2027年江苏省（职教高考）《英语高频考点冲刺卷》（二）（原卷版+解析版）

**基本信息** 以职业教育服务场景为核心，整合高频语言知识，强化真实情境中的综合应用能力，提升语言理解与表达的职业适配性。 **综合设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |情景交际|15小题|真实服务对话（指路、设备故障等）|基础交际用语→职业场景应答策略| |阅读理解|4篇20小题|校园服务/职场英语语篇|信息定位→逻辑分析→职业情境应用| |完形填空|10小题|校园服务经历叙事|语篇连贯→词汇辨析→服务场景语境理解| |语法填空|10小题|服务活动描述|语法规则→语境语法应用→服务场景表达准确性| |书面表达|1题|申请信写作|信息整合→应用文格式→服务意愿与能力表达|

编写说明：本卷依据江苏省中职职教高考公共基础知识英语科目最新考试大纲，结合近年真题高频词汇、语法和语篇考点，并参考优质教辅的语篇长度、情境真实性和选项干扰方式编写。试题突出职业教育特色，注重语言知识在真实学习、生活和工作场景中的综合运用，适用于2027年江苏省职教高考英语高频考点冲刺训练。 2027年江苏省（职教高考） 《英语高频考点冲刺卷》（二） 时间：120分钟 总分：100分 班级：__________ 姓名：__________ 学号：__________ 成绩：__________ 一、情景交际（共15小题，满分20分） 第一节：在本节中，你将读到10个简短对话或语境。从A、B、C、D四个选项中选出可以填入空白处的最佳选项。每小题1分。 1. —The visitor says he has lost his way near the training building. What is the first thing we should do?—______. Then we can take him to the right room. A. Ask him to describe where he is B. Tell him to wait all day C. Close the information desk D. Forget the service map 2. —I cannot read the room-change notice clearly from here.—______. I took a photo of it before the meeting. A. Let's guess the new room B. I can show you the photo C. The notice is useless D. You must leave now 3. —A parent wants to know whether the open class begins at nine or ten.—______. The timetable says 9:00 a.m. A. It depends on the weather B. Nobody needs the timetable C. It begins at nine D. The class has no teacher 4. —The microphone stopped working during the welcome talk.—______. I will bring the spare one from the office. A. Please keep it broken B. That is a secret C. Enjoy the song D. Stay calm 5. —May I move this sign closer to the school gate? Some guests cannot see it.—______. Make sure it does not block the way. A. Go ahead B. Never mind C. Bad luck D. No thanks 6. —I forgot to wear my volunteer badge this morning.—______. You can get a temporary one at the service desk. A. You should stop helping B. Don't worry C. I dislike badges D. The desk is a story 7. —Could you speak more slowly when you explain the route?—______. I will point to the map as well. A. I refuse to repeat B. Maps are boring C. Certainly D. The route disappeared 8. —How was your first afternoon at the information desk?—______. I answered many questions but still need more practice. A. The desk is made of wood B. I lost every visitor C. It was a bus ticket D. A little busy 9. —Thanks for checking the service record with me.—______. Teamwork makes the report more accurate. A. You're welcome B. I cannot read C. The report is empty D. Stop thanking others 10. —Shall we place the English guide cards beside the elevator?—______. Many visitors ask questions there. A. No, throw them away B. Good idea C. I hate elevators D. They are all wrong 第二节：阅读下面一段对话，从所给选项中选出能填入空白处的最佳选项。每小题2分。 A: Li Ming, your group is going to report on school open-day service. Have you chosen a beginning? B: Not yet. We want the listeners to know why clear service language matters. ___11___ A: The case about a visitor looking for the training restaurant would work well. B: Good. We also have a map, two photos and several service records. A: ___12___ They can show the problem and the solution clearly. B: After the report, teachers may ask about the route. ___13___ A: No problem. You can explain the greeting expressions. B: Thanks. I often speak too fast when I am nervous. A: ___14___ It will make each direction easier to follow. B: Shall we invite Miss Chen to listen before Friday? A: Yes. ___15___ A. Which real case can we use to open the report? B. Mark pauses after each direction word and practise with a timer. C. I have already moved the restaurant to another school. D. Keep the map and one record. E. Her advice will help us find unclear directions. F. Could you deal with questions about the route? G. Should we remove the whole service story? 二、阅读理解（共20小题，每小题2分，满分40分） A Notice for the Campus Service Week The Student Service Center will hold Campus Service Week from May 6 to May 10. The activity is open to students from all grades, especially those who want to improve their communication skills. Volunteers will work at the school gate, the library and the training building. Their main jobs are to give directions, explain the timetable and help visitors find the right rooms. To make the situation more realistic, the teacher added a follow-up task. Students had to use the service card when a visitor cannot find the right training room. They first read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. Before the activity, every volunteer must attend a one-hour training meeting. The teacher will show how to greet visitors politely, how to answer common questions and how to ask for help when they are not sure about an answer. Volunteers will also receive a small service card with useful English sentences. In pair work, one student acted as the helper and the other as the person asking for help. The speaker had to answer within one minute. The listener checked whether the answer was clear, complete and polite. If important information was missing, the group revised the wording at once. During the week, each student works for two afternoons. They should arrive ten minutes early, wear the volunteer badge and keep a clear record of the questions they meet. If a visitor asks about something outside the notice, volunteers should not guess. They need to check with the teacher on duty first. The class then compared two answers to the same question. One answer was friendly but too general, while the other included exact time, place or action words. Most students chose the second one because it helped the listener know what to do next. The center will choose several excellent volunteers according to punctuality, teamwork and problem-solving ability. However, the activity is not only about prizes. It helps students understand that good service means accurate information, patient listening and a respectful attitude. 