영어 모의고사 (자동 편성)

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.

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.

Many students imagine a librarian simply ①sit 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 ②involves 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 ③is trustworthy, a skill she considers just as important as reading itself. According to Ms. Han, the most rewarding moment is not organizing shelves but watching a student who once avoided reading finally ask for a second book in the same series. She admits that budgets are often tight and that new technology keeps ④changing how libraries operate. Still, she insists that the core purpose of her job has never ⑤changed.

Many people make new year's resolutions, but few actually achieve them. One helpful method is called SMART goal setting, and the first step is making sure your goal is specific, which means _______________. Second, a goal should be measurable, so you can check your progress with numbers. Third, it should be achievable, fitting your situation without being too difficult. Fourth, it should be relevant to your life, and finally, it should be time-bound, with a clear deadline that pushes you to act.

At first, Minji did not know how to fix the tension she had caused during rehearsals. (A) Soon, other members began doing the same, and rehearsals felt warmer than before. (B) She decided to start each practice by praising one small thing a classmate had done well. (C) The next day, she tried her new idea, and the room grew quiet as everyone listened.

Electric scooters have become a common sight on city sidewalks, offering a quick way to cover short distances, yet most riders climb on without ever putting on a helmet. (A) Part of the problem is that renting a scooter takes only a few taps on a phone screen, while finding and carrying a helmet requires planning that many riders simply skip. (B) Emergency room doctors note that scooter-related head injuries have risen sharply in recent years, closely tracking the rise in scooter popularity itself. (C) Unlike a bicycle, which typically requires balance skills built up over years of practice, an electric scooter can reach a surprising speed within seconds, often faster than new riders expect.

Many students think that reading a book quietly by themselves is enough, but book discussion classes add something that solo reading cannot provide. (A) When students explain their ideas out loud, they often discover thoughts they did not even know they had. 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. (B) This happens because talking about a book forces the brain to organize scattered impressions into a clear argument. Discussion also teaches students to listen carefully, since they must respond directly to classmates instead of simply waiting for their own turn to speak. (C) Some students feel nervous about sharing their opinions at first, but most grow more confident after a few sessions. 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.

Starting a business as a teenager comes with both benefits and difficulties. (A) On the other hand, many young entrepreneurs lack enough money or experience to grow their business quickly. (B) Because of this balance, more schools are now offering entrepreneurship clubs to support young business owners. (C) On the positive side, running even a small business teaches skills like budgeting and marketing.

A planner is only useful if you actually use it well throughout the year, not just on January first. (A) For example, checking off completed tasks each morning helps you build momentum and stay motivated throughout the week. (B) Reviewing your notes every Sunday allows you to notice patterns and adjust your goals for the following week. (C) The most important step is to write one clear, specific goal at the top of each month.

This year, more than three hundred students signed up within the first week. 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. ( ① ) Students who complete the challenge receive a small prize, but many say the real reward is something else entirely. ( ② ) Without daily homework and tests to worry about, summer gives students rare freedom to choose books purely because they sound interesting, not because a teacher assigned them. ( ③ ) Librarians notice that students often pick more unusual genres during the challenge, including graphic novels, poetry, and nonfiction about hobbies they enjoy. ( ④ ) This freedom seems to matter 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. ( ⑤ ) Teachers who track student progress after summer report that challenge participants often return in September with noticeably stronger reading habits than classmates who read nothing over the break.