2026년 9월 고2 영어모의고사 변형문제 Part 2

 

2026년 9월 고2 영어모의고사

변형문제 Part 2

2026년 9월 고2 영어모의고사 변형문제 Part 2

2026년 9월 고2 영어모의고사 변형문제 Part 2

 

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https://themakings.co.kr/239/?idx=1646

2026년 고2 9월 전국 연합 모의고사 변형 문제 Part 2 (44문항) (PDF)

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다음 지문을 읽고 글의 내용과 다른 문장을 고르세요.

 

When we are "always on" we are constantly ingesting content ─ reading alerts and texts, liking, checking emails, downloading, uploading, upgrading, updating, deleting, submitting responses, and posting. If we do it while we are eating, our multi-tasking is overloading us. As our will attempts to digest the virtual content its forces are diverted from the physical content, our food. It's easy to eat a sandwich in a minute while talking on the phone. Some people are skilled at doing both at the same time. Others write a half-hearted, shorthand text while they hurriedly eat their sandwich at the same time. The result can be a misunderstood text with the need for further clarifying texts and the beginnings of nervous indigestion. Eat your sandwich. Taste it. Let it go down. Then text.

 

① Being "always on" involves continuous engagement with digital activities such as reading alerts and posting.

② Eating while multi-tasking actually improves both the quality of communication and digestion.

③ Some people are capable of eating and handling their phones simultaneously.

④ Writing a hasty text while eating may lead to messages that are misunderstood by the recipient.

⑤ The author recommends finishing your meal completely before engaging with digital communication.

 

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지문 해석

우리가 "항상 접속 상태(always on)"일 때 우리는 끊임없이 콘텐츠를 소비하고 있다 — 알림과 문자를 읽고, 좋아요를 누르고, 이메일을 확인하고, 다운로드하고, 업로드하고, 업그레이드하고, 업데이트하고, 삭제하고, 답변을 제출하고, 게시한다. 이것을 식사 중에 하면, 멀티태스킹이 우리에게 과부하를 준다. 의지가 가상 콘텐츠를 소화하려고 할 때 그 힘은 물리적 콘텐츠, 즉 음식으로부터 전환된다. 전화 통화를 하면서 1분 만에 샌드위치를 먹는 것은 쉽다. 일부 사람들은 두 가지를 동시에 하는 데 능숙하다. 다른 사람들은 급하게 샌드위치를 먹으면서 동시에 성의 없고 축약된 문자를 쓴다. 그 결과는 추가 해명 문자가 필요한 오해받은 문자와 신경성 소화불량의 시작이 될 수 있다. 샌드위치를 먹어라. 맛을 느껴라. 삼켜라. 그런 다음 문자를 보내라.

 

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풀이 흐름

이 지문의 핵심 논지는 "식사 중 멀티태스킹은 의사소통과 소화 모두에 해롭다"는 것이다. 지문 전체가 식사 중 디지털 활동의 부정적 결과를 경고하는 흐름으로 구성되어 있다.

지문은 식사 중 멀티태스킹의 결과를 "a misunderstood text"와 "nervous indigestion"이라고 명시한다. 즉, 의사소통의 질은 떨어지고(misunderstood) 소화도 나빠진다(indigestion)는 것이다.

따라서 식사 중 멀티태스킹이 의사소통의 질과 소화 "모두를 향상시킨다(improves both)"고 서술하는 선지가 있다면, 이는 지문의 핵심 경고와 정면으로 모순된다.

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전체 선지 분석

 

선지	판정	근거
① Being "always on" involves continuous engagement with digital activities such as reading alerts and posting.	✅ 일치	지문의 "we are constantly ingesting content — reading alerts and texts, liking... and posting"과 직접 대응. continuous engagement = constantly ingesting.
② Eating while multi-tasking actually improves both the quality of communication and digestion.	❌ 불일치	지문은 "a misunderstood text" + "nervous indigestion"이라는 결과를 명시. improves both ↔ misunderstood text(의사소통 악화) + nervous indigestion(소화 악화)으로 두 가지 모두 정반대.
③ Some people are capable of eating and handling their phones simultaneously.	✅ 일치	지문의 "Some people are skilled at doing both at the same time"과 직접 대응. capable = skilled, simultaneously = at the same time.
④ Writing a hasty text while eating may lead to messages that are misunderstood by the recipient.	✅ 일치	지문의 "a half-hearted, shorthand text while they hurriedly eat" + "The result can be a misunderstood text"와 정확히 대응. hasty = hurriedly, half-hearted.
⑤ The author recommends finishing your meal completely before engaging with digital communication.	✅ 일치	지문의 "Eat your sandwich. Taste it. Let it go down. Then text."와 일치. finishing your meal completely before = eat, taste, let it go down → then text.

