영어 모의고사 (자동 편성)

Minji had tried for years ①building a bedtime reading habit but always forgot once under the blanket. During summer, she found a method called habit stacking. It means ②attaching a new habit to an existing one so it acts as a reminder. Her existing habit was brushing her teeth every night, so she decided ③to place her book beside her toothbrush. After brushing her teeth, she would pick up the book, ④letting one action trigger the next. Encouraged by this success, Minji stacked another habit onto her morning routine, ⑤reviewing vocabulary words after making her bed.

Prospect theory proposes that the subjective value of money is not a straight line but a ① curved function. In the domain of gains, the function bends downward as amounts increase, so the psychological difference between earning zero and one hundred dollars feels far ② greater than between earning one thousand and eleven hundred. A parallel pattern appears among losses, where the curve bends in the ③ opposite direction, yet sensitivity still fades as the amount grows larger. This tendency, known as diminishing sensitivity, explains why a shopper ④ acutely notices a ten dollar increase on a two thousand dollar purchase, though the same ten dollars would matter enormously as the price of a meal. Researchers illustrate this curvature with graphs shaped like an S turned sideways, ⑤ flattening toward both extremes.

For our club's spring project, we were told to create a sculpture using only materials collected from the school's recycling bins, and my first reaction was ① disappointment at not being allowed to buy proper art supplies. Sorting through flattened cardboard, broken umbrella frames, and plastic bottle caps, I initially saw nothing but ② trash. My perspective shifted once a senior member showed me a piece she had built the previous year, a bird made entirely of bent bicycle spokes and bottle caps, each cap functioning as a single ③ feather. She explained that upcycling art forces a creator to notice a material's natural shape and texture rather than simply painting over it, which often produces more ④ original results than starting with a blank, expensive canvas. By the end of the project, our team had built a small forest of figures using nothing that anyone had paid for, and the exhibit visitors seemed ⑤ indifferent to our materials, focusing only on our technique instead.

For many years, comic books and graphic novels were seen as a ① lazy alternative to real reading. Parents and teachers often worried that pictures did the work that words should do, leaving young readers with ② weaker vocabulary and imagination. Recent research, however, tells a more ③ complicated story. Graphic novels actually require readers to combine written text with visual clues, inferring emotion from a character's expression or understanding time gaps between panels. This combination can build a ④ different but equally valuable set of reading skills. Teachers who once banned comics from their classrooms are now using them to reach students who struggled with traditional novels, finding that many reluctant readers finish an entire graphic novel and then move on to longer books with new confidence. Rather than replacing traditional reading, graphic novels appear to work best as an ⑤ obstacle that leads students toward it.

Across many countries, high schools begin classes early in the morning, often before eight o'clock. This schedule assumes that teenagers can simply go to bed earlier to compensate, but biology tells a different story. During adolescence, the body's internal clock shifts later, delaying the release of melatonin until well after ten at night. As a result, most teenagers are not physiologically ready to fall asleep until much later than younger children or adults. When early start times force them to wake before their bodies have completed a full sleep cycle, the mismatch accumulates into a chronic sleep debt that affects concentration and mood throughout the school day. Researchers who study this mismatch argue that _______________. Some school districts that delayed their start times by thirty minutes reported improvements in attendance, suggesting that the timing of the school day matters more than commonly assumed.

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.

Building a reading habit does not usually start with a big decision to read more. (A) It often starts with very small, easy steps, such as keeping a book in a bag or choosing a fixed time each day to read for just ten minutes. (B) These small routines work because they lower the effort needed to begin; once a student opens a book, continuing to read feels much easier than starting did. (C) Over weeks, these tiny actions add up, and reading slowly becomes something the student simply does, rather than something the student has to force.

Psychologists have long wondered whether reading fiction can change how people treat others in real life. (A) This kind of mental practice, researchers argue, can carry over into everyday situations, making readers more likely to notice a classmate's hidden sadness or understand a stranger's unusual behavior. (B) Not every book produces this effect equally. Stories that stay focused only on fast action, with little attention to characters' inner lives, appear to build empathy far less than stories that slow down to explore emotion. For this reason, some psychologists now recommend that young readers balance fast-paced adventure novels with quieter stories about ordinary people and their feelings. (C) Several studies suggest that novels which describe a character's inner thoughts in detail can train readers to imagine what other people are feeling, a skill closely related to empathy. When readers follow a character through difficult choices, they practice stepping into someone else's perspective without any real risk to themselves.

The reason, they explain, is simple: a first reading leaves little room for anything beyond the plot. Many readers assume that once they finish a book, there is no reason to open it again. ( ① ) Yet teachers who study reading often disagree, arguing that a second reading can reveal details a first reading misses completely. ( ② ) During a first reading, most of a student's attention goes toward simply following the plot, wondering what will happen next. ( ③ ) Once the ending is already known, a second reading frees the mind to notice smaller things, such as a clever hint the author placed early in the story or a change in a character's tone. ( ④ ) Some students who reread their favorite novel report that it feels almost like reading a different book, because they now understand the characters' motives more deeply. ( ⑤ ) 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 more than the first.

This year, more than three hundred students signed up within the first week. Every July, our school library launches a summer reading challenge that invites students to read at least five books before classes begin again in September. ( ① ) Students who complete the challenge receive a small prize, but many say the real reward is something else entirely. ( ② ) Without daily homework and tests to worry about, summer gives students rare freedom to choose books purely because they sound interesting, not because a teacher assigned them. ( ③ ) Librarians notice that students often pick more unusual genres during the challenge, including graphic novels, poetry, and nonfiction about hobbies they enjoy. ( ④ ) This freedom seems to matter more than the prize itself, since students who only cared about winning tend to quit once the reading feels difficult, while curious readers keep going. ( ⑤ ) Teachers who track student progress after summer report that challenge participants often return in September with noticeably stronger reading habits than classmates who read nothing over the break.