Name

Subject Link 7 Unscramble Worksheet - Answer Key

Lesson 1. The History of Sugar

1. 역사적으로, 사탕수수는 별로 중요하지 않았습니다. (sugarcane / was not / very important. /Historically,)
Historically, sugarcane was not very important.
2. 그것은 그저 사람들이 단맛을 즐기기 위해 씹던 식물이었습니다.
(which people chewed / to enjoy / its sweetness. / a plant / It was simply)
It was simply a plant which people chewed to enjoy its sweetness.
3. 하지만 인도에서 사탕수수 즙을 설탕 결정으로 바꾸는 방법이 개발됐을 때 그것은 달라졌습니다.
(for turning sugarcane juice / was developed / into sugar crystals. / in India / however, when a method / That changed,)
That changed, however, when a method was developed in India for turning sugarcane juice into sugar crystals.
4. 이런 형태로, 설탕은 저장되고 운반되고 전 세계적으로 판매될 수 있었습니다.
(sugar could be stored, / around the world. / carried, and sold / In this form,)
In this form, sugar could be stored, carried, and sold around the world.
5. 11세기에, 설탕은 아시아에서 그것을 접하게 된 십자군 전사에 의해 서유럽에 소개되었습니다.
(to Western Europe / who encountered it / in Asia. / sugar was introduced / In the 11th century, / by Crusaders)
In the 11th century, sugar was introduced to Western Europe by Crusaders who encountered it in Asia.
6. 사탕수수 생산 중심지는 유럽 식민지 개척자들의 도착에 따라 나중에 아시아에서 아메리카로 이동했습니다.
(The center of sugarcane production / following the arrival / later moved / of European colonists. / from Asia to the
Americas,)
The center of sugarcane production later moved from Asia to the Americas, following the arrival of European colonists.
7. 사탕수수는 카리브해 섬의 덥고 습한 환경에서 매우 잘 자랐습니다.
(of the Caribbean islands. / Sugarcane grew / humid environment / very well / in the hot,)
Sugarcane grew very well in the hot, humid environment of the Caribbean islands.
8. 식물들은 그곳의 대규모 사탕수수 농장에서 재배되기 시작했습니다.
(there. / on large sugarcane plantations / started to be cultivated / Plants)
Plants started to be cultivated on large sugarcane plantations there.
9. 그러나 18세기 이전에는 설탕은 일반사람들이 사기엔 너무 비쌌습니다.
(Yet, before the 18th century, / sugar was / to buy. / too expensive / for most people)
Yet, before the 18th century, sugar was too expensive for most people to buy.
10. 사실, 설탕은 때때로 “하얀 금”이라 불렸습니다. (“white gold.” / called / it was / In fact, / sometimes)
In fact, it was sometimes called “white gold.”
11. 하지만 이때쯤 설탕을 대량생산하는 것이 가능해졌습니다.
(however, it / became possible / to mass-produce sugar. / Around this time,)
Around this time, however, it became possible to mass-produce sugar.
12. 그 결과로, 가격이 떨어졌습니다. (the price / As a result, / dropped.)
As a result, the price dropped.
13. 19세기에, 사람들은 설탕을 필수품으로 생각하기 시작했습니다.
(In the 19th century, / to think of sugar / people started / as a necessity.)
In the 19th century, people started to think of sugar as a necessity.
14. 더욱 더 많은 사람들이 설탕 맛을 발달시키자, 제품에 대한 수요가 크게 증가했습니다.
(a taste for sugar, / As more and more / people developed / demand for the product / greatly increased.)
As more and more people developed a taste for sugar, demand for the product greatly increased.
15. 설탕 경제가 급성장하자, 중대한 사회 변화의 시기가 시작되었습니다.
(of major social change. / starting a period / The sugar economy / boomed,)
The sugar economy boomed, starting a period of major social change.
16. 사탕수수 농장을 운영하는 것은 많은 노동자들을 필요로 했습니다.
(required / a sugarcane plantation / a lot of workers. / Running)
Running a sugarcane plantation required a lot of workers.
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Subject Link 7 Unscramble Worksheet - Answer Key

17. 농장 주인들은 최대한 싼 노동력을 원했습니다.

(wanted / the cheapest / Plantation owners / possible source / of labor.)
Plantation owners wanted the cheapest possible source of labor.
18. 슬프게도, 설탕이 인기가 많아지는 만큼, 16, 17, 그리고 18세기에 걸쳐 노예 무역은 더 커졌습니다.
(more popular. / as sugar became / throughout the 16th, 17th, and 18th centuries / grew bigger / Sadly, the slave trade)
Sadly, the slave trade grew bigger throughout the 16th, 17th, and 18th centuries as sugar became more popular.
19. 18세기 동안, 거의 100만 명의 사람들이 아프리카에서 사탕수수 농장에 일하도록 끌려 왔습니다.
(During the 18th century, / from Africa to work / were taken / almost a million people / on sugarcane plantations.)
During the 18th century, almost a million people were taken from Africa to work on sugarcane plantations.
20. 동인도와 다른 아시아 지역의 사람들도 농장에서 일하도록 미국 대륙으로 끌려 왔습니다.
(on the plantations. / People from East India / and other parts of Asia / to the Americas to work / were also brought)
People from East India and other parts of Asia were also brought to the Americas to work on the plantations.
21. 국제적인 설탕 소비는 오늘날 계속해서 증가합니다. (increase today. / Global consumption of sugar / continues to)
Global consumption of sugar continues to increase today.
22. 설탕 산업은 더 이상 노예 노동을 사용하지 않지만, 많은 노동자들이 아주 적은 돈을 받으며 빈곤 속에 삽니다.
(but many workers / The sugar industry / receive very little pay / and live in poverty. / no longer uses / slave labor,)
The sugar industry no longer uses slave labor, but many workers receive very little pay and live in poverty.
23. 설탕의 맛은 달콤하지만, 설탕은 쓰라린 역사를 가지고 있습니다.
(a bitter history. / sugar has / For something / so sweet,)
For something so sweet, sugar has a bitter history.
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Subject Link 7 Unscramble Worksheet - Answer Key

Lesson 2. Candy Making

1. 막대 사탕, 마쉬멜로우, 캐러멜의 공통점은 무엇일까요?
(and caramels / have in common? / What do / lollipops, marshmallows,)
What do lollipops, marshmallows, and caramels have in common?
2. 그것들은 같은 과정을 이용해 만들어 집니다! (using / They / the same process! / are made)
They are made using the same process!
3. 먼저, 설탕이 물에서 녹여집니다. (sugar / is dissolved / First, / in water.)
First, sugar is dissolved in water.
4. 그 다음에 그 혼합물이 끓여집니다. (the mixture / Then / is boiled.)
Then the mixture is boiled.
5. 그것이 조리되면서, 물의 일부는 증발하고, 사탕 혼합물은 순수한 설탕에 가까워집니다.
(to pure sugar. / some of the water / and the candy mixture / gets closer / boils away, / As it cooks,)
As it cooks, some of the water boils away, and the candy mixture gets closer to pure sugar.
6. 다시 말해서, 혼합물은 더 높은 설탕 농도를 갖게 됩니다.
(a higher concentration / the mixture has / In other words, / of sugar.)
In other words, the mixture has a higher concentration of sugar.
7. 이것은 또한 설탕 혼합물의 조리 온도를 높입니다. (the sugar mixture’s / This also / raises / cooking temperature.)
This also raises the sugar mixture’s cooking temperature.
8. 결과적으로 나오는 사탕의 종류는 이 온도에 달려 있습니다.
(depends on / that results / this temperature. / The type of candy)
The type of candy that results depends on this temperature.
9. 조리 온도가 더 높을수록, 최종적인 사탕은 더 단단해지게 됩니다.
(will be. / The higher / the final candy / the harder / the cooking temperature,)
The higher the cooking temperature, the harder the final candy will be.
10. 오늘날, 사탕을 만드는 사람들은 온도계를 사용해서 조리 온도를 조절합니다.
(use / to control / the cooking temperature. / thermometers / Today, candy makers)
Today, candy makers use thermometers to control the cooking temperature.
11. 하지만 온도계의 발명 이전에, 사람들은 사탕의 성질을 시험해서 조리 온도를 추측했습니다.
(the candy’s properties. / they guessed / of the thermometer, / But before the invention / by testing / the cooking
temperature)
But before the invention of the thermometer, they guessed the cooking temperature by testing the candy’s
properties.
12. 이것은 하기 간단합니다. (to do. / This is / simple)
This is simple to do.
13. 당신은 그저 한 스푼의 설탕 혼합물을 찬물에 떨어뜨리면 됩니다.
(in cold water. / is drop / a spoonful of / sugar mixture / All you do)
All you do is drop a spoonful of sugar mixture in cold water.
14. 가느다란 실이 생기면, 사탕은 “실 모양” 단계입니다.
(at the “thread” stage. / the candy is / If a thin thread / forms,)
If a thin thread forms, the candy is at the “thread” stage.
15. 이것은 시럽을 만들기에 적당한 온도(110 – 112 °C)에 도달했음을 보여줍니다.1
(for making syrup / This shows that / has been reached. / the proper temperature (110 – 112°C) )
This shows that the proper temperature (110 – 112 °C) for making syrup has been reached.
16. 만약 공이 물 속에서 생기지만 꺼낼 때 그 모양을 잃으면, 사탕이 “부드러운 공 모양” 단계에 있는 것입니다.
(its shape / in the water but loses / when you take it out, / the candy is / If a ball forms / at the “soft ball” stage.)
If a ball forms in the water but loses its shape when you take it out, the candy is at the “soft ball” stage.
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Subject Link 7 Unscramble Worksheet - Answer Key

17. 이와 같이, 단계의 이름은 설탕 혼합물이 찬물에서 반응하는 방식과 일치합니다.

(how the sugar mixture reacts / Thus, the names of the stages / in cold water. / match)
Thus, the names of the stages match how the sugar mixture reacts in cold water.
18. 아래 차트는 조리 온도가 사탕의 단단함과 어떻게 연관되는지 보여줍니다.
(The chart below / to a candy’s hardness. / shows / how cooking temperature relates)
The chart below shows how cooking temperature relates to a candy’s hardness.
19. 적당한 단단함에 도달하면, 향이 추가될 수 있습니다.
(can be added. / is reached, / hardness / flavoring / When the proper)
When the proper hardness is reached, flavoring can be added.
20. 그 후에 그 혼합물이 틀 속에 부어집니다. (the mixture / into molds. / is poured / After that,)
After that, the mixture is poured into molds.
21. 틀은 사탕이 동그란 막대 사탕이나 네모난 캐러멜 같은 원하는 모양으로 식게 합니다.
(to cool / or a square caramel. / like a circular lollipop / in the desired shape, / cause the candy / The molds)
The molds cause the candy to cool in the desired shape, like a circular lollipop or a square caramel.
22. 사탕이 완성되면, 틀에서 꺼내서 먹을 수 있게 됩니다!
(from the molds / removed / Once / the candy / it can be / and eaten! / is done,)
Once the candy is done, it can be removed from the molds and eaten!
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Subject Link 7 Unscramble Worksheet - Answer Key

Lesson 3. Sugar Addiction

1. 당신은 항상 초콜릿 바를 곁에 두는 유형의 사람인가요?

