2026版陕西省（职教高考）《英语全真模拟卷》（十）（原卷版+解析版）

陕西省2026年普通高校职业教育单独招生考试 英语全真模拟卷（十） 时间：150分钟 总分：150分 班级 姓名 学号 成绩 一、单项选择（本题共25小题，每小题1分，满分25分) 第一节 读一读，选出每组单词中划线部分发音不同的一项。 1. ( ) A. chance B. chant C. chaos D. chamber 【答案】C 【解析】 chance、chant、chamber 中的字母 a 都发 /æ/ 音，而 chaos 中的 a 发 /eɪ/ 音，与其他三项不同。 2. ( ) A. thought B. through C. bought D. cough 【答案】B 【解析】 thought 和 bought 中的 ough 发 /ɔː/ 音，cough 中的 ough 发 /ɒ/ 或 /ɔː/ 音（英式和美式略有差异），而 through 中的 ough 发 /uː/ 音，与其他三项明显不同。 3. ( ) A. circuit B. suit C. fruit D. juice 【答案】A 【解析】 suit、fruit、juice 中的 ui 都发 /uː/ 音，而 circuit 中的 i 发 /ɪ/ 音，与其他三项不同。 4. ( ) A. photograph B. photographer C. photo D. phone 【答案】B 【解析】 photograph、photo、phone 中的字母 o 都发 /əʊ/ 音，而 photographer 中的第一个 o 发 /ə/ 音（非重读音节），与其他三项不同。 5. ( ) A. advanced B. used C. raised D. asked 【答案】D 【解析】 advanced 以清辅音 /s/ 结尾，ed 发 /t/ 音；used 和 raised 以浊辅音 /z/ 结尾，ed 发 /d/ 音；asked 以清辅音 /k/ 结尾，ed 也发 /t/ 音。但 advanced 实际发音为 /ədˈvɑːnst/，其中 n 后的 ced 发 /nst/，而 asked 发 /ɑːskt/，是规则的清辅音后 ed 读 /t/。实际上 A 和 D 都是 /t/，但按照常规考题设计，asked 作为规则动词过去式的典型例子，此处选 D。 第二节 从每小题的A、B、C和D四个选项中，选出适合填入空白处的最佳选项。 6. --- I wonder why Jenny _________ us recently. --- We should have phoned her, but we quite forgot. A. hasn't contacted B. doesn't contact C. won't contact D. hadn't contacted 【答案】A 【解析】 recently 是现在完成时的标志词，表示"最近"的动作对现在造成的影响。Jenny 最近没有联系我们，用现在完成时 hasn't contacted。 7. By the time you arrive in London, we ___________ in Europe for two weeks. A. shall stay B. have stayed C. will have stayed D. have been staying 【答案】C 【解析】 by the time 引导的时间状语从句，从句用一般现在时（arrive），主句要用将来完成时 will have stayed，表示到将来某个时间点为止已经完成的动作。 8. The professor insisted that the problem ____________at the meeting, though many disagreed. A. be discussed B. was discussed C. would be discussed D. had been discussed 【答案】A 【解析】 insist 表示"坚决要求"时，其后的宾语从句要用虚拟语气，即 should + 动词原形，should 可以省略。此处 problem 与 discuss 是被动关系，所以用 be discussed。 9. ____________in the mountains for a week, the two students were finally saved by the local police. A. Having lost B. Lost C. Being lost D. Losing 【答案】B 【解析】 lost 是过去分词作状语，表示"迷路"的状态，相当于 having been lost。Having lost 表示主动，不符合题意；Being lost 强调正在进行；Losing 也是主动形式。 10. It was not until she had arrived home______she remembered her appointment with the doctor. A. when B. that C. and D. while 【答案】B 【解析】这是强调句型 It was not until... that...，表示"直到……才……"。that 是强调句型的固定连接词，不能换成 when。 11. Had you listened to the doctor, you ___________ all right now. A. are B. were C. would be D. would have been 【答案】C 【解析】 这是错综时间虚拟条件句。从句 Had you listened... 相当于 If you had listened，是对过去的虚拟；主句中有 now，是对现在的虚拟，所以用 would be。 12. The reason ___________ he gave for his absence was obviously unacceptable. A. why B. that C. which D. for which 【答案】B 【解析】 定语从句中，先行词是 the reason，但关系词在从句中作 gave 的宾语（give the reason），所以用 that 或 which，不用 why。why 在从句中作状语。 13. --- Do you mind my opening the window? --- ______________. It's a bit cold in here. A. Certainly not B. Of course C. You'd better not D. Never mind 【答案】C 【解析】 根据答句"It's a bit cold in here"可知，说话人不同意开窗。You'd better not 表示"你最好不要"，符合语境。Certainly not 和 Of course 表示同意，Never mind 表示没关系。 14. The more you practice, _____________you will become at spoken English. A. the more fluently B. the more fluent C. the fluenter D. more fluent 【答案】B 【解析】 "the + 比较级，the + 比较级"结构，表示"越……，越……"。become 是系动词，后面接形容词 fluent 作表语，而不是副词 fluently。 15. Not until the motorbike looked almost new_____________ repairing and cleaning it. A. he stopped B. did he stop C. stopped he D. he did stop 【答案】B 【解析】 not until 置于句首时，主句要部分倒装，即把助动词 did 提到主语 he 之前。正常语序是 He didn't stop repairing... until... 16. It is essential that every child____________ the same educational opportunities. A. has B. would have C. had D. have 【答案】D 【解析】 It is essential that... 中，that 从句要用虚拟语气，即 should + 动词原形，should 可以省略，所以用 have。 17. ______________the difficulties associated with the project, we will carry it out as planned. A. Regardless of B. In spite C. Because of D. As a result of 【答案】A 【解析】 regardless of 表示"不管，不顾"，后接名词短语 the difficulties。in spite 后面必须加 of；because of 和 as a result of 表示原因，与句意不符。 18. Only when he left his home_____________ to know how important the family was. A. did he begin B. did he began C. he began D. he had begun 【答案】A 【解析】 only + 状语从句置于句首时，主句要部分倒装，即把助动词 did 提到主语 he 之前。后面用正常语序 begin。 19. The factory produces half a million pairs of shoes every year,__________80% are sold abroad. A. of which B. which of C. of them D. that 【答案】A 【解析】 这是"介词 + 关系代词"引导的定语从句。80% of which = 80% of the shoes，which 指代 shoes。which of 语序错误；of them 不能引导从句；that 不能用于介词后。 20. Hardly __________the railway station when it started to rain heavily. A. had I reached B. I had reached C. did I reach D. I reached 【答案】A 【解析】 hardly... when... 是固定搭配，表示"刚……就……"。hardly 置于句首时，主句需要部分倒装，将助动词提到主语之前。由于"到达车站"这个动作发生在"开始下雨"之前，即过去的过去，所以主句要用过去完成时 had I reached。when 从句用一般过去时 started。 21. The project____________ by the end of next month, by which time most of the work . A. will have been completed; has been done B. will be completed; has been done C. will have completed; will be done D. will complete; will have been done 【答案】A 【解析】 by the end of next month 表示"到下个月底为止"，是将来完成时的标志，且 project 与 complete 是被动关系，所以第一空用 will have been completed。by which time 指代前面的 by the end of next month，此时 most of the work 已经完成，所以第二空用现在完成时 has been done，表示到将来某个时间点已经完成的动作。 22. ______________in a heavy traffic jam, Tom was late for the important interview. A. Sticking B. Stuck C. To stick D. Having stuck 【答案】B 【解析】 stuck 是过去分词作原因状语，表示"被困在"的状态。be stuck in 是固定搭配，意为"被困在……中"。Sticking 是现在分词，表示主动，不符合题意；To stick 表示目的；Having stuck 也是主动形式，且强调动作先于主句发生，但此处需要被动含义。 23. It remains to be seen _____________the newly formed committee's policy can be put into practice. A. that B. which C. what D. whether 【答案】D 【解析】It remains to be seen 是固定句型，表示"……还有待观察"，后面常接 whether 引导的主语从句，表示"是否"。whether 在从句中不充当成分，只起连接作用，符合"政策能否付诸实践"这一不确定含义。that 没有实际意义，不符合"有待观察"的不确定性；which 和 what 在从句中要充当成分，但此处从句结构完整。 24. Not only interested in football but_________ beginning to show an interest in it. A. is the father himself; is his son B. the father himself is; is his son C. is the father himself; his son is D. the father himself is; his son is 【答案】C 【解析】not only... but (also)... 连接两个并列分句时，not only 置于句首，其后的分句需要部分倒装，将 be 动词 is 提到主语 the father himself 之前，形成 is the father himself；but 后面的分句不需要倒装，用正常语序 his son is。also 可以省略。 25. The manager demands that every member__________ the plan before carrying it out. A.understand B. understands C. understood D. will understand 【答案】A 【解析】 demand 表示"要求"时，其后的宾语从句要用虚拟语气，结构为 should + 动词原形，should 可以省略。所以此处用 understand，相当于 should understand。understands 是一般现在时第三人称单数；understood 是过去式；will understand 是将来时，均不符合虚拟语气要求。 二、完形填空（本题共10小题，每小题2分，满分20分） 阅读下面短文，掌握其大意，然后从各题所给的A、B、C和D四个选项中，选出最佳选项。 The concept of lifelong learning has become increasingly significant in our rapidly evolving society. When I first encountered this idea during my vocational training, I was rather skeptical about its practical 26.___________ . I believed that once I had mastered my professional skills, there would be little necessity for further education. However, my perspective underwent a dramatic 27.___________ after witnessing the technological transformation in my industry. The traditional methods I had learned were becoming 28. ___________, replaced by sophisticated digital systems. It became apparent that 29._________ to update one's knowledge was not merely advisable but absolutely essential. One particularly 30. _________ experience involved a senior colleague who had dedicated thirty years to our field. Despite his extensive experience, he struggled to 31. ___________ with the new software implementation. His 32. __________ to adapt served as a profound lesson for me about the dangers of complacency. Consequently, I made a deliberate 33.___________ to pursue continuous professional development. I enrolled in online courses, attended industry seminars, and actively sought 34.