2027年江苏省（职教高考）《英语高频考点冲刺卷》（六）（原卷版+解析版）

**基本信息** 聚焦职业场景的语言综合运用，融合语言能力与文化意识，通过真实情境训练提升解题与服务实践能力。 **综合设计** |模块|题量/典例|方法提炼|知识逻辑| |----|-----------|----------|----------| |情景交际|15小题|礼貌回应+实用信息提取，如“清晰指引参观规则”|语言能力（准确表达）与思维品质（问题解决）结合| |阅读理解|20小题|关键信息定位（时间/地点/行动词）+结构化分析|文化意识（地方文化保护）与学习能力（反思总结）融合| |完形填空|10小题|上下文逻辑推理+职业词汇运用（如heritage）|语言能力（词汇语法）与思维品质（逻辑分析）衔接| |语法填空|10小题|时态/语态/从句等语法规则在真实语境中应用|语言能力（语法准确）与学习能力（策略运用）结合| |书面表达|1题|结构化推荐（地点+理由+建议）+简洁连贯表达|文化意识（家乡文化传播）与语言能力（综合输出）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》（六） 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. —A tourist asks why the old bridge is important. How should the guide begin?—______. Then add a short story. A. Introduce its history B. Sell a ticket twice C. Ignore the question D. Point to the sky 2. —I forgot the next stop on the museum route.—______. The route card is in your pocket. A. Invent a new museum B. Don't worry C. Stop the tour forever D. Hide the card 3. —Which expression is best for asking visitors not to touch the exhibits?—______. It is polite and clear. A. Touch everything now B. You are careless C. Please keep your hands away from the exhibits D. Break the glass 4. —The group is walking too fast for two elderly visitors.—______. I will slow down and wait at the corner. A. Leave them behind B. Run faster C. Close the museum D. I'll adjust the pace 5. —May I take photos in this exhibition room?—______. But please do not use flash. A. Yes, you may B. No maps today C. Photos are food D. Never enter 6. —The visitor says your voice is too low.—______. I will speak louder in the next hall. A. Forget the visitor B. Thanks for telling me C. The hall is a river D. I dislike voices 7. —Could you help me translate this local-culture term?—______. Let's choose a simple English phrase. A. I will erase culture B. Terms are boxes C. Certainly D. Never translate 8. —What is the purpose of the final reminder before visitors leave?—______. It tells them where to return the audio guide. A. To sell umbrellas B. To start a race C. To hide the exit D. To give practical information 9. —Thank you for showing me how to hold the route card.—______. It makes guiding easier. A. You're welcome B. Cards are useless C. Hold nothing D. I cannot guide 10. —Shall we add one local legend to the introduction?—______. Visitors may remember the place better. A. No, stories are illegal B. That's a nice idea C. Legends are buses D. Let's delete the route 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: Sun Jie, your museum guide practice is coming. What is the hardest part? B: The route has four halls, and I am afraid visitors may lose the order. A: Draw a simple route line and introduce only one key point for each hall. B: ___11___ We also took many photos of exhibits. A: Keep the photos that show local culture, not the ones that are only beautiful. B: Good. Someone should remind visitors about photo rules and crowded stairs. A: ___12___ B: Thanks. Some place names are difficult to pronounce. ___13___ A: Record them once, listen to the guide teacher, and mark the stressed syllables. B: Shall we invite a senior guide to watch our practice? ___14___ A: Of course. ___15___ A. That will make the route order clearer. B. I can take the safety-reminder part after the route introduction. C. What should I do with difficult place names? D. Would that be helpful? E. Her advice can make our introduction more natural. F. Should visitors run quickly through every hall? G. The museum will be changed into a bus station. 二、阅读理解（共20小题，每小题2分，满分40分） A Museum Volunteer Program The school has opened a museum volunteer program to help students connect English learning with real public service. It runs every Tuesday and Thursday afternoon. Students first read a task card, then work in pairs to serve tourism students in a simulated workplace situation. To make the situation more realistic, the teacher added a follow-up task. Students had to use the visitor guide card when a guest asks about the next hall. 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 visitor guide card 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 safety 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 explaining the route clearly. The reflection connected English reading with real service and showed that public service can be improved through practice. 16. When is the Museum Volunteer Program held each week? A. Every Tuesday and Thursday afternoon B. Every morning before class C. Only once a year D. Only at weekends 17. What does the visitor guide card help students write down? A. To draw pictures only B. To write down key information C. To replace all teachers D. To avoid speaking English 18. Which situation may students face when the museum tasks become harder? A. Stop all service tasks B. Memorize a whole dictionary C. Compare two choices D. Leave visitors alone 19. What do teachers mainly look at when giving comments? A. Clothes, hobbies and music B. Food prices and weather C. The number of photos D. Pronunciation, teamwork and problem-solving 20. What habit is the museum volunteer activity designed to develop? A. To develop careful communication habits B. To sell certificates C. To make tasks impossible D. To cancel English classes B A Guide's Training Day Sun Jie used to think that vocational English meant remembering difficult terms. During a guide 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 culture notes when a tourist asks an unexpected question. 