2021년 고2 3월 영어 모의고사

2021년 고2 3월

18

My name is Anthony Thompson and I am writing on behalf of the residents’ association. Our recycling program has been working well thanks to your participation. However, a problem has recently occurred that needs your attention. Because there is no given day for recycling, residents are putting their recycling out at any time. This makes the recycling area messy, which requires extra labor and cost. To deal with this problem, the residents’ association has decided on a day to recycle. I would like to let you know that you can put out your recycling on Wednesdays only. I am sure it will make our apartment complex look much more pleasant. Thank you in advance for your cooperation.

 

19

It was a day I was due to give a presentation at work, not something I’d do often. As I stood up to begin, I froze. A chilly ‘pins­and­needles’ feeling crept over me, starting in my hands. Time seemed to stand still as I struggled to start speaking, and I felt a pressure around my throat, as though my voice was trapped and couldn’t come out. Gazing around at the blur of faces, I realized they were all waiting for me to begin, but by now I knew I couldn’t continue.

 

20

No matter what your situation, whether you are an insider or an outsider, you need to become the voice that challenges yesterday’s answers. Think about the characteristics that make outsiders valuable to an organization. They are the people who have the perspective to see problems that the insiders are too close to really notice. They are the ones who have the freedom to point out these problems and criticize them without risking their job or their career. Part of adopting an outsider mentality is forcing yourself to look around your organization with this disassociated, less emotional perspective. If you didn’t know your coworkers and feel bonded to them by your shared experiences, what would you think of them? You may not have the job security or confidence to speak your mind to management, but you can make these “outsider” assessments of your organization on your own and use what you determine to advance your career.

 

21

The known fact of contingencies, without knowing precisely what those contingencies will be, shows that disaster preparation is not the same thing as disaster rehearsal. No matter how many mock disasters are staged according to prior plans, the real disaster will never mirror any one of them. Disaster­ preparation planning is more like training for a marathon than training for a high ­jump competition or a sprinting event. Marathon runners do not practice by running the full course of twenty ­six miles; rather, they get into shape by running shorter distances and building up their endurance with cross ­training. If they have prepared successfully, then they are in optimal condition to run the marathon over its predetermined course and length, assuming a range of weather conditions, predicted or not. This is normal marathon preparation.

 

22

Fears of damaging ecosystems are based on the sound conservationist principle that we should aim to minimize the disruption we cause, but there is a risk that this principle may be confused with the old idea of a ‘balance of nature.’ This supposes a perfect order of nature that will seek to maintain itself and that we should not change. It is a romantic, not to say idyllic, notion, but deeply misleading because it supposes a static condition. Ecosystems are dynamic, and although some may endure, apparently unchanged, for periods that are long in comparison with the human lifespan, they must and do change eventually. Species come and go, climates change, plant and animal communities adapt to altered circumstances, and when examined in fine detail such adaptation and consequent change can be seen to be taking place constantly. The ‘balance of nature’ is a myth. Our planet is dynamic, and so are the arrangements by which its inhabitants live together.

 

23

Before the modern scientific era, creativity was attributed to a superhuman force; all novel ideas originated with the gods. After all, how could a person create something that did not exist before the divine act of creation? In fact, the Latin meaning of the verb “inspire” is “to breathe into,” reflecting the belief that creative inspiration was similar to the moment in creation when God first breathed life into man. Plato argued that the poet was possessed by divine inspiration, and Plotin wrote that art could only be beautiful if it descended from God. The artist’s job was not to imitate nature but rather to reveal the sacred and transcendent qualities of nature. Art could only be a pale imitation of the perfection of the world of ideas. Greek artists did not blindly imitate what they saw in reality; instead they tried to represent the pure, true forms underlying reality, resulting in a sort of compromise between abstraction and accuracy.