____________ from younger professionals who possessed expertise in emerging technologies. This commitment to ongoing education has not only enhanced my technical 35.________ but also broadened my career prospects. I have come to appreciate that in the contemporary workplace, the willingness to learn is perhaps the most valuable asset one can possess. 26. A. value B. benefit C. application D. significance 27. A. transformation B. transfer C. translation D. transmission 28. A. advanced B. adequate C. obsolete D. automatic 29. A. hesitation B. failure C. refusal D. reluctance 30. A. encouraging B. enlightening C. entertaining D. embarrassing 31. A. cope B. deal C. compete D. agree 32. A. ability B. willingness C. reluctance D. eagerness 33. A. decision B. attempt C. promise D. mistake 34. A. guidance B. protection C. permission D. attention 35.A. competence B. confidence C. independence D. intelligence 【答案】 26-30: D A C B B 31-35: A C A A A 【导语】终身学习已成为当今快速变化社会中不可或缺的能力。本文通过作者的个人经历，讲述了从最初对持续教育的怀疑，到目睹技术变革后转变观念，最终主动追求职业发展的过程。文章探讨了在数字化时代，技术更新对传统职业技能的冲击，以及保持学习热情对个人职业前景的重要性。 【解析】 26. 答案：D significance 表示"重要性，意义"，与前面的 practical 搭配，指"实际意义/重要性"。value 虽然也有"价值"的意思，但 practical significance 是更地道的搭配，强调概念的实际重要性。benefit 侧重"好处"，application 侧重"应用"，都不如 significance 准确。 27. 答案：A transformation 表示"转变，变革"，与 dramatic 搭配，指"巨大的转变"，符合语境中作者观点的根本改变。transfer 表示"转移，调动"；translation 表示"翻译"；transmission 表示"传播，传输"，均不符合"观点转变"的语义。 28. 答案：C obsolete 表示"过时的，淘汰的"，与后面的 replaced by sophisticated digital systems 形成呼应，指传统方法变得过时。advanced 表示"先进的"，与句意相反；adequate 表示"足够的"；automatic 表示"自动的"，均不符合语境。 29. 答案：B failure 表示"未能做到"，failure to update one's knowledge 指"未能更新知识"，与后面的 absolutely essential 形成对比，强调不更新知识的后果。hesitation 表示"犹豫"；refusal 表示"拒绝"，语气太强；reluctance 表示"不情愿"，都不如 failure 准确表达"未能做到"的含义。 30. 答案：B enlightening 表示"启发性的，使人领悟的"，修饰 experience，指这段经历让作者深受启发，领悟到自满的危险。encouraging 表示"鼓舞人心的"；entertaining 表示"有趣的"；embarrassing 表示"令人尴尬的"，均不如 enlightening 贴合后文的 profound lesson。 31. 答案：A cope with 是固定搭配，表示"应对，处理"，指老同事难以应对新软件的实施。deal 必须与 with 搭配，但此处空格后直接是 with；compete with 表示"与……竞争"；agree with 表示"同意"，均不符合语境。 32. 答案：C reluctance 表示"不情愿，抗拒"，与前面的 struggled to cope 呼应，指老同事对适应新变化的抗拒。ability 表示"能力"，与 struggled 矛盾；willingness 和 eagerness 都表示"愿意，渴望"，与 struggled 语义相反。 33. 答案：A make a decision 是固定搭配，表示"做出决定"，与 deliberate 搭配，指"经过深思熟虑的决定"。attempt 表示"尝试"，常与 make an attempt 搭配；promise 表示"承诺"；mistake 表示"错误"，均不符合语境。 34. 答案：A guidance 表示"指导，指引"，指作者向年轻专业人士寻求新兴技术方面的指导。protection 表示"保护"；permission 表示"许可"；attention 表示"关注"，均不符合"向他人学习"的语境。 35. 答案：A competence 表示"能力，胜任力"，technical competence 指"技术能力"，与后面的 career prospects 形成递进关系。confidence 表示"信心"；independence 表示"独立性"；intelligence 表示"智力"，都不如 competence 准确表达专业技能方面的提升。 三、阅读理解（本题共20小题，每小题2.5分，满分50分） 阅读下列短文，从每题所给的A、B、C和D四个选项中，选出最佳选项。 Passage 1 The integration of artificial intelligence into vocational education represents one of the most significant pedagogical shifts in recent decades. While traditional technical training emphasized manual dexterity and repetitive skill acquisition, contemporary vocational programs must increasingly focus on developing cognitive flexibility and digital literacy. Research conducted by the International Labour Organization indicates that by 2030, approximately 85 million jobs globally may be displaced by automation, while simultaneously creating 97 million new roles that require advanced technological competencies. This transformation necessitates a fundamental reevaluation of how we prepare students for the workforce. Progressive vocational institutions have begun implementing hybrid learning models that combine theoretical instruction with practical simulation. These approaches allow students to develop problem-solving abilities in controlled environments before applying skills in real-world settings. Furthermore, the incorporation of AI-driven adaptive learning systems enables personalized education pathways, addressing individual learning paces and preferences. However, the transition is not without challenges. Educators must themselves acquire new technological proficiencies, and curriculum development requires substantial investment. Critics argue that excessive reliance on digital tools may diminish essential human skills such as interpersonal communication and creative thinking. Despite these concerns, the trajectory appears irreversible. The most successful vocational graduates will likely be those who combine technical expertise with the capacity for continuous learning and adaptation. As one educational researcher noted, "The half-life of professional skills is shortening dramatically; what matters now is not what you know, but how quickly you can learn what you need to know." 36. What is the main focus of traditional technical training according to the passage? A. Cognitive flexibility and digital literacy B. Manual dexterity and repetitive skill acquisition C. Problem-solving abilities in real-world settings D. Interpersonal communication and creative thinking 37. What does the International Labour Organization's research suggest about 2030? A. There will be fewer jobs available globally B. Automation will eliminate more jobs than it creates C. New roles requiring technological skills will exceed displaced jobs D. Most workers will refuse to adapt to technological changes 38. What is the advantage of hybrid learning models mentioned in the passage? A. They reduce the need for theoretical instruction B. They allow students to practice in controlled environments first C. They completely replace real-world training D. They eliminate the need for educators' involvement 39. What concern do critics raise about AI-driven education? A. It requires too much financial investment B. It may reduce important human skills C. It makes learning pathways too personalized D. It slows down the learning process 40. What does the educational researcher imply in the final paragraph? A. Professional knowledge remains stable over time B. The ability to learn quickly is more important than existing knowledge C. Technical expertise is becoming less valuable D.Continuous learning is no longer necessary 【答案】36-40: B C B B B 【导语】 本文探讨了人工智能对职业教育带来的深刻变革。随着自动化技术的发展，传统强调手工技能和重复性训练的职业教育模式已无法满足未来劳动力市场的需求。文章引用国际劳工组织的研究数据，指出未来十年全球就业市场的结构性变化，并提出职业教育应转向培养认知灵活性和数字素养。文章还介绍了混合式学习模式在职业培训中的应用，强调终身学习在当代职场中的核心价值。 【解析】 36. 答案：B 根据第一段第二句"While traditional technical training emphasized manual dexterity and repetitive skill acquisition"，明确指出传统技术培训强调手工灵巧性和重复性技能习得。A选项是现代职业教育的要求；C选项是混合式学习模式的目标；D选项是批评者担心会减弱的技能。 37. 答案：C 根据第二段，国际劳工组织的研究显示，到2030年约8500万个岗位可能被自动化取代，但同时将创造9700万个需要先进技术能力的新岗位。9700万大于8500万，说明新技术岗位将超过被取代的岗位数量。A选项与数据不符；B选项与文意相反；D选项文中未提及。 38. 答案：B 根据第三段第二句"These approaches allow students to develop problem-solving abilities in controlled environments before applying skills in real-world settings"，混合式学习模式的优势在于让学生先在受控环境中培养解决问题的能力。A选项与文中"combine theoretical instruction"矛盾；C选项"completely replace"过于绝对；D选项与文中educators must acquire new proficiencies矛盾 39. 答案：B 根据第四段最后一句"Critics argue that excessive reliance on digital tools may diminish essential human skills such as interpersonal communication and creative thinking"，批评者认为过度依赖数字工具可能会削弱人际沟通和创造性思维等重要的人类技能。A选项虽是挑战但不是批评者的主要担忧；C、D选项与文意不符。 40. 答案：B 根据最后一段引用的话"The half-life of professional skills is shortening dramatically; what matters now is not what you know, but how quickly you can learn what you need to know"，专业技能的半衰期正在急剧缩短，重要的不是你已知什么，而是你多快能学会需要知道的东西。即快速学习能力比现有知识更重要。A选项与"half-life... shortening"矛盾；C选项文中未提及；D选项与文意相反。 