2027年江苏省（职教高考）《英语高频考点冲刺卷》（八）（原卷版+解析版）

**基本信息** 以物流职业场景为核心，整合高频词汇、语法及语篇考点，实现语言知识与真实工作情境的深度融合，提升语言运用与问题解决能力。 **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|职场对话与情境补全，聚焦礼貌用语与问题应对|围绕物流服务流程（标签核对、异常处理等），构建“问题-回应”逻辑链| |阅读理解|20小题（4篇）|物流训练、包裹问题等真实语篇，考查细节查找与推理|以“物流实践”为主线，串联信息获取、流程分析与反思能力培养| |完形填空|10小题|物流实践故事，考查词汇运用与上下文理解|通过“错误识别-修正-总结”过程，强化细节关注与逻辑连贯意识| |语法填空|10小题|物流标签与服务场景短文，考查语法规则应用|结合定语从句、非谓语等语法点，体现语言准确性在职业场景中的关键作用| |书面表达|1题|校园节能倡议书，考查应用文写作|从职业场景延伸至校园生活，培养综合语言输出与社会责任表达能力|

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》（八） 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 package label is wet and hard to read. What is the safe choice?—______. Then print a new label if needed. A. Check the order number first B. Guess the address C. Send it anywhere D. Throw away the parcel 2. —I put the fragile boxes under the heavy ones.—______. Move them to the top shelf now. A. That's not safe B. Keep pressing them C. Boxes can swim D. Close the warehouse 3. —Which sentence should we use when a customer asks about a late delivery?—______. It is polite and gives action. A. Wait and stop asking B. It is none of your business C. Let me check the tracking information for you D. The parcel is invisible 4. —The scanner cannot read the bar code on this box.—______. I will type the number by hand. A. Scan the wall B. Cancel the order C. Leave it blank D. Let me enter it manually 5. —May I place the medicine parcel in the normal storage area?—______. It needs the cool-storage shelf. A. I'm afraid not B. Sounds perfect C. Eat it now D. No label exists 6. —The customer wrote the building number but forgot the room number.—______. Call to confirm before delivery. A. Deliver it blindly B. Good question C. Remove the phone number D. Ignore the address 7. —Could you help me weigh these two parcels separately?—______. Different weights mean different fees. A. Parcels have no weight B. I am a truck C. Sure D. Mix them together 8. —What does the arrow mark on the box mean?—______. Keep this side up during transport. A. Shake it hard B. Open it at once C. Put it upside down D. It shows the correct direction 9. —Thanks for checking the delivery list twice.—______. A second check prevents mistakes. A. You're welcome B. Lists are heavy C. Never check D. Mistakes are needed 10. —Shall we send a message when the parcel reaches the service station?—______. Customers will know when to pick it up. A. No, messages are stones B. That would help C. Hide every update D. Pick it up yesterday 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: Wang Rui, your logistics presentation has many steps. Are you ready? B: Not really. The delivery process is clear to us, but may be confusing to others. A: ___11___ B: Good. The label sheet has name, phone number, room and tracking number. A: ___12___ It connects the package with the list. B: If someone asks about a late package, our answer must sound calm. A: I can act as the customer and practise the reply with you. B: ___13___ We also need to finish within five minutes. A: Put a small clock beside the outline and cut repeated details. B: Shall we ask the logistics training teacher to check the flow chart? ___14___ A: Yes. ___15___ A. Use one package as an example and follow it from receiving to shelf checking. B. Show the tracking number first. C. That will help us practise the late-package reply. D. Is the flow chart worth checking by the teacher? E. His comments will help us make the process accurate. F. Should customers wait without any explanation? G. The package label has become a restaurant menu. 二、阅读理解（共20小题，每小题2分，满分40分） A Logistics Training Center The school has opened a logistics training center to help students connect English learning with real delivery service. It runs every Tuesday and Thursday afternoon. Students first read a task card, then work in pairs to serve logistics students in a simulated workplace situation. To make the situation more realistic, the teacher added a follow-up task. Students had to use the delivery list when a package is placed on the wrong shelf. 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 package label sheet 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 customer 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 labels before moving. The reflection connected English reading with real service and showed that customer trust can be improved through practice. 16. What is the timetable for the Logistics Training Center? A. Every morning before class B. Only once a year C. Every Tuesday and Thursday afternoon D. Only at weekends 17. What does the package label sheet help students check? A. To draw pictures only B. To replace all teachers C. To avoid speaking English D. To write down key information 18. What more difficult service situation is mentioned for the second week? A. Compare two choices B. Stop all service tasks C. Memorize a whole dictionary D. Leave visitors alone 19. Which skills are highlighted in teachers' feedback on logistics service? A. Clothes, hobbies and music B. Pronunciation, teamwork and problem-solving C. Food prices and weather D. The number of photos 20. What communication habit does the logistics activity aim to form? A. To sell certificates B. To make tasks impossible C. To develop careful communication habits D. To cancel English classes B A Package Problem Wang Rui used to think that vocational English meant remembering difficult terms. During a package service, 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 reply card when a customer worries about a delayed package. 