 

24

Some beginning researchers mistakenly believe that a good hypothesis is one that is guaranteed to be right (e.g., alcohol will slow down reaction time). However, if we already know your hypothesis is true before you test it, testing your hypothesis won’t tell us anything new. Remember, research is supposed to produce new knowledge. To get new knowledge, you, as a researcher­ explorer, need to leave the safety of the shore (established facts) and venture into uncharted waters (as Einstein said, “If we knew what we were doing, it would not be called research, would it?”). If your predictions about what will happen in these uncharted waters are wrong, that’s okay: Scientists are allowed to make mistakes (as Bates said, “Research is the process of going up alleys to see if they are blind”). Indeed, scientists often learn more from predictions that do not turn out than from those that do.

 

28

Ingrid Bergman was born in Stockholm, Sweden on August 29, 1915. Her mother was German and her father Swedish. Her mother died when she was three, and her father passed away when she was 12. Eventually she was brought up by her Uncle Otto and Aunt Hulda. She was interested in acting from an early age. When she was 17, she attended the Royal Dramatic Theater School in Stockholm. She made her debut on the stage but was more interested in working in films. In the early 1940s, she gained star status in Hollywood, playing many roles as the heroine of the film. Bergman was considered to have tremendous acting talent, an angelic natural beauty and the willingness to work hard to get the best out of films. She was fluent in five languages and appeared in a range of films, plays and TV productions.

 

29

While reflecting on the needs of organizations, leaders, and families today, we realize that one of the unique characteristics is inclusivity. Why? Because inclusivity supports what everyone ultimately wants from their relationships: collaboration. Yet the majority of leaders, organizations, and families are still using the language of the old paradigm in which one person—typically the oldest, most educated, and/or wealthiest— makes all the decisions, and their decisions rule with little discussion or inclusion of others, resulting in exclusivity. Today, this person could be a director, CEO, or other senior leader of an organization. There is no need for others to present their ideas because they are considered inadequate. Yet research shows that exclusivity in problem solving, even with a genius, is not as effective as inclusivity, where everyone’s ideas are heard and a solution is developed through collaboration.

 

30

The objective point of view is illustrated by John Ford’s “philosophy of camera.” Ford considered the camera to be a window and the audience to be outside the window viewing the people and events within. We are asked to watch the actions as if they were taking place at a distance, and we are not asked to participate. The objective point of view employs a static camera as much as possible in order to produce this window effect, and it concentrates on the actors and the action without drawing attention to the camera. The objective camera suggests an emotional distance between camera and subject; the camera seems simply to be recording, as straightforwardly as possible, the characters and actions of the story. For the most part, the director uses natural, normal types of camera positioning and camera angles. The objective camera does not comment on or interpret the action but merely records it, letting it unfold. We see the action from the viewpoint of an impersonal observer. If the camera moves, it does so unnoticeably, calling as little attention to itself as possible.

 

31

Even the most respectable of all musical institutions, the symphony orchestra, carries inside its DNA the legacy of the hunt. The various instruments in the orchestra can be traced back to these primitive origins— their earliest forms were made either from the animal (horn, hide, gut, bone) or the weapons employed in bringing the animal under control (stick, bow). Are we wrong to hear this history in the music itself, in the formidable aggression and awe­inspiring assertiveness of those monumental symphonies that remain the core repertoire of the world’s leading orchestras? Listening to Beethoven, Brahms, Mahler, Bruckner, Berlioz, Tchaikovsky, Shostakovich, and other great composers, I can easily summon up images of bands of men starting to chase animals, using sound as a source and symbol of dominance, an expression of the will to predatory power.

 

32

Our brains have evolved to remember unexpected events because basic survival depends on the ability to perceive causes and predict effects. If the brain predicts one event and experiences another, the unusualness will be especially interesting and will be encoded accordingly. Neurologist and classroom teacher Judith Willis has claimed that surprise in the classroom is one of the most effective ways of teaching with brain stimulation in mind. If students are exposed to new experiences via demonstrations or through the unexpected enthusiasm of their teachers or peers, they will be much more likely to connect with the information that follows. Willis has written that encouraging active discovery in the classroom allows students to interact with new information, moving it beyond working memory to be processed in the frontal lobe, which is devoted to advanced cognitive functioning. Preference for novelty sets us up for learning by directing attention, providing stimulation to developing perceptual systems, and feeding curious and exploratory behavior.

