영어 모의고사 (자동 편성)

문제 1

Many English teachers now ask students ① to write a short review after finishing a book, rather than simply filling out a reading log. At first, students often complain that summarizing a plot is enough work already, so writing an opinion on top of that ② feels unnecessary. However, a review requires something a summary does not: a clear judgment ③ supported by specific evidence from the text. To defend an opinion about a character or a theme, students must return to the book and ④ finding exact passages that support their view. This process forces readers to notice details they might have skipped during a first, quick reading. 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, which shows that writing a review ⑤ helps them read more carefully.

문제 2

For most of the twentieth century, a library was simply a quiet room full of books, and visitors were expected ① to stay silent while they searched the shelves. Today, many public libraries look completely different. Alongside the usual shelves, you might find group study rooms, comfortable sofas for reading, computer labs, and even small recording studios for podcasts. Librarians say this change ② did not happen by accident. As more information moved online, fewer people ③ needing a library simply to find facts, so librarians began asking what their communities actually needed instead. The answer, in many neighborhoods, turned out ④ to be space itself: a warm, free place where students could study together, job seekers could print a resume, and children could attend a story hour. Librarians respond that reading and gathering have always belonged together, and that a library survives only by ⑤ changing with its readers.

문제 3

Many schools give students a list of recommended books at the start of each year. Choosing these books is not as simple as picking ① 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 ② 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 ③ 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 ④ ignored. In the end, the best recommended list is not fixed forever; it keeps changing to match the readers it is meant to ⑤ serve.

문제 4

For many years, comic books and graphic novels were seen as a lazy alternative to real reading. (A) Recent research, however, tells a more complicated story, since graphic novels actually require readers to combine written text with visual clues. (B) Parents and teachers often worried that pictures did the work that words should do, leaving young readers with weaker vocabulary and imagination. (C) Rather than replacing traditional reading, graphic novels appear to work best as a bridge that leads students toward it.

문제 5

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.

문제 6

A food allergy can turn an ordinary snack shared between classmates into a medical emergency within minutes, which is why schools now take ingredient labels more seriously than they once did. (A) Friends of allergic students sometimes assume that a small bite would not cause serious harm, not realizing that the amount needed to trigger anaphylaxis can be smaller than a crumb. (B) Recognizing the early signs, such as swelling around the lips, hives, or sudden difficulty breathing, allows classmates and teachers to act before the reaction becomes severe. (C) For someone with a severe allergy, even a trace amount of the wrong ingredient, transferred by a shared spoon or an unwashed hand, can trigger a reaction that closes the airway and becomes life-threatening if untreated.

문제 7

This eagerness to get moving is understandable, but it can come at a real physical cost. 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 insist on before any real activity begins. ( ① ) Cold muscles, however, are noticeably less 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. ( ② ) Coaches often compare an unwarmed muscle to a cold rubber band that snaps rather than stretches under sudden pressure. ( ③ ) 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 raises the chance of a twisted ankle on a gym floor or an outdoor field. ( ④ ) Reporting a minor pain immediately, rather than pushing through it to finish a game, also prevents a small issue from becoming a repeated injury that lingers for an entire season. ( ⑤ )

문제 8

Such shortcuts might seem harmless when nothing goes wrong the first few times. Science labs feel far safer than they actually are, largely because the equipment looks harmless and the experiments are carefully planned by a teacher. ( ① ) This false sense of security leads some students to skip small precautions, such as wearing safety goggles for a "simple" experiment or tasting a substance out of curiosity. ( ② ) Chemical reactions, however, do not distinguish between a professional laboratory and a classroom; a small amount of the wrong substance splashed into an eye can cause permanent damage within seconds, regardless of how basic the experiment seemed. ( ③ ) Teachers repeatedly emphasize reading each instruction before touching any material, since even a familiar-looking chemical can behave unpredictably when combined with something new. ( ④ ) Most laboratory accidents, researchers note, do not happen during advanced or unusual experiments but during routine ones that students have performed many times before. ( ⑤ ) This is precisely because familiarity breeds carelessness rather than caution.

문제 9

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.

문제 10

Simply naming these warning signs, however, does not guarantee that a child will know how to react in the moment. Teaching children to be cautious around strangers used to rely mainly on a single blunt warning: never talk to people you do not know. ( ① ) Child safety experts now argue that this advice is too simple to be useful, since most children will inevitably need to interact with unfamiliar adults, whether asking a store employee for help or greeting a new neighbor. ( ② ) A more effective approach focuses on specific situations rather than people in general, teaching children to recognize behavior that feels wrong, such as an adult asking a child to keep a secret from parents or offering a reason to get into a car alone. ( ③ ) Role-playing these scenarios in advance helps children respond quickly under pressure, rather than freezing because the situation feels unfamiliar and confusing. ( ④ ) Experts also emphasize that children should be taught they will never get in trouble for refusing an adult's request or for loudly saying no in public. ( ⑤ ) This is because hesitation caused by politeness can cost precious seconds in a genuine emergency.