★ 2021년 6월 고2 모의고사 어법/어휘 선택, 빈칸 연습
(21, 24, 29, 30, 31, 32, 33, 34, 35, 27, 38, 39번)
21.
Author Elizabeth Gilbert tells the fable of a great saint [which/who] [will/would] lead his followers in meditation. Just as the followers were dropping into their zen moment, they would be [distorted/disrupted] by a cat that _________ walk through the temple meowing and [bother/bothering] everyone. The saint came up with a simple solution: He began [tying/to tie] the cat to a pole during meditation [sections/sessions]. This solution [quick/quickly] developed into a ritual: Tie the cat to the pole first, meditate second. When the cat [eventfully/eventually] died of natural causes, a religious [crisis/crises] followed. What were the followers [supposing/supposed] to do? How could they possibly meditate without tying the cat to the pole? This story illustrates [that/what] I call invisible rules. These are habits and behaviors that [has/have] [necessarily/unnecessarily] rigidified into rules. [Despite/Although] written rules can be [resistant/subsistent] to change, invisible ones are more stubborn. They’re the [loud/silent] killers.
24.
News reporters [teach/are taught] to start their stories with the most important information. The first sentence, [calling/called] the lead, [containing/contains] the most essential elements of the story. A good lead can [convey/survey] a lot of information. After the lead, information is presented in [increasing/decreasing] order of importance. Journalists [call/called] this the “[converted/inverted] pyramid” structure — the most important information (the widest part of the pyramid) is at the top. The inverted pyramid is great for readers. No matter [how/what] the reader’s attention span — [if/whether] she reads only the lead or the entire story — the inverted pyramid maximizes the information she gets. Think of the [alternate/alternative]: If news stories [are/were] written like mysteries with a dramatic payoff at the end, then readers who broke off in mid‑story would [miss/have missed] the point. [Imagining/Imagine] waiting [by/until] the last sentence of a story to find out [that/who] won the presidential election or the Super Bowl.
29.
While working as a research fellow at Harvard, B. F. Skinner carried [on/out] a series of experiments on rats, [using/used] an invention that later [becoming/became] known as a “Skinner box.” A rat was placed in one of these boxes, [that/which] had a special bar [fitting/fitted] on the inside. Every [time/times] the rat pressed this bar, it was presented with food. The rate of bar‑pressing was [automatic/automatically] recorded. [At first/Initially], the rat might press the bar [intentionally/accidentally], or simply out of curiosity, and as a consequence [receives/receive] some food. Over time, the rat learned [that/what] food appeared whenever the bar was pressed, and [began/begun] to press it purposefully in order to be fed. [Comparing/Compared] results from rats [giving/given] the “positive reinforcement” of food for their bar‑pressing behavior [for/with] [them/those] that [did not/were not], or were presented with food at [the same/different] rates, [this/it] became clear that when food appeared as a consequence of the rat’s actions, this influenced its future behavior. [3]
30.
Let’s return to a time _______ which photographs were not in living color. [For/During] that period, people [thought/referred to] pictures as “photographs” rather than “black‑and‑white photographs” as we [are/do] today. The possibility of color did not exist, so it was unnecessary to insert the adjective “black‑and‑white.” [That is/However], suppose we _______ include the phrase “black‑and‑white” before the existence of color photography. By highlighting that reality, we become conscious of current limitations and thus open our minds to new possibilities and potential opportunities. World War I [gave/was given] that name only after we were deeply embattled in World War II. Before that horrific period of the 1940s, World War I was simply called “The Great War” or, even worse, “The War to End All Wars.” What if we [called/had called] it “World War I” back in 1918? Such a label might [make/have made] the possibility of a second worldwide conflict an [predictable/unpredictable] reality for governments and individuals. We become conscious of issues when we [implicitly/explicitly] identify [it/them]. [3]
31.
The tendency for one purchase to lead to [another/the other] one has a name: the Diderot Effect. The Diderot Effect states[that/what] [obtains/obtaining] a new possession often creates a spiral of consumption [that/in which] leads to additional purchases. You can spot this pattern everywhere. You buy a dress and have to [get/getting] new shoes and earrings to match. You buy a toy for your child and soon find [you/yourself] [purchasing/to purchase] all of the accessories that [go/goes] with it. It’s a chain reaction of purchases. Many human behaviors follow this cycle. You often decide [how/what] to do next based on [how/what] you have just finished [doing/to do]. [Go/Going] to the bathroom leads to washing and drying your hands, which [remind/reminds] you [that/what] you need to put the dirty towels in the laundry, so you add laundry detergent to the shopping list, and so on. No behavior happens in [connection/isolation]. [All/Each] action becomes a cue that [triggering/triggers] the next behavior.
32.
While leaders often face enormous pressures to make decisions [quick/quickly], premature decisions are the leading cause of decision failure. This is [primary/primarily] because leaders respond to the [serious/superficial] issue of a decision rather than taking the time to explore the underlying issues. Bob Carlson is a good example of a leader [exercising/exercised] patience in the face of diverse issues. In the economic downturn of early 2001, Reell Precision Manufacturing faced a 30 percent drop in revenues. Some members of the senior leadership team favored [layoffs/payoffs] and some favored salary reductions. While it would [be/have been] easy to push for a decision or [calling/call] for a vote in order to ease the tension of the economic pressures, as coCEO, Bob Carlson helped the team work together and [examine/examined] all of the issues. The team finally agreed on salary reductions, [knew/knowing] that, to the best of their ability, they had [throughly/thoroughly] examined the [implications/explications] of [either/both] possible decisions. [3점]
33.