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, Sun Jie 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, Sun Jie 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, Sun Jie 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 using local examples. The reflection connected English reading with real service and showed that cultural confidence can be improved through practice. 21. What did Sun Jie once think vocational English meant? A. Refusing all practice B. Remembering difficult terms C. Speaking without order D. Drawing cartoons 22. What problem did Sun Jie have in the first guide practice? A. The teacher forgot the classroom B. The visitor left before class C. The student spoke too fast and missed steps D. The recording was a song 23. How did Sun Jie make the route explanation clearer? A. By making it longer and harder B. By avoiding all examples C. By speaking only Chinese D. By dividing it into three clear parts 24. What did Sun Jie do before replying to a tourist's sudden question? A. Repeated the question B. Walked away C. Changed the topic D. Laughed at the visitor 25. What does Sun Jie's training day show about guide English? A. Scores are the only purpose B. Vocational English should solve real problems C. Difficult terms are enough D. Visitors should not ask questions C Reading a Travel Route A travel route 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 time table when a route change affects the visit. 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 low-carbon tourism, 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 reading map clues. The reflection connected English reading with real service and showed that low-carbon travel can be improved through practice. 26. What should students notice when reading a travel route? A. Only the color of paper B. The writer's favourite sport C. Writer, reader and required action D. How to avoid all details 27. What are students asked to mark first when reading the travel route? A. Every long sentence B. All pictures C. Names of famous singers D. Time and place words 28. Why could the small note not be ignored in the travel route? A. The meeting place B. The school name C. The students' major D. The weather 29. What kind of expressions did students use in their own travel notices? A. Only difficult idioms B. Clear verbs and simple sentences C. Unclear jokes D. Long personal stories 30. What reading habit is needed when using a travel route? A. Notices never affect work B. Students should translate every word aloud C. Reading notices needs careful attention to details D. Writing notices is unrelated to reading D Protecting Local Culture People sometimes think local culture protection 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 story file when visitors misunderstand a local custom. 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 introducing culture accurately. The reflection connected English reading with real service and showed that mutual respect can be improved through practice. 31. What risk may fixed-step thinking bring in cultural service? A. The student will solve every problem easily B. The student never needs practice C. The student can ignore communication D. The student may feel nervous when situations change 32. Which points should be noticed when reading about local culture? A. The writer's purpose, examples and attitude B. Only the page number C. The price of paper D. The classroom color 33. What helps students gradually build cultural communication ability? A. Through avoiding all mistakes B. Through practice and feedback C. Through doing nothing D. Through refusing advice 34. How can a clear explanation support a public-service team? A. Stop communicating B. Lose the message C. Work faster D. Forget the problem 35. How does English support local culture protection? A. It is only an examination burden B. It should replace all technical courses C. It is useful only for translators D. It connects skills with wider opportunities 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。 