2019년 10월 고3 영어 모의고사 순서 변형문제

THE BLUET 19103 | Since 2005 임희재 블루티쳐 | 01033383436 | wayne.tistory.com | wayne36@daum.net | 191020 23:04:36

다음 글의 바른 순서는?

19103-18 ['This'] 1
We would like to thank you for your suggestion about switching to the new ABC software for maintaining the company's database system.
(A) This update will surely make our management system more efficient as well as more cost-effective in the long run. Your idea is currently being reviewed by the board. 0
(B) Thank you for your dedication. 2
(C) In order to further discuss your idea, you are required to attend a meeting with the technical team at 2 p.m. on October 8th in Meeting Room A. After assessing the feasibility of the proposal, we would like to proceed with the implementation without any delay. 1

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④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ②

19103-19 ['When', 'With '] 2
Mary held my hand and made me follow her.
(A) When Mary pulled off my blindfold, my jaw dropped and I gasped at the sight before me. We were on a hill. There were no city lights anywhere in sight. 1
(B) With my eyes blindfolded, I was wondering to what fantastic place she was taking me. She stopped me suddenly and played my all-time favorite song: When the Stars Go Blue. I took a deep, shaky breath. 0
(C) The only things giving off light were the moon and the stars. Mary took my hand in hers again. The next thing I knew was that we were dancing, staring into each other's eyes. I wished the night would last forever. 2

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ③

19103-20 ['The more', 'This'] 2
The human brain is wired to look for threats — a trait that kept us alive when we were living on the savannas but that can prevent happiness in our modern lives.
(A) Where the mind goes, reality follows. The more you appreciate life, the more reasons you have to celebrate it. 2
(B) This so-called "negativity bias" can keep you focused on what's going wrong (which explains why complaining is such a popular pastime). To break out of this neural rut, train yourself to acknowledge when things go right. 0
(C) If you keep a calendar or a journal, make a point to write down what went well. If you're more of a verbal processor, start your conversations with friends by sharing a recent win (anything that gives you that yesssss feeling). 1

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ④

19103-21 ['They ', 'Their ', 'First,', 'Second,', 'also '] 5
Most people who try to slow down put the proverbial cart before the horse.
(A) Their habitual, hectic thinking won't allow them to adjust the superficial changes they make. Second, lifestyle changes alone rarely make a real difference. You can rearrange the externals of your life in a radically different way, but you always take your thinking with you. 1
(B) They make dramatic, often costly changes in their lifestyle, only to encounter two disappointing results. First, they don't enjoy the changes they make. People who are temperamentally used to a fast-paced life quickly discover that a slower-paced life in the country all but drives them crazy. 0
(C) If you are a hurried, rushed person in the city, you'll also be a hurried, rushed person in the country. To mend the problem, you should slow down your life from the inside out. 2

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ③

19103-22 ['They ', 'But'] 2
We tend to think of technology as shiny tools and gadgets.
(A) They both can change our behavior, alter the course of events, or enable future inventions. A Shakespeare sonnet and a Schubert symphony, then, are in the same category as Google's search engine and the smartphone: They are something useful produced by a mind. We can't separate out the multiple overlapping technologies responsible for a Lord of the Rings movie. 1
(B) Even if we acknowledge that technology can exist in disembodied form, such as software, we tend not to include in this category paintings, literature, music, dance, poetry, and the arts in general. But we should. If a thousand lines of letters in UNIX qualifies as a technology (the computer code for a web page), then a thousand lines of letters in English (Hamlet) must qualify as well. 0
(C) The literary rendering of the original novel is as much an invention as the digital rendering of its fantastical creatures. Both are useful works of the human imagination. Both influence audiences powerfully. Both are technological. 2