16. Who is Campus Service Week especially suitable for? A. Students who want to improve communication skills B. Visitors who plan to buy textbooks C. Teachers who will leave the school D. Parents who cannot read notices 17. What will volunteers get during the training meeting? A. A new school uniform B. A service card with useful English sentences C. A free lunch ticket D. A map of the city museum 18. What should volunteers do if they are not sure about an answer? A. Guess the answer quickly B. Tell the visitor to leave C. Check with the teacher on duty D. Write down any answer they like 19. Which quality is NOT used to choose excellent volunteers? A. Punctuality B. Teamwork C. Problem-solving ability D. The number of gifts received 20. What is the passage mainly about? A. A service activity that trains students to help others B. A plan for improving school meals C. A story about buying volunteer badges D. A rule for closing the library earlier B A Clearer Answer Chen Yu, a student majoring in hotel service, once thought that speaking English well meant using long sentences. During a school open day, a foreign visitor asked him how to get to the training restaurant. Chen Yu gave a long answer, but the visitor still looked puzzled. To make the situation more realistic, the teacher added a follow-up task. Students had to use the route map when a visitor asks for the restaurant in a hurry. They first read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. After the activity, his teacher asked him to draw the route on a piece of paper and compare it with what he had said. Chen Yu soon found the problem. He had mentioned too many buildings but had not given the order clearly. The teacher advised him to use simple steps such as 'go straight', 'turn left' and 'the room is on your right'. In pair work, one student acted as the helper and the other as the person asking for help. The speaker had to answer within one minute. The listener checked whether the answer was clear, complete and polite. If important information was missing, the group revised the wording at once. The next time he served visitors, Chen Yu spoke more slowly. He first pointed to the map, then gave three short steps, and finally checked whether the visitor understood. The visitor smiled and thanked him. Chen Yu felt more confident because his English really helped someone solve a problem. The class then compared two answers to the same question. One answer was friendly but too general, while the other included exact time, place or action words. Most students chose the second one because it helped the listener know what to do next. From then on, he kept a small notebook. After each service task, he wrote down one useful sentence and one mistake to avoid. He learned that workplace English should be clear, polite and useful, not simply long or difficult. 21. What did Chen Yu once think speaking English well meant? A. Keeping silent B. Using long sentences C. Drawing no maps D. Avoiding all visitors 22. Why was the visitor puzzled during the school open day? A. Chen Yu spoke too clearly B. The restaurant was closed forever C. Chen Yu did not give the order of the route clearly D. The visitor refused to ask questions 23. How did Chen Yu improve his service next time? A. He answered faster than before B. He only smiled without speaking C. He asked another visitor to answer D. He used three short steps and checked understanding 24. What did Chen Yu write in his notebook after each task? A. One useful sentence and one mistake to avoid B. The prices of all dishes C. A list of difficult grammar rules only D. The names of all visitors 25. What lesson can students learn from Chen Yu's experience? A. Long answers are always better B. Workplace English should be clear and useful C. Maps are never helpful D. Confidence means refusing feedback C Reading a Workplace Notice In many vocational classes, students are asked to read workplace notices in English. A notice may look short, but it often includes time, place, people, rules and possible changes. If students miss one detail, they may misunderstand the whole task. To make the situation more realistic, the teacher added a follow-up task. Students had to use the workplace notice when a safety rule changes the cleaning order. They first read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. Miss Wang uses a simple method in her class. First, students circle words about time and place. Next, they underline what people should or should not do. Then, they discuss why the notice is written. This method helps them read with a purpose instead of translating word by word. In pair work, one student acted as the helper and the other as the person asking for help. The speaker had to answer within one minute. The listener checked whether the answer was clear, complete and polite. If important information was missing, the group revised the wording at once. One day, the class read a notice about cleaning a machine room. Some students only noticed the cleaning time, but ignored the sentence 'Turn off the power before cleaning'. Miss Wang asked them to explain what might happen if this rule was missed. The students realized that English reading was connected with safety. The class then compared two answers to the same question. One answer was friendly but too general, while the other included exact time, place or action words. Most students chose the second one because it helped the listener know what to do next. Later, students made their own notices for the training rooms. They tried to use short sentences, clear verbs and polite reminders. Through this practice, they learned that a good notice should help readers act correctly and safely. 