This term, I joined a tourism service project at the local museum. Our job was to introduce a culture route to visitors. I was excited, but I also felt ___36___ because some place names were difficult to pronounce. Before the first practice, our teacher gave us a route card. It showed the order of the halls, the time needed for each stop and two safety ___37___. We had to understand the card before speaking. In my first introduction, I spent too much time on the first hall. As a result, I had to rush through the rest of the route. A classmate suggested that I should ___38___ my time better. The next day, I divided the introduction into three parts: history, local crafts and visitor tips. This structure made the route easier to ___39___. Visitors could remember where to go next. One visitor asked whether taking photos was allowed. I was not sure, so I checked the sign instead of guessing. The visitor thanked me for my ___40___ answer. During the project, we learned that tourism service is not just telling stories. It also includes guiding people safely, answering questions politely and protecting cultural ___41___. Our guide teacher asked us to use simple English and avoid long, empty sentences. She said a short but accurate sentence was often more ___42___ than a difficult one. At the end of the week, each group received comments. Our group needed to improve eye contact, but our route order was clear. We accepted the advice and practised ___43___. The project helped me understand my hometown better. When I explained local culture in English, I felt proud and became more willing to ___44___ it with others. Now I know public service requires preparation, respect and a strong sense of ___45___. 36. A. nervous B. bored C. careless D. hungry 37. A. jokes B. reminders C. songs D. prices 38. A. waste B. hide C. manage D. forget 39. A. break B. sell C. close D. follow 40. A. exact B. late C. empty D. private 41. A. tickets B. heritage C. weather D. machines 42. A. expensive B. crowded C. useful D. dangerous 43. A. never B. outside C. away D. again 44. A. compare B. cover C. share D. repair 45. A. direction B. speed C. competition D. responsibility 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。 A museum volunteer program gave vocational students a chance to introduce local culture. Before the visitors arrived, the guide explained how the old tools ___46___(use) by workers many years ago. Students were asked ___47___(choose) one exhibit and prepare a short introduction. Liu Yan selected a wooden box ___48___ was made by a local craftsman. She searched for background information and practised speaking ___49___(natural). During the tour, she told visitors that traditional skills could still bring new ideas ___50___ modern design. A child asked why people should protect such objects, and Liu Yan answered ___51___ culture keeps a city’s memory alive. Her teacher said the answer was simple ___52___ meaningful. After the program, students became ___53___(interested) in local history than before. They also learned that public service ___54___(require) careful preparation. The experience encouraged them to share more cultural ___55___(story) in English. 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，请你用英文向外校学生推荐一条家乡文化研学路线。内容包括：1. 路线地点；2. 推荐理由；3. 参观建议。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》（六） 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：culture, tourism and public service。 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. —A tourist asks why the old bridge is important. How should the guide begin?—______. Then add a short story. A. Introduce its history B. Sell a ticket twice C. Ignore the question D. Point to the sky 【答案】A 【详解】讲解古桥价值应先介绍历史，再补充故事，故选A。 2. —I forgot the next stop on the museum route.—______. The route card is in your pocket. A. Invent a new museum B. Don't worry C. Stop the tour forever D. Hide the card 【答案】B 【详解】忘记路线但有路线卡可查，应先安慰，故选B。 3. —Which expression is best for asking visitors not to touch the exhibits?—______. It is polite and clear. A. Touch everything now B. You are careless C. Please keep your hands away from the exhibits D. Break the glass 【答案】C 【详解】提醒勿触展品应礼貌清晰，故选C。 4. —The group is walking too fast for two elderly visitors.—______. I will slow down and wait at the corner. A. Leave them behind B. Run faster C. Close the museum D. I'll adjust the pace 【答案】D 【详解】照顾年长游客应调整速度，故选D。 5. —May I take photos in this exhibition room?—______. But please do not use flash. A. Yes, you may B. No maps today C. Photos are food D. Never enter 【答案】A 【详解】允许拍照但禁止闪光，Yes, you may符合，故选A。 6. —The visitor says your voice is too low.—______. I will speak louder in the next hall. A. Forget the visitor B. Thanks for telling me C. The hall is a river D. I dislike voices 【答案】B 【详解】接受反馈时应表示感谢并改进，故选B。 7. —Could you help me translate this local-culture term?—______. Let's choose a simple English phrase. A. I will erase culture B. Terms are boxes C. Certainly D. Never translate 【答案】C 【详解】请求翻译文化词，Certainly表示愿意帮助，故选C。 8. —What is the purpose of the final reminder before visitors leave?—______. It tells them where to return the audio guide. A. To sell umbrellas B. To start a race C. To hide the exit D. To give practical information 【答案】D 【详解】离馆提醒的目的在于提供实用信息，故选D。 