(a bar of chocolate / the kind of person / nearby? / Are you / always keeps / who)
Are you the kind of person who always keeps a bar of chocolate nearby?
2. 아마 당신은 단것 없이는 힘이 없거나 졸립다고 느낄지도 모릅니다.
(weak or sleepy / without / you feel / your sweets. / Perhaps)
Perhaps you feel weak or sleepy without your sweets.
3. 그렇다면, 수백만 명의 다른 사람들이 가지고 있는 문제인 설탕 중독일지도 모릅니다.
(have a problem that / you may / millions of others / If so, / have: sugar addiction.)
If so, you may have a problem that millions of others have: sugar addiction.
4. 중독은 부정적인 영향에도 불구하고 반복적으로 어떤 물질을 사용하거나 어떤 활동을 하는 것을 뜻합니다.
(means / Addiction / in spite of / over and over again, / its negative effects. / or doing an activity / using a substance)
Addiction means using a substance or doing an activity over and over again, in spite of its negative effects.
5. 컴퓨터 게임 하기, 술 마시기, 먹기는 중독으로 발전할 수 있는 활동들의 예입니다.
(are examples / drinking, and eating / Playing computer games, / of activities / that can develop / into addictions.)
Playing computer games, drinking, and eating are examples of activities that can develop into addictions.
6. 설탕 중독 중에 일어나는 행동의 네 단계가 있습니다.
(of behavior / a sugar addiction. / There are / that happen / during / four stages)
There are four stages of behavior that happen during a sugar addiction.
7. 1단계는 단것에 대한 강한 욕구로 시작됩니다. (begins with / for something sweet. / Stage one / a strong desire)
Stage one begins with a strong desire for something sweet.
8. 이것은 설탕이 몸으로 하여금 도파민을 생성하도록 하기 때문에 일어납니다.
(because / This happens / sugar causes / to produce dopamine. / the body)
This happens because sugar causes the body to produce dopamine.
9. 도파민은 행복감을 일으키는 화학물질입니다. (that creates / It is / a chemical / feelings of happiness.)
It is a chemical that creates feelings of happiness.
10. 2단계에서는, 설탕이 섭취된 후에도 욕구는 남아 있고 증가합니다.
(even after / the desire remains / In stage two, / and grows. / sugar has been eaten,)
In stage two, even after sugar has been eaten, the desire remains and grows.
11. 이것은 시간이 지나면서 몸이 설탕의 효과에 덜 민감해지기 때문입니다.
(less sensitive / because / This is / the body becomes / to the effect / of sugar / over time.)
This is because the body becomes less sensitive to the effect of sugar over time.
12. 그래서 긍정적인 감정을 만들기 위해 더 많은 설탕을 소비하는 것은 필수입니다.
(more sugar / the positive emotions. / So, it is necessary / to consume / to produce)
So, it is necessary to consume more sugar to produce the positive emotions.
13. 3단계에선, 설탕의 욕구가 충족되지 않을 때, 그 사람은 기분이 나빠집니다.
(In stage three, / when a sugar craving / the person / feels bad. / is not satisfied,)
In stage three, when a sugar craving is not satisfied, the person feels bad.
14. 설탕 중독자들은 부정적인 정서적 증상들을 경험합니다.
(experience / Sugar addicts / symptoms. / negative / emotional)
Sugar addicts experience negative emotional symptoms.
15. 그들은 두통, 졸음, 에너지 부족 같은 신체적 증상들도 느낍니다.
(and lack of energy. / physical symptoms, / They also feel / such as headaches, / sleepiness,)
They also feel physical symptoms, such as headaches, sleepiness, and lack of energy.

16. 시간이 지나면서, 설탕 중독은 4단계에 이르게 됩니다. (Over time, / will reach / stage four. / a sugar addiction)
Over time, a sugar addiction will reach stage four.
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17. 이때가 설탕 중독의 가장 부정적인 건강 상태가 나타날 수 있는 때 입니다.

(the most / of sugar addiction / negative health effects / can be seen. / when / This is)
This is when the most negative health effects of sugar addiction can be seen.
18. 건강에 좋지 않은 몸무게와 우울증이 예입니다. (and depression / examples. / are / Unhealthy body weight)
Unhealthy body weight and depression are examples.
19. 설탕 중독을 끊는 것은 힘들 수 있지만, 당신의 건강에 중요합니다.
(Breaking / can be challenging, / but it is important / a sugar addiction / for your health.)
Breaking a sugar addiction can be challenging, but it is important for your health.
20. 여기엔 명심해야 할 몇 가지 사항이 있습니다. (a few things / There are / in mind. / to keep)
There are a few things to keep in mind.
21. 당신이 아마 들어봤을 간단한 조언입니다. (before. / have heard / you probably / It’s simple advice)
It’s simple advice you probably have heard before.
22. 하루 세 끼를 먹고, 충분한 수면을 취하고, 자주 운동하는 것입니다.
(a day, / get enough sleep, / and exercise often. / Eat three meals)
Eat three meals a day, get enough sleep, and exercise often.
23. 과일 같은 건강에 좋은 단것을 선택하고, 짠 스낵은 피해야 합니다.
(salty snacks. / Choose / like fruit, / and avoid / healthy sweets,)
Choose healthy sweets, like fruit, and avoid salty snacks.
24. 이것은 보통 사람들이 단것을 먹고 싶게 만듭니다. (to eat sweets. / These usually cause / people / to want)
These usually cause people to want to eat sweets.
25. 자신을 너무 심하게 밀어붙이지 말아야 합니다. (yourself / Don’t push / too hard.)
Don’t push yourself too hard.
26. 생활 방식의 변화는 천천히 일어난다는 것을 기억해야 합니다.
(happen / lifestyle changes / Remember / that / slowly.)
Remember that lifestyle changes happen slowly.
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Subject Link 7 Unscramble Worksheet - Answer Key

Lesson 4. Why Cats Can’t Taste Sweetness

1. 개들은 많은 사람들처럼 케이크를 거부할 수 없습니다! (resist cake! / Dogs, / like many humans, / can’t)
Dogs, like many humans, can’t resist cake!
2. 만약 그들이 바닥에 놓여 있는 케이크 한 조각을 발견한다면, 그들은 그것을 먹을 것입니다.
(a piece of cake / If they find / eat it. / they’ll / lying on the floor,)
If they find a piece of cake lying on the floor, they’ll eat it.
3. 고양이들은 다릅니다. (are / different. / Cats)
Cats are different.
4. 그들은 케이크에 대해 관심은 갖겠지만, 그것을 먹지는 않을 것입니다.
(curious / might be / about the cake, / eat it. / They / but they won’t)
They might be curious about the cake, but they won’t eat it.
5. 왜 먹지 않을까요? (not? Why)
Why not?
6. 당신이 단것을 먹을 때, 그것은 설탕 분자들을 포함한 아주 작은 분자들로 분해됩니다.
sugar molecules. / it breaks down / into tiny molecules, / When you eat / including / something sweet,)
When you eat something sweet, it breaks down into tiny molecules, including sugar molecules.
7. 이것들은 단맛 수용기와 만날 때까지 당신의 혀를 가로질러 이동합니다.
(into a sugar receptor. / until they run / across your tongue / These move)
These move across your tongue until they run into a sugar receptor.
8. 그러고 나서 그 수용기에 들어갑니다. (Then, / they fit / the receptor. / into)
Then, they fit into the receptor.
9. 그것이 일어날 때, 신호가 당신의 뇌로 전달됩니다. (When that / happens, / a signal / to your brain. / is sent)
When that happens, a signal is sent to your brain.
10. 그 신호는 설탕의 존재를 보고하고, 그 결과 당신은 단맛을 느낍니다.
(the presence / as a result, / of sugar and, / you taste / sweetness. / The signal reports)
The signal reports the presence of sugar and, as a result, you taste sweetness.
11. 우리가 진화 하는 동안, 단맛을 느끼는 이 능력은 우리가 살아남는 데 도움이 됐습니다.
(this ability / to taste sweetness / helped us / During our evolution, / survive.)
During our evolution, this ability to taste sweetness helped us survive.
12. 단맛이 나는 식물들은 보통 먹기에 안전하고 많은 에너지를 제공하기 때문입니다.
(and provide / This is / because / are usually / sweet tasting plants / a lot of energy. / safe to eat)
This is because sweet-tasting plants are usually safe to eat and provide a lot of energy.
13. 우리와는 다르게, 고양이들은 고기로만 구성된 식사를 합니다.
(a diet / only of meat. / Unlike us, / that consists / cats have)
Unlike us, cats have a diet that consists only of meat.
14. 이것은 현대 고양이의 조상들이 단맛을 느끼는 능력을 잃게 된 이유일지도 모릅니다.
(the ability / of modern cats / This might be / lost / to taste sweetness. / why the ancestors)
This might be why the ancestors of modern cats lost the ability to taste sweetness.
15. 또는 그들이 단맛을 느끼는 것을 멈춘 후에 식사가 변했을지도 모릅니다.
(tasting sweetness. / after they stopped / Or, their diet / may have changed)
Or, their diet may have changed after they stopped tasting sweetness.
16. 과학자들은 확신하지 못합니다. (sure. / Scientists / aren’t)
Scientists aren’t sure.
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17. 하지만 그들의 연구는 고양이의 단맛 수용기를 만드는 유전자들이 망가졌음을 보여줍니다.
(that the genes / do show / that make cats’ sugar receptors / But their studies / are broken.)
But their studies do show that the genes that make cats’ sugar receptors are broken.
18. 호랑이, 치타, 집고양이 같은 오늘날의 모든 고양이과 동물들은 이런 특성을 공유합니다.
(share / All cat species today, / this trait. / like tigers, cheetahs, and house cats,)
All cat species today, like tigers, cheetahs, and house cats, share this trait.
19. 육식동물로서, 현대 고양이의 조상들은 어떤 식물이 먹기 안전한가를 알기 위해 단맛을 느낄 필요가 없었습니다.
(if a plant was / to know / did not need / to taste sweetness / safe to eat. / the ancestors of modern cats / As meat
eaters,)
As meat eaters, the ancestors of modern cats did not need to taste sweetness to know if a plant was safe to eat.
20. 그래서 그 동물들은 살아남아 독특한 유전자들을 전달했고, 우리의 애완 고양이들은 그것을 받았습니다.
(So the animals / received them. / survived / and our pet cats / their unique genes, / to pass on)
So the animals survived to pass on their unique genes, and our pet cats received them.
21. 당신은 가끔 고양이들이 단것을 먹는 걸 목격할지도 모릅니다.
(Sometimes, / something sweet. / cats eat / you might see)
Sometimes, you might see cats eat something sweet.
22. 하지만 그것은 음식이 달콤하기 때문이 아닙니다. (because / is sweet. / But it’s not / the food)
But it’s not because the food is sweet.
23. 대신에, 고양이들이 끌린 냄새나 음식 속의 다른 영양분들 때문일 수 있습니다.
(Instead, / they are drawn to, / or other nutrients / in the food. / it may be / the smell)
Instead, it may be the smell they are drawn to, or other nutrients in the food.
24. 고양이는 당신만큼 케이크를 즐기지는 못합니다!
(as much as / Your cat / you can! / enjoy cake / simply cannot)
Your cat simply cannot enjoy cake as much as you can!
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Lesson 5. Benjamin Franklin’s Life

1. 벤자민 프랭클린은 미국 역사에서 가장 유명한 인물들 중 한 명입니다.

