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.

As buildings account for a substantial share of global energy consumption, architects have increasingly turned to a design philosophy ①known as the passive house standard, which minimizes energy demand through the building's own structure rather than through mechanical systems. Central to this approach is airtight construction, in which continuous insulation and sealed joints ②prevents conditioned air from leaking outward, thereby reducing the heating and cooling loads conventional buildings require. Triple-glazed windows, ③oriented to capture sunlight in winter while shading interiors in summer, further stabilize indoor temperatures without relying heavily on furnaces or air conditioners. Ventilation systems ④equipped with heat exchangers also recover warmth from outgoing air, ⑤transferring it to incoming air so that comfort is maintained without excessive energy use. For example, some passive houses built in cold climates have reduced heating costs by more than ninety percent. Consequently, many architects regard passive house design not as a luxury for wealthy homeowners but as a practical model capable of reshaping mainstream construction.

Many students imagine a librarian simply ①sit behind a desk and stamping books. Ms. Han, who has worked at a school library for over ten years, says that image is far from accurate. A large part of her job ②involves choosing which new books to buy, based on both student requests and current trends in youth literature. She also spends hours training students to search databases and judge whether an online source ③is trustworthy, a skill she considers just as important as reading itself. According to Ms. Han, the most rewarding moment is not organizing shelves but watching a student who once avoided reading finally ask for a second book in the same series. She admits that budgets are often tight and that new technology keeps ④changing how libraries operate. Still, she insists that the core purpose of her job has never ⑤changed.

On the first day of our improv theater workshop, the instructor gave us a rule that seemed impossible to follow: never say no to whatever another performer suggests. If a scene partner claimed the empty classroom was actually a submarine, our job was to accept that fact instantly and ①build on it, rather than correcting or rejecting the idea. I found this ②terrifying at first, since improv offers no script to hide behind and no time to plan a clever line in advance. Over several weeks, though, I noticed that the students who worried most about saying something wrong were usually the ones who ③froze on stage, while those who simply accepted whatever happened and reacted honestly created the funniest, most memorable scenes. The instructor explained that improv is not really about being naturally quick-witted, but about ④trusting a partner's idea enough to build on it rather than protecting your own. That single lesson, oddly, changed how ⑤carelessly I listened even in ordinary conversations.

A small bakery once sold a basic loaf of bread for three dollars and a premium loaf for six dollars, and most customers, uncertain about the added value of the pricier option, simply bought the ①cheaper one. The owner then introduced a third option: a slightly larger premium loaf priced at seven dollars, one that was clearly ②inferior to the six-dollar loaf in terms of value for money. Almost nobody chose the new seven-dollar loaf, yet sales of the six-dollar loaf ③fell sharply, because it now appeared to be an obvious bargain when placed beside the inferior newcomer. This pattern, confirmed across countless pricing experiments in other markets, demonstrates that people ④rarely judge options in isolation; instead, they evaluate choices relative to whatever alternatives happen to be nearby. Businesses have since learned to design such decoys deliberately, not expecting them to be purchased at all, but hoping they will make a specific target option look far more ⑤attractive by comparison.

Social mobility refers to the movement of individuals or families between different positions within a society's system of stratification, whether upward, downward, or sideways. A society is often judged by how much intergenerational mobility it permits, since high mobility suggests that outcomes depend more on effort and ability than on the accident of birth. Structural mobility, caused by large-scale economic shifts, must be distinguished from individual mobility, which results from a single person's particular choices. Research across many nations has found that education functions as the primary channel of upward mobility, yet access to quality education is itself unevenly distributed, meaning that _______________.

Adaptive learning apps promise something no traditional classroom can easily offer: a lesson plan that adjusts itself to each individual student in real time. As a student answers practice questions, the app tracks which concepts are mastered and which remain shaky, then quietly reshuffles the next set of problems to target the weaker areas. However, critics caution that _______________. There is also a subtler concern: students who grow used to instant, algorithm-generated feedback may struggle later with the slower, more ambiguous kind of feedback that real-world tasks and mentors typically provide.

Every spring, our school holds an art exhibition in the main hallway, and this year I finally submitted a painting of my own. (A) On the morning the paintings went up, I walked past dozens of styles, from careful realistic portraits to messy, colorful abstractions, and none of them looked like mine. Instead of feeling embarrassed, I found myself curious about why each artist had made certain choices. (B) 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 shared space. (C) For weeks, I compared my work to my classmates' drawings and felt sure that mine was not good enough to hang beside theirs. My art teacher noticed my 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.

That single feature, the ability to undo, turned out to change how boldly people were willing to experiment. Last year our art club received a set of digital drawing tablets, and I assumed switching from paper would feel like cheating, since a screen seemed to remove the physical struggle of real drawing. ( ① ) After a few weeks of practice, though, I noticed the tablet demanded a different kind of skill rather than an easier one. ( ② ) Because there is no paper texture to guide the pen, beginners often press too hard or draw shaky lines until their hand adjusts to the smooth glass surface. ( ③ ) What the tablet does offer is the freedom to undo a mistake instantly and experiment with colors without wasting a single sheet of paper, which encourages artists to take risks they might avoid with a permanent ink pen. ( ④ ) Several club members who once avoided painting because they feared ruining their work now try bold new styles daily. ( ⑤ ) The tool changed, but the patience and observation required to create something meaningful stayed exactly the same.

In other words, wide reading does not just add facts to a student's memory; it changes the way that student questions everything else. Students who read many books across many different subjects often develop a habit that quieter learners sometimes lack: the habit of comparing new information with what they already know. ( ① ) A student who has read about ancient wars, ocean ecosystems, and modern economics can more easily notice when two different subjects share a similar pattern. ( ② ) This kind of connection-making is closely related to what psychologists call critical thinking. ( ③ ) Seeing a familiar pattern in an unfamiliar topic allows a person to ask sharper questions instead of accepting new information at face value. ( ④ ) Extensive reading also builds a large mental library of examples, which makes it easier to evaluate whether a new claim sounds reasonable or exaggerated. ( ⑤ ) Teachers often notice that widely read students argue more carefully, supporting their opinions with specific examples rather than vague generalizations. For this reason, many educators now argue that assigning a wide variety of reading material may do more for a student's thinking skills than any single course in logic.