2027年江苏省（职教高考）《英语高频考点冲刺卷》（九）（原卷版+解析版）

**基本信息** 聚焦职业场景的英语综合应用，整合情景交际、阅读、语法及写作模块，强化真实服务情境中的语言能力与问题解决思维。 **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|围绕食品服务安全（如温度检查、过敏提醒）设计对话|从基础应答到对话补全，构建职业场景沟通逻辑| |阅读理解|20小题（4篇）|以食品服务训练、菜单沟通等职业文本为载体|通过细节查找、推理判断，强化职业信息提取能力| |完形填空|10小题|食品服务实践叙事，考查语境词汇运用|围绕安全操作流程，串联词汇与情景理解| |语法填空|10小题|食品服务步骤描述，考查词形变化与语法规则|结合职业操作场景，实现语法知识的情境化应用| |书面表达|1题|介绍职业学校交流活动邮件|综合语言输出，体现跨文化沟通与活动组织能力|

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》（九） 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 soup is still warm when it reaches the service table. What should we check?—______. Food safety comes first. A. Its holding temperature B. The color of the wall C. The price of shoes D. The lunch music 2. —I forgot to wash my hands before putting on gloves.—______. Wash them now and change the gloves. A. Keep serving B. Stop for a moment C. Hide your hands D. Use the same gloves 3. —Which notice belongs near the refrigerator?—______. It reminds workers to control storage time. A. Turn off the lights B. Keep the door open all day C. Check dates before using food D. Run in the kitchen 4. —A student dropped a spoon on the floor during lunch service.—______. Give him a clean one. A. Use the dirty spoon B. Laugh loudly C. Put it back quickly D. Replace it at once 5. —May I taste the sauce with the cooking spoon?—______. Use a clean tasting spoon instead. A. No, you shouldn't B. Yes, mix it back C. Sauce is homework D. Taste with fingers 6. —The menu says 'peanuts', but the label is too small.—______. Make it clearer for people with allergies. A. Remove the warning B. You are right C. Peanuts are desks D. Close the menu 7. —Could you remind the team to separate raw and cooked food?—______. I will write it on the board. A. Food cannot separate B. No kitchen today C. Certainly D. Mix everything 8. —What should we do with the milk after opening it?—______. Write the date and keep it cold. A. Leave it in the sun B. Pour it into any bottle C. Forget the date D. Label and refrigerate it 9. —Thank you for checking the cleaning record after dinner.—______. The next group can see it easily. A. You're welcome B. Records are cakes C. Never clean D. Dinner is a label 10. —Would color stickers help us mark different cutting boards?—______. They can reduce confusion. A. No, colors are banned B. Yes, that makes sense C. Cutting boards can fly D. Use one board for all food 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 Na, your group will present food safety rules after the lunch practice, right? B: Yes. We need a real case for the opening, but it should not frighten the listeners. ___11___ A: The soup-allergy question is suitable. It is serious and shows careful service. B: Then we must explain cleaning, storage and checking time labels. ___12___ A: Put them into three boxes on the slide, with one example for each box. B: Someone may ask about allergy information on the menu. A: ___13___ I will remind them to check the menu card before speaking. B: Some safety expressions are long. ___14___ A: Use short warning sentences, such as 'Check the label first' and 'Do not guess'. B: Should we invite the food safety teacher to read our script? A: ___15___ A. Which safety case is suitable? B. How should we organize these rules on the slide? C. I can answer that part. D. What wording can make the reminders easier to remember? E. Yes, her suggestions can help us avoid unclear safety expressions. F. Shall we hide the time labels from customers? G. The soup has been used as a delivery package. 二、阅读理解（共20小题，每小题2分，满分40分） A Food Safety Training The school has opened a food safety training to help students connect English learning with real restaurant service. It runs every Tuesday and Thursday afternoon. Students first read a task card, then work in pairs to serve catering students in a simulated workplace situation. To make the situation more realistic, the teacher added a follow-up task. Students had to use the temperature record when food storage time must be checked. 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 each task, the teacher explains useful expressions and reminds students to speak politely. Students use a temperature record 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 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. 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 storage 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 reading safety labels. The reflection connected English reading with real service and showed that food safety can be improved through practice. 16. On what afternoons does the Food Safety Training take place? A. Every morning before class B. Only once a year C. Only at weekends D. Every Tuesday and Thursday afternoon 17. What is the temperature record used for in the training? A. To write down key information B. To draw pictures only C. To replace all teachers D. To avoid speaking English 18. What challenge may appear as food safety tasks become harder? A. Stop all service tasks B. Compare two choices C. Memorize a whole dictionary D. Leave visitors alone 19. What do teachers comment on after observing food-service practice? 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 food safety training mainly intended to develop? A. To sell certificates B. To make tasks impossible C. To cancel English classes D. To develop careful communication habits B A Busy Lunch Service Li Na used to think that vocational English meant remembering difficult terms. During a restaurant practice, 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 menu card when a customer asks about allergy information. 