영어 모의고사 (자동 편성)

Heatstroke happens when the body's temperature rises too ①high and cannot cool itself down. This condition can be completely ②harmless if it is not treated quickly. Drinking plenty of water helps keep your body ③cool. Wearing light, loose clothing also helps ④release heat from your skin. If you notice symptoms such as dizziness, you should move to a shaded place ⑤immediately.

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.

Our school is starting a New Year Goal-Setting Campaign to help everyone begin the year with ①vague direction. During the first week of January, every student will receive a small goal card in homeroom class and write one ②personal goal along with two simple steps. After completing the card, students must ③submit it to their homeroom teacher by January 9th. All goal cards will then be ④displayed on the bulletin board outside the library, so students can encourage one another. Students who show clear progress will receive a small prize, which we hope will ⑤motivate everyone to keep trying.

Riding a bicycle is one of the most popular ways for teenagers to get around, yet many students still skip the one piece of equipment that could save their life: the helmet. Some argue that a short trip to a nearby store does not require any special protection, since the risk of a serious accident feels distant and unlikely. However, _______________. A sudden pothole, a car door opening without warning, or a patch of gravel can throw even an experienced cyclist off balance in an instant. Wearing a helmet does not prevent a fall, but it dramatically reduces the chance of a serious head injury when one occurs.

On the first day of the club fair, the gym was filled with noise and color. 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. 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. 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. 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. Walking out of the gym, I finally felt _______________.

My grandmother keeps a wooden cabinet filled with tiny furniture, each piece no larger than a fingernail, that she has been building for over a decade as a miniature hobby. (A) Talking with her while she worked, though, I learned that the real challenge lies in imagining an entire, believable world at a scale the eye can barely process. (B) She once spent three weekends carving a single tiny bookshelf, only to leave two of its shelves deliberately empty, explaining that a completely full room would look staged rather than lived-in. (C) When I first saw the cabinet, I assumed the appeal was simply how impressively small and precise the pieces looked.

The broadcasting workshop turned out to be more difficult than most students expected. (A) By the second day, though, most students began to enjoy the challenge as their confidence grew. (B) On the first day, many students felt nervous simply standing in front of a camera. (C) This growth was largely due to instructors who gave detailed feedback instead of simple praise.

Science labs feel far safer than they actually are, largely because the equipment looks harmless and the experiments are carefully planned by a teacher. (A) 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. (B) 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. (C) Teachers repeatedly emphasize reading each instruction before touching any material, since even a familiar-looking chemical can behave unpredictably when combined with something new.

I had never before been asked to look at anything for that long without moving on. Our class field trip to the national art museum began with a worksheet that I initially found annoying, since it asked us to stand in front of a single painting for a full five minutes before moving on. ( ① ) Five minutes felt unbearably long for one picture, and I nearly skipped ahead to the next room. ( ② ) 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 rougher toward the edges of the canvas, a color repeated in three unrelated corners. ( ③ ) My initial impression of the painting as simply pleasant slowly became something closer to fascination. ( ④ ) Our teacher later explained that most museum visitors spend under fifteen seconds per artwork on average, which means they experience galleries as a blur of images rather than as individual works. ( ⑤ ) That single afternoon taught me that patience, not expertise, is often the only thing separating a bored visitor from an amazed one.

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