26. What information may a workplace notice include according to the passage? A. Only stories about famous people B. Personal secrets of students C. Time, place, people and rules D. The history of every machine 27. What do students do after circling time and place words in Miss Wang's method? A. They close the book B. They copy the whole notice ten times C. They draw pictures of animals D. They underline what people should or should not do 28. Why did Miss Wang discuss the machine-room notice with students? A. To show that reading can be connected with safety B. To make students ignore rules C. To ask students to clean without power control D. To prove notices are useless 29. What language features did students try to use when making notices? A. Long jokes and unclear words B. Short sentences, clear verbs and polite reminders C. Difficult poems D. Only Chinese explanations 30. Which is the best title for the passage? A. Why Students Should Stop Reading B. A Trip to a Famous Library C. How to Read and Write Useful Notices D. The Best Way to Buy Machines D Why Feedback Matters Feedback is common in vocational English classes. Some students like it because it helps them improve quickly, while others feel nervous when teachers point out their mistakes. In fact, useful feedback is not criticism. It is a guide that tells students where to go next. To make the situation more realistic, the teacher added a follow-up task. Students had to use the feedback sheet when a classmate is unsure how to improve. They first read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. For example, when students practise receiving visitors, a teacher may write three comments: the greeting is friendly, the direction is not clear enough, and the ending should include an offer of further help. These comments are more helpful than a simple score because they show both strengths and problems. In pair work, one student acted as the helper and the other as the person asking for help. The speaker had to answer within one minute. The listener checked whether the answer was clear, complete and polite. If important information was missing, the group revised the wording at once. Students should also learn how to use feedback. They can first read the comments carefully, then choose one problem to correct in the next practice. Trying to correct everything at once may make them confused. Small changes, if repeated, can bring real progress. The class then compared two answers to the same question. One answer was friendly but too general, while the other included exact time, place or action words. Most students chose the second one because it helped the listener know what to do next. Peer feedback is also valuable. A classmate may notice whether the listener can follow the explanation or whether the speaker's voice is too low. When feedback is specific and respectful, it builds confidence instead of taking it away. 31. How do some students feel when teachers point out their mistakes? A. Hungry B. Sleepy because of music C. Proud of refusing help D. Nervous 32. Why are written comments better than a simple score in the example? A. They show both strengths and problems B. They make the activity shorter C. They remove all practice D. They only praise students 33. What should students do when using feedback? A. Throw the comments away B. Correct one problem in the next practice C. Refuse to read any advice D. Change everything at once 34. What can a classmate notice in peer feedback? A. How much money the speaker has B. Which bus the teacher takes C. Whether the listener can follow the explanation D. How many windows the classroom has 35. What is the writer's attitude toward specific and respectful feedback? A. Doubtful B. Angry C. Uninterested D. Supportive 三、完形填空（共10小题，每小题1分，满分10分） 阅读下面短文，从每题所给的A、B、C、D四个选项中，选出可以填入空白处的最佳选项。 Last month, our class helped at a school open day. At first, I thought the task would be ___36___ because we only needed to show visitors around. But when the first group arrived, I found that good service required much more than a smile. A parent asked where the computer training room was. I answered quickly, but I forgot to mention that the room had been changed to the second floor. The parent walked in the wrong direction. I felt sorry and immediately ___37___ the mistake. During the break, we checked the latest room list and made a simple map. We also practised polite sentences, such as 'Let me check it for you.' These sentences helped us avoid ___38___ when we were not sure. In the afternoon, another visitor asked two questions at the same time. I listened carefully, answered the urgent one first, and then gave more ___39___. My partner added the room number and opening time. Because we worked as a team, the visitor got a clear answer. Later, a younger student could not find the library. I walked with him to the corner and pointed to the sign. He thanked me for my ___40___. At the end of the day, I wrote in my service record that a volunteer should be patient, careful and honest. Communication is a real ___41___. It grows through practice and feedback. The next week, our teacher asked us to compare our first answers with the final version. We found that clearer order and exact words could ___42___ the quality of service. I also learned not to be afraid of mistakes. If we review them in time, they can become useful ___43___. This idea made me more confident. Now when I meet a new task, I first read the notice carefully and check the key information. I try to speak in a calm and ___44___ way. The experience reminded me that campus service is not a show. It is a chance to help others and to become a more responsible ___45___. 