When self‑handicapping, you’re engaging in behaviour [that/where] you know will harm your chances of succeeding: you know [that/what] you won’t do as well on the test if you go out the night before, but you do it anyway. Why would anyone intentionally harm their chances of success? Well, here’s a possible answer. Say [that/what] you do study hard. You go to bed at a decent time and get eight hours of sleep. Then you take the maths test, but don’t do well: you only get a C. What can you conclude about yourself? Probably [that/what] you’re just not good at maths [that/, which] is a pretty hard blow to your self‑esteem. But if you self‑handicap, you’ll never be in this position because you’re creating a reason for your failure. You were [binding/bound] to get a C, you can tell yourself, because you went out [by/till] 1 a.m. That C doesn’t mean [that/what] you’re bad at maths; it just means [that/what] you like to party. Self‑handicapping seems like a paradox, because people are [unintentionally/deliberately] harming their chances of success. [3점]
34.
Early in the term, our art professor [protested/projected] an image of a monk, his back to the viewer, [standing/stood] on the shore, [looking/looked] off into a blue sea and an [numerous/enormous] sky. The professor asked the class, “What do you see?” The darkened auditorium was silent. We looked and looked and thought and thought as hard as possible to unearth the [hiding/hidden] meaning, but came up with nothing — we must [miss/have missed] it. With dramatic [exaggeration/exasperation] she answered her own question, “It’s a painting of a monk! His back is to us! He is standing [near/nearly] the shore! There’s a blue sea and enormous sky!” Hmm... why didn’t we see it? So as [to not/not to] bias us, she’d posed the question without revealing the artist or title of the work. In fact, it was Caspar David Friedrich’s The Monk by the Sea. To better understand your world, [consciously/conscientiously] acknowledge [that/what] you actually see rather than guess at ________ you think you are supposed to see. [3점]
35.
An interesting [phenomena/phenomenon] that [rose/arose] from social media [is/are] the concept of social proof. It’s easier for a person to accept new values or ideas when they see [that/what] others have already done so. If the person they see [accepting/to accept] the new idea [happening/happens] to be a friend, then social proof has even more power by exerting peer pressure as well as [relies/relying] on the trust [that/where] people put in the judgments of their close friends. [Furthermore/For example], a video about some issue may be controversial on its own but more [credible/reliable] if it got thousands of likes. If a friend recommends the video to you, in many cases, the credibility of the idea it presents will [arise/rise/raise] in direct proportion to the trust you place in the friend [recommends/recommending] the video. This is the power of social media and part of the reason [which/why] videos or “posts” can become “viral.”
37.
In one survey, 61 percent of Americans said [that/what] they supported the government [spending/spent] more on ‘assistance to the poor’. But when the same population was [asking/asked] [that/whether] they supported spending more government money [about/on] ‘welfare’, only 21 percent [was/were] in favour. [In other words/That is], if you ask people about individual welfare programmes — such as giving financial help to people [who/which] have long‑term illnesses and [pay/paying] for school meals for families with low income — people are [broad/broadly] [against/in favour of] [it/them]. But if you ask about ‘welfare’ — which [confers/refers] to those exact same programmes [that/where] you’ve just listed — they’re [against/in favor of] it. The word ‘welfare’ has negative connotations, perhaps [because/because of] the way many politicians and newspapers portray it. [In addition/Therefore], the framing of a question can [heavy/heavily] influence the answer in many ways [which /, which] matters if your aim is to [sustain/obtain] a ‘true measure’ of [how/what] people think. And next time you hear a politician say ‘surveys [proving/prove] [that/what] the majority of the people agree with me’, [is/be] very wary.
38.
Risk often [rise/arises/raises] from uncertainty about [how/what] to approach a problem or situation. One way to avoid such risk is to contract with a party [which/who] is [experiencing/experienced] and [know/knows] [how/what] to do it. [Therefore/For example], to minimize the financial risk [associating/associated] with the capital cost of tooling and equipment for production of a large, complex system, a manufacturer might subcontract the production of the system’s major components to suppliers [similar/familiar] with those [compositions/components]. This [relieving/relieves] the manufacturer of the financial risk associated with the tooling and equipment to produce these components. [Instead/However], transfer of one kind of risk often means [inheritance/inheriting] another kind. [Finally/For example], [subcontract/subcontracting] work for the components [put/puts] the manufacturer in the position of relying on outsiders [that/ , which] increases the risks associated with quality control, scheduling, and the performance of the end‑item system. But these risks often can be reduced through [careful/carefully] management of the suppliers. [3점]
39.
Ransom Olds, the father of the Oldsmobile, could not produce his “horseless carriages” [enough fast/fast enough]. In 1901 he had an idea to speed up the manufacturing process — instead of building one car at a time, he created the assembly line. The acceleration in production was unheard‑of — from an output of 425 automobiles in 1901 to an impressive 2,500 cars the following year. While other competitors were in awe of this incredible volume, Henry Ford dared [asking/to ask], “Can we do even better?” He was, [instead/in fact], able to improve upon Olds’s clever idea by introducing conveyor belts to the assembly line. [In conclusion/As a result], Ford’s production went through the roof. Instead of taking a day and a half to manufacture a Model T, as in the past, he was now able to spit [out them/them out] at a rate of one car every ninety [minute/minutes]. The [moral/morale] of the story is [that/what] good progress is often the herald of great progress.