2027年江苏省（职教高考）《英语高频考点冲刺卷》（五）（原卷版+解析版）

**基本信息** 聚焦职教高考英语高频考点，以真实职业场景为载体，整合语言知识与职业素养，实现从基础到应用的逻辑递进。 **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（含对话补全）|真实职场对话（面试、招聘会等）|交际策略与职业沟通需求对应，突出实用性| |阅读理解|4篇（职业准备/工匠精神等）|信息定位与推理判断|职业场景语篇与细节理解、主旨归纳能力结合| |完形填空|10小题|职业规划叙事|词汇运用与工匠精神内涵（如细节把控）融合| |语法填空|10小题|求职自我介绍语篇|语法规则在职业场景中的灵活应用| |书面表达|1篇（工匠精神演讲）|主题写作|语言输出与职业核心素养（责任/精益求精）统一|

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》（五） 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 company asks for a one-page resume. What should I put first?—______. It helps the employer contact you. A. Your name and phone number B. A long travel diary C. Your favorite cartoon D. The weather forecast 2. —I made a spelling mistake in the interview notice.—______. Correct it before printing the copies. A. Print more mistakes B. It doesn't matter C. Throw away the printer D. Cancel the fair 3. —Which question may an interviewer ask about teamwork?—______. It checks how you work with others. A. What color is the wall? B. Can you fly a plane? C. How did you solve a group problem? D. Where is the moon? 4. —The job fair hall is crowded, and some students cannot find Booth 12.—______. I will stand near the entrance with a sign. A. Hide the sign B. Close Booth 12 C. Leave the hall at once D. Let me guide them 5. —May I practise my self-introduction with you?—______. I can listen and give advice. A. Of course B. Sell your notebook C. No chair here D. Forget the interview 6. —The interviewer asked about my weakness, and I did not know how to answer.—______. Mention one real point and your improvement plan. A. Make up a prize B. Be honest C. Say nothing forever D. Blame your classmates 7. —Could you check whether my certificate copy is clear enough?—______. The stamp is a little light. A. I cannot see paper B. Certificates are toys C. Sure D. Never copy it 8. —How should we behave while waiting outside the interview room?—______. Keep quiet and review your materials. A. Run around loudly B. Ask private questions C. Play music at full volume D. Wait politely 9. —Thanks for reminding me to bring my ID card.—______. It is required at the entrance. A. You're welcome B. Lose it quickly C. The card is asleep D. I never remind people 10. —Would a short example make my answer stronger?—______. It can show your real experience. A. No, examples are banned B. I think so C. Examples are doors D. Please speak less than one word 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: I heard your group is preparing for the career-planning sharing meeting. B: Yes. We want to start with a graduate's story, but several stories are good. A: ___11___ It shows craftsmanship clearly. B: Then we need to connect the story with future jobs. ___12___ A: Compare his habit with the qualities required in the recruitment notice. B: During the meeting, students may ask how to prepare for interviews. A: ___13___ B: I still look at the paper too much when speaking. ___14___ A: Practise with key words only, and look up after each point. B: Should we ask the workshop teacher to listen to the final version? A: Yes. ___15___ A. What can help me speak without reading every line? B. His feedback can make the craftsmanship part more convincing. C. Choose the carpenter who improved his work by keeping a mistake record. D. Can you prepare answers to interview questions? E. How can the story be linked with job requirements? F. Shall we talk only about holiday plans? G. I have thrown away all the recruitment notices. 二、阅读理解（共20小题，每小题2分，满分40分） A Job Fair Preparation The school has opened a job fair preparation to help students connect English learning with real career service. It runs every Tuesday and Thursday afternoon. Students first read a task card, then work in pairs to serve graduating students in a simulated workplace situation. To make the situation more realistic, the teacher added a follow-up task. Students had to use the company information sheet when a student prepares for an interview question. They read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. Before each task, the teacher explains useful expressions and reminds students to speak politely. Students use a company information sheet to write down key information, such as time, place, needs and possible problems. This makes their answers more accurate. 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 activity becomes more challenging in the second week. Students may need to explain a change, compare two choices, or calm down someone who is worried. They must find the key information quickly instead of translating every word. The class 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. Students who finish six tasks receive comments from teachers. The comments focus on pronunciation, teamwork and problem-solving. The most important purpose is not the certificate, but the habit of careful communication and the awareness of interview reminder. After class, students wrote a short reflection. They recorded one useful expression, one mistake to avoid and one habit to build. Many of them mentioned matching examples with job needs. The reflection connected English reading with real service and showed that career readiness can be improved through practice. 