2023년 9월 고1 모의고사 변형문제 31~42번

31

Many people are [terrifying / terrified] to fly in airplanes.

Often, this fear [stems / stem] from a lack of control.

The pilot is [on / in] control, not the passengers, and this lack of control instills fear.

Many potential passengers are so afraid they choose to drive great distances to get to a destination [instead / instead of] flying.

But their decision to drive is based solely [on / in] emotion, not logic.

Logic says that statistically, the odds of dying in a car crash are around 1 in 5,000, [while / despite] the odds of dying in a plane crash are closer to 1 in 11 million.

If you’re going to take a risk, especially one that could possibly [involve / to involve] your wellbeing, wouldn’t you want the odds in your favor?

However, most people choose the option [what / that] will cause them the least amount of anxiety.

Pay attention to the thoughts you have about taking the risk and make sure you’re [basing / based] your decision on facts, not just feelings.

32

The famous primatologist Frans de Waal, of Emory University, says humans downplay similarities between us and other animals as a way of [maintain / maintaining] our spot at the top of our imaginary ladder.

Scientists, de Waal points out, can be some of the worst offenders — [employing / employed] technical language to distance the other animals from us.

They [call / are called] “kissing” in chimps “mouth-to-mouth contact”;

they [call / are called] “friends” between primates “favorite affiliation partners”;

they interpret evidence showing that crows and chimps can make tools as being somehow qualitatively [difference / different] from the kind of tool-making said to define humanity.

If an animal can beat us at a cognitive task — like how [certain / certainly] bird species can remember the precise locations of thousands of seeds — they write it off as instinct, not intelligence.

This and so many more tricks of language are what de Waal has [termed / been termed] “linguistic castration.”

The way we use our tongues to disempower animals, the way we invent words [maintaining / to maintain] our spot at the top.

33

A key to engagement and achievement is [providing / provided] students with relevant texts they will be interested in.

My scholarly work and my teaching have been deeply [influencing / influenced] by the work of Rosalie Fink.

She interviewed twelve adults who were highly successful in their work, [including / included] a physicist, a biochemist, and a company CEO.

All of them had dyslexia and had had [significant / significantly] problems with reading throughout their school years.

While she expected to find that they had avoided [to read / reading] and discovered ways to bypass it or compensate with other strategies for learning, she found the opposite.

다음 중 밑줄 친 rarely와 바꿔쓸 수 없는 단어는?

“To my surprise, I found that these dyslexics were enthusiastic readers...they rarely avoided reading.

[On / In] the contrary, they sought out books.”

The pattern Fink discovered was that all of her subjects had been passionate in some personal [interest / interesting].

The areas of interest [including / included] religion, math, business, science, history, and biography.

[That / What] mattered was that they read voraciously to find out more.

34

For many people, ability refers to intellectual competence, so they want everything they do [to reflect / reflecting] how smart they are

— writing a brilliant legal brief, getting the highest grade on a test, [write / writing] elegant computer code, saying something exceptionally wise or witty in a conversation.

You could also define ability in terms of a particular skill or talent, such as how well one plays the piano, [learns / learning] a language, or serves a tennis ball.

Some people focus on their ability to be [attract / attractive], entertaining, up on the latest trends, or to have the newest gadgets.

However ability may [define / be defined], a problem occurs when it is the sole determinant of one’s self-worth.

The performance becomes the only measure of the person; nothing else is taken [into / for] account.

An outstanding performance [means / meaning] an outstanding person; an average performance means an average person. Period.

35

Sensory nerves have specialized endings in the tissues [that / what] pick up a particular sensation.

If, for example, you step on a sharp object such as a pin, nerve endings in the skin will [transmit / be transmitted] the pain sensation up your leg, up and along the spinal cord to the brain.

While the pain itself is unpleasant, it is in fact acting [as / for / to] a protective mechanism for the foot.

Within the brain, nerves will connect to the area that controls speech, so that you [may well / may as well] shout ‘ouch’ or something rather less polite.

They will also connect to motor nerves that travel back down the spinal cord, [but / and / so] to the muscles in your leg that now contract quickly to lift your foot away from the painful object.

Sensory and motor nerves control almost all functions in the body — from the [beat / beating] of the heart to the movement of the gut, sweating and just about everything else.

36

Maybe you’ve [heard / been heard] this joke: “How do you eat an elephant?” The answer is “one bite at a time.”

So, how [do / are] you “build” the Earth? That’s simple, too: one atom at a time.

Atoms are the basic building blocks of crystals, and since all rocks are made up [of / from] crystals, the more you know about atoms, the better.

Crystals come in a variety of shapes that scientists [call / are called] habits.

Common crystal habits [include / including] squares, triangles, and sixsided hexagons.

Usually crystals form when liquids cool, such as when you [create / creating] ice cubes.

Many times, crystals form in ways [what / that] do not allow for perfect shapes.