 

33

Psychological research has shown that people naturally divide up cognitive labor, often without thinking about it. Imagine you’re cooking up a special dinner with a friend. You’re a great cook, but your friend is the wine expert, an amateur sommelier. A neighbor drops by and starts telling you both about the terrific new wines being sold at the liquor store just down the street. There are many new wines, so there’s a lot to remember. How hard are you going to try to remember what the neighbor has to say about which wines to buy? Why bother when the information would be better retained by the wine expert sitting next to you? If your friend wasn’t around, you might try harder. After all, it would be good to know what a good wine would be for the evening’s festivities. But your friend, the wine expert, is likely to remember the information without even trying.

 

34

Even companies that sell physical products to make profit are forced by their boards and investors to reconsider their underlying motives and to collect as much data as possible from consumers. Supermarkets no longer make all their money selling their produce and manufactured goods. They give you loyalty cards with which they track your purchasing behaviors precisely. Then supermarkets sell this purchasing behavior to marketing analytics companies. The marketing analytics companies perform machine learning procedures, slicing the data in new ways, and resell behavioral data back to product manufacturers as marketing insights. When data and machine learning become currencies of value in a capitalist system, then every company’s natural tendency is to maximize its ability to conduct surveillance on its own customers because the customers are themselves the new value­creation devices.

 

35

Academics, politicians, marketers and others have in the past debated whether or not it is ethically correct to market products and services directly to young consumers. This is also a dilemma for psychologists who have questioned whether they ought to help advertisers manipulate children into purchasing more products they have seen advertised. Advertisers have admitted to taking advantage of the fact that it is easy to make children feel that they are losers if they do not own the ‘right’ products. Clever advertising informs children that they will be viewed by their peers in an unfavorable way if they do not have the products that are advertised, thereby playing on their emotional vulnerabilities. The constant feelings of inadequateness created by advertising have been suggested to contribute to children becoming fixated with instant gratification and beliefs that material possessions are important.

 

36

Once we recognize the false­cause issue, we see it everywhere. For example, a recent long­term study of University of Toronto medical students concluded that medical school class presidents lived an average of 2.4 years less than other medical school graduates. At first glance, this seemed to imply that being a medical school class president is bad for you. Does this mean that you should avoid being medical school class president at all costs? Probably not. Just because being class president is correlated with shorter life expectancy does not mean that it causes shorter life expectancy. In fact, it seems likely that the sort of person who becomes medical school class president is, on average, extremely hard­working, serious, and ambitious. Perhaps this extra stress, and the corresponding lack of social and relaxation time―rather than being class president per se― contributes to lower life expectancy. If so, the real lesson of the study is that we should all relax a little and not let our work take over our lives.

 

37

We commonly argue about the fairness of taxation―whether this or that tax will fall more heavily on the rich or the poor. But the expressive dimension of taxation goes beyond debates about fairness, to the moral judgements societies make about which activities are worthy of honor and recognition, and which ones should be discouraged. Sometimes, these judgements are explicit. Taxes on tobacco, alcohol, and casinos are called “sin taxes” because they seek to discourage activities considered harmful or undesirable. Such taxes express society’s disapproval of these activities by raising the cost of engaging in them. Proposals to tax sugary sodas (to combat obesity) or carbon emissions (to address climate change) likewise seek to change norms and shape behavior. Not all taxes have this aim. We do not tax income to express disapproval of paid employment or to discourage people from engaging in it. Nor is a general sales tax intended as a deterrent to buying things. These are simply ways of raising revenue.

 

38

Most beliefs—but not all—are open to tests of verification. This means that beliefs can be tested to see if they are correct or false. Beliefs can be verified or falsified with objective criteria external to the person. There are people who believe the Earth is flat and not a sphere. Because we have objective evidence that the Earth is in fact a sphere, the flat Earth belief can be shown to be false. Also, the belief that it will rain tomorrow can be tested for truth by waiting until tomorrow and seeing whether it rains or not. However, some types of beliefs cannot be tested for truth because we cannot get external evidence in our lifetimes (such as a belief that the Earth will stop spinning on its axis by the year 9999 or that there is life on a planet 100­million light­years away). Also, meta­physical beliefs (such as the existence and nature of a god) present considerable challenges in generating evidence that everyone is willing to use as a truth criterion.