16. What is the weekly schedule for the Job Fair Preparation activity? A. Every morning before class B. Only once a year C. Only at weekends D. Every Tuesday and Thursday afternoon 17. Why is the company information sheet useful to students? A. To write down key information B. To draw pictures only C. To replace all teachers D. To avoid speaking English 18. What kind of task may students meet after the activity becomes harder? A. Stop all service tasks B. Compare two choices C. Memorize a whole dictionary D. Leave visitors alone 19. Which abilities are considered when teachers comment on students' performance? A. Clothes, hobbies and music B. Food prices and weather C. Pronunciation, teamwork and problem-solving D. The number of photos 20. What is the key aim of the job fair preparation activity? A. To sell certificates B. To make tasks impossible C. To cancel English classes D. To develop careful communication habits B A Young Carpenter's Choice Ma Jun used to think that vocational English meant remembering difficult terms. During a craft training, however, the student found that clear order and patience were more important. The class had to explain a practical process to a visitor. To make the situation more realistic, the teacher added a follow-up task. Students had to use the mistake record when a small error affects the final product. They first read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. In the first practice, Ma Jun spoke too fast and missed several steps. The teacher did not simply give a score. Instead, she asked the student to listen to the recording and mark where a listener might feel confused. 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. After reflection, Ma Jun divided the explanation into three parts: what to do first, what help the school could offer, and what should be checked at the end. The new version was shorter, but it was easier to follow. 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, when an unexpected question appeared, Ma Jun repeated the question first and then answered with a short example. The experience showed that vocational English is a tool for solving problems with clear information and a respectful attitude. After class, students wrote a short reflection. They recorded one useful expression, one mistake to avoid and one habit to build. Many of them mentioned checking details repeatedly. The reflection connected English reading with real service and showed that craftsmanship can be improved through practice. 21. What did Ma Jun once think vocational English meant? A. Remembering difficult terms B. Refusing all practice C. Speaking without order D. Drawing cartoons 22. What went wrong in Ma Jun's first explanation? A. The teacher forgot the classroom B. The student spoke too fast and missed steps C. The visitor left before class D. The recording was a song 23. What did Ma Jun do to organize his explanation better? A. By making it longer and harder B. By avoiding all examples C. By dividing it into three clear parts D. By speaking only Chinese 24. What step did Ma Jun take before giving an answer to a new question? A. Walked away B. Changed the topic C. Laughed at the visitor D. Repeated the question 25. What does Ma Jun's training story suggest about craftsmanship English? A. Vocational English should solve real problems B. Scores are the only purpose C. Difficult terms are enough D. Visitors should not ask questions C Reading a Recruitment Notice A recruitment notice may be short, but it often carries important information. Students need to notice who writes it, who will read it, and what action readers should take. Missing one detail may lead to a wrong decision. To make the situation more realistic, the teacher added a follow-up task. Students had to use the recruitment notice when a hidden requirement changes the application. They first read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. In class, the teacher asks students to circle time and place words first. Then they underline rules, numbers and warning expressions. Finally, they discuss the purpose of the text and decide which information is the most useful. 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. When reading one sample text about career planning, several students found the title quickly but missed a small note at the bottom. The note changed the meeting place. This reminded them that key information may appear in different parts of a text. 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. After practice, students wrote their own short notices. They tried to use clear verbs, simple sentences and polite reminders. In this way, reading and writing became connected with real work. After class, students wrote a short reflection. They recorded one useful expression, one mistake to avoid and one habit to build. Many of them mentioned noticing skills and attitude. The reflection connected English reading with real service and showed that better career choices can be improved through practice. 