영어 모의고사 (자동 편성)

A loud, jarring alert sound ① interrupting a phone's normal notifications usually means one thing: a government agency has issued an emergency text to everyone in a specific area, warning of anything from a flash flood to a missing child. These messages are designed ② reaching people instantly, without requiring anyone to download an app or subscribe to a service in advance, since a disaster rarely waits for someone to prepare. Some residents complain that the alerts arrive too frequently or for events that feel minor, ③ leading a small number of people to silence the notifications altogether. Safety officials warn that this response defeats the entire purpose of the system, since a person who ④ mutes every alert for convenience will also miss the one message that truly demands immediate action. Unlike a weather app that must ⑤ be checked voluntarily, an emergency alert pushes urgent information directly to a person's pocket.

For our club's spring project, we were told to create a sculpture using only materials collected from the school's recycling bins, and my first reaction was ① disappointment at not being allowed to buy proper art supplies. Sorting through flattened cardboard, broken umbrella frames, and plastic bottle caps, I initially saw nothing but ② trash. My perspective shifted once a senior member showed me a piece she had built the previous year, a bird made entirely of bent bicycle spokes and bottle caps, each cap functioning as a single ③ feather. She explained that upcycling art forces a creator to notice a material's natural shape and texture rather than simply painting over it, which often produces more ④ original results than starting with a blank, expensive canvas. By the end of the project, our team had built a small forest of figures using nothing that anyone had paid for, and the exhibit visitors seemed ⑤ indifferent to our materials, focusing only on our technique instead.

Our photography club meets every Thursday, and our advisor always repeats the same instruction before we leave campus: put the camera down for the first ten minutes and simply look around. At first this rule ① frustrated me, since I had joined the club specifically to take pictures, not to stand around empty-handed. Over time, though, I noticed that the members who followed her advice most closely tended to bring back the most ② interesting photographs. Instead of snapping dozens of rushed shots of the first flower or building they saw, they ③ rushed toward a specific moment, a shadow falling at the right angle or a stranger's unplanned gesture, and captured only that. A camera, our advisor explained, cannot teach a person what is worth noticing; it can only ④ record what the photographer has already decided matters. Learning to look carefully, it turns out, is a skill that develops long before a finger ever touches the ⑤ shutter button.

Physical education class often feels like the one period of the day when students can finally move freely, which sometimes leads them to skip the warm-up routine that teachers ① insist on before any real activity begins. Cold muscles, however, are noticeably less ② 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. 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 ③ raises 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 ④ causes a small issue from becoming a repeated injury that lingers for an entire ⑤ season.

Every spring, our school holds an art exhibition in the main hallway, and this year I finally submitted a painting of my own. For weeks, I compared my work to my classmates' drawings and felt ① sure that mine was not good enough to hang beside theirs. My art teacher noticed my ② hesitation and said something I did not expect: an exhibition is not a contest to find the single best picture, but a chance to show how differently people see the same world. On the morning the paintings went up, I walked past dozens of styles, from careful realistic portraits to ③ boring, colorful abstractions, and none of them looked like mine. Instead of feeling embarrassed, I found myself ④ curious about why each artist had made certain choices. Standing in that crowded hallway, I finally understood that the exhibition's real purpose was not to rank the paintings, but to let students discover how many different perspectives could exist in a single ⑤ shared space.

In our elective fashion design class, the first assignment was not to sketch a beautiful outfit but to design clothing for a specific, unusual situation, such as a rainy commute or a wheelchair user's daily routine. I initially found the assignment strange, since I had imagined fashion design as primarily about appearance rather than practical problem-solving. Researching my chosen situation, a delivery worker who bikes through the city in all weather, changed how I approached the project entirely: _______________. My final design looked far simpler than the elaborate sketches some classmates produced, yet our teacher praised it precisely because every choice solved a real problem the wearer would actually face. I finished the unit understanding that thoughtful design often begins with a person's needs, not with a striking image.

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.

For many students, the walk to school feels so routine that safety becomes an afterthought, yet a surprising number of accidents occur within a few blocks of the school gate. (A) Wearing dark clothing during these hours can make a student almost invisible until a car is dangerously close. (B) This shortcut becomes especially risky during the darker months, when a driver's ability to spot a pedestrian drops sharply well before sunrise or after sunset. (C) Part of the danger comes from convenience: students often cut across a busy street rather than walking the extra minute to the nearest crosswalk, assuming they can judge the traffic gap correctly.

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.

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.