(the most / one of / famous individuals / Benjamin Franklin is / in American history.)
Benjamin Franklin is one of the most famous individuals in American history.
2. 작가, 발명가, 미합중국의 건국자 중 한 명으로서, 그는 자신이 살았던 세계에 크게 영향을 주었습니다.
(and a founder of the United States of America, / he greatly / the world / influenced / As a writer, an inventor, / he lived
in.)
As a writer, an inventor, and a founder of the United States of America, he greatly influenced the world he lived in.
3. 프랭클린은 1706년에 매사추세츠주, 보스턴에서 태어났습니다.
(Franklin was born / Massachusetts. / in 1706 / in Boston,)
Franklin was born in 1706 in Boston, Massachusetts.
4. 그는 17명의 자녀들 중 한명이었는데, 그것은 그의 인생이 그다지 쉽지 않았음을 뜻합니다.
(his life was not / which meant / one of 17 children, / He was / that / very easy.)
He was one of 17 children, which meant that his life was not very easy.
5. 대부분의 시간에, 그는 스스로를 돌봐야 했습니다. (Most of the time, / himself. / take care of / he had to)
Most of the time, he had to take care of himself.
6. 하지만 이것은 프랭클린에게 독립적이고 영리한 것의 중요성을 가르쳐 주었습니다.
(this taught / Franklin / of being independent / and clever. / However, / the importance)
However, this taught Franklin the importance of being independent and clever.
7. 12살에 프랭클린은 신문사를 소유하고 있던 그의 형인 제임스를 위해 출근했습니다.
(a newspaper. / At 12, Franklin / went to work / who owned / for his brother James,)
At 12, Franklin went to work for his brother James, who owned a newspaper.
8. 프랭클린은 가명으로 글을 써서 사람들이 그가 얼마나 어린지 알지 못했습니다.
(wouldn’t know / under a fake name / Franklin wrote / so people / he was. / how young)
Franklin wrote under a fake name so people wouldn’t know how young he was.
9. 그의 필명은 Silence Dogood이었습니다. (His pen name / Silence Dogood. / was)
His pen name was Silence Dogood.
10. 독자들은 Silence Dogood을 사랑했고 “그녀”가 벤자민 프랭클린이라는 이름의 10대라고 전혀 의심하지 않았습니다.
(named Benjamin Franklin. / Silence Dogood / suspected that / Readers loved / “she” was a teenager / and never)
Readers loved Silence Dogood and never suspected that “she” was a teenager named Benjamin Franklin.
11. 더 나이가 들었을 때, 프랭클린은 형의 신문사를 떠나서 자신의 인쇄 사업을 시작했습니다.
(his brother’s newspaper / his own printing business. / When he was older, / Franklin left / and started)
When he was older, Franklin left his brother’s newspaper and started his own printing business.
12. 그의 신문인 ‘펜실베이니아 가제트’는 그 당시에 선두적인 신문이 되었습니다.
(at the time. / became / The Pennsylvania Gazette, / a leading newspaper / His paper,)
His paper, The Pennsylvania Gazette, became a leading newspaper at the time.
13. 1732년에, 프랭클린은 ‘가난한 리처드의 연감’을 출판하기 시작했는데, 그는 그것을 매해 20년이 넘게 발행했습니다.
(publishing / In 1732, Franklin began / yearly / for more than / Poor Richard’s Almanack, / two decades. / which he
printed)
In 1732, Franklin began publishing Poor Richard’s Almanack, which he printed yearly for more than two decades.
14. 다른 연감들처럼, ‘가난한 리처드의 연감’은 식물 심는 날들, 날씨 예측, 충고 같은 일반적인 정보로 채워졌습니다.
(was filled / Poor Richard’s Almanack / like planting dates, / with general information, / weather predictions, and advice. /
Like other almanacs,)
Like other almanacs, Poor Richard’s Almanack was filled with general information, like planting dates, weather
predictions, and advice.
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15. 하지만 벤자민 프랭클린에게는 그의 글쓰기보다 더 많은 것이 있었습니다.

(much more / than his writing. / to Benjamin Franklin / But there was)
But there was much more to Benjamin Franklin than his writing.
16. 그는 사회에 도움을 주려고 발명하는 데 많은 시간을 보냈습니다.
(to help society. / a lot of time / He spent / inventions / working on)
He spent a lot of time working on inventions to help society.
17. 사람들의 집을 따뜻하게 했던 프랭클린 난로는 그런 예 중 하나입니다.
(is one / people’s houses, / The Franklin stove, / which warmed / such example.)
The Franklin stove, which warmed people’s houses, is one such example.
18. 1750년대에, 그는 전기 실험과 피뢰침 발명으로 세계적으로 유명해졌습니다.
(In the 1750s, / with electricity / worldwide / he became famous / and the invention / of the lightning rod. / for his
experiments)
In the 1750s, he became famous worldwide for his experiments with electricity and the invention of the lightning
rod.
19. 프랭클린은 미국 독립과 같이 자신이 믿었던 대의들을 위해 일하고자 그의 인기를 이용했습니다.
(he believed in, / his popularity / Franklin used / like American independence. / to work for causes)
Franklin used his popularity to work for causes he believed in, like American independence.
20. 1778년에 그는 미국인들이 영국으로부터의 자유를 위해 전쟁을 하는 동안 프랑스인들이 미국인들을 지지하도록
설득했습니다.
(to support the Americans / In 1778, he persuaded / for freedom from Britain. / the French / during their war)
In 1778, he persuaded the French to support the Americans during their war for freedom from Britain.
21. 프랭클린의 글들, 발명품들, 리더십은 결코 잊혀지지 않을 것입니다.
(inventions, and leadership / Franklin’s writings, / be forgotten. / will never)
Franklin’s writings, inventions, and leadership will never be forgotten.
22. 그는 수 세기 전에 죽었지만, 그가 남긴 유산의 밝은 불꽃은 여전히 세상을 따뜻하게 합니다.
(Although he died / the world. / still warms / the bright flame / of his legacy / centuries ago,)
Although he died centuries ago, the bright flame of his legacy still warms the world.
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Lesson 6. The Declaration of Independence

1. 매년 7월 4일에 미국인들은 모여서 폭죽을 쏘아 올리고 국민적 자부심을 기립니다.
(to set off fireworks / on July 4, / and celebrate their national pride. / Every year / Americans gather together)
Every year on July 4, Americans gather together to set off fireworks and celebrate their national pride.
2. 이 날짜가 왜 그렇게 특별할까요? (so special? / this date / Why is)
Why is this date so special?
3. 이 질문에 답하기 위해서 우리는 1775년으로 시간을 거슬러 가야 합니다.
(go back / we have to / to 1775. / To answer / in time / this question,)
To answer this question, we have to go back in time to 1775.
4. 그 해에, 북미의 식민지 주민들은 영국 국왕에게 세금을 내는 것에 지쳤었습니다.
(In that year, / the colonists in North America / paying taxes / were tired of / to the King of England.)
In that year, the colonists in North America were tired of paying taxes to the King of England.
5. 그들은 영국으로부터 독립하여 자신들의 국가를 세우고 싶어 했습니다.
(and start / from England / their own country. / They wanted to separate)
They wanted to separate from England and start their own country.
6. 식민지의 지도자들이 모여 그들이 왜 영국으로부터의 독립을 원하는지 이유를 모두 적었습니다.
(all of the reasons / independence / and wrote down / from Britain. / got together / why they wanted / Leaders in the
colonies)
Leaders in the colonies got together and wrote down all of the reasons why they wanted independence from Britain.
7. 그들의 성명서는 미국 역사에서 유명해졌습니다.(in American history. / famous / became / Their statement)
Their statement became famous in American history.
8. 그것은 독립 선언문으로 불렸습니다. (the Declaration of Independence. / It / was called)
It was called the Declaration of Independence.
9. 존 애덤스, 토머스 제퍼슨, 벤자민 프랭클린을 포함한 작은 팀의 사람들이 독립 선언문을 쓰기 위해 함께 일했습니다.
(including John Adams, Thomas Jefferson, and Benjamin Franklin, / A small team of men, / worked together / the
Declaration of Independence. / to write)
A small team of men, including John Adams, Thomas Jefferson, and Benjamin Franklin, worked together to write
the Declaration of Independence.
10. 그들은 독립만 원한다고 말하지 않았습니다.(only say / that / they wanted / independence. / They didn’t)
They didn’t only say that they wanted independence.
11. 대신에, 선언문의 저자들은 신중하고 자세한 주장을 만들었습니다.
(the writers of the Declaration / a careful and detailed / made / Instead, / argument.)
Instead, the writers of the Declaration made a careful and detailed argument.
12. 먼저, 그들은 모든 사람들이 어떤 권리들을 가진다고 설명했습니다.
(certain rights. / explained that / all people / have / First, they)
First, they explained that all people have certain rights.
13. 여기에는 살고, 자유를 누리고, 행복을 추구할 권리가 포함됩니다.
(and to find happiness. / These include / to have freedom, / the right to live,)
These include the right to live, to have freedom, and to find happiness.
14. 그러고 나서 그들은 영국 국왕이 그들에게 그러한 권리들을 어떻게 거부했는지 보여주었습니다.
(them / how the King of England / those rights. / Then they showed / denied)
Then they showed how the King of England denied them those rights.
15. 그들의 주장에 의하면, 그런 권리들을 제한한 어느 정부든 좋지 못한 정부였다고 했습니다.
(that limited / any government / According to their argument, / those rights / was a poor government.)
According to their argument, any government that limited those rights was a poor government.
16. 그리고 그런 정부는 제거돼야 했습니다. (had to / And it / be removed.)
And it had to be removed.
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17. 다음 해 여름에, 선언문의 최종안이 준비되었습니다.