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ③

19103-23 ['for example', 'But'] 2
Sometimes social learning is direct.
(A) Many studies of social learning in children focus on the fidelity with which information flows from one child to another in diffusion chains. But the most consequential cases of social learning in humans have not depended on pure demonstration or instruction. 1
(B) I want to know how to solve a problem with my computer, and the help-desk adviser tells me where to find the crucial command in the menu; I want to know how to operate my wireless speaker set, and my daughter shows me the right command. Most of the recent, expanding experimental literature focuses on such cases of pure instruction, or pure demonstration, for example, in testing the reliability of transmission chains under various conditions. 0
(C) Rather, most social learning is hybrid learning: agents acquire skills through socially guided trial and error and socially guided practice. Children do get advice, instruction, and other informational head starts from others, but they get this support while engaged in exploratory learning in their environment. 2

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ③

19103-24 [] 0
I can report a number of occasions when my own dogs reacted in a marked, I would say enthusiastic, manner when I wore jingling jewelry that produced a regular rhythm as I walked, though admittedly they did not tap their feet.
(A) Although this is a mere anecdote, it suggests that it is wrong to claim that animals are incapable of responding to pronounced rhythms. The specific response of tapping one's foot or deliberately marking any external rhythm does seem to be a particularly human skill, but this need not be interpreted as the decisive capacity involved in musical response. 0
(B) Perhaps Aristotle observed similar reactions of dogs to musical instruments and rhythms. Apparently Darwin did. He reports observing a dog that was "always whining, when one note on a concertina, which was out of tune, was played." 2
(C) My dogs in fact responded to other musical features beside the regular jingling of my jewelry. The sound of a siren would set them to howling, as would the sound of my husband's saxophone. 1

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ②

19103-25 [] 0
The graph above shows the results of a 2018 survey on the attachment feelings of U.S. adults to their local community.
(A) In terms of those who felt very attached, the percentage of adults who had lived in their community for 6 to 10 years was less than twice that of those who had resided for less than 6 years. 2
(B) Identical percentages of adults living in suburban and in rural communities said they felt very attached to their local community. More than 40% of adults in each of the three types of community responded they felt somewhat attached to their local community. 0
(C) The percentage of adults who felt very attached to their local community increased as their age progressed. In the three groups ages 30 and over, more than 40% responded they felt somewhat attached to their local community, respectively. 1

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ④

19103-26 ['On ', 'This'] 2
Kurt Gödel, one of the most important logicians of the contemporary period, was born in what is today Brno, the Czech Republic.
(A) In 1940, under the threat of being drafted into the German army, Gödel left for the United States, where he accepted a position at the Institute for Advanced Study, in Princeton. He received the first Albert Einstein Award. In 1974 he was awarded the National Medal of Science. 2
(B) Gödel entered the University of Vienna, where he studied mathematics, physics, and philosophy. On completing his undergraduate degree he started graduate work in mathematics, earning his doctorate at age twenty-four. After the publication of the incompleteness theorem, he became an internationally known intellectual figure. 0
(C) He began giving mathematical lectures around the world starting in 1933. He gave his first lecture in the United States that year, where he first met Albert Einstein. This was the beginning of a close friendship that would last until Einstein's death in 1955. 1

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ④

19103-29 ['And'] 1
The modern adult human brain weighs only 1/50 of the total body weight but uses up to 1/5 of the total energy needs.
(A) The brain's running costs are about eight to ten times as high, per unit mass, as those of the body's muscles. And around 3/4 of that energy is expended on neurons, the specialized brain cells that communicate in vast networks to generate our thoughts and behaviours. 0
(B) Even though the brain is metabolically greedy, it still outclasses any desktop computer both in terms of the calculations it can perform and the efficiency at which it does this. We may have built computers that can beat our top Grand Master chess players, but we are still far away from designing one that is capable of recognizing and picking up one of the chess pieces as easily as a typical three-year-old child can. 2
(C) An individual neuron sending a signal in the brain uses as much energy as a leg muscle cell running a marathon. Of course, we use more energy overall when we are running, but we are not always on the move, whereas our brains never switch off. 1