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, Wang Rui 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, Wang Rui 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, Wang Rui 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 tracking information. The reflection connected English reading with real service and showed that calm service can be improved through practice. 21. What did Wang Rui once think vocational English meant? A. Refusing all practice B. Speaking without order C. Drawing cartoons D. Remembering difficult terms 22. What mistake did Wang Rui make during the package-service 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 did Wang Rui use to make the package process 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 was Wang Rui's first response to an unexpected customer question? A. Walked away B. Changed the topic C. Repeated the question D. Laughed at the visitor 25. What service principle does Wang Rui's package problem show? 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 Reading a Delivery Notice A delivery 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 notice form when a note changes the delivery address. 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 work efficiency, 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 checking time and address. The reflection connected English reading with real service and showed that work efficiency can be improved through practice. 26. What should students notice when reading a delivery notice? 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. What information is located first in the delivery notice? A. Every long sentence B. Time and place words C. All pictures D. Names of famous singers 28. What delivery detail was changed by the note at the bottom? A. The school name B. The students' major C. The meeting place D. The weather 29. What features did students include in their delivery notices? A. Only difficult idioms B. Unclear jokes C. Long personal stories D. Clear verbs and simple sentences 30. What should logistics students do when reading delivery notices? 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 Good Service in Logistics People sometimes think logistics service 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 service log when a message is not clear enough. 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 using exact delivery words. The reflection connected English reading with real service and showed that reliable logistics can be improved through practice. 31. What problem may fixed-step workers meet in logistics service? 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 students identify when reading logistics 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 builds students' logistics communication ability? A. Through avoiding all mistakes B. Through doing nothing C. Through refusing advice D. Through practice and feedback 34. How does a clear explanation influence logistics teamwork? A. Work faster B. Stop communicating C. Lose the message D. Forget the problem 35. What does English help logistics students connect? 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 the logistics training center, our team practised handling packages for a school charity sale. I thought the job was only moving boxes, but the teacher said the most important thing was ___36___. A wrong label could delay the whole service. Each package had a card with the receiver's name, phone number and room. We had to check the card before putting the package on the shelf. At first, I worked too fast and placed two packages in the ___37___ area. My partner found the mistake when she checked the list. She did not blame me. Instead, she showed me how to use the tracking number to find the correct ___38___. After that, I slowed down and read every label aloud. This small habit helped me stay focused. When a customer asked about a late package, I could give a clear ___39___ instead of saying 'I don't know'. Sometimes customers were worried because they needed the package quickly. We learned to listen first and speak in a calm ___40___. Good service could make people feel less anxious. The teacher also asked us to record common problems, such as unclear handwriting and missing phone numbers. These records helped the next group avoid the same ___41___. At the end of the project, we compared our first delivery list with the final one. The final list was cleaner and more complete because we had added useful ___42___. I realized that logistics work depends on both speed and accuracy. If we only try to be fast, we may create more trouble and lose customers' ___43___. The project made me more patient. I also learned that a polite explanation is necessary when a problem cannot be solved ___44___. In future work, I will remember to check details, communicate clearly and treat every package ___45___. 36. A. decoration B. music C. accuracy D. distance 37. A. bright B. clean C. public D. wrong 38. A. address B. price C. color D. story 39. A. excuse B. reply C. secret D. menu 40. A. bag B. desk C. voice D. road 41. A. chances B. lessons C. notices D. mistakes 42. A. details B. jokes C. pictures D. games 43. A. weight B. trust C. ticket D. habit 44. A. immediately B. recently C. silently D. cheaply 45. A. carelessly B. carefully C. angrily D. secretly 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。 