look out the window.       raining a lot now.

2.

M: Here, Yuna. This is for you.

G: What is it, Dad?            my birthday gift?

M: Yes, it is. It’s a new phone.

G: Really? You’re           . You said it was too expensive.

Put It Together

A. In Conversation

G: I              find a topic for my science project.

Do you have        ideas, Hajun?

B:                you write about smart animals?

I just read a very             book about them.

G: What did it say?

B: Well, Jenny,           animals do you think                    ,

dogs or pigs?

G: Of course, dogs are            .

B: Well, the book says pigs are smarter.

G: Really?          kidding. That’s hard to believe.

B: I know, but that's         it says.

G: Hmm, that's really interesting.

So what was the         of the book you read?

B: It’s The World of Smart Animals. It’s in the library.

B. In Everyday Life

W: Last class, we learned about                pigs can be.

Today, I want to talk about elephants. You       just think elephants are big animals, but they’re very smart.

Elephants have great                 .

a study, elephants can remember the place                  they hid food after many years.

Now,                    do you think are smarter, pigs or elephants? Well, we’ll find out in our next class.

Check Up

1.

G:         do       think is          , the Empire State Building or the Chrysler Building?

B:                    ,        I think it’s the Empire State Building.

G: You’re right. The Empire State Building is              the Chrysler Building.

[2-3]

B: I just read an         book about animals for the science report I’m             .

G: Animals? What did it say?

B: Well,        animals do you think               , crocodiles or hippos?

G: I think crocodiles are             .

B: Wrong. Hippos are            .

G: Really? That’s very interesting. So what was the title of the book you read?

B: It’s Fast Animals. I bought it last week       the bookstore.

G: I like            about animals. Can I          your book?

B: Sure.

4.

W: It’s April. Your friend tells you              outside. You can’t believe it. What        you        to your friend?

Listen and Talk 1

1.

G: 너는 어느 강이 더 길다고 생각하니, 나일강 아니면 미시시피강?

B: 확실하진 않지만, 그건 나일강이라고 생각해

G: 맞아. 나일강은 세계에서 가장 큰 강이야.

2.

B: 너는 어느 것이 더 높다고 싶다고 생각해, 지리산 아니면 설악산?

G: 난 설악산이 더 놓다고 생각해. 내가 맞는건가?

B: 아니. 지리산이 설악산보다 훨씬 더 높아.

3.

G: 누가 더 키가 크다고 생각하니? 톰 아니면 브래드?
B: 내가 확신할 순 없지만, 브래드라고 생각해. 그는 톰보다 더 키가 커 보여.

G: 니가 맞아. 브래드는 톰보다 더 키가 커.

Listen and Talk 2

1.

G: 봐, 에릭. 비가 오고 있어.

B: 너 농담하지. 내가 집에서 나왔을 때는 완전 화창했어.

G: 창문 밖을 봐. 지금 비가 많이 오고 있어.

2.

M: 여기, 유나야. 이거 널 위한 거야.

G: 이게 뭐에요, 아빠? 제 생일 선물인가요?

M: 그래. 그건 새 폰이야.

G: 정말요? 농담하시는 거죠. 그거 너무 비싸다고 말씀하셨잖아요.

Put It Together

A. In Conversation

G: 난 내 과학 프로젝트를 위한 주제를 찾아야만 해. 너 아이디어 좀 있니. 하준아?

B: 똑똑한 동물들에 대해 써보는 건 어때?

내가 방금 그들에 대한 아주 흥미로운 책을 읽었거든.

G: 거기서 뭐라고 했는데?

B: 글쎄, 제니, 넌 어느 동물이 더 똑똑하다고 생각하니, 개들 아니면 돼지들?

G: 물론, 개들이 더 똑똑하지.

B: 글쎄, 그 책은 돼지들이 더 똑똑하다고 말해.

G: 정말? 너 농담하는 거지. 그건 믿기 힘들다.

B: 알지만, 그것이 거기서 말한 것이야.

G: 흠, 그건 정말 재미있어.

그래서 니가 읽었던 그 책의 제목이 뭐였니?

B: 그것은 똑똑한 동물들의 세계야. 그것은 도서관에 있어.

B. In Everyday Life

W: 지난 수업, 우리는 돼지들이 얼마나 똑똑할 수 있는지에 대해 배웠습니다.

