영어 모의고사 (자동 편성)

As efforts to curb greenhouse gas emissions intensify, industries unable to eliminate carbon dioxide from their processes have turned to a technology ①known as carbon capture and storage. This technology involves ②separating carbon dioxide from the exhaust of power plants before it is released into the atmosphere, then transporting the captured gas for underground injection. Once injected into porous rock formations, the gas is trapped beneath layers of impermeable rock that ③prevents it from escaping into the air. Proponents argue that carbon capture and storage functions as a bridge technology, allowing heavy industries to keep operating while more sustainable alternatives are developed. For instance, cement and steel production, both of which ④release carbon dioxide as an unavoidable byproduct of chemical reactions, are considered prime candidates for this approach. However, critics contend that the technology remains prohibitively expensive and that building pipelines requires investments few companies make voluntarily. Despite such concerns, many governments continue ⑤funding pilot projects, convinced that this technology will play an indispensable role in reaching emission targets.

Across many countries, high schools begin classes ①early in the morning, often before eight o'clock. This schedule assumes that teenagers can simply go to bed earlier to compensate, but biology tells a different story. During adolescence, the body's internal clock shifts ②earlier, delaying the release of melatonin until well after ten at night. As a result, most teenagers are not physiologically ready to fall asleep until much later than younger children or adults. When early start times force them to wake before their bodies have completed a full sleep cycle, the mismatch ③accumulates into a chronic sleep debt that affects concentration and mood throughout the school day. Researchers who study this mismatch argue that the underlying problem is not laziness or poor discipline among students, but a scheduling system built around adult rhythms rather than ④adolescent ones. Some school districts that delayed their start times by thirty minutes reported ⑤measurable improvements in attendance.

Anyone designing a presentation, a curriculum, or a grocery list should attend to a well-documented pattern in human memory known as the serial position effect. When people are asked to recall items from a list right after studying it, they ①consistently remember the items presented at the beginning and end far better than those buried in the middle. The advantage for early items, called the primacy effect, arises because those items receive ②less rehearsal and are more likely to be transferred into long-term storage before subsequent items compete for attention. The advantage for final items, known as the recency effect, occurs because those items remain ③accessible in short-term memory at the moment of recall. Middle items suffer because they must compete for ④limited rehearsal opportunities while lacking the stability afforded by extended processing. Communicators who ignore this pattern risk burying their most important point where it will predictably be forgotten. A more effective strategy, therefore, places the crucial message at the beginning or end, precisely where memory proves most ⑤reliable.

Before a large-scale construction project such as a highway or dam receives government approval, planners in many countries are required to conduct an environmental impact assessment, a formal process designed to ①predict and evaluate the ecological consequences of a proposed development. This process begins with a baseline survey, in which specialists document ②existing conditions, including wildlife, water quality, and air composition, so that future changes can be measured against a reference point. Analysts then model how the project might alter these conditions, drawing on data from ③comparable developments. For instance, a proposed highway that would bisect a forest might be evaluated for its potential to fragment habitats, disrupting migration routes on which certain species depend. If the assessment identifies ④acceptable risks, planners may be required to redesign the project or adopt mitigation measures such as wildlife corridors. Critics contend, however, that assessments are sometimes treated as a bureaucratic formality rather than a ⑤genuine constraint, since developers who commission the studies retain strong influence over how the findings are interpreted.

Biodegradable plastics have been promoted as a promising solution to plastic waste, since they are designed to decompose into natural substances rather than persist for centuries. Manufacturers derive these materials from renewable resources such as corn starch, blending them with additives that accelerate microbial breakdown once discarded. However, _______________. For example, a bag labeled biodegradable may take years, not the weeks advertised, to break down in a landfill or ocean, where temperature and microbial activity remain low. In addition, when mixed with conventional plastics in recycling streams, they can contaminate the process, weakening the quality of materials produced afterward. Some engineers therefore compare biodegradable plastics to a bridge that leads nowhere unless paired with infrastructure that completes the journey. Ultimately, realizing their genuine potential requires not only technological refinement but also facilities capable of providing the precise conditions decomposition demands.

Many English teachers now ask students 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. However, a review requires something a summary does not: a clear judgment supported by specific evidence from the text. To defend an opinion about a character or a theme, _______________. 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.

Economists have long debated whether prosperity and environmental quality are fundamentally opposed, or whether the relationship between them changes shape as an economy matures. (A) In its early stages, industrializing nations prioritize output over conservation, treating clean air and water as expendable costs of development to be addressed later. Beyond a certain point, however, rising incomes generate both the technological capacity and the political will to demand stricter regulation, so degradation begins to reverse even as production keeps expanding. (B) Some scholars regard this trajectory as a reassuring paradox, suggesting that the very growth blamed for ecological harm may eventually finance its own repair. Critics, by contrast, argue that the curve rests on a narrow selection of pollutants that happen to decline with wealth, while ignoring greenhouse gases and resource depletion, which show no comparable tendency to fall. (C) The Environmental Kuznets Curve, a hypothesis borrowed from earlier theories of income inequality, proposes that pollution initially rises alongside economic growth before eventually declining once a society crosses a certain threshold of wealth.

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.

Many teachers and parents worry that today's teenagers are losing the ability to read long, complex texts. (A) Other researchers disagree with this simple explanation, pointing out that teenagers today read constantly, just in different forms, such as text messages, captions, and online articles. (B) National test scores show a slow decline in reading comprehension over the past ten years, and some experts blame smartphones and short videos for shortening students' attention spans. (C) According to this view, the real problem is not that students read less overall, but that they rarely practice reading long passages without any interruption, as a recent study of monthly book readers suggested.

For this reason, many economists argue that the real challenge is not the robots themselves, but the speed at which society is expected to adapt to them. Factories that once employed hundreds of workers on an assembly line now run with a fraction of that staff, as robotic arms handle tasks that used to require human hands. ( ① ) Economists have long debated whether this shift destroys jobs or simply transforms them. ( ② ) Historical evidence offers some comfort: previous waves of automation eventually created new categories of work that no one had predicted. ( ③ ) However, critics point out that earlier transitions unfolded over generations, giving workers time to retrain, whereas today's robots are being deployed at a pace that leaves little room for adjustment. ( ④ ) A factory worker displaced this year cannot simply wait for a new industry to emerge decades from now. ( ⑤ )