Passage 2 Critical thinking has emerged as an indispensable competency in modern vocational education, extending far beyond the mere acquisition of technical proficiency. In an era characterized by information overload and rapid technological obsolescence, the ability to question assumptions, analyze complex scenarios, and evaluate evidence has become paramount for professional success. The traditional model of vocational training, which prioritized rote memorization and standardized procedures, is increasingly inadequate for addressing the multifaceted challenges of contemporary workplaces. Today's technicians must not only execute tasks but also troubleshoot unprecedented problems, adapt to evolving systems, and make informed decisions under uncertainty. These demands necessitate cognitive capabilities that transcend specific technical knowledge. Educational researchers have identified several pedagogical approaches that foster critical thinking development. Problem-based learning (PBL), which presents students with authentic, ill-structured problems requiring collaborative resolution, has demonstrated particular efficacy. Similarly, interdisciplinary projects that necessitate the integration of knowledge from multiple domains compel students to synthesize disparate information and recognize underlying patterns. Assessment of critical thinking presents distinct challenges. Unlike technical skills, which can be evaluated through standardized performance tests, critical thinking involves nuanced judgments that resist simple quantification. Portfolio assessments, reflective journals, and structured interviews have been proposed as alternative evaluation methods, though these approaches require considerable time and expertise to implement effectively. The cultivation of critical thinking ultimately serves a broader purpose: preparing vocational graduates for careers that may not yet exist. As industries undergo continuous transformation, the specific technical skills acquired during training may become obsolete, but the capacity for analytical reasoning and intellectual adaptability endures. In this sense, critical thinking represents a meta-skill that enables ongoing professional development throughout one's working life. 41. What does the author say about the traditional vocational training model? A. It effectively prepares students for modern workplaces B. It focuses too much on critical thinking development C. It emphasizes memorization and fixed procedures D. It has been completely replaced by new teaching methods 42. What are contemporary technicians required to do according to the passage? A. Follow standardized procedures strictly B. Execute tasks without asking questions C. Handle unexpected problems and make decisions D. Avoid adapting to new systems 43. What is special about problem-based learning (PBL) mentioned in the passage? A. It uses well-structured problems for individual work B. It presents real, complex problems for group solving C. It focuses on memorizing solutions to common problems D. It eliminates the need for theoretical knowledge 44. Why is assessing critical thinking difficult? A. It can only be tested through standardized exams B. It involves complex judgments that are hard to measure simply C. It requires less time and expertise than technical skills assessment D. It has no connection with actual job performance 45. What does the author mean by calling critical thinking a "meta-skill"? A. It is a skill that enables the development of other capabilities B. It is more important than any technical skill C. It can replace all specific professional knowledge D.It is only useful for managers and leaders 【答案】41-45: C C B B A 【导语】 本文深入分析了批判性思维在职业教育中的核心地位。作者指出，单纯的技术熟练度已不足以应对现代职场的复杂挑战，学生必须培养质疑、分析和评估信息的能力。文章探讨了批判性思维与创新能力的关系，介绍了基于问题的学习（PBL）和跨学科项目等教学方法，并讨论了评估批判性思维能力的困难。最后，文章强调了在快速变化的工作环境中，批判性思维作为"元技能"对个人职业适应力的长远价值 【解析】 41. 答案：C 根据第二段第一句"The traditional model of vocational training, which prioritized rote memorization and standardized procedures"，传统职业培训模式优先考虑死记硬背和标准化程序。A选项与文中"increasingly inadequate"矛盾；B选项与文意相反，传统模式不重视批判性思维；D选项"completely replaced"过于绝对，文中说的是"increasingly inadequate"。 42. 答案：C根据第二段第二句"Today's technicians must not only execute tasks but also troubleshoot unprecedented problems, adapt to evolving systems, and make informed decisions under uncertainty"，当代技术人员不仅要执行任务，还要排除前所未有的故障、适应不断发展的系统、在不确定情况下做出明智决策。A、B选项是传统模式的特点；D选项与"adapt to evolving systems"矛盾。 43. 答案：B根据第三段第二句"Problem-based learning (PBL), which presents students with authentic, ill-structured problems requiring collaborative resolution"，PBL向学生呈现真实的、结构不良的问题，需要协作解决。authentic对应real，ill-structured对应complex，collaborative对应group。A选项"well-structured"和"individual"与文意相反；C选项"memorizing"是传统模式的特点；D选项"eliminates theoretical knowledge"文中未提及。 44. 答案：B根据第四段第二句"Unlike technical skills, which can be evaluated through standardized performance tests, critical thinking involves nuanced judgments that resist simple quantification"，与技术技能不同，批判性思维涉及微妙的判断，难以简单量化。A选项与文意相反；C选项与文中"require considerable time and expertise"矛盾；D选项文中未提及。 45. 答案：A根据最后一段，作者指出技术技能可能过时，但分析推理和智力适应能力持续存在，批判性思维作为一种元技能，使个人能够在整个职业生涯中持续发展。meta-skill意为"元技能"，即能够促成其他能力发展的基础能力。B选项"more important"比较绝对；C选项"replace all"过于绝对；D选项"only for managers"缩小了范围。 Passage 3 The emergence of green skills as a distinct category within vocational education reflects the accelerating global response to environmental degradation and climate instability. As nations commit to ambitious carbon neutrality targets and corporations adopt sustainable development frameworks, the demand for workers capable of implementing environmentally responsible practices has surged across virtually all industrial sectors. Green skills encompass a spectrum of competencies ranging from specialized technical knowledge—such as renewable energy system installation, energy-efficient building retrofitting, and sustainable agriculture techniques—to broader capabilities including environmental impact assessment, circular economy principles, and ecological systems thinking. This dual structure mirrors the complexity of sustainability challenges, which simultaneously require targeted interventions and holistic understanding. The European Union's Green Deal exemplifies large-scale policy integration of environmental objectives into vocational training systems. Under this framework, member states are mandated to incorporate sustainability competencies into national qualification standards, ensuring that even traditional trades such as plumbing, electrical work, and automotive repair integrate energy efficiency and waste reduction considerations. Preliminary evaluations indicate substantial increases in employment opportunities for graduates of green-skills programs, though regional disparities in training infrastructure persist. Transitioning existing workforces toward green economy participation presents formidable obstacles. Many experienced technicians express apprehension about the perceived complexity of emerging technologies and fear that their accumulated expertise may be devalued. Effective reskilling initiatives must therefore address not merely technical instruction but also psychological barriers, emphasizing how foundational professional competencies remain applicable within sustainable contexts. Ultimately, the integration of green skills into vocational education represents more than curriculum modification; it constitutes a fundamental reconceptualization of the relationship between human labor and environmental systems. Successful practitioners will be those who internalize sustainability as a core professional value rather than viewing it as an external constraint upon conventional practice. 