영어 모의고사 (자동 편성)

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.

Yuna felt ①shocked because she realized her small daily habit was part of a ②larger problem. At first, carrying the tumbler felt ③inconvenient, and she often forgot to bring it to school. Within a month, using the tumbler had become as ④natural as brushing her teeth. Her friends ⑤ignored the change and asked where she had bought the tumbler.

Many schools give students a list of recommended books at the start of each year. Choosing 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 include 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 give 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 update the list based on what students actually enjoyed. In the end, _______________.

When Suji transferred to a new school in March, she knew no one in her class and felt lonely during lunch and breaks. Her homeroom teacher suggested _______________. Suji signed up for the photography club, though she had never taken photography seriously before. At the first meeting, older members taught her how to adjust a camera and find a good angle. Because everyone shared photos and gave friendly feedback each week, Suji gradually felt more comfortable with the other members. One rainy afternoon, a fellow member, Hana, invited her to photograph the flooded schoolyard together. They laughed while trying to keep their cameras dry, and that moment grew into a real friendship. By the end of the semester, Suji had a small group of friends who understood her sense of humor.

Our school's volunteer club, Helping Hands, tries to _______________. Each month, students visit a nearby nursing home and spend an afternoon talking with elderly residents. For example, they read newspapers aloud or just listen to old stories from the residents. In addition, members collect used books and toys from classmates and donate them to a community center downtown. Some students feel nervous before their first visit, unsure of what to say to strangers. However, most discover that a warm smile works better than perfect words. Therefore, the club's real goal is not just finishing hours for a report card. Instead, it teaches members that caring for others grows into a lasting habit, like watering a plant daily. By the end of the year, many students say the club changed how they see their community.

Attention, all students! Our school is starting a New Year Goal-Setting Campaign, and ___________. During the first week of January, every student will receive a small goal card in homeroom class and write one personal goal along with two simple steps to achieve it. After completing the card, students will submit it to their homeroom teacher, and all cards will be displayed on the bulletin board outside the library.

One of the most overlooked risks is setting up a tent too close to a campfire, since a sudden gust of wind can carry a spark onto dry fabric faster than anyone expects. Food storage is another area where casual habits create danger: leaving snacks inside a tent can attract wildlife looking for food. Experienced campers also stress the importance of checking a weather forecast before leaving, since _______________. None of these precautions demand special equipment or skill; they simply require campers to treat the outdoors with the same caution they would show in any unfamiliar environment.

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.

Students who read many books across many different subjects often develop a habit that quieter learners sometimes lack: the habit of comparing new information with what they already know. (A) A student who has read about ancient wars, ocean ecosystems, and modern economics can more easily notice when two different subjects share a similar pattern. (B) 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 sharper questions instead of accepting new information at face value. (C) Extensive reading also builds a large mental library of examples, and teachers often notice that widely read students argue more carefully, supporting their opinions with specific examples rather than vague generalizations.

The science club at Hanul High School is running a project called "Grow Light." It tests how different colors of light affect plant growth. (A) However, the results showed that plants under red light grew noticeably faster than the others. The club's advisor explained this by comparing light to food, since plants absorb certain colors of light more efficiently than others. (B) To make the data reliable, students repeat each trial three times and calculate the average, keeping a shared notebook of conditions. Next month, the club plans to present these findings at the school science fair. (C) Each week, members place identical bean sprouts under red, blue, and white light and record their height. At first, many students expected the white light to produce the tallest plants.