9. —Thank you for showing me how to hold the route card.—______. It makes guiding easier. A. You're welcome B. Cards are useless C. Hold nothing D. I cannot guide 【答案】A 【详解】回应感谢用You're welcome，故选A。 10. —Shall we add one local legend to the introduction?—______. Visitors may remember the place better. A. No, stories are illegal B. That's a nice idea C. Legends are buses D. Let's delete the route 【答案】B 【详解】对加入传说表示赞同，That's a nice 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: Sun Jie, your museum guide practice is coming. What is the hardest part? B: The route has four halls, and I am afraid visitors may lose the order. A: Draw a simple route line and introduce only one key point for each hall. B: ___11___ We also took many photos of exhibits. A: Keep the photos that show local culture, not the ones that are only beautiful. B: Good. Someone should remind visitors about photo rules and crowded stairs. A: ___12___ B: Thanks. Some place names are difficult to pronounce. ___13___ A: Record them once, listen to the guide teacher, and mark the stressed syllables. B: Shall we invite a senior guide to watch our practice? ___14___ A: Of course. ___15___ A. That will make the route order clearer. B. I can take the safety-reminder part after the route introduction. C. What should I do with difficult place names? D. Would that be helpful? E. Her advice can make our introduction more natural. F. Should visitors run quickly through every hall? G. The museum will be changed into a bus station. 【答案】11.A 12.B 13.C 14.D 15.E 【详解】11. 前文建议画路线并每厅只讲重点，A项评价该方法能让顺序更清楚，选A。 12. 上文提到需要有人负责安全提醒，B项主动承担该部分，选B。 13. 上文说地名难读，下文给出录音、听示范、标重音的方法，选C。 14. 上文提出邀请资深导游观看练习，D项进一步确认是否有帮助，选D。 15. 上文同意邀请资深导游，E项说明其建议能让介绍更自然，选E。 二、阅读理解（共20小题，每小题2分，满分40分） A Museum Volunteer Program The school has opened a museum volunteer program to help students connect English learning with real public service. It runs every Tuesday and Thursday afternoon. Students first read a task card, then work in pairs to serve tourism students in a simulated workplace situation. To make the situation more realistic, the teacher added a follow-up task. Students had to use the visitor guide card when a guest asks about the next hall. 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 visitor guide card 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 safety 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 explaining the route clearly. The reflection connected English reading with real service and showed that public service can be improved through practice. 16. When is the Museum Volunteer Program held each week? A. Every Tuesday and Thursday afternoon B. Every morning before class C. Only once a year D. Only at weekends 17. What does the visitor guide card help students write down? A. To draw pictures only B. To write down key information C. To replace all teachers D. To avoid speaking English 18. Which situation may students face when the museum tasks become harder? A. Stop all service tasks B. Memorize a whole dictionary C. Compare two choices D. Leave visitors alone 19. What do teachers mainly look at when giving comments? A. Clothes, hobbies and music B. Food prices and weather C. The number of photos D. Pronunciation, teamwork and problem-solving 20. What habit is the museum volunteer activity designed to develop? A. To develop careful communication habits B. To sell certificates C. To make tasks impossible D. To cancel English classes 【答案】16.A 17.B 18.C 19.D 20.A 【导语】本文围绕“Museum Volunteer Program”展开，正文约349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A。 17. 细节理解题。根据第三段“Students use a visitor guide card 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B。 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C。 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D。 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 safety 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A。 B A Guide's Training Day Sun Jie used to think that vocational English meant remembering difficult terms. During a guide 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 culture notes when a tourist asks an unexpected question. 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, Sun Jie 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, Sun Jie 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, Sun Jie 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 using local examples. The reflection connected English reading with real service and showed that cultural confidence can be improved through practice. 