In a logistics training center, students learned how to read delivery information. Each package had a label ___46___ showed its address, weight and service number. The teacher asked students ___47___(compare) the labels before sending anything out. If a number was typed ___48___(wrong), the package might be sent to another place. Chen Jie worked with his partner and checked every line twice. They found one address ___49___ was missing a building name, so they called the customer politely. The problem ___50___(solve) before the truck left the center. Through the task, students understood that speed should not be placed before ___51___(safe) and accuracy. They also learned ___52___ important clear communication was in logistics service. A short message can save time, ___53___ a careless word may cause trouble. After practice, the class became more confident in ___54___(handle) real orders. Good service depends on both skills and responsible ___55___(attitude). 46._________ 47._________ 48._________ 49._________ 50._________ 51._________ 52._________ 53._________ 54._________ 55._________ 五、书面表达（满分20分） 56. 假如你是学生会成员，请你以“Save Energy on Campus”为题写一封英文倡议书。内容包括：1. 节能原因；2. 具体做法；3. 发出号召。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》（八） 时间：120分钟 总分：100分 班级：__________ 姓名：__________ 学号：__________ 成绩：__________ 本卷难度定位：中等偏拔高；主题覆盖：green development and social responsibility。 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 package label is wet and hard to read. What is the safe choice?—______. Then print a new label if needed. A. Check the order number first B. Guess the address C. Send it anywhere D. Throw away the parcel 【答案】A 【详解】物流标签不清时应先核对订单号，故选A。 2. —I put the fragile boxes under the heavy ones.—______. Move them to the top shelf now. A. That's not safe B. Keep pressing them C. Boxes can swim D. Close the warehouse 【答案】A 【详解】易碎品不能放在重物下方，应提醒对方这样不安全并马上调整位置。That’s not safe符合语境，故选A。 3. —Which sentence should we use when a customer asks about a late delivery?—______. It is polite and gives action. A. Wait and stop asking B. It is none of your business C. Let me check the tracking information for you D. The parcel is invisible 【答案】C 【详解】回应延迟配送应礼貌并主动查询物流信息，故选C。 4. —The scanner cannot read the bar code on this box.—______. I will type the number by hand. A. Scan the wall B. Cancel the order C. Leave it blank D. Let me enter it manually 【答案】D 【详解】扫码失败时可手动输入编号，故选D。 5. —May I place the medicine parcel in the normal storage area?—______. It needs the cool-storage shelf. A. I'm afraid not B. Sounds perfect C. Eat it now D. No label exists 【答案】A 【详解】药品包裹需冷藏，不可放普通区，I'm afraid not合适，故选A。 6. —The customer wrote the building number but forgot the room number.—______. Call to confirm before delivery. A. Deliver it blindly B. Good question C. Remove the phone number D. Ignore the address 【答案】B 【详解】地址信息缺失时应确认，Good question承接问题，故选B。 7. —Could you help me weigh these two parcels separately?—______. Different weights mean different fees. A. Parcels have no weight B. I am a truck C. Sure D. Mix them together 【答案】C 【详解】请求分别称重，Sure表示同意，故选C。 8. —What does the arrow mark on the box mean?—______. Keep this side up during transport. A. Shake it hard B. Open it at once C. Put it upside down D. It shows the correct direction 【答案】D 【详解】箱体箭头表示运输方向，故选D。 9. —Thanks for checking the delivery list twice.—______. A second check prevents mistakes. A. You're welcome B. Lists are heavy C. Never check D. Mistakes are needed 【答案】A 【详解】回应感谢用You're welcome，故选A。 10. —Shall we send a message when the parcel reaches the service station?—______. Customers will know when to pick it up. A. No, messages are stones B. That would help C. Hide every update D. Pick it up yesterday 【答案】B 【详解】到站提醒有助于客户取件，That would help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: Wang Rui, your logistics presentation has many steps. Are you ready? B: Not really. The delivery process is clear to us, but may be confusing to others. A: ___11___ B: Good. The label sheet has name, phone number, room and tracking number. A: ___12___ It connects the package with the list. B: If someone asks about a late package, our answer must sound calm. A: I can act as the customer and practise the reply with you. B: ___13___ We also need to finish within five minutes. A: Put a small clock beside the outline and cut repeated details. B: Shall we ask the logistics training teacher to check the flow chart? ___14___ A: Yes. ___15___ A. Use one package as an example and follow it from receiving to shelf checking. B. Show the tracking number first. C. That will help us practise the late-package reply. D. Is the flow chart worth checking by the teacher? E. His comments will help us make the process accurate. F. Should customers wait without any explanation? G. The package label has become a restaurant menu. 【答案】11.A 12.B 13.C 14.D 15.E 【详解】11. 上文说流程可能让别人困惑，A项建议用一个包裹贯穿流程，选A。 12. 下文解释其能把包裹和清单联系起来，B项应为先展示追踪号，选B。 13. 前文对方愿意扮演顾客练习回复，C项承接其作用，选C。 14. 上文提出请老师检查流程图，D项确认这样做是否值得，选D。 15. 上文回答“Yes”，E项说明老师意见有助于流程准确，选E。 二、阅读理解（共20小题，每小题2分，满分40分） A Logistics Training Center The school has opened a logistics training center to help students connect English learning with real delivery service. It runs every Tuesday and Thursday afternoon. Students first read a task card, then work in pairs to serve logistics students in a simulated workplace situation. To make the situation more realistic, the teacher added a follow-up task. Students had to use the delivery list when a package is placed on the wrong shelf. 