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, Li Na 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, Li Na 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, Li Na 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 giving exact menu details. The reflection connected English reading with real service and showed that careful service can be improved through practice. 21. What did Li Na once think vocational English meant? A. Remembering difficult terms B. Refusing all practice C. Speaking without order D. Drawing cartoons 22. What difficulty did Li Na meet during the busy lunch service? 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. How did Li Na make her restaurant-service explanation clearer? 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 did Li Na do first when a customer asked an unexpected question? A. Walked away B. Changed the topic C. Laughed at the visitor D. Repeated the question 25. What does Li Na's lunch service show about restaurant 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 Kitchen Notice A kitchen 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 kitchen checklist when cleaning rules change before lunch. 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 healthy meals, 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 following safety steps. The reflection connected English reading with real service and showed that healthy meals can be improved through practice. 26. What should students notice when reading a kitchen 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. Which details are marked first when students read the kitchen notice? A. Every long sentence B. All pictures C. Time and place words D. Names of famous singers 28. What kitchen arrangement was affected by the small note? A. The school name B. The students' major C. The weather D. The meeting place 29. What kind of wording did students use in their kitchen notices? A. Clear verbs and simple sentences B. Only difficult idioms C. Unclear jokes D. Long personal stories 30. What should students do when reading kitchen 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 Details on the Menu People sometimes think menu communication 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 order record when waiters need to explain food information. 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 listening to special needs. The reflection connected English reading with real service and showed that customer safety can be improved through practice. 31. Why can fixed-step thinking be risky in restaurant service? 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. What should be noticed in texts about menu communication? A. Only the page number B. The price of paper C. The classroom color D. The writer's purpose, examples and attitude 33. How can students develop careful restaurant communication? A. Through practice and feedback B. Through avoiding all mistakes C. Through doing nothing D. Through refusing advice 34. What can clear explanation do for a restaurant team? A. Stop communicating B. Work faster C. Lose the message D. Forget the problem 35. How does English help students protect customer safety? 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 restaurant service class held a lunch practice for teachers. Before the activity, we checked tables, menus and food labels. The teacher reminded us that food service must put ___36___ first. When the first teacher arrived, she asked whether the soup contained peanuts. I was not sure, so I looked at the menu card carefully. It listed all possible allergy information in small ___37___. I told her the soup did not contain peanuts, but it was cooked in a kitchen that also used nuts. The teacher thanked me for the ___38___ explanation. She said such details were important. During the busy hour, another student almost served a cold dish without checking the time label. Our monitor stopped him and asked him to ___39___ the label again. The dish had been out for too long. We replaced it with a fresh one. Although this took extra time, it helped us avoid a safety ___40___. The teacher said correct action was more important than speed. After lunch, we cleaned the tables and recorded the problems we met. We found that some menu words were not clear enough for customers, so we decided to ___41___ them. In the next practice, we used simpler words and added icons for common allergens. Customers could understand the menu more ___42___. The project taught me that restaurant English is not only about greetings. It includes giving exact information, listening to special needs and showing ___43___ for customers' health. I also learned to stay calm when the dining room was crowded. If I felt nervous, I took a breath and followed the service ___44___ step by step. Food safety depends on many small checks. As future workers, we should never ignore them, even when we are ___45___. 36. A. fashion B. speed C. music D. safety 37. A. letters B. rivers C. rooms D. boxes 38. A. funny B. clear C. late D. empty 39. A. hide B. paint C. check D. sell 40. A. prize B. story C. lesson D. problem 41. A. improve B. forget C. borrow D. miss 42. A. sadly B. easily C. angrily D. secretly 43. A. distance B. weather C. respect D. noise 44. A. concert B. process C. holiday D. message 45. A. absent B. rich C. busy D. free 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。 