2027年江苏省（职教高考）《英语高频考点冲刺卷》（七）（原卷版+解析版）

**基本信息** 以“绿色校园”主题为核心，整合语言知识与职业场景，实现从基础交际到综合应用的逻辑递进，突出语言能力与思维品质的协同培养。 **综合设计** |模块|题量/典例|题型特征|知识逻辑| |----|-----------|----------|----------| |情景交际|15小题|真实工作生活场景对话，强调礼貌回应与问题解决|围绕环保行动情境，构建“问题-建议-行动”交际逻辑链| |阅读理解|20小题（4篇）|职业相关主题语篇（绿色行动、维修实践等），考查细节与推理|以“绿色技能”为主线，串联信息获取、分析比较与反思能力| |完形填空|10小题|环保实践叙事，注重上下文语境理解|通过校园项目经历，展现“发现问题-解决问题-总结提升”的思维过程| |语法填空|10小题|绿色活动相关短文，考查词形变化与语法应用|结合环保行动场景，强化语法知识在真实语境中的灵活运用| |书面表达|1题|英文活动提案写作，要求主题、环节与意义阐述|综合语言输出能力，体现“需求分析-方案设计-价值论证”的应用逻辑|

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》（七） 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 recycling bin is full before lunch. What should our team do?—______. Then students can keep sorting waste correctly. A. Empty it in time B. Paint it red C. Hide the bottles D. Stop the activity 2. —I mixed paper cups with food waste by mistake.—______. Put them into the right bins now. A. Make the same mistake again B. Never mind C. Throw all bins away D. Leave the room 3. —Which slogan is suitable for a green-campus poster?—______. It encourages daily action. A. Waste more water B. Lights on all night C. Save energy, start with small things D. Plastic everywhere 4. —The lights are still on after the training class.—______. I will turn them off and remind the group. A. Open more windows B. Buy new lights C. Forget the classroom D. Good catch 5. —May I use both sides of the paper for the notice draft?—______. It saves paper. A. Sure B. No trees today C. Paper cannot write D. Use ten copies 6. —The poster has too many words, and students may not read it.—______. Use three short tips instead. A. Make it longer B. Good point C. Remove the topic D. Print it upside down 7. —Could you record how many bottles we collect this week?—______. The numbers will help our report. A. Numbers are sleeping B. I dislike reports C. No problem D. Break the bottles 8. —Why do we put the repair tools beside the old-bike area?—______. Students can fix small problems there. A. To decorate the wall B. To block the road C. To lose the tools D. For quick repairs 9. —Thanks for reminding me to bring my reusable cup.—______. Small habits can reduce waste. A. You're welcome B. Cups are strange C. Waste more D. Never drink water 10. —Would it help to show the electricity use before and after the campaign?—______. The comparison will be clear. A. No, data is useless B. I agree C. Electricity is a poster D. Please hide the result 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: Your green campus group looks busy. What are you discussing? B: We must explain why some bottles were put into the wrong bin. ___11___ A: Start with the problem near the training building. Then show how the labels were changed. B: We have numbers from Monday and Wednesday. A: ___12___ B: Classmates may ask why dirty boxes cannot be recycled directly. A: ___13___ B: We also need practical suggestions, not empty slogans. ___14___ A: Give three steps: clean, sort and record. Each step should be possible in daily school life. B: Should members of the environmental club listen to our report? A: ___15___ A. Where should the report begin? B. Their feedback may improve our green action plan. C. Can you explain the dirty-box question? D. Turn them into a small chart so listeners can see the change quickly. E. What kind of advice will sound practical? F. Shall we ask everyone to stop using bins? G. The chart has been used to order lunch. 二、阅读理解（共20小题，每小题2分，满分40分） A Green Campus Action The school has opened a green campus action to help students connect English learning with real environmental activity. It runs every Tuesday and Thursday afternoon. Students first read a task card, then work in pairs to serve student volunteers in a simulated workplace situation. To make the situation more realistic, the teacher added a follow-up task. Students had to use the waste-sorting card when students put bottles in the wrong bin. 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 waste-sorting 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 energy-saving 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 using clear labels. The reflection connected English reading with real service and showed that green habits can be improved through practice. 16. What days are arranged for the Green Campus Action? A. Every morning before class B. Every Tuesday and Thursday afternoon C. Only once a year D. Only at weekends 17. What does the waste-sorting card allow students to record? A. To draw pictures only B. To replace all teachers C. To write down key information D. To avoid speaking English 18. Which second-week task asks students to make a practical decision? A. Stop all service tasks B. Memorize a whole dictionary C. Leave visitors alone D. Compare two choices 19. What performance points are included in the teachers' comments? A. Pronunciation, teamwork and problem-solving B. Clothes, hobbies and music C. Food prices and weather D. The number of photos 20. What does the green activity mainly train students to do? A. To sell certificates B. To develop careful communication habits C. To make tasks impossible D. To cancel English classes B A Repair Team's Green Idea He Ning used to think that vocational English meant remembering difficult terms. During a green repair 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 tool record when He Ning may still be repaired. 