26. What should students notice when reading a recruitment notice? A. Only the color of paper B. Writer, reader and required action C. The writer's favourite sport D. How to avoid all details 27. What information is marked first in the recruitment notice lesson? A. Every long sentence B. All pictures C. Time and place words D. Names of famous singers 28. What did the small note in the recruitment notice affect? A. The school name B. The students' major C. The weather D. The meeting place 29. What style did students practise when writing recruitment notices? A. Clear verbs and simple sentences B. Only difficult idioms C. Unclear jokes D. Long personal stories 30. What should students remember when reading recruitment notices? A. Notices never affect work B. Reading notices needs careful attention to details C. Students should translate every word aloud D. Writing notices is unrelated to reading D Why Craftsmanship Still Counts People sometimes think craftsmanship is only a small classroom topic. In fact, it reflects how students prepare for future work. A student who only follows fixed steps may feel nervous when the situation changes. To make the situation more realistic, the teacher added a follow-up task. Students had to use the work log when a trainee wants to improve quality. They first read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. Good English learning should include thinking. When reading, students need to notice the writer's purpose, examples and attitude. When speaking, they need to consider the listener's need and choose a polite tone. 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. These abilities grow through practice and feedback. A short message may prevent misunderstanding; a clear explanation may help a team work faster; a polite question may help people find the real 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. For vocational students, English is not an extra burden. It connects professional skills with wider opportunities. It also helps students show responsibility and respect in real communication. After class, students wrote a short reflection. They recorded one useful expression, one mistake to avoid and one habit to build. Many of them mentioned reviewing each small step. The reflection connected English reading with real service and showed that professional growth can be improved through practice. 31. Why is merely following fixed steps not enough for future workers? A. The student will solve every problem easily B. The student never needs practice C. The student may feel nervous when situations change D. The student can ignore communication 32. Which elements should students notice in reading about craftsmanship? A. Only the page number B. The price of paper C. The classroom color D. The writer's purpose, examples and attitude 33. How are thinking and communication abilities developed? A. Through practice and feedback B. Through avoiding all mistakes C. Through doing nothing D. Through refusing advice 34. Why is a clear explanation valuable in a workshop team? A. Stop communicating B. Work faster C. Lose the message D. Forget the problem 35. What opportunity can English bring to vocational students? A. It is only an examination burden B. It should replace all technical courses C. It connects skills with wider opportunities D. It is useful only for translators 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。 Our school invited several graduates to talk about career planning. Before the meeting, I thought planning a career was only choosing a job name. The talk made me realize it was a much ___36___ process. One graduate, now a skilled carpenter, showed us a small wooden box. He said the box looked simple, but every corner had to be measured ___37___. A careless millimeter could make the cover fail to close. He also told us that he once wanted to give up because repeated practice was boring. His trainer asked him to keep a record of each mistake and think about how to ___38___ it. Slowly, his work became better. After the talk, our teacher asked us to write a career card. We needed to list our strengths, weaknesses and one skill we hoped to ___39___ this term. I wrote 'speaking clearly with customers'. At first, I was not sure how to describe my strengths. My partner reminded me that I was patient when helping classmates. This helped me see myself more ___40___. In the next practice, we acted as job interviewers and applicants. I learned to give examples instead of saying only 'I am hard-working'. Specific examples made my answer more ___41___. The activity also showed me the meaning of craftsmanship. It is not only about making beautiful things, but also about checking details and improving ___42___ after day. When I listened to others' plans, I found everyone had a different goal. Some wanted to work in factories, while others planned to start small businesses. We respected each choice because planning should match personal ___43___. Now I understand that a good career plan is not fixed forever. We should review it when we gain new experience or receive useful ___44___. The meeting encouraged me to study skills more carefully and prepare for the future with a ___45___ attitude. 