36. A. easy B. difficult C. private D. noisy 37. A. repeated B. corrected C. protected D. forgot 38. A. listening B. helping C. guessing D. checking 39. A. gifts B. excuses C. jokes D. details 40. A. patience B. ticket C. mistake D. secret 41. A. machine B. skill C. prize D. journey 42. A. reduce B. hide C. improve D. miss 43. A. prices B. names C. pictures D. lessons 44. A. careless B. angry C. polite D. strange 45. A. visitor B. customer C. driver D. volunteer 四、语法填空（共10小题，每小题1分，满分10分） 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 During Campus Service Week, many students worked as volunteers near the school gate. A small desk was ___46___(place) there to help visitors find classrooms and offices. Li Hua arrived early because he wanted ___47___(check) the maps before the activity began. When parents came in, he explained the routes ___48___(clear) and answered their questions with a smile. Some visitors had never been to the training building, ___49___ they needed more detailed directions. Li Hua also reminded his teammates ___50___(keep) the passage safe and clean. At the end of the day, the teacher praised the team for ___51___(they) patient service. Through the work, students learned that good communication ___52___(make) a campus warmer. They also understood ___53___ important it was to listen first. Service is not only about giving help; it is a chance ___54___ students can practise responsibility. These simple tasks will become useful ___55___(experience) for their future work. 46._________ 47._________ 48._________ 49._________ 50._________ 51._________ 52._________ 53._________ 54._________ 55._________ 五、书面表达（满分20分） 56. 假如你是李华，你校校园服务队正在招募新成员。请你写一封英文申请信，申请加入服务队。内容包括：1. 你的相关经历；2. 你能承担的具体服务；3. 你的期待。词数80左右。 注意：1. 词数80左右；2. 可适当增加细节，使行文连贯；3. 不得出现真实校名和姓名。 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 $ 编写说明：本卷依据江苏省中职职教高考公共基础知识英语科目最新考试大纲，结合近年真题高频词汇、语法和语篇考点，并参考优质教辅的语篇长度、情境真实性和选项干扰方式编写。试题突出职业教育特色，注重语言知识在真实学习、生活和工作场景中的综合运用，适用于2027年江苏省职教高考英语高频考点冲刺训练。 2027年江苏省（职教高考） 《英语高频考点冲刺卷》（二） 时间：120分钟 总分：100分 班级：__________ 姓名：__________ 学号：__________ 成绩：__________ 本卷难度定位：中等偏基础；主题覆盖：campus service and workplace communication。 一、情景交际（共15小题，满分20分） 第一节：在本节中，你将读到10个简短对话或语境。从A、B、C、D四个选项中选出可以填入空白处的最佳选项。每小题1分。 1. —The visitor says he has lost his way near the training building. What is the first thing we should do?—______. Then we can take him to the right room. A. Ask him to describe where he is B. Tell him to wait all day C. Close the information desk D. Forget the service map 【答案】A 【详解】服务迷路情景。先确认对方所在位置，再提供帮助，故选A。 2. —I cannot read the room-change notice clearly from here.—______. I took a photo of it before the meeting. A. Let's guess the new room B. I can show you the photo C. The notice is useless D. You must leave now 【答案】B 【详解】看不清通知时，给对方看照片最符合语境，故选B。 3. —A parent wants to know whether the open class begins at nine or ten.—______. The timetable says 9:00 a.m. A. It depends on the weather B. Nobody needs the timetable C. It begins at nine D. The class has no teacher 【答案】C 【详解】根据后句时间表显示9点，应明确告知9点开始，故选C。 4. —The microphone stopped working during the welcome talk.—______. I will bring the spare one from the office. A. Please keep it broken B. That is a secret C. Enjoy the song D. Stay calm 【答案】D 【详解】设备故障时先安抚对方并处理，Stay calm符合语境，故选D。 5. —May I move this sign closer to the school gate? Some guests cannot see it.—______. Make sure it does not block the way. A. Go ahead B. Never mind C. Bad luck D. No thanks 【答案】A 【详解】对合理请求表示允许，用Go ahead，故选A。 6. —I forgot to wear my volunteer badge this morning.—______. You can get a temporary one at the service desk. A. You should stop helping B. Don't worry C. I dislike badges D. The desk is a story 【答案】B 【详解】对方忘带徽章，后句给出解决办法，应先安慰，故选B。 7. —Could you speak more slowly when you explain the route?—______. I will point to the map as well. A. I refuse to repeat B. Maps are boring C. Certainly D. The route disappeared 【答案】C 【详解】请求放慢语速，答语表示愿意配合，Certainly符合，故选C。 8. —How was your first afternoon at the information desk?—______. I answered many questions but still need more practice. A. The desk is made of wood B. I lost every visitor C. It was a bus ticket D. A little busy 【答案】D 【详解】询问服务体验，后句说明忙且需练习，A little busy合适，故选D。 9. —Thanks for checking the service record with me.—______. Teamwork makes the report more accurate. A. You're welcome B. I cannot read C. The report is empty D. Stop thanking others 【答案】A 【详解】回应感谢常用You're welcome，故选A。 10. —Shall we place the English guide cards beside the elevator?—______. Many visitors ask questions there. A. No, throw them away B. Good idea C. I hate elevators D. They are all wrong 【答案】B 【详解】对建议表示赞同，并说明原因，Good idea符合，故选B。 第二节：阅读下面一段对话，从所给选项中选出能填入空白处的最佳选项。每小题2分。 