2023년 9월 고1 모의고사 변형문제 18~30번

Dear Professor Sanchez,

My name is Ellis Wight, and I’m the director of the Alexandria Science Museum.

We are [held / holding] a Chemistry Fair for local middle school students on Saturday, October 28.

The goal of the fair is to encourage them [to be / being] interested in science through guided experiments.

We are looking for college students who can help with the experiments [during / while] the event.

I am contacting you to ask you [recommend / to recommend] some students from the chemistry department at your college who you think are qualified for this job.

With their [help / helping], I’m sure the participants will have a great experience.

I look forward to [hear / hearing} from you soon.

Sincerely,

Ellis Wight

Gregg and I [had been / was] rock climbing since sunrise and had had no problems.

So we took a risk. “Look, the first bolt is right there. I can [definitely / definite] climb out to it. Piece of cake,”

I [was persuaded / persuaded] Gregg, minutes before I found myself pinned. It wasn’t a piece of cake.

The rock was [deceptive / deceptively] barren of handholds.

I clumsily moved back and forth across the cliff face and [ending / ended] up with nowhere to go...but down.

The bolt [that / what] would save my life, if I could get to it, was about two feet above my reach.

My arms [trembled / trembling] from exhaustion. I looked at Gregg.

My body [frozen / froze] with fright from my neck down to my toes.

Our rope was tied between us. If I fell, he would [fall / falling] with me.

We are always [teaching / taught] our children something by our words and our actions.

They learn from seeing. They learn from hearing [so / and] from overhearing.

Children [shares / share] the values of their parents about the most important things in life.

Our priorities and principles and our examples of good behavior can [be taught / teach] our children to take the high road when other roads look tempting.

Remember that children do not learn the values [that / what] make up strong character simply by being told about them.

They learn by seeing the people around them act on and [uphold / upholding] those values in their daily lives.

Therefore [to show / show] your child good examples of life by your action.

In our daily lives, we can show our children [which / that] we respect others.

We can show [them / their] our compassion and concern when others are suffering,

and our own self-discipline, courage and honesty as we make [difficult / difficulty] decisions.

Most people [has / have] no doubt heard this question:

If a tree falls in the forest and there [is / are] no one there to hear it fall, does it make a sound? The correct answer is no.

Sound is more than pressure waves, and indeed there can be no sound [without / with] a hearer.

And [similar / similarly], scientific communication is a two-way process.

Just as a signal of any kind is useless [unless / while] it is perceived,

a published scientific paper (signal) is useless unless it is both received [or / and] understood by its intended audience.

[Thus / But] we can restate the axiom of science as follows:

A scientific experiment is not complete until the results [had / have] been published and understood.

Publication is no more than pressure waves unless the [published / publishing] paper is understood.

Too many scientific papers [falling / fall] silently in the woods.

We all [negotiation / negotiate] every day, whether we realise it or not.

Yet [few / a few] people ever learn how to negotiate.

Those who do usually learn the traditional, win-lose negotiating style [rather / rather than] an approach that is likely to result in a win-win agreement.

This old-school, adversarial approach may be useful in a one-off negotiation where you will probably not [dealing / deal] with that person again.

However, [such / such a] transactions are becoming increasingly rare,

[because of / because] most of us deal with the same people repeatedly — our spouses and children, our friends and colleagues, our customers and clients.

In view of this, it’s essential to achieve [successfully / successful] results for ourselves and maintain a healthy relationship with our negotiating partners at the same time.

In today’s interdependent world of business partnerships and long-term relationships, a win-win outcome is fast becoming the only [acceptable / unacceptable] result.

The interaction of workers from different cultural backgrounds with the host population might increase productivity due to [positive / negative] externalities like knowledge spillovers.

This is only an advantage up to a [certain / certainly] degree.

When the variety of backgrounds is too large, fractionalization may cause excessive transaction costs for communication, [that / which] may lower productivity.

Diversity not only impacts the labour market, but may also [affect / effect] the quality of life in a location.

