2024년 고1 모의고사 유형별 독해 정리 (장문독해)-학생용 교사용

유형별 독해 정리(장문독해 )- 학생용 교사용

모의고사 기출문제를 유형별로 분류해서  공부하시는데 도움이 되고자 만들었습니다.

학생들 모의고사 문제 푸는 방법 연습할때 유용합니다.(첨부파일 한글파일 참고)

 

다음 글을 읽고 물음에 답하시오.

Norms are everywhere, defining what is “normal” and guiding our interpretations of social life at every turn. As a simple example, there is a norm in Anglo society to say Thank you to strangers who have just done something to (a)help, such as open a door for you, point out that you’ve just dropped something, or give you directions. There is no law that forces you to say Thank you. But if people don’t say Thank you in these cases it is marked. People expect that you will say it. You become responsible. (b)Failing to say it will be both surprising and worthy of criticism. Not knowing the norms of another community is the (c)central problem of cross-cultural communication. To continue the Thank you example, even though another culture may have an expression that appears translatable (many don’t), there may be (d)similar norms for its usage, for example, such that you should say Thank you only when the cost someone has caused is considerable. In such a case it would sound ridiculous (i.e., unexpected, surprising, and worthy of criticism) if you were to thank someone for something so (e)minor as holding a door open for you.

 

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위 글의 제목으로 가장 적절한 것은?

① Norms: For Social Life and Cultural Communication

② Don’t Forget to Say “Thank you” at Any Time

③ How to Be Responsible for Your Behaviors

④ Accept Criticism Without Hurting Yourself

⑤ How Did Diverse Languages Develop?

 

 

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위 글의 밑줄 친 (a)~(e) 중에서 문맥상 낱말의 쓰임이 적절하지 않은 것은?

① (a) ② (b) ③ (c) ④ (d) ⑤ (e)

 

 

  다음 글을 읽고 물음에 답하시오.

(A)

Long ago, when the world was young, an old Native American spiritual leader Odawa had a dream on a high mountain. In his dream, Iktomi, the great spirit and searcher of wisdom, appeared to (a)him in the form of a spider. Iktomi spoke to him in a holy language.

(B)

Odawa shared Iktomi’s lesson with (b)his people. Today, many Native Americans have dream catchers hanging above their beds. Dream catchers are believed to filter out bad dreams. The good dreams are captured in the web of life and carried with the people. The bad dreams pass through the hole in the web and are no longer a part of their lives.

(C)

When Iktomi finished speaking, he spun a web and gave it to Odawa. He said to Odawa, “The web is a perfect circle with a hole in the center. Use the web to help your people reach their goals. Make good use of their ideas, dreams, and visions. If (c)you believe in the great spirit, the web will catch your good ideas and the bad ones will go through the hole.” Right after Odawa woke up, he went back to his village.

(D)

Iktomi told Odawa about the cycles of life. (d)He said, “We all begin our lives as babies, move on to childhood, and then to adulthood. Finally, we come to old age, where we must be taken care of as babies again.” Iktomi also told (e)him that there are good and bad forces in each stage of life. “If we listen to the good forces, they will guide us in the right direction. But if we listen to the bad forces, they will lead us the wrong way and may harm us,” Iktomi said.

 

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위 주어진 글 (A)에 이어질 내용을 순서에 맞게 배열한 것으로 가장 적절한 것은?

① (B)-(D)-(C) ② (C)-(B)-(D) ③ (C)-(D)-(B)

④ (D)-(B)-(C) ⑤ (D)-(C)-(B)

 

 

 

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위 글의 밑줄 친 (a)~(e) 중에서 가리키는 대상이 나머지 넷과 다른 것은?

① (a) ② (b) ③ (c) ④ (d) ⑤ (e)

 

 

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위 글에 관한 내용으로 적절하지 않은 것은?

① Odawa는 높은 산에서 꿈을 꾸었다.

② 많은 미국 원주민은 드림캐처를 현관 위에 건다.

③ Iktomi는 Odawa에게 거미집을 짜서 주었다.

④ Odawa는 잠에서 깨자마자 자신의 마을로 돌아갔다.

⑤ Iktomi는 Odawa에게 삶의 순환에 대해 알려 주었다.

 

 

 

 

 다음 글을 읽고 물음에 답하시오.