Food safety training is necessary for students who will work in restaurants. In a cooking class, the teacher showed the steps ___46___ should be followed before lunch service. First, all students washed their hands ___47___(careful) and checked whether the tables were clean. Then fresh vegetables ___48___(put) in a separate box. The teacher reminded everyone ___49___(keep) raw food away from cooked food. Li Ming noticed a bottle without a clear date, ___50___ he reported it at once. His quick action helped the group avoid a possible mistake. During practice, students learned that safety rules are ___51___(important) than speed. They also discussed why a small detail could influence ___52___(customer) trust. After class, Li Ming wrote down ___53___ he had learned in his notebook. He believed that good habits ___54___(build) through repeated practice. For future cooks, careful work is one of the most valuable ___55___(quality). 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，你校将接待国际交流学生。请你写一封英文邮件，介绍一次职业学校交流活动安排。内容包括：1. 活动时间地点；2. 活动内容；3. 表达欢迎。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》（九） 时间：120分钟 总分：100分 班级：__________ 姓名：__________ 学号：__________ 成绩：__________ 本卷难度定位：中等偏拔高；主题覆盖：cross-cultural communication and lifelong learning。 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 soup is still warm when it reaches the service table. What should we check?—______. Food safety comes first. A. Its holding temperature B. The color of the wall C. The price of shoes D. The lunch music 【答案】A 【详解】餐饮服务中应检查保温温度，故选A。 2. —I forgot to wash my hands before putting on gloves.—______. Wash them now and change the gloves. A. Keep serving B. Stop for a moment C. Hide your hands D. Use the same gloves 【答案】B 【详解】戴手套前忘洗手，应暂停并清洁，故选B。 3. —Which notice belongs near the refrigerator?—______. It reminds workers to control storage time. A. Turn off the lights B. Keep the door open all day C. Check dates before using food D. Run in the kitchen 【答案】C 【详解】冰箱附近应提醒查看食品日期，故选C。 4. —A student dropped a spoon on the floor during lunch service.—______. Give him a clean one. A. Use the dirty spoon B. Laugh loudly C. Put it back quickly D. Replace it at once 【答案】D 【详解】餐具掉地应立即更换，故选D。 5. —May I taste the sauce with the cooking spoon?—______. Use a clean tasting spoon instead. A. No, you shouldn't B. Yes, mix it back C. Sauce is homework D. Taste with fingers 【答案】A 【详解】试味不能用烹调用勺，应拒绝并给出正确做法，故选A。 6. —The menu says 'peanuts', but the label is too small.—______. Make it clearer for people with allergies. A. Remove the warning B. You are right C. Peanuts are desks D. Close the menu 【答案】B 【详解】过敏原提示过小，应认可并改清楚，故选B。 7. —Could you remind the team to separate raw and cooked food?—______. I will write it on the board. A. Food cannot separate B. No kitchen today C. Certainly D. Mix everything 【答案】C 【详解】请求提醒生熟分开，Certainly表示愿意，故选C。 8. —What should we do with the milk after opening it?—______. Write the date and keep it cold. A. Leave it in the sun B. Pour it into any bottle C. Forget the date D. Label and refrigerate it 【答案】D 【详解】牛奶开封后应标注日期并冷藏，故选D。 9. —Thank you for checking the cleaning record after dinner.—______. The next group can see it easily. A. You're welcome B. Records are cakes C. Never clean D. Dinner is a label 【答案】A 【详解】回应感谢用You're welcome，故选A。 10. —Would color stickers help us mark different cutting boards?—______. They can reduce confusion. A. No, colors are banned B. Yes, that makes sense C. Cutting boards can fly D. Use one board for all food 【答案】B 【详解】颜色贴纸可区分砧板，Yes, that makes sense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 Na, your group will present food safety rules after the lunch practice, right? B: Yes. We need a real case for the opening, but it should not frighten the listeners. ___11___ A: The soup-allergy question is suitable. It is serious and shows careful service. B: Then we must explain cleaning, storage and checking time labels. ___12___ A: Put them into three boxes on the slide, with one example for each box. B: Someone may ask about allergy information on the menu. A: ___13___ I will remind them to check the menu card before speaking. B: Some safety expressions are long. ___14___ A: Use short warning sentences, such as 'Check the label first' and 'Do not guess'. B: Should we invite the food safety teacher to read our script? A: ___15___ A. Which safety case is suitable? B. How should we organize these rules on the slide? C. I can answer that part. D. What wording can make the reminders easier to remember? E. Yes, her suggestions can help us avoid unclear safety expressions. F. Shall we hide the time labels from customers? G. The soup has been used as a delivery package. 【答案】11.A 12.B 13.C 14.D 15.E 【详解】11. 下文明确推荐汤品过敏问题，说明空处询问合适案例，选A。 12. 上文列出三类食品安全规则，下文建议分成三个框展示，选B。 13. 上文说可能被问到菜单过敏信息，C项主动承担该部分，选C。 14. 上文说安全表达较长，下文建议使用短警示句，选D。 15. 上文询问是否请食品安全老师审稿，E项作肯定回答并说明作用，选E。 二、阅读理解（共20小题，每小题2分，满分40分） A Food Safety Training The school has opened a food safety training to help students connect English learning with real restaurant service. It runs every Tuesday and Thursday afternoon. Students first read a task card, then work in pairs to serve catering students in a simulated workplace situation. To make the situation more realistic, the teacher added a follow-up task. Students had to use the temperature record when food storage time must be checked. 