(of the Declaration / was ready. / The next summer, / the final draft)
The next summer, the final draft of the Declaration was ready.
18. 모든 식민지의 중요한 인물들이 지지를 보여 주기 위해 서명했습니다.
(to show support. / to it / Important figures / their names / signed / from all over the colonies)
Important figures from all over the colonies signed their names to it to show support.
19. 문서가 서명된 날인 1776년 7월 4일이 독립 기념일로 알려지게 되었습니다.
(The day / the document was signed, / became known / as Independence Day. / July 4, 1776,)
The day the document was signed, July 4, 1776, became known as Independence Day.
20. 선언문이 서명되었을 때, 그것은 미국의 식민지 주민들에게 전쟁에서 이기기 위해 필요했던 힘을 주었습니다.
(was signed, / it gave the American colonists / to win the war. / they needed / When the Declaration / the strength)
When the Declaration was signed, it gave the American colonists the strength they needed to win the war.
21. 그들은 7년을 더 싸웠습니다. (for seven / They / more years. / fought)
They fought for seven more years.
22. 마침내 1783년에 그들은 영국을 물리치고 독립을 얻었습니다.
(their independence. / they defeated / and earned / the British / Finally, in 1783,)
Finally, in 1783, they defeated the British and earned their independence.
23. 1776년 이후로 매년, 미국인들은 7월 4일에 국민정신을 기립니다.
(Americans / have celebrated / on July 4. / the feeling of / national spirit / Every year since 1776,)
Every year since 1776, Americans have celebrated the feeling of national spirit on July 4.
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Lesson 7. The Lightning Rod

1. 당신은 폭풍 가운데 밖에 나와 있습니다. (outside / a storm. / in the middle of / You’re)
You’re outside in the middle of a storm.
2. 바람이 울부짖고 있습니다. (is / howling. / The wind)
The wind is howling.
3. 갑자기 하얀색 불길이 하늘에서 떨어집니다. (from the sky. / Suddenly, / white fire / shoots down)
Suddenly, white fire shoots down from the sky.
4. 엄청난 소리가 땅을 흔듭니다. (the ground. / shakes / A roar)
A roar shakes the ground.
5. 우리와 똑같이, 18세기의 사람들도 번개를 무서워했습니다.
(were frightened / of lightning. / Just like us, / people in the 18th century)
Just like us, people in the 18th century were frightened of lightning.
6. 그들은 번개가 건물을 파괴하는 불을 만든다는 것을 알았습니다.
(it caused / fires that / damaged buildings. / They knew)
They knew it caused fires that damaged buildings.
7. 우리와 달리, 그들은 번개가 악의 신호라고 믿었습니다. (they believed / evil. / lightning was / Unlike us, / a sign of)
Unlike us, they believed lightning was a sign of evil.
8. 하지만 그것은 벤자민 프랭클린이 번개가 실제로 무엇인지 알아내면서 달라졌습니다.
(lightning / that changed / really was. / what / However, / when Benjamin Franklin figured out)
However, that changed when Benjamin Franklin figured out what lightning really was.
9. 프랭클린은 번개가 전기처럼 작용한다는 것을 알아챘고, 이 생각을 시험하고 싶어서 실험을 고안했습니다.
(that lightning acted / Franklin noticed / an experiment. / like electricity / and wanted / so he designed / to test the idea,)
Franklin noticed that lightning acted like electricity and wanted to test the idea, so he designed an experiment.
10. 그 실험은 사실 상당히 위험했습니다. (It was / quite dangerous. / actually)
It was actually quite dangerous.
11. 그는 금속 열쇠를 연줄에 묶었습니다. (a kite. / to the string of / a metal key / He tied)
He tied a metal key to the string of a kite.
12. 그 열쇠는 불꽃을 일으켜서 전기의 존재를 보여줄 것 이였습니다.
(by making sparks. / The key / would show / the presence / of electricity)
The key would show the presence of electricity by making sparks.
13. 그 다음, 프랭클린은 폭풍이 다가올 때 연을 날리기 위해 밖으로 나갔습니다.
(Next, Franklin went / approached / outside / his kite. / as a storm / to fly)
Next, Franklin went outside as a storm approached to fly his kite.
14. 번개는 연을 치고 줄을 따라 열쇠까지 내려와서 불꽃을 일으켰습니다.
(the kite, / the string / Lightning hit / and made sparks. / to the key, / traveled down)
Lightning hit the kite, traveled down the string to the key, and made sparks.
15. 번개가 전기의 한 형태라는 것을 알게 되어, 프랭클린은 사람들의 집을 번개로부터 보호하는 방법을 생각해냈습니다.
(electricity, Franklin / a form of / people’s houses / a way to protect / lightning was / thought of / Knowing that / from
lightning.)
Knowing that lightning was a form of electricity, Franklin thought of a way to protect people’s houses from lightning.
16. 그의 발명품은 피뢰침으로 알려져 있습니다. (the lightning rod. / His invention / as / became known)
His invention became known as the lightning rod.
17. 프랭클린은 건물의 지붕에 금속 막대를 두었습니다. (a building. / Franklin placed / a metal rod / on the roof of)
Franklin placed a metal rod on the roof of a building.
18. 한쪽 끝은 하늘을 가리켰고 다른 쪽은 전선에 연결되었습니다.
(to a wire. / pointed / One end / toward the sky / and the other / was connected)
One end pointed toward the sky and the other was connected to a wire.
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19. 전선은 건물을 따라 집에서 멀리 떨어진 지하에 묻힌 금속 조각까지 내려왔습니다.

(to a piece of metal / buried underground, / away from the house. / the building / The wire ran down)
The wire ran down the building to a piece of metal buried underground, away from the house.
20. 번개는 항상 땅에 도달할 가장 빠른 방법을 찾습니다.
(Lightning always / the ground. / to get to / looks for / the fastest way)
Lightning always looks for the fastest way to get to the ground.
21. 금속 막대와 전선의 목적은 번개에게 땅까지 가는 빠르지만 안전한 길을 주는 것이었습니다.
(lightning / The purpose of the metal rod / was to give / to the ground. / and the wire / a fast but safe path)
The purpose of the metal rod and the wire was to give lightning a fast but safe path to the ground.
22. 만약 번개가 집 근처에 친다면, 그것은 건물을 직접적으로 쳐서 불이 나게 하는 대신 막대와 전선을 통해 이동할 것입니다.
(it would travel / through the rod and wire / If lightning struck / instead of / near the house, / and setting it on fire. /
hitting the building directly)
If lightning struck near the house, it would travel through the rod and wire instead of hitting the building directly
and setting it on fire.
23. 프랭클린은 자신의 발명품들이 다른 사람들에게 유용하기를 원했습니다.
(his inventions / useful / Franklin wanted / to others. / to be)
Franklin wanted his inventions to be useful to others.
24. 그래서 그가 피뢰침이 오늘날에도 여전히 사람들과 건물들을 보호한다는 것을 알게 된다면 기뻐할 것입니다.
(So he would / be happy / to know that / and buildings today. / protect people / lightning rods still)
So he would be happy to know that lightning rods still protect people and buildings today.
25. 프랭클린의 경우에는, 번개가 진정으로 눈부신 발명품을 유발했습니다.
(a truly / sparked / In Franklin’s case, / lightning / brilliant invention.)
In Franklin’s case, lightning sparked a truly brilliant invention.
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Lesson 8. Franklin’s Virtues

1. 벤자민 프랭클린은 중요한 역사적 인물로 여겨집니다.
(Benjamin Franklin is / regarded as / figure. / an important historical)
Benjamin Franklin is regarded as an important historical figure.
2. 그의 노력과 성격이 성공에 주요한 역할을 했습니다.
(and character / a major role / His hard work / played / in his success.)
His hard work and character played a major role in his success.
3. 하지만 그의 도덕적 가치도 도움이 되는 요인이었을지 모릅니다.
(a contributing / as well. / But his moral values / factor / may have been)
But his moral values may have been a contributing factor as well.
4. 우리는 프랭클린의 일생 동안 어떤 원칙들이 그를 이끌었는지에 관해 잘 알고 있습니다.
(a good idea / We have / of what principles / guided Franklin / during his lifetime.)
We have a good idea of what principles guided Franklin during his lifetime.
5. 그의 자서전에, 그는 자신이 따라서 살고 싶었던 덕목들에 관해 써두었습니다.
(the virtues / he wanted / In his autobiography, / to live by. / he wrote about)
In his autobiography, he wrote about the virtues he wanted to live by.
6. 그의 목록의 맨 위에, 프랭클린은 음식과 음료에 대한 절제를 보이는 덕목을 두었는데, 그것이 지나치게 많이
섭취되면 감각에 영향을 준다고 느꼈기 때문입니다.
(when taken in excess. / At the very top of his list, / restraint with food and drink, / Franklin put the virtue of showing /
which he felt affected the senses)
At the very top of his list, Franklin put the virtue of showing restraint with food and drink, which he felt affected
the senses when taken in excess.
7. 두 번째로, 프랭클린은 침묵의 덕목을 중시했습니다. (Franklin valued / silence. / Second, / the virtue of)
Second, Franklin valued the virtue of silence.
8. 그는 중요하지 않은 대화를 피하고 말할 만한 유용한 것이 있을 때에만 말하기를 원했습니다.
(to avoid unimportant conversation / He wanted / to say. / something useful / and only speak / when he had)
He wanted to avoid unimportant conversation and only speak when he had something useful to say.
9. 질서는 목록에서 세 번째 덕목이었는데 프랭클린은 모든 것이 그것만의 시간과 장소를 가져야 한다고 생각했습니다.
(everything should have / time and place. / on the list, / the third virtue / its own / Order was / as Franklin thought)
Order was the third virtue on the list, as Franklin thought everything should have its own time and place.
10. 네 번째로, 프랭클린은 결의의 덕목을 포함했습니다. (determination. / listed / Franklin / Fourth, / the virtue of)
Fourth, Franklin listed the virtue of determination.
11. 그는 무언가 하기로 했을 때, 항상 그것을 완료해야 한다고 생각했습니다.
(he thought / he should always / When he set out / to do something, / complete it.)
When he set out to do something, he thought he should always complete it.
12. 거기엔 모두 13개의 덕목이 있었습니다. (were / There / in all. / 13 virtues)
There were 13 virtues in all.
13. 대부분, 그것들은 개인의 발전을 촉진하고 모든 일에 있어 자기 훈련을 강조합니다.
(self-discipline / they promote / in all matters. / and emphasize / personal development / For the most part,)
For the most part, they promote personal development and emphasize self-discipline in all matters.
14. 프랭클린은 이 덕목들에 따라 살기 위해서는 매우 열심히 노력해야 함을 알고 있었습니다.
(Franklin knew / he would / by these virtues, / work very hard. / have to / that in order to live)
Franklin knew that in order to live by these virtues, he would have to work very hard.
15. 그래서 그는 스스로 일정을 만들어, 한 주에 한 가지 덕목을 실천했습니다.
(and practiced / made himself / a week. / a schedule / one virtue / So he)
So he made himself a schedule and practiced one virtue a week.
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16. 주말에는 자기 스스로 점수를 매겼고, 13주 후에 처음부터 다시 시작했습니다.