오늘, 저는 코끼리들에 대해 말하고 싶습니다. 당신은 코끼리들이 큰 동물이라고 단지 생각할 지도 모릅니다만, 그들은 매우 똑똑합니다.

코끼리들은 엄청난 기억력을 가집니다.

한 연구에 따르면, 코끼리들은 수년 후에 그들이 음식을 숨겼던 곳을 기억할 수 있습니다.

이제, 당신은 어느 동물들이 더 똑똑하다고 생각하십니까, 돼지들인가요 아니면 코끼리들인가요? 글쎄, 우리는 우리의 다음 수업에서 발견할 수 있을 것입니다.

Check Up

1.

G: 당신은 어느 것이 높다고 생각하나요, 엠파이어 스테이트 빌딩 아니면 크라이슬러 빌딩?

B: 난 확신할 수는 없지만, 엠파이어 스테이트 빌딩이라고 생각해요.

G: 니가 맞았어. 엠파이어 스테이트 빌딩이 크라이슬러 빌딩보다 더 높아.

B: 난 방금 내가 쓰고 있는 과학 논문을 위해 동물들에 관한 흥미로운 책을 읽었어.

G: 동물들? 그것이 말했던 무엇이니?

B: 글쎄, 너는 어느 동물이 더 빠르다고 생각하니, 악어들 아니면 하마들?

G: 난 악어들이 더 빠르다고 생각해.

B: 틀렸어. 하마들이 더 빨라.

G: 정말? 그건 매우 흥미로운데. 그래서 니가 읽은 그 책의 제목이 뭐였니?

B: 그건 빠른 동물들이야. 내가 지난주에 서점에서 그걸 샀어.

G: 난 동물들에 대해 읽는 것을 좋아해. 내가 네 책을 빌려도 되니?

B: 물론이지.

4.

W: 사월이다. 너의 친구가 네게 밖에 눈이 온다고 말한다. 너는 그것을 믿을 수가 없다. 너는 너의 친구에게 뭐라고 말할 것인가?

◈ Reading

Alex, the World's Smartest Bird

형용사의 최상급 표현: The 원급+est : smart - smarter - the smartest

선행사        주격 관계대명사 that

Alex was an African Grey Parrot (that received training (from the animal scientist Irene Pepperberg.))

↻

좁은 장소 → 넓은 장소

He was only a few months old (when Pepperberg bought him)(at a pet store /in Chicago / in 1976.)

부사위치: be동사뒤, 일반동사 앞    시간의 접속사 when: ~할 때                       장소의 부사구             시간의 부사구

목적절을 이끄는 명사절 접속사 that : 생략 가능

Before Alex, people believed /(that) parrots were not smart.

They thought /(that) parrots just repeated words. Alex changed it all.

부사위치: be동사뒤, 일반동사 앞

Q1 Where and when /did Pepperberg buy Alex?

A1:

Your Turn      목적절을 이끄는 명사절 접속사 that 생략

Do you think /﹀parrots are good pets?

* 원급 비교 : as 형/부 as : ~만큼 ~하다

According to Pepperberg, Alex was as smart as a five-yearold child.

비교대상 A            =     비교대상 B의 정도가 같음

He knew about 150 words, including the names of 50 different objects.

①사물 ② 목적

He could count /up to six objects /and knew /how to distinguish seven colors and five shapes.

:~까지         ↱ 행동의 주체인 사람들 by people이 생략됨

For example, when Alex was shown two red blocks and three green blocks /and asked,

시제: 과거 태: 수동태: (의역 :사람들이 알렉스에게 보여줬을 때)

“How many red blocks?” he could correctly answer, “Two.”

가능의 과거= was able to 동.원

Q2 How smart was Alex?

A2:

Q3 How many words did Alex know?

A3:

One day, Alex saw himself (in the mirror/ for the first time.)

S     =    O

He moved his head back and forth a few times and said, “What’s that?”

Kathy에 대한 추가 설명

“That’s you. You are a parrot,” answered Kathy, one of Alex’s trainers.

Alex looked some more /and then asked, “What color?” She said, “Grey. You are a grey parrot, Alex.”

Alex continued to ask the same question a few more times and learned the color grey.

↳ to부정사와 동명사를 모두 목적어로 쓰지만 뜻의 변화 없음( begin, start, continue, love, lke, hate..등)

Q4 What color did Alex learn (when he saw himself (in the mirror for the first time))?

