영어 모의고사 (자동 편성)

Speed-reading courses promise a simple result: read several times faster while ①understanding just as much as before. The techniques usually involve moving your eyes quickly down the page, skipping small words, and ②avoid the habit of silently pronouncing each word in your head. Some students do learn ③to move their eyes faster after a short course. However, researchers who study reading have found a serious problem with these claims. Understanding a text is not just about how quickly your eyes move across it; it depends on how deeply your brain ④processes each sentence and connects new ideas to what you already know. When readers rush through a page at extreme speed, their comprehension usually drops sharply, even though they feel confident that they understood everything. In careful studies, speed-reading graduates often score no better on comprehension tests than ordinary readers ⑤who read at a normal pace.

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 ①trains readers to imagine what other people are feeling, a skill closely related to empathy. When readers follow a character through difficult choices, they practice ②stepping into someone else's perspective without any real risk to themselves. This kind of mental practice, researchers argue, can carry over into everyday situations, making readers more likely ③to notice a classmate's hidden sadness or understand a stranger's unusual behavior. Stories that stay focused only on fast action, with little attention to characters' inner lives, appear ④to build empathy far less than stories that slow down to explore emotion. For this reason, some psychologists now recommend that young readers ⑤balance fast-paced adventure novels with quieter stories about ordinary people and their feelings.

Last spring, Mina joined the school environmental club because she wanted to make a difference. At first, she felt ①nervous about speaking in front of the other members. However, the club leader, who had been recycling for years, welcomed her ②warmly. Every Friday, the members walked around the school picking up trash near the playground. Mina soon realized that this weekly habit was like watering a small plant every day. For example, a single plastic bottle left outside could take hundreds of years to ③disappear. Therefore, the club decided to place clear recycling bins in every classroom. In contrast to her early doubts, Mina began to feel ④proud of the changes she noticed. Her classmates ⑤stopped separating cans and paper without being reminded by teachers. By the end of the semester, Mina had become an active member.

Every day, people throw away piles of used paper without thinking about where it goes. However, most of that paper does not have to end up in a landfill. Instead, it can travel to a recycling factory and _______________. First, workers collect old newspapers, boxes, and notebooks left in recycling bins. These papers are then soaked in water and turned into soft, mushy pulp. You can think of this process like breaking a cookie back into flour and water. For example, ink and small pieces of plastic are removed from the pulp during this stage. The clean pulp is pressed into thin sheets and dried in large machines. Therefore, a wrinkled old newspaper can be reborn as clean white paper. In contrast to throwing paper away, recycling it saves trees and reduces waste.

On the first day of our improv theater workshop, the instructor gave us a rule that seemed impossible to follow: never say no to whatever another performer suggests. (A) If a scene partner claimed the empty classroom was actually a submarine, our job was to accept that fact instantly and build on it, rather than correcting or rejecting the idea. (B) I found this terrifying at first, since improv offers no script to hide behind and no time to plan a clever line in advance. (C) Over several weeks, though, I noticed that the students who worried most about saying something wrong were usually the ones who froze on stage, while those who simply accepted whatever happened created the funniest scenes.

Many English teachers now ask students to write a short review after finishing a book, rather than simply filling out a reading log. (A) Teachers who assign reviews regularly report that their students remember plot details more accurately and discuss characters' motivations more confidently than students who only summarize. In this sense, writing a review is not extra work added onto reading; it is a way of reading more carefully in the first place. (B) To defend an opinion about a character or a theme, students must return to the book and find exact passages that support their view. This process forces readers to notice details they might have skipped during a first, quick reading. (C) At first, students often complain that summarizing a plot is enough work already, so writing an opinion on top of that feels unnecessary. However, a review requires something a summary does not: a clear judgment supported by specific evidence from the text.

In other words, the hardest part of reading is never the reading itself, but the moment just before it begins. Building a reading habit does not usually start with a big decision to read more. ( ① ) It often starts with very small, easy steps. ( ② ) Some students keep a book in their bag so that they always have something to read while waiting for a bus, and others choose a fixed time each day, like right before bed, to read for just ten minutes. ( ③ ) These small routines work because they lower the effort needed to begin. ( ④ ) Once a student sits down and opens a book, continuing to read the next page feels much easier than the first step of starting. Experts also suggest setting a very low daily goal, such as one page, instead of a strict page count that feels like homework. ( ⑤ ) Over weeks, these tiny actions add up, and reading slowly becomes something the student simply does, rather than something the student has to force.

주어진 문장: In contrast, throwing away useful items increases the amount of trash that ends up in landfills. Many people throw away items that they no longer need. ① However, some students have started to buy and sell used goods instead of throwing them away. ② This practice, often called secondhand trading, takes place at flea markets or through simple online apps. When you buy a secondhand book or a used bicycle, you save money and reduce waste at the same time. For example, a jacket that no longer fits your older sibling can become a treasure for someone else. Giving an old item to a new owner is like giving a toy a second life. ③ Therefore, secondhand trading, which requires little effort, protects both your wallet and the environment. ④ Small choices like this can make a big difference for our planet. ⑤

The reason, they explain, is simple: a first reading leaves little room for anything beyond the plot. Many readers assume that once they finish a book, there is no reason to open it again. ( ① ) Yet teachers who study reading often disagree, arguing that a second reading can reveal details a first reading misses completely. ( ② ) During a first reading, most of a student's attention goes toward simply following the plot, wondering what will happen next. ( ③ ) Once the ending is already known, a second reading frees the mind to notice smaller things, such as a clever hint the author placed early in the story or a change in a character's tone. ( ④ ) Some students who reread their favorite novel report that it feels almost like reading a different book, because they now understand the characters' motives more deeply. ( ⑤ ) Teachers therefore encourage students not to rush toward new titles alone, but to occasionally return to a book they already loved, since a second visit often teaches more than the first.

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.