영어 모의고사 (자동 편성)

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 ①designed to predict and evaluate the ecological consequences of a proposed development. This process begins with a baseline survey, in which specialists ②document existing 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, ③drawn on data from comparable developments. For instance, a proposed highway that would bisect a forest might be evaluated for its potential to fragment habitats, ④disrupting migration routes on which certain species depend. If the assessment identifies unacceptable 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 genuine constraint, since developers who ⑤commission the studies retain strong influence over how the findings are interpreted.

When people look back on a multi-day journey, they rarely ①recall every hour with equal clarity; instead, memory tends to compress the entire experience into just a few representative moments. Psychologists have found that two points carry disproportionate weight in this process: the single moment when emotion, whether joy or discomfort, ②reached its highest intensity, and whatever happened right before the experience concluded. Consider two hikers who complete an identical five-day trek. The first finishes with a grueling, rain-soaked final climb, while the second enjoys a calm, scenic descent on the last afternoon despite having ③endure an equally difficult ascent earlier in the trip. Even though both hikers faced comparable hardship overall, the second is far more likely to remember the journey fondly, simply because the trip ④ended pleasantly. This pattern reveals that overall satisfaction is not calculated as an average of every experienced moment; rather, it is shaped disproportionately by whichever moments ⑤felt most intense and by however the experience happened to end.

Many students imagine a librarian simply sitting 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 ①accurate. A large part of her job involves choosing which new books to buy, based on both student requests and current trends in youth literature. She also spends hours ②training students to search databases and judge whether an online source is 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 ③refuse to ask for a second book in the same series. She admits that budgets are often ④tight and that new technology keeps changing how libraries operate. Still, she insists that the core purpose of her job has never changed: connecting each reader with the right book at the right ⑤time.

For decades, memory researchers assumed that repetition alone determined how well information would be retained, an assumption that an influential theory proposed by Craik and Lockhart eventually overturned. According to their framework, what matters most is not how many times a person rehearses material but how deeply that material is processed during encoding. ①Shallow processing, which involves attending merely to superficial features such as the shape of letters or the sound of a word, produces memory traces that fade quickly and remain ②vulnerable to interference. Elaborative processing, by contrast, requires connecting new information to existing knowledge, generating meaningful associations, and analyzing semantic content, thereby producing traces that are considerably more ③fragile. Consequently, a student who merely repeats a definition aloud without considering its implications is less likely to retain it than one who relates the concept to a personal example. This distinction reshaped educational practice, encouraging teachers to design tasks that demand ④comprehension rather than ⑤mechanical repetition, since durable memory depends on the depth, not the frequency, of cognitive engagement.

Many readers assume that once they finish a book, there is ①no reason to open it again. Yet teachers who study reading often disagree, arguing that a second reading can ②reveal details a first reading misses completely. During a first reading, most of a student's attention goes toward simply following the plot, wondering what will happen next. Once the ending is already known, a second reading frees the mind to notice ③smaller things, such as a clever hint the author placed early in the story or a change in a character's tone. Some students who reread their favorite novel report that it feels almost like reading the ④same book, because they now understand the characters' motives more deeply. Teachers therefore encourage students not to rush toward new titles alone, but to occasionally return to a book they already loved, since a second visit often teaches ⑤more than the first.

Medieval philosophers told the story of a hungry donkey placed exactly midway between two identical, equally fragrant piles of hay, with no factor whatsoever tipping the balance toward either option. Because the donkey is assumed to be a perfectly rational creature that always chooses the option supported by the strongest reason, and because neither pile offers any advantage over the other, the donkey supposedly finds itself with no rational basis for choosing one pile rather than the other. Paralyzed by this perfect symmetry, the donkey starves to death precisely because it can find no reason to move in either direction. Critics of the story point out that _______________.

For many students, the walk to school feels so routine that safety becomes an afterthought, yet a surprising number of accidents occur within a few blocks of the school gate. Part of the danger comes from convenience: _______________. This shortcut becomes especially risky during the darker months, when a driver's ability to spot a pedestrian drops sharply well before sunrise or after sunset.

This sudden and violent stop is precisely what causes so many of the most severe injuries in a crash. Seatbelts are so woven into the experience of riding in a car that many passengers buckle them without thinking, yet a surprising number of teenagers still skip them for short trips, assuming that a five-minute drive to a friend's house does not carry much risk. ( ① ) Traffic safety data tell a different story: most fatal crashes occur within a few kilometers of home, on roads drivers know so well that they let their guard down. ( ② ) In a collision, a body traveling at a moderate speed continues moving forward at that same speed until something stops it, and without a seatbelt, that something is often the windshield or the dashboard rather than a slower deceleration. ( ③ ) A seatbelt spreads the force of a sudden stop across the stronger parts of the body, such as the hips and chest, instead of concentrating it on the head and neck. ( ④ ) Despite decades of public awareness campaigns, seatbelt use for backseat passengers remains lower than for those sitting in the front. ( ⑤ )

주어진 문장: This experiment shows that consumers do not simply weigh money saved against money spent, but react to the very presence or absence of a price tag itself. Classical economic theory assumes that consumers evaluate every price change in the same rational way, weighing marginal benefit against marginal cost regardless of the absolute numbers involved. ( ① ) Behavioral economists, however, have discovered a striking exception: the moment a price drops to exactly zero, people's judgment shifts in a way that ordinary discounting cannot explain. ( ② ) In a well-known laboratory experiment, participants chose between two chocolates, one of higher quality priced at a small fee and one of lower quality offered for free. ( ③ ) When both prices were merely reduced by the same amount, most participants still preferred the higher-quality option. Yet once the cheaper chocolate's price was lowered to zero, the majority abruptly switched their preference, even though the price gap between the two options had not actually changed. ( ④ ) Researchers explain this reversal by noting that a free item carries no perceived risk of loss, which makes it feel disproportionately attractive compared with any option that still requires payment, however small. ( ⑤ )

Some students feel nervous about sharing their opinions at first, but most grow more confident after a few sessions. Many students think that reading a book quietly by themselves is enough, but book discussion classes add something that solo reading cannot provide. ( ① ) When students explain their ideas out loud, they often discover thoughts they did not even know they had. ( ② ) 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. ( ③ ) This happens because talking about a book forces the brain to organize scattered impressions into a clear argument. ( ④ ) Discussion also teaches students to listen carefully, since they must respond directly to classmates instead of simply waiting for their own turn to speak. ( ⑤ ) 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.