36. A. faster B. colder C. quieter D. deeper 37. A. exactly B. carelessly C. loudly D. suddenly 38. A. hide B. improve C. throw D. cancel 39. A. forget B. lose C. develop D. borrow 40. A. angrily B. cheaply C. secretly D. clearly 41. A. believable B. colorful C. crowded D. sleepy 42. A. year B. day C. month D. minute 43. A. noise B. weather C. interest D. size 44. A. furniture B. feedback C. medicine D. traffic 45. A. lazy B. careless C. responsible D. funny 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。 At a job fair, vocational students practised how to introduce themselves to employers. The teacher first showed them a form ___46___ asked about skills, certificates and work experience. Each student was given ten minutes ___47___(prepare) a short self-introduction. Wang Lin wrote down his strengths and then read the words ___48___(loud) to check the tone. He knew that honesty was ___49___(important) than using beautiful but empty sentences. When he talked with an employer, he explained how he ___50___(repair) a small machine during training last month. The employer listened carefully and asked ___51___ he had learned from the task. Wang Lin said that teamwork had helped ___52___(he) solve the problem faster. After the fair, many students felt more confident ___53___ they had experienced a real interview situation. The activity also taught them ___54___(respect) every detail. Good preparation can open more ___55___(chance) for future jobs. 46._________ 47._________ 48._________ 49._________ 50._________ 51._________ 52._________ 53._________ 54._________ 55._________ 五、书面表达（满分20分） 56. 你校将举行以“Developing Craftsmanship”为主题的英语演讲比赛。请你写一篇演讲稿。内容包括：1. 你对工匠精神的理解；2. 中职学生如何培养工匠精神；3. 发出倡议。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》（五） 时间：120分钟 总分：100分 班级：__________ 姓名：__________ 学号：__________ 成绩：__________ 本卷难度定位：标准中等；主题覆盖：career planning and craftsmanship。 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 company asks for a one-page resume. What should I put first?—______. It helps the employer contact you. A. Your name and phone number B. A long travel diary C. Your favorite cartoon D. The weather forecast 【答案】A 【详解】简历首页应先写姓名和联系方式，故选A。 2. —I made a spelling mistake in the interview notice.—______. Correct it before printing the copies. A. Print more mistakes B. It doesn't matter C. Throw away the printer D. Cancel the fair 【答案】B 【详解】错误可及时修正，对方不必紧张，故选B。 3. —Which question may an interviewer ask about teamwork?—______. It checks how you work with others. A. What color is the wall? B. Can you fly a plane? C. How did you solve a group problem? D. Where is the moon? 【答案】C 【详解】团队合作面试题应询问小组问题解决经历，故选C。 4. —The job fair hall is crowded, and some students cannot find Booth 12.—______. I will stand near the entrance with a sign. A. Hide the sign B. Close Booth 12 C. Leave the hall at once D. Let me guide them 【答案】D 【详解】展位难找时应主动引导，故选D。 5. —May I practise my self-introduction with you?—______. I can listen and give advice. A. Of course B. Sell your notebook C. No chair here D. Forget the interview 【答案】A 【详解】请求练习自我介绍，答语同意并愿意给建议，故选A。 6. —The interviewer asked about my weakness, and I did not know how to answer.—______. Mention one real point and your improvement plan. A. Make up a prize B. Be honest C. Say nothing forever D. Blame your classmates 【答案】B 【详解】回答缺点题应真实并说明改进，Be honest符合，故选B。 7. —Could you check whether my certificate copy is clear enough?—______. The stamp is a little light. A. I cannot see paper B. Certificates are toys C. Sure D. Never copy it 【答案】C 【详解】请求检查证书复印件，Sure表示愿意帮忙，故选C。 8. —How should we behave while waiting outside the interview room?—______. Keep quiet and review your materials. A. Run around loudly B. Ask private questions C. Play music at full volume D. Wait politely 【答案】D 【详解】候场时应礼貌安静等待，故选D。 9. —Thanks for reminding me to bring my ID card.—______. It is required at the entrance. A. You're welcome B. Lose it quickly C. The card is asleep D. I never remind people 【答案】A 【详解】回应感谢用You're welcome，故选A。 10. —Would a short example make my answer stronger?