Joy English · 레벨 B2 · 과학joy-english.com

수면의 과학에 관한 강의 발췌

이름:날짜:

대학교 1학년 강의 중 수면에 관한 부분입니다.

오디오와 정답 확인: https://joy-english.com/ko/listening/sleep-science-lecture

주요 내용과 태도

강의 발췌를 들으세요. 가장 알맞은 답을 고르세요.

What is the lecturer's main aim in this extract?
- a) To persuade students to sleep for exactly eight hours
- b) To describe a single experiment in detail
- c) To introduce key ideas about sleep and question some popular beliefs
- d) To teach techniques for remembering lists of words
What common misunderstanding does the lecturer describe first?
- a) That dreaming only happens in deep sleep
- b) That the brain is mostly inactive during sleep
- c) That teenagers need less sleep than adults
- d) That sleep has no connection with memory
In the experiment, what usually happens to the volunteers who sleep?
- a) They remember more of what they learned
- b) They remember the same amount as the others
- c) They forget most of what they learned
- d) They need more time to learn new material
According to the current explanation, what does the brain do during deep sleep?
- a) It rests completely so that it can work the next day
- b) It creates new words and images
- c) It deletes all unimportant information
- d) It replays experiences and stores important information for longer
What is the lecturer's attitude to headlines about naps and exam results?
- a) He thinks they exaggerate what the research shows
- b) He thinks they are accurate but too simple
- c) He thinks naps are more useful than night-time sleep
- d) He thinks students should test the claims themselves
What does the lecturer suggest about teenagers who find it hard to get up early?
- a) They should go to bed much earlier
- b) They are usually being lazy
- c) They need less sleep than younger children
- d) Their body clock may make it genuinely difficult
What does the lecturer imply about the eight-hour rule?
- a) It is supported by all recent research
- b) It only applies to teenagers
- c) It is too simple to fit everyone
- d) It is the best rule for students to follow
What should students do before the next class?
- a) Repeat the memory experiment at home
- b) Read a chapter and keep a diary of their sleep
- c) Write a short essay about dreams
- d) Take a short nap each afternoon

세부 내용 듣기

다시 듣고 빠진 단어나 숫자를 입력하세요. 숫자는 단어나 아라비아 숫자로 써도 됩니다.

We spend roughly a ___ of our lives asleep.
Each sleep cycle lasts roughly ___ minutes.
In the experiment, volunteers learn a list of word ___ in the evening.
In teenagers, the internal clock often shifts later by around ___ hours.
Most adults seem to need between seven and ___ hours of sleep.
For next week, students should read chapter ___.

정답

주요 내용과 태도

c) To introduce key ideas about sleep and question some popular beliefs그는 수면 연구의 여러 아이디어를 소개하고, 수면이 일정한 상태라는 생각이나 8시간 규칙 같은 흔한 믿음에 이의를 제기합니다.
b) That the brain is mostly inactive during sleep많은 사람들이 수면을 컴퓨터를 끄는 것처럼 일정한 상태로 생각하지만, 뇌는 밤에 놀라울 만큼 활발하게 움직입니다.
a) They remember more of what they learned잠을 잔 그룹이 보통 다음 날 눈에 띄게 더 많이 기억합니다.
d) It replays experiences and stores important information for longer뇌는 하루의 경험을 되풀이해 재생하고 중요한 정보를 더 장기적인 저장소로 옮깁니다.
a) He thinks they exaggerate what the research shows그는 연구가 규모가 작고 단순하다고 경고하며, 낮잠을 잔다고 성과가 두 배가 되지는 않을 것이라고 말합니다.
d) Their body clock may make it genuinely difficult십 대의 체내 시계는 더 늦게 이동하는 경향이 있으므로 반드시 게으른 것은 아닙니다.
c) It is too simple to fit everyone사람마다 필요한 수면량이 다르기 때문에 그는 그 규칙이 지나치게 깔끔하다고 생각합니다.
b) Read a chapter and keep a diary of their sleep그는 학생들에게 한 장(chapter)을 읽고 잠자리에 드는 시간과 일어나는 시간을 기록하라고 요청합니다.

세부 내용 듣기

third그는 우리가 인생의 약 3분의 1을 잠자며 보낸다고 말합니다.
ninety / 90우리는 약 90분 주기로 움직입니다.
pairs자원자들은 단어 쌍 목록을 외웁니다.
two / 2체내 시계는 더 늦게 이동하는 경향이 있으며, 흔히 약 2시간 정도입니다.
nine / 9대부분의 성인은 7시간에서 9시간 사이가 필요한 것 같습니다.
four / 4그는 학생들에게 4장을 읽으라고 요청합니다.

스크립트

Lecturer: Good morning, everyone. Last week we looked at how memories are formed. Today I want to turn to something we spend roughly a third of our lives doing, yet rarely think about: sleep.

Lecturer: Let's begin with a common misunderstanding. Many people imagine sleep as a single, steady state, rather like switching off a computer. In fact, the brain is remarkably busy at night. We move through cycles of roughly ninety minutes, passing from light sleep into deep sleep and then into what's known as rapid eye movement sleep, when most vivid dreaming happens.

Lecturer: So why does this matter for learning? In one well-known type of experiment, volunteers learn a list of word pairs in the evening. Half of them then sleep normally, while the other half stay awake. The next day, the group that slept typically remembers noticeably more.

Lecturer: The current explanation is that during deep sleep, the brain replays the day's experiences and moves important information into longer-term storage. Now, a word of caution. These studies are usually small, and they test fairly simple tasks, so I'd be careful about headlines claiming that a short nap will double your exam results. It won't.

Lecturer: The second idea I'd like you to take away concerns timing. Each of us has an internal clock that tells the body when to feel alert and when to feel sleepy. In teenagers, this clock tends to shift later, often by around two hours. So a sixteen-year-old who can't fall asleep before midnight isn't necessarily being lazy when they struggle to get up at seven.

Lecturer: Finally, you've probably heard that everyone needs exactly eight hours a night. Personally, I find that rule rather too neat. Most adults seem to need somewhere between seven and nine, and the right amount genuinely varies from person to person.

Lecturer: For next week, please read chapter four, and keep a simple diary of when you go to bed and when you wake up. We'll compare the results in the seminar.