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, He Ning 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, He Ning 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, He Ning 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 before replacement. The reflection connected English reading with real service and showed that resource saving can be improved through practice. 21. What did He Ning once think vocational English meant? A. Refusing all practice B. Speaking without order C. Remembering difficult terms D. Drawing cartoons 22. What difficulty did He Ning meet in the first green repair practice? A. The teacher forgot the classroom B. The visitor left before class C. The recording was a song D. The student spoke too fast and missed steps 23. What structure helped He Ning explain the repair process? A. By dividing it into three clear parts B. By making it longer and harder C. By avoiding all examples D. By speaking only Chinese 24. How did He Ning respond before giving a short example? A. Walked away B. Repeated the question C. Changed the topic D. Laughed at the visitor 25. What idea about green repair does He Ning's story support? A. Scores are the only purpose B. Difficult terms are enough C. Vocational English should solve real problems D. Visitors should not ask questions C Reading an Energy Notice An energy-saving 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 checking sheet when electricity use remains high after class. 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 habits, 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 key numbers. The reflection connected English reading with real service and showed that low-carbon responsibility can be improved through practice. 26. What should students notice when reading an energy-saving notice? A. Only the color of paper B. The writer's favourite sport C. How to avoid all details D. Writer, reader and required action 27. What does the teacher ask students to find first in the energy notice? A. Time and place words B. Every long sentence C. All pictures D. Names of famous singers 28. What important change was hidden in the note at the bottom? A. The school name B. The meeting place C. The students' major D. The weather 29. What writing style was used for students' energy-saving notices? A. Only difficult idioms B. Unclear jokes C. Clear verbs and simple sentences D. Long personal stories 30. What does the passage suggest about reading energy-saving notices? A. Notices never affect work B. Students should translate every word aloud C. Writing notices is unrelated to reading D. Reading notices needs careful attention to details D A Cleaner Workshop People sometimes think green skills 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 resource list when trainees must dispose of materials safely. 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 following safe disposal steps. The reflection connected English reading with real service and showed that sustainable work can be improved through practice. 31. Why should green-skill learners avoid only following fixed steps? A. The student may feel nervous when situations change B. The student will solve every problem easily C. The student never needs practice D. The student can ignore communication 32. What should readers notice in texts about green skills? A. Only the page number B. The writer's purpose, examples and attitude C. The price of paper D. The classroom color 33. Through what means do green communication abilities improve? A. Through avoiding all mistakes B. Through doing nothing C. Through practice and feedback D. Through refusing advice 34. What can clear explanation help a green workshop team achieve? A. Stop communicating B. Lose the message C. Forget the problem D. Work faster 35. What connection does English create for students learning green skills? A. It connects skills with wider opportunities B. It is only an examination burden C. It should replace all technical courses 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 class took part in a green campus project. We had to check waste bins near the training building and explain sorting rules to students. At first, the work seemed ordinary, but it soon became ___36___. On Monday, we found that some bottles were put into the wrong bin. Instead of blaming others, our teacher asked us to find out why the rule was not ___37___. We discovered that the signs were too small. To solve the problem, we made larger labels with pictures and simple English words. We also designed a sorting card that students could keep in their ___38___. During lunch break, we stood near the bins and gave short reminders. Some students were in a hurry, so we had to speak ___39___ and politely. Long explanations did not work well. A younger student asked why one plastic box should be cleaned before recycling. My partner used an example to explain that dirty boxes might ___40___ other recyclable things. The student nodded. After two days, the number of wrong items became smaller. This result encouraged us because our small actions really made a ___41___. The project also taught us to save energy. We checked classroom lights after school and wrote a notice about turning off computers. These tasks required careful ___42___. In our final report, we did not only list numbers. We explained what caused the problems and what could be improved next month. The teacher said our report was ___43___ because it gave practical suggestions. I used to think environmental protection was a big word far from daily life. Now I know it starts with small habits and responsible ___44___. Green skills will be useful in future workplaces too, because every job needs people who can use resources ___45___. 36. A. empty B. meaningful C. private D. noisy 37. A. changed B. hidden C. followed D. sold 38. A. rivers B. factories C. kitchens D. pockets 39. A. clearly B. angrily C. secretly D. carelessly 40. A. protect B. pollute C. repair D. introduce 41. A. mistake B. choice C. difference D. noise 42. A. dreaming B. shopping C. singing D. checking 43. A. useful B. strange C. late D. weak 44. A. excuses B. prices C. gifts D. actions 45. A. wisely B. safely C. sadly D. loudly 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。 The green campus team invited students from different majors to repair old items. Instead of throwing away broken chairs, the team tried ___46___(fix) them in the training room. Zhang Rui brought some tools ___47___ his teacher had checked for safety. At first, the work seemed difficult, but the students became ___48___(patient) after they learned each step. They measured the parts carefully and used materials ___49___ could be reused. A poster was put beside the door ___50___(remind) others to save resources. During the activity, students discussed ___51___ small actions could reduce waste at school. Their teacher said green skills were not only useful in class but also valuable ___52___ future workplaces. By the end of the week, twelve chairs ___53___(repair) and returned to classrooms. The team felt proud of ___54___(they) work. They understood that a cleaner campus begins with responsible ___55___(choice). 46._________ 47._________ 48._________ 49._________ 50._________ 51._________ 52._________ 53._________ 54._________ 55._________ 五、书面表达（满分20分） 56. 假如你是校创新社成员，请你写一份英文活动提案，建议举办一次校园创新体验活动。内容包括：1. 活动主题；2. 主要环节；3. 活动意义。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》（七） 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：innovation, cooperation and entrepreneurship。 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 recycling bin is full before lunch. What should our team do?—______. Then students can keep sorting waste correctly. A. Empty it in time B. Paint it red C. Hide the bottles D. Stop the activity 【答案】A 【详解】回收箱满了应及时清空，以保证分类继续，故选A。 2. —I mixed paper cups with food waste by mistake.—______. Put them into the right bins now. A. Make the same mistake again B. Never mind C. Throw all bins away D. Leave the room 【答案】B 【详解】分类错误可纠正，先回应没关系再改正，故选B。 3. —Which slogan is suitable for a green-campus poster?—______. It encourages daily action. A. Waste more water B. Lights on all night C. Save energy, start with small things D. Plastic everywhere 【答案】C 【详解】绿色校园海报应鼓励节能行动，故选C。 4. —The lights are still on after the training class.—______. I will turn them off and remind the group. A. Open more windows B. Buy new lights C. Forget the classroom D. Good catch 【答案】D 【详解】发现灯未关，应肯定提醒并处理，Good catch合适，故选D。 5. —May I use both sides of the paper for the notice draft?—______. It saves paper. A. Sure B. No trees today C. Paper cannot write D. Use ten copies 【答案】A 【详解】双面用纸节约纸张，应允许，故选A。 6. —The poster has too many words, and students may not read it.—______. Use three short tips instead. A. Make it longer B. Good point C. Remove the topic D. Print it upside down 【答案】B 【详解】指出海报文字过多有道理，Good point符合，故选B。 7. —Could you record how many bottles we collect this week?—______. The numbers will help our report. A. Numbers are sleeping B. I dislike reports C. No problem D. Break the bottles 【答案】C 【详解】请求记录数据，No problem表示答应，故选C。 8. —Why do we put the repair tools beside the old-bike area?—______. Students can fix small problems there. A. To decorate the wall B. To block the road C. To lose the tools D. For quick repairs 【答案】D 【详解】工具放在旧车区是为了便于快速维修，故选D。 