A tolerant native population may value a multicultural city or region [because / because of] an increase in the range of available goods and services.

On the other hand, diversity could be perceived as an unattractive feature [if / unless] natives perceive it as a distortion of what they consider to be their national identity.

They might even discriminate against other ethnic groups and they might fear that social conflicts between different foreign nationalities are [exported / imported] into their own neighbourhood.

We think we are [shaping / shaped] our buildings.

[So / But] really, our buildings and development are also shaping us.

One of the best [example / examples] of this is the oldest-known construction:

the ornately carved rings of [standing / stand] stones at Göbekli Tepe in Turkey.

Before these ancestors got the idea [erecting / to erect] standing stones some 12,000 years ago, they were hunter-gatherers.

and so many successive generations, [that / which] these innovators were forced to settle down to complete the construction works.

In the process, they [became / becoming] the first farming society on Earth.

This is an early example of a society constructing something [that / what] ends up radically remaking the society itself.

Things are not so [difference / different] in our own time.

The graph above shows the percentages of people in different age groups [who / which] reported using social media in the United States in 2015 and 2021.

In each of the given years, the 18-29 group had the highest percentage of people who said they [using / used] social media.

In 2015, the percentage of people who reported [using / used] social media in the 30-49 group was more than twice that in the 65 and older group.

The percentage of people who said they [using / used] social media in the 50-64 group in 2021 was 22 percentage points higher than that in 2015.

In 2021, except for the 65 and older group, more than four-fifths of people in each age group reported [using / used] social media.

Among all the age groups, only the 18-29 group showed a decrease in the percentage of people who reported [using / used] social media from 2015 to 2021.

American jazz pianist Bill Evans was born in New Jersey [on / in / at] 1929. His early training was in classical music.

At the age of six, he began receiving piano lessons, later [added / adding] flute and violin.

He [earning / earned] bachelor’s degrees in piano and music education from Southeastern Louisiana College in 1950.

He went on to [serving / serve] in the army from 1951 to 1954 and played flute in the Fifth Army Band.

After [serving / serve] in the military, he studied composition at the Mannes School of Music in New York.

Composer George Russell admired his playing and [hiring / hired] Evans to record and perform his compositions.

Evans became famous for recordings made from the late 1950s [through / of / for] the 1960s.

He won his first Grammy Award in 1964 [to / for / in] his album Conversations with Myself.

Evans’ [expressive / expressively] piano works and his unique harmonic approach inspired a whole generation of musicians.

29

There is a reason the title “Monday Morning Quarterback” [existing / exists].

Just read the comments on social media from fans [discussing / discussed] the weekend’s games,

and you quickly see how many people believe they could play, coach, and manage sport teams more [successful / successfully] than those on the field.

This goes [with / for] the boardroom as well.

Students and professionals with years of training and specialized degrees in sport business may also find [them / themselves] being given advice on how to do their jobs from friends, family, or even total strangers without any expertise.

Executives in sport management have decades of knowledge and experience in their [respective / respectively] fields.

However, many of them face criticism from fans and community members [to tell / telling] them how to run their business.

Very [few / little] people tell their doctor how to perform surgery or their accountant how to prepare their taxes,

but many people provide feedback on how sport organizations should [manage / be managed].

30

[While / Despite] moving is difficult for everyone, it is particularly stressful for children.

They lose their sense of security and may feel disoriented when their routine is disrupted and all [that / what] is familiar is taken away.

Young children, ages 3-6, are particularly [affected / effected] by a move.

Their understanding at this stage is quite [literal / literally], and it is hard for them to imagine beforehand a new home and their new room.

Young children may have worries [such / such as] “Will I still be me in the new place?” and “Will my toys and bed come with us?”

It is important to establish a balance between validating children’s past experiences [and / or] focusing on helping them adjust to the new place.

Children need to have opportunities to share their backgrounds in a way [that / which] respects their past as an important part of who they are.

This contributes to building a sense of community, [that / which] is essential for all children, especially those in transition.