A4:

Your Turn

What word or expression/ do you want /to teach a parrot?

조건문 : if S+V~, 가령 ~라면,

Alex could show /various emotions (like anger and boredom). For example, if he was tired of tests,

목적절을 이끄는 명사절 접속사 that 생략가능

he said, “Wanna go back.” This meant /(that) he wanted to go back (to his cage).

= want to 동사원형         의미하다, 뜻하다 : mean-meant-meant                           명사절 접속사 that + 완전절

Sometimes, Alex gave the wrong answer (on purpose.) It was another way (of saying /that he was bored).

S   V   C

Q5 What kind of emotions/ could Alex show?

A5:

Alex died (on September 6, 2007), (at the age of 31).

날짜

①~이래로 ②~때문에

His death was a complete surprise /since he looked healthy the day (before he died).

look+형 :~처럼 보이다(2형식)

접속사 as = ① ~할 때(=when) ② ~ 때문에(=because) ③~함에 따라

As Pepperberg put him into his cage (for the night), Alex said, “You be good. See you tomorrow.

I love you.” Those were his last words.

that의 복수형

관계부사 how 생략 :~하는 방식                            ①~이래로 ②~때문에

Alex transformed the way﹀(many people think (about bird brains)). Since bird brains are small,

to 부정사의 부사적 용법 :~하기 위하여

people often use the expression “bird brain”/ to refer (to somebody) (who is not smart).

선행사       주격 관계대명사 who

Thanks to Alex, now many people look (at bird brains) differently.

: ~의 덕분, 덕택으로

Q6 What were Alex’s last words?

A6:

◈ Reading   <English -> Korean>

Alex, the World's Smartest Bird

Alex was an African Grey Parrot that received training from the animal scientist Irene Pepperberg.

He was only a few months old when Pepperberg bought him at a pet store in Chicago in 1976.

Before Alex, people believed that parrots were not smart. They thought that parrots just repeated words

According to Pepperberg, Alex was as smart as a five-yearold child.

He knew about 150 words, including the names of 50 different objects.

He could count up to six objects and knew how to distinguish seven colors and five shapes.

For example, when Alex was shown two red blocks and three green blocks

and asked, “How many red blocks?”

he could correctly answer, “Two.”

One day, Alex saw himself in the mirror for the first time.

He moved his head back and forth a few times and said, “What’s that?”

“That’s you. You are a parrot,” answered Kathy, one of Alex’s trainers.

Alex looked some more and then asked, “What color?”

Alex continued to ask the same question a few more times and learned the color grey.

Alex could show various emotions like anger and boredom.

For example, if he was tired of tests, he said, “Wanna go back.”

This meant that he wanted to go back to his cage.

Sometimes, Alex gave the wrong answer on purpose.

It was another way of saying that he was bored.

Alex died on September 6, 2007, at the age of 31.

His death was a complete surprise since he looked healthy the day before he died.

As Pepperberg put him into his cage for the night,

Alex said, “You be good. See you tomorrow. I love you.” Those were his last words.

Alex transformed the way many people think about bird brains.

Since bird brains are small, people often use the expression “bird brain” to refer to somebody who is not smart.

Thanks to Alex, now many people look at bird brains differently.

◈ Reading <Korean-> English>

Alex, 세상에서 가장 똑똑한 앵무새

중3두산(김) Lesson 6 - Super Smart Animals

Edited by Teacher ALICE

Alex는 아프리카산 회색 앵무새였다/ 훈련을 받은 / 동물 과학자 Irene Pepperberg로부터

그는 단지 몇 개월이었다/ Pepperberg가 그를 샀을 때/ 시카고에 있는 한 애완동물가게에서/ 1976에.

Alex전에, 사람들은 믿었다/ 앵무새들이 똑똑하지 않았다고

그들은 생각했다/ 앵무새들이 단지 단어들을 반복한다고  .

Alex 그것을 바꿨다/ 모두

Pepperberg에 따르면, Alexs는 5살짜리 아이만큼 똑똑했다.

그는 약 150 단어를 알았다/ 50개의 다른 사물들의 이름을 포함하여.

그는 6개의 사물까지 셀 수 있었다/ 그리고 구별하는 방법을 알았다/ 7개의 색과 다섯 개의 형태를.