9. —Thanks for reminding me to bring my reusable cup.—______. Small habits can reduce waste. A. You're welcome B. Cups are strange C. Waste more D. Never drink water 【答案】A 【详解】回应感谢用You're welcome，故选A。 10. —Would it help to show the electricity use before and after the campaign?—______. The comparison will be clear. A. No, data is useless B. I agree C. Electricity is a poster D. Please hide the result 【答案】B 【详解】展示活动前后用电对比有帮助，I agree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: Your green campus group looks busy. What are you discussing? B: We must explain why some bottles were put into the wrong bin. ___11___ A: Start with the problem near the training building. Then show how the labels were changed. B: We have numbers from Monday and Wednesday. A: ___12___ B: Classmates may ask why dirty boxes cannot be recycled directly. A: ___13___ B: We also need practical suggestions, not empty slogans. ___14___ A: Give three steps: clean, sort and record. Each step should be possible in daily school life. B: Should members of the environmental club listen to our report? A: ___15___ A. Where should the report begin? B. Their feedback may improve our green action plan. C. Can you explain the dirty-box question? D. Turn them into a small chart so listeners can see the change quickly. E. What kind of advice will sound practical? F. Shall we ask everyone to stop using bins? G. The chart has been used to order lunch. 【答案】11.A 12.D 13.C 14.E 15.B 【详解】11. 下文建议从实训楼附近问题开始，空处询问报告起点，选A。 12. 上文有两天的数据，D项建议做成图表呈现变化，选D。 13. 上文提出脏盒子回收问题，C项请求解释该问题，选C。 14. 上文要求建议务实，下文给出三步可执行建议，选E。 15. 上文提议请环保社团成员听报告，B项说明反馈的作用，选B。 二、阅读理解（共20小题，每小题2分，满分40分） A Green Campus Action The school has opened a green campus action to help students connect English learning with real environmental activity. It runs every Tuesday and Thursday afternoon. Students first read a task card, then work in pairs to serve student volunteers in a simulated workplace situation. To make the situation more realistic, the teacher added a follow-up task. Students had to use the waste-sorting card when students put bottles in the wrong bin. 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 waste-sorting 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 energy-saving 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 using clear labels. The reflection connected English reading with real service and showed that green habits can be improved through practice. 16. What days are arranged for the Green Campus Action? A. Every morning before class B. Every Tuesday and Thursday afternoon C. Only once a year D. Only at weekends 17. What does the waste-sorting card allow students to record? A. To draw pictures only B. To replace all teachers C. To write down key information D. To avoid speaking English 18. Which second-week task asks students to make a practical decision? A. Stop all service tasks B. Memorize a whole dictionary C. Leave visitors alone D. Compare two choices 19. What performance points are included in the teachers' comments? A. Pronunciation, teamwork and problem-solving B. Clothes, hobbies and music C. Food prices and weather D. The number of photos 20. What does the green activity mainly train students to do? A. To sell certificates B. To develop careful communication habits C. To make tasks impossible D. To cancel English classes 【答案】16.B 17.C 18.D 19.A 20.B 【导语】本文围绕“Green Campus Action”展开，正文约346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B。 17. 细节理解题。根据第三段“Students use a waste-sorting 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C。 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D。 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A。 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 energy-saving 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B。 B A Repair Team's Green Idea He Ning used to think that vocational English meant remembering difficult terms. During a green repair 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 tool record when He Ning may still be repaired. 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, He Ning 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, He Ning 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, He Ning 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 before replacement. The reflection connected English reading with real service and showed that resource saving can be improved through practice. 