고등) 2020년 9월 고1 모의고사 어법/어휘 선택

 

 

 

★ 2020년  9월  고1 모의고사

18 -24번, 29-42번 어법/어휘 고르기 연습 문제

 

 

 

 

18

Dear Wildwood residents, Wildwood Academy is a local school that seeks (helping / to help) children with disabilities and learning challenges. We currently have over 200 students (enrolled / enrolling). This year we’d like to add a music class in the hope (which / that) each of our students will have the opportunity (developing / to develop) their musical abilities. To get the class (started / starting), we need more instruments (than / as) we have now. We are asking you (look / to look) around your house and (donating / donate) any instruments that you may no longer use. Each one (donating / donated) will (assign / be assigned) to a student in need. Simply call us and we will be happy to drop by and pick up) the instrument. Sincerely, Karen Hansen, Principal

 

 

 

19

Salva had to (rise / raise) money for a project to help southern Sudan. It was the first time that Salva spoke in front of an audience. There were more than a hundred people. Salva’s knees were (shaken / shaking) as he walked to the microphone. “H-h-hello,” he said. His hands (were trembling / trembling), he looked out at the audience. Everyone was looking at him. At that moment, he noticed (whether / that) every face looked (interesting / interested) in (which / what) he had to say. People were smiling and seemed friendly. That made him (feel / felt) a little better, so he spoke into the microphone again. “Hello,” he repeated. He smiled, (felt / feeling) at ease, and went on. “I am here to talk to you about a project for southern Sudan.”

 

 

 

20

Any goal you set is going to be difficult to (achieve / achieve it), and you will certainly be (disappointing / disappointed) at some points along the way. So why not set your goals (very / much) higher (as / than) you consider (worth / worthy) from the beginning? If they are going to (inquire / require) work, effort, and energy, then why not exert 10 times as (many / much) of each? What if you are (overestimating / underestimating) your capabilities? You might be protesting, saying, “What of the disappointment that comes from setting (realistic / unrealistic) goals?” Consequently / However), taking / take) just (a few / few) moments to look back over your life. (Changes / Chances) are that you have more often been (disappointed / disappointed) by setting targets that are (so / too) low and (achieve / achieving) them ― only to be (shocking / shocked) that you still didn’t get (what / which) you wanted.

 

 

 

21

There are more (as / than) 700 million cell phones (using / used) in the US today and at least 140 million of (that / those) cell phone users will abandon their (current / currency) phone for a new phone every 14 -18 months. I’m not one of those people who just (“could” / “must”) have the latest phone. Actually, I use my cell phone (unless / until) the battery not / no) longer holds a good charge. At that point, it’s time. So I figure I’ll just get a replacement battery. But I’m told (what / that) battery is (no / not) longer made and the phone is (no / not) longer manufactured (although / because) there’s newer technology and better features in the latest phones. That’s a typical justification. The phone wasn’t (ever / even) that old; maybe (a few / a little) over one year? I’m just one example. Can you imagine (that / how) many countless other people have that same scenario? No (wonder / wander) cell phones take the lead when it comes to “e­waste.”

 

 

22

Learners (function / functions) within complex developmental, cognitive, physical, social, and cultural systems. Research and theory from diverse fields have (attributed / contributed) to an (evolved / evolving) understanding that all learners grow and learn in culturally defined ways in culturally (defining / defined) contexts. While humans share basic brain structures and processes, as well as fundamental experiences such as relationships with family, (age-relating / age­related) stages, and many more, each of (which /these) phenomena (is / are) shaped by an individual’s precise experiences. Learning (is not happened / does not happen) in the same way for all people (although / because) cultural influences are influential from the beginning of life. These ideas about the intertwining of learning and culture (have supported / been supported) by research on many aspects of learning and development.

 

 

 

23

Animals as well as humans engage in play activities. In animals, play has long (seen / been seen) as a way of learning and practicing skills and behaviors that are necessary for future survival. In children, too, play has important functions (while / during) development. From its earliest beginnings in infancy, (play / played) is a way (which / in which) children learn about the world and their place in (them / it). Children’s play serves as a training ground for (developed / developing) physical abilities― skills like walking, running, and jumping that are necessary for everyday living. Play also allows children (trying / to try) out and learn social behaviors and to (require / acquire) values and personality traits that will be important in adulthood. (In addition / For example), they learn how to compete and cooperate with (others / the others), (what/how) to lead and follow, (what/how) to make decisions, and so on.