A: Li Ming, your group is going to report on school open-day service. Have you chosen a beginning? B: Not yet. We want the listeners to know why clear service language matters. ___11___ A: The case about a visitor looking for the training restaurant would work well. B: Good. We also have a map, two photos and several service records. A: ___12___ They can show the problem and the solution clearly. B: After the report, teachers may ask about the route. ___13___ A: No problem. You can explain the greeting expressions. B: Thanks. I often speak too fast when I am nervous. A: ___14___ It will make each direction easier to follow. B: Shall we invite Miss Chen to listen before Friday? A: Yes. ___15___ A. Which real case can we use to open the report? B. Mark pauses after each direction word and practise with a timer. C. I have already moved the restaurant to another school. D. Keep the map and one record. E. Her advice will help us find unclear directions. F. Could you deal with questions about the route? G. Should we remove the whole service story? 【答案】11.A 12.D 13.F 14.B 15.E 【详解】11. 下文直接给出可用于开头的真实案例，空处询问选用哪一个案例，选A。 12. 后句说明这些材料能呈现问题和解决办法，空处应是材料筛选建议，选D。 13. 下文“No problem”表明对方接受答疑任务，选F。 14. 上文说语速过快，空处应给出控制语速的具体方法，选B。 15. 上文提议请老师试听，E项说明老师建议的作用，选E。 二、阅读理解（共20小题，每小题2分，满分40分） A Notice for the Campus Service Week The Student Service Center will hold Campus Service Week from May 6 to May 10. The activity is open to students from all grades, especially those who want to improve their communication skills. Volunteers will work at the school gate, the library and the training building. Their main jobs are to give directions, explain the timetable and help visitors find the right rooms. To make the situation more realistic, the teacher added a follow-up task. Students had to use the service card when a visitor cannot find the right training room. They first read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. Before the activity, every volunteer must attend a one-hour training meeting. The teacher will show how to greet visitors politely, how to answer common questions and how to ask for help when they are not sure about an answer. Volunteers will also receive a small service card with useful English sentences. In pair work, one student acted as the helper and the other as the person asking for help. The speaker had to answer within one minute. The listener checked whether the answer was clear, complete and polite. If important information was missing, the group revised the wording at once. During the week, each student works for two afternoons. They should arrive ten minutes early, wear the volunteer badge and keep a clear record of the questions they meet. If a visitor asks about something outside the notice, volunteers should not guess. They need to check with the teacher on duty first. The class then compared two answers to the same question. One answer was friendly but too general, while the other included exact time, place or action words. Most students chose the second one because it helped the listener know what to do next. The center will choose several excellent volunteers according to punctuality, teamwork and problem-solving ability. However, the activity is not only about prizes. It helps students understand that good service means accurate information, patient listening and a respectful attitude. 16. Who is Campus Service Week especially suitable for? A. Students who want to improve communication skills B. Visitors who plan to buy textbooks C. Teachers who will leave the school D. Parents who cannot read notices 17. What will volunteers get during the training meeting? A. A new school uniform B. A service card with useful English sentences C. A free lunch ticket D. A map of the city museum 18. What should volunteers do if they are not sure about an answer? A. Guess the answer quickly B. Tell the visitor to leave C. Check with the teacher on duty D. Write down any answer they like 19. Which quality is NOT used to choose excellent volunteers? A. Punctuality B. Teamwork C. Problem-solving ability D. The number of gifts received 20. What is the passage mainly about? A. A service activity that trains students to help others B. A plan for improving school meals C. A story about buying volunteer badges D. A rule for closing the library earlier 【答案】16.A 17.B 18.C 19.D 20.A 【导语】本文围绕“Notice for the Campus Service Week”展开，正文约348词，问题覆盖开头信息、过程细节、关键做法、实践结果和主旨推断，考查学生在真实职业语境中获取并整合信息的能力。 【详解】16. 细节理解题。根据第一段“The activity is open to students from all grades, especially those who want to improve their communication skills.”可知，该句中的关键信息与选项“Students who want to improve communication skills”一致，因此答案为A。 17. 细节理解题。根据第三段“Volunteers will also receive a small service card with useful English sentences.”可知，该句中的关键信息与选项“A service card with useful English sentences”一致，因此答案为B。 18. 细节理解题。根据第五段“They need to check with the teacher on duty first.”可知，该句中的关键信息与选项“Check with the teacher on duty”一致，因此答案为C。 19. 细节理解题。根据第七段“The center will choose several excellent volunteers according to punctuality, teamwork and problem-solving ability.”可知，该句列出或说明了文中提到的信息，未包含“The number of gifts received”这一内容，因此可排除其他选项并确定答案为D。 20. 主旨大意题。根据第七段“It helps students understand that good service means accurate information, patient listening and a respectful attitude.”可知，该句点明语篇核心内容，结合全文围绕这一主题展开，可概括为“A service activity that trains students to help others”，因此答案为A。 