21. What did He Ning once think vocational English meant? A. Refusing all practice B. Speaking without order C. Remembering difficult terms D. Drawing cartoons 22. What difficulty did He Ning meet in the first green repair practice? A. The teacher forgot the classroom B. The visitor left before class C. The recording was a song D. The student spoke too fast and missed steps 23. What structure helped He Ning explain the repair process? A. By dividing it into three clear parts B. By making it longer and harder C. By avoiding all examples D. By speaking only Chinese 24. How did He Ning respond before giving a short example? A. Walked away B. Repeated the question C. Changed the topic D. Laughed at the visitor 25. What idea about green repair does He Ning's story support? A. Scores are the only purpose B. Difficult terms are enough C. Vocational English should solve real problems D. Visitors should not ask questions 【答案】21.C 22.D 23.A 24.B 25.C 【导语】本文围绕“A Repair Team's Green Idea”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“He Ning 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C。 22. 细节理解题。根据第三段“In the first practice, He Ning 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D。 23. 细节理解题。根据第五段“After reflection, He Ning 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A。 24. 细节理解题。根据第七段“Later, when an unexpected question appeared, He Ning 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B。 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C。 C Reading an Energy Notice An energy-saving 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 checking sheet when electricity use remains high after class. 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 habits, 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 key numbers. The reflection connected English reading with real service and showed that low-carbon responsibility can be improved through practice. 26. What should students notice when reading an energy-saving notice? A. Only the color of paper B. The writer's favourite sport C. How to avoid all details D. Writer, reader and required action 27. What does the teacher ask students to find first in the energy notice? A. Time and place words B. Every long sentence C. All pictures D. Names of famous singers 28. What important change was hidden in the note at the bottom? A. The school name B. The meeting place C. The students' major D. The weather 29. What writing style was used for students' energy-saving notices? A. Only difficult idioms B. Unclear jokes C. Clear verbs and simple sentences D. Long personal stories 30. What does the passage suggest about reading energy-saving notices? A. Notices never affect work B. Students should translate every word aloud C. Writing notices is unrelated to reading D. Reading notices needs careful attention to details 【答案】26.D 27.A 28.B 29.C 30.D 【导语】本文围绕“Reading an Energy Notice”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“An energy-saving notice may be short, but it often carries important information.”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D。 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A。 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B。 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C。 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D。 D A Cleaner Workshop People sometimes think green skills 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 resource list when trainees must dispose of materials safely. 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 following safe disposal steps. The reflection connected English reading with real service and showed that sustainable work can be improved through practice. 31. Why should green-skill learners avoid only following fixed steps? A. The student may feel nervous when situations change B. The student will solve every problem easily C. The student never needs practice D. The student can ignore communication 32. What should readers notice in texts about green skills? A. Only the page number B. The writer's purpose, examples and attitude C. The price of paper D. The classroom color 33. Through what means do green communication abilities improve? A. Through avoiding all mistakes B. Through doing nothing C. Through practice and feedback D. Through refusing advice 34. What can clear explanation help a green workshop team achieve? A. Stop communicating B. Lose the message C. Forget the problem D. Work faster 35. What connection does English create for students learning green skills? A. It connects skills with wider opportunities B. It is only an examination burden C. It should replace all technical courses D. It is useful only for translators 【答案】31.A 32.B 33.C 34.D 35.A 【导语】本文围绕“A Cleaner Workshop”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A。 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B。 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C。 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D。 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A。 