 

 

 

24

The loss of many traditional jobs in everything from art to healthcare will partly (offset / be offset) by the creation of new human jobs. Primary care doctors (whose / who) focus on diagnosing known diseases and (give / giving) familiar treatments will probably (replace / be replaced) by AI doctors. But (concisely / precisely) because of that, there will be very / much) more money to pay human doctors and lab assistants to do groundbreaking research and develop new medicines (or / and) surgical procedures. AI might help (creating / create) new human jobs in (another / other) way. (Instead/Instead of) humans (competed / competing) with AI, they could focus on servicing and using AI. (For example / As a result), the replacement of human pilots by drones (have / has) eliminated some jobs but (creates/created) many new opportunities in maintenance, remote control, data analysis, and cyber security.

 

 

 

29

(Because / Although) it is (dubious / obvious) that part of our assessment of food is its visual appearance, it is perhaps (surprised / surprising) how visual input can (overcome / override) taste and smell. People find (it / them) very difficult to (correct/correctly) identify fruit­flavoured drinks (unless / if) the colour is wrong, (for instance / Instead) an orange drink (what / that) (colours/is coloured) green. Perhaps (ever / even) more (striking/strikingly) is the experience of wine tasters. One study of Bordeaux University students of wine and wine making (revealing / revealed) that they chose tasting notes appropriate for red wines, such as ‘prune and chocolate’, when they (gave / were given) white wine (colouring / coloured) with a red dye. (Experiencing / Experienced) New Zealand wine experts (similarly tricked / were similarly tricked) (to/into) thinking (what/that) the white wine Chardonnay was in fact a red wine, when it had (coloured / been coloured) with a red dye.

 

 

 

 

30

Social connections are (too / so) essential for our survival and well­being that we not only cooperate with (others / the others) to build relationships, we also compete with (others / the others) for friends. And often we do (either/both) at the same time. Take gossip. (Though/Through) gossip, we bond with our friends, (share / sharing) interesting details. But at the same time, we are creating potential enemies in the targets of our gossip. Or (consider / considering) rival holiday parties (which / where) people compete to see who will (attend at / attend) their party. We can even see this tension in social media as people compete for the most friends and followers. At the same time, competitive (inclusion / exclusion) can also generate (conflict / cooperation). High school social clubs and country clubs use this formula to great (effect / affect) : (That/It) is (though / through) selective inclusion and exclusion that they (reduce / produce) (royalty / loyalty) and (lasting / lasted) social bonds.

 

 

 

31

As the tenth anniversary of the terrorist attacks of September 11, 2001, (approached / approached to), 9/11 related media stories peaked in the days immediately (surrounding/surrounded) the anniversary date and then (dropping/dropped) off rapidly in the weeks thereafter. Surveys (conducting / conducted) (during / while) those times asked citizens (choosing / to choose) two “especially important” events from the past seventy years. Two weeks (after / prior to) the anniversary, before / after) the media blitz began, about 30 percent of respondents )naming / named) 9/11. But as the anniversary drew closer, and the media treatment intensified, (surveying / surveyed) respondents started identifying 9/11 in (decreasing / increasing) numbers ― to a high of 65 percent. Two weeks later, though, after reportage had (increased / decreased) to earlier levels, once again only about 30 percent of the participants placed (them / it) among their two especially important events of the past seventy years. (Similarly/Clearly), the amount of news coverage can make a big (similarity / difference) in the (conceived / perceived) significance of an issue among observers as they are (exposed / exposing) to the coverage.

 

 

 

32

Here’s the (pleasant / unpleasant) truth: we are all (biased / biasing). Every (human beings / human being) (affects / is affected) by (conscious / unconscious) biases that lead us to make incorrect assumptions about other people. Everyone. To a certain (extent / extend), bias is a (selective / necessary) survival skill. If you’re an early human, perhaps Homo Erectus, walking around the jungles, you may see an animal (to approach / approaching). You have to make very fast assumptions about (whether / if) that animal is safe (or / and) not, (basing / based) solely on its appearance. The same is true (for / of) other humans. You make split­second decisions about (threats / threads) in order to have (a little/plenty of) time to escape, if necessary. This could be one root of our tendency to categorize and (label / labeled) others the others based on their looks and their clothes.

