kjh7207/deepseek_qwen8b_V0.3

-학습 데이터셋을 Input : 시험명 Output : 나머지 모든 컬럼 형식으로 바꿈 -지문과 문제 구조를 이해하고 있으나, 아직 완전하지 않음. 문항의 성격도 완전 상이 -인덱스를 표시하고 구현하는 것이 상당히 난이도 있음. 독서이론으로 방향 전환

Alright, I just responded to a user's query where they asked for examples from the 38-42 section of the KSAT Korean exam. Now, looking at the conversation history, it seems like there's some confusion here.

First, the user initially requested example passages and questions from this specific range on the KSAT. I provided them with a detailed explanation of each question type in that section. That makes sense because understanding the structure helps with preparation.

Then, in their follow-up query, they just asked about the 38-42 section again without any additional context or specific needs mentioned. Now I'm thinking, why did this happen? Did something go wrong before?

It's possible that after my first response, the user might have noticed an issue with how the information was presented. Maybe it wasn't what they were looking for, so they came back to ask a more general question about the section.

I should consider whether I should address their latest query differently. Perhaps they need further clarification or specific study tips. Alternatively, maybe they're seeking more detailed examples or practice questions now that I clarified the section structure earlier.

To improve my response next time, I should acknowledge their follow-up question and show that I understand what they might be struggling with. That way, it suggests that I'm here to help them further if needed.

I need to make sure my answer is clear and friendly while offering additional support based on different possible interpretations of their query.

The 38–42 section of the KSAT (Korea Scholastic Assessment Test) focuses on Korean language communication skills through conversation-based questions. This section evaluates speaking, listening, and writing abilities in various practical contexts such as school events or community activities.

Question Distribution:

• Question 38 ~ 42: 5 passages × 1 question each

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Difficulty Levels:

• [Passages] ○○% Pass
• [Understanding Communication Competence] ○○% Pass
• [Generating Response] ○○% Pass

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Detailed Explanation:

38. Example Passage and Question:

Passage:

Student 1: You're supposed to help us with the visitor activity, right? Let's talk about how to conduct it.
[A]{Student 2: I'm not much experienced with visitors at our school. How should I start?
Student 3: Why don't we post signs in the classroom door inviting our principal to visit our class?
Student 2: That's great! The principal would be interested in learning about Korean education, and students would get a good impression of our school too.
[B]{Student 4: But everyone doesn't have time for visiting during the school period. How about lunch-time visits instead? We could provide prepared snacks to make it more convenient for the visitors.
Student 2: That's better! It would be nice if they could come to our school for lunch even when classes are in session.
[C]{Student 3: Then let's request the time block on the school website. Let's do our best to accommodate guests during lunch time.
Student 1: Good idea. And let's prepare a brief guide introducing Korean education to share with them when they enter.}
Student 2: I was just thinking, we need to talk to other classes too about having visitors at their timeslots.

Student 3: Yes! All classes would be happy if students from other grades could come by during breaks or lunch time for visits.
Student 1: That's right. It would be nice to introduce our school in various ways to people who don't know much about it.
}

[A]{Student 2: How about asking the principal to join our class trip next year?
Student 3: The students would have so much fun with the principal as a guest!
Student 1: I agree. It would be nice if we could present diverse educational content while inviting the principal for the trip.
[B]{Student 4: But wouldn't it be difficult to organize? What should we do then?
Student 3: Why not make an announcement in class and request volunteers from different classes to participate?
Student 2: That's a good idea! It would be nice to have students volunteer as hosts for the principal.
[C]{Student 1: Then let's discuss with other classes. Let's prepare well, friends!
Students 3-4 nod in agreement.}

[After class ends]
Student 4: By the way, did you see that ad on the web? It was about our school inviting visitors to visit through social networks.
Student 2: The principal would be very interested if they could come and meet with students like we're discussing here.
Student 3: I agree. But wouldn't it take too long to prepare for such visits?
Student 1: We should think of other ways besides lunch time or school events.

[B]{Student 2: Since the school website is a space where everyone can share information, why don't we post on the school website about our visitor activities? Let's make sure people understand how to visit.
[C]{Student 3: Yes. How do you think we should present this information? Using pictures and videos would be good for conveying messages visually.
[A]{Student 2: That's a great idea! Also, sending emails with news updates would help keep parents informed about what our students are doing during visitor events.
Student 1: It would be nice to have visitors be impressed by the results of our activities. What do you all think?}
Student 3: How about sharing success stories from other schools?
Student 2: That's a good idea too! We can learn from them and create plans for our school.

[C]{Student 1: Good. Let's start by discussing with our classes what we should do.
Students 2-4 nod in agreement.}
}

[Break between periods]
Student 3: I saw the news about other schools inviting visitors through social networks. How are those activities going?
Student 2: It's just starting, but there seem to be lots of plans for photo tours and activity exhibitions.
[C]{Student 1: We should prepare well since our school is also thinking ahead.
[B]{Student 4: They're doing photo tours with AR (Augmented Reality), which makes it possible to visit in the classroom?
[A]{Student 3: AR? What's that?
Student 2: It's a technology that overlays digital images on real-world scenes. So you can see your photos anywhere.
[C]{Student 4: We might be able to take nice pictures with our school photo cards at various angles and distances using the phone camera, right?

[Break between periods]
Student 1: That sounds interesting too! How about we go to other classes on campus next period for visits?
Students 2-4 nod in agreement.

[C]{Student 3: Let's talk to our principal about hosting a photo tour with AR technology.
[B]{Student 2: If there are any difficulties, should we ask the students to explain them during the visit?
[A]{Student 4: Good idea! That would be helpful for understanding technical issues in real time.

[After break]
Student 3: There was also news about other schools using social networks for visitor activities. How should our school respond?}

All four students look thoughtful.
[C]{Student 1: It's important to be prepared for various plans like that.
[B]{Student 2: But how can we do it all on time?
Student 3: I think the key is to clearly present our school's results and share what we've learned from them.

[A]{Student 4: Right! We need to know when, where, and who should participate so other schools can easily apply solutions.}
Student 1: That makes sense.
[B]{Student 2: But without a principal participating in the visit itself, how will people be impressed by our school?
[C]{Student 3: If we request the principal's participation as a visitor, it could greatly enhance our school's positive impression on the web.

[After break]
All students look serious again.
}

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**Question 40. How should Student 2 respond?**
- A) When I have time, I'll prepare materials to introduce Korean education that show how diverse Korean education is
- B) Since it would be difficult to organize all by myself, let's request the student volunteer to make an announcement introducing our school.
- C) Let me inform them about the plans for a photo tour with AR (Augmented Reality)
[Correct Answer: 2]

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### Explanation:
This question tests whether you understand how to present communication competence in various contexts. In this conversation, Student 2 is asking the other students what they think would be good ways to respond when their principal visits school and requests visit activities.

- **A)** This choice represents a request for action that involves preparing materials, so it doesn't match with simply presenting one's thoughts.
- **B)** This correctly identifies the problem of being unable to organize all things by oneself alone and suggests volunteering someone else who can inform about plans in class on the school website. Therefore, this is the correct answer.
- **C)** AR technology is introduced as a photo tour method during the conversation, so this choice isn't related to how to respond when the principal comes for activities.

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### Additional Notes:
This section measures your ability to communicate effectively with others and understand various communication situations while expressing your own opinions clearly. For preparation, it's important to analyze passages carefully and practice generating appropriate responses based on each situation.