영어 모의고사 (자동 편성)

Earthquakes strike without any warning, which is exactly why the seconds immediately after the shaking begins ①matters more than any other moment in an emergency. Safety experts consistently teach the same three steps: drop to the ground, take cover under sturdy furniture, and hold on until the shaking ②stops. Many people instinctively want to run outside during a quake, ③imagining that open space is always safer than a building. Furniture that seems merely inconvenient during a fire drill, such as a heavy desk, becomes a lifesaving shield when the ceiling above begins ④to crack. After the shaking stops, experts warn that the greatest remaining danger is often a damaged structure rather than a second earthquake, so calmly checking for hazards before moving is just as important as ⑤reacting quickly at the first tremor.

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

Students often groan when a classic novel appears on their reading list, ①complains that the language feels old-fashioned and the plot moves too slowly. It is true that classic literature can be harder to read than a modern bestseller ②written in casual, everyday language. Yet this very difficulty is part of why classics remain valuable for young readers today. Working through unfamiliar sentence patterns and vocabulary trains the brain ③to handle complex texts, a skill that transfers directly to other subjects and to standardized tests. Beyond language training, classic novels also explore themes such as jealousy, ambition, and loss that ④have not changed much across centuries. Readers often discover that a character written hundreds of years ago struggles with feelings that still ⑤feel familiar today.

Imagine rewriting a bacterium's code the way a programmer edits a line of software, and much of what synthetic biology ①promises begins to make sense. Researchers in this field assemble standardized genetic parts into circuits that can be inserted into a cell, instructing it to perform a task that no natural organism would ②carry out. Because these circuits are built from interchangeable parts rather than designed from scratch each time, a circuit tested in one lab can often be reused, with ③minor adjustments, in an entirely different application. Critics note that biological systems ④always behave as predictably as electronic circuits, since a gene inserted into a new cell can interact with existing pathways in unexpected ways, occasionally producing results no engineer intended. Even so, as the catalog of standardized parts keeps expanding, engineers are gaining ⑤confidence to design increasingly complex systems.

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.

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. (A) 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. (B) 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. (C) 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.

Cognitive load theory begins from the premise that working memory, the mental workspace in which incoming information is temporarily held and manipulated, can accommodate only a limited number of novel elements at any given moment, in stark contrast to the comparatively vast capacity of long-term memory. (A) Because much of this burden arises not from the intrinsic difficulty of the subject matter itself but from the manner in which information is presented, instructional designers can substantially reduce unnecessary strain by eliminating redundant explanations, aligning visual and verbal elements so that learners need not mentally integrate scattered sources, and gradually withdrawing guidance as competence develops. (B) When instructional materials introduce more interacting elements than this narrow workspace can simultaneously process, learners experience what theorists call cognitive overload, a condition under which comprehension deteriorates and errors multiply regardless of how motivated the learner might be. (C) Ignoring these principles, by contrast, risks overwhelming novices with demands that exceed their processing capacity, however well-organized the underlying content may be.

Many English teachers now ask students to write a short review after finishing a book, rather than simply filling out a reading log. (A) 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. In this sense, writing a review is not extra work added onto reading; it is a way of reading more carefully in the first place. (B) To defend an opinion about a character or a theme, students must return to the book and find exact passages that support their view. This process forces readers to notice details they might have skipped during a first, quick reading. (C) At first, students often complain that summarizing a plot is enough work already, so writing an opinion on top of that feels unnecessary. However, a review requires something a summary does not: a clear judgment supported by specific evidence from the text.

Traditional industrial systems have relied on a linear model of production, in which raw materials are extracted, transformed into goods, and eventually discarded as waste. This approach treats natural resources as if unlimited and disposal as if costless. (A) Because such practices lessen dependence on finite raw materials, they reduce the environmental damage caused by mining. Consequently, the circular economy is increasingly regarded as a viable economic strategy that conserves resources for future generations. (B) A circular economy proposes an alternative framework in which materials are kept in continuous use through reuse, repair, and recycling, thereby reducing the extraction of virgin resources. Central to this model is the notion that waste, rather than being an inevitable byproduct, can be redesigned as a resource for another process, much as fallen leaves nourish the trees that shed them. (C) For example, manufacturers design products so that components can be disassembled and reused in new items once their original function ends. Some companies also lease equipment instead of selling it outright, retaining responsibility for refurbishment.

주어진 문장: Her plan, however sincere at the time, quietly dissolves the moment a more immediate temptation appears. Consider a student who genuinely intends to study for tomorrow's exam yet, when the evening actually arrives, chooses to watch another episode of a favorite show instead, promising herself she will surely study harder next week. ( ① ) This pattern, in which the pull of an immediate pleasure overwhelms the value of a distant benefit, appears again and again across ordinary life, from postponed exercise to delayed savings. ( ② ) People do not necessarily fail to understand that the future reward matters more; rather, whatever happens right now simply feels disproportionately more urgent and vivid than anything scheduled for later. ( ③ ) Behavioral economists note that this preference weakens considerably once both options are pushed into the future, which is why planning a diet starting next month feels effortless compared with skipping dessert tonight. ( ④ ) Such inconsistency helps explain why gym memberships go unused and retirement accounts remain underfunded, despite people's stated intentions. ( ⑤ ) Recognizing this pull toward the present, therefore, allows individuals and institutions to design commitments that quietly protect long-term goals from short-term temptation.