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 package label sheet 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 customer 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 labels before moving. The reflection connected English reading with real service and showed that customer trust can be improved through practice. 16. What is the timetable for the Logistics Training Center? A. Every morning before class B. Only once a year C. Every Tuesday and Thursday afternoon D. Only at weekends 17. What does the package label sheet help students check? A. To draw pictures only B. To replace all teachers C. To avoid speaking English D. To write down key information 18. What more difficult service situation is mentioned for the second week? A. Compare two choices B. Stop all service tasks C. Memorize a whole dictionary D. Leave visitors alone 19. Which skills are highlighted in teachers' feedback on logistics service? A. Clothes, hobbies and music B. Pronunciation, teamwork and problem-solving C. Food prices and weather D. The number of photos 20. What communication habit does the logistics activity aim to form? 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“Logistics Training Center”展开，正文约349词，问题覆盖开头信息、过程细节、关键做法、实践结果和主旨推断，考查学生在真实职业语境中获取并整合信息的能力。 【详解】16. 细节理解题。根据第一段“It runs every Tuesday and Thursday afternoon.”可知，该句中的关键信息与选项“Every Tuesday and Thursday afternoon”一致，因此答案为C。 17. 细节理解题。根据第三段“Students use a package label sheet 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。根据第七段“The most important purpose is not the certificate, but the habit of careful communication and the awareness of customer 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C。 B A Package Problem Wang Rui used to think that vocational English meant remembering difficult terms. During a package service, 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 reply card when a customer worries about a delayed package. 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, Wang Rui 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, Wang Rui 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, Wang Rui 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 tracking information. The reflection connected English reading with real service and showed that calm service can be improved through practice. 21. What did Wang Rui once think vocational English meant? A. Refusing all practice B. Speaking without order C. Drawing cartoons D. Remembering difficult terms 22. What mistake did Wang Rui make during the package-service 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 did Wang Rui use to make the package process 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 was Wang Rui's first response to an unexpected customer question? A. Walked away B. Changed the topic C. Repeated the question D. Laughed at the visitor 25. What service principle does Wang Rui's package problem show? 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“A Package Problem”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“Wang Rui 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, Wang Rui 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, Wang Rui 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, Wang Rui 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. 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D。 C Reading a Delivery Notice A delivery 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 notice form when a note changes the delivery address. 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 work efficiency, 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 checking time and address. The reflection connected English reading with real service and showed that work efficiency can be improved through practice. 26. What should students notice when reading a delivery notice? 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. What information is located first in the delivery notice? A. Every long sentence B. Time and place words C. All pictures D. Names of famous singers 28. What delivery detail was changed by the note at the bottom? A. The school name B. The students' major C. The meeting place D. The weather 29. What features did students include in their delivery notices? A. Only difficult idioms B. Unclear jokes C. Long personal stories D. Clear verbs and simple sentences 30. What should logistics students do when reading delivery notices? 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“Reading a Delivery Notice”展开，正文约336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 Good Service in Logistics People sometimes think logistics service 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 service log when a message is not clear enough. 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 using exact delivery words. The reflection connected English reading with real service and showed that reliable logistics can be improved through practice. 31. What problem may fixed-step workers meet in logistics service? 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 students identify when reading logistics 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 builds students' logistics communication ability? A. Through avoiding all mistakes B. Through doing nothing C. Through refusing advice D. Through practice and feedback 34. How does a clear explanation influence logistics teamwork? A. Work faster B. Stop communicating C. Lose the message D. Forget the problem 35. What does English help logistics students connect? 