 

 

 

33

In Dutch bicycle culture, it is (common / unusual) to have a passenger on the backseat. So as to follow the rider’s movements, the person on the backseat needs to hold on tightly. Bicycles (turns / turn) not just by steering but also by leaning, so the passenger needs to lean the same way (as / like) the rider. A passenger who would keep (sitting / to sit) up straight would (literately / literally) be a pain in the behind. On motorcycles, this is even (critical / more critical). Their higher speed (acquires / requires) more leaning on turns, and lack of coordination can be disastrous. The passenger is a true partner in the ride, (expecting / expected) to mirror the rider’s every( move / moves).

 

 

 

34

We’re often told that newborns and infants are (comforted / comforting) (in / by) rocking (because / because of) this motion is (indifferent / similar) to (what / that) they experienced in the womb, and (× / that) they must take comfort in this familiar feeling. This may be true; (however / therefore), to date there are no (convinced / convincing) data that demonstrate a significant relationship between the amount of time a mother moves (while / during) pregnancy and her newborn’s response to rocking. Just as likely is the idea that newborns (comes / come) to associate gentle rocking with (being fed / feeding). Parents understand that rocking (quiet / quiets) a newborn, and they very often provide gentle, repetitive movement (while / during) (being fed / feeding). Since the appearance of food is a (primary / secondary) reinforcer, newborns may (require / inquire) a fondness for motion (although / because) they have been conditioned through a process of associative learning.

 

 

 

35

In a single week, the sun delivers more energy to our planet (than / as) humanity has (been used / used) through the burning of coal, oil, and natural gas through all of human history. And the sun will keep shining on our planet for (billion / billions) of years. Our challenge isn’t (what / that) we’re running out of energy. It’s (what / that) we have (been focused / focused) on the wrong source ― the small, (finite / infinite) one that we’re using up. (Furthermore / Indeed), all the coal, natural gas, and oil we use today (is / are) just solar energy from (million / millions) of years ago, a very tiny part of (it / which) (was preserved / preserving) deep underground. Our challenge, and our opportunity, (is / are) to learn to (efficient / efficiently) and cheaply use the much more (scarce / abundant) source that is the new energy (striking / struck) our planet each day from the sun.

 

 

 

36

We make decisions based on (which / what) we think we know. It wasn’t (so / too) long ago that the (majority / minority) of people believed the world was flat. This (conceived / perceived) truth impacted behavior. (While / During) this period, there was very little (exploration / explosion). People feared that if they traveled too far they might fall off the edge of the earth. So for the most part they didn’t dare to travel. (That / It) wasn’t (after / until) that minor detail was revealed / revealing) ─ the world is round─ (what / that) behaviors changed on a massive scale. (By / Upon this discovery), societies began to travel across the planet. Trade routes (establishing / were established) ; spices were traded. New ideas, like mathematics, (was / were) shared between societies (what / which) allowed for all kinds of innovations and advancements. The correction of a simple false assumption (moving / moved) the human race forward.

 

 

 

37

Mirrors and other smooth, shiny surfaces reflect light. We see reflections from such surfaces (because / because of) the rays of light form an image on the retina of our eyes. Such images are always (reversed / reversing). (Looking / Look) at (you / yourself) in a mirror, (winking / wink) your right eye and your left eye seems to wink back at you. You can use a mirror to send a (coding / coded) message to a friend. (Stand / Standing) a mirror upright on the table, (so / such) that a piece of paper on the table can be (clear / clearly) seen in the mirror. Now (write / writing) a message that looks right when you look in the mirror. (Keep / Keeping) your eyes on the (reflecting / reflected) image (during / while) you are writing and not on your paper. After a few / little practice, it will be (harder / easier) to write “backwards.” When your friend receives (a such / such a) message he will be able to read (them / it) (in / by) holding the paper up to a mirror.

