수능실감 영어 독해 5문항 모의고사 300제 Day 22 변형문제
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수능실감 영어 독해 5문항 모의고사 300제 DAY 22 변형문제(PDF)
수능실감 영어 독해 5문항 모의고사 300제 DAY 22 변형문제(PDF)은 원어민 선생님과 현직 강사가 제작한 수능 영어 변형문제. 실전 감각을 높이는 고퀄리티 문제로 내신·수능 완벽 대비.
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다음 지문을 읽고 글의 내용과 다른 문장을 고르세요.
World history teachers already grasp the fact that they could not hope to cover the history of the world without picking and choosing. Otherwise, they would have to devote perhaps 13 minutes to the history of Malaysia, 7 to Singapore, and 28 to Thailand ─ impossible! But in U.S. history, teachers still feel a compulsion to teach 4,444 twigs rather than a much smaller number of trees and only a handful of forests. Sometimes they feel compelled to do so by statewide "standardized" twig tests. Unfortunately, the more teachers cover, the less kids remember. Fragmenting history into unconnected "facts" practically guarantees that students will not be able to relate many of these terms to their own lives. As a professor who specializes in teaching first-year courses, I can guarantee that by the time they enter college, most students who were taught U.S. history the usual way have forgotten everything ─ except that World War I preceded World War II.
① Without selecting and prioritizing, covering the entire history of the world would be unmanageable for teachers.
② U.S. history teachers tend to focus on teaching numerous minor details rather than broader historical patterns.
③ The author, as a college professor, observes that students forget most of what they learned in U.S. history classes.
④ Even students who were taught U.S. history in a fragmented way can remember most major wars and their causes.
⑤ Breaking history into disconnected facts makes it nearly impossible for students to connect those facts to their lives.
지문 해석
세계사 교사들은 선택하고 골라내지 않으면 세계의 역사를 다룰 수 없다는 사실을 이미 파악하고 있다. 그렇지 않으면 말레이시아 역사에 아마 13분, 싱가포르에 7분, 태국에 28분을 할애해야 할 것이다 — 불가능하다! 그러나 미국사에서 교사들은 훨씬 적은 수의 나무와 소수의 숲이 아닌 4,444개의 잔가지를 가르쳐야 한다는 강박을 여전히 느낀다. 때때로 주 전체의 "표준화된" 잔가지 시험이 그렇게 하도록 강요한다고 느낀다. 불행히도, 교사가 더 많이 다룰수록 아이들은 더 적게 기억한다. 역사를 연결되지 않은 "사실"로 파편화하는 것은 학생들이 이 많은 용어를 자신의 삶에 연관시킬 수 없게 되는 것을 사실상 보장한다. 1학년 과정 교육을 전문으로 하는 교수로서 나는 대학에 들어올 때쯤 일반적인 방식으로 미국사를 배운 대부분의 학생들이 모든 것을 잊었다고 보장할 수 있다 — 제1차 세계대전이 제2차 세계대전보다 앞섰다는 것만 빼고.
풀이 흐름
이 지문의 핵심 논지는 "파편화된 미국사 교육은 학생들이 거의 모든 것을 잊게 만든다"는 것이다. 특히 학생들이 기억하는 것의 범위가 얼마나 빈약한지를 정확히 파악하는 것이 핵심이다. 지문은 학생들의 기억 상태에 대해 "most students... have forgotten everything — except that World War I preceded World War II"라고 서술한다. 즉, 기억하는 것은 "1차 세계대전이 2차 세계대전보다 앞섰다"는 단순한 순서뿐이며, 이는 전쟁의 원인이나 세부 내용이 아닌 극히 기초적인 사실 하나에 불과하다.
따라서 파편화된 방식으로 배운 학생들도 "대부분의 주요 전쟁과 그 원인을 기억할 수 있다(can remember most major wars and their causes)"고 서술하는 선지가 있다면, 이는 지문과 정면으로 모순된다.
전체 선지 분석
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선지
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판정
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근거
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① Without selecting and prioritizing, covering the entire history of the world would be unmanageable for teachers.
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✅ 일치
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지문의 "they could not hope to cover the history of the world without picking and choosing"과 직접 대응. unmanageable = could not hope to cover.
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② U.S. history teachers tend to focus on teaching numerous minor details rather than broader historical patterns.
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✅ 일치
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지문의 "teachers still feel a compulsion to teach 4,444 twigs rather than a much smaller number of trees and only a handful of forests"와 정확히 대응. minor details = twigs, broader patterns = trees and forests.
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③ The author, as a college professor, observes that students forget most of what they learned in U.S. history classes.
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✅ 일치
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지문의 "As a professor... most students who were taught U.S. history the usual way have forgotten everything"과 직접 대응.
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④ Even students who were taught U.S. history in a fragmented way can remember most major wars and their causes.
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❌ 불일치
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지문은 "have forgotten everything — except that World War I preceded World War II"라고 명시. 학생들이 기억하는 것은 1차 대전이 2차 대전보다 앞섰다는 단순한 순서 하나뿐이다. most major wars and their causes ↔ everything except one simple fact로 기억 범위가 정반대.
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⑤ Breaking history into disconnected facts makes it nearly impossible for students to connect those facts to their lives.
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✅ 일치
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지문의 "Fragmenting history into unconnected 'facts' practically guarantees that students will not be able to relate many of these terms to their own lives"와 정확히 대응. nearly impossible = practically guarantees not.