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ②

19103-30 ['for example', 'But', 'also ', 'Moreover', 'And', 'For example'] 6
Discovering how people are affected by jokes is often difficult.
(A) For example, people notoriously find terribly hateful jokes about themselves or their sex, nationalities, professions, etc unproblematic until their consciousness becomes raised. And the raising of consciousness is often followed by a period of hypersensitivity where people are hurt or offended even by tasteful, tactful jokes. 2
(B) People mask their reactions because of politeness or peer pressure. Moreover, people are sometimes unaware of how they, themselves, are affected. Denial, for example, may conceal from people how deeply wounded they are by certain jokes. 0
(C) Jokes can also be termites or time bombs, lingering unnoticed in a person's subconscious, gnawing on his or her self-esteem or exploding it at a later time. But even if one could accurately determine how people are affected, this would not be an accurate measure of hatefulness. People are often simply wrong about whether a joke is acceptable or hateful. 1

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ④

19103-31 ['for example', 'Likewise', 'however', 'For example'] 4
The developmental control that children with certain serious medical problems can exert over their physical activity is relevant to device safety.
(A) Likewise, a 5-year-old and a 25-year-old who have had a cardiac pacemaker implanted may each know that they need to protect the device, but developmental differences in the understanding of risk and causation and in the control of impulses increase the probability of risky behavior by the child, for example, jumping off a porch. 2
(B) The adolescent can, however, be expected to have more awareness of and control over movements such as rolling over that might dislodge or otherwise impair the functioning of a medical device such as a breathing tube or feeding tube. 1
(C) For example, an infant in a crib and a cognitively intact 14-year-old confined to bed due to illness or injury may both be relatively inactive. 0

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④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ⑥

19103-32 ['This', 'also '] 2
There's more to striving to be in the majority of one's group than merely acquiring power.
(A) We seek to belong to the majority of our group, even if our group is in the minority, not just because the majority holds the power, but because the privilege attached to being in the majority position is commonly viewed by others and by ourselves as deserved. We had it coming. 1
(B) We work to be in the majority of our groups not just because the majority controls material and psychological resources, but also because who we are is largely defined by those who claim us as their own. Drawing distinctions between who's in and who's out, between who's right and who's wrong, between privileged or disadvantaged — in short, between us and them — motivates us to be counted among those who do the counting. 0
(C) This perception contributes to our sense of worth, of who we are, and to others' assessments of our value as well. 2

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ③

19103-33 ['When', 'This', 'It ', 'But', 'So\\b'] 5
Eating was the original science, the original study of the environment.
(A) Kids, just like primitive lifeforms, learn about reality by putting it in their mouths. This mouth knowledge knows no abstracts. The world is either sweet or bitter, smooth or prickly, pleasant or unpleasant. Mouth knowledge comes with gut-level certainty. 0
(B) So to eat is literally to know. But to know what? It is to know self from nonself. Mouth knowledge taught us the boundaries of our bodies. 1
(C) When, as babies, we sucked an object, such as a pacifier, we felt it only from one side, from the side of the mouth. When we sucked our thumbs, we felt them from the outside, through the mouth, and from the inside, through the feeling of the thumb being sucked on. This mouth knowledge ― unlike later school knowledge ― gave us a glimpse of our paradoxical nature: that somehow we are both the subject and the object of our own experience. 2

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ①

19103-34 ['It ', 'But'] 2
Multiple and often conflicting notions of truth coexist in Internet situations, ranging from outright lying through mutually aware pretence to playful trickery.
(A) As Patricia Wallace puts it, 'The fact that it is so easy to lie and get away with it ― as long as we can live with our own deceptions and the harm they may cause others ― is a significant feature of the Internet. 0
(B) 'It is of course possible to live out a lie or fantasy logically and consistently, and it is on this principle that the games in virtual worlds operate and the nicknamed people in chatgroups interact. 1
(C) But it is by no means easy to maintain a consistent presence through language in a world where multiple interactions are taking place under pressure, where participants are often changing their names and identities, and where the cooperative principle can be arbitrarily abandoned. Putting this another way, when you see an Internet utterance, you often do not know how to take it, because you do not know what set of conversational principles it is obeying. 2

