영어 모의고사 (자동 편성)

When anthropologists first began systematically studying societies far removed from their own, many unconsciously judged unfamiliar customs against the standards of their home culture, a tendency now ①known as ethnocentrism. Cultural relativism emerged as a corrective principle, ②holding that a society's practices should be understood within their own cultural context rather than measured against an outside standard presumed to be universal. Anthropologist Franz Boas argued that no culture possesses an inherently superior set of values, and that apparent oddities, once ③examined closely, typically serve coherent functions within their own social systems. Cultural relativism transformed fields ranging from anthropology to international development, ④encouraged researchers to suspend quick judgment and seek local meaning before drawing conclusions. Critics caution, however, that taken to an extreme, the principle risks ⑤excusing practices that cause genuine harm.

Many English teachers now ask students ①to write a short review after finishing a book, rather than simply filling out a reading log. At first, students often complain that summarizing a plot is enough work already, so writing an opinion on top of that ②feels unnecessary. However, a review requires something a summary does not: a clear judgment ③supported by specific evidence from the text. To defend an opinion about a character or a theme, students must return to the book and ④finding exact passages that support their view. This process forces readers to notice details they might have skipped during a first, quick reading. 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, which shows that writing a review ⑤helps them read more carefully.

On the first day of our improv theater workshop, the instructor ①gave 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 ②to accept that fact instantly and build on it, rather than correcting or rejecting the idea. I found this terrifying at first, since improv offers no script to hide behind and no time ③to 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 froze on stage, while those who simply accepted whatever happened and reacted honestly ④creating the funniest, most memorable scenes. The instructor explained that improv is not really about being naturally quick-witted, but about ⑤trusting a partner's idea enough to build on it rather than protecting your own.

A food allergy can turn an ordinary snack shared between classmates into a medical ①emergency within minutes, which is why schools now take ingredient labels more seriously than they once did. For someone with a severe allergy, even a trace amount of the wrong ingredient, transferred by a shared spoon or an unwashed hand, can trigger a reaction that closes the airway and becomes ②life-threatening if untreated. Friends of allergic students sometimes assume that a small bite would not cause serious harm, not realizing that the amount needed to trigger anaphylaxis can be ③larger than a crumb. Recognizing the early signs, such as swelling around the lips, hives, or sudden difficulty breathing, allows classmates and teachers to act before the reaction becomes ④severe. Many schools now train staff to use an epinephrine auto-injector, a device that can ⑤reverse a dangerous reaction within seconds.

Many teachers and parents worry that today's teenagers are ①gaining the ability to read long, complex texts. National test scores show a slow ②decline in reading comprehension over the past ten years, and some experts blame smartphones and short videos for shortening students' attention spans. Other researchers disagree with this simple explanation. They point out that teenagers today read constantly, just in different forms, such as text messages, captions, and online articles. According to this view, the real problem is not that students read less overall, but that they rarely practice reading long passages without any ③interruption. A team of researchers recently found that students who read at least one full book every month scored ④noticeably higher on comprehension tests than students who mainly read short online posts. This result suggests that the format of reading, rather than simple screen time, may be the more important factor behind the ⑤changing scores.

Our class field trip to the national art museum began with a worksheet that I initially found ①annoying, since it asked us to stand in front of a single painting for a full five minutes before moving on. Five minutes felt unbearably long for one picture, and I nearly skipped ahead to the next room. Forcing myself to stay, however, I began noticing details that a quick glance would have missed entirely: a faint second figure hidden in the shadows, brushstrokes that grew ②rougher toward the edges of the canvas, a color repeated in three unrelated corners. My initial impression of the painting as simply pleasant slowly became something closer to ③fascination. Our teacher later explained that most museum visitors spend under fifteen seconds per artwork on average, which means they experience galleries as a ④sharp, detailed collection of individual works. That single afternoon taught me that patience, not ⑤expertise, is often the only thing separating a bored visitor from an amazed one.

After a viewer finishes an episode, a streaming service rarely leaves the choice of what to watch next entirely up to chance. Instead, a recommendation algorithm compares that viewer's habits with patterns drawn from millions of other users, then ranks thousands of titles in order of predicted interest. The system is not without drawbacks, however. Because the algorithm favors titles similar to what a viewer already enjoys, it can quietly narrow someone's exposure to unfamiliar genres, directors, or cultures, creating a comfortable but repetitive bubble. Some platforms have begun inserting occasional wildcard suggestions, deliberately unrelated to past viewing habits, in an attempt to _______________.

People often recognize, in calm reflection, that their future selves will be tempted to abandon a goal they currently value. Rather than relying solely on willpower at the critical moment, they may choose to _______________, a strategy known as precommitment. By making certain choices costly, inconvenient, or impossible to reverse, individuals can protect a long-term goal from a short-term impulse that has not yet arisen. Similarly, someone determined to finish a project might publicly announce a deadline, transforming private intentions into a commitment that carries social consequences if broken. What unites these examples is a simple insight: because future desires cannot always be trusted, the wisest moment to act may be now.

In fact, choosing the right books for the right students takes far more thought than most people realize. Many students imagine a librarian simply sitting behind a desk and stamping books. ( ① ) Ms. Han, who has worked at a school library for over ten years, says that image is far from accurate. ( ② ) A large part of her job involves choosing which new books to buy, based on both student requests and current trends in youth literature. ( ③ ) She also spends hours training students to search databases and judge whether an online source is trustworthy, a skill she considers just as important as reading itself. ( ④ ) 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. ( ⑤ ) She admits that budgets are often tight 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 time.

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.