(and after 13 weeks / He graded / himself / at the end of the week, / over again. / he started)
He graded himself at the end of the week, and after 13 weeks he started over again.
17. 처음에는 별로 높은 점수를 얻지 못했지만, 연습과 함께 나아졌습니다.
(he got better. / but with practice, / he did not earn / very high grades, / At first,)
At first, he did not earn very high grades, but with practice, he got better.
18. 벤자민 프랭클린이 스스로 정한 높은 기준을 항상 충족시킬 수는 없었습니다.
(he set / Benjamin Franklin was / to meet the high standards / not always able / for himself.)
Benjamin Franklin was not always able to meet the high standards he set for himself.
19. 하지만 우리는 그의 시도를 존경할 수 있으며, 그의 사례를 따라 할 수 있습니다.
(follow / and we can / his example. / However, / his attempts, / we can admire)
However, we can admire his attempts, and we can follow his example.
20. 모든 사람은 발전의 여지를 가지고 있습니다. (has room / for betterment. / Everyone)
Everyone has room for betterment.
21. 당신이 따라서 살고 싶은 덕목들이 담긴 자신만의 목록을 한번 만들어 보는 것을 고려해보세요.
(making / Consider / of virtues / that you want / to live by. / your own list)
Consider making your own list of virtues that you want to live by.
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Lesson 9.Camera Obscura

1. 요즘에는 카메라가 손바닥 안에 들어가지만, 고대에는 방 만한 크기였습니다.
(Nowadays / yet in ancient times, / the size of a room. / in the palm of / your hand, / can fit / it was / a camera)
Nowadays a camera can fit in the palm of your hand, yet in ancient times, it was the size of a room.
2. “카메라”라는 단어는 이 사실에 대한 언급입니다. (to that fact. / The word “camera” / is a reference)
The word “camera” is a reference to that fact.
3. 그것은 “어두운 방”을 뜻하는 라틴어 용어 “카메라 옵스큐라”에서 유래되었습니다.
(from the Latin term / meaning / “dark chamber.” / It comes / “camera obscura,”)
It comes from the Latin term “camera obscura,” meaning “dark chamber.”
4. “어두운 방”은 현대 카메라의 발전을 이끈 발명품이었습니다.
(that led / The “dark chamber” / to the development / was an invention / of the modern camera.)
The “dark chamber” was an invention that led to the development of the modern camera.
5. 카메라 옵스큐라는 한쪽 벽에 빛을 들어오게 하는 아주 작은 구멍을 가진 어두운 방이었습니다.
(in one wall / to let in light. / The camera obscura / with a tiny hole / was a dark room)
The camera obscura was a dark room with a tiny hole in one wall to let in light.
6. 빛은 한 장의 종이 위에서 빛났습니다. (shined / The light / on a piece of paper.)
The light shined on a piece of paper.
7. 방 안의 누군가가 그 종이에서 바깥의 이미지를 볼 수 있었습니다.
(an image of / the outside / Someone / could see / inside the room / on the piece of paper.)
Someone inside the room could see an image of the outside on the piece of paper.
8. 하지만 그것은 별로 좋은 이미지가 아니었습니다. (good image. / But it wasn’t / a very)
But it wasn’t a very good image.
9. 구멍이 크면, 이미지가 밝지만 흐릿했습니다. (the image / was large, / but blurry. / If the hole / was bright)
If the hole was large, the image was bright but blurry.
10. 구멍이 작으면, 이미지가 선명하지만 어두웠고, 이미지는 거꾸로 뒤집혔습니다.
(If the hole / but dim. / the image / was sharp / was small,)
If the hole was small, the image was sharp but dim.
11. 이미지는 거꾸로 뒤집혔습니다. (was also / The image / upside-down.)
The image was also upside-down.
12. 하지만 초기의 천문학자들은 카메라 옵스큐라의 용도를 찾았습니다.
(for the camera obscura, though. / Early astronomers / found / a use)
Early astronomers found a use for the camera obscura, though.
13. 그들은 일식 동안 태양을 직접 보지 않고도 관찰할 수 있었습니다.
(They could / at it directly. / during a solar eclipse / without looking / watch / the sun)
They could watch the sun during a solar eclipse without looking at it directly.
14. 16세기에, 몇 가지 개선 사항이 카메라 옵스큐라를 더 실용적으로 만들었습니다.
(more practical. / made the camera obscura / some improvements / In the 16th century,)
In the 16th century, some improvements made the camera obscura more practical.
15. 구멍은 유리 렌즈로 대체되었는데, 그것은 이미지를 더 선명하고 더 밝게 만들었고, 이미지를 똑바로 뒤집기 위해
거울이 사용됐습니다.
(to flip the images / and a mirror was used / by a glass lens, / right-side up. / replaced / images sharper and brighter, /
The hole was / which made)
The hole was replaced by a glass lens, which made images sharper and brighter, and a mirror was used to flip the
images right-side up.
16. 화가들은 개선된 카메라 옵스큐라가 좋은 도구임을 알게 됐습니다.
(the improved camera obscura / Artists found / a good tool. / to be)
Artists found the improved camera obscura to be a good tool.
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17. 그들은 이미지 아래에 종이를 대고 장면을 따라 그렸습니다.

(paper beneath the image / and drew / over the scene. / They laid)
They laid paper beneath the image and drew over the scene.
18. 그 다음에, 그들이 그려 놓은 선 위에 색칠할 수 있었습니다.
(on top of the lines / they had drawn. / Then, they / could paint)
Then, they could paint on top of the lines they had drawn.
19. 이 기법은 화가들이 극히 실물과 똑같은 그림을 그리는 데 도움이 됐습니다.
(lifelike paintings. / helped artists / This technique / make / extremely)
This technique helped artists make extremely lifelike paintings.
20. 사실적인 이미지를 재현하는 것에 대한 관심의 증가는 현대 사진술을 이끈 아이디어를 자극했습니다.
(the idea / behind modern photography. / in reproducing realistic images / Growing interest / Inspired)
Growing interest in reproducing realistic images inspired the idea behind modern photography.
21. 사람들이 이미지를 필름에 옮기는 방법을 발견했을 때 필름 카메라가 개발됐습니다.
(to transfer / images onto film. / The film camera / when people discovered / a way / was developed)
The film camera was developed when people discovered a way to transfer images onto film.
22. 곧이어, 필름 카메라가 대중 시장에 나왔습니다.
(became available / Soon after, / film cameras / for the mass market.)
Soon after, film cameras became available for the mass market.
23. 나중에, 디지털 카메라가 카메라 옵스큐라의 진화에서 또 다른 진전이 되었습니다.
(the camera obscura. / became / another step / Later, digital cameras / in the evolution of)
Later, digital cameras became another step in the evolution of the camera obscura.
24. 미래의 카메라들은 어떻게 생겼을까요? (What / look like? / cameras of the future / will)
What will cameras of the future look like?
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Lesson 10. Red-eye Effect

1. 당신은 완벽한 사진을 찍고 나서, 모두의 눈이 붉게 빛나고 있다는 것을 알게 된 적이 있나요?

(a perfect picture / ever taken / that everyone’s eyes were / glowing red? / Have you / -and then noticed)
Have you ever taken a perfect picture—and then noticed that everyone’s eyes were glowing red?
2. 왜 우리 눈은 사진 속에서 때때로 붉게 보일까요? (Why do / in photographs? / our eyes / red / sometimes look)
Why do our eyes sometimes look red in photographs?
3. 그것은 플래시가 사용될 때 일어나는 효과입니다. (an effect / that happens / It is / is used. / when a flash)
It is an effect that happens when a flash is used.
4. 정상적인 조건에서는, 눈의 홍채가 밝은 빛에서 수축합니다.
(in bright light. / Under / normal conditions, / contracts / the eye’s iris)
Under normal conditions, the eye’s iris contracts in bright light.
5. 이것은 동공을 작게 하고, 많은 빛이 눈으로 들어오게 하지 않습니다.
(let / much light / the pupil small, / into the eye. / and does not / This makes)
This makes the pupil small, and does not let much light into the eye.
6. 하지만 플래시가 사용될 때, 조건은 달라집니다. (are different. / however, conditions / When a flash / is used,)
When a flash is used, however, conditions are different.
7. 플래시가 터질 때, 홍채는 반응할 수 있는 충분한 시간이 없습니다.
(time / goes off, / to react. / the iris does not / have enough / When a flash)
When a flash goes off, the iris does not have enough time to react.
8. 따라서, 사진을 찍을 때 동공은 활짝 열려 있게 됩니다. (for the photo. / stays wide / open / Thus, the pupil)
Thus, the pupil stays wide open for the photo.
9. 플래시가 매우 밝아서 빛의 일부는 눈의 안쪽에 있는 세포층인 망막에서 반사됩니다.
(so bright / The flash is / a layer of cells / at the back of the eye. / the retina, / that some of its light / reflects off)
The flash is so bright that some of its light reflects off the retina, a layer of cells at the back of the eye.
10. 망막의 모든 혈관들 때문에, 그것이 반사하는 빛은 붉습니다.
(is red. / in the retina, / the light that it reflects / all the blood vessels / Because of)
Because of all the blood vessels in the retina, the light that it reflects is red.
11. 이것이 동공이 사진에서 붉게 보이는 이유입니다. (why / the pupil appears / This is / red / in the photo.)
This is why the pupil appears red in the photo.
12. 적목 현상은 모든 사람에게서 보기 쉽지는 않습니다. (to notice / is not as easy / The redeye effect / in everyone.)
The red-eye effect is not as easy to notice in everyone.
13. 예를 들어, 플래시 바로 앞에 서 있지 않은 사람들은 그 효과에 영향을 받기 쉽지 않습니다.
(people who are not standing directly / are not / For example, / in front of the flash / to the effect. / as susceptible)
For example, people who are not standing directly in front of the flash are not as susceptible to the effect.
14. 게다가, 변하는 빛의 조건에 동공이 어떻게 반응하는지에 대한 자연적인 다양성이 있습니다.
(In addition, / in how / there is a natural variety / to changing light conditions. / the pupil reacts)
In addition, there is a natural variety in how the pupil reacts to changing light conditions.
15. 어떤 사람들은 매우 넓어지는 동공을 가지고 있습니다. (very wide. / have pupils / that become / Some people)
Some people have pupils that become very wide.
16. 이런 사람들은 적목 현상을 경험할 가능성이 더 큽니다.
(These people / the red-eye effect. / are more likely / to experience)
These people are more likely to experience the red-eye effect.
17. 더 작은 동공을 가진 사람들은 그것을 경험할 가능성이 더 적습니다.
(are less likely / to experience it. / Those who / have smaller pupils)
Those who have smaller pupils are less likely to experience it.
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18. 적목 현상은 사진의 대상으로부터 멀어짐으로써 감소될 수 있습니다.

(The red-eye effect / can be reduced / from the subject of the photograph. / by backing away)
The red-eye effect can be reduced by backing away from the subject of the photograph.
19. 카메라가 망막에서 더 멀수록, 반사된 빛을 더 적게 감지할 것입니다.
(from the retina, / The further / it will detect. / reflected light / the less / the camera is)
The further the camera is from the retina, the less reflected light it will detect.
20. 새로운 카메라들은 특별한 “적목 감소” 설정을 가지고 나오는데, 그것은 카메라가 한 번 대신 두 번 플래시를
터트리게 합니다.
(which causes the camera / New cameras / to flash twice / come with a special “red-eye reduction” setting, / instead of
once.)
New cameras come with a special “red-eye reduction” setting, which causes the camera to flash twice instead of
once.
21. 첫 번째 플래시는 동공을 줄어들게 하고, 두 번째에 사진을 찍습니다.
(The first flash / takes the photo. / and the second / shrinks your pupil,)
The first flash shrinks your pupil, and the second takes the photo.
22. 동공이 더 작을수록, 더 적은 붉은 빛을 카메라로 반사하게 됩니다.
(The smaller / your pupil, / it will reflect back / the less / to the camera. / red light)
The smaller your pupil, the less red light it will reflect back to the camera.
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Lesson 11. Ansel Adams’ Photography