All humans, to an extent, seek activities that cause a degree of pain in order to experience pleasure, whether this is found in spicy food, strong massages, or stepping into a too­cold or too­hot bath. The key is that it is a ‘safe threat’. The brain perceives the stimulus to be painful but ultimately (a)non­threatening. Interestingly, this could be similar to the way humor works: a ‘safe threat’ that causes pleasure by playfully violating norms. We feel uncomfortable, but safe. In this context, where (b)survival is clearly not in danger, the desire for pain is actually the desire for a reward, not suffering or punishment. This reward­like effect comes from the feeling of mastery over the pain. The closer you look at your chilli­eating habit, the more remarkable it seems. When the active ingredient of chillies—capsaicin—touches the tongue, it stimulates exactly the same receptor that is activated when any of these tissues are burned. Knowing that our body is firing off danger signals, but that we are actually completely safe, (c)produces pleasure. All children start off hating chilli, but many learn to derive pleasure from it through repeated exposure and knowing that they will never experience any real (d)joy. Interestingly, seeking pain for the pain itself appears to be (e)uniquely human. The only way scientists have trained animals to have a preference for chilli or to self­harm is to have the pain always directly associated with a pleasurable reward.

 

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위 글의 제목으로 가장 적절한 것은?

① The Secret Behind Painful Pleasures

② How ‘Safe Threat’ Changes into Real Pain

③ What Makes You Stronger, Pleasure or Pain?

④ How Does Your Body Detect Danger Signals?

⑤ Recipes to Change Picky Children’s Eating Habits

 

 

 

 

 

 

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위 글의 밑줄 친 (a)~(e) 중에서 문맥상 낱말의 쓰임이 적절하지 않은 것은?

① (a) ② (b) ③ (c) ④ (d) ⑤ (e)

 

 

  다음 글을 읽고 물음에 답하시오.

(A)

An airplane flew high above the deep blue seas far from any land. Flying the small plane was a student pilot who was sitting alongside an experienced flight instructor. As the student looked out the window, (a)she was filled with wonder and appreciation for the beauty of the world. Her instructor, meanwhile, waited patiently for the right time to start a surprise flight emergency training exercise.

(B)

Then, the student carefully flew low enough to see if she could find any ships making their way across the surface of the ocean. Now the instructor and the student could see some ships. Although the ships were far apart, they were all sailing in a line. With the line of ships in view, the student could see the way to home and safety. The student looked at (b)her in relief, who smiled proudly back at her student.

(C)

When the student began to panic, the instructor said, “Stay calm and steady. (c)You can do it.” Calm as ever, the instructor told her student, “Difficult times always happen during flight. The most important thing is to focus on your flight in those situations.” Those words encouraged the student to focus on flying the aircraft first. “Thank you, I think (d)I can make it,” she said, “As I’ve been trained, I should search for visual markers.”

(D)

When the plane hit a bit of turbulence, the instructor pushed a hidden button. Suddenly, all the monitors inside the plane flashed several times then went out completely! Now the student was in control of an airplane that was flying well, but (e)she had no indication of where she was or where she should go. She did have a map, but no other instruments. She was at a loss and then the plane shook again.

*turbulence: 난(亂)기류

 

 

 

 

 

 

 

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위 주어진 글 (A)에 이어질 내용을 순서에 맞게 배열한 것으로 가장 적절한 것은?

① (B)-(D)-(C) ② (C)-(B)-(D) ③ (C)-(D)-(B)

④ (D)-(B)-(C) ⑤ (D)-(C)-(B)

 

 

 

 

 

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위 글의 밑줄 친 (a)~(e) 중에서 가리키는 대상이 나머지 넷과 다른 것은?

① (a) ② (b) ③ (c) ④ (d) ⑤ (e)

 

 

 

 

 

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위 글에 관한 내용으로 적절하지 않은 것은?

① 교관과 교육생이 소형 비행기에 타고 있었다.

② 배들은 서로 떨어져 있었지만 한 줄을 이루고 있었다.

③ 교관은 어려운 상황에서는 집중이 가장 중요하다고 말했다.

④ 비행기 내부의 모니터가 깜박이다가 다시 정상 작동했다.

⑤ 교육생은 지도 이외의 다른 도구는 가지고 있지 않았다.

 

 

 

 

 

다음 글을 읽고 물음에 답하시오.