B A Clearer Answer Chen Yu, a student majoring in hotel service, once thought that speaking English well meant using long sentences. During a school open day, a foreign visitor asked him how to get to the training restaurant. Chen Yu gave a long answer, but the visitor still looked puzzled. To make the situation more realistic, the teacher added a follow-up task. Students had to use the route map when a visitor asks for the restaurant in a hurry. They first read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. After the activity, his teacher asked him to draw the route on a piece of paper and compare it with what he had said. Chen Yu soon found the problem. He had mentioned too many buildings but had not given the order clearly. The teacher advised him to use simple steps such as 'go straight', 'turn left' and 'the room is on your right'. In pair work, one student acted as the helper and the other as the person asking for help. The speaker had to answer within one minute. The listener checked whether the answer was clear, complete and polite. If important information was missing, the group revised the wording at once. The next time he served visitors, Chen Yu spoke more slowly. He first pointed to the map, then gave three short steps, and finally checked whether the visitor understood. The visitor smiled and thanked him. Chen Yu felt more confident because his English really helped someone solve a problem. The class then compared two answers to the same question. One answer was friendly but too general, while the other included exact time, place or action words. Most students chose the second one because it helped the listener know what to do next. From then on, he kept a small notebook. After each service task, he wrote down one useful sentence and one mistake to avoid. He learned that workplace English should be clear, polite and useful, not simply long or difficult. 21. What did Chen Yu once think speaking English well meant? A. Keeping silent B. Using long sentences C. Drawing no maps D. Avoiding all visitors 22. Why was the visitor puzzled during the school open day? A. Chen Yu spoke too clearly B. The restaurant was closed forever C. Chen Yu did not give the order of the route clearly D. The visitor refused to ask questions 23. How did Chen Yu improve his service next time? A. He answered faster than before B. He only smiled without speaking C. He asked another visitor to answer D. He used three short steps and checked understanding 24. What did Chen Yu write in his notebook after each task? A. One useful sentence and one mistake to avoid B. The prices of all dishes C. A list of difficult grammar rules only D. The names of all visitors 25. What lesson can students learn from Chen Yu's experience? A. Long answers are always better B. Workplace English should be clear and useful C. Maps are never helpful D. Confidence means refusing feedback 【答案】21.B 22.C 23.D 24.A 25.B 【导语】本文围绕“A Clearer Answer”展开，正文约344词，问题覆盖开头信息、过程细节、关键做法、实践结果和主旨推断，考查学生在真实职业语境中获取并整合信息的能力。 【详解】21. 细节理解题。根据第一段“Chen Yu, a student majoring in hotel service, once thought that speaking English well meant using long sentences.”可知，该句中的关键信息与选项“Using long sentences”一致，因此答案为B。 22. 原因细节题。根据第一段“During a school open day, a foreign visitor asked him how to get to the training restaurant.”可知，该句直接说明原因或问题所在，与选项“Chen Yu did not give the order of the route clearly”对应，因此答案为C。 23. 细节理解题。根据第五段“He first pointed to the map, then gave three short steps, and finally checked whether the visitor understood.”可知，该句中的关键信息与选项“He used three short steps and checked understanding”一致，因此答案为D。 24. 细节理解题。根据第七段“After each service task, he wrote down one useful sentence and one mistake to avoid.”可知，该句中的关键信息与选项“One useful sentence and one mistake to avoid”一致，因此答案为A。 25. 推理判断题。根据第七段“He learned that workplace English should be clear, polite and useful, not simply long or difficult.”可知，该句总结了人物经历或活动意义，由此可推断出“Workplace English should be clear and useful”这一启示，因此答案为B。 C Reading a Workplace Notice In many vocational classes, students are asked to read workplace notices in English. A notice may look short, but it often includes time, place, people, rules and possible changes. If students miss one detail, they may misunderstand the whole task. To make the situation more realistic, the teacher added a follow-up task. Students had to use the workplace notice when a safety rule changes the cleaning order. They first read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. Miss Wang uses a simple method in her class. First, students circle words about time and place. Next, they underline what people should or should not do. Then, they discuss why the notice is written. This method helps them read with a purpose instead of translating word by word. In pair work, one student acted as the helper and the other as the person asking for help. The speaker had to answer within one minute. The listener checked whether the answer was clear, complete and polite. If important information was missing, the group revised the wording at once. One day, the class read a notice about cleaning a machine room. Some students only noticed the cleaning time, but ignored the sentence 'Turn off the power before cleaning'. Miss Wang asked them to explain what might happen if this rule was missed. The students realized that English reading was connected with safety. The class then compared two answers to the same question. One answer was friendly but too general, while the other included exact time, place or action words. Most students chose the second one because it helped the listener know what to do next. Later, students made their own notices for the training rooms. They tried to use short sentences, clear verbs and polite reminders. Through this practice, they learned that a good notice should help readers act correctly and safely. 