If conditions are too cold, too hot, or there isn’t enough source material, they can form strange, [twisting / twisted] shapes.

But when conditions are right, we [see / are seen] beautiful displays.

Usually, this involves a slow, steady environment [which / where] the individual atoms have plenty of time to join and fit perfectly into what’s known as the crystal lattice.

This is the basic structure of atoms that [sees / is seen] time after time.

37

When you pluck a guitar string it [moves / is moved] back and forth hundreds of times every second.

Naturally, this movement is so fast that you cannot see it — you just [see / seeing] the blurred outline of the moving string.

Strings vibrating in this way on their own make hardly any noise [because / because of] strings are very thin and don’t push much air about.

But if you attach a string to a big hollow box (like a guitar body), then the vibration [amplifies / is amplified] and the note is heard loud and clear.

The vibration of the string is [passing / passed] on to the wooden panels of the guitar body, which vibrate back and forth at the same rate as the string.

The vibration of the wood creates more powerful waves in the air pressure, [which / that] travel away from the guitar.

When the waves [reach / reaching] your eardrums they flex in and out the same number of times a second as the original string.

38

Boundaries between work and home are blurring as portable digital technology makes [it / them] increasingly possible to work anywhere, anytime.

Individuals [differ / different / difference] in how they like to manage their time to meet work and outside responsibilities.

Some people prefer to separate or segment roles so that boundary [crossings / crossed] are minimized.

For example, these people might keep separate email accounts for work and family and try to conduct work at the workplace and [taking / take] care of family matters only during breaks and non-work time.

We’ve even noticed more of these “segmenters” carrying two phones ― one for work [and / but] one for personal use.

Flexible schedules work well for these individuals [because of / because] they enable greater distinction between time at work and time in other roles.

Other individuals prefer [integrating / integrate] work and family roles all day long.

This might entail [constant / constantly] trading text messsages with children from the office, or monitoring emails at home and on vacation, rather than returning to work to find hundreds of messages in their inbox.

39

A “complementary good” is a product that is often [consuming / consumed] alongside another product.

For example, popcorn is a complementary good [to / with] a movie, while a travel pillow is a complementary good for a long plane journey.

When the popularity of one product [increases / decreases], the sales of its complementary good also increase.

By producing goods that complement other products that are already (or about to be) popular, you can [ensure / be ensured] a steady stream of demand for your product.

Some products enjoy perfect complementary status — they have to [consume / be consumed] together, such as a lamp and a lightbulb.

However, do not assume that a product is perfectly complementary, as customers may not be [complete / completely] locked in to the product.

For example, [although / in spite of] motorists may seem required to purchase gasoline to run their cars, they can switch to electric cars.

40

It’s not news to anyone [what / that] we judge others based on their clothes.

다음 밑줄 친 that의 쓰임을 바르게 연결한 것은?

In general, studies ①that investigate these judgments find ②that people prefer clothing ③that matches expectations — surgeons in scrubs, little boys in blue — with one notable exception.

A series of studies [publishing / published] in an article in June 2014 in the Journal of Consumer Research explored observers’ reactions to people who broke established norms only slightly.

In one scenario, a man at a black-tie affair was viewed as having higher status and [competence / competent] when wearing a red bow tie.

The researchers also found that valuing uniqueness increased audience members’ ratings of the status and competence of a professor who wore red sneakers [during / while] giving a lecture.

The results suggest that people judge these slight deviations from the norm as positive [because / because of] they suggest that the individual is powerful enough to risk the social costs of such behaviors.

A series of studies show that people view an individual [positively / negatively] when the individual only slightly challenges the norm for what people should wear.

[41~42]

Claims that local food production cut greenhouse gas emissions by reducing the burning of transportation fuel are usually not well [found / founded].

[Transport / Transporter] is the source of only 11 percent of greenhouse gas emissions within the food sector,

다음 밑줄 친 단어와 바꾸어 쓸 수 없는 단어는?

so reducing the distance that food travels after it leaves the farm is far less important than reducing wasteful energy use on the farm.

Food coming from a distance can actually be better for the climate, [depend on / depending on] how it was grown.

For example, field-grown tomatoes [shipping / shipped] from Mexico in the winter months will have a smaller carbon footprint than local winter tomatoes grown in a greenhouse.

In the United Kingdom, lamb meat that travels 11,000 miles from New Zealand [generates / generating] only one-quarter the carbon emissions per pound compared to British lamb

because farmers in the United Kingdom [rise / raise] their animals on feed (which must be produced using fossil fuels) rather than on clover pastureland.

When food does travel, [what / that] matters most is not the distance traveled but the travel mode (surface versus air), and most of all the load size.

Bulk loads of food can travel halfway around the world by ocean freight with a smaller carbon footprint, per pound delivered, than foods [traveling / travelled] just a short distance but in much smaller loads.

For example, 18-wheelers carry much larger loads than pickup trucks so they can move food 100 times as far while [to burn / burning] only one-third as much gas per pound of food delivered.