영어 모의고사 (자동 편성)

Many students ①take a career aptitude test at some point in high school. This test, ②which is designed to measure a person's interests and strengths, does not simply tell students which job to choose. Instead, it helps them understand themselves better. For example, a student ③who enjoy solving problems might discover a hidden interest in engineering. However, the results should ④be used only as a guide, not as a final answer. Therefore, students should treat the test as a useful starting point for ⑤exploring various career paths, rather than a fixed decision.

For a class project, I ①interviewed a local architect who has worked in the field for over fifteen years. She said she had always loved ②drawing buildings as a child. She explained that architects must balance creativity with practical concerns like safety and cost. When I asked about challenges, she mentioned that clients sometimes ③changes their minds after a design is finished. She also advised students ④to visit construction sites whenever possible, since seeing a real building take shape teaches lessons no classroom can offer. At the end of the interview, she smiled and said that choosing architecture ⑤was the best decision she had ever made.

Audiobooks have grown rapidly in popularity over the past several years, and many commuters now ① listen to novels instead of reading printed pages. Publishers report that audiobook sales ② continues to rise every year, while the growth of printed book sales has slowed. Part of the appeal is convenience, since listeners can enjoy a story while ③ driving, exercising, or doing housework. Some traditional readers argue that listening to a book is not the same as truly reading it, because the listener does not process written words directly. Researchers who study this question have found that comprehension scores for listeners and readers ④ are usually very similar, as long as the material is not too complex. The biggest difference tends to appear with dense, technical material, which is often easier to follow in print because readers can pause and ⑤ reread difficult sentences at will.

Students often groan when a classic novel appears on their reading list, ① complains that the language feels old-fashioned and the plot moves too slowly. It is true that classic literature can be harder to read than a modern bestseller ② written in casual, everyday language. Yet this very difficulty is part of why classics remain valuable for young readers today. Working through unfamiliar sentence patterns and vocabulary trains the brain ③ to handle complex texts, a skill that transfers directly to other subjects and to standardized tests. Beyond language training, classic novels also explore themes such as jealousy, ambition, and loss that ④ have not changed much across centuries. Readers often discover that a character written hundreds of years ago struggles with feelings that still ⑤ feel familiar today.

Imagine two factories making the same product: one in a country with ①**strict** carbon rules, and one in a country with almost none. The factory facing stricter rules often spends more, which can make its goods ②**pricier** than those made elsewhere. To fix this imbalance, some governments have introduced the carbon border adjustment mechanism, a policy charging imported goods a fee based on how much carbon was released while producing them. Supporters argue that the system ③**protects** domestic industries and pushes foreign manufacturers toward cleaner methods. However, critics claim it unfairly ④**benefits** developing countries, which often lack money to modernize factories quickly. For example, a small exporter in a poorer nation might struggle to pay the added charge, though it contributes ⑤**little** to global emissions. Still, if wealthier nations pair the policy with technical support, it could become a genuinely fair tool for cutting emissions worldwide.

Philosopher Harry Frankfurt devised a scenario to challenge a long-held ① assumption about moral responsibility: that a person can be blamed for an action only if they could genuinely have done otherwise. Imagine a man named Black who secretly implants a device in another man's brain, ready to force a particular decision if the second man shows any sign of choosing differently. The second man, however, decides entirely on his ② own to perform the very action Black wanted, and the device never activates at all. Black's hidden mechanism made it impossible for the man to have chosen otherwise, yet most people still consider him ③ fully responsible for what he freely decided to do. Frankfurt used this scenario to argue that moral responsibility depends on the ④ irrelevant reasoning behind a choice, not on some abstract guarantee that an alternative path ⑤ remained available the entire time.

Many readers assume that once they finish a book, there is no reason to open it again. Yet teachers who study reading often disagree, arguing that a second reading can reveal 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, _______________. 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.

Walking down a crowded street while staring at a phone screen has become such a common sight that it barely draws attention anymore, even though the habit turns a pedestrian into one of the least alert people on the sidewalk. (A) Hospitals have reported a steady rise in injuries linked to distracted walking, ranging from minor scrapes after tripping over a curb to serious collisions with moving vehicles at intersections. (B) Researchers who study attention describe this as a kind of tunnel vision: a person absorbed in a text message or a video processes only a narrow slice of the surrounding environment. (C) What makes this danger especially difficult to address is that pedestrians rarely recognize the risk in the moment; unlike distracted driving, which is widely condemned, glancing at a phone while crossing the street still feels like a harmless habit.

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.

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