26. What information may a workplace notice include according to the passage? A. Only stories about famous people B. Personal secrets of students C. Time, place, people and rules D. The history of every machine 27. What do students do after circling time and place words in Miss Wang's method? A. They close the book B. They copy the whole notice ten times C. They draw pictures of animals D. They underline what people should or should not do 28. Why did Miss Wang discuss the machine-room notice with students? A. To show that reading can be connected with safety B. To make students ignore rules C. To ask students to clean without power control D. To prove notices are useless 29. What language features did students try to use when making notices? A. Long jokes and unclear words B. Short sentences, clear verbs and polite reminders C. Difficult poems D. Only Chinese explanations 30. Which is the best title for the passage? A. Why Students Should Stop Reading B. A Trip to a Famous Library C. How to Read and Write Useful Notices D. The Best Way to Buy Machines 【答案】26.C 27.D 28.A 29.B 30.C 【导语】本文围绕“Reading a Workplace Notice”展开，正文约322词，问题覆盖开头信息、过程细节、关键做法、实践结果和主旨推断，考查学生在真实职业语境中获取并整合信息的能力。 【详解】26. 细节理解题。根据第一段“A notice may look short, but it often includes time, place, people, rules and possible changes.”可知，该句中的关键信息与选项“Time, place, people and rules”一致，因此答案为C。 27. 细节理解题。根据第三段“Next, they underline what people should or should not do.”可知，该句中的关键信息与选项“They underline what people should or should not do”一致，因此答案为D。 28. 原因细节题。根据第五段“The students realized that English reading was connected with safety.”可知，该句直接说明原因或问题所在，与选项“To show that reading can be connected with safety”对应，因此答案为A。 29. 细节理解题。根据第七段“They tried to use short sentences, clear verbs and polite reminders.”可知，该句中的关键信息与选项“Short sentences, clear verbs and polite reminders”一致，因此答案为B。 30. 主旨大意题。根据第七段“Through this practice, they learned that a good notice should help readers act correctly and safely.”可知，该句点明语篇核心内容，结合全文围绕这一主题展开，可概括为“How to Read and Write Useful Notices”，因此答案为C。 D Why Feedback Matters Feedback is common in vocational English classes. Some students like it because it helps them improve quickly, while others feel nervous when teachers point out their mistakes. In fact, useful feedback is not criticism. It is a guide that tells students where to go next. To make the situation more realistic, the teacher added a follow-up task. Students had to use the feedback sheet when a classmate is unsure how to improve. They first read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. For example, when students practise receiving visitors, a teacher may write three comments: the greeting is friendly, the direction is not clear enough, and the ending should include an offer of further help. These comments are more helpful than a simple score because they show both strengths and problems. In pair work, one student acted as the helper and the other as the person asking for help. The speaker had to answer within one minute. The listener checked whether the answer was clear, complete and polite. If important information was missing, the group revised the wording at once. Students should also learn how to use feedback. They can first read the comments carefully, then choose one problem to correct in the next practice. Trying to correct everything at once may make them confused. Small changes, if repeated, can bring real progress. The class then compared two answers to the same question. One answer was friendly but too general, while the other included exact time, place or action words. Most students chose the second one because it helped the listener know what to do next. Peer feedback is also valuable. A classmate may notice whether the listener can follow the explanation or whether the speaker's voice is too low. When feedback is specific and respectful, it builds confidence instead of taking it away. 31. How do some students feel when teachers point out their mistakes? A. Hungry B. Sleepy because of music C. Proud of refusing help D. Nervous 32. Why are written comments better than a simple score in the example? A. They show both strengths and problems B. They make the activity shorter C. They remove all practice D. They only praise students 33. What should students do when using feedback? A. Throw the comments away B. Correct one problem in the next practice C. Refuse to read any advice D. Change everything at once 34. What can a classmate notice in peer feedback? A. How much money the speaker has B. Which bus the teacher takes C. Whether the listener can follow the explanation D. How many windows the classroom has 35. What is the writer's attitude toward specific and respectful feedback? A. Doubtful B. Angry C. Uninterested D. Supportive 【答案】31.D 32.A 33.B 34.C 35.D 【导语】本文围绕“Why Feedback Matters”展开，正文约318词，问题覆盖开头信息、过程细节、关键做法、实践结果和主旨推断，考查学生在真实职业语境中获取并整合信息的能力。 【详解】31. 细节理解题。根据第一段“Some students like it because it helps them improve quickly, while others feel nervous when teachers point out their mistakes.”可知，该句中的关键信息与选项“Nervous”一致，因此答案为D。 32. 原因细节题。根据第三段“These comments are more helpful than a simple score because they show both strengths and problems.”可知，该句直接说明原因或问题所在，与选项“They show both strengths and problems”对应，因此答案为A。 33. 细节理解题。根据第五段“They can first read the comments carefully, then choose one problem to correct in the next practice.”可知，该句中的关键信息与选项“Correct one problem in the next practice”一致，因此答案为B。 34. 细节理解题。根据第七段“A classmate may notice whether the listener can follow the explanation or whether the speaker's voice is too low.”可知，该句中的关键信息与选项“Whether the listener can follow the explanation”一致，因此答案为C。 35. 观点态度题。根据第七段“When feedback is specific and respectful, it builds confidence instead of taking it away.”