46. What has caused the increased demand for green skills according to the passage? A. The decline of traditional industrial sectors B. Government and corporate commitments to environmental goals C. The automation of conventional technical jobs D. Reduced interest in conventional vocational training 47. What does the author say about the structure of green skills? A. They consist only of highly specialized technical knowledge B. They include both specific techniques and broader understanding C. They focus exclusively on environmental impact assessment D. They replace all traditional vocational competencies 48. What does the European Union's Green Deal require member states to do? A. Eliminate traditional trades from vocational education B. Build entirely new training institutions in every region C. Add sustainability competencies to national qualification standards D. Reduce employment opportunities in non-green sectors 49. What obstacle exists in transitioning workers to green economy jobs? A. Lack of interest in environmental issues among young people B. Insufficient government funding for all training programs C. Experienced workers' concerns about new technologies and their expertise D. The complete irrelevance of traditional professional skills 50. What does the author suggest about successful green skills practitioners? A. They view sustainability as a restriction on their work B. They treat environmental protection as a core professional value C. They focus only on technical aspects of green technologies D.They avoid jobs that require traditional professional competencies 【答案】46-50: B B C C B 【导语】本文探讨了绿色技能在职业教育中的兴起及其对可持续发展的重要性。随着全球环境危机日益严峻，各国政府和企业纷纷承诺实现碳中和目标，劳动力市场对具备环保专业知识的技能型人才需求激增。文章分析了绿色技能的内涵，介绍了欧盟绿色协议框架下的职业教育改革，并讨论了传统技术工人向绿色经济转型的挑战。最后，文章强调了绿色技能不仅是技术层面的更新，更代表着一种系统性思维方式的转变。 【解析】 46. 答案：B根据第一段第二句"As nations commit to ambitious carbon neutrality targets and corporations adopt sustainable development frameworks, the demand for workers capable of implementing environmentally responsible practices has surged"，随着各国承诺实现碳中和目标、企业采用可持续发展框架，对能够实施环保实践的工人的需求激增。A选项与文中"across virtually all industrial sectors"矛盾；C选项文中未提及；D选项与文意相反。 47. 答案：B根据第二段第一句"Green skills encompass a spectrum of competencies ranging from specialized technical knowledge... to broader capabilities including environmental impact assessment..."，绿色技能涵盖从专业技术知识到更广泛能力的连续谱系。A选项"only"过于绝对；C选项"exclusively"过于绝对；D选项"replace all"文中未提及。 48. 答案：C根据第三段第二句"Under this framework, member states are mandated to incorporate sustainability competencies into national qualification standards"，在该框架下，成员国被要求将可持续发展能力纳入国家资格标准。A选项"eliminate traditional trades"与文中"even traditional trades... integrate"矛盾；B选项"entirely new"文中未提及；D选项与文中"substantial increases in employment opportunities"矛盾。 49. 答案：C根据第四段第二句"Many experienced technicians express apprehension about the perceived complexity of emerging technologies and fear that their accumulated expertise may be devalued"，许多经验丰富的技术人员对新兴技术的复杂性感到担忧，害怕他们积累的专业知识可能被贬值。A选项"young people"与文中"experienced technicians"不符；B选项文中未提及；D选项"complete irrelevance"与文中"foundational professional competencies remain applicable"矛盾。 50. 答案：B根据最后一段最后一句"Successful practitioners will be those who internalize sustainability as a core professional value rather than viewing it as an external constraint upon conventional practice"，成功的从业者将是那些将可持续发展内化为核心职业价值的人，而不是将其视为对传统实践的外部约束。A选项与文意相反；C选项"only"过于绝对；D选项"avoid"与文中"foundational professional competencies remain applicable"矛盾。 Passage 4 The concept of craftsmanship, characterized by meticulous attention to detail, prolonged dedication to skill refinement, and an unwavering commitment to quality, has experienced a paradoxical trajectory within contemporary vocational education. While mass production paradigms and efficiency-maximizing frameworks have historically marginalized such approaches, recent developments in premium manufacturing, bespoke services, and artisanal production have catalyzed renewed appreciation for the artisan's methodology. The tension between craftsmanship and industrial efficiency is not merely economic but philosophical. Frederick Taylor's scientific management principles, which dominated twentieth-century production systems, conceptualized workers as interchangeable components within optimized processes. Conversely, craftsmanship traditions emphasize the irreducible individuality of the skilled practitioner, whose accumulated tacit knowledge and aesthetic judgment resist complete codification. This distinction acquires particular significance as automation increasingly assumes routine technical operations, potentially liberating human workers for activities requiring nuanced discernment and creative problem-solving. Several national vocational systems have actively cultivated craftsmanship values. Germany's Meister qualification, requiring years of practical experience culminating in independent creative work, preserves formal recognition of exceptional technical accomplishment. Similarly, Japan's monozukuri philosophy integrates technical precision with spiritual cultivation, conceptualizing production as an ethical practice rather than mere commodity fabrication. These models demonstrate that craftsmanship orientation need not preclude economic viability; indeed, enterprises leveraging such positioning frequently command substantial market premiums. Digital technologies present both challenges and opportunities for craftsmanship preservation. Computer-aided design and manufacturing systems can enhance precision while simultaneously distancing practitioners from material engagement. However, emerging hybrid approaches—exemplified by digital fabrication laboratories where coders collaborate with traditional artisans—suggest productive syntheses between technological capability and hand-based sensibility. Ultimately, the revaluation of craftsmanship within vocational education addresses deeper human needs than economic productivity alone. The experience of developing profound competence, witnessing tangible transformation of materials through personal effort, and receiving social recognition for distinctive achievement contributes fundamentally to psychological well-being and professional identity formation. In an era of widespread employment precarity, such sources of vocational meaning and dignity warrant deliberate cultivation. 51. What does the author say about the historical trend of craftsmanship? A. It has always been central to vocational education B. It was marginalized by mass production and efficiency-focused systems C. It completely disappeared in the twentieth century D. It was never valued in any industrial system 52. What is the difference between Taylor's management principles and craftsmanship traditions? A. Taylor emphasized workers' individuality while craftsmanship focused on standardization B. Taylor treated workers as replaceable parts while craftsmanship valued personal skill and judgment C. Taylor focused on quality while craftsmanship prioritized speed D. Taylor and craftsmanship had essentially the same goals 53. What do Germany's Meister qualification and Japan's monozukuri philosophy have in common? A. They both reject the use of modern technology B. They both emphasize long-term cultivation of technical and ethical excellence C. They both focus exclusively on economic profits D.They both require workers to work independently without collaboration 54. What does the author think about the relationship between digital technology and craftsmanship? A. Digital technology completely destroys traditional craftsmanship B. Digital technology can be combined with hand-based skills in productive ways C. Digital technology has no relevance to craftsmanship preservation D.Digital technology always distances practitioners from materials 55. What is the ultimate significance of craftsmanship according to the passage? A. It maximizes economic productivity above all else B. It provides psychological well-being and professional dignity for workers C. It replaces all forms of automated production D. It eliminates the need for any formal qualification systems 【答案】51-55: B B B B B 【导语】 本文探讨了工匠精神在当代职业教育中的复兴及其深层价值。面对大规模生产和快餐文化的冲击，精细、专注、追求卓越的工匠精神似乎日渐式微。然而，文章指出，在高端制造业、个性化定制服务和艺术创作等领域，工匠精神正经历重新评价和回归。作者分析了工匠精神与效率至上理念的冲突，介绍了德国、日本等国将工匠精神融入职业培训的经验，并讨论了在数字化时代保持手工技艺人文温度的意义。最后，文章强调了工匠精神对培养职业认同感和工作尊严感的重要作用。 【解析】 51. 答案：B根据第一段第二句"While mass production paradigms and efficiency-maximizing frameworks have historically marginalized such approaches"，大规模生产模式和效率最大化框架在历史上边缘化了工匠精神这种方法。A选项与"marginalized"矛盾；C选项"completely disappeared"过于绝对，文中说的是"renewed appreciation"；D选项"never valued"与文中"renewed appreciation"矛盾。 52. 