 

 

 

38

Reciprocity can (explore / be explored) in captivity (by / on) handing one chimpanzee a large amount of food, such as a watermelon or leaky / leafy branch, and then observing what follows. The owner will be center stage, with a group of (others / the others) around him and / or her, soon to (follow / be followed) by / in newly formed groups around those who obtained a sizable share, until all food has (distributed / been distributed). Beggars may complain and cry, but aggressive conflicts are (rare / common). The (little / few) times that they (do / did) occur, it is the possessor who tries to make someone (leave / to leaves) the circle. She will hit them over their head with her branch or bark at (it / them) in a (high-pitching / high­pitched) voice until / before) they leave her (alone / lonely). (Whenever / Whatever) their rank, possessors control the food flow. Once chimpanzees (enter / enter into) reciprocity mode, their social rank no longer matters.

 

 

 

39

Gender research shows a complex relationship between gender and conflict styles. Some research suggests that women from Western cultures tend to be more (caring / careful) than men. This tendency may result (from / in) socialization processes (which / in which) women (encourage / are encouraged) to care for their families and men (encouraging / are encouraged) to be (successful / successive) in (comparative / competitive) work environments. (For example / However), we live in a society (which / where) gender roles and boundaries are not as (strict / strictly) as in prior generations. There is significant variability in assertiveness and cooperation among women, as well as among men. (Although / Despite) conflict resolution experts should be able to recognize cultural and gender differences, they should also be aware of within­group variations and the risks of stereotyping. Culture and gender may (affect / effect) the way people (perceive / conceive), interpret, and (respond / response) to conflict; (Indeed / however), we must be careless / careful) to avoid overgeneralizations and to consider (collective / individual) differences.

 

 

 

40

One way that music could express emotion is simply through a learned association. Perhaps there is (anything / nothing) naturally sad about a piece of music in a minor key, or (playing / played) slowly with low notes. Maybe we have just come to hear certain kinds of music as sad because we have learned to associate them in our culture with sad events like funerals. (If / Because) this view is correct, we should have difficulty (to interpret / interpreting) the emotions (expressing / expressed) in culturally unfamiliar music. Totally opposed to this view is the position that the link between music and emotion is one of resemblance. On the other hand / For example), when we feel sad we move slowly and speak slowly and in a low­pitched voice. (Similarly / Thus) when we hear slow, low music, we hear (them / it) as sad. If this view is correct, we should have (little / a little) difficulty understanding the emotion (expressing / expressed) in culturally unfamiliar music.

↓

It is believed that emotion expressed in music can be understood through a (cultural / culturally) learned association or it can be understood due to the (similarity / difference) between music and emotion.

 

 

 

41-42

A bedroom temperature of around 65 degrees Fahrenheit(18.3°C) is ideal for the sleep of most people, (assumed / assuming) standard bedding and clothing. This surprises many, as it sounds just a little too cold for comfort. Of course, that specific temperature will vary (depending / to depend) on the individual in question and their gender and age. But like calorie recommendations, it’s a good target for the average human being. (Most / The most) of us set bedroom temperatures (higher / lower) than are ideal for good sleep and this likely (contributes / attributes) to (higher / lower) quality and quality of sleep than / as) you are otherwise capable of getting. Lower than 55 degrees Fahrenheit can be (harmless / harmful) rather than helpful to sleep, (if / unless) warm bedding or nightclothes are (using / used). (However / In addition), most of us fall into the opposite category of setting a controlled bedroom temperature that is too high: 70 or 72 degrees. Sleep clinicians (treat / treating) patients who can’t sleep at night will often ask about room temperature, and will advise patients (reducing / to reduce) their current thermostat set­point (in / by) 3 to 5 degrees from that (which / what) they currently use. Anyone (disbelieves / disbelieving) of the influence of temperature on sleep can explore some related experiments on this topic. Scientists have, (furthermore / for example), gently warmed the feet or the body of rats to encourage / discourage blood to (raise / rise) to the surface of the skin and (release / relieve) heat, thereby (increasing / decreasing) core body temperature. The rats fell asleep far (faster / slower) than was otherwise normal.

 

 

 

2020년 9월 고1 모의고사 어법 어휘 선택 연습.hwp

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