Higher education has grown from an elite to a mass system across the world. In Europe and the USA, (a)increased rates of participation occurred in the decades after the Second World War. Between 2000 and 2014, rates of participation in higher education almost doubled from 19% to 34% across the world among the members of the population in the school-leaving age category (typically 18-23). The dramatic expansion of higher education has been marked by a wider range of institutions of higher learning and a more diverse demographic of students.

Changes from an elite system to a mass higher education system are associated with political needs to build a (b)specialised workforce for the economy. In theory, the expansion of higher education to develop a highly skilled workforce should diminish the role of examinations in the selection and control of students, initiating approaches to assessment which (c)block lifelong learning: assessment for learning and a focus on feedback for development. In reality, socio-political changes to expand higher education have set up a ‘field of contradictions’ for assessment in higher education. Mass higher education requires efficient approaches to assessment, such as examinations and multiple-choice quizzes, with minimalist, (d)impersonal, or standardised feedback, often causing students to focus more on grades than feedback. In contrast, the relatively small numbers of students in elite systems in the past (e)allowed for closer relationships between students and their teachers, with formative feedback shaping the minds, academic skills, and even the characters of students.

*demographic: 인구집단

 

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위 글의 제목으로 가장 적절한 것은?

① Is It Possible to Teach Without Assessment?

② Elite vs. Public: A History of Modern Class Society

③ Mass Higher Education and Its Reality in Assessment

④ Impacts of Mass Higher Education on Teachers’ Status

⑤ Mass Higher Education Leads to Economic Development

 

 

 

 

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위 글의 밑줄 친 (a)~(e) 중에서 문맥상 낱말의 쓰임이 적절하지 않은 것은? [3점]

① (a) ② (b) ③ (c) ④ (d) ⑤ (e)

 

 

 

 

 다음 글을 읽고 물음에 답하시오.

(A)

Once upon a time in the Iranian city of Shiraz, there lived the famous poet Sheikh Saadi. Like most other poets and philosophers, he led a very simple life. A rich merchant of Shiraz was preparing for his daughter’s wedding and invited (a)him along with a lot of big businessmen of the town. The poet accepted the invitation and decided to attend.

(B)

The host personally led the poet to his seat and served out chicken soup to him. After a moment, the poet suddenly dipped the corner of his coat in the soup as if he fed it. All the guests were now staring at (b)him in surprise. The host said, “Sir, what are you doing?” The poet very calmly replied, “Now that I have put on expensive clothes, I see a world of difference here. All that I can say now is that this feast is meant for my clothes, not for me.”

(C)

Seeing all this, the poet quietly left the party and went to a shop where he could rent clothes. There he chose a richly decorated coat, which made him look like a new person. With this coat, he entered the party and this time was welcomed with open arms. The host embraced him as (c)he would do to an old friend and complimented him on the clothes he was wearing. The poet did not say a word and allowed the host to lead (d)him to the dining room.

(D)

On the day of the wedding, the rich merchant, the host of the wedding, was receiving the guests at the gate. Many rich people of the town attended the wedding. They had come out in their best clothes. The poet wore simple clothes which were neither grand nor expensive. He waited for someone to approach him but no one gave (e)him as much as even a second glance. Even the host did not greet him and looked away.

 

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위 주어진 글 (A)에 이어질 내용을 순서에 맞게 배열한 것으로 가장 적절한 것은?

① (B)-(D)-(C) ② (C)-(B)-(D) ③ (C)-(D)-(B)

④ (D)-(B)-(C) ⑤ (D)-(C)-(B)

 

 

 

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위 글의 밑줄 친 (a)~(e) 중에서 가리키는 대상이 나머지 넷과 다른 것은?

① (a) ② (b) ③ (c) ④ (d) ⑤ (e)

 

 

 

 

 

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위 글에 관한 내용으로 적절하지 않은 것은?

① 시인은 상인의 초대를 받아들였다.

② 상인은 시인의 외투 자락을 수프에 담갔다.

③ 시인은 옷을 빌릴 수 있는 가게로 갔다.

④ 결혼식 날 상인은 입구에서 손님을 맞이했다.

⑤ 마을의 많은 부유한 사람들이 결혼식에 참석했다.

 

 

다음 글을 읽고 물음에 답하시오.