—______. It can show your real experience. A. No, examples are banned B. I think so C. Examples are doors D. Please speak less than one word 【答案】B 【详解】对加入例子的建议表示认可，I think so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: I heard your group is preparing for the career-planning sharing meeting. B: Yes. We want to start with a graduate's story, but several stories are good. A: ___11___ It shows craftsmanship clearly. B: Then we need to connect the story with future jobs. ___12___ A: Compare his habit with the qualities required in the recruitment notice. B: During the meeting, students may ask how to prepare for interviews. A: ___13___ B: I still look at the paper too much when speaking. ___14___ A: Practise with key words only, and look up after each point. B: Should we ask the workshop teacher to listen to the final version? A: Yes. ___15___ A. What can help me speak without reading every line? B. His feedback can make the craftsmanship part more convincing. C. Choose the carpenter who improved his work by keeping a mistake record. D. Can you prepare answers to interview questions? E. How can the story be linked with job requirements? F. Shall we talk only about holiday plans? G. I have thrown away all the recruitment notices. 【答案】11.C 12.E 13.D 14.A 15.B 【详解】11. 上文说几则毕业生故事都不错，下文评价其能体现工匠精神，C项选择木工故事，选C。 12. 上文提出要连接未来岗位，下文建议对照招聘要求，选E。 13. 上文说学生可能询问面试准备，D项请求准备面试问题答案，选D。 14. 上文说发言过度看稿，下文给出关键词发言方法，选A。 15. 上文提议请实训老师试听，B项说明反馈能增强说服力，选B。 二、阅读理解（共20小题，每小题2分，满分40分） A Job Fair Preparation The school has opened a job fair preparation to help students connect English learning with real career service. It runs every Tuesday and Thursday afternoon. Students first read a task card, then work in pairs to serve graduating students in a simulated workplace situation. To make the situation more realistic, the teacher added a follow-up task. Students had to use the company information sheet when a student prepares for an interview question. They read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. Before each task, the teacher explains useful expressions and reminds students to speak politely. Students use a company information sheet to write down key information, such as time, place, needs and possible problems. This makes their answers more accurate. 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 activity becomes more challenging in the second week. Students may need to explain a change, compare two choices, or calm down someone who is worried. They must find the key information quickly instead of translating every word. The class 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. Students who finish six tasks receive comments from teachers. The comments focus on pronunciation, teamwork and problem-solving. The most important purpose is not the certificate, but the habit of careful communication and the awareness of interview reminder. After class, students wrote a short reflection. They recorded one useful expression, one mistake to avoid and one habit to build. Many of them mentioned matching examples with job needs. The reflection connected English reading with real service and showed that career readiness can be improved through practice. 16. What is the weekly schedule for the Job Fair Preparation activity? A. Every morning before class B. Only once a year C. Only at weekends D. Every Tuesday and Thursday afternoon 17. Why is the company information sheet useful to students? A. To write down key information B. To draw pictures only C. To replace all teachers D. To avoid speaking English 18. What kind of task may students meet after the activity becomes harder? A. Stop all service tasks B. Compare two choices C. Memorize a whole dictionary D. Leave visitors alone 19. Which abilities are considered when teachers comment on students' performance? A. Clothes, hobbies and music B. Food prices and weather C. Pronunciation, teamwork and problem-solving D. The number of photos 20. What is the key aim of the job fair preparation activity? A. To sell certificates B. To make tasks impossible C. To cancel English classes D. To develop careful communication habits 【答案】16.D 17.A 18.B 19.C 20.D 【导语】本文围绕“Job Fair Preparation”展开，正文约350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“It runs every Tuesday and Thursday afternoon.”可知，该句中的关键信息与选项“Every Tuesday and Thursday afternoon”一致，因此答案为D。 17. 原因细节题。根据第三段“Students use a company information sheet to write down key information, such as time, place, needs and possible problems.”可知，该句直接说明原因或问题所在，与选项“To write down key information”对应，因此答案为A。 18. 细节理解题。根据第五段“Students may need to explain a change, compare two choices, or calm down someone who is worried.”可知，该句中的关键信息与选项“Compare two choices”一致，因此答案为B。 19. 细节理解题。根据第七段“The comments focus on pronunciation, teamwork and problem-solving.”可知，该句中的关键信息与选项“Pronunciation, teamwork and problem-solving”一致，因此答案为C。 20. 细节理解题。根据第七段“The most important purpose is not the certificate, but the habit of careful communication and the awareness of interview reminder.”可知，该句中的关键信息与选项“To develop careful communication habits”一致，因此答案为D。 B A Young Carpenter's Choice Ma Jun used to think that vocational English meant remembering difficult terms. During a craft training, however, the student found that clear order and patience were more important. The class had to explain a practical process to a visitor. To make the situation more realistic, the teacher added a follow-up task. Students had to use the mistake record when a small error affects the final product. They first read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. In the first practice, Ma Jun spoke too fast and missed several steps. The teacher did not simply give a score. Instead, she asked the student to listen to the recording and mark where a listener might feel confused. 