 

 

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핵심 문장 정리

 

"The result can be a misunderstood text with the need for further clarifying texts and the beginnings of nervous indigestion."

이 문장이 ②번 선지의 오류를 판별하는 결정적 근거다. 지문은 식사 중 멀티태스킹의 결과가 오해받는 문자(의사소통 악화)와 신경성 소화불량(소화 악화)이라고 서술하는 반면, ②번은 "의사소통의 질과 소화 모두를 향상시킨다(improves both)"고 정반대로 서술했다.

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한 줄 정리

 

식사 중 멀티태스킹은 의사소통의 질과 소화를 "향상시키는" 것이 아니라 오히려 "오해받는 문자"와 "신경성 소화불량"이라는 부정적 결과를 초래한다.

 

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The Makings의 2026년 고2 9월 전국 연합 모의고사 변형 문제는

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)

 

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더메이킹스(The Makings)가 제작한 2026년

고2 9월 전국 연합 모의고사 변형 문제 Part 2의 지문입니다.

 

1번 지문(문항 번호 22번)

When we are "always on" we are constantly ingesting content ─ reading alerts and texts, liking, checking emails, downloading, uploading, upgrading, updating, deleting, submitting responses, and posting. If we do it while we are eating, our multi-tasking is overloading us. As our will attempts to digest the virtual content its forces are diverted from the physical content, our food. It's easy to eat a sandwich in a minute while talking on the phone. Some people are skilled at doing both at the same time. Others write a half-hearted, shorthand text while they hurriedly eat their sandwich at the same time. The result can be a misunderstood text with the need for further clarifying texts and the beginnings of nervous indigestion. Eat your sandwich. Taste it. Let it go down. Then text.

 

2번 지문(문항 번호 23번)

Music can bring us into a very comfortable rhythm, and it can be satisfying in and of itself. Most of the time, however, we want something more to happen. There needs to be a process that creates tension and drives the movement towards something in particular. The excitement that arises in this process creates satisfaction and pleasure. This is seen in the measureless prelude as well. But there the tension might be caused by the ambiguity of the rhythm. Therefore, the fluid movement in the prelude usually creates a tension that can be released in the subsequent movement with a set rhythm. This, in turn, creates new and other types of tensions, where the rhythm is unambiguous and predictable, but where unexpected chords and modulations create drama and an experience of development in the piece.

 

3번 지문(문항 번호 24번)

Progressive educators and librarians are developing curricula to teach what we might call attention literacy. This means helping students recognize, for example, how the architecture of a social media feed or a news site is deliberately designed to distract or provoke them. Classes in media literacy traditionally cover how to evaluate the credibility of sources ─ now they also include recognizing clickbait, understanding the role of algorithms in what content is served up, and observing one's own patterns of distraction. A student might be tasked with tracking how many times they switch tasks or check their phone in an hour of homework, to raise self-awareness about fragmentation. Another lesson might involve unpacking the design of popular apps: Why does an app use infinite scrolling instead of pages? Why do notifications appear with specific colors and sounds? By treating these as deliberate design choices (often rooted in psychology and profit motives), young people become more critical users rather than passive consumers.

 

4번 지문(문항 번호 26번)

Frederick Law Olmsted, known as the father of American landscape architecture, was born in 1822. When Olmsted was young, he often went on trips to the countryside with his father, who loved scenery. At age 14, he was preparing himself to study at Yale College, but he could not enter due to a severe sumac poisoning that damaged his eyesight. Instead of attending a college, he gained experience working as a clerk, a sailor, and a farmer. In 1858, he worked with Calvert Vaux and won the design competition for New York City's Central Park with the "Greensward Plan." During the Civil War, Olmsted served as General Secretary of the United States Sanitary Commission. Although he passed away in 1903, his sons and successors continued his design philosophy. In 1979, the National Park Service designated his home and office in Brookline, Massachusetts, as a National Historic Site to honor his legacy.