2027年江苏省（职教高考）《英语高频考点冲刺卷》（三）（原卷版+解析版）

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》（三） 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：health, safety and daily problem solving。 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 patient cannot understand the medicine label. How can we help politely?—______. Use simple words and check again. A. Explain the dosage step by step B. Hide the label C. Laugh at the patient D. Change the medicine name 【答案】A 【详解】健康服务中应分步解释用量并确认理解，故选A。 2. —I left the clinic leaflet in the classroom.—______. There are extra copies on the front desk. A. You must cancel the visit B. That's all right C. The leaflet is dangerous D. Nobody reads leaflets 【答案】B 【详解】对方忘带材料，后句说明有备用，应表示没关系，故选B。 3. —Which sentence sounds warmer when greeting an elderly visitor?—______. It shows respect and offers help. A. Move faster, please B. You are too slow C. Good morning. May I help you? D. Read it yourself 【答案】C 【详解】问更温暖的问候语，应选择礼貌并主动帮助的表达，故选C。 4. —The blood-pressure machine shows an unusual number.—______. Ask the nurse to check it before we record it. A. Write any number B. Ignore the machine C. Take a photo for fun D. Don't record it yet 【答案】D 【详解】读数异常时不应马上记录，应先请护士确认，故选D。 5. —Can I take this health poster to the community board?—______. Please put it where people can see it clearly. A. Of course B. No news C. Bad idea D. Forget it forever 【答案】A 【详解】请求张贴健康海报，答语允许并给出位置要求，故选A。 6. —The visitor asks two questions at once, and I feel nervous.—______. Answer the urgent one first. A. Stop listening B. Take it easy C. Close the clinic D. Ask no one 【答案】B 【详解】对方紧张，应先安慰，再建议先回答紧急问题，故选B。 7. —Could you help me pronounce this medical word?—______. Let's read it syllable by syllable. A. I will leave now B. Words are useless C. Sure D. Never ask 【答案】C 【详解】请求帮助发音，Sure表示愿意帮助，故选C。 8. —What did you learn from today's community health practice?—______. Clear language can make care safer. A. A desk is heavy B. Posters have colors C. Lunch was late D. Communication matters 【答案】D 【详解】询问实践收获，后句强调清楚表达的重要性，故选D。 9. —Sorry, I gave the visitor the old clinic address.—______. Let's correct it before she leaves. A. Never mind B. It is a prize C. Keep it wrong D. The address can sleep 【答案】A 【详解】回应道歉并马上纠错，Never mind符合语境，故选A。 10. —Would it be better to add pictures to the medicine reminder?—______. Some readers understand pictures faster. A. I disagree with all reminders B. That's a good point C. Pictures are illegal D. Please remove the words 【答案】B 【详解】对改进建议表示认可，后句说明图片有帮助，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 health-service talk is tomorrow, isn't it? What have you prepared? B: We made a short survey about medicine reminders, but the first question sounds too general. A: ___11___ It will lead to your topic naturally. B: That helps. Some health words may still be difficult for classmates. ___12___ A: Put each word beside a simple example instead of giving a long definition. B: We also need to divide the work. I can introduce the survey result. A: ___13___ Then you can summarize the suggestions. B: What if someone asks a question about health information we are not sure of? A: ___14___ Never guess about health advice. B: Good point. Could we ask the school nurse to listen once? A: Certainly. ___15___ A. What is a better way to explain these health words? B. Ask about one daily problem, such as forgetting an appointment time. C. Her comments can keep the information safe and accurate. D. Let Chen Jie explain the service card. E. Say that we need to check with the nurse. F. Why not give health advice without checking? G. I will cancel the survey and talk about sports stars. 【答案】11.B 12.A 13.D 14.E 15.C 【详解】11. 上文说调查问题过于笼统，B项用具体日常问题改进开头，选B。 12. 上文提到健康词汇较难，下文建议用简单例子解释，故空处询问解释方式，选A。 13. 上文讨论分工，下文说“然后你总结建议”，D项安排陈杰讲服务卡，选D。 14. 上文问不确定健康信息怎么办，E项说明要向护士核实，选E。 15. 上文提议请校医试听，C项说明其评价能保证信息安全准确，选C。 二、阅读理解（共20小题，每小题2分，满分40分） A Community Health Station The school has opened a community health station to help students connect English learning with real health service. It runs every Tuesday and Thursday afternoon. Students first read a task card, then work in pairs to serve elderly residents in a simulated workplace situation. To make the situation more realistic, the teacher added a follow-up task. Students had to use the blood pressure form when an elderly resident asks about an appointment time. They read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. Before each task, the teacher explains useful expressions and reminds students to speak politely. Students use a blood pressure 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 medicine 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 health information carefully. The reflection connected English reading with real service and showed that community trust can be improved through practice. 16. When can students take part in the Community Health Station activity? A. Every morning before class B. Every Tuesday and Thursday afternoon C. Only once a year D. Only at weekends 17. What is the health card mainly used 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 task shows that the second week is more challenging? A. Stop all service tasks B. Memorize a whole dictionary C. Leave visitors alone D. Compare two choices 19. In which areas do teachers give comments to the volunteers? 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 activity mainly help students develop? 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“Community Health Station”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B。 17. 细节理解题。根据第三段“Students use a blood pressure 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 medicine 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 Student Helper in the Clinic Zhao Mei used to think that vocational English meant remembering difficult terms. During a clinic reception, 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 registration card when a patient asks about the next step. 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, Zhao Mei 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, Zhao Mei 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, Zhao Mei 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 explaining the order patiently. The reflection connected English reading with real service and showed that better clinic service can be improved through practice. 21. What did Zhao Mei once think vocational English meant? A. Refusing all practice B. Speaking without order C. Remembering difficult terms D. Drawing cartoons 22. What made Zhao Mei's first practice less successful? 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. Which method helped Zhao Mei make the process easier to follow? 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 Zhao Mei deal with a question she did not expect? A. Walked away B. Repeated the question C. Changed the topic D. Laughed at the visitor 25. What does Zhao Mei's experience tell us about clinic English? 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 Student Helper in the Clinic”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】21. 细节理解题。根据第一段“Zhao Mei 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, Zhao Mei 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, Zhao Mei 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, Zhao Mei 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 Learning from Health Leaflets A health leaflet 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 health leaflet when readers miss a reminder about medicine. 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 safe daily 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 finding key words quickly. The reflection connected English reading with real service and showed that safer daily habits can be improved through practice. 26. What should students notice when reading a health leaflet? 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 is the first reading step used by the teacher? A. Time and place words B. Every long sentence C. All pictures D. Names of famous singers 28. Why was the note at the bottom important in the sample text? A. The school name B. The meeting place C. The students' major D. The weather 29. Which writing features were encouraged in students' own health leaflets? A. Only difficult idioms B. Unclear jokes C. Clear verbs and simple sentences D. Long personal stories 30. What can students learn from reading health leaflets carefully? 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“Learning from Health Leaflets”展开，正文约338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. 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 Small Words, Big Care People sometimes think community health communication is only a small classroom topic. In fact, it reflects how students prepare for future work. A student who only follows fixed steps may feel nervous when the situation changes. To make the situation more realistic, the teacher added a follow-up task. Students had to use the care record when older people need a polite reminder. 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 choosing a warm tone. The reflection connected English reading with real service and showed that respectful communication can be improved through practice. 31. Why may fixed-step learners feel worried in community service? 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. Which reading abilities are mentioned in the passage? A. Only the page number B. The writer's purpose, examples and attitude C. The price of paper D. The classroom color 33. According to the passage, what helps students build these abilities? A. Through avoiding all mistakes B. Through doing nothing C. Through practice and feedback D. Through refusing advice 34. What role can a clear explanation play in teamwork? A. Stop communicating B. Lose the message C. Forget the problem D. Work faster 35. How does the passage describe the value of English for vocational students? 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“Small Words, Big Care”展开，正文约316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。 During a community health project, our group served elderly residents at a small service station. At first, I thought the work would be ___36___ because we only needed to hand out leaflets. Soon I found I was wrong. An old man showed me a message about his appointment, but I read it too ___37___ and missed the new time. Luckily, my partner noticed the change before he left. I felt sorry and learned to check every line. The next day, we prepared a health card with common questions and useful English sentences. When residents were not sure about a word, we explained it in ___38___ language. We also wrote down questions that we could not answer at once. Our teacher told us not to guess about health information. If we were unsure, we should ask the nurse on duty for ___39___. This rule made our service safer and more professional. By the end of the week, I understood that care is shown through small details. A clear sentence, a patient smile and a correct record can all ___40___ people feel respected. The project also changed my idea of English learning. It is not only for tests. It can help us listen to others, solve problems and build ___41___ in real service. After each task, we discussed what went well and what needed to be improved. This reflection helped us become more ___42___ when facing unexpected questions. I used to be afraid of making mistakes, but now I know mistakes can become useful lessons if we review them ___43___. Our final report included examples, problems and better answers. When the nurse praised our progress, we felt proud. More importantly, we knew that community service required both knowledge and ___44___. We should always put people's needs first. This experience will stay with me. It reminds me to speak clearly, act responsibly and keep learning ___45___ every practical task. 36. A. dangerous B. simple C. expensive D. noisy 37. A. slowly B. politely C. quickly D. loudly 38. A. difficult B. local C. secret D. simple 39. A. advice B. money C. tickets D. food 40. A. force B. make C. watch D. hear 41. A. noise B. trouble C. trust D. pressure 42. A. nervous B. careless C. silent D. confident 43. A. seriously B. angrily C. carelessly D. secretly 44. A. speed B. decoration C. luck D. patience 45. A. from B. against C. without D. beside 【答案】36.B 37.C 38.D 39.A 40.B 41.C 42.D 43.A 44.D 45.A 【导语】本文讲述学生参与社区健康服务的经历，突出准确阅读、耐心解释和反思改进的重要性。 【详解】36. 根据后文“only needed to hand out leaflets”可知，作者起初认为任务简单，故选B。 37. 由于漏看了新的预约时间，说明读得太快，故选C。 38. 面向居民解释词义，应使用简单语言，故选D。 39. 不确定健康信息时应向护士寻求建议，故选A。 40. make sb. feel respected意为“使某人感到被尊重”，故选B。 41. 真实服务中清楚沟通能建立信任，故选C。 42. 反思帮助学生面对意外问题时更自信，故选D。 43. 错误需要认真复盘才能成为经验，故选A。 44. 社区服务既需要知识，也需要耐心，故选D。 45. learn from意为“从……中学习”，故选A。 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 community health station invited vocational students to help with a health education day. Before the activity, the students ___46___(teach) how to guide older people and record simple information. Mei checked the posters carefully ___47___ she put them on the wall. She found that clear pictures were ___48___(easy) for visitors to understand than long sentences. During the activity, a nurse asked the students ___49___(explain) basic safety rules in simple English. Some visitors were interested in the first-aid show, ___50___ was prepared by the school medical club. Mei spoke slowly and made sure everyone could hear ___51___(she). After the event, the teacher said that patience ___52___(be) as important as knowledge in community service. The students felt proud because they had used ___53___ they learned in class to serve real people. Such activities help young people build ___54___(confident) and develop better communication ___55___(habit). 46._________ 47._________ 48._________ 49._________ 50._________ 51._________ 52._________ 53._________ 54._________ 55._________ 【答案】46.were taught 47.before 48.easier 49.to explain 50.which 51.her 52.was 53.what 54.confidence 55.habits 【导语】本文介绍中职学生参与社区健康教育日的经历，考查被动语态、连词、比较级、非谓语、定语从句、代词、表语从句和词形变化等语法点。 【详解】46. 考查一般过去时被动语态。students与teach之间为被动关系，且语境为过去。 47.考查连词。先检查海报，再张贴，故填before。 48. 考查形容词比较级。由than可知用easier。 49. 考查非谓语动词。ask sb. to do sth.为固定用法。 50. 考查非限制性定语从句。which指代the first-aid show并在从句中作主语。 51. 考查人称代词宾格。hear后作宾语用her。 52. 考查一般过去时。主语patience为单数，结合said可知填was。 53. 考查宾语从句。what they learned表示“他们所学的东西”。 54. 考查名词。build后接名词confidence。 55. 考查名词复数。habit为可数名词，此处表示多种沟通习惯。 五、书面表达（满分20分） 56. 假如你是学校英语社负责人，请你为即将举行的安全教育活动写一则英文通知。内容包括：1. 活动时间和地点；2. 活动内容；3. 参加要求。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： Notice A safety education activity will be held in the school hall at 3:00 p.m. this Friday. The activity will include a short lecture, a first-aid demonstration and a discussion about safety rules in training rooms. All students should arrive ten minutes earlier and bring a notebook. During the activity, please listen carefully and take part in the practice actively. Safety is closely connected with our study and future work. We hope everyone will learn useful skills and form good safety habits. English Club 【点睛】本文为通知，时间地点清楚，活动内容和参加要求完整。 【高分句型】The activity will include a short lecture, a first-aid demonstration and a discussion about safety rules in training rooms. 本句并列结构清晰，信息完整。 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》（三） 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 patient cannot understand the medicine label. How can we help politely?—______. Use simple words and check again. A. Explain the dosage step by step B. Hide the label C. Laugh at the patient D. Change the medicine name 2. —I left the clinic leaflet in the classroom.—______. There are extra copies on the front desk. A. You must cancel the visit B. That's all right C. The leaflet is dangerous D. Nobody reads leaflets 3. —Which sentence sounds warmer when greeting an elderly visitor?—______. It shows respect and offers help. A. Move faster, please B. You are too slow C. Good morning. May I help you? D. Read it yourself 4. —The blood-pressure machine shows an unusual number.—______. Ask the nurse to check it before we record it. A. Write any number B. Ignore the machine C. Take a photo for fun D. Don't record it yet 5. —Can I take this health poster to the community board?—______. Please put it where people can see it clearly. A. Of course B. No news C. Bad idea D. Forget it forever 6. —The visitor asks two questions at once, and I feel nervous.—______. Answer the urgent one first. A. Stop listening B. Take it easy C. Close the clinic D. Ask no one 7. —Could you help me pronounce this medical word?—______. Let's read it syllable by syllable. A. I will leave now B. Words are useless C. Sure D. Never ask 8. —What did you learn from today's community health practice?—______. Clear language can make care safer. A. A desk is heavy B. Posters have colors C. Lunch was late D. Communication matters 9. —Sorry, I gave the visitor the old clinic address.—______. Let's correct it before she leaves. A. Never mind B. It is a prize C. Keep it wrong D. The address can sleep 10. —Would it be better to add pictures to the medicine reminder?—______. Some readers understand pictures faster. A. I disagree with all reminders B. That's a good point C. Pictures are illegal D. Please remove the words 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 health-service talk is tomorrow, isn't it? What have you prepared? B: We made a short survey about medicine reminders, but the first question sounds too general. A: ___11___ It will lead to your topic naturally. B: That helps. Some health words may still be difficult for classmates. ___12___ A: Put each word beside a simple example instead of giving a long definition. B: We also need to divide the work. I can introduce the survey result. A: ___13___ Then you can summarize the suggestions. B: What if someone asks a question about health information we are not sure of? A: ___14___ Never guess about health advice. B: Good point. Could we ask the school nurse to listen once? A: Certainly. ___15___ A. What is a better way to explain these health words? B. Ask about one daily problem, such as forgetting an appointment time. C. Her comments can keep the information safe and accurate. D. Let Chen Jie explain the service card. E. Say that we need to check with the nurse. F. Why not give health advice without checking? G. I will cancel the survey and talk about sports stars. 二、阅读理解（共20小题，每小题2分，满分40分） A Community Health Station The school has opened a community health station to help students connect English learning with real health service. It runs every Tuesday and Thursday afternoon. Students first read a task card, then work in pairs to serve elderly residents in a simulated workplace situation. To make the situation more realistic, the teacher added a follow-up task. Students had to use the blood pressure form when an elderly resident asks about an appointment time. They read the information silently and marked the facts that might change. This helped them see why careful reading is needed before speaking. Before each task, the teacher explains useful expressions and reminds students to speak politely. Students use a blood pressure 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 medicine 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 health information carefully. The reflection connected English reading with real service and showed that community trust can be improved through practice. 16. When can students take part in the Community Health Station activity? A. Every morning before class B. Every Tuesday and Thursday afternoon C. Only once a year D. Only at weekends 17. What is the health card mainly used 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 task shows that the second week is more challenging? A. Stop all service tasks B. Memorize a whole dictionary C. Leave visitors alone D. Compare two choices 19. In which areas do teachers give comments to the volunteers? 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 activity mainly help students develop? A. To sell certificates B. To develop careful communication habits C. To make tasks impossible D. To cancel English classes B A Student Helper in the Clinic Zhao Mei used to think that vocational English meant remembering difficult terms. During a clinic reception, 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 registration card when a patient asks about the next step. 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, Zhao Mei 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, Zhao Mei 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, Zhao Mei 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 explaining the order patiently. The reflection connected English reading with real service and showed that better clinic service can be improved through practice. 21. What did Zhao Mei once think vocational English meant? A. Refusing all practice B. Speaking without order C. Remembering difficult terms D. Drawing cartoons 22. What made Zhao Mei's first practice less successful? 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. Which method helped Zhao Mei make the process easier to follow? 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 Zhao Mei deal with a question she did not expect? A. Walked away B. Repeated the question C. Changed the topic D. Laughed at the visitor 25. What does Zhao Mei's experience tell us about clinic English? 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 Learning from Health Leaflets A health leaflet 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 health leaflet when readers miss a reminder about medicine. 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 safe daily 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 finding key words quickly. The reflection connected English reading with real service and showed that safer daily habits can be improved through practice. 26. What should students notice when reading a health leaflet? 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 is the first reading step used by the teacher? A. Time and place words B. Every long sentence C. All pictures D. Names of famous singers 28. Why was the note at the bottom important in the sample text? A. The school name B. The meeting place C. The students' major D. The weather 29. Which writing features were encouraged in students' own health leaflets? A. Only difficult idioms B. Unclear jokes C. Clear verbs and simple sentences D. Long personal stories 30. What can students learn from reading health leaflets carefully? 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 Small Words, Big Care People sometimes think community health communication is only a small classroom topic. In fact, it reflects how students prepare for future work. A student who only follows fixed steps may feel nervous when the situation changes. To make the situation more realistic, the teacher added a follow-up task. Students had to use the care record when older people need a polite reminder. 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 choosing a warm tone. The reflection connected English reading with real service and showed that respectful communication can be improved through practice. 31. Why may fixed-step learners feel worried in community service? 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. Which reading abilities are mentioned in the passage? A. Only the page number B. The writer's purpose, examples and attitude C. The price of paper D. The classroom color 33. According to the passage, what helps students build these abilities? A. Through avoiding all mistakes B. Through doing nothing C. Through practice and feedback D. Through refusing advice 34. What role can a clear explanation play in teamwork? A. Stop communicating B. Lose the message C. Forget the problem D. Work faster 35. How does the passage describe the value of English for vocational students? 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。 During a community health project, our group served elderly residents at a small service station. At first, I thought the work would be ___36___ because we only needed to hand out leaflets. Soon I found I was wrong. An old man showed me a message about his appointment, but I read it too ___37___ and missed the new time. Luckily, my partner noticed the change before he left. I felt sorry and learned to check every line. The next day, we prepared a health card with common questions and useful English sentences. When residents were not sure about a word, we explained it in ___38___ language. We also wrote down questions that we could not answer at once. Our teacher told us not to guess about health information. If we were unsure, we should ask the nurse on duty for ___39___. This rule made our service safer and more professional. By the end of the week, I understood that care is shown through small details. A clear sentence, a patient smile and a correct record can all ___40___ people feel respected. The project also changed my idea of English learning. It is not only for tests. It can help us listen to others, solve problems and build ___41___ in real service. After each task, we discussed what went well and what needed to be improved. This reflection helped us become more ___42___ when facing unexpected questions. I used to be afraid of making mistakes, but now I know mistakes can become useful lessons if we review them ___43___. Our final report included examples, problems and better answers. When the nurse praised our progress, we felt proud. More importantly, we knew that community service required both knowledge and ___44___. We should always put people's needs first. This experience will stay with me. It reminds me to speak clearly, act responsibly and keep learning ___45___ every practical task. 36. A. dangerous B. simple C. expensive D. noisy 37. A. slowly B. politely C. quickly D. loudly 38. A. difficult B. local C. secret D. simple 39. A. advice B. money C. tickets D. food 40. A. force B. make C. watch D. hear 41. A. noise B. trouble C. trust D. pressure 42. A. nervous B. careless C. silent D. confident 43. A. seriously B. angrily C. carelessly D. secretly 44. A. speed B. decoration C. luck D. patience 45. A. from B. against C. without D. beside 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 community health station invited vocational students to help with a health education day. Before the activity, the students ___46___(teach) how to guide older people and record simple information. Mei checked the posters carefully ___47___ she put them on the wall. She found that clear pictures were ___48___(easy) for visitors to understand than long sentences. During the activity, a nurse asked the students ___49___(explain) basic safety rules in simple English. Some visitors were interested in the first-aid show, ___50___ was prepared by the school medical club. Mei spoke slowly and made sure everyone could hear ___51___(she). After the event, the teacher said that patience ___52___(be) as important as knowledge in community service. The students felt proud because they had used ___53___ they learned in class to serve real people. Such activities help young people build ___54___(confident) and develop better communication ___55___(habit). 46._________ 47._________ 48._________ 49._________ 50._________ 51._________ 52._________ 53._________ 54._________ 55._________ 五、书面表达（满分20分） 56. 假如你是学校英语社负责人，请你为即将举行的安全教育活动写一则英文通知。内容包括：1. 活动时间和地点；2. 活动内容；3. 参加要求。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 $