영어 모의고사 (자동 편성)

A growing number of teenagers are ①joining book clubs that exist only on their phones. These apps let users ②tracking how many pages they read each day, write short reviews, and join group chats about a chosen book. Some students say the apps make reading feel less lonely, because they can share their honest reactions the moment they ③finish a chapter instead of waiting for a weekly meeting. The apps also use gentle reminders and reading streaks to keep members motivated, ④turning a private habit into a small social game. However, a few teachers worry that constant notifications from a reading app can ⑤pull attention away from the book itself, since users may spend more time chatting about the story than actually reading it.

Many schools give students a list of recommended books at the start of each year. ①Choosing these books is not as simple as picking well-known titles. Teachers must think about a wide range of student interests, not just their own favorites. A good list should also ②including stories from different cultures and different kinds of characters, so that every student can find someone to relate to. Reading level matters too; a book that is too difficult can make a student ③give up on reading altogether, while a book that is too easy may feel boring. Teachers often ask students for feedback after they finish a book, and they slowly ④update the list based on what students actually enjoyed. In the end, the best recommended list is not fixed forever; it keeps changing to match the readers it ⑤is meant to serve.

Students who read many books across many different subjects often develop a habit that quieter learners sometimes ①lack: the habit of comparing new information with what they already know. A student who has read about ancient wars, ocean ecosystems, and modern economics can more easily ②notice when two different subjects share a similar pattern. This kind of connection-making is closely related to what psychologists call critical thinking, since seeing a familiar pattern in an unfamiliar topic allows a person to ask ③sharper questions instead of accepting new information at face value. Extensive reading also builds a large mental library of examples, which makes it ④harder to evaluate whether a new claim sounds reasonable or exaggerated. Teachers often notice that widely read students argue more carefully, supporting their opinions with ⑤specific examples rather than vague generalizations.

For many years, comic books and graphic novels were seen as a ①lazy alternative to real reading. Parents and teachers often worried that pictures did the work that words should do, leaving young readers with ②weaker vocabulary and imagination. Recent research, however, tells a more ③complicated story. Graphic novels actually require readers to combine written text with visual clues, inferring emotion from a character's expression or understanding time gaps between panels. This combination can build a ④different but equally valuable set of reading skills. Teachers who once banned comics from their classrooms are now using them to reach students who struggled with traditional novels, finding that many reluctant readers finish an entire graphic novel and then move on to longer books with new confidence. Rather than replacing traditional reading, graphic novels appear to work best as an ⑤obstacle that leads students toward it.

Every July, our school library launches a summer reading challenge that invites students to read at least five books before classes begin again in September. Students who complete the challenge receive a ①small prize, but many say the real reward is something else entirely. Without daily homework and tests to worry about, summer gives students ②rare freedom to choose books purely because they sound interesting, not because a teacher assigned them. Librarians notice that students often pick more ③common genres during the challenge, including graphic novels, poetry, and nonfiction about hobbies they enjoy. This freedom seems to ④matter more than the prize itself, since students who only cared about winning tend to quit once the reading feels difficult, while curious readers keep going. Teachers who track student progress after summer report that challenge participants often return in September with noticeably ⑤stronger reading habits than classmates who read nothing over the break.

Many students imagine a librarian simply sitting behind a desk and stamping books. Ms. Han, who has worked at a school library for over ten years, says that image is far from accurate. A large part of her job involves choosing which new books to buy, based on both student requests and current trends in youth literature. She also spends hours training students to search databases and judge whether an online source is trustworthy, a skill she considers just as important as reading itself. According to Ms. Han, the most rewarding moment is not organizing shelves but _______________. She admits that budgets are often tight and that new technology keeps changing how libraries operate.

Psychologists have long wondered whether reading fiction can change how people treat others in real life. Several studies suggest that novels which describe a character's inner thoughts in detail can train readers to imagine what other people are feeling, a skill closely related to empathy. When readers follow a character through difficult choices, they practice stepping into someone else's perspective without any real risk to themselves. This kind of mental practice, researchers argue, can carry over into everyday situations, meaning that _______________. Not every book produces this effect equally, however, since stories focused only on fast action appear to build empathy far less than stories that slow down to explore emotion.

Students often groan when a classic novel appears on their reading list, complaining that the language feels old-fashioned and the plot moves too slowly. (A) Readers often discover that a character written hundreds of years ago struggles with feelings that still feel familiar today. For these reasons, many teachers argue that classics deserve a place on every reading list, not because they are old, but because they are still relevant. (B) It is true that classic literature can be harder to read than a modern bestseller written in casual, everyday language. Yet this very difficulty is part of why classics remain valuable for young readers today. (C) Working through unfamiliar sentence patterns and vocabulary trains the brain to handle complex texts, a skill that transfers directly to other subjects and to standardized tests. Beyond language training, classic novels also explore themes such as jealousy, ambition, and loss that have not changed much across centuries.

A food allergy can turn an ordinary snack shared between classmates into a medical emergency within minutes, which is why schools now take ingredient labels more seriously than they once did. (A) Friends of allergic students sometimes assume that a small bite would not cause serious harm, not realizing that the amount needed to trigger anaphylaxis can be smaller than a crumb. (B) Recognizing the early signs, such as swelling around the lips, hives, or sudden difficulty breathing, allows classmates and teachers to act before the reaction becomes severe. (C) For someone with a severe allergy, even a trace amount of the wrong ingredient, transferred by a shared spoon or an unwashed hand, can trigger a reaction that closes the airway and becomes life-threatening if untreated.

Some students feel nervous about sharing their opinions at first, but most grow more confident after a few sessions. Many students think that reading a book quietly by themselves is enough, but book discussion classes add something that solo reading cannot provide. ( ① ) When students explain their ideas out loud, they often discover thoughts they did not even know they had. ( ② ) Teachers who use discussion classes report that students remember plot details and themes far longer than students who only read silently and take a quiz afterward. ( ③ ) This happens because talking about a book forces the brain to organize scattered impressions into a clear argument. ( ④ ) Discussion also teaches students to listen carefully, since they must respond directly to classmates instead of simply waiting for their own turn to speak. ( ⑤ ) For these reasons, many schools are now adding weekly discussion sessions to their reading programs, even for short stories that used to be assigned only as silent homework.