영어 모의고사 (자동 편성)

A shocking headline can spread across social media within minutes, long before anyone ①checks whether it is actually true. Studies show that false stories often travel faster than accurate ones, partly because surprising or emotional claims ②get shared more quickly than careful, balanced reporting. To handle this flood of information, students today need a skill that previous generations rarely had to practice: ③checking a source before believing it. Simple habits can make a real difference, such as looking for the original source of a claim, checking the date an article ④publishing, and searching to see whether other trustworthy outlets are reporting the same story. Media literacy classes now teach students ⑤to pause before they share anything, asking who wrote it and why.

In the late nineteenth century, the psychologist Hermann Ebbinghaus undertook a rigorous investigation of forgetting ①by serve as his own experimental subject. He memorized thousands of meaningless three-letter syllables ②so that prior knowledge could not skew his results. After learning each list to perfection, he tested his retention at intervals ③ranging from twenty minutes to a month later. He recorded how many repetitions were required to relearn the material each time. The resulting curve revealed a consistent pattern. Forgetting proceeds rapidly during the initial hours following learning, then gradually ④decelerates until the rate of loss becomes almost imperceptible. Roughly half of the acquired information vanished within the first hour alone. Yet whatever survived that initial plunge tended to persist for much longer periods. Ebbinghaus further found that ⑤distributing study sessions across several days produced better retention than cramming the same repetition into one sitting.

Child safety experts now argue that this advice is too ①complex 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. A more effective approach focuses on ②specific situations rather than people in general, teaching children to recognize behavior that feels wrong. Role-playing these scenarios in advance helps children ③respond quickly under pressure, rather than freezing because the situation feels unfamiliar and confusing. Experts also emphasize that children should be taught they will never get in trouble for refusing an adult's request or for ④loudly saying no in public, since hesitation caused by politeness can cost ⑤precious seconds in a genuine emergency.

When people fail to reach a goal, they often feel embarrassed and want to give up. However, ___________. Some people believe failing means they simply lack ability, so they stop trying. Others see failure differently: they treat it as useful information that shows what needs to change. For example, a student who fails a math test might ask the teacher which questions were weak points and study those areas more carefully.

During exam season last year, our school counselor introduced a weekly drop-in session where students could paint freely for thirty minutes without any instructions or grading. I attended mostly out of curiosity, expecting a relaxing but ultimately pointless activity, since I have never considered myself artistically talented. To my surprise, filling a blank page with color, without worrying whether the result looked good, left me noticeably calmer than scrolling through my phone during the same amount of free time. The counselor explained that _______________. Several classmates who initially came only to avoid studying kept returning on their own afterward. None of us left with a masterpiece, but many of us left the room feeling noticeably lighter than when we had walked in.

When an image-generating program produced a strikingly detailed painting in the exact style of a well-known illustrator within seconds, my art club spent an entire meeting arguing about what it actually meant for artists. Some members felt excited, imagining the software as a helpful tool that could speed up brainstorming or generate quick backgrounds for their comics. Others worried that _______________. A few pointed out that the final image, however skillful it looked, reflected no personal memory, struggle, or intention, only patterns learned from existing pictures. The debate never reached a clear conclusion, but it made me realize that questions about creativity now involve not just how a picture looks, but where it actually came from and who deserves credit for it.

Every plastic product carries a small recycling mark, but few students know what these marks mean. (A) Each symbol contains a number that shows what material the item is made of. For instance, the number one usually stands for clear plastic bottles, while the number five represents thicker containers like yogurt cups. (B) Reading these marks is similar to reading nutrition labels on snacks, which tell you exactly what is inside. Without checking the label, you might buy something unhealthy by mistake. (C) Likewise, throwing plastic away without checking its mark can send a reusable item straight to a landfill. Some marks even show that a material cannot be recycled at all, so it must be sorted separately. Therefore, taking a few seconds to check the mark before throwing something away makes recycling far more effective for everyone involved.

Many students wonder why club activities matter so much for their school life record, a document that summarizes what a student did during each semester. (A) For example, a student who organized a club exhibition might be described as someone who showed strong leadership and creativity. These notes are not simply a list of activities; they explain the process behind each achievement. (B) Whenever students take part in a club, their teacher writes a short note describing what role they played and how they grew. (C) Therefore, admissions officers at universities read the record carefully to understand a student's genuine interests, not just their grades. In contrast, a club membership with no real participation rarely leaves a meaningful impression. This is why teachers encourage students to take an active role rather than joining a club only for its name.

Even highly capable individuals can make disastrous collective decisions once they are absorbed into a tightly knit group, a phenomenon psychologist Irving Janis termed groupthink. (C) Sociologists extend this analysis beyond small committees, noting that entire organizations can develop cultures that reward conformity and punish employees who raise inconvenient questions. (B) Within cohesive committees, boards, and advisory councils, members often prioritize consensus and group harmony over a rigorous evaluation of alternatives, silencing doubts rather than risking the discomfort of dissent. (A) Historical inquiries into policy failures and corporate disasters frequently reveal that critical information existed within the organization but never reached decision makers, because no one felt safe enough to voice it aloud.

Before a single line of dialogue is written for many animated shows, a character designer has already spent weeks deciding how that character should look, move, and be recognized at a glance. (A) Small choices, she added, carry surprising weight: rounded shapes tend to feel friendly and safe, while sharp angles suggest danger or power, even to viewers who have never studied design. (B) A visiting illustrator who spoke at our school explained that a truly successful design should be identifiable even as a plain black silhouette, since audiences often notice a character's outline before they notice any facial detail. (C) She showed us early sketches of a now-famous cartoon hero, in which the same personality had been tested through dozens of different body shapes, from short and round to tall and angular, before the final version was chosen.