영어 모의고사 (자동 편성)

When sociologist Émile Durkheim studied suicide rates across different societies, he noticed something ①puzzling: rates rose not only during economic depression but also during sudden prosperity. He concluded that both crises share a common feature, the collapse of shared norms that once told individuals what to expect and how ②to behave. Durkheim called this state of normlessness anomie, arguing that rapid social change can strip away the moral guidelines ③what regulate human desire, leaving individuals disoriented even when material conditions improve. Decades later, Robert Merton extended the concept to explain deviance within stable societies, ④proposing that anomie also arises when a culture insists that everyone pursue identical goals. Faced with this gap between aspiration and opportunity, some individuals conform, but others turn to innovation, ritual, retreat, ⑤or rebellion.

Psychologists who study daily behavior describe habits through a model ①called the cue-routine-reward loop. This theory explains that every habit begins with a cue, a signal that ②tell the brain to start an automatic behavior. The brain then performs a routine, ③which is the action itself, whether physical or mental. Finally, the brain receives a reward, a positive feeling that makes it want ④to repeat the same behavior. For example, a notification sound can act as a cue that leads a student to check a phone, and the relief from boredom becomes the reward. Similarly, opening a refrigerator out of habit rather than hunger shows how a routine can run without conscious thought. Because this loop operates automatically, breaking a bad habit requires changing the routine while keeping the same cue and reward. Understanding this structure helps people redesign daily patterns more effectively than ⑤relying on willpower alone.

The science club at Hanul High School is running a project called "Grow Light." It tests how different colors of light affect plant growth. Each week, members place ①identical bean sprouts under red, blue, and white light and record their height. At first, many students expected the white light to produce the tallest plants. However, the results showed that plants under red light grew ②noticeably faster than the others. The club's advisor explained this by comparing light to food. Just as people need certain nutrients to grow strong, plants absorb certain colors of light more ③efficiently than others. To make the data ④reliable, students repeat each trial three times and calculate the average. They also keep a shared notebook, recording sunlight, watering time, and temperature. Next month, the club plans to ⑤hide these findings at the school science fair.

Last summer, I worked part-time at a small coffee shop near my house. I learned how to stay ①calm during busy hours when orders piled up quickly. I also learned how to communicate ②clearly with customers, even when they were in a hurry or upset. One day, a customer complained loudly about a mistake in her order. Instead of arguing, I apologized and quickly made a new drink for her. She left with a smile, and my manager ③praised my patience afterward. Through small moments like this, I began to ④understand the value of responsibility and teamwork. The part-time job did not pay much, but the lessons it gave me were worth far ⑤less than the money.

For a class project, I interviewed a local architect who has worked in the field for over fifteen years. She explained that architects must ①balance creativity with practical concerns like safety and cost. When I asked about challenges, she mentioned that clients sometimes change their minds after a design is finished. Instead of feeling frustrated, she said she tries to see each change as a ②chance to improve the project. She also advised students to visit construction sites whenever possible, since seeing a real building take shape teaches ③valuable lessons no classroom can offer. At the end of the interview, she smiled and said that choosing architecture was the ④worst decision she had ever made. Her passion made me ⑤consider design as a possible career for myself.

Many students wonder why club activities ①matter so much for their school life record, a document that summarizes what a student did during each semester. Whenever students take part in a club, their teacher writes a short note describing what role they played and how they grew. For example, a student who organized a club exhibition might be described as someone who showed ②strong leadership and creativity. These notes are not simply a list of activities; they explain the process behind each achievement. Therefore, admissions officers at universities read the record carefully to understand a student's ③genuine interests, not just their grades. In contrast, a club membership with no real participation rarely leaves a ④meaningful impression. This is why teachers encourage students to take a ⑤passive role rather than joining a club only for its name.

This workbook is designed to help you set meaningful goals for the new year, so please read the instructions carefully before you begin. First, turn to page one and write down one goal you truly want to achieve this year, and then ___________. On page two, break your goal into four smaller monthly steps, using the space provided for each month. Then, use the weekly checklist on page three to track your progress every Sunday.

Behavioral economists use the term temporal discounting to describe how people undervalue future rewards simply because those rewards are not immediate. This tendency explains why a student might choose to watch videos tonight rather than study for an exam that remains several weeks away, even though studying offers a greater long-term benefit. A distant reward, no matter how valuable, feels psychologically smaller than a small reward available right now. This bias contributes to procrastination, since future consequences rarely feel urgent enough to motivate immediate action. To counter this tendency, students should convert distant goals into smaller, near-term milestones that feel more emotionally real. Setting weekly checkpoints rather than a final deadline can make future benefits feel closer and more concrete. Teachers and parents should provide immediate, meaningful feedback, since ___________.

When engineers design the software that controls a self-driving car, they inevitably face a question that philosophers have debated for decades: who should the vehicle protect in an unavoidable crash? (A) This gap between the ideal and the personal choice suggests that ethical programming cannot be settled by public opinion alone. (B) Surveys reveal an uncomfortable contradiction: most people say a car should minimize total harm, yet the same people admit they would never buy a vehicle designed to sacrifice its own owner. (C) Manufacturers, regulators, and philosophers must instead agree on transparent rules before autonomous vehicles are allowed to make such decisions on the road.

Debates about remote work often focus on how it affects both individual employees and entire organizations. (A) For instance, several surveys show that remote employees report higher job satisfaction and fewer sick days than office-based workers. (B) On the other hand, managers point out that spontaneous conversations, which often spark new ideas, rarely happen when everyone works separately. (C) Some studies highlight clear benefits for workers, showing that flexible schedules reduce stress and improve overall well-being.