고등) 2021년 9월 고2 모의고사 어법/어휘 선택, 빈칸 연습

 

 

★  2021년 9월 고2 모의고사 어법/어휘 선택, 빈칸 연습

(21-24, 29-42번)

 

 

 

 

 

 

21.

The creative team exhibits [ironical/paradoxical] characteristics. It shows tendencies of thought and action [that/in which] we’d assume to be [mutual/mutually] exclusive or [controversary/ contradictory]. [Hence/For example], to do its best work, a team needs deep knowledge of subjects [relevant/relative] to the problem it’s trying to solve, and a mastery of the processes [involving/involved]. But [simultaneously/at the same time], the team needs fresh perspectives [× / that are] unencumbered by the [prevailing/prevailed] wisdom or [establishing/established] ways of [doing/to do] things. Often [calling/called] a “beginner’s mind,” this is the newcomers’ perspective: people [who/who are] curious, even playful, and [willing/willingly] to ask anything — no matter [how/what] naive the question may seem — because they don’t know [that/what] they don’t know. [Likewise/Thus], [bring/bringing] together contradictory characteristics can [accelerate/exacerbate] the process of new ideas.

* unencumbered: 방해 없는

 

 

22.

Too many officials in [troubling/troubled] cities wrongly imagine [that/what] they can lead their city back to its former glories with some massive construction project ― a new stadium or light rail system, a convention center, or a housing project. With very [few/a few] exceptions, no public policy can slow the tidal forces of urban change. We mustn’t ignore the needs of the poor people who live in the Rust Belt, but public policy should help poor people, not poor places. Shiny new real estate may dress up a [declining/reclining] city, but it doesn’t solve [its/their] underlying problems. The hallmark of declining cities is [that/whether] they have too much housing and infrastructure [relevant/relative] to the strength of their economies. With all that supply of structure and so [little/a little] demand, [it/that] makes no sense to use public money to build more supply. The folly of building­centric [rural/urban] renewal reminds us [that/of what] cities aren’t structures; cities are people.

 

 

 

23.

Many marine species [include/including] oysters, marsh grasses, and fish [was/were] deliberately [introducing/introduced] for food or for erosion control, with [little/a little] knowledge of the impacts they could have. Fish and shellfish have been intentionally introduced all over the world for aquaculture, [providing/provided] food and jobs, but they can escape and become a threat to native species, ecosystem function, or livelihoods. Atlantic salmon are [raised/reared] in ocean net­pens in Washington State and British Columbia. Many escape each year, and they have [recovered/been recovered] in both saltwater [and/or] freshwater in Washington State, British Columbia, and Alaska. Recreational fishing can also spread invasive species. Bait worms from Maine are popular throughout the country. They are [common/commonly] packed in seaweed which contains many other organisms. If the seaweed is discarded, it or the organisms on it can colonize new areas. Fishing boots, recreational boats, and trailers can pick up organisms at one location and move [it/them] elsewhere.

* aquaculture: 양식(업)

 

 

24.

Before the fancy high­rises, financial headquarters, tourist centers, and souvenir peddlers made their way to Battery Park City, the area behind the World Trade Center was a giant, gross landfill. In 1982, artist Agnes Denes decided to return that landfill back to its roots, although temporarily. Denes was commissioned by the Public Art Fund to create one of the most significant and fantastical pieces of public work Manhattan has ever seen. Her concept was not a traditional sculpture, but a living installation that changed the way the public looked at art. In the name of art, Denes put a beautiful golden wheat field right in the shadow of the gleaming Twin Towers. For Wheatfield — A Confrontation, Denes and volunteers removed trash from four acres of land, then planted amber waves of grain atop the area. After months of farming and irrigation, the wheat field was thriving and ready. The artist and her volunteers harvested thousands of pounds of wheat to give to food banks in the city, nourishing both the minds and bodies of New Yorkers.

 

 

 

 

 

 

 

29.