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 each task, the teacher explains useful expressions and reminds students to speak politely. Students use a temperature record 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 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. 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 storage 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 reading safety labels. The reflection connected English reading with real service and showed that food safety can be improved through practice. 16. On what afternoons does the Food Safety Training take place? A. Every morning before class B. Only once a year C. Only at weekends D. Every Tuesday and Thursday afternoon 17. What is the temperature record used for in the training? A. To write down key information B. To draw pictures only C. To replace all teachers D. To avoid speaking English 18. What challenge may appear as food safety tasks become harder? A. Stop all service tasks B. Compare two choices C. Memorize a whole dictionary D. Leave visitors alone 19. What do teachers comment on after observing food-service practice? 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 food safety training mainly intended to develop? 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“Food Safety Training”展开，正文约345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. 细节理解题。根据第三段“Students use a temperature record to write down key information, such as time, place, needs and possible problems.”可知，该句中的关键信息与选项“To write down key information”一致，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 storage 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 Busy Lunch Service Li Na used to think that vocational English meant remembering difficult terms. During a restaurant practice, 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 menu card when a customer asks about allergy information. 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, Li Na 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, Li Na 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, Li Na 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 giving exact menu details. The reflection connected English reading with real service and showed that careful service can be improved through practice. 21. What did Li Na once think vocational English meant? A. Remembering difficult terms B. Refusing all practice C. Speaking without order D. Drawing cartoons 22. What difficulty did Li Na meet during the busy lunch service? 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. How did Li Na make her restaurant-service explanation clearer? 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 did Li Na do first when a customer asked an unexpected question? A. Walked away B. Changed the topic C. Laughed at the visitor D. Repeated the question 25. What does Li Na's lunch service show about restaurant 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 Busy Lunch Service”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“Li Na 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, Li Na 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, Li Na 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, Li Na 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 Kitchen Notice A kitchen 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 kitchen checklist when cleaning rules change before lunch. 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 healthy meals, 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 following safety steps. The reflection connected English reading with real service and showed that healthy meals can be improved through practice. 26. What should students notice when reading a kitchen 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. Which details are marked first when students read the kitchen notice? A. Every long sentence B. All pictures C. Time and place words D. Names of famous singers 28. What kitchen arrangement was affected by the small note? A. The school name B. The students' major C. The weather D. The meeting place 29. What kind of wording did students use in their kitchen notices? A. Clear verbs and simple sentences B. Only difficult idioms C. Unclear jokes D. Long personal stories 30. What should students do when reading kitchen 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 Kitchen Notice”展开，正文约334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. 细节理解题。根据第三段“In class, the teacher asks students to circle time and place words first.”可知，该句中的关键信息与选项“Time and place words”一致，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 Details on the Menu People sometimes think menu communication 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 order record when waiters need to explain food information. 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 listening to special needs. The reflection connected English reading with real service and showed that customer safety can be improved through practice. 31. Why can fixed-step thinking be risky in restaurant service? 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. What should be noticed in texts about menu communication? A. Only the page number B. The price of paper C. The classroom color D. The writer's purpose, examples and attitude 33. How can students develop careful restaurant communication? A. Through practice and feedback B. Through avoiding all mistakes C. Through doing nothing D. Through refusing advice 34. What can clear explanation do for a restaurant team? A. Stop communicating B. Work faster C. Lose the message D. Forget the problem 35. How does English help students protect customer safety? 