1. 물이 절벽 가장자리 너머로 우르릉거립니다. (of a cliff. / Water / thunders / over the edge)
Water thunders over the edge of a cliff.
2. 그것은 700미터 이상 하얀 안개의 구름 속으로 떨어집니다.
(of white mist. / It drops / more than / into a cloud / 700 meters)
It drops more than 700 meters into a cloud of white mist.
3. 당신은 물이 떨어지면서 거의 천둥처럼 으르렁거리는 소리를 들을 수 있습니다.
(like thunder / the water roaring / as it falls. / almost hear / You can)
You can almost hear the water roaring like thunder as it falls.
4. 하지만 소리는 없습니다. (no sound. / But / there’s)
But there’s no sound.
5. 그것은 진짜 폭포가 아닌, 세계에서 가장 유명한 자연 사진가들 중 한 명인 앤셀 애덤스가 찍은 요세미티 폭포
사진입니다.
(one of the world’s most famous nature photographers: Ansel Adams. / a real waterfall / but a photograph of Yosemite
Falls, / taken by / It’s not)
It’s not a real waterfall but a photograph of Yosemite Falls, taken by one of the world’s most famous nature
photographers: Ansel Adams.
6. 애덤스는 14살이었던 1916년에 요세미티 국립 공원으로 여행하는 길에 그 폭포를 처음 봤을 것으로 예상됩니다.
(on a trip / 14 years old. / to Yosemite National Park in 1916, / first saw / the waterfall / Adams likely / when he was)
Adams likely first saw the waterfall on a trip to Yosemite National Park in 1916, when he was 14 years old.
7. 국립 공원의 아름다움은 그에게 크게 영감을 주었던 게 틀림없습니다.
(him greatly. / of the national park / must / have inspired / The beauty)
The beauty of the national park must have inspired him greatly.
8. 그는 경력 중 많은 시간을 그것을 찍으면서 보냈습니다. (much of his career / He spent / it. / photographing)
He spent much of his career photographing it.
9. 애덤스가 만든 아름다운 이미지들은 예술 이상이었습니다.
(The beautiful images / more than art. / that Adams made / were)
The beautiful images that Adams made were more than art.
10. 그것들은 자연의 힘과 중요성을 보여주었습니다. (the power / They showed / and importance / of nature.)
They showed the power and importance of nature.
11. 이것은 국가가 상기해야 했던 것이었습니다. (something / the country needed / to be reminded of. / This was)
This was something the country needed to be reminded of.
12. 애덤스의 생애 동안, 도로와 농장과 성장하는 도시들을 위한 자리를 만들기 위해 자연 경관이 파괴되고 있었습니다.
(to make room / for roads, farms, and growing cities. / were being destroyed / natural landscapes / During Adams’ lifetime,)
During Adams’ lifetime, natural landscapes were being destroyed to make room for roads, farms, and growing
cities.
13. 애덤스는 미국의 야생 공간을 보존해야 한다는 것을 굳게 믿었고, 자신의 영향력을 사용하여 정책에 영향을 미쳤습니다.
(of America’s wild space, / to affect policy. / strongly in the preservation / and used his influence / Adams believed)
Adams believed strongly in the preservation of America’s wild space, and used his influence to affect policy.
14. 예를 들어, 그는 캘리포니아에 있는 야생 지역에 대한 지지를 얻기 위해 1936년에 워싱턴으로 갔습니다.
(he traveled to Washington / for a wilderness area in California. / For example, / in 1936 / to win support)
For example, he traveled to Washington in 1936 to win support for a wilderness area in California.
15. 그곳은 결국 킹즈캐년 국립공원이 되었습니다. (became / It eventually / Kings Canyon National Park.)
It eventually became Kings Canyon National Park.
16. 그의 예술의 효과는 매우 강력했습니다. (very powerful. / The effect of his art / was)
The effect of his art was very powerful.
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17. “모두가 그림을 믿지는 않지만, 사진은 믿는다.”라고 애덤스가 언젠가 말했습니다.
(but people believe / Adams once said. / photographs,” / trusts paintings / “Not everybody)
“Not everybody trusts paintings but people believe photographs,” Adams once said.
18. ‘티톤산과 스네이크강’과 같은 그의 사진들은 미국인들이 자연을 바라보는 방식을 변화시켰습니다.
(changed / saw nature. / how Americans / like The Tetons and the Snake River, / His pictures,)
His pictures, like The Tetons and the Snake River, changed how Americans saw nature.
19. 그의 사진들을 보면서,사람들은 자연이 예술의 한 형태임을 깨달았습니다.
(that nature was / Looking at / a form of art. / people realized / his photographs,)
Looking at his photographs, people realized that nature was a form of art.
20. 그것은 보호하고 돌봐야 할 것이었습니다. (to protect / and care for. / It was / something)
It was something to protect and care for.
21. 하지만 애덤스에게는 비평가들이 있었습니다. (had / critics. / However, / Adams)
However, Adams had critics.
22. 그들은 세상에 너무나 많은 인간의 고통이 있는데 자연을 위해 사진을 찍고 싸우는 것이 잘못되었다고 말했습니다.
(They said / it was wrong / in the world. / and fight for nature / when there was / so much human suffering / to photograph)
They said it was wrong to photograph and fight for nature when there was so much human suffering in the world.
23. 하지만 애덤스는 자연의 세계를 이해하는 것이 사람들을 치유하는 데 도움이 될 것이라고 믿었습니다.
(would help / that understanding / the world of nature / heal people. / But Adams believed)
But Adams believed that understanding the world of nature would help heal people.
24. 적어도, 그의 자연 사진은 미래 세대들이 즐길 수 있도록 미국의 황야를 지켰습니다.
(saved the American wilderness / At the very least, / his nature photography / for future generations / to enjoy.)
At the very least, his nature photography saved the American wilderness for future generations to enjoy.
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Lesson 12. Photo Manipulation

1. 모두가 사진이 거짓말을 할 수 없다는 것을 알고 있습니다. (Everyone / photographs / cannot lie. / knows / that)
Everyone knows that photographs cannot lie.
2. 아니면 할 수 있을까요?(Or / they? / can)
Or can they?
3. 사진 조작은 진실이 아닌 어떤 것을 보여 주기 위해 사진을 바꿀 수 있습니다.
(other than / a photograph / can change / Photo manipulation / to show something / the truth.)
Photo manipulation can change a photograph to show something other than the truth.
4. 암실의 속임수나 포토샵 같은 소프트웨어를 통해, 사진 편집자는 이미지가 거짓말을 하도록 만들 수 있습니다.
(or software like Photoshop, / a photo editor / can make an image / Through darkroom tricks / tell a lie.)
Through darkroom tricks or software like Photoshop, a photo editor can make an image tell a lie.
5. 사실, 역사를 통틀어 사람들은 거짓말을 하기 위해 사진을 사용해 왔습니다.
(people have used / throughout history, / In fact, / photographs / to tell lies.)
In fact, throughout history, people have used photographs to tell lies.
6. 1922년부터 1953년까지 소련 연방의 지도자였던 조세프 스탈린이 하나의 예입니다.
(one example. / the leader of the Soviet Union from 1922 to 1953, / is / Joseph Stalin,)
Joseph Stalin, the leader of the Soviet Union from 1922 to 1953, is one example.
7. 그는 대중이 어떤 이미지들을 보지 못하게 하기 위해서 사진을 조작했던 것으로 알려져 있습니다.
(to manipulate photos / to keep the public / in order / certain images. / He was known / from seeing)
He was known to manipulate photos in order to keep the public from seeing certain images.
8. 많은 경우에, 그가 숨기기 원했던 이미지는 사람들의 이미지였습니다.
(images of people. / he wanted to hide / were / the images / In many cases,)
In many cases, the images he wanted to hide were images of people.
9. 그 당시에, 소련 정부에 동의하지 않았던 사람들은 적으로 간주되었습니다.
(agree with the Soviet government / At that time, / were seen / as enemies. / people who did not)
At that time, people who did not agree with the Soviet government were seen as enemies.
10. 스탈린은 누군가를 적으로 생각했을 때, 그 사람을 죽게 하고 모든 기록과 사진에서 제거되게 했습니다.
(from all records and photographs. / someone an enemy, / killed and removed / When Stalin considered / he had / that
person)
When Stalin considered someone an enemy, he had that person killed and removed from all records and photographs.
11. 근본적으로, 스탈린은 그들을 역사에서 지워버렸습니다. (he erased / Essentially, / from history. / them)
Essentially, he erased them from history.
12. 대중에게 영향을 주는 사진을 조작한 것은 소련이 처음은 아니었습니다.
(the first to manipulate photos / The Soviets / to influence the public. / were not)
The Soviets were not the first to manipulate photos to influence the public.
13. 1865년에, 링컨 대통령이 암살됐을 때, 신문 출판업자들은 고인이 된 대통령을 국가의 영웅으로 표현하고 싶었습니다.
(In 1865, / when President Lincoln was assassinated, / the late president / newspaper publishers / wanted to represent /
to the nation. / as a hero)
In 1865, when President Lincoln was assassinated, newspaper publishers wanted to represent the late president as
a hero to the nation.
14. 그들은 링컨의 리더십과 강인함을 보여 주는 사진을 찾았지만 그런 효과가 있는 어떤 것도 찾을 수 없었습니다.
(anything that worked. / Lincoln’s leadership and strength / that showed / They looked for a photo / but couldn’t find)
They looked for a photo that showed Lincoln’s leadership and strength but couldn’t find anything that worked.
15. 하지만 그들이 찾은 것은 예전 부통령인 존 캘훈의 매우 영웅적인 사진이었습니다.
(What they found, / photo of / however, was a very heroic / an old vice president, John Calhoun.)
What they found, however, was a very heroic photo of an old vice president, John Calhoun.
16. 그래서 그들은 캘훈의 몸을 가져와서 링컨의 머리를 그 위에 붙였습니다.
(and pasted / Lincoln’s head / So they / took Calhoun’s body / onto it.)
So they took Calhoun’s body and pasted Lincoln’s head onto it.
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17. 그 이미지는 대통령의 실제 인물 사진으로 제시되었습니다.

(was presented / as a real portrait / of the president. / The image)
The image was presented as a real portrait of the president.
18. 아이러니한 점은, 정치적으로 캘훈과 링컨이 반대 성향이었다는 것입니다.
(were opposites. / Calhoun and Lincoln / The irony / is that, politically,)
The irony is that, politically, Calhoun and Lincoln were opposites.
19. 링컨의 최대 업적은 노예제도를 끝낸 것인 반면에, 캘훈은 유명한 노예제도의 지지자였습니다.
(was ending / while Lincoln’s greatest achievement / slavery. / a famous supporter of slavery, / Calhoun was)
Calhoun was a famous supporter of slavery, while Lincoln’s greatest achievement was ending slavery.
20. 사진 조작은 오늘날 여전히 흔하고, 기술은 그것을 어느 때보다 더 쉽게 만듭니다.
(technology makes / it easier / today, and / remains common / Photo manipulation / than ever before.)
Photo manipulation remains common today, and technology makes it easier than ever before.
21. 사람들은 조작된 이미지들을 식별하는 법을 알아야 하고, 그것을 사용하는 사람들의 의도에 대해 의문을 가져야 합니다.
(manipulated images / learn to identify / People should / and question / the people using them. / the intent of)
People should learn to identify manipulated images and question the intent of the people using them.
22. 모두가 비판적으로 생각해야 합니다, 그렇지 않으면 사람들이 이런 메시지들에 의해 조정 당할지 모릅니다.
(by these messages. / Everyone / must think / be manipulated / otherwise they may / critically,)
Everyone must think critically, otherwise they may be manipulated by these messages.
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Lesson 13. Different Kinds of Stars