예를 들어, Alex에게 보여주었을 때/ 두 개의 빨간 블록과 세 개의 초록 블록을/ 그리고 물었(을 때),

“빨간 블록은 몇 개지?”  그는 정확하게 대답했다. “Two"

어느 날, Alex는 그 자신을 보았다./ 거울에서 / 처음으로.

그는 그의 머리를 움직였다/ 앞 뒤로 / 몇 번/ 그리고 말했다./ “저게 뭐지?”

“그건 너야. 너는 앵무새야. Kathy가 대답했다/ Alex의 트레이너중 하나인/

Alex는 좀 더 보았다/ 그런 다음 물었다/ “무슨 색깔?”

그녀는 말했다/“ 회색. 너는 회색 앵무새야, Alex.”

Alex는 같은 질문을 묻는 것을 계속했다/ 몇 번 더/ 그리고 회색을 배웠다

Alex는 다양한 감정들을 보여줄 수 있었다/ 분노와 지루함 같은

예를 들면, 만약 그가 테스트에 지쳤다면, 그는 말했다, “ 돌아갈래”

이것은 뜻했다/ 그가 원했다는 것을/ 돌아가기를 / 그의 새장으로.

때때로, Alex는 일부러 틀린 답을 주었다.

그것은 말하는 또 다른 방법이었다 / 그가 지루하다는 것을.

Alex는 죽었다/ 2007년 9월에 / 31세의 나이에.

그의 죽음은 완전한 놀라움이었다/ 그가 건강해 보였기 때문에 /그가 죽기 전날

Pepperberg는 그날 밤에 그를 그의 새장에 넣었다.

Alex가 말했다. “You be good. See you tomorrow. I love you.”

그것들이 그의 최후의 말이었다.

Alex는 방식을 바꾸었다./ 많은 사람들이 새의 두뇌에 대해 생각하는/

새 두뇌들은 작기 때문에, 사람들은 종종 그 표현을 사용한다. “bird brain”

누군가를 언급하기 위해/ 똑똑하지 않은

Alex 덕분에, 이제 많은 사람들은 새의 두뇌를 다르게 본다.

◈ Reading - Fill in the Blanks

Alex, the World's Smartest Bird

Alex was an African Grey Parrot (what, that) received             from the animal scientist Irene Pepperberg. He was                  old when Pepperberg bought him (at/ on/ in) a pet store in Chicago in 1976. Before Alex, people believed        parrots were not smart. They thought         parrots just repeated words. Alex changed it all.

Pepperberg, Alex was       smart       a five-year old        . He knew about 150 words,             the names of 50 different (subjects/ objects). He could                   six objects and knew               distinguish seven colors and five shapes.             , when Alex                     two red blocks and three green blocks and asked, “How many red blocks?” he could (correct, correctly) answer, “Two.”

One day, Alex saw in the mirror                                  . He moved his head                              (a little, a few) times and said, “What’s that?” “That’s you. You are a parrot,” answered Kathy, one of Alex’s (traner, trainers). Alex looked some more and then asked, “What color?” She said, “Grey. You are a grey parrot, Alex.” Alex continued to ask the same question               more times and learned the color grey.

Alex could show           emotions like anger and (boring/ bored /boredom). For example, if he                                 tests, he said, “Wanna go back.” This meant (that, what) he wanted to go back to his cage. Sometimes, Alex gave the wrong answer                  . It was (another, other) way   of (say, saying) (that, what) he was bored.

Alex died       September 6, 2007,      the age of 31. His death was a complete surprise         he looked (health/ healthy) the day before he died.       Pepperberg put him (on, upto, into) his cage for the night, Alex said, “You be good. See you tomorrow. I love you.” Those           his last words.

Alex transformed                 many people think about bird brains.           bird brains are small, people often use the expression “bird brain”        refer to somebody         is not smart.

Thanks       Alex, now many people look (on, at, about) bird brains (different/ differently).

알렉스는 동물 과학자 Irene Pepperberg로부터 받았던 아프리카산 회색 앵무새였다.  1976년 시카고에 있는 애완동물가게에서 Pepperberg가 그를 샀을 때 그는 단지 몇 개월이었다. 알렉스 전에, 사람들은 앵무새가 똑똑하지 않다고 믿었다. 그들은 앵무새가 단지 단어들을 반복한다고 생각했다. 알렉스는 그것을 모두 바꿨다.