From an early age, we assign purpose to objects and events, preferring this reasoning to random chance. Children assume, for instance, that pointy rocks are that way because they don’t want you to sit on them. When we encounter something, we first need to (a)determine what sort of thing it is. Inanimate objects and plants generally do not move and can be evaluated from physics alone. However, by attributing intention to animals and even objects, we are able to make fast decisions about the (b)likely behaviour of that being. This was essential in our hunter-gatherer days to avoid being eaten by predators.

The anthropologist Stewart Guthrie made the point that survival in our evolutionary past meant that we interpret ambiguous objects as agents with human mental characteristics, as those are the mental processes which we understand. Ambiguous events are caused by such agents. This results in a perceptual system strongly (c)resistant towards anthropomorphism. Therefore, we tend to assume intention even where there is none. This would have arisen as a survival mechanism. If a lion is about to attack you, you need to react (d)quickly, given its probable intention to kill you. By the time you have realized that the design of its teeth and claws could kill you, you are dead. So, assuming intent, without detailed design analysis or understanding of the physics, has (e)saved your life.

*ambiguous: 모호한 **anthropomorphism: 의인화

 

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위 글의 제목으로 가장 적절한 것은? [3점]

① Agency Detection: Inherited from Survival Mechanism

② How Humans’ Perceptual System Is Operated for Hunting

③ Hiding Intentions: The Unique Trait of Human Mentality

④ Our Ambiguous Intention Makes Understanding Confusing

⑤ How We Interpret Animate and Inanimate Objects Differently

 

 

 

 

 

 

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위 글의 밑줄 친 (a)~(e) 중에서 문맥상 낱말의 쓰임이 적절하지 않은 것은?

① (a) ② (b) ③ (c) ④ (d) ⑤ (e)

 

 

 

 

 

 

  다음 글을 읽고 물음에 답하시오.

(A)

Once long ago, deep in the Himalayas, there lived a little panda. He was as ordinary as all the other pandas. He was completely white from head to toe. His two big ears, his four furry feet and his cute round nose were all frosty white, leaving (a)him feeling ordinary and sad. Unlike the cheerful and contented pandas around him, he desired to be distinctive, special, and unique.

(B)

The little panda changed his path and hurried to the nearest berry bush, greedily eating a mouthful of juicy red berries. However, they were so bitter he couldn’t swallow even one. At dusk, he finally got home and slowly climbed his favorite bamboo tree. There, he discovered a strange black and red flower with a sweet scent that tempted (b)him to eat all its blossoms.

(C)

Driven by the desire for uniqueness, the little panda sought inspiration from (c)his distant cousin, a giant white panda covered with heavenly black patches. But the cousin revealed the patches were from an unintended encounter with mud, and he disliked them. Disappointed, the little panda walked home. On his way, he met a red-feathered peacock, who explained (d)he turned red from eating wild berries.

(D)

The following morning, under sunny skies, the little panda felt remarkably better. During breakfast, he found the other pandas chatting enthusiastically and asked why. They burst into laughter, exclaiming, “Look at yourself!” Glancing down, he discovered his once white fur was now stained jet black and glowing red. He was overjoyed and realized that, rather than by imitating others, (e)his wishes can come true from unexpected places and genuine experiences.

 

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위 주어진 글 (A)에 이어질 내용을 순서에 맞게 배열한 것으로 가장 적절한 것은?

① (B)-(D)-(C) ② (C)-(B)-(D) ③ (C)-(D)-(B)

④ (D)-(B)-(C) ⑤ (D)-(C)-(B)

 

 

 

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위 글의 밑줄 친 (a)~(e) 중에서 가리키는 대상이 나머지 넷과 다른 것은?

① (a) ② (b) ③ (c) ④ (d) ⑤ (e)

 

 

 

 

 

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위 글의 ‘little panda’에 관한 내용으로 적절하지 않은 것은?

① 다른 판다들과는 달리 특별해지기를 갈망했다.

② 베리가 너무 써서 한 개도 삼킬 수 없었다.

③ 집에 돌아오는 길에 검고 붉은 꽃을 발견하였다.

④ 그의 사촌은 자신의 검은 반점을 싫어했다.

⑤ 다른 판다들이 왜 신나게 수다를 떠는지 물어보았다.

 

 

 

 첨부파일 확인하시기전에 하트 눌러주세요!

 

 

 

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