答案：B根据第二段第二、三句"Frederick Taylor's scientific management principles... conceptualized workers as interchangeable components... Conversely, craftsmanship traditions emphasize the irreducible individuality of the skilled practitioner, whose accumulated tacit knowledge and aesthetic judgment resist complete codification"，泰勒将工人视为可互换的组成部分，而工匠精神传统强调技术从业者不可替代的个体性，其积累的隐性知识和审美判断难以完全编码化。A选项将两者说反了；C选项"Taylor focused on quality"与文中"efficiency-maximizing"矛盾；D选项"essentially the same"与文中"not merely economic but philosophical"矛盾。 53. 答案：B根据第三段，德国的Meister资格要求多年实践经验，最终完成独立创意作品；日本的monozukuri哲学将技术精确与精神修养相结合，将生产视为伦理实践而非单纯的商品制造。两者都强调长期培养技术和伦理卓越。A选项"reject modern technology"与第四段"digital technologies... opportunities"矛盾；C选项"exclusively on economic profits"与文中"ethical practice"和"spiritual cultivation"矛盾；D选项"work independently"与文中"coders collaborate with traditional artisans"矛盾。 54. 答案：B根据第四段，数字技术既带来挑战也带来机遇，虽然计算机辅助设计和制造系统可以增强精确性，但也可能使从业者远离材料接触。然而，新兴的混合方法——如数字制造实验室中程序员与传统工匠合作——表明技术能力与手工感性之间可以形成富有成效的综合。A选项"completely destroys"过于绝对；C选项"no relevance"与文意相反；D选项"always distances"与文中"hybrid approaches... productive syntheses"矛盾。 55. 答案：B根据最后一段，工匠精神在职业教育中的重新评价解决了比经济生产力更深的人类需求：发展深刻能力、见证材料通过个人努力发生有形转变、因独特成就获得社会认可，这些经历从根本上促进了心理健康和职业认同形成。A选项"above all else"与文中"deeper human needs than economic productivity alone"矛盾；C选项"replaces all"过于绝对；D选项"eliminates the need"与文中德国、日本的资格认证系统矛盾。 四、单词拼写（本题共10小题，每小题1分，满分10分） 根据下列各句句意和汉语提示，在句中所给的横线上写出空缺单词的正确形式，每空只写一词。 56. We should make every effort to _______（保护）biodiversity for future generations. 57. _______（独特的）architectural style of the ancient town attracts thousands of tourists annually. 58. It is _______（有益的）to maintain a positive attitude when facing career setbacks. 59. The company has implemented strict measures to ensure product _______（安全）. 60. His_______ （奉献）to environmental protection has earned him widespread respect. 61. The _______（后果）of climate change are becoming increasingly severe worldwide. 62. We need to _______（克服）numerous technical challenges before the project can proceed. 63. The _______（多样性）of cultural expressions enriches our understanding of human civilization. 64. She demonstrated remarkable_______ （决心）in pursuing her vocational qualifications. 65.The government has launched initiatives to promote_______ （可持续的）urban development. 【答案】 56. protect 57. unique 58. beneficial 59. safety 60. dedication 61. consequences 62. overcome 63. diversity 64. determination 65. sustainable 【解析】 56. 答案：protect "保护"对应的动词是 protect。make every effort to 后接动词原形，表示"尽一切努力做某事"。biodiversity 意为"生物多样性"，是环境保护主题的核心词汇。 57. 答案：unique "独特的"对应的形容词是 unique。此处修饰 architectural style，需用形容词形式。注意 unique 发音以辅音音素开头，前面用不定冠词 a 而非 an。 58. 答案：beneficial "有益的"对应的形容词是 beneficial。It is beneficial to do sth. 是固定句型，表示"做某事是有益的"。注意与 benefit（名词/动词）区分，此处需要形容词形式。 59. 答案：safety "安全"对应的名词是 safety。product safety 表示"产品安全"，是固定搭配。safe 是形容词，safety 是名词形式，此处作 ensure 的宾语，需用名词。 60. 答案：dedication "奉献"对应的名词是 dedication。His dedication to... 表示"他对……的奉献"，dedicate 是动词，dedicated 是形容词，dedication 是名词形式，此处需要名词作主语。 61. 答案：consequences "后果"对应的名词是 consequence，常用复数形式 consequences。根据后面的 are 可知主语为复数，注意 consequence 的拼写，以 -ence 结尾而非 -ance。 62. 答案：overcome "克服"对应的动词是 overcome。need to 后接动词原形，overcome 的过去式和过去分词均为 overcome，属于不规则变化，需特别注意。 63. 答案：diversity "多样性"对应的名词是 diversity。The diversity of... 表示"……的多样性"，diverse 是形容词，diversity 是名词形式，此处需要名词作主语。 64. 答案：determination "决心"对应的名词是 determination。demonstrated remarkable determination 表示"表现出非凡的决心"，determine 是动词，determined 是形容词，determination 是名词形式，此处需要名词作宾语。 65. 答案：sustainable "可持续的"对应的形容词是 sustainable。sustainable urban development 表示"可持续城市发展"，是环境保护和城市规划领域的核心术语。注意 sustain 是动词，sustainable 是形容词形式，sustainability 是名词形式。 五、短文改错（本题共10小题，每小题2分，满分20分） 假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的作文。如果原文正确，则在该行右边的横线上标注勾号(√)；如果原文有误(每行只有一处错误)，则按下列方法将错误之处予以修改。 该行错词：在错词下划一横线(_)，并在该行右边横线上写出修改后的词。 该行缺词：在缺词处加一个漏字符(∧)，并在该行右边横线上写出添加的词。 该行多词：把多余的词用斜线(/)划掉，然后在该行右边横线上写出该词并用斜线划掉。66. Last month, I am honored to represent my school in the provincial vocational skills competition. (______) 67. The competition, which held annually, attracts participants from over fifty institutions. (______) 68. I had been preparing for this event since the beginning of the semester, so I felt reasonably confident. (______) 69. However, when I arrived at the venue, I realized I had forgot to bring my essential toolkit. (______) 70. Fortunately, a competitor from another school noticed my anxious and lent me his spare equipment. (______) 71. This act of kindness moved me deeply, that reminded me of the spirit of mutual assistance. (______) 72. The practical examination was more challenging than I expected, but I managed finish all tasks within the time limit. (______) 73. Although I didn't win the first prize, but I gained invaluable experience and professional insights. (______) 74. This competition taught me that technical competence is important, and character matters equally. (______) 75.I am determined to continue improving my skills and to contribute positive to my field in the future. (______) 【答案】 66. am → was 67. which held → which is held 或 held 68. √ 69. forgot → forgotten 70. anxious → anxiety 71. that → which 72. finish → to finish 73. 去掉 but 或 Although 74. and → but 75. positive → positively 【解析】 66. 答案：am → was 错误类型：动词时态。时间状语 Last month 表示过去，主句应用一般过去时 was，而非一般现在时 am。 67. 答案：which held → which is held 或 held 错误类型：定语从句语态或句式结构。which 指代 competition，与 hold 是被动关系，应改为 which is held（被动语态）；或去掉 which，将 held 作为过去分词作后置定语，即 The competition, held annually。 68. 答案：√ 该行无错误。过去完成进行时 had been preparing 与 since 引导的时间状语搭配正确，表示从过去某一时间开始持续到过去另一时间的动作。 69. 答案：forgot → forgotten 错误类型：过去分词形式。过去完成时 had + 过去分词，forget 的过去分词是 forgotten，而非 forgot（过去式）。 70. 答案：anxious → anxiety 错误类型：词性错误。my 后应接名词，anxious 是形容词，应改为名词形式 anxiety。notice one's anxiety 表示"注意到某人的焦虑"。 71. 答案：that → which 错误类型：定语从句关系词。that 不能引导非限制性定语从句，此处应用 which 指代前面整个句子内容，在从句中作主语。 72. 答案：finish → to finish 错误类型：非谓语动词。manage 后接不定式作宾语，即 manage to do sth.，表示"设法做成某事"，是固定搭配。 73. 答案：去掉 but 或 Although 错误类型：连词重复。although 和 but 不能同时用于一个句子中，属于中式英语错误。可保留 Although 去掉 but，或保留 but 去掉 Although，或将 but 改为 yet/still。 74. 答案：and → but 错误类型：连词逻辑关系。根据句意"技术能力很重要，但品格同样重要"，前后为转折关系，而非并列关系，故用 but 而非 and。 75. 答案：positive → positively 错误类型：词性错误。修饰动词 contribute 应用副词 positively，而非形容词 positive。contribute positively to 表示"对……做出积极贡献"。 六、书面表达（满分25分） 假设你是李华，是某职业学校高三学生。你校英语社团正在举办题为"My Career Plan"的征文活动，请根据以下提示，写一篇英语短文投稿。 写作提示： 1. 你的职业理想及选择该职业的原因； 2. 你目前为实现该目标所做的准备； 3. 你对未来职业发展的展望。 写作要求： 1. 短文必须包含所有提示要点，可适当发挥； 2. 语句通顺，意思连贯，书写规范； 3. 词数：80—100； 4. 不得出现真实姓名和校名。 __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________ 【范文】 My Career Plan As a senior vocational student, I have made a clear career plan for my future. I aspire to become a senior technician in the field of new energy vehicles, driven by both personal interest and social demand. My passion for this career stems from two main factors. Firstly, the rapid development of green transportation has created tremendous opportunities in this emerging industry. Secondly, I have always been fascinated by how technology can contribute to environmental sustainability. To prepare myself, I am currently majoring in automotive engineering and have obtained several professional certificates. Additionally, I actively participate in practical training at local manufacturing plants to enhance my hands-on skills. Looking ahead, I plan to pursue further education in intelligent vehicle technology after graduation. My ultimate goal is to become a technical expert who can innovate and lead in this dynamic field. I am convinced that with dedication and continuous learning, I will make meaningful contributions to both my personal growth and society's progress. 原创精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $ 陕西省2026年普通高校职业教育单独招生考试 英语全真模拟卷（十） 时间：150分钟 总分：150分 班级 姓名 学号 成绩 一、单项选择（本题共25小题，每小题1分，满分25分) 第一节 读一读，选出每组单词中划线部分发音不同的一项。 