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ①

19103-35 ['This', 'for example'] 2
Competition is basically concerned with how the availability of resources, such as the food and space utilised by various organisms, is reduced by other organisms.
(A) This has occurred in South Africa, for example, where introduced Australian shrubs have been and are degrading species-rich fynbos plant communities in the Southern Cape region. 2
(B) Alien plants compete with indigenous species for space, light, nutrients and water. The introduction of alien plants can result in the disruption and impoverishment of natural plant communities. 1
(C) Tourism and recreation can result in the transfer of plants and animals to locations where they do not normally occur. In these situations the 'alien' species are often at an advantage, because the new environment is usually devoid of any natural controls that the 'invader' would have evolved with in its original environment. 0

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ⑥

19103-36 ['This', 'Another', 'For example'] 3
There are times when we hold contradictory views and we know it, at least at one of the deeper levels of consciousness.
(A) Another way I can allow myself to hold on to statements that contradict the facts is deliberately to refrain from examining the facts to which the statements refer. This attitude is expressed by the quip "Don't bother me with the facts; I've already made up my mind. "Mental operations of these kinds are not so much instances of reasoning as evasion of reasoning. 1
(B) Obviously, this can have nothing to do with logic. Those forms of unhealthy reasoning can be known as "rationalization. "Rationalization is reasoning in the service of falsehood. 2
(C) Most of us could not comfortably live with ourselves if we made a habit of holding flatly contradictory statements at the forefront of our consciousness. For example, I could not explicitly say to myself "I tell many deliberate lies to Stephanie" and "I never lie to Stephanie. "What I do, assuming the first statement reflects objective facts, is suppress the second statement. 0

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ⑤

19103-37 ['The more', 'But', 'also ', 'therefore', 'For example'] 5
Centuries of technological advances have created possibilities where few or none existed before.
(A) At their most basic, technologies allow people, if sufficiently armed with capital, to partially overcome their local geography and make it productive. The more difficult that geography, the more expensive it is to make it useful, and the more expensive to keep it useful. 0
(B) Economic and social development, then, are about figuring out how to use technology and capital, to find out not only what is possible but also feasible. Economists call this opportunity costs. 1
(C) For example, you may be able to build a road to the top of the mountain to reach a remote chalet, build it strong enough to withstand spring floods, plow it to keep it open in the winter, and repair it and clear it of avalanche debris in the summer. But with those same resources you can build fifty times the length of road in flat lowlands and service several tens of thousands of people. Both tasks are possible, but only one is an efficient and productive use of resources and therefore the more feasible. 2

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ①

19103-38 ['It ', 'But', 'found that', 'Indeed'] 4
For decades, we have been measuring intelligence at the individual level, just as we have been measuring creativity, engagement, and grit.
(A) Just as we evaluate how successful an individual student will be at solving a problem, we are now able to predict how successful a group of people will be at solving a problem or problems. It would be easy to assume that if you put a group of high-IQ people together, naturally they would exhibit a high collective intelligence. 1
(B) But that's not what happens. Indeed, their research found that a team on which each person was merely average in their individual abilities but possessed a collective intelligence would continually exhibit higher success rates than a team of individual geniuses. 2
(C) But it turns out we were failing to measure something with far greater impact. As reported in the journal Science, researchers from MIT, Union College, and Carnegie Mellon have finally found a method for systematically measuring the intelligence of a group as opposed to an individual. 0

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ⑤

19103-39 ['It ', 'However', 'And'] 3
Biology is the smallest level at which we could explain creativity.
(A) And decades of study have found no evidence that creativity is localized to any specific brain region; in fact, all of the evidence suggests that creativity is a whole-brain function, drawing on many diverse areas of the brain in a complex systemic fashion. And there is no evidence of a link between mental illness and creativity. To explain creativity, we need to look to the higher levels of explanation offered by psychology, sociology, and history. 2
(B) It always makes scientific sense to start your study by attempting to explain something at the lowest possible level. However, at present the biological approach cannot explain creativity and all of the evidence suggests that creativity is not coded in our genes. 1
(C) Biology's units of analysis are genes, DNA, and specific regions of the human brain. In general, scientists agree that explanations at such lower levels of analysis are more general, more universal, more powerful, and have fewer exceptions than explanations at higher levels of analysis — like the explanations of psychology or sociology. 0