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“Good Service in Logistics”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 the logistics training center, our team practised handling packages for a school charity sale. I thought the job was only moving boxes, but the teacher said the most important thing was ___36___. A wrong label could delay the whole service. Each package had a card with the receiver's name, phone number and room. We had to check the card before putting the package on the shelf. At first, I worked too fast and placed two packages in the ___37___ area. My partner found the mistake when she checked the list. She did not blame me. Instead, she showed me how to use the tracking number to find the correct ___38___. After that, I slowed down and read every label aloud. This small habit helped me stay focused. When a customer asked about a late package, I could give a clear ___39___ instead of saying 'I don't know'. Sometimes customers were worried because they needed the package quickly. We learned to listen first and speak in a calm ___40___. Good service could make people feel less anxious. The teacher also asked us to record common problems, such as unclear handwriting and missing phone numbers. These records helped the next group avoid the same ___41___. At the end of the project, we compared our first delivery list with the final one. The final list was cleaner and more complete because we had added useful ___42___. I realized that logistics work depends on both speed and accuracy. If we only try to be fast, we may create more trouble and lose customers' ___43___. The project made me more patient. I also learned that a polite explanation is necessary when a problem cannot be solved ___44___. In future work, I will remember to check details, communicate clearly and treat every package ___45___. 36. A. decoration B. music C. accuracy D. distance 37. A. bright B. clean C. public D. wrong 38. A. address B. price C. color D. story 39. A. excuse B. reply C. secret D. menu 40. A. bag B. desk C. voice D. road 41. A. chances B. lessons C. notices D. mistakes 42. A. details B. jokes C. pictures D. games 43. A. weight B. trust C. ticket D. habit 44. A. immediately B. recently C. silently D. cheaply 45. A. carelessly B. carefully C. angrily D. secretly 【答案】36.C 37.D 38.A 39.B 40.C 41.D 42.A 43.B 44.A 45.B 【导语】本文围绕物流实训中的包裹核对与客户沟通展开，考查准确性、服务态度和细节意识。 【详解】36. 标签错误会延误服务，说明准确性最重要，accuracy符合。 37. 作者把包裹放到了错误区域，wrong符合。 38. 追踪号用于找到正确地址，address符合。 39. 面对询问应给出清楚回复，reply符合。 40. calm voice表示“平静的声音/语气”，故选C。 41. 记录问题是为了避免同样错误，mistakes符合。 42. 清单更完整是因为补充了细节，details符合。 43. 服务出错会失去顾客信任，trust符合。 44. 问题不能立即解决时需要礼貌解释，immediately符合。 45. 对待每个包裹都要认真，carefully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。 In a logistics training center, students learned how to read delivery information. Each package had a label ___46___ showed its address, weight and service number. The teacher asked students ___47___(compare) the labels before sending anything out. If a number was typed ___48___(wrong), the package might be sent to another place. Chen Jie worked with his partner and checked every line twice. They found one address ___49___ was missing a building name, so they called the customer politely. The problem ___50___(solve) before the truck left the center. Through the task, students understood that speed should not be placed before ___51___(safe) and accuracy. They also learned ___52___ important clear communication was in logistics service. A short message can save time, ___53___ a careless word may cause trouble. After practice, the class became more confident in ___54___(handle) real orders. Good service depends on both skills and responsible ___55___(attitude). 46._________ 47._________ 48._________ 49._________ 50._________ 51._________ 52._________ 53._________ 54._________ 55._________ 【答案】46.which/that 47.to compare 48.wrongly 49.that/which 50.was solved 51.safety 52.how 53.but 54.handling 55.attitudes 【导语】本文介绍物流实训中学生核对配送信息的过程，考查定语从句、非谓语、副词、被动语态、名词、宾语从句、连词、动名词和名词复数等语法点。 【详解】46. 考查定语从句。先行词为label，关系代词which或that作主语。 47.考查非谓语动词。ask sb. to do sth.为固定用法。 48. 考查副词。修饰typed应用wrongly。 49. 考查定语从句。先行词为address，关系代词that或which作主语。 50. 考查一般过去时被动语态。problem与solve之间为被动关系。 51. 考查名词。介词before后接名词safety。 52. 考查宾语从句。how important表示“多么重要”。 53. 考查连词。前后形成转折对比，故填but。 54. 考查动名词。介词in后接handling。 55. 考查名词复数。attitude为可数名词，此处表示负责任的态度和习惯。 五、书面表达（满分20分） 56. 假如你是学生会成员，请你以“Save Energy on Campus”为题写一封英文倡议书。内容包括：1. 节能原因；2. 具体做法；3. 发出号召。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 students, Energy saving is important for both our school and the environment. I call on everyone to take action on campus. First, we should turn off lights and computers when we leave the classroom. Second, we can use water carefully and report broken taps in time. Third, we should choose reusable bottles instead of disposable cups. Small actions may lead to big changes if we keep doing them every day. Let us save energy together and make our campus greener and more responsible. 【点睛】本文为倡议书，原因、做法和号召层次清晰。 【高分句型】Small actions may lead to big changes if we keep doing them every day. 本句使用if条件状语从句，突出持续行动的重要性。 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 $