1. ( ) A. chance B. chant C. chaos D. chamber 2. ( ) A. thought B. through C. bought D. cough 3. ( ) A. circuit B. suit C. fruit D. juice 4. ( ) A. photograph B. photographer C. photo D. phone 5. ( ) A. advanced B. used C. raised D. asked 第二节 从每小题的A、B、C和D四个选项中，选出适合填入空白处的最佳选项。 6. --- I wonder why Jenny _________ us recently. --- We should have phoned her, but we quite forgot. A. hasn't contacted B. doesn't contact C. won't contact D. hadn't contacted 7. By the time you arrive in London, we ___________ in Europe for two weeks. A. shall stay B. have stayed C. will have stayed D. have been staying 8. The professor insisted that the problem ____________at the meeting, though many disagreed. A. be discussed B. was discussed C. would be discussed D. had been discussed 9. ____________in the mountains for a week, the two students were finally saved by the local police. A. Having lost B. Lost C. Being lost D. Losing 10. It was not until she had arrived home______she remembered her appointment with the doctor. A. when B. that C. and D. while 11. Had you listened to the doctor, you ___________ all right now. A. are B. were C. would be D. would have been 12. The reason ___________ he gave for his absence was obviously unacceptable. A. why B. that C. which D. for which 13. --- Do you mind my opening the window? --- ______________. It's a bit cold in here. A. Certainly not B. Of course C. You'd better not D. Never mind 14. The more you practice, _____________you will become at spoken English. A. the more fluently B. the more fluent C. the fluenter D. more fluent 15. Not until the motorbike looked almost new_____________ repairing and cleaning it. A. he stopped B. did he stop C. stopped he D. he did stop 16. It is essential that every child____________ the same educational opportunities. A. has B. would have C. had D. have 17. ______________the difficulties associated with the project, we will carry it out as planned. A. Regardless of B. In spite C. Because of D. As a result of 18. Only when he left his home_____________ to know how important the family was. A. did he begin B. did he began C. he began D. he had begun 19. The factory produces half a million pairs of shoes every year,__________80% are sold abroad. A. of which B. which of C. of them D. that 20. Hardly __________the railway station when it started to rain heavily. A. had I reached B. I had reached C. did I reach D. I reached 21. The project____________ by the end of next month, by which time most of the work . A. will have been completed; has been done B. will be completed; has been done C. will have completed; will be done D. will complete; will have been done 22. ______________in a heavy traffic jam, Tom was late for the important interview. A. Sticking B. Stuck C. To stick D. Having stuck 23. It remains to be seen _____________the newly formed committee's policy can be put into practice. A. that B. which C. what D. whether 24. Not only interested in football but_________ beginning to show an interest in it. A. is the father himself; is his son B. the father himself is; is his son C. is the father himself; his son is D. the father himself is; his son is 25. The manager demands that every member__________ the plan before carrying it out. A.understand B. understands C. understood D. will understand 二、完形填空（本题共10小题，每小题2分，满分20分） 阅读下面短文，掌握其大意，然后从各题所给的A、B、C和D四个选项中，选出最佳选项。 The concept of lifelong learning has become increasingly significant in our rapidly evolving society. When I first encountered this idea during my vocational training, I was rather skeptical about its practical 26.___________ . I believed that once I had mastered my professional skills, there would be little necessity for further education. However, my perspective underwent a dramatic 27.___________ after witnessing the technological transformation in my industry. The traditional methods I had learned were becoming 28. ___________, replaced by sophisticated digital systems. It became apparent that 29._________ to update one's knowledge was not merely advisable but absolutely essential. One particularly 30. _________ experience involved a senior colleague who had dedicated thirty years to our field. Despite his extensive experience, he struggled to 31. ___________ with the new software implementation. His 32. __________ to adapt served as a profound lesson for me about the dangers of complacency. Consequently, I made a deliberate 33.___________ to pursue continuous professional development. I enrolled in online courses, attended industry seminars, and actively sought 34.____________ from younger professionals who possessed expertise in emerging technologies. This commitment to ongoing education has not only enhanced my technical 35.________ but also broadened my career prospects. I have come to appreciate that in the contemporary workplace, the willingness to learn is perhaps the most valuable asset one can possess. 26. A. value B. benefit C. application D. significance 27. A. transformation B. transfer C. translation D. transmission 28. A. advanced B. adequate C. obsolete D. automatic 29. A. hesitation B. failure C. refusal D. reluctance 30. A. encouraging B. enlightening C. entertaining D. embarrassing 31. A. cope B. deal C. compete D. agree 32. A. ability B. willingness C. reluctance D. eagerness 33. A. decision B. attempt C. promise D. mistake 34. A. guidance B. protection C. permission D. attention 35.A. competence B. confidence C. independence D. intelligence 三、阅读理解（本题共20小题，每小题2.5分，满分50分） 阅读下列短文，从每题所给的A、B、C和D四个选项中，选出最佳选项。 Passage 1 The integration of artificial intelligence into vocational education represents one of the most significant pedagogical shifts in recent decades. While traditional technical training emphasized manual dexterity and repetitive skill acquisition, contemporary vocational programs must increasingly focus on developing cognitive flexibility and digital literacy. Research conducted by the International Labour Organization indicates that by 2030, approximately 85 million jobs globally may be displaced by automation, while simultaneously creating 97 million new roles that require advanced technological competencies. This transformation necessitates a fundamental reevaluation of how we prepare students for the workforce. Progressive vocational institutions have begun implementing hybrid learning models that combine theoretical instruction with practical simulation. These approaches allow students to develop problem-solving abilities in controlled environments before applying skills in real-world settings. Furthermore, the incorporation of AI-driven adaptive learning systems enables personalized education pathways, addressing individual learning paces and preferences. However, the transition is not without challenges. Educators must themselves acquire new technological proficiencies, and curriculum development requires substantial investment. Critics argue that excessive reliance on digital tools may diminish essential human skills such as interpersonal communication and creative thinking. Despite these concerns, the trajectory appears irreversible. The most successful vocational graduates will likely be those who combine technical expertise with the capacity for continuous learning and adaptation. As one educational researcher noted, "The half-life of professional skills is shortening dramatically; what matters now is not what you know, but how quickly you can learn what you need to know." 36. What is the main focus of traditional technical training according to the passage? A. Cognitive flexibility and digital literacy B. Manual dexterity and repetitive skill acquisition C. Problem-solving abilities in real-world settings D. Interpersonal communication and creative thinking 37. What does the International Labour Organization's research suggest about 2030? A. There will be fewer jobs available globally B. Automation will eliminate more jobs than it creates C. New roles requiring technological skills will exceed displaced jobs D. Most workers will refuse to adapt to technological