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. After reflection, Ma Jun divided the explanation into three parts: what to do first, what help the school could offer, and what should be checked at the end. The new version was shorter, but it was easier to follow. 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, when an unexpected question appeared, Ma Jun repeated the question first and then answered with a short example. The experience showed that vocational English is a tool for solving problems with clear information and a respectful attitude. After class, students wrote a short reflection. They recorded one useful expression, one mistake to avoid and one habit to build. Many of them mentioned checking details repeatedly. The reflection connected English reading with real service and showed that craftsmanship can be improved through practice. 21. What did Ma Jun once think vocational English meant? A. Remembering difficult terms B. Refusing all practice C. Speaking without order D. Drawing cartoons 22. What went wrong in Ma Jun's first explanation? A. The teacher forgot the classroom B. The student spoke too fast and missed steps C. The visitor left before class D. The recording was a song 23. What did Ma Jun do to organize his explanation better? A. By making it longer and harder B. By avoiding all examples C. By dividing it into three clear parts D. By speaking only Chinese 24. What step did Ma Jun take before giving an answer to a new question? A. Walked away B. Changed the topic C. Laughed at the visitor D. Repeated the question 25. What does Ma Jun's training story suggest about craftsmanship English? A. Vocational English should solve real problems B. Scores are the only purpose C. Difficult terms are enough D. Visitors should not ask questions 【答案】21.A 22.B 23.C 24.D 25.A 【导语】本文围绕“A Young Carpenter's Choice”展开，正文约343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“Ma Jun used to think that vocational English meant remembering difficult terms.”可知，该句中的关键信息与选项“Remembering difficult terms”一致，因此答案为A。 22. 细节理解题。根据第三段“In the first practice, Ma Jun spoke too fast and missed several steps.”可知，该句中的关键信息与选项“The student spoke too fast and missed steps”一致，因此答案为B。 23. 细节理解题。根据第五段“After reflection, Ma Jun divided the explanation into three parts: what to do first, what help the school could offer, and what should be checked at the end.”可知，该句中的关键信息与选项“By dividing it into three clear parts”一致，因此答案为C。 24. 细节理解题。根据第七段“Later, when an unexpected question appeared, Ma Jun repeated the question first and then answered with a short example.”可知，该句中的关键信息与选项“Repeated the question”一致，因此答案为D。 25. 细节理解题。根据第七段“The experience showed that vocational English is a tool for solving problems with clear information and a respectful attitude.”可知，该句中的关键信息与选项“Vocational English should solve real problems”一致，因此答案为A。 C Reading a Recruitment Notice A recruitment notice may be short, but it often carries important information. Students need to notice who writes it, who will read it, and what action readers should take. Missing one detail may lead to a wrong decision. To make the situation more realistic, the teacher added a follow-up task. Students had to use the recruitment notice when a hidden requirement changes the application. They first read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. In class, the teacher asks students to circle time and place words first. Then they underline rules, numbers and warning expressions. Finally, they discuss the purpose of the text and decide which information is the most useful. 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. When reading one sample text about career planning, several students found the title quickly but missed a small note at the bottom. The note changed the meeting place. This reminded them that key information may appear in different parts of a text. 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. After practice, students wrote their own short notices. They tried to use clear verbs, simple sentences and polite reminders. In this way, reading and writing became connected with real work. After class, students wrote a short reflection. They recorded one useful expression, one mistake to avoid and one habit to build. Many of them mentioned noticing skills and attitude. The reflection connected English reading with real service and showed that better career choices can be improved through practice. 