可知，该句体现作者对相关做法的肯定态度，与“Supportive”意思一致，因此答案为D。 三、完形填空（共10小题，每小题1分，满分10分） 阅读下面短文，从每题所给的A、B、C、D四个选项中，选出可以填入空白处的最佳选项。 Last month, our class helped at a school open day. At first, I thought the task would be ___36___ because we only needed to show visitors around. But when the first group arrived, I found that good service required much more than a smile. A parent asked where the computer training room was. I answered quickly, but I forgot to mention that the room had been changed to the second floor. The parent walked in the wrong direction. I felt sorry and immediately ___37___ the mistake. During the break, we checked the latest room list and made a simple map. We also practised polite sentences, such as 'Let me check it for you.' These sentences helped us avoid ___38___ when we were not sure. In the afternoon, another visitor asked two questions at the same time. I listened carefully, answered the urgent one first, and then gave more ___39___. My partner added the room number and opening time. Because we worked as a team, the visitor got a clear answer. Later, a younger student could not find the library. I walked with him to the corner and pointed to the sign. He thanked me for my ___40___. At the end of the day, I wrote in my service record that a volunteer should be patient, careful and honest. Communication is a real ___41___. It grows through practice and feedback. The next week, our teacher asked us to compare our first answers with the final version. We found that clearer order and exact words could ___42___ the quality of service. I also learned not to be afraid of mistakes. If we review them in time, they can become useful ___43___. This idea made me more confident. Now when I meet a new task, I first read the notice carefully and check the key information. I try to speak in a calm and ___44___ way. The experience reminded me that campus service is not a show. It is a chance to help others and to become a more responsible ___45___. 36. A. easy B. difficult C. private D. noisy 37. A. repeated B. corrected C. protected D. forgot 38. A. listening B. helping C. guessing D. checking 39. A. gifts B. excuses C. jokes D. details 40. A. patience B. ticket C. mistake D. secret 41. A. machine B. skill C. prize D. journey 42. A. reduce B. hide C. improve D. miss 43. A. prices B. names C. pictures D. lessons 44. A. careless B. angry C. polite D. strange 45. A. visitor B. customer C. driver D. volunteer 【答案】36.A 37.B 38.C 39.D 40.A 41.B 42.C 43.D 44.C 45.D 【导语】本文讲述学生参与校园开放日服务的经历，重点考查形容词、动词、名词和语境搭配，体现中职英语在真实服务中的应用。 【详解】36. 根据后文“only needed to show visitors around”可知，作者起初认为任务很容易，故选A。 37. 家长走错方向后，作者应立即纠正错误，故选B。 38. 不确定时先核实可以避免猜测，故选C。 39. 回答两个问题时需要补充更多细节，details符合。 40. 作者陪同指路，体现耐心，patience符合。 41. 沟通是一项真实技能，skill符合。 42. 清楚顺序和准确用词能提升服务质量，improve符合。 43. 及时复盘错误能把错误变成经验教训，lessons符合。 44. 服务表达应平静且礼貌，polite符合。 45. 校园服务帮助作者成为更负责任的志愿者，volunteer符合。 四、语法填空（共10小题，每小题1分，满分10分） 阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。 During Campus Service Week, many students worked as volunteers near the school gate. A small desk was ___46___(place) there to help visitors find classrooms and offices. Li Hua arrived early because he wanted ___47___(check) the maps before the activity began. When parents came in, he explained the routes ___48___(clear) and answered their questions with a smile. Some visitors had never been to the training building, ___49___ they needed more detailed directions. Li Hua also reminded his teammates ___50___(keep) the passage safe and clean. At the end of the day, the teacher praised the team for ___51___(they) patient service. Through the work, students learned that good communication ___52___(make) a campus warmer. They also understood ___53___ important it was to listen first. Service is not only about giving help; it is a chance ___54___ students can practise responsibility. These simple tasks will become useful ___55___(experience) for their future work. 46._________ 47._________ 48._________ 49._________ 50._________ 51._________ 52._________ 53._________ 54._________ 55._________ 【答案】46.placed 47.to check 48.clearly 49.so 50.to keep 51.their 52.makes 53.how 54.where 55.experiences 【导语】本文讲述校园服务周中学生志愿者为访客提供引导服务的经历，考查非谓语、副词、连词、代词、时态、宾语从句、定语从句和名词复数等语法点。 【详解】46. 考查过去分词。desk与place之间为被动关系，故用placed。 47.考查非谓语动词。want to do sth.为固定用法。 48. 考查副词。修饰动词explained应用clearly。 49. 考查连词。前后为因果关系，故填so。 50. 考查非谓语动词。remind sb. to do sth.意为“提醒某人做某事”。 51. 考查形容词性物主代词，修饰patient service。 52. 考查一般现在时。主语good communication为单数，故填makes。 53. 考查宾语从句。how important表示“多么重要”。 54. 考查定语从句。先行词为chance，关系副词where在从句中作抽象地点状语。 55. 考查名词复数。experience表示“经历”时可数，此处指多次有用经历。 五、书面表达（满分20分） 56. 假如你是李华，你校校园服务队正在招募新成员。请你写一封英文申请信，申请加入服务队。内容包括：1. 你的相关经历；2. 你能承担的具体服务；3. 你的期待。词数80左右。 注意：1. 词数80左右；2. 可适当增加细节，使行文连贯；3. 不得出现真实校名和姓名。 【答案】One possible version 参考范文： Dear Sir or Madam, I am Li Hua from Class One. I am writing to apply for a place in the campus service team. I once helped visitors during our school open day, so I know how to give directions and answer questions politely. If I can join the team, I will help keep order, introduce school facilities and support classmates who need help. I am also willing to learn from experienced members and improve my communication skills. I hope I can get this chance to serve others and make our campus warmer. 【点睛】本文为申请信，说明申请目的、个人经历和可承担任务，语气诚恳。 【高分句型】If I can join the team, I will help keep order, introduce school facilities and support classmates who need help. 本句使用if引导条件状语从句，内容具体。 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 $