changes 38. What is the advantage of hybrid learning models mentioned in the passage? A. They reduce the need for theoretical instruction B. They allow students to practice in controlled environments first C. They completely replace real-world training D. They eliminate the need for educators' involvement 39. What concern do critics raise about AI-driven education? A. It requires too much financial investment B. It may reduce important human skills C. It makes learning pathways too personalized D. It slows down the learning process 40. What does the educational researcher imply in the final paragraph? A. Professional knowledge remains stable over time B. The ability to learn quickly is more important than existing knowledge C. Technical expertise is becoming less valuable D.Continuous learning is no longer necessary Passage 2 Critical thinking has emerged as an indispensable competency in modern vocational education, extending far beyond the mere acquisition of technical proficiency. In an era characterized by information overload and rapid technological obsolescence, the ability to question assumptions, analyze complex scenarios, and evaluate evidence has become paramount for professional success. The traditional model of vocational training, which prioritized rote memorization and standardized procedures, is increasingly inadequate for addressing the multifaceted challenges of contemporary workplaces. Today's technicians must not only execute tasks but also troubleshoot unprecedented problems, adapt to evolving systems, and make informed decisions under uncertainty. These demands necessitate cognitive capabilities that transcend specific technical knowledge. Educational researchers have identified several pedagogical approaches that foster critical thinking development. Problem-based learning (PBL), which presents students with authentic, ill-structured problems requiring collaborative resolution, has demonstrated particular efficacy. Similarly, interdisciplinary projects that necessitate the integration of knowledge from multiple domains compel students to synthesize disparate information and recognize underlying patterns. Assessment of critical thinking presents distinct challenges. Unlike technical skills, which can be evaluated through standardized performance tests, critical thinking involves nuanced judgments that resist simple quantification. Portfolio assessments, reflective journals, and structured interviews have been proposed as alternative evaluation methods, though these approaches require considerable time and expertise to implement effectively. The cultivation of critical thinking ultimately serves a broader purpose: preparing vocational graduates for careers that may not yet exist. As industries undergo continuous transformation, the specific technical skills acquired during training may become obsolete, but the capacity for analytical reasoning and intellectual adaptability endures. In this sense, critical thinking represents a meta-skill that enables ongoing professional development throughout one's working life. 41. What does the author say about the traditional vocational training model? A. It effectively prepares students for modern workplaces B. It focuses too much on critical thinking development C. It emphasizes memorization and fixed procedures D. It has been completely replaced by new teaching methods 42. What are contemporary technicians required to do according to the passage? A. Follow standardized procedures strictly B. Execute tasks without asking questions C. Handle unexpected problems and make decisions D. Avoid adapting to new systems 43. What is special about problem-based learning (PBL) mentioned in the passage? A. It uses well-structured problems for individual work B. It presents real, complex problems for group solving C. It focuses on memorizing solutions to common problems D. It eliminates the need for theoretical knowledge 44. Why is assessing critical thinking difficult? A. It can only be tested through standardized exams B. It involves complex judgments that are hard to measure simply C. It requires less time and expertise than technical skills assessment D. It has no connection with actual job performance 45. What does the author mean by calling critical thinking a "meta-skill"? A. It is a skill that enables the development of other capabilities B. It is more important than any technical skill C. It can replace all specific professional knowledge D.It is only useful for managers and leaders Passage 3 The emergence of green skills as a distinct category within vocational education reflects the accelerating global response to environmental degradation and climate instability. As nations commit to ambitious carbon neutrality targets and corporations adopt sustainable development frameworks, the demand for workers capable of implementing environmentally responsible practices has surged across virtually all industrial sectors. Green skills encompass a spectrum of competencies ranging from specialized technical knowledge—such as renewable energy system installation, energy-efficient building retrofitting, and sustainable agriculture techniques—to broader capabilities including environmental impact assessment, circular economy principles, and ecological systems thinking. This dual structure mirrors the complexity of sustainability challenges, which simultaneously require targeted interventions and holistic understanding. The European Union's Green Deal exemplifies large-scale policy integration of environmental objectives into vocational training systems. Under this framework, member states are mandated to incorporate sustainability competencies into national qualification standards, ensuring that even traditional trades such as plumbing, electrical work, and automotive repair integrate energy efficiency and waste reduction considerations. Preliminary evaluations indicate substantial increases in employment opportunities for graduates of green-skills programs, though regional disparities in training infrastructure persist. Transitioning existing workforces toward green economy participation presents formidable obstacles. Many experienced technicians express apprehension about the perceived complexity of emerging technologies and fear that their accumulated expertise may be devalued. Effective reskilling initiatives must therefore address not merely technical instruction but also psychological barriers, emphasizing how foundational professional competencies remain applicable within sustainable contexts. Ultimately, the integration of green skills into vocational education represents more than curriculum modification; it constitutes a fundamental reconceptualization of the relationship between human labor and environmental systems. Successful practitioners will be those who internalize sustainability as a core professional value rather than viewing it as an external constraint upon conventional practice. 