26. What should students notice when reading a recruitment notice? A. Only the color of paper B. Writer, reader and required action C. The writer's favourite sport D. How to avoid all details 27. What information is marked first in the recruitment notice lesson? A. Every long sentence B. All pictures C. Time and place words D. Names of famous singers 28. What did the small note in the recruitment notice affect? A. The school name B. The students' major C. The weather D. The meeting place 29. What style did students practise when writing recruitment notices? A. Clear verbs and simple sentences B. Only difficult idioms C. Unclear jokes D. Long personal stories 30. What should students remember when reading recruitment notices? A. Notices never affect work B. Reading notices needs careful attention to details C. Students should translate every word aloud D. Writing notices is unrelated to reading 【答案】26.B 27.C 28.D 29.A 30.B 【导语】本文围绕“Reading a Recruitment Notice”展开，正文约337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“Students need to notice who writes it, who will read it, and what action readers should take.”可知，该句中的关键信息与选项“Writer, reader and required action”一致，因此答案为B。 27. 推理判断题。根据第三段“In class, the teacher asks students to circle time and place words first.”可知，该句总结了人物经历或活动意义，由此可推断出“Time and place words”这一启示，因此答案为C。 28. 细节理解题。根据第五段“The note changed the meeting place.”可知，该句中的关键信息与选项“The meeting place”一致，因此答案为D。 29. 细节理解题。根据第七段“They tried to use clear verbs, simple sentences and polite reminders.”可知，该句中的关键信息与选项“Clear verbs and simple sentences”一致，因此答案为A。 30. 细节理解题。根据第二段“This helped them see why careful reading is needed before speaking.”可知，该句中的关键信息与选项“Reading notices needs careful attention to details”一致，因此答案为B。 D Why Craftsmanship Still Counts People sometimes think craftsmanship is only a small classroom topic. In fact, it reflects how students prepare for future work. A student who only follows fixed steps may feel nervous when the situation changes. To make the situation more realistic, the teacher added a follow-up task. Students had to use the work log when a trainee wants to improve quality. They first read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. Good English learning should include thinking. When reading, students need to notice the writer's purpose, examples and attitude. When speaking, they need to consider the listener's need and choose a polite tone. 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. These abilities grow through practice and feedback. A short message may prevent misunderstanding; a clear explanation may help a team work faster; a polite question may help people find the real 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. For vocational students, English is not an extra burden. It connects professional skills with wider opportunities. It also helps students show responsibility and respect in real communication. After class, students wrote a short reflection. They recorded one useful expression, one mistake to avoid and one habit to build. Many of them mentioned reviewing each small step. The reflection connected English reading with real service and showed that professional growth can be improved through practice. 31. Why is merely following fixed steps not enough for future workers? A. The student will solve every problem easily B. The student never needs practice C. The student may feel nervous when situations change D. The student can ignore communication 32. Which elements should students notice in reading about craftsmanship? A. Only the page number B. The price of paper C. The classroom color D. The writer's purpose, examples and attitude 33. How are thinking and communication abilities developed? A. Through practice and feedback B. Through avoiding all mistakes C. Through doing nothing D. Through refusing advice 34. Why is a clear explanation valuable in a workshop team? A. Stop communicating B. Work faster C. Lose the message D. Forget the problem 35. What opportunity can English bring to vocational students? A. It is only an examination burden B. It should replace all technical courses C. It connects skills with wider opportunities D. It is useful only for translators 【答案】31.C 32.D 33.A 34.B 35.C 【导语】本文围绕“Why Craftsmanship Still Counts”展开，正文约314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. 原因细节题。根据第一段“A student who only follows fixed steps may feel nervous when the situation changes.”可知，该句直接说明原因或问题所在，与选项“The student may feel nervous when situations change”对应，因此答案为C。 32. 细节理解题。根据第三段“When reading, students need to notice the writer's purpose, examples and attitude.”可知，该句中的关键信息与选项“The writer's purpose, examples and attitude”一致，因此答案为D。 33. 细节理解题。根据第五段“These abilities grow through practice and feedback.”可知，该句中的关键信息与选项“Through practice and feedback”一致，因此答案为A。 34. 原因细节题。根据第五段“A short message may prevent misunderstanding; a clear explanation may help a team work faster; a polite question may help people find the real problem.”可知，该句直接说明原因或问题所在，与选项“Work faster”对应，因此答案为B。 35. 细节理解题。根据第七段“It connects professional skills with wider opportunities.”可知，该句中的关键信息与选项“It connects skills with wider opportunities”一致，因此答案为C。 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。 