Pepperberg에 따르면, 알렉스는 5살짜리 아이만큼 똑똑했다. 그는 50개의 다양한 사물의 이름을 포함하여 150개 단어에 대해 알았다. 그는 6개까지의 사물을 셀 수 있었고, 7개의 색과 다섯 개의 형태를 구별하는 방법을 알았다. 예를 들어, 알렉스에게 2개의 빨간 블럭과 세 개의 녹색 블록을 보여주고, “ 발간 블록이 몇 개?” 라고 물었을 때, 그는 정확하게 대답할 수 있었다. “ 둘 ”

어느 날, 생애 최초로 알렉스는 거울 속에 있는 자기 자신을 보았다. 그는 그의 머리를 여러 번 앞뒤로 움직였고, “ 저게 뭐야?” 라고 말했다. “저건 너야. 너는 앵무새야” 알렉스의 트레이너중 하나인, 케이시가 대답했다. 알렉스는 좀 더 생각하는 것처럼 보였고 그런 다음 물었다. “ 무슨 색” 그녀는 “ 회색, 너는 회색 앵무새야, 알렉스” 알렉스는 같은 질문을 몇 번 더 묻기를 반복했고 회색이라는 색깔을 배웠다.

알렉스는 분노와 지루함 같은 다양한 감정을 보여줄 수 있었다. 예를 들어, 만약 그가 테스트가 지쳤다면, 그는 “집으로 돌아갈래” 라고 말했다. 그것은 그가 새장으로 돌아가고 싶다는 것을 의미했다. 때때로, 알렉스는 일부러 틀린 답을 주었다. 그것은 그가 지루하다는 것을 말하는 또 다른 방법이었다.

알렉스는 31세의 나이인, 2007년 9월 6일에 죽었다, 그가 죽기 전날까지 건강해 보였기 때문에 그의 죽음은 완전히 놀라웠다. Pepperberg가 그날 밤 그를 새장에 넣었을 때, 알렉스는 말했다. “너 좋아, 내일 또 보자. 사랑해‘ 그것이 그의 마지막 말이었다.

알렉스는 많은 사람들이 새의 두뇌에 대해 생각하는 방식을 바꾸었다. 새의 뇌가 작기 때문에 똑똑하지 못한 어떤 사람을 언급하기 위해사람들은 종종 그 표현을 쓴다. “새 xxx” 알렉스 덕분에, 이제 많은 사람들이 새의 두뇌를 다르게 본다.

◈ Reading - 순서배열

Alex는 아프리카산 회색 앵무새였다/ 훈련을 받은 / 동물 과학자 Irene Pepperberg로부터

Top school English 보충자료                            중3두산(김) Lesson 6 - Super Smart Animals

Edited by Teacher ALICE

Top school English 보충자료 - Fill in the Blank          중3두산(김) Lesson 6 - Super Smart Animals

Edited by Teacher ALICE

(an, Parrot, Alex, Grey, that, African, was, received, from, the animal scientist, training, Irene Pepperberg)

그는 단지 몇 개월이었다/ Pepperberg가 그를 샀을 때/ 시카고에 있는 한 애완동물가게에서/ 1976에.

(at a pet store, He, Pepperberg, bought, was, months, in Chicago, old, only, when, him, a few, in 1976)

Alex전에, 사람들은 믿었다/ 앵무새들이 똑똑하지 않았다고.

Before Alex, (not, were, people, that, believed, parrots, smart)

그들은 생각했다/ 앵무새들이 단지 단어들을 반복한다고.   (words, just, thought, repeated, they, that, parrots)

Pepperberg에 따르면, Alexs는 5살짜리 아이만큼 똑똑했다.

(Pepperberg, was, a, Alex, as, as, according to, a five-year old child, smart)

그는 약 150 단어를 알았다/ 50개의 다른 사물들의 이름을 포함하여.

(he, 150 words, knew, about, of, 50 different objects, the names, including)

그는 6개의 사물까지 셀 수 있었다/ 그리고 구별하는 방법을 알았다/ 7개의 색과 다섯 개의 형태를.

(he, six objects, count, could, and, and , up to, knew, seven colors, five shapes, distinguish, how to)

예를 들어, Alex에게 보여졌을 때/ 두 개의 빨간 블록과 세 개의 초록 블록을/ 그리고 물었(을 때),

For example, (Alex, was shown, and, when, asked, two red blocks and three green blocks),

“빨간 블록은 몇 개지?”  그는 정확하게 대답했다. “Two"  (red blocks, how, could, he, many, answer, correctly)

“Two.”