21. What did Sun Jie once think vocational English meant? A. Refusing all practice B. Remembering difficult terms C. Speaking without order D. Drawing cartoons 22. What problem did Sun Jie have in the first guide practice? A. The teacher forgot the classroom B. The visitor left before class C. The student spoke too fast and missed steps D. The recording was a song 23. How did Sun Jie make the route explanation clearer? A. By making it longer and harder B. By avoiding all examples C. By speaking only Chinese D. By dividing it into three clear parts 24. What did Sun Jie do before replying to a tourist's sudden question? A. Repeated the question B. Walked away C. Changed the topic D. Laughed at the visitor 25. What does Sun Jie's training day show about guide English? A. Scores are the only purpose B. Vocational English should solve real problems C. Difficult terms are enough D. Visitors should not ask questions 【答案】21.B 22.C 23.D 24.A 25.B 【导语】本文围绕“A Guide's Training Day”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“Sun Jie 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B。 22. 细节理解题。根据第三段“In the first practice, Sun Jie 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C。 23. 细节理解题。根据第五段“After reflection, Sun Jie 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D。 24. 细节理解题。根据第七段“Later, when an unexpected question appeared, Sun Jie 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A。 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B。 C Reading a Travel Route A travel route 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 time table when a route change affects the visit. 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 low-carbon tourism, 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 reading map clues. The reflection connected English reading with real service and showed that low-carbon travel can be improved through practice. 26. What should students notice when reading a travel route? A. Only the color of paper B. The writer's favourite sport C. Writer, reader and required action D. How to avoid all details 27. What are students asked to mark first when reading the travel route? A. Every long sentence B. All pictures C. Names of famous singers D. Time and place words 28. Why could the small note not be ignored in the travel route? A. The meeting place B. The school name C. The students' major D. The weather 29. What kind of expressions did students use in their own travel notices? A. Only difficult idioms B. Clear verbs and simple sentences C. Unclear jokes D. Long personal stories 30. What reading habit is needed when using a travel route? A. Notices never affect work B. Students should translate every word aloud C. Reading notices needs careful attention to details D. Writing notices is unrelated to reading 【答案】26.C 27.D 28.A 29.B 30.C 【导语】本文围绕“Reading a Travel Route”展开，正文约335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C。 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D。 28. 原因细节题。根据第五段“The note changed the meeting place.”可知，该句直接说明原因或问题所在，与选项“The meeting place”对应，因此答案为A。 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B。 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C。 D Protecting Local Culture People sometimes think local culture protection 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 story file when visitors misunderstand a local custom. 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 introducing culture accurately. The reflection connected English reading with real service and showed that mutual respect can be improved through practice. 31. What risk may fixed-step thinking bring in cultural service? A. The student will solve every problem easily B. The student never needs practice C. The student can ignore communication D. The student may feel nervous when situations change 32. Which points should be noticed when reading about local culture? A. The writer's purpose, examples and attitude B. Only the page number C. The price of paper D. The classroom color 33. What helps students gradually build cultural communication ability? A. Through avoiding all mistakes B. Through practice and feedback C. Through doing nothing D. Through refusing advice 34. How can a clear explanation support a public-service team? A. Stop communicating B. Lose the message C. Work faster D. Forget the problem 35. How does English support local culture protection? A. It is only an examination burden B. It should replace all technical courses C. It is useful only for translators D. It connects skills with wider opportunities 【答案】31.D 32.A 33.B 34.C 35.D 【导语】本文围绕“Protecting Local Culture”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. 细节理解题。根据第一段“A student who only follows fixed steps may feel nervous when the situation changes.”可知，该句中的关键信息与选项“The student may feel nervous when situations change”一致，因此答案为D。 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A。 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B。 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C。 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。 