영어 모의고사 (자동 편성)

Walking down a crowded street while staring at a phone screen has become such a common sight that it barely draws attention anymore, even though the habit ①turns a pedestrian into one of the least alert people on the sidewalk. Researchers who study attention describe this as a kind of tunnel vision: a person absorbed in a text message or a video ②processes only a narrow slice of the surrounding environment, filtering out approaching cars, uneven pavement, and other pedestrians almost entirely. Hospitals have reported a steady rise in injuries ③linked to distracted walking, ranging from minor scrapes after tripping over a curb to serious collisions with moving vehicles at intersections. Unlike distracted driving, which is widely ④condemned, glancing at a phone while crossing the street still ⑤feel like a harmless habit to most people who do it every day.

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

Building a reading habit does not usually start with a big decision to read more. It often starts with very ①small, easy steps. Some students keep a book in their bag so that they always have something to read while waiting for a bus. Others choose a fixed time each day, like right before bed, and read for just ten minutes. These small routines work because they ②increase the effort needed to begin. Once a student sits down and opens a book, continuing to read the next page feels much ③easier than the first step of starting. Experts also suggest setting a very ④low daily goal, such as one page, instead of a strict page count that feels like homework. Over weeks, these tiny actions add up, and reading slowly becomes something the student simply does, rather than something the student has to ⑤force.

Audiobooks have grown rapidly in popularity over the past several years. Some traditional readers argue that listening to a book is not the same as truly reading it, because the listener does not process written words directly. However, researchers who study this question have found that comprehension scores for listeners and readers are usually very similar, as long as the material is not too complex. The biggest difference tends to appear with dense, technical material. For most everyday reading, however, _______________.

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. (A) 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. (B) Forcing myself to stay, however, I began noticing details that a quick glance would have missed entirely, and my initial impression of the painting slowly became something closer to fascination. (C) Five minutes felt unbearably long for one picture, and I nearly skipped ahead to the next room.

For decades, athletes were taught to stretch a muscle and hold the position before any competition, believing that this practice alone would prevent injury. (A) Recent research, however, has complicated that assumption, since static stretching can actually reduce a muscle's ability to generate explosive force immediately afterward. (B) Dynamic stretching, by contrast, involves controlled, repeated movement through a joint's full range of motion and appears to prepare muscles for activity without this weakening effect. (C) As a result, many coaches now recommend saving static stretching for after a workout while reserving dynamic movements for the warm-up period before intense effort begins.

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.

Looking at the crowd gathered by the wall, I could immediately tell that everyone's experience varied enormously. Last summer, our neighborhood association invited students to help paint a mural on the long wall beside the community center, and nearly forty volunteers with completely different painting abilities showed up on the first day. ( ① ) I worried that combining so many different skill levels would create an ugly, mismatched result, since some volunteers had painted for years while others, including me, had never held a large brush before. ( ② ) The project leader solved this by dividing the huge design into small, connected sections and assigning each volunteer a section matched to their comfort level, from simple solid-color backgrounds to detailed flowers. ( ③ ) Beginners filled in wide open skies, while experienced painters added fine details like veins on leaves or shadows under birds. ( ④ ) When the plastic sheets finally came down, the mural looked remarkably unified, not despite the many different hands involved, but because each hand had been given a task suited to what it could do well. ( ⑤ )

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.

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 )