 

39

Everyone automatically categorizes and generalizes all the time. Unconsciously. It is not a question of being prejudiced or enlightened. Categories are absolutely necessary for us to function. They give structure to our thoughts. Imagine if we saw every item and every scenario as truly unique― we would not even have a language to describe the world around us. But the necessary and useful instinct to generalize can distort our world view. It can make us mistakenly group together things, or people, or countries that are actually very different. It can make us assume everything or everyone in one category is similar. And, maybe, most unfortunate of all, it can make us jump to conclusions about a whole category based on a few, or even just one, unusual example.

 

40

At the University of Iowa, students were briefly shown numbers that they had to memorize. Then they were offered the choice of either a fruit salad or a chocolate cake. When the number the students memorized was seven digits long, 63% of them chose the cake. When the number they were asked to remember had just two digits, however, 59% opted for the fruit salad. Our reflective brains know that the fruit salad is better for our health, but our reflexive brains desire that soft, fattening chocolate cake. If the reflective brain is busy figuring something else out—like trying to remember a seven­ digit number—then impulse can easily win. On the other hand, if we’re not thinking too hard about something else (with only a minor distraction like memorizing two digits), then the reflective system can deny the emotional impulse of the reflexive side.

 

41-42

Test scores are not a measure of self­worth; however, we often associate our sense of worthiness with our performance on an exam. Thoughts such as “If I don’t pass this test, I’m a failure” are mental traps not rooted in truth. Failing a test is failing a test, nothing more. It is in no way descriptive of your value as a person. Believing that test performance is a reflection of your virtue places unreasonable pressure on your performance. Not passing the certification test only means that your certification status has been delayed. Maintaining a positive attitude is therefore important. If you have studied hard, reaffirm this mentally and believe that you will do well. If, on the other hand, you did not study as hard as you should have or wanted to, accept that as beyond your control for now and attend to the task of doing the best you can. If things do not go well this time, you know what needs to be done in preparation for the next exam. Talk to yourself in positive terms. Avoid rationalizing past or future test performance by placing the blame on secondary variables. Thoughts such as, “I didn’t have enough time,” or “I should have ...,” compound the stress of test­ taking. Take control by affirming your value, self­worth, and dedication to meeting the test challenge head on. Repeat to yourself “I can and I will pass this exam.”

 

43-45

Once upon a time there lived a poor but cheerful shoemaker. He was so happy, he sang all day long. The children loved to stand around his window to listen to him. Next door to the shoemaker lived a rich man. He used to sit up all night to count his gold. In the morning, he went to bed, but he could not sleep because of the sound of the shoemaker’s singing. One day, he thought of a way of stopping the singing. He wrote a letter to the shoemaker asking him to visit. The shoemaker came at once, and to his surprise the rich man gave him a bag of gold. When he got home again, the shoemaker opened the bag. He had never seen so much gold before! When he sat down at his bench and began, carefully, to count it, the children watched through the window. There was so much there that the shoemaker was afraid to let it out of his sight. So he took it to bed with him. But he could not sleep for worrying about it. Very early in the morning, he got up and brought his gold down from the bedroom. He had decided to hide it up the chimney instead. But he was still uneasy, and in a little while he dug a hole in the garden and buried his bag of gold in it. It was no use trying to work. He was too worried about the safety of his gold. And as for singing, he was too miserable to utter a note. He could not sleep, or work, or sing―and, worst of all, the children no longer came to see him. At last, the shoemaker felt so unhappy that he seized his bag of gold and ran next door to the rich man. “Please take back your gold,” he said. “The worry of it is making me ill, and I have lost all of my friends. I would rather be a poor shoemaker, as I was before.” And so the shoemaker was happy again and sang all day at his work.