Organisms [living/lived] in the deep sea have [adopted/adapted] to the high pressure by storing water in their bodies, some [consisting/consisted] almost entirely of water. Most deep­sea organisms lack gas bladders. They are cold­blooded organisms that [adjust/adjusts] their body temperature to their environment, [allowing/allowed] [them/themselves] to survive in the cold water while [maintaining/remaining] a low metabolism. Many species lower their metabolism so much that they are able to survive without food for long periods of time, as finding the sparse food that is available [expending/expends] a lot of energy. Many predatory fish of the deep sea [is/are] equipped with [numerous/enormous] mouths and sharp teeth, [enabling/enabled] them to hold on to prey and overpower [it/them]. Some predators [hunting/hunt] in the residual light zone of the ocean [has/have] excellent visual capabilities, while [others/the others] are able to create their own light to [attract/attach] prey or a mating partner.

* bladder: (물고기의) 부레

 

 

30.

Human innovation in agriculture has [locked/unlocked] modifications in apples, tulips, and potatoes that never would have [realized/been realized] through a plant’s natural [productive/reproductive] cycles. This cultivation process has created some of the recognizable vegetables and fruits consumers [look/looking] for in their grocery stores. [Hence/However], relying on only [a few/a little] varieties of [culitivating/cultivated] crops can leave humankind [vulnerable/vulnerably] to starvation and agricultural loss if a harvest [destroys/is destroyed]. [For example/In a nutshell], a million people died over the course of three years [during/while] the Irish potato famine because the Irish relied [primary/primarily on potatoes and milk to create a [nutritional/nutritionally] balanced meal. In order to continue [its/their] symbiotic relationship with [cultivating/cultivated] plants, humanity must allow for biodiversity and [recognize/to recognize] the potential drawbacks [that/what] [monocultures/multicultures] of plants can introduce. [Planting/Plant] seeds of all kinds, [as if/even if] they don’t seem [immediate/immediately] useful or [profitable/profitably], can ensure the longevity of those plants for generations to come. A balance must be [striking/struck] between nature’s capacity for wildness and humanity’s desire for control. [3점]

* symbiotic: 공생의

 

 

31.

[Relation/Relativity] works as a general mechanism for the mind, in many ways and across many different areas of life. [Such as/For example], Brian Wansink, author of Mindless Eating, [showing/showed] that [it/they] can also [affect/effect] our waistlines. We decide [how/how much] to eat not simply as a function of [how/how much] food we actually consume, [and/but] by a comparison to its [alternates/alternatives]. Say we have to choose between three burgers on a menu, at 8, 10, and 12 ounces. We are likely to pick the 10­ounce burger and be [perfect/perfectly] satisfied at the end of the meal. But if our options are [instead/instead of] 10, 12, and 14 ounces, we are likely again to choose the middle one, and again [feel/feeling] equally [happy/happily] and [satisfying/satisfied] with the 12­ounce burger at the end of the meal, even though we ate more, [what/which] we did not need in order to get our daily nourishment or in order to feel [full/fully].

 

 

 

32.

Philosophical activity is based on the recognition of [ignorance/knowledge]. The philosopher’s [thirst/richness] for knowledge is shown through attempts to find better answers to questions [because/even if] those answers are never found. [Simultaneously/At the same time], a philosopher also knows [that/which] being [too sure/sure enough] can [support/hinder] the discovery of other and better possibilities. In a philosophical dialogue, the participants are [wary/aware] [that/what] there are things they do not know or understand. The goal of the dialogue is to arrive at a conception [that/which] one did not know or understand [beforehand/later]. In traditional schools, [in which/where] philosophy is not present, students often work with [factual/ficticious] questions, they learn [general/specific] content [listing/listed] in the curriculum, and they [don’t require/are not required] to solve philosophical problems. [Likewise/However], we know that awareness of [that/what] one does not know can be a good way to [acquire/require] knowledge. Knowledge and understanding are developed through thinking and talking. Putting things into words [make/makes] things [clearer/more clearly]. [Furthermore/Therefore], students must not be afraid of saying something wrong or [talking/talk] without first [being/to be] sure [that/what] they are right.

 

 

 

33.

The most powerful emotional experiences are [that/those] that bring joy, inspiration, and the kind of love that [make/makes] suffering [bearable/bearably]. These emotional experiences are the result of choices and behaviors that [result/results] in our feeling happy. When we look at happiness through a spiritual filter, we realize that [it does/they do] not mean the [absence/presence] of pain or heartache. [Sitting/Sit] with a sick or injured child, every parent gets to know the profound joy that [bubble/bubbles] over when a son or daughter begins to [heal/healing]. This is a simple example of [what/how] we can [flood/be flooded] with happiness that becomes more intense as we [compare/contrast] it with [previous/later] suffering. Experiences such as this go into the chemical archives of the limbic system. Each time you experience true happiness, the [storing/stored] emotions [activate/are activated] as you are flooded with [even/still] deeper joy than you remembered. Your spiritual genes are, in a sense, your [biological/psychological] treasure map to joy. [3점]

* limbic system: 변연계(인체의 기본적인 감정·욕구 등을 관장하는 신경계)

 

 

 

34.