1. 오늘 밤 하늘에서 별 하나를 선택한다면, 내일 밤 그것을 다시 찾을 수 있을까요?
(in the sky tonight, / find it again / If you chose / one star / could you / tomorrow night?)
If you chose one star in the sky tonight, could you find it again tomorrow night?
2. 그것은 대부분의 별들이 밤하늘에서 같아 보이기 때문에 어려울 것입니다.
(since most stars / It would be / look alike / in the night sky. / difficult,)
It would be difficult, since most stars look alike in the night sky.
3. 일반적으로 말해서, 별들은 모두 비슷합니다. (Generally speaking, / all similar: / they’re)
Generally speaking, they’re all similar:
4. 즉 대부분 수소와 헬륨 가스로 구성된 뜨겁고 밝은 구체들입니다.
(made mostly of / hydrogen and helium gas. / hot, bright spheres)
hot, bright spheres made mostly of hydrogen and helium gas.
5. 하지만 별들은 세 가지 종류, 즉 왜성, 거성, 그리고 중성자성으로 구분될 수 있습니다.
(they can be / However, / broken down / into three types: / dwarfs, giants, and neutron stars.)
However, they can be broken down into three types: dwarfs, giants, and neutron stars.
6. 왜성은 가장 작은 종류의 별입니다. (the smallest / Dwarfs / type / are / of star.)
Dwarfs are the smallest type of star.
7. 중력은 별의 크기와 관련되지만, 이런 작은 별들에서조차 안쪽으로 잡아 당기는 힘은 대단합니다.
(is extreme. / in these small stars, / to a star’s size, / but even / is related / its inward pull / Gravity)
Gravity is related to a star’s size, but even in these small stars, its inward pull is extreme.
8. 그것은 별의 중심을 구성하는 수소 가스를 압축합니다.
(the hydrogen gas that / the center of the star. / It compresses / makes up)
It compresses the hydrogen gas that makes up the center of the star.
9. 중심부에서 압축된 수소는 매우 뜨거워져서 헬륨으로 변합니다.
(so hot that / into helium. / hydrogen / it turns / The compressed / at the core gets)
The compressed hydrogen at the core gets so hot that it turns into helium.
10. 핵융합으로 불리는 이 과정은 중력의 안으로 향하는 힘의 균형을 맞추기 위해 밖으로 향하는 힘을 충분히 발산합니다.
(This process, called fusion, / to balance the inward force / releases enough / of gravity. / outward force)
This process, called fusion, releases enough outward force to balance the inward force of gravity.
11. 모든 것이 균형이 잡혀 있을 때, 별은 일정한 크기를 유지합니다.
(When everything / the star maintains / a constant size. / is in balance,)
When everything is in balance, the star maintains a constant size.
12. 거성은 이름이 암시하듯이 큰 별들입니다. (as their name hints, / are / Giants, / large stars.)
Giants, as their name hints, are large stars.
13. 왜성처럼, 거성은 핵융합을 통해 중심부의 수소를 사용합니다.
(at their cores / they use / Like dwarf stars, / hydrogen / through fusion.)
Like dwarf stars, they use hydrogen at their cores through fusion.
14. 중심부의 모든 수소 가스가 헬륨이 되면, 핵융합이 멈추고 중력이 다시 자리를 잡습니다.
(at the core / and gravity takes / fusion stops, / becomes helium, / When all the hydrogen gas / over again.)
When all the hydrogen gas at the core becomes helium, fusion stops, and gravity takes over again.
15. 중심부는 매우 뜨거워져 그것을 둘러싼 가스 껍질이 타기 시작합니다.
(that the gas shell / surrounding it / The core gets / so hot / starts to burn.)
The core gets so hot that the gas shell surrounding it starts to burn.
16. 타는 가스에 의해 방출되는 에너지는 별의 바깥 층이 팽창하게 합니다.
(of the star / to expand. / The energy that is put out / causes / the outer layers / by the burning gas)
The energy that is put out by the burning gas causes the outer layers of the star to expand.
17. 다르게 말하면, 별이 “거인”으로 자라는 것입니다. (a “giant.” / grows into / In other words, / the star)
In other words, the star grows into a “giant.”
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18. 중성자성은 사실 죽은 별들입니다. (actually / are / dead stars. / Neutron stars)

Neutron stars are actually dead stars.
19. 이 별들은 처음에 매우 컸던 별들에서만 형성됩니다.
(that were / very large / These / to begin with. / from stars / only form)
These only form from stars that were very large to begin with.
20. 더 작은 별들이 죽을 때에는 그저 작아지고 조밀해집니다.
(small and dense. / When smaller stars / they simply / become / die,)
When smaller stars die, they simply become small and dense.
21. 반면에, 더 큰 별들은 초신성으로 알려진 거대한 폭발 중에 죽습니다.
(Larger stars, / die in a massive explosion / as a supernova. / known / on the other hand,)
Larger stars, on the other hand, die in a massive explosion known as a supernova.
22. 초신성 후에 남겨진 중심부가 중성자성 입니다. (The core / that is left over / is / after a supernova / a neutron star.)
The core that is left over after a supernova is a neutron star.
23. 별의 이 세 범주는 상당히 광범위하고, 각각의 범주에는 많은 종류가 포함됩니다.
(and each category / These three categories / are quite broad, / many types. / of stars / contains)
These three categories of stars are quite broad, and each category contains many types.
24. 당신이 밤하늘에서 보는 모든 빛의 점들은 매우 다양한 별들을 포함합니다.
(a wide variety / of light / in the night sky / All the points / of stars. / you see / include)
All the points of light you see in the night sky include a wide variety of stars.
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Lesson 14. Van Gogh and Stars

1. 빈센트 반 고흐가 그린 이 그림 목록을 읽어 보세요. ‘밤의 카페 테라스’, ‘론강의 별이 빛나는 밤’ 그리고 ‘별이 빛나는 밤’.
(Read / Cafe Terrace at Night, Starry Night Over the Rhone, and The Starry Night. / of paintings / this list / by Vincent
van Gogh:)
Read this list of paintings by Vincent van Gogh: Cafe Terrace at Night, Starry Night Over the Rhone, and The
Starry Night.
2. 이 그림들이 모두 공통으로 가지고 있는 것은 무엇인가요? (What do / have / these paintings all / in common?)
What do these paintings all have in common?
3. 그들은 모두 별을 특징으로 삼습니다. (all / They / feature stars.)
They all feature stars.
4. 색채가 뚜렷하고, 별이 빛나는 배경이 있는 야경은 화가로서 반 고흐의 특징들 중 하나입니다.
(as an artist. / van Gogh’s signatures / are one of / with bold, starry backdrops / Night scenes)
Night scenes with bold, starry backdrops are one of van Gogh’s signatures as an artist.
5. 반 고흐에게, 밤은 특별하고 거의 황홀한 시간이었습니다.
(was a special, / For van Gogh, / nighttime / almost magical time.)
For van Gogh, nighttime was a special, almost magical time.
6. 밤에 야외에서 작업하는 것은 그가 자신의 상상력을 자극했던 영혼과 꿈의 세계에 접근하는 것을 도와주었습니다.
(access / helped him / Working outdoors / and dreams / at night / the world of spirits / his imagination. / that inspired)
Working outdoors at night helped him access the world of spirits and dreams that inspired his imagination.
7. 그는 그의 첫 번째 별이 빛나는 장면인 ‘밤의 카페 테라스’를 프랑스 아를의 한 거리에서 그렸습니다.
(on a street in Arles, France. / Cafe Terrace at Night, / his first starry scene, / He painted)
He painted his first starry scene, Cafe Terrace at Night, on a street in Arles, France.
8. 곧, 반 고흐는 별이 있는 또 다른 장면을 그렸는데, 이번 것은 ‘론강의 별이 빛나는 밤’으로 제목이 붙여졌습니다.
(Soon after, / Starry Night Over the Rhone. / with stars, / this one titled / van Gogh made another scene)
Soon after, van Gogh made another scene with stars, this one titled Starry Night Over the Rhone.
9. 이 그림에서, 하늘에는 별이 가득하고 수평선에서는 아를의 가스 램프들이 강에서 반사됩니다.
(and at the horizon gas lamps / the sky is / off the river. / from Arles reflect / In the picture, / full of stars,)
In the picture, the sky is full of stars, and at the horizon gas lamps from Arles reflect off the river.
10. 밤 세계의 색채와 반짝임을 보여주는 것은 반 고흐에게 매우 중요했습니다.
(and sparkle of / the nighttime world / Showing the color / was deeply / important to van Gogh.)
Showing the color and sparkle of the nighttime world was deeply important to van Gogh.
11. 그는 야외에서 별빛들과 먼 도시의 빛으로 작업했는데, 그곳에서 그는 반짝이는 빛을 포착하기 위해 풍경을 주의
깊게 살펴볼 수 있었습니다.
(to study the scene / He worked outside / the stars / where he was able / by the light of / carefully to catch its glitter. /
and the distant city,)
He worked outside by the light of the stars and the distant city, where he was able to study the scene carefully to
catch its glitter.
12. ‘별이 빛나는 밤’은 몇 달 후에 그려졌는데, 관찰이 아니라 기억을 바탕으로 한 것이었습니다.
(was made / and was not / based on / observations but on memory. / several months later / The Starry Night)
The Starry Night was made several months later and was not based on observations but on memory.
13. 이 그림은 꿈 같은, 소용돌이치는 특징을 가지고 있습니다. (a dreamy, / has / swirling quality. / The painting)
The painting has a dreamy, swirling quality.
14. 몇몇은 '별이 빛나는 밤' 속 불안정한 선과 강력한 색채가 그 당시 반 고흐의 정신 상태의 반영이라고 생각합니다.
(in The Starry Night a reflection / Some consider / the unsteady lines / and forceful color / at that time. / of van Gogh’s
mental state)
Some consider the unsteady lines and forceful color in The Starry Night a reflection of van Gogh’s mental state at
that time.
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15. 그는 신경 쇠약을 겪었고 병원에서 살았습니다.