Our school invited several graduates to talk about career planning. Before the meeting, I thought planning a career was only choosing a job name. The talk made me realize it was a much ___36___ process. One graduate, now a skilled carpenter, showed us a small wooden box. He said the box looked simple, but every corner had to be measured ___37___. A careless millimeter could make the cover fail to close. He also told us that he once wanted to give up because repeated practice was boring. His trainer asked him to keep a record of each mistake and think about how to ___38___ it. Slowly, his work became better. After the talk, our teacher asked us to write a career card. We needed to list our strengths, weaknesses and one skill we hoped to ___39___ this term. I wrote 'speaking clearly with customers'. At first, I was not sure how to describe my strengths. My partner reminded me that I was patient when helping classmates. This helped me see myself more ___40___. In the next practice, we acted as job interviewers and applicants. I learned to give examples instead of saying only 'I am hard-working'. Specific examples made my answer more ___41___. The activity also showed me the meaning of craftsmanship. It is not only about making beautiful things, but also about checking details and improving ___42___ after day. When I listened to others' plans, I found everyone had a different goal. Some wanted to work in factories, while others planned to start small businesses. We respected each choice because planning should match personal ___43___. Now I understand that a good career plan is not fixed forever. We should review it when we gain new experience or receive useful ___44___. The meeting encouraged me to study skills more carefully and prepare for the future with a ___45___ attitude. 36. A. faster B. colder C. quieter D. deeper 37. A. exactly B. carelessly C. loudly D. suddenly 38. A. hide B. improve C. throw D. cancel 39. A. forget B. lose C. develop D. borrow 40. A. angrily B. cheaply C. secretly D. clearly 41. A. believable B. colorful C. crowded D. sleepy 42. A. year B. day C. month D. minute 43. A. noise B. weather C. interest D. size 44. A. furniture B. feedback C. medicine D. traffic 45. A. lazy B. careless C. responsible D. funny 【答案】36.D 37.A 38.B 39.C 40.D 41.A 42.B 43.C 44.B 45.C 【导语】本文围绕职业规划和工匠精神讲座展开，考查学生结合上下文理解职业品质和学习策略的能力。 【详解】36. 职业规划不只是选职业名称，而是更深入的过程，故选D。 37. 木工测量角落需要精确，exactly符合。 38. 记录错误是为了改进，improve符合。 39. 本学期希望培养一项技能，develop符合。 40. 同伴提醒帮助作者更清楚地认识自己，clearly符合。 41. 具体例子让回答更可信，believable符合。 42. day after day意为“日复一日”，故选B。 43. 职业规划应匹配个人兴趣，interest符合。 44. 获得反馈后应调整计划，feedback符合。 45. 面向未来应有负责任的态度，responsible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。 At a job fair, vocational students practised how to introduce themselves to employers. The teacher first showed them a form ___46___ asked about skills, certificates and work experience. Each student was given ten minutes ___47___(prepare) a short self-introduction. Wang Lin wrote down his strengths and then read the words ___48___(loud) to check the tone. He knew that honesty was ___49___(important) than using beautiful but empty sentences. When he talked with an employer, he explained how he ___50___(repair) a small machine during training last month. The employer listened carefully and asked ___51___ he had learned from the task. Wang Lin said that teamwork had helped ___52___(he) solve the problem faster. After the fair, many students felt more confident ___53___ they had experienced a real interview situation. The activity also taught them ___54___(respect) every detail. Good preparation can open more ___55___(chance) for future jobs. 46._________ 47._________ 48._________ 49._________ 50._________ 51._________ 52._________ 53._________ 54._________ 55._________ 【答案】46.which/that 47.to prepare 48.aloud 49.more important 50.repaired 51.what 52.him 53.because 54.to respect 55.chances 【导语】本文讲述学生在招聘会中练习自我介绍和面试沟通，考查定语从句、非谓语、副词、比较级、时态、宾语从句、代词、原因状语从句和名词复数等语法点。 【详解】46. 考查定语从句。先行词为form，关系代词which或that在从句中作主语。 47. 考查非谓语动词。be given time to do sth.表示“被给予时间做某事”。 48. 考查副词。read aloud表示“大声读出来”。 49. 考查比较级。由than可知用more important。 50. 考查一般过去时。由last month可知填repaired。 51. 考查宾语从句。what he had learned表示“他学到了什么”。 52. 考查人称代词宾格。helped后作宾语用him。 53. 考查原因状语从句。前后为因果关系，故填because。 54. 考查非谓语动词。teach sb. to do sth.为固定用法。 55. 考查名词复数。chance为可数名词，more后接复数。 五、书面表达（满分20分） 56. 你校将举行以“Developing Craftsmanship”为主题的英语演讲比赛。请你写一篇演讲稿。内容包括：1. 你对工匠精神的理解；2. 中职学生如何培养工匠精神；3. 发出倡议。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 teachers and classmates, Today I want to talk about developing craftsmanship. To me, craftsmanship means careful work, patience and the wish to become better. As vocational students, we should not only learn skills in class but also practise them again and again. When we make mistakes, we should check the details and improve our methods. We should also respect every simple task, because quality comes from small steps. Let us work harder, keep improving and prepare ourselves for future jobs with a responsible attitude. 【点睛】本文为演讲稿，观点明确，包含理解、做法和倡议。 【高分句型】When we make mistakes, we should check the details and improve our methods. 本句使用when引导时间状语从句，表达自然。 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 $