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핵심 문장 정리
"Most students who were taught U.S. history the usual way have forgotten everything — except that World War I preceded World War II."
이 문장이 ④번 선지의 오류를 판별하는 결정적 근거다. 지문은 학생들이 "모든 것을 잊었으며(forgotten everything)" 기억하는 유일한 것은 **"1차 대전이 2차 대전보다 앞섰다"**는 단순한 사실 하나뿐이라고 서술하는 반면, ④번은 **"대부분의 주요 전쟁과 그 원인을 기억할 수 있다(can remember most major wars and their causes)"**고 기억 범위를 크게 과장했다.
한 줄 정리
파편화된 방식으로 배운 학생들은 "대부분의 주요 전쟁과 그 원인"을 기억하는 것이 아니라, "1차 대전이 2차 대전보다 앞섰다"는 단순한 사실 하나만 빼고 "모든 것을 잊었다."
The Makings의 DAY 22 변형문제는
총 11개의 유형으로 구성되어 있습니다.
1. 빈칸 채우기(객관식)
2. 글의 내용 일치/불일치(객관식/한글 선택지)
3. 글의 내용 일치/불일치(객관식/영어 선택지)
4. 글 끼어 넣기(객관식)
5. 어법(서술형)
6. 어휘(서술형)
7. 주제문(객관식/영어 선택지)
8. 어휘 빈칸 채우기(서술형)
9. 영작(서술형)
10. 요약문 완성하기(서술형)
11. 문단 재배열 하기(객관식)
더메이킹스(The Makings)가 제작한 수능실감 영어 독해 5문항 모의고사 300제
DAY 22(55문항) 변형문제의 지문입니다.
1번 지문
It is not only in the realm of identity creation that consumption is of significance. The manner in which particular goods or services are culturally embedded in the individual consumer's social world, for example, may determine how or why they are consumed, and tourism is no exception. Once considered the preserve of the wealthy people, it has become 'democratized' ─ an accepted and, perhaps, expected element of contemporary social life. Moreover, tourism possesses different meanings to different consumers in relation to their personal cultural context; to some, for example, it may represent spiritual refreshment, to others the fulfillment of dreams or fantasies. Equally, tourism may be consumed as a means of experiencing a (temporary) social world with other tourists; it may be purposefully consumed in expectation of shared experiences.
2번 지문
Understanding art involves the establishment of linkages between areas of knowledge to which it is related. For many generations, art educators strove for subject-matter autonomy and wanted to teach art for its own sake in isolation from other subjects constituting the culture. Moreover, art often is taught in isolation from aspects of itself. Students tend to learn studio technical skills, but not the history of the media they are using, the social needs that were met by the invention of these media, or the cultural meanings expressed by the work's symbolic content. They might learn to describe works in terms of their formal elements, but rarely can they explain how these function to contribute to a work's expressive power or how the expressed content reflects the perceived realities that fit its cultural location. They may know about the effect of warm and cool colors from experiences in a painting class, but not recognize how such colors create meanings within works of art by others.
3번 지문
Since the concept of a teddy bear is very obviously not a genetically inherited trait, we can be confident that we are looking at a cultural trait. However, it is a cultural trait that seems to be under the guidance of another, genuinely biological trait: the cues that attract us to babies (high foreheads and small faces). Cute, babylike features are inherently appealing, producing a nurturing response in most humans. Teddy bears that had a more baby-like appearance ─ however slight this may have been initially ─ were thus more popular with customers. Teddy bear manufacturers obviously noticed which bears were selling best and so made more of these and fewer of the less popular models, to maximize their profits. In this way, the selection pressure built up by the customers resulted in the evolution of a more babylike bear by the manufacturers.
4번 지문
The French government utilized skiing as a part of its strategies for regional development in the post-Second World War economic reconstruction. Purpose-built ski resorts, or 'ski factories' as some tourism and recreation researchers labelled them because of their emphasis on the mass accommodation of skiers and construction from glass, concrete, and steel, were built in the late 1950s to aid regional development. The combination of demand from a growing mass leisure class and regional development opportunities has driven similar transformations in many of the world's mountain landscapes for the purpose of recreation and tourism. This development demonstrates how previously unused nature may become a resource offering economic opportunities. This process emphasizes that nature only becomes a resource when a human value is placed upon it, typically through the market, thus acquiring an instrumental value that previously did not exist.
5번 지문
A large group of psychologists and architects conducted two experiments among eight thousand college students at three institutions in Massachusetts and Pennsylvania. Some of the students lived in high-density towers, some in medium-density apartment blocks, and others in lower-density halls of residence. The researchers began by scattering a series of stamped addressed envelopes inside the buildings, creating the sense that the letters had been lost on the way to the mailbox. When the researchers returned four hours later, they found that 100 percent of the letters in the low-density housing were posted, 87 percent were posted in the mediumdensity blocks, and only 63 percent were posted in the high-density towers. In a different set of apartment blocks that similarly varied in density, the researchers placed boxes asking residents to donate used milk cartons for an art project. Calculating the number of cartons that were used by the residents in the blocks, they found again that high-density dwellers were less helpful. Those in low- and medium-density housing contributed 55 percent of their cartons, whereas the students in high-density housing gave only 37 percent of their cartons.
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