Deep­fried foods are tastier than bland foods, and children and adults develop a taste for [so/such] foods. Fatty foods cause the brain [release/to release] oxytocin, a powerful hormone with a calming, antistress, and [relaxing/relaxed] influence, [saying/said to be the opposite of adrenaline, into the blood stream; [hence/moreover] the term “comfort foods.” We may even be genetically [programming/programmed] to eat [much enough/too much]. For thousands of years, food was very [scarce/rich]. Food, along with salt, carbs, and fat, [was/were] hard to get, and ______ more you got, _______ better. All of these things are necessary nutrients in the human diet, and when their availability was limited, you could never get too much. People also had to hunt down animals or [gather/gathering] plants for their food, and that [had/took] a lot of calories. It’s different these days. We have food at every turn ― lots of those fast­food places and grocery stores with carry­out food. But that [ingraining/ingrained] “caveman mentality” says that we can’t ever get [much enough/too much] to eat. So [crave/craving] for “unhealthy” food may actually be our body’s attempt to stay [health/healthy]. [3점]

 

 

 

35.

Nurses hold a pivotal position in the mental health care structure and [place/are placed] at the centre of the communication network, partly [because/because of] their high degree of contact with patients, but also [because/because of] they have well­developed relationships with other professionals. [Because/Because of] this, nurses play a crucial role in [disciplinary/interdisciplinary] communication. They have a [meditating/mediating] role between the various groups of professionals and the patient and carer. This involves [translating/translated] communication between groups [for/into] language that is acceptable and [comprehensible/reprehensible] to people who have different ways of understanding mental health problems. This is a [high/highly] sensitive and skilled task, [requiring/requires] a high level of attention to alternative views and a high level of understanding of communication.

 

 

 

36.

When trying [sustaining/to sustain] an independent ethos, cultures face a problem of critical mass. No single individual, [acts/acting] on his or her own, can produce an ethos. [In a sense/Rather], an ethos results from the interdependent acts of many individuals. This cluster of [producing/produced] meaning may require some degree of insulation from larger and wealthier [inside/outside] forces. The Canadian Inuit [maintain/retain] their own ethos, [as though/even though] they number no more than twenty­four thousand. They manage this feat through a combination of trade, [support/to support] their way of life, and geographic [connection/isolation]. The Inuit occupy [neigboring/remote] territory, [removing/removed] from major population centers of Canada. If cross­cultural contact [was/were] to become sufficiently close, the Inuit ethos [will/would] [appear/disappear]. [Distinct/Similar] cultural groups of similar size do not, in the long run, [resist/persist] in downtown Toronto, Canada, [which/where] they come in contact with many outside influences and [pursues/pursue] essentially Western paths for their lives. [3점]

* ethos: 민족(사회) 정신 ** insulation: 단절

 

 

37.

Heat is lost at the surface, so _______ more surface area you have relative to volume, _______ harder you must work to stay warm. That means [that/what] [little/few] creatures have to produce heat more rapidly than large creatures. They must [then/therefore] lead [complete/completely] different lifestyles. An elephant’s heart beats just thirty times a minute, a human’s sixty, a cow’s between fifty and eighty, but a mouse’s beats six hundred times a minute — ten times a second. Every day, just to survive, the mouse must eat about 50 percent of [its/their] own body weight. We humans, [in comparison/by contrast], need to consume only about 2 percent of our body weight to supply our energy requirements. One area [which/where] animals are [curious/curiously] uniform is with [a/the] number of heartbeats they have in a lifetime. [In spite of/Despite] the vast differences in heart rates, [near/nearly] all mammals have about 800 million heartbeats in them if they live an average life. The [exemption/exception] is humans. We pass 800 million heartbeats after twenty­five years, and just keep on going for [another/other] fifty years and 1.6 billion heartbeats [and/or] so. [3점]

 

 

 

38.