This term, I joined a tourism service project at the local museum. Our job was to introduce a culture route to visitors. I was excited, but I also felt ___36___ because some place names were difficult to pronounce. Before the first practice, our teacher gave us a route card. It showed the order of the halls, the time needed for each stop and two safety ___37___. We had to understand the card before speaking. In my first introduction, I spent too much time on the first hall. As a result, I had to rush through the rest of the route. A classmate suggested that I should ___38___ my time better. The next day, I divided the introduction into three parts: history, local crafts and visitor tips. This structure made the route easier to ___39___. Visitors could remember where to go next. One visitor asked whether taking photos was allowed. I was not sure, so I checked the sign instead of guessing. The visitor thanked me for my ___40___ answer. During the project, we learned that tourism service is not just telling stories. It also includes guiding people safely, answering questions politely and protecting cultural ___41___. Our guide teacher asked us to use simple English and avoid long, empty sentences. She said a short but accurate sentence was often more ___42___ than a difficult one. At the end of the week, each group received comments. Our group needed to improve eye contact, but our route order was clear. We accepted the advice and practised ___43___. The project helped me understand my hometown better. When I explained local culture in English, I felt proud and became more willing to ___44___ it with others. Now I know public service requires preparation, respect and a strong sense of ___45___. 36. A. nervous B. bored C. careless D. hungry 37. A. jokes B. reminders C. songs D. prices 38. A. waste B. hide C. manage D. forget 39. A. break B. sell C. close D. follow 40. A. exact B. late C. empty D. private 41. A. tickets B. heritage C. weather D. machines 42. A. expensive B. crowded C. useful D. dangerous 43. A. never B. outside C. away D. again 44. A. compare B. cover C. share D. repair 45. A. direction B. speed C. competition D. responsibility 【答案】36.A 37.B 38.C 39.D 40.A 41.B 42.C 43.D 44.C 45.D 【导语】本文介绍学生参与博物馆旅游服务项目的经历，突出路线说明、文化保护和公共服务意识。 【详解】36. 地名难读使作者紧张，nervous符合。 37. 路线卡包含安全提醒，reminders符合。 38. 时间安排不合理，因此需要更好管理时间，manage符合。 39. 结构清楚让路线容易跟随，follow符合。 40. 查标识后给出准确回答，exact符合。 41. 旅游服务也要保护文化遗产，heritage符合。 42. 简短准确的句子更有用，useful符合。 43. 接受建议后再次练习，again符合。 44. 向他人介绍文化即分享文化，share符合。 45. 公共服务需要责任感，responsibility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。 A museum volunteer program gave vocational students a chance to introduce local culture. Before the visitors arrived, the guide explained how the old tools ___46___(use) by workers many years ago. Students were asked ___47___(choose) one exhibit and prepare a short introduction. Liu Yan selected a wooden box ___48___ was made by a local craftsman. She searched for background information and practised speaking ___49___(natural). During the tour, she told visitors that traditional skills could still bring new ideas ___50___ modern design. A child asked why people should protect such objects, and Liu Yan answered ___51___ culture keeps a city’s memory alive. Her teacher said the answer was simple ___52___ meaningful. After the program, students became ___53___(interested) in local history than before. They also learned that public service ___54___(require) careful preparation. The experience encouraged them to share more cultural ___55___(story) in English. 46._________ 47._________ 48._________ 49._________ 50._________ 51._________ 52._________ 53._________ 54._________ 55._________ 【答案】46.were used 47.to choose 48.which/that 49.naturally 50.to 51.because 52.but 53.more interested 54.requires 55.stories 【导语】本文介绍中职学生参与博物馆志愿讲解活动的经历，考查被动语态、非谓语、定语从句、副词、介词、连词、比较级、主谓一致和名词复数等语法点。 【详解】46. 考查一般过去时被动语态。tools与use之间为被动关系，且时间为many years ago。 47.考查非谓语动词。be asked to do sth.为固定用法。 48. 考查定语从句。先行词为box，关系代词which或that作主语。 49. 考查副词。修饰speaking应用naturally。 50. 考查介词。bring...to...表示“把……带给……”。 51. 考查原因状语从句。解释保护文物的原因，故填because。 52. 考查连词。simple与meaningful之间为转折递进，故填but。 53. 考查比较级。由than before可知用more interested。 54. 考查一般现在时。主语public service为单数，故填requires。 55. 考查名词复数。story为可数名词，more后接复数。 五、书面表达（满分20分） 56. 假如你是李华，请你用英文向外校学生推荐一条家乡文化研学路线。内容包括：1. 路线地点；2. 推荐理由；3. 参观建议。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 friends, I would like to recommend a cultural route in my hometown. You can first visit the local museum, where you will learn about traditional tools and old stories. Then you can walk to the craft street and watch workers make handmade products. I recommend this route because it shows both history and modern skills. Please wear comfortable shoes and prepare a few questions before the visit. I believe this short trip will help you understand our local culture better and enjoy a meaningful day. 【点睛】本文为推荐信，路线清楚，理由充分，建议具体。 【高分句型】You can first visit the local museum, where you will learn about traditional tools and old stories. 本句使用where引导非限制性定语从句。 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 $