46. What has caused the increased demand for green skills according to the passage? A. The decline of traditional industrial sectors B. Government and corporate commitments to environmental goals C. The automation of conventional technical jobs D. Reduced interest in conventional vocational training 47. What does the author say about the structure of green skills? A. They consist only of highly specialized technical knowledge B. They include both specific techniques and broader understanding C. They focus exclusively on environmental impact assessment D. They replace all traditional vocational competencies 48. What does the European Union's Green Deal require member states to do? A. Eliminate traditional trades from vocational education B. Build entirely new training institutions in every region C. Add sustainability competencies to national qualification standards D. Reduce employment opportunities in non-green sectors 49. What obstacle exists in transitioning workers to green economy jobs? A. Lack of interest in environmental issues among young people B. Insufficient government funding for all training programs C. Experienced workers' concerns about new technologies and their expertise D. The complete irrelevance of traditional professional skills 50. What does the author suggest about successful green skills practitioners? A. They view sustainability as a restriction on their work B. They treat environmental protection as a core professional value C. They focus only on technical aspects of green technologies D.They avoid jobs that require traditional professional competencies Passage 4 The concept of craftsmanship, characterized by meticulous attention to detail, prolonged dedication to skill refinement, and an unwavering commitment to quality, has experienced a paradoxical trajectory within contemporary vocational education. While mass production paradigms and efficiency-maximizing frameworks have historically marginalized such approaches, recent developments in premium manufacturing, bespoke services, and artisanal production have catalyzed renewed appreciation for the artisan's methodology. The tension between craftsmanship and industrial efficiency is not merely economic but philosophical. Frederick Taylor's scientific management principles, which dominated twentieth-century production systems, conceptualized workers as interchangeable components within optimized processes. Conversely, craftsmanship traditions emphasize the irreducible individuality of the skilled practitioner, whose accumulated tacit knowledge and aesthetic judgment resist complete codification. This distinction acquires particular significance as automation increasingly assumes routine technical operations, potentially liberating human workers for activities requiring nuanced discernment and creative problem-solving. Several national vocational systems have actively cultivated craftsmanship values. Germany's Meister qualification, requiring years of practical experience culminating in independent creative work, preserves formal recognition of exceptional technical accomplishment. Similarly, Japan's monozukuri philosophy integrates technical precision with spiritual cultivation, conceptualizing production as an ethical practice rather than mere commodity fabrication. These models demonstrate that craftsmanship orientation need not preclude economic viability; indeed, enterprises leveraging such positioning frequently command substantial market premiums. Digital technologies present both challenges and opportunities for craftsmanship preservation. Computer-aided design and manufacturing systems can enhance precision while simultaneously distancing practitioners from material engagement. However, emerging hybrid approaches—exemplified by digital fabrication laboratories where coders collaborate with traditional artisans—suggest productive syntheses between technological capability and hand-based sensibility. Ultimately, the revaluation of craftsmanship within vocational education addresses deeper human needs than economic productivity alone. The experience of developing profound competence, witnessing tangible transformation of materials through personal effort, and receiving social recognition for distinctive achievement contributes fundamentally to psychological well-being and professional identity formation. In an era of widespread employment precarity, such sources of vocational meaning and dignity warrant deliberate cultivation. 51. What does the author say about the historical trend of craftsmanship? A. It has always been central to vocational education B. It was marginalized by mass production and efficiency-focused systems C. It completely disappeared in the twentieth century D. It was never valued in any industrial system 52. What is the difference between Taylor's management principles and craftsmanship traditions? A. Taylor emphasized workers' individuality while craftsmanship focused on standardization B. Taylor treated workers as replaceable parts while craftsmanship valued personal skill and judgment C. Taylor focused on quality while craftsmanship prioritized speed D. Taylor and craftsmanship had essentially the same goals 53. What do Germany's Meister qualification and Japan's monozukuri philosophy have in common? A. They both reject the use of modern technology B. They both emphasize long-term cultivation of technical and ethical excellence C. They both focus exclusively on economic profits D.They both require workers to work independently without collaboration 54. What does the author think about the relationship between digital technology and craftsmanship? A. Digital technology completely destroys traditional craftsmanship B. Digital technology can be combined with hand-based skills in productive ways C. Digital technology has no relevance to craftsmanship preservation D.Digital technology always distances practitioners from materials 55. What is the ultimate significance of craftsmanship according to the passage? A. It maximizes economic productivity above all else B. It provides psychological well-being and professional dignity for workers C. It replaces all forms of automated production D. It eliminates the need for any formal qualification systems 四、单词拼写（本题共10小题，每小题1分，满分10分） 根据下列各句句意和汉语提示，在句中所给的横线上写出空缺单词的正确形式，每空只写一词。 56. We should make every effort to _______（保护）biodiversity for future generations. 57. _______（独特的）architectural style of the ancient town attracts thousands of tourists annually. 58. It is _______（有益的）to maintain a positive attitude when facing career setbacks. 59. The company has implemented strict measures to ensure product _______（安全）. 60. His_______ （奉献）to environmental protection has earned him widespread respect. 61. The _______（后果）of climate change are becoming increasingly severe worldwide. 62. We need to _______（克服）numerous technical challenges before the project can proceed. 63. The _______（多样性）of cultural expressions enriches our understanding of human civilization. 64. She demonstrated remarkable_______ （决心）in pursuing her vocational qualifications. 65.The government has launched initiatives to promote_______ （可持续的）urban development. 五、短文改错（本题共10小题，每小题2分，满分20分） 假定英语课上老师要求同桌之间交换修改作文，请你修改你同桌写的作文。如果原文正确，则在该行右边的横线上标注勾号(√)；如果原文有误(每行只有一处错误)，则按下列方法将错误之处予以修改。 该行错词：在错词下划一横线(_)，并在该行右边横线上写出修改后的词。 该行缺词：在缺词处加一个漏字符(∧)，并在该行右边横线上写出添加的词。 该行多词：把多余的词用斜线(/)划掉，然后在该行右边横线上写出该词并用斜线划掉。66. Last month, I am honored to represent my school in the provincial vocational skills competition. (______) 67. The competition, which held annually, attracts participants from over fifty institutions. (______) 68. I had been preparing for this event since the beginning of the semester, so I felt reasonably confident. (______) 69. However, when I arrived at the venue, I realized I had forgot to bring my essential toolkit. (______) 70. Fortunately, a competitor from another school noticed my anxious and lent me his spare equipment. (______) 71. This act of kindness moved me deeply, that reminded me of the spirit of mutual assistance. (______) 72. The practical examination was more challenging than I expected, but I managed finish all tasks within the time limit. (______) 73. Although I didn't win the first prize, but I gained invaluable experience and professional insights. (______) 74. This competition taught me that technical competence is important, and character matters equally. (______) 75.I am determined to continue improving my skills and to contribute positive to my field in the future. (______) 六、书面表达（满分25分） 假设你是李华，是某职业学校高三学生。你校英语社团正在举办题为"My Career Plan"的征文活动，请根据以下提示，写一篇英语短文投稿。 写作提示： 1. 你的职业理想及选择该职业的原因； 2. 你目前为实现该目标所做的准备； 3. 你对未来职业发展的展望。 写作要求： 1. 短文必须包含所有提示要点，可适当发挥； 2. 语句通顺，意思连贯，书写规范； 3. 词数：80—100； 4. 不得出现真实姓名和校名。 __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________ 原创精品资源学科网独家享有版权，侵权必究！ 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $