2027年江苏省（职教高考）《英语高频考点冲刺卷》（四）（原卷版+解析版）

**基本信息** 以真实职业场景为载体，整合语言知识与数字化学习能力，突出语言运用与思维品质的综合训练。 **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|职场对话与协作情境，考查礼貌表达与问题解决|围绕数字化学习中的常见问题，构建"问题-回应-行动"的逻辑链| |阅读理解|20小题|4篇职业场景语篇（数字学习中心等），设细节与推理题|以"信息获取-分析判断-反思应用"为主线，衔接语言理解与职业思维| |完形填空|10小题|数字化学习实践记叙文，考查动词与名词搭配|通过"工具使用-问题发现-方法优化"的叙事，串联词汇应用与学习能力| |语法填空|10小题|数字化学习习惯短文，考查非谓语与从句|聚焦语法规则在真实语境中的运用，体现语言结构与意义的统一| |书面表达|1题|给同学提数字化学习建议的邮件|融合语言表达与策略输出，培养解决实际问题的综合语言能力|

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》（四） 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 online platform says my password is wrong. What should I try first?—______. Then contact the teacher if it still fails. A. Check whether Caps Lock is on B. Delete the whole course C. Share your password online D. Stop using computers 2. —I saved my homework in the wrong folder.—______. We can move it before the deadline. A. It is too late forever B. No problem C. Folders are snacks D. Never save homework 3. —Which button should I click to send the group report?—______. It is at the top right corner. A. Print B. Delete C. Submit D. Close 4. —The video for our skills lesson has no sound.—______. I will check the speaker cable. A. Turn off the screen forever B. Read the weather report C. Paint the mouse D. Let me check 5. —May I borrow your tablet to scan this QR code?—______. But keep it on the desk, please. A. Go ahead B. I hate codes C. No lesson today D. It was broken yesterday 6. —The AI answer looks fluent, but I am not sure it is correct.—______. Compare it with the textbook first. A. Believe every word B. Be careful C. Stop checking facts D. Copy it directly 7. —Could you send the revised file to our group chat tonight?—______. I will name it clearly. A. I lost the Internet forever B. Files cannot move C. Certainly D. The chat is a chair 8. —What do you think of using a checklist before uploading work?—______. It helps us avoid missing steps. A. It is a song B. It breaks all files C. It means sleeping D. It is useful 9. —Thank you for teaching me how to rename the document.—______. Clear file names save time. A. You're welcome B. Rename yourself C. The document is hungry D. Never learn it 10. —Shall we test the projector before the digital lesson starts?—______. If it fails, we still have time to fix it. A. No, testing is useless B. Good plan C. Projectors eat time D. Let's arrive after class 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: Zhang Rui, I saw the title of your digital learning report. It looks interesting. B: Thanks, but I do not want it to become a list of computer words. A: Then begin with a real learning problem. ___11___ B: Nice. We have screenshots from three websites. ___12___ A: Put them in the order of question, source, checking step and final answer. B: Someone has to explain the difference between help from AI and copying from AI. A: ___13___ B: Great. Some sentences may be too hard for first-year students. A: ___14___ B: Should we ask the information technology teacher to check the slides? A: Yes. ___15___ A. Change long sentences into short ones and use daily examples. B. His suggestions may help us correct technical mistakes. C. In what order should the screenshots be shown? D. For example, a student copies an online answer but cannot explain it. E. I can explain it with two examples from our homework. F. Should we hide all the sources from the audience? G. The screen has already been turned off forever. 二、阅读理解（共20小题，每小题2分，满分40分） A Digital Learning Center The school has opened a digital learning center to help students connect English learning with real learning support. It runs every Tuesday and Thursday afternoon. Students read a task card, then work in pairs to serve first-year students in a simulated workplace situation. To make the situation more realistic, the teacher added a follow-up task. Students had to use the online task record when a student cannot tell which source is useful. They read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. Before each task, the teacher explains useful expressions and reminds students to speak politely. Students use an online task 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 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 focus 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 checking facts before writing. The reflection connected English reading with real service and showed that responsible learning can be improved through practice. 16. On which afternoons is the Digital Learning Center available? A. Every morning before class B. Only once a year C. Every Tuesday and Thursday afternoon D. Only at weekends 17. What information does the online task record help students collect? A. To draw pictures only B. To replace all teachers C. To avoid speaking English D. To write down key information 18. Which activity is mentioned as a harder task in the second week? A. Compare two choices B. Stop all service tasks C. Memorize a whole dictionary D. Leave visitors alone 19. What aspects are included in the teachers' written comments? A. Clothes, hobbies and music B. Pronunciation, teamwork and problem-solving C. Food prices and weather D. The number of photos 20. What does the Digital Learning Center try to build in students? A. To sell certificates B. To make tasks impossible C. To develop careful communication habits D. To cancel English classes B Using AI Tools Wisely Liu Yang used to think that vocational English meant remembering difficult terms. During an AI tool 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 fact sheet when an AI answer sounds fluent but lacks evidence. 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, Liu Yang 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, Liu Yang 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, Liu Yang 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 comparing sources. The reflection connected English reading with real service and showed that independent thinking can be improved through practice. 21. What did Liu Yang once think vocational English meant? A. Refusing all practice B. Speaking without order C. Drawing cartoons D. Remembering difficult terms 22. What weakness did Liu Yang show during the first AI-tool practice? A. The student spoke too fast and missed steps B. The teacher forgot the classroom C. The visitor left before class D. The recording was a song 23. What change made Liu Yang's explanation shorter but clearer? A. By making it longer and harder B. By dividing it into three clear parts C. By avoiding all examples D. By speaking only Chinese 24. What did Liu Yang do first when facing an unexpected question? A. Walked away B. Changed the topic C. Repeated the question D. Laughed at the visitor 25. What lesson about using AI tools can be drawn from Liu Yang's story? A. Scores are the only purpose B. Difficult terms are enough C. Visitors should not ask questions D. Vocational English should solve real problems C A Better Online Study Plan An online study plan 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 weekly checklist when screen time affects the study plan. 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 self-management, 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 setting clear learning goals. The reflection connected English reading with real service and showed that self-management can be improved through practice. 26. What should students notice when reading an online study plan? A. Writer, reader and required action B. Only the color of paper C. The writer's favourite sport D. How to avoid all details 27. Which words are circled before students read the online study plan further? A. Every long sentence B. Time and place words C. All pictures D. Names of famous singers 28. What detail did several students miss in the sample online plan? A. The school name B. The students' major C. The meeting place D. The weather 29. How were students asked to write their own online study reminders? A. Only difficult idioms B. Unclear jokes C. Long personal stories D. Clear verbs and simple sentences 30. What does careful reading of an online study plan require? A. Reading notices needs careful attention to details B. Notices never affect work C. Students should translate every word aloud D. Writing notices is unrelated to reading D From Clicking to Thinking People sometimes think digital reading 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 note file when students need evidence for an opinion. 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 reading beyond the title. The reflection connected English reading with real service and showed that real understanding can be improved through practice. 31. How might fixed-step learning affect students when digital tasks change? A. The student will solve every problem easily B. The student may feel nervous when situations change C. The student never needs practice D. The student can ignore communication 32. What should readers pay attention to besides the surface information? A. Only the page number B. The price of paper C. The writer's purpose, examples and attitude D. The classroom color 33. What process helps students improve digital reading abilities? A. Through avoiding all mistakes B. Through doing nothing C. Through refusing advice D. Through practice and feedback 34. What benefit can a clear explanation bring to a study group? A. Work faster B. Stop communicating C. Lose the message D. Forget the problem 35. What wider value does English have in digital learning? A. It is only an examination burden B. It connects skills with wider opportunities 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。 In our digital learning project, each group had to finish an online task and explain the result in English. At first, some students believed that using a computer would ___36___ every problem. They soon learned that tools were useful only when people used them wisely. One classmate copied an answer from the Internet without checking the source. The answer looked long, but it did not ___37___ the question. Our teacher asked us to compare it with the task card and find the missing information. After that, we made a study checklist. It reminded us to read the question first, search for information, check the source and then write in our own ___38___. This process took more time, but our answers became clearer. During practice, I also found that online learning required self-control. If I opened too many pages, I would lose my ___39___. So I closed unnecessary messages and set a time limit for each step. When we gave our presentation, we did not show every picture we found. Instead, we chose three useful examples and explained why they were ___40___ to the topic. The teacher praised our group because we could use evidence to support our ideas. She said digital learning was not about clicking quickly, but about thinking ___41___. Her words impressed me. Later, I used the same method in English reading. I looked for key sentences, checked the purpose of the text and avoided copying without understanding. My reading became less ___42___. The project taught me to treat AI and online tools as helpers, not as replacements for my own mind. A good learner should ask questions and make ___43___ decisions. Now I keep a small learning log. In it, I write what source I used, what clue helped me and what mistake I should ___44___ next time. Digital tools can save time, but only careful students can turn information into real ___45___. That is the biggest lesson I learned. 36. A. hide B. create C. solve D. repeat 37. A. print B. draw C. collect D. answer 38. A. words B. rooms C. prices D. uniforms 39. A. ticket B. focus C. voice D. badge 40. A. harmful B. strange C. related D. silent 41. A. noisily B. lazily C. secretly D. clearly 42. A. passive B. polite C. bright D. safe 43. A. empty B. responsible C. careless D. lucky 44. A. avoid B. invite C. cover D. borrow 45. A. weather B. knowledge C. furniture D. traffic 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。 Digital learning tools are common in vocational schools, but students need to use them wisely. Chen Ming once opened several apps ___46___(do) his homework, but messages often took his attention away. Later, his teacher asked the class ___47___(make) a weekly online study plan. The plan included reading tasks, short videos and a time for review. Chen found it ___48___(help) to turn off unnecessary notices while he was studying. When a task ___49___(finish), he wrote a few words in his learning diary. The diary helped him remember ___50___ he had learned and what problems he still had. His classmates also shared useful websites ___51___ were connected with their majors. With better habits, digital tools became ___52___ bridge between class knowledge and real practice. Students realized that technology itself is not enough; careful thinking ___53___(be) also needed. If they use tools with clear goals, they will learn more ___54___(effective) and build stronger learning ___55___(ability). 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，你的同学Tom在数字化学习中容易分心。请你给他写一封英文邮件，提出改进数字化学习习惯的建议。内容包括：1. 表示理解；2. 提出两条建议；3. 表达鼓励。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》（四） 时间：120分钟 总分：100分 班级：__________ 姓名：__________ 学号：__________ 成绩：__________ 本卷难度定位：中等偏基础；主题覆盖：technology use and learning strategies。 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 online platform says my password is wrong. What should I try first?—______. Then contact the teacher if it still fails. A. Check whether Caps Lock is on B. Delete the whole course C. Share your password online D. Stop using computers 【答案】A 【详解】登录失败时先检查大小写锁定，符合信息技术场景，故选A。 2. —I saved my homework in the wrong folder.—______. We can move it before the deadline. A. It is too late forever B. No problem C. Folders are snacks D. Never save homework 【答案】B 【详解】文件位置错误但可移动，应安慰对方，No problem符合，故选B。 3. —Which button should I click to send the group report?—______. It is at the top right corner. A. Print B. Delete C. Submit D. Close 【答案】C 【详解】发送报告应点击Submit，后句提示位置，故选C。 4. —The video for our skills lesson has no sound.—______. I will check the speaker cable. A. Turn off the screen forever B. Read the weather report C. Paint the mouse D. Let me check 【答案】D 【详解】视频无声时主动检查设备，Let me check合适，故选D。 5. —May I borrow your tablet to scan this QR code?—______. But keep it on the desk, please. A. Go ahead B. I hate codes C. No lesson today D. It was broken yesterday 【答案】A 【详解】请求借用平板，答语允许并提出要求，故选A。 6. —The AI answer looks fluent, but I am not sure it is correct.—______. Compare it with the textbook first. A. Believe every word B. Be careful C. Stop checking facts D. Copy it directly 【答案】B 【详解】AI答案需核验，Be careful符合语境，故选B。 7. —Could you send the revised file to our group chat tonight?—______. I will name it clearly. A. I lost the Internet forever B. Files cannot move C. Certainly D. The chat is a chair 【答案】C 【详解】请求发送文件，Certainly表示答应，故选C。 8. —What do you think of using a checklist before uploading work?—______. It helps us avoid missing steps. A. It is a song B. It breaks all files C. It means sleeping D. It is useful 【答案】D 【详解】后句说明清单有助于避免遗漏，故选D。 9. —Thank you for teaching me how to rename the document.—______. Clear file names save time. A. You're welcome B. Rename yourself C. The document is hungry D. Never learn it 【答案】A 【详解】回应感谢用You're welcome，故选A。 10. —Shall we test the projector before the digital lesson starts?—______. If it fails, we still have time to fix it. A. No, testing is useless B. Good plan C. Projectors eat time D. Let's arrive after class 【答案】B 【详解】对课前测试投影的建议表示赞同，Good plan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: Zhang Rui, I saw the title of your digital learning report. It looks interesting. B: Thanks, but I do not want it to become a list of computer words. A: Then begin with a real learning problem. ___11___ B: Nice. We have screenshots from three websites. ___12___ A: Put them in the order of question, source, checking step and final answer. B: Someone has to explain the difference between help from AI and copying from AI. A: ___13___ B: Great. Some sentences may be too hard for first-year students. A: ___14___ B: Should we ask the information technology teacher to check the slides? A: Yes. ___15___ A. Change long sentences into short ones and use daily examples. B. His suggestions may help us correct technical mistakes. C. In what order should the screenshots be shown? D. For example, a student copies an online answer but cannot explain it. E. I can explain it with two examples from our homework. F. Should we hide all the sources from the audience? G. The screen has already been turned off forever. 【答案】11.D 12.C 13.E 14.A 15.B 【详解】11. 上文要求用真实学习问题开头，D项给出具体例子，选D。 12. 上文提到三张网页截图，下文说明展示顺序，故空处询问顺序，选C。 13. 上文需要有人解释AI使用区别，E项表示愿意用作业例子说明，选E。 14. 上文担心句子太难，A项给出简化语言的方法，选A。 15. 上文提议请信息技术老师检查，B项说明其建议作用，选B。 二、阅读理解（共20小题，每小题2分，满分40分） A Digital Learning Center The school has opened a digital learning center to help students connect English learning with real learning support. It runs every Tuesday and Thursday afternoon. Students read a task card, then work in pairs to serve first-year students in a simulated workplace situation. To make the situation more realistic, the teacher added a follow-up task. Students had to use the online task record when a student cannot tell which source is useful. They read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. Before each task, the teacher explains useful expressions and reminds students to speak politely. Students use an online task 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 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 focus 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 checking facts before writing. The reflection connected English reading with real service and showed that responsible learning can be improved through practice. 16. On which afternoons is the Digital Learning Center available? A. Every morning before class B. Only once a year C. Every Tuesday and Thursday afternoon D. Only at weekends 17. What information does the online task record help students collect? A. To draw pictures only B. To replace all teachers C. To avoid speaking English D. To write down key information 18. Which activity is mentioned as a harder task in the second week? A. Compare two choices B. Stop all service tasks C. Memorize a whole dictionary D. Leave visitors alone 19. What aspects are included in the teachers' written comments? A. Clothes, hobbies and music B. Pronunciation, teamwork and problem-solving C. Food prices and weather D. The number of photos 20. What does the Digital Learning Center try to build in students? A. To sell certificates B. To make tasks impossible C. To develop careful communication habits D. To cancel English classes 【答案】16.C 17.D 18.A 19.B 20.C 【导语】本文围绕“Digital Learning Center”展开，正文约350词，问题覆盖开头信息、过程细节、关键做法、实践结果和主旨推断，考查学生在真实职业语境中获取并整合信息的能力。 【详解】16. 细节理解题。根据第一段“It runs every Tuesday and Thursday afternoon.”可知，该句中的关键信息与选项“Every Tuesday and Thursday afternoon”一致，因此答案为C。 17. 细节理解题。根据第三段“Students use an online task 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D。 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A。 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B。 20. 细节理解题。根据第一段“The school has opened a digital learning center to help students connect English learning with real learning support.”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C。 B Using AI Tools Wisely Liu Yang used to think that vocational English meant remembering difficult terms. During an AI tool 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 fact sheet when an AI answer sounds fluent but lacks evidence. 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, Liu Yang 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, Liu Yang 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, Liu Yang 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 comparing sources. The reflection connected English reading with real service and showed that independent thinking can be improved through practice. 21. What did Liu Yang once think vocational English meant? A. Refusing all practice B. Speaking without order C. Drawing cartoons D. Remembering difficult terms 22. What weakness did Liu Yang show during the first AI-tool practice? A. The student spoke too fast and missed steps B. The teacher forgot the classroom C. The visitor left before class D. The recording was a song 23. What change made Liu Yang's explanation shorter but clearer? A. By making it longer and harder B. By dividing it into three clear parts C. By avoiding all examples D. By speaking only Chinese 24. What did Liu Yang do first when facing an unexpected question? A. Walked away B. Changed the topic C. Repeated the question D. Laughed at the visitor 25. What lesson about using AI tools can be drawn from Liu Yang's story? A. Scores are the only purpose B. Difficult terms are enough C. Visitors should not ask questions D. Vocational English should solve real problems 【答案】21.D 22.A 23.B 24.C 25.D 【导语】本文围绕“Using AI Tools Wisely”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】21. 细节理解题。根据第一段“Liu Yang 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D。 22. 细节理解题。根据第三段“In the first practice, Liu Yang 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A。 23. 细节理解题。根据第五段“After reflection, Liu Yang 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B。 24. 细节理解题。根据第七段“Later, when an unexpected question appeared, Liu Yang 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C。 25. 推理判断题。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，该句总结了人物经历或活动意义，由此可推断出“Vocational English should solve real problems”这一启示，因此答案为D。 C A Better Online Study Plan An online study plan 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 weekly checklist when screen time affects the study plan. 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 self-management, 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 setting clear learning goals. The reflection connected English reading with real service and showed that self-management can be improved through practice. 26. What should students notice when reading an online study plan? A. Writer, reader and required action B. Only the color of paper C. The writer's favourite sport D. How to avoid all details 27. Which words are circled before students read the online study plan further? A. Every long sentence B. Time and place words C. All pictures D. Names of famous singers 28. What detail did several students miss in the sample online plan? A. The school name B. The students' major C. The meeting place D. The weather 29. How were students asked to write their own online study reminders? A. Only difficult idioms B. Unclear jokes C. Long personal stories D. Clear verbs and simple sentences 30. What does careful reading of an online study plan require? A. Reading notices needs careful attention to details B. Notices never affect work C. Students should translate every word aloud D. Writing notices is unrelated to reading 【答案】26.A 27.B 28.C 29.D 30.A 【导语】本文围绕“A Better Online Study Plan”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 online study plan 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A。 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B。 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C。 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D。 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A。 D From Clicking to Thinking People sometimes think digital reading 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 note file when students need evidence for an opinion. 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 reading beyond the title. The reflection connected English reading with real service and showed that real understanding can be improved through practice. 31. How might fixed-step learning affect students when digital tasks change? A. The student will solve every problem easily B. The student may feel nervous when situations change C. The student never needs practice D. The student can ignore communication 32. What should readers pay attention to besides the surface information? A. Only the page number B. The price of paper C. The writer's purpose, examples and attitude D. The classroom color 33. What process helps students improve digital reading abilities? A. Through avoiding all mistakes B. Through doing nothing C. Through refusing advice D. Through practice and feedback 34. What benefit can a clear explanation bring to a study group? A. Work faster B. Stop communicating C. Lose the message D. Forget the problem 35. What wider value does English have in digital learning? A. It is only an examination burden B. It connects skills with wider opportunities C. It should replace all technical courses D. It is useful only for translators 【答案】31.B 32.C 33.D 34.A 35.B 【导语】本文围绕“From Clicking to Thinking”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. 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B。 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C。 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D。 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A。 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B。 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。 In our digital learning project, each group had to finish an online task and explain the result in English. At first, some students believed that using a computer would ___36___ every problem. They soon learned that tools were useful only when people used them wisely. One classmate copied an answer from the Internet without checking the source. The answer looked long, but it did not ___37___ the question. Our teacher asked us to compare it with the task card and find the missing information. After that, we made a study checklist. It reminded us to read the question first, search for information, check the source and then write in our own ___38___. This process took more time, but our answers became clearer. During practice, I also found that online learning required self-control. If I opened too many pages, I would lose my ___39___. So I closed unnecessary messages and set a time limit for each step. When we gave our presentation, we did not show every picture we found. Instead, we chose three useful examples and explained why they were ___40___ to the topic. The teacher praised our group because we could use evidence to support our ideas. She said digital learning was not about clicking quickly, but about thinking ___41___. Her words impressed me. Later, I used the same method in English reading. I looked for key sentences, checked the purpose of the text and avoided copying without understanding. My reading became less ___42___. The project taught me to treat AI and online tools as helpers, not as replacements for my own mind. A good learner should ask questions and make ___43___ decisions. Now I keep a small learning log. In it, I write what source I used, what clue helped me and what mistake I should ___44___ next time. Digital tools can save time, but only careful students can turn information into real ___45___. That is the biggest lesson I learned. 36. A. hide B. create C. solve D. repeat 37. A. print B. draw C. collect D. answer 38. A. words B. rooms C. prices D. uniforms 39. A. ticket B. focus C. voice D. badge 40. A. harmful B. strange C. related D. silent 41. A. noisily B. lazily C. secretly D. clearly 42. A. passive B. polite C. bright D. safe 43. A. empty B. responsible C. careless D. lucky 44. A. avoid B. invite C. cover D. borrow 45. A. weather B. knowledge C. furniture D. traffic 【答案】36.C 37.D 38.A 39.B 40.C 41.D 42.A 43.B 44.A 45.B 【导语】本文围绕数字化学习项目展开，强调核查信息来源、自主思考和合理使用工具。 【详解】36. 此处指有人以为电脑能解决所有问题，solve符合语境。 37. copied answer没有回应题目，应选answer。 38. write in our own words表示“用自己的话写”，故选A。 39. 打开太多网页会失去注意力，focus符合。 40. 选择的例子要与主题相关，related符合。 41. 数字学习重在清楚思考，clearly符合。 42. 主动寻找线索后，阅读不再被动，passive符合。 43. 好学习者应作负责任的决定，responsible符合。 44. 学习日志记录下次要避免的错误，avoid符合。 45. 信息经过思考才能变成知识，knowledge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。 Digital learning tools are common in vocational schools, but students need to use them wisely. Chen Ming once opened several apps ___46___(do) his homework, but messages often took his attention away. Later, his teacher asked the class ___47___(make) a weekly online study plan. The plan included reading tasks, short videos and a time for review. Chen found it ___48___(help) to turn off unnecessary notices while he was studying. When a task ___49___(finish), he wrote a few words in his learning diary. The diary helped him remember ___50___ he had learned and what problems he still had. His classmates also shared useful websites ___51___ were connected with their majors. With better habits, digital tools became ___52___ bridge between class knowledge and real practice. Students realized that technology itself is not enough; careful thinking ___53___(be) also needed. If they use tools with clear goals, they will learn more ___54___(effective) and build stronger learning ___55___(ability). 46._________ 47._________ 48._________ 49._________ 50._________ 51._________ 52._________ 53._________ 54._________ 55._________ 【答案】46.to do 47.to make 48.helpful 49.was finished 50.what 51.which/that 52.a 53.is 54.effectively 55.abilities 【导语】本文说明学生如何合理使用数字化学习工具，考查非谓语、形容词、被动语态、宾语从句、定语从句、冠词、副词和名词复数等语法点。 【详解】46. 考查非谓语动词。不定式to do表示目的。 47.考查非谓语动词。ask sb. to do sth.为固定用法。 48. 考查形容词。find it helpful to do sth.中helpful作宾语补足语。 49. 考查一般过去时被动语态。task与finish之间为被动关系。 50. 考查宾语从句。what he had learned表示“他所学的内容”。 51. 考查定语从句。先行词为websites，关系代词which或that作主语。 52. 考查冠词。bridge为可数名词单数，表泛指用a。 53. 考查一般现在时。主语careful thinking为单数，故填is。 54. 考查副词。修饰动词learn应用effectively。 55. 考查名词复数。ability为可数名词，此处表示多种能力。 五、书面表达（满分20分） 56. 假如你是李华，你的同学Tom在数字化学习中容易分心。请你给他写一封英文邮件，提出改进数字化学习习惯的建议。内容包括：1. 表示理解；2. 提出两条建议；3. 表达鼓励。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 Tom, I know it is not easy to stay focused when we study with digital tools. Many students have the same problem. I suggest that you make a clear plan before opening a learning app. Decide what you need to finish and set a time limit. Besides, you can turn off unnecessary messages, because they often break your attention. Digital tools are helpful only when we use them wisely. I believe you can gradually build better habits and make progress in your English learning. Yours, Li Hua 【点睛】本文为建议信，先理解对方困难，再提出可操作建议，结尾鼓励。 【高分句型】Digital tools are helpful only when we use them wisely. 本句使用when引导时间状语从句，观点明确。 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 $