Interest in ideology in children’s literature [rises/arises] from a belief [which/that] children’s literary texts are culturally [formative/informative], and [with/of] massive importance educationally, intellectually, and socially. Perhaps more than any other texts, they reflect society as [it wishes/they wish] to be, as [it wishes/they wish] to be seen, and as it [unconscious/unconsciously] reveals [it/itself] to be, at least to writers. Clearly, literature is not the only socialising agent in the life of children, even among the media. It is possible to argue, [for example/similarly], [that/which], today, the influence of books [is/are] [variously/vastly] overshadowed by [that/those] of television. There is, [though/however], a [considerable/considerate] [agree/degree] of interaction between the two media. Many so­called children’s [literary/literal] [classics/classicals] are televised, and the [consequent/resultant] new book editions [strong/strongly] suggest [that/what] viewing can encourage [consequent/subsequent] reading. [In conclusion/Similarly], some television series for children are published in book form.

* resultant: 그 결과로 생긴

 

 

39.

The United Nations [ask/asks] that all companies [should remove/remove] their satellites from orbit within 25 years after the end of their mission. This is tricky to enforce, [although/though], because satellites can (and often do) fail. To [tackle/deal with] this problem, several companies around the world [has/have] come up with novel solutions. These include removing dead satellites from orbit and [drag/dragging] them back into the atmosphere, [which/where] [it/they] will burn up. Ways we could do this [include/includes] using a harpoon to grab a satellite, [catch/catching] it in a huge net, [to use/using] magnets to grab it, or even firing lasers to heat up the satellite, [increase/increasing] its atmospheric drag so that it falls out of orbit. [What’s more/However], these methods are only useful for large satellites [orbiting/orbited] Earth. There isn’t really a way for us to pick up smaller pieces of debris such as bits of paint and metal. We just have to wait for them to [natural/naturally] re­enter Earth’s atmosphere. [3점]

* harpoon: 작살

 

 

40.

Music is used to [mold/molding] customer experience and behavior. A study [conducted/was conducted] that explored [whether/what] impact it has on employees. Results from the study [indicate/indicates] [that/what] participants who listen to rhythmic music [was/were] inclined to [cooperate/coordinate] more [irrepectable/irrespective] of factors like age, gender, and academic background, [comparing/compared] to [that/those] who listened to [less/more] rhythmic music. This positive boost in the participants’ [willingness/reluctance] to cooperate was [reduced/induced] regardless of [whether/if] they liked the music or not. When people are in a more positive state of mind, they tend to become more agreeable and creative, while [the people/those] on the opposite spectrum [tend/tends] to focus on their [individual/shared] problems rather than giving attention to [solve/solving] group problems. The rhythm of music has a strong [pull/push] on people’s behavior. This is [because/why] when people listen to music with a steady pulse, they tend to match their actions to the beat. This translates to better teamwork when making decisions because everyone [is/are] following one tempo.

↓

According to the study, the music [playing/played] in workplaces can lead employees to be cooperative [because of/because] the beat of the music creates a [individual/shared] rhythm for working.

 

 

 

41-42.

In this day and age, it is difficult to imagine our lives without email. But how often [we do/do we] consider the environmental impact of these virtual messages? [For instance/At first glance], digital messages appear to save resources. [Disklike/Unlike] traditional letters, no paper or stamps [is/are] needed; nothing has to be packaged or transported. Many of us tend to assume [that/what] using email [requiring/requires] [a little/little] more than the electricity [is used/used] to power our computers. It’s easy to overlook the invisible energy usage [involving/involved] in running the network ― particularly when it comes to [send/sending] and [store/storing] data. Every single email in every single inbox in the world [is/are] stored on a server. The [unbelievable/incredible] quantity of data [requiring/requires] huge server farms ― gigantic centres with millions of computers [which/where] store and transmit information. These servers consume massive amounts of energy, 24 hours a day, and [require/acquire] countless litres of water, or air conditioning systems, for cooling. ______ more messages we send, receive and store, ______ more servers are needed ― which [mean/means] more energy [consuming/consumed], and more carbon emissions. [Shortly/Clearly], sending and receiving electronic messages in an environmentally conscious manner [is/are] [never/by no means] enough to stop climate change. But with [few/a few] careful, mindful changes, unnecessary CO2 emissions can easily [avoid/be avoided].

 

 

 

 

 

 

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