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 class took part in a green campus project. We had to check waste bins near the training building and explain sorting rules to students. At first, the work seemed ordinary, but it soon became ___36___. On Monday, we found that some bottles were put into the wrong bin. Instead of blaming others, our teacher asked us to find out why the rule was not ___37___. We discovered that the signs were too small. To solve the problem, we made larger labels with pictures and simple English words. We also designed a sorting card that students could keep in their ___38___. During lunch break, we stood near the bins and gave short reminders. Some students were in a hurry, so we had to speak ___39___ and politely. Long explanations did not work well. A younger student asked why one plastic box should be cleaned before recycling. My partner used an example to explain that dirty boxes might ___40___ other recyclable things. The student nodded. After two days, the number of wrong items became smaller. This result encouraged us because our small actions really made a ___41___. The project also taught us to save energy. We checked classroom lights after school and wrote a notice about turning off computers. These tasks required careful ___42___. In our final report, we did not only list numbers. We explained what caused the problems and what could be improved next month. The teacher said our report was ___43___ because it gave practical suggestions. I used to think environmental protection was a big word far from daily life. Now I know it starts with small habits and responsible ___44___. Green skills will be useful in future workplaces too, because every job needs people who can use resources ___45___. 36. A. empty B. meaningful C. private D. noisy 37. A. changed B. hidden C. followed D. sold 38. A. rivers B. factories C. kitchens D. pockets 39. A. clearly B. angrily C. secretly D. carelessly 40. A. protect B. pollute C. repair D. introduce 41. A. mistake B. choice C. difference D. noise 42. A. dreaming B. shopping C. singing D. checking 43. A. useful B. strange C. late D. weak 44. A. excuses B. prices C. gifts D. actions 45. A. wisely B. safely C. sadly D. loudly 【答案】36.B 37.C 38.D 39.A 40.B 41.C 42.D 43.A 44.D 45.A 【导语】本文讲述绿色校园项目，考查垃圾分类、节能提醒和环保责任等语境中的词义辨析。 【详解】36. 普通工作后来体现价值，meaningful符合。 37. 垃圾投错说明规则未被遵守，followed符合。 38. 分类卡便于学生随身放进口袋，pockets符合。 39. 对匆忙的学生应清楚且礼貌地提醒，clearly符合。 40. 脏盒子可能污染其他可回收物，pollute符合。 41. make a difference表示“产生影响”，故选C。 42. 检查灯和电脑需要细致查看，checking符合。 43. 有实用建议的报告是有用的，useful符合。 44. 环保始于小习惯和负责任的行动，actions符合。 45. 绿色技能要求明智使用资源，wisely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。 The green campus team invited students from different majors to repair old items. Instead of throwing away broken chairs, the team tried ___46___(fix) them in the training room. Zhang Rui brought some tools ___47___ his teacher had checked for safety. At first, the work seemed difficult, but the students became ___48___(patient) after they learned each step. They measured the parts carefully and used materials ___49___ could be reused. A poster was put beside the door ___50___(remind) others to save resources. During the activity, students discussed ___51___ small actions could reduce waste at school. Their teacher said green skills were not only useful in class but also valuable ___52___ future workplaces. By the end of the week, twelve chairs ___53___(repair) and returned to classrooms. The team felt proud of ___54___(they) work. They understood that a cleaner campus begins with responsible ___55___(choice). 46._________ 47._________ 48._________ 49._________ 50._________ 51._________ 52._________ 53._________ 54._________ 55._________ 【答案】46.to fix 47.that/which 48.more patient 49.that/which 50.to remind 51.how 52.in 53.were repaired 54.their 55.choices 【导语】本文讲述绿色校园团队维修旧物、节约资源的活动，考查非谓语、定语从句、比较级、宾语从句、介词、被动语态、代词和名词复数等语法点。 【详解】46. 考查非谓语动词。try to do sth.表示“努力做某事”。 47.考查定语从句。先行词为tools，关系代词that或which作宾语。 48. 考查比较级。结合语境可知学生变得更有耐心，故填more patient。 49. 考查定语从句。先行词为materials，关系代词that或which作主语。 50. 考查非谓语动词。不定式to remind表示目的。 51. 考查宾语从句。how表示“如何”，符合句意。 52. 考查介词。in future workplaces表示“在未来职场中”。 53. 考查一般过去时被动语态。chairs与repair之间为被动关系。 54. 考查形容词性物主代词，修饰work。 55. 考查名词复数。choice为可数名词，此处表示多种负责任的选择。 五、书面表达（满分20分） 56. 假如你是校创新社成员，请你写一份英文活动提案，建议举办一次校园创新体验活动。内容包括：1. 活动主题；2. 主要环节；3. 活动意义。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： Proposal I suggest holding a campus innovation experience activity next month. The theme can be 'Small Ideas, Better Life'. During the activity, students may show simple designs, explain how they solve daily problems and vote for the most practical idea. Teachers from different majors can also give advice. This activity will encourage us to observe life carefully and work with teammates. More importantly, it will help us understand that innovation does not always begin with big inventions, but with responsible thinking and useful action. 【点睛】本文为提案，主题、环节和意义完整，符合活动策划表达。 【高分句型】This activity will encourage us to observe life carefully and work with teammates. 本句使用encourage sb. to do结构，表达准确。 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 $