영어 모의고사 (자동 편성)

Our school is starting a New Year Goal-Setting Campaign ①to help everyone begin the year with clear direction. During the first week of January, every student will receive a small goal card ②given by the homeroom teacher. On this card, write one personal goal for the new year, along with two simple steps ③to achieve it. After completing your card, submit it to your homeroom teacher, and all goal cards ④will be displayed on the bulletin board outside the library. Students who show clear progress toward their goals will ⑤receiving a small prize during the morning assembly.

Last January, Minji ①deciding that she would run three kilometers every morning before school. For the first week, she woke up early and ②ran happily, feeling proud of her new habit. However, after a few cold mornings, she began oversleeping, and soon she stopped running altogether. One evening, her older brother asked her why the plan ③had failed, and together they looked closely at her daily schedule. They realized that running before sunrise in freezing weather ④had been too difficult to maintain. So Minji changed her plan and decided ⑤to run after school instead, when the weather was warmer.

Starting a new diary or planner in January is easy, but keeping it useful all year is ①harder. This guide offers simple tips for using a planner to manage your New Year goals. First, write one ②clear goal at the top of each month so you always remember your main target. Second, break that goal into small weekly tasks instead of writing ③vague plans. Third, check your planner every morning and mark tasks as done when you finish them. Reviewing your notes every Sunday helps you notice patterns in your habits. Finally, do not worry if you skip a day, since staying ④careless matters more than being perfect. These habits can turn your planner into a ⑤powerful tool for reaching your goals.

Are you ①curious about capturing special moments around our school? The Photography Club is now looking for new members for this semester. We meet every Wednesday afternoon in Room 204, right after regular classes end. No experience is ②required, since senior members always teach the basics of using a camera. Each month, we choose a simple theme and take pictures together around the campus. At the end of the semester, we hold a small exhibition to share our ③favorite photos. Members are also ④expected to bring their own camera or smartphone to every meeting. If you enjoy taking pictures or want to try something new, please visit our booth this Friday. Feel free to ask any ⑤former member if you have questions about joining.

During the sports day relay race, Jun was nervous, and his hands were shaking as he waited for the baton. When his turn came, he grabbed the baton but nearly dropped it while turning the first corner. His teammates, watching from the field, shouted his name and encouraged him to keep running. Even though Jun felt embarrassed, their cheering gave him confidence to focus on the runner ahead of him. As he handed the baton smoothly to the next runner, he realized that the team's effort mattered more than his mistake. After the race, his teammates gathered around him and said that his recovery had kept the team in the competition. Jun understood then that _______________. His class did not win first place, but they celebrated together as if they had.

Whether or not a goal is motivating often depends on how clear it is. (A) For example, a student who simply decides to study harder often loses direction because the plan is too vague. (B) In contrast, a student who sets a clear goal, such as raising an English score by ten points, knows exactly what to do every day. (C) This is because a clear goal gives the brain an exact target to focus on, which makes progress easy to measure and keeps people motivated.

Jimin joined the school band club in March, but she had never performed before an audience. The club's first concert was only two weeks away, and everyone felt nervous. (A) Instead of laughing at her mistakes, however, the other members waited patiently and played the section again with her. The drummer, Suho, suggested that she focus on just one part at a time, and slowly her fingers grew more confident. (B) As a result, the club practiced until the melody sounded smooth the night before the concert. When Jimin finally walked onto the stage, she thought of her friends' patience instead of her fear, and the audience's warm applause proved that their support had made the difference. (C) During practice, her hands shook whenever the song reached the chorus, and she kept missing the same chord.

People often react to failure in very different ways, and this difference can shape their future success. (A) For example, a student who fails a math test might feel upset briefly, but then ask the teacher which questions revealed weak points. (B) Some people believe that failing simply proves they lack ability, so they quickly give up on their goal. (C) Others, however, treat the failure as useful information and use it to build a clearer plan for improvement.

주어진 문장: It was a small decision, but it suddenly felt like the beginning of something new. On the first day of the club fair, the gym was filled with noise and color. ① Every table had a banner, and members called out to new first-graders like me. My friend Somin dragged me toward the robotics club, insisting it would suit me. ② However, the long list of coding projects looked too complicated for a beginner. Just then, I noticed a quiet table where students were sketching posters together. ③ A calm senior named Jian explained that the art club welcomed complete beginners. She showed me a sketchbook filled with simple drawings by first-year members. ④ Her gentle voice made me feel relaxed for the first time that day. Without much thought, I wrote my name on the sign-up sheet before leaving. ⑤ Walking out of the gym, I finally felt that I belonged in this new school.

This is because a person's interests and strengths can change over the years. Many students take a career aptitude test at some point in high school. ( ① ) This test is designed to measure a person's interests, strengths, and personality traits. ( ② ) It does not simply tell students which job to choose; instead, it helps them understand themselves better. ( ③ ) For example, a student who enjoys solving problems might discover a hidden interest in engineering. ( ④ ) However, the results should be used only as a guide, not as a final answer. ( ⑤ ) Therefore, students should treat the test as a useful starting point, not a fixed decision.