영어 모의고사 (자동 편성)

Students who read many books across many different subjects often develop a habit ①that quieter learners sometimes lack: 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 notice when two different subjects ②share 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 ③allows a person to ask sharper questions instead of accepting new information at face value. Extensive reading also builds a large mental library of examples, which makes it easier ④to evaluate whether a new claim sounds reasonable or exaggerated. Teachers often notice that widely read students argue more carefully, ⑤support their opinions with specific examples rather than vague generalizations.

Physical education class often feels like the one period of the day when students can finally move freely, which sometimes leads them ①to skip the warm-up routine that teachers insist on before any real activity begins. Cold muscles, however, are noticeably ②less flexible than warmed ones, and stretching a stiff hamstring or ankle too quickly can cause a strain that keeps a student off the field for weeks rather than minutes. Coaches often compare an unwarmed muscle to a cold rubber band that ③snap rather than stretches under sudden pressure. Beyond warming up, wearing proper footwear matters more than most students realize; running in worn-out sneakers with little grip left on the sole significantly ④raises the chance of a twisted ankle on a gym floor or an outdoor field. Reporting a minor pain immediately, rather than pushing through it to finish a game, also ⑤prevents a small issue from becoming a repeated injury that lingers for an entire season.

During exam season last year, our school counselor ①introduced a weekly drop-in session where students could paint freely for thirty minutes without any instructions or grading. I attended mostly out of curiosity, ②expecting a relaxing but ultimately pointless activity, since I have never considered myself artistically talented. To my surprise, filling a blank page with color, without worrying whether the result looked good, ③left me noticeably calmer than scrolling through my phone during the same amount of free time. The counselor explained that art therapy does not aim to produce impressive paintings; it simply gives people a way ④express feelings that are difficult to put into words, especially frustration or anxiety that builds up silently during a stressful week. Several classmates who initially came only to avoid studying kept ⑤returning on their own afterward.

On Saturday afternoons, the small square near my house fills with the sound of a street guitarist who sets up his amplifier beside the fountain. At first, I assumed busking was simply a way for musicians to earn a little ①pocket money, but watching him more closely changed my mind. He does not merely play requests; he studies the mood of the crowd and ②adjusts his set list on the spot, slowing down for a tired evening walker or speeding up when children start dancing nearby. Unlike a concert hall performance, a street show has no fixed stage and no guaranteed ③audience, so the musician must win people's attention within the first few seconds or lose them to their phones. This constant negotiation between performer and passerby, I realized, is itself a kind of art, one that depends as much on ④ignoring people as it does on playing an instrument, which is why I now find busking far more ⑤impressive than I originally expected.

Our class field trip to the national art museum began with a worksheet that I initially found ①annoying, since it asked us to stand in front of a single painting for a full five minutes before moving on. Five minutes felt unbearably long for one picture, and I nearly skipped ahead to the next room. Forcing myself to stay, however, I began noticing details that a quick glance would have missed entirely: a faint second figure hidden in the shadows, brushstrokes that grew ②rougher toward the edges of the canvas, a color repeated in three unrelated corners. My initial impression of the painting as simply pleasant slowly became something closer to ③fascination. Our teacher later explained that most museum visitors spend under fifteen seconds per artwork on average, which means they experience galleries as a ④sharp, detailed collection of individual works. That single afternoon taught me that patience, not ⑤expertise, is often the only thing separating a bored visitor from an amazed one.

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, _______________.

Stairs seem too ordinary to be dangerous, which is why many people treat them carelessly, texting, carrying an armful of books, or skipping two steps at a time. Emergency room records tell a different story: _______________. Familiarity encourages a kind of autopilot mode, in which a person stops looking at each step and instead relies on memory of where the stairs should be.

Around elementary schools, bright yellow signs mark what is known as a school zone, an area where drivers are required to slow down to reduce the risk of striking a child who might dart into the street without warning. Some drivers complain that the reduced speed limit wastes their time, especially when no children happen to be visible at that moment. This complaint misses an important fact about how children behave near traffic: _______________. A car traveling even ten kilometers per hour slower gives a driver several extra seconds to brake, often the exact difference between a frightening near miss and a tragedy.

Speed-reading courses promise a simple result: read several times faster while understanding just as much as before. (A) In careful studies, speed-reading graduates often score no better on comprehension tests than ordinary readers who read at a normal pace, and for difficult material, there may be no real shortcut around attentive reading. (B) The techniques usually involve moving your eyes quickly down the page, skipping small words, and avoiding the habit of silently pronouncing each word, and some students do learn to move their eyes faster after a short course. (C) However, researchers who study reading have found a serious problem with these claims, since understanding a text depends on how deeply your brain processes each sentence, not simply on how quickly your eyes move.

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.