어느 날, Alex는 그 자신을 보았다./ 거울에서 / 처음으로.

One day, (time, Alex, in, saw, mirror, for, the, the, himself, first)

그는 그의 머리를 움직였다/ 앞 뒤로 / 몇 번/ 그리고 말했다./ “저게 뭐지?”

(his head, he, and, a few times, back and forth, moved, said,) “What’s that?”

“그건 너야. 너는 앵무새야. Kathy가 대답했다/ Alex의 트레이너중 하나인/

“That’s you. You are a parrot,” (Alex’s, , ,Kathy, of, one, answered, trainers)

Alex는 좀 더 보았다/ 그런 다음 물었다/ “무슨 색깔?” (Alex, and, more, asked, then, looked, some), “What color?”

Alex는 같은 질문을 묻는 것을 계속했다/ 몇 번 더/ 그리고 회색을 배웠다.

(Alex ask, a few, to, question, and, continued, more, the same, times  the color grey, learned).

Alex는 다양한 감정들을 보여줄 수 있었다/ 분노와 지루함 같은.

(Alex, various, like, could, anger, show, emotions, and, boredom).

예를 들면, 만약 그가 테스트에 지쳤다면, 그는 말했다, “ 돌아갈래”

For example, ( he, he, of, tests, if, said, was, tired),  “Wanna go back.”

이것은 뜻했다/ 그가 원했다는 것을/ 돌아가기를 / 그의 새장으로.

(he, meant, wanted, go, this, that, his cage, back, to, to).

때때로, Alex는 일부러 다른 답을 주었다. Sometimes, (the, Alex, answer, gave, purpose, on, wrong).

그것은 말하는 또 다른 방법이었다/ 그가 지루하다는 것을. (that, it, he, of, another, saying, was, was, way, bored).

Alex는 죽었다/ 2007년 9월에 / 31세의 나이에. (Alex, at, of, on, 2007, 31, September 6, the age, died)

그의 죽음은 완전한 놀라움이었다/ 그가 건강해 보였기 때문에 /그가 죽기 전날

(he, he, his death, looked, died, was, healthy, a complete surprise, the day before, since).

Pepperberg는 그날 밤에 그를 그의 새장에 넣었을 때, Alex가 말했다. “너는 좋아. 내일 봐. 너를 사랑해.”

(Pepperberg, his cage, as, into, for, put, the night, him), Alex said, “You be good. See you tomorrow. I love you.”

그것들이 그의 최후의 말이었다. (words, his, those, last, were).

Alex는 방식을 바꾸었다./ 많은 사람들이 새의 두뇌에 대해 생각하는.

(Alex, think, the way,  transformed,  bird brains, about, many people).

새 두뇌들은 작기 때문에, 사람들은 종종 그 표현을 사용한다. “bird brain”/ 누군가를 언급하기 위해/ 똑똑하지 않은

(bird brains, small, people, the expression, often, since, are, use) “bird brain” (somebody, refer, is not, who, smart, to, to).

Alex 덕택에, 이제 많은 사람들은 새의 두뇌를 다르게 본다.

(Alex, now, people,  many, thanks, look, to, at, differently, bird brains).

◈ Reading - 잘못된 부분 고치기-

Alex, World's Smartest Bird

Alex was an African Grey Parrot what received training from the animal scientist Irene Pepperberg.

He was only a little months old when Pepperberg bought him at a pet store on Chicago in 1976.

According for Pepperberg, Alex was as smart as a five-yearold children.

He knew about 150 words, including to the names of 50 different objects.

He could count up of six objects and knew the way to distinguish seven colors and five shapes.

For example, when Alex showed two red blocks and three green blocks and asked, “How many red blocks?” he could correct answer, “Two.”

One day, Alex saw him in the mirror from the first time.

He moved his head back and front a little times and said, “What’s that?”

Alex looked like some more and then asked, “What color?”

Alex could showed various emotions like anger and boring.

Sometime, Alex gave the wrong answer in purpose.

It was the other way of saying what he was bored.

Alex died in September 6, 2007, for the age of 31.

As Pepperberg put him on his cage for the night, Alex said, “You be good. See you tomorrow. I love you.”

Alex transformed the way how many people think about bird brains.

Since bird brains are small, people often use the expression “bird brain” for refer to somebody which are not smart.

Thanks for Alex, now many people look at bird brains different.