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ⑥

19103-40 ['They ', 'This'] 2
Color has not always been synonymous with truth and reality.
(A) Today most people prefer color pictures to black-and-white pictures. They assert that color photographs are more "real" than black-and-white photographs. This implies that people tend to conflate color photography and reality to an even greater extent than they do with black-and-white photographs. 1
(B) Many people have had the experience of someone pointing to an 8×10-inch color photograph and saying, "There's Mary. She sure looks good, doesn't she? "We know that it is not Mary, but such a typical response acts as a vivid reminder of how we expect photography to duplicate our reality for us. 2
(C) In the past, Plato and Aristotle both attacked the use of color in painting because they considered color to be an ornament that obstructed the truth. Even the word "color" contains a snub against it. The Latin colorem is related to celare, to hide or conceal; in Middle English to color is to adorn, to disguise, to render plausible, to misrepresent. 0

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ⑤

19103-4142 ['This', 'nevertheless', 'So\\b'] 3
The history of the twentieth century revolved to a large extent around the reduction of inequality between classes, races, and genders.
(A) Globalization has certainly benefited large segments of humanity, but there are signs of growing inequality both between and within societies. Some groups increasingly monopolize the fruits of globalization, while billions are left behind. Today, the richest 1 percent own half the world's wealth. This situation could get far worse. The rise of AI might eliminate the economic value and political power of most humans. 1
(B) At the same time, improvements in biotechnology might make it possible to translate economic inequality into biological inequality. The superrich will finally have something really worthwhile to do with their enormous wealth. While up until now they have only been able to buy little more than status symbols, soon they might be able to buy life itself. If new treatments for extending life and upgrading physical and cognitive abilities prove to be expensive, humankind might split into biological castes. 2
(C) Though the world of the year 2000 still had its share of hierarchies, it was nevertheless a far more equal place than the world of 1900. So people expected that the egalitarian process would continue and even accelerate. In particular, they hoped that globalization would spread economic prosperity throughout the world, and that as a result people in India and Egypt would come to enjoy the same opportunities and privileges as people in Finland and Canada. An entire generation grew up on this promise. Now it seems that this promise might not be fulfilled. 0

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ⑤

19103-4345 ['however', 'was so'] 2
One day while Grace was in reading class, the teacher called on Billy to read a sentence from the board.
(A) "You made Billy feel bad by reading for him. After this, you are not to speak up, even if you do know the answer. "Grace nodded her head. She understood that if she knew something, she was to keep it to herself. After that incident, the teacher was invited to a church dinner which Grace's mom attended, too. While talking with her, the teacher happened to remark, "I know Grace is bright, but I'm worried these days. She doesn't recite or answer any question during class. I can't understand it. "Mom couldn't understand it either. She had heard Grace reading her book at home, and her brother drilled her on her sums until she knew them well. Mom approached the subject at suppertime, asking, "Grace, can you read your lessons? 1
(B) "Grace said, "Sure, Mom. I can read the whole book! "Mom was puzzled. "Then why," she asked, "does the teacher say you don't recite in school? "Grace was surprised. "Why, Mom," she answered, "you told me not to! "Mom exclaimed, "Why, Grace, I did no such thing! ""Yes, you did," Grace said. "You told me not to speak up, even when I knew the answer." Mom remembered. The matter was soon straightened out, and Grace recited again during class. 2
(C) He had been sick most of the winter and had missed a lot of school. Billy stood to read the sentence, but he didn't know all the words. Since she had been listening to the class, Grace read it for him. Billy sat down, red-faced and unhappy. Grace felt rather proud of herself for having known more than Billy did. Her pride didn't last long, however. Her brother, Justin, reported to Mom what had happened. He said, "Grace made Billy feel like a fool today. "Grace tossed her head defiantly. "Well, I did know the words, and Billy didn't," she said proudly. "Your brother is right, Grace," said Mom. 0

① [A, B, C]    ② [A, C, B]    ③ [B, A, C]    
④ [B, C, A]    ⑤ [C, A, B]    ⑥ [C, B, A] ⑤

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