(a mental breakdown / had suffered / in a hospital. / and went to live / He)
He had suffered a mental breakdown and went to live in a hospital.
16. 그의 작품을 통해, 반 고흐는 그가 그의 주변에서 감지한 신비와 기묘함을 표현하려고 시도했습니다.
(Through his work, / around him. / he perceived / van Gogh attempted / and strangeness / to express the mystery)
Through his work, van Gogh attempted to express the mystery and strangeness he perceived around him.
17. 사실, ‘별이 빛나는 밤’의 세계는 실제라기보다는 꿈같이 보입니다.
(does seem / than reality. / Indeed, the world of The Starry Night / more like / a dream)
Indeed, the world of The Starry Night does seem more like a dream than reality.
18. 이 그림들은 반 고흐가 오늘날 가장 잘 알려진 것들입니다.
(are / is best known / what van Gogh / These paintings / for today.)
These paintings are what van Gogh is best known for today.
19. 그는 한 세기도 더 전에 죽었지만, 별이 빛나는 그의 그림들은 별처럼 계속 살아가며, 그것을 보는 모든 이들을
기쁘게 합니다.
(live on, like stars, / his starry paintings / and delight everyone / more than a century ago, / who sees them. / Although
he died)
Although he died more than a century ago, his starry paintings live on, like stars, and delight everyone who sees
them.
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Lesson 15. Pentagram

1. 다섯 개의 선을 가진 다섯 개의 꼭짓점의 별은 오늘날 펜타그램으로 알려져 있습니다.
(is known today / with five lines / The five-pointed star / as the pentagram.)
The five-pointed star with five lines is known today as the pentagram.
2. 그것은 다양한 의미를 지녀 온 고대의 상징입니다. (an ancient symbol / It is / that has held / different meanings.)
It is an ancient symbol that has held different meanings.
3. 오늘날, 우리는 펜타그램이 보석이나 옷의 디자인으로 착용되는 것을 볼 수 있습니다.
(on clothing. / the pentagram worn / we can see / Today, / as jewelry or as designs)
Today, we can see the pentagram worn as jewelry or as designs on clothing.
4. 수메르인들이 펜타그램을 최초로 사용하였습니다. (the pentagram. / to use / The Sumerians / were the first)
The Sumerians were the first to use the pentagram.
5. 그들은 기원전 3000년경의 기록물에 그 상징에 관해 작성했습니다.
(in records / to 3000 B.C. / about the symbol / They wrote / that date back)
They wrote about the symbol in records that date back to 3000 B.C.
6. 그 문명의 맥락에서, 펜타그램은 표기 체계의 한 부호였습니다.
(was a character / of that civilization, / In the context / in a writing system. / the pentagram)
In the context of that civilization, the pentagram was a character in a writing system.
7. 그것은 “구석”과 “방”을 포함하여 소수의 의미를 가진 단어를 나타냈습니다.
(a word that had / a handful of meanings, / including “corner” and “room.” / It stood for)
It stood for a word that had a handful of meanings, including “corner” and “room.”
8. 수메르와 밀접한 역사적 관계가 있는 바빌로니아인들은 펜타그램을 행성들과 관련지어 사용했습니다.
(The Babylonians, / a culture with close historical links to Sumer, / in reference / to the planets. / used the pentagram)
The Babylonians, a culture with close historical links to Sumer, used the pentagram in reference to the planets.
9. 펜타그램의 다섯 개의 꼭짓점은 다섯 개의 행성, 즉 수성, 금성, 화성, 목성, 토성을 나타냈습니다.
(Mercury, Venus, Mars, Jupiter, and Saturn. / five planets? / The pentagram’s five points / indicated)
The pentagram’s five points indicated five planets―Mercury, Venus, Mars, Jupiter, and Saturn.
10. 고대 중국에서, 펜타그램은 오행에 해당했고, 오행은 세상을 구성하는 다섯 가지 원소인 금속(금), 나무(목), 불(화),
흙(토), 물(수)이었습니다.
(the five elements / that make up / In ancient China, / the pentagram / metal, wood, fire, earth, and water. / the world: /
corresponded to Wu Xing,)
In ancient China, the pentagram corresponded to Wu Xing, the five elements that make up the world: metal,
wood, fire, earth, and water.
11. 고대 중국인은 이 원소들은 항상 변화하고 있다고 생각했습니다.
(these elements / changing. / are always / In ancient Chinese thought,)
In ancient Chinese thought, these elements are always changing.
12. 그것들은 서로 다양한 관계와 영향을 가지고 있습니다.
(They have / one another. / different relationships / and effects on)
They have different relationships and effects on one another.
13. 예를 들어, 불은 금속을 녹일 수 있고, 물은 불을 끌 수 있습니다.
(water can / fire. / can melt metal; / put out / Fire, for example,)
Fire, for example, can melt metal; water can put out fire.
14. 이 원소들이 전통적인 배열로 그려지고 각각의 관계가 표시될 때, 결과적으로 생기는 모양이 펜타그램입니다.
(in their traditional arrangement / is a pentagram. / and the relationships / between each / are drawn / the shape that
results / are marked down, / When the elements)
When the elements are drawn in their traditional arrangement and the relationships between each are marked down,
the shape that results is a pentagram.
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15. 유럽의 민속 문화에서, 펜타그램은 마법적 성질을 가지고 있었습니다.

(In European folklore, / magical properties. / had / the pentagram)
In European folklore, the pentagram had magical properties.
16. 별의 방향이 그것의 의미에 영향을 주었습니다. (its significance. / of the star / affected / The orientation)
The orientation of the star affected its significance.
17. 한 꼭짓점이 위로 향한 상태에서, 펜타그램은 “백”마법 (선)을 나타냈습니다.
(the pentagram / facing upward, / represented “white” magic (good). / With one point)
With one point facing upward, the pentagram represented “white” magic (good).
18. 반대로, 두 꼭짓점이 위로 향한 상태에서는, 같은 상징이 “흑”마법 (악)을 나타냈습니다.
(with two points / “black” magic (evil). / stood for / In reverse, / the same symbol / facing upward,)
In reverse, with two points facing upward, the same symbol stood for “black” magic (evil).
19. 오늘날, 펜타그램은 그것이 지닌 고대의 의미 중 어떤 것보다도 음악의 하위문화와 더 밀접히 관련됩니다.
(Today, the pentagram / than with any of / is more closely associated / its ancient meanings. / with music subcultures)
Today, the pentagram is more closely associated with music subcultures than with any of its ancient meanings.
20. 일부 락 음악 팬들은 펜타그램이 갖는 유럽인들의 악과의 관련성을 좋아하는 것 같습니다.
(the pentagram’s European link / Some rock fans / to evil. / seem to like)
Some rock fans seem to like the pentagram’s European link to evil.
21. 펜타그램을 독특한 패션 표현으로 착용하는 것은 괜찮지만, 그 상징의 역사를 아는 것이 좋습니다.
(but it is good / the history of the symbol. / to know / It is fine / to wear a pentagram / as a fashion statement,)
It is fine to wear a pentagram as a fashion statement, but it is good to know the history of the symbol.
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Lesson 16. Constellation Legends: Capricorn

1. 염소의 머리와 물고기의 꼬리를 가진 생물을 뭐라고 부를 건가요?
(call a creature / the head of a goat / that has / and the tail of a fish? / What would you)
What would you call a creature that has the head of a goat and the tail of a fish?
2. 당신은 그것을 염소 물고기로 부를 수 있을 것입니다. (a goat-fish. / could / call it / You)
You could call it a goat-fish.
3. 또는 만약 당신이 그리스 신화에 익숙하다면, 당신은 그것을 염소자리라고 부를 수도 있을 것입니다.
(familiar with Greek mythology, / Capricorn. / you could / Or, if you are / call it)
Or, if you are familiar with Greek mythology, you could call it Capricorn.
4. 그리스 이야기는 한 그룹의 젊은 신들이 지배 그룹의 신들에게 도전했을 때 시작된 하늘에서의 전쟁에 관해 말해줍니다.
(the ruling group of gods. / Greek stories tell / that started / challenged / when a group of younger gods / about a war
in heaven)
Greek stories tell about a war in heaven that started when a group of younger gods challenged the ruling group of gods.
5. 올림피안으로 알려진 젊은 신들은 지배 그룹인 타이탄을 물리쳤습니다.
(the ruling Titans. / known as the Olympians, / defeated / The younger gods,)
The younger gods, known as the Olympians, defeated the ruling Titans.
6. 그에 대한 복수로, 타이탄은 100개의 머리를 가진 용 같은 괴물 타이푼을 만들어서 올림피안을 공격하도록 보냈습니다.
(In revenge, / to attack the Olympians. / which they sent / the Titans created Typhon, / a dragon-like monster with 100
heads,)
In revenge, the Titans created Typhon, a dragon-like monster with 100 heads, which they sent to attack the
Olympians.
7. 지배 그룹인 타이탄의 공격은 판이라는 젊은 신들 중 한 명의 재빠른 생각이 없었다면 성공적이었을지도 모릅니다.
(might have been successful / The attack of the ruling Titans / named Pan. / without the quick thinking / of one of the
younger gods)
The attack of the ruling Titans might have been successful without the quick thinking of one of the younger gods
named Pan.
8. 판은 예상 밖의 영웅이었습니다. (hero. / an unlikely / was / Pan)
Pan was an unlikely hero.
9. 그는 힘이나 용맹이 아니라, 여자를 쫓아다니는 것으로 가장 잘 알려져 있었습니다.
(for chasing women, / He was / not for strength or bravery. / best known)
He was best known for chasing women, not for strength or bravery.
10. 어느 날, 판이 강에서 아름다운 물의 요정과 데이트 약속을 하려고 시도하고 있었습니다.
(in the river, / trying to get a date / One day, / with a beautiful water spirit. / Pan was)
One day, Pan was in the river, trying to get a date with a beautiful water spirit.
11. 그는 우연히 타이푼의 도착을 목격한 최초의 올림피안이 되었습니다.
(to notice / He happened / the arrival of Typhon. / the first Olympian / to be)
He happened to be the first Olympian to notice the arrival of Typhon.
12. 그래서 그는 재빨리 동료 신들에게 경고했습니다. (quickly warned / So he / fellow gods. / his)
So he quickly warned his fellow gods.
13. 그는 그들에게 괴물이 그들을 알아보지 못하도록 동물로 변하라고 말했습니다.
(could not / He told them / to turn into animals, / so the monster / recognize them.)
He told them to turn into animals, so the monster could not recognize them.
14. 판은 자신을 염소로 변화시키기 시작했지만, 그는 강에 있었습니다.
(in the river. / but he was / to turn himself / into a goat, / Pan started)
Pan started to turn himself into a goat, but he was in the river.
15. 그래서 완전히 염소가 되는 대신에, 그는 자신의 하반신은 물고기로 만들었습니다.
(a fish. / he made / So instead of / becoming fully goat, / his lower half)
So instead of becoming fully goat, he made his lower half a fish.
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16. 올림피안의 지도자인 제우스가 타이푼과 싸웠습니다. (fought / the Olympians’ leader, / Zeus, / Typhon.)
Zeus, the Olympians’ leader, fought Typhon.
17. 제우스가 심각하게 부상을 당했을 때, 판이 그가 치료하는 것을 도와줘서 그가 싸움을 끝낼 수 있었습니다.
(heal him / he could finish / Pan helped / so that / When Zeus got / seriously injured, / the battle.)
When Zeus got seriously injured, Pan helped heal him so that he could finish the battle.
18. 싸움이 끝났을 때, 제우스는 염소 물고기로 판의 초상화를 만들기 위해 별들을 옮겨 판에게 존경을 표했습니다.
(Pan by moving the stars / to create a portrait of Pan / as a goat-fish. / When it was over, / Zeus honored)
When it was over, Zeus honored Pan by moving the stars to create a portrait of Pan as a goat-fish.
19. 그것이 우리가 지금 염소자리로 알고 있는 이미지입니다.
(an image / It is / we now know / as the constellation Capricorn.)
It is an image we now know as the constellation Capricorn.
20. 염소자리를 직접 찾아 볼 수 있는데, 9월이나 10월의 이른 저녁이라면 특히 그렇습니다.
(You can find / especially if it is early / Capricorn yourself, / in September and October. / in the evening)
You can find Capricorn yourself, especially if it is early in the evening in September and October.
21. 그것은 두 번째로 흐릿한 황도십이궁의 별자리이며, 고대 그리스 신화에 아주 오랜 뿌리를 가지고 있습니다.
(Zodiac constellation / very old roots / and has / It is the second-dimmest / in an ancient Greek myth.)
It is the second-dimmest Zodiac constellation and has very old roots in an ancient Greek myth.