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“Details on the Menu”展开，正文约315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. 细节理解题。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，该句中的关键信息与选项“Work faster”一致，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 restaurant service class held a lunch practice for teachers. Before the activity, we checked tables, menus and food labels. The teacher reminded us that food service must put ___36___ first. When the first teacher arrived, she asked whether the soup contained peanuts. I was not sure, so I looked at the menu card carefully. It listed all possible allergy information in small ___37___. I told her the soup did not contain peanuts, but it was cooked in a kitchen that also used nuts. The teacher thanked me for the ___38___ explanation. She said such details were important. During the busy hour, another student almost served a cold dish without checking the time label. Our monitor stopped him and asked him to ___39___ the label again. The dish had been out for too long. We replaced it with a fresh one. Although this took extra time, it helped us avoid a safety ___40___. The teacher said correct action was more important than speed. After lunch, we cleaned the tables and recorded the problems we met. We found that some menu words were not clear enough for customers, so we decided to ___41___ them. In the next practice, we used simpler words and added icons for common allergens. Customers could understand the menu more ___42___. The project taught me that restaurant English is not only about greetings. It includes giving exact information, listening to special needs and showing ___43___ for customers' health. I also learned to stay calm when the dining room was crowded. If I felt nervous, I took a breath and followed the service ___44___ step by step. Food safety depends on many small checks. As future workers, we should never ignore them, even when we are ___45___. 36. A. fashion B. speed C. music D. safety 37. A. letters B. rivers C. rooms D. boxes 38. A. funny B. clear C. late D. empty 39. A. hide B. paint C. check D. sell 40. A. prize B. story C. lesson D. problem 41. A. improve B. forget C. borrow D. miss 42. A. sadly B. easily C. angrily D. secretly 43. A. distance B. weather C. respect D. noise 44. A. concert B. process C. holiday D. message 45. A. absent B. rich C. busy D. free 【答案】36.D 37.A 38.B 39.C 40.D 41.A 42.B 43.C 44.B 45.C 【导语】本文讲述餐饮服务实训中的食品安全与顾客沟通，考查安全意识、菜单信息和服务流程相关词汇。 【详解】36. 食品服务必须把安全放在首位，safety符合。 37. 过敏信息以小字列在菜单卡上，letters符合。 38. 解释过敏信息应清楚，clear符合。 39. 时间标签需要再次检查，check符合。 40. 更换菜品是为了避免安全问题，problem符合。 41. 菜单词语不清楚，因此决定改进，improve符合。 42. 图标和简单词能让顾客更容易理解，easily符合。 43. 关注顾客健康体现尊重，respect符合。 44. 忙乱时按服务流程一步步做，process符合。 45. 即使忙碌也不能忽视安全检查，busy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。 Food safety training is necessary for students who will work in restaurants. In a cooking class, the teacher showed the steps ___46___ should be followed before lunch service. First, all students washed their hands ___47___(careful) and checked whether the tables were clean. Then fresh vegetables ___48___(put) in a separate box. The teacher reminded everyone ___49___(keep) raw food away from cooked food. Li Ming noticed a bottle without a clear date, ___50___ he reported it at once. His quick action helped the group avoid a possible mistake. During practice, students learned that safety rules are ___51___(important) than speed. They also discussed why a small detail could influence ___52___(customer) trust. After class, Li Ming wrote down ___53___ he had learned in his notebook. He believed that good habits ___54___(build) through repeated practice. For future cooks, careful work is one of the most valuable ___55___(quality). 46._________ 47._________ 48._________ 49._________ 50._________ 51._________ 52._________ 53._________ 54._________ 55._________ 【答案】46.that/which 47.carefully 48.were put 49.to keep 50.so 51.more important 52.customers' 53.what 54.are built 55.qualities 【导语】本文讲述食品安全实训中学生学习规范操作的过程，考查定语从句、副词、被动语态、非谓语、连词、比较级、名词所有格、宾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steps，关系代词that或which作主语。 47.考查副词。修饰washed应用carefully。 48. 考查一般过去时被动语态。vegetables与put之间为被动关系。 49. 考查非谓语动词。remind sb. to do sth.为固定用法。 50. 考查连词。前后为因果关系，故填so。 51. 考查比较级。由than可知用more important。 52. 考查名词所有格。customers' trust表示“顾客的信任”。 53. 考查宾语从句。what he had learned表示“他所学到的内容”。 54. 考查一般现在时被动语态。habits与build之间为被动关系。 55. 考查名词复数。quality为可数名词，one of后接复数。 五、书面表达（满分20分） 56. 假如你是李华，你校将接待国际交流学生。请你写一封英文邮件，介绍一次职业学校交流活动安排。内容包括：1. 活动时间地点；2. 活动内容；3. 表达欢迎。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 friends, Welcome to our vocational school. I am glad to introduce the exchange activity to you. It will be held in the training center next Tuesday morning. First, our teacher will give a short introduction to our majors. Then you will visit two workshops and try a simple hands-on task with our students. After that, we will have a group discussion about learning skills and school life. We hope this activity will help us understand each other better. We are looking forward to meeting you soon. Yours, Li Hua 【点睛】本文为活动介绍邮件，安排具体，欢迎语得